Intellectual Disabilities Model Project for Social Inclusion:

Home, School & WorkA project by Forgotten No More, Inc ( a 501(c) 3 non-profit organization) Tax ID: 57-1176337

The purpose of this project is to assist in building an inclusive society in Ethiopia for individuals who have an intellectual disability. At every step we involve the family in taking the key role in the development of their child(ren). Where there is no family, we look toward the government and community to take responsibility. We will model proper programs for the government and community to observe and then become active in implementing them within their authority. For this project to be successful, a social re-education regarding intellectual disabilities will need to occur. As we prepare these individuals for society, we will be preparing society for these individuals.

“Through the lives of those we serve, we illuminate the immense value of each life, thus improving the culture of acceptance and appreciation of everyone in society.”

0 | P a g e

INTELLECTUAL DISABILITIES MODEL PROJECT for SOCIAL INCLUSION:

HOME, SCHOOL, & WORK

By

“FORGOTTEN NO MORE”

Contact Persons:

Ethiopia Tim Giese: Co-Founder/Project Manager Telephone: +251 921316175 E-Mail: NewLife@4GottenNoMore.org Skype ID: TCGiese

America Graham Welch, Chairman of FNM Board Telephone: 740-215-1246 E-Mail: GLWelchDC@cs.com

Ethiopia Address: Kebele: 13 P.O.Box: 755 Bahir Dar, Amhara State, Ethiopia

American Address: Forgotten No More Inc. P.O. Box 2456 Lancaster, OH 43130

Website: www.4GottenNoMore.org

1 | P a g e

Forgotten No More, Inc – Board of Directors

Title Member

Chairman of the Board Graham Welch, D.C. Email: GLWelchDC@cs.com

Assistant Chairman Thomas Schultz, CPA Email: TomSchultz@Columbus.rr.com

President Timothy Giese, MBA Email: GieseFamily@4GottenNoMore.org

Vice-President Cheryl Giese, B.A.Ed Email: GieseFamily@4GottenNoMore.org

Correspondence Secretary Char Schultz, MASM Email: CharSchultz@Columbus.rr.com

Recording Secretary Doreen Fast Email: FastFamily2001@yahoo.com

Treasurer Wendy Curtis, LPA Email: WCurtis1@Columbus.rr.com

Subject Matter Expert (SME) Kurt Schmitter Email: CTSchmitter@gmail.com

Subject Matter Expert (SME) Kim Bennett, B.A. SW Email: Kimmereb@Columbus.rr.com

2 | P a g e

The Birth of Forgotten No More, Inc.

Prior to coming to Ethiopia, Cheryl worked 8 years with Franklin County Board of Disabilities in Columbus, Ohio and Tim worked 10 years for Nationwide Financial. It is their desire to see programs available in Ethiopia for these individuals who are very special in God’s eyes. They are the forgotten ones in the community of extreme poverty. The need is great and with the help of the local families, the Ministry of Education, local organizations, and your support, they will work towards developing programs to meet these needs. They have established a 501 (c)3 non-profit organization, Forgotten No More, Inc., to help raise funds and awareness for this specific purpose. As they continue to work in Bahir Dar, they will also work towards gathering professionals in the area of special needs who are willing to invest their time in visiting Bahir Dar to help assess the needs of individuals, train employees, and develop sustainable programs.

Forgotten No More incorporated on January 1, 2012. Prior to incorporation, Tim & Cheryl Giese spent 1.5 years in Ethiopia serving with an organization who assisted single women & children. During their time volunteering with that organization, they became aware of the great need and great lack of services for individuals with intellectual disabilities. This is when Forgotten No More started to work, but we could only serve on a small scale without an official government approved project and funding. Thank you for considering partnership with Forgotten No More.

Thank you! FNMI Board of Directors

Thank you for taking time to review this project proposal (condensed). This document defines our work in Ethiopia for the next 5 years. If you have any questions regarding this document or Forgotten No More, please email us at NewLife@4GottenNoMore.org. Also, please email us if you would like the project proposal in its entirety.

Thank you!

3 | P a g e

Table of Contents INTRODUCTION ..................................................................................................................................................... 6

1.PROJECT PROFILE ................................................................................................................................................ 7

1.1 PROJECT NAME ......................................................................................................................................................... 7 1.2 PROGRAM SECTOR .................................................................................................................................................... 7 1.3 LOCATION ............................................................................................................................................................... 7 1.4 FUNDING AGENCY ..................................................................................................................................................... 7 1.5 EXECUTING AGENCY ................................................................................................................................................... 7 1.6 IMPLEMENTING AGENCY ............................................................................................................................................. 7

2. PROJECT SUMMARY ........................................................................................................................................... 7

2.1 MISSION STATEMENT ................................................................................................................................................. 7 2.2 VISION STATEMENT ................................................................................................................................................... 7 2.3 OVERALL GOAL ......................................................................................................................................................... 7 2.4 OBJECTIVE ............................................................................................................................................................... 7 2.5 PROJECT SCOPE ........................................................................................................................................................ 7 2.6 COLLABORATING GOV’T BODIES ................................................................................................................................... 8 2.7 PROJECT DURATION ................................................................................................................................................... 8 2.8 PROJECT ACTIVITIES ................................................................................................................................................... 8 2.9 TARGETED GROUPS.................................................................................................................................................... 9 2.10 PROJECT OUTPUTS ................................................................................................................................................... 9 2.11 DURATION .......................................................................................................................................................... 10 2.12 ESTIMATED 5 YEAR BUDGET .................................................................................................................................... 10

3. EXECUTIVE SUMMARY ..................................................................................................................................... 11

3.1 PROJECT BACKGROUND AND JUSTIFICATION .................................................................................................................. 11 3.2 PROBLEM ANALYSIS ................................................................................................................................................. 11

4. PROJECT GOAL ................................................................................................................................................. 12

5. PROJECT STRATEGY .......................................................................................................................................... 12

6. PROGRAMS ...................................................................................................................................................... 12

7. PROJECT INPUTS .............................................................................................................................................. 15

7.1 MATERIAL INPUT ..................................................................................................................................................... 15 7.1.1 (TABLE) INITIAL CAPITAL COSTS .................................................................................................................... 15

7.2 PLANNED PERSONNEL/HUMAN INPUT ......................................................................................................................... 16 7.2.1 (TABLE) BUDGET SUMMARY (5 YEARS) .......................................................................................................... 16 7.2.2 (TABLE) FNM FINANCIAL PLAN (5 YEARS) ...................................................................................................... 17

8. PROJECT SUSTAINABILITY ................................................................................................................................ 19

APPENDICES......................................................................................................................................................... 21

