Malawi - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 2277-MAI STAFF APPRAISAL REPORT A THIRD EDUCATION PROJECT IN MALAWI May 1, 1979 Education Projects Division Eastern Africa Regional Office 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.  CURRENCY EQUIVALENTS USED IN THIS REPORT Currency Unit = Malawi Kwacha (MK.) US$1.00 M MK 0.83 MK 1.00 = US$1.20 MEASURES 1 meter (m) = 3.28 feet 1 square meter (m2) = 10.76 square feet 1 kilometer (km) = 0.62 mile 1 hectare (ha) = 2.47 acres ABBREVIATIONS EEC - European Economic Community JC - Junior Certificate MBC - Malawi Broadcasting Corporation MBS - Malawi Book Service MCC - Malawi Correspondence College MCE - Malawi Certificate of Education MCETB - Malawi Certificate Examination and Testing Board MOE - Ministry of Education NRDP - National Rural Development Program PIU - Project Implementation Unit PSLC - Primary School Leaving Certificate FISCAL YEAR April 1 - March 31  FOR OFFICIAL USE ONLY MALAWI BASIC DATA 1977-1978 General Area (Including Lake) 118,500 km2 Area (Land only) 94,300 km2 Population 5.6 million Annual Growth Rate 2.9% Per Capita Income US$140 Education School year October-August Gross Enrollment Ratios: Primary Education (6-13 age group) 56% Secondary Education (14-17 age group) 5% Central Government expenditures on Education 1977/78 as percentage of total Government expenditures Capital 5.0% Recurrent 12.6% Total 9.7% Total education expenditures as a percentage of GDP 2.5% This document has a restricted distribution and may be used by recipients only in the performance | of their ofMcial duties. Its contents may not otherwise be disclosed without World Bank authorization.   MALAWI STAFF APPRAISAL REPORT A THIRD EDUCATION PROJECT Table of Contents Page No. BASIC DATA I. SOCIO-ECONOMIC DEVELOPMENT AND MANPOWER IMPLICATIONS ........ 1 Geographic and Socio-Economic Situation ..................... 1 Development Objectives and Trends ..... ...................... 1 Manpower Situation and Needs ..... ................... ........ 2 II. THE EDUCATION AND TRAINING SYSTEM ........................... 3 Overview, Policy and Programs ..... .......................... 3 Structure, Administration and Planning .................... 5 Primary Education ....... ................................. 6 Secondary Education ......................................... 9 Specialized Secondary and Higher Education .. ................ 11 Financing of Education ....... . ............................... 12 III. BANK GROUP EXPERIENCE AND LENDING STRATEGY IN THE EDUCATION SECTOR OF MALAWI ........... .............. 14 IV. THE PROJECT . .................................8..... l Objectives and Composition ...... ............. ............. 18 Primary Education: Improved Efficiency and Access Primary School Construction ...... ................ 19 Textbooks .................................................... 20 Mzuzu Teacher Training College ............. ............... 21 Secondary Education: Improved Efficiency and Access Malawi Correspondence College ............ ................. 21 Boarding and other Facilities for Day Secondary Schools ... 22 Secondary Education: Manpower Needs Commercial Education ...................................... 22 Agricultural Education ....... ............................. 23 Secondary Teacher Training .................................... 23 This report is based on the findings of a mission which visited Malawi in July/August 1978 and included Mr. G. Sinclair (Architect/Mission Leader), Mrs. Z. Bozkurt (Economist), Mr. L. Wolff (Education Planner), Mr. S. Futagami (Mass-Media Specialist) of the Bank Group, and Mr. R. Loken (General Educator, Consultant). In December 1978 the project was further reviewed in the field by Mr. Sinclair and Mr. Wolff.  Table of Contents (Continued) Page No. Education Services: Improved Curriculum Development, In-Service Training and Management ... ....................... 23 Institute of Education .................. .................. 23 Vehicles ...... ............................................ 24 Studies and Evaluation ................. ................... 24 V. PROJECT COST AND FINANCING .................................. 25 Project Cost ........... ..................................... 25 Financial Plan .............................................. 28 VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT ........ 28 Implementation .............................................. 28 Procurement ................................................. 30 Disbursements ............................................... 32 VII. BENEFITS AND RISKS .......................................... 33 VIII. AGREEMENTS REACHED AND RECOMMENDATION ..................... 