Document of The World Bank FOR OFFICLAL USE ONLY Report No: 24253 IMPLEMENTATION COMPLETION REPORT (IDA-25010) ON A CREDIT IN THE AMOUNT OF US$19.3 MILLION TO THE REPUBLIC OF CHAD FOR A BASIC EDUCATION PROJECT 06/11/2002 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective March 2001) Currency Unit = CFA Franc (CFAF) CFAF 756 = US$ 1 US$.0013 = CFAF 1 FISCAL YEAR January 1 to December 31 ABBREVIATIONS AND ACRONYMS APE Students' Parents Association (Association des parents d'eleves) BTOR Back-to-Office Report CFC Continuous Education Centers (Centres deformation continue) CTPSF Technical Cellule for the Promotion of Girls' Enrolment (Cellule technique pour la scolarisation desfilles) DCA Development Credit Agreement GTZ Gesellschaft fur Technische Zusammenarbeit HPIC Highly Poor Indebted Countries ICR Implementation Completion Report KFW Kreditanstalt fir Wiederaufbau MEN Ministry of Education (Ministere de l 'education nationale) MTR Mid-Term Review NGO Non-Governmental Organization PAD Project Appraisal Document PPF Project Preparation Facility SAP Pedagogic Outreach Activities (Services d'animation pedagogiques) UNICEF United Nations' Children Fund WFP World Food Programme Vice President: Callisto Madavo, AFRVP Country Manager/Director: Robert Calderisi, AFC07 Sector Manager/Director: Avril Van Adams, AFTH3 Task Teamn Leader/Task Manager: Abdoulaye Ky, AFTH2 FOR OFFCIAL USE ONLY REPUBLIC OF CHAD BASIC EDUCATION CONTENTS Page No. 1. Project Data I 2. Principal Performance Ratings 1 3. Assessment of Development Objective and Design, and of Quality at Entry 2 4. Achievement of Objective and Outputs 4 5. Major Factors Affecting Implementation and Outcome 10 6. Sustainability 11 7. Bank and Borrower Performance 12 8. Lessons Leamed 14 9. Partner Comments 15 10. Additional Information 16 Aniiex 1. Key Performance Indicators/Log Frame Matrix 17 Annex 2. Project Costs and Financing 18 Annex 3. Economic Costs and Benefits 20 Annex 4. Bank Inputs 21 Annex 5. Ratings for Achievement of Objectives/Outputs of Components 24 Annex 6. Ratings of Bank and Borrower Performance 25 Annex 7. List of Supporting Documents 26 T[is document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not be otherwise disclosed wiihout World Bank authorization. Project ID: P000517 Project Name: BASIC EDUCATION Team Leader: Abdoulaye Ky TL Unit: AFTH2 ICR Type: Core ICR Report Date: June 11, 2002 1. Project Data Name: BASIC EDUCATION LICITFNumber: IDA-25010 Country/Department: CHAD Region: Africa Regional Office Sector/subsector: EP - Primary Education KEY DATES Original Revised/Actual PCD: 09/03/1991 Effective: 01/19/1994 01/19/1994 Appraisal: 12/24/1992 MTR: 05/07/1997 05/07/1997 Approval. 05/25/1993 Closing: 06/30/1999 06/30/2001 Borrower/Implementing Agency: Govermnent/Ministry of Education Other Partners: GTZ, KfW, UNICEF STAFF Current At Appraisal Vice President: Callisto E. Madavo Edward V.K. Jaycox Country Manager: Robert Calderisi Katherine Marshall Sector Manager: Arvil Van Adams Birger J. Fredriksen Team Leader at ICR: Abdoulaye Ky Makha Ndao ICR Primary Author: Abdoulaye Ky 2. Principal Performance Ratings (HS=Highly Satisfactory, S=Satisfactory, U=Unsatisfactory, HL-Highly Likely, L=Likely, UN=Unlikely, HUN=Highly Unlikely, HU=Highly Unsatisfactory, H=High, SU=Substantial, M=Modest, N=Negligible) Outcome: S Sustainability: L Institutional Development Impact: M Bank Performance: U Borrower Performance: U QAG (if available) ICR Quality at Entry: U S Project at Risk at Any Time: No 3. Assessment of Development Objective and Design, and of Quality at Entry 3.1 Original Objective: The central objective of the Fifth Education Project was to: (a) improve the access, quality and efficiency of primary education, primarily in rural areas and nationwide for girls; and (b) promote a more efficient resource use in the education sector. To this end, the Project was intended to support a national development program for primary education designed to achieve the following targets: (i) raising the overall primary enrollment ratio from 59% in 1990 to 65%; (ii) increase the share of female enrollment from 31% to 36%; and (iii) reducing the repetition rate from 30% to 20%. The Project objectives were realistic and relevant given the problems plaguing the sector. They dovetailed with the country's overall human resources development strategy and with that of the CAS. They were in line with the World Bank's strategy of promoting quality education for all to foster social and economic growth in order to reduce poverty. They were clearly formulated. Measurable performance indicators were identified. However, there were no performance indicators for rural areas in particular to enable an assessment of the progress achieved. In the case of the second objective too, there were no clearly identified indicators to help evaluate the outcomes achieved. The following two risks were identified in the SAR: (a) the fragile political environIent and the Governments weak implementing capacity could jeopardize Project implementation; and (b) the Government may face difficulties in regularly paying teachers salaries. The first risk was mitigated by a relative amount of decentralization in education management through the creation of regional directorates, the use of NGOs and the involvement of communities. Attempts at minimizing the second risk were less successful due to problems in organizing payment of salaries and in the availability of funds, especially after the close of the Project. It should be noted that the project was implemented over a particular difficult period. The civil war that raged in Chad for close to a decade had depleted it of its financial and human resources. The education system was in a shambles and was characterized by: (a) a shortage of support/supervisory staff and qualified teachers; (b) inadequate infrastructure and equipment resulting in a complete shortage of schoolroom facilities and instructional materials and unequal access to education; (c) substantial internal inefficiency; and (d) an unprecedented growth of community schools employing about 54% of the country's teaching staff and functioning without any real State support. Since Chad had decided to give top priority to human resources development and enhancement, a sector policy based on the above-mentioned facts was developed. An Education-Training-Employment (ETE) strategy document was designed for the period 1990-2000 The Basic Education Project, the Fifth IDA-financed Education Project, was thus meant to contribute to the implementation of the ETE strategy relating to primary education and to remedy its shortcomings. 3.2 Revised Objective: The Project objectives remained unchanged even after the Mid-Term Review (MTR) although some of the original performance indicators were modified. For example, in the case of school infrastructure and equipment, the number of classrooms to be constructed was increased from 800 to 1,375; the number of benches to be purchased and distributed was increased from 20,000 to 37,880; and the figures for the purchase and distribution of 780,000 books and 10,000 guides were altered to 1,001,646 books and 43,989 guides. The changes to the indicators have been dealt with in the section on Output by Components (Section 4.2). These increases were made possible through a reallocation of resources. -2 - 3.3 Original Components: Originally, the Project had nine components: (a) school infrastructure; (b) training; (c) school textbooks; (d) improvement in support and supervision; (e) girls' education; (f) educational micro-projects; (g) monitoring and evaluation of school outputs; (h) support to parents' associations (APEs) and their self-advancement; and (i) institutional support. These components corresponded to the crucial problems that were specific to Chad's education system. Their proper implementation was expected to enable the attainment of at least objective (a). Objective (b) seems to have been somewhat neglected, even though double-shifts, optimum classroom use, and reduction/elimination of repetition at primary level were mentioned as examples of actions/measures aimed at achieving this objective. It is necessary to point out that in determining these components, the Bank does not seem to have taken into account all the lessons learned from the implementation of previous projects. Yet, some of them appear in the Project Appraisal Document (PAD) (cf. Chapter II, paragraph F. 2.35), such as for example, the Ministry of Education's weak implementing capacity and the importance of project size-over-ambitious projects comprising a large number of components are difficult to implement. Furthermore, neither the Bank nor the Government had reckoned with the extreme poverty of the country, the dearth of State resources and the weakness of the existing institutional capacities. The implementation of these components, which had numerous sub-components, did in fact turn out to be extremely complex and cumbersome for the Ministry to handle. 