1. PROJECT PLAN for years_____2009 - 2011 _____
Please note the instructions for filling in this project plan form in the Application guide or the
internet: http://global.finland/english/ngo/index.htm
new project
x continuation of on-going project, MFA project code__28812601_, project initiation year
_____2003__
project is based on earlier forms of co-operation, years_______
the planning of project has been supported by MFA preparation trip allowance,
year________
Organisation:
1. Basic information on the Project
1.1 Name of organisation registered in Finland The National Union of University Students in
Finland (SYL)
1.2 Name of Project in Finnish KYP:n ammattikoulun kehittäminen
1.3 Name of Project in English Developing KYP vocational training centre
1.4 Name of Project in other relevant language
1.5 Location of Project (country, province, Zambia, Lusaka, Kanyama constituency
village/municipality)
1.6 Name of the local partner organisation Kanyama Youth Programme (KYP)
1.7 Contact details of local partner organisation E-mail: kypt2002@yahoo.com
phone: +260211845005
1.8 Representatives of the co-operation Partner Mr Levy Kafuli
responsible for the Project and their contact e-mail: kafuli2001@yahoo.co.uk
information, if other than above mobile: +260977236752
1.9 Internet home pages of the co-operation -
Partner and/or the Project (if any)
1.10 Planned initiation and termination dates (on 2003 - 2011
a yearly level) of the Project

2. Please answer the following question and fill in the budget summary (1.13) only after
answering all other questions on the form.
1.11 Summary of the Project plan. Describe here briefly (max. 700 characters) the development
problem that this project is addressing, its immediate objective and the practical means through which
these objectives are to be reached:
This project aims at diminishing the negative effects of poverty in the compounds of Lusaka. The
objective is to enhance the possibility of employment of young people, especially women, through
updated and improved vocational and entrepreneurship training provided at the KYP training centre.
This is done through:
- Ensuring that graduated students are better prepared to meet the needs of current job market by
updating the curriculum
- Improving the studying environment by training the teachers and acquiring modern teaching materials
- Ensuring that graduated students have the know-how to start their own small-scale business by
integrating entrepreneurship training
- Improving KYP’s financial and administrative sustainability by broadening the financial basis
1.12 If this Project is the continuation of an earlier project, please describe here the main results of
the earlier stages of the Project.
KYP Technical Institution offers one-year trade test level training in hotel and catering, tailoring, auto
mechanics and auto-electronics courses. KYP also informs its students and community of the dangers
of HIV/Aids and drug abuse as well as about Civil Rights.
The first phase of the project concentrated on improving the curricula by focusing on the strengths of
KYPT (as the institution was called back then). Less demanded courses of construction and carpentry
were dropped out from the institution. Total of 407 students graduated, 57 % of which women.
According to the KYP’s research 77% of these students found employment and almost all of them in
their own field. The best employment rate was within the students of hotel and catering. 20% of the
people participating in the research had started their own business, but 79% were planning on doing so.
Most of the graduated students considered their income better due to the vocational training. However,
the amount of finance of this first phase soon turned out to be insufficient and there were no real
possibilities to really develop the institution.
During the monitoring trip in January 2005, both parties agreed to continue the cooperation. The
second three-year project focused on improving the quality of education, building image and reputation
and improving KYP as an organisation. Financing was also doubled to give room for real development
of the institution. During this phase the quality of training has improved by training of teachers,
purchasing of some tools, whiteboards and books and by building a new car workshop, another sewing
room and a storage place of kitchenware. KYP is now slightly better known among employers and
youth and has developed a better profiled image. This was done by employing Marketing &
Information Manager who has done a marketing strategy and by producing radio & TV adverts and
new brochures. Repainting of campus’ walls also increased the image of the institution. Another
achievement during the second phase has been the increased sustainability of the administration and
financing. Now KYP has continuous financial monitoring system and own internet connection
(although not very reliable one). Survey of possibilities of the KYP’s course related business ventures
was implemented in 2006 and based on that the first own small business was opened in the same year.
This lunch serving restaurant based at KYP premises has been profitable since its opening. All these
improvements resulted in the increase of TEVETA1 grade from the lowest passable (3) to good (2).
1
TEVETA (Technical Education Vocational and Entrepreneurship Training Authority) is a governmental body working under The
Ministry of Science, Technology and Vocational Training. TEVETA controls the schools trough yearly inspections and develops national
guidelines.

