Document of The World Bank Report No: 23797-CD PROJECT APPRAISAL DOCUMENT ON A PROPOSED DEVELOPMENT CREDIT IN THE AMOUNT OF SDR 14.50 MILLION (US$ 19.13 MILLION EQUIVALENT) AND A DEVELOPMENT GRANT IN THE AMOUNT OF SDR 17.50 MILLION (US$ 23.21 MILLION EQUIVALENT) TO THE REPUBLIC OF CHAD FOR AN EDUCATION SECTOR REFORM PROJECT February 14, 2003 Human Development III Country Department 7 Africa Region CURRENCY EQUIVALENTS (Exchange Rate Effective June 2002) Currency Unit = CFAF Franc (CFAF) CFAF 699 = US$1 US$0.0014 = CFAF 1 FISCAL YEAR January 1 -- December 31 ABBREVIATIONS AND ACRONYMS AFD Agence Fran,aise de Developpement (French Development Agency) AfDB African Development Bank APE Association des Parents d'Eleves (Parent-Teacher Association) APICED Agence pour la Promotion des Initiatives Communautaires en Education (Community Initiative Support Agency for Education Development) BAP Bureau d'Appui Pedagogique (Teaching Support Office) BID Banque Islamique de Developpement (Islamic Development Bank) CAS Country Assistance Strategy (Strategie dAssistance au pays) CCSS Cellule Centrale de la Sante Scolaire (School-based Health Unit) CECRIU Centre d'Education Communautaire Rural/Peri-urbain (Rural and Peri- Urbain Community Education Centers) CFC Centre de Formation Continue (Continuous Education Centers) CNC Centre National des Curricula (National Curricula Center) CNSALS Commission Nationale pour la Selection et I'Approbation du Livre Scolaire (National Committee for the Selection and Approval of Textbooks) CONEFE Comite National pour l'Education et la Formation en liaison avec l'Emploi (National Committee on Education and Training) CPAR Country Procurement Assessment Review CQ Consultant's Qualifications CT Community Teachers CTAM Comite Technique d'Attribution des Marches (Technical Procurement Committee) CTPSF Cellule Technique de Promotion de la Scolarisation des Filles (National Female Education Promotion Committee) CTR Coordinateurs Techniques Regionaux (Regional Technical Coordinators) DAPLAN Direction de l'Alphabetisation et de la Promotion des Langues Nationales (Directorate for Literacy National Languages) DAPRO Direction de l'Analyse et de la Prospective (MEN's Planning Directorate) DCA Develoment Credit Agreement (Accord de Credit de Developpement) DEB Direction de l'Enseignement de Base (Division of Basic Education) DEL Departement de l 'Edition du Livre (Textbook Publishing Department) DFAP Direction de la Formation et de l'Action Pedagogique (Teacher Training Directorate) DPE Direction des Projets Education (Directorate of Education Projects) EBNF Enseignement de Base Non Formel (Non-Formal Basic Education) ELN Enseignement en Langue Nationale (National language education) EMP Environmental Mitigation Plan (Plan de Contr6le des Effets sur l'Environnement) ENI Ecole Normale d'Instituteurs (Teachers Training Institute) FAC Fonds d'Aide et de Cooperation (Cooperation and Assistance Fund) FENAPET F6deration Nationale des Associations de Parents d'Eleves au Tchad (National Federation of Parents' Associations) FMR Financial Management Review GER Gross Enrollment Rate GIS Geographic Information System GPN General Procurement Notice GTZ Deutsche Gesellschaft fur Technische Zusammenarbeit HIPC Highly Indebted Poor Countries IDA International Development Association IDB Islamic Development Bank (Banque Islamique de Developpement) IRI Interactive Radio Instruction ISSED Institut Superieur des Sciences de l'Education (Higher Institute of Education Sciences) JICA Japan International Cooperation Agency KfW Kreditanstaltfur Wiederaufbau LCS Least Cost Selection MASF Ministere de l'Action Sociale et de la Famille (Ministry of Social Action and Family) MEN Ministere de l'Education Nationale (Ministry of Education) MOH Ministry of Health MoF Ministry of Economy and Finances MP-ACCES Manuel de Procedures pour l'Appui aux Collectivites pour la Construction et l'Equipement Scolaire (Manual of Procedures for Community Support for School Construction and Equipment) MP-PEAPE Manuel de Procedures pour la Mise en Oeuvre du Partenariat Etat-APE (Manual of Procedures for the Implementation of the State-APE Partnership) NGO Non-Governmental Organization PARSET Programme d'Appui a la Reforme du Secteur de l'Education au Tchad (Chad Education Sector Reform Project) PCA Procurement Capacity Assessment PIP Project Implementation Plan PPP Project Procurement Plan QCBS Quality- and Cost-Based Selection SAP Services d' Animation Pedagogiques (Pedagogic Outreach Activities/Office) SES Service d'Evaluation et de Formation (Monitoring and Training Office) SIL Specific Investment Loan TVT Technical and Vocational Training UE Union Europeene (European Union) UGL Unite de Gestion du Livre (Textbook Management Unit) UNDP United Nations Development Programme UNICEF United Nations Children's Fund WFP World Food Program Vice President: Callisto Madavo Country Director: Ali Mahmoud Khadr Sector Manager: Laura Frigenti Task Team Leader: Mourad Ezzine CHAD EDUCATION SECTOR REFORM PROJECT CONTENTS A. Project Development Objective Page 1. Project development objective 2 2. Key performance indicators 2 B. Strategic Context 1. Sector-related Country Assistance Strategy (CAS) goal supported by the project 3 2. Main sector issues and Government strategy 3 3. Sector issues to be addressed by the project and strategic choices 8 C. Project Description Summary 1. Project components 10 2. Key policy and institutional reforms supported by the project 11 3. Benefits and target population 12 4. Institutional and implementation arrangements 12 D. Project Rationale 1. Project alternatives considered and reasons for rejection 15 2. Major related projects financed by the Bank and/or other development agencies 16 3. Lessons learned and reflected in the project design 16 4. Indications of borrower commitment and ownership 17 5. Value added of Bank support in this project: 18 E. Summary Project Analysis 1. Economic 18 2. Financial 19 3. Technical 20 4. Institutional 21 5. Environmental 24 6. Social 25 7. Safeguard Policies 27 F. Sustainability and Risks 1. Sustainability 28 2. Critical risks 28 3. Possible controversial aspects 29 G. Main Conditions 1. Effectiveness Condition 29 2. Other 30 H. Readiness for Implementation 30 I. Compliance with Bank Policies 31 Annexes Annex 1: Project Design Summary 32 Annex 2: Detailed Project Description 37 Annex 3: Estimated Project Costs 68 Annex 4: Cost-Effectiveness Analysis Summary 69 Annex 5: Financial Summary 81 Annex 6: Procurement and Disbursement Arrangements 82 Annex 7: Project Processing Schedule 106 Annex 8: Documents in the Project File 107 Annex 9: Statement of Loans and Credits 108 Annex 10: Country at a Glance 109 Annex 11: The Parents - State Partnership 111 Annex 12: Environment 112 Annex 13: Detail of Construction Programs 122 Annex 14: Summary of the Health and Nutrition Survey 136 Annex 15: Ten-Year Curriculum Development Plan 142 Annex 16: 1998 Social Assessment 145 Annex 17: Letter of Development Policy 148 Annex 18: Educational System Chart in Chad 152 Annex 19: Pre-Service Teacher Training 153 MAP(S) CHAD EDUCATION SECTOR REFORM PROJECT Project Appraisal Document Africa Regional Office AFTH3 Date: February 14, 2003 Team Leader: Mourad Ezzine Sector Manager: Laura Frigenti Sector(s): Primary education (70%), Pre-primary Country Director: Ali Khadr education (15%), Other social services (15%) Project ED: P000527 Theme(s): Education for all (P), Rural services and Lending Instrument: Specific Investment Loan (SIL) infrastructure (P), Gender (S), Fighting communicable diseases (S), Decentralization (S) Pr~ject Flnancirn g Dat - . - 7 - -fi- -P: Ibrt ' _ t> ; -% 'R [ ] Loan [X] Credit [ Grant [] Guarantee [ Other: For Loans/Credits/Others: Amount (US$m): $42.34 of which $19.13 Credit and $23.21 Grant Proposed Terms (IDA): Standard Credit Grace period (years): 10 Years to maturity: 40 Commitment fee: Standard Service charge: 0.75% FrinancIn-PIan:(LJS$r): Source .i £cai?. : Fo6rn. Tot i BORROWER 20.88 0.00 20.88 IDA 10.46 8.67 19.13 AFRICAN DEVELOPMENT BANK 3.07 2.39 5.46 LOCAL COMMUNITIES 4.15 0.00 4.15 EC: EUROPEAN COMMISSION 0.99 0.75 1.74 FRANCE: FRENCH AGENCY FOR DEVELOPMENT 7.58 5.39 12.97 GERMANY: GERMAN TECHNICAL ASSISTANCE 1.28 1.62 2.90 CORPORATION (GTZ) IDA GRANT FOR POOREST COUNTRY 15.73 7.49 23.22 ISLAM[C DEVELOPMENT BANK 9.08 4.72 13.80 UN CHILDREN'S FUND 1.30 1.98 3.28 Financing Gap 2.92 9.22 12.14 Total: 77.43 42.23 119.66 Borrower: GOVERNMENT OF CHAD Responsible agency: MINISTRY OF EDUCATION Address: N'Djamena, Chad Contact Person: Kodi Mahamat Tel: 235-51-48-62 Fax: 235-51-48-62 Email: dg.dadnadji@intnet.td Estimated Disbursements ( Bank FY/US$m): M q ,F 5 itw3_wa S;00>;Sb4 .fi&. i2L'_ CM58-t,f Annual 3.19 9.55 10.54 8.54 10.52 Cumulative 3.19 12.74 23.28 31.82 42.34 Project implementation period: 2002-2007 Expected effectiveness date: 06/17/2003 Expected closing date: 06/30/2007 A. Project Development Objective 1. Project development objective: (see Annex 1) The Government of Chad is committed to achieving the Millennium Development Goals. In terms of education, this means providing universal quality basic education by 2015. This project is the first 5-year phase of this long term endeavor, which is one of in-depth policy and institutional reforms. Its objective is to ensure that the framework for quality universal basic education is in place and ready for implementation. The project places an emphasis on developing an effective partnership between the State and the communities, creating a national technical capacity for curricula and textbook development, and improving basic education quality and efficiency. Moreover, new programs aimed at expanding access and improving quality will be piloted and tested in literacy, early childhood development (ECD), school health and interactive radio instruction (IRI), and will be evaluated for large scale implementation. At the end of the project these objectives will translate into a stronger institutional and managerial capacity, increased enrollment rates, more equitable access and better education quality and efficiency. 2. Key performance indicators: (see Annex 1) Increase Equitable Access * Gross Enrollment Rate (GER) in primary education increases from 72% in 2000 to 87% in 2005/2006. The GER is expected to increase to 100% in 2015. * Ratio of girls to boys increases from 63% in 2000 to 77% in 2005/2006. This ratio is expected to reach 96% by 2015. * Enrollment rates reach 65% in 2005 in the eight departements where it is currently equal to or less than 40% (Lac, Bourkou, Ennedi, Tibesti, Salamat, Batha East, Batha West and Biltine). Improve Quality and Efficiency * Textbook per pupil ratio is equal to 1 for language and 1/2 for math and science; 72% of primary school teachers are certified. * The instruments for assessing learning achievement and a participatory monitoring system are in place and operational. * Proportion of students starting grade 1 who reach grade 6 increases from 41% to 53 %. Improve Institutional Capacity and Management Practices * The Community School Development Agency (Agence pour la Promotion des Initiatives Communautaires en Education - APICED) is fully operational and at least 7,000 community teachers (CTs) have been trained and receive a state subsidy through the APICED. * The National Curriculum Center (CNC) is adequately funded and fully operational, and has developed new curricula, textbooks and teachers guides through grade 4 (see Annex 15). - 2 - B. Strategic Context 1. Sector-related Country Assistance Strategy (CAS) goal supported by the project: (see Annex 1) Document number: 19365-CD Date of latest CAS discussion: Board Date: May 23, 2000 The CAS goal is to establish the foundations for improved human development and a better prepared labor force in preparation for the availability of oil revenues. The program meets this goal by helping to ensure that the majority of the Chadian population has access to adequate primary education and literacy services. The CAS also calls for increased and improved community involvement to help the expansion of the education system and the improvement of its management and efficiency, in a way that is more responsive to the needs of the stakeholders and brings more equity to the system. The proposed project will contribute to this goal by strengthening the communities' participation in education policy formulation and school management, and in piloting new types of literacy and non-formal education programs, designed and operated by communities and NGOs (Non-Governmental Organizations). For FY03, Chad was allocated IDA grants of US$23.2 million equivalent because of its status as a "poorest country", and this amount will be fully applied toward financing the Education Sector Reform Project. Chad's Grant allocation has been calculated as 17% of the total amount of Chad's IDA lending program in FY03, in line with FY03 Grant Implementation Guidelines. This lending program has been frontloaded to address Chad's substantial external financing needs in the years before oil revenues start to flow, which needs would decline subsequently. This project was selected for grant financing because of its importance in the Bank's program in Chad and its expected strong poverty alleviation impact. The government has been receiving grant finance for education from various donors and has been encouraging IDA to help mobilize further grant resources. In addition to these specific reasons, this use is consistent with the IDA13 Grant Guidelines, which indicated that education, health and clean water are generally expected to be an important component of grant use. The grant money is aimed at (i) improving access to -- and equity of -- primary education, in particular through constructing and equipping 1000 classrooms (Project component 1); (ii) developing and distributing textbooks (Project component 2.2) ; (iii) enhancing students' attendance and learning through improved child health and nutrition (component 2.8), and (iv) incremental operational costs related to these components. IDA support to these components will be entirely financed by grant funds. Their expected output is quantified and explicitly connected to progress towarcls the improvement of primary education coverage and equity, which is measured by key performance indicators 1, 2 and 3 above. Chad's FY03 grant allocation was not sufficient to fully finance this project, and the grant will be supplemented by $19.1 million credit financing. This money is aimed at the other project components which are integral to the overall project and essential for the success of the grant-financed components. The same financial management systern, but two separate special deposit accounts, will be used for both the IDA Credit and the IDA Grant. 2. Main sector issues and Government strategy: The education system in Chad consists of: (a) six years of primary education with entrance at age 6; (b) four years of lower and three years of upper secondary education; and (c) higher education at the University of NDjamena and in two specialized technical institutions. Teachers are trained at the upper secondary level for service in primary schools and at the university level for secondary schools. Primary -3 - and secondary schools as well as teacher training and literacy programs are managed by the Ministry of Education (Ministere de I 'Education Nationale - MEN), while higher education is managed by the Ministry of Higher Education and Research. Primary education is provided in three types of schools: * Public schools. Created by the State, 75% of students are enrolled in public schools. During the last five years their enrollment has grown by 7% on average per year, compared to 9 % for the whole primary education system, suggesting that their share in total enrollment has been declining. Public schools are heavily supported by parents, who hire and provide remuneration to many of their teachers. * Private schools. The formal private sector is relatively small with enrollment representing 9% in primary education, 14% in secondary education, 3% in vocational and technical training (TVT), and 17% in higher education, at the King Faycal University. Private education is organized mostly on a religious basis and tends to cater to socially privileged and urban farnilies, who are seeking both religious teaching and better performance in national exams. Private schools have been increasing their enrollment by 15% annually with the help of substantial public subsidies in the form of public school teachers seconded to private faith-based schools. * Community schools. Following the country's independence and the civil war, Parents Associations (Association des Parents d'Eleves - APE) assumed increasing responsibilities for primary education. Their involvement has been through: (i) construction of new schools, called community schools (&oles communautaires); (ii) employment of community teachers (CTs) in both public and community schools (these teachers represented 56% of the teaching force in primary education in 2000); and (iii) collection of student fees and provision of financial and in-kind support to all schools. Community schools are usually secular and receive insignificant support from the state budget. Although only 19% of all students are enrolled in community schools, with a growth rate of 20% per year these schools are the most dynamic part of Chad's primary education system. Moreover, their weight is largely understated by the fact that these schools are reclassified as "public schools" (ecoles publiques) after the appointment of their first state-paid teacher. In recent years, Chad has made remarkable progress in primary education. From 1995 to 2000, the GER increased from 62% to 88% for boys, and from 32% to 55% for girls. Despite this encouraging sign, the education system has showed many persistent weaknesses that are discussed in further detail below. Financial constraints. Although the composition of state spending has shifted in favor of education in recent years, reaching 21.4% of total current expenditures, public expenditure on education remains around 2.8% of the GDP. That is an extremely low level, especially when compared to the average for African HIPC (Highly Indebted Poor Countries) countries (4%), and clearly insufficient to meet the most basic needs of the education system. This is due to the fact that the domestic revenue collected by the State represents only 8% of the GDP. One consequence of this situation is that households contribute substantially to the cost of education. In addition to their in-kind contributions, such as labor and materials for school construction, which are difficult to estimate, recent surveys have shown that parents' cash contributions represent 12% of the unit cost in primary education. Poor infrastructure. School construction has, in the past, been financed by donors. During the last decade, donor support has not been sufficient to keep pace with the combined effect of population growth and the rapid rise in the demand for education. Most schools, therefore, had to be initiated by parents - 4 - and communities, who could not afford to pay for permanent structures. As a result, as many as 52% of the classrooms are open-air, thatched huts (seckos), or other temporary structures (poto-poto). Although these traditional construction styles provide shelter from the sun, they are not waterproof, which leads to the frequent cancellation of classes during the rainy season. It is also a heavy burden on parents to rebuild the classrooms after every rainy season. As a result, the average number of students per class of any type has deteriorated from 60 in 1996 to 70 in 2000. Wide regional and gender disparities. Wide disparities exist between provinces and in terms of gender. Primary enrollment is almost universal in some parts in the South, but GERs are less than 42% in most of the north and east provinces. Gender disparities are also most acute in those same provinces. The graph that follows shows that these disparities have been persistent and are growing despite significant overall improvement in access. While such inequities are shaped by a combination of economic and cultural factors, there is a growing consensus that the choice of French as the sole language of instruction and the lack of relevance of the existing programs to the cultural values of most Arabic-speaking and/or Muslim populations have been major impediments to achieving gender equity in the Arabic-speaking provinces. Moreover, 84% of schools have no female teachers amongst their staff, which is also considered by many as another major obstacle to the enrollment of girls. Gross Enrollment Ratios of children aged 6-11, By province (1994 and 2000) 120% 10% 1994 O04% 100% 9 - - 82% 92% 85%~~~~~~~~3 55% i 1, u X g~~~~~~~ 70 4 58% 59% 69% 72E % i 50% h3 n I 4 23; 40% = 1 J z : 42%~~~~~~~~~~62 40% 40% 35% 47% 42% 46.3 20% 23%%~ 15% B. th. Bi_T BICle Ch.ri- Cludrn K.... L.. Logoneo.gonr M.yo Moyon- Oy- olrt Toln B.g.lr- Occ. 0-Mb Kebbi OhCrd O.edd.T Tanditd Source: Public Expenditure Review, 2002 Poor quality. Many structural issues have negatively affected the quality of education. The national curricula for primary education dates back to 1987 and are considered outmoded in terms of content and no longer correspond to modem pedagogic standards. Moreover, the existing system is characterized-by an insufficient number of teachers, resulting in a ratio of 70 students to one teacher. Furthermore, while CTs are, in most cases, highly committed to their job as a result of their strong personal, ethnic and lineage ties to their community, the training and payment they receive for their work are inadequate. Civil service teachers are better trained and paid, but they, however, are not accountable to the community they serve because they are centrally hired and poorly managed. Parents frequently complain about the high rate of absenteeism among them. The lack of roads and the great distances make vertical administrative controls inefficient and cumbersome. Furthermore, the education system is also characterized by an acute shortage of teaching materials. On average, each book is shared by four to five students and there are at least four students to every two-seat bench. This inadequate learning environment furthers high repetition and drop-out rates. It is estimated that the survival rate in the 6th - 5 - grade is only 37%, compared to an average of 56% in most other Sub-Sahelian countries. Institutional disconnect between parents and education officials. Despite a high degree of parental participation in the education of children (a unique phenomenon among countries of the region), community schools are not formally integrated into national education networks and parents have not been formally acknowledged as partners within them. The official attitude toward the APEs and community schools has been marked by a patronizing undertone and prejudice that illiterate parents are ignorant about the process of education delivery. Until only recently, the official position has been to consider community schools as an anomaly that would disappear when oil revenues become available and the State would be able to finance public schools everywhere. However, the intrinsic benefits of parents' participation in the education system was officially recognized by the highest levels of the Government in January 2000, and a change in attitudes among MEN officials is slowly taking place. High level of disparity in unit costs. International comparisons show that, on average, Chad faces relatively low unit costs in primary and secondary education, around 9% and 28% of GDP per capita, respectively, and extremely high unit costs in higher education, around 9 times the GDP per capita (see comparison table below.) Unit costs depend essentially on the composition of the teacher body, which can vary considerably according to the type of school. In public primary schools, unit costs are high due to the fact that most teachers are relatively well-paid civil servants. The average remuneration of a civil servant teacher is 1,380,000 CFAF per year, corresponding to 7 times the GDP per capita as opposed to only 3.8 in Anglophone Africa and 2.7 in the low income Asian countries. In community schools, the Government only covers a minimal portion of CTs salaries and CTs are paid between 60,000 CFAF and 180,000 CFAF per year by the parents. While the variation in remuneration levels brings down the average unit cost of primary and secondary education to a level that is lower than that of most African countries whose economic development is comparable, in the future, the lack of cohesiveness in teacher remuneration is likely to generate resentment and low morale. In higher education, the unit cost is much higher than in countries characterized by a comparable level of economic development due to a generous scholarship system and to the fact that, contrary to primary and secondary education, the faculty body is exclusively composed of relatively well-paid members of the civil service. Comparison of Unit Costs (Recurrent Expenditures as a Percentage of GDP Per Capita in 1998) Level of education Chad Francophone Anglophone Asia Africa Africa Primary 9 15 10 8 Secondary 28 49 66 19 Higher 909 557 626 86 World Bank, Staff estimate Post- primary education. Enrollments in general secondary education have risen substantially, on average over 12% per year for the last five years. As is similar in primary education, there are serious concerns as to the quality and relevance of the curricula. The curricula date back to 1987. Moreover, there are 84 students per class on average, enrolled mostly in the study of arts and humanities, and repetition rates fall between 24% and 44%, depending on the grade level. The enrollment ratio of boys to girls is 5 to 1. Enrollment in TVT education represents 2% of total enrollment in secondary education, - 6 - but is delivered in more than 60 (generally public) institutions under the direction of four different ministries, and concentrated in the capital city and in the southern part of the country. These institutions are trying hard to adapt to the rapidly changing economy that has developed following the end of the civil war that has been marked by a relative freeze in government hiring. Ultimately, the informal sector is absorbing most of their graduates in urban and semi-urban areas, mainly through self-employment. Enrollment in higher education has grown sharply in recent years. Between 1996 and 2000 total enrollment has doubled, reaching 6,700 students. In 1997/1998 only 15% of students in higher education were enrolled in the Sciences, 55% percent were enrolled in the first year with females representing only 15% of those enrolled. The higher education system faces serious challenges of quality and relevance, which were clearly recognized by the Government. The Government declared in January 2000 that it will stabilize students numbers during the next five years while dealing with these issues and while developing a new strategic framework for higher education development. Government Strategy. To address many of the aforementioned issues, the Government has prepared an Education sector strategy, focusing in particular on primary education and literacy, which was presented to donors in a meeting held in January 2000. This strategy was developed using a participatory process involving representatives of the APEs, communities and teachers' unions. The strategy highlights the Govemment's commitment to reaching universal basic education by 2015. In order to achieve this goal, it builds upon the significant improvement in primary education enrollment rates achieved in recent years, emphasizes the role of community schools in the national education system, and aims to improve the overall quality of education and to reduce disparities between regions and between boys and girls. The key policies and actions that will ensure and sustain the operationalization of this strategy are the following: (i) building national capacity to develop curricula and textbooks and gradually introducing bilingual French-Arabic national curricula, as has been mandated recently by national laws; (ii) recognizing the central role played by communities and APEs in the education system, institutionalizing consultation on policy issues with the communities and providing direct financial support to improve the living conditions and professional motivation of CTs; (iii) providing all teachers with a wide range of retraining opportunities, especially with the view to certifying all CTs; (iv) allocating higher priority to primary education by increasing budgetary funding; (v) using a new outsourcing strategy to promote literacy in national languages among adults and out-of-school youth in the 10 -14 years age group to achieve literacy; (vi) creating additional training capacity and reinforcing the planning and monitoring structures in the TVT sector; (vii) limiting access to higher education to stabilize student numbers and lirmiting scholarships to reduce unit costs; (viii) increasingly targeting girls and vulnerable populations through school health initiatives and ECD programs, as well as through pilot operations aimed at using IRI to improve quality and coverage; and (ix) improving budget allocation and execution procedures through the carrying out of yearly expenditure reviews for education. The timeframe of the government strategy was limited to five years due to the uncertainty at that time as to the schedule for the tapping of Chad's oil reserves and the total revenue flows to be expected from it. There is a strong commitment of the Government to stepping up efforts in education when oil resources become available sometime after 2003. When the activities listed in this strategy are completed, by the 2005/2006 school year, the GER is expected to reach 81% in primary education, with significantly improved geographic and gender equity, quality and internal efficiency. In particular, girls enrollment is expected to account for 40% of the total, up from 35% in 1999. About half of CTs are expected to become certified and new curricula will be developed. The implementation of this strategy will be based on the following concrete measures: - 7 - * The signing of a framework agreement between the state and the National Federation of Parents Associations (FENAPET), which recognized the APEs and emphasizes their role in the national policy dialogue and in school construction and management. This framework agreement was already signed on August 23, 2001. * The creation of a CNC, which will have the responsibility of developing the new national curricula, textbooks and teacher guides. * Starting in 2002, a newly adopted school construction strategy will be implemented, emulating Mauritania's 10-year old successful experience in which schools were built by the communities but financed to a large extent by the state budget. In Chad, the communities will contribute 10% to the cost of each classroom. In this context of scarce resources, the priority for construction will be given to the replacement of non-permanent structures in well-established schools. This will also help limit the possibility that schools would be built in areas where they would not be fully utilized. * Allocation of at least 20% of total national budget to education, of which at least one-half would be allocated to primary education. * The creation of the APICED, which will be responsible for the allocation from HIPC resources of at least 2 CFAF billion per year to the education sector to support community schools. These funds will supplement APE resources and will compensate CTs according to an agreed pay scale. The APICED has the FENAPET as well as various NGOs on its Board. * The carrying out of the first public expenditure review for the education sector in 2002 and the implementation of a transparent and permanent budget preparation and tracking system which will be utilized to produce quarterly budget reports. * With the additional funding available the State will improve significantly the quantity of educational inputs. In 2005 the ratio of students to teachers should improve from 76 to 55, students per textbooks from 4 to 1 in language and from 4 to 2 in math, and students per classroom with a permanent structure from 217 to 108. Such improvements are expected to bring about significant quality and efficiency improvements. That would translate into a reduction of the overall repetition rate from 31% to 22% and the completion rate in primary education from 41% to 53%. 3. Sector issues to be addressed by the project and strategic choices: This project is part of the Bank effort to assist the Government in the implementation of its education strategy, which was presented to the financial partners in January 2000. Given the magnitude of the problems faced by the sector, a long-term effort, of more than 15 years, will be necessary in order to reach universal basic education, and to expand the coverage and improve the quality of education at all levels. This project will tackle the most crucial issues and will assist the Government in implementing the strategies and policies that aim to develop the foundations for equitable access, good education quality and financial sustainability of primary education. Primary education is a priority in the overall government strategy to fight poverty. As such, a number of projects are being implemented to address post-primary education. In particular, this project is complemented by a parallel investment operation led by the AfDB, which is focuses primarily on - 8 - technical and vocational education. Due to a lack of financial and institutional resources, however, secondary and higher education issues will be addressed in-depth after 2004 by the Government and donors, when revenue from oil resources becomes available. However, in the meantime, various bilateral donors, such as France, Kuwait and Saudi Arabia, are supporting general secondary and some higher education streams Yet, this support, remains small in comparison with actual needs. However, a number of activities to develop strategies and action plans in those sub-sectors are built into this project. At the policy level, this project addresses the dichotomy between the existing public and community schooling systems. The most crucial policy choice that was made pertains to the new modalities of state support to CTs and schools.' It is recognized that by 2010 CTs will represent between 70% and 80% of the teacher body. In light of the Government's recent acknowledgement of the important role the CTs play, a partnership was worked out between the State and the communities to ensure that the CTs evolve into a professional and motivated body of workers. This partnership is based on the following principles: (i) the State is committed to provide a supplemental compensation to the teachers with the intention that each CT will receive a minimum of CFAF 25,000 per month, of which only 20% will be paid by the community and the rest paid for by the State; (ii) the hiring and management arrangements for CTs will not be modified so that the strong ties between the CTs and the community will be preserved. The community, therefore, will retain primary responsibility over the hiring and firing of CTs, according to a set of principles that was developed through a consultation process involving the FENAPET and the teachers' unions whereby the CTs remain under contract with the community and accountable to it; (iii) the State commits itself to providing training, professional development and pedagogical supervision to all teachers, including the CTs; and (iv) the automatic recruitment of teachers in the civil service after graduation from teacher training schools will be dismantled and replaced by a competitive selection process, open to all teachers, including the CTs. In the same way, the State intends to implement a new community-based approach to classroom construction, an approach similar to that used successfully in Mauritania during the last 10 years. Under this strategy, the responsibility for classroom construction and latrines will be entirely delegated to APEs which then are responsible for: (i) financing 10% of the estimated construction cost in-cash or in-kind, (ii) requesting a grant from the MEN for financing the remaining 90% for classrooms and 100% for latrines; and, if eligible, (iii) signing an agreement with the MvIEN committing the APEs to execute the classroom construction project according to standard plans and technical specifications. Under this agreement, the MEN is committed to granting APEs up to 90% of the estimated construction costs for classrooms and 100% for latrines, provided that the projects are completed according to agreed upon design and specifications. Eligibility criteria in accessing grants includes a minimum number of years of school existence, existence of APE-paid CTs, APE participation in the community initiative component, and the need to replace substandard existing classrooms previously built in secco or poto-poto by communities. Furthermore, the project addresses the current lack of national curricula and related policy. A major political decree was signed in 1995 when the IDB financed a credit for instituting bilingual education. There is a broadly shared consensus within the Government and among donors that the implementation of this decree should be a priority. This objective can be realized through the development of modern bilingual curricula for primary education, secondary education and teacher training. These efforts should go hand-in-hand with complementary activities aimed at developing relevant bilingual textbooks and modem learning and teaching standards. The Government and donors have agreed that all of these activities need to be integrated within a non-bureaucratic institutional environment that has long-term funding security and a capacity to attract competent staff from various technical backgrounds. In order to ensure this, a new institution, the CNC, will be created. An institutional framework and a four-year action plan has already been developed for this institution. -9- Finally, this project will complement parallel efforts to improve the overall use of public resources for poverty reduction, which currently suffers from a weak regulatory environment as well as a weak enforcement of mandated budget procedures. These efforts are supported under parallel IDA lending and non-lending operations, especially the Sector Adjustment Credit IV (SAC IV) which was approved in December 2001 and the public expenditure review which was completed in February 2002. In particular, the SAC IV as well as the public expenditure review process will support a reform program that has for an objective to improve the regulatory framework for the use of public resources while empowering independent institutions that are responsible for ensuring checks and balances for the efficient use of these resources - including the executive, the legislative and judiciary branches, as well as the press and civil society. The combination of better procedures and empowered institutions of restraint will assist in curtailing any diversion of public resources, within the framework of the national good governance strategy in the process of being finalized. C. Project Description Summary 1. Project components (see Annex 2 for a detailed description and Annex 3 for a detailed cost breakdown): The objective of the PARSET is to develop the policy framework, strategies and means for quality universal primary education and to implement corresponding activities. The focus will be on building the institutional capacity for a more effective partnership between the State and the communities, and more equitable access to education. Furthermore, it has for a primary objective to develop the technical capacity necessary for overall curriculum and pedagogic renewal in Chadian schools, by launching several innovative programs aimed at both expanding access to education and improving quality of teaching and learning. In particular, the project seeks to: (a) increase access to and equity of education by establishing a sustainable strategy for the expansion of and increase in primary school enrollment, promoting community schools, encouraging girls' education, and promoting schooling opportunities in under-served regions; (b) improving the quality and internal efficiency of primary and general secondary education by modernizing existing curricula, further increasing the availability and quality of pedagogical and didactic materials, and introducing innovative programs to increase learning achievement; (c) deliver cost-effective literacy and practical skills training programs in six national languages to out-of-school youth and adults in rural communities through private sector providers; and (d) provide the institutional capacity strengthening necessary for successful program planning, activity management, monitoring and evaluation, and policy development. * ~~~~~~~Indicative Bakp Component., ,.. - , Costs ;-fT°t- ! -- L 1. IMPROVING ACCESS AND EQUITY 50.42 42.1 16.58 39.2 2. IMPROVING QUALiTY AND EFFICIENCY 47.17 39.4 14.36 33.9 3. LITERACY AND NON-FORMAL EDUCATION 7.99 6.7 3.73 8.8 4. STRENGTHENING, PLANNING, MANAGEMENT 13.54 11.3 7.13 16.8 AND PROGRAM MONITORING 5. PPF 0.54 0.5 0.54 1.3 Total Project Costs 119.66 100.0 42.34 100.0 Total Financing Required 119.66 100.0 42.34 100.0 - 1 0 - 2. Key policy and institutional reforms supported by the project: The project supports two key institutional reforms. The first is the planned creation of the CNC, which will develop the new bilingual curricula, teacher guides and textbooks, and promote education research. To avoid overlap, the creation of the CNC requires a consolidation of capacities in two existing institutions, ISSED (Institut Superieur des Sciences de l'tducation) and BAP (Bureau d'Appui Pedagogique), which have been involved in piecemeal curricula renewal efforts, that have not lead to comprehensive curricula renovation. The CNC will be established by law and decree as a public, scientific institution. Its creation requires that ISSED be refocused on its pre-service teacher training and research functions, and that the BAP and SES (Service d'Evaluation Scolaire) be eliminated and their staff transferred to the CNC. The CNC will function as a service-oriented organization with dynamic and flexible modes of operation. It will be organized around the following five technical departments: (i) Curriculum development for primary and lower secondary programs; (ii) Curriculum development for teacher education and professional development; (iii) Evaluation and applied research; (iv) Textbook development/editing; and (v) Human, financial and logistical resources. The inclusion of all elements in curriculum development and research will ensure that there is consistency and articulation of education programs throughout the system, and that responsibility for curriculum and teacher's professional development in all areas is clearly identified and ensured and not left to uncoordinated actions by NGOs or external agencies. The effective functioning of the CNC will require its close collaboration with relevant departments in the MEN, schools and their teachers, and with all donor/NGO projects and innovations related to curriculum and materials development and teacher training. The CNC will function as a clearinghouse for these projects and initiatives, and will regularly monitor and evaluate them to inform the curriculum renewal process. The second key reform is the adoption of a strategy that will provide direct support to communities for school construction and management. This strategy is critical as community initiative is now understood to be the primary motor affecting education system expansion. While its quantitative contribution is clear, it is also generally accepted that the quality of teaching has suffered as communities hire untrained teachers. By providing basic training to CTs and improving their financial situation and career prospects, significant progress in the quality of teacher education is expected. This policy also aims at creating a new institutional framework for the state-local community relationship using a national civil society organization (FENAPET) as its chief agent. The set-up and use of a special agency, the APICED, for channeling resources to the APEs is a deliberate choice based on a management capacity analysis of MEN structures and it is intended to speed up payments and improve transparency. With regard to teacher training policies, the key reform is to train, certify and professionalize the majority of the 7,000 CTs currently employed by the communities. Despite the diversity in their academic backgrounds, it was decided to train these teachers on-the-job in order to preserve their strong ties to the communities employing them. The major characteristic of this training program is that, although it is delivered on-the-job, it is designed to impart. to the students the same qualifications they would have acquired had they been trained in the teacher training colleges that currently lead to civil service careers. The salary supplement that will be given to teachers trained and certified in this way is considered to be high enough to generate an important demand for participation in this training mode. One decision remains to be made in this regard to complete this process. Currently, according to existing civil service rules and standards, only graduates of the teacher training colleges can be hired into the civil service. The Government has decided to modify existing general requirements for entry into the civil service. This will open this option up to all certified teachers including those who have been certified in. on-the-job training. The details of this process are currently being worked out. - 11 - 3. Benefits and target population: The project in particular targets the primary education age cohort (children between the ages of 6 and 12) and especially girls and those children living in disadvantaged geographic areas. Through its pilot programs in ECD, literacy and non-formal education, the project will also target the three-to-five age group, illiterate adults, and out-of-school youth, especially young women. These target groups are associated with a high rate of return for educational investments and can contribute to rapid and sustainable economic growth, poverty reduction and increases in productivity and equity. In addition, girls' education and women literacy programs are associated with a number of substantial externalities, including greater use of health care facilities, better nutrition and child care, and lower fertility rates. To promote these effects among disadvantaged populations the proposed project combines three targeting mechanisms. First, it will channel substantial support to community schools and community-based ECD and adult literacy programs, which traditionally receive little support from the State. Second, by focusing on geographic equity, the project aims to generate greater equality of educational opportunities among provinces. Finally, the focus on gender equity will bridge the gap between boys and girls. As the provinces of Lac, Bourkou, Ennedi, Tibesti, Salamat, Batha East, Batha West and Biltine have the lowest ratio of girls to boys, they will receive the proposed targeted pilot interventions to stimulate girls' demand for education. 4. Institutional and implementation arrangements: Implementation Period: Five years (January 2003- June 2007). Institutional Framework. The overall framework is found in the final document of the "Geneva Round Table IV" - Table Ronde de Geneve 4, which sets forth the Government, donor and civil society comrnitments for the fight against poverty. As a follow-up of the Round Table, two meetings were held in N'Djamena in January 2000 to define an Education and Training Action Plan (Programme d'Actions d'Education et de Formation - PAEF) for the period from 2000 to 2004, covering all sub-sectors with a priority on basic education. A follow up meeting was held in March 2002 to propose an updated plan and detailed implementation procedures at an estimated cost of US$160 million, and to seek donors support. The cost of this plan was later on reduced to US$120 million to reflect available funding. In 2000, the Government created the following three-layered mechanism to oversee and monitor the PAEF: (i) an Interministerial High Committee (Haut Comite' Interministerie - HCI) - chaired by the Prime Minister and including the Ministers of Economic Promotion and Development (Ministere de la Promotion du Developpement Economique - MPED), Economy and Finance, and Foreign Affairs, and the UNDP Resident Representative as observer; (ii) the Technical Committee for Education and Training Monitoring (Comite Technique de Suivi Education Formation) chaired by the General Director of the MPED and composed of the General Directors from participating ministries; and (iii) a Technical Office for Monitoring (Cellule Technique de Suivi) in each Ministry, including the Education Technical Office for Monitoring (Cellule Technique de Suivi de l 'Education - CTSE). Project Oversight: The CTSE shall be responsible for PARSET oversight. Executing Agencies: The MEN shall be the PARSET executing agency. Implementing Agencies: The MEN will be the implementing agency. Other ministries or external entities that have responsibility for implementing actions under specific sub-components have a Memorandum of Agreement (MOA) detailing their implementation responsibilities. External entity involvement is planned for: (i) the construction of wells in sub-component 1.3 with the Ministry of - 12- Environment and Water; (ii) the School Health sub-component (sub-component 2.8) with the Ministry of Health (MOH); (iii) the ECD sub-component (sup-component 2.5) with the MOH and the Ministry of Social Action & Family; (iv) teacher recruitment and payment (sub-component 1.1) with the FENAPET; and (v) school construction (sub-component 1.3) with the individual APEs. Guiding Principles: The following four key features will characterize the institutional and implementation arrangements: (i) The Government's vision for the PARSET is to establish a fair and effective partnership between the MEN and the parents as represented by the FENAPET; (ii) given its limited internal capacity for implementing activities, the MEN will outsource much of the work; (iii) key project managers in the MEN and other implementing institutions will be appointed utilizing a competitive process based on job descriptions; and (iv) donors have designed their own projects as autonomous support to the Government's PARSET, and will manage this support independently and in a coordinated manner. Strong donor coordination will be facilitated through joint reviews, which will ensure that each individual project remains consistent with the PARSET and that the PARSET remains consistent with the Letter of Policy and the financial framework of the program. Project implementation arrangements: The MEN proposes that its existing Directorate of Projects (Direction des Projets - DPE) have overall responsibility for coordinating PARSET implementation, a mechanism which has worked well under previous education projects. During project preparation, the principle of a Project Implementation Unit, headed by a Project Coordinator and located within the DPE of the MEN, was agreed upon by the Bank team, since the current capacity of the technical directorates is too weak to allow for a phasing out of the Project Implementation Unit. However, the Bank team has recommended that the Project Coordinator's position be elevated to the rank of Deputy Director of the DPE organizational chart, to reduce the number of management layers between him/her and the Minister of Education, and to ensure that he/she has the authority to effectively carry out his/her mandate. In addition, it was agreed during appraisal that the Project Coordinator position would be opened for competitive recruitment. Each component/sub-component will be placed under the responsibility of a specific Directorate or Committee, as detailed in Annex 2: Sub-component 1.1 - Support to community initiatives - will be coordinated by DPE and APICED. The creation of the APICED will be the responsibility of the MEN. Sub-component 1.2 - Promotion of girls' education - will be coordinated by the Cellule Technique de Promotion de la Scolarisation des Filles - CTPSF, and each of the sub-component's sections will be implemented respectively by the CTPSF and FENAPET. Sub-component 1.3 - School construction, rehabilitation, maintenance and equipment. Construction of classrooms and latrines will be delegated to the APEs under Sub-Project Agreements, while the Directorate of Hydraulics of the Ministry of Environment and Water will monitor the construction of wells and ensure school water supply and the DPE will be responsible for supplying school furniture. Sub-components 2.1 - Curriculum renovation, 2.2 - Textbooks and Pedagogic Materials, and 2.3 - Learning Assessment and Research, will be carried out by the CNC. Sub-component 2.4 - Teacher training will be coordinated by the DFAP (Direction de la Formation et de l'Action Pedagogique,) which will consolidate training needs-, plan and organize the training - 13 - delivery system, and "contract" training delivery by: (i) CNC; (ii) ISSED; (iv) ENIs (Ecole Normale d'Instituteurs); (v) CFC (Centre de Formation Continue) and SAP (Service d'Appui Pedagogique). Sub-component 2.5 - ECD Program, involves three Ministries (MEN, MOH, and Ministry of Social Action & Family) that will jointly sign a specific Memorandum of Agreement (MOA) defining their respective roles in the sub-component. Sub-component 2.6 - National Language Program, will be implemented by GTZ under a specific contract with MEN defining the respective roles and responsibilities of GTZ and the relevant MEN's directorates. Sub-component 2.7 -IRI Program. The implementation of this sub-component will be outsourced to a specialized international institution under a performance-based contract. Sub-component 2.8 - The School Health and Nutrition Program, which will be the joint effort of the MEN and the MOH will be carried out by a School Health Central Unit created by a joint decree of both Ministries. Sub-components 3.1 to 3.4 - Literacy Training and Non-formal Education, will be under the coordination of DAPLAN (Direction de I'Alphabetisation et de la Promotion des Langues Nationales)which will oversee the selection and the contracts of Literacy Providers. Provision of Literacy services to illiterate groups will be the full responsibility of private Literacy Providers (mainly NGOs) under contract with an Executing Agency in contract with the MEN/DAPLAN. Sub-component 4.1 - Establishment of the CNC. The creation of the new CNC (which will implement sub-components 2.1, 2.1 and 2.3), will be the responsibility of the MEN. Sub-components 4.2 - Institutional Capacity Building Program - Will be the responsibility of MEN /Communities. Sub-component 4.3 - Strengthening of MEN Planning and Monitoring Capacity will be implemented, respectively, by the DES (Directeur de I'Enseignement Secondaire)/MEN, and the Ministry of Higher Education. Sub-component 4.4 - Strengthening planning, monitoring and evaluation capacity will be implemented by DPE (Direction de l'Analyse et de la Prospective) and coordinated by the CTSE. The Project Implementation Manual (Manuel d'Exicution), the Procedures Guide (Manuel de Procedures) and Procurement Plans for the parts of the PARSET financed by IDA, including any later modifications, are subject to IDA approval and shall be acceptable to IDA at all times during project implementation. In addition, during negotiations assurances were provided that goods and works will be procured in accordance with the procedures set forth in The Guidelines for Procurement under IBRD Loans and IDA Credits (January 1995, revised in January, August, 1996 and September, 1997 and January, 1999) and consultant services in accordance with The Guidelines for the Selection and Employment of Consultants by World Bank Borrowers (January 1997 and revised in September 1997, January 1999, and May 2002). Accounting, financial reporting, and auditing arrangements: An accounting and financial - 14 - management system was operational under the previous Basic Education Project (Cr. 2501-CD). The system used internationally-accepted accounting principles and will be updated to handle the anticipated increase in volume of financial operations under the PARSET and to adopt the new IDA financial management requirements. Project accounting and procurement for the PARSET will be centralized in the DPE. The DPE will be responsible for: (i) the management of IMA and other donors special accounts; (ii) the management of project counterpart funds; and (iii) the monitoring of all accounts of the APICED. The APICED will have the responsibility of managing the Government's financial contribution to the fund for payment of CT stipends through local APEs (Sub-component 1.1: Support to Community Initiatives). The DPE, the APICED and all executing agencies will have their accounts, including financial statements, special accounts, and statement of expenditures audited by independent auditors acceptable to IDA. They will send their audited accounts and the corresponding audit reports to IDA, MIEN and MoF (Ministry of Economy and Finance), within six months of the close of their fiscal year. Monitoring and Evaluation Arrangements: The DPE will set up a monitoring information system (see next section) and will submit quarterly project progress reports to IDA. Semi-annual implementation progress review meetings will be organized by the DPE for IDA representatives and representatives of the various MEN directorates, institutions benefiting from the project (including FENAPET, Ministries of Economy and Finance, Planning, and Health) and implementing agencies. An annual review will be organized by the CTS to review the progress and performance of PARSET and to approve the action plan and budget for the following year. A mid-term review will take place approximately two years after the IDA financing date of effectiveness. The MEN will also submit a Project Implementation Completion Report to IDA within six months after the Financing closing date. Monitoring Information System: DAPRO has the responsibility of maintaining the information system of the MEN. Technical assistance and equipment will be provided to DAPRO, through the fourth component of the project to achieve long-term improvements to its information systems and processes. D. Project Rationale 1. Project alternatives considered and reasons for rejection: Focus on primary education vs. whole sector reform initiatives. The program focuses mainly on primary education although some of the activities will cut across all levels of education. This is due to the fact that strategies for investment at the level of primary education are well defined and there is common agreement on objectives. Moreover, the MEN's limited financial, technical and administrative capacities call for careful reform sequencing. Therefore, reform options for post-primary education will require more time for in-depth consideration before making final choices with regards to provision models, financing, quality and relevance. In particular, a few politically difficult decisions related to controlling access and reducing the unit cost need to be implemented before significant qualitative reform can be introduced successfully. In secondary education, the issue of how to increase significantly the proportion of girls and science students must be addressed. And in vocational and technical education, the major challenge facing this level is the need for the development of new training modalities adapted to a labor market characterized by a prominent informal sector and low demand for skilled labor. In higher education, in light of the current unrestricted access to the university system, a major issue that will need to be addressed herein is financial sustainability and quality. In the next few years various donors will provide support to Chad in helping address these issues. In particular, during the first phase of the progranm, AfDB in vocational training and IDA in secondary and higher education - 15 - have pledged to provide adequate resources to the Government to provide technical assistance and to promote consensus building through national consultations with the stakeholders. Adaptable Program Loan (APL) vs. a Standard Sector Investment Program (SIP). The possibility of using an APL to better fit into the sequence of reforms envisaged in the sector, was considered and, ultimately, rejected. While an APL is a better instrument to phase-in, without interruption, the institutional reforms and the long-term development objectives of this project, it requires a long-term vision, a strong policy development and implementation capacity, and good coordination among donors. These conditions are not fulfilled at present. The Government's current education program documents provides a 5-year perspective and has yet to include a longer termn strategy and plans for post-primary education. Moreover, the Government has recently begun to forge coordination between donors, and, as a result, several financial partners have yet to confirm or concretize their financial support to the sector in accordance with their stated intentions during the January 2000 Round Table. 