Press Release: Memorandum of Understanding Signed between Startup First and Axis Meta Limited

Date: August 16, 2023

Location: Virtual Signing Ceremony

We are thrilled to announce a momentous milestone in the realm of cross-border collaboration as Startup First from Bhutan and Axis Meta Limited from Bangladesh joined hands through the signing of a Memorandum of Understanding (MoU). This collaborative endeavor seeks to foster innovation, expertise exchange, and socio-economic growth across both nations.

The MoU signing ceremony, held virtually on August 16, 2023, marked the initiation of a partnership that holds the promise of transformative impacts. The ceremony was attended by esteemed representatives, industry leaders, and stakeholders from both Startup First and Axis Meta Limited, who gathered to celebrate this significant step towards regional cooperation.

The MoU, signed by Mr. Ram B. Gurung, Chief Entrepreneur of Startup First, and Mr. Khan Mohammad Mahmud Hasan, Director of Axis Meta Limited, formalizes a commitment to collaborative efforts spanning various domains, including training, research, consultancy, and more. By pooling their expertise and resources, both organizations are poised to contribute to the development of an innovation-driven ecosystem that benefits entrepreneurs, startups, and businesses in both Bangladesh and Bhutan.

The scope of the collaboration encompasses various aspects, including:

  1. Training and Skill Development: Joint workshops, seminars, and training programs designed to enhance the skills and capacities of entrepreneurs and professionals.
  2. Research and Innovation: Collaborative research projects aimed at addressing key challenges and exploring emerging opportunities in diverse industries.
  3. Consultancy and Mentorship: Offering consultancy services and mentorship support to startups and enterprises seeking guidance and strategic insights.
  4. Networking and Community Building: Creating platforms for networking and collaboration among startups, investors, and industry experts.

The partnership’s inaugural event is slated to be a webinar that will provide insights into the collaboration’s goals, shared vision, and forthcoming initiatives.

With this MoU in place, Startup First and Axis Meta Limited are taking a resolute stride towards fostering cross-border collaboration that transcends geographical boundaries. As these two nations come together in the spirit of innovation and growth, the partnership holds the potential to elevate the entrepreneurial landscape of both countries, contributing to regional economic prosperity.

STRUCTURING PROJECTS

The structuring is a framework in which ownership structure, project structure, risk structure, and financial structure decisions are made and tied together in the project’s legal structure which, in turn, forms a foundation for funding the project on a limited recourse basis.

