Title: Invest on Education; Invest on Generation (Trust Generation)

Table of Contents
PROJECT ABSTRACT.....................................................................................................................................2

The Vision....................................................................................................................................................4

The mission..................................................................................................................................................4

The Core values...........................................................................................................................................4

1. INTRODUCTION...............................................................................................................................5

2. Rationalities of the project...................................................................................................................6

3. Objectives of the project..........................................................................................................................7

3.1. General Objectives...........................................................................................................................7

3.2. Specific objectives............................................................................................................................7

4. Scope of Service..................................................................................................................................8

5. Project benefits and Beneficiaries........................................................................................................8

5.1. Educational benefits....................................................................................................................8

5.2. Social Benefits..............................................................................................................................9

5.3. Psychological benefits..................................................................................................................9

5.4. Technological benefits.................................................................................................................9

5.5. Cultural benefits........................................................................................................................10

6. Implementation Strategies................................................................................................................10

6.1. Pre-implementation phase........................................................................................................10

6.2. Activities done before the project.........................................................................................12

6.3. The Curriculum and program.....................................................................................................12

6.4. The school subdivisions and departments.................................................................................13

6.5. Fulfilling Facilities.......................................................................................................................13

6.6. Actual implementation phase....................................................................................................13

 7. Expected Results............................................................................................................................13

8. Project sustainability.........................................................................................................................14

9. Potential partners and Collaboration................................................................................................15

9.1. Community Contribution...........................................................................................................15

9.2. Local administration Capacity....................................................................................................15

10. The management structures of the project...................................................................................15

11. BUDGET PROPOSAL and Sources of finance..................................................................................16

12. Monitoring & Evaluation................................................................................................................16

PROJECT ABSTRACT

The school named as “Generation Hope (GH)” is an academic institution proposed by

professional of education in collaboration with fabulous financial owners. It is proposed to be

built in Adwa town mainly to serve the community especially in the sectors of access to

education, catering social bonds, outfitting psychological makeup, promoting economic and

cultural values of the community of Adwa Town and the surrounding villages at large. Based on

the growing needs of community for education and the psychological scare of the fatal war took

place in Tigray by the Ethiopian government in collaboration with the Eritrean military and more

bundle of militia forces. Initially, the GH is seeking a grant to construct a KG and full Primary

School (1 to 8) grade levels so as to offer educational services in a way address to all parts of the

community regardless of their religions, economic status and others strata in the town, and

surrounding villages. Initially, the school operation would launch by renting buildings; later, it is

intended to be constructed at area coverage of 1500 m2. At the stage of commencement, the

project is proposed to accommodate approximately 880 students, and 50 staff workers from KG

to grade 8 at separate compounds. Gradually, it would expand its coverage, receiving capacity

and services delivery.

Basically, the GH’s main concern is the realization of sustainable development in which the

children, teachers and the community are involved in harmonious participations that will ensure

socio-economic, technological and psychological welfares in the entire locality and ensure

proper learning environment by providing habitable accommodation. Moreover, it is functioning

in a way that could assist government in attaining the development programs set ahead by

providing timely demanding facilities in the arena of education.

The mission of the GH school is therefore to help children and teens in excelling their academic,

psychological, social, and cultural values. As a result, the ultimate aim is providing services with

best knowledge in ethics, environment and social studies, language studies, science, arts, and

technology under an environment that is conducive to learning and developing personality.

In order to realize its insights, the GH school would assist itself by mobilizing resources to build

modern classrooms which are rich in modern technological and other classroom facilities. To this

end, the potential demand is 4.8 Million birr in which 1.5 million birr for building rent until we

build our own; 2.2 million birr for classroom facilities costs, and 1 million birr for educational

materials like various books and other materials. Gradually, as the goal of the institution is multi-

dimensional, the authority of land and infrastructure at Adwa town is expected to offer plots of

land for constructing the standard school.

The Vision
The vision of this project is to producing the best graduate both from KG and full primary

school and making the most preferred school throughout the region in the year 2027. As a result,

see a society where all people live to their full potential and their rights and aspiration through

education.

The mission
The world today is demanding generation who own versatile capabilities; and this could be

attained via expanding qualified educational institutions. Therefore, the primarily mission of the

project is creating opportunities of educational gate ways for all children.

The Core values
We are creating a scholar institution in the country that can bring a change. Thus, our core values

are:

 Bring difference via implementing investment on scholarly sectors;

 Provide education that best match to the education system in function;

 Provide save environment for student and other staffs

1. INTRODUCTION

Education is widely accepted to be a fundamental investment and resource both for individuals

and societies at large. Indeed, in most countries, basic education is nowadays perceived not only

as a right, but also as a basic need of children. Therefore, governments, especially in the

developing countries are typically expected to ensure access to basic education, while citizens

are often required to attain education up to a certain basic level.

