TIGRAY NATIONAL REGIONAL STATE - Aiga Forumaigaforum.com/news/maichew_secondary.pdf · TIGRAY NATIONAL REGIONAL STATE ... PROJECT MANAGEMENT SPROJECT MANAGEMENT SYSTEM ... per section

TIGRAY NATIONAL REGIONAL STATE

MAYCHEW CITY ADMINISTRATION

PROJECT PROPOSAL FOR THE CONSTRUCTION OF A NEW

SECONDARY SCHOOL IN MAICHEW TOWN

PREPARED BY: PRIME CONSULTANTS PLC

FEBRURY, 2011

PROJECT PROPOSAL FOR THE CONSTRUCTION OF SECONDARY SCHOOL IN MAICHEW TOWN

2

PRIME PRIME PRIME PRIME CONSULTANTS PLCCONSULTANTS PLCCONSULTANTS PLCCONSULTANTS PLC ℡ – 251-116-476982 � – 251-116-477023 � 190013

TIGRAY NATIONAL REGIONAL STATE

MAYCHEW CITY ADMINISTRATION

PROJECT PROPOSAL

FOR

THE CONSTRUCTION OF A NEW SECONDARY SCHOOL

IN MAICHEW TOWN

PRIME CONSULTANTS PLC

℡ – 251-116-476982

� – 251-116-477023

�– 251- 911-517793 (GM)

� 190013

E-mail –[email protected]


3


CONTENTSCONTENTSCONTENTSCONTENTS

I.I.I.I. BACKGROUND BACKGROUND BACKGROUND BACKGROUND

II.II.II.II. RATIONALE/ PROBLEM ARATIONALE/ PROBLEM ARATIONALE/ PROBLEM ARATIONALE/ PROBLEM ANALYSIS / NEED NALYSIS / NEED NALYSIS / NEED NALYSIS / NEED ASSESSMENTASSESSMENTASSESSMENTASSESSMENT

III.III.III.III. OBJECTIVEOBJECTIVEOBJECTIVEOBJECTIVE

IV.IV.IV.IV. PROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTCOMES AND IMPACTSCOMES AND IMPACTSCOMES AND IMPACTSCOMES AND IMPACTS

V.V.V.V. PROJECT TARGET GROUPPROJECT TARGET GROUPPROJECT TARGET GROUPPROJECT TARGET GROUPSSSS

VI.VI.VI.VI. MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF THE PROJECTTHE PROJECTTHE PROJECTTHE PROJECT

VII.VII.VII.VII. THE SECONDARY SCHOOLTHE SECONDARY SCHOOLTHE SECONDARY SCHOOLTHE SECONDARY SCHOOL DESIGN CONSIDERATIONDESIGN CONSIDERATIONDESIGN CONSIDERATIONDESIGN CONSIDERATIONS S S S

VIII.VIII.VIII.VIII. THE PHYSICAL DESIGN THE PHYSICAL DESIGN THE PHYSICAL DESIGN THE PHYSICAL DESIGN OF THE PROJECTOF THE PROJECTOF THE PROJECTOF THE PROJECT

IX.IX.IX.IX. THE COST BREAKDOWNTHE COST BREAKDOWNTHE COST BREAKDOWNTHE COST BREAKDOWN

X.X.X.X. RESPONSIBLE BODIES RESPONSIBLE BODIES RESPONSIBLE BODIES RESPONSIBLE BODIES

XI.XI.XI.XI. PROJECT FINANCINGPROJECT FINANCINGPROJECT FINANCINGPROJECT FINANCING

XII.XII.XII.XII. HUMAN HUMAN HUMAN HUMAN RESOURCE INPUTSRESOURCE INPUTSRESOURCE INPUTSRESOURCE INPUTS

XIII.XIII.XIII.XIII. PROJECT MANAGEMENT SPROJECT MANAGEMENT SPROJECT MANAGEMENT SPROJECT MANAGEMENT SYSTEM YSTEM YSTEM YSTEM

XIV.XIV.XIV.XIV. KEY PROJECT INDICATOKEY PROJECT INDICATOKEY PROJECT INDICATOKEY PROJECT INDICATORSRSRSRS

XV.XV.XV.XV. FINANCIAL SOURCES MAFINANCIAL SOURCES MAFINANCIAL SOURCES MAFINANCIAL SOURCES MANAGEMENT NAGEMENT NAGEMENT NAGEMENT