3. Within the second phase of the project with SYL in total 215 students, of which 56 % women, have
graduated do far. According to the survey (Training Needs Assessment, year 2007) done by ETVO
volunteers Marianne Winberg and Laura Matilainen the vast majority (90%) considered it wise to
choose to study at KYP and same amount of former students would recommend KYP to other people.
72% were satisfied with the content of the courses and 69% considered the teachers to be motivated,
committed and qualified. The most popular reasons for choosing KYP were the quality of teaching and
affordable tuition fees.
Despite these steps forward, there is still a lot to improve at KYP. Feedback from the teachers and
graduated students of the institution shows that knowledge of new modern equipment in auto
mechanics and auto electrical courses would enhance the chances of getting a job or ensuring the
necessary skills needed when running an own business. Also the growing number of second hand
clothes sold at market places is affecting the tailoring business negatively and in order to cope well
special designer skills, entrepreneur skills and marketing skills are needed. Although some course books
have been bought, there is still a huge lack of course literature. Most tools are also out of date or
broken. Even though KYP’s own restaurant has made some profit and tenants pay rents far more
regularly than before, these are not enough to run a vocational training centre for vulnerable youth.
1.13 Budget Summary
year 2009 2010 2011
Self-financing of the Organisation 8 062 8560 7 132
Project support application 43530 (earlier
application)
+5000(new
application)
45 679 48530 40 414
Total costs 53 741 57090 47 546
1.14 Other funding of the Project (if any). If the Project receives other funding, please state here the
amount and the source of the funding:
Amount Source
20 600 euros Students’ tuition fees
19 200 euros Rent from tenants
500 euros Membership fees
2. Local Partner Organisation and nature of co-operation
2.1. Please describe the criteria used in choosing the co-operation Partner.
The partner was chosen in late summer 2002. Earlier the same year, SYL had made a wish to the
KEPA Zambia office to assist in finding a Zambian partner. SYL received three project proposals
through KEPA Zambia before the deadline. KYPT stood out in a positive way. Even based on their
first project proposal KYPT had a structured organisation, experience from foreign donors and a
realistic and detailed budget. As a student organisation that actively defends and improves the
educational, financial and social benefits and rights of the students, SYL found it important to support
an education project. KYP, being an institution that works actively for improving the situation of its
students and being an active member in the community, shares the same principles of action with SYL.
Also SYL saw as a positive sign the fact that KYPT is a training institution open for all youths: the lack
of basic education is not a restrain for training. SYL considered it very important that the high
unemployment rates of youths were interfered and that self-employment was encouraged. KYP is
owned by the community and it operates directly in the community by having different awareness

4. raising campaigns (for example on AIDS) and activating the community (for example a drama group).
During earlier projects, SYL has been able to develop a good working relation with KYP through
regular communication by e-mails, Skype phone calls and visits. Open cooperation relationship is one
of the most important criteria for the willingness to continue the work with KYP. SYL also has
development cooperation projects in Latin America (Guatemala) and Asia (Mongolia).
2.2 Has the Organisation previously worked with this Partner? If so, please describe the nature of this
co-operation and when it took place?
Years 2003-2005: The main focus was on developing the course selection of the institute
Years 2006-2008: Focus was on improving the quality of education, building image and reputation and
improving of KYPT as an organisation
2.3 Additional information on the co-operation Partner.
Kanyama Youth Programme (KYP) is a registered association with an objective to offer vocational
training for vulnerable young people at its training centre (KYP Technical Institute).
KYP was established on the community’s initiative in 1989. The first courses were offered in 1993 on
small Community Campus area based at Kanyama compound. A second campus, City Campus, was
built in 1994 closer to the centre of Lusaka on community’s demand. This new campus is quite a big
area of which around one fourth is used by KYP itself and the rest is rented out. KYP’s 16 tenants are
small business companies and small NGOs.
KYP is an active body in the community and has around 50 official members. The core of the activity
is to offer one-year long trade level courses for poor young people. In addition to training services,
KYP actively spreads information on HIV/AIDS and provides space for community activities. KYP
also co-operates with Umoyo Training Centre, which is a residential life skills program near Lusaka run
by Kara Counselling, where vulnerable teenage girls who are orphaned (mainly due to HIV/AIDS) are
taught practical and income generating skills. Many of these girls come to study at KYP.
KYP is a training centre registered and supervised by the local TEVETA authority in charge of
vocational training. KYP is also registered member of Examination Council of Zambia (ECZ) that
guarantees that certificates given are comparable at the national level.
Regardless of whether the habitants of the area have paid the KYP membership fee or not, they have
the opportunity to take part in the KYP Annual General Meeting (AGM) even though only members
have the right to vote. Chibolya, Linda, Old Kanyama, New Kanyama, Makeni, John Laing and Chinika
compounds each have two representatives at the Board (total of 14 members) which is elected at AGM
for a two-year term.
In 2007 there was a debate of the name of the institution (Trust or not). Whether the organisation was
going to remain a trust also posed a challenge to the operation of the institution. The AGM of 2007
decided that the TRUST to be removed from the name. Currently Kanyama Youth Programme Trust
(KYPT) is just Kanyama Youth Programme (KYP). The reason for this change of name was Zambia’s
new legislation, which would have made Trust to pay tax of its premises.
2.4 How will the co-operation Partner participate in the implementation of the Project (e.g. does it
provide labour, economic resources, other assets)?
KYP provides the teaching premises and tools for the project, and carries financial responsibility for all
local administrative costs (including administrative staff), financing of short courses and the
maintenance of the campus areas. KYP’s own contribution is composed of course fees from the

