BUSINESS PLAN FOR THE ADYAKA OROHANS VOCATIONAL

TRAINING INSTITUTE (AOVTI) PROJECT.

Presented by

ADYAKA ORPHANS DEVELOPMENT INITIATIVE

(AODI) UGANDA.

Contact Person

The Local Representative

Alex Enon
Adyaka Village
Lira District Northern Uganda

Postal Address:
P.O BOX 841, Lira
Uganda.

Telephone: +256 782562447

Email: [email protected]

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SECTION 1. PROFILE

1.1: Background.

Insecurity in Uganda specifically Northern Uganda has disrupted the provision of basic
social services and family lives leading to proliferation of Internally Displaced Persons.
This has led to breakdown of cultural, traditional and moral values and support structures
as well as a dramatic increase in the number of women and child-headed households.

In addition, violence meted out against individuals and communities has left them
psychological problems that predispose them to behavioral change that increase the
likelihood of acquiring HIV/AIDS. This is particularly pronounced in women and girl
children aged 10-30 years.

1.2: Introduction
Adyaka Orphans Development Initiative is a humanitarian child-centered community
based development organization formed in 2004 basing on a background of insecurity as
a result of civil war between Rebels of Lords Resistance Army (LRA) and Uganda
government since 1987 now 20 years conflict. AODI focused to provide orphans and
other vulnerable children with psycho-social support, skills development and income
generation for sustainable livelihood.

1.3 Vision:
A society where orphans and other vulnerable children have the opportunity to
maximize their potential and to influence decisions that affect their lives.

1.4 Mission:
To partner with orphans and other vulnerable children in developing their potential to
have best possible access to opportunities

1.5 Values What keeps us strong?

These are the beliefs on which AODI has been built and they are the cornerstones of our
success. These enduring values guide our actions, decisions and relationships as we work
towards fulfilling our mission.
Courage - We take action.
Commitment We keep our promises
Accountability We are reliable partners.

1.6 Overall goal of Vocational Training and Life Skills Education.

To improve the economic and social wellbeing of orphans and other vulnerable children
through food security, income generating activities, education and Training in the next
three years.

1.7 Key strategies/ methodologies and operating principles.

To achieve AODI overall goal, strategies that accelerate responses to the OVC crisis are
required. These are the key mechanism or tools AODI uses in implementing projects for
OVC. Utilizing these strategies generate measurable impact in the live of OVC and
households.

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 The essential components are;
a) Direct interventions.
AODI provides training, psycho-social and material support directly to OVC, so that their
capacity to take care of themselves may be strengthened over the long term.
AODI works in close partnership with local government department of Education and
Community Development/ Planning.
AODI allows the local culture, indigenous knowledge and positive values to enrich the
planning and implementation of the programme at all levels.

b) Mobilization, Advocacy and Promotion.

AODI mobilize resource from development partners, public and private sectors and civil
society organization so that sustainable change will be realized in the lives of OVC and
households.
AODI mobilizes communities to actively participate in the planning, management;
monitoring and evaluation of the programmes and increase their influence through
community dialogue.
AODI advocates effectively at various levels, among various sectors and stakeholders to
ensure that resources are committed to making a difference in the lives of OVC and
households.

c) Collaboration and linkages.

AODI works through collaborative linkages and networks to ensure that issues
concerning vulnerable children and caregivers are accorded the necessary attention,
resources and commitment over the long term without unnecessary duplication and
delays.

d) Leadership.
AODI uses a leadership platform of individuals to galvanize national and international
attention to the issues of OVC, with potential leaders of goodwill coming from political,
economic, social, academic, entertainment, business, childrens rights and faith based
areas.

e) Gender Analysis
AODI maintains awareness of the differential impact of vulnerability on males and
females in the community while improving the situation of girls and child mothers bears
dissaproportionate burden of the care and support of OVC and family.
AODI considers diversity in age of vulnerable population, particularly older persons who
are taking on the increased responsibility of child rearing, the children themselves who
are bearing the physical and emotional brunt of loosing parent and the working age
population who are having increased number of dependants under their care.

f) Documentation and Assessment.