XVI.XVI.XVI.XVI. POTENTIAL RISKS AND POTENTIAL RISKS AND POTENTIAL RISKS AND POTENTIAL RISKS AND RISK MANAGEMENT RISK MANAGEMENT RISK MANAGEMENT RISK MANAGEMENT

XVII.XVII.XVII.XVII. ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN

MAJOR RESOURCES


4


I. BACKGROUND BACKGROUND BACKGROUND BACKGROUND

In the early of the 1970 the growing number of students, who were completing the junior secondary

school annually demanded for a senior high school and became a vital question for Maichew town and

Raya and Azebo Awraja students and community at large. At that time the nearest high school was

located 120 km away in Mekelle. Therefore, families, who could afford, had to send their children to

Mekelle and those students with no resources had to quit schooling. To overcome this pressing

problem, the Raya and Azebo Awraja Administration, the Maichew Municipality and the people had

made a long and concerted effort to get the permission and the necessary funds from the government.

With the help of some parliamentarians’ representatives of the district/Awraja, permission had been

given by the Ministry of Education and the Ministry promised to provide teachers. Concerning funds,

however, the support was very limited. So, raising funds was entirely fallen on the shoulders of the

residents of the town and the surrounding weredas. Accordingly, with the contribution of the residents

of the town, the surrounding weredas and the municipality, the construction of the “Tilahun Gizaw

Secondary School” began in 1971 and it was taken into service in 1974/75. Originally this school was

called Maichew secondary school and after the fall of the Derg it was renamed by the name of the

renowned leader of student movements “Tilahun Gizaw Secondary School” who was shot dead in 1972

by the then regime. /Maichew Integrated Development Plan, 2007/

Tilahun Yigzaw Secondary School is the oldest senior secondary school in Maichew and Southern

Tigray Region. Currently it has a student population of above 3200 students of grade 9 and 10. In

addition Tilahun Gizaw Technical and Vocational School is also in the same compound. Currently the

school is serving for the Maichew town communities, the population of the Endamehoni Wereda and

the nearby surrounding weredas.

According to the development plan of Maichew town prepared in 2007, Tilahun Gizaw secondary

school had 3652 students and 25 sections with 73 students per section with a double shift system. The

school during the same period housed an extra 1650 students, which needed 41 sections or have

required 2 schools under a double shift system. As shown in the figure 1 and annex, many blocks of

classrooms are also constructed with temporary corrugated iron sheet which are part of the 25

classrooms.


5


Table 1: School Enrolment Trend of Tilahun Gizaw Secondary School Year in E.C Total Male Female Remark

1997 2418 1504 914 Grade 9,10, & Preparatory



Source: Maichew Development Plan, 2007

Figure 1: Tilahun Gizaw Secondary School and Tilahun Gizaw Technical and Vocational School, 2006

II.II.II.II. RATIONALE/ PROBLEM ARATIONALE/ PROBLEM ARATIONALE/ PROBLEM ARATIONALE/ PROBLEM ANALYSIS / NEED ASSESNALYSIS / NEED ASSESNALYSIS / NEED ASSESNALYSIS / NEED ASSESSMENTSMENTSMENTSMENT

The capacity of existing educational institutions, the National School Standard Capacity estimated

school age population and projected enrollments are the factors taken into account for estimating the

number of schools Maichew town needs within the planning period 2007 – 2017.

In Maichew and Endamehoni Wereda there are 22 schools of grade 1-8 of which 5 are in Maichew

town and the rest 17 are in Endamehoni Wereda. These schools are the major suppliers of students to

the only secondary school exist in Maichew town.

According to Maichew Integrated Development Plan, a total of 28,982 students are estimated to be

enrolled at the end of the planning period, out of which 56.06% belongs to primary followed by

(35.55%) for secondary and KG enrollment (8.4%) as shown in table below.


