PROJECT PROPOSAL

I wish something could be done about it: “IF YOU HAVE THE ABILITY TO DO SOMETHING FOR OTHERS, DO IT” A PROJECT PROPOSAL FOR ESTABLISHMENT AND MAINTAINANCE OF A CHARITABLE/ EDUCATIONAL TRUST IN ARUA DISTRICT EFFECTIVE FROM JAN/FEB 2005 BY ASAU SUNDAY Undergraduate (BSN) MUK, Cert-“the art of public speaking”, Cert-“effective co-counseling” Mobile:078-325134. E-mail: assun@uymail.com URL:www.assunda.8m.net C/o living stone hall MUK P.o box 16015 Kampala Uganda
part 1 TABLE OF CONTENTS. S.no Topic/sub-topic page number 1 Title page i 2 Table of contents ii 3 Acknowledgements iii 4 Executive summary IV 5 Introduction 1 6 Map of the area 2 7 Background 3 Statement of the problem 6 8 Project justification 8 9 PROJECT FRAMEWORK 11 Project goals 9 12 Project objectives 9 13 Project theme 10 14 Scope of the project/target group 11 15 Nature of the project (outputs, activities, strategy, 11 Implementation, management capacity) 16 Organizational structure 15 17 Roles and duties 16 18 Implementation schedule 19 19 Resource persons/institutional setting 21 20 Tentative budget 22 21 Monitoring and evaluation 24 22 Conclusion 27 23 Abbreviations used 28 24 Appendices 28 25 Referees. 29 ACKNOWLEDGEMENTS: My sincere heartfelt gratitude goes to my 3 referees for their tireless technical support in terms of guidance, ideas and entire proof reading during the process of formulating this proposal. You gave me invaluable guidance and ideas. Iam equally grateful to the following colleagues (students) and individuals who in the same way read through the document, made corrections and on whose words I derived my encouragement to go on. I owe you a big “thank you” and below are their names. 1………………………………………………………………………………………………………………. 2………………………………………………………………………………………………………………. 3………………………………………………………………………………………………………………. 4………………………………………………………………………………………………………………. 5………………………………………………………………………………………………………………. Last but not least, I highly acknowledge the efforts of my family members for their moral support and for keeping me going on. All errors and omissions are my responsibility. This work is dedicated to all those in the world, in need of help and my late Father (my hero). EXECUTIVE SUMMARY: The author is a medical student (BSN) who has an experience of and bears witness to deficiencies of education in the district. This is a project intending to operate solely in Arua district in west Nile and According to the provisional results of the 2002 National Population and Housing Census; the district has a total of 855,055 people with 445,852 females against 409,203 males. Hardworking people who formed the backbone of the labour in large plantations and mines of Uganda inhabit the district. The establishment of the educational trust will be implemented by the administration described in the organizational structure consisting of a director/coordinator, deputy director, 2 legal advisors, secretary, technical finance committee, field officers, librarian, computer instructor and support staff. Implementation and execution agencies include those described in the problem statement, objectives and the resource persons/institutional setting i.e. beneficiaries, management board, other educational trusts in the country, NGO’s, Local government agencies, individuals, churches and clergy etc. The author’s compelling objective to go to the medical school was to work among the suffering e.g. the sick, poor, war ravaged, accident victims but since care is “wholistic”other options like this one are inevitable to be considered. Natural and man-made factors described in the problem statement of this document have brought a profound and an outstanding impediment to education in the region. Following a careful assessment of the community needs of the people of West Nile, Uganda and the trends of global development, It’s very necessary to establish an educational trust in Arua to address the deficiencies in the educational and development sector. The project is therefore conceived to help the genuinely financially stricken to move on to complete ordinary or advanced secondary education. To raise productivity, self-reliance, literacy levels and cause a gross development through balanced and quality workforce in the region. The project is estimated to have a total cost of Ush 150.000.000= start of which 69.35 % will be spent on putting up the structure, 14.05 % on the computer center, 3.3 % on media and information center, 0.5 % on website, 2% on canteen and restaurant, 6.9 % on scholarships start, and 1.47% on others however after establishment of fixed assets, spending on scholarships goes high.
part 2 INTRODUCTION TITTLE “This is my story” PERSONALS: Name Asau Sunday Date of birth 28.06.1981 Village Odrua County Maracha Sub-county Tara District Arua Region West Nile Country Uganda Tribe Lugbara Mother Maritina Anderu Father Aluma Leon (RIP) Family size 11 (5F 6M) 3 RIP 6th born I am a medical student in Makerere University Medical school persuing a bachelor’s degree in nursing, year 3 and to finish in July 2005. If any one asked me who iam, I would stand up tall and say: - Iam a humane, social and responsible young man with an open, generous and accommodative heart with great touch and feelings for persons I come across and are in a sorry situation due to sickness and disease, poverty, violation of rights, wars, accidents etc. They make my life, compose my feelings and emotions. My biggest mission in life is to achieve self esteem and my contextual definition for self esteem is achieving what I had always dreamt of in my life and be embedded deeply to help the disadvantaged. as I walk around, 2 out of 3 in our own continent need help of any form. On streets, you find street children, people begging for survival, some one being knocked down, some body going hungry, some body doing a sorry job for survival, working hard and earning less, children crying, people dying because of wars, disease in hospitals etc. My life is always happiness (when my mind is off such people) and feels hurt whenever i come across them but then finally i realized you can’t help every body. you just got to do what you can for anybody you can that is why im striving to be a health worker and that done, got to do some thing else for others and this is one. In my hobbies, charitable events are part, i like voluntary and charitable work and i always like been in vibrant and goal driven associations and organizations and many of such include: - Young Christian