5. students, rental income from campus area businesses, from the cellular network tower on campus, and
organization’s membership fees. KYP will also keep an open eye for the possibility to attract more
funds from Teveta and other funding agencies.
2.5 Are there other parties involved in the co-operation (e.g. Finnish, local or international
organisations or officials)? If so, please describe their role and involvement in the Project.
1. The Lusaka City Council (LCC) offers technical assistance to the board on various
policy issues that affect the programme. This will be done through board meetings where these officials
are invited.
2. Umoyo Training Centre will continue its cooperation with KYP by sponsoring
vulnerable girls for training at KYP.
3. TEVETA being the training authority will be involved in the programme through their
annual inspection.
4. KEPA Zambia office will assist in arranging a financial administration course for the
board during the first year of the project. Kepa office will also participate in developing the
communication in the project. It will also help to support and monitor the project in general. Year 2009
will be the last year for the KEPA office in Zambia.
5. Community members of Kanyama are represented in the KYP Board, which is elected
by the Annual General Meeting.
3. BACKGROUND AND SUSTAINABILITY OF THE PROJECT
3.1 How was the Project idea initiated? Is it e.g. a part of a larger Program?
The initiative for the initial cooperation came from KYPT in spring 2002. During the first three-year
project the aim was to develop the course selection of the institute. In spring 2005 negotiations were
held about the continuation of the first project, and both partners agreed to continue cooperation in
the second phase of the project. The second three-year project focused on improving the quality of
education, building image and reputation and improving of KYPT as an organisation.
The idea of this new continuation project was initiated by KYP in autumn 2007.
3.2 Describe briefly the environment in which the Project will be implemented.
Zambia experienced a decline in the economic performance in the mid-70s This has had a serious
effect in the generation of employment opportunities. Due to the high copper prices in the world (the
biggest export), Zambia´s economy is now improving. However the benefits of this growth is not
experienced by all. The problems of poverty and unemployment are persistent in the compounds of
Lusaka.
The unemployment situation is further worsened by the increase in the labour force. A particular
concern is the large number of young people, about 200 000 per year, who leave school without
opportunities for acquiring further training. Less than half of those with basic education diploma
continue their studies in secondary schools and only 22 000 out of 600 000 young people are able to
have some kind of vocational education. The difficult situation with HIV/AIDS has also resulted in
many orphans and school drop-outs.

6. For the majority self-employment is the only way to find livelihood, as the demand for labour to the
formal sector – which employs only about 10% of the workforce – has not been growing to
accommodate the increasing numbers of graduates. Both men and women participate in income
generation in Zambia. According to the UNDP’s estimation a special challenge is the even slower
reduction in the female urban unemployment.
KYP is operating in Kanyama, one of the oldest and biggest compounds of Lusaka. Depending on the
season, there are problems either with floods or drought, but most of all extreme poverty. In the
compounds a large number of small shops and business has been started, services of which vary from
sewing clothes to natural medicine. However the productivity and income generation from self-
employment can remain limited.
3.3 What is the general state of development in the field of the Project in the area? How does the
local government function in this field and in these issues? How does the local government
participate in the implementation of the Project - or limit it?
In Zambia some improvements concerning the access to basic education have been recorded during
this decade. As stated in the Fifth National Development Plan 2006-2010 (FNDP) there has been an
increase in the percentage of enrolments in Grades 1-7 and Grades 8-9. The net enrolment ratio to
basic education has increased from 68 in 2000 to 79 in 2004. In the FNDP it has been estimated that
the increase in community schools has been a significant factor in this development. The resources of
the Zambian educational sector are limited and basic education ties a considerable part of it. NGOs
and private schools fill the gap left in the vocational education.
From the point of view of a young person in the poorer compounds the access to many of the training
institutions can be denied either by the inability to pay the fees or the lack of adequate performance in
school. Especially young women are in a vulnerable position, since they are seldom encouraged to
attain further education and thus lack skills to gain income.
The education and training sector in Zambia comprises four ministries. The responsibility of technical
education, vocational and entrepreneurial training lies with The Ministry of Science technology and
Vocational Training. The Ministry is responsible for policy direction and under it there is the
governmental body TEVETA. TEVETA controls the schools through yearly inspections and develops
national guidelines. All vocational training providers are required by law to register with TEVETA.
The Ministry of Science technology and Vocational Training has under its ambit 23 institutions. The
majority of the few hundred registered institutions are run by private sector or NGOs, FBOs and
CBOs to fill the gap of adequate public funds for vocational training. In 2006 there were 268 vocational
schools in Zambia registered under TEVETA. 14% of these schools were classified as high quality and
31% as good quality, the rest barely meet the minimum training standards. KYP has been able to gain
status of good quality schools, level two.
The government has made some efforts to meet the challenges of financing skills training. The
registered training providers have been able to apply funds from TEVET fund on an competitive basis
KYP succeeded in gaining 1 billion kwachas towards building two additional buildings (including
library) on its main campus. There will be some changes in funding opportunities, but some kind of
funding will be provided by TEVETA also in the future. TEVETA is planning to provide small loans
for students who graduate from good institutions and who have a professional business plan. Other
plans include possibility of offering funding for human resource development.
3.4 How has the Project been planned?

