Document of The World Bank FOR OFFICIAL USE ONLY Report No. 8196 PROJECT COMPLETION REPORT MALAWI THIRD EDUCATION PROJECT (CREDIT 910-MAI) NOVEMBER 27, 1989 Population and Human Resources Operations Division Southern Africa Department Africa Regional Office Tbis document has a restdicted dibution and may be used by recipients only in the perlfomance of thewir officiicI duties. Its contents may not othenrise be d;sclosed witbout World Bank authoization. ABBREVIATIONS CIDA Canadian International Development Assistance DANIDA Danish International Development Agency DCA Development Credit Agreement DDC District Development Committee DEO District Educational Office EEC European Economic Communuity ESC First Education Sector Credit GDP Gross Domestic Product ICB International Competitive Bidding IDA International Development Association JC Junior Certificate MBS Malawi Book Service MCC Malawi Cc rrespondence Col: <-,-e MCE Malawi Certificate of Education MCETB Malawi Central Examination and Testing Board MIE Malawi Institute of Education MK Malawi Kwacha MLG Ministry of Local Government MOA Ministry of Agriculture MOEC Ministry of Education and Culture MOW Ministry of Works and Supplies ODA Overseas Development Administration (UK) OPC Office of the President and Cabinet PCR Project Completion Report PIU Project Implementation Unit PSLC Primary School Leaving Certificate REO Regional Educational Office TTC Teachers' Training College FOR OMCIAL USE ONLY THE WORLD SANK Washington, D.C. 20433 U.S.A. OIIe d~ Ovet.engqaI Opmaw vtuAlttin November 27, 1989 MENORANiUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: Malawi - Third Education Project (Credit 910-MAIl Attached, for information, is a copy of a report entitled "Project Completion Report: Halawi - Third Education Project (Credit 910-MAI)" prepared by the Africa Regional Office. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment This document has a restricted distribudon and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorintion. FOR OMICIAL USE ONLY PROJECT COMPLETION REPORT MALAWI THIRD EDUCATION PROJECT (CREDIT 910-MAI)_ TABLE OF CONTENTS Pate No. Preface i Basic Data Sheet it Evaluation Sunmary vi L Project Background I Socio-Economic Setting I Education and Training Sector I Project Generation 3 Project Objectives and Description 3 II. Project Implementation 6 Overview 6 Project Administration 6 Civil Works 6 Furniture, Nlaterials and Equipment 8 Area Allocations 8 Project M\odifications 8 Technical Assistance 9 Fulfilment of Covenants 9 M. Project Costs and Disbursements 10 Capital Costs and Financing 10 Disbursements 12 Recurrent Costs 12 IV. Project Operational Outcomes 13 Overview 13 Primary Education: Improved Access and Efficiency 13 Textbook Distribution Programme 14 Improving Access to Secondary Education 15 Manpower Training for Business, Agriculture and Education Sectors 15 Studies 17 Improving School Supervision 18 V. IDA Performance 19 VI. Lessons Drawn From the Project Experiences 20 This document haIs a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. TABLE OF CONTENTS (cont'd) List of Annexes Location of Primary Schools and Teachers' Houses by Region Post-Primary Institutional Contracts Planned and Actual Facilities Technical Assistance Programme Compliance wiht credit Covenants Schedule of Disbursements List of Primary school Textbooks Data on Primary schools Visited during the IDA Evaluation Enrolment in Education Programmes Teachers' guides and Pupils' Books Published by the Malawi Institute of Education, 1982/83 - 1986/87 Recurrent Expenditure and Income of the Malawi Institute of Education Motor vehicles Provided under the Project CONMENTS FROM THE BORROWER Attachment I: Coments from the Ministry of Fiance MAP: IBRD 13913R PROJECT COMPLETION REPORT MAIAWI THIRD EDUCATION PROJECT (CREDIT 910-MAI) PREFACE This is a Project Completion Report (PCR) on the Malawi Third Education Project, whose estimated cost of US$26.62 million equivalent was financed in part by the International Development Association (IDA) Credit 910-MAI of US$14.5 million equivalent (approved o-n May 17, 1979), and co- financed by the European Economic Community (EEC) Special Action Account, Credit 12-MAI (signed on June 19, 1979), of US$7.5 million equivalent. The balance of US$4.62 million equivalent was financed by the Government of Malawi. The actual cost was US$25.85 million equivalent, about 3% below the appraisal estimate. The total amount disbursed from the IDA Credit was US$13.98 million equivalent, and an undisbursed balance of about US$524,000 was cancelled on February 12, 1988 when the credit account was wound up, although the Closing Date was December 1985. The EEC Credit was closed in August 1982, four months ahead of the scheduled Closing Date of December 31, 1982. The total EEC Credit disbursed was US$6.78 million equivalent, leaving an undisbursed sum of about US$716,000. The PCR was prepared, with the agreement of the Government of Malawi, by UNESCO under the Bank-UNESCO Cooperative Program. It is based on (i) a draft PCR prepared by IDA staff; (ii) evaluation and completion reports prepared by the Ministry of Education and Culture and the Project Implementation Unit; (iii) a UNESCO field mission in February-March 1988; and (iv) information from IDA files and interviews with Government officials involved in the project. This PCR was read by the Operations Evaluation Department. The draft PCR was sent to the Borrower and its agencies for comment on August 14, 1989. Comments received are reproduced as Attachment I. - ii - Project Completion Report Republic of Malawi lhird Educat1o0 ProJect (Credit 910-MAI) BASIC DATA Key Project Data ttem Appraisal Actual Estimate Total Project Cost - in US$ (million) 26.62 25.85 - Cost underrrun () - 3 - in Kwacha (million) 22.10 26.48 - Cost overrun () - 20 Credit Amount (US$ million) IDA - 14.5 EEC (USS million equivalent) - 7.5 - Disbursed (IDA 23 June 1986) - 13.97 (EEC Aug 1982) - 6.780J - Cancelled (IDA 23 June 1986) - 0.53 (EEC) - 0 - Repaid - Outstanding (IDA) (31 May 1988) - 13.97 Date Physical Components Completed 31 Dec. 1983 31 May 1986 No. of Months since Credit Signature 54 83 Proportion Completed by above Date (X) 100 Time overrun (t) _ 54 Date of Overall Project Completion 31 May 1986 No. of months since Credit Signature 54 83 Proportion completed t, above date () - 100 Time overrun ({) 54 Institutional Performance Good Good Cumulative Estimted and Actual Dlsbursiet (USS Rillim) FY80 111 FY82 7Y83 FY84 FY85 a-Si FY87 Appraisal Est. (IDA) 0.10 1.30 4.90 10.20 14.20 14.50 Appraisal Est. (EEC) 0.0 2.45 7.00 7.50 Actual (IDA) 0.26 2.44 5.92 10.28 12.37 13.18 13.93 13.97 Actual (EEC) 0.0 1.71 6.56 6.78 Actual as X of Estite (IDA) 260 288 120 100 87 91 96 96 (EEC) - 70 94 90 - - - - j/ The currency amounts were disbursed in accordance with the Special Action Credit Agreement. The sum of US$6.78 disbursed varies from the stated Credit amount because of exchange rate adjustments during implementation between the US currency and the relevant EEC currencies. - iii - OTIER PROJECT DATA Item Original Plan Actual First Mention in File - Nov 1977 Government's Application - 14 April 1978 Negotiations - 2-6 April 1979 Board Approval - 17 May 1979 Date of Credit Agreement - 19 June 1979 Effectiveness Date 19 Sept 1979 19 Sept 1979 Closing Date : IDA 30 June 1984 31 December 1985* EEC 31 December 1982 27 August 1982 Borrower Republic of Malawi Executing Agency Ministry of Education and Culture Fiscal Year of Borrower 1 April to 31 March Follow-on Projects: Name Fourth Education Fifth Education First Education Sector Credit Credit Number 1123-MAI 1330-MAI 1767-MAI Amount of Credit (US$ million) 41.0 34.0 27.0 Credit Agreement Date 29 May 1981 5 May 1983 7 May 1987 * The Credit Account was closed on February 12, 1988 when the undisbursed balance of US$523,756.34 cancelled. COUNTRY EXCHANGE RATES Name of Currency (abbreviation) : Malawi Kwacha (MK) Exchange Rate Appraisal Year (1979) US$1.00 2 MKO.83 Intervening Years (average) US$1.00 = MK1.18 Completion Year (1986) US$1.00 = MK2.46 STAFF lNPUT (etaff weeks) E 74 77 78 279 80 1 32 83 PA 85 86 87 Total Pre- appraisal 1.3 0.2 16.8 0.2 - - - - - - - - 18.5 Appraisal - - 0.1 62.2 - - - - - - - - 62.3 NegotLation - - - 13.9 - - - - - - - 13.9 Supervision - - - 6.2 10.1 5.7 21.7 9.9 13.5 4.9 2.6 7.2 81.9 Total 1.3 0.2 17.0 82.6 10.1 5.7 21.7 9.9 13.5 4.9 2.6 7.2 176.7 - iv - NISSIEN DTA Sent Month/ No. of No. of Staff Date of Mission By Year weeks Persons Weeks Report Sector Survey/luentification IDA/FAO Nov 1977 n.a n.a 17.0 Feb 19781 Preparation IDA Feb 1978B-/ 2.0 I(SMS) 2.0 Var 1978 Appraisal IDA Jul 1978 3.0 5(A,E,EP,MS,GE) I5.0 I Oct 1978 Post-Appraisal IDA Dec 1978 1.0 2(A.EP) 2.0 4 Jan 1979 iotal 36.0 Supervision-3/ I IDA Dec 1979 0.2 6(EP.E.A,GE,P,MS) 1.2 30 Jan 19O1e Supervision4/ 2 IDA Jun 1980 0.5 3(EP,E.A) 1.5 5 Aug 1980 Supervision-/ 3 IDA Nov 1980 1.0 l(A) 1.0 E Feb 1981 Supervision6/ 4 IDA Jul 1981 1.0 3(E,A,TE) 3.0 20 Dec 1981 Supervision_/ 5 IDA Dec 1981 1.0 3(E,A.TE) 3.0 12 Feb 1982 SupervisionY. 6 IDA Feb 1982 0.5 l(EP) 0.5 22 Apr 1982 Supervi!ionħ/ 7 IDA Jun 1982 0.5 3(E,EP,A) 1.5 16 Aug 1982 Supervision,10/ 8 IDA Nov 1982 0.5 2(E,EP) 1.0 14 Dec 1982 Supervisionrl/ 9 IDA Feb 1983 0.5 2(EP,A) 1.0 15 Apr 1983 Supervislo,1n2/ 10 IDA Oct i983 1.0 2(E,A) 2.0 29 Dec 1983 Supervisio12n'l 11 IDA Mar 1984 1.0 2(E,A) 2.0 19 Apr 1984 Supervisio1n121 12 IDA Oct 1984 1.0 2(E.A) 2.0 21 Nov 1984 Supervision.12/ 13 IDA Jul 1985 1.0 2(A.OA) 2.0 15 Oct 1985 Supervision131 14 IDA Jun 1986 1.0 3(E,GE,A) 3.0 22 Jul 1986 Sub-total 24.7 Completion IDA Mar 1987 2.0 I(A) 2.0 Jun 1987 Unesco Mar 1988 0.5 2(A.GE) 1.0 (Dec 1988) Total 27.7 A r Architect MS = Mass-media Specialist E = Economist OA = Operations Assistant EP = Education Planner P = Printing Consultant GE = General Educator SMS - School-Mapping Specialist TE = Technical Educator jj The Project was identified during the Education Sector Review. The identification report was dated February 1978. 2/ The Project was prepared by the Government. School-mapping was carried out to support the Government preparation work. 3/ Combined with supervision of Education II and prelirinary discussions on Education IV. 4/ Combined with appraisal of Education IV and SPN of Education II. 5/ Combined with supervision of Education II and pre-negotiations discussions on Education V. §/ Combined with supervision of Education II. IV and a reconnaissance of Education V. 7/ Combined with supervision of Education IV and preparation of PCR on Education II. §1 Combined with supervision of Education IV and identification of Education V. .2/ Combined with supervision of Education IV and appraisal of Education V. OJy Combined with supervision of Education IV and post-appraisal of Education V. jj/ Combined with supervision of Education IV and discussions on implementation of Education V. .L2/ Combined with supervision of Education IV and V. .13y Combined with supervision of Education IV, V and appraisal of Education VI. ALLOCATION OF CREDIT PROCEEDS Credit 910-MAI (US$) Category Original Actual AI location Disbursements Civil Works 7,070,000 9,874,400.68 Furniture 1,920,000 1,430,350.80 Equipment 960,000 997,518.71 Consultant services 580,000 1,005,328.60 Studies 290,000 54,884.36 Project Administra.ion 480,000 604,760.51 Unallocated 3,200,000 Total disbursed 13,967,243.66 Cancelled 532,756.34 Total Credit 14,500,000 14,500,000.00 Credit EEC 12-MAI (US$) Category Original Actual Al location Disbursement Primary textbooks 2,800,000 2,530,089.60 Civil Works 2,100,000 3,006,947.88 Equipment 1,000,000 1,199,679.94 Furniture 200,000 47,545.89 Unallocated 1,400,000 Total disbursed 6,784,263.311/ 1/ The difference between the actual disbursement and the EEC Credit of US$7.5 million is due to the exchange rate adjustment. - vi - PROJECT COgPLETION REPORT MAIAWI -THIRD EDUCATION PROJECT (CREDIT 910-MAI) EVALUATI.J SUMMARY Introduction 1. The Third Education Project in Mala-4 was first discussed with the Government du_.ng an IDA Education Sector Rex ew mission in November 1977. In April 1978 the Government requestti projec financing from IDA. An IDA appraisal mission in July 1978 was followed by a post-appraisal mission in December 1978. The Government also requested financial assistance from the EEC. The IDA Credit Agreement and the EEC Special Action Credit Agreement, both signed on June 19, 1979, provided the equivalent of US$14.5 million and US$7.5 million respectively to help finance the total estimated project cost of US$26.62 million. The Credit Agreements became effective on September 19, 1979. The Closing Date was postponed from Jure 1984 to December 1985, but the project was completed only at the end of 1986 and disbursements continued through February 1988 when an undisbursed balance of about US$524,000 was cancelled and the credit account closed. The actual project cost was US$25.85 million equivalent, about 3% below appraisal estimate. Obiectives and Proiect Content 2. The major objectives were to improve efficiency and access to primary and secondary education, to assist in the provision of key manpower needed for development, and to improve curriculum development, in-service training and educational management. The major components included the following: (a) For Primary Education: (i) construction of about 1,000 classrooms