UNIVERSITY
OF BURAO
Burao
Tel. (252) 7312647
Universityburao@hotmail.com
www.buraouniversity.co
Business
Pl
June
2004
CONTENTS
I. Background
...3
II.University of Burao
..5
A.
Mission
..
..
...5
B.
Program
....
6
1.
Department of Veterinary
Medicine
.6
2.
Department of
Education
..6
3.
Department of Business and
Finance
....7
4.
Department of Continuing
Education
...7
C.
Accreditation
.9
D.
Academic
Year
..9
E.
Human
Resources
9
F.
Campus
..10
G.
Organisational
Structure
.
11
H.
Need
.
11
I.
Budget
.
....13
Appendices
1.
Public and Private Primary
Schools by Region for
2003/2004
...14
2.
University of Burao: Campus
Plan
...15
3.
University of Burao:
Rehabilitation
Valuation
.16
4.
University of Burao:
Organisational
Structure
.17
5.
University of Burao:
Council
Members
...
.18
6.
University of Burao:
International Co-ordination
Committee
..19
7.
University of Burao:
Profile
..20
I. Background
Burao
is the second largest city in
Somaliland. It has a population of
250,000 to 300,000 people, and
covers an area of about 36 square
kilometres (it is about 6kms
across from east to west and north
and south). It is an important
commercial centre. It has the
largest livestock market in the
Somali peninsula, and brings
together traders from all parts of
the Somali territories, from
as far away as Bosaso in
the East, Luq, on the Kenyan
boundary in the South, and
Djibouti in the West.
Like
many other cities in the region,
it had previously
suffered from destruction
and internal displacement due to a
prolonged civil war in the 1980s.
In 1988, almost all its residents
were forced to flee for their
lives. The majority of them ended
up in refugee camps in Ethiopia.
When they finally came back home
in 1991, they returned to a ghost
town striped of every thing of
value that could be moved or
removed.
Almost all the dwellings in
the city were either roofless or
without windows, or both. Many of
them were left in ruins, and the
streets were conquered by natural
vegetation in the absence of human
population for nearly three years.
Public facilities, including
schools, were not spared either
from destruction. Before the civil
war, the town boasted itself of
having a well-known and
best-regarded technical school, a
vocational school for range
management, both of them national
institutions, and two secondary
schools (Sh. Bashir, and Sh. Osman
Nur). All of them were completely
looted and extensively damaged.
Reconstruction
started in earnest, however, as
soon as people returned to the
city in 1991. Restoration of
schools also began around the same
time, though ever so slowly at the
beginning. Primary and pre-primary
schools were first repaired. The
process of rehabilitation was,
however, unfortunately twice
interrupted by local conflicts,
first in 1992, then in 1994, which
did not only stop the
reconstruction activities underway
but also led to:
1.
Another exodus of the
citys own intellectuals,
investors and business community;
and
2.
Abandonment by
international relief
organizations, and development
agencies due to perceived threat
to their security.
The
situation was then exasperated by
the ban on livestock exports to
the Middle East in 2000. As the
principle livestock market in the
country, this had a
disproportionate effect on the
economy of Burao, and caused its
recovery to lag behind that of
other main cities.
Cities such as Borama and
Hargeisa, which had suffered less
from internal strife, were able to
rebuild their primary and
secondary schools much faster than
Burao could.
They were even able to
establish their own universities
by the year 2000.
But
things are now changing in Burao
for the better. The people of
Burao seem to have learnt from
their past predicament: the city
has been now enjoying almost nine
years of fairly uninterrupted
peace; there is also a strong
feeling of communal association
and a sense of determination on
the local populations part to
rebuild the city. This has already
created an environment much more
conducive to investment and
regeneration. As a result, the
city of Burao is now going through
an age of Renaissance in her own
right, as it is enjoying a
sustained period of an
unprecedented expansion in its
history, in terms of spatial
development and intellectual
capacity building. On the
education front, the majority of
the citys primary and secondary
schools have been already rebuilt,
renovated or restored. According
to the statistics of the
Somaliland Ministry of Education,
there are currently 31 public and
private primary schools in Burao,
in which 11,627 students are
enrolled and 2 secondary schools
with 500 students. The region,
Togdheer, as a whole has 73
primary schools, and three
secondary schools with a total
student population of 16,529
pupils (see Appendix 1)
Table
1. Public and Private Primary
Schools in Togdheer for the
Scholastic Year 2003/2004
|
District
|
No.
