program/ project development: principles, procedures...

John F. Devlin – Teaching Dossier Program/Project Development, University of Guelph, Winter 2002

1

PROGRAM/ PROJECT DEVELOPMENT: PRINCIPLES, PROCEDURES, TECHNIQUES

RPD 95-607

UNIVERSITY OF GUELPH Rural Planning and Development Program

Winter 2002

Graduate Course 13 Students

This course is regularly taught by Dr. Farokh Afshar who prepared all the outline and readings presented here. In the winter of 2002 I was asked to take over the course when Dr. Afshar fell ill. I picked up the course after the winter break and carried it through to completion. This involved teaching half the classes and marking the second assignment and third assignments. I would like to stress that this course material is included in the dossier in order to represent material with which I am familiar and which I have taught. I am not representing this course design and readings as a representation of my own course development work nor with how I would design a course with the same general purposes.


2

UNIVERSITY OF GUELPH SCHOOL OF RURAL PLANNING AND DEVELOPMENT

Winter 2002

95-607: PROGRAM/ PROJECT DEVELOPMENT: PRINCIPLES, PROCEDURES, TECHNIQUES Faculty: Farokh Afshar, Ext. 8588, Rm. 119 Johnston Hall

Time and Place: Tues.2 - 5 p.m. LA 132 ___________________________________________________________________ DESCRIPTION Teaches principles, procedures, methods and techniques in planning, implementing, managing and evaluating projects/ programs. Includes: the role and politics of projects in development planning; the project design logic (objectives to impacts); the project cycle (identification, preparation, appraisal, implementation, monitoring, evaluation, on-going operations); and specific procedures, methods and techniques (needs, supply and demand assessment; socio-cultural analysis; technological analysis; cost-effectiveness and profitability analysis, and financial management; ecological analysis; institutional analysis and implementation management). Case studies and assignments on physical infrastructure, social, and income generating projects. Third World orientation, applicable to First World contexts. Individual and group work. COURSE OBJECTIVES 1. To give students a sound and comprehensive understanding of principles, procedures, methods and

techniques involved in project development. 2. To give students the ability to apply some key procedures, methods and techniques and understand

others used in project development.


3

REQUIRED READINGS (purchase from bookshop) Textbook: Cusworth, John W and Tom R Franks ed. 1996. Managing Projects in Developing Countries, Harlow, UK: Longman Binder of selected readings from the following and other texts. Austin, Vincent 1984. Rural Project Management: A Handbook for Students and Practitioners. London: Batsford. Pp. 17 – 23 (7pp.). Conyers, D. and Peter Hills (1986) An Introduction to Development Planning in the III World Chichester: John Wiley & Sons. Conyers, D. and Peter Hills (1984) An Introduction to Social Planning in the III World Chichester: John Wiley & Sons. Mathur, O.P. (1985) Project Analysis for Local Development Boulder, Colorado: Westview Press National Economic Development Authority: NEDA (1986) Project Development Manual Manila: NEDA. Private Agencies Collaborating Together (PACT) (1986) The Cost-Effectiveness Field Manual. Prepared by Robert R., Nathan Associates Inc. Washington D.C. World Bank (1980) Human Factors in Project Work Staff Working Paper No. 392. Washington D.C.: World Bank. library copy, UN9MG16-80 P 97 Class Notes: These will also be provided for each class. I recommend you make a manual of these as well as additional resource materials for course and use in future professional practice. PREREQUISITES Course 95-603 International Rural Development Planning is an asset. Students are expected to be proficient or gain proficiency in basic math and spreadsheets outside class hours within the first three weeks of the course. METHOD OF COURSE DELIVERY Lectures, seminars, case studies, discussions, workshops, presentations, course notes, three accumulative assignments.


4

ASSIGNMENTS AND EVALUATIONS

GRADES (%)

ASSIGNMENT

Ind

Grp

Total

1: Social & Cost Analysis. Physical &/or Social Projects (group). Grades: Presentation 5%. Paper 15%.

0

20

20

2: Profitability & Ecological Analysis of productive, Income generating Projects (individual). Paper.

25

0

25

3: The Project Proposal: comparing a Physical/ Social & Income-generating Project (group). Presentation 10%, paper 30%

20

20

40

4: Class Participation (individual)

10 0 10

5: Peer Evaluation (individual)

5 0 5

TOTAL

60 40 100

For grade interpretation see SRPD Program Handbook. Section on `Academic Standing. All written submissions should follow the formatting guidelines set out in Handbook unless otherwise advised by instructor. Assignments submitted late risk grade reduction.


5

CLASS SUMMARY AND SCHEDULE: DATE TOPIC SUB-TOPIC, ACTIVITY READINGS A. 8/1 Course Introduction to participants & course I WHAT IS PROJECT DEVELOPMENT (PD)? 1. 15/1 Overview 1.1: PD w/in Development Planning

1.2: Case-w’shop: AKRSP versus `classic’ PD Cusworth 96, Austin 84, Mathur 85,Video

II PROJECT FRAMEWORK, IDENTIFICATION (PI) & Sociocultural Analysis 2. 22/1 Framework,

Identification 2.1: The project framework 2.2: The PI process. Needs Assessment 2.3: Case W’shop: Constructing a Project Frame: Library – on-site versus mobile

Cusworth 96,Mathur 85, Johnson 87

3. 29/1 Socio-cultural Analysis

3.1: Sociocultural analysis 3.2: Case-workshop: Gender/Child labour 3.3: H’out assignm.1, group. Social, cost

Conyers 82, World Bank 80

III PROJECT PREPARATION: Technology, finance, ecology 4. 5/2 Social:Technology

Cost 4.1: Technology 4.2: Cost, cash-flow, cost effectiveness

Mathur 85, NEDA 84, PACT 86

5. 12/2 Economic: Discounting

5.1: Discounting present & future values 5.2: Present, Ass.1. Group

Mathur, 85, NEDA 84

18/2 READING WEEK 6. 26/2 Economic:

Profitability 6.1: Simple methods: PBP, SRR 6.2: Dynamic methods 1: BCR, NPV, IRR

Mathur 85, NEDA 84

7. 5/3 Financial 7.1: Financial management 7.2: Briefing, H’out assignm. 2, individ. Profit. Ecol.

Cusworth 96

8. 12/3 Ecology 8.1: Assessing impact on ecology 8.2: Mitigating impact on ecology

Ahmed 85, Westman 9?, Beansland 85

IV PROJECT IMPLEMENTATION, OPERATION, MAINTENANCE. POLITICS 9. 19/3 Legal.

