TO CONSTRUCT A TWO CLASSROOM BUILDING BLOCK FOR

CBC BILINGUAL PRIMARY SCHOOL FOUMBOT, BEING FIRST

PHASE REALISATION OF THE SCHOOL CLASSROOM
BUILDING PROJECT

PROJECT LOCATION: FOUMBOT-KOUNDJA, MASSANGAM SUB-DIVISION,

NOUN DIVISION, WEST REGION OF CAMEROON
SCHOOL BENEFICIARY POPULATION: ABOUT 80,000 INHABITANTS

IMPLEMENTING ORGANISATION
EDUCATION BOARD OF CAMEROON BAPTIST
CONVENTION (EB-CBC)
CONTACT ADDRESS
Prepared by Education Board Secretary
Education Board Fundraiser Mr. Haddison Luma Paul
April 2011 Education Board of the Cameroon Baptist
Convention
P.O Box 1, Bamenda, North West Region
Tel: 99 96 27 31 or 77 64 84 44
Email: educsec2003@yahoo.com
Republic of Cameroon
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TABLE OF CONTENT
Pages

1. EXECUTIVE
SUMMARY………………………………………………………………………………….4-5

2. PROJECT CONTEXT………………………………………………………………………………………
6-9

2.1. Government and sector policy…………………………………………..

…………………………………6
2.2. Cameroon Baptist Convention Education Board……………….…..
………………………………….6
2.3. School Beneficiary Communities…….……………………………………….
…………………………..7
2.4. Beneficiary and Parties involved in the project………………………….…….
……………………….7
2.5. Problems to be addressed / justification…. ………………………………….
…………………………7-9

3. INTERVENTION LOGIC……………………………………………………………………………………9-
11

3.1. Project
goal…………………………………………………………………………………………………….9
3.2. Project
purpose………………………………………………………………………………………………..9
3.3. Expected
results……………………………………………………………………………………………….9
3.4. Activities………………………………………………………………………….
………………………….9-11

4. IMPORTANT
ASSUMPTIONS………………………………………………………………………………..11

5. PROJECT IMPLEMENTATION…………………………………………………………………………
11-15

5.1.
Inputs........................................................................................................................................
…...11
5.2. Organisation and Procedure……………………………………………………………………………
12-14
 3
5.3. Project
duration………………………………………………………………………………………………15
5.4. Summary of cost estimates and Sources of funding…………………….
………………………..14-16

6. FACTORS ENSURING
SUSTAINABILITY…………………………………………………………………16

6.1. Financial sustainability………………………………………………………………………..

……………16
6.2. Technical sustainability………………………………………………………………………..……….
….16
6.3. Managerial sustainabilit y………………………………………………………………………..
…………16

7. MONITORING AND
EVALUATION……………………………………………………………………..16-17

7.1. Monitoring……………………………………………………………………………………………….
…….16
7.2. Evaluation……………………………………………………………………………………………….
……..17

8. CONCLUSION…………………………………………………………………………………………….
…...17

9.

APPENDICES……………………………………………………………………………………………….18-4

Appendix 1. Project problem tree

analysis………………………………………………………………….18
Appendix 2. Project objective tree analyses……………………………………………………………..…
19
Appendix 3. The logical framework analysis………………………………………………………….…20-
23
Appendix 4. Detailed description of project………………………………….
…………………………….24
Appendix 5. Detailed quantities and cost estimates of the project………………………………….26-
27
Appendix 6. Project task and time
schedule……………………………………………………………….28
 4
Appendix 7. The building Ground
plan……………………………………………………………………...29
Appendix 8. The building front and rear views plan
…………………………………………………..30
Appendix 9. The building right end, left end, and sectional views plan………………………… .….. 3 1
Appendix 10. The building perspective from the front and rear views plan…………………………..32
Appendix 11. Picture of the temporary and non-standard classroom bu ilding in use............…... 3 4
Appendix 12. Picture of the already realized cl assroom foundation at permanent school land… 3 6
Appendix 13 . Official document that authorizes the operation of CBC school Foumbot.... …… ….37
Appendix 14 . A map of Cameroon locating the project in the West Region……………………… …. 3 8

1. EXECUTIVE SUMMARY

1.1 - Project Beneficiary/ Location

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The direct beneficiary of this project is the 305 pupils that pass through this institution each six years, parents,
teachers and Education Board of the Cameroon Baptist Convention(CBC-EB), meanwhile the indirect
beneficiaries are some 80 000 inhabitants of Foumbot town. The project is located along the Bafoussam –
Foumban high way, in the Massangam Sub-division of the Noun Division, West Region of the Republic of
Cameroon.
The Republic of Cameroon is situated in the West of Africa and shares common land boundaries with Central
African Republic, Republic of Congo, Equatorial Guinea, Gabon, and Nigeria. Cameroon has a population of
19,450 million inhabitants and a land surface area of 475,440 square kilometers. Her official languages are
English and French.

1.2 Overall Objective of the Education Board of the Cameroon Baptist Convention
The Education Board of the Cameroon Baptist Convention is a non-profit making organization that exists to provide
quality and affordable or free education to the unprivileged ones; irrespective of religion, race and nationality; for the
social, moral, cultural and economic development of Cameroon.
1.3 -Problem statement

This project proposal seeks to solve the problem of lack of school building infrastructures in the Foumbot
Bilingual Primary school which is an institution of the Education Board of the Cameroon Baptist Convention
(CBC-EB). This problem is the first priority from among five other focused areas which the school is
encountering. The others include professional training for teachers, didactic materials/equipments provision, staff
sufficiency/motivation and school beneficiary community supports.