students (YCS), Alter servants association, Makerere university maracha students association (MUMASA) where I have served as: chief fresher, vice c/man, c/man, and hall representative. Uganda redcross-makerere because I want things be done for those who need them. “ I still maintain that if you have the ability to do something for others, do it”. MAP OF ARUA DISTRICT SHOWING DISTRICT, COUNTY AND SUB-COUNTY BOUNDARIES, ROADS, RAILWAY, HEADQUARTERS AND TRADING CENTRES. BACKGROUND Socio-economic: I belong to the Lugbara tribe, born in a small village called Odrua in Tara sub-county (formerly part of Yivu sub-county) in Maracha county approximately 28km NE of Arua town. The Lugbara live in the present day West Nile region of Uganda and in the territoire de mahagi of Congo (Leopoldville). In 1948, 183.000 Lugbara lived in Uganda, of whom 160.800 lived in West Nile while the remainder settled in various parts of southern Uganda (mainly bunyoro, buganda and busoga) some In Congo and southern Sudan (yeyi) According to the provisional results of the 2002 National Population and Housing Census, the district has a total of 855,055 people with 445,852 females against 409,203 males. They are the Sudanic-speaking people linguistically neighboured by the Madi (East), Keliko and Logo (West), The nilo-hamitic speaking Kakwa and Kuku (North), The Nilotic –speaking Alur in the south and the suddanic speaking Ndu and Bale. The Lugbara generally occupy the Arua District from which the District of Yumbe has been created and presently, the district is divided into 7 sub-counties viz Arua municipaliy, Ayivu, Maracha, Terego, Vurra, Madi okollo, Koboko (for which a district status was recently been promised and is awaiting creation). The district has poor network of social amenities. The safe water source is largely open water accessed by only 57% of the population. These include springs and wells and to lesser extent borehole (manually operated and powered). Some other sources of clean water are gravity flow schemes, gravity flow tap and rainwater. The energy sources include thermal electricity that functions from 7.00pm to 11.00pm. The other source of energy is small generator and solar panel units that are limited to the district headquarters, scattered homes and NGO offices. The majority of the people use wood fuels for cooking and paraffin for lighting. From historical times up to now, the Lugbara land has been and is still loosing its young men as labour migrants to the south and central Uganda classically to destinations like Kakira, Kinyara, Lugazi and other parts for physical labour or for white color (today’s jobs). “Hardworking people who formed the backbone of the labour in large plantations and mines of Uganda inhabit the district”. The lugbara land is a platue, which is divided into low ridges by many streams, and tops and these ridges are often denuded of soil. Soil depth is seldom greater than 4ft. some parts have really poor soil. Average rainfall of 54 inches in a year, fairly evenly distributed except for the dry season (dec-mar) and the greatest rainfall is in august. This rainfall pattern is of a classical lugbara land of those days but now i stand witness to the vast changes in the climate of the lugbara land where there are even longer dry spells than rain seasons. Dry season sets in early in the end of the year normally Nov but sometimes as early as October and ends late in marc or April yet June and some bits of July are often dry. Naturally an almost treeless land has been made treeless by the changing methods of cultivation. With the recent and the highly expanding tobacco cultivation, the area has been completely robbed of its natural vegetation in trying to eradicate poverty in the names of tobacco “blessing in disguise”. Traditionally, the lugbara are predominantly cultivators although cattle, goats, sheep and fowl are kept in most areas however with population pressure, climatic changes, changing attitudes due to modernization, vegetative changes and education, people seem to look for easy ways of getting money. The area never escaped the political confusion of “fight and kick out” Uganda has been through where the barrel of the gun has been the order upto the most recent rebel insurgency in 1996 and the poor past political history of the area (northern Uganda in general) hence, Arua has seen all sorts of destruction due to the several wars that have swept through the district. Educational background: Table summarizing the educational background of the author. Year Institution Persuit of Award/passes Responsibilities Sept 1988 Odrua primary P.1(3rd term) Position 1 - 1989-1993 “ “ P.2-p.6 Position 1 -Time keeper -C/man debating club-Health prefect 1994 “ “ P.7 Grade1 (pass 11) -Time keeper &-Health prefect) 1995-1998 St Joseph’s coll-ege Ombachi. S.1-s.4 (S.4)Best 6-11Best 8-16 -UNSA represent-tative.-Gen sec alterServants-Treasurer YCS 1999-2000 “ S.5-s.6 (s.6) CCBB In PCB/M -Library prefect-C/man alterServants.-House prefectLincoln house. 2001(sept-to date) Makerere Univer-sity Bachelors degree inIn Nursing Details not inclu-ded here -Member UgandaRedcross-makerere.-Liturgy sec. YCS Makerere (2yrs)-org.sec MUNSA(2yrs)-C/man MUM-ASA (1yr)-Vice c/man &chief fresherMUMASA (1yr)-County represe-ntative MASU(1yr)-Min: for academic affairs MASU(1yr) Events surrounding academics: Sept 1988: -Joined primary one in term 3 and passed in position 1 but the news was received with shock and awe at home and immediately dismissed by my dad but after several meetings with my class teacher, he managed to allow me to p2. Still maintained position 1 in p.2, cementing and disproving my dads fear that I actually cheated. On 21/08/1991 I lost my dear brother to Pott’s disease at 5:00am but out of love, my dad decided to commit suicide at 10:00am on 21/08/1991 and he passed away. I don’t usually want to remind myself of this tragedy so I wont go further than this. Before 1991,my dad was quite wealthy because he used to supply foodstuff to all the popular schools in Arua but all this vanished with him in 1991 when my elder brothers failed to take control. From 1993: generally, family problems started overshooting resources available and the ability to perform. 1994:-I sat PLE and got 11 but after passing through the toughest time of human life.” if it were not for this UNEB would have handed to me a better pass slip”. 