I – DETAILED PROJECT ACTIVITIES (S.M.A.R.T) (NOT IN CONDENSED VERSION)........................................................................ I-1

4 | P a g e

II – DETAILED FINANCIAL PLAN (WHOLE PROJECT) (NOT IN CONDENSED VERSION) ................................................................... II-1 III – TOTAL CAPACITY BUILDING AND PROGRAM COSTS (WHOLE PROJECT) ............................................................................. III-1 IV - PERSONNEL ORGANIZATIONAL CHART ....................................................................................................................... IV-1 V - KEY STAKEHOLDERS .............................................................................................................................................. V-1 VI – VEHICLE PURCHASE DETAILS ................................................................................................................................ VI-1 VII – GLOSSARY OF TERMS ........................................................................................................................................ VII-1 VIII – BIBLIOGRAPHY ............................................................................................................................................... VIII-1 IX – CHARTS & GRAPHS – FINANCIAL INPUTS, OUTPUTS, & PROGRAM ANALYSIS ..................................................................IX-1

5 | P a g e

Introduction:

There are many factors that have resisted the development and social inclusion of individuals with an intellectual disability (ID). Some of these factors include, lack of funding for intellectual disability programs, lack of social awareness programs, lack of primary school training, life skills training, and vocational training, and low socioeconomic situations of their families . “The existing special units and schools are located in urban areas, and most of them have long waiting lists. Consequently, a significant number of children and students are still excluded from all education. It is estimated that less than 1% of children and students with special needs get access to primary education.” (Mamo Mengesha 2001, Tirussew, et al. 1995, Tirrussew 2006) – (SNEPS 2006)

According to international estimates, 10-20% of any school age population has special educational needs “(ILO 2004, Peters 2003, UNESCO 2001, Wiman & Sandhu 2004 ) – (SNEPS 2006)

This model project offers home-based education for developing home, life, and social skills, build capacity for primary special needs education, provide vocational training for individuals above school age, offer athletic/exercise programs for individuals with intellectual disabilities, assist individuals with physical disabilities throughout their entire education experience through sponsorship, and involve the community and government offices through various social awareness programs. FNM will multiply their impact in Bahir Dar by providing training opportunities to ID stakeholders in Bahir Dar to improve and increase the services for individuals with an intellectual disability. Training individuals who have an intellectual disability with home, life, and social skills, educating their families/caregivers how to provide better assistance to them in their personal growth, building special needs school units (SNSU) in their kebele, and involving the government offices and community in awareness programs are necessary for them to be successful at home, school, and society. This will increase both the access and success rate of these individuals with an intellectual disability as they receive the opportunity to attend a primary school with a special needs school unit (SNSU) and have an inclusive society. FNM will work with the MOE toward their goal of “…assuring quality education, and to expand vocational training…their overall goal is to facilitate active participation of all citizens in community and society.”(SNEPS 2006)

These education and training opportunities are required to advance the overall socioeconomic condition of individuals with an intellectual disability and their families. Our activities are in full alignment with the vision of the Ministry of Education (MOE), “Building an education and training system which assures quality and equity education by the year 2020 that aims at producing competent citizens.” (MOE-vision) While FNM implements these education activities, community awareness programs will be strategically implemented at the same time to prepare society for the inclusion of these individuals as welcomed “competent” members of society. Forgotten No More is submitting this proposal to receive approval to build capacity in the Bahir Dar area for individuals with an intellectual disability through the strategically designed programs outlined in this proposal.

6 | P a g e

1. Project Profile

1.1 Project Name: Intellectual Disabilities - Model Project for Social Inclusion: Home, School & Work

1.2 Program Sector: Formal Education and Social Development

1.3 Location:

Region: Amhara Zone: Bahir Dar Special Zone Woreda: Bahir Dar Kebeles: 13 (Shimbet), 16 (Tana), and surrounding kebeles Site: Bahir Dar Area Primary School Sites: QulQual Meda, Yikitik 23 & Shimbet Primary Schools

1.4 Funding Agency: Forgotten No More, Inc. - USA

1.5 Executing Agencies: Ministry of Education & Ministry of Labor & Social Affairs

1.6 Implementing Agency: Forgotten No More – Ethiopia (local charity)

2. Project Summary

2.1 Mission Statement:

“Our mission is to assist in building an inclusive society for individuals with an intellectual disability. Through the lives of those we serve, we illuminate the immense value of each life, thus improving the culture of acceptance and appreciation of everyone in society.”

2.2 Vision Statement:

Our vision is to strengthen families who have a family member with an intellectual disability. By helping these individuals and families assimilate directly into their communities; they will become both welcomed members of society and the foundation of a sustainable community based support system to assist each other now and in the future.

2.3 Overall Goal Model and implement capacity building initiatives cooperatively with stakeholders to assist and sustain individuals with an intellectual disability (ID) in building an inclusive society.

2.4 Objective Through the proposed capacity building programs of this project, progress will be achieved for the inclusion of individuals with an intellectual disability into society.

2.5 Project Scope This project will primarily serve individuals with an intellectual disability and their families by training them in the areas of life

7 | P a g e

skills, social skills, school preparation, and vocational skills (for individuals above school age). However, FNM will multiply their impact by offering SN training to other NGO SN staff, GO SN staff, SN educators, university students studying SN education, and officials from relevant government offices. Through social awareness and community re-education activities regarding special needs within Bahir Dar city, the community of Bahir Dar is also included in the scope of this project. This project will also assist in enabling 25 PLWD the opportunity to obtain an education.

2.6 Collaborating Gov’t Bahir Dar City Education Office, Regional Education Bureau, MOLSA, BoFED

2.7 Project Duration 5 years – (January 2014 to December 2018)

2.8 Project Activities

1. Home a. Evaluate individuals with an ID b. Create Individual Education Plans (IEPs) for individuals with an ID c. Involve/educate families in being the primary source of support for their

child d. Identify all organizational ID stakeholders e. Provide life skills, social skills, and house work skills through home-based

training f. Develop an early intervention program for individuals with an ID who are

under the age of 5 years old 2. School

a. Identify all individuals with an intellectual disability in kebeles 13, 16, and surrounding kebeles in the Bahir Dar area

b. Provide ID training for SN primary educators and school administrators c. Build 3 Special Needs School Units (SNSUs) on existing primary school

compounds d. Encourage inclusion education in each SNSU e. Cooperate with universities to provide practical training/experience for

university students studying intellectual disabilities 3. Society

a. Inform families about the initiatives and discussions of the ID Forum b. Establish a sustainable community-based network of support with

stakeholders c. Provide vocational training for individuals with an ID (above primary school

age)