2. Major related projects financed by the Bank and/or other development agencies (completed, ongoing and planned). Latest Supervision Sector Issue Project (PSR) Ratings (Bank-financed projects only) Implementation Development Bank-financed Progress (IP) Objective (DO) Lack of trained teachers and basic IDA I and II S S infrastructure. Weak capacities in technical IDA m s s education. Education received no support during IDA IV - Education S S civil war, leading to very low Rehabilitation Project enrollment rates and minimal-quality services. Low and inequitable access to primary IDA V - Basic Education S S education and inefficient use of Project resources in education sector Other development agencies Not Applicable. IP/DO Ratings: HS (Highly Satisfactory), S (Satisfactory), U (Unsatisfactory), HU (Highly Unsatisfactory) 3. Lessons learned and reflected in the project design: * All decision-makers and other stakeholders at the national, regional and prefectoral levels must own the project. To this end, continuous consultations were carried out among the aforementioned actors throughout the strategy development and project preparation process. * It has been recognized after more than three years of piloting by the previous IDA-supported Basic Education Project (Cr. 2501-CD) that the MEN cannot channel funds to the CTs without the help of NGOs. The MEN central and provincial staff lack mobility and the adequate structure and procedures that would enable them to make small cash payments throughout the country. Therefore, the NGOs have undertaken the role of transporting funds to remote schools, supervising their use and accounting for expenditures. From 1998 to 2001 more than 1,000 CTs received financial support through NGOs. Since the closing of the Basic Education Project (Cr. 2501-CD) in June 2001 the - 16 - MEN has been unable to continue this operation, despite the existence of an adequate budget allocation from the HIPC funds. As a consequence, it was agreed that the transfer of subsidies to the APEs will not be channeled through the treasury, but through a special agency (APICED) that includes representatives of the APEs and NGOs on its Board. * School construction has been slowed down under the Basic Education Project (IDA Cr. 2501-CD) by the weak capacity of private building enterprises and because the sites selected for building schools were very scattered. This has made it difficult for construction companies to carry out the work and for engineering and design departments to undertake their supervision. Alternative methods, where construction is managed by communities rather than by private construction enterprises that have succeeded in Mauritania, will be introduced by the project to avoid this difficulty. * Several activities, including girls' education and use of national languages in schools, were piloted in the previous IDA-supported Basic Education Project (Cr. 2501-CD), without a proper evaluation mechanism to allow the MEN to draw policy lessons or to develop plans to take those experiments that have been successful to scale. In particular, no plan was developed to monitor and to assess the cost-efficiency of the girls' education activities during project implementation, which made it impossible to measure their real impact a posteriori. The new program will have a strong monitoring and assessment component, which will put an emphasis on impact evaluation through methodologies and approaches that will be developed and implemented upfront. * Finally, an important lesson from the Basic Education Project (IDA Cr. 2501-CD) is that the partnership between the State and the communities should be based on the principle that the State would provide training and supplemental compensation to the CTs without modifying the hiring and management arrangements in place, so that the strong accountability lies between the CTs and the communities employing them would be preserved. Moreover, donors should refrain from funding the State's part of the CTs' compensation, which should come entirely from the State's regular budget resources to ensure the continuity and sustainability of this compensation system. 4. Indications of borrower commitment and ownership: After the closing in June 2001 of the Basic Education Project (IDA Credit 2501-CD), the Government of Chad has requested follow-up funding from IDA to support its education strategy. As an indication of its commitment, the Government has already adopted several measures that have been included in the proposed strategy, including the official recognition of the FENAPET and its affiliated APEs, the signing of a partnership agreement with the FENAPET, and the allocation in the finance law (loi de finances) of 2001 and 2002 of about CFAF 2 billion each year, from the HIPC funds, to support community schools. Furthermore, the Government has underscored its commitment by holding a number of consultative meetings since the beginning of 2000, including two national seminars on state-communities partnership, on the management of the decentralized literacy programs and on education quality. Each seminar has emphasized the need for the development of effective methods and instruments to implement the strategy, leading to the preparation of several implementation manuals. The country is also furthering its efforts to raise funds for the implementation of its strategy. A high level delegation representing the Government of Chad, attended the "Education for All" Conference in Dakar in April 2000, and the President of Chad participated in a follow-up meeting of heads of states of Sub-Saharan African countries that took place in Bamako in November 2001. In each of these meetings the strategic options and the sector financial needs were put forth by the Chadian delegation, which restated the Government's commnitment to implementing them. - 17 - 5. Value added of Bank support in this project: The Bank has a standing commitment to providing financial and technical assistance to the Chadian education system. Since the beginning of the 1990s, the Bank has been a major provider of technical advice and financing through the Education Rehabilitation Project and the Basic Education Project, and has played a key role in the preparation of the various sector strategies and their update. During the strategy preparation process the Bank provided resources and technical advice, helped the Government in the process of holding consultations, provided support in the undertaking of technical studies that focused, in particular, on the role of communities in schools funding and management and on building effective partnerships between the communities and the State. The Bank also contributed to the preparation of the January 2000 Donors meeting. During the program preparation phase the Bank has contributed to the preparation of a program that will cover all aspects related to basic education, in order to make it easier for donors to provide their financial support within a coherent investment program. In particular, Bank staff were active in: (i) providing strategic advice for mobilizing donor support; (ii) raising grant funds to provide technical help for the preparation of some innovative program components, such as IRI, literacy and ECD; and (iii) organizing study tours for decision-makers to visit relevant IDA-financed projects under implementation as well as other international experiences. Mauritania, Senegal, Guatemala and El Salvador are among the countries that were visited by high level Chadian delegations. The IDA team working with Chad represents a wide range of technical and disciplinary expertise and the team members have been associated with the design and implementation of similar programs across the region. Finally, the Bank is providing much needed financial resources through this proposed IDA Grant and Credit, as well as through other operations that are ongoing or under preparation, such as the Petroleum Sector Management Capacity Project, the SAC V adjustment operation, and the Local Development Project (PRODEL). E. Summary Project Analysis (Detailed assessments are in the project file, see Annex 8) 1. Economic (see Annex 4): O Cost benefit NPV=US$ million; ERR = % (see Annex 4) 0 Cost effectiveness o Other (specify) An expenditure simulation model, linking government policy objectives to sector expenditures and financing policies has been built, tested and discussed with the Government. This model has provided the framework for simulating alternative policies and developing: (i) cost-effectiveness analyses; (ii) benefit-incidence analysis for the project; (iii) detailed financial sustainability and sensitivity analyses; and (iv) expenditure estimates for the education system over the next decade. Given the high salary cost of civil servant teachers relative to per capita GDP, the cost-effectiveness analysis has focused primarily on analyzing the impact on unit costs and on education expenditures of alternative teacher recruitment policies and remuneration practices. The average unit salary cost is estimated at CFAF 1,380,000 for civil servant teachers, who represent 44% of the total 13,329 teachers in service, and CFAF 240,000 for the CTs who would benefit from state support after the project start. The program objective is to reach a proportion of 75% of CTs benefiting from the State's support in 2005-06 and 90% in 2009-10. - 18 - While the Government is committed to supporting CTs, it was not clear how their proportion in the teacher body would increase, as many different policies could be envisaged. One radical policy consists of gradually eliminating civil service teachers by "grandfathering" them through attrition and retirement, while at the same time allowing all CTs to benefit from state subsidies. While this is the single most cost-saving scenario, there is a consensus that it would not be politically acceptable because of its wide-ranging negative effects on the morale of teachers and on the prestige of their profession. In another scenario, the State could envisage gradually incorporating CTs into the civil service as retraining goes on, until it achieves a uniform body of civil servant teachers. The latter solution has the support of the APEs, who appreciate the fact that they will no longer have to financially support their teachers, and of the CTs themselves who are extremely keen in integrating the civil service. However, this solution is financially unaffordable, as it implies almost a doubling of current unit costs in real terms. There is a large number of workable scenarios between the two extreme options mentioned above. The economic analyses has studied the possible impact of the above assumptions on education expenditures and financing as well as several other cost-saving alternatives and their impact and has identified a scenario that is both politically acceptable and financially sustainable. This scenario consists of keeping a core body of civil service teachers, representing about 20% of the total, selected through competition on their professional merit, and who will be assigned to supervisory and management positions. 2. Financial (see Annex 4 and Annex 5): NPV=US$ million; FRR = % (see Annex 4) Projection results show that the objective of "Education for All" by 2015 is financially feasible, and all the parameters within this projection are within the set of policies and strategies that have already been adopted by the Government. These projections have been made by considering the likely state revenues from all state earning sources as well as from future oil revenues, and by taking into account the following three essential elements of an education policy: (i) improvement in internal effeciency through an aggressive policy to reduce the frequency of repetition and drop-out; (ii) the regulation of transitions from the primary to the secondary level, between the upper and lower secondary levels and between the senior secondary and higher education levels, with a descending degree of priority; and (iii) the transformation of a perceived system deficiency to an asset by the training and integration of CTs and by the State taking over a large share of the cost of community schools. These basic elements, along with other measures such as the reduction of the higher education scholarships make it possible to reconcile efficiency and cost control. Fiscal Impact: The project's fiscal impact remains within the state current commitments for spending in the education sector. The main calculation hypotheses used to measure this budgetary impact are as follows: maintaining the share of the education budget within the State Budget at its present level, i.e. about 20% as far as current expenditures are concerned, and 10% for investment; maintaining the priority of primary education by allocating 50% of the education budget to it. The financing needs are calculated in terms of the operating budget and the increase in the State budget based on the extrapolation of the trend noted over the last five years and on the integration of oil resources and taling the country's HIPC status into account. The financial impact shows, however, that Donors will need to provide most of the investment costs of the education sector during the next 15 years. 19- 3. Technical: A large number of technical analyses have been conducted during the preparation process. Among them are the following: * A feasibility study was carried out to prepare for the creation of the CNC. The study provided detailed analyses which have been used to determine the CNC legal statutes. The feasibility study clearly indicated that past and present curricula development functions are scattered throughout various institutions. They are unfocused and disconnected from curriculum policy, and thus have contributed to wasting the country's already limited human and material resources in this area. Regrouping and strengthening these functions would be a sound and cost-effective solution. The study also provided an adequate legal, administrative and management framework necessary to establish the CNC, assessed its operating budget requirements and drafted the basic legal documents for its creation. Similar institutions exist around the world, including in several Anglophone African countries, such as in Lesotho, and in the Maghreb region such as in Tunisia. These institutions have been particularly successful in spearheading the implementation of curriculum reforms. Key lessons from these countries underpinning the need for the CNC are: (i) comprehensive curriculum development leads to system consistency and efficiency; (ii) integrating curriculum and learning assessment leads to coherence between what is taught and what is actually learned; (iii) integrating ongoing professional support and development of teachers with curriculum development teacher education also leads to system consistency and efficiency; (iv) lack of attention to classroom-based research as a foundation for curriculum, materials, and professional development weakens relevance of curricula; (v) textbooks undergoing frequent cosmetic changes have no real impact on teaching and learning in the classroom; (vi) to be successful, curriculum development functions should be permanent, because the curriculum development process is retroactive; (vii) curriculum development functions should not include writing textbooks, only establishing the pedagogic criteria for textbook development/editing; and, finally (viii) curriculum development functions should be placed in flexible and dynamic institutions; and they should not duplicate functions of other departments. * To design the school health component a survey of the health of school aged children was designed and conducted, using technology derived from satellite geographic information systems (GIS) to achieve a more cost effective way to target school based interventions. The survey focused on health and nutritional conditions known to affect children's learning: parasitic worm and bilharzia infections, anemia, iodine deficiency and protein energy malnutrition. With the exception of protein energy malnutrition all these conditions can be treated at very low cost - less than one US dollar per child per year. Satellite generated data on altitude, rainfall, vegetation and temperature was mapped in selected areas using GIS in order to reflect the epidemiology of health and nutrition in Chad. The prevalence of infection with parasitic worms and malnutrition among Chadian schoolchildren is high and the variations in prevalence among the different ecological zones is discussed in Annex 14. * Several models and approaches for developing, experimenting, and implementing a new basic education curriculum were considered. The approach that was adopted includes the organization of learning objectives and subject matter by sub-cycle, allowing a flexible process for implementation and textbook development (two or more grades in one book). It takes into - 20 - account ongoing curriculum renewal actions in physical sciences and technology (Project HPSPT - Harmonisation des Programmes de Sciences Physiques en Afrique), a program supported by the francophone African and Indian Ocean countries, as well as the Inter-African support project aiming at harmonizing secondary education (Project ARCHES - Appui aux Recherches sur la contextualisation et l'harmonisation des enseignements secondaires). This activity would be coordinated with the Cooperation frangaise/AlF/CONFEMEN (Confederation des Ministeres de 1'education) and the BAP. The details and timeframe for curricula and textbook development component are discussed in Annex 15. * Finally, the PARSET introduces a number of activities, which are new for Chad, but which have been piloted and developed successfully in other Sub-Saharan African countries. To facilitate the transfer of the technical knowledge necessary for the success of these activities the Government of Chad has proposed to sign twinning arrangements with the following institutions, which have an experience of exceptional worth for Chad in the following areas: (i) the Mauritanian Education Project Implementation Unit, to obtain (for sub-component 1.3) technical assistance from the team of construction experts who developed and implemented the Mauritanian community-based construction program (this team has already assisted in the preparation of the specific Manual of Procedures for construction (Appui aux Collectivites pour la Construction et l'Equipement Scolaire - MP-ACCES)); (ii) the Senegalese Education PIUJ which developed since 1995 the "faire-faire" approach, to support component 3 of PARSET - i.e. Literacy Training and Non Formal Education Support -- which intends to implement a similar approach;(iii) the Malian institution which developed the strategy called "pedagogie convergente" on the basis of which the PARSET sub-component 2.6 - i.e. National Languages Language/ Reading Development Program - was developed. 4. Institutional: 4.1 Executing agencies: * MEN's overall weak management capacity remains one of the main characteristic of the MEN. In addition: (a) there is an unclear/inappropriate delineation of roles between the MEN, the MoF and the Ministry in charge of Civil Servants Management - for example, the MEN has little to no role in public teachers' hiring and career management; and (b) poor functioning of ad hoc institutions in charge of strategic coordination of the education sector such as the CONEFE ( Commission Nationale Education Fornation). * Government's new vision of communities' role: During project preparation the Government launched a crucial reform by institutionalizing the partnership between the MEN and the FENAPET created at this occasion. This institutionalization is embodied in four documents: (a) a Partnership Agreement between the state and the communities which will define the relative roles of the state and the communities. The Government has the responsibility for: (i) consultation and policy formulation; (ii) education financing, (iii) determination of objectives and evaluation of performance, and (iv) sector organization. The communities will be responsible for: (a) school management and governance and management of CTs; (b) a Procedure Manual for State financial support to community schools; (c) Operational Directives for the management of CTs by parents associations and communities; and (d) a Strategy for the Development of a cohesive teacher body, incorporating CTs. The vision underlying this strategy is to have, in the long term, a teacher body composed essentially of CTs, that is as well organized and equally qualified and motivated as civil servant teachers. In this context, the main objective in the area of -21 - management will be to help the Govemment put these new arrangements in place, and provide appropriate capacity-building in order to delegate managerial responsibilities to the APEs. * Other management delegation: In addition to the above mentioned delegation, to compensate its structural weakness, the MEN intends to divest the following other responsibilities: (a) school construction management, including procurement responsibilities, will be progressively delegated to the APE; (b) provision of literacy programs will be delegated to private literacy providers, mainly small NGOs already operating in the sector; and (c) channeling funds to APEs and literacy providers located in remote areas will be delegated to intermediaries such as NGOs during project preparation. It is, herein, necessary to assess the capacities of these different institutions to successfully implement their part of the project, and carefully define the appropriate schedule and scale for phasing-in these initiatives. * Organizational Capacity Assessment (OCA): A participatory OCA has been conducted during project preparation on the basis of the methodology developed by the Bank. This OCA has helped: (a) clarify the roles of the existing institutions (MEN's Directorates, external executing agencies such as FENAPET and key NGOs); (b) identify immediate actions aiming to build the minimum core of capacity to manage the project at its start-up; and (c) provide information for the preparation of the TORs (Terms of Reference) of an in-depth institutional analysis to be carried out during the project. * Institutional capacity-building: The design of an in-depth institutional capacity building component was an important part of project preparation. This component will: (i) finance a follow up to the institutional analysis undertaken during preparation by expanding its scope to the decentralized levels of the MEN administration; (ii) help the Government design a revised education sector organizational chart to reflect recent decisions related with decentralization and divestiture of responsibilities; and (iii) finance immediate training and other actions necessary to develop and put in place a new organizational chart. At the end of the project, the new education sector setting would be in place and ready for implementing the long term development plan leading to the realization of the Millenium Development Goals. 4.2 Project management: * Annual Plans and Budget: The proposal to use a supervision mechanism based on the preparation of Annual Operation Plans & Budgets by the Borrower was discussed during pre-appraisal. * The existing DPE was established during the course of previous IDA-financed projects, as a Directorate in charge of donor-financed projects. It presently comprises three sub-units for IDA-, IDB- and AfDB-funds management. Some initiatives financed by previous projects, such as girls' education, are managed by a section housed in the DPE. The results are mixed: while the IDA-funds management unit has developed a strong management capacity, including procurement capacity, the Girls' Education Unit has had little managerial responsibilities and had little impact on gender issues. The Government proposes to maintain the DPE's external-funds management role. Given the MEN's current management weaknesses, this option is appropriate, provided that there will be clear delineation of roles between the DPE and each of the MEN's line agencies, and the external entities participating in project implementation. These clarifications have been included in the Manual of Operations to be developed developed before - 22 - project effectiveness. During project implementation, the role of the DPE will be mainly: (a) technical coordination of the project components; (b) managing IDA-funds and all other external funds to education or the education sector managed by the Government; (c) managing contracts with intermediaries for channeling funds to the local APEs (and to local literacy providers; and (d) managing the new community-based school construction program. 4.3 Procurement issues: (a) The DPE. A strong procurement capacity has been developed by the DPE through the previous IDA-funded projects. The proposed project intends to further build capacity on these foundations. Although the project satisfies the Bank's minimum procurement management requirements, it does not have in place adequate management systems that can provide accurate and timely project status reports, as required by Bank/IlDA for FMR-Based (Financial Management Review) disbursement. An agreed action plan was developed during the pre-appraisal mission to strengthen the procurement management system of the project and prepare it for FMR procedures. (b) The Communities. The new role of the communities envisaged by the Government for school construction will entail community-based procurement for works and equipment. Procurement capacities of communities are currently weak. The project develops procedures to help communities strengthen their own procurement capacities through a learning by doing process. These procedures will be embodied in the Manual of Operations. Procurement Capacity Assessment (PCA). A participatory PCA has already been launched, using the standard Bank tools. Procurement capacity issues will be discussed with the MEN and other stakeholders in order to design a sound procurement capacity building plan. 4.4 Financial management issues: * Funding resources. The total Project amount of US$ 42.34 million equivalent, includes an IDA Credit of US$19.14 million and an IDA Grant amount of $23.20 million equivalent. The grant money will be used as indicated in Section B I of this document. Counterpart funds will come from central government. The MOE has an efficient accounting system, a recently updated accounting manual, trained and experienced accounting staff, adequate reporting systems and auditing arrangements and has previous experience in managing Bank funded projects. The MOE has also committed to automate the preparation of the FMRs under this project through the use of a reliable and robust accounting software. * Financial management systems. Under the Basic Education Project (Cr. 2501-CD), adequate budgetary procedures and processes (preparation, execution, monitoring) were not implemented due to the non-utilization of the budgetary module of the accounting software. With this project, close attention would be paid to ensure that this weakness would be addressed before the financing effectiveness. The same financial management system will be used for both the IDA Credit and the Grant. To facilitate disbursements and to ensure timely release of funds for the Project activities, the Government of Chad will establish and maintain two Special Accounts in a commercial Bank acceptable to IDA, one for the IDA Credit (Special Account A) and the other for the IDA Grant (Special Account B). * Audits. The ongoing Project has completed all its audits, including the final audit of June 30, 2001. The task team will continue to be attentive to financial management matters and audit -23 - covenants during project supervision. Audit reports of such scope and detail agreed by IDA and covering the expenditures under both the credit and the grant elements of the IDA Financing will be submnitted to the Bank within six months after the end of each audited period. * Payment of contracts and services. Payments of contracts or services in remote areas have always been difficult due to the absence of adequate bank or postal networks. In the past, the MEN successfully used NGO services to execute payments of grants to the APEs to finance teachers' indemnities. For the future program, the MEN considers this scheme for payments under at least 3 sub-components: (i) expanded system of payment of grants to support APEs' payments of indemnities to teachers; (ii) payment of grants to APEs for school construction; and (iii) payment of literacy program providers. The expansion of such a scheme raises the issue of the financial capacity of the intermediaries - expected to be mainly NGOs. This capacity was proven to be substantial during the implementation of the Basic Education Project (Cr. 2501-CD). * Counterpart Funds. Availability of regular budget for the current operations of the MEN has always been one of the more significant problems in the past. How to make budget resources available was discussed during appraisal in view to implement better mechanisms such as, for example, earmarked lines in the National Budget. These discussions took into account expected new resources made available from debt forgiveness and oil revenues. An agreed share of these resources will be earmarked to the APICED, according to a payment schedule agreed on during negotiations. 5. Environmental: Environmental Category: B (Partial Assessment) 5.1 Summarize the steps undertaken for environmental assessment and EMP preparation (including consultation and disclosure) and the significant issues and their treatment emerging from this analysis. The attached Environmental Mitigation Plan (EMP - Annex 12) has been prepared. It outlines the potential environmental and social impacts of classroom rehabilitation, provision of water points and latrines, as well as the construction of the National Curriculum Center (CNC). The proposed mitigation measures include, among others, the use of environmental guidelines for classroom rehabilitation and related activities, as well as the restoration of borrow pits to address potential soil erosion, and the establishment of a decantation basin to prevent potential groundwater pollution due to the washing of construction materials. The EMP will be part of the Project Implementation Manual (PIM). Disclosure of the EMP and the environmental analysis for the CNC will take place in-country (Direction des Projets Education (Salle de reunion), Institut Superieur de l'Education (Bibliotheque), Direction Departementale de l'Education, and the World Bank's Country Office) and in the World Bank's Infoshop in Washington DC on May 28, 2002. 5.2 What are the main features of the EMP and are they adequate? The main feature of the EMP is the Environmental Monitoring Plan which: (a) outlines the institutional responsibilities for the implementation of the mitigation measures as well as for the monitoring of the implementation of the mitigation measures, a time horizon for these activities, and cost estimates; and (b) includes monitoring indicators for latrines and water points as well as for CNC construction-related activities. The EMP also outlines institutional arrangements for effective use and maintenance of school water points and latrines, drawing on the experience of projects in the water supply and sanitation sector. The provisions made under the EMP are adequate. - 24 - 5.3 For Category A and B projects, timeline and status of EA: Date of receipt of final draft: April 29, 2002 5.4 How have stakeholders been consulted at the stage of (a) environmental screening and (b) draft EA report on the environmental impacts and proposed environment management plan? Describe mechanisms of consultation that were used and which groups were consulted? Stakeholder consultations took place in focus groups and during field visits. Thus, focus groups were convened during the preparation of the environmental analysis for the construction of the CNC. Focus group members included representatives of the local population, municipalities, religious associations, local leaders and various government agencies, including the MEN. As a result of these meetings, there was a consensus that the construction of the CNC would be beneficial to the neighborhood. Reasons for this assessment were a solution to drainage problems in the area, employment opportunities, and the possibility that services such as water supply provided to the CNC could be extended to a nearby school. Field visits were undertaken to schools in N'Djamena and near Bongor. Discussions took place with representatives of the MEN, Ministry of Environment and Water (including the Directeur Adjoint de Hydraulique), Ministry of Public Works and Transport (Directeur de l'Enregistrement, des Domaines, du Timbre, de la Conservation Fonciere et du Cadastre, and Directeur d'Urbanisme); the Mayor of N'Djamena and members of his staff; Headmaster of l'Ecole Associee Catholique de Bongor; e'coles communautaires; and l'Ecole Associee d'Amtoukougni in N'Djamena, It was ascertained that the decision to build a school in a rural area is made jointly by the community, the chef de village, and the chef de terre - whereby the latter makes the final decision. In urban areas, standard-size sites for future public buildings are included in the city's master plans, and the size of the school is a function of the number of people living in the neighborhood. Should there be a need for more classrooms, a new school would be built in the area where additional classrooms are needed, rather than adding classrooms to an existing school. 5.5 What mechanisms have been established to monitor and evaluate the impact of the project on the environment? Do the indicators reflect the objectives and results of the EMP? In view of the extensive responsibilities of APEs for school management-including rehabilitation activities-the APEs will be responsible for monitoring the effective use and maintenance of water points and latrines as well as the use of environmental guidelines during classroom rehabilitation. Monitoring of the impacts related to the construction of the CNC will be done by the Cellule Technique de Coordination et de Suivi (CTCS) which includes representatives of the Ministries of Environment and Water; Education; and Transport. 6. Social: 6.1 Summarize key social issues relevant to the project objectives, and specify the project's social development outcomes. One of the key issues the project aims to address, in particular, is that of unequal opportunity in education. A social assessment of parents' attitudes and participation in primary education carried out in 1988 revealed that insufficient state support of the educational system has been fueling an intensifying sense of community alienation from the state structure. The poor condition of the education system was explained by communities and parents not as the result of instability and conflict but a result of the State's bias in resource allocation along lines of regional, cultural and urban/rural differences. The feelings of anger against the state extends to international donors as parents are frustrated by the lack of concrete interventions. By directing activities toward community schools and channeling funds to APEs, - 25 - the program will augment community school resources and promote equitable distribution of education opportunities. The creation of the FENAPET and its participation in policy decision-making and in resource allocation through the APICED will acknowledge the parents' contribution to education and gradually eliminate the aforementioned problems. The project will also implement numerous actions in favor of gender equity. The above-mentioned assessment also revealed that, in the Northern and Eastern regions, the single most cited reasons for parents' decisions to keep girls at home is the: lack of bilingualism and reflection of Arab cultural practices and values in schools. Parents largely recognize that education is valuable for both girls and boys and is encouraged by the Islamic religion, which is common in these regions. But there are widespread and deeply entrenched conceptions that Western education and the Francophone bias of the school system will corrupt the girls' moral values. This project, therefore, places a strong emphasis on the development of national bilingual curricula and textbooks, which should significantly mitigate those feelings. There will also be experiments in multilingual education using the mother tongue in the early years of schooling. The project will also reduce the opportunity costs associated with sending girls to school by avoiding placing additional financial burdens on families. Girls will receive assistance in the form of tutoring. Mothers' associations created in the context of the Basic Education Project (IDA Cr. 2501-CD) will be encouraged to join APEs, which are currently composed mostly of men. 6.2 Participatory Approach: How are key stakeholders participating in the project? The Education Sector Strategy was conceived through a widely participatory approach, involving stakeholders from across the country and the education community. In particular, in late 1999, consultations took place across the country, that included parents, teacher unions, ministry officials, local authorities and NGOs. In addition, the preparation of the project is giving parents a say in all phases of project design and implementation. To that effect, the FENAPET was created in May of 2000 and has already been playing an important role in the preparation of the regulatory framework. It has also contributed to the development of the procedures for the partnership between the state and the APEs 6.3 How does the project involve consultations or collaboration with NGOs or other civil society organizations? The positive experience recorded under Basic Education Project (IDA Cr. 2501-CD) with NGO involvement and perfoirmance in service delivery to communities and in construction activities will be reinforced. The NGOs will play a major role in relaying funds and educational resources between the State and the communities. The Government of Chad has also endorsed usage of the 'faire-faire" implementation strategy (i.e., outsourcing funds to local NGOs), by which a private subcontractor will be selected to supervise funding and implementation of the pilot literacy and non-formal education programs, and will be responsible for outsourcing funds for these programs. In addition, various grassroot NGOs and private organizations will be responsible for operating these literacy initiatives, which are designed to be responsive to community needs. Furthermore, the composition of the National Higher Council for Literacy (Conseil National Supe'rieur pour 1'Alphab&tisation) has been revised to include NGO representatives. 6.4 What institutional arrangements have been provided to ensure the project achieves its social development outcomes? The institutional arrangements chosen for the PARSET reflect the limited management capacity within the MEN as well as the challenges of ensuring system-wide improvement in a highly complex, diverse - 26 - environment. Where possible, service delivery is outsourced to entities present in Chad who have a strong track-record in achieving results. The project will also capitalize on recent successes in other Africari countries through formal partnerships and exchanges. For two critical institution-building activities, the creation of the CNC and the APICED, specific para-public institutions are being created to provide targeted, measurable services, and will, to the extent possible, use results-based contracting to achieve results. The MEN will retain overall responsibility for project implementation, and has strengthened both its DPE and the structures for monitoring project and program implementation and results. A technical monitoring and coordinating committee will ensure coordination of the different components' activities as well as the interventions of the various donors. Each project component is under the technical leadership of a Ministry directorate thereby ensuring ownership of the component by the Directorate. These institutional arrangements are in some respects ground-breaking for the education sector in that they emphasize public-private partnerships and, in general, provide a recognition of and further stimulus to civil society's contribution to enhancing and expanding basic education in Chad. By broadening stakeholder involvement and increasing transparency, the risks to not achieving social development outcomes are mitigated. 6.5 How will the project monitor performance in terms of social development outcomes? The PARSET performance indicators focus on both client- and system-level impact. Conditions of the learning environment are monitored as are learning outcomes, access to education, and system efficiency. The project also includes a number or process-focused indicators for those long-term activities such as curriculum reform where the main goal is to establish the basis for broader impact later in the decade when more resources for education are expected to be available. Moreover, a distinct impact assessment exercise is included in the institutional capacity strengthening component. The exercise will focus on the impact of PARSET interventions in the areas of school health and nutrition, girls' education, literacy, and learning in national languages. The project also has a built-in participatory monitoring arrangement, through the inclusion of stakeholders from civil society, private sector entities and the NGO community in the main institutions of the PARSET, particularly in the inclusion of the FENAPET at all levels of PARSET. 7. Safeguard Policies: 7.1 Are any of the following safeguard policies triggered by the pro ect? Environmental Assessment (OP 4.01, BP 4.01, GP 4.01) * Yes C) No Natural Habitats (OP 4.04, BP 4.04, GP 4.04) U Yes * No Forestry (OP 4.36, GP 4.36) (9 Yes S No Pest Management (OP 4.09) U Yes S No Cultural Property (OPN 11.03) CU) Yes * No Indigenous Peoples (OD 4.20) (___T Y_es * No Involuntary Resettlement (OP/BP 4.12) ( Y_es * No Safety of Dams (OP 4.37, BP 4.37) - L Yes 0 No Projects in International Waters (OP 7.50, BP 7.50, GP 7.50) () Yes *_ No Projects in Disputed Areas (OP 7.60, BP 7.60, GP 7.60)* ( Yes * No 7.2 Describe provisions made by the project to ensure compliance with applicable safeguard policies. OP 401: An Enviromnental Mitigation Plan (EMP) was prepared which includes recommnendations made in the environmental analysis of the CNC; environmental guidelines for school rehabilitation -27 - activities; and institutional arrangements for effective use and maintenance of school water points and latrines. OP 4.12: As a precautionary measure, the rehabilitation of classrooms will not be undertaken if it would require: (a) the displacement of any people from their residences; (b) the taking of any land belonging to any individual or group of individuals; and/or (c) the obstruction or restriction of access by any individuals to resources being used to generate their income or sustain their livelihood and living standards. Should the need for new construction emerge during project implementation, a simple environmental analysis will be carried out to determine potential environmental and social impacts. OP 7.50: This policy will not apply as the withdrawals of groundwater for use in schools will not affect the overall water table of the aquifers. F. Sustainability and Risks 1. Sustainability: The economic and financial analyses as well as the public expenditure review have determined that the size of the project and its impact on the recurrent cost are sustainable based on the country's budget forecast. 2. Critical Risks (reflecting the failure of critical assumptions found in the fourth column of Annex 1): Risk Risk Rating Risk Mitigation Measure From Outputs to Objective * Complications related to a lack of good M Preparation for the oil economy includes governance or political stability, measures aimed at promoting good governance hindering support to other interventions at all levels of government, and consensus aimed at improving delivery of and building around all necessary reforms. The access to other basic social services. HIPC and PRSP (Poverty Reduction Strategy Paper) frameworks provide a strong monitoring system and contribute to strengthening budgeting, management and fiduciary standards. - New schools and classrooms may not N Annual school and classroom construction be located in priority under-served areas, programs will be demand driven, based on due to political pressure. identified needs for consolidation and expansion of existing community schools, as well as on the objective to provide equitable access across regions; Regional distribution will be subject to Bank prior approval; Bank supervision mission will conduct site inspections. - Qualified human resources may not be S . Extensive technical assistance and training available locally to manage the CNC and will be provided through twinning undertake the development of new arrangements with similar institutions. curricula. - 28 - * The Govemment may not have a N The importance of a Community-State sustained political comnmitment to partnership has been widely discussed within support community initiatives towards the Govemment and with the donor improving the educational system. community, and stated clearly in the strategy document. From Components to Outputs * State support to commnunity schools S The modalities of state support have been may substitute for APEs' support, thus designed with the aim to preserve the strong reducing school effectiveness and ties between the community and the schools. teachers accountability to parents. * Project implementation may be S A capacity reinforcement plan was developed hindered by the lack of capacity to by the Govemment and discussed during procure services and goods and to appraisal. Bank's assessment of the plan was disburse against the Credit. positive and crucial actions included in the plan, such as the recruitment of key technical staff, will be implemented before effectiveness. Overall Risk Rating M The overall risk that the project could fail to achieve its development outcome is rated moderate. Risk Rating - H (High Risk), S (Substantial Risk), M (Modest Risk), N(Negligible or Low Risk) 3. Possible Controversial Aspects: Social pressure to increase intakes in secondary education and higher education is expected to increase to a point where compliance with the Government's comritment to grant a priority to primary education might weaken. To mitigate this risk, component 4 of the project includes an activity aimed at helping the Govemment build a consensus on the need to slowdown the growth of enrollment in upper secondary and higher education, as well as one on a reform aimed at improving the relevance of teaching and improving internal efficiency at these levels. It involves the organization of workshops, technical assistance and study tours to benefit from successful reform experiences in other countries. G. Main Loan Conditions 1. Effectiveness Condition (a) the Borrower has established APICED as an autonomous public entity and appointed directors, acceptable to the Association; (b) the Borrower has established CNC as an autonomous public scientific institution, appointed directors, acceptable to the Association; and revised, amended or reviewed Ordonnance No. 005/PR/MEN/92, dated March 13, 1992, and Decree No. 133/PR/MEN/92, dated March 20, 1992, establishing and goveming the operations of ISSED to avoid duplication of responsibilities, in form and -29 - substance satisfactory to the Association; (c) the Borrower has adopted and furnished to the Association the Project Implementation Manual, in form and substance satisfactory to the Association; (d) the Borrower has adopted and furnished to the Association the Administrative and Financial Procedures Manual, in form and substance satisfactory to the Association; (e) the Project Account has been opened and the initial contribution referred to in Section 3.04 (b) of the project's Development Financing Agreement (DFA) has been deposited therein; (f) the Borrower has appointed the auditors referred to in section 4.01 (b) of the project's DFA, in accordance with the provisions of Section II of Schedule 3 to the DFA; (g) the Borrower has appointed to the DPE, a Project director, a principal technical coordinator for civil works and an administrative officer, all in accordance with the provisions of Section II of Schedule 3 of the project's DFA; and (h) the Borrower has established an accounting and financial management system for the Project, satisfactory to the Association. The list of effectiveness conditions reflects the situation at the time of negotiations, in August 2002. In the meanwhile substantial progress has been made by the government toward the satisfaction of these conditions, including the approval by Parliament of the laws establishing APICED and CNC, the establishment of a financial management system and training of financial and procurement staff in the Project Unit (DPE). 2. Other [classify according to covenant types used in the Legal Agreements.] 1. H. Readiness for Implementation 0 1. a) The engineering design documents for the first year's activities are complete and ready for the start of project implementation. EK 1. b) Not applicable. C 2. The procurement documents for the first year's activities are complete and ready for the start of project implementation. FlI 3. The Project Implementation Plan has been appraised and found to be realistic and of satisfactory quality. Gl 4. The following items are lacking and are discussed under loan conditions (Section G): - 30 - 1. Compliance with Bank Policies l 1. This project complies with all applicable Bank policies. O 2. The following exceptions to Bank policies are recommended for approval. The project complies with all other applicable Bank policies. Mourad Ezzine Laura Frigenti A Team Leader Sector Manager Cou try Directo - 31 - Annex 1: Project Design Summary CHAD: EDUCATION SECTOR REFORM PROJECT - _ giA>;.l .-~, K i 5 syP brmance'- bZt,olleci Str-tegy t1,V,fch y ofQ In ,- -r.. r c. r , gptions Sector-related CAS Goal: Sector Indicators: Sector/ country reports: (from Goal to Bank Mission) The foundations for a better Reduction of the percentage of Government Records, poverty Good economic performance prepared labor force and the population living below the assessment. and fiscal stability. improved human development poverty line. are established in preparation for the availability of oil revenues. Project Development Outcome / Impact Project reports: (from Objective to Goal) Objective: Indicators: The institutional framework, 1. Community schools are The MEN Statistical * Other interventions, such as strategies and resources for entirely integrated through Yearbook, standardized tests, the HIV/AIDS program, quality universal basic application of the policy and CEP. designed to improve access to education are in place and management provisions basic social services will be in ready for implementation on a described in: (a) the place. national scale; sector State-Community Partnership performance is progressively Agreement dated August * Political commitment to improved in coverage, quality, 23,2001; (b) the Project education reform will equity and efficiency. Implementation Manual; (c) continue. the Operational Directives for Management of CTs; and (d) * Political stability. the program. * Project counterpart funds are mobilized on time. 2. Curriculum and textbook development capacity exists: (a) CPl and CP2 bilingual curricula are developed; (b) textbooks are available for all grades at a ratio of one reading and one math textbook for each student whereas for grades 3 to 6, science textbooks will also be available at a ratio of 1:2.; and (c) the new primary school bilingual curriculum is tested, published and ready for use. 3. A new literacy strategy is put in place through successful adaptation of the outsourcing approach. 4. The GER will climb from 72% in 1999/00 to 87% in - 32 - 2005/06. 5. The ratio of girls to boys in the elementary cycle increases from 63% in 1999/00 to 77% in 2005/06. 6. The 6th grade (CM2) survival rate will climb from 44% in 1999/00 to 70% in 2005/06. 