Global literacy rates have been hiking over the course of time, especially since the new

Millennium has dawned. Despite all these amazing worldwide improvements, some countries

have been lagging behind, mainly in sub-Saharan Africa. In the case of Ethiopia, though the

EPRDF led government had strived to expand education. The Ministry of Education in Ethiopia

is embarking on a huge programme of educational development to ensure that each child should

get the best quality education. There are more than millions school-age children who are capable

of enrolling to school and the number had been keeping on increasing.

Unfortunately, it has turned soon with the catching power by the prosperity party led

government. More adversely, many schools and their infrastructures are either ruined or looted

by the protracted wars everywhere.

In a nutshell, the GH interest is to recover or else to accelerate efforts to educate all children and

youth so as to play their role for the national prosperous future by focusing to children including

those with special needs in Adwa.

2. Rationalities of the project

The right to education is a mandate of any under-developing countries to provide free and

compulsory primary education. But, lack of resources and education infrastructure has made

implementation difficult, especially to the societies in Tigray region, Adwa town in particular.

We acknowledge that the former regime (EPRDF) of Ethiopia government has made good

investments in education, providing public school education for all children through primary

school, training more teachers and in establishing curriculum. However, despite all the progress

made, the Ethiopian government still has a long way to meet the global standards in education,

economic development and sustainability; or in surprising diminishing of infrastructures

including schools. As a result, communities are suffering from overcrowding, poor sanitation,

low wages and high unemployment, which give reasons to many young Ethiopians to drop out of

school and travel abroad through the Back-way to seek for education and job opportunities

abroad.

Currently, there are too many overcrowded classrooms, a shortage of school furniture, and

learning materials which are hindering the effective delivery of basic education in those areas.

As literacy, international languages such as English, Information Communication Technology

(ICT) and education levels increase in the population the demand for better-quality learning

environments becomes necessary.

Adwa town is found in the central zone of the Tigray regional state; is about 200 Killo Meters

from Mekelle and 970 Killo Meters far away from the capital, Addis Ababa. Presently there are
15 KG and 10 primary Schools in function in Adwa town. These schools are some governmental,

some are privately planted for profit oriented, and few are offering education in the name of

charity.

Many children in this town are at a high menace of getting standard education; others cannot

support themselves, let alone for quality education. The provision of primary schools with

rational payment with quality education will sustain by the GH effort, reduce the risk of drop out,

enable the children achieve improvements in their lives and open more opportunities for other

unfortunate children in the future.

These are the reasons why GH wish to seek address such deficiencies in education.

The major constraint for children and parents is that the most nearby primary schools are

between the walking distances of more than 5 which take hours to arrive at. Finally, it is

generation matters to providing better educational facilities and conducive learning environment;

to improve the quality of education in by providing quality education that will prepare them for

secondary education; to increase the achievement level of the students and teachers helping

underprivileged children to achieve better improvements in their lives to enable them contribute

to the total development of their families and the state as a whole.

3. Objectives of the project

3.1. General Objectives

The goal of constructing GH schools is serving children who are in need of timely demanding

education in Adwa. Likewise, it intending to enable learners completes their primary education

to have sustainable living after graduating.

3.2. Specific objectives

The specific objectives of this project are to:

 Create learning opportunity for all school age children;

 Increase children’s school enrolment rate in Tigray Region;

 Decrease the school drop-out rate in Tigray region;

 Promote a higher literary rate in Tigray region;

 Promote awareness and practices in technology.

4. Scope of the project

The GH School is seeking to provide services starting from 4 year old children (KG) and through

full primary school students. Each classroom would have a minimum of 36 students and no more

than 40 students. In terms of service, the scope would not go beyond education, technology,

psychological, and cultural entities. Moreover, the program must meet applicable Ethiopian

ministry of Education and Tigray education bureau regulations. To the area coverage, the initial

scope would be confined to Adwa town and nearby villages. Gradually, the services would

expand to the remote Woredas and villages like Rama, Maikinetal, Endabatsahma and the like.

5. Project benefits and Beneficiaries

Commencing such project would have numerous direct benefits to the students and parents; but

indirectly much more beneficiaries at fore position. Explicitly, the school facilities aim to give

services to more than 880 students from KG and up to the primary school of Adwa as well as

surrounding villages. In other words, the Project will directly benefit many children; it will

benefit the school teachers and other workers to work efficiently and motivate them to work
harder for greater achievements as instructed and guided by the GH. To describe the direct and

indirect beneficiaries of the project; and the modalities of benefits are provided below.

