UGANDA MARTRYS UNIVERSITY

FACULTY OF BUSINESS ADMINISTRATION AND MANAGEMENT

BACHELORS’ IN BUSINESS ADMINISTRATION AND MANAGEMENT

PROJECT PLANNING AND STRATEGIC MANAGEMENT GROUP COURSEWORK

MR. IDRAKU FELIX

WALUKAGGA SILVER SEBASTIAN 2021-B021-11411

MUGABO TIMOTHY 2021-B021-11503

KASOZI OSCAR HERBERT 2021-B021-11611

SSEBULIME TONNY 2021-11204

KIIZA MARTHA 2021-B311-11654

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Contents
EXECUTIVE SUMMARY ........................................................................................................................ 3
1.1 Introduction ........................................................................................................................................... 3
Enhancing Education Quality in Mpigi District ...................................................................................... 3
1.2 Objectives............................................................................................................................................... 3
1.3 Strategies................................................................................................................................................ 4
1.4 Implementation ..................................................................................................................................... 4
1.5 Impact .................................................................................................................................................... 4
1.6 Conclusion ............................................................................................................................................. 4
2.0 Problem Statement................................................................................................................................ 5
2.1 Problem Justification. ........................................................................................................................... 5
2.2 Problem Analysis. ................................................................................................................................. 5
2.2.1 Causes.................................................................................................................................................. 5
2.2.2 Effects (what will happen if the problem of poor quality education in Mpigi district persists) . 6
2.3 Problem Goal......................................................................................................................................... 6
2.4 Objectives............................................................................................................................................... 6
2.5 Planning Matrix. ................................................................................................................................... 7
2.6 STAKEHOLDERS’ ANALYSIS ....................................................................................................... 10
2.7 MAPPING OUT STAKEHOLDERS’ INTERESTS AND PRIORITY......................................... 11
2.8 STAKEHOLDER POWER/INFLUENCE MATRIX ..................................................................... 13
2.9 Strategies of managing stakeholder interests. .................................................................................. 15
3.0 SKILLS, TIME AND COST ANALYSIS FOR THE PROJECT .................................................. 16
3.1 SKILLS ANALYSIS ........................................................................................................................... 16
3.2 TIME ANALYSIS............................................................................................................................... 18
3.2.1 ACTIVITY ON NODE .................................................................................................................... 23
3.3 COST ANALYSIS .............................................................................................................................. 28
3.4 PROJECT TEAM; TO ENHANCE THE QUALITY OF EDUCATION IN MPIGI DISTRICT
.................................................................................................................................................................... 34
3.5 PROGRAM ORGANOGRAM BASED ON THE TEAM IDENTIFIED...................................... 36
3.6 RESOURCES TO BE PROCURED BASED ON EXPECTED PROJECT ACTIVITIES AND
OUTPUT. ................................................................................................................................................... 37
3.7 MONITORING AND EVALUATION PLAN FOR THE PROJECT ........................................... 38
3.8 SUSTAINABILITY PLAN FOR THE PROJECT .......................................................................... 40

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EXECUTIVE SUMMARY

1.1 Introduction

Enhancing Education Quality in Mpigi District

The project focuses on elevating the educational landscape in Mpigi District, Uganda by
implementing strategic initiatives to improve education quality. Its primary goal is to provide local
students with enhanced educational prospects and opportunities fostering individual growth and
contributing to community development.

1.2 Objectives
Improve Teacher Training and Development. Enhance educators' skills and knowledge through
comprehensive training programs.

Enhance Infrastructure and Learning Facilities. Upgrade school infrastructure to create conducive
learning environments.

Increase Access to Learning Materials. Ensure sufficient and equitable access to educational
resources for students.

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Address Language Barriers. Implement language-inclusive curricula to promote better
understanding and inclusion.

Measure Academic Performance and Outcomes. Establish methods to assess and improve
academic achievements.

1.3 Strategies
Collaborate with local education authorities to integrate project initiatives into existing systems.

Secure funding through partnerships and diversified sources for sustained project activities.

Engage stakeholders, including parents, communities, and educators, to ensure sustained support.

