WITHOUT RESPONSIBILITY, ACCOUNTABILITY AND LIABILITY FOR THE DEFECT / PROBLEM FLAWED EXISTED Monitoring and Evaluation based on check list new levels of performance on B+G (basement plus ground) building project feedback provided by Berhanu Tadesse Taye may 10, 2017. Monitoring and evaluation work on third phase project Shiro Meda technical vocational education training institute. Based on check list new levels of performance on B+G (basement plus ground) building project feedback provided automotive workshop. It is project of world vision Ethiopia and government proposal on expansion work in the Institute.
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Without Responsibility, Accountability and Liability for the Defect / Problem Flawed Existed
1. i
በ በ ላ ይ ዘ ለ ቀ ቴ ክ ኒ ክ ና ሙያ ማሰ ል ጠኛ ግ ን ባ ታ ዙሪ ያ
MONITORING AND EVALUATION WORK ON THIRD
PHASE PROJECT SHIRO MEDA TRAINING INSTITUTE
Gulele Sub_
C it y TVET
Of f ice Shiro
M eda A ddis
A ba ba + 2 5 1 1
1 1 1 1 1 0 8 5
n o
MONITORING AND EVALUATION BASED ON
CHECK LIST NEW LEVELS OF
PERFORMANCE ON B+G (BASEMENT PLUS
GROUND) BUILDING PROJECT FEEDBACK
PROVIDED BY BERHANU TADESSE TAYE
MAY 10, 2017. MONITORING AND
EVALUATION WORK ON THIRD PHASE
PROJECT SHIRO MEDA TECHNICAL
VOCATIONAL EDUCATION TRAINING
INSTITUTE. BASED ON CHECK LIST NEW
LEVELS OF PERFORMANCE ON B+G
(BASEMENT PLUS GROUND) BUILDING
PROJECT FEEDBACK PROVIDED
AUTOMOTIVE WORKSHOP. IT IS PROJECT OF
WORLD VISION ETHIOPIA AND
GOVERNMENT PROPOSAL ON EXPANSION
WORK IN THE INSTITUTE.
2. ii
MONITORING AND EVALUATION WORK ON
THIRD PHASE PROJECT SHIRO MEDA
TECHNICAL VOCATIONAL EDUCATION AND
TRAINING INSTITUTE. INSTITUTE WORKSHOP
AUTOMOTIVE DEPARTMENT
WITHOUT RESPONSIBILITY,
ACCOUNTABILITY AND LIABILITY FOR THE
DEFECT / PROBLEM FLAWED EXIST
GULELE SUB-CITY TVET OFFICES
INSTITUTIONAL QUALITY ENSURE CORE
PROCESS PUBLISHED BY
INSTITUTIONALQUALITY AUDIT EXPERT
BY BERHANU TADESSE TAYE
May 10, 2017
10. x
“If you give a man a fish you feed him a day”, but if you teach him how to fish you
feed him forever” South Korean government through world vision Korea to
Ethiopia, by emphasizing on sustainable development for the country, is nowadays
supporting one of the government policy component, SIP (School improvement to
strengthen school planning) for improved teaching and learning conditions and
outcomes, and to fund the quality improvement plans through world vision grant
(GQUIP 2013).
ACKNOWLEDGEMENTS
Thanks are due primarily to world vision respected South Korea specially
Chungbuk area people who collect their huge amount of money to support Ethiopia
education and training sector. I would like to acknowledge the great kindness work
of South Korea (Chungbuk) World vision Ethiopia (WVE) that shows their keen
relation regarding to our countries Historical and Social Contact. Again I would
like to express my sincere appreciation and heartfelt gratitude for your expansion
work of Ethiopia education and training sector!
World Vision South Korea development program support several regions of
Ethiopian but this article enclosed only Addis Ababa. Their expansion works in
Addis Ababa also have in several Sub City. But this monitoring and evaluation
work predominantly the expansion work areas are situated in Gulele sub-city
forces more on Sihro Meda TVET institute and less on Entoto TVET Polytechnic
College. Shiro Meda TVET institute located in front of USA Embassy in the road
near from Spain Embassy to Georgis Church. Entoto TVET Polytechnic College
11. xi
located near Addis Ababa University and Meskayazunan Medehanialem’ Church
the road from Sidist Kilo to Shiro Meda. Both are under Gulele Sub-city
Administration.
Thank you is also due to the advocacy engineering parts Consulting, particularly
Mir Hailu D, advice on various issues monitor, evaluate and correct the building
work of the institute. Study for How Much is a good automotive workshop worth
for teaching and learning process? This provided a blueprint for developing the full
scale research. It has been a great privilege to visit the three selected TVET, two
polytechnic colleges, and two polytechnic college TVET institutes workshop
selected due to large size. Almost all engineers in Gulele Sub-City house and
construction office workers have given their time generously and displayed great
patience in completed the architect of the automotive building. Not only did they
validate the findings but they also helped determine the way ahead after the
research itself was completed. Thanks are also go to my friend Abera due to the
advocacy for his support and professional input, assisted with the planning of the
research methodology; he has helped shape the final report, providing a wealth of
helpful advice and astute guidance.
The different between developed and developing nations/countries is the level of
their concern on producing human capital development through education.
However, there is a high interest in most of the developing nations, including
Ethiopia, to give in to the call for immediate action and concern in this regard.
Due to this fact the government of Ethiopia has established a new educational
reform so as to meet the challenges of education for enhancing sustainable
development by producing skilled man-power that can go in line with the world of
work or that can fill the gap of emerging current market demand of the country.
12. xii
Among these educational reforms the TVET reform is one of the efforts done to
sustain development by means of amending the TVET policy and strategy to be
“Outcome Based” and “Demand driven”.
Other development partners like none governmental organization (NGOs) involved
in varies developmental activities are playing a pivotal role enhancing the quality
of education in the TVET sector. So as to strengthen the relation between south
Korea and Ethiopia and make their historical relation, tight and sustainable, they
gave due considerations on the issue “If you give a man a fish you feed him a day”,
but if you teach him how to fish you feed him forever” South Korean government
through world vision Korea to Ethiopia, by emphasizing on sustainable
development for the country, is nowadays supporting one of the government policy
component, SIP (School improvement to strengthen school planning) for improved
teaching and learning conditions and outcomes, and to fund the quality
improvement plans through world vision grant (GQUIP 2013). So far it has
provided the grant opportunity for Shiro Meda TVET institute.
