A proposal for
Project Sekoly: provision of improved school infrastructure, including
four new buildings and new facilities for Manambaro Lycée (High
School), Anosy Region, Southeast Madagascar
Module 1: provision of one school building, one two-cubicle composting latrine and
one well
February 2015
AZAFADY LTD
SUITE 7, 1A BEETHOVEN STREET, LONDON, W10 4LG, ENGLAND
TEL: + 44 (0) 20 8960 6629 • FAX: + 44 (0) 20 8962 0126
COMPANY NUMBER 3796669 + REGISTERED CHARITY NUMBER 1079121
EMAIL: MAL@AZAFADY.ORG
ONG AZAFADY
VILLA RABEMANDA, AMBINANIKELY, B.P. 318, TOLAGNARO (614), MADAGASCAR
TEL: +261 20 92 212 65
EMAIL: MIMI@AZAFADY.ORG
WWW.MADAGASCAR.CO.UK
‘Ny fianarana no lova soa indrindra’
‘Education is the best heritage’
- Anosy proverb
1: Project Summary
Project Title: Provision of improved school infrastructure, including four new buildings and
new facilities for Manambaro Lycée (High School), Anosy, Southeast Madagascar;
Module 1: provision of one school building, one two-cubicle composting latrine and one well
Project Aim: To increase access to formal education and adequate sanitation facilities for
young people aged 15 - 24 years in order to enhance their quality of life, build community
capacity and alleviate poverty in the Anosy Region
Location: Manambaro, Manambaro Rural Commune, Anosy, Southeast Madagascar
Module 1 Duration: Five months
Executive Summary
There is a pressing need for resources at all levels of the Malagasy education system. In
the rural Anosy Region, lack of capacity is particularly severe, with rates of illiteracy
reaching 73%. The low regional pass rate of the national school leavers examination is a
significant barrier to development in Anosy, resulting in employment opportunities across
key sectors going to better-educated workers from elsewhere in the country, and in few
people from the region attaining sufficient schooling to become fully qualified teachers,
perpetuating the cycle of poverty. There are only three public high schools in the south of
the region and the recently opened Manambaro Lycée is forced to turn away up to 500
students each year due to a lack of classrooms. The current site does not have a water
point or latrines; students at the school defecate in bushes and drink from a pond.
Through the four modules of this initiative Azafady aims to address the high level of
demand for school infrastructure by providing four durable school buildings constructed
from concrete, brick and rock, each containing two fully furnished classrooms. Azafady will
also dig a well to supply clean water and build four two-cubicle composting latrines at the
school; the latrines can provide fertiliser to support subsistence agriculture in the area.
These activities will be supported by sanitation education and the establishment of
committees drawn from members of the community and responsible for the management
and maintenance of the facilities. This first project module addresses the need for one
school building, one two-cubicle latrine and the well.
This initiative has been identified as being of the highest priority by the local education
authority (CISCO), and Azafady has received ongoing requests for assistance from CISCO,
the Mayor of the Commune and the school’s Head Teacher. Azafady is extremely well
placed to deliver this project, having supported 18 communities in the region with similar
school building interventions since 2006. It is anticipated that over 2,500 children and young
people will access the school over the next decade; Manambaro Lycée’s increased
capacity will thereby foster direct social and economic benefits for an estimated 12,500
members of households, with diverse impacts of a better educated population felt
throughout south Anosy’s population of 400,000.
1
2: Organisational Background
Azafady is a partnership between Azafady UK, a British charity (1079121), and ONG
Azafady, an independent Malagasy NGO responsible for the implementation and
monitoring of all Azafady projects on the ground in Madagascar. The two organisations
work together according to their Memorandum of Understanding in a collaboration that has
capacity building and skills sharing at its core.
