Document of The World Bank FOR OFFICIAL IUSE ONLY Report No. 8969 PROJECT COMPLETION REPORT CHAD THIRD EDUCATION PROJECT (CREDIT 811-CD) AUGUST 20, 1990 Unesco Education Financing Division Paris, July 1989 This document has a restricted distibution and may be used by recipients only in the performance of their offcial duties. Its contents may not otherwise be disclosed without World Bank authorization. LIST OF ABBREVIATIONS APE Associations de parents d'6dlves (Parents' Associations) BET Bureau des Etudes et des Textes (Studies and Textbooks Office) CEG College d'Enseignement General (General Secondary School) CNT Commission Nationale Tchadienne pour l'Unesco (Chadian National Commission for Unesco - CNT/Unesco) COFORPA Cooperation Technique Rdgionale pour la Formation et la Recherche en Planification et Administration de 1'Education (Regional Technical Cooperation for Training and Research on Educational Planning and Administration) CRFC Centre Regional de Formation Continue (Regional Center for In- Service Training) DAAFM Direction.des Affaires Administratives, Financieres et du Iatdriel (Directorate for Administrative and Financial Affairs and Equipment) DEE Direction de l'Enseignement Eldmentaire (Directorate for Primary Education) DES Direction de l'Enseignement Secondaire (Directorate for Seeondary Education) DETP Direction de l'Enseignement Technique et Professionnel (Directorate for Technical and Vocational Education) DG/MEN Direction Gdndrale de l'Education Nationale (Directorate General for National Education) DNPE Direction Nationale des Projets d'Education (National Directorate for Education Projects) - new name for project unit adopted in October 1987 DPE Direc:ion des Projets d'Education (Directorate for Education Projects) - name of project unit prior to October 1987 EDF European Development Fund ENI Ecole Normale d'Instituteurs (Primary Teacher Training School) ENS Ecole Normale Supdrieure (Secondary Teacher Training S-hool) FAC Fonds d'Aide et de Coopdration (French bilateral assistance agency) FRG Federal Republic of Germany IDA International Development Association IEE Inspection Principale de l'Enseignement Elementaire (Regional Primary Education Inspectorate) ILO International Labour Office INSE Institut National des Sciences de l'Education (National Institute of Educational Sciences) LTI Lycee Technique Industr'el (Industrial and Technical Secondary School), N'Djamdna MEN Ministere de l'Sducation Nationale (Ministry of National Education) TA Technical assistance Unesco United Nations Educational, Scientific and Cultural Organization FOR OFFICIAL USE ONY THE WORLD BANK Washington., D.C. 20433 US A. Olk o Oiu,ctwGouna August 20, 1990 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report on Chad Third Education Project (Credit 811-CD) Attached, for information, is a copy of a report entitled "Chad Third Education Project (Credit 811-CD)" prepared by UNESCO. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment This document has a restficted distribution and may be used by recipients only In the perfonrance of their ofcial duties. Its contents may not otherwise be disclosed without World Bank authoriation. FOR OMCIAL USE ONLY THIRD EDUCATION PROJECT (CREDIT 811-CDX PROJECT COMPLETION REPORT Table of Contents Pag-e No. Preface . . . . . . . . . . . . . . . . . . . . . . . . .i Evaluation Summary . . . . . . . . . . . . . . . . . . .ii PART ONE, 1. Project Identification . . . . . . . . . . . . 2. General Background . . . . . . . . . . . . . .1 3. Project Objectives and Description . . . . . . 2 4. Project Design and Organization . . . . . . . 3 5. Implementatiion of the Substitution Project 7 6. Project Results . . . . . . . . . . . . . . . 12 7. Durability of Project Results . . . . . . . . . 17 8. Overview of IDA Actions . . . . . . . . . . . 18 9. Overview of Borrower Actions . . . . . . . . . 20 10. Relationships under the Project . . . . . . . . 21 11. Consultant Services . . . . . . . . . . . 21 12. Project Documentation and Data . . . . . . . . 23 PART TWO Analysis Prepared by the Borrower . . . . . . 24 1. Design and Objective . . . . . . . . . . . . . 24 2. Implementation . . . . . . . . . . . . . . . . 25 3. Impact of Project on National Development . . 30 4. Lessons to be Drawn . . . . . . . . . . . . . 30 PART THREE 1. Project Timetable . . . . . . . . . . . . . . 31 2. Credit Disbursements . . . . . . . . . . . . . 31 3. Project Implementation . . . . . . . . . . . . 32 4. Project Costs and Financing . . . . . . . . . 33 5. Project Results . . . . . . . . . . . . . . . 38 6. Fulfillment of Conditions . . . . . . . . . . 39 7. Use of IDA Resources . . . . . . . . . . . . . 40 List of Annexes . . . . . . . . . . . . . . . . . . . . . 42 This document has a restricted distribution and may be used by rtecipients only in the performance of their official duties. Its contents may not otherwise be disclosed without Worild Bank authorization. i CHAD THIRD EDUCATION PROJECT (CREDIT 811-CD). PROJECT COMPLETION REPORT Preface 1. The Third Education Project for the Republic of Chad was financed by the International Development Association (IDA) under Credit Agreement No. 811-CD signed on October 3, 1978 in the amount of 8.3 million United States dollars, of which only $600,000 was actually disbursed in the form of an initial advance before the credit was canceled in 1979. A substitution credit agreement was signed on May 28, 1985 in the same amount of US$8.3 million, of which $7.86 million will have been disbursed by the closing date (including the $600,000 initial advance), and approximately $437,000 will be canceled. Project implementation was completed on December 31, 1988, and the credit accounts were closed on June 30, 1989, three years after the date originally set. 2. On the invitation of the Government of the Republic of Chad, and pursuant to the terms of the cooperation agreement concluded between Unesco and the World Bank, a Unesco project completion mission visited Chad from June 20 to July 2, 1989. The mission was made up of Messrs. Fran9ois Dugast (economist-architect, consultant and mission leader) and Jacques Duriau (educator, consultant). The mission members participated in working meetings with senior Chadian officials and visited the educational establishments covered by the project. Prior to the mission, Mr. Dugast had visited IDA's Washington headquarters for a preliminary study of the project files and for discussions with IDA officials responsible for the project. The present report has been prepared on the basis of information gathered, observations in the field, examination of documents and discussions with project partners. The second part of the report has been drafted by the Government in accordance with the new procedure for project completion reports. A preliminary version of this report has been discussed with the financing agency, and its comments have been taken into account in preparing the present report. However, the opinions expressed and conclusions reached in this report are based on the mission's own observations. They do not necessarily reflect the views of the Government or those of IDA or Unesco. 3. The mission wishes to express its thanks to members of the Government and the staff of IDA for their assistance in preparing the report, more particularly senior Chadian officials and the staff of the National Directorate for Education Projects. ii CHAD THIRD EDUCATION PROJECT (CREDIT 811-CD) PROJECT COMPLETION REPORT Evaluation Summary Proiect Objectives and Descrintion i. The Third Education Project, appraised by IDA in 1978, was designed to assist the Chadian Government in resolving some of the more pressing problems relating to primary education infrastructure and the curricula for technical secondary schools, and to lay the groundwork for the future development of the education sector. As a result of the disturbances that swept the country, the project had to be abandoned in February 1979, after having been signed in June 1978. A credit substitution agreement was signed in May 1985, on the basis of a project preparation document dated October 1984; this new agreement replaced the original agreement. As defined in the Credit Agreement, the substitution project consisted of the following: (a) Primary Education: (i) rehabilitation of primary teacher training schools (ENIs) in Sarh and Moundou; and (ii) distribution of educational materials to all primary schools. (b) Secondary Technical Education and Vocational Training: rehabilitation of the Lycee Technique Industriel (LTI) in N'Djamdna. (c) Management and Planning of Education: (i) strengthening of the Project Unit through the provision of auxiliary personnel (consultants), furniture, equipment and supplies; and (ii) strengthening of the Educational Statistics and Planning Unit of the Ministry of National Education (MEN) through the provision of equipment, consulting services and fellowships to support the development of, inter alia, primary education, teacher training and technical/vocational training. Imolementation and Results ii. Management of the project remaining generally unsatisfactory until the Direction Nationale des Projets d'Education (DNPE - National Directorate for Education Projects) was established in November 1987 and a new Director was appointed, whereupon the planned technical assistance began to be used. The shortcomings within the old Direction des Projets d'Education (DPE - Directorate for Education Projects) related in particular to poor bookkeeping. failure to observe bidding procedures, and the absence of coordination and consultation with project beneficiaries. Two years were lost as a result, and the project closing date had to be twice postponed. iii. All of the material elements making up the project components were completed. However, project implementation was not entirely satisfactory, as only three fourths of the textbooks purchased were distributed to three schools out of four; rehabilitation of the LTI was not based on the syllabus, which is only now under study; and the review of curricula and course content and the process of educational planning have not been carried out. The major discrepancies are to be found in five areas: (i) implementation schedule: the closing date had to be twice extended, first on October 13, 1986 from iii December 3, 1986 to December 31, 1987, and then again on December 30, 1987 to December 31, 1988; (ii) cost increases for certain project components; (iii) increase in IDA's share of primary teacher remuneration; (iv) establishment, under an April 1986 amendment to the Credit Agreement, of a special account for categories 2 (furniture, equipment and vehicles) and 5 (operating costs); and (v) withdrawal of anticipated Cerman bilateral assistance and its replacement by Italian aid. Primary education iv. The two ENIs were rehabilitated, equipped and furnished; their capacity was raised from 150 to 300 students, and instruction is now being provided under proper conditions. The educational materials distributed in the primary schools have been sufficient to provide, on average, one child in three with needed textbooks. Payment of a contribution toward teacher salaries has not only preserved human potential but also remotivated the teaching corps. Technical education v. Rehabilitation of the LTI and the equtipping of workshops has allowed 84 students to prepare for the "Baccalaureat Fl" and 39 students for the "CAP de techniciens" in a number of different subjects. While it is still difficult at this juncture to gauge the scope of the measures taken, the quality of the equipment suggests that the effect on education will be positive. Statistics/vlanning and institutional strengthening vi. Although it has not been possible to prepare a school map, measures taken under the project have ensbled statistical data to be collected regularly and published annually, thanks to a methodological seminar on data gathering. Long-Term Durability of Results vii. Continuity of the efforts undertaken is evidenced by the inclusion of further measures to readjust the education and vocational training system in the Fourth IDA Education Project. Durability of the benefits afforded by implementation of the physical components of the project is tied to the accountability of school heads and users for maintenance of the rehabilitated buildings, furniture, equipment and educational materials provided; after only a short period of use, there is already evidence of premature wear and tear that augurs badly for the future. Net Outcome of Proiect and Lessons to be Drawn viii. Despite their relatively limited impact on pedagogic aspects, reflecting inadequately prepared implementation, the physical aspects of the project lay the potential groundwork for future developments. The absence of any re-evaluation work within DPE and its rejection of technical assistance resulted in significant delays: the lessons to be drawn from this experience iv were in fact drawn. While IDA ought to have displayed greater firmness from the start of the substitution project, the Borrower for its part ought to have paid greater attention to IDA's recommendations. It would seem that the Fourth Sd';cation Project will represent a useful complement to the measures initiated under this Third Project. PART ONE 1. Proiect Idetification Name of project Third Education Project Credit Number 811-CD Country Chad Sector Education Subsector Primary education, teacher training, vocational training 2. General Background Development obiectives for the sector 2.01 The Third Education ?roject, for which a Credit Agreement was signed on June 5, 1978, was designed to: (i) help the Government improve the situation of primary education, more particularly in rural areas; and (ii) allow the establishment of a permanent School Buildings Unit, the introduction of new curricula and strengthening of the education administration system. 