  • Ownership Structure: The ownership structure is how the special purpose vehicle/company (SPC/SPV) is organized; that is, as a corporation, unincorporated joint venture, limited liability partnership, etc. Depending on the type and size of projects, our expert project support services team provides complete guidance for most suitable project ownership structure.
  • ​Team Structure: The way a project team is structured can play a major role in how it functions. Different styles of team will have different characteristics. Careful consideration of team composition and reporting relationships can make a big difference to the results. The various roles in the team will depend on the nature of the project. Project roles and resources needs to be identified as part of the planning, estimating and resourcing process. The resources and optimum way of working normally change during the project. Often an initial high-powered team will define the business solution, followed by a much broader team to deliver it, and then a fine management and operational team to operate it. There needs to be a core team that would remain fully involved throughout the project, but others that will need to be brought in as required. Team structure will probably be adjusted at each stage to meet the evolving nature of the project. The right structure for a small, high-powered, business-design team is unlikely to work for a large applications development team.
  • Risk Breakdown Structure (RBS): The risk breakdown structure (RBS) is a hierarchical framework of potential sources of risk to a project. Risks include anything unplanned and unforeseen that can have a negative impact on the project’s costs, timing or quality. Our expert project support services team helps manage the risks effectively and get the project on track by formulating a project specific Risk Breakdown Structure (RBS). RBS is a hierarchical representation of risks, starting from higher levels and going down to finer levels of risks.​ To sum it up, we help structure the prioritization and mitigation of risks after the identification, assessment, and allocation process is completed.
  • Capital Structure: This is required for financing any project through a combination of debt, equity and other sources. Some of these sources maybe external, such as lending institutions, and the proportion of funding from such sources is called the gearing ratio. We help capital structuring of projects by putting in place a variety of forms of finance, the availability of which depend on several factors. We compile a budget for the project you plan to execute (estimates from material suppliers, quotations from contractors, and calculate the amount of time it will take).This includes costs of licenses and permits, staff overtime payments, payroll taxes and employee benefits for the duration of the period. We identify the value of the equity your company holds by calculating the total value of all assets, including unexercised stock options, inventory value and retained earnings enabling you to determine how much finance you can raise against your project by offering an investor a share of it. A higher percentage of financing obtained from equity means a lower gearing ratio or percentage that needs to be obtained through creating debt. We also help calculate how much of your equity you can afford to risk on financing the project. Equity finance has a lower borrowing cost than debt financing does but may carry a higher risk. We help you make a resource allocation decision, which means deciding how much of your company’s value to offer to an investor.​ Our expert project support services team works out the return on investment you can expect from the project, also called the internal rate of return (IRR) to help you convince all external lenders whom you approach that the project is viable. We make sure the capital structure yields a return that is higher than the minimum acceptable rate of return, also known as the hurdle rate. We help you choose a combination of financing options that together help to reduce the hurdle rate as much as possible. Lenders will need conclusive proof that the project will yield a satisfactory return. If the project’s risk profile is high and the anticipated return on investment lower than the lender find acceptable, we help you source your capital through alternative funding methods.
  • Financial Structure: The way in which a company’s assets are financed, such as short-term borrowings, long-term debt, and owners equity. Financial structure differs from capital structure in that capital structure accounts for long-term debt and equity only. A considerable cost associated with the project is the cost of capital or the costs of obtaining the financial resources to implement the project. To correctly estimate these costs, the financial model must accommodate a fundamental problem in project finance where the required money for the initial investment will come from. Our expert project support services team assist project sponsors with the financial structuring of their projects.
  • Legal Structure: The project’s legal structure is the web of contracts and agreements negotiated to make financing possible. Financial structure refers to the mix of financing used to fund a project, which includes equity, short‐ and long‐term loans, bonds, trade credits, etc. and the cash flows to equity providers and the lenders.

THE FINANCIAL MODEL

A vibrant, bankable financial model is the heart of every project. The task of building an abstract representation (a mathematical model designed to represent the performance of any project) of a real world financial situation is a job cut out for the specialists and experts. Applications of a financial model include:

  • Business valuation, especially discounted cash flow, but including other valuation approaches
  • Scenario planning and management decision making
  • Capital budgeting, including cost of capital (i.e. weighted average cost of capital or WACC) calculations
  • Financial statement analysis / ratio analysis (including of operating- and finance leases, and R&D)
  • Project finance modeling
  • Cash flow forecasting and ALM-related
  • Credit decisioning: Credit analysis and Consumer credit risk; impairment- and provision-modelling
  • Working capital- and treasury management
  • Management accounting: Activity-based costing, Profitability analysis, Cost analysis

The project’s finance team can’t be agile with a manual, error-prone and fragmented financial planning and analysis (FP&A) process. To ensure real time reaction and financial decision making, we provide the ability to synthesize information from all data sources, uncover trends and deliver insights faster than ever. We help accelerate your FP&A by automating data collection, aggregation and validation. We help align operational tactics with financial plans to understand what’s truly going to drive a project and to steer project performance. Our expert project support services team, with its access to cutting edge technology, provides dynamic solution to devise financial models that takes care of every financial aspect of any project. This is a highly technical and analytical work involving financial analysts, economists, accountants, engineers, and legal & taxation experts.

