Entrepreneurship Incubation Centers Capacity Assessment and Identifying

Their Area of Intervention in PRIME Intervention Areas of Afar, Eastern

and Southern clusters

Prepared by:
Robson Mekonnin

Kassahun Mamo

July, 2016

Haramaya University, Ethiopia

Table of Contents
Executive Summary ...................................................................................................................................... 3
1. Introduction.............................................................................................................................................. 4
2. Objectives ................................................................................................................................................ 5
3. Methodology ............................................................................................................................................ 5
4. Result and Discussion .............................................................................................................................. 6
4.1. Demographic Characters of the Respondents ..................................................................................... 6
4.3. Role of Entrepreneurship Center for the Pastoral community ............................................................ 8
4.3.1. Structure of entrepreneurship center and existence of incubation .............................................. 8
4.3.2. TVETs and Universities offering seed funding and material support......................................... 8
4.3.3. TVETS and Universities offering short term trainings for pastoral community......................... 9
4.4. Entrepreneurial Capacity of Institutions ........................................................................................... 10
4.4.1. Reward system for individuals for their active engagement and Intellectual property ............. 10
4.4.2. Technology transfer and plan to launch incubator facility ........................................................ 11
4.4.2. Staffs transferring the knowledge of entrepreneurship to the community and follow up system
to entrepreneurs ................................................................................................................................... 11
4.5. Institutions Engagement with Stakeholder ....................................................................................... 12
4.5.1. Institute’s engagement with small local businesses .................................................................. 12
4.5.2. Establishing Venture fund and pastoral loan support community start-ups.............................. 12
5. Entrepreneurship Incubation Centers Capacity Challenges .................................................................. 18
6. NGOs Engagement and Contribution to Entrepreneurship Incubation Centers ................................... 19
7. Conclusion and recommendations ......................................................................................................... 19
7.1. Conclusion ....................................................................................................................................... 19
7.2. Recommendation ............................................................................................................................. 21
References ................................................................................................................................................... 23
Annexes ...................................................................................................................................................... 24
List and Contact Address of Institutions Contacted.................................................................................... 30

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Executive Summary
The main objective of the assessment is to identify entrepreneurship incubation centers capacity
building gap and their area of intervention in PRIME intervention areas of Afar, Eastern and
Southern clusters. A total of sixteen self-administered survey questionnaires were distributed to
eight TVETs and four public Universities. In addition to this, two questionnaires were filled by
Oromia TVET Commission experts. Out of this fifteen questionnaires filled and returned by
institutional respondents or experts as a result of their experiences in relation to the topic of the
assessment except Semera University. Additionally, we were conducted structured interview
discussions with experts in relation to the topic with Business enterprises, NGOs, Government
officials, Regional officials, Policy makers and Entrepreneurship Development Center (EDC). The
assessment used both quantitative and qualitative approaches. The quantitative part of the
assessment was analyzed using descriptive statistics with the aid of SPSS 20 version. The analysis
of the assessment focused on the role of entrepreneurship center for community development,
entrepreneurship capacity of TVETs and Universities, Engagement with stakeholders,
Entrepreneurship curriculum development and current challenges facing entrepreneurship
incubation centers. The result of the assessment revealed that, majority of TVETs entrepreneurship
business incubation centers were not functional as desired rather existing simple for nominal
purposes. In addition to this, there is no reward system for individuals’ active engagement in
different activities related to pastoral community in any of TVETs and Universities in the
assessment areas. The assessment result also indicated, none of TVETs and Universities were
offering loan fund or seed fund to pastoral community start-ups after training for the trainees.
Moreover, the existing TVETs curriculum particularly in relation to entrepreneurship course are
not practical on the ground to business sectors. Majority of those TVETs and Universities are
facing serious staff turnover due to different factors described in this assessment. As a result of
this, those institutions needs high capacity building intervention from stakeholders, staff retention
support and human resource development, material support, financial support, curriculum
development, and sustainable support in all essential aspects. Therefore, TVETs and Universities
located nearby pastoral community should work with concerned NGOs or Government to
strengthen existing entrepreneurship incubation centers or to establish new entrepreneurship
incubation centers.

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1. Introduction
Ethiopia is at the start of its second five year Growth and Transformation Plan (GTP2) which
aspires to make Ethiopia a middle income country in 2025. Universities play significant role in the
production of human resources demanded by the economy; education including entrepreneurship
is critical as it contributes to job creation and leads to considerable reduction of poverty (ESC,
2015). In many countries, entrepreneurship is not seen as a sustainable job or development tool
and few young people view microenterprise as a viable alternative to formal employment. In these
societies, perceptions remain that family sacrifices made to help young people gain a high level of
education are not repaid if they become self-employed. Often entrepreneurship may be seen as an
inappropriate career choice whose risk and instability may have social consequences (UNCTAD,
2014). The low level of exposure to business and entrepreneurship, combined with the lack of role
models, seems to be making the shift from necessity to opportunity entrepreneurship in many
developing countries difficult. The challenges and opportunities for entrepreneurship vary
dramatically in different parts of the world, as well as for different segments of the educational
sector (UNCTAD, 2010). Entrepreneurship centers capacity building focuses on enabling all
members of the community, including the poorest and the most disadvantaged, to develop skills
and competencies so as to take greater control of their own lives and also contributes to inclusive
local development (Noya and Clarence, 2009).
Systematic deployment of practical based attachment such as project work and internships should
be emphasized particularly to students where less practiced application of real business
environments were observed. This can be achieved through modifying the existing curriculum
approach based on a wider set of courses including social sciences, technology and natural
sciences. These students should have exposure to entrepreneurship education or training while they
are in the campus (Mekonnin, 2015).
An effective entrepreneurship policy for a common entrepreneurship curriculum with practical
trainings for the TVETs or Universities is the answer or panacea that could break the element of
the vicious circle of unemployment among the youth (Adebayo etal, 2013). Entrepreneurship
education was mainly offered in business schools and agricultural colleges, though recently it
started to be included in the curricula of other schools too, mainly technology institutes/colleges.
Traditional teaching and evaluation methods are dominant in teaching and assessing
entrepreneurship courses in Ethiopian universities. Ethiopian public universities are also