2.02 Following the events of 1979, not only did it become impossible to implement the program but the entire education sector was totally disrupted and thrown into confusion (destruction of buildings, looting of furniture and teaching materials, dispersal of students and teachers alike). As a result, the administration of education had to be reorganized in 1984, much of the school infrastructure had to be rebuilt and re-equipped, and tsaching activities had to be started up afresh in most educational establishments. In accordance with the recommendations submitted by the Government to the International Conference on Assistance to Chad convened in Geneva in November 1982, the priorities defined for the education sector were as follows: (i) repair or reconstruction of infrastructure; (ii) procurement of furniture for primary and secondary schools; (iii) provision of textbooks and school supplies for primary and secondary schools. The substitution project was accordingly presented as an emergency project, limited to getting primary education and technical training started again. Relationship between the grolect and the macroeconomic context 2.03 In l^;78 the Government faced a dilemma: on the one hand, rural development depended on bringing literacy to farmers and pastoralists (the rural population accounted for roughly 85 percent of the total population), and on the other hand, there were insufficient funds available to pay teachers, buy supplies, build schools and maintain the2. With a population of 4 million people spread over an area of 1.3 million km and a per capita GDP on the order of US$120 in 1978, disposable income was a mere $60 per head. Half of the population was concentrated in the southern section of the country, in just 10 percent of the national territory, and this was also where the two primary teacher training schools (ENIs) included in the project were 2 located. The lack of all kinds of technical training was a major impediment to national development. The country's already straightened financial circumstances had been made worse by the consequences of drought and efforts to maintain national security; as a result, the country was in no position to undertake the recovery efforts needed to remedy this situation. 2.04 When the substitution project was prepared in the aftermath of the events of 1979 and succeeding years, the country lay in ruins and economic activity had been reduced to zero. The project thus formed part of the vast program to rehabilitate all sectors of the Chadian economy. Many peorle had fled the country, more particularly those with technical skills or witA sufficient education to qualify them for, inter alia, the job of teacher; thus components relating to technical education and teacher training were selected for strengthening under the substitution project in order to partially make up for obvious gaps in Chad's educational and production systems. 3. Project Obiectives and Description Objectives and components of the original proiect 3.01 The original project had as its goal the repair of primary school buildings and facilities, with replacement of those buildings found to be inadequate, and construction of new facilities needed to consolidate existing primary schools. It also sought to strengthen the unit responsible for school construction, develop curricula for technical secondary schools and lay the groundwork for the future development of the education sector. The project was made up of the following components: (a) Primary education: (i) construction, equipment and furnishing of approximately 200 school buildings for use as classrooms, together with related-facilities, for approximately 60 rural primary schools; (ii) establishment and initial operation, within the minijsry responsible for civil works, of a permanent School Building Unit to undertake the construction of primary school facilities, including the training of site supervisors for this unit and the training of local contractors. (b) Preparation and introduction of courses of study at the Lvc6e Technigue Industriel (LTI) in N'Djam6na, made up as follows: (i) a revised curriculum to prepare students for university-level engineering studies, and (ii) a new program for the training of technicians. (c) Studies designed to identify and subsequently prepare future projects in the education and training area, on the following topics: (i) future development of primary education; (ii) financing of education and training activities and more effective use of resources available for this purpose; and (iii) personnel and personnel training requirements of the Civil Service, more particularly in the education sector. 3 (d) Provision of teaching staff, for an initial period of approximately three years, needed to operate the Agricultural Technician Training Center (CFTA) in Sarh scheduled to open in September 1979. (e) Support for the Project Office. Objectives and components of the substitution Rroiect 3.02 Based on the priorities defined at the international conference in Geneva, the substitution project was structured in the form of emergency assistance limited to resumption of primary education and technical training, through rehabilitation of infrastructure damaged or destroyed during the troubles and provision of needed educational materials, furniture and equipment, together with assistance for educational planning. 3.03 As redefined in the Credit Agreement, the substitution project consisted of the following: (a) Primary Education: (i) rehabilitation of primary teacher training schools (ENIs) in Sarh and Moundou; and (ii) distribution of educational materials to all primary schools. (b) Secondary Technical Education and Vocational Training: rehabilitation of the Lyc6e Technique Industriel (LTI) in N'Djamena. (c) Management and Planning of Education: (i) strengthening of the Project Unit through the provision of consultant services, furniture, equipment and supplies; and (ii) strengthening of the Educational Statistics and Planning Unit of the MInistry of National Education (MEN) through the provision of equipment, consulting services and fellowships to support the development of, inter alia, primary education, teacher training and technical/vocational training. 4. Proiect Design and Organization Conceptual framework 4.01 As far as one can determine, the original project was clearly designed and was extremely homogeneous in regard to the means to be employed to achieve its set objectives, but it produced practically no results because of the troubles that broke out shortly after the credit agreement had been signed. The substitution project, structured as emergency assistance in the aftermath of the troubles, represented action designed to deal with certain specific problem areas. These circumstances had a highly adverse effect on preparation of the project: given the pressing need to get the system working again, the time required to properly prepare the conceptual framework could not, it would seem, be spared. Yet the special conditions of a government struggling to get back on its feet ought to have called forth a greater sense of caution, particularly in order to better apprise the parties to the project of its scope and extent. 4 Innovative measures 4.02 The studies and resources scheduled under the original project were designed to introduce certain innovations in the education system. These, however, had to be abandoned in the substitution project, given the urgency of the situation in which the country found itself. The next project (Fourth Education Project) will, however, take up and develop certain elements that should allow the earlier objectives to be reached, consolidate the groundwork laid by the Third Project, and prepare the way for introducing the innovative elements required for development of the education system. Project preRaration 4.03 The substitution project was prepared in October 1984 jointly by the Chadian Government and a Unesco mission on the basis of proposals submitted by the Government to the International Conference on Assistance to Chad held in Geneva in November 1982 which had defined the country's priorities in the area of education. 4.04 The resulting 'Substitution Project Preparation Document" was accepted by IDA as it stood, and no appraisal was carried out prior to signing of the substitution credit agreement, even though the document lacked, among other -hings, an architectural schedule based on a program of instruction trul; geared to the situation prevailing in the country and, as a consequence, also lacked any sufficiently precise estimate of the cost of rehabilitation. A second, more detailed estimate of these costs, carried out subsequently, revealed rather higher figures. 4.05 Implementation of the substitutic.i project would undoubtedly have been smoother if it had been prepared in accordance with IDA's rules and procedures of the time, i.e. if the project had been reappraised on the basis of the preparation report. The dominant concern seems to have been to meet the country's most pressing needs as it emerged from the traumatic events of earlier years; the time could not be spared to conduct advance studies tbat would undoubtedly have prevented most of the problems that arose and deficiencies that still persist -- certainly in the case of such a simple project in terms of its components. The haste that prevailed in preparing the revised project after the end of the troubles is, of course, entirely understandable. 4.06 Shortcomings in project preparation are particularly apparent in the following areas: (i) project risks, which were not mentioned in the preparation report; (ii) absence of indicators, which had a significant impact on the way in which the project was carried out. A list of indicators would have permitted more rigorous monitoring of how the project activities were progressing, through qualitative measurements, and this would have alerted IDA earlier to the need to exercise supervision more attuned to the difficulties of the situation, and would at the same time have enabled it to take measures 5 that would have headed off certain delays and certain mistakes, such as those concerning the LTI in N'Djam4na. I How realistic was the implementation schedule? 4.07 With hindsight, it is reasonable to say that the implementation schedule for the substitution project was, overall, excessively optimistic: in no way would it be possible to carry out all the measures within the span of one year. Problems steaming from the fact that the Directorate for Education Projects (DPE) had just been reorganized after the troubles and was lacking in experience resulted in significant delays that could have been avoided at least in part if DPE staff had been given proper guidance from the start of the substitution project. The proof of this lies in the progress achieved since Octobcr 1987, when the DPE was converted into the National Directorate for Education Projects (DNPE) and a new Director was appointed. At the same time, DNPE was provided with the local and expatriate support staff it needed to operate properly. It would seem that, when the timetable for the substitution project was being drawn up, those responsible were hoping to complete this project (which had in fact started in 1978) as quickly as possible, using only a portion of the credit amount, to the detriment of what was truly required for its execution; a portion of the unallocated amount could, however, have been used for activities to be identified later, as was in fact the case with financing for teachers' salaries. Clearly no account was taken of the minimum lead times required to draw up an architectural schedule based on a syllabus, to prepare the bidding documents, and to implement the bidding procedure.' Institutional roles and resDonsibilities 4.08 It would seem that these time constraints were never explained to -- or fully understood by -- the former Director of DPE, who combined this post with that of Director of Education, resulting in excessive centralization of project functions to the detriment of project results. It should also be noted that the pr..paration report did not clearly define the respective responsibilities of the various units and directorates withir MEN involved in the project, such as INSE, DEE, the Planning Unit and the Directorate for Technical Education. Factors that contributed to difficulties 4.09 The main cause of the difficulties experienced by the project seems to lie in the institutional weakness of DPE up to the time DNPE was established and a new Director was appointed, and the tendency to centralize project-related functions to the detriment of dialogue with the institutions for which the aid was intended (see preceding paragraph) and with IDA. It 1 See particularly Section 5 - Implementation of the Substitution Project - the N'Djamena LTI component. 