Implement eco-friendly practices and conservation efforts within schools for environmental
responsibility.

1.4 Implementation
Training programs for teachers, infrastructure upgrades and procurement of learning materials will
be executed in collaboration with local authorities and educational institutions.

Regular monitoring and evaluation will track progress ensuring alignment with project goals and
objectives.

1.5 Impact
Improved teacher competency, upgraded infrastructure and better access to learning materials will
enhance overall educational quality.

Addressing language barriers and measuring academic performance will lead to improved student
outcomes and educational achievements.

1.6 Conclusion
The project endeavors to create a sustainable and impactful educational environment in Mpigi
District fostering continuous growth and development for students, educators and the community
at large.

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Sustainable Development Goal; Quality Education.

2.0 Problem Statement.

The challenge of poor quality education in Mpigi District, Uganda hampers the educational
prospects and future opportunities of local students hindering both individual growth and the
community's development.

2.1 Problem Justification.

According to the report of Daily Monitor, 11th September, 2020, a member of the Nation Media
group, Quality of Education in Ugandan Schools Dropped in Districts such as Mpigi. The findings
of the survey show that the quality of education in Mpigi has continued to decline. The report
indicated that the number of school going children who can read and count has dropped for the
last three years. The findings contained in the report titled, “Are our children learning?” say that
the number of children who could read and write dropped by 33%. 50% of the children surveyed
were between Primary 3 and Primary 7 and the number of those who could do arithmetic dropped
from 50% to 45%.

According to the study, 60% of the children who do PLE don’t make it to the secondary level.
Only 45% of the children make it to tertiary institutions and only 65% of those in tertiary
institutions make it to graduation in the various institutions of higher learning.

The research findings were presented by Dr. Goretti Nakabugo in a meeting with the Ministry of
Education and Sports.

2.2 Problem Analysis.

2.2.1 Causes.
Inadequate government funding

Teacher shortages

Low teacher motivation

Inadequate infrastructure

Lack of learning materials

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High drop-out rates

Limited access to early childhood education

Language barriers

Inequality in education

Inadequate monitoring and evaluation

Teacher training and development

Cultural and socioeconomic factors

2.2.2 Effects (what will happen if the problem of poor quality education in Mpigi district
persists)
Limited employment opportunities

Lower income levels

Increased poverty

Higher crime rates

Limited access to higher education

Migration

2.3 Problem Goal.

To enhance the quality of education in Mpigi District, Uganda to provide local students with
improved educational prospects and future opportunities, thereby fostering individual growth and
facilitating community development.

2.4 Objectives.
To improve teacher training and development

To enhance infrastructure and learning facilities

To increase access to learning materials

To address language barriers

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 To measure academic performance and outcomes

2.5 Planning Matrix.

Inputs Outputs (immediate Outcome (medium Impact (long-term
Objective Activity result from the term change due to change due to the
activity). the output). outcome).
To improve Funding teacher Enhanced Teachers Improved
Teacher Training training teacher training equipped teaching
and Development programs programs with modern quality
skills

Training Ongoing Improved Enhanced

teachers with professional teaching student
material development techniques learning
outcomes
Qualified Updated Increased Positive
training for curriculum teacher community
teachers motivation perception of
schools
Monitoring Teacher Enhanced Reduced
teacher assessment subject teacher
assessment mechanisms knowledge turnover
systems
To enhance  Capital  Improved school  Conducive  Increased
infrastructure investment buildings learning enrollment and
and learning environment retention rates
facilities
 Construction  Renovated  Enhanced  Improved
plans classrooms access to education
education quality

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  Skilled labor  Modernized  Enhanced  Better student
libraries safety and performance
hygiene and well-being
standards
To increase  Procurement  Acquisition of  Improved  Enhanced
access to learning budget textbooks access to student
materials learning performance
materials
 Distribution plan  Accessible  Reduced  Increased
reference resource interest in
material unavailability learning
To address  Language  Improve  Impro Reduced education
language barriers training d ved inequality
compreh comp
ension rehen
and sion
communi and
cation retent
skills ion
 Translation  Support for  Enhanced  Improved
services students with communicati education
language gaps on skills performance
 Language policy  Language  Reduced  Enhanced
assessment dropout rates language
mechanisms efficiency
To measure  Standardi  Regular  Impro  Enhanc
academic zed tests academic ved ed
performance and assessme stude preparat
outcomes nts nt ion for
perfor the
future

