Project: Bunyole Institute – Model School Assurance

Bunyole Institute provides education in poor facilities in Congo. The project combines school improvement with a full implementation of PHC Service to demonstrate Community Assurance in practice. Its purpose is to improve learning conditions, make delivery accountable and establish a clear route to further investment. The initial six-month programme also develops a practical assurance template for existing schools and new school projects.

The school sustains teaching in buildings that need improvement. The target is suitable learning spaces supported by capable local management, sustainable running costs and clear evidence of progress. Closing the gap starts with a baseline covering pupils, teaching needs, facilities, land, staffing and finances. That baseline will define the building brief, immediate priorities and the resources needed for a phased transition.

Bunyole offers a practical setting in which to develop school operations and improvement planning together. A phased approach can align work with available funding and protect teaching continuity. Compare repair, replacement and new construction against educational needs, site constraints, local capability and lifetime costs. Consult low-cost and 3D-printing providers early enough to assess their suitability alongside conventional methods. Document the operating model, tools and lessons so other schools can adapt the approach.

The project addresses two connected needs: better conditions for learning and a dependable basis for funding and delivering school improvements. PHC Service brings priorities, responsibilities, spending and evidence into one working process. This connects the school's immediate needs to a realistic development plan and gives sponsors a clear basis for deciding what to fund next.

Fund six months of PHC Service to establish the baseline, organise delivery and prepare the next investment decision. Continuing without a structured improvement programme leaves the route forward unresolved; committing directly to a building scheme before establishing needs and site constraints increases the risk of unsuitable spending. The PHC route creates a staged decision process. At month three, review options, indicative local costs, delivery capacity and funding requirements. Proceed with the strongest case, revise the approach or pause further commitments. Use months four to six to deliver authorised actions and complete the evidence and learning pack.

The initial programme delivers clear school priorities, named responsibilities, traceable spending, monthly reporting and a stronger case for further funding. It builds local management capability and identifies obstacles before larger commitments. Track benefits through completed priority actions, reporting timeliness, spending evidence, attendance, teaching continuity and feedback from staff and families. Set baselines and targets during setup. The longer-term benefits are better learning conditions and sustainable school development, supported by a documented model that other schools can adapt.

The PHC Proposal will set the six-month service fee, delivery scope, allowances and payment terms. Resource needs include PHC delivery time, a named local coordinator, school leadership participation, financial recordkeeping, communication and essential equipment. Scope and cost technical assessments separately and state which inputs are included in the PHC agreement. Maintain distinct budgets for school operations, PHC Service and capital works. Develop the next-stage funding requirement from the school brief and comparable local estimates, including maintenance, operating costs and a risk-based contingency.

School development brings together educational priorities, land and building decisions, local delivery and sponsor funding. These require clear authority, reliable records and regular review. PHC Service provides the working structure, with Order Efficiency supporting implementation, tools and guidance. School leadership retains responsibility for local priorities and delivery. Assign budget approval, payment and review responsibilities; maintain action and risk records; and establish routes for safeguarding and other concerns. Give sponsors concise evidence of progress, spending and decisions while building the team's ability to sustain the process.

Support an initial six-month PHC Service programme at Bunyole Institute, with scope, fee and terms set in the PHC Proposal. Begin with the school baseline, local responsibilities and urgent priorities. Hold monthly reviews and a formal month-three decision on the next funding requirement. Authorise building work through a separate, costed plan with the necessary permissions, supervision and funding. At month six, assess results, decide the next stage and release a practical school assurance template with lessons for wider use.