2 The implementation schedule, planned and actual, is presented in Part Three of the report, under Section 3 - Project Tmplementation. 6 would seem that certain shortcomings could have been avoided if better contacts had been established with end-users. 4.10 To be objective, the final evaluation of the project should take account of the following factors: (i) The troubles necessitated a partial restructuring of the original project objectives and the signing of a revised agreement that bore little resemblance to the original agreement, since any results the original project might have had were wiped out by the troubles. (ii) Poor supervision of pedagogic aspects by IDA at the start of the substitution project, and inadequate technical assistance, had a deleterious impact on project implementation. It would seem that the question of supervision missions was inadequately studied in terms of human resources, and that the IDA division responsible for the project was understaffed. IDA thus found itself obliged to delegate its responsibilities to a consulting architect, in the hope that this would suffice to keep the project on track. But this was far from being the case, as an outside consultant has no coordinating powers allowing him to take effective action to correct problems and other difficulties arising during project execution; as he visits the country only intermittently, it is even more difficult for him to take speedy action; and, lastly, a consultant does not generally possess a sufficient, in-depth knowledge of IDA rules and regulations. (iii) Project preparation had laid particular emphasis on the physical aspects of the project, viz. civil works and equipment. The limited importance assigned to the resources available for technical assistance made it impossible to fully achieve certain of the objectives envisaged for technical assistance; thus, for example, the amount of resources channeled to the Educational Planning Unit within MEN was insufficient to permit real planning for the development of primary education, teacher training or technical and vocational training. (iv) The German external assistance that had been envisaged in parallel with the IDA assistance was insufficiently firm, and implementation of related measures that were to be provided under bilateral assistance occurred only with significant delays, accompanied by many problems and with only modestly satisfactory 3 FRG bilateral assistance comprised, in particular, preparatory studies on the content of technical training courses and the types of training to be provided; these studies were to be based on the ILO study included under the IDA project. Based on these new course contents, FRG was in addition to identify and supply the specialized equipment for the LTI in N'Djam6na. 7 results. What is more, FRG never officially notified IDA of its decision to withdraw from the project. 5. ImRlementation of the Substitution Proiect 4 Primary education Rehabilitation of the ENIs in Sarh and Moundou 5.01 The first call for bids for civil works was not in accordance with IDA procedures and was rejected by IDA. The increase in construction costs that occurred during implementation of the project resulted in a revision of the specifications for the rehabilitation work in order to cut costs. While selection of the winning contractor was approved by IDA in October 1987, the contract was not signed until January 1988. All of the work for the ENIs in Sarh and Moundou was completed in August 1988, and the training schools were ready for the start of the 1988/89 academic year. It is to be regretted that the scheduling of classrooms was not done on the basis of a clearly defined policy for the training of primary school teachers (covering both the planning of needs ' and educational content). While the contracts for furniture were signed in February 1987, 6 the contracts for purchase of equipment were not finalized until 1988. With just a few exceptions due to difficulties with certain suppliers, installation of furniture and equipment has been completed. Distribution of educational materials 5.02 Work on preparing the bidding documents began in March 1986 in order to be able to distribute the teaching materials to primary schools in June 1987. Teachers and students were able to use the books received and the school supplies for the school year 1987/88. The lack of detailed information on school enrollments resulted in significant distortions in the ratio of students per book from one school to the next. Significant discrepancies arose, with student/book ratios running from 4:1 to 200:1 for arithmetic, 2:1 to 74:1 for science and 2:1 to 67:1 for reading. ' The following factors ought to have been taken into account: (i) the material absorbed, having regard to sociocultural and ideological, scientific and pedagogic 4 The following paragraphs will examine only the implementation and results of the project as amended, as the original project produced no tangible results and any results it might have produced were in any event obliterated by the troubles that swept the country. S The establishment of new teacher positions is subject to the country's budgetary constraints and the terms of its structural adjustment policy. 6 It was not, however, supplied until October 1988. 7 This situation is highly prejudicial to the learning of French, which is the medium of instruction. 8 considerations; (ii) pedagogic methods and practices followed in the ENIs, the regional in-service training centers (CRFCs) and the accessibility of textbooks to teachers in post; (iii) development by the National Institute for Education Sciences (INSE) of supplementary teaching materials; (iv) the number of textbooks by subject and by school; (v) organization of distribution and measures for the preservation of textbooks; and (vi) financial participation by the Parents' Associations (APEs) with a view to replenishing the stock of textbooks. Teachers' salaries 5.03 The Government's financial difficulties prompted it to ask IDA to increase its contribution to the payment of teachers' salaries. This request was accepted, and was accompanied by conditions relating in particular to the use of technical assistance to strengthen the staffing of DNPE. The results were highly positive. Technical education Rehabilitation of the LTI in N'Djam6na 5.04 In October 1985 an ILO consultant carried out a training/ employment study encompassing a general overview of desirable orientations, fields of study and pedagogic options. In 1986, two further missions served to fine-tune the conclusions regarding selection of fields of study and to draw up lists of equipment. To make up for the withdrawal of the expected FRG aid, the Italian bilateral aid agency drew up a vocational training plan 8 and supplied part of the specialized equipment and fellowships required. For its part, IDA increased the amount allocated to this component in order to fund the purchase of the remaining specialized equipment. 9 Here too, the absence of coordination between DPE and the units concerned was striking. The letting of contracts for civil works, furniture and equipment for the LTI ran into the same difficulties with the two ENIs. The civil works and construction supervision were poorly executed. It is also to be regretted that the project architect did not transmit his proposals for rehabilitation to the supervision office, as had been agreed. 10 The work was not completed until December 1988, and the partial openint of the school is of very recent date (start of the 1988/89 academic year). 1 The withdrawal of FRG bilateral assistance 8 This assistance took more than two years to materialize. This period could have been put to good use in preparing the training programs. 9 See Annex 3. LO The main item was rehabilitation of the flooring in the workshops, which appear to have been inadequately reinforced. The floors will have to support heavy loads when the machinery is installed, but the clayey soils underlying them may cause them to crack during the rainy season. 11 The LTI in N'Djam6na had been closed since 1980. 9 brought about a total lack of consistency in the execution of this project. Thus, contrary to the desirable sequence of events, the civil works were first completed, then the equipment was ordered, and the question of pedagogic content is only now beginning to be seriously looked into. The current difficulties in starting up the LTI can be clearly traced back to this reversed sequencing. Up until 1987, the Government made little effort to find a replacement for the missing German assistance; if IDA had not insisted on this point, the workshops would be empty of all equipment. An agreement between the Government and Italy is making it possible to complete the specialized equipment needed for the LTI's workshops. 12 Some of this equipment has already been delivered but is still in its packing cases because of a lack of funds to pay for connections and installation. 13 Management and planning of education 5.05 Support for Proiect Unit The unwillingness of the previous project management to take advantage of technical assistance had a number of extremely negative effects on the project as a whole. This assistance could not be properly brought to bear until after the present Director had been appointed. Project implementation did not really begin to be effective until after the same date. 14 Planned versus actual implementation of the project 5.06 The major discrepancies between planned and actual project implementation fall under five main headings: (i) implementation schedule: the closing date had to be twice extended; 15 (ii) cost increases for certain project components; (iii) increase in IDA's share of primary teacher remuneration; (iv) establishment of a special account; 16 dnd (v) withdrawal of anticipated German bilateral assistance and its replacement by Italian aid. 12 See Annex 3 for the distribution of workshop equipment costs between IDA and the Italian Government. 13 It should be noted that roughly $400,000 worth of machine tools was wrecked during the rehabilitation work, even though it would still have been possible to repair them at an estimated cost of $100,000. 14 See the implementation schedule in Part Three of this report, under Section 3: Project Implementation. 15 On October 13, 1986, the closing date was extended from December 31, 1986 to December 31, 1987; and on December 30, 1987, the closing date was extended from December 31, 1987 to December 31, 1988. 16 The credit agreement was amended in April 1986 to allow a special account to be set up for categories 2 (furniture, equipment and vehicles) and 5 (operating costs). 10 Ways of avoiding these discregancies 5.07 ad (i): Some of the delays in execution were due to resistance and unwillingness on the part of the Director of DPE in applying the required procedures for calling for bids, and inefficient management procedures attributable to lack of experience on the part of DPE staff. These factors, however, do not fully explain the delays. The limited capability of the consulting firm charged with preparing the bidding documents and monitoring the civil works also caused a number of delays. In retrospect, it would seem that the presence in DPE of a full-time architect from the date of start-up of the project, together with an expert on procurement and/or an administrator, with greater latitude to coordinate activities, would have significantly speeded up project implementation. Longer supervision missions by IDA representatives at the start of the project might have offset the absence of a formal appraisal of the substitution project. In any event it is evident that, if the project had been reappraised prior to the signing of the substitution agreement, and if DPE had been reorganized as soon as the problems became apparent, some of the delays and cost overruns could have been avoided. 5.08 ad (ii}: Part of the increase in costs is attributable to the delays referred to in (i): Chad underwent the double effect of sharp inflation in construction costs together with a relative decline in the value of the U.S. dollar in terms of the CFA franc; as a substantial proportion of the project amount was earmarked for civil works, this had a very significant impact on the final cost of the project. IDA's decision to increase its contribution toward financing teacher salaries also had a notable impact on the cost of the project. 