Doc IMIGRuflU I. IiiI (x): Y TheW RLepIlY, Nc). I OoI NU Tvp*m (.OCR) 1ION CH1AN, / X:3 1.2 / T9 00'/, 7 D11 FOR OFFI( Report No. 10017 PROJECT COMPLETION REPORT MALAWI FIFTH EDUCATION PROJECT (CREDIT 1330-MAI) OCTOBER 23, 1991 Population and Human Resources Division Southern Africa Department Africa Regional Office TShis document has a restricted distribution and may be used bv recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. GLOSSARY JC Junior Certificate MCA Malawi College of Accountancy MCDE Malawi College of Distance Education MOE Ministry of Education and Culture PTTC Primary Teacher Training College 'OR OMCIUL USE ONLY THE WORLD BANK Washington, D.C. 20433 U.S.A. ni Directn.CmInval :atwios 6veikatkw October 23, 1991 MEMO1.A DUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report on Malawi Fifth Education Proiect (Credit 1330-MAI) - Attached, for information, is a copy of a report entitled "Project Completion Report on Malawi Fifth Education Project (Credit 1330-MAI)" prepared by the Africa Regional Office with Part lI contributed by the Borrower. No audit of this project has been made by the Operatioais Evaluation Department at this time. Attachment Yvos Rovani by H. Eberhard Klpp This document has a restricted distribution and may be used by recipients only In the perforniance of their omcial duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY PROJECT COMPLETION REPOR MALAWI FIFTH EDUCATION PROJECT (CREDIT 1330-MAI) TABLE OF CONTENTS Page No. Preface ................*.........*..***. ............... i Evaluation Summary .................................... .......... iii I. PROJECT REVIEW FROM BANK'S PERSPECTIVE. 1 Project Identity ..... ... ................................ 1 Project Background. ..... . .. . ... 1 Project Objectives & Description . . 2 Project Design and Organization. . . . 3 Project Implementation. ...........t. . . .. 3 Major Results of the Project . . ........................... 4 Pro4ect Sustainability . . ..................... .....O 5 Bank Performance.... 6 Borrower Performance . ................. . . 8 Project Relationship ................... . 8 Consulting Services ....... 8 II. PROJECT REVIEW FROM BORROWER'S PERSPECTIVE .... ......... 9 III. STATISTICAL INFORMATION ................................. 12 Related Bank Credits . .............. ... 12 Project Timetable .......... ............................ 13 Loan Disbursements ........ . ........................ .... 14 Project Implementation ....... .......................... 15 Project Costs & Financing . . . ..................... 16 Project Results .. ........................................ 18 Status of Credit Covenants .............. ................. 22 Use of Bank Resources ......... 23 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. LIST OF ANNEXES Annex 1 - Participants in Completion Mission ............... ... 25 Annex 2 - Project Completion Report (by year) ......... 26 Annex 3: Table 1. Planned and Actual Completion of Civil Workd Furniture and Equipment Procurement..... 28 Table 2. Planned and Actual Utilization of Technical Assistance by Institution .. . 29 Table 3. Instructional Staff in Project PTTC9s and Secondary Schools .................0...30 Annex 4 - Enrollment at the Malawi College of Accountancy by Type of Program 1990-91....................... 31 Annex 5 - Malawi College of Accountancy Graduate Output . 32 PROJECT COMPLETION REPORT MALAWI FIFTH EDUCATION PROJECT (CREDIT-1330 HAl) PREFACE This is the Project Completion Report (PCR) for the Fifth Education Project in Malawi, for which Credit 1330-MAI in the amount of SDR 30.9 million was approved on May 5, 1983. The Credit was closed on September 30, 1990, two years behind schedule. The last disbursement was on December 20, 1990 and the credit was fully disbursed. The PCR was prepared by the Population and Human Resources Operations Division of the Southern Africa Department (Preface, Evaluation Summary, Parts I and III), and the Borrower (Part II). The PCR is based, inter alia, on the Staff Appraisal Report; the Development Credit Agreement; supervision reports; correspondence between the Bank and the borrower; Progress Reports by the Borrower; internal Bank memoranda; and interviews with Bank staff and Malawi Gcvernment officials who were closely associated with the project. - iii- PROJECT COMiPLIZTION REPORT MALAWI FIFTH EDUCATION PROJECT (CREDIT 1330-HA) EVALUATION SUMMARY Objectives i) The project's objectives were to meet Malawi's most pressing needs for trained manpower through: (i) improvement in the quality of primary education, (ii) expansion in the output of secondary schools, (iii) increases in the number of trained accountants and accounting technicians, and (iv) strengthening of the management of the education, training, and auditing systems. In the context of the socio-economic conditions of the early 1980's when the project was developed, these objectives were timely and consistent with the emerging government policy to invest in human resources development and skill training. Imnlementation Experience ii) The main variances between planned and actual implementation were: (a) the implementation period was lengthened from five to seven years, through two extensions of the Closing Date; and (b) four more new secondary schools were established, while only one was planned at appraisal. The extension of the Closing Date (in 1988 and 1989) enabled the Government to complete four additional secondary schools with a total of 1920 additional places. These additional facilities were financed utilizing funds accruing from the devaluation of the Malawi Kwacha against the US Dollar (para 8). In view of the increased size of the project and the shortages of building materials, the time overrun of only two years, and about llZ overrun in the total project costs, was not unreasonable (para 29). Results iii) The project complemented and reinforced IDA's assistance under four preceding education projects. Its main thrust -- expansion of secondary schools, MCDE centers and primary school teachers -- was the same as in the previous projects. In quantitative terms, the project fully achieved its objectives, since all project institutions (secondary schools, PTTCe, MCA, MCDE centers) have already attained or exceeded enrollment targets planned during appraisal. The quality of construction of the facilities was generally good, although some of the weaknesses in the design of facilities that were financed under a previous project (for instance, excessive circulation space in the PTTCs) were repeated in this project without appropriate modification. Provisions for technical assistance and overseas training were likewise - iv - fully utilized, or even exceeded (in the case of overseas training). However, the project had more limited success in respect to it& objective of strengthening the management of education and training. The project also provided funds for two ongoing and two rew studies (Table 9, Para. 33). Sustainability iv) Most of the project institutions (PTTCs, secondary schools and the MCA) are likely to be sustained for the foreseeable future as integral parts of the Malawi educational system. Thus the question is not whether those institutions will be sustained but At what level of quality and efficiency. The principal constrains are partly financial and partly administrative -- the Government's ability to provide an adequate level of recurrent cost support for non-salary expenditures such as for textbooks and other learning/teaching materials and equipment, as well as implementation of an effective and viable system for school maintenance and equipment repairs. The MCDE centers are in a somewhat different situation. Due to persistent shortages of self- learning materials and radio receivers, plus lack of trained teachers, the centers inevitably resort to conventional teaching methods. But because of lower quality teachers, overcrowding, shortage of instructional materials, the MCDE centers are not on the whole functioning as full-fledged distance education centers, but at best as conventional secondary schools, albeit of lower quality than the conventional schools. However, the quality of some of the MCDE Centers is being