4
characterized by a dearth of entrepreneurship promotion centers (Tessema, 2012).Entrepreneurship
reinforces the shift away from commercialization strategies associated with entrepreneurial action
towards developing essential life skills as core to any university programme and key to developing
entrepreneurial capacity among trainees(Hegarty and Jones, 2008). Therefore, the purpose of this
assessment is to identify the capacity of Universities, Technical, and Vocational Education
Trainings (TVETs) incubation centers located in the three clusters (Afar, Eastern, and Southern).

2. Objectives
The main purpose of the assessment is to assess the capacity of Universities, and Technical
Vocational Education Trainings entrepreneurship incubation centers located nearby pastoralist
community.

Specifically targeted to address the following specific objectives;

 To identify entrepreneurship business incubation centers establishment whether those

institutions aimed to provide different short term training to Eastern, Afar and Southern
clusters.

 To identify the role of University and TVETs in building capacities of pastoralists

entrepreneurship skills.
 To identify areas of intervention by PRIME for Universities and TVETs located nearby
pastoralists communities.
 To assess how Universities and TVETs incubation centers focused their attentions to
conduct entrepreneurship skill training for pastoralist.
 To identify the potentials of University and TVETs business incubation centers.
 To assess their planed structure whether they included pastoralist as part of their short term
training program.

3. Methodology
The methodology of the assessment was designed based on the nature of the activities
incorporated in the assessment .we used experts discussion through structured interview in the
three clusters (Afar, Eastern and Southern) pertaining to information on entrepreneurship
incubation centers establishments from different institutions such as Universities and TVETs
located nearby pastoral community. In addition to this, we were gathered important data

5
 through deploying self-administered structured survey questionnaires. FGD also incorporated
for Universities, NGOs, individuals in business sectors and TVETs leaders whether their
business incubation center closely working and focused on the demand of the surrounding
pastoral community. Thus, we will use the finding of the assessment for intervention on
strengthening and building institutions capacity gaps particularly for institutions targeting on
pastoral community.

4. Result and Discussion

4.1. Demographic characters of the respondents
Table 1: Respondents profile

N Age of respondents in years Gender of Education level of respondents

respondents
1 26.00 Male MSc/MA/MBA degree
2 27.00 Male MSc/MA/MBA degree
3 30.00 Male BA/BSc degree
4 30.00 Male BA/BSc degree
5 30.00 Male MSc/MA/MBA degree
6 32.00 Male MSc/MA/MBA degree
7 34.00 Male BA/BSc degree
8 34.00 Male MSc/MA/MBA degree
9 35.00 Male BA/BSc degree
10 36.00 Male BA/BSc degree
11 36.00 Male BA/BSc degree
12 40.00 Male BA/BSc degree
13 40.00 Male MSc/MA/MBA degree
14 42.00 Male MSc/MA/MBA degree
15 47.00 Male BA/BSc degree
Total N 15 15

Source: Own survey questionnaires 2016

The above Table shows that greater proportion of the respondents ages were lies between 30-36
years in TVETs and Universities located in Eastern, Afar and Southern clusters. On the other hand,
all respondents who filled the survey questionnaires from those institutions where we made

6
 assessment totally male. It’s indicated in this assessment, almost equal part of those institutional
respondents had BA/BSc and MBA/MSc.

4.2. Sample selected institutions by their location for the distributed survey questionnaires

Figure 1: Own sample survey questionnaires 2016

During the assessment we included Afar, Eastern and Southern clusters of PRIME intervention
areas. The assessment mainly targeted on entrepreneurship incubation center capacity
identifications. We made physical observations to the areas and gathered the necessary data
through self-administered structured survey questionnaires. In addition to the structured interview
from 13 institutions as it’s indicated in the above figure. Among this, eight of them were TVETs,

7
four of them were Universities and Oromia TVET Commission from Addis Ababa were assessed.
However, Semera University was not returned the survey questionnaires they received as well as
not willing to corporate us during the assessment.

4.3. Role of entrepreneurship center for the pastoral community

4.3.1. Structure of entrepreneurship center and existence of incubation

Table 2. Structure of entrepreneurship center and establishment of business incubation

Item Structure of Business Incubation Incubation Center Existence

Frequency Percent Frequency Percent
No 6 40.0 5 33.3
Yes 9 60.0 10 66.7
Total 15 100.0 15 100.0
Source: Own survey questionnaires 2016
As it’s indicated in the above Table 2 about the structure of business incubation centers
inclusiveness of pastoral community or technology transferring and the establishment of
incubation centers assessed institutions in Afar, Eastern and Southern clusters. Among fifteen
institutional respondents contacted pertinent to entrepreneurship centers 6(33.3%) of them replied
there is no entrepreneurship centers in their institutions while 10(66.7%) of the respondents had
entrepreneurship business incubation centers within their institutions. On the other hand, Out of
thirteen institutions 6(40%) of them marked Yes and 9(60%) of them replied No about the structure
of their entrepreneurship center on pastoral training need inclusiveness.