8 | P a g e

d. Conduct cooperative learning about intellectual disabilities amongst stakeholders (individuals and organizations)

e. Provide training to stakeholders about intellectual disabilities f. Create an intellectual disability forum (IDF) amongst ID stakeholders g. Schedule “Open House” sessions and invite the community, school

administrators, and government officials to the FNM Training Center to observe the abilities and activities of those receiving services from FNM

2.9 Targeted Groups direct: Individuals with an intellectual disability (both male & female), their families, and primary special needs educators, and 25 individuals with physical disabilities

- Approx. 2,260 people (Approx. 1,130 Female and 1,130 Male)

indirect: Organizations who have a special needs program, special needs university educators, university students studying special needs education, and the Bahir Dar community

2.10 Project Outputs

Post-Project Sustaining Outputs (listed):

- Improved government awareness of intellectual disabilities

- 3 newly built Special Need School Units (SNSUs), managed by the local school administration and MOE

- Capacity for 84 new special needs students in primary school

- 200 vocationally trained individuals

- Better trained special needs educators

- Better trained NGO/GO special needs staff

- Physical fitness awareness for individuals with an ID

- 25 more PLWD students (physical disability) attending school

- Community-based network of support

- Intellectual Disability Forum (IDF)

- Improved quality of special needs education

- Improved services offered for individuals with an intellectual disability

- Social Inclusion - Increased social awareness about intellectual disabilities in the Bahir Dar area

9 | P a g e

2.11 Duration

Due to the minimal intervention prior to the implementation of this project, lack of overall public awareness, and the cultural misunderstanding of individuals with an intellectual disability, this project duration will need to be 5 years. The MOE identified that many of these individuals require “long-term help” (SNEPS 2006); therefore, at the completion of this project, phase II will to be considered during the renewal process of this project for continued development that will expand into more kebeles of the Bahir Dar area.

2.12 Estimated 5 year budget: Operational Project Budget: $466,912 USD (74%)

Administrative Project Budget: $163,652 USD (26%)

Organizational (Whole) Project Budget: $630,564 USD

10 | P a g e

3. Executive Summary

3.1 Project Background and Justification

Education is widely regarded as the root to economic prosperity, the key to scientific and technological advancement, the means to combat unemployment, the foundation of social equality, and the spread of political, socialization and cultural vitality. Education is offered in different forms, sometimes it’s learned in the home, sometimes it’s learned in the classroom, and sometimes it’s learned from society. All sources of education are essential for the holistic success of every developing society. In considering the importance that education has today, “quality education for all” is a great motto of the federal and regional education sectors in the country. Ethiopia believes that education is a fundamental human right and the main factor that reduces poverty and improves the socioeconomic condition (MOE 2006). This can lead to a change in the education system in the way to accommodate all children regardless of disability, environmental background, minorities etc. In line with this, universalizing primary education is the main goal of every education office in the country. It is also a national goal of Ethiopia, listed as the 2nd Millennium Development Goal, “Ensure that, by 2015, children everywhere, boys and girls alike will be able to complete a full course of primary schooling.” (MDG 2000) Taking this into account, the Ethiopian Education and Training Policy (since 1994) states “expansion of quality primary education to all citizens is not only a right but also a guarantee for development”, gives considerable attention to children and students who are disadvantaged by any reason; the Special Needs Education Program Strategy (2006) can be considered as a means to apply this policy. The strategic aim is to ensure both access and quality of education for all children including marginalized children and students who have an intellectual disability. The 2006 SNEPS is the federal document that enforces the administrative bodies in Ethiopia (regional and woreda education bureaus) for providing primary education for all school age children with special needs. Such consideration demands providing quality education that will be in accordance with their potential and needs, this document also demands that schools accommodate all children regardless of disability and other conditions. (SNEPS 2006) 3.2 Problem Analysis

According to a study conducted by the Japan International Cooperation Agency Planning and Evaluation Department, the current population in Ethiopia who has a disability is 7.6%, in which 6.5% of that amount has an intellectual disability. The Bahir Dar area has an estimated population of >300,000 people in which approximately 1,500 persons (B/dar population x 7.6% x 6.5%) has an intellectual disability. This report also states these statistics are underestimated due to the cultural belief of associating an intellectual disability with a spiritual evil, thus becoming a barrier to these individuals from joining society and not being quantified in the cumulative results of this study. (JICAPED 2002) It has been said, less emphasis is given to those who are disadvantaged from education for many decades, specifically children and students who have an intellectual disability who are

11 | P a g e

isolated from or in the school. The Ministry of Education has “recognized the exclusion and barriers to active learning and participation” and designed the fore mentioned (SNEPS 2006). This strategy advocates inclusion education. According to the SNEPS, there isn’t reliable data available for inclusion or exclusion of disadvantaged groups in education, thus planning, data collection, and statistics in Ethiopia have failed to fully consider students with disabilities and learning disabilities. “According to International estimates, 10-20% of any school age population has special education needs” (ILO 2004, Peters 2003, UNESCO 2001, Wiman & Sandhu 2004) (SNEPS 2006).

4. Project Goal

Model and implement capacity building initiatives cooperatively with stakeholders to assist and sustain

individuals with an intellectual disability (ID) in becoming welcomed members of society, through

inclusion education, vocational training, and social awareness.

5. Project Strategy

Since social inclusion (community involvement) has been the most effective methodology used to assist individuals with an intellectual disability, FNM’s strategic approach will follow this historically proven model, incorporating the following programs.

6. Programs

1. Organizational Stakeholder Training - (GO/NGO/SN educators/Admins/Government officials)

The Organizational Stakeholder Training will be provided bi-annually (2 times/year) for local GOs, NGOs, government offices, special needs educators and administrators. This training will provide basic knowledge regarding special needs identification, care, community involvement, and miscellaneous topics that will advance individuals with an intellectual disability in the Bahir Dar area. Each training session will have an available capacity of 50 trainees. Over the 5 years of this project, the capacity building of local trainees in the bi-annual training sessions is 500 trainees.

As the topics of training will vary, we are expecting attendees to participate in multiple sessions over the course of this project. This will enable key stakeholders the opportunity to develop and expand their knowledge of intellectual disabilities. The whole project estimated capacity building costs for this training is $6,090 USD.

2. FNM Staff Training

FNM will provide training for 15 staff members as expatriate volunteers are available and able to come and provide training. The frequency of this training will be determined by the number of skilled volunteers who come to serve at the FNM Training Center. 15 skilled teams/individuals have been estimated to receive various trainings at the FNM Training Center

12 | P a g e

throughout the duration of this project. The whole project estimated capacity building costs for FNM Staff Training is $4,763 USD.