In order to achieve these, the government of Ethiopia in its GTP II gives due
emphasis for the expansion of TVET institutes in the country to take a paramount
role for the implementation of the reform and supporting TVET system for the
coming five years.
The target area of their expansion work is Shiro Meda Technical Vocational
Education and Training (TVET) institution. The project donor has agreed to
expand the TVET institution. The special donation is from South Korea, the
specific name of the place is called, “Chungbuk” which is located in central part of
South Korea. Starting from their support until now they have been spent 42 million
dollars for junior to high school and our TVET Shiro Meda.
13. xiii
Table of contents
1. Introduction..........................................................................................1
1.1. Rational to the Monitoring and Evaluation of the Project.............3
1.2 MONITORING AND EVALUATION WORK BASED CHECK
LIST AND FEEDBACK........................................................................7
1.2.1 Basic research Questions..........................................................7
1.2.1. Objectives of this project..........................................................7
2. Overall appraise of TVET institute ...................................................13
2.1 Internal efficiency criteria............................................................21
2.2 Dropouts Trainees ........................................................................21
2.3 Evaluating TVET .........................................................................22
3 B+G Automotive Department in Shiro Meda TVET Institute..........24
3.1 Comparison of Planned Versus Actual Events, Administrative
Review and Financial Review/Expenditure.........................................24
4 Theory of monitoring and evaluation ................................................34
4.1 Reflection .....................................................................................35
14. xiv
4.2 Why M&E ....................................................................................35
4.2.1 What do you think are the common features of Monitoring
and evaluation? ..................................................................................38
4.2.2 What do we Monitor and Evaluate? .......................................38
4.3 M&E Framework .........................................................................39
4.3.1 Monitoring aims at:.................................................................40
4.3.2 Evaluation includes:................................................................40
4.4 M&E System................................................................................41
4.4.1 Steps in developing monitoring framework/System ..............41
4.5 Report Writing..............................................................................42
4.5.1 M&E Reports should be .........................................................42
5 Conclusion of monitoring and evaluation .........................................43
Table
Table 1 M&E Comparison ......................................................................36
15. xv
Figures
Figure 2 First phase project G+1.............................................................45
Figure 3 second phase G+4 project.........................................................45
Figure 4third phase B+G project site ......................................................49
Figure 5 accordingly the third phase progress and problem by pictorial
representation after
selection the site started excavation works………………….. .............50
Figure 6 FOUNDATION WORKS.........................................................55
Figure 7 Initialbasement plus ground .................................................... 59
Figure 8 Finishing work of basement plus groundclear indication of
defect of retaining wall............................................................................73
Figure 9 defect of retaining wall .............................................................78
Figure10ramp defect of water drainage the ramp (used for loading /
getting on or off a vehicle rather than water) is water passage and supply
to the workshop .......................................................................................79
Figure 11 Defect of water drainage the water flow hold mud and sand to
the workshop this photograph taken currently........................................81
Figure12Defect of water drainage the water flow hold mud and sand to
the workshop this photographs taken currently ......................................82
Figure 13Defect of water drainage the water flow hold mud and sand to
the workshop these four consecutive photographs taken ThursdayJuly13,
20017 morning capture by Windos Phone NOKIA Lumia. ...................84
Figure 14 water pump detail and waste water riser detailed drawing the
agreement prepared included initially plan provided to contractor by
sub-city architectural engineers...............................................................86
Figure 15 Vehicle maintenance training center project inauguration
ceremonies...............................................................................................87
16. xvi
Figure 16 Inside Entoto TVET Polytechnic College found Korean
veteran Junior TVET (Koika TVET) automotive department................88
Figure 17 Automotive department Students during training ..................88
Figure 18 Automotive department full of Machineries for the purpose of
training.....................................................................................................89
Figure 19in automotive department full of different Simulations(a small
scale model/ computer science) for the purpose of training ...................91
Figure 20 students during training and motor enjoins ............................91
Figure 21mechanical parts of two cars....................................................92
Figure 22 old airplane motors .................................................................93
Figure 23ተገንብቶ አልቆ ርክክብ ከተፈጸመ በሆላ ለታቀደው
አላማ ስላልዋለ ሙጃና ሳር የበቀለበት የበላይ ዘለቀ ቴክኒክና ሙያ
ማሰልጠኛ ተቋም፡፡ ፎቶዎቹን ያነሳዃቸው አርብ ሐምሌ 21 2009
/Friday July28 (2017) ሲሆን እንደሚከተለው ይቀርባሉ.............97
17. 1
1.Introduction
Monitoring and evaluation work on Shiro Meda training institute
workshop performance feedback provided based on check list
B+G(basement plus ground)automotive building project of world
vision support Ethiopia government proposal on expansion work in the
institute.
Monitoring and Evaluation based on check list new levels of
performance on B+G (basement plus ground) building project
feedback provided by Berhanu Tadesse Taye may 10, 2017.
Monitoring and evaluation work on third phase project Shiro Meda
technical vocational education training institute. Based on check list
new levels of performance on B+G (basement plus ground) building
project feedback provided automotive workshop. It is project of world
vision Ethiopia and government proposal on expansion work in the
Institute.
South Korean government through world vision Korea donation to
Ethiopia education and training sector, by emphasizing on sustainable
development for the country, is nowadays supporting one of the
government policy component, SIP (School improvement to strengthen
school planning) for improved teaching, training and learning
conditions and outcomes, and to fund the quality improvement plans
18. 2
through world vision grant (GQUIP 2013). So far it has provided the
grant opportunity for Shiro Meda TVET institute. Government funding
budget alone could not sufficient to support for the implementation of
all activities particularly the nature of TVET are expensive.
The target area of their expansion work is Shiro Meda Technical
Vocational Education and Training (TVET) institution. The project
donor has agreed to expand the TVET institution. The special donation
is from South Korea, the specific name of the place is called,
“Chungbuk” which is located in central part of South Korea. Starting
from their support until now they have been spent 42 million dollars
for junior to high school, including our TVET Shiro Meda and Entoto
TVET Polytechnic College.
