Malase PLC

CONTENTS
I. SUMMARY......................................................................................................................................3
1. BACKGROUND OF THE STUDY...........................................................................................5
1.1. PROJECT RATIONALE...........................................................................................................6
1.2. THE OVERALL OBJECTIVE OF THE INTENDED PROJECT....................................8
1.3. SPECIFIC OBJECTIVE OF THE PROJECT...........................................................................9
1.4. SIGNIFICANCE OF THE PROJECT...................................................................................9
1.5. POLICY ENVIRONMENT........................................................................................................9
1.6.INVESTMENT INCENTIVES.................................................................................................10
1.7. INFRASTRUCTURE...............................................................................................................11
1.8. CLIMATIC CONDITION........................................................................................................11
2. SERVICE DESCRIPTION AND APPLICATION..........................................................13
3. MARKET STUDY AND SERVICE CAPACITY...............................................................14
3.1. Past Supply and Present Demand...................................................................................14
3.2. PROJECTED DEMAND........................................................................................................17
3.3. FEES..........................................................................................................................................18
3.4. CAPACITY AND SERVICE PROGRAMME......................................................................18
3.5. SERVICE PROGRAMME......................................................................................................18
4. MATERIALS AND INPUT......................................................................................................20
4.1.RAW MATERIALS....................................................................................................................20
4.2. UTILITIES.................................................................................................................................21
5. TECHNOLOGY AND ENGINEERING.............................................................................22
5.1. TECHNOLOGY.......................................................................................................................22
5.2. ENGINEERING......................................................................................................................23
5.3. LAND, BUILDING AND CIVIL WORKS.........................................................................24
5.4. SITE DEVELOPMENT...........................................................................................................25
5.5. BUILDINGS LAYOUT............................................................................................................25
6. MANPOWER AND TRAINING REQUIREMENT.............................................................26
6.1. MANPOWER REQUIREMENT............................................................................................26
TEAM consultancy plc

Email.teamcons@gmail,com
Contact number: 0911445382/0947379692 Page 1
4.2.MANPOWER REQUIREMENT & LABROUR COST........................................................26
6.2. ORGANIZATIONAL STRUCTURE......................................................................................27
6.3. THE MANAGEMENT OF THE PROJECT........................................................................27
.6.4.MONITORING & EVALUATION.........................................................................................28
6.5. TRAINING REQUIREMENT.................................................................................................28
6. 6.BUSINESS IMPLEMENTATION SCHEDULE................................................................29
7. FINANCIAL ANALYSIS.............................................................................................................30
7.1. TOTAL INITIAL INVESTMENT COST...............................................................................30
7.1.1. TOTAL INITIAL INVESTMENT COST...........................................................................30
7.2. PRODUCTION COST.............................................................................................................31
7.3. FINANCIAL EVALUATION...................................................................................................32
7.3.1. PROFITABILITY..................................................................................................................32
7.3.2. RATIOS..................................................................................................................................32
7.3.3. BREAK-EVEN ANALYSIS.................................................................................................33
7.3.4. PAYBACK PERIOD.............................................................................................................33
7.3.5. INTERNAL RATE OF RETURN.......................................................................................33
7.3. 6. NET PRESENT VALUE....................................................................................................33
7.3. 7. ECONOMIC BENEFITS...................................................................................................34
7.3.8. SENSITIVITY ANALYSIS..................................................................................................34
Appendix 7.A.1................................................................................................................................35

I. SUMMARY
Understanding and implementing children's rights is a critical component in
preparing all young people to live in a democratic society that values diversity and is
committed to equality and social justice. Such understanding and practice are
developed at a young age by learning the fundamental facts about rights and
acquiring the necessary skills to put this knowledge into action, such as decision-
making, value clarification, and negotiation. This type of learning is reinforced by the
very nature of the surrounding environment. An appropriate climate is a necessary
complement to effective learning about and through rights, where children are given
the opportunity to develop and practice skills necessary for the defense and
promotion of their own and other people's rights. As a result, children's rights are
best learned in a democratic setting where participation is encouraged, opinions can
be expressed openly and discussed, and fairness and justice exist. Schools, in
general, provide a structured learning environment for many children, particularly at
the primary levels, and provide an excellent opportunity to learn. Schools, in general,
provide a structured learning environment for many children, particularly at the
primary levels, and provide an excellent opportunity to focus on changing children's
knowledge, skills, and attitudes. They are a low-cost method of reaching children
while ensuring broad coverage and sustainability through the education sector's
existing infrastructure. Schools constitute a resource in the community by having an
impact on the habits of its members, where children can play the role of change
agents within their families and communities in relation to rights and can become
good partners for information propagation .Therefore, the objectives of this preschool
education proposal is aimed on Ensuring smooth physical, mental and emotionally
development in children and acquisition of positive habits and Preparing children for

primary education.
Based on the aforementioned project's primary goals, a total of 2,200 square
meters of land is needed, of which 2100 square meters are built-up space. At a
cost of birr 1135 per square meter, the construction of buildings and civil works is
expected to cost birr 4,356,880.It is estimated that Birr 10,892,200 million will be
required for the project's total investment, including working capital. Fixed
investment costs (Birr 7,842,384 or 72%) account for the majority of total
investment costs, followed by pre-operation costs (2,069,518 or 18%) and initial
working capital (Birr 980,298 ml or 10%). Foreign currency equivalent to 6% of the
investment's total cost is needed.
As many as 30 people could get jobs as a result of the project. By displacing

current imports, the development of such a service sector will help the nation save
foreign exchange .30% Owners' equity as well as a bank loan are anticipated to
finance the project. The remaining 70% of the total investment cost, or (birr
7,624,540, will come from a bank loan that must be repaid within three years of
operation in 12 monthly installments. With a one-year grace period, the loan is
anticipated to be released on January 1, 2023.
The project is financially viable with a net present value (NPV) of Birr 11.31 million
and an internal rate of return (IRR) of 15.11 percent.

