Maichew Secondary

TIGRAY NATIONAL REGIONAL STATE
MAYCHEW CITY ADMINISTRATION
PROJECT PROPOSAL FOR THE CONSTRUCTION OF A NEW

SECONDARY SCHOOL IN MAICHEW TOWN
PREPARED BY: PRIME CONSULTANTS PLC
FEBRURY, 2011
PROJECT PROPOSAL FOR THE CONSTRUCTION OF SECONDARY SCHOOL IN MAICHEW TOWN
TIGRAY NATIONAL REGIONAL STATE
MAYCHEW CITY ADMINISTRATION
PROJECT PROPOSAL
FOR
THE CONSTRUCTION OF A NEW SECONDARY SCHOOL

IN MAICHEW TOWN
PRIME CONSULTANTS PLC

℡ – 251-116-476982
– 251-116-477023
– 251- 911-517793 (GM)
190013
E-mail –primeconsultants@ethionet.et
2
PRIME CONSULTANTS PLC ℡ – 251-116-476982 – 251-116-477023 190013
CONTENTS
I. BACKGROUND
II. RATIONALE/ PROBLEM ANALYSIS

ANALYSIS / NEED ASSESSMENT
III. OBJECTIVE
IV. PROJECT OUTPUTS, OUTCOMES

OUTCOMES AND IMPACTS
V. PROJECT TARGET GROUPS

GROUPS
VI. MAJOR ACTIVITIES OF THE PROJECT
VII. THE SECONDARY SCHOOL DESIGN CONSIDERATIONS

CONSIDERATIONS
VIII. THE PHYSICAL DESIGN OF THE PROJECT
IX. THE COST BREAKDOWN
X. RESPONSIBLE BODIES
XI. PROJECT FINANCING
XII. HUMAN RESOURCE INPUTS
XIII. PROJECT MANAGEMENT SYSTEM

SYSTEM
XIV. KEY PROJECT INDICATORS

INDICATORS
XV. FINANCIAL SOURCES MANAGEMENT

MANAGEMENT
XVI. POTENTIAL RISKS AND RISK MANAGEMENT
XVII. ACTION PLAN
MAJOR RESOURCES
3
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 Maichew town and
Raya and Azebo Awraja students and community at large. At that time the nearest high school was
located 120 km away in Mekelle. Therefore, families, who could afford, had to send their children to
Mekelle and those students with no resources had to quit schooling. To overcome this pressing
problem, the Raya and Azebo Awraja Administration, the Maichew Municipality and the people had
made a long and concerted effort to get the permission and the necessary funds from the government.
With the help of some parliamentarians’ representatives of the district/Awraja, permission had been
given by the Ministry of Education and the Ministry promised to provide teachers. Concerning funds,
however, the support was very limited. So, raising funds was entirely fallen on the shoulders of the
residents of the town and the surrounding weredas. Accordingly, with the contribution of the residents
of the town, the surrounding weredas and the municipality, the construction of the “Tilahun Gizaw
Secondary School” began in 1971 and it was taken into service in 1974/75. Originally this school was
called Maichew secondary school and after the fall of the Derg it was renamed by the name of the
renowned leader of student movements “Tilahun Gizaw Secondary School” who was shot dead in 1972
by the then regime. /Maichew Integrated Development Plan, 2007/
Tilahun Yigzaw Secondary School is the oldest senior secondary school in Maichew and Southern
Tigray Region. Currently it has a student population of above 3200 students of grade 9 and 10. In
addition Tilahun Gizaw Technical and Vocational School is also in the same compound. Currently the
school is serving for the Maichew town communities, the population of the Endamehoni Wereda and
the nearby surrounding weredas.
According to the development plan of Maichew town prepared in 2007, Tilahun Gizaw secondary
school had 3652 students and 25 sections with 73 students per section with a double shift system. The
school during the same period housed an extra 1650 students, which needed 41 sections or have
required 2 schools under a double shift system. As shown in the figure 1 and annex, many blocks of
classrooms are also constructed with temporary corrugated iron sheet which are part of the 25
classrooms.
4
Table 1: School Enrolment Trend of Tilahun Gizaw Secondary School