The Education Board of the Cameroon Baptist Convention (EB-CBC) schools and other private schools in Cameroon
had been experiencing serious crisis with the management of schools especially the Nursery/Primary schools since
1990. It has been identified that the root cause to the problems that the Cameroon Baptist Convention (CBC) schools
and other private schools in Cameroon are facing is from poverty. This poverty, couple with high rates of illiteracy,
manifests and affects the economic activities of the country and thus making the income levels of the CBC school
communities to be very low and they are unable to provide sufficiently the school needs of their children. This economic
crisis has also caused the government to drastically reduce the subventions that were being paid to the private schools,
while the minimal subvention that is being paid now is irregular. Under these circumstances, the CBC school
administration and parent’s teachers associations find it difficult to raise sufficient resources for a smooth operation and
maintenance of their schools.
These circumstances have caused EB-CBC to resort to seek projects/programmes sponsorship to address the above
stated problem and others, in order to succeed in their objectives thereby contributing to the attainment of the millennium
development goals in Cameroon.
1.4 –Project’s Purpose /Expected Outcomes
In that regards, the purpose of this project is to provide sufficient space and improved Class/ office room
buildings for a batch of 302 pupils each six years and 6 teachers of CBC school Foumbot, while starting with
the construction of two classrooms, in four months after funding is solicited. The expected outcome will thus be
to provide increase classroom space, safe and healthy classrooms /office building infrastructure thereby
improving security and hygiene/ sanitation conditions in classrooms and as well decongest seating spaces.

1.5 - Main Activities

1.5.1-Activities that have already been carried out include:
 Need assessment , purchase of school land and the formulation of project phases
 6
 First phase of the project formulation and proposal writing.
 Construction of the foundation for three classrooms in stone masonry
 Fundraising contacts is underway

1.5.2- Activities that are still to be carried out include:

 Employment of the masons, iron benders, carpenters and building material supplier
 Construction of the various components of the two classroom building
 The Parent Teachers Association committee members, Project Supervisor, the Pedagogic adviser and Project
Site Foreman Hold weekly meetings to plan works to be done and also to evaluate works already done. Extra-ordinary
meetings shall be held when the need arises.
 The Parents Teachers Association executive committee and the Supervisor to carry out day to day follow ups
of the project.
 Monitoring, evaluation, report writing and financial justification.

1.6 - Implementing Parties

The implementing parties shall comprise of the Education Board of the Cameroon Baptist Convention (EB-CBC), The
Parent Teachers Association, the project executing team and material supplier. The project execution team and Material
supplier shall be employed when funding for the project is solicited.

1.7 - Total project budget

The total cost of the project stands at Eleven million, Three hundred and Eighty-four thousand,
Six hundred and ninety francs CFA (11,384,690) while the sources of funding are stated below:

1. Foumbot School PTA in-kind contribution = 500 000 FCFA - 4.5%

2. Foumbot school in-cash contribution = 1,086,650 FCFA -9.8%
3. CBC- EB contribution in-cash/kind = 1,900,000 FCFA -17.2%
4. Requested aid = 7,577,310 FCFA -68.5%

1.7 - Conclusion
The Cameroon Baptist Convention schools just like other private schools in Cameroon are in high need of external
assistance to escape the poverty effects which is so intensive in the primary schools, especially those situated in the
villages. It is worthwhile to understand that about 90% of the CBC-EB primary schools are situated in the villages. Faced
with this condition, an attempt to increase school fees in order to meet up with operational and development costs, will
affect enrolment and consequently income.
The impact of this project will also produce a positive cycle of multiplier effects annually on the enrolment and income,
after realisation.

2. PROJECT CONTEXT

2.1. Government and sector policy

The Cameroon Baptist Convention schools and other private schools operate under the Government policy guidelines
for private education in the Republic of Cameroon. The Cameroon Government in the declaration on the national private
education policy of 2001 affirms that private education is an indispensable partner of the state for the supply of education
 7
to the Cameroonian citizens. In this regard, the Cameroon Government has great intentions to assist private education
sufficiently, but because of the high rate of poverty prevalence in the country, which greatly affects the economy of the
country, the assistance that the Government gives to the private schools is insufficient and irregular. When this
assistance is added to the school fees that are raised annually, it cannot break-even (Balance) and hence causes private
schools to either incur salary debts or reduces the quality/standard of the education that is being offered. The Cameroon
Government education policy also includes the parent’s teachers association in the management of schools and thus
enabling a participatory approach in the decision making for all school management aspects.

The Republic of Cameroon constitutes one of the heavily indebted poor countries of the world and had been
implementing a poverty strategy reduction programme since April 2003, with the assistance of the World Bank,
International Monetary Fund and other development partners. This programme seeks to bring a real lasting improvement
in the people’s living conditions while using the millennium development goals as an essential bench mark, but many
private schools are yet to feel the impact of the programme after seven years of implementation. Moreover, the situations
of some government schools are worst than some private schools.

2.2. Cameroon Baptist Convention Education Board

The Education Board of the Cameroon Baptist Convention currently runs twenty five (25) Nursery schools, one hundred
and twenty eight (128) primary schools, thirteen (13) secondary/high schools (including four comprehensive colleges),
and one Nursery/Primary Teacher Training college; in four of the ten Regions of the Republic of Cameroon. The
secondary and high schools involve eight dormitory schools. These schools have a total enrolment of 22,709 pupils for
the nursery/primary schools level and 5,013 students for the secondary/high schools level.

The overall objective of the Education Board of the Cameroon Baptist Convention is to provide quality and affordable or
free education to the unprivileged ones, irrespective of religion, race and nationality; for the social, moral, cultural and
economic development of Cameroon.

