‘FOR THE DIGNITY OF MAN’: A DRAFT REHABILITATION/DEVELOPMENT PLAN FOR EGBE COMPREHENSIVE COLLEGE (ECC), EGBE, EGBE M’EKUN, YAGBA-WEST LGA, KOGI STATE,
PREPARED BY CONCERNED EDUCATIONISTS, EGBE, APRIL 2017
The panel found that the Pennsylvania Department of Education (PDE) did not meet the requirements of provision IV.1 of the Settlement Agreement regarding policy development and implementation related to placing students with disabilities in the least restrictive environment. Specifically, there is little evidence that PDE required school districts to follow federal law and legal precedent when making placement decisions. Additionally, the Capital Area Intermediate Unit increased capacity for segregated placements despite claims of low need, and an analysis of IEPs by the panel found insufficient consideration of assistive technology and positive behavior supports. Overall, PDE failed to ensure school districts properly determine placements in the least restrictive environment before considering more restrictive options.
This document provides an updated version of the 1996 Biology 11 and 12 curriculum, with the following changes:
1. It clarifies the prescribed learning outcomes and introduces suggested achievement indicators.
2. It addresses issues around content overload in the previous curriculum.
3. Resources from the 1996 curriculum that are still valid continue to support the updated curriculum.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
The document summarizes the process undertaken by a school district to evaluate facility needs and propose upgrades. A core group of community members toured facilities and identified issues. An architectural firm conducted an audit finding life safety and curriculum delivery problems. An expanded committee of 50-60 members reviewed needs and proposed solutions including remodeling or new construction. The committee recommended a $8-9 million project focusing on classrooms, a larger gym, auditorium, and administrative space. The school board proposed an $8.325 million bond vote by mail to fund the upgrades.
This document is the revised 2010 edition of the Department of Education's Educational Facilities Manual. It provides policies, standards, and guidelines for managing educational facilities in the Philippines. The manual aims to assist education officials and other stakeholders in areas like school construction, disaster risk reduction, and environmental sustainability. It contains information on topics such as school site selection, building design, health and safety measures, green school initiatives, and disaster preparedness planning. The revisions integrate concepts like climate change adaptation and mainstreaming disaster risk reduction. The manual is a collaborative effort involving various experts and is intended to help decision makers improve physical learning environments and achieve quality education for all.
Two NYSC corps members renovated a dilapidated classroom in a secondary school in Abuja to create a better learning environment. They received approval from the NYSC State Coordinator and school principal. Funds were raised and materials purchased to repair the ceiling, walls, and paint the classroom. The renovation took 10 days to complete. The new classroom was commissioned and students who received health training were awarded certificates. The project received media coverage and the principal, teachers, and students commended the corps members for improving the school.
This document is the introduction section of the "Educational Facilities Manual (Revised edition of the 2007 Handbook on Educational Facilities - Integrating Disaster Risk Reduction in School Construction)" published by the Department of Education of the Philippines in 2010. The introduction provides background on the purpose of revising the manual which is to provide guidance on managing educational facilities in light of climate change and disaster risk reduction. It acknowledges the contributions of various experts and organizations in developing the revised manual. The manual aims to assist DepEd officials, school administrators, and other stakeholders in making informed decisions regarding educational facilities and improving the learning environment in schools.
The panel found that the Pennsylvania Department of Education (PDE) did not meet the requirements of provision IV.1 of the Settlement Agreement regarding policy development and implementation related to placing students with disabilities in the least restrictive environment. Specifically, there is little evidence that PDE required school districts to follow federal law and legal precedent when making placement decisions. Additionally, the Capital Area Intermediate Unit increased capacity for segregated placements despite claims of low need, and an analysis of IEPs by the panel found insufficient consideration of assistive technology and positive behavior supports. Overall, PDE failed to ensure school districts properly determine placements in the least restrictive environment before considering more restrictive options.
This document provides an updated version of the 1996 Biology 11 and 12 curriculum, with the following changes:
1. It clarifies the prescribed learning outcomes and introduces suggested achievement indicators.
2. It addresses issues around content overload in the previous curriculum.
3. Resources from the 1996 curriculum that are still valid continue to support the updated curriculum.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
The document summarizes the process undertaken by a school district to evaluate facility needs and propose upgrades. A core group of community members toured facilities and identified issues. An architectural firm conducted an audit finding life safety and curriculum delivery problems. An expanded committee of 50-60 members reviewed needs and proposed solutions including remodeling or new construction. The committee recommended a $8-9 million project focusing on classrooms, a larger gym, auditorium, and administrative space. The school board proposed an $8.325 million bond vote by mail to fund the upgrades.