Year in E.C Total Male Female Remark
1997 2418 1504 914 Grade 9,10, & Preparatory

Source: Maichew Development Plan, 2007
Figure 1: Tilahun Gizaw Secondary School and Tilahun Gizaw Technical and Vocational School, 2006
II. RATIONALE/ PROBLEM ANALYSIS

ANALYSIS / NEED ASSESSMENT
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%) as shown in table below.
5
Table 2: Number of Students, and Sections and Student/ section Ratios, Tilahun Gizaw School
Number Remark
Year Students Sections Student/Sections Ratio
Double shift Single shift
1997 2418 23 52.5 105 Grade 9, 10, 11 and 12
1998 3142 23 68 136 Grade 9, 10, 11 and 12
1999 3652 23 73 146 Grade 9, 10, 11 and 12
2000 2493 23 54 108 Grade 9 and 10
2001 3151 23 68.5 137 Grade 9 and 10
2002 3237 23 70.5 141 Grade 9 and 10
Source: Maichew Development Plan, 2007 and Maichew City Administration, 2011
In addition the numbers of students are increasing from year to year. As shown in table above, in
1997 the total number of students including the preparatory (grade 11 and 12) were 2418. By 2000
the total number of students of grade 9 and 10 only excluding the preparatory students were 2493. By
2002 the total number of students of grade 9 and 10 only excluding the preparatory students were
3237. This shows that there is an increment of 744 students or by 23% between 2000 and 2002.
Table 3: Standards by Grade Level

Grade Minimum Capacity Maximum Capacity Student/Class
Level Class Student Class Room Student Room
Room
Kindergarten 6 240 6 240 40
Primary 4 160 -200 32 1280 – 1600 40 and 50
Secondary 12 480 20 800 40
Source: Ministry of Education, 1996
The Ministry of Education standard shows that for the standard student-classroom ratio is 40 for
secondary school. One secondary school should serve at least 800 students with in 20 sections under
a single shift system.
Table 4: Estimated School Age Population 2007- 2017

Age group 2007-2012 2012- 2017 Total
P 4-6 5393 [1079] 6753 [1350] [2429]
P 7-14 10699 [7294] 13277 [8956] [16250]
P 15-18 4410 [4576] 5523 [5727] [10303]
Total 20502 [12949] 25553 [16033] [28982]
Source: Maichew Development Plan, 2007
6
To accommodate 5727 students at secondary school with in the planning period/2007-2017/under a

single shift system, 144 sections are needed, implying the need for 94 new classrooms under a single
shift system or 47 classrooms under a double shift system at the end of the planning period.
III. 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 chairs
o Books
o Laboratory equipment
o Sport field
o Computer, printer, duplicator and other related facilities
IV. PROJECT OUTPUTS, OUTCOMES

OUTCOMES 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

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
7
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 joint-
use facilities for other community programs, must provide accessibility, flexibility, and durability.
Because of year-round use, it is particularly important to manage operational costs, and that requires
life-cycle cost analysis. Secondary schools have greater need for integrated technologies that support
more sophisticated curricula and performance arts. Secondary schools are more likely to be used for
community events, from public meetings or performances in the auditorium, to football and athletic
8
competitions. Therefore, the plan of the school is designed by considering the stated and other
important functions as shown below.
B. CONCEPTUAL FRAMEWORK FOR DESIGNING THE SECONDARY SCHOOL
PLAYING FIELDS
Stores
Classrooms Science
P Conference
Sport
A
R Art
K Courtyard
Classrooms
I
N
Library
G Lounge
Maths Administration
Classrooms Language
Toilets
Services
Technical
Compute r
ENTRANCE
9
C. TYPES OF SPACES TO BE CONSIDERED IN THE DESIGN