5.09 ad (iii) and (iv): These discrepancies could not be avoided, as they stemmed from what were very positive decisions on IDA's part that got the project going again and enabled it to achieve the results it did. Assessment of project risks 5.10 As indicated earlier, 17 the risks inherent in the substitution project were not assessed, as no appraisal report was prepared for the project. However, the risks inherent in the project were low, provided the physical components could be completed. Even though the more indirect goals, those relating to the adjustment of curriculum content, were not achieved, the rehabilitated facilities and the new equipment installed will continue to be available to the Chadian education system for ultimate introduction of the necessary adjustments. Thus, barring total failure (which has highly unlikely), there was every probability that the project would usher in an improvement, however small, in the quality of education. It is difficult to determine after the event whether these risks were perceptible; however, certain of the risks listed in the original project appraisal, such as those relating to the capacity of local construction firms, were still present at 17 See Section 4: Project Design and Organization, especially the paragraph on preparation. 11 the time the substitution project was being prepared and proved to be real and actual risks. The risk of withdrawal of bilateral aid ought to have been clearly spelled out. The question of DPE's management ought to have been raised more insistently during the supervision missions by IDA staff members. Unforeseen factors that affected Rroiect imulementation 5.11 The withdrawal of the expected bilateral assistance for the LTI in N'Djamena proved to be a major handicap for execution of this project component. The unexpected rise in construction costs, the fluctuation in exchange rates (see Annex 1) and certain factors that led to delays were difficult to foresee. The fact that the Government found itself unable to continue paying teachers' salaries should also be mentioned, but IDA stepped in here in an extremely positive way, having regard to the circumstances, and agreed to boost its contribution to paying the salaries of primary school teachers. 5.12 The differences between the Minister of Education and the former project director were likewise unforeseeable at the time the project was being prepared; together with the difficulties of a personal nature with the individual in question, these had an extremely harmful effect on the project. Actions/decisions that affected project implementation 5.13 Among the more positive aspects in regard to decisions taken by IDA, mention should be made of the following: (a) IDA's agreement to an increase in its contributien to paying the salaries of primary school teachers. Even if this action is open to criticism on grounds of the indirect effects it might have had, the special circumstances of the project made this step necessary and the overall result of this decision remains highly positive. It got the project moving again and also remotivated the teacher corps, resulting in a higher quality of instruction. In another area, by twice agreeing to extend the closing date for use of the credit resources, IDA displayed a capacity for adaptation of which the Government was able to avail itself during a period of severe economic constraint for the country. (b) The persistence with which IDA set about seeking, and finally succeeded in obtaining, a source of bilateral aid, even though this task more properly belonged to the Government. In taking this action, IDA certainly avoided grave risks that would probably have resulted in the failure of at least one component (the LTI in N'Djamena) and evidenced its concern for the project. 5.14 As regards the Borrower, the appointment of a new Director to head DNPE in November 1987 and the subsequent recruitment of technical assistance to help manage the project also had a highly positive impact on implementation of the project. It was from this date on that the project began to move ahead at a reasonable pace. 12 6. Project Results Physical results Rehabilitation of the ENIs in Sarh and Moundou 6.01 The two teacher training schools were rehabilitated and provided with the necessary furniture and office equipment, audiovisual aids and laboratory equipment (for physics, chemistry and natural sciences). The imported equipment and furniture are of good quality; the design of the locally produced school furniture is, however, such that it is unlikely to have a long life. Distribution of educational materials 6.02 By distributing educational materials, particularly textbooks, the Third Education Project permitted the beginning of a return to normalcy for the primary education system, where three out of every four schools (1,228 out of 1,647 surveyed) were totally bereft of supplies. Without this assistance, more than a quarter of the primary schools would in all likelihood have had to close down. Rehabilitation of the LTI in N'Diam6na 6.03 All the civil works have now been completed for rehabilitation of the Lyc6e Technique in N'Djam6na, which is now the only i establishment in the country where students can iontinue their studies up to 'baccalaur6atw and "brevet de technicien' level. I The LTI has received the necessary office equipment, furniture and tools, together with the full array of machine tools plus accessories and a set of spare parts. Delivery of the specialized equipment for automotive engineering, electricity, welding, equipment maintenance, and cooling and air conditioning is scheduled for October 1989. Before the project, there was practically no equipment in working order left in the workshops. Strengthening of the Educational Planning Unit 6.04 This Unit has been provided with office furniture, a motor vehicle and a PC. 20 18 Similar institutions have been converted into "collUges d'enseignement technique." 19 The long cycle offering training leading to the "CAP de technicien" examination has been transferred to Sarh. 20 Training in the use of the PC is scheduled under the Fourth IDA Education Project. 1.3 Ouantitative and gualitative results 6.05 These cannot be precisely evaluated, in comparative terms, as the project preparation report did not indicate which reference points were to be taken into account in comparing the results with objectives set at the time of appraisal. Primary education 6.06 Whereas prior to rehabilitation the teacher training schools (ENIs) in Sarh and Moundou could accommodate 150 students a year, their capacity was raised to 300 with the conversion of the boarding facilities into classrooms. Three types of instruction are provided in parallel: (i) the training of supplementary teachers (instituteurs adjoints) in a two-year course of studies; 21; (ii) the training of fully qualified primary school teachers (instituteurs titulaires), in a one-year course for supplementary teachers with four years teaching experience; and (iii) the training of baccalaureate teachers (instituteurs bacheliers) in a one-year accelerated course. 22 Together, the five ENIs in Chad train roughly 400 fully qualified teachers and 500 supplementary teachers a year. 6.07 The system for training teachers has been strengthened with the rehabilitation of the ENIs in Sarh and Moundou. These facilities can serve as a basis for future growth of the system in response to new needs: the beginnings of this growth are already apparent, even though it has not been systematically introduced into the system. The project has also undoubtedly raised the level of skills of certain primary school teachers. As a consequence, the country is about to acquire a corps of better qualified teachers. It is to be regretted that the Sarh LTI occupies half of the ENI's premises, 23 making it impossible to conduct practice teaching in the practice classrooms 24 or to use the laboratory, the library or the carpentry workshop. It is also to be regretted that the project did not make provision for special training for the two people who are to be responsible 21 See Annex 7: Enrollment in ENIs in Sarh and Moundou. 22 The training of Lnstituteurs bacheliers is an EDF/FAC project desinged to make up for the shortage of qualified primary school teachers. The goal is to train 750 teachers over a three-year period (the project comes to an end in 1989). 23 In a reversal of this situation, the N'Djamena ENI occupies a portion of the premises of the Lycee Technique Commercial. 24 Until recently, the premises assigned as practice classrooms for the Sarh ENI were also occupied by the military and practice teaching assignments could not be carried out as scheduled. 25 The furniture intended for the rooms occupied by the LTI is being stored in these specialized facilities. 14 for the laboratories in the rehabilitated ENIs, which would have guarantel the proper use and maintenance of equipment purchased under the project. Z6 6.08 The educational materials distributed to the primary schools consisted of 1,645 teachers' kits (cantines scolaires) and 116,775 textbooks, of which 105,425 were for students and 11,340 for teachers. As 95,016 of the textbooks purchased by the project were actually distributed and made available to 303,198 students, it is warranted to say that one child in three now has access to a school textbook. While this means that the objective laid down in the project preparation document (distribution of 81,000 textbooks) has been approximately achieved, this conclusion is only partially true of the credit agreement objective of providing every school with educational materials since only 75 percent of the schools benefited under the project. 6.09 No evaluation has been made to determine the extent of the improvement brought about by the use of textbooks and teachers' kits. However, it is reasonable to argue that this initial assistance has made possible the curriculum now being taught and has raised the quality of primary teaching. In addition, this improvement will become more marked once the study on the effectiveness of initial and continuing education planned under the Fourth IDA Education Project has been completed. Two points are, however, to be regretted: (i) no copies of the textbooks were supplied to the ENIs, which would have made it possible for the next generation of teachers to familiarize themselves with the new course contents; and (ii) to a lesser degree, the educational material being distributed under other projects (IDA and other donors) is not homogeneous in terms of textbook selection. Technical training 6.10 The project was intended to provide, over time, the resources needed to develop two levels of training: (a) Training of bacheliers technlciens (technical baccalaureates) who would go on to higher-level studies. Starting with the 1988/89 school year, 84 students (two of them girls) have enrolled for a "Bac Fl," geared toward mechanical engineering subjects; of these students, 28 are first-year (prem.Lre) and 56 are second-year (terminale). 28 After these students have completed their studies, the "Bac Fl" will be replaced by the "Bac E" (science and technology). 26 No practical exercises are currently being conducted in these laboratories because of the absence of skilled staff. This remark also applies to the carpentry workshops. 27 On the other hand, the preparation report for the substitution project called for only 75 percent of the schools to receive educational materials. 28 These students came from the technical lyc4e in Sarh, which no longer offers this course. 15 (b) Training of technicians qualified to assume industrial duties in four specialties where significant demand exists, namely automotive and diesel engineering, mechanical engineering, electrical engineering, and cooling and air conditioning. There is space for 10 students per specialty. Courses opened in September 1988, and 39 students are currently enrolled. The Italian bilateral aid agency undertook to provide two years of training abroad for 10 Chadian nationals holding a "Bac F1." 29 6.11 At this point in time, it is difficult to gauge the extent of the measures in the field of technical education. The quality of the equipment, however, suggests that the impact on learning will be positive; the students will, to all appearances, be able to carry out the practical exercises. Course contents and methods of instruction geared to the country's needs are still to be defined 30 and/or refined. 31 It is by no means certain, however, that these courses and methods will mesh with the new installations -- only time can tell. Educational planning 6.12 Under the project, the Planning Unit organized a three-week in-service training course on data collection methods, financed by COFORPA/BREDA, for 40 individuals working at the regional and local level. Similarly, a three-week seminar financed by the project was organized in Moundou and in Abeche for Central Government professionals, all inspectors, directors of secondary educational institutions and teachers responsible for planning at the regional and local level. These courses made it possible to publish statistical yearbooks on primary education for the school years 1985/86, 1986/87 and 1987/88, where virtually no information had previously been available. 6.13 After the troubles, the Planning Unit had ceased to have anything to do with its original function, confining itself merely to preparation of 29 Of the ten students who trained abroad, six successfully completed the course and obtained their certificate as technicien superieur. The other four have been assigned to the Sarh LTI as teachers. Of the six successful graduates, three went on for a four-month course of practical training, while a fourth will shortly be taking a one- year course in cooling and air conditioning. 