Schools
|
No.
Classes
|
Students
|
%
Female
|
Teachers
|
Graduates
|
|
Burao
|
31
|
269
|
11627
|
29
|
284
|
47
|
|
Buhodle
|
10
|
62
|
1965
|
37
|
68
|
0
|
|
Odweine
|
17
|
57
|
1242
|
25
|
59
|
0
|
|
Sh.
H. Gele
|
7
|
21
|
467
|
22
|
23
|
2
|
|
Duruqsi
|
4
|
16
|
246
|
33
|
15
|
0
|
|
Qoryale
|
4
|
16
|
444
|
24
|
17
|
2
|
|
Total
|
73
|
441
|
15991
|
30
|
466
|
51
|
Source:
Ministry of Education
Table
2 Public and Private Secondary
Schools in Togdheer and the
surrounding regions with no
institution of higher education
|
Region
|
School
|
Classes
|
Enrolment
|
Teachers
|
|
Togdheer
|
3
|
15
|
438
|
30
|
|
Sahil
|
3
|
15
|
531
|
32
|
|
Sool
|
1
|
8
|
213
|
12
|
|
Sanag
|
5
|
20
|
552
|
30
|
|
Total
|
12
|
58
|
1734
|
104
|
Source:
Ministry of Education
Table
3. Public and Private Secondary
Schools in Burao June 2004
|
School
|
Year
|
No.
of classes
|
Students
|
|
Candle
light
|
1
|
2
|
120
|
|
|
2
|
1
|
48
|
|
|
3
|
1
|
26
|
|
|
4
|
1
|
28
|
|
Sh.
Bashir
|
1
|
4
|
148
|
|
|
2
|
2
|
50
|
|
|
3
|
1
|
25
|
|
|
4
|
2
|
35
|
|
Total
|
|
14
|
500
|
Source:
Interviews with teacher
The
figures in the tables above
indicate a growing secondary
school student population. The
first wave of new graduates from
Burao secondary schools finished
school in 2003. A second group
will soon be graduating in this
year, and more students will
follow suit in the coming years.
So the problem that is already
facing parents and educators in
the region is what to do with
these new graduates. They face the
daunting task of finding for them
opportunities to further their
educational opportunities and
build careers. As there are no
scholarships on offer, the only
option that is left to them is to
either send their kids abroad to
study in places like Pakistan,
India and Malaysia, or to enrol
them in the local universities in
other parts of the country such as
Hargeisa and Amoud. But these
alternatives are beyond their
economic means. So the only viable
option that remains for the
parents, and the region as a
whole, is to bring the
institutions of higher learning
closer to home, which is the
reason why the people of Burao
have decided to set up their own
University.
II. University of Burao
The
history of the University of Burao
harks back to 1998 when the
University of Hargeisa was still
at its initial planning stage. The intention then was to concurrently establish both
Veterinary Science Department and
a Centre for Arid Land and Rural
Development Studies in Burao,
which would be part of the
University of Hargeisa. The Mayor
of Burao at the time was keen on
the idea, as he was fully
committed to facilitate the
establishment of the new
University of Hargeisa campus at
Burao. But this initial plan
somehow did not materialise for
reasons due largely to some
intervening socio-economic and
political circumstances on the
ground at the time. However, the
University of Burao was finally
inaugurated in June 19th,
2004, as an independent
institution of higher education.
