Page 1 PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: AB4858 Project Name NIGER - EFA/FTI PROGRAM Region AFRICA Sector Primary education (100%) Project ID P115436 Borrower(s) GOVERNMENT OF NIGER REPUBLIC Implementing Agency Ministry of National Education P.0 Box 1 1897 Niger Tel: (227) 20.72.26.77 Environment Category [ ] A [X] B [ ] C [ ] FI [ ] TBD (to be determined) Date PID Prepared June 20, 2009 Date of Appraisal Authorization June 26, 2009 Date of Board Approval N.A: EFA-FTI Processing does not require the Board Approval 1. Country and Sector Background 1.1 Country Background Niger is a vast landlocked country with an estimated population of 14 million, the majority of whom live along a narrow band of arable land on the country’s southern border with Nigeria / Benin. The economy is dominated by agricultural activity, including rearing livestock, mining (uranium), and informal trading activities. In 2008, Niger was ranked 174 out of 179 countries on the UNDP's Human Development Index. Sixty-one percent of Niger’s population lives in extreme poverty on less than a dollar a day and the average per capita income is estimated at $330 for 2008. Social indicators are low, with an infant mortality rate of 81 per 1,000 live births, life expectancy of 56.2 years, a literacy rate of 29.8% in 2006, and gross primary school enrollment rates of 62% in 20081. GDP growth has been highly volatile but low on average, outpaced by the population growth rate of 3.4% in 2008. GDP growth is estimated at 9.5 percent for 2008 (against 3.3% in 2007 and 5.2% in 2006, after reaching 7.4% in 2005), reflecting the strong performance of the agriculture sector (about 26% growth in real terms) following its recovery from the 2004 drought which resulted in a GDP growth of -0.8% in that year). In 2005, the population faced a severe food crisis with a 12% decline in agricultural production due to the 2004 drought. Poverty Reduction and Social Development as a key part of the Government’s Economic Development Strategy . The PRSP presents a coherent and results-oriented strategic framework that rests on four main pillars: (i) macroeconomic and financial stability; (ii) development of productive sectors, especially in rural areas (iii) Improvement in access for the poor to quality social services; (iv) strengthening of institutional and individual capacity, within and outside 1 Preliminary estimates Page 2 government, as well as at the central and local levels. The Government’s 2007 Second Poverty Reduction Strategy Paper (PRSP), projects maintaining real GDP growth rate of 7% annually to reach the MDGs. However, the global economic crisis could have a serious impact on traditional agriculture and livestock, which could decrease demand substantially in these sectors, and also affect informal trade activities, hence undermining Niger’s growth prospects. In response to these risks, the Government has been strengthening its debt management capacity so that it can keep its debt levels sustainable. 1.2. Education Sector Background The implementation of the first phase of the education program has been satisfactory in terms of quantity. Over the last years, Niger has successfully increased access to primary education; gross enrollment rate increased from 37% in 2000 to 62% in 2007/2008. Notwithstanding these remarkable quantitative achievements, results from several diagnostic studies have helped the Government of Niger to identify the main issues facing the education system on both the supply and demand sides as described below. Poor coverage with significant disparities . With inadequate coverage resulting in limited and inequitable access to basic education, Niger ranks among the countries with the lowest participation rate in primary education coupled with marked disparities between geographic zones, urban and rural areas. In urban areas, three out of four children enroll in grade 1 of primary school compared with only one out of five in rural areas where 83 % of the school-aged population resides. These patterns are also reflected by region where the enrollment ratio ranges from about 46% in Diffa to 107 % in Niamey. In terms of gender parity available data show a persistent gap between the girls’ GER and boys’. Reasons for this low level of participation in primary education include factors on both the supply and demand sides. Supply issues . On the supply side, the bulk of primary education is provided by the Government; private schools account for only an estimated 4% of enrollment. In 2007/2008, 35% of classrooms were multi-grade (mostly concentrated in rural areas) resulting from the shortage of classrooms. Consequently in response to the shortage of public provision of schools, communities build schools in very remote areas with the support of international NGOs. School attendance is a function of availability of schools, a study shows that in three geographical zones (Dosso, Diffa and Mirriah), 44% of school-aged children are enrolled where classrooms are available in the village, compared with 20% of children with a school in an adjoining village. There are no school enrollments in villages that are not near a school. About 40% of villages have no school nearby; therefore there are almost no enrollments. In rural areas only 16% of public schools offer the full six years of education and 41% of total