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 manc
e
 Assessme  Data on  Infor  Greater
nt tools academic med educati
achievem interv on
ents ention quality
s and
suppo
rt
 Evaluatio  Analysis  Acco  Improv
n criteria of untabi ed
learning lity competi
outcomes for tiveness
stude on a
nt global
progr scale
ess

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 2.6 STAKEHOLDERS’ ANALYSIS
Inputs Stakeholders’ analysis( interested
Objective Activities people)
To improve teacher training and Funding teacher training Ministry of education, ministry officials
development programs, training teachers and policymakers, teacher unions and
with material, qualified associations, school administrators,
training for teachers and teachers and educators, students and
monitoring teacher their parents, local communities and
assessment systems. NGO’s
To enhance infrastructure and Capital investment District education department, MoE,
learning facilities local govt, donor organizations and
community leaders
Construction plans Architects and engineers, contractors,
urban planning dept., environment
agencies and local community
Skilled labor Construction workers, labor unions,
local businesses
To increase access to learning Procurement budget MoE, local education authorities, school
materials administrators, teachers, PTAs
Distribution plan Teachers, students, parents and the local
communities
To address language barriers language training, translation Students, teachers, parents and
services, and language policy guardians, school administrators and
principals
To measure academic performance standardized tests, assessment Students, teachers, parents and
and outcomes tools, evaluation criteria, guardians, school administrators,
education authorities, government
bodies, community members,
employers, education researchers, NGOs

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 2.7 MAPPING OUT STAKEHOLDERS’ INTERESTS AND PRIORITY.
(Identify the stakeholder, the interest and prioritize their interest (high, medium, low).

Stakeholder Interest Likely impact on the Prioritization of interest to the

project project
Students Improved academic Improved student High
performance performance
Fair and unbiased High
assessments
Effective teaching High
and learning
Teachers Effective assessment Effective teaching High
tools and criteria practices and teacher
motivation
Professional Medium
development
opportunities
Fair evaluation of Medium
their teaching
Parents and guardians Accurate Informed decisions High
understanding of and support for
children’s progress children’s education
Ensured fairness and High
assessment
Quality education for High
their children
School administrators Effective Improved education High
implementation of quality
assessments
Compliance with Medium
education regulations

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 School improvement Medium
and reputation
Education authorities Consistency in Standardized High
assessment standards assessments and
policy
implementation
Alignment with High
national education
goals
Accountability for High
education quality
Government bodies Effective education Consistency in High
policy framework education policies
and resource
allocation
Resource allocation High
for assessments
Meeting national High
education targets
Community members Community Community Medium
development through engagement
education
Availability of skilled Medium
local workforce
Employers Skilled and qualified Qualified workforce High
workforce and employment
opportunities
Alignment of High
education with
industry needs

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Education researchers Access to accurate Research High
data for research opportunities and
purposes improving education
Improved educational High
practices
NGOs Equity in education Advocacy for equity High
Advocacy for High
vulnerable groups

2.8 STAKEHOLDER POWER/INFLUENCE MATRIX

(Develop strategies of managing stakeholder interests)

- Power- Put orders, Absolute Authority, Control

- Influence- Easily mobilize others to do something, trigger others (Behavioral)

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 Low Influence High Influence
High Power High Power

MONITOR MAXIMUM
- Education COOPERATION
authorities - Parents and
guardians
HIGH - School admins
- Govt bodies
POWER

Low Influence High Influence

Low Power Low Power

IGNORE MONITOR
- Community - Students
LOW members - Teachers
- Education
researchers
- NGOs

LOW HIGH

INFLUENCE

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 2.9 Strategies of managing stakeholder interests.
Stakeholder Strategies
Students -Ensure fair and transparent assessment processes.
- Involve students in assessment planning and feedback
collection.
- Provide support for struggling students to improve
outcomes.
Teachers - Engage teachers in the development of assessment
tools.
- Offer professional development opportunities related to
assessment.
Parents and guardians - Communicate assessment results clearly to parents.
- Offer resources and guidance to help parents support
their children's education.
School administrators - Collaborate closely with administrators on assessment
processes.
- Ensure compliance with education regulations and
standards.
Education authorities Align assessment practices with national education goals.
- Provide data and reports to inform policy decisions.