THE DETAILED PROJECT REPORT (DPR)

As the identification and intention for the implementation of the project grow, the depth of the study for the probable project increases. Further analyses of the details relevant to such a project become imperative. The feasibility study report (FSR) contains sufficient detailed information. It is from the study of the pre-feasibility or feasibility study report that approval is made by the project owner / sponsor / investor for the investment on the project or for a request to prepare the DPR.
Preparation of DPR is a costly and challenging process that may extend to long period of strenuous work by experts, and requires reports of specialists from different streams such as market research, engineering (civil, mechanical, metallurgical, electrical, electronics), finance, etc. carefully considered prior the final drafting of the DPR which must minimize technical uncertainties going forward. A good DPR must be based on attested Technology and Design to minimize the risk of failure. Our expert project support team relies on our extensive data and global connections to formulate the most cost effective DPR with attested technology and design. Project location benefits, availability of easily accessible resources, project capacity, etc. are extremely important aspects of any detailed project report and we take full care to make sure these have been assessed accurately while preparing the DPR. Similarly, government policies (both at the state as well as central levels), public attitude towards projects, rehabilitation concerns, etc., must be squarely dealt with since most projects are planned over a long term horizon. The below are included in a

DPR we prepare:

  • Project Summary
  • Market Report
  • Technical details with the process involved and the plant layout,
  • Plant and Machinery and other equipment as required for the project,
  • Project Schedule
  • Organization/ Management Structure
  • Financial details of project costs, source of financing
  • Cost of Production,
  • Projected Profit and Loss Account,
  • Projected Balance Sheet,
  • Projected Cash Flow Statement,
  • Interest and Commitment Charges,
  • Working Capital Requirements
  • ​Debt Service Coverage

 

THE DETAILED FEASIBILITY STUDY (DFS)

Any project, whether infrastructure, power, real estate, communications, retail, logistics and supply chain, healthcare, hospitality, tourism, education, transport, energy, research & development, information technology, needs a detailed feasibility study prior starting. Without the Feasibility Study Report (FSR), a project would be extremely ill conceived and would never reach its true potential.

Conducting a detailed feasibility study (DFS) is one of the key activities within the project initiation phase. It aims to analyze and justify the project in terms of technical feasibility, business viability and cost-effectiveness. The study serves as a way to prove the project’s reasonability and justify the need for launch. Once the study is done, a feasibility study report (FSR) should be developed to summarize the activity and state if the particular project is realistic and practical. The DFS aims to identify, explore, and evaluate a project’s solutions to save time and money.

The Feasibility Study Report (FSR) is a formally documented output of detailed feasibility study (DFS) that summarizes results of the analysis and evaluations conducted to review the proposed solution and investigate project alternatives for the purpose of identifying if the project is really feasible, cost-effective and profitable. It describes and supports the most feasible solution applicable to the project.

The report gives a brief description of the project and some background information. Formally this document is the starting point for running the Pre-Charter Sub-Phase. In practice, it signifies that the sponsor can proceed with deciding on project investment and make necessary assignments to the project manager. It provides legal and technical evidence of the project’s vitality, sustainability and cost-effectiveness. The reporting process allows the senior management to get the necessary information required for making key decisions on budgeting and investment planning.

Axis Meta Limited is Looking for Freelancers!

We have exciting upcoming projects and are in search of talented individuals to join our team as:
  • Resource Developer (Bangla)
  • Translator (Multi-Language)
If you have the skills and experience, we want to hear from you! Send your CV to axismetabd@gmail.com along with a one-page sample of English to Bangla translation for the translator position or a Bangla one-paragraph write-up for the resource developer position.
Hurry, the deadline for applications is July 30, 2023. Please note that applications without the required sample will not be accepted.
Don’t miss this opportunity to work with us on exciting projects. Apply now and be a part of our dynamic team!

“Aravhi” – The First Lifestyle Brand launched of Axis Meta

Axis Meta, a fresh player in the world of lifestyle brands, has launched its first brand, “Aravhi”. Aravhi is a lifestyle brand that seeks to redefine the concept of contemporary living by providing functional and aesthetically pleasing high-quality products.

The brand is inspired by nature, art, and culture to create products that are not only attractive but also environmentally friendly. Aravhi offers an extensive selection of merchandise, including dresses, home décor, and accessories.

“Aravhi” is derived from the Sanskrit word “Aravali,” which signifies a chain of peaks. The brand’s mission is to produce products that are not only functional, but also enhance the living experience.

The products of Aravhi are made from eco-friendly, durable, and long-lasting materials. The company is committed to minimising its environmental impact through the use of sustainable materials and production methods.

In addition to its commitment to sustainability, Aravhi collaborates with local artisans and craftsmen to create one-of-a-kind products that embody the brand’s philosophy.