Organizational. Management. Evaluation

9.1: Legal & organizational analysis 9.2: Establishing, managing IMME system 9.3: Submit assignm 2. H’out assignm 3 . group. Comprehensive proposal

Cusworth 96, Conyers 84, NEDA 84

10. 26/3 Resourcing. Politics

10.1: Resourcing, financing the project 10.2: Politics of choice-making

NEDA 84, Cusworth 95, Mathur 84

11. 2/4 Students Present 11.0: Presentation assignment 3 (group) Submit assignment 3 on 12/4


6

DETAILED COURSE OUTLINE Introduction to participants and to course PART ONE: WHAT IS PROJECT DEVELOPMENT (PD)? 1 Overview of PD

1.1. Seminar: PD within Development Planning. What is the `Project'? The PD Cycle, Types and Levels of Analysis, the Project ̀ Logic', Cost-Benefit Analysis, Politics of choice making. Project management and manager. (Afshar)

Required Readings: Cusworth, John W and Tom R Franks (ed.). 1996. “Development and development projects” Pp. 1 – 14. “Project Management and the project manager”, pp. 30 – 45, in Managing Projects in Developing Countries. Harlow, UK:Longman. (15 pp.) Mathur, O.P. (1985) "Introduction to Project Planning: Its Context, Definitions, and Stages." Ch. 1 pp. 1-14 in Project Analysis for Local Development Boulder: Westview Press. (23 pp.) Austin, Vincent 1984. “The Concept of Rural Project Management”, in Rural Project Management: A Handbook for Students and Practitioners. London: Batsford. Pp. 17 – 23 (7pp.). Recommended Readings. Conyers, D and Peter Hills (1984) "The Operational Level of Planning Activity" Ch. 12, pp. 193-208 in An Introduction to Development Planning in the Third World Chichester: John Wiley and Sons. (15 pp.) Cusworth, John W and Tom R Franks (ed.). 1996. “Current issues in development management”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.217 – 229 (12 pp.)

1.2. Case Workshop/ Seminar: Comparing the classic PD model with that of a specific project (The Aga Khan Rural Support Program, Pakistan. Video).


7

PART TWO: PROJECT FRAMEWORK, PROJECT IDENTIFICATION (PI) & SOCIOCULTURAL ANALYSIS Assessing the project framework and environment; generating project ideas, assessing needs, social feasibility; identifying the project(s). Pre-feasibility Analysis. 2 The Project Framework, PI Process. Needs Assessment

2.1. Seminar: The Project Framework and the Project Environment (Afshar) Required Readings: Cusworth, John W and Tom R Franks (ed.). 1996. “The project framework and the project environment” in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp. 15 – 29. (15 pp.)

2.2. Seminar: The PI Process ( generating ideas, collecting data, screening, selecting). Needs Assessment. (felt, stated, absolute/ `objective’ needs). (Afshar)

Required Readings: Mathur, O.P. (1985) "Identification of Projects" Ch. 2 pp. 17-32. (18 pp.) Chambers, R (1994) "Project Selection for Poverty-Focused Rural Development: Simple is Optimal" in Chambers, Challenging the Professions: Frontiers for rural development, pp. 27-39, U.K.: Intermediate Technology Publications (12pp). Recommended Readings: Conyers et al. (1984) "The Collection, Analysis, and Presentation of Data" Ch. 6 pp. 88-116. (28 pp.) Johnson et al (1987) Applications, pp. 244-270 (Guidelines pp. 271-284 in Needs Assessment: Theory and Methods. Iowa: Iowa State University Press. (13 pp.)

2.3 Case Workshop: Constructing a Project Frame: Library – on-site versus mobile 3 Sociocultural Analysis

3.1. Seminar: Sociocultural Analysis: how sociocultural factors should be considered in PD. (Afshar)

Required Readings: World Bank (1980) "Introduction and Summary", pp. 1-2; When Social Questions Need to be Raised in Project Work" Ch. I pp. 8-10; "Assessing the Needs of Low-Income Populations" Ch. II pp. 12-14; "Social Factors and the Project Cycle" Ch. III pp. 33-39; "Social Techniques for Use in Project Work" Appendix 2 pp. 63-66, in Human Factors in Project Work SWP No. 397. Washington D.C.: World Bank. (15 pp.). Conyers, D 1982. “Social Planning's Role in Project Planning”, in An Introduction to Social Planning in the Third World. Chichester: John Wiley and Sons. Pp. 80 – 101 (21pp.). Recommended Readings: Conyers, D 1982. “What is Social Planning?”, in An Introduction to Social Planning in the Third World. Chichester: John Wiley and Sons. Pp. 1 - 18 (18pp.).

3.2. Case Workshop/ Seminar: Addressing child labour/ gender issues

3.3 Handout Assignment One (group): Doing a physical/ social project (addressing social,


8

technological, and cost issues). PART THREE: PROJECT PREPARATION: Technology, Cost, Profitability, Finance, Ecology Detailed preparation of the identified project(s). 4. Technology Analysis (Physical, Social Projects)

4.1. Seminar: Overview and Technical Alternatives: Technology; Size; Location. (Afshar) Required Readings: Mathur, O.P. (1985) "Selection of Technology, Size and Location" in Ch. 2 pp. 32-48. (16 pp.) NEDA (1984) "Technical Aspects" Ch. 6 pp. 103-118. (15 pp.)

4.2. Seminar: 1) Cost and Cash-Flow Analysis: Start-up/ Investment Costs; Recurring (Operating and Maintenance) Costs. (Afshar)

Required Readings: NEDA (1984) "Physical Resource Requirements"; "Cost Analysis" pp. 132-145. (15 pp.) PACT (1986) "Introduction", Ch. I pp. 1-6; "Gathering Information" Ch. II, pp. 7-29, in The Cost-Effectiveness Analysis Field Manual New York: Private Agencies Collaborating Together. (22 pp.)

2) Cost-Effectiveness Analysis (CEA): Why CEA? Different Types of CEA? When to do what type of CEA? Doing CEA: Procedures and Techniques.

Required Readings: Mathur, O.P. (1985) "Appraisal of Indirectly Productive and Promotional Projects" in Ch. 3 pp. 100-116. (16 pp.) NEDA (1984) "Cost-effectiveness Analysis" in Ch. 9 pp. 212-229. (15 pp.) PACT (1986) "Costs in Comparison to community Resources" Ch. III pp. 31-39 (10 pp.); "the Ratio of Per Unit Costs" Ch V pp. 51-58. (15 pp.). 5 Discounting (Afshar)

5.1. Seminar: Discounting: Calculating the Present Value of Future Costs and Benefits. Required Readings: Mathur, O.P. (1985) "Consideration of Time in Project Analysis" in Ch. 3 pp. 85-91 (6 pp. – w/in ̀ Profitability in Project Analysis’) NEDA (1984) "Time Value of Money" in Ch. 7 pp. 148-153. (5 pp.)

5.2. Case Presentation: (Assignment one: Student Groups) Submit assignment one. READING WEEK


9

6. Profitability Analysis (production/ income-generating projects): Simple Methods

6.1. Seminar: Overview: Profitability; Financial versus Economic Analysis; Simple Versus Dynamic Methods. Doing simple Methods: Payback Period; Simple Rate of Return. (Devlin)

Required Readings: Mathur, O.P. (1985) "Profitability in Project Analysis" Ch. 3 pp. 73-75. (3 pp.) NEDA (1984) "Profitability Indicators" Ch. 7 pp. 147-162; "Financial Analysis" Ch. 8 pp. 163-176. (28 pp.)

