TVET and IGAEdited (repaired) iga

ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES MANAGEMENT OF VOCATIONAL EDUCATION

TITLE: RESEARCH PROPOSAL

TOPIC: PRACTICE AND MAJOR CHALLENGES OF INCOME

GENERATING ACTIVITIES IN INDUSTRIAL AND CONSTRUCTION FIELDS IN SELECTED TVET COLLEGES A.A. CITY ADMINSTRATION

BY BERHANU TADESSE

SUBMITTED TO: ADVISOR

ASSISTANT PROFESSOR WORKU MEKONNEN (PHD)

Aug. 2012

ADDIS ABABA

Abstract Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.

The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.

List of Acronyms ETP: Education and Training Policy

GTZ: Germen Technical Co-operation

IGAs: Income Generating Activities

ILO: International Labor Organization

KAB: Know About Business

MDGS: Millennium development goals

MOE: Ministry of Education

MOTI: Ministry of Trade and Industry

NGO: Non-Governmental Organization

TVET: Technical and Vocational Education and Training

UNESCO: United Nations Educational, Science of Cultural

Organization

List of Tables

Tables Page

Table 1 Sampling Population ---------------------------------------------------------------------14

Table 2 Work plan ---------------------------------------------------------------------------------16

Table 3 Budget Breakdown of the Study--------------------------------------------------------17

Table of Content

Contents Page

Acknowledgments----------------------------------------------------------------------------------------I

List of Tables----------------------------------------------------------------------------------------------II

List of Acronyms-----------------------------------------------------------------------------------------III

CHAPTER ONE

1. Introduction -------------------------------------------------------------------------------------------------1

1.1 Background------------------------------------------------------------------------------------------------1

1.2 Statement of the Problem--------------------------------------------------------------------------------3

1.3 Objectives of the Study----------------------------------------------------------------------------------5

1.4 Significance of the Study--------------------------------------------------------------------------------6

1.5 Theoretical Frame work----------------------------------------------------------------------------------6

Chatter two

2.Literature Review-------------------------------------------------------------------------------------------8

2.1Concept and purpose of the study-----------------------------------------------------------------------8

2.2 Historical Background of TVET in Ethiopia----------------------------------------------------------9

2.3 TVET Financing-----------------------------------------------------------------------------------------10

2.4 Current Situation of Financing TVET in Ethiopia--------------------------------------------------11

2.5 International Experiences of Income Generating Activates---------------------------------------11

2.6 Justification for the Establishment of Production Centers in TVET Institutions---------------12

Chapter three

3.Research Design and Methodology --------------------------------------------------------------------13

3.1 Source of Data-------------------------------------------------------------------------------------------13

3.2 Sampling Population and Sampling Techniques----------------------------------------------------13

3.3 Data Collecting Instruments and Procedure---------------------------------------------------------14

3.4 The method employed----------------------------------------------------------------------------------14

4

3.5 Data Collecting Instrument----------------------------------------------------------------------------14

3.6 Procedure of Data Collection--------------------------------------------------------------------------15

3.7 Methods of Data Analysis -----------------------------------------------------------------------------15

3.8Work plan------------------------------------------------------------------------------------------------16

3.9 Budget Breakdown of the Study---------------------------------------------------------------------17

References---------------------------------------------------------------------------------------------------19

CHAPTER ONE

1. INTRODUCTION

1.1 Background of the study

Progress towards sustainable development makes good business sense because it can create

competitive advantage and new opportunities. The culture of productive in TVET, productivism

assumes that economic growth is essential to human existence, despite any environmental impact

and consequences. TVET being seen only as training for growth and skills for work. The broader

general education needed for personal autonomy, citizenship and sustainability is often over

looked to be a second class education compared to university studies. However today, TVET is

increasingly seen as the master key to poverty alleviation and social cohesion and a chance for

countries to jump on the bandwagon of development and globalization. The most important

business asset today is knowledge, rather than capital unfortunately, however, TVET in many

countries remains locked in to the role of being a supplier of skilled traditional labour to industry

and is thereby, unable to respond effectively to the needs of organizations in the information

Age.