The introduction of Aravhi is an important milestone for Axis Meta, as it represents the beginning of its journey into the market for lifestyle brands. The brand strives to meet the needs of contemporary consumers who seek durable, functional, and aesthetically pleasing products of high quality.

Aravhi is a brand that offers a distinct combination of functionality, sustainability, and aesthetics. Aravhi is well on its way to becoming a prominent lifestyle brand due to its commitment to sustainability and collaboration with local artisans.

Press Release: Magicworks Announces Pre-Eid Exhibition at Bashundhara R/A: A One-Stop Destination for lifestyle Shoppers

MagicWorks is delighted to announce the upcoming Bashundhara Residential Area Pre-Eid Exhibition on 14-15 April 2023 on the Ground Floor of Rupayan Shopping Square, Bashundhara. For the impending Eid celebration, the exhibition will feature the latest fashion trends and designs in traditional and contemporary attire, as well as lifestyle products.

The Pre-Eid Exhibition – Bashundhara will be a one-stop shop for all fashion-conscious individuals in search of the ideal attire for the joyous occasion of Eid. The exhibition will include sarees, salwar kameez, lehengas, costumes, menswear, food, jewelry and more. Visitors can anticipate seeing a variety of styles, colors, and fabrics that appeal to a range of preferences and price points.

In addition to the dress collection, the Pre-Eid Exhibition will feature a variety of lifestyle-complementing accessories such as jewelry, shoes, and handbags. Visitors can take advantage of the opportunity to acquire exclusive, one-of-a-kind items that are unavailable elsewhere.

“We are thrilled to introduce the Pre-Eid Exhibition to Bashundhara Residential Area and offer our customers the chance to shop for the newest fashion trends from multiple exhibitors in one convenient location. The spokesperson for MagicWorks, Laila Hossain, stated that our exhibitors will showcase a vast array of lifestyle-related products and services that are ideal for the Eid celebration.

The Pre-Eid Exhibition – Bashundhara will be open to the public from 10:30 AM to 8:30 PM on April 14-15, 2023. The exhibition is free to enter, and visitors can receive discounts and special offers on their purchases.

Please visit www.preeidexhibition.com or contact us at 01715366246 or magicworksbd@gmail.com for additional information regarding the Pre-Eid Exhibition – Bashundhara.

 

About MagicWorks

MagicWorks (A Concern of Axis Meta Limited) is a Bangladeshi company operating in the creative event and project management business. It is a concern of Axis Meta Limited. We’ve been working in the industry for over a half decade and established our company in 2018. We specialize in Event Management, Project Management, Integrated Marketing, and Creative Campaign Solutions.

8 Principles Axis Meta use for effective Educational Resource Development

Principles Axis Meta use for effective Educational Resource Development

Principle 1

Effective educational resources have a clear instructional purpose. Effective educational resources help to improve educational outcomes for students by positively influencing teaching and learning.

We  sets out the learning outcomes we value as a nation, in the form of values, key competencies, and achievement objectives. Together, these outcomes contribute to the vision of young people who are ‘confident, connected, actively involved, lifelong learners’ in a world characterised by rapid technological and social change.

The curriculum is designed and interpreted at three levels: the national curriculum, the school curriculum, and the classroom curriculum. At the school and classroom levels, teachers, students, and whānau work together to create a local curriculum that meets the needs and supports the achievements of all students. Effective educational resources are a critical support in this active and collaborative process. Teachers combine knowledge of their students and of the curriculum to select and use these resources in ways that provide rich opportunities for learning.

Key questions
  • Does the resource support the values, key competencies, and achievement objectives of the  Curriculum, while also being responsive to local goals and aspirations?
  • Does it clearly indicate its audience and purpose?
  • Will it foster the development of the skills and knowledge that contribute to success for students, giving them the competencies needed for lifelong learning?
  • Does it support teaching and learning of curriculum area content at an appropriate level?
  • Can it be tailored to support differentiated teaching that will take account of students’ particular learning needs and scaffold and accelerate their learning?
  • Does it help teachers and students work together to identify intended learning outcomes, to give
    and receive feedback, and to set directions for learning?