3. Vocational Training

FNM seeks to training 200 persons with vocational skills over the next 5 years. Along with the vocational training will be the incorporation of assisting individuals with an ID who currently live on the streets. The assistance will be in the form of personal hygiene and appropriate social skills. The training will be conducted at the FNM Training Center. The whole project estimated capacity building costs for vocational training is $39,826 USD. *vocational staff salaries included

4. Home & Life Skills Training

FNM seeks to training 200 persons with an intellectual disability with the necessary home and life skills over the next 5 years. The training will be conducted in the homes of the beneficiaries. This training will also include their family members. These individuals who are school age will be directed to the FNM Training Center to receive School Skills Training, and individuals above school age will be direct to the FNM Training Center to receive vocational training. The whole project estimated costs for home & life skills training is $109,300 USD. *home educators salaries included

5. School Skills Training

FNM seeks to training 200 persons with an intellectual disability with the necessary school skills over the next 5 years. The training will be conducted at the FNM Training Center. The estimated costs for school skills training is $46,938 USD. *school skills educators salaries included. The whole project estimated cost for building 3 new SNSUs is $75,358 USD.

6. Social Awareness Program

FNM seeks to involve the community of the kebeles in which each new SNSU is built and the overall community of Bahir Dar City. This will directly involve 800 persons who attend an open house session at the FNM Training Center, attend the ID Forum meetings, and more than 200,000 persons indirectly in the Bahir Dar area who read the billboards posted around town and interact with FNM’s beneficiaries while they are on a public outing. The whole project estimated cost for FNM’s social awareness program is $20,225 USD.

7. “EFA” Education For All – PLWD Education Program

Currently, there are organizations in Bahir Dar who provide physical therapy, mobility assistance (wheelchairs and walking crutches), and vocational training for persons living with a disability (PLWD). FNM wants to continue this progress by assisting PLWDs with their basic living needs to enable them the necessary time to study and focus on their educational needs. The “Education For All – PLWD Education Program” has its place within this project to help PLWD’s thrive in their education experience. This program will assist these individuals with their education costs,

13 | P a g e

food, housing, and living expenses. This will be accomplished through sponsorship. The 2 requirements of this program are these students have a physical disability and they are enrolled/attending school. If they leave school, they will no longer qualify for the program. This program will continue through their university studies for those who qualify after taking the grade 12 national exam. The beneficiaries of this program will be 50% female and 50% male. This program will add 5 new students each year, with a total of 25 students by the fifth year. The first 2 years will be a pilot to see if this program is working successfully. If it is working properly, FNM may increase the number of sponsored students with a physical disability above the 5 person/year limit. The purpose of this program is to enable PLWDs the opportunity to focus on their schoolwork, be selected to attend a government university, graduate university and obtain educated positions in the workforce. The whole project estimated cost for this program is $43,582 USD.

8. The “S.T.R.ID.E” Program The majority of individuals with an ID do not get enough physical activity in their daily lives. FNM wants to implement the “S.T.R.ID.E” Program (Sports Training & Recreation for Intellectual Disabilities Ethiopia) as the exercise/sport component of this project. FNM’s beneficiaries who choose to participate in this program will have the opportunity to receive proper instruction regarding exercise from stretching to learning the rules to playing various sports. This program will assist in developing their group participation skills, social skills, personal confidence, and overall physical fitness. This program will also compliment the Social Awareness program, as the exercise demonstration/instruction will be done on a public soccer field. This program will be a weeklong program held during the months when school isn’t in session. There will be 40 available positions during each weeklong session, and there will be 1 session during the first 2 years and 2 sessions for the last 3 years with a total capacity of 320 individuals with the whole project estimated program cost of $32,809 USD.

9. FNM Training Center

The FNM Training Center will be used for the Organizational Stakeholder Training Program, FNM Staff Training, Vocational Training Program, School Skills Training Program, some of the Social Awareness Program, an EFA – PLWD Education resource room, and a “S.T.R.ID.E” resource room. FNM Management will have a separate HQ office in which reports are printed and kept, board meetings are held, and management and strategy meetings are held. The whole project estimated cost of the FNM Training Center Lease is $37,839 USD.

At the beginning of the first year of operations, the FNM Training Center will need $4,183 USD worth of furnishings to outfit the center to function fully.

10. Transportation Transportation is a very important operational tool used in this project. We need to transport most of our beneficiaries to and from various programs at the FNM Training Center. We have a good public transportation system in Bahir Dar, but it isn’t conducive for our beneficiaries. Most

14 | P a g e

of them wouldn’t be able to ride without assistance. The cost of a new 15 passenger Toyota Hiace minivan is $46,000 USD. *see Appendix VI for details about the van purchase.

Total Capacity Building & Training Costs

The capacity building is equipping FNM’s staff, GO’s staff, other NGO’s staff, Special Needs educators and administrators, and Government Officials in becoming more aware of intellectual disabilities and providing better services to individuals with an intellectual disability. There is also capacity building through vocational training, home and life skills training, school skills training, education for PLWDs, exercise programs, and social awareness programs for the community. The overall capacity building for the whole project will be 2,260 directly and +200,000 indirectly with the estimated capacity building program costs of $466,912 USD. These stakeholders who are impacted directly and the community of Bahir Dar who is indirectly impacted will be prepared through this project to create an environment who will readily accept new public policies implemented by the Ministry of Education and other stakeholder government entities. FNM will use this model project to multiply those helping individuals with an ID in the community of Bahir Dar.

7. Project Inputs

Detailed descriptions of project inputs and their cost breakdowns in terms of material, human, and financial resources are stated in relation to the specific programs within this project.

7.1 Material Input: Various furnishing and supplies required for the center may be imported or donated throughout the implementation period. Once the center becomes fully operational, operational supplies available in Ethiopia will be purchased locally; however, operational supplies not available in Ethiopia will be imported. We will produce most of the adaptive equipment locally. This is important to model for the community and the government as sustainable local solutions. If it can’t be adequately modeled locally, then we’ll need to import that equipment.

TABLE 7.1.1

Initial Capital Costs Item

# Description Quantity Cost Total Remarks

FNM Training Center Furniture

1 Desks for ID Forum/training 10 $ 78.83 $ 788 FNM Training Center

2 Plastic chairs for ID Forum/train 50 $ 15.77 $ 788 FNM Training Center

3 School desks/benches 20 $ 27.59 $ 552 FNM Training Center

4 Teacher’s Desk 1 $ 131.38 $ 131 FNM Training Center

5 School chairs 4 $ 28.90 $ 116 FNM Training Center

6 White boards 3 $ 42.04 $ 126 FNM Training Center

15 | P a g e

7 Adaptive Equipment 14 $ 52.55 $ 736 FNM Training Center

8 1 Toyota Hiace 15 passenger mini-van 1 $ 46,000.00 $ 46,000 Transportation

Initial Capital Costs (Operational) $ 49,237

FNM Office Furniture

8 Office desks 5 $ 131.38 $ 657 FNM Office

9 Office chairs 15 $ 31.53 $ 473 FNM Office

10 Trash cans 10 $ 1.26 $ 13 FNM Office

11 Filing cabinets 8 $ 136.64 $ 1,093 FNM Office

12 Storage shelves 6 $ 105.11 $ 631 FNM Office

13 White boards 4 $ 42.04 $ 168 FNM Office

Initial Capital Costs (Administrative)

$ 3,034

Total $ 52,271

7.2 Planned Personnel/Human Input: At full capacity, 19 full time local staff, 2 part time local staff, and 4 full time expatriates will be required to effectively run the FNM Training Center.