The Government of Cameroon had before 1972 considered the church as a major partner in the education of the
Cameroonian citizens and then paid grant-in-aid which covered the teacher’s salaries sufficiently. Also, the missionaries
constituted a large proportion of the staff and were paid from their home countries. But shortly after the Cameroon
Baptist Convention (CBC) took over the management of schools from the missionaries, the Government became a major
partner and thus the grant-in-aid was suspended while subventions were introduced with a drastic reduction. This
situation was aggravated between 1992 and 1996 when the Government did not pay any subventions and since then the
subventions has been diminishing and are irregularly paid today.

Faced with these conditions, the Education Board had been experiencing financial crisis since 1976 and became heavily
indebted to her staff by owing them a total amount of 2.077million francs CFA, in the year 2002. A financial strategic plan
was then put in place to reduce this debt annually. This problem continued until 2007 when the CBC Education Board
resorted to the suspension of forty primary schools because of low enrolment which causes the Board to incur salary
debts at the end of each year. This decision is against the vision of the Education Board but there was no other
alternative.

Analyzing the CBC Education Board’s services from conception, it is therefore obvious that the CBC education Board
cannot succeed in her mission by solely relying on the schools fees, the minimal and irregular subventions from the
Government or contributions from the churches to the schools. The effects of this financial crisis are visible in schools
today from the low quality/standard of education that is being offered and the difficulties faced by staff. This situation is
critical with the primary schools, especially those situated in the villages. Thus the CBC and other private schools in
 8
Cameroon are required to solicit foreign funding partnerships to enable them improve the quality/standard of education
that is being offered and as well develop an approach that ensures self-reliant management thereby avoiding over
reliance on the Government subsidies which is failing them.

4.3. School Beneficiary Communities

The Education Board collaborates with the school beneficiary communities in the management of schools through the
Parent’s Teachers Associations, thereby enabling a participatory approach in the operation of schools as earlier
mentioned. The parent’s teachers associations and the school authorities determine the school fee rates, and from the
past experience, an increase in the school fees so as to meet up with the running cost affects enrolment and
consequently income, thus making the condition worst, following the poverty effect in the country.
About 90% of the CBC school beneficiary communities depend on income from small scale farming; live stock rearing,
artisan works and small scale trading. The standards of these economic activities are local and are faced with the lack of
appropriate technology and in adequate infrastructures. Almost all of the populations are involved in subsistence
agriculture whereby much assistance is still required to improve on the yields. The crop cultivation is highly affected by
either the lack of know how or means in the seed selection, cultivation/preservation methods of which a lot of food losses
are encountered each year. The live stock rearing is also affected by the lack of know how and means to acquire
improved feeds and disease control and thus high losses are encountered as well. Faced with these deplorable
circumstances, the CBC school beneficiary communities, like other villages in Cameroon are unable to provide adequate
education, health and economic sustainability to their children.

4.4. Beneficiaries and Parties Involved

The direct beneficiaries of this project include atleast a batch of 305 pupils each six years, 6 teachers, parents, and
Education Board of the Cameroon Baptist Convention(CBC-EB), meanwhile the indirect beneficiaries are
some 80 000 inhabitants of Foumbot town. Meanwhile the CBC-EB project officer, the Managers of schools and
Parent Teachers Association Committee shall constitute the parties for the project implementation (see section 5 page 14
and 15 on their role play in the project)

4.5. Problems to be Addressed/justification

This project proposal seeks to solve the problem of lack of school building infrastructures in the Foumbot
Bilingual Primary school which is an institution of the Education Board of the Cameroon Baptist Convention
(CBC-EB). This problem is the first priority from among five other focused areas which the school is
encountering. The others include professional training for teachers, didactic materials/equipments provision, staff
sufficiency/motivation and school beneficiary community supports.

Following the need assessment workshops and monographic studies which were carried out by Education Board in 2007
(fundraising Department) with representatives from all CBC school institutions, it has been revealed that poverty and
illiteracy are the root causes to the problems that Education Board and other private schools in Cameroon, and the
citizens are facing. It intensifies the economic crisis thus causing the Government to drastically reduce the subventions
that she had been giving to private schools. Today the subvention is minimal and irregularly paid. The economic crisis is
also affecting the income levels of the school beneficiary communities and thereby causing them not to be consistent in
the payment of school fees, unable to provide sufficient school needs to their children and thus the schools are affected
through increased class level repetition, school drop out rates and reduction in the income that is realized from school
 9
fees. Following this deplorable situation that the school beneficiary communities are facing, the conditions of the orphans
and vulnerable children become highly crucial.

The inconsistent payment of school fees by the parents/guardians and the irregular payment of subventions by the
Government as well affects planning and execution of school activities, especially the payment of teacher’s salaries in
which the CBC school authorities are incurring heavy salary debt. The low income levels of the Cameroonian citizens,
especially those in the villages also affect greatly the contributions that are made annually by the churches to support the
schools. These stated circumstances under which the CBC Nursery/Primary schools operate, also makes it difficult to
raise capital to implement substantial income generating activities, in order to support the smooth operation and
maintenance of the schools.

Given the above outlined root causes stemming to the core problem which the CBC school administration and parent’s
teachers associations are encountering (the lack of adequate resources to ensure the smooth operation and
maintenance of the school institutions) the effects being experienced are therefore explained below as follows:

I. Difficulties to replace or maintain the existing old temporary constructed infrastructures which are at the
advance state of dilapidation.

II. Resort to depend on the available insufficient and low standards of the existing school infrastructures which
gives an un-conducive learning environment.
III. Resort to the offering of education with insufficient didactic material and equipment which gives an un-
conducive learning and teaching system.

IV. Resort to offer low/irregular salary payment to staff and insufficient amenities with accompanying effects that
always are the resignation of staff for better job opportunities, the use of less experienced staff, employment of untrained
teachers and overloading of the insufficient number of the employed staff with work.

