Chad - First and Second Education Projects

Document of The World Bank FOR OFFICIAL USE ONLY FILE COPY Report No. 2616 PROJECT PERFORMANCE AUDIT REPORT CHAD - FIRST AND SECOND EDUCATION PROJECTS CREDITS 126-CD AND 251-CD July 31, 1979 Operations Evaluation Department 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.  FOR OFFICIAL USE ONLY PROJECT PERFORMANCE AUDIT REPORT CHAD - FIRST AND SECOND EDUCATION PROJECTS CREDITS 126-CD AND 251-CD TABLE OF CONTENTS Page No. PREFACE PROJECT PERFORMANCE AUDIT BASIC DATA SHEET 11 HIGHLIGHTS viii PROJECT PERFORMANCE AUDIT MEMORANDUM I. SUMMARY OF PROJECTS 1 II. PRINCIPAL ISSUES 3 1. Project Conception and Design 3 (a) 100% IDA capital cost financing 3 (b) The teacher training component (126-CD): size and boarding 4 (c) Location of the agricultural technician training center (ATTC) and the technical secondary school (TSS) 5 2. Physical Implementation of the Projects 7 (a) Buildings 7 (b) Furniture and Equipment 8 (c) Maintenance 8 (d) Costs and Disbursements 9 3. Supervision by IDA 9 III. EDUCATIONAL IMPACT 10 IV. CONCLUSIONS 12 ATTACHMENT: PROJECT COMPLETION REPORT SUMMARY AND RECOMMENDATIONS 15 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. TABLE OF CONTENTS (Cont'd.) Page No. I. PROJECT BACKGROUND 18 Project Content 18 Project Objectives 18 Socioeconomic Setting 19 Sector Setting 19 Evolution of the Two Projects 20 II. PROJECT IMPLEMENTATION 20 Project Management 20 Architectural Consultants 21 Supervision by IDA 21 Physical Implementation of the Project Buildings 21 Furniture and Equipment 23 Maintenance of Buildings and Sites 23 III. PROJECT COSTS AND FINANCING 23 IV. PROJECT OUTCOMES 25 Introduction 25 Teacher Training School 26 Agricultural Technician Training Center 27 Technical Secondary School 28 Study of Young Farmer Training Schemes 30 "Centre de Formation Professionnelle Pratique" 30 ANNEXES Annex 1 -- Implementation Schedule as Foreseen at Appraisal Stage and as Actually Implemented Annex 2 -- Comparison between the Architectural Program and the Project Schools as Constructed Annex 3 -- Schedules of Disbursements Annex 4 -- Summary of Project Costs Annex 5 -- Financing by Category of Expenditure, by Institution and by Projected Allocation of Contingencies Annex 6 -- Summary of Educational Objectives of the Projects and Related Credit Conditions as Compared with 1977 Situation Annex 7 -- Enrollment in Teacher Training Schools Annex 8 -- Trends in Primary School Enrollment, 1967/68-1975/76 Annex 9 -- Technical Education - Outline Plan Annex 10 - Structure of the Education System (1975-1976) GLOSSARY AND ABBREVIATIONS ATTC Centre de formation de techniciens Agricultural Technician agricoles Training Center BEPC Brevet d'enseignement du premier cycle Junior secondary diploma secondaire CAP Certificat d'aptitude professionnelle Vocational training diploma CFPP Centre de Formation Professionnelle Vocational Training Center Pratique for semi-skilled office and industrial workers CIDR Compagnie Internationale de Developpement French consulting firm Rural CRPP Centres Regionaux de Perfectionnement Regional Teacher Pedagogique Training Centers DFPA Department de la Formation Professionnelle Department of Agricultural Agricole Vocational Training FAC Fonds d'Aide et de Cooperation Development aid agency of the French Government INSE Institut National des Sciences National Institute of de l'Education Education Sciences ONDR Office National de Developpement Rural National Office of Rural Development TSS Lycee technique industriel Technical Secondary School TTS Ecole normale d'instituteurs Teacher Training School UNDP United Nations Develop- ment Programme UNESCO United Nations Educa- tional, Scientific and Cultural Organization  PROJECT PERFORMANCE AUDIT REPORT CHAD - FIRST AND SECOND EDUCATION PROJECTS CREDITS 126-CD and 251-CD Preface This is a performance audit of the First and Second Education Projects in Chad for which Credits 126-CD in the sum of US$1.8 million and 251-CD in the sum of US$2.2 million were approved in August 1968 and April 1971 respectively. In 1973, the credits were increased to US$2.2 million and US$2.7 million respectively to take account of changes in currency alignments and the need to provide 100% IDA financing. Credit 126-CD was completely disbursed by mid-1977; at the end of January, 1979 some US$76,000 of Credit 251-CD remained undisbursed. A one-man mission from the Operations Evaluation Department visited Chad in January/February 1979 and held discussions with officials of the Ministries of Education and Agriculture on the country's experience with these projects. The contributions of these officials are fully reflec- ted in the report and are gratefully acknowledged. The audit memorandum is based on these discussions and a review of the Appraisal Reports TO-647a of July 26, 1968 and PE-27a of April 5, 1971, the President's Reports P-627 of July 31, 1968 and P-912 of April 6, 1971, the Credit Agreements dated August 29, 1968 and June 16, 1971, the Agreements amending the Credit Agreements dated August 23, 1973, the Project Completion Report (PCR) on both projects dated March 28, 1979 prepared by the Western Africa Regional Office and material in the Association's files pertaining to these two projects as well as the Chad Third Education Project. Discussions have been held with Bank staff currently and formerly associated with the project. No comments on the report have been received from the Borrower. Both projects have encountered severe problems in implementation. The PCR has been extensively revised in the light of developments as well as OED comments since it was first issued in January 1978. The audit memo- randum concurs generally in the findings of the PCR but differs from the PCR in its assessment of the differences of opinion between the Association and the Government on the location and size of the project institutions. The audit memorandum highlights the difficulties the government had in providing counterpart capital and recurrent cost financing, the problems of introduction of new curricula in technical education, the question of the level of instruction in the agricultural school and the supervision effort of the Association. The audit draws lessons from this experience which may have relevance for other education projects.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET CHAD - FIRST AND SECOND EDUCATION PROJECTS (CREDITS 126-CD AND 251-CD) KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Credit 126-CD Project Cost (excluding bilateral technical assistance) 2.1 2.41_ Overrun (%) 5 Original Credit Amount (US$ million) 1.8 Revised Credit Amount (US$ million) 2.2 Dlsburscd (March 9, 1976) 2.2 Completion Date Physical Components March 1971 December 1975 - months from Credit Signing 30 87 Proportion completed by above date (%) 0 100 Proportion of time overrun (%) 190 Institutional Performance Good Fair Credit 251-CD Project Cost 3.1 2.7 Underrun (%) 13 Original Credit Amount (US$ million) 2.2 Revised Credit Amount (US$ million) 2,7 Disbursed (January 31, 1979) 2,6 Completion Date Physical Components December 1975 February 1979 - months from Credit Signing 54 92 Proportion completed by above date (%) 90 97 Proportion of time overrun 70 Institutional Performance Fair Fair OTHER PROJECT DATA Credit 126-CD Credit 251-CD First mention in Files February 1965 April 1966 Preliminary Government application April 1966 April 1966 Formal Government application April 1967, May 1969 Negotiations June 11-13, 1968 March 15-19, 1971 Board Approval August 13, 1968 April 20, 1971 Credit Agreement Date August 29, 1968 June 16, 1971 Estimated date of effectiveness December 31, 1968 September 14, 1971 1/ In respect of the reduced project. - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) OTHER PROJECT DATA (cont'd) Credit 126-CD Credit 251-CD Revised Dates of Effectiveness January 16, 1969 October 1, 1971 October 29, 1971 December 20, 1971 January 20, 1972 Actual Date of Effectiveness January 14, 1969 December 28, 1971 Board Approval,additional Credit August 7, 1973 August 7, 1973 Date of Credit Amendment August 23, 1973 August 23, 1973 Original Closing Date March 1, 1972 June 30, 1976 Revised Closing Dates March 1, 1974 December 31, 1976 December 31, 1975 December 31, 1977 June 30, 1976 December 31, 1978 June 30, 1979 Final Disbursement March 9, 1976 Not yet fully disbursed Borrower Republic of Chad Republic of Chad Executing Agency Project Unit, Ministry of Education Fiscal Year of Borrower January 1 - December 31 Follow-on Project Name Third Education Project Credit Number 811-CD Amount US$8.3 million Date of Credit Agreement June 5, 1978 CURRENCY EXCHANGE RATES Name of Currency: Central African Franc Abbreviation: CFAF Exchange Rates: Appraisal (126-CD) 1968 US$1 = CFAF 247 Appraisal (251-CD) 1970 US$1 = CFAF 278 Average Exchange Rate of Disbursements US$1 - CFAF 234 Completion Mission 1977 US$1 CFAF 243 - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) MISSION DATA Credit 126-CD No. of No. of No. of Date of Item Sent By Month/Year Weeks Persons Man-weeks Report Reconnaissance IDA/UNESCO Nov./Dec. 1965 1 2 2 1/26/66ii 'Preparation UNESCO/FAO Nov. 1966 4 4. 16 12/05/66-1_ 2nd Preparation UNESCO Jan. 1967 1 2 2 1/11/67-~ Appraisal IDA May/June 1967 3 4 12 7/26/68 Post-appraisal IDA March 1968 1 1 1 4/02/68 Total 33 Supervision I IDA Jan. 1969 1 2 arch.,ed. 1 2/20/69 II IDA Sept. 1969 2 2 arch.,ed. 2 11/10/69 III IDA April 1970 1 1 arch. 1 5/19/70 IV IDA Sept./Oct. 1970 3 1 arch. 2 11/26/70 V IDA May 1971 1 1 arch. 0.5 6/15/71 VI IDA Sept. 1971 0,5 1 arch. 0.3 10/22/71 VII IDA Jan. 1972 1 1 arch. 0.5 2/15/72 VIII IDA May 1972 0.5 3 ec.,ed.,ed. 0.7 5/25/72 IX IDA July 1972 1 2 arch.,ed. 1.0 8/10/72 X IDA Jan. 1973 1 1 arch. 0.5 3/22/73 XI IDA Sept. 1973 1 1 arch. 0.5 10/26/73 XII IDA May 1974 1 1 arch. 0.5 6/26/74 XIII IDA Feb. 1975 1 1 arch. 0.5 3/04/75 XIV IDA June 1975 1 1 ed. 0.5 8/15/75 XV IDA Dec. 1975 0.5 1 arch. 0.2 1/08/76 XVI IDA Apr. 1976 1.5 3 arch.,ec.,ed. 2.3 5/13/76 XVII IDA Nov. 1976 2 2 arch.,ed. 2.0 11/19/76 Total 16.0 Credit 251-CD Identification UNESCO/FAC May/June 1967 2/29/681/ and Jan./Feb. 1968 3 4 11 n.a. Reconnaissance IDA Jan. 1969 1 2 1 2/20/69 Reconnaissance IDA Sept. 1969 2 2 2 11/06/69 Appraisal IDA/UNESCO/ Sept./Oct. 1970 3 4 10 12/28/70 FAC Total 24 Note: arch. - architect; ec. - economist; ed. - educator 1/ Back-to-office Reports - v - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) MISSION DATA Credit 251-CD No. of No. of No. of Date of Item Sent By Month/Year Weeks Persons Man-weeks Report Supervision I IDA May 1971 1 1 arch. 0.5 6/15/71 II IDA Sept. 1971 0.5 1 arch. 0.2 10/22/71 III IDA Jan. 1972 1 1 arch. 0.5 2/15/72 IV IDA May 1972 0.5 3 ec.,ed.,ed. 0.8 5/25/72 V IDA July 1972 1 2 arch., ed. 1.0 8/10/72 VI IDA Jan. 1973 1 1 arch. 0.5 3/22/73 VII IDA Sept. 1973 1 1 arch. 0.5 10/26/73 VIII IDA May 1974 1 1 arch. 0.5 6/26/74 IX IDA Feb. 1975 1 1 arch. 0.5 3/04/75 X IDA June 1975 1 1 ed. 0.5 8/15/75 XI IDA Dec. 1975 0.5 1 arch. 0.3 1/08/76 XII IDA Apr. 1976 1.5 3 arch.,ec.,ed. 2.2 5/13/76 XIII IDA Nov. 1976 2 2 arch.,ed. 2.0 11/19/76 Total 10.0 C -:-ction I IDA Feb. 1977 4 4 arch.,ec.,ed,, ed, 16 1/16/78 II IDA Nov. 1977 1.5 2 arch.,ec. 1 ) III IDA Oct. 1978 0.5 1 ed. 0.5 1/08/79 Total 17.5 UNIT COSTS Capital Costs Per Student Place (US$) Construction Furniture Equipment Appraisal Actual Appraisal Actual Appraisal Actual Estimates Costs Estimates Costs Estimates Costs Moundou Teacher Training School 2,700 4,400 290 130 270 250 Sarh Agricultural Technician Training Center 4,800 6,300 370 340 800 800 N'Djamena Technical Secondary School 5,000 4,400 460 300 1,000 950 - vi - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) ALLOCATION OF PROCEEDS OF CREDITS (US$) Credit 126-CD Original Revised Actual Category Allocation Allocation Disbursements (after supplement) I. Civil Works and Locally Procured Goods (a) Civil Works 1,180,000 1,596,000 1,853,870.14 (b) Locally Supplied Furniture 30,500 65,000 46,932,08 II. Imported Goods (a) Furniture 91,500 -- -- (b) Equipment 158,000 126,000 135,997.79 III. Services (a) Professional Fees 112,000 112,000 88,915.77 (b) Project Administration 70,000 70,000 74,284.22 IV. Unallocated 158000 231,000 - Total 1,800,000 2,200,000 2,200,000.00 Credit 251-CD I. Civil Works, Technical Sec. School and Voc. Training Center 1,047,000 1,460,000 1,728,909.89 ii. Civil Works, Agricultural Technician Training Center 101,000 157,000 136,672.54 III. Furniture and Equipment 325,000 393,000 491,962.95 IV. Professional Fees 138,000 138,000 130,332.23 V. Project Administration 150,000 150,000 122,020.79 VI. Study of Young Farmer Training Schemes 15,000 15,000 13,905.89 VII. Unallocated 424,000 231,000 -- Total 2,200,000 2,700,000 2,623,804.29 Undisbursed (1/31/79) 76,195.71 2,700,000.00 - vii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) ACTUAL AND ESTIMATED DISBURSEMENT SCHEDULES (US$ 000s) Appraisal Revised Actual/ Semester Actual Estimate Estimate Estimate Ending Disbursements (July 1968) (August 1973) (%) CREDIT 126-CD Dec. 31, 1968 27 - June 30, 1969 4 81 5 Dec. 31, 1969 18 144 12 June 30, 1970 45 360 12 Dec. 31, 1970 87 1,260 7 June 30, 1971 112 1,665 7 Dec. 31, 1971 121 1,755 7 June 30, 1972 154 1,800 9 Dec. 31, 1972 164 9 June 30, 1973 248 424 58 Dec. 31, 1973 671 800 84 June 30, 1974 1,131 1,200 94 Dec. 31, 1974 1,428 1,800 79 June 30, 1975 2,028 2,200 92 Dec. 31, 1975 2,192 99 June 30, 1976 2,200 100 Dec. 31, 1976 CREDIT 251-CD (April 1971) (August 1973) June 30, 1972 49 22 223 Dec. 31, 1972 56 92 61 June 30, 1973 72 205 92 78 Dec. 31, 1973 159 515 200 79 June 30, 1974 170 1,080 400 42 Dec. 31, 1974 374 1,764 1,000 37 June 30, 1975 1,354 2,000 1,800 75 Dec. 31, 1975 1,822 2,149 2,200 83 June 30, 1976 2,000 2,182 2,500 80 Dec. 31, 1976 2,100 2,200 2,700 78 June 30, 1977 2,400 89 Dec. 31, 1977 2,500 93 June 30, 1978 2,600 96 Dec. 31, 1978 2,620 97 - viii - PROJECT PERFORMANCE AUDIT REPORT CHAD - FIRST AND SECOND EDUCATION PROJECTS CREDITS 126-CD and 251-CD Highlights Credit 126-CD provided US$1.8 million in 1968 to help finance a teacher training school in Moundou and an agricultural technician training center in N'Djamena. Credit 251-CD provided US$2.2 million in 1971 to help finance a technical secondary school at N'Djamena, the transfer of the first project agricultural center to Sarh, and the conversion of an existing tech- nical school at Sarh into a vocational training center. In 1973, because of currency realignments and because the Government could not make its expected contribution to project costs, the Credits were increased to US$2.2 million and US$2.7 million, respectively, the content of the projects was reduced and the vocational training center was deleted. The project facilities as amended have been completed, except for minor expenditures on equipment and project administration; however, the main project objectives are far from being realized. The projects have had a long and difficult history suffering from severe financial constraints and more recently from civil unrest. Only the teacher training college has met its main objectives; the technical school is underenrolled and suffers from a lack of equipment and teachers, while the agricultural school has not begun to function at all because of a lack of teachers (PPAM, para. 28). The buildings have been completed at a reasonable cost, but are already deteriorating for lack of maintenance. Other points of special interest are: (i) the delay in IDA agreement to finance 100% of project capital costs (PPAM, para. 7); (ii) the doubtful wisdom of IDA's insistence that the technical secondary school should be built in N'Djamena and the concomitant change of the agricultural school location to Sarh (PPAM, paras. 