GROUP PROJECT

MBA IN ENERGY MANAGEMENT

OAG5323/SNB5052/GAM5323/OAU5052
Project Management

Project Title Tiara Education Aid at Yemen

Lecturer AP Dr Hasbullah Ashari
Group Members Andri Setyanto Praptono 21000037
Chong Jing Yi 20000858
Mahdi Lathbl 20002050

Nozila Binti Noh 0008908

Uvannesan Krishnasamy 20001790

SUBMISSION DATE: 13th MARCH 2021

 Table of Contents
Table of Figures ........................................................................................................................ iv
Table of Tables .......................................................................................................................... v
1.0 Statement of Work .......................................................................................................... 1
1.1 Summary ..................................................................................................................... 1
1.2 Project Background ..................................................................................................... 1
1.3 Organization Profile .................................................................................................... 2
1.4 Organisation Introduction ........................................................................................... 3
1.5 Major Deliverables of Completed Project ................................................................... 3
2.0 Project Strategy ............................................................................................................... 4
2.1 Vision .......................................................................................................................... 4
2.2 Mission ........................................................................................................................ 4
2.3 Problem Statement ...................................................................................................... 4
2.4 Alternative Analysis .................................................................................................... 4
2.5 Objectives and Goals................................................................................................... 5
2.6 Case for Change .......................................................................................................... 5
2.7 Project Organization Structure .................................................................................... 5
3.0 Project Selection ............................................................................................................. 6
3.1 Stakeholder Analysis ................................................................................................... 6
3.2 Project Area Selection ................................................................................................. 7
3.3 Business and Stakeholder Requirements................................................................... 10
3.4 Project Portfolio Management .................................................................................. 11
3.5 Project Selection........................................................................................................ 12
3.5.1 Location ............................................................................................................. 12
3.5.2 School Size......................................................................................................... 12
3.5.3 Building Technology ......................................................................................... 14
4.0 Project Scope ................................................................................................................ 17
4.1 Project Requirements ................................................................................................ 17
4.2 Project Plan View ...................................................................................................... 18
4.3 Project Success Criteria ............................................................................................. 19
4.4 Work Breakdown Structure ....................................................................................... 20
4.5 Project Gantt Chart .................................................................................................... 23
4.6 Responsibility Assign Matrix .................................................................................... 25
5.0 Project Risks and Concerns .......................................................................................... 26
5.1 Risk Identification ..................................................................................................... 26
5.2 Analysis and Probability and Consequences ............................................................. 27
5.3 Mitigation Strategies ................................................................................................. 30

ii
6.0 Cost Estimation and Budgeting .................................................................................... 33
7.0 Conclusion .................................................................................................................... 35
8.0 References ..................................................................................................................... 36

iii
 Table of Figures
Figure 1: TIARA stands for The International Association of Relief and Aid .......................... 2
Figure 2: Project Organisation Structure ................................................................................... 5
Figure 3: Total Population by Age Group in Yemen (thousands) in 2018 ................................ 6
Figure 4: School Rehabilitation Targeted, Reached and Gap (Source: Yemen Education
Cluster, January - April 2020) ................................................................................................... 8
Figure 5: School Supplies Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 8
Figure 6: School Desks Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 8
Figure 7: Teachers Training Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 9
Figure 8: Education aids received by Al Hudaydah and Amran in 2020 (Source: Yemen
Education Cluster) ..................................................................................................................... 9
Figure 9: Yemen Conflict Zones (Source: Yemen Humanitarian Response Plan, 2020) ........ 10
Figure 10: Project Portfolio of TIARA Education Aid in Yemen ........................................... 11
Figure 11: Satellite View of Amran City ................................................................................. 12
Figure 12: IBS Construction Technology (Ref: Google Image) .............................................. 14
Figure 13: Load Bearing Wall Construction System (Ref: Google Image) ............................. 14
Figure 14: Concrete Frame Construction System (Ref: Google Image).................................. 15
Figure 15: Project Requirements ............................................................................................. 18
Figure 16: Plan View of School Compound ............................................................................ 18
Figure 17: Dimension of School Compound ........................................................................... 19
Figure 18: Work Breakdown Structure of the Project – Flowchart ......................................... 20
Figure 19: Project Gantt Chart ................................................................................................. 23
Figure 20: Cumulative Budgeted Cost of the Project .............................................................. 34

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 Table of Tables
Table 1: Education Response Categories in Yemen (Source: OCHA, 2020) ............................ 7
Table 2: Stakeholder Requirements based on Stakeholder Analysis ....................................... 10
Table 3: Different school properties according to school size ................................................. 13
Table 4: Identified Advantages and Disadvantages of Different Construction and Technology
System ...................................................................................................................................... 15
Table 5: Project Success Criteria ............................................................................................. 19
Table 6: Work Breakdown Structure - Table........................................................................... 21
Table 7: Responsibility Assign Matrix .................................................................................... 25
Table 8: Risk Identification ..................................................................................................... 26
Table 9: Risk Matrix ................................................................................................................ 27
Table 10: Risk Rating .............................................................................................................. 28
Table 11: Risk Mitigation Strategies ....................................................................................... 30
Table 12: Project Budget ......................................................................................................... 33

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1.0 Statement of Work

1.1 Summary

This project is about providing education aid to children in Yemen that are
affected by political instability caused by war and strikes. As a non-profit welfare
association, TIARA would like to provide basic education aid for the students in
Yemen, aiming to improve the literacy rate among children in Yemen. By providing
good education to the upcoming generation of Yemen, it will be a good foundation to
improve the living quality and socio-economic status of the country. Overall, this
education aid project consists of three main phases. This project is specifically under
Phase 2 which will focus on building a primary school in Amran City. The selection of
location and other criteria are based on detailed stakeholder analysis as per the current
need of local Yemen community. Based on the analysis, a single-story building with
the capacity of 500-600 students is proposed for execution. This project will be carried
out within the period 12 months, complete with all the basic needs provided. The budget
for the project will be funded by TIARA, with the support of other non-profit
organizations as well. A continuous funding will also be channeled to pay the teacher’s
allowances and maintaining the school expenses. The new school expected to provide
quality ambience for the students to study and opportunity to improve the literacy rate
of Yemeni children.
1.2 Project Background

Yemen is a country located at the southern end of the Arabian Peninsula in

Western Asia that has been in a state of political crisis starting with street protests,
poverty, unemployment, and corruption since 2011. The conflict escalated in 2015
resulting in a civil war across the country which caused political instability and famine
affecting the people of Yemen. The country has been identified as having the largest
humanitarian crisis in the world, with more than 24 million people in need of
humanitarian assistance, 12 million of that number being children. The attacks on
schoolchildren, teachers and the education infrastructure are having a devastating
impact on the country’s education system and the learning process of millions of
children.