A. Mission
The University of Burao is a multi-purpose
institution in its function. In
addition to preparing competent
professionals for the nation, it
also aims to be a community
learning centre, a place for
intellectual discourses, a vocal
point for practical and
theoretical research, and an
institution of higher learning
which serves as an engine for
development and growth that
effects change in the real life of
the people in the region right
away. Its mission is to:
1.
Provide opportunities for
further education to secondary
school graduates from Burao, its
neighbouring regions and the
country at large;
2.
Play a major role in the
development of the city, and the
country;
3.
Prepare much needed
professionals such as doctors,
teachers, managers and engineers
for the nation;
4.
Provide technical trainings
to the community in order to raise
the level of professional skills
for people in the private, public
and non-profit making sectors;
5.
Engage in both theoretical
and practical research activities
through its departments research
centres and institutes;
6.
Organise and host seminars,
workshops and conferences for the
community;
7.
Provide an intellectual
space for debate and discussion on
the important issues of the day;
8.
Provide a link with other
universities and research
institutions around the world, and
hence become a channel for inward
transfer of technology;
9.
Make efficient use of the
existing pool of knowledge and
skills within the city and its
surrounding regions;
10.
Attract and retain highly
educated people for the city and
the region; and
11.
Provide opportunities to
professionals and scholars from
the Diaspora, who may want to go
back and contribute to the
development of the city and the
country as volunteers.
B. Program
The University of Burao is a teaching, research and
examining institution committed to
providing both quality and
flexible education in order to
meet individual, as well as
national skill development needs.
1st Stage
The university program will be developed in stages.
In the first academic year of
2004/5, UB will be offering three
degree courses and a non-degree
program in four departments, i.e.:
§
The
Department of Veterinary Medicine
§
The
Department of Education
§
The
Department of Business and Finance
§
The
Department of continuing education
1. Department
of Veterinary Medicine
Livestock is the backbone of Somalilands national
economy. About 50-60% of the
population are classified as being
pastoralists, and another 20% as
agro-pastoralists. The 1997
official government statistics
estimate total livestock
population in the country at
around 23.5 million heads. Yet,
there are only about three dozen
qualified veterinarians in the
whole of the country, which means
a doctor/stock ratio of about 1:
653,000. The situation is likely
to get even worse as there are no
training institutions to support
such an important economic sector.
The aim of this department is,
therefore, to prepare qualified
professionals in the field of
animal health and husbandry, to
provide essential services for the
sector, and carry out much needed
research.
2. Department of Education
Education is the key to the socio-economic
development of any nation. No
progress can take place without an
educated elite and skilled
workforce. According to the
Ministry of Education statistics,
(please see appendix 1), a total
of 106,480 students are enrolled
in both public and private schools
in the current Scholastic Year of
2003/4.
The number of teachers
serving is 2,590, out of whom only
241 have university degrees. This
means that the Somalilands
teacher/student ratio currently
stands at 1:41, and a graduate
teacher/student ratio of only
1:442. Both these ratios are
extremely low, and, therefore,
unacceptable. Even if we want to
achieve a very modest graduate
teacher/student ratio of 1:100,
(i.e. one university
graduate teacher for every three
classes), we would need to train
824 teachers immediately. The
reason why there is such a small
number of university graduate
teachers is that the only college,
Lafoole (i.e., the education
college at the Somali National
University), which used to train
our school teachers had been
closed for the past 13 years due
to the civil war in the South. The
aim of the department of education
is, therefore, to fill this gap
and produce the qualified teachers
that we need today and tomorrow.
3.
Department of Business and
Finance
The
private business sector is the
driving force of the countrys
economic recovery. It has become
all the more important in the past
fourteen years. It is now the sole
or the main provider of vital
services such as communication,
air transport, electricity, and
banking which were dominated by
public sector monopolies before.
But in spite of its phenomenal
success, it faces many challenges
including a chronic shortage of
skilled workforce. The Department
is set up to assist the sector
meet such challenges.
It
aims to:
1.
Prepare
a new corps of professionals in
business and finance
2.
Nurture
entrepreneurship
3.
Play
a leading role in the development
of financial institutions
4.