This document is the revised 2010 edition of the Department of Education's Educational Facilities Manual. It provides policies, standards, and guidelines for managing educational facilities in the Philippines. The manual aims to assist education officials and other stakeholders in areas like school construction, disaster risk reduction, and environmental sustainability. It contains information on topics such as school site selection, building design, health and safety measures, green school initiatives, and disaster preparedness planning. The revisions integrate concepts like climate change adaptation and mainstreaming disaster risk reduction. The manual is a collaborative effort involving various experts and is intended to help decision makers improve physical learning environments and achieve quality education for all.
Two NYSC corps members renovated a dilapidated classroom in a secondary school in Abuja to create a better learning environment. They received approval from the NYSC State Coordinator and school principal. Funds were raised and materials purchased to repair the ceiling, walls, and paint the classroom. The renovation took 10 days to complete. The new classroom was commissioned and students who received health training were awarded certificates. The project received media coverage and the principal, teachers, and students commended the corps members for improving the school.
This document is the introduction section of the "Educational Facilities Manual (Revised edition of the 2007 Handbook on Educational Facilities - Integrating Disaster Risk Reduction in School Construction)" published by the Department of Education of the Philippines in 2010. The introduction provides background on the purpose of revising the manual which is to provide guidance on managing educational facilities in light of climate change and disaster risk reduction. It acknowledges the contributions of various experts and organizations in developing the revised manual. The manual aims to assist DepEd officials, school administrators, and other stakeholders in making informed decisions regarding educational facilities and improving the learning environment in schools.
This document provides a summary of the DepED Educational Facilities Manual which outlines policies and guidelines for managing educational facilities in the Philippines. It discusses the importance of educational facilities and the basic principles for facilities. It also describes the process of school mapping which involves assessing existing school infrastructure needs, projecting future requirements, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, potential new schools, schools for phasing out, and resource allocation. The document emphasizes the importance of school mapping for effective educational facilities management.
This document provides a summary of the DepED Educational Facilities Manual. It discusses the importance of educational facilities and the basic principles for managing them. It also describes the process of school mapping which involves assessing existing school facilities, projecting future needs, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, locations for new schools, and resources allocation. The document emphasizes the importance of school mapping in effectively planning and managing educational facilities.
Arborfield school review committee proposalarborfield
1. The Arborfield School Review Committee proposes amalgamating Arborfield School and Ecole Zenon Park School into a single school housed in Arborfield School.
2. This proposal would allow for fewer multi-grade classrooms, more in-house course offerings, and restored extracurricular programming while efficiently using staff, facilities, and busing between the communities.
3. A key part of the proposal is implementing an "Enhanced Core French" program that would provide full French instruction and certification opportunities for students.
This document provides guidelines for educational facilities in the Philippines. It defines educational facilities as the grounds, buildings, and facilities within a school. Proper educational facilities are important to effectively support teaching and learning. The document outlines principles for educational facilities and programs. It also describes the process of school mapping to plan for optimal school distribution and capacity. Additional sections cover school-community relations, ergonomics, and measures to reduce disaster risk and promote safety in educational facilities.
Executive summary rebuilding aceh through education for allJoeni Hartanto
The document provides an end-term evaluation report of the "Rebuilding Aceh through Education for All" post-tsunami reconstruction program in Aceh Province, Indonesia. The key findings of the evaluation are:
1) The program achieved its main quantitative targets including reconstructing 35 school buildings and providing scholarships to over 3,500 students.
2) Training programs benefited over 1,300 teachers, exceeding original targets.
3) There were delays in implementation but the program was still cost-efficient, with savings of over $666,000.
4) The program had generally positive impacts, improving teaching methods and school management.
5) Long-term sustainability is a concern, as some rural schools face maintenance
Inclusive education integrated education for disabled childrenChaitraAni
This document discusses two programs related to inclusive education for disabled children in India:
1) The Integrated Education for Disabled Children (IEDC) program from 1974 which aimed to provide educational opportunities to children with disabilities. It provided financial support and teacher training.
2) The Project Integrated Education for Disabled Children (PIED) from 1987 which was a joint project between the Indian government and UNICEF to strengthen IEDC. It launched demonstration projects in several Indian states to develop strategies for inclusive education.
Oxfam Trust provided funding through two organizations, RECO and Kaingkarya, to support children affected by the tsunami in Tamil Nadu. RECO received $50,000 to provide school supplies like uniforms and books to 222 children in Seruthalaikadu. Kaingkarya received $49,950 to provide uniforms to 333 children in Nochikuppam. Evaluators found that the supplies helped reduce economic burdens on parents and improved children's morale and school attendance, though some uniforms were not delivered. The funding represented about 5% of Oxfam's total relief budget.
This report summarizes the 2009-2010 school year for the Wellesley Public School system. It highlights new personnel appointments, budget details including a surplus of $31,015, building projects including construction of a new high school, academic program updates, and student performance data such as MCAS scores showing high proficiency levels district-wide. The purpose is to provide citizens an annual overview of the school system for reflection and accountability.
