Professional Documents
Culture Documents
Project Management Group Project - Tiara Education Aid in Yemen
Project Management Group Project - Tiara Education Aid in Yemen
Project Management Group Project - Tiara Education Aid in Yemen
OAG5323/SNB5052/GAM5323/OAU5052
Project Management
ii
6.0 Cost Estimation and Budgeting .................................................................................... 33
7.0 Conclusion .................................................................................................................... 35
8.0 References ..................................................................................................................... 36
iii
Table of Figures
Figure 1: TIARA stands for The International Association of Relief and Aid .......................... 2
Figure 2: Project Organisation Structure ................................................................................... 5
Figure 3: Total Population by Age Group in Yemen (thousands) in 2018 ................................ 6
Figure 4: School Rehabilitation Targeted, Reached and Gap (Source: Yemen Education
Cluster, January - April 2020) ................................................................................................... 8
Figure 5: School Supplies Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 8
Figure 6: School Desks Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 8
Figure 7: Teachers Training Targeted, Reached and Gap (Source: Yemen Education Cluster,
January - April 2020) ................................................................................................................. 9
Figure 8: Education aids received by Al Hudaydah and Amran in 2020 (Source: Yemen
Education Cluster) ..................................................................................................................... 9
Figure 9: Yemen Conflict Zones (Source: Yemen Humanitarian Response Plan, 2020) ........ 10
Figure 10: Project Portfolio of TIARA Education Aid in Yemen ........................................... 11
Figure 11: Satellite View of Amran City ................................................................................. 12
Figure 12: IBS Construction Technology (Ref: Google Image) .............................................. 14
Figure 13: Load Bearing Wall Construction System (Ref: Google Image) ............................. 14
Figure 14: Concrete Frame Construction System (Ref: Google Image).................................. 15
Figure 15: Project Requirements ............................................................................................. 18
Figure 16: Plan View of School Compound ............................................................................ 18
Figure 17: Dimension of School Compound ........................................................................... 19
Figure 18: Work Breakdown Structure of the Project – Flowchart ......................................... 20
Figure 19: Project Gantt Chart ................................................................................................. 23
Figure 20: Cumulative Budgeted Cost of the Project .............................................................. 34
iv
Table of Tables
Table 1: Education Response Categories in Yemen (Source: OCHA, 2020) ............................ 7
Table 2: Stakeholder Requirements based on Stakeholder Analysis ....................................... 10
Table 3: Different school properties according to school size ................................................. 13
Table 4: Identified Advantages and Disadvantages of Different Construction and Technology
System ...................................................................................................................................... 15
Table 5: Project Success Criteria ............................................................................................. 19
Table 6: Work Breakdown Structure - Table........................................................................... 21
Table 7: Responsibility Assign Matrix .................................................................................... 25
Table 8: Risk Identification ..................................................................................................... 26
Table 9: Risk Matrix ................................................................................................................ 27
Table 10: Risk Rating .............................................................................................................. 28
Table 11: Risk Mitigation Strategies ....................................................................................... 30
Table 12: Project Budget ......................................................................................................... 33
v
1.0 Statement of Work
1.1 Summary
This project is about providing education aid to children in Yemen that are
affected by political instability caused by war and strikes. As a non-profit welfare
association, TIARA would like to provide basic education aid for the students in
Yemen, aiming to improve the literacy rate among children in Yemen. By providing
good education to the upcoming generation of Yemen, it will be a good foundation to
improve the living quality and socio-economic status of the country. Overall, this
education aid project consists of three main phases. This project is specifically under
Phase 2 which will focus on building a primary school in Amran City. The selection of
location and other criteria are based on detailed stakeholder analysis as per the current
need of local Yemen community. Based on the analysis, a single-story building with
the capacity of 500-600 students is proposed for execution. This project will be carried
out within the period 12 months, complete with all the basic needs provided. The budget
for the project will be funded by TIARA, with the support of other non-profit
organizations as well. A continuous funding will also be channeled to pay the teacher’s
allowances and maintaining the school expenses. The new school expected to provide
quality ambience for the students to study and opportunity to improve the literacy rate
of Yemeni children.
1.2 Project Background
1
As a non-profit welfare organization/caring organization, we are committed to
provide humanitarian assistance to Yemen; the least that could be done to help the
situation in Yemen. For this project, the organization/team will focus on providing a
good education facility for Yemeni’s children. This is based on the belief that education
is highly effective in reconstructing societies and building nations. Education is the
main – if not, only – factor through which others can be easily revived. Such a belief is
supported by the UNESCO Global Monitoring Report Education for All, which states
that education is ‘pivotally important for development in a rapidly changing world.’