6.2. Seminar: Doing Dynamic Methods: Benefit-cost Ratio (BCR); Net Present Value (NPV); Internal Rate of Return (IRR). (Devlin)

Required Readings: Mathur, O.P. (1985) "Methods for Calculating Profitability" in Ch. 3, pp. 92-100. (9 pp. W/in `Profitability in Project Analysis’) Cusworth, John W and Tom R Franks (ed.). 1996. “Financial management case study: summary details” in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.138 - 142 (5 pp.) 7 Financial Management

71. Seminar: Budgeting, accounting, financial analysis (Devlin) Required Readings: Cusworth, John W and Tom R Franks (ed.). 1996. “Project finance and financial management” in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.138 - 147 (9 pp.)

7.2. Assignment Two (individual): Briefing and handout. (Individual): Profitability and ecological analysis of production/ income-generating project.

8 Ecological Analysis.

8.1. Seminar: Assessing Project Impact on the ecological environment (Devlin)

8.2. Seminar: Addressing Project Impact on the Ecological Environment. (Devlin) Required Readings Ahmed, Yusuf J and George K Sammy (1985) "Introduction", "What is EIA?", "Exploding Myths", "Steps in EIA", pp. 1-20 , in Guidelines to Environmental Impact Assessment in Developing Countries, Toronto: Hodder and Stoughton.(20 pp.)


10

Westman, W.E. (19?) "Ecological Impact Assessment as a Discipline" pp. 1-26, in Ecology, Impact Assessment and Environmental Planning, Toronto: John Wiley and Sons. (26pp.) Beansland, G 1985 “Basic Approaches to Environmental Impact Assessment”. In Proceedings of the Caribbean Seminar on EIA. Barbados: Centre for Resource Management. Pp. 64-81 (17pp.). Recommended Readings Canadian Council for International Cooperation (199?) Introduction, pp. 1 - 13; Domestic Water Supply and Sanitation, pp. 1 - 17, in Environmental Screening of NGO Development Projects, Ottawa: CCIC. (30pp.) PART FOUR: PROJECT IMPLEMENTATION Assessing implementability and planning for project implementation and on-going management (Installation, Construction, Operation, and Maintenance). 9 Legal and Organizational Feasibility; Management, Monitoring and Evaluation.

9.1. Seminar: Legal and Organizational Feasibility: What legalities (laws and customs) may hinder or facilitate the project? Establishing and managing the appropriate organization for the project (Devlin)

Required Readings: Cusworth, John W and Tom R Franks (ed.). 1996. “Project organizations”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.46 - 67 (21 pp.) NEDA (1984) "Operational Aspects" Ch 10, pp. 231 - 246. (15 pp.) Recommended Readings. Conyers, D (1984) "Organization and Planning" Ch.11, pp. 185-192. (7 pp.) Mathur, O.P. "Project Coordination for local Development", ch. 6, pp. 187-192. (5 pp.) World Bank (1980) "Social Aspects of Institutional Design" pp. 21-24. (4 pp.)

9.2. Seminar: Establishing, Managing an Implementation, Management, Monitoring and Evaluation System. (Devlin)

Required Readings: Cusworth, John W and Tom R Franks (ed.). 1996. “Project implementation planning”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.85 – 106 (21 pp.) Conyers, D. et al. (1984) "Implementation, Monitoring and Evaluation" Ch. 9, pp. 154-177 (23pp.). Recommended Readings: NEDA (1984) "Strategy Planning for Implementation" Ch. 12, pp. 275-290 (15pp.) Cusworth, John W and Tom R Franks (ed.). 1996. “Project management systems”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.158 – 178 (20 pp.) 9.3. Submit assignment two. Briefing, Handout Assignment three (group): Comprehensive proposal


11

with PD analysis of a physical-social and an income generating, production project. Recommending adoption of one. 10 Resourcing and the Politics of Choice-Making

10.1. Seminar: Resourcing the Project: Finding financial, human, material resources. Who Pays? who repays? How? (Devlin)

Required Readings NEDA (1984) "Project Appraisal and Financing" Ch. 11, pp. 247 – 273 (26pp.). Cusworth, John W and Tom R Franks (ed.). 1996. ̀ Interest, loan repayment and the financing plan’, in “Project management systems”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.147 – 157 (10 pp.)

10.2. Seminar: Assessing, addressing Politics: Stakeholders, Gainers, Losers, and their Influence on Choices. Strategizing to Guide Choice (Devlin)

Required Readings: Mathur, O.P. (1985) "Who Benefits from Projects?" Ch. 4, pp. 133 –157 (24 pp.). World Bank (1980) "Project Impact" pp. 27-32. (6pp) Recommended Readings: Bamberger, Michael and Shabbir Cheema (1995) "Policy and Operational Implications of Sustainability", "A Checklist for the Assessment of Project Sustainability" in Case Studies of Project Sustainability: Implications for Policy and Operations from Asian Experience, pp. 81-110 (29pp.). Cusworth, John W and Tom R Franks (ed.). 1996. “Skills of management”. in Managing Projects in Developing Countries. Harlow, UK:Longman. Pp.217 – 229 (12 pp.) 11. Final Presentations (assignment three, student groups): Comprehensive proposal, recommending

one of two projects to the District Council: Physical-Social versus Income-generating, Production Projects

Submit Assignment three, ten days later. See schedule for date (group).


12

95-607: Project Development watersanitation project fe01

ASSIGNMENT 1: PROJECT PREPARATION I: SOCIOCULTURAL & COST ANALYSIS:

TERMS OF REFERENCE:

WATER & SANITATION PROJECT SELECTION Key concepts and skills Project preparation process, socio-cultural analysis, costing, cash flow, least-cost, cost-effectiveness, profit & loss analysis, subsidies, cost-recovery The Decision The villages that make up the town of Qadooabad, in the rural district of Patiawar, Fartheren Areas, Lakistan are rapidly urbanizing. Consequently there is increasing pressure on moving away from using the open springs for water supply and from using the interspersed terraced agricultural lands for defecation. Sicknesses resulting from polluted water and from faecal infection are also on the rise. Villagers have identified piped spring to village water points and household pit latrines as priority projects. Budgetary constraints, however, permit the adoption of only one of these two projects in the next five years. The Qadooabad Town Management Society (TMS) representing the Village organizations (VO's) of the area have requested your assistance in helping them decide which of the two projects to select. Description of Tasks The TMS has asked you and some other urban-based Project Development NGO's to explain how you would go about helping it select one of the two projects and to recommend one of them. On the basis of your relative approaches it will then choose one of you to help guide project selection for this and other projects coming up in Qadooabad and surrounding settlements over the next several years. You are asked to prepare a report that sets out and implements the methodology you would use to guide project selection. In your work you are asked to address the following. (you may address additional issues briefly if you consider them critically important. Note that additional issues related to project development, such as ecological impact, will be addressed in subsequent assignments). 1 Adequately prepare and analyse both project options and recommend one, giving your reasons. 2 Adequately consider need, demand, and supply issues. 3 Explain whether and if so how you will encourage the participation of the villagers, the women,

and/or the VO's, and/or the TMS in the process of preparing and analysing the projects, and in making a recommendation.