Azafady has over 15 years of project experience in southeast Madagascar and during this
time has developed strong working relationships with the local population, maximising their
participation in all stages of project development and implementation. Azafady is a
recognised regional specialist at capacity building at the community level (empowerment,
information, education and training, advocacy), including expertise in impact evaluation
processes. It is estimated that over 125,000 people have benefited from the projects
implemented by Azafady in the last decade.
Azafady’s mission is to work with communities to tackle the immediate effects of poverty,
support long-term development and protect the environment. Azafady aims to build the
capacity of individuals and organisations to lead and support sustainable conservation and
development initiatives in southeast Madagascar, with the objectives of securing local
community access to quality health, education and livelihoods assets, and increasing local
capacity to conserve and manage natural resources including unique but greatly
endangered forest environments. At the heart of Azafady’s work is an integrated approach
to community development, sensitively built around the directly expressed needs of local
populations.
Azafady is extremely well placed to deliver this project, having supported 18 communities in
southeast Madagascar with similar school building and educational interventions since
2006, including long-term follow up to ensure that the school buildings and sanitation
facilities continue to be used.
Azafady currently employs 60 Malagasy staff, 10 long-term international volunteers and
specialists and two full time international staff in Madagascar, as well as three members of
staff in London who are supported by a team of dedicated volunteers.
2
3: Project Rationale
3.1 Background
Madagascar is one of the most
impoverished and least developed
countries in the world, ranking 151/187
on
the
UNDP
2013
Human
Development Index. Within the remote
Anosy region in the southeast of the
country, the effects of chronic poverty
are seen at their most extreme. More
than four fifths of the local population
earn less than the global poverty line of
$1.25/day (UNDP, 2013), half of
school-aged children have never been
to school and, of those that do attend,
more than a third do not complete
primary education (UNESCO, 2012). Additionally, 45% of children and young people are
involved in income-generating activities (INSTAT, 2010), which keep them from attending
formal education. As a result, while the literacy rate in Madagascar
In rural Anosy, as a whole is 64% (UNESCO, 2009), in the Anosy region the
literacy rate is a mere 35%, falling as low as 27% in rural areas
73% of the
(INSTAT, 2010). While the government has adopted a strategy
population is
paper for poverty reduction, the isolation of the region and lack of
government capacity means that service delivery is extremely
illiterate
limited, with no upkeep or provision of education infrastructure.
Prior to 2009, Madagascar was making slow but definite progress towards the Millennium
Development Goal of achieving universal primary education. However, political instability
since the coup in 2009 has led to an 82% fall in national investment in education (World
Bank, 2011), significantly impacting on the
quality of education available to the island’s
children and young people, who constitute
some 43% of the population (UN DESA,
2010). It is hoped that increased political
stability following recent elections will
eventually halt or reverse this decline, but
for the moment schools in the Anosy region
are unsustainably over-capacity. With
population growth of 3% per year (World
Bank, 2013), demand for infrastructure is
immediate and urgent.
Along with deficient school infrastructure, students are faced with severely inadequate
access to sanitation facilities. Nationally, only one quarter of schools have a source of
drinking water and latrines are in short supply, with an average of one latrine for 1,900
students (MEN, 2012). As a result, diarrhoea causes the loss of some three million school
days every year in Madagascar (World Bank, 2011).
3
The
effects
of
inadequate
educational
provision
are
particularly evident in the Anosy
region. Without passing the
Baccalaureate examination at the
end of Lycée (high school),
access to formal employment and
further educational opportunities is
severely limited. However, under
the current national education
system, those who do not pass
their end-of-year exams twice in a
A population pyramid produced by INSTAT, illustrating the high proportion
row are dismissed from public (i.e.
of young people in Madagascar’s population.