1. BACKGROUND OF THE STUDY
According to various scholars' descriptions of the vital role of

education and training in the building of nations, education
plays a very important and central role in the country's
transformation strategy. Their point of view demonstrates that
education is an important tool for a nation's or a country's
development. The importance of education should always be
taken into account when developing a national development
strategy in order to bring about the desired change. Similar to
the aforementioned concept, it has also been stated that
education plays a crucial role in the country's technological
advancement, which serves as the primary driver of economic
growth.
A country’s change or advancement is here seen in terms of
technological development. This change obviously results in
economic growth. The roles played by education is, therefore,
crucial that it is an instrument to technological progress and
the educational settings are centers of technological
transformation as well sources of skilled human labor
contributing to the nation’s economic development. Among the
educational settings, primary education is one component in
education and training programs that have been widely
expanding globally. Considering it as a very important program
to economic development in providing the required human
capital as well as creating potential entrepreneurs, has
described the role of education as it is concerned with the
acquisition of knowledge and skills for the world of work to
increase opportunities for productive work, sustainable
livelihoods, personal empowerment and socio-economic

development for both women and men, in both urban and rural
communities. A quality education program me plays an
essential role in promoting a country’s economic growth and
contributing to poverty reduction as well as ensuring the social
and economical inclusion of marginalized communities.
Education as the master key to poverty alleviation and social
cohesion and as central to the promotion of sustainable
development.
The poverty-reducing effect of growth is dampened particularly if
growth is concentrated in sectors that have low employment
potentials, and where workers lack the skills to take advantage
of the opportunities offered by growth. Above all, women and the
youth are the primary fatalities of un- employment, among
others, due to lack of skills. Incidentally education and training
is believed to have desirable effect on the employability of
individuals and on their access to gainful jobs.
Expansion of education and training is among the active labour

market policies that governments adopt to enhance the
endowments of the poor and their entitlements. In view of this,
Education and Training programme is vital in furnishing skills
required to improve access to employment opportunities,
improve productivity, and raise income levels. The Ethiopian
development strategy of five years, Plan for accelerated and
sustained development to end poverty was prepared based on
MDG targets and the government’s vision for Ethiopia’s
development. Incidentally, resource was largely directed to main
concern sectors such as: education and training, health, and
infrastructure. The current development strategy, the Growth
and Transformation Plan centers on job creating economic
activities, achieving even-handed social development and The

strategy stated that tremendous human resource deficit in
Ethiopia responsible for the low state of industrial development
is a prevailing condition.
The programs are envisaged to produce middle level technically skilled manpower
necessary to the labor market and the economy.
1.1. PROJECT RATIONALE
The emergence of the comprehensive National Early Child Care and Education
Policy Framework which was endorsed and signed by the Ministry of Education,
Ministry of Health and the then Ministry of Women, Children and Youth Affairs
was considered phenomenal in the history of preprimary education in the country.
The awareness of parents on the importance of early childhood education has
increased which created a huge demand for access and quality pre-school
education. Due to the pressure from parents, schools are forced to admit even
children age 4-5 years in the O-classes. Although the O-class was meant to
children of six years of age, many schools are admitting under six years due to the
existing parental demands. Indeed, in some places the active engagement of the
community in mobilizing resources like for example, contributing for the monthly
salary of the school teacher is worth mentioning. In some cases, the duration of
the daily stay in the O-class program was found very short by parents. There were
also instances, where parents’ complaints were filed on the variation of the
duration of the program.
There is an emerging trend of launching Early Childhood Teacher Education
programs at various colleges of teacher education and some universities at
certificate, diploma, bachelor’s and master’s degree levels. This is an encouraging
undertaking which will have ramifications in the profile of pre-primary teacher
education which in turn will have a direct bearing in the quality of pre-primary
education on the ground.
Several studies have confirmed that early childhood development is the prime
developmental stage for the cognitive, social-emotional and physical development
of the child. It is the time when the brain is sensitive to the external influence,

fundamental attitudes and values are formed, pre-literacy, pre-numeracy skills
and socio-emotional skills are developed which are crucial for the well-being and
success of the child in the subsequent years of development. According to the UN
Sustainable Development Goal 4, ensuring inclusive and equitable quality
education is the foundation to improving people’s lives and sustainable
development. The Ethiopian Government has also shown its commitments to
expand and improve the quality of early childhood education program in its.
Following the international and national growing interest in the area, and
assessing the state and art of early care and education in the country, the
following intervention areas mainly focused on the O-class (School Readiness
Program) are suggested as its prospect for scaling-up in the Ethiopian context is
believed to be high,
 Ensure that school readiness program is free, compulsory and part of the
general education;
 Develop separate organizational structure starting from ‘Woreda’ level for

ECE, assign ECE head teacher who would be in charge of the school
readiness program, and accountable for the ‘Woreda’ Education Office;
 Link health and nutrition component with preschool programs so as to

realize the holistic development of children;
 Diversify the sources of financing, by engaging parents and the community,

and the government should seriously consider funding strategies and
initiatives as pre-primary education is an investment with long-term
returns;
 Allocate the necessary annual budget for the program;

 Encourage and support the private sector to invest in preschool and run
quality services.

 Design comprehensive curriculum to facilitate the holistic development of
the child, which may include cognitive, socio-emotional physical as well as
life skills development;
 Consider two years O-class program(4+ and 5+) as midterm strategy, that is,
by stretching the preschool program a bit from one year to two years
accommodating four and five years cohort groups, and the alternative brief
programs (child to child and accelerated learning readiness) as short term
strategy for marginalized and disadvantaged children;
 Extend the duration of the school readiness program step by step from 3
years of age as a long term strategy so that children of age 3,4 and 5 will
enjoy age appropriate developmental programs;
 Contextualize the content of the curriculum through using local learning

and play materials such as games, stories, songs and puzzles, and organize
technology supported learning and reading corners ;
1.2. THE OVERALL OBJECTIVE OF THE INTENDED PROJECT
 To create a competent, motivated, adaptable and innovative workforce
 Contributing to poverty reduction, social and economic development

through facilitating demand-driven.
 To provide high quality education and training, relevant to all sectors of

the economy, at primary level and to all people in need of skills
development.
 To produce middle-level skilled manpower necessary to the labor
market and the economy.
1.3. SPECIFIC OBJECTIVE OF THE PROJECT.
 It is believed to have number of significances. Principally, it contributes

to the efforts being made towards improving the involvements of education
in the country’s economy.

 It is expected to provide some insights for more informed interventions as
feasibly designed in the sectors development strategies.
 It could pave ways for further investment in the same sector as well as
other business undertakings in a more equipped manner to use existing,
abundant human resources for employment creations, entrepreneurial
ignitions, income generations, as well as socioeconomic development.
1.4. SIGNIFICANCE OF THE PROJECT.
The project which intended to be established is believed to have
number of significances. Principally, it contributes to the
efforts being made towards improving the involvements of
education in the country’s economy. Thus, the project is
expected to provide some insights for more informed
interventions as feasibly designed in the sectors development
strategies.
The project is proposed to be implemented in Tafki 04 town

administration of special zone of Oromia Regional state. The
town is found in Special Zone Administration of Oromia
Surrounding Finfinne at about 25 Km south west of Finfinne
city (Addis Ababa). The town is known for accommodating
varies investment opportunities which were privately owned
investment projects where known to accommodate over 20
projects. Out of this project there are also many more projects
categorized as large and medium size. Due to the availability of
those industries, a number of people are moving to the District
in search of employment opportunities. Availability of all basic
infrastructures such as road, water connection,
telecommunication network, financial institutions, availability
of power connection and many more services enabled investors
to decide as investment destinations.