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It is widely recognized that skillsdevelopment for employability, and TVET, have an important

contribution to make in achieving the MDGs. We have considered the emerging challenges of

the twenty-firsts century, a century, that will be an era of knowledge, information and

communication. Globalization and the revolution in information and communication technology

have signaled the need for a new human center development paradigm. We have concluded that

technical and vocational Education, as an integral component of lifelong learning has a crucial

role to play in this new era as an effective tool to realize the objectives of a culture of peace,

environmentally sound sustainable development, social cohesion, and international citizenship

(UNESCO, 2011)

The major source of finance for the government technical and vocational education and training

institutions is funding from the government which is collected from general tax revenues, public

borrowing and other stakeholders. Even though the government is the major source of finance

for TVET institutions, income generating activities should also support TVET institutions in

order to share the financial burden UNESCO, 1998).

To some extent, income generating activities (IGAS) were practiced in the Ethiopian TVET

institutions, however, public financial management rules were not encouraging until recently.

TVET institutions were not also allowed to open their own accounts, and all the generated

income had to be transferred to the state finance bureaus. In this regard, nowadays the TVET

proclamation (No. 391/2004) constants a substantial improvement in the regulatory environment.

There were also grants and financial autonomy to the TVET institutions and stipulate that every

public TVET institution shall have the right to utilize the income it generates and to utilize any

residue of any such income beyond any budget year (Arts 51/2)

The most source of public funding for TVET are government which is collected from general tax revenues, public borrowing, external donor agencies, communities and other stakeholders But due to the expensiveness of TVET, many developing countries in general and Ethiopia in particular are exercising income generating activities to diversify mechanism of financing TVET. The main purpose of this research proposal is to explore the current status of Income Generating Activities (IGAs) to deliver quality education through quality training materials/facilities. The Ministry of Education (2006) proclaimed some of the income generating activities in the TVET

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colleges includes: delivery of special or tailor made training programs, evening courses offered to the general public, Sale of products produced by students during the training, such as garments, wooden and metal furniture, tools, etc. “Training With Production”, i.e. practical training as contract work (e.g. construction work, building maintenance, furniture production, sewing of school uniforms, typing services, etc.), or service center (for example a coffee shop and restaurant), Letting and lending out of buildings, equipment and machinery, Commercial use of equipment (e.g. Internet facilities in computer lab), Special events, such as open days with fundraising activities, dancing evenings, etc. Currently, some TVET colleges started to implement the income generating activities differently based on several factors, such as the economic status of surrounding community of training institutions, the degree of flexibility the institution is granted, creativity of institutional management and so on TVET programs are expensive by nature and their sustainability requires effective management and administration. Funding is also a structural problem in the TVET sector, particularly in the public system. Costs of TVET will remain high, if it is to be provided as center based training, which is still the predominant mode of TVET delivery in Ethiopia. As with most other countries, public TVET programs in Ethiopia are usually The most source of public funding for TVET are government which is collected from general tax revenues, public borrowing, external donor agencies, communities and other stakeholders But due to the expensiveness of TVET, many developing countries in general and Ethiopia in particular are exercising income generating activities to diversify mechanism of financing TVET.

Actual IGAs are manifold and depend substantially on the social and economic environment of

the institutions. In general they are more diversified in urban than rural areas. In Addis Ababa

TVET colleges are engaged in income generating activities such as evening courses, skills

testing for employers, furniture production, income of college’s music band, sale of firewood,

renting of TVET institutions facilities (rooms, machinery, meeting halls.etc (Franz, 2006).

However, the actual practice in making use of the income generated is not as it is develop. Thus,

it seems important to conduct a research on how TVETs generate their income and utilize it.

1.2. Statement of the Problem

There are financial related problems in government TVET institutions because TVET institutions

demand expensive equipment, human recourses, and raw materials in order to run the program

properly and to deliver quality education able to meet markets and industrial needs.Promoting

income generating activities in government TVET has a great role to empower the TVET

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institutions in terms of financial capacity and the development of competent skilled manpower.