3.4 Revised Components: The Project's first three years (1994-1997) of implementation were marked by poor performance due, inter alia, to the lack of Government resources to support the Project, non-compliance with certain provisions of the Credit Agreement and the weak managerial capacities of the Ministry's structures in particular. Consequently, the dimensions of the components were "reworked" during the MTR in May 1997. Only those that would help to achieve the Project's objectives were retained. The number of components was reduced from nine to seven. They were: (a) support to APEs; (b) textbooks, support and supervision; (c) school infrastructure; (d) girls' education; (e) comrnunity initiatives; (f) training; and (g) institutional support. Two components, "School Textbooks" and "Monitoring and Evaluation," were integrated respectively within the "Textbooks, Supervision and Support" component and the "Training" component. In reality this was only a token reduction. In fact, the MTR was expected to change the contours of the Project to a far greater extent than simply cutting it down to seven components. This would have brought it down to more realistic proportions and might perhaps have facilitated its implementation. Unfortunately, this did not happen. 3.S Quality at Entry: Quality at entry was unsatisfactory. Although many aspects of the project design were sound, some critical ones were missing, making the overall quality at entry unsatisfactory. (a) The objectives of the components were realistic and achievable: (i) they were clearly formulated with measurable performance indicators; and (ii) they fitted in with the Government's human resources development strategy adopted in December 1990. However, the Ministry's staff responsible for implementing this Project had not been fully involved in the preparation process. Hence, their sense of ownership was not sufficiently high. (b) The Project was technically sound but was somehow extremely complex with an excessive number - 3- of components and sub-components. Consequently, the lessons leamed from the implementation of earlier projects were not leveraged for this Project. (c) The importance of the girls' education component in the Project and the requirement to eliminate gender bias in textbooks demonstrate clearly equity concerns and the willingness to promote economic and social development for girls. (d) The aimn of the partnerships developed by the Bank with organizations like UNICEF and GTZ was to achieve some of the development objectives with greater efficiency given the experience and competence of these organizations in the areas targeted. These partnerships, however, led to a financing system of these organizations' activities on the Project's funds that was deemed inappropriate by the MEN. (e) A Project procedures and implementation manual approved by the Bank and the Borrower exists and governs all aspects related to financial and accounting management, procurement and audit (f) The roles and responsibilities of the key institutions involved in Project implementation had been clearly specified and were stated in the terms of reference so as to allow each institution to play its role to the full. What was missing was a real institutional assessment of the capacities of the MEN which was in charge of supporting the Project design and preparation. This ought to have taken place before determining the size and content of the components or the direction to be given to the planning and implementation of certain important activities thereby allowing for an effective achievement of the Project objectives. (g) A procurement plan, an implementation program as well as a monitoring/ supervision program have been prepared. (h) By financing the Project's recurrent costs, the Bank did not pay enough attention to the sustainability of the Projects accomplishments. 4. Achievement of Objective and Outputs 4.1 Outcome/achievement of objective: The assessment of the outcomes achieved measured against the Project objectives is positive despite the difficulties encountered especially during the first phase of implementation (1994-1997). The first general objective of the Project may be regarded as achieved. Indeed, the emnollment rate rose from 46% at the start of the Project to 71.62% in 1999-2000, as compared to 57% originally targeted. That for girls increased from 31% to 54.62% for the same period, against 36% originally targeted. Even though the repetition rate fell from 30% to 28% during the period under review, it did not drop to the 20% targeted and it remains extremely high. As regards the second objective, it did result in education policy measures relating to a more rational use of teachers and classrooms (such as double-shifts and multi-grade classes), which had an appreciable impact in the field - 584 cohorts of 50 students each were on double-shifts in 1997, i.e., about 200% of the schools concemed. Automatic promotion to the next grade met with resistance not only from the teachers but also from the parents and was only partially implemented. This was due to the fact that no efforts at explaining or creating awareness were made prior to the ministerial decision. As a result, the main education stakeholders were unable to understand it. Neither was any study undertaken to check if the new measures -4 - enforced were accompanied by an improvement in the quality of education or if the second objective had been attained. The outputs are summarized in Table 4.1 and discussed by component in the following paragraph. 4.2 Outputs by components: 4.2.1 School lnfrastructure (US$12.8 million) The objective of this component was to bring about a quantitative and qualitative improvement in the infrastructure by constructing and furnishing 1,375 new classrooms (725 by IDA and 650 by KFW) particularly in the rural areas of nine prefectures and rehabilitation by the State of 200 classrooms in urban areas. The rate of achievement of the objectives of this component is satisfactory. IDA constructed and furnished 725 classrooms as planned, KFW built and furnished 420 (about 65%) and was in the process of completing the remaining 230 at the time of the Project's close. As planned, the State rehabilitated 200 classes (100%). Apart from these tangible outcomes, training was given to APEs on classroom upkeep and maintenance. 