1.5. POLICY ENVIRONMENT
The rapid economic progress attained by the country in the last
nine years is the outcome of the favorable economic policy
focusing on liberalization of prices and markets, removal of
subsidies, reduction of tariffs and liberalization of external
current account convertibility. What is more, these measures
have also been supported by favorable fiscal and monitory
policies adopted by the government.
Similarly, the newly formulated trade policy, embracing measures

like the devaluation of the Birr, introduction of weekly foreign
exchange auction, suspension of taxes and duties on most
exportable items, and liberalization of the trade, improved the
competitiveness of the country’s economy in the world market.
The conducive environment created for the development of export,

the various export incentives offered by the government, and
the fact that Ethiopia offers access to producers and
manufacturers to larger markets by virtue of its being a
member of the Common Markets for Eastern and Southern
Africa (COMESA) – an economic bloc consisting of 23 member
countries with a total population of over 300 million people,
and the fact that it is well placed to benefit from “Everything
But Arms” trade opportunity offered by European Union, and
the fact that the country is, moreover, a beneficiary of the
‘African Growth and Opportunity Act” (AGOA) - which offers it
a privileged access to the large U. S. market – all of these
factors have contributed to the country’s success in attracting
more and more investors from different parts of the world.
The above-mentioned steps taken by the government to create the

favorable investment conditions, and the wide ranging

adjustments and reforms it has made several times so far to
the existing laws, regulations, and directives so as to
incorporate changes and timely improvements deemed
necessary, are outcomes of the conducive economic policy it
has put into place from the outset. Briefly speaking, the policy
environment in Ethiopia for the project under consideration is
suitable and attractive. .
1.6. INVESTMENT INCENTIVES
The government actively encourages both domestic and foreign participation in the
economy, through a plethora of investment incentives, which include:
 100% exemption from the payment of import duties and other taxes levied on
imports of capital goods, equipment and spare part up to 15% of the value of
capital invested;
 Exemption from the payment of import duties levied on the import of raw
material for production of export- orientated goods;
 Income tax exemption for periods ranging from three to eight years; this is a
function of where the investment is located and also the priority accorded to
that particular good;
 All research and development expenses are tax deductible; and
 Remittance from the proceeds of the sale or transfer of shares or assets upon
liquidation of enterprises to domestic investors is exempted from the payment
of any tax.
1.7. INFRASTRUCTURE
The project area is the direct beneficiary of some infrastructure like road and some
distance from other like electric power, telephone, and health center with some
distance. As the project aim to improve these infrastructures in the near future,
local community and other organization will benefit.
Road coverage, gravel road 10 km from main road, Electric power coverage, full

access for feeding production process and 24 hour’s generator for fattening (source
of power on the cost of the project owners), full network access and one hospital
and health center and enough first and one second cycle school.
1.8. CLIMATIC CONDITION
The climatic condition of the area based on eco-climatic classification termed as

wayena Dega (temperate) and the area demarcated under such region are
characterized by three seasons and locally known as Bega (October to January),
Belg (February to May) and Kermit (June to September). In general, the climate is
favorable for a dairy, beef, vegetable and forage production.
The soil type is dominated by clay loam soil (32%), silt loam soil (40%), loam soil
(15) and clay soil (13%) rolling and undulating land features as well as hills and
mountain side slopes, having some organic matter. These soils are known to be
generally low in available nitrogen and phosphorous as evidenced by their
responses to several fertilizer experiments.
The area is rich with ground water resource that can be used for irrigation and
drinking surrounding the farm. There is also one seasonal river that flash flood
during rainy seasons. The project area has access to both ground which is the
major source of water that may cost on an average 50 meter depth, costs 4000
birr per meter and total depth costs 200,000 birr including pipe distribution and
Drainage River which is cross the project area is easy access to store enough
harvest and store water.
Generally, the town and particularly the Keble have high potential compared with
the surrounding area. With some management action in the near future, the area
has a potential of integrated production system of; animal (fatting, dairy,
breeding), crop and tree species. The area also has good potential for agro-
processing, lowland and highland fruits, vegetables, and cereal, oil crop
indicating that different institution had interested to invest in the sectors mostly
in Agro-processing, Agro-forestry, which could create symbiotic relation among

land- human-livestock-plant ecosystem.
2. SERVICE DESCRIPTION AND APPLICATION
The earliest years of life are pivotal in forming the foundations for healthy
development and providing children and their societies the opportunity to reach
their full potential. The earliest years of life considered as the period of rapid
development in the human beings and the periods from conception through age
six as a very critical to the complete growth of children’s health, cognitive,
psychomotor, personality and social development of children.
A research conducted by the United Nations Children’s Fund on children
development revealed that early childhood interventions have lasting effects on
their intellectual capacity, personality and social behavior. Additionally, other
research studies demonstrated that the earliest years of a child’s life represent a
crucial period of biological, neurological, psychological, social and emotional
growth and change. This realization has generated immense interest and creative
thinking in the field of development and education. Thus, children need
worthwhile skills and experience to become competent and responsible
citizens that benefit themselves, their parents and the country at large. This

diverse benefit calls for an organized and a meaningful education.
Kindergarten is a form of pre-school education in which children

aged three to seven are taught through creative play, social
interaction, and natural expression. Play is a significant aspect
of a kindergarten employing games, songs, specially chosen
work materials, and stories to address the needs of small
children. It is aimed at growing children in a free atmosphere
away from home. Accordingly it is sometimes called “children’s
garden”. It serves as a transitional stage from home to the
more formal schooling that followed.
In class, they are introduced to the alphabet, numbers, and
colors; they study their bodies, their families, and their
communities; they listen to stories read aloud; they make art
projects; they participate in skits and dramatic productions;
and they learn about holidays, plants, animals, and other
topics in science and social studies. Some kindergartens also
teach introductory reading and mathematical skills.

