ETHIOPIAN DIASPORA TRUST FUND

STANDARD GRANT APPLICATION FORM UNDER THE CALL FOR PROJECTS ETHIOPIAN DIASPORA - PARTNERSHIP TO IMPROVE SOCIAL AND ECONOMIC WELLBEING OF ETHIOPIANS IN NEED

EDTF SECRETARIAT JULY 2019, ADDIS ABABA PART ONE APPLICANT INFORMATION

1. MAIN APPLICANT Name of Applicant1 Gurmuu Development Association (Gurmuu) Organizational type2 Non Governmental Organization (NGO) Year of establishment3 March 31, 2005 Place of establishment Addis Ababa Registration number 0202 Taxpayer identification number 0003153843 Telephone number +251 111 248620 Mobile phone number +251 968 571903 E-mail [email protected]/[email protected] Office address Addis Ababa City Administration, Arada Sub-City, Woreda 09, (Street/Woreda/Kebele/House Genfile Bridge, Ambachew Tessema Building No/City) P.O. Box 28109/1000, Addis Ababa, Ethiopia Contact Person Mr. Abebayehu Jebessa

2. CO-APPLICANTS4 Name of the Co-applicant5 HUNDEE-Oromo Grassroots Development Initiative Organizational type6 Non Governmental Organization (NGO) Place of establishment Addis Ababa Registration number 0074 Taxpayer Identification number 0001506192 Office telephone umber +251 115 582328 Mobile Phone number +251 911 405230 E-mail [email protected] Office address (Street/Woreda/Kebele/House Addis Ababa, Kirkos Sub City, Woreda 03 /House No. 354 No/City) P.O. Box P.O. Box 9062 Contact Person Mr. Zegeye Asfaw

3. CO-APPLICANTS7 Name of the Co-applicant8 Organization for Development in Action (ODA) Organizational type9 Non Governmental Organization (NGO) Place of establishment Addis Ababa, September 2002 Registration number 0061 Taxpayer Identification number 0003429656 Office telephone umber +251 116 460715 Mobile Phone number +251 911 638999 E-mail [email protected] Office address Addis Ababa City administration, Bole Sub-City, Woreda 06, HNo (Street/Woreda/Kebele/House 336/29 No/City) P.O. Box 32709 Contact Person Mr. Mulugeta Kechema

4. CO-APPLICANTS10 Name of the Co-applicant11 Oromo Self-Reliance Association

1Name as stated on the legal registration/incorporation certificate of the organization 2Specify as indicated on the registration/incorporation certificate of the organization. e.g. NGO, association, government entity, private sector etc. 3 In Gregorian calendar 4If there are more than one co-applicant, please copy and paste the same table to provide the information of each co-applicant 5Name as stated on the legal registration/incorporation certificate of the organization 6Specify as indicated on the registration/incorporation certificate of the organization (e.g. NGO, association, government entity, private sector etc. 7If there are more than one co-applicant, please copy and paste the same table to provide the information of each co-applicant 8Name as stated on the legal registration/incorporation certificate of the organization 9Specify as indicated on the registration/incorporation certificate of the organization (e.g. NGO, association, government entity, private sector etc. 10If there are more than one co-applicant, please copy and paste the same table to provide the information of each co-applicant 11Name as stated on the legal registration/incorporation certificate of the organization EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 1 OF 19

Organizational type12 Non Governmental Organization (NGO) Place of establishment Addis Ababa Registration number 0121 Taxpayer Identification number 0001998974 Office telephone umber +251 113 679100 Mobile Phone number +251 911 254035 E-mail [email protected] Office address (Street/Woreda/Kebele/House Sebeta Hawas, 02 kebele, house no. new No/City) P.O. Box 13283, Addis Ababa/Ethiopia Contact Person Dr. Alemayehu Mechessa

PART TWO PROJECT INFORMATION 1. PROJECT SUMMARY Enhancing educational provision in four primary schools through 1.1. Title of the Project improving children learning environment in Oromia Regional State. 1.2. Summary of the Proposed Project (Not exceeding 500 words) Highlight: the need and objective of the proposed project, expected results and key methods/approaches and activities that will be implemented to achieve the stated result(s) Data obtained from target Woreda Education Offices reveals that, the current school age population of Guduru, Walmara, Debre-Libanos and Waliso Woredas are 32,348, 24,542, 21,324 and 43,392 respectively which account for 25% of the total populations. The target Woredas’ educational provision is highly constrained both in terms of enrollment capacity and quality. About 23% and 30% of the school-age children are yet out of school for the target Woredas and localities. The students to classroom, student to textbooks, desk to students’ and teacher to students’ ratios are 1:80, 1:3, 1:9 and 1:74 respectively for the Woredas. These figures are even far below the recommended national standard of 1:50, 1:1, 1:3, and 1:50 ratios in the project target primary schools. The worst situations of the project target schools is that most of the classroom sizes are too small and inadequate to accommodate the number of children, the classroom blocks are dilapidated, poorly furnished and it is common to see children sitting on logs and stones in dusty classrooms that do not fits with the physical and psychological needs of children. Library/reading rooms, potable water supply, toilet facilities for girls and boys, rooms for girls’ Menstrual Hygiene Management (MHM) and pre-primary education (0 classes) are non-existent. These situations have overall hampered children school enrollment and the quality of educational provisions in the schools.

Therefore; this project is envisaged to contribute to fostered quality of educational provision in four primary schools through improving children learning environment. The project among others will result in the following among target primary schools: increased enrollment rate (960 new school-age and 240 pre-school children per annum), created conducive teaching-learning environment for a total of 5,388 students per annum, and reduced gender disparity (increased girls’ retention and better educational performance).

The key approaches the project employs for the attainment of the project results and objectives are: follow community development model: ensure community mobilization and active participation in contributing idea, labour, local materials and managing the schools; effective co-creation and collaboration with key stakeholders specifically with the respective Woreda administrations and education offices; promote the blue school approach through Child Hygiene and Sanitation Trainings (CHAST); disability sensitivity to allow the school physical environment to better accommodate children with disabilities (PWDs); and capacity building and strengthening of schools management such as the Parent-Teacher Associations (PTAs) to ensure ownership and sustainability.

The major activities envisaged to achieve the stated results are: construction of four new classroom blocks (each having two classrooms); refurbishment of 8 old classrooms; provision of 400 combined desks for 20 classrooms; construction of eight ventilated improved pit latrine (VIP) for boys, girls and PWDs; installation of four water supply systems for drinking, washing and gardening by children in schools; establish and furnish four MHM rooms for girls; equip the schools’ reading rooms with 1,600 reference books and scant textbooks, ToT for 80 school children and teachers on CHAST; support the establishment of four school gardens; and training 108 school management committee members on school administration and income generation/school financing.

12Specify as indicated on the registration/incorporation certificate of the organization (e.g. NGO, association, government entity, private sector etc. EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 2 OF 19

1.3. Duration of the project in 24 months months 1.4. Grant amount requested Birr 10,216,237.00 from EDTF in Ethiopian Birr 1.5. Financing secured from Requested/Expected Secured other sources N/A N/A 1.6. Matching fund contributed by the applicant (Total in ET Birr 412,648.00 birr) 1.6.1 In Cash (amount in ET birr) -- 1.6.2 In kind contribution Write estimated cash value in Birr 412,648.00 ET Birr Oromia Regional State • Horro Guduru Wollega Zone; in Guduru Woreda of Ref-Tokko Tane Watiyo Kebele • Finfine Surrounding Oromia Special Zone; in Walmara Woreda 1.7. Location of the Project of Ade Sinbirtu Qotu Kebele Region, city/Woreda, Kebele • North Shoa Zone; in Debre-Libanos Woreda of Goro Wartu Kebele • South West Shoa Zone; in Waliso Woreda of Walu Soma Kebele 1.8. Planned starting date of the January 01, 2020 project

2. PROJECT DESCRIPTION 2.1. Statement of the problem (Not exceeding 300 words) a. Describe the problem the project intends to solve and its scale/magnitude b. Present and explain the evidence justifying the need for intervention The total population of Guduru, Walmara, Debre-Libanos and Waliso Woredas are 480,632. Data from Education Offices showed that the current school age populations of the Woredas are 32,348, 24,542, 21,324 and 43,392 respectively that account for 25% of the total populations. The project target schools educational provision highly suffers from problems of in-take, enrollment and quality. The major challenges the schools encounter are: lack of enough classrooms to accommodate the growing number new entrant children, substandard classroom sizes which forced students to sit in congested situation, dilapidated classroom blocks that are unfavorable to conduct the teaching-learning process, poorly furnished classrooms that resulted in children sitting on logs and stones in dusty classrooms that hardly meets with their physical and psychological needs. Reading rooms, potable water supply, toilet facilities for girls and boys, rooms for girls’ Menstrual Hygiene Management (MHM) and pre-primary education (0 classes) are non-existent or if available poorly exist. The problems adversely affect the quality of teaching-learning process in the schools.