4.2.2 Training * The objectives relating to this component were to raise the level of professional competence of the teachers and to enable them to evaluate the students' learning outcomes better. * It contained two sub-components, one on "taining of community teachers, school directors and heads" and another on "monitoring and evaluation" of school outputs. (a) The objective of the ."training of community teachers, school directors and heads" sub-component (US$ 2.1 million) was to improve the professional skills of conmmunity teachers, school directors and heads by providing them with in-service training. The delays and poor performance recorded during the first phase of Project implementation (1994-1997) led to a reorientation of objectives during the second phase. A total of 1,908 community teachers and 750 directors were trained, and 200 trainers of trainers and eight members of the national education team received training. Two training curricula (one for community teachers and one for the school directors and heads) and two guides (for the educational directors and motivators) were developed under this sub-component. The quantitative outcomes obtained are satisfactory with respect to the objectives. But it is not possible to make an objective appraisal of the real effect of these training programs on the professional skills in the absence of a project monitoring/ evaluation mechanism. (b) The monitoring and evaluation sub-component (US$0.9 million) aimed at:. (i) providing the educational staff (school administrators/teachers) and decision-makers with reliable and valid data on the knowledge levels of students with respect to the basic education curricula; (ii) helping them to provide the characteristics of a satisfactory school output; and (iii) making suggestions on fields where improvements were called for. The outcomes achieved by this component with respect to the performance indicators are satisfactory: in tandem with the University of Quebec in Montreal, a testing system was experimented in 50 schools across three regions. Quantitative results are shown in Table 4.1. In an educational system that is very prescriptive where evaluation practices are rigid, the training imparted to teachers in testing certainly allowed them to discover another form of more objective evaluation. However, there is no informnation available on the changes made to their -5- evaluation practices following this training and the provision of an items bank. Here again the absence of a monitoring/ evaluation mechanism for Project outcomes makes it impossible to assess the impact of this component. 4.2.3 Textbooks, Training and Supervision (a) School textbooks sub-component (US$6.6 million): The objective of this sub-component was to improve learning conditions by providing students and teachers with textbooks and school supplies at the rate of one French and Math book for every two students and one Science book for every four students. By the time the Project was completed, 521,397 reading books, 369,640 Math books, 110,609 Science books and 43,989 teacher guides had been distributed. The outcomes of this sub-component are unsatisfactory. Due to bad planning and mistaken projections, the increase in the number of students in the system was not provided for. As a result, the objectives of the sub-component in ratio terms were not achieved. Where books were available, the ratio varied from I book/3 students and I book/5 students for reading books and Mathematics and 1 book/6 students for Science books. The teachers complained that the content and teaching methods of these textbooks were not adapted to Chad's curricula and that they lacked training. Even though this sub-component made it possible to: (i) train motivators in the use of these textbooks; (ii) organize 20 radio broadcasts on the correct way to use and maintain the textbooks; and (iii) distribute 6,000 awareness-raising posters and 2,000 guides on management and maintenance of teaching materials, what was missing was performance criteria to assess some of the actions carried out under this sub-component. Moreover, it was found that there was no policy on books. Several factors such as unattained book/pupil ratios, the non-adaptation of books to local ground realities, the state of the books at the end of the Project lead one to conclude that the outcomes of this component are unsatisfactory. (b) Support and Supervision sub-component - (US$0.9 million): The objective was to improve the monitoring of teachers and to strengthen the impact of the training through frequent school visits, facilitated by the procurement of transportation (15 vehicles, 264 motorcycles and 400 bicycles), ensuring that all the teachers were visited at least once a year. The outcomes achieved on the basis of the number of teacher visits are satisfactory on the whole. All the vehicles, bikes and cycles were purchased and distributed. There were two to three visits every month to monitor the teachers in nearby schools. For schools in remote areas, there were one to two visits organized per quarter. However, the maintenance and condition of the means of transport leaves much to be desired and prompts the conclusion that this sub-component is not sustainable. 4.2.4 Girls' Education (US$0.5 Million) The objective of this component was to increase female enrollment from 31% to 36% in 1998 in rural areas where the enrollment rate was less than or equal to 30%. This component, financed by the IDA Credit, is being carried out in 40 schools spread out in four regions on the basis of an agreement signed between UNICEF and the Ministry of Education. The outcomes achieved are satisfactory. In the Batha area, where the female enrollment rate was around 8% at the start of the Project, by 1998-99 this rate had risen to about 36%. In the Kanem area, it increased from 18.03% to 46.97% for the same period. In Mayo Kebbi, it rose from around 30% at the start of the Project to approximately 66% in 1998-99. These outcomes can be explained by the huge amount of resources concentrated on a small number of schools. No study was conducted to determine the intervention's cost effectiveness. A second reason is the combined efforts of several partners-United - 6 - Nations' Children Fund (UNICEF), Gesellschaft fur Technische Zusanimenarbeit (GTZ), and World Food Programme (WFP)-who are canrying out actions in the field to encourage girls' enrollment Admittedly, the setting up of the Technical Unit for the Promotion of Girls Enrollment (Cellule Technique pour la Scolarisation des Filles - CTPSF) has contributed to the achievement of these outcomes. But the actions of this Unit are so closely intertwined with/dissolved in those of UNICEF in particular, that it is hard to identify the actual impact of the Unit's efforts. It has been requested that UNICEF carry out an evaluation of its intervention before the completion of the Project but that evaluation began only in November 2001 and did not include a cost-effectiveness assessment. 4.2.5 Support to Parents'Associations (APE) Component * The objective of this component was to bolster the initiatives of APEs by helping them through training and support to organize themselves, to manage their resources better and to develop educational activities that go beyond the usual financial contributions. * It comprised two sub-components: "Reimbursement of community teachers" and "Training for APEs." (a) The "Reimbursement of community teachers" sub-component sought to provide financial support to APEs enabling them to pay salaries of community teachers regularly. The 25,000 CFAF salary per month and per teacher is composed of 20,000 CFAF subsidy from the State, and paid out of the Project funds, and 5,000 CFAF paid by the APEs. The specific objective of the sub-component was to subsidize the salaries of 2,000 cormnunity teachers in eight prefectures out of the 6,271 teachers nationwide in 1997-1998. The outcomes of this sub-component are satisfactory despite a few glitches in the mechanisms to transfer the subsidies to the APEs. Between 1997-1998 and 2000, 2,181 APEs were subsidized to pay for 3,197 community teachers. To prevent teachers who have not been covered by the Government's subsidy from feeling they have suffered an injustice, it is necessary to have objective and transparent criteria to select the beneficiaries. (b) The "Training of APEs" sub-component (US$0.2 million) was designed to improve/build the management and organizational capacities of the APEs through the training of its members. To this end, 150 APEs were trained. The unsatisfactory outcome is due to the fact that this sub-component was created only in 1999 during the Annual Project Review and was affected by the lack of funds in the Special Account. 