upgraded under a follow-up project (Education Sector Credit I). Findings and Lessons Learned v) Overall, the project was well implemented and has brought about satisfactory results. Enrollment targets were attained in all project institutions, and in the case of the MCDE centers exceeded by about 100%. Of the 21 staff-years of technical assistance provided under the project, 16.5 staff-years (or about 79%) was satisfactorily utilized. Provision for overseas training was increased during implementation by about 37% so that 71.5 staff-years were financed by the project's Closing Date, while 52 staff-years were planned at appraisal. vi) Lessons derived from implementation of the project include the following. (a) A careful and detailed project preparation should be undertaken before a project is appraised and launched. The fact that a project contains components financed under previous projects (i.e. repeater project) is not a sufficient reason to skip the preparation phase of the project cycle. (b) The project confirms previous Bank experience that assistance for education and training should contain an appropriate balance between support for expansion of physical facilities, qualitative improvement, and institutional development. The project, concentrated heavily on expansion of physical facilities (about 86% of project cost) with only minimal assistance to improve institutional quality or to strengthen institutions in the sector. (c) When financing studies (feasibility or research-type), it is important to identify and reach agreement with the borroiwer as early as possible -v regarding the inatitutions or individuals wqho will be assigned primary responsibility for conducting the altudy, the terms of reference of the studies and arrangements for report.1.ng the results. A related lesson is that studies are likely to have a better chance of being executed if responsibility for conducting them lies with universities or research centers which normally have a comparat.ive advantage in this regard over Governibent ministries and other admininstrative agencies. Toward the end of the implementation period, IDA and the borrower established a center for education research under the univer,ity with responsibility for all educational research, including those financed by the Bank (para 16). PROJECT COMPLETION REPORT MALAWT FIFTH EDUCATION PROJECT (Credit 1330-MAI PART I: PROJECT RE'IEW FROM BANK'S PERSPECTIVE A. Project Identity Name: Fifth Education Project Credit Number: 1330-MAI RVP Unit: Africa Region Country: Malawi Sector: Population and Human Resources Subsector: Education B. Project Background 1. Sector Development Objectives. At the time the project was appraised in 1982 the Government of Malawi was acutely aware that the inadequate growth of its education system was one of the principal constraiints to economic and socia. development. At appraisal, gross primary school enrollment ratio was about 62%, and that of secondary school was just 4%, one of the lowest in all of Sub-Saharan Africa. Outputs from agricultura', industrial, commercial and accounting institutions fell far short of manpower needs. Qualitatively too, primary education showed glaring deficiencies. Drop out and repeater rates remained high and only 23% of entering students completed primary education. Shortage of textbooks and other instructional materials, high pupil teacher ratios, lack of properly trained teachers, and old and decaying school buildings with little or no school furniture or equipment were among the factors that contributed to low educational quality. Competing demands from other sectors as well as the pressing economic difficulties of the time made it imperative for the Government to seek financial assistance from external sources for the expansion and improvement of the educational system in order to meet pressing manpower needs. 2. Policv Context: The Government's basic development strategy and priorities for the 1970's and subsequent years werei set forth in a policy framework document titled 'the Statement of Dlevelopment Policies l97l-1980. Although the Government did not prepare a policy statement for the 1980's similar to that of the 1970's, it did nevertheless produce rolling five-year development plans that focused on capital investments. In addition, the Government prepared informal documents providing revenue and recurrent cost projections. The cumulative thrust -2- of these various planning documents was to show projected declines in the average annual rato of growth of real GDP, from about 6.5Z recorded in the 1960's and 1970's to a projected growth of only 4.8% through 1985, which wzas subseque.atly revised downward to 3% p.a. In brief, the project wao initiated at a time of growing concern in government circles regarding declining economic growth rate and overall financial constraints. In spite of the Government's deliberate policy of giving higher priority to agrlculture and infrastructure, the authorities were becoming increaoingly aware of the need to develop the educational and training system in order to return to the relatively high rate of economic growth Malawi had enjoyed in the 1960's. 3. Lnaes Between Pro ect. Sector and Macro Policy Obiectives. The Project was largely successful in linking project, sector and macro policy objectives. It was on the whole quite successful in meeting or even exceeding its objectives of expanding output in carefully selected skill areas to meet critical labor market requirements, such as accountants, managers and auditors. The project was likewise successful in expanding and upgrading general secondary level institutions as a means of providing essential middle level manpower. C. Project Objectives and Descrintio_n: 4. Prolect ObJectives. The project addressed Malawi's most pressing needs for trained manpower by: (a) improving the quality of pr.'.mary education; (b) expanding the output of secondary level institutions as a means of providing essential middle level manpower; (c) increasing the numbers of trained accountants and accounting tec.inicians; and (d) strengthening management of the education, training and auditing systems. The project also financed various studies in key areas such as the delivery anid utilization of instructional materials including textbooks and a school mapping survey. 5. Project Components. The project included construction, furnishing, and equipping of: (a) Three new primary school teacher training colleges at x aasi, Kasungu and Karonga, and expansion of the existing primary school teacher training college at Bembeke, to provide for a total of about 1,560 student places, including teaching and boarding facilities, as well as staff houses; (b) 25 new Malawi Correspondence and Distance Education Centers (MCDE) to serve about 2,960 students, renovation and expansion of MCDE headquarte3rs at Blantyre including provision of equipment, furniture, and staff houses and construction of two staff houses at Lilongwe and Mzuzu; (c) One new secondary school (480 places), including teaching and boarding facilities and staff houses, and renovation, expansion, furnishing and equipping of an existing secondary school at Livingstonia to increase its capacity to 480 student places; and -3- (d) The Malawi Coll3ge of Accountancy (MCA) to provide facilities for a total of about 215 new student places, including teaching and boarding facilities as well as staff houses. In addition, the project fina:1ced technical assisiance and local as well as overseas training for the Malawi College of Accountancy, MCDE, the Auditor General's office, the Project Unit and the Malawi National Examinations Board. D. Proiect Design andOreanization 6. Based on the information available to the appralsal and post- appraisal missions (6/82 and 10/82), the conceptual foundation for the project was appropriate and clear. The project's central thrust, particularly expansion of secondary education, distance/correspondence education, and primary schoo' teacher training, wae in fact a continuation of the Bank's previous investment in these areas under two projects which were at the time under implementation (The Third and Fourth Education Projects -- Cr. 910-MAI and 1123-MAI, respectively). Two other projects -- the Flrst and Second Education Projects, Cr. 102- MAI and Cr. 590-MAI, both of which were completed at the time the project was identified, had also contained financing of project elements in secondary education mnd primary school teacher training. Thus by focusing on these same areas, the project further complemented and reinforced MOE's efforts and achievements. 