This document is a project proposal submitted by the Kimuli Community Development Group to improve and expand an existing primary school in Kimuli Village, Rakai District, Uganda. The proposal requests $90,399.70 USD to address problems facing disadvantaged children in the community, many of whom are orphaned or living in poverty due to HIV/AIDS. Specifically, the funds would be used to increase the number of classrooms, latrines, and other facilities to enroll more orphaned and underprivileged children at the school by improving its capacity and resources.

1. 1
KIMULI COMMUNITY DEVELOPMENT
GROUP
PROJECT PROPOSAL
FOR THE
IMPROVEMENT OF THE EXISTING COMMUNITY
PRIMARY SCHOOL AT KIMULI,
RAKAI DISTRICT,
UGANDA.

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PROJECT TITLE: A BETTER PRIMARY SCHOOL FOR THE NEEDY CHILDREN OF UGANDA
SUBMITTED BY: KIMULI COMMUNITY DEVELOPMENT GROUP
P.O.BOX 100, KYOTERA
RAKAI DISTRICT,
UGANDA
E-MAIL: kimulimodelpri@gmail.com / kimulicom@gmail.com
CONTACT PERSON: MR. ELLIE JJUUKO
CHAIRPERSON
KIMULI COMMUNITY DEVELOPMENT GROUP
TEL : +256 782 156 153 / +256 774 967 140
PROJECT BENEFICIARIES: THE COMMUNITY OF KIMULI AND THE
SORROUNDING VILLAGES
PROJECT COST : 225,999,275 UGX
OR : $90,399.7 US D
PROJECT DESCRIPTION: IMPROVEMENT AND EXPANSION OF THE EXISTING
COMMUNITY PRIMARY SCHOOL.
CONSULTANT: MAYANJA SAMUEL MUBIRU OF ELTON INVESTMENTS
TEL: 0752 639743 / 0774828919

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EMAIL:eltoninvestments@gmail.com
: samayanja@yahoo.com
THE CURRENT SCHOOL CAMPUS WITH PUPILS

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ACRONYMS
KCDG - Kimuli Community Development Group
UPE - Universal Primary Education
MoES - Ministry of Education and Sports
BOQ - Bills of Quantities
M and E - Monitoring and Evaluation
CHHs - Child Headed Homes
EFA - Education for All

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NGO - Non Government Organization
ESSP - Education Sector Strategic Plan
ABSTRACT
The Ugandan Ministry of Education and Sports, through its revised education
sector strategic plan 2007-2015 emphasizes working hand in hand with support
programs targeted to disadvantaged children and youth with primary school
services. It argues that such programs have greatly helped in supplementing the
government’s policy of UPE. It points out that there are many such communities,
each with particular needs. These include dispersed communities as well as poor
rural and poor urban communities.
Kimuli village is that such community where, much as no big NGO has reached
with any special project in regard to education, the community has organized
itself into a community based grouping; KIMULI COMMUNITY DEVELOPMENT
GROUP, and started up a community school. In the absence of matching grants
from the ministry or any other external funding to our organization; may be due
budget constraints or lack of knowledge that we do exist, we have been able,
through triumphs and failures; victories, and defeats; to run the school on the
very minimum resources available; in a bid to promote equitable access to
education to our disadvantaged community children.

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1.0 INTRODUCTION
The education of the world’s children is high on the global agenda. In the
context of education for all (EFA), all children should receive free, good quality
education. It actually ranks number 2 on the UN millennium development
goals. Children in many developing countries lack access to a proper
education. Though, the situation has improved significantly in the past
decade in that whereas in 1999, 106 million children did not attend school, by
2013 this number has fallen to 61 million, a lot still needs to be done to bring
this figure far lower than it is.
Uganda as a country, through its UPE and USE policies, monitored and
implemented by the Ministry of Education and Sports; has emphasised the
fact that good education reduces child labour, child and teenage marriages,
the spread of HIV, and making it easier for children to find better paid work
when they leave school. We have seen this working!
However, some places in Uganda have got a disadvantaged history in addition
to location, in that, unless there are special interventions that target them
specifically, their inclusion in the achievement of EFA objectives appears to be
a hit-or-miss phenomenon.
1.2 BACKGROUND TO THE PROJECT LOCATION
Rakai District