7. Enrollment rates reach 65% in eight departements, namely Lac, Bourkou, Ennedi, Tibesti, Salamat, Batha West, Batha East, and Biltine where it was equal to or less than 40% in 1999/00. Output from each Output Indicators: Project reports: (from Outputs to Objective) Component: 1. Improved access to basic 1 .1 The Grade One (CPI) FENAPET progress reports, * Sustained political education and equity. admission rate increases from MEN statistical yearboolc. commitment and coordination 82% in 1999/00 to 90% in of community support 2005/06 (for girls: from 70% Assessment studies and action activities. to 85%). plans. * Competent human resources 1.2 The Survival Rate in MEN statistical yearbook and are locally available for the Grade 6 improves from 35% project progress report. community-managed in 1999/00 to 65% in 2005/06 construction activities. for girls; and from 53% to 75% respectively for boys. 1.3 The percentage gap between girls' and boys' GER is reduced by 15 points between 1999/00 and 2005/06. 1.4 The APICED has been created, is funded by the State and fully operational, and at least 7,000 community teachers have been trained and receive a State subsidy through the APICED. 1.5 A total of 2,400 new classrooms built and furnished. 2. Improved quality of 2.1 The bilingual curricula are Project progress repors, * Adequate teacher education and efficiency. developed, tested and put into evaluation results. motivation and management use in Grades I and 2 (CP1 policies are effectively -33 - and CP2) beginning with the Assessment studies and action implemented. school year 2005-06 plans. * Political comnmitment and 2.2 The percentage of CTs coordination of community having received Level I (basic) support efforts. training and that are certified increases from 15% in 2002/03 to 51% in 2006/07. For Level H (full certification), the percentage increases from 5% to 18% respectively. 2.3 Training structures at different levels have appropriate adapted training curricula. 2.4 New textbooks are developed for math and reading, and are distributed to all schools achieving a ratio of 1:1 for each book. 2.5 Standardized diagnostic instruments for primary school assessment of leaming are available for classroom piloting and, beginning in 2005-06, are used system-wide for Grades 1 and 2 (CP). 2.6 Action plans for nationwide application of Early Childhood Education, IRI, and School Health programs are developed. 3. Support to literacy and 3.1 A new program Project progress reports and * Stakeholder mobilization non-formal basic education implementation system, based assessment study results. and adequate management on outsourcing, is put in place. strategies are effectively 3.2 A total of 50,000 adults, implemented. of which 60% women, are enrolled in functional literacy courses financed according to the outsourcing strategy. 3.3 A total of 15,000 youth are enrolled in altemative basic education programs (eg., EBNF) financed according to the outsourcing strategy. 3.4 A total of 150,000 - 34 - post-literacy booklets are acquired in five languages dealing with various themes. 4. Strengthening of the 4.1 A sector development Strategy documents and action * A clear delineation of roles planning, management and program largely incorporating plans. between the Ministries of monitoring of the program. secondary and higher Education, Finance and Civil education is developed and is Implementation reports. Service is established. approved by the Borrower and the relevant stakeholders. * Inter-ministerial coordination functions well. 4.2 The CNC is put in place and is fully operational. 4.3 Management of the School Map is improved and facilitates projection of needs. Project Components / Inputs: (budget for each Project reports: (from Components to Sub-components: component) Outputs) 1.1 Support to community US$ 18.11 million initiatives (of which $3.40 million to be IDA Grant money) 1.2 Promotion of girls' US$ 1.76 million schooling (of which $1.62 million to be IDA Grant money) 1.3 Classroom construction, US$ 30.55 million (of which maintenance and acquisition of $11.56 million to be IDA grant school furniture and money) equipment 2.1 Curriculum renovation for US$ 1.76 million basic education 2.2 Support for the US$ 9.27 million development and management (of which $5.25 million to be of textbooks, pedagogic and IDA grant money) didactic materials 2.3 Leaming assessment and US$ 0.68 million research 2.4 Teacher training US$ 25.72 million - 35 - 2.5 ECD program US$ 3.70 million 2.6 National languages US$ 1.22 million language/reading development program 2.7 IRI program US$ 3.28 million 2.8 School health and US$ 1.53 million nutrition program (of which $1.38 million to be IDA grant money) 3.1 Literacy courses for adults US$ 3.36 million (15 years +) 3.2 Non-formal education US$ 2.32 million activities for unschooled and out-of-school youth in the 10-14 years age group 3.3 Strengthen reading and US$ 1.07 million basic skills in the target villages through post literacy activities 3.4 Literacy program US$ 1.24 million monitoring and evaluation 4.1 Establishment of CNC US$ 5.17 million 4.2 Strategic institutional US$ 3.45 million capacity building program for PARSET implementation- MEN/communities 4.3 Strengthening of MEN US$ 3.22 million planning and monitoring capacities 4.4 Strengthening of the US$ 1.70 million analytical capacity mechanism for sector policy, monitoring and coordination of the education/training sector - 36 - Annex 2: Detailed Project Description CHAD: EDUCATION SECTOR REFORM PROJECT Introduction The main objective of the Chad Education Sector Reform Project (PARSET) is to develop the policy framework, strategies and means for quality universal basic education and to implement corresponding activities. The focus will be on building the institutional capacity for a more effective partnership between the State and the communities, and more equitable access to education. The project seeks also to develop the technical capacity necessary for overall curriculum and pedagogic renewal in Chadian schools, by launching several innovative programs aimed at both expanding access to education and improving the quality of teaching and learning. In particular, the project seeks to: (a) promote gender and geographic equity by supporting the Government's strategy to share education sector management with communities; (b) develop a community-based approach to rehabilitate existing school infrastructure; (c) improve the quality of the teaching and learning environment; (d) develop innovative programs for literacy, non-formal education, ECD, bilingual education, IRI, and school health and nutrition; (e) enhance program planning, management and monitoring capacity; and (f) build consensus and convince diverse actors of the benefits of higher education and vocational and technical education reforms. In addition, the Project would contribute to strengthen planning, management, and program monitoring, as well as reinforce coordination and establish an effective collaboration process between the Government and donors. The following description by component focusses on the PARSET project, and provides indications when relevant on the next phases of the government development program for the education sector. It describes all components and activities including those are not be funded by IDA. When available, the financing section will indicate the amount of IDA finacing for the component. By Component: Project Component 1 - US$50.42 million Of which IDA Grant: US $16.59 million Improving Access and Equity Objective: The objective of this component is to increase the access to and equity of education. It seeks to establish a sustainable strategy for the expansion of primary school enrollment by targeting community initiatives, girls' education, and participation of children living in under-served regions, including nomadic children. To improve the teaching and learning environment of community schools, they will be provided with cost-effective, furnished classrooms to create favorable learning conditions. 1.1 Support to community initiatives (Total US$ 18.11 million, IDA Grant US$ 3.40 million) Diagnosis: In Chad, the degree of parental participation in basic education is unique among countries of the region. Parents of primary and secondary students provide extraordinary support for local schools. They effectively manage education system operations, opening new schools, building classrooms, hiring CTs and paying 54% of all teachers' salaries, and directly managing 32% of primary schools. In spite of this considerable contribution, the level of organization of schoolchildren's parents remains informal. - 37 - For this reason, the Government organized a National Forum for Parents' Associations in May 2000, which made it possible to set up a legal framework for the various parents' associations: the FENAPET. Objective: The objective of this component is to support community initiatives through: (a) training of the APE in school management; (b) mobilization and transfer of resources to the APEs so that the latter can increase the remuneration of those CTs having during the project received in-service teacher training (Level I and Level II); and (c) the establishment of a transfer mechanism for this MEN support, channeling funds from the Ministry of Economy and Finance to the APEs. The number of CTs having achieved Level I and Level II certification (as further described in sub-component 2.4) will increase as follows: At PARSET start-up there will be an estimated 2,000 CTs with Level I certification, of whom 800 will also have Level II certification. By 2006, these numbers will have increased to 5,900 and 3,700, respectively. Strategy: Community initiative is now understood to be an essential motor affecting education system improvement and expansion. While its quantitative contribution is clear, it is also generally accepted that the quality of teaching has suffered as the underpaid CTs are generally untrained. By providing CTs with basic training tied to improvement of their financial situation and career prospects, broad progress in the quality of teaching is expected. Community initiatives will also be reinforced by the creationof a new institutional framework for the State-local community relationship using the FENAPET as its chief agent (see sub-component 4.2). The use of a special autonomous agency with the express purpose of channeling resources to the APEs is a deliberate choice based on the management capacity analysis of public financing structures. Activities: 1.1.1 Establishment of a national agencyfor subsidizing community initiatives (APICED). The agency will be set up to channel funds from various funding sources to APEs to pay CT stipends. The Letter of Sector Policy stipulates that, in the context of the PARSET, these resources will come from the H[PC debt reduction initiative. 1.1.2 Sensitization campaigns: The campaign will inform the country's 6,500 APEs by 2005 (up from 4,000 in 2002) of how the Project works and how they can benefit from it. 1.1.3 APE training: Over the four years of the first phase of PARSET, approximately 3,000 APEs having signed an agreement with the APICED will receive training in organization, management, fund-raising, project development, and networking in order to better support primary schools and CT in self-assessment. Implementation: The institutional implementation framework is provided in: (a) the Memorandum of Agreement (Protocole d'Accord) between the Government and the FENAPET, signed in August 2001; and (b) the Operations Manual for the Implementation of the Parents Association-State Partnership for Education Development (Manuel de Procedures de Mise en Oeuvre du Partenariat Etat-APE (MP-PEAPE). Two implementing entities will be responsible for this sub-component. For the flow of funds to APE, the implementing entity will be the APICED to be created for the PARSET. Communities will apply for APICED grants through procedures described in the MP-PEAPE. Community Selection: Eligible communities will be selected by a technical committee composed of representatives of the MEN, APEs, NGOs, trade-unions and the media. Selection will be approved by - 38 - the APICED Board before agreements can be signed with selected APEs. Grants will be channeled to APEs through NGOs recruited by the MEN to provide payment services and document proper use of the funds. Training of the CT: Grants to APEs to improve CTs' stipends are provided on condition that CTs participate in a training program which is detailed in sub-component 2.4. APE Training: Through a memorandum of agreement (MOA), responsibility for implementation of the APE training program will be given by the MEN to GTZ which has strong experience in this area. Cost and financing: In the context of this sub-component, IDA Grant will finance the setting-up and capacity-building of the APICED and APE training. Communities will continue to finance CTs' stipends, while the Government will financially support APEs through APICED, complementing CT stipend financing with additional resources. It is understood that the cost of the CT stipends will be split as followed, 80% by the national budget using HIPC resources, and 20% by communities from their own resources. The estimates done during the project preparation phase, which are based on the simulation model found in Project Appraisal Document (PAD) Annex 19 indicate that the annual financing needs of the APICED for the APE subsidies range from the equivalent of approximately US$1.5 million in 2002 to US$3.2 million in 2005. During negotiations, the Government confirmed its commitment to disburse each year into the APICED account, according to a fixed schedule, the amounts necessary for financing as per the simulation model. 1.2 Promotion of Girls' Schooling (Total US$ 1.76 million, IDA Grant US$ 1.62 million) Diagnosis: Chad's education system has strong gender and geographic disparities in access. The low female enrollment rates (generally 30% below the boys' rates) have several known causes including: (a) parental reluctance due to socio-cultural factors such as women's status and role in traditional societies limiting the demand for female schooling; (b) parental preference for early marriages over other problems confronting unwed teenage girls in school; and (c) the distance between home and school, a supply problem that constitutes a major handicap affecting girls even more than boys due to security concerns and girls' relatively low amount of discretionary time in the day. Extreme poverty and high illiteracy magnify the above-mentioned causes. Also contributing to the gender gap is the absence of role models (i.e., femnale teachers representing only 9% of the total teaching corps in Chad-10% in public school, 16% in private schools and only 2% in rural community schools), an absence compounded by the lack of gender sensitivity on the part of the male teachers. Low survival rate for girls in the schooling system are also a significant problem. Based on recent analyses of Chad's education system, only 40% of children recruited in Grade 1 reach Grade 6. For girls in public school, this rate is only 35% whereas in private schools the rate is 69%, the same as for boys. This in turn explains, at least in part, the absence of female teachers and the low proportions of girls at the secondary and tertiary levels, 21% and 14% respectively. Objective: The key objective of this sub-component is to support the Government's efforts aiming to improve access and internal efficiency in Chad's education system by implementing a number of interventions, some of which target areas of the country where access and retention rates for girls are the lowest. Through the sub-component's activities, over 1,200 communities will be reached through sensitization activities and 12,000 girls will receive tutoring. -39 - Key strategies: The subcomponent will focus on four key channels likely to improve girls' access and retention in school. The first strategy is the implementation of sensitization activities aiming at improving girls' access to school nation-wide. The second is to develop and implement specific interventions in regions that are particularly under-represented, both in terms of access and retention. The third strategy is to improve the representation of women as: (a) female APE members at the community level; (b) teachers and directors in rural schools; and (c) decision-makers and administrators. The fourth strategy is to increase girls' enthusiasm for, and retention in, secondary school through an incentive scheme focusing on science subjects (grant scheme). Activities: 1.2.1 Sensitization campaigns (technical assistancer and trainig). Under this activity, the social marketing, which had a positive impact on girls' access to school under the previous Basic Education Project (IDA Cr. 2501-CD), will be intensified so as to maintain the positive changes in reluctant communities' perceptions and attitudes. The girls grade one gross admission rate is expected to increase from 69.5% to 90% by 2005. At least 1,200 new communities will be reached through community level meetings and radio and TV broadcasts in French, Arabic and other local languages. 1.2.2 Increasing the number of female teachers in rural areas (technical assistance). A study will be conducted to: (a) estimate the number of women and girls that can be trained as teachers; and (b) analyze the conditions that will allow the training and the employment of the potential female teachers. A hiring and training plan will be developed in the second year of the Project and implemented in the third and fourth years. The FENAPET, the teacher-training services (DFAP: Direction de la Formation et de l'Action Pedagogique) and the National Female Education Center (CTPSF) will work closely together to ensure that the effort of improving female school participation through increased female teacher availability is accepted and supported by communities. 1.2.3 Setting up a tutoring program (grant scheme). The tutoring initiative, focusing on children at risk of failing, will in its first year be implemented in 50 primary schools in grades CE2, CMI and CM2 where repetition and dropouts are high. The tutoring will then be extended to 50 new schools every year, totaling 200 schools and 12,000 students over the first four years of the Project. The focus will be on math and language, and schools with higher rates of repetition will be specifically targeted with the tutoring throughout the school year. A high-achieving student (student tutor) will assist a low-achieving student during specifically designated moments in the weekly schedule. The teacher will serve as facilitator and community members will help in the supervision and monitoring. The successful implementation of the tutoring will require a close collaboration between the school, the parents and the students. Teachers, APEs, including female members as well as student tutors, will all receive training. 1.2.4 Involving and supporting mothers in APEs (Grant scheme). APEs will be reinforced with female members to support the tutoring program. Members of the APEs will benefit from literacy courses and training in the management of activities aiming to support their schools. They will also be involved in the follow-up activities for the tutoring initiative by attending tutoring sessions and paying visits to the families of benefiting students. They will support sensitization activities to promote girls' education. 1.2.5 Setting up Girls' Secondary Education Incentive Scheme (grant scheme). To generate greater female interest in science subjects, each year, 60 girls having obtained the BEPC or Baccalaureate with high marks in science will receive a prize. The prizes will be handed to girls by dignitaries during official ceremonies organized for that purpose and gathering the candidates from the entire country. The CTPSF will manage this activity. -40 - 1.2.6 Developing and integrating gender sensitization modules in pre- and in-service teacher-training modules (technical assistance and training). The objective of this initiative is to ensure that teachers acquire better gender awareness that will help them in their classroom practices so as to reduce girls' failure. By the end of the Project, all teacher-training programs will have gender modules integrated in their curricula. The implementation of this activity will call for a close collaboration between the CTPSF, DFAP as well as the evaluation units and will benefit from the input of a gender expert. Implementation: Successful activity implementation depends on strong political support from the Minister through official policy statements and action. All the sub-comnponent's activities will be coordinated by the CTPSF which will also be directly responsible for the implementation of activity 1.2.1 (Sensitization campaigns) and 1.2.5 (Incentive scheme) while the other activities will be implemented by the following entities: (a) The FENAPET for activities 1.2.2 (Female teachers in rural areas), and 1.2.4 (APEs), as detailed in the relevant sections of the Procedures Manual; (b) an implementation agency to be selected for activity 1.2.3 (Tutoring program); and (c) the DFAP for activity 1.2.6 (Teacher-training modules). Cost and Financing: IDA Grant 13 Classroom, wells and latrine construction, maintenance and acquisition of school furniture and equipment (Total US$ 30.55 million, IDA Grant US$ 11.57 million) Diagnosis: The state of the country's school buildings is extremely poor. More than 53% (2000/2001) of the classrooms are made of plant materials such as millet stalk pallets (secco), rebuilt yearly and unusable during the rainy season, substantially shortening the school year in the southern half of the country. Of the remainder, roughly half of the schools are built to standards while the rest are made of temporary, unbaked mud-brick (poto-poto) community-built structures. Only 33% of the schools have latrines, most often not functioning, and only 60% have direct access to water. While during the last project, at least seven donors were supporting the primary school building program (JICA, KfW, EU, AfDB, HDB, IDA and NGOs) for a total of almost 2,350 classrooms, in the upcoming Project only four partners (AFD, EU, AfDB and IDA) have signaled their intention to support PARSET classroom construction. All past programs combined external support with a community contribution varying from 10 to 30%. The 1998 Social Assessment reveals that the lack of progress of government-financed educational infrastructure is the leading cause of dissatisfaction at the community-level. Since the number of schoolchildren will increase from 913,000 to 1,310,000 during the first phase of the PARSET, the need for classrooms will increase to 21,100 (target ratio: 62 students/classroom) or approximately 7,500 additional classrooms compared with the 13,600 existing in 1999/00). Additionally, approximately 7,000 existing millet stalk classrooms structures will need to be replaced. In light of the limited financing available, communities will continue to bear the burden for building, and rebuilding annually a large number of temporary classroom structures. -41 - Objective : During the first phase of the PARSET (2002-2007), the following funding has been identified: (a) 1,000 classrooms will be built in existing schools on IDA financing, as well as 1,000 latrine blocks and 200 wells so that existing schools will meet norms; (b) The AFD is planning to finance a classroom construction program beginning in 2003; (c) the AfDB has expressed interest in financing under the FAD 9 a construction program beginning in 2004; (d) the EU will continue under the 9th FED its micro-projects initiated and implemented by communities, of which 30% include classroom construction; (e) the Rural Development Project (PRODEL), which will begin in 2003 with IDA financing and will include a number of classrooms; and (f) the Petroleum Era Economic Management Project (GEEP) also funded by IDA, and which contains a micro-project component. At the end of the first phase of PARSET implementation, it is estimated that currently-identified donors will make possible the building of at least 2,400 classrooms (See Annex 13), 2,000 latrines and 300 wells. Strategy: In this context of scarce resources, the Government intends to use the PARSET to implement a new community-based approach to classroom construction, an approach similar to that used successfully in Mauritania during the last 10 years. Under this strategy, the responsibility for classroom construction and latrines will be entirely delegated to the APEs which then are responsible for: (a) financing 10% of the estimated construction cost in cash or kind; (b) requesting grant from the MEN for financing the remaining 90% for classrooms and 100% for latrines; and, if eligible, (c) signing an Agreement with the MEN committing the APEs to execute the classroom construction project according to standard plans and technical specifications. Under this Agreement, the MEN is committed to grant APEs up to 90% of the estimated construction costs for classrooms and 100% for latrines, provided that the projects are completed according to design and specifications. Eligibility criteria to access grants include minimum number of years of school existence, existence of APE-paid CTs, APE participation in the community initiative component, and the need to replace substandard existing classrooms previously built in secco or poto-poto by communities. The financing for these community projects will be in the form of IDA grant money. A specific Procedures Manual (MP-ACCES) was developed during preparation. Chad anticipates the following benefits from this strategy-which have been proven effective in Mauritania: (a) increased community ownership of school life; (b) lower costs; (c) adequate match between parents' demand for school construction and supply of financial support by MEN; (d) leverage impact on communities who have not yet created their school; and (e) improved trust and collaboration between the MEN and APEs. The MEN has also committed itself to working towards harmonization of the different donors' construction program procedures especially with concern to the level of matching community financing to construction projects. Activities: 1.3.1 Sub-component activities include: (a) recruitment of a team of engineers (CTRs); (b) permanent dissemination of information to and mobilization of APEs; (c) periodic (bi-annual) appraisal of APEs' requests for grants for classrooms; (d) construction by APEs; (e) permanent provision of technical assistance to APEs, including training in community-based procurement; (f) timely classroom construction quality monitoring by CTRs; (g) coordination with the School Health component for the training of APEs regarding latrines and water use and maintenance, (h) timely payment of APE subsidies in tranches; (i) construction of wells, (j) APE infrastructure maintenance; (k) donor coordination; (I) monitoring and evaluation of the school building program (all sources of funding), including yearly technical audits, monitoring of the implementation by APEs of the environmental safeguards; (m) exchange of experience between Chad and other countries including Mauritania; and (n) on the basis of the above-mentioned evaluation, harmonization of procedures between donors. - 42 - Implementation: The DPE will have responsibility for implementing the primary school infrastructure sub-component. For the IDA-financed sub-program, the MEN will delegate the classroom construction responsibility to APEs and provide them with the technical assistance of the CTRs. They will provide guidance to APEs and technical support to builders, and monitor progress. Grants will be paid in tranches, on the basis of the finished, inspected work according to a four-phase schedule (foundations, walls, roof and completion). The flow of funds will be managed by the DPE. Funds will be channeled from the DPE-to the APEs through NGOs (according to the mechanism successfully used during the Basic Education Project,IDA Cr. 2501-CD, for the payment of CTs) which will pay the tranches on the basis of the the CTRs' certification that work is done. Implementation procedures, including inter alia standard design, eligibility criteria, environmental safeguards to be followed by communities, and Community-base simplified procurement procedures, are detailed in the MP-ACCES. Discussions have started with AFD to harmonize AFD and IDA procedures for classroom construction. An updated version of the MP-ACCES, including environmental safeguard measures, was reviewed at appraisal. The DPE will be responsible for the supply of school furniture through its standard procurement procedures. Well construction for school water supply will be implemented by the Ministry of Environment and Water, under an agreement between this Ministry and the MEN. The agreement will include a standard design for surface installations and criteria for adequate location between school and dwellings. Cost and Financing: Under the PARSET, with IDA Grant, the Government will cover all costs related to a construction program of 1,000 classrooms built by communities and as many latrines. The financing will include: (a) community contracts (grants) between DPE and APEs for up to 90% of the estimated cost of classrooms and 100% of the estimated cost for latrines; (b) school furniture; (c) technical assistance of three to four CTRs and one classroom construction specialist in the DPE; (d) services of NGOs to channel funds to the APEs; (e) twinning arrangement with the Mauritanian'School Construction Team for exchange of experience and training; and (f) technical audits of the school building program. IDA financing under the PRODEL and GEEP projects will likely be available in late 2003 and help build additional facilities. Communities will finance: (a) their share of the classroom construction costs; (b) maintenance of school facilities (classroom and latrines) and wells. AFD's construction program financing will likely be available in 2003, and it is likely that 500 classrooms will be built by 2006. The AfDB financing should be available in 2004, and would cover the construction of 500 classrooms by 2006 if the AfDB programfollows the MEN construction strategies that have already proven successful. The EUs financing will continue as in the past, and it is reasonable to estimate that 50 classrooms per year will be built. Other donors will be contacted by the Government for additional funding during the second phase of the PARSET beginning in 2006 for: (a) covering the remaining need for new classroom construction; (b) rehabilitating at least 3,000 existing classrooms; (c) covering the remaining need for latrines; and (d) the building of 300 wells. If such funding were available earlier, the second phase of the PARSET for this sub-component could start before the current target date. Project Component 2 - US$47.17 million (IDA Financing US$ 14.36 million) Improving Quality and Efficiency Objective: The objective of this component is to improve quality and the internal efficiency of primary and general secondary education by improving curricula for training and teaching in basic education, the availability and quality of pedagogical and didactic materials, and introducing innovative programs to increase access to learning and overall learning achievement through schooling. Additionally, the objective of the new programs is to test, evaluate and expand successful initiatives in ECD, language/reading development, distance education/IRI, and school health and nutrition education. - 43 - 2.1 Curriculum Renovation for Basic Education (Total US$ 1.76 million, IDA Credit US$ 1.48 million) Diagnosis: Since 1962, numerous attempts at reform have failed to produce curricula for basic education. Past efforts at curriculum development have been disorganized and lacked adequate policy guidance, the 1997 creation of a national commission for primary education notwithstanding. Two institutions, the ISSED and the BAP, have had overlapping mandates for program development, neither of which, unfortunately, ever came to fruition. This has fragmented the limited national capacity for curriculum renovation. Moreover, official implementation instructions (arretes d'application) for the 1995 decree establishing bilingual Arabic-French education have never been prepared. Under the Basic Education Project (Cr. 2501-CD), several small-scale experiments in bilingual education using initial mother tongue instruction with a transition to French have shown positive student learning results. However, as is the case with the bilingual education decision, no official implementation instructions have been given. Objective: The objective of this sub-component is the development of a national core curriculum for elementary and lower secondary education that is child-centered, promotes cultural diversity and understanding, and furthers knowledge and skills up to established learning objectives and universal standards. Successful implementation of the curriculum renewal program, including testing and evaluating innovative programs, such as mother tongue instruction in the early grades, should gradually improve teaching and leaming, develop an effective bilingual/ multilingual education model, and lead to a comprehensive curriculum policy. Such policy will, in the medium and long term, improve the overall quality and internal efficiency of primary and general secondary education in Chad. By the end of the project, core curricula for first, second and seventh grades will have been developed and published. Key strategies: To facilitate a coherent and effective approach to quality improvements in education, a new permanent and autonomous institution to be created under PARSET, the CNC (as described in 4.1) will integrate related functions of curriculum development for student and teacher education and training, learning assessment and research, and support materials/textbook development. Since the curriculum development work is a continuously-evolving process requiring a results-oriented, flexible institutional platform, the CNC has been chosen as the implementing locus. Curriculum renovation for elementary education will involve two steps: (i) developing a conceptual framework for curriculum development (i.e. learning objectives; curriculum content, including language of instruction; pedagogic approach; organization of teaching and learning; length of school year, etc.); and (ii) curriculum experimentation by grade-level based on the conceptual framework, including testing and evaluation of various programs in ECD, language/reading development, IRI, and health and nutrition education. Technical assistance will be provided in each area of intervention, in addition to the capacity building at the CNC. Institutional ties and partnerships will be established, in particular with relevant university departments. This sub-component requires close collaboration among the departments of the CNC and with other relevant projects such as "savoir pour sauver, " human rights education (education en matiere des droits humains ), early childhood and girls' education initiatives (UNICEF and NGOs). Policy issues: In the course of the PARSET, Chad is planning to adopt legal documents to: (i) implement a bilingual elementary curriculum, (ii) designate the languages of instruction (approximately 15) among the 110 languages spoken in Chad, and (iii) introduce the designated languages in the early grades. These actions will ensure smooth implementation of subsequent phases. - 44 - Activities: Planned activities include: 2.1.1 Training of technical staff at the CNC. 2.1.2 Establishing and publishing a curriculum development framework supported by relevant studies, including a feasibility study to implement bilingual education in Chad, research on key curriculum and language issues and successful classroom experience in Chad and elsewhere, as well as building a national consensus on curriculum reform objectives. 2.1.3 Developing and testing by grade level new curricula (objectives, content, methods, teaching materials including the gender dimension and other inter-sector questions) in basic education. 2.1.4 Classroom-based research and evaluation of specific curriculum innovations, trial curriculum materials, and teacher practices in the classroom. 2.1.5 Nation-wide discussion of the results of the evaluation, consensus building, and decision-making process for nation-wide implementation. 2.1.6 Printing and distributing a new first, second and seventh grade curricula to all schools for application in 2006-2007. A proposed 10-year action plan of the various stages of curriculum development, including teacher training, materials and textbook development, testing and evaluation activities is presented in Annex 15. The new curriculum will be experimented in seven ENIs (of which three are bilingual) and 31 schools (satellites, urban, rural, and demonstration schools): Faya (3), Mongo (3), N'Djamena (5), Abeche (5), Bongor (5), Sahr (5), et Moundou (5) as well as in and seven secondary schools. Implementation: The renovation of the Chadian curriculum will be the principal responsibility of the autonomous CNC as created under the PARSET. To develop and experiment with the curricula, the CNC will hire curriculum specialists on a competitive basis from the national network of specialized professionals in the private and public sectors. Specialists will work under fixed-term contracts for specific assignments and be remunerated with fees determined by the CNC. In the event that specialists are civil servants, they will be seconded to the CNC and be paid on a fee basis comparable to that for private sector specialists. Similar contracts will be awarded by CNC to researchers. The Operations Manual of the CNC will spell out the CNC staff procurement procedures. In parallel, a legal text governing the ISSED will be revised to prevent overlapping of ISSED-CNC activities. The French Cooperation has given assurances that its support to the existing BAP would be merged into a support to the CNC. Cost and Financing: IDA Credit will finance CNC primary curriculum-related costs for: (i) technical assistance, (ii) staff training, (iii) specialists from the private sector contracted as consultants, (iv) twinning arrangements with curriculum development institutions in Mali, Niger, Guinea and Europe; (v) equipment such as furniture, computers and software, (vi) librarian resources, and (vii) printing, publishing and distribution services; provided that for all above mentioned elements, CNC will follow procurement procedures spelled out in the PAD's Annex 6. The CNC will use the DPE's procurement capacity to carry its procurement activities. The FAC (Fonds d'aide a la cooperation) will finance technical assistance (to be determined) related to secondary level curriculum development. The Government will finance, as counterpart funds, curriculum specialists recruited by the CNC from within the civil service, and CNC incremental operating costs related to curriculum development such as stationery, computers' consumables, staff per diem, car maintenance and fuel, etc. - 45 - 2.2 Support for the development and management of textbooks, pedagogic and didactic materials (Total US$ 9.27 million, IDA Grant US$ 5.25 million) Diagnosis: Chad experiences all problems which are typical of a country depending on foreign-imported textbook provision among which one may cite: few books in schools; high unit cost; inappropriate content; low textbook management capacity at the ministry and school levels; and limited national capacity to develop, evaluate and accredit quality textbooks. Objective: The objective of this sub-component is to improve children's learning opportunities by providing textbooks and reading materials to schools, as well as didactic guides to teachers and school management committees, in sufficient number and of adequate content and pedagogic quality. Successful implementation of the project would mean: each child has access to one reading and one math book (French and Arabic) in all grades; all teachers and school committees will use the new guide books for each grade and subject; and new manuscripts for CP1 mathematics and reading (2.French, 2 Arabic,) and four teachers' guides, are ready to be published. Subcomponent 2.6 includes plans for textbooks and guides in national languages. Key strategies: In order to achieve the subcomponent objective in a resource-lean environment, it will be necessary to respond imrnediately to schools current needs insofar as possible while developing capacity for less expensive medium and long-term solutions. Given the rapid expansion of the primary education system and the low book-student ratio the subcomponent includes a plan for provision of foreign-sourced, existing published textbooks and other materials to schools. This prompt, visible intervention will provide for a transition period to Chadian-produced materials, a process which will involve considerable capacity-building. The launching of the CNC makes this "national" strategy viable. However, the strategy is deliberately centralized as it is recognized that for the medium term, the Chadian private sector does not have the capacity to take over the roles of textbook writing and publishing. At the same time, subcomponent activities will lay the groundwork for an eventual move toward a larger private sector role. Policy issues: In order to relieve financial obstacles to textbook access by poor families, Chad adopted a free textbook policy for primary education with an objective of reaching a ratio of one basic textbook per student in 2005 for main subjects such as math and language and a ratio of one book for two students for science. These ratios will be applied immediately during this transition phase. Government adoption of this policy is spelled out in the Letter of Sector Policy. However, an objective of the project is to help the Government implement a comprehensive publishing policy including: criteria to appraise and accredit textbooks, teacher guides and other books, number of textbooks per grade and subject, language by grade and subject, copyright regulations for textbooks produced in Chad, financing policy for textbooks. Activities: 2.2.1 Acquisition of existing textbooks and distribution to schools: (i) 2.93 million textbooks (reading, math, science for grades 1 - 6; (ii) 500,000 children's literature books in French, Arabic and national languages (approximately 120 books per school in 4,000 schools), including the schools experimenting use of national languages; (iii) slightly more than 300,000 textbooks for junior high school (grades 7 - 9) - 46 - in math, French, Biology and Physics and 4,500 teacher's guides; and (iv) a collection of reference books including approximately 4,000 dictionaries in French or Arabic and teaching materials for elementary schools distributed in metallic containers. 2.2.2 Development of new teachers' guides, textbooks and support materials: (i) technical assistance for: the. DEL (Departement de l'Edition du Livre at the CNC) and the textbook editorial commissions in textbook development, management and monitoring of editorial activities (i.e. technical specifications of pedagogic materials, quality standards for approbation, experimentation of manuscripts, and evaluation of new textbooks in the designated languages of instruction); (ii) development of 16 new teachers' guides to improve the pedagogic use of existing books for grades one through six (both French and Arabic); and (iii) development of four new manuscripts for reading and math books in French and Arabic, grade one, and teachers' guides. This will be in line with the language of instruction policy, to be adopted, and new -curricula for students and teachers expected to be available for grade I at the end of Phase I. (See sub-component 2.6 for books and guides in national languages). 2.2.3 Strengthening the management, distribution and use of textbooks: Establishment of a textbook management unit (Unite de gestion du livre - UGL) at the MEN/DG. The UGL will be responsible for managing the entire textbook chain, from ordering new textbooks to acquiring existing textbooks and ensuring their distribution to schools. It will do this in conjunction with the CNC/DL, CNSALS (Commission Nationale de Sglection et d'approbation du livre scolaire), DAPRO and the schools. Technical assistance and training will be provided to the UGL, to address cost and quality issues in textbook provision, strategic planning and distribution to schools, availability of books in the classroom, conditions and risks for national textbook production, and parents' information/education in the use and maintenance of textbooks. Implementation: Development of the new textbooks, teachers' guides and support materials will be the responsibility of the CNC through its DEL. As an autonomous institution, the CNC will hire authors on a competitive basis from the national network of potential textbook authors in the private and public sectors. Authors will develop specific textbooks under fixed term contracts with the CNC for specific assignments and be remunerated on the basis of authors' rights determined by the CNC in line with international practices in the publishing sector. If authors are civil servants, they will be seconded to the CNC and be paid on the above mentioned basis, as private authors. The CNC Procedures Manual will spell out the CNC authors' procurement procedures. Approval of the new textbooks will be the responsibility of the CNSALS. Planning, coordination and execution of printing and distribution of existing and new textbooks will be the overall responsibility of the UGL at the MEN/DG, while related procurement activities will be the responsibility of the DPE. Cost and Financing: IDA Grant will contribute financing for the following: (a) Basic textbooks for the primary cycle during the transition phase; (b) CNC/DEL textbook-related costs for (i) technical assistance, (ii) authors' training, (iii) authors' rights for authors selected within the private sector by the CNC as consultants on a contract basis, (iv) expenditures related to paymnent of professional staff (private or civil servants), (v) equipment such as furniture, computers and software, (vi) textbook-related librarian resources; provided that CNC will follow procurement procedures spelled out in Annex 6. The CNC will use the DPE's procurement capacity to carry its procurement activities; (b) UGL costs related to: (i) technical assistance, (ii) textbooks printing and distribution, and (iii) monitoring and evaluation of the effectiveness of textbooks availability and use. The FAC will finance technical assistance particularly related to the secondary level (to be detailed). The Government will finance, as counterpart funds, authors' rights for authors hired by the CNC from within the civil service, and CNC/UGL incremental -47 - operating costs related to textbook development and distribution such as stationery, computers' consumables, staff per diem, car operating costs and maintenance, etc. 2.3 Learning assessment and research (Total US$ 0.68 million, IDA Credit US$ 0.49 million) Diagnosis: The present learning assessment system relies almost exclusively on grade repetition and selective examinations of lirnited relevance and questionable validity. Because there is no core curriculum with clear learning objectives, there is no consistency between the program and examinations. Moreover, the existing program lacks sufficient diagnostic learning assessment methods and tools; few teachers are trained in their everyday use in the classroom, to assess children's learning needs and to make the system learning-driven rather than examination-driven. Under the Basic Education Project attempts were made to develop and implement more adequate approaches to learning assessment and to monitoring the quality of schooling outcomes, including the application of standardized tests and teacher training in formative and summative assessment methods. These small-scale initiatives will be continued under the PARSET. Objective: The objective of this sub-component is to develop and implement adequate and effective approaches to learning assessment and to monitoring the quality of schooling outcomes. Successful implementation of the project would include the further development of diagnostic assessment tools and teachers trained in their everyday use in the classroom, and the application of standardized tests in experimental and control schools. Key strategies: The subcomponent focuses on the integration of related functions of curriculum development, implementation, learning assessment and classroom-level research (as described in 2.1), to ensure that the system is learning-driven, not examination-driven, that there is consistency between curriculum, assessment and examination, and that there is immediate feedback into curriculum development from assessment and examination results. Close collaboration is necessary within the CNC and with the ISSED as regards joint research on specific teaching, curriculum and learning issues at the classroom level. Activities: 2.3.1 Training of the technical staff at the CNC. 2.3.2 Development and experimentation of diagnostic learning assessment tools in line with the new elementary education curriculum. 2.3.3 Training teachers in formative and summative assessment methods. 2.3.4 Development and application of standardized tests in CP mathematics, French and Arabic, as well as in national languages in experimental schools. 2.3.5 A feasibility study to reform the overall examination system. Implementation: The CNC will be responsible for implementation. -48 - Cost and Financing: IDA Credit will finance costs for: (i) technical assistance; (ii) study tours and staff training; (iii) teacher training; (iv) seminars and workshops; and (v) professional staff (private or civil servants) contracted as consultants. All recurrent financing will be under the CNC (see sub-component 4.1). 2.4 Teacher Training (Total costs US$ 25.72 million, IDA Credit US$ 4.69 million) Diagnosis: Teacher-training programs have remained unchanged for the last 30 years and are totally inadequate. Attempts to reform teacher training have failed, due to lack of clear training strategies and responsibilities, inefficiently scattered among too many institutions belonging to different Ministries. In addition, training for civil-servant teachers and CTs is split in two independent streams. However, a number of small scale developments were recently positively tested in the area of in-service training of CTs. Nevertheless, these initiatives were sporadic, and not systemically integrated. Objective: By the end of the project, the sub-component will have ensured: (a) in-service Level I training for 8,000 CTs in the CFCs, of which 2,400 will have completed Level I certification by the end of the project; (b) in-service training in the ENIs for 2,400 CTs at Level II (which corresponds to the basic teacher training program offered by the ENIs in their regular program) of which more than 1,000 will be certified at Level II by the end of the project; (c) pre-service training for 6,400 teachers in the ENIs (1,600) per year, and (d) pre-service training for 500 teachers in the ISESCO training center. If these objectives are reached, the percentage of teachers having reached Level I certification will increase from 47% to 61% between the beginning and the end of the project (4 years) whereas the percentage of teachers with Level II certification will rise from 40% to 43%. Continuing this strategies for the 2007 - 2015 period would result in certification percentages by 2015 of 59% and 46% respectively. Therefore it will be necessary to increase the training capacity for PARSET phases 2 (2006 - 2010) and 3 (2010 - 2015). Key Strategies: Two levels of in-service training are planned, Li and L2. LI training is open to all CTs and consists of 8 weeks of training spread over a school year, during vacation periods so as not to interrupt classes. This training is followed by a one-year supervised practicum of in-class teaching after which the teacher receives LI certification. L2 training is open to all CTs who have completed Li certification. The training includes two 3-month sessions spread over two years at the end of which a certificate equivalent to the CEFEN (Certificat elementaire de fin d'etudes normales) is delivered. Improving the competency of CTs brings to the fore the issue of their relationship to the civil service. The reformulation of current policy regarding teachers' access to the civil service will clarify the ground rules for entry into the civil service, and it will be based on open competition among all those holding CEFEN certification (or L2), and who have several years experience teaching. Activities: 2.4.1 Strengthening the institutional capacity: This will include: (i) improving the relevancy of pre-service and in-service teacher training programs so that new teachers coming out of the ENI will be well-prepared for the current working environment and that the CTs will adapt and adopt teaching practice and theory along the lines of what is being taught in the ENI; (ii) creation of regional training networks emanating from the ENI to the CFC, SAP and EEB; (iii) reinforcement of these regional -49 - networks by setting up centers for documentation and pedagogical information; and (iv) establishing connectivity between these regional networks and establishing links with international training centers. Other institutional strengthening activities are found in sub-component 4.2. 2.4.2 In-service Training of CTs: (i) in-servic'e Ll training in the CFC and SAP (approximately 2,000 per year) in three sessions in accordance with the newly revised program, and (ii) Level II in-service training (approximately 3,400 teachers over 4 years) provided in the 7 ENI during school vacations over a period of 2 years in accordance with a new program and revised pedagogical strategies. 2.4.3 In-service training: (i) in-service training of a cohort of teachers (about 93 in the 7 ENI) for experimenting the new curriculum; (ii) in-service training of all CP teachers, school directors, pedagogic counselors and inspectors in line with new curriculum, pedagogic approaches and materials; and (iii) technical assistance for a study to determine the most appropriate in-service training model and pedagogic support to teachers (dispositif de suivi et d'encadrementpedagogique). 2.4.4 Curriculum development for teacher education (CNC): (i) technical assistance for developing a coherent pre- and in-service teacher education curriculum at the ENI and CFC, as well as for instructors /teacher trainers at the ENI and ISSED; (ii) training of technical staff in curriculum development, including classroom-based research, primarily concerned with developing the reflective practitioner in the classroom, and gender modules to promote gender awareness in the classroom; and (iii) development of all training modules and materials for the training activities listed above (b and c). 2.4.5 Pre-service Teacher Training: The ENI will continue to provide pre-service teacher training to 1,600 student-teachers per year, recruiting from among the pool of high school graduates and offering a 1 year training program. Implementation: At the start of the PARSET training responsibilities will be shared as follows: (i) the CNC, through its Training Department, will have the responsibility for setting norms and monitoring their application, will propose criteria for accreditation of training activities, will develop training programs and evaluate results and implementation; (ii) the DFAP will have the responsibility for determining training needs, for planning and organizing training delivery strategies and for contracting training service delivery from the various institutions involved (including at this point ISSED, ENI, CFC, and SAP); (iii) ISSED (from the Ministry of Higher Education) will have the responsibility for initial training and in-service training of secondary school teachers in accordance with an Memorandum of Agreement signed with the DFAP; (iv) the ENI will have responsibility for pre-service training of all new teachers regardless of those teachers' statute, and for in-service training linked with testing of new curricula and for in-service training of CTs at L2, responsibilities which will be specified in a Memorandum of Agreement with the DFAP; (v) the CFC and the SAP will have responsibility for regular in-service teacher training as well as for training CTs at Li; and (vi) ISSED, the CPIT or the university will have responsibility for training non-teaching personnel on the basis of contracts with the MEN. Responsibilities for provision of training will be redefined based on the conclusions of the institutional analysis (see sub-component 4.2) in order to better integrate training function responsibilities that for the moment are dispersed. Cost and Financing: IDA Credit will finance expenditures related to: (i) training management capacity building in DFAP and ISSED; (ii) audit of the cost-effectiveness of the 7 ENIs, (iii) transportation and scholarships for Level I and II training of CTs; (iv) pedagogical kits; (v) technical assistance in complement to that furnished by the FAC for developing the training system; and (vi) the private sector personnel of the CNC working as consultants on the basis of contracts for the development of training - 50 - modules. ISESCO will fund the training costs for the 500 teachers in the CPIT. AFD will fund infrastructure improvements in the ENIs and CFC as well as the computerization and network installation at the ENI level. The FAC will fund the technical assistance provided to the 7 ENIs operating as network nodes with the CFC as well as the twinning with a IUFM in France. The BID is planning on providing funding for a pilot school for the Abeche ENI. The Government will fund costs related to: (i) regular operating expenses for the IEB, ENI, CFC, SAP as well as stipends paid to teachers and the operating budget; (ii) the cost of providing equipment to civil servants working at the CNC for the development of training modules, and (iii) the cost of supervision, including vehicle operating costs. 