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 As a non-profit welfare organization/caring organization, we are committed to
provide humanitarian assistance to Yemen; the least that could be done to help the
situation in Yemen. For this project, the organization/team will focus on providing a
good education facility for Yemeni’s children. This is based on the belief that education
is highly effective in reconstructing societies and building nations. Education is the
main – if not, only – factor through which others can be easily revived. Such a belief is
supported by the UNESCO Global Monitoring Report Education for All, which states
that education is ‘pivotally important for development in a rapidly changing world.’
Due to the on-going war, education infrastructures have been damaged or destroyed.
Restructuring or re-building the education infrastructure is one of critical factor needed
to revive the education system in Yemen. Apart from proper infrastructure, supply of
continuous learning materials and teaching force is also essential. The local government
is currently collaborating with third parties or other welfare organization to provide
suitable learning syllabus to revive the education system. Teaching force is also readily
available from local society, aided by international volunteers but with the constraint
of funding.

The project’s portfolio will investigate providing aid in education system by

phases. However, this specific project’s scope will be focusing on building a school
building with basic facilities, providing learning materials and funding the teacher’s
allowance in the school.

1.3 Organization Profile

Figure 1: TIARA stands for The International Association of Relief and Aid

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1.4 Organisation Introduction

TIARA is an international non-profit welfare organization which was established

in Year 2000 with the intention of providing humanitarian and developmental aid to
communities, group or society that requires humanitarian assistance regardless from
any background or country. This organization is well recognized across many countries
through the welfare activities which has been carried out across few countries such as
Malaysia, Indonesia, and Yemen. The main activity of this organization is to provide
humanitarian assistance in term of basic resource supplies, infrastructure setup,
promoting education and providing emergency relief in response to disasters. TIARA
relies entirely on contributions from governments and private donors for funding and
budget. Total income as of 2020 was 10 million dollars, of which mostly comes from
governments and the rest was contributed by private groups/corporates or individual’s
donation. The organization consist of 25 board members and about 500 volunteers
around the world/state, carrying out the humanitarian or welfare missions. Along the
years of providing welfares and assistance to those in need, this organization have
received number of recognitions including the Princess of Asturias Award in 2002 and
Indhira Gandhi Prize in 2016. Often, this organization works with other welfare
partners such as UNICEF and government body to carry the humanitarian assistance
and activities.

1.5 Major Deliverables of Completed Project

This project focused on construction of school in Yemen to provide the basic

facility for education of Yemeni’s children. The major deliverables of completed
project are;
a) Completion of school buildings with partition for 10 classrooms, 2 unit of
teacher’s offices, a computer room and laboratory with required basic amenities
to support 500-600 number of students within the period of 11 months and 2
weeks with allocated budget of USD $ 144,735.
b) Connection of basic utilities such as electricity and water to the building.
c) To provide necessary learning material, such as textbooks and reading material
based on readily available syllabus.
d) To raise and provide continuous funding to cater teacher’s allowances to operate
the school.

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2.0 Project Strategy

2.1 Vision

The project vision is to expand excellence and equity in education by providing

innovative solutions and access to significant education for every child.

2.2 Mission

To develop basic education facilities and operation supports focusing on

vulnerable and underserved children at affected area in Amran, Yemen.

2.3 Problem Statement

War in Yemen has impacted the students and educators in an exceptionally large
scale. Many schools were damaged, closed, or unable to fully operate. The teachers are
also unable to continue teaching due to unpaid salary. Poverty, war, violence, disease,
hunger, and disasters becoming governing issues causes disruption in schooling
sessions and decreases illiteracy rate.

The chance for the children to get the access to education and other basic rights
have been ignored.

2.4 Alternative Analysis

a. Repairing and renovating existing buildings which are suitable to be converted

into schools.

The buildings nearby the location need to be identified and investigated in terms
of safety, suitability, repairment and renovation aspects. The incurred cost may
need to be considered as well.

b. Introducing online / e-learning education system.

This option needs to identify the telecommunication and technology

accessibility and preparedness among the teachers and students. The e-learning
platform may also involve internet, radio, and television channels.

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2.5 Objectives and Goals

a. To plan and build the Al-Zubairy II Primary School in the timeline of

approximately eleven months and two weeks from the location selection,
research, procurement, design, and construction until the closing of this project.
b. To raise funding of $144,735 for development of the school building equipped
with necessary facilities.
c. To build and develop the school for the underserved children at Amran, Yemen.

2.6 Case for Change

All children deserve better life. We want to ensure that the vulnerable children’s
voices specifically in Amran, Yemen, are to be heard and their right to get better
education upheld, solving the overing issue in existing schools in the process. We hope
by developing the additional schools in Amran, Yemen named Al-Zubairy II Primary
School, it will help the children in the location to have better accessibility and facilities
for education.

We believe that the value of education can change one’s lives positively and
improve the community development into betterment in the future. In the long term, by
having a good education, gaps that separate the communities can be reduced.