4 Consider social norms and practices, equitable access, and different impacts on different

groups. Social and equity issues in general, and gender issues in particular are important in this case.


13

5 Consider local resource use and the generation of local jobs and wages. 7 Consider cost criteria based on a costing analysis that covers up-front, capital investment costs (project design and implementation), and recurring operations and maintenance. Your cost analysis should include cash flow, least-cost, cost effectiveness, financial profit & loss, and cost-recovery and subsidy

issues. Do a cash flow of six years with the year in which construction commences and is completed as year 0. Assume all data apply from that year on.

To do this analysis and present the findings develop a spreadsheet using either Quatropro or Excel. The spreadsheet should be clearly formatted such that the logic of the calculation procedures, the calculations, the cost data and assumptions etc are self-explanatory. This costing, financial analysis component of your tasks is especially important to the TMS not only because of budgetary constraints but also because it is in this area of financial analysis that the local organizations most lack expertise. 8 You may briefly consider the process of implementation, operation, repair and

maintenance if it is essential in terms of making the other points required here. (A subsequent similar but separate exercise will examine these in detail). As indicated in '7' above however, you need to consider the basic costs issues in operation and maintenance given the information is available.

9 Identify and discuss any critical issues and problems that may have been unforeseen in this terms of reference. 10 Clearly identify and briefly discuss the different project selection criteria, how you are using them

to guide choice, and how this helps make clearer and better informed choices. Especially discuss how you resolve potential tradeoffs in choice, for example when different criteria suggest different choices.


14

Background Information The following information is provided to help you perform your task. Not all the information may be relevant or of equal importance. Where you feel critical information is lacking make an informed judgment making explicit what you have assumed to be true and why you consider it plausible (keep these assumptions to a minimum). Need and Demand The Fartheren Areas is highly mountainous with climatic extremes and remote often difficult to access villages. It is snow-bound in winter and very hot in summer. Each village has a VO for men and for women (WO) although the latter may be less well organized and weaker. The culture values privacy for women from men outside the immediate extended family. The women and female children fetch water daily for their drinking and washing from a spring that is approximately a kilometre uphill. Weather and privacy permitting they also use the spring point for clothes washing and for bathing their children. The spring point is a social gathering place for women. There has been a steady increase in water-borne diseases as a result of population pressure and inadequate control of water quality and use at the spring point, as well as during transport to the home and storage there. In recent years, on average annually there have been 150 water-borne sicknesses in the 100 households of Qadooabad. These sicknesses could be prevented through a project that involves piping water from the spring to centrally located taps and includes health education, training and controls in the collection, transport, storage and use of water. This and the convenience of having an outlet nearer or in the village has been the main reason that VOs and WO's have stated a need for a village-shared central tap water point. On the other hand with urbanization and its attendant increase in densities in population and buildings, it is increasingly difficult (for decreasing privacy reasons), to use the fields interspersed between buildings for defecation. This is especially a problem for women. The increasing and sometimes indiscriminate choice of locales for this practice, especially by children is also resulting in an increase in fecal-related sicknesses. In recent years, annually on average, there have been 200 fecal-related sicknesses among the 100 households. These sicknesses could be prevented by a project that involves each household constructing and appropriately using a pit latrine and also includes effective public health education and adequate training and control on latrine use. Household flush latrines are not possible for the next ten years given that it will take at least that long for the government to finance a settlement wide sewage system. The TMS has an annual grant of L$75,000 which it can use to fund the capital (up-front, investment) costs of either project. Recurring operating and maintenance costs must be covered through fees charged to user-households. These are largely costs for maintaining the water point and for regularly emptying out the pit latrine. Through VO and WO meetings households have stated that they are willing to pay a user-fee of L$100 per year for the use of the water point and L$125 for the service of latrine pit emptying. For the latter, households are also covering half the up-front construction costs (not included in the costs given below). There are 100 households of, on average eight members each, in the village of Shakesheikh, the pilot village for this project (see maps). Project Inputs and their Costs (see drawings for project design) The basic design of both projects have already been done on a fee for service basis by one of your NGOs (see drawings). Cement, pipes, fittings, roof sheets, and maintenance equipment come from Kilkit City, the capital of the Fartheren Areas outside Patiawar and some distance away from Qadooabad. Cement is a major cost in concrete


15

blocks and in the latrine slabs and covers. Kilkit firms also control the transport of these materials to Qadooabad, which comprise the bulk of transport costs in these projects. The rest of the inputs are available or made locally. The costs of the water point are as follows: Upfront costs incurred in the first year (year '0' in the cash-flow sheet): Design of system - L$7000; Construction Materials costs: water, sand, gravel -L$6100; Cement and mild steel reinforcing bars - L$7600; Concrete blocks - L$12,500; Pipes -L$2900; Fittings - L$1400; Materials transport - L$14000. Construction labour - L$12000; construction training - L$10000. Recurring operation and maintenance costs (incurred from the second year on, following the construction-completion year of the project (year 1 in the cash-flow sheet): Attendant wages -L$6000/year for first two years and L$6,500 for the next three years; Tools for simple repairs and maintenance - L$1000/year for the first two years and L$1200 for the next three years; Materials for repair and maintenance - L$500/year for the first two years and L$750 for the next three years. Health education (hygienic methods for water collection, transport, storage, and use) - L$500 in the first year two years and L$300 per year in the subsequent three years. The Latrine Project costs for which the TMS will pay (that is half the up-front costs with the other half being paid for directly by each household) are as follows: Upfront costs incurred in the first year (year '0' in the cash-flow sheet): Design of system - L$3000. Construction Materials costs: water, sand, gravel - L$2000; Cement and reinforcing bars - L$3500; Concrete blocks - L$15000; Roof sheet - L$5000; Latrine slab and cover - L$1000; Construction training to households - L$7500; Materials transport - L$7000. 95-607: Project Development. Assignment. F. Afshar. Page 4 of 5 Recurring operation and maintenance costs (incurred from the second year on, following the construction-completion year of the project (year 1 in the cash-flow sheet): Attendant wages - L$10,000/year; Mobile pump maintenance tools - L$500/year for the first two years and L$300/- for the next three years; Pump operations and maintenance materials L$100/year for the first two years and L$125 for the next three years. Health education (hygienic methods for latrine maintenance and use) - L$300 in the first year and L$100/year in the next three years. Task Implementation Details As mentioned you are one of several NGO's with a team of three to five persons selected to compete for this job. Please prepare a report for the TMS which covers all the above. Work as a team so that the report has all its parts well integrated into a coherent whole making an overall well supported argument for your recommendation. Assign each person in your team a specific part of the analysis and of the report as his or her primary responsibility. Note this allocation of assignments in the report submitted to the TMS. The report format includes a maximum of eight pages of text (double spaced, 12 pitch letters). In addition there should be a title page, table of contents, executive summary (one to two paragraphs), bibliography and illustrations such as maps, drawings, tables, graphs, charts, spreadsheets of costing and cash-flow analysis. Submit your report by 5 PM on Tuesday 6th March to the TMS Secretary (Sally Stoddard). Late submissions may be penalized or disqualified. The TMS thank you for your interest and assistance and look forward to working with you.