3. MARKET STUDY AND SERVICE CAPACITY
In order to study the feasibility of pre-school establishment, a demand –supply

analysis was made taking stastical data from the CS, forecasting the growth rate of
the population of Tafki town administration targeting on the age of kindergarten
school. The following demand –supply gap was made.
3.1. Past Supply and Present Demand
As of 2014/2015 there are estimated about 31.8% pre-school education facilities
in School enrolment ratio is one vital indicator that measures performance in
education sector. In this regard there has been a remarkable improvement in the
education statuses of the region during the past ten years particularly with respect
to pre-school education.
As can be observed from Table 3.1 gross primary enrollment (grade 1-8) ratio
increased from 100% in 2000/2001 to 116.4% in 2004/2005 and net primary
enrollment (grade 1-8) ratio increased from 84.1% in 2000/2001 to 95.5% in
2004/2005. Moreover gross secondary enrollment (grade 8-10) ratio increased from
55.6% in 2001/2002 to 73% in 2004/2005 and net secondary enrollment (grade 9-
10) ratio increased from 27.4% in 2001/2002 to 39% in 2004/2005. Though
remarkable progress is made at primary level and secondary, pre-school enrolment
level is still very low.
Current education service providers in the town which intended to establish the
school is a few and not satisfy the demand of education of the surrounding
community as reported recently. As it can be seen from the Table 3.1 the private
sector is the dominant sector in the ownership of kindergarten schools owning and
operating 31.8% of the number of education facilities at kindergarten level. The role
of the government is extremely limited owning only 1.6% of the school facilities. The
basic reasons the private sector is dominating in KG are that, The government’s
policy that focuses on providing basic education to all and accordingly the
government is not investing in KG, Traditionally in the City and in the country as a
whole KG is the domain of the private sector, and Compared with primary and
secondary schools, investment required in KG is small, which attracts the private
investors with weak financial capacity.
Table 3.1
SCHOOL ENROLLMENT RATIO AT PRIMARY LEVEL (2000/2001-2014/2015)
Enrollment Ratio Annual Value in %
2010 2011/ 2012/ 2013/ 2014/
/11 12 13 14 15
Gross enrollment at kindergarten NA NA NA NA 31.8
level
Net enrollment at kindergarten level NA NA NA NA 26.3
Gross enrolment rate at primary 124.4 122.8 118.2 116.2 111.4
(grade 1-4)
Net enrolment rate at primary (grade 84.4 82.5 79.7 79.3 77.1
1-4)
Gross enrolment rate at primary 83.7 91.5 100 109 121.3
(grade 5-8)
5-8)
Gross enrolment rate at primary 100.0 104.7 110.0 112.4 116.4
(grade 1-8)
1-8)
Gross enrollment at secondary (grade NA 55.6 63.0 68.1 73.0
9-10)
Net enrolment rate at secondary NA 27.4 31.7 35.4 39.0
(grade 9-10)

Table 3.2
NUMBER OF CHILDREN WITH NO ACCESS TO EDUCATION AND NUMBER OF
SCHOOL SECTIONS AND TEACHERS REQUIRED (2014/15)
Level of Education Number of Children Additional
Number Number Number Number of
Eligible Enrolled with No Sections
Access Required
Primary 1st cycle ( grade 1- 166,04 128,023 38,025 761
4) 8
Primary 2nd cycle (grade 5- 171,03 139,393 31,641 633
8) 4
Total 337,08
2 267,416 69,666 1394
Source: Education Statistics Estimation

Accordingly, based on the standard parameters acquired from the Oromia Bureau
of Education, it can be concluded that there is a supply gap in education service
facilities supply in the region to provide education at acceptable level of standard.
The supply gap is given in Table 3.3.
Table 3.3
SUPPLY GAP IN BASIC EDUCATION FACILITIES BY TYPES AND LEVEL OF
EDUCATION AS OF 2014/2015

Level of education Number of school sections Supply Shortfall
At Present Required In Number In %
Based on the
Standard
Primary level (1-8) 6,760 7,847 1,087 13.9
Kindergarten 1920 8140 6220 324
Total 8680 15987 7307 337.9
As can be seen from the above Table as of 2004/2005 the supply gap of education
facility at primary level is 1,087 sections, and at kindergarten level 6220 sections.
Accordingly, assuming that there are no additional schools constructed since
2004/2005 and demand for primary and pre-school school grows at annual
average growth rate 2.9% which is equivalent to the growth rate of population, the
present (2008) supply gap of education facility at primary level is 1,087sections,
and at kindergarten level 6220 sections.
Forecasted intake capacity (supply) of schools.
school
age forecast forecast Dema
year populati ed ed nd
s on demand supply Gap
201
5 5624 3093 1,406 1647
201
6 5784 3181 1,446 1693
201
7 5952 3274 1,488 1743
201
8 6124 3368 1,531 1792
201
9 6304 3467 1,576 1845
202
1 6488 3568 1,622 1382
202
2 8744 4809 2,186 2623
total 45020 24761 11,255 12726
3.2. PROJECTED DEMAND

In projecting the demand for pre-school and primary school it is assumed that
demand for pre-school and primary school increases at annual average growth rate
2.9% which is equivalent to the growth rate of population. Accordingly, by taking
the present estimated demand as a base and applying an average growth rate of
2.9% the projected demand is shown in Table 3.4.
Table 3.4
FORECASTED DEMAND PROJECTION FOR THE NEXT 8 YEARS
Year Pre-school school

As can be referred from Table 3.4, the
2021
demand for 1647 kindergarten school
2022
section will reach 1693 12726 after eight
2023
years. This is a very 1743 conservative estimate
2024
given the number of 1792 children with no
2025
access to school as 1845 well as the planned
2026
annual economic 1382 growth rate of 10%.
2027
With economic growth 2623 and improved in
2028
standard of living of 12726 the city dwellers the
Total 25451
proportion of families who can afford to
send their children to a kindergarten will increase which will likely cause an
increase in demand for kindergarten school.
3.3. FEES
Service fee depends on the quality and the types of services offered at a
kindergarten. Currently the monthly service charges per children vary from Birr
500 per month to Birr 720 per month. Therefore, Based on current price charged by
private primary schools the recommended price for the envisaged school is Birr 650
- 970 per student/ month.
3.4. CAPACITY AND SERVICE PROGRAMME
1. CAPACITY.
Taking in to account the market study on existing condition of pre-school education
related with the number of enrolment and eligibility and economic level of service
provision, the envisaged school will have a total 18 sections as shown on Table 3.1.
Table 3.5
CAPACITY OF PRE-SCHOOL SECTIONS AND STUDENT SIZE ON AVERAGE
Sr. Level of Number of

student/class total
No. Education Sections
1 KG1 6 50 300
2 KG2 6 50 300
3 KG3 6 50 300
Total 18 50 900
3.5. SERVICE PROGRAMME

The project requires some years to penetrate into the market and capture a
significant share. It will start providing services at 75% and 90% of its rated
capacity in the first and second year of service provision, respectively. Full service
provision shall be attained in the third year and then after.
The proposed service provision programme is shown in Table 3.3.
Table 3.3
SRVICE PROVISION PROGRAMME
Year of Service Provision
Service 1 2 3–10
% Of Service Provision Capacity 75 90 100
Total number of sections 6 12 18

Total no. of students 300 600 1800
4. MATERIALS AND INPUT
4.1RAW MATERIALS
The major raw materials required for the envisaged service are sanitary materials
(corrosive agent, pesticides, bleaches, detergent, cleansers, polishes, sheet tight –
fitting mattress made of water proof, etc). Most of the raw materials and inputs
required for running of the kindergarten are locally available. The estimated annual
raw and auxiliary materials cost at full capacity is about Birr 36,000. The list of raw
materials requirement is presented in Table 4.1.
The main materials and inputs required for the provision of kindergarten education
service are given on Table 4.1. The cost of these and other related materials are
estimated to be of Birr 100,000 in local currencies at full capacity operation of the
center.