6


Table 2: Number of Students, and Sections and Student/ section Ratios, Tilahun Gizaw School

Year

Number

Student/Sections Ratio

Remark

Students

Sections

Double shift Single shift

1997 2418 23 52.5 105 Grade 9, 10, 11 and 12

1998 3142 23 68 136 Grade 9, 10, 11 and 12

1999 3652 23 73 146 Grade 9, 10, 11 and 12

2000 2493 23 54 108 Grade 9 and 10

2001 3151 23 68.5 137 Grade 9 and 10

2002 3237 23 70.5 141 Grade 9 and 10

Source: Maichew Development Plan, 2007 and Maichew City Administration, 2011

In addition the numbers of students are increasing from year to year. As shown in table above, in

1997 the total number of students including the preparatory (grade 11 and 12) were 2418. By 2000

the total number of students of grade 9 and 10 only excluding the preparatory students were 2493. By

2002 the total number of students of grade 9 and 10 only excluding the preparatory students were

3237. This shows that there is an increment of 744 students or by 23% between 2000 and 2002.

Table 3: Standards by Grade Level

Source: Ministry of Education, 1996

The Ministry of Education standard shows that for the standard student-classroom ratio is 40 for

secondary school. One secondary school should serve at least 800 students with in 20 sections under

a single shift system.

Table 4: Estimated School Age Population 2007- 2017 Age group 2007-2012 2012- 2017 Total

P 4-6 5393 [1079] 6753 [1350] [2429]

P 7-14 10699 [7294] 13277 [8956] [16250]

P 15-18 4410 [4576] 5523 [5727] [10303]

Total 20502 [12949] 25553 [16033] [28982]

Source: Maichew Development Plan, 2007

Grade

Level

Minimum Capacity Maximum Capacity Student/Class

Room Class

Room

Student Class Room Student

Kindergarten 6 240 6 240 40

Primary 4 160 -200 32 1280 – 1600 40 and 50

Secondary 12 480 20 800 40


7


To accommodate 5727 students at secondary school with in the planning period/2007-2017/under a

single shift system, 144 sections are needed, implying the need for 94 new classrooms under a single

shift system or 47 classrooms under a double shift system at the end of the planning period.

III.III.III.III. OBJECTIVEOBJECTIVEOBJECTIVEOBJECTIVE

General objective: Improve the standard and quality of the secondary school education of the town and surrounding

weredas by fulfilling the gap of classrooms and educational facilities exist in the town.

Specific objective:

• To construct new secondary school having the capacity to accommodate 1600-2000 students

with a single shift program

• To fulfill basic facilities that are necessary for secondary school education

o Tables and chairs

o Books

o Laboratory equipment

o Sport field

o Computer, printer, duplicator and other related facilities

IV.IV.IV.IV. PROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTPROJECT OUTPUTS, OUTCOMES AND IMPACTSCOMES AND IMPACTSCOMES AND IMPACTSCOMES AND IMPACTS a) The project outputs are

• Three G+3 blocks for classrooms, laboratory rooms and library rooms

• One G+2 Block for administrative purposes

• Rest Rooms/toilets/

• One Septic Tank

• One Guard house

• Multi Use/Sport field, parking, etc/

b) Expected Outcomes: The expected outcomes of the project are:-

• Alleviated shortage of class rooms

• Alleviated shortage of education facilities

c) Expected Project Impacts:

• Delivered quality education

• Minimized school dropouts

• Increased the number of students passed the secondary school leaving examination

V.V.V.V. PROJECT TARGET GROUPPROJECT TARGET GROUPPROJECT TARGET GROUPPROJECT TARGET GROUPSSSS The target groups of this project are

• The School Age Population/15-18/

• The Students Families

• The Residents of the town and surrounding weredas

• The City Administration


8


VI.VI.VI.VI. MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF MAJOR ACTIVITIES OF THE PROJECTTHE PROJECTTHE PROJECTTHE PROJECT Project Site Preparation: Selection of site for the project based on the ten year integrated

development plan of Maichew town

Design work: designing of the architectural design based on the gap identified and the proposed

project location. The structural and electrical designs also be prepared based on the prepared

architectural designs. The overall design considerations are indicated in part IV.

Cost Estimation: Based on the Architectural, Structural and Electrical designs preparation of the bill of

quantities and the cost estimation is the other activity of the project

Promotional work: The municipality needs to launch a promotional work to aware the community and

to finance the project through different mechanisms such as community involvement, telethon and

other fund raising campaigns

Target Group Identification: Identifying target groups that have roles in financing and supporting the

project.

Fund Raising: Undertaking fund raising campaign such as Telethon to finance the implementation of

the overall project cost

Internal capacity building: The tasks of this project may only be achieved only if supplemented by

the corresponding capacity particularly at the municipality's technical department. This project should

thus be integrated with the capacity building matters

Construction and Supervision: This is the core of the activities. Based on the plans, and agreements

to be signed between the City Administration and the Contractor, supervisors should be assigned to

evaluate the construction process.