2.7 Project Organization Structure

Project Manager Project Sponsor

Chong Jing Yi Dr. Hasbullah

Specialist/Deputy
Project Manager
Abdul Aziz

Engineering Procurement Safety

Project Control Administration Project Quality
Manager Manager Shaher
Norzila Andri Praptono Mahdi Uvannesan Naseem Ahmad Abdullah

Architecture & Contract & Office & Material

Cost Controller
Design Procurement Human Control
Abdul Rahman Khadija Suzanna Ramziya Kamaraj

Schedule & Document

Construction Logistic Q.C Inspector
Planning Controller
Gunalan Hidayat Nicole Lee CW Abdul Kalam

Legal
Jaafar

Figure 2: Project Organisation Structure

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3.0 Project Selection

3.1 Stakeholder Analysis

The Humanitarian Response Plan has stated an increase of education needs from
4.7 million in 2019 to 5.5 million in 2020 at Yemen (OCHA, 2020). However,
education aids have only reached 62% of the population in need (2.9 million people) in
2019. This has caused a huge distress among the educators and students, especially the
ones living in poverty. The aid has reduced to reaching 1 million people only in 2020
due to the COVID-19 Pandemic. According to statistics, 66% of the schools were
damaged by heavy violence, 27% have closed and 7% of the schools are being used to
shelter displaced families or for military purposes.

Yemen is risking the intellectual of an entire generation of children in the war

(Swangin & Touma, 2018). Based on Figure 3, the population aged 14 years and
younger in Yemen represents 40% of the total. The country is at risk in losing potential
economic growth in the future. An estimated loss of 7 – 10 % of per capita income is
predicted with one-year deficiency in school. Out-of-school children are being recruited
into the war, while out-of-school girls are at greater risk of child marriage.

Figure 3: Total Population by Age Group in Yemen (thousands) in 2018

OCHA has urged for partnerships with multiple NGOs to maintain basic
education services, particularly in areas where schools are damaged, closed, or unable
to fully operate (OCHA, 2020). The education aid needed by Yemen could be divided
into 3 response categories. All three responses are critical to the education crisis in
Yemen. Yet, the allowance for unpaid teachers is the biggest issue to be tackled. Many
teachers were forced to give up teaching in search for other jobs to feed their families.

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 Table 1: Education Response Categories in Yemen (Source: OCHA, 2020)

First Line Response Second Line Response Full Cluster Response

Help ensure schools remain Help restore damaged and Help strengthen
open and operational by: destroyed schools by: teaching and the
• Providing allowances • Rehabilitating management of schools
for unpaid teachers buildings, including and education services
• Providing schools meals hygiene facilities by:
to boys and girls • Training specialized
• Training teachers,
• Establishing Temporary education staff on
school managers,
Learning Classrooms for emergency data
supervisors and
displaced children collection and analysis
family councils
• Distributing kits, texts,
hygiene materials,
furniture and supplies to
targeted schools
• Providing specialized
child-centred
programmes in hard-hit
areas
• Facilitating national
exams

The need for primary education to be available is more critical based on the
population and situation in Yemen. Currently, 30 out of 48 partners in UNICEF
education aid in Yemen are involved in the first-line response (OCHA, 2020). TIARA
has planned to support UNICEF in providing education aid to Yemeni students in all
three response categories through partnership.

On the economic perspective, the development of new school will create

numerous work opportunities for skilled and unskilled labour in Yemen. This is
considered as a positive economic impact for the workers in the area, including the
international displaced persons (IDPs) community and local residents.

3.2 Project Area Selection

Project area selection was done based on the stakeholder analysis. TIARA has
targeted to provide in a location where education aids are lagging behind. The data
tabulated in Figure 4, Figure 5, Figure 6 and Figure 7, shows that both Al Hudaydah
and Amran have huge discrepancies in terms of targeted versus reached education aids.
In terms of population, Al-Hudaydah has approximately 400,000 habitants while
Amran has 290,000 habitants. However, after analysing the aids received in both

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 locations from Figure 8, the city of Amran was found to receive much more lesser
support compared to Al Hudaydah.

Figure 4: School Rehabilitation Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)

Figure 5: School Supplies Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)

Figure 6: School Desks Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)

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 Figure 7: Teachers Training Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)

Targeted Project Zone

Targeted Project Zone

Figure 8: Education aids received by Al Hudaydah and Amran in 2020 (Source: Yemen Education Cluster)

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 Targeted
Project Zones

Figure 9: Yemen Conflict Zones (Source: Yemen Humanitarian Response Plan, 2020)

In terms of safety, compared to Al-Hudaydah, Amran is far from contested areas

and the frontline, making the support of supplying education aid safer and easier
compared to other zones. Hence, TIARA has decided to proceed with providing
education aid at Amran.
3.3 Business and Stakeholder Requirements

The business and stakeholder requirements to execute the project in Amran City
are outlined in Table 2 according to the analysis done. TIARA aims to fulfil all
requirements through a series of education aid projects.

Table 2: Stakeholder Requirements based on Stakeholder Analysis

Business Requirements
TIARA would like to provide relief and development aid to communities that require
humanitarian assistance regardless of their background or nationalities.
Stakeholder Requirements
• TIARA would like to provide basic education aid for primary school students at
Yemen.
• Project Manager and employees of TIARA would like to work on education aid
projects in 3 response categories.
• Yemeni parents, students and educators would like to improve the literacy rate in
Yemen through education.
• Yemeni society would like to have functional public infrastructures including school
that are accessible to the public.
• Yemeni government, investors, suppliers, and customers would like normal economic
activities to be resumed through rebuilding and redeveloping the country.
• Yemeni government, investors, suppliers, customers, residents and IDPs would like
to have more employment opportunities through rebuilding and redeveloping the
country.
• The government and younger generations in Yemen would like to increase their
knowledge through education for higher income generation in the future.

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3.4 Project Portfolio Management

The TIARA Education Aid in Yemen is divided into 3 phases. The Phase I of
the project to set up temporary school and providing education kits was planned in 2020
and already under execution in 2021. TIARA is also providing allowances to the
educators in the temporary school to tackle the issue of unpaid salary. The salary will
continue to be provided to the educators in all 3 phases of the project. Moving forward
in Phase II of the project, the selection process will focus on building the new school
and providing proper school furniture for the students and educators.

