Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4682-DJI REPUBLIC OF DJIBOUTI EDUCATION AND TRAINING SECTOR MEMORANDUM June 28, 1984 FILE COPY Education and Manpower Development Division Eastern Africa Regional Office 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 Currency Unit Franc Djibouti (FD) US$1.00 = FD 177.72 FD 100 USSO.56 FD 1,000,000 = US85,627 MEASURES 1 meter (m) = 3.28 feet 1 square meter (sq.m) = 10.76 square feet 1 kilometer (km) 0.62 mile REPUBLIC OF DJIBOUTI FISCAL YEAR January 1 - December 31 DJIBOUTI EDUCATION AND TRAINING SECTOR MEMORANDUM TABLE OF CONTENTS Page No BASIC DATA GLOSSARY I. INTRODUCTION .................................. o............. 1 Geographic and Socio-Economic Setting ...................... 1 Recent Development Trends and Prospects ......,............ 2 Manpower Needs .. ............ ... ... .......... ......... . 4 Bank's Knowledge of the Sector ..........6...................6 II. DEVELOPMENT OF THE EDUCATION AND TRAINING SYSTEM AND MAJOR ISSUES 7 Government Policies for the Sector ......................... 7. Past and Recent Developments .........*.......,...o........ 8 Major Issues .. * ......... ... ... .* .... .* ..... .* ... o ... 12 Recommended Corrective Measures ............................ 17 III. THE BANK'S ROLE IN THE DEVELOPMENT OF EDUCATION AND TRAINING IN 22 DJIBOUTI ................................................... Bank Group Strategy for Assistance to the Sector ........... 22 Possible Future Project Components ......................... 22 Priorities for Sector Work ............ .... ... ....... . ... .... 24 IV. CONCLUSION ............ .......... ............ o .... 24 Appendix 1 External Assistance 26 Appendix 2 Education and Training Expenditures 28 Table 1 Examinations 1978-1983 32 Table 2 Formal Education System Development, 1978/79-1983/84 33 Table 3 Public Primary Education, 1983/84 34 Table 4 Public Primary Education Development, 1975/76-1983/84 35 Table 5 Private Primary Education, 1983/84 36 Table 6 Private Primary Education Development, 1979/80-1983/84 37 Table 7 Public Secondary Education, 1982/83 38 Table 8 Secondary Education Development, 1976/77-1982/83 39 Table 9 Private Secondary Education, 1982/83 40 Table 10 Education and Training Recurrent Expenditures, 1979-1984 41 Table 11 Fellowships Abroad (Secondary and Higher Education), 42 1982/83 Chart 1 Education Pyramid, 1983/84 43 Chart 2 Structure of the Education and Training System, 1983 44 Chart 3 Structure of the Ministry of National Education, Youth 45 and Sports, 1984 This Sector Memorandum was prepared by Mr. A. Salmon (Senior General Educator, EAPED) on the basis of missions to Djibouti in March 1982 and November 1983. 4 2 (i) DJIBOUTI EDUCATION AND TRAINING SECTOR BASIC DATA 1/ 2/ GNP per Capita (1981) : $480 Area : 23,000 sq. km. Literacy Rate : 9% Population 340,000 of which: Rural 120,000 Age-Groups: 6-11 51,000 12-18 : 60,000 19-22 32,000 Growth Rate 3% Education Data Enrollments: (a) Primary 3/ : 20,433 of which: Girls (%) : 8,583 (42%) Private (%) : 1,503 ( 7%) Rural (%) : 5,429 (27%) (b) Secondary (General & Technical) 4/ : 5,999 of which: Girls (%) : 2,185 (36%) Private (%) : 677 (11%) Rural (%) : 995 (17%) Technical (%) : 1,464 (24%) (c) Higher : 184 Enrollment Ratios (Estimates) Primary : 44% 5/ Secondary 10% Higher : 0.6% Teachers: (a) Primary : 488 6/ Student:Teacher Ratio : 44:1 7/ Nationals (%) 7/ : 290 (69%) 1/ 1983 unless otherwise indicated. 2/ 1983 World Bank Atlas. 3/ Including 18,930 and 1,503 students in public and private schools, respectively. Excluding 2,000 primary students enrolled in the private Iraki school. 4/ Excluding 237 students enrolled in the Vocational Training Center for Adults and 1,020 students enrolled in non-formal training centers. 5/ Including enrollments in the private Iraki school. 6/ Of whom 44 private teachers and 21 non-teaching headmasters in public schools. 7/ Average of 45:1 and 34:1 in public and private schools, respectively. (ii) (b) Secondary 315 Student:Teacher Ratio 19:1 8/ Nationals (%) 7/ 46 (17%) Schools and Classes: (a) Primary Number of Schools 48 Number of Classes 488 Student:Class Ratio 42:1 9/ Double Shift Classes : 178 (b) Secondary Number of Schools 16 Number of Classes 206 Student:Class Ratio 29:1 10/ Efficiency: Progression Rate from Primary to Secondary : 40% Repetition Rates for Primary Education : 10% in Grades 1-5 40% in Grade 6 Education Finance Education Recurrent Expenditures 11/ As % of Government Recurrent Budget : 10.9% As % of GNP : 7.7% Education and Training Recurrent Expenditures 12/ As % of Government Recurrent Budget : 12.1% As % of GNP : 8.5% Distribution of Education Expenditures (within MNE) : Primary 74% Secondary 26% Higher 0% 8/ Applicable to public education only. 9/ Average of 20:1 and 14:1 in public and private schools, respectively. 10/ Average of 43:1 and 34:1 in public and private schools, respectively. 11/ Average of 30:1 and 24:1 in public and private schools, respectively. 12/ MNE Budget, Subsidies, Student and Staff Allowances 1983: FD 2.22 billion = US$12.5 million (US$1.00 = FD 177.7). Excluding foreign contributions. 13/ Education and Training Recurrent Budget 1983: FD 2.47 billion = US$13.9 million. Excluding foreign contributions. (iii) GLOSSARY OF ABBREVIATIONS ADF - Arab Development Fund AfDF - African Development Fund ALO - Arab Labor Organization ANJ - Association Nationale pour la Protection de la Jeunesse (National Youth Association) Baccalaureat - Senior Secondary School Diploma Baccalaureat - Technical Senior Secondary School Diploma Technique BTS - Brevet de Technicien Superieur (Higher Technician Diploma) CAP - Certificat d'Aptitude Professionnelle (Skilled Worker Certificate) BEP - Brevet d'Enseignement Professionnel (Middle level Technician Certificate) BEPC - Brevet d'Enseignement du Premier Cycle (Junior Secondary School Certificate) CEP - Certificat d'Etudes Primaires (Primary School Certificate) CES - College d'Enseignement Secondaire (Junior General Secondary School) CP - Certificat de Formation Professionnelle (Semi-Skilled Worker Certificate) CFPA - Centre de Formation Professionnelle des Adultes (Vocational Training Center for Adults) CRIL - Centre Regional Interprofessionnel Linguistique (Regional Interprofessional Linguistic Center) EEC - European Economic Community LEP - Lycee d'Enseignement Professionnel (Technical Secondary School) Lycee - General Senior Secondary School MNE - Ministry of National Education, Youth and Sports PTTI - Primary Teacher Training Institute ONARS - Office National d'Assistance aux Refugies et Sinistres (National Office for Assistance to - Refugees and Victims of Natural Disasters) UNFD - Union Nationale des Femmes Djiboutiennnes (National Union of Djiboutian Women)  DJIBOUTI EDUCATION AND TRAINING SECTOR MEMORANDUM I. INTRODUCTION Geographic and Socio-Economic Setting 1.01 General. The Republic of Djibouti, which joined the Bank Group in October 1980, is a small country of 23,000 km2, located at the mouth of the Red Sea, with a hot and arid climate. Its rugged terrain is similar to the adjoining deserts of Ethiopia and Somalia. Since the country became independent on June 27, 1977, it has faced severe social and economic difficulties in meeting the basic needs of its indigenous population estimated at 340,000 in 1983 and those of over 40,000 refugees from neigh- boring countries. About two thirds of the indigenous population, i.e. 200,000, live in Djibouti-City, the capital, and the remaining 140,000 are nomads or semi-nomads dispersed over the five rural districts where the refugees are also accommodated. 1.02 Resources. The country's resources are extremely limited: Industry is not significant. Agriculture is almost non-existent because of the extreme shortage of arable land and water, scanty pastures for nomadic cattle breeding and the lack of fishing tradition. The country's economy is based on service activities,(1) concentrated in Djibouti-City and relating to the sea-port, the railroad to Ethiopia, the international airport, commercial and financial establishments, government administra- tions and the French military base, the country's largest single source of economic and commercial activity, accounting for a quarter of GDP. The above makes Djibouti highly dependent on the fluctuations of external economic activity, and foreign aid. 1.03 Population. Although the estimated GNP per capita ($480 in 1981) is higher than that of neighboring countries, there are wide variations between the income levels of the various segments of the population with about half of the population's income being about $85 annually.(2) This is compounded by the high price of basic goods and severe unemployment result- ing in a generally low standard of living and poor social conditions, with extreme poverty in the hinterland, exacerbated by droughts and the influx 1. The tertiary sector accounted for 69% of GDP (including 32% from com- merce, 23% from administration and 7% from transport and communications) while agriculture and industry together represented only 17% in 1979. 2. According to a 1980 study, the average per capita incomes of the national population were as follows: $4,000 for the 8% highest bracket, $450 for the 45% middle bracket and $85 for the 47% lowest bracket. - 2 - of refugees. The two main ethnic groups speak different languages, Afar and Somali,(3) while a fairly large Yemeni community (18,000) speaks Arabic. French is spoken in the official and business world but is hardly understood outside the Capital city. Although vernacular languages are dominant and are usually spoken outside official business and school, French is perceived as a sine qua non condition for carrying on modern business and thereby acquiring a higher social status. This prestige results in a strong social demand for French in education. Arabic is felt to be closer to vernacular languages and begins to be perceived by youngsters and grown-ups as a means of possible gainful employment in Arab countries. The growth rate of the population is high, an estimated 3% p.a.,(4) and over 50% of the total population is below 20 years of age. This population increase and the influx of refugees result in acute problems relating to employment, education and health. Malnutrition is severe and the health status of the population is poor (para. 2.21). 1.04 Health Services. Compared with other cities in the region, Djibouti-City is relatively well equipped with hospital facilities. Hopi- tal Peltier in the Capital is being renovated with funds from Saudi Arabia and France. In addition, there are four rural health centers in the hin- terland, with doctors and supporting staff, at Tadjourah, Dikhil, Obock and Ali Sabieh. Excluding military staff, the average inhabitant: doctor ratio (8,000:1) is relatively high. However, there is a wide variation between the ratio in the Capital area (5,000:1) and that of hinterland districts (30,000:1). The 620 nurses, assistant nurses and medical assis- tants, are mostly concentrated in the Capital. Therefore, country-wise, health services are insufficient and mostly curative, while basic preven- tive medicine and health education are almost non-existent. Recent Developments, Trends and Prospects 1.05 Present Status. From 1970 to 1976, GDP increased by an annual average rate of 6%, half of the growth coming from construction (roads, schools and public buildings). Between 1976 and 1980, the economy slowed due to the temporary closing of the railroad, the reduction of French military personnel, the shortage of private investment and the reduction of public capital expenditures. Since 1980, the economy has regained its 1976 level, mainly due to an apparent surge of activity in the services sector, increasing utilization of the port and construction financed by the public sector. 3. The Afar and Somali vernaculars belong to the Cushitic group of lan- guages and, although the two differ from each other, they have similarities in syntax and etymology. 4. Excluding immigration from neighboring countries in recent years. - 3 - 1.06 Although in recent years Djibouti's balance of payments has maintained a surplus, the situation remains precarious due to uncertainties regarding future investment, capital grants from friendly countries, com- plete dependence on imports even for food, lack of export potential and limited earnings from the port, railroad and airport. 1.07 The Government maintains a budgetary surplus due to large exter- nal assistance, low levels of development expenditure and conservative management of its recurrent budget. Most capital expenditures in the public sector are financed from extra-budgetary sources and additional needs for financial resources are met by raising tax rates and mobilizing more external assistance. 