1995: I was admitted to st Joseph’s college Ombachi and this was one of the schools in my dad’s field of business and the school owed him some money. This was my only source of school fees. This ended in s.3, i dropped home for almost half a year, my mum surrendered to loans to see me through s.3 and s.4. 1998:Got 6 for best 6 in district mock exams but the above tensions caused a leg in finals and got 11 for best 6 in UNEB. 1999: I was admitted in same school for A-level and this was the toughest and the most historical moment in my educational career. The h/m Mr. Juruga Augustine (077-511391) and Mr. Andresile Adrian Dh/m and staff of the school stand witness for this. Here I believe it was God who saw me through and I wont explain every thing. Started with PCB/sub math. April 2000 had to add principle math because anticipated that things might be bad because of the situation at hand and the amount of material given hence PCB/M 2001 served as an untrained teacher under district service commission. Sept 2001:joined Makerere University. STATEMENT OF THE PROBLEM. Since time in memorial, the region of West Nile has suffered natural and man-made disasters that do not favor productivity at all. Natural: *Sand and rocks giving a poor soil type. *The harsh climate with alternating seasons of either heavy draught and heavy rains either of which doesn’t favor production. *The natural resources are at the best of their scarcity therefore small, simple but economically sound industries are nowhere in the region and direct monetary gain from exploitation of natural resources hasn’t crossed the eye of an occupant so much. *Lack of networking with the outside world leaves no market for some common produce and lack of will to venture into commercial agriculture, low economy plus lack of markets, poor roads are not the best conditions under which one can commercialize. Man made: *Deforestation of the natural vegetation which in the geographical sense might have worsened the climatic conditions as there has been a drastic change to the worst over the years and with the introduction of the “get rich quick” tobacco, it leaves the land with no option other than being devoid of vegetation. *The prevailing political situation, in balance and misallocation of resources in terms of projects and not leaving out conflicts from the past to over the recent years. *Change in family structures and social systems “each one for himself and God for us all” *Increasing trends of divorce leaving children in a disabling situation and lack education. *Deaths from natural causes and now from the HIV/AIDS epidemic leaving helpless orphans who fail to derive care in terms of food, shelter and education. *Neglect and irresponsibility on part of some parents. As a result of the above natural and man-made factors the young and the able bodied are flocking as labour migrants to mainly central and southern Uganda to lugazi, kakira, kinyara etc and for the survival jobs like securico guards in the city. This is consequentially serious in the villages to an extend that the woman is left alone with the children and the man goes away in search for soap and salt. The young have grown up with the same character and the behavior is repeating itself and perhaps taking a dangerously habitual trends. Summary A naturally and artificially disadvantaged place, manpower subtracted from it as labour migrants causing low productivity. Consequence on education. *The first and most important is inability to afford education hence the area has a big % of those who didn’t step anywhere to any class. *Personal efforts push a few to a level in the educational ladder. *The introduction of UPE pushes many to P.7 but pitty comes when the way ahead becomes tightly blocked and dark because of no money ”a blessing in disguise” *Those who make it past p.7. A good number don’t sit for UCE (S.4). (This is an evidence-based proposal. As I talk now, my 15yr old girl sister called Jeska got 14 in last years 2003 PLE .My mum is un able to help her and im still in school. We tried to push her in a small rural school called Kololo public secondary school but it was still un manageable and now she is at home and what perturbs me is that at an adolescent age what if she gets frustrated and does anything.) A good % of which are in rural secondary schools, some of whom pay themselves, meaning leave studying at times in search for fees, study under one of the most harsh conditions of humanity and if they manage to reach S.4 they obtain foreign grades i.e. a person in whom God created brightness obtains a grade not meant for him or herself. Poor performance and lack of money to continue from s.4 leaves basically no option in the area these days other than joining the PTC which is becoming the most lucrative employment and qualification of the area. Ask yourself! If every one is a teacher, who will treat, construct houses? *A few do join A-level but still many drop out before s.6 and same story of poor rural schools, hard study conditions producing poor results at the end taking them to NTC and with the introduction of s.6 admission to PTC, its another big route of offloading them. Joining the university remains a myth and far from reality for many. These poor results therefore determine what kind of courses those who manage to make it to the university persue and the kind of workforce they produce for the region and the other side of the story is that the search for greener pastures and the so called “white color jobs” does no improvement other than maintaining the productivity of the area at low levels. Some facts about education in arua. According to the Socio-economic conditions Survey 2000 report, only 41% of the eligible school going population aged 6 – 24 years are in school. 