The project has been implemented in three phases:
1. The first phase completed with G+1 in 2012,
2. The second one also ended with G+4 building this project
finished and launch service September 2014.
3. The third phases construction of B+G (basement plus
ground) was started work in September 2015. The newly
inaugurated March 2017) building it built for the purpose of
opening automotive department.
19. 3
After identifying the problems of Shiro Meda TVET expansion work
(programme) launched building before 2012 by world vision Korea.
The last phase project building completed. This article focused on
particularly last phase project B+G monitoring and evaluation
supported by progress and problems photographic representation both
vivid written expression and synopsis of theoretical part of monitoring
and evaluation. Indeed to some extent this monitoring and evaluation
work prepared to evaluate the entire activity of the programme because
of there was no audit report.
1.1. Rational to the Monitoring and Evaluation of
the Project
Scope of this content organized on the list of activities for the
implementation of the strength and weakness /gaps / including fill the
gap from the solution. This project monitoring and evaluation report is
prepared to address the approaches of weekly work progress through
developing final evaluation of the project and its allocated budget.
Since the sub-city TVET office former head delegated this
responsibility to the Institutional Quality Audit Expert undertaken
20. 4
work with stakeholders for this reason this evaluation work prepared.
The assigned body organized for the purpose of the effectiveness of
the project work and to bring good achievement of the work also report
to the office expected. The assertion made for those stakeholders who
perform together and complete the project work later fruitfully.
Initially Gulele Sub-City TVET Office Institutional Quality Audit
Expert the final result report to the office, TVET institute and World
Vision Ethiopia. Several activity done to obtain the grant if we miss
this opportunity it had been transfer to other sub-city Institutional
Quality Audit Expert worked on it enthusiastically obtain it. After
obtaining the grant the office assigned other expert institutional
capacity building expert for supervision purpose. Due to this reason
Quality Audit Expert were not monitor the activity of the project
instead external assessment. Therefore, after completing the B+G
automotive building project the Sub City Quality Auditor reviewed the
entire activity automotive department building.
Before started B+G automotive building the task force evaluated the
design of three TVET colleges for pretest assessment purpose of
selected best workshop and benchmark only one best workshop from
the three. The assigned task force appraised namely Entoto, Tegbared,
and General Wingate TVET Colleges automotive workshops. Due to
21. 5
proximity of Entoto TVET Polytechnic College G+1 building auto
workshop the task force, the institute was visited persistently. After
thorough investigation, the task force found out enormous problems
we couldn’t got the design of the building after long search in the
College archive. Lastly we found unfulfilled initial draft in the College
finance office. To mention some of the core problems:- the automotive
workshops visited were not built in a modern manner, the automotive
department had a space capacity of occupying only one car at a time
as other rooms have not served other cars because of unplanned space
of the workshop, it is impossible to use the forklift as the roofs are low
in the overhead to move cars from one place to place, no ventilation in
the work shop, even when the institute want change in to class room
they couldn’t change the workshop in to class room because it built in
the forms of castle no light transfer to the building.
During visit, the researcher identified and realized inappropriate to
Shiro Meda TVET institute. As the task force understand automotive
department were defect on design and other it indicate the purpose of
automotive training. Among these are: there is no design two G+1
building, room for tools (mini-store) for the immediate use of training
in the workshop of the newly built tow G+1. At that time the building
ware empty. The task force concluded that the buildings which are
deliberately made for automotive department workshops have not
enough space for practical teaching and learning processes rather than
22. 6
computer building. The new buildings accommodate not more than
one car including heavy machinery like fork-lift for holding the car
repair and car wash. Although both Entoto and Tegbared automotive
departments workshop had in the old building different shops like, car
fork-lifts, enough space for storage of tools practical rooms, electric,
painting and decorating workshops were available, these are not quite
enough for practical activities in the department the workshop
accommodate many car in on workshop. Due to this fact we were
selected and benchmark these type of modern and large automotive
departments’ workshops all in should include in the workshop training
category of automotive servicing, vehicle inspection, road transport
heavy vehicle/equipment, road transport traffic and safety, marine
engine servicing, marine engine drive and deck operation and aircraft
maintenance management as TVET curriculum. It is hard to fulfill all
the above department. In our project for new TVET institution
automotive department intended fulfilled at least include automotive
technology, automotive engine and electrical (EE/EC) servicing, auto
painting and car body repair.
This article focused on particularly last phase project B+G monitoring
and evaluation supported by progress and problems photographic
representation both vivid written expression and synopsis of theoretical
part of monitoring and evaluation. Indeed to some extent this
23. 7
monitoring and evaluation work prepared to evaluate the entire activity
of the programme because of there was no audit report. Therefore,
after completing the B+G automotive building project the Sub City
Quality Auditor reviewed the entire activity automotive department
building.
1.2 MONITORING AND EVALUATION WORK
BASED CHECK LIST AND FEEDBACK
1.2.1 Basic research Questions
How deans did built TVET institute automotive workshop?
When did Shiro Meda TVET institute project completed B+G
automotive department?
What are the successes and the challenges of Shiro Meda TVET
institute?
When do Shiro Meda TVET institute automotive department
training start schedule?
1.2.1.Objectives of this project
The objectives of the building expansion is to empower Shiro Meda
area community, the City and Ethiopian as a hall i.e. to make youth,
adult and the special needs skilled and trained by offering them
24. 8
training to develop their capacity to bring about sustainable
development and make them economically strong.
A. Is the project building construction work completed and handover
takes place? Yes. Did the construction of the building finished
according to scheduled basics Workshop Standard, specification
and design based on the completion of handover undertaken?
The construction of the building Workshop finalizing /completion
of handover was held in the institute is not in accordance with
standard, design and specification.
B. Is Construction design engineer prepare check list for the purpose
of monitoring and evaluation give feedback? No feedback
observed both in the TVET institution and TVET Office at all.