Financing the technical and vocational education and training is very expensive when compared

with the general education. Because TVET institution require high cost in order to run the

program when compared to the general academic education.In Addis Ababa TVET colleges,

there seems lack of marketing and business management skills to creatively identify market

opportunities and in particular to engage in profit making activates by the school management.

Generally, cost sharing and profitability analysis skills are under developed in terms of income

generating activates (IGAS). There is also the lack of guideline about how to use the income and

how to distribute income from production between the college and the trainee (Franz, 2006).

Technical and vocational education and training institutions demanded a great agreement of

financial resources to implement the program properly. Now a day, there is a good potential to

increase the income generating activities in Ethiopia through the previously established traditions

in many of the TVET Colleges. The potential for income generating activities in public training

institutions appear to be under-utilized, due to obstructive financial regulations of the past for

many of the institutions as it is reported by the Ministry of Education (MoE, 2003).

In general, TVET institutions required sufficient financial capacity in order to meet the

objectives of TVET program. The failure to meet adequate financial resource could result in poor

quality of education training in government TVET colleges. Therefore, in order to enhance the

financial capacity of TVET colleges, encouraging income generating activities (IGAs) could be a

remarkable solution. In Addis Ababa TVET colleges have also confronted with financial scarcity

(Neway, 2008). In line with this, the effective implementation and utilization of income

generating activities have a tremendous value.

As it has been indicated in (GTZ), German Technical Cooperation Development (2007) Addis

Ababa TVET colleges are confronted with problems such as lack of institutional autonomy in

terms of the use of the generated income, inappropriate and rigid financial regulation and

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procedures, the low capacity of institutions to deliver special training program, poor marketing

strategy of training institutions and poor quality of TVET and poor quality of education. But the

seriousness of the problems are now well identified. Hence, the purpose of this study is to assess

the practice and major constraints of income generating activities and the degree of utilization

the generated income activity in industrial technology and construction field of some selected

government TVET colleges in Addis Ababa city administration.

Based on the statesmen of the problem, the study tried to answers the following basic

research questions.

1. What are the main sources of income generating activates in the selected TVET colleges

in Addis Ababa?

2. What are the major problems related to income generating activities in the Addis Ababa

TVET colleges?

3. What is the attitude of managerial members towards the promotion of income generating

activates of government colleges in Addis Ababa?

4. How do TVET colleges in Addis Ababa manage and utilize their generated income?

1.3 Objective of the Study.

The major objective of this study is to investigate the practice and major constraints of income

generating activities in selected public TVET Colleges in Addis Ababa City Administration

The Specific objectives:

To identify the main sources of income generating activities in the Addis Ababa TVET

colleges.

To examine incentives provided by the sub-city and woreda (local governments in

Income generating activities of public TVET colleges).

To assess how colleges are collecting and utilizing in generating income by department.

9

To identify and solve the major problems encountered related to income generating

activity.

To alleviate the financial problem of the selected TVET In the long term by maintaining

quality of education.

To ensure quality of education by providing project for trainee to enhancing production

on their own field.

1.4 Significance of the Study

The study aims to assess the current status of income generating activities in public

TVET colleges. Having this in mind, the prevailing conditions related to income

generating activities in training institutions would help to improve the system in order to

increase its contribution, through various methods of financing TVET program. In

addition to this it will contribute its part by providing relevant information for the

concerned it will contribute its part by providing relevant information for the concerned

bodies (like, technical and vocational education and training TVET agency, sub city TVET

bureau, woreda industry extensions cooperatives’) to understand and overcome

problems which influenced against income generating activities performed in TVET

colleges. And it will also enable training providers to identify potential sources of income

generating activities in their context. Last but not list other researchers may use this

work as a spring board to make researches in this area.

1.5 Theoretical Frame Work

The manager of TVET institution need to acquiresolid business management competences to

ensure the engagement in IGAs improve the quality of training provision. Instructors also

involved in training providing project for trainee with production programme or other kinds of

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production based training should be able to apply good quality standards in their productive

worker and convey these standards in their training. Technical and vocational education and

training programs are delivered to the trainees through governmental colleges. In Addis Ababa

there are six governmental TVET colleges and nineteen TVET institutions of which five of them

(TVET Colleges) are researcher will focuses. These colleges currently offering training in

different fields of studies, but this study will be carried out only in six streams of industrial

technology field. Namely Automotive and Auto machine, textile, leather, construction,

Electricity and Electronics, and metal fabrication technology. This study will be delimited to only

five public TVET colleges in Addis Ababa, by leaving private TVET also.