for 50,000 student places and 500 teachers' houses; (ii) purchas- ing and distributing about 2.2 million textbooks; and (iii) expan- sion of the Mzuzu Primary Teacher Training College by 120 places. (b) For Secondary Education: (i) constructing, furnishing and equip- ping 30 centers for the Malawi College of Distance Education (MCDE, previously known as the Malawi Correspondence College) to enroll about 2,700 students, and providing new equipment for the MCDE headquarters at Blantyre; (ii) constructing boarding facili- ties for about 280 students at five day schools; (iii) construct- ing, furnishing and equipping facilities to enroll 120 full-time - vii - and 240 part-time students in commercial education in three tech- nical schools; (iv) construction of staff houses and provision of furniture and equipment to Colby Collego of Agriculture which enrolled 60 students; and (v) expansion of Chancellor College to increase the enrollment from 105 to 330 for training secondary teachers. (c) For Education Services: establishment of the Institute of Education through the expansion and improvement of facilities at the Domasi teacher in-service center to accommodate 150 students and 30 staff and the provision of 50 vehicles for school inspection. (d) For Educational Management: carrying out a number of studies on teacher training, school mapping, costs and financing of text- books, and future educational development. lmplementation Experience 3. The project was executed under the direction of the PIU staffed by a manager, a senior procurement officer, an accountant, a quantity sur- veyor, three architects and three architectural assistants, two supervising engineers and several support staff. The project relied heavily on the expatriate architects and engineers, with the result that there has been very little accumulation of technical experience in the PIU. The PIU carried out all procurement of furniture and equipment: 57% through ICB, 40% direct contracting and 3% through local tender. Overall, about 20% of furniture and equipment was supplied by foreign firms and 80% by local or locally registered firms. The project was adversely affected by transport problems from 1982 when the Mozambique ports of Nacala and Beira, through which imports to Malawi were shipped, became inoperative because of the ongoing civil strife in Mozambique. Imported equipment and materials had to be transported through Dar-es-Salaam or Durban which were longer, more time-consuming and expensive routes. It was unclear, however, to what extent this transport problem increased the cost of the project. Technical assistance comprised 38.5 man-years of specialist services financed by UNDP, DANIDA, ODA and Japanese Aid, and a fellowship program which provided 12 persons with a total of 10.5 years of training as instructors for secre- tarial and commercial courses. Overall project implementation was satis- factory and all project items were implemented, except the construction of boarding facilities in the five secondary schools and some studies, which were transferred to the Fourth Education Project. Both the Bank and the Government underestimated the complexity of organizing and coordinating the self-help primary school construction program which extended project imple- mentation by 18 months. - viii - Results 4. Although the project's physical objectives were achieved, there were significant qualitative shortfalls. First, the project was unsuc- cessful in its efforts to provide more equitable access to primary educa- tion. Inter- and intra-regional disparities with respect to access to primary schooling have persisted. The Northern region, already with high enrollment rates, received a higher proportion of classrooms than the Central and Southern regions which have much lower enrollment rates. The experience demonstrated that under the self-help system the better endowed communities are better able to take advantage of the opportunities offered. Another aspect of disparity affecting the whole system was the unbalanced distribution of textbooks. Apparently Grades 1 and 2 were better provided with books than the higher grades. Secondly, measures to ensure that the books to be purchased and distributed were up-to-date and in accord with the curriculum were not taken during preparation, inidicating that this matter was overlooked at appraisal. Thirdly, the complexity of implement- ing the primary self-help school construction program was under-estimated at appraisal, so that the resultant organizational and logistical problems caused a delay of 18 months. 5. The commercial courses in the technical schools started in 1986 were fully enrolled for the evening clesses but under-enrolled in the regular day classes. The Colby Agricultural College, however, was closed in 1983, only four years after Credit signing, and the students were trans- ferred to the National Resources College as part of a Government effort to centralize the training of technical assistants. The classroom furniture provided by the project was loaned to a nearby primary school and the minibus, also provided by the project, was taken over by the Ministry of Agriculture. The Malawi Institute of Education (MIE) was duly established in 1979, and generally good work has been done in producing educational materials. However, given the limited staff, physical facilities and recurrent budget, the MIE clearly could not meet the objective of providing annually six-week in-service training courses to 600 primary teachers and shorter courses to another 200 inspectors, district education officers, secondary teachers, and others. Instead, it has modified the objective to training the trainers who would carry out the training of primary teachers at the local and district level. Sustainabilitv 6. The main primary and secondary school components, as integral parts of the general educational system, are likely to be sustained. The level of sustainability, however, will depend on the proportion of recur- rent funding allocated to qualitative aspects of the schooling process, specifically textbooks and teaching materials. As there have been early signs of a serious shortage of these essential educational inputs, it is therefore unlikely that sustainability will be at a high level while Government recurrent expenditures are inadequate to cover essential supplies and replacement of books and materials. - ix - Findings and Lessons 7. Despite some of the design and implementation problems noted above, overall IDA performance was satisfactory, taking into account the composition of the 14 supervision missions during the project implementa- tion period. However, IDA performance could have been better. Evidently the quantitative aspects of the project absorbed a disproportionate amount of tha Bank Group's attention, and insufficient concern was show-,. for the location of primary schools and building up the Borrower's project planning and management capability. Thus, the experience with this project suggests the need for designing and undertaking special measures directed towards institution building, specifically by providing the PIU with local architects and engineers, and for indepth sector knowledge before embarking on any investment in agricultural education and training. Other lessons include the following: (a) During project generation, more care should be given to the project's recurrent costs and the Government's ability to meet them, to ensure that the investments made can be sustained; (b) A school textbook program should be based on a careful review of existing materials to ensure they are suitable to the curriculum; and (c) Nonformal secondary education programs, such as those offered through the MCDE, require systematic development that includes physical facilities, equipment, learning materials, and trained personnel to manage them, if they are to be effective. PROJE-'T COMPLE,TION REPORT MA&LAWI THIRD EDUCATION PROJECT (CREDIT 910-MAl) I. PROJECT BACRGROUND Socio-Economic Setting 1.01 Malawi, a land-locked country in South Eastern Africa, has an area of about 118,500 square kilometers - 94,300 square kilometers of land area and 24,200 square kilometers of lake surface. The 1977 population was about 5.6 million, with an annual growth rate of 2.9 per cent. The average annual growth rate of the GDP, in real terms, had been about 6.5 per cent between 1964 and 1973, partly as a result of the Government's careful economic management. The agricultural sector accounted for about 60 per cent of the GDP. In 1977 GNP per capita was US$140 equivalent. Unlike many other developing countries, the revenue account in Malawi had surpluses between 1972 and 1974. This fiscal position changed during the period 1975 to 1977 when recurrent expenditures increased because (a) new development projects had come into operation and (b) the rate of growth of tax revenues had decreased. In order to increase economic growth the Government pursued a policy of investing ; rincipally in what were considered directly productive sectors, such as smallholder agriculture, infrastructure and public utilities - leading to the emergence of labour intensive import substitution industries - rather than in the social sectors. 1.02 The shortage of suitably trained Melawians was a serious constraint to development. Employers relied heavily on expatriates to fill managerial and some professional and technical posts. The supply of agricultural workers, in particular, was inadequate to m.t the demands of the private estates and rural development projects. It was e:ident that high priority had to be given to the education and training of Malawians in order to reduce the dependency on expatriate skills. Education and Training Sector 1.03 In Malawi, education lagged behind that of other countries of comparable income level in sub-Saharan Africa. In 1978, only 25 per cent of the adult population were estimated to be literate. Enrolment in Standards I-V (Grades 1-5) was only 68 per cent of the age group 6-10 years and in Standards I-VIII (Grades 1-8) 56 per cent of the age group 6-13 years. Less than five per cent of the school age population was in full-time secondary education (including general secondary, technical, vocational, teacher training and correspondence courses) - a figure which was the lowest in Africa. The output of agricultural, industrial and commercial technicians from specialized secondary and higher institutions fell short of manpower demand. 1.04 The main issues in the education and training sector in the late 1970s were those related to the (i) low quality of primary education, (ii) limited access to primary schools, (iii) small size of the secondary school system and (iv) the insufficient number of trained secondary teachers. 1.05 Primary Education. Primary school construction, furnishing and equipping had traditionally been the responsibility of local communities. This policy had undergone a significant change and under the Second Education Project (Credit 590-MAI), the Government constructed 23 prototype primary schools. Subsequently, with bilateral assistance and internal resources, the Government began providing about MK3,000 per classroom and technical assistance to assist communities with construction. The quality of school construction undertaken on this basis was generally higher and more durable, but more costly, than schools constructed -2- by communities without such assistance; nevertheless, it was of an adequate standard to provide a satisfactory classroom for between 50 and 60 pupils. Consequently, the Government decided to increase the expenditure per classroom even further. 1.06 Although school location was normally approved by. MOEC, such approval had been on a pro forma basis, following community initiatives. As a result, in many instances, classroom construction was not undertaken in the areas of greatest need. In view of this problem, MOEC, with IDA assistance, initiated a school mapping survey to help determine school construction needs and rationalize school location to accord with population distribution, geographic features and equity considerations. 1.07 Provision of educational materials and equipment was the responsibility of local authoriti;?s. These authorities annually utilized the school fees for this purpose. In 1979 the fees were MK2.00 per student in rural areas, and MK3.50 in urban areas for Standards I to V (Grades 1 to 5), MK4.00 for pupils in Standard VI (Grade 6), and MK6.5 for pupils in Standards VII and VIII (Grades 7-8). These fees, however, covered only one-third to one-half of overall textbook requirements, depending on the durability of the books. Because of financial constraints, local authorities were able to provide only some basic instructional materials and textbooks to pupils in Standard VIII (Grade 8); for the other classes, there were sometimes one book for every seven pupils. Most books were published and printed privately in Malawi, and the Malawi Book Service (MBS) purchased, distributed and sold the school books at reasonable prices to local authorities. When the Project was being appraised, a major policy decision was taken - the Central Government took over the responsibility for financing a large portion of the costs of textbooks, beginning with the basic English, Chichewa and arithmetic textbooks. 