The main evidences justifying the need for intervention in the selected schools are: existence of significant number of school-age children, 27,970 (23%) without the chance of schooling despite the regional net enrollment rate of 97% as of 2016, currently on average 80 children are congested in single classroom (42m2) against the national standard of classroom-student ratio of 1:50 and classroom size of 56m2. Besides, the student-textbooks, desk-students and teacher-students ratios are 1:3, 1:9 and 1:74 respectively despite the recommended national standard of 1:1, 1:3 and 1:50 ratios. Due to lack of toilets and confidential restrooms in the schools, many girls reported that they tend to stay at home during their menstrual cycle. These situations have hampered children school enrollment mainly that of girls and the quality of educational provisions in the schools which necessitated the foreseen intervention. 2.2. Relevance of the Proposed Project (Not exceeding 500 words) a. Explain how the solutions and measures proposed by the project will positively contribute to resolve/alleviate the problem b. Discuss the evidence that the proposed intervention is the right and best measure to address the problem c. Describe the altered scenario as a result of the intervention your project is proposing. d. Explain how your approach or intervention is different or unique from all others so far tried to deal with similar problems The proposed action will positively contribute and alleviate the educational problems of four target primary schools in that it avails basic infrastructure facilities and teaching-learning materials which have paramount significance in improving children learning environment. Key tasks of the action respond to the situations of the schools through availing additional classrooms; renovation of old and dilapidated classrooms; construction of separate toilet facilities for girls, boys and PWDs; availing water supply facilities; rest rooms EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 3 OF 19

for girls’ MHM; and supply of combined desks, reference books and scant textbooks. The project initiates pre-primary education, introduce hygiene and sanitation education using Child Hygiene and Sanitation Trainings (CHAST), encourage establishment of school gardens and builds the capacity of school management committees in the schools. These measures will ultimately ameliorate the congested classroom situations, increases enrollment rate and girls school attendance, and advance better learning environment which are currently the dire situations of the target schools.

Various studies have proved that children learning environment has direct relationship with social behavior development, cognitive development, educational performance and achievement. The classroom environment, the seating design and arrangement, the classroom design and the general school learning setting positively or adversely affect children’s learning. The current learning environment of the four project target schools; Biftun Bate Watiyo, Ade Sinbirtu Qotu, Katari and Walu Soma are at odds with children learning needs and overall development. In these schools; classrooms are highly congested and ill furnished that curtail learner-teacher interactions and interactions among siblings. The schools learning environment is unwelcoming for children: many students have limited access to textbooks, while almost all have barely access to reference books and reading rooms, and above all girls are at-risk of violence due to lack of separate toilet facilities and confidential restrooms. These factors contribute to poor children’s learning (development of bad social behaviours, low cognitive development, poor educational performance and achievement). In this regard, the proposed action of improving children learning environment is the right and best measure to address the educational and learning problems in the stated schools.

The scenarios that will change as a result of the project intervention include: better conducive learning classroom settings, boost schools’ apparent in-take and enrolment capacity, better teaching-learning practices and hence improvement in quality of learning and education, emergence of child-friendly and safe school learning environment free of violence against girls and PWDs.

This project is unique from other similar interventions in that it is not just a mere hardware construction; rather it integrates important software aspects. It employs a community development model whereby the beneficiaries will be effectively mobilized; actively participate in contributing idea, labour, local materials and managing the schools. It places at forefront co-creation and collaboration with key stakeholders for effective leveraging. The project integrates the blue school approach (WaSH) and promotes CHAST, follows gender and disability sensitive principles to allow the school physical environment to better accommodate the needs of girls and children with disabilities. It builds the capacity of schools management to ensure ownership, good governance and sustainability. 2.3. Describe the mid or long-term social, economic, environmental and other impacts of the project. (Not exceeding 200 words) Social: primary education is believed to be a gateway to laying foundation for students' future success. Improvement in learning environment leads to improved learning outcomes of children, development of basic skills including good social behaviors, feeling of responsibility, and respect of self and others that serve as foundation for inclusive and resilient communities. Children trained through CHAST will influence families on proper latrine utilization, safe water storage and critical hand washing and further leads to health improvement. It increase girls’ enrollment which will lead to gender equality and women empowerment. Economic: education in general has lasting economic and development benefits such as improving productivity, employment/job and income generation. In this regard, the project creates income generation opportunity for students through vegetable gardening and seedling management skills that help them supplement their schooling fees. It provides income generation option for the schools through vegetable gardening and nursery seedling. Environmental: the project will have tangible environmental impacts. The schools greenery will boost as a result of enhanced plantation activities. Environmental sanitation in the schools and surrounding communities enhanced by curbing open defecation and contamination. Institutional: good governance prevails among respective schools. 2.4. Describe the overall objective of the project and related indicators to assess progress and achievement of results. (Not exceeding 150 words) The general objective of the project is to contribute to fostered quality of educational provision in four primary schools through improving children learning environment. The key indicators used to assess progress and achievement of the result are: • increased primary schools enrollment from current 92% to 98% • increased performance and promotion rate of students • raised girls’ educational participation from current 86% to 93% • improved school management and leadership 2.5. Outline and describe the specific objectives of the project and related indicators to assess achievement of the overall objective. (Not exceeding 150 words)

The project specific objectives are: • to increase enrollment rate in four primary schools (960 new school-age and 240 pre-school children per annum)

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 4 OF 19

• to create conducive teaching-learning environment for a total of 5,388 students per annum • to reduce gender disparity (increase girls’ retention and better educational performance) The key indicators used to assess progress and achievement of the result are: • net enrolment increased by 4% from the current 77% by the end of the project • repetition and dropout rates reduced by 5% and 3%, respectively in target schools at end of 2021 • schools established well-functioning management and school financing mechanism • girls’ enrolment increased by 7% among target schools 2.6. Describe the main results of the project. (Not exceeding 150 words) The main project results project are described below as follows: Outcome 1: increased enrollment rate in four primary schools (480 new school-age and 240 pre-school children per annum) • Output 1.1: four new classroom blocks (each having two classrooms) constructed and 8 old classrooms refurbished • Output 1.2: target primary schools’ reading rooms equipped with 1,600 reference books and scant textbooks • Output 1.3: 108 school management committee members capacitated on school administration, leadership and income generation/school financing

Outcome 2: created conducive teaching-learning environment for a total of 5,388 students per annum • Output 2.1: 400 combined desks supplied for 20 classrooms • Output 2.2: four water supply systems installed for drinking, washing and gardening by children in schools • Output 2.3: 80 school children and teachers attended ToT on CHAST • Output 2.4: four school gardens established and supported

Outcome 3: reduced gender disparity (increased girls’ retention and better educational performance) • Output 3.1: eight ventilated improved pit latrine (VIP) constructed for boys, girls and PWDs • Output 3.2: four MHM rooms established and furnished for girls 2.7. Discuss the methodologies that will be used to generate the desired results and to achieve the project objectives. (Not exceeding 300 words) Community development model: a community development model whereby the beneficiaries will be effectively mobilized; actively participate in contributing idea, labour, local materials and managing the schools will be employed. Towards this, various sensitization activities will be undertaken to build the awareness of the community so that ownership will develop and mobilize the required participation of men, women, girls and boys in the project.

Co-creation and collaboration with key stakeholders: this project places at forefront co-creation and collaboration with key stakeholders for effective leveraging. Particularly, the project has been developed with the consultation of the Woreda administrations and education offices since its very inception. Hence, such working relationship will continue with these key stakeholders including the water development offices in every steps of the project the implementation. This will help strengthen the technical and management capacity of local stakeholders in sustainably running the project.

Integrate the blue school approach and CHAST: the project integrates the blue school approach (WaSH) and promotes CHAST. Availing potable water supply is not the end by itself. Therefore, this project specifically trains children on various uses of water and its safety. Child Hygiene and Sanitation Training (CHAST) will be applied to integrate water, hygiene and sanitation.

Gender and disability sensitive principles: to allow the school physical environment to better accommodate the needs of girls and children with disabilities, the project gives special attention in the construction of separate toilet facilities and restrooms for Menstrual Hygiene Management (MHM) for girls, availing separate toilet facilities which are user friendly for PWDs in dealing with inclusiveness.

Capacity building: the project specifically builds the capacity of schools management through training and coaching to ensure ownership, good governance and sustainability. Particular focus will be given on income generation activity/financing source for the school operation, future expansion and maintenance. 2.8. Highlight new or modified approaches the project introduces and the benefits, added values and opportunities these approaches offer to the beneficiaries of the project. (Not exceeding 300 words) Integrate the blue school approach and CHAST: this project specifically trains children on various uses of water and its safety that water in schools is used for various purposes: drinking, hand washing, cleansing after toileting, pour flushing, cleaning the toilets, and cleaning classrooms and for irrigation. With the water supply system teachers and children learn and acquire skills about the relationship between food production and water, crop cycle and water demand, and the advantage of micro-irrigation or gardening in schools. Child Hygiene and Sanitation Training (CHAST) will be applied to integrate water, hygiene and sanitation. Using CHAST special attention will be given in promoting good practices and habits towards hygiene such

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 5 OF 19

as training and educating children on anal cleansing (safe collection and disposal of used materials like paper, leaves) and menstrual hygiene (safe collection and disposal of pads), hand washing after toilet, keeping clean and attractive toilets. CHAST also adds value in that children undergone CHAST training at schools will influence their environment at home as well ensure long-term behaviour change in hygiene and sanitation among the communities.