Income generating activities in Selected TVET colleges in Addis Ababa

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Selling tailor made trainings to target group

OJT and Evening course

Sale of products of trainees

Renting Equipment and machines

Independent variables

Moderator variables

Moderator variables

Dependent

Variables

Income generating activities

Addis Ababa TVET

Agency Officers

TVET colleges Dean/Director

Qualified trainers

Quality training

Trainees

Renting sport fields for different activities

Renting building halls for meeting and wedding

ceremony Etc.

Cafeteria service for outsides

Renting graduation gowns etc.

Industrial extension vice dean

Research and technology transfer core process

Chatter two

2. Literature Review

In this chapter the researcher made an attempt to establish an insight regarding to income

generating activity in the area of TVET particularly in industrial technology i.e.

construction & Leather technology. By assessing and looking at the research works

carried out so for in relation to the research topic.

Major areas which will be covered in this chapter are:-starting from concept and purpose,

History, foundation and spread of TVET in Ethiopia, TVET Financing in Ethiopia,

Current situation of financing TVET in Ethiopia, TVET from global perspective, TEVT

in the present Ethiopian context.

2.1Concept and purpose of the study

Definitions of Income generating activities (IGAs): are activities that generate

finance in TVET College and those activities including the scale of products

which could be produced by trainees’ commercial unit of the institutions (MOE,

2006)

The most source of public funding for TVET are government which is collected

from general tax revenues, public borrowing, external donor agencies,

communities and other stakeholders But due to the expensiveness of TVET, many

developing countries in general and Ethiopia in particular are exercising income

12

generating activities to diversify mechanism of financing TVET. The main

purpose of this research proposal is to explore the current status of Income

Generating Activities (IGAs) to deliver quality education through quality training

materials/facilities

2.2 Historical Background of TVET in Ethiopia

The history of vocational and technical education and training (TVET) in Ethiopia date

back to the first half of 20th century even though its development has slowed and has not

been up to the desired level (Tilahun, 2008). Similarly according to Neway (2008), before

the coming of the western type of education to Ethiopia, the heterogeneous societies of

the country had their own craftsmen and artisans who were traditionally trained through

parent-to-child on the job training (OJT). The father-to-son and mother-to-daughter type

of training system was the basic source for the skilled people such as potters, blacksmith,

weavers, tanners and many others. However, these skilled people were delegated to a

lower status by their fellow countrymen, who most of the time called themselves

“Chewas” ; they were also marginalized being labeled as having evil spirits.

In the early 1940s and 1960s some specialized were established and organizations like

ELA, ERA, ETA, nonpublic organizations like Debena and Kuyera had their own

training centers where technicians were being trained for specific purposes. After 1974,

more technical and vocational institutions were established (Hopper and Kumba, 1995

and FDRE,2004 cited in Tilahun2008).

As far as the historical development of the modern TVET system in Ethiopia is

concerned, the country has experienced three different TVET provision schemes before

the introduction of the current TVET system in 1994. It had experienced the provisions in

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(a) separate technical and vocational schools in years between 1940 and 1960; (b)

Comprehensive schools, in the years between the 1960s and the 1970s; and (c) general

polytechnic schools, in the years between the late 1970s and 1994 (TGE,1994;

MOE,2002; Wanna, 1998 cited in Neway, 2008)

There was also more emphasis on the creation of technical and vocational schools, most

of which were operated by the government. The Ministry of Education operated or

supervised nine such schools scattered around the country. These schools had an

enrollment of more than 4,200 in 1985/86, and their graduates were in great demand by

industries. With Soviet assistance, Ethiopia established its first polytechnic institute, in

Bahir Dar, in the 1960s. It trained personnel in agro-mechanics, industrial chemistry,

electricity, textile and metal working technology. In addition, a system of general

polytechnic education had been introduced into the senior secondary school curriculum

so that those who did not continue their education still could venture into the skilled job

market (Ojo, 2008).