1.08 Secondary Education. Government policy at the secondary level was to restrain annual enrolment increase to three per cent. However, at appraisal ,t had become clear that the output from secondary schools was far below the level required to supply the needs of the labour market. Low enrolment at secondary schools was also adversely affecting the entire school system. Secondary school places were available for only nine per cent of the students who passed the PSLC. In an effort to obtain secondary school places, many students were repeating Standard VIII, with the result that about 50 per cent of the pupils at this level were repeaters. Secondary schools were boarding institutions and the availability of boarding places ensured that at least some rural boys and girls who were successful in the PSLC were able to attend secondary school. 1.09 Internal efficiency of secondary schools was relatively high but there was r scope for improvement. Examination pass rates were 69 per cent for students who sat the Junior Certificate (JC) examination and about 62 per cent in the case of the Malawi Certificate of Education Examination. The student:teacher ratio averaged 21:1 and 87 per cent of the secondary school teachers were qualified at the degree or diploma level. However, 32 per cent of all secondary school teachers were expatriates, and 100 teaching positions (about 10 per cent) in secondary schools were unfilled. Enrolment growth was estimated to require an average of 90 new teachers per year from 1977 to 1990. 1.10 The output of secondary school teachers from Chancellor College, was only about 30 per year. The Government proposed to increase this output to 90 per year, equally divided between the three-year diploma programme and the -3 - four-year degree programme. Boarding, academic and staff facilities were required to increase the College enrolment from 600 to 825 students, but particularly in the teacher education programme, from 105 to 330. 1.11 In response to social pressure to expand secondary education, the MOEC developed an alternative junior secondary education system which offered education through radio and correspondence courses under the control of the Malawi Correspondence College (MCC). Originally, MCC junior secondary school equivalency centres were intended for part-time students who were working during the day. By 1977, these centres were charging a fee of MK22 per year and operating as full-time schools, offering accommodation for students with the Primary School Leaving Certificate up to six hours a day. MCC centers enrolled about 3,000 (compared to the regular junior secondary schools' enrolment of 9,000) while only about 21 per cent of MCC candidates passed the JC Examination and these comprised only 10 per cent of the total number of JC examination passes. 1.12 Commercial education. Courses were offered for typists, secretaries and book-keepers in correspondence schools and in poorly equipped, expensive, private schools. Some general secondary schools provided training in commercial skills, but this was inadequate. Project Generation 1.13 ihe idea of a Third Education Project was discussed initially with the Malawian Government by IDA staff, during an IDA Education Sector Review Mission in November 1977. In January 1978, the Bank Group confirmed that a project was possible to: (a) rehabilitate five existing day secondary schools, (b) finance facilities for commercial education in existing three technical schools, (c) expand secondary teacher training at Chancellor College, (d) finance school mapping activities (e) improve and expand Correspondence education, (f) establish the Malawi Institute of Education and Curriculum Development Center at Domasi, (g) supply primary school textbooks, (h) upgrade facilities at Malawi Central Examination and Testing Board (MCETB), (i) supply basic primary school construction materials for the self-help school construction programme, (j) provide means of transport for 70 inspectors and (k) support management, training and educational studies. In February 1978, a school mapping specialist went to Malawi to conduct a workshop on school location planning techniques for MOEC staff in preparation for the project and in April 1978, the Government formally requested project financing from IDA. 1.14 During appraisal, the proposed project content was modified to add minor improvements to existing facilities and increase staffing levels at the Colby College of Agriculture. Assistance to the MCETB was added to the ongoing Second Education Project instead and therefore deleted from the proposal for the Third Education Project. Negotiations were held in April 1979 and Board approval was given on 17 May 1979. The Development Credit Agreement and the Special Action Credit Agreement Iigned 19 June 1979, provided for the sums of US$14.5 million and US$7.5 million- respectively. 1/ EEC equivalent. Table 1.1 Project Objectives, Components and Intended Beneficiaries Objective Component Intended Objective Component Intended Education Services: S. Constructing, furnishing and All primary and secondary Primary Level To improve management equipping the Institute of students and 800 teachers Fducation at Domasi and supervisors per year To improve efficiency 1. Constructing, furnishing 50,000 primary school 9. Provision of 50 vehicles for 35 school inspectors and and increase access and equipping about 1,000 pupils and 500 teachers school inspectorate and District Education Officer classrooms, to accom- educational institutions and six educational insti- modate 50 pupils each, tutions and 500 staff housing units. 2. Provision of sbout 2.2 740,000 primary school To undertake studies and 10. (i) A tracer study on grad- million primary school pupils evaluation of the Second uates of secondary textbooks in English. and Third Education Projects schools, teacher training Chichewa and arithmetic. programmes at Chancellor To provide trained 3. Expansion of Mzuzu,Teacher 120 teacher trainees traiong program me at tle teachers for primary Training College in order to three tecinical schools schools increase its enrolment from 420 to 540 trainees. (ii) A school mapping study Secondary Education (iii) Studies to provide infor- mation for the pre- To improve efficiency 4. Constructing, furnishing and paration of a natirnal and access equipping education plan and I (1) 30 MCC centres 2,720 MCC students future education projects. 4, and equipping MCC (iv) A study of the costs, headquarters at durability and firancing Blantyre and of primary school text- (ii) boarding and other 280 secondary school facilities for five students (v) Evaluation reports on the secondary day schools Second and Third Education Projects. To provide trained 5. Constructing,furnishing and 225 student teachers teachers for secondary equipping facilities at Chan- schools cellor College to increase enrolment from 105 to 330 student teachers To meet the need for 6. Constructing, fumnishing and 120 technical school rained manpower in equipping facilities for Com- students and 240 commerce and agri- mercial education in three employees for part- culture technical schools. time training. 7. Constructing furnishing and 60 students and six equipping six staff houses staff members and furnishing a dormitory at the Colby College of Agriculture -5- ProJect Objectives and Description 1.15 The Project was designed to assist the Government of Malawi improve efficiency in and access to primary and secondary education, to assist in the provision of key manpower needed for development, and to improve curriculum development, in-service training and management of education. The Project content is shown in Table 1.1. 1.16 The primary school construction programme in rural areas was expected to be carried out on a self-help basis with the local communities providing fired bricks, sand, stone and unskilled labour. The Project Implementation Unit (PIU), in co-operation with the Development Division of the Office of the President and Cabinet, was expected to procure and deliver other construction materials to the sites and furniture and equipment to project schools. The primary school construction programme in urban areas was to be fully Government financed, with pupils in urban primary schools paying higher fees than those in rural primary schools. Guidelines for the implementation of the primary school component, including procedures and responsibilites of respective ministries, were to be prepared by the Government. The Government was expected to prepare and send to the Bank a plan for the provision of primary school textbooks beyond the period of project implementation. 1.17 Benefits and Risks. The Project was expected to: (i) increase access to primary education, particularly, in rural areas, (ii) improve equity by locating primary schools in educationally disadvantaged areas, (iii) increase access to secondary education by expanding the MCC (out-of-school) secondary education programme, (iv) fill specific manpower needs by providing training opportunities for primary and secondary school teachers, typists, secretaries, book-keepers and agricultural technicians, (v) assist the education of women through its commercial education component and the provision of dormitories at secondary schools, and (vi) improve the management of the education system as a whole, through its support for improved curriculum development, in-service training and school supervision. 1.18 According to the Staff Appraisal Report, only the minimum risks and uncertainties with respect to most of the project components were envisaged, since the Government agencies involved were capable of implementing major educational programmes. The following steps were taken to minimize the risks associated with certain components: (a) for the self-help community construction programme, which required co-ordination among several agencies, the Government was requested to establish preliminary guidelines for the coordination of these agencies; (b) as the establishment of Malawi Institute of Education (MIE) was a major innovation, the Government gave its commitment to staff the Institute adequately; and (c) the introduction of the commercial education programme at the technical schools - also an innovation for Malawi - was supported by technical assistance for staff training and curriculum development. -6 - B. PROJECT IMPLEMENtATION Overview 2.01 The Credit Agreement was declared effective on 19 September 1979 accordlng to schedule. The Project as a whole was satisfactorily implemented by December 1985 although the complexity of organizing and coordinating the primary school self-help component, had not been fully appreciated at the outset. Logistic and organizational problems which occurred during the implementation of the self-help component led to the extension of the Closing Date by two years from the original 30 June 1984 to 23 June 1986 when final disbursement was made and the undisbursed sum of US$524,000 (MK970,000) remaining in the Credit account was cancelled. Although the civil works were delayed by 18 months, 1,008 primary school classrooms were constructed - eight more than envisaged (Annex 1). The objectives of the Project were achieved, except for deletion of five secondary schools and various studies which were not done. The final cost of the Project was MK 26.5 million (US$25.9 million) compared to MK 22.1 million (US$26.6 million) at appraisal. Project Administration 2.02 The Project was executed under the direction of the Project Implementation Unit (PIU) established within MOEC. For most of the project implementation period, the PIU staff comprised one manager, a senior architect, two architects and two supervising engineers, a senior procurement officer, an accountant, a quantity surveyor (for --- years), three architectural assistants and a number of support staff. DANIDA provided the architects and engineers. Two Japanese volunteer architects also worked on the Project for a period of two years each. There was also an assistant project manager during the last 1.5 years of project implementation. The overall performance of the PIU has been good. The Unit implemented a complicated project with effective control of time, quality and cost (paragraphs 2.07 and 3.02). Its semi-annual progress reports were sent to IDA according to the schedule. 