A Concept Educational Loan Plan Draft- A New Business Propose
Preamble
Total Population of Nepal expects to want a new change to go ahead one-step valuable service structure into New Nepal through Information Technology (IT) knowledge from globalization.
Therefore every one take care the national literacy rate growth and development is one of the key element need to be grown up by quality Vs. quantity employment base of hand in skill through IT from Computer Literacy in Government School Level. It is true absolutely figure that from 49% literacy rate of Nepal only 2% have only IT knowledge skill. Therefore we are trying to expand practical access to skills from computer knowledge, attitude is key methodology, of course, create the space to student the life employment make easier. Hence, in Nepal 27000 govt schools are gradually entered to start hand in skill through formal education using grid on IT from computer education. But they have no working capital to start the education in school level especially to school age children.
Project Name:
Computer Education to Government School Level
Beneficiary: School age children/student for 6-12grade in Govt School.
Stakeholder:
Direct: Student through schoolteacher and team.
Indirect: Guardian of Students.
Lacking:
1.Govt Edu office could not manage the budget investment on IT education or computer education,
2.No provision -No of Skill manpower in teaching professional on IT expert into school permanent position.
3.No-Internet school connectivity.
Characteristic of Plan
-Manage way of business plan to Govt School in launching the computer education to school age children for grade 6-12 by the working capital from business sector as loan mechanism.
-Utilize available free computer branded PC P4 distribution (in kind) from donor agency under the circumstances of terms and condition by the accountability of social work and care initiative to the new Nepal by committed party starting movement from IT in school level awareness.
-Develop the relationship between diff organizations.
-Help to develop the literacy rate by the partnership program between business sector and social organization values to the school.
-Teach the computer education knowledge from the beginning class the school age student to continue to vision of New Nepal structure by the visual education.
-In future, the school can able to link and run the village telecenter for new communication pattern and help to school alternative fundraising as well new venture.
Business Opportunities and Link:
We have:
1.Donor organization is interested, agreed and committed us to provide branded computer distribution program launching in govt school in free of cost in kind. According to donor saying that there will be following infrastructure at the rate of 200 students learner should manage by school in given topic as their terms and condition for educational dream achievement as per actual need of Nepalese student to meet by partnership program concept. If school can manage the infrastructure donor will provide 200:1 computer in kind.
a) Reading materials like computer books in Nepali language with student own hand.
b) Provision to computer Teaching professional in regular basis.
c) Teaching syllabus grid timetable day wise if possible.
d) Provision to Internet school connectivity with electronic educational mean.
e) Eligibility priority P1 program to Govt School which have more than 200students ratio meet.
We have
– Nepali Language Computer books easily available to schools not more than NRs700/= in present value as according to need and numbers.
-Internet service provider (ISP) is working in local market with diff. schemes.
-Manpower teacher is ready in queue for service as Teaching professional.
-Students including guardian are convinced to learn interesting and looking computer education if find good business schemes and ready to repay the business loan under installment in given time frame.
-Govt schools are ready to manage the computer education to find working capital budget from any source if there is either business loan or schemes. They are interested to manage to return loan with affordable interest from better-guaranteed service and ventures.
Requirement of business dreams
Budget management by loan systems with affordable interest rate not above than 16% except other rental services.
Demand to meet working capital by available loan
-Purchase the books bill payment.
-Manpower remuneration.
-Cost of Internet School Connectivity bill payment.
Quotation 2007 by 200:1ratio
1.Books 1and 2,Dictionary -200sets * NRs650/- = NRs130,000/-
2.Manpower 1 year monthly@5000/-*13 =NRs 65,000/-
3.Internet cost Yearly =NRs24,000/-
Sub-Total ——————————————-=NRs.219,000/-
Per Unit working cost per student NRs 1095/-
Capacity of Repayment by per student
Loan interest if 16%-NRs175/20
Management Agency service Charge-10%-NRs109/50
School fund raising and Operation cost-5%-NRs54/75
Sub-Total -NRs339/45 Grand Total NRs.1434/45
Monthly-NRs.119/54
Per student per year
Loan 1095/-
Interest if 16%-175/20
Total 1270/-
Total project loan per school by 200:1 ratio
Loan- NRs219,000/-
Interest NRs35,040/-
Student Repayment plan on installment basis (3months=1installment) by 200:1
NRs 358/62 *4= 1434/48
Loan with interest to bank -NRs63510/-
Agency service charge NRs5476/-
School Operation NRs2738/-
Provision to Daily Study in Alternate day in school
Per shift -20 students
Time 10:00Am to 4:Pm -5shifts and 3days in a week.