11-14; PCR, para. 4.02); (iii) the need for supervision missions to spend sufficient time in the country to visit project institutions where problems are being encountered (PPAM, para. 24); and (iv) the difficult problem of financing recurrent costs raises questions as to the role IDA could have played in the circumstances (PPAM, para. 25).  PROJECT PERFORMANCE AUDIT MEMORANDUM CHAD - FIRST AND SECOND EDUCATION PROJECTS (CREDITS 126-CD AND 251-CD) I. SUMMARY OF PROJECTS 1. Following an IDA/UNESCO reconnaissance mission in November/ December 1965, the Government of Chad in April 1966 requested IDA finan- cing to construct (a) two primary teacher training colleges; (b) an agricultural secondary school; (c) an agricultural technical training center and (d) an industrial technical secondary school by the extension of an existing technical school at Fort Archambault (now named Sarh). During UNESCO preparation missions in November 1966 and January 1967, a possible project was elaborated in detail and a credit application was presented by the Government in April 1967. The proposed project comprised two primary teacher training schools to be located at Moundou and Sarh and an agricultural technician training center at Fort Lamy (now named N'Djamena). The project was appraised in May 1967 and post-appraised in March 1968. IDA financing was recommended for one large teacher training school in Moundou and the agricultural center at N'Djamena. Credit 126-CD, signed on August 29, 1968 provided US$1.8 million to finance this project. 2. Consideration of the industrial technical school component of the original request had been deferred pending the results of a February 1968 UNESCO/FAO review of the country's needs for technical education and vocational training. Following an IDA mission in January 1969 the Government submitted this item in May 1969 and it was considered by an IDA mission in September 1969. This mission found that the existing buildings at Sarh were either unsuited to their purpose or needed major repair, and that the Government objectives in technical education could be better met by constructing a new technical school at N'Djamena. Following lengthy discussions with IDA, the Government accepted the recommendations of the mission and a suggestion by IDA that the agricul- tural center being financed under Credit 126-CD should be built at Sarh rather than N'Djamena. An appraisal mission visited Chad in September/October 1970; its findings confirmed the previous IDA position; some assistance was also recommended to convert the existing technical. school at Sarh into a vocational training center. On June 16, 1971, Credit 251-CD was signed in the sum of US$2.2 million to finance this project. 3. The two projects, 126-CD and 251-CD, were thus closely inter- related andscomprised the construction and equipping of: -2- Staff Student Boarding housing Project item Location places places units (a) Teacher Training School (TTS) Moundou 400 300 8 (b) Agricultural Technician Training Center (ATTC) Sarh 120 100 7 (c) Technical Secondary School (TSS) N'Djamena 360 200 10 (d) Vocational Training Center (by conversion of existing technical school) (VTC) Sarh 120 60 3 Project 126-CD included but did not finance the provision of teachers from abroad for a period of seven years for the first two project items and Project 251-CD included the financing of a study to evaluate young farmer training schemes. 4. Special covenants in the Credit Agreement for the First Project required the Borrower to appoint a Project Director and two assistants; consultant architects and contractors were to be acceptable to IDA. The Second Project covenants included the establishment by the Borrower of advisory councils for the technical secondary school at N'Djamena and the vocational center at Sarh at least twelve months prior to their com- pletion, and required the Borrower to take all necessary action regarding the training and recruitment of teaching staff, including technical assis- tance personnel, for the project institutions. 5. In supplementary letters to the Credit Agreements the Government stated that the educational objectives of the projects were to increase the number and improve the quality of training of agricultural technicians, of primary school teachers and of technicians, craftsmen and semi-skilled workmen. In furtherance of these objectives, the Government stated that it intended, as part of its 1971-75 Education Plan to (a) modernize school curricula and develop teaching aids adapted to the needs of Chad; (b) aim at reducing the average primary school class size to 45 by 1975; (c) improve its program for the maintenance of school buildings; and (d) develop practi- cally-oriented terminal courses of technical instruction. In relation to the projects the Government proposed to (i) assign the highest priority in its requests for technical assistance and fellowships to the provision of teaching staff for the project schools; (ii) organize field work for trainees at the agricultural center on the pilot farm at Sarh and on - 3 - public and private development projects in different regions in Chad; and (iii) include supervised periods of practical training within industry in the training courses in the technical secondary school at N'Djamena. 6. Severe problems were experienced in project implementation resulting in delays and cost overruns. The Government found itself unable to meet the cost overruns and indeed its share of project costs. The erosion of the value of the US dollar in terms of the Central African Franc compounded the problems. Consequently, in August 1973, to meet this situation, the Association agreed to increase Credit 126-CD by US$400,000 to US$2.2 million and Credit 251-CD by US$500,000 to US$2.7 million. Of the total increase of US$900,000 in credit amounts, US$650,000 was attri- butable to higher US$ costs resulting from currency realignments. At the same time, the scope of the projects was reduced - the total capacity of the Moundou TTS was reduced to 260, its boarding capacity to 180, and the number of staff houses to four. The boarding capacity in the agricultural technician training center was reduced to 60. The boarding capacity in the technical secondary school was reduced to 150 and the number of staff houses to five. Finally, the vocational training center component was deleted entirely, but provision was made for additional equipment to be purchased for an existing vocational training center in N'Djamena. As a result of further cost overruns, no staff houses were ultimately built under the project for the technical secondary school in N'Djamena. The Closing Date of Credit 126-CD, originally March 1, 1972, was postponed three times. Disbursements under this Credit were completed on March 9, 1976. The Closing Date of Credit 251-CD, originally June 30, 1976, has been amended four times. As of January 31, 1979, the sum of US$76,195.71 remained undisbursed under this Credit. The projects as amended have been completed, except for minor expenditures on equipment and project adminis- tration costs in the case of the Second Project. II. PRINCIPAL ISSUES 1. Project Conception and Design (a) 100% IDA capital cost financing 7. Both projects were designed when the financing of 100% of capital costs was not acceptable to IDA, which required a contribution from the Government, however small, as an earnest of the Government's commitment to the project. During the negotiations on the Second Project in March 1971, the question of the difficult budgetary situation of Chad was raised, but, "as a matter of principle", 100% IDA financing was not agreed. According to .supervision reports, delays occurred with the Government delaying calling for tenders because of uncertainties about the availability of counterpart funds. The position taken by IDA not to finance 100% of costs had particu- larly severe consequences in a period of escalating costs. Even with the experience of the First Project, the Second Project did not provide for 100% financing. It was not until August 1973, when the original Credits were amended, that 100% IDA financing was agreed. (b) The teacher training component (126-CD); size and boarding 8. The initial request of the Government was for two teacher training schools at Moundou and Sarh, each accommodating 160 students, and considera- tion was given for a time by the appraisal mission to two 200-place insti- tutions. IDA finally decided, in the interests of lower capital (about 25% lower), and lower recurrent costs, that it wished to finance one larger 420-place institution at Moundou. 9. The Government, however, strongly preferred two smaller in- stitutions on the grounds of political equilibrium. The French aid agency (FAC) which had undertaken to provide substantial technical assistance for the project, recommended a single small teacher training school only because of (a) the recurrent cost implications, (b) the lack of qualified students and (c) the fact that the existing teacher train- ing institutions in the country were underutilized. In addition, both FAC and UNESCO pointed out the difficulties of finding sufficient practice teaching primary schools in the neighbourhood of a large institution and argued for a proportion of boarders greater than the 50% envisaged by IDA. Ultimately, however, following considerable discussions which IDA had with the Government, FAC and UNESCO, the IDA proposals for a large (400 student capacity) institution were agreed, with 75% boarding places. 10. In retrospect, two smaller schools as requested by the Govern- ment and generally supported by FAC and UNESCO would have been preferable, especially as the additional per student recurrent costs would have been marginal. In the event, because of cost overruns, the scale of the build- ing was reduced, with IDA concurrence, to a capacity of 260 (para. 6), without the question of increased unit recurrent costs being raised again.1/ In hindsight it is clear that IDA's reluctance to provide 100% boarding facilities was justified for the existing 180 boarding places are under- utilized (PCR, para. 4.04). IDA had foreseen, correctly, that many 1/ The Regional Office has pointed out that a second small teacher training school was built at Sarh, with FAC assistance. Thus the actual position is now in line with the Government's initial request. - 5 - students would prefer to use their boarding bursary (now approximately US$80 equivalent per month) to board in the town of Moundou, although it did not (and could not have been expected to) foresee the extent to which students live outside the school. A reduction in boarding bursaries would, of course, change this situation, but no such change is presently envisaged -- rather, the director is proposing to convert boarding accommodation in the school into additional teaching accommodation (PCR, para. 4.04). (c) Location of the agricultural technician training center (ATTC) and the technical secondary school (TSS) 11. Under Credit 126-CD, the ATTC was to be located in the capital, N'Djamena. One of the main reasons for this location was the proximity of an existing Animal Husbandry Institute in N'Djamena, with which the programs of the new Center were intended to be coordinated and as a result of which only four agricultural teachers would be required at the Center.l/ IDA, after appraisal of the second project, held firmly to the opinion that the technical secondary school to be financed under Credit 251-CD should be located in N'Djamena rather than Sarh. The Government was very much against this proposal both on technical considerations and on the grounds of regional balance. In an effort to obtain Government acceptance of the proposal on the siting of the technical school, IDA suggested that the ATTC be built not in N'Djamena but at Sarh to preserve regional balance,2/ and the President of Chad ultimately accepted the IDA proposals. The location of the ATTC in Sarh and the secondary technical school in N'Djamena instead of vice versa has important implications for the efficient functioning of both institutions. 12. No mention was made by IDA of the additional needs for teachers at the ATTC which would be occasioned by the transfer. The Center, although completed in January 1976, has not yet begun to function, mainly because of a shortage of teachers to staff it (PCR, paras. 4.08, 4.09). In addition, the Director of Agricultural Education proposed in September 1978 to change the level of instruction to be provided from a secondary course (grades 11-13) to a post-secondary course (grades 14-16). This proposal was based on a study of agricultural education prepared by FAC for the Government and was accepted by IDA as meeting one of the conditions of effectiveness of the Chad Third Education Project. It effects a substantial change in 1/ Appraisal Report TO-647a, para. 6.16. 2/ The Regional Office states that the decision on the site for the ATTC at Sarh was reached after an exchange of views between the Government and IDA. - 6 - project objectives.l/ Further, implementation of the proposals for Sarh would have involved the transfer of FAC-funded teachers from the existing agricultural technician training school at M'Ba-Illi and closure of this school. IDA was anxious for the M'Ba-Illi school to continue to function; its acceptance of the proposals for Sarh thus, in effect, contradicted that concern, and raises a question whether all aspects of the proposals were fully 2/ considered. However, the OED mission was informed that it was difficult to retain FAC staff in M'Ba-Illi because of its isolated location. The proposed concentration of agricultural technician training in southern Chad at Sarh thus appears to be justified. 13. In the case of the secondary technical school, problems originated in IDA's view that the proposed Second Project technical school be located 1/ The Regional Office states that the "proposals in the FAC study were reviewed by Regional Staff and considered sound, and were supported during discussions at negotiations with officials of the Ministry of Planning and Education, and subsequently in writing by the Director of Agricultural Education. A supervision mission that visited Chad in November 1978 did not find any difference of view in Government on the proposed upgrading of the school. The most important point that should be made is that the proposed plan provided for a sound, comprehensive system of agricultural education in Chad." The OED comment on this view is that no record of Regional Staff review appears to exist; nor does the record of negotiations of the third project show any discussion of the FAC report. The report itself stressed that it contained only propositions, which would need discussion between the Ministries of Agriculture, Economy and Plan, Finance, Public Service, and Education. There is no evidence that these discussions were held. 2/ The Regional Office comments: "To maintain the comprehensive system proposed in the FAC study we were concerned that both institutions should be operational. Neither Government nor IDA wanted the M'Ba-Illi school to be closed and we expressed our concern to Gov- ernment that it should take steps to staff M'Ba-Illi satisfactorily. We consider this a healthy concern for sectoral issues". The fact remains that one day after having indicated that the special condi- tions of effectiveness of the third project had been met, the Regional Education Division telexed the Government considering it regrettable that the opening of Sarh could involve the closure of M'Ba-Illi. - 7 - in N'Djamena instead of upgrading the existing lower secondary technical school in Sarh as the Government wished. The appraisal mission considered that N'Djamena would develop as an industrial center but this has not happened, whereas Sarh has developed agriculture-related industries (PCR, para. 4.02). In view of the fact that a technical lower level secondary school already existed in Sarh which the Government intended to develop and the problems regarding the agricultural school (paras. 