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PREFACE

Japan International Cooperation Agency (JICA) decided to conduct the preparatory survey on “the Project for Construction of Secondary Schools in Amhara Region in the Federal Democratic Republic of Ethiopia” and entrust the said survey to Mohri, Architect & Associates, Inc.

The survey team held a series of discussions with the officials concerned of the
Government of Ethiopia, and conducted field investigations. As a result of further studies in Japan, the present report was finalized.

I hope that this report will contribute to the promotion of the project and to the enhancement of friendly relations between our two countries.

Finally, I wish to express my sincere appreciation to the officials concerned of the
Government of Ethiopia for their close cooperation extended to the survey team.

July, 2011
Nobuko Kayashima Director General, Human Development Department Japan International Cooperation Agency

Summary

1. Outline of the Country

The Federal Democratic Republic of Ethiopia (hereinafter referred to as “Ethiopia”) is a republic of 1.104 million km2 with a population of approximately 82.82 million (World Bank, 2009). Its population is the second largest amongst Sub-Sahara African nations. It is an in-land country bordered by Somalia on the east, by Sudan on the west, by Kenya on the south, by Eritrea on the north and also by Djibouti on the southeast. The Ethiopian Highland and other plateaus occupy the majority of the land, and those vary from 1,500 to 4,000 m above sea level. Ethiopia belongs to the tropical region however, the climate differs from one place to another. Addis Ababa, the capital city of Ethiopia, is located at 2,400 m above sea level, and the average annual temperature is 16C. The seasons in Ethiopia are mainly defined by a rainy season and a dry season. Furthermore, the former is divided into two: a small rainy season from January to April, and a main rainy season from June to September. During the main rainy season, the average annual rainfall becomes 3 to 11 times more than that during the small rainy season. Similarly, it becomes 5 to 12 times more than that of the dry season. Also, the rainfall increases as the height above sea level goes higher. The average annual rainfall in the highland is over 1,800 mm. The target areas of the Project are between 1,500 to 3,000 m above sea level, and the topography varies among the respective sites.
The main industry of Ethiopia is agriculture which provides 85 % of the employment. The
GNI per capita of Ethiopia is 330 USD (2009), and 45 % of it is agricultural industry. The Ethiopian economy heavily relies on the primary industry. The major export items are coffee and oil seeds which are prone to be affected by the global market and the climate.

2. Background and Outline of the Project

The Government of Ethiopia has introduced the Education Sector Development Program
(ESDP), which has been carried out since 1997. As the result of the Program, primary school Gross Enrollment Ratio (GER) has remarkably improved from 41.8 % (1997/98) to 94% (2008/09) while that of secondary school has improved from 8.8 % to 38.1% for G9-G10 and 6.0 % for G11-G12. However, regional and gender disparities of GER is a critical issue. Also, due to the rapid increase of access for primary schools, a lack of adequate teachers and classrooms, quality of education (school operation and lessons), and access to secondary education have become problematic.
In Amhara, which is a target region of the Project, primary school GER is 98.4% (2008/09) while general secondary school (compulsory education) GER is 38.4% (2008/09). One of the

ireasons for this significant problem is the lack of schools as well as lack of classrooms. There are 1,703 primary schools at which G8 are able to attend, while there are only 211 secondary schools at which G9 can do so in Amhara Region (2008/09). According to the Standards of secondary schools in this Region, Pupil Section Ratio (PSR) 1:40 should be the target whereas the actual situation is 1:67 (General Secondary: G9-10) and 1:56 (Preparatory Secondary: G11-12) in 2008/09. Furthermore, approximately 44% of secondary schools are implementing double shift schooling in 2009/10. Therefore, there is much room for improvement in terms of access and learning environments.
Under the above-mentioned circumstances, a Grant Aid to construct primary and secondary schools was requested to Japan by the Government of Ethiopia initially.

Through the site surveys and the discussions with the Amhara National Regional State
Education Bureau (AREB), it was agreed that the Project will focus on the secondary schools due to emerging needs. Also it was agreed the Project would cover new school construction (8 schools), additional classroom construction and construction of libraries for the existing schools (9 schools) in eight target cities.