2.5 ECD Program (Total US$ 3.70 million, IDA Financing US$ 0.00 million) Diagnosis: ECD activities in Chad are limited to 25 public and 23 private child centers lacking qualified personnel and supervision, with high construction and maintenance costs, and low efficiency in terms of education, health and nutrition. However, awareness of early childhood issues is improving. The Ministry of Social Action started in 1996, with UNICEF support, to develop a pilot intervention strategy, creating the Rural and Peri-Urban Community Education Centers (Centres d'Education Communautaire Ruraux et Peri-urbains - CECR/U). However, the quality of the services provided by the CECRIU was limited by the lack of effective integration of educational and health dimensions. Objective: The objective of this component is to develop, using 30 existing community structures (CECR/U) and creating 30 new ECD Centers (Centres de Developpement de la Petite Enfance), an integrated pilot intervention in early childhood and parental education, to support cognitive, emotional, physical and social development of young children. This intervention will enhance childrens' ability to benefit from the primary education system. It will prepare children for learning in the scholastic achievement context and will contribute to lower dropout and repetition rates in schools in both rural and urban unprivileged zones. Initially, the ECD program will be launched in 8 prefectures (Guera, Batha, Kanem, Tandjile, N'Djamena, Kabia, Biltine, Barh-Ko), and 12,000 young children will be beneficiaries during the four years of piloting. The results of the intervention will be a model for nationwide application. Key Strategies: The ECD component involves two dimensions in its setting: (i) Promoting the integral development of children (3-6 years old) and (ii) Developing the community-based participation to delivery and management of ECD services. The first one looking to create a favorable environment for the children, to provide cognitive stimulation, affection, early learning, nutrition and basic health care. These activities are considered an important initial leg of a child's social and education development. The community-based approach seeks to involve parents in ECD Center management. Parents will assist in identifying sites for new ECD centers, and will take part in any necessary rehabilitation and maintenance of the buildings, latrines and wells. An NGO will be selected to design and implement these activities. The general strategy will be tested in a first phase and, after an assessment of the results, will be expanded. The implementation of this program will require a close collaboration between the ministries of social protection, education and health. It will also require the involvement of NGOs, local, regional and national intervention programs and much input from the communities. Technical assistance and support are expected from different donors and agencies including UNICEF, UNESCO and The World Bank. - 51 - Activities: 2.5.1 Parental education strategy in 60 ECD community centers: APEs will be trained to manage each ECD community center. They will be responsible for: (a) mobilizing their communities for creating 30 new ECD community centers and rehabilitating 30 CECRIU; (b) ensuring proper maintenance of sanitation facilities. The 60 ECD community centers will be equipped with 120 latrines and 60 water delivery points. (c) 6,000 families will be trained in health, hygiene and nutrition education through 96 radio broadcasts and distribution of 500 educational guides; (d) 240 stocks of pedagogical materials, toys, essential medicines and kitchen equipment kits will be distributed in 60 ECD community centers to facilitate the implementation of the integrated ECD approach (health, nutritional and pedagogical activities). 2.5.2 Training and recycling program for the actors involved in the ECD subcomponent: Activities include: (a) technical assistance for a review and adaptation of the pedagogical program existing in the CECRIU and validation in the 60 ECD pilot community centers, (b) development and implementation of a national language-friendly training program for 120 community monitors in pedagogical activities; (c) development, publication and distribution of 2,000 pedagogical workbooks and guides for the ECD monitors; and (d) development and implementation of a training program for 40 local supervisors in the ECD community-based approach. 2.5.3 Capacity building in ECD program management for the three relevant sectors (education, social protection and health): an inter-sector commission for the preparation of ECD component will be created and integrated by the three relevant ministries and UNICEF. This commission will be strengthened during the implementation and evaluation of the pilot. Each ministry has a specific responsibility in the implementation. A project coordinator will be responsible for managing the inter-sector commission's meetings and ensuring follow-up on actions taken. The main activities are: (a) a participatory management and leadership training for the inter-sector team; and (b) study tours in other Africa countries, to exchange and learn about achievements of others programs, for the ECD coordinators in each participating ministry. ECD coordinators will be freed of other responsibilities in their respective ministries during the project implementation period. 2.5.4 A follow-up and evaluation of the piloting: Because this is a new experience in the country a permanent following up and an evaluation of the strategy will take place. Activities include: (a) grade of children's development measured. (b) community's participation tested; (c) community monitors' activities evaluated; (d) follow up of the utilization of pedagogical programs, materials, training programs, emissions of radio, etc. (e) sustainability of the program identified (f) mechanisms to articulate the ECD community based programs with the school's activities identified, to guaranteed the preparation of young children to achieve schooling. Implementation: The ECD pilot sub-program involves three Ministries: Education, Health, and Social Action & Family. Their respective roles and responsibilities, as well as the coordination mechanism, are clearly delineated and embodied into a joint Memorandum of Agreement (Protocole d'Accord) drafted during project preparation. Due to the complexity of actions, the three Ministries have decided to delegate the implementation of the ECD program to an Executing Agency which will be in charge to provide to communities the required technical assistance, the financial and material resources for ECD community centers development, and to contract with NGOs for specific services. -52 - Cost and Financing: UNICEF has expressed interest in financing the DPE sub-component of PARSET. Other donors are being sought by the Government. 2.6 National Languages Reading Development Program (ELN) (Total US$ 1.22 million, IDA Credit US$ 1.07 million) Diagnosis: Currently students learn to read and write in French and classical Arabic, and very few in their mother tongue, with little or not transition between the language used at home and that used at school. At the same time, education system effectiveness is of major concern as indicators such as repetition and drop-out rates are very high. On the basis of research conclusions and tests undertaken in neighboring countries showing that mother tongue instruction at a young age, with a gradual shift to the target or official language, leads to better learning, the MEN, which has already some experience in the area, will continue looking into policy options and appropriate strategies for the Chadian context. Objective: This subcomponent's objective is to assist in the development of a bilingual pedagogy with initial mother tongue instruction to facilitate communication between children and teachers. Such an approach encourages active participation of children in the learning process, in particular in learning to express oneself verbally, reading and writing, thereby facilitating the transition to the 2nd or 3rd language of instruction (French or Arabic). Successful implementation of the sub-component will result in 90% of the experimental school students repeating less often and in developing higher aptitude in reading and writing in the 2nd and 3rd grades, and the CNC will integrate the bilingual pedagogical model tested in the curriculum revision and textbook development processes. Key Strategies: Since the experimental work has gone well to date in the 60 schools in Sara, Massa, Moundang, Maba, and Chadian Arabic, it is appropriate to continue the work an to extend the experimentation in 120 additional schools (public, private and community). Experimenting will continue to use the convergent pedagogy approach whereby the official language (French and Arabic) becomes the sole medium of instruction by grade 4 at the latest with the mother tongue language continuing to be taught as a subject in upper grades. Activities: 2.6.1 Pedagogical materials and support to existing schools: (i) in-service training for teachers of all grades (60 schools); (ii) development and distribution of pedagogical materials and teacher's guides to teachers; (iii) distribution of textbooks and reading books in 5 national languages; and (iv) continuous monitoring and assessment of results of the implementationi of the teaching programs and of learning outcomes by SES and DEB (Division de 1 'enseignement de base) in collaboration with DAPLAN. 2.6.2 Extension of mother tongue instruction/national languages: (i) technical assistance for studies and setting up a rigorous monitoring and evaluation system; (ii) in-service training for x number of teachers (grades 1 and 2) in x number of schools, including didactic materials/teachers' guides in selected languages; and (iii) acquisition and distribution of textbooks and reading materials in national languages, French and Arabic for participating experimental schools. Implementation: Due to the small scale of this sub-program, and the need for very close support and monitoring and evaluation, the MEN proposes to delegate the implementation of this sub-component to GTZ. GTZ has been involved in the first Chadian experience of mother tongue instruction in a limited number of schools, it also has extensive experience with local community-based schools and has been involved in the preparation of this sub-component. - 53 - Cost and Financing: The ELN (Enseignement en langue nationale) program will be financed primarily by the IDA Credit for activities that are part of the Memorandum of Agreement between the MEN and GTZ. 2.7 IRI Program (Total US$ 3.28 million, IDA Financing US$ 0.00 million) Diagnosis: One of the primary constraints to improved quality in Chad's basic education system is the fact that a growing majority of its teachers are untrained. Efforts to provide in-service teacher training are stymied by lack of resources and logistical obstacles. The lack of training, coupled with the country's sparse settlement, especially in the north, make Chad uniquely suited for distance learning strategies. IRI is a low-cost technique which can reduce the effect of distance from the capital as a factor for quality of services provided by the State. Successfully used in over 20 countries in the developing world, IRI has been consistently shown to improve teaching practices and enhance student performance, and is a marked improvement on the less successful "School Radio" strategy. Recently introduced in francophone Africa (Guinea), IRI can, within a six-year time-frame, have a significant positive impact on almost all Chadian schools. Objective: The objective of this sub-component is to enhance the quality of primary education and to increase enrollment through the development and launching of a multi-channel learning program with IRI at its center. The low quality of instruction, especially in rural "community schools," is a significant obstacle to improving education system efficiency. IRI and other multi-channel strategies represent a relatively inexpensive tool for improving the quality of teaching and system efficiency. During the first phase, multi-channel learning strategies will be developed and implemented for the CP and CE sub-cycles. Approximately 960 teachers, 120 school directors and 12,000 students in the CP and CE sub-cycles will have received the radio broadcasts and accompanying instructional materials by the end of the four year experimental phase. Key Strategies: The multi-channel approach is composed of four different inputs into the classroom learning process: (i) IRI broadcasts for teachers and students; (ii) IRI workbooks for students and guides for teachers; (iii) a teacher-training program focusing on improved classroom techniques; and (iv) pre and post intervention evaluation of student learning. These strategies are similar to those used in Guinea, which, in turn was inspired by the successful use of IRI in anglophone Africa as well as in Latin America. A Memorandum of Agreement will be signed with the Government of Guinea permitting the MEN to make full use of the Guinean IRI experience. The implementation of this program will require close-collaboration between the Ministries of Education and Communication. In the first phase, it will provide a wealth of information to curriculum renovation efforts and, in later phases, serve as vehicle for facilitating the introduction of renovated curricula. Activities: 2.7.1 IRI broadcasts: Working with an institutional partner, the MEN/DFAP will develop and test in a small sample of schools a series of IRI lessons based on the current curricula, beginning with CPI in the first year. This will involve upgrading equipment and studio facilities and strengthening MEN capacity for radio program production. Within two years of activity commencement, the lessons will be broadcast nationwide using national radio facilities. Wind-up, solar-powered and/or battery powered radios will be - 54 - distributed to 240 pilot phase schools. By the end of phase one, programs will have been developed for CP and CE, and CP broadcasts will have aired for at least one full year. An estimated 3,000 CP students will be reached on a regular basis by the broadcasts in Phase One. 2.7.2 IRI workbooks and teacher's guides: Following IRI lesson development, the MEN/DFAP and its institutional partner will develop a series of low-cost workbooks and teacher's guides to accompany and reinforce IRI broadcasts. The average ratio of workbooks to students for the primary grades will be one workbook to two students. Materials will be distributed prior to the first IRI broadcast 2.7.3 Teacher-training program: For each grade level, prior to HRI broadcasts, teachers will receive training in the new IRI approach. Initial training will be followed up with periodic teacher "cluster" meetings to discuss IRI classroom innovations. Approximately 960 teachers will benefit from the training program in Phase One. 2.7.4 Evaluation: Student achievement will be measured in pilot schools prior to IRI piloting. This phase will provide base period information on what learning outcomes are achieved with the standard package of education system inputs. As IRI programs are introduced, the evaluation process will continue, showing improved learning outcomes with a slightly enhanced package of inputs. Implementation: The DFAP will be responsible of the implementation of IRI. However, IRI being a totally new activity in Chad which has no expertise in the area, the MEN intends to delegate the implementation of the sub-component to an Executing Agency with high level of expertise and experience in RI. Selection of the Agency will be done by the MEN on a competitive basis, with transfer of knowledge and know-how being a key element of the selection criteria and of the contract. This Executing Agency will have the responsibility for procuring the goods and services - i.e. actors, musicians, necessary for the completion of the pedagogic materials to be broadcast. Agreement between the MEN and the Agency will include: (i) procurement procedures to be followed by the Agency and (ii) a payment schedule based on performance criteria to ensure both capacity building and satisfactory delivery. Cost and Financing: to be determined 2.8 School Health and Nutrition Program (Total US$ 1.53 million; IDA Grant US$ 1.38 niillion) Diagnosis: Available data on the nutritional and health status of the general population in Chad indicated that poor health and malnutrition are widespread among school-aged children, and have a negative impact on educational outcomes. The Government, with international assistance, conducted a survey in November 2000 because it lacked health and nutrition information about school-aged children. One thousand children were examined for nutritional status and parasitic infection in 20 schools (50 children from each school), covering all the ecological zones of Chad. The results indicated high prevalence of bilharzias (schistosomiasis) in the Sahelian zone and in the prefecture of Mayo Kebbi, and a high prevalence of hookworm in the tropical and Sudanian zones and in the prefecture of Mayo Kebbi. Iron, iodine and Vitamin A deficiencies were also identified as problems among the school children nationwide, but most prevalent in the Sahelian zone. The infections and micro-nutrient deficiencies can be alleviated with simple treatments and supplementation provided in schools, complemented with appropriate health-related education. (Annex 14 Summary of the Health and Nutrition Survey). - 55 - Objective: The objective of this component is to enhance students' learning and scholastic achievement through improved health and nutrition status of the children. Malnutrition and poor health among children of school age have clearly been linked to lack of academic success and high drop-out rates. If the sub-component is successfully implemented, a 50 % reduction in the prevalence of parasitic infection and micro-nutrient deficiencies is expected in the intervention area. Additionally 10 % of the existing schools will have appropriate and adequate sanitation and 15% of current teachers will have been trained to provide health education. These improvements are expected to contribute to the lowering of the rate of dropout and the rate of repetition. The School Health, Hygiene and Nutrition is a national program, which will be launched in 15 departments initially with expectation of full country wide coverage during subsequent phases. The activities are expected to become integral to all school programs - public and private. Key Strategies: The school health, hygiene and nutrition program is composed of five areas of intervention:' (i) clear health policy at the school level; (ii) sanitation and access to water in schools; (iii) life-skills based health, hygiene and nutrition education; (iv) life-skills based education for the prevention of HIV/AIDS; and (v) school based health services including micro-nutrient supplementation and de-worming. These areas of intervention are similar to the FRESH (Focusing Resources on Effective School Health) framework - a partnership between WHO, UNICEF, UNESCO, and the World Bank. The implementation of this program will require a close collaboration between the ministries of health and education and between the different units within the ministry of education. It will also require the involvement of NGOs, local, regional and national intervention programs and much input from the communities. Technical assistance and support are expected from different donors and agencies including GTZ, UNICEF, WFP and WHO. Activities: 2.8.1 School health policies: Working with technical assistance from the MOH, the MEN will develop a set of health policies and regulations applicable in schools. Through the school health and nutrition sub-component the MEN will disseminate these policies at national, regional and school levels as well as to parents and students. This dissemination will use strategic communications methods including radio and television spots which will cover the whole country, and departmental discussions in all 29 MIEN geographic departments. 2.8.2 Sanitation and water: All schools will be equipped with appropriate sanitation facilities (separate latrines for boys and girls) and access to potable water by collaborating with the infrastructure unit of the MOE and the local communities. The infrastructure unit will build 2,200 new latrines blocs and dig wells for 300 rural schools and extend water pipes to 80 urban schools. Each community will contribute 10% to the cost of construction of latrines and water points. These activities will be achieved in four years covering 10% of the existing schools in 15 departments. To ensure proper maintenance of these facilities, the school health component will create a cadre of local trainers to train approximately 990 APE members (three for each school) who will be members of the local school health committees in the proper care and maintenance of water and sanitation facilities. 2.8.3 Health, hygiene and nutrition education: Lessons, teachers' manuals and other teaching tools for health, nutrition and hygiene education using life-skills methods to cover approximately 1700 schools - 50% of 3400 existing schools in four years - will be developed. 3000 teachers and 700 health agents will be trained by 150 trainers from MEN and MOH. Students will learn to make choices for better health and nutrition. To ensure that the lessons and training will be incorporated into the teacher training and curriculum development centers, the school health component will train 175 professors in the teacher - 56 - training institutes. Approximately 4,200 school health guides will be published. These lessons will enable the students to increase the benefits from safer school environment and health services such as the de-worming and micro-nutrients. 2.8.4 HIVIAIDS education: Students will be taught analytic and practical skills including basic methods of preventing HIV/AIDS and resisting peer pressure. Lessons and guides will be developed and tested in the classroom. Funded by the PPLS (Projet Population et Lutte contre le Sida (Population and AIDS Project), these will be printed for students and teachers. PPLS financing will make possible training for all teachers in the country. To ensure sustainability, 175 professors (teacher trainers) will also be trained. Additionally, the school health sub-component will publish 300,000 HIV/AIDS prevention books for primary schools, 60,000 for secondary schools and 10,000 teacher's guides. The school health component will sensitize the teachers and health agents during field visits. With the increasing impact of HIV/AIDS on Chad, school-age children are a window of opportunity and this component will contribute to the slowing down the of the rate of infection. 2.8.5 De-worming, micro-nutrient and other health services: Approximately 190,000 children in 330 schools (10% of the existing schools) will be de-wormed and will receive iron and Vitamin A covering 23% of the student population and 10% of the total number of schools. This activity will be based on a the results of a student health field survey. De-worming medicines (mebandozle and/or praziquantel depending on the regions) will be delivered in schools twice a year by the teachers, with health agents if they are available. Iron and Vitamin A supplementation will be delivered in a similar fashion. The teachers and community members will be trained in the delivery of these simple services including proper record keeping. The program will expand to cover 50% of all regions during the second phase and finally 100% in the final phase. Use of iodized salt will be advocated and means of testing the salt implemented. These activities are expected to lower by 50% the intestinal parasite infection rate among the children in the target regions. Implementation: This sub-component will be the joint effort of the MEN and the Ministry of Public Health. A draft MOA was prepared during project preparation, spelling out the respective responsibilities of each Ministry. The execution of the activities will be under the responsibility of a School Health Central Unit (Cellule Centrale de la Sante Scolaire CCSS), which prepared the sub-component, and is composed of health and education specialists from both ministries, and support staff. The Head of this unit (CCSS) is still to be designated. Regional and Local Commnittees will also be set up. The drugs and nutrients will be supplied by the Centrale Pharmaceutigue dAchats (CPA) which follows procurement procedures acceptable by the Bank, and channeled to the schools through the network of the Pharmacies Prefectorales d'Achat. Cost and Financing: Under this sub-component, IDA Grant will finance costs related to: (a) the set up of the CCSS including: rehabilitation of facilities, equipment, long term technical assistance, monitoring and evaluation; (b) definition of a school health policy including costs of seminars, documentation, media; (c) training of communities for the management of water and latrines; (d) pre- and in-service training of teachers for health education including HIV/AIDS and the production of health education and HIV/AIDS prevention materials; and (e) de-worming children and providing them with micro-nutrients and vitamins. - 57 - Project Component 3 - US$ 7.99 million (IDA Financing:US$ 3.73 million) Component 3: Literacy and Non-formal Education Objective: Through successful implementation of literacy and practical skills training to out of school youth and adults in a broad sampling of rural communities, a cost-effective, equity-enhancing model for delivering such training through private sector providers will be recognized by decision-makers as appropriate for nationwide application. Diagnosis: The education level in Chad is very low, and characterized by illiteracy rates of 56% and 78% for males and females respectively. Low enrollment rates and high drop-out rates within the primary cycle, for reasons other than a lack of interest in learning, have led to a sizable demand for literacy and non-formal education in rural areas, a demand that the government is ill-equipped to satisfy. Particularly, the population is requesting literacy courses for women, and basic skill instruction for unschooled youth. Hence, the objective of this component is to reduce gender and geographic inequities in access to basic education by delivery of three types of services which will be developed by private providers in response to local demand. Key Strategies: For the three literacy subcomponents a new outsourcing strategy will be used by which the DAPLAN will delegate literacy service delivery to providers that are already present in the field: NGOs and other private literacy service-providers. Recent experience in other countries has shown that the outsourcing approach, involving the private sector, makes it possible to rapidly achieve results for such a sub-component at the local level. This is linked to the complexity of national language make-up of the country including the high number of them. Service providers will submit proposals for, and then implement small literacy projects using the national languages of their current intervention zones. The components' first phase will implement literacy and non-formal education in the following 29 localities: Abche : Ab6ch6 Rurale, Abougoudam, Am-Dam, Adrd, Oum-Hadjer, Mangalm6, Biltine, Goz-Beida ; Bokoro: Bokoro Rurale, Biltkine, Gama, Moito, Massakory, Massaguet, Dourbali, Karal, Mandelia ; Moundou: Moundou Rurale, B6noye, Bainamar, Bebidja, Bessao, Kelo, Gounou-Gaya ; Sarh : Sarh Rurale, Koumra, Bedjondo, Moissala, Kyabe. Implementation: DAPLAN will delegate implementation responsibility for the component to an external agency provider selected on a competitive basis, which will be responsible for implementing the outsourcing of literacy services to local service-providers. The DAPLAN will also monitor the agency's implementation of the component and will evaluate its work on the basis of performance indicators. It will ensure that implementation is based on grassroots demand. 3.1 Literacy courses for adults (15 years +) (Total US$ 3.36 million, IDA Credit US$ 3.00 million) Objective: Using the "faire-faire" approach learning and literacy activities will be provided to 50,000 adults with priority for women. Targeted towards illiterate adults, the learning program will enable the participants to achieve an acceptable level of functional literacy (which is roughly equivalent to the level obtained by primary education), as well as basic knowledge in health, nutrition and income-generation activities as developed by the provider in response to local demand. - 58 - Activities: 3.1.1 The activities include: (i) raising awareness about education issues for potential providers, such as NGOs, private local organizations and women's associations in the project intervention areas; (ii) making a list of education materials for literacy activities to be used by the providers; (iii) strengthening providers' capacity for project implementation; (iv) supporting providers during the implementation phase; and (v) surveying the impact of the literacy courses by establishing a research component based on pre-test, post-test and control groups. Cost and Financing: IDA Credit. 3.2 Non-formal education activities for unschooled and out-of school youth in the 10-14 years age group (Total US$ 2.32 million, IDA Financing US$ 0.00 million) Objective: Using a new outsourcing strategy (the faire-faire approach), the subcomponent will enable 15,000 out-of-school and unschooled youth in the 10 -14 years age group to achieve literacy. Activities: 3.2.1 A new implementation strategy will be set up based on outsourcing of funds to sub-contractors. This will involve the following steps: (i) organizing the private providers within a contractors' association; (ii) selecting an independent organization as "outsourcing agency" (an NGO, a fund, a private organization or other), to be responsible for financial supervision, contracting and payment of the providers; and (iii) reinforcing the monitoring and evaluation capabilities of the DAPLAN. 3.2.2 Using the "faire-faire" approach, 29 new basic education centers (Enseignement de Base Non Formel -- EBNF) will be set up and 15,000 out-of-schdol and unschooled youth in the 10 -14 year age group will receive training and achieve basic literacy. This will involve modifying the EBNF program as follows: (i) improving EBNF quality through incorporating local languages where appropriate, and defining and extending options available under the skills curriculum; (ii) outsourcing of funds to private providers to enroll youth in EBNF activities; and (iii) inaugurating a more demand-driven system, where local communities are sensitized about the benefits of basic skill training and participate in the program set-up. The new EBNF strategy will facilitate re-entry into the formal education system by using convergent pedagogy which begins in maternal language and gradually transitions to French or Arabic. Cost and Financing: To be decided. 3.3 Strengthen reading and basic skills in the target villages by the set-up of post literacy activities (Total US$ 1.07 million, IDA US$ 0.00 million) Objective: Target villages will receive reading and basic skills support. This sub-component will contribute to the creation of an enabling and literate environment by making reading materials available to the participants in literacy and non-formal education programs. Post-literacy activities will make literacy skills sustainable and further improve skills' education by making small libraries (or "reading kits") available for the local population. Activities: - 59 - 3.3.1 Reading and basic skills in the target villages will be strengthened by the setting-up of post literacy activities through the following steps: (i) defining and implementing a policy for acquisition and distribution of post-literacy material in national languages; (ii) identifying needed reading and educational materials for post-literacy and Income-Generating Activities (IGA) in the villages; and (iii) purchasing and distribution of 150,000 books through the mechanism of "community reading kits" for the target villages, thereby contributing to a literate and enabling environment. Implementation: The "faire-faire" approach (outsourcing of funds to private providers) will be tested for delivery of local educational services. Financial procedures will be described in a specific implementation manual, and financial management and contracting will be done by an independent organization. Distribution and local activities will be implemented by the service providers in accordance with the procedure manual, whereas the actual procurement of reading kits will be done using the standard IDA-6 procedures. Cost and Financing: to be determined 3.4 Literacy Program Monitoring and Evaluation (Total US$ 1.24 million, IDA Credit US$ 0.74 million) Objective: This subcomponent aims to strengthen DAPLAN's capacity for monitoring and evaluation so that it enables it to : (i) ensure technical follow-up for the component activity implementation, (ii) monitor the qualitative and quantitative aspects of the learning; and (iii) validate literacy strategies for use in a later phase of the PARSET. Key Strategies: DAPLAN's will develop Literacy monitoring and evaluation instruments in collaboration with sub-component 2.3, Learning Assessment and Research. These instruments will serve as a basis for the monitoring of the service-providers' outputs and for preparing periodic reports. In addition to that, DAPLAN will coordinate the validation process for results of the experimental phase and ensure dissemination of the process. The validation process will result in a consensus on the appropriateness of further pursuing PARSET strategies for later national application. Activities: 3.4.1 The DAPLAN will acquire technical assistance to establish a monitoring and evaluation mechanism and train its staff in the use of such mechanism. Training will be done in cascade fashion. 3.4.2 Computers and other office supplies will be provided to DAPLAN's central and decentralized offices, as well as vehicles to allow its staff perform field visits. Implementation: The DAPLAN has overall responsibility for the sub-component. Assistance will be provided by the sub-component 2.3, Learning Assessment and Research, for the setting up of the monitoring system. The DPE will provide financial management for activities and acquisitions (training and validation workshops, field missions, international and national technical assistance. Cost and Financing: IDA Credit. Project Component 4 - US$13.54 million (IDA Credit US$ 7.13 million) Strengthening Planning, Management and Program Monitoring - 60 - Objective: The objective of this component is to provide the institutional capacity strengthening necessary for successful program planning, activity management, monitoring and evaluation. Specifically, implementation of key quality and equity strategies can be enhanced significantly by improving the reliability, validity and dissemination of information on the current education system services as well as on the impact of targeted interventions. The component will strengthen specific units within the MEN, such as the planning directorate, to encourage dynamic cross-cutting interventions and strategic planning. The component also includes the establishment of a permanent institution to be the locus of a major curriculum renewal effort. 4.1 Establishment of CNC (Total US$ 5.17 million, IDA Credit US$ 2.12 miillion) Diagnosis: Chad has limited institutional capacity for curriculum and pedagogic renewal of the whole education system. Existing institutions, including ISSED and BAP, are not effectively organized around curriculum development functions. The BAP primarily has been involved in piecemeal program renewal efforts, including ad-hoc changes to textbooks, without leading to comprehensive curriculum renovation and development. Training of technical staff in both institutions was either insufficient or inadequate to spearhead a major curriculum renewal effort. Objective: The objective of this component is to strengthen the institutional capacity for curriculum and pedagogic renewal in primary and secondary education through the establishment of a CNC, capable of leading a national dialogue on curriculum renewal and developing new programs. The CNC will regroup existing human and material resources, as well as train and recruit new technical staff to carry out the country's proposed quality improvement activities (see Component 2). Successful implementation of this component should lead to: a national consensus on the orientation of curriculum renewal in Chad and an effective partnership of all concemed parties (education community, parents and the larger society); the launch of a new elementary education curriculum, including textbooks and trained teachers; and the institutional capacity for sustained curriculum renewal at all levels of the system. Key strategies: The CNC will be established by law and decree as a public, scientific institution. Its creation will imply refocusing and restructuring the functions of ISSED, the BAP and SES. The CNC will function as a service-oriented organization with dynamic and flexible modes of operation. It will be organized around the following 5 technical departments for: (i) Curriculum development for primary and lower secondary programs; (ii) Curriculum development for teacher education and professional development; (iii) Evaluation and applied research; (iv) Textbook development/ editing; and (v) Human, financial and logistical resources. The inclusion of all elements in curriculum development and research will ensure that there is consistency and articulation throughout the system, and that responsibility for curriculum and professional development in all areas is clearly identified and ensured, and not left to NGOs or external agencies. The effective functioning of the CNC requires a close collaboration with the relevant departments in the MEN, schools and their teachers, and with all donor/NGO projects and innovations related to curriculum and materials development and teacher training. The CNC will function as a clearinghouse for these projects and initiatives, through regular monitoring and evaluation to inform the curriculum renewal process. Activities: 4.1.1 Infrastructure and Equipment: The CNC will require (i) new infrastructure and furnishings to accommodate the five technical departments; (ii) desktop publishing, printing and reproduction facilities, video recording and editing for tapes and CDs/DVDs of demonstration lessons and instructional -61 - materials to support curriculum experimentation and implementation; and (iii) a well-equipped resource center with reference library, on-line journals, links, intranet and other materials and facilities. 4.1.2 Recruitment and training of technical personnel: Technical personnel will be recruited and/or contracted on the basis of the proposed work program to be progressively implemented and overall functioning of the CNC. The proposed technical assistance is reflected in the relevant work programs under the Quality component (Component 2, sub-components 2.1, 2.2, 2.3, and 2.4.) in the areas of curriculum development, teacher education, evaluation and applied research and textbook development. Training will include study tours and professional development in the different technical areas. Permanent staff are included in this activity, whereas short-term specialized staff needed for specific projects are included in the respective Quality subcomponents above. 4.1.3 Logistics, Management and Operations: Included in this activity are the resources (personnel, equipment, maintenance, etc.) for the CNC's cross-cutting functions, such as professional development and management of human resources, financial administration, and transport & logistics services, and a vehicle pool. An Information, Education and Communication (EEC) program, including the implementation of an information campaign will be developed. Implementation: The creation of the CNC requires the following: (i) legal documents to create the institution; (ii) simultaneous modification of the legal documents of the ISSED, BAP and SES to prevent any responsibility overlapping; (iii) a financial long term commitment of the Ministry of Economy and Finance to support the recurrent costs, and resources in the 2003 budget, and (iv) agreement of the Ministry of Public Service for the payment of civil-servants on the basis of fixed terrn lump sum contracts during the time of assignment in the CNC, for specific assignments related to curriculum or textbook development. It is agreed that the key management personnel of the CNC would be selected on a competitive basis among civil-servants having expressed interest for the job. The MEN will be responsible for overall monitoring and evaluation of sector policies. Cost and Financing: Under this sub-component, IDA Credit will finance the set up of the CNC including: the architectural/engineering services for design and site supervision, the construction and equipment of the new building including library resources. The Government will finance all recurrent costs related to the regular functioning of the institution, including: management staff, electricity, water, communications, and maintenance of equipment and facilities. Expenditures related to payment of professional staff (private or civil servants) are not mentioned here and are part of the relevant quality sub-component (2.1 curriculum, 2.2 textbooks, 2.3 assessment, and 2.4 teacher training). 4.2 Strategic Institutional Capacity Building For PARSET - MEN/Communities (Total US$ 3.45 million, IDA Credit US$ 2.47 million) Diagnosis: Key MEN functions necessary for PARSET implementation are not currently being carried out effectively. For teacher training. responsibilities are dispersed between ISSED (which is part of the Ministry for Higher Education), the ENI, the CFC (which are part of the DFAP), and the SAP (which are part of the IEB). In theory there is a trainer/teacher ratio of 1:20 if all the resources of these various structures are added together. However, the lack of coordination between these actors significantly reduces the effectiveness of the training. In the area of project management, the MEN has until now given the responsibility for management of external sources of funding to the DPE which has seen its coordination and financial management capacities strengthened progressively. Even so, the current DPE capacity is clearly inadequate to handle the increased burden of PARSET activities. As for the capacity of the APEs, which are to participate in PARSET, the new FENAPET is not yet strong enough to play an - 62 - effective role as a conduit between the MEN and the APEs. Specifically, the FENAPET lacks a mechanism for proper representation of local and regional APE and it lacks the means for basic operations. Objectives: For teacher training, the DEB, DFAP, SES, BAP, ISSED, ENIs CFCs and SAPs will be reorganized, in light of the creation of the CNC (sub-components 2.1 - 2.3) and enabling them to train the CTs as planned in the PARSET (sub-component 2.4). The objective is to establish a system for training that by the end of the project is capable of ensuring: (a) harmony between pre and in-service training, (b) harmony between training for CTs and that given to student teachers in the ENI, (c) appropriateness of training content given the real needs of the teachers, and (d) effective use of human resources involved in teacher training. For PARSET management, the institutional capacity of the DPE will be strengthened thereby enabling it to effectively: (i) coordinate the work of those in charge of component implementation; (ii) coordinate donors; (iii) effectively manage the IDA Financing; (iv) handle procurement; (v) coordinate community-based classroom construction programs; and (vi) monitor APICED activities. For the FENAPET, capacity-building will enable it to: (i) play its role in subcomponents 1.1 (Support to Community Initiatives), 1.2 (Promotion of Girls' Schooling) and 2.4 (Teacher Training), and (ii) effectively represent its grassroots constituency in its dealings with the MEN. Strategy: The strategy has three parts. The first part is related to the MEN reorganization, which will happen gradually in three phases: * The first phase, occurring prior to project start-up, includes: (i) the redefinition of the ISSED and BAP mandates, taking into account the creation of the CNC and an initial institutional analysis of the DEP, DFAP, DPE and FENAPET with a view toward developing the basic outline of a future reorganization of all structures involved in providing pre and in-service teacher training; and (ii) major strengthening of the DPE's human resource pool, and (iii) the development of a capacity-building plan for the FENAPET; * The second phase, occurring during the project, consists of the following: (i) the continuation and further development of the initial analysis through a comprehensive institutional audit of the MEN, supervised by the Technical Monitoring Committee for the Administrative Reform ( Cellule Technique pour le Suivi de la RWforme Administrative - CTSRA); (ii) putting in place a new organizational structure before the mid-course PARSET review in 2004 which will take into account the creation of the APICED and the CNC as well as the new training system described above, and (iii) setting up the FENAPET action plan. * The third phase includgs operationalizing the new organizational chart and evaluating it in 2006. The second part involves delegating responsibility for implementing certain components and subcomponents such as Literacy, Girls' Education, ECD, Mother Tongue Instruction and IRI to implementing agencies so as to ease the burden for MEN structures. The third part involves using competitive hiring procedures for key positions in the CNC, DPE and APICED. This approach will provide for competition either between civil servants for the positions that -63 - the civil service is likely able to fill, or for private sector candidates for other key positions, for example, that of procurement specialist. Activities 4.2.1 MEN Capacity-buildingfor Teacher Training: The main activities include: (i) recruiting consultants for implementing the institutional analysis of training structures, putting forth options for discussion, and facilitating the deliberative process leading to a policy decision; (ii) organizing opportunities for exchanging information between partners; (iii) the making of policy decisions by the authorities as to the reorganization of the training system; (iv) implementing policy decisions; (v) operating the training system in its new configuration; and (vi) evaluating the PARSET final results in 2006. 4.2.2 MEN capacity-strengthening activities: These activities include: (a) putting into place management capacity that is immediately necessary for project management, notably by reinforcing the DPE project management capacity by hiring (i) a procurement specialist, a finance and accounting specialist as required by the action plans presented in PAD Annex 6; (ii) a financial management specialist for the APICED monitoring (subcomponent 1.1); and (iii) three specialists in community-managed classroom construction for monitoring implementation of sub-component 1.3; (b) implementation of the key MEN Directorate capacitv-strenp-thenin2 plan, including (i) hiring managers for certain key MEN directorates on a competitive basis; (ii) training abroad for mid-level managers (50 persons/years of scholarships); and (iii) infrastructure and equipment improvements as necessary; and (c) continuing the institutional analysis and operationalizing a new MEN organizational chart. 4.2.3 Capacity-strengthening acitivities for APEs: These activities include the providion of grants to the FENAPET to implement its action plan, which includes (i) setting up procedures for electing APE representatives according to a pre-set calendar; (ii) implementing Information/Education/Communication activities for which the FENAPET has committed itself to achieving results on behalf of the APE. Implementation: A committee including representatives from each structure involved (DFAP, DEB, ENI, CFC and SAP), chaired by the MEN Directors-General will be set up to ensure implementation of the teacher training activities. Each technical directorate will be responsible for implementing capacity-building activities. The FENAPET will be responsible for the APE-strengthening activities. Cost and Financing: The FAC will contribute technical assistance as part of its support to sub-component 2.4. IDA Credit will finance the other costs. 4.3 Strengthening of MEN Planning and Monitoring Capacities (Total US$ 3.22 million, IDA Credit US$ 1.66 million) Diagnosis: For more than 20 years the motor behind Chad's primary education system expansion has been individual and community initiative. The State has lacked resources to adequately support this expansion through planning, implementation support and monitoring. Insufficient policy development and planning has also made it difficult for the MEN to coordinate the use of funding from Chad's development partners. The result is poor distribution of resources and low quality of instruction. As Chad anticipates increased resources for basic education during the coming decade, it is strategic to improve certain planning and monitoring functions thereby increasing efficiency. Objective: The objective of this component is to improve key functions within the MEN's Planning -64 - Directorate (DAPRO). Initial focus will be on critical services provided to other MEN directorates for successful launching and implementation of the quality and equity subcomponents. Whereas sector resources are scarce and, in the medium-term, can increase only modestly, the problem of efficient resource allocation is an area where short and medium-term enhancements are possible, desired and necessary for attaining program targets. Key Strategies: The Strengthening of Planning and Monitoring Capacities program will intervene in three areas: (i) enhancing of key DAPRO planning functions critical to project implementation; (ii) determining the role and complexity of information dissemination necessary for successful implementation of other project components' activities; and (iii) improving the School Map Unit's ability to analyze the relationship between supply and demand. The sub-component will also seek to strengthen the DAPRO as an institution so as to facilitate greater harmony among various specific interventions and to permit the DAPRO to play a more dynamic role in monitoring program results. Policy Issues: In April 2000 Chad developed a draft text for regulating school openings, expansions and closings. The text, not yet adopted, would provide a framework for decisions made by education system authorities at the inspectorate level. The text provides a bridge between the public and community schools thereby recognizing the latter. Successful implementation of activities detailed below will likely lead to amendment of the draft text in order to better calibrate it with "Education for All" goals. Preliminary research, carried out during the preparation phase of the project, point to the usefulness of structured review/rethinking of the adequacy between supply and demand in the education system and the appropriateness of various school models for rural areas. Activities: 4.3.1 Critical DAPRO planning functions: Working with technical assistance, the DAPRO will improve its planning capacity in areas that are critical to implementation of each of the project components. These areas include (a) resource allocation for school rehabilitation, teacher assignments, pedagogical materials, etc., (b) cost projections for MEN's annual budget submission, (c) development of a master plan for the all the exercises that make up the DAPRO's annual planning cycle, and (d) a detailed plan for streamlining the MEN's human resource allocations. 4.3.2 Information Systems and Dissemination: Technical assistance and equipment will be provided to the DAPRO's School Statistical Service (SSS) to upgrade its capacity in the following areas: (a) identification and validation of program impact indicators, (b) data collection and analysis, (c) dissemination of education system information, (d) accessibility to SSS for specific and/or occasional information requests. Procedures will be established, where necessary, to increase efficiency and timeliness of data collection, analysis and dissemination. Wherever appropriate, distinction will be made between ad hoc, temporary or urgent procedures and medium to long-term improvements to the information systems processes. 4.3.3 School mapping: A limited GIS application will be implemented in order to enhance the MEN's ability to analyze the relationship between education system supply and demand. The application will link the MEN's database on the school system with the Census Office's demographic database, and georeferenced data will be provided for all schools and villages. A pilot exercise will be conducted on the scale of a subprefecture, to be followed by national level implementation. The improved school mapping function will provide valuable information to other project components, such as school infrastructure, girls' education, and teacher training, which will enhance implementation of activities on the national scale. An additional study will also be conducted to better understand the relationship between distance - 65 - and enrollment/survival. 4.3.4 DAPRO institutional capacity: This activity aims to strengthen the DAPRO in the area of accessibility and its capacity to provide planning services to other directorates and to other levels of the basic education system. In many cases these activities will involve looking at a function or service that at present is performed on an irregular or ad hoc basis either by the DAPRO or by another Directorate or unit on a default basis, and formalizing it, setting down standards of performance, reiterating delegations of authority, and simplifying procedures. This activity will also reinforce the ability of the DAPRO and of decentralized-level planners to be more present in the field, to monitor implementation of PARSET activities and to ensure a better adequacy between the planning of new activities and the lessons learned from analyses of past program performance. 4.3.5 Impact Assessment: In collaboration with a university or other research institute the DAPRO will develop capacity in analysis of cost-effectiveness in project implementation. Four different quality and access sub-components have been identified for analysis focusing on sustainability: (i) School Health and Nutrition, (ii) Literacy for Adults (15 years and up), (iii) National Languages Language/Reading Development Program, and (iv) Promotion of Girls' Schooling. Implementation: The DAPRO will be responsible for implementing the sub-component and achieving results. Inputs provided by the DPE to DAPRO will consist of (a) technical assistance, national and international, all short-term; (b) travel and workshop expenses; (c) equipment (computer, etc.); and (d) vehicles. Cost and Financing: Under this sub-component, IDA Credit will finance the cost of all technical assistance, travel and workshop expenses, equipment and vehicles. The MEN will contribute the cost of its personnel being available for participation in activities. 