11, 12), it is reasonable to conclude, with the advantage of hindsight, the position taken by IDA on the siting of the technical school in N'Djamena was not the most efficient solution.l/ Further, the Second Project appraisal mission expected that equipment and machinery would be transferred from the existing technical school in Sarh to the new school in N'Djamena. This never took place, with the result that the new school is under-equipped. Government officials consider that IDA staff should have realized the practical difficulty of this transfer and have based their plans on the assumption that it would not take place. 14. During the generation of the first project, UNESCO suggested in March 1968 that the technical school should be included in the first proj- ect. IDA, however, considered that more work was needed to prepare this project item and, in order not to delay project approval beyond FY1968, it was decided to exclude the technical school. In view of the problems of the siting of both First and proposed Second Project schools that were raised during the discussions of the Second Project it seems clear in retrospect that it would have been preferable to have resolved all problems together even if this meant delay in the processing of the First Project. 2. Physical Implementation of the Projects (a) Buildings 15. The PCR (paras. 2.06-2.09) describes the buildings as generally satisfactory, and this view (including the criticism of the Moundou TTS design mentioned at para. 2.07 of the PCR) is shared by the Government. 16. The appraisal report for the First Project indicated that con- struction of the project institutions would be completed some 30 months after signing the Agreement, a very optimitic estimate even had the project proceeded without change. On this basis, all the project in- stitutions should have been built by March 1971. The Moundou TTS was actually completed about three and a half years late, not an unreasonable performance. 1/ The Regional Office does not believe that there is sufficient evidence to conclude that the siting of the TSS in N'Djamena was not the most efficient solution. It considers that the most that can be said is that the balance between the advantages and disad- advantages of the alternative sites is unclear. 17. Even the implementation schedule of the Second Project, which envisaged the project institutions being completely built and equipped within four and a half years after Credit signing, was also somewhat over- optimistic. Building of the ATTC, transferred to Sarh under the Second Project, was expected to be completed by the end of 1973; in fact, it was completed by December 1975 at about the same time as the N'Djamena technical secondary school, whose completion had been envisaged for September 1974. 18. The reasons for these delays in implementation are well set down in the PCR (paras. 2.03, 2.05) - the relocation of the ATTC, the need to revise too costly architectural designs, IDA's delay in accepting the reality of the need for 100% financing of capital costs. The Borrower also observed that the projects had been held up by the need to get IDA approval of plans, bidding documents and equipment lists but expressed satisfaction on the whole with IDA's handling of these matters. (b) Furniture and Equipment 19. The procurement of furniture and equipment has generally been satisfactory. The completion report notes some minor problems of un- suitability of furniture and shortages of equipment at the N'Djamena TSS (PCR, paras. 2.11, 2.12). Kitchen equipment, designed to use elec- tricity and gas (PCR, para. 2.06), is not being used because of the costs and uncertainty in the fuel supply. Outdoor wood-burning stoves are being used instead, both in the Moundou and N'Djamena project schools. However, the directors of the schools consider the idea behind the projects' kitchen equipment sound, pointing out that oil has been discovered in the country and that problems of erosion can arise from the cutting of wood for fuel. 20. Obviously unsuitable equipment has, however, been purchased for the vocational training center at N'Djamena where the metal-presses supplied under the project are unsuitable (PCR, para. 4.17) and the welding sets, of an industrial type, each have a power consumption of 1OKVA, well in excess of the capacity of the existing electrical installation in the school to handle. (c) Maintenance 21. The PCR has drawn attention to the lack of maintenance of the institutions built under the project (para. 2.13) because of lack of budgetary provision, and indeed, an official of the Borrower expressed the opinion that the Moundou teacher training school "would last only ten years" at the present rate of neglect of maintenance. It is reported that the buildings and material supplied to the ATTC are also deteriorating. No provision was made in the project for financing operational costs out of the Credit during the development phase. - 9- (d) Costs and Disbursements 22. Following the amendment of the Credit Agreements and reductions in project content (para. 5), project construction and equipment costs were reduced so as to stay within the amounts available under the Credits. Furniture and equipment allocations were severely reduced in order to provide savings to finance construction and this, coupled with the failure to transfer technical equipment from the existing technical school in Sarh to the project technical school in N'Djamena (para. 13), has resulted in the latter institution being severely under-equipped. As stated in the PCR (para. 3.08), the Federal Republic of Germany has agreed to purchase the remaining equipment. This equipment assistance from the Federal Republic of Germany to the N'Djamena technical secondary school is expected to total about US$800,000. 23. Partly because of the unrealistic implementation schedule for the first project (para. 16), actual disbursements lagged well behind appraisal estimates (PCR, Annex 3). Lesser delays in disbursement were experienced under the second project and the original Credit amount of US$2.2 million had been disbursed by June 30, 1977, one year after the Closing Date. However, the US$500,000 of additional credit funds agreed in August 1973 had still not been completely disbursed by January 31, 1979 when over US$70,000 remained unspent. 3. Supervision by IDA 24. The two projects were supervised by 17 missions, the first four of which dealt only with the first project. Architects took part in 16 of these missions and continuity was good, with only three individuals being involved. However, supervision of the -- probably more complex -- educational elements was deficient. Not only did educators take part in only six of these 17 missions but the eight educator-visits involved no less than seven different educators. This was partly because the project involved elements of general education (the TTS), technical education (the TSS) and agricultural education (the ATTC) and partly because of the lengthy implementation period. Further, a supervision mission must spend at least a week in the field if up-country visits to Moundou or Sarh are to be made. Of the 17 supervision mission visits, only seven lasted a week or more, with the result that the institutions outside N'Djamena were neglected (PCR, para. 2.04). In particular, the problem of the non-functioning of the ATTC and of the lack of teachers for the Center were insufficiently highlighted in supervision reports. The scrutiny of equipment lists was inadequate in the case of the voca- tional training center in N'Djamena (para. 20). 25. The difficulties of financing recurrent costs were raised at an early stage of generation of the First Project (para. 9) and during implementation by various supervision missions. However, the project was - 10 - designed at a time when the financing of operational costs during the development phase was not considered, and during implementation no special steps were taken by IDA with a view to solving the problem, whether by special reference to bilateral assistance agencies or by reference to higher levels of Government.l/ 26. The combined completion report prepared on these projects was prepared too early. The first draft was based on the findings of a mission which visited Chad in February 1977. More than two years later the second project was still not fully disbursed. Several revisions of the PCR have been necessary following subsequent missions and audit comments, and the staff time involved has been much greater than it would have been had the PCR been written later than it was.2/ III. EDUCATIONAL IMPACT 27. Chapter IV of the PCR deals well with the educational impact of the project institutions to the extent possible at this time. Attention 1/ The Regional Office remarks that IDA has little scope to provide direct aid to cover recurrent costs; that supervision missions maintained contact with bilateral agencies and Government officials on staffing for the TTS in N'Djamena and the ATTC in Sarh; and that the third education project made provision for technical assistance to the ATTC in Sarh to help its start-up. The OED view is that IDA treated these severe problems at an insufficiently high level, and that a macro rather than project specific approach might have helped. It is understood that the issue of recurrent costs financing was subsequently raised at a high level in the Bank and the Government at the time of negotiating the third project. 2/ The Regional Office wishes it to be recorded that: (a) The completion report was prepared before the appraisal of a third education project. (b) At the time of the completion mission, only US$200,000 remained to be disbursed out of the total credit proceeds of US$4.9 million and these funds were mostly committed for completing ongoing contracts. (c) Staff turnover in the Division prevented continuity -- a situation that would have been exacerbated by a further delay in the completion report. - 11 - is drawn to the PCR comment that the achievement of the project objectives may be affected by staff shortages, under-funding and inappropriate curricula (PCR, para. 4.01). 28. In general, the project outcomes have been disappointing. The ATTC has not begun to function at all for lack of staff and a proposal has been made to change the level of instruction it offers (para. 12). The TSS is operating with insufficient equipment and teachers, and its curriculum needs revision: during project implementation there were con- siderable differences between IDA staff and experts from the Organization for Rehabilitation through Training (ORT) who were advising the Government on the technical school curricula. The original IDA proposals were for more practical non-specialized baccalaureat courses which would not lead to further study. A compromise was eventually reached between IDA and the Government whereby some specialized courses as recommended by ORT would be provided, but most students would not continue to higher studies. However, all baccalaureat students presently have done so (PCR, para. 4.15). The Third Education Project, signed June 5, 1978, includes some US$300,000 for expert assistance in the development of curricula in this school. With regard to enrollments, the TSS, which enrolled 60 students in October 1977 (PCR, para. 4.12), had in January 1979 an enrollment of 104, of whom 84 were boarders and 66 were in the upper cycle (grades 11-13). Thirty-eight pupils were enrolled in the lower cycle (grades 11-12). When the school is fully developed it is expected to enroll 360 students. 29. Only the Moundou TTS of the three project institutions has more or less achieved its quantitative output objectives (PCR, para. 4.04; Annex 7). Its January 1979 enrollment was 250 against a capacity of 260. While progress in the improvement of the primary teacher train- ing curriculum has been slower than had been hoped, some progress has been made (PCR, para. 4.07). The study to evaluate young farmer training schemes has been completed; while it did not provide a basis for a new project component, it did identify the main problems (PCR, para. 4.16). 30. With regard to the obligations of the Borrower under the Credit Agreements (para. 4): a project unit was set-up which has performed well, in difficult circumstances, under a dedicated and hardworking Project Director (PCR, para. 2.01). However, the vocational center at Sarh was ultimately not financed under the project (para. 6) and no advisory council has been set up either for this school or for the TSS in N'Djamena. Annex 6 of the PCR gives more details of the educational objectives of the projects and the 1977 situation regarding progress made towards their achievement. 31. The Government's general educational objectives were mentioned in supplementary letters (para. 5). Most of the objectives mentioned in - 12 - para. 5 have not been achieved; school maintenance is still poor; modern curricula and terminal courses in technical education have not been prepared; in 1977/78 the average primary class size was just over 80, against 72 when the first project was appraised in 1967; only one of the three project institutions is functioning to capacity, and one not at all. Several of the objectives, however desirable they appeared on paper, took little account of budgetary constraints in Chad. IV. CONCLUSIONS 32. The projects have had a long and difficult history, having suffered throughout from severe financial constraints and, more recently, from the civil unrest and the difficulty of attracting suitably quali- fied specialists to serve in the country. The projects were probably over-ambitious in concerning themselves with general, agricultural and technical education and with their three major project items in three different towns. Only the teacher training college has met its main objectives; there is hope that the technical school will do so over the next few years; the agricultural school has serious problems which may well prevent its opening even in September 1979. Nevertheless, the buildings have been completed and at a not unreasonable cost. One of the major positive factors in the projects has been the performance of the project implementation unit which has overcome many obstacles in completing the projects, and will be in charge of the Bank Group's Third Education Pro- ject. The emphasis of this Third Project is not on adding further major institutions in the country but on improving those that already exist and in assisting basic education. This emphasis appears justified. 33. The experience with this project has shown: (i) the need for flexibility in the percentage of IDA financing of projects, including 100% financing when this is essential (para. 7); (ii) the need for careful consideration of the existing situation regarding specialist schools with especial care being taken before recommending closure and/or transformation of existing institutions (paras. 