DESIGN OF THE SECONDARY SCHOOL
SCHOOL
Fundamental space types for secondary schools include, but are not limited to:
• Regular Classrooms
• Administrative Offices
o Principal
o A/principal
o Reception areas
o Secretary
o Record office
o Department offices
• Technical education rooms
o Computer technology
o Wood work
o Metal work
o Others
• Conference rooms
• Student support offices
o Guidance
o Health Services
o Media services
• Staff support areas
o Group teacher offices
o Lounge
• Common areas/courtyards
• Multipurpose Rooms
• Restrooms
o Staff toilets
o Student toilets
• Science laboratory rooms
o Physical science
o Biology
o Physics
o Chemistry
o Earth science
• Library rooms
• Sport facilities
o Sport fields
o Gymnasium
10
• Building support rooms

o Mechanical rooms
o Electrical rooms
o Book storage
o General storage
• Circulation areas
o Corridors
o Stairs
• Parking space
D. 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
11
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.
12
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
13
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.
14
B. ARCHITECTURAL DESIGN
15
16
17
C. THE 3D VIEW
18
19
20
21
22
23
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
6 GUARD HOUSE GUARD PURPOSE 96331.06
7 MULTI USE SPORT FIELD, COURTYARD, etc 50,200.00
8 FENCE FOR PROTECTION 725,000.00
9 TABLE & CHAIRS FOR CLASSROMS, LIBRARY AND LABORATORIES 1,230,000.00
GRAND TOTAL 25,992,480.33
SUMMARY FOR G+2 BUILDING

A. SUB STRUCTURE
1. EXCAVATION & EARTH WORKS

117,640.00
2. CONCERTE WORK 550,784.00
3. MASONRY WORKS
141,680.00
A. TOTAL
810,104.00
B. SUPER STRUCTURE
1. CONCRETE WROK
2,045,404.00
2. BLOCK WORKS 202,824.00
3. ROOFING
267,075.00
4. CARPENTRY & JOINERY
192,716.00
24
5. METAL WORKS
336,920.00
6. FINISHING WORK
711,782.00
7. GLAZING WORK
43,200.00
8. PAINTING WORK
86,250.00
9. SANITARY INSTALLATION
77,388.00
10. SITE WORK
37,799.00
11. ELECTRICAL WORK 164,650.00
B. TOTAL 4,166,008.00
TOTAL A+B
4,976,112.00
SUMMARY FOR G+3 (3 SIMILAR BLOCKS)

A. SUB STRUCTURE
FOR 1 BLOCK FOR 3 BLOCKS
1. EXCAVATION & EARTH WORKS 110,350.00 331,050.00

2. CONCERTE WORK 591,216.00 1,773,648.00
3. MASONRY WORKS 137,200.00 411,600.00
A TOTAL 838,766.00 2,516,298.00
B. SUPER STRUCTURE
FOR 1 BLOCK FOR 3 BLOCKS
1 CONCRETE WROK 2,715,376.00 8,146,128.00

2. BLOCK WORKS 268,444.00 805,332.00
3. ROOFING 290,700.00 872,100.00
4. CARPENTRY & JOINERY 166,736.00 500,208.00
5. METAL WORKS 463,650.00 1,390,950.00
6. FINISHING WORK 1,022,689.00 3,068,067.00
25
7. GLAZING WORK 56,700.00 170,100.00

8. PAINTING WORK 113,240.00 339,720.00
9. ELECTRICAL WORK 195,822.00 587,466.00
B TOTAL 5,293,357.00 15,880,071.00
TOTAL A+B 6,132,123.00 18,396,369.00
SUMMARY FOR TOILET BUILDING

A. SUB STRUCTURE
1. EXCAVATION & EARTH WORKS 10,902.00
3. MASONRY WORKS 42,980.00
A. TOTAL 88,730.00
B. SUPER STRUCTURE
1 CONCRETE WROK 25,404.00
2. BLOCKS WORK 41,780.00
3. ROOFING 52,350.00
4. CARPENTRY & JOINERY 38,372.00
5. METAL WORKS 12,400.00
6. FINISHING WORK 86,318.00
7. GLAZING WORK 3,240.00
8. PAINTING WORK 12,665.00
9. SANITARY WORK 42,457.00
B. TOTAL 317,906.00
TOTAL A+B 406,636.00
26
SUMMARY FOR SEPTIC TANK

