ቀቀ-1/02/06

ለለለ/ለ/ለ/ለ/ለ/ለ/ለለ ለለለ

ቀ.ቀ

ለለለለ- ቀPMI Computer and Language Training Institution ቀቀቀቀቀቀ

ቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀቀቀ

ቀቀቀ ቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ

ቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀ ቀቀቀቀ ቀቀቀ

ቀ/ቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ ቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ

ቀቀቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀ (ቀቀቀቀ ቀቀቀ ቀቀቀቀ ቀ/01/02/06)

ቀቀቀ ቀ/ቀቀቀቀ ቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀ/ቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀቀ

ቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀ

ቀቀቀቀቀቀቀቀ ቀ1500.00 ቀቀ ቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀ

ቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀ ቀቀቀ ቀቀቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀ ቀቀቀ

ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ ቀቀቀ ቀቀቀቀ ቀቀቀ

ቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀቀ ቀቀቀ ቀቀቀ (ቀ) ቀቀ ቀቀቀ

ቀቀቀቀቀቀቀ

ቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀ -20/12/05 ቀቀቀ

ቀ20 ቀቀቀ ቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀ ቀቀቀ ቀቀቀ ቀ/ቀቀቀቀ ቀቀ ቀቀቀቀ

ቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀ ቀቀ ቀቀቀቀ

ቀቀቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀቀቀ ቀቀቀ ቀ/ቀቀቀቀ ቀቀቀቀቀቀ

ቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀ

ቀቀቀቀቀቀቀቀ (ቀቀቀ ቀቀቀ ቀቀቀ (ቀ) ቀቀቀ ቀቀቀ ቀቀቀቀቀቀቀቀቀ

ቀ) ቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀቀ

ቀቀቀቀቀ ቀቀቀቀቀቀቀ-

1. ቀቀቀ ቀቀ ቀቀቀቀ /ቀቀቀቀቀቀ/ ቀቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ-

1.1. Curriculumቀ ቀቀቀቀቀቀ

1.1.1. ቀFederal Negarit Gazeta -Proclamation 391/2004-

Vocational Education of the Federal Democratic Republic Of

Ethiopia Art. 35/1/b ቀቀቀ ቀቀ ቀቀ.ቀ. ቀቀቀ ቀ/ቀ/ቀ/ቀ ቀቀቀቀ

ቀቀቀቀቀ ቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀ ቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ

ቀቀቀቀ ቀቀቀቀ 10/ቀ ቀቀ ቀቀቀቀቀቀ ቀቀቀቀ- ቀቀቀ ቀቀ Computer

ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀ ቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀ/ቀ/ቀ/ቀ ቀቀቀቀ

ቀቀቀቀ ቀቀቀቀቀ Curriculum ቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀቀቀቀ

1.1.2. ቀቀቀቀ ቀቀቀ ቀቀ ቀቀቀቀ ቀቀቀቀቀ ቀ38-42 ቀቀቀ ቀቀቀ

ቀቀቀቀቀ ቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ Curriculum ቀቀቀቀቀ

ቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ:-

A. When Curriculum is prepared it should

includeቀ-

- Introductory (preface part). It should include outcome-based TVET system

the requirements from the world of work are

analyzed and documented-taking into account

international benchmarking-as occupational

standards (OS)-quality driven TVET-

Delivery. The department you want to

provide.

- The TVET-program Design, program title,

description it include necessary knowledge,

skill and attitude of the learner to the

standard required by the OS. The contents

of this program are in line with the

occupational standard (OS)

- Course Description (it might include all

mission/Vision/Goal or part of them, about

the Course)

- Course Objective, and Expected Outcome

- Topics (or highlights of the whole course)

- Course Code by considering ( entire TVET-

program learning Outcomes)

- Credit Hours, duration of the TVET-

programme subject level eg. I or II,

version and year based on the descriptors

elaborated on the Ethiopian TVET

Qualification Framework (ETQF)

- Target Groups according to TVET agency most

of hared skill streams suggested that “any

citizen who meet the entry requirements

under this items and capable of

participating in the learning activities is

entitled to take part in the programme.

- Enrollment requirements (Criteria’s) which

receive their students. The programme

requirements or directives of the ministry

of Education. Other requirements,

Ability to speak, read and understand

English

Computer literate.

- Mode of delivery the characteristic as

formal programme and informal ones. The

formal programme on middle level technical

skills. The mode of delivery is co-

operative training. The TVET-institution

and identified companies have forged an

agreement to co-operate with regarded to

implementation of this programme. The time

spent by the trainees in the industry will

give the enough exposure to the actual

world of work and enable them to get

hands-on experience. the co-operative

approach will be supported with lecture-

discussion, simulation and actual

practice. These modalities will be

utilized before the trainees are exposed

to the industry environment.

- Detailed Session/Lesson/ Plan and annual

plan including teaching methods by

considering 80 present of practical

session i.e.

- TVET-programme structure it should be

planed by using tables it includes unit of

competency, module code and title.