11, 13); (iii) that, where subsequent consideration may have effects on already agreed items, all project items submitted should be considered together (para. 14); - 13 - (iv) the need in certain cases for financing operational costs, including maintenance costs, for an initial period (para. 21); (v) that most supervision missions should spend suffi- cient time in the country to visit project in- stitutions where problems are being encountered (para. 24); and (vi), the need for special reference to bilateral agencies or to higher levels of Government when problems in financing recurrent costs are being encountered (para. 25).  - 14 - ATTACHMENT CHAD FIRST AND SECOND EDUCATION PROJECTS CREDITS 126-CD and 251-CD COMPLETION REPORT Projects Department Western Africa Regional Office Education Division March 30, 1979  - 15 - CHAD FIRST AND SECOND EDUCATION PROJECTS COMPLETION REPORT SUMMARY AND RECOMMENDATIONS i. This report covers the first and second education projects in Chad, which were financed by IDA in response to the Government's request for assist- ance in meeting the need for more and better-qualified teachers and for trained manpower for agricultural and industrial development. The first project (Credit 126-CD) provided US$1.8 million in 1968 to construct, equip and furnish a primary teacher training school (TTS) in Moundou and an agricul- tural technician training center (ATTC) in N'Djamena. The second project (Credit 251-CD) provided US$2.2 million in 1971 to (a) construct, equip and furnish a technical secondary school (TSS) in N'Djamena; (b) finance the cost of relocating the ATTC in Sarh rather than in N'Djamena; (c) provide equipment for an existing vocational training center; and (d) finance a study of young farmer training schemes. The combined cost of the two projects was estimated at appraisal to be US$5.2 million; at completion their cost totaled US$7.1 million. Because of cost overruns and the need to provide 100% IDA financing when the Government was unable to meet its share of project costs, the Credit Agreements were amended in 1973 to reduce the schedules of accommodation for some of the project facilities and to provide supplemental financing. Credit 126-CD was increased by US$400,000 and Credit 251-CD by US$500,000 to meet the new costs of the two projects. ii. A single completion report on these projects has been prepared because in conception and implementation they are closely related. The components of both projects were part of the Government's original request for Bank Group assistance; the cost overruns of a first project component, the ATTC, were financed under the second project; and both were designed by the same architec- tural consultants and supervised by the same Government agencies. iii. The main objectives of the projects were to (a) train primary school teachers to teach an improved curriculum, and (b) train agricultural field staff and industrial technicians to meet urgent manpower needs. To achieve these objectives, the Government requested IDA assistance in financing the establishment of a TTS in Moundou, an ATTC in N'Djamena and a TSS in Sarh. There was disagreement between the Government and IDA on the sites for the latter two institutions. After an exchange of letters in 1969 and 1970 it was decided, on IDA's recommendation, to relocate the ATTC in Sarh and the TSS in N'Djamena. iv. Physical implementation. Construction of the three project institu- tions has been completed. In relation to the first project appraisal construc- tion estimates, completion was delayed by three and a half years for the TTS and by nearly five years for the ATTC. In relation to the second project appraisal - 16 - estimates, construction was delayed by two years for the ATTC and by over a year for the TSS. These construction delays were caused mainly by the relocation of the ATTC, the need to change designs to compensate for cost overruns caused by inflation, a devaluation of the US dollar, and associated budgetary constraints. Other factors contributing to the delays were transportation problems, delays in recruiting the consultants, and designs for carpentry work required by the chosen type of buildings which were very sophisticated, requiring frequent and close supervision. Despite their apparent experience when IDA agreed to their appointment, the architectural consultants engaged for the three institutions proved unable to avoid common design faults in the three build- ings, i.e. poor protection against sun, rain and dust. The Project Unit, under the supervision of a dedicated and hard-working director, assisted by the Ministry of Public Works, was in charge of implementing the two projects. v. Project Achievements. The Moundou TTS and the TSS in N'Djamena are now in operation. The ATTC is scheduled to open on October 1, 1979, with five FAC-financed specialists and one IDA-financed specialist. The Moundou TTS, which opened in October 1974, had an output of about 88 new teachers for its fourth year, thus achieving acceptable quantitative objectives. The school's enrollment in 1977-1978 reached 231. A new improved curriculum for the Moundou TTS is under preparation and teacher training in Chad is under- going a gradual transformation that promises to improve teaching methods in the country's primary schools. The TSS in N'Djamena opened in October 1977 with 60 students and 15 staff members; by academic year 1981/82 enrollments are expected to grow to 360 students and the number of staff to 37. Recommendations vi. The Government may anticipate and therefore attempt to avoid several problems: (a) The budgets for the operation of the TTS and the TSS are inadequate and it is anticipated that the budget for the ATTC will be similarly inadequate when that institution opens. The Government should evaluate the operations of the project institutions and determine the levels of recurrent expenditures which will enable them to operate efficiently (paras. 4.06, 4.10 and 4.14). (b) Because of the Government's budgetary constraints, a lack of qualified teachers and the country's dependence on grant-financed technical assistance, staffing is another problem. Plans to train Chadian teachers and to staff project institutions were formulated at appraisal, but due to the lack of provision for fellowships to train Chadian teachers abroad, the country's needs for teacher trainers and technical and agricultural school instructors are unlikely to be met as envisaged. The Government should therefore try to diversify its sources of technical assistance recruitment in order to obtain more qualified technical assistants and expand its training programs for Chadian trainers and instructors (paras. 4.05, 4.09 and 4.13). - 17 - (c) The curricula at all the project institutions should either be improved or changed: (i) A new curriculum incorporating practical training is now being tested at the Moundou TTS, beginning September 1977 (para. 4.07); (ii) it was envisaged that the N'Djamena TSS would use the same curriculum as that of the Sarh TSS. As this curriculum has had shortcomings, particularly with regard to producing graduates for direct employment, a revised curriculum should be prepared for the N'Djamena TSS under the Third Education Project (para. 4.15); (iii) the curriculum envisaged for the ATTC could be improved by relating both classroom and practical work more closely to the tasks that students will ultimately perform in employment. Consistent with the completion mission's views, the Government is attempting to evaluate the jobs of agricul- tural field extension workers with a view to curriculum im- provement (para 4.11). (d) IDA's acceptance of financial and staffing plans for the project institutions is a condition of effectiveness for the Third Edu- cation Project (Credit 811-CD). (e) The third project, taking into account all the difficulties en- countered during implementation of the first and second projects, will provide: (i) new facilities for existing schools to avoid staffing problems; (ii) technical assistance for the ATTC; (iii) a specialist to revise the TSS curriculum; and (iv) technical assistance in educational planning and financing. - 18 - CHAD FIRST AND SECOND EDUCATION PROJECTS I. PROJECT BACKGROUND Project Content 1.01 The major project components comprised: (a) construction, equipping and furnishing of a primary teacher training school in Moundou (Credit 126-CD); (b) construction, equipping and furnishing of an agricultural tech- nician training college in N'Djamena (Credit 126-CD) and provision for its relocation to Sarh (Credit 251-CD); (c) construction, equipping and furnishing of a technical secondary school in N'Djamena (Credit 251-CD); (d) conversion and expansion of the existing technical secondary school in Sarh into a vocational training center for semi-skilled office and industrial workers (Credit 251-CD); and (e) a study of young farmer training schemes (Credit 251-CD). 1.02 Due to inflation and devaluation of the US dollar, both Credit Agreements were amended on August 23, 1973, to provide supplemental financing; US$400,000 was added to Credit 126-CD and US$500,000 to Credit 251-CD. In addition, the projects were modified, principally to: (a) reduce costs by deleting the staff houses at the N'Djamena technical secondary school and five of the staff houses at the Moundou primary teacher training college; and (b) provide funds for conversion of the existing technical secondary school in Sarh and for additional equipment for the "Centre de Formation Professionnelle Pratique" in N'Djamena (Credit 251-CD). Project Objectives 1.03 The first and second education projects aimed at (a) improving primary education through the training of more and better-qualified primary school teachers; and (b) in response to manpower requirements, increasing the number of skilled industrial workers and middle-level agricultural and industrial technicians. - 19 - Socioeconomic Setting 1.04 Chad's population of four million, growing at 2.1% per year, has a life expectancy at birth averaging 35 years and an illiteracy rate of 85%. Half of the population, mostly nomadic herdsmen, occupy the dry Saheli n region comprising four-fifths of the total land area of 1.3 million km ; the other half live along the Logone and Chari Rivers in southern Chad. Overall per capita GDP is about US$120, but in rural areas it is only about US$60. 1.05 Ethnic, linguistic and economic differences corresponding to the geographic regions constitute serious constraints on development. The severe Sahelian drought of 1972-74 and civil disorders have forced the Government to shift public resources from development to the relief of drought victims and to internal security. Over the last decade, little has been spent on mainten- ance of the existing socioeconomic infrastructure. The Government is dependent on external aid for financing all capital expenditures and a portion of recurrent expenditures. Total aid flows averaged 15% of GDP in the period 1967-75. 1.06 The end of the drought and consequently improved prospects for the livestock industry, the continued relative prosperity of the cotton-growing southwest, and the discovery of oil have improved the Government's financial outlook. The scarcity of trained manpower continues to be an important long- term development constraint. This constraint is only partially relieved by a large number of expatriate personnel, provided under grant-financed technical assistance, who barely suffice to sustain the public services and the current level of activity in all sectors. Sector Setting 1.07 The structure of the education system (Annex 10) follows the French pattern. Six years of primary education are followed by two cycles of secondary education, the first lasting four and the second three years. A national university was opened in 1971 which offers a range of two- and three-year courses, including the humanities, law, and the biological and physical sciences. Primary teacher training consists of two years of training after ten years of education (BEPC level). Until 1974, secondary school teachers were trained in a two-year course at a college in Brazzaville, Congo; since 1978, they are being trained at INSE in N'Djamena. Technical education at three lycees, including the new TSS, begins after a minimum of two years of general secondary education. Artisan training and the training of nurses and midwives begin after primary school. A large number of spe- cialized courses of varying duration are offered under the jurisdiction of ministries of the Government; these courses are designed to serve the manpower needs of Government departments. 1.08 Quality of education. There are a number of indicators of the low quality of the education system. Primary schools have repetition rates of about 30% and dropout rates of about 20%. More than 60% of all primary school stu- dents will drop out permanently before the end of their fourth year. For 60% - 20 - of the primary students the time in school lasts four years or less. This is insufficient to assure continuing literacy and numeracy. Moreover, there is nothing in the curriculum to prepare students to enter active life, as it is only designed to prepare them to advance to higher educational levels. The present curricula, essentially French, are largely designed to prepare students to advance to higher educational levels and do little to prepare them for the lives that most will lead, employed in agriculture or agriculture- related enterprises. Primary education also suffers from over-crowded, dilapidated and under-equipped classrooms, insufficient and poorly qualified teachers, and a poorly trained and under-funded inspectorate. Evolution of the Two Projects 1.09 The first IDA education project was financed by Credit 126-CD and the second by Credit 251-CD. They were related and responded to the Govern- ment's original proposal in 1967 for Bank Group assistance in meeting the need for more and better-qualified teachers and for trained manpower for agricul- tural and industrial development. The Government's proposal was based on the recommendations of an IDA/Unesco reconnaissance mission and comprised two teacher training schools (TTS), two agricultural technician training centers (ATTC) and a technical secondary school (TSS). Following discussions with the Government and FAC, the French assistance organization which was to be res- ponsible for technical assistance, it was concluded that it would be too ambitious and expensive to build all these components simultaneously; hence the first project was reduced to include a single TTS in Moundou and an ATTC in N'Djamena. A decision to finance a TSS in Sarh was postponed pending a more thorough review of Chad's technical education needs. 