JIMMA UNIVERSITY

JIMMA INSTITUTE OF TECHNOLOGY

A DTTP PROJECT REPORT ON LOW INCOME FAMILY ELDER

PATRIARCH & HANDICAP HOUSE BUILDING AND FENCE WORK IN
SATO SAMORO KEBELE

BY
SATO SAMORO KEBELE DTTP GROUP 2

A DTTP REPORT TO BE SUBMITTED TO COMMUNITY-BASED

EDUCATION, JIMMA INSTITUTE OF TECHNOLOGY, JIMMA
UNIVERSITY; IN PARTIAL FULFILLMENT OF THE REQUIREMENT
FOR THE DEGREE OF MASTERS IN ENGINEERING

OCTOBER 31, 2020

JIMMA, ETHIOPIA
A DTTP PROJECT REPORT ON ELDERLY PATRIARCH AND
HANDICAP HOUSE RENOVATION IN SATO SAMORO KEBELE
LIST OF SUPERVISORS

1. ADDISU BEFIKADU (M.Sc.): _________________________________

2. AHMEDIN NUREDIN (M.Sc.) : _________________________________

3. ABUBAKAR JAMAL (M.Sc.) : _________________________________

4. Dr. WORKU JIMMA (PHD) : __________________________________

5. Dr. TAMENE ADUGNA (PHD) : ________________________________

 LIST OF PG STUDENTS DTTP TEAM-2

No Full Name Stream/Dept.

1 Abdissa Nagara Highway Engineering
2 Abeba Taye Hydraulic Engineering
3 Abebe Bekele Geotechnical Engineering
4 Abenezer Ewnetu Highway Engineering
5 Abrham Solomon Environmental Engineering
6 Ageza Debelu Hydraulic Engineering
7 Alelign Mekonen Information Technology
Construction Engineering and
8 Amlaklesew Azene
Management
Construction Engineering and
9 Bedilu Afework
Management
10 Bililign Frehun Design of Mechanical Systems
12 Fantanesh Desalegn Ceramics Engineering
Chemical Engineering (Process
12 Gadissa Tokuma
Engineering)
13 Keyru Salia Design of Mechanical Systems
14 Kidus Efrem Structural Engineering
15 Salih Aliyi Biomedical Imaging
16 Solomon Demeke Geotechnical Engineering
17 Wuberest Bitew Sustainable Energy Engineering
18 Zemenu Addis Communication Engineering
ABSTRACT

Jimma University is a comprehensive public higher education institution engaged in

teaching, research and provision of service to the society embedded in its innovative
educational philosophy of community based education. In order to realize the
philosophy it has developed four strategies. One of the four strategies used is
developmental team training program (DTTP). Jimma Institute of Technology is also
the first institute to explorer of the DTTP program in the country. Sato Samoro is one
of the selected Kebele for this phase DTTP program at JIT and which is given to our
group. The group was assigned to do house building for low income family elder
patriarch & handicap and fence work.
Depending on the philosophy of Jimma University, different professional student
teams of 18 graduate students were organized from JIT with the name of group II.
The team surveyed within Sato Samoro Keble to identify a problem which can be
solved by the team within the given time. After contacting the Keble’s chairman, the
team identified the problems in the problem identification phases. A subsidiary
individual of an 85 years old patriarch living house and a handicapped woman who
lives in a private rental house for a long period are get the highest ranks. Poverty has
become more acute among older people and who do not have support, and it is much
more difficult for them to come out of it. Ill health, unsuitable residential areas,
diminishing family and community support, limited social security services, lack of
education and training opportunities, limited employment and income-generating
opportunities, and lack of balanced diet and shelter are some of the factors
contributing to the poverty of older people and who do not have support.
Urbanization, COVID 19, and “modernization” are also for poverty. Therefore the
main objective of this project is to build two new individual houses and fence for an
elder patriarch with his family and a handicapped woman of Sato Samoro Kebele.
The expected results are: minimizes the housing problem in the community, improves
the living standard of the subsidiaries, minimizes the risk of subsidiary being exposed
to factors that may affect their health, lessens the risk of subsidiary being exposed to
different types of harassments, gives awareness for the community about the
involvement of Jimma University in solving communities’ problems and Inspire the
team members towards knowledge sharing.
The required materials for the intervention are collected from different sponsors, i.e.
JIT, Jimma town Sato Samoro Kebele and community. Materials used are: Wood,
Metal shit, Water, Soil, Nail, Paint, door and window materials, and Equipment’s
used are: Metering tap, Hammer, Sprit Level, Savannah, Brush, Hack-saw and
Shovel The cost of each material including daily labor cost used for the construction
of the house for handicapped woman, 85 years old patriarch and fence work was
about 55,965, 64,675, and 3,631 ETB respectively. . The total budget used for the
whole worked activities is 124,271.00 birr.

Key Words: CBE, Project, Community, Data Analyses and Intervention.

I
ACKNOWLEDGEMENT
First of all we would like to acknowledge Jimma University for giving us this chance
to identify societal problems and giving solutions according to their severity. Next,
our thanks go to Jimma Institute of Technology, Jimma town, Mr. Yasin (Sato
Samoro kebele administrator), Sato Samoro kebele Communities, Mr. Solomon and
his office, Elderly patriarch’s Idir partners and Individuals. Then finally we would
like to extend our deep gratitude to our supervisor‘s. Their close supervision and
comment. We are also very grateful to Jimma University CBE office for given us
legalized written letters in order to finding sponsors of different Governmental and
Non-Governmental Organizations or Offices.

