can you please so project plan on the below case study

CASE STUDY- A Right to Education in a Time of Crisis Project Guyana

Covid-19 has brought unprecedented challenges across the world. It affected people regardless of their gender, nationality, income and Education. The vulnerable have been hit the hardest; Education is no exception. Schools were forced to close, and learners were restricted to their homes. Governments around the world felt it was the most eminent approach to curb the spread of the virus. In Guyana, the education system utilised the traditional approach. The Ministry of Education had never planned for education delivery in such a crisis, hence, significant uncertainty on the way forward. Very quickly, Covid-19 compromised the education system in Guyana. Strikingly, social issues were on the rise with cases of child molestation. A series of nude videos and nude photos surfaced on social media. Young people began disappearing from their homes; a few were found in the company of the opposite sex in very compromising situations. Subsequently, there was a significant rise in online learning, requiring students to access ICT infrastructure and services. There was a need for supportive environments and resources. They were not enough smart devices and connectivity to engage in the learning process, not forgetting the reliability of the Guyana Power and Light Company. Teachers were trying every mode possible, WhatsApp, Facebook, Microsoft Teams and Zoom. Let alone infrastructure, the resources used in the traditional face-to-face learning were no longer effective in the virtual world. It is alleged that the private schools were able to better service and deliver online learning to their students, but the public schools experienced significant difficulties. The private school administrators quickly planned, implemented and monitored students. Meanwhile, in public schools, parents became angry that they are not computer literate and their children's Education was being compromised. School continued remotely, but there was limited access to digital learning and a lack of students' resilience and engagement, causing many to fall behind. Teachers began making worksheets available but could not account for most of the students. There was an introduction to the learning channel; however, there was an issue where inappropriate contents were displayed. Further, commentaries from social media hinted that the language was a barrier with the terms explained in the videos. A few strategists explained that Guyana has enough qualified teachers who are the best in the Caribbean and can be utilised to make the said videos. Given the narrative, the Ministry of Education wishes to foster data intervention by introducing an online platform to remedy the education crisis. Teachers and students are complaining that they do not have the necessary skills and infrastructure. Training and class size assignment should be considered with the use of the platform. Though the ministry is committed to providing the architecture, they are unsure how to execute/implement their project but are in the planning stage. A focus group discussion in different regions with heads and advisors is scheduled three months before implementation. The project duration is four years. The Ministry of Education plans to buy hardware for $10,000,000; half of this total is due on delivery, with the balance due exactly one year later. By the end of the year, cash inflows are expected to be $350,000 per annum for four years. After exactly four years, the hardware will be sold for $750,000. If the Ministry of Education has to borrow at 15% per annum, analyse whether it is a worthwhile purchase?