1.10 A Unesco/FAC mission visited Chad in February 1968 to review technical education and vocational training needs. This mission recommended that Chad should have a new TSS; however, there was disagreement between the Government and IDA over the sites for the TSS and the ATTC. The Government wanted the ATTC to be in N'Djamena, as the center could be linked with the National Technical School of Animal Husbandry, and the TSS to be in Sarh within the country's fastest-developing agricultural region. On the other hand, IDA insisted on a site in N'Djamena for the TSS, which IDA expected to become the country's industrial center. The Government reluctantly accepted IDA's recom- mendations. The additional costs associated with locating the ATTC in Sarh and for the construction of a new TSS were financed by the second education project (Credit 251-CD, signed on June 16, 1971), which also included funds to convert the existing TSS in Sarh into a vocational training center. II. PROJECT IMPLEMENTATION Project Management 2.01 In accordance with the Credit Agreements, the first and second edu- cation projects were implemented by a Project Unit, established within the Ministry of Education, which was staffed by a dedicated and hard-working - 21 - Project Director and a secretary/accountant. An architect and two engineers from the Ministry of Public Works provided site supervision for both projects and facilitated the physical implementation of the projects. Despite the fact that project implementation suffered from delays and cost overruns, which were due mainly to inflation, the project management can be considered as good. Architectural Consultants 2.02 A single architectural consulting firm was engaged to design all three project institutions. The consultants were selected in November 1970 for the TTS in Moundou and for the ATTC, originally to be built at N'Djamena. In June 1971, after the second project was approved, they were appointed for the relocation of the ATTC to Sarh and for the design of the TSS in N'Djamena. 2.03 An educational planner, jointly financed by Credit 126-CD and FAC, was appointed to help the Project Director review the designs prepared by the architectural consultants. IDA found the designs to be expensive and too elaborate, and the need to revise them delayed the start of construction. Despite the fact that they were recommended by the Government and approved by IDA on the basis of previous experience in Chad and they had constructed other buildings in Africa, the architectural consultants did not pay sufficient attention to local climatic conditions nor did they supervise the projects as closely as they should have (paras. 2.05 - 2.07). Supervision by IDA 2.04 Between February 1968 and June 1971, four IDA missions reviewed the progress of the first education project. Thereafter, 13 supervision missions (excluding the completion mission) visited Chad to review the progress of both projects; these missions totaled 81 days, for an average of 18 days per year. Despite the fact that the number of days spent in the field seems adequate, the supervision missions were too short, making it impossible to visit all the sites, and they did not include an educator to advise the Government on the educational aspects of the project. Physical Implementation of the Project Buildings 2.05 Construction of the three project institutions has been completed, and the Moundou TTS and the TSS in N'Djamena are in operation. In relation to the first project appraisal construction estimates, completion was delayed by three and a half years for the TTS and by nearly five years for the ATTC. In relation to the second project appraisal estimates, construction was delayed by two years for the ATTC and by over a year for the TSS. These delays were caused by (a) delays in recruiting the consultants; (b) the need to relocate the ATTC; (c) transportation problems, particularly during the rainy season; (d) budgetary constraints resulting from the Government being unable to contribute its share of project costs; and (e) overly sophistftated designs, especially for carpentry work, which required highly trained specialists and frequent close supervision. Even after agreement had been reached on designs which were less elaborate and costly (para. 2.03), the budgetary constraints made it necessary to reduce costs - 22 - by further modifying building designs. Comparisons of the original and the actual implementation schedules for the projects are shown in Annexes 1 and 2. 2.06 The same consultants were engaged for all three institutions and the buildings have common design and construction faults. For example, the venti- lation system is a source of several problems: it causes flooding during heavy rains and has to be closed; the fixed metal louvres on classroom windows restrict ventilation; and the system is covered only with mosquito netting, thus giving little protection from dust. At Moundou, some of the facilities provided are far too elaborate and expensive to operate. For example, a modern kitchen with electrical and gas appliances cannot be operated because of the costs and uncertainty in the supply of these utilities. Similarly, the science laboratory cannot be fully used because of its dependence on gas and a regular supply of consumable teaching materials. 2.07 Teacher Training School. Construction of the Moundou TTS was com- pleted 3-1/2 years behind schedule, for the reasons stated in para. 2.05. The classrooms, dormitories and workshops are too small. The dormitories are particularly uncomfortable because (a) they provide too little protection from rain and dust, and (b) they are small and poorly ventilated. 2.08 Agricultural Technician Training Center. Construction of the ATTC was completed nearly five years behind the first project schedule due to budgetary con- straints and the change in the site from N'Djamena to Sarh in the main agricultural region. Funds were provided by Credit 251-CD to finance cost overruns attri- butable to inflation and the higher costs of construction at the new site (para. 1.10). The ATTC is the best constructed of the three project institu- tions. The only shortcoming is at the school farm, where provision should have been made for a closed storage room and a workshop for the maintenance of agricultural equipment. 2.09 Technical Secondary School. This component, which was constructed at N'Djamena on IDA's recommendation (para 1.10), was completed over a year behind schedule. The designs were modified to compensate for a 35% increase in construction costs in Chad between the design and construction periods. As the lowest bid for the TSS was about 30% over the cost estimates assumed in the Credit Agreement Amendment, the Project Unit with the help of the Public Works personnel and the consultants negotiated economical alternatives with the lowest bidder. Less expensive building standards were adopted to avoid a reduction in the school's size of about one-third which otherwise would have been required if the proposed high building standard had been maintained. Other modifications included replacement of the central materials storage space by small storage spaces in each workshop, reductions in the area of covered circulation and of site works, simplification of the kitchen layout and equipment, consolidation of ablution areas, and replacement of built-in laboratory benches with prefabricated benches. The staff houses were deleted. While these modifications in the design of the TSS had the merit of retaining enrollments at the level assumed at appraisal, the quality of construction suffered but was considered acceptable. 2.10 Civil works contractors. Two contractors were selected, one for the Moundou TTS and the Sahr ATTC and the other for the N'Djamena TSS. Their overall performance was satisfactory and shortcomings in construction were due to design faults rather than to poor workmanship. - 23 - Furniture and Equipment 2.11 The furniture and equipment for the Moundou TTS and the N'Djamena TSS have been installed and are now in use. The furniture for the ATTC is in storage and in good condition. The movable furniture, fabricated in Chad, was delivered on time and is satisfactory to the users. The built-in labora- tory furniture at the Moundou TTS is not fully adequate as it is too narrow and high. 2.12 The equipment financed by the two credits was procured in accord- ance with IDA's guidelines for international competitive bidding. At the Moundou TTS, it is adequate. The equipment for the N'Djamena TSS is insuf- ficient because of reductions applied to avoid cost overruns. However, the Federal Republic of Germany has agreed to finance the additional equipment required. At the Sarh ATTC, the equipment has arrived and is stored in packing boxes. Maintenance of Buildings and Sites 2.13 Since completion of the project institutions, no maintenance has been carried out and it is likely that the buildings will deteriorate rapidly if there is a continual disregard for routine maintenance. The lack of maintenance is due to insufficient budgetary allocations and to the lack of initiative on the part of staff and students, even though school maintenance is included in the teacher curriculum. The TTS and the ATTC have succeeded in growing grass in the open spaces and have also planted shrubs and trees, with the result that those sites now have an attractive appearance. The students have planted vegetables around the TTS dormitories and classrooms in connection with the agricultural curriculum. For the N'Djamena TSS, the Project Director requested that the N'Djamena municipal services plant grass and trees, but this has not yet been done. III. PROJECT COSTS AND FINANCING 3.01 In 1968 the cost of the first education project (Credit 125-CD) was estimated at US$2.1 million, 1/ of which IDA would finance US$1.8 million, or 86%. In 1971 the cost of the second education project (Credit 251-CD) was esti- mated at US$3.1 million, of which IDA would finance US$2.2 million, or 71%. Between 1968 and 1973, the first project experienced financial difficulties due to (a) a devaluation of the US dollar from US$1.00 = CFAF 247 at appraisal to US$1.00 = CFAF 200 in 1973; (b) internal inflation; and (c) the Government's inability to finance its portion of total project costs. 3.02 Cost overruns in the implementation of both projects and the Govern- ment's financial difficulties were compensated for by: 1/ This amount, covering construction, equipment and project administration, excludes US$1.9 million estimated for technical assistance. - 24 - (a) reducing the capacity of the Moundou TTS from 400 to 300 students, the boarding accommodations from 300 to 180, and the number of staff houses from eight to three; and (b) providing for 100% financing of both projects by IDA. These changes were reflected in the amended Credit Agreements of August 23, 1973, which increased Credit 126-CD from US$1.8 to US$2.2 million and Credit 251-CD from US$2.2 to US$2.7 million. 3.03 Further cost overruns during implementation of the N'Djamena TSS component of the second project were compensated for by reducing the school's boarding accommodations from 200 to 150 and deleting the staff houses and about half of the equipment from this component. (There was an exchange of letters between IDA and the Government on these changes in June 1975.) 3.04 The two projects have a common element, namely, the ATTC in Sarh. The first project provided for construction of the center at N'Djamena; but because of considerations that arose subsequent to appraisal, it was decided that the ATTC should be located at Sahr; Credit 251-CD for the second project contained a provision to finance the increased costs associated with construc- tion at the new site (para. 1.10). The schedules of accommodation for the ATTC were not changed to compensate for cost overruns; they were, in fact, increased to maintain six staff houses in the center's more remote location at Sarh. 3.05 The second project originally included a provision for conversion of the existing TSS in Sarh into a vocational training center and provided funds for construction, equipment and furniture for this purpose. Because of a shortfall of funds, the Government and IDA agreed to delete this component in August 1973 when the Credit Agreement was amended, and about US$75,000 was reallocated to finance equipment for an existing vocational training center (CFPP) in N'Djamena. 3.06 The project documents do not include working papers; consequently there are no schedules of accommodation that would make possible an accurate evaluation of reasons for changes in total costs from those estimated at appraisal. Nevertheless, the reduction in boarding accommodations at the Moundou TTS by about 40% (para. 3.02) and implementation of this first project component at approximately the cost estimated at appraisal suggest a 60% cost overrun attributable to inflation and changes in the exchange rates. 3.07 The ATTC was completed at a cost of about 30% over the appraisal estimate for this component. About 18% of the increase was due to price increases and about 12% to cost increases associated with the decision to locate the center at Sarh instead of N'Djamena. 3.08 Construction of the TSS in N'Djamena was completed at a somewhat lower cost than envisaged at appraisal in 1971 and when the Credit Agreement was amended in 1973. This was attributable to: - 25 - (a) reduction in the boarding accommodations by about one-fourth and deletion of all the staff houses and about half of the equipment in 1975 in response to the US dollar devaluation (para. 2.09); and (b) a subsequent revaluation of the US dollar. The revaluation of the US dollar since 1975 has been more than proportional to the reduction of the TSS schedules of accommodation and equipment in 1975, and the Federal Republic of Germany agreed to purchase the remaining equipment, with the result that the second project has been completed with approximately US$35,000 uncommitted. The undisbursed funds will be used either to cover the costs of additional works or to prefinance third project operations. The schedules of disbursements for both projects are at Annex 3. 3.09 A summary of the total project costs is given in Annex 4, comparing the original estimates for each component with the costs estimated when the Credit Agreements were amended in 1973 and with the actual costs when the projects were completed. Annex 5 shows the allocation of financing by pro- ject component and category of expenditure after all amendments had been made. IV. PROJECT OUTCOMES Introduction 4.01 Of the three project institutions, only the ATTC in Sahr is not in operation; the TTS in Moundou was opened in 1974 instead of 1971 as envisaged at appraisal, and the TSS in N'Djamena opened in October 1977, one year late. The ATTC in Sarh is scheduled to open on October 1, 1979. Staffing has been obtained from bilateral sources (five French-financed lecturers) and there is a provision for 72 man-months in the Third Education Project (Credit 811-CD). It is therefore too early to evaluate the impact of the projects on the education system. However, based on the limited experience with the TTS and problems affecting other educational institutions, it is anticipated that the achievement of project objectives may be affected by staff shortages, under-funding and inappropriate curricula. 4.02 In addition, the longer-term results of the project may be affected by the choice of sites for the TSS and the ATTC. IDA did not accept the Government's request to locate the TSS in Sarh and proposed instead to estab- lish a new TSS in N'Djamena; IDA argued that N'Djamena and not Sarh would be the center of the country's industrial development. Ultimately, IDA and the Government agreed that a new TSS would be built in N'Djamena and, in compen- sation, the new ATTC would be built in Sarh, which is located in the country's main agricultural region. It is not yet clear that the choice of sites for these institutions was correct. N'Djamena has not yet established itself as an industrial development center, whereas Sahr has. Similarly, the ATTC located in Sarh will have staffing difficulties because of its location and will be unable to take advantage of the agricultural veterinarian training and research facilities in N'Djamena. - 26 - Teacher Training School 4.03 Objectives. Within the context of the Government's policy to adapt the primary school curriculum to Chadian conditions and development needs, the objectives of the first project were to: (a) supply about 80 newly qualified teachers each year from the main two-year course; (b) organize an in-service training program for new teachers; and (c) provide correspondence courses for in-service teachers. The Moundou TTS has been in operation since October 1974. Three groups of students have completed the full cycle of studies at the newly constructed school; they became assistant teachers ("instituteurs adjoints") in October 1976, 1977 and 1978. 