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Rakai District covers a total area of 4,989 km2, although over 1,000 km2 of this is
open water, mostly part of Lake Victoria. It is located in south-western Uganda
between 31°04’ and 32°00’E, and 0°01’ and 1°00’S . Its current population stands
at 471,806 People.
Rakai District borders Lyantonde District to the northwest, Lwengo District to the
north, Masaka District, of which it was once a part, to the northeast, Kalangala
District in lake Victoria to the east, the Kagera Region in the Republic of Tanzania
to the south, Isingiro District to the southwest and Kiruhura District to the
northwest.
Rakai Town, the location of the district headquarters, lies approximately 65
kilometers (40 miles), by road, southwest of Masaka , overall, making it
approximately 190 km south-west of Kampala. Rakai is actually the largest city in
the sub-region.
The district is divided into the six administrative units. These include; Kakuuto
County, Kooki County, Kyotera County, Rakai Municipality - The 'chief town' and
district headquarters, Kyotera Town Council and Kalisizo Town Council
On the side of education, the district has a total of 302 primary schools with 259
government, 40 private and 3 community schools. For secondary schools, the
district has over 43 schools, 19 are government, 9 private and 15 community. It
also has 1 Technical Institution and 1 Teacher training college.
Kimuli Village
Kimuli is a Village in Rakai district. It is located near Lwentulege trading centre.
Like in other parts of the district, subsistence agriculture is the dominant
economic activity in this village, employing the biggest percentage of the people.
Crops grown include matooke, beans, cassava and potatoes for food while coffee
is the main cash crop. Livestock raised includes cattle, goats, pigs and chicken.

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About 800 children live in the village of Kimuli and more than 1000 children in the
age group of 3 to 10 years live in the villages around.
With such a staggering financial base to most parents, quality education remains
a dream because it comes with a big cost. Such under privileged children, with
the limitations of Kimuli Primary School, which is the only UPE School in the
locality, do not have any possibility to get paid- for education and hence remain
illiterate
1.3 Project Background
Kimuli Model Nursery & Primary School was started in 1998 with the commitment
of the members of KIMULI COMMUNITY DEVELOPMENT GROUP as a seed
project to provide equitable education services to the disadvantaged children of
the area, geared towards up lifting their standards and forging a bright future for
the children of the land, while serving as a model for other schools in the vicinity.
The school initially started in temporary structures made out of local materials
like reeds and sticks with a simple roof on top; as indicated in the photo below.

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Since then, the school has grown from strength to strength with the help and the
backing of the local community, in whom it has won the trust.
The once temporary structures have been improved to have more permanent;
though still wanting structures; as indicated below.

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1.4 School Details
1. School Name: Kimuli Model Nursery & Primary School
2. School Location:
Village: Kimuli Village

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Parish: Kimuli
Sub County: Kagamba
County: Kooki
District: Rakai
3. School strategic Direction
School Vision: To Be A Model Community Primary School in
Rakai District.
School Mission: To empower children with intellectual, Spiritual
and Physical skills.
School Motto: We toil for a clear future
4. School Contact Information
P O BOX Number: 100 Kyotera
Office Telephone Number: +256774967140
Mobile Telephone Number: +256782156153
Email Address: kimulimodelpr@gmail.com/kimulicom@gmail.co
m
5. Current Enrollment: 290
6. Number of Sponsored Orphans Sixty ( 60)
7. Teaching Staff members: 9
8. Non Teaching staff Members: 1
9. Current school facilities:
Classrooms: 5
Staff room: 1
Latrines: 1
Kitchen: 1

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2.0 STATEMENT OF THE PROBLEM
The HIV/AIDS scourge that has for a long time hit Rakai district may be reducing,
but other effects brought about by it, still haunt the district. The number of
child-headed households is higher in Rakai than in any other district in the central
region.
Such death of people as a result of HIV/AIDS leaves so many children as orphans
with no body to take care of them and giving them support. Most of the children
are left with their poor grandparents and some are left homeless. Rakai has for
long been the epi-centre of the AIDS scourge which started in mid 1980s and still
directly impacts approximately 12% of the population in this area. Thirty percent
of the population live in poverty. There are approximately 78,000 registered
orphans many of them living in one of the 969 child-headed homes (CHHs).
These orphans living in child-headed homes, alongside those with living parents
but who are as good as being dead due to the abject poverty in the area, and have
not been lucky enough to be taken up by the operating NGOs in the district; or
getting absorbed through UPE, have ended up becoming child laborers, in order
to sustain themselves, while others end up in drug abuse.
While the Government of Uganda, through UPE continues to target such children
to give them a bright future, the challenge still remains the distribution of the
fully government funded UPE schools, and the limitation of their, (such schools’)

