Merkato Child and Family Charitable

Society

Quality Education improvement in primary

schools of Merkato operational area
(July 1st, 2012-June 31st, 2015)

June 2012

List of Acronyms
CBOs …………………………………. Community Based Organizations

CLASSE ………………………………. Children Learning Actively in Supportive

School Environment

DEV …………………………………… Deprived, Excluded and Vulnerable Children

HH ……………………………………. Household

ICT …………………………………… Information Communication Technology

MCFCS ………………………………. Merkato Child and Family Charitable Society

PTSA …………………………………. Parent Teacher Student Association

1. Project Summary
1. Project Name: Quality of education in Merkato operational area.
2. Project Objective: To improve primary school students’ academic performance in
Merkato operational area.
 3. Core Program Area: Basic education
4. Location of Project: Addis Ketema Sub-City, wereda six and seven.
5. Type and Number of target groups by life stage and gender: Children (6-14) of both
sexes
6. Project start and end date: July 1st 2012-June 31st 2015.
7. Implementation partner(s) or group responsible for project implementation:
Children, parents, parent-teacher-student Associations (PTSA), Education offices at sub
city and district level, school clubs and teachers
8. Total budget by year and source of funding: 9,745,111.00 from ChildFund and
community contribution
9. Signature of the program Manager or Director who reviewed the proposal:_____:
10. List of those on project design team including proposal writers and technical reviewers
(names, titles, main contribution). Include a very brief description of the project design
process:

The workshop has been conducted on project design. The workshop was aimed to design the
project for specific problem of respective areas. The participants internalized the project
design tools, identified basic problems and most affected target groups based on the results
captured during situational analysis, and developed the project design on “quality education
improvement of primary schools in Merkato Operational area”. The project will be able
to address the R-DEV of 6-14 age children’s education in the area. The following people
were involved in Project designing and technical review: Genet Abie (Merkato CFCS
Manager), Tefsaye Wolde (Merkato CFCS ECD officer), Teferi Degefu(Merkato CFCS
Youth Development officer), Getachew Takele(Merkato CFCS Community Development
Facilitator), Assefa Balcha(ChildFund Ethiopia M&E officer) and Zewdu Deneke (Merkato
CFCS Basic Education officer).

2. Project Rationale

2.1. Problem statement and Causes

It is believed that quality education can be improved through the cumulative contribution of the
internal motivation of children themselves, the inputs available and the learning-teaching
processes (CLASSE, 2009). MCFCS in partnership with ChildFund-Ethiopia has been working
to address the developmental needs of vulnerable children, family and community. It is Located
in Addis Ababa City Administration, at two districts (six and seven) of Addis Ketema Sub-City.
This is the center of the City where ChildFund Ethiopia has been operating since 1985. The
biggest market in Africa, called Merkato is located near the operational area. In addition, the
main bus station of the country is located in this area. The name ‘Merkato’ for the charitable
society is also derived from the biggest market.

The Charitable society works near the main bus station and the biggest market areas where
bunch of population are migrated in and out daily in an illegal way to abroad in search of job.
Especially children and youth girls are trafficked in an illegal way. This area is always full of
many new faces. The majority of the residents around MCFCS are destitute families in terms of
their socio-economic status. In addition, many people live in shelter in informal settlement in the
area. Renting floor of their shelter for the in-migrants is considered as the major sources of
income for the households in the area. Because of this, children are staying out side of their
home/shelter for long time at night which results child abuse and neglect by the families and the
community. Besides, the children become inactive to attend their education due to inadequate
rest they get and school absenteeism is common. As a result, their academic performance is poor.
According to the assessment conducted by MCFCS, 2012, seven under six years’ age children
were sexually abused by male youth due to lack of family care.

In addition, mothers and under 18 girls are engaged in commercial sex working for the income of
their family. This led the prevalence of HIV/AIDS very high in the area. As a result, many
children are being orphan hood and are affected and infected by the virus. In addition, most girls
also migrate out from the country illegally in search of job and are being exposed to various
challenges. Girls either engage in commercial sex working or migrate out to abroad leaving their
education aside due to the inadequate livelihood source they have. According to the data
collected from Betwoded Primary school in this year 27 girls migrated to abroad in 3 months
time in search of job.