V. Resort to operate low standard and inadequate number of teacher training school with accompanying effects
that are always low student teachers enrolment, less teachers graduating to feed the schools, lack of sufficient trained
teachers and thus low quality of education is being offered in the nursery/primary schools.

Thus, the school infrastructures construction is just one out of four focus areas where the Education Board and parent
teacher association of her schools are seeking to ameliorate their qualities and standards in order to come out of these
crises and guarantee the sustainability of schools.

So far, the major steps that the CBC Education Board has put in place to enable them come out of this crisis include:
I. The introduction of a strategic plan in the year 2002, aimed at reducing annually the debts owed teachers by
30 million

II. To avoid incurring more debts by suspending schools whose enrolment drop below 200 pupils

III. The introduction of projects/programmes fundraising activities in the year 2007.

The first approach will be to relief the CBC school authorities and parent’s teachers associations from the prevailing
crises and put in place an educational system that is self-reliant thereby guaranteeing sustainability of schools; while the
second approach will be to re-established the suspended schools. This strategy places special consideration to diminish
over reliance on the Government subventions which has aggravated the crisis.
 10

The problem, objective and strategy analyses processes of the CBC-EB have been highly facilitated by the information
that was obtained during the planning workshops for monographic study and strategic planning that were held in all the
six CBC Nursery/Primary schools managerial areas from the 20th -28th August 2007 and followed by a baseline survey in
all the schools with the aid of information gathering questionnaires and data collection forms.

5. INTERVENTION LOGIC

3.1 - Project goal

To provide sufficient, quality, and standard building infrastructures for the CBC Foumbot Bilingual primary
school thereby enabling the school to effectively transfer its activities from the current church premises to the
permanent site.

III.2 - Project purpose

To provide sufficient, quality and standard classroom accommodation/environment for at least a batch of 305
pupils each six years and 6 teachers by starting with the provision of two classroom building block on the new
school site, in four months after funding is solicited.

3.3 - Expected results

i) Atleast a batch of 350 Pupils and 6 Teachers in Foumbot bilingual primary school are provided with durable,
safe and healthy classroom infrastructure, thereby improving on the security and hygiene/ sanitation conditions
of the school; in four months after funding is solicited.

ii) The quality/standard of the realized classroom building and transfer of school campus to the new/permanent
site will emphasize the importance of education to the ignorant members of the Foumbot community and
school pupils, thereby effecting an increase in enrolment of about 30% after 2years when the classrooms have
been put into use.

iv) Pupils, Teachers and Parents are motivated in the learning and teaching process and as well in the school
needs provision respectively, after the classrooms have been put into use; thereby effecting indirectly an
increase in efficiency of about 50% in the learning and teaching process and consequently improved
examination results.

3.4 - Activities

3.4.1 - Activities already carried out

i) Project priority identification and problem/objective analyses with the beneficiary population have been
performed by the CBC-EB project officer.
 11
ii) Project engineering study, design and phase formulation of the identified priority problems have been
performed by the CBC-EB project officer.

iii) Writing of the project funding proposal has been carried out by the CBC-EB project officer.

iv) Sensitization and mobilization for PTA committee and CBC-EB in-kind/cash contributions, which enabled
the purchased of school land and construction of foundation for three classrooms.

v) Fundraising contacts are underway

3.4.2 Activities still to be carried out

i) CBC-EB to organize and hold planning meetings for start-up of the project implementation stage activities
with the Manager of schools, P.T.A committee, the project site foreman, and Material supplier.

ii) CBC-EB / P.T.A committee to negotiate the contract price and sign Works execution contracts with the
Masonry workers, Iron benders, Carpenters/joiners, Metal workers and Materials supplier.

iii) The supplier to supply materials at the project site as per the signed contract.

iv) The CBC-EB project officer supervises engineering aspects for the implementation of the walls, roof,
plastering/flooring, doors/windows and window protectors by the employed workers.

v) CBC-EB project officer and P.T.A executives (School Head Teacher inclusive) to carry out the day-to-day
follow up of activities.

vi) CBC-EB project officer and the P.T.A committee to organize and hold weekly planning/review and extra-
ordinary meetings when the need arises, with the project execution team heads.

vii) CBC-EB project officer to collect monitoring data and coordinates the adjustments when required, and
prepare them to facilitate the writing of project execution and evaluation reports.

viii) School financial clerk to keep financial record, and justification documents.

ix) CBC-EB project officer to prepare the progress/final reports of the project and carry out submission to the
donor organization.
x) CBC-EB project officer to use the progress and final reports to conduct and prepare the mid-term and end of
project evaluation reports with the P.T.A committee/school authority.

xi) The Head Teacher of the school to collect post-project monitoring data and together with the PTA
committee and CBC-EB project officer to conduct the final evaluation session and report preparation.
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4. IMPORTANT ASSUMPTIONS OR RISKS

4.1 At project goal level

The CBC-EB and Parent Teacher Association make adequate efforts to raise funds to execute the earmarked
phases of the project each year or complete realization of the school infrastructures.

4.2 At project purpose level

The Parent Teacher Association of the school collects levies from school pupils and carries out future
maintenance of the building or extension

4.3 At expected results level

i) The CBC-EB and Parent Teacher Association of the school ensure security in the school campus after
school hours or during holidays, and also ensure regular cleaning of classrooms, clearing of grass and control
of rain water around the school building.

ii) The CBC-EB ensures careful use, maintenance and replacement of the various elements of the classroom
buildings.

iii) Didactic material of sufficient quantity are regularly supplied and teachers’ salary paid as well.