2.3TVET Financing

The overall costs on education are the increase. The main sources of fund for the training

institutions are government allocations, donation and tuition (AnbesuBeyazen 2008).

Developing countries are particularly hard hit due to economic crisis, but still need to

compete in an era of rapid economic and technical change (Bolina, 1996). TVET

programs are expensive to run compared to general education, as it has been estimated

that the cost of one technical school is equivalent to three schools offering general

education (Kerre, 1997).

There is currently a debate about the need for more diversified sources of finance in order

to cope with high unit costs and tight public finances. In public institutions, this typically

would mean moving from full (or nearly full) reliance on ministerial budgets, to:

- Charging fees to the trainees

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- “Selling short courses” to industry,

- Selling products produced in production Units at TVET institution (e.g., “training

with production (In Went-2006)

Governments are therefore getting more concerned about financing of TVET to meet

the newly emerging labour markets requirements. Various financing strategies are

practiced in different parts of the world. UNEVOC (1996) classifies some of the well-

known financing mechanisms as follows:

Public financing

Enterprise financing

Private and public sponsored financing, andalso International donor assistance.

Therefore, since education and training generate benefit for both society and individual,

financing of TVET program should be shared among government, local community,

beneficiaries (mainly employers and trainer), religious and private organizations and

donors (UNESCO, 1998)

2.4Current Situation of Financing TVET in Ethiopia

According to Franz (2006) the public TVET system suffers from substantial inefficiencies, mainly caused

by:

(a) A budgetary allocation system that is not linked to enrolment or outcome indicators;

(b) Low capacity utilization,

(c) Inflexible management structures and

(d) Insufficient curricular flexibility to allow the development of cost-effective modes of delivery

and etc.

The funding structure in the Ethiopian TVET system mirrors the diversified delivery structures, with

separate funding systems and principles in the public and not-public sub occupations of TVET.

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2.5International Experiences of Income Generating Activates.

Income generating activities will be regarded as a source of income, which will reduce

government fund allocations to the VTET institutions (PNA, 1999). As public and NGO

resources for vocational training becomes scarcer, systematic strategies to increase

income generating activities of training institutions are gaining popularities worldwide.

Increasingly, public TVET schools in African countries are encouraged and incentivized

to earn their own income, through sale of non-formal training programmers, sale of items

produced during the training and other commercial activities (MOE,2003)

As a result of the implementation, World Bank Structural Adjustment Policies, a number

of institutions have opted for cost effective approaches in training. One of such

approaches is integrating training with production where the institution is able to recover

some of the training costs through sales of students’ projects or contracts. In addition to

the financial returns, student will also be able to acquire skills (Ngerechi, 2003).

According to Kawachi (2009), in recent years, policymakers in many African

countries as well as the international donor community have renewed their perspective

of the role of TVET as a key to create wealth and emerge out of poverty by producing

skilled and entrepreneurial or employable workforce.

2.6Justification for the Establishment of Production Centers in TVET

Institutions

The need for the production centers in TVET institutions was based on the fact that the TVET college

faces the problems of acquiring adequate materials and supplies especially hardware and raw

materials for practice exercises, modern production techniques, and for the development of trainee

manipulative skills. These shortages sometimes lead to the theoretical aspects gaining at the expense

of the acquisition of vital practical skills (GTZ, 2006)

TVET institution, having accumulated technology capabilities and using this potential to promote

technology transfer contribute to the enhancement of productivity and the competitiveness of

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industries. TVET institutions are expected to restore and supply services to the market to transfer the

newly selected technologies. Another task of the institutions is to properly utilize their respective

resources and to deliver services against fees. The income generated from such activities enables to

create further potential to increase the capability of the institutions (MoE, 2008).

