Track records

 Thematic Areas

As per the Country Programme Strategy (CPS) 2014 - 2018 DEC

consolidated its present programme in Skill Development and

Education (SDE) as one of a major thematic area. Under this

thematic area the following major interventions are provided.

  • Youthempowerment for employment (YEE) and provision of¬†market¬†relevant¬†skills¬†training/Skill¬†Development¬†and¬†Education
  • (SDE).
  • Capacity building of existing TVET institution to provide market¬†relevant¬†skills¬†training
  • Promotionof¬†youth¬†and¬†women¬†entrepreneurship
  • Promotionof cluster of SMEs development, coop formation and¬†micro¬†credit¬†support¬†services
  • Promotionof¬†income¬†generating¬†activates¬†(IGA)


 Lessons learnt

The lessons learnt during our project implementation period were:

  • Wellorganized and effective implementation of project activities¬†has contributed in equipping vulnerable youths and women with¬†market relevant skills and makes them ready for work, contribute¬†to reduction of unemployment, decrease irregular migration and¬†enter¬†in¬†to¬†the¬†labour¬†market.
  • 7-stepsapproach helped us to provide market relevant skills training, reducing the mismatch between training provider and labour
  • market and facilitate employment linkages after trainee raduation and it helped us to develop training programs and materials such as labour market assessment tool, job profile, curriculum¬† frame work, training modules and trainees monitoring tool.
  • Vision development training was a good model that enabled us to select the committed and motivated trainees who have a true interest for skills training and it helped us to minimize dropout¬†rate.
  • Private enterprises involvement in the project implementation¬†period was very crucial for provision of quality cooperative training/apprenticeship,¬†to¬†get¬†constructive¬†feedback¬†on¬†the¬†processof providing market relevant training and also for employment¬†linkage.
  • Frequent coaching, support and follow up is very important to¬†ensure the quality of training in line with the curriculum frame¬†work and job profiles and also it very helpful to shape different¬†changes¬†with¬†dynamic¬†market¬†needs.


Sub-program Components

  • Promotionof marketable/employable skills development of¬†youth¬†and¬†women
  • Promotionof¬†youth¬†and¬†women¬†entrepreneurship
  • Capacitybuilding¬†of¬†existing¬†TVET¬†institution¬†to¬†provide¬†market
  • relevant¬†skills¬†training
  • Promotionof¬†cluster¬†of¬†SMEs¬†development,¬†coop¬†formation
  • and¬†micro¬†credit¬†support¬†services
  • Promotionof¬†income¬†generating¬†activates¬†(IGA)
  • Promotion of Work Based Learnings

Implementation areas

Implementation areas and sectors

The Project is implemented in Amhara national regional state of three zones of five woredas: North Wollo Zone (Raya Kobo and Woldia woreda), South Wollo Zone (Kalu woreda and Kombolcha), Dessie City Administration and Oromo nationality Zone (Kemissie). Unemplo

yed Youth, women and returnees will be selected in the nearest Kebeles of the above mentioned woredas.

Regarding to sectors/value chains, the project will focus on the Textile/garment, Metal and Construction sectors identified by research and assessment results for employment opportunities in Amhara region.

Project implementation strategy:

  • Strengthening the capacity of public and private TVETs to provide quality and market relevant trainings.
  • Establish and support public employment service (PES) center at woreda level.
  • Reinforcing management capacity of SMEs in the identified cluster (metal, construction and textile/garment sector).
  • Strengthening public privet partnership between companies/SMEs, public institutions and TVETs.

Promotion of decent work agenda through awareness raising on occupational health and standard, about low and gender at work place

Program Tools : Skills & Entrepreneurship Development



  1. Social accountability: The goal of the social accountability training is to strengthen capacities of citizen groups and government bodies to work together in order to enhance quality of public services delivered to citizens. It seeks to give voice to the needs and concerns of all citizens on the delivery and quality of public services. It is more focus on increasing the capacity of citizens, CSOs, policy-makers and service providers to respond to community and citizens’ needs and preferences. Emphasis on the inclusion of disadvantaged groups like women, children, and people with disabilities, youth groups and the elderly were given in a more active form.
  2. Life skills for lobby: The goal of this training is to equip the Participants to develop a feeling of self-worth and confidence as well as interpersonal knowledge and skills in order to be more successful in their lobby and advocacy practices. ‚ÄėLife skills for lobbying‚Äô was developed with the notion that specific skills are needed to be an effective lobbyist. The life skills for lobbying training is designed as a hands-on, practical training focusing on an in-depth and reflective understanding of the life skills that are crucial for lobbying.
  3. Local Fund Raising (LFR): The goal of this LFR approach is to capacitate the target groups on local fund raising tactics and techniques to enable them to seeking and gathering voluntary financial contributions by engaging individuals, businesses, charitable foundations, or governmental agencies. Mostly DECs Fund raising approach is focused on the identification and solicitation of local recourses from their community.LFR is a significant way that Youth groups, WSHGs, Farmer groups and CSOs may obtain the money for their operations.