AODI carryout and document sustainable monitoring and evaluation structures, best
practices and lesson learned for scaling up at the national and district levels in order to
reach OVC and household with effective programs.

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 AODI disseminates widely monitoring and evaluation assessments of progress, trends
and quality assurance at all levels of implementation, so that ineffective efforts can be
amended and effective efforts scaled up in a timely fashion.

g) Targeting.
The population of interest for purposes of AODI is the group of vulnerable children and
households who are in greatest need or most vulnerable as defined by community
consensus without inadvertently causing discrimination and hostility against the
individual or house hold being assisted.

h) Community Consensus.
The selection of vulnerable children and households at the village level (L.C. 1) will be
guided by community members, local government officials and AODI working in
partnership.

These members should come together by consensus and prioritize children that need to be
assisted. The criteria for selection should serve only as guide. The ultimate choice of
whom to prioritize depends on a consensus from within the communities relative to all
those in need of assistance.

i) Criteria for selection

The criteria for selection are articulated from common characteristics of orphans and
other vulnerable children and caregivers. Who are in greatest need? The criteria are not
meant to be prescriptive but to assist communities in determining those in need.
Furthermore, it is recognized that resources are scarce and even when they are available,
they are not infinitely available as such, it is important to ensure that resources are
directed to those in most need of support and increase the number of those supported as
resources allow.

Five Board Criteria for selection of OVC.

(i) Living on their own/institutionalized.
(ii) Psychosocial status poor/potentially poor.
(iii) Unstable environment (abusive, conflict, migration).
(iv) In need as determined by consensus.
(v) Orphaned or other vulnerability.

Definitions of the Board Criteria for selection above.

(i) In need / impoverished.
Inadequate food (one meal or less).
Inadequate clothing (less than three sets including uniform).
Poor shelter (grass thatched and mud walls)
Lack of regular Education.
Regular cash income < US $ 1 equivalent per day.

(ii) Orphans
Single maternal (Mother known to be dead).
Single paternal (Father known to be dead)

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 Double orphan (Both parents known to be dead).

(iii) Other Vulnerability.

Abandoned (Parents known to be live or assumed alive but cannot be
located).
Parent or guardians cannot be located or are absent (parents are assumed dead or
Known to be missing and cannot be located).
Chronically ill parents or child.
Disability

1.8 AODIs Track Record.

During the past Five years, we have focused on providing support to OVCs through
community and local government structures under community based Rehabilitation
project.

The major achievements are;

Over 10,000 OVCs acquired life skills Education focus on HIV/AIDS prevention.
Reception and rehabilitation of former 1700 abductees and re-integration to the
community.
42 OVCs are secured foster homes.
District wide education program for 800 teachers to help them deal with the challenges
of having OVC in schools and classes.

Details of this work are included in our annual report for 2007.

Until now, the work has been funded majorly by contributions from the members. However,
we believe that a more concerted effort is needed to prepare communities to deal with the
challenges. We are therefore proposing establishment of vocational skills training center for
OVC with the full participation and involvement of the local community. For such a project,
more resources are needed than we can hope to rise from our members, many of which are
themselves poor. Therefore, we are sending you this business plan in the hope that you will
be able to support our work.

SECTION 2: Management.
Participatory and team management style is applied during implementation. The project
coordinators will co-ordinate activities with AODI Central office.

Collective management will be encouraged to do the following.

- Help staff members set standard for productivity and quality.
- Monitor performance.
- Meet with staff members regularly to review progress and provide support and feedback.
- Deal with things that are going wrong.