16

95-607: Project Development Assignment 2: Due 19 March Terms of Reference for Assessing: INCOME-GENERATING PROJECTS: BRICK KILNS Key Concepts, Knowledge Areas, and Skills This assignment will demonstrate your ability to do a basic financial analysis and an ecological-human health analysis. The financial analysis will include a financial budget and cash-flow, with a discussion of profitability and cost-effectiveness. The ecological analysis will include a discussion of ecological and health (eco-health) project impacts. The Decision A private entrepreneur is considering applying to the Patiawar District Council (PDC) for permission and a loan to start up a Wall-Type, agri-waste fired kiln for producing bricks. If permission and loan is granted and the kiln proves financially successful over a number of years, the entrepreneur will consider asking for permission to start up several more kilns. The Council, the district and, indeed, the county has a rapidly rising effective demand for bricks. Currently these bricks have to be purchased from kilns outside the district at a price 10% higher than what it would be if the bricks were locally produced. The district also needs local jobs and income-generating activities. Meanwhile, a local group, with some local support, is lobbying the council to refuse permission for the kiln. They argue that the Council should invest in more social projects not in economic ones and that the kiln may have damaging health and ecological impacts. The entrepreneur has to decide whether he has a strong enough case to make it worth his while to proceed with the application process. Both social and financial costs in making an application can be quite high especially given potential opposition and the application fees of the Council. Description of Tasks The entrepreneur has asked you to prepare a written report advising him on whether he should proceed or not with the application, and why. In your report ensure that you consider some of the basic factors involved in financial analysis. These will be briefly outlined here to help you organize the report. In deciding what to consider, you may modify the list suggested below by either omitting or adding to it. Justify your choices.


17

Financial and Profitability Issues In your analysis and report consider the following:

1. Prepare a budget and a five year cash-flow analysis for the brick kiln. The budget should distinguish between investment and operating costs, and within operating costs, between fixed and variable costs. The cash flow should indicate annual costs, sources of income and revenue and provide an annual cash balance. Prepare the cash-flow for three different scenarios. First assume that the entrepreneur finances the project from the entrepreneur’s savings. Second, assume that the entrepreneur obtains a loan for the full amount required at an interest rate of 10 % per annum. Third, assume the entrepreneur obtains a loan for the full amount required at a rate of 25% per annum

2. For each of the three scenarios analyse the project against financial criterion including simple net

profit, simple rate of return, cost benefit ratio and net present value.

Use discount rates as appropriate. Explain your choice of discount rate and under what conditions you might have chosen another discount rate.

To avoid lengthy numbers denote the bricks in units of `1000' symbolised by the letter `k'.

3. Discuss how the project performs against the different profitability criteria. What explains any

different results? 4. Discuss the potential positive and negative economic impacts (if any) such as on local disposable

income, job and income creation. 5. Compare the performance of the kiln against the range of different financial performance measures

(e.g. fixed versus variable cost, cost-effectiveness, profitability, jobs etc) and discuss what these indicate regarding whether the entrepreneur should proceed with the application. Which indicators are most likely to influence the District Council. Which are most likely to influence the entrepreneur?

6. Which, if any, of the issues arising from the above investigations, would you recommend be

examined in more detail by a financial specialist? Ecological and Health Issues Address the following: 1 How, if at all, might the project affect positively or negatively the natural environment? Consider the

natural resources consumed, the process of their transformation through the project, and the impacts of the outputs - intended and unintended, direct and indirect, short-term, long-term.

2 How, if at all, might the project affect positively or negatively the health of the participants in the

project and those in the affected surroundings? Consider participation in installation, operation, and maintenance of the project. Consider direct and indirect, intended and unintended, short-term, long-term effects.

3 Consider preventive and/ or mitigation measures - their costs and benefits. How might these be


18

financed and what might be the implications for the kiln=s profitability? 4 Compare the performance of the kiln against the range of different environmental performance

measures (e.g. use of renewable and non-renewable resources, pollution, health impacts, the feasibility of minimising or mitigating impacts). How is the District Council likely to respond to these indicators. Discuss what these indicate regarding whether the entrepreneur should proceed with the application. Are some measures more important than others for this particular project? If so, why so, if not, why not?

5 Which, if any, of the issues arising from the above investigations, would you recommend be

examined in more detail by a specialist in ecology and health? BACKGROUND INFORMATION ON THE WALL KILN PROJECT Basic Production Characteristics: The kiln operates for nine months of the year, i.e. during the dry season. Operations are suspended for the three months of the wet season due to monsoonal rains and high rates of malaria. In the first year the start-up/ installation of the project (clearing land, construction, etc.) takes one month of that season. The kilns full production capacity is 200 k (or 200,000) bricks /kiln /month. Kilns are usually sited along major roads to provide easy access for obtaining inputs, attracting buyers to the site, and getting the bricks to market. Typically a kiln operates on one site for five to ten years until suitable, near-by clay land is exhausted leaving 3 foot deep pits where the soil was dug out. The entrepreneur may then purchase or lease new sites to continue the kiln operation. Brick output and sales in the first year are estimated to be 1,200 k, in the second year 1,600 k, and reaching full capacity of 1,800 k from the third year on. Resource Inputs: Land required for the kiln, its ancillary buildings and uses (one office/ shelter, brick stacking area, etc.) is 2,428 M2. Additionally land required for its clay supply over five years (dug down to approximately three feet) 5,099 M2. In Patiawar District farmers with low-productivity farm land can be expected to offer the entrepreneur this land for such uses. The land is expected to have a five-year lease value of Rs. 0.74/M2. Construction of the kiln and buildings will cost Rs. 2,134. Approximately half this cost is on inputs obtained from outside the district. Because of the kiln and buildings rudimentary nature complete reconstruction is required after five years (even if the kiln continues on the same site). Equipment (shovels, wheel barrows, etc) cost Rs. 789 and can be used for two years after which new equipment has to be purchased. The used equipment has no salvage value. Any equipment purchased after the first year should be considered an operating, fixed cost. Kiln and building maintenance is Rs. 300/ year, except in the first year when it is Rs. 200. In addition to clay, brick making uses water and sand. Per 1000 bricks approximately 0.03 hours of water are purchased from farmers at Rs. 20/ hour and 3 cf. of sand is trucked in from the banks of local rivers at Rs. 0.67/cf. The kiln is fuelled using some local wood but mostly uses agricultural waste from local crops (e.g. straw, wheat husks, cotton waste etc). Per 1000 bricks 30 kg of wood is used at Rs. 0.37/ kg. Per 1000 bricks 52.5 cubic feet of agricultural waste is also used at Rs. 2.8/ cf.