4.4 Strengthening of the Analytical Capacity, Policy development, Monitoring and Coordination (Total US$ 1.70 million, IDA Credit US$ 0.87 rnillion) Diagnosis: As part of the Geneva IV Round Table the Government committed itself to monitoring education and training sector strategy implementation and to reinforce the analytical processes for sector policy and decision-making. During recent years, this mechanism has received technical support from UNDP, which has proven to be useful. The mechanism is three-tiered: (i) the Interministerial High Committee chaired by the Prime Minister which brings together the principal ministries involved in the sector, (ii) the Technical Committee for Monitoring Education and Training, chaired by the Director General of the Ministry for Economic Promotion which brings together all the Directors-General of the ministries in the sector as well as civil society representatives, the secretariat of which is provided by the National Commission on Education and Training (CONEFE); and (iii) the technical units in the ministries involved, run by coordinators assigned by presidential decree. The first level is responsible for validating sector policy. The second level is responsible for mobilizing financing, establishing investment priorities for the sector and preparing monitoring documentation for partner organizations. The third level is a technical one responsible for supporting and monitoring program and project implementing structures. To date, only the basic education and technical training sub-sectors have been able to benefit from such a structure for developing operational strategies and regular monitoring. Objective: The objective is to strengthen existing capacity for monitoring, evaluation and policy - 66 - analysis in the basic education and technical training sub-sectors, and to develop such capacity for secondary and higher education, with a view toward creating an enabling environment for national policy adoption. Strategy: On a structural level, local consultative entities will be reinforced through the creation of regional coordination and monitoring committees. Other levels of the system will be reinforced and consolidated especially for secondary and higher education through use of workshops and national consultative gatherings, exchanges with other countries and use of training and technical assistance in areas still needing improvement. 4.4.1 Secondary & Higher Education Consensus-Building: The Government objective is to slowdown the growth of enrollment in upper secondary and higher education in order to implement a reform aimed at (i) improving the relevance of training activities and improving the job placement of graduates, (ii) increasing the financial sustainability of secondary and higher education, and (iii) improving internal efficiency. A diagnosis of the secondary and university sectors has been completed with the help of various agencies in the last few years. The purpose of this activity is to complete and disseminate this diagnosis, and provide the government with resources to consult with the stakeholders and develop a national strategy and action plan for the sectors. It involves the organization of workshops, technical assistance and study tours to benefit from successful reform experiences and develop effective student exchange programs with neighboring countries. This activity will support consensus-building through workshops, technical assistance, and study tours. 4.4.2 Capacity strengthening for coordination and policy analysis: This activity aims to increase contacts between decision-makers and system beneficiaries and to produce each year an analytical document on the state of the education system and the progress made toward the "Education For All" objective. This activity will provide needed training and technical assistance, as well as workshops, training and study tours. It will also include bringing computer and communication systems up to date. Implementation: The DPE will manage this subcomponent's activities, while the CTSE will coordinate it. Cost and Financing: Under this sub-component, IDA Credit will finance the cost of all technical assistance, travel and workshop expenses, equipment and vehicles. The MEN will contribute the cost of its personnel being available for participation in activities. - 67 - Annex 3: Estimated Project Costs CHAD: EDUCATIOON SECTOR REFORM PROJECT Local Foreign TotWa Project Cost By-Coneoondrit' US $million US $million US $million Component 1. Improving Access and Equity 41.68 4.67 46.35 Component 2. Improving Quality and Efficiency 16.95 27.00 43.95 Component 3. Literacy and Non-Formal Education 5.48 1.90 7.38 Component 4. Planning management and Monitoring 6.57 5.51 12.08 PPF 0.54 0.00 0.54 Total Baseline Cost 71.22 39.08 110.30 Physical Contingencies 2.94 2.01 4.95 Price Contingencies 3.27 1.14 4.41 Total Project CostsI 77.43 42.23 119.66 Total Financing Required 77.43 42.23 119.66 Local Foreign TotlW Project Co.st IBy Category -US $million US $million US $million Goods 10.26 14.91 25.17 Works 14.88 14.88 29.76 Services 14.68 6.29 20.97 Training 8.14 0.00 8.14 Grants 21.68 4.34 26.02 Operating Costs 7.25 1.81 9.06 PPF 0.54 0.00 0.54 Total Project Costs 77.43 42.23 119.66 Total Financing Required 77.43 42.23 119.66 Idenfifiable taxes and duties areO (US$m) and the total project cost, net of taxes, is 119.66 (US$m). Therefore, the project cost sharing ratio is 15.98 % of total project cost net of taxes. - 68 - Annex 4: Cost Effectiveness Analysis Summary CHAD: EDUCATION SECTOR REFORM PROJECT This annex provides a summary of the economic analysis for the project and discusses, in particular, the budgetary implications of the project's main objectives to increase access to education, and to improve the quality of teaching and the internal effectiveness of Chad's education system. I. THE EDUCATION SECTOR Current conditions in Chad's education sector pose several problems: performance levels are falling or, at best, stagnant; there has been a decline in the overall effectiveness and quality of education coupled with a growing deterioration in school infrastructure. Furthermore, teachers are becoming increasingly less involved in their work due to the lack of qualifications and motivation and there are considerable regional and gender disparities. As a result, Chad is falling significantly behind other countries in the region. A. Description of Education Sector The sector consists of three levels: primary, secondary and higher education. In 2000, the total enrollment in the education system was over one million, accounting For 14% of the country's total population (recent survey estimated total population of 7.5 million). Girls accounted for only 35.6% of the country's school population. The majority of students (86.4%) were enrolled at the primary level while only 12.7% were enrolled in secondary education. The public school system accounts for 72% of the primary school population, and close to 85% for the secondary school population. There are 6,765 higher education students (0.6% of the in-school population), with most of them (89.4%) enrolled in public schools. During the school year 1999-2000, there were close to a total of 13,330 teachers throughout the various primary education establishments. CTs represented over 56% of the teaching force. There are striking gender disparities in the composition of the teaching staff. Indeed, women only account for 9.3% of all primary teachers in public schools In community schools, the disparity is more striking where women only account for 1.2% of the 2,270 CTs. These disparities are even more significant at the other educational levels: women teachers account for 5.3% of the staff at the secondary level and only 4.6% in higher education. Only 19% of teachers in the public school system hold a Baccalaureat degree, with the figure falling to 6% in the case of community schools. B. Primary Education Despite the extraordinary progress achieved over the past few years, statistics show a relaxation of government efforts to establish primary schools, and in turn, a proliferation of community schools. Moreover, between 1994 and 2000, primary school enrollment rose at an average annual rate of 9.1%, the growth rate was most visible within community schools (21.1%) as compared to 6.6% and 13.7% growth rates, respectively, for public and private schools. The marked increase in total enrollment in the level of primary education, exceeding the population growth rate for the concerned age group (6-11 years) especially favored girls, whose enrollment ratio -69 - rose, from 30.4% in 1994 to 52.8% in 2000, compared to an increase for boys from 62% to 88.4%. The ratio of girls to boys at the primary school level has continued to grow. Rising from 32% in 1994 to close to 38% in 2000, it nonetheless, remains moderate. In spite of an almost 50% increase in the number of primary school teachers from 1994 to 2000, their growth rate remained still below that of the student population, an annual average of 7% compared to 9.3%). As a result, a deterioration in the student to teacher ratio was observed, from 62 in 1994 to 68 in 2000. C. Weaknesses of the Current Education System The country's education system suffers from at least three issues at the level of primary education: limited access, low efficiency and meager means. Limited access Despite significant improvements in the past few years, indicators show a low net enrollment rate (girls: 42.7%, boys: 66.6%, total enrollment: 54.5%), that can be attributed to the delayed entry into primary school and to the frequency of repetitions. In 2000, one-half of the children entering school were older than 6 years old, of which over 14% were over 9 years old. The enrollment rate at the secondary level is also quite low: the total net rate standing at 8.5% (girls 3.3%, boys 13.5%). Low efficiency Chad's education system suffers from very poor internal efficiency. The internal efficiency coefficient is 21.3%, corresponding to a student-year cost increase of 4.7. Only 40% of the students reach the 6th year, and among those who reach this grade, there are significant gender disparities. The coefficient was 35% for girls and just 22% for community school students. Private school performances have been higher: 69% of private school students reach the 6th year of the primary level. Thus, out of a cohort of 1,000 students entering the 1st primary school year: c 259 leave school without going beyond the 1st grade (268 in the case of girls) t 480 reach the 5th grade (434 in the case of girls) c 248 obtain their CEPE (Certificat etude primaire et e'lementaire) certificate (213 in the case of girls) ¢ 167 reach the secondary school level (143 in the case of girls). In 1999, close to 13% of students attending school and over 60% of students newly enrolled in the first grade left primary school without any diplomas or qualifications. Clearly, Chad's education system's poor internal efficiency makes it difficult to achieve poverty alleviation objectives. Indeed, surveys show that over 90% of students who drop out before the fifth primary school grade remain illiterate. Illiteracy is a significant phenomenon and women are more vulnerable to remaining illiterate, particularly, those women living in rural areas. 93.2% of those women who attended school through the 5th grade found themselves illiterate as compared to 85.3% in the case of men in urban areas. - 70 - Meager physical and human inputs General education conditions are precarious due to a lack of human and physical inputs. Insufficient educational support, the inadequacy of school infrastructure and the shortage of school furniture, educational materials and textbooks constitute some of the many handicaps that heavily undercut the quality of education offered in Chad. D. Educational expenditure Trends in educational expenditure During the last six years, average government expenditure in the educational sector stood at 15.9% of the State budget and 2.7% of GDP. The average observed in 20 African countries were, respectively, 19.0% and 4.4%. Chad finds its place close to the average of the reference countries in terms of sector budget allocations, but in terms of GDP, the proportion of state expenditure is one of the lowest among African countries. The analysis of trends in government education expenditure shows that government resources allocated to education stagnated over the last six years, or even decreased in real terms. Indeed, while the budget for educational operations increased at a faster pace than the State's general budget (with an annual growth of 8.1% for education as against 6.2% for the State budget), capital expenses set aside for education fell by 12.8%, as compared to the State's investment expenditure as a whole, which stagnated. Education's share in overall state expenditure fell from 16.3% in 1995 to 14.5% in 2000. Recurrent expenditure Recurrent expenditure on education and training rose at a mean annual rate of 14.1% in nominal terms between 1995 and 2000 (1995 is taken as the base year as not all the data is available for 1993 and the financial year 1994 was marked by extraordinarily high inflation (the GDP deflator rose above 50%). This increase essentially favored physical and operational expenditure. Expressed in real terms, the growth in educational expenditure stood at 8.1%. The impact of recurrent expenditure trends over the last six years (1995-2000) has been felt differently according to expenditure categories. The highest growth took place in material and operational expenditure at a mean rate of 18.4%, staff expenses rose at a rate of 6.9% and there was some minor growth in subsidies and transfers at an annual rate of 2.7%. The role of EU funding is decisive in explaining the restructuring of current expenditure in favor of physical inputs. Indeed, since 1994, the EU has been offering support to the most important sectors (Education, Health, Social Affairs and Public Works) by covering operational. expenses, except for telecommunications and water and electricity consumption. The 20% annual increase in EU support has made it possible to more than double material and operational expenditure in real terms between 1995 and 2000. - 71 - Investment expenditure A sector-based analysis of state investments shows that the share of education stands at 11.8% of total state expenditure on average - making it third in state investment priorities after infrastructure (36.2% of state investment expenditure) and the agriculture-forestry-pastoral sector (25.3%), and before the health sector, which received 10.5% of public investments during the period 1995-2000. During the last six years, investment expenditure accounted for close to 40% of the budget allocated to education and training, on average. Most of this investment seems to have taken place at the primary education level, with state investments in secondary and higher education being almost absent. Counterpart funds - constituting the State's contribution - have accounted for less than 6.4% of the investments made in the education sector since 1997. Internal distribution of educational expenditure Several studies based on the analysis of the experiences of a number of countries have highlighted the importance of primary education in poverty alleviation. Indeed, this is the most privileged educational level for the allocation of State expenditure, given the role that basic education can play in the struggle against poverty and social exclusion. The priority given to basic education can be measured in terms of the state unit expenditure allocated to it, expressed in terms of the percentage of the per capita GNP. A study of intemational data shows that Chad allocates only a very small proportion of its resources to primary education. According to UNESCO's data, it is as low as 8.3% of the per capita GNP, while the average for North, East and West African countries stands at 14.9%. The analysis of state expenditures for the various educational levels was undertaken in a public expenditure review. During the period 1998-2000, current educational expenditure was allocated on the basis of the following pattern, on average: primary education (49.3%), general secondary education (22.3%), technical secondary education (3.1%), teacher training (6.6%), and higher education (18.7%). Unit costs and expenditure It appears that the quality of teaching at every level has deteriorated. In 2000, for a unit cost index of I for primary education, the index for general secondary education was of 2.6, with 17.1 for higher education, 54.6 for teacher training and 38.0 for higher education. Expenditure on teaching aids and means There has been a very low level of expenditure on teaching aids and means for primary education and general secondary education. In 1999, the expenditure on teaching aids and means, including bench-tables and school furniture, stood at less than CFAF Francs 1,500 per student (about 2 US$). For general secondary education, unit expenditure amounted to less than CFAF Francs 3,500. On the other hand, the secondary technical level was characterized by an excessively high level of unit expenditure on teaching materials as compared to other educational levels: CFAF Francs 69,000, i.e. over 46 times the unit expenditure level for primary education and close to 20 times the unit expenditure level for general secondary education. -72 - 11. DEVELOPMENT OBJECTIVES AND SCENARIOS A. Sector-wide strategy In January 2000, following the Geneva IV Donors Round Table for the period 2000-2004, the Government of Chad presented its strategy and action plans for the education sector. The PARSET falls within this context and aims at broadening access, improving equity and good performance, while taking feasibility, sustainability and effectiveness into account. The development of school infrastructure and programs, the distribution of educational materials and aids, as well as an educational support structure are some of the instruments that can be used to achieve these objectives. 1. Broader and more equitable access Major efforts at enrolling children in school have been undertaken in Chad over the last few years. The gross admission rate in the first grade went up from less than 50% in 1993-94 to over 84% in 1999-2000. However, it may be observed that children enroll late in school. Children in the 8 + age group account for more than a third of the first grade students. The objectives outlined for the next decade consist of pursuing the efforts already underway with a special emphasis on the improvement of enrollment levels for girls. The gross admission rate in the first grade is expected to reach 90% in 2005-06 (85% for girls compared to 70% in, 1999-2000) and 95% by the end of the decade (2010-2011), with a rate of 85% for girls. B. Improved efficiency The project's aim is to achieve rates comparable to the current average for efficiency in countries in the region (West Africa) by the end of the project (2005-2006) and that of North African countries by 2010-2011. This would mean an increase in the survival rate in the 6th grade from 41% to 63% by 2005-2006, and to 82% by 2010-2011. Currently, less than 17% of the students entering the first primary grade manage to reach the secondary education level. The 1993 census data show that more than 90% of those who leave school before the fifth grade find themselves illiterate. Several studies have shown that 6 years of education are not enough to eradicate illiteracy. Therefore, access to secondary education should not be disregarded, although it may not constitute a priority as does primary education. The objectives identified in this regard envisage a moderate improvement in access to secondary education while restoring parity in enrollment rates between boys and girls. The percentage of girls and boys enjoying access to secondary education should increase from 47.2% in 2000 to 50% in 2005-2006 and 60% in 2010-2011, reaching 65% in 2015-2016. 1. Policies and Means In order to achieve the aforementioned objectives of both qualitative and quantitative improvements in primary education, there is a need to implement several various strategies within the Government's general policy framework. The main strategies that have been considered relate to: improving education supervision both in terms of quantity and quality, enhancing the quality of the school infrastructure, improving educational resources and ensuring greater equity between geographical zones and gender equality by achieving a 45% ratio of women among teachers. -73 - Improvement in student to teacher ratios and in the teachers' qualifications constitute one of the most important changes, and therefore, also one of the most critical interventions in the years to come. Indeed, some visible quantitative and qualitative inadequacies have been identified in this regard. Student to teachers ratio in primary education in Chad are, on the one hand, amongst the lowest in the world, while at the same time, the teaching staff is both poorly qualified and has little motivation. Currently, more than 80% of the teachers are only qualified up to the first cycle of secondary education. The quantitative objectives consist of achieving a ratio of 55 students per teacher by 2006 and 50 students per teacher by 2011 in the case of primary education (compared to current ratio of 74 to 1). For secondary education, the target is a ratio of 40 students per teacher by 2005 and 35 students per teacher by 2010 (compared to the current ratio of 43 to 1). In addition to these quantitative aspects, a series of steps will be taken for improving the level of qualifications and motivation among teachers such as those of CTs through training modules covering two levels so as to provide qualifications for all teachers in 2011, increase the proportion of CTs supported by the State and improve the unit remuneration of CTs. Improving teaching conditions will require not only a major school infrastructure and rehabilitation program but also an increased availability of textbooks and other teaching materials. Finally, the current conditions will require an increase in non-salary unit expenditure. It is being increased from CFAF Francs 1,230 in 1999 to CFAF Francs 3,000 in 2006 and CFAF Francs 5,000 in 2011 in the case of primary education, and from CFAF Francs 3,450 in 1999 to CFAF Francs 5,000 in 2006 and CFAF Francs 8,000 in 2011 for secondary education. With regards to the school infrastructure, the ratio of students per classroom with permanent structure will improve from 140 (1999), to 70 (2005) and 60 (2011) in the case of public schools and from 443(1999), to 200 (2006) and to 100 (2011) for community schools. C. Cost-efficiency analysis In order to meet project objectives, significant tangible and intangible investments must be made in the educational sector in Chad during the project period. A cost-efficiency analysis should be undertaken to compare possible strategy options and choices for the development of the educational system on the one hand, and the variants and scenarios proposed within a given option on the other. The cost-efficiency analysis shall consist of defining, for the selected option, the scenario that would have the best impact on improving cost-efficiency. This will result in a sensitivity analysis that will highlight the most likely impact of envisaged reforms in the realization of the selected option. Options: Continuity and the Alternative Two basic options have been selected. Option 1 (Continuity Option) consists of replicating the current situation both as far as the internal effectiveness of the system is concerned and the conditions for the educational process. Option 2 (Alternative Option) consists of taking into consideration and simulating possible actions based on the main orientations defined by the government strategy and the main objectives of the PARSET. Improvement in the access and retention of students will make it possible to appreciably increase the number of students at the primary education level in the case of the Alternative Option as compared to the situation in the Continuity Option. - 74 - By maintaining the current admission rates in the first year of primary education, the Continuity Option would lead to a stagnation in the GER at around 80%. Greater access to education as contained in the Alternative Option would significantly improve the GER, which should reach 89% in 2006 and 102% in 2016. The overall improvement in the enrollment rate would, furthermore, be accompanied by greater gender equity. Improvements in the education system's effectiveness, which will be a result of the project investments can be estimated using different indicators. The situation in the case of the Alternative Option would almost halve the coefficient of efficiency and it would increase the survival rate in the 6th grade, where it would rise from 41% to more than 64%. The rise in the number of students as a result of population growth and improvement in access to primary education, on the one hand, and improvements in students to teacher ratios, on the other, indicates that there will be a significant need for additional teachers in the years to come. The total number of the teachers will be 23,762 including 2,525 teachers in private schools in 2006, 32,286 including 3,780 in private schools in 2011 and 42,503 including 4,579 in private schools in 2016, against 13,329 in 2000. Average annual requirement for teachers as identified by the Alternative scenario is 2,890 (including 2,637 for public and community schools) during the period covered by the project (2002-2006) and will be 3,145 teachers (including 2,727 for public and community schools) during the five year period following the closing of the project (2007-2011). The Scenarios: In Search of Efficiency The implications of the Alternative Option in terms of recurrent cost could be met through various educational policies coupled with various cost-efficiency measures. Several hypotheses are foreseeable and their occurrence will be largely influenced by the internal efficiency of the system, its sector-wide priorities, the composition of the primary level teaching faculty and an appropriate level of transfers. Four scenarios have been examined to analyze the Alternative Option in terms of cost-efficiency. These scenarios present the following features. Scenario 0 gives concrete expression to the Alternative Option's strategic orientations without introducing any reform elements. Scenario 1 only introduces an improvement in the efficiency of the primary and secondary levels through a 25% decrease in repetition rates. Scenario 2 clearly defines sector-wide priorities by limiting access to the secondary, and especially to the senior secondary, levels with a view to continuing the increase in the enrollment rate, albeit at a slower pace. This scenario would not exclude private sector development to meet any possible excess in the demand at that level. Scenario 3 introduces hypotheses* concerning the recruitment and integration of a greater proportion of CTs in the composition of the teaching body at the primary level, decreases the transfers by one-half, which mostly consist of higher education scholarships, and gives greater role to the private sector by 2012. Determining the proportion of CTs to be incorporated into the education system is part of the sensitivity analyses contained in Scenario 3. Three hypotheses have been simulated: * HI: Maintain the proportion of CTs as noted in 1999-00, (i.e. 56% with recruitments carried out with the objective of maintaining the same proportion; > H2: Stop the recruitment of CTs and undertake exclusive recruitment of civil servants; - 75 - H3: Recruit a greater proportion of CTs. The proportion of CTs will increase by 2.7% annually (i.e. this would be a continuation of the trend observed between 1994 and 2000.) CTs have not, in the past, been supported by the State. Only recently, however, in the State Budget of 2001, was a small proportion (15.3%) allocated to the remuneration of 1,000 CTs up to 80% of their monthly salary. The monthly salary is currently equal to CFAF Francs 25,000. There is wide agreement that it should be adjusted as needed to keep the teachers' motivations high. The Government strategy calls for a significant increase in the proportion of CTs that would benefit from a regular form of remuneration, provided by the State. Below are our hypotheses with regard to the calculations: ' Assumption of the increase over time in the share of teachers whose remuneration will be covered by the Budget: * Situation in 2001 15.3% * Objective 2004-05 75.0% o Objective 2009-10 90.0% <> Objective 2014-15 100.0% C Improvement over time in the unit remuneration of CTs: * Situation in 2001 CFAF 300,000 * Objective 2005-06 CFAF 480.000 * Objective 2010-11 CFAF 600.000 c, Objective 2015-16 CFAF 720.000 It should be noted that the impact of these hypotheses on the costs of elementary education is not negligible. Per-unit costs may vary by 25%, depending on the recruitment policy adopted. Despite the financial merits of the H3 Hypothesis, its impact on the quality of education should not be disregarded. Indeed, having close to 90% of all teachers outside the realm of the public service was a matter of serious concern in Chad, and it was considered, by many, as a threat to the status of the profession. In order to preserve the commitment, motivation and cohesiveness of the teacher body, it was decided that access to the public service sector for teachers should be maintained as an instrument for promotion as well as an incentive. In Scenario 3, a ceiling of two-thirds would be imposed on the proportion of CTs by the year 2006, and a ceiling of 70% from 2011 onwards. D. Fiscal impact and sustainability of project The main calculation hypotheses used to measure the budgetary impact of various development scenarios on the education system are as follows: maintaining the share of the education budget in the State Budget at its present level, i.e. at about 20%, and over 10% for investment; maintaining the priority given to primary education by allocating to it 50% of the education budget. The increase in the State budget is based on two hypotheses: an extrapolation of the trend noted over the last five years and projections taking oil resources and the country's HIPC status into account. 1. Financing framework and macro-economic perspectives The prospects of the PARSET project and the five year period following the project corresponds to two crucial stages in Chad's economy, and coinciding both in terms of their timeframe and characteristics of - 76 - the advent of the oil era. Indeed, the period for the execution of the PARSET (2002-2006) corresponds to the phase of investment in the oil sector and the start of oil development. The following five years (2007-2011) correspond to the start in the accrual of oil resources, as well as a period of consolidation of the entire education system. The projections prepared are based on the assumption that Chad reaches a new growth phase as of 2005. Public expenditures will increase significantly during the next few years, due to both the effect of oil revenue as well as the HIPC Initiative. lMvF estimates have been used for the projections below. 2. Projections results For the different projection horizons chosen, Scenario 0 leads to a very high increase in public expenditure where the public resources likely to be mobilized will not be sufficient to cover costs. This would lead to a growing gap between the sector expenditures and available funds: from an average of a 22% gap over the 2002-2006 period to one over 40% during the 2011-2016 period. Scenario 1, which provides for better efficiency in the functioning of the education system, will lead to a reduction in the education financing gap without, in any way, being able to completely close this gap by 2016. The redirection of public resources towards the elementary level on a priority basis, as provided for in the Scenario 2 hypotheses, improves the possibility of meeting the needs of current expenditures. The coverage ratio is likely to reach an average of 95% for the 2002-2006 period and 92% in 2011-2016. However, the existing deficit would persist over time and would, therefore, call for the identification of other priorities for the allocation of public resources granted to education. Scenario 3 brings in additional measures for improving the cost-efficiency of the educational policies being considered. In particular, it will require the implementation of the CTs training and integration program, on the one hand and consolidation of the priority allocated to primary education by reducing university scholarships (while at the same time improving equality in distribution) and by encouraging the private sector to participate in the financing of higher education, on the other. These policies will make it possible to balance the education budget accounts in a comprehensive manner for the entire projection period. The growth in the public expenditures hypotheses adopted by the projection model are based on the following average public expenditure growth rates for the three sub-projection periods: an annual average of 13.0% between 2000 and 2006, an annual average of 9.0% between 2007 and 2011, and one of 7.0% between 2012 and 2016. B3ased on this upward trend in education expenditure, while retaining the current share of education in the state budget (21.4% in current expenditure and 10.7% in capital spending), the fiscal impact of Scenario 3 is as follows for the entire projection period. The education sector's financing needs in terms of operating expenses would increase by 3.36% and in terms of investment by 97% between 2000 and 2016. With regards to the GDP and public finances growth perspectives utilized by the IMF, a slight budget deficit of 5% would be foreseeable beyond 2007 for total coverage of the education sector's financing needs, both in terms of operating expenses as well as of investment. -77 - The coverage ratio of current requirements varies depending on the different scenarios for 2006, 2011 and 2016: Scenario 0 (88%, 75% and 50%), Scenario 1 (90%, 79% and 64%), Scenario 2 (95%, 92% and 81%) and Scenario 3 (101%, 102% and 97%). The contributions of the different approaches being considered to reverse of the education accounts deficit as compared to the resources that could be mobilized by the state budget are shown in the following graph. It shows the extent of having priority allocations of resources for primary education. GRAPH 1: CONTRIBUTION OF REFORMS BEING CONSIDERED TO REVERSE THE EDUCATION SECTOR'S BUDGETARY DEFICIT Graph 1: CONTRIBUTION OF REFORMS being CONSIDERED TO reversE the Education SECTOR'S BUDGETARY DEFICIT 17 000 16000 -- - -N 15 000 mgraimn ofCrs and 14 000 Reduct.onofUm lersity 13 000 |e lI' 12000 4 000 4 10 000- 9 000 ~~~~~~~~~F-... g Pr-m.y Lave 8000 7 000 6 000 5 000 pm 4 000 - 3 DO 44% 2 000 43 18% 1 000 13 2002 -206 2007-2011 The internal balance in education accounts and the allocation of priorities between different levels of education is illustrated by the following table, which underscores the need to allocate a higher share to primary education, reaching close to 59% by the year 2016 in terms of current expenditure: - 78 - TABLE 1: INTERNAL STRUCTURE OF THE EDUCATION BUDGET Budget Allocations (expressed in percentages) 2000 2006 2011 2016 Operating Budget = = Share of Education 21.4 20.0 101.4 21.4 102.0 21.4 97.4 Internal Structure Primary Education 51.4 55.0 101.9 57.7 101.3 58.5 98.6 Secondary Education 25.2 24.5 101.3 25.0 103.1 26.0 93.6 Teacher Training 5.6 4.5 100.9 6.0 104.5 8.0 98.9 Higher Education 17.9 16.0 100.1 11.3 101.9 7.5 103.8 Investment Budget _ Share of Education 10.7 10.7 113.4 10.7 94.6 10.7 146.1 Training Primary Education 70.0 71.5 11.6 80.0 95.0 65.0 149.7 Secondary Education 12.0 20.5 119.5 15.5 94.6 26.0 136.1 Teacher Training 8.0 1.8 111.5 2.0 87.6 5.0 164.4 Higher Education 10.0 6.2 114.7 2.7 88.4 7.2 137.7 Total Operating and Investment Share of Education 16.1 16.1 105.1 16.1 99.4 16.1 109.5 Training _ Internal Structure Primary Education 57.5 60.5 105.5 66.5 98.7 61.5 112.0 Secondary Education 20.8 23.2 106.0 22.1 101.0 27.1 103.8 Teacher Training 6.4 3.6 102.5 4.4 101.6 6.7 109.7 Higher Education 15.3 12.8 102.2 6.9 100.1 4.7 111.5 Projection results show that it is possible to consider meeting the objective of the "Education For All" by having financial control over the implications of choices made. These projections have been made by taking the Alternative Option as the basis for an improvement in the access and effectiveness of the system and by taking into account the following three essential elements of an education policy, cumulatively: (i) improvement in internal effectiveness through an aggressive policy to reduce the frequency of repetition and drop-out; (ii) the regulation of transitions from the primary to the secondary level, between the two secondary levels and, between the senior secondary and higher education levels, with a descending degree of priority; and (iii) the transformation of a perceived system deficiency to a real asset by the training and integration of CTs and by the State taking over the entire cost of community schools. These basic elements, along with other measures such as the reduction of scholarships and the modification of criteria for their allocation in order to ensure greater equality, make it possible to set out an education policy that is capable of reconciling efficiency and cost control. The resources that can potentially be mobilized by the education sector are not unfeasible if an appropriate education policy is adopted, with the objective of "Education for All" remaining the alternative that is truly foreseeable and feasible in Chad. -79 - Summary of benefits and costs: Not Applicable. Main Assumptions: Not Applicable. Cost-effectiveness indicators: Not Applicable. -80 - Annex 5: Financial Summary CHAD: EDUCATION SECTOR REFORM PROJECT Years Ending FY 2007 I Year 1| Year2 2 Year 3 I Year 4 Year 5 1 Year 6 Year 7 Total Financing Required Project Costs Investment Costs 12.3 31.1 32.1 27.0 13.3 0.0 0.0 Recurrent Costs 1.0 1.1 0.7 0.7 0.7 0.0 0.0 Total Project Costs 13.3 32.2 32.8 27.7 14.0 0.0 0.0 .Total Financing 13.3 32.2 32.8 27.7 14.0 0.0 0.0 Financing IBRD/iDA 3.2 9.6 10.5 8.5 10.5 0.0 0.0 Government 2.3 4.0 6.1 6.2 2.4 0.0 0.0 Central 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Provincial 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Co-financiers 5.7 14.8 12.0 9.2 0.4 0.0 0.0 User FeesiBeneficlaries 0.3 0.7 1.2 1.3 0.4 0.0 0.0 Other 1.8 3.1 3.0 2.5 0.3 0.0 0.0 Total Project Financing 13.3 32.2 32.8 27.7 14.0 0.0 0.0 Main assumptions: -81 - Annex 6: Procurement and Disbursement Arrangements CHAD: EDUCATION SECTOR REFORM PROJECT Procurement General 1. A Country Procurement Assessment Review (CPAR) for Chad was carried out in 2000, following a first CPAR in 1993. Procurement procedures in Chad do not conflict with Bank Guidelines. No special exceptions, permits, or licenses need to be specified in the Financing documents for International Competitive Bidding (ICB), since Chad's Public Procurement Code (Decree 859/PR/SGG/90) allows International Development Agency (IDA) procedures to take precedence over any contrary provisions in local regulations. 2. The conclusions and recommendations of the CPAR are incorporated into a Financial Management Assessment Report (FMAR) for Chad, which provides a synthesis of the CPAR and the Country Financial Accountability Assessment (CFAA). The main conclusion regarding public procurement procedures - which apply to a total contract aggregate amount of about US$60 million per year - is as follows. The legal and administrative frameworks, which are solid and based on the principle of competition, constitute an acceptable basis; however, they need urgent and significant improvements to lighten the existing cumbersome procedures in order to increase the absorption of financial resources, and improve the efficiency and transparency of the procurement institutions. Specific recommendations include: (a) modernizing the legal framework by introducing effective mechanisms for claims and disputes; (b) reducing procedures by: (i) raising the procurement thresholds which are too low; (ii) simplifying the visa circuit, creating a governmental agency to monitor compliance with legal and administrative procedures, and implement a training program; and (iii) simplifying and explaining the procedure of Treasury checks; (c) improving institutional efficiency by delineating the responsibilities between: (i) the Secretariat Gen6ral des March6s Publics, under the Public Procurement General Directorate responsible for preparing legal documents and providing advice; (ii) the contracting agencies responsible for proposing, signing and executing contracts; and (iii) the National Tender Board (Commission d'Appel Li la Concurrence - CAC) responsible for contract awards; (d) promoting audit practices, transparency and anti-corruption measures; (e) issuing a circular requesting justification and documentation of reasons for bid rejections for non responsiveness for IDA-financed projects; and (f) mitigating procurement risks of IDA-financed projects by: (i) ensuring the existence of an acceptable procurement plan by negotiations, and regular further update of such plan, to reduce risks of extension of project duration; (ii) developing a Bank-Government dialogue to adapt institutional rules and practices as necessary to reduce risks of lack of transparency; (iii) setting up a procurement monitoring system, with adequate material resources and staffed with qualified and motivated professionals to reduce risks of low quality bid documents requiring iterative revisions; (iv) implementing an adequate capacity building program and the corresponding -82 - training; (v) providing external technical assistance as necessary; and (vi) ensuring proper technical and financial audits of the procurement procedures and contract management. 3. These improvements suggested by the CPAR have already been achieved during the assessment: (a) a Bidder Guide was elaborated and included in the CPAR, and training sessions were provided; and (b) it was decided that a Rigie Account would be opened by the Fiscal Commission to issue the Treasury checks. In addition, the Bank has expressed its availability to provide an IDF grant or any similar support to assist the Government in the implementation of the recommendations of the CPAR, subject to the Government's request. Guidelines 4. Procurement of goods and works financed by IDA will be carried out in accordance with the Guidelines for procurement under IBRD loans and IDA credits published in 1995 and updated in January and August 1996 and in September 1997 and January 1999. The Bank's standard bidding documents for goods and civil works and the Standard Bid Evaluation Forms will be used. National Competitive Bidding (NCB) advertised locally will be carried out in accordance with Chad's procurement laws and regulations, acceptable to IDA, provided that: (a) bids are advertised in national newspapers with a wide circulation; (b) the bid document clearly explains the bid evaluation, award criteria and bidder qualification; (c) bidders are given adequate response time to prepare and submit bids (minimum four weeks); (d) technical and financial bids are publicly and simultaneously opened; (e) bids are awarded to the lowest evaluated bidder; (f) no eligible bidder is precluded from participation, regardless of nationality; (g) no domestic preference margins are applicable to domestic manufacturers or suppliers; and (h) prior to issuing the first call for bids, a draft standard bidding document will be submitted to and found acceptable by IDA. Procedures for Community Participation in Procurement will be used, according to section 3.15 of the above-mentioned Guidelines, for the construction of classrooms and latrines by communities. 5. The aggregate values for NCB and other non-ICB procurement methods for goods and works are limitative and cannot be exceeded without the prior no-objection of the Bank. The DPE will monitor such procurement in order to alert the Bank in a timely manner when this may occur. 6. Consultant service contracts financed by IDA will be procured in accordance with the Guidelines for the Selection of Consultants by World Bank Borrowers published in January 1997 and updated in September 1997, January 1999 and May 2002. The Bank's Standard Request for Proposals: Selection of Consultants, dated July 1997 and revised May 1998 and July 1999 and forms of contracts (lump-sum, time based, and/or simplified contracts for short-term assignments and individual consultants) as well as the Sample Form of Evaluation Report for Selection of Consultants will be used. Simplified contracts will be used for short-term assignments, not exceeding six months, carried out by firms or individual consultants. Advertising 7. A General Procurement Notice (GPN) will be prepared and published, following Board approval, in the United Nations Development Business, listing all works contracts above US$250,000 equivalent, goods contracts above US$100,000 equivalent, and large contracts for consultant services (above US$100,000 equivalent), to obtain expressions of interest and to draw up a roster of reliable firms that will make up the shortlists. - 83 - 8. The related bidding documents will not be released, and neither will the shortlist of consultants be prepared, until eight weeks after the GPN has been published. The GPN will be updated annually for those contracts still outstanding. A GPN will also be published in the national press for contracts to be awarded under NCB. Specific Procurement Notices for goods and works will be advertised locally, and for large contracts (ICB), internationally. Sufficient time will be allowed to obtain the bid documents. Procurement Implementation Arrangements 9. Procurement activities for the PARSET would be carried out either by: (a) the Government, for the procurement of contracts financed by the Africa Development Bank (AfDB), IDA Financing, or IDB grants to the Government budget; or (b) bilateral donors, such as FAC, AFD, JICA, GTZ, international organizations such as UNICEF, which will keep the responsibility for the procurement of the contracts they finance. 10. Procurement carried out under the Government's responsibility will be handled by the following procurement implementing agencies: (a) the existing DPE, for the procurement of contracts of goods and services financed by IDA financing, AfDB credits, and IDB grants, and by the Government's counterparts to these credits and the investment budget of the MEN for PARSET; (b) Contract Management Agencies (CMA) for the execution of some component such as Literacy; (c) the Ministry of Hydraulics for the implementation of the wells program; and (d) Communities for the procurement of works and related furniture for primary schools financed by IDA. 11. In order to speed up the implementation of the previous Basic Education Project (Cr. 2501-CD), the Government issued a Decree (403/PR/PM/MEBSA/97) derogating to the Procurement Code to simplify procurement procedures by delegating to a specific tender-board (Comite Technique d'Attribution des Marches - CTAM) under the MEN's General Directorate all prerogatives of the national CAC which risked causing delays in Project implementation due to its slow processing time. This Decree was limited to the Basic Education Project (Cr. 2501-CD) and the period 1997-99. The Government is proposing to maintain such arrangement for the PARSET through a new Decree. During project negociations, the Government has transmitted the draft of the future Decree to the Bank for review, and has agreed to take Bank's comments into consideration in the final version before the signature of this Decree. 12. The future arrangement proposed by the MEN is as follows: the DPE would work through the CTAM headed by the General Director of the MEN and comprising the General Directors of the Ministries of Finance, Planning & Cooperation, Public Works, representatives of the Technical Advisor of the General Secretariat of the Presidency in charge of educational affairs, and of the Adviser to the Prime Minister for economic and financial affairs, the Director of the Public Contracts, the Director of Taxes, President of the Fiscal Commission, and the DPE. The DPE prepares bidding documents but does not award contracts. Awards are the responsibility of the CTAM which is assisted by a technical sub-comnrission. For donor-financed contracts, the thresholds for the Procurement Code are not applicable; instead the thresholds stated in the donors' legal Agreements are applicable. For IDA-financed contracts managed by CMAs, the procurement process (preparation of bidding documents, bid evaluation and award, contract management) will be carried out by the Agencies themselves and their own procurement commission under the rules stated in the specific Manual of Procedures. IDA-financed contracts, managed by communities for school construction, would be awarded by local communities' commnittees according to simplified community-based procurement procedures as stated in the specific Manual of Procedures. The DPE would have the responsibility to monitor the whole procurement program. - 84 - Procurement Capacity Assessment (PCA), action plan, risk rating and thresholds 13. A participatory PCA of the DPE was conducted during project preparation. Based on this PCA of the DPE and information collected by the preparation team regarding CMAs', other Executing Agencies' and communities' procurement capacity, the individual procurement capacity of all actors involved, and the overall procurement capacity, as well as the related risks, is assessed as follows: (a) Strengths and weaknesses of the three main procurement agencies (DPE, CMAs, Other Executing Agencies, and Communities) are as follows: (i) The DPE has gained extensive experience in IDA, AfDB and IDB procurement procedures through previous projects. It satisfactorily handled the IDA-financed Basic Education Project (Cr. 2501-CD). The unit is currently staffed with one highly skilled procurement specialist who has participated to the CPAR. However the PCA concludes that, to cope with the capacity needed by the PARSET, the DPE requires improvements in areas of bid evaluation, bidding document preparation, procurement filing and contract management. The PCA recommends reinforcing the DPE by (a) hiring, at least, an additional high level expert in procurement, (b) providing procurement training and technical assistance in procurement and contract management as necessary, (c) integrating procurement planning and contract management system in the Financial management system to be installed, (d) including a procurement section in the PIM to be finalized before effectiveness, (e) reorganizing the filing of procurement-related documents. As procurement is concerned, the MEN's plan to enhance its management capacity includes to staff the DPE with two senior and two junior procurement specialists. In addition the architects/engineers in charge of managing and supporting the community-based school construction sub-component will be provided training on simplified procedures for community-based procurement. For the management of the water-supply-to-school sub-component, the DPE will bv reinforced by a consultant for the preparation and management of work contracts for water supply. The Bank Procurement Specialist based in the Country Office will assist the DPE staff in improving its capacity and knowledge, as necessary. In addition to these actions, to address the procurement capacity gap, the MEN decided to reduce the additional burden of the DPE by: (a) delegating the execution of several programs to CMAs or executing agencies such as GTZ for the support to APEs, and National Languages programs; and (b) delegating the primary school building program to communities. (ii) CMA. The Government decided to delegate to a large NGO the services of contract management of literacy providers (mainly smaller NGOs). A Request for Expression of Interest (REI) was launched during preparation to identify interested candidates. The short list would include only candidates having provided evidences that they have procurement capacity to successfully manage the required volume of contracts with literacy providers. If the first REI do not provide enough candidates with the required capacity, the REI will need to be re-advertised. (iii) Executing Agencies. During the Basic Education Project (Cr. 2501-CD), some innovations, such as the introduction of national languages in the first grades, as a means to improve further introduction of bilingualism, and the training of APEs on school management, was tested by the MEN by delegating the implementation of the component -85- to GTZ. The MEN intends to use the services of GTZ as the executing agency for the implementation of the scaling up of (a) the national languages initiative, and (b) the training program for APEs, through a specific Agreement detailing the procurement procedures to be followed by GTZ. (iv) Communities. The MEN has decided to delegate to communities/APEs the construction of primary school facilities, including classrooms and latrines. Communities and APEs have proven to be strong assets when participating in school life, by constructing facilities with local materials, hiring and financing teachers, etc. The specific Manual of Procedures (part of the PLM) includes inter alia, standard design, and procurement section based on the Bank simplified community-based procurement procedures. However, communities/APEs do not have the capacity to use these procurement procedures. Technical assistance and training related to the use of these community-based simplified procedures will be provided to communities by the pool of engineers and their assistants to be contracted by the DPE for the implementation of this component. This pool of experts and technicians will receive specific training on these procedures immediately after their recruitment by the DPE. Additional technical assistance to communities in the area of simplified procurement procedures will be provided as needed. (b) Action plan to build procurement capacity. On the basis of the procurement capacity assessment, an action plan was reviewed and finalized during appraisal for its incorporation into the program, to build the immediate and the long-term capacity of the MEN to administer procurement needed by the PARSET. The minimum action plan for DPE, which is essential for program implementation and should be in place before procurement starts, is detailed at the end of the procurement section of this annex. (c) Risk rating. The 2000 CPAR concluded that the Country's overall procurement risks may be kept under control because procurement rules and practices provide an environment favorable for Bank-financed projects, provided that the risk mitigation measures mentioned in the above paragraph 2(f) are taken. During the PARSET, the bulk of the donor-financed procurement (about 80%) will be handled by the DPE. Considering the immediate action plan to mitigate existing capacity gap and upgrade its capacity to the level required by PARSET, the PCA concludes that the DPE falls in the average-risk zone. The CMA, which will manage the Literacy component, will be selected after project start; so their procurement capacity is not known and will be assessed after their selection during the negotiation of the contract. It is therefore estimated that the CMA falls in the high-risk zone. Executing Agencies such as GTZ, have good procurement track records and fall therefore into the low-risk zone. Communities have never practiced the procurement procedures required by the project; they fall into the high-risk zone. Based on the above, the overall assessment of risk is high. (d) Threshold for prior reviews. Based on the above-mentioned risk rating and the past experience with education projects in Chad and other countries, the thresholds for prior review will be set up as shown in Table B. The post-review will be applied to at least one in ten contracts not subject to prior review. Program Procurement Plan (PPP) 14. Before negotiations, the Borrower prepared a detailed draft procurement plan for the program, showing the step-by-step procedures for procurement, contract packages for goods, works and consultant - 86 - services, and the estimated costs for each package, procurement/selection method, and the activities which follow procurement until completion. At negotiations, the Government agreed to finalize the PPP according to Bank's comments and suggestions. The PPP will cover the Government-managed procurement regardless of the origin of funds (IDA, AfDB, BCI, and recurrent budget), and cover the entire estimated processing time until project completion. By November of each year, the DPE will submit to IDA for its non-objection, an updated version of the PPP with the actual procurement activities for the past year and revisions of the plan for the following years. Procurement Phases Maximum number of weeks Preparation of bidding documents 6 weeks - 3 weeks for small and community- based contracts Submission of bids by bidders Generally 8 weeks for ICB/NCB 3 weeks for small and community-based contracts Bid evaluation, award and signature 8 weeks Fiscal Arrangements 15. A fiscal reform was introduced in 1997 to allow the payment of indirect taxes through Treasury checks, including the 3% tax for contract registration. Except for contracts to be signed on the basis of FOB, CIF and CIP process, bidders have to submit bid prices including taxes. The evaluation of the bids would be done on this basis. Representatives of the offices of customs and taxes are participating in the bid evaluation as members of the Fiscal Commission to verify the calculation of customs and taxes in the bid prices. The Government will pay the value of the TVA, the registration taxes and the custom rights with Treasury checks. This system ensures that donors will finance only the tax-free part of the price. Project Implementaition Plan (PIP) and Project Procedure Manuals 16. A draft PIP - Manuel d'Execution - was developed before appraisal on the basis of the draft Project Implementation Plan Guidelines issued in 1999 by the project thematic teams. The main Project Implementation Arrangements are described in section C4 of the PAD and the detailed implementation arrangements for each component and sub-components are summarized in specific sections of Annex 2. A Consultant was selected by the MEN to provide support for the finalization of the PIP. The PIP will incorporate the following specific Manuals of Procedures, which have already been developed during project preparation, some of them governing specific grant mechanisms (below referred in paragraph 30): * Manual of Procedures for the Implementation of the State-APE partnership -- Manuel de Procedures pour la Mise en Oeuvre du Parrenariat Etat APE (MP-PEAPE). * Manual of Procedures for Community Support for School Construction and Equipment - Manuel de Procedures pour I 'Appui aux Communautes pour la Construction et I 'Equipement Scolaire (MP-ACCES). * Manual of Procedures for Early Childhood Development - Manuel de Procedures pour le Developpement de la Petite Enfance (MP-DPE). -87- * Manual of Procedures for School Health and Nutrition - Manuel de Procedures pour la Sante et la Nutrition Scolaire (MP-SNS). * Manual of Procedures for Literacy and Non Fornal Education - Manuel de Procedures pour l'Alphabetisation et l 'Education Non Formelle (MP-AENF). Each PIP module, and each specific Manual of Procedures (which are part of the PIP), includes a specific procurement section for the module or the Manual, specific responsibilities for commitment and implementation, and identifies the risks that need to be mitigated. The Manual of Procedures for the community-based primary construction program has been developed with support of an expert from the unit managing the World Bank-supported Mauritanian Education Sector Development Program (Project ID 35730) who successfully implement a similar program. The Borrower will submit a final version of the PIP, including all specific Manuals of Procedures, acceptable to the Bank, as condition of project effectiveness. 