7. As stated earlier the project's timing and scope were appropriate in that it responded to clearly articulated national. needs. The project was designed and appraised at a time of declining economic growith. The Government's analysis of policy options had concluded that investment in human resources development was critical to reverse the declining rate of economic growth, and that in particular it Was necessary to expand the pool of secondary school graduates in order to increase middle-level manpower. Similarly, there was consensus among the authorities for expanding output of skilled manpower in selected areas such as accounting, management and auditing where there was clear shortage. E. Prolet Implementation 8. Critical Variances in Project Implementation. The two factors responsible for the variance between planned and actual implementation were: (a) a two year increase in the implementation period (from 5 to 7 years), and (b) addition of 4 secondary schools, with a total of 1920 student places. This brought the total number of student piaces provided by the project to 2,880 compared to 960 secondary school places, planned at appraisal. IDA first agreed in 1988 to the Government's request for a one year extension in order to allow the completion of the newly added facilities. As a result of foreign exchange shortages and lack of building materials, including cement, the construction program fell behind schedule, necessitating a second extension of the Closing Date to 1990. The Government was able to finance the additional facilities as a result of the devaluation of the Malawi Kwacha against the SDR. In view of the increased size of the -4- project and the shortages of building materials, the time overrun of only two yegrs is not unreasonable and does manifest considerable improvement in the management efficiency of the project implementation unit. 9. Project Risks. At the time the project was launched, education's share of the government's total recurrent budget was only 11%, one of the lowest in Sub-Saharan Africa. The recurrent cost implications arising from expansion of the educational system had thus been flagged as a potential risk at the time the project was appraised. The Government had agreed to increase allocations to the sector to 14-15%, but in view of the overall economic and financial constraints facing the country at the time the prosject was being implemented, the Government was unable to increase budgetary allocations. under the Second IDA Education Sector Credit, the Govsrnment has renewed its commitment to increase allocations for the sector. In view of some improvement in the economic performance of the country, the Government may be in a better position to provide the required recurrent costs. F. Major Results of the Prolect 10. Project Objectives. Overall the project may be considered successful. Almost all project institutions are likely to be sustained. Its impact on institutional development, however, is limited. The project's objective to address Malawi's most pressing needs for trained manpower has been met in terms of quantitative targets. The PTTCs have virtually attained their enrollment targets, although the institutions were under-enrolled for about two years (1989-1990). The secondary schools are also operating at full capacity. The MCDE's have exceeded their enrollment targets by about 100%. Significantly, the MCA has exceeded its enrollment target: about 340 students are enrolled in Blantyre and about 210 in Lilongwe in various accountancy and management courses. Technical assistance provided under the project was almost fully utilized (87%), while the overseas fellowship and training component was exceeded by 372. The qualitative target of the project (that of strengthening the management of the education, training and auditing systems) was met only partially. For instance, in spite of five investments (including this project) in the education sector, implemented by the same project implementation unit, the Borrower still relies heavily on expatriate staff for project implementation, particularly in regard to technical staff such as architects and quantity surveyors. Educational planning has been strengthened to some extent with the training of Malawi nationals. However, further assistance is required in this area and is being provided under a follow-up operation, the First Education Sector Credit. 11. Prolect Imnact and Benefits. The main project elements (expansion and improvement of secondary education, primary school teacher training, correspondence/distance education) had also been assisted under four successive IDA-financed projects. Thus the project complemented and reinforced the cumulative gains achieved in those areas. The impact of the project is most likely to be greater than it would otherwise have been had the project elements been in areas different than those financed under the preceding projects. -5- 12. The project has created over 2,000 student places in secondary schools, and another 10,000 in MCDEs, also a second-level institution. The project's impact on secondary school enrollment may be best appreciated when one takes into account that the total secondary school enrollment was only 20,000 when the project was appraised in 1982. Similarly, the project has created almost 1600 student places in PTTCs, thereby increasing the capacity of the PTTCs by almost 80%. The project's impact on educational quality at the primary school level is already beginning to be felt with the deployment of an increasing number of graduates from the project PTTC's in primary schools. The large increase in secondary school enrollment is likely to have a positive effect on the quality of post-secondary institutions (including teacher training) as these institutions will have a larger pool of applicants to choose from. G. Proiect Sustainability 13. Most of the project institutions (secondary schools, primary school teacher training colleges, and the College of Accountancy) are likely to be sustained for the foreseeable future as integral parts of the Malawi education system. Thus, the question is not whether those institutions will be sustained, but at what level they will be sustained. The principal challenges for the level of their sustainability are partly administrative and partly financial; nameJy, whether the government will successfully implement an effective maintenance system for all educational institutions, and whether the government will be able to allocate an adequate provision for recurrent cost and maintenance. If these challenges are not met and are coupled with shortages in the supply of textbooks and other instructional materials, sustainability is unlikely to be at a high level. The MCDEs are in a somewhat different situation. These centers were originally intended to provide a low-cost alternative to conventional secondary schools, using self-learning materials supplemented by educational radio. The centers were expected to provide primary school leavers who otherwise could not get places in regular secondary schools a "second chance" to study toward a secondary school diploma. Over the years, it has become increasingly clear that the centers are unable to fully attain this objective: pass rates at JC examinations are about 10-15%, compared to over 80% at the regular boarding secondary schools. Thus only a handful of MCDE students pass the exam in one sitting and are able to transfer to regular secondary schools on completion of their studies. Because tne centers lack specially trained teachers and face persistent shortages of self-learning materials and radio sets, they inevitably resort to conventional teaching methods, for which they have neither the qualified teachers or appropriate instructional materials and facilities. Further, the centers are overcrowded