Learning outcomes and hours the title

takes

- Institutional Assessments

(Unit of Competency, Occupational

Standards) evaluation should be project

based, practical, theoretical etc… the

specific learning outcomes are stated in

the modules. In assessing them, verifiable

and observable indicators and standards

shall be used. The formative assessment is

incorporated in the learning modules and

form part of the learning process.

Formative evaluation provides the trainee

with feedback regarding success or failure

in attaining learning outcomes.

Summative Evaluation the other form of

evaluation is given when all the modules in

the unit of competence have been

accomplished. It determines the extent to

which competence have been achieved. And,

the result of this assessment decision

shall be expressed in the term ‘competent

or not yet competent. The techniques or

tools for obtaining information about

trainees’ achievement included oral or

written test, demonstration and on-site

observation.

- TVET trainers profile, it included the

trainers conducting this particular TVET

programme are at least C level and have

satisfactory practical experiences or

equivalent qualifications.

Other requirements

Have attended relevant training

and seminars

- Resources & Materials requirement

(including Library, TTLM, textbooks &

references books) should be stated, and

other class related activities (eg. lab,

workshop, field trips/works/… should be

clearly mentioned)

- And other related issues…

1.2. ለለለለለለ ለለለለለ ለለለለለለ

1.2.1. ቀቀቀቀቀ proposal ቀቀቀ ቀቀቀቀቀቀ ቀ language main

course provision is irrelevant to TVET, (which they are

still conducting the language training in their existing

Institution currently, without the official accreditation

for the course. And, in addition to that they have

presented the “Language” as a main course in their proposal

now (as the Title- PMI Computer and Language Training

Institution, is written).

1.2.2. But, since the government proclamation Art.

391/2004/ section 3/ no-18, stated that- Language should be

provided as a rather Common Course. ቀቀቀቀቀ ቀቀቀ ቀቀቀ ቀቀቀ

ቀቀ ቀቀቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀቀቀ ቀቀቀቀ TVET ቀቀ ቀቀ ቀቀቀቀ

ቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀቀቀ

1.2.3. ቀቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ 9/ቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀ -

ቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀቀቀ ቀቀቀቀቀ

ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀ (legislation), ቀቀቀቀቀቀቀቀ

1.2.4. ቀቀ/ቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ

ቀቀቀቀ/ ቀቀ ቀቀቀ ቀቀቀቀቀቀ (TTLM), ቀቀቀቀቀቀ ቀቀ ቀቀቀቀቀቀ

ቀቀቀቀቀቀቀ

1.2.5. Cooperative Training (ቀቀቀቀ 10/ቀ) Partners should

be pre-planned, and a mutually signed “Memorandum of

Understanding” with them, had to be prepared, but, this was

not presented. Apprenticeship cooperative training with

your partner should be maintain before starting your workቀ

practical memorandum of understanding signature with

organization should be pre-planned but not yet prepared

1.2.6. ቀቀቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ 9/ቀቀ ቀቀ

ቀቀቀቀቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀቀ

ቀቀቀቀቀቀቀቀ ቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀ

ቀቀቀቀቀቀቀቀ

1.2.7. ቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀቀ

1.2.8. General Problems related to the project format

and formalities:-

- Preliminary section it includes cover

pages, table of contents,

- Executive summary/Abstract not clearly

presented

Description of the venture (an

undertaking risk.)

Industry analysis

Development and production

Marketing plan

Institutional and financial plan

- Clear Description of the institution

Mission statement, Vision, Objective and

Goals, institutional equipment are not

included. Background of entrepreneurs also

not presented.

- Socio –Economic impact and Outcomes

(estimations) are not specified. (including

additional involvement/contributions/ in

community development activities, were not

proposed- if any)

- Feasibility, Market, Cost benefit analysis

studies were not clearly and satisfactorily

included, as Budget break down is not

presented, while funding sources or

partners were not clarified (if any) where

some of them not mentioned at all.

- Limitation, Risks and risk management

mechanisms should be proposed.

- Board, Management Structure and team

background, authority and job description

&responsibility, with their respective

benefits &remuneration of each section (if

possible with table) is not included. Human

resource management strategy is not

mentioned.

- Financial plan, financial statements,

financial resources, financial strategy,

Auditing, Taxation, and follow up reporting

days, and responsible body for such

activities should be stated.

- Assessment of risk and contingencies, if

failure to join cooperative training

services promised, unforeseen events, new

technologies, contingency plan is not

mention it.

- Scheduling and milestone ( a stone showing

the distance to a particular place or an

object or feature easily seen from a

distance)

- Appendixes, it includes letters, market

research, price list from different

suppliers, and lease of contracts…

- Totally from project initiation up to

phase out not yet prepared very well

1.3. ቀ Project Implementation ቀቀ ቀቀቀቀቀቀ ቀቀቀቀ ቀቀቀቀ ቀቀቀቀቀ

ቀቀቀቀ ቀቀቀቀቀ ቀቀቀቀቀቀቀ-

1.3.1. Each trainer’s daily/or detailed annual/ Session

plan with Unit of Competency & Occupational Standard and

other related issues included, were not satisfactorily

stated/ presented.