7. The project has been planned as voluntary work by KENKKU2 in co-operation with the partner.
Discussions about a new project started through e-mail and Skype phone conversations and were
deepened during the project monitoring trip visit in October 2007. The partner sent a draft of the new
project in December 2007. The next project monitoring trip to Zambia was carried out in April 2008
by a two-member delegation from KENKKU. Besides monitoring the main focus of the visit was to
plan together the continuation of the cooperation. The objectives and operation modes of the project
were discussed openly and constructively in the meetings and negotiations with KYP. Problem tree and
LFA were made by SYL and KYP representatives during the visit. Meetings were carried out with the
board, management, teachers and students. SYL delegations visited other vocational training
institutions and met TEVETA officers. Planning has continued in co-operation with KYP through e-
mail.
The ideas of the new phase of the project are based on an assessment of the employment opportunities
of the graduated students (latest assessment made in fall 2007 by ETVO volunteers Marianne Winberg
and Laura Matilainen) and the needs to develop KYP’s self-sufficiency. Background information
received from TEVETA on the current situation and future development of vocational training in
Zambia was also used.
3.5 Describe the most essential problems of the beneficiaries that the Project is meant to address.
The common denominator for all the beneficiaries of the project is poverty. Unemployment is a central
problem in the lives of the beneficiaries. Formal employment is often hard to find and it requires
qualifications, which more disadvantaged youth cannot afford. Self-employment is the only way to find
livelihood for the majority of the youth, so craft and entrepreneurial skills are important in order to
gain a living. An increased number of graduated people are also causing pressure in the labour market
and special skills such as computer skills and knowledge of modern equipment are required in order to
find employment.
Students’ access to many of the training institutes can be denied due to a lack of school performance.
School dropouts are common in Zambia and due to a lack of student guidance training institutes
themselves are responsible for reaching target groups’ attention and giving them support and guidance
throughout their studies.
KYP aims at attracting young people who are unemployed or finishing their basic schooling and living
in unprivileged social settings. Many of the KYP students are orphans or otherwise lacking the support
of their family/relatives. KYP’s annual tuition fees are at a reasonable level; 1 million kwachas (around
200 euros). In many other institutes the tuition fees are higher, making them unaffordable for many
prospective students.
A special emphasis at KYP is put on educating young vulnerable women. Women have an important
role in maintaining the family in Zambia, but their possibilities to generate income are often poor.
Education in KYP aims at improving the general position of women in the society and aims at
improving the future prospects of its female students by offering them special courses and good
entrepreneurial skills.
The difficult situation with HIV/AIDS together with unemployment and living in an unprivileged
social setting can cause a lack of motivation or inability to make long-term plans. KYP aims to make its
courses more attractive than other alternatives and offers training in citizenship skills and reproductive
issues as well as HIV/AIDS education. KYP also works to inform the community at large on
HIV/AIDS
2
KENKKU is advisory board of SYL in development cooperation issues. It consists of 15 voluntary representatives of
different student unions. For more information, see point 5.7

8. 3.6 What are the risks that can compromise the outcome of the Project? How is the Project
organisation planning to minimize these risks?
The persistent unemployment, especially among unskilled workers creates tough competition among
job seekers in Lusaka. One of the greatest risks for the beneficiaries of this project, the students, is that
unemployment continues to rise, and that they will not find employment even after a one-year
vocational training programme. In order to increase the future opportunities of the students and to
decrease the risk of unemployment, this project includes entrepreneurship skills as an essential part of
the training curriculum. In addition all courses, especially the automechanics and autoelectrics courses,
are updated to meet the current demands of the ever-modernizing job market.
In a long-term education project, it is important to maintain teachers and management with knowledge
of the project in the long-term. Therefore, unexpected employee turnover is a significant risk for
sustainable operation of the project. In order to secure future employee motivation KYP will increase
teachers’ salaries to a competitive level locally, and develop a human resource policy that strengthens
the commitment of current employees.
KYP’s largest internal risk is finding long-term funding with which it can continue its courses after the
cooperation with SYL ends. KYP cannot collect large tuition fees to fund its training, because this
would harm the main beneficiaries, poor young people. In order to ensure funding from various
sources, KYP will continue to run income generating activities such as its own restaurant, renting
premises on the campus as well as collecting small tuition fees. In addition to these, KYP will
systematically look for long-term funding from both governmental and non-governmental
organizations.
It can be a challenge to reach the KYP target group youths. As there is no student guidance in Zambia,
it is totally up to KYP to reach their potential students. In addition to having to reach their target
groups’ attention, the education offered and its importance must be made more appealing than other
ways to spend scarce resources. KYP will continue to place an important emphasis on advertising its
courses through media, which reaches its main target audience. In addition, by keeping up the quality of
the education, the good reputation of KYP will be maintained.
Also the environment, where the prevalence and mortality due to HIV/AIDS is so high, makes it more
difficult to focus on long-term planning. In order to mitigate the challenge of HIV/AIDS, education
on it will be included in the training of the students as well as the teaching staff and the community at
large.
3.7 Will the Project create a new institution or procedure or is it going to support some existing
structure?
The project supports the development of the functions of an existing vocational training school,
because the vocational courses of the school have been found to be an efficient way to reach poor,
unprivileged young people and enhance their possibilities to generate income.
3.8 How and when will the responsibility of the Project be transferred to the local government, local
organisation or to the beneficiaries?
The project aspires to the goal that KYP will be equipped to operate on sustainable basis after the end
of 2011. The aim is for KYP to be able to fund part of its courses, as well as its administrative tasks
with the help of its income generating activities (restaurant, tailoring workshop, renting of premises,
tuition fees). Also an important part of this third and last phase of cooperation is to implement a survey
on possibilities to broaden and to ensure financial basis in the future. In order to finance other courses
and to broaden its course selection, KYP will apply for funding from the Zambian government and
various non-governmental organisations.