This document provides background information on a proposed project to redevelop the San Fernando City SPED Integrated School in San Fernando City, La Union, Philippines. The project aims to improve the learning environment for students with special needs by designing spaces that are more comfortable, accessible, and supportive of their educational and developmental needs. It will address the growing student population by providing more classrooms and facilities. The project proponent is Dr. Ely S. Ubaldo, the superintendent of schools for San Fernando City. Funding will be sought from national and local government agencies as well as private partners. The redevelopment is meant to benefit students by enhancing their learning and skills development.
The Facilities Steering Committee unanimously recommends that the Board of Education seek voter approval of $65 million in bonds to address critical needs identified in the Facilities Master Plan. Specifically, the Committee recommends prioritizing modernization of Piedmont High School, including new STEAM facilities, and adding classrooms at Piedmont Middle School and the elementary schools. While the full Facilities Master Plan would cost $130 million, the Committee believes the $65 million bond would allow progress on the most pressing goals of upgrading STEAM education and supporting extended-day kindergarten, without deferring necessary construction.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves reporting and sustaining the program's impact.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves final reporting and sustaining volunteer engagement.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves final reporting and sustaining volunteer engagement.
MGN-231 Communtiy Development Project ReportShekhAliul
MGN-231 Community Development Project Report (2019) By Ali (Lovely Professional University) Adani Foundation summer Project For 1st 2nd year .
Detailed Report with snapshots
Assignment 3 Engineers without Borders 2013 Project 1.0 Assig.docxsherni1
Assignment 3: Engineers without Borders 2013 Project
1.0 Assignment Description
You have noticed that engineering journals, business papers and the media are referring a lot to sustainable development. Your team has determined to find out why it is such a significant issue. Each team is to take one of the sustainable development aspects of the Engineers without Borders (EWB) 2013 challenge projects (EWB 2013). The EWB Challenge is an Australasian design program for first-year university students, which provides students with the opportunity to learn about design, sustainable development, teamwork and communication, while contributing towards real international development projects (Dowling et al. 2013). Last year, students worked on projects to make a real contribution towards the sustainable development of the Anh Minh district within the Kien Giang province on the Mekong Delta in Vietnam.
In 2013, Plan Timor Leste and EWB collaboratively identified a range of areas for growth within the district of Lautém in Timor Leste. They are now inviting students to use their problem solving and design skills to develop innovative and appropriate project solutions to make a real contribution towards the sustainable development of the town of Codo in Timor Leste. You will be required to work in teams of 4 to 5 on projects that address project ideas identified by the EWB and Plan Timor Leste. More information could be located on http://www.ewb.org.au/explore/initiatives/ewbchallenge/ptl (EWB 2013).
Seven design areas have been identified by EWB and Plan Timor Leste. Several project ideas are being suggested for each design area. Your team is required to identify a design area and choose one of the suggested projects with a sustainability focus and work towards designing a solution to that problem. Please refer to the EWB website for more detailed information about each project, the design requirements as well as other supporting resources. Your design proposal satisfying all the EWB design considerations and reporting requirements should be documented in a team report and submitted by Friday, Week 12.
i
Plan Timor Leste EWB Challenge
Project Design Brief
i
1 January 2013
Dear EWB Challenge Students,
Welcome to the Challenge and the Engineers Without Borders (EWB) family! It’s great to have so
many of you on board for the year with the opportunity to learn more about and contribute towards
our work with Plan Timor Leste (Plan-TL).
EWB and Plan-TL have been in partnership implementing water and sanitation hygiene (WASH)
programs within Timor Leste successfully for many years. Individually, Plan-TL have been working
with local NGO’s in the communities of Timor Leste since 2001, helping poor children and youth to
access their rights to education, health, livelihoods and protection. Plan-TL's vision is of a world in
which all children realise their full potential in societies that respect peopl ...
Environmental leadership capacity building in higher educationNarirat Pinkul
This document provides an overview of the book "Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders". The book summarizes the 4-year Asian Program for Incubation of Environmental Leaders (APIEL) which aimed to develop environmental leaders who can resolve complex environmental problems. The book includes chapters on defining environmental leadership, compulsory courses in the APIEL program including one on environmental challenges in Asia, and case studies of field exercises from the APIEL program in countries like Thailand, China, and Cambodia. The book aims to share lessons learned from the APIEL program for other educational institutions seeking to develop similar leadership development programs.
Institutional planning involves developing improvement programs for educational institutions based on their needs and available resources. It aims to optimize resource utilization and improve school programs and practices. There are two approaches to planning - top-down central planning or bottom-up planning that starts at the institutional level. Objectives of institutional planning include providing equal opportunities, coordinating institutional and national development, achieving all-round school improvement, and making education productive and available to all. Characteristics include being needs-based, utilizing resources optimally, involving cooperation, having goals and continuous development. The scope includes improving facilities, academic programs, co-curricular activities, and community projects. The process involves analyzing the current situation, surveying resources, preparing improvements, implementing
This document provides a summary of the DepED Educational Facilities Manual which outlines policies and guidelines for managing educational facilities in the Philippines. It discusses the importance of educational facilities and the basic principles for facilities. It also describes the process of school mapping which involves assessing existing school infrastructure needs, projecting future requirements, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, potential new schools, schools for phasing out, and resource allocation. The document emphasizes the importance of school mapping for effective educational facilities management.