4.2.6 Community Initiatives Component (US$0.2 Million) This component financed by the I,DA Credit and implemented with the technical and financial support of GTZ was intended to improve basic education both quantitatively and qualitatively by paying attention particularly to rural areas and girls. Improvement was to be brought about by: (a) supporting educational micro-projects in schools; and (b) improving APE self-advancement. The indicators were: (i) implementation of 104 micro-projects; (ii) experimentation of a self-management mechanism in 75 schools; (iii) increase in enrollment rate in pilot areas; (iv) increase in girls' enrollment; and (v) reduction in the repetition and drop-out rates. - 7 - The outcomes achieved are satisfactory in certain cases: 94 educational micro-projects in 868 schools (90% implementation rates) with actions as varied as teaching in national languages and development of textbooks in these languages and enrollment of girls. In the school self-management category, 55 schools out of 75 were self-managed (73% achievement rate) with management committees that had developed a new type of partnership between the school and the village. In the absence of clear indicators and an evaluation methodology, it was not possible to assess the progress accomplished under this component in relation to the original objective of improving basic education quantitatively and qualitatively. 4.2.7 Institutional Support Component (US$0.6 MiUion) The aim was to build the planning and management capacities of the MEN through three key structures: the Education Projects Directorate (Direction des Projets Education - DPE), the Analysis and Forecasts Directorate (Direction de 1'Analyse et de la Prospective - DAPRO), and the Directorate of Literacy and Promotion of National Languages (Direction de l'Alphabetisation et de la Promotion des Langues Nationales - DAPLAN). Capacity building was to take place through: (a) recruitment of qualified staff; (b) purchase of equipment; and (c) training of officials in service. To this end, five consultants were recruited for the DAPRO (one architect, two engineers and two statisticians). Fifty officials were trained in school mapping, 14 prefectoral education representatives were also trained in school administration and management. Computing equipment and means of transport were acquired. A national literacy plan was drawn up. Although satisfactory, these outcomes are not sufficient to bring about changes in the day-to-day practices and running of the Ministry. It is a matter not only of creating a "critical mass" of officials capable of changing the old management practices within the Ministry of Education but also of maintaining and keeping all the equipment acquired by these structures in running order. 4.3 Net Present Value/Economic rate of return: There was neither an economic analysis or cost-effectiveness study carried out with respect to the ICR. For such analyses and studies to be conducted, it would have been necessary to have information and benchmarks at the launch of the Project, which was not the case. 4.4 Financial rate of return: N/A. 4.5 Institutional development impact: The Project's impact on institutional development, although modest, is satisfactory. The Project did indeed contribute to the development of the capacities of the national structures through: (a) the constitution of national teams of trainers of trainers and the organization/institutionalization of frequent school visits; (b) the creation and building-up of core competencies in testing in textbook development; (c) the development of pre-service and in-service training programs with teacher guides to help the support staff and teachers; (d) the recruitment of national officials in specialized disciplines to strengthen the capacities of the MENs structures; (e) the creation of a Technical Unit for the Promotion of Girls' Enrollment; (f) the restructuring/reorganization of APEs and the training of its members that resulted in. greater awareness of their roles and responsibilities and increased their responsibilities in the management and running of schools; and (g) the development of a dynamic State-APE-NGO partnership through the payment of community teachers. -8 - Summary of Project Output by Component -Camponents Objectives Indkators Results Comments/ Ratings _ nfrastructures Construction Rehabilitationof 1,375 rooms to be constructed IDA: 81% 139 rooms IDA, 36 State, 240 S clasrorms and fumished and 200 : 70 % KFWin the process ofconstruction rehabilitated State: 100% at the time of closure of the Project __________ _______________ 7 25 IDA- 650 KW_ 2 kupport to APEs I. Financial support to APEs In 8 prefectures salaries of 2,000 3,197 community The results recorded are conclusive. But S for reimbursement of community teachers / 6,271 teachers were subsidizing teachers from Project funds is community teachers teachers nationwide will be subsidized by 2,181 not only unviable, it has also had an subsidized APEs adverse effect on the management and motivation of both APEs and teachers This component, implemented in 1999, 2. Improving management and 600 APE members from across Only 150 embers has been affected by the lack of fends in organizational capacities of the nation will undergo training (1/4) were trained the Special Account U APEs 3 Text books 1. Improving leaming - I textbook for every 2 students - I textbook/ 5 Although a large number of books were U conditions - I Math book / 2 students procured and distributed, target ratios - I science book / 4 - I science book/ 6 have not been reached. There is no policy students with respect to books Support! 2. Improving motivation and All teachers are visited at least Achieved 1000/o Number of teacher visits increased (at Supervision monitoring of teachers through once a year least 2 visits/ trimester) following S neighborhood visits purchase and distribution of means of transpotaion; but problems related to the condition and maintenance of these vehicles raises questions about the sustainability of this s/component 4 Girl's Education increase female enrolbnent A 31% to 38 % increase desired Thisrate has Results are the outcome of the concerted S rate increased to efforts ofJUNICEF, IDA, PAM, and GTZ 38.8% 5 Training 1. Improving professional 1,200 teachers, 1,000 directors 1,908 community I training curriculum is available for each of S skills of community teachers will be trained teachers and 750 the two categories of personnel involved and school directors directors trained (159% and 75%) 2 training modules are available + I bank of 2. Improve system for (i) An evaluation system adopted in Achieved 100 standardized tests. S assessing learning outcomes 50 schools across 3 regions 150 teachers +250 trainers of trainers were trained but no viable data is available on the (ii) Results of the testing Achieved changes that the training has brought about disse-minated among teachers, in evaluation practices followed by the edu-cational counselors, mspectors teachers. & APEs across 3 regions (iii) Inspectors & educational Achieved 100% tmoivators have access to a new tool f or leamning assessment 6 Community Quantitative and qualitative - 104 educational micro-projects. 94 educational micro Remarcable commitment noticed in favor S initiatives improvement of basic - Experimentation of projects in 868 of the school. education with special self-management in 75 schools schools C tion of (management committees ) in nemphasis on rural areas and - Faster increase in enrollment 71 schools self self-managed schools has led to a new girls rate in pilot zones managed of which 55 partnership between school and village. - Faster decrease in rates of were functioning well Using national languages as the medium of repetition at the close of the instruction has helped improve the results Project obtained. But no clear methodology available to better evaluate and appreciate .