2.03 Although the PIU has implemented three education projects between 1967 and 1985, it has not employed the services of Malawian architects. Because of the dependency on foreign consultants who leave at the end of their contract, the experience gained through project implementation has not been accumulated in Malawi. Neither the PIU nor Malawi can afford the heavy loss incurred by the continued dependence on foreign staff. As a matter of priority, the Government needs to sponsor the training of project management specialists and employ them under conditions that would retain them. Civil Works (a) Post-Primary Institutions 2.04 Almost all the construction work involved the extension and/or upgrading of existing institutions, consequently, selection of sites was not a problem. At most of the sites, adequate land was already available for the proposed developments. It was necessary to acquire land only at Chancellor College in Zomba and at the urban MCC Centres of Mzuzu, Zomba and Blantyre. (b) Primary School Classrooms and Teachers' Houses 2.05 The design for the classrooms is simple and the rooms are suitable for accommodating 50 pupils. The design for the teachers' houses is spatially adequate -7 - but the siting of the open pit latrine adjacent to the kitchen is unsanitary. These latrines need to be condemned immediately as a health hazard and be re-built further away from the cooking area. * 2.06 Primary school classrooms and teachers' houses were, in most cases, built at existing schools where land was already available free of charge. The location of about 40 per cent of the classrooms and teachers! houses was determined by District Development Committees (DDCs), the main criterion for siting being that communities were willing to fulfil their obligations. The remaining 60 per cent of the classrooms were to be distribufqd on the basis of equity. A 1983 evaluation study of the self-help project component- showed that this approach had its problems in that classrooms were proposed for areas where: (i) there were other self-help projects (e.g. health) in close proximity, and therefore the local community was unable to provide bricks and labour on schedule; (ii) local materials were available only at some considerable distance from the site; (iii) access to sites was poor or very difficult. These, and such other problems as inadequate management, shortage of materials and deficiencies in the distribution and transportation of materials, necessitated the extension of the project implementation period from four to five and a half years. The Evaluation Study conducted under the Project found that the Project was delayed mainly because (i) it was over ambitious, with 490 sites scattered over the country; (ii) conflicts existed between self-help and equity concepts (paragraph 4.05); and (iii) the number of agencies involved (PIU, MOEC, OPC, DDCs, REOs, DEOs and local communities) was large and the respective responsibilities of these agencies were not clear. After half the implementation period had elapsed, the construction of classrooms accelereted. Some classrooms were shifted to communities willing to participate in the self-help programme; transportation and distribution of building materials were improved by providing Regional Educational Offices with additional trucks and warehouses; and management arrangements were streamlined. Clearly, therefore, the major problems with this component were not inherent in the self-help concept, but stemmed from weaknesses in planning and implementation. 2.07 The design and supervision of the construction of primary schools and Malawi Correspondence College (MCC) Centres were undertaken by the PIU, while a local architectural firm, contracted by the PIU, carried out the design and supervision of the construction of the Malawi Institute of Education (MIE) at Domasi. A UK based firm, with a local office in Malawi, designed and supervised work at Chancellor College under a contract with the College. The Ministry of Works and Supplies (MOW) designed and supervised the construction of the commercial wings at Mzuzu, Lilongwe and Soche Technical Colleges. All firms performed well. MOW needed more time because their original plans did not follow the architectural working papers and therefore had to be redone. Civil works contractors also performed well. Works were executed on schedule (Annex 2). The physical components that were directly or indirectly handled by the PIU were completed in 1982, before the scheduled completion date of December 1983. The expansion at the Technical Colleges and Chancellor College were completed one to two years later than scheduled. The primary school classrooms handled by many Government agencies (paragraph 2.06) were completed two to four years later. 1/ Evaluation of Primary School Self-Help Construction Programme, by P. W. - I I 2.08 The quality of the construction was fair to satisfactory, in the case of the p imary classrooms, and satisfactory in the case of the other buildings. Furniture, Materials and Equipment 2.09 AU procurement of furniture and equipment was done by the PIU. About 57 per cent of the procurement of furniture and equipment was done through International Competitive Bidding (ICB), 40 per cent through direct contracting and three per cent through local tender. Overall, about 20 per cent of the furniture and equipment was supplied by foreign firms and 80 per cent by local or locally registered firms, although most of these firms imported raw materials for local manufacture or assembly of the items or even imported finished items. (a) Direct Contracting 2.10 Direct Contracting was used in the procurement of vehicles in order to ensure compatibility with the existing fleet of Government vehicles. Some 30 per cent of the door and window frames, required for the self-help primary school classrooms construction component, were procured through a negotiated contract with a local metal products company to enable the project to get off the ground quickly. Direct contracting was also used in the procurement of primary school textbooks. The contract for this procurement was negotiated with a local firm which held the copyright. (b) Transport Problems 2.11 In 1982, the traditional transport routes for Malawi through Mozambique to the ports of Nacala and Beira became inoperative. Imported equipment and materials were then transported through the longer more time consuming and expensive routes, using the ports of Dar-es-Salaam or Durban. However, the transportation problem was not a major hindrance to project implementation, since the PIU imported equipment and material well ahead of the time when they would be required. (c) Furniture design 2.12 The PIU adopted a standard design for the primary school furniture, which was later revised, to make it less complicated and expensive. Area Allocations 2.13 There were differences between the actual areas constructed and the appraisa estimates for Malawi Institute of Education, Mzuzu Teachers' College, Chancellor College, MCC and the Technical Colleges (Annex 3). At the MCC Centres there were substantial increases in the size of the administration and toilet blocks. The building program ne of the Chancellor College was changed after the appraisal of the Malawi Fourth Education Project - the construction and equipping of science laboratories were transferred to the Fourth Project, while the area of the library was enlarged from the originally planned 1,632 m2 to a total of about 2,700 m2 in order to provide an adequate number of reader places (590) for the student body. Project Modifications 2.14 During implementation, a secondary school (Salima) was deleted from the Project because of site flooding problems. The rehabilitation of four secondary schools was transferred to the Fourth Education Project (Credit 1123-MAI) because the Third Education Project did not have sufficient funds. (paragraph 4.11) -9 - Technloil Asistance 2.15 The Project was supported by 38.5 man-years of specialist services financed by agencies other than IDA (Table 2.1). Although provision was made for acquiring engineeering and architectural services,neither the Staff Appraisal Report nor the Credit Agreement included an estimate of the number of years of technical assistance which would be required. Table 2.1 Summary of Tedhiceal Assistance No. of Area of Financing No. of Project Component Specialists Specialization Agency Years_/ Supported 2 Architecture DANIDA) 2 Engineering DANIDA 20.5 Civil Works 2 Architecture Japanese Aid 4.0 Civil Works 1 Procurement ODA 5.5 Procurement 2 Educational UNDP 6.0 Educational Research Studies 1 Commercial UNDP 2.5 Curriculum Studies for Commer- cial Stjdies I/ For details of duration, see Annex 4. The technical assistance programme has oeen successful in establishing commercial streams at the technical colleges and in assisting the PIU to perform well in planning, contracting and execution-of civil works. Overall, the consultants performed satisfactorily. 2.16 Under the fellowship programme, 12 persons received training for a total of 10.5 years as instructors for secretarial and commercial courses (Annex 4). Four years of training were provided in Kenya and the remainder in the UK. Of the 12 persons who received fellowships, nine are working at the technical colleges and principals have expressed satisfaction witli their performance so far. Fulfilment of Covenants 2.17 The Govemment fulfilled all covenants in the Development Credit Agreement (Annex 5). - 10- 11L PROJECT COSTS AND DISBURSEMENTS Capita Costs and Finang 3.01 A comparison of appraisal estimates and actual project costs is shown in Tables 3.1 and 3.2. Total estimated cost of the Project, including contingencies, at appraisal was MK 22.1 million or US$26.6 million equivalent. The IDA financing of US$14.5 million equivalent and an EEC Special Action Credit of US$7.5 million equivalent, were intended to cover 86 per cent of the total Projeet cost net of taxes. The actual cost of the Project was MK 26.5 million or US$25.9 million equivalent in dollar terms, about three per cent lower than the appraisal estimate but about 20 per cent higher in MK terms. External financing covered about 83 per cent of project cost including taxes, and about 86 per cent of project cost excluding taxes. The US$1.6 million reduction in total cost was partly a result of the transfer of components (studies and pre-investment and rehabilitation of four secondary schools) (US$0.9 million) to the Fourth Project (paragraph 4.26) and partly the result of the strengthening of the US dollar vis-a-vis the MK during project implementation. Table 3.1 CouparIson of Actual Project Costs with Awraisal Estimates by Project Comneorts Appraisal Estimate Actual Costs Project Co pwnnt NK Us$ t of AK to S of S (million) (mfllion) T Ii (msilion) (m1ll1on) Total difference in USS Primary Schools 5.77 6.95 26 8.17 6.75 27 -3 Textbooks 3.13 3.37 14 2.75 4.02 16 -3 Mzuzu reachers' College 0.97 1.17 5 0.87 1.22 5 +4 MCC Centres 2.08 2.50 9 3.31 2.29 9 -7 Secondary Schools 0.71 0.86 3 - - - - Technical Colleges 0.72 0.87 3 0.56 0.81 5 -7 Agricultural College 0.25 0.30 1 0.20 0.30 1 0 Secondary TTC 4.04 4.87 18 4.92 4.29 17 -12 MIE 2.75 3.31 13 3.33 3.17 12 -4 Studies & Pre-investments 0.30 0.36 1 0.17 0.17 - -80 Project Administration 0.60 0.72 3 0.73 0.77 3 -7 Professional Services 0.78 0.94 4 1.06 1.26 5 +34 PIU Warehouse Extension - - - 0.09 0.09 - - Total 22.10 26.62 100.0 26.16 1/ 25.04 100.0 -6 - 11 - Table 3.2 Coarison of ACtual ProJect Costs wlth Aeraisal Estimtes bY CateaorY (Kuhll1n) Appraisal Estimte Actual Costs Category IUK US$ S Rf NK Ua$ of S (mdllion) (million) Total (million) (million) lotal differenc Civil Works 12.52 15.08 56 17.25 16.70 65 11 Furniture 2.62 3.16 12 2.22 1.85 7 -41 Equipment 5.28 6.36 24 5.05 5.20 20 -18 Studies 0.30 0.36 1 0.17 0.07 - -81 Consultant Services 0.78 0.94 4 1.06 1.26 5 34 Project Administration 0.60 0.72 3 0.73 0.77 3 7 Total 22.10 26.62 100.0 26.48 25.85 100.0 -3 ,/ Actual costs in Kwacha in Tables 3.1 and 3.2 provided by PIU differ by MK 321,900. PIU has been asked to check these figures. 3.02 Most project components had cost underruns in US dollars. The four per cent cost overrun in US dollars or the Mzuzu Teachers' Training College is mainly because of its early completion in November 1980, before the time of depreciation of the Malawi Kwacha in relation to the US dollar. Increased costs for goods and services during project implementation contributed to the cost overruns for civil works, consultant services and project administration (Table 3.2). Disbursements 3.03 As shown in disbursement schedules (Annex 6), the disbursement rate was satisfactory, over most of the implementation period. It tapered off at the end of the project period in part because of delays in the primary school programme and partly because of the local currency devaluation. The EEC Credit was fully disbursed by August 1982. Because of the strengthening of the US dollar during the early 1980s, the EEC Credit, which was equivalent to US$7.5million at the time of appraisal, decreased by about ten per cent to US$6.8 million equivalent at the closing of the EEC Credit. - 12 - Reeurent Costs 3.04 At appraisal, it was estimated that recurrent cnosts generated by the Project would amount to about US$1.6 million equivalent at 1979 prices, excluding the annualized cost of the capital investment, or about one per cent of the total recurrent budget of 1985/86, and that textbooks would account for 60 per cent of this figure. 3.05 Exact recurrent cost figures generated by the Project are not yet available, because some major project institutions are not yet fully staffed. However, it is estimated that when aWl institutions are in full operation, incremental recurrent costs (excluding the annualized cost of the capital investment) would remain below the sum of US$1.6 million estimated at appraisal, partly because of the devaluation of Malawi Kwacha in terms of the US dollar and the freezing of teachers' salaries. - 13 - IV. PROJECT OPERATIONAL OUTCOMES Overview 4.01 In general, the PRoject objectives were achieved and in some instances the results were in excess of the staff Appraisal Report estimates. The Project provided 1,008 primary school classrooms, thus creating 50,400 new school places. However, this number of places was well below the national growth in pupil enrolment of 162,863 between 1979/80 and 1985/86. Of the 500 staff houses included in the Project, 487 were provided. Improved equity in access to primary education was a major objective of the Project, but achievement of these aims was compromised by the criterion of self-help in constructing these classrooms (paragraph 2.06). The supply of learning materials to primary schools was increased by the distribution of 2.7 million textbooks, 500,000 more than the originally agreed number. Through the expansion programme, the Mzuzu teacher training college increased its trained teacher output from about 140 in 1979 to 240 in 1987. 