TIARA
Education
Aid in
Yemen
Current Project Phase

Phase I Phase II Phase III

Providing trainings for

Building school with
Providing Salaries for teachers, school
electical and hygiene
School managers, supervisors
facilities
and family council

Providing temporary Providing basic school

school furnitures

Providing education kits

(books, stationaries and
school uniform)

Figure 10: Project Portfolio of TIARA Education Aid in Yemen

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3.5 Project Selection

3.5.1 Location

The Al-Zubairy School situated Amran City was successfully

rehabilitated by Public Works Project (PWP). Currently, the school caters 1350
students in two shifts (morning and evening), with 400 students from displaced
families (Public Works Project, 2019) and 30 teachers. The rehabilitated Al-
Zubairy school is overcrowded by a huge number of students. The need of
hygiene facilities and social distancing measures due to COVID-19 Pandemic
is exerting more stress to the ed Al-Zubairy School. In response, TIARA aims
to build Al-Zubairy II School at the same area to ease the burden of Al-Zubairy
S chool. The proposed location is located at the north-east side of the city.

Proposed Location to
build Al-Zubairy II School

Al-Zubairy School

Figure 11: Satellite View of Amran City

3.5.2 School Size

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 Table 3: Different school properties according to school size

Project Name Beta Gamma

School Size Small Big
No of Classrooms 10 20
No of Students per Classroom 30 30
Student Capacity 300 600
(1 schooling sessions per day)
Student Capacity 600 1200
(2 schooling sessions per day)
Teacher's Room 2 2
Laboratory 2 2
Computer Room 1 2
Basketball Court and Assembly Area 1 1
Canteen 1 1
Notice Board 26 44
Storage Cabinet 13 22
Computers 10 20
Laboratory Table 6 6
Toilets (5 cubicles per toilet) 2 2
Solar Panel System Present Present
Estimated Cost USD 145 000 USD 300 000

Aiming to cater half of the student capacity of Al-Zubairy school,

TIARA would need to build a school that can accommodate 500 – 600 students.
Project Beta is a smaller school that can accommodate 600 students in two
schooling sessions. The basic facilities such as laboratory, computer room, and
assembly area are provided.

Project Gamma on the other hand is a bigger school that can

accommodate 600 students in one school session. Project Gamma serves the
purpose as a premier school where the study experience of the students is
maximized. Students will have longer schooling session and after school
activities. In the case of increase student demand, the schooling sessions can be
easily converted into two. The estimated cost of project Gamma on the other
hand, is the double of Project Beta.

As power supply from the power grid system could be disrupted at times,
both schools are equipped with solar power system. After discussions with other
partnering NGO and the local authorities, TIARA has decided to proceed with

13
 Project Beta. The reason is due to the complexity of Yemen’s supply chain in
building materials, workforce and the lack of teaching force in Amran City.
3.5.3 Building Technology

Several types of construction technology/method are considered to build

the school. Different building technologies and systems are compared for their
advantages and disadvantages.

Industrialised building system (IBS) is a building system in which the

structural components of the building are manufactured in a controlled
environment (eg. factory) before being transported and assembled into the
structure with minimal additional site works.

Figure 12: IBS Construction Technology (Ref: Google Image)

Load bearing walls are one forms of conventional construction usually

used for buildings. The wall will be part of the active structural element which
hold and transfers the loads from the building to the foundation underneath.

Direction of weight transfer

Figure 13: Load Bearing Wall Construction System (Ref: Google Image)

A concrete frame construction method is another common form of

structure, consisting of networks of columns and beams forming the structural
‘skeleton’ to the building. The ‘skeleton’ will support weights from the building

14
to the foundation. The concrete generally requires reinforcement using steel
rebar to improve concrete’ low tensile strength. The concrete frames can either
be precast or cast on site.

Figure 14: Concrete Frame Construction System (Ref: Google Image)

Table 4: Identified Advantages and Disadvantages of Different Construction and Technology System

No. Construction Advantages Disadvantages

Technology
and System
1 Industrialised • Cost incurred is middle • Needs an
Building among other options. experienced
System (IBS) • The precast concrete in workforce.
controlled environment • Needs extra
will help to speed up equipment and
the construction period. transportation to lift
and transport the
precast concrete.
2 Conventional • Cost incurred is lowest The external wall
construction as compared to the cannot be demolished
with external other options. without structural
load bearing engineering and
walls and redesigning
central
columns

3 Concrete The wall can be • Cost incurred is

Frame demolished without highest among other
structural engineering and options due the
redesigning because it acts expensive steel
as separation and not material.
contributing to support the • Needs an
structural frame. experienced
workforce to
construct the
reinforced structure.
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 The condition in Yemen has disrupted the flow of workforce and equipment,
making the execution of technology No. 1 and No. 3 more difficult. On top of that, cost
consideration is a major factor. Hence, technology No. 2 using conventional
construction with external load bearing walls and central columns are selected.

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4.0 Project Scope

4.1 Project Requirements

Solution Requirements
• A single-story school with the size of 2000 m2 will be built in Amran City.
Functional Requirements
User
• 30 sets of student’s table and chair, 1 set of teacher’s table and chair, 1
blackboard, 2 notice boards and 1 storage cabinet to be made available in every
classroom.
• A total of 4 toilets will be built with 5 cubicles and a washing area per toilet.
Each gender will have two toilets.
• 5 sets of teacher’s table and chair, 1 meeting table, 5 meeting chairs, 1
blackboard, 2 notice boards and 1 storage cabinet to be made available in every
teacher’s room.
• Laboratory will be available with 3 laboratory tables, 10 chairs and a blackboard.
• Computer room will be available with 10 computers, 10 student’s table and chair
and 1 teacher’s table and chair.
• To have 3 fans and 6 fluorescent lights in every classroom, teacher’s room,
laboratory, and computer room.
• To have 6 fans at the basketball court and assembly area.
• To have 1 canteen with 10 sets of canteen chairs and tables. Each set can
accommodate 10 students.
System
• To have classrooms with the area of 37.5 m2 each which can accommodate 30
students and 1 teacher.
• To have 1 teacher’s room in both schools with the area of 54 m2 which can
accommodate 10 teachers and 1 teacher’s meeting area.
• To have 2 laboratories with the area of 36 m2 each.
• To have 1 computer room with the area of 70 m2.
• To have 2 rest rooms with the area 18m2 each.
• To have corridor and utility areas which compromised 30% of the total area of
the schools.
• To have a basketball court and assembly area with the area of 390 m 2.
• To have water system in the school.
• To have electrical system in the school via centralized power grid and solar
power due to the power instability at Yemen.
Non-Functional Requirements
Quality
• Conventional construction with external load bearing walls and central column
will be used. Building specifications will be according to Yemen’s construction
regulations.
Constraints
• COVID-19 Pandemic has slowed down the supply chain and restricted the
manpower to build both schools.
• The war disrupts the supply chain to build both schools.