30 The organization of the studies leading to the technician certificate was entrusted, under the Italian bilateral aid program, to an Italian training institution which defined the training objectives, designed the programs, selected the teaching materials and determined the subject matter to be learned in the four specialties. 31 The curriculum for the "Bac Fl" has not been changed. This course, which is scheduled to be discontinued at the end of the 1990/91 school year, will be replaced by the "Bac E," the curriculum for which still has to be determined. 16 examinations. As a result of the training provided at the regional and local level, it has been possible to obtain statistics that allow school planning to be conducted more efficiently; under the Fourth Project, st will be possible to distribute textbooks and school supplies much better than before. It is to be regretted that this situation did not apply for the distribution of textbooks and educational materials under the Third Project. Project manag-ement 6.14 DNPE should benefit from the equipping of the premises for the ENS under the project, as it will move in there shortly. The equipment and supplies received have considerably enhanced DNPE's effectiveness in managing current and future projects. Technical assistance is providing a gradual transfer of know-how that will ultimately allow DNPE to operate in at least a partially autonomous manner. Chignes to groiect objectives 6.15 Technical education: The LTI in N'Djam6na has taken over the "Bac Fl" course from the LTI in Sarh, and the "CAP" course planned for the rehabilitated premises has been transferred to the latter LTI. 32 This decision by senior MEN officials is at variance with the conclusions of the ILO study, which found that the CAP course was more in line with the requirements of the Chadian economy. 33 6.16 Educational planning: Despite extension of the participation by a Unesco-provided specialist in planning, statistics and school mapping, the Unit has not be able to echieve the school mapping objective. 4 This microplanning activity requires demographic data that have not been updated since 1964. The two fellowships for nine months training in planning, statistics and school mapping were not awarded because of lack of coordination between DPE and the Planning Unit. The study on restructuring of the Planning Unit has been completed, but no action has been taken: the study should have gone into greater detail. Impact of the Rroiect 6.17 The most striking and immediate impact of the project has been in preparing and initiating the next project (Fourth Education Project). The Third Project was prepared in a manner that allowed the country's most pressing post-trouble needs to be met. It helped senior Chadian officials become aware of the need to think seriously about the education system; this 32 The LTI in Sarh occupies half of the rehabilitated premises of the ENI (see above for qualitative assessment of results for that ENI). 33 The February 1988 IDA mission also reiterated the recommendations made in the IID report. 34 Despite this, a concrete exercise involving a clearly defined and readily accessible locality (Kanem) is currently under way. 17 served as a prelude to the Fourth Project, but could not be completed within the confines of the Third Project. The project contributed toward the development of human resources by offering training profiles that matched, albeit still imperfectly, 35 the country's most pressing needs. The project also greatly improved the situation of teachers and raised their sense of motivation; it has also, but to a lesser degree, raised their general level of skills. 7. Durability of Project Results Risk factors 7.01 These risk factors relate mainly to the country's ability to cover the recurrent costs (cost of operating the schools and paying teachers' salaries) on a regular basis. No new risks should normally ensue directly from the project, as its purpose was simply to reconstruct premises that were either obsolete or had been damaged during the troubles; thus no significant additional recurrent costs should arise. The prolonged occupation of a section of the facilities in Moundou is likely to reduce some of the benefit from the prcject. 7.02 In order to ensure that the LTI in N'Djam6na will have sufficient financing available to maintain its machine tools and renew its stock of working materials, paid subcontracting work will have to be organized, i.e. practical work carried out under actual production conditions. In another area, special attention will have to be paid to the types of training to be provided in order not to fall into the trap of teaching the students things that they cannot use outside. 7.03 Unless some official measures are taken to encourage financial participation by the parents' associations (APEs) in renewing the stock of textbooks for use by primary schoolchildren, and unless corrective steps are taken to prevent the rapid deterioration of these textbooks, there is a very real risk that the benefits of this component will rapidly disappear. The durability of the benefits for the educational planning process will depend on retention of the individuals who have been trained in data collection. Durability of nroiect benefits 7.04 The continuity of the efforts that have been made is manifest in the continuation of efforts to reform the system under the Fourth IDA Education Project. 7.05 The durability of the physical benefits from the project will be tied to making school directors and users accountable for maintenance of the rehabilitated facilities and the furniture and equipment provided; there is already evidence of a slight but significant slippage in this regard. 35 Probable mismatch between the country's needs and the types of training offered at the LTI; ENI course content still insufficiently worked out. 18 7.06 It should also be noted that, after being in use for one year, more than 78 percent of the textbooks distributed to the primary schools are already partly damaged; this suggests that the average lifespan of a textbook will be on the order of two and a half years. To counteract this disturbing trend, the Directorate for Primary Education (DEE) seems to be planning to launch an awareness campaign among students and teachers through the inspectorates and parents' associations. 8. Overview of IDA Actions Strengths and weaknesses 8.01 As regards project implementacion these are identical to what has already been described in Sections 4 and 5. 3 As regards results, they are on the whole positive in relation to the physical aspects of the project, less so in relation to the introduction of pedagogic improvements. It is highly unlikely that, if stress had been laid from the outset on improved teaching methods, this would have produced durable results (given that the country was just emerging from the troubles and was in no shape to assimilate changes of this nature). On balance, therefore, IDA's actions show more pluses than minuses, and the Fourth Education Project is providing the necessary continuity. Net result of identification/nreparation Rhases 8.02 In view of the urgency of the situation, project preparation was carried out only in summary fashion. 37 Net result of appraisal stage 8.03 No reappraisal was carried out for the substitution project. The appraisal of the original project and the preparation of the substitution project were viewed as sufficient, a judgment that was clearly erroneous. A detailed appraisal of the substitution project would certainly have allowed the more critical aspects of the project to be corrected. When the Substitution Credit Agreement was being negotiated, a more detailed investigation of local capabilities to prepare calls for bids and monitor execution would have been desirable, as this would undoubtedly have enabled IDA to modify its approach and if necessary insist on the establishment, within the Ministry of Public Works or DPE, of a unit charged with preparing bidding documents and coordinating and monitoring project implementation, as had been planned under the original project. Such an arrangement would have had the advantage of training local technicians who, after completion of the project, could have been tasked with either the maintenance of educational infrastructure or the preparation of Qdditional projects financed by 36 See Section 4: Factors that contributed to difficulties; and Section 5: Actions/decisions that affected project implementation. 37 See Section 4: Project Design and Organization. 19 international organizations or bilateral donors. The Credit Agreement defining the project was prepared along the usual lines. The main advantage here lay in their flexibility, allowing modifications to be made ir response to changing circumstances. Net result of supervision 8.04 The decision to use a part-time consultant to supervise implementatior. of the physical aspects of the prciect need not be a negative factor, provided the consultant is able to establish an ongoing dialogue with IDA, allowing problems to be discussed at regular intervals, and also provided that the consultant's visits are coordinated with the progress of the project. 38 Neither of these conditions was met. 8.05 The frequent changes in the composition of IDA supervision missions (more particularly the architects charged with monitoring implementation of the physical aspects of the project), together with the short time allowed for these missions at a time when the project was facing severe problems, had somewhat of a negative impact. The changes in personnel were, however, inevitable, since IDA was not in a position to base its personnel management policies on the special needs of one project. Compared with other projects, this one actually enjoyed a measure of stability. Mention should perhaps also be made of certain problems that occurred with IDA's Disbursements Division, 39 which probably stemmed from the restructuring under way in that organizational unit. Maior lessons 8.06 The lessons have already been drawn by IDA under the Fourth Education Project, which shows evidence of a new approach. In the particular context of the Third Project, IDA ought to have paid greater attention to supervision and monitoring of the project in the field. 40 IDA ought also to have taken the necessary steps to ensure that all the textbooks purchased under the project were actually distributed to the schools. The preference for procurement of locally manufactured furniture ought to have been linked to quality guarantees, particularly where the unit cost was identical to that of imported items. 8.07 It is also to be regretted that the development strategies for the various sectors of the education system involved (primary education and 38 Several missions had to be postponed at the Government's request. 39 These problems related to allocation by category and delays in recording disbursements, starting in 1988. 40 In the particular context of Chad at the time, IDA was faced with a difficult decision, namely cancel the credit or attempt to carry out the measures it did. The latter course was chosen, on the urgent entreaties of the Borrower, despite a recommendation to the contrary from the relevant IDA Division Chief. 20 technical education) were not at least roughed out prior to implementation of the physical aspects of the project, even at the cost of extending the project duration. 41 Study of these strategies had to wait for preparation of the Fourth Education Project. In conclusion, it is to be regretted that this project focused primarily on physical objectives, with little attention to qualitative aspects, which were not even considered when the project (in both its original and its revised form) was being prepared, and that the supervision missions were unable to correct this ;ituation much earlier. IDA ought to have displayed greater vigilance and exerted greater authority in requiring that the necessary resources be devoted to ensuring proper monitoring of project implementation. Furthermore, it would have been desirable for signing of the Credit Agreement to have been tied to guarantees for participation by the bilateral assistance agency originally envisaged. 9. Overview of Borrower Actions Strengths and weaknesses 9.01 These are generally identical to what has already been described in Sections 4 and 5 above. 42 It should be stressed that the performance of the Director of DPE was extremely inadequate in many respects. 