 YOU ARE WHAT U REPETEATLY DO EXELLENCE THEN IS NOT AN ACT BUT A HABIT

MATER SPEI COLLEG

JENONDJAMBI MARENGA

CANDIDATE # 0081

DEVELOPMENT STUDIES COURSEWORK

mater spei college
contents

 INTRODUCTION TO PROJECT WORK UNDERTAKEN:..........................................................................2

 BRIEF HISTORY OF PROJECT AREA.......................................................................................................3
 RATIONALE.................................................................................................................................................4
 AIM AND OBJECTIVES...............................................................................................................................5
 PROJECT IDENTIFICATION.......................................................................................................................5
 FEASIBILITY STUDY (SWOT ANALYSIS)..................................................................................................6
 PROJECT IMPLEMENTATION...................................................................................................................7
 EVALUATION............................................................................................................................................15
 CONCLUSION...........................................................................................................................................16
 RECOMMENDATIONS..............................................................................................................................16
 EXIT STRATEGY.......................................................................................................................................17
 REFERENCES...........................................................................................................................................17
 PROJECT JOURNAL / DIARY..................................................................................................................18

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 ACKNOWLEDGEMENT
I would like to thanks to my school head Mr. Bajiti and the administration, who allowed us to implement our
project within the school premises. Your approval gave us the opportunity to interact with the real customers
and understand market dynamics. Secondly, I would like to thank my DVS teacher and facilitator for his
constant support, guidance and encouragement throughout the project. Your constructive feedback and
direction helped us stay focused, creative and professional in all stages, from planning, production,
marketing and sales.

I would also like to thank my mother, Ms. Marenga for aiding me with the startup capital and the
unwavering support she gave me throughout the project. Our gratitude goes to the school community
(students, teaching and non-teaching staff) who supported us by finding it at their hearts by purchasing our
products as well as providing feedback, your participation not only validated our efforts but also helped us
learn from a real target.

My sincere appreciation to my team members, (…………………………………….), whose collaboration,

creativity and communication played a major in the overall success of the project. Your diverse skills in
budgeting, promotion and customer service came together to create a strong and effective unit. I give all
thanks and glory to GOD for his guidance, strength, and the grace throughout the project. Without his
blessing, this journey would not have been possible. His presence gave me the patience, creativity and
perseverance needed to see the project through to completion.

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 INTRODUCTION TO PROJECT WORK UNDERTAKEN:

This project was undertaken to promote intergration of Information and Communication Technology in
teaching learning and administration . The main focus was on the procurement adjudication and launching
of ICT resourses which included external hard drives , smart projectors , interactive whiteboards , projector
screens , bluetooth speaker sets ,routers and printers .A procurement committee was established to oversee
the process of sourcing qoutations ,evaluating suppliers and identifying the most suitable service
provider .The adjudication process ensures that the devices acquired met the required quality standarts and
were cost [Link] the procurement , the project emphasised the launching and promotion of ICT
intergration , where specific ICT gadgets were introduced beneficiaries like, teachers , students, and school
[Link] involved were installition , demonstrations , handingover of the devices and
providing [Link] a structured approach involving research, planning, budgeting, and
collaboration with stakeholders, the project aims to modernize the school’s learning environment and create
a culture of digital readiness. The ultimate goal is to ensure that both teachers and learners can benefit from
the power of technology to achieve better educational outcomes and prepare for future opportunities.

BRIEF HISTORY OF PROJECT AREA

Mater Spei college located in Francistown , Botswana was founded in 1963 by the Roman Catholic Church
under the leadership of Bishop Urban Murphy , during the colonial period when Botswana was still known
as Bechuanaland Protectorate . At that time access to secondary education was limited , as Mater Spei
became the only second Catholic secondary school in the country and one of the first few government aided
mission schools .The name Mater Spei means “mother of hope”, reflecting the school mission to offer not
only academic education but also hope , value and direction .Since establishment in 1963 , the school has
grown into a well -equipped institution with infrastructure designed to support academic excellence ,
technical training and student welfare .