3% are temporary out of school, 28% have left school another 28% have never attended school. Today over 330,000 children go to school who mostly attend UPE with very few going to private schools. Education in the district is characterized by high costs to parents as evidenced by low retention of children in schools. The schools in the district continue to have inadequate infrastructure such as books, desks, classrooms, sanitation facilities, teacher houses and so on From the buttom of my heart, I humbly offer my self as an example and sample of these enumerated scenario as already explained in my background and the magnitude of what I have written and what I feel is less than the true ground issue. The touch the above issue has put in me and the experience I have had because of my career makes me think that if I had a “blink of a second” opportunity to negotiate with God, may be I would pleed to him to change all this in a day and see my people out of this situation or if I had the ability to make abundant money, I would take the trouble upon my shoulder to educate the unable in this community but realistically, this is practically impossible. If only individuals, organizations, even Government who have touch for human suffering could join hands together and support and bark the idea I have brought forth in paper, I would like to see a charitable body to see my troubled brothers and sisters out of this disease. True that im not the first person the problem has perturbed. There are several others who are on the ground to tackle the problem but they can’t do everything. These include: *Some members of parliament e.g. Hon Alex Onzima who picked Mr. Matua Stephene, helped him out and is now doing a degree in population studies on government sponsorship. And other Hon’s like Wadri kassiano ezati. *Individuals in various offices in the district and the country e.g. Mr Eyoga Kennedy (Ministry of internal affairs) who helped out Mr Ledra Arcangels who is now doing a degree in education in the university. *The sub-counties, counties and the district do pick some few needy ones and help them out. *Uganda society for disabled persons, which helps disabled students. *UN usually-refugees. *UNHCR usually-refugees. *The diocese of arua, parishes (missions) and individual clergymen do help some individuals and many others. PROJECT JUSTIFICATION: Following a careful assessment of the community needs of the people of west Nile, Uganda and the trends of global development, I see it very necessary to establish an educational trust in Arua to address the deficiencies in the educational and development sector. Specifically, the project is justified on the following grounds: *If we want to be with the world of today, we must be ready to change with the pace with which the world is changing. The government of Uganda under the NRM has many goals driven towards development, peace and economic growth. Even if one believes it or not, the fact is that the backbone of all this is “quality education” Some evidences of changing trends of education: * UPE trains many but become stranded on what to do after p.7. *Many are shortcutting to PTC because of financial difficulties. *Hard study conditions and other factors, university admission trends are on a twist in that private and government admissions do not match and few are making it to the traditional courses. *The group listed in the problem statement are doing a commendable job, but its evident that their efforts are not coordinated and the criteria for selection still leaves out many and the scope is limited and narrow and there is no profound charitable trust to handle the described deficiencies in education in Arua district. *The colonial education system widely used in Uganda emphasizes theoretical approaches to learning and as such its graduates have limited practical approach to solving such problems. This project is designed to provide a practical approach to the problem. *High school drop out of students *Inadequate secondary schools in light of high enrolment in primary schools due to UPE programme GOALS OF THE PROGRAMME: 1-The project aims at helping those genuinely financially stricken and yet able students, those who have failed to move on from the best level they can afford to reach especially junior and senior secondary school and if all goes well, with an extension to the university education. 2-Producivity and self reliance, the most important tools of growth which greatly is enhanced by education are still at levels not good enough to cope up with the pace at which the world is changing. This is a programme, which focuses on bringing up the unfortunate margin so that this margin joins those who can afford to educate their own in order to raise the number of the elite and have a favorable competition and development in the modern world. If the burden of fees is taken up, hopefully the parents of these disadvantaged can convert the little they have to improve study conditions for these students for better results, people go for better courses and join leading universities in Uganda, produce a variety and better quality workforce to enhance productivity, be reliant, self educate and educate the rest like children, siblings and dependants. 3-Raise the literacy levels in the region and the country at large. 4-To promote and produce a balanced, quality and diverse workforce for the region to ensure good gross development. OBJECTIVES OF THE PROGRAMM E: 1-To involve all individuals in the area and elsewhere, stakeholders, NGO’S, sympathizers etc with similar vision to contribute in terms of ideas, workforce and other forms of support to together work out appropriate strategies and action plan to curb down the situation in half a years plan. 2-To foster a sense of responsibility to appreciate the magnitude of this problem, promote awareness in the nature and magnitude of and need to address the problem as project runs. 3-To mobilize local and international support in terms of ideas, material and financial contribution, workforce to put these ideas in to a reality at the end of 1yr and as project runs. 4-To mobilize beneficiaries for the project as it runs. 5-To provide constant guidance and encouragement to the beneficiaries for quality results, do various and quality courses in the university and have quality and balanced workforce for development in the region as project runs. 6-To raise literacy levels on individual and regional basis for favorable competition and change of history as project runs. THEME FOR THE PROGRAMME: The programme will be based on the theme “where is the love” Mission statements “if you have the ability to do something for others, do it” Query “but why”. I listen to music and there are many things a person can enjoy in a musical piece but what takes me up in music are the inspirational, touching and challenging words of some artists: In this regard,” black eyed piece” is the one. This group in their song” where is the love” People are living as if they’ve got no mamas People killing, people dying. Children hurt and you hear them crying People are sleeping hungry and failing to get education. Let the world practice what they preach, show love towards the disadvantaged and let the Father send some guidance from above. If you are an African or you reach some parts of this continent, 2 out of 3 individuals need help of any kind. People are dying, sleeping hungry, being innocently killed, staying naked, un able to get education etc yet there are the lucky who are some where from all the mentioned above so people of this world,” if you have the ability to do something for the bracket above, why cant you do it”. When I entered the new year (2004), the eve was quite a remarkable day in my life because I spent a lot of time thinking about the worlds suffering category, what is going on in this planet earth. In the end I asked my self the question “but why”? These 3 aspects have drawn the theme for the programme and the theme has an inspirational overtone, which is deliberately tailored to make the programme action oriented.