43 DPE's ability to manage project implementation during the initial years proved to be highly dubious. This situation resulted from the problems in the relationship between the Director of DPE and the supervisory minister (the Minister of National Education) and also from the total absence of consultation with the various national and international organizations involved. Net result of actions during prolect preparation 9.02 Preparation of the substitution project was effected with assistance from Unesco. A preparation exercise that included a better definition of educational requirements would certainly have had a positive impact on project implementation and would have allowed certain errors to be avoided, even at the cost of postponing certain components to a later project. Net result of actions during 2rolect imolementation 9.03 The potential weakness of DPE that stemmed from the Borrower's refusal to make use of technical assistance services until 1988 made it impossible, at least in part, to avoid delays and hence the cost overruns that 41 The project preparation document reduced this period to just one year. 42 Section 4: Factors that contributed to difficulties; and Section 5: Actions/decisions that affected project implementation. 43 The former Project Director also held the office of Director of Education, and was as a result unable to devote sufficient time to managing the project. 21 occurred during implementation. The extent of the delays that occurred during implementation bears witness to inadequacies in DPE operations up until November 1987. During the first phase of the project, the IDA supervision missions reported on management problems, but without indicating their precise nature or any remedial action proposed or taken. Difficulties occurred in implementing the physical aspects of the project (construction and equipment), particularly with regard to the observance of procurement procedures -- or was the problem due to the unwillingness of the former Director of DPE to apply IDA guidelines? The difficulties in coordinating bilateral aid were due to lack of follow-up by DPE. 9.04 In the final phase of project implementation, the change in Director had a revitalizing effect on DNPE's operations. Even though the appraisal report for the Fourth IDA Education Project clearly defines the powers and duties of the Director of DNPE, the Government has not yet officially defined his responsibilities, thus prolonging a delicate situation that is having an adverse impact on implementation of the projects. It would be desirable for the necessary steps to be taken to regularize this situation. Major lessons 9.05 The major lessons to be drawn from this exercise from the point of view of the Borrower relate to the need for greater understanding on its part of IDA's recommendations in regard to the use of technical assistance. In a different area, the Government should understand that capital investments in the realm of education must reflect an education policy that is sufficiently thought out to be cost-effective and is geared to meeting training requirements in line with the country's needs and resources. 10. RelationshiDs under the Project The relationship between IDA and the Government remained harmonious throughout the project; however, it did not begin to become productive until the old DPE was replaced by the current DNPE. As a result of this good relationship, implementation of the project was able to take account of changes and other developments in the macroeconomic context. 11. Consultant Services Architects 11.01 DPE's choice of consultants to prepare the bidding documents for the civil works and to supervise the construction sites would appear not to have been a model of careful selection procedures, as this selection was made on the basis of a single candidate put forward by DPE, contrary to IDA's recommendations. The quality of the services provided by this one firm of consultants was generally less than satisfactory, both as regards preparation of the bidding documents and as regards work site supervision. Relations with the beneficiaries, with the inspection office and with the Ministry of Public Works, also charged with supervising the civil works, are reported to have been extremely curt. 22 Contractors 11.02 The quality of the work performed by the civil contractors was average at best, with substantial variations from one construction site to the next. While the results for the two ENIs seem to be acceptable, 44 the outcome for the LTI seems rather poor, but it is difficult to determine whether the fault lies with the consultants' architect or with the contractor. SuDpli ers 11.03 The furniture and equipment was often delivered late, and the nonperformance by one of the suppliers is to be deplored. The imported supplies, equipment and furniture were generally of good quality; reservations are, however, called for regarding the quality of the locally manufactured furniture, the unit costs of which were identical to those quoted by foreign suppliers. Technical assistance and fellowships 11.04 An agreement was signed between Unesco and the Government to provide the services of a specialist consultant in planning and school mapping. A consulting architect was retained by IDA to coordinate and supervise the project up until 1987. An ILO expert carried out a training/employment study for the LTI. 45 From the point of view of the Government, these experts carried out their duties in a satisfactory manner in their respective areas. 46 The planning for the long-range upgrading of the education system initially envisaged under the project was not carried out. The two fellowships intended for the Planning Unit were not awarded because of a disagreement between DPE and that Unit. The technical assistance provided subsequent to the establishment of DNPE proved effective. 12. Project Documentation and Data The information needed to prepare the present project completion report was available within IDA. The change in the structural format of the reports made it difficult to work out a consistent series of data, particularly as regards the use of IDA manpower resources. Even though documents prior to the establishment of DNPE were not available, DNPE made every effort to furnish the documentation in its possession. 44 The two ENIs were built by a Chadian contractor. The results are deemed satisfactory, having regard to gaps in the supervision exercised by the consultants. 45 A consultant subsequently arrived to complete the work of preparing equipment lists. 46 A complaint was, however, lodged against the ILO consultant for failing to submit an advance copy of his conclusions to the relevant senior Chadian officials. 23 PART TWO ANJALYSIS PREPARED BY THE BORROWE Under the new procedure for preparing project completion reports, the second part of the report is to be prepared by officials of the borrowing country. The following text has been copied in extenso from the report prepared by the National Directorate for Education Projects (DNPE) and submitted to the Bank and Unesco by letter of July 5, 1989. 1. Design and Objective The Third Education Project was designed to follow on from the two preceding projects, namely the First Credit No. 126-CD, signed in 1968, and the Second Credit No. 251-CD, signed in 1981. This project thus formed part of a logical sequence of investments in the sector. Unfortunately, one year after it had been signed and had become effective, the country fell prey to a civil war and military occupation that almost destroyed it as a free and independent nation. After remaining unimplemented for a period of time, the project was amended in 1984 and became effective again in 1986. The difficulties in implementing this project that stemed from the absence of a structure for the coordination of operations ultimately forced the Donor (IDA) and the Borrower (Chad) to twice extend the implementation period and closing date for this credit. The original project objectives and those of the revised project (as amended on account of the troubles) did not differ in any fundamental respect. The overriding purpose was to improve primary schooling in rural areas. The components of the project after its various amendments were as follows: Primary education * Purchase of textbooks and supplies. * Rehabilitation and equipment of the primary teacher training schools (ENIs) in Sarh and Moundou. * Equipment of the Directorate for Financial and Administrative Affairs and Equipment (DAAFM). Technical and vocational training * Rehabilitation and equipment of the Technical and Industrial Lycde in N'Djamena. * Development of training programs. 24 Scbool 2lanning * Strengthening of the Planning Unit. * Preparation of programs of activity for study of the development of primary and technical education and vocational and teacher training. 2. Implentatlon Implementatlon of the program following its amendment in 1984 was marked by two bursts of activity: 1984-87: Period characterized by the absence of an appropriate management structure for this credit, more particularly the concentration of responsibilities in the hands of the Office of the Director General in the Ministry of National Education and the Office of the Project Director. The following activities were carried out during this period: * Payment of salaries to primary school teachers. * Preparation, starting in the first six months, of bidding documents for procurement of supplies and textbooks for primary schools. 1986-87 Primary education * Issuance of invitation to bid and examination of bids received for the procurement of supplies and textbooks for primary schools, together with furniture for regional primary school inspectorates; receipt of these supplies, textbooks and furniture items scheduled for end December 1986. * Preparation of bidding documents for procurement of equipment, furniture and supplies for the ENIs. * Preselection of contractors for rehabilitation of the ENIs. Technical and vocational training * Preparation of bidding documents for standard equipment for the LTI. * Preselection of contractors for rehabilitation of the LTI. * Consultant mission (two weeks) to determine which types of technical training should be offered. School 2lanninf * Hiring of a technical assistant (specialist in school planning and statistics). 25 * Training seminar in school statistics for inspectors and heads of secondary educational establishments. * Issuance of invitation to bid and examination of bids received for the purchase of equipment for the ENIs. * Distribution of teachers' kits (for 1,650 schools) in the primary school inspectorates. * Issuance of invitation to bid and examination of bids received for rehabilitation of the ENIs. This bidding exercise was not approved by the Bank as the latter did not have an opportunity to examine the documentation, and in addition the then Project Management expanded the list of preselected contractors. The invitation to bid was subsequently reissued on the basis of the first list of preselected contractors and the documentation approved by the Bank. Technical and vocational training * Invitation to bid for standard equipment for the LTI. * Reissuance of invitation to bid for the reasons indicated above. Progect management End 1987 - iresent: Period characterized by the appointment of a full-time National Director for Education Projects, the recruitment of a professional administrator, but above all by the stepped-up pace of disbursements, evidencing the vitality of the management structure set in place. The following activities were carried out during this period: In the course of the fourth quarter of 1987, a change occurred in the internal management of the project with the appointment of a full-time Director (and the creation of the National Directorate for Education Projects - DNPE). School nlanning Continuation of consultant mission within the School Planning Unit. It should be noted that during this year, as a result of the (second) reissuance of the invitation to bid for rehabilitation of the LTI and the ENIs, the placing of orders for equipment for these schools was suspended. Contracts for rehabilitation of the establishments in question could not be signed until the end of 1987. As regards the management of the project, negotiations were under way for the recruitment of a professional administrator. 