3. Summary of the Survey and the Contents of the Project

In response to the afore-explained request, JICA carried out the Field Survey I from July 11 to July 31, 2010 and Field SurveyⅡ from November 11 to December 17, 2010. Finally, the plan was drawn up through in-house analysis, and the explanation of the draft report survey from March 27 to April 15, 2011 followed by the explanation of the technical reference for tender document from June 20 to July 1 and from July 9 to July 20, 2011.

3-1. Facility plan and setting class size

The facility contents are shown below.

  • Newly
  • Classrooms, Chemistry laboratory, Physics laboratory, Biology laboratory, library, IT

established school center, administration office, staff room, resource center, satellite receiver room, mini-media room, janitor room and latrine
Existing school
Library Classrooms

Following the Standard of Secondary Education (SSE) as well as the Amhara National
Regional State School Construction Standards (ARSCS), a size of forty students per class will be used for the Project.

ii

3-2. Facility components

(1) Newly established schools
As mentioned above, the required facilities to operate secondary schools will be constructed.
The maximum number of each classroom will be thirty-two, the requested number from the Ethiopian side, considering effective operational size of the school.

Breakdown of the Newly Established Schools

  • Zone
  • Woreda

Gondar

Site (Kebele)

Kebele 18

Planned Components

North Gondar Bahir Dar
32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities 32 Classrooms and other facilities

  • Bahir Dar
  • Kebele 14

South Wollo East Gojjam North Shoa North Wollo South Gondar West Gojjam

  • Dessie
  • Boru Selasie K.14

  • Kebele 3
  • Debre Markos

Debre Birhan Woldia
Kebele 6 Defrega Kibi Kebele Debre Tabor Eyesus Gonji Kolela
Debre Tabor Gonji Kolela

(2) Existing schools
A new library and additional classrooms will be constructed for the respective existing schools.
In Ethiopia, libraries are considered to be essential to facilitate students’ self-study and improve the quality of education. Currently, it is observed that all existing schools are facing critical shortages of library seats. Under this Project, one school located in the center of each of the three Woreda will have a library with a seating capacity of 300 (three schools total), while the remaining schools will have a library with a seating capacity of 150 (six schools total).

Similarly, it was found that all the schools lack classrooms. Under the Project, four classrooms per school will be built.

iii

Breakdown of Existing Schools

  • Zone
  • Woreda
  • School Name
  • Planned Dimension

T4:300 seats, T5:4 classrooms T4:150 seats, T5:4 classrooms T4:150 seats, T5:5 classrooms T4:300 seats, T5:4 classrooms T4:150 seats, T5:4 classrooms T4:150 seats, T5:4 classrooms T4:300 seats, T5:4 classrooms T4:150 seats,
Tana Secondary School

  • Bahir Dar
  • Bahir Dar
  • Ghion Secondary School

Fasilo Secondary School Fasilo Secondary School

  • North Gondar Gondar
  • Edgit Feleg Secondary School

Azezo Secondary School Hottie Secondary School

  • South Wollo
  • Dessie
  • Niguse Michael Secondary School

Kidame Gebya Secondary School
T5:4 classrooms T4:150 seats, T5:4 classrooms

3-3. School furniture and equipment components

The minimum required furniture for both newly established schools and the existing schools will be provided.
The apparatus for distance learning curriculum, which is indispensable for secondary education in Ethiopia, will be also provided.

3-4. Soft components

The community, led by the PTA, has been already supporting schools both financially and physically through provision of labor for small-scale facility maintenance. The same kind of active support by the community is expected for the facilities constructed by the Project. Thus there is no planned soft component in this Project.

4. Implementation Schedule and Cost Estimation

After concluding the Procurement Management Contract and the Consultant Supervision
Contract, preparing tender documents to select contractors, conducting tenders and tender evaluation, negotiating the contract, and obtaining those approvals from the concerned parties, construction contracts will be concluded. This process is assumed to take five months.
It is estimated to take nine months to construct the new schools before opening them partially (one-storied buildings). On the other hand, for two-storied and three-storied buildings, the estimated schedule is twelve and fourteen months respectively.

iv
Correspondingly, to construct classrooms and libraries for existing schools, it is estimated to take nine months for one-storied buildings and twelve months for two-storied buildings.
Therefore, the construction work will be divided into two groups: ①new schools and ② existing schools (construction of additional classrooms and libraries). It will take twenty-two months from the time of the contract conclusion till the Construction Supervision Office can be closed down. The defect examination will follow afterwards.