9. 4. Beneficiaries
4.1 Who are the direct beneficiaries of the Project? How many are they (approx.)?
The direct beneficiaries are the students taking courses at and graduating from KYP Technical
Institute, in total of about 150 students per year, over half of them women. Other direct beneficiaries
are KYP as an organisation and teachers (three out of four are male) of the Institute.
4.2. Who are the indirect beneficiaries of the Project?
Indirect beneficiaries include other actors in KYP’s organisation (such as the Board, implementing staff
and the employees liable to them). In addition, through KYP’s students the benefits will spread in the
Lusaka area, since providing education to even one member will improve the socio economical status
of the whole family. Indirect beneficiaries are also community groups and their activists operating with
KYP’s support.
If the project support applied for is less than 20.000 €, please answer the following
question:
4.3 How do the beneficiaries themselves participate in the Project?
If the project support applied for is 20.000 € or more, please answer the following question:
4.4 Define the nature of participation in the Project by each group of beneficiaries.
- Students of KYP will participate in the further development of the Institute by giving anonymous
written feedback and through student representatives’ meetings with the Training Manager. Student
representatives also participate in the educational sub-committee working under the KYP Board.
- Teachers’ main responsibility is to teach their specific subjects. They also participate by further
developing the skills needed in education. Teachers meet regularly once every month with Training
Manager and four times a year with the whole management. During these meetings teachers are able to
discuss problems. In the planning of the yearly budget teachers participate in the planning of allocation
of the funds. Teachers also have responsibility in the monitoring of the project.
- The Board is responsible for policy making and ensuring that there is effectiveness and efficiency in
the management of the project. Board meets four times a year. Under the board there are three sub-
committees, which meet four times in a year as well. Sub-committees do research for the Board and are
heard when making decisions.
- The Management is responsible for planning, organising, leading and controlling the operations of
the project. Management ensures that activities are implemented in accordance with the project plan.
Management comprises the Executive Co-ordinator, Marketing & Information manager and Training
Manager. Individual responsibilities are detailed in point 5.4.
All the above-mentioned stakeholders as well as the paid members of KYP are free to take part in the
Final Year Review Workshop organised in the end of the year 2011 where successes and challenges of
the project are discussed.

10. 5. Objective, plan of action, monitoring and information
Objectives
5.1 What is the long-term development objective of the Project?
The negative effects of poverty are diminished.
5.2 What is the direct objective of the Project?
(Limited by the area of implementation and the group of beneficiaries)
Enhanced possibility of employment to 450 young people, especially women, from compounds of
Lusaka through updated and improved vocational and entrepreneurship training.
If the project support applied for is 20.000 € or more, please answer the following question:
(those applying for a smaller amount of support may also answer if they wish)
5.3. What are the results targeted by this Project?
1. Graduated students are better prepared to meet the needs of the prevailing job market
(potential employers and customers)
- The updated curriculum meets current job market standards
- 60% of 150 annually trained persons are employed within one year after graduation (20% formal, 40%
informal sector)
- At least 85% of graduated students have sufficient know-how for employment
2. KYP’s studying environment has improved
- The highest level (grade 1) of TEVETA achieved
- Commitment of all teachers has improved by 2010
- All teachers are equipped with enhanced methodological skills by 2011
- There are sufficient resources (materials) for teaching all 4 courses by 2011
- There is a course book collection of at least 150 books in the library by 2011
- Internet connection in the computer class works without major problems throughout the project
- The number of student application forms sent in has increased by 15% every year
3. Graduated students have the knowhow to start their own small scale business
- All teachers have knowledge and ability to integrate entrepreneurship training in their subjects by the
end of 2009
-KYP’s own business activities (restaurant and tailoring workshop) deepen the entrepreneurship skills
of the catering students
-85 % of students are aware of micro credit options and requirements needed to get one
4. KYP’s financial and administrative base is sustainable
- Both KYP’s small-scale businesses make at least 1000 euros profit in 2011
- Current employees find KYP an attractive work place
- KYP is equipped to operate on sustainable basis after SYL project is completed
IMPLEMENTATION
5.4 Describe the activities by which the results and immediate objectives are to be accomplished. If
possible, please also give a rough timetable (by year) of project implementation.
All the activities are annual unless otherwise informed. Responsible person found in brackets.
1. Graduated students are better prepared to meet the needs of the current job market

11. • Updating the curriculum with the help of teachers (Training Manager)
• Organizing 8 trade-level courses annually:
o Tailoring
o Hotel & catering
o Auto mechanics
o Auto electrical
• Arranging company visits for all four courses (Training Manager)
• Organising computer lessons throughout studies including searching information from the
internet (Marketing & Information Manager and ETVO volunteers)
• Providing special courses on modern clothing in tailoring to improve necessary skills
• Fully incorporating training on electronic vehicles in both of the auto courses (teachers and
Training Manager)
• Investing in new tools and equipment3 (Training Manager)
2. KYP’s studying environment has improved
• Purchasing at least 50 books annually towards developing a course book library (Marketing &
Information Manager)
• Improving and maintaining the documentation of the training centre on internal evaluation
(Marketing & Information Manager)
• Ensuring sufficient salary level for all teachers (Board)
• Offering support for teachers (Training manager)
• Providing possibility for teachers to influence and plan course curriculum (Training manager)
• Training one teacher per year on teaching methodology
• Purchasing enough training material for all the courses in order to hold two practicals per week
(Training manager)
• Keeping continuous records on tools and equipment in order to have clear picture on
procurement and reparation needs (Training manager)
3. Graduated students have the knowhow to start their own small scale business.
• Providing in-house training for all lecturers on entrepreneurship skills (Marketing &
Information Manager)
• Integrating subject specific entrepreneurship skills training to all courses (teachers)
• Establishing a tailoring workshop in 2009 (Marketing & Information Manager and Tailor)
• Holding part of the tailoring course in the tailoring workshop premises to teach market specific
designs, marketing and running of own business
• Holding part of the hotel & catering course in the restaurant premises to teach customer service
and running of small business
• Organizing small business lectures - writing business plans, acquiring micro loans and basic
accounting - once a month for every course (Marketing & Information Manager)
4. KYP’s financial and administrative base is sustainable
• Starting a student work based tailoring workshop (Marketing & Information Manager and
Tailor)
• Developing further the restaurant work on the basis of the evaluation done in 2007 (Marketing
& Information Manager)
• Developing a sustainable human resources policy (Marketing & Information Manager)
• Training the current board on management and financial issues (Kepa Zambia and Marketing &
Information Manager)
3
Two engines, tool boxes, embroidery machine, over locking machine, hydraulic jerk, automotive batteries, deep fryer, toaster