Gender and disability sensitive principles: construction of separate toilet facilities and restrooms for Menstrual Hygiene Management (MHM) for girls is an important aspect of the project. The issue is of paramount importance especially in rural areas where girls have less awareness about menstrual hygiene and how to handle it especially when they are in schools. The establishment of these facilities and together with the trainings will help boost girls enrollment, retention and academic performance. Similarly, availing separate toilet facilities which are user friendly for PWDs will have added value in rural schools as pupil with disabilities experience discrimination and violence. Moreover such good practices of inclusiveness and gender sensitivity will have spillover effect in other schools and the communities in general. 2.9. Define the key milestones of the project and corresponding dates. (Not exceeding 200 words) The project key milestones and corresponding dates: • Construction of four new classroom blocks (each having two classrooms) -- December 2020 • Refurbishment of 8 old and dilapidated classrooms -- December 2020 • Equipping primary schools’ reading rooms with 1,600 reference books and textbooks – Feb, 2021 • Capacity building training for 108 school management committee members on school administration, leadership and income generation/school financing -- April 2020 • Supply of 400 combined desks for 20 classrooms -- February 2021 • Initiated four pre-primary (0 classes) in the schools—September, 2021 • Installation of four water supply systems for drinking, washing and gardening -- December 2021 • Provision of ToT for 80 school children and teachers on CHAST -- May 2020 • Establishment of four school gardens -- December 2021 • Construction of eight ventilated improved pit latrine (VIP) for boys, girls and PWDs – Dec, 2020 • Establishment and furnishing of four MHM rooms for girls -- December 2020 2.10. Risk Analysis (Not exceeding 500 words) Identify and discuss: (a) The possible risks of the operation, (b) How they affect the project activities and results, (c) Prevention and mitigation strategies planned by the project The main potential risks identified to hamper the implementation of the action in the areas are: Political risks: this is a low level risk. The on-going strategies and policies of the government are in-favor of promoting basic/primary education. However, one of the risks that might encounter will be limited commitment of relevant government offices such as Woreda administrations, education and water offices. The other risks that might encounter will be the forthcoming election period and consequent overlapping of meetings that may create work overload among key stakeholders. If elections are not peaceful, political turmoil may threaten.

Access road problem: this is a medium level risk. For the mobilization of construction materials (local and industrial) since the proposed projects are off road, access to project site is only possible during dry season because all the roads in the proposed areas are only dry weather roads. To mitigate the problems related to inaccessibility, planning and scheduling mobilization of construction materials during dry season and considering the seasonal calendar of the target areas.

Price escalation: this could be a medium level risk. The incidence of inflation in the country leads to day to day increment of the cost of construction materials and labor costs directly affect the implementation of the action as per the planned budget that might leads to deterioration in quality of the construction work. To mitigate this risk the important measures intended are: timely purchasing and securing of construction materials, enhancing active participation of all stakeholders in particular the direct beneficiaries to contribute labor, close monitoring, supervision and follow up of the implementation of the actions to be completed as per scheduled time frame. 2.11. Stakeholders (Not exceeding 500 words) Describe: (a) the key stakeholders of the action, (b) their role and contribution in the project and (c) how they will perform/implement their role in the project cycle The key stakeholders of the action identified are: the lead applicant (GURMUU), the co-applicants (HUNDEE, ODA and OSRA), Oromia Bureau of Finance and Economic Cooperation (BoFEC), Oromia Bureau of Education, Woreda Administrations, Woreda Education, Water and Health Offices, school management committees, students, teachers and parents.

The lead applicant (GURMUU): by virtue of its robust capacity, extensive experience in similar engagement and proven track record in managing grants is the lead applicant for the proposed action. It will serve as Head Office of the project, liaises with the donor (EDTF), provides overall assistance to co- applicants in their planning, and implementation of the project and compiling and documenting reports, best practices, lessons and experiences. The three co-applicants authorized GURMUU to submit the application and to sign on their behalf grant contract, as well as, to be represented by GURMUU in all matters

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 6 OF 19

concerning this action. GURMUU’s director, programs coordinator and finance officer will avail themselves for the successful implementation of this action.

Co-applicants: the three co-applicants (HUNDEE, OSRA and ODA) comprise the major stakeholders of this action. They support the effective implementation of the action in the respective Woredas of operation. The co-applicants have actively participated in designing, planning and preparing the action and are fully committed to assign the required human resource and avail existing logistics for the effective implementation and close follow up of the project, and establish close working relation with GURMUU.

Relevant regional bureaus of Oromia: BoFEC and Oromia Bureau of Education are focal coordinators of the action representing Oromia region. Their main roles are project appraisal in view of national and regional policies and programs, sign operational agreement and giving legitimacy to operate and implement the project. They also support in the overall implementation, monitoring and evaluation.

Woreda sectors: Woreda stakeholders have involved in this project from its very outset of idea generation and information provision. They are also willing to fully participate and support at the project implementation phase. Below are the Woreda stakeholders and their main roles: - Woreda administration; overall administrative support, letter of introduction to schools, mobilizing local communities, and resolving conflicts which may arise in the course of implementation. - Woreda education office; is the main focal point of the project at Woreda level; support in mobilizing the community towards project implementation, provide necessary technical support through assigning staff, participate in awareness creation and envisaged training activities of the project. - Water, mineral and energy office; provide close technical support through assigning relevant staff in the provision of water supply systems for the schools. - Health office; discharges its role through assigned technical staff and village level health extension workers which work closely with school community in relation to CHAST.

Schools management committee: participate in the project implemanation and managment of the project, moblize local resources for the renovation of old classrooms and control project materials at the school site.

Target groups (students), teachers, Kebele administrations and parents: directly and indirectly involve and contribute in local resource mobilization to the project. 2.12. Beneficiaries (Not exceeding 300 words) Explain: (a) the main beneficiaries of the project and their actual/approximate number, (b) how they will benefit from the project and their role in the planning/implementation process The immediate direct beneficiaries of the project are 4,188 current students (2,113 boys and 2,075 girls) who are attending their primary education under difficult circumstance in the four schools. These students will benefit from the action through improvement of the learning environment (availability of additional classrooms, renovation of old classrooms, construction of separate toilet facilities for girls, boys and PWDs, water supply facilities, rest rooms for girls’ MHM, and supply of combined desks, reference books and textbooks).These in combination will help students improve their educational performance and achievements. It specifically boosts girls’ enrollment, retention and educational performance. It creates inclusive school physical and social environment for children with disabilities. The current students will participate in the implementation of the action through contributing ideas, labor and local materials

The project also directly benefits 2,890 school age children (1,243 boys and 1,647 girls) who are currently out of school through creating 960 new enrollment opportunity every year. Similarly, pre-school children aged 4-6 years will benefit from pre-primary education opportunities as a result of the initiation of 0-classes in the schools. Hence, on average 240 pre-school children will get educational enrollment per annum. The target schools teachers are also among the primary beneficiaries as the improvement in learning environment eases facilitation teaching-learning.

The indirect beneficiaries of the project are parents and 75,618 people (37,047 female and 38,571 male) residing in four target localities (Refu TokkoTane Watiyo, Ade Sinbirtu Qotu, Goro Wartu and Walu Soma). Parents and communities will benefit from increased in take capacity of schools and enhanced educational provisions. They will actively take part in the project implementation through contributing local resources. 2.13. Sustainability of results (Not exceeding 500 words) Explain how the results and benefits generated by the project intervention will be maintained and continued. Provide evidence on how financial, operational, environmental and social sustainability of the project will be guaranteed after the project implementation phase. The following are the basis for sustainability of project benefits and results beyond the project period:

Institutional (financial and operational) sustainability: the fact that key stakeholders (Woreda education office) involved from the very inception of the project idea, the co-creation activities, active participation during project implementation and strengthened working relation with the school management committee greatly contributes for smooth running of the project/schools after hand over. The capacity building trainings envisaged for school management committee on issues of school management, leadership, financial mobilization (income generating activities/IGAs) will improve governance in the schools. The school management committee will be strongly encouraged to mobilize finance in the form of users’ annual contribution or through IGAs and start saving in Bank account for future expansion, renovation and EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 7 OF 19

maintenance activities in the schools. For maintenance of school water supply schemes including other structural maintenance, the school management committees will be linked to local skilled masons, artisans and plumbers so that the relevant physical structures will be maintained timely.

Moreover, there will be formal handing-over of project outputs that will be signed among implementing partners (IPs), Woreda education office and the schools management committee. The handover process clearly defines conditions in which each stakeholder (IPs, Woreda education offices, school management committee, beneficiary communities) should fulfill. As already mentioned earlier, all have their own roles and responsibilities which they are directly accountable to. Thus, each of these stakeholders are encouraged to adhere to the terms in the had-over document and continue to act strictly according to this reference, and hence the project will remain sustainable.

Environmental sustainability: the action is definitely an environmentally viable project. The school population’s awareness and knowledge on environmental sanitation through CHAST, the enhancement of schools greenery, and the establishment of well managed toilet facilities within school premises and further adoption of good sanitation behaviors and practices by children families are important indicators for environmental sustainability.