C. Is the allocated budget for project building construction
exaggerated or not exaggerated by the proceeds allocated per cent
of the chapter? answer it is exaggerated particularly retaining wall
agreement not properly implemented according to Standard,
specification and design,
D. Is workshop work finished according to the master schedule? not
implemented according to master schedule,
25. 9
E. Is workshop execution of work progressing according to plan is
there a basis for dealing with the impact on the environment,
indeed there is no impact on the environment and bound in
accordance with the plan,
F. Is a basic of construction Building project scheduled made in
accordance with the standard, specification, drawing (architectural,
structural, electrical and building material quantity completed by
sub-City engineers) objective the origin for targeted spending, it
made for the intended purpose? it is difficult to say in accordance
with using Standard, specification and drawing,
G. The TVET institute's leaders including world vision and sub-city
leaders could discuss the process of ample communicating the
adoption of appropriate monitoring and control of the masses on
measurement about communicating regularly to discuss relevant
bodies throughout the project construction process, despite the start
the institute leaders does not appear to meet to discuss, smooth
start date – because the financial allocation were terminated and
would transfer to other sub-city but highly worked on it started it.
Completion date have a problem or not executed work according to
master schedule. There is no monthly progress report with
financial statement on allocated budget within the project work.
26. 10
The world vision programme entire activity was not assessed by
chartered certified accountants’ auditor the financial activity in
every phase (three building) the building project documentation
exploration stated.
World Vision Korea programme have been three phase the first
phase project G+1 building was started (2009) and completed
2012the building consisted of the three classrooms, two workshops
and three office rooms, two workshops and two office rooms had
built,
Meanwhile the second phase was started (2012) whom they
completed and provided to the institute August 22, (2014), G+4
building with five workshops, nine classrooms, library, meeting
hall, a store and 7 offices rooms had been constructed at a cost of
more than 22 million Ethiopian Birr this budget included the third
phase of the project. The aim of the building expansion
empowering first Shiro Meda area people in general Addis Ababa
in particular i.e. the youth, adult special needs person.
Closing the third phase project B+G vehicle maintenance training
center proposal approved Aug 25 and the work started Sept
first2014 they announced inaugural ceremony i.e. completed and
provided to the institute March, 2017
27. 11
H. The Work of building third phase project now how much
completed present (%)in the sense that developed delivery
completion level only ……………%,
Budget allocated to the project more than 6million
Additional work allocate a budget of more than 2 million
Still another additional work not worked drainage not specified……..?
(Not specified)
Building third phase project Completed work in % ……..? (Not
specified in %)
Building third phase project Payment certified in %........? (Not
specified in %)
Building third phase project Amount of payment certified in
Birr…….? (Not specified in Birr)
Building third phase project Uncompleted work in %.........? (Not
specified in %)
Building third phase project Time elapsed in date………? (Not
specified in date)
Building third phase project Time elapsed in % 533.3’% (32 month
divided by actual month 6 month times 100= 533.3’)
Building third phase project Time elapsed in % 32 month
I. Is Building third phase project activities include workshops, a
comprehensive list remains water drainage site sanitary work and
28. 12
site work are mapped, analyzed auction, despite the high cost of
more than two million Birr built substandard retaining wall the
work of the foundation? water drainage institute ditch not
connected to outside of the site (which is expected from premises
rain flows into a particular river or ditch but not connected)
J. Is Shiro Meda TVET institute convenient and comfortable for
trainees of special needs/disabilities based on assumptions and
training is a suitable and at ease facility? the institute is not suitable
for special needs trainees during the winter months and not
comfortable even there is short hand safety and no safety symbol
around the workshop and rain is raining water stagnant in the
premises and it affect the area.
Site walk way to the building not implemented. Around the workshop
not executed water drainage. Still not start pavement work around the
building. Still not completed cite clearance around the building.
K. The building project retaining wall defect observed and existed, it
made based on iron support this implies that deficiency in quality
and standard. Retaining masonry wall still braced by circular pipe,
this implies that masonry wall not executed according to the
standards, specifications and drawing in addition high pressure and
frequent car passage retaining wall due to this reason it will
29. 13
demolish later since the building was demolished and injured
workers they taken to hospital. Water drainage in terms of the
original design built include asked by legal letter claim /not
worked contractor early departure. Water basin / watershed not
properly worked if resume in this way at winter time the workshop
will be swimming pool. Therefore, before the potential flooded and
storm affect at the winter (in our case summer time) workshop
made the remaining things with appropriate solution decision.
L. My immediate recommendation is service provider (contractor)
must work on waste storm water pipes particularly construction
manholes sanitary and storm water since the price of it was
included in the initial diagram, standards and specification before
project handover and defect liability paired. Including government
must complete additional projects.
2.Overall appraise of TVET institute
Although the institution has both old and new technology devices, it has
not focused on the preferred technologies for addressing the problem of
the community, as the reason for this is due to the limited budget
allocated to the coping of appropriate technology, imitation, adaptation,
production and transfer to the users the responsible individuals have
developed the action strategies needed to address this problem. Shortage
of Knowledge on Developing Action Strategies For example,
30. 14
A. Additional income generating activities
Plan and performance of Income generating schemes benefitting the
institution benefit from the establishment of institutional capacity to
produce products and services that can replace foreign goods basically
we have a wealth but wastage of resources in this writing. The wealth of
the institution is so expensive and expensive that one requires a lot of
use and treatment. We always say that when we see the wealth of our
country, we are poor, and we say that our institutions are poorly
organized and have a resource constraint. If you've noticed it, how much
of our wealth do you use carefully? What are we doing for the purpose
of preparing for it? How many of our uses do we follow government
guidelines and rules? At the discussion, I argued that not only our
financial resources but also our institutions are perceived as
organizational and quality problems, the majority of our wealth is a
misunderstanding and mismanagement. Regarding any increase in
internal revenue, the Federal TVET Agency announced in the Negarit
Gazette, 2004/391, that I would like to make a contribution to the
financial planning of the government pursuant to the Finance Ministry
Code 2004/391. We also could not learn how to do it, such as those from
the development partners, the public and individuals (investors), who
made a lot of money while engaging in a lot of work.
31. 15
The wealth that the founders and non-governmental organizations have
with the community is not properly documented. As a result, the
different organizations and public contributions are clearly misconstrued
and exposed. Different types of support available in the sub-district to
improve the effectiveness of the project and other supports in the sub-
city may be a good way for good asset management to meet the needs of
the city's experts and other relevant bodies as needed. See the
implications of restricting action plans.