4.4 Activities level

i) Government policies continue to support private and international cooperation.

ii) No crises

6. PROJECT IMPLEMENTATION

5.1- Inputs

The inputs that are required for the execution of this project include the human, material,
equipment, financial, accommodation, and banking resources. They are described below as
follows:

- Human resources

The human resources relevant to the project involve; the CBC-EB Secretary, the Pedagogic Adviser, the
project/programme officer, the PTA committee which includes the School Head teacher, Masonry Works
teams, Carpentry/joinery Works teams, Iron bending works team, Metallic works teams and Material supplier.
The human resource shall include in-kind and cash contributions from the PTA committee and CBC-EB. The
in-kind contribution from the PTA committee constitutes the need assessment, sensitization and follow ups
 13
activities that have been carried out or are still to be carried out to ensure successful execution o the project.
Meanwhile in-kind contributions from the CBCB-EB constitute follow activities to ensure effective execution of
the project, to be carried out by the Education secretary, Pedagogic adviser, and Manager of schools.

- Material/Equipment resources

The material resources shall include sand, basaltic stones, crushed gravel, wood of assorted sizes, ply wood,
steel bars of assorted sizes, ordinary Portland cement, aluminum roof sheets, angle bars, Zink nails, wood
nails of assorted sizes, reinforcement binding wires, electricity wiring fittings/accessories and doors/window
iron mongery(Locks, Hinges etc.). Meanwhile equipment resource shall comprise the wheel borrows, spades,
shovel, pick axe, crow bar, head pans, and water drums. Equipment resources shall also include the hiring of a
7-ton truck vehicle and a 4-wheel drive vehicle for transportation of materials from market or stone/sand from
quarries to the project site. (See detailed cost estimates in appendix 8.5)

- Financial resources

This shall include PTA and CBC-EB contributions in-cash, and donor contributions (However, donor
contributions in material, equipment and services are also welcome). This is the major input that shall enable
the acquisition of all the resources in the project with an exception of the in-kind contributions.

- Accommodation resource

It shall involve the buildings to be required for storage of project materials, equipments and holding of project
meetings. A building shall be rented at the project site for storage of materials and equipments while the
existing school buildings or the church shall be used to hold project meetings.

- Banking resource

This service is available in Foumbot and shall facilitate the project execution process. All project funds shall be
deposited in a bank account from where at least two signatories shall withdraw the funds for project
implementation. It shall also facilitate the transfer of donor’s contribution and also ensure security and
accountability of the funds acquired for the project.

5.2 Organization and procedure

5.21 Project organization

As described above under the project human resources, the main parties that are involve in the project
execution are made up of four independent organizations namely; CBC-EB, the PTA committee, Material
supplier, and the Engineering work teams. Their roles in the project implementation are further described
below:

i) CBC-EB (Cameroon Baptist Convention Education Board)

 14

She is the implementing organization and is responsible for facilitating all the phases of the project cycle
management. CBC-EB has already facilitated the need assessment, project design/formulation, proposal
writing and fundraising contact phases; and shall continue in like manner for the implementation, monitoring
and evaluation phases. She shall be directly responsible to the donor organization for the provision of
progress, final and evaluation reports, including project financial justifications. They shall prepare and sign
engagement contracts with the various parties involved in the project implementation with respect to the
defined terms of reference. She has directly commissioned five staff for the execution of this project who are
comprise of the Education Secretary, Pedagogic Adviser for basic education, the Projects Officer, the manager
of schools in the West Region and the Foumbot school Head Teacher. These are diligent staffs that have
working experiences ranging from 5-20 years in school infrastructural projects, and working with local and
international organizations. (e.g. Swiss Association for international cooperation, European Union etc.) See
appendix 17 for the list, qualification and experience of project staff.

ii) Parent Teacher Association (PTA) committee

This organization is the project direct beneficiary representative, which is the Foumbot community. They are
the initiator of the project and have the responsibility to mobilize for community in-kind and cash contributions
as described under human resource means. They are in charge and shall continue to directly be responsible
for the development and maintenance of the school infrastructures with technical assistance from CBC-EB.

iii) The CBC-EB Secretary, Pedagogic Adviser, Managers of schools

They have been responsible for the administrative aspects of the project at their respective levels from the
planning and formulation stages and shall continue with the implementation, monitoring/evaluation.

iv) CBC-EB Project Officer

He has been involved in the engineering study, design and formulation of the project and shall continue with
the implementation phase. He shall be charged with the overall supervision of the engineering works and shall
also manage the execution of all stone, block, and concrete masonry works, metal and carpentry works. He
shall also ensure that the project materials to be supplied on the site shall meet quality specified. He shall work
very closely with the Manager of schools, Head Teacher and PTA committee to employ the engineering work
teams and material supplier for the project. He shall also organize and ensure execution of the day-day
activities of the project.

v) Material/Equipments supplier

The enterprise concerned shall supply the project materials and equipments as per the pro-forma invoice and
the term of reference of the engagement contract.

vi) Engineering work teams

vii)
 15
These teams shall comprise of masons, iron benders, carpenters/joiners, metal workers and unskilled labour.
They shall be employed by the CBC-EB project Officer in collaboration with the PTA committee and manager
of schools, to perform the engineering works according to the technical specifications of the project.

5.22 Process

The execution process shall start with the holding of project start up meeting which shall be comprised of all
the parties concerned with the implementation process and followed by the signing of works engagement
contracts. During this meeting, the parties concerned shall be sensitized on the project implementation
timeframe and term of references by CBC-EB project Officer. The dates/time for project execution weekly
planning/review meetings shall also be agreed upon in this meeting; meanwhile all the project meetings shall
be chaired by the PTA chairperson. Requests for payments shall be examined and approved in the weekly
planning/review meetings before payments are effected. The signatories to the project bank account shall
include the PTA chairman, the treasurer and financial secretary. The manager of schools shall place a
compulsory signature for the withdrawal of funds when the assistance is about to be transferred into the bank
account. The weekly or extra-ordinary meetings shall be held essentially to compare activities with the time
frame, and also the human, material and financial resources. This process shall continue while the various
parties involve in the project execution continue to play their role as explained above under organization until
the project is effectively completed and handed over to the school administration for usage.