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 • The school will accept male students only due to cultural constraints. Female
schools will be considered in future projects.
Assumptions
• War will not return to the location of school built.
• Teachers and students will return to school.
Transition Requirements
• Set up temporary classrooms from tent before the school campus is ready – currently
under execution.
• Provide allowance for unpaid teachers – currently under execution.
• Provide education kits for students – currently under execution.
Figure 15: Project Requirements

4.2 Project Plan View

Figure 16: Plan View of School Compound

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 Figure 17: Dimension of School Compound

4.3 Project Success Criteria

Table 5: Project Success Criteria

Cost To carry out the project within the budget approved with allowable
+/-5% of cost variance.
Time To carry out the project within the timeframe approved with
allowable 5% of schedule variance.
Scope To build 1 school with the size of 2000 m2 in Amran City.
Functionality To provide 1 school with functional school facilities, water system
and electrical system with the usage of 30 years.

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4.4 Work Breakdown Structure

Figure 18: Work Breakdown Structure of the Project – Flowchart

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 Table 6: Work Breakdown Structure - Table

Breakdown Description WBS Code

Build a Primary School 1.0
Deliverable 1 Location Selection 1.1
Sub Deliverable 1 Research 1.1.1
Sub Deliverable 2 Location Survey 1.1.2
Deliverable 2 Procurement 1.2
Sub Deliverable 1 Acquire Land 1.2.1
Sub Deliverable 2 Tender for Consultant & Contractor 1.2.2
Sub Deliverable 3 Design 1.2.3
WP 1 Architecture 1.2.3.1
WP 2 Civil & Structure 1.2.3.2
WP 3 MNE-Mechanical & Electrical Design 1.2.3.3
WP 4 Plumbing Design 1.2.3.4
WP 5 Safety 1.2.3.5
Sub Deliverable 4 Cost Estimation & Budget 1.2.4
Deliverable 3 Construction 1.3
Sub Deliverable 1 Site Clearance & Measurement 1.3.1
Sub Deliverable 2 Excavation 1.3.2
Sub Deliverable 3 Foundation 1.3.3
Sub Deliverable 4 Plinth Beam 1.3.4
Sub Deliverable 5 Beam & Column 1.3.5
Sub Deliverable 6 Masonry Work 1.3.6
WP 1 lay Mansory 1.3.6.1
WP 2 Install the Wall and Tile 1.3.6.2
WP 3 Electric Network 1.3.6.3
WP 4 Plumbing Network 1.3.6.4
WP 5 Roofing 1.3.6.5
WP 6 Sewage 1.3.6.6
Sub Deliverable 7 Finishing 1.3.7
Deliverable 4 Interior 1.4
Sub Deliverable 1 Furniture Procurement 1.4.1
Sub Deliverable 2 Furniture Installation 1.4.2
Sub Deliverable 3 Educational Equipment Setting 1.4.3
Sub Deliverable 4 Technology 1.4.4
WP 1 PC and Laptop Installation 1.4.4.1
WP 2 Internet Network 1.4.4.2
Deliverable 5 Inspection 1.5
Sub Deliverable 1 Plumbing 1.5.1
Sub Deliverable 2 Foundation 1.5.2
Sub Deliverable 3 Roof & Shear 1.5.3
Sub Deliverable 4 Electric Panel 1.5.4
Sub Deliverable 5 Furniture & Equipment 1.5.5
Deliverable 6 Turnover 1.6

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 Sub Deliverable 1 Delivered & Handover 1.6.1
Sub Deliverable 2 Closing 1.6.2

The project contains six deliverables or the major project components. Location
selection as the first deliverable is particularly important, in order to place the school in
the right location. Some research was performed on this project, such as literature, data
from the internet, and the local data and the information. The location survey is also the
critical sub delivery since the real condition can only be observed on the field or
location.
Procurement is the second deliverable and contained four sub deliverables, such
as acquired land, tender for the consultant and contractor, design, and cost estimation
& budget. Consultant and contractor are focusing on the local person or company, it
could increase their local economic and added amount of the workers. All architecture,
civil & structure, mechanical &electric, plumbing is under the design. The project is
using local architecture for the school.
The major deliverable is the construction, which will consume the most time.
The school will be built on 2000 m2 land area and containing 10 classroom, 2
laboratories, 1 computer room, 1 teacher room, 2 restrooms, and a canteen. The school
also will have a basketball court and it can be as an assembly area as well. There are 7
sub deliverables under the construction step, and it will all relate to each other. One sub
deliverable will be required to be finish before following on with the next step. The
masonry work takes a long time due to lots of detailed works that need to be done for
all rooms in this school. The final sub deliverable on this delivery work is the finishing
touches.
Interior deliverable does not only cover the furniture and education equipment
procurement and installation but also handles the technology part, this part is preparing
the computer in the computer room for the student and the teacher room. Having access
to the world is essential in order to research and gather information for the education
Inspection deliverable will focus on all the building, including plumbing,
foundation, roofing, electric panel until the furniture and education equipment. This
deliverable must be perfect to keep consistently high quality in all deliverables. The
project will be delivered to the local government and the schoolteachers after ensuring
that all steps are completed and QC.