1.08 External Assistance (Appendix 1). Bilateral and multilateral agencies provide Djibouti with substantial assistance to the development of all socio-economic sectors (US$480 million equivalent during the 1978-1982 period). France remains the main source of aid through technical assis- tance, grants and direct budgetary aid. Saudi Arabia is the second largest donor. Other Arab assistance sources include the Arab Development Fund (ADF), the Arab League, Bahrain, Iraq, Kuwait, Libya, Morocco, Oman and the United Arab Emirates. Other major donors are UNDP, EEC, Italy, USAID and the Federal Republic of Germany. As most assistance is in the form of grants, Djibouti has virtually no external debt and this is expected to continue in the future due to the Government's prudent borrowing policy. Needs for concessionary finance will remain important and the major problem will continue to be the low absorptive capacity in project planning, programming and implementation due to the acute shortage of managerial and technical skills (para. 1.12). 1.09 Trends and Prospects. An analysis of the present socio-economic status of the country(5) and the Economic and Social Orientation Law of 1982(6) provide the Government's general socio-economic development objec- tives pending the issuance of the three-year Development Plan: A liberal economy is expected to be maintained for Djibouti to develop as an interna- tional transit and business center, and a balance is to be established between modern and traditional sectors to generate foreign exchange earn- ings while increasing domestic production and earnings, and alleviating poverty. Therefore, the Government intends to (a) expand and improve the seaport, airport and railroad installations, (b) develop manufacturing industry projects focusing on export processing for the region, (c) expand and improve tertiary sector services and Government administration, (d) develop natural resources with particular regard to animal husbandry, market gardening and fisheries, geothermal energy and mineral deposits to increase the country's food and energetic self-sufficiency, and (e) develop 5. "Situation Economique et Sociale a la Veille du Plan 1982-1984" 6. "Loi d'Orientation Economique et Sociale 1983-1989" -4- the social sector through urban development including low cost housing, and improved health and education services. 1.10 Substantial external assistance (para. 1.08) is likely to be available for a large number of projects in line with the above Govern- ment's strategy. However, the feasibility and profitability of some of these projects, particularly those relating to natural resources and industry, have not been demonstrated. Moreover, the low levels of literacy and education, the acute shortage of experienced skilled staff, especially at intermediate levels (para. 1.12), the high wage rates and the lack of tradition in production economy are likely to hinder the development process. Manpower Needs 1.11 In Djibouti, the bulk of the labor force is engaged in the infor- mal sector. Although statistics for this group are virtually non-existent, its size can be crudely estimated at about 150,000 workers. In urban areas, the group is mainly composed of petty traders, occasional workers and many unemployed. In rural areas, their main activity is nomadic live- stock raising. In 1981, registered employment in the formal sector, excluding the armed forces, amounted to about 23,000 of whom 12,000 in the private sector, 7,500 in the public sector and 3,500 in the parastatals. 1.12 While expatriates account for only 5% of total formal employment, they tend to concentrate in the professional and higher level technical occupations and represent over *40% of the staff. This reflects the shortage of national high level manpower and the country's heavy dependence on expatriate labor for key managerial, technical and supervisory posi- tions. Qualified national staff at middle levels is also insufficient. A recent study by ILO(7) indicates that in 1979, 55% of salaried staff were illiterates, only 24% could read or write French or Arabic and only 0.5% had completed senior secondary or higher education. Therefore, there is a need for: (a) improvement of the output and quality of education and pre-service training programs to (i) reduce the number of expatriates; (ii) cope with staff attrition and expected growth of the existing socio-economic infrastructure; (iii) fill positions left vacant for lack of qualified staff, and (iv) meet the manpower requirements of future develop- ment projects; and (b) for a continuous in-service upgrading system and non-formal education and training programs. 1.13 In-Service Education and Training Needs. Professional upgrading, which concerns about 13,000 skilled personnel and educational reinforcement for about 10,000 unskilled staff in the formal sector can be carried out 7. R. Vallet "Evaluation des Besoins en Formation Professionnelle" - ILO 1979. - 5 - within a number of Government departments, existing training and educa- tional institutions and private firms, although the dispersion and the small size of most firms make in-plant upgrading difficult. With regard to non-formal basic education and training concerning the estimated 150,000 people working in the informal sector, a system of training has to be established through primary schools, extension services, vocational train- ing centers, and sports and culture organizations. 1.14 Pre-Service Training Needs. A recent study on employment and training in Djibouti(8) estimated manpower demand and training needs for the formal sector for the six-year period 1982-86. These estimates took the following elements into account: (a) attrition rates; (b) existing vacancies; (c) new jobs to be created by general economic expansion and possible specific projects and (d) feasible and advisable replacement of expatriates. The table below summarizes wage employment in 1981, and 1982-86 projections by employment level, indicating educational attainments required. Recruitment of Wage Employment 1981 Nationals (1982-86) Total % Expatriates (Training Needs) Levels Professionals 1,060 53.8 390 (3 to 7 years of post-secondary) Higher Technicians 1,040 29.8 660 (2 years of post-secondary) Middle-level Technicians 1,700 8.2 720 (secondary or equivalent) Skilled and semi-skilled level 8,150 0.3 2,455 (junior secondary or equivalent) Unskilled level 8,920 - 2,240 (less than junior secondary) Total 20,870 5.0 6,465 The projections assume that financing for most of 72 new socio-economic projects identified by the Government, will be available, and thus they can be considered as estimated maximal needs. However, depending on the new projects which will actually be implemented, the estimated annual manpower training needs could range from 100 to 170 professionals and higher tech- nicians, from 90 to 120 middle level technicians, and from 350 to 400 skilled and semi-skilled workers. Regarding expatriates, those in higher level positions are not expected to be replaced within the projection period because of the limited numbers of students who will graduate from 8. "Emploi et Formation en Republique de Djibouti" by B. Thery and J. M. Trutat (Quaternaire Education), Ministere de la Cooperation et du Develop- pement, Paris, December 1981). - 6 - secondary schools and will complete post-secondary studies during this period. For lower levels of skills, total replacement is expected during the period, except for expatriate primary teachers whose replacement will be gradual. In addition, these expatriate teachers will be increasingly in charge of training and upgrading national teachers. 1.15 The various levels and types of education and training are not sufficiently developed, efficient and relevant to cope with the above specific manpower needs: while the number of school leavers far exceeds total annual manpower needs, the 1983 output of graduates available for employment included only 30 semi-skilled and 40 skilled workers, 41 clerks and typists, about 60 junior secondary graduates and 35 new primary teachers. In addition, only 38 senior secondary graduates were available for higher education (Table 1). This and the structurally narrow labor market explain the quantitative imbalance between manpower supply and demand and, at the same time, the high level of unemployment.(9) The major subsectors which require significant numbers of additional trained staff are commercial, administrative and financial services; construction and civil engineering; transportation and utilities; and education and health services. Bank's Knowledge of the Sector 1.16 A fairly substantial amount of statistics and information is available in the Statistical Yearbooks published by the Ministry of National Education, Youth and Sports (MNE), the Aid Donors' conference documents of February 1981 and 1983,(10) and above all, the recent study of the education and training system as compared with employment opportunities (para. 1.14). This study, in addition to its own conclusions and recommen- dations, summarizes the 13 studies on education, training and employment carried out by bilateral and multilateral agencies in recent years. 9. Over half of the active population in Djibouti City (estimated at 130,000) and 75% of youths cannot find a job. 10. "Rapport de Synthese" and "Programme d'Investissement et Recueil de Projets", Djibouti, 1983 -7- II. DEVELOPMENT OF THE EDUCATION AND TRAINING SYSTEM AND MAJOR ISSUES Government Policies for the Sector 2.01 The Government is fully aware of the discrepancy between on the one hand, the quantitative and qualitative output of the education and training system replicating traditional French models, and on the other hand, the actual needs of a country with an extremely narrow labor market and severely deprived of natural resources. Therefore, the development and improvement of the education and training sector is one of the Government's stated priorities. However, the budgetary allocations to the sector under- state the importance assigned to education by the Government, inasmuch as they do not include the significant external technical assistance. In addition, only the general framework of an educational policy has been delineated so far by the President of the Republic, namely equitable expan- sion of primary and secondary education over hinterland districts as well as in the Capital area to strengthen national unity, and participation of organized communities in their development through self-help programs to reconcile freedom and responsibility. Otherwise, no education and manpower training master plan, geared to the country's socio-economic objectives, has been established as yet. Moreover, the ways and means to resolve major issues and the priorities (e.g. universalization of basic education and health services; objectives, contents, scope and linkage of secondary education and vocational training; unit costs and financial constraints; repetition and drop-out rates) are still unclear. 2.02 However, the conclusions and recommendations of the study men- tioned in paragraph 1.16 have been favorably accepted by the Government and provide a satisfactory set of sector development policies and objectives, namely (a) continuous expansion of formal primary education and non-formal development-oriented functional literacy and socio-cultural programs, for out-of-school youths and adults;(11) (b) moderate expansion and improvement of formal secondary education with greater emphasis placed on technical programs, to train the limited number of professionals and higher tech- nicians needed (para. 1.14); (c) development of an efficient formal voca- tional training system, to train the middle-level technicians and skilled workers in industrial and tertiary sector trades, and of non-formal, production-oriented vocational training programs to train semi-skilled workers and employees, consistent with projected manpower needs (para. 1.14); and (d) establishment of non-formal programs providing life-time 11. In 1983, of about 140,000 in the 5-20 age-group, only 29,700 (21%) were enrolled in public and private schools (formal and non-formal): 22,500 in primary, 4,600 in secondary and 2,600 in technical education. - 8 - educational and vocational upgrading opportunities at all levels of skills (para. 1.13) and for unskilled personnel. Past and Recent Developments 2.03 The primary and secondary enrollment ratios (Chart 1) are still low (44% and 10%, respectively, in 1983), although substantial progress has been made over recent years to expand and improve the education system as equitably as possible (Table 2): (a) Primary education enrollments in public schools (Table 3) more than doubled between 1975/76 and 1983/84 from about 8,500 to about 20,000 students, while the number of classes increased from 225 to 451 (Table 4). An additionnal 1,782 primary students (9% of public enrollments) are enrolled in the five private religious schools (Tables 5 and 6). Physical facilities are generally adequate. However, urban schools are often utilized at full capacity and some rural schools should be rebuilt. Textbooks and teachers' guides are available to all students and teachers throughout the country. However, one textbook is sometimes used by three to four students. (b) The number of unqualified teachers has been progressively reduced (para. 2.23). About 180 national primary teachers graduated between 1977 and 1983 and their proportion among the teaching staff is increasing.(12) The establishment of the Primary Teacher Training Institute (PTTI) with French assistance in 1980 is expected to further improve the quality of the teaching staff with its planned output of 60 new teachers p.a.