Carry
out business research
5.
Provide
technical support for the business
community
6.
Organise
business seminars and conferences
and exhibitions in collaboration
with business associations and
chambers of commerce
4. Department of Continuing education
The
universitys aim is not just to
provide higher education and
professional training for young
secondary school graduates; it is
also meant to be a training ground
for the ordinary citizens, who may
want to develop their skills. The
Department of continuing education
is set up specifically for this
purpose. Its main objective is to
provide flexible, appropriate,
accredited, as well as,
non-accredited training to:
a)
Public sector workers;
b)
Private sector
entrepreneurs and employees;
c)
Voluntary sector staff or
volunteers; as well as, the
d)
Unemployed.
It
will offer a wide range of courses
including:
§
Public
administration
§
Business
administration
§
Professional writing
and journalism
§
Literature (English,
Arabic and Somali)
§
Book-keeping/accounting
§
Information
technology, etc
The university will be, in addition, home to several
research institutions. The first
one being:
The
Institute of Rural Development and
Range Management (IRDRM)
The
significance of this centre
derives from the fact that
approximately two-thirds of the
countrys population live either
in rural or semi-rural setting,
where their livelihood is
increasingly under threat due to
environmental degradation, as well
as recent climatic changes. Large
tracks of grazing land and forests
have been already lost due to:
§
Population pressure
§
Overgrazing
§
Deforestation
§
Frequent
droughts and
§
Lack
of proper land management
In
spite of the importance of this
sector to the national economy,
there are no institutions, at the
present time, dedicated to
monitoring, studying or improving
the deteriorating rural
environment and economy. The IRDRM
institute has been, therefore, set
up to take the lead in this field.
Among its fundamental aims are:
a)
To carry out practical
research into the causes of
environmental degradation;
b)
To monitor environmental
degradation and the effects of
such degradation on the lives of
rural pastoral communities;
c)
To raise national and
international awareness about the
environmental problems facing the
nation and the rural community in
particular;
d)
To carry out a national
survey of the flora and the fauna
stock of the country;
e)
To build and maintain a
data bank on rural ecosystems;
f)
To publish and promote
research results;
g)
To promote good range land
and forestry management practices
h)
To train rural development
professionals, as well as, members
of the rural pastoral community;
and
i)
To
link up with similar research
institutions worldwide.
2nd
stage
Upon the completion of the goals set for the 1st
stage, the university plans to
expand its program gradually and
to offer the following degree
courses within the coming 10 years
(or by 2014):
a)
Forestry, range and wild
life management
b)
Information technology
c)
Engineering
d)
Geology and hydrology
e)
Medicine science and
nursing
f)
Islamic law and
jurisprudence
g)
Social Sciences
It will be also home to a number of other research
institutions, including:
a)
The Institute of Public
Policy and Political Studies (IPPPS);
b)
Dry Land Farming Research
Centre (DLRC); and
c)
Tropical Disease Research
Centre (TDRC).
C.
Accreditation
a)
Bachelor: The
University shall initially offer
Bachelor degree courses. Students
will be required to complete
successfully 126 semester credit
hours of course work, which
includes 6 research credit hours
for a thesis, in order to
graduate. But the medical degree
will require 135 credit hours,
including 15 credits for six
months of clinical attachment and
a thesis.
b)
Diploma
of Higher Education (DHE):
undergraduate students will be
eligible for the award of the
Diploma of Higher Education if
they accumulate at least 90 credit
hours.
c)
Certificate
of Higher Education (CHE):
Undergraduate students will be
also eligible for the award of
Certificate of Higher Education if
they achieve at least 60 credits.
d)
Certificate/Diploma
of Professional Studies (CPS/DPS):
Will be awarded to students who
have undertaken professional and
vocational training and have
achieved set standards on
completion.
The
University will offer degree
and non-degree long distance
courses, as well, in collaboration
with other universities, and will
recognise learning procedures
outside formal institutions by
awarding credits, certificates and
diplomas to those individuals
after passing competence tests.