TABLE 7.2.1 – Budget Summary for 5 years

Projected Financial Plan for 5 years Budget Summary

Estimated Inflation Rate = 7% Year 1 Year 2 Year 3 Year 4 Year 5 Total

Operational $ 128,241 $ 62,136 $ 93,834 $ 74,648 $ 108,054 $ 466,912

Percentage Of Budget 81.73% 71.97% 75.40% 69.85% 76.11% 74.04%

Administrative $ 28,442 $ 27,406 $ 34,052 $ 35,901 $ 37,851 $ 163,652

Percentage Of Budget 18.27% 28.03% 24.60% 30.15% 23.89% 25.96%

Total $ 156,683 $ 89,542 $ 127,886 $ 110,548 $ 145,905 $ 630,564

16 | P a g e

TABLE 7.2.2 – FNM Financial Plan for 5 years

FNM - Financial Plan - 5 years 1.0 OPERATIONAL EXPENSES (<=70% of Budget)

Estimated Inflation Rate = 7%

Year 1 Year 2 Year 3 Year 4 Year 5

1.1 Wages

1.1.1 Home Educators $ 7,439 $ 11,628 $ 12,116 $ 12,623 $ 13,153

1.1.2 School Skills Educators $ 3,720 $ 3,876 $ 4,039 $ 4,208 $ 4,384

1.1.3 Vocational Educators $ 3,610 $ 3,773 $ 3,943 $ 4,121 $ 4,306

1.1.4 Adaptive Equipment Builder $ 1,203 $ 1,258 $ 1,314 $ 1,374 $ 1,435

1.2 Employment Tax & Benefits 20% of Annual Salary $ 3,194 $ 4,107 $ 4,282 $ 4,465 $ 4,656

1.3 Special Needs School Unit Construction

1.3.1 Yikitik 23 Primary School (28 new students) $ 22,362

1.3.2 QulQual Meda Primary School (28 new students) $ 25,602

1.3.3 Shimbet Primary School (28 new students) $ 27,394

1.4 Capacity Building Program & Consumables

1.4.1 1. Organizational Stakeholder Training $ 1,059 $ 1,133 $ 1,212 $ 1,297 $ 1,388

1.4.2 2. FNM Staff Training $ 1,043 $ 838 $ 897 $ 959 $ 1,026

1.4.3 3. Vocational Training $ 4,666 $ 2,599 $ 2,768 $ 2,949 $ 3,142

1.4.4 4. Home and Life Skills Training $ 8,041 $ 5,670 $ 6,040 $ 6,437 $ 6,861

1.4.5 5. School Skills Training $ 3,971 $ 4,223 $ 4,510 $ 4,817 $ 5,145

1.4.6 6. Social Awareness Program $ 3,517 $ 3,763 $ 4,027 $ 4,308 $ 4,610

1.4.7 7. EFA Sponsorship Costs (850 ETB/person) $ 2,680 $ 5,443 $ 8,165 $ 10,887 $ 13,608

1.4.7.1 Home Kits (initial home setup for EFA program) $ 487 $ 521 $ 557 $ 596 $ 638

1.4.8 8. “S.T.R.ID.E” Athletic/Exercise Program $ 5,705 $ 6,105 $ 6,532 $ 6,989 $ 7,478