II
PROJECT OVER VIEW
Project Title: Low income family elder patriarch & handicap house building and fence
work in Sato Samoro kebele.
Implementing Agency: Jimma University, Jimma institute of technology DTTP
Group members.
Address: Jimma Institute of Technology
Project Location: Sato Samoro Kebele, Jimma town
Beneficiaries
 Direct: The handicap woman
The elder with his family
 Indirect: Community of Sato Samoro Kebele, Jimma town
Sato Samoro Kebele administrative
Duration of the Project: September 16, 2020 - November 16, 2020.
Date of Beginning: September 16, 2020.
Funding Agency: Jimma institute of technology, Different Governmental and Non-
governmental Institution, and Jimma town Sato Samoro Kebele.
Project Cost: 124,271.00 birr.

III
TABLE OF CONTENTS

ABSTRACT....................................................................................................................I
ACKNOWLEDGEMENT.............................................................................................II
PROJECT OVER VIEW..............................................................................................III
TABLE OF CONTENTS.............................................................................................IV
LIST OF FIGURES.....................................................................................................VI
LIST OF TABLES......................................................................................................VII
ABBREVIATIONS...................................................................................................VIII
1. INTRODUCTION......................................................................................................1
1.1 Background...........................................................................................................1
1.2 Statement of the Problem.....................................................................................2
1.3 Problem analysis...................................................................................................4
1.4 Prioritizing the Problem.......................................................................................4
1.5 Challenging conditions.........................................................................................5
1.6 Significance of the Project....................................................................................6
1.7 Objectives.............................................................................................................6
1.7.1 General Objective..........................................................................................6
1.7.2 Specific Objectives........................................................................................6
1.8 Research Questions...............................................................................................7
1.9 Scope of the Project..............................................................................................7
2. LITERATURE REVIEW...........................................................................................8
2.1 Overview of Community Education.....................................................................8
2.2 Justification for Including CBE Into Educational System..................................10
2.3 Jimma University’s Perception Of DTTP..........................................................11
2.4 Development Team Training Program (DTTP).................................................13
2.5 How to Implement DTTP...................................................................................14
2.5.1 Misconduct of students assigned to DTTP..................................................15
2.5.2 Academic Requirement in DTTP.................................................................15
3. METHODOLOGY...................................................................................................16
3.1 Study area and period.........................................................................................16
3.2. Project design....................................................................................................16
3.3 Materials and equipment used............................................................................17

IV
 3.4 Procedures of the work.......................................................................................18
3.4.1 Detail design of the house............................................................................18
3.4.2 Ground work................................................................................................19
3.4.3 Building the Houses Roof............................................................................20
3.5 Resources............................................................................................................20
3.5.1 Physical resource.........................................................................................20
3.5.2 Financial resource........................................................................................20
3.5.3 Human resource...........................................................................................20
3.6 Beneficiaries.......................................................................................................20
3.7 Outcomes of the project......................................................................................21
3.8 Ethical Considerations........................................................................................21
4. RESULT AND DISCUSSION................................................................................22
4.1 House construction.............................................................................................22
4.2 Site clearance......................................................................................................23
4.2.1 House construction with wood....................................................................23
4.2.2 Roof covering with metal.......................................................................23
4.2.3 Calk the houses with soil mud.....................................................................24
4.3 Fence work.........................................................................................................26
5. COST SUMMARY..................................................................................................27
6. CONCLUSION AND RECOMMENDATION.......................................................31
6.1 Conclusion..........................................................................................................31
6.2 Recommendation................................................................................................32
REFERENCES.............................................................................................................33

V
LIST OF FIGURES
Figure 1.1 A photograph showing the 85 years old patriarch with their damaged
house..............................................................................................................................3
Figure 3.1 Location of Sato Samoro kebele.................................................................16
Figure 3.2 Sectional view of Elder House....................................................................18
Figure 3.3 Floor plan of Elder House...........................................................................19
Figure 3.4 Floor plan of Handicap woman House.......................................................19
Figure 4.1 Corroded and punctured rooftop.................................................................22
......................................................................................................................................22
Figure 4.2 Cracked and beyond repair door.................................................................22
Figure 4.3 House construction with wood...................................................................23
Figure 4.4 Roof construction.......................................................................................24
Figure 4. 5 Calking the houses with soil mud..............................................................25
Figure 4.6 Fence work..................................................................................................26

VI
LIST OF TABLE

Table 1.1 Prioritizing the identified problems based on the listed ranking criteria......5
Table 5.1 Cost of materials and daily labor used for the construction of 85 years
patriarch house.............................................................................................................27
Table 5.2 Cost of materials and daily labor used for the construction of handicapped
woman..........................................................................................................................28
Table 5.3 Cost of materials and daily labor used for Fence work...............................29
Table 5.4 Cost summary.............................................................................................30

VII
ABBREVIATIONS

CBE Community Based Educations

CBTP Community Based Training programs
CEM Construction Engineering and Management
DTTP Developmental Team Training Program
JU Jimma University
NGOs Non-Governmental Organization
PG Post Graduate

SPR Student Research Program

VIII
1. INTRODUCTION
1.1 Background

Community based education (CBE) refers to different instructional methods and

programs that attain educational relevance to community needs. The central idea of
Community based education (CBE) as of Jimma University is that student’s
activities are related to planned educational goals and objectives to recognize and
support the needs of the surrounding community.