and staffed with teachers whose qualifications are lower than those assigned to regular secondary schools, thereby reinforcing the public's perception of the centers as less desirable options to regular secondary schools. Under the circumstances, it would be difficult to conclude that the MCDEs would be sustained as distant education centers. Rather, they are likely to serve as conventional secondary schools, albeit of lower quality than the regular secondary schools. Under a follow-up project -6- (Education Sector Credit II), IDA is providing assistance to strengthen the quality of instruction in the MCDE Centers. H Ba.rfeoprmance 14. Ma1j0 Strengths and Weaknesses. Bank staff contributed to the success of the project through close and supportive working relationships and professional advice. On the whole Bank staff were knowledgeable about the country's educational system as a result of close involvement in sector analysis and project development and implementation for a period of over two decades beginning with the sector work and identification of the first IDA-supported education project in 1965. Bank supervision was adequate and the missions were well-timed, with appropriate staff skill mix: 16 supervision missions were fielded consisting usually of two (and sometimes three) staff with different skills such as educators, economists and architects. Virtually all the supervision missions were combined with other tasks, such as supervision of other ongoing education projects (The Third and Fourth Education Projects), or later identification, appraisal and supervision of follow-up projects, Education Sector Credits I and II). The missions have been helpful :ln helping resolve critical implementation constraints. although, as noted by the Borrower (Para.21), there should have been better continuity in their composition. For instance, during the early phase of project implementation when the Government was facing an acute shortage of foreign exchange which brought about major shortages of imported building materials, thereby threatening to delay project implementation, IDA facilitated the situation by amending the Development Credit Agreement in 1986 to set up a Special Account, denominated in US dollars, in a local commercial bank with an Authorized Allocation of SDR 1.5 million. This was increased to US$ 3.5 million in 1988, at the request of the Government. Following the devaluation of the Malawi Kwacha, IDA similarly responded positively to Government's request in 1986 and 1987 to increase the number of school places financed under the project from 960 to 2,880, an increase equivalent to four new schools, each with an enrollment of 480 students. The Development Credit Agreement was s9-ended to incorporate this increase. While these are some of the positive features of IDA's performance, on the negative side IDA has not put in place a strong local project implementation capability in spite of having already financed five major investments (including this project) and ie in the process of implementing two large sector adjustment credits. Much of the technical work (such as architectural and procurement) was left to expatriates that were provided by bilateral agencies, notably DANIDA, and only modest assistance for the PIU was included in the project for the first time in the form of fellowships and technical assistance. 15. Lessons Learned. For future projects the following lessons learned from implementation of this project may be of value: (a) A careful and detailed project preparation should be undertaken before a project is appraised and launched. In this case the project was appraised only four months after it was identified, -7- and a preparation mission was not fielded. The identification mission itself was very brief: a one-person IDA mission spent a week in the field. As moat of the components of the project were "repeaters", in the sense that they were included in previous Bank-assisted projects, IDA and the Government may have at the time considered it unnecessary to undertake detailed project preparation. The outcome was that the components were simply replicated without examining adequately other options such as a more cost-effective mode of training primary school teachers (this is being done now under the Second Education Credit, almost a decade later). (b) The project confirms that the Bank's assistance for education and training should contain an appropriate balance between support for expansion of physical facilities, qualitative improvement as well as for strengthening the system as a whole. The project focused almost entirely on expansion of physical facilities, for which 86% of project costs was allocated. Support for improving educational quality or for strengthening the system's overall capability was very limited (instructional materials accour.ted for about only 3% of project costs; support for strengthening management and plannirg of the system was even less, less than 1.5% of project costs). While the project's strong emphasis on civil works was rather typical of education projects of the period (1970s and early 1980e), a more balanced support for quality upgrading and institutional strengthening was appropriate as the weaknessea in these areas had been highlighted during project identification, and all four IDA-assisted projects that preceded it had also focused almost exclusively on expansion of physical facilities. For instance, in spite of long association with implementing IDA- assisted projects, the Project Implementation Unit still relies quite heavily on expatriate staff, particularly in regard to architects, quantity surveyors and other technical staff. Support for developing local capability in project implementation was almost negligible in the preceding four projects, and the limited assistance (overseas training) under this project was inadequate. (c) When feasibility or other studies on specific aspects of the sector are financed under a project, it is vitally important to identify the principal researchers/investigators and to agree with the borrower on the terms of reference for the studies and on arrangements for conducting the studies and for reporting the results. In this case two new studies were included for financing under the project, in addition to two other studies carried over from the Third and Fourth Education Projects (Cr. 910 and 1123, 'espectively). After persistent delays the studies were launched, but the reports have not been released, although they are reportedly available in draft. A major factor for the persistent delays in conducting the studies was that MOE did not have its own research staff to conduct the kind of survey research envisaged under the project. The lesson to be drawn from this experience is that 6n the whole line ministries and similar government agencies are not properly set up to undertake research as their primary function is administration rather than research, and that IDA and -8- the borrower should instead make arrangements with institutions that are appropriately oriented to undertake studies such as universities or university-based research centers. Toward the end of the implementation period IDA and the borrower realized the problem and using the additional funds that accrued from the devaluation of the Malawi Kwacha, decided to establish a new Center for Educational Research under the University, to be responsible for all educational research. I. Borrower Performance 16. All major credit covenants were compiled with (Table 10), although some were met only in part (e.g. appointment of administrative staff to one of t t project institutions). In spite of the changes in senior managemert, overall the PIU performed well. The procurement section was affected most by these management changes and up to the time of the mission the records of deliveries and outstanding equipment supplies were difficult to ascertain. As in the preceding IDA-assisted education projects, the project encountered difficulties in obtaining counterpart funds on a timely basis. This was the perhaps tL.d most notable exception to an otherwise very satisfactory borrower performance. J. Project Relationship 17. Bank staff and officials of the Borrower