5.1. Educational benefits- students, parents and

The right to educational service is a mandate of any children. The primary responsibility of the

GH institution is to enhance access to and quality education. Thus, educational benefiters would

be the children’s and parents’ of the institution.

5.2. Social Benefits- community and students

The construction of this School in Tigray region will increase the learning performance levels of

pupils. This will ultimately, along with other factors such as the effective educational system, a

presence of competent teachers, and the availability of appropriate learning materials, will

increase the literacy rate of pupils who can contribute to socio-economic development of society,

while observing Social guidelines and principles.

The project will help in curving down school drop-outs. New school will also provide better

working environment for teachers and other workers who will be employed, making them more

effective in educating their pupils. Presence of this school will help to reduce street children and

beggars, reducing crimes such as prostitution and robbery, and preparing good future generation.

5.3. Psychological benefits- students and parents

Unfortunately, let alone the infrastructures, all the mental makeup of the people are deteriorated

seriously due to the unsympathetic war took place in Tigray. Children have developed the

mentality of being warriors that strive for sophisticated technology. It is difficult to bring to

peace ambassadors; instead are tending to susceptible to enrolled to military. Thus, exposing to
intense educational institutions and technological practices make them to turn to positive

psychological makeup. In addition, parents would get relief when their children go to school.

5.4. Technological benefits- students

We are part of the world, and need to attain where the world community reach today. To attain

and maintain such goals, well established education is by far necessary. For the main purpose of

the GH is to enhance technological development, students would benefited from technological

advancement.

5.5. Cultural benefits- for student, community, and government

organs

The people of Tigray have unique cultural values which are not available elsewhere.

Unfortunately, many of them are destroyed due to the war. To mention some are the integrity of

personality, hospitability, humanization and the like. If this situation would continue as it is, all

the cultural values would not be return to the normal situation. To this end, education is one

institution that restores the cultural entities.

 Psychology

Education
Culture

Project
benefits

Technology
Social

……

6. Implementation Strategies
Before the actual implementation, effective investigations had been made scientifically.

Subsequently, the project was proposed to be landed by making series of discussion with the

local administration, review of baseline data, and also minutes of various meetings with various

population strata.

The GH has taken the initiative to change this situation and is now approaching organizations in

order to improve the conditions for children who are joining primary schools in the nearby with

quality educational services. The GH’s strategy is thus to construct a school consisting classes

for KG and primary school students respectively. Implementation will include construction,

provision of teaching materials, such as text books for all subjects, and clean and safe

environment and other necessary facilities.

 6.1. Pre-implementation phase

Conducting needs assessment is the basic activity of the project. In the first phase of the project,

GH will hold ample classrooms office with rent until the building of ours is completed. Once

rent process is completed, classrooms will be fitted with chairs in phase and other equipments to

prepare the school to start operating learning and teaching activities in 2024.

At the initial start of the school project, GH will construct class rooms, toilets, and staff offices,

and also equip the school gradually with teaching materials, such as text books and the supply of

water. This project will also provide the community in appreciating the importance of sending

their children to school.

The GH has engaged the expertise of local builders and other laborers to carry out the actual

work. Besides, it will invite the donor representatives and members of the government to carry

out their own independent evaluation after the completion of the project. Continuous monitoring

of the project will be conducted by the GH executive and representatives from the potential

sponsor to ensure that the project achieves its goals and objectives as set out in this proposal.

6.2. Particular Activities done before the project

 Identified the demand of primary school particularly the community around

 Discussion of General assembly of GH and approval of the project

 Discussion with the local government and partners in the demand of the project The

Educational land for construction is provided by Adwa Town Administration

 The construction design for classrooms and toilet project is accomplished

 Fulfill equipments
  Identify opportunities

 Identify threats

6.3. Assuring the Curriculum and program

The opening and closing of the school will be depending on the government calendar for both

private and public schools. Also the school will be following the Ethiopia’s national Curriculum

prepared by The Ministry of Education, where by Preschool subjects, plus primary subjects such

as Mathematics, English language, Tigrigna Language, Social Studies, Civic and ethical

Education, and Science and technology which are accredited by the regional educational bureau

shall be taught.

Despite there are varieties among schools, a typical school has proposed to encompass KG to 8

grades where each would grade level need to occupy class size of 35 up to 40 students.

The school shall be subdivided into two strata namely; the KG and the primary school divisions.