VII.VII.VII.VII. THE THE THE THE SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL DESIGNDESIGNDESIGNDESIGN CONSIDERATIONSCONSIDERATIONSCONSIDERATIONSCONSIDERATIONS

A.A.A.A. OVERVIEWOVERVIEWOVERVIEWOVERVIEW

Secondary school buildings provide the setting for the second phase of a child's formal, compulsory

education. Secondary school buildings have the potential to enhance or undermine the learning

process. They need to be comfortable, healthful, safe, and secure. High schools, often intended as joint-

use facilities for other community programs, must provide accessibility, flexibility, and durability.

Because of year-round use, it is particularly important to manage operational costs, and that requires

life-cycle cost analysis. Secondary schools have greater need for integrated technologies that support

more sophisticated curricula and performance arts. Secondary schools are more likely to be used for

community events, from public meetings or performances in the auditorium, to football and athletic


9


competitions. Therefore, the plan of the school is designed by considering the stated and other

important functions as shown below.

B.B.B.B. CONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORKCONCEPTUAL FRAMEWORK FOR DESIGNING THE FOR DESIGNING THE FOR DESIGNING THE FOR DESIGNING THE SECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOLSECONDARY SCHOOL

PLAYING FIELDS

P

A

R

K

I

N

G

Classrooms

Art

Maths

Classrooms

Technical

Administration

Classrooms

Sport

Science

Courtyard

Library

Computer

Services

ENTRANCE

Toilets

Lounge

Conference

Stores

Language


10


C.C.C.C. TYPES OF SPACESTYPES OF SPACESTYPES OF SPACESTYPES OF SPACES TO BE TO BE TO BE TO BE CONSIDERED IN THE DECONSIDERED IN THE DECONSIDERED IN THE DECONSIDERED IN THE DESIGNSIGNSIGNSIGN OF THE SECONDARY SCHOF THE SECONDARY SCHOF THE SECONDARY SCHOF THE SECONDARY SCHOOLOOLOOLOOL

Fundamental space types for secondary schools include, but are not limited to:

• Regular Classrooms

• Administrative Offices

o Principal

o A/principal

o Reception areas

o Secretary

o Record office

o Department offices

• Technical education rooms

o Computer technology

o Wood work

o Metal work

o Others

• Conference rooms

• Student support offices

o Guidance

o Health Services

o Media services

• Staff support areas

o Group teacher offices

o Lounge

• Common areas/courtyards

• Multipurpose Rooms

• Restrooms

o Staff toilets

o Student toilets

• Science laboratory rooms

o Physical science

o Biology

o Physics

o Chemistry

o Earth science

• Library rooms

• Sport facilities

o Sport fields

o Gymnasium


11


• Building support rooms

o Mechanical rooms

o Electrical rooms

o Book storage

o General storage

• Circulation areas

o Corridors

o Stairs

• Parking space

D.D.D.D. DESIGN DESIGN DESIGN DESIGN PRINCIPLES PRINCIPLES PRINCIPLES PRINCIPLES

The following design principles are considered in the architectural design of the secondary school

� Accessibility

o Design spaces to meet the specific needs of students and teachers with disabilities.

o Design for future flexibility, which enables spaces to be easily modified.

� Aesthetics

The importance of the physical appearance of a public school should not be minimized. A school

building that is attractive and responds to and is consistent with the design and context of the

neighborhood, builds a sense of pride and ownership among students, teachers, and the community.

The exterior should complement the neighborhood and reflect the community's values. The interior

should enhance the learning process.

o Provide an interior environment that is visually comfortable and stimulating by

providing ample natural light and incorporating colors that stimulate or soothe,

depending on the space function.

o Design for diffuse, uniform daylight throughout classrooms.

o Avoid glare and direct-beam sunlight.

o Use day lighting analysis tools to model the interaction of lighting and materials that

reflect or absorb light.

� Cost-Effectiveness

To reduce the total cost of owning a building while ensuring its quality


12


o Select building elements on the basis of analysis Mirror the lifespan of projects and

systems with the expected lifespan of the facility.

o Consider the recyclability of materials.

o Specify materials and products that are easy to maintain (balance this with their impact

on children's health and the environment).

o Utilize life-cycle cost analysis tools.

o Use energy simulation and analysis tools to optimize energy performance (integrate day

lighting systems, high-performance HVAC, energy-efficient building shell, and high-

performance electric lighting)

� Functionality

To foster students' sense of community and individuality:

o Cluster classrooms around common areas.

o Connect spaces visually with colors and patterns.

o Provide platform spaces for gathering, sitting, and presenting and alcoves for reading

and studying.

o Decentralize administrative spaces to encourage active leadership and maximize

interaction with students.

o Provide a "home base" for each student and teacher.