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facilities to accommodate the overwhelming number of orphaned and
underprivileged children in the area.
As concerned citizens of the area; and above all believers in the fact that Early
Childhood Development (ECD) is critical in the well being of our children, we came
up with this initiative to provide elementary education for every child. It has been
however sadly noted, that the task is still enormous as most children have not yet
been enrolled on the programme due to resource constraints. And as already
mentioned, these are either orphaned children or other less privileged children;
to whom access to elementary education remains a distant dream.
We are confident, that through partnerships and collaborations with
government, external funders or any other stakeholder, we can improve and
expand the capacity of this existing school to enroll more orphans; to make them
become responsible citizens of tomorrow.
2.1 JUSTIFICATION FOR THE PROJECT
The magnitude and complexity of the problem of lack of access to basic
education in Kimuli and the villages around cannot be ignored. It is an urgent
need which; if not attended to; will culminate into a crisis for us and our posterity.
For example, a study in the same District some time back selected 20 pupils in
the upper grades of three primary schools - 10 girls and 10 boys, 10 orphans and
10 not, randomly selected within these parameters. Half of the homes were
headed by guardians,
three...had fathers still alive, and the other seven were headed by widows...the
AIDS epidemic was having a serious impact on the pupils. Most pupils indicated
that they had to work on the farms in order to raise money for fees and to grow

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food to eat. Such children can never be able to complete their education, without
such special programmes like this ours.
Such is the situation in Kimuli Parish and the villages beyond. The biggest
percentage of the already mentioned 800 children living in the area, and the 1000
living in the surrounding areas are orphans. Others are children from families
where parents put little emphasis to educating their children. Some of these have
been taken care of by the only UPE School in the area, but it does not have the
capacity to take them all. Kimuli Model Nursery & Primary School in this case
becomes the next available alternative; with its resources becoming insufficient
every passing day.
The conclusion therefore, is that our facilities can no longer accommodate the
ever increasing pupil numbers. And as our job and obligation, the Executive
committee of KIMULI COMMUNITY DEVELOPMENT GROUP came up with this
proposal in order to design and to provide an insight for architects, other top level
decision makers as well as funders so as to counteract this problem before it gets
out of hand
2.2 PROJECT DESCRIPTION
The project is to be divided into two major phases;
Phase I:
This will involve improving on the existing two structures; one of which has been
for a long time in use but pending shuttering/ flooring , and the other which has
just been roofed pending; shuttering, flooring, Plastering, and other internal
finishes.

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The same phase will also involve construction of an additional 5 classroom block
which will also house the multipurpose hall, the staffroom, a store and 2 other
offices.
Phase II:
Phase II of the project is more of a programme, because it is getting the school
continue its operations, with a renewed commitment. This will involve hiring
more staff, acquiring the missing necessary scholastic and other general
requirements, as well ensuring a professional management of the school to the
satisfaction of all the project stake holders
2.3 PROJECT GOALS & OBJECTIVES
1. To improve and expand the existing school to house more pupils so as to
increase on the number of the sponsored under privileged children, with
better facilities.
2. To effectively use the continual funding for making sure that the school can
Survive in proceeding with its goal.
3. To change the face of the school and redefine its purpose to the entire
community of Kimuli and the surrounding areas.
3.0 PROJECT IMPLEMENTATION AND MANAGEMENT PLAN
3.1 The steps taken so far on the project include the following:
As an organization, we have done the following in preparation for the
implementation of the Project.