(13) This output is sufficient to cope with the expected expansion of primary education in the foreseeable future. (c) To improve the students' flow, prohibition of more than one repetition per grade has been enforced and the overall repetition rate has been limited to 10% except in Grade 6 (para. 2.19). (d) French has been introduced as the language of instruction in Grade 1 and Arabic courses start in Grade 5. (e) Double shifting, whenever required, has been con- centrated on Grades 3 and 4 and on special Grade 6 remedial classes, in which the reduction of instruction time is less detrimental to the knowledge acquisition process at large. 2.04 Greater equity has been established: (a) In Djibouti-City, the construction of new classes in the poorer overcrowded areas has alleviated the imbalance in terms of school facilities between the well-off (Zone 1) and poor (Zone 2) districts. (b) At the same time, the proportion of unqualified teachers was reduced and balanced (about 30% in both districts, instead of about 60% in Zone 2 and 20% in Zone 1, previously). (c) The student:teacher ratio has also been balanced with a reasonable 46:1 in Zone 12. 290 out of a total of 423 teachers, i.e. 69%, in 1982/83, as compared with 64% and 59% in 1981/82 and 1980/81, respectively. 13. The PTTI has a capacity of 120 student places for a two-year pre-service training program, following completion of junior secondary education (Chart 2), and 30 student places for in-service upgrading. -9- 1 and 48:1 in Zone 2. The average national ratio of 40:1 is expected to rise gradually to 50:1 which is the accepted standard for classroom con- struction. However, there are still wide variations (from 26:1 to 43:1) in the various parts of the country. 2.05 In rural areas, teachers' and students' accommodation in primary schools have improved access to education for isolated populations, and for girls in particular. In addition, three-classroom schools, used on a double-shift basis for the six years of schooling, have systematically been established. With teachers teaching both shifts, this has raised the utilization rate of primary school facilities in major population centers. This is also expected to increase the ratio progressively in other isolated hinterland areas where it is still below 30:1. 2.06 Public secondary education (Table 7) has also been substantially expanded, particularly at the junior level, resulting in an average 16% enrollment increase p.a. between 1976/77 (2,125 students) and 1982/83 (5,252 students) (Table 8). An additional 677 students (13% of public secondary enrollments) are enrolled in private religious schools (Table 9).(14) The above expansion is due to the 1977-1982 junior secondary school construction program in the hinterland districts as well as in the Capital area, financed by Saudi Arabia, France and the United Arab Emirates (para. 2.14). However, while junior secondary education has dramatically expanded, senior general secondary and technical education have not progressed for years and operate at full capacity with about 1,400 student places of which 423 are in the General Senior Secondary School (Lycee) and 976 in the Technical Secondary -School (Lycee d'Enseignement Professionel or LEP). In software terms, the recent introduction of commercial sections (accountancy, management and computer science) into the Lycee reflects the Government's preoccupation to adjust secondary education to the country's development requirements. 2.07 Non-formal education and training has been established on a sound and efficient basis, although it is still too limited, and still needs improvement. The Vocational Training Center (Centre de Formation Profes- sionnelle des Adultes or CPPA) under the Ministry of Labor (MOL) is operat- ing at full capacity and enrolled 237 semi-skilled worker trainees in 1982-83.(15) Only 16 year-old primary school graduates having passed entrance tests (French, mathematics and psycho-motor skills) can be admitted. In 1982, only 64 out of 262 candidates could be admitted. 14. 242 in general education and 435 in home economics and vocational training 15. Introductory course: 64; masonry: 15; automotive: 16; refrigeration: 12; welding: 14; plumbing: 16; diesel: 4; hotel catering 23; and commerce 73 - 10 - Employers are involved in in-plant training sessions, student placement and examinations (through consultations with instructors and curriculum development specialists). Except for welding, for which job outlets are limited, the placement of graduates is virtually ensured. Other sections are requested by employers and prospective trainees and semi-skilled upgrading should be revived. However, any expansion is impossible on the overcrowded CFPA campus. 2.08 The other agencies providing non-formal education and training are the National Youth Association (Association Nationale pour la Protec- tion de la Jeunesse or ANJ), the Mother and Child Center (Centre Mere et Enfant), the National Union of Djiboutian Women (Union Nationale des Femmes Djiboutiennes or UNFD) and the National Office for Assistance to Refugees and Victims of Natural Disasters (Office National d'Assistance aux Refugies et Sinistres or ONARS). The ANJ Center provides primary education to 7-14 year-old orphans, and a three-year program for unschooled youths above 14 years of age, including literacy and vocational training in plumbing, masonry, welding, woodwork, automechanics and electrical installation. A farm is planned to be established to train farmers and demonstrate to hinterland nomads (para. 1.01) that appropriate soil cultivation, however small in size, can improve their living conditions. The ANJ is financed by the Presidency and the MOL while the MNE provides primary and basic educa- tion teachers. The ANJ center enrolls 420 students. Vocational training is geared to employers' practical requirements; the students' motivation is high; the curricula are oriented towards genuine production and most facilities of the center have been built and are maintained by the stu- dents. The graduates are in great demand on the labor market. 2.09 The Mother and Child Center and the 20 UNFD Centers(16) operate along lines similar to those of the ANJ Center with the objective of gain- fully inserting female orphans, abandoned youths and resourceless women into social life. The Mother and Child Center accommodates 300 young female orphans to whom it provides primary education and instruction in crafts (needlework, pottery, basket weaving) and vocational trades (typing, nursing, cooking). The UNFD centers provide 250 students with home economics and health education programs, and crafts instruction (needlework and basket weaving) oriented to cooperative production. In addition, they offer literacy courses to 950 women. 2.10 The ONARS has established a self-aid program, financed by the UN High Commission for Refugees. The program provides 500 students with vocational training in construction, welding, automotive and electrical installation in the refugee camps at Ali-Sabieh and Dikhil. 16. Of which 10 in Djibouti-City and 10 in Hinterland districts - 11 - 2.11 In addition to the above institutions, the Youth and Sports Division(17) and the Cultural Extension Division of the MNE are in charge of youths' activities through eight Youth Homes (Maison de Jeunes)(18) and 40 sports associations. A circulating library and a theater provide books, movies, music and drama. 2.12 Other training and upgrading institutions include the Health Training Center (Centre d'Enseignement de Sante) under the Ministry of Health (MOH), the Rehabilitation Center under the Ministry of Justice, the Chamber of Commerce and Industry, the Regional Inter-professional Linguis- tic Center (Centre Regional Interprofessionel Linguistique, or CRIL') and other technical training units under the Port Authority, the Post and Telecommunications, the Ministry of Civil Service and the Electrical Supply Corporation (Electricite de Djibouti, or EDD). However, these programs involve a minimal number of trainees and represent only 1% of the total recurrent expenditure on education and training. 2.13 Government recurrent expenditures on formal and non-formal educa- tion and training (Table 10) increased by an average 15.2% p.a. in current terms between 1979 and 1983 (Appendix 2). During the same period, primary and secondary education enrollments increased respectively at about 10% and 11% annually. Costs increased faster due mainly to the growing salary bill which represents 84% of total MNE recurrent expenditures. This resulted in particular from the increasing number of national teachers while the number of expatriates financed by foreign assistance remained virtually the same. Education is free of fees in Djibouti and there is no significant cost recovery presently. However, secondary students are required to contribute FD 2,100 to 7,500 annually to school cooperatives for the purchase of textbooks and learning materials. With regards to non-formal programs, although their share has remained relatively modest (12% of total recurrent expenditures on education and training), it has virtually doubled over the last two years. A substantial effort in capital investment was also made by the MNE in favor of primary, junior secondary and technical school construction. This reflects the Government's awareness of educational needs in the most critical sub-sectors. However, in view of the high local construction costs, this represents a relatively limited contribution as compared with the needs. Furthermore, one third of the investment went to staff housing to make up for the cumulative deficit in this respect over the recent years. No substantial investment was made for non-formal educa- tion and training despite the obvious needs (para. 2.17). 2.14 Foreign aid (Appendix 1) for the development of the education system is substantial: France, Saudi Arabia and the United Arab Emirates have financed the construction and/or extension of the PTTI (para. 2.03), 17. Service Jeunesse et Sports 18. Of which four are in the hinterland - 12 - 93 primary classrooms and five junior secondary schools. Together with the Arab League, they have also provided or financed teaching, supervisory and administrative staff. Fellowships abroad have been provided by France, the Federal Republic of Germany, Canada, Tunisia, Morocco and the EEC (Table 11). UNICEF has actively supported literacy and non-formal vocational and health training. USAID has financed the commercial training facilities of the Vocational Training Center (para. 2.07). It has also provided training specialists' services and fellowships. The above extensive for- eign aid has covered most of the investments required for the development of education since independence and it is expected to continue to be avail- able for further expansion of the system. Major Issues 2.15 The high demographic increase rate, compounded by the influx of refugees, the majority of whom remain in the country, results in school facility development not keeping pace with the strong enrollment pressure. If the Government wants to increase the literacy rate estimated at 9% and the low enrollment ratios in primary and secondary education (para. 2.03), and alleviate the problem of unschooled and unemployed youths, the depend- ency on external sources of capital investment and teaching staff will dramatically increase. Furthermore, double shifting may have to be generalized in primary schools with a risk to lower the standards of educa- tion. 2.16 The staff of the Ministry of National Education, Youth and Sports, or MNE (Chart 3), includes 26 professionals (of whom nine are qualified expatriates) and 65 support and service staff members. The MNE operates smoothly as a traditional administration. However, local exper- tise is almost non-existent in educational planning and programming, project designing and implementation, secondary education, and vocational and managerial skills. Moroever, there is no adequate coordination between Government agencies involved in education and training, namely the MNE (general and technical education); the ministries of Labor and Social Affairs (vocational training, home economics and non-formal craft train- ing), Public Service and Administrative Reforms (administrative and manage- ment on-the-job training), Health (primary health care training), and Justice and Islamic Affairs (rehabilitation through education and train- ing); and the National Youth Association, sponsored by the Presidency (non-formal craft training programs). The lack of educational planners in the country and the above inadequate coordination between agencies are the major reasons why there is no national master plan establishing priorities, objectives and targets for the coordinated development of the various levels and types of education and training, taking the country's specific development needs and constraints into consideration. There is no capital investment plan to control and monitor foreign aid in school construction. As the country is almost entirely dependent on uncontrolled foreign assis- tance for capital investment, program implementation and even for a sub- stantial part of recurrent expenditures (para. 2.14), the development of the education and training system has not always been consistent with the - 13 - country's priorities and constraints. This is particularly obvious in the preference given to the formal over the non-formal approach to education and training and life-time upgrading, although the latter suits the needs of the country well. 2.17 This imbalance is reflected in the distribution of recurrent budgetary resources with non-formal programs, in which most youths are interested, representing no more than 12% of total recurrent budgetary allocations for education and training, while formal education, enrolling only 28,500 students, i.e. one fifth of the 5-20 age group, absorbs 95% of the MNE recurrent budget(19) and 88% of total financial resources for education and training at large (Table 10). This discrepancy is compounded by exceptionally high student unit costs(20) which affect the whole educa- tion and training system, leaving minimal resources to professional upgrad- ing and out-of-school sports and socio-cultural activities. These unit costs result from high personnel costs(21) due to the high cost of living (Appendix 2). 