part 3 SCOPE OF THE PROGRAMME: A matter of words and a few actions are quite enough to break up a huge fruitful programme. Here my conscience has to be my boss; ceaser’s things won’t be mixed with God’s things. This is a pilot project hence a good effect shall be achieved overtime in small doses hence the eye will majorly be on: Direct beneficiaries: * P.7 leaver’s limited only to the district of Arua, with good or fair passes in PLE both male and female and preferentially youth and genuinely financially stricken, who intend to go on but finances say no. *S: 4 leavers from the district with good or fair passes in UCE, both male and female, preferably youth, genuinely financially stricken and intend to go on. *Some few who have finished one level (the first level) in a technical institution with the above qualities and cant go on. In direct beneficiaries: *The families, relatives of the successful few will benefit in the long run and in the end we want individuals to be able to cater for those they will get interms of children and siblings and the whole district, region and country will benefit interms of workforce, develpement and economic growth. *People who will come to use services like the computer Center, restaurant, canteen, information center, website etc Participants: The criteria for the other members who constitute the scope is simple. *People with no political, religious, ethnic and cultural differences and interests. *People with the touch for humanity in the context of the unfortunate who are suffering in different ways. *Those who have the ability to do something for others. *All those who have the will to create a difference for this cause. *People with no personal interests and attachments hence individuals, other existing educational trust institutions, social, voluntary, religious, government institutions with the above qualities will make up the scope at different levels e.g. managerial, contributory, support etc NATURE OF THE PROGRAMME: Basing on the scope of the programme, it will undertake the following: A-Demography: *Acquire a name and shall preferably be called an educational trust not an organisation, association, fundation, grant etc. this will be spelt out immediately using appropriate and suitable choice of name. *Emblem/logo: like any other body, a distinct identity aught to be created. An emblem/logo shall be acquired, designed to suite the purpose of the programme. *A slogan, which is inspirational and purposeful, has to be adopted. B-Structure: *The programme has to have a centre preferably its own building or a rental house depending on the circumstances and should be as neutral and central as possible for effective services. *It definitely will require furnishing for workers confort and smooth administration. *Computerisation,”today’s leading technology is in avoidable for records and technical work, with a printer and the necessary accompanying materials. *A photocopying machine to put activities on the run and cut down unnecessary costs. *Part of the building (a room) spacious enough will be designed as a conference room, furnished to suite its purpose for holding seminars (programme related or rented), board, beneficiary and beneficiary-board meetings. *A centre cant een to further generation of income to handle administrative issues and cover maintenance and improvement costs. *A computer centre connected to the Internet, which definitely will be a good financial inlet for the programme and centre for computer training. *A media/information and resource centre equipped with relevant textbooks, journals, information material and other relevant literature. There will be a drive for donation of books and other materials from willing voluntary organizations and institutions and individuals. This shall be for public usage but with priority to the beneficiaries where access is regulated by use of cards. C-Administration: *The biggest administrator will be the director or the coordinator for the trust whose duties will be stipulated in the charitable trust act but just to mention, all connections and coordination both local and international, will bear contact to local and outside world. *Area manager/deputy director who has to be around in the centre for day-to-day activities and administer queries and problems that arise but the two will work closely. *Centre secretary who will do normal secretarial work and if possible, help do training in the computer centre. *Panel of interviewers who will administer interviews for interested applicants. This will comprise any of the officials above and other relevant individuals. *2 Legal advisors: - A very neutral, experienced and knowledgeable individual will be appointed to provide all the technical advice needed in terms of planning and flow of activities. *Finance committee. A few individuals who handle financial transactions, issues and are signatory to programme funds headed by chief finance officer . The qualities, qualifications of the above individuals shall be discussed and set. D-Meetings: *Board Meetings. Where members of the board come together either to debate on decisive issues, handle problems arising, progress meetings and other administrative issues. *Beneficiary meetings. Where all the beneficiaries through out the district converge to discuss matters arising as concerns the programme, share experiences and testimonies and strengthen each other. *Beneficiary-Board meetings. Where then board and beneficiaries for dissemination of information, encouragement, guidance and inspiration or a get-together farewell. E-Website: This shall be the official website of the programme for: *Linking and disseminating information on local