Due to the on-going war, education infrastructures have been damaged or destroyed.
Restructuring or re-building the education infrastructure is one of critical factor needed
to revive the education system in Yemen. Apart from proper infrastructure, supply of
continuous learning materials and teaching force is also essential. The local government
is currently collaborating with third parties or other welfare organization to provide
suitable learning syllabus to revive the education system. Teaching force is also readily
available from local society, aided by international volunteers but with the constraint
of funding.
Figure 1: TIARA stands for The International Association of Relief and Aid
2
1.4 Organisation Introduction
3
2.0 Project Strategy
2.1 Vision
2.2 Mission
War in Yemen has impacted the students and educators in an exceptionally large
scale. Many schools were damaged, closed, or unable to fully operate. The teachers are
also unable to continue teaching due to unpaid salary. Poverty, war, violence, disease,
hunger, and disasters becoming governing issues causes disruption in schooling
sessions and decreases illiteracy rate.
The chance for the children to get the access to education and other basic rights
have been ignored.
The buildings nearby the location need to be identified and investigated in terms
of safety, suitability, repairment and renovation aspects. The incurred cost may
need to be considered as well.
4
2.5 Objectives and Goals
All children deserve better life. We want to ensure that the vulnerable children’s
voices specifically in Amran, Yemen, are to be heard and their right to get better
education upheld, solving the overing issue in existing schools in the process. We hope
by developing the additional schools in Amran, Yemen named Al-Zubairy II Primary
School, it will help the children in the location to have better accessibility and facilities
for education.
We believe that the value of education can change one’s lives positively and
improve the community development into betterment in the future. In the long term, by
having a good education, gaps that separate the communities can be reduced.
Specialist/Deputy
Project Manager
Abdul Aziz
Legal
Jaafar
5
3.0 Project Selection
The Humanitarian Response Plan has stated an increase of education needs from
4.7 million in 2019 to 5.5 million in 2020 at Yemen (OCHA, 2020). However,
education aids have only reached 62% of the population in need (2.9 million people) in
2019. This has caused a huge distress among the educators and students, especially the
ones living in poverty. The aid has reduced to reaching 1 million people only in 2020
due to the COVID-19 Pandemic. According to statistics, 66% of the schools were
damaged by heavy violence, 27% have closed and 7% of the schools are being used to
shelter displaced families or for military purposes.
OCHA has urged for partnerships with multiple NGOs to maintain basic
education services, particularly in areas where schools are damaged, closed, or unable
to fully operate (OCHA, 2020). The education aid needed by Yemen could be divided
into 3 response categories. All three responses are critical to the education crisis in
Yemen. Yet, the allowance for unpaid teachers is the biggest issue to be tackled. Many
teachers were forced to give up teaching in search for other jobs to feed their families.
6
Table 1: Education Response Categories in Yemen (Source: OCHA, 2020)
The need for primary education to be available is more critical based on the
population and situation in Yemen. Currently, 30 out of 48 partners in UNICEF
education aid in Yemen are involved in the first-line response (OCHA, 2020). TIARA
has planned to support UNICEF in providing education aid to Yemeni students in all
three response categories through partnership.
Project area selection was done based on the stakeholder analysis. TIARA has
targeted to provide in a location where education aids are lagging behind. The data
tabulated in Figure 4, Figure 5, Figure 6 and Figure 7, shows that both Al Hudaydah
and Amran have huge discrepancies in terms of targeted versus reached education aids.
In terms of population, Al-Hudaydah has approximately 400,000 habitants while
Amran has 290,000 habitants. However, after analysing the aids received in both
7
locations from Figure 8, the city of Amran was found to receive much more lesser
support compared to Al Hudaydah.
Figure 4: School Rehabilitation Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)
Figure 5: School Supplies Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)
Figure 6: School Desks Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)
8
Figure 7: Teachers Training Targeted, Reached and Gap (Source: Yemen Education Cluster, January - April 2020)
Figure 8: Education aids received by Al Hudaydah and Amran in 2020 (Source: Yemen Education Cluster)
9
Targeted
Project Zones
Figure 9: Yemen Conflict Zones (Source: Yemen Humanitarian Response Plan, 2020)
The business and stakeholder requirements to execute the project in Amran City
are outlined in Table 2 according to the analysis done. TIARA aims to fulfil all
requirements through a series of education aid projects.
Business Requirements
TIARA would like to provide relief and development aid to communities that require
humanitarian assistance regardless of their background or nationalities.
Stakeholder Requirements
• TIARA would like to provide basic education aid for primary school students at
Yemen.