Implementation Schedule

2012

Year

  • 2011
  • 2013

Month

5-
6-
7-

  • 8
  • 9

2

  • 10 11 12
  • 1

6
27
38
49

  • 5
  • 6
  • 7
  • 8
  • 9
  • 10 11 12
  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8

No of Month after Concluding the Procurement Agent Contract

  • 1
  • 3
  • 4
  • 5
  • 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Cabinet Meeting

▲

E/N G/A

・
▲

Procurement Agent Contract

▲▲

Consultant Supervision Contract
Tender

・

Contract

Furniture・Equipment

★Partial Opening

12 months
Group 1 (Type 3)
Construction

14 months

Furniture・Equipment

Construction Tender

・

Contract 12 months Construction

Furniture・Equipment

Group 2 (Type 4, 5) Remaining Work
Zone Capital Dessie
Japanese Engineers

  • Small Rainy Season
  • Main Rainy Season

The Project cost to be borne by the Ethiopian side is estimated to be 10,849,000 Birr.

5. Project Evaluation 5-1. Relevance

The Project objective is to expand access and to improve teaching and learning environments in secondary schools in the target areas, which corresponds to the purposes of the Japanese Grant Aid, such as “Basic Human Needs”, including secondary education, and “Human Resource Development”. Also, this Project is expected to contribute to the fulfillment of the ESDP in line with improving access to quality education and expanding school facilities.
On the other hand, it is normal practice for each school under the Project to perform operation and maintenance tasks in which high skills are not required. The implementation of the Project is practicable by the Japanese Grant Aid Scheme.
Additionally, the Project will be able to utilize lessons learned and feedback from the

vrelated Technical Assistance Projects in Ethiopia, and preceding projects under the Japan’s Grant Aid Scheme for Community Empowerment implemented in and outside of the country as to manage the Project more efficiently and effectively. It can be noted as a comparative advantage of the Project.
On account of these given justifications, the Project proves to be adequate for the Japanese
Grant Aid.

5-2. Effectiveness

The expected results of the Project are indicated below. These prove the relevance of implementing the Project and also that it can be expected to be effective.

(1) Quantitative results

  • Indicators
  • Baseline data (Year 2010)

0

Desired value (Year 2017)

10,240
Number of students in newly established schools
8
Average number of students

  • 80
  • 71

per classroom for the existing

9 schools (currently 24,092 in total)
(Total number of classrooms for 9 schools: 301)
(Total number of classrooms for 9 schools:337)

43/seat
(Total number of seats for 9 schools: 558)
13/seat
(Total number of seats for 9 schools: 2,358)
Number of students per library seat for the existing schools

(2) Qualitative results 1) By constructing new schools in eight cities, and consequently increasing the number of secondary schools in the same school catchment areas from 23 to 30, the following are expected to be materialized: commuting distance for the students will be shortened and attendance rate as well as dropout rate will be improved.
2) Through the betterment of the teaching and learning environments as a result of having more schools and classrooms, the situation of double shift schooling, the enrolment ratio and also the ratio of students who go on to the next education stage will be expected to improve.
3) Construction of additional classrooms and libraries for 9 existing schools will lead to the improvement of the quality of education.

vi

Contents

Preface Summary Contents Location Map & Perspectives List of Figures/List of Tables Abbreviations

  • CHAPTER 1
  • BACKGROUND OF THE PROJECT................................................................... 1-1

1-1 BACKGROUND AND OUTLINE OF THE GRANT AID ......................................................................... 1-1 1-2 PROJECT SITES AND THEIR SURROUNDINGS.................................................................................. 1-2
1-2-1 Infrastructure.......................................................................................................................... 1-2 1-2-2 Natural Conditions............................................................................................................... 1-2
1-3 ENVIRONMENTAL AND SOCIAL CONSIDERATION ........................................................................... 1-4