A Table Showing The School’s Academic Performance Since 2020

Years Enrolment Average Pass (%) Position (nationally)

2014 851 37.38 2
2015 844 35.55
2016 827 40.00 2
2017 838 39.95
2018 836 37.62
Figure 1.4

Interpretation and Analysis Of Data

The above table shows that in 2014, 851 students wrote the BGCSE and obtained a percentage of 37.38%
attaining position two nationally, and in 2015 844 students wrote the BGCSE and obtained a percentage of
35.55% of them attaining 5C’s or more in their subjects. In 2016, 827 students wrote the BGCSE with
40.00% of them attaining 5C’s or better attaining position two nationally, in 2017 838 students wrote the

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BGCSE with 39.95% of them obtaining 5 credits or more and in 2018 836 wrote BGCSE with 37.62 % of
the getting 5 c’s or better.

The results are fluctuating because the school enrolments are not the same. Again the higher the students
enrolment the lower the academic performance.

RATINALE

Introduction
In today’s digital era, Information and Communication Technology (ICT) plays a critical role in shaping the
future of education. With the increasing demand for technology-based learning and communication, the
integration of ICT in schools is no longer a luxury but a necessity. This project was undertaken to support
the digital transformation of the school environment, specifically through the procurement and
implementation of ICT resources such as interactive whiteboards, projectors, routers, speakers, and other
digital tools. This rationale outlines the reasons behind initiating the project, the anticipated benefits for the
school and broader community, and the background research conducted to guide its implementation.

1. Reasons for Carrying Out the Project

The primary reason for initiating this project was the visible lack of adequate ICT infrastructure within the
school. Classrooms continue to operate using traditional teaching tools such as chalkboards, printed
textbooks, and handwritten notes. While these methods have served their purpose for decades, they no
longer meet the needs of 21st-century learners who require dynamic, visual, and interactive learning
environments. Observations made over the past academic year showed that both learners and teachers often
struggled to access digital learning resources. This limited the scope of lessons, especially in subjects that
benefit from visual demonstration, real-time research, and collaborative learning platforms. Moreover, the
COVID-19 pandemic exposed significant gaps in digital readiness, as many schools—including ours—were
unprepared for remote or hybrid learning models. Additionally, as students transition to higher education or
the workplace, they are expected to demonstrate digital literacy, including the ability to use devices, conduct
online research, and communicate effectively through digital platforms. Without proper exposure and
training at the school level, students are at a disadvantage. Thus, this project was developed in response to
these challenges with the aim of modernizing the school’s teaching and learning environment.

2. Anticipated Benefits to the School and Community

The ICT Integration Project offers several long-lasting benefits for both the school and the broader
community:

 Enhanced Teaching and Learning:

Teachers will be equipped with tools such as projectors and interactive whiteboards to deliver
engaging, multimedia-rich lessons. Learners will have access to up-to-date information, educational
videos, simulations, and online exercises that cater to diverse learning styles.
 Improved Digital Literacy:
The use of ICT in everyday lessons will help both learners and teachers become more confident in
using technology. This fosters essential 21st-century skills such as problem-solving, critical thinking,
communication, and collaboration.
 Administrative Efficiency:
With improved internet access and better ICT tools, administrative tasks such as record keeping,
communication with parents, and reporting will become more efficient, organized, and transparent.

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  Greater Inclusivity:
ICT allows learners with disabilities or learning barriers to access content in ways that suit their
needs, such as through audio material, screen readers, and visual aids.
 Community Upliftment:
As the school becomes more digitally active, it opens opportunities for community-based projects
such as computer literacy workshops, digital skills training for parents, and after-school tech clubs.
This positions the school as a leader in community development.

3. Reference to Similar Projects and Sources of Information

This project draws inspiration from several local and international ICT integration initiatives. For instance,
in Botswana, the Ministry of Basic Education has implemented programs such as ThutoNet aimed at
improving ICT access and digital learning resources in public schools. Some pilot schools have been
provided with tablets, internet connectivity, and digital content to support curriculum delivery.

In Kenya, the government launched the Digital Literacy Programme (DLP), distributing laptops and
tablets to learners and training teachers on digital content delivery. The initiative proved effective in
enhancing learner engagement and introducing schools to e-learning practices.

Globally, UNESCO’s ICT in Education Program offers strategic frameworks and case studies on the use
of technology in schools, particularly in developing countries. These examples demonstrate that with the
right planning, training, and resource allocation, ICT can transform the quality of education and bridge the
digital divide.

For this project, information was gathered from:

 Educational websites (e.g., UNESCO, Ministry of Basic Education Botswana)

 Government reports and white papers
 Academic journals on digital learning and ICT integration
 Interviews with teachers and ICT professionals
 School surveys and internal observation records

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 compliance to the Covid-19 protocols.