involved in the implementation of the project enjoyed an amiable and highly professional working relationship. These factors contributed to the success of the project. K. Consulting Services 18. Architectural and engineering services required for the project were limited as standardized designs prepared by the PIU were used for both the secondary schools and the MCDE centers. The designs for the PTTCs were prepared by local consultants based on the design of an existing PTTC, financed under a previous IDA-assisted project. This decision was unfortunate as the attempt to save on design fees allowed the replication of excessive circulation spaces in the three PTTCs financed under the project. The consultants performed their supervisory services adequately, but have allowed some minor defects to remain outstanding for too long; but the defects have since been corrected. Technical assistance and overseas training provision was implemented by the British Council under a contract with MOE. The British Council provided a reliable and efficient service in respect to recruitment of technical assistance staff and in placing Malawian staff in overseas educational institutions and following up their progress. -9- PART II. PROCT REVIEW FROM BORROWER'S PERSPECTIVE 19. As stated in Part I, the objectives of the Project, on the whole, have been achieved, although the three teachers' colleges are slightly underutilized and the MCDE centers are over-enrolled. 20. The Bank'e performance during evolution and implementation of the Project is one factor that can explain the successful completion of the Project. Among many areas in which the Bank has been useful and helpful are: a. During the design phase, the Bank accommodated many elements of the package proposed by the Government. b. Throughout the implementation phase the Bank was prompt with approvals of designs, contract awards and other matters. c. The most appreciable area of cooperation was in the introduction of Special Account. Before then, Credit funds were used to reimburse expenditure made by the Government. The implementation of civil works was being delayed due to the unavailability of foreign exchange for the importation of building materials. To resolve these difficulties IDA agreed to open a Special Account under which they advanced US$ 2 million to the Government to provide foreign exchange. With quick importation of materials, civil works were speeded up and cost escalations were reduced. However, in retrospect, there was room for improvement in the following areas there could have been continuity in the members on the supervision missions, so as to develop a more effective technical dialogue with members of PIU. A related area of concern was that the missions in some cases also came to appraise new projects,thus dividing the short, scheduled time between two equally demanding tasks. Consequently during discussions some details and explanations were sacrificed. 21. Another factor that enabled the successful completion of the Project was that the Ministry of Education and Culture, through PIU implemented the project with due diligence and efficiency. The decision by the Ministry to appoint the heads of new institutions, for example, before the completion of a building contract has indeed proved commendable and useful. The head takes part in the site meetings of the finished stages and works closely with the PIU staff, consultants and supervisors. 22. However, many lessons have been learnt for even better performance in the future. More important ones include: a. There were small annual allocations of development funds to educational development projects, resulting in delayed commencement of the Project because the allocated funds were spent on the completion of on-going projects. It is felt desirable, therefore, that when there are restrictions on total development -10- budget, not more than one IDA project should be implemented at the same time. b. Staff turnover, especially at senior levels, was high, and new members started performing their duties without even rudimentary training; their efficient performance being achieved through their enthusiasm which enabled them to "pick-up" skills sooner than otherwise would have been the case. It is strongly recommended that staff turnover should be minimized and there is need for specialized training for staff, especially at senior levels. c. There should have been more effective cbnsultations and dialogue between the suppliers and the project institutions for example, in revising and updating lists of textbooks and equipment and in orienting the users (through workshops supplemented by manuals) on the use and maintenance of the new facilities. This area needs redressing. d. To facilitate quality control and guidance for the users, there should have been standard specificationb and drawings for office and staff house furniture in line with the existing documentation of school furniture. This concern requires immediate attention. e. There were many problems associated with civil works; among them were: i) two or three unsuitable sites for secondary schools were eelected, for example, Euthini proved to have serious shortage of water; ii) it is now evident that extensions to Bembeke and Livingstonia were more costly than to provide an equal number of student places in the form of a new college or school. However, considering Malawi's national, cultural heritage it was probably right to upgrade and expand the two institutions. But such special project components should have been brought forward to an earlier stage of the implementation and PIU should have been In a better position to undertake such projects in house; iii) The civil works components of the Project were largely handled by local works professional teams, most consisting of a firm of architects as a lead consultant with PIU approved sub-consultants to cover the disciplines of quantity surveying, land surveying, the various branches of engineering and site supervision. The firms used have all been long established and experienced practices. Towards the end of the Project, it has, however, been felt that -1 1- newer consultancy firms ought to be appointed,l/ initially for smaller and less complicated projects; iv) on the majority of civil works contracts the implementation has been hampered by shortcomings in the performance of statutory bodies responsible for water and electricity supply. They were rather slow in providing the services; v) the present staff of the PIU is of the opinion that the electrical power and lighting design of the secondary schools and in particular the teacher training colleges have been too extravagant resulting in unnecessary capital costs, operational expenses and maintenance. Where possible action was taken on this issue. 23. As regards to the relationship between the Bank and the Malawi Government, it was warm and effective as exemplified in the cooperation to establish the special account. 24. There were no co-financiers in this project. I/ The consultants were selected following IDA's Guidelines for Selection of Consultants. -12- PART III. STATISTICAL INFORMATION A. Related Bank Credits Table 1: IDA CREDITS RELEVANT TO THE PROJECT Credit No. r Purpose of Status Comments tProl.eart or Project Cr.102-MAI 1967 Secondary school Completed Except for introduction Education I expansion, 3/80 ox technical subjectp in prlmary teacher secondary schools, the trainlng projtct as successfully introduction of completed. Expansion o technical seconlary school subjects in egro ment as achieved; secondary t e primary teacher schools training college is operating well. C&.590-MAI 1975 Primary teacher CQmpleted The teacher training and Education training, 6/82 seconqa;y schQQls ave II expansion of expandeT enrollment and secondary are wel managed. educ io and Repiciation or the stab isRment of oel It ion 0ry schools, "mchoo primary however, did not take 8 pyace as community participatiQwa not organizea eectively. 