D.
Academic Year
The academic year will consist of two 20-week
semesters separated by a 2-week
winter break, and a 10-week summer
break. The first semester will
normally begin within the first
two weeks of September and end in
the second half of January. The
Second semester will start in the
first half of February and will
end in the last half of June. One
or two 4 to 8-week summer sessions
will be offered during the long
summer break.
E. Human resources
The
quality of education offered by
the university, and for that
matter, by any other institution
of higher learning will depend
largely on the quality of the
teaching staff. Ideally, lecturers
and professors should be highly
qualified people who have attained
at least a second degree (Msc. or
MA) in their respective prfessions.
But after fifteen years of civil
conflict and absence of
international recognition we are
far from such an ideal situation.
We still have to make the best use
out of the human resources
available to us. That is what has
been done before in the case of
both Amoud University and the
University of Hargeisa.
Fortunately,
Burao is not in a short supply of
people who have the basic
qualifications and the experience
required to teach undergraduate
courses. An informal survey based
on individual and group
interviews, and an examination of
the records of the regional office
of the Ministry of Education have
revealed the presence of a good
number of graduates from different
fields. The following Table
provides the number of
professionals available in each.
Table
4.
Graduates by field
|
Subject
|
Number
|
|
Medicine
|
10
|
|
Veterinary
|
4
|
|
Engineering
|
6
|
|
Hydrology
|
2
|
|
Agriculture
|
4
|
|
Economy/business/accounts
|
6
|
|
Islamic
studies
|
4
|
|
Politics
|
1
|
|
Education
|
44
|
|
Total
|
81
|
Source:
survey June 2004
The
list is by no means a
comprehensive. There are probably
many more people in the city,
particularly in the private
sector, who are not accounted for
in this largely unscientific
survey. So the university will
draw on this pool of local talents
for the delivery of its program.
It will also seek to recruit
nationally in order to hire the
best and the brightest teachers in
the country. At the same time, it
will be linking up with other
universities outside the country
so as to attract visiting
professors, lecturers, and
researchers in the near future.
E. Campus
The
university campus will be the seat
of former Forestry, and Range
Management School, located in the
north western suburbs (Shacab),
which is approximately two
Kilometres away from the centre of
the city. The school was built in
1974 and covers an area of about
17 hectares (see appendix 2). It
consists of 13 structures
including:
§
A
sports ground
§
A
lecture hall
§
Classes
§
Offices
§
Dinning
Hall
§
Dormitories
and
§
Washing
and toilet facilities
All
the buildings currently stand
without roofs and windows, and
some of them have been badly
damaged. They need to be repaired,
rebuilt and reinforced so that
more floors could be added to them
to make room for new classrooms,
laboratories and offices. This is
important as the campus area is
limited and there is not much
space left for future expansion.
The reconstruction work that needs
to be done has been estimated to
cost about US$ 212,400 (see
appendix 3).
Since
the campus still needs to be
rebuilt, the university will be
temporarily located at the Burao
regional office of the Ministry of
Rural Development and Environment.
Two classrooms, two offices, and
library room have been already
made available to the university.
They have been all refurbished
recently, and are ready for use
for the first September classes.
F. Organisational Structure
The
University has a Charter and
statutes that define its
organisational structure, policies
and procedures. At the top of its
organisational pyramid, is the
Council, which is the
decision-making body. The Council
is ultimately responsible for the
university, from the courses it
offers to the social welfare of
the students and staffnot to
mention the financial health of
the institution itself.
The
Council appoints a
Vice-Chancellor, who is
responsible for the day-to-day
running of the university and for
carrying out its decisions.
Working with the vice-chancellor,
is the University Senate, who is
responsible for academic matters
in relation to teaching, research
and discipline. The Senate
consists of Department heads and
senior staff. Each department will
be headed by a Dean supported by
departmental board. The Deans will
be responsible for their
respective departments and will be
accountable to the
Vice-Chancellor. The University
will have, in addition, a Research
and Enterprise unit, charged with
the coordination of research
carried out by the Universitys
own departments and institutes and
by its International Research
Associates network (See Appendix
4.).