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Government bodies - Advocate for appropriate resource allocation for
assessments.
- Demonstrate the impact of assessments on meeting
national education targets.
Community members - Communicate the benefits of education and assessment
to the community.
Employers - Share data on academic performance and outcomes with
employers.
- Collaborate with employers to align education with
industry needs.
Educational researchers Share data for research purposes and seek input on
assessment practices.
- Utilize research findings to improve educational
practices.
NGOs Engage NGOs in advocacy efforts for equitable
assessment practices.
- Share data and collaborate on projects promoting
educational equity.

3.0 SKILLS, TIME AND COST ANALYSIS FOR THE PROJECT

3.1 SKILLS ANALYSIS

Inputs Skills
Objective Activity
To improve teacher training and Funding teacher training Financial planning and management
development programs
Training teachers with Research skills and procurement expertise
material
Qualified training for teachers HR and recruitment

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 Monitoring
assessment systems
To enhance infrastructure and Capital investments
learning facilities
Construction plans
Skilled labor
To increase access to learning Procurement budget
materials
Distribution plan
To address language barriers Language training
Translation services
Language policy
To measure academic Standardized tests
performance and outcomes
Assessment tools
Evaluation criteria
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teacher System designing and IT and data mgt
Financial planning and mgt, project mgt
Architectural and engineering expertise,
planning and design skills
Skilled construction workers, electricians,
plumbers, site supervisors
Financial analysis and budgeting, procurement
and supply chain mgt
Project mgt and planning skills, monitoring
and evaluation skills
Qualified language instructors, curriculum
devt expertise and language assessment
expertise
Educational policy expertise and community
engagement skills
Educational policy expertise and community
engagement skills
Test development experts (subject matter
experts). - Technical staff for test
administration. - Data analysts for scoring and
analysis.
Assessment experts (curriculum developers). -
Technical staff for tool deployment. - Data
analysts for result interpretation.
Educational experts (curriculum specialists,
assessment experts). - Data analysts for
outcome evaluation.
 3.2 TIME ANALYSIS
Inputs
Time (Days) Predecessor
Objective Activity
1. To improve teacher 1.1 Funding
training and 1.1.1 Scholarships and 12 0
development grants
1.1.2 Teacher training 12 1.1.1
workshops
1.1.3Professional 12 1.1.2
workshops

1.1.4 Recruiting and hiring 12 1.1.3

12 1.1.4
1.1.5 Incentives for
teachers
1.2Training materials
1.2.1 Curriculum 30 0
development
1.2.2 Teacher manuals 30 1.2.1
1.2.3 Digital resources 30 1.2.2
1.2.4 Library access 30 1.2.3

1.3Qualified trainers
1.3.1 Needs assessment 20 0
1.3.2 Professional 20 1.3.1
development workshops

1.3.3 Specialized training 20 1.3.2

1.4Monitoring systems

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 1.4.1 Data collection 20 0

1.4.2 Data analysis 20 1.4.1

1.4.3 Performance 20 1.4.2

evaluation
2. To enhance 2.1Capital investments
infrastructure and
learning facilities 2.1.1 Construction and
renovation 0
36

2.1.2 Sanitation facilities 36 2.1.1

devt
2.1.3 Electricity and water 36 2.1.2
access

2.1.4 Library facilities 36 2.1.3

2.1.5 IT Infrastructure 36 2.1.4

2.2Construction plans
2.2.1 Construction of 90 0
schools
2.2.2 Library and resource 30 2.2.1
devt
2.2.3 Sanitation facilities 30 2.2.2
devt
2.2.4 Technology 30 2.2.3
integration

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3. To increase access 3.1Procurement budget
to learning 3.1.1 Market research and
materials needs assessment 10 0