non fee-paying) schools. As a
result, the acute lack of capacity in Anosy leads to high drop-out rates throughout primary,
middle and high schools, with only 100 - 200 students passing the Baccalaureate each year
through public high schools – in a region with a population of approximately 400,000, of
which 170,000 are school aged children (CISCO, 2014 and INSTAT, 2010). At present, due
to a lack of qualified local candidates, the majority of employment in the key tourism and
mining sectors go to well-educated immigrants from the highlands in the middle and north
of the country. With few ties to Anosy, these workers tend not to settle and so, despite a
pool of high-quality employment opportunities, little
economic benefit accrues to the region. Additionally, Fewer than 200 students
lack of adequate capacity results in under- or
unqualified teaching staff, creating a self-sustaining pass their Baccalaureate
cycle that further hampers development.
exam each year through
non-fee paying schools
There is therefore a vital need for improvements to
in Anosy
educational infrastructure in Anosy’s under-resourced
and insanitary public high schools in order to ensure
access to education for all, while maintaining a safe and healthy learning environment,
retaining students throughout their education and increasing the number of individuals
passing the Baccalaureate at the end of high school. Better infrastructure will enable
students to achieve their potential and, in doing so, will support the local human resource
base and promote sustainable regional development in the long term.
3.2 Project History
Since 2006, Azafady has been implementing
primary school building projects in the Anosy
region through Project Sekoly (meaning
‘school’ in Malagasy). Primary schools have
been constructed in response to requests for
assistance received from Circonscription
Scolaire (CISCO, the district education
authority), or direct requests from rural
villages, where access to basic education
facilities has historically been extremely
limited. For each of these projects Azafady
entered into formal agreement with the
4
community, providing materials, technical expertise and labour for the construction of a
wooden primary school building containing two fully furnished classrooms, with villagers
contributing locally available materials including rocks, sand and water. Each project has
involved Azafady’s construction team working alongside local community members besides
international volunteers recruited through the award-winning ‘Pioneer’ programme,
maximising cost effectiveness while providing valuable opportunities for cross-cultural
exchange. To date Azafady has completed 15 wooden primary school buildings, with water
and sanitation facilities installed on site as necessary. These projects have been
implemented in collaboration with CISCO, the body responsible for recruiting qualified
teachers for all schools provided by Azafady in order to ensure their sustained use.
Madagascar is considered to be one of three countries most vulnerable to the effects of
climate change (Maplecroft, 2010) and worsening climatic conditions in the region, with
increasingly frequent and powerful cyclones, have weathered these wooden schools more
rapidly than anticipated. Since 2010, Azafady has repaired 11 of the 15 wooden primary
schools and installed weather-proofing measures such as verandas to extend their lifespan.
Meanwhile, stocks of sustainably sourced timber have decreased and prices have risen.
Two composite images showing stages in the construction of a middle school complex with four concrete and brick buildings, built
by Azafady staff and volunteers.
Due to both of these factors, the six new school buildings that Azafady has constructed
since 2010 have used concrete, rock and brick as alternative building materials. The design
for these buildings was produced by Azafady’s Head of Construction in collaboration with a
local masonry specialist and Azafady’s Head of Quality Control. As sand, water, gravel,
rock and clay bricks are all available locally, the building materials are sustainable and
inexpensive and it is anticipated that these school buildings will require minimal
maintenance and repair due to the greater durability of the materials used. The six buildings
most recently constructed by Azafady have all been for CEGs (middle schools), aimed at
supporting the provision of middle school education in the region and increasing the
number of students that progress to high school and beyond. The proposed activities at
Manambaro Lycée will be the first Azafady building project to involve a high school.
3.3 Project Context
Manambaro is the largest village within Manambaro Rural Commune, an administrative
district in the Anosy region. As the commune centre, the village is an important regional hub
and, in addition to its primary school, it has a middle school and a high school: Manambaro
Lycée.
5
While Manambaro’s primary and middle schools are well established, the Lycée was built in
early 2011 by Direction Regional de l’Enseignement National (DREN, the regional
educational authority) to address a severe lack of high school capacity in south Anosy. Prior
to the school’s opening in October 2012, there were only two high schools in the region.