• Project Manager and employees of TIARA would like to work on education aid
projects in 3 response categories.
• Yemeni parents, students and educators would like to improve the literacy rate in
Yemen through education.
• Yemeni society would like to have functional public infrastructures including school
that are accessible to the public.
• Yemeni government, investors, suppliers, and customers would like normal economic
activities to be resumed through rebuilding and redeveloping the country.
• Yemeni government, investors, suppliers, customers, residents and IDPs would like
to have more employment opportunities through rebuilding and redeveloping the
country.
• The government and younger generations in Yemen would like to increase their
knowledge through education for higher income generation in the future.
10
3.4 Project Portfolio Management
The TIARA Education Aid in Yemen is divided into 3 phases. The Phase I of
the project to set up temporary school and providing education kits was planned in 2020
and already under execution in 2021. TIARA is also providing allowances to the
educators in the temporary school to tackle the issue of unpaid salary. The salary will
continue to be provided to the educators in all 3 phases of the project. Moving forward
in Phase II of the project, the selection process will focus on building the new school
and providing proper school furniture for the students and educators.
TIARA
Education
Aid in
Yemen
Current Project Phase
11
3.5 Project Selection
3.5.1 Location
Proposed Location to
build Al-Zubairy II School
Al-Zubairy School
12
Table 3: Different school properties according to school size
As power supply from the power grid system could be disrupted at times,
both schools are equipped with solar power system. After discussions with other
partnering NGO and the local authorities, TIARA has decided to proceed with
13
Project Beta. The reason is due to the complexity of Yemen’s supply chain in
building materials, workforce and the lack of teaching force in Amran City.
3.5.3 Building Technology
Figure 13: Load Bearing Wall Construction System (Ref: Google Image)
14
to the foundation. The concrete generally requires reinforcement using steel
rebar to improve concrete’ low tensile strength. The concrete frames can either
be precast or cast on site.
Table 4: Identified Advantages and Disadvantages of Different Construction and Technology System
16
4.0 Project Scope
Solution Requirements
• A single-story school with the size of 2000 m2 will be built in Amran City.
Functional Requirements
User
• 30 sets of student’s table and chair, 1 set of teacher’s table and chair, 1
blackboard, 2 notice boards and 1 storage cabinet to be made available in every
classroom.
• A total of 4 toilets will be built with 5 cubicles and a washing area per toilet.
Each gender will have two toilets.
• 5 sets of teacher’s table and chair, 1 meeting table, 5 meeting chairs, 1
blackboard, 2 notice boards and 1 storage cabinet to be made available in every
teacher’s room.
• Laboratory will be available with 3 laboratory tables, 10 chairs and a blackboard.
• Computer room will be available with 10 computers, 10 student’s table and chair
and 1 teacher’s table and chair.
• To have 3 fans and 6 fluorescent lights in every classroom, teacher’s room,
laboratory, and computer room.
• To have 6 fans at the basketball court and assembly area.
• To have 1 canteen with 10 sets of canteen chairs and tables. Each set can
accommodate 10 students.
System
• To have classrooms with the area of 37.5 m2 each which can accommodate 30
students and 1 teacher.
• To have 1 teacher’s room in both schools with the area of 54 m2 which can
accommodate 10 teachers and 1 teacher’s meeting area.
• To have 2 laboratories with the area of 36 m2 each.
• To have 1 computer room with the area of 70 m2.
• To have 2 rest rooms with the area 18m2 each.
• To have corridor and utility areas which compromised 30% of the total area of
the schools.
• To have a basketball court and assembly area with the area of 390 m 2.
• To have water system in the school.
• To have electrical system in the school via centralized power grid and solar
power due to the power instability at Yemen.
Non-Functional Requirements
Quality
• Conventional construction with external load bearing walls and central column
will be used. Building specifications will be according to Yemen’s construction
regulations.
Constraints
• COVID-19 Pandemic has slowed down the supply chain and restricted the
manpower to build both schools.
• The war disrupts the supply chain to build both schools.
17
• The school will accept male students only due to cultural constraints. Female
schools will be considered in future projects.
Assumptions
• War will not return to the location of school built.
• Teachers and students will return to school.
Transition Requirements
• Set up temporary classrooms from tent before the school campus is ready – currently
under execution.
• Provide allowance for unpaid teachers – currently under execution.
• Provide education kits for students – currently under execution.
Figure 15: Project Requirements
18
Figure 17: Dimension of School Compound
Cost To carry out the project within the budget approved with allowable
+/-5% of cost variance.