__________ _____ _____ ____ __ __ ____ _____ _____ _ _the success of this component 7 Institutional Improving magement and - Recruiting qualified personnel Recruits engaged as While thew are substantial steps, they U support planning capacities of the ME - Training officials in service planned. Personnel remain insufficient to bring about any through its 3 key structures - Acquiring equipment training carried out visible and durable change in the (DPE, DAPRO, DAPLAN) - National Lit Plan drawn up National literacy plan management and functioning ofthe ME - Detailed plan for training of and Officials training _____________ ______________________ literacy agents and officials programs made avail. _9 - 5. Major Factors Affecting Implementation and Outcome 5.1 Factors outside the control of government or implementing agency: The inadequacy of the initial deposit offunds in the Special Account and the slowness of the Bank's reactions to Requests for Replenishment of Funds led to a liquidity crunch greatly affecting Project performance in the fields of infrastructure, in-service teacher training and subsidization of their salaries through support given to APEs. In the case of infrastructure, the lack of funds in the Special Account resulted in delays in payment of expenses to the construction companies who were often forced to halt work because of this. Teacher training was generally scheduled during the school vacation to prevent teachers from being absent from class but it was pointed out that frequently financial resources fell short just at the time when they were needed for carrying out the training programs. Lastly, the lack of funds caused delays in the payment of salaries to community teachers subsidized by the State. The inadequacy of the initial deposit in the Special Account and its sporadic replenishment due to delays in the transmission of requests and supporting documents disrupted and delayed Project performance. Weak technical andfinancial capacities of national companies. The poor technical abilities of the staff of these companies, their very limited financial means and the weaknesses of the monitoring departments in charge of school infrastructure execution delayed the work and affected quality. The remoteness of the sites for construction of school infrastructure and the fact that they were scattered throughout the country resulted in delays and made it difficult to ensure regular monitoring of the quality of execution. 5.2 Factors generally subject to government control: A lack of ownership of the Project on the part of the national staff involved in implementation. This was due to the fact that they had not been sufficiently involved in the preparation process. For example, the "training" component began well behind schedule because the Directorate for "Training and Pedagogic Action" in charge of carrying it out had not clearly understood the concept of "training through integrated workshops" that is the cornerstone of the teacher training strategy. The lack of ownership was compounded by staff instability in the MEN. A lack of political commitment which became apparent in the non-compliance with certain provisions of the Credit Agreement and which was also for a long time the reason why there were delays in disbursement of funds. Further examples relate to the handling of initiatives like the setting up of a Guarantee Fund in order to ensure regular payment of teacher salaries, the elimination of repetition, the increase of 280 in the number of teachers per year, etc., (cf. DCA, Section 3.03. b) ii); Section 3.05 ii) and 3.07). Bureaucratic procurement procedures that clashed with those of the Bank and implied extremely long approval and visa processes (average duration of three months) and levying of taxes on procurement contracts involving foreign funding were also factors that had a negative impact on project implementation. Misappropriation of Project funds leading to the indictment of those in charge of the Project Management Unit in November 1996 brought a halt to Project-related activities for several months. The misappropriated funds were eventually reimbursed by the Government and Project activities resumed. Absence/lack of coordination and communication between the central and decentralized levels of the - 10 - Ministry. For example, the lack of coordination between the structures in charge of teacher training led to a complete absence of synergies on the ground limiting the impact of training activities, between the Continuous Education Centers (Centres de Formation Continue - CFCs) and the Pedagogic Outreach Activities (Services d'Animation Pedagogiques - SAPs) who are all involved in in-service training and come under the Basic Education!Directorate and the Training Directorate respectively. Weak technical capacities of the MEN's structures. A delay of about 15 months took place in the school textbooks component because the Bank had set as a precondition to non objection to the procurement of books that an analysis/evaluation of the content of these manuals be carried out. This could not be conducted in the requisite manner and within the necessary timeframes due to the absence of technical competencies in this area. 5.3 Factors generally subject to implementing agency control: An endless change in the Bank's task managers; there were seven Project task managers in all. Indeed, the arrival of each "task manager" was followed by a slowing down of activities for some time, often due to differing interpretations to the texts and approaches that were not always the same as those of the previous "task manager." After the imprisonment of those in charge of the Project Management Unit and the halt to Project activities for several months, a new team took over in 1997 and worked competently and professionally. With the support of the supervisory missions, this team was able to set right the situation and to achieve reasonably satisfactory outcomes during the second part of the implementation of the Project. Many of the new officials, who were consultants, notably the procurement specialist, the accountant and the engineers, quit at the end of the Project, as they had not been absorbed in the Civil Service. This calls into question the Unit's institutional capacity. 5.4 Costs andfinancing: Project financing was ensured in the following manner: * IDA $19.3 million * KFW $3.4 million * GTZ : $2.2 million * State $8.8 million The Project was implemented between July 21, 1993, and June 30, 2001, with two 24-month long extensions (1999-2000 and 2000-2001). An IDA credit disbursement rate of 93% was achieved, i.e., about the equivalent of SDR 13,420,453.29. Available data dit not provide details of cofinanciers costs of realization. However, these partners have actually carried out the operations that were planned with regard to their financing. During the life of the Project, a new category was created, following the Credit Agreement amendment that took place in 1997. Moreover, three categories (2, 5 and 8) in the Credit Agreement had experienced overruns on June 30, 2001. 6. Sustainability 6.1 Rationale for sustainability rating: The sustainability of the Project achievements can be examined on both institutional as well as financial grounds. On institutional grounds, there is ample evidence that the partnership between the APEs and the State has become a fundamental component of the Chad education system. State financing mechanisms for the APEs is being put in place after the endorsement by the government, in March 2002, of a number of related institutional and regulatory measures. New statutes for community teachers, which include guaranteed access to training and a motivating career framework, have also been developed and endorsed by the government, and their implementation is scheduled to start in the beginning of the next school year. The hiring system for the civil service, through which community teachers were denied any career progress, has been officially dismantled and replaced by a transparent selection process, based on performance criteria. At the central level, the Projects Implementation Unit has been siaffed in recent years by a competent team, capable of coordinating and implementing a complex project. Although several professionals have left after the project close, the Unit can still be reconstituted and entrusted with the management of a new project when need arises. Finally, the Technical Unit for the Promotion of Girls' Enrollment