26 Signing of the civil works contracts and recruitment of a professional administrator within DNPE were two conditions laid down by the World Bank for a second extension of the credit. Project activities 1988-89 Primary education * Signing of contracts for ENI equipment and receipt of part of this equipment. * Rehabilitation of ENI buildings and provisional acceptance of these buildings (third quarter 1988). Technical and vocational training * Signing of contracts for standard equipment for the LTI and receipt of part of this equipment. * Rehabilitation of the LTI and provisional acceptance of the works. * Call for bids for procurement of specialized equipment for the LTI. Project manasement * Professional administrator takes up his duties with DNPE. * Invitation to bid for procurement of office supplies and equipment and for vehicles financed out of the balance of the credit; closing of the credit, with payment of commitments continuing until end June 1989. In 1989 The first six months were devoted to receipt of standard equipment for the LTI and the ENIs and specialized equipment for the LTI. Relationship between the project management and other partners Relations between the project management and the Bank Relations between the project management and the Bank were good throughout the period of project implementation. These relations became even better after the establishment of the National Directorate for Education Projects (DNPE). The difficulties that occurred between the first project management team and the Bank are attributable to the actual structure of the management unit, since it was subsumed in the Directorate General within the Ministry of National Education and did not have any full-time staff. Only one bookkeeper was recruited during the second year of the project. The absence of full-time personnel and unfamiliarity with Bank procedures were the source of the difficult relations between the Bank and the project management. Thus the first applications for payment were often not 27 honored because they had not been properly filled out, and the Bank's rejection of the first invitation to bid for rehabilitation of the ENIs and the LTI was attributable to the first project management team's lack of familiarity with the Bank's rules and regulations. Relations improved thereafter. Relations between the oroiect management and beneficiary deoartments DNPE has had generally good relations with the units benefiting under the project. However, it is useful to explain to them that the project undertakes only clearly defined activities. The financing of equipment should not be confused with the financing of supplies, which fall outside the scope of the project. Relations between the project manazement and other ministerial departments The project management has had to liaise with other ministerial departments for a variety of activities, including bid evaluation, awarding or approval of contracts, securing exemption from customs duties, and receipt of furniture and other equipment. This accounts for a large number of activities, and problems do arise in a number of cases. These problems can be smoothed out through simple consultation, more particularly with our colleagues in Finance. After all, not everything can be set down in detail in a credit agreement. Lessons to be drawn * Involve users as much as possible in drawing up the bidding documents where these have been drafted by a consultant. * Avoid scheduling the arrival of equipment, furniture, etc., during the rainy season, as communications are difficult at this time. * Consolidate the arrival of shipments of equipment, furniture, etc., especially where these are being supplied by different companies. * Include a requirement in the bidding documents that the supplier's representative possess minimum skills, if only to install certain items requiring assembly. Evaluation of project activities With the Third Education Project having recently closed, it is possible to assess the activities undertaken during its implementation, but this assessment or evaluation will obviously be a quantitative one. Overall, the objectives of the Third Education Project have been achieved in quantitative terms. The following examination of these objectives, component by component, will provide more detailed information. 28 Primarv education (a) School supplies and textbooks. One thousand six hundred fifty kits containing textbooks and school supplies were purchased and distributed in each of the inspectorates. No monitoring exercises could be carried out until almost two years later, with the study on the distribution and use of these materials (see the study in 4uestion). (b) Rehabilitation and equipping of the primary teacher training schools (ENIs) in Sarh and Moundou. The rehabilitation work for these two training schools was completed and accepted within the period scheduled for implementation, but delivery and acceptance of equipment is still going on. Thus it is difficult to measure the impact of this equipment on the training being provided in the ENIs. However, it has been found that the equipment and furniture bought for the schools meet the needs of an ENI, even though the items of a more urgent nature, such as supplies and school furniture, were those that were delivered last, and shelving for the books that have been ordered is still missing. (c) Equipment of the DAAFM. A different source of financing was obtained for equipment for this Directorate. Technical and vocational training (a) Rehabilitation of the LTI was completed, and the works were provisionally accepted, with the usual reservations. However, the small amount of work done to the existing buildings may endanger the equipment. The ventilation system has been constructed in such a way that the equipment is not protected against dust. (b) Quantitative delivery of the equipment for the LTI has just been completed. As the workshop machinery has not yet been installed, it is impossible to gauge the impact of this equipment at this time. (c) It would seem that the training programs component did not receive all of the attention it deserved. As was the case with the primary education component, the project did not include a component for the training of instructors. School glanninf A consultant specializing in school planning and statistics was hired and made available to the School Planning Unit for the duration of the project. While this Unit has the capacity to organize training sessions, its structure did not change very such (in terms of staff or of organization) during the period of project implementation. Its work 29 capacity has likewise not changed much (except for the timely publication of the statistical yearbook), probably as a result of inadequate physical resources. 3. Impact of the Progect on National Development Given the current situation, it would be difficult to measure the project's impact on the development of the sector or of the economy as a whole. However, it is warranted to postulate that the rehabilitation and equipping of the LTI can serve as the point of departure for a realistic policy of gradual industrialization. In this regard, it should be stressed that everything will depend on the choices made in terms of training programs geared to Chadian realities. 4. Lessons tg be Drawn * Need to involve the Borrower's technical staff in an objective and disinterested manner in the preparation and implementation of projects. * Need for continuing and periodic contacts between the Lender and the Borrower. Need to explain clearly to the Borrower the procedures to be observed in implementing the project, through local seminars attended by all the parties involved in execution of the project in question. * Possibility for the Borrower itself to assess the need for international technical assistance, both for project preparation and during the execution phase. * Need to find a compromise, as early as the project's appraisal phase, between the Lender's and the Borrower's procedures in regard to international competitive bidding. 30 ,PART THR,EE 1. Substitution Project Timetable, Origlnal Date 1 Revised Date- Actual Date Identification May/Nov. 1978 Preparation October 1984 October 1984 Appraisal mission February 1978 (none) February 1978 Credit negotiations - - Board approval 23 May 1978 28 May 1985 28 May 1985 Signing of credit agreement 5 June 1978 28 May 1985 28 May 1985 Effective date 4 Dec. 1978 28 May 1985 28 May 1985 Closing date 31 Mar. 1983 31 Dec. 1986 31 Dec. 1988 Final disbursements 30 Sept. 1983 30 June 1987 30 June 1989 Comments: * The credit agreement was amended on April 21, 1986, November 20, 1986 and December 12, 1987 to extend the closing date. * The credit closing date and the project completion date were extended by three years (36 months), representing a 60 percent increase overall in the duration of the project. 2. Substitution Credit Disbursements (US$ million) 2 Final Quarter (IDA fiscal year) 1985 1198 Estimated at time of preparation 2.00 5.80 6.00 6.00 Actual 0.60 1.99 4.45 7.86 Actual as Z of estimate 301 341 741 131X 1 Substitution credit agreement 2 The disbursement graph is shown in Annex 1. 3 No appraisal mission was sent after the project had been prepared anew. The substitution project called for disbursement of only part of the original credit. 31 3. PEolect linpiementatio Neither the preparation document for the substitution project nor the supervision reports made any mention of key project indicators. A schedule, comparing planned and actual execution dates, is presented below. lmlenuntation Schedute. Plonned vs. Actual 1985 1986 -1987~- -1988 1989 1 2 3 4 t2 3 4 1 2 3 4 1 2 3 4 1 2 Civil Engirw ing aiddirg does. Cott for bids 4 **4* Award 4 4* * Works ".44.*" Equfpment & Furniture Lists $. * ** *** Bids/Orders ** Mrdfact. .44 *44.4 ** Transport/Del. Office Suppifes Lists Bids/Orders Transport/Del. ++ * *** Primary School Supplies Orders 4+ *4** Transport 44. '** Dfstribution .4 *4.4 * Technical Assistance ILO Consultants 4. Architect *++ * ' * Planning 44444. o'.* _ **." Auditors * * * Training 4.444..... * Planning Studies 4. (not carried out) + vs Pltwwed execution at tias of project preparation. ***: Actual executfon. 32 4. Proiect Costs and Financing 1 A.1 Cost of Oriinal Proiect (US$ million) Appraisal Est. Luzal Cast 2 Category 'Cost Xof-Total C0t X of Total Civil engineering 4.4 47.8X 0.1 19.2X Furniture 0.3 3.31 0.5 80.21 Equipment 0.3 3.3X 0.0 0.61 Local staff salaries 0.7 7.6% - Techn. assistance 1.6 17.4% Unallocated 1.9 20.61 - TOTAL 9.2 100.01 0.6 100.01 A.2 Cost of Substitution Project (US$ million) Preoaration Est. Actual Coat Category gost X of Total ogt X 21 Total Civil engineering 0.66 8.01 1.57 20.11 Furn./Eqt./Supplies 2.74 33.01 3.31 38.9X Techn. assistance 0.16 1.9X 0.61 8.31 Training/Studies 0.05 0.6X 0.05 0.71 Operations 0.04 0.51 0.17 2.41 Contingencies 0.64 7.71 Teacher salaries 1.15 13.8X 2.15 29.61 Unallocated 2.86 34.51 - - TOTAL 8.30 100.01 7.86 100.01 1 It was not possible to prepare a breakdown between foreign exchange costs and local costs for the original project, and DNPE did not prepare such a breakdown for the substitution project. 2 The exact breakdown for disbursements was estimated by LOOAF in October 1985 as follows: 19.21 for category 1 (US$114,800); 80.21 for category 2 (US$481,300); and 61 for category 3 (US$3,900). 33 B.1 Financing of Original Proiect The original project was 100 percent financed by IDA. See Table A.1 for breakdown of financing by category. B.2 Financing of Substitution Project At this point in time, the amount of project financing provided by IDA, calculated in terms of U.S. dollars, is equivalent to 94.7 percent of the amount made available under the credit agreement. The payment of a portion of teachers' salaries by the Government cannot strictly be regarded as a Borrower contribution to the project, and this has accordingly not been included in the table showing sources of financing. Savings were effected by eliminating certain civil works that had originally been included but which did not seem to be crucial, thus resulting in a lower cost than anticipated when the project was revised. The contribution by the Italian bilateral aid agency to the cost of the specialized equipment for the workshops at the LTI in N'Djam6na was not included in the revised amount. The fellowships for training abroad for the Planning Unit were not used, thus reducing the amount earmarked under category 4 - Fellowships. The substantial cost overrun in relation to the sum set aside for category 5 - Operating Costs is attributable to the fact that DNPE was simultaneously engaged in completing the Third Project and starting up the Fourth Project. 34 Project Financing. Estimated vs. Actual 1 Credit Revised Final (thousands) Agreement Amounts ts 2 Cost X Cost X Cost X Category 'US$ Fin. M Ein. US ELM.. 1. Civil Works 740 100% 1,615 1001 1,575 1001 2. Furniture, Equipment and Supplies 3,100 1001 3,550 1001 3,309 100X 3. Consultants' Services 170 100% 655 100X 608 100X 4. Fellowships/ Training 40 100% 57 100l 53 1001 5. Operating Costs 25 100% 155 100l 170 100X 6. Teachers' Salaries 3 1,125 20X 2,148 100X 2,148 7. Unallocated 2,500 120 Orig. Project 600 100% (breakdown) 1001 (breakdown) 1001 Undisbursed - - - - (437) A. Total IDA 8,300 8,300 7,863 1001 B. Italian Bilateral Aid 900 4 1001 TOTAL (A+B) 8,300 8,300 8,763 1 Includes the original project and the substitution project. 2 Definitive amounts as of June 30, 1989, based on estimates in CFAF prepared .by DNPE. Minor changes could occur as a result of discrepancies between the exchange rate used for the final applications (Nos. 50 - 56), naiely CFAF 1,000 - US$3.077, and the rates used by IDA at the time of registration. 3 Up until February 1986, IDA financed 20 percent of the salaries paid to primary school teachers. This contribution (US$2,148 thousand - 1001) was broken down as follows: up to March 31, 1985: 22.2X; up to June 30, 1985: 19.41; up to September 30, 1985: 16.71; up to December 31, 1985: 13.91; up to March 31, 1986: 11.1; up to June 30, 1986: 8.3%; up to September 30, 1986: 5.61; up to December 31, 1986: 2.81. 4 Total proposed amount. It was not possible to establish the actual cost of the equipment supplied by the Italian bilateral aid agency. 