  1. 7-steps approach: 7-steps approach which is a unique, innovative and tested approach used to provide market relevant TVET skills training and reduce the mismatch between training provider (labour supply) and labour market (world of work). The principle of this approach is ‚ÄúLinking Skills to the labour market‚ÄĚ and it is a journey from skills training to labour market with a holistic and full package. The rationality behind the introduction of this approach is, providing education and skill training for youth and women is not enough b/c: (1) youth unemployment even among trained youth is very high in many countries including Ethiopia and (2) At the same time business often have a difficult time finding skilled staff who fulfills their requirement in the work place. Therefore; in this innovative approach the above issues are¬† solved by connecting companies, SME‚Äôs, TVETS and government officials to jointly define the type of skills and competency needed for vacant jobs, building a long-lasting network to keep refining training to labour market changes in the long run.
  2. Work based learning (on-Job training) approach: On-job skill training/ Work based learning/ is an approach that simulates the workplace so that women and youth gain real-world, hands-on skills. Learning by doing and using are the principal drivers of incremental innovation. In almost all fields of production of goods and services, the repetition of production tasks leads to a gradual improvement in the efficiency of production processes and product/service design and performance. The importance of such ‚Äėlearning by doing‚Äô processes has long been recognized, as has the central place of direct production workers in innovation as sources of work-based learning.
  3. Interlinked Vale-chain business model: DEC has ample experience on promoting establishment of mutually interdependent coops by interlinking different workable value chains and one member of cooperatives will provide input to the other cooperatives, based on competitive prices and an interlinked business model. This new business model creates a competitive (win-win) advantage for cooperatives established from different values chains b/c the supply and the demand is interlinked together.
  4. Apprenticeship and Cooperative training: to improve the employability skills of women and youth DEC has provided apprenticeship training with frequent support and follow up in close collaboration with the world of work by making different consent of mutual advantages of training provider and companies/ SMEs. Apprenticeships are a proven way to build bridges between the worlds of education, training and work. Apprenticeship can accommodate a wide range of abilities and aptitudes because it reflects the equally wide range of skills required in a modern economy. As was indicated earlier, the best way to acquire core employability skills is on the job. Given that apprenticeship systems combine in-class and workplace training it is ideal for transmitting these skills.
  5. Value chain development: DEC has experience of workable value chain development by interlinking highly productive value chains (field of work) which will help to increase the livelihood diversification and resilience building of vulnerable communities, youth groups and women’s.
  6. Pedagogical and didactical skills training (ATLM): The Goal of the active teaching learning methodology is to build the capacity of Teachers/ Trainers to make their teaching/training sessions more active and fun, for more effective learning in general education and skills education and as a result the trainer can practice this methodology in their TVET class room and they assures quality of market relevant vocational skills training.
  7. Business development support (BDS): The goal of this business development service is to improve entrepreneurial competencies and business development skills of trainees, out of school youths, Existing SMEs, cooperatives and private business firms. And also as part of this BDS support DEC has been tried to link the business firms with market outlets and linking micro finance institutions.
  8. Life skills training: The goal of this life skills training is to equip students with a feeling of self-worth and confidence as well as interpersonal knowledge and skills in order to function more professionally in their future job environment. The lessons seek to promote the life skills of the students, these are skills that are required to deal with the demands and challenges of everyday life. The skills include both social skills and emotional skills. These life skills are essential for employability of the students, it is crucial that the students optimize these skills during their vocational training. And it has a preventive goals and aim to enhance the resilience of the students in everyday situations at school, work, and in private life.
  9. Vision development training: The Goal of this vision development training is to elicit the motivation of students on the development process of their future visions, goals and plans and increase their commitments on the journey of success. It is a part of pre-training before providing the pure employability skill training in the TVET class room that helps to identify the motivation of trainees for skill training and assess their readiness of self development and at the end it helps to select the right trainees.