This document provides a summary of the DepED Educational Facilities Manual. It discusses the importance of educational facilities and the basic principles for managing them. It also describes the process of school mapping which involves assessing existing school facilities, projecting future needs, and developing a perspective school map. The expected results of school mapping are identifying repair needs, additional classrooms required, locations for new schools, and resources allocation. The document emphasizes the importance of school mapping in effectively planning and managing educational facilities.
Arborfield school review committee proposalarborfield
1. The Arborfield School Review Committee proposes amalgamating Arborfield School and Ecole Zenon Park School into a single school housed in Arborfield School.
2. This proposal would allow for fewer multi-grade classrooms, more in-house course offerings, and restored extracurricular programming while efficiently using staff, facilities, and busing between the communities.
3. A key part of the proposal is implementing an "Enhanced Core French" program that would provide full French instruction and certification opportunities for students.
This document provides guidelines for educational facilities in the Philippines. It defines educational facilities as the grounds, buildings, and facilities within a school. Proper educational facilities are important to effectively support teaching and learning. The document outlines principles for educational facilities and programs. It also describes the process of school mapping to plan for optimal school distribution and capacity. Additional sections cover school-community relations, ergonomics, and measures to reduce disaster risk and promote safety in educational facilities.
Executive summary rebuilding aceh through education for allJoeni Hartanto
The document provides an end-term evaluation report of the "Rebuilding Aceh through Education for All" post-tsunami reconstruction program in Aceh Province, Indonesia. The key findings of the evaluation are:
1) The program achieved its main quantitative targets including reconstructing 35 school buildings and providing scholarships to over 3,500 students.
2) Training programs benefited over 1,300 teachers, exceeding original targets.
3) There were delays in implementation but the program was still cost-efficient, with savings of over $666,000.
4) The program had generally positive impacts, improving teaching methods and school management.
5) Long-term sustainability is a concern, as some rural schools face maintenance
Inclusive education integrated education for disabled childrenChaitraAni
This document discusses two programs related to inclusive education for disabled children in India:
1) The Integrated Education for Disabled Children (IEDC) program from 1974 which aimed to provide educational opportunities to children with disabilities. It provided financial support and teacher training.
2) The Project Integrated Education for Disabled Children (PIED) from 1987 which was a joint project between the Indian government and UNICEF to strengthen IEDC. It launched demonstration projects in several Indian states to develop strategies for inclusive education.
Oxfam Trust provided funding through two organizations, RECO and Kaingkarya, to support children affected by the tsunami in Tamil Nadu. RECO received $50,000 to provide school supplies like uniforms and books to 222 children in Seruthalaikadu. Kaingkarya received $49,950 to provide uniforms to 333 children in Nochikuppam. Evaluators found that the supplies helped reduce economic burdens on parents and improved children's morale and school attendance, though some uniforms were not delivered. The funding represented about 5% of Oxfam's total relief budget.
This report summarizes the 2009-2010 school year for the Wellesley Public School system. It highlights new personnel appointments, budget details including a surplus of $31,015, building projects including construction of a new high school, academic program updates, and student performance data such as MCAS scores showing high proficiency levels district-wide. The purpose is to provide citizens an annual overview of the school system for reflection and accountability.
This document provides background information on a proposed project to redevelop the San Fernando City SPED Integrated School in San Fernando City, La Union, Philippines. The project aims to improve the learning environment for students with special needs by designing spaces that are more comfortable, accessible, and supportive of their educational and developmental needs. It will address the growing student population by providing more classrooms and facilities. The project proponent is Dr. Ely S. Ubaldo, the superintendent of schools for San Fernando City. Funding will be sought from national and local government agencies as well as private partners. The redevelopment is meant to benefit students by enhancing their learning and skills development.
The Facilities Steering Committee unanimously recommends that the Board of Education seek voter approval of $65 million in bonds to address critical needs identified in the Facilities Master Plan. Specifically, the Committee recommends prioritizing modernization of Piedmont High School, including new STEAM facilities, and adding classrooms at Piedmont Middle School and the elementary schools. While the full Facilities Master Plan would cost $130 million, the Committee believes the $65 million bond would allow progress on the most pressing goals of upgrading STEAM education and supporting extended-day kindergarten, without deferring necessary construction.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves reporting and sustaining the program's impact.
The document outlines the pre-implementation stage of the Brigada Eskwela program which includes organizing committees to oversee the process. The school head must establish a steering committee and working committees for advocacy/marketing, resource mobilization, program implementation, and administration/finance. These committees are responsible for planning activities like assessing needs, promoting involvement, generating donations, directing work, and managing funds, in preparation for the implementation of Brigada Eskwela.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves final reporting and sustaining volunteer engagement.