The development of the philosophy of CBE as Jimma University is the national

pioneer of community-based higher education. It enables students to do in a team
with different professionals to make a difference in development by contributing
different constrictive idea based on their educational professions [8]. Even though
this philosophy was adopted by the health sciences at the beginning, the
philosophy was later used for all disciplines. There are three main components of
CBE which are expected to take 20% of the allotted time of the overall curricula.
These are Community Based Training program (CBTP), Team Training program
(TTP)/Developmental Team Training Program (DTTP), and Community Based
Student Research Program (SRP). CBE consists of learning activities that use the
community extensively as a learning environment in which not only students but
also teachers, members of the community, and representatives of other sectors are
actively engaged throughout the educational experience. CBE, in general, has
enabled the University;
 To train professionals in diverse studies in a community setting.
 To encourage a team approach in treating societal problems.
 To work with local communities with greater conviction.
 To undertake problem-based research activities which take into
consideration the priority needs of the community.

Developmental Team Training Program (DTTP) at Jimma University is a component

of CBE that is designed to be implemented in postgraduate programs. The program
aimed to enable students to work as members of an engineering team in solving
community problems of infrastructures by applying the knowledge and skills of one’s
profession and integrating these with the knowledge and skills of other members of
the team. However, the problems facing the development of our societies and

1
communities are multifaceted. To further the success of DTTP, it needed a concerted
and integrated effort of all disciplines, changing its name to Developmental Team
Training Program (DTTP). Thus, DTTP will have a developmental team comprising
graduating students from different disciplines in engineering and technology.
Therefore, DTTP will enable students to work in a team with different professionals
to make a difference in development.

Depending on the philosophy of Jimma University, different professional student

teams of 18 graduate students were organized from JIT with the name of group II. The
team surveyed within Sato Samoro Keble to identify a problem which can be solved
by the team within the given time. After contacting the Keble’s chairman, the team
identified the below problems as alarming from the project area.

The first one is a subsidiary individual of an 85 years old patriarch living house which
is found in Seto Semero (Furustale) Kebele, Jimma Zone Oromia regional state. It is a
recognized problem by the Kebele chairman since 2004 E.C. The family members
living together are four members, while three of the members are children less than 15
years old. Financially the family has no livelihood. They merely depend on the
pension they received from the government and sometimes the aid they get from some
NGO’s. Since 2004 they reported their problem to the Kebele administrates but till we
assigned, there isn’t a way they received from the government to solve their problem.

The Second Subsidiary Individual is a handicapped woman who lives in a private

rental house for a long period but through time her financial status vacillates due to
different undisclosed reason and the occurrence of COVID-19 which worsen the
situation then she reported her problem to the Kebele and the Kebele administrate
try’s to find some sponsor and start building a home for her but as times gone the
sponsor doesn’t keep their word and then they retreat from the aid so the project stall
until we assigned there.

1.2 Statement of the Problem

Currently, older people without means are forced into begging for a lack of family
and community support. From the old person’s point of view, the decreased functional
ability and suffering from various health complaints also means dependency on others
for carrying out activities of daily living, which may be more or less hard to live with.

2
According to the UN definition, older people are those people whose age is 65 years
and above. This also corresponds with Ethiopia's official retirement age. In the past,
older people in Ethiopia used to be treated with respect and love, and they received
support from their families, relatives, and the community. Urbanization, COVID 19,
and “modernization” are also eroding the traditional culture of intergenerational
solidarity and support. Poverty has become more acute among older people and it is
much more difficult for them to come out of it. Ill health, unsuitable residential areas,
diminishing family and community support, limited social security services, lack of
education and training opportunities, limited employment and income-generating
opportunities, and lack of balanced diet and shelter are some of the factors
contributing to the poverty of older people.

The same problem was observed among residents of Seto Semero Kebele. Especially
the living standard of one family was severe; they live in a house which has a
corroded and punctured rooftop, that can’t prevent them from rain and sunlight. Apart
from that the wall, as well as the door, is cracked beyond repair. Thus, by this DTTP
program, the team decided to build two houses for one family and one homeless
handicap woman.

3
Figure 1.1 A photograph showing the 85 years old patriarch with their damaged
house.

1.3 Problem analysis

The group was assigned to Seto Samoro Kebele by the JIT CBE office. The group
members go to Seto Samoro Kebele and contacted the Kebele chairman. The
chairman had already identified problems which are;

 85 years old patriarch house building:- This is the first alarming problem
identified by the Kebele
 House building for Handicap woman:-This is the second alarming problem
identified by the Kebele
 Road and Ditches:- Building asphalt roads and ditches need high financial
resource and time which cannot be achieved by this DTTP team.
 Spring development:- spring water is very common in Jimma city. But the
spring in Seto Samoro has very low flow rate which makes building them
ineffective.
 Public toilet:- It is too costly and beyond the capacity of the team
 Insufficient desk for students and lack of hand-washing machine for COVID-
19 in school:- For this problem, as the Keble chairman informed to us, the
government is planning to overcome the problem as they are preparing the
school for calling students soon

1.4 Prioritizing the Problem

Since the financial and material capacity of the team is inadequate to solve all the
above-mentioned problems of the Kebele, the team forced to select the alarming
problem based on the priority (importance and urgency) principle. In prioritizing the
identified problems, the severity, magnitude, feasibility (financial, skill & knowledge,
time, etc.), community concern, a government concern, urgency and the nature of the
problem to solve other problems were the criteria used. The criteria’s are selected
based on direct interview and observation of the problems. In doing so, for each
criterion values which ranged from 1 up to 5 are given. Generally, the way how the
team used to prioritize the identified problems is shown in the table below.