I. A thorough understanding of the Project Objectives that are to be
developed by the sub-city and the results of its activities and outputs,
without limitation, on the acceptability and application of the project.
II. If a professional development, a trained staff member are assigned to
the job, and do not show up in the pre-school to be able to do the job,
III. Research and development for projects that are of interest to the
community as a project to improve work is not planned with offices at
the Office level. Do not give place for research and research to make a
rewarding job overall.
IV. The failure of the returnees who took the lessons and training to
return to the training and unable to attend
32. 16
V. The aid provided by the donor scarcity and gap of appraise in the
former TVET Agency, which is not covered by the sub-city, i.e.
polytechnic college has been expanded to include: Inspection,
Supervision, Monitoring and Support,
VI. Assigning project-specific resources to the project's objective and
providing a viable outcome implementation gap existed
VII. At the end of the project not fulfilled handover implementation gap
continue living,
VIII. One of the rest of the projects that were not completed in 2006,
when the project was completed and not completed in the same year, we
have not only been able to provide a demonstration on behalf of the sub-
city start work.
IX. Gaps in the implementation of the project and other public assistance
activities, the capacity of workers in terms of implementation strategies
and monitoring of the implementation and evaluation of the results.
A. The problem of identifying problems in a skilled way and solving the
problem is that the institution did not have a research and development
unit the assigned expert not performing as expected;
33. 17
B. Daily waste of time and effort is high. What will happen during work
hours? The reasons are many, but the key is the lack of accountability.
Working hours, overtime employees are also concentrated in the sub-
city level because of limited field work and limited work space, due to
lack of work space, and the need for completing a situational analysis for
all levels of work. It is less of an informal number than the number of
employees who have worked with the hard drive and copywriting
software in the last one, two, three years and older. So it is a problem for
information to be effective. Even so, even during the past year, the work
it has done is crucial to planning a project but it is not always easy for all
employees.
To find out what information to gather about information, we need to
understand our situation and create a better future for our decisions. It is
extremely important that the organization of evidence is easy to
comprehend. It is impossible to describe unmanaged information and the
limited assistance it offers. Therefore, due to the gaps we have in this
regard, appropriate precautions should be taken to restore the problem.
There are serious threats to the remaining human resource management
staff in our training facilities, "he said. When I was given a fair return,
my feedback and supervision would have to be set up to provide a
timetable for the recruitment and release of all our staff and staff during
34. 18
the absence of the trainer and the trainer. Because the trainees who are
providing services are indicating training disruption and their solution is
not to harm the training curriculum,
C. With the collaboration of other institutions working on copying,
copying, and distribution of technology,
D. Institutional library;
D. The library, and the digital libraries and reading room
G. Delivering trainees and trainers to accessing the internet as a Wi-Fi
internet
F. We have been able to understand that the lack of leadership and long-
term education is only good for trainers, but that the staffs are not
equipped with knowledge and skills, etc.). This is mainly because of the
weakness of the leadership and the individuals responsible for
leadership, as advocates and victims of good governance problems in
our institutions.
E. Institutional quality of expertise is based on the TVET policy and
strategy on the purpose of deepening the work.
35. 19
Additionally, I am personally agreeing that the information collected
collectively meets the requirements of internationally acclaimed
information directing the TVET for all work.
The TVET information is collected on the following main TVET
indicators.
Urban area TVET for O & M coverage and coverage)
• TVET distribution and equity
• TVET quality (quality)
• TVET is efficiency
So, the information we collect should be able to show us how one of the
suburbs can access the four issues.
The quality of TVET education and training quality is a result of
complex processes and it is difficult to achieve within one time. What
did trainees finally know? Do you know what they need to know from
short-term training to grades? Have you shown the expected change of
behavior? The question is: How do we get our answer from the question
of unit of competence from the one level to the next level of action?
Therefore, it is difficult to make each of the training sessions unique to
the sub-city level.
36. 20
However, the quality of processes required to meet the required quality
standards is significant. Therefore, when we think of the quality of
TVET, we need to check the quality of the process and the intensity of
the accident. These three inputs focus on the inputs when they are not
filled.
✓ Ensure that the education of the trainers has not been implemented at
all levels of over 4 and COC;
✓ Over 65% of COC scores are over 65%
The institutions have the capacity to improve the quality of training and
to connect with the proper working world. Having memorandums of
understanding with companies, enterprises and industries in the TVET
institute,
✓ Institutional Standards for completing a Modular curriculum for
better quality of performance, e.g., Modular curriculum (TTLM) teacher
guides, learners guide, and assessment packet. Implement properly in
TVET Value chain projects, displaying it appropriate places including
saving culture of the trainees in terms of improving the efficiency,
efficiency and quality of the TVET institute.
✓ Number of students we teach in one class at a time teacher student
ratio
✓ Time spent on TVET (half day and hour of operation)
37. 21
The internal TVET training system is flexible enough to ensure that the
trainees have completed the required level by completing the National
Qualification Examination Center (NCOC) or National Technical
Qualification Framework (NTQF), you can transfer to the next step if
you let them.
2.1 Internal efficiency criteria
Competency of the institution is linked to the results of trainees, so that
over 65% of trainees who have passed the COC test are over 65%
Joining the world of work in a direct and direct relationship with the
lecturer, allowing our unemployed workers the opportunity to have a job
opportunity
2.2 Dropouts Trainees
The number of trainees trained at one of the training institutions.
H. Their salinity is so high that they are repaired by outsourced
machinery and sold out in birr in mathematics. However, to ensure that
the trainees are able to maintain the quality of their training and to
ensure that the quality of the equipment is repaired, it is necessary to
ensure that repairs are made to reduce the cost of trainings. In addition,
the number of repairs and repairs in each of the units are not enough.
38. 22
2.3 Evaluating TVET
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 labor to industry
and is, thereby, unable to respond effectively to the needs of
organizations in the 'information age' UNEV0C.
My life philosophy also following mantel poverty, love, poverty, and
spirit poverty is evil things. Better to be mentally rich, rich in love and to
be rich in wisdom greater than financial rich. For wisdom is better than
money, and so is unconditional money from the Funds and after wisdom
it will infinite.