SECTION 3: PROBLEM ANALYSIS AND SOLUTION ANALYSIS

3.1 Problem Analysis

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 The situation of orphans and other vulnerable children in Uganda
Uganda communities have traditionally absorbed orphans within the extended family
system. One in four households in four households in Uganda foster at least one orphan
by providing for health, shelter, nutrition, education and other needs. However, many of
these care-givers are over-burdened and often lack the socio-economic capacity to
provide adequate care and support for those children. Community organizations religious
bodies and other civil society members have stepped in by providing information,
vocational skills training basic education, medical care and counseling and micro-credit
services. These groups too, often lack the human and financial resources to adequately
respond to the problem.

Many children who are orphaned are forced to live on the streets or under exploitive
conditions of labors, sexual abuse. Many live in child-headed households where they
have to fend for themselves and support their younger siblings. Some of these children
are infected with HIV either through mother-to- child transmission or through defilement.

3.2: Solution Analysis

Basing on the needs identification exercise, it was found that most often orphaned
children become the head of their households. The older siblings are forced to remain at
the home and take care of the house chores, generate income and members. Therefore,
incorporating vocational skills training in to the education plan for orphans would
directly meet their needs. Studies have shown that extreme poverty is something that
most orphaned children experience.

Children with knowledge of certain trade are able to then hold a job and earn money for
their families; because many on more economic responsibilities as result it becomes
important to provide vocational skills training as a means to provide for themselves and
their families. Children often do not have the skills necessary to obtain decent paying
jobs and are very often forced to enter into dangerous occupations, such as prostitution
and crime, in order to provide for themselves. Children that are orphaned are vulnerable
economically and this increases. Children that are orphaned are vulnerable economically
sand this increases the risk for them to pursue prostitution in order to earn money to
support themselves and their families. Community based initiatives to tech children these
skills can be both successful for the students s well s cost effective for the community.

AODI have instituted a community mentoring program whereby existing community

members pass on their trade to their student. This is not only reduces the cost for the
school of training students, but also equips the children with trade that may be in great
demand when their mentors are no longer able to work.

Thus introducing vocational training and apprenticeships for children becomes a pathway
to development as well as protection from risky behaviors. In the larger context of
HIV/AIDS pandemic, vocational training for youth is an important and effective policy
that is often understood and provided for by community initiative.

Objectives
1. To establish Vocational training Center for vulnerable children aged 13-25 years.

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 2. To ensure intellectual technical and vocational growth of orphans and other vulnerable
children in order to make them productive members of society.
3. To provide individuals with appropriate skills and knowledge towards self-employment and
income generation.
4. To enhance job creation and self-reliance among the OVCs.[Orphans and other Vulnerable
children]

SECTION 4: ACTION PLAN

Result Area: -Establishment of Adyaka vocational institute to train 400 OVCs, thus 200 in computer
Education and 200 in tailoring in the year 20010/11.
Indicator: - Presence of trained OVCs who have met the requirements for training
Means of Verification: - Number of students recruited, attendance list, and source documents presence/
number of instructors, training equipments, materials and tools and observation.

Progress Indicator:- Available resources (including 50 computers and 50 sawing machines) and students
registered to be trained
ACTIVITIES TIME FRAMES PERSON COST/ INPUTS
RESPONSIBLE
Financial Resource mobilization andMarch 2009 JulyFinance committee Phone costs, e-mails
acquisition of 50 computers and 502009 Alex Enon costs, printing,
tailoring machines. transport and Alexs
time
Registration of students andJuly Aug 2009 Technical team Time ,phone costs,
recruitment of Teachers. Izale Daniel printing.
Renovation of the building to houseJuly - Aug 2009 Construction committee Cement, sand, bricks,
Vocational Institute (contractors). Alex Enon. labor & transportation
of materials.
Purchase of Training equipmentsAug - Sept 2009 Procurement committee Phone costs, e-mails
and tools. costs, printing,
Sept 200-April Instructors and tutors transport and
Beginning of training 2010. consultants time
. Monitoring and evaluation
Monitoring and Evaluation. May 2010 team & External Auditing. Time, money, printing,
transport, lunch,
allowance.
Acquiring land for constructing theMay 2010 Construction committee Money, time,
institute. transport, printing,
Tendering of the construction work June 2010 Construction committee Time, printing
Construction of computer lab andJuly 2010 Construction committee Cement & local
tailoring block. materials, labor
Introduction of new courses &May 20011 Technical team Tools & equipments,
purchase of the equipments and instructors/ tutors, text
tools. books, workshops.
Operational research June 2011. Consultancy Consultancy firm.