  • CHAPTER 2
  • CONTENTS OF THE PROJECT .......................................................................... 2-1

2-1 BASIC CONCEPT OF THE PROJECT.................................................................................................. 2-1
2-1-1 Overall Goal and Project Objective ..................................................................................... 2-1 2-1-2 Outline of the Project........................................................................................................... 2-1
2-2 OUTLINE DESIGN OF THE JAPANESE ASSISTANCE.......................................................................... 2-1
2-2-1 Design Policy....................................................................................................................... 2-1

2-2-1-1 Basic Policy...................................................................................................................................2-1 2-2-1-2 Policy for Natural Environment Conditions ..................................................................................2-2 2-2-1-3 Policy for Socio-Economic Conditions .........................................................................................2-4 2-2-1-4 Policy for Construction and Procurement of Construction Materials ............................................2-4 2-2-1-5 Policy on Utilization of Local Contractors and Local Consultants................................................2-5 2-2-1-6 Policy for Operation and Maintenance Plan ..................................................................................2-6 2-2-1-7 Policy for Setting Facility and Material Grades.............................................................................2-6 2-2-1-8 Policy for Implementation Schedule..............................................................................................2-6

2-2-2 Basic Plan (Construction Plan/Equipment Plan).................................................................. 2-7

2-2-2-1 Components of the Request...........................................................................................................2-7 2-2-2-2 Target Schools ...............................................................................................................................2-9 2-2-2-3 Planned Components .....................................................................................................................2-14 2-2-2-4 Architectural Plan........................................................................................................................2-15

2-2-3 Outline Design Drawing .....................................................................................................2-27 2-2-4 Implementation Plan...........................................................................................................2-44

2-2-4-1 Implementation Policy.................................................................................................................2-44 2-2-4-2 Implementation Conditions .........................................................................................................2-49 2-2-4-3 Scope of Works............................................................................................................................2-49 2-2-4-4 Consultant Supervision................................................................................................................2-50 2-2-4-5 Quality Control Plan....................................................................................................................2-50 2-2-4-6 Procurement Plan.........................................................................................................................2-51 2-2-4-7 Implementation Schedule ............................................................................................................2-51

2-3 OBLIGATIONS OF RECIPIENT COUNTRY ........................................................................................2-53 2-4 PROJECT OPERATION PLAN ..........................................................................................................2-55
2-4-1 Increasing the Number of Teachers and Staff .....................................................................2-55 2-4-2 Teaching Material・Equipment..........................................................................................2-57 2-4-3 Other Operation and Maintenance......................................................................................2-58
2-5 PROJECT COST ESTIMATION .........................................................................................................2-58
2-5-1 Initial Cost Estimation ........................................................................................................2-58 2-5-2 Operation and Maintenance Cost........................................................................................2-59

  • CHAPTER 3
  • PROJECT EVALUATION...................................................................................... 3-1

3-1 PRECONDITIONS............................................................................................................................ 3-1 3-2 NECESSARY INPUTS BY RECIPIENT COUNTRY................................................................................ 3-1 3-3 IMPORTANT ASSUMPTIONS ............................................................................................................ 3-1 3-4 PROJECT EVALUATION ................................................................................................................... 3-1
3-4-1 Relevance............................................................................................................................. 3-1 3-4-2 Effectiveness........................................................................................................................ 3-2

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    omens H OPEN ACCESS Freely available online f W ea o l l th a n C r a u r e o J Journal of Women’s Health Care ISSN: 2167-0420 Research Article Determinants of Community Based Health Insurance Implementation: Evidence from South Gondar Zone, Amhara Region (2020) Alebel Woretaw Asaye*, Melaku Tadege Engidaw Debre Tabor University, Debre Tabor, Ethiopia ABSTRACT Recently in Ethiopia, there is an increasing movement to implement community based mostly insurance theme as integral a part of health care finance and significant movements has resulted within the unfold of the theme in several elements of the country. Despite such increasing effort, recent empirical proof shows entering have remained low. The aim of this study is to spot determinants of enrollment in community based mostly insurance implementation in South Gondar Zone, Amhara region. A community based mostly cross sectional survey was conducted to gather information from 1,035 family heads employing a multi-stag sampling technique. A binary logistic regression was accustomed to determine the determinants of family decisions for CBHI enrollment. Out of the participants, (68.17%) were CBHI members. Besides, family size (AOR=2.18; CI=1.13-1.45), average health status (AOR=.590; CI=.281-.906), chronic malady (AOR=4.42; CI=1.92-8.22), theme benefit package adequacy (AOR=3.18; CI=1.90- 6.20), perceived health service quality (AOR=4.69; CI=1.78-7.70), CBHI awareness (AOR=4.78; CI=1.75-15.7), community commonality (AOR = 4.87; CI = 2.06–6.93) and wealth (AOR = 4.52; CI = 1.78–7.94) were vital determinant factors for entering within the community based mostly insurance theme.
  • Temperature and Rainfall Trends in North Eastern Ethiopia