Social sustainability: education projects are one of the socially sustainable actions. As clearly stated under the impacts part, improvement in learning environment leads to improved learning outcomes of children, development of basic skills including good social behaviors, feeling of responsibility, and respect of self and others that serve as foundation for inclusive and resilient communities. Pursuing education for girls means they will be empowered citizens who can make important decisions about themselves and take care of the society at large. It leads to gender equality, women empowerment and overall community building and hence are sustainable. 2.14. Crosscutting themes (Not exceeding 500 words) Describe: (a) how the project addressed crosscutting themes, (b) the added values or impact of the proposed actions on women, youth disadvantaged/marginalized members of the society and the environment. Gender: gender biases, stereotypes and gender based violence are deep-rooted in most Ethiopian cultures. These have highly affected the status of women and girls in the society and their overall wellbeing. An extension of this fact is that girls are among the disadvantaged groups in school system due to lack of toilet facilities and confidential restrooms which meets their need. As a result, their enrollment and overall educational performance have been significantly hampered compared to counterpart boys. In order to address the issues of girls in school system, the project planned to construct ventilated improved pit latrine (VIP) separately for girls, establish and furnish restrooms for MHM for girls, and install potable water supply systems in the schools. Moreover, 50% of the trainees in CHAST will be girls which are designed to improve the knowledge and practice of girls’ related hygiene and sanitation. Hence, the sanitation problems of school girls are designed to be solved in this project through the construction of separate structures for girls which will allow girls to have the privacy to use the facilities confidentially. And also through giving them equal opportunities in hygiene and sanitation trainings (CHAST).The improvement in the learning environment generally favors girls educational participation and thus, the project has considered gender as topical crosscutting issue.

Disability inclusiveness: students with disabilities face difficulties and violence in accessing water and sanitation facilities in the schools. As result they often drop their school education temporarily or permanently. To solve this, this project has envisaged constructing inclusive water supply and sanitation structures suitable for people with disabilities (PWDs). Furthermore, during CHAST trainings children will be made to get awareness on disability and PWDs will be considered in such trainings.

Environment: the project has considered environment as most important crosscutting issue. The initiation of seedling nurseries with in schools and the construction of toilet facilities considerably respond to environmental demands. Such initiatives will improve the school greenery and biodiversity. It reduces contamination of surface and sub-surface water. In general the proposed action will have added values and impacts on girls, PWDs and the environment.

3. RESULTS FRAMEWORK OF THE PROJECT Complete the results framework of the project as per the template in ANNEX 2. You can add more rows for indicators, activities and outputs. You can copy and paste the table if you have more objectives. DOWNLOAD ANNEX 2. The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website.

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 8 OF 19

4. KEY MILESTONES OF THE PROJECT Complete the key milestones using the template in ANNEX 3. Copy and paste the table for projects with more than one-year duration. DOWNLOAD ANNEX 3 The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website.

PART THREE BUDGET PLAN 1. DETAILED BUDGET Complete the standard budget template in ANNEX 4. DOWNLOAD ANNEX 4The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website. Budget plan should present detailed budget items and their corresponding costs. Budget should be presented in Ethiopian Birr. If the budget items include procurement of goods and services from abroad, the equivalent amount of budget in USD can be indicated. The standard budget template is provided in 3 of the guidelines for applicants.

2. CO-FINANCING List the financing requested and secured from other sources/donors for the project (if any). Indicate which activity of the project will be financed by the secured or requested grant. Insert more lines if required. Amount Secured/ Status(Requested Project activity(s) that will be Source of grant requested in ETB /Secured) financed by this particular grant. NA NA NA NA

3. MATCHING FUND Indicate the amount of matching fund provided by the applicant and co-applicants (if any). In case of an in- kind contribution, clearly indicate the type of in-kind contribution and provide estimated financial value in ET Birr. 1.1. Matching fund contributed in Cash(amount in ET birr) 1.2. Matching fund contribution in-kind Type of in-Kind Contribution Value in ET Birr List the in-kind contribution and the Labor Birr 211,410.00 corresponding value in ET Birr Material (Wood) Birr 200,090.00.

PART FOUR ORGANIZATIONAL CAPACITY

1. COMPANY/ORGANIZATION PROFILE 1.1. Profile: Please write short profile of your organisation/company (Not Exceeding 200 words) Gurmuu Development Association also known as “Gurmuu” meaning synergy is a non-governmental development organization established on March 31, 2005 and has been re-registered with the Agency of Civil Societies Organization bearing certificate number 0202. Gurmuu envisions self-reliant and prosperous communities. Gurmuu has executed over 24 different projects since its establishment that has resulted in social and economic advancement of its target groups.

HUNDEE Oromo Grassroots Development Initiative is established in April 1995. It has General Assembly, Board, General Manager and departments and decentralized area offices. Vision: To see a just world where women and men live in dignity and prosperity Mission: accompaniment of resource poor and marginalized communities in their own development to improve their livelihoods and ultimately attain economic and social transformation in Oromia.

OSRA is a local Non Governmental Organization (NGO) which was established in 1995. OSRA broadly envisages poverty alleviated from communities in Oromia Region and its mission is to assist the rural communities in Oromia Regional State in their effort to bring about sustainable development

Organization for Development in Action (ODA) is a Local Civil Society Organization (CSO) which was founded 18 years back mainly to solve multi-dimensional problems of the community in its target area. ODA is legally registered under Civil Societies Organizations (CSOs) with No 0061.

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 9 OF 19

1.2. Please attach: a. Organisational structure of the applicant b. Memorandum of Incorporation/association or bylaw of the applicant organization approved by the organization’s governing body c. Registration/license of the applicant and co-applicants valid for the current fiscal year d. Taxpayer Identification Certificate of the applicant and co-applicants e. VAT registration certificate of the applicant and co-applicants (for VAT registered entities only)

2. EXPERIENCE 2.1. Applicant’s Experience Briefly describe the experience of the main applicant in implementing social and economic development projects comparable to the proposed project. (Not exceeding 500 words) Gurmuu has been promoting different community based projects since its establishment in seven Woredas of Oromia Region. The major projects developed and implemented by Gurmuu to date:

• Basic education: to date, Gurmuu established four primary schools with fully equipped library facilities and 440 combined desks and eight separate toilet facilities. These schools created primary basic education opportunity to more than 1,608 rural school aged children (54% are girls). • Water supply, sanitation and hygiene (WaSH): to date, 11 schemes with distribution system and six spring development activities have been accomplished and ensured access to water and sanitation facility for 25,336 rural people and reduced incidence of water-born-diseases and workload of women and children. In addition to this, 30,416 heads of livestock of the targeted beneficiary communities have been benefited from the schemes constructed. • NRM and Livelihoods Development: Improved local NRM and agro forestry practice through supporting planting of over 3 million multipurpose seedlings covering 131 ha of lands and 79% survival rate and over 300 HHs established woodlots and 444 HHs engaged in agro forestry. • Apicultural Development (Developing Apiculture Management and Market Access): increased apiculture productivity and production (increased honey production from 115 kg to 198 kg/HH) and increased income of 3,012 beekeepers from bee products (from 4,955 in 2015 to 13,343 in 2018/HH). • Women socioeconomic strengthening: Established 125 selves- help groups, 13 cluster level associations and three federations benefiting 1,728 poor women and 4,021 children and encouraged a total of saving of Birr 2.5 million. These poor women are involved in different business activities to increase their income and able to send their children to schools, get health related education, managed their houses properly, built assets, paid their agricultural input debts on time, and also strengthened social affinity among themselves. 14 women self-help groups were linked to micro finance institutions. • Adolescent Youth Empowerment: during the last four years, to reduce the effects of teenage pregnancy and related complication among adolescent school girls, Gurmuu has been promoting sexual and reproductive health education focusing on prevention of early sex, unwanted pregnancies, assertiveness, self-esteem development and HTP, in its operational areas. With such effort more than 4,745 adolescents in schools have been addressed. • Community led basic service performance monitoring (ESAP-2&3): as a result of social accountability trainings, practices and establishment of social accountability committee; responsiveness of service providers and service provisions in water supply, sanitation and hygiene, Agricultural extension and Education sectors in general has improved in Jima Rare Woredas.

2.2. Applicant’s Project Portfolio List projects that are similar or relevant to the proposed project the applicant organisation has implemented or is implementing in the past five years. Insert more lines if necessary. Years of implementation Brief Total project (starting and description of Main results achieved by the project budget ending the project dates/year) • Four basic education schools established; • Created basic education opportunity to 1,608 rural children (54% are girls); Basic education • Improved children’s learning environment through Birr provision of 400 desks, furnishing classrooms, and child 2007 - 2009 1,184,118.23 development toilet facilities and establishing reading rooms which better fits with physiological and projects psychological needs of children; and • Enhanced children self-awareness, importance of girls’ education, improved awareness on FGM, HIV/AIDS and gender

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 10 OF 19

• Better awareness of 4,745 adolescent girls ensured on sexual and reproductive health (SRH) issues, self-confidence and their right to be free from gender-based abuse/violence; • Two youth-to-youth SRH clubs established and Youth/ supported by Gurmuu: half of the club members adolescent Birr are girls; 2008-2014 girls 1,363,734.00 empowerment • Improved adolescents’ knowledge related to reproductive health matters which include: project prevention of early sex practices, premarital and unwanted pregnancies, assertiveness, self-esteem development and STDs and HTPs; and • Improved access and utilization of SRH services for the adolescents of the locality. Developing • Increased apiculture productivity and production Apiculture (increased honey production from 115 kg to 198 Management & Birr kg/HH) and 2016-2018 Marketing 12,564,368.00 • Increased income of 3,012 beekeepers from bee Access products (from 4,955 in 2015 to 13,343 in (DAMMA) 2018/HH) • Realized 11 schemes with distribution system and six spring development • Ensured access to potable water and sanitation Sustainable facility for 25,336 rural people including 10 school water supply, Birr communities 2008-2018 hygiene and 32,416,663.00 sanitation • Reduced incidence of water-born-diseases and (WaSH) project workload of women and children Benefited 30,416 heads of livestock of the targeted beneficiary communities from the accessed potable water. • Established 15 local level and 1 District level social Community led accountability committee basic service Improved responsiveness of service providers and Birr 2013-2018 performance service provisions in water supply, sanitation and 2,017,426.90 monitoring hygiene, Agricultural extension and Education (ESAP-2) sectors for 49,563 people living in Jima Rare Districts. • Established 125 self- help groups, 13 cluster level associations and three federations benefiting 1,728 poor women and 4,021 children; • The SHGs have got a total of saving of Birr 2.5 million; Women • These poor women are involved in different Birr 2007-2018 socioeconomic business activities to increase their income and 1,809,856.00 able to send their children to schools, get health strengthening related education, managed their houses properly, built assets, paid their agricultural input debts on time, and also strengthened social affinity among themselves; • 14 women self-help groups were linked to micro finance institutions. • Improved local NRM and agro forestry practice through supporting planting of over 3 million NRM and Birr multipurpose seedlings covering 131 ha of lands 2007-2014 Livelihoods 6,,027,152.00 and 79% survival rate and Development • Over 300 HHs established woodlots and 444 HHs engaged in agro forestry.