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4.5 Project Gantt Chart

Figure 19: Project Gantt Chart

23
 The Figure 19 shows the detailed work time, the start of each deliverable, and
the sub deliverable. The project will be started on Mar 01, 2021, with the location
selection, research, and location survey will take 20 days each, following the
procurement on Apr 21, 2021. This procurement will consume a total of 100 days and
mostly for the design sub deliverable work. Construction will start after design and cost
estimation & budget are done and approved by the project manager and starts on Jun
20, 2021. This construction work will take a total of 250 days due to all major events
and details required. Furniture procurement can be started before the school building is
done and should be completed at around the same time as the end of the construction.
The interior deliverable will start on Feb 22, 2022 and consume 70 days in total. The
inspection will take 15 days and will begin once all work, the deliverable and sub
deliverable are finished, which then starts the handover to local government and
schoolteachers. Closing will be conducted by the project manager and deputy project
manager as the final step of this project.

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4.6 Responsibility Assign Matrix

The table below is the responsibility assign matrix, it is containing the project manager through all department, legal, and safety.
This table shows in detail who are responsible in every step, and who will get notification of the work step as well as the person who has
the authorization to sign the work.
Table 7: Responsibility Assign Matrix

Abdul Aziz - Naseem

Jing Yi - Norzila - Abdul Rahman - Andri - Khadija - Mahdi - Suzanna - Nicole - Ramziya - Lee CW - Kamaraj - Abdul Kalam Shaher
Specialist/Dep Gunalan - Hidayat - Uvannesan - Jaafar - Ahmad -
Deliverable Task/Code Project Engineering Architecture & Procurement Contract & Project Cost Schedule & Office & Document Material - QC Abdullah -
uty Project Construction Logistic Administration Legal Project
Manager Manager Design Manager Procurement Control Controller Planning Human Controller Control Inspector Safety
Manager Quality

Location Selection 1.1 Research 1.1.1 Responsible

Location Survey 1.1.2
Notification
Procurement 1.2 Acquire Land 1.2.1
Tender for Consultant & Contractor 1.2.2 Aproval
Design 1.2.3
Architecture 1.2.3.1 Support
Civil & Structure 1.2.3.2
MNE-Mechanical & Electrical Design 1.2.3.3
Plumbing Design 1.2.3.4
Safety 1.2.3.5
Cost Estimation & Budget 1.2.4

Construction 1.3 Site Clearance & Measurement 1.3.1

Excavation 1.3.2
Foundation 1.3.3
Plinth Beam 1.3.4
Beam & Column 1.3.5
Masonry Work 1.3.6
Lay Masonry 1.3.6.1
Install Wall and Tile 1.3.6.2
Electricity Network 1.3.6.3
Plumbing Network 1.3.6.4
Roofing 1.3.6.5
Finishing 1.3.7
Painting 1.3.7.1
Interior 1.4 Furniture Procurement 1.4.1
Furniture Installation 1.4.2
Educational Equipment Setting 1.4.3
Technology 1.4.4
PC and Laptop Installation 1.4.4.1
Internet & Network 1.4.4.2
Inspection 1.5 Plumbing 1.5.1
Foundation 1.5.2
Roof & Shear 1.5.3
Electric Panel 1.5.4
Furniture & Equipment 1.5.5
Turnover 1.6 Deliverable & Handover 1.6.1
Closing 1.6.2

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5.0 Project Risks and Concerns

5.1 Risk Identification

The risk associated with the execution of this project can be categorized into
few main elements such as cost, schedule, quality, safety, and effect to environment.

Risks associated with each of the element are listed in table below.

Table 8: Risk Identification

Element Risk
Cost 1. Fluctuation in material and labor price
2. Possibilities of war/strike during execution stage causing asset
damage.
3. Stop of funding to the project due to political influence.
4. Corruption issue among local authorities

Schedule 1. Unavailable of material during execution

2. Unavailable of workforce (local) for execution stage
3. Incompetent contractors/sub-contractors
4. Project cancellation or change in scope due to local authority
influence.
5. Local political instability – change in policy and regulation
6. Weather condition
7. Transportation problem – delay in material arrival
8. Lack of experience by management/execution team
9. Ineffective planning and scheduling
10. Inadequate modern equipment and tools
11. Conflict between contractor and project management team
12. Lack of effective communication and coordination
13. Corruption issue among local authorities
14. Delay caused by pandemic issues (COVID-19)
15. Weapon attack by local Kabilah groups
Quality 1. Incompetent contractors/sub-contractors
2. Lack of experience by management/execution team
3. Use of incompatible material for the construction.
Safety 1. Possibilities of war/strike during execution stage causing life
loss.
2. Incompetent contractors/sub-contractors causing safety related
problems.
3. Inadequate guidelines and procedure from the main contractor on
safety
4. Use of incompatible equipment or tools for the construction.
5. Weapon attack by local Kabilah groups
6. Pandemic (COVID-19) occurrence among work force
Environment 1. Selection of construction side causing environmental effect.
2. Unproper disposal of waste materials from construction

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5.2 Analysis and Probability and Consequences

Table 9: Risk Matrix

1 2 3 4 5
Consequence
Insignificant Minor Moderate Major Catastrophic
E
Almost E1 E2 E3 E4 E5
Certain
D
PROBABILITY

D1 D2 D3 D4 D5
Likely
C
C1 C2 C3 C4 C5
Possible
B
B1 B2 B3 B4 B5
Unlikely
A
A1 A2 A3 A4 A5
Remotely