5 .910-MAI 1979 Expansion and Completed Expansion of enrollments Education improvement of 5/8 in primary schools, III prImarl primary teacher training education; cQllege and distance expansion of education cente was Xr marr teacher successfully ac ieved. raining; HQwever, this o iective expansion of Qf reducing existing correspondence/ disparities in primary distance schoql enrollment among learning the districts was not facii ties; achieved. establishment of Insetitute o Education (for teacher upgrading) and strengthening educational management and planning. C;.1123-MAI 1981 Expansion of Completed Enrollment expansion in Education secondary 12786 secondary sQhools 4s well IV education; as output o sec Qndary expansion of school teac ers from the seco dary school Universit was teac er output scessfully achieved. at the The Education Pln was University; well preoared ans put preparation of lnto goop use. n4tlonal education plan and pro- invsstment studies. -13- B. Prolect Timetable Table 2: PLANNED. REVISED AND ACTUAL DATES OF PROJECT TIMETABLE Item Planned Revised Actual Date Date Date Reconnaissance Mission 7/81 7/81 7/81 Identification 1/82 1/82 1/82 Appraisal 5/82 5/82 5/82 Post-appraisal 10/82 10/82 10/82 Negotiations 1/83 1/83 1/83 Post-negotiation 2/83 2/83 2/83 Board Approval 3/83 3/83 3/83 Credit Effectiveness 8/83 8/83 8/83 Project Completion 3/88 3/89; 3/90 3/90 Project Closing 9/88 9/89; 9/90 9/90 25. Comments on Timetable. At the request of the Government, the Credit Agreement was amended in 1988 to increase the number of secondary school places financed under the project from 960 to 2,880 student places. Provision of additional school places was made possible as a result of savings accruing from the devaluation of the Malawi Kwacha against the SDR. In view of the anticipated delay in completion of the project as amended, the Closing Date was extended by one year from September 30, 1988 to September 30, 1989. Because of shortages of building materials especially cement and imported materials, the construction program (particularly of the newly added schools) was encountering serious delays, and this necessitated a second extension of the Closing Date to September 30, 1990. -14- C. Loan-Disbursements Table 3: Cumulative Estimated and Actual Disbursement (US$ Million) Bank FY 1984 1985 1986 1987 1988 1989 1990 1991 App- raisal Estimate 1.00 6.50 18.00 27.00 33.00 34.00 - - Actual 0.05 2.13 6.54 13.13 20.79 30.14 36.92 38.73 Actual % of Estimate 5 32 36 48 63 88 108 114 Date of Final 12/20/1990 Disburse- ment 26. Comments on Disbursements The percentage draw down on Table 3 is based on the approximate value of the US$ to SDR at appraisal. Because of the devaluation of the Malawi Kwacha to the US$ the historical US$ equivalent amount of the credit xas US$38.73 million. The full value of the credit (SDR 30.9 million) was disbursed. -15- D. Poiect Imi,lementation Table 4: PLANNED AND ACTUAL COMPLETION DATES OF COMPONENTS Project Planned Actual Months of Components Completion Completion Delay Primary Teacher Training C leges Civil Works Domasi 6/87 11/87 5 Bembeke 9/86 3/90 45 Kasungu 6/87 12/88 18 Karonga 3/87 9/87 6 Mlai Colleee of istance Education Centers 6/87 4/86 -14 MCDE Headquarters 6/86 9/90 51 Secondary Schools Namitete 6/87 3/90 33 Livingstonia 1/ 12/86 3/90 39 Chayamba - 6/90 _ Madisi 1/ - 3/90 - Luchenza 1/ 7/90 Mchinji 1/ 6/90 - Malawi Colleee of Accountanev Academic Block, Hostel, Housing 3/87 11/87 8 Office - 11/90 - Extension 1/ Center for Educational Research 1/ 11/91 / Additional facility, not planned at appraisal -16- 27. Cgmments on Proiect Implementation. As a result of foreign exchange constraints, imported building materials were in short supply throughout the country, and this resulted in some delay in the construction of project facilities, particularly during the early phase of the project. However, the situation improved considerably when a Special Account, denominated in US dollars, was established in 1986 in a local commercial bank. Four more secondary schools were added to the project, utilizing additional funds accruing from the devaluation of the Malawi Kwacha. Completion of these additional facilities necessitated extension of the closing date by two years, from September 30, 1988 to September 30, 1990. The MCDE centers were completed 15 months ahead of schedule5 rehabilitation of the MCDE headquarters, however, experienced delays as some of the buildings that were to be rehabilitated were still in use by MOEC and were not vacated in time. Notwithstanding these delays, all project facilities were completed by the revised closing date, and at the time of the Completion Mission, most of the institutions had already been in operation by as much as three years. Furniture and equipment have been supplied to all secondary schools and PTTCs, except for some science equipment which was delivered late by overseas suppliers and was being forwarded to the project institutions at the time of the Completion Mission. E. Prolect Costs and Financing Table 5: PROJECT COSTS (US$ million) Estimated Costs Actual Costs Local Foreign Total Local Foreign Total Category Costs Costs Costs Costs Costs Costs Civil Works 13.54 9.80 23.34 19.34 14.04 33.43 Furniture 0.55 0.84 1.39 1.89 1.51 3.40 Equipment & 0.19 1.67 1.86 0.18 3.77 3.95 Vehicles Arch. Eng. & 0.46 0.70 1.67 1.67 1.15 2.82 Auditing Tech. Assist & 0.16 1.46 1.62 0.19 2.16 2.35 Studies Training & 0.20 0.88 1.08 0.00 0.06 0.06 Fellowships Project 0.20 0.15 0.35 0.69 0.00 0.69 Administration Unallocated 6.71 4.49 11.20 0.00 0.00 0.00 Total 22.01 19.99 42.00 23.96 22.74 46.70 -17- 28. Comments on Proiect Costs. Total project costs were about 11% above appraisal estimates. The cost overrun must be viewed against the additional project facilities, particularly the four secondary schools that were added during the implementation period following the devaluation of the Malawi Kwacha. ,able 6: PROJECT FINANCING (USS million) Planned Actual IDA 34.00 38.73 Government 8.00 7.97 TOTAL 42.00 46.70 29. Comment on Project Financin . There were no co-financiers. Actual disbursements in US$ reflect currency fluctuation, as well as the devaluation of the Malawi Kwacha against the US$. Table 7: ALLOCATION OF CREDIT PROCEEDS (US$ million) Orig. Actual Orig. Actual Category Alloc. Disburs. Alloc. Disburs SDR SDR US$ USDm mill. mill. mill. Equiv. 1. Civil Works 16.91 21.93 18.60 27.60 2. Furniture 1.08 1.58 1.18 2.09 3. Equipment & Vehicles 1.55 3.02 1.70 3.95 4. Arch. Eng. & Auditing 0.85 1.88 0.93 2.31 5. Tech. Assist. & Studies 1.37 1.92 1,50 2.20 6. Training & Fellowships 0.89 0.05 0.98 0.06 7. Project Adminietration 0.26 0.46 0.28 0.52 8. Unallocated 7.99 0.00 8.83 0.00 Total 30.90 30.84 34.00 38.73 Exchange Adjustment./ --- 0.06 Total Allocated/Disbursed 30.90 30.90 34.00 38.73 1/ This amount is attributed by the Bank's Loan and Trust Department to the Exchange difference between the US Dollar equivalent at the time the funds were advanced to be the Special Account and the US Dollar Equivalent at the time the advance was documented. -18- 30. Comments on Alloca..ion of Loan Proceeds. The credit amount was in SDRs, and was fully disbursed. The actual disbursements in US dollar equivalent reflects curretncy fluctuations, as well as the devaluation of the Malawi Kwacha against the dollar. F. Proiect Results Table 8: DIRECT BENEFITS OF PROJECT Enrollment Appraisal Actual Graduates Inatitutiono/Indicators Target (1989-90) 1988-89 1989-90 1990-91 a. Secondary Schnols 1. Madisi 480 545 NYO NYO 250 2. Chayamba 480 540 NYO NYO 276 3. Namitete 480 384 NYO NYO 245 4. Mchinji 480 280 NYO NYO 122 5. Luchenza 480 381 NYO NYO 121 6. Livingstonia 480 494 NA 260 240 Total 2,880 2,624 -- 260 1,254 b. Primary T.T.C.s 1. Raronga 300 292 113 109 132 2. Kasungu 540 470 NYO 178 202 3. Domasi 540 510 458 514 509 4. Bembeke 300 282 39 98 115 Total 1,680 1,554 610 899 958 c. M.C.D.E. 1. Misuku 160 254 NYO 86 100 2. Karonga 320 391 iYO 187 213 3. Chisenga 320 418 NYO 98 118 4. Nkbwawa 160 393 NYO 153 169 5. Katowo 160 330 NYO 172 183 6. Mhuju 160 206 NYO 111 136 7. Ekwendeni 320 523 NYO 253 361 8. Luwazi 320 271 NYO 116 129 9. Nkhata Bay/ St. Augustine 160 245 NYO 72 78 10. Euthini 160 228 NYO 64 101 11. Luweiezi 160 423 NYO 191 170 12. Chulu 160 324 NYO 103 111 13. IchinJt 160 181 NYO 70 116 14. Lilonwe/Tsbango 320 1,023 NYO 356 340 15. Rhola 160 189 NYO 87 90 16. Nyambadwe 320 846 NYO 602 354 17. Lichneaz 160 390 NYO 61 76 18. pasea 160 172 NYO 86 79 19. Namulenga 160 302 NYO 113 115 20. Chiringa 320 495 NYO 203 179 21. Dharap/Namiwawa 320 1,052 NYO 199 355 22. Makande 320 499 NYO 252 190 23. Thekerani 320 507 NYO 136 132 24. Luchenza 160 192 NYO 134 103 5,440 9,854 --- 3,905 3,998 -19- d. Ialawi Colleae of Accountancy 1. Blantyre Campus 210 356 NA NA NA 2. Lilongwe Campus 210 NA NA NA Total 210 566 150 xx 115 xx Fellowships 1. H.C.A. 20 s/y 26.5 s/y 2. H.C.D.E. 9 s/y 9.0 s/y 3. Auditor-General Office 6 a/y 17.0 s/y 4. M.O.E. 9 8/y 10.0 S/y 5. P.I.U. 8 OsY 9.0 sly Total 52 s/y 71.5 s/y Technical Assistance 1. 