classrooms are in “straw huts”. Moreover, the number of teachers is inadequate and the proportion of qualified teachers is very small compared to the number required. Most of teachers are concentrated in the big cities mainly in Niamey. To facilitate appointments in the remote areas, which have a very high teacher turnover rate, significant incentives will be provided, including a salary premium that could benefit many the teachers. Consequently, increase in access to school would be addressed through: increased availability of (i) schools with a complete cycle, (ii) teaching and learning materials, and (iii) qualified teachers. Page 3 Demand issues . Demand for education is affected by the cost of education to households, particularly with high levels of poverty in Niger, combined with perceptions of the value of education among parents and students. Supply side measures only will therefore not be sufficient for Niger to reach the Millennium Development Goals (MDG) of universal completion of primary education, nor its medium term objective of 90% completion by 2012. The Ministry of Education (MoE) estimates that 12% of total public expenditure on primary education represents family direct expenditure. This corresponds to an estimated 4,300 FCFA per student, or about 3% of GDP per capita, and much more for poor families with both lower levels of income and larger average family size. Opportunity costs are also high, particularly in rural areas where primary school aged children work between 3 to 4 hours a day for the family. School attendance for rural children would result in a 60-66% reduction in household production due to the loss the contribution of the children. Estimates from Dosso, Diffa and Mirriah which indicate that even when a school is available in the village, about 42% of boys and 64% of girls do not attend provide evidence about demand constraints on education. Poor quality of education . Learning achievement is also low: 26.5% and 16.6% of grade 4 students reached acceptable skill levels both in math and reading in 2007. The internal efficiency of the system is also low with high drop-out and repetition rates. In primary schools, the average repetition rate is 23.4% for the sixth grade, and the drop-out rate for first grade reached 10.4% in 2006/2007. The completion rate remains low at 45.8% reflecting low survival rates. Out of a cohort of 100 students entering grade 1, only about 70 students reach grade 6. The poor quality of education is explained by a combination of factors including: (i) lack of qualified teachers; (ii) inadequate pre-service and in-service teacher training; and (iii) limited supply of pedagogical materials and school supplies, because of centralized procurement in Niamey and an inefficient distribution system that results in very tardy delivery in classes, particularly for rural areas which receive their grants often at the end of school year. Financing constraints . Currently the education sector absorbs 21% of the country’s fiscal revenue (in 2007) and 4% of the GDP, while the school-age population is growing at 3.3% per year, suggesting that more investment is needed for the sector. However the education budget allocation prioritizes the primary level that receives more than 60% of the total sector budget. Financial contribution of other stakeholders (NGOs, local institutions, and parents) to the functioning of the system, estimated at 12%, represents an important share of the sector spending. Limited organizational capacity and weak management of the system. Further action is needed to ensure greater decentralization of responsibilities for implementation of the program. Increased transfer of responsibilities to decentralized entities will, have a strong added value in terms of efficiency, timing and increased certainty that targets will be achieved. However, despite improvements in institutional capacity during the first phase of implementation, the MoE continues to carry out activities at the central level which could be more effectively done by decentralized entities. For example, experience shows that School Management Committees (COGES) are capable of implementing activities in the school action plan efficiently. Page 4 2. Objectives The overall objective of the FTI-Basic Education Support Project (FTI-BESP) is to contribute to the implementation of Niger’s ESP by improving access to better quality education. In order to achieve this objective, the project will focus on the following tree specific objectives: (i) Increase access and equity in primary education; (ii) Improve quality in primary education; and (iii) Strengthen the capacity of the MoE, and decentralized entities. The FTI-BESP will use the overall indicators of the program to track progress on the ten-year sector program, and will use the specific indicators mentioned below to track the attainment of the objectives for the grant. 