is fully operational and has been integrated in the Ministry's organizational structure to ensure its stability. While many of these policy decisions have been taken in recent months, they are a direct consequence of the project implementation, which developed the basics for the state-NGO-Community partnership and allowed the identification of the fundamental constituents of a sustainable institutional envirornent. On the financial basis, the sustainability of the Project's outcomes came sharply into focus after the project's close. The payment of salaries to commrunity school teachers, in the form of support to the APEs, the paymnent of double-shift allowances to teachers and the maintenance and repair costs of the means of transportation used to facilitate school visits needed to be continued through national financing means. Although this was not planned, the HIPIC initiative has provided funds just on time to allow the continuation of these critical activities. For example, thanks to this debt relief initiative, the expenditure plan for the HIPIC resources for 2002 included a credit line for the payment of 1000 community teachers. Moreover, the government has passed a law earmarking to the education system around 20% of the oil revenues, which are expected to start to flow in 2004. These revenues are sufficient to ensure the long term continuity of these priority activities. Thus, it is fair to say that the financial sustainability of the Project was initially unlikely, but has been made likely by the unexpected windfalls of the HIPIC initiative and the upcoming oil proceeds. 6.2 Transition arrangement to regular operations: The Government has initiated and supported a consultation process on the status of community teachers and endorsed its conclusions. The implementation of the new teachers statutes constitutes a major transition towards sustainability. The Govemment has started the preparation of a Sixth Education Project along with the World Bank, in which the problem of community school teachers, especially their training and career progress, as well as issues such as girls' education and the quality of education through curricula and textbooks adapted to the Chadian context are major concerns that will be addressed through specific components in this upcoming Project. Furthermore, the establishment of a budget heading in the State budget from HIPIC resources to cover the fees of cornmunity teachers is an important transitional measure for the establishment of regular operations, even though no payments have been made yet. 7. Bank and Borrower Performance Bank 7.1 Lending: The Project adequately identified the educational problems that needed to be resolved and consequently determiined the components to be put into operation. But the time the Project took to reach maturity was - 12- not sufficient to allow the Ministry to truly own it. Indeed, they were not sufficiently involved in the Project's preparatory phase. Moreover, the Bank did not take into account the lessons from previous projects in terms of complexity, and accepted to finance recurrent expenses, such as the salaries of community teachers, without due consideration of financial sustainability issues. 7.2 Supervision: Bank supervision performance was mixed. Supervision was regular, with at least two site visits per year. Although seven task managers were involved in the Project during its implementation, this did not affect supervision much as it seems that adequate overlap and succession arrangements took place at every change. In particular, supervision efficiency and client responsiveness were greatly facilitated by the fact that a task manager was appointed in the field for the last two years of the Project's life. However, although supervision teams managed to identify implementation problems, such as fund mismanagement and diversion to commercial markets of project funded textbooks, and proposed appropriate solutions, the project performance ratings did not always reflect these problems adequately. In fact, project ratings were always satisfactory, except in one occurrence. A more rigorous rating might have drawn management attention and set off appropriate responses earlier. 7.3 Overall Bankperformance: In spite of the many positive accomplishments of its supervision, which without doubt played a significant role in the satisfactory outcome of the project, Bank overall perforrnance was rated unsatisfactory. In fact, it was considered that the flaws in the initial design and the understatement of the problems in the project ratings were mistakes serious enough to outweigh the positive aspects of Bank supervision effort. Borrower 7.4 Preparation: According to official documents, the Project was prepared at regional and national levels in the framework of a participatory approach. Two regional conferences were held in Sahr and Bongor in which inspectors, directors, teachers, APEs, NGOs and women's groups participated. The MEN then organized two regional conferences in Abeche and Moundou and a five-day seminar in N'Djamena, where the Project objectives were discussed and future actions identified. All the donors were associated with this process. Thus, the Project was based on a general consensus. 7.5 Government implementation performance: The Project suffered teething problems and its implementation was fairly erratic at first. Several of the provisions laid down in the Development Credit Agreement (DCA) were only respected by the Government after several reminders by the World Bank's supervisory missions or were complied with only on the surface. For example, the rehabilitation of 50 classrooms each year from the State budget had for long posed a problem and, until 1997, no classroom had been built. The DCA also provided for the establishment of a guarantee fund of 300 million CFAF to ensure that the teachers were paid regularly. However, the fund was only provisioned once before being set aside in 1996. Another commitment made in the framework of the DCA and which remained a dead letter for a very long time concemed the elimination of repetition at primary level. After the Bank's- injunctions, the Government finally took up a text in 1997 goveming attendance in primary schools and drew up a document on promotion to higher classes. However, there was only a - 13 - limited application of these texts in the field. Another provision that was not enforced even by the time the Project closed concemed the recruitment and integration into the Civil Service of the three contract employees (one architect and two engineers) who were paid out of Project funds. 7.6 Implementing Agency: Although the management and administration of the former Coordination Unit team was disastrous and had resulted in a halt in all Project activities for several months, following the arrest of the top officials who had been members of the team since 1997, the perfomnance of the new management team is satisfactory with regard to accounting and financial management as well as the coordination of activities. The management of the Project has, on the whole, complied with the provisions agreed upon by IDA and the Government. 7.7 Overall Borrower performance: The Borrower performance was uneven, but overall unsatisfactory. Once called into order on specific issues, the Government generaUly corrected them. Nevertheless, implementation was plagued with many problems, as pointed out in para. 7.5, and only became efficient during the last two years. This eventually led to satisfactory results as shown in Table 4.1., but after much unnecessary delays. 