35 C. Cost of-Substitution Project. by Component Substitution Final (in thousands) Project Amunts Component CFAF USS gm USS A. Primary education 1,232 2,830 780 2,466 B. Technical & vocational training 213 490 527 1,678 2 C. School planning 61 140 109 352 D. Project management 83 190 195 619 E. Teachers' salaries 504 1,150 748 2,148 Contingencies & price increases 270 614 Total components 2,373 5,414 2,359 7,263 and contingencies Comments The relatively large amount of the credit total left unallocated at the time of signing of the credit agreement enabled IDA to make the necessary adjustments to facilitate project implementation. A. The smaller total than estimated for the Primary Education component stems from the cancellation of certain rehabilitation works and from a reduction in the proportion assigned to equipment. B. Some of the specialized equipment for the LTI in N'Djam4na, which was to be financed in its entirety by bilateral aid, ended up being financed by IDA, which explains the sizable increase in the cost of this component. C. The main reason for the increase in the cost of this component was that the technical assistance contract for school planning, originally scheduled for six months, was extended to cover two years. Detailed project costs are presented in Annex 4. 2 The figure shown does not include financing of Italian bilateral assistance. 36 D. The incresse in the amount allocated to,project management stems in part from the strengthening of technical assistance to DNPE and in part from the implementation of construction work on its future premises (which will be used for the Fourth IDA Education Project). E. By agreeing to raise its contribution to the payment of teachers' salaries, IDA enabled the project to be resumed and to get off to an effective start, while in return the Government agreed to use TA services to manage the project. 5. Project Results The results of the original project were swept away by the troubles that overwhelmed the country; there is no way one can evaluate what these results might have been. As no specific appraisal was carried out for the substitution project, no reference indicator for results is available. The quantitative and qualitative results for each substitution project component are set forth in the first part of the report. 1 The direct benefits for the rehabilitated institutions in terms of beneficiaries/increase in capacity are as follows: 2 1 See Section 5. 2 See Annex 5 for rehabilitated area per establishment and useful area per student. 37 Capacilty of Prolect Institutions ENI ENI LTI 3 Mo-undou Sarh N'DIiamna Total Students Planned capacity 260 145 360 765 Present capacity 4 337 353 123 813 Boarders Planned capacity 180 145 150 475 Present capacity 5 0 0 0 0 3 The LTI has just reopened; certain sections are, however, not yet operational. 4 Enrollment for the 1988/89 school year. The figures for the ENIs include auditors (audlteurs 1lbres) and the "InstItuteurs-bachellers' (FRG-financed training program). 5 In March 1986, IDA acceded to the Government's request to raise the initial capacity of the ENIs from 150 to 300 students per school by eliminating the boarding facilities. Because of the country's financial difficulties, the Government could no longer defray the cost of providing boarding facilities. 38 6. Fulfiltment of Conditions Reference Item Status Actions comments 3.01 Project implementation C The Borrower has furnished the The project was poorly managed for the first two years necessary resources, within the and significant delays were incurred. Subsequently the limits of its ability. project proceeded normally. 3.02 Consultant services C The required consultant services Recruitment of the required consultants was on occasion were used. detayed. The results obtained were not always satisfactory, particularly as regards architecturaL design and follow-up. 3.03 (a) insurance and use of P The ioported supplies were Insured. The suppties purchased are being used by the Intended (b) project goods The school textbooks have mostty users. It shoutd, however, be noted that roughty one been distributed. tenth of the textbooks purchased under the project have not reached their intended users. Part of the ENI In Moundou is being occupied by the LTI. 3.0; Cc) Preparation of this C A Unesco/IDA mission visited Chad IDA provided DNPE with the list of data to be prepared report June 20 - July 2, 1989. for the mission. The text prepared by the Borrower forms Part Two of this report. 3.05 tl) Employ a fully C Following certain difficutties A new Director was appointed in October 1987 to (ii) qualified Director with the first Director, a new reptace the first Director. whose management methods incumbent was appointed in were open to question. The staff and resources (TA) November 1987. He was subsequently required for proper operation of the Project Unit confirmed In his position for the were not put in ptace untit after this date. Fourth IDA Education Project. 3.06 Management and planning P Statistics are now being collected The Fourth IDA Education Project offers a favorable of education regularly. However, there is no opportunity to undertake the necessary measures to real planning as such. develop the education system. 4.01 (a) Accounting C A Project Administrator was The accounting records have been updated but only as (b) recruited In February 1988. from February 1988. The books are now being kept C) together with a local bookkeeper. regularly. The accounts have been examined by externat The accounts are examined each auditors In March 1987, March 1988 and April 1989. year by external auditors. 4.02 (a) Start-up and P None of the three schools The supervision mission (Jan.-Feb. 1989) made (b) maintenance of rehabilitated Is receiving the recommendations regarding maintenance, but no project equipment necessary maintenance. The LTI foltow-up action has been taken except at the ENI in in N'Djawina is being opened Sarh. Laboratory equipment at the ENIs is not graduatly. being used, because no qualtfied staff are avaltable. Le C completed; P = partially completed. 39 7. Use of IDA Resources A. m0wer 1 (weeks) Specialty Al Al A 8$ Ai AZ I Al T-otal, Architect 0.1 0.1 7.2 2.0 3.0 Educator 1.0 3.0 Consultant IDA staff 0.4 0.1 0.0 0.5 8.2 12.0 16.1 10.9 3.5 51.3 Source: IDA Data available as of March 1989; certain details had not yet been recorded. 40 B. Missions Type of Month/ No. of Days in Specialty problems xYar peole the f Aie rmsggrsnt4 enmm eurMd May 1978 1 10 E June 1978 1 14 T Nov. 1978 3 14 E,T,Ar May 1979 3 14 E,T,Ar Sept. 1979 1 10 T Feb. 1980 3 17 E,G,T June 1980 3 18 E,T,Ar Sept. 1980 4 17 G,T,Ag,Ar Feb. 1981 2 8 G,Ar June 1981 2 19 T,G Nov. 1981 3 8 Chf,G,Ar Adm,Tchn Apr. 1982 4 8 Chf,G,T,Ar Adm,Tchn Sept. 1982 3 12 G,Ar,E Adm,Tcbn Oct. 1982 1 5 Chf Adm,Tchn Feb. 1983 2 7 Chf,Ar Adm,Tchn May 1983 3 1 T,Ar,E Adm,Tchn Dec. 1983 2 17 G,Ar Adm,Tchn June 1984 2 7 G,Ar Adm,TcIn Oct. 1985 3 11 Chf,T,Ar Adm,Tchn May 1986 1 G June 1986 1 7 Ar Oct. 1986 1 7 Ar 2 Feb. 1987 2 8 Ar,G 2 July 1987 2 11 Ar,E 2 Feb. 1988 1 6 Ar,G 2 Feb. 1989 2 Ar,G Total 256 Leaend: Chf - Division Chief/Deputy Division Chief; E - economist; Ar - Architect; Ag - Agricultural Education Specialist; T Technical Education Specialist; G - General Education Specialist. Adm - Administrative problem; Tchn - Technical problem; 2 - problem not solved. 1 Project division missions only; time spent in the field also includes time devoted to other projects. 41 LIST OA NNEXES 1. Changes in Exchange Rates 2. Credit Disbursements, Estimated vs. Actual 3. Distribution of Specialized Equipment for the LTI in N'Djam6na, by Source of Financing 4. Capital and Recurrent Costs, Surface Areas and Occupation Ratios for the Rehabilitated Institutions, Estimated vs. Actual, 1987/88 5. Detailed Cost Breakdown for the Project 42 CHANGES IN EXCHANGE RATES At appraisal t US$l - CFAF 245.43 CFAF 1,000 - US$4.074 Yearly average 1981 US$1 - CFAF 271.73; CFAF 1,000 - US$3.680 1982 US$1 - CFAF 328.61; CFAF 1,000 - US$3.043 1983 US$1 - CFAF 381.06; CFAF 1,000 - US$2.624 1984 US$1 - CFAF 436.96; CFAF 1,000 - US$2.288 1985 US$1 - CFAF 449.26; CFAF 1,000 - US$2.226 1986 US$1 - CFAF 346.30; CFAF 1,000 - US$2.888 1987 US$1 - CFAF 300.54; CFAF 1,000 - US$3.327 1988 US$1 - CFAF 307.10; CFAF 1,000 - US$3.256 Estimated average rate over the life of the project: 1981/1988 US$1 - CFAF 314.38 CFAF 1,000 - US$3.181 Source: "International Financial Statistics," IMF and IDA 1 The original project was appraised in Kay 1978. The exchange rate used for revision of the project in 1984 was US$1 - CFAF 435.34. 43 Atnex 2 CREDIT DISBURSEMENTS. ESTIMATED vs. ACTAL (US$ thousand) Est. Cumul. IDA Disbursements Actual Cumulative Fiscal at time of Amount of Disbursements Year Ouarter Revision Disbursements (Actual) 1985 III 850 600 600 1985 IV 2,000 - 600 1986 I 4,300 600 1986 II 5,300 600 1986 III 5,700 - 600 1986 IV 5,800 1,390 1,990 1987 I 6,000 896 2,886 1987 II 1,240 4,126 1987 III 430 4,169 1987 IV 284 4,453 1988 I 634 5,087 1988 II 1,073 6,160 1988 III 512 6,672 1988 IV 1,259 7,931 N-B Actual disbursements through the third quarter of 1986 represent the revolving fund disbursed under the original project. IDA's fiscal year starts on July 1 and ends on June 30. Disbursements for the fourth quarter of 1988 are estimated on the basis of commitments. Disbursement Graph (US$ million) Actual Estimated at time of project revision Soure: IDA 44 DISTRIBUTION OF SPECIALIZED EQUIPMENT FOR TIE LTI IN N'AIWAA, By SO,URCE O9F EN INO (US$) Italiay IDA General engineering - 360,000 Automotive engineering 300,000 Electricity 360,000 Metal structures 120,000 Cooling and air conditioning 120,000 Drafting/reprography - 96,000 Computers - 18,000 Teaching materials 24,000 TOTAL 900,000 498,000 jjarQ: IDA 1 Estimated amount in U.S. dollars. The actual figure was not available. 45 Amex CAPITAL AND RECURRENT COSTS, SURFACE AREAS AND OCCUPATION RATIOS FOR THE REHABILITATED INSTITUTIONS ESTIMATED vs. ACTUAL, 1987/88 Cost in CFAF thousand: Usable area in m2 LT1 in N'Djam6na Original Plan Actual Total Per Student otal Per Studet Usable Area Teaching 2,707 7.52 3,487 28.34 Boarding 780 5.20 - - Cost Rehabilitation 139,671 388 166,415 1,353 Operations 92,185 256 (n.a.) (n.a.) ENI in Moundou Original Plan Actual Total Per Student Total Per Student Usable Area Teaching 855 3.3 2,070 6.9 Boarding 1,215 6.8 0 0 Housing 416 - 416 - cost Rehabilitation 90,194 347 149,738 497 Operations 79,520 307 121,845 405 ENI in S-arh Original Plan Actual Total Per Student Total Per Student Usable Area Teaching 710 4.8 2,041 9.5 Boarding 1,331 9.2 0 0 Housing 249 - 249 - Cost Rehabilitation 60,119 415 86,928 406 Operations 62,088 428 74,556 348 Source: Document prepared by the mission. Annex 5 Pae I of 2 DETAILED COST BREAKDOWN FOR THE PROJECT (USSO ------------------- Prinary Education ----------------- Techn. Ed. Adiin. and Plaming Ofstribu. of Teacher ELI Saerh ENI Liut Materials Salaries LTI N 01am6a DNPE plan. statItEf1m Civil woris 290,490 437,936 526.372 14.U985 Equipment. supplies 7 > t° 39 87 and furniture 127.120 i17.229 43,056 954,67375103,7 Vehicles 38.677 27,341 21,294 Teaching materials 33,064 33,064 1.219.589 58,852 Fore1gn transport 36,069 Misc. services 2.676 Financing costs 9,669 1022213006,7 Subtotal 160,184 150,293 1t301,059 1.052,202 103,050 61,171 C4nptants 57.355 215.826 1885553 Expatriate ~~~~ ~ ~~~~~~~~~~~~41.80 14,497 17.550 Local 21,342 44 8196 22S 682 Reports 5021 26.S29 26.86 Subtotal 21,342 44"819 99.212 236.549 206.786 Training Monoraria 2 0 tsson expenses 26.200 Vehicle operation 19.14S Foreign travel 2,124 Misc. services 2.8 SuppIies 9S2S4 Subtotal Teacher salaries 2,148U000 Operating expenses 3S 3,168 Persomn 14,174 7,07l Mission expenseS 1130S 14,779 Vehicle operation 13,808 471 foreign travel 11,S70 246 Naintenance and repairs 41258 1 04 isp. services 35,163 4.406 Spstaes 4,162 Postag 86 FfSnubng cots 134,270 31.508 total 472,016 633,048 1,301,059 2,148,000 1,677,786 618,854 352.019 Annex Page 2 of 2 DETAILED COST BREAKDOWN FOR THE PROJECT (CFAF) - *---------------- Primary Education ---------------- Techn. Ed. Admin. and Planming Distribu. of Teacher ENl Sarh ENI Moundo. Materials Salaries LTI k'Diamdna DNP" Plan. Statisties Civil works 86,928,309 149,737,842 158,008,568 47,120,066 Equipment, suppiles and furniture 39,493,962 36,813,538 14,121,550 307,012,367 22,586.442 12,892,970 Vehicles 12,S70,000 9,070,000 6,955,000 Teaching materials 10,156,744 10,156,744 400,259,200 18,710.798 Foreign transport 7,744,685 Rise. services 794,950 Financing costs 2,872,416 Subtotal 49,650,706 46,970,282 425,792,801 338,293,165 31,656,442 19,847.970 Consultants Expatriate 17,625,069 68,898,276 57,539,269 4 Local 6,604,745 13,869,963 12,929,015 4,385,500 5,145,000 -4 Reports 15,000 1,825,000 200,000 Subtotal 6,604,745 13,869,963 30,569,084 75,108,776 62,884,269 Training Honoraria Mission expenses 8,469,950 Vehicle operation 396,460 Forefgn travel 6,189,100 Mfse. servfces 686,730 Supplies 1,247,410 Subtotal 16,989,650 Teacher salaries 1,479,288,218 Operating expenses Personnel 11,195,103 947,000 mission expenses 4,255,050 2,215,400 Vehicle operation 5,254,025 4,584,955 Foreign travel 4,260,898 125,000 Maintenance and repairs 3,576,181 61,100 Misc. services 1,348,294 309,600 Supplies 11,229,830 1,308,809 Postage 1,586,907 Financing costs 25,570 Subtotal 42,721,858 9,551.864 Total 143,183,760 210,578,087 425,792,801 1,479,288,218 526,870,837 196,667,144 109,157,7-S Source: DNPE.