A. SUB STRUCTURE
3. BLOCK & MASONRY WORKS 34,283.20
A. TOTAL 113,832.27
SUMMARY FOR GUARD HOUSE

A. SUB STRUCTURE
3. MASONRY WORKS 9,305.00
A. TOTAL 19,776.64
B. SUPER STRUCTURE
1 CONCRETE WROK 20299.12
2. BLOCK WORK 3,716.80
3. ROOFING 6,116.80
4. METAL WORKS 14,800.00
5. FINISHING WORK 20,923.72
6. GLAZING WORK 4,185.00
7. PAINTING WORK 3,932.98
B. TOTAL 76,554.42
TOTAL A+B
96,331.06
27
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:

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

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.
28
The Project Management Organizational Structure will be as follows
Steering Committee
I
N
F
O
R
M Technique Committee Project
A Advisory Team
T
I
O
N
Project Manager
F
L
O
W
Project Task Teams
• Role of the Steering Committee
The steering committee is the upper body of the project management which gives decision, monitor
and follow up of the progress of the project. The committee has the responsibility to report to the bi-
annual meeting to be held with the key contributors and financiers of the project cost. The committee
is led by the city mayor and other stakeholders are members of the steering committee. Possible
members of the steering committee are:
Table 5: Showing the Role and Composition of the Steering Committee

Name Role Remark
1 The City Mayor Chair Person
2 City Manager Secretary
3 3 Sector Office Representatives Members
4 4 Telethon Organizer Members Representative of the telethon organizers in
Representatives different parts of the country
5 2 NGO Representatives Members NGO’s and Religious Institution
Representatives
6 2 Stakeholder Representative Members Private sector and Other Stakeholder
Representatives
• Role of the Technical Committee
29
The role of the technical committee is evaluating the overall project progress technically. It is led by
the city manager and others who have a technical knowledge from different departments and
institutions are members of the committee. The committee has the responsibility to report to the
steering committee every three months. Possible members of the committee could be:
Table 6: Showing the Role and Composition of the Technical Committee

Name Role Remark
1 The City Manager Chair Person
2 Project Manager Secretary
3 3 Experts from Sector Offices Members
4 2 Experts from Technique college Members
5 1 Expert from NGO Members From the town
6 2 Stakeholder Representatives Members From the town
• 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

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
30
XV. FINANCIAL SOURCES MANAGEMENT

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

PARTICIPATION MECHANISMS
The Maichew town and Endamehoni Wereda residents will participate in the different phases of the
project:
i. by contributing financial supports
ii. by contributing labor and material supports
iii. by supporting through knowledge and skill
IV. by monitoring and evaluating the project progress
31
XVIII. ACTION PLAN
No Description of Major Tasks Year

2011 2012
Months Months
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9
01 Fund Raising Committee
Formulation
02 Project Proposal Preparation
03 Fund Raising Campaign
04 Preparation of bid document
05 Bidding and bid evaluation
06 Awarding the winner