4.04 Results. Total enrollments at the TTS, comprising new trainees in the main two-year course (the one envisaged at appraisal) and qualified assistant teachers in a one-year upgrading course, are shown in Annex 7. The output from the main course was 21 new teachers in 1975, 65 in 1976, 84 in 1977, and 88 in 1978. These outputs achieved the quantitative objective of the insti- tution in spite of an inefficient use of facilities. In the academic year 1976-77, the number of boarders at the Moundou TTS was 77, representing 42% of the school's total boarding capacity. The boarding facilities are under- utilized because most of the students are married and live in town, which was not anticipated at the time of appraisal. The director of the TTS has proposed converting some of the dormitories into classrooms and increasing the number of day students. Achievement of the output objective is diminished by the fact that the Government used the occasion of opening the TTS to convert to other uses two of the three other primary teacher training schools in the country. The result was that, despite the increase in enrollments at the Moundou TTS from 81 in 1974 to 231 in 1978, the total number of teacher trainees in the country has only increased from 376 to 419 during the past few years. This result is clearly inadequate; during the past few years, while the number of primary students in Chad increased (Annex 8), the attri- tion of Chadian teachers equalled the output of the teacher training schools. Project objectives with respect to in-service teacher training and corres- pondence courses are not being achieved by the means originally envisaged. Instead of placing these activities under the administration of the TTS, the Government (a) created in September 1976, the "Centres Rgionaux de Perfec- tionnement P4dagogique" (CRPP), which are in charge of in-service teacher training and whose itinerant teams conduct on-the-job training; and (b) organized within the National Institute of Education Sciences (INSE) a course conducted by the Division of Correspondence Courses for all volunteer teachers. 4.05 St,affing. There were nine full-time teachers at Moundou in 1976 -- two Chadians and seven French teachers provided by FAC--giving a student/teacher ratio of 20:1. According to the director of the Moundou TTS, both the quantity and quality of the teaching staff (including that of the expatriates) should be improved in order to have specially trained teacher trainers instead of teachers. The staffing of the TTS is precarious because it is not certain whether FAC will be able to maintain its technical assistance contribution. The Government is too dependent on France for teacher trainers and should try to diversify the sources of this kind of assistance. - 27 - 4.06 Financing. The Moundou TTS has had an insufficient budget. While CFAF 7.5 million (US$30,612) was budgeted for FY 1976, the comple- tion mission agreed with the TTS director's estimate that CFAF 40 million (US$163,000) is required to cover the cost of operations, including mainten- ance and the purchase of pedagogical materials and books for the school library. 4.07 Curriculum. Two curricula are offered at both the Moundou and the Sarh TTS: (a) a two-year course leading to the diploma of assistant teacher offered to candidates who have a minimum of a BEPC; and (b) a one-year course leading to the diploma of teacher, offered to auxiliary teachers when they have taught for at least four years. The completion mission found that the breakdown by subject matter is theoretically correct for these two levels of training: 65% general education, 25% training combining course work with teaching practice, and 10% practical instruction in workshops and on the farm. Specialist training for practical subjects or for agricultural topics is weak. For example, the "pedagogical workshop", which was intended to teach students how to make small wooden balances and other simple equipment, is conducted only occasionally and not by qualified staff; and the students do not have the guidance of a qualified supervisor for their work in the "Jardin scolaire". Further, the rotation of extra- curricular assignments to gain experience in the maintenance of school plant and buildings and in purchasing, marketing and accounting is not part of the curriculum as intended. Finally, nothing is being done to train students for their role in community development. On the positive side, a gradual trans- formation of the methods of training future teachers is taking place: (a) At both the Moundou and the Sarh teacher training schools, the teaching methods are more participatory for the students than in the past, and pedagogical studies are based on observations made during teacher periods. Even though the practical subjects are not yet well organized, a first step has been taken and improve- ment can be expected. (b) A new curriculum for the Moundou TTS is under preparation and review. The completion mission examined the first draft of this new curri- culum and noted that it could produce well-qualified teachers. For further progress, the Government should (a) formalize a reformed primary school curriculum and define the desired profile of the new Chadian student; (b) provide better conditions of work (classrooms, equipment, blackboards); and (c) improve the quality and increase the number of inspectors, pedagogical advisers and school directors. The newly created Regional Teacher Training Centers (para. 4.04) should be reinforced in equipment and staff to achieve the desired staff upgrading. Agricultural Technician Training Center 4.08 Objectives. Within four years of the start of operations, the ATTC was to produce about 150 middle-level agricultural technicians; the appraisal mission estimated that this number would be needed to meet the manpower - 28 - requirements of agricultural development. The annual output was expected to be about 40 graduates,who would enter employment at the level of "Conduc- teur de travaux a&ricoles". At its opening, enrollment at the ATTC will be 90-100 students, with about 40 in the first-year class and 30 each in the second- and third-year classes. The students will come from all parts of the country and will be recruited from either the general education stream or the Ba-illi junior agricultural school after completing the lower secondary cycle. For the initial second- and third-year classes, students at the Ba-illi school at these levels will be transferred to the ATTC. The level of the entrance examination will be equivalent to grade 10 (BEPC). While construction of the ATTC in Sarh has been completed, the center will not open until October 1, 1979, because of a lack of staff. Some of the existing and anticipated problems are discussed below. They have been compounded by a Government proposal in September 1978 to raise the level of instruction to the training of professional staff. 4.09 Staffing. It was agreed at appraisal that, in addition to part- time teachers, four or five Chadian agricultural specialists would be re- cruited. It was also agreed that the Government would request FAC to provide four teachers for seven years. It was assumed that Chadians undergoing training abroad would gradually replace the expatriate staff when they return to Chad. Because few Chadians are now being trained, opening the ATTC may require transferring some of staff from the Ba-illi school, thus adversely affecting operations there. 4.10 Financing. The Ministry of Agriculture has proposed a budget of about CFAF 20 million (US$81,633) for the first year. This would cover the operational costs of the ATTC and school farm, including salaries, mainte- nance costs and the purchase of additional equipment, vehicles and farm animals. The proposed budget would provide a unit outlay per student of about US$820. However, because of the Government's budgetary constraints, it is unlikely that this amount will be allocated. 4.11 Curriculum. The characteristics of the training program would be as follows: (a) a maximum of 50% of the curriculum would require classroom instruction comprising two-thirds general education and one-third agricultural subjects, including agronomy, animal husbandry, rural engineering and rural economy; and (b) practical work, comprising at least 50% of the programs, would be carried out on the school farm and on State farms. Technical Secondary School 4.12 Objectives. The N'Djamena TSS was designed to meet the country's needs for industrial technicians and skilled workers. At the time of apprai- sal it was estimated that these needs would be 50-60 technicians and about 200 skilled or semi-skilled workers per year; the annual output foreseen in the appraisal report was 55 industrial technicians and 115 skilled or semi-skilled workers. These objectives were to be achieved by (a) building, equipping and furnishing a TSS in N'Djamena; and (b) converting and expanding the existing TSS in Sarh into a vocational training center for semi-skilled office and industrial workers (CFPP). Because of cost overruns during implementation, it became necessary to modify this component by reducing the boarding accommoda- tions by one-fourth and deleting all the staff housing and about half of the - 29 - equipment for the new TSS (para. 3.03). Because the Government decided not to convert the TSS in Sarh as envisaged, the credit funds reserved for this purpose were reallocated to provide additional equipment for a CFPP in N'Djamena (para. 3.05). The TSS in N'Djamena opened in October 1977 with 60 students and 15 staff members; by academic year 1981/82, enrollments are expected to grow to 360 students and the number of staff to 37. 4.13 Staffing. The Sarh TSS teaching staff consists mostly of expatriates (80%) and the new TSS in N'Djamena is similarly expected to be heavily reliant on expatriate staff. French assistance (FAC), which provides all technical assistance for secondary technical education, has provided 15 technical teachers to open the N'Djamena TSS. 4.14 Finance. To start operations at the N'Djamena TSS, it is understood that the Ministry of Education anticipates dividing the amount provided in the 1976 budget for the Sarh TSS (about CFAF 7 million - US$28,571) into two parts, one for N'Djamena and the other for Sarh. The allocation for the Sath TSS in 1976 was inadequate to purchase consumables. Therefore, both institutions will be severely under-funded unless allocations are increased through either the budget or external aid. 4.15 Curriculum. Since its opening in 1966, the Sarh TSS has been conducting training at two levels: skilled worker ("certificat d'aptitude professionnelle" - CAP) and technician baccalaureate of type F (diploma with practical studies but a low level of math). Both courses are of three years duration. For the baccalaureate, entry level is at BEPC (grade 10); CAP students are admitted after completing "cinqui me" (grade 8) and are recruited on a voluntary basis from among those who have dropped out of general secondary studies. At appraisal it was intended to transfer the teaching of these courses to the N'Djamena TSS when it was completed and to develop the school in Sarh as a CFPP with industrial and commercial courses of one-year duration. In the transfer of the two courses, the appraisal report did not foresee any upgrading of either curriculum; in fact, it advised against orienting the baccalaureate toward higher studies and anticipated that students leaving the TSS with a technician baccalaureate (F) would directly enter industry. However, experience has shown that they do not do so. During the period 1969-76, the Sarh TSS graduated 43 students with a technician baccalaureate, all of whom went abroad for higher studies. Unfortunately, due to their low proficiency in math, most of these students have had to abandon their technical studies abroad. To change this situation and to ensure the effective use of the new school in N'Djamena, two curricula will be required: a baccalaureat of type E, which has a higher level of math, for those going abroad for higher studies; and a technican diploma for those who directly enter industry. The baccalaureate would require three years of study after the BEPC (grade 10) and the technician diploma two years, also after the BEPC. There is a technical assistance provision (48 man-months) in the Third Education Project (Credit 811-CD) for preparing the new curricula. - 30 - Study of Young Farmer Training Schemes 4.16 In addition to building, furnishing and equipping the three major institutions as discussed above, two additional elements were included in the second project: the first, a study of farmer training, was to establish a basis for a third education project; the second was to help equip a voca- tional training center in N'Djamena. The study to evaluate the ongoing young farmer training schemes in Chad was carried out in 1973-74 by a French consult- ing firm, "Compagnie Internationale de D4veloppement Rural" (CIDR). The study did not compare alternative methods for introducing new technologies and agricultural practices to farmers and, therefore, did not provide a sufficient basis for the identification of a third education project. Nevertheless, the study helped to identify the following issues: (a) There is an inadequate administrative structure for the agricul- tural training schemes and insufficient coordination between DFPA ("Departement de la Formation Professionnelle Agricole"), which is responsible for the training programs of the Ministry of Agriculture, and other departments; (b) There are too few instructors at the farmer training centers; (c) Training courses are too long and there is a consequent problem of reintegrating the trainees into their villages. (d) Training schemes cannot easily be expanded into all regions of the country; and (e) The functional literacy program uses French instead of local languages. "Centre de Formation Professionnelle Pratique" 4.17 This component comprised the supply of equipment for the CFPP in N'Djamena, and the amount involved was small (US$75,000). While all equipment has been delivered, it appears that this equipment is not well adapted to the center's needs. For example, only one welding set is re- quired instead of the five that were ordered and all are of the wrong voltage. Further, the presses ordered are not needed. These items represent about 36% of the credit funds allocated for the N'Djamena CFPP (para. 3.05). Negotia- tions are under way between the CFPP and the supplier of the welding equipment to see if it can be exchanged for other items. REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD/ PREMIER ET DEUXIEME PROJETS EDUCATION - CREDITS 126-CD ET 251-CD IMPLEMENTATION SCHEDULE AS FORESEEN AT APPRAISAL STAGE AND AS ACTUALLY IMPLEMENTED CALENDRIER D'EXECUTION PREVU A L'EVALUATION CCMPARE AUX REALISATIONS Appraisal/ Credit/ Institution/ Evaluation 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 Credit Etablissement Actual/ 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 Realisation TTS in Appraisal/ $$ $$$ XXXX XXXXX XXX 126-CD Moundou/ Evaluation ## ### ---- . ... Ecole normale * ** a Moundou Actual/ + $$$$$$$$$ XXXXX ]QOXXXXXX WXXXXXXX Re alisation ###### ########### ........... ---........ ..- ATEC in Appraisal/ 126-CD N'Djamenal / Evaluation $$$$$ $XXXXXXXXXXX XXX Coll&ge techni- # ###---------- --- que d'enseigne- Actual/ Never Constructed ment agricole a R4alisation N'Djamena H ATTC in Sarh/ Appraisal/ $$$ $$$$$$$$ $XXJ XXXXXX 251-CD College techni- Evaluation ### ######----.- ------------- --......-..- que d'enseigne- ment agricole Actual/ $$$$ XXXXXXXXXXXXX X DODXDOC XX i Sahr R4alisation --- ------------- ---------- TSS in Appraisal/ $$$$$$$$$$$$ $$$XX XXXXXXX XXXXXXXXXXX 251-CD N'Djamena/ Evaluation ### ######------- ------------- ------------- Lyc4e technique industriel & Actual/ $$$$$$$$$ XXXXXX XXXXXXXXXXXXX x N'Djamena Realisation ####### -------- I.......... - Legend Remarks * Signature of Credit Agreement/Signature de l'Accord de credit l/ Appraisal report gives ATTC, Fort Lamy. Changed for N'Djamena/Le ** Signature of Amendment to Credit Agreement/Signature de l'Amendement a 1'Accord de Credit rapport d'valuation indique qua le Centre de formation de techniciens + Appointment of consultants/Nomination des consultants agricoles sera situi a Fort Lamy, qui depuis a iti renomse Njamena S Tendering of bids for construction/Attribution des marche (construction) X Construction/Construction Source * Tendering of bids for equipment/Attribution des marche (materiel) Z - Delivery of equipment/Livraison du matiriel Appraisal and Bank's Supervision Report/Evaluation du Rapport de supervision de la Banque Mondiale. - 32 - ANNEX 2 REPUBLIC OF CHAD / REPUBLIQUE DU TCHAD Page 1 of 2 First and Second Education Projects / Premier et deuxi me projets education Credits 126-CD and 251-CD / Cr4dits 127-CD et 251-CD CGHPARISON BETWEEN THE ARCHITECTURAL PROGRAM AND THE PROJECT SCHOOLS AS CONSTRUCTED CCMPARAISON ENTRE LE PROGRAMME ARCHITECTURAL ET LES ETABLISSEMENTS EFFECTIVEMENT CONSTRUITS DANS LE CADRE DES PROJETS TYPE OF ACCOM4ODATION NUMBER AREAS IN SQUARE METERS PRESENT USE Program Constructed Program Constructed I. TEACHER TRAINING COLLEGE AT MOUNDOU (Cr. 126-CD) A. Academic and Communal Classrooms 6 6 270 300 Classrooms Science laboratory and annexes 1 1 100 84 Science laboratory Social Studies 1 - 50 - Conference Room 1 - 100 - Language laboratory I - 30 - Arts and music I - 55 - Library I L 120 154 Library Preparation rooms 4 2 60 56 Preparation rooms Workshop 1 1 120 130 Workshop and/or classroom Sub-total A 905 724 Circulation 230 25 Toilets 60 84 Total A 1,195 833 B. Boarding Dining hall 1 1 180 102 DininS hall Kitchen and annexes 1 1 200 153 Kitchen Infirmary 1 1 65 25 Infirmary Laundry and annex 1 1 150 100 Laundry Dormitories (for 40 students) 6 13(14 atudenta) 1,200 Dormitories (for 30 students) 2 3005 650 (180 students)Dormitories Teachers' rooms 4 2 60 40 Not utilized Lounge room for boarders 1 - 150 - Storage 1 - 50 - Toilets and showers - 3 305 84 Toilets Sub-total B 2,660 1,154 Circulation 590 - Total B 3,250 1,154 C. Administration Offices 5 5 95 112 Offices Teachers' room 1 1 60 72 Teachers' room Storage room I - 40 - Toilets - - 10 10 Toilets Sub-total C 205 214 Circulation 50 - Total C 255 214 D. Staff Houses Type 1 (130 m2 1 1 130 115 House of the Director Type Ir (120 m ) 4 2 480 184 Staff houses Type III (60 12) 3 - 180 - Type IV (50 m ) 1 1 50 25 Gardener's house Sub-total D 840 324 Grand Total 5,540 2,525 Total Cost in CFAF 000 224,445 - 33 - ANNEX Page 2 of 2 TYPE OF ACCOIODATION NUMBER AREAS IN SQUARE METERS PRESENT USE Program Constructed Program Constructed II. AGRICULTURAL TRAINING CENTER AT SARH (Cr. 126-CD and 251-CD) A. Academic and Communal Classrooms .n.. 1 - 81 The ATTC is not yet in operation. Science laboratory " 1 70 Classroom for practical subjects I - 56 Science classroom I - 70 Library .1 - 81 Teachers' room 1 - 29 Seminars room 2 - 56 860 Sub-total A 443 B. Boarding Dining hall, kitchen and annexes n.a. 1 241 The ATTC is not yet in operation. Dormitories with toilets and showers 5 - 135 Block laundry, infirmary and annexes I - 108 Sub-total B 720 484 C. Administration Administration block n.a. 1 - 108 The ATTC is not yet in operation. Generator house L - 55 Sub-total C 180 163 D. Staff houses Type I (3 bedrooms) a.a. 2 - 218 The ATTC is not yet in operation. Type II (2 bedrooms) n 4 - 380 Sub-total D 790 598 1 E. Farm Stable n.a. I - 188 The ATTC is not yet in operation. Shed 1 1 - 268 Workshop I - 55 Sub-total E 400 511 Grand Total 2,950 2,199 Total Cost in CFAF 000 III. TECHNICAL SECONDARY SCHOOL (Cr. 251 CD) A. Academic and Communal Clizar3oms 3 3 166.5 147.8 As tb TSS was not in opera- Science laboratory 1 1 105 113.8 tion at the timp of the min- Technology iaboratory - 1 - 122.7 aton, the information was Demonstration laboratory - 2 - 113.2 not available. Preparation room 1 1 30 20.6 Drawing rooms 1 2 100 155.5 Language laboratory 1 - 55.5 - Audiovisual room - 1 - 58.7 Social Studies 1 - 80 - Workshops 4 4 1,350 1,361.4 Library 1 1 100 101.2 Multi-purpose (incl. kitchen & dining) 1 1 400 231.8 General store 1 - 100 - Staff room 1 1 60 56.6 Students' common room I - 80 - Administration 1 1 100 103.5 "Chef des travaux" room - I - 110.9 Toilets - * 50 9.5 Sub-total A 2,777 2,665.05 B. Boarding Dormitories 4 2 600 200.4 Teachers' rooms 4 2 60 33.8 Sick bay 1 1 60 22.2 Storage 4 2 100 16.3 Toilets & showers 1 1 70 121.0 Laundry 1 1 30 51.8 Sub-total B 920 445.5 C. Staff Housing Staff houses 10 - 1,000 - n,a. Sub-total C 10 - 1,000 - Grand Total 4,697 3,110.55 - 34 - ANNEX 3 Page 1 of 4 REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD FIRST EDUCATION PROJECT COMPLETION REPORT - CREDIT 126-CD PREMIER PROJET EDUCATION - RAPPORT D'ACHEVEMENT - CREDIT 126-CD SCHEDULE OF DISBURSEMENTS/CALENDRIER DES DECAISSEMENTS Actual Appraisal Revised Estimate Disbursements Estimate August 31, 1973 FY 1969 4th 4 90 FY 1970 1st 11 2nd 18 306 3rd 24 4th 45 1,026 FY 1971 1st 82 2nd 86 1,656 3rd 106 4th 111 1,783 FY 1972 1st 118 2nd 125 1,800 3rd 136 4th 142 FY 1973 ist 2nd 3rd 200 4th 248 424 FY 1974 1st 465 500 2nd 671 800 3rd 815 1,000 4th 1,130 1,200 FY 1975 1st 1,340 1,600 2nd 1,428 1,800, 3rd 1,743 2,000 4th 2,029 2,200 FY 1976 1st 2nd 2,194 3rd 4th REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD FIRST EDUCATION PROJECT COMPLETION REPORT - CREDIT 126-CD PREMIER PROJET EDUCATION - RAPPORT D'ACHEVEMENT CREDIT 126-CD DISBURSEMENTS - FORECAST AND ACTUAL DECAISSEMENTS PREVUS A L'EVALUATION ET EFFECTIFS US$ million 2.2 2.2 . 1.8 1.8: 1.51.6. FORECAST FORECAST-4 ACTUAL (August 1968) / (August 1973) , 1.1 1.01 n. 0.8 0.5 I 0.4 0.3 0.2 0.14 *** . ! 0.02 01 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 FY 1/ The Credit Agreement was amended August 31, 1973, to increase the Credit 1Amount to US$2.2 million. Source: Appraisal and Bank Supervision Reports. - 36 - ANNEX 3 Page 3 of 4 REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD SECOND EDUCATION PROJECT COMPLETION REPORT - CREDIT 251-CD DEUXIEME PROJET EDUCATION - RAPPORT D'ACHEVEMENT - CREDIT 251-CD SCHEDULE OF DISBURSEMENTS CALENDRIER DES DECAISSEMENTS Actual dis- Appraisal Revised Estimate bursements Estimate August 31, 1973 FY 1972 1st 8.8 2nd 22.0 3rd 57.2 4th FY 197 1st 92,4 2nd 143.0 3rd 56 204.6 4th 70 330.0 92 FY 1974 1st 104 514.8 120 2nd 158 745.8 200 3rd 163 1,080.2 300 4th 170 1,414.6 400 FY 1975 1st 175 1,764.4 700 2nd 374 1,876.6 1,000 3rd 712 1,999.8 1,400 4th 1,354 2,079.0 1,800 FY 1976 1st 1,638 2,149.4 2,000 2nd 1,822 2,173.6 2,200 3rd 2,000 2,182.4 2,400 4th 2,000 2,491.2 2,500 FY 1977 1st 2,005 2,200 2,600 2nd 2,100 2,700 3rd 2,300 4th 2,400 FY 1978 1st 2,400 2nd 2,500 3rd 2,500 4th 2,600 FY 1979 1st 2,600 2nd 2,600 REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD SECOND EDUCATION PROJECT COMPLETION REPORT - CREDIT 251-CD DEUXIEME PROJET EDUCATION - RAPPORT D'ACHEVEMENT - CREDIT 251-CD DISBURSEMENTS - FORECAST AND ACTUAL DECAISSEMENTS PREVUS A L'EVALUATION ET EFFECTIFS US$ million 2.7 2.5 2.5 5 2.6 2.54 2.0 2.2 2.0 2 1 "f 2.1 Appraisal 1 Estimate 1.7 / 4 etual 1.5 f Revised Estimate ' 1.3 August 31, 1973 114 11.0 M M 0.72 0 . // * 0. 0.0.3 00 0 --13 17 I I I I_ 1972 1973 1974 1975 1976 1977 1978 FY - 38 - REPUBLIC OF CHAD /REPUBLIUE DU TCHAD FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD PREMIER ET DEUXIEME PROJETS EDUCATION - CREDITS 126-CD ET 251-CD COMPLETION REPORT /RAPPORT SUR L'ACHEVEMENT DES PROJETS SUMMARY OF PROJECT COSTS /RECAPITULATION DES COUTS DES PROJETS (in US$'00O /en milliers de dollars EU) Original Cost Estimates at Time Cost of Amendments to Credit Estimates Agreements August 1973 Cost of Including Contingencies Including Contingencies Project as executed Cr. 126-CD Cr. 251-CD Cr. 126-CD Cr. 251-CD Cr. 126-CD Cr. 251-CD A. Construction 1. Teacher Training School at Moundou 1,000 1,141 1,065 2. Agricultural Technician Training Center at Sarh 539 152 674 187 706 196 3. Technical Secondary School at N'Djamena 1,700 1,605 1,452 4. Vocational Training Center at Sarh 272 Sub-total 1,539 2,124 1,815 1,792 1,771 1,48 B. Furniture 1. Teacher Trainiz Szhael at Moundou 116 40 34 2. Agricultural Technician Training Center at Sahr 44 8 28 14 26 14 3. Technical Secondary School at N'Djamena 165 159 108 4. Vocational Training Center at Sarh 10 Sub-total 160 183 68 173 60 122 C. Equipment 1. Teacher Training School at Moundou 109 72 66 2. Agricultural Technician Training Center at Sarh 128 26 63 33 64 35 3. Technical Secondary School at N'Djamena 354 322 342 4. Vocational Training Center at Sarh 4A. Centre de Formation Profession- nelle Pratique - N'Djamena 77 Sub-total 237 402 135 432 130 D. Architects' Fees 121 173 112 138 128 178 E. Study of Farmer Training 7 1 F. Project Administration TO IT3 70 150 70 150 TOTAL 2,127 3.062 2.200 2,700 2.159 2,567 Notes: 1. The exchange rate fluctuated widely over the life of the projects, from US$1 = CFAF 247 in 1968 to CFAF279 in 1971 to CFAF200 in 1973. The actual US$ costs of executing the projects as shown in the last two columns is estimated using the rate US$1= CFAF234 which is the weighted average over the lives of both projects. 2. In November 1977, approximately US$300,000 remained undiabursed. Sources: Original costs are from the appraisal reports. Estimated costs of projects in August 1973 are taken from Annex 6. Actual costs of project execution are taken from data provided by the Project Office in Chad. REPUBLIC OF CHAD / REPUBLISUE DU TCHAD FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD PREMIER ET DEUXIEME PROJETS EDUCATION - CREDITS 126-CD ET 251-CD AGREEMENT AMENDING CREDIT AGREEMENTS 126-CD AND 251-CD -- ALLOCATION OF FINANCING BY CATEGORY OF EXPENDITURE AND BY INSTITUTION ACCORD MIODIFIANT LES ACCORDS DE CREDIT NITIAU7 126-CD ET 251-CD -- REPARTITION DES FONUS DES CREDITS PAR CATEGORIE ET PAR ETABLISSEMENT (in US$'O00 /en milliers de dollars EU) A. New Estimates B. Unallocated Total Total Total Cr. 126-CD Cr. 251-CD 2 Credits Cr. 126-CD Cr. 251-CD 2 Credits A+B A. Construction 1. Teacher Training School at Moundou 1,000 1,000 141 141 1,141 2. Agricultural Technician Training Center at sarh 596 155 751 '78 32 110 861 3. Technical Secondary School at N'Djamena 1,305 1,305 300 300 1,605 Sub-total 1,596 1,460 3,056 219 332 551 3,607 B. Furniture 1. Teacher Training School at Moundou 40 40 4o 2. Agricultural Technician Training Center at. Sarh 25 13 38 3 1 4 42 3. Technical Secondary School at N'Djnamena 144 144 15 15 159 Sub-total 65 157 222 3 16 19 241 C. Equipment 1. Teacher Training School at Moundou 69 69 3 3 72 2. Agricultural Technician Training Center at. Sarh 57 30 87 6 3 9 96 3. Technical Secondary School at N'Djamena 293 293 29 29 322 4. Vocational Training Center at N'Djamena 70 70 7 7 77 Sub-total 126 393 519 9 39 48 567 D. Architects' Fees 112 138 250 250 E. Study of Farmer Training 15 15 F. Project Administration 70 150 220 220 TOTAL 1,969 2,313 4,282 231 387 618 4,900 - 40 - REPUBLIC OF CHADI/REPUBLIQE D TCEAD FIMST AND SCOND EDCATION PROJECTS (CREDITS 126-CD AND 251-CD/PRE!iER ET DEUtIEME PROJETS EDUCATION (CREDITS 126-CD ET 251-CD) CDIPITION NURT/DAEPORT SR L'ACHEVE2T DES PROJETS SLMARY OF EDUCATIOKAL OBJECTIVES OF TLE PROJECTS AND RELATÉD CREDIT CONDITIONS AS C(MPARED WITN 1977 SITUATION/ OBJECTIFS DS PROETS gN MATIERE D'EDUCATION ET DES DISPOSITIONS DCE ACCORDS DE CREDIT PAR RAPPORT A L'ETAT D'AVANCIMENT DES PROJETS EN 1977 EDUCATIONAL GQALS/OBJf.CTIFS SPECIFIC EANS 01 TACTICS/ REITED PROJECT ITD CURENT SITUATION/ MSSURES A PRIENDRE ELEMENTS D;. PROJETS SITUATION ACTUELLE Priary Education i. Dnreasing the mer of Ch~dian I. Rtorganation of the esteting 1. Construction of a ITS in Moudou I. To ou t flv. teacher trainis. colege exist- pri.ary school reachers (letter no. I) teacher training school. end creation for 260 fuli-tioe students, with a inget apprai.a have been closed. The ihroe remain- t a new trAinLg progran pplawentary output et 90 t.echers ing TTC have en icre...d output nf more than 90 per per yer ye as coapared with apprasal estimates. 2. Extending end re-orienting the 2. Creaton of INSE to: 2. It was conaidered that the recur- 2. INSE ha been created and has handled all the training of primary school teachere (I) proid e a ne. curricutun for rent expenditure. and tecnical assie- ite-o of this second object.e: (letter no. 1) by- alI the Chadtan techer train- tence for INSE ~old be provided by (.) anewcrriculum nill b. re.dy by September (t) adopting a ne~ curricul=, ing schtos (TITS) FAC, INESCO, UNICEF, Swie. technical 1977; Linluding teahing preice assstnne l, NDP end CIDA. Noevr,. end practical far and work- (ii) orgaeni en in-serve teenher- letter n. i envis.ged thi. eleent as (ii) all teacher i.nervLce hve been trained .hop cerses (appr.a.. para. treaing progr for the ehole part the on TTS re.poneabilt- noder the UNDPIUNESCO/UNICEF prnject 6.0g) staff ries. (Ill) teacher tralnere art =stly provided by <ii) euperv1ing and provlding (Lii) recru~t and supervi-e the ee.- PAC. further 'n.ervice trainlng ber rtinere durig the firs, yeat after greduarlon (.ppraI.I p.r.. (liv) organie. the training of føll- (iv) 1g fellovship Student. ere sent to 6.09) ehip studente in the S-cndary ar.aaillin 1974 and retured to Ched Teacher Training Schel ile 1 September 1977. (III) reque.ting quaIlld techere Brasaville for the instiotion (letter no. L) (lv) tainig fellowship students to replace technical egatsacestaff (letter no. 1)I 3. Training ture school principale end 3. Cretionof a- cpecLel sction in the 3. Orgenisation of a ection in the 3. g hne of ihee havn bon trined. A special cours teaher rsinrs (50 of -h nategory eah the teNr tralng .chools. the ounadou TTS. miil be opened at ENS leN'Djanena. Yeer) (.pplra.I pevo. 6.09) 4. Creating a carrespndence course 4. Creation of speciallsed dapartenet 4. Couro.e -ere organied at INSE. 4. iSE'# correspondence couse departmert pro- (appratal par.. 6.09). wihn Ettg. nIde training for vlnteer teac hun. e. present, result, are very limited. 