12. • Orientating and educate the new board in 2010 (hired consultant)
• Continuing building KYP’s image and reputation amongst young people and local companies
(Marketing & Information Manager)
• Implementing a survey on possibilities to broaden the financial basis (Marketing & Information
Manager and Etvo volunteers)
• Executing a plan to ensure financial basis in the future (Marketing & Information Manager and
Etvo volunteers)
• Organizing workshop on HIV/AIDS (external facilitator)
• Providing space to community drama groups and supporting to their educative drama shows on
HIV/AIDS (Marketing & Information Manager)
Please see LFA appendix.
If the project support applied for is less than 20.000 €, please answer the following
question:
5.5 What has been agreed with the Partner about the separation of responsibilities in the
implementation of the Project?
If the project support applied for is 20.000 € or more, please answer the following question:
5.6 Describe the implementation and monitoring organisation of the Project and the responsibility of
each party therein.
KYP is owned by the community (Kanyama constituency), which delegates control to the
democratically elected Board. The board develops policies based on the goals and mission of KYP and
employs management to put the policies into action. They monitor the process of how management
implements the activities and utilizes the resources of the project.
Board
The board monitors the implementation of the project through quarterly reports from management
and by approving the budgets and withdrawals of project funds from the bank.
Management
In this project, management has been responsible for planning, organising, leading and controlling the
operations of the project. Management ensures that activities are implemented in accordance with the
project plan. Management comprises of the Executive Co-ordinator, Marketing & Information
manager, Training Manager and the Commercial & Projects Manager*.
Implementing staff
The implementing staff comprises of teachers and tailor. They ensure that activities are implemented in
accordance with the objectives and action plan of the institution. The implementing staff reports to the
management.
Auxiliary staff
Auxiliary staff’s responsibility is to protect property and help with all daily tasks of the training institute.

13. Structure of implementation Annual General Meeting
SYL Board of Trustees TEVETA
Kenkku
Executive Coordinator
(monitoring and
information)
Commercial and Accountant Training Manager
projects Manager*
Marketing and Tailor Lecturers
Information Manager (tailoring, catering, autoelecrical, automechanics)
Cashier
Students
Bolded staff are part of the project (financed by SYL and Ministry for Foreign Affairs of Finland)
* KYP doesn’t have Commercial and Projects Manager because he was employed as new Executive
Coordinator and Board hasn’t employed anyone to replace him yet.
Monitoring
5.7 How do the responsible persons of the Finnish organisation follow the implementation of the
Project and the use of financial resources? How do they participate in its implementation?
SYL’s development cooperation Project Coordinator is responsible of monitoring the project’s
implementation. Another important monitoring actor is the advisory board KENKKU that consists of
15 voluntary representatives of the student unions participates in monitoring. KENKKU has monthly
whole day monitoring meetings and active email list for the discussion of the project. SYL has prepared
the following tools to help KYP’s monitoring: cost management workbook, self-evaluation
questionnaires, quarterly & annual reporting forms and student feedback forms.
SYL will monitor the project by regular e-mails, Skype phone conversations and by quarterly and
annual reports. There will be annual monitoring visits by two members of KENKKU. SYL sends the
grant in three parts after receiving and approving narrative and financial reports.
The only person from SYL involved in actual implementation of the project is ETVO volunteer. Their
tasks vary depending on person and current needs of KYP. ETVO volunteers also help to monitor the
project’s implementation.
5.8 How do the local co-operation Partners follow the implementation of the Project and the use of
financial resources?
KYP carries out monitoring through:
• The Executive Coordinator reports to the Board about the progress of activities and about the
project’s budget
• Teachers and the training manager gather up once every month to a follow-up meeting
• All lecturers are advised to hand in progress reports to the training manager at the end of each
month.
• The three sub-committees (financial, educational and project sub-committee), who work under

14. the Board, each meet quarterly and discuss about the progress of the project and plan ahead
• Direct observation by responsible supervisors
• Feedback questionnaire for students
• Student assessment reports from trainee companies
• Class registers
• Student representatives of every subject and intake have monthly meetings with the teachers
and the training manager.
• Annual meeting between all the teachers and all the members of management where the project
and its budget are discussed
5.9 What kind of numerical or other data will be collected on the advancement of the Project?
Specific objective:
● The number and gender of graduated and employed students is monitored through student registers
and the follow-up of graduated students executed by the marketing & information manager and
training manager.
Results targeted:
- Graduated students are better prepared to meet the needs of the current job market (potential
employers and customers)
● Annual follow-up of graduated students and their employment situation is done by the Training
Manager and the statistic are compared with the results from past years
● The Training Manager has annual curriculum planning meeting with teachers
● The Training Manager and teachers gather up monthly to discuss about the progress of the
students, courses they are teaching, material needs of the courses and the motivation of teachers
● Employers of industrial attachments are asked to fill in an evaluation form on the skills of
trainees. The results are analysed by the Training Manager
● Teachers and the students report verbally and in writing to the Training Manager about the
quality of industrial attachment places and how easy it was to get one
- KYP’s studying environment has improved
● Students give written feed-back during and after courses, which teachers then analyze
● ECZ (Examination Council of Zambia) organizes and grades exams and collects the information
on results
● The development of the amount of students, distribution of gender and students’ grades are
monitored by the marketing & information manager
● The motivation and commitment of teachers are monitored by the Executive Coordinator and
Training Manager by conducting confidential discussions within the work community and with the
consistency of teachers
● The Training Manager and teachers gather up every month to discuss about progress of the
students and the courses they are teaching, material needs, the motivation of teachers
● The development of KYP is monitored through TEVETA’s yearly inspections
● The amount of students visiting the course book library is monitored by the cashier
● The Training Manager is in charge of monitoring the teaching materials, equipment and tools
and keeps a full-out inventory list of them and updates the list regularly
● The cashier is in charge of collecting data of books purchased and books in library
- The know-how of the graduated students how to start their own small scale business has improved
● An annual follow-up of graduated students and their employment situation is done by the
Training Manager and Marketing & Information manager and includes information of the amount
of graduated students who have started their own business and about their experiences
● Teachers and the students report verbally and in writing for Training Manager about the quality