This document provides guidance for school heads on implementing the Brigada Eskwela program, which prepares schools for the opening of the academic year through volunteer activities. It outlines the pre-implementation, implementation, and post-implementation stages. In the pre-implementation stage, school heads are instructed to organize committees, assess facility needs, conduct advocacy activities, and mobilize resources. The implementation stage refers to the actual Brigada Eskwela week, when volunteer activities are carried out. Finally, the post-implementation stage involves final reporting and sustaining volunteer engagement.
MGN-231 Communtiy Development Project ReportShekhAliul
MGN-231 Community Development Project Report (2019) By Ali (Lovely Professional University) Adani Foundation summer Project For 1st 2nd year .
Detailed Report with snapshots
Assignment 3 Engineers without Borders 2013 Project 1.0 Assig.docxsherni1
Assignment 3: Engineers without Borders 2013 Project
1.0 Assignment Description
You have noticed that engineering journals, business papers and the media are referring a lot to sustainable development. Your team has determined to find out why it is such a significant issue. Each team is to take one of the sustainable development aspects of the Engineers without Borders (EWB) 2013 challenge projects (EWB 2013). The EWB Challenge is an Australasian design program for first-year university students, which provides students with the opportunity to learn about design, sustainable development, teamwork and communication, while contributing towards real international development projects (Dowling et al. 2013). Last year, students worked on projects to make a real contribution towards the sustainable development of the Anh Minh district within the Kien Giang province on the Mekong Delta in Vietnam.
In 2013, Plan Timor Leste and EWB collaboratively identified a range of areas for growth within the district of Lautém in Timor Leste. They are now inviting students to use their problem solving and design skills to develop innovative and appropriate project solutions to make a real contribution towards the sustainable development of the town of Codo in Timor Leste. You will be required to work in teams of 4 to 5 on projects that address project ideas identified by the EWB and Plan Timor Leste. More information could be located on http://www.ewb.org.au/explore/initiatives/ewbchallenge/ptl (EWB 2013).
Seven design areas have been identified by EWB and Plan Timor Leste. Several project ideas are being suggested for each design area. Your team is required to identify a design area and choose one of the suggested projects with a sustainability focus and work towards designing a solution to that problem. Please refer to the EWB website for more detailed information about each project, the design requirements as well as other supporting resources. Your design proposal satisfying all the EWB design considerations and reporting requirements should be documented in a team report and submitted by Friday, Week 12.
i
Plan Timor Leste EWB Challenge
Project Design Brief
i
1 January 2013
Dear EWB Challenge Students,
Welcome to the Challenge and the Engineers Without Borders (EWB) family! It’s great to have so
many of you on board for the year with the opportunity to learn more about and contribute towards
our work with Plan Timor Leste (Plan-TL).
EWB and Plan-TL have been in partnership implementing water and sanitation hygiene (WASH)
programs within Timor Leste successfully for many years. Individually, Plan-TL have been working
with local NGO’s in the communities of Timor Leste since 2001, helping poor children and youth to
access their rights to education, health, livelihoods and protection. Plan-TL's vision is of a world in
which all children realise their full potential in societies that respect peopl ...
Environmental leadership capacity building in higher educationNarirat Pinkul
This document provides an overview of the book "Environmental Leadership Capacity Building in Higher Education: Experience and Lessons from Asian Program for Incubation of Environmental Leaders". The book summarizes the 4-year Asian Program for Incubation of Environmental Leaders (APIEL) which aimed to develop environmental leaders who can resolve complex environmental problems. The book includes chapters on defining environmental leadership, compulsory courses in the APIEL program including one on environmental challenges in Asia, and case studies of field exercises from the APIEL program in countries like Thailand, China, and Cambodia. The book aims to share lessons learned from the APIEL program for other educational institutions seeking to develop similar leadership development programs.