17. Manuel des Procidures Administratives, FinanchAres et Comptables. The Borrower has prepared a draft of this Manual before negotiations. This Manual will reiterate the procurement arrangements described in this Annex. It will be two-fold: (a) one module for the management of the IDA and Government funds for the project by the DPE; and (b) one module for the part of the IDA and Government funds to be managed by the APICED. The Borrower will subrnit a final version, acceptable to the Bank, as condition of effectiveness. Works 18. MEN's construction program. During the PARSET (2002-2007), the overall Ministry's construction program is estimated at US$29.74 million equivalent (all sources of funds included). It is composed of: (a) the IDA-financed works totaling US$4.06 million equivalent, as described in paragraph 20 below, mainly comprising the construction of the CNC and improvement of APICED offices by the DPE and water supply in about 200 schools; (b) the Community-financed rehabilitation of 60 ECD centers; and (c) the remaining Ministry's work program that will be financed by donors such as AfDB, UE and AFD, comprising: (i) construction of 1,200 new classrooms and latrines; (ii) water supply of 100 schools; (iv) rehabilitation/expansion of ENIs and CFCs. In addition, IDA will finance the community-based school building program including 1,000 classrooms and 1,000 latrines in existing schools, totaling US$8.02 million equivalent, described in paragraph 30 (a) below. 19. Procurement arrangements to implement the above-mentioned program, depending on the origin of funds, are as follows: (a) The rehabilitation of ECD centers will be financed by communities, which will handle the procurement of works, with technical support of an Executing Agency; (b) The primary school building program will be two-fold: (i) the management of the community-based IDA-financed school building program in existing schools, will be delegated to APEs according to the grant mechanism described in detail in paragraph 30(a) below; and (ii) the construction/rehabilitation of the remaining classrooms, latrines and water supply to schools financed by other donors -- will be executed according to procurement arrangements and procedures to be jointly determined by the Govemment and donors; - 88 - (c) The rehabilitation/expansion of ENIs and CFCs to be financed by other donors (including AFD and BID) will be executed according to procurement arrangements and procedures to be jointly defined by the Government and these donors. (d) The IDA-financed construction of the CNC will be under the procurement responsibility of the DPE. 20. Contracts for IDA-financed Works (total equivalent to US$4.06 million) will be limited to: (a) the construction of the CNC by the DPE; (b) improvement of offices to accommodate the APICED and CTRs in the DPE and in the regions. The construction of classrooms and latrines by APEs in existing schools through the grant mechanism is not included in this paragraph and is detailed separately in paragraph 30(a) below. Civil works contracts mentioned in this paragraph therefore refer to the above mentioned (a) and (b). Contracts exceeding US$0.5 million equivalent will be procured through International Competitive Bidding (ICB). For contracts for works to be awarded on the basis of ICB, a margin of preference of 7.5 percent will be granted to domestic contractors according to para 7, Appendix 2 of the Guidelines. Contracts below the US$0.5 million threshold will be procured through National Competitive Bidding (NCB), up to an aggregate amount of US$2.22 million equivalent. Contracts for Small Works (SW) estimated to cost less than US$30,000 equivalent per contract, up to an aggregate amount of US$0.20 million equivalent, may be procured under lump-sum fixed-priced contracts awarded on the basis of written quotations from three reputable small contractors. The invitation shall include a detailed description of the works, basic specifications, the required completion date, a basic form of agreement acceptable to IDA, and relevant drawings when applicable. The award would be made to the contractor whose submission is substantially acceptable, who offers the lowest price quotation for the required work, and has the experience and resources to complete the contract successfully. The contracts would mostly be for works related to small rehabilitation of offices and lodging for the CTR in the regions. The above-mentioned aggregate value limits for NCB, Force Account and Small Works cannot be exceeded without prior IDA non-objection. The DPE would maintain a monitoring system to alert the Bank when these limits may be exceeded and would ask the Bank for advice beforehand. Goods 21. Goods to be procured for the program (all sources of funds) total US$25.15 million equivalent, during the first phase of the PARSET (2002-2007). Goods will be mainly financed by: (a) BID for the ENI of Mondo; (b) AFD for the goods related to the school construction sub-program it supports, and for the equipment of ENIs, and CFCs; (c) IDA for the components/sub-components it supports, as described in para 22 below. 22. Contracts for IDA-rmanced Goods (total equivalent to US$10.68 million) will include: (a) classroom furniture for new classrooms; (b) furniture and office equipment such as computers, photocopiers, and other equipment for MEN's Directorates, the FENAPET, APICED and CNC; (c) textbooks, instructional 'materials and library books for primary schools, primary teacher training institutes and CNC; including transportation services for the goods; (d) drugs and supplementary nutrients for the school-health program including distribution; (e) information systems (including MIS (Management Information System) and GIS software and hardware) for the entire education sector; (f) power supply; and (g) equipment for monitoring and supervision: vehicles and spare parts for the management units at the central and decentralized levels of the MEN, FENAPET, CNC and APICED. -89 - 23. Procurement methods. Goods to be financed under the IDA Financing will be grouped into packages of at least US$100,000 equivalent to be procured through International Competitive Bidding in accordance with the World Bank's Guidelines. Information Systems will be procured through ICB on the basis of the Bank's Standard Bidding Document entitled: Supply and Installation of Information Systems published in February 1999. Contracts for goods that have to be purchased on an annual basis, and for other goods and equipment, available on the local market at a competitive price, with a unit value exceeding US$30,000 equivalent and which cannot be grouped together into packages exceeding US$100,000 equivalent and which are unlikely to be of interest to foreign suppliers because of their small size and the geographical dispersion of the delivery points, will be awarded on the basis of National Competitive Bidding (NCB) in accordance with procedures acceptable to IDA, up to an aggregate amount of US$1.65 million equivalent. International Shopping (IS) will be used for off-the-shelf goods that cannot be grouped into lots of US$75,000 equivalent, and are not available on the local market, such as books and instructional materials, up to an aggregate amount of US$0.40 million equivalent. Small quantities of off-the-shelf goods such as office supplies, consumable materials and spare parts considered to be standard items locally available, and which cannot be grouped together into packages of at least US$30,000 equivalent, will be purchased through National Shopping (NS) provided that the aggregate amount of such contracts does not exceed US$0.30 million equivalent. National and International Shopping solicitations will: (a) be issued in writing to at least three reputable suppliers; (b) include specifications and, if goods are not immediately available, the delivery time; (c) give the estimated cost, including cost of inland transportation and insurance; (d) be opened at the same time for evaluation; and (e) in the case of International Shopping, be solicited from at least three suppliers in two different countries. The above-mentioned aggregate value limits for NCB, International and National Shopping are limitative and cannot be exceeded without prior IDA non-objection. The DPE will maintain a tracking system to alert the Bank when these limits may be exceeded and will ask the Bank for advice beforehand. Consultant services (US$21.28 inillion equivalent) 24. Consulting services for the PARSET will be mainly financed by: (a) the French Cooperation, which has a large network of technical assistance across MEN's subsectors, and the AFD for the studies of the related civil works; (b) the Swiss Cooperation, for the support of Community-initiatives; (c) AfDB and BID for studies related to works they finance, (e) GTZ for the support to APEs and ELN; and (f) IDA, for the remaining consulting services necessary to implement successfully the PARSET components. 25. Contracts for IDA-financed Consultant Services (total US$11.22 million equivalent) will be for: (a) preparation of engineering designs for works, bid documents and works supervision related to CNC; (b) studies for: (i) development in CNC of primary curriculum, textbook, teacher training programs, and student learning assessment in; (ii) education sector financing, monitoring and evaluation; (iii) finalization of PIP and Manuals of Procedures under PPF (Project Preparation Facility); development of an M&E and MIS/GIS system; and (iv) organizational audits of various partners in the Education system; (c) technical assistance for: (i) primary education, and literacy: development of communication strategy and tools; (ii) pre-service and in-service teacher training at the primary level; (iii) support to CNC specialists for curriculum, textbook, teacher training programs, and student learning assessment; (iv) training of trainers in teacher training institutions; (v) technical and procurement assistance to communities for the implementation of the community-based construction program; (vi) technical assistance for the implementation of the water-supply-to-school sub-component; (vii) implementation of the school-health program; and (viii) capacity building of the MEN and the FENAPET for sector and school management respectively; (d) national technical expertise recruited by: (i) CNC for - 90 - the development of curriculum, textbooks and students assessment; and (ii) APICED for the management of the Fund; (e) delegation of service provisions such as: (i) contract management by large NGO for contracting with private literacy providers; (ii) transfer of funds from central offices of DPE or APICED to local APEs; (iii) implementation of the girls education program; and; (f) twinning arrangements with international institutions for knowledge transfer and technical assistance in the areas of: (i) development of test for use of national/maternal languages in schools; (ii) development and implementation of community-based construction program; (iii) implementation, monitoring and evaluation of literacy program based on "faire-faire"; and (iv) development of school mapping and, planning and monitoring; (g) training for APE and MEN managers, teachers and trainers; (h) project management including procurement, accounting and construction specialists in DPE and financial management staff in APICED; and (h) technical and financial audits. 26. Procurement methods. The standard method of selection will be competition among qualified firms short-listed on the basis of replies to a Request for Expression of Interest, based on the Quality-and Cost-Based Selection (QCBS). As much as practicable, contracts with training institutions, estimated to cost less than US$30,000 will be awarded through the Consultant's Qualification (CQ) method, up to an aggregate amount of US$1.00 million equivalent. For the financial audit contract (of a standard nature) of the DPE and the APICED, estimated to cost less than US$70,000 per contract, the Least-Cost Selection (LCS) will be the most appropriate method, up to an aggregate amount of US$0.20 equivalent. Services of trainers, lecturers and researchers, small studies, as well as professional staff for the implementation units, that can be provided by Individual Consultants (IC), estimated to cost less than US$100,000 equivalent per contract and up to aggregate amount of US$1.40 million equivalent, will be selected through comparison of their qualifications (CQ) for the assignment, on the basis of CVs and references, among those expressing interest in the assignment or approached directly, in accordance with part V of the Guidelines. When the estimated amount is greater than US$100,000 equivalent, a Request for Expression of Interest will be published in a national newspaper and in the UN Development Business. Short lists of consultants for contracts estimated under US$50,000 equivalent may comprise only national consultant firms in accordance with section 2.7 of the Consultant Guidelines, provided that a sufficient number of qualified firms (at least three) are available at competitive costs, and foreign consultants who have expressed interest are not excluded. Contracts with UN agencies will be in accordance with paragraphs 3.13 and 3.15 of the Guidelines. For training abroad and in-country, the training program -- containing names of candidates, cost estimates, content of courses, periods of training, institution selection - will be reviewed by IDA annually. Single-source selection will be used exceptionally in the cases mentioned in paragraph 27 below. 27. Single-Source Selection is proposed by the Government for exceptional use in accordance with paragraphs 3.8-3.11 of the Guidelines for Consultants: (a) For reasons of continuity between the Basic Education Project (Cr. 2501-CD) and the PARSET for a contract-. with GTZ (Germany) to provide technical assistance for the implementation of the subcomponent 1.1 "support to community initiatives" and to manage sub-component 2.6: "Language/Reading Development Program" because this institution is at the origin of the initial experiments on the basis of which PARSET is built; contract with GTZ will not exceed US$2.76 million equivalent. (b) Because the following institutions have unique experiences of exceptional worth for the assignment, the Government of Chad proposes to sign twinning arrangements with the following institutions: (i) the Mauritanian Education Program Implementation Unit, to get, for sub-component 1.3, the technical assistance of the team of construction experts who developed -91- and implemented for the last 10 years the Mauritanian community-based construction program which is the model for PARSET; this team has already assisted in the preparation of the specific Manual of Procedures (MP-ACCES). Contract will not exceed US$100,000 equivalent; (ii) the Senegalese Education PlU which developed since 1995 the "faire-faire" approach, to support component 3 of PARSET - i.e., Literacy Training and Non Formal Education Support - which intends to implement a similar approach in the Chadian context. Contract will not exceed US$60,000 equivalent; and (iii) the Malian institution which developed the strategy of " pedagogie convergente" on the basis of which the PARSET sub-component 2.6 - i.e., Language/ Reading Development Program - is developed. Contract will not exceed US$60,000 equivalent. (c) For reasons of continuity, the Government has requested that the key staff of the DPE who were satisfactorily working and are not civil servants, be hired under the new project, as Individual Consultants, on a single source basis. Individual contracts will not exceed US$60,000 equivalent up to an aggregate of US$200,000 equivalent. 28. Grants (total US$26.03 niillion). Under the PARSET, five grant mechanisms will be created: (a) t he Support to Community Initiatives Grant (SCIG); (b) the Support to School Construction Grant (SSCG); (c) the Girls Education Promotion Grant (GEPG); (d) the FENAPET support Grant (FSG); and (e) the Adult Literacy Support Grant (ALSG). 29. Government-financed Grant (total equivalent US$11.84 million equivalent) (a) Support to Community Initiatives (SCIG). Under PARSET sub-component 1.1, the MEN will transfer grants to APEs to help them provide improved allowances to CTs, provided that these CTs embark in the in-service teacher-training program provided by the MEN under sub-component 2.4. Provision of these grants will be the responsibility of the APICED created under PARSET, on the basis of eligibility criteria spelled out in the Manual of Procedures for the Implementation of the State-APE partnership (MP-PEAPE), and displayed in Standard Forms of Request for SCIG. Criteria include, inter alia, evidence that APE has used the services of a CT for a minimum of 2 years. Request for Grants submitted by APEs will be appraised by a Technical Committee at the local Inspection de l'Enseignement de Base (IEB) comprising representatives of Local Government, NGOs, Teacher Union, and witnessed by representative of APEs. Payment of Grants will be made by APICED on the basis of Agreements between APICED and individual APEs. Funds will be transferred from APICED to APEs by NGOs contracted by DPE for this rnission. Individual grants will be calculated on a unit allowance of 25,000 Fcfa/month/teacher, equivalent to about US$36 and paid quarterly to eligible APEs on a continuous basis during the CT assignment in the APE's school. The project intends to provide a minimum of 2,500 individual grants. At negotiations, the Government gave insurances that it will fund the APICED from resources made available by PPTE. 30. IDA-financed Grants (total grants US$11.19 million equivalent) (a) Support to School Construction Grant (SSCG) (US$7.35 million equivalent). Under PARSET, the MEN will delegate to communities the primary school construction financed by IDA. IDA-financed grants will be given by the MEN to eligible APEs, on a contractual basis, for the construction of 1,000 new classrooms and 1,000 latrines. To be eligible for SSCG, APE must, inter alia demonstrate they have been able to open and operate a primary school for a given number of years with a given number of community teachers, and classes are operated in -92 - inappropriate spaces such as "secco" or "poto-poto" classrooms set up by communities for a given number of years. Request for Grant will be submitted by candidate APEs on the basis of Standard Form of Request detailing the information to be provided by APEs. Request for Grants submitted by APEs will have to receive "visas" from the IEB, representatives of Local Government when applicable, and of local Authorities, and the local office of the MH (to ensure availability of water resource), and of the MS when the request includes latrines. Eligible APEs will be selected by a Central Technical Committee chaired by the DAPRO, comprising representatives of DPE, and witnessed by representatives of FENAPET. The standard classroom design is simple and the estimated costs are low (about US$5,000 per classroom). For latrines, APEs will choose among a set of standard designs approved by the Ministry of Health. Grants will be paid by DPE on the basis of Contractual Agreements between DPE and individual APEs, detailing Government's and APE's respective responsibilities and signed before works start. APEs commit to build the classroom/latrine according to standard design and specifications, and to follow environmental safeguards spelled out in the Manual of Procedures. The DPE will provide grants to communities representing 90% of the estimated cost for classrooms and 100% for latrines. Payments of the grant will be made by the DPE to the APEs in tranches (installments) on the basis of works completed and technically certified by the DPE's engineers (the CTRs) who are also responsible to provide technical assistance to APEs in the areas of site selection, preparation of the Request for Grant, community-based procurement procedures, and construction techniques. Individual grants do not exceed US$30,000 equivalent. Arrangements for the implementation of this grant mechanism are described in the specific Manual of Procedures for Community Support for School Construction and Equipment (MP-ACCES). This Manual was prepared by the MEN with technical assistance from the Mauritanian Education PIU. It includes detailed community-based procurement procedures derived from the WB Procurement and Disbursement Manual for Projects with Community Participation, Issued November 1, 1995. (b) The Girls' Education Promotion Grant - (GEPG) (US$0.71 million equivalent). The IDA financing will finance grants to selected APEs to support Girls Education Initiatives including: (i) tutoring program; and a (ii) Girls' education incentive scheme. Detailed implementation arrangements are spelled out in the specific Operations Manual. (c) The FENAPET Support Grant - (FSG) (US$0.35 million equivalent). The IDA financing will finance grants to FENAPET to implement its own capacity-building program to improve its capacity to correctly play its partner-role in the FENAPET-MiEN partnership. (d) The Adult Literacy Support Grant - (ALSG) (US$2.78 million equivalent). The IDA financing will finance grants to private Literacy Providers, mainly NGOs selected on the basis of their qualification to provide functional literacy and post-literacy to illiterate groups of rural/urban adults, mainly female. The detailed implementation arrangements are spelled out in the-Manual of Procedures for Literacy and Non Formal Education - Manuel de Procedures pour l'Alphabetisation et l'Education Non Formelle (MP-AENF) which was drafted for pre-appraisal. Grants will be provided to Literacy Providers on the basis of pre-determined eligibility criteria. Literacy Providers will prepare Requests for Grants on the basis of a standard form included in the Operation Manual, which also displays the eligibility criteria. The Request for Grant will include evidence, of the participatory social assessment conducted with the targeted illiterate community for the selection of the literacy program, and the adequacy of the training schedule with the economic life of the learners. Eligibility of LPs' Requests for Proposals will be appraised by a Technical Commnittee chaired by the DAPLAN and comprising Literacy specialists for the MEN and representative of the CMA, and witnessed by representative of the - 93 - Literacy Providers to ensure transparency of the selection process. Eligible Literacy Providers will enter into a contractual Agreement with a CMA. The MEN decided to outsource the management of contracts to a CMA in order to ensure timely payments of the large number of small contracts, which is a crucial condition of success of the sub-component. The CMA will be selected according to the QCBS method. The procurement methods and related amounts are summarized in table A. Procurement methods (Table A) Table A: Project Costs by Procurement Arrangements (US$ million equivalent) Procurement Method 2 Expenditure Category ICB NCB Other N.B.F. Total Cost 1. Works 1.64 2.22 0.20 25.68 29.74 (1.39) (1.89) (0.17) (0.00) (3.45) 2. Goods 7.71 1.65 1.32 14.49 25.17 (7.71) (1.50) (1.16) (0.00) (10.37) 3. Services 0.00 0.00 11.22 9.74 20.97 (0.00) (0.00) (10.45) (0.00) (10.45) 4. Training 0.00 0.00 5.34 2.80 8.14 (0.00) (0.00) (5.34) (0.00) (5.34) 5. Grants 5.1 Grants for CT 0.00 0.00 0.00 11.84 11.84 (0.00) (0.00) (0.00) (0.00) (0.00) 5.2 Grants for Community Works 0.00 0.00 8.02 0.00 8.02 (0.00) (0.00) (7.35) (0.00) (7.35) 5.3 Grants for Girls' Education 0.00 0.00 0.71 0.46 1.17 (0.00) (0.00) (0.71) (0.00) (0.71) 5.4 Grants for FENAPET 0.00 0.00 0.35 0.00 0.35 (0.00) (0.00) (0.35) (0.00) (0.35) 5.5 Grants for Literacy Providers 0.00 0.00 2.91 1.75 4.66 (0.00) (0.00) (2.78) (0.00) (2.78) Operational Costs 0.00 0.00 2.43 6.64 9.06 (0.00) (0.00) (1.00) (0.00) (1.00) PPF 0.00 0.00 0.54 0.00 0.54 (0.00) (0.00) (0.54) (0.00) (0.54) Total 9.35 3.97 33.05 73.39 119.66 (9.10) (3.39) (29.84) (0.00) (42.34) 1/ Figures in parenthesis are the amounts to be financed by the IDA Financing. All costs include contingencies. 2/ Includes civil works and goods to be procured through national shopping, consulting services, services of contracted staff of the project management office, training, technical assistance services, and incremental operating costs related to: (i) managing the project, and (ii) re-lending project funds to local government units. - 94 - Consultants Selection Arrangements (US$ million equivalent) Including contingencies QCBS QBS LCS SSS CQ Other NBF A. Firms 5.46 0.20 2.97 1.00 9.74 19.37 (4.92) (0.20) (2.97) (0.90) (0.00) (8.99) B. Individuals 0.20 1.40 1.60 (0.16) (1.30) (1.46) Total 5.46 0.20 3.17 1.00 1.40 9.74 20.97 (4.92) (0.20)_ (3.13) (0.90) (1.30) (0.00) (10.45) Note: QCBS = Quality- and Cost-Based Selection QBS = Quality-based Selection SFB = Selection under a Fixed Budget LCS = Least-Cost Selection SSS = Single Source Selection CQ = Selection Based on Consultants' Qualifications Other = Selection of individual consultants (per Section V of Consultants Guidelines), Commercial Practices, etc. N.B.F. = Not Bank-financed (Figures in parenthesis are the amounts to be financed by the Bank Financing). 31. Prior review thresholds have been determined on the basis of the procurement capacity assessment. The review procedures will be in accordance with the Appendix I (Review by the Bank) of both procurement guidelines. Contracts not subject to prior review will be selectively reviewed during project implementation. In the event of increases in works contracts of nmore than 15% of the original price, the Borrower must specify the reasons and request the Bank's non-objection prior to proceeding with the additional works. 32. Civil works contracts exceeding the equivalent of US$500,000 will be subject to prior review by IDA. For contracts for works for which there are less than three bidders, or for any recommendation not to select the lowest evaluated bid, the award proposal will be submitted to IDA for approval prior to notifying the winning bidder. 33. Goods contracts for an amount exceeding the equivalent of US$100,000 and the first five goods contracts estimated to cost less than the equivalent of US$ 100,000 will be subject to prior review by IDA. All other contracts will be subject to post review during supervision/missions and by auditors. 34. All contracts with consulting firms exceeding US$100,000 equivalent and with individual consultants exceeding US$50,000 equivalent will be subject to prior review. Termns of Reference for all contracts, single-source hiring, assignments of a critical nature (as deterrmined by IDA, like the financial audit) will be subject to prior review. For QCBS selection of consultants for contracts above US$100,000 equivalent, IDA will review the technical evaluation before opening of the financial proposals. - 95 - Procurement supervision and technical audit 35. Procurement specialists will supervise all executing agencies every four months. During these rmissions selective post review (one out of three contracts) will be carried out for contracts awarded below the thresholds. Overall Procurement Risk Assessment High Frequency of procurement supervision missions proposed: Once every four months (includes special procurement supervision for post-review/audits every year). 36. Reinforcement of procurement capacities. Based on the PCA, the procurement capacity of the MEN would be strengthened by reinforcing the DPE through inter alia recruitment of: (a) one professional staff in addition to the existing one (or 2 professional staff if the existing one is no longer available for the project), and 2 junior staff from the civil service; and (b) one senior architect to monitor the community-based construction program. This capacity should be in place before Project effectiveness. The procurement section of the procedure manual will include clear job descriptions and performance requirements of the procurement staff, procurement monitoring and reporting arrangements and other processes related to the procurement staff. The procurement team will also benefit from support provided by the yearly technical and procurement audits. 37. Action plan for the reinforcement of procurement capacities. On the basis of the PCA an action plan for immediate procurement capacity reinforcement has been developed. The most urgent needs will be addressed before Project effectiveness, while subsequent capacity building will be carried out over the course of the project. The schedule of the action plan, displayed in the table below was discussed and agreed during appraisal. The action plan: (a) describes the remaining steps to finalize the Manual for Financial, Accounting and Administrative Management, obtain Govemment approval and Bank no objection; and (b) recruit the procurement specialists and the architect in the DPE. Action Plan for Strengthening Procurement Capacity 38. Before negotiations, the Government provided IDA with: (a) a draft procurement plan for the four-year program; (b) the Program Implementation Plan, organized by individual modules for each component/subcomponent, each of the modules comprising a procurement section where the relevant section of the program procurement plan will be restated; and (c) the draft Manuel des Procedures Administratives, Financieres et Comptables for the program, including the section on Procurement and the section on Accounting and Finance, and detailed job descriptions/terms of reference and performance requirements of the accounting and procurement staff. Moreover, the Government provided assurances that: (a) it will use the Manuel des Procedures Administratives, Financieres et Comptables and all its specific sections, together with Project Implementation Plan and the specific Manuals of Procedures for the administration of grants (Support to Community Initiatives Grant - SCIG; Support to School Construction Grant - SSCG; Girls Education Promotion Grant -- GEPG; FENAPET support Grant -- FSG); and Non Formal Education Grant - NFEG); (b) it will use the Bank's sample bidding documents for international competitive bidding, as well as for the national competitive bidding and the standard bid evaluation report; (c) it will conduct a review of the bidding procedures once a year in the course of the annual review conducted with IDA and the other donors. - 96 - Tasks Responsibility Due Date 1. Completion of the draft Manuel des Procedures Administratives et MEN/DPE Before effectiveness Comptables, including the project procurement procedures and a module for the APICED. 2. Completion of the draft Manual of Procedures for the MEN/DPE Before effectiveness Implementation of the State-APE partnership (Manuel de Procedures de Mise en Oeuvre du Partenariat Etat-APE), MP-PEAPE. _ 3. Completion of the draft section on the management of the GEPG MEN/DPE Before effectiveness acceptable by the Bank in the MP-PEAPE. 4. Completion of the draft Manual of Procedures for Literacy and MEN/DPE Before effectiveness Non Formal Education (MP-AENF)) 5. Completion of the Manual of Procedures for Community Support MEN/DPE Before effectiveness for School Construction and Equipment (MP-ACCES) 6. Adoption by the Government of all Manuals listed from # I to 5. MEN/MEF Before effectiveness 7. Recruitment of 4 procurement specialists: 2 senior specialists with MEN/DPE Before effectiveness solid professional training and experience hired from the private sector and 2 junior specialists to be coached by the senior. 8. Recruitment of Additional technical assistance as necessary with MEN/DPE As needed during short term contracts during peaks of work. project ____ ___ ____ ___ _ _implementation 9. Recruitment of 1 Senior Architect in the DPE to manage the MEN/DPE Before effectiveness community-based school construction component and 4 Architect/Engineers to provide technical assistance to communities including training in community-based procurement _ 10. Installation of all staff in adequate offices with appropriate MEN/DPE Before effectiveness equipment. 11. Confirmation that staff and equipment are in place IDA Effectiveness 12. First basic training of (a) Procurement personnel of the DPE in use MEN/DPE As soon as World of World Bank procurement procedures particularly: procurement Bank-sponsored planning, preparation of bid-documents, bid evaluation, contract training can be made award, and record keeping and (b) architects/engineers of the DPE available (sub-component school construction) in use of the simplified procedures for community-based procurement. . 13. Continuous training of (a) Procurement personnel of the DPE in MEN/DPE Continually during use of World Bank procurement procedures, and (b) project Architects/Engineers of the DPE (sub-component school construction) implementation in use of the simplified procedures for community-based procurement. - 97 - Prior review thresholds (Table B) Table B: Thresholds for Procurement Methods and Prior Review 'L-4-j 4Afi-w A, t 8 tr'-Contri6f.Vil c K' _ :Codrt tib!ect1to. l fg6l,k - -Y-i)4 f t. ., * .Ir ....; t lture~~~~aj.etjdosid: 2,; ~ ~ ~ ~ ~ '~: K :U SO )"-y 1. Works Above US$500,000 ICB Prior IDA review (aggregate amount US$1.64 Below US$500,000 NCB, FA, SW million) Post review (aggregate amount US$2.44 million) 2. Goods Above US$100,000 ICB Prior IDA review (aggregate amount US$7.71) Between US$30,000 NCB and US$100,000 Prior review of the first five contracts; post review of the following contracts; aggregate amount under US$1.65 million Regardless contract IS amount Prior review (aggregate amount US$0.8 million) Below US$30,000 OTHER Prior review of the first five contracts; post review of the 1/3 of following contracts; aggregate amount under US$300,000 3. Services of consultants (a) Individuals: above CQ Prior IDA review US$50,000 (aggregate amount US$0.7 million) Individuals: below CQ US$50,000 Prior review of the first five contracts; post review of the following contracts (aggregate amount US$0.7 million) Individuals SSS regardless contract Prior review (aggregate amount amount US$0.2 million) (b) Firms above QCBS, CQ US$100,000 Prior IDA review (aggregate amount US$5.0 Firms below QCBS, CQ million) US$100,000 Post IIDA review (aggregate Other firms regardless LCS, SSS amount US$1.62 million) contract amount - 98 - Prior IDA review (aggregate amount US$3.18 million) 4.1 Grants for Contracts for Manual of Procedures for the Prior review of the first 30 Community-Based School sub-projects below community-based school agreements with APEs, Construction US$30,000 construction Post-review of 30% of the other agreements (aggregate amount US$8.02 million) 4.2 Grants for Girls' Education Below US$2,000 Manual of Procedures for Prior review of the first 10 Improvement APE-State partnership and agreements with APEs, MoA with executing agency post-review of 30% of the other agreements (aggregate amount US$0.71 million) 4.3 Grant for FENAPET Below US$5,000 Manual of Procedures for Prior review of all contracts APE-State partnership (aggregate amount US$0.35 million) 4.4 Grants for support to NF Below US$30,000 Manual of Procedures for Prior review of the first 30 the component agreements post-review of 10% of the following agreements (aggregate amount US$2.77 million) Total value of contracts subject to prior review: US$21.95 million, or 51% of financing amount Thresholds generally differ by country and project. Consult OD 11.04 Review of Procurement Documentation' and contact the Regional Procurement Adviser for guidance. -99 - Disbursement Allocation of credit proceeds (Table C) The proposed allocation of financing proceeds is shown in Table C. Disbursements of IDA funds will finance: (i) 100% of all expenditures in foreign currency for works and goods; (ii) 82% of local costs for works and goods; (iii) 82% of consultants services; (iv) 100% of the cost of training services; (v) 100% of the grants for community works, girls' education, FENAPET and Literacy providers, and (iv) 78% of incremental operation expenses. All applications to withdraw proceeds from the Financing must be fully documented, except for contracts not subject to prior review by IDA. For the rest of the contracts, disbursements will be made against SOEs (Statement of Expenditures) certified by the Project Director. Table C: Allocation of Financing Proceeds Expenditure Category Amount in US$million Financing Percentage Works 3.11 100% of foreign expenditures and 82% of local expenditures (a) of which IDA Grant 2.15 100% of foreign expenditures and 82% of local expenditures (b) of which IDA Credit 0.96 100% of foreign expenditures and 82% of local expenditures Goods 9.33 100% of foreign expenditures and 82% of local expenditures (a) of which IDA Grant 6.05 100% of foreign expenditures and 82% of local expenditures (b) of which IDA Credit 3.28 100% of foreign expenditures and 82% of local expenditures Consultant's Services and Audit 9.40 82% of amounts dibursed (a) of which IDA Grant 4.31 82% of amounts disbursed (b) of which IDA Credit 5.09 82% of amounts dibursed Training 4.81 100% of amounts dibursed (a) of which IDA Grant 0.72 100% of amounts dibursed (b) of which IDA Credit 4.09 100% of amounts dibursed Grants for Community Works (IDA 6.62 100% of amounts dibursed Grant) Grants for Girls' Education (IDA 0.64 100% of amounts dibursed Grant) Grants for FENAPET (IDA Grant) 0.31 100% of amounts dibursed Grants for Literacy Providers (IDA 2.50 100% of amounts dibursed Credit) Operating Costs 0.90 78% of amounts dibursed (a) of which IDA Grant 0.47 78% of amounts dibursed (b) of which IDA Credit 0.43 78% of amounts dibursed PPF (IDA Credit) 0.54 Total Project Costs 38.16 Unallocated (IDA Grant) 2.26 - 100- | Unallocated (IDA Credit) | 1.92 l Total 42.34 Use of statements of expenditures (SOEs): Requests for funds withdrawals will be properly documented for all expenditures to be paid out of the IDA Financing, except for the following contracts for which disbursements will be made against SOEs certified by the Project Director: (a) contracts for goods with a unitary value below US$ 100 000 equivalent; (b) contracts for works with a unitary value below US$ 500,000 equivalent; (c) contracts with consulting firms with a unitary value below US$ 100,000 equivalent and with individual consultants for an amount below US$ 50,000 equivalent; (c) additional operating expenses; and (d) training. Documentation of such SOEs will be retained by the DPE and made available for review, on request, to procurement and financial auditors and to IDA supervision missions. Special account: This project will be a "blended operation" with $19.14 million equivalent in the form of an IDA Credit and $23.2 million equivalent in the form of an IDA Grant. The same financial management system will be used for both the IDA Credit and the IDA Grant. To facilitate disbursements and to ensure timely release of funds for the Project activities, the Government of Chad will establish and maintain two separate special deposit accounts in a commercial Bank acceptable to IDA, one for Project Components B 1, B3, B4, B5, B6, B7, C and D (Special Account A) and the other for Project Components A, B2 and B8 (Special Account B). It was agreed with the Government that the authorized allocation for each respective Special Account will be CFAF 1,050,000,000. However, the authorized allocation will be limited to an amount of CFAF 525,000,000 in respect of Special Account A and in respect of Special Account B, until the aggregate amount of withdrawals from the Credit Account and the Grant Account, plus the total amount of all outstanding special commitments entered into by IDA shall be equal to or exceed the equivalent of SDR 8,000,000 in respect of Special Account A and in respect of Special Account B. In addition, the Government will open and maintain a Project Account in a commercial bank acceptable to IDA to cover its counterpart contribution, to be used exclusively to cover expenditures under the Project. The Government will (i) deposit an initial contribution of CFAF 30,000,000, (ii) deposit CFAF 275,000,000 no later than fifteen days before the end of the second Project Semester, and (iii) continue to replenish the account up to the amount of CFAF 275,000,000 at the end of each Project Quarter, starting at the end of the fifth Project Quarter, or whenever its balance is less than CFAF 135,000,000. The opening of this Account and the above-mentioned initial deposit are conditions of project effectiveness. The Government will also create the APICED for the payment of grants intended to the APEs. This Fund will be financed by: (i) the National Budget (HlPC funds); (ii) subsidies from bilateral and multilateral agencies; and (iii) private donations. Communities will apply for APICED grants through procedures described in the MP-PEAPE. Eligible communities will be selected by a technical committee composed of representatives of MEN, APEs, NGOs and trade-unions. Selection will be approved by the Board which signs Agreements with selected APEs. Grants will be channeled to APEs through NGOs recruited by the MEN to provide payment services and collect evidence of correct use of the money. The mechanisms of transfer, use and control of funds are described in the Manual of the Component "Initiatives Communautaires." In the 2003 budget, the estimated deposits to the Fund amount to CFAF 360 million. The replenishments of the initial deposit are to be made at the beginning of each quarter. - 101 - Financial Management Capacity Assessment Scope of the assessment: Based on program implementation arrangement, the overall responsibility for financial management will remain with the DPE and will be carried out by the Director, the Administrator and the Accountant. The role of the other Borrower's executing agencies, such as the Direction de l 'Enseignement de Base, the Direction de l'Alphabetisation et de la Promotion des Langues Nationales, the Direction de l'Enseignement Secondaire Technique et Professionnel, the Direction de 1 'Enseignement Secondaire, the Direction de la Formation et de l 'Action Pedagogique, and the Direction de l'Analyse et de la Prospective, will consist of providing support as required by the Government and ensuring that the resources are made available to the Program in a timely manner and in sufficient amount to fulfill its plan. Accordingly, the scope of the assessment will be limited to the DPE. However, given the decentralized nature of the program, the coordination and reporting mechanisms between these entities and the DPE will be looked at to ensure the arrangements in place will allow for smooth implementation of program's activities as well as to ensure that loan proceeds are used only for the purposes for which the loan is granted, with due regard to economy, efficiency, and the sustainable achievement of the program's development objectives. DPE financial management capacity: Although the DPE exists, the capacity in place at appraisal was limited. As a result, the assessment of its financial management capacity at this stage of project cycle consists in reviewing the borrower's plans, identifying the needs to be fulfilled, advising on'the design of the proposed financial management systems (organization structure, manual of procedures including accounting, budgeting, financial systems and procedures, staffing, financial reporting and auditing). The objective is to have a fully established and functional DPE to declare the Program effective so that at the outset of the implementation of the activities, the DPE has the appropriate accounting, internal control, and the relevant financial reporting systems in place. This will allow the DPE to: (i) reliably record and report the financial transactions of the Program in a timely manner, including those transactions involving the use of Bank funds; and (ii) provide sufficient and relevant financial information for managing and monitoring program activities. All these considerations have been taken into account to define the financial management proposed below. Financial Management The DPE through its financial management and accounting unit will have the overall responsibility of the program financial management. It will maintain the Program's consolidated budget and accounts. The project will have a single set of accounting records and one single audit for the project which will include both the Grant and the Credit expenditures. To that end, the financial management and accounting unit will be equipped with a computerized and integrated financial management system appropriate to the scale and nature of the first phase of the Program and capable of recording and reporting in a timely manner the Program's operations by geographical locations, components, activities, expenditure categories and origin of funds. The computerized financial management system will be multi-currency and will include the following modules which should be integrated: general accounting, cost accounting, budgeting, assets management, contract management, preparation of withdrawal applications and tracking of disbursements by donors, reports generating, including quarterly FMRs and annual financial statements. A fully functioning financial management system satisfactory to the Bank is considered as a condition of project effectiveness. A Manual of procedures is being finalized which includes a description of salient features of the financial management systems and financial policies and procedures. It describes: (i) the overall organization of - 102 - the program including an organizational diagram and job description of the accounting and financial staff; (ii) the accounting system which will be on an accrual basis; (iii) the main transactions cycles; format, content, and timing of the program's financial reporting, i.e., financial statements and other financial reports including FMRs, filing system, etc.; (iv) the various operational procedures including budget management (planning, execution and monitoring) and management of assets, procurement of goods and services, disbursement; and (v) internal control procedures. Financial Management Risks The financial management risks are related to: (i) availability of regular budget for the current operations of the MEN; this has always been one of most important problems in the past; (ii) assurance that money will reach the final beneficiaries, in particular the salaries to be paid to the community teachers. To mitigate these risks, the following has to be observed: (a) care must be exercised in ensuring the timely availability and release of Counterpart Funds; and (iii) regular Bank supervision missions, including SOEs reviews and timely follow-up of management letter issues, will be essential. Staffing An Admninistrator has been appointed and a Procurement Specialist and an Accountant identified to be recruited for the procurement unit and the accounting unit. Both are experienced with relevant academic background and professional experience and are familiar with Bank procedures, having already worked in Bank financed projects. The Administrator will manage the DPE, advise the Director on financial matter, and be the counterpart of the Ministry of Education within the DPE. These two identified persons worked closely with the Bank Financial Management Specialist (FMS) during the preparation to design the program structure, assess its staffing needs, to finalize the terms of reference of the program staff and that of the auditor and to agree on the format and content of the FMRs. Reporting At least two sets of financial reports will be prepared by the DPE: the quarterly Financial monitoring Reports (FMRs, as required by the Bank) and the annual program's financial statements. The quarterly FMRs agreed upon at appraisal will be prepared and submitted to the Bank 45 days after the closing of the quarter following the date of effectiveness. The FMRs will be based on the Annex A, Sample I developed in the Bank's Guidelines on Financial Monitoring Reports, agreed to with the Administrator and the Accountant, with some adjustments. For example, besides the two financial tables (Sources and Uses of Funds, Uses of Funds by Project Activity), the PIU will prepare a third table pertaining to Uses of Funds by Category of Expenditure. The FMRs focus on the financial aspects of the project and their purpose is project monitoring, not management. The FMRs are not the same as the audited financial statements required annually for each project. However, they may form the basis of these statements. It was also agreed that the FMRs will include financial, physical progress and procurement information to provide information that is useful to the borrower while also providing the Bank with sufficient information to establish whether: (i) funds disbursed to the project are being used for the purpose intended; (ii) project implementation is on track; and (iii) budgeted costs will not be exceeded. The annual financial statements will comprise and will not be limited to: (i) the Statement of Source and Application of Funds for the program during the current financial year, and cumulatively since the start of the program; (ii) the statement of expenditures (SOEs); (iii) the Special Account Statement/Reconciliation; and (iv) the Program Account Statement/Reconciliation and any other financial report the Accountant deems necessary and relevant. - 103 - Flow of Funds It is expected that resources needed towards the financing of program activities will flow from the Financing Account (direct payments), the Special Account (maintained in a commercial bank acceptable to IDA) for the resources provided from the Financing Account and the Project Account for the counterpart funds. The Accountant will prepare all the supporting documents for transmission to the Ministry of Planning to effect payments. The Accountant will also be responsible for the preparation of the withdrawal applications under the supervision of the Administrator. The Project Account will receive counterpart funds in compliance with the terms of the DFA. Audit requirements The annual financial statements of the program defined above will be audited for each fiscal year by an independent auditor acceptable to the Bank in accordance with international auditing standards. Audit reports of such scope and detail agreed by IDA and covering the expenditures under both the Credit and Grant elements of the IDA Financing will be submitted to the Bank within six months after the end of the audited period. The auditor will provide separate opinions on each of the following: * The program financial statements (Statement of Source and Application of Funds, explanatory notes, etc.); * The Statement of Expenditures (SOEs); * The Special Account (SA); * The Project Account (PA). The auditor. will also provide a management letter on the internal control procedures outlining any recommendations for improving the control system, the accounting and financial procedures as a result of the financial statements audit. Detailed terms of reference for the selection of the project's auditor were prepared, discussed and agreed on during preparation. The selection of an auditor acceptable to the Bank is a condition of effectiveness. Program Financial Management Capacity Strengthening Action Plan To ensure that the above mentioned financial management system requirements will be met in due time to declare project effectiveness, an action plan is proposed hereafter with tasks to be performed as well as target completion date. - 104 - Action Tasks Target completion _ _ _ _ _ __ __ _ date 1. Recruitment of the Accountant and the Preparation of TORs and completed Procurement Specialist signature of contract _ 2. Preparation of the Manual of Procedures Preparation of a Request 4/30/03 For Proposals (letter of invitation, TORs, short-list, draft contract), no-objection, submission of proposals, technical evaluation, no-objection, negotiation and signature of contract 3. Selection of an external auditor for Same tasks as above 4/30/03 annual accounts including the PPF in the first year audit 4. Set-up of the integrated financial Procurement tasks as 4/30/03 management systems above, design, installation, configuration and tests -105- Annex 7: Project Processing Schedule CHAD: EDUCATION SECTOR REFORM PROJECT P,r,ject Schedule . -. Pirnnedd. Attul - Time taken to prepare the project (months) 21 First Bank mission (Identification) 10/15/2000 10/15/2000 Appraisal mission departure 03/22/2002 05/28/2002 Negotiations 08/05/2002 08/05/2002 Planned Date of Effectiveness 06/17/2003 Prepared by: Preparation assistance: Bank staff who worked on the project included: Name Speciality Mourad Ezzine Team Leader Serge Theunynck Architect/Senior Implementation Specialist Amina Adele Temanda Team Assistant Aminata Maiga-Toure Education Specialist Berthe Tayelim Team Assistant Bettina Moll Education Specialist/Consultant Donald Bundy Lead Specialist Douglas Lehman Education Specialist/Consultant Agnes Albert-Loth Senior Financial Officer Jean Charles de Daruvar Senior Counsel Magaye Gaye Financial Management Specialist/Consultant Roselyne Leroy Language Program Assistant Seung-Hee Lee School Health Specialist/Consultant Tatiana Romero Child Development Specialist/Consultant Bjom-Harald Nordtveit Education Specialist/Consultant Mahamat Goadi Louani Senior Human Development Specialist Guy-Joseph Malembeti Procurement Officer Serigne Omar Fye Sr. Environmental Specialist Edeltraut Gilgan-Hunt Operations Analyst Kristine Ivarsdotter Senior Social Development Specialist Willem Zijp Operations Adviser Jacob Bregman Lead Education Specialist (Peer Reviewer) Makha Ndao Lead Economist Specialist (Peer Reviewer) Myrina McCullough Operations Analyst Astania Kamau Language Program Assistant - 106 - Annex 8: Documents in the Project File* CHAD: EDUCATION SECTOR REFORM PROJECT A. Project Implementation Plan B. Bank Staff Assessments C. Other * Memorandum of Agreement between the Government and the FENAPET, finalized during the participatory forum of May 2000, for the support to the "Community initiatives" sub-component. * Operations manual for the implementation of the Partenariat Etat-APE (MP-PEAPE) * Procedures Manual for the Appui aux Collectivites pour la Construction et I'Equipement Scolaire (MP-ACCESS). * Draft Memorandum of Agreement between the MEN and UNICEF for the execution of the "Setting up tutoring programs" sub-component. * National Curricula Center (NCC) Procedures Manual. * Legal text creating the NCC and modifying the text governing the ISSED. * Draft legal text for the creation of the Centre National pour la Selection et I'Approbation du Livre Scolaire (CNSALS). * Memorandum of Agreement between Ministries of Education, Health and Social Action & Family for the Early Childhood Development (ECD) sub-component. * Draft contract between MEN and the Executing Agency to be selected at negotiations (either UNICEF or CERP) for the ECD sub-component. * Memorandum of Agreement between MEN and GTZ for the "Extension of mother tongue instruction/national languages" sub-component. * Memorandum of Agreement between the MEN and the Ministry of Communications for the "Interactive radio instruction" sub-component. * Memorandum of Agreement between the MEN and the Ministry of Public Health for the "School health" sub-component. * Draft contract between the MEN and the Centrale Pharmaceutique d'Achat (CPA) for the procurement of drugs and nutrients under the "School health" sub-component. *Including electronic files -107- Annex 9: Statement of Loans and Credits CHAD: EDUCATION SECTOR REFORM PROJECT 13-Jun-2002 Difference between expected and actual Original Amount in US$ Millions disbursements Project ID FY Purpose IBRD IDA Canrcel. Undisb Orig Frm Rev'd P072226 2002 Second Population and AIDS Project 0 0O 24 56 0 00 24 26 -1 04 0 00 P035672 2001 Nat Transp Program Support Project 0 00 67 00 0 00 58 46 12 78 0 00 P062840 2000 MANAGEMENTOFTHEPETROLEUMECONOMY 000 1750 000 1315 526 000 P044305 2000 TDICM PIPELINE 39 50 0 00 0 00 30 43 3 81 0 00 P048202 2000 TD CAP BLDG PETROLEUM 0 00 23 70 0 00 17 97 12 61 0 00 P055122 2000 HEALTH SECTOR SUPPORT PROJECT 0 00 41 51 0 00 34 05 16 40 0 00 P000532 1998 TD HOUSEHOLD ENERGY 000 530 000 241 240 000 P000501 1995 AG SERVICES 0 00 24.50 0 00 0 45 1 81 1 75 Total 39 50 204 07 0.00 181 18 54 02 175 CHAD STATEMENT OF IFC's Held and Disbursed Portfolio April - 2002 In Millions US Dollars Conmmitted Disbursed IFC IFC FY Approval Company Loan Equity Quasi Partic Loan Equity Quasi Panic 2000 TOTCO 13.90 0.00 0.00 13.90 2.20 0.00 0.00 2.20 Total Portfolio: 13.90 0.00 0.00 13.90 2.20 0.00 0.00 2.20 Approvals Pending Commitment FY Approval Company Loan Equity Quasi Partic 2000 SEF Demba'lait 0.33 0.00 0.00 0.00 Total Pending Commitment: 0.33 0.00 0.00 0.00 - 108- Annex 10: Country at a Glance CHAD: EDUCATION SECTOR REFORM PROJECT Sub- POVERTY and SOCIAL Saharan Low- Chad Africa Income Development diamond 2000 Population, mid-year (millions) 7.7 659 2,459 Life expectancy GNI per capita (Atlas method, US$) 200 480 420 GNI (Atlas method, US$ billions) 1.5 313 1,030 Average annual growth, 1994-00 Population (%) 2.9 2.6 1.9 / Labor force I%) 2.9 2.6 2.4 GNI - Gross per I x_> Iprimary Most recent estimate (latest year available, 199400) - enrollment Poverty (% of population below national poverty line) 64 Urban population (% of total population) 24 34 32 Ute expectancy at birth (years) 48 47 59 Intant mortality (per 1,000 live births) 99 92 77 Child malnutrition ({ of children under 5) 40 .. .. Access to improved water source Access to an improved water source (5% of population) 24 55 76 Illiteracy (%of population age 15+) 57 38 38 Grossprimaryenrollment (%ofschool-agepopulation) 58 78 96 *Chad Low-income group Male 76 85 102 Female 40 71 86 KEY ECONOMIC RATIOS and LONG-TERM TRENDS 1980 1990 1999 2000 Economic ratios' GDP (US$billions) 1.0 1.7 1.6 1.4 Gross domestic investmenVGDP .. 