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i) Assessing the need for the improvement and expansion of the existing
school through holding consultative community meetings with the
concerned village- based stakeholders.
ii) Continued use of the funds solicited from the group members as well as
fees collections to put in place the existing structures to start as the first
tangible step towards achieving our bigger dream.
iii) We have mobilized finances for the development of this proposal as
another tangible step to the visualization of the project.
3.2 IMPLEMENTING AGENT
The project will be implemented by KIMULI COMMUNITY DEVELOPMENT
GROUP (KCDG). Appearing below is the Organization’s Executive committee.

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3.3 ORGANIZATION PROFILE
KIMULI COMMUNITY DEVELOPMENT GROUP (KCDG) is a registered Community
Based, Non-Partisan organization working to improve the lives of the marginalized. It was
started in 1998 but registered a year later; (Reg. No. 831) by the Rakai District Administration;
with major emphasis on creating accessibility to Primary Education, Agriculture &Fishing,
Carpentry &Agro trade as well as Savings & Credit Scheme.
KCDG is blessed to own the land on which the school is located. One of the Group’s executive
members; Mr. Ellie Jjuuko, offered the land for this noble cause. This land is dully surveyed
and demarcated with a land title.
3.4 MISSION
To transform the lives of marginalized people especially the ones who have lost their dear ones
and have no one to take care of them; and also to empower the people of Kimuli through
practical development skills.

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3.5 VISION
A Community in which the local peoples’ economic aspirations and rights are fully recognized
and nurtured to ensure equitable and sustainable human development; for a better tomorrow.
3.6 CORE VALUES
God fearing: We execute our duties in respectful fear of our God and
fundamentally do only what is acceptable under our Christian principles
Equality for all: God made all people equal; our organization is committed to a
development process that promotes equality and basic access to equal
opportunities.
Rights and dignity for all: KCDG believes in and strives to uphold the rights and
dignity of all people especially in the rural communities where we operate from.
Hard work and Team work: We put all our heart and soul into whatever we do
---giving it 100%! We also believe in supporting one another in the execution of
our mission.
Institutional partnership in development: KCDG welcomes and respects ongoing
International initiatives and national policies to take care and give support to
vulnerable children and disadvantaged people; fight poverty, ignorance as well as
imparting survival skills. Our activities are ever in collaboration with other
stakeholders.

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Integrity and Accountability: We are ever honest, transparent and do abide by
very strong moral principles. We in addition, willingly accept our responsibility
and willingly execute it with commitment.
3.6 EXPECTED PROJECT IMPACT
i) The project will increase on the pupil enrollment thereby creating a
greater opportunity for the underprivileged children of the community;
since the increased number of pupils who can pay some little fees can
cater for more orphans.
ii) Better facilities will definitely attract better teachers which will in turn
improve on the general school performance; both at the local and the
national level. This will enable the Kimuli community children to
compete favorably.
iii) The same facilities will be used by the community for community
functions like immunization, cultural functions, Voting and any other
public gathering.
iv) The increased number of pupils will enlarge the local market for the
villagers for their fruits, sugarcanes etc
v) The construction project itself will create employment for the villagers
like casual laborers.
3.7 PROJECT ARCHTECTUAL PLAN
(Please refer to the APPENDIX I at the end of the document)

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4.0 PLANNED PROJECT ACTIVITIES AND WORK PLANS
After the approval of the project, there shall be a committee meeting to resolve
and make plans/prepare for the implementation, assign duties and work shall
definitely begin off.
The time frame for completion of the project will be 30 Weeks. The table below is
an implementation schedule for the project.
Phase I
S/N ACTIVITY TIME PERSON
RESPONSIBLE
COMMENT
01 Getting approval and
recommendation
from the local leaders i.e. LCI,
LCII & LCIII
1st week of
approval
KCDG Executive
committee
The local leaders
recommended the
project to be
Implemented
02 Getting permission from the
District Engineering Department.
2nd week of
approval
KCDG Executive
committee
The District Engineer
will give technical
advice.
03 Bidding the contract One month
after approval
KCDG Executive
committee
Interested
contractors shall put
in their papers
04 Engineer’s survey of the land,
carry out a geotechnical study &
Give recommendation
Second month
after approval
for 1 week
Approved Contractor This will ensure that
the selected area is
compatible for the
project in question.
05 Procurement of materials begins 2 weeks Procurement
Department of KCDG
Executive committee
Quality control will
be a key component
of this process.
07 a). Setting of the foundation for
Admin / Classroom Block
b). Engineers inspection &
2 Weeks Engineering
Contractor
Constant monitoring
and quality control
will be ensured