4.3.2. TVETs and Universities offering seed funding and material support

Table 3: Institutions offering seed funding and material support for the pastoral community

Item Institutions offering seed Institutions provided material support for the
funding pastoral community
Frequency Percent Frequency Percent
No 15 100.0 11 73.3
Yes 0 0 4 26.7
Total 15 100.0 15 100.0

Source: Own survey questionnaires 2016

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Majority of TVETs and Universities assessed in the three clusters (Afar, Eastern and Southern) on
offering seed funding to the pastoral community 15(100%) of them didn’t providing seed funding
to pastoral community in their surrounding areas. However, 11(73.3%) of those institutions are
providing material support to the community and only 4(26.7%) of them didn’t offered any
material support or equipment to the pastoral community.
4.3.3. TVETS and Universities offering short term trainings for pastoral community

Table 4: Institute/TVETs/Universities offering short term training for pastoral community

Item Frequency Percent
Business plan 4 26.7
Job creation 4 26.7
Small business/Petty trading 4 26.7
Technology innovation/modification 2 13.3
Other 1 6.7
Total 15 100.0
Source: Own survey questionnaires 2016

As we can observe from Table 5 , most of TVETs and Universities located in the surrounding
pastoral community were conducting different short term trainings on Business plan 4(26.7%),Job
creation(26.7%),Petty trading 4(26.7%),Technology modification2(13.3%),and other 1(6.7%)
respectively on entrepreneurship competencies. Basically majority of the institutions performed
the same performance on Business plan, Job creation and Petty training (26.7%) on those three
training areas.
4.3.4. Change on the economy of the community and Business incubation strategy

Table 5: Change on the economy of the pastoral and the funding strategy of incubations

Item Change on the economy of Clear funding strategy of centers

pastoral
Frequency Percent Frequency Percent
No 5 33.3 10 66.7
Yes 10 66.7 5 33.3
Total 15 100.0 15 100.0

Source: Own survey questionnaires 2016

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The main purpose of higher learning institutions and TVETs establishments are to bring change
on socio economic of the community whether they are pastoral or agro-pastoral based economy.
Based on the respondents of 13 institutions about the significant change on socio economy of the
pastoral community brought due to the existence of entrepreneurship centers. 10(66.7%) of them
indicated there were changes on their income. However, 5(33.3%) of them indicated there is no
significant socio economic change brought from entrepreneurship trainings conducted so far. On
the other hand, the lion share of entrepreneurship business incubation centers 10(66.7%) of them
have no clear funding strategy or lack of independent budget allocated for the purpose of their
centers. But only 5(33.3%) respondents indicated their business incubation centers have clear
funding strategy and have independent budget particularly allocated for their centers.
4.3.5. Local linkages with pastoral institutions on entrepreneurship capacity building

Table 6: Local linkages with pastoral institutions targeting on entrepreneurship capacity building

Frequency Percent
Very strong 1 6.7
Strong 8 53.3
Loose 4 26.7
No linkages 2 13.3
Total 15 100.0

Source: Own survey questionnaires 2016

Universities and TVETs 8(53.3%) created strong local linkages for the pastoral institutions
targeting on entrepreneurship capacity building. However, 4(26.7%) and 2(13.3%) of the
institutions have loose or no linkages respectively as it’s depicted in above Table 7.
4.4. Entrepreneurial capacity of institutions
4.4.1. Reward system for individuals for their active engagement and Intellectual property

Table 7: Reward system for individuals for active engagement and Intellectual property

Item Reward system Intellectual property

Frequency Percent Frequency Percent
No 10 66.7 10 66.7
Yes 5 33.3 5 33.3
Total 15 100.0 15 100.0

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Source: Own survey questionnaires 2016

It could be easily described in Table 8 about the reward system for individuals for active
engagement and intellectual property policy of those institutions located in pastoral community
areas. Majority of institutions respondent indicated 10(66.7%) of them have no reward system
structure for actively participated individuals and similarly 10(66.7%) of the institutions has no
intellectual property policy. On the other hand, 5(33.3%) indicated the existence of reward system
for individuals actively involved in conducting entrepreneurship related trainings and intellectual
property policy existence for their innovative products and services in the same manner.
4.4.2. Technology transfer and plan to launch incubator facility

Table 8: Technology transfer and plan to launch incubator facility

Item Technology transfer facility Plan to launch technology transfer facility

Frequency Percent Frequency Percent
No 6 40.0 7 46.7
Yes 9 60.0 8 53.3
Total 15 100.0 15 100.0
Source: Own survey questionnaires 2016
It’s shown in the above Table 9, about 9(60%) of institutional respondents replied their
institutions have strong technology transfer office independently and 6(40%) of them has no
strong technology transfer office. Whereas 8(53.3%) of the institutions planned to launch
technology transfer facility office. 7(46.7%) of institutional respondents had technology transfer
offices. Due to this, they didn’t have a plan to launch again this kind of facility office in the near
future.
4.4.2. Staffs transferring the skills of entrepreneurship to the community and follow up
system to entrepreneurs

Table 9: Staffs transferring the skills of entrepreneurship to the community and follow up
system to entrepreneurs

Item Staffs transferring Follow up system for entrepreneur

entrepreneurship skills
Frequency Percent Frequency Percent

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 No 3 20.0 3 20.0
Yes 12 80.0 12 80
Total 15 100.0 100.0 100.0
Source: Own survey questionnaires 2016
We can easily observe 12(80%) of the institute’s mobilized their staffs and students are actively
engaged in transferring the knowledge to the community. But only 3(20%) of them not employed
both their staffs and students transferring entrepreneurship skills to those community. Similarly,
transferring entrepreneurship related skills 12(80%) of institutions have follow up system to
business and pastoral entrepreneur person that received any support i.e. material or financial from
their institutions. However, 3(20%) of the institutions has no follow up system after offering any
support to businesses and pastoral entrepreneurs.
4.5. Institutions engagement with stakeholder
4.5.1. Institute’s engagement with small local businesses