SECTION 5: HUMAN RESOURCE NEEDS.

Administration.
- Programs coordinator. (01) Graduate in Vocational / Business Education with
administrative experience of not less than three (3) years.
- Finance officer (01) Graduate in accounting or member of professional accountancy
board ACCA and CPA with experience of not less than 2 years.
- Accounts Assistant. (01) diploma in business related course.
- Clear

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- Security officer.

Computer Education.
- Instructor (01) Graduate in Computer science or IT with experience of not less than 2
years in related field of training.
- Lab Assistants (02) Diploma in computer science or IT with experience in hardware
and software maintenance.

Tailoring and Embroidery Education

- Tutor (01) diploma in tailoring and designing.
- Assistant tutor (01) certificate in tailoring and designing.

SECTION 6: SUSTAINABILITY PLAN

1. RAISING FUNDS TO SUPPORT THE COMPUTER LABORATORY

The best way of raising money to support the computer laboratory is by using the
laboratory itself. That way, you know as long as the lab is in place it is self-sustainable
some plans to use the laboratory to raise money are:

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- As a business facility for the community, local people often need documents to be typed
up; Money can be raised in two ways either through charging people to use the computers
themselves hence allowing students additional practice in typing and using the
computers.
- Offering computer extra money for themselves and the computer lab. By offering
computer courses to the local community in the evenings and at weekends

2. RAISING FUNDS USING AN INTERNET CONNECTION.

- Offering the Lab as an internet cafe after school and on weekends
- Offering lessons in internet use.
- Searching to find out pieces of information. The internet is an invaluable resource for
information finding service where you charge for information people need.
- Phone charging would also bring in some income since we could charge at 500 per phone
charged.

3. RAISING FUNDS BY OTHER METHODS

- Using the P T A.
Getting the PTA involved before the school gets computers is good idea, so that the PTA
has a sense of ownership over the computers and an interest in keeping the lab
maintained.
- Sponsorship by a private company, lobbying for support from private companies which
can donate equipments or services to the school.
- Other ideas.

4. TAILORING TRAINING
- As a business facility for the community.
- Offering tailoring courses to local people after school.
- Establishing commercial designing Centre
- Volunteer services.
- Making of school sweaters on contract basis to raise some fund for sustainability

SECTION 7: BUDGET PLAN

(UGX) UGX
INCOME 2009/10 2009/10
Sales: 000 000
Training (Computer and Tailoring) 5,000 7,500
Internet services 12,000 18,000

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 Business facilities 10,000 12,500
Sub Total 27,000 38,000

Donations
Probable 80,000 96,000
Promised _ _
Sub-Total 80,000 80,000

TOTAL INCOME: 107,000 134,000

EXPENDITURE

Equipments and Tools.

Computer Education budget for 2009/11 only.