Principle 2

Effective educational resources make positive connections with learners’ knowledge, experience, and
identity.
Learning is an active process that involves many different kinds of connections. People learn best when they
are able to connect new learning with what they already know and can do. And they also learn best when they
feel that their culture and identity is valued and acknowledged.
Effective teachers help students learn by recognising and valuing the diversity of knowledge, skills, interests,
and experience that the students bring to their learning. In a reciprocal learning community, everyone is a
learner, and everyone has something to offer to the learning of others.
Effective curriculum materials support teachers to make deliberate and positive connections with the
languages and cultural practices of their students’ whānau and communities. A single resource could not be
expected to do this for all students in a school, but a series of resources should reflect the cultural balance of
New Zealand society.

Key questions

• Can students see themselves in the resource, and is it relevant to their goals and interests?
• Does it help students make links with prior knowledge or related learning and with their
aspirations for the future?
• Does it support diversity as a resource for learning by encouraging inclusive practices and
avoiding stereotyping or deficit thinking?
• Will it help teachers make connections with students’ diverse languages, cultures, and ways of
learning?
• Does it support reciprocal learning relationships, both within the classroom and with the students’
whānau and communities?
• Does it support teachers to listen and respond to the voices of students?
• Will it help teachers to monitor their own learning and identify next steps for their professional
development?
Principle 3
Effective educational resources build knowledge about what is required for achieving particular tasks.
When we are learning how to accomplish a particular task, we need to actively build knowledge of the
disciplines associated with the task. For example, a student working on a maths task needs to develop
specialised knowledge about mathematical concepts, practices, symbols, and terms.
Effective teachers build a ‘community of practice’ in which everyone working on a particular task shares their
knowledge, resources, and perspectives as they move from being ‘novices’ to becoming ‘experts’. Within
such a community, teachers scaffold students’ learning in ways that are appropriate for their developing
expertise. To do so, teachers blend their content knowledge with their knowledge of effective pedagogy to
develop the ‘pedagogical content knowledge’ needed to teach effectively within a specific discipline.
Effective resources provide support for this scaffolding; for the building of teachers’ pedagogical content
knowledge; and for the creation of classroom communities of practice.
Key questions
• Does the resource support students to develop the knowledge, skills, and learning strategies they
need for a particular task?
• Will it encourage collaborative problem solving and support inquiry learning?
• Does it help students and teachers to understand what successful completion of the task would
look like?
• Is it levelled appropriately to provide support for students’ diverse learning needs, including their
ability to cope with the literacy demands of the task?
• Does it support students to understand what and how they are learning so that they can transfer
their new knowledge and skills to successive tasks?
• Will it support teachers to develop both their content knowledge and their pedagogical content
knowledge?
• Does it recognise that students belong to a community of learning and can draw on multiple
sources of information to solve problems?
Principle 4
Effective educational resources are engaging.
Effective educational resources hold learners’ interest, stimulate thinking, fuel their imaginations, and reward
repeated use. They captivate both the mind and emotions and build on the learners’ cultural and linguistic
backgrounds.
Teachers can use such materials to design worthwhile learning activities that are connected to the real world.
Such activities may include opportunities for students to create and share similar resources for themselves.
Key questions
• Does the resource include rich and compelling content that asks provocative questions,
stimulates critical thinking, and rewards repeated use?
• Does it draw on and affirm students’ cultural knowledge, experience, and values?
• Will its design appeal to students and encourage them to engage with it?
• Does it allow learners to explore topics and choose activities that will arouse their interest, fuel
their imaginations, and generate memorable learning?
• Does it offer access to knowledge through a range of learning modes (for example, visual,
auditory, and kinaesthetic modes)?
• Will it inspire students to create similar resources of their own and to put what they have learnt
into practice?
Principle 5
Effective educational resources support the use of assessment to enhance learning.
The main purpose of assessment is to enable learning. An essential part of assessment is the ability to give
and respond to feedback. Effective feedback involves the questions “Where am I going?”; “How am I doing?”;
and “Where to next?”
Effective teachers are able to gather and analyse a range of assessment information and use it to improve
teaching and learning. They understand the expected levels of achievement for a particular task, and they