Technical and Vocational Quality Skills Development and Quality
Assurance and Quality Management System are an integral part of
achieving the government's policy and strategy institutional performance
assessed by using check list. As a result, we have been discussing and
discussing for a two-day forums and workshop to share feedback.
Mainly, short-term and formal recruitment and transference has been
conducted, but the trainees are trained in the same training institutions as
they are below their capacity (lower enrollment rate). In addition, the
number of dropouts also increased by more than half. We have to leave
from these problems. We are working to improve our ability to bring our
39. 23
people into employment; by increase the number of jobs we can to
reduce unemployment. That's how we should be able to update, compile,
and distribute our data communications with the main task (by preparing
and distributing the soft and hard copy) and for the rest of the month.
We can discuss and resolve issues through the creation of a strong
monitoring and support system that will allow us to use effectively and
sustainability pursue our continuity of work. Therefore, all responsible
parties must fulfill their own responsibilities in order to strengthen this
link. As a result of the overall planning stage, the activities of the two
TVET institutions in the sub city have been undertaken in the coming
two months. Ensuring that all our activities are in line with the goals and
objectives of the program, we have to be successful in implementing our
programmatic capacities, as well as to ensure that our education and
training activities are successful and sustainable. It is possible to discuss
issues through the creation of a common ground. Therefore, in order to
strengthen this connection, all responsible parties should realize their
responsibility to realize the responsibility of the outcome and realize that
it is accountable to the results.
40. 24
3 B+G Automotive Department in Shiro Meda TVET
Institute
3.1 Comparison of Planned Versus Actual Events,
Administrative Review and Financial
Review/Expenditure.
Everyone must be responsible for his/her mistakes, and to see that he/she
is responsible for the high level of responsibility particularly education
and training sector which determine the future of growth and
development of the country.
It is known that with South Korea our relationship bonded with blood, it
is important for us as South Korea's people support us to improve our
education and training efforts facility because of thy honor us.
These donors should be donated to the intended purposes. But it's harder
to stay silent when it's gone. These donors are more likely to be silent
while looking at the dollar for spending.
Before the construction began, designing design, specification, and
standardization were needed only two (2) months ago when my
assignment was approved by the sub city TVET office.
They were delayed because they had a lot of work to do and the
bureaucracy and the red tap had to cope. World Vision project did not
41. 25
work on according to scheduled assigned expert was not effective. The
warden assigned to World Vision project was not effective. Therefore, I
was assigned a timely appointment of the former head of the sub-city
TVET office head.
As a result, I have gained a reputation for my work. I have gained
knowledge for my assignment. Then I was appointed to the office of the
former sub city TVET office head to get the building project done, so I
went to a meeting to watch it and noticed that the participants had
explained to me what they were and who they were.
Then I was appointed to the office of the former TVET office head to
start the project, and I attended the meeting to help prepare for the start-
up, and I learned more from the participants as they explained to us that
the participants were present.
During the meeting, the director of World Vision stated that the project
automotive department, which was to be built by the World Vision
South Korea, was planned to be completed this year, but has not yet
been approved.
As a result, the proposed project will not be reimbursed. By the end of
this two-month period, if the building project is not started, the proposed
budget will be refunded to a payer and you will not be able to get it back
again.
42. 26
This sub city TVET office will not be able to get it back the budget; it
will transfer to another sub-city if you do not finish it. Since world
vision engineer job was laid, the head made a frustrating plan that she
would be empty of her job.
At that time, both the leader and I had done the job, and we offered
world vision head an expedition to save the budget and W.V. engineer.
So I received a letter confirming the distance to the bureaucracy and the
displacement of the red tape and the inappropriate disclosure of the case,
starting on August 25, 2006 EC. and finally approving the submission to
another sub-city was in vain . As a result, the engineer was saved and
stays on her job, and the building project work started.
When the work started, an unexpected problem arose because the sub
city engineers were all employed by them eviction of nine engineers,
who were responsible for standers, specification and design.
At that time, the problem was solved by the disbandment of the
engineers by sub city house and construction office head. Occasionally,
it was assumed that the plan was to be handled immediately and that the
budget should be postponed and that we would work together to
cooperate.
43. 27
However, their dismissals have left most of the jobs being terminated. I
am also the witness of their manager, the Construction Housing Office
head. He did not agree with what I told him at the time by explaining the
Chief Officer of World Vision notion and adding to my suggestion. This
work must be done urgently, and there are many government functions.
It is because of the soil test take longer time that we cannot force the
other jobs to work at any time, so that we can work with them whenever
they are required car to carry out their work and check for the need for
inspection and supervision of the construction of the building. "This is
renting," said the head of the house and construction office. He gives me
his wrong opinion. I gave adding my explanation to him at the time I
trust not, for example, when we give overtime work, Sunday and
Saturday employees were included, overtime pay, and I did not feel that
I would cooperate with World Vision head if the engineers needed any
car Motors and other motivation. He did not receive my advice. At the
time, I understood the manager's neglect of his work and his displeasure
with the staff.
However, I explained to deputy head Housing and Construction Office; I
had also explained to him all things including what we will be lost and
gain what we perform properly or not that because I was educated at the
university and that we had finished our course, so deputy head decided
to allow them to work so that they could finish their work as soon as
44. 28
possible. Due to these long and interesting voyages I completed my
assignment on August 25, 2006. But the sub-city engineers were
dismissed. Such a problem came after the complaint appeal, and the
court sentenced them to return to work. But most of they started project
work affect.
After finishing this difficult task, World vision gave a bid to the
Contractor for the proposed project building construction of B+G
automotive department. After the constructer has been received the
project, he has been adjusted as a result of he were not work according
to the specification as supervise and recommendation. Later, the
contractor sent me a phone call by phone to find out me were a lot of
attempts to contact with me I insist him never to meet with me instead
you can communicate with the head if he want something he had to
work for.
For the time being, the institutional capacity building expert of the
institution was monitored, evaluation, and supervised by the newly
employed expert. Due to this fact I gave entire responsibility to
institutional capacity building expert. Institutional capacity building
expert the project work with the sub city engineers by preparing
checklist but he was not worked by preparing a checklist, I make sure
45. 29
that he have no work done because he did not present his work during
work assessment. However, I don’t said this project were not concerning
me since my work as an institutional quality auditing professional, I was
involved in setting up a checklist on serious problems and inappropriate
activities the project and meeting with the TVET institution community
published it.