3.1.2 Budget planning 10 3.1.1

3.1.3 Supplier 10 3.1.2

identification
3.1.4 Request for proposals 10 3.1.3

3.1.5 Selection and 10 3.1.4

contracting

3.1.6 Quality assurance

10 3.1.5
3.2Distribution plan
3.2.1 Distribution 30 0

3.2.2 Inventory 30 3.2.1

management
3.2.3 Feedback and 30 3.2.2
improvement
4. To address 4.1Language training
language barriers 4.1.1 Language assessment 5 0

4.1.2 Curriculum adaption 5 4.1.1

4.1.3 Teacher language 5 4.1.2

training

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 4.1.4 Monitoring and
evaluation 5 4.1.3

4.1.5 Language exchange

programs and support 5 4.1.4
classes
4.2Translation services
4.2.1 Translation of 30 0
curriculum material

4.2.2 Interpretational 30 4.2.1

services
4.3Language policy
4.3.1 Development of a 12 0
language inclusive
curriculum
4.3.2 Language support 12 4.3.1
programs

4.3.3 Language 12 4.3.2

assessments

4.3.4 Data collection and 12 4.3.3

analysis
5.To measure academic 5.1Standardized tests
performance and 5.1.1 Test development 8 0
outcomes
5.1.2 Test administration 8 5.1.1

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 5.1.3 Training and 8 5.1.2
orientation

5.1.4 Test security and 8 5.1.3

integrity

5.1.5 Scoring and analysis 8 5.1.4

5.1.6 Result dissemination

8 5.1.5

5.1.7 Feedback and 8 5.1.6

improvement
5.2Assessment tools

5.2.1 Development of
standardized tests 15 0

5.2.2 Assessment tool

validation 15 5.2.1

5.2.3 Training teachers 15 5.2.2

plus exams

5.2.4 Test administration 15 5.2.3

5.2.5 Data collection and

analysis 15 5.2.4

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 5.2.6 Report generation 15 5.2.5
5.3Evaluation criteria

5.3.1 Test and assessment 10 0

5.3.2 Test administration

10 5.3.1

5.3.3 Data collection and 10 5.3.2

analysis

3.2.1 ACTIVITY ON NODE

ES EF

LS slack LF

1. To improve teacher training and development

1.1 Funding

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0 12 12 24 24 36 36 48 48 60
1.1.1 0 0 1.1.2 0 0 1.1.3 0 0 1.1.4 0 0 1.1.5 0
0 12 12 12 12 24 24 12 36 36 12 48 48 12 60

1.2 Training materials.

0 30 30 60 60 90 90 120
1.2.1 0 0 1.2.2 0 0 1.2.3 0 0 1.2.4 0
0 30 30 30 30 60 60 30 90 90 30 120

1.3 Qualified trainers

0 20 20 40 40 60
1.3.1 0 0 1.3.2 0 0 1.3.3 0
0 20 20 20 20 40 40 20 60

1.4 Monitoring systems

0 20 20 40 40 60
1.4.1 0 0 1.4.2 0 0 1.4.3 0
0 20 20 20 20 40 40 20 60

2. To enhance infrastructure and learning facilities

2.1 Capital Investments

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0 36 36 72 72 108 108 144 144 180
2.1.1 0 0 2.1.2 0 0 2.1.3 0 0 2.1.4 0 0 2.1.5 0
0 36 36 36 36 72 72 36 108 108 36 144 144 36 180

2.2 Construction Plans

0 90 90 120 120 150 150 180

2.2.1 0 0 2.2.2 0 0 2.2.3 0 0 2.2.4 0
0 90 90 90 30 120 120 30 150 150 30 180

3. To increase access to learning materials

3.1 Procurement Budget

0 10 10 20 20 30 30 40 40 50
3.1.1 0 0 3.1.2 0 0 3.1.3 0 0 3.1.4 0 0 3.1.5 0
0 10 10 10 10 20 20 10 30 30 10 40 40 10 50

50 60
0 3.1.6 0
50 10 60
3.2 Distribution Plan

0 30 30 60 60 90
3.2.1 0 0 3.2.2 0 0 3.2.3 0
0 30 30 30 30 60 60 30 90

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 4. To address language barriers