4
Table 1.1 Prioritizing the identified problems based on the listed ranking criteria

85 years old House Road Spring Public

patriarch building for and developmen Toilet
house Handicap Ditches t
building woman

Severity
1
5 5 1 3

Feasibility
5 5 1 2 4
Community
concern 4 4 5 5 1

Government
concern 5 5 2 1 2

Urgency
5 5 3 1 1
Health and
Sanitation
problem 5 5 3 5 5

Nature of the
5 4 2 1 1
problem

Total
34 33 17 18 15
Rank
1 2 4 3 5

1.5 Challenging conditions

While solving the problems, there were main challenging conditioned identified:

5
  During fundraising due to the case of COVID-19 impact the community could
not contribute as much as we planned
 Due to the dynamic nature of the market, the price of the item to be purchased
was raised
 There was a lack of voluntary laborers
 Lack of experience among the group members

1.6 Significance of the Project

 It minimizes the housing problem in the community

 It improves the living standard of the subsidiaries
 It minimizes the risk of subsidiary being exposed to factors that may affect
their health
 It lessens the risk of subsidiary being exposed to different types of
harassments
 It gives awareness for the community about the involvement of Jimma
University in solving communities’ problems
 Inspire the team members towards knowledge sharing

1.7 Objectives

1.7.1 General Objective

The general objective of this project is to build two new individual houses and fence
for an elder patriarch with his family and a handicapped woman of Sato Samoro
Kebele.

1.7.2 Specific Objectives

1. To implement the site authorization

2. To mobilize the community to fundraise
3. Coordination and teamwork among the DTTP group Members
4. To perform construction of foundation work
5. To carry out the construction of a wall and rooftop
6. To accomplish the plastering and floor correction
7. To complete the installation of door and window

6
 8. To achieve finishing work including paintings
9. To implement the fence work
1.8 Research Questions

 How can we complete the site allowance for the house construction?
 What are the procedures to construct foundation work?
 What are the finishing methodologies for wall & roof construction?
 How can we involve the community in the project?

1.9 Scope of the Project

The project includes building two new living houses and building one fence for the
elder family. The project doesn’t include building a fence for the handicap women
because the Kebele chairman by itself has promised to implement that task.

7
2. LITERATURE REVIEW
2.1 Overview of Community Education
Community education, also known as Community-based education or Community
learning & development refers to an organization's programs to promote learning and
social development work with individuals and groups in their communities using a
range of formal and informal methods. A common defining feature is that programs
and activities are developed in dialogue with communities and participants. The
purpose of community learning and development is to develop the capacity of
individuals and groups of all ages through their actions, the capacity of communities,
to improve their quality of life. Central to this is their ability to participate in
democratic processes, [1].

CBE exposes students early in their training and throughout their education to the
public health and primary health care needs of rural communities. CBE aims to create
awareness among students of the importance of developing community partnerships
as a means to implement sustainable community services [2].

Community partnerships are defined as “groups working together with shared goals,
responsibilities and power to improve the community” [3]. The community
partnerships in CBE include those between community members, governmental and
non-governmental organisations, students, faculty members, and health facility staff.
By building partnerships between the university, service providers and community as
well as the students’ learning and service activities, CBE positively influences and
prepares students to care for people in the rural communities [3]. As students work
with local, rural health workers and community members, the relevance of CBE and
importance of working in rural areas may become internalised as a result of their
interaction with these stakeholders in the community [2, 3].

Community education encompasses all those occupations and approaches that are
concerned with running education and development programs within local
communities, rather than within educational institutions such as schools, colleges, and
universities. The latter is known as the formal education system, whereas community
education is sometimes called informal education. It has long been critical aspects of

8
the formal education system for failing large sections of the population in all countries
and had a particular concern for taking learning and development opportunities out to
socio-economically disadvantaged individuals and poorer areas, although it can be
provided more broadly, [1].

Community schools offer a common-sense approach to linking living and learning. A

growing number of schools and community partners are adapting courses both during
the regular school day and after school that allows students to learn in their
communities. This link between schools and community partners is a critical element
of community schools, offering students ways to develop the skills and knowledge
necessary for success in adulthood [1]. As an intentional dimension of the curriculum,
community-based learning helps students acquire, practice, and apply subject matter
knowledge and skills. At the same time, students develop the knowledge, skills, and
attributes of effective citizenship by identifying and acting on issues and concerns that
affect their communities.

Historically, universities were centers of academic excellence where keen people of

the society produce young philosophers, politicians and scientists through their
teachings and generate new ideas. They had the opportunity to attract the creams of
society and boost their image. The traditional universities saw the `general public as
silent recipient of ideas. In most cases, these universities confined themselves in more
theoretical activities, which isolated them from the real world that the society lived in.

The concept of formal education particularly tertiary education contributing towards

social and economic development is being challenged in Africa, most particularly in
Ethiopia [4,5]. It has been argued that, higher education in Africa didn’t go further
than producing trained public servants needed to meet the requirement of bureaucratic
hierarchy [6]. The competence and commitment of graduates to serve the community
and bring a meaningful change for economic development is also challenged. These
could be attributed to insufficiency of curricula for practical training in the
community. It was suggested that, education has to concentrate on analysis, criticisms
and the acquisition of knowledge on formulation, provide solutions to problems,
organizing and enhance constructive and creative activity to ensure educational
relevance.

9
The creation of a new balance between education, research and service in the
university educational system and the introduction of educational strategy that
addresses the real development problems of the society through collaborative effort
has been the order of the day in the late 1960s and 1970s.