Assurance Received from donor agency- provision to Free Computer distribution plan
Fy Set (200:1) School (1:4–1:1)
2007-8 1000. 250-1000
2008-9 1500. 375-1500
2009-10 3000 750-3000
2010-11 6000 1500-6000
2011-12 10000 2500-10000
Loan Projection
Phase 1 -Working capital management-Program Launched NRs219,000/-@1095/-
Phase 2-Additional require computer set purchased _program continued
Computer Present Value in market @ NRs31900/- Branded PC P4
Per Fy- Required No 10 and Values is NRs 319,000/- till to 5years
Security Provision
School Group Collateral
a) 5working Teachers including Head Master’s guaranteed
b) Students’ guardians,
c) School Management Committee (SMC),
d) District Education Office (DEO)’s Recommendation,
Security Witness
a) Dept of Education thru Schools hardship,
Monitoring and Visit work
a) Agreed Financial Institute and Bank.
b) DEO -G/N
c) Management Agency
Evaluation
a)SMC
b) DOE
c) Bank Committee
d) Management Agency
Loan Policy
– Bank or Financial Institution loan policy according to need,
-Recommend by Agency
-Loan Repayment by 4installments per year
-Loan Release by 1installment from the begining
Management Policy
-Monitoring and Evaluation visit at least one each quarter by parties
-Agreement between parties,
-Release and Repayment under the terms and plan.
-Responsible to repayment by school.
-Circulation Information to loan provision to school by Management Agency
Business Investment Plan and terms
1-At least 25schools and more invest by investing organization.
2-Agreement between agency and bank or financial institution and then forward move into schools recommendation by agency and shall make individual agreement between schools and financial institution or bank.
Project terms: According to understanding between financial and managing agency
Business Link and Coordination development between govt school Association.
Recently we can able to establish an Association of Electronic Educational Hub-Nepal (AEEHN) with 110 Govt Higher and secondary schools’ Headmasters affiliation. This AEEHN is working to expand its branch office in National level for IT education establishment in school level.
We at agency are working as advisory role on IT development in Nepal in School Level.
Project area of Geography: In Nepal all local unit
Data of Govt Schools in Nepal: 27,000 no of schools are working in Nepal.
As management agency, Educational loan Project Submitted to those which can invest as an Educational Loan to Students and on behalf of govt school for National Literacy rate development and participating to New Nepal by Educational sector as well.
On behalf of Schools by:
Kiran Pd Sigdel,
MD,
Adventure Consultancy Company Pvt.Ltd (ACC),
(Regd and with VAT )
GPO box 9181 Kalimati -13,Kathmandu Nepal,
http://www.acc.wordpress.com,
email : acc@info.com.np
Contact cell: 9851086216
Our future Dreams:
Equality in employment
While there has been great progress in recent decades in engaging student in the labour force, there has been considerably less advance on improving the conditions under which they work, recognizing their unpaid work, eliminating discriminatory practices and laws related to property and inheritance rights, and providing support for childcare. Ensuring that guardians have equal opportunities to generate and manage income is an important step towards realizing child’s rights. Moreover, children’s rights are more likely to be fulfilled when guardian fully enjoy their social and economic rights.
Other Country Report:
For many women, unpaid work in and for the household takes up the majority of their working hours, with much less time spent in remunerative employment. Even when they participate in the labour market for paid employment, women still undertake the majority of the housework. In Mexico, for example, women in paid employment also perform household tasks that absorb 33 hours of their time each week; in contrast, men’s contribution to domestic chores amounts to just 6 hours per week.
When women work outside the household, they earn, on average, far less than men. Although disaggregated data on nominal wages are scarce, the available evidence shows that, across regions, women’s nominal wages are roughly 20 per cent lower than men’s. Women are also more likely to work in more precarious forms of employment with low earnings, little financial security and few or no social benefits.