5.3 Project duration: Four months (See the time and task schedule in appendix 6)
5.4 Summary of cost estimates and Sources of funding

5.4.1 Summary of cost estimates

 16

5.4.2 Sources of funding

Amount
S/N Income Source FCFA Percentage

1 Parent Teacher Association contribution in-cash 500,000 4.5%

2 Parent Teacher Association contribution in-kind 1,086,650 9.8%
3 CBC Education Board contribution in-kind/cash 1,900,000 17.2%
4 Requested Aid (Cash) 7,577,310 88.2%
Total 11,063,960 100%

Eleven Million, and Sixty Three Thousand, Nine Hundred and Sixty francs CFA

Note:
 FCFA: French Francs currency in Africa.
 In-kind contributions include the need assessment, project formulation and follow ups activities already
carried out or still to be performed by PTA committee and CBC-EB.
 See the detailed cost estimates in appendix 5.
6. FACTORS ENSURING SUSTAINABILTY

6.1 Financial sustainability

 17
The Parent Teacher Association (PTA) and the Education Board of the Cameroon Baptist Convention (CBC-
EB) shall continue as in the past with the collection of levies from the Pupils in order to construct/maintain the
school buildings and equipments. Although it will take many years after this project has been realized for a
major maintenance work to take place, the school PTA and CBC-EB shall continue to use the project bank
account to be created to reserve funds that will facilitate eventual repairs/replacement or extension of the
classroom building when the need arises. These funds shall be collected annually by the PTA committee of the
school. Currently, each pupil contributes a levy of 2000 FRS CFA giving an annual total levy of about 610 000
FRS CFA.

6.2 Technical sustainability

The technical skills that will be required to execute the maintenance and extension activities of this school
building are available within the Foumbot community; meanwhile the CBC-EB project officer is readily
available to advice and facilitates the required maintenance or extension process. Thus, so long as the school
PTA committee effectively collects or the CBC-EB solicits the needed financial resource, it will be easy to
acquire the human and material resources needed to implement the maintenance and extension activities for
the building infrastructures of the school.

6.3 Managerial sustainability

Following the Government policy that includes the Parent Teacher Association (PTA) of each school in the
management aspects of school, a participatory approach is thus respect in operation of schools thereby
making adequate use of the opinion of the stake holders - PTA and the school service provider- CBC-EB. This
approach in the management aspects of school already guarantees sustainability. Moreover, considering the
crises that the CBC-EB has gone through since 1990 as earlier explained, and yet majority of the schools are
still operating today, it therefore implies that, the organizational structure in place for the management of
schools can guarantee sustainability adequately following the present strategy review as explained above
under strategy analysis.

7. MONITORING AND EVALUATION

7.1 Monitoring

This activity shall be carried out in two phases. The first phase monitoring of the project shall involve the
collection of data to determine whether the estimated material and financial resources are sufficient and
adequately used; to determine whether the employed personnel, the PTA committee and CBC-EB staff in
charge are rendering their services effectively; to determine whether the activities that are being carried out
conform with work plan; and to determine whether the work plan has been achieved and has produced the
original objectives. This phase of the monitoring process shall be participatory and shall include all actors of
the project. The CBC-EB and the PTA committee shall carried out a day-to-day monitoring and data collection,
meanwhile the other parties of the project shall be involved in the weekly planning/review meetings where
decisions shall be taken depending on the monitoring indicators. Data collected from the weekly or extra-
 18
ordinary meetings shall facilitate the writing of project progress and final reports. These reports shall comprise
of the start-up of execution, Midi-term progress and final reports.

The second phase monitoring of the project shall be carried out after the completion/handover of the project,
and shall be performed by the school head teacher to determine the impact of the project on school enrolment,
examination results and income from fees. These data shall be collected and reviewed annual for three years,
beginning from the date the building was put intoof use.
Suspension schools

7.2 Evaluation Low enrolment

Low examinations results

This activity shall comprise of mid-term, end of project and post-project evaluation sessions. The mid-term
evaluation session shall take place after two
Decreased months from
quality/standard of the start date of project activities, while the end of
project evaluation shall take placeeducationafter four months and post-project evaluation session after three years, four
months. These evaluationPupils, sessions shall
Teachers and be carried
parents out to determine
are discouraged the efficiency, effectiveness, impact,
with the school
environment and classroom buildings
sustainability and the relevance of the project objectives. The parties to be involved in these evaluation
sessions shall be the CBC-EB, and PTA committee. The monitoring, progress and final reports shall be used to
facilitate theCongestion
evaluation
facedsessions, while the Constraints
with classroom evaluation are reports
faced eachshall
week be used CBC-EB
rearranging and PTA committee to
the church and
seating space and play ground classroom equipments for either church services or classes
make future decisions.