For
fundraising and technical support,
the University will have country
representatives in all the
countries in the West and the
Middle East with strong Somali
presence. These country chapters
will be co-ordinated by an
international committee.
A
15-member Council has already been
chosen. They consist of prominent
members of the community, such as:
businessmen, professionals and
public officials (see appendix 5).
The current chairman is Mohamoud
Adan Dheri, former governor of
Togdheer Region. Mohamed Hussein
Adan, the former Mayor of Burao,
is the Treasurer, and the
Secretary is Dr. Issa Nur Liban.
G. The Need
The
universitys needs are many and
multi-layered. It needs books,
equipment, furniture, buildings
and people. Some of its needs are
however immediate, while others
are long-term.
Immediate
Needs in July September 2004:
1.
Text books for the first
semester education, veterinary and
business courses
2.
Reference books
3.
Photocopying
machines/duplicate facilities
4.
Computers & Servers
5.
Printers & scanner
6.
A Fax machine
7.
Stationery
8.
Financial help with
administrative costs
9.
A mini-bus
Short-term
Needs in October 2004 March
2005:
1.
Rehabilitation of:
§
Classrooms
(six classrooms)
§
Office
block
§
Library
(dinning hall)
§
Computer
lab
§
Generator
room
§
Toilets
2.
Refurbishment
of classes, offices, library and
computer room
3.
Generator
4.
Books
Medium-term
in April 2005 September 2005:
1.
Rehabilitation and building
of:
§
Lecture
hall
§
Classrooms
and laboratories (former
dormitories)
§
Toilets
§
Mosque
§
Fencing
and landscaping
2.
Refurbishment of classrooms
and mosque
3.
Laboratory equipment
4.
Books
H. Budget
July
September 2004
|
Description
|
Quantity
|
Amount
(US$)
|
|
Text
books
|
20
|
1000
|
|
Reference
books (container transport)
|
3000
|
3000
|
|
Computers
|
13
|
8000
|
|
Printers
|
4
|
2000
|
|
Photocopying/duplicate
machine
|
2
|
4500
|
|
Fax
machine
|
1
|
300
|
|
Stationery
|
|
1000
|
|
Transport
(mini bus)
|
1
|
8000
|
|
Toilets
|
4
|
1000
|
|
Salary
supplement
|
|
1000
|
|
|
|
29,800
|
October
2004 March 2005
|
Description
|
Quantity
|
Amount
(US$)
|
|
Rehabilitation
of buildings
|
|
|
|
Classrooms
|
6
|
39,200
|
|
Office
|
4
|
17,800
|
|
Library and computer
room
|
2
|
19,000
|
|
Generator room
|
1
|
3,000
|
|
Toilets
|
|
4,400
|
|
Generator and storage
room
|
1
|
6,400
|
|
Refurbishment
|
|
|
|
Classrooms
|
6
|
6,000
|
|
Offices
|
4
|
1,000
|
|
Library and computer
room
|
2
|
2,500
|
|
Total
|
|
74,500
|
Medium
term (April 2005 September
2005)
|
Description
|
Quantity
|
Amount
|
|
Rehabilitation
of Buildings
|
|
|
|
Classrooms and
laboratories
|
8
|
57,200
|
|
Lecture Hall
|
1
|
17,800
|
|
Mosque
|
1
|
5,000
|
|
Stores
|
3
|
10,000
|
|
Toilets
|
|
10,300
|
|
Fence
|
|
25,000
|
|
Refurbishment
|
|
|
|
Classrooms and
laboratories
|
8
|
8,000
|
|
Lecture hall
|
1
|
2,000
|
|
Mosque
|
1
|
1,500
|
|
Laboratory
equipment
|
2
|
30,000
|
|
Total
|
|
166,800
|
Appendix 1
Public
and Private Primary Schools by
Region for the Scholastic Year
2003/2004
|
District
|
No.