The area is also commonly known in substances, drugs and Video houses. Children of school
age of both sexes are commonly engaged in watching video houses and taking substance and
drugs. Because of this, sexual abuse of children (boys and girls) is common. Parents also
consider their children as assets and income sources for the families, most male children and
youths engage in stealing and robbery activities through the stimulation of substances and drugs
they take. As a result, many youths are accused of criminal activities and some are in jail.

The assessment conducted in MCFCS operational area has revealed that most children have little
opportunities for their livelihoods and education. The insufficient income most HHs earn from
daily labor and petty trading is not adequate to purchase educational material for the children. In
addition, children have to study hard in order to succeed their education. However, the area is not
conducive for in and out door study for the reason that children do not get resting time and place
in their shelter due to the floor renting. The outdoor is also not suitable to study because of the
absence of libraries in the informal, poorly sanitized and congested area. The cumulative effect
of the problems in the area result in school absenteeism, dropouts and with low academic
performance. Consequently, youths can’t easily join wage labor due to lack of adequate
educational background.

2.2. Location and Target group

MCFCS is located in Addis Ababa city administration, Addis Ketema sub city at weredas 6 and
7 (formerly kebeles 13/15 and 14/21). The funding agency for the charitable society is
ChildFund through sponsorship program. MCFCS has been implementing integrated child and
family development projects within these particular weredas to address the educational need of
disadvantaged children. During the last years MCFCS implemented a number of integrated
development activities pertinent to the education to serve 11062 (2660 enrolled children and
8402 families) as a direct beneficiaries. Besides these, indirect beneficiaries constitute more than
52000 communities of the target weredas who were benefited from the development facilities
through the partnership and integration of other CBOs, youth centers, schools and health
institutions to mitigate the existing challenges and issues.

Figure 1. Map of Addis Ketema Subcity

3. Project Strategy
3.1. Project strategy statement

Strategy:

 Identify the deprived, excluded and vulnerable children that are in need to be benefited
from the project.
 Identify children (boys &girls) group and arrange opportunities for education support like
uniform, education materials and shoes.
 Facilitate the educational contest programs among children in and out of schools
 Train teachers and school administrators on various issues like school governance, child
participation etc
 Facilitate the purchasing and provision of different facilities like laboratory equipments,
reference books, ICT and pedagogical materials that ensure education quality.

Procurement and distribution of Materials: - Access to education and Quality education

improvement is one of the main social services the government wants to address to all school age
children and also basic education is one of the core programs ChildFund is focusing on. In
addition, it is also identified as one of the major problems in the area. Schools need laboratory,
library, pedagogical and ICT materials to create educated and confident children and skilled and
involved youth (Growth and Transformation plan, 2011, CLASSE, 2009). DEV children who are
enrolled of MCFCS need educational materials, uniform and shoes for proper school attendance.
These basic requirements like uniform and educational materials which they cannot fulfill due to
their parents low income status and/or being orphan hood are intended to be addressed. The
benefit will be given directly or indirectly to enrolled children and youth who are attending in the
primary and secondary schools. Besides, schools should be child friendly to attract the children
of the operational area. To make the child friendly school environment MCFCS needs to work in
collaboration with the donor, the nearby primary and secondary schools, parents, and wereda
education and training offices.

Educational contest: Internal motivation is one of the driving forces for the development of
one’s self esteem and future success. To enhance the children’s interest MCFCS wants to prepare
educational contest among the direct beneficiary children, at school and district level. In
addition, parents are also the first responsible body for their children’s success. In order to
promote their role in the improvement of the children’s academic achievement, training and
awareness creation programs will be prepared by MCFCS. Besides, award for the parents who
has a child with best performance in the academic year because of their follow up. Teachers’
quality and continuous professional development also plays a leading role for the children’s
performance. MCFCS wants also to facilitate on job training on active learning-teaching
methodology, classroom management, usage of laboratory materials, computer system etc.

3.2. Project strategy justification

 The strategy is needed for the proper addressing of the needs of children to the respective
enrolled children. Each partner will do its own share and the charitable society has to follow its
policy and procedure and donors as well as government’s policies and procedures. To enhance
the improvement of school attendance and academic performance, fulfilling the necessary
materials, equipments and facilitating trainings are essential. Unless the children, parents and
teachers are in close collaboration, the academic performance of students would not be as it is
intended to be. Therefore, to bring the intended outcome, confident and educated children, the
three parties should work hand in hand and the capacity of each should be improved.