15 9 12.6 17.0 Trade Exports of goods and services/GOP 16.9 13.5 14.8 15.9 Gross domestic savings/GDP . 1.5 -2.2 1.6 Gross national savings/GDP .. 6.5 -1.3 3.3 Current account balance/GOP -1.5 -10.3 -14.0 -13 8 Doesi Invste Interest payments/GDP 0.0 0.2 1.0 savings Investment Total debt/GDP 27.5 30 1 73 4 79.8 Total debt service/exports 8.4 5.1 12 4 10.4 Present value of debVGDP .. .. 42.2 Present value of debt/exports 251.7 Indebtedness 1980-90 1990-00 1999 2000 2000-04 (average annual growth) GOP 6.1 2.2 1.0 0.6 15.3 - Cad Lo-ncmegru GOP per capita 3.4 -0.8 -1.7 -2.1 6.4 Chad Low-ncome group Exports of goods and services 6.5 1.2 -16.0 3.9 15.1 STRUCTURE of the ECONOMY 1980 1990 1999 2000 Growth of Investment and GOP (%) (% of GDP) Agriculture 45.1 29 3 38.0 37.6 as Industry 8.9 17 7 14.7 13.3 so Manufacturing . 14.4 11 8 10.7 Services 46.0 53.0 49.3 49.1 oa Private consumption .. 88.6 93.9 89.6 .so General govemment consumption .. 10.0 8.3 8.8 _GDI GoDP Imports of goods and services 28.9 27.9 29.6 31.3 (1980-90 1990-00 1999 2000 Growth of exports and Imports (%) (average annual gnswth) Agriculture 2.3 4.5 -6.5 5.7 30 Industry 8.1 0.8 -4.1 -8.6 .sI5 Manufacturing .. .. -7.0 -8.6 Services 6.7 1.0 5.1 0.5 1 79 Private consumption 3.5 1.3 0.0 0.8 . < General govemment consumptlon 16.5 -1.5 12.2 10.7 -30 Gross domestic Investment 25.1 -2.9 -36.0 46.8 Exports Ilmports Imports of goods and services 9.9 -3.9 -8.5 8.1 Note: 2000 data are preliminary estimates. The diamonds show tour key indicators In the country (In bold) compared with Its Income-group average. If data are missing, the diamond will be incomplete. -109- Chad PRICES and GOVERNMENT FINANCE 1980 1990 1999 2000 Inflatlon Domest/c prices (% change) oD Consumer prices 0.6 9 4 3.7 40 Implicit GDP deflator 8.7 8.0 -4 6 3.5 20 Goveemment finance (% of GDP, includes current giants) . so Current revenue 6.7 8 3 81 .20 Current budget balance .. -3.4 -0 9 -2.0 - GOP deflator O CPI Overall surplus/deficit .. -15.7 -10 4 -12.4 TRADE 19tmts 1990 1999 2000 Export and Import levels (USS mill.) (US$ millions) Totalexports(fob) .. 194 188 181 500 Cotton 99 76 Meat .. 53 54 4 Manufactures . 2 29 3. Total imports (cif) . 359 246 243 200 Food 1 8 4 Fuel and energy .. 37 24 28 * *_ Capitalgoods . 88 154 . 94 95 99 97 99 99 0o Export price index (1995=100) 107 105 110 Import price index (1995-100) 96 86 92 U Expons miviports Terms of trade (1995=100) 111 122 119 BALANCE of PAYMENTS 1980 1990 1999 2000 Current account balance to GDP (%) (US$ milDions) Exports of goods and services 71 234 242 233 o Imports of goods and services 80 499 474 450 Resource balance -8 -264 -232 -217 Net income -4 -18 -14 -10 Net current transfers -4 104 28 34.0 Current account balance -16 -178 -219 -193 -10 Financing items (net) 11 181 185 180 Changes in net reserves 5 -3 33 13 -15 Memo: Reserves including gold (USS millions) . 150 95 Conversion rate (DEC, locallUS$) 211.3 272.3 614.8 713.0 EXTERNAL DEBT and RESOURCE FLOWS 1980 1990 1999 2000 (USS millions) Corrpositlon of 2000 debt (USS mill.) Total debt outstanding and disbursed 284 524 1,142 1.115 IBRD 0 0 0 0 F 15 G 29 IDA 36 186 527 514 Total debt service 6 12 32 26 _ IBRD 0 0 0 0 _ IDA 0 2 8 8 B51 Composition of net resource flows Otficial grants 22 147 61 . Officlalcreditors 3 101 71 18 D 325 Private creditors 0 -1 -1 -1 Foreign direct investrnent 0 0 15 .. Portfolio eruity 0 0 0 .. 7 World Bank program Commitments 0 25 30 189 A - IBRD E - Bilateral Disbursements 0 48 53 18 B - IDA D - Other nrulblateral F - Private Principal repayments 0 1 5 4 C - IMF G - Short-term Net flows 0 48 48 13 Interest payments 0 1 3 3 Net transfers 0 46 45 10 Development Economics 9/21/01 -1 1 0 - Additional Annex 11: The Parents - State Partnership CHAD: EDUCATION SECTOR REFORM PROJECT Parents - State Partnership. One of the main institutional improvements planned under the PARSET is formal recognition of the long-standing de facto partnership between Chadian parents and the State. This institutionalization will be effected through four documents: (a) a Memorandum of Agreement ( Protocole d'Accord); (b) a Procedures Manual for the Implementation of the APE Partnership; (c) a legal text creating the APICED; and the Fund's Procedures Manual. (a) Parent Associations-State Memorandum of Agreement. Finalized during the participatory May 2000 MEN-APE forum, in which the Government: (i) reiterated its overall responsibility for education policy and objectives 'through the curricula, and its duty to issue education quality norms and standards, and to finance education; (ii) committed itself to provide grants to APEs supporting Community Teachers, and to provide the latter with in-service training leading to professional certification, and pedagogic supervision; and (iii) delegates to the Parents Associations (APE) the responsibility of the financial, administrative and material management of the community-schools, including school facilities and calendar, teacher recruitment and management. (b) Procedures Manual for the Implementation of the State-Parents Associations Partnership--(Manuel de Procedures de Mise en Oeuvre du Partenariat Etat-APE ( MP-PEAPE)). This manual was satisfactorily developed during preparation. It states the procedures to be followed by APEs to access funds for community-teacher allowances, and the procedures for channeling Government funds to the APEs through the APICED to be created under the PARSET. This Manual also details the path leading to certification, and eventual access to the civil service for CTs in-service training program. (c) The APICED (Agence de Promotion des Initiatives Communautaires pour le Developpement de l'Education). This new entity, created for the PARSET, will be an autonomous institution, governed by a Board equally composed of representatives from: (i) the Ministries of Education, Finance and Public Services; and (ii) civil society including FENAPET, NGOs and Trade-Unions. Additional Annex 12: Environment CHAD: EDUCATION SECTOR REFORM PROJECT The Project Potential environmental impacts of the proposed project were identified with regard to classroom rehabilitation, the provision of water points and sanitation facilities, the sources of construction materials, and the construction of a new CNC in N'Djamena. Potential impacts include soil erosion, water and soil pollution as well as loss of flora and fauna. Potential social impacts due to standing water pools, dust, noise, and traffic accidents have been identified and will be addressed appropriately through the use of environmental guidelines. As mentioned in section 7.2 of this document, rehabilitation activities will not take place if land acquisition or loss of income and assets would result. The attached Environmental Mitigation Plan (EMP) provides detailed information on the nature of the impacts and their mitigation under the proposed project. The Physical Environment Chad's most important structural features are a broad, shallow central bowl and Lake Chad, together with the lake's major water sources - the Chari-Logone river system. This drainage network collects considerable flow from the uplands along the southern border and adjacent areas in the Central African Republic and Cameroon. Part of this great volume of water is retained in swampy flood plains along the way, but much of the annual flow reaches the lake. From the lake area and the central plains, the land rises very gradually to plateaus and ridges in the south and east and to arid plateaus and extinct volcanoes in the north. Central Chad is an area of mixed farming and grazing, a transition zone between the well-watered south and the barren north. Most of the northern half of Chad is true desert, an extension of the Sahara. Scattered small oases and a few small wells provide water for a few date palms or a small plot of millet or garden crops. Water resources Chad is part of the Lake Chad basin, a large area which includes parts of Niger, Nigeria, Cameroon, Central African Republic, and the Sudan. The lake is the northernmost surface water resource in the country; further north, low rainfall, high rates of evaporation, and high soil infiltration rates keep permanent surface water from accumulating. The country's principal aquifers are in a layer known as the Chad Formation which is divided into three zones known as the Quaternary deposits (depth of 30 to 100 meters, contains the phreatic aquifer recharged primarily through infiltration from streams and rivers), Lower Pliocene (depth of 150 to 400 meters, total area unknown), and Continental Terminal (depth of 450 to 620 meters, covering parts of Niger, Nigeria, Cameroon and Chad). The lack of data makes it difficult to assess whether human use poses a risk of lowering the water table; however, there is concern about reserving groundwater in average rainfall years to ensure that it will be available in case of drought. The quality of the groundwater is apparently not a problem in rural areas, but it is a serious concern in N'Djamena. A semi-permeable layer of sandy clay some 20 meters thick separates the phreatic aquifer from the Quatemary. The city does not have any sewage or trash collection so all - 112 - wastes are left on the surface or in latrines. Polluted runoff can therefore filter into the phreatic aquifer. The Legal Framework Chad's legislative and regulatory system is based on the Napoleonic Code and, in descending hierarchical order consists of: * The Constitution. * International treaties, conventions and agreements that are signed by the Government and ratified into law. For example, one such applicable convention is the 1983 Accord of Central African States for the Conservation of Wildlife as implemented with the issuance of Ordinance No. 22 in 1988. * Laws that are voted on by the National Assembly and signed and issued by the President of the Republic. One such example is the Forest Code adopted by the Government of Chad in 1989 for the protection, conservation, enhancement and exploitation of forests, botanical resources, terrestrial fauna, aquatic resources and fisheries. * Decrees that are issued by the Government (Prime Minister) and prescribe the means to achieve general objectives of the laws. Decree No. 407, for example, was signed in 1997 and modifies the scope of the Commission on the Protection of Lake Chad. * Arretes that are issued by the Ministers in the matters under their competence and provide specific guidelines for implementing laws and decrees. * In addition, the Government occasionally issues manifests that define policies and general objectives of the Government but do not have legislative value in themselves. In 1976, the Chadian Conseil Superieur Militaire issued a manifest for the Conservation of Chad's Natural Heritage, which is defined as including air, water, forest, floral and faunal resources. Copies of the following documents were obtained during a visit to Chad: * Code de l'Eau: Loi No. 016/PR/99 portant code de 1'eaui governs the management and exploitation of surface and ground water resources. The law applies to surface and ground water resources within Chad's national boundaries, and defines the use of water resources. Article 23, for example, lists activities that are not permitted within the perimeter of protection such as waste disposal, including excreta disposal, and over pumping of water resources. Article 35 stipulates that water be used economically, with respect for the needs of other users and that environmental considerations be taken into account. * Environmental Law: In August 1998, President Idriss Deby signed Law No. 014/PR/98 which defines the general principles for the protection of the environment. One of the law's fundamental principles is that each citizen, individually or as a member of a traditional organization, is responsible for guarding against the pollution of the environment as required by the relevant laws and regulations. This law also requires that investments which are likely to have negative environmental impacts be subject to environmental impact studies, focusing on impacts and interactions in relation to humans, flora, fauna, soils, sub-soils, water, air, climate, and cultural - 113 - heritage. The Haut Comite National pour l'Environnement is the institution responsible for the implementation of the Government's environmental policies and strategies. * Statute of Eminent Domain: In August 1967, Decree No. 188/PR was issued, outlining the laws as they apply to the public and private domain in the country. In general, this decree applies to communes and public institutions. According to Title I, groundwater resources (excluding groundwater for therapeutic purposes) and classified forests are part of the public domain. Title Im, article 16 of this document stipulates that people who have been living on public land - either with permission of the government or on the basis of a contract - will not be compensated for any assets they may have established on this land. The Govemnirent can take back the land either in its original state or with the assets established by the population; the population can ask the government to allow them to remove any assets prior to returning the land to the public domain. The law does not make any provisions for illegal squatters. DRAFT ENVIRONMENTAL MITIGATION PLAN (DRAFT EMP) MITIGATION I. Identification of Potential Environmental and Social Impacts Rehabilitation Activities: Potential environmental impacts due to rehabilitation activities are likely to include soil erosion, soil and water pollution due to improper waste disposal at rehabilitation and construction sites, and loss of vegetative cover. Potential social impacts are likely to occur during construction and rehabilitation, such as exposure to dust, noise, and traffic accidents. The rehabilitation activities will not lead to land acquisition or loss of income in light of Chad's planning approach for schools. Construction of the CNC: Potential environmental impacts due to the construction of the CNC will relate to the management of borrow pits (destabilization of the soil structure due to the extraction of backfill materials) and the provision of construction materials (water pollution due to the washing of extracted materials, as well as loss of soils, flora and fauna). The future site of the CNC is presently covered with plastic bags and lacks a drainage system, flora, fauna, and forest cover; hence there will be no negative environmental impacts in this regard. There will also be no negative social impacts as the site is flooded for two months of the year, and thus not suitable for settlement. Positive social impacts will be related to the provision of a drainage system and employment opportunities. Construction Materials: Communities will contribute 10% of the costs of classroom rehabilitation. Experience has shown that their contributions tend to consist of natural resources such as stones, soil, sand, water, and wood for brick production. Negative impacts of such activities include pools of standing water as a result of soil removal for brick production, thereby contributing to the spread of malaria. Construction materials for the CNC such as sand to be used as backfill at the CNC site will be obtained from borrow pits. Care will have to be taken not to extract clay in the vicinity of N'Djamena to prevent groundwater pollution. Latrines: Poor maintenance and unhygienic use of latrines as well as failure to consider appropriate excreta disposal methods prior to construction will have negative impacts on the health of the students as well as soils and possibly groundwater resources. There was a strong interest among Project staff in obtaining information on various types of sanitation technologies. - 114- Water Points: Similarly, poor maintenance and unhygienic use of water points will have negative impacts on the health of the students in the long run as well as on soils and possibly grbundwater resources. II. Description of Mitigation Measures Rehabilitation Activities: To facilitate the use of environmentally and socially sustainable rehabilitation techniques, the Project proposes (a) the use of environmental guidelines by the parents associations; (b) the planting of trees and other vegetation around the schools after rehabilitation has been completed; (c) collaboration with the Community Decision Committees (CDCs) of the proposed Local Development Project (PRODEL) where a Decentralized Development Fund will co-finance environmental activities such as water management, soil erosion control, and management of natural forests; and (d) the adoption of precautionary measures such as foregoing the rehabilitation of classrooms if land acquisition or loss of incomes were to occur, and the conduct of a separate environmental analysis in the event that new construction would be required. Construction of the CNC: Mitigation measures designed to address environmental impacts will include (a) a requirement that contractors pay a fee of CFA Francs 1,000 per truck load of 8m3 per trip to contribute to the restoration of the borrow pits used as a source of construction materials; (b) establishment of a decantation basin to prevent groundwater pollution; and (c) planting of trees and hedges around the CNC. Construction Materials: To ensure that school rehabilitation activities do not contribute to environmental degradation, the Project will use cement, tin (roofing material); metal windows and doors for; the Project will not support brick burning. Construction materials for the CNC will include cement, sand, small stones, water and wood; there will be no use of bricks. Latrines: Recent 'experience suggests that Ventilated. Improved Pit Latrines (VIPs) are the preferred latrine type for schools. VIPs can be built as multi-compartment, single- or double-vaulted units which is more economical in terms of land and cement use than building several individual units; they do not require water to operate, but water is required for cleaning; and they cannot be dug deeper than I meter above groundwater levels. It is advisable to over-design each pit to get a 12-18 month rest period for each full pit. Increasingly, sector operations encourage beneficiaries to select suitable sanitation technologies. For example, the Ghana Second Community Water and Sanitation Project encouraged schools along with households to select from a wide range of technology options for sanitation. In this case; schools chose the Kumasi VIP latrine. To implement the school component, the Community Water and Sanitation Agency (CWSA) collaborates with the District Assemblies (DA), the Ghana Education Service (GES) and the Parent-Teacher Association (PTA). Integrating water, sanitation and hygiene education, the Project's procedures for accessing water and sanitation facilities may also follow the cycle for the main sub-project, but the School PTA and the Ghana GES play important roles in sub-project cycle activities, in conjunction with the DA and CWSA. To assist parents associations in selecting sanitation technologies acceptable to them under the proposed Project, they should avail themselves of the services of the Training Network Centers mentioned below. The centers will be able to demonstrate to the parents associations the financial, technical, managerial and environmental advantages and disadvantages of various types of latrines. - 115- * CREPA (Centre. Regional pour L'Eau Potable et l'Assainissement a faible cout), Ouagadougou, Burkina Faso, e-mail: crepa@fasonet.bf * ONEA (Organisation Nationale de l'Eau et Assainissement), Ouagadougou, Burkina Faso, e-mail: onea@fasonet.bf * TREND (Training, Research and Networking for Development), Kumasi, Ghana, e-mail: Trend@ncs.com.gh * NETWAS GROUP, Nairobi, Kenya, Netwas.International@netwasgroup.com In addition, a Manual on School Sanitation and Hygiene will provide information on the important connection between hygiene education and school sanitation: http://www.unicef.org/programme/wes/pubs/glines/sch f.pdf Experience has also shown that clear institutional arrangements for latrine maintenance are critical. In some countries, school health clubs are formed. These health clubs consist of groups of students who are responsible for the cleaning and maintenance of school latrines on a rotating basis. Teachers are assigned to supervise the work of these groups, while the parents associations or health committees are monitoring the activities. For example, under the Urban Environment Project in Burkina Faso, each class has a VIP latrine (teachers have one VIP latrine). Students clean their latrines on a rotating basis, supervised by a teacher. Hygiene education is included in the curriculum. Parents pay for the latrines and their maintenance. Training - equally important - will be provided under the School Health Component of the proposed Project. Activities related to maintenance will be included in the training curriculum to be developed under the School Health Component of the proposed Project. Water Points: Experience indicates that the location of school water points is most effective when this is done with community participation and within the context of community water needs, thereby avoiding excessive O&M (Operating and Management) expenses and improper water use. For example, the forms for water and sanitation proposals under the Tanzania Rural Water Supply and Sanitation Project cover schools in the collection of information on the communities, capital costs, and the role of the community in project implementation. The Project advises communities and schools to ascertain, for example, what their choice means and how it will affect them, as well as to ensure that they understand everything about the Project and the proposal before they fill in the proposal form. In addition, to prevent negative environmental impacts, communities need to ensure that water points are located at a safe distance (depends on soil infiltration rates) from latrines to prevent water pollution, and that the design includes a drainage channel, an apron, and a soak-away to prevent mosquito breeding. To facilitate effective location, the parents associations may want to collaborate with the proposed Local Government Project (expected to be effective July 1, 2002). Under this Project, conmmunities would prepare Local Development Plans (LDPs) detailing perceived priorities which may include wells, waterholes, and schools. Subsequently, CDCs based at the rural municipality/canton level and consisting of representatives of the communities and local authorities would analyze and approve the LDPs. As is the case with latrines, the maintenance of water points (keeping clean the drainage channel, apron and soak-away) should be the responsibility of school health clubs, under the supervision of a teacher, and monitored by the parents associations or health committees. - 116 - Training will be provided under the School Health Component of the proposed Project. Activities related to maintenance will be included in the training curriculum to be developed under the School Health Component of the proposed Project. Finally, it is suggested that the Project support periodic water quality testing at schools. III. Description of the Potential Environmental and Social Impacts of the Mitigation Measures Rehabilitation Activities: The use of the proposed environmental guidelines will draw the attention of the APEs to the potential negative impacts of rehabilitation activities, and will enable them to address these impacts appropriately. The planting of trees will help to offset the loss of vegetation and contribute to general plant growth. Including precautionary measures in the proposed Project will ensure that social impacts that might arise from future rehabilitation activities will be appropriately addressed. Construction of the CNC: The environmental impacts of the mitigation measures will consist of the revegetation of the area around the CNC and less groundwater pollution. They will also contribute to an increased awareness among contractors of the importance of the environmental aspects of their activities and the relevant environmental regulations to be followed. Construction Materials: The Project's use of cement, tin roofing, metal windows and metal doors as well as the decision not to support brick burning will reduce the use of natural resources as construction materials for schools to some extent. In the long run, however, the use of construction materials proposed under the Project will demonstrate to the communities and APEs the advantages of better building quality. Advantages would include the ability to use schools during the rainy season, and a reduction in costs due to a reduced need for rehabilitation. With regards to the CNC, the proposed fee payments to be made by the contractors will facilitate the restoration of borrow pits, and the proposed use of construction materials will reduce the use of natural resources for construction purposes. Latrines: The ability of the parents associations to select an acceptable sanitation technology, combined with proper management of these facilities and relevant training, will contribute to an improvement in the students' health and the environment. Furthermore, in light of Chad's dependence on groundwater resources and the need to keep in mind the cumulative impacts of activities in other sectors, it is important that each operation take steps to protect the country's groundwater resources. Water Points: The proposed mitigation measures will contribute to improved health among the students and the efficient use of water resources by the schools and the communities. MONITORING PLAN IV. Description and Technical Details of Monitoring Measures To contribute to improved health among students and members of the community, the proposed Project will: (a) establish an institutional framework for effective use and maintenance of school latrines and water points; and (b) establish a monitoring system at the school level to ensure that the latrines and water points are maintained appropriately. The proposed Project could draw on experiences in other countries discussed earlier and decide which arrangements would be most suitable. Monitoring measures for the CNC are intended to contribute to better environmental management of the borrow pits and a reduction of groundwater pollution. Monitoring would take place as follows: - 117 - Latrines: > Adherence to a regular cleaning schedule > Adherence to regular pit emptying consistent with the design criteria of the facility > Need for repairs > Maintenance of surroundings (shrubs and other local vegetation) Water Points: > Periodic water quality testing > Maintenance of a drainage channel, apron and soak-away to ensure a hygienic environment around the water point > Need for repairs CNC: > 100% of trucks accessing the borrow pits pay the proposed fee of CFA Francs 1,000 > At least 80% of the construction materials are washed in the decantation basin > Trees and hedges are planted around the CNC Capacity Development and Training The School Health Component of the proposed Project will provide (a) training to members of the parents associations with regard to proper use and maintenance of the sanitation facilities and water points; and (b) hygiene education in cooperation between the Ministry of Public Health and the MEN. Thus, the proposed Project incorporates the need for capacity development and training. The School Health Component will also facilitate the selection of appropriate sanitation technologies with the assistance of Training Network Centers. There are no capacity building requirements for the construction of the CNC. DRAFT ENVIRONMENTAL MONITORING PLAN Activities Mitigation Implementing Monitoring Timing Costs Measures Agency Responsibility Rehabilitation Use of environmental Communities Parents Assoc. Ongoing Included in the guidelines rehabilitation component Tree planting Conmnunities Parents Assoc. Ongoing - Ibid - Participation in environmental CDCs/Local Gov. Parents Assoc. Ongoing To be included in the activities Project proposed Local Govt. Project Construction of the Establishmnent of one Contractors Comite Technique de Once per CFA Francs 250,000 NCC primary decantation Coordination et de semnester basin for ten sand Suivi (CTCS) washers Supervisor at the Fee payment to be used Contractors borrow pit site Twice per CFA Francs 1,000 per - 118 - for restoration of obtains daily receipts month ruck per 8rn3 per trip bonrw pits - included from truckers/CTCS in contracts TCS Once per Tree planting at CNC ontractors semester FA Francs 500,000 Construction Use of cement, metal Communities Parents Assoc. Ongoing Included in the materials frames and metal doors rehabilitation component Use of cement, sand, small stones etc. for Contractors CTCS During Included in planning construction of CNC construction cornponent Provision of Selection of Communities in APEs Ongoing To be included in the atrines appropriate sanitation ooperation with school health technology Training Network Component Centers Maintenance of latrines chool health clubs & APEs Ongoing Included in the Training Teachers school health corponent Ministries of Public Health & Education APEs. Ongoing Included in the school health component Provision of Location Ministry of APEs & Ongoing Included in the water points Hydraulics/Local Communities chool health Government Project oomponent Maintenance School Health Clubs/Teachers APEs Ongoing - Ibid - Training Ministries of Public APEs & Teachers Ongoing - Ibid - Health & Education Ministry of Water quality testing Ministry of Hydraulics Periodic To be included in Hydraulics School Health .__ ___ __ ___ _ _ __ ___ ___ __ ___ ___ __ ___ ___ __ __ ___ __ ___ _ I _C om ponent -119 - DRAFT ENVIRONMENTAL GUIDELINES The following environmental guidelines will be incorporated into the Project Implementation Manual. They are intended to guide the parents associations who will be responsible for the rehabilitation of existing classrooms, and the construction of latrines, thereby drawing attention to the environmental aspects of such activities. Rehabilitation of classrooms: > Consideration of impacts such as noise, dust, and safety concerns on the surrounding population and schedule rehabilitation activities accordingly; > Protection of soil surfaces during rehabilitation; > Ensuring proper drainage of gutters and wastewater collection points; > Prevention of standing water in open pits or filling areas to prevent the development of a habitat for disease-carrying insects; > Controlling and cleaning of the site daily; > Controlling dust by water or other means during rehabilitation activities; and > Provision of adequate waste disposal services and ensuring that solid wastes are disposed of appropriately. Latrines: In addition to following the technical specifications, the following environmental aspects need to be considered: > Availability of open space at the end of the latrines' design life; > Long-term capacity of latrines to dispose of wastes; > Safe ground infiltration rates; > Reliability of emptying service; > Potential wastewater issues; > Appropriate wastewater collection/removal methods; and > Identification of waste disposal sites (existing or new ones). Water Points: To ensure safe long-term water supplies at the schools, the following environmental aspects need to be considered: > Locate the water points at a minimum distance of 50 m from pit latrines, septic tanks, and sewers; > Ensure that no standing water develops around the water points; > Ensure that water points are maintained regularly; and > Periodic testing of water quality is recommended. - 120- Hygiene Education: To further contribute to improved health among students, the School Health Component of the proposed Project will include the following environmental aspects in its training program: Sk Health and hygiene measures necessary for the protection of water points; > Site selection and design of sanitation facilities; > Proper sitting of facilities with respect to water points; > Design of facilities with respect to operation and maintenance; and > Operation and maintenance plans for regular maintenance of water points and sanitation facilities. - 121 - Additional Annex 13 CHAD: EDUCATION SECTOR REFORM PROJECT School Construction for Primary Education 1. Current situation Schools. The number of primary schools increased from 914 in 1980 to 2,073 in 1990/91 [1], and then to 3,644 in 1999-2000[2]. This represents an average increase of more than 175 new schools per year in the last 10 years, with a major jump in construction witnessed during the last year (nearly 320 new schools were built). Schools are classified as public, community or private although most of those classified as public were originally set up by the conmmunities [3] and then integrated into the public school system with the appointment of a civil servant teacher by the Ministry. The formal differentiation between public and community schools does not reflect the major contribution made by the communities to the life of public schools, most of which had in fact been started by the communities and continue to function only because of the financial support provided by the parents. The parents subsidize not only the CTs who often outnumber the civil servant teachers, but they also pay for furniture, books and maintenance [4]. This differentiation also conceals the fact that community schools frequently receive State support in the form of books and supplies, and following the implementation of the Basic Education Project (Cr. 2501-CD), they are given subsidies for financing CTs. The State's capacity to integrate existing or new schools into the public school category - i.e. the ability to appoint at least one civil servant teacher - is however steadily dirninishing: the proportion of community schools increased from 19% (388) in 1990/91 to 38% (1,302) in 1999-2000. Community schools thus represent 58% of all new schools constituted over the past 10 years and 72% of those set up in 1999-2000, proving that the process is gaining momentum. Table 1: Chad: Increase in the number of schools between 1991-1992 and 1999-2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Total Totalt/ 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 (9 yrs) . Public Schools 1,619 1,788 1,846 1,753 1,864 1,887 1,995 2,000 2,086 467 52 Comnmunity 388 547 530 539 634 764 923 1,073 1,302 914 102 Schools 19% 22% 21% 22% 24% 27% 29% 32% 36% 58% 58% Pnvate Schools 66 102 131 1 155 162 207 225 253 265 1 99 22 Total no. of schools 2,073 2,437 2,507 2,447 2,660 2,858 3,143 3,326 3,653 1,580 176 Source: MEN - Statistical Data on Education for the School Year 1990-1991 to 1999-2000 The geographic distribution of schools shows that community schools (where not a single teacher is paid by the State) are now in the majority in the Ouaddai and Tandjile Prefectures, followed by Mayo Kebi and Logone Occidental. - 122 - Table 2: Chad: Number of Schools based on their status in 1999-2000 Bath BET Biltine Chari Guera Kanem Lac Logone Logone Mayo Moyen Ouadd. Salam Tand Chad Baguirm occ. Orient. Keb Chari Public 69 39 76 227 154 128 58 146 231 320 295 104 62 177 2,086 schools Cmnty 31 - 19 81 61 37 5 143 96 322 164 117 to 216 1,302 schools 29% 19% 19% 27% 22% 7% 46% 28% 49% 34% 48% 14% 53% 36% Private 8 4 118 8 6 5 24 16 15 26 22 _ 13 265 Schools Total 108 39 99 426 223 171 68 313 343 657 485 243 72 406 3,653 Source: MEN - Statistical Data on Education for the School-Year 1999-2000, page 30. The situation is likely to change further as the prefectures that have seen the most dynamnic growth in conmmunity schools in the last two years - apart from Ouaddai - are those of Biltine, where the number of community schools has more than doubled in two years, followed by Kanem, Moyen Chari and Chari Barguimi where the number of community schools has increased by more than 150% in two years. Table 3: Chad: Rate of Increase in the number of schools based on their status during the two-year period 1997-1998 to 1999-2000 Bath BEI Biltine Chari Guema Kanem Lac |Logone Logone Mayo I Moyen Ouadd Salam Tandj Chad Bag oxcidental Oriental Kebi Charn Public -7% 50% 13% 5% 8% -17% 26% 7% 6% 2% 3% 14% 7% 7% 5% Schools - - - - - - - - - Cmfmnty 48% - 111% 56% -18% 85% 67% 24% 48% 28% 58% 129% - 37% 41% Schools - - - - - - - - - Private 16% = 8% 1% 8% 17% - 7% 16% 4% 4% 6% - 16% 1% Schools III Total 6% 50% 19% 18% -2% % 48% 1 16% 1 17% 13% 16% | 51% | 24% | 22% 16% Classrooms. The number of classrooms in primary schools grew from 8,633 in 1991-92 to 13,678 in the period 1997-2000 [5], implying an average annual increase of a little more than 300 classrooms per year over the last eight years. Only slightly more than half (54%) of the classrooms built during this period were permanent or semi-permanent structures, that is just a little over one-third of the total number of classrooms (34%) existing in 1999-2000. The total number of permanent classrooms, which roughly corresponds to the number of classrooms constructed by the State, has only increased on average by slightly more than 150 per year over the last eight years. During this period, most of the new classrooms (44%) were made from non-durable materials (poto-poto or secco). The number of classes in poto-poto ( banco) has almost remained the same: average annual growth of 19 out of a total of 1,600 - a figure that has hardly varied. On the other hand, classrooms made of secco (thatched material) have shown the highest growth rate, increasing from 48% of the total number of classrooms in 1993-94 to 51% in 1999-2000. Over the last three years, the proportion of new classrooms in secco has gone up to 62% of the total number constructed. With regards to classes held in the open, which first appeared in 1995, the numbers are almost negligible (a little below 100). - 123 - Table 4: Chad: Number of classrooms according to type of construction between 1991-1992 and 1999-2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Total Yearly 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 (8yrS) variation Permanent 1,462 2,004 2,118 2,245 2,462 2,701 2,952 3,276 1,814 302 Serm-pernanent _ 815 916 1,006 1,082 1,205 1,330 1,456 1,730 915 153 Construction in 1,524 1,704 1,567 1,566 1,646 1,627 1,587 1,636 112 19 poto-poto _ _ _ Classrooms in 4,832 4,184 4,390 4,646 4,964 5,995 6,400 6,940 2,108 351 secko _ OPen air 345 224 38 156 96 - - classrooms I Total Classroorma 8,633 8,808 9,081 9,884 10,501 11,691 12,551 13,678 5,045 841 Source: MEN - Statistical Data on Education for the School Year 1991-1992 to 1999-2000 Due to the rapid growth in community schools that has been mentioned above, the proportion of classrooms in public schools dropped from 77% to 65% of the total number of classrooms between 1994-95 and 1999-2000 while the share of community school classrooms increased from 12% to 23%. The proportion of classrooms belonging to private schools has risen slightly from 11% to 12% of the total number of classrooms over the last five years. This is an indicator of the private sector's potential to invest in education. Table 5: Chad: Number of classrooms based on status of schools between 1994-1995 and 1999-2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Increase Yearly 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 94-00 increase Classroom 7,031 7,623 7,729 8,446 8,717 8,560 1,529 306 77% 77% 74% 72% 69% 65% 38% Community 1,065 1,244 1,536 1,884 2,372 2,962 1,897 379 Schoolsclassrooms 12% 13% 15% 16% 19% 23% 47% Private school 985 1,017 1,236 1,361 1,462 1,561 576 115 classrooms 7 _ 7 7 11% 10% 12% 12% 12% 12% 14% A Total 8,633 8,808 9,081 9,884 10,501 11,691 12,551 13,083 4,002 800 Source: MEN - Statistical Data on Education for the School Years 1991-1992 to 1999-2000 Permanent constructions are to be found primarily in the public and private sectors: no more than 100 out of the 3,276 perrnanent classrooms in 1999-2000 were in community schools. The bulk of the new permanent constructions was financed by external partners (IDA, KfW, JICAP, IBD, AfDB, EU and NGO's), as indicated in Table 6 that follows. - 124- Table 6: Chad: Number of classrooms constructed by the State based on the source of funding between 1991 and 2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 10 year Ann. 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 total total Projected Total (All funding) _ -Ed. Rehab. Project 278 -Basic Ed. Project 360 360 360 360 260 1,700 170 Total Constructed I I I _ -IDA 106 86 86 150 270 182 139 1,019 102 -KfW 180 240 230 650 65 -JICA = 300 300 30 -IBD 158 158 16 -AfDB 108 108 216 22 -EU 106 106 106 318 32 -NGO 10 10 10 10 10 10 60 6 -State 6 3 20 29 2.90 Total all sources 106 86 86 10 116 224 380 463 910 369 2,750 275 Source: MEN - Statistical Data on Education for the School Year 1991-1992 to 1999-2000 For the Education Rehabilitation Project: (Cr. 1950-CD) Aide-memoite Technical Audit Mission, April 17-28, 1994. For the Basic Education Project (Cr.2501-CD): IDA Supervision Mission - Aide-memoire of November 20, 1998. Number of classrooms per school. In the last 10 years, the average number of classrooms per school, in the system, has remained almost unchanged going from 3.5 to 3.6. In the last five years, the average number of classrooms per school in the public sector too has remained almost the same at 4 to 4.1 while the number of classrooms in community schools has increased slightly from 2 to 2.3. Private schools have an average of six classrooms per school. Table 7: Chad: Number of classrooms per school according to the status of the school between 1995-1996 and 1999-2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Growth Yearly 1991 192 1993 l1994 1995 1996 1997 1"99 1999 2000 (95-96) growth Public Schools 4.0 4.1 4.1. 4.2 4 4 4.1 Corrumunity Schools 2.0 2.0 2 o 2.2 2.3 0o 3 o. I Private Schools 6.3 6.0 6.0 __.8 5.9 (0*4) (0. 1) Total = 3.5 3 5 3.7 3.7 3.7 3.7 i3.8 3.6 (0. 1) (0.0) Source: MEN - Statistical Data on Education for the School Years 1995-1996 to 1999-2000 Despite the large number of multi-grade classes, which account for the majority of classes in public (40%) and community (60%) schools, the shortage of classrooms has resulted in very few schools offering a full cycle of primary schooling (53% of public schools and 44% of community schools). It is mainly for this reason that many students, particularly girls, drop out before completing their schooling. - 125- Table 8: Chad: Number of levels offered by schools, and number of classes according to usage in 1999-2000 Schools | Classes | Pubhic Private Commumly Total Public Private Community Total - - - Normal functoning 5,210 1,392 1,193 7,795 With full cycle 1,097 231 574 1,902 Dtouble-shift 30 2 19 51 With 5 levels 41 1 2 44 Multigrade 2 or 3 levels 3,155 166 1,722 5,043 With 3 or 4 levels- 150 5 101 256 Multide 4 or 6 levels 010 1 28 179 With I or 2 levels 789 28 625 1,442 More than 70 students 1,938 252 1,042 3,232 Total 2,077 265 1,302 3,644 Maximum of 20 snudents 5 1 2 8 I _________ Total 8,545 1,561 2,962 13,068 Source: MEN - School Census 1999-2000 Schools in urban/rural areas: The vast majority of Chad's primary schools (86%) were located in rural areas in 1999-2000. This is linked to the fact that 100% of the community schools are in rural areas while a large majority of private schools (75%) and an even greater majority (85%) of public schools are in urban areas [6]. Table 9: Chad: Urban/rural distribution of schools by region in 1999-2000 Baths BET Biltine Chari Guera Kanem Lac Logone Logone Mayo Moyen Ouadd Salama Tandj Chad ______ _Bag Occ. Oriental Kebi Chari Urban 16 5 17 175 26 25 8 46 29 36 60 34 8 30 515 schools__ _ ___ _ _ _ _ _ 15% 13% 17% 41% 12% 15% 12 15% 8% 5% 12% 14% 11% 7% 14% Rural 92 34 82 251 197 146 60 267 314 621 425 209 64 376 3138 schools I_ _II I_ _ III I_ _ I_ _ 85% 87% 83% 59% 88% 85% 88 85% 2% 95% 88% 86% 89% 93% 86% Total 108 39 99 426 223 171 68 313 343 657 485 243 72 406 3653 Source: MEN - Statistical Data on Education for the School-Year 1999-2000, page 30. State of the classrooms: All of the classrooms are in very poor physical condition. Only 32% of classrooms (4,362 out of 13,678) are made of durable mnaterials (including seni-permanent materials) and are in good condition as well. A high proportion (13%) of permanent and semi-permanent classrooms are classified as being "in bad condition," (i.e. more than 640 classrooms). Classrooms made of poto-poto built by parents have a surface area of 32m2 [7]- well below the MEN's standards - and are made of materials that are not long lasting. However, the number of classrooms in bad condition among the classrooms made of poto-poto is steadily declining. The biggest problem is that of the approximately 7,000 classes that are thatched or held in the open, that is to say 51% of classrooms, offer very poor learning conditions and which should be replaced. Apart from their weak structure, which poses a threat to the children and requires them to be rebuilt every year (at the parents' cost), the hangars made of thatch - 126 - (secco) protect the children only from the sun and not the rain. Consequently, schools have to be closed during the rainy season. Table 10: Chad: Increase in number of classrooms based on type of construction between 1991-1992 and 1999-2000 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 6 year Yearly 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 total variation Pennanent construct -in good shape 1,073 1.683 1,805 1.948 2,150 2,406 2,568 2,979 1,333 222 -in bad shape 389 321 313 297 312 295 384 297 (94) (16) Semni-perm constr. -in good shape 565 652 736 790 885 982 1,109 1,383 417 70 -in bad shape 250 264 270 292 320 348 347 347 98 16 Constr. in poto-poto -in good shape 794 843 786 846 962 948 871 951 154 26 -in bad shape 730 861 781 720 684 679 716 685 (51) (8) Thatched constr. 4,832 4,184 4,390 4,991 5,188 6,033 6,556 7,036 1,201 200 and in open air Total 8,633 8,808 9,081 9,884 10.501 11691 12551 13,678 3,058 510 Source: MEN - Statistical Data on Education for the School Years 1991-1992 to 1999-2000 Condition of the latrines and water supply points: There are no proper statistics on the latrine facilities and water supply. The survey carried out by the DAPRO in October 2000 indicates that 33% of the schools surveyed had latrines while 60% had access to water. A more detailed analysis of the data should make it possible to have an estimate of the number of schools equipped with these facilities by region and by rural or urban area. This analysis should also make it possible to have an estimate of the percentage of facilities that are currently in working order. Rate of classroom occupation. The construction of classrooms has not kept pace with the increase in the number of students. The number of children attending school increased from 591,000 in primary education in 1995-96 to 914,011 in 1999-2000, i.e. a 55% increase in four years. The number of classrooms rose at the same time from 9,884 to 13,083, which represents a 32% rise. The number of students per class, already extremely high in 1995-96 when it stood at 60 pupils/classroom, grew to an average of 70 pupils/classroom in 1999-2000, well above the optimum targeted by the MEN, that is 51 pupils per class. This ratio does not reflect the wide differences that exist depending on the educational set-up and the status of the school. While there has been a slight increase from 47 to 52 students per class in private schools in the last four years, this ratio increased from 63 to 77 students per class in public schools between 1995-96 and 1997-98. It has remained stable at around 58 students per class in community schools. In the public schools visited in the 'year 2000, and which were found in localities situated within 100km of N¶Djam6ma, it was not uncommon to find classes with more than 200 children. - 127- Table 11: Chad: Student-classroom ration according to the status of the schools between 1995-1996 and 1999-2000 1990 1991 1992 1993 1 994 1995 1996 1997 1998 1999 Growth Growth 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 95-96 per year _ _ _ _ _ _ _ _ _ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~/99-00 Puibhc Schools 64 63 69 72 72 77 15 3.7 Conunuriity 54 59 60 57 58 4 11 Schools Private Schools 47 46 48 51 52 5 1.2 Total 66 62 60 60 65 67 67 70 10 2.5 Source: MEN - Calculations based on Statistical Data on Education for the School Years 1995-1996 to 1999-2000 Planning new construction and school mapping. The current geographic distribution bears the imprint of the political instability and drought of the 1970s and 1980s when a number of schools were abandoned by the people fleeing violence and/or areas of severe drought. The opening and re-opening of schools by the communities, combined with the MEN's construction programs beginning in the 1990s influenced school mapping, which was a result of, in large part, spontaneous "planning" by the communities themselves. As mentioned earlier, the "spontaneous" process led to the creation of three times the number of new classrooms than the top-down planning process. This was the case, in decreasing order, in the prefectures of Ouaddai, Tandjile, Mayo Kebi, Logone Occidental, Biltine, Kanem, Moyen Chari and Chari Barguimi. With regards to the construction programs financed by the State under the Education Rehabilitation Project and Basic Education Project programs supported by IDA and KfW, the geographic distribution is shown in the following table (Table 12): - 128- Table 12: Chad: Construction of classrooms under Basic Education Project (Cr. 2501-CD) and Education Rehabilitation Project (Cr. 1950-CD) Bath BEr Bilt Chafi Guer Kanem Lac Log. Log. N'Djam Mayo Moy. Ouadd Salam Tandj. Chad _____ Bag ___ - - Occ. Orient Kebi Chari Basic Ed. - 84 20 20 22 78 24 8 22 278 JDA Ede .eh. - - - _ - = - = = = IDA -Is[ phase 16 23 21 30 27 30 147 95-99 1 -2nd phase _ 60 36 130 34 70 70 25 30 455 99-00 1 230'd01phase = - _ 30 34 20 10 35 10 139 2001 Basic Ed - Comipleted 90 90 180 Completed 34 120 86 240 inOl - - - - - - - - Completed 230 inO02 Total by 0 0 60 130 70 0 20 20 20 153 177 178 121 68 182 1,669 Basic Education Project (Cr. 2501-CD): Aide-memoire,Technical Audit Mission, April 17-28, 1994. Educ. Rehab. Project (Cr. 1950-CD) 2000 & 2001: MEN-DG-DAPRO-SCSGPI - Status of School Construction on Dec. 31, 2000. Basic Education Project (Cr. 2501-CD): KfW - Hydroplan Document - January 2001. Furniture: The classrooms are extremely uncomfortable for the students. In public schools, the national average is one seat for every four students [8]. In practice, there are often four students seated at a two-seat bench. Despite this overcrowding, only half the students have a place to sit, the other half has to make do with sitting on the floor. In community schools, the overall situation is much worse although there has been a substantial improvement. In the first grade classes visited in 2000, it was not uncommon to find classrooms without any furniture, with more than 200 children seated on the floor and no blackboards, forcing the teachers to resort to repetition and memorization alone as a teaching strategy. In 1994-95, the national average for community schools was 60 to a seat but this ratio has come down over the last five years and is four times less today reflecting once again the huge efforts being made by the parents in this field too. However, the average was still 14 students to a seat in 1999-2000. By contrast, in the private sector, the situation is "normal" with each student having a seat. In 1999, the share of the State budget devoted to table-benches and other school furniture stood at 942 million CFAF (1.45 million US$ equivalent) or 429 CFAF (0.66 US$) per student. - 129- Table 13: Chad: Number of students for every place available on a table-bench, in front of a table or on a bench according to type of school 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Growth Growth 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 94-00 er year Public Schools 5 4 4 4 4 4 Conimunity _60 26 18 15 16 14 Schools Private Schools I 2 I I 1 Total 3 2 2 3 3 4 4 4 Source: MEN - Calculations based on Statistical Data on Education for the School Years 1991-1992 and 1997-2000 2. Reminder of past performance Education Rehabilitation Project (Cr. 1950-CD) (1988-1994) During the Education Rehabilitation Project between 1988 and 1994, the cost of execution for classrooms constructed by the State through building enterprises inclusive of supervision fees was 4 to 5 million CFAF per class, with a small contribution of 5% of total cost coming from the communities [9]. Under this project, 278 new classrooms were constructed and 376 were rehabilitated. The civil works were organized by VNUs (70 new classrooms and 79 rehabilitated) and the AFVP (208 new classes and 197 rehabilitated). "Alternative" attempts. In the 1980s, the Swiss Cooperation, through the NGO Swissaid, promoted a classroom model in fortified banco but to no avail. Basic Education Project (Cr. 2501-CD) (1993-2001) Original forecasts and estimates for the Basic Education Project (IDA credit 2501-CD). Under the project, 800 classrooms were to be constructed in rural areas in 1993, out of which 400 were to be IDA-financed and 400 KfW-financed. In the case of the latter, a community contribution of 10% of the total cost of construction was included. According to the SAR's (Staff Appraisal Report) specifications, the classrooms were to accommodate 65 students, with a useful area of 63 m2 (69m2 outside to outside) [10]. Classrooms were to be built in blocks of three and were to include a 9rn2 office, an 1 1m2 storeroom and two latrines. The IDA-financed program was divided into two equal parts, 200 were to be built within the APE/NGO framework and 200 by the enterprises. The cost of a classroom according to the APE/NGO stream (including the fraction corresponding to the office, storeroom and latrines) was estimated at 2.125 million CFAF (or 7,727 US$ equivalent) [11], with the community providing 10% of this cost in the form of non-specialized work. On the basis of a useful area of 70m2 per class (including the fraction corresponding to the office, storeroom and latrines) the estimated unit cost was 30,357 CFAF/m2u or 110 US$/m2u (including the community contribution estimated at 10% of the total). The projected cost given by the enterprises was expected to be higher, due to the impact of the transportation costs and the overheads of the enterprise, i.e. respectively 2.87 million CFAF (10,436 US$ equivalent) per class and 41,000 CFAF (149 US$) per m2u [12]. The management of the contracts was to be ensured by a CMA (OGC) - ATETIP in this instance [13]. ATETIP's performance: The management of a first lot of 150 classrooms was entrusted to ATETIP in 1994, with a unit price of 4.67 million CFAF per class and 509,000 CFAF per office/storeroom complex, on the basis of a standard plan (without a veranda) described in the DPE's Technical Guide of October - 130 - 1993. The construction was carried out between 1994 and 1998 either: (i) through an ATETIP contract with the enterprises (114 classes) [14], for an average price of 5.66 million CFAF per class in 1996 [15] or a 22% additional cost on the estimated price because of the introduction of a veranda; or (ii) through an ATETIP contract with s (36 classes) [16]-using local materials, for an average price of 6.91 million CFAF (1996) to which the contribution of the commrunities and the NGOs must be added. As for the NGO Sawa, the total unit cost was 8.82 million CFAF [17]. The use of ATETLP's services was discontinued in 1998, during the mid-term review of the Basic Education Project (Cr. 2501-CD). KfW's performance. KfW constructed 420 classrooms, gradually increasing the pace between July 1998 and December 2000. The communities' contribution of 10% of total cost or 500,000 CFAF, was basically in the form of supplies of local materials, a condition governing the invitation to tender. The programs were split into lots of 60 classes (without annexes but with furniture). The contracts were executed by medium-sized enterprises after a nationwide call to tender for the part that was not covered by the communities. The works were supervised by KfW's execution agency, Hydroplan. The classrooms with a usable area of 54m2 (9x 6) have walls made of cement binder and are covered by a roof in aluminum on an overlapping sloping steel frame (4 meters high under the ridge tile). The openings are in claustras. The joint between the anchor and roofing consists of nothing more than a simple wire mesh. The average cost of a classroom, excluding supervision fees, was 4.99 million CFAF (excluding taxes) in the year 2000, that is equivalent to 7,454-US$ [18] or 92,500 CFAF/m2 or 138 US$/m2 (prices as of July 2000). The stumbling block was the procedure for signing contracts: the contract award decided in August 2000 had not yet translated into signed contracts by January 2001. Subject to overcoming this hurdle, KfW believes it has the capacity to build 400 classrooms per year. Performance of the IDA-financed program. The second phase of the IDA program under the Basic Education Project resulted in the construction of 270 classrooms through three approaches simultaneously carried out: (a) 125 classrooms by enterprises, (b) 75 classrooms by NGOs, and (c) 70 "pilot" classrooms. Contribution of APE's. Under the Basic Education Project (Cr 2501-CD), 10% of the cost of construction was to be borne by the beneficiaries. The IDA- financed construction work executed in 1997-1998 through enterprises under contract to ATETIP was done without any community contribution. By contrast, the construction work undertaken by NGOs under the same financing framework, included community financing - between 5-10% (Al Taawoun NGO) and -1% (Sawa NGO) [19]. The 420 classrooms built between 1998 and 2000 through KfW funding included an effective contribution of 10% on an average from the local authorities, basically in the form of local materials and works. 