Figure 1.1.0 School Map Showing Location Of A Park

AIM AND OBJECTIVES

AIMS

The main aim of this project is to enhance the quality of teaching, learning, and school management through
the effective integration of Information and Communication Technology (ICT) within the school
environment.

OBJECTIVES

To achieve this aim, the project has the following specific objectives:

1. To procure essential ICT equipment such as smart projectors, interactive whiteboards, routers,
printers, external hard drives, and Bluetooth speakers for classroom and administrative use.
2. To improve the teaching and learning process by enabling teachers to deliver more engaging,
interactive, and technology-supported lessons.

PROJECT IDENTIFICATION

Needs Assessment Exercise

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As the Development Studies students we used three data collection methods to determine the
needs of the Mater Spei Community. The methods we used were the use of questionnaire,
interview and the observation method. First we used the first hand information we had to
determine the needs of the college. From observations we learnt that the community is faced with
several challenges:

1. Littering, Pollution, Petty Crime, Vandalization Of School Property, Environmental

Degradation In the School park

This information was then used to create a Questionnaire that was issued out to the Mater Spei
Community to choose what they felt as their major issue of concern. I interviewed sample size of
100 people, 60 students and 40 staff members and the results of the questionnaire are as follows:

Needs Assessment Results

35

30

25

20
Axis Title
15

10

Axis Title

Figure 1.7

Research and Results Interpretation and Analysis

The above table shows that 100 people who were interviewed 50 people considered
environmental degradation as an issue of concern in school whereas 30 people considered theft
as a concern in school, 10 people chose littering as an issue of concern and lastly 10 people
considered pollution as an issue of concern. We believed that environmental degradation is an
issue of concern in Mater Spei College because the surrounding of Mater Spei College is
unattractive and has few plants species that are dying because of not being well taken care of.

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 FEASIBILITY STUDY (SWOT ANALYSIS)

As the Development Studies students of 2025 we have decided to undertake the project assess the viability
of integrating ICT resources at Mater Spei College, a SWOT analysis was conducted to evaluate the
project’s internal strengths and weaknesses, as well as external opportunities and threats.

Strengths

 Committed school management and staff: The school leadership and teachers are motivated to
improve teaching and learning through ICT.
 Recognized need: There is broad agreement among teachers and students on the benefits of ICT for
education, providing strong demand for the project.
 Existing basic infrastructure: Some ICT devices and internet connectivity are already present,
which can be built upon.
 Supportive community: Parents and local stakeholders are generally supportive of educational
improvements.

Weaknesses

 Limited current access: Only a minority of teachers and students currently have access to
functional ICT equipment.
 Insufficient ICT skills: Many teachers and students lack confidence and training in using ICT tools
effectively.
 Budget constraints: Financial resources to purchase equipment and provide training are limited.
 Maintenance challenges: Lack of technical support for repair and upkeep of ICT devices could
affect sustainability.

Opportunities

 Availability of external funding: Potential for grants or partnerships with NGOs, government
programs, or private sector donors focused on educational development.
 Growing importance of ICT skills: Increasing recognition of digital literacy as essential for future
employment and social participation.
 Technological advances: New affordable and user-friendly ICT solutions can facilitate integration
in resource-limited settings.
 Capacity-building programs: Access to online and community training initiatives to enhance skills.

Threats

 Infrastructure issues: Unstable electricity and internet connectivity could disrupt ICT use.
 Resistance to change: Some staff or community members might be hesitant to adopt new
technologies.
 Rapid technology obsolescence: Equipment may become outdated quickly, requiring ongoing
investment.
 Security risks: Cybersecurity and misuse of technology pose challenges in schools.