Table 4.1
RAW MATERIALS AND CONSUMABLES REQUIREMENT AT FULL CAPACITY
AND ESTIMATED COST
Sr.No Unit of costs
. Materials Measure in birr
CURRICULUM: Package 54000
Responsive to individual and social need
1 Comprehensive coverage
EDUCATIONAL MATERIALS: Lump sum
Quantitatively adequate
User friendly, easily exploitable and
challenging to both instructors and learners 72000
A judicious mix of print-audio-oral materials 0
2 Closely related to the goals of the curriculum 72000
3 Cleaning materials Lump sum 12600
5 Other miscellaneous items 23400
6 Sanitary materials 10 36000
7 Sheet & others L.S 23400
8 Teaching materials L.S 54000
57274
9 Instructors and student uniforms L.S 0
93814
Total 0
4.2. UTILITIES
Electricity and water are the predominant utilities required for any programme. The
utilities required and the corresponding cost is given in Table 4.2. Utilities required
by the plant are electricity, fuel (for cars and generator) and water for proceeding

and sanitation. Major utilities cost for feed production).The total yearly
consumption of utilities at 100% capacity utilization rate and their estimated costs
are given in Table 4.1
Table 4.2 UTILITIES REQUIREMENT & COST
Sr. Utility Qty. Unit Price Cost
No.
1 Electricity[kWh] 5000 0.4736 2368
2 Water[m3] 1000 3.25 3250
3 Fuel (litter) 800 20 16,000
4 Regular telephone 1,560
Total 23178
5. TECHNOLOGY AND ENGINEERING

5.1. TECHNOLOGY
1. PROCESS DESCRIPTION
In Ethiopia children that will usually attend kindergartens are of age between three
and six. The three- year program, known as Nursery, Kindergarten 1(lower
kindergarten- LKG) and Kindergarten 2 (upper kindergarten-UKG) prepares

children for their first year in primary school education. Kindergarten is considered
the first year of formal education, although the child may have gone to
preschool.“High/Scope Learning” is a style of learning that is used in many
kindergartens in abroad. This learning style is very interactive and requires a great
deal of the children and the teacher. A kindergarten schools shall comprise of the
following:
 Shall be a full-day program with an option for a four-day or five-day format.
 Shall be integrated program that develops spiritual, physical, emotional and

social growth.
 The classrooms shall have a wide variety of materials that invite the students
to engage in learning through play and enhance the subjects that are taught
throughout the day.
 Systematic instruction shall be provided and progress is monitored through
ongoing assessments with the goal of mastering letter identification;
beginning, middle and ending sounds; rhymes and syllables.
 Letters shall be taught that can be form words.
 Students are to be exposed to frequently used words and are given the
opportunity to read them through guided reading.
 Students shall be taught the formation of letters and numbers as they learn
the names and sounds of the letters each week. A wide variety of materials
are used to practice the letters after students have traced them on the
chalkboard.
 Hands on activities, utilizing a wide variety of materials, are used to enhance
the math lessons in kindergarten. Math is a program that uses various
materials to teach the basic skills of counting, number concepts, patterning,
graphing, measuring, weighing, addition and subtraction. The goal is for
students to understand and articulate the concepts taught in math.
 The scientific method shall be introduced in conjunction with various books
about creation.
 Students have to be encouraged to hypothesize about clouds, water, rocks,
plants, apples. Pumpkins, fish, etc.
 Machines and the five senses are two of the favorite themes presented later in
the school year and serve to enhance the fun of science experiments.
 Students shall be exposed to books, songs, food and activities that teach
about friendship, holidays and famous people. These themes are emphasizing
throughout the calendar years.
 Kindergarten students shall attend art, computer, library, music and physical
education each week. Field trips are designed to enhance lessons.
Play forms the key note for kindergarten while aiming at optimal development of
children. Interesting teacher guided activities like singing, dancing, dramatic play,
oral expression, storytelling, informal physical education, the morning assembly
and the creative sessions expose the child to an entire new world where learning is
fun, exciting and something to look forward to. To inculcate in them a spirit of
confidence, participation and sportsmanship, the school shall offer a range of
indoor and outdoor games.
5.2. ENGINEERING
.The provision of such service doesn't have any adverse impact on environment
5.2.1. MACHINERY AND EQUIPMENT
The list of machinery, equipment and other facilities required for provision of
primary and secondary education service is given in Table 5.2.The estimated cost is
Birr 1,307,064 which is totally required in local currency.
Table 5.2
MACHINERY, EQUIPMENT& TOOLS REQUIREMENT

Total
cost
Description UOM Qty (Birr)
1 Desk top computers Set 35 525000
2 Scanner Pcs 6 156
Photo copy machine Pcs 6 60600
4 Workshops machineries, tools and
equipment(Electrical ,mechanical,
wood Works, automotive,
building construction, machine,
Electronics ) Lot 36 273,240
5 Laboratory equipment and 217,168
facilities (Physics, biology,
chemistry, Lot 14
6 Printer Set 12 120000
7 Cafeteria facilities set 9 90900
8 Other miscellaneous items 20000
Total 1,307,064
5.3. LAND, BUILDING AND CIVIL WORKS
The envisaged pre- school requires a total plot of land of 2200m2 area, out of which 1,056 m2 area is
class rooms), library(49m2), assembly hall(79m2), workshops(52m2),laboratory(52m2),administration
offices(42m2), reception(37m2), toilet(37m2),computer lab(49m2), lounges(106m2) etc).student
cafeteria(106m2),parking lot(132m2),garden(88m2),soccer field with track(132m2) ,basket ball and
volleyballs courts(176m2), guard room(11m2) etc.

SUMMARY OF LAND UTILIZATION
Land
size (m3)
Facilities needed
1 class rooms 1056
2 Library 49
3 Assembly hall 79
4 Workshops 52
5 Laboratory 52
6 Administration offices 37
7 Reception 37
8 Toilet 37
9 Computer lab 49
10 Lounges 106
11 student cafeteria 106
12 parking lot 132
13 Garden 88
soccer field with track
14 132
15 basket ball and volleyballs courts 176
16 guard room 11
total 2200
5.4. SITE DEVELOPMENT

 Preferably the entire site should be fenced with barbed wire or compound wall
is constructed with gates at suitable places
 Internal roads should be of tar/bricks/ depending upon the soil conditions,
rainfall and the number of vehicles moving every day.
 Proper drainage arrangements should be made to ensure cleanliness.
5.5. BUILDINGS LAYOUT.
The civil works comprise of main building, which includes, Main processing hall,
provision for manufacture of other products, cold storage, Laboratory, quarters,
office, garages, security post etc. The essential facilities.