1.C.A. 8 s/y 8.5 sty 2. M.CQD.E. 2 s/y 2.0 S/y 3. Auditor-General Office 3 s/y 0 s/y 4. P.I.U. 5 s/y 3.0 s/y 5. M.A.'.E.B. 3 a/ 3.0 g/& Total 21 sTy 16.5 say NOTE: NYO a Not Yet Operational x = See Annex 4 for Breakdown by type of program NA - Not Available xx - See Annex 5 for Breakdoun by type of program S/Y - Staff-years 31. Direct Benefits of Project. Enrollment and outputs goals in the various project institutions have already been met, and in the case of the HCDEs, enrollment in the NCDC centers was close to 10,000 students, or almost double that of the appraised capacity of 5,600 places. In terms of output, the four PTTCs graduated 958 teachers in 1990-91, compared to the appraisal target of 780. Five of the six secondary schools were new and did not produce graduates until 1990-91. The combined otttput from the six secondary schools in 1990-91 was 1254. The SAR had output targets of 120 graduates for each of two of the two schools: Livingstonia, an existing school which was being expanded, and rural Lilongwe/Namitete. Actual number of graduates in 1990-91 for both schools was double the appraisal estimates (240 for Livingstonia and 245 for rural Lilongwe/Namitete). Similarly, output from the NCDCs is significant. HOE reported that the pass rate on the JCC (repeated sittings) has been rising steadily from about 16% of the candidates in 1986 to 73% in 1990. In 1990-91 the total number of NCDC output who sat for the JCC Examinations was 2,765. 73% of that would be about 2,000. The appraisal target was to double the 1981 output of 600. The institutions have thus exceeded that by over 300%, according to MOE's estimates. Details of student enrollment in the various programs of atudy offered by the Malawi College of Accountancy are summarized in Annex 4. With respect to graduate output, the College graduated a total of 150 graduates (1988-89) and 115 graduates in 1989-90. The breakdown by courses of study is shown in Annex 5. Both the enrollment and output figures exceed the SAR estimates. Planning and management improvement goals, as measured by specialist assistance and special training abroad, were achieved or even exceeded in the case of overseas training. 71.5 staff-years of overseas training were utilized in comparison to 53 -20- staff-years provided at appraisal9 or about 35Z over the target. Savings accruing as a result of the devaluation of the Malawi Kwacha against the SDR allowed the Government to finance the additional training indicated above. Table 9: PROJECT STUDIES Purpose as Status Impact of Defined at Study Appraisal 1. The use and effect To evaluate Not completed; Too early of Primary School benefits derived data to Textbooks from textbooks collection and determine provided under analysis has impact previous and on- been done going projects 2. Tracer studies of To assess manpower Study not yet Too early Graduates of needs as input to completed to Secondary and Higher development of determine Level Institutions National Education impact Plan 3. Cost effectiveness To assess self- Completed in Too early of primary school help building draft to self-help program supported determine construction program under a previous impact IDA-financed project 4. Secondary School To determine the Completed in Too early Mapping Study extent for draft; to reducing the need awaiting determine for secondary clearance by impact school boarding authorities facilities 32. Comments on Studies Com2onents. The project included the financing of two studies that were carried over from the Third and Fourth Education projects (Cr. 910-MAI and Cr. 1123-MAI, respectively). These on-going studies included an assessment of the use and effects of primary school textbooks and a tracer study of graduates of secondary and higher education institutions assisted by IDA under previous projects. In addition, the project included two additional studies. The first was an evaluation of the cost-effectiveness of the self-help school construction program assisted under the Third Education project. The second was intended to determine to what extent boarding facilities could be eliminated or at least reduced through new admission policies as well as through school location mapping. Partly because detailed terms of reference had not been agreed during project preparation and appraisal, and also because researchers had not been identified sufficiently in advance, the studies encountered delays. At the time of the Completion Mission, as indicated in Table 9, drafts of the studies -21- had '.sen submitted to MOEC officials, but not officially released for public dissemination. Towards the end of the implementation period, IDA concluded that completion of such studies would require full-time researchers, and utilizing funds accruing from the depreciation of the Kwacha, financed the construction of a facility to house a new Center for Educational Research (CER). The Center will be part of the University's Faculty of Education, and will be responsible for all educational research including those financed under IDA-assisted Education projects, including the two follow-up projects (Education Sector Credit I and II.) -22- G. Statua of Credit Covenants Table 10: COMPLIANCE WITH CREDIT COVENANTS __Sectħon/ Cov_enant Status of Compliance 3.01 (i) Maintain PIU with responsibilities in In full Schedule 3 compliance 3.01 (ii) PIU employs Project Manager, a senior In full architect, a senior procurement officer compliance and a financial controller, all qualified and experienced, and supporting staff 3.02 (a) Borrower employs consultants and experts In full whose qualifications, experience, and compliance terms of conditions of employment shall be satisfactory to the Association 3.02 (b) Prior to carrying out the studies, In full furnish to the Association terms of complliance reference, cost estimates and timetables 3.04 (d) Borrower prepares completion report Government prepared Part l.I of Completion Report 3.06 Borrower prepares a plan for training of Partially met. Staff of the project Teacher Training Plan was Colleges re rd, but ?raNninf of TTC staff d d not take place 3.07 Borrower appoints to MCC a deputy Partially met. principal and five additional specialists Deputy Principal and 2 specialists were appointed 3.08 Borrower appoints an audit specialist for Partially met. the Audit General's Office Overseas fellowships were provided as well as short-term specialist services 3.09 Borrower furnishes a plan for training of In full Malawian accountancy teachers compliance 3.10 Borrower reviews with the Association the Partially met. annual education budget proposals Annual draft bud8ets were reviewed on somewhat ad hoc basis 4.01 (c) Borrower prepares annual audit reports All reports were prepared and submitted, but this was not done always within the 6 month period required in the Credit Agreement -23- H. gse of Bank Resources Table,L: STAFF INPUTS BY STAGE OF PROJECT CYCLE IN STAFF WEEKS Stage of Planned Revised Final Project Cycle HQ Field HQ Field HQ Field Through Appraisal 14.4 4 14.4 4 14.4 4 Apprai3al--Board Approval 42.1 10 42.1 10 42.1 10 Board Approval- 7.0 - 7.0 - 7.0 Effectiveness Supervision 61.2 (5 years) 73.5 (6 years) 85.7 (7 years) 33. Staff Inputs. Staff-input for early stages of the project up to appraisal was rather light (about 14 s/w only). As reflected in Table 12 on Mission Data, a project preparation mission was not fielded. Only 4 months elapsed between project identification mission in January, 1982 and appraisal in May, 1982. As the project was essentially a "repeater" project IDA, and the borrower may have considered it adequate to appraise the project, skipping the preparation phase. On the other hand, the project was closely monitored and supervision missions were fielded regularly (at least twice a year); close to 86 staff-weeks were utilized for supervision in the course of a seven year implementation period. -24- Table 12: MISSION DATA BY STAGES OF PROJECT Staff Performance Month/ No. of Weeks Status by Mission Year Persons a/ in Field Activity k/ Pre-Identi. 