Table 10: Institutions engagement with small local businesses

Frequency Percent
Very active 7 46.7
Promising 6 40.0
Not active links with small
2 13.3
local pastoral businesses
Total 15 100.0

Source: Own survey questionnaires 2016

Institutions located to pastoral community areas are currently working 7(46.7%) with small and
medium local business enterprises. Some institutions 6(40%) of still showing promising effort to
work with local businesses in their surrounding community in the near future. But 2(13.3%) of
institutions had no work done with small and medium enterprises or no plan to work with them in
the near future.
4.5.2. Establishing venture fund and pastoral loan support community start-ups

Table 11: Establishing venture fund and loan support to community start-ups
Item Venture fund to pastoral Loan fund pastoral community start-ups
community

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 Frequency Percent Frequency Percent
No 8 53.3 15 100.0
Yes 7 46.7 0 0.0
Total 15 100.0 15 100.0

Source: Own survey questionnaires 2016

The majority of institutional respondents 8(53.3%) of them replied there is no venture fund for
investing around pastoral community and 7(46.7%) of the institutions have venture fund for
investing to pastoral areas. In addition to this, 15(100%) of institutions has no loan or credit fund
facility for pastoral community start-ups.
4.6: The institutions entrepreneurship curriculum
4.6.1. Career development of entrepreneurship and their involvement in
pastoralist

Table 12: Programme to develop teachers of entrepreneurship and teachers goes to pastoralist
areas
Teachers entrepreneurship Entrepreneurship teachers goes to pastoralist
development areas
Item Frequency Percent Frequency Percent
No 5 33.3 7 46.7
Yes 10 66.7 8 53.3
Total 15 100.0 15 100.0

Source: Own survey questionnaires 2016

According the existing TVETs curriculum entrepreneurship competencies are included in all
courses and all instructors are teaching entrepreneurship skills without their profession. Due to
this, 10(66.7%) respondents replied teaching institutions are working on entrepreneurship
development program for the teachers through short term training on entrepreneurship program.
As a result of the development program on entrepreneurship for teachers 8(53.3%) of them
motivated to deliver and enriching the community through going to the pastoral community areas.
But the remaining 5(33.3) and 7(46.7%) of the respondents of the institutions replied as there is no

13
teachers development program on entrepreneurship skills as well as the motive of going to
pastoralist areas to conduct.
4.6.2. Entrepreneurship curriculum to business sectors

Table 13: Entrepreneurship curriculum is practical on the ground to the business sectors
Frequency Percent
Strong 3 20.0
Very strong 4 26.7
Loose 5 33.3
Not strong 3 20.0
Total 15 100.0
Source: Own survey questionnaires 2016
The current entrepreneurship curriculum observed how it’s practical on the ground of business
sectors owned by pastoral community. According to the respondents observation of the institutions
8(53.3%) of them indicated as practicability of the curriculum is not strong or loose. The current
curriculum of TVETs encourages any one to teach as part of their course rather than having a
business graduate or someone with entrepreneurship related professional background. However,
7(46.7%) of the institutions particularly Universities respondents underlined the existing
entrepreneurship curriculum is very strong or strong in terms of its application in business sectors.
4.6.3. Support for financial or material and need for capacity building

Table 14: Support for financial or material and need for capacity building

Financial/material support Need for capacity building support

Item Frequency Percent Frequency Percent
No 12 80.0 1 6.7
Yes 3 20.0 14 93.3
Total 15 100.0 15 100.0

Source: Own survey questionnaires 2016

Majority of the institutions respondents 12(80%) of them didn’t received any kind of support either
material or financial support to strengthen their existing entrepreneurship center or for their plan
to launch business incubation centers. As a result of this, 14(93.3%) of institutions needs for

14
 capacity building support to increase the level of services currently providing to pastoral
community or for their future plan to launch entrepreneurship center. Comparatively, 3(20%) of
institutions located at pastoral areas obtained either financial or material support from different
development supporters. Whereas 1(6.7%) of the institutions has not demanding capacity building
support in any kind.

4.7. Short term training Conducted from 2007E.C to 2008 E.C in Rural and Urban Areas

Table 15: Summary of Short term training conducted by Yabelo Poly Technic College
S.N Occupation Rural 2007 Urban 2007 2008 E.C 2008 E.C Total
o E.C E.C Urban Rural
M F M F M F M F
1 Industry Development 0 0 130 123 0 0 0 0 253
2 Metal work 15 85 0 0 69 17 0 0 186
3 Furniture 75 25 0 0 39 0 0 0 139
4 Road Construction 91 24 0 0 33 8 0 0 156
5 Building Electrical Installation 66 15 0 0 63 2 0 0 146
6 Automobile 114 10 0 0 217 2 0 0 343
7 Sanitary Installation 39 30 0 0 15 16 0 0 100
8 Structural Construction Work 62 15 0 0 0 0 0 0 77
9 Hair Dressing 12 79 0 0 5 73 0 0 169
10 Textile and garment 15 85 0 0 4 41 0 0 178
11 Information & Communication 33 49 0 0 4 41 0 0 127
12 Masonry 0 0 0 0 15 0 0 0 15
13 Trade 146 218 0 0 0 0 137 137 638
14 Services 51 205 164 178 180 50 0 0 828
Total 719 840 294 301 644 250 137 137 3355
Source: Yabelo Technic College (2007 E.C & 2008E.C)

Yabelo Polytechnic College performing different short term training activities during the assessment in
the Southern cluster. While we observed the College, we made interview with the Dean of the College
about entrepreneurship business incubation center activities regarding to short term training for pastoralist
community. According his response, currently the College conducting different short term training on the
basis of rural and urban categories of participants for 2007 E.C and 2008 E.C. In 2007 E.C, 719 male and
840 female participated under the category of training designed for rural trainees on fourteen (14)
occupations. In the same year, 294 male and 301 female trainees of urban areas obtained short term
training from Yabelo Polytechnic College on the same occupation mentioned with rural trainees in the
above Table 15. In 2008 E.C, 137 male and 137 female were equal participation was observed in rural
short term training category. However, more number of trainees were observed from the urban side while
the number of rural trainees decreasing as it’s indicated in the above Table 16.

