IN TIGRAY NATIONAL REGIONAL STATE CONSTRACTION OF A

NEW SECONDARY SCHOOL IN MAICHEW TOWN

PROJECT PROPOSAL FOR THE CONSTRUCTION OF A NEW

SECONDARY SCHOOL IN MAYICHEW TOWN ADMINISTRATION
SAMARA UNIVERSITY COLLEGE OF BUSSNESS AND ECONOMIC
DEPARTMENT OF ACCOUNTING AND FINANCE
ID NO
PRIPARED BY; 1. MANDEFIRO LULIE
2. HAWA HUSIEN 1000378
3. MANDEFIRO G/MARIAM 1000395
4. MAMEY SISAY 1000333
5. KEBRON ENGDAW 1000330
6. MARIE SHITIE 1000278
7. MAASHO AREGAWI -

DECEMBER 26; 2020

SAMARA ETHIOPIA
CONTENTS
EXCUTIVE SUMMERY
I. BACKGROUND
II. RATIONALE/ PROBLEM A RATIONALE/ PROBLEM ANALYSIS / NEED
ASSESSMENT
III. OBJECTIVE
IV. PROJECT OUTPUTS, OUT PROJECT AND IMPACTS COMES AND IMPACTS
V. PROJECT TARGET GROUP PROJECT TARGET
VI. MAJOR ACTIVITIES OF THE PROJECT
VII. THE SECONDARY SCHOOL ON DESIGN CONSIDERATIONS
VIII. THE PHYSICAL DESIGN OF THE PROJECT
IX. THE COST BREAKDOWN
X. RESPONSIBLE BODIES
XI. PROJECT FINANCING
XII. HUMAN INPUTS RESOURCE
XIII. PROJECT MANAGEMENTS S YSTEM
XIV. KEY PROJECT INDICATER
XV. FINANCIAL SOURCES MANAGMENT
XVI. POTENTIAL RISKS AND RISK MANAGEMENT
XVII. ACTION PLAN
MAJOR RESOURCES

EXCUTIVE SUMMERY
I. 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
Maychew 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. Theschool 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.
II. RATIONALE/ PROBLEM ANALAYSS / NEED ASSESSMENT
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%).
In addition the numbers of students are increasing from year to year., 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.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. To accommodate 5,727 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. OBJECTIVE
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 chair o Books
o Laboratory equipment o Sport field
o Computer, printer, duplicator and other related facilities
IV. PROJECT OUTPUTS,OUT CAMES 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. PROJECT TARGET GROUPS
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
VI. MAJOR ACTIVITIES OF THE 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. THE SECONDARY SCHOOL DESIGN CONSIDERATIONS

A. OVERVIEW
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 jointuse 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 competitions. Therefore, the plan of the
school is designed by considering the stated and other important functions as shown below.

B. TYPES OF SPACES TO BE CONSIDERED IN THE DESIGN OF SECONDARY

SCHOOL
Fundamental space types for secondary schools include, but are not limited to:
• Regular Classrooms
• Administrative Offices o Principal
o Reception areas
o Department offices
o Record office
o Department offices

o Secretary
o Record office
o Department offices
• Technical education rooms
o Computer technology
o Wood work
o Metal work
o metal work
o other
• 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
• Building support rooms
o Mechanical rooms
o Electrical rooms
o Book storage
o General storage
• Circulation areas
o Corridors
 o Stairs
• Parking space
C. DESIGN 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
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.
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. THE PHYSICAL DESIGN OF 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
A. THE 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.
IX. THE 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
5 ,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
X. 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. PROJECT 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. HUMAN RESOURCE INPUTS: 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. PROJECT MANAGEMENT SYSTEM
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.
The Project Management Organizational Structure will be as follows
• Role of the Steering Committee
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 biannual 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;
• Role of the Technical Committee
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
• 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. KEY PROJECT INDICATORS
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
XV. FINANCIAL SOURCES MANAGEMENT
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. POTENTIAL RISKS AND 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. COMMUNITY PARTICIPATION MECHANISMS
The Maichew town and Endamehoni Wereda residents will participate in the different phases of
the project:
1,by contributing financial supports
2,by contributing labor and material supports
3,by supporting through knowledge and skill
XVIII. CONCLUTION
We believe in the saying “little drops of water make a mighty ocean”. The little help that we can
do and any contribution that you can provide will have a huge impact. If those children living in
the area around Maiychew secondary School get a quality education, then we will be part of
their personal, successful life-stories in the near future. We are highly obliged to all our donors
for our past works at Ethiopia and we seek to go the next step needed. Therefore, we request
dedicated souls to join us and support this venture.The importance of good classroom buildings
in a school can not be over emphasized for it motivates teachers, pupils and parents in the
teaching/learning processes and school needs provision respectively, thus increasing 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 realization.
XIV.RECOMMEN
Based on the above conclusions, the investor gave the following recommendations:
- It has been learnt from the study that the agency max planned and implemented a kind of
project which was targeting only to the problem of rural primary schools. And the total
negligence of the project on needy urban primary schools may inevitably create problem of
imbalance educational development between urban and rural areas of the Region. So, it is
recommended that such a project covering wide area should try to maintain the balance in
addressing such problems which exist at the same educational level and the same district.
- As the findings of the study revealed, the investors used appropriate implementation strategies
and has been successfully implemented and covered every bit of activity as planned. So, the
designer recommends every development project that it has to use appropriate implementation
strategies so as to successfully achieve its objective/so And in the process of implementing any
development project particularly in the developing countries where there is lack of financial and
skilled labor resources, active participation of stakeholders and local resource mobilization are
very much critical.
-Despite of the promotional development policies introduced by the current Government of the
country, the political environment is not yet stable and poorly attractive in the eyes of
development assisting Agencies. Particularly the political instability, which is still reflecting by
the personnel tum over, especially, that of the educational heads has been created an
environment, which hinders the undertakings of development projects in the Region as well as in
the country.
-Moreover, from the perspective of the current economic problem of the country and its goal to
achieve secondary Education For All by the year 2025.
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.