4.1 Language training

0 5 5 10 10 15 15 20 20 25
4.1.1 0 0 4.1.2 0 0 4.1.3 0 0 4.1.4 0 0 4.1.5 0
0 5 5 5 5 10 10 5 15 15 5 20 20 5 25

4.2 Translation Services

0 30 30 60
4.2.1 0 0 4.2.2 0
0 30 30 30 30 60

4.3 Language Policy

0 12 12 24
24 36 36 48
4.3.1 0 0 4.3.2 0
0 4.3.3 0 0 4.3.4 0
0 12 12 12 12 24
24 12 36 36 12 48

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 5. To measure academic performance and outcomes

5.1 Standardized tests

0 8 8 16 16 24 24 32 32 40
5.1.1 0 0 5.1.2 0 0 5.1.3 0 0 5.1.4 0 0 5.1.5 0
0 8 8 8 8 16 16 8 24 24 8 32 32 8 40

40 48
0 5.1.6 0
40 8 48

48 56
0 5.1.7 0
48 8 56

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 5.2 Assessment tools

0 15 15 30 30 45 45 60 60 75
5.2.1 0 0 5.2.2 0 0 5.2.3 0 0 5.2.4 0 0 5.2.5 0
0 15 15 15 15 30 30 15 45 45 15 60 60 15 75

75 90
0 5.2.6 0
75 15 90

5.3 Evaluation Criteria

10 20 20 30
0 10
0 5.3.2 0 0 5.3.3 0
5.3.1 0
10 10 20 20 10 30
0 10 10

3.3 COST ANALYSIS

Inputs
Time (Days) Cost (000)
Objective Activity
1. To improve 1.1 Funding
teacher training 1.1.1 Scholarships and 12 700,000
and grants
development 1.1.2 Teacher training 12 3,360
workshops

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 1.1.3Professional 12 1,920
workshops
3,000
1.1.4 Recruiting and hiring 12
12 96,000
1.1.5 Incentives for
teachers
1.2Training materials
1.2.1 Curriculum 30 90,000
development
1.2.2 Teacher manuals 30 7,500
1.2.3 Digital resources 30 6,000
1.2.5 Library access 30 4,500

1.3Qualified trainers
1.3.1 Needs assessment 20 4,500
1.3.2 Professional 20 20,000
development workshops

1.3.3 Specialized training 20 5,000

1.4Monitoring systems
1.4.1 Data collection 20 8,000

1.4.2 Data analysis 20 8,000

1.4.3 Performance 20 8,000

evaluation
2. To enhance 2.1Capital investments
infrastructure 2.1.1 Construction and 60,000
renovation

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 and learning 36
facilities

2.1.2 Sanitation facilities 36 10,000

devt
2.1.3 Electricity and water 36 20,000
access

2.1.4 Library facilities 36 9,000

2.1.5 IT Infrastructure 36 30,000

2.2Construction plans
2.2.1 Construction of 90 60,000
schools
2.2.2 Library and resource 30 9,000
devt
2.2.3 Sanitation facilities 30 10,000
devt
2.2.4 Technology 30 10,000
integration
3. To increase 3.1Procurement budget
access to 3.1.1 Market research and 3,000
learning needs assessment 10
materials
3.1.2 Budget planning 10 3,000

3.1.3 Supplier 10 3,000

identification
3.1.4 Request for proposals 10 3,000

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 3.1.5 Selection and 10 3,000
contracting

3.1.6 Quality assurance 3,000

10
3.2Distribution plan
3.2.1 Distribution 30 7,500

3.2.2 Inventory 30 7,500

management
3.2.3 Feedback and 30 7,500
improvement
4. To address 4.1Language training
language 4.1.1 Language assessment 5 2,500
barriers
4.1.2 Curriculum adaption 5 2,500

4.1.3 Teacher language 5 2,500

training
4.1.4 Monitoring and 2,500
evaluation 5

4.1.5 Language exchange 2,500

programs and support 5
classes
4.2Translation services
4.2.1 Translation of 30 18,000
curriculum material