    Temperature and Rainfall Trends in North Eastern Ethiopia

    ACCESS Freely available online y & W OPEN log ea to th a e im r l F C o f r e o c l Journal of a a s n t r i n u g o J ISSN: 2332-2594 Climatology & Weather Forecasting Research Article Temperature and Rainfall Trends in North Eastern Ethiopia Wagaye Bahiru Abegaz1*, Endalew Assefa Abera2 1Department of Meteorology, National Meteorology Agency of Ethopia, Ethopia; 2Ethiopian Institute of Agricultural Research, Ethiopia ABSTRACT North-Eastern Ethiopia is one of the sensitive regions to climate variation particularly to temperature and rainfall changes. Rainfall and temperature are one of the most determinant climate patterns for the study area because more than 80% of the area’s agriculture is reliant on rain-fed. The main aim of this study was to investigate trends in temperature and rainfall in the annual, seasonal and monthly time scale at Kombolcha and Dessie Meteorological stations. The daily rainfall and temperature data were collected from National Meteorological Agency of Ethiopia. The Mann-Kendall test and Sen’s slope estimator were used to assess rainfall and temperature trends. The Mann- Kendall test revealed that a non-significant decreasing rainfall trend was observed during February to March and September at Kombolcha and during January to March and September at Dessie stations. The rainfall trends showed decreasing in belg while increasing in both kiremt and bega season at both stations. However; the detected trends are non-significant. Both maximum and minimum temperature revealed that statistically significant decreasing trends in annual and seasonal time scale at Dessie station while at Kombolcha station a significant increasing trend of maximum temperature was observed at both annual and seasonal time scale.
  • Investment Guide

    Investment Guide

    HANDS-ON INVESTMENT GUIDE Amhara Regional State Ethiopia Horticulture Floriculture and Dairy Dear Investor With much pleasure Amhara has not only a favorable I am introducing you this practical climate and good soils but also investment guide of Amhara Regional lots of facilities for investors like an State. international airstrip, a state-of-the-art cargo center and a fast developing We welcome you as investor infrastructure. Above all it has a warmheartedly and are ready to beautiful environment with great receive you, notably when you are potential. active in horticulture, dairy and agro- processing. Come and convince yourself!” Published and commissioned by Embassy of the Kingdom of the Netherlands, Addis Ababa, Ethiopia In cooperation with Amhara National Regional State of Ethiopia Mr. Gedu Andargachew (Ato Gedu), May 2014 President of the Amhara Regional State 3. 18 Floriculture Business Opportunity Floriculture: National Business Overview The Business within Amhara Region Specific Opportunity Areas 4. 24 Dairy Business Opportunity Dairy: National Business Overview The Business within Amhara Region Specific Opportunity Products IN 5. 30 Investment climate 6. THIS 34 Incentives 7. 38 Getting started Scoping and Site selection GUIDE Registration, Licensing and Land acquisition How to get started 8. 1. Checklist Application Investment License Introducing Amhara Regional State 46 04 Entirely owned by foreign investor 2. Joint investment of domestic and foreign investors 08 Horticulture Business Opportunity Horticulture: National Business Overview The Business within Amhara Region 9. Useful contacts Specific Opportunity Products 48 Introducing Amhara Regional State ETHIOPIA INTRO- Gonder Debre Lake Tana Tabor Weldiya DUCING Bahir Dar AMHARA Dessie AMHARA Kombolcha Debre Markos Debre REGIONAL Birhan STATE Addis Ababa Fast facts Geography: Amhara Regional State Economy: Agricultural sector is by area of 170.000 square kilometres; covers an area of 170.000 square far most dominant, accounting 90% Geography twice the size of the Netherlands and kilometres.
  • (Boeplau) Tana Sub Basin Integrat