 Waste water treatment plant area-for treating the dairy effluents before
releasing to the fields.
 Quarters and office area-for all the essential staff.
 Vehicle parking area-both for the milk procurement and distribution vehicles.
 Input supply area- for providing veterinary service, supply of feed, fodder
seeds, etc
6. MANPOWER AND TRAINING REQUIREMENT
6.1. MANPOWER REQUIREMENT

The total manpower requirement, including skilled and unskilled labor is 30
persons. The corresponding total labor cost, including fringe benefits, is estimate at
Birr 1,108,200.Table 6.1 shows the list of manpower required and the estimated
annual labor costs.
Table 6.1
MANPOWER REQUIREMENT & LABROUR COST
Sr. Req. Salary (Birr)
No. Job Position No. Monthly Annual
1 Director 1 9,000 108000
2 Senior Secretary 1 1,000 12000
3 Student dean 1 3,500 42000
4 Planning & Evaluation Officer 1 2,000 24000
5 Public & External Relations Officer 1 2,000 24000
6 Instructor 10 3,350 402000
7 Registrar 1 2,900 34800
8 Student Record Officer 1 2,600 31200
9 Head, finance & administration 1 3,000 36000
10 Computer Administrator 1 2,500 30000

Sr. Req. Salary (Birr)
No. Job Position No. Monthly Annual
11 Documentation attendant 1 2,400 28800
12 House Keeping Supervisor 1 2,400 28800
13 Financial clerk 1 2000 24000
14 Head ,security guard 1 2,350 28200
15 Lab Assistant 1 4,000 48000
16 Workshop attendant 1 4,000 48000
17 Tool Keeper 1 2,800 33600
18 Librarian 1 2,400 28800
19 Cleaner 2 2,000 48000
20 Guard 2 2000 48000
Grand total 30 - 1108200
6.2. ORGANIZATIONAL STRUCTURE

For effectively and efficiently managing the operation of the project the organization
of its management is structured into different department and Section which
include; General Manager, Production and Quality Control department, Finance
and Administrative Department, Marketing and Sale Department. The production
Department sub divided in to sub sections which include Soap manufacturing
section leader, and Detergent manufacturing section leader. Finance and
Administrative department sub divided into finance and administrative head by in
dependent leaders.
6.3. THE MANAGEMENT OF THE PROJECT
From management viewpoint, the development of this school construction will be
under democratic management & control of the local communities with
sustainability schemes. The project activities and organizational duties and
responsibilities are controlled in YENGA BETSEB PLC BOARD of the school based

k
A
y
m
fu
o
h
ls
c
tp
a
rg
e
d
in
on the organizational Structure shown below. General Manager is key recruited
personnel for the activities of school and project management with other employed
human resources. This project is supervised and controlled by project coordinator
and the manager of the organization is key personnel for reporting the progress and
implementation of the project with the project coordinator
The following Diagram shows the Organizational structure of the proposed Project.
6.4. MONITORING & EVALUATION

The Construction activities are monitored with governmental pectoral offices, partners, and
relevant stakeholders at any time reflected with common agreement in a participatory
manner through community meetings, visit to construction and organization of pedagogical

centre. Feedback meetings will be planned and held at the community. These meetings will
help the community review what had been done, what succeeded and what failed, why it
failed or succeeded, lessons learnt and issues that need to be resolved further. The
community and other stakeholders involved in the implementation process will be in-
charge of day-to-day monitoring of the project activities and will participate in preparation
of relevant monthly and annual progress reports.
6.5. TRAINING REQUIREMENT

Employees are the backbone of the organization. The accomplishments or issues
experienced by the organization are contingent to the performance of its employees.
Therefore, it is vital for company leaders to recognize the importance of training in
employee performance and evaluation. Enhanced capabilities, knowledge, and skills
are the foundation for the company competitive advantage in today’s global market.
Although a large number of have been accomplished in the field of training and
development in employee performance, it appears that company leaders still
experience gaps and challenges in this regard. For this reason, the goal of this
narration is to provide concise information about the concept of employee training,
development, performance, and evaluation, as well as the reasons, impacts,
approaches, benefits, and guidelines when implementing effective employee training
and development opportunities, which ultimately enhance employee performance.
6. 6.BUSINESS IMPLEMENTATION SCHEDULE

Generally, it takes about 14 month’s period for obtaining loan, finalizing the
suppliers and construction of various civil structures and installation of plant and
machinery. Purchase of vehicles, utilities and office furniture and equipment’s goes
simultaneously while other investment activities including construction, machinery
procurement & installation, etc. are carried out. Educated and skilled manpower
will be recruited before machinery installation and commissioning to provide first
hand training to newly employed workers by the engineers installing the

machineries and make trial production together. Proper planning needs to be done
so as to take up various activities without any break. The activity wise schedule of
implementation is to be given in the project.
The project is expected to start commercial production in June 2022 while the
remaining months in 2020 and part of the months in 2021 are assumed to be the
project's implementation period. Detail planned schedule of the company is kept in
the following here under.

7. FINANCIAL ANALYSIS
The information presented in the previous chapters and the following hypotheses
form the basis of the financial analysis of the project to develop human capital:
1 Construction period:- 1 year
2 Source of finance:-
3  Owners equity 30%
4  Bank loan 70%
5 Tax holidays: 5 years
6 Bank interest: 10%
7 Discount cash flow: 10%
8 Accounts receivable:- 30 days
9 Raw material: local
10 Work in progress:- 1 day
11 Finished products:- 30 days
12 Cash in hand:- 5 days

13 Accounts payable:- 30 days
14 Repair and maintenance machinery cost 5%
7.1. TOTAL INITIAL INVESTMENT COST

7.1.1. TOTAL INITIAL INVESTMENT COST
The project's overall investment cost, including working capital, is anticipated to be
Birr 12,377,500 million. Fixed investment costs account for 72 percent of total
investment costs, with pre-operational costs (18%) and initial working capital (10%)
following closely behind. In foreign currency, Birr 46 percent of the total investment
cost is required.
7.1.2. INVESTMENT COSTS