2.18 The above described situation is inconsistent with the need for a massive basic education effort in favor of the overwhelming majority of the population (paras. 1.12 and 2.17), and for non-formal education follow-up and basic training for the increasing numbers of primary leavers who cannot be served by formal secondary education and vocational training (para. 2.19). 2.19 This reflects the low output of the present system: Only 29% of the candidates to the primary certificate (Certificate d'Etudes Primaires or CEP), and 33% and 10% of the candidates to general and technical secon- dary education, respectively, passed in 1983 (para. 2.22). Even though it can be argued that the number of candidates for admission to the secon- dary level is limited by the overcrowded facilities of the junior secondary schools (CollZges d'Enseignement Secondaire or CES) and LEP, 19. 70% and 25% for primary and secondary education, respectively. 20. Primary education: $32U. -Genetal and technical secondary education: $400 and $750, respectively, excluding over 80% of teachers' salaries financed by foreign aid. Vocational training (CFPA): $2,500 without boarding and $4,300 with boarding. ANJ non-formal basic education and training: $760 excluding the studentrs stipend. 21. Ranging from an average US$ 9,500 equivalent p.a. for a primary teacher to an average $15,000 equivalent p.a. for a secondary teacher including housing subsidies and social security benefits. - 14 - the above pass rates result from the deficiencies of a system inherited from the past, which the on-going reform of primary education is expected to remedy. The pass rate at the junior secondary certificate (Brevet d'Enseignement du Premier Cycle or BEPC) is also rather low (50%). Only the 60% pass rate at the senior secondary diploma (baccalaureat) meets the standards of an acceptable upper secondary education. Moreover, this pass rate rises to 75% among students enrolled at the Lycee. The output of technical education and vocational training is lower: it ranges from 30% for the CAP(22) in commerce, 40% for the BEP(23) and 55% for the CFP.(24) With regard to repetition, it mostly affects 40% of the Grade 6 enrollment due to the blockage resulting from the low pass rates at examinations. The overall low output of the system results in the number of employable graduates being below job opportunities (418 graduates for 823 salaried positions offered in 1981). 2.20 The major causes of the above deficiencies are: (a) the language problem (as French is not the students' mother tongue) (b) malnutrition and poor health conditions, (c) the examination system, (d) the inadequate qualifications of a number of teachers (assistant primary teachers, in particular) and (e) the irrelevance of the structure of the system and the programs provided, with regard to employment requirements and to the country's financial constraints. Although French is the language of instruction as from Grade 1, primary students generally do not acquire an adequate mastery of French (writing in particular). This is mainly due to teachers still inadequately prepared for teaching French as a foreign language, and whose own French is sometimes poor and inaccurate. In addi- tion, the native Afar and Somali linguistic structures, as compared with French structures, have not been sufficiently studied in relation to the expression of the concepts included in the curriculum. 2.21 Protein and calorie malnutrition affects 44% of the total popula- tion and 55% of the 1-5 age-group, and the health levels are low, par- ticularly in the hinterland, according to UNICEF. This adversely affects educational expansion and students' performance. 22. Certificat d'Aptitude Professionnelle (formal skilled worker certifi- cate): Five-year course including a two-year pre-vocational program of general education and technological induction and three years of voca- tional training, following completion of the six-year primary course. 23. Brevet d'Enseignement Professionnel (middle level technician certifi- cate): Two years of vocational training following completion of the above C.A.P. or the four-year junior secondary course. 24. Certificat de Formation Professionnelle (non-formal semi-skilled worker certificate): Two-year course including one year of basic education reinforcement and general introduction to skills and one year of special- ized training. - 15 - 2.22 A formal examination system (para. 2.19) is utilized to assess students' mastery of the curriculum and also to screen entrants admitted to the various programs on the basis of the highest test scores. As competi- tion is high and increasing, examinations tend to dictate the contents of the course, whatever the curriculum. Academic achievement based on memory prevails over flexible reasoning and life skills. This is compounded by the irrelevance of some syllabi with regard to the local environment and development needs. 2.23 As for teachers' qualifications, over 30% of primary teachers (133 out of 423 in 1982/83) are still unqualified. However, some progress has recently been made since unqualified teachers represented over 40% of the primary teaching force in previous years. This is expected to be further improved by the new teachers who have graduated from the PTTI since 1982 (para. 2.03). However, the training of these teachers is still overly oriented to acquiring academic knowledge at the expense of practical teach- ing know-how. In technical education, teachers still utilize overly academic curricula and course objectives, training methods and examinations inconsistent with genuine production and local realities. This results in many graduates from technical education having difficulties to find employ- ment, as employers are generally reluctant to hire them and prefer on-the-job training at as low a level as possible to reduce their expendi- ture on salaries. This explains why, although the output of technical education is small (para. 1.15), the rate of graduates' unemployment is relatively high and, at the same time, the shortage of skilled staff is acute in a number of trades. 2.24 The isolation of the education and training system from the population and employers, which is still prevailing despite the organiza- tion of school visits for the public and in-plant training sessions, is the main cause of the irrelevance of the system to the country's needs and constraints. This results, inter alia, in: (a) a formal primary education (para. 2.03) being disproportionately costly (para. 2.17) in view of its low efficiency in teaching basic knowledge (particularly in language and mathematics) and its limited enrollment ratio (para. 2.16), while non-formal basic literacy (paras. 2.08 and 2.09) involves no more than 1,900 students. (b) In general secondary education, there is no adequate mathematics and technology-oriented program preparing for post-secondary technical training. (c) In technical secondary education, (i) the merits of the initial two-year introductory program, which utilizes 38% of the LEP student places (366), are debatable and the MNE plans to recruit future technical trainees exclusively among students having completed at least the junior secondary Grade 8 course and having passed appropriate admission tests; (ii) most enrollments (888) are in skilled worker training programs (CAP), while only 88 students attend the middle-level technician training programs (BEP) in secretarial and administrative skills and no BEP program exists for industrial middle-level technician training. The enrollments in - 16 - the final years of these programs(25) are far below the manpower needs (para. 1.15) but the existing facilities cannot accommodate more students. (iii) Job outlets are limited for a number of specializations such as painting/wall-papering, while technical training for the tertiary sector (accountancy, management, computer science, commerce, and secretarial skills) are insufficiently developed. (d) the non-formal semi-skilled vocational training programs provided by the CFPA (para. 2.07) are too limited as compared with the needs. The basic education training programs provided by the ANJ, UNFD and the Mother and Child Center (paras. 2.08 and 2.09) are efficient, fully-integrated and production-oriented, and they provide good models for further development. However, only two thirds of the minimal budget of the ANJ can be financed (40% of it by Saudi Arabia) and UNFD has no stable budget and depends on foreign grants. The opera- tions of the CRIL (para. 2.12) are insufficient although the permanent linguistic upgrading in French, Arabic and English of most middle-level and professional staff is an immediate necessity. (e) Professional upgrad- ing programs are marginal and not commensurate with the insufficient qualification of a large proportion of the labor force and with the demand for such programs, particularly at the CFPA and CRIL and in the Civil Service. (f) In higher education, higher technician training programs (BTS)(26) in tertiary sector specializations more particularly are non-existent in the country, although they are required by the labor market and could be provided as a follow-up to the "baccalaureat technique"(27) within the Lycee once secondary education has been adequately expanded. However, the facilities of the Lycee are fully utilized and cannot accom- modate any new program. As for the 184 university fellowships abroad (Table 11), their distribution over the major categories of subjects has recently been improved, although the program is still skewed in favor of Law and Arts.(28) Most of these fellowships (155) are offered in France. 2.25 With regard to equity, recent progress (para. 2.04) has greatly alleviated the former imbalance in educational opportunities between the 25. 130 skilled worker trainees, of whom 84 in industrial and 46 in com- mercial trades, and 46 middle level technician trainees in clerical skills. 26. Brevet de Technicien Superieur (higher technician diploma): Three-year professional training programs following completion of the seven-year secondary courses and the Baccalaureat Technique in particular. 27. Baccalaureat Technique (senior technical secondary certificate): Three-year senior technical secondary program preparing for higher techni- cal education. 28. Mathematics and Sciences: 48 (26%); Arts: 31 (17%); Law: 26 (14%); Economics: 26 (14%); Physical Education: 20 (11%); Medicine: 16 (9%); Business and Management: 11 (6%); and Engineering: 6 (3%) - 17 - Capital area and the extremely poor hinterland districts in terms of teachers' qualifications, availability and quality of physical facilities and distance between homes and schools. While the rural population repre- sents about one third of the total population, 27% and 17% of primary and secondary students, respectively, are enrolled in rural areas. However, girls are still at a disadvantage in terms of educational opportunities, particularly in the rural areas, mainly due to local traditions, although their educational status is rather high in the local context. Girls repre- sent 32% of total primary enrollments in hinterland districts, as compared with 42% on a nation-wide basis; in general secondary education, the respective percentages are 17% and 36%. Recommended Corrective Measures 2.26 Attempts at slowing the demographic increase through population education and increasing innovations and skills will have a minimal impact as long as the level of basic education for the overwhelming majority of the population is so low (para. 2.15). Therefore, every effort should be made to expand basic education (formal primary education and non-formal literacy). The respective weights of formal education for the 6-11 age group and non-formal education for unschooled youths and adults represent a critical policy matter which has not yet been decided upon by the Govern- ment. However, bearing in mind that provision of universal formal primary education would more than double the present recurrent expenditures of the MNE, the development of non-formal ANJ/UNFD literacy programs (paras. 2.08 and 2.09) by priority for unschooled youths above 14 years of age, while expanding formal primary education more progressively, should be seriously considered when a master 'pan for education and training is developed. 