3. Rationale for Bank Involvement The main objective of the Fast Track Initiative (FTI) is to support the global compact for development for the achievement of the Millennium Development Goals (MDG) in education. Niger has a sound and credible plan for reaching MDG, with a specific focus on the goal of Universal Primary Education. The Catalytic Fund Grant reflects the donor community’s commitment to implement Niger’s PRSP II, particularly to support the development of human resources, expand basic services, and to improve access to education, as outlined in the Country Assistance Strategy (CAS) and in the Ten Year Education Sector Program. In addition, the main objective of the CAS for FY08-11 is to support the Government in the implementation of the PRSP II, which rests on seven pillars: (i) Search for strong, diversified, sustainable and job-creating growth; (ii) Equitable access to quality social services; (iii) Control of population growth; (iv) Reduction of inequalities and strengthening of social security of the vulnerable groups; (v) Infrastructure development; (vi) Promotion of good governance; and (vii) Effective implementation of the strategy. The Basic Education Support Project will help the Niger Government achieve the objective of the ESP of Universal Primary Education (UPE) in 2015. The proposal from Niger is based on the second phase of the Government’s ten-year program for the sector (2003-2013). The second phase of Niger’s ESP was formally re-endorsed for the FTI by the local donor group in December 2008. Following this, a country program document requesting support from the Catalytic Fund was prepared by the Government and submitted to the local donor group, which found it satisfactory. On the basis of the Government’s application, the EFA-FTI Catalytic Fund Strategy Committee approved a grant of US$8 million for the period 2008-2010. 4. Description Program and Project Development Objectives (PDO) and key indicators Page 5 Program Development Objectives : The overall objective of the Education Sector Program (ESP) in Niger is to achieve universal access to primary education by 2015. The ESP is a sector- wide program that has four inter-related strategic axes: (i) expanding access to basic education; (ii) improving education quality and efficiency; (iii) improving the use of existing resources; (iv) building capacity and empowering local structures and communities. Project Development Objectives The overall objective of the FTI-Basic Education Support Project (FTI-BESP) is to contribute to the implementation of Niger’s ESP by improving access to better quality education. The FTI-BESP will use the overall indicators of the program to track progress on the ten-year sector program, and will use the specific indicators mentioned below to track the attainment of the objectives for the project. In order to achieve the above objectives the FTI-BESP will focus on the following components. Component 1 . Increase access and equity in primary education. This component has two subcomponents to support access to primary education by financing a program to increase supply and demand. Actions planned to promote access through increased supply of education places consist mainly of: (i) classrooms construction and equipment; and (ii) the use of multigrade teaching classes in rural areas with dispersed population. The second subcomponent is related to activities aimed at stimulating the education demand, particularly for the girls’ education. (i) School construction . To achieve universal primary education this activity seeks to build 400 classrooms in rural areas to provide an increased capacity of for 16,000 children. All classrooms will be equipped with desks for pupils and teachers and storage closets for textbooks. Each school will have functional latrines. The project will support: (i) the construction of 345 classrooms in bloc semi-finished of 3 classrooms in the 7 regions, mainly in the rural areas. The Government intends to build using this type of construction in Gradual construction modal in cement. The semi-finished classrooms called evolutionary structures are permanent structures comprising of 3 classrooms with in an entirely finished classroom at the center of the building and two unfinished classrooms in the two extremities of the building; (ii) the construction and equipment of 35 classrooms designed as follows: a single and large classroom which can accommodate children of different levels (multigrade). This type of construction offers the advantage of a rational use of human resources (only one teacher) and infrastructures (only one class) in the areas where the enrolled school age children do not justify more than one classroom. The equipment (separate single desk and chair) is also different from the classic classroom that will allow and improve multigrade teaching and; (iii) the construction and equipment of 20 classrooms to replace schools housed in straw huts in Niamey. All the construction will be built with concrete materials. The Direction des Infrastructures et Equipements Scolaires (DIES) will be responsible for the implementation of the school construction program. (ii) Improve Girl’s Education . This subcomponent will support the following activities (i) organization of information campaigns to increase awareness in the population of the benefits of girls’ education in liaison with promotion of proximity sensitizing led by COGES which showed Page 6 satisfactory results during the first phase of the program; (ii) provision of awards to promising students at the regional level. Component 2 : Improve the Quality in Primary Education. This component will support the following activities. (i) Development and distribution of textbooks and school supplies . This sub-component will support the development