8. Lessons Learned A. Project Design and Management * With regard to the Project design, it would have been preferable if an institutional assessment of the MEN had been included. This would have helped in better determining the dimensions of the Project and in giving it a clearer focus. * It would be preferable for national agencies to be responsible for the implementation of all the Project's components and for these agencies to be supported by need-based external technical assistance, rather than entrusting it directly to extemal technical aid. * In light of the Government's recent acknowledgement of the important role the community teachers play, a partnership should be worked out between the State and the communities to ensure that the community teachers evolve into a professional and motivated body of workers. In the future, however, in order to avoid the type of issues experienced by this project, this partnership should be based on the principle that the State would provide a' supplemental compensation to the community teachers without modifying the hiring and management arrangements in place, so that the strong accountability ties between the conmmunity teachers and the community employing them would be preserved. Moreover, donors should refrain from funding the State's part of the community teachers' compensation, which should come entirely from State regular budget resources to ensure the continuity and sustainability of this compensation system. These lessons are being applied to the follow-up IDA operation, currently under preparation. * If, for reasons of force majeure, the IDA has to finance recurrent expenses, its contributions should be made on the basis of a sliding scale, so that the State is able to gradually absorb the costs in its own budget. - 14 - * All the provisions to be made and measures to be taken for the sustainability of a Project must take place before the Project ends. Otherwise, they may never see the light of day. B. Sector Technical Lessons * School textbooks. The absence of any structures within the Ministry that are responsible for the analysis/assessment of the content of school textbooks from the viewpoint of teaching methods, or of curricula, led to the procurement of books whose content did not correspond to the educational level of Chad's students and failed to reflect Chad's ground realities. Furthermore, Chad's teachers were not conversant with the teaching methods they were based upon. In order to avoid repeating these errors, the aim should be to move toward the gradual development within the Ministry (or any other appropriate institution) of the skills required for the development/assessment of school textbooks and curricula contents. * Training of Trainers. The proficiency level of community teachers (58% of primary school teachers), and their rising numbers in the system, raises the problem of the quality of the teaching offered. There is an urgent need to prevent the kind of damage that can be caused by the hiring of teachers who are not prepared and trained enough to handle the requirements for teaching classes on a daily basis. Maintaining the desired quality of education therefore calls for a better-structured training program, based on better coordination between pre-service and in-service training, which should be offered to all community teachers. * National Languages. The Community Initiatives cornponent conducted several micro-project based experiments on teaching in the national languages. Two assessments of this experience have shown that children have a higher success rate if they begin their education in their mother tongue. However, the success of this experiment (ike the experiment on girls' education) failed to have any impact in terms of the definition of a policy. A pre-determined policy, with well-defined objectives and a clear methodology, would give a better direction to the experiment and make it possible to have some impact at policy level. 9. Partner Comments (a) Borrower/implementing agency: Summary of Borrower's report There were two clear-cut stages in the Project implementation phase: (i) The first (1994-1997) was characterized by a low disbursement rate (12%) and some disruption with regard to the Management Unit; and (ii) The second (1997-2001), corresponding with the component restructuring phase and the restarting of Project activities. Overall satisfactory outcomes have been achieved by the Project with regard to: (a) the quantitative and qualitative improvement of infrastructure; (b) the reorganization/ improvement of pre-service and in-service teacher training; (c) the improvement of the school outputs monitoring system; (d) the education of girls; (e) the reimbursement of community teachers; (f) the improvement of the managing capacities of the APEs and - 15 - their self-advancement; (g) the allocation of instructional material to schools; (h) the reinforcement of teacher support and supervision; (i) the execution of educational micro-projects in schools; and (j) the building of capacities of the MEN. The Project has had an impact in terms of: (a) an increase in the overall enrollment rate (46.1% in 2000), particularly in the case of girls (31% in 1994 to 54.6% in 2000); (b) better qualified community schoolteachers; (c) the establishment of real partnership dynanucs between the MEN and the APEs; (d) the greater involvement of APEs in the management and functioning of schools; and (e) the building of capacities at the level of the MEN's key structures, so that they are able to provide more complete services. Lessons learned: (a) Human resources and institutional capacities were not taken into account sufficiently during the preparation of the Project, which initially led to major delays in the effective initiation of activities. These factors have to be considered in advance in all future projects; (b) Field experience has shown that project features that do not meet any real needs are considered as constraints by target groups, thereby leading to unsustainable results. While planning any future project, it will therefore be necessary to determine the activities to be undertaken on the basis of what the inhabitants concerned have in mind; (c) The participatory approach developed in the framework of this Project has shown that community schools seem to be filled with a strong desire for self-advancement and are fairly capable of managing themselves. This is an important achievement for the Project and should be maintained and reinforced in any future project; (d) Collaboration with other projects in the same sector was limited simply to the exchange of information or documents, which considerably reduced the positive effect of any synergy and integration of activities. Any future project would have a lot to gain from establishing stronger links with the educational components of other development projects; (e) The fact that the sites selected for building schools were very scattered made it difficult for construction companies to carry out the work and for engineering and design departments to undertake their supervision. The non-compliance with construction deadlines by the companies and the delays in Project execution are partly due to this fact Hence, it would be more judicious, in the future, to group the sites together within a pre-determined geographic area; and (f) With regard to girls' education, the activities undertaken by the CTPSF are "dissolved" (included) in those carried out by UNICEF, which makes it impossible to measure their real impact. The implementation of the extension strategy envisaged must necessarily be based on the re-negotiation of the terms and conditions of the memorandum of agreement with UNICEF in order to take into account the responsibilities of each of the parties concerned. (b) Cofinanciers: (c) Other partners (NGOs/private sector): 10. Additional Information - 16 - Annex 1. Key Performance Indicators/Log Frame Matrix Outcome I Impact Indicators: \6¢itx. -P,r,ojecte Iaiit PSP *- *. | ..tti mae Overall primary enrollment rate 65% 67% as of 1998-99 Govemment dassroom rehabililation program 200 164 Girls' enrollment (experimental zones): Batha: 36% 40.98% Kanem: 46.97% 50.91% Mayo Kebi: 66% 71.49% Govemment budget 1999: It increased to cover dassrooms rehabilitaUon and 400 additIonal teachers. Prmary textbooks Math, Reading: 796,950 796,950 textbooks (procurement and 790,000 textbooks textbooks (procurement and distbibution distribuUon completed) complete). Output Indicators: Female enrollment 36% 46% Average repetiton rate 20% 27% End of project - 17 - Annex 2. Project Costs and Financing Project Cost by Component (in US$ million equivalent) ¢" ;~ Sfi7 -!Apprai-af, Actuail/fist-I oPefc-rta -f - ~Uffi|; r' ~ ' r -,- ! _ Estirnater -pEimalte ,- Araisai - .r.'