2.27 Such plan is an immediate necessity (para. 2.16) to balance formal and non-formal education and training opportunities with manpower and social development needs and financial constraints, and to control foreign aid investments according to the Government's priorities. This is all the more necessary because the country will continue to depend on massive external assistance for capital investment, secondary school staff- ing and higher education opportunities, principally through fellowships abroad, in the foreseeable future, due to the extremely limited resources of the country, A rough estimate of immediate educational development needs would indicate that the main thrust of the country's efforts should aim specifically at: (a) expanding and improving primary education, as financially feasible, while replacing the expatriate teaching staff; (b) expanding the present capacity of senior general and techni- cal education (including the business programs of the Lycee) according to manpower needs (para. 1.14). Further expansion of skilled worker, and middle-level and higher technician training (paras. 2.19 and 2.24) is required; - 18 - (c) extensively expanding non-formal, community develop- ment-oriented basic education;(29) accelerated semi-skilled craft training (paras. 2.07 to 2.09); and para-medical training, particularly in the main hinterland population centers. This would improve the literacy rate, self-employment and living conditions in the traditional subsistence sec- tor; and (d) establishing a non-formal system of life-time education and professional upgrading, parallel to the formal system. This could be implemented in formal education and training facilities. This would have the merit to initiate social promotion at large and to link education and profession more closely, as urgently required. 2.28 It is recommended that the above master plan be developed together with a reform of the education and training system with objectives based on the country's specific development needs and the practical requirements of the labor market in Djibouti. This requires a reform of the system structure to make it more flexible and efficient through (a) generalizing connections between various types and levels of education and training, to allow for changes in students' orientation and minimize drop-out; (b) expanding versatile formal skill training so that, whenever a specialization no longer offers job opportunities due to the narrow labor market, the manpower can be promptly retrained for other specializations; and (c) establishing specialized nonformal training programs of variable duration to adjust technical education to the specific requirements of the various industries. 2.29 The on-going reform of curricula, teaching/learning aids and examinations by the MNE should be extended to make the system more effi- cient in the critical subsectors of primary, junior secondary and technical education (para. 2.19). In primary and junior secondary education, emphasis should be placed on language, mathematics and sciences. With particular regard to the language problem (para. 2.20), it would be desirable to further study the phonetic and grammatical structures and vocabulary of the vernacular languages, as compared with French, in order to adapt French teaching methods and materials to the specific linguistic situation in Djibouti. In addition, French should be strengthened in the PTTI curriculum, and primary teacher trainees should be trained to teach French in the Djiboutian linguistic context. 2.30 As for technical education and vocational training structures, programs and methods should be oriented towards employment and genuine production: 29. Including domestic science, nutrition, child care and primary health care. - 19 - (a) It is reasonable to establish completion of Grade 8 as the admission requirement for industrial skilled worker training programs (CAP), and to phase out the first two years of pre-vocational education within the LEP (para. 2.24c). This would ensure a better academic back- ground for trainees; would assist in reducing the unemployment of general education leavers and drop-outs; and would allow the LEP to concentrate on technical training, as required. (b) Academic requirements for admission to skilled staff training programs in secretarial skills, accountancy and banking should be raised to completion of junior secondary education, and related CAPs should be phased out and be replaced by BEPs (para. 2.19). (c) Training for specializations in high demand on the labor market should be established or expanded, such as skilled worker and mid- dle-level and higher technician training in civil engineering and constuc- tion trades, electrical engineering and installation, refrigeration/air conditioning, automotive (including diesel), maintenance and marine mechanics and sheetmetal work. (d) A mathematics and technology program (e.g. Baccalaureat E) preparing for post-secondary higher technician training should be estab- lished at senior secondary,level. (e) Technical training for the tertiary sector (book-keeping and accountancy, management, computer science, commerce and secretarial skills) should be emphasized and higher technician programs in these specializa- tions should be established as a follow-up to the "baccalaureat technique" (para. 2.24f). (f) The best CAP, BEP and BTS graduates should be given an oppor- tunity to be introduced to business administration and management, so that they could establish their own shop or firm. (g) It is desirable to recruit technical teachers and vocational training instructors to the extent possible among experienced skilled workers, technicians, clerks, accountants, managers and administrators. They could be trained and upgraded pedagogically within the LEP and TTI. (h) Technical education and vocational training should be con- solidated or closely coordinated to the extent possible. This would result in an economy of scale and in mutually beneficial interrelationships. This applies to formal and nonformal training, including the upgrading required by private firms and government administrations, with the exception of specific training which is best provided on the job. 2.31 The increasing enrollment pressure will result in an increasingly selective process at admission to post-primary and post-junior secondary education. This is expected to improve the qualifications of secondary students, including technical and vocational trainees. Other measures are - 20 - likely to increase the internal efficiency of the system (para. 2.19), namely the improvement in primary teachers' qualifications through the orientation of teacher training towards greater practical know-how; the improvement of French teaching methods; the recognition of actual in-plant experience as an essential criterion for the selection of technical teachers (para. 2.23); and the recent limitation of repetition (para. 2.03). 2.32 As for the improvement of the external efficiency of the educa- tion and training system (para. 2.24), a sine-qua-non condition for gearing the system to the practical requirements of the labor market is the institutional cooperation of private, parastatal and public employers and their active involvement in curriculum development, in-plant training sessions, examination contents and procedures, training methods and graduates' placement. This is particularly applicable to the port, public works, the construction industry, electricity and water supply, industrial estates, banking, commerce, post and telecommunications, and administra- tion. This could be implemented through (a) the establishment of a national council for education and training consolidating the policy- and decision-making, and management structures presently dispersed over insuf- ficiently coordinated agencies (para. 2.16);(30) and (b) the coordination of employment information and guidance services to advise employers and trainees on the prospects and requirements of employment. The training could be financed through a training tax to be paid by employers or employers' sponsorship of their trainees.(31) Major employers should also be encouraged to set up or expand formal training programs of their own, which would exempt them from the training tax, provided the programs were recognized by the Government. 2.33 Further progress in the equitable distribution of educational opportunities (para. 2.25) will be made as children in rural areas are increasingly provided with formal schooling facilities. This will foster the urbanization process and the development of the country as a whole. It will also increase girls' participation and will lower education cost through economies of scale and the reduction of students' accommodation requirements. 30. The council should ensure interministerial cooperation for planning, designing and implementing education and manpower training programs and institutions, and for controlling and coordinating external aid to the sector. Employers should participate in this council to ensure that training program development, implementation and financing, and trainers' training are consistent with the practical needs of the economy. 31. Employers hiring prospective employees for training through "sandwich programs" including in-school and and in-plant sessions. - 21 - 2.34 With regard to the high costs of education, the introduction of savings and cost-recovery measures is an urgent necessity for the Govern- ment if it plans to expand educational opportunities, as required, without exceeding reasonable budgetary limits. It is unlikely to reduce teachers' salaries (para. 2.17). However, overall savings could result from the urbanization process and the subsequent increase in student:teacher ratios. Also keeping expatriate secondary teachers financed by external assistance(32) would contribute to maintaining the education budget at acceptable levels. This does not preclude training a number of university graduates returning from fellowships abroad as secondary teachers through a practical pedagogical training program provided at the PTTI which could become a teacher training institute for primary and secondary education. For higher education, in addition to the existing bond system for the graduates to serve the Government upon return from fellowships, students' loans could also be introduced. Construction and maintenance of school facilities particularly at primary level, with the participation of parents and students along the lines of the ANJ, should be generalized. This requires simpler and less costly construction standards than those presently financed by the Government and external aid (para. 2.13). The introduction of tuition fees in a country where traditionally education is free of such fees (para. 2.13), would.raise a serious political issue although half of the population, with a per capita income of about $450 or above (para. 1.03), could contribute to the financing of at least secondary and higher education. 2.35 With regard to malnutrition (para. 2.21), local communities, particularly in the hinterland where the problem is most acute, are too poor to donate food for the schools. The problem can be alleviated only through the continued assistance of the World Food Program and other donors, together with the expansion of other nutrition programs, similar to those provided by UNFD (para. 2.09) with the assistance of UNICEF, USAID and the Catholic Relief Services. 32. This alternative is not applicable to primary education: The replace- ment of expatriates by qualified national teachers is desirable for lin- guistic reasons, as nationals know best the students' difficulties in reconciling French and national languages at this level. However, this requires national teachers mastering French. In addition, the replacement by qualified national teachers of unqualified teachers, to whom a lesser salary is paid, and expatriate teachers, financed by bilateral aid, will raise a serious financial problem. In 1983, out of a public primary and secondary education teaching force of 710, 363 or 51% were expatriates (133 of the 444 primary teachers and headmasters and 220 of the 266 secon- dary teachers). - 22 - III. THE BANK'S ROLE IN THE DEVELOPMENT OF EDUCATION AND TRAINING IN DJIBOUTI Bank Group Strategy for Assistance to the Sector 3.01 The strategy for assistance to the sector should concentrate on educational planning and evaluation and on expanding and improving two main sub-sectors, namely (a) basic education, to improve the productivity and living conditions in the non-formal subsistence sector, and (b) technical education and vocational training and upgrading, to train the skilled manpower required to obtain the highest returns from the modern sector which is the only contributor to foreign currency earnings (para. 1.14). 