15
 Table 16: Summary of short term training conducted in Guji zone
Total(Urban
Rural 2008E.C Urban 2008 E.C +Rural)
S.No Zone Occupation M F M F
1 Animal Production and Marketing Management 421 258 2303 734 3716
2 Crop Production and Marketing Management 326 84 2573 1316 4299
3 Natural Resource Conservation and Utilization 0 0 219 62 281
4 Agricultural Cooperatives 28 13 0 0 41
5 Electronic 26 1 0 0 27
6 Guji Construction 640 212 1674 453 2979
7 Textile and Garment 43 32 15 4 94
8 Metal Engineering 185 83 168 93 529
9 Furniture Making 181 57 35 10 283
10 Mining 83 13 239 54 389
11 Trade 886 567 903 612 2968
12 Service 916 639 1217 447 1664
Total 3735 1959 9346 3785 17270

Source: Oromia TVET Commission 2008 E.C

During the assessment we visited Oromia TVET Commission at Addis Ababa to see activities of the
TVETs particularly in Oromia pastoralist community areas. We obtained summary of training
conducted in Guji zone and Borena zone short term training conducted documents in 2008E.C. In
Guji zone , 3735 male and 1959 female participated from rural areas for short term training on twelve
occupation in 2008E.C (Up to February). In urban area category for the same year in Guji zone, 9346
male and 3785 female obtained short term training in similar training occupations like the rural areas
as one can observe from the above Table 16.

Table 17: Summary of training conducted in Borena zone

Urban 2008 E.C Rural 2008 E.C Total
S.No Zone Occupation M F M F
1 Animal Health 322 62 54 37 475
2 Animal Production 276 138 281 238 933
3 Crop Production 65 18 84 45 212
4 Natural Resource Conservation 109 40 614 171 934
5 Borena Basic Agricultural Practices 87 17 0 0 104
6 Road Construction 339 93 106 1 539

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 7 Road Transport 30 0 0 0 30
8 Information and Communication 181 101 36 102 420
9 Urban Development 78 52 202 34 366
10 Business and Finance 18 5 0 0 23
Total 1505 526 1377 628 4036

Source: Oromia TVET Commission 2008 E.C

On the other hand in 2008 E.C, 1377 male and 628 female trainees were engaged in Borena zone on
short term training designed for rural areas of Borena zone. Similarly, 1505 male and 526 female
were obtained from urban areas of Borena zone on ten different occupations like the rural area trainees
as it’s depicted in the above Table 17.

Table 18: Summary of short term training conducted by Ethio-Italy Polytechnic College

S.No Occupation 2007 E.C 2008 E.C Total

F M F M
1 Automobile Maintenance 2 49 0 0 51
2 Basic computer 90 30 30 10 160
3 Woodwork 3 27 0 0 30
4 Masonry 5 30 5 55 95
5 Painting and Decoration 6 10 0 0 16
6 Gypsum 2 70 2 38 112
7 Poultry 56 4 27 3 90
8 Goat and Sheep 140 25 32 10 207
9 Metal works 0 13 0 0 0
10 Electric installation 0 30 0 0 30
11 Trading Skills 0 15 10 10 35
12 Environmental Conservation 6 18 0 0 24
13 Welding 0 33 0 18 51
14 Construction Works 0 60 5 30 95
15 Network installation 0 0 1 15 16
16 Coble Stone works 0 0 6 90 96
Total 310 414 118 279 1108

Source: Ethio-Italy Poly Technic College/Dire Dawa City Administration 2007E.C & 2008E.C)

Due to the geographical proximity of Dire Dawa to eastern cluster of PRIME intervention, we
preferred to observe two TVETs on entrepreneurship related activities. Among two TVETs, we
only obtained documents on short term training from Ethio-Italy Polytechnic College. In 2007E.C,

17
310 female and 414 male urban areas trainee participated in the training on sixteen different
occupations in this College. On the other hand, 118 female and 279 male trainees were participated
short term trainings on sixteen different occupations in 2008E.C

5. Entrepreneurship business incubation centers capacity challenges

Policy makers and different stakeholders that are more related to the subject of assessment in Addis
Ababa have been dealt. For instance we made structured interview discussion with experts from
Micro and Small Enterprise Development Agency, Ministry of Education, Entrepreneurship
Development Center (EDC), Federal Technical and Vocational Agency, FDRE Ministry of Federal
and Pastoralist Development Affairs, and Oromia Pastoralist Development. In addition to this, we
made similar interview discussion beside the structured survey questionnaires distribution with
TVETs and entrepreneurship experts in Bulehora University, Bulehora Polytechnic College,
Yabelo Polytechnic College, Oromia Pastoralist College-Yabelo, Save the Children, SOS-Sahel
Ethiopia, Yabelo Wereda TVET office, Borena zone TVET office, Guji zone TVET office, Negele
Polytechnic College, Semera University, and Liben Wereda TVET office.
As per the discussion held with different stakeholders, majority of institutions needs capacity
building support to increase the level of services currently providing to pastoral community. As a
result of this, those institutions mentioned kind of support or intervention needed for their
entrepreneurship centers while we conducted interview with the respected institutions and experts
in relation to entrepreneurship training competencies. Thus, the following core areas of
intervention issues raised as follows;
 Lack of transportation facilities
 Seed funding to the trainees
 Training of Trainers(TOT)
 Material or equipment support for practical training to trainees
 Research funding on animal feed research activities
 Creating TVETs linkages with other Universities or Research institutes
 Working on entrepreneurship skills training awareness creation to community
 Experience sharing from model business incubation centers
 Different kinds of support for trainees to start their own business after training