As a result, when the construction site of retaining wall was not built
according to standards, specifications and designing, the construction of
a retaining wall concrete was demolished, injured workers who worked
the building and send to hospital due to the way in which collect soil
from the premises.
This mistake is not saved from accountability and accountability. I
reported this monitoring and evaluation report because I was supposed
to provide the overall functionality as an Institution Quality Auditor.
What I want to say now is that if the gifts that our friends/supporters are
taking are not used properly, we will be upset also historically
accountable. I believe that it is necessary to complete the work of the
contractor on mistakes of the construction contract,
i. which must be carried out and finish work water pump detail
and waste water riser detailed drawing the agreement prepared
46. 30
included initial plan provided to contractor by sub-city
engineers,
ii. Expected properly work on defect of retaining wall, and water
drain and supply to the workshop should be changed inlet of the
water retaining wall rather than flood in front of the workshop.
iii. I am also say that the government should be allowed start work
on walk way by make Asphalt Road around the building, but to
drain water to the outlet rather than filling flood in the premises
and workshop.
ክትትልና ድጋፍ በፕሮግራም እና በፕሮጀክት
አሰራር ላይ የሚቀርበውን ቀላል ስህተት
በመቀየር በቀረበው ደረጃ መሰረት አስተካክሎ
መስራት
በጽ/ቤት ደረጃ፣ በተቋሞቻችንምላይ ይሁን መንግስታዊ ያልሆኑ
ድርጅቶችና በአካባቢው ሕብረተሰብ የሚገኘው የሃብት ምንጭ
ሙሉ በሙሉ በአግባቡ ተመዝግቦ የድጋፍና ክትል ስራ ተሰርቶና
ሪፖርት ቀርቦ አይታወቅም፡፡ በዚህም ምክንያት የልዩ ልዩ
ድርጅቶችና የሕዝብ አስተዋጽኦ በብር እና በንብረት በትክክል
ካለመታወቁም የተነሳ ለውሳኔ አሰጣጥ ችግር ሲሆን ይስተዋላል፡፡
የተገኙትም ንብረት እና ሀብት ለብክነት ሲጋለጥ ይታያል፡፡
49. 33
VIII. በተሰራጨው ሪፖርት የመፍትሄ ኃሳብ ተግባራዊ
በማድረግ ያለ አቅም ውስንነት (The capacity of
workers in terms of implementing action
strategies)
IX. በቀረበው ሪፖርት መሰረት የችግሩ መፍትሄ ኃሳብ
ተግባራዊነት መከታተል እና ውጤቱን መገምገም
(observation and evaluation) ያለ ክፍተት
አለመቅረፍ፣
X. በአጠቃላይ ስራን የተሸላ ለማድረግ ለጥናት እና
ምርምር ቦታ አለመሰጠቱ፡፡ በሰለጠነ መንገድ
ችግሮችን ለመለየትና የመፍትሄ አቅጣጫ ለማስቀመጥ
በጽ/ቤታችን ምርምር ለመስራት ፍላጎት ያላቸውን
አለማበረታታት (ignoring demand of devoted
workers making research and development)
የእቅድ አፈፃፀም በፕሮግራምም ሆነ በፕሮጀክት መልክ
አዋጭነት ተሰርቶላቸው ለሕብረተሰቡ የሚጠቅሙ
ተብለው የተሰሩ የአፈፃፀም ክትትል፣ ድጋፍና የግምገማ
ውጤት ማጠቃለያ ሪፖርት አለመኖር (after feasibility
study there are no monitoring and evaluation
report on programme and project handover in the
form of research and development)
50. 34
4 Theory of monitoring and evaluation
Reflection
“Getting something wrong is not a crime. Failing to learn from past
mistakes because you are not monitoring and evaluating is.”
Source:
www.civicus.org/new/media/Monitoring%20and%20Evaluation.pdf
cited in Monitoring and Evaluation: Are We Making a Difference?
By Justine Hunter, 2009 Namibia Institute for Democracy
Definition of Monitoring and Evaluation
Monitoring refers to systematic and continuous process of
assessing the progress of a project/program over a certain period
of time.
It is the continuous assessment both of the functioning of the
project activities and attainmentof outputs in the context of
implementation schedules and use of project inputs.
51. 35
It focuses on efficient utilization of resources ( time,financial,
physical and human) and weather the project is on track of
achieving results.
Evaluation refers to a process of identifying the broader positive
and negative outcomes of programs/projects to reach a
conclusion about its overall value and whether objectives have
been met.
It is a periodic assessment (Initial, mid-term, terminal, and ex-
post)of the relevance, performance, effectiveness, sustainability
and impact (both intentional and unintentional) of a
program/project in the context of its stated goals and objectives.
4.1 Reflection
Why do we monitor and evaluate?
Why do organizations strongly demand M&E plan?
4.2 Why M&E
To know whether our project meets its objectives and whether it
is leading to the desired effects among its beneficiaries.
To generate detailed information through data gathering, about
the project’s progress and the results it has obtained.
52. 36
To build greater transparency and accountability regarding the
management of financial resources provided by donor agencies.
To generate information that could provide project managers with
a clearer basis for decision-making.
To find out if the project is running as initially planned.
To know the strengths and weaknesses of our project
implementation.
To detect unexpected and unintended results and effects of our
project.
To know if our project implementation has been weakened by
external factors.
To document and explain the reasons why project activities
succeed or fail.
To learn lessons from mistakes we might have made
Table 1M&E Comparison
No Attribute Monitoring Evaluation
53. 37
1 Timing On a regular basis
(e.g. Through
quarterly progress
reports and regular
observation)
Periodic/at certain interval
2 Objective Collecting timely
information to take
corrective measures on
the project
implementation and
management
Assess the effect of the project,
if desired objectives are met, the
relevance, efficiency,
effectiveness, sustainability.
3 Level of
analysis
Input-vs.-output;
achievement-vs.-target
Output/result-vs.-objective
4 Who leads the
process
Insiders for internal
learning and
Management
Usually Outsiders, often to
ensure external accountability
5 User of the
information
The project
management staff
Project management, donor, and
the public.