To ensure flexibility and adaptability for changing programs and enrollments:

o Use operable walls to increase the efficiency of large, multipurpose spaces, such as the

cafeteria and gymnasium.

o Accommodate technology upgrades.

� Productivity

Secondary schools should enhance the health and productivity of students, teachers, and staff.

o Make day lighting a priority, especially in classrooms. Glare and hot spots can

undermine the learning process. Studies show a positive correlation between day

lighting and student performance.

o Integrate day lighting with high-efficient electric lighting and controls to optimize visual

comfort.

o Use natural ventilation when possible.

o Ensure acoustical comfort. Poor classroom acoustics are more than merely annoying,

they can disrupt learning.

o Ensure superior indoor air quality. Consider displacement ventilation systems.


13


o Embrace the concept of the building as a teaching tool

o Connect the indoor environment to the outdoors by providing operable view windows in

classrooms and easy access from classrooms to gardens and other outdoor areas that can

be utilized in the curriculum.

� Safety and Security\

To foster students' safety and security

o Providing safe schools should be a high priority.

o Maximize visual access to corridors and school grounds.

o Increase occupants' sense of ownership and "territoriality" by providing comfortable, not

institutional, rooms and by clearly defining the school boundaries.

o Control access to the building and grounds by individuals and vehicles.

o Use durable, non-toxic building materials.

o Provide shelter in cases of emergency.

o Accommodate safe egress from the building in case of emergency.

� Sustainability

To ensure sustainability

o Use energy, water, and other resources efficiently.

o Integrate renewable energy strategies, including passive solar design and, where

appropriate, solar thermal and photovoltaic.

o Integrate high-performance mechanical and lighting systems.

o Conserve and protect natural areas.

o Incorporate materials and products derived from sustainable-yield processes and/or are

manufactured locally.

o Provide opportunities for safe walking and bicycling to school.

o Make green environment by planting trees in appropriate locations

VIII.VIII.VIII.VIII. THE PHYSICAL DESIGN THE PHYSICAL DESIGN THE PHYSICAL DESIGN THE PHYSICAL DESIGN OF THE PROJECTOF THE PROJECTOF THE PROJECTOF THE PROJECT

The proposed school has three buildings of G+3 used for classroom, laboratories, library and other

related services, one administrative building of G+2 and other spaces for circulation, parking and

sport field. The total built up area of the buildings is estimated to be 1461m2. The Physical

components consists three main parts namely: The Site Plan, Architectural Design, The 3D View


14


A.A.A.A. THE SITE PLANTHE SITE PLANTHE SITE PLANTHE SITE PLAN

The site located in the northern part of the town that is proposed for educational purposes in the main expansion area of the town

by the master plan of the town prepared in 2007. It has a total area of 73,900 m2.