Schools
|
No.
Classes
|
Students
|
%
Female
|
Teachers
|
Graduates
|
|
Awdal
|
55
|
317
|
13,052
|
34
|
341
|
57
|
|
Hargeisa
|
139
|
1,233
|
54,601
|
34
|
1,156
|
97
|
|
Sahil
|
34
|
126
|
5,245
|
31
|
130
|
5
|
|
Togdheer
|
73
|
441
|
15,991
|
30
|
466
|
51
|
|
Sool
|
47
|
256
|
9,435
|
41
|
238
|
20
|
|
Sanag
|
40
|
252
|
8,156
|
35
|
259
|
11
|
|
Total
|
385
|
2,625
|
106,480
|
33
|
2,590
|
241
|
§
Source:
Ministry of Education
Public
and Private Secondary Schools by
Region for the Scholastic Year
2003/2004
|
District
|
No.
schools
|
No.
Classes
|
Students
|
Teachers
|
|
Awdal
|
4
|
34
|
1576
|
57
|
|
Hargeisa
|
14
|
133
|
7363
|
197
|
|
Sahil
|
3
|
15
|
531
|
32
|
|
Togdheer
|
3
|
15
|
438
|
30
|
|
Sool
|
1
|
8
|
213
|
12
|
|
Sanag
|
5
|
20
|
552
|
30
|
|
Total
|
30
|
225
|
10773
|
258
|
§
Source:
Ministry of Education
Appendix 2
University
of Burao: Campus
Appendix
4
University
of Burao: Organisational Structure
|
|
|
|
|
|
International
Support
committee
|
|
|
 |
|
Appendix 3
University
of Burao; Rehabilitation of the
campus
|
|
G.I.SHEETS ROOF
|
CONCRETE ROOF
|
|
SPACE
|
DIM
|
AREA
m2
|
RATE
($/m2)
|
ESTIMATE ($)
|
RATE
($/m2)
|
ESTIMATE ($)
|
|
Hall
|
23.35*10.1
|
235.84
|
70.00
|
16,508.45
|
100.00
|
23,583.50
|
|
Class
|
21.6*7.05
|
152.28
|
70.00
|
10,659.60
|
100.00
|
15,228.00
|
|
Porch
|
21.6*2
|
43.20
|
40.00
|
1,728.00
|
60.00
|
2,592.00
|
|
Class
|
18.2*6.6
|
120.12
|
70.00
|
8,408.40
|
100.00
|
12,012.00
|
|
Porch
|
9.25*2
|
18.50
|
40.00
|
740.00
|
60.00
|
1,111.00
|
|
Class
|
18.05*6.6
|
119.13
|
70.00
|
8339.10
|
100.00
|
11,913.00
|
|
Porch
|
17.7*2
|
35.40
|
40.00
|
1,416.00
|
60.00
|
2,124.00
|
|
Class
|
22.3*6.2
|
138.26
|
70.00
|
9,678.20
|
100.00
|
13,826.00
|
|
Porch
|
22.3*2
|
44.60
|
40.00
|
1,784.00
|
60.00
|
2,676.00
|
|
Class
|
22.25*6.2
|
137.95
|
70.00
|
9,656.50
|
100.00
|
13,795.00
|
|
Porch
|
22.3*2
|
44.60
|
40.00
|
1,784.00
|
60.00
|
2,676.00
|
|
Class
|
22.3*6.2
|
138.26
|
70.00
|
9,678.20
|
100.00
|
13,826.00
|
|
Porch
|
22.3*2
|
44.60
|
40.00
|
1,784.00
|
60.00
|
2,676.00
|
|
Labs
|
22.25*6.2
|
137.95
|
70.00
|
9,656.50
|
100.00
|
13,795.00
|
|
Porch
|
22.3*2
|
44.60
|
40.00
|
1,784.00
|
60.00
|
2,676.00
|
|
Library
|
19.1*7.05
|
134.66
|
70.00
|
9,425.85
|