This teaching model has also inspired a reform in the traditional education system that
redirects education to serve the society and respond to the real needs and problems of
societies. Many international seminars and workshops were organized to promote the
new strategy of education and transform the universities from their isolated status of
pure academics to active participation in social development. The teaching, research
and service were oriented to solve realistic problems of the society around them. In
view of the above, some universities started to experiment their training to make more
relevant to the needs of the people. These universities are known as ‘innovative
schools’ and the educational philosophy they adopted were ‘Community –Oriented
Education’ and ’Problem Based Learning’. Community oriented/based education, as a
learning activity, involves the students, teachers, the community, and all other
stakeholders in the community and follows a problem-solving approach that starts
with the identification of community problems, setting of objectives, set plan of
action, implementation of plans and monitoring and evaluating of the progresses. The
international trend in the early 70s has compelled Ethiopia to think and introduce
CBE. Hence, Addis Ababa university issued its manifesto that declares its
commitment to enhance education to serve the interest of the Ethiopian people
through that integration of education, research and services in 1975. On the other
hand, the Global Movement of Health for All and Primary Health Care were also
accepted by the Ethiopian Government in the late 1970s. These national and
international trends on CBE motivated to pick and implement CBE in Jimma Institute
of Health since (JIHS) 1983. The CBE in JU is integrated in all disciplines.

2.2 Justification for Including CBE Into Educational System

JU has run CBE for three decades. There is a good deal of experience in managing
CBE program. The benefits obtained in implementing CBE are multifaceted. The
CBE program has paved the way to fully implement its educational philosophy
(training, research and service) which made the JU to be national pioneer. The
experience in running CBE has helped the students, teaching staff members to render
service to the community and discharge their responsibility and helped to improve
10
their research undertaking skills in the community problems. The program has created
the opportunity to identifying community problems, lay down research projects on the
felt need of the community and advance intervention to ameliorate societal problem.
The transfer of technology to improve the livelihood of the community is possible
through implementing CBE. Working with the community has improved the
credibility of JU and the local community has developed the sense of belongingness to
the university.

The bonding between university and the community where CBE is implemented has
significantly improved. The past experience with community has demonstrated
that, the local government and nongovernmental organizations involved in
development activities have showed their interest to be partners in running CBE in the
community. The community and the local governments have either contributed in-
kind or in cash to run CBE. The program has attracted a number of national and
international organizations to support the program. Therefore, CBE can diversify
income to run community development activities. The CBE philosophy is in line with
government development programs. The implementation of CBE is beneficiary to
student in a number of accounts. The students are exposed to the real world and
graduates will not be new to the community and eases their contribution to the
community in the work front. Their attitude towards working and helping the
community in a situation where there is poor infrastructure will improve. The students
will have a skill to mobilize the community in implementing community development
projects and use the available community resources, where the communities resources
could be in the form of labor, local material, space or money (in cash or in kind) to
cover most of the intervention costs. CBE is implemented by forming a team of
students from different disciplines and fostering participatory training that will build
team spirit. These will allow the graduates to work in team to bring meaningful
change in the development of the community. Therefore, there is a compelling
reasonto implement CBE in all programs of JU to improve educational relevance,
societal belongingness and contribute in the development endeavor of the
government.

11
2.3 Jimma University’s Perception Of DTTP
Jimma University (JU) is a public higher educational institution in Ethiopia
established in December 1999 by the amalgamation of Jimma College of Agriculture
(founded in 1952) and Jimma Institute of Health Sciences (established in 1983).

Community-based education (CBE) is a means of achieving educational relevance to

community needs and consequently of implementing a community-oriented education
program. It consists of learning activities that use the community extensively as a
learning environment, in which not only students but also teachers, members of the
community, and representatives of other sectors are actively engaged throughout the
educational experience.

The core philosophy of Jimma University is:

Community-Based and Problem-Oriented Education; Multi-disciplinary training and

Integrated training service and research, in which the main activity includes:

 Identify the community problem

 Develop investigation tools
 Gather data
 Process and analyze data
 Prioritize problems
 Draw action plan
 Carry out intervention
 Evaluate and monitor intervention

To reach these goals (to realize the philosophy) and catch the mission of the
university, the University itself designed four programs for the curriculum: The
Community Based Training Program (CBTP), where students during pre-graduating
years are assigned as a group to urban, semi-urban or rural communities in different
phases. The Team Training Program (TTP), where students in the final year from
different hegemonies are posted as a team in the nearby Training Health centers. The
Developmental Team Training Program (DTTP), where graduating students get
engaged in local communities for two months providing development work in the
areas of health, education, agriculture, technology, etc. Community-Based Student
Research (SRP), where final year students carry out an independent research project:

12
to design, conduct operational research, and write a scientific report. Community-
Based Education has enabled the University:

 To train professionals in diverse studies in a community setting,

 To encourage a team approach in treating societal problems,
 To work with local communities with greater conviction, and
 To undertake Problem Based Research activities that take into consideration
the priority
needs of the community [7].

2.4 Development Team Training Program (DTTP)

The PG students shall register for DTTP after completion of the two semester course
works. Therefore, DTTP shall be conducted twice per Year (January and September).
The PG students in the respective colleges shall form a team to run DTTP. DTTP
shall be done in the vicinity of Jimma. The teaming is limited to colleges due to good
number of programs that will be difficult to manage the program by mixing more than
60 PG programs. There will be a feedback on the work of each team drawn from
colleges in a form of presentation.