draw on a range of assessment tools and sources to help them gauge their students’ progress and measure
the success of their own teaching.
Students learn to reflect on and direct their own learning and achievement. They understand the assessment
tools being used and what their results mean. In partnership with their teachers and peers, they learn to selfassess and to give and receive feedback.
Key questions
• Does the resource help teachers to assess students’ existing knowledge and skills, as a basis for
new learning?
• Will it support self assessment and peer assessment while promoting access to immediate,
frequent, and constructive feedback?
• Does it provide information about what expected levels of achievement would look like?
• Does it describe a range of assessment tools and approaches for monitoring students’ progress?
• Does it show teachers how to analyse assessment information and use it to monitor students’
progress, engage in learning conversations with them, and plan next steps for their learning?
Principle 6
Effective educational resources help teachers to understand what research is saying about effective
teaching and to put it into practice.
Effective teachers understand current research about teaching and learning, and they know how to put these
theories into practice. They recognise that learning takes place when people critically and collaboratively
reflect on new information in terms of their existing knowledge, experience, and beliefs. They seek out
repeated opportunities to try out their new learning, reflect on what happened, and consider what their next
steps should be.
Effective educational resources convey important ideas about teaching and learning in ways that can be
understood and implemented in the classroom. They are deliberately designed to help teachers understand
the insights from research and their implications for practice. They support teachers to make confident and
informed decisions about their programmes, while allowing space for teachers and students to work together
to construct new learning.
Key questions
• Is the resource based on sound research about what works best for students’ learning?
• Does it clearly explain the reasons for a suggested change in practice, the purpose of the
change, and the evidence that supports it?
• Does it build teachers’ understanding of key concepts and terms?
• Does it include examples that will help teachers to translate theory into practice in a range of
contexts?
• Will it encourage collaborative teacher learning within communities of practice?
• Does it treat teachers and students as active participants in building new knowledge?
• Does it promote access to additional learning supports, such as online communities of practice or
professional learning facilitators?
Principle 7
Effective educational resources are ethical, just, inclusive, and fair.
All educational resources used in New Zealand schools must be consistent with the principles and values of
the New Zealand Curriculum (NZC) and with national and international policies on rights and responsibilities
with regard to social justice.
While most New Zealanders believe in these principles, values, and policies, they can be challenging to
translate into practice. Resources can help users to see what they mean and how they might enact them in
their own lives.
Key questions
• Does the resource embody and convey the NZC’s principles: high expectations, Treaty of
Waitangi, cultural diversity, inclusion, learning to learn, community engagement, coherence, and
future focus?
• Does it embody and convey the NZC’s values: excellence; innovation, enquiry, and curiosity;
diversity; equity; community and participation; ecological sustainability; integrity; and respect?
• Is it consistent with schools’ legal obligations and with government policies?
• Does it support teachers and students to value diversity as a resource for learning?
• Is it respectful in tone and inclusive of all users (for example, in its content, layout, presentation,
and accessibility)?
• Does it acknowledge and respect the copyright of all its sources of information and images?
• Is it affordable, and can it be accessed in a variety of ways?
Principle 8
Effective educational resources are well crafted, structured, and appropriate for their purpose.
Educational resources will only achieve their instructional purpose if their content and suggested activities are
aligned with their purpose and with the needs of the learner.
Effective resources are clearly written and designed in a way that makes them easy to understand and use.
They incorporate deliberate learning supports that help learners understand key concepts. At the same time,
they take account of the need to organise material as clearly as possible to avoid overloading the user.
Key questions
• Is the resource clearly written, logically structured, error-free, and coherent?
• Does it have a clear purpose, and does it meet this purpose?
• Does it use key terms accurately and consistently, connecting abstract ideas to relevant
examples?
• Does it include developmentally appropriate text features, such as glossaries, footnotes, and web
links?
• Is the format suitable for its audience, with clear and appropriate fonts, visual features, and
layout?
• Was it developed in collaboration with its intended users?
• Does it include engaging and culturally appropriate visual images that enhance meaning and do
not distract from the key messages?
• Is the design and layout accessible to all users, and, in the case of digital resources, able to be
accessed flexibly by diverse users?