Time To carry out the project within the timeframe approved with
allowable 5% of schedule variance.
Scope To build 1 school with the size of 2000 m2 in Amran City.
Functionality To provide 1 school with functional school facilities, water system
and electrical system with the usage of 30 years.
19
4.4 Work Breakdown Structure
20
Table 6: Work Breakdown Structure - Table
21
Sub Deliverable 1 Delivered & Handover 1.6.1
Sub Deliverable 2 Closing 1.6.2
The project contains six deliverables or the major project components. Location
selection as the first deliverable is particularly important, in order to place the school in
the right location. Some research was performed on this project, such as literature, data
from the internet, and the local data and the information. The location survey is also the
critical sub delivery since the real condition can only be observed on the field or
location.
Procurement is the second deliverable and contained four sub deliverables, such
as acquired land, tender for the consultant and contractor, design, and cost estimation
& budget. Consultant and contractor are focusing on the local person or company, it
could increase their local economic and added amount of the workers. All architecture,
civil & structure, mechanical &electric, plumbing is under the design. The project is
using local architecture for the school.
The major deliverable is the construction, which will consume the most time.
The school will be built on 2000 m2 land area and containing 10 classroom, 2
laboratories, 1 computer room, 1 teacher room, 2 restrooms, and a canteen. The school
also will have a basketball court and it can be as an assembly area as well. There are 7
sub deliverables under the construction step, and it will all relate to each other. One sub
deliverable will be required to be finish before following on with the next step. The
masonry work takes a long time due to lots of detailed works that need to be done for
all rooms in this school. The final sub deliverable on this delivery work is the finishing
touches.
Interior deliverable does not only cover the furniture and education equipment
procurement and installation but also handles the technology part, this part is preparing
the computer in the computer room for the student and the teacher room. Having access
to the world is essential in order to research and gather information for the education
Inspection deliverable will focus on all the building, including plumbing,
foundation, roofing, electric panel until the furniture and education equipment. This
deliverable must be perfect to keep consistently high quality in all deliverables. The
project will be delivered to the local government and the schoolteachers after ensuring
that all steps are completed and QC.
22
4.5 Project Gantt Chart
23
The Figure 19 shows the detailed work time, the start of each deliverable, and
the sub deliverable. The project will be started on Mar 01, 2021, with the location
selection, research, and location survey will take 20 days each, following the
procurement on Apr 21, 2021. This procurement will consume a total of 100 days and
mostly for the design sub deliverable work. Construction will start after design and cost
estimation & budget are done and approved by the project manager and starts on Jun
20, 2021. This construction work will take a total of 250 days due to all major events
and details required. Furniture procurement can be started before the school building is
done and should be completed at around the same time as the end of the construction.
The interior deliverable will start on Feb 22, 2022 and consume 70 days in total. The
inspection will take 15 days and will begin once all work, the deliverable and sub
deliverable are finished, which then starts the handover to local government and
schoolteachers. Closing will be conducted by the project manager and deputy project
manager as the final step of this project.
24
4.6 Responsibility Assign Matrix
The table below is the responsibility assign matrix, it is containing the project manager through all department, legal, and safety.
This table shows in detail who are responsible in every step, and who will get notification of the work step as well as the person who has
the authorization to sign the work.
Table 7: Responsibility Assign Matrix
25
5.0 Project Risks and Concerns
The risk associated with the execution of this project can be categorized into
few main elements such as cost, schedule, quality, safety, and effect to environment.
Risks associated with each of the element are listed in table below.
Element Risk
Cost 1. Fluctuation in material and labor price
2. Possibilities of war/strike during execution stage causing asset
damage.
3. Stop of funding to the project due to political influence.
4. Corruption issue among local authorities
26
5.2 Analysis and Probability and Consequences
1 2 3 4 5
Consequence
Insignificant Minor Moderate Major Catastrophic
E
Almost E1 E2 E3 E4 E5
Certain
D
PROBABILITY
D1 D2 D3 D4 D5
Likely
C
C1 C2 C3 C4 C5
Possible
B
B1 B2 B3 B4 B5
Unlikely
A
A1 A2 A3 A4 A5
Remotely
Low Risk
Medium Risk
High Risk
Very High Risk
27
Table 10: Risk Rating
28
construction
Selection of construction side causing environmental
Environment B 4 Medium
effect i.e sedimentation and water source contamination.
Unproper disposal of waste materials from construction Environment C 4 High
Cost
Corruption issue among local authorities. D 4 High
Schedule
Schedule
Weapon attack by local Kabilah groups D 5 Very High
Safety
Schedule
Pandemic issues (COVID-19) D 4 High
Safety
Based on the analysis of probability and consequences, 2 Very High-Risk items, 9 High Risk items, 8 Medium Risk items and 4
Low Risk items are identified.