Institutional planning involves developing improvement programs for educational institutions based on their needs and available resources. It aims to optimize resource utilization and improve school programs and practices. There are two approaches to planning - top-down central planning or bottom-up planning that starts at the institutional level. Objectives of institutional planning include providing equal opportunities, coordinating institutional and national development, achieving all-round school improvement, and making education productive and available to all. Characteristics include being needs-based, utilizing resources optimally, involving cooperation, having goals and continuous development. The scope includes improving facilities, academic programs, co-curricular activities, and community projects. The process involves analyzing the current situation, surveying resources, preparing improvements, implementing
Similar to Egbe comprehensive college egbe - draft rehabilitation plan 2017 ver2 (20)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Egbe comprehensive college egbe - draft rehabilitation plan 2017 ver2
1. 1
‘FOR THE DIGNITY OF MAN’1
EGBE COMPREHENSIVE COLLEGE (ECC),
EGBE,
DRAFT REHABILITATION/DEVELOPMENT PLAN
PREPARED BY
CONCERNED EDUCATIONISTS
EGBE M’EKUN,
YAGBA-WEST LGA, KOGI STATE
APRIL 2017
1
Official Motto of ECC
2. 2
CONTENTS
1.0 EGBE COMPREHENSIVE COLLEGE (ECC) IN BRIEF 3
2.0 CURRENT REHABILITATION EFFORTS 7
3.0 REHABILITATION AND DEVELOPMENT NEEDS/PLAN 9
3.1 IMMEDIATE NEEDS 10
3.2 MEDIUM TERM DEVELOPMENT PLAN 10
3.3 LONG TERM DEVELOPMENT PROJECTIONS 11
4.0 CONCLUSION/APPEAL 11
ACKNOWLEDGEMENT 11
ANNEXES 12
Annex 1: A preliminary list of individuals and groups, who have supported the current efforts
to rescue ECC 12
Annex 2: Components of the Major Structural/Facility Units for Rehabilitation/Development 13
Annex 3: ECC Site Plan indicating Major Structural/Facility Units for Rehabilitation/Development 14
Annex 4: Preliminary Estimates for Major Structural/Facility Units for Rehabilitation/Development 15
3. 3
1.0 EGBE COMPREHENSIVE COLLEGE (ECC) IN BRIEF
This is a brief on Egbe Comprehensive College (ECC) presented to Stakeholders at the
meeting for Strategic Development Plan for the School on 15th
of April 2017.
Aims and Vision of ECC
ECC was established by Egbe Community with the aim of providing secondary school
education to all, especially the less privileged youths and to cater for all-round
development of our youths, hence the name “comprehensive”. In addition, it was an
opportunity for Egbe community to have a post primary school, solely owned and
controlled by the community. The school was strategically located, within the mid-region
areas of Egbe, for easy access by students from all over Egbe Community.
Available records indicate that ECC was formally opened on 26th
January, 1981. The
pioneer students were eighty (80) in number. The first principal of the school was Mr H.
M. Ogun. He was assisted by Mr.G.O. Olaniru, as the Vice-Principal. The current
principal is Mrs. P.O. Aina.
Growth and Decay
The school took off excellently well in pursuance of its vision. There was high sense of
ownership and pride in the establishment of the school. These were demonstrated by
Citizens and donor groups coming forward to donate School buildings, school bus, etc.
The school graduated quite good numbers of high quality students.
However, a combination of the general decay in public secondary educational system in
the country, instability in the administrative setup of the school and reduced patronage by
stakeholders, impacted ECC severely; the students left in droves, new admissions
dwindled to near zero and the physical structures in the school deteriorated. At a stage the
teachers were transferred, one by one, to other government institutions. In 2015, only the
School Principal was left.
4. 4
Block C (4 Classrooms), Currently Under Renovation (Serves as
Classrooms, Principal’s Office and Staff Room)
Administrative Block; Needs Complete Rehabilitation
5. 5
Block D (4 Classrooms); Deterioration is Total
Block D; Needs Complete Reroofing among other things
7. 7
2.0 CURRENT REHABILITATION EFFORTS
There have been several attempts in the past to rescue ECC from the state of decay. Some
of these efforts have been at individual, as well as, at organizational levels. Some
attempts were carried out privately, while others are known publicly.
In 2012, Igbimo Itesiwaju Egbe, a community organization, intervened. The organization
went to the extent of purchasing games equipment to be presented to the school. The
challenges facing the school were overwhelming.
In 2016 a group of concerned educationists, now known by the same very name;
‘Concerned Educationists of Egbe’, haven been touched by the parlous state of ECC, got
together to see if they could do anything to help the situation. Their concerns were
presented to the Proprietors - Elegbe of Egbe-Oba A. Irukera and his chiefs. The
intervention of the Concerned Educationists was welcomed by the Elegbe in Council.
The clarion call, by the Concerned Educationists, for the resuscitation of the ECC has
been heeded by individuals, groups and Egbe friends.
First, the Concerned Educationists needed to reroof a Block of 4-class rooms. Roofing
planks were sourced from the trees planted by the first principal (Mr H. M. Ogun). Chf
Doyin Bolaji assisted in the roofing project. In addition, he graded the access road to and
within the School premises.
Egbe Patrotic Front (EPF), Port-Harcourt, was approached through its then Chairman,
Chf (Capt) A. Awarun; the group responded by providing Lockers and Chairs for 30
8. 8
students. Mr Olayemi Sunday Oluokun (U.S.A. based) sent money to produce free
uniform for the students.
By this time, the plight of ECC and current efforts, being coordinated by the Concerned
Educationists, to rescue the school, have been popularized nationally and internationally
through the internet to reach some other Egbe Citizens and their friends. Subsequently,
the Egbe M’ekun Citizens’ Whatsapp Group (Egbe Citizens E-platform) launched a fund.