  1. Decent work Approach: This is a new approach that helps to increase the awareness on Decent Work and sector specific OHS, selected Company/SME managers were trained on labour law, OHS and gender-related work issues. In addition, attention are paid to aspects of respect for fundamental labour rights and to right of association and collective bargaining, social protection, pensions, health care in income protection and preservation of health, social dialogue as instruments for regulating the specific interests of the main actors in the world of work and to the research of the possible convergences.
  2. Coaching skills: The goal of this coaching skills training is to improve the performance of TVET trainers through frequent coaching and follow up for the purpose of providing market relevant skills training in line with the curriculum framework and job profiles. DEC has been providing frequent coaching and follow up for TVET trainers in the workplace setting through on-the-job training, work experience, internships, and work-study programmes.
  3. Portfolio Development: It is a new approach of market relevant skills training provision through promotion of project based training approaches in the TVET class rooms. DEC has been practice this new training approach and created a unique project based skills training approach which will be disseminated and replicated to government institutions to ensure the practical skills ability of graduates.
  4. Labour market assessment tool: The goal of this tool is to define and analyze the labour market and to identify the vale chains that have higher demand and skills and qualifications needed by the labour market and local business firms. And also this helps to understand the real needs of the world of work, the capacity of the TVET provision and the interests of the potential candidates.
  5. Curriculum frame work and job profile development: The goal of this training and tool is to develop the curriculum frame work and job profiles in close collaboration with the labour market that comprehensively addresses the needs of the labour market in the area of needed skills which is called professional skills, life skills and business skills. Developing Curriculum frame work that evolve through continuous dialogue with employers to align the training programme with business needs and local realities as well as keep teachers up-to-date about workplace practices.

Life Skills

Goal: To equip students with a feeling of self-worth and confidence as well as interpersonal knowledge and skills in order to function more professionally in their future job environment.

7 ‚Äď Steps approach

Goal: To reduce the mismatch between the labor market demand and the training providers demand through the provision of market-relevant skills training.

Active Teaching strategies and learning methodologies (ATLM)

Goal: Building the capacity of Teachers/ Trainers to make their teaching/training sessions more active and fun, for more effective learning in general education and skills education

Vision Development

Goal: To elicit the motivation of students on the development process of their future visions, goals, and plans and increase their commitments on the journey of success.


Goal: To improve the performance of TVET trainers for the purpose of providing market-relevant skills training in line with the curriculum framework and job profiles.

Labour Market Assessment

Goal: To identify potential value chains that have a higher demand in the labor market and to explore business opportunities/job opportunities in the local environment.

Business Development Support

Goal: To improve entrepreneurial competencies and business development skills of Trainees/ Existing SMEs

 NB: Please note that all the innovative publications and methodologies mentioned above have been piloted, tested and achieved remarkable results and the multi component approach/ public-private partnerships have also been promoted thorough these methodologies and innovations.





Expected Results : Skills & Entrepreneurship Development

Expected results for the skills & Entrepreneurship program are:

  • Ensured food security of the targeted youth and women through promotion of sustainable Marketable/employable skills, life skills and entrepreneurship skills through diversified income generating opportunities and value chain development.
  • Diversified the resource base of youth and women groups
  • Improved capacity of cluster of SMEs/ companies/private enterprises and business firms in selected value chains/sectors to create additional (decent) job opportunities.
  • Unemployed and vulnerable youth and women have equipped with market relevant skills training to have access to job opportunities.
  • Relevant government stakeholder‚Äôs capacity is improved to provide market relevant skills training for unemployed youth and women and facilitate the employment linkages with potential employers.
  • Cooperatives are established in different value chains and micro finance linkage and market chain facilitations are provided.
  • Labour market relevant curriculums for demanded value chains are developed and Training designed, including apprenticeship, and trainers prepared.

Project success:

  • A total of 1632 trainees completed SINCE supported market relevant skills training course in the five targeted TVET colleges and they are formally graduated, certified and acknowledged (Including hope graduates)
  • DEC developed and published deliverables for TVET colleges such as Labour market assessment finding result and tools, 7 job profiles for selected value chains, 7 curriculum frame work, 52 training modules (learning guide) for seven value chains, 7 Teacher guide, 1 life skills manual, 1 Vision development manual, 1 active teaching and learning manual, 1 coaching tool (class room observation matrix, full package 7-steps playing game, and 7-steps training video.
  • The capacity of TVET trainers and managements, Regional, zonal and woreda TVED experts are capacitated on pedagogical and didactical skills training, Active Teaching Strategies and Learning activities (ATLM) 7-steps approach, Vision development training, life skills training, labour market assessment, job profile development, curriculum frame work development, Coaching skills and¬† TTLM development.
  • 38 Cluster of SMEs/companies/business firms are identified for cooperative trainings and as a potential employers and they are closely working with us.

Project innovation:

Innovation 1: mismatch of labor supply and demand can be solved by connecting companies, SME’s, TVETS and government officials to jointly define the type, skills and competency needed for vacant jobs, building a long-lasting network to keep refining training to labor market changes in the long run.

Innovation 2: electronic systems for registering unemployed and linking them to job opportunities will be introduced during implementation.  Face book and other social media will be used to inform unemployed youth and women about the program and promote training possibilities, and as a tool for input for monitoring of opinions of youth about the actions. Woredas can continue making use of these tools after implementation period.