-r Pr6J-ec Co7stB8y--Coniponent-,j- r X- --U-S$ nJSllinl -US$ mnillion - 1. Civil works 2.60 6.75 260 2. Pilot schools 0.22 0.26 118 3. Furniture, equipment and vehicles 1.95 3.10 159 4. Girls enrollment promotion 0.22 0.33 150 5. Textbooks and pedagogic materials 3.60 2.57 71 6. Training 1.10 0.90 82 7. Consultants' services 2.30 1.84 80 8. Operating costs 1.10 2.92 265 9. Subsidy for community teachers' salaries 0.00 0.61 10. Unallocated 0.82 0.00 Total Baseline Cost 13.91 19.28 Total Project Costs 13.91 19.28 Total Financing Required 13.91 19.28 Project Costs by Procurement Arrangements (Appraisal Estimate) (US$ million equivalent) I- t. ;< '@t~ > '~' ~'~;--t--. ' . rocurement Mpthod *- - -. -, Expen d,tur r J-,CB' 1 O4 the . N.B.FJ '- Cost^ 1 Works 0.00 2.50 1.90 4.50 8.90 (0.00) (2.30) (1.70) (0.00) (4.00) 2. Goods 5.90 1.90 0.60 2.00 10.40 (5.90) (1.90) (0.60) (0.00) (8.40) 3. Services 0.00 0.00 3.20 2.40 5.60 (0.00) (0.00) (3.20) (0.00) (3.20) 4. Training 0.00 0.00 1.40 0.00 1.40 (0.00) (0.00) (1.40) (0.00) (1.40) 5. Support Fund 0.00 0.00 0.70 0.00 0.70 (0.00) (0.00) (0.70) (0.00) (0.70) 6. Miscellaneous 0.00 0.50 1.10 5.10 6.70 (0.00) (0.50) (1.10) (0.00) (1.60) Total 5.90 4.90 8.90 14.00 33.70 (5.90) (4.70) (8.70) (0.00) (19.30) - 18 - Project Costs by Procurement Arrangements (Actual/Latest Estimate) (US$ million equivalent) & ., _- . - . - 4' 1. Works 0.99 2.06 2.86 7.20 13.11 (0.99) (2.06) (2.86) (0.00) (5.91) 2. Goods 2.66 1.65 2.29 2.98 9.58 (2.66) (1.65) (2.29) (0.00) (6.60) 3. Services 0.00 0.24 2.20 1.99 4.43 (0.00) (0.24) (2.20) (0.00) (2.44) 4. Training 0.00 0.00 0.72 0.00 0.72 (0.00) (0.00) (0.72) (0.00) (0.72) 5. Support Fund 0.00 0.00 1.36 2.92 4.28 (0.00) (0.00) (1.36) (0.00) (1.36) 6. Miscellaneous 0.00 0.00 0.67 1.16 1.83 (0.00) (0.00) (0.67) (0.00) (0.67) Total 3.65 3.95 10.10 16.25 33.95 (3.65) (3.95) (10.10) (0.00) (17.70) "Figures in parenthesis are the amounts to be financed by the Bank Loan. All costs include contingencies. 2 Includes civil works and goods to be procured through national shopping, consulting services, services of contracted staff of the project management office, training, technical assistance services, and incremental operating costs related to (i) managing the project, and (ii) re-lending project funds to local govemment units. Project Financing by Component (in US$ million equivalent) iIi~~~~f1VjAJII- , - LL*LV- ,, .-.. --~-...-I- _____-___ -. . '¢Kgg-~~~~~~~.1i -1 ' .. s 1. Civl works 2.60 2.36 5.83 6.75 2.09 5.11 259.6 88.6 87.7 2. Ptiot schools 0.22 0.00 2.20 0.26 0.00 5.82 118.2 0.0 264.5 3. Furniture, equipment 1.95 0.43 1.19 3.10 0.38 1.00 159.0 88.4 84.0 and vehicles 4. Girls enrollment 0.22 0.00 0.00 0.33 0.00 0.00 150.0 0.0 0.0 promotion 5. Textbooks and 3.60 1.81 0.00 2.57 1.60 0.00 71.4 88.4 0.0 pedagogic materials 6. Training 1.10 0.00 0.00 0.90 0.00 0.00 81.8 0.0 0.0 7. Consultants' services 2.30 0.00 1.99 1.84 0.00 1.67 80.0 0.0 83.9 8. Operatingcosts 1.10 3.30 0.00 1.76 2.92 0.00 160.0 88.5 0.0 9. Subsidy for community 0.00 0.0 schools 19- Annex 3. Economic Costs and Benefits N/A - 20 - Annex 4. Bank Inputs (a Missions: Stage of Project Cycle No. of Persons and Specialty Performance Rating (e.g. 2 Economists, I FMS, etc.) Implementation Development Month/Year Count Specialty Progress Objective Identification/Preparation 11/05/90 to Five F. Delaunay (Educ. Spec.), B. 11/13/90 Abeill6 (Impl. Spec./Arch.) A. Andrieu (VET Spec./Consult.), B. Moll-Drucker (Gen. EducJ Consultant), F. Orivel (EconJConsultant) 02/24/92 to Three M. Plessis-Fraissard (Econ.), S. 03/06/92 Diop (Textbook Spec.), M. Ndao (Educ. Spec.) 06/09/92 to Four M. Plessis-Fraissard (Econ.), M. 06/20/92 Ndao (Educ. Spec.), A. Nzapayeke (Community Approach Spec.) Pre-appraisal Seven M. Ndao (Educ. Spec.), S. Diop 09/26/92 to (Textbook Spec.), J. Isham 10/14/92 (Human Res. Spec./Consultant), M. Moisau (Teacher Train. Spec] Consultant), A. Nzapayeke (Community Approach Spec.), J. Waechter (Archit./Consultant), M. Plessis-Fraissard (Econ.) Appraisal/Negotiation 01/04/93 to Six M. Ndao (Educ. Spec.), B. 01/20/93 Abeille (Impl. Spec] Archit.), J. Leygonie (Sr. Staff Assist.), J. Isham (Human Res. SpecJ Consultant), E. Alingue (Program Officer), T. Boysen (Consultant from GTZ) Supervision 06/13/94 to One M. Ndao (Educ. Spec.) S S 06/23/94 11/18/94 to Two P. Bender (Educ. Spec.), A. S S 12/02/94 Papineau (Impl. SpecJArchit.) 03/18/95 to Three P. Bender (Educ. Spec.), M. S S 04/12/95 Ndao (Educ. Spec.), A. Papineau (Imp]. Spec./Archit.) 06/07/95 to Two P. Bender (Educ. Spec.), C. U S 06/23/95 Tran-Luu (VET Spec./ Econ.) -21 - 03/28/96 to Two N. Bennett,(Pr. Educ. Spec.), P. S S 04/14/96 Bender (Educ. Spec.) 05/19/96 to Two N. Bennett (Pr. Educ. Spec.), A. S S 05/24/96 Papineau (Impl. Spec./Archit.) Mid-Term Review Four N. Bennett (Pr. Educ. Spec.), J. S S 04/21/97 to Waechter (Archit./Consultant), 05/07/97 M. Carnoy (Educ. Econ.), I. Njifakue (Seminar Facilitator) 10/22/97 to Two N. Bennett (Pr. Educ. Spec.), J. S S 11/01/97 Tokindang (Econ.) 10/28/98 to Five A. Dock (Educ. Spec./ S S 11/09/98 Consultant), B. Abeille (Impl. Spec] Archit.), N. Bennett (Pr. Educ. Spec.), J. Tokindang (Econ.), D. Rouag (Educ. Spec.) 04/27/99 to Two A. Dock (Educ. Spec./ S S 05/06/99 Consultant), J. Tokindang (Econ.) 01/15/01 to Seven A. Maiga-Toure (Educ. Spec.), L. S S 01/24/01 M'Baipor (NGO Spec.), E. Adotevi-Dia (Girls' Educ. Spec./ Consultant), A. Dock (Educ. Spec./ Consultant), G-J. Malembeti (Proc. Spec.), K. Edoh (Sr. Educ. Spec.), M. Gaye (Fin. Mgt SpecJ Consultant) 07/22/01 to Five A. Maiga-Toure (Educ. Spec.), HS HS 07/31/01 B. Moll (Educ. Spec./ Consultant), S-H Frances Lee (School Health Spec.), G-J. Malembeti (Proc. Spec.), D. Lehman (School Map Spec]Consultant) ICR 10/15/01 TO Three A. Ky (Educ. Spec.), G-J. S S 10/25/01 Malembeti (Proc. Spec.), K. Edoh (Educ. Spec.) - 22 - (b) Staff7 Stage of Project Cycle Actual/Latest Estimate No. Staff weeks US$ c('0) Identification/Preparation 48 144 Appraisal/Negotiation 19 57 Supervision 91 273 ICR 6 18 Total 164 492 Note: Data above for Supervision do not take into account the Task Team Leader based in Chad for the last two years of the Project. -23 - Annex 5. Ratings for Achievement of Objectives/Outputs of Components (H=High, SU=Substantial, M=Modest, N=Negligible, NA=Not Applicable) Rating Ol Macro policies O H OSUOM O N O NA O Sector Policies O H OSUOM O N O NA O Physical O H OSUOM O N O NA F Financial O H OSUOM ON O NA O Institutional Development 0 H O SU *M 0 N 0 NA Environmental O H OSUOM O N * NA Social O Poverty Reduction O H OSUOM O N O NA 3 Gender O H *SUOM O N O NA l Other (Please specify) O H OSUOM O N O NA OI Private sector development 0 H O SU O M 0 N 0 NA OI Public sector management 0 H O SU O M 0 N 0 NA O Other (Please specify) O H OSUOM O N O NA - 24 - Annex 6. Ratings of Bank and Borrower Performance (HS=Highly Satisfactory, S=Satisfactory, U=Unsatisfactory, HU=Highly Unsatisfactory) 6.1 Bankperformance Rating 2I Lending OHS OS *U OHU L Supervision OHS OS * U O HU O Overall OHS OS *U O HU 6.2 Borrowerperformance Rating OI Preparation OHS OS OU O HU LI Government implementation performance 0 HS 0 s * U 0 HU LO Implementation agency performance O HS OS 0 U 0 HU [1 Overall OHS OS * U O HU - 25 - Annex 7. List of Supporting Documents Chad Fifth Education Project (Basic Education Project) * Staff Appraisal Report No. 11680-CD, dated April 16, 1993 * Memorandumn and Recommendation of the President No. P6023, dated April 16, 1993 * Development Credit Agreement dated July 21, 1993 * Aide-memoires from 1990 to 2001 * Final Evaluation prepared by the Project Unit Chad Fourth Education Project (Education Rehabilitation Project) * Staff Appraisal Report No. 7244-CD, dated July 14, 1988 * Memorandum and Recommendations of the President No. P-4810-CD, dated July 14, 1988 * Implementation Completion Report No. 15009, dated September 28, 1995 - 26 - Report No.: 24253 Type: ICR