4. Description of Project Objectives

4.1. Results Framework

Goal: Improved children’s school retention, transition and promotion rate in

Merkato operational area

Project Objective: To enhance school attendance and performance of 6-14

school children

Outcome 1: Community Outcome 2: Active learning- Outcome 3: School

participation in students’ teaching methodology facilities improved
education activities improved implemented

Output 2.1: Teachers have

Output 1.1: PTSAs have
acquired knowledge in on school
governance and management
Output 1.2: Parents’ involvement
in school involvement enhanced
for theand children’s school
performance improved of their
children enhanced
Output 3.1: Schools have
acquired skill & knowledge on
adequate/ sufficient reference
Learning-teaching methodology
books
Output 2.2: children class
Output 3.2: Schools have
participation improved
adequate laboratory facilities
Output 2.3: Students’ academic
Output 3.3: Schools have
performance enhanced
appropriate playing grounds

Output 1.3: Tripartite agreement Output 3.4: Schools have ICT

established on the children’s centers
academic performance
established
 5. M&E plan and Logical FrameworkLogical Framework Analysis
5.1. Logical Framework
Description Objectively Verifiable
Indicators
Goal
Academic Performance of primary schools
students in Merkato operational area
improved
Objective % of students in Merkato
To enhance school attendance and operational area whose
performance of 6-14 academic performance
school children improved
Outcome1. % of families who visited the
Community participation in students’ school and discuss about their
education activities improved children’s academic status
Outcome 2 % of teachers who practiced
Active learning - teaching methodology active learning-teaching
implemented methodology in Primary
schools of Merkato operational
area
Outcome 3 % of students who improved
School facilities improved academic performance after
usinged improved school
facilities in school in the
operational area
Output number # of community
1.1 PTSAs have acquired knowledge in on representatives in managing
school governance and management school activities
1.2 Parents’ involvement in school # of parents who follow up
enhanced and children’s school their children
performance improvedParents school
involvement for the performance of their
children enhanced
Output 1.3: Tripartite agreement # of parents who sign the
established on the children’s academic agreement toattentively
performance established followed children school
activities as per the agreement
follow their children school
activity
Output # of teachers applying learner
2.1 Teachers have acquired skill & centered teaching methodology
knowledge on Learning-teaching
methodology
2.2 children class participation improved # of students actively
participating in class
2.3 Students’ academic performance # of children whose academic
enhanced performance improved
Output # of schools have adequate
Means of Assumptions
Verification
Roster and grade The current Policy on
report education and ECDE is
applied.
Attendance of parents Communities are willing to
who caome to school follow their children’s
for follow up attendance
Supervision report of Trained teachers will not
the schools be transferred or stay in the
area until the project is
completed.
Students attendance
sheet Students are provided the
Academic results with the opportunity
opportunity to learn
Attendance sheet of
PTSA
Attendance of
parents who caome Care givers will create time
to school for follow to follow-up on education
up school matters
Document
review(Aagreements
signed)
Supervision reports
Document on class
participationreview,
physical observation
Roster, grade report
School supplies are
List of reference available on local market
3.1 Schools have adequate/ sufficient reference books books, physical
reference books observation
3.2 Schools have adequate laboratory # of schools have adequate Field visitPhysical
facilities laboratory facility observation

3.3 Schools have appropriate playing # of schools with appropriate Field visitPhysical There will be adequate space
grounds playground observation to for construction

4. School facilities improved Type of improved school Records, physical

facilities provided observation
4.1 Schools have ICT centers # of schools which have ICT Field visitPhysical
center observation
Activities
Outcome1. Community participation in students’ education activities improved
Output 1.1.
1.1.1 Assist project targeted children in covering school fee
1.1.2 Assist school children in acquiring school materials, uniform and shoes
1.1.3 Construction of play groundplayground, green areas and dining rooms in government schools
1.1.4 Furnish libraries , laboratories & ICT rooms for nearby governmental and community schools