15. of industrial attachment places and how easy it was to get one
● Employers of industrial attachments are asked to fill in an evaluation form on the skills of
trainees. The results are analysed by Training Manager
-KYP’s financial and administrative base is sustainable
● Tenants’ capability to pay rents and frequency of payment is monitored by the cashier
● Profitability of KYP’s restaurant and tailoring workshop is monitored by the cashier through
compiling statistic of their monthly incomes.
● The qualitative development of businesses is monitored by the Marketing & Information
Manager through confidential discussions with employees and student trainees’ feedback
● Annual follow-up of restaurant and tailoring workshop is done by the Marketing & Information
Manager
● TEVETA inspection report is monitored by the Executive Manager
● Motivation of current employees is monitored by confidential discussion with the Executive
Manager and other members of administrative management
5.10 Where and how will the accounting and audit of the Project be arranged?
Accounting and audit of the project will be arranged locally in Lusaka, Zambia. KYP’s in-house
accountant is responsible of accounting. KJK Tembo and Associates takes care of the audit.
Costs incurring in Finland that are related to the project are accounted by SYL’s accountant and Ernst
& Young will be responsible of auditing the Finnish part of the project (administration and
monitoring).
5.11 Will the organisation evaluate the Project during its implementation or afterwards? If the answer
is yes, please describe how it will be carried out.
A mid-term review will be carried out in the beginning of 2010. The things to be evaluated in the mid-
term review are:
1. The implementation of the project
- Evaluated issues are relevance, efficiency, effectiveness, impact, sustainability, coherence and Finnish
value added.
2. The administration of the project
3. Based on the mid-term review a workshop of KYP´s sustainability and self-financing capacity
will be organized
A trough-out evaluation of the project and its outcome is done by an outside expert in the end of the
project in 2011.
INFORMATION
5.12 Describe how the organisation will inform about the Project. Give details on the goals, target
groups, information material and information channels.
The most important goal of informing about the project is to activate student unions and university
students on development issues. SYL’s project will be used as an example of students’ development
cooperation activities in order to encourage students and student unions to participate in local
development cooperation work. Another important goal is to inform university students about the
Millennium Development Goals and the importance of education on development. The project is also

16. a good way to inform university students about the realities in an African country and the grass root. As
SYL’s self-finance constitutes solely on students’ voluntary payments, to inform about the project is
naturally important to generate these voluntary payments.
The most important channels of information are the network of student unions’ development
cooperation people and SYL’s advisory board KENKKU. This network consists of board members of
the student unions, project coordinators and development cooperation activists. The network meets
four times a year to discuss about development issues and the current situation of SYL’s projects and
the projects of individual student unions, are presented each time as well. Participants forward the
information about the project to their local student union. The other important channel – KENKKU –
helps with monitoring the project and the members are deeply aware of the project’s details.
KENKKU members inform local students about the project. Both the network and KENKKU are
voluntary work.
Besides information presented at the network’s and KENKKU’s meetings, there is information about
the project on SYL’s website and more detailed information (including project plans and reports) on
SYL’s intranet called Sylinteri which is open for the network and KENKKU members. There are two
Etvo volunteers per year working at KYP and they keep web diaries (blogs) to give information on day-
to-day grass root life in Lusaka and work at KYP.
7. The Budget and the financing plan of the Project
Budget 2009 2010 2011 Total
1. Personnel costs (Appendix 1)
Salaries and related costs of Finnish personnel 0 0 0 0
Travel and accommodation of Finnish personnel 0 0 0 0
Salaries and related costs of local personnel 6 200 7156 7 156 20 512
Other personnel costs 310 310 310 930
Value of Finnish voluntary work 0 0 0 0
Personnel costs, subtotal 6 510 7466 7 466 21 442
2. Activity costs (e.g. training) (Appendix 2)
Fees of hired experts 10 406 10433 10 433 31 272
Other costs 9 978 10438 9 978 30 394
Activity costs, subtotal 20 384 20871 20 411 61 666
3. Materials, procurements and investments (Appendix 3)
Procurement of materials and appliances 5 512 4981 752 11 245
Construction 0 0 0 0
Other procurements 3 228 0 0 3 228
Value of donated goods 0 0 0 0
Materials, procurements and investments, subtotal 8 740 4981 752 14 473
4. Operation and maintenance (Appendix 4)
Operation costs 1 100 1100 1 100 3 300
Maintenance costs 550 550 550 1 650
Operation and maintenance, subtotal 1 650 1650 1 650 4 950
5. Monitoring, evaluation and information (Appendix 5)
Personnel costs and external services 2 030 7280 1 565 10 875
Travel and accommodation 5 456 5690 6 710 17 856
Other costs 1 596 1596 2 238 5 430
Information costs in Finland (max. 5 % of total project
costs) 2 000 2000 2 000 6 000
Monitoring, evaluation and information, subtotal 11 082 16566 12 513 40 161