15


B.B.B.B. ARCHITECTURAL DESIGNARCHITECTURAL DESIGNARCHITECTURAL DESIGNARCHITECTURAL DESIGN


16



17



18


C.C.C.C. THE 3D VIEWTHE 3D VIEWTHE 3D VIEWTHE 3D VIEW


19



20



21



22



23



24


IX.IX.IX.IX. THE COST BREAKDOWNTHE COST BREAKDOWNTHE COST BREAKDOWNTHE COST BREAKDOWN

ESTIMATED TOTAL PROJECT COST

No FUNCTION PURPOSE COST

1 BLOCK A G+2 ADMINISTRATION 4,976,112.00

2 BLOCK B G+3 CLASSROOMS 6,132,123.00

3 BLOCK C G+3 CLASSROOMS 6,132,123.00

4 BLOCK D G+3 CLASSROOMS 6,132,123.00

3 TOILET RESTROOMS 406,636.00

4 SEPTIC TANK SEWAGE DISPOSAL 113,832.27

6 GUARD HOUSE GUARD PURPOSE 96331.06

7 MULTI USE SPORT FIELD, COURTYARD, etc 50,200.00

8 FENCE FOR PROTECTION 725,000.00

9 TABLE & CHAIRS FOR CLASSROMS, LIBRARY AND LABORATORIES 1,230,000.00

GRAND TOTAL

25,992,480.33

SUMMARY FOR G+2 BUILDING

A. SUB STRUCTURE

1. EXCAVATION & EARTH WORKS

117,640.00 2. CONCERTE WORK 550,784.00

3. MASONRY WORKS

141,680.00 A. TOTAL

810,104.00

B. SUPER STRUCTURE

1. CONCRETE WROK

2,045,404.00 2. BLOCK WORKS 202,824.00

3. ROOFING

267,075.00 4. CARPENTRY & JOINERY

192,716.00


25


5. METAL WORKS

336,920.00 6. FINISHING WORK

711,782.00 7. GLAZING WORK

43,200.00 8. PAINTING WORK

86,250.00 9. SANITARY INSTALLATION

77,388.00 10. SITE WORK

37,799.00 11. ELECTRICAL WORK 164,650.00

B. TOTAL 4,166,008.00

TOTAL A+B

4,976,112.00

SUMMARY FOR G+3 (3 SIMILAR BLOCKS)

A. SUB STRUCTURE

FOR 1 BLOCK FOR 3 BLOCKS


110,350.00 331,050.00

2. CONCERTE WORK

591,216.00 1,773,648.00

3. MASONRY WORKS

137,200.00 411,600.00

A TOTAL

838,766.00 2,516,298.00

B. SUPER STRUCTURE

FOR 1 BLOCK FOR 3 BLOCKS

1 CONCRETE WROK

2,715,376.00 8,146,128.00

2. BLOCK WORKS

268,444.00 805,332.00

3. ROOFING

290,700.00 872,100.00

4. CARPENTRY & JOINERY

166,736.00 500,208.00

5. METAL WORKS

463,650.00 1,390,950.00

6. FINISHING WORK

1,022,689.00 3,068,067.00


26


7. GLAZING WORK

56,700.00 170,100.00

8. PAINTING WORK

113,240.00 339,720.00

9. ELECTRICAL WORK

195,822.00 587,466.00

B TOTAL 5,293,357.00 15,880,071.00

TOTAL A+B

6,132,123.00 18,396,369.00

SUMMARY FOR TOILET BUILDING

A. SUB STRUCTURE


10,902.00

2. CONCERTE WORK

34,848.00

3. MASONRY WORKS

42,980.00

A. TOTAL 88,730.00

B. SUPER STRUCTURE

1 CONCRETE WROK

25,404.00

2. BLOCKS WORK

41,780.00

3. ROOFING

52,350.00

4. CARPENTRY & JOINERY

38,372.00

5. METAL WORKS

12,400.00

6. FINISHING WORK

86,318.00

7. GLAZING WORK

3,240.00

8. PAINTING WORK

12,665.00

9. SANITARY WORK

42,457.00

10. ELECTRICAL WORK

2,920.00

B. TOTAL 317,906.00

TOTAL A+B 406,636.00


27


SUMMARY FOR SEPTIC TANK

A. SUB STRUCTURE


12,132.71

2. CONCERTE WORK

67,416.36

3. BLOCK & MASONRY WORKS

34,283.20

A. TOTAL 113,832.27

SUMMARY FOR GUARD HOUSE A. SUB STRUCTURE


1,805.20

2. CONCERTE WORK

8,666.44

3. MASONRY WORKS

9,305.00

A. TOTAL 19,776.64

B. SUPER STRUCTURE

1 CONCRETE WROK

20299.12

2. BLOCK WORK

3,716.80

3. ROOFING

6,116.80

4. METAL WORKS

14,800.00

5. FINISHING WORK

20,923.72

6. GLAZING WORK

4,185.00

7. PAINTING WORK

3,932.98

8. ELECTRICAL WORK

2,580.00

B. TOTAL 76,554.42

TOTAL A+B

96,331.06


28


X.X.X.X. RESPONSIBLE BODIES RESPONSIBLE BODIES RESPONSIBLE BODIES RESPONSIBLE BODIES

The central responsible body for this project is the city administration of Maichew town. In

addition the communities of the town, the Zonal Administration and respective stakeholders have

the responsibility in managing the implementation of the project by giving supports, advising,

and monitoring and evaluation aspects.