Low Risk
Medium Risk
High Risk
Very High Risk

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 Table 10: Risk Rating

Risk Impact Probability Consequence Overall Risk

Rating
Fluctuation in material/manpower price Cost C 3 Medium
Schedule
Possibilities of war/strike during execution stage causing
Safety D 5 Very High
asset and life loss besides affecting schedule
Possibility of project halt
Cost
Stop of funding to the project due to political influence. C 4 High
Possibility of project halt
Unavailability of material during execution Schedule C 3 Medium
Unavailability of manpower (local) for execution stage Schedule C 3 Medium
Schedule
Incompetent contractors/sub-contractors C 3 Medium
Quality
Project cancellation or change in scope due to local
Schedule C 4 High
authority influence
Local political instability – change in policy and
Schedule D 4 High
regulation
Weather condition Schedule D 3 High
Transportation problem – delay in material arrival Schedule C 2 Low
Schedule
Lack of experience by management/execution team B 3 Low
Quality
Ineffective planning and scheduling Schedule B 3 Low
Conflict between contractor and project owner Schedule C 3 Medium
Lack of effective communication and coordination Schedule C 2 Low
Schedule
Inadequate modern equipment and tools D 2 Medium
Safety
Use of incompatible material for the construction Quality C 3 Medium
Inadequate guidelines and procedure from the main
Safety C 4 High
contractor on safety
Use of incompatible equipment or tools for the Safety C 4 High

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 construction
Selection of construction side causing environmental
Environment B 4 Medium
effect i.e sedimentation and water source contamination.
Unproper disposal of waste materials from construction Environment C 4 High
Cost
Corruption issue among local authorities. D 4 High
Schedule
Schedule
Weapon attack by local Kabilah groups D 5 Very High
Safety
Schedule
Pandemic issues (COVID-19) D 4 High
Safety

Based on the analysis of probability and consequences, 2 Very High-Risk items, 9 High Risk items, 8 Medium Risk items and 4
Low Risk items are identified.

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5.3 Mitigation Strategies

Table 11: Risk Mitigation Strategies

Risk Mitigation Strategy

Fluctuation in material 1) To establish contingency budget to cater unforeseen
& labor price additional cost during the project.
2) To secure the material and manpower through detailed
and firmed contract to prevent price fluctuation during
the execution phase.
3) To perform sourcing of material and manpower only
from resource which having good reputation. Detailed
background check to be performed prior to any
procurement or contract award process.
Possibilities of 1) To seek support from both local government and
war/strike during international bodies through legal process prior to the
execution stage project planning stage.
causing asset and life 2) To select suitable location for the project in order to
loss besides affecting prevent any unwanted strike during project phase.
schedule 3) To establish recovery plan, in case of war or strike
happens in the project location during execution phase.
Stop of funding to the 1) To seek support from both local government and
project due to political international bodies.
influence. 2) To seek approval and full commitment from TIARA
for the funding.
Unavailability of 1) Procurement process for the materials to be initiated
material during early.
execution 2) To seek for reliable source which can provide
continuous supply of material without interruption.
Unavailability of 1) To seek additional manpower, especially for
manpower (local) for specialized job from external.
execution stage 2) To secure contract for manpower supply from reputed
local agent.
Incompetent 1) Detailed background check on the contractor’s past
contractors/sub- reputation to be conducted prior to awarding the
contractors contract.
2) Include the competency requirements in the project’s
contractual agreement.
3) Requirement of expert workers need to be detailed out
in project’s contractual agreement.
Project cancellation or 1) To seek support from both local government and
change in scope due to international bodies through legal process prior to the
local authority project planning stage.
influence 2) To comply with all the legal requirements and
standards set by local authorities.
Local political 1) To comply with all the legal requirements and
instability – change in standards set by local authorities.
policy and regulation
Weather condition 1) Contingency to be included in the schedule for
limitations caused by weather condition.

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 2) To optimize the timing by performing planning and
design phase during summer period (where sandstorm
is most common).
Transportation 1) Procurement process for the materials to be initiated
problem – delay in early.
material arrival 2) To secure suitable logistic company to handle the
material transportation.
Lack of experience by 1) Include the competency requirements in the project’s
management/execution contractual agreement.
team 2) To look into requirement of experience for hiring
management or execution team.
Ineffective planning 1) To have project gate in order to check or review the
and scheduling planning and scheduling proposal.
2) To hire or appoint experience team/personnel for
scheduling process.
Conflict between 1) Scope of work to be well defined in the contract to
contractor and project avoid any conflict.
owner 2) Legal requirements should be complied by both
parties.
Lack of effective 1) Communication plan to be established between project
communication and owner and contractor.
coordination 2) Progress meetings and updates should be made
available from time to time.
Inadequate modern 1) The use of proper equipment and tools for the project
equipment and tools to be identified during contractual agreement.
Use of incompatible 1) Procured material need to be assessed by Quality team
material for the prior to use.
construction 2) Materials for construction to be purchased from
reliable source.
Inadequate guidelines 1) Guidelines and procedure for safety to be established
and procedure from and agreed by project owner and contractor.
the main contractor on 2) Safety requirements, standards, and expectation to be
safety clearly stated in the project’s contract.
Use of incompatible 1) The use of proper equipment and tools for the project
equipment or tools for to be identified during contractual agreement.
the construction 2) Any use of substandard tools or equipment should be
regarded as breach of safety requirement. This need to
be clearly stated in contract.
Selection of 1) Environment impact assessment need to be performed
construction side by 3rd party prior to project execution.
causing environmental 2) To comply with any local legal requirement and
effect. standards.
Unproper disposal of 1) To establish waste disposal plan and to be included as
waste materials from part of SOW.
construction 2) Project owner and contractor need to agree on
responsibility to handle waste.
3) To comply with any local legal requirement and
standards.
Corruption issue 1) Monetary transaction and procurements to be
among local monitored closely by legal team.
31
authorities. 2) To maintain transparency between project team and
local authority.
3) To seek support from anti-corruption commission
throughout the project.
1) To collaborate with other NGO and local government
to obtain armed protection for the workforce team
Weapon attack by
throughout the project.
local Kabilah groups
2) Safety plan or procedure to be establish for this kind of
emergent situation.
Pandemic issues 1) To establish detailed guideline on COVID-19
(COVID-19) prevention and communicated to all level of
workforce.
2) To comply with local authority requirement on
COVID-19 guideline.