19

Two types of labour are used: waged workers earning monthly wages and piece-rate workers paid per 1000 bricks made. There are three waged workers (one supervisor who fires the kiln, called a `mistree= and two assistants). All three come from outside the district. Their wages are supervisor Rs 300 /month , assistants each Rs 100 /month. They are paid for 12 months of the year, that is even when the kiln is not operating, to ensure that they remain with the kiln. In the first year however they are hired after the three month rainy season and therefore, in that first year, they are not paid for the full 12 months. There are 18 piece-rate workers (brick moulders `thapairs=, and transporters, `koumhaars=). The thapairs prepare the water-clay-water-straw mix and mould these into bricks using single-brick, hand moulds, and stack them to sun-dry. The ̀ koumhaars= using donkeys they own, transport the sun-dried bricks from where they are stacked on the clay land to the kiln where they are then stacked by the mistree and assistants in the kiln trench ready for firing. Once the bricks are fired / baked, they are then transported by the koumhaars from the kiln to another stacking area along the road side ready for sale or transport to market. Piece workers are paid a piece-rate of Rs. 50 for every 1,000 bricks produced and/or transported. Often the thapairs and koumhaars are with their families all of whom join in the work. For the most part they work with little shade protection under the often very hot sun. Other expenses: In addition district taxes are paid during the months the kiln is operating. These are Rs. 7 per 1,000 bricks and are set according to the full capacity of the kiln. This is except for the first year when a start-up tax break reduces payment to Rs. 11,340. Sale price of the bricks are Rs.240 per 1,000 bricks. Piece workers are from the district's rural areas. They are drawn mostly from the many landless families in the area. Equipment is purchased from the district capital. Taxes are paid to the District Council. Equipment is purchased from outside the district. Raw materials are purchased from the rural areas of the district. Bricks are sold for use both within and outside the district. Financing for the Kiln Project The PDC has a District Development Fund (DDF) from which it can make loans to persons or groups for activities it deems will promote rural development in its area. These funds are partly obtained from provincial government grants and partly from local taxes. The provincial government requires that the district make loans at no more than a 10% interest. The maximum loan period is five years. Loans are disbursed at the outset of the project. Annual repayments are required starting at the end of the first year with final repayment at the end of the fifth year. The PDC pays out the equivalent of its loan interest earnings to pay off debts owed to banks located outside the district. If the entrepreneur is unable to borrow from the DDF the project can be financed out of savings or funds can be borrowed on the private capital market. Currently, local moneylenders are giving loans at 25% interest per year. The capital market, however, is known to be volatile and interest rates have reached much higher levels in the recent past. Consequently, the entrepreneur wishes to know whether he needs to worry about high interest rates and volatility and how, if at all this might affect his decision whether to proceed with the application for the kiln. Loans will cover all capital and operating costs so that the project never has a cash balance deficit. Loans will be repaid in five equal annual instalments. A drawing of the wall kiln is attached. Where essential information may still appear to be lacking, make reasonable assumptions and explain them. Minimise assumptions.


20

Report Format Previously stated guidelines from earlier assignments apply here. Core text should not exceed 10 pages, double-spaced, 12 pitch, excluding title page, executive summary, table of contents, illustrations, financial and profitability tables, and bibliography. Ensure that the report is easy to understand by the intelligent but non-technical council members.


21

95-607: Project Development Assign-3.doc Assignment 3: Group Assignment COMMUNITY CENTRES VERSUS BRICK KILNS KEY CONCEPTS, KNOWLEDGE AREAS AND SKILLS The assignment will demonstrate your ability to examine two alternative projects and persuasively design and present a written proposal for one of those projects. The analysis should take account of all the key dimensions in program/ project development: including social and cultural impacts, equity, financial, ecological, and human health concerns. Primarily, however, the analysis should focus on an organizational and implementation strategy. THE OPPORTUNITY The Ministry of Social and Economic Development of Lapisman is concerned to support both social development and economic development within the 27 districts of the country. The Ministry has been considering two program initiatives. One is a program for the construction and operation of multipurpose village community centres. The other is a program for the construction and operation of village brick kilns. To test the viability of these two programs the Ministry has decided to run a pilot project for each program. The two pilot projects will be run in the same district, the District of Trashigang. The pilot projects will run for five years after which they will be evaluated and a decision made about launching National programs in all the other districts. The Ministry of Social and Economic Development has solicited bids for these two pilot projects from NGOs. One project will build and put into operation village community centres. The other project will build and put into operation village kilns. No NGO can bid for both projects. It is thus essential to choose and prepare a bid for only one pilot project. The Community Centres The Community Centre program is conceived as part of a countrywide decentralization and local institutional and capacity building initiative. This involves the construction of Community Centres and the training of Community Mobilizers who will deliver literacy training and undertake other community development activities at the village level. At present the Village Head’s house usually serves as the Village Council office and meeting place, and literacy classes are held and accommodation provided wherever villagers can spare rooms in their houses. The new Centres will provide alternative meeting rooms and accommodations. Each Centre will consist of three rooms (for use as offices, meeting places or classrooms) two bedrooms (one for the Community Mobilizer and one for visitors), a small kitchen and bathroom with pit latrine. The walls are of fired bricks and the roofs of timber beams, battens and mud-thatch covering. Each Community Mobilizer will be paid by the pilot project. In addition the pilot project will train the Community Mobilizers. The training will take 6 months and will be conducted in the capital at the National Community Development Institute. The Community Mobilizer will give classes and organize other activities. Thus the Community Mobilizer must be trained before the center can become operational Basic information on the Centre program is presented in the attached financial data sheet. Each Centre will service one village with an average of 100 households. Before a centre will be built in any village the Village Council must sign an agreement to pay a fee of $1,000 per month to the pilot project. In return the pilot project will build the centre, train and pay the Community Mobilizer. After a period of five years the program will turn ownership of the Centre over to the village and will stop paying the Community Mobilizer. The Village Councils are then expected to take over responsibility for the Centres. The Centre buildings are expected to have a useful life of 20 years. From previous work a cash flow analysis of a typical Community Centre has been prepared which you should use