2.3. Co-applicant’s Experience Briefly describe the experience of co-applicants in implementing social and economic development projects comparable to the proposed project. Add more tables if there are more co-applicants. 2.3.1. Experience of Co-applicant 1 During the last decades HUNDEE’s engagement mainly focused in two areas: Civic engagement and development services. The civic engagement includes all what the organization does in terms of rights education, grassroots activism to end myriad of gender-based violence, organizing communities to exact accountabilities from service providers, etc. The development services are as varied as the civic engagement. HUNDEE has long

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 11 OF 19 years of experience in facilitating the development, implementation and overall management of projects it has been promoting in the areas of food security/income security, livelihoods, resilience building, Child, youth and women development including their protection against the health impacts of harmful traditional practices (HTP’s), and in recent times in the implementation of projects specifically focusing on humanitarian and emergency response services development. HUNDEE pursues participatory development approach and methodologies in the implementation of its projects and programs. Effort has also widely been exerted to involve key stakeholders in key decision-making areas of the project management cycle.

We operate in poor rural and peri-urban communities, and as such we realize that the relationship we have with these communities is a power relationship where HUNDEE is depicted as a powerful partner vis-à-vis the communities expecting development support and aid from the same organization. As our organizational ethos, we aspire to change this power imbalance through building the capacity of different community groups and organizations so they would be able to assume major responsibility, while HUNDEE continues to accompany their development as a facilitator and capacity builder. In this sense, we feel we are discharging an obligation deeply embedded in the tradition of communities we happen to serve. During its 24 years of involvement in community development works, HUNDEE has registered modest achievements in its service to poor and marginalized communities. In this regard, achievements so far realized pertains to considerable expansion of outreach, program/project diversification and increase in resource mobilization etc. Currently, our organization maintains active presence in 10 Administrative Zones of Oromia National Regional State. In these Zones, it has active projects/programs currently under implementation in over 60 target Woreda benefiting thousands of local community members, priority being given to resource poor, vulnerable and disadvantaged community groups. Three core orientations underpin its organizational engagements: asset building and capital formation, community empowerment; and local capacity building. In its overall operations often conducted to alleviating rural poverty, respect for human rights, dignity and social justices are values that we are guided by.

HUNDEE-has longstanding and reliable partnership with different national and International organization which have been providing major financial and capacity building support to all major thematic programs and institutional support. HUNDEE meaningfully networks with others Development actors and actively participates in different CSO networks, coalitions and consortiums as well as GO-NGO forums often initiated and currently operating at regional and zonal levels. 2.3.2. Experience of Co-applicant 2 ODA has been promoting different community based projects since its establishment. The major projects developed and implemented by ODA to date: Health • Improved child health and decreased child mortality of the target localities and addressed 27,757 target beneficiaries through Community Conversation • Promoted health education focusing on child health for in school children and out of schools and addressed a total of 30, 000 and 50,632 respectively. • Prepared and distributes 3800 IEC materials to the target beneficiary communities • Promoted latrine construction and utilization education among the target communities and benefited a total of 1,200 households through practices. Education: • Established 19 Alternative Basic Education Centers in 3 districts of north Shewa Zone that increased the enrollment rate of students in the area and accessed 25,000 students to basic education opportunity Ethiopian Social accountability Program Phase-II • Communities’ voice to demand for downward accountability in the basic service delivery (education) in the operational District enhanced, & • Improved accountability, responsibility and transparency of education service providers to deliver quality and adequate services in line with the needs and preferences of the service users • Improved citizens’ understanding on District budgets and to make service facilities (interventions schools services) more accountable to the citizens they serve. • Improved over crowdedness, inconvenient classrooms, staff rooms and sport fields of the target schools of the project. Food Security and livelihood • Benefited a total of 630 (406 males and 224females) farmers & improved their livelihood options • Built the capacity of the targeted beneficiary communities on crop production and management. • Timely purchased agricultural inputs such as fertilizers, improved seeds, herbicides and modern agricultural tool like BBM and distributed to the target farmers. 2.3.3. Experience of Co-applicant 3 OSRA has been promoting different community based projects since its establishment. The major projects developed and implemented by OSRA to date: Water Supply, Sanitation and Hygiene • Developed 87 shallow water wells and four deep wells as well as constructed 87 washing basins and

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 12 OF 19

shower rooms and benefited more than 30,000 community members; • Trained 609 water and satiation committee members and 261 community water technicians; • Trained 1305 community health sanitation education communicators who in turn train their peer neighbours in their respective localities; • 18 schools accessed to safe water supply and sanitation facilities that contributes to education quality and teaching learning process in the schools; and • Constructed 66 latrine bocks for both boys and girls which have solved the sanitation problems of the targeted 22 rural primary schools in four different districts of South West Shewa Zone.

Food Security and Livelihood Improvement program a. Zero Grazing and Improved Dairy Production

• 181 farmers have accessed improved heifers on cost sharing basis and able to increase their milk production tremendously. • 2272 farmers have access to improved livestock feed and they are practicing feeding their animals in modern ways to get the best return out of them. • Benefited 147 farmers in bio gas plant for household energy production and for light during the night.

b. Vegetable Production • Trained 500 women on the vegetable production at household level • Supported the trained women with different vegetable seeds such as onion, cabbage, pepper, tomato etc. for household consumption and income generation

Environmental protection and climate change • Sensitized 3500 community members on environmental protection and climate change issues; • Trained 4260 on environmental protection focusing on the negative impact of soil erosion on production and productivity, importance of gully rehabilitation through check dam construction and the importance of planting tree seedlings to protect soil erosion and gully formation etc.; • Constructed 12,850 meters long check dam in selected degraded areas of the intervention areas through target community participation by contributing their labor and materials (wood); and • Raised over 5 million tree seedlings and 5000 fruit tree seedlings including Apple and distributed to more than 2500 farmers.

2.4. Co-applicant’s Project Portfolio List projects that are similar or relevant to the proposed project the co-applicant organisation has implemented or is implementing in the past five years. Insert more lines if necessary. Add more tables if there are more co-applicants.

Project Portfolio – Co-applicant 1 Years of Brief description of the Total project Main results achieved by the project implementation project budget (starting and ending dates/year) 2015-2016 Promotion of sustainable • Construction of underground water natural resources ETB collection cisterns; management practices 3,736,571.00 • Rehabilitation/construction of and Environmental community pond; Protection in Bale and • Spring development and rehabilitation Borena pastoralist areas • Minor maintenance for water supply points and • Water harvesting for animals • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women. 2015-2016 Livelihood enhancement ETB 2,287,452 • A total of 1500 target beneficiaries of resource-poor access to potable water both target women, smallholder communities and target schools farmers and land less students ; youth/adolescent girls • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 13 OF 19

• Address the critical problems of target beneficiaries particularly women. 2015-2016 Projects ETB,3 248,924 • A total 7 spring developed and 10 REVIVE(Restoring water scheme rehabilitated and access Vibrant Villages and to potable in three low land Woreda of Environment) : Bale Zone (M/Walabu, Delo Mena and Harena Bulk) • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women. 2015-2016 Ethiopian joint responses 14,678,234 • A total of 1230 target community humanitarian access potable water as part humanitarian response program Girarjarso Woreda of Nothshoa. • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women. 2016-2017 Projects ETB 4,825,673 • A total of 16( 6 spring and 10 REVIVE(Restoring rehabilitation scheme ) respectively Vibrant Villages and developed in M/Waalabu,Delomena Environment and Harena Bulk) Woreda Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women 2017-2018 Enhance the livelihood ETB • Develop three shallow well in Guto of resources poor and 840,000.00 Gida of East Wollega and 1 shallow highly margined women well in Wolmera of West Shoa project • A total of 240 HH access to potable water. • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women. 2019 READ II improving ETB • Implemented in 10 Woreda of Oromia quality Education 14,121,141 National Regional state( three in through community Borena ,three in Oromia special zone engagement surrounding Finffinnee and four in West zone) • Addressed 486 primary schools in 10 Woreda • Identified 972 reading camps to develop the culture of reading out schools in 10 Woreda • 1944 volunteer community literacy leaders in 10 woreda 2015-2016 Promotion of sustainable • Construction of underground water natural resources ETB collection cisterns; management practices 3,736,571.00 • Rehabilitation/construction of and Environmental community pond; Protection in Bale and • Spring development and rehabilitation Borena pastoralist areas • Minor maintenance for water supply points and • Water harvesting for animals • Reduced water borne diseases due to access to potable water;

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 14 OF 19

• Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women. 2015-2016 Livelihood enhancement ETB • A total of 1500 target beneficiaries of resource-poor 2,287,452.00 access to potable water both target women, smallholder communities and target schools farmers and land less students ; youth/adolescent girls • Reduced water borne diseases due to access to potable water; • Reduced time to fetch water from long distances and • Address the critical problems of target beneficiaries particularly women.