XI.XI.XI.XI. PROJECT FINANCINGPROJECT FINANCINGPROJECT FINANCINGPROJECT FINANCING Different Government and International Organization, EFFORT, NGOs, Religious Institutions

such as the Ethiopian Orthodox Church, the Catholic Church, the Ethiopian Muslim Affairs and

the Evangelical Church, the Private Sector, are the major identified actors in the project

financing.

XII.XII.XII.XII. HUMAN RESOURCE INPUTHUMAN RESOURCE INPUTHUMAN RESOURCE INPUTHUMAN RESOURCE INPUTS: S: S: S: With regard to human inputs, potential resource people should be secured from the municipality

so as to guide the construction of the secondary school project. Moreover, in addition possible

potential experts from Maichew technical college and other sector offices and interested

stakeholders and individuals shall be involved in guiding, facilitating and following up of the

overall project implementation process as indicated in the Project Organizational Structure.

Residents of the town are also expected to actively participate in the project management by

contributing their knowledge.

XIII.XIII.XIII.XIII. PROJECT MANAGEMENT SPROJECT MANAGEMENT SPROJECT MANAGEMENT SPROJECT MANAGEMENT SYSTEM YSTEM YSTEM YSTEM As regards to the project management system, all critical stakeholders identified in this project

should be involved in the monitoring and evaluation process. The monitoring of the project may

be conducted through a monthly progress report presented to the Technical Committee. The

Technical Committee will communicate the information to the Steering Committee which is led

by the mayor and key stakeholders every three months. This will facilitate smooth information

flow and enable stakeholders to have sufficient knowledge on the progress of the project ahead of

the bi-annual evaluation meeting.

For the evaluation of the project components, there should be at least bi-annual joint forum with

key contributors about the project progress. Here, the bi-annual project performance will be

reported and evaluated; and the following six months programs are discussed and approved. Such

forums help to identify the critical gaps that occurred during the six month project

implementation period and to fill the gaps for the following project time. The evaluation will be

based on the project targets and the indicators set.


29


The Project Management Organizational Structure will be as follows

• Role of the Steering Committee

The steering committee is the upper body of the project management which gives decision, monitor

and follow up of the progress of the project. The committee has the responsibility to report to the bi-

annual meeting to be held with the key contributors and financiers of the project cost. The committee

is led by the city mayor and other stakeholders are members of the steering committee. Possible

members of the steering committee are:

Table 5: Showing the Role and Composition of the Steering Committee

• Role of the Technical Committee

Name Role Remark

1 The City Mayor Chair Person

2 City Manager Secretary

3 3 Sector Office Representatives Members

4 4 Telethon Organizer

Representatives

Members Representative of the telethon organizers in

different parts of the country

5 2 NGO Representatives Members NGO’s and Religious Institution

Representatives

6 2 Stakeholder Representative Members Private sector and Other Stakeholder

Representatives

Project

Advisory Team

Technique Committee

Project Manager

Project Task Teams

Steering Committee I N

F

O

R

M

A

T

I

O

N

F

L O

W


30


The role of the technical committee is evaluating the overall project progress technically. It is led by

the city manager and others who have a technical knowledge from different departments and

institutions are members of the committee. The committee has the responsibility to report to the

steering committee every three months. Possible members of the committee could be:

Table 6: Showing the Role and Composition of the Technical Committee

• Role of the Project Manager This is the technical person which made follow-ups about the project work beside of the city

administration. He has the responsibility to report the overall progress of the work to the technical

committee every month.

• Role of the Project task Teams The project task teams are the one that are involved in monitoring and evaluation of the actual work

of the project. Their organization could be organized according to the interests of the city

administration when the project is launched.

• Project Advisory Teams The role of the team is to technically advise the steering committee, the technical committee and the

project manager. This team will be organized from different institutions and sector offices in

Maichew, Mekele and Addis Ababa focusing on experts who have the capacity in advising drainage

and rehabilitation projects. The experts will be civil engineers, urban engineers, urban planners,

construction management, educational specialists etc

XIV.XIV.XIV.XIV. KEY PROJECT INDICATOKEY PROJECT INDICATOKEY PROJECT INDICATOKEY PROJECT INDICATORSRSRSRS

The indicators for the success of the project are • The number classrooms constructed