The following is the procedures to carry out DTTP: -

 Formation of team (15-20 PG students) and naming of the team leaders and
reporter
 Assignment of supervisors, this could be done by the respective departments
and CBE coordinators of colleges
 Provide orientation which could be organized by coordinators of CBE and
supervisors
 Site selection for DTTP which could be done by research, CBE and PG
coordination offices of colleges and JU
 Identify the study community
 Develop investigation tools
 Gather data
 Process and analyses of data
 Problem identification and priority setting
 Draw intervention action plan
 Carry out intervention

13
  Monitoring and evaluation
 Reporting and presentation
 Create a plat form that could include all colleges to address DTTP by
involving Woreda officers in the respective field, the community leaders and
appropriate JU office
 The university CBE office syntheses the report and disseminate to the stake
holders,
community and appropriate offices of JU.

2.5 How to Implement DTTP

DTTP is a training program that has simulated Woreda development models. The
Woreda development plan is initiated and organized at the sector level. The plan and
the budget are tabled to the Woreda council that constitutes a multidisciplinary team
and representatives of the community to ensure the synergy of the sectors and
ownership of the plan. The DTTP is a component of CBE and implemented in
postgraduate programs. The PG student at a college level is creating a team and the
team encompasses a mix of disciplines. The PG students are exposed for two months
in a community. The students of different discipline in a college which formed a team
review the Woreda/Kebele plan and take activities from the Kebele and plan for data
analyses and intervention.

The team also mobilizes the community, solicits funds from the community,
government, and nongovernment sources. The DTTP program involves the
community in problem identification, drawing of the action plan, and implementation.
The participation of the community is targeted to ensure the sustainability of the
intervention. There is also an in-built exit strategy, where the community takes over
interventions. The information which was collected from the community and the
interventions implemented to ameliorate societalproblems are presented to the DTTP
team from different colleges. This platform is a means to share ideas from different
DTTP teams and cross-fertilize ideas among the DTTP team aroused from different
colleges [7].

The Developmental Team Training Program (DTTP), where graduating students get
engaged in local communities for two months providing development work in the
areas of health, education, agriculture, technology, etc.

14
Community-Based Student Research (SRP), where final year students carry out an
independent research project: to design, conduct operational research, and write a
scientific report. Community-Based Education has enabled the University:

 To train professionals in diverse studies in a community setting,

 To encourage a team approach in treating societal problems,
 To work with local communities with greater conviction, and
 To undertake Problem Based Research activities that take into consideration
the priority needs of the community

2.5.1 Misconduct of students assigned to DTTP

 Disciplinary measures against academic nuisance, dishonest misbehaviour,

cheating, plagiarism, impersonation, will be taken if discovered.
 Supervisors should be obliged to report to the respective college CBE
coordinators and the department head about the misconduct
 Any student in DTTP attachment who misbehaves towards, the, community
members
and supervisors shall appear before the disciplinary committee
 Damage or loss of any material taken for the DTTP program shall be paid
back/replaced by the student who did the act with disciplinary measure.

2.5.2 Academic Requirement in DTTP

DTTP will have 4 credit and 2months attachment. The minimum passing grade in D
TTP courses on a fixed scale for grading is a "C". Any student who fails to score a
minimum of “C” in TWO progressive assessments will be warned by the staff
supervisor and report to the college program coordinator. College coordinators,
supervisors and department heads are expected to make a close follow up of the
student and give guidelines during DTTP activities and should avail themselves for
the whole duration and should always be ready to help the student.

15
3. METHODOLOGY
3.1 Study area and period
Jimma is one of the towns in South-western Ethiopia. The town was found in Oromia
Regional State in Jimma Zone, located 345km away from Addis Ababa. Sato Samoro
is one of the 13 Kebele in Jimma town. The kebele is bounded by --------- Kebele
from the South, --------- Kebele from the North, --------- Kebele from the West and
--------- Kebele from East.

The study was conducted in Sato Samoro Kebele in Jimma town with the intervention
period will be scheduled from September 16, 2020 – May 31, 2020.

Figure 3.1 Location of Sato Samoro kebele.

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3.2. Project design
An Intervention study was made by our DTTP Group members to get the necessary
information about the problems existing in the kebele. The group members went to
the kebele chairman and asked him to share the major problems in the kebele. Ones
the primary data has been collected by through interview it would be checked for data
processing and analysis by sorting the data into groups of different study populations
and quality control checks. The collected data’s were analyzed using descriptive
statistics such as percentages, frequencies, and tabular representation by using Manual
data analysis and using mode choice modeling. Based on direct interview and
observation of the problems, building 85 years old house patriarch and building house
for Handicap woman were identified as critical problems in the kebele. Now our
group members were going to plan to solve these two identified severs problem. The
action plan would be developed and the scheduled for implementing the activities will
prepare and the project is divided into sub-activities addressing each objective. The
overall cost of the project covered by the DTTP team members, JIT-CBE Office, and
by the kebele. The inspection and supervision of site during construction supervised
and coordinated by the team members. The project will be implemented using the
following strategies:
 Clear the site of the construction with community participants and daily
laborer.
 Providing material to begin the construction work.
 Hiring and assigning technical and volunteer worker.
 Construct wall and roof.
 Proved door and window.
 Finishing works.
 Transfer the property to the family’s
3.3 Materials and equipment used
While conducting our work we use the following Materials and equipments.
Materials used are:

 Wood
 Metal shit
 Water

17
  Soil
 Nail
 Paint etc...
Equipments used are:
 Metering tap
 Hammer
 Sprit Level
 Savannah
 Brush
 Hack-saw
 Shovel
 Barrel
 Rope etc…
3.4 Procedures of the work
In the time of conducting our work we follow the following procedures:

3.4.1 Detail design of the house

In the design process of both Elder House and Handicap woman House we mainly
concerned on:

 Our baseline budget.