    (Boeplau) Tana Sub Basin Integrat

    Tana Sub-basin Integrated Land Use Planning and Environmental Study Project Amhara National Regional State Bureau of Environmental Protection, Land Administration and Use (BoEPLAU) Tana sub basin integrated Land Use Planning and Environmental impact Study Project Technical Report: Land Use Land Cover and Change Detection (ADSWE, LUPESP/TSB: RS 03/2015) February, 2015 Bahir Dar Client: ANRS, Bureau of Environmental Protection, Land Administration and Use (BoEPLAU) Address: P.O.Box: 145 Telephone: +251-582-265458 Fax: (058) 2265479 E-mail:Amhara [email protected] Bahir Dar, Ethiopia Consultant: Amhara Design & Supervision Works Enterprise (ADSWE) Address: P.O.Box: 1921 Telephone: +251-582-181023/ 180638/181201/181254 Fax: (058) 2180550/0560 E-mail:amhara [email protected] Bahir Dar, Ethiopia BoEPLAU Land Use Land Cover Assessment Draft Final Report ADSWE Page i Tana Sub-basin Integrated Land Use Planning and Environmental Study Project LIST OF REPORTS SECTION I: MAIN REPORT SECTION II: RESOURCE ASSESSMENT REPORTS RS 01: Soil Resource Assessment RS 02: Climatic Resource Assessment RS 03: Land Use Land Cover and Change Detection RS 04: Livestock Production and Range Land Resource Assessment RS 05: Animal Health Assessment RS 06: Hydrology And Water Resource Assessment RS 07: Forest And Wildlife Assessment RS 08: Strategic Environmental Assessment RS 09: Soil and water conservation Assessment RS 10: Agronomy Report RS 11: Socio Economic Survey SECTION III PLANNING REPORTS PL 01: Approaches, Procedures and Methodology PL 02: Land Utilization Types Description PL 03: Land Use Requirements (LUR) PL 04: Planning Units description PL 05: Land Suitability Evaluation PL 06: Land Use Plan PL 07: Land Management Guideline PL 08: Implementation Guideline SECTION IV ANNEXES Map Albums and Data Base Notes: 1.
  • Surveillance Data Analysis of Typhoid Fever in Jimma Zone, Oromia Region, Ethiopia (2015 - 2019)

    Surveillance Data Analysis of Typhoid Fever in Jimma Zone, Oromia Region, Ethiopia (2015 - 2019)

    Surveillance Data Analysis of Typhoid Fever in Jimma Zone, Oromia Region, Ethiopia (2015 - 2019) Getaneh Atikilt Yemata ( [email protected] ) University/College Library https://orcid.org/0000-0002-0879-3303 Chalachew Yenew Debre Tabor University Melkalem Mamuye Debre Tabor University Mulu Tiruneh Debre Tabor University Tiagabinesh Assfaw Debre Tabor University Sileshi Mulatu Bahir Dar University Ermias Sisay Debre Tabor University Research Keywords: Surveillance, Typhoid Fever, Jimma Zone Posted Date: August 17th, 2021 DOI: https://doi.org/10.21203/rs.3.rs-720256/v1 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Page 1/16 Abstract Introduction Typhoid fever is a major cause of morbidity and mortality around the globe and it is a serious illness in developing countries. Typhoid fever is prevalent in Ethiopia and the burden differs with diverse demography, environment, and climate. Ecient evidence concerning the trend of typhoid fever is important for targeted intervention in the catchment area. So, ongoing analysis of surveillance data is vital but there is no data regarding typhoid fever trend and distribution in the study area. The study aimed to determine the proportion of typhoid fever cases by person, district, and time ,and to assess the mortality rate of typhoid fever. Method Descriptive cross-sectional study design was conducted among monthly reported typhoid fever surveillance data of 5 years (2015-2019) in Jimma Zone. The data were retrieved, analyzed, and interpreted from May 20/2019 to June 7/ 2019. The study population is estimated to be 3425206. SPSS version 21 was used to enter and analyze the data.