Located in the urban centre of Fort Dauphin and in the remote town of Amboasary – both
many hours’ walk from Manambaro – in theory these two schools served 25 local middle
schools. However, in practice the schools are too far from the majority of middle schools
and are not large enough to cope with the number of young people who wish to attend.
Furthermore, as a key location for cattle rustling, the security situation in Amboasary has
been deteriorating for several years and parents are reluctant to send their children there.
In 2013, DREN announced three further high schools in communities situated to the north
of Fort Dauphin, although to date only one of these three schools has any classrooms.
6
A view of Manambaro Lycée’s two buildings, with part of Manambaro Rural Commune in the background. The school’s open
defecation site is to the left of the image.
DREN’s efforts to increase the number of high schools in rural Anosy are much needed
and, once fully established, these schools will increase access to post-middle school
education for large numbers of young people. Not only are they closer to most rural middle
schools than the high schools in Fort Dauphin and Amboasary, they are also more
affordable. Living costs are lower outside of the regional capital of Fort Dauphin and there is
a greater likelihood that a prospective student will have an extended family member in one
of the communities who can provide accommodation
Despite the establishment of new schools, capacity issues in the Next year, the
region remain critical. Manambaro Lycée in particular serves a large
newest grade
and populous catchment area containing 16 middle schools. The
school can support an intake of 100 students per year and has
will lack any
turned away between 400 and 500 prospective students in each of
classrooms
the two years that it has
been open. The two
buildings constructed by DREN are of high quality,
but each supports only 100 students. With 200
students already attending and three mandatory
high school grades, during the next academic
year (starting in October 2014) one grade will
completely lack a building. As an interim solution,
the Head Teacher has reached an agreement with
the mayor that the newest intake will be taught in
the town hall. This is not a permanent
arrangement - nor an appropriate location, as the
town hall is situated far from the school site and
next to a busy regional market.
Second-year students in a class at Manambaro Lycée
As a further effect of DREN’s lack of capacity, the
buildings were provided completely unfurnished.
In 2013, through Project Fanaka (meaning ‘bench’
in Malagasy) Azafady was able to provide enough
benches for one building, but the remaining
benches had to be constructed by other local
7
Students have
to defecate in
nearby bushes
and drink from
a pond
operators and were not built to a high standard.
Lack of appropriate furniture also means that textbooks must be
kept in the Head Teacher’s house in the village for security
reasons, and that science demonstrations cannot take place.
Furthermore, the school completely lacks toilet facilities, or any
source of clean water for drinking and hand washing. The 200
students attending the school drink from a pond and defecate in the
open, in nearby undergrowth, with serious implications for their health and, consequently,
their continued education.
3.4 Proposed Activities
Through the four modules of this Project Sekoly
initiative, Azafady proposes to build four new brick
and concrete school buildings each containing two
classrooms on site at Manambaro Lycée, four twocubicle composting latrines and one well. The first
module of the initiative will contribute the first of the
school buildings, one of the latrines and the well.
The school building will contain 40 standard twoseater benches, one lockable stationery cupboard,
one bookshelf and one long table with matching
benches for science demonstrations. The project
Students defecate in the undergrowth next to their
has been designed so that at completion of the four
school
modules, the total amount of new furniture will be
sufficient to ensure that every classroom in the school has enough furniture for students to
be seated appropriately, including in both of the existing buildings.
Azafady anticipates that the provision of the four new school buildings will give access to a
full day of school in appropriate facilities for 600 students across three grades, solving the
school’s current capacity issues and enabling twice as many students to be admitted each
year in the future. This will directly benefit the 2,500 high school students who access the
school over the next decade, with impacts for some 12,500 members of their households,
who will benefit from their enhanced education and employability (estimate based on
average household size in Anosy, INSTAT, 2010). The increased numbers of individuals
completing high school is in turn expected to help
drive development across the south of Anosy.
The pool from which students drink.