The group has installed:
(i) Complete ceiling for two (2) classrooms,
(ii) Complete high-quality window sets for two (2) classrooms,
(iii) Ten (10) pairs of teachers’ Desk and Chair, and
(iv) Complete set of Principals Desk and Chairs (with side desk & 2 visitor chairs).
The Egbe M’ekun Citizens’ Whatsapp Group has setup an Egbe-based Monitoring and
Evaluation (M&E) Team, Headed by ACM(Rtd) Kunle Akolo, for Project Assurance and
Control purposes. Members of the group now route their support through the Platform;
for example, the provision of accommodation and monthly stipends for Youth Corpers
posted to the School. It should be noted that the idea to launch an ECC Strategic
(Rehabilitation & Development) Plan was suggested by the Egbe M’ekun Citizens’
Whatsapp Group. The development of the Draft Plan by the Concerned Educationists has
been actively supported by the Egbe Whatsapp Group.
A preliminary list of individuals and groups, who have supported the current efforts to
rescue ECC is currently being compiled (Annex 1). It will become more comprehensive.
It should be noted that attempt will also be made to compile a similar list for the
contributors during the early period of the School.
9. 9
3.0 REHABILITATION AND DEVELOPMENT NEEDS/PLAN
The rehabilitation and development needs of ECC have been categorize into Immediate
Needs, Medium Term Development Plan and Long Term Development Projections
as indicated in subsections 3.1 to 3.2 below.
The components of the Major Structural/Facility Units for Rehabilitation/
Development are indicated in Annex 2. Annex 3 presents the ECC Site Plan indicating
Major Structural/Facility Units for Rehabilitation/Development. These include the
three (3) Blocks (A, C & D) of 4 classrooms each. The School Hall (Block B), as well as,
the Federal Government proposed Block of four classrooms (Block E). Others are
adequately described and spatially related in Annex 3. The Preliminary Estimates for
Major Structural/Facility Units for Rehabilitation/Development are presented in
Annex 4. Annex 4 has been prepared in the hope of making support choices easier for
stakeholders (individuals, friends, partnering stakeholders, families,
organizations/institutions, etc) who will be interested in supporting the School.
Stakeholders can simply pick a Structural/Facility Units for
Rehabilitation/Development or request for the Bill of Quantities (BoQ) for the Facility
Unit of interest to him/her.
However, Annex 4 should be seen simply as a guide. It should not be regarded as cut in
stone. Stakeholders could use their initiatives on the many challenges (personnel and
materials) facing ECC.
10. 10
3.1 Immediate Needs
(a).Students Lockers and Chairs
(b) Students Uniform
(c) Classroom for the incoming students.
(d) Sponsor for the purchase of common entrance form for JSS 1 new intake.
(e) Labour and games uniform
(f) Extra moral classes and text book in maths and English
(g) Sports facilities such as Standard Football field. Volley ball and Basketball court.
Table Tennis etc.
(h) Sports equipment for d above listed facilities.
(i) Guidance and Counselling Unit.
3.2 Medium Term Development Plan
(a) Chemistry/Physics Lab, Biology/Agric Lab and Home Economics Lab.
(b) Games facilities and Equipment
(c) Athletic Equipment
(d) Visit to Education Support Agency at Abuja by Representatives of the Concerned
Educationists
(e) School Bus
(f) Electricity connection to PHCON and its distribution s to necessary areas
11. 11
3.3 Long Term Development Projections
(a) Access road to the school from both gates
(b) Obtaining of the C of O of the school Land
(c) Construction or erecting of a big multi-purpose Hall and other infrastructures
(d) Befitting New Administrative block
(e) School Generator (adequately sized)
(f) Fencing of the School Land Area
4.0 CONCLUSION/APPEAL
We are appealing, that we all should not be weary in contributing to the growth of this
school. The potential of this school is great; maybe that is why God is raising it up again.
Our prayer is that this school will not die! But God will grant us pleasant surprise
packages that will make this school a model for his glory. Amen!!
Thanks, God bless you all
ACKNOWLEDGEMENT
The Concerned Educationists thank everyone that contributes to the drafting of this
documentation. Special mention must be made of Egbe M’ekun Whatsapp group (Egbe
E-Platform), represented during the documentation by Dr Segun Ikuponisi. We thank Mr
Adedayo Babalola for the scaled drawings/Mapping of the School Structures and for
producing the cost estimates for the Rehabilitation/Development of the major structures.
Mr Babalola was contacted by the Egbe Whatsapp group.