TABLE 7.1 INITIAL INVESTMENT COST (BIRR 000)
Sr. Local Foreign Total

No Cost Items Cost Cost Cost
Fixed
1 investment
Building and
1.2 civil work 4356880 4356880 40
1.3 Machineries 1307064 325000 1307064 12
Double cup pick
1.4 up vehicle 1023867 13333 1023866.8 9.4
Freight
1.5 car(Isuzu) 511933.4 10000 511933.4 4.7
1.6 Generator 21784.4 21784.4 0.2
Office furniture
1.7 and equipment 87137.6 87137.6 0.8
Feasibility study
1.8 costs 177390 177390 0.3
Sub total 7842384 7842384 72
Pre operating
2 cost * 0 0 0
Pre operating
2.1 cost 653532 653532 6
Interest during
2.2 construction 1415986 1415986 12
Sub total 2069518 2069518 18
Working capital
3 ** 980298 300000 10
Grand Total 10,892,200 135,370 10,892,200 100
Loan repayment schedule

Beginning bal. Payment Interest Principal End Balance
7624540 2,438,158.95 1,372,417.20 1,065,741.75 6,558,798.25

6,558,798.2
5 2,438,158.95 1,180,583.69 1,257,575.26 5,301,222.99
5,301,222.9
9 2,438,158.95 954,220.14 1,483,938.81 3,817,284.19
3,817,284.1
9 2,438,158.95 687,111.15 1,751,047.79 2,066,236.39
2,066,236.3
9 2,438,158.95 371,922.55 2,066,236.39 0
12,190,794.7
Total 5 4,566,254.73 7,624,540.00
7.2. PRODUCTION COST

At maximum operating efficiency, the annual production cost is estimated to be 14349.7
million (see Table 7.2). 90% of the cost of production is made up of school input. Land
lease, depreciation, and utilities account for 3.05 percent, 2.0 percent, and 1.28 percent of
total production costs, respectively. The remaining 5.72 percent of the total is made up of
direct labor, repairs, maintenance, financial costs, and other administrative costs
.Table 7.2 ANNUAL PRODUCTIONS COST ('00 BIRR)
Items Cost %

Raw Material and Inputs 561,923 91.00
Utilities 23,178 1.28
Lab our direct 340200 0.43
Total Operating Costs 925.3 96.73
Depreciation 11407.40 2.00
Cost of Finance 2,017.00 1.28
Total Production Cost 14349.7 100
7.3. FINANCIAL EVALUATION

7.3.1. PROFITABILITY
Investing in education sectors is very profitable when done the right way. The
profitability of the educational business depends on the enrollment fees of the
student. It is important that promoter understand the mentioned margins and
conversion ratios before he starts business.
Based on the projected profit and loss statement, the project will generate a profit
throughout its operation life. Annual net profit after tax will grow from Birr 1.2 mil
to Birr 5.2 million during the life of the project. Moreover, at the end of the project
life the accumulated cash flow amounts to Birr 16.70 million.
7.3.2. RATIOS
In financial analysis financial ratios and efficiency ratios are used as an index or
yardstick for evaluating the financial position of a firm. It is also an indicator for
the strength and weakness of the firm or a project. Using the year-end balance
sheet figures and other relevant data, the most important ratios such as return on
sales which is computed by dividing net income by revenue, return on assets
(Operating income divided by assets), return on equity (net profit divided by equity)
and return on total investment (net profit plus interest divided by total investment)

has been carried out over the period of the project life and all the results are found
to be satisfactory.
7.3.3. BREAK-EVEN ANALYSIS
The break-even analysis establishes a relationship between operation costs and
revenues. It indicates the level at which costs and revenue are in equilibrium. To
this end, the break-even point of the project including cost of finance when it starts
to operate at full capacity (year 3) is estimated by using income statement
projection.
BE = Fixed Cost= 20%
Sales – Variable Cost
7.3.4. PAYBACK PERIOD
The payback period, also called pay – off period is defined as the period required
recovering the original investment outlay through the accumulated net cash flows
earned by the project. Accordingly, based on the projected cash flow it is estimated
that the project’s initial investment will be fully recovered within 4 years.
7.3.5. INTERNAL RATE OF RETURN
The internal rate of return (IRR) is the annualized effective compounded return rate
that can be earned on the invested capital, i.e., the yield on the investment. Put
another way, the internal rate of return for an investment is the discount rate that
makes the net present value of the investment's income stream total to zero. It is an
indicator of the efficiency or quality of an investment. A project is a good investment
proposition if its IRR is greater than the rate of return that could be earned by
alternate investments or putting the money in a bank account. Accordingly, the IRR
of this project is computed to be 24.65 % indicating the viability of the project.
7.3. 6. NET PRESENT VALUE

Net present value (NPV) is defined as the total present (discounted) value of a time
series of cash flows. NPV aggregates cash flows that occur during different periods

of time during the life of a project in to a common measuring unit i.e. present value.
It is a standard method for using the time value of money to appraise long-term
projects. NPV is an indicator of how much value an investment or project adds to
the capital invested. In principal a project is accepted if the NPV is non-negative.
Accordingly, the net present value of the project at 10% discount rate is found to be
Birr 7.68 million which is acceptable.
7.3. 7. ECONOMIC BENEFITS
The economic benefits are not limited to individuals. Investing in education gives
government’s positive public returns at every level of education. Educated citizens
earn more, pay higher taxes over a lifetime, and cost less for their governments in
terms of social entitlements and welfare.
In most countries, employment rates increase as people’s levels of education rise –
tertiary graduates are more likely to be employed than upper secondary graduates.
Differences in employment rates between men and women are widest among low
educated groups. Increasingly, people with upper secondary education and above
are less likely to be unemployed than those with lower levels of education. This
indicator examines the relationship between education and employment. The better
educated individuals are, the more likely they are to be employed. As populations in
OECD countries age, higher levels of education and longer participation in
employment can help to ensure more people are economically active and help to
alleviate the burden of financing public pension schemes.
In general, education—as a critical component of a country's human capital
increases the efficiency of each individual worker and helps economies to move up
the value chain beyond manual tasks or simple production processes.
7.3.8. SENSITIVITY ANALYSIS
The financial viability of the project has been tested to see the extent to which the
project will be sensitive to the following major changes that the project may
encountered.

Three scenarios have been considered in the Sensitivity analysis. Those are What if
amount of products sales decreased by 14 %( from what has been planed) or
discount rate rise to 20%.it is expected that interest rate will not change because a
new rate was set recently and even if a change comes is impact will not be as such
significant.