1.3.2. In addition to that, the institution’s workshop

machineries’ are not fully functional, mentioned yet.

1.4. But, nevertheless, I’m not saying that the institution has

rejected all our points to them, for one of the amendments

they have made is that they have accepted our comment - on

their Lab found in proximity to the outside main road,

which, creates disturbance and sound pollution for the

trainees, and they have now changed its location away from

the road and is close to the staff offices and class rooms

areas now, which we appreciated them for their quick action

on that specific correction alone, too, but, the lab still

doesn’t function, as I mentioned in 1.3.2. Section.

1.5. Conclusion:-

Totally, from my assessment, the project fails to meet

most of the crucial and basic requirements, for a

sound project proposal, starting from the initiation

part up to its end section, over all.

And, I recommend that, the proposal and all related

Programs should be re-done, considering addressing all

the above mentioned, & (ቀቀቀቀ /ቀቀቀቀቀቀ/ ቀቀቀቀቀቀቀ ቀቀቀ

ቀቀቀቀቀ), thoroughly and diligently. In order to be a

qualified applicant for the accreditation. (And, I

hope, they will abide with all the expected

requirements and rules of our office).

ቀ) What I had been facing during my duty, (especially

concerning, this particular proposal, and my assessment,

quality audit, and challenges on the proposal, to the

institution), are as follows:-

1. Concerning w/ro Enatethun’s working issues &

responsibilities:-

a) Though, w/ro Enatethun is a “Quality Audit

Inspection Head” now, with a long time work

experience, in other related educational areas, and

though its known that the accreditation giving process

seek transparency and accountability, but, there are

some unclear work processes which I’ve observed under

her leadership, such as:- a) there is no recorded

“Minute” documentation for the “Quality Audit

officers” check list, who are sent for an official

field inspection (to the institutes).

b) After the inspection, and after the applicants,

were awarded with the accreditation, again, I observed

that, she does not have a mutual follow up agreement,

signed memorandum, documentation “Minute”.

c) Her, (or the management body’s) task dissemination

for Ato. G/Medihin, doesn’t seem logical and well

thought to me, as for example, it’s assumed to be

given a responsibility to Ato. G/Medihin to order our

(mine &him) team field visit, which, he does it

without pre-planned schedule, and instead, make the

call suddenly, with his own decision only, and even

not take my ideas about the task as well. In addition

to that, he doesn’t share some work and applicant’s

related information entirely to me too, and also don’t

seem to be interested that much to work as a team with

me, too.

2. About my efforts- to mitigate anticipated problems,

on the work:-

2.1. Despite, I tried to create a team work, and

sharing resources for the betterment of our

activities (such as:- sharing the Agency’s

guide lines to my colleagues, and secondly- by

preparing work related issues by myself i.e. manuals

and project plans preparation and quality

audit, and lists of TVET departments and

government asserted job market demand and

supply and all sector occupation lists and

other information and document, which I

prepared by myself, and willfully sharing it

with them, as much as I can, and I will keep

contributing all I can to share all I have for

any one, who asked me , still, too. Yet, like I

mentioned above, the two colleagues (I

mentioned their names above) have been trying

to tackle my challenge on the proposal, by

telling me to shorten my points (mentioned

above). Creating, a problem for our office to

achieve its goal of maintaining a good quality

TVET institution, in our sub-city.

3. In addition to Ato G/mdehin’s, w/ro Enatethun also

similarly tried to hinder me from forwarding my

proposal critics points to the applicants, by

telling me to shorten it again, yet, I proceeded to

make my points as much as I can then too.

4. In addition to my oral presentations, while I also

gave a written lists of the points to the applicant,

(and while he gladly went out to photo copy it…),

but, then, they, stopped him and told him to return

it to me, (which, hurts my feeling, besides, its

broader problem for the country’s development

endeavors, by creating quality educational system in

both government and private institutions, following

government policies and legislations…)

5. And, right after that, they told him to just go

ahead and pay for the accreditation formalities on

Wednesday (on 6/02/2006), while, I still disagree on

the validity of the proposal.

6. Conclusion-

a) Therefore, since all I said above, and other

related problems are creating obstacles for me to

do my task carefully and seriously, and I wanted

to speak that out, to the relevant upper body,

this way now.

b) Secondly, regarding the PMI Computer and Language

Training Institution proposal, since I still

don’t agree on the decision given by Ato

G/mdehin’s & w/ro Enatethun, about the proceeding

of the project with accreditation, until it meets

the Agency’s rules and regulations and the

proclamations concerning validity of TVET

institution. Therefore, I respectfully request,

that, the Institution should not get the

accreditation, at this point now, and should take

the critics given and should make the amendments

and apply again, then.

c) Finally, I recommend that, the TVET agency and

all related bodies concerning TVET, may give

consistent trainings on Capacity Building on this

work’s issues, Team Work spirit, and rule of law,

and similar issues as fast as possible, and also

capacitating us/the office/ to be able to train

the institutions, which are functioning already

and applying for the future as well.

Respectfully yours!

Berhanu Tadesse.

Quality Audit expert.