7/81 3 (E,EP,A) 6 Identi. 1/82 1 (EP) 1 *Prep. - - Appraisal 5-6/82 5 (EP.E.A,NFE,AS) 20 Post-Appr. 10-11/82 2 (EP, E) 4 Post-Appr. 2/83 2 (EP, A) 2 Total 33 G P M F Spn. I 10/83 2 (E, A) 1.5 1 1 1 2 Spn. II 3/84 2 (E. A) 2.0 2 1 2 2 Spn. III 9-10/84 3 (E, ED, A) 3.0 2 1 2 2 Spn. IV 7/85 2 (A, OA) 2.0 1 2 1 2 Spn. V 2-3/86 3 (E, ED. A) 3.0 1 1 1 2 Spn. VI 6/86 3 (E, EP, A) 3.0 1 1 1 3 Spn. VII 12/86 3 (E, E, A) 2.0 1 1 1 2 Spn. VIII 4/87 2 (E, OA) 2.0 1 1 1 1 Spn. IX 8-9/87 2 (E, TE) 2.0 1 1 1 1 Spn. X 3/88 4 (E, E, TE, E) 3.0 1 1 1 3 Spn. XI 10/88 5 (E, E A. A. ED) 2.5 2 1 1 3 Spn. XII 2-3/89 3 (E. TE, A) 3.0 2 2 1 3 Spn. XIII 10/89 2 (E, E) 3.0 2 2 1 2 Spn. XIV 2/90 1(E) 0.5 2 2 1 1 Spn. XV 6/90 3 (ED, ED, A) 2.5 2 3 1 1 Spn. XVI 10/90 3 (E, ED, A) 2.0 1 1 1 1 Total 37.0 * Project preparation was undertaken by the Government and reviewed by the Bank's appraisal mission in May. 1982. a/ A = Architect; AS = Accounting Specialist; E = Economist; EP = Educational Planner; ED - Educator; TE = Technical Educator; NFE - Non-Formal Education Specialist; OA = Operations Assistant. k/ G = General Status; P = Procurement; M = Management; F - Financial. -25- ANNEX 1 Page 1 of 1 PROJECT COMPLETION REPORT MALAWI FIFTH EDUCATION PROJECT (CREDIT 1330-MAI) Participants in Completion Mission International Development Association Mulugeta Wodajo, Senior Educator Jack Bynoe, Architect (Consultant) Ministry of Education Dr. G.G.Y. Mgomezulu Deputy Secretary for Education Mr. E.Y. Ngaye Chief Education Officer (Planning) Project Implementation Unit Mr. F. H. Masumbu Project Manager Mr. Vincent Gondwe Deputy Project Manager Mr. John Upton Quantity Surveyor Mr. Peter Creaser Project Architect Mr. Anders Grum Project Architect Mr. Felix Tontahola Procurement Officer Mr. Jackson Malapula Asst. Procurement Officer Proiect Institutions Mr. A. Colombo Principal, MCDE Mr. David Warr Advisor, MCDE Mr. D.C. Manda Principal, MCA Mr. Neesan J. Ronan Advisor, MCA Mr. L.H. Myirenda Principal, PTTC, Damasi -26- ANNEX 2 Page 1 of 2 PROJECT COMPLETION PROJECT MALAWI FIFTH EDUCATION PROJECT (CREDIT 1330-NAI) (By year) 1. December 31, 1983 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 2. June 30, 1984 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 3. October 24, 1984 First Six-Monthly Report, Technical Assistance and Training, British Council 4. December 31, 1984 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 5. January 6, 1985 Second Six-Monthly Report, Technical Assistance and Training, British Council 6. June 30, 1985 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 7. December 31, 1985 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 8. June 30, 1986 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 9. July, 1986 Fourth Six-Monthly Report, Technical and Training, British Council 10. September, 1986 Fourth Quarterly Report. July-September, 1986 by J. D. Upton, Quantity Surveyor, Project Implementation Unit, IDA Education Project Unit 11. January, 1987 Fifth Six-Monthly Report. Technical Assistance and Training, British Council 12. June 30, 1987 Half-Yearly Report. Ministry of Education and Culture, Project Implementation Unit 13. September, 1987 Sixth Six-Monthly Report. Technical Assistance and Training, British Council -27- ANNEX 2 Page 2 of 2 14. December 31, 1987 Half-Yearly Report, Minlstry of Education and Culture, Project Implementation Unit 15. December 31, 1987 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 16. December 31, 1987 First Half-Yearly Report on Studies and Research Component of Fifth Education Project by M. Mundangepfupfu, Ministry of Education and Culture, Planning Division 17. January, 1988 Seventh Six-Monthly Report, Technical Assistance and Training, British Council 18 June 30, 1988 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 19. December, 1988 Eighth Six-Monthly Report, Technical Assistance and Training, British Council 20. December 31. 1988 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 21. December, 1989 Ninth Six-Monthly Report, Technical Assistance and Training 22. June 30, 1990 Half-Yearly Report, Ministry of Education and Culture, Project Implementation Unit 23. May, 1990 Tenth Six-Monthly Report, Technical Assistance and Training, British Council -28- AEX 3 Page 1 of 3 Table 1: PLANNED AND ACTUAL COMPLETION OF CIVIL WORKS, FURNITURE? AND EQUIPMENT PROCUREMENT Completion Dates Institution Civil Works Furniture & Equipment Building Planned Actual Months Planned Actual Months Delay Delay Primary Teacher Training Colleges Domasi 6/87 11/87 5 7/86 3/90 42 Kasungu 6/87 12/88 18 7/86 3/90 42 Karonga 3/87 9/87 6 7/86 3/90 42 Bembeke 9/86 3/90 45 7/86 3/90 42 Malawi College of Distance Education: MCDE Centers MCDE 6/87 4/86 -14 12/86 4/87 4 Headquarters Secondary Schools: Namitete 6/87 3/90 33 12/86 7/90 42 Livingstonia 12/86 3/90 39 12/86 7/90 42 Chayamba 1/ - 6/90 - - 7/90 - Madisi 1/ - 3/90 - - 7/90 - Mchinji I/ - 6/90 - - 7/90 - Luchenza j/ - 7/90 - - 7/90 - Malawi College of Accountancy Classrooms & Dorms 3/87 11/87 8 3/87 9/87 6 Office Extension 1/ - 11/90 - - - - Center for Educational Research j/ - 11/90 - - - - Notes j/ New Institutions that were added during Implementation Period. -29- Page 2 of 3 Table 2: PLANNED AND ACTUAL UTILIZATION OF TECHNICAL ASSISTANCE BY INSTITUTION (Staff Months) Technical Assistance Fellowship Training Institution Planned Actual I Planned Actual X Diff- Diff- erence erence Malawi College 96 102 117 240 318 132 of Accountancy Malawi College 24 24 100 108 108 100 of Distance Education Auditor 36 0 0 72 204 190 General's Office Ministry of - - - 108 120 110 Education - Planning Unit Project 60 60 100 96 108 110 Implementation Office Malawi 36 36 100 _ _ _ National Exams Board Total 252 222 87 624 858 138 -30- ANNEX 3 Page 3 of 3 Table 3: INSTRUCTIONAL STAFF IN PROJECT PTTCS AND SECONDARY SCHOOLS Institution Teacher (1989/90) Primary Teacher Training College: Karonga 21 Kaeungu 31 Domasi 29 Bembeke 19 Secondary Schools: Madisi 12 Chayamba 17 Namitete 15 Mchinji 14 Luchenza 16 Livingetonia 23 -31- ANNEX 4 Page 1 of 1 Annex4& Enrollment at the Malawi College of Accountancy by Type of Program 1990-91 ProSKamme Blantyre Lilonwe Totals Professional Accountant Level 3 12 - 12 Level 2 53 28 81 Level 1 45 22 67 Technician Accountant Level A 90 51 141 Level B 48 20 68 Certificate in Accounting 44 58 102 Certificate in Business Computing 30 20 50 Certificate in Financial Management 15 - 15 Course is Planned to Commence in Post-Graduate Diploma in Accounting & 19 11 30 Finance Totals 356 210 566 -32- ANNEX 5 Page 1 of I Annex 5 Malawi College of Accountancy Graduate Output Year 1981 1992 1983 1984 1985 1986 1987 1988 1989 /82 /83 /84 /85 /86 /87 /88 /89 /90 Diplomate 6 6 7 24 28 19 17 21 25 Accountant CPA Malawi- 11 3 2 10 19 30 23 28 6 Level 1 CPA Malawi- 0 0 0 0 0 1 1 5 7 Level 2 CPA Malawi- 0 0 0 0 0 3 4 8 8 Level 3 Certificate - 79 48 in Accounting Certificate - - - - - - - - 11 in Business Computing Certificate - - - - - - - - 10 in Financial Management Post- - - - - - - 8 9 - Graduate Diploma in Accounting & Finance Totals 17 9 9 34 47 53 45 150 115 Notes: 1. The Certificate in Accounting Program commenced in September 1988. 2. The Certificate in Business Computing commenced in February 1989. 3. The Certificate in Financial Management Program commenced in July 1989. 4. The Post-Graduate Diploma in Accounting & Finance commenced in September 1987. 5. In the case of CPA (Malawi) the students sit the ACCA Examinations in June and December each year. 6. In the case of the Diplomate Accountant Program, students sit examinations in June and December each year. 7. The results for academic year 1969/90 are not yet complete as we await the results of the December 1990 Examination diet.