3. Capacity of Chad's Construction Industry Sector in 2000. Enterprises in the formal sector. The Bank's Procurement Department has an updated list of 28 enterprises having tendered for contracts in recent years, which includes those that constructed schools under the Basic Education Project using funds from IDA and KfW. In 1997, ATETIP had registered 250 construction enterprises 69 of which were in Abeche, 8 in Sarr and the rest in N'Djamena. The classification into 4 categories (from the smallest to the biggest) was as follows A: 207; B: 28; C: 5; D: 10; this information has not been updated. NGOs. A small number of NGOs conduct regular classroom construction programs. The biggest, SECADEV [20], constructs a few units every year (out of 17 planned in 1997, only 6 were completed in 2000). It promotes a system in which the APEs are the main contractors, which then delegate the work to the NGO. The contribution of the community in cash and kind is estimated to be about 20% of total value. - 131 - 4. The Projected Construction Program of the PARSET. Number of school students. According to the simulation model developed by the DAPRO based on the assumptions of the Sectoral Round Table in 2000, the total number of school students will increase to 1,172,383 in 2004-2005 which corresponds to a GER of 84%, as against a total of 914,011 in 1999-2000 (last available directory) which corresponds to a GER of 71.6% [21] and a net rate of 52%[22]. According to these projections, it will be necessary to make provisions for 313,000 students in six years. This is identical to the growth in student numbers over the past five years (312,000 students between 1993-94 andl998-99), which implies a mild slowdown in the growth of student numbers. Theoretical number of classrooms to be constructed. Under the same model, the total number of classrooms needed will be 18,543 by 2004-05. If we were to take into consideration only the classrooms "built" in 1998-99, that is to say 7,258, that would mean a total of more than 12,000 classrooms to be constructed in the 6 years that separate these two years. In reality, another 1,600 classrooms in poto-poto - which are not durable - must be added on, bringing the total to 13,600 in 6 years, or more than 2,250 per year. Simulations of objectives. Several simulations were developed to select a reasonable objective for 2004-05. The simulation model takes into account the following objectives: the student/classrooms constructed ratio (i) for public schools: the target is to reduce the ratio from 140 in 1999 to 70 in 2005 and to 60 in 2010 (ii) for community schools: the objective is to bring down the ratio from 443 in 1999 to 200 in 2005 and to 100 in 2010. -132 - Tableau: Three possible scenarios in the change of the number of classrooms according to type of construction between 2000-2001 and 2004-2005 I.Worst-case scenario 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 4 year Yearly (IDA alone) * 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 total variation New rooms conssructed 217 239 251 324 5T0 250 250 250 250 1,000 250 Total rooms 2,245 2,462 2,701 2,952 3,276 3.786 4,036 4,286 4,536 4,786 Semni-permanent New rooms constructed 123 125 126 274 162 162 162 162 162 648 162 Total rooms 1.082 1,205 1,330 1,456 1,730 1,892 2,054 2,216 2,378 2,540 1,084 181 Roomns in polo poto New rooms constructed 80 (19) (40) 49 18 18 18 18 18 70 18 Total rooms 1,566 1,646 1,627 1,587 1,636 1,654 1,671 1,689 1,706 1,724 137 23 Thatched conastr. and in open air New rooms constructed 197 845 523 480 794 284 544 544 544 1,914 479 Total roors 4,991 5,188 6,033 6,556 7,036 7,830 8,113 8,657 9,200 9,744 3,188 531 50% 49% 52% 51% 53% 52% 52% 52% 53% Curent Projected Total 9,884 10,501 11,691 12,551 13,678 14,651 15,624 16,597 17,570 18,543 5,992 999 2.Avg scenario (status 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 4 year Yearly quo: soco V2 total) 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 total variation New roomsconslructed 217 239 251 324 510 500 500 500 500 2,000 500 Total rooms 2,245 2,462 2,701 2.952 3,276 3,786 4,286 4.786 5.286 5,786 Semni-permanent New rooms constructed 123 125 126 274 162 162 162 162 162 648 162 Total rooms 1,082 1,205 1,330 1,456 1,730 1,892 2,054 2,246 2,378 2,540 1,084 181 Rooms in poto poto I New rooms constructed 80 (19) (40) 49 18 18 18 18 18 70 18 Total rooms 1,566 1,646 1,627 1,587 1,636 1,654 1,671 1,689 1,706 1,724 137 23 Tbatched conastr. and in open air New rooms consutucted 197 845 523 480 794 284 294 294 294 1,164 291 Total rooms 4,991 5,188 6.033 6,556 7.036 7,830 8,113 8,407 8,700 8,994 2,438 406 % 50% 49% 52% 52% 51% 53% 52% 51% 50% 49% Current Projected Total 9.884 10.501 11.691 12,551 13-678 14,651 15,624 16,597 17,570 18,543 5,992 999 3.Best-cage scenario 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 4 year Yearly (Thatched rooms 1/3 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 total vyartaion total) New rooms constructed 217 239 251 324 510 1,500 1,500 1,500 1,500 |6, 1500 Total rooms 2,245 2,462 2,701 2,952 3,276 3,786 5,286 6,786 8,286 9,786 Semni-pernanent Newroomsconstructed 123 125 126 274 162 162 162 162 162 648 162 Total rooms 1,082 1,205 1.330 1,456 1,730 1,892 2,054 2,216 2,378 2,540 1,084 181 Rooms In poto poto Newroomsconstructed 80 (19) (40) 49 18 18 1 I 18 18 70 18 Tota rooms 1,566 1,646 1,627 1,587 1,636 1,654 1.671 1.689 1,706 1.724 137 23 Thatched coastr. and In open air New rooms constructed 197 845 523 480 794 284 (707) (707) (707) (1836) (459) Total rooms 4,991 5,188 6,033 6,556 7,036 7,830 1 8,113 7,407 6,700 5,994 (563) (94) % 50% 49% 52% 52% 51% 53% | 52% | 45% 38% 32% CusrentProjectedTotal 9884 10,501 11,691 12,551 13,678 14,651 1 15,624 | 16,597 17,571 18,543 5,992 999 -133 - 5. Institutional context Agreement protocol between the MEN and the APEs. The parent groups that have been responsible historically for starting and running schools have been organized in the form of APEs since Decree No 155/MIEN/DG/94. 6. IDA-financed construction program. New strategy: the community approach. The Government of Chad has decided to implement a new approach for the construction of classrooms aimed at transferring the responsibility for classroom construction to the communities. This approach is based on one that has been implemented successfully by Mauritania for more than 10 years, in an environmental and sociological context that is similar to that of Chad's. A Chadian team led by the MEN visited Mauritania in 2000. This approach corresponds to the expectations of parents: a Social Assessment carried out in 1998 indeed shows that the first strategy proposed by parents as part of the participatory approach is to take responsibility for constructing classrooms and their annexes if the government helps in financing the materials [23]. During the project preparation phase, the Bank financed the technical support provided by an engineer from the Mauritanian project team to assist the Chadian team in finalizing the Operations Manual. Institutional arrangements between the project and the communities. The communities propose sub-projects for the construction of classrooms on the basis of a co-financing application model widely disseminated by the project. The sub-projects are accepted by the MEN subject to the fulfillment of eligibility criteria including, inter alia: (i) compliance with the school mapping criteria; (ii) compliance with the standard plans and technical specifications; and (iii) a commitment from the community to execute the construction according to the plans and to accept the payment of the subsidy, after completion, in four installments as a partial reimbursement (90%) for the four phases of works executed. The communities whose applications are found eligible sign an agreement fixing the amount of the subsidy installments to be paid. The work is executed under the authority of the communities who are also responsible for the procurement of materials and the recruitment of the enterprise or task workers. The works are supervised by one of the project's "mobile teams," led by an engineer. The latter gives technical advice to the communities, verifies that they are observing the simplified methods for tenders specially adapted to the community approach and certifies that the execution of work is in accordance with the plans and specifications. Payment of the subsidy installment is then authorized. The project has put together three "mobile teams," each made up of a qualified engineer and an assistant recruited through a competitive procedure in the private sector. Classroom model. During the project preparation phase, a revision of the architectural model was carried out to: (i) simplify execution so that from the technical viewpoint, it can be made by the small local enterprises and task workers; and to (ii) reduce costs by lowering the construction standard to the minimum needed for teaching purposes and for ensuring durability for at least 25 years. Estimated cost of classrooms. According to a study carried out in July 2001, the cost of a classroom (in a block of 2) is estimated at 3,717,000 CFAF or 5,310 US$. The cost per classroom when the block of 2 classrooms includes an office/storeroom, is estimated at 4,123,000 CFAF or 5,890 US$ [24]. The same study estimates at between 17 and 19 tons respectively, the weight of materials to be transported from N`Djamena over a distance of 250 km which is the average distance separating the country's capital city from the regional capitals and 135 CFAF being the price of transportation of the ton-kilometer [251. If the - 134- average distance is taken as 300 km, the average cost of a classroom anywhere in the country (in 1 block of 2 classrooms) is estimated to be 4,400,000 CFAF or the equivalent of 6,300 US$, while that of a classroom, in 1 block of 2 classrooms with an office/storeroom is estimated to be 4,900,000 CFAF or 7,000 US$ [261 (estimate includes the contribution of the community). NOTES: [1] Source: MEN: Statistical Data on Education 1995-1996, p.29. [2] Source: MEN: Statistical Data on Education 1999-2000, p. 30. [3] Ever since the colonial period and after. Donna K. Flynn, Chad, Social Assessment: parental attitudes and participation in primary education, World Bank Institutional and Social Policy, Africa Region, Feb 1998, p. 1. [4] Donna K. Flynn, "Chad: Social Assessment: Parental Attitudes and Participation in Primary Education," World Bank Institutional and Social Policy, Africa Region, Feb 1998, p. 23. [5] Source: MEN: Statistical Data on Education 1999-2000, p. 66. [6] Source: MEN: Statistical Data on Education 1999-2000, p.30. [7] On an average 5 m x 6.5 m, according to the SIS survey of October 2000. [8] Source: MEN: Working Group on School Infrastructure - Diagnosis of school infrastructure, January 2001, p. 18. [9] Basic Education Projet (Cr. 2501-CD) SAR, p.68. [10] Project Implementation Manual, Sheet 2.1./5 Construction and Rehabilitation of Schools, 20/10/93. [11] Project Implementation Manual, Sheet 2.1./3 Construction and Rehabilitation of Schools, 20/10/93. At the time, US$1was equal to 275 CFAF. [12] Project Implementation Manual, Sheet 2.1./4 Construction and Rehabilitation of Schools, 20/10/93. [13] Civil Engineering Community Works Agency, along the lines of AGETIP, constituted within the framework of the Basic Education Project (condition for entry into force). [14] Enterprise SILA (Abeche), CMEB (Ndjamena), COTRAPA (Sarh), ECBTPRR, La Guepe Ma,onne, SET, ECREB, ECOBER (N'Djamena), SECA (Kelo), EBT, CIC, Case et Vie, Le Debrouillard (N'Djam6na). [15] Total contracts CFAF 644,767,453 for 114 classes. Annex 6, Report by Rene Lecsyn, "Technical Assessment of the first phase of the "school construction" component of the Basic Education Project - Report Part II," April 1997 [16] NGOs chosen: Al Tawoun in the Ouaddai province, and SAWA in the Mayo Kebbi province. The NGOs are in the mould of Swissaid (Report by Rend Lecsyn, "Technical Assessment of the first phase of the "school construction" component of the Basic Education Project - Report Part II," April 1997, p. 8. [17] Calculations based on Report by Rend Lecsyn, "Technical Assessment of the first phase of the "school construction" component of the Basic Education Project - Report Part II," April 1997, p. 8. [18] Exchange Rate of July 1, 2000: 1 US$=670 CFAF. [19] Rend Lecsyn, "Technical Assessment of the first phase of the "school construction" component of the Basic education project - Report Part II," April 1997, p. 8. [20] Secours Catholique et Developpement. BP 1166 N'Djamnna. E-mail secadev@intnet.td [21] Calculations based on projections of 1993 of the Central Census Office, Source: MEN - Statistical Data on Education 1999-2000, pp. 16 et 45. [22] Source: MEN - Statistical Data on Education 1999-2000, p. 16 [23]Donna K. Flynn, "Chad: Social Assessment: Parental Attitudes and Participation in Primary Education," World Bank Institutional and Social Policy, Africa Region, February 1998, p. 27. [24] Abderrahim Ould Adned Salem, Chad Mission Report, p. 10. [25] On the basis of a study carried out by the Surface Transport Department in the month of February 2001 on "The Impact of Transportation Price on Consumer Prices" and a tender for transport carried out in June 2001 by the PAM. Abderrahim Ould Admed Salem, Chad Mission Report, pp. 7-8. [26] Based on an exchange rate of 700 CFAF/1US$ in November 2001. - 135 - Additional Annex 14 CHAD: EDUCATION SECTOR REFORM PROJECT School Health Programming in Chad A Cost-Effective Method of Targeting School Health and Nutrition Interventions Using the FRESH Framework A Summary of a Health Survey of School-Aged Children of Chad November 2000 The Problem Poor health and nutrition have been identified as major constraints on the quality of learning and educational achievement of children, particularly poor children. Some health conditions of the greatest importance for education can be dealt with most cost effectively by the schools themselves. The FRESH partnership (Focusing Resources on Effective School Health) of the World Health Organization, UNICEF, UNESCO and the World Bank, has identified school health and nutrition programs as an essential component of efforts to achieve equitable access to "Education for All" in low income countries. Each school health program must be tailored to the specific national context. Before a program can be designed, a clear understanding is needed of the prevalence and distribution of the problems to be addressed. But in many low income countries, studies of malnutrition and infection of school-aged children are rare, limited in scope or out of date, and traditional national survey methods to remedy this situation are expensive and complex. To meet this need, a survey of the health of school aged children in Chad was designed and conducted by members of the Partnership for Child Development and the Chad School Health Commission. The survey used modern technology to achieve a more cost effective way to target school based interventions. The method relies on high level technology sampling derived from satellite derived geographic information systems, which despite its sophistication is freely available in the public domain. By using a method which characterises ecological rather than geographical areas, the number of samples needed is much less than required by traditional methods of surveying, and so costs are reduced dramatically. Finding Out Where Health Problems Are The survey focused on health and nutritional conditions known to affect children's learning: parasitic worm and bilharzia infections, anaemia, iodine deficiency and protein energy malnutrition. With the exception of protein energy malnutrition all these conditions can be treated at very low cost - less than one US dollar per child per year. Ecological zones chosen to reflect the epidemiology of health and nutrition in Chad were identified using geographic information systems which provided data on altitude, rainfall, vegetation and temperature derived from remotely sensed satellite sensors and interpolated climate surfaces (see Figure 1). The number of schools visited per zone was in proportion to the zone's population. Twenty schools across the different ecological zones were surveyed by a mobile health team from the school health commission of Chad. Fifty children in each school were examined for parasitic infection and for nutritional status using standard techniques. A questionnaire was administrated to each school's head teacher to investigate school enrollment, infrastructure and sanitation. - 136 - School Health Programme in Chad Ecological zones Population density Personsmrn2 C Deseitl I S k ~ j 1-2 Desert2 M~3-5 Matmtain ~ ~ ~-5-10 UpgPrSahe lN f f l lil i-10-30 an E No nOK E300 ='ftopical ~~~~~~~~~100+ 20 0 200 Kilometers Data sourc NASA and TALA, Umvrsity of Oxfbrd Data souct: Dadm (1996) ASimn Population Databaj Maps developed by Simnon Brooker, Imperial College, London Figure 1. Map of Chad showing geographical distribution of population density and ecological zones. The Problems Found and Recommendations for their Solution Infection with Parasitic Worms The prevalence of infection with parasitic worms and undernutrition among Chadian schoolchildren in the different ecological zones is shown in Table 1 and 2 (see Figure 1 for map of ecological zones). Table 1: The prevalence of infection with worms by ecological zone in Chadian schoolchildren S. haematobium (bilharzia) ] Hookworm Ecological zone N % infected N % infected N'Djamena 152 2.6 142 9.2 Sahelienne 258 .39.1 258 3.1 Soudanien 511 23.2 506 47.8 Tropical 99 6.1 97 67.0 Total 1020 22.5 1003 32.7 994 children provided both a stool and urine sample -137 - More than half of the schoolchildren living in the tropical and Sudanian zones are infected with parasitic worms and, according to WHO guidelines should therefore receive mass treatment with albendazole for hookworm infection. Mass treatment with albendazole is not required for schoolchildren living in N'Djamena or the Sahelian zones although within these areas there may be specific needs not identified by the present survey. No cases of infection with Ascaris lumbricoides or Trichuris trichiura were found in Chad. Mass treatment of schoolchildren with praziquantel for bilharzia is required in the Sahelian zone and in the prefecture of Mayo Kebbi. Mass treatment is not required elsewhere in the Sudanian zone or in the tropical zone. A combined albendazole/praziquantel treatment strategy is required only in Mayo Kebbi. More than 50% children in southern Chad are infected with hookworm. Mass treatment with albendazole should be given. This is not the case in northern Chad meaning that mass treatment with albendazole is not merited in that part of the country. - 138 - More than 50% children in western and northern Chad are infected with bilharzia. Mass treatment with praziquantel should be given. This is not the case.in southern Chad meaning that mass treatment with praziquantel is not merited in that part,of the country. Undernutrition The prevalence of undernutrition among Chadian schoolchildren in the different ecological zones is shown in Table 2 (see Figure 1 for map of ecological zones). - 139- Table 2: The prevalence of undernutrition and anaemia by ecological zone in Chadian schoolchildren Ecological zone N % Anaemia Mean H-b % Goitre % Stunted % Underweight % Wasted % BMI <15 (Hb <1 10 g/L) (HAZ (WAZ (WHZ <-2 sd) <-2 sd) <-2 sd) N'Djamena 151 12.0 121 11.8 10.7 18.0 7.1 51.3 Sah6lienne 258 35.3 114 44.6 20.2 28.7 10.4 70.9 Soudanien 514 23.4 118 17.0 19.9 10.5 0.5 22.8 Tropical 101 26.7 117 17.8 20.8 13.9 0.0 12.9 Total 1024 25.1 117 23.3 18.7 16.5 4.6 38.2 Sample size = 392. Only calculated for below age 10 years for girls and 11.5 years for boys. The prevalence of malnutrition in schoolchildren in Chad is comparable to other African countries and while a cause for concern is marginally better than in some other countries (Table 3). The results showed that children living in the Sahelian zone were comparatively disadvantaged with respect to protein energy malnutrition, anaemia and iodine deficiency. Iodine deficiency was also a problem in Mayo Kebbi prefecture. School-based nutrition education to combat protein energy malnutrition and iodine deficiency is needed in all areas of the country. Weekly school-based iron supplementation should also be introduced countrywide. Special priority should be given to the promotion of all these interventions in the Sahelian zone. Table 3: Prevalence (%) of malnutrition among school children in other countries of Africa Ghana Tanzania Mali Malawi Chad Anaemia 41 58 58 40 25 Stunting 64 (boys) 61 (boys) No data No data 19 38 (girls) 48 (girls) School infrastructure During the survey, the physical infrastructure of the schools visited was noted. Most schools were of a very poor condition, many of the rural schools had thatched buildings. One school had no classrooms at all. Only seven schools (35%) had potable water and seven (35%) had a latrine. Only 3 of those schools with a latrine had separate facilities for boys and girls. None of the schools (0%) had a first aid kit. 6 of the 7 urban schools (86%) had latrines and potable water while only 1 of the 13 rural school (8%) had latrines and potable water. The FRESH initiative has underlined the need to improve access to clean water and sanitation in all schools. It is clear that efforts need to be made to improve the situation in the schools of Chad. Sanitation and supplies of clean water were non existent in most schools visited and inadequate in all. Parents attending all meetings concerning the survey expressed concern at the situation. It is impossible to - 140 - achieve healthy behaviour in the absence of a healthy environment. Schools should provide an exemplary hygienic environment and all should be equipped with school latrines for boys, girls and teachers and with supplies of clean water. Activities * Mass deworming of schoolchildren for hookworm (albendazole) would occur in the Tropical and Sudanian zones. * Mass treatment of schoolchildren for bilharzia (praziquantel) would occur in the Sahelian zone and in Mayo Kebbi. * School-based nutrition education is needed in all areas of the country. Special priority would be given to provision of education in the Sahelian zone. * Weekly iron supplementation would be employed as a nationwide strategy in schools across Chad to alleviate anaemia. Special priority would be given to provision of supplementation in the Sahelian zone. * School based nutrition education and promotion of the use of iodised salt would occur throughout Chad. Especial priority would be given to promotion of these measures in the Sahelian zone. * All schools would be equipped with latrines for girls, boys, and teachers and with supplies of clean water. Schools would provide an exemplary hygienic environment. * The diet in Chad is one which tends to vitamin A deficiency as is borne out by mothers' responses to questions concerning night-blindness in infants during the DHS demographic survey of Chad (1996-1997). If infants show signs of Vitamin A deficiency, it is highly probable that deficiency also exists amongst school-aged children. On this basis the case for inclusion of Vitamin A supplementation of school-aged children along with other interventions to be delivered to this group is justified. Education about consumption of foods rich in Vitamin A would be included with other health education interventions. - 141 - Additional Annex 15 Ten-Year Curriculum Development Plan CHAD: EDUCATION SECTOR REFORM PROJECT To facilitate a coherent and effective approach to quality improvements in education, a CNC will integrate related functions of curriculum development for student and teacher education and training, learning assessment and research, and support materials/textbook development. In the course of the project, legal documents would be adopted to: (i) implement a bilingual elementary curriculum, (ii) designate the languages of instruction (approximately 15) among the 60 national languages spoken in Chad, and (iii) introduce the designated languages in the early grades. Curriculum renovation for basic education will involve two fundamental steps: (i) developing a policy framework for curriculum development (i.e. overall development goals; learning objectives; curriculum content, including languages of instruction; pedagogic approaches, including organization of teaching and learning, length of school year, etc.); and (ii) curriculum experimentation by grade-level based on the general policy framework, including testing and evaluation of various programs in early childhood development, language/ reading development, interactive radio instruction, and health and nutrition education. Model and approach: rationale behind choices made Several models and approaches for developing, experimenting, and implementing a new basic education curriculum were considered. These included organizing learning objectives and subject matter by sub-cycle (two grades at a time), allowing a flexible process for implementation and textbook development (two or more grades in one book). A model that has been chosen is presented in the following plans. However, the final scenario and approach will be decided by the CNC, on the basis of relevant studies, a national consensus, as well as pedagogic, logistic and efficiency considerations. In the event the curriculum for lower secondary education will be experimented at a later stage, its conceptual framework would, however, be elaborated together with the primary curriculum. This approach would take into account ongoing curriculum renewal actions in physical sciences and technology (HPSPT Project), a program supported by the francophone African and Indian Ocean countries, as well as the Inter-African support project aiming at harmonizing secondary education (ARCHES Project). This scenario would be coordinated with the Cooperation frangaise/AIF/CONFEMEN and the BAP. - 142- Preliminary curriculum development plan Primary education School years 2002/3 to 2009/10 (beginning 4th quarter) Classe 2002 2003 2004 2005 2006 2007 2008 2009 2003 2004 2005 2006 2007 2008 2009 2010 CPI P RS-EV LS LS A CP2 P RS-EV LS LS A CEI P RS-EV LS LS A CE2 P RS-EV LS IS A CMI P RS-EV LS LS A CM2 P RS-EV LS LS A Preliminary curriculum development plan Secondary education Classe 2002 2003 2004 2005 2006 2007 2008 2009 2003 2004 2005 2006 2007 2008 2009 2010 6&me P RS-EV LS LS A 5rme P RS-EV LS LS A 4.me P RS-EV LS LS A_ 3Rme P RS-EV LS LS A Key: P = Preparation of the policy framework as the basis for developing the primary education curriculum by grade and subject matter. Expected results: (i) definition of the goals, contents, and organization of a new, integrated and context-relevant curriculum; (ii) definition of general learning objectives in terms of subjects/disciplines taught, competencies and knowledge to be acquired at the end of each class, primary and lower secondary education cycles; (iii) definition of pedagogic models, including bilingual/multilingual approach; and (iv) publication of the policy and conceptual framework for the basic education curriculum (primary and lower secondary levels): P = 4 quarters; RS = Elaboration of the syllabus and support materials production by grade and subject matter. Expected results: (i) syllabus by grade and subject; (ii) pedagogic support materials (printed and non-printed) for experimentation in pilot classes; (iii) learning assessment tools by grade and subject (diagnostic and standardized) for teachers' everyday use; and (iv) training modules for trainers and.teac,hers responsible for experimenting the curriculum in designated pilot schools; EV = Experimentation and validation by grade and subject matter, including diagnostic learning assessment instruments. Expected results: (i) specific curriculum areas by grade experimented by teachers in classrooms of designated schools; (ii) standardized tests in language/reading and mathematics applied in pilot and control schools and interim evaluation of EV; (iii) validation seminar at the end of the process; and (iv) preparation of pedagogical guidelines and curriculum - 143- specifications (by grade level and subject matter, language of instruction, number of lessons, methods, etc.) for the development of new textbook manuscripts. RS + EV = 4 quarters. LS = Development of new textbooks. Expected results: (i) New textbooks (including multiple titles) and teacher guides developed and evaluated on the basis of the experimented curriculum and established pedagogical guidelines; and (ii) acquisition and distribution of the new books and teachers' guides by grade level to all schools: LS = 8 quarters A = Implementation of the new curriculum by grade level. Pre-conditions: Textbooks and support materials are available in class and teachers and other pedagogic support personnel are trained for grade-wise curriculum implementation, including regular learning assessments of their students. - 144- Additional Annex 16 Social Assessment CHAD: EDUCATION SECTOR REFORM PROJECT Background 1. This social assessment was undertaken to contribute to the formation of a national education strategy for Chad by conducting stakeholder analysis and institutional analysis with a focus on parental attitudes, expectations, preferences, and participation in primary education. Stakeholder analysis focused on investigating parental attitudes towards primary education, identifying factors shaping parental decisions to enroll their children in school, eliciting parental suggestions for innovations to the educational system, and identifying both existing and potential frameworks for participatory strategies. The institutional component of the assessment analyzed points of interface between parents and the national education system and organizational frameworks of APEs. Findings 2. The central findings of the assessment are: * Parents are harboring a great deal of anger towards the Government for the lack of progress in developing educational infrastructure. Parental anger is fueled by an intensifying sense of alienation from the national education system because parents perceive that they are bearing heavy responsibilities in educational delivery with little assistance from the state and insufficient voice in educational planning. * The parents' anger and alienation are exacerbated by severe institutional and informational disconnects between parents and national education officials. Channels of communication and points of interface between parents and officials are insufficient, giving rise to mutual hostilities and discourses of blame which sabotage constructive collaboration. * Institutional disconnects and lack of communication are demonstrated by inadequate integration of parental demands into existing educational strategies. Parents feel like issues which they identify as stakeholder priorities-relating to bilingualism and biculturalism, girls' education, and vocational training-are insufficiently addressed in the existing educational system. * In addition to infrastructural development, three changes which parents most want to see in the current educational system are: (a) better integration of bilingualism and biculturalism into teaching and curriculum in the northern Arab regions of the country; (b) separation of girls and boys in different classrooms; and (c) integration of practical training into primary school curriculum. * Parents want to continue to play a significant role in basic education and are not demanding that the Government take full responsibility for educational delivery. But severe poverty, particularly in rural areas, limits parental financial capacity for maintaining functioning schools, and parents are coping with unmet needs for greater assistance in providing quality education. * Existing forms of participation are well-developed and diversified, with some variations between northern and southern regions of the country. Parents also identified a number of potentially - 145- effective strategies for enhancing community involvement in education and building collaborative relations with national education officials. Conclusions 3. A critical weakness of the national education system has been its incapacity to maintain strong, collaborative relations with parents-especially rural parents-as part of the educational development process. Although a critical strategy of the previous IDA project (Basic Education Project Cr. 2501-CD) was to build upon the long tradition of parental participation in education by enhancing the resilient capacity of communities, efforts to integrate parents into the national education system have been insufficient and unsuccessful. Parents feel alienated and isolated from national education officials. Despite project intentions to support local-level initiatives, parents feel like they are receiving little or no assistance in improving basic educational delivery. These shared feelings of anger and alienation are particularly disturbing in a society which is still recovering from sustained periods of political conflict. 4. Severe institutional and informational disconnects must be alleviated in efforts to facilitate communication, increase points of interface, and build collaboration between parents and national education officials. Institutional structures which give voice to parental demands and better integrate parental participation into the national education system must be developed in order to achieve effective and sustainable infrastructural development through participatory strategies. Recommendations 5. Chad's new Education Sector Strategy should develop the following initiatives: * Provide arenas for interfacing between parents and national education officials, increase their channels of communication, and clarify their respective roles in educational supply in order to alleviate institutional disconnects, misunderstandings, and mutual suspicions. * Integrate parental demands into ongoing planning processes by: (a) responding to Arab parental dissatisfaction with francophone biases of the existing educational system; (b) addressing parental dissatisfactions with supply-side aspects of girls' education, including language of instruction, separation of sexes, and insufficient female role models; and (c) increasing course relevancy and vocational training. * Demonstrate committed support for parental roles in educational delivery, alleviate parental-state disengagement, respond to parental demands, and create an enabling environment for parents by implementing programs of infrastructural development through stakeholder-driven and participatory strategies. Action Plan * Increase effective outreach to parents, especially in rural communities, by providing regional education officials with transport vehicles. * Create, fund, and intitutionalize joint committees of parents and local, regional, and national education officials. - 146- * Continue to foster APEs as key points of interface between parents and the national system by increasing support for management training. * Construct more systematic channels of communication and dialogue between parents and education officials, such as joint workshops, periodic meetings, radio dialogue, and written exchanges (e.g., reports and/or informational updates). * Increase training and employment of official arabophone teachers. * Separate girls and boys in different classrooms and/or offer special evening classes for girls. * Increase training and employment of both official and community female teachers. * Promote integration of women into formal positions of leadership in APEs. * Develop vocational programs for older primary school students. * Provide parents with building materials and/or the means to procure building materials for school construction. * Provide parents with funding for start-up costs for school micro-enterprises. - 147- Additional Annex 17 Letter of Sector Policy CHAD: EDUCATION SECTOR REFORM PROJECT UNOFFICIAL TRANSLATION 1. Context The Education Sector Policy confirms the Government's major guidelines adopted during the January 2000 Sector Meeting on Education and Training, describes its priorities and puts forth the strategic framework for the development of the Chad Education Sector Reform Program. Based on the lessons drawn from the sector development project, "Education-Training-Employment" (EFE) to which the Government has been committed since 1993, and, in accordance with the conclusions of the Sector Meeting on Education and Training held in January 2000 as part of the follow-up of the G4 Round Table, the policy framework that follows takes into consideration both internal and external changes in the education system as well as a number of challenges that Chad must address to reduce poverty in the long-term. This will empower the youth to cope with the challenges of the new millennium. 2. Government Priorities In the current Poverty Reduction Strategy Paper, the Government accords priority to the Sectors of Education and Health. Following the Dakar Forum in April 2000, the Government's will was reconfirmed at the Summit Conference on the Acceleration Strategy of "Education for All" when the Head of State, along with his counterparts from six Sahelian African countries with the lowest rates of schooling (Burkina Faso, Guinea, Mali, Niger, Senegal and Chad), made a commitment to give basic education top priority. During the Sector Meeting, an Education and Training Sector Strategy (PAEF) to be carried out by 2004 was adopted, whereby basic education was given first priority, followed by technical and vocational training, with a special focus on gender and geographic equity. A pilot mechanism was put in place (Technical Monitoring Comrmittee of the Education and Training Sector Meeting) to oversee the implementation of the PAEF. Following the meeting in Dakar, the Government of Chad prepared a National Action Plan for Education for All by 2015. These initiatives are consistent with the general education sector objectives for Chad. 3. Strategic Options The sector's overall objective is to promote the development of human resources through education and training, in order to create conditions that will enable the country's people to play their role as the driving force in the socio-economic development process. In order to accomplish this, the Government intends, through the first phase of the PARSET (2002-2006), to put in place a framework for quality universal and bilingual education that will be equitably provided to all of the country's children. 3.2 This framework will be applied nationwide during the second phase of the program: 2006-2011 (PARSET I[), and consolidated during the third phase 2011-2015 (PARSET III) in order to achieve the Education for All (EPT) objective. 3.3 During PARSET I, and in accordance with the three strategic pillars corresponding to the three objectives listed below, the Government will focus on: - 148 - 3.3.1 Increased access and equity, through: (i) The development of a dynamic partnership between the State and communities, by providing them continuous support and including them in the entire reform process. The strengthening of this partnership will allow APEs to play their role as a motor for growth of the Chadian education system. In this regard, at least 2,500 community teachers' salaries will be covered each year by the APEs through grants provided by the Government from IPPTE resources. The Government's share will be 80% and the remaining 20% will be borne by the APEs. (ii) The promotion of girls' education with a view to achieving access and enrollment rates of 85% and 76%, respectively, by 2005-2006, as cornpared to 69% and 54%, respectively, in 1999-2000. The reduction of the gender gap by increasing the female teachers' corps to 30% in 2005-2006 and by encouraging the presence of women in APE management. Specific programs for unschooled children (nomadic, handicapped children, etc.) will be put in place during the first phase. (iii) The construction of at least 3,772 new classrooms and the rehabilitation of 3,000 others, the construction of 2,000 two-toilet blocks, and the drilling of 300 wells in schools in targeted areas (the most disadvantaged) using a community approach. Under this strategy, the construction of classrooms and latrines will be the sole responsibility of the APEs who will finance 10% of the construction costs, in cash or in kind. The work will be undertaken by community-based organizations, thanks to sustained mobilization and supervision by NGOs and local partners. (iv) The consolidation of community gains by the "faire-faire" (outsourcing) approach with a view to ensuring a thorough and gradual eradication of the country's chronic illiteracy, which affects 86.5 % of the population, including 95% of women. This program aims to provide literacy training to at least 80,000 people between the ages of 15 and 50, of whom 60% will be women, and to enroll 15,000 children in non-formal basic education. 3.3.2 Improvement of the quality and conditions of teaching and learning, through: (i) the development of Chadian-specific curricula for primary and secondary education, in order to provide children with quality Chadian textbooks, free of charge, in Chad's two official languages (1 reader and 1 math book per student; and 1 science book for every two students in primary school, and l book for every two students in lower secondary school. The repetition rate in primary school would, therefore, be reduced to 22% in 2005-2006 and to 16% in 2010-2011 as compared to 31% in 2000. (ii) Decrease in the student-teacher ratio from an average of 76 to 1 in 1999-2000 to 55 to 1 in 2005-2006, by providing incentives and continuous quality training of community teachers who represent 57% of the elementary teaching force: their number will be increased annually so as to reach 66% in 2005-2006. - 149- 3.3.3 Strengthening of the system's institutional planning, management and piloting capacity by: (i) the creation of an independent Agency (APICED), that will administer the grants allocated to the APE for the payment of community teachers; a board of directors (made up of teachers' unions and members of civil society) will manage the fund. (ii) the creation and running of the National Curriculum Center (CNC) which will be responsible for the development of curricula and quality bilingual textbooks. The Higher Institute of Education Sciences (ISSED) will no longer have responsibilities for these activities so that it can focus on training activities and education research; structures like the BAP and the SES will be integrated in the CNC. (iii) Enhancing the school map in order to ensure the best allocation of education resources. (iv) The establishment of a permanent mechanism for the annual public expenditure review, the preparation of a budget for the Medium Term Expenditure Framework (CDMT) in 2003, and the establishment of an expenditure monitoring system (Systeme de Suivi des Depenses jusqu'a Destination, SSDD) to improve the efficiency and equity of Government education spending. 4. Key Policy Measures 4.1 Under PARSET implementation, and in order to achieve the aforementioned objectives, the Government is committed to ensuring: a) A substantial increase in the share of GDP allocated to education with the aim of attaining at least 4% by 2015. b) The allocation of at least 50% of the education budget to the development of basic education. c) An increase of at least 20% in the education operational budget (excluding salaries) each year, during the program. d) The adoption, by 2003, of legal texts harmonizing the MEN's personnel records with the MOF's salary records. e) The signing of legal texts to enforce the Memorandum of Agreement (MOA) relating to the partnership between the State and FENAPET, as part of the implementation of the PARSET. f) The posting, in the state budget of funds to be transferred from IPPTE resources to the Fund's account for the payment of community teachers, as planned in the reform program and the signing of a decree setting up the FAIC and subsequent legal texts for its implementation. g) The signature, in 2002, of a decree harmonizing the various staff regulations for primary schools and the adoption in 2003 of the Law on the career plan of community teachers. - 150- h) The adoption of a law establishing the CNC and subsequent legal texts in 2002-2003, and the inclusion of a budget item for its operation, in the 2003 Budget. i) The enforcement of a law amending the regulation of flow of children in schools, from the 2002/2003 school year, with a view to facilitating the passage of girls who succeed in the tests given to them at the end of tutoring courses, to a higher grade level. j) The signing in 2002 of MOAs between the Ministries of Education, Communication, Public Health, Social Action and other actors for the implementation of such programs as: experiment/pilot literacy programs, distance learning, ECD and school-based health and nutrition. k) The publication in 2002 of a decree organizing the implementation of PARSET as well as other subsequent legal texts that follow. Signed in N'Djamena, March 8, 2002 Abderahim Bireme Hamid The Minister of National Education Mahamat Ali Hassan The Minister of Economic Promotion and Development - 151 - Annexe 17 (French) *1-3-2 1:48 DE MIN EDUCATION NRTIONDLE-D A 0012024738216 P.024 REP1JBLIQUE DLJ TCHAD Unite -Travail-Progres LETTRE DE POLITIQIE SECIORIELLE D'EDUCATION PROGRAbME D'APpUI A LA REIrOBME DU SECTEUR DE L'EDUCATION AU TCHAD (PARSET) 1. Ceutxte 1. La pr6sente Lcttre de Politique Educative confirme les grandes orienations du Gouvmemnem adoptecs lors de la Reunion Sectorielle sur l'Education et la Formation de Janvier 2000. dhfinit Ics prioritds et fixc le cadre stratdgique pour Is d6veloppernent du Prograumne d'Appui & la Reforme du Secteur de l'Education au Tchad (PARSET). Tout en tirant les Icc,ons du processus de dCveloppemnct sectoriel A Education-Formation-Emploi (EFE) )) d6j4 engage depuis 1993 par le Gouvernement, et conformcment aux conclusions dc la Rcunion Sectorielle sur l Education at Ia Formation tenue en janvier 2000 dans le cadre du suivi de la Table-Ronde de Gen&ve IV, le cadrage ci-dessous prcnd en compte les mutations intervenues dans 1environnemcnt intmer et externe du syst.me tducaiif, et s'ouvre aux diff6rents defis que le Tchad doit relever pour r6duire la pauvrete de fa9on durable, et ainsi, permettre a sa jeunesse de faire face aux enjeux de ce nouveau millenaire. 2. PwiorisdiGouwer8ement 2.1 Le Gouvernmment dans le Docurnent de Strtegic de Reduction de la Pauvrct6 (DSRP) en ours a accorde la priontc aux secteurs de I'Education et de la Sante. Apr6s le Forun de Dakar d'avril 2000, cette volonte a ete reaffirmee a Bamrako loTs dc la Confrence au Sonuot sur la Strategie d'Accel1ration de l'Education Pour Tous, oui lc Chef de l'Etat s'est engage avec ses pairs des six pays africains du Sahel les noins scolarises ( Bukina, Guinee Conakry, Mali, Niger, SenEgal et Tchad), a placer 1'education de base au premier rang des prioritCs. La Reunion Sectorielle avait d4ja adoptE un Programme d'Action Education et Formation (PAEF) a I'horizon 2004 dans lequcl, 1'enscignement de base est une premiere priorite, suivi de lFenscignemcnt technique et la formation professionntele, avec un accent particulier sur l equitM en genre et g6ographique. Un dispositif de pilotage avait ite mis en place (Le Comite Technique de Suivi de la Rdunion Sectorielle sur Education et la Formation) pour veiller a la mise en cruvrc du PAEF. Dans la suite du processus de Dakar, le Gouvernement se prepare a doter le pays d'un Plan d-Action National Education Pour Tous pour Phorizon 2015. Toutes ces initiatives conservent leur coherence par rapport & l'objectif g6neral du secteur dc l'Education au lTchad. 3. Options stratfalgats 3.1 L'Ob*etif g6Eneral rctenu pour lc secteur est d'assurer la promotion des rcssources humaines par l'educaion et la formation, afin de crder les conditions permetant mux populations de joucr effectivcment Icur r8le de moteur dans le processus de dEvetoppernent socio-6conornique. Le (3ouveniement entend, au terrne de ce progwname, inettre en place dans une premiere phase 2002-2006 (PARSET I) Ie cadre pour une 6ducation universelle de qunlitE, bilinguc. Equitablement dispensee A tous les enfants du Tchad. _1-3-2092 11:49 DE MIN EDUCRTION NRTINE-D A 091202473B216 P.03'84 3.2 Ce cadre vend sa gn6raisation au cours de la secondc phase du programmc 2006- 2011 (PARSET U) , ct sa consolidation cn troisimee phase 2011-2016 (PARSET 11I) pour alteindre L'objectif de l Education Pour lous (EPT). 3.3 Pour le PARSET I eL confortM4mert aux trois axes strategiques correspondant aux trois objectifs spdcifiques ci-dessous , le Gouvemnement mettra l'accent sur: 3.3.1 L'aicrobsemet de l'aceAs et I' equitt par; (i) le ddveloppement d'un partenariat dynamique ente 'F.tat et les Communautds, en leur apportant un appui soutenu et en les impliquant pleinemrent danm le processus de la reforme. Ce renforcenent doit permettre au APE de jouer leur r8le de moteur dans le tdveloppement de 1'6cole tlhadienne. Ainsi, au moins 2500 maires communautaires sewnt pris en charge chaque annee par les APE, A travers des subventions aceord6cs sur les ressources IPPTE par le Gouverememet dans les proportions de 80%/a pour la part de l'Etat, et 20% pour les APE. (ii) )a promotion de la scolarisation dcs filles en vue d'atteindre des taux d'acAM et de scolarisation respectivement de 85% et 76% en 2005-06, contra respectivement 69% et 54% en 1999-2000. La fdminisation du corps enseignant scra renifre pour aneindre tn taux de 300/o en 2005-06, de mene que la presence des kemnmes dans les directions des APE sera encouragde. Des programmes speeifiques pour l'ducation dcs enfants d6scolariscs (enfants nomades, handicapda, etc.) scront mis en cauvre pendant Ia premirec phase. (ii;) la construction d'au moins 3772 salles de classes neuves. Ia rehabilitation de 3000 autres, la construction de 2000 blocs de 2 latrines et le forage de 300 puits d'eau dans les icoles des zones cibides (les plus d6favoris6cs) en approche communautairc. Dans le cadre de cette strat6gie, Ia responsabilite de Is construtction des salles de classe et des latrines sema enti&emnent ddlegu6c aux APE, qui scront alors responsables a leur tour du financement de 10% du coOt esLimd de Ia construction, en liquide ou en nature. Les travaux seront ex6cut6s par les organisations wommunautaires de base (OCB), grace A uns mobilisation et un encadrement soutenus par les ONG ct partenaires locaux. (iv) la consolidation des acquis communautaires par Ic fairefhire en vue d'unc eradication poussdc et progressive de I'analphahdtisme chronique dam le pays, qui concerne 86,5% de la population dont 95% de femrnmes. 11 s'agit danas c programme, d'alphabdtiscr au mOins 80.000 personnes igecs de 15 A 50 ans dont 60% de femmes et d'inscrire 15000 jeunes danm des forrnules d'6ducation dc base non formelle. 3.3.2 L'amnlioratlon de Ia qualite et des conditions d'enseignement et d'appreutisage par: (i) lc ddveloppemcnt de programmes d'enseignenieat prinuim et secondaire typiquement tchadicns. en viue dC metire grmtuitement & la disposition des enfants des manuels tchadicns, de qualit6 dans les deux langues officlelles du Tchad, avcc des ratios de I livre de lecture et I livrc de calcul par eUAve; de I livre de sciences pour 2 dl6ves dans lc primaire, at I livre pour 2 61eves dans le le cycle secondairc Alnsi les taux de 2 11-03-2002 1:50 DE MIN EDUCATIONl NTIONLE-D R e012e24738216 P.04YO4 redoublement dans lc primaire devront etre ramenres a 22% en 2005-06 et 16% en 2010-11 contre 31% en 2000. (ii) la reduction du ratio 61kves-maitres de 76 en moyenne en 1999-00 a 55 en 2005-06, grSce a la motivation et a unlc formation soutenue et qualifnte des mahtres communautaires qui reprTsentent actuellement 57% du corps enseignant de l'6elmcntaire; cette proportion sera augmcnt6e chaque annde, pour atteindre 66% en 2005-06. 3.3.3 Le renforement des capacits institutionneies de planification, de gestion et de piotage du systhme par; (i) la creation et la mise en plaec du Fonds d'Appui aux Initiatives Cornmunautaires (F.A.I.C.), autunome, pour accueiUlir les subventions destin6es aux APE pour la prise en charge des maCtres conununautaires; la gestion de ce fonds sem assur6e par un conseil d'admiinistration dans leqtuel les APE, Ies syndicats des enseipants ct la societd civile seront reprfisente's. (ii) la creation et Ia prise en charge du fonctiomiemnent du Centre National des Curricula (CNC) ayant la responsabilite du d6veloppement des programmes et des manuels tchadiens . bilingucs et de qualitd. De ce fait l'lnstitut Supdrieur des Sciences de l' Education (ISSED) sera d6chargt de oette mission pour se consacrer uniquemcnt aux activites de formation et de recherche en education; de mnme que les structures comme le Bureau d'Appui P&dagogique (BAP) et Ic Service Suivi et Evaluation (SES) integreront Ie CNC. (iii) Le retnforcement de la carte scolaire en vue d'une meilleure allocation des ressources educatives. (iv) la mise en place d'un dispositif perenne de revue annueUe des depenses publiques, l'dlaboration du Cadre de Ddpenses A Moyen Terme (CDMT) en 2003, et la mise en place du Systeme de Suivi des Depenses jusqu'a Destination (SSDD) en vue d'amq6liorer l'efficacite el l'6quitd des depenses 6ducatives de I'Etat. 4. 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