1.1.5 Procure and provide reference books to one primary school

1.1.6 Provide training on Child centered, Participatory & Active learning methodologies & school governance
to teachers & family etc
1.1.7 Arrange scholarship program for needy school aged girl
1.1.8 Equip one KG with necessary toys for children to play with
1.1.9 Encourage parents and children to improve their educational quality and school performance
1.1.10 Arrange tutorial class, question & answer contest and organizing educational tour for enrolled children
& facilitate experience sharing b/n schools.
1.1.11 Provide award for good performance students & Models teachers (Schools) , parents, both for
academic and co-curricular achievements.
1.1.12 educational support for special need children and schools
1.1.13 Celebrate events / workshop (African Child Day, World Child Day & Educational Campaign etc ) with
line offices.
1.1.14 Financial and material support for needy sponsored children
2.1 To Enhance the non formal education project to needy children and youth
2.1.1 Support ABE & Adult Literacy program carried by wereda Education sector & other stake holders.
2.1.2 Letter writing training for children and families
2.1.3 Strengthening child development centers
2.1.4 Printing new letter writing template to progress children writing skill
2.1.5 volunteer home visitors payment
2.1.6 Orient newly enrolled families about sponsorship program
2.1.7 Christmas greetings and gift for enrolled children

5.2 Monitoring and Evaluation Plan

5.1. M&E plan and Logical Framework

5.1.1 Logical Framework

 Indicator Definition of the indicator Sources of Methods of Who to Frequency of
(short explanation of information data collect, reporting (&
indicator) gathering analyze to whom)
data
Goal: Academic Performance of primary schools students in Merkato operational area improved

Objective: To enhance school attendance and performance of 6-14 school children

Outcome 1: Community participation in students’ education activities improved% of families who visited the school and
discuss about their children’s academic status

PTSAs acquired Schools need governing Attendances Preparing Schools’ Every quarter
knowledge on school body elected from the of the attendance principals to the school
governance and community and school representative sheet and Principals community,
management members. These are Parent- ssheet, through field of schools district Educ.
teacher student association progress visitReview Office and
number of community (PTSA). They will report, school meeting, ChildFund
representatives in contribute good school records monitoring Ethiopia
managing school governance and and
activities management using the evaluation
knowledge they acquired.
Parents’ involvement in Parents will have an Attendances/list Preparing Classroom Every quarter
school enhanced and opportunity responsibility of parents, attendance teachers, to the school
children’s school to follow their children’s progress report sheetReview CBO staff community,
collected by
performance improved# performance & school meeting, district Educ.
classroom
of parents who follow up attendance teachers school Office and
their children school records ChildFund
performance EthiopiaWhen
ever parents
come to
school
Tripartite agreement For the performance of Agreed Document Classroom Every quarter
established on the students, Agreement will be document, review, teachers to the
children’s academic signed; the agreement progress report, review and stakeholders
physical
performance established makes parents and teachers meeting principals,
observation
are equally responsible. CBO staff
agreements on the Therefore toresponsible and
children’s academic act on their responsibility
performance between each party sign
parents and school agreementcontribute
accordingly
Outcome 2: Active learning - teaching methodology implemented% of teachers who practiced active learning-teaching
methodology in Primary schools of Merkato operational area

Teachers acquired skill Students become the center Physical Classroom Supervisors Every six
& knowledge on of the teaching learning observation, supervision and monthsOn
Learning-teaching process which helps them to progress report principals, quarterly
methodology learn by themselves. More CBO staff basis to the
Ffocus is given more onto stakeholders
# of teachers applying practical application
learner centered teaching
methodology

Children class Children participation Physical School Subject Every

demonstrated Iin class room observation, Rrecordsed teachers, classAnnually
 Indicator Definition of the indicator Sources of Methods of Who to Frequency of
(short explanation of information data collect, reporting (&
indicator) gathering analyze to whom)
data
participation improved presentation, and question progress reports document on CBO staff to the
and answer children class stakeholders
# of students actively participate actively participation
participating in class

Students’ academic School performance of a Rroster, Recording of Subject Every

performance enhanced child in a school is the end progress reports
performance teachers, sessionBiannu
result of the process a in CBO staff al and annual
# of children whose continuous basis to the
performance improved assessmentD stakeholders
ocument
review
Outcome 3: School facilities improved# of schools have adequate reference books