1.4.9 Lease

1.4.9.1 FNM Training Center Lease $ 6,306 $ 6,937 $ 7,568 $ 8,198 $ 8,829

1.5 Vehicle Purchase

1.5.1 Toyota Hiace 15 passenger minivan $ 46,000

1.6 FNM Training Center Furnishings (non-recurring) $ 3,237 $ 263 $ 263 $ 420 $ -

1.7 Subtotal $ 128,241 $ 62,136 $ 93,834 $ 74,648 $ 108,054

2.0 ADMINISTRATIVE EXPENSES (>=30% of Budget)

2.1 Wages

2.1.1 Administration

2.1.1.1 PROJECT DIRECTOR $ - $ - $ 3,782 $ 3,941 $ 4,106

2.1.1.2 ASSISTANT PROJECT DIRECTOR/STAFF SUPERVISOR $ 3,239 $ 3,372 $ 3,510 $ 3,654 $ 3,804

2.1.1.3 CASHIER/SECRETARY $ 1,203 $ 1,258 $ 1,314 $ 1,374 $ 1,435

17 | P a g e

2.1.1.4 ACCOUNTANT $ 1,860 $ 1,938 $ 2,019 $ 2,104 $ 2,192

2.1.2 Support Staff

2.1.2.1 CLEANER (part time) $ 275 $ 290 $ 306 $ 324 $ 341

2.1.2.2 Weekend Guard (part time) $ 219 $ 231 $ 245 $ 259 $ 273

2.1.2.3 Weekday Guard $ 574 $ 607 $ 641 $ 678 $ 716

2.1.2.4 Night Guards $ 1,487 $ 1,573 $ 1,664 $ 1,761 $ 1,863

2.2 Administrative Tax & Benefits (20%) $ 1,771 $ 1,854 $ 2,696 $ 2,819 $ 2,946

2.3 Pension Fund Payments for All Staff (15%) $ 3,724 $ 4,470 $ 5,234 $ 5,463 $ 5,701

2.4 Consumables

2.4.1 Utilities (Electric, Water, Gas, & wood) $ 526 $ 562 $ 602 $ 644 $ 689

2.4.2 Communications (office telephone, mobile, internet) $ 788 $ 843 $ 903 $ 966 $ 1,033

2.4.3 Food (coffee, tea, sugar, etc...) $ 788 $ 843 $ 903 $ 966 $ 1,033

2.5 General Expenses $ 263 $ 281 $ 301 $ 322 $ 344

2.6 Office Expenses

2.6.1 Bank Service Fees $ 53 $ 56 $ 60 $ 64 $ 69

2.6.2 Office Costs/Stationery $ 1,577 $ 1,687 $ 1,805 $ 1,931 $ 2,067

2.6.3 Postage & Customs $ 158 $ 169 $ 181 $ 193 $ 207

2.7 Building Maintenance

2.7.1 FNM Training Center $ 788 $ 843 $ 903 $ 966 $ 1,033

2.8 Leases for Buildings

2.8.1 FNM HQ Office $ 1,261 $ 1,350 $ 1,444 $ 1,545 $ 1,653

2.9 Vehicle Expense

2.9.1 Maintenance $ 1,500 $ 1,605 $ 1,717 $ 1,838 $ 1,966

2.9.2 Insurance $ 1,000 $ 1,070 $ 1,145 $ 1,225 $ 1,311

2.9.3 Annual registration & inspection $ 500 $ 535 $ 572 $ 613 $ 655

2.10 Other Recurring Expenses

2.10.1 Travel for Admin Staff $ 1,314 $ 1,406 $ 1,504 $ 1,610 $ 1,722

2.10.2 Other Supplies $ 526 $ 562 $ 602 $ 644 $ 689

2.11 Non-recurring Expenses

2.11.1 Office Furnishings $ 3,048

2.11 SUBTOTAL $ 28,442 $ 27,406 $ 34,052 $ 35,901 $ 37,851

3.0 Grand Total (Operational + Administrative)

3.1 Operational $ 128,241 $ 62,136 $ 93,834 $ 74,648 $ 108,054

3.2 Percentage Of Budget 82% 69% 73% 68% 74%

3.3 Administrative $ 28,442 $ 27,406 $ 34,052 $ 35,901 $ 37,851

3.4 Percentage Of Budget 18% 31% 27% 32% 26%

18 | P a g e

4.0 Grand Total $ 156,683 $ 89,542 $ 127,886 $ 110,548 $ 145,905

5.1 Operational Expenses (whole project) $ 466,912

5.2 Administrative Expenses (whole project) $ 163,652

5.3 Operational Expenses (whole project) % 74.04%

5.4 Administrative Expenses (whole project)% 25.96%

In cash: This project’s 5 year estimated total organizational budget is $630,564 USD

In kind: This project will need to import various adaptive equipment and tools to use in home-based training, vocational training, and school-based simulation training. The equipment will vary based on the diverse needs of our beneficiaries. For much of the items utilized as adaptive equipment, FNM will practice the CBR (Community Based Rehabilitation) training modeled in the book “Disabled Village Children”(2009).

8. Project Sustainability

FNM is here to empower families, strengthen individuals with an ID, build capacity in special needs education, vocational training and PLWD education, improve the quality and quantity of services offered to individuals with an ID, improve the quality of special needs education, improve the practical training of university students studying special needs education, work with university special needs educators, involve all relevant government bodies, unify all stakeholders, and bring social inclusion through social awareness programs. Through these project activities, FNM will be working toward unifying all stakeholders to become aware of each other, assisting each other now and after this project concludes.

FNM will work directly with these families. FNM is here to make families stronger, not take responsibility from the families. FNM will educate families in the capacity they desire and to the capacity achievable by their child(ren). FNM Staff will provide an individual education plan (IEP) for each family, and it is the primary caregiver/mom’s responsibility to actively participate in the development of their child(ren) by being the primary person who enforces the developmental activities in their child’s IEP. FNM staff will gradually decrease their involvement with a family as that family demonstrates they are capable of independently assisting their child.

A community-based support network will be established amongst the families served by FNM. At the conclusion of this project, this network will have been in operation and will remain as families continue to contact each other, other organizations that assist with IDs, school administrations with a SNSU, special needs educators, special needs university educators, and relevant government offices. This support network will be developed through active participation in the ID Forum and families helping each other.

School age children with an ID who attend the FNM Training Center will receive social skills training, vocational training, and school simulation training. There will be a standard established for each child to reach to be considered prepared for school. Once a child reaches these established standards, they will

19 | P a g e

be considered for school entrance. Through this initial preparation, the success rate of these students will increase as the dropout rate decreases. By increasing the success rate, their future attendance in school is more sustainable. Also, providing a place (SNSU) for these students to attend also increases the sustainability of these new students. These newly built SNSUs will be wholly operated and maintained by the city school bureau. FNM will only be an assistant to the government, helping to fill the gaps they identify in these newly built SNSUs.

Assisting these children with their social skills will enable them to become accepted members in their community and by providing social awareness programs for the Bahir Dar area the community at large will more readily accept them into society. This social skills training and societal re-education about IDs will have long-term impacts in how society welcomes these individuals.

Summary: The scheduled duration of this project is 5 years. At the conclusion of this project, 3 newly built SNSUs, newly enrolled primary students who have an ID, newly enrolled PLWDs will be in school, an ID Forum, a community-based support network, improved services from other GOs & NGOs, improved special needs education, more qualified university graduates, and an improved socially aware society about intellectual disabilities will remain to sustain the progress achieved by this project.

Upon completion and post-project evaluation and with the government’s approval, FNM will seek to renew the services of this project for other kebeles in the Bahir Dar area.

20 | P a g e

Appendices

21 | P a g e

Appendix I – Detailed Project Activities (S.M.A.R.T)

GOAL: Model and implement capacity building initiatives cooperatively with stakeholders to assist and sustain individuals with an intellectual disability (ID) in building an inclusive society.

*18 Objectives are on the Project Proposal (detailed version) listed in the S.M.A.R.T format)

(Appendix) I - 1

Appendix II – FNM Financial Plan (detailed) – 5 years

FNM - Financial Plan (detailed) - 5 years *FNM – Detailed Financial Plan (5 years) is on the Project Proposal (Detailed Version)

(Appendix) II - 1

Appendix III – Total Capacity Building Program Costs

PROPOSED CAPACITY BUILDING and PROGRAM COSTS (whole project)

NO DESCRIPTIONS UNIT Capacity Building Whole Project COST

2.1 Organizational Stakeholder Training Direct 500 $ 6,090 2.2 FNM Staff Training (15) Direct 15 $ 4,763 2.3 Vocational Training Direct 200 $ 39,826 2.4 Home & Life Skills Training Direct 200 $ 109,300 2.5 School Skills Training Direct 200 $ 46,938

2.5.1 SNSU’s built (3) $ 75,358 2.6 Social Awareness Program – kebele Direct 800 $ 20,225

2.6.1 Social Awareness Program – town Indirect 200,000 2.7 EFA – PLWD Education Program Direct 25 $ 43,582 2.8 “S.T.R.ID.E” Program Direct 320 $ 32,809 2.9 FNM Training Center Lease n/a $ 37,839