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  High staff turnover from TVETs and Universities due to geographical locations of the
institutions

6. NGOs engagement and contribution to entrepreneurship business incubation

centers
TVETs and Universities located in pastoral areas are currently working with different stakeholders
or NGOs in relation to entrepreneurship incubation centers. For instance, SOS Sahel supporting
twice around 148 (24 disabilities) monthly school fees and other living costs for those students
joining short term program from poor family background on Hair dressing, Information technology
and driving license. Additional, Save the Children also working particular with TVETs on
University graduate students gap filling through entrepreneurship skill training, and supporting
dropout students to bring to schools. Supporting training on animal science and animal health,
livestock trading, livestock production and petty trade for 764 (short term training and formal
TVET programs) paid each students around 1,474 Birr for total living costs.

7. Conclusion and recommendations

In this section the overall conclusion is presented based up on the analyses conducted in the
previous section and relevant policy implications are forwarded from the conclusion.

7.1. Conclusion
 Majority of TVETs and Universities have entrepreneurship business incubation centers as
well as included the needs of pastoral community related short term training occupations in
their entrepreneurship centers organizational structure. But most of those institutions
entrepreneurship centers structure are not functional as desired for its establishment or it’s
simple for nominal existence.
 None of the existing entrepreneurship incubation centers offering seed funding or start up
capitals for pastoral communities. In addition to this, the lion share of institutions has not
providing material support for the pastoral community.
 Currently entrepreneurship incubation centers offering short term training for pastoral
community on business plan, job creation, petty trading, technology innovation and other
related trainings. However, majority of these institutions has no clear funding strategies or
independently allocated budget for their business incubation centers rather they are using
budget allocated from some other activities.

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 TVETs and Universities local linkages with pastoral institutions targeting on
entrepreneurship capacity building is promising.
 There is no reward system for individuals for active engagement in different activities
related to pastoral community in any of the TVETs and Universities we observed during
the assessment. Similarly, majority of those institutions has no intellectual policy for their
modified technology or innovative product created in their centers.
 Majority of TVETs and Universities have technology transfer facility and some of them
has a plan to launch technology transfer facility within two years.
 Almost TVETs and Universities staffs engaged on transferring skills of entrepreneurship
to the pastoral community. As a result of this, most of those TVETs and Universities have
a follow up system for entrepreneur or entrepreneurship trainees of pastoral community
received short term trainings pertaining to its impact.
 None of TVETs and Universities are providing loan fund to pastoral community start-ups
for their trainees. Additionally, majority of TVETs and Universities have no venture fund
for pastoral community.
 TVETs and Universities are working on teachers’ entrepreneurship development through
sending their staffs Training of Trainers (TOTs) to institutes like Ethiopian
Entrepreneurship Center Development (EDC). This motivates majority of TVETs and
Universities entrepreneurship teachers to render their professional services directly going
to pastoral areas.
 The existing entrepreneurship curriculum particular for TVETs are not practical on the
ground to business sector. Even for the regular students, there is no direct graduates of
entrepreneurship or business related teachers for delivering entrepreneurship courses for
the students. This indicate, any staff can teach entrepreneurship related competencies in
each courses.
 Majority of TVETs and Universities planned to launch technology transfer facility office
within two to three years.
 Majority of TVETs and Universities didn’t received support from NGOs in the form of
financial or material need for capacity building. As a result of this, almost all TVETs and
Universities needs capacity building support from any stakeholders.

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  Majority of TVETs and Universities facing currently challenges on lack of transportation
facilities, research fund, community awareness on the importance of short term training,
and lack of experience sharing from model business incubation centers.
 High staff turnovers are existing in TVETs and Universities located nearby pastoral
community.

7.2. Recommendation
Based on the conclusion reached in the analysis through different investigation methods the
following possible policy implications are forwarded.
 The existing business incubation centers in some TVETs and Universities structure are
not incorporated pastoral related short term training programs as expected. Thus it’s
better if those institutions looks once again into the structure of their entrepreneurship
centers to be more functional for the desired activities and prioritize to the needs of
pastoral community through revisiting the structure.
 Its better if TVETs and Universities are working more closely with microfinance
institutions, governments, and NGOs to overcome problems after conducting training
to offer loan opportunities for the entrepreneurs individually or through cooperatives.
 Most TVETs and Universities are providing more short term trainings to the urban
community when it’s compared with the pastoral community. This indicates the
trainings are not fairly offered to the community or its one sided community
development and it difficult to bring sustainable change to the whole community in this
manner. Thus, it’s better to extend the existing practices of urban trainings to the
pastoral community through allocating sufficient budget for short term trainings on
entrepreneurship skill for the pastoral community.
 It’s better to encourage individuals for active involvement through creating reward
system or recognizing their works for what they did to the pastoral community either
financial or non-financial. All TVETs and Universities we observed during the
assessment were not providing any kind of reward to those individuals highly engaged
in community development related trainings. If those institutions practiced reward as
their organizational culture, more individuals will be initiated to take part like their
colleague due to the psychological satisfaction comes when the institutions recognize
their own work to the community.