Schools have Provision of List of Record list of School Respective

adequate/ reference reference books Librarian & government
sufficient books will books, available in store; CBO bodyQuarterly,
reference help children physical the staff annual to
books to supplement observation, libraryMonitor stakeholders
the subject progress report ing
# of schools matter and in
have adequate turn contribute
reference to the
books improvement
of their
academic
performance.
For students
academic
performance
children have
to study in
addition to
class
attendance. To
study
reference
books are
essential
Schools have Target school List of Record lList of Laboratory Quarterly basis
adequate are equipped laboratory equipmentslab technicians, to the
laboratory with relevant equipmentsequ oratory CBO staff stakeholders
facilities laboratory ipment, equipment Respective
facilities physical available in government
# of schools which will observation, the laboratory body
have adequate inturn help to progress report
laboratory the
facility Aapplication
of the theory
in the
 Indicator Definition of the indicator Sources of Methods of Who to Frequency of
(short explanation of information data collect, reporting (&
indicator) gathering analyze to whom)
data
laboratory and
improvement
of s the
academic
performance
of the children
Schools have Safe Agreement & Field Supervisors, During
appropriate playground expense visitMonitorin CBO staff construction
playing attracts documentProg g processQuarter
grounds# of children to ress report, ly basis to the
schools with come to school physical stakeholders
appropriate with interest observation,
playground school
supervisors’
records
Schools have Children in the Phyisical Monitoring CBO staff Quarterly to
ICT centers target schools observation, the
will have an provision stakeholders
opportunity to records
be familiar
with ICT and
supplement
class room
lessons.
5.1.2. Monitoring and Evaluation PlanActivity Schedule
Outcomes, Objectives, Outputs and
Total in
Detailed Activities
Unit of the year1 year2 year3
Act. measur Project
No e Target life Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Objective: To enhance school attendance and performance of 6-14 school children

Outcome 1: % of families who visited the school and discuss about their children’s academic status

1.1 1.1. freque

ncy
1 childr 3 1 1
Assi en 1
st
proj
ect
targ
eted
chil
dren
in
cove
ring
scho
 ol
feeV
erify
ing
and
moni
torin
g the
distri
butio
n of
educ
ation
al
mate
rials

1.1 1.1. # of
meetin
2 gs PTSA 6 1 1 1 1
Assi
st
scho
ol
chil
dren
in
acqu
iring
scho
ol
mat
erial
s,
unif
orm
and
shoe
sFoll
ow
up of
the
PTS
A
parti
cipat
ion
in
scho
ols

1.2 1.1. # of
parent
3
 Con s Parent 12 1 1 1 1 1 1 1 1 1 1 1 1
s
stru
ctio
n of
play
grou
nd,
gree
n
area
s
and
dini
ng
roo
ms
in
gov
ern
men
t
scho
ols
moni
torin
g the
pare
nts
follo
w up
to
their
child
ren

1.1. # of
meetin
4 gs parent 6 1 1 1 1 1 1
Furn s

ish
libra
ries
,
labo
rator
ies
&
ICT
roo
1.3
ms
for
 near
by
gov
ern
men
tal
and
com
mun
ity
scho
ols

Eval
uatin
g
whet
her
each
party
work
s as
per
its
agre
eme
nt or
not

1.4 1.1.
5 # teache 4 1 1 1 1
Proc rs

ure
and
prov
ide
refer
ence
boo
ks to
one
prim
ary
scho
olFo
llow
up of
teach
ers
whet
her
 they
appl
y
child
cente
r
teach
ing
meth
ods

1.5 1.1.
6 # childr 900 300 300 300
Prov en

ide
train
ing
on
Chil
d
cent
ered
,
Parti
cipa
tory
&
Acti
ve
lear
ning
met
hod
olog
ies
&
scho
ol
gov
erna
nce

to
teac
hers
&
fami
ly
etc
 Com
pare
child
ren
perfo
rman
ce
from
the
previ
ous

1.6 1.1.
7 # visits 3 1 1 1
Arra
nge
scho
lars
hip
prog
ram
for
need
y
scho
ol
aged
girlF
ield
visit
and
supe
rvisi
on of
libra
ries,
labor
atori
es
etc

1.7 1.1.
8 # Schoo 1 1
Equi ls

p
one
KG
with
nece
ssar
y
 toys
for
chil
dren
to
play
with
Mon
itori
ng
const
ructi
on
activ
ities

1.8 1.1. #

9 childr 1 1
Enc en

oura
ge
pare
nts
and
chil
dren
to
impr
ove
their
educ
atio
nal
qual
ity
and
scho
ol
perf
orm
ance
Ter
mina
l
eval
uatio
n of
the
proje
ct
1.1.10 Arrange tutorial
class, question & answer
contest and organizing
educational tour for
enrolled children

& facilitate
experience sharing b/n
schools.