4.02 In regard to secondary education, approximately 2,800 places were provided through the construction of 30 MCC centres and it is expected that the quality of professional support for these centres will improve as a result of the renovation and upgrading of the MCC headquarters. Chancellor College is now better equipped to train 168 more students in academic and technical fields through the expansion of its facilities, including the library, classrooms and hostels. The MIE was established in 1979 and has since prepared and made available 33 publications, including teachers' guides, and textbooks for primary schools and primary teacher training, and has held in-service training workshops annually for senior education personnel and for the least qualified teachers. 4.03 As planned under the Project, 50 vehicles were provided, mainly to facilitate increased supervision of schools. The School Mapping Study, intended to identify the location of schools was completed, but in most cases the location of the primary schools was determined by considerations. Primary Education : hnptored Access and Efficiency 4.04 The 50,400 primary school places provided under the Project represented about 31 per cent of the overall increase (162,863) in primary enrolment which grew from 779,676 in 1979/80 when the Project was appraised to 942,539 in 1985/86 when the Project was completed. In some Project schools there were classes of over 100 pupils and four children sat on benches made to accommodate two and others sat on the floor. The teachers were unable to move around the classrooms and teaching was limited to lecturing. Thus the conditions for improvement in the quality of primary education have not generally been established, although some increased access was provided. 4.05 Although the Staff Appraisal Report pointed to equity as an important aspect in identifying the location of schools, ther were some major problems. Some communities were reluctant to participate in self-help school construction programmes. There was a shortage of suitable clay for brick-making and an inadequate supply of sand and stone in certain areas. Some sites were inaccessible and as a result, the Central Region, which has the lowest enrolment rate, did not receive a fair share of the schools. This is one of the hazards of self-help schemes - generally the better-off communities take fuller advantage of the opportunities offered (Table 4.1). -14- Table 4.1 Dlstribime of Classvoi by oms No. of No. of Classrooms Classroom Total % Provided Provided No. of No. of S of Student Under Under Classrooms Region Classrooms Total Enrolment Phase I S Phase 2 S Provided I Northemn 815 (11) 100 R0 (18) 48 (8) 128 (13) Central 2.938 (40) 57 140 (31) 184 (33) 324 (32) Southern 3.526 (49) So 226 (51) 330 (59) 556 (55) Total 7.279 (10W) 63 446 (100) S62 (M1D) I.'m3 (IQ3) See Annex I for details. 4.06 Efficiency of primary education has improved, but only marginaly. At the time of appraisal, the number of pupil-years of a cohort divided by the number of graduates produced a figure of 16.9; however, in 1987, according to the Appraisal Repart for the First Sector Credit this figure had been reduced to 16, by comparison with the appraisal target of 13.2. Textbook DLstrition Progrmme 4.07 Compared to the appraisal target of 2.2 milion textbooks, primary school3 received 2.7 milion textbooks, in English (0.8 million), Chichewa (0.9 million) and arithmetic (1.0 million) (Annex 7). The Project was supposed to provide a set of three textbooks for each primary school pupil. Although primary school enrolment had increased from 740,000 at appraisal to 899,460 in 1984/85 when the book distribution was completed, the amount of books supplied overall was sufficient for three books to be supplied to each child. 4.08 FuU information was not available on the actual distribution of the books by region or district. It appeared however, that the Project succeeded in improving the student:book ratio from about 5:1 at appraisal to about 5:4. The student:book ratio per subject ranged, accomding to the particular book, from 10:1 to 10:37 (Annex 8). Furthermore, there was unequal distribution of books. The studentAjook ratio was lower for Grades 1 and 2 than for Grades 3 to 8. This was due to two factom (i) because the upper grade pupils were allowed to take the books home and the teaching and learning process at this level depended upon the books more than at the lower level, the books were more rapidly worn out and their replacement by the Government was slow; and (ii) in supplying the books, no allowance was made for the high drop- out of pupils from Grades 1 and 2 which resulted in a generous net provision of books. 4.09 The inclusion of a textbook component in the Project was a positive move towards upgrading the quality of primary education. However, the quality of the books provided is a source of concern. In order to meet the project schedule, MOEC did not spend the necessary time reviewing the books and the English textbook, for example, had been written in the mid-1960s and not revised thereafter. Consequently, it has a teacher centered approach and its concepts are generally unrelated to the present Malawian society. This has posed problems for MIE staff who prepared the teachers' guides on the basis of the school textbooks and were therefore constrained by their shortcomings. When such a large investment is to be made in textbooks, steps are needed to ensure that they are in keeping with the school curriculum. Despite the shortcomings, the books filled a gap and MOEC can, through its subject conimittees, revise them in a continuing basis, especially in the context of the planned revision of the primary school curriculum. - 15 - Improving Access to Seconday Education (a) MCC Centres 4.10 The MCC centres were designed to provide mainly out-of-school secondary education in response to the growing social demand for secondary education. The Third Education Project provided 30 additional centres and equipment for the headquarters at Blantyre; however, this input of equipment only is insufficient to effect substantial improvement in the quality of the education offered. The correspondence programme has the potential to provide secondary education of a reasonable standard; however, it is at a disadvantage because of (i) inadequacy of the supply of resource books, printed instructional materials and functioning radios at the centres, (ii) the shortage of trained personnel in secondary education both to supervise the centres and to be tutors at the central office and (iii) the overcrowding at the centres. Some of the problems are being addressed under the Fifth Education Project and a review undertaken after the completion of that Project should throw more light on how to improve the efficiency of the programme. (b) Secondary Schools 4.11 The secondary school component was transferred to the Fourth Education Project because, during the appraisal of the latter project in June 1980, substantial increase in enrolment in secondary schools became a priority and it Vas estimated that the Third Project did not include sufficient financing for expansion on the required scale. Two of the secondary schools that were to be upgraded under the Third Project (Balaka and Mitundu) were therefore transferred to the Fourth Project in June 1982, under which they were to be extended to double their enrolments from 240 to 480, in addition to being upgraded. Two other secondary schools, Nkhotakota and Likoma Island, were similarly transferred in March 1984. A fifth secondary school, Salima, was deleted from the Project because the site was liable to flooding. Manpower Training for Business, Agriculture and Education Sectors (a) Commercial Studies 4.12 Because of the delay in providing the technical expertise for preparation of the syllabi, the commercial programme was started in 1986, three years behind schedule. It is too early in the programme to assess its relevance to the business sector. Some trained commercial teachers have expressed concern that they had little or no participation in preparing the programme and some books which they requested were not supplied, while they received other less useful books. 4.13 The technical colleges offer day and evening courses. The evening courses are fully enrolled, but day courses are under-enrolled, mainly because of the late start of courses. At Mzuzu College, about 113 students were enrolled ir. '1988 in evening classes (two nights a week), but only 19 enrolled in the day course - 15 in the basic business stream for the nine-month course which began in September 1986 and four in the secretarial stream for the 18-month course which began in January 1987. 4.14 The Ministry of Labour and Personnel Management and Training does not assist commercial graduates, most of whom are female, in their search for employment, although such assistance is provided for all other technical fields. Clearly, this anomaly needs to be corrected. -16 - (b) The Colby Agriculture College 4.15 The Project provided Colby College with four of the six staff houses that were planned, dormitory furniture for 60 students, desks and chairs and a 12-seater minibus. In 1983, only four years after Credit Signature, Colby College was closed and students were transferred to the National Resources College as part of a Government effort to centralize the training of technical assistants. The desks and chairs are on loan to a nearby primary school and the minibus is being utilized by the Ministry of Agriculture. (c) Mzuzu Teacher Training College 4.16 Under-enrolment has oeen a problem at Mzuzu since the completion of the extension in 1980. In 1987/88 there were 312 males in the 330 available places and 148 females in the 210 available places - a total of 80 vacancies. The low enrolment has been attributed to the failure of females to take up all of the 210 places allocated to them. The principal should be responsible for raising the issue with MOEC and exploring possible solutions, but so far, with the frequent transfer of principals, this has not happened. (d) Chancellor College 4.17 The Project objective of increasing the enrolment of Chancellor College from 600 to 825 students was achieved in 1983/84. Because of assistance continued under the Fourth Project, the enrolment further increased to 1,023. About 461 of these students were enrolled in education courses, well above the appraisal target of 330. In line with the Project objectives, about 31 per cent of the students in education programmes are enrolled in science/mathematics programmes (Annex 9). The library expansion at Chancellor College, proposed under both the Third and Fourth Education Projects, was consolidated and implemented under the Third Project, hence the large increase in area noted above (paragrf.ph 2.13). (e) The Malawi Institute 4.18 Malawi Institute of Education (MIE) was established in 1979 to replace the Domasi Teaching In-Service Training Centre. It received (a) physical facilities under the Project to accommodate 150 trainees and 30 staff and (b) technical assistance from UK and UNDP. The Institute was given responsibility for curriculum development, materials preparation and in-service training for the entire primary and secondary system. (Staff Appraisal Report paragraph 4.18). 4.19 MIE was intended to provide support for both the primary and secondary levels. It has so far concentrated its efforts on developing teaching materials and in-service training for primary school personnel. Between 1982/83 and 1986/87, MIE produced 18 teachers' guides in science, history, arithmetic, civics, agriculture and English, three textbooks in health education, three in primary science, one in agriculture, and eight in various aspects of teacher training (Annex 10). 4.20 Generally, the teachers' guides have been well thought out and prepared' and well received by principals and most teacher training institutions. There are, however, a few problems. Some teachers' guides were prepared for school textbooks that were out-of-date and, as a result, they are teacher dominated and include few activities aimed at stimulating the creative abilities of the pupils. There is little evidence of the problem solving approach to teaching and learning, especially in the noh-science subject areas. The teachers' guides were written for individual courses and are too compartmentalized; they do not sufficiently promote mutual reinforcement - 17 - end knowledge transfer between subjects. Among the Teachers' Training Colleges (ITCs) the advantage taken of these MIE materials varied and there is no MOEC policy on their utilization. There is more extensive use of MIE materials in the recently established TTCs than in the older ones, the reason being that the latter received insufficient supplies of materials. 