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 4.2.2 Interpretational 30 18,000
services
4.3Language policy
4.3.1 Development of a 12 14,400
language inclusive
curriculum
4.3.2 Language support 12 14,400
programs

4.3.3 Language 12 14,400

assessments

4.3.4 Data collection and 12 14,400

analysis
5.To measure academic 5.1Standardized tests
performance and 5.1.1 Test development 8 4,000
outcomes
5.1.2 Test administration 8 4,000

5.1.3 Training and 8 4,000

orientation

5.1.4 Test security and 8 4,000

integrity

5.1.5 Scoring and analysis 8 4,000

5.1.6 Result dissemination 8 4,000

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 5.1.7 Feedback and 8 4,000
improvement
5.2Assessment tools

5.2.1 Development of 15 1,500

standardized tests
5.2.2 Assessment tool 15 1,500
validation

5.2.3 Training teachers 15 1,500

plus exams

5.2.4 Test administration 15 1,500

5.2.5 Data collection and 15 1,500

analysis

15 1,500
5.2.6 Report generation
5.3Evaluation criteria

5.3.1 Test and assessment 10 8,000

5.3.2 Test administration 10 8,000

10 8,000
5.3.3 Data collection and
analysis
TOTAL COST SHS. 691,380

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 3.4 PROJECT TEAM; TO ENHANCE THE QUALITY OF EDUCATION IN MPIGI
DISTRICT
PROJECT TEAM ROLES RESPONSIBILITIES
Project Manager Oversees the entire project Develops a comprehensive project
ensuring objectives are met, plan, schedules, and timelines.
deadlines are adhered to and Coordinates activities, monitors
resources are allocated progress, and manages the project
effectively team.
Reports on project status to
stakeholders and adjusts plans as
needed.
Education Specialist Provides expertise in Designs and oversees teacher training
educational methods and and development programs.
curriculum design. Advises on curriculum improvements
and teaching methodologies to enhance
academic outcomes.
Infrastructure Manager Manages the improvement Identifies infrastructure needs in
and development of schools and oversees construction or
infrastructure and learning renovation projects.
facilities. Ensures facilities are well-equipped
and conducive to learning.
Procurement Officer Responsible for sourcing and Identifies required learning materials
acquiring learning materials and resources for schools.
and resources. Procures and distributes textbooks,
teaching aids, and other necessary
materials.
Language and Cultural Coordinator Addresses language barriers Develops language-inclusive curricula
and ensures inclusivity in and provides support to linguistically
education. diverse students and teachers.

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 Advises on culturally sensitive and
inclusive educational practices.
Data Analyst Responsible for measuring Develops assessment tools and
academic performance and protocols for measuring academic
outcomes. performance.
Collects, analyzes, and reports
academic performance data for
decision-making.
Monitoring and Evaluation Officer Ensures continuous Establishes monitoring systems to
monitoring and evaluation of track progress against project
the project's success. objectives.
Conducts regular evaluations and
recommends adjustments for improved
outcomes.
Community Engagement Engages with local Collaborates with parents, community
Coordinator communities and stakeholders leaders, and local organizations to
for project support. garner support for education initiatives.
Facilitates communication and
feedback mechanisms between the
project team and the community.

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3.5 PROGRAM ORGANOGRAM BASED ON THE TEAM IDENTIFIED

PROJECT MANAGER

INFRASTRUCTURAL EDUCATION MONITORING &

MANAGER SPECIALIST EVALUATION OFFICER

LANGUAGE AND PROCUREMENT DATA ANALYST

CULTURAL OFFICER
COORDINATOR

COMMUNITY
ENGAGEMENT
COORDINATOR

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3.6 RESOURCES TO BE PROCURED BASED ON EXPECTED PROJECT ACTIVITIES
AND OUTPUT.
The potential resources to be procured based on the expected project activities and outputs;