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 PROJECT IMPLEMENTATION
PROJECT INPLEMENTATION PLAN

Activity Associated Activity Outcomes

- Project Team formed
- Establish Project Team
- Funding secured
- Finalize Project Budget and Funding
1. Project Initiation - Project plan approved
- Obtain Approvals from Management
- Clear baseline of current ICT
- Baseline ICT Infrastructure Assessment
resources
- ICT equipment selected and
- Prepare Request for Quotation (RFQ)
2. Procurement of ICT purchased
- Evaluate Suppliers
Equipment - Equipment delivered and
- Order and Receive Equipment
inspected
- Teachers and staff trained in ICT
- Develop Training Program
3. Staff Training and usage
- Hire Trainers
Capacity Building - Increased confidence in using
- Conduct Training Sessions
ICT tools
- ICT tools installed and
- Install Equipment in Classrooms operational
4. ICT Installation and
- Set Up Networking and Wi-Fi Systems - Network and Wi-Fi systems
Setup
- Test Equipment and Connections functioning
- All devices tested and working
- Students oriented to new ICT
- Organize Student Sessions
tools
5. Student Orientation - Demonstrate Use of Interactive
- Students familiar with using ICT
Whiteboards and Projectors
for learning
- Conduct Surveys/Interviews with - Feedback collected from teachers
6. Monitoring and Teachers and Students and students
Evaluation - Monitor ICT Usage - Identified areas of improvement
- Identify Challenges - Assessment of ICT effectiveness
- Project successfully closed
- Final Review and Assessment
- Sustainability plan in place for
7. Project Closure and - Prepare Sustainability Plan
future maintenance
Sustainability - Ensure Technical Support and
- Long-term support structure
Maintenance Plans
established

FORMATION OF COMPANIES
The Development Studies learners brainstormed on how to implement their plan.
Companies were established to encourage efficiency and teamwork through division of labor. Company sizes ranged
from 6 to 10 members. As for my group, it entailed of three female members and one male. Some mother company
coordinators were chosen from the sub-companies. We realized that companies would be efficient as group targets
would be met quickly.
ELECTION OF THE COORDINATING COMMITTEE OFFICIALS

COORDINATION RESPONSIBILITIES
OFFICIAL
Chairperson To direct meetings and manage the group members to ensure compliance to
standards agreed upon. To resolve issues or conflicts amicably.
Treasurer Keep financial records; and procedures are kept. To assist in the making of
both budgets and financial reports.

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Secretary Records project group meetings; memorandum and prepares minutes of
meetings from notes and recordings. Helps in the preparation of financial
reports.
The voting was coordinated by a fellow student not part of our company to promote democracy and fairness.
We appointed as election officers, fellow students to and we used First Past the Post system to determine
the winners of the three different posts.

INTERPRETATION AND ANALYSIS

The whole exercise was based on our democratic principles of consensus and respect for law. Election to
office was based on the basic standards of competence, skills, positive attitude, ability to learn apply
knowledge and information from different sources. Good Mathematicians, listeners, presenters, negotiators,
analysists and script writers were the characters that we emphasized for recognition, for the Project Office.
Some group members’ parents run private businesses. This enabled us to get basic services for free. These
were intended to enable the group to manage and share information with the beneficiary. Amongst the
personnel were mostly prefects and class monitors and monitresses who used their experiences to make
decisions and plan the course of action.

Figure 2.3 Mind map for Fund-Raising Activities In Mater Spei College

chocolate
cakes

SALE OF
VARIOUS
PRODUCTS

Hellos
Nick naks
chips

Fund Raising Analysis And Evaluation

We needed to raise funds so as to be able to achieve our aims as a company. From the analysis of the
brainstormed ideas we discarded nick naks and biscuits as most of the students were going to sell the
products so we will have more competition hence delay in meeting the deadlines. We were actually after fast
moving goods and non-perishables and also goods that are available in nearby wholesales hence proximity
to the supplies. After analyzing the brainstormed ideas, we drew a research tool that is a questionnaire to be
distributed to the community so that they chose what they want us to provide for sale.

We were issued some licenses to restrict illegal selling of products in the school.

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BUSINESS MARKET RESEARCH IN MATER SPEI COLLEGE

A business market survey was conducted before the beginning of selling activities therefore data collection
will be computed through the use of a table. We carried out a research to find the most popular items among
the Mater Spei College community, especially the learners who are in the majority. Each member
interviewed fifty people as a data collection method and a total of 80 interviewees

Business Market Survey Results

Product/Items for sale Total Score % Score

Chocolate cake 50 62.5
Chili tomato dibonzi 14 17.5
Ama jiva 11 13.8
Ginger biscuits 1 1.3
Stumbo lollipops 4 5.0
Halls sweets 0 0.0

Figure2.5 The above table shows that out of 80 students interviewed 50 of them 62.5% would like to purchase
Chocolate cakes, 14 out of them making 17.5% would like to buy chilly tomato dibonzi. 11 students of total 13.8%
would like to buy Ama jiva chips and 4 students making a total of 5% would like to buy Stumbo lollipops. Only 1
student of total 1.3% would like to buy Ginger biscuits and no one of the students wanted to buy Halls sweets .