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Recommendation District Engineer
08 a). Walling of Admin /
Classroom Block to wall plate
Level
b). Engineer’s inspection &
Recommendation
2 weeks Engineering
Contractor
District Engineer
Constant monitoring
and quality control
will be ensured
13 a) General Roof work for the
structure
b)Engineer’s inspection
&Recommendation
1 month Engineering
Contractor
District Engineer
Constant monitoring
and quality control
will be ensured
14 a). Installation of windows and
Door frames ; including the
other 2 structures( A & B)
b). Plastering and finishing for
the Admin. Block and the
existing classroom block B
c). Flooring, Verandah
construction and finishing for
the 3 structures
e)Painting
g)Installation of Glasses
h). Engineering inspection &
2 weeks
1.5 months
4 weeks
2 Weeks
Engineering
Contractor
&
District Engineer
Door and windows
are installed, conduit
work done,
plastering and
finishing both
internal and external,
Verandah is built,
Floor is done
Engineer makes
his/her
recommendation on
the
Completion of the
project.

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Recommendation. 2 Days
15 Committee meeting 1 day KCDG Executive
committee
The committee
prepares for the
commissioning
Ceremony
16 Commissioning 1 day KCDG Executive
committee to set the
guest to commission the
Project
The project is
commissioned and begins
to be used, alongside
others.
4.1 IMPLEMENTATION CHALLENGES AND CONTIGENCY PLANS
PROJECT HEALTH & SAFETY PLAN
The KCDG executive committee will ensure that the Engineering contractor abides
by health and safety procedures. Occupational Risk Prevention will be a core
matter of high importance.
This will aim mainly at the adoption of suitable preventive and corrective
measures towards potential hazards. Due to their nature, construction sites are
provisional workplaces, making compulsory the adoption of these measures. If
neglected, this would entail a serious and imminent risk to the safety and health
of workers which may call for an immediate work stoppage. It will always be
taken into account that, the worker has absolute protection against accidents.
4.2 ROJECT RISKS AND CONTIGENCY PLANS
NO. RISK CONTIGENCY PLAN
1.
Theft and prefirage of construction materials: All employees shall use the front
school gate and shall be checked
on exit.

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2. Fire: Due to; messy storage of wood, use of flammable
liquids for engineering equipment, use of plastics and
combustible materials, welding works, cigarette butts
not properly extinguished etc.:
The safety officer will have to
pay extra attention to every
possible hazard.
Fire extinguishers will be put in
place
3. Winds and storms; These may cause serious damage
during the construction stage:
4. Water-induced damage: Mere existence of water at the
worksite is already a permanent risk for the
construction:
All water sources will be
monitored closely.
5. Ground subsidence: A good geotechnical study will
mitigate against this risk.
RISKS OF THE CONSTRUCTION PROJECT ITSELF
These include the risks due to the activities carried
out during the construction stage
6. Defects in workmanship, unskillfulness,
negligence and malicious acts (fraud): / Lack
of skill or carelessness in handling
equipment.
A specialized
workforce will be
contracted.
7. Incorrect formwork underpinning, with partial
collapsing.
A specialized
workforce will be
contracted
8. Defective arrangement of formwork A specialized
workforce will be
contracted
9. Inadequate storages which, on producing
unexpected overloads, result in partial
collapse of the structure.
A make shift storage
structure shall be
erected.

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4.3 PROJECT MONITORING AND EVALUATION
Phase I
To ensure efficiency and effectiveness of the project, a Monitoring and
Evaluation system shall be instituted. Monitoring and Evaluation (M and E)
Participatory –based systems taking into consideration of all stake holders’
interest will be in built to give the project a right direction and appropriate
impact.
The KCDG executive committee, which will also double as the project
Management team will always review their findings during review meetings.
These will among other things look at the Accounting and expenditures Vis a Vis
the approved BOQ. The M and E system shall ensure that all aspects of the
project are in order. The project Engineering Contractor will regularly prepare
technical reports according to the work plans and construction phases and submit
them both to the management committee and the District Engineer for review.
The involvement of the District Engineer right from the start will be another
component that will promote Quality assurance for the entire project in the
following ways.
a) The building to be constructed will follow appropriate specifications for the
school, with enough space, adequate lighting and good ventilation.
b) Qualified Engineering Contractors and personnel will be used in
construction to ensure quality in construction