Item Specification QTY Unit cost Total cost
Computer System (Second hand)
- Desk top PII & PIII 50 550,000 27,500,000
- Laptop PIII 02 1,800,000 3600,000
Standard 01 2000,000 2000,000
- Server Canon 02 800,000 1600,000
- Printer Canon 01 2,000,000 2000,000
- Scanner Sony 02 1500,000 3000,000
- Photo copier Standard 10 20,000 200,000
- Digital Camera Standard 50 300,000 15,000,000
Hunter 01 5000,000 5000,000
- Extension Cables Service fees 300,000
- APS Sony 01 3000,000 3000,000
- Generators Regular 01 5000,000 5000,000
- Internet connection Standard white 05 50,000 250,000
- Digital Video Camera Wooden 30,000 1500,000
Wooden 50 1500,000
- Public Address System
- Board Standard 30 50,000 500,000
- Chairs
- Tables 71,950,000
Consumables (maker & Ink)

SUB - TOTAL

TAILORING AND EMBRIODERY EDUCATION budget for 2009/11 0nly.

Item Specification QTY Unit cost Total cost
Sewing Machines Manuals 50 150,000 7,500,000
Sewing machines Electric 05 200,000 1000,000
Flat Iron Box Charcoal 50 20,000 1000,000
Flat Iron Electric 25 45,000 1,125,000
Cutting scissors Metallic 200 3000 600,000
Measuring Tapes Standard 200 3000 600,000
Models Regular 15 60,000 900,000
Drawing patterns Set 25 30,000 750,000
Chairs Wooden 55 30,000 1,650,000
Tables Wooden 03 70,000 210,000
Sub - Total 15,335,000.

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. 2009/10 20010/11.
USHS USHS
Development Expenditure
- Purchase of land for extension - 15,000,000
- Construction of computer lab - 40,000,000
- Construction of Tailoring & Embroidery block. - 30,000,000
- Sub Total - 85,000,000

Administration
Salary - Programs coordinator (12months) 6,000,000 6,000,000
- Finance officer (12months) 5,640,000 5,640,000
- Accounts Assistant (12months) 3000,000 3,000,000
- Clearer. (12months) 960,000 960,000
-Security officer. (12months) 1,200,000 1,200,000
- Instructor - computer (12 months) 5,640,000 5,640,000
-2 Lab Assistants (12 months) 8,400,000 8,400,000
- Tutor Tailor (12 months) 3,000,000 3,000,000
- Assistant tutor (12 months) 2,160,000 2,160,000

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Sub Total 36,000,000 36,000,000

Directorate.
Audit Fees 3,000,000 3500,000
Advertising 2500,000 300,000
Bank charges. 300,000 350,000
Cleaning 500,000 550,000
Consumables 1000,000 1200,000
Electricity/ water 800,000 1000,000
Fund-raising 5000,000 5000,000
Future/Equipment 450,000 900,000
Meetings 600,000 800,000
Insurance 1200,000 1250,000
Legal Fees 600,000 600,000
Postage / courier. 150,000 200,000
Printing/ Stationary. 500,000 700,000
Rent 2,400,000 1200,000
Telephone. 500,000 600,000
Transport/ motor Vehicles 500,000 400,000
Travel. 360,000 400,000
Repair / Maintenance. 840,000 1000,000
Research and Development. 5000,000 6000,000
Accommodation. 60,000 800,000
Sub Total. 26,760,000 27,950,000
GRAND TOTAL 150,045,000 148,950,000

SECTION 8: CONCLUSION.
In summary,
We are presenting this business plan to you hoping that you will support us in establishing
Adyaka Orphans Vocational Institute which will provide computer and tailoring training for 400
Orphans and Other vulnerable Children in 2009/10.
- We believe that the context in which we are operating makes such project an imperative.
- The emphasis on community based vocational training makes it likely that the project
will be sustainable.
- We already have substantial support from the community and land.
- We believe that our track record and our management and financial competencies qualify
us to make success of this project.

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- We encouraged you to support our budget by considering any of the line items.

Looking forward to work in partnership with you towards this noble cause.

INTERNATIONAL FACILITATOR

Dr. Richard Priestley

Rhc health consulting ltd
The Beeches
Ashbourne Drive
Market Drayton
Shropshire TF9 3EA
United Kingdom

Tel 0044(0) 1630 653444

[email protected]

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