contractor
07 Construction work
08 Follow up and monitoring

the project work
09 Progress report
10 Project completion report
32
REFERENCES
• Maichew City Administration (2010): Unpublished Sectoral Reports
• Mathewos Consult (2007): Reports of Maichew Integrated Development Plan.
• Mathewos Consult (2007): Report on the Improvement of the Existing Drainage Lines (channels) of
Maichew Town
• Prime Consultants (2009): Reports of Korem Integrated Development Plan.
• Prime Consultants (2009): Reports of Woldiya Ten Year Structure Plan.
• TDA (2009): A Project Proposal on Availing Latrine Facility in Primary Schools of Tigray
• U.S. Department of Education and managed by the National Institute of Building Sciences.
National Clearinghouse for Educational Facilities (NCEF)—, NCEF is the world's largest
repository of information about Pre-K to 12 school planning, designing, funding, building,
improvement, and maintenance.
• Bradford Perkins/2010/. Building Type Basics for Elementary and Secondary Schools, 2nd
Edition New York, NY: John Wiley & Sons, Inc.
• U.S. Department of Energy and National Renewable Energy Laboratory/2007/. National
Best Practices Manual for Building High Performance Schools.
33
ANNEX
SOME CURRENT PICTURES OF TILAHUN GIZAW SECONDARY SCHOOL
34
35

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TIGRAY NATIONAL REGIONAL STATE

MAYCHEW CITY ADMINISTRATION

PROJECT PROPOSAL FOR THE CONSTRUCTION OF A NEW

PREPARED BY: PRIME CONSULTANTS PLC

TIGRAY NATIONAL REGIONAL STATE

MAYCHEW CITY ADMINISTRATION

THE CONSTRUCTION OF A NEW SECONDARY SCHOOL

PRIME CONSULTANTS PLC

II. RATIONALE/ PROBLEM ANALYSIS

IV. PROJECT OUTPUTS, OUTCOMES

V. PROJECT TARGET GROUPS

VI. MAJOR ACTIVITIES OF THE PROJECT

VII. THE SECONDARY SCHOOL DESIGN CONSIDERATIONS

VIII. THE PHYSICAL DESIGN OF THE PROJECT

IX. THE COST BREAKDOWN

XI. PROJECT FINANCING

XII. HUMAN RESOURCE INPUTS

XIII. PROJECT MANAGEMENT SYSTEM

XIV. KEY PROJECT INDICATORS

XV. FINANCIAL SOURCES MANAGEMENT

XVI. POTENTIAL RISKS AND RISK MANAGEMENT

XVII. ACTION PLAN

Table 1: School Enrolment Trend of Tilahun Gizaw Secondary School

1997 2418 1504 914 Grade 9,10, & Preparatory

Source: Maichew Development Plan, 2007

II. RATIONALE/ PROBLEM ANALYSIS

Table 3: Standards by Grade Level

Table 4: Estimated School Age Population 2007- 2017

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

IV. PROJECT OUTPUTS, OUTCOMES

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

c) Expected Project Impacts:

V. PROJECT TARGET GROUPS

VI. MAJOR ACTIVITIES OF THE PROJECT

VII. THE SECONDARY SCHOOL DESIGN CONSIDERATIONS

B. CONCEPTUAL FRAMEWORK FOR DESIGNING THE SECONDARY SCHOOL

C. TYPES OF SPACES TO BE CONSIDERED IN THE DESIGN

• Building support rooms

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

To foster students' sense of community and individuality:

o Cluster classrooms around common areas.

To ensure flexibility and adaptability for changing programs and enrollments:

o Embrace the concept of the building as a teaching tool

Safety and Security\

To foster students' safety and security

o Providing safe schools should be a high priority.

o Use energy, water, and other resources efficiently.

VIII. THE PHYSICAL DESIGN OF THE PROJECT

A. THE SITE PLAN

IX. THE COST BREAKDOWN

ESTIMATED TOTAL PROJECT COST

GRAND TOTAL 25,992,480.33

SUMMARY FOR G+2 BUILDING

1. EXCAVATION & EARTH WORKS

SUMMARY FOR G+3 (3 SIMILAR BLOCKS)

1. EXCAVATION & EARTH WORKS 110,350.00 331,050.00

FOR 1 BLOCK FOR 3 BLOCKS

1 CONCRETE WROK 2,715,376.00 8,146,128.00

7. GLAZING WORK 56,700.00 170,100.00

TOTAL A+B 6,132,123.00 18,396,369.00

SUMMARY FOR TOILET BUILDING

TOTAL A+B 406,636.00

SUMMARY FOR SEPTIC TANK