It would therefore be proper to sell Chocolate cakes because majority of students are willing to purchase
them. We decided to sell our products as a group in order to gain access to a large group of customers
through our many friends and colleagues. We also approached our teachers to sell our products. For easier
supervision our group chairperson opted for Division of labor, he divided us into mini groups, each with a
target market to handle hence increased efficiency. After selling the company’s treasurer collected the funds
and kept a strict financial record of the revenue accounts. Funds were remitted to the treasure who financial
who will record according bookkeeping standards or rules.

Figure 2.6 Fund raising involved a daunting task of reading large quantities of coins. The picture shows
myself counting the large quantities of coins that were contributed to make for use the initial capital.

DVS 2024 – 2025 Optional Group Financial Report

Company Company Group Individual Amount % Target
Membership Target(BWP) Member Raised(P) Achieved
Target (BWP)
LM P900.00 P100.00
CF GROUP

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CD GROUP
TOTAL 2000.00 432.40 21.62
Figure 2.7

INTERPRETATIONS AND ANALYSIS

The ICT Integration Project was designed to strengthen digital capacity within the school environment by
acquiring and deploying modern technological resources. The data and activities undertaken during the
project provide valuable insights into both the effectiveness of the process and the impact of the outcomes.

1. Procurement and Adjudication Process

The procurement stage reflected a transparent and accountable approach, where quotations were requested
from multiple suppliers to ensure fairness and competitiveness. The adjudication process, which focused on
identifying the most suitable supplier, emphasized cost-effectiveness, quality, and relevance of the products.
This indicates that the project committee prioritized both financial responsibility and the long-term
sustainability of the resources.

2. Distribution and Launch of ICT Resources

The launch event served as a critical platform for promoting awareness, demonstrating functionality, and
encouraging acceptance of the new technologies. The sequencing of activities—installation, demonstration,
and handover—ensured that stakeholders were not only recipients of the gadgets but also participants in
their integration. This underscores the importance of inclusive involvement in project implementation,
which enhances ownership and accountability.

3. Stakeholder Engagement and Capacity Building

The involvement of teachers, learners, school managers, and development committees highlights a multi-
stakeholder approach. By engaging different parties, the project reinforced collaboration and shared
responsibility. Furthermore, the demonstrations provided practical skills, bridging the gap between resource
availability and actual application. This illustrates that ICT integration is not only about acquiring tools but
also about building human capacity to utilize them effectively.

4. Impact and Implications

The project’s outcomes suggest a positive shift towards digitalized education. Access to ICT tools such as
projectors, interactive boards, and printers enhances the delivery of lessons, supports innovative teaching
strategies, and promotes learner engagement. Additionally, the initiative contributes to reducing the digital
divide by equipping schools with resources that align with global educational trends. However, it also
reveals the need for ongoing training, maintenance of devices, and continuous evaluation to sustain the
impact.

5. Overall Analysis
The project demonstrates that with proper planning, transparent adjudication, and active stakeholder
participation, ICT integration can be achieved effectively. While the immediate results are promising, long-
term success will depend on continuous support, monitoring, and adaptation to emerging technological
demands.

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 EVALUATION

Project Evaluation Report

1. Success

 Successful mobilization of funds through community fundraising.

 Transparent procurement process through a committee and adjudication of quotations.
 Acquisition of essential ICT devices (laptops, projectors, routers, printers).
 Official launch and handover of ICT resources, symbolizing project completion

2. Challenges

 Financial Constraints: Funds raised were slightly below the initial target.
 Price Fluctuations: Rising market prices reduced purchasing power.
 Delayed Contributions: Some stakeholders delayed their contributions, slowing procurement.
 Limited Sponsorship: Few external donors or business sponsors; heavy reliance on internal
fundraising.

CONCLUSION

The ICT Integration Project has been implemented with notable success, covering all critical phases from
procurement and adjudication to the official launch and handover of technological resources. The
procurement process was carried out diligently and transparently, with the selection of suppliers based on
both quality and cost-effectiveness. This ensured that the resources acquired—ranging from external storage
devices and projectors to interactive whiteboards, routers, and printers—were not only reliable but also
aligned with the needs of the intended users.