3.02 The on-going reform of the education and training system will require long-term sectoral action. Therefore, a dialogue with the Govern- ment must be started on the following fundamental issues: (a) financial resources allocated to education and training; (b) the adoption of a more disciplined approach to charting and controlling educational development through the preparation of a master plan for an integrated development of the system, focussing in particular on the adequate balance between formal and nonformal education and training, and between the various levels and types of education; (c) the interministerial cooperation required and the respective ministerial responsiblilities for the institutional framework in which the reform of education and training will be implemented; (d) the coordination and control of external technical and financial aid; (e) the improvement of internal efficiency through better teachers' qualifications, more adequate teaching methods, teaching/learning aids, curricula, examina- tions and structures, oriented towards development and production; and limited repetition; (f) the improvement of external efficiency through a closer linkage between training and employment requirements, involving employers' participation; (g) the equitable access to education for girls and rural populations; (h) savings and cost recovery methods to reduce the fiscal burden of education; and (i) the participation of private agencies in educational development. Possible Future Project Components 3.03 External aid to the sector in general should focus on: (a) development of the planning, evaluating, supervisory, and project develop- ment and implementation capacity of the ministries involved in education and training; (b) expansion of primary and non-formal basic education similar to that provided in ANJ and UNFD centers; (c) expansion, coordina- tion and improvement of technical education and vocational training, including paramedical training; (d) moderate expansion and improvement of secondary education, particularly at the senior level; and (e) higher education fellowships abroad. 3.04 External assistance to the sector is substantial and is likely to be maintained at similar levels in the foreseeable future (para. 2.14). However, the amount and timing of this assistance in the various subsectors - 23 - are not planned on a long-term basis and are not strictly coordinated. For example, although the Government had requested the Bank Group to finance the construction and rehabilitation of secondary general and tech- nical education facilities, other sources of financing (AfDF and ALO) made funds available for the same projects (para. 2.14). In this respect, the November 1983 aid-donors' conference helped to improve the coordination of aid agencies involved in education and training. In addition, it is desirable that the Government clarify the objectives, quantitative targets and articulation of general and technical education, and vocational train- ing (para. 2.01). 3.05 Bilateral and multilateral assistance agencies presently involved in the sector are likely to finance a substantial portion of the construc- tion, equipping and staffing of secondary and technical education facilities, and higher education fellowships (para. 2.14). Therefore, possible project components, to be financed by the Bank Group, could include, by order of priority: (a) Provision of technical assistance in educational planning and evaluation, and project development; (b) Construc- tion and/or extension and equipping of primary schools in major population centers and in rural areas; (c) Construction of Multipurpose Basic Educa- tion and Craft Training Centers in the hinterland population centers along the lines of the existing ANJ and UNDF centers (para 2.27b). This would address the needs of the poorest in literacy and basic skills, primary health care and women's education. (d) Construction of paramedical train- ing facilities to train middle-level and auxiliary staff(33) for medical and health services in rural areas more particularly, with emphasis on preventive health care. Auxiliary staff would preferably be trained in the hinterland rural health centers (para. 1.04); and (e) Rehabilitation and improvement of the existing Lycee and LEP facilities(34) into a Multipur- pose Senior Secondary School (Lycee Polyvalent or LP) to provide (i) general and technical senior secondary education, (ii) higher technician training programs in tertiary sector trades and in electrical, mechanical and civil engineering (BTS), and (iii) post-secondary training programs in economics, administration and management for professionals and executives. In addition, this new institution could provide non-formal upgrading cour- ses at the above levels for Government agencies, as required, including the linguistic upgrading programs presently offered by the CRIL. The LP could include technical/vocational teacher training sections in which prospective national teachers would be provided with vocational pedagogy under the supervison of experienced teachers, while general pedagogy could be offered at the TTI (para. 2.30). 33. Middle-level staff includes physiotherapists, pharmacy and medical assistants, laboratory and X-ray technicians, nurses and midwives; and auxiliary staff includes village health workers, assistant nurses and traditional midwives. 34. The present total capacity of these schools is about 1,500. - 24 - 3.06 The necessary conditions for the above proposed project components to be successfully implemented would be: (a) establishment of a planning and programming unit under the direct authority of the Minister of Educa- tion; (b) initiation of a master plan for the development of formal and non-formal education and training (para. 2.27); (c) establishment of a national council for education and training and a coordinating mechanism for employment information and guidance services (para. 2.32); and (d) establishment of a civil service staff category for village health workers (para. 3.05e). In addition, the Government should define the feasible first steps of a comprehensive reform of the education and training system along the lines indicated in paragraphs 2.28 to 2.31. Moreover, every effort should be made by the Government to introduce cost recovery measures applicable to secondary and higher education, although little progress is expected in this respect in the foreseeable future (para. 2.34). Priorities for Sector Work 3.07 In view of the substantial number of sectoral surveys and sub-sectoral studies, and updated statistics already available (para. 1.16), future Bank Group sector work should focus on (a) educational plan- ning and management including cost effectiveness and cost recovery; (b) improvement in the quality of education and related internal and external efficiency (including double shifting, examinations, teaching methods and curricula); and (c) operational translation of Government plans into sec- toral project terms. IV. CONCLUSIONS 4.01 The Government is aware that the improvement of the education and training system is an urgent necessity. However, due to the shortage of national expertise and dependence on external sources of assistance, the Government encounters difficulties in initiating the innovations required. Therefore, at this critical time, a permanent dialogue should be estab- lished between the Bank Group and the Government on key issues and policies (para. 3.02). The Bank Group could also help the Government to find the assistance required in key conceptual fields. 4.02 The poverty of the country and its limited development potential compound educational development problems. To alleviate these problems demand courageous innovations, particularly in the field of educational finance (cost recovery and cost reduction) and of non-formal education, training and upgrading. The main issue will be the balance to be estab- lished according to the country's needs and constraints, between formal and non-formal education, and between basic education for the overwhelming majority of the population and the specialized training of relatively few to ensure the adequate operation of the modern productive sector. - 25 - 4.03 The limited number of students required and affordable in post-primary education will result in a strong social pressure for admis- sion to the various levels of education (particularly junior secondary education), as primary education expands. This pressure and the issue of the control of the students' flow through the education system could be alleviated through (a) the establishment of primary, junior and senior secondary programs which, while not terminal, would prepare students for productive life in their environment upon completion of the course, rather than for the next higher level of academic education; (b) a new system of admission tests at all levels geared to the functional objectives and requirements of the course applied for, and not based on traditional academic knowledge per se; and (c) the expansion of non-formal basic educa- tion for unschooled youths annd adults. 4.04 The preparation and implementation of a Bank-Group financed project, while the reform of the system is in process, would be highly beneficial to the country. A first Bank-Group financed manpower develop- ment project, for which US$6.0 million have been earmarked, is scheduled for FY85. The main responsibility for the possible project would be with EAPED. This project could include: (a) technical assistance for educa- tional planning and evaluation and project development (para. 3.05 .a); and (b) expansion and improvement of primary education (para. 3.05 b). A rough estimate of the cost of the above components (including contingencies) would be US$11.0 million. Therefore, it is recommended to seek co-financing sources, and to explore the possibility to increase Bank financing. - 26 - APPENDIX 1 DJIBOUTI EDUCATION AND TRAINING SECTOR MEMORANDUM EXTERNAL ASSISTANCE General 1. Bilateral and multilateral agencies provide Djibouti with sub- stantial assistance to the development of all socio-economic sectors (US$480 million equivalent during the 1978-1982 period). France remains the main source of aid through technical assistance, grants and direct budgetary aid. The overall assistance received from France from 1978 to 1982 amounted to over US$290 million equivalent, i.e. over 60% of total external assistance. French technical assistance mainly focuses on educa- tion, health and telecommunications. Saudi Arabia is the second largest donor,(1) particularly for school construction (para. 2 below). In 1979, it initiated a US$60 million assistance program including 16 projects which are still under implementation. Other grants are expected when the original credit is entirely spent. Other Arab assistance sources include the Arab Development Fund (ADF), the Arab League, Bahrain, Iraq, Kuwait, Libya, Morocco, Oman and the United Arab Emirates. Among other major donors, UNDP's program focuses on geothermal development, planning, social infrastructure and energy. The EEC is financing a masterplan for the development of the capital and the port, a health development plan, voca- tional training and upgrading (with particular regard to the Civil Serv- ice), fellowships abroad and the development of water, geothermal and agricultural resources. USAID carries out agricultural studies and assists with technical education, fishery programs and preventive medicine and health centers (together with Canada and Lybia). Education and Training 2. Foreign aid for the development of the education system is substantial: (a) France has financed the construction of the Primary Teacher Training Institute (US$1.5 million) and a Junior Secondary School (US$1.0 million), and provides primary and secondary teachers, educational and technical advisors, and administrative staff. Of the total amount of French financial assistance (para. 1 above) over 50% goes to education and training (300 out of 550 technical and advisory staff). (b) Saudi Arabia and the United Arab Emirates have financed 93 primary classrooms (US$3.4 million and 0.7 million, respectively), one new junior secondary school and the extension of three other secondary schools (US$3.0 million and 0.2 million, respectively). The total education program to be financed by 1. US$80 million equivalent during the 1978-1982 period, i.e. 17% of total external assistance - 27 - Saudi Arabia under the 1979 grant (para. 1 above) amounts to about US$14 million equivalent. (c) The Arab League has financed the services of primary and secondary teachers and inspectors; (d) fellowships abroad have been provided by France, the Federal Republic of Germany, Canada, Tunisia, Morocco and the EEC; and (e) UNICEF has been actively involved in literacy, non-formal vocational training, primary health care and hygiene, and related training. It has been agreed with the Arab Labor Organization (ALO) that it would finance the equipment and technical assistance, includ- ing instructor training, for a vocational training center outsite the Capi- tal area, and the African Development Fund (AfDF) plans to finance a new Technical Secondary School. USAID has financed the construction and equip- ping of a commercial training section of 120 student places for the Voca- tional Training Center in the Capital area (para. 2.07). It has also provided the services of vocational training specialists, training fellow- ships abroad and a contribution to the payment of local staff's salaries. -28- APPENDIX 2 DJIBOUTI EDUCATION AND TRAINING SECTOR MEMORANDUM EDUCATION AND TRAINING EXPENDITURES Recurrent Expenditures 1. Recurrent expenditures on education in Djibouti have two main sources of financing: (a) Government budgetary allocations and (b) external assistance, through the provision of teachers, educational materials and food. Even government recurrent budgetary resources contain an element of external grant aid. Public education is free and private education which represents only about 9% of overall enrollments is heavily subsidized (about 8% of Government recurrent expenditures on education constitute subsidies to private education).1/ Regarding investment expenditures on education, the bulk of their financing originates in external resources provided by multi- and bilateral agencies. The Government's participation in the investment effort has usually consisted of limited expansions (including teachers' housing) or improvements to structures otherwise externally financed. 