21
 Its better if NGOs or GOs financially or non-financially strengthen the existing
technology transfer centers and should participate for those institutions planned to
launch entrepreneurship centers in near future.
 It’s better to facilitate for some TVETs and Universities Training of Trainings (TOTs)
for teachers’ development in relation to entrepreneurship competencies in collaboration
with concerned stakeholders like Entrepreneurship Development Center. Because most
of TVETs teaching staffs has conducting entrepreneurship trainings/course without
having the necessary professional background.
 It’s better if Federal TVET Agency revisit the existing curriculum of TVETs pertaining
to entrepreneurship course delivery mode in consultation with curriculum experts or
with NGOs working with TVETs in the country. We observed during the assessment as
there is no independent entrepreneurship teachers like Universities in the country. This
created gap to equip the trainees or the students in depth the essential skills of
entrepreneurship.
 Its better if NGOs or government support such as transportation facilities, research
funding, community awareness creation on the importance of business skills, and staff
experience sharing from model incubation centers
 Therefore, its better if government or NGOs support those institutions how to retain
the existing staffs and also working with teachers development programs
 In general, its better if the concerned stakeholders establish full-fledged structure and
new entrepreneurship incubation centers or strengthening business incubation centers in
the three clusters(Afar, Eastern and Southern) due to the existing entrepreneurship
centers are not well functioning as expected.

22
 References

Adebayo.O,Ayo. J, and Kolawole.J, (2013). Entrepreneurial Education –University Current

Curriculum Must Be Restructured to meet today’s Employment Needs. International Journal
of Small Business and Entrepreneurship Research Vol.1, No.1, pp.29-43

ESC (2015). Towards More Entrepreneurial Universities in Ethiopia. Education Strategy Center
Maastricht School of Management Policy Brief 9

Hegarty, C., and Jones, C. (2008).Graduate entrepreneurship more than child's play. Journal of
Education +Training, Vol. 50 Iss 7 pp. 626 - 637

Mekonnin, R. (2015). Determining Entrepreneurial Motivation of Undergraduate Students in

Ethiopian Higher Learning Institutions: A Case of Haramaya University. Middle Eastern &
African Journal of Educational Research, Issue 14

Noya, A., and Clarence,. E (2009). Community capacity building: fostering economic and social
resilience. Working document, CFE/LEED, OECD.

Tessema, D. (2012).The context of entrepreneurship education in Ethiopian Universities.

Management Research Review, Vol. 35 Iss 3/4 pp. 225 – 244

UNCTAD (2010). Entrepreneurship education, innovation and capacity-building in developing

countries. Trade and Development Board Investment, Enterprise and Development
Commission Multi-year Expert Meeting on Enterprise Development Policies and Capacity-
building in Science, Technology and Innovation (STI), Geneva.

UNCTAD (2014). Entrepreneurship and productive capacity-building: Creating jobs through

enterprise development. Trade and Development Board Investment, Enterprise and
Development Commission, Geneva.

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Annexes
Annex one: Survey Questionnaire

ENTREPRENEURSHIP INCUBATION CENTERS CAPACITY ASSESSMENT AND IDENTIFYING THEIR

AREA OF INTERVENTION IN PRIME INTERVENTION AREA
SURVEY QUESTIONNAIRES FOR PASTORAL AREA INSTITUTIONS/UNIVERSITIES/

Dear Respondents:-
I would like to express my earnest appreciation for your generous time, honest and prompt
responses. I want to assure you that this research is only for academic purpose authorized by
Haramaya University and PRIME project. No other person will have to access this data. In any
sort of report we might publish, but, we will not include any information that will make it possible
to identify any respondents.
General Instructions
 There is no need of writing your name.
 In all cases where answer options are available please tick (√) in the appropriate box.
 For questions that demands your opinion, please try to honestly describe as per the
questions on the space provided

24
PART I: General background information
1. Name of the Institute/University_____________________________________________
2. Respondents College/School/Department/Institute________________________
3. Age of the respondent in years_______________________________________
4. Gender: Male_________ Female.____________
5. Respondent’s education level:
A. BA/BSc degree
B. MSc/MA/MBA Degree
C. PhD Degree
D. Other (please specify) ____________________________________________
6. Position held: ______________________________________________________
7. Do your College/Institute/School/Department have Entrepreneurship Centre/Business
Incubation or Technology incubation Centre? A. Yes_______ B. No_________
PART II: Role of the Entrepreneurship Center or Technology incubation center for the
community:
8. Does the structure of your entrepreneurship center/ business incubation or technology
incubation center inclusive of pastoral community or agro pastoral community?
A. Yes ________ B. No ______________
9. Does your university/institute offer seed funding for the pastoral community?
A. Yes_______ B. No______________
10. Does your university/institute provide material support for the pastoral community?
A. Yes ____B. No______
11. Does your university/institute offer training for the pastoral community on:
A. Business plan
B. Job creation
C. Marketing
D. Small business/petty trading
E. Technology innovation/modification/adoption
F. Other, specify ____________________
12. Do you think your center brought significant change on the economy of the pastoral
community? A. Yes B. No

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 13. How strong is your center in its local linkages with pastoral institutions targeting on
entrepreneurship capacity building?
A. Very strong
B. Strong
C. loose
D. No linkages

PART III: Entrepreneurial Capacity of your institution

14. Does your university/institute have a clear funding strategy? A. Yes_____ B. No_______
15. Does your university/institute have a rewards system for individuals or departments that
reward active engagement partnerships with the community? A. Yes________ B.
No_____________
16. Does your university/institute have a clear Intellectual Property (IP) policy? A. Yes
________ B. No_________
17. Does it have a strong technology transfer office and incubator facility? A. Yes ___B.
No________
18. If your answer for question number 17 is NO, do you have proposed plan to launch
incubator facility center or technology transfer office within two or three years?
A. Yes _____ B. No_____
19. Are your institute’s staffs and students are active in transferring the knowledge to the
community? A. Yes _______ B. No_______
20. Does your university/institute have follow up system to business and entrepreneur person
that received any support from your institute? A. Yes ________B. No_______