Project Portfolio – Co-applicant 2 Years of implementation Brief description of the Total project (starting and Main results achieved by the project project budget ending dates/year) Preventing Sexual & Reduced number of cases of violence Gender Based Violence against women in the project area by 80% Birr against Women & Girls in from the baseline survey; And the 2014-2016 4,222,533.00 North Shewa Zone ,2 knowledge and awareness of women and

Districts (Debrelibanos & girls about their rights increased Yaya Gulele) Established 19 Alternative Basic Education Establishing Alternative Birr Centers which increased the enrollment rate 2014-2016 Basic Education Centers 13,530,000.00 of students in the area and accessed 25,000 (ABE) students to basic education opportunity

increased the demand of health service Improving the Health through raising the awareness of totally of Birr Status of Children through 243,775 community members and in and 2013-2016 18,900,000.00 Education and out of school children on child and related

Communication health issues in 43 localities /kebels (40 rural and 3 semi-urban) a) Communities’ voice to demand for downward accountability in the basic service Improving the status of delivery (education)in the operational District Basic Service Delivery enhanced, & 2013-2018 through Social Birr 542,458.00 b) Improved accountability, responsibility Accountability Approach and transparency of education service in Education providers to deliver quality and adequate services in line with the needs and preferences of the service users 1200 out of school children ( aged 9-14) Conducting Speed School Birr attended Speed School program which 2018-2019 or Accelerated Learning 3,753,760.00 enabled them to qualitatively complete for Africa (ALFA) grade one to three in 10 months’ time Modeling FTCs through Birr 3 Model FTCs established where over 500 2017-2018 Innovative Capacity 4,514,495.00 farmers got Functional Adult Literacy and Building training

Project Portfolio – Co-applicant 3 Years of Brief description of the Total project Main results achieved by the project implementation project budget (starting and ending dates/year) 2012 -2017 School based clean water Birr • 15 schools had access to clean water supply, sanitation and 12,600,000.00 supply and sanitation facilities hygiene promotion for 15 • Improved hygiene practices, primary schools • Girls school enrolment rate increased &dropout rate decrease 2014-2018 Integrated community Birr • Community accessed to clean water

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 15 OF 19

livelihood improvement 10,800,000.00 supply and improved sanitation facilities project comprising clean • Improved income livelihood of the water supply, sanitation community from vegetable production and hygiene, other and honey production livelihood activities like vegetable production, improved bee keeping 2015-2016 Promotion of improved Birr • Milk production increased and income of dairy production and 2,600,000.00 farmers enhanced marketing of milk and milk by-products 2012- 2015 Promotion of farmers Birr • Farmers income increased and their marketing organization 5,550,000.00 livelihood improved from the sale of competitiveness through grains value chain 2.5. Profession and Experience of Key Managerial, Technical and Administrative Staff 2.5.1. Complete the profile form for each managerial staff(Annex 5) that will be engaged in the project.DOWNLOAD ANNEX 5 The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website.

2.5.2. Complete the profile form for each technical staff(Annex 6) that will be engaged in the project. DOWNLOAD ANNEX 6The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website.

2.5.3. Compete the profile form for each administrative staff(Annex 7) that will be engaged in the project. DOWNLOAD ANNEX 7The template is also available under the ‘Projects>Call for Project Proposals’ menu of the EDTF website.

2.5.4. Attach the full CV of managerial, technical, key administrative and finance staff of the project for additional reference.

3. FINANCIAL AND ADMINISTRATIVE CAPACITY Please provide the following document[s] as proof of financial capacity: 1.1. Financial management and procurement guideline approved by the relevant governing body or the applicant organization;

Note: The financial policy of the organization is currently on revision process based on IPSAS 1.2. Balance sheet of the applicant organization for the last year for which accounts have been closed;

1.3. Income statement of the applicant organization for the last year for which accounts have been closed;

1.4. Audit report of the organization for the last financial year or the year before. (Applicants can submit, internal audit report, external audit report or both)

PART FIVE REPORTING AND COMMUNICATION

1. MONITORING AND SUPERVISION PLAN Describe the monitoring and supervision plan of the project Provide: monitoring and supervision tools, key milestones, reporting schedules and products of the reporting and supervision process. To stay the project on the right track and early detecting the problems of cost overruns or timely delay later, the major monitoring and supervision tools, key milestones, reporting schedules and products of the reporting and supervision process described by the applicants of the project are stated as follows: Description Monitoring and Key milestones Reporting Products of the supervision tools schedules reporting and supervision process. Construction of four Observation Year 1= March 31, Stay the project on the new classroom blocks Interview four new blocks having a total of six 2020 right track and (each having two FGD classrooms constructed June 30, 2020 accomplished within the classrooms) Stakeholder December 31, intended period Review and 2020 Detect the problems of reflection meetings cost overruns early Refurbishment of 8 old Observation Year 1= March 31, Stay the project on the and dilapidated Interview 8 classrooms renovated 2020 right track and FGD June 30, 2020 accomplished within the Stakeholder December 31, intended period EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 16 OF 19

Review and 2020 Detect the problems of reflection meetings cost overruns early Equipping primary Observation Year 1= March 31, Stay the project on the schools’ reading Interview -1,200 reference books and scant 2020 right track and rooms with 1,600 FGD text books provided June 30, 2020 accomplished within the reference books and Stakeholder Year 2= December 31, intended period scant text books.) Review and -400 reference books and scant 2020 Detect the problems of reflection meetings text books provided February cost overruns early 2021 Supply of 100 Observation Year 1= March 31, Stay the project on the combined desks for 5 Interview -302 combined desks provided 2020 right track and classrooms FGD Year 2= June 30, 2020 accomplished within the Stakeholder -200 combined desks provided December 31, intended period Review and 2020 Detect the problems of reflection meetings February cost overruns early 2021 Capacity building for Observation Year 1= March 31, Stay the project on the 108 school Interview -108 school management 2020 right track and management FGD committee members capacitated on June 30, 2020 accomplished within the committee members Stakeholder school administration, leadership intended period on school Review and and income generation/school Detect the problems of administration, reflection meetings financing cost overruns early leadership and income generation/school financing Installation of four Observation Year 1= June 30, 2020 Stay the project on the water supply systems Interview Four water supply systems installed December 31, Stay the project on the for drinking, washing FGD for drinking, washing and gardening 2020 right track and and gardening Stakeholder by children in schools’ March 31, accomplished within the Review and Year 2= 2021 intended period reflection meetings Four water supply systems installed June 30, 2021 Detect the problems of for drinking, washing and gardening cost overruns early by children in schools’ Provision of ToT for 40 Observation Year 1= May 29, 2020 Detect the problems of school children and Interview 80 school children and teachers cost overruns early teachers on CHAST FGD attended ToT on CHAST Support the Observation Year 1= June 30, 2020 Stay the project on the establishment of four Interview Four school nursery site December 31, right track and school gardens and FGD established and supported with 2020 accomplished within the nurseries Stakeholder different multipurpose seeds and March 31, intended period Review and seedling raising materials/tools 2021 Detect the problems of reflection meetings Year 2= June 30, 2021 cost overruns early Four school nursery site supported December 31, with different multipurpose seeds 2021 and seedling raising materials/tools Construction of eight Observation Year 1= June 30, 2020 Stay the project on the ventilated improved pit Interview Four ventilated improved pit latrine December 31, right track and latrine (VIP) for boys FGD (VIP) constructed for boys, girls and 2020 accomplished within the and girls Stakeholder PWDs intended period Review and Year 2= reflection meetings Four ventilated improved pit latrine (VIP) constructed for boys, girls and PWDs Establish and furnish Observation Year 1= June 2020 Stay the project on the four MHM rooms for Interview Four MHM rooms established and December right track and girls FGD furnished for girls 2020 accomplished within the Stakeholder intended period Review and reflection meetings

2. COMMUNICATION 2.1. Communication activities, tools and products (Not exceeding 500 words) Describe the (a) project’s communication approach/strategy for this project, (b) the communication products that will be produced, (c) how the communication products will be disseminated and (d) the targeted result of each communication activity/product. To improve clarity on expectation, roles and responsibilities and information on progress and performance which results in strong stakeholder buy-in and mobilization as well as ensuring optimum use of limited resources, the different communication activities, tools and products deployed by the project implementing partners are described below:

(a) Communication approach/strategy: once the implementing partners of this project identified their key communication messages, in order to provide information on progress and performance, increase their stakeholders awareness, encourage their actions that increase visibility of EDTF and the contribution made by the Diaspora community, build consensus and trust ship among their stakeholders, promote community participation and change their behavior, the key communication strategies envisaged for local community and their structures are holding public meetings, workshop, focus groups and

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 17 OF 19

community involvement plan; for local government we use telephone calls, internet and/or prints, local media outlet such as television and radio; and for EDTF we use electronic media, including emails, telephone calls, internet and/or prints, celebrations/special events, both IPs and EDTF website, social media like face book, Skype, You Tube etc.