Each division shall have its own head, while all of them will be under the school Manager. On

another hand, the school is going to have different departments in accordance with subjects to be

taught in the school.

With regard to Fulfilling Facilities, modern classrooms need to have full library, computer,

internet, and other co-curricular activities. The school therefore would be equipped with all these

facilities so as to satisfy the contemporary needs of the students.

7. Project sustainability
The GH will continue to work with the local administration and woreda’s bureau of education on

this capacity while also working closely with local community working on education
programmes in the area. Moreover, GH will also develop a Memorandum of Understanding with

the Bureau of Education which will clarify each partners’ roles and responsibilities both short

and long term. In this way sustainable structures for primary school education delivery will be

developed.

Parents Teachers Association (PTA) will be formed to ensure the school’s future sustainability.

GH annual sustainability assessment will be used to review the capacity of both local

communities and school to take on further aspects of supporting the school after the donor phase.

Potential partners will continue to provide its technical support and facilitation.

Some other funders will continue to work with the project and other stake holder to build on this

capacity while also working closely with international development partners working on

educational programs. The school project will also work with residents in Adwa to develop the

capacity of individuals to play an active role in governance and delivery of education in the

schools. Parents Association (PA) will be formed to cooperate with the GH to ensure the

school’s future sustainability.

8. Potential partners and Collaboration

The GH will collaborate and network with the local community, community leaders,

Development partners and Government of Tigray.

8.1. Educational bureau (Woreda and regional)

As direct partners, educational bureaus at different levels are considered collaborator indeed.
 8.2. Community Contribution

The local Community will contribute labor and local materials such as water and sand that will

be used to construct the four classrooms and provide security for the materials.

8.3. Local administration Capacity

The GH school has the required capacity necessary to design interventions and at the same time

give impetus to the program’s management. The organization constantly plans before engaging

in project activities and other interventions. It’s recognition by the local communities and School

authorities have further placed us in a strategic footing to replicate ourselves in the affairs of the

school. We have a policy of non interference in the school administration and our role is to assist

where possible. GH has a rare unity of purpose amongst its members and the feeling of serving

one’s former school bonds us further. This has in turn ensured solidarity and hence it’s stability.

There is high potential that this achievement will be replicated in the community and Adwa

district as a whole.

9. The management structures of the project

From management viewpoint, the development of this school construction will be under a

democratic management and control of the local communities with sustainability schemes. The

project activities and organizational duties and responsibilities are controlled based on the

organizational Structure shown below. Primary, the general board is responsible recruit

personnel for the well establishment of the school and ignite activities of the project management

with other employed human resources. Later, the board is entitled to supervise and control the

project’s key performance and implementation of the project.

In a nutshell, the school’s management structure is orchestrated as:

 The school board

Parents,
teachers, and Director for the
Director for KG
students primary school
association (PTS)

Teachers Students Teachers Students

10. BUDGET PROPOSAL and Sources of finance

Our budget proposal is based on materials donated by capital owners, Governmental

organizations and NGOs. Beside, personal contribution shared by members of GH would be the

financial source.

No Input Measure Quantity Each price Total price Remark

1 Building Compoun 2 30000/month 30000 * 2 * 24 = Pay advance of

(rent) d 1,440,000 two years’ rent

2 Chair/desk Number 330 600 264,000

3 Black board Number 22

4 Books Number 6800

5 Toys Number 2*3=6

(slipper,

round, and

osculated)

6 Paints/ Pack

painters

7 Salary Per

individual

teacher

11. Monitoring & Evaluation

A variety of formal and informal Monitoring and Evaluation mechanisms will be central to

ensuring the appropriate delivery of effective and sustainable services. These will include: Multi

Indicator Cluster Surveys, class performance surveys, class attendance data, girl-boy retention

data and exit surveys.

The Construction activities are monitored with governmental sectoral offices, partners, donating

agencies and relevant stakeholders at any time reflected with common agreement in a
participatory manner through community meetings, visit to construction and organization of

pedagogical centre. Feedback meetings will be planned and held at the community. These

meetings will help the community review what had been done, what succeeded and what failed,

why it failed or succeeded, lessons learnt and issues that need to be resolved further. The

community and other stakeholders involved in the implementation process will be in-charge of

day-to-day monitoring of the project activities and will participate in preparation of relevant

monthly and annual progress reports.

Secretary of GH will deliver both technical and financial reports each month to the funding

agency. This will include details of the class attendance by learners and teachers, lessons taught,

materials purchased, challenges faced, achievements realized, money spent and the community

support.