4.21 One Project objective was that MIE would annually provide training courses for about 600 primary school teachers and short courses for about 60 inspectors and District Education Officers, 100 primary school headmasters and 40 secondary school teachers and others. The objective of training 600 teachers annually was not achieved. The administrator at the Institute felt that, since training programmes could not be provided by MIE for the approximately 15,000 teachers who needed training, they should seek a multiplier effect of training mainly Education Officers, school inspectors and headteachers who could in turn hold training sessions in their respective districts and regions for teachers. In the period 1985 to 1987, MIE held 25 such training sessions to train over 1,200 education personnel in the use of new teaching materials and other aspects of education. 4.22 With regard to curriculum development, MIE has proposed to MOEC changes in the objectives of primary education and, at the time of the completion mission, was awaiting a response. MIE conducts three major curriculum development workshops annually for about 120 participants each and 12 curriculum evaluation workshops of about one to two weeks each. 4.23 In 1988, MIE had a staff of 151 comprising 19 professionals, five administrators and 127 support staff. Because of the inadequate provision of staff housing, MIE is unable to increase its professional and administrative staff to the appraisal estimate of 30. The buildings were provided more or less according to the details agreed at appraisal, except that the area for library, language and visual aids was increased by 75 per cent from 320m2 to 561m2. 4.24 The physical facilities of MIE are not being utilized exactly as planned because (a) the change in strategy noted above (paragraph 4.21) has reduced the numbers to be trained in MIE and (b) for even the limited number of workshops planned for teachers, funding by MOEC has not always been made available. Some intended classrooms are being utilized as materials production and administrative offices. The utility of the library has been increased with the establishment of Domasi TTC, since Domasi students have access to it. The language laboratory is being utilized as an administrative office and parts of the equipment have been taken out to replace worn out parts in language laboratories in other institutions. Steps should be taken to make the language laboratory operable so that it can be utilized by Domasi TTC which has only one language laboratory for the training of over 500 trainees. 4.25 Between 1982/83 and 1986/87 the total recurrent expenditure increased from K284,800 to K718,675 and income increased from K290,929 to K866,501 over the same period (Annex 11). On the average, approximately 68 per cent of the total Income was provided through Government subvention and the remaining 32 per cent has been earned mainly from staff house rents, catering sales and printing and duplicating services. Studies 4.26 The only study carried out under the Project was the school mapping study. In consultation with IDA. All other studies (Table 1.1,10) were transferred to the Fourth Education Project. The school mapping study was completed somewhat late in 1983, and its recommendations were supposed to guide the allocation and siting - 18 - of primary classrooms among districts to improve equity. However its impact on equity was almost nil because, in the provision of primary classrooms under the Project, considerations regarding self-help potential, accessibility of sites and availability of building materials often overrode the concern for equity. Improving School StVevision 4.27 Fifty vehicles were supplied (as planned) by the Project: (a) 43 all-terrain vehicles for REOs (3), DEOs (28), MCC (3), MOEC (4), MIE (1), Mzuzu TTC (1) and PIU (3); (b) two buses: one 36-seater for MIE and one 10-seater for MOA; and (c) five trucks for the PIU (Annex 12). 4.28 The vehicles facilitated improved operations of REOs and DEOs and the educational institutions. School inspection has been intensified, but it is not clear whether this is as a result of the increased number of school inspectors of the vehicles provided to educational offices. School inspectors expressed preference for using public transportation (buses), walking, or using small vehicles (motorbikes aad small cars) to carry out inspection because of the difficulties in co-ordinating pool transportation for individual inspectors. They indicated that the vehicles supplied by the Project were suitable for team visits. Under the First Education Sector Credit, motorbikes will be provided to inspectors. - 19 - V. IDA PERFORMANCE 5.01 Project generation was not protracted. About one year elapsed between Credit Application and Board presentation and four months from Board Approval to Credit Effectiveness. About 36 staff weeks were spent in the field on project generation missions. Attention should, however, be drawn to two questions in project design - firstly, whether it was wise to have included Colby College of Agriculture in the absence of a long term comprehensive plan for the development of agricultural education and training and secondly, whether a prior study of self- help potential in the construction of primary schools would not have been useful, especially in the light of the equity objectives which were to be pursued. 5.02 Although the PIU had implemented two education projects prior to implementing the Third Project, there was no use of local staff at the professional level in architecture and engineering. A shortcoming in the design of the Third Education Project therefore was the absence of arrangements for providing such personnel in the PIU. 5.03 The Project was supervised by 14 IDA education missions 25 staff weeks, excludipg the completion missions and several visits from the Controllers' Department of the Bank. AR supervision missions combined supervision of this Project with generating subsequent projects or with supervising other projects. The interval between missions ranged from three to eleven months, averaging 4.7 months. A broad mix of staff participated in these missions - architects participated in 14 missions, economists in 10, education planners in six, general educators in two, and two technical educators and operations specialist in one mission each. Although much attentioni was given to the quantitative aspects, the location of primary school classrooms and the development of the MIE should have been better monitored. On the whole, however, IDA staff supervision has been effective and has established and maintained good re'ationships with Government officials. 5.04 IDA was reasonably flexible during project implementation and approved two amendments to the Credit Agreement involving transfer of secondary schools to the Fourth Project (paragraph 4.11), and adjusting and re-phasing the assistance programme to Chancellor College over the Third and Fourth Projects (paragraph 4.17). -20 - VI. LESSONS DRAWN FROM THE PROJECT EXPERIENCE 6.01 The Project concept and design were in accordance with the educational needs of Malawi. Primary education enrolment increased by about 162,863 (21 per cent) between 1979/80 and 1985/86 and the Project contributed about 31 per cent of the additional places. The population growth, however, reduced the impact of the Project and enrolment ratios have not improved substantially. 6.02 In order for the PIU to reduce its dependence on expatriate services, special measures are required to provide local professional staff, particularly architects and engineers. 6.03 In regard to equity of access to primary education, special attention needs to be given to the problems of disadvantaged rural communities where (a) a co- ordinated approach to the provision of services such as access roads, water supply and health care would be most effective in parallel with efforts at providing school places, and (b) the assistance provided to communities under self-help programmes needs to be somewhat more generous than in less disadvantaged communities. A school mapping exercise is clearly not an answer in itself. 6.04 A self-help construction programme requires detailed planning including special attention to the availability of labour and raw materials in the quality and quantities required. Although the Project provided some raw materials and some effort was made towards the co-ordination of the multiplicity of agencies which were involved, the support system to ensure timely implementation of the Project was not adequately identified. 6.05 During project generation more precise consideration should have been given to the recurrent cost implications of the Project and the ability of the Govemment to meet these costs, particulary to the cost of textbook replacement and of the in-service teacher training programmes. 6.06 In respect of the primary school textbook programme, time was needed to undertake a review of the textbooks which were being utilized in the primary schools in order to determine their suitability for the primary school curriculum, and an adequate primary school textbook programme prepared on the basis of the findings of the review. 6.07 The MCC programme offers an alternative to regular secondary education for over 10,000 students. The Project provided physical plant and some learning m1.aterials, but not enough attention was given to the institutional (organization and management) aspects and to software needed for the programme. The effectiveness of the programme was hampered inter alia by the shortage of trained personnel and the inadequacy in the proportion and distribution of the learning materials. These problems are being addressed in the First Education Sector Credit. - 21 - PROJECT COMPLETION REPORT THIRD EDUCATION PROECT (CREDIT 910-MAn Annex LOCATION OF PRIMARY SCHOOLS AND Page I of 5 TEACHERS' HOUSES BY REGION PHA88 I Region District Site Name No. of Class- No. of Teachers' rooms Houses NORTHERN 1. CHITIPA Ilengo 4 2 Kspende 4 2 Chuba 2 1 Kavomolo 4 2 2. KARONGA Mwanjasi 6 Karonga Cap 4 1 Wovwe 4 1 Luwezga 4 2 3. RUMPHI Kawaza 4 2 Kamphenda 4 1 Nkhomboli 4 2 Usowoya 4 1 4. NKHATA BAY Chifira 4 2 Kalambwe 4 2 Mthembo 4 2 St. Peters 4 2 5. MZIMBA Bwengu 2 1 Ezondweni 2 1 Euthinl 2 1 Enknondwenl 2 1 Edigenl 2 1 Ephangweni 4 2 Ehehleni 2 1 TOTAL NORTHERN REGION 80 33 CENTRAL 6. KASUNGU Boma 4 2 Chamuya 4 2 Chigandws 4 2 Chamtete 4 2 7. NTCHISI Mawiri 4 2 Kayoyo 4 2 Nyalabvu 4 2 Kasakula 4 2 S. NKHOTAKOTA Mduluka 4 1 Khwapu 4 2 Masewe 4 2 Chipelera 4 2 9. DOWA Kafumphe 4 2 Chimunmgu 4 2 Mdika 4 2 Thonje 4 2 10. SALIMA Lungumadzi 4 2 Ngodzl 4 2 Msanza 4 2 Kaphatenga 4 2 11. LILONGWE Mchitanjiu 4 2 Kabudula 4 2 Chankhandwe 4 2 Namulera 4 2 Mataka 4 2 Likuni (Boys) 4 2 12. MCHINJI Mkanda 4 2 Mbingwa 4 2 Kamuzu 4 2 Kankhande 4 2 13. DEDZA Miozi 4 1 Chimphalika 4 2 Mkomera 4 2 Mankhamba 4 2 Mdeza 4 2 TOTAL CENTRAL REGION 140 Be -22- ex1 Paoe 2 of 5 Reglen Distrct Site Name No. of Class- No. of Teachers, rooms Houses SOUTHBRN 14. MANGOCHI Changall 4 2 Monkey Bay 4 2 St Augustine 3 4 2 Majunl 4 2 Mdinde 4 2 Lulanga 4 15. Nĥ'CHEU Lizulu (Nzamanl) 4 2 Tchauya 4 2 Kamwamba 4 2 Gumbu 2 1 16. MACHINGA Ngokwe 2 Mwitlya 4 2 Mawira 2 1 Mangsmba 4 Chibwanansamala 4 2 17. ZOMBA Mkupu 4 2 Mehenga 4 2 Utwe 4 2 Mkumbira 4 2 13. CHIRADZULU NtaUlka 4 2 Thawanl 4 1 Makuwa 4 2 Katundu 4 1 19. BLANTYRE Madziabango 4 3 Namlsu 4 2 Khola 4 2 Katete 4 2 20. THYOLO Nyodola 4 2 Chamasowa 4 2 Khonjenl 4 2 Byunbwe 4 2 21. MULANJE Lujeri 4 2 Chlnyama 4 2 Nambadzo 4 2 Nkhwnba 4 2 Nkhulambe 4 2 Khwalala 4 2 22. MWANZA Neno Parish 4 1 Kholombidzo 4 Kalanga 4 2 Mphingwl 4 1 Ntaja 2 1 Kuchawe 1 Mehokadala 2 1 Mphombe I Kanono I Chale I Muwale I Mpandadzi 2 Ching'ombe I Lipongwe 1 23. CHIKWAWA Llvunzu 4 2 Makande 4 2 Lundu 4 1 Chftungwanl 4 2 Kunyondo 2 1 Mawira 2 Mangulenje 4 1 Nkhwangwa - 1 Namalindi - 1 Nkholongo - I Kanzimbi - 1 Mpama 1 Mikolongo 2 1 24. NSANJE transferred Lulwe 6 2 from Kalulu Bambala 4 3 Nyamadzere 2 1 Kalupsya 2 1 Bangula 2 1 Makhanga 10 3 Kalulu 2 I Mankhokwe 4 2 NjiM8 2 1 Matundu 2 1 TOTAL SOUTHERN RECION 220 109 (PEass 1) - 23 - A I PHE Pop3 5 No. of No. of Teachuu Region Dilstict Site Name Clauroome Houes NORT0HEN 1. CHITPA Kaplrlnkhode 4 2 Terere 4 2 Lugnesyo 2 1 2. KARONGA Ntehowo 2 1 Fwira 2 1 Bwlba 4 2 Chankhorombe 4 2 Lemero - 1 Mazungumika - I 3. RUMPHI Mhuju 4 1 Chanyoll 4 1 Phoka 4 2 Thekero 2 1 CMdbvungulu - I Bowe - 1 Uzumara - 1 Mwazisd - 1 4. NKHATA BAY Chiteka 2 1 Chissngawe 2 1 S. MZIMBA Mzimba LEA 2 1 Luweezi 2 1 Ephangwenl 2 1 Medas 2 1 TOTAL NORTHERN REGION 48 28 CENTRAL 6. KASUNGU Llvwezi 2 1 Kasanduliza 2 1 Simulemba 2 1 Chulu 2 1 7. NTCMISI Kesonga - 1 Malomo 2 1 -uai 2 - Chikho 11 2 1 Chelunmbe 2 1 S. NKHOTAKOTA Ling& 2 1 Matiki 2 1 Kaaltu 2 1 Liwaladzi 2 1 Kenjoka - 1 9. SALIMA Tugulu 2 1 Matenle 2 1 Msalulg 4 1 Nalubva 2 1 10. DOWA Chigudyu 2 1 Mvere 2 1 Kawere 2 1 Katallme 2 1 11. MCHINJI Kalulu 2 1 Kazyozyo 2 1 Kwauanji 2 1 Kamuzu 4 2 Mbingwa 2 1 Mduwa 2 1 Kankhande 2 1 12. LILONGWE (RURAL) Meako 4 2 Milungu 2 1 Milamba 4 2 Kaphira 2 1 Kazumba 4 2 Kasambwe 4 2 Matunduluzi 2 1 PMIrilanjuzl 4 2 Malingunde 2 1 Chimanazo 2 1 Chimwala 2 1 Mwatibu 2 1 Kalumba 2 1 Nakuwawa 2 1 Mlodzenzi 4 2 Chadza n 2. I Dzenz- 2 1 Chitdme 2 1 Magwero 2 1 Malikhe 2 1 Katutwe 2 1 LILONGWE (URBAN) Area 5 8 1 Area 49 8 1 Area 43 8 1 Area 23 8 I - 