Chapter three

3. Research Design and Methodology

3.1 Source of Data

The researcher will collect the data for this study from primary and secondary sources. Primary

data sources will be the respondents such as trainees (both sexes) in industrial technology field

the respondents also trainees, trainers, department heads and deans. Secondary data collecting

sources will be books, journals, and information from websites, statistical evidences, reports on

different seminaries and conferences, comparative study of other country, documents in TVET

colleges/ MOE, ILO, World bank, NGO’s like USAID, GTZ, UNESCO &UNEVOC, etc. Who

support the TVET sector in Ethiopia and TVET Agency; sub city bureau and woreda industrial

extension will be reviewed.

3.2Sampling Population and Sampling Technique

In Addis Ababa currently there are six governmental TVET colleges from the six TVET colleges

five of them will be selected by using stratified sampling. The rationale behind the selection of

the five TVET colleges is that currently they are offering the respective industrial technology and

construction fields in level 2 and 3, the researcher can check their quality production for sale

material and trainers which produce by them, since three years (from 2001). Respondent to be

included in the study are trainees and trainers selected by using Simple random Sampling. Deans,

and department heads selected by using availability sapling in industrial streams. From six TVET

college out of that sample take five TVET college (83.33%). The sample taken of respondent

will, 75 Trainees, 36 trainers, randomly selected and, 36 department heads, and 15 deans selected

using availability sampling from one third out of the total populations a sample study.

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Departments in the institutions sample taken will distribute and the questioner will feeling by

field of study namely Automotive and Auto mechanic. Textile and leather, construction,

Electricity and Electronics, and,. Metal fabrication technology for trainees and trainer.

Table I. Sampling Population

College Trainees Trainers

Deans &

Industrial

Extension vice

Deans

Department heads

Pop Sample Pop Sample Pop Sample Pop Sample

Entoto

TVET

197 15 39 6 3 3 6 6

Tegbare-ed

TVET

101 15 36 6 3 3 6 6

Misrak

TVET

90 15 35 6 3 3 6 6

Nefassilk 115 15 34 6 3 3 6 6

General

Wingate

84 15 31 6 3 3 6 6

Total 587 75 175 36 15 15 36 36

3.3 Data Collecting Instruments and Procedure

3.4 The method employed

The research method to be conducted is the descriptive survey method because of its

appropriateness to acquire enormous quantitative information and to identify practice and major

challenges of income generating activities in selected TVET in industrial technology trainees

3.5Data Collecting Instrument

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Two types of questionnaire dominantly will contain closed ended questions and a few opened-

ended questions which help respondents to the study. The validity of instruments can be checked

by pilot test to make free from bias. Questionnaires are prepared for trainees in Amharic and for

instructors, deans and Department head in English. For basic types of data collection instrument

will be employed in this study. These are questioner, interviews, document analysis and

observation.

Questionnaires are prepared in order to assess the practice and major challenge of income

generating activity in industrial technology target group are trainees, trainers, deans, and

department heads the adequacy of training materials and facilities and about IGAs.Questionnaire

are structured in the form of licker scale type and the level of agreement will be on a five point

scale ranging from strongly agree to strongly disagree and others consist of multiple choice items

and some with open-ended questionnaires. Structured interview will be employed for Deans and

Department heads in English but for clarity the interview will be conducted in Amharic

language.

3.6 Procedure of Data Collection

Pilot study will be conducted before the actual administration of the questionnaires to check for

some modifications. Subjects for the pilot study will be selected by random sampling: 10 trainees

and 5 instructors in the industrial streams will be included and based on the results obtained from

the study questionnaires will be prepared both in Amharic and English language. The

administration of questionnaires, explanation of purpose are to be occurred by the researcher but

distribution and collection of questionnaire will be done by the assigned persons.

3.7 Methods of Data Analysis

For the data analysis, both qualitative and quantitative approaches will be

employed to examine the phenomena into their constituent parts with a

view to obtain greater insights into specific aspects. With regard to this,

mixed methods are useful to capture the best of both qualitative and

quantitative method approaches. Hence, data obtained through closed

ended questionnaires were quantified using percentage, frequency, rank

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and mean value. In addition the data obtained fromclosed ended, open

ended questions and interviews were narrated along with the description of

quantitative data to substantiate the quantitative analysis.Hence, raw data

from respondents will be tallied, organized, systematically tabulated and

analyzed using appropriate statistical tools for each part of the data.