The launch of the project marked an important milestone in the integration of technology within the
educational environment. The event served as a platform to demonstrate the relevance and application of the
procured gadgets, as well as to sensitize stakeholders on their effective utilization. Teachers, learners, and
administrators were formally introduced to the devices through guided demonstrations, installations, and
hands-on engagement. This exposure provided beneficiaries with both the confidence and skills required to
incorporate ICT into teaching, learning, and school management.

The project has, therefore, achieved its overarching objectives of enhancing access to modern technological
tools, fostering innovation, and equipping educators and learners with the necessary resources to thrive in a
digital era. Furthermore, it has strengthened institutional capacity, promoted collaborative learning, and laid
a sustainable foundation for continued ICT integration in the future.

Beyond the immediate outcomes, the project contributes significantly to the broader goals of improving the
quality of education, bridging the digital divide, and ensuring that schools remain aligned with global trends
in education and technology. By investing in ICT resources, this initiative not only empowers teachers and
learners but also advances the vision of creating technologically driven, future-ready learning environments.

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 RECOMENDATIONS

The following suggestions were rendered to the school authority to ensure that projects like this are a
success in the future:

 Diversify Fundraising Sources – Engage alumni, NGOs, government, and local businesses; organize
fundraising events to increase revenue.

 Strengthen Financial Planning – Prepare detailed budgets with contingency funds; encourage early
contributions from stakeholders.

 Negotiate with Suppliers – Build long-term supplier partnerships for discounts, warranties, and flexible
payment terms; consider bulk purchasing.

 Seek External Grants and Donor Support – Apply for ICT grants from educational organizations,
corporate social responsibility (CSR) programs, and international agencies.

EXIT STRATEGY

On the 19th of September this year at 1430 hours we handed over the park to the school’s
Environmental Education club and the School Management.

The handing over was held in the park as it was promised to be a wonderful venue as it would
show how improved it was and space allowing for everyone to hear what is being said
comfortably. Mogomotsi Piet handed over the Park on behalf of the Development Studies
students in the school to the Environmental Education Club chairperson Kwao Maganu. Whilst
giving over the Park she clearly said that it was with great aims that we took a decision to carry out
this Project. The objective being the thirst of making the Park an area of relaxation used by
students and staff for leisure reasons to raise environmental awareness by having a botanical

14
section in the Park. On receiving the Park, the chairperson promised to do the best in looking after
the Park and making sure to make a good change to the Park.

The invited guests was St. Perpetua Head of House Mr. Charles Seboko. He repesented the
school management at the event. The Park is located in is management area. Mr. Seboko
encouraged us to keep up the teamwork spirit. The School’s Boarding Master, Mr. Chaya, was
also invited as the Supervising Officer of the School Grounds Management Staff acknowledged
receipt of the lawn. He said that he will inform others on the new developments in the Park. He
added that the plants and trees are grown already so it’s been made easy for them. He promised
to take care of the Park in the furtherance of the Mater Spei College Community Development
Project Group's Goals.

REFERENCES

Botswana Ministry of Education and Skills Development. (2023). ICT in education policy. Government of
Botswana.

Mater Spei College. (2025). Internal procurement records. Mater Spei College Archives.

Mater Spei College Procurement Committee. (2025). Procurement reports and meeting minutes. Mater Spei
College.

Quotations from Ditech, Game, and HiFi Suppliers. (2025). Supplier quotations for ICT procurement. Mater
Spei College Procurement Office.

UNESCO. (2021). Guidelines on ICT in education for sustainable development. United Nations
Educational, Scientific and Cultural Organization.

World Bank. (2022). ICT for education: Enhancing learning in Africa. World Bank Publications.

APPENDICES

1. Glossary; Project Diary; Project Observation Sheet, Interview,; Official Communication

letters;; Project Handing-Over Program

GLOSSARY

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 PROJECT JOURNAL / DIARY
DATE ACTIVITES OBSERVATION TEACHER
CARRIED SIGNATURE
OUT

EXIT STRATEGY/PROJECT HANDING-OVER PROGRAMME

VENUE: TBD

DATE: 00/00/25

TIME: 15:30

AGENDA

1. Prayer – Prisilla Moleele

2. Welcome Notes –
3. Introductions –
4. Project Background –
5. Handing Over:
6. Vote Of Thanks
7. Closing Prayer –

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