24 - Annex 1 Page 4 of 5 No. or No. od TeacbeTs' Region Dtstdlt Site Name Classrooms Houses 13. DEDZA Kanyenda 2 1 Chitundu 4 2 Dedza LEA 4 2 Kaphuka 2 1 Kcllombe 4 2 Sangweni 2 1 Phokae Mganja 2 1 Machese 2 1 Kapiri 2 1 14. NTCHEU Mtumba 2 1 Cumbu 2 1 Namale 2 1 Mdeka 4 2 Nsiyaludzu 4 2 Mwalawoyela 2 1 TOTAL CENTRAL REGION 184 81 SOUTHEN 1. MACHINGA Gawananl 4 1 Dziwe 2 1 Muthe 4 Nkhonde 4 2 Nzepa 2 Thundu 4 Rivirivi 4 2 ChMndudzl 2 1 Malundan - I Mpiniumodzl 2 1 Mpalankhwazl - I M ' mang - I Mpombe - I NaperH I Balaka 2 Nkasaulo I Joho 2 1 Ulongwe 2 1 Ntaja 2 _ Mlseche 1 I Nsalaban - I Nkasaulo - I Chinkwezule - 2 16. MANGOCHI Makawa 4 2 Nkope Hill 4 2 Mpondas 4 2 St. Augustine 1 2 1 Khungwa 2 1 Luwalika 2 1 Mtuwa 2 1 Luwesya I Masakasa 4 2 CMlmesys 2 1 KaburiEra 2 1 ChMunda 4 3 17. ZOMBA Namikhate 6 3 Taibu 2 1 Ntala 2 1 Mtokoma 2 1 Mpalume 2 Namilongo 2 1 Domasi 8 4 Sambaalendo 2 ChMnyasa 2 1 Chiluwe 2 1 St. Anthony 2 2 Mayaka 2 1 Miojo 2 1 Mulangali 1 18. CHIRADZULU Namadzi 4 2 Nsonl 4 1 Nsmalu 4 Mchere 4 Mapesi 4 2 Makanani 4 1 Mbulumbuzf 4 1 Llkhomo 4 Masanjala 4 1 Mkwanda 4 -25- Amex I Page 5 of 5 No. ot No. of Teachers' Region District Site Name Classrooms Houses CHIRADZULU cont. St. Tere.a 4 2 Choda 2 Mpezenl 1 I Mwanje 1 Nkwepu - 1 Kamwendo - I Mpotola - 1 Masuku 1 I Chiwalo - I Ndunde - I Chikowa - 1 Nkalo I Ndala 1 1 19. BLANTYRE Namnwanje 4 2 Mpemba 4 2 Ngumbs 4 2 Lunzu 4 2 Kachanga 4 Naotcha 4 Matindi 4 2 Ngonga 4 2 Dwalenl 4 2 Mudi 4 2 Mbame 4 Lirangwe 4 2 Ndala 4 2 Nkangomwa 4 2 Chisawani 4 Andiseni 4 2 Matenjera 4 2 Chikull 4 2 Chilaweni - I Namalondwe - I Lirangwe - 2 Khungulu - I Khombwe - 1 Mpapa - 1 20. MWANZA Ligowe 4 Mangpzi I Tulonkhondo 2 Michiru 2 1 Phanda 2 1 21. THYOLO Lomola 4 2 Didi 4 2 22. MULANJE Muloza 4 2 Chingoli 4 2 Nalingula 4 2 Mpala 4 2 Mileme 4 2 Mulanje C.C.A.P. 4 2 Chisitu 4 2 Phalombe 4 2 23. CHIKWAWA Mwala 2 Berewu 4 2 Gola 2 1 Mandrade 2 24. NSANJE Bangula 4 2 Nyachilenda 4 2 Mkotamu 2 Nguda 2 2 Mpatsa 4 2 Kalulu 6 3 Masenjere 4 3 Lalanje 2 Dlnde 4 2 Fatima Boys 4 2 Magotl 4 2 Khulubvi 4 2 Chilumba - Nkhande I Mpepe 4 Nyamitutu 2 1 Mavota 2 TOTAL SOUTHERN RBGION 33051 TOTAL PHLASE 1 562 20? GRAND TOTAL 1,008 487 - 26 - Annex 2 PROJECT COWITINREPO UMAVAI THIRD EDUCATION FEOJEa_(CREDT 910-K&X) POST PRIEma In Twn=L bCS Commencement of Item Construction Completion Duration 5 Houses at Colby College of Agriculture Feb 1980 Aug 1980 Hzuzu Teachers College Phase 11 30 Nov 1980 9 months MCC Headquarters 15 Sep 1980 1 Mar 1981 6 months NJamba MCC Centre (Blantyre) 15 Sep 1980 11 May 1981 8 months 29 MCC Centres (phased) Apr 1981 Jun 1982 15 months Malawi Institute of Education Sep 1980 Feb 1982 18 months Lilongwe Technical School 10 Sep 1983 28 Jan 1984 5 months Mzuzu Technical School 5 Sep 1983 14 May 1984 8 months Soche Technical School 26 Sep 1983 4 Jun 1984 8 months Chancellor College (i) Houses No. 10 Malemia Road 4 Mar 1982 3 Sep 1982 6 months (11) 14 Staff Houses 1 Apr 1980 24 Oct 1981 19 months (iii) 4 Halls of Residence (iv) Academic : Offices, Home Economics and A/V Centres 22 Oct 1981 4 Feb 1983 15 months (v) Extension to Library 22 Jul 1981 15 Dec 1982 17 months Source: Project Implementation Unit, MOEC. PROJECT COMPLETION REPORT NALAI THIRD EDUCATION PROJECT (CREDIT 910-MA!) N uxu Teachers' Training Colleoe Appraisal Actual No. of Places per Unit Gross Area in Gross Area in Square metres Square metres Type of Accomodatlon Appraisal Actual No. Unit Total No. Unit Total Classroom 30 30 3 95 285 3 77 231 Tutorial Rooms - 10 3 97 291 3 42 126 Boarding 301L/ 390/ 12.853'77 1 960 30O9/ 30y 12.8531 771 169 Staff Housing - 5 OH8 5 DH8 22 units 8 DH6 8 DH6 4 EH5 4 EH5 2 EH8 I EH18 3 PH4 22 3 PH4 21 Note: DH, EH and PH Indicate the design and size of the staff housing unit. )/ hole ]/ Female 1' Per student 0 Source: Compiled from the PIU Completion Report. 0w PRQJBCT COMPLETION REOR UJMXa T!XIRD 1DUC&TIO3 PROAC! (CREDIT 910-F lX PUAD M AM ACRIAL FACIUTIES (a) Domasi Institute of Education Appraisal Actual No. of Places per Unit Gross Area in Gross Area in Square metres Square metres Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total Administration Block (Admin. and Academic Offices) - - 1 513 513 1 592 592 Education Material Resources Unit - - 1 500 500 1 441 441 Science Education Centre - - 1 250 250 1 295 295 Library, Languages and Visual Aids Centres - - 1 320 320 1 561 561 Classrooms, Tutorials, Lecture-rowms I/ (new and renovations to existing - - 13 50 650 1I 70 770 buildings) Hostels accommodation including Students Common Rooms, Kitchenette, Toilets using 150 152 - - 418 48 2357 new and old structure 104 Dining Facilities (renovation of old 2/ dining room to form kitchen and - - I - - - - 247,3! construction of new dining hall) 245 Staff Housing New 4 4 Upgraded (senior) 11 11 30 - - 30 149. 4,470 Upgraded (junior) 15 15 v Average, New and Renovated. JNew. R D J Renovated. Ztb O X, (c) Chancellor College Type of Accommodation Appraisal Gross Area in Square Metres Actual Library extension 900 2,705 (on 3 floors) (included 12 staff offices) Classrooms 470 Included in Library above Seminar rooms 120 Included In Library above Audio visual centre 455 333 Physical Science 340 Not built (transferred to the Fourth Education Project) Chemistry 225 Not built (transferred to the Fourth Education Project) Biology 225 Not built (transferred to the Fourth Education Project) Home Economics 312 520 (included 3 staff offices) Staff offices (15) 240 Included in library (12) and Home Economics (3) above Staff Common Room 200 240 Kitchen - Equipment fixtures only Boarding (Hostels) 2,720 3,200 Housing (15) NDBA./ 3 - 127.8 m2 each 1,789 14 NDB 3 houses each 127.8 m2 = 1,789 m2 A - 255 m2 255 Rebuilding/renovation of one burnt down A-type house at Malemia Road Zomba 255 m2 approx. Note : It was agreed that the library extension should be built on three floors to match the existing building, and classrooms, seminar rooms and offices included in such a manner that they can be incorporated as future 7 library expansion. jL I UNDB indicate the size and design of staff houses and A-type. co (d) Z". Num and amb NC Catres Appraisal Actual Gross Area in Gross Area in No. of places per unit Square metres Square metres Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total Six classrooms 40 40 6 60 360 6 6! 390 Four Classrooms 40 40 8 60 480 8 65 520 Teacher's House 3 3 252.8 758.4 Administration Block 3 60 180 3 159.3 477.9 Toilet 3 S0 150 6 83.17 499.0 04i .M (e) 27 Runa blawi Correspondence Colleoe Cetes Appraisal Actual No. of Pla-2s Per Unit Gross Area in Gross Area In Square metres Square metres Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total Two-Classroom units 40 40 60 54 65 3,510.0 Teacher's House 27 65 1,755 27 84.3 2,2;6.1 Administration Block 27 30 810 27 80.3 2,168.1 Toilet 27 41.6 1,123.2 U' (f) UlouwMe Technical College Appraisal Actual No. of Places Per Unit Gross Area in Gross Area in Square metres Square metres Type of Accommodation Appraisal Actual No. Unit Total No. Unft Total ACODEMIC AND COMMUNAL 40 40 150 150 168 168 Comercial Room (20 Students) 1 50 50 1 50 50 Typing Room (20 Students) 1 50 50 1 50 50 Classroom (20 Students) 1 30 30 1 38 38 Office Practice/Model Office 2Onm 1 20 20 1 30 30 BOARDING Donmitory : 40 beds double bunk 1 at 5.0m2/student 1 200 200 none none-/ Warden's self contained flat 1 78 78 STAFF NOUSING 2 X 3 bedroom units DH6 or equivalent 2 82 164 1 82 82 0O 0N Nf o dormitory was constructed at Lilongwe Technical College (g) Nzzu Tedmical Colleue Appraisal Actual No. of Places Per Unit Gross Area in Gross Area in Square metres Square metres Type of Acconodation Appraisal Actual No. Unit Total No. Unit Total ACADEMIC AND CWJNAL 40 40 150 150 168 168 Commaercial Room (20 students) 1 50 50 1 50 50 Typing Room (20 students) 1 50 50 1 50 50 Classroom 1 30 30 1 38 38 Office practice/model office 20 1 20 20 1 30 30 W BOARDING Domitory: (40 beds double bunk) 200 200 1 380 380 Warden's self-contained flat 78 78 STAFF hOUSING 2 X 3 bedroom units (D0:) 2 82 164 2 82 164 o D -'- (h) Soche Tedmical College Appraisal Actual Gross Area in Gross Area in No. of Places Per Unit Square metres Square metres Type of Accommodation Appraisal Actual No. Unit Total No. Unit Total r ACADEMIC AND COIHINAL 40 40 175 175 193 193 Comnercial Room (20 students) 1 50 50 1 50 50 Typing Room (20 Students) 1 50 50 1 50 50 Classroom (20 students) 1 30 30 1 38 38 Office Practice 1 20 20 1 30 30 Student Toilet 1 25 25 1 25 25 STAFF HOUSING Bedroom unit, DH6 type 3 82 246 2 82 164 BOARDING Dormitory - upgrading of existing facilities Source: Project Implementation Unit, IOEC, Malawi. a w 35 -Annex 4 Page 1 of 2 PROJECT COMPLETION REPORT MALAWI THIRD EDUCATION PROJECT (CREDIT 910-MAI) TECHNICAL ASSISTANCE PROGRAMME (a) Expert Services Designation Funded by From To Studies Coordinator, MOEC Unesco Feb 1982 Jan 1986 Planning Unit Researcher MCC Unesco Jan 1982 Dec 1984 Commercial Studies Unesco Feb 1985 Jul 1987 Specialist, MOEC Senior Architect, PIU DANIDA Nov 1978 Sep 1985 Supervising Engineer, PIU DANIDA Nov 1979 May 1985 Project Architect, PIU DANIDA May 1983 In Post Supervising Engineer, PIU DANIDA Nov 1979 Aug 1986 Senior Procurement Officer, PIU ODA Apr 1976 Sep 1982 Architect, PIU Japanese Volunteer Aug 1981 Jul 1983 Architect, PIU Japanese Volunteer Mar 1982 Apr 1984 Source: Project Implementation Unit, MOEC ! - 36 - Annex 4 Page 2 of 2 (b) Fellowships Training and Deployment of Instructors for Secretarial and Commercial Courses No. Trained Where Male Female Trained Duration Where Posted 2 Kenya 1982-1983 Lilongwe Technical College 1 UK Jan-Sep 1983 Lilongwe Technical College 1 "i 1982-1983 Mzuzu Technical College 1 " " Soche Technical College 1 " Jan-Sept 1983 1 Kenya 1982-1983 I ft "i Mzuzu Technical College 1 UK Jan-Sep 1983 " 1 " " Unknown 1 it it it 1 " He has not returned to Malawi. 7 5 Source: Project Injlementation Unit, mOEC - 37 - Annex 5 HUM&W TNXRD EDUC1.IUO 1te!(REDIT 910-mU= IPLIACE ITH 1MUM= CEIT cU_s Section Expected of Credit completion Covenant Agreement date Status PIU should be adequately staffed 3.02 Continuous Net. The PIU was adequately and should be responsible for the staffed for most of the co-ordination and monitoring of implementation period. There all project activities was no senior architect for nearly two-years. Borrower shall prepare a prog- ?.03 31 Dec 1979 Met. The Report was sent to ramme identifying the respons- IDA. ibilities and activities of all agencies ir.volved in the Project Borrower to allocate 50 per cent 3.04 After the completion Not met. Classrcoms and staff of the classrooms and staff of the study houses were allocated primarily houses on the basis of a school on the basis of accessibility, mapping and location study. availability of building mate- rials and the willingness of connunities to participate in the self-help prografme. Borrower to establish and operate 3.05 a tracer system for continuous monitoring of employment of (a) raduates of the secondary teacher training programme 1 Jul 1980 Met. Teacher studies have been undertaken annually (b) graduates of the comnercial 31 Dec 1981 Not met. The comnercial educ- training programme ation programm started in 1986 because of delays in recruiting the consultant. Borrower shall establish an 3.06 1 Jul 1980 Met. The unit was established evaluation unit and was appointed in January 1982 Borrower to establish an 3.07 1 Jul 1980 Met. The Insti.ute was gazetted Institute of Education in August 1979 and the Director was appointed in September 1981. Borrower shall employ an 3.08 1 Jul 1980 Met. education specialist to assist in establishing the commer- cial studies programme Borrower shall prepare annual 4.01 Six months after Met. audit repor-t March 31 of each year Borrower shall ensure the 4.02 Continuous Partially met. Maintenance adequate operations, main- programme is being prepared. tenance, repair and renewal of buildings and equipment provided under the Project Borrower shall prepare a plan for 4.03 31 Jul 1981 Met. Report was prepared in financing the provision of January 1982. priamry school textbooks follow- ing the implementation of the Project - 38 - Annex 6 PROJECT COMPLETION REPORT NALJWI THIRD EDUCATION PROJECT (CEDIT 910-AI) SCHEDULE OF DISDURE3HEJITS 30 Ahul 1987 ACCUMULATED DISBURSEMENTS IN MILLION OF U.S. DOLLARS EQUIVALENT IDA Fiscal Actual Total Appraisal Revised ACTUAL DISBURSEMENT AS A Year and Disbursement Estimate Estimate PERCENTAGE OF APPRAISAL Semester ESTIMATE (UP TO LATEST - SEMESTER) _ FY80 1st 0.00 0.00 50 2nd 0.10 0.20 FY81 ist 1.02 0.90 113 2nd 2.89 1.90 152 FY82 Isi. 4.15 3.90 106 2nd 6.40 6.10 105 FY83 Ist 8.90 8.80 101 2nd 9.35 11.60 81 FY84 1st 10.84 13.60 80 2nd 12.37 14.50 85 FY85 1st 12.70 88 2nd 13.20 13.60 91 FY86 1st 13.98 14.50 96 Closing Date 30 June 1984 23 June 1986 g Closing Date was extended to 23 June 1986. Source: Project Implementation Unit, MOEC - 39 - Annex 7 PROJECT COMPLETION REPORT AIhWI -TIRID EDUCATION PROJECT (CREDIT 910-MAI) LIST OF PRIMARY SCHOOL TEXTBOOKS Requirement under Deliveries to the Terms of Contract Three Regions English 1 117,105 117,105 English 2 82,731 82,730 English 3 167,440 167,441 English 4 115,965 115,967 English 5 91,980 91,980 English 6 73,476 73,477 English 7 59,518 59,418 English 8 83,720 83,720 Total 791,935 791,838 Chichewa 1 117,105 117,105 Chichewa 2 209,381 209,380 Chichewa 