Additionally, Azafady will build a well at the school
along with four two-cubicle composting latrines. A
Community Health Agent and a Health Education
Manager from Azafady’s Water, Sanitation and
Hygiene (WASH) team will engage in activities to
encourage the appropriate use and maintenance of
the well and latrines. These activities will reinforce
improved sanitation practices at the school and in the
surrounding community. Activities will include: WASH
education for students, including hand washing and
8
water purification demonstrations; support to the community and the local parent-teacher
association in establishing committees to manage and maintain the well and the latrines,
and delivery of training to these committees in skills including maintenance, safe use
practices and financial management, to ensure the appropriate and sustainable use of the
new facilities.
4: Project Approach
4.1 Cost Summary
Azafady will construct each school building on a
foundation of reinforced concrete and rock. The walls
will be constructed of reinforced concrete columns with
courses of bricks laid between, with the interior and
exterior surfaces covered in a concrete finish. The roof
will be constructed of corrugated metal sheeting on an
overbuilt wooden frame and cyclone-proofed with
reinforced concrete fastenings at the sides. Overall, the
design ensures soundness of structure and excellent
value for money. The building will be strong and easy
to maintain, and will be constructed using locally
available materials, keeping costs to a minimum. The
same design has been used successfully by Azafady in
six previous school buildings.
Excerpt from plans produced by the Azafady
construction team.
All classroom furniture will be built of locally sourced sustainable timber and built to a
durable design, including reinforcements to maintain the furniture’s stability. Through
Projects Sekoly and Fanaka, Azafady has built benches to a similar design since 2006 – all
of which are still in daily use in schools throughout south Anosy.
The well will be dug by hand to a depth of four or more metres – the pit is dug during the
peak of the dry season when the water table is at its lowest and digging continues until
water is found. Concrete rings are then placed in the pit to line it, with layers of gravel and
sand at the bottom to filter the water entering the well.
PVC riser pipes connect the water with the pump at
ground level and the well is capped with a concrete lid
and a Canzee pump. Finally, a concrete surround
ensures that runoff travels several metres from the well
before returning to the ground, helping to ensure the
water entering the well remains clean. Since 2001, this
and similar designs have been used many times by
Azafady’s WASH team. The design was originally
chosen because its simplicity and easily replaceable
components enable communities to manage and repair
Previous beneficiaries of an Azafady project
the wells themselves as necessary.
carry benches to their school
Each latrine will be built of concrete-skinned breezeblocks on top of an elevated concrete
platform, above a breezeblock composting chamber. In line with international best practice,
each latrine will have two cubicles, one for female students and one for male students. The
composting chamber beneath will contain a partition to allow the use of one half while
9
composting takes place in the other half. The design is such that it is straightforward to
switch between the two halves of the chamber and to empty the chamber of fertiliser
following composting.
Azafady is able to reduce costs involved in the work since much of the labour required will
be provided by international volunteers participating in Azafady’s award-winning Pioneer
programme, along with contributions in kind from the local community.
4.2 Project Timeline
Completion of all four modules of the project, resulting in four school buildings with
furniture, four composting latrines and a well, is expected to take 18 months.
Preparation:
 Meeting with CISCO and the Mayor of Manambaro
 Meeting with the Head Teacher
 Establish project timeframe, define stakeholder roles and responsibilities
 Source building materials
 Undertake baseline studies of attendance and academic performance
Implementation:
 Transport materials to project site
 Construction of temporary structures for use
by construction team
 Construction of well
 Groundbreaking ceremony
 Construction of four new brick school
buildings, each containing two classrooms
 Construction of classroom furniture
 Construction of four new composting latrines
 Latrine management training and WASH
education delivered by an Azafady Community
Health Agent and a Health Education Manager
 Training for teachers and parent-teacher
association on well management and
maintenance
 Training for teachers and parent-teacher
association on latrine management and
Mme. Christalline, Head Teacher of Manambaro
Lycée, in her office.