Women not only earn less than men but also tend to own fewer assets. Smaller salaries and less control over household income constrain their ability to accumulate capital. Gender biases in property and inheritance laws and in other at greater risk of poverty. Where women work matters for children, as paid employment for women does not automatically lead to better outcomes for children.
Factors such as the amount of time women spend working outside the household, the conditions under which they are employed, who controls the income they generate, and the costs and quality of childcare determine how the work undertaken by women in the labour market affects their own well-being and that of children.
In many countries, high-quality childcare remains prohibitively expensive for low-income families in the absence of state provision or subsidies. Parents often rely on extended family members or older children – most often girls – to provide childcare while they work, often at the expense of children’s education.
Challenging attitudes towards women at work requires a multifaceted approach. Governments should undertake legislative, financial and administrative measures to create a strong and enabling environment for women’s entrepreneurship and participation in the labour market. Social policies should be promoted to tackle discrimination in the workplace and to enable women and men to reconcile their work and family responsibilities. For children, the most important strategies for ensuring that girls and boys will have equal income-earning opportunities as adults is to give them equal access to education.
Equality in the household
For children, the most important actors in the world are not political leaders and heads of development agencies, but the parents and caregivers who make crucial household decisions each day. Evidence suggests that men and women frequently have very different roles and priorities when it comes to household decision-making. Women generally place a higher premium on welfare-related goals and are more likely to use their influence and the resources they control to meet the needs of families, particularly children.
A growing body of evidence indicates that household decisions are often made through a bargaining process that is more likely to favour men than women.
According to data from the Demographic and Health Surveys, in only 10 out of the 30 developing countries surveyed did half or more of women participate in all household decisions, including those regarding daily household spending, major household purchases, their own health care and their visits with friends or relatives outside the home.
Factors underlying women’s influence in decision-making processes include control of income and assets, age at marriage and level of education. In both industrialized and developing countries, women continue to lag behind men in terms of income-earning opportunities and ownership and management of assets. Evidence from around the world indicates that husbands tend to be older than wives at first marriage, with the age gaps most extreme in the case of child marriage (defined as customary or statutory union where one or both of the partners is under the age of 18). The findings of a study undertaken in 40 developing countries indicate that, on average, men tend to spend more time in education than women.
Levels of education, earnings and asset ownership, and age gaps are key in determining bargaining power between men and women in the household. Arguably of equal importance is the threat of domestic violence. While physical and sexual violence and other forms of abuse occur in different domestic environments and in different guises, there is substantial evidence to suggest that such acts are mainly perpetrated by adult men against women and girls. Domestic violence threatens the physical health and emotional well-being of its victims and often forces them to endure subordinate positions and economic insecurity within households.
The consequences of women’s exclusion from household decisions can be as dire for children as they are for women themselves. In families in which women are key decision-makers, the proportion of resources devoted to children is far greater than in those in which women have a less decisive role.
Case studies conducted in the developing world indicate that women who have greater influence in household decisions can significantly improve their children’s nutritional status. Educating women also results in multiple benefits for children, improving their survival rates and nutritional status as well as school attendance.
According to a study conducted by the International Food Policy Research Institute, if men and women had equal influence in decision-making, the incidence of underweight children less than three years old in South Asia would fall by up to 13 percentage points, resulting in 13.4 million fewer undernourished children in the region; in sub-Saharan Africa, an additional 1.7 million children would be adequately nourished.
Women who have greater influence in decision-making can promote better health-care practices for the family. As evidence from India and Nepal shows, even after accounting for differences in education and wealth among the households surveyed, women’s participation in household decisions decreases stunting among children and reduces child mortality.
A woman’s empowerment within the household increases the likelihood that her children, particularly girls, will attend school. A UNICEF survey of selected countries across the developing world found that, on average, children with uneducated mothers are at least twice as likely to be out of school as children whose mothers attended primary school.
Men play a vital role in promoting egalitarian decision-making. Through simple and direct strategies, such as sharing responsibility for household chores and childcare, men can help combat gender discrimination in households and communities.
Women themselves are the most important catalysts for change. By challenging and defying discriminatory attitudes in their communities, women’s groups can advance the rights of girls and women for generations to come.
**************************************************************************
A Concept Educational Loan Plan Draft- A New Business Propose 