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c) Ensuring that corrective measures if needed are taken at the end of every
phase to ensure that mistakes are not carried forward to the next phase.
Phase II
As already mentioned, this project is also intended to overhaul the
school’s operations. This will involve the following.
i) Top management will ensure all employees execute their duties
professionally and with a renewed commitment. Management and
strategic meetings will become the school culture.
ii) The school will print its own scheme books which will also have
attendance registers, schemes, and Time tables, record of work and
lesson plans.
iii) The school will empower the existing departments and go ahead to
develop department notes such that the teachers will be acquiring
teaching notes from their respective departments. During appraisal,
the respective Heads of Department will be responsible
iv) The teachers will report to the DOS, to the Deputy H/M and the
respective HODs. These will endorse the schemes of work and carry
out fortnight appraisals to look at what is written in students’ books.
v) At every beginning of the Term, teachers will be required to set
subject targets with the pupils and these will become departmental
targets. Forms will be designed to set these targets.
vi) The Pupils will also be encouraged to set individual targets which
shall always be compiled to become overall targets for each class.
These targets are to be moderated by the teachers because they are the
ones to ensure that they are achieved by the pupils.
vii) Cumulative cards shall be instituted for both teachers and pupils and
best students shall be rewarded while best teachers with performance
allowances. The best done subjects will fetch presents for their
departments.

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5.0 THE PROJECT BUDGET
The project Budget for Phase I is reflected in the BILLS OF QUANTITIES (BOQ) for
the respective structures to be undertaken under the project. The Budget for the
Second phase covers the operational expanses of running the school.
a) Administration / Classroom Block
S/No Item Quantity Unit Cost Total
A. CONSTRUCTION
1. Cement 400 Bags 28,000 11,200,000
2. Hard core 18Trucks 100,000 1,800,000
3. Burnt Bricks 80,000 150 12,000,000
4. Aggregate stones 15 Trucks 100,000 1,500,000
5. Iron Bars Y12 100 25,000 2,500,000
6. Rings 40 Pcs 10,000 400,000
6. Binding Wire 40 Kgs 3,500 140,000
7. Timber( Beam FW) 170 6500 1,105,000
8. Lake sand 40 Trucks 90,000 3,600,000
9. River Sand 30 Trucks 80,000 2,400,000
10. Labour to W. Plate 10,000,000
11. Nails – Form work 30 6,000 180,000
12. Euchariptus Poles 400 Pcs 5,000 2,000,000
13. Ventilators 600 Pcs 700 420,000
14. DPC 15 rolls 15,000 225,000
TOTAL 49,470,000
B. ROOFING

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1. Timber 6x2 180 Pcs 10,000 1,800,000
4x2 370 Pcs 7,000 2,590,000
3x2 280 Pcs 5,000 1,400,000
2. Iron Sheets 350 Pcs 30,000 10,500,000
3. Loop Iron 10 rolls 50,000 500,000
4. Nails 3’’, 4’’, 5’’,6’’,2’’ 175 Kgs 6,000 1,050,000
5. Roofing Nails 62 Kgs 7,000 434,000
6. Facial Boards 50 Pcs 16,000 800,000
7. Ridges 55 Pcs 10,000 550,000
8. Roofing Labour 7,000,000
TOTAL 26,624,000
C. SHUTTERING
1. Windows 62 250,000 15,500,000
2. Doors 12 300,000 3,600,000
3. Labour for installation 74 Pcs 20,000 1,480,000
TOTAL 20,580,000
D. FLOORING &
PLASTERING
1. Cement 185 bags 28,000 5,180,000
2. River Sand 33 trucks 80,000 2,640,000
3. Lake Sand 18 trucks 90,000 1,620,000
4. White Lime 25 bags 20,000 500,000
5. Labour 6,000,000
TOTAL 15,940,000
E. PAINTING
1. Undercoat Paint 35
Jericans
52,000 1,820,000
2. Super Gloss oil Paint 100 Ltr 12,500 1,250,000
3. Weather Guard 7 Buckets 250,000 1,750,000
4. White Spirit 5ltr 37,000 37,000
5. Painting Brushes,
Rollers and accessories
300,000
Labour for Painting 2,000,000
6. Water paint – Interior 24
Jericans
55,000 1,320,000