Reflection
54. 38
4.2.1 What do you think are the common features of Monitoring and
evaluation?
4.2.1.1 Common features:-
Both monitoring and evaluation are management tools,
Both use the same data collection and analysis system,
Both use performance indicators ,
Both applied for all aspects of projects,
4.2.2 What do we Monitor and Evaluate?
Both in monitoring and evaluation the emphasis is on the following five
main general components.
4.2.2.1 Efficiency:
Measures of the outputs of the project –how economically the various
inputs are converted into outputs.
4.2.2.2 Effectiveness:
Is a measure of whether the purpose of the project has been
achieved or not
Impact:
55. 39
• Is both the foreseen/desired and the unforeseen/undesired
consequences to society; positive or negative.
4.2.2.3 Relevance:
• Is the overall assessment of whether the project is keeping with
both the overall goal, the donor and recipient policy, as well as,
with local needs and priorities.
4.2.2.4 Sustainability:
• The extent to which the positive changes achieved as the result of
the project can be expected to last after the project has been
terminated,
4.3 M&E Framework
M&E framework serves as a plan for monitoring and evaluation, and
should clarify:
What is to be monitored and evaluated
The activities needed to monitor and evaluate
Who is responsible for monitoring and evaluation activities
When monitoring and evaluation activities are planned (timing)
How monitoring and evaluation are carried out (methods)
56. 40
What resources are required and where they are committed
4.3.1 Monitoring aims at:
Continuously assessing the project implementation in relation to
the project plans, resources and infrastructure, and the accessing of
services by project beneficiaries;
Providing regular feedback for an ongoing learning process;
Improving the effectiveness of project interventions;
Increasing accountability with donors and other stakeholders;
Enabling project staff to identify strengths and successes, and
alerting them to actual and potential weaknesses and
shortcomings;
Gives time to make adjustments and take corrective actions
where these are required;
Enables to find out whether the project continues to be relevant
for our target group;.
4.3.2 Evaluation includes:
Looking at the aims and objectives of the project (What difference
did this project set out to make? What impact should it have had?);
57. 41
Assessing the progress made towards what we wanted to
achieve at the outset;
Looking at the strategy chosen to implement the project (Did the
strategy work? If not, why not?); and
Assessing whether or not funds were used efficiently.
4.4 M&E System
4.4.1 Steps in developing monitoring framework/System
• Define the goals and objectives of monitoring
• Determine who should be involved
• Define the role of those involved
• Decide on what should be monitored
• Decide how monitoring should be done
• Determine how data should be collected processed analyzed and
documented
• Allocate time and resources for monitoring
• Know who requires the information
• Establish an information dissemination mechanism
58. 42
4.5 Report Writing
4.5.1 M&E Reports should be
As Short as possible consistent with the amount of information to
be presented
Focus on results being achieved as stated in the log frame or
project objectives
Clear on who the audience is
Written in plain language that can be understood by the target
audience
Ensure timely submission of progress report
Provide a brief summary
Consistent in use of terminologies, definitions and descriptions of
partners , activities and places
Present complex data with the help of figures, tables, graphs
,photographs and maps
only highlight the most significant words using italic, bold or
other stresses
Include references for sources and authors
Include a table of content for reports over 5 pages length.
59. 43
Generic Progress Monitoring Report Outline
I. Introduction
II. Methodology
III. Comparison of Planned Versus Actual Events
IV. Administrative Review
V. Financial Review/Expenditure Report/Cost Share Report
VI. Performance of The Project (Indicator Data)
VII. Notable Lessons, or Quotes
VIII. Issues Requiring Immediate Support/Attention by authorities, the
Donor & Others
5 Conclusion of monitoring and evaluation
This performance feedback indeed provided by based on check list
focused on B+G automotive building project of world vision financial
support of buildings. South Korean government support through world
vision Korea expansion work So far it has provided the grant
opportunity for ShiroMeda TVET institute. The first phase of the project
G+1, second phase G+ 4 projects, and third phase B + G project not
60. 44
reported the activity of payment, progress and penalty by certified
accountants’ auditor. The world vision programme entire activity was
not assessed by chartered certified accountants’ auditor the financial
activity in every phase the building programme documentation
exploration stated.
The pictures of the building representation depicted on third phase
progress and problem i.e. defect of retaining wall, defect of water
drainage the ramp logically used for loading / getting on or off a vehicle
rather than water but now a days it used water passage and supply to the
workshop, defect of water drainage the water flow hold mud and sand to
the workshop photographs which found at the last page of this article
taken currently from the institute. Water pump detail and waste water
riser detailed drawing the agreement prepared included in the initial plan
provided to contractor which prepared by sub-city architectural,
structural and sanitary installation engineers. Vehicle maintenance
training center inauguration ceremony finished before three month in the
institute. Water basin / watershed properly not worked winter to stand
before the potential can also stand in water agreed to stand and storm
stand winter may be flooded should be the basis for the solution. My
immediate recommendation is service provider (contractor) must work
on waste storm water pipes particularly construction manholes sanitary
and storm water since the price of it was included in the initial diagram,
standards and specification before project handover and defect liability
61. 45
paired.Before the problem happened and damage the project, concerned
body should give answer and alleviate these problems from this
appraisal article.
Figure 1 First phase project G+1
Figure 2 second phase G+4 project
4photo
95. 79
Figure9ramp defect of water drainage the ramp (used for loading / getting on or off a
vehicle rather than water) is water passage and supply to the workshop
100. 84
Figure 12Defect of water drainage the water flow hold mud and sand to the workshop these
four consecutive photographs taken ThursdayJuly13, 20017 morning capture by Windos
Phone NOKIA Lumia.
102. 86
Figure 13 water pump detail and waste water riser detailed drawing the agreement
prepared included initially plan provided to contractor by sub-city architectural engineers
103. 87
Figure 14 Vehicle maintenance training center project inauguration ceremonies.
104. 88
Figure 15 Inside Entoto TVET Polytechnic College found Korean veteran Junior TVET
(Koika TVET) automotive department
Figure 16 Automotive department Students during training
107. 91
Figure 18in automotive department full of different Simulations(a small scale model/
computer science) for the purpose of training
Figure 19 students during training and motor enjoins