22

as the basis of your analysis. Please note that the data provided are MONTHLY figures. Any profits earned from fees will be used to finance further expansion of the pilot project. Centre fees will thus support the construction of new centres and the training of new community mobilizers. But there are some general pilot project management expenses that must also be covered and fees may be applied against these expenses as well. The Kilns There is also a need to promote rural jobs and incomes in the districts since agricultural activities cannot adequately meet all employment needs. The Ministry has identified agricultural-waste fired kilns producing bricks as an appropriate rural industry that would help do this while also offering a much needed product – fired bricks. The effective demand for fired bricks has been rapidly rising in Lapisman as a result of rising incomes and population growth. Each kiln project consists of the construction of the kiln and simple ancillary buildings which will provide basic accommodation for the workers. The workers (a team of 3) managing the firing process must be skilled. The Ministry has indicated that these workers should be recruited from the district and should be trained by the pilot project so that they can operate the kiln and rebuild it after five years. These workers will be trained at the Institute for Small Industries in the capital. Their training will take three months to complete. After this they can return to their village and begin construction of the kiln. The workers who mould and transport the bricks to and from the kiln are unskilled and do not need special training. The kiln and its ancillary buildings have a life of 5 years after which all would have to be reconstructed. There is thus no residual value to pass on to the village. From previous work basic information on the kiln is available and is presented in the financial data sheet. Included are typical costs and sales of kiln construction and operation. You should use these data as the basis for your analysis. Please note that MONTHLY amounts are presented. Any profits earned from brick sales will be used to finance further expansion of the pilot project. Profits on brick sales will thus support the construction and start up of new kilns. But there are also some pilot project management expenses and the income from brick sales may also be used to cover these costs. General Management Costs In addition to the costs associated with each individual centre and kiln there will be some general management costs that must be covered by each pilot project. The fee of the NGO for administration, the salary of an Assistant Project Director, the wages of other support staff, general office and travel expenses and the costs for Board of Director meetings. The costs of these are suggested in the attached data sheets. DESCRIPTION OF THE BID DOCUMENT TO BE PREPARED The District Council has asked for bid documents relating to either of the two programs. Each bidder must submit a bid for one project or the other. No bidder may submit bids for both projects. The bid document should analyse how the pilot project will be delivered by the NGO over the five years. This will include work breakdowns of project activities and a schedule of construction and start up of operations. On the basis of your bid the Ministry will decide whether or not to award your organization the contract for delivery of the pilot project. Requested Information There are a number of issues the Ministry has asked to be addressed in the bid document:

1 How many centres or kilns will be built in the first year, the second year and so on? How many centres or kilns can be built over the five years of the pilot project?

2 What sort of payment will your NGO seek for its work in managing the pilot project? 3 What are the implementation tasks to be performed, their sequencing, and duration? Provide appropriate

work breakdown analyses and Gantt charts 4 What are the responsibilities of the key project staff? 5 What is the project management structure that you propose? Which organizations will sit on the pilot

project Board of Directors? 6 What is the five-year indicative budget for the pilot project? What start up funding will be required to


23

launch the pilot project. What amount of loan will you seek (if any)? What amount of annual grant will you require from the Ministry (if any)? Could the program become self-financing at any point?

Financial Considerations The Ministry of Social and Economic Development expects the District Council to provide loan funds for both pilot projects out of the District Development Fund (DDF). The districts are required by law to make loans at no more than a 10% interest rate which covers profits, losses, and administrative charges. All loans have a maximum 5-year repayment period. Loans are disbursed at the outset of the project. Annual repayments are required starting at the end of the first year with final repayment at the end of the repayment period (usually the end of the 5th year). The DDF can make loans to the Community Centre Program and to the Kiln Program sufficient to cover all costs and provide an adequate cash flow for the program for a period of five years or until such time as each project can become self-financing whichever comes sooner. However, the DDF has a total asset fund of $200,000 implying that the combined lending to both pilot projects cannot exceed $200,000. There is thus a limit to the number of community centres and kilns that can be constructed and made operational in any one year. Recognizing that the pilot project may have costs which exceed the profitability of the Centres and kilns the Ministry of Social and Economic Development has indicated that it would be willing to provide an annual grant to each pilot project sufficient to allow the project to break even over the five years of its operation. Each bidder must indicate whether such a grant will be required and what it will have to be for each year of the five-year pilot project. If such a grant could be avoided this would be an attractive feature to the Ministry since it will free up national development funds for other programs. Remember that the NGO fee you ask for will be a fixed project cost. Other NGOs competing against you may ask for less. Choosing a fee that is satisfactory to the NGO and competitive is matter of “guesstimation”.

Political Considerations The District Council members, some Trashigang District associations, the people of Trashigang, and even some of the staff of some national ministries involved in the discussions have shown themselves to be deeply divided over the relative value of these two proposed programs. The main actors arguing for one or other choice include the TD Chamber of Commerce, TD Parent-Teacher Association, Building Contractor’s Association, local CBO’s and NGO’s working on natural environment issues and others working on poverty alleviation, the Ministry of Home Affairs, the Ministry of Industry, the Ministry of Public Works, the Ministry of Tourism and their department heads at the District level. The decision to implement both programs has left everyone to some degree dissatisfied and there is still the possibility that one or both of the pilot projects will be cancelled.

TASK IMPLEMENTATION DETAILS You are one of several NGO's who will be bidding. Your first concern is to decide on which of the two pilot projects you are going to try to win. Since there are ongoing disagreements among the stakeholders and politicians there is no guarantee that either project will actually be approved but if your NGO does not take the risk of preparing a bid then you will certainly have no chance of becoming active in the district or of earning the revenue that you need to continue to operate. Since the Ministry has indicated that it will consider hiring the successful NGOs for the entire National Program that is likely to follow the pilot project there is a high incentive to try to win one of the pilot project bids for your organization. You will want to make your chosen program bid as attractive as possible to as many of the stakeholders as possible so that the chances of its being approved are increased. Thus you must consider social equity, ecology and any other issues that might facilitate or inhibit the acceptance and implementation of the pilot project. What are the costs and benefits of the program and how would these be distributed among the various persons and groups affected? Who stands to gain or lose from the pilot project? Consequently who will likely support or oppose your chosen program? You should try to use your bid document as an opportunity to help mobilize support for the program of your choice by pointing out the various ways in which the pilot projects can be used to serve the villages.


24

Prepare your bid document for the Ministry of Social and Economic Development. Work as a team so that the document has all its parts well integrated into a coherent whole making an overall well supported project design. The bid will be a maximum of 20 pages of text (double-spaced, 12 pitch letters). In addition there should be a title page, table of contents, executive summary (one to two paragraphs), bibliography and illustrations. Illustrations aiding analysis and communication are encouraged, such as photographs, drawings, tables and graphs, matrices, organigrams, flow charts, scheduling and GANTT charts. Since the preparation of the bid document represents a significant investment of time for your NGO you will have to justify your choice of the community centre or the kiln pilot project. Write a covering memo to the Director of your NGO explaining why you are recommending that the NGO bid on the program you have chosen. Include this memo along with your bid document. Submit your bid document by Wednesday 17 April 4 pm to the office of Rural Planning in Johnston Hall. All bid documents must be date stamped by one of the School staff. Late submissions will be penalized at the rate of 2 points per day (weekend days will not be included). Late bids also run the risk of missing the last date for submission of marks to the University.