and international scene. *Information on activities e.g. dates for application, interviews, requirements, list of successful candidates etc. *Inquiries, queries and build up a family of trust beneficiaries. *Share testimonies from some of the beneficiaries *Other information and web resources. F: Scholarship process: This is indented to be effective from jan/feb 2005 *A charitable trust act shall be developed to stipulate the duties of board members and beneficiaries, acceptable terms and policies etc *Develop and print out requirement, terms and policies, which shall be disseminated to the public. *Invite written applications with attached valid documents or a universal application shall be designed and obtained from the centre or coordination centers. *Do genuine short listing of applicants who meet the required standards. *Conduct interviews to select successful and eligible applicants. *Administer the scholarship for successful candidates. G-Support system: *Support staff e.g. cleaners, night watchman if necessary, support structures like toilets etc. *Comply with local laws and culture hence has to be registered and licensed to operate *Management by a professional management team. *With time mini centers will be created all over the district to speed up and maintain effective communication system especially distant places to facilitate the collection of application letters for those far from Arua town. *Exchange visits and meetings will be held with other bodies channeling same services in the country or abroad. NB: this isn’t absolute because, i wouldn’t be the only one in planning and designing the whole programme. ORGANISATIONAL STRUCTURE: Director/coordinator ROLES AND DUTIES OF BOARD MEMBERS AND OTHER EMPLOYEES: Project Director/coordinator Duties/Responsibilities 1. Overall manager of the organization and oversees all the activities run in the organization. 2. Links the organization with the Partners and Stakeholders and he/She is responsible to public on behalf of the project promoters. 3. Mobilizes for the funding and income generating activities of the organisation. 4. He/She is signatory to the organization’s account. 5. He/She is directly responsible for signing appointment, retirement and suspension letters to the organizations staff. 6. He/She chairs the meetings of the project management committee. 7. Prepares report of the organisation to the Advisory Board and any other relevant authorities or partners. 8. Directly responsible to the Advisory Board. 9. Holds emergency decisions concerning the Organization. Deputy director/area manager Duties/Responsibilities 1. Compiles the report/recommendations of the organisation to the management committee for review. 2. He/She is responsible for coordinating internal project activities and oversees the operations. 3. Signatory to the Initiatives Impress account 4. He/She is responsible for staff development 5. Draws the daily work plans/programs of the organisation 6. He/She is charged responsible for keeping organization’s assets. 7. Deputies the duties of Project director in absence. Legal advisors 1-Provide advisory role to the trust in terms of decision making, activities, budget structuring and other technical support required. 2-Involved in emergency decision-making. 3-Heavily involved in mobilization of funding for the project. 4-Attend all board meetings 5-Form part of the panel of interviewers. Financial and Accounting officer Duties/responsibilities 1. Signatory to the Account 2. He/She is Responsible for all Procurements and control of stores. 3. He/She is responsible to clear bookkeeping records of all financial transactions. 4. Prepares and review work plans, cost estimates and funding proposals. 5. He/she provides safe custody of organization assets including cash box. 6. Prepares the annual cost estimates for submission to the mamagement team. Panel of interviewers: 1-scruitinise and shortlist applicants for interviews. 2-give interviews to interested candidates. 3-eveluate applicants and select those suitable for the scholarship. 4-directly accountable to the board for matters concerning award of scholarships. 5-responsible for making recommendations interview and application process. 6-participate with other board members in decisive issues, decision-making and meetings. Secretary: 1-responsible for all the secretarial work of the trust. 2-responsible for putting up notices and information concerning meetings dates of activities. 3-responsible for directing visitors of the trust. 4-Serve the role of a messenger for the trust. Field officers: 1-responsible for receiving applications in their area of operation. 2-cordinate issues arising in their area to the head office. 3-responsible for disseminating information on behalf of the trust in area of operation. 4-act as units for decentralization of services. 5-occasionally benefiary meetings for those within area of operation take place here. Librarian: 1-the overall administrator of the information centre. 2-will bear keys to the information centre. 3-responsible for issuing of books and other material of the information centre. 4-responsible for the daily monitoring of activities in the information centre. 5-responsible for purchases of the information centre. 6-attend meetings with other board officials, participate in decision-making and other issues that arise. Computer instructor: 1-overall manager of the computer centre. 2-responsible for all computer training in the canter. 3-responsible for the maintenance of the computers or identification of suitable personnel for repairs. 4-responsible for the maintenance and administration of Internet. 5-responsible for transactions concerning the computer centre. 6-perticipate with other board members on other matters and meetings. Support staff: Waiters/waitresses 1-for all the work in the canteen. 2-clean the place and what ever is used there . 3-manage all the work involved with the place. 4-the head waiter/waitress is responsible for transactions of the canteen . 5-the domestic bursar is responsible for handling of proceedings and gives accountability of funds from the canteen. Cleaners, 1-responsible for all the cleaning. Night watchman. 