and distribution of good quality textbooks and teachers’ guides for key subjects. To this end about 412,260 grammar books for grades 3, 4, 5 and 6 written by INDRAP will be supplied to the system and 546.000 other reading materials (booklets) and teacher’s guides, totaling 958.260 student textbooks and other reading materials (booklets). In addition, to ensure their timely availability, school supplies acquisition and distribution by COGES will be tested in an inspectorate totaling about 40.000 students. (ii) Pre and in service teacher training . The sub component targets the pre-service and in- service teacher training program to update competencies of about 3.150 teachers. In 2008, a new curriculum was launched in Teacher Training College (ENI) to take account of the introduction of new subjects, new pedagogical approach and the extension to two years the duration of the pre-service training. To ensure the coherence between the formal training taught in ENIs and the training courses organized in the supportive schools to ENI ( écoles annexes ), the teachers of these schools will be trained for 10 to 15 days. Component 3 : Strengthen the management capacity of the MoE and decentralized entities and Communities. This component includes the following. (i) Strengthen the Capacity of School Management Committees (COGES). During the first phase of the project, the COGES have played a key role in the execution of many activities under the program (school construction and maintenance, textbook management, school health and HIV/AIDS). To offer the maximum of support to this initiative, a central COGES Promotion Unit was established, linked to the regions through focal points. The central unit ensured a central strategy for the COGES, taking responsibility for any necessary legal measures. Building on the experience initiated under the Basic Education Project (P061209), the FTI-BESP would ensure the continuity of this initiative from which expectations are numerous, in terms of improving equitable access to education and promoting quality education by improving the overall school management. To this end, the FTI-BESP will support provision of training for about 5,700 members COGES in 23 departments where girls’ education lags behind compared to the national average to reinforce their capacities in micro programming system and sensitizing methods. (ii) Strengthen the Capacity of the Ministry of Education in critical areas liaise with the PDDE training Plan. This subcomponent will support the following capacity’s reinforcement activities: (i) training of deconcentrated structures on Results Based Management; (ii) Training of a core team of trainers on strategic planning; (iii) training of a core team to undertake Public Expenditure Review on annual basis. Page 7 Expected outcomes indicators include the following: a) Increased access and equity in primary education Primary school gross enrollment rate increased from 62% in 2007/2008 to 68% in 2010/2011 Girl's share in primary school enrollment increased from 42.7% in 2007/2008 to 44% in 2010/2011 Primary school gross enrollment rate in rural areas increased from 58%% in 2007/2008 to 65% in 2010/2011. b) Improved quality in primary education ; Completion rate of primary education increased from 45.8% in 2007/2008 to 48% by 2010/2011 Pass rate increased from 83.6% in 2007/2008 to 86.6% by 2010/2011. c) Strengthening the management capacity at the central and local levels Number of functioning school management committees increased from 10,162 in 2007/2008 to 14,000 in 2010/2011. 2 Sector Public expenditure reviews (PER) prepared by year 2011 5. Financing The Basic Education Support Project (BESP) would be financed through a Specific Investment Loan (SIL) of US$8.0 million over a 2-year period (08/2009 to 08/2011) to support the Government’s Education Sector Program for the primary education. A SIL disbursed through a separate account appears to be the most appropriate instrument to implement the project in a timely fashion. . The Grant financed by Fast Track Catalytic Fund would be a follow up of the Basic Education Project (BEP) closing on June 30, 2009 and will use similar implementation arrangements. Source: ($m.) Borrower 0 EFA-FTI Education Program Development Fund 8 Total 8 6. Implementation The Bank discussed with the Government and other donor partners and agreed on the choice of the institutional and implementation arrangements. Overall, it was agreed that the design of the implementation mechanism of the FTI-BESP will build on the IDA-financed project mechanism which is fully aligned with the Education Sector Program implementation and coordination arrangements, with a view to strengthen a sector-wide approach as the program moves ahead. Consequently, institutional and implementation arrangements of the current follow up project will be similar to those established during the implementation of the former education project (IDA Credit Number 3812 NIR and grant Number H060 NIR). During the donor appraisal of the FTI-BESP, an institutional assessment was conducted which confirmed the viability of the arrangements. This project is structured with a Sector Wide Approach (SWAP). Even though the fiduciary mechanisms applicable to the proceeds of the Grant will be World Bank specific, other Page 8 aspects of project implementation, such as