(b) Communication products: the main communication materials such as project reports, photos, videos, interview clips and reports, articles, success stories, poster, broachers etc. produced during the project implementation period by the project implementing partners are regularly provided to EDTF. Besides, simple and educative signboards that raise the visibility of EDTF is prepared and installed in the appropriate place of the project intervention Woredas and/or localities.

(c) Strategies to disseminate the communication products: the main communication strategies to disseminate the communication products are public meetings, workshop, focus groups, electronic media including emails, telephone calls, internet and/or prints, celebrations/special events, website, social media like face book, Skype, You Tube, local media outlet such as television and radio.

(d) The targeted result of each communication activity/product: each implementing partner of this project have well established telephone number, Mobile phone number, electronic media including emails, internet and/or prints, and P.O. Box and the lead applicants also have website through which the communication activity/products delivered to different relevant stakeholders. Besides, with this project the implementing partners will planned to develop and distribute educative materials like poster and broachers as well as prepare and install at least eight simple and educative signboards that raise the visibility of EDTF in the appropriate place of the project intervention Woredas and/or localities. 2.2. Perception and Feedback of Stakeholders (Not exceeding 500 words) a. Describe the communication and other tools, systems and processes the project will use to capture perception and feedback of project stakeholders and beneficiaries at different stages of the project cycle management. b. Describe products that will be generated from the process. While delivering our key messages through different communication strategies listed above, each implementing partners of the project make sure that whether the delivered messages are clearly communicated and possess integrity and encourages their audience to provide feedback after the message is delivered which helps us to evaluate the implementation of the listed strategy, its strengths and weaknesses, how it can be improved, and how the established strategy should be revised to ensure continued effectiveness. Thus to realize this each IPs carried out the following feedback methods: taking note of how many people attend a public meeting, workshop, focus groups and direct engagement of target beneficiary communities and relevant stakeholders; electronic media including emails, face books, You Tube, website viewership numbers during the time our story ran; number of hits there were on our website news posting and submitted to donors; considering follow up, in a one-to-one fashion, with a few members of the audience including the representatives of donors for their feedback; etc. Keep in mind that the implementing partners review the feedback and continue to refine their communication strategy in response to the feedback they receive, maintain their strengths and improve their weakness revealed that during the preceding of project implementation. Finally, the perception and feedback of stakeholders captured translated into draft community involvement plan/joint action plan and implemented jointly and improved implementation of the project in efficient and effective ways are the final product of the processes.

LIST OF ANNEXES

ANNEX 1: Standard Application Form ANNEX 2: Result Framework Template ANNEX 3: Key Project Milestones Template ANNEX 4: Budget Template ANNEX 5: Profile form: Management Staff-HUNDEE ANNEX 6: Profile form: Technical Staff-OSRA ANNEX 7: Profile form: Key Administration and Finance Staff-Hundee ANNEX 8: Declaration of Honour ANNEX 9: Grant Application Checklist

EDTF | CALL FOR PROPOSALS | STANDARD GRANT APPLICATION FORM | JULY 2019 PAGE 18 OF 19

Ethiopian Diaspora Trust Fund: Project Action Plan

Name of Applicant: Gurmuu Development Association (Gurmuu) Project title: Enhancing Educational Provision in Four Primary Schools through Improving Children Learning Environment in Oromia Regional State

No. Objective/Activity/Sub Activity Budget I ET Birr 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter 5th Quarter6th Quarter7th Quarter8th Quarter M1 M2 M3 M1 M2 M3 M1 M2 M3 M1 M2 M3 Notes/Remarks Preparation and Project Commencment Sign project agreement with EDTF and operational agreement with relevant 6,000.00 Bureaus of Oromia Regional State MoU and harmonization among implementing partners 2,000.00 Conduct Woreda level project launching workshops 174,400.00 Co-creation: sharing roles and responiblities with stakeholders and the target 16,000.00 communities, and forming Community Project Management Committees Subtotal preparation 198,400.00 1 Objective 1: increase enrollment rate in four primary schools (960 new school-age and 240 pre-school children per annum) 1.1 Construction and facilities

The activities here include 3,467,842.89 Construction of four new blocks (each having two classrooms) for the targeted moblization of local resources and 1.1.1 schools (one block/school) undertaking construction activities

The activities here include 200,000.00 moblization of local resources and 1.1.2 Refurbishment of 8 old classrooms undertaking construction activities 1.1.3 Provision of teaching-learning materials (text-books) 80,000.00 1.1.4 Equipping target school libraries with reference books 80,000.00 3,827,842.89 1.2 Capacity Building Trainings Train 108 school management committee members on school administration and Two times trainings on different 90,000.00 1.2.1 income generation/school financing topics 90,000.00 Subtotal 1 3,917,842.89 2 Objective 2: create conducive teaching-learning environment for a total of 5,388 students per annum 2.1 Facilities The activties include: bidding, 480,000.00 ordering, receiving and 2.1.1 Provision of 400 combined desks transporting to the school sites Installation of four water supply systems for drinking, washing and gardening by Bidding, borehole activities and 1,190,046.00 2.1.2 children in schools’ (shallow water well) demoblization of machinery 2.1.3 Establishing four school garden and nursery 72,000.00 2.2 Capacity Building Trainings Two times trainings (initial and 120,000.00 2.2.1 Provide ToT for 80 school children and teachers on CHAST and school gardening refresher) Subtotal 2 1,862,046.00 3 Objective 3: reduce gender disparity (increase girls’ retention and better educational performance)

The activities here include 1,520,000.00 Construction of eight (two with four room/school) separate sanitation facilities for moblization of local resources and 3.1 girls, boys and disable person/students undertaking construction activities

The activities here include 324,000.00 moblization of local resources and 3.2 Establishment and furnishing four MHM rooms for girls undertaking construction activities Subtotal 3 1,844,000.00 4 Communication, Publication & Dissemination 4.1 Development and distribution of educative materials (signboards & brochures) 48,000.00 Collect case/success stories, compile annual reports and share to EDTF and 4.2 stakeholders 60,000.00 Project innaguration (invite public media for documentary, the donor and 4.3 stakeholders) 45,000.00 Subtotal 4 153,000.00 5 M&E Quarterly project monitoring 5.1 Conduct supportive monitoring/quarterly 192,000.00 events 5.2 Monitorng events/yearly data collection & compilation 70,000.00 Conduct annual participatory review & reflection sessions among stakeholders and 5.3 beneficiaries 93,600.00 Subtotal 5 355,600.00 6 Salaries 6.1 Management staff 231,487.87 6.2 Technical staff 824,587.06 6.3 Admin and finance staff 353,673.60 Subtotal 6 1,409,748.53 7 Office, equipment & supplies 7.1 Stationary supplies and consumables 38,400.00 7.2 Communication costs (telephone, internet, email and postage) 96,000.00 Overall project coordination, report compilation and communication costs by 7.3 Gurmuu 80,000.00 Subtotal 7 214,400.00 8 Other Costs (Financial Services ) 8.1 Insurance service (vehicle) 72,000.00 8.2 Bank charges 19,200.00 8.3 External audit fee 38,000.00 Subtotal 8 129,200.00 9 Contingency 9.1 Provision for Contingency (1.5% of total costs) 132,000.00 GRAND TOTAL 10,216,237.42 Ethiopian Diaspora Trust Fund: Project Action Plan Name of Applicant: Gurmuu Development Association (Gurmuu) Project title: Enhancing Educational Provision in Four Primary Schools through Improving Children Learning Environment in Oromia Regional State

1st Quarter Objectives Main Activities Budget Sign project agreement with EDTF and operational agreement with relevant Bureaus of Oromia Regional State 6,000.00 MoU and harmonization among implementing partners 2,000.00 Preparation and Project Conduct Woreda level project Commencment launching workshops 174,400.00 Co-creation: sharing roles and responiblities with stakeholders and the target communities, and forming Community Project Management Committees 16,000.00 Construction of four new blocks (each having two classrooms) for the targeted schools (one Objective 1: increase block/school) 130,044.11 enrollment rate in four Refurbishment of 8 old classrooms 7,500.00 primary schools (960 new school-age and 240 pre- school children per annum)

Objective 2: create conducive teaching- learning environment for a total of 5,388 students per annum

Construction of eight (two with four Objective 3: reduce room/school) separate sanitation gender disparity facilities for girls, boys and disable (increase girls’ retention person/students 57,000.00 and better educational Establishment and furnishing four performance) MHM rooms for girls 12,150.00 4. Communication, Publication & Dissemination

Conduct supportive monitoring/quarterly 24,000.00

5. M&E

Management staff 28,935.98 6. Salaries Technical staff 103,073.38 Admin and finance staff 44,209.20

Stationary supplies and consumables 4,800.00 Communication costs (telephone, 7. Office, equipment & internet, email and postage) 12,000.00 supplies Overall project coordination, report compilation and communication costs by Gurmuu 10,000.00 Insurance service (vehicle) 9,000.00 8. Other Costs (Financial Bank charges 2,400.00 Services )