3 167,440 167,551 Chichewa 4 115,965 115,965 Chichewa 5 91,980 91,986 Chichewa 6 73,476 73,476 Chichewa 7 59,418 59,418 Chichewa 8 83,720 83,720 Total 918,485 918,601 Arithmetic 1 302,070 302,071 Arithmetic 2 209,381 209,380 Arithmetic 3 167,440 167,441 Arithmetic 4 115,965 115,967 Arithmetic 5 91,980 91,985 Arithmetic 6 73,476 73,476 Arithmetic 7 83,720 83,720 1,044,032 1,044,040 Grand Total 2,754,452 2,754,479 Source: Project Implementation Unit, MOEC M&LAWI THIRD EDUCILTxo3 SunTci cc R! 1 kLi DATA U PRINARY SCHOOLS VISITED OURING IDA EVALWAlI1N NORTHER RE6IC NISSION B o o k s p e r S t u d e n t s District Name of T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remark RUMPHI Kawaza 1.0 55 55 1.0 English 2.7 2.2 1.1 0.5 1.1 0.8 0.5 0.2 Chichewa 2.7 2.2 1.1 0.6 0.8 1.1 0.4 0.1 Arithmetic 2.7 2.1 3.7 1.0 1.2 0.2 0.3 0.8 Nhuju 1.0 87 87 1.0 E 0.6 1.0 0.5 0.3 1.0 0.2 1.2 0.6 C 0.9 0.4 0.2 0.3 0.2 0.3 0.6 0.6 A 1.6 0.8 0.6 0.5 0.4 0.3 0.5 0.4 0 Mzokoto 1.1 80 89 1.1 E 0.6 0.9 0.7 0.7 0.6 0.9 0.8 0.7 C 0.9 0.6 0.9 0.8 0.1 0.9 0.7 0.4 A 0.7 0.9 0.6 0.6 0.7 0.7 0.8 0.6 NZIMBA Bwengu 1.1 82 92 1.0 E 1.3 0.7 0.8 1.1 1.0 0.8 0.3 0.9 C 1.5 1.2 0.8 0.5 0.9 1.4 0.4 1.0 A 1.5 0.7 1.0 1.1 0.8 1.4 0.5 1.0 NKHATA BAY Chipira 0.9 69 60 1.0 E 1.5 1.4 0.8 0.2 0.6 0.2 0.6 0.3 C 1.5 1.4 0.8 0.2 0.6 0.2 0.6 0.3 A 1.5 1.7 0.9 0.6 0.9 0.8 0.4 0.5 NORTHERN REGION mean 1.0 75 77 1.0 E 1.6 1.1 0.7 0.6 0.8 0.6 0.7 0.6 R C 1.5 Inb A 1.6 'TOTAL 1.6 CENTML EIIE1 B o o k s p e r S t u d e n t s District schoolf T/G S/T S/6 6/C 1 2 3 4 5 6 7 8 Reark LILOUSME CITY Tsokamkwanansi 2.0 48 95 1.25 Partial English Shift chiche Arithetlic Nkmachi 1.7 66 109 1.5 E C A 1lodza 1.9 90 162 1.8 £ s Partial c shtft A g LILONWiE RUPAL Namulera 0.75 100 60 1.25 E S s STD - C only A Mmlikha 0.9 75 66 0.9 E S S S S C S S S S A S S S S DOMA Nvera 1.2 82 100 0.7 0.01 0.2 Morninn E 0.6 and C 0.0 afternoon shift SALINA Naluva 0.6 55 33 2.5 E STD 1 - C only A Nsalula 1.3 87 114 1.1 ,S E S S S S O C A S S S S SOHEf REGION1 B o o k s p e r S t u d e n t s District Namoof T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remark school CHIRADZULU Nkwanda 1.2 77 94 0.8 E 1.4 0.8 0.4 0.5 0.9 1.3 1.3 1.0 C 1.S 0.6 1.3 0.7 1.2 1.0 1.1 1.5 A 1.2 0.7 1.5 0.6 1.1 0.3 1.1 1.0 Nmazi 1.4 63 89 0.85 E 1.0 0.7 0.9 0.9 1.0 1.0 1.1 0.8 C 0.9 1.2 0.9 0.4 1.3 0.6 0.7 0.4 A 1.1 1.7 1.1 1.2 1.6 1.2 1.5 0.8 NAHJE Nagotl 0.9 74 64 1.0 E 0.5 0.4 0.6 0.5 0.2 0.4 0.4 0.7 C 0.5 0.3 0.5 0.3 0.4 0.1 0.4 0.8 A 0.6 0.5 0.7 0.2 0.5 0.7 0.5 0.8 0. Ialulu 0.8 75 56 1.0 E 0.3 0.6 0.5 0.9 1.1 0.7 0.3 0.9 C 0.4 0.5 0.6 0.9 0.8 0.9 0.2 0.9 A 1.2 0.9 0.5 0.9 1.6 1.1 1.1 1.2 Ipepe 0.3 100 25 0.7 E 1.1 1.8 1.0 1.3 C 1.1 1.8 1.0 1.3 A 1.1 1.8 1.0 1.3 Nakhonga 1.1 73 81 0.8 E 1.0 0.8 0.7 0.7 0.1 0.6 0.6 0.8 C 1.0 0.3 0.5 0.5 1.0 0.3 0.4 0.8 A 1.0 0.8 0.7 0.5 0.7 0.6 0.4 0.8 ZOMBA Namlkhate 1.0 62 62 0.9 E 0.6 0.2 0.4 0.9 0.7 0.0 0.8 0.4 C 0.6 0.5 0.4 0.7 0.5 0.9 0.8 0.8 A 0.7 1.1 0.4 0.4 0.7 0.7 0.6 1.1 > c0 Ql SniTEf REGILM B oo ks pe9r St ud e nt s District Nsachoo T/G S/T S/G G/C 1 2 3 4 5 6 7 8 Remark ZOHA cont Domes 1.1 54 55 1.0 E 1.9 0.9 0.04 0.3 0.3 0.0 0.8 0.5 C 2.3 0.6 0.07 0.3 0.4 1.5 0.5 0.3 A 4.7 1.3 0.6 0.3 2.2 1.0 0.5 0.2 Ch1kupira 1.5 78 117 1.4 E 0.3 0.1 0.4 0.3 0.4 0.2 0.5 0.9 C 0.6 0.5 0.4 0.7 0.4 0.3 0.4 0.4 A 0.4 0.6 0.4 1.5 1.0 0.2 0.5 0.9 St. Anthony 1.2 76 94 1.0 E 0.7 1.1 0.3 0.4 0.3 0.04 0.3 1.0 a C 0.8 1.2 0.1 1.2 0.2 0.8 0.1 0.4 A 0.7 0.3 0.6 0.4 1.8 0.8 0.8 1.0 CHIRADZULU St. Thereza 0.8 83 67 1.25 E 0.8 0.7 1.1 1.1 1.3 2.4 2.3 0.8 C 1.9 1.9 0.7 1.4 2.3 1.5 1.4 1.3 A 1.8 2.0 1.9 1.6 1.9 2.5 1.4 0.8 Hchere 1.0 71 71 1.1 E 1.5 0.9 1.1 0.4 1.2 0.7 0.9 1.1 C 0.8 0.8 1.2 0.5 1.3 1.0 0.5 1.4 A 1.3 1.1 1.4 1.1 1.6 0.8 0.7 1.0 Napesi 1.0 72 72 1.0 E 0.7 0.7 0.8 1.3 0.9 1.6 1.1 0.7 C 0.6 0.2 0.5 0.8 1.2 0.9 0.3 0.7 0d A 0.5 1.3 1.1 1.4 1.2 1.7 0.6 0.7 0 0 Pho SOUIIEI REGION B o o k s p e r S t u d e n t s District Nameof T/G SIT S/G G/C 1 2 3 4 5 6 7 8 Remark School CNIRADZULU Thawani 0.9 59 52 1.0 Cont E 1.0 0.9 1.0 1.0 1.0 0.7 0.8 1.0 C 1.0 1.0 0.7 1.0 1.0 0.7 0.8 1.0 A 1.0 0.9 0.9 1.0 1.0 1.0 1.0 Southern Region mean 1.0 73 71 1.0 E 0.9 0.8 0.7 0.8 0.7 0.7 0.9 0.8 0.8 C 1.0 A 1.2 E * English C * Chichewa A Ar1ttmetic ,ource: Compiled by IDA Campletion Mission. a': 00 cn -45 - Annex 9 Page 1 of 2 PROJECT COXGLETION REPORT WI THIRD EDUCATION PROJECT- CREDIT 910-MAI) ENROLMENT IN EDUCATION PROGRAMME (a) FACULTY OF EDUCATION PROJECTIONS - 1986/87-1990/91 Enrolment A C T U A L P R O J E C T E D Year 1985/86 1986/87 1986/87 1987/88 1988/89 1989/90 1990/91 PROGRAMMES Dip/Degree 1 62 119 126 126 112 113 119 2 62 54 56 113 113 101 102 3 111 52 56 50 102 102 91 BEd (NE) 4 31 53 37 17 15 31 31 5 40 31 28 33 15 13 28 BEd (Ins) 4 29 20 20 20 20 20 20 5 13 25 26 18 18 18 18 UCE (Ins/NE) 13 22 30 30 30 30 30 MEd (lns) 6 7 7 5 5 7 7 7 7 4 5 5 5 5 7 7 DipEd PTTC (inc 1 56 19 20 20 20 20 20 2 14 54 51 18 18 18 18 Total 442 461 460 455 475 480 491 ENROLMENTS New Students 155 175 189 191 179 180 186 Continuing Students 275 274 259 255 287 290 295 Gen/Hons Students 40 40 40 40 40 40 40 Repeating Students 12 12 12 9 9 10 10 Total 482 501 500 495 515 520 531 OUTPUT DipEd 76 (106 )1/ 80 46 78 78 70 BEd 53 ( 56) 48 46 30 28 41 UCE 13 ( 22) 27 27 27 27 27 Masters 4 (5) 5 5 5 Gen/Hons (estimate) 10 (10) 10 10 10 10 10 Total 156 (199) 170 134 150 143 148 NEW TEACHERS DipEd/BEd/UCE 102 ( 88)1/ 59 69 84 83 88 Gen/Hons (estimate) 10 ( 10) 10 10 10 10 10 Sub-total 112 ( 98) 69 79 94 93 98 SERVING TEACHERS Up-graded 44 (101)1/ 101 55 56 55 55 rotal 156 (199) 170 134 150 148 153 WORLD BANK ESTIMATE OF NEED FOR NEW TEACHERS 107 116 116 116 119 127 130 1/ Expected Source; Faculty of Education, University of Malawi. - 46 - Annex 9 Page 2 of 2 (b) ENROLMENT IN THE FACULTY OF EDUCAITON 1986/87 Y e a r G r o u p 1st 2nd 3rd 4th 5th 6th 7th Total Diploma/Degree in Education 3 5 4 12 (Home Economics) Diploma in Education 49 36 31 42 41 199 (Humanities) Diploma/Degree in Education 70 18 18 26 11 143 (Science) Diploma in Education 19 54 73 (Primary Teaching) University Certificate in 22 22 Education Master of Education 7 5 12 138 108 52 73 78 7 5 461 General Degree Teachers (estimate) (BA, BSc, 10 10 10 10 40 BSocSC) Total 148 118 62 83 78 7 5 501 1981/82-1986/87 INTAKE 1981/82 1982/83 1983/84 1984/85 1985/86 1986/87 Total - 822 812 965 972 987 1,027 Education 267 314 438 446 442 461 % of Total 32 39 45 46 45 45 Source: Faculty of Education, University of Malawi. - 47 - Annex 10 TEACHERS' GUIDES AND PUPILS TEXTBOOKS PUBLISHED BY THE MALAWI INSTllUTE OF EDUCATION 1982/83 - 1986/87 1. Primary Science Teachers' Guide, Standard 7 2. Primary science Teachers' Guide, Standard 6. 3. Primary Science Teachers'Guide, Standard 5. 4. Primary Health Education Teachers' Guide, Standard 1. 5. Primary Health Education Teachers' Guide, Standard 2. 6. Primary Health Education Teachers' Guide, Standard 3. 7. Primary Health Education Teachers' Guide, Standard 4. 8. Primary Health Education Teachers' Guide, Standard 5. 9. Primary Health Education Teachers' Guide, Standard 6. 10. Primary Health Education Book, Standard 5. I1. Primary Health Education Pupils' Book, Standard 7. 12. Primary Health Education Teachers' Guide for Standard 7. 13. Primary Health Education Pupils' Book, Standard 6 14. Primary History Teachers' Guide, Standard 5. 15. Primary History Teachers' Guide, Standard 6. 16. An Introduction to the Theory and Practice of Teachi.g. 17. Primary Civics Teachers' Guide, Standard 5. 18. New Arithmetic Teachers' Guide, Standard 1. 19. New Arithmetic Teachers' Guide, Standar4e 2. 20. Primary Agriculture Teachers' Guide, Standard 6 21. Primary Agriculture Teachers' Guide, Standard 7. 22. Primary Agriculture Teachers' Guide, Standard 8. 23. Primary Geography Teachers' Guide, Standard 5. 24. A Guide to English Grammar Teachers' Guide, Standard 5. 25. Contemporary Issues in Education. 26. A Guide to Writers of Insturctional Materials. 27. Basic Concepts of Curriculum Development 28. Curriculum Development Course 29. A Comparison of Models of Evaluation 30. Primary Science Pupils' Book 7 31. Primary Science Pupils' Book 8 32. An Introduction to Theory and Curriculum Development in Africa. 33. Audio Visual Handbook. The Malawi Ins titute of Education holds copyright for all publications. - 48 - Annex 11 PROECT COMPLJTION RERPage 1 of 2 XALAWI THIRD OPOCT (CREDIT 910-MAI) RECURRENT EXPENDITURE AND INCOME OF THE MALAWI INSTrIUTE OF EDUCATION (a) Recurrent Expenditure 1982/83 - 1986/87 (in Kwacha) 1982/83 1983/84 1984/85 1985/86 1986/87 Teaching & Res arch 12,147 38,702 45,752 115,442 143,149 Library 5,054 5,668 8,028 16,569 33,659 Board & Lodging 68,870 13,105 22,512 21,344 22,623 Administration!/ 81,371 107,007 112,583 134,097 157,116 Maintenance 36,202 60,501 36,710 70,565 80,506 Travelling & Transport 63,622 83,217 86,626 106,795 144,110 Finaneial Charges 1,290 13,621 17,404 19,735 26,219 Other Expenditure./ 16,244 46,981 86,641 109,120 111,293 Total 284,800 368,802 416,256 593,667 718,675 Source: Institute of Malawi Accounts, 1982/83-1986/87 1/ Administration includes salaries. 2/ Health, superannuation and gratuities, external conference, foreign travel and insurance and student welfare. - 49 - Annex 11 Page 2 of 2 (b) Income 1982/83 - 1986/87 (in Kwacha) 1982/83 1983/84 1984/85 1985/86 1986/87 Government Subvention 198,000 400,000 470,000 558,464 660,000 Misoellaneous 92,929 40,691 71,172 141,447 206,501 Staff House Rents 14,104 10,872 11,828 16,342 21,548 Boarding Fees 169 139 16 58 86 Hire of building 209 152 - 219 131 and equipment Catering Sales 74,842 27,218 31,498 76,819 116,846 Primary School Fees 2,010 1,734 4,084 4,342 4,394 Sundry 1,595 576 3,579 18,649 7,830 Printing and _ 20,167 25,018 55,666 Duplicating Total 290,929 440,691 541,172 699,911 866,501 Source: Institute of Malawi Accounts, 1982/83-1986/87. - 50 PROECT COMPLETION REPORT Annex 12 MALIwI TIla EDuciTIOm PROTCT ECAREDIT O1-MM OTOR VSKICL_ PROVIDRD UND8R THB PROJECT REGISTRATION DESCRIPTION DATg RECEIPT DESIGNATION MG 126D LANDROVER S/W 19/5/80 REO BLANTYRE MG 127D LANDROVER SIW 19/5180 DEO LILONGWE RURAL MG 4550 LANDROVER S/W 18/9/80 DEO MZIMBA MG 128D LANDROVER S/W 19/5/80 DEO MZIMBA MG 153D LANDROVER S/W 13/6/80 DEO DOWA MG 152D LANDROVER S/W 22/8/80 DEO MCIHINJI MG 330D LANDROVER S/W 22/8/80 DEO MULANJE MG 456D LANDROVER S/W 8/9/80 DEO MULANJE MG 333D LANDROVER S/W 22/8/80 DEC THYOLO M.G 332D LANDROVER S/W 22/8/0 DEO MWANZA MG 331D LANDROVER S/W 22/8/80 DEO CHITIPA MG 334D DEO NKHOTAKOTA MG 335D LANDROVER S/W 22/8/80 DEO NTCHISI MG 335D 4/9/80 DEO SALIMA MG 4430 LANDROVER S/W 10/9/80 DEO CHIRADZULU MG 434D 4/9/80 DEO ZOMBA MG 43SD LANDROVER S/W 16/9/80 DEO CHIKWAWA MG 4360D " DEO NKHATA-BAY MG 4371) 4/9/80 DEO LILONGWE URBAN MG 4380D DEO NSANJE MG 439D LANDROVER S/W/ DEO BLANTYRE RURAL MG 440D LANDROVER S/W 8/9/80 DEO BLANTYRE CITY MG 441w LANDROVER S/W 8/9/80 DEO RUMPHI MG 442D 4/9/80 DEO KASUNGU MG 443D 0 DEO MACHINGA MG 444D 16/9/80 DEO MANGOCHI MG 445D LANDROVER S/W 8/9/80 DEO KARONGA MG 446D 0 DEO DEDZA MG 447D LANDROVER S/W 4/9/80 DEO NTCHEU MG 448D 16/9/80 REO MZUZU MG 449D REO LILONGWE MG 450 26/9/80 MCC HQRS MG 517D MCC HQRS MG 520D MCC HQRS MG 451D 16/9/80 PIU MG 518D 26/9/80 PIU MG 521D 16/9/80 MIN OF EDUC HQRS MG 522D 26/9/80 MIN OF EDUC HQRS MG 452D 8/9/80 MIN OF EDUC HQRS MG 519D 26/9/80 MG 453D 16/9/80 NIlE MG 454D NMZUZU TEACHERS COLLEGE MG 150D RANGEROVER 14/6/80 PIl MG 900C 7 TON FLAT LORRY 26/3/80 PIU MG 940C 21/4/80 PIU MG 985C 21/4/80 PIU MG 986C 5 TON FLAT LORRY VAN 25/4/80 Plt MG 113D 0 6/5/80 PlC MG 219D 36 SEATER BUS 6/6/80 MIE MG 220 10 SEATER MINIBUS 6/5/80 NIN OF AGRICULTURtE Source: Project Implementation Unit, MOEC - 51- ATTAGN? t COMMENTS FRO01 THE BORROWER e p1 - No28§/2I4. .-Wi in rply pleme quote .. 5..... Toieqian: FaPi.Aw. LUoUSU MINISMY OF PINANCE Tlepopne: LllonCf 313t 311 P.O. lox 30049 CmaNsiodow dwoM be sidOtud la, LILONGWE 3 In* .ousull todie Tnsmw MALAWI 25th Octcber, 1989 The World Bank, 1818H Street N.W. Washington D.C. 26433, U.S.A. Attention: (Chief Agriculture and Human Resources Division Operations Evaluations Degartment) MALAWI: THIRD EDUCATION PROJECT (CR-910-MAI) FOURTH EDUCATION PROJECT (CR.1123-MAI) DRAFT. PROJECT CMPILETION REPORTS. Please refer to your letter of 14th August, 1989 in which you enclosed PCRs constituting the primary documents for the evaluation process. I wish to advise you that the reports are acceptable. The delay in conveying the message is greatly regrettable. Yours faithfully, for: SECRETARY TO THE TREASURY 2 ~ ~IBRD 1391 3R1 .' 1 2 ZAIRE _ TANZANIA ToDARESSALAM . _ .. . . , De s \ANGOtA r *J - -I NAMISlAI' 80TSWANA 0T \ PA" CH>IWMBAeT r8~* ' A . AE91CA TSU A"IEAU NGSTONIAk S J _ <~~~V //I//. e - + WEA \. _ J %%e ..q "w4f m >; . t ~MALA WI 4 / V4W Cabral ; ;* .5 WTTIe .M - liO\IT 14, wckii -14- ~~~~~~~~~~~~ONSCIQcA1s e. 14'- ~~ 9YRU;;; w [P/@ YB~~~~~~~~~~~~iAY _;9t s^'s,zAX,,TO NACALA MAIAAWI \ ^ -.T a Zx THIRD EDUCATION PROJECT i i . . Keo s\ J"t|lz ~~. cAo D Gooe,nmenl Secondary Schools Moio Codrespondwed ColleEes Mse T O S5tellite Centes 130) a Tecnh,cal Schools Z UCIO-ATzCIA'LA 1 2 Mabi. Instltte of Educolo,n * U,ve,swty College * Colby College of Agriculture A PnAmory Teachers College Ronds Roloods e,' I |F4mt, Railroads XS4 i b Rtilrmod Under Construction r 9 .R- - kegion Boundaries linler ahbrrl Boundclries - . ear Ri4ers, aq__ 0 20 40 s 80 (00 _ ' MILES 340 To SeiRA 34'