8. CONCLUSION
Insufficient, temporary and non Church building with insufficient Lack of play
standard classroom buildings are used seating space is used as classroom ground space
The Cameroon Baptist Convention schools just like other private schools in Cameroon are in high need of external
assistance to escape the poverty effects which is so intensive in the primary schools, especially those situated in the
villages. It is worthwhile to understand thathold
School activities about 90% of the
at a temporary site CBC-EB primary schools are situated in the villages. Faced
with this condition, an attempt to increase school fees in order to meet up with operational and development costs, will
effect enrolment and consequently income.
Lack of quality /standard school infrastructures

The importance of good classroom buildings in a school can not be over emphasized for it motivates teachers, pupils
Lack of
and parents in adequate resources
the teaching/learning for operation
processes and school/maintenance of schoolsthus increasing
needs provision respectively, CORE PROBLEM
efficiency. The
impact of this project will therefore produce an indirect positive cycle of multiplier effects annually on the examination
results, enrolment and income, after realisation.
Salary Reduced income
debts are from school fees
incurred
Reduced class
needs provision to
pupils
 Appendix 1. school
Insufficient The Problem
needs Tree Analysis Less support
Inconsistent
provision to pupils payment of school from churches
fees

Drastic reduction & irregular payment Low income levels of Lack of substantial
of subventions by Government school beneficiaries income activities

Economic Crisis

Illiteracy Poverty
 19
 Appendix 2. Project Objective Tree Analysis
Expansion of schools

Increased enrolment

Increased examinations results

Increased quality/standard of education

Pupils, Teachers and parents are motivated with the school

environment and classroom buildings

Sufficient classroom seating space The burden of rearranging church and classroom equipments
and play ground are provided for either church services or classes are diminished

Sufficient, Permanent and standard Diminish the use of church building Sufficient play ground
classroom buildings are provided and premises for school space is provide

School activities are moved to the permanent site

Sufficient, quality and standard school infrastructures are provided

Increased resources for operation /maintenance of schools Main Objective

Salary Increased income

debts are from school fees
reduced
Increased class needs
provision to pupils

Sufficient school needs Payment of school Increased

provision to pupils fees is consistent support from
churches

Increased & regular payment of Increased income levels Substantial income

subventions by Government of school beneficiaries activities are initiated

Economic Crisis is reduced

Illiteracy level is reduced Poverty level is reduced

 20

 Appendix 3. The logical framework analysis

Intervention Logic Objective Verifiable Indicators Sources Of Important

Verification Assumptions

Goal To provide sufficient, quality, and standard building infrastructures 100% of the pupils and staff Final reports of realized The CBC-EB and
for the CBC Foumbot Bilingual primary school thereby enabling population have adequate access to phases or completed Parent Teacher
the school to effectively transfer its activities from the current improved classrooms, offices, toilet, projects, Onsite school Association make
church premises to the permanent site. computer laboratory, home inspection and adequate efforts to
economics, library and store rooms population census from raise funds to
that are being realized as the means school administrative execute the
are made available. data earmarked phases of
the project each year
or complete
realization of the
school
infrastructures.
Purpose To provide sufficient, quality and standard classroom A two classroom block of adequate Feasibility study/project The Parent Teacher
accommodation/environment for at least a batch of 305 pupils durability that ensures security, formulation report, Association of the
each six years and 6 teachers, starting with the provision of a two hygiene and sanitation and as well progress/final report, school collects levies
classroom building block on the new school site, four months after meet up with the education and onsite school inspection from school pupils
funding is solicited. engineering standards; comprising of and school and carry out future
stone masonry foundation, administrative data maintenance of the
sand/cement block walls and building or extension
wood/aluminum roof sheets covering;
plastering/flooring, wooden
doors/windows; steel angle/round
bars for window protectors are
constructed.
 21

Expected i) Sufficient, quality and standard school 350pupils and 6 teachers move to a On-site school The CBC-EB and
infrastructures are provided on the permanent site permanent site and start using safe inspection and School Parent Teacher
Results and improved hygiene /sanitation Administrative data Association of the
classrooms accommodations, four school ensure
months after funding has been security in the school
acquired. campus after school
hours or during
holidays, and also
ensure regular
cleaning of
classrooms, clearing
of grass and control
of rain water around
the school building.
ii) The quality and standard of the realized classroom building and Two classrooms of education Final execution report, The CBC-EB ensures
transfer of school campus to the new/permanent site will standard dimensions are constructed handover report, on-site careful use,
emphasize the importance of education to the uneducated in an environment approved by inspection and school maintenance and
members of the Foumbot community and school pupils, thereby competent government authorities administrative data replacement of the
effecting an increase in enrolment of about 30% after 2years after various elements of
the classrooms have been put into use. the classroom
buildings
iii) Pupils, Teachers and Parents are motivated in the learning An increase in efficiency of about School administrative Didactic material of
and teaching process and as well in the school needs provision 50% and examination results of data sufficient quantity are
respectively, after the classrooms have been put into use; thereby about 15% is witness after three regularly supplied
effecting indirectly an increase in efficiency in the learning and years when the classrooms have and teachers’ salary
teaching process and consequently improved examination results. been put into use paid as well

Activities INPUTS Sources of funding

1. Activities already carried out 1. Activities already carried out PTA in-kind= 500,000 -Government
i) Project priority identification and problem/objective analyses PTA in-cash policies continue to
Purchase of land
with the beneficiary population have been performed by the CBC- =1,500,000 = support private and
EB project officer. Need assessment & project design 1,086,650 internation
= CBC- EB = cooperation
ii) Project engineering study, design and phase formulation of the =500,000 1,900,000 - No crises
identified priority problems have been performed by the CBC-EB 1,500,000Need Assessment and Aid =
project officer. project phasing formulation 7,577,310
 22
500,000 Total =
iii) Writing of the project funding proposal has been carried out by Project first phase formulation and 11,063,650
the CBC-EB project officer. proposal writing = 400,000
400,000
iv) Sensitization and mobilization for PTA committee and CBC-EB Setting out of the building= 70,850
in-kind/cash contributions, which enabled the purchased of school
land and construction of foundation for three classrooms. 70,850
Excavation works
=101,700
v) Fundraising contacts are underway
101,700
Foundation in stonemasonry
2. Activities still to be carried out =
=904,100
i) CBC-EB to organize and hold planning meetings for start-up of 914,100
the project implementation stage activities with the Manager of Total
schools, P.T.A committee, the project site foreman, and Material
=3,486,650
supplier.