17. Total implementation costs 48 366 51534 42 792 142 692
6. Administrative costs (Appendix 6)
Salaries and related costs of administrative personnel 5 100 5453,25 4 515 15 068
Office costs 15 65,25 15 95
Fund-raising costs (excluding information costs) 0 0 0 0
Statutory audit costs of the Finnish organisation 260 0 224 484
Value of Finnish voluntary work in administration 0 0 0 0
Total administrative costs 5 375 5518,5 4 754 15 648
Total project costs 53 741 57052,5 47 546 158 340
Administrative costs as a % of total costs (max. 10%) 10,00 9,67 10,00 9,88
Financing plan 2009 2010 2011 Total
1. Self-financing (Appendix 7)
Cash contributions 4 032 4280 3 567 11 879
Voluntary work and material donations 4 030 4280 3 565 11 875
Total self-financing 8 062 8560 7 132 23 754
Self-financing as a % of total project costs 15,00 15,00 15,00 15,00
2. Project support from the Ministry for Foreign Affairs
Earlier allocation of project support 45 679 43530 40414 129 623
New/additional application 5000 5 000
Total financing 53 741 57090 47 546 158 377

18. 8. Development objectives and cross-cutting themes of the Project
8.1. What is/are the development objective(s) of the Project? Mark one main objective and max. 3
other significant objectives:
Main objective Other objective
x Abolishing extreme poverty and famine
Extending elementary education to all
x Improvement of gender equality and the situation of women
Diminishing infant mortality
Improving the health of pregnant women
Work against HIV/Aids
Work against malaria and other significant illnesses
Sustainable development of the environment
Access to clean water
x Improving living conditions in the slums
x Improving the working conditions of the private sector and
increasing economic interaction
Advancing democracy, human rights and good governance
Advancing the state of peace and security
Developing a just and regulated international trade and financial
system
Solving the debt problem of developing countries using national
and international means
Bringing the benefits of using new technology and especially
information technology to developing countries in co-operation
with the private sector
None of the above. Other, explain.
If the project support applied for is 20.000 € or more, please answer the following question:
8.2 How does the Project plan take into account the Poverty Reduction Strategy Paper (PRSP) or
other equivalent national plans of the developing country concerned? If it has not been taken into
account, please justify:
Zambia’s long term development objective is “to become a prosperous middle income country by the
year 2030”. The Fifth National Development Plan (FNDP) 2006-2010 is written as a step towards the
realisation of that objective. The theme in the FNDP is “Broad Based Wealth and Job Creation
through Citizenry participation and Technological Advancement”. The strategic focus is on “Economic
infrastructure and human resources development”.
One of the key targets of the FNDP is to create an environment supportive to private sector growth
and to ensure that the country has skilled human resource available to the economy. Thus education is
targeted as one priority. The focus in education has significantly shifted towards increasing the quality
of education and enhancing skills development. In the FNDP it is stated that it is essential to expand
skills development components of TEVET4 to absorb the large number of students coming from basic
4
Technical Education Vocational and Entrepreneurship Training

19. and high schools. Similarly this project aims at responding to the need to provide vocational skills
training.
Under the TEVET sector the strategy in FNDP includes developing appropriate training, assessment
and qualification systems to meet the needs of current and future demands of the labour market. The
strategy also recognises the need to develop diversified curricula that will make entrepreneurship more
mainstream, in order to increase productivity and income generation in the formal and informal sectors
and to increase access and participation of girls and women. This project addresses these strategic
targets, as the project aim is to develop training provided in KYP to respond better to the labour
market and to integrate entrepreneurship training to all training programmes. Also special attention is
given to attract and retain girls and women in the KYP courses.
8.3. Cross-cutting themes of development policy
The development policy program of the Finnish government contains a number of cross-cutting
themes that are to be taken into account in all development activities.
Instructions: In the column "impact" please mark a sign as advised below according to the impact
this Project is estimated to have. Justify with one sentence the most important positive and negative
impacts of the Project.
Options:
++ significant positive impact
+ positive impact
0 no impact
- negative impact
Themes Impact Justification/Additional information
Impact on the Environment
Access to clean water and +
sanitation
Environmental distress (soil, 0
water, atmosphere, waste)
Protection of biodiversity 0
Sustainable use of natural 0
resources (incl. Energy,
consumption, erosion)
Reducing gender inequality
Division of work between men +
and women
Women's access to income and ++ The project aims at providing skills to women in order for
their right to possess them to increase income
Women's participation in +
decision making
Sexual health and reproductive + HIV/Aids education is supported through community
rights activities
Reducing violence 0
Equal opportunities to education ++ Special attention is given to girls and women, at least half of
the students are female

20. Supporting the most vulnerable groups (the disabled, ethnic or religious minorities,
aboriginals, children)
The most vulnerable groups as +
members of the community (the
attitudes towards the most
vulnerable)
Empowerment of the most + Within project education is provided to vulnerable groups
vulnerable groups
Equal rights of the most +
vulnerable groups
Good governance and enhancing democracy
Reducing corruption 0
Strengthening the local skills on +
good governance
Transparency of financial + There is a system to follow the use of financial resources and
management and information extra education is given on financial management.
(among implementors)
Improving information exchange +
in the civil society
Improving involvement in the ++ The community in Kanyama is involved and there is
civil society cooperation with community groups and other NGOs
9. Signatures
Place and date Place and date
Signature Signature
Name in capitals Name in capitals
Position Position
Appendices
Any applicable agreements, requests for assistance, authorisations, etc.