12. 12
ANNEXES
Annex 1: A preliminary List of individuals and groups, who have supported the
current efforts to rescue ECC
1. Elegbe – Bags of Cement and N50,000
2. Chief Doyin Bolaji – Road to the School
3. Concerned Educationists – Funds & Labour
4. Egbe M’ekun Patriotic Front (EPF), Port Harcourt - Lockers and Chairs for 30
students2
5. Chief (Mrs) Dola Abanida – Three (3) Iron Doors
6. Egbe M’ekun Whatsapp Group (E- Platform) - Ceilings (2-Classrooms), Windows(2-Classrooms),
Furniture (Teachers’ Table/Chair-10pairs; Principal’s Desk-complete-set), Corpers’ Accomodation (one year)
7. Mr Olayemi Sunday Oluokun(U.S.A)- Students’s Uniform, Corpers’ Stipends
8. Chief P.S. Alabi (Ojokedo) – Two (2) Classroom Doors
9. Hon Timi Joseph (Chf Administrator,Y/West LGA) - Cleaning School Premises,
One Door & Window, One term scholarship to indigent Students, Sponsorship of
Development Plan meeting
10.Mr. Tunde Adeoye - One Iron Door
11.Igbimo Itesiwaju Ilu Egbe – visit to the school, cleaning field and purchase of
different types of kinds of balls for games/sports
12.Others include: S.O. Dada, Chief K. Amoko (Odo of Ododi); Complete list is still
being compiled
Note: Some Contributors during the early period of the School include (compilation of
the list is ongoing): –
- Chief Tunji Arosanyin – Administrative Block
- Egbe Truck Association – New School Bus
- Egbe Community (Home Based) – Buildings
- Egbe Welfare Association (Northern Nigeria Based) - Building (later used as
Science Block)
2
EPF was omitted in the Version 1 of this Document
13. 13
Annex 2: Components of the Major Structural/Facility Units for Rehabilitation/Development
1. Infrastructure
(a) Classrooms – Minimum of 6 Nos
(i) Windows
(ii) Doors
(iii) Ceiling
(b) Laboratories (Two Lab-Rooms)
(i) Side Tables
(ii) Side Sinks – 6 per Lab-Room
(iii) Two Doors – per Lab-Room
(iv) Windows – 21 per Lab-Room (Louvers & Screen Wires)
(v) Ceilings
(vi) Students’ Tables and Stools
(vii) Partial (half) Reroofing of the Block (Block A)
(c) School Hall
(i) Ceiling
(ii) Windows – 30 (parts)
(iii) Doors – Four (4)
(iv) Flooring (Concrete)
(v) Plastering
2. Equipment for Laboratories
(i) Test Tube Racks
(ii) Chemical Racks
(iii) Side Cupboards
(iv) Physics Practical Equipment set
(v) Chemistry Practical Equipment set
(vi) Biology Practical Equipment set
3. Sports Facilities/Equipment
(i) Table Tennis set (Table, Net, balls & Bats)
(ii) Basket ball court (including Balls)
(iii) Rehabilitation of Football field and provision of tracks and pavilion
4. Academics
(i) Computer Room
(ii) Additional Computer Sets and Printers
(iii) Mathematics and English Text Books (to be put on loan for students)
(iv) School Library
5. Administration
- Complete rehabilitation of the Administrative Block (Vice/Principal’s & Staff Room)
6. Water Supply to the Laboratories
7. Supply of Electricity to the School
14. 14
Annex 3: ECC Site Plan Indicating Major Structural/Facility Units for
Rehabilitation/Development
15. 15
Annex 4: Preliminary Estimates for Major Structural/Facility Units for
Rehabilitation/Development
S/N BLOCK DESCRIPTION COST OF RENOVATION/
DEVELOPMENT (NAIRA)
1 A1 AGRIC/BIOLOGY LAB 1,345,545
2 A2 PHYSICS/CHEMISTRY LAB 2,245,450
3 A3 CLASS ROOM (BLOCK A) 772,550
4 A4 CLASS ROOM (BLOCK A) 772,550
5 B1 SCHOOL HALL 2,750,375
6 B2 EXISTING FOUNDATION NEEDS TO BE
BUILT UP (SECOND SEGMENT OF SCHOOL
HALL)
3,450,240
7 C1 CLASSROOM (BLOCK C) 772,550
8 C2 CLASSROOM (BLOCK C) 772,550
9 C3 CLASSROOM (BLOCK C) 772,550
10 C4 CLASSROOM (BLOCK C) 772,550
11 D1 CLASSROOM (BLOCK D) 1,340,000
12 D2 CLASSROOM (BLOCK D) 1,340,000
13 D3 CLASSROOM (BLOCK D) 1,340,000
14 D4 CLASSROOM (BLOCK D) 1,340,000
15 ADMINISTRATIVE BLOCK 2,340,000
16 E FEDERAL GOVERNMENT PROPOSED
BLOCK OF FOUR CLASSROOMS
17 G BOREHOLE (WELL) 150,000
18 H SCHOOL FIELD & TRACK WITH PAVILION 1,600,000
19 I POULTRY HOUSE 500,000
20 J LIBRARY 3,500,000
21 K SCHOOL FENCE WITH TWO REINFORCEMENT
IRON GATE (2500 m By 3000m)
6,450,000
22 ….. …… …….
23 ……. ……. ……..