ii) CBC-EB / P.T.A committee to negotiate the contract price and

2. Activities still to be carried out
Block masonry (sundry earth
sign Works execution contracts with the Masonry workers, Iron
benders, Carpenters/joiners, Metal workers and Materials blocks)
supplier. = 1,077,900
1,077,900
iii) The supplier to supply materials at the project site as per the Reinforced concrete units
signed contract.
= 1,981,520
iv) The CBC-EB project officer supervises the implementation of 1,981,520
the walls, roof, plastering/flooring, doors/windows and window Plastering &Flooring=
protectors by the employed workers. 1,999,200
1,999,200
v) CBC-EB project officer and P.T.A executives (School Head Doors /Window openings
Teacher inclusive) to carry out the day-to-day follow up of
activities. = 740,500
740,500
vi) CBC-EB project officer and the P.T.A committee to organize Roofing
and hold weekly planning/review and extra-ordinary meetings = 1,458,100
when the need arises, with the project activity team heads.
 23

1,458,100
vii) CBC-EB project officer to collect monitoring data and Electrical Wiring
coordinates the adjustments when required, and prepare them to = 9,790
facilitate the writing of project execution and evaluation reports. 9,790
Drainage gutters =
viii) School financial clerk to keep financial record, and 310,300
justification documents. Total = 7,577,310
Grand Total = 11,063,960
ix) CBC-EB project officer to prepare the progress/final reports of
the project and carry out submission to the donor organization. 310,300
3,486,650
x) CBC-EB project officer to use the progress and final reports to
conduct and prepare the mid-term and end of project evaluation
reports with the P.T.A committee/school authority.

xi) The Head Teacher of the school to collect post-project

monitoring data and together with the PTA committee and CBC-EB
project officer to conduct the final evaluation session and report
preparation.
 24

 Appendix 4. Detailed description of the project elements

Overview
The propose school building is comprised of two classroom being the first phase realization of the classrooms
needs for CBC Foumbot school. The other school infrastructural needs still to be executed in the future phases are
consisted of four classrooms, a secretariat, the Head teacher’s office, a store and water system toilet room and a
corridor that leads from the secretariat to the Head teacher’s office, the store and toilet rooms. The building has
been designed to be erected as a single block to accommodate the above described rooms.
The dimension of each classroom is 7m wide, 9m long and 3m high at the interior; with a veranda of 2.05m wide at
the front of each classroom. The Head teacher’s secretariat and office shall measure 3.4 x 5m, while the store and
toilet rooms shall measure 2 x 5m. The corridor shall measure 1.2 x 9m.
The implementation of the building include stone masonry (stone work), sundry earth blocks masonry to be erected
with sand/cement mortar, mass concrete masonry, reinforced concrete masonry, carpentry/joinery, metal works,
plastering, flooring, pointing, and electrical wiring. Detailed specification of works and material prescribed for the
project are described below:
Stone masonry
This shall apply to the drainage gutters and foundation of the building. Basalt stones shall be used while the
bedding proportioning shall be 1:4 sand/cement mortar mix. The cement type shall be CPJ 35 while the sand
particle size shall range between 6 - 8mm sieves. They shall be erected in random course masonry and pointed at
the joints.
Sundry Earth block masonry
This shall apply to the walls of the building. The dimension of the blocks shall be 20x20x40cm and dosed at 1:4
sand/cement mortar mix. The sand particle size and cement type shall be the as cited for stonemasonry.
Mass concrete
This shall apply to the site concrete on the ground floor. It shall be laid 10cm thick to prepare the base for the
classroom floors. The quality of sand and cement shall be as stated for stone masonry while the gravel particle size
shall be between 8 -25mm sieves. The mix proportioning shall be PC 250kg/m3.
Reinforced concrete
This shall apply to columns/footings, lintels and beams and their cross sectional areas shall be 20cm squared. The
aggregate particle size/quality shall be as stated above while the dosage shall be PC 250kg/m3.
Carpentry/Joinery
This shall apply to doors/window frames, doors, roof members. The material involve shall be hard wood of
assorted sizes( 25x300x4000mm, 50x150x4000mm, 50x75x4000mm, and 50x50x4000mm)
Metal works
This shall apply to all window protectors. The materials shall include 30x30x6000mm angle bars, and Ø10mm steel
rods.
Plastering, Flooring, and pointing
These shall apply to block wall, stone wall and concrete surfaces to prepare either a background to painting or final
finish (e.g. floors, drainage gutters, and stone faces).Their thickness shall be from 2 - 2.5cm and mix proportioning
shall vary from the undercoat, rendering coat and the finish coat (From 1:2, 1:4, and 1:3 mortar mix respective).
Electrical wiring
This shall involve the installation of fittings to facilitate eventual wiring of the classrooms.
See the detailed cost estimates in Appendix 9.5 for additional details on the various element of the
building.
 25

Appendix 5- The detailed quantities and cost estimates

26
 27

Eleven Million and sixty three thousand, Nine hundred and sixty francs CFA
 28

Appendix 6 - The project task and time schedule

Appendix 7- Building plan no 1

 29
Appendix 8 - Building plan no 2
 30
Appendix 9 – Building plan no 3

Appendix 10 – Building plan no 4

 31

Appendix 11 – Picture of the temporary and non-standard classroom building in use

 32

Classes three and four

Classes five and six

Classes one and two in the church room while the head Teacher’s office is at the
lobby
 33
Appendix 12 – Picture of the already realized classroom foundation at permanent school
land

A View of the foundation from the elevation

A view of the foundation from the right end elevation of the building
 34
Appendix 13 –Official document that authorizes the operation of CBC school
Foumbot
 Project Location in Cameroon
Appendix 14 – Location of the Project in 35
Cameroon map

Project Location