• The number of related services and facilities availed

• The classroom-student ratio

Name Role Remark

1 The City Manager Chair Person

2 Project Manager Secretary

3 3 Experts from Sector Offices Members

4 2 Experts from Technique college Members

5 1 Expert from NGO Members From the town

6 2 Stakeholder Representatives Members From the town


31


XV.XV.XV.XV. FINANCIAL SOURCES MAFINANCIAL SOURCES MAFINANCIAL SOURCES MAFINANCIAL SOURCES MANAGEMENT NAGEMENT NAGEMENT NAGEMENT

The municipality has to work efficiently and effectively to secure the finance required for the

project, and to manage the project appropriately. In addition to strengthening its revenue

collection capacity, other sources should be identified and appropriate strategies designed to

mobilize the potential resources. Sources of finance may be identified as follows:

• Involvement of the community through financial and labor contribution

• Fund Raising Programs: fund raising programs are the major sources of finance to

implement the project. Among the different fundraising programs, Telethon is the one tha

should be held in different parts of the country. Involvement of different stakeholders in

financing the project through Telethon such as NGOs, Government Organizations,

Embassies, Religious Institutions and the Private Sector is important.

XVI.XVI.XVI.XVI. POTENTIAL RISKS AND POTENTIAL RISKS AND POTENTIAL RISKS AND POTENTIAL RISKS AND RISK MANAGEMENT RISK MANAGEMENT RISK MANAGEMENT RISK MANAGEMENT

There are two potential risks involved in the implementation of the project. One is that the

project may face financial limitations and may fail to address the project objectives. The ultimate

result will be increasing the shortage of the classrooms and affects the quality of the secondary

education. In such circumstances, meeting of key stakeholders may be called to decide which of

the identified tasks should be given priority and where the available resources should be

mobilized. In addition a phase by phase work could also be the other solution to minimize the

financial risks to be occurred.

The other risk is that there might not be adequate committed management and staff to implement

the project. Here the possible risk management strategies are training of the available staff, and

involvement of different skills from different stakeholders involved in financing the project, the

institutions available within and around the town and interested individual who have the capacity

to fill gap.

XVII.XVII.XVII.XVII. COMMUNITY PARTICIPATCOMMUNITY PARTICIPATCOMMUNITY PARTICIPATCOMMUNITY PARTICIPATION MECHANISMSION MECHANISMSION MECHANISMSION MECHANISMS

The Maichew town and Endamehoni Wereda residents will participate in the different phases of the

project:

i. by contributing financial supports

ii. by contributing labor and material supports

iii. by supporting through knowledge and skill

IV. by monitoring and evaluating the project progress


32


XVIII.XVIII.XVIII.XVIII. ACTIONACTIONACTIONACTION PLAN PLAN PLAN PLAN

No Description of Major Tasks Year

2011 2012

Months Months

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9

01 Fund Raising Committee

Formulation

02 Project Proposal Preparation

03 Fund Raising Campaign

04 Preparation of bid document

05 Bidding and bid evaluation

06 Awarding the winner

contractor

07 Construction work

08 Follow up and monitoring

the project work

09 Progress report

10 Project completion report


33


REFERENCES

• Maichew City Administration (2010): Unpublished Sectoral Reports

• Mathewos Consult (2007): Reports of Maichew Integrated Development Plan.

• Mathewos Consult (2007): Report on the Improvement of the Existing Drainage Lines (channels) of

Maichew Town

• Prime Consultants (2009): Reports of Korem Integrated Development Plan.

• Prime Consultants (2009): Reports of Woldiya Ten Year Structure Plan.

• TDA (2009): A Project Proposal on Availing Latrine Facility in Primary Schools of Tigray

• U.S. Department of Education and managed by the National Institute of Building Sciences.

National Clearinghouse for Educational Facilities (NCEF)—, NCEF is the world's largest

repository of information about Pre-K to 12 school planning, designing, funding, building,

improvement, and maintenance.

• Bradford Perkins/2010/. Building Type Basics for Elementary and Secondary Schools, 2nd

Edition New York, NY: John Wiley & Sons, Inc.

• U.S. Department of Energy and National Renewable Energy Laboratory/2007/. National

Best Practices Manual for Building High Performance Schools.


34


ANNEX

SOME CURRENT PICTURES OF TILAHUN GIZAW SECONDARY SCHOOL


35


Documents

TIGRAY NATIONAL REGIONAL STATE - Aiga Forumaigaforum.com/news/maichew_secondary.pdf · TIGRAY NATIONAL REGIONAL STATE ... PROJECT MANAGEMENT SPROJECT MANAGEMENT SYSTEM ... per section