2. Between 1979 and 1982 2/ Government recurrent expenditures in education grew at an average of 3.4% per year in real terms, i.e. substantially slower than enrollments which increased by over 10% p.a. during the period. This was made possible, despite a relative decline in expatriate staff (paid by donors), by holding nominal wage rates constant and moderately increasing student:teacher ratios. These recurrent expenditures accounted on average for about 12% of the Government's recurrent budget and 3% of GNP. In the 1983 and 1984 budgets percentages similar to preceding years have been allocated to the sector. 3. The above figures greatly understate the importance assigned by the Government to the education sector inasmuch as they exclude the bulk of the expenditures related to technical assistance and financed by donors, while over 50% of expatriate aid personnel is attached to education (in 1982, of about 700 expatriate aid personnel in the public sector, 380 were teachers). Although it is not possible to estimate the expenditures incurred by donors in the provision of aid personnel, if these staff were paid by the Government according to the local salary scale, the education budget would have had to be increased by 20 to 25%, which would have been far beyond the Government's financial capacity. 4. Within the education budget and as it is shown in the table below, significant changes have taken place in the distribution of resources by budgetary item, with the MNE and other ministries increasing their shares in the total, mainly at the expense of subsidies. This reflects the Government's priority goal for the expansion of public general 1/ Aided private education enrolls 2,510 students in 1983/84 out of a total of 28,236 in primary and secondary education. Private primary enrollments have not increased over the years. Private secondary enrollments have increased but remain small in absolute numbers. 2/ Last year for which data on actual expenditures are available. -29- education, which is the responsibility of the MNE, and adult vocational training provided by the Centre de Formation Professionnelle des Adultes (CFPA), under the authority of the Ministry of Labor, the main component of educational activities under other ministries. Government Recurrent Expenditures on Education Selected Years - Percentage 1980 1982 1984 (budget) Ministry of Education 50.3 58.5 59.6 Pension Funds and Allowances for MNE staff 16.5 15.8 13.7 Subsidies 27.2 19.4 20.0 Private Education (11.9) (9.3) (7.3) Scholarships (14.9) (8.2) (11.4) Other (0.4) (1.9) (1.3) Other Ministries 6.0 6.3 6.7 TOTAL 100.0 100.0 100.0 If contributions to pension funds and allowances related to its staff are added to the budget of the MNE, the expenditures attributable to the Ministry's activities would represent about three-fourths of total Government expenditures on education. 5. Within the budget of the MNE, the table below also shows that the share of secondary education has increased very rapidly mainly at the expense of primary education. While enrollments in secondary education have increased only slightly faster than those in primary education, the increase in the number of teachers fully paid by the Government has been substantially more rapid than at the primary level - in school year 1983/84, the number of Government-paid teachers at the secondary level was 3.5 times the number in school year 1979/80, while at the primary level it was only 95% higher. Ministry of Education Recurrent Expenditures Selected Years - Percentage 1980 1982 1984 (budget) Administration 1.4 1.2 1.0 Primary Education 76.0 71.3 70.2 Secondary Education 18.3 21.7 25.2 Youth and Sports 4.3 3.8 3.6 TOTAL MNE 100.0 100.0 100.0 -30- 6. Notwithstanding the fact that the salary (excluding housing allowances) of over a quarter of primary teachers is borne by external donors (France and the Arab League), the unit cost to the Government per primary student, estimated at about US $ 320 equivalent for 1983/84, is high as compared with that in other Eastern African countries.3/ At the secondary level (including technical education) where the salary of only about 26% of the teachers is paid by the Government, the unit cost estimated at US $ 630 is within the range for Eastern African countries.4/ 7. The high unit cost for primary education can be attributed to high salary levels prevailing in the country. In a country where virtually all consumer goods are imported, the cost of living is closer to that of the neighboring Arab world than to that of African countries. Furthermore, the shortage of educated manpower makes even the less qualified teachers part of the small privileged group who have had access to secondary education. Also the number of expatriate teachers in the system, who are paid salaries within European scales, tends to raise the level of local salaries. However, in a comparison with salaries in the Yemen Arab Republic, which has similar per capita income and other common socio-political characteristics, teachers' salaries in Djibouti are substantially lower. For example, the salary of a Yemeni primary teacher with minimal qualifications in his first year of service would be about US $ 8,000 equivalent while the corresponding salary for a Djiboutian teacher would be only about US $ 5,500 equivalent. 8. The Government is aware that if real costs of education are not constrained, its enrollment targets cannot be met. A number of measures conducive to this containment are being considered as follows: (a) to continue to hold nominal wage rates constant, which Djiboutian teachers may accept more readily in view of the 30% to 40% purchasing power loss experienced in the past three years by their French colleagues working in Djibouti, due to exchange rate fluctuations; (b) to increase the average student:teacher ratio progressively from the present 40:1 5/ to 45:1; (c) to eliminate or at least limit cash scholarships provided to secondary students, which account on average for about US $ 160 equivalent of the cost per student at this level (para. 2.06); (d) to request parents, financial contribution for the provision of textbooks and other school materials; and (e) to obtain community participation for the maintenance of schools. 3/ They range from US$ 6 in Uganda to US$ 157 in Botswana. 4/ The range goes from US$ 41 in Uganda to US$ 1,075 in Zimbabwe. 5/ Average of 43:1 in Djibouti-City and 35:1 in the interior districts. -31- Capital Expenditures 9. Since independence Djibouti has made a substantial investment effort in school construction estimated at about US$ 17 million in the period 1977 through 1983. As shown in the table below over one-half of these expenditures were made in support of primary education, slightly over one-fourth in support of secondary education including the LEP, and 15% in support of adult vocational training. Over two-thirds of these expenditures were financed from external resources. Investment Expenditures in Education, 1977-1983 (in million FD) Level of Education Source of Finance National United Arab Saudi France USA TOTAL % Budget Emirates Arabia Primary 782.0 118.1 589.0 1,489.1 49.0 Teacher Training 258.0 258.0 8.5 Secondary 121.0 34.2 511.0 165.4 831.6 27.4 (incl. LEP) Adult Education 460.0 460.0 15.1 (CFPA) TOTAL 903.0 152.3 1,100.0 423.4 460.0 3,038.7 100.0 US $ Million 5.1 0.9 6.2 2.4 2.6 17.2 Although the above figures indicate a strong financial effort for the country, because of the high cost of construction (para. 5.02), they represent a relatively limited contribution in physical terms as compared with the most urgent educational needs. 10. New investment projects for which external financing has tentatively been identified include the proposed project, three primary schools expected to be financed with assistance from Saudi Arabia, a Junior Secondary School assisted by Kuwait and a new LEP assisted by the AfDF. Because of constraints in the recurrent budget, the enrollment increases that these projects would entail are the utmost expansion in the formal education system that could take place until the beginning of the next decade. u DJIBOUTI EXAMINATIONS/EXAMENS 1978/1983 1978 1979 1980 1981 1982 1983 EXAMINATIONS/ YEAR TESTED PASSED EXAMEN ANNEE PRESENTS. ADMIS. P. A. P. A. P. A. P. A. P. A. 6ame1/ 1,464 725 1,708 895 1,886 970 1,974 1,015 2,492 1,070 3,346 1,093 Primary School Certificate/C.E.P. 800 197 981 211 1,118 192 1,108 291 1,522 280 1,809 527 L.E.P.2/ 736 158 1,024 211 1,140 208 1,222 162 1,513 170 1,889 189 C.E.F.E.N.3/ 13 9 12 12 18 17 - - - - - - C.F.E.N. / 10 10 14 13 18 18 24 21 37 31 40 35 B.E.5/ 42 15 43 15 37 13 - - - - - - Junior Secondary School Certificate 217 166 208 163 302 203 449 259 521 295 648 327 B.E.P.C. Semi Skilled Worker Certificate 37 25 - - 70 47 48 23 74 47 54 30 a CFP Skilled Worker Certificate (Business) 30 7 45 16 51 17 52 10 79 31 70 22 C.A.P. Commerciaux Skilled Worker Certificate (Industrial) 60 39 84 55 99 58 81 29 80 36 81 40 C.A.P. Iniustriels Senior Secondary School Diploma Baccalaur6at General/ABCD 27 16 32 24 58 18 76 30 68 27 49 29 Technical (Business Management)/G1 6 3 5 3 12 2 16 5 14 5 15 9 Middle Level Technician Certificate Secretarial Skills 2 2 - - 4 3 8 4 4 3 14 5 B.E.P. St6no-Dactylo Administration B.E.P. Agent Administration 32 P - Pr&sent&s A - Admis 1/ Entrance examination for admission to general secondary education 2/ Entrance examination for admission to technical secondary education 3/ Former primary school teacher certificate 4/ Primary school teacher certificate 5/ Former junior secondary school certificate 6/ Business management - 33 - DJIBOUTI TABLE 2 FORMAL EDUCATION SYSTEM DEVELOPMENT EXPANSION DU SYSTEME EDUCATIF FORMEL 1978/79-1983/84 YEARS/ANEES LEVEL/NIVEAU 1978/79 1979/80 1980/81 1981/82 1982/83 1983/84 I. PRIMARY/PRIMAIRE 1. Public a) Schools/Ecoles 37 37 40 42 43 47 b) Classes 315 317 350 419 444 451 c) Teachers/Mattres 1/ 341 361 375 459 467 503 d) Enrollments/Effectif 13,021 13,742 15,322 17,355 18,930 20,065 2. Private/Priv6 a) Schools/Ecoles 5 5 5 5 5 5 b) Classes 42 43 44 44 44 45 c) Teachers/Mattres 42 43 44 44 44 44 d) Enrollments/Effectif 1,722 1,485 1,519 1,541 1,503 1,782 II. SECONDARY/SECONDAIRE 1. Public a) General (i) Schools/Ecoles 5 5 6 6 6 7 (ii) Classes n.a. n.a. 115 121 125 129 (iii) Teachers/Maltres n.a. 152 166 171 183 196 (iv) Enrollments/Effectif 2,551 2,954 3,626 3,859 4,187 4,520 b) Technical/Professionnel (1) Schools/Ecoles 1 1 1 1 1 1 (ii) Classes 43 43 46 47 47 46 (iii) Teachers/Mattres 56 68 68 66 68 71 (Iv) Enrollments/Effectif 843 927 948 981 976 1,003 c) Teacher Training/Normal (i) Schools/Ecoles 1 1 1 1 1 1 (ii) Classes 4 4 5 5 5 5 (iii) Teachers/Mattres 9 10 11 13 15 13 (iv) Enrollments/Effectif 62 66 65 90 89 80 2. Private/Priv4 a) General (i) Schools/Ecoles 2 2 2 2 2 2 (ii) Classes 6 6 7 7 8 8 (iii) Teachers/Mattres 10 10 13 20 17 17 (iv) Enrollments/Effectif 169 190 186 217 242 271 b) Vocational/Professionnel (i) Schools/Ecoles 5 5 5 5 6 8 (ii) Classes 20 20 20 20 21 24 (il1) Teachers/Mattres 24 27 30 31 32 33 (iv) Enrollments/Effectif 312 335 331 395 435 457 1/ Including non teaching headmasters and, as from 1981/82, teachers of Arabic. Y compris les directeurs d4charges et, a partir de 1981/82, les maitres d'Arabe. Source: Statistical Yearbooks/Annuaires Statisticues. -34-M』Lと3 喝＿…・・サ戸 35 TABLE 4 DJIBOUTI PUBLIC PRIMARY EDUCATION DEVELOPMENT (URBAN AND RURAL) EXPANSION DE L'ENSEIGNEMENT PRIMAIRE PUBIC (URBAIN ET RURAL) 1975L76-1983/84 G R A 0 9 S. / A 9 x 1 9 S 0 1 9 T U D I School- School I/C.I. I/ Z/C.P. 2/ 3/C.E.1 3/ 4/C.E.2 4/ 5/C.M.1 5/ 6/C.M.26/ TOTAL Year Location Annie Situation Enrollments Enrollments Enrollments Enrollment Enrollments Enrollments iEnrol. scolaire GAographique Classes Effeccifs Classes Effectifs Classes Effectifs Classes Effectifs Classes Effectifs Classes Effectifs Classes Effec. HINTERLAND 1975/7b DISTRICTS 16 443 19 590 12 392 il 370 ii 271 8 270 77 2.336 DJIBOUTI CIMVILLE 25 1,051 is 1,249 25 1,111 24 907 22 801 24 1102L 148 6,140 TOTAL 41 1,494 47 1,839 37 1,503 35 1,277 33 1,072 32 1,291 225 8,475 HINTERLAND DISTRIaS 21 639 Ib 518 is 539 Is 390 10 318 374 87 2,778 V 7b/77 DJIiWLM ID 1 092 6 1 7,42 ) CITY/VILLE 32 1,74U 29 1,337 28 1,246 26 1,077 23 928 23 1 1 'TOTAL 53 2,379 (15 1,a56 (13 1,755 41 1,467 33 1,246 33 1,46b 246 11),198 HINTERLAND DISTRICTS 13 521 19 558 12 438 