maintenance
 Ongoing monitoring and evaluation of project
progress, including regular meetings with construction team, teachers and other
stakeholders, along with case studies of beneficiaries
 Delivery of interim narrative reports to donors
Follow-up:
 Official inauguration
 Monitoring and evaluation activities, including data gathering on attendance and
academic performance, and project closure debriefs
 Delivery of final reports to donors and local stakeholders
10

WASH follow-up activities to support the community to adopt long-term sustainable
sanitation practices
4.3 Project schedule (Ideal programme, funds permitting)
Month
Activity
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Temporary structures
Well
School Building
Furniture Construction
Latrine Building
Finishing and murals
Sanitation Management
Report Delivery
18
(+)
4.4 Project Stakeholders
Azafady: Azafady’s construction team will
implement the project, with all technical
construction details overseen by the Head of
Construction and the Construction Manager.
Azafady’s international Pioneer volunteers will be
trained and supervised to assist with construction
activities. Monitoring and evaluation will be carried
out by the Head of Construction in collaboration
with the project development team.
Community participation: This project has been
developed in response to requests for assistance
from the local community. Their participation is
essential in all stages of the project. Community
members will contribute in kind to the construction
as follows:




Textbooks stacked in the corner of Mme. Christalline’s
Men will contribute to the construction
home. They are kept here when not in use, as the
school has no secure storage.
activities through the provision of locally
available materials (rock and gravel) and
labour
Women will contribute to the construction activities through the provision of locally
available materials (sand and water)
Students and the parent-teacher association will receive support to become
responsible for the cleaning and maintenance of the infrastructure.
The well and latrine management committees, composed of teachers and parents,
will be responsible for the full maintenance of the well and the latrines, including
arranging for the latrines to be emptied, the compost distributed and any necessary
repairs to the facilities.
11
Officials: CISCO, DREN, the Mayor of Manambaro and Manambaro Lycée’s Head
Teacher have all been involved in the development of this project. They will participate in
the official groundbreaking and inauguration ceremonies in accordance with traditional
Malagasy culture and will continue to assist with monitoring and evaluation activities and
long term follow-up.
4.5 Monitoring and Evaluation
Azafady will monitor progress towards objectives throughout the duration of the project. The
project development team will conduct monthly site visits to monitor construction activities
and communicate with the project beneficiaries (including the head teacher, teachers,
students and parents). All qualitative information from these visits
Over 12,500
will be fed back into project implementation. Additional support
individuals will visits will be made as the latrines become full to support the
school in emptying them and distributing the fertiliser produced,
benefit during
enabling their continued use. Monthly meetings will be held with
the next decade Azafady’s Project Development team, Head of Construction and
Health Education Manager in order to assess project progress,
address any challenges, and ensure the project continues to meet the practical needs of
the participants as effectively and efficiently as possible. As well as case studies of
individual beneficiaries, an initial baseline and end-of-project evaluation will be held to
assess overall impact and feed into
future
project
development
and
expansion, using quantitative data on
attendance and examination pass
rates. While pass rates are unlikely to
change over the duration of the project,
Azafady anticipates a long term
increase in Baccalaureate passes, both
in absolute terms and as a proportion of
the number of students at the school.
As with all Azafady projects, detailed
financial monitoring will be in place and
narrative reports will be produced for
funders at six monthly intervals
throughout the project.
4.6 Sustainability
The project will run for eighteen
months, yet positive impacts of the
project’s activities will continue well
beyond the project timeframe. 2,500
young people are expected to access
the school over the next decade and
better education is anticipated to have a
variety of positive social and economic
outcomes for these individuals, their
households and their communities,
including increased awareness of safe
The Malagasy flag flies in front of the school, with Manambaro Rural
Commune in the background.
12
health and sanitation practices, and the importance of conservation of natural resources.