Provision for Contingency (1.5% of 9. Contingency total costs) 16,500.00 Total 6,748,154.45 660,012.67 Ethiopian Diaspora Trust Fund: Project Action Plan Name of Applicant: Gurmuu Development Association (Gurmuu) Project title: Enhancing Educational Provision in Four Primary Schools through Improving Children Learning Environment in Oromia Regional State

2nd Quarter 3rd Quarter Main Activities Budget Main Activities Budget

Construction of four new blocks (each having two classrooms) for Construction of four new blocks the targeted schools (one (each having two classrooms) for the block/school) 606,872.51 targeted schools (one block/school) 866,960.72 Refurbishment of 8 old classrooms 35,000.00 Refurbishment of 8 old classrooms 50,000.00

Train 108 school management committee members on school administration and income generation/school financing 45,000.00 Provision of 400 combined desks 120,000.00

Provide ToT for 80 school children and teachers on CHAST and school gardening 60,000.00 Construction of eight (two with four Construction of eight (two with four room/school) separate sanitation room/school) separate sanitation facilities for girls, boys and disable facilities for girls, boys and disable person/students 266,000.00 person/students 380,000.00 Establishment and furnishing four Establishment and furnishing four MHM rooms for girls 56,700.00 MHM rooms for girls 81,000.00 Development and distribution of educative materials (signboards & brochures) 24,000.00 Collect case/success stories, compile annual reports and share to EDTF and stakeholders 15,000.00

Conduct supportive Conduct supportive monitoring/quarterly 24,000.00 monitoring/quarterly 24,000.00

Management staff 28,935.98 Management staff 28,935.98 Technical staff 103,073.38 Technical staff 103,073.38 Admin and finance staff 44,209.20 Admin and finance staff 44,209.20 Stationary supplies and consumables 4,800.00 Stationary supplies and consumables 4,800.00 Communication costs (telephone, Communication costs (telephone, internet, email and postage) 12,000.00 internet, email and postage) 12,000.00 Overall project coordination, report Overall project coordination, report compilation and communication compilation and communication costs costs by Gurmuu 10,000.00 by Gurmuu 10,000.00 Insurance service (vehicle) 9,000.00 Insurance service (vehicle) 9,000.00 Bank charges 2,400.00 Bank charges 2,400.00

Provision for Contingency (1.5% of Provision for Contingency (1.5% of total costs) 16,500.00 total costs) 16,500.00 1,339,491.07 1,776,879.28 Ethiopian Diaspora Trust Fund: Project Action Plan

Project title: Enhancing Educational Provision in Four Primary Schools through Improving Children Learning Environment in Oromia Regional State

4th Quarter 5th Quarter Main Activities Budget Main Activities Budget

Construction of four new blocks (each having two classrooms) for Construction of four new blocks the targeted schools (one (each having two classrooms) for the block/school) 1,040,352.87 targeted schools (one block/school) 693,568.58 Refurbishment of 8 old classrooms 60,000.00 Refurbishment of 8 old classrooms 30,000.00 Provision of teaching-learning materials (text-books) 48,000.00 Equipping target school libraries with reference books 68,000.00

Provision of 400 combined desks 156,000.00 Provision of 400 combined desks 126,000.00 Installation of four water supply Installation of four water supply systems for drinking, washing and systems for drinking, washing and gardening by children in schools’ gardening by children in schools’ (shallow water well) 892,500.00 (shallow water well) 238,000.00 Establishing four school garden and nursery 72,000.00

Construction of eight (two with four Construction of eight (two with four room/school) separate sanitation room/school) separate sanitation facilities for girls, boys and disable facilities for girls, boys and disable person/students 356,000.00 person/students 300,000.00 Establishment and furnishing four Establishment and furnishing four MHM rooms for girls 97,200.00 MHM rooms for girls 48,600.00 Development and distribution of educative materials (signboards & brochures) 24,000.00 Collect case/success stories, compile annual reports and share to EDTF and stakeholders 15,000.00

Conduct supportive Conduct supportive monitoring/quarterly 24,000.00 monitoring/quarterly 24,000.00 Monitorng events/yearly data collection & compilation 35,000.00

Conduct annual participatory review & reflection sessions among stakeholders and beneficiaries 46,800.00 Management staff 28,935.98 Management staff 28,935.98 Technical staff 103,073.38 Technical staff 103,073.38 Admin and finance staff 44,209.20 Admin and finance staff 44,209.20 Stationary supplies and consumables 4,800.00 Stationary supplies and consumables 4,800.00 Communication costs (telephone, Communication costs (telephone, internet, email and postage) 12,000.00 internet, email and postage) 12,000.00 Overall project coordination, report Overall project coordination, report compilation and communication compilation and communication costs costs by Gurmuu 10,000.00 by Gurmuu 10,000.00 Insurance service (vehicle) 9,000.00 Insurance service (vehicle) 9,000.00 Bank charges 2,400.00 Bank charges 2,400.00 External audit fee 18,000.00 Provision for Contingency (1.5% of Provision for Contingency (1.5% of total costs) 16,500.00 total costs) 16,500.00 2,971,771.43 1,903,087.14 Ethiopian Diaspora Trust Fund: Project Action Plan

6th Quarter 7th Quarter Main Activities Budget Main Activities Budget

Construction of four new blocks (each having two classrooms) for the targeted schools (one block/school) 130,044.11 Refurbishment of 8 old classrooms 17,500.00 Provision of teaching-learning materials (text-books) 32,000.00 Equipping target school libraries with reference books 12,000.00

Train 108 school management committee members on school administration and income generation/school financing 45,000.00 Provision of 400 combined desks 78,000.00 Installation of four water supply systems for drinking, washing and gardening by children in schools’ (shallow water well) 59,546.00

Provide ToT for 80 school children and teachers on CHAST and school gardening 60,000.00 Construction of eight (two with four room/school) separate sanitation facilities for girls, boys and disable person/students 161,000.00 Establishment and furnishing four MHM rooms for girls 28,350.00 Collect case/success stories, compile annual reports and share to EDTF and stakeholders 15,000.00

Conduct supportive monitoring/quarterly 24,000.00 Conduct supportive monitoring/quarterly 24,000.00

Management staff 28,935.98 Management staff 28,935.98 Technical staff 103,073.38 Technical staff 103,073.38 Admin and finance staff 44,209.20 Admin and finance staff 44,209.20 Stationary supplies and consumables 4,800.00 Stationary supplies and consumables 4,800.00 Communication costs (telephone, Communication costs (telephone, internet, internet, email and postage) 12,000.00 email and postage) 12,000.00 Overall project coordination, report Overall project coordination, report compilation and communication compilation and communication costs by costs by Gurmuu 10,000.00 Gurmuu 10,000.00 Insurance service (vehicle) 9,000.00 Insurance service (vehicle) 9,000.00 Bank charges 2,400.00 Bank charges 2,400.00

Provision for Contingency (1.5% of total costs) 16,500.00 Provision for Contingency (1.5% of total costs) 16,500.00 788,358.67 359,918.56 #REF! #REF! #REF! #REF! Ethiopian Diaspora Trust Fund: Project Action Plan

8th Quarter Main Activities Budget Collect case/success stories, compile annual reports and share to EDTF and stakeholders 15,000.00 Project innaguration (invite public media for documentary, the donor and stakeholders) 45,000.00 Conduct supportive monitoring/quarterly 24,000.00 Monitorng events/yearly data collection & compilation 35,000.00

Conduct annual participatory review & reflection sessions among stakeholders and beneficiaries 46,800.00 Management staff 28,935.98 Technical staff 103,073.38 Admin and finance staff 44,209.20 Stationary supplies and consumables 4,800.00 Communication costs (telephone, internet, email and postage) 12,000.00 Overall project coordination, report compilation and communication costs by Gurmuu 10,000.00 Insurance service (vehicle) 9,000.00 Bank charges 2,400.00 External audit fee 20,000.00 Provision for Contingency (1.5% of total costs) 16,500.00 416,718.56

GURMUU DEVELOPMENT ASSOCIATION

Tel. (+251) 111 24 86 20; P.O. Box 28109/1000, Addis Ababa, Ethiopia

E-mail: [email protected]/ [email protected], Website: www.gurmuuda.org

Ref. Gurmuu/1249/20 Date: 15/05/2020

To the Ethiopian Diaspora Trust Fund (EDTF) Addis Ababa

Subject: Request for First Installment of Project Funds

It is recalled that Gurmuu and the EDTF have signed an agreement in relation to a project “Enhancing Educational Provision through Improving Children Learning Environment” on 6th of May 2020 to be implemented among four primary schools of Oromia Regional State.

Accordingly, we hereby request your esteemed office for the installment of the first quarter project funds (May-July 2020) which is Birr 660,012.67 (Six Hundred Sixty Thousand Twelve and 67/100). Our Bank address for the fund transfer is as follows:

BANK NAME: Awash Bank ACCOUNT NAME: Gurmuu Development Association BANK ACCOUNT #: 01304008926800 Branch Stadium Branch SWIFT CODE (If needed): AWINETAA

Attached is also a breakdown of activities and budget on quarterly basis for each year, and detailed M&E plan for the project.

Hopping your kind considerations! With best regards

Abebayehu Jebessa Managing Director

Gurmuu is a Registered Civil Society Organization at the Agency for Civil Society Organizations in Accordance with the Civil Society Organizations Proclamation No. 1113/2019 of Ethiopia Registration number: 0202 Vision: To See Self-reliant and Thriving Communities!