2.9.1 FNM Training Center furnishings n/a $ 4,183

2.9.2 Vehicle Purchase n/a $ 46, 000

Total Capacity Building materials & training $ 466,912

Total Direct beneficiaries 2,260

Total Indirect beneficiaries 200,000

PROPOSED PROGRAM COSTS (annual breakdown) NO Program Description Year 1 Year 2 Year 3 Year 4 Year 5

3.1 Organizational Stakeholder Training

$ 1,059 $ 1,133 $ 1,212 $ 1,297 $ 1,388

3.2 FNM Staff Training* $ 1,043 $ 838 $ 897 $ 959 $ 1,026

3.3 Vocational Training $ 8,998 $ 7,126 $ 7,499 $ 7,893 $ 8,309

3.4 Home & Life Skills Training $ 18,412 $ 21,132 $ 22,157 $ 23,232 $ 24,366

3.5 School Skills Training $ 8,434 $ 8,874 $ 9,356 $ 9,866 $ 10,406

3.5.1 SNSU’s built (3) $ 22,362 $ 25,602 $ 27,394

3.6 Social Awareness Program $ 3,517 $ 3,763 $ 4,027 $ 4,308 $ 4,610

3.7 EFA Sponsorship Program $ 3,167 $ 5,964 $ 8,722 $ 11,483 $ 14,246

3.8 “S.T.R.ID.E” Program $ 5,705 $ 6,105 $ 6,532 $ 6,989 $ 7,478

3.9 FNM Training Center Lease $ 6,306 $ 6,937 $ 7,568 $ 8,198 $ 8,829

3.9.1 FNM Training Center Furnishings $ 3,237 $ 263 $ 263 $ 420

3.9.2 Vehicle Purchase $ 46,000 - - - -

3.10 Total Capacity Building Program Costs (annual) $ 128,241 $ 62,136 $ 93,834 $ 66,449 $ 108,054

(Appendix) III - 1

Appendix III – Total Capacity Building Program Costs

3.11 Total Capacity Building Program Costs (WholeProject) $ 466,912

PROPOSED Capacity Building/Program (beneficiaries) NO Program Description Year 1 Year 2 Year 3 Year 4 Year 5 4.1 Organizational Stakeholder Training 100 100 100 100 100 4.2 FNM Staff Training* 15* 15* 15* 15* 15* 4.3 Vocational Training 40 40 40 40 40 4.4 Home & Life Skills Training 40 40 40 40 40 4.5 School Skills Training 40 40 40 40 40 4.6 Social Awareness Program (direct) 160 160 160 160 160 4.6.1 Social Awareness Program (indirect) 40,000 40,000 40,000 40,000 40,000 4.7 EFA Sponsorship Program 5 5 5 5 5 4.8 “S.T.R.ID.E” Program 40 40 80 80 80

4.9 Total Capacity Building – direct (whole project) 2,260

4.10 Total Capacity Building – indirect (whole project) 200,000

*FNM Staff is only counted 1 time, but they will receive multiple trainings (from expatriate volunteers)

**Male/Female will not determine beneficiary status. Becoming a beneficiary will be determined based on having an ID.

(Appendix) III - 2

Appendix IV - Proposed Organizational Structure (at full capacity)

Project Manager

Expatriate #1

Cashier

Cashier

Accountant

Accountant

Project Director

Project Director

Assistant Director/ Supervisor

Supervisor

Home Educator #1

HE - 1

Home Educator #2

HE - 2

Home Educator #3

HE - 3

Home Educator #4

HE - 4

Home Educator #5

HE - 5

Home Educator #6

HE - 6

School Skills Educator #1

SSE - 1

School Skills Educator #2

SSE - 2

Vocational Educator #1

VE - 1

Vocational Educator #2

VE - 2

Vocational Educator #3

VE - 3

Adaptive Equipment Builder

AE - Builder

Program Developer Assistant

Expatriate #4

Staff Developer Assistant

Expatriate #3

Center Cleaner p/t

Cleaner

Night Guard #1

Night Guard 1

Night Guard #2

Night Guard 2

Day Guard #1

Weekdays

Day Guard #2 p/t

Weekends

Management Developer Assistant

Expatriate #2

GENERAL ASSEMBLY

Board of Directors

Board Members

(Appendix) IV - 1

Appendix V – Key Stakeholders Individuals with an intellectual disability living in Bahir Dar

Families with children who have an intellectual disability

Ministry of Finance and Economic Development (MoFED)

Federal Ministry of Education (MOE)

Bahir Dar City Administration Education Bureau

Amhara National Regional State Education Bureau

The Bahir Dar area (kebeles 13, 16, and Bahir Dar City)

Local Primary Schools – administrators, educators, & students who receive a SNSU and who already have a SNSU

University educators and students

NGOs working in Bahir Dar who have an intellectual disability aspect in their program

GOs working in Bahir Dar who have an intellectual disability aspect in their program

Ministry of Labor and Social Affairs (MOLSA)

Bahir Dar City Administration of Women’s, Children, and Youth Affairs (WCYA)

(Appendix) V - 1

Appendix VI – Vehicle Purchase Details

Toyota Hiace (high roof & long wheel base)

Engine 3000CC, 92 HP at 4000 RPM, 4 cylinder

Transmission 5-speed manual

Wheel base 2570 mm

Fuel tank capacity 70 litres

Tire size 195R15C-8PR

Ground clearance 180 mm

Seat capacity 12 + 3 seater

Price (taxes included) $46,000 USD

(Appendix) VI - 1

Appendix VI – Vehicle Purchase Details Discussion points about this puchase:

1. Can we purchase a used vehicle? a. Yes, but we have been advised by many people here not to purchase a used vehicle

because we will inherit the problems from the prior owner(s). Many local vehicle owners don’t adequately practice preventative maintenance on their vehicles. We will end up spending more time & money fixing the vehicle.

2. Can we use public transportation? a. Public transportation is good for picking up and taking people on a set route. Since we’ll

be going directly to our beneficiaries’ homes and to the FNM Training Center, we won’t be able to use the established public transportation services.

3. Can we contract a local vehicle/driver? a. Yes, but this will be even more expensive than owning a vehicle. Also, we will be subject

to the driver’s timeframe and not our timeframe. A contract driver will have multiple places to go during the day (for other people), and our staff and beneficiaries will be subject to a lot of waiting.

4. Can we import a vehicle? a. Yes, but having a vehicle in which we can service and purchase parts within Ethiopia is

very important. Brining a vehicle from the states may save money in the beginning, but it wouldn’t be good if the local mechanics can’t work on it or find parts to fix it.

5. Do we need to purchase a more rugged vehicle? a. Not now, we have 1 main asphalt road that goes into town and the rocky roads in our

area are progressivly changing into cobblestone roads. Mayb after the initial 5 years of this project, we’ll need a more rugged vehicle to travel farther into the countryside.