Education-related outcomes are expected to include greater appreciation of the benefits of
education, with alumni encouraging school attendance within their communities, and an
increase in the number of high school graduates entering the teaching profession and
returning to their rural communities to teach. Overall, increased human and social capital
from a better-educated population will catalyse further development in the south Anosy
region, including improved provision of non-fee paying education.
All infrastructure proposed as part of Project Sekoly has been designed to last and to
require the minimum and simplest possible forms of maintenance. Designs have been in
use by Azafady for several years and follow-up visits to previous beneficiaries of Projects
Sekoly and Fanaka have confirmed that the infrastructure will last for long periods of
constant use with very low levels of maintenance.
Ensuring the sustainable use of the new sanitation facilities is particularly important.
Students are not necessarily accustomed to the use of latrines and the maintenance of both
the well and latrines is likely to be unfamiliar to the
community. The latrines will be opened at the same time as
The well can be
each new school building. As well as ongoing support from
maintained using
Azafady’s staff throughout the project, including training
sessions on latrine use and hand washing with students and
plastic drainpipes
teachers, Azafady staff will return when the latrines are full, to
and car inner tubes
support the school in exchanging chambers. Each cubicle will
contain two sealable holes, corresponding to the two halves
of the composting chamber. Once a chamber is full (a process anticipated to take
approximately one year), the hole into the second chamber is unsealed in both cubicles and
the previous holes are sealed while composting takes place. In addition, Azafady staff will
return following composting to support the latrine maintenance committee in emptying the
chambers and distributing the composted fertiliser, for use in agriculture. Composting not
only provides a useful byproduct from the latrines in the form of fertiliser, but also ensures
that the contents of the chambers are harmless when they come to be emptied.
The community will be highly involved in the construction of the well, particularly members
of the well management committee. In this way, committee members will learn and see for
themselves the internal operation of the well, helping them to disassemble and maintain it
when necessary. The Canzee pump design is in use throughout Madagascar and was
chosen by Azafady due to its ease of maintenance. The pump is self-lubricating and is
made from two lengths of uPVC tubing (available in Fort Dauphin). The no-return valves are
made from rubber and can be replaced by cutting disks from old car or bicycle inner tubes
(which again are readily available in the area).
Management planning and financial training provided to the committees ensures that
money from user subscriptions and from the sale of fertiliser
is saved and can be used to pay for parts at a later date.
Azafady has a permanent office in Fort Dauphin and frequent
visits to Manambaro by the NGO’s experienced Community
Agents will address any issues encountered after the close
of the project and will help to guarantee the sustainability of
Project Sekoly.
13
A student walks home at the end of
the school day
5.1 Budget Summary
Detail
Project Sekoly Budget
Exchange Rate Used = 3500 Ariary / £ 1
Cost / Unit Quantity
Total Cost
(Ariary)
Total
Cost (£)
Percentage
Temporary shelter
1,203,000
1
1,203,000
£344
1%
Temporary latrines
234,900
1
234,900
£67
0%
Materials per building
25,201,000
1
25,201,000
£7,200
26%
Furniture per building
2,662,000
1
2,662,000
£761
3%
Well
1,791,500
1
1,791,500
£512
2%
Composting latrines
5,561,000
1
5,561,000
£1,589
6%
Tools
3,404,500
1
3,404,500
£973
4%
Community participation
1,597,000
1
1,597,000
£456
2%
Communications
1,395,000
1
1,395,000
£399
1%
Transport
Accommodation and
subsistence
4,702,000
1
4,702,000
£1,343
5%
11,148,500
1
11,148,500
£3,185
12%
Human resources
23,611,900
1
23,611,900
£6,746
25%
Madagascar costs
6,300,000
1
6,300,000
£1,800
7%
UK costs
MEL (Monitoring, Evaluation
& Learning)
2,625,000
1
2,625,000
£750
3%
4,140,000
1
4,140,000
£1,183
4%
95,577,300
£27,308
100.00%
GRAND TOTAL
14