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TOTAL 8,477,000
GRAND TOTAL: 121,091,000 UGX
b) Improvement on the existing structures
i) Structure A (the one that is functional at the moment) for Flooring
and Shuttering.
S/No Item Quantity Unit Cost Total
A. FLOORING
1. Cement 52 Bags 28,000 1,456,000
2. Aggregates ½
inch
10 Trucks 100,000 1,000,000
3. Lake sand 9 trucks 90,000 810,000
4. River Sand 4 trucks 80,000 320,000
5. Labour for
Flooring
1,250,000
TOTAL 4,836,000
B. SHUTTERING
1. Windows 18 220,000 3,960,000
2. Metallic Doors 9 270,000 2,430,000
3. Cement 5 bags 28,000 140,000
4. Glasses 600,000
5. Putty 200,000
6. Labour for Glass
Installation
270,000
TOTAL 7,600,000
C. VERANDAH
1. Bricks 4100 150 615,000

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2. Cement 26 bags 28,000 728,000
3. Lake sand 3 trucks 90,000 270,000
4. River Sand 2 trucks 80,000 160,000
5. Aggregates 1 truck 100,000 100,000
6. Labour 1,100,000
TOTAL 2,973,000
GRAND TOTAL: 15,409,000 UGX
ii) Structure B ( the one that has just been Roofed)
C. SHUTTERING
1. Windows 3 220,000 660,000
2. Doors 3 270,000 810,000
3. Labour for
installation
150,000
4. Glasses 150,000
5. Putty 50,000
6. Labor for Glass
Installation
70,000
TOTAL 1,890,000
D. FLOORING &
PLASTERING
1. Cement 60 bags 28,000 1,680,000
2. River Sand 6 trucks 80,000 480,000
3. Lake Sand 8 trucks 90,000 720,000
4. Aggregates ½
inch
5 trucks 100,000 500,000
5. White Lime 5 bags 20,000 100,000
6. Labour 1,800,000
TOTAL 5,280,000
E. PAINTING
1. Undercoat Paint 7 jericans 52,000 364,000

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2. Super Gloss oil
Paint
30L 12,500 375,000
3. Weather Guard 3 Buckets 250,000 750,000
4. White Spirit 37,000
5. Painting Brushes,
Rollers & other
accessories
150,000
6. Water Paint 6 Jericans 55,000 330,000
7. Labour 600,000
TOTAL 2,569,000
E VERANDAH
1. Bricks 2050 150 307,500
2. Cement 13 bags 28,000 364,000
3. Lake Sand 1.5 trucks 90,000 135,000
4. River Sand 1 truck 80,000 80,000
5. Aggregates 1 truck 100,000 100,000
6. Labour 550,000
7. TOTAL 1,536,500
TOTAL: 11,275,500 UGX
c) Miscellaneous
S/No Item Misc. index – 5% Total
i) Admin. Block 5% x 121,091,000 6,054,550
ii) Structure A 5% x 15,409,000 770,450
iii) Structure B 5% x 11,275,500 563,775
TOTAL 7,388,775 UGX
Phase II
a) Human Resources
S/No Category Number Qualification Monthly Pay Annual Pay

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12 months
1. Head teacher 1 500,000 6,000,000
2. Deputy Head teacher 1 300,000 3,600,000
3. Director of Studies 1 250,000 3,000,000
3. Teachers 9 230,000 24,840,000
4. School Bursar 1 Diploma in
Accounting
300,000 3,600,000
6. School cooks 2 N/A 150,000 3,600,000
7. School secretary 1 Diploma in
Secretarial Studies
200,000 2,400,000
8. Cleaners 2 N/A 150,000 3,600,000
TOTAL 50,640,000
b) Other Operational Requirements
S/No Item Unit Cost Quantity Total Amount
1. 3 seater Desks 100,000 50 5,000,000
2. Generator 3,000,000 1 3,000,000
3. Office Desks 450,000 3 1,350,000
4. Office chairs 300,000 3 900,000
5. Cushioned chairs -
staff room
8 150,000 1,200,000
6. Study Table for the
Staff room
1 400,000 400,000
7. Printing costs for
Schemes of Work
books.
10,000 100 1,000,000
8. More Instructional
Material like
Textbooks
3,000,000
9. Stationery and
scholastics for the
Orphans
2,000,000
TOTAL 17,850,000