6. Why purchase this vehicle? a. Toyota is known for having quality vehicles, and these are original Toyotas. b. Toyota’s are very common, parts are easy to find, and mechanics can work on them. c. It’s a diesel engine which is the most common fuel in Ethiopia, not as many diesel

shortages as regular unleaded fuel shortages. d. Fewer maintenance issues. Less time in the garage and more time in service for FNM. e. This particular Toyota Hiace has a high roof, which will be very useful arranging

beneficiaries in the van who have a physical disability. f. This vehicle will also be very useful to have when volunteers come to serve. They won’t

have to wait on other transportation during their short time in country. They can spend their time serving at the FNM Training Center.

g. We will be doing a lot in the Community Awareness Program, which means getting our beneficiaries and their familes into the community.

7. What are the other comparable vehicle options? a. Nissan is the only other comparable vehicle in regard to size; however, there aren’t

very many Nissan’s on the road, and nobody has recommended the Nissan van to me. According to the locals and foreigners living here, Toyota is the best selection for quality and a long service life.

(Appendix) VI - 2

Appendix VII – Glossary of Terms Abbreviations Term

AEB Adaptive Equipment Builder

ANRS Amhara National Regional State

CBR Community Based Rehabilitation

ECDD Ethiopian Center for Disabilities and Development

EFA “Education for All”

ENDAN Ethiopian National Disability Action Network

FDRE Federal Democratic Republic of Ethiopia

FNM Forgotten No More

GO Government Organization

GOE Government of Ethiopia

GTP Growth and Transformation Plan (2010/11 – 2014/15)

HE Home Educator

ID(s) Intellectual Disability(ies)

IDF Intellectual Disabilities Forum

IEP Individual Education Plan

ILO International Labor Organization

JICAPED Japan International Cooperation Agency - Planning and Evaluation Department

MDG Millennium Development Goal

MOE Ministry of Education

MoFED Ministry of Finance and Economic Development

MOLSA Ministry of Labor and Social Affairs

NGO Non-Governmental Organization

PLWD People Living With a Disability

SSE School Skills Educator

SNEPS Special Needs Education Program Strategy (2006)

SNSU Special Needs School Unit

UNESCO United Nations Educational, Scientific, and Cultural Organization

VE Vocational Educator

WCYA – Amhara Region Women, Children, and Youth Affairs Bureau

WHO World Health Organization

(Appendix) VII - 1

Appendix VIII - Bibliography Amhara National Regional State Education Bureau – Standard of Pre-Primary Education Program- Standard Number-One (2010)

Amhara National Regional State Education Bureau – Standard of Primary Education Program- Standard Number-Two (2010)

Country Profile on Disability for FDRE – Japan International Cooperation Agency Planning and Evaluation Department (2002)

Disabled Village Children: A Guide for Community Health Workers, Rehabilitation Workers, and Families, published by Hesperian Foundation; (June 1, 1987), revised edition 2009.

Growth and Transformation Plan (GTP) (MoFED - 2010/11 – 2014/15- (2010), FDRE

Special Needs Education Program Strategy (2006), Ministry of Education (MOE)

(Appendix) VIII - 1

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

FNMI – Whole Project Organizational Budget – (5 years)

$163,652

$466,912

Administrative Budget (26%)

Operational Budget (74%)

Charts & Graphs IX - 1

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

FNMI – Investment Breakdown/Program – (5 years)

Org. Stakeholder Training $6,090 FNM Staff Training $4,763

Vocational Training - $39,826

Home & Life Skills Training $109,300

School Skills Training $46,938

Special Needs School Units built (3) $75,358

Social Awareness Program $20,225

"Educatin For All" - PLWD Education Program $43,582

“S.T.R.ID.E” - Sports and Recreation Program $32,809

Charts & Graphs IX - 2

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

The direct beneficiaries are easy to identify in this project because they are those in which FNM engages directly.

Due to the goal of this project, building an inclusive society for individuals with an ID, indirectly impacted people are included as our target (the overall community of Bahir Dar >200,000 persons).

- 100 200 300 400 500 600 700 800

Organizational Stakeholder Training

FNM Staff Training

Vocational Training

Home & Life Skills Training

School Skills Training

Special Needs School Units built (3)

Social Awareness Program

"Education For All" – PLWD Education Program

“S.T.R.ID.E” - Sports and Recreation Program

500

15

200

200

200

84

800

25

320

Direct Beneficiaries/Program - (5 years)

Charts & Graphs IX - 3

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

The 8 programs of this project are listed in their primary service quadrant. Together, they are necessary to assist in the building of an inclusive society for individuals with an intellectual disability in the developing nation of Ethiopia.

These programs don’t stand alone, they intermingle to build a more cohesive foundation that is necessary to create and sustain overall social re-education for this city, region, and country. Bahir Dar is the capital of the Amhara Region. Above its important status in the Amhara Region, it’s considered one of the more progressive and influential cities in Ethiopia. It’s the hub for many of Ethiopia’s northern tourist sites, it has hosted many national and international dignitaries, it’s the home of the largest soccer stadium in all of East Africa (soon to be completed), and it’s converting its airport into an international airport (soon to be completed).

As FNM models these programs in Bahir Dar, there is a great opportunity to influence the rest of the nation. The initial scope of this project is to conduct these programs on a relatively small scale to ensure our management and staff develops “best practices” to produce sustainable outcomes that can be multiplied in the future.

Social Awareness •Social Awareness Program •Organizational Stakeholder Training

Home •Home & Life Skills Training •"S.T.R.ID.E" Program

Work •Vocational Training

School •"EFA" - PLWD Sponsorship Program •School Skills Training •Special Needs School Unit (build 3 units)

Inclusive Society

Charts & Graphs IX - 4

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

SOCIAL AWARENESS

WORK SCHOOL

HOME

Interrelated Program Activities

Organizational Stakeholder Training

FNM Staff Training

Vocational Training

Home & Life Skills Training

School Skills Training

Social Awareness Program

“Education For All” PLWD Sponsorship Program

“S.T.R.ID.E” Program

Charts & Graphs IX - 5

Appendix IX –(Charts & Graphs) – Financial Inputs, Outputs, & Program Analysis

Sustainable Project Outputs

Social Inclusion

3 newly built Special Needs School Units

200 Vocationally

Trained Individuals

25 new (PLWD) students

Better trained SN educators

Inproved Life & Home Skills

Better trained local GO/NGO

SN Staff

Improved physical fitness

awaremness

Community-based support

network

Intellectual Disability

Forum (IDF)

Improved Government Awareness

200 individuals with an ID

prepared for school

Charts & Graphs IX - 6