programming, Monitoring and Evaluation (M&E), and coordination procedures are articulated and closely linked to the Education Sector Program as in the previous project. Program coordination and project management. A National Education Council ( Conseil National d’Education ), headed by the Minister of Education and comprised of, among others, the three Ministers in charge of Education et Vocational training, the Minister of finance, the heads of Regional Education Councils, the lead advisors to the Head of State and Prime Minister in current affairs, representatives of the Teachers' Union, the Parents' Association, NGOs, and donor partners has been established. This Council defines and monitors the overall sectoral policy orientations, ensures that program implementation follows the agreed-upon policy framework, determines the direction of any necessary revisions, and approves annual work plans and budgets. Within the Ministry of Education, a technical Unit in charge of M&E ( Unité de Suivi et d’Evaluation ) linked to the General Secretary ensures day-to-day coordination of program implementation, as well as donor coordination. The regional education Council serves as the steering committee responsible for approving the regional plan of activities and for monitoring progress at the regional level. The latter will hold at least two meetings per year under the leadership of the Governor of the region. The project management is integrated within this overall coordination framework. School Management Committee (COGES) and school supplies acquisition From the central level, the DRFM would transfer to the Regional Directorate for Education (DREN) of Tahoua resources estimated for each school on the basis of students’ numbers and the content of the kit per student. In liaison with the relevant inspectorate office, the DREN would then allocate the resources to each COGES. The school supplies purchase and distribution led by COGES would be planned by the management team of each COGES at the school level. The implementation plan and report would be presented and validated during COGES General Assembly and be posted at the school. A communication strategy and a specific M&E system would be worked out for the implementation of the school supplies acquisition. Detailed procedures for this activity are described in Annex 4 and in the Project implementation manual. 7. Sustainability There are major factors that will contribute to FTI-BESP sustainability. The FTI-BESP supports the Program proposed by the Government for the education sector for the period 2003-2013. There is a wide consensus and commitment to that program that is built on and further develops the policies for the education sector ( Programme Décennal de Développement de l’Education , 2003-2013). During the preparation of the program, the Government conducted a macro- financial framework with its projections and policy objectives as a base-case scenario; sensitivity analysis was conducted with different assumptions for the key indicators. On the financing side, sensitivity was analyzed with regard to the annual GDP growth rate and the percentage of the education budget of all public finance. There is also a demonstrated commitment by the Government to poverty reduction and achievement of the MDGs. The 2004 Public Expenditures Review: “Focusing Public Page 9 Expenditure on Growth and Poverty Reduction” conducted by the World Bank has provided evidence that the Government’s policy has indeed been implemented, that resources have been released in accordance with its requirements, and that the financing of the sector has steadily improved. The Medium Term Expenditure Framework (MTEF) and the anticipated enhanced collaboration with Ministry of Finance will guide the development in the sector in a more down-to-earth manner. The Government has demonstrated ownership and had taken the lead in coordinating all donor activities. Furthermore, the Government is implementing the project with its own staff and rightly perceives the Fast Track Initiative as part and parcel of its own activities for the sector. There is consensus with donors and other partners that the Fast Track Initiative should continue the approach launched for the ongoing operations. This consensus translates into a transparent relationship and mutual support and it is skillfully harnessed by the Government in its pursuit of sectoral objectives. From a financial sustainability perspective, the exploitation of newly discovered oil reserves might impact favorably on the country’s wealth and, hopefully, make a major contribution to poverty alleviation. 