APPENDIX

Appendix 7.A.1
NET WORKING CAPITAL (in 000 Birr)
6 year
Items Year 2 Year 3 Year 4 Year 5 to 10yr
604.1
Total inventory 533.1 6 710.77 710.77 4264.62
300.2
Accounts receivable 266.4 2 351 351 2110.26
Cash-in-hand 8.94 10.13 11.92 11.92 72.24
914.5 1073.6
CURRENT ASSETS 808.4 1 1073.69 9 6447.12
Accounts payable 42.25 47.89 56.34 56.34 338.04
CURRENT
LIABILITIES 42.25 47.89 56.34 56.34 338.04
TOTAL WORKING 866.6 1017.3
CAPITAL 766.1 2 1017.35 5 6109.08
Appendix 7.A.2
PRODUCTION COST AT FULL CAPACITY (IN 000 BIRR)
(Year2 to year10)
Item Year 2 Year 3 Year Year 6yrs to
4 5 10yrs
Raw Material and Inputs 2,132 2,417 2,843 2,84
3 17,058
Utilities 271 307 361 361 2,166
Maintenance and repair 199 226 266 266 1,596
Labour direct 308 349 410 410 2,460
Labour overheads 62 70 82 82 492
Administration Costs 75 85 100 100 600
Land lease cost 0 0 0 0 51
Cost of marketing and 0
distribution 150 150 150 150 900
Total Operating Costs 3,196 3,603 4,212 4,21
2 25,326
Depreciation 2,238 2,238 2,238 2,23 2,928

8
Cost of Finance 0 1,100 963 825 2,064
Total Production Cost 5,434 6,941 7,412 7,27
5 30,315
Appendix 7.A.3
INCOME STATEMENT ( in 000 Birr)
Item Year Year Year Year 6rs to

2 3 4 5 10yrs
Sales revenue 6,921 7,690 7,690 7,690 46,140
Less variable costs 3,046 3,453 4,062 4,062 24,372
VARIABLE MARGIN 3,875 4,237 3,628 3,628 21,768
in % of sales revenue 55.98 55.1 47.2 47.18 283
Less fixed costs 2,388 2,388 2,388 2,388 3,881
OPERATIONAL MARGIN 1,487 1,850 1,240 1,240 17,887
Financial costs 1,100 963 825 2,064
GROSS PROFIT 1,487 749 278 415 15,825
Income (corporate) tax 0 0 0 12
5 4,747
NET PROFIT 1,487 749 278 291 11,078
Appendix 7.A.4
CASH FLOW FOR FINANCIAL MANAGEMENT (in 000 Birr)

Item Year 1 Year 2 Year Year 4 Year 5 6yrs to
3 10yrs
TOTAL CASH INFLOW 13,52 8,730 7,696 7,698 7,690 38,450

4
Inflow funds 13,52 1,809 6 8 0
4 0
Inflow operation 0 6,921 7,690 7,690 7,690 38,450
Other income 0 0 0 0 0 0
TOTAL CASH 13,52 5,005 6,185 6,709 6,537
OUTFLOW 4 33,793
Increase in fixed assets 13,52 0 0 0 0
4 0
Increase in current assets 0 808 106 159 0 1
Operating costs 0 3,046 3,453 4,062 4,062 20,355
Marketing and 0 150 150 150 150
Distribution cost 750
Income tax 0 0 0 0 125 3,748
Financial costs 0 1,000 1,100 963 825 2,064
Loan repayment 0 0 1,375 1,375 1,375 6,875
SURPLUS (DEFICIT) 0 3,725 1,511 989 1,153 4,657
CUMULATIVE CASH 0
BALANCE 0 3,725 5,236 6,225 7,377 51,156
Appendix 7.A.5
DISCOUNTED CASH FLOW ( in 000 Birr)
Item Year 1 Year 2 Year Yea4 Year 5 6yrs to
3 10 yrs
TOTAL CASH INFLOW 0 6,921 7,690 7,690 7,690 38,450
Inflow operation 0 6,921 7,690 7,690 7,690 38,450
Other income 0 0 0 0 0 0
TOTAL CASH OUTFLOW 14,290 3,297 3,753 4,212 4,337 24,851
Increase in fixed assets 13,524 0 0 0 0 0
Increase in net working 766 100 151 0 1
capital 0
Operating costs 0 3,046 3,453 4,062 4,062 20,355
Marketing and Distribution 0 150 150 150 150
cost 750
Income (corporate) tax 0 0 0 125 3,748
NET CASH FLOW 14,290 3,624 3,937 3,478 3,353 13,599

CUMULATIVE NET CASH 14,290 10,666 6,730 3,252 101
FLOW 42,974
Net present value 14,290 3,295 3,253 2,613 2,290 7,127
Cumulative net present 14,290 10,996 7,743 5,129 -2,840
value 9,457


Malase PLC

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Malase PLC

Uploaded by

Copyright:

Available Formats

CONTENTS

TEAM consultancy plc

TEAM consultancy plc

TEAM consultancy plc

As many as 30 people could get jobs as a result of the project. By displacing

TEAM consultancy plc

According to various scholars' descriptions of the vital role of

TEAM consultancy plc

Expansion of education and training is among the active labour

TEAM consultancy plc

TEAM consultancy plc

 Develop separate organizational structure starting from ‘Woreda’ level for

 Link health and nutrition component with preschool programs so as to

 Diversify the sources of financing, by engaging parents and the community,

 Allocate the necessary annual budget for the program;

TEAM consultancy plc

 Contextualize the content of the curriculum through using local learning

 Contributing to poverty reduction, social and economic development

 To provide high quality education and training, relevant to all sectors of

1.3. SPECIFIC OBJECTIVE OF THE PROJECT.

 It is believed to have number of significances. Principally, it contributes

TEAM consultancy plc

The project is proposed to be implemented in Tafki 04 town

TEAM consultancy plc

Similarly, the newly formulated trade policy, embracing measures

The conducive environment created for the development of export,

The above-mentioned steps taken by the government to create the

TEAM consultancy plc

1.6. INVESTMENT INCENTIVES

TEAM consultancy plc

1.8. CLIMATIC CONDITION

The climatic condition of the area based on eco-climatic classification termed as

TEAM consultancy plc

2. SERVICE DESCRIPTION AND APPLICATION

TEAM consultancy plc

Kindergarten is a form of pre-school education in which children

TEAM consultancy plc

In order to study the feasibility of pre-school establishment, a demand –supply

TEAM consultancy plc

Source: Education Statistics Estimation

TEAM consultancy plc

3.2. PROJECTED DEMAND

Year Pre-school school

Sr. Level of Number of

3.5. SERVICE PROGRAMME

TEAM consultancy plc

4. MATERIALS AND INPUT

TEAM consultancy plc

TEAM consultancy plc

5. TECHNOLOGY AND ENGINEERING

TEAM consultancy plc

 Shall be integrated program that develops spiritual, physical, emotional and

TEAM consultancy plc

5.3. LAND, BUILDING AND CIVIL WORKS

TEAM consultancy plc

5.4. SITE DEVELOPMENT

TEAM consultancy plc

 Quarters and office area-for all the essential staff.

6. MANPOWER AND TRAINING REQUIREMENT

6.1. MANPOWER REQUIREMENT

TEAM consultancy plc

6.2. ORGANIZATIONAL STRUCTURE