29
5.3 Mitigation Strategies
30
2) To optimize the timing by performing planning and
design phase during summer period (where sandstorm
is most common).
Transportation 1) Procurement process for the materials to be initiated
problem – delay in early.
material arrival 2) To secure suitable logistic company to handle the
material transportation.
Lack of experience by 1) Include the competency requirements in the project’s
management/execution contractual agreement.
team 2) To look into requirement of experience for hiring
management or execution team.
Ineffective planning 1) To have project gate in order to check or review the
and scheduling planning and scheduling proposal.
2) To hire or appoint experience team/personnel for
scheduling process.
Conflict between 1) Scope of work to be well defined in the contract to
contractor and project avoid any conflict.
owner 2) Legal requirements should be complied by both
parties.
Lack of effective 1) Communication plan to be established between project
communication and owner and contractor.
coordination 2) Progress meetings and updates should be made
available from time to time.
Inadequate modern 1) The use of proper equipment and tools for the project
equipment and tools to be identified during contractual agreement.
Use of incompatible 1) Procured material need to be assessed by Quality team
material for the prior to use.
construction 2) Materials for construction to be purchased from
reliable source.
Inadequate guidelines 1) Guidelines and procedure for safety to be established
and procedure from and agreed by project owner and contractor.
the main contractor on 2) Safety requirements, standards, and expectation to be
safety clearly stated in the project’s contract.
Use of incompatible 1) The use of proper equipment and tools for the project
equipment or tools for to be identified during contractual agreement.
the construction 2) Any use of substandard tools or equipment should be
regarded as breach of safety requirement. This need to
be clearly stated in contract.
Selection of 1) Environment impact assessment need to be performed
construction side by 3rd party prior to project execution.
causing environmental 2) To comply with any local legal requirement and
effect. standards.
Unproper disposal of 1) To establish waste disposal plan and to be included as
waste materials from part of SOW.
construction 2) Project owner and contractor need to agree on
responsibility to handle waste.
3) To comply with any local legal requirement and
standards.
Corruption issue 1) Monetary transaction and procurements to be
among local monitored closely by legal team.
31
authorities. 2) To maintain transparency between project team and
local authority.
3) To seek support from anti-corruption commission
throughout the project.
1) To collaborate with other NGO and local government
to obtain armed protection for the workforce team
Weapon attack by
throughout the project.
local Kabilah groups
2) Safety plan or procedure to be establish for this kind of
emergent situation.
Pandemic issues 1) To establish detailed guideline on COVID-19
(COVID-19) prevention and communicated to all level of
workforce.
2) To comply with local authority requirement on
COVID-19 guideline.
32
6.0 Cost Estimation and Budgeting
Activity based costs were used to calculate the budget of our project. It is a budgeting
method that assigns costs first to activities and then to the projects based on each project’s use
of resources. As tabulated at , the cost of labour is calculated by multiplying the total labour
hours of all labours and the rate of labours in USD. In terms of the cost of materials, the
estimated cost of material per area unit is multiplied by the project area. Fixed costs such as
the salary of project team, expenses, utilities, and others were taken into consideration when
the budget is tabulated as well.
Table 12, the cost of labour is calculated by multiplying the total labour hours of all labours
and the rate of labours in USD. In terms of the cost of materials, the estimated cost of material
per area unit is multiplied by the project area. Fixed costs such as the salary of project team,
expenses, utilities, and others were taken into consideration when the budget is tabulated as
well.
Table 12: Project Budget
33
A tracking chart is illustrated based on the expected budget expenditures for this
project. Figure 20 shows a plot of cumulative budgeted cost of the project against the
project schedule. This provides a baseline for cost and schedule tracking of the project.
The project cost and schedule must always be monitored throughout the project
execution period. Any cost and schedule deviation of more than the allowable threshold
of +/-5% should be escalated to the project management team immediately.
34
7.0 Conclusion
35
8.0 References
OCHA. (2020). Yemen Humanitarian Response Plan June - December 2020. OCHA.
Public Works Project. (2019). PWP Rehabilitates al-Zubairy School in Amran: An Educational
Edifice that almost Disappeared! Amran: Public Works Project.
Swangin, B., & Touma, J. (2018, March 27). In Yemen, children’s education devastated after
three years of escalating conflict. [Press Release]. Retrieved from
https://www.unicef.org/press-releases/yemen-children-education-devastated-three-
years-conflict
36