1-guards all the possessions of the trust 2-directs visitors of the trust NB: The duties and responsibilities here will be reviewed together with the other board members after appointment when project goes through. IMPLEMENTATION SCHEDULE: Objectives Responsibility Duration Activities Centre M1 (oct) M2 (nov) M3 (dec) M4 (Jan) M5 (Feb.) M6(mar) name Arua Chosen immediately, project goes through. Emblem/logo Arua Developed immediately, project goes through Slogan Arua Got immediately, project goes through BUILDINGAcquisition of landCleaning sitePlan of the houseFoundationTransportation of building materialSlabWall constructionRoofingPlasteringDoors and windowsCeilingPaintingFurnishingFloor Arua“”””““”””””””” Suitable site, large eEnough and centralTentative plan attached Leveling and clearing of siteDigging the foundationMaterials to the siteSlab laidProcess started here Process completedRoofing Plastering doneFixedPut in placeHouse paintedFurnishing doneFloor done Computers “ Computers for office &computer centre Bank account “ Immediately, project goes through Photocopier One for the centre Conference room “ Finished here Canteen “ Furniture, fridge and cartillery Information centre “ Process starts Process finished Administration “ Appointed to spear head activities Meetings “ 1st meeting (board) 2nd(board) 3rd(board) 4th(board) 5th(board, board-beneficiary) 6th(general meeting) Website Kampala Started immediately Finished in nov Educational trust act “ Developed after appointing administration Requirement and advertisement of scholarships “ In mid oct Written applications “ Mid oct Short listing “ End of dec. Interviews “ Beginning of Jan Successful candidates Mid of Jan Scholarships Administered in Feb. Registration of trust “ Registered & licensed immediately Support staff “ Recruited Creation of mini centers “ In July End of first term-board meeting, board-beneficiary meeting to evaluate the process. End of second term-board meeting (evaluation) July-creation of mini centres October-advertise second lot of Scholarships. RESOURCE PERSONS/INSTITUTIONAL SETTING: The success of the programme will be in hands of the following resource persons: 1-The beneficiaries 2-The members of the board and the support staff 3-Other bodies established for the same cause. 4-Individuals with similar vision and feelings 5-Government. 6-NGO’s 7-Churches and clergy 8-Parents of the beneficiaries 9-Other related institutions including the local government. As usual, firstly and most important of all, its in the hands of God the almighty. TENTATIVE BUDGET FOR ESTABLISHMENT AND MAINTAINANCE OF A CHARITABLE TRUST IN ARUA DISTRICT: Particulars Unit cost Quantity Total cost. 1-Center Bricks Cement Sand Iron sheets Timber 100.000.000= Nails Labour Transportation Furniture (offices, conference room, computer center, restaurant, library etc) Ceiling and shelves Doors and windows Etc Computer and printer………..900.000 & 360.000…………………2………………… 2.520.000= Photocopier…………………………………………………………………………….. 1.500.000= ……………. 104.020.000= …………….. 2-Computer center Computers…………………900.000…………………………….20………………… 18.000.000= Instructional materials (diskettes and CD’s etc)……………………………………… 50.000= Computer textbooks…………………………………………………………………... 1.000.000= Internet connection……………………………………………………………………. 1.000.000= Printer……………………360.000……………………………...2………………… 720.000= Scanner…………………...150.000……………………………..2………………… 300.000= ………….. 21.070.000= …………... 3-Media and information center Textbooks, journals, newspapers Religious, social etc both local and international edition………………………….. 5.000.000= 4-Website Developing…………………………………………………………………………. 500.000= Hosting and maintenance…10$/month……………………….12 m……………… 240.000= Emblem …………………………………………………………………………… 20.000= ………. 760.000= …………. 5-Canteen Restaurant and shop………………………………………………………………. 3.000.000= 6-Scholarships O-level (30 scholarships start)…. 200.000 @…………………..30……………….. 6.000.000= A-level Sciences (10 scholarships start)…200.000 @…………………..10………………. 2.000.000= Arts (10 scholarships start) …….200.000 @…………………..10………………. 2.000.000= Scholastics for beneficiaries……..8.000 @……………………...50……………… 400.000= ……….. 10.400.000= …………... 7-Others Land………………………………………………………………………………. 1.000.000= Box files…………………………………………………………………………… 80.000= Notebooks ………………………………………………………………………… 30.000= Diskettes and CD’s for office work …………………………………………… 50.000= First aid kit………………………………………………………………………… 50.000= Miscellaneous……………………………………………………………………… 1.000.000= …………. 2.210.000= ……………. GRANT TOTAL 146.460.000= ~ 150.000.000= NB: When all fixed assets are put in place, the number of scholarships will be raised. MONITORING AND EVELUATION; This is to provide a continuous checking and tracking against actual progress of the project with the considerations on the following indicators: 1-Input Indicators: Funding from the interested agencies described in the problem statement and the objectives, contribution of ideas, guidance, encouragement and other forms of support interms of appreciation and dissemination etc 2-Out put Indicators: With 1 achieved, then: *Name, emblem, slogan ought to be got. *A center for the trust be fully established, well furnished with a computer center, conference room, canteen and restaurant, information center. *Institute people in place to handle activities and issues. *Hold meetings and media sessions etc *Put in place the official website. *Ignite the scholarship process to beneficiaries from Jan 2005. *A charitable trust act. *Have a support staff and mini centres. Impact indicators *Literacy levels should go high *Computerization *Social welfare *Encouragement *Workforce *Raised number of university entry. The annual cost estimates shall include; I-Management and Administration Budgets to cover the operations of the project activities. 11-Program Budgets detailing the activities to be carried out. Annual cost estimates are prepared in August for submission to the Project management committee in September of each year. A budget review is carried out in June –July, and any revision necessitated by un- foreseen or un -controllable expenditure is presented to the Project management committee for approval. The management board committee shall approve proposals for revisions. Operational budget control process is carried out by the financial commitee and will ensure, however that expenditure is kept within the approved Budgets through review of accounts and trial balances showing accumulated expenditure incurred and committed. An actual or expected variance greater than 10% of the Budget line will be commended on in the quarterly reports presented to the Project Management committee. Operational Procedures. The objectives and the main tasks of the financial committee include; 1. Proper and timely drawing of all budgets, including the administration budgets and the integration of all individual activity budgets for management and program funding purposes. 