Accordingly, the results of the study will be adequately interpreted.

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Table 2

3.8 Work plan

Stage Research activates Months and weeks RemarkAugust Septmber October Novembr December January February March

Stage I preliminary work 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4I 1.1. Draft proposal preparation and submission

1.2. Modifying proposal based on comment from the advisor 1.3. Final submission of proposal1.4. Gathering, organizing and submission review of related literature1.5. Preparation of data collecting instrument and translation to local language and submission1.6. Conducting pilot study /pretest of data collection instrument 1.7. Modifying and preparing final data collection instrument

II Stage II. Data collection2.1. Recruiting and training of data collector2.2. Actual data collection

III Stage III data processing 3.1. Data editing and sorting3.2. Data analysis and interpretation3.3. Submission of data analysis3.4. Submission of summary, conclusion and recommendation3.5. Incorporating all feedback and preparing final draft

IV Stage IV- finishing4.1.Review of results4.2.Submission of the final draft4.3.Binding and submission of the completed thesis

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Table 3

3.8 Budget Breakdown of the Study

Ser.No

Items/Description Unit Quantity Unit price Total price Sub totalBirr Cent Birr Cent Birr Cent

I Stationary materialsComputer paper Reams 8 75 00 600Lined paper “ 2 40 00 80 00Square paper “ 1 40 00 40 00Flash disk (8 GB) Piece 1 450 00 450 00Re writable CD “ 5 125 00 125 00CD-R “ 50 4 00 200 00Pen “ 25 1 75 43 75Marker Packet 1 90 00 90 00Fixer Piece 1 25 00 25 00Lead for fixer Piece 2 10 00 20 00Highlighter Piece 3 10 00 30 00Correction fluid Piece 1 8 00 8 00Erasers Piece 3 1 50 4 50Stapler Piece 1 40 00 40 00Stapler pins Piece 5 2 50 12.50 50Writing pad (not book)

Piece 5 40 00 200 00

Bag (document holder)

Piece 1 200 00 200 00

Sub total 2168 75II Payment for

secretarial services-Printing cost per internet page

Pages 1800 0 75 1350 00

-Photocopies of reference Material (sources)

Pages 1500 0 30 450 00

-Writing and printing cost of draft proposal

Pages 20 3 00 60 00

-Writing and printing draft questionnaire in both English Amharic

Pages 30 3 50 105 00

-Photocopy of the final questionnaire

Pages 800 0 30 240 00

-Writing the first draft of the thesis

Pages 130 3 00 390 00

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Ser.No

Items/Description Unit Quantity Unit price Total price Sub totalBirr Cent Birr Cent Birr Cent

II -Printing the final thesis

Pages 650 0 75 487 50

-Binding No 5 100 00 500 00Sub total 3582 50

III Payment for research assistance-Per diem payment for data collection for one day training in each size (3) (2×3×70)

Days 4×2 50 00 400

-Per diem payment for data collectors 2×6×70

5 50 250

Sub total 650IV Payment for the main

researcher-per diem during the polite study

Days 4 50 00 200 00

-per diem during actual data collection time for researcher (field work)

Days 30 50 00 1500 00

-For communication (Telephone expense)

Mobil card

2 100 00 200 00

-Taxi transport 30 30 00 900 00Sub total 2800Grand total 9201 25Contingency 920 13Grand total 10121 38

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References

GebruZemenay (2008).Financing public TVET Colleges in Addis Ababa.Unpublished).

FNG (2004) Federal NegaritGazeta, BerhanenaSelam Printing

Federal ‘NegaritGazeta’ (2004). Technical and Vocatonal Education and Training proclamation

No. 391/2004. Addis Ababa: Federal Democratic Republic of Ethiopia.

Franz Jutta (2006) Financing Framework for TVET in Ethiopia. Addis Ababa: Engineering

Capacity Building Program

.ILO (1996) Diversifying sources of financing vocational training a set of training

---------------- (2002) Learning and training for work in the knowledge society, ILO Generva.

Modules (unpublished report of the ILO)

MoE (2006) TVET Financing frame work, MoE,2006. Dire DawaEthiopia.ILO.(2001)

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