Village Community Centre ProgramFinancial Data for Pilot Project BidAll amounts are expressed in $

For the construction and operation of 1 community centreMonth 1 Month 2 Month 3 and each month thereafter

Pre-construction Construction OperationsConstruction Costs 0 10,000 0Total C. C. Operating Costs (excluding loan interest) 0 0 500

Total Fees paid by village 0 0 1,000

Pre-construction (time for finding location and arranging lease/purchase) 1 monthTime for construction 1 monthC.C. fully operational in month 3 3rd to 60th month

Training costs for 1 Community Mobilizer 500 / month (Mobilizer must be trained Training period for 1 Community Mobilizer 6 months before operations can begin)

Pilot Project General Management CostsNGO Consulting fee ?Pilot Project Assistant Director 1,000 / monthPilot Project Support Staff 1,000 / monthPilot Project Other Expenses 2,000 / monthBoard of Directors Meetings 500 / meeting

Indicative Budget Lines (you may add or adjust as you see fit)

1. CostsProject Management CostsBoard Meetings

Community Mobilizer training costsCommunity Centre Construction CostsCommunity Centre Operating CostsInterest payments

2. Earned IncomeVillage Fees paid to project

3. Pilot Project Profits

4. Other RevenueLoans (10%)Grants

5. Pilot Project Cash Flow Surplus (deficit)

Agri-Kiln for Making BricksFinancial Data for Pilot Project BidAll amounts are expressed in $

For the construction and operation of 1 kilnMonth 1 Month 2 Month 3 Month 4 (and thereafter)

Pre-construction Construction Start upConstruction Costs 0 3,000 0Total Kiln Operating Costs (excluding loan interest) 0 0 40000 47000Brick Output (000s) 0 0 100 200Selling price (per 000) 0 0 240 240

Total Sales Income 0 0 24000 48000

Pre-construction (time for finding location and arranging lease 1 monthTime for construction 1 monthKiln start up (output = 100,000 bricks) 1 monthFull operation (output = 200,000 bricks) 4th to 60th month

Training costs for 1 kiln team (3 skilled workers) 500 / month (Kiln team must be trained Training period for 1 team 3 months before construction can begin)

Pilot Project General Management CostsNGO Consulting fee ?Pilot Project Assistant Director 1,000 / monthPilot Project Support Staff 1,000 / monthPilot Project Other Expenses 2,000 / monthBoard of Directors Meetings 500 / meeting

Indicative Budget Lines (you may add or adjust as you see fit)

1. CostsProject Management CostsBoard Meetings

Kiln Team training costsKiln Construction CostsKiln Operating CostsInterest payments

2. Earned IncomeBrick Sales Income

3. Pilot Project Profits

4. Other RevenueLoans (10%)Grants

5. Pilot Project Cash Flow Surplus (deficit)


27

Student Evaluation RPD 95-607 Project Development John F. Devlin

FACULTY OF ENVIRONMENTAL DESIGN AND RURAL DEVELOPMENT ONTARIO AGRICULTURAL COLLEGE

UNIVERSITY OF GUELPH STUDENT COURSE EVALUATION

Student opinions concerning the teaching in this course, together with information from the instructor, are major elements in the evaluation of an instructor for salary, tenure and promotion decisions. Your considered response to the questions below is important, both to reward effective teaching and to show where improvements can be achieved. Please try to make your answers as objective as possible. In addition, your answers to Part One can assist in improving the overall presentation of courses. Please read all the questions before you answer any. It is most important to answer the questions in Part One and Part Three. Part Two is intended to give you the chance to indicate, if you wish, the more specific aspects that you particularly liked or disliked about the course -you do not need to answer any questions in Part Two. When you are finished, please write any additional comments or suggestions in the space provided. Indicate answers to the following questions on the computer card provided. PART ONE: CONTENT AND ENVIRONMENT MEAN

(Max = 5)

1. How much of the course material was pertinent to the topic? (Choose only one

of a-d) (a) 76-100% (b) 51-75% (c) 26-50% (d) 0-25% 5.00

2. How much of the course material stimulated your interest in the subject? (Choose only one of a-d) (a) 76-100% (b) 51-75% (c) 26-50% (d) 0-25%

5.00

3. How heavy was the workload in this course, compared to other courses this year? (Choose only one of a-e) (a) Much lighter (b) Lighter (c) About the same (d) Heavier (e) Much heavier

3.38

PART TWO: THE TEACHING How effective was the teaching in helping you to learn? This section lists comments you might want to make on various aspects of the course. Choose only the items you think are both relevant and particularly important - you do not need to answer all of these questions. You may wish to


28

elaborate on some of your responses using the handwritten comment section on the final page.

MEAN (Max = 5)

MANAGEMENT OF COURSE 4. a) Course outline clearly explained b) Course outline not clearly explained 5.00 5. a) Appropriate guidance throughout course b) More guidance required 5.00 6. a) Good pacing of material through course b) Uneven pacing of material through course 4.88 7. a) Course material integrated into a cohesive whole b) Did not integrate the course material 5.00

LECTURING STYLE

8. a) Interesting b) Not interesting 5.00 9. a) Explanations clear b) Explanations not clear 5.00 10.a) Good pace in lectures b) Too fast c) Too slow 4.75 11.a) Speech is easy to understand b) Speech difficult to understand 4.88 12.a) Graphic material easy to interpret (overheads, slides, computer-aided, etc.) b) Graphic material difficult to interpret

5.00

13.a) Good blackboard writing b) Poor blackboard writing 5.00 14.a) Responsive to class (b) Not responsive to class 5.00

DISCUSSION IN CLASS

15.a) Well managed b) Poorly managed 5.00

GROUP WORK

16.a) Well managed b) Poorly managed 5.00 HANDOUTS

17.a) High quality b) Poor quality 5.00 18.a) Appropriate quantity b) Too many c) Too few 5.00 TEXTS

19.a) Helpful b) Not helpful 5.00 RESERVE MATERIALS

20.a) Helpful b) Not helpful c) Not accessed 4.00 LABORATORIES

21.a) Helpful b) Not helpful NA 22.a) Well managed b) Poorly managed NA TUTORIALS

23.a) Helpful b) Not helpful NA ASSIGNMENTS

24.a) Appropriate number b) Too many c) Too few 4.88 25.a) Expectations clearly defined b) Unclear expectations 5.00 26.a) Returned on time b) Not returned on time 5.00 27.a) Constructive criticism b) Inadequate explanation of grade 4.88 TESTS/EVALUATIONS

28.a) Appropriate number b) Too many c) Too few 5.00 29.a) Appropriate coverage of material b) Inappropriate coverage of material 5.00


29

30.a) Appropriate distribution of marks in course b) Inappropriate distribution 5.00 31.a) Fairly marked b) Not fairly marked 5.00 32.a) Constructive criticism b) Inadequate explanation of grade 5.00 INSTRUCTOR’S ATTITUDE

33.a) Keen interest in the course material b) Lack of interest 5.00 34.a) Supportive attitude to students b) Poor attitude to students 5.00 35.a) Challenging approach to teaching b) Lacking in rigor 5.00 36.a) Available to a reasonable extent b) Seldom available 5.00 37.a) Good timekeeping for class b) Poor timekeeping 4.75 PART THREE: OVERAL RATING OF THE INSTRUCTOR Please ensure that you complete this section. OVERALL, what is your opinion of the overall effectiveness of the instructor as a teacher? 38.a) Excellent b) Good c) Satisfactory d) Needs Improvement e) Poor

MEAN (Max = 5)

5.00 WRITTEN COMMENTS:

John did an excellent job of jumping into the course halfway through the term. He has a thorough knowledge of the topic with lots of personal experience that added to his lectures. His lecture style was also very thorough and he didn’t make assumptions of where students were at, which was very helpful for me. Great to hear about your personal project management experiences – added a touch of reality to the classes. Very useful and interesting course.

program/ project development: principles, procedures...

Documents