2. Ensuring full accountability of the program funds and assets. 3. Ensuring that expenditure is controlled and kept within a maximum variance of 10% of budget lines and all expenditure is incurred for the purposes it was intended. 4. Ensuring the preparation of cash flow projections and reviewing recurrent cost budgets on a quarterly basis. 5. Ensuring the preparation of monthly trial balances, quarterly accounts, annual final accounts and other financial reports as from time to time be required by the project management committee. 6.Controlling stores and maintaining proper stock records. 7.Advising the project management committee on all financial matters. Bank Transactions. A separate cashbook or column in cashbook is maintained for each bank account. Replacement and other income as well as payments shall be posted to the cashbooks immediately they occur and latest by the time of receipt of the bank statements for the relevant period. All cash books shall be reconciled with bank statements, expenditure analyzed, coded and posted directly to the computerized general ledger by the head financial committee and approved by the project director. Control of Chequebooks and other documents. All orders to print vouchers, receipts and cheques for the issues of chequebooks by the commercial banks shall be made in joint signature of the Project director and the deputy. The chequebooks or cheque leafs shall be kept in the safe with the cashbox and cashbooks. All cheque payments shall be crossed or stamped “account payee “ and only in exceptional cases shall the joint signature of the project director and the deputy open cheque. For example, replacement of the petty cash. All dishonored cheques shall be reported and immediate action taken to obtain replacement in cash or bankers cheques. Copies of dishonored cheques shall be filled in the financial committee file and copies be sent to any partner organization relevant to the transaction. Cheques paid to the suppliers, which have not been presented to the bank for payment for a period of two months, shall be investigated. A fresh cheque shall be issued only if the earlier cheque is confirmed to have been misplaced by a letter from the police or relevant bank or supplier. A cancellation order must be issued to the bank before the new cheque is issued. Assets, stores and stocks. The financial committee will maintain a small stock of stationary, office equipment consumables and spare parts to allow efficient workflow. The administrator will maintain and regularly update an inventory of all physical assets including a depreciation schedule, as well list of stocks. Auditing The project shall be audited every year. The Auditing Agency shall continue to visit the project at the closing of financial year work plans. To perfect this, project director shall always produce annual financial report on which auditing is done. Reporting. The project Director shall produce both financial and program reports every year. The documents shall be presented to the Advisory Board and any body in need of it for the projects well being. Attached to the reports shall be statements of revenue and expenditure and projected budget statement. Sustainability. The project will or would wish to exist so long as the fore mentioned deficiencies in education exist and its impact is still prevalent in the society. Strategies shall be put in place to ensure sustainable operation of the activities. Among others these strategies shall include; project initiation, maximum saving, community mobilisation and motivation and accountability. PROJECT DISSOLUTION. However, in case the project is unable to continue its activities temporarily or permanently by unbearable circumstances or otherwise it will be treated as follows; Permanent closure. The remaining will pay salaries for the workers if there are any unpaid salaries. If there is any remaining cash plus other (all) assets shall be granted or given freely to any other organisation in the interest of the project operation. The project to receive the assets will preferably be in the same area of the service delivery. Temporary closure. If there is need for temporary closure or halt of the activities, the beneficiaries especially students in schools will have to be informed one year early before this happens. CONCLUSION The real experience of these problems is perturbing but the only solution is to come together and face the bull by its horns and together we can see that our future generation is protected. ABBREVIATIONS USED PLE- primary leaving examination. UCE-Uganda certificate examination UACE-Uganda advanced certificate examination O-level-ordinary level A-level-advanced level P-primary S-secondary PCB/M- physics chemistry biology math NTC- national teachers college. UNSA-Uganda national students association. YCS-Young Christian students. MUNSA- Makerere University nursing students association MUMASA-Makerere University Maracha students association MASU-Makerere Arua Students Union. APPENDICES Appendix A – Time line (One Year activity plan) Appendix B- Budget Proposal (one year) REFEREES: My sincere heartfelt gratitude goes to the following dignitaries who tirelessly read through this work and made the necessary corrections and gave me tips, encouragement, guidance and courage to go on. I have used them as my refrees.below are their names, contacts, addresses, occupation and qualifications and any issue to do with me or the project, they stand as the competent refrees. REFEREE 1 Name………………………………………………………………………………………… Sub-county………………………………………………………………………………… County………………………………………………………………………………………. District………………………………………………………………………………………. CONTACTS. Mobile…………………………………………….. Office……………………………………………... Fax………………………………………………... E-mail……………………………………………... URL……………………………………………….. Address……………………………………………. Occupation/qualification/employment P’se put any industries, companies, departments and areas of employment with their contacts A………………………………………………………………………………………………………………………………………………………………………………………… B………………………………………………………………………………………………………………………………………………………………………………………… C………………………………………………………………………………………………………………………………………………………………………………………….. Comments ………………………………………………………………………………………………………….………………………………………………………………………………… Signature/stamp
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