« Train the intellect, develop skills, build the future »

Implementing Organization: EMCECL

Project Partner: Organisation de Développement de Lascahobas (ODL)

1. Executive Summary

This project aims to strengthen the educational offering of the École Mixte Classique de l'Église de Christ de Lascahobas (EMCECL) by integrating practical, vocational training into students' academic pathways and into the training offered to young people in the community. The project responds to the economic difficulties faced by families, youth unemployment, the lack of access to technical training, and the limited prospects for professional integration identified in the initial document.

The intervention provides for the establishment of a computer room and three technical workshops: sewing, plumbing, and tiling. The pedagogical approach emphasizes practice, announced at 70%, complemented by 30% theory, in order to promote the acquisition of directly usable skills.

Implementation is planned over twelve months: preparation, installation, launch of training, then evaluation and adjustment. Governance rests on the EMCECL Directorate, the ODL, and community and diaspora partners, with a management committee responsible for coordination, monitoring, and transparency.

The overall estimated budget indicated in the file is .............. The complete budget detail must be presented in an annex and harmonized with the detailed quotes before any definitive submission to a donor.

  2. Presentation of the Institution

The École Mixte Classique de l'Église de Christ de Lascahobas (EMCECL) is a Christian school that works toward the intellectual, moral, and spiritual formation of children and young people in the commune of Lascahobas. The institution affirms its commitment to quality education, in reference to the guidelines of the Ministry of National Education and Vocational Training (MENFP).

The EMCECL intends to prepare students not only for academic success, but also for autonomy, responsibility, and constructive participation in the development of their community. The vocational training project is directly in line with this vision.

3. Context and Problem Statement

The project document describes a context marked by economic difficulties affecting families, a situation of insecurity in several areas of the country, and limited prospects for part of the youth. In Lascahobas, several parents encounter difficulties in regularly paying school fees, while some young people, after their classical studies, do not have the means necessary to pursue university or technical training.

The absence of accessible professional qualifications can lead some young people toward precarious activities and reduce their possibilities for advancement. The project therefore proposes an educational response centered on the acquisition of practical skills likely to facilitate professional integration, self-employment, and the creation of small economic activities.

4. Justification and Relevance
   • Strengthen the complementarity between academic training and practical training.
   • Broaden young people's access to technical skills that can be directly mobilized.
   • Develop digital skills and technical know-how.
   • Foster the economic autonomy and entrepreneurship of young people.
   • Contribute to reducing social and professional vulnerability.
   • Enhance the role of the school as a space for skills development.

5. Vision, Mission, and Guiding Principle
   Vision:
   Make the EMCECL an institution where academic training, education in values, and the development of professional skills complement one another.
   Project Mission:
   Offer students and young people in the community who are interested in a technical trade a structured environment enabling them to acquire digital and technical skills within a progressive and supervised pedagogical framework.
   Guiding principle: "Train the intellect, develop skills, build the future."

6. Project Objectives
   6.1 General Objective
   Contribute to strengthening the academic and professional skills of young people in Lascahobas by establishing a practical training offering integrated into the educational environment of the EMCECL.
   6.2 Specific Objectives
   • Establish a functional computer room for learning digital and office tools.
   • Create and make operational sewing, plumbing, and tiling workshops.
   • Train learners according to a progression going from initiation to practical autonomy.
   • Strengthen the pedagogical capacities of trainers and staff involved.
   • Foster the professional integration, self-employment, and economic initiatives of young people.
   • Establish a monitoring mechanism enabling measurement of the project's learning outcomes and results.

7. Beneficiaries
   Direct beneficiaries: EMCECL students and young people of Lascahobas participating in the training.
   Indirect beneficiaries: parents, families, the local community, and economic actors likely to benefit from strengthened technical and digital skills.

8. Project Components

9. Pedagogical Approach and Methodology

The project adopts an essentially practical approach, with an indicative proportion of 70% practice and 30% theory, as it appears in the initial file. Learning will be organized around demonstrations, supervised exercises, workshop work, practical projects, and progression toward autonomy. The pedagogical progression is structured in three levels:
• Level 1 – Initiation: discovery of tools, technical vocabulary, and fundamental notions.
• Level 2 – Practical training: guided exercises and completion of technical tasks in the workshop.
• Level 3 – Advanced training: practical projects and progressive autonomy.

The precise evaluation methods, the duration of each module, the prerequisites, the certification criteria, and the qualifications required of trainers will be defined in the curricula and training plans before start-up.

10. Expected Results
    • An equipped and functional computer room.
    • Three fitted-out and operational technical workshops.
    • Trainers recruited and/or strengthened to deliver the training.
    • Students and young people trained in the selected streams.
    • Practical and digital skills evaluated through exercises and work.
    • Better preparation of young people for employment, self-employment, and economic initiatives.
    • A monitoring mechanism enabling documentation of progress and results.

11. Simplified Logical Framework

12. 12-Month Implementation Plan

13. Governance and Project Management

The project is led by the EMCECL Directorate, with the participation of the Organisation de Développement de Lascahobas (ODL), and the community and diaspora partners mentioned in the file.

A management committee is planned to ensure coordination, transparency, monitoring of activities, and control of equipment.

To strengthen the institutional credibility of the project, responsibilities should be formalized in a written mandate: governance, financial management, purchasing, equipment management, pedagogical monitoring, reporting to partners, and risk management.

14. Monitoring, Evaluation, and Learning

The planned mechanism includes monthly reports, management committee meetings, field visits, equipment control, and evaluation of learners.
• Number of learners enrolled per stream and per cohort.
• Attendance rate and completion rate.
• Success rate in evaluations.
• Technical and digital skills actually acquired.
• Number of certificates issued, according to the methods that will be officially adopted.
• Number of young people engaged in an economic or professional activity after the training, when this data can be documented.

The reference values and numerical targets must be set before start-up in order to allow objective measurement of progress.

15. Budget and Financing For tiling and plumbing

FOR SEWING

The source file indicates an overall estimated budget of five hundred eighty-four thousand seven hundred fifty Gourdes (584 750 Gdes). However, the cost for the computer stream is not taken into account. The computers could be purchased new or refurbished.

16. Sustainability Strategy
    • Progressive integration of training into the school environment.
    • Continuing education of teachers and trainers.
    • Participation of parents and the community.
    • Economic valorization of certain productions or practical activities, in compliance with the institution's management rules.
    • Continued mobilization of religious, community, national, and international partners.
    • Maintenance and planned renewal of equipment.

17. Risks and Mitigation Measures

18. Expected Impacts

18.1 Educational Impact

Strengthening of the complementarity between academic teaching and practical learning, development of digital and technical skills, and enhancement of the EMCECL's educational offering.

18.2 Social Impact

Contribution to reducing the vulnerability of young people through access to skills and professional prospects.

18.3 Economic Impact

Development of skills likely to foster employment, self-employment, and the creation of small local economic activities.

20. Conclusion

The project to establish a computer room and vocational training workshops constitutes an initiative aimed at bringing school education closer to the realities of professional integration. By relying on the EMCECL and the ODL, it seeks to offer the young people of Lascahobas concrete opportunities to acquire skills.

The success of the project will depend on the mobilization of resources, the quality of equipment and trainers, the rigor of management, the monitoring of results, and the ability to anchor the activities in a sustainable strategy. This document provides a consolidated architecture for the presentation of the project; the quantitative data still missing will need to be completed before submission.

Done in Lascahobas, July 8, 2026

Fritzner ANASTASE, Director of the École Mixte Classique de l'Église de Christ de Lascahobas (EMCECL)