8. Lessons Learned and reflected in the project design The proposed project would be the third IDA financed project (from IDA or TF resources) in the Education Sector in Niger. Therefore lessons learned from previous projects and reflected into the BESP design include: Project Management. The MoE has successfully drawn lessons from the implementation of the previous Basic Education Project that has been implemented by MoE staff. Based on this experience, the Government opted to mainstream the current project within administration bodies, as part of the implementation of the Education Sector program’s action plan with the view to strengthen durably the capacity of key MoE departments and to ascertain adequate project implementation. Monitoring and evaluation system . Agreeing on a set of monitoring and evaluation indicators does not suffice, if at project closing comparable and reliable information cannot be made available. Taking into account this observation, the BESP will rely on the existing M&E framework which has been set up at the beginning of the previous Basic Education Project. The assessment of the M&E system has been constantly undertaken during supervision missions and recently during 2008 CPPR and concluded that the BEP’s M&E system is satisfactory. Evidence from the first phase of the Education Sector program showed that statistics are produced in a timely manner and used to make planning and management decisions. Community Involvement . Community involvement is a major success-factor in many operations and this was also demonstrated specifically through the Basic Education Project. School Management Committees (COGES) have played key roles in improving accountability in Page 10 school management and in promoting girls’ education through proximity sensitizing. Therefore, the BESP will further pursue community involvement through COGES which is playing a larger role within the Education sector program with the view to strengthen these assets. Supply of School places does not necessarily increase girls’ attendance rates . The Basic Education Project has proved this statement and demonstrated the need to initiate specific activities aiming at improving the demand for schooling, mainly for girls. For that reason, girls demand for school access will receive the proposed project funding to finance activities mentioned in component one related to girls schooling promotion. 9. Safeguard Policies (including public consultation) Environmental Category B. Potential negative environmental and social impacts (air pollution, soil and water pollution, soil erosion or loss of vegetation) might result from the construction of classrooms in rural areas. Safeguard policies. The project has triggered OP 4.01 (Environmental Assessment) and OP 4.12 (Involuntary Resettlement) due to potential negative environmental and social impacts related to the construction of schools. To address potential negative impacts consistent with the requirements of these safeguard policies, the previous IDA financed project included an ESMF and a Resettlement Policy Frameworks were prepared because the exact locations and potential localized impacts of the classrooms were not known prior to appraisal. Safeguard Policies Triggered by the Project Yes No Environmental Assessment (OP /BP 4.01) [ x] [ ] Natural Habitats (OP /BP 4.04) [ ] [x ] Pest Management (OP 4.09 ) [ ] [x ] Physical Cultural Resources (OP/BP 4.11 ) [ ] [x ] Involuntary Resettlement (OP /BP 4.12) [x ] [ ] Indigenous Peoples (OP /BP 4.10) [ ] [x ] Forests (OP /BP 4.36) [ ] [ x] Safety of Dams (OP /BP 4.37) [ ] [ x] Projects in Disputed Areas (OP /BP 7.60)* [ ] [x ] Projects on International Waterways (OP /BP 7.50) [ ] [x ] Compliance with applicable safeguard policies During the preparation and the appraisal of the Basic Education Project (BEP) in 2003, an environmental analysis which discusses the potential negative environmental and social impacts and proposes mitigation measures was prepared for the entire Education Sector Program with regard to investment during the 3 phases of the program within the education sector. An environmental and social management framework which can be used in BEP and in future phases of investments in the education sector was prepared; and a resettlement policy framework to deal with potential social issues that might result from construction was prepared. These documents were all disclosed both in-country and at the Bank information * By supporting the proposed project, the Bank does not intend to prejudice the final determination of the parties' claims on the disputed areas Page 11 service prior to appraisal. They will be updated and re-disclosed prior to the appraisal for the implementation of the FTI BESP. 10. List of Factual Technical Documents a. Project documents · Niger: Lettre d’endossement des PTFs locaux du programme du Niger au Fast Track Initiative (2002) · Niger: Proposal for support from the FTI Catalytic Fund Committee; · Niger: Guidelines for the use of FTI/CF funds; b. World Bank documents · Country Assistance Strategy, 2003 · Country Assistance Strategy, 2008 · Project Appraisal Document (PAD), Report No: 25688-NIR, June 20, 2003; · Accord de Financement du projet PADEB (CA), Juillet 24, 2003 ; · School Construction in Developing Countries: What do we know? World Bank, 2008, by Serge Theunynck) c. Government documents · Niger Country Status Report, 2005 · Evaluation of school construction, 2006 · Medium Term Expenditures Framework (MTEF), MOE, 2008 · Annual statistical yearbook, various versions, 2000-2008 d. Other references · Aide-mémoires conjoint de diverses missions de supervision du PDDE · Notification of the CF allocation to Niger by the FTI Secretariat 11. Contact point Contact: Adama Ouedraogo Title: Education Spec. Tel: 5350+3250 Fax: +227- 20.73.55.06 Email: aouedraogo1@worldbank.org Location: Niamey, Niger (IBRD) 12. For more information contact: The InfoShop The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: (202) 458-4500 Fax: (202) 522-1500 Email: pic@worldbank.org Web: http://www.worldbank.org/infoshop Page 12