 Available sources of necessary materials and equipments for work
depending on the estimated budget guide line.
 Number of families live in the house.
Detail design of the first subsidiary house

18
Figure 3.2 Sectional view of Elder House.

Figure 3.3 Floor plan of Elder House.

Detail house design for the second subsidiary

19
Figure 3.4 Floor plan of Handicap woman House.
3.4.2 Ground work

The natural soil is removed to a depth of 30 cm and, after leveling the surface, one
layer of full mud blocks is placed.

3.4.3 Building the Houses Roof

The roof is another part of the house. Both of the houses constructed from locally
available materials like wood, in which the horizontals and vertical lead poles made
nailed together, and it covered with corrugated iron sheet.
After performing those above mentioned steps we targeted on calking the wall with
soil mud and other finishing works like fulfillment of door, window etc.
3.5 Resources
3.5.1 Physical resource

Materials used for the construction has been collected from different donors like the
jimma university institute of technology, different voluntary sponsor‘s and also
bought by money which gone from DTTP team members by selling coupons.

3.5.2 Financial resource

The financial supported by the CBE office of Jimma University and communities’
contribution by bought coupons from DTTP team members.

20
3.5.3 Human resource

Site investigation and design work are done by the kebele administrate and DTTP
group members. Each group members also gave their best effort for execution of work
in scheduled time. In addition those that have a big contribution for the completion of
work are:

 Carpenter
 Daily labor
 volunteer societies
 Kebele administrator
 Houses own family members
3.6 Beneficiaries
The ultimate beneficiaries from the project are the handicap woman and elder with his
family. As they are one part of the community, anything bad happen to them affects
the community indirectly as of Ethiopian norm. This implies the community as well
as the kebele administrative will be benefited from the project.
3.7 Outcomes of the project
The house surely prevent both families from all unforgiving weather, protect their
property from intruders and marauders, and help them to direct their expenditure into
other means, which previously used for frequent maintenance of the house. Especially
for handicapped women, it will provide security from different sexual abuses.

3.8 Ethical Considerations

Societal norms in the public take account of cultural beliefs, religion, socio-economic
values and political implications. And it is our duty and obligation to respect the
norms and culture of the community. As there are no visible difficulties related to
moral and ethical obligation that may possibly interrupt our intervention study, this
study regard as a good ethical consideration with respect to the surrounding society.
The intervention work has been carried out with a genuine thinking of benefiting the
surrounding community members and no monetary or other sorts of benefits are
acquired by DTTP group members.
As per letter obtained from Jimma University Institute of technology CBE coordinator
office, we have got an official permission from Sato Samoro kebele leader. Before

21
starting data collection, the purpose of the study is explained to all respondents and
every activity need to be undertaken in collaboration with the kebele representatives
as well as the kebele communities.

4. RESULT AND DISCUSSION

As mentioned in the above sections we observed two problems at resident of seto
semero kebele. The one is a family living in a house which has a corroded and
punctured rooftop, that can’t prevent them from rain and sunlight as shown in the
figure 4.1. Apart from that the wall as well as the door is cracked beyond repair as
shown in figure 4.2. So our DTTP program focused on building two houses for: one
family and one homeless handicap woman.

22
Figure 4.1 Corroded and punctured rooftop.

Figure 4.2 Cracked and beyond repair door.

4.1 House construction

After the problem was identified, the data collection process was done by group
members by interviewing of the concerned body, which provides us a reliable data
about those problems. After that we collect necessary materials (wood, metal shit,
nail, soil etc.) and equipments (metering tap, hammer, sprit level) to be used in
building the houses. Then, after the detail design was made, the site cleaning was
executed and the houses were built with wood and metal.
Those mentioned activities are implemented based on the action plan. The overall cost
i.e. material and labor cost of the project was covered by the DTTP team members,
JIT-CBE Office, and by the kebele. The inspection and supervision site during
construction was supervised and coordinated by the team members. Finally, the total
construction cost is about 131,306.00 ETB and the constructed houses are shown
below in comparison with the previous state.
4.2 Site clearance
Site clearance was carried out in accordance with area to be cleared. A house with a
corroded and punctured rooftop was deconstructed and the remnants of the
deconstruction are disposed and deposited. In addition, trees and bushes were
uprooted, raked and disposed.

23
4.2.1 House construction with wood

After the clearing of the site, the ground is metered by a carpenter and digging process
carried out. Then about 360 woods used for constructing the wall and roof of the two
houses.

Figure 4.3 House construction with wood.

4.2.2 Roof covering with metal

A properly made roof makes the roof covering work too easier that is what we did.
The roof is covered with metal.

Figure 4.4 Roof construction.

4.2.3 Calk the houses with soil mud

Those houses’ walls are then calked with soil mud in addition to other finishing works
like door and window, ceiling...

24
25
Figure 4. 5 Calking the houses with soil mud.

4.3 Fence work

For fencing process 15 posts were securely embedded in post holes. The depth
embedded was 40cm. A total of 15 corrugated metals were used for fencing work.

Figure 4.6 Fence work.

26
5. COST SUMMARY
Cost is a core component that was considered during this project work. The cost of
each material including daily labor cost used for the construction of the house for
handicapped woman, 85 years old patriarch and fence work was discussed in Table
5.1, 5.2 and 5.3 respectively. It was shown that about 55,965, 64,675, and 3,631 ETB
were used correspondingly (Table 5.4).