PART IV: Engagement with Stakeholder

21. How active your institute’s engagement with small local businesses? A. Very active B.
Promising C. Not active links with small local pastoral businesses
22. Does the institution have a venture fund for investing around pastoral community? A.
Yes____ B. No_____
23. Does it have a loan fund to support pastoral community start-ups?
A. Yes______ B. No ______

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 PART V: The Institute’s Entrepreneurship Curriculum
24. Is there a programme to develop teachers of entrepreneurship in your institution?
A. Yes _____B. No_____
25. Is there individual who goes to pastoralist areas from your entrepreneurial teachers?
A. Yes _____ B. No_____
26. If your answer for the above question is yes, how many? ____________.
27. How strong your entrepreneurship curriculum is practical on the ground to the business
sector? A. Strong B. Very strong C. loose D. Not strong
28. Did you receive any support for instance financial or material support from any
organizations working on this regard? A. Yes _____ B. No_____ Is
it sufficient? A. Yes _____ B. No_____
29. Do you think your Entrepreneurship Center/Technology Incubation Center/ Research Park
needs capacity building support to increase the level of services currently providing to
pastoral community? A. Yes ______B. No__________
30. If your answer for question number 29 is YES, what kind of support or intervention your
center needs?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 THANK YOU AGAIN!

Annex two: Key Informant Interview

ENTREPRENEURSHIP INCUBATION CENTERS CAPACITY ASSESSMENT AND IDENTIFYING

THEIR AREA OF INTERVENTION IN PRIME INTERVENTION AREA
SURVEY QUESTIONNAIRES FOR PASTORAL AREA INSTITUTIONS/UNIVERSITIES/

1. What is the main objectives of your entrepreneurship incubation centers working in relation
to pastoral community?
2. Is your institution currently conducting short term training which is more relevant with
the economic activities of the pastoralists?
3. Do you think your institution satisfies the existing community needs on different short
term training areas?
4. What type of short term trainings or occupations your institution currently providing to
the pastoral community?
5. Do you think the existing curriculum or training module is fulfilling the real business
applications to the community?
6. Is their NGOs supporting your entrepreneurship incubation center so far?
7. How you see the overall stakeholder’s engagement in relation to your business incubation
center?
8. Is your institution have a follow up system or mechanisms after conducting training to the
community to evaluate the impact?

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9. What kind of challenges or capacity gaps your institution has facing currently?

29
Annex Three: Contact Address

List and Contact Address of Institutions Contacted

Name of institution Type of institution Name of main Position held Telephone number Has your Location of
[Private contact person institution institutions
enterprise, received other
Women’s group; trainings/suppo
Trade assoc; rt from
Water user assoc; PRIME in the
Producer last 12 months?
association;
CBO,
Governmental
Agency (any level),
Other (specify)]
1. Jigjiga University Public University Ismail Mohammed Community services +251915765943 Jigjiga
Directorate
2. Jigjiga University Public University Ashenafi Daba Entrepreneurship +251913043816 Jigjiga
Center coordinator
3. Jigjiga Poly Technic College TVET Mudin Hussen Technology Transfer +251930283071 Jigjiga
Core Process owner
4. Melese Zenawi Memorial TVET Mohamedawel Taha Process Owner +251934474636 Dire Dawa
5. Ethio-Italy Poly Technic Seble Hassen Process Owner +932179411 Dire Dawa
College
6. FEMSED Government Bekele Mengistu Directorate +251912122705 Addis Ababa
7. Oromia TVET Commission Government Abera Olana Commissioner +251913899549 Addis Ababa
8 Oromia TVET Commission Government Mamo Abdi Curriculum dev’t +251917812505 Addis Ababa
9 Oromia Pastoral office Government Temam Abaware Social services +251913703306 Addis Ababa
officer
10 Federal TVET Agency Government Alewuliy Egerem Teachers dev’t +251936662142 Addis Ababa
11 Addis Ababa University Government Dr.Mohammed Seid Department head +251914607593 Addis Ababa
12 Federal Pastoralist Government Wondmagegn Shibru Director +251911761043 Addis Ababa
Development Affairs
13 Entrepreneurship Development Government Dugassa Tessema Acting CEO +251969464466 Addis Ababa
Center
14 Bulehora University Government Gumi Boru Community service +251911979142 Bulehora
Director
15 Bulehora TVET Government Hailu Feleke Training Coordinator +251910322384 Bulehora
16 Borena Zone Educational office Government Dida Jeldessa Manager +251911811426 Yabelo
17 Borena TVET office Government Merga Alemayehu Process Owner +251911051455 Yabelo
18 Oromia Pastoral TVET Borena Government Dr. Guyo Kanchoro V/Dean +251911903811 Yabelo
19 Yabelo Polytechnic Government Regassa Atire Training Coordinator +251916178060 Yabelo

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20 SOS Sahel NGO Buka Bersise Field Coordinator +251911034448 Yabelo
21 Save the Children NGO Gudina Fufa Program Manager +251925417879 Yabelo
22 Negele Polytechnic Government Gemechu Hotessa Dean +251910111892 Negele
23 Guji TVET zone office Government Negessa Sida TVET Administrator +251916850499 Guji
24 Haramaya University Government Robson Mekonnin Department head +2519297114 Haramaya

31