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6.0 Cost Estimation and Budgeting

Activity based costs were used to calculate the budget of our project. It is a budgeting
method that assigns costs first to activities and then to the projects based on each project’s use
of resources. As tabulated at , the cost of labour is calculated by multiplying the total labour
hours of all labours and the rate of labours in USD. In terms of the cost of materials, the
estimated cost of material per area unit is multiplied by the project area. Fixed costs such as
the salary of project team, expenses, utilities, and others were taken into consideration when
the budget is tabulated as well.
Table 12, the cost of labour is calculated by multiplying the total labour hours of all labours
and the rate of labours in USD. In terms of the cost of materials, the estimated cost of material
per area unit is multiplied by the project area. Fixed costs such as the salary of project team,
expenses, utilities, and others were taken into consideration when the budget is tabulated as
well.
Table 12: Project Budget

Project Budget Name : TIARA Education Aid in Yemen

Project Manager: Jing Yi

Start Date: 01-03-2021 BUDGET
End Date: 12-02-2022 Total $ 144,735.00

WBS Task Start Date Duration Labor Materials Fixed

Days Hrs Rate Units $/Unit Costs Budget
1 Build a Primary School $ 12,960.00
1.1 Location Selection 1-Mar-21 -
1.1.1 Research 1-Mar-21 20 160.00 $11.00 $1,200.00 6,480.00
1.1.2 Location Survey 21-Mar-21 20 160.00 $11.00 $1,200.00 6,480.00
1.2 Procurement 10-Apr-21 $ 39,840.00
1.2.1 Acquire Land 10-Apr-21 10 80.00 $14.00 $600.00 3,960.00
1.2.2 Tender for Consultant & Contractor 10-Apr-21 20 160.00 $20.00 $1,200.00 10,800.00
1.2.3 Design 10-Apr-21 60 480.00 $12.00 $3,600.00 20,880.00
1.2.4 Cost Estimation & Budget 10-Jun-21 10 80.00 $15.00 $600.00 4,200.00
1.3 Construction 20-Jun-21 $ 45,065.00
1.3.1 Site Clearance & Measurement 20-Jun-21 20 160.00 $7.00 75.00 $30.00 $1,200.00 6,810.00
1.3.2 Excavation 10-Jul-21 20 160.00 $6.00 90.00 $25.00 $1,200.00 6,330.00
1.3.3 Foundation 30-Jul-21 30 240.00 $5.00 90.00 $80.00 $1,800.00 12,600.00
1.3.4 Plinth Beam 30-Aug-21 30 240.00 $5.00 95.00 $65.00 $1,800.00 11,575.00
1.3.5 Beam & Column 30-Sep-21 30 240.00 $5.00 95.00 $50.00 $1,800.00 7,750.00
1.4 Masonry Work 30-Oct-21 $ 19,950.00
1.4.1 Lay Masonry 30-Oct-21 60 480.00 $5.00 220.00 $15.00 $3,600.00 14,100.00
1.4.2 Finishing 28-Dec-21 15 120.00 $5.00 350.00 $9.00 $900.00 5,850.00
1.5 Interior $ 17,870.00
1.5.1 Furniture Procurement 3-Dec-21 40 320.00 $4.00 600.00 $12.00 $2,400.00 10,880.00
1.5.2 Furniture Installation 12-Jan-22 10 80.00 $4.00 500.00 $600.00 920.00
1.5.3 Educational Equipment Setting 12-Jan-22 5 40.00 $5.00 390.00 $13.00 $300.00 5,570.00
1.5.4 Technology 12-Jan-22 5 40.00 $5.00 $300.00 500.00
1.6 Inspection 17-Jan-22 15 120.00 $ 9,050.00
1.7 Turnover -
1.7.1 Deliverable & Handover 2-Feb-22 10 80.00 $15.00 $4,750.00 5,950.00
1.7.2 Closing 12-Feb-22 5 40.00 $15.00 $2,500.00 3,100.00
Total 435 $ 144,735.00

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 A tracking chart is illustrated based on the expected budget expenditures for this
project. Figure 20 shows a plot of cumulative budgeted cost of the project against the
project schedule. This provides a baseline for cost and schedule tracking of the project.
The project cost and schedule must always be monitored throughout the project
execution period. Any cost and schedule deviation of more than the allowable threshold
of +/-5% should be escalated to the project management team immediately.

Figure 20: Cumulative Budgeted Cost of the Project

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7.0 Conclusion

As an international non-profit welfare organization, TIARA is concern about the

situation in Yemen and has taken an initiative to provide basic education aids in Yemen. As
40% of the population in Yemen are aged below 14 years, primary schools are given the highest
priority for education. Location selection was done between two Yemeni cities, Al-Hudaydah
and Amran. After considering several aspects in safety, distance from active war locations,
amount of population, and a lower level of existing education aid, Amran City is chosen as the
targeted area.
A detailed stakeholder analysis is carried out locally. The project portfolio of TIARA
Education Aid in Yemen is then constructed with 3 project phases where Phase I is already
under execution. Moving into Phase II, a primary school with several basic facilities will be
built at Amran City. This is to ease the burden of an overcrowded school at the same area.
The project duration will be eleven months and two weeks, starting from 1 March 2021
to 10 February 2022. A detailed project schedule is constructed using several project
scheduling tools. On top of that, the responsibility assign matrix is used for the project
management team to oversea their direct and indirect responsibilities.
The risk management team has also tabulated the possible risks that could arise in this
project. The overall risk rating is calculated for every risk according to their probability of
occurrence and consequences. The risk management team has then prepared mitigation steps
in the case of risk occurrence.
On the other hand, the cost management team has calculated the project budget
according to the project timeline, considering the costs in 3 different areas: labours, materials
and fixed costs. A cumulative budgeted cost of the project is then tabulated against the project
schedule for the purpose of project schedule and cost monitoring.

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8.0 References

OCHA. (2020). Yemen Humanitarian Response Plan June - December 2020. OCHA.

Public Works Project. (2019). PWP Rehabilitates al-Zubairy School in Amran: An Educational
Edifice that almost Disappeared! Amran: Public Works Project.

Swangin, B., & Touma, J. (2018, March 27). In Yemen, children’s education devastated after
three years of escalating conflict. [Press Release]. Retrieved from
https://www.unicef.org/press-releases/yemen-children-education-devastated-three-
years-conflict

36