1. Teacher training programs

Training materials and resources; educational manuals, training modules, teaching
aids
Trainer services; educational specialists or trainers for conducting workshops
2. Infrastructure Development
Construction materials; cement, bricks, roofing materials, paint
Furniture; desks, chairs, lockers, benches and many others
Equipment; whiteboards, projectors, computers and other teaching aids
3. Learning materials
Textbooks and reference materials; subject-specific textbooks
Stationery and supplies; pens, papers, chalk, markers and other classroom supplies
4. Academic performance measures
Testing materials; examination papers, test booklets and answer sheets
Evaluation tools; assessment software and tools for data collection
5. Monitoring and evaluation
Data collection tools; survey forms, data recording software and evaluation
questionnaires
Evaluation software; tools for data analysis and reporting
6. Community engagement
Informational materials; brochures and educational materials, materials for
community meetings, workshops or engagement sessions
7. Project Management and Administrative Resources
Office supplies; computers, printers, stationery and other administrative supplies
Communication tools; email, telephone and internet services for project
management

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 3.7 MONITORING AND EVALUATION PLAN FOR THE PROJECT
Objective Verifiable Indicator Means of Assumptions
Verification
Improve Teacher Training Percentage of trained Training attendance Availability of qualified trainers
and Development teachers records, certification and training materials
documents
Surveys assessing Teachers' willingness to engage in
teacher skill training programs
improvements
Pre-and-post training Supportive administrative policies
assessments of for ongoing training
teaching methods
Enhance Infrastructure and Number of schools Infrastructure Adequate funding allocated for
Facilities with improved development reports, construction/renovation
infrastructure inspection records
Feedback from Adherence to construction
school administrators timelines and quality standards
and teachers
Increase Access to Learning Ratio of textbooks Inventory records, Timely procurement and
Materials per student distribution reports distribution of learning materials

Student surveys on Supportive policies for the

access to necessary provision of materials
learning materials

Address Language Barriers Implementation of Curriculum Availability of resources for

language-inclusive development plans, curriculum adaptation
curriculum

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 lesson plan reviews

Student and teacher Willingness of educators to adopt

feedback on language language changes
integration
Measure Academic Student exam scores Standardized test Consistency in exam difficulty and
Performance and Outcomes and improvement results, academic grading criteria
rates performance reports

Teacher assessments Supportive learning environments

and gradebook for students
analysis

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 3.8 SUSTAINABILITY PLAN FOR THE PROJECT
(Institutional, Financial, Social and Environment)

A sustainability plan for a project outlines the strategies and actions necessary to ensure that the
project's benefits, outcomes, and positive impacts continue to exist and thrive beyond its initial
implementation. It focuses on maintaining the project's achievements, effectiveness, and benefits
over the long term. A sustainability plan typically includes strategies related to various aspects;

Institutional Sustainability. Ensuring that the project's initiatives become integrated into existing
systems or structures with clear responsibilities and oversight mechanisms in place to sustain the
project's progress.

Financial Sustainability. Developing plans to secure ongoing funding or resources required to

continue the project's activities either through diversified funding sources or income-generating
initiatives.

Social Sustainability. Engaging stakeholders, communities and beneficiaries to sustain their

participation, support and ownership of the project's goals and outcomes.

Environmental Sustainability. Incorporating practices that promote environmental responsibility,

such as eco-friendly approaches, conservation efforts and reducing the project's environmental
impact.

Below is the Sustainability Plan for the Project.

Sustainability Aspect Indicators Actions to be taken Actors involved

Institutional Sustainability Integration into Develop policy Department, policymakers,
educational policies frameworks for project managers
project integration
Education
Oversight Establish oversight Project leaders, district officials,
mechanisms committees for school managers
monitoring

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Financial Sustainability Continued funding Seek grants, Finance department, grant
sources partnerships for long- agencies, project sponsors
term funding
Income generation Develop income School administrators, finance
initiatives projects within team, community leaders
schools
Social Sustainability Stakeholder Conduct regular Community leaders, teachers,
engagement stakeholder students, parents
engagement activities
Ownership and Empower Community representatives,
support stakeholders to take project coordinators
ownership of goals
Environmental Sustainability Eco-friendly practices Implement waste Environmental teams, school
management, energy- management, students
saving measures
Conservation efforts Establish Environmental experts, teachers,
conservation curriculum developers
programs within the
curriculum

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