15 511 13 357 12 365 34 2,790 1977/76 DJ11WUTI CITY/VILLE 57 2,754 42 2,168 29 1,388 28 11303 26 1,142 28 1,237 210 9,992 TOTAL 70 3,275 61 2,766 41 1,826 43 1,814 39 1,499 40 1,602 294 12,782 HINTERLAND DISTRICTS 14 568 15 529 16 514 16 430 17 420 14 392 92 2,853 1976/79 DJIBOUTI CITY/VILLE Z5 1,070 59 2,924 47 2,054 32 1,331 28 1,390 32 1,379 223 P0,168 TOTAL 39 1,638 74 3,453 63 2,568 48 1,781 45 11810 46 11771 313 13,02, HINTERLAND DISTKLcrs 6 698 18 531 14 540 is 403 9 414 is 474 9U 3,06U 1979/oU DJ160UTI CITY/11ILLE 34 1,678 V 1,119, 59 Z,837 1, 2 298 34 597 22, 110,682 1 44 975 9 ITUTAL 51) 2,37t. 45 1,8za 73 3,377 59 Z,378 38 1,712 52 Z,071 317 13,742 HINTFRLAND JISTRICTS 31 I,L43 19 741 19 616 15 607 20 518 11 526 115 4,151 CITY/VILLE 47 2, 2t)d 33 1,382 26 1,248 56 2,616 40 1,816 33 1,641 135 11,171 MAL 78 3,411 52 Z,323 45 1,864 71 3,Z23 60 2,334 44 2,167 35() 15,322 91.1TEALAND D ISTRL as 24 1,268 35 645 Z2 589 20 590 21 642 151 114,699 1981/82 DJIBUUTI CITY/VILLE 56 2,786 2497 2,922135 33 1, 548 28 1,369 56 2,571 48 2,159 268 2,656 TGTAL so 4,054 76 3,138 68 2,243 50 1,958 76 3,161 69 2.801 19 jt7,355 AIITI(I as 36 1,360 32 1,093 27 BID 23 673 21 558 23 724 162 5,218 1982/83 DJIBOUTI I CITIJVILLE 54 2,682 55 2,731 46 2,118 33 1.536 30 1,487 64 3, 1 58 282 13,712 TOTAL 90 042 87 3,624 73 2,928 56 2,209 51 2,045 87 3,882 444 18,930 HINTERLAND DISTRICTS 31 1,257 31 1,194 27 1,002 23 797 18 599 21 808 151 5,657 1983184 DJIBOUTI CITY/VILLE 52 2,495 56 2,691 54 2,715 43 2,100 35 1,521 60 2,886 300 14,408 at 3,717 66 2,897 53 2,120 31 3,694 451 120,065 TOTAL 33 3,752 37 3,885 -F I/ Classe d'Initiation T/ Classe Pr6paracoire fl Cours F.16.e.t.ire igre annie - / Cours E16mentaire 2 me annie fl r..r. lwy- la- ...Ae 3/ Cours Moyen 2ame annie DJI00TI PRIVATE PRIMARY EDUCATION (CATHOLIC) ENSEIGNEMENT PRIMAIRE PRIV. (CATHOLIQUE) (1983/d4) TEACHERS G R A D E 1 A N N E E S D' E T U D E ENSEIGNANTS Girls Stud.; 1/C.i. 1/ 2/C.P. 2/ 3/C.E.1 3/ 4/C.E.2 4/ 5/C.N.1 5/ 6/C.M.2 6/ TOTAL as % Teacher .. Ratio ScGools 8. G. . G. BG. X. . G. ä. G. 8. G. B. G. % de Nombre Elåves ECOLES~ Garçons Filles TOTAL G. F. TOTAL G. F. TOTAL G. F. TOTAL G. F. TOTAL G. F. TOTAL G. F. TOTAL Filles Nombre :Mattre DJIbuITI CITY/VILLE 1. Nativité 104 121 225 38 94 132 20 84 104 21 83 104 25 b1 106 25 70 95 233 533 766 70% 2. Ch. de oucaula 41 - 41 a1 - 81 74 - 74 66 - 66 64 - 64 56 - 56 382 - 382 0% 3. La Salle 33 - 33 42 - 42 38 - 3 39 - 39 42 - 42 35 - 35 229 - 229 0% 4. Foyer Social - 41 41 - 35 35 - 37 37 - 30 30 - 28 25 - 28 28 - 199 199 1004 SUb-TOTAL 178 102 340 161 129 290 132 121 253 126 113 239 131 109 240 116 98 214 844 732 1,576 46% IINTERLAND DISTKILTS 5. rlission St Louis 25 17 42 23 19 42 17 15 32 20 8 28 23 9 32 21 9 30 129 77 206 37% ALI SABI b. TOTAL 203 179 3ö2 184 148 332 149 136 285 146 121 267 154 118 272 137 107 244 973 809 1.782 45% 44 41:1 Girls as Å 1 d. Villes 472 442 48 45% 43% 44% 45% NoLes: 1/ Classe d'lnitiation 2/ Cours Préparatoire 3/ Cours Elémentatre lårecAnnée L 4/ Cours Eléentaire 2ème Année / Cours boyen lare Année b/ Cours loyen 2tme Année DJIBOUTI PRIVATE PRIMARY EDUCATION DEVELOPMENT EVOLUTION DE L'ENSEIGNEMENT PRIMAIRE PRIVE 1979/1980-1983/84 School-Year G R A D E S / A E E S D ' E T U D E Année Scolaire 1/C.I.1/ 2/C.P.2/ 3/C.E.13/ 4/C.E.2.4/ 5/C.M.15/ 6/C.M.2.6/ 1 .485 1979/80 165 329 240 248 264 239 , Boys/Garçons _Girls/Filles 900 585 1.519 1980/81 186 317 284 238 251 243 Boys/Garçons IGirls/Filles 819 700 1.541 1981/82 158 325 293 250 266 249 Boys/Garçons Girls/Filles 824 717 1.503 1982/83 153 316 268 274 247 245 Boys/Garçons Girls/Filles 816 687 1.782 1983/84 382 332 285 267 272 244 Boys/Garçons Girls/Filles 973 809 1/ Classe d'Initiation 2/ Classe Préparatoire 3/ Cours Elémentaire 1ère Année 4/ Cours Elnémentaire 2ème Année 5/ Cours Moyen lère Année 6/ Cours Moyen 2ème Année PURLIC SECONDJ EDUCATION ENSEIGNEMENT SECONDAIRE PUBLIC G A E S / AUNE 8 DETUDE TE u RS ENSE SONANTS__ 7/68oo e/58me 9/46.e 10/38a 11/2ne 12/19re 13/Terminale TOTAL GI.. Teaher -. B. G. B. G. B. G. B. G. Grand d uber .. ECULES Clsses -on ¯T. Fl o a T. Gi.. Total Cl.. G. F. Tota Cl.. Total Cl.. G. F. Total Cl.. G. ¯ . Total Cl- G. F. Total Cl.. G. F. Total Flille- k - Prof..u 1. GENERAL CES Bo-ulo 12 205 211 496 12 299 191 490 9 215 130 345 9 204 139 343 - - -- -- - - - 42 1,003 671 1.674 40Z 57 29:1 CES Ambouz1 12 317 126 445 13 317 121 438 9 195 s8 253 8 186 46 232 -- - - - - - -- - -42 1,015 353 1,368 26% 61 22b1 CES Ali-Sableh 2 62 14 76 2 61 19 80 2 49 16 65 2 46 12 58 - - -- ---- - - - - - - 8 218 61 279 22% 12 23:1 CES Tadjourb 2 64 6 70 2 53 7 60 2 60 7 67 2 36 12 48 - - - - - - - --- - - - -8 213 32 245 13% 12 20:1 CES Diki11 2 53 7 60 2 42 12 54 2 42 6 48 2 34 2 36 - - -..- - - - -- - - -8 171 27 198 14% 11 18;1 LYCEE - - -- - -- - -- - - -- - - -- - -- - 6 163 48 211 6 81 42 123 5 54 35 - 17 298 125 423 30% 30 14:1 sut-Total 30 781 366 1,147 31 722 350 1,122 24 561 217 778 23 506 211 717 6 163 48 211 6 a1 42 123 5 34 35 89 125 2.918 1.249 4.187 30 183 23:1 lolohp - - - - - - - - 17 - 17 0% - TOTAL 1 30 781 366 1,147 31 772 350 1,122 24 561 217 278 23 515 211 726 6 170 48 218 6 al 42 123 5 55 35 90 125 2,935 1.269 4.204 30x 183 n.o. 2.TECHNICAL/ PROFESSIONNEI. LEP 5 116 64 180 5 127 59 186 11 150 62 212 Il 116 64 180 11 98 32 130 2 5 37 42 2 41 5 46 47 653 323 976 33% 68 14:1 Fell1w.hip./ - - l-- - - - -13 - 13 - 8 - 8 - - - - -- - 10 - 10 - 22 - 22 - 53 - 53 0% - - _ou -e -- - ..----- - - TOTAL 2 5 1:6 64 180 5 127 59 186 i 163 62 225 i 124 64 186 1 98 32 130 2 15 37 52 2 63 5 68 47 706 323 1029 31% 68 n. 3.P61MARY TEACHER TRAINING ECOLE MALEÆ - - -... --- - - -- - - - --- -·· 3 34 13 47 2 21 21 42 - - - - 5 55 34 89 38% 15 6:1 GRAND TOTAL 35 897 430 1,327 36 899 48 1,308 35 724 279 1,003 34 639 275 914 20 302 93 195 10 117 J0D 217 7 118 40 158 i77 3,696 1,626 5,322 302 266 20;1 Cirl 2a 4 Sderi 1lieso 322 31% 202 30! 24%24 462 25Z 302 30% DJIBOUTI 1/ SECONDARY EDUCATION DEVELOPMENT EXPANSION DE L'ENSEIGNEMENT SECONDAIRE 1976/77-1982/83 P l 3 L 1 C F a I A À T E /P R 1 V E 3/ GRAND TOTAL Sub- GENERAL SCIOOLS Rural Junior Lycée Total Senior Teacher Total ECOLES Second. Scloola CES CES Junior Lycée Junior Lycée Training Technical Total General General Technica14/ YEAR CES Ruraux 2/ oulaos Ambouli ler Cycle (4)+(7) 1er Cycle 2ème Cycle Total Normal LEP Public Junior Vocational Total 6 Vocational ANNEE (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) 1er Cycle Professionnel Private Normal Îrofessionnel Total 1976/77 172 690 - 380 574 1,242 194 1,436 34 655 2,125 201 n.a. n.a. 1,671 n.a. n.a. 1977/78 304 868 - 589 859 1,761 270 2,031 51 650 2,732 209 n.a. n.a. 2,291 n.a. n.a. 1978/79 336 1,063 - 788 1,129 2,187 341 2,528 62 843 3,433 169 3l25/ 481 2,759 1,155 3,914 1979/80 465 1,658 - 432 831 2,555 399 2,954 66 927 3,947 190 3355/ 525 3,210 1,262 4,472 1980/81 596 1,397 1,183 - 450 3,176 450 3,626 65 948 4,639 186 331 517 3,877 1,279 5,156 1981/82 690 1,475 1,282 - 412 3,447 412 3,859 90 981 4,930 217 395 612 4,166 1,376 5,542 1982/83 722 1,674 1,368 - 423 3,764 423 4,187 89 976 5,252 242 435 677 4,518 1,411 5,929 1/ Excluding scholarships abroad/Non compris les boursiers a l'étranger 2/ Junior Ceneral Secondary Schuols/Collèges d'Enseignement Secondaire (CES) at Ali Sableh, Tadjourah and MkihIl 3/ Catholic/Catholique 4/ Excluding enrollments ln the public Vocational Training Center for Adults and non-formal training centers (1982/83: 237 and 1,020, respectively) Non compris les effectifs du CFPA public et des centres de formation non-formelle (e.g. ANJ) où 237 et 1.020 élèves sont Inscrits respectivement en 1982/83 5/ Including 35 In Commercial classes - Y compris 35 élèves en Section Commerce DJIBOUTI PRIVATE SECONDARY EDUCATION (CATHOLIC) ENSEIGNEMENT SECONDAIRE PRIVE (CATHOLIQUE) 1982/1983 C R A D E S A N N E E S D ' E T U DE Teachers/Professeurs 7/6ème 8/5ème 9/4ème 10/3ème 11/2nde Girls TOTAL ___ - -- - as x Students: SCHOOLS Boys Girls Total B. G. Total B. G. Total B. G. Total B. G. Total % de B. G. Number Teacher Ratio ECOLES C. F G. F. .F G F. Filles G. F. Total Nombre Elèves:Prof. 1. GENERAL (1) Nativité - 45 45 - 36 36 - 31 31 2 16 18 - - 99% 2 128 130 (il) Ch.de Foucauld 39 - 39 34 - 34 22 - 22 17 - 17 - - - 0% 112 - 112 Total 1. 39 45 84 34 36 70 22 31 53 19 16 35 - - - 53% 114 128 242 17 14:1 2. VOCATIONAL lare année 1/ 2ème année 3ème année 4ème année Sème année (i) Foyer Social - 75 75 - 25 25 - 25 25 - 19 19 - 18 18 100% - 162 162 BOULAOS (11) Foyer Social 74 74 - 32 32 - 18 18 - 5 5 - 5 5 100% - 134 134 ALI SABIEH (iii) Foyer Social - 37 37 - il 11 - 12 12 - - - - - - 100% - 60 60 TADJOURAH Q (iv) Foyer Social - 31 31 - 10 10 - 9 9 - - - - - - 100% - 50 50 ARTA (v) Foyer Social - 12 12 - 6 6 - 7 7 - - - - - - 100% - 25 25 OBOCK (vi) Mission 4 - 4 - - - - - - 0% 4 - 4 ALI SABIEU . . TOTAL 2 4 229 233 - 84 84 - 71 71 - 24 24 - 23 23 99% 4 431 435 32 2/ 14:1 GRAND TOTAL 43 274 317 34 120 154 22 102 124 19 40 59 - 23 3 83% 118 559 677 49 14:1 1/ Distribution Grade 7 Students/Répartition des Elèves de 1ère Année Professionnelle Literacy • Vocational Alphabétisation Professionnel Total Boulaos 31 44 75 Ali Sableh 30 44 74 Tadjourah 22 15 37 Arta 20 il 31 Oboek 12 12 All Sabjeh (Mission) - 4 4 2/ Foyers Sociaux 31 Mission Ali Sableh 1 Total - 41 - TABLE 10 DJIBOUTI GOVERMENT RECURRENT EXPENDITU(ES EDUCATION AND TRAINING 1979 - 1984 (in million FD) Budgetary Item 1979 1980 1981 1982 19831/ 1964 1/ I. Ministry of Education Administration 8.1 10.4 13.3 12.9 15.1 14.4 Primary Education 486.6 572.6 6b4.0 776.9 1,009.2 1,021.8 Secondary Education 140.1 138.4 208.6 236.9 362.2 367.4 Youth and Sports 28.8 32.8 31.7 41.6 53.3 52.7 Sub-total MOE 663.7 754.4 917.6 1,089.1 1,439.8 1,456.3 II.Contribution to Pension Funds and Other Allowances for Personnel under MOE 317.5 248.1 260.3 295.0 323.0 335.0 III.Subsidies & Allowances Private Education 88.0 178.4 174.0 173.4 18.0 178.0 Scholarships and Student Grants 252.0 223.1 208.3 151.9 280.0 z80.0 C.R.I.L. - - - 12.0 12.0 12.0 National Youth Association (ANJ) 6.0 6.0 18.0 23.0 20.0 20.0 Sub-total/Ill 346.0 407.5 400.3 360.3 500.0 490.0 IV.Ministry of Labor 79.7 85.2 89.9 107.0 146.3 150.6 kCFPA) V. Other Ministries2/ 3.8 4.2 5.7 9.4 12.1 14.1 VI.Grand Total 1,410.7 1,499.9 1,673.8 1,860.8 2,421.2 2,446.0 Memorandum Item Gov't Recurrent Exp. on Education/ Gov't Total Recurrent Exp. 13.1% 12.5% 12.0% 9.7% 11.9% 11.9% 1/ Budget. 2/ Ministries of Public Service, Justice and Health. Source: Ministry of Finance - 42 TABLE 11 IlBOUTI FELLOWSHIPS ABROAD BOURSES A LETRANGER 1982/83 TUNISIA ALGERIA F.R.GERMANY SUDAN ETHIOPIA MOROCCO LEBANON IVORY COAST CANADA LEVEL/NIVEAU COUNTRIES/PAYS FRANCE TUNISIE ALGERIE RFA SOUDAN ETHIOPIE MAROC LIBAN COTE 0'IVOIRE SENEGALJ (QUEBEC) TOTAL I. SECONDARYiSECONDAIRE GENERAL Gr.de 0O/Trolaiae 1/ 9 9 Grade 1l/Secotde 2 5 7 Grade 13/Terminale D (Math@ & Biology) 1 L TECHNICAL Grade 13/Terminale Z (Matha 4 Technology 1 1 F1 (Mechanics) 3 3 F2 (Electronics) 1 1 F3 (Electrical Engineering) 1 1 G2 (Management) 7 VOCATIONAL TRAINING/PROFESSIONNEL Electrical EngineerIng/ElectricicS 6 1 1 8 Turning/Tourmeur 2 1 3 Milling/Fraisuer 3 1 1 5 Metalwork/NeEallier 2 1 1 oodwork/Menuniser 4 2 1 7 Masonry/Maqon 2 1 1 4 Automotkiv/Mdcanique Auto 2 1 1 4 Plumbing/Plobier 1 1 2 Telecom/Tranalissions 3 3 TOTAL I 13 21 12 7 2 15 - - 70 II. HIGRER/SUPERIEUR MEDICINE/MEDICINE 7 1 8 DENTAL SURGERY/DENTAIRE I PHARMACY/PHARRACEE 7 7 GEOLOGY/GEOLOIE 4 4 PHYSICS & CHREMISTRY/PRYSIQUE-CHIMIE 10 1 11 NATURAL SCIENCES/SCIENCES NATURELLES 11 1 12 MATHEMATICS/MATHEMATIQUES 20 1 21 ARCHITECTRE 1 1 CIVIL ENGINEERING/ECOLE T.P.E/IUT 2 2 INDUSTRIAL DRAWING/BUREAU D'ETUDES 1 1 OVERSEAS ENGINEERING/I.S.T.O.M. 1 1 NECHANICAL ENGINEERING/IUT MECANIQUE 1 1 ACCOUNTANCY/COMPTABILITE IUT 2 2 MANAGEMENT/GESTION ENTREPRISE MCT 4 PUBLIC ADMINISTRATION/ADM. PUBLIQUE 1 1 SECRETARIAL SKILLS/SECRETARIATIJUT 2 2 BUSIIIESS/E7UDES COMMERCEALES 2 2 ECONOMICS/SCIENCES ECONOMIQUES 26 26 LAW/DROIT 26 26 ARTS/LETTRES 10 10 ENGLISH/ANCLAIS 5 2 7 PSYCHOLOGY'PSYCHOLOGrE 2 2 SOC' LOOGY/SOCIOLOGIE I SOCIAL STUDIES/ETUDES SOCIALES I 1 ISTCORY & GEOGRAPHY 9 9 SECONDARY TEACHER TRAINING/ENS 1 PHYSICAL EDUCATION & SPORTS 2 L6 2 20 TOTAL 1 155 1 - - - - 3 6 16 2 1 184 7OTAL 168 2 12 7 2 15 3 6 16 2 1 254 1/ Islaic studies * 〕！一＿ 一仁勺－ r蕊痲方 DJIBOUTI STRUCTURE OF THE EDUCATION AND TRAINING SYSTEM STRUCTURE DU SYSTEME D'EDUCATION ET DE FORMATION NON-FORMAI VOCATIONAL TRAINING/ FORMATION PROFESSIONNELLE NON-FORMELLE (e.g. ANJ) 1 2 3 PRIMARY TEACHER TRAINING/ HIGHER TECHNICIAN TRAINING (ABROAD)/ ECOUE NORMALE FORMATION DES TECHNICIENS SUPERIEUPS (A L'ETRANGER) 1 2 1 2 3 JUNIOR GENERAL SECONDARY/ SENIOR GENERAL SECONDARY/ PRIMARY/ ENSEIGNEMENT SECONDAIRE ENSEIGNEMENI SECONDAIRE HIGHER EDUCATION (ABROAD)/ ENSEIGNEMENT PRIMAIRE PREMIER CYCIE (CES) SECOND CYCLE (LYCEE) ENSEIGNEMENI SUPERIEUR (A L'ElRANGER) I H 1, 4 5 6 1111:! , 1 1 2 3 4 6 6 1 2 3 4 5 6 TECHNICAL SECONDARY EDUCATION/ ENSFIGNEMENT PROFESSIONNEL SECONDAIRE (LEP) MIDDLE LEVEL TECHNICIAN TRAINING (DEP) SKILLED V40RKEQ TRAINING (CAP) 1 3 4 0 Examinatlon/Examen NON-FORMAL VOCATIONAL TRAINING ADULTS X Entrance Examination/Concours d'Entro6 CFPA 0 Selection 2 AGE 6-7-8 -9-10-11- 12-13-14-15- 16-17-18- 19-20-21-22-23-24 C-) World Bank-25258 드쁘즈드으 눔1·―긔「