1.
PJM 608 Assigmt 1 Project planning, scheduling (Group
Assignment) Group 2, 3 and 6 (20 Marks)
All forms of Projects; either business or social development are
goal-oriented. They involve the coordinated undertaking of
interrelated activities, are of finite duration, and are all, to a
degree unique.
• Initiate an infrastructure or a business project; (Name it and
perform exe ante evaluation).
PJM 608 Assgmt by Dr.W.Nderitu 1

2.
Cont’ Be practical and creative
• Plan and schedule it right from conceptualization to
commissioning. N.B; for a business project; operationalize a
business plan.
• critical maximization of profits is a key outcome; see a
scheduling sample nxt slide
• Consider todays emerging issues like shocks i.e Covid -19
implications in your schedules. How do you caution your
infrastructure project from such shocks?
PJM 608 Assgmt by Dr.W.Nderitu 2

3.
PJM 608 Assgmt by Dr.W.Nderitu 3

4.
Group work on Project maturity
Group 1,4,5 (20 Marks) Real Case study
• In the growing world of Projects; study the following case study keenly and
• Perform project maturity analysis.
• Critically analyze all forms of maturity and sustainability of the project

5.
Starehe Boys High school-Kenya
case-study
• Early in 1959, a young civil servant, Dr. Geoffrey Griffin,
was attempting to raise funds for a private venture to
help boys who were homeless or needy and to draw
public attention to the enormous social problem existing
among juveniles. Backed by the Shell/BP Oil Companies
and the Sheikh Trust, he set out to establish a small
residential centre in the crowded and depressed eastern
locations of Nairobi City then.

6.
Cont’
• The Save the Children Fund of Britain became
Starehe's largest overseas supporter and was
instrumental in interesting its counterparts in other
countries. Starting with the Dulverton Trust and Oxfam,
various trusts, foundations, charitable bodies and the
technical assistance, volunteer agencies helped to build
up the teaching staff, and a growing number of private
individuals, schools and societies contributed to the
running costs of the Centre by 'sponsoring' particular
boys

7.
Cont’
• As time went on, the Centre became national by opening
its doors to the rural, as well as the urban, poor. It was
realized that disadvantaged boys should not be raised in
isolation from the rest of the society, but should live and
learn, work and play with the sons of normal families, so it
was decided that fee-paying pupils could occupy one third
of the places while the other two thirds remain free and
are strictly reserved for the poor and helpless.

8.
Cont’
• The founder set out, not merely to provide food,
clothing and protection to boys in need, but to
restore in them the self-confidence and self-respect
so often injured by earlier misfortunes in lives, and
finally, to provide them with sound enough-to serve
them well in today's competitive world.
• Many prominent Kenyans came to take a personal
in starehe and the Ministry of Education gave and
continued to give increasing encouragement and
to date.

9.
Practical Question: (20 marks)
Study the case study keenly.
• In reference to the Starehe Boys high school in Kenya;
• Critically analyze all forms of project maturity and sustainability that you can
deduce from the project.
• How can this project be replicated in developing countries today; in aspect
of globalization and emerging shocks like Covid-19 implications?