Table 5.1 Cost of materials and daily labor used for the construction of 85 years
patriarch house

No
Quantit Unit cost Total Cost
Item Unit Remarks
y (ETB) (ETB)
1 Half of the wood
Wood No 200 120 24,000
were by donation
2 Corrugate
10 Corrugated iron
d iron No 24 185 4,440
sheet by donation
sheet
3 3 Kg donation from
Nail Kg 10 115 1,150
shops
4 Soil Cart 10 200 2,000 Bought under the

27
 real price as a
contribution
5 4 person Volunteers were
Daily
No for 200 12,000 helping additionally
labor
15days for some days
6 Some of the Liters
Water L >10,000 2/20L 15,00 was donation from
Neighbors
7 Door is donated
Window 2500&50
2 3,000 from governmental
and Door 0
office
8 2 gallon,
Paint gallo 280,160
1kg & 650
n &210
60Kg
9 Paint
No 3 70 & 25 165
brush
10 Bought under the
mete real price as a
Mattress 1m=1 1050 1050
r contribution from
seller
11 mete
Ceiling 30 15 450
r
12 Plastic mete
14m*2m 90 1260
mat r
13 Profession
2 person
al
/day for 363 10,890
supervisio
15 days
n
Transportation
14 Cart (soil
transporti 10 50 500
ng)
15 Bajaj 8 40 320
16 15days*
Taxi 10 300
2person
17 transporta time Provided from
4 250 1000
tion (car) s governmental offices

Table 5.2 Cost of materials and daily labor used for the construction of handicapped
woman.

No Unit Quantity Unit Total Remarks

Item cost Cost
1 Wood No 130 120 15,600
2 Metal Collected from the
No 14 185 2,590
sheet community
3 2 kg is contributed
Nail Kg 8 115 920
by the seller

28
 4 some of the carts
Soil cart 20 200 4,000
was contributions
5 4 person Volunteers was
Daily labor No 200 12,000
for 15 d working for a week
6 Natural water but
Water L 10,000 5/20L 2,500
paid for the carrier
7 Window 2500 & Door is donation
2 3,000
and door 500 from governmental
8 mete 1.20cm=
Mattress 1150 1,050
r 1
9 mete
Ceiling 25 15 375
r
10 mete
Plastic mat 10m*2m 90 900
r
13 2
Profession
person
al 363 10,890
/day for
supervision
15 days
Transportation
14 Cart (soil
8 50 400
transport
15 Bajaj 8 40 320
16 15days*2
Taxi 14 420
person
17 transportati time
4 250 1,000
on (car) s

Table 5.3 Cost of materials and daily labor used for Fence work

No Unit Quantity Unit cost Total Remarks

Item
Cost
1 No 16 90 1,440 from individual
Wood
supporters
2 Metal sheet No 15 60 900 Re-used
3 Nail Kg 1.5 70 105
5 Daily labor No 2 150 300
6 2 person 363 726
Mentorship
for a day
Transportation
7 Taxi 2 person 10 20
8 Cart 2 times 70 140

Table 5.4 Cost summary

No Unit Quantity Unit Total Cost Remarks

Item
cost
1 85 years No 1 64,675
patriarch house

29
 2 Handicapped No 1 55,965
woman house
3 No 1 3,631
Fence
124,271.00
Total

6. CONCLUSION AND RECOMMENDATION

6.1 Conclusion
Being part of DTTP program helped us to develop the skill of team working to make a
change in a development. Generally, constructing house with fence for an 85 years
old man with families having corroded and punctured rooftop with cracked door and
constructing house for a homeless handicapped woman give the following advantage:

30
  It will minimize the risk of subsidiary being exposed to factors that may affect
their health
 It will minimize the risk of subsidiary being exposed to different types of
harassments
 The living standard of the subsidiaries will be improved
 It minimizes the housing problem in the community
 Constructing fence may keep the subsidiary privacy & security.
 Changes the communities’ attitude towards the University: Jimma University.
 The community understands that the university is really in the community.

6.2 Recommendation
Although the project work is almost completed, it is not meant that nothing remains.
So we would like to recommend the uncovered portions of the project to make it fully
completed.

 There is no water for both built houses. So, in the next DTTP program, JiT
students can gather information about families with no water service in

31
 deferent kebeles of Jimma town and involve in it so that many families can get
water.
 It is known that involving the community in an intervention is among the aims
of DTTP program. However, it becomes unfair to say the community is fully
participated. They do not want to involve themselves in the project. Therefore,
JiT CBE office should discuss and solve this issue with kebele administrators.

REFERENCES
[1] CBE guide lines 2014

[2] Mbalinda SN, Plover CM, Burnham G, Kaye D, Mwanika A, Oria H, Okullo I,
Muhwezi W, Groves S. Assessing community perspectives of the community based
education and service model at Makerere University, Uganda: a qualitative
evaluation. BMC International Health and Human Rights. 2011 Dec 1

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[3] Anderson E, Shepherd M, Salisbury C. ‘Taking off the suit’: engaging the
community in primary health care decision‐making. Health Expectations. 2006
Mar;9(1):70-80.
[4] Thompson A. Education and Development in Africa, Macmillan, Education Ltd,
1981.
[5] Devi S., system of education, Omsons publications, Delhi, 2003
[6] Meseret Y. concepts and practice of CBE: In proceedings of the workshop on
implementation of DTTP at Jimma University, July 19-20, 2005
[7] Guidelines and procedures for CBE, 2013.
[8] Melesse, K., Ferede, T., & Ferede, B. (2015). Awareness, Readiness, Commitment
and Perception about the Pedagogical Relevance of CBE in Jimma University.
Ethiopian Journal of Education and Sciences, 10(1), 31-63–63.

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