5. Expanding prImary avhoo- eduavtion and 5. Thi. wae a prerequiste condition 5. (i) ISE Ie in charge nf the devIopment of lmproving lts quality (letter an. i) by: to deneloping a realistic ceacher train- e new nurrclcIun, hat due to dfficulty (I) Creating nenncuricua and teanhing Ing currinlt for the Moundou TTS. In recruittng quailifed apatia lIt. id. adepted Eo the need. et Chad; nothing bee been done in thI. fIeld; hoe- ever, this remain. One of the firet priori- (iL) reducing the atel of primary evhool tt.a nf the Govertnt. classes tn 45 by 1975 (11) The sie af primary enhool classesremetae the saøe; it sn 76 in March 1977. Agriceltural Technin» Training Center 1. Incr,asing the nueber of agricultrel I. Creation of A ecnd agricultural 1. Costruction of the Searh ATTC . Bece .. f etaffing probl..s. th kTTC will open tenhninsne (iJtter no. 1 6/ih/i1 tmch.ician training center i. Ontober 1979. 2. Iaproving the quallty nf agriclur,al 2. A plan has beon prnposed to the 2. (I) Conatructton of a farm Vithin 2. The Sarh ATTC L* not yet In operation, hut tevhencna (letter no. I 6/16/71) by: Ch:dien offils to renrgeniee thn tbe Srh ATTC under the Credit there le a junior agrivulnure sceoal in M'"t-Ill. (t ening high priority En the tgricultnrel technca treining pro- 12-CD. The FAC tenhnivai aslestance pronvded for thie organleation ef field wnrk by Rm. Thi plan lsaexpected ta be bchnt vill he transferred to the Serh ATTC. Doe treiner en the pilot ferm and effectine en the Dan ATTC bacones. to the e~11 nuber of qualified Chadian teachere, on public and private developent onerat,onel, the closing nt M'e-lui olght be seen as a pose - proee.te (letter 6/16/71) b..ty to .levs the staffing problem. This unld be an unsatisfactry selut~on far the agriculturl (II) appoIntin quailifed Chadan tenhnican treining ayste and the thtrd project vounterparte ta work avvh the vill provLda additional technical .ssistaene. teacherseupplied under Che technal aseIstance progra (letter 6/16/71) 3. Carryag ut a study tn eveluate young 3. Recrtin a Fennh conautitng 3. Financlng by Cradit 251--D. 3. Zecondatons have b4tn node to the Envern- fater traLn.ng ehee (CredIt Agreement) ftre (Caspagale Internationale de ont tor the reorganitation of the agr"cultur.l Developpeset Rural). trainLg .y.ten, innluding the young fareer trel- leg cente (CFPA). Techncal Secondary School i. Ireasing the nuar of techniciane, . noranlsation of the existng i. (t) Construction of the N'Djenna I. The TSS has han in operation sinoc Ontober 1978. craften end seai-killed workre (letter tevhnical tralIig syete by: Tls. 6/16/71) (I) buildtng a new lynde tecnlque and trmeserrieg exieting course et baccaleureet F level to it (Ii) the Federal Republic of Geany will provide additional equip-ent:n-' durlng the acadeic y,er 1978/79. 2. Ioproving the qualtty nf techniciana. 2. A. abeve 2. (1) CEtabliahent of en adviaory 2. Ae aboe for the TSS. refts-en and sel-skilled -rhers to e .onci wIth Indutria repre- The adisory COuncil ba nt yet been edet the ncountry'e nneds for,aehnically eatatives, e .thih . Work on new coures and curricula vill trained pereonnel et those level& (letter be narried nut by specialiets inanced under the 6/16/71) (ii) esteblishent of reled courses third project. :nd curricu le for need. f the eceny and employment. (Ill) Part at the third yer of the coure to be epent le industry. 3. Appinting qualified Chedten conntor- 3. Ae ebav 3. Ohadian teachere are tralned by FAC 3. It Is -xpected that Chadtan teacher. vill parts to work with the teacher .upplied Gpecaliste. progressively replace technica asistnts. ender th* technaLl assistance prograe (jetter 6/16/71) - 41 - REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD ANNEX 7 FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD/ PREMIER ET DEUXIEME PROJETS EDUCATION (CREDITS 126-CD ET 251-CD) COMPLETION REPORT/RAPPORT SUR L'ACHEVEMENT DES PROJETS ENROLLMENT IN TEACHER TRAINING SCHOOLS / EFFECTIFS DES ECOLES NORMALES Enrollment/ Output/ Effectifs totaux Nombre de nouveaux enseignants 1973/74 1974/75; 1975/76: 1976/771 1977/78 1973/74 1974/75 1975/76 1976/77 1977/78 1 2 1 2 1 2 1 2 1 2 Sarh 65 89 157 151 155 20 15 30 21 55 32 58 35 5 40 Moundou - 81 175 215 231 - - 21 18 65 29 84140 88 39 Abeche - 42 44 46 33 - -'l1 - 22 -e23 -'12 N'Djamena' 89 113 - - - 33 17 40 23 - - - - - - Bongor** 45 - - - - 7 14 - - - - - - - - TOTAL 199 325 376 412 419 60 46 105 62 142 61 165 75 1154 79 Source: School Statistics 1974-75 and data furnished by the Directors of the Teacher Training Schools at Sarh and Moundou. 1. New teachers 2. Upgraded teachers * The teacher training school of.N'Djamena was closed in June 1975. * Since October 1974, the Bongor TTS trains only monitors in a three-year upgrading course. - 42 - ANNEX 8 CHAD/TCHAD FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD/ PREMIER ET DEUXIEME PROJETS EDUCATION (CREDITS 126-CD ET 251-CD) EOMPLETION REPORT/RAPPORT SUR L'ACHEVEMENT DES. PROJETS Trends in Primary School Enrollment 1967/68-1975/76/ Evolution des effectifs de 1'enseignement primaire 1967/68-1975/76 Year/ CPl CP2 CE1 CE2 CM1 CM2 Total Anne 1967/68 66,357 28,956 21,303 14,876 12,094 13,670 157,257 1968/69 66,346 29,962 21,154 15,024 12,600 14,338 159,424 1969/70 56,066 27,781 20,421 14,801 12,696 16,161 147,926 1970/71 66,056 30,090 22,418 15,644 14,136 19,573 167,917 1971/72 63,490 31,183 23,702 16,871 15,026 19,316 169,588 1972/73 67,940 35,929 26,980 18,293 16,412 22,885 188,439 1973/74 71,451 38,377 27,791 18,918 17,220 24,273 198,030 1974/75 67,000 37,729 28,812 19,162 17,028 22,994 192,725 1975/76 71,142 38,170 30,503 19,709 17,612 25,044 202,180 Source: Ministry of National Education, Culture, Youth and Sports, Planning and School Mapping Service - School Statistics 1975-1976 on primary education/Ministere de lEducation Nationale, de la Culture, de la Jeunesse et des Sports, Service de la Planification et de la Carte Scolaire - Statistiques Scolaires 1975-1976 sur 1'enseignement primaire. - 43 - ANNEX 9 CHAD Page 1 of 6 FIRST AND SECOND EDUCATION PROJECTS Credits 126-CD and 251-CD TECHNICAL EDUCATION - OUTLINE PLAN At the time of the completion mission (November 1977) there was only one technical education institution in Chad--namely, the technical secondary school (TSS) in Sarh. A second institution, financed by IDA funds, the technical secondary school in N'Djamena, was expected to begin operations in September 1978. Technical Secondary School - Sarh Since its creation in 1966 this institution has trained at two levels: (i) technician baccalaureate (F) and (ii) CAP skilled worker ("Certificat d'Aptitude Professionelle"). At both levels the courses are of three years' duration, with level of entry for the baccalaureate being a BEPC (9th grade) and for the CAP at the end of 5 e (7th grade). At the skilled worker level, all those trained have been absorbed into industry; in fact, it would seem that the demand of the industrial sector is not being met. On the other hand, all those trained at the level of the baccalaureate have gone abroad for further training; as far as is known, only about one-third of those who have returned to Chad up to the present are engaged in technical work. Unfortunately, due to the inadequate baccalaureate level, which was a type F that lacks mathematics, most of the students have had to abandon their technical studies abroad, which require a high scientific level. Assuming that the baccalaureate course was intended to provide middle- level technicians directly for industry and also provide the basic qualifications for a small number to continue with higher studies abroad, then the available evidence points to neither of these objectives being satisfactorily achieved. The course has not provided any middle-level technicians for industry, and it is of doubtful value for entry to higher studies abroad. Clearly, however, there is an acute shortage of trained Chadians at the upper and middle levels; in Qact, there is a shortage of secondary school graduates. This means that the country has to rely heavily on large numbers of expatriate personnel. This reliance seems hardly to have changed over the past few years, and it is necessary that a serious move be made now to have sufficient numbers of trained Chadians. -44 - ANNEX 9 Page 2 of 6 If such a move is to be instituted and the country is to have trained nationals to fill upper and middle level positions, then a plan of action with clearly stated objectives should be drawn up and implemented. Technical Industrial Education In this area, it is recommended that facilities for training students at three levels should be available: (i) technical baccalaureate - E; (ii) "technician diploma", not a baccalaureate; and (iii) skilled worker certificate (CAP). At the baccalaureate E level it is intended there should be one class only. From the successful candidates at the end of the course, a selected number could go abroad for further training, thereby gradually building up a cadre of high-level technically trained Chadians. Those holding a technician diploma would enter industry directly, gradually taking over positions at this vital middle level. At the skilled worker level, the courses should match industrial needs as closely as possible. The new technical secondary school in N'Djamena can best fulfill the first two objectives, and the existing TSS in Sarh the latter. Such an arrange- ment would also allow each institution to introduce new courses as and when required. Technical Secondary School - N'Djamena It is suggested that the entry level for these courses should be a BEPC (completion of 9th grade) for the baccalaureate E, and completion of 8th grade for the technician diploma. This shown diagrammatically below. STRUCTURE ENTRY BEPC BACCALAUREATE ENTRY TECHNICIA COM- DIPLOMA PLETION OT 3th GRADE - 45 - ANNEX 9 Page 3 of 6 Curriculum Assuming 34 hours per week, a broad allocation of time for the cur- riculum is shown below. First Year Second Year Third Year Gen. Science Tech. Gen. Science Tech. Gen. Science Tech. + Incl. + Incl. + Incl. Math Prac. Math Prac. Math Prac. Baccalaureate E 10 9 15 11 10 "' 13 8 12 l4 Technician Diploma 9 8 17 7 8 19 5 6 23 Classes and Enrollment On the assumption that this new technical secondary school will open in September 1977 and that the present first and second year enrollments in the baccalaureate course at Sarh will be transferred to N'Djamena, then the following table gives a suggested development for classes and enrollments: 1977/78 1978/79 1979/80 1980/81 1981/82 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 Class 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Bacc. E 1 Enrol. 20 20-/ 171-/ 25 19 19 25 24 18 25 24 23 25 24 23 Tech. Class 2 2 2 3 2 2 3 3 2 3 3 3 Diploma Enrol. 40 50 37 75 46 36 75 69 44 75 69 63 60 20 17 75 57 19 100 70 54 100 93 67 100 93 86 Totals 97 15 224 260 279 Based on an attrition rate of around 10% over the whole course. 1/ Transferred from the Sarh TSS. - 46 - ANNEX 9 Page 4 of 6 Output On the basis of the above enrollments, the estimated number of graduates is shown below. Annual Output (assuming 100% success of final year students) 1978 1979 1980 1981 1982 Cumulative 36 54 77 100 Baccalaureate E 17 19 18 23 23 Tech. Diploma 36 44 63 Cumulative 80 143 Teachers Required Class-Hours/Week and Teachersi/ 1977/78 1978/79 1979/80 1980/81 1981/82 General Hours 47 61 80 87 92 Full-time 2 3 4 4 4 Part-Time 1 1 4 1 2 Math + Science Hours 47 63 83 91 97 Full-time 2 3 4 4 5 Part-time 1 1 1 2 Technology Incl. Prac- tical Hours 76 114 177 196 219 Full-time 3 5 8 9 10 Part-time 2 1 1 1 1 Total Hours 170 238 340 374 408 Full-time 7 11 16 17 19 Incl. Prac. Inst. Part-time 4 3 2 4 3 1/ Based on 20 hours per week for a full-time teacher. - 47 - ANNEX 9 Page 5 of 6 It is anticipated that six teachers will probably be transferred from Sarh to N'Djamena: one general-and five technology (including workshop) teachers. Under the plan given above, a further three full-time and two part-time teachers will be required for 1977/78, with increasing requirements for subsequent years as set out in the above table. Recurrent Expenditures Attention has already been drawn to the gross under-funding of the technical secondary school in Sarh and the procedure foreseen for financing the recurrent expenditures of the technical secondary school in N'Djamena. Clearly, the situation in both cases is completely unsatisfactory. If these institutions are to be able to operate, then an adequate recurrent budget will have to be pro- vided for each one. Technical Secondary School - Sarh It is recommended that on the opening of the N'Djamena TSS this institu- tion in Sarh should become a skilled worker training center. Courses and Curriculum The courses should be of three years' duration following a minimum entrance requirement of completion of 7th grade. The existing three courses should be continued with two additional ones: (a) industrial pipe work and plumbing, and (b) electronics and instrument repair. Assuming 39 hours per week, the time devoted each week under the follow- ing broad headings is given in the table below. General Calculations Technology Practical + Science 6 4 7 22 Calculations and science woull be applied specifically to each particular course. Classes and Enrollment The present capacity at Sarh is about 120. It is estimated that the annual intake into the five courses would be about 55 to 60, giving a total enrollment of about 150. The three existing courses would enroll the majority of these, with the two new ones enrolling about 16 each year. - 48 - ANNEX 9 Page 6 of 6 output It is estimated that the output from this level in 1978 will be about 18 for the three existing courses. Assuming the proposed new courses are intro- duced in 1979, it is foreseen that the output by 1981 for five courses will be about 50. Teachers To meet the plan outlined above, it is estimated that the following teachers will be required. Calculations Technology Incl. General + Science Practical Totals Full- Part- Full- Part- Full- Part- Full- Part- time time time time time time time time 1977/78 1 1 1 - 8 1 11 2 1978/79 2 - 1 1 8 1 12 2 1979/80 2 - 1 1 10 1 13 2 1980/81 2 1 1 1 12 1 15 3 Recurrent Expenditures For the TSS in Sarh, the following overall annual amounts have been estimated: FR.CFA (millions) 1977/78 1978/79 1979/80 1980/81 1981/82 "Fonctionnement" 4.73 6.71 8.31 8.58 8.58 Boarding 7.48 8.7 8.7 8.7 8.7 Total 12.21 15.41 17.01 17.28 17.28 Based on FR. CFA 55.000/student and on Fr. CFA 300/day/student for 290 days/year Total Enrollment 86 122 151 156 156 No. of Boarders 86 100 100 100 100 REPUBLIC OF CHAD/REPUBLIQUE DU TCHAD FIRST AND SECOND EDUCATION PROJECTS - CREDITS 126-CD AND 251-CD PREMIER ET DEUXIEME PROJETS EDUCATION - CREDITS 126-CD ET 251-CD ,COMPLETION REPORT/RAPPORT SUR L'ACHEVEMENT DES PROJETS STRUCtURE OF TiE EDUCATION SYSTEM (1975-76)/STRUCTURE DU SYSTEME D'EDUCATION (1975-76) Primary -- First Cycle Secoidary 1Second Cycle Secondary POSt Seo v-a and University t. .ikS. ciences Scnool Nurses and Midwives School Apprenticeship Centers 2c3c Technical S3condary School Technical I N'djamnena Education Professionnal Training & In training Center Technical Commercial iycee Technical Industrial lycee General Secondary .Law Capacity 0 , General Secondary Legal SciencesI funior secondary schools le, P ene Teachers raining Economics end Management IModern Humanities and Teachers Tra on A beche LVcee Human Sciences Exact and Biological Sciences National School of Admnnstration School of Public Works Spc3lized A - 0 Agricultural Telecommunications School National School of Police Veterinary medicine School Agricultural TechniciansCneSho Sentrance Examination Agricultural School (M'Ba-Illi) Training Colloge (Sarhl O Examination 173 proict Nalional SeO ool of Lower Levels Animals Husbaidr 1 echnicians School year/Grade 1 2 3 4 56 7 a 9 10 11 12 13 14 15 16 6 79 10 11 12 13 14 15 16 17 18 19 20 21