1.1.11 Provide award for

good performance
students & Models
teachers (Schools) ,
parents, both for

academic and co-

curricular achievements.

1.1.12 educational support

for special need children
and schools

1.1.13 Celebrate events /

workshop (African Child
Day, World Child Day &
Educational Campaign etc
) with

line offices.

1.1.14 Financial and

material support for needy
sponsored children

2.1.1 Support ABE &

Adult Literacy program
carried by wereda
Education sector & other
stake holders.

2.1.2 Letter writing

training for children and
families

2.1.3 Strengthening child

development centers

2.1.4 Printing new letter

writing template to
progress children writing
 skill
2.1.5 volunteer home
visitors payment
2.1.6 Orient newly
enrolled families about
sponsorship program
2.1.7 Christmas greetings
and gift for enrolled
children
6. Project Implementation plans
6.1. Partners and Roles
Stakeholders and Interests and how affected
Basic by the problem(s)
Characteristics
CBOs Orphan children supported
attend school
primary schools Children and teachers want to
play and learn in safe school
environment
District education Interested to see children learn
offices in a safe school environment
Teachers Children and youths play and
learn in clean school
environment, interested to
give quality education both in
theory &practice
children Interest to get quality
education in safe and
conducive school environment
clubs Eager to see equipped and safe
school environment for their
co-curricular activities
NGOs like MCDP, To involve through financial
RETRAK, CHADET and material support for the
change of the school
environment and improvement
of education quality
6.2. Staffing and Capacity
MCFCS is primarily responsible for the implementation of the project. It has its principal place of business in
Ethiopia. There are basic education and Youth Development program officers and community development
facilitators for the intervention. The organization has also manager, finance officer, accountant and other support
Capacity and motivation to
bring about change
CBOs have financial capacity
to support orphan children,
know who needs additional
support
Have infrastructure, teachers,
administrators,
Technical professionals, mandate
to assign teachers, administrate
schools
Fulfill the minimum requirement
the school needs,
Can achieve good academic
performance,
Can promote the importance of
education to the school and out of
school community,
Have financial capacity, have
better experience to be shared
with, can also address the poor
out of the operational area
Possible actions to address
stakeholder interests
Awareness training on the
importance of education, how
they can collaborate with to help
children at risk
Support on fulfilling materials
that are essential for quality
education
Partnership and collaboration,
On job training on the subject
matters, how teachers can give
care & support to children,
teaching methodology
Reference books, improve
teachers profession, laboratory
equipment, pedagogical center
development
Material support to clubs,
trainings,
Networking and partnership with
thus NGOs
 staff in charge of day to day activities. The project staff has a great role in timely preparation and execution of the
plan of the project. The government bodies including (education and training office of the two weredas) will
collaborate the project through arranging the appropriate experts when needed; community mobilization, project
monitoring & evaluation.

The coordination office of the charity, which is directed and managed by the Manager, will render higher
management support, coordination, and technical back up to the Project. It gives the overall directives and develops
a guideline that can be used in planning, monitoring & evaluation and reporting of project activities. The
coordination office will also ensure effective implementation of the project and efficient utilization of fund through
frequent supervision and capacity building.

6.3. Project Management Structure

The governing body of the Charity is the general assembly consisting of target beneficiary community. The
governance will be done by the executive board consisting of 7 members. Moreover, full time employed staff
including the Manager, technical and support staff will discharge the day to day implementation of the programs as
depicted below in the organ gram. Merkato Child and Family Charitable Society have a total of 30 staffs. The staffs
directly focusing on this project in collaboration with the general manager, finance staff and other respective support
staffs, perform the given activities for the long lasting betterment and the well being of children.

General assembly

Auditor

Executive Board

General Manager

Basic Education ECD & Health Sponsor relation M&E Finance unit
Youth
Officer officer Officer officer head
Development

Cashier Accountant

Admin Assistance Purchaser

Community Development
Facilitators
Messenger
Store
Driver
Guards Cleaners