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BUDGET SUMMARY
Phase I
a) Admin / Classroom Block: 121,436,000 UGX
b) Improvement on the existing structures: 26,684,500 UGX
c) Miscellaneous: 7,388,775 UGX
TOTAL: UGX: 155,509,275
USDOLLARS: $62,203.7
Phase II
a) Human Resources(Annual Bill): 50,640,000
b) Other Operational Requirements: 17,850,000
c) Miscellaneous: 2,000,000
TOTAL: UGX: 70,490,000
US DOLLARS: $28,196
Budget Notes:
i) The figures in the budget are in Uganda Currency (Shillings).
ii) Part of the miscellaneous index is the project’s overall monitoring expense.
iii) The Iron sheets for the roof work are white with normal corrugation.
iv) The exchange rate for the US Dollar is 1 Dollar: 2500 UGX

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6.0 Project Personnel:
6.1 Phase I
In order to accomplish project objectives and schedule in time, key personnel will
be charged with the day today execution of the project. These include;
i) The KCDG Executive Committee: This will be charged with the allocation
of project funds and the general management of the project.
ii) Consultants: The District Engineer will work as the main consultant for
the project.
iii) Project Engineer: This one will be the technical head of the project team
and will be responsible for the supervision and technical management of
the works.
iv) Quality Control Manager: Will be in charge of ensuring that Technical
Conditions in terms of material receipt and project units’ execution are
always in order.
v) Health and Safety Coordinator: This one will ensure that all the
necessary safety precautions are under control.
vi) General project team: This will include Masons, Roofers as well as casual
Laborers.
vii) Administrative Support: For clerical and related support tasks.
6.2 Phase II
S/No Personnel Category Duties
1. Head teacher Overseeing all the school operations
2. Deputy Head teacher Deputizes the HM and also in charge of Discipline
3. Director of Studies In charge of Academic programmes
4. Teachers Teaching and assessment of Pupils
5. School Bursar In charge of School Finances
6. School Nurse In charge of pupils’ Health
7. School cooks Prepare and serve school meals
8. School secretary Handles all the school correspondences

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9. Cleaners Keeping the school clean and hygienic
6.4 MAINTAINENCE AND PROJECT CONTINUITY AFTER COMPLETION OF PHASE I
If approved and implemented, these structures will be the biggest, the most
planned, and the most beautiful at the entire campus. They will also be the most
heavily invested into projects at Kimuli Model nursery and Primary School.
All these facts place onto the KCDG Executive Committee as well as the school
management committee, currently and those to come, as well as the school
members of staff, to see to it that, these structures stand to serve the school and
the people Kimuli community at large for generations to come.
The following are the measures to be taken to ensure its continuity.
i) Teachers will ensure that pupils don’t write on the class room walls
ii) The structures plus the windows/Doors will be repainted on an annual
basis
iii) The class Monitors of the respective class rooms will be solely responsible
for the opening and closing of the Glass windows to minimize breakage.

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APPENDIX I
ARCHTECTUAL PLANS – ADMIN. / CLASSROOM BLOCK
This Block will house 5 class rooms; a Multipurpose Hall – which will also serve as class rooms; one staff
room, 2 offices for the Administrators and a store.
GROUND PLAN

36. 36

37. 37

38. 38
FRONT AND REAR ELEVATION OF THE SAME BLOCK
FOOT NOTES:
It should be noted that we are trusting in the Lord that, with more funding, we are hopeful of erecting
more structures that will offer the school with different facilities. These are indicated in the school site
plan on the next page. These structures will include;
i) The Girls’ Dormitory
ii) The Boys’ Dormitory and more Latrines / Urinals
iii) The Dispensary

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iv) A second Kitchen structure
v) A workshop for imparting practical skills
vi) A modern school Canteen and a Dining Hall
vii) A modern Library complex

40. 40

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