33 ANNEXES Annex 1 - Supporting Tables and Charts Table 1. Number of Temporary Employment Permit Holders 2. Applicants and Vacancies by Occupation and Year 3. Comparative Education Indicators 4. Teacher Needs, Primary and Secondary Education 5. Enrollments and Internal Efficiency in Primary Education 6. Enrollments, Unit Costs and Recurrent Expenditures in Formal Education, 1977, 1985, 1990 7. Classrooms, Student Places and Housing to be Provided in Project Institutions 8. Summary of Estimated Project Costs 9. Schedule of Disbursements: (a) IDA Credit (b) EEC Special Action Credit Chart 1. Full-time Enrollment and Population Pyramid, 1977 2. Structure of the Formal Education System 3. Organization of the Ministry of Education 4. Implementation Schedule 5. Technical Assistance Required for Project Implementation Annex 2 - Selected Documents and Data Available in the Project File MAP - IBRD 13913R  MALAWI I. SOCIO-ECONOMIC DEVELOPMENT AND MANPOWER IMPLICGrIONS Georgaphic and Socio-Economic Situation 1.01 Malawi is a land-locked country in South Eastern Africa. Its size is 118,500 sq.km. of which 94,300 sq.km. is land area and 24,200 is lake surface. Malawi's population, which was 5.6 million in 1977, is growing at about 2.9% a year. With an average density of 59 persons per sq.km. of land area, Malawi is one of the more densely populated countries in Africa. How- ever, apart from certain areas of the Southern Region where population is heavy in relation to arable land, land availability is not yet an acute problem; less than 50% of the potentially cultivable land is actually under cultivation. The population is scattered and there are few urban concentrations, with only about 10% of the population living in urban areas. Malawi's main physical assets are moderately fertile soils, adequate water resources and a climate favorable to the growth of a wide range of agricultural products including tobacco, sugar cane and cotton. The country has no substantial mineral resources. 1.02 Tn 1977 Malawi's GNP per capita was US$140 equivalent. The agri- cultural sector accounts for about 60% of GDP. More than 80% of agricultural output is produced by small land holders and less than 40% of this output is marketed. In spite of increases in the degree of monetization of the economy during the past ten years, the non-monetary sector still accounts for more than 30% of GDP. Development Objectives and Trends 1.03 The Government's socio-economic goals are listed in the "Statement of Development Policies 1971-1980", a document published in 1971, which places strong emphasis on economic growth. The private sector, largely controlled by foreign enterprises, is considered to be of crucial importance in the achieve- ment of this growth; however the Government also plans to develop local ini- tiative and increase Malawian participation in economic activities. To achieve this aim the Government-owned Malawi Development Corporation is gradually increasing Malawian financial and managerial participation in the private sector. 1.04 Malawi's GDP in constant prices grew at an average annual rate of 6.5% between 1964 and 1973, and per capita GDP growth at 4.1% p.a. In spite of a recent slowdown caused by unfavorable weather and a deterioration in the external payments position, the real GDP is projected to grow at an average rate of about 6.2% p.a. into the mid 1980's. 1.05 Unlike many other developing countries the revenue account in Malawi has been in surplus since 1972 and official policy continues to be one of fiscal restraint aimed at producing balanced budgets. However during recent  - 2 - fiscal years (1975-1977) the rise in recurrent expenditures due to new devel- opment projects, combined with a slower rate of growth of tax revenues, has resulted in the elimination of these budgetary surpluses. After Independence in 1964, the Malawi Government decided to invest in directly productivo sectors rather than in social services. Its investment expenditures have been mostly directed towards activities such as smallholder agriculture, infrastructure and public utilities which are not covered by the private sector. Nonetheless education absorbs the largest share of the budget after agriculture and defense. Manpower Situation and Needs 1.06 Of the total population of Malawi in 1977, 2.7 million were male and 2.9 million female. The labor force participation rates are estimated to be 56% for men and 37% for women for a total of 46%. 1.07 In Mlalawi, as in most developing countries, the shortage of ade- quately trained and skilled local manpower is a serious constraint on de- velopment. One of the major characteristics of the Malawian labor market is the extent of reliance on expatriates. Although the number of expatri- ates in relation to total employment is small (about eight per thousand, Annex 1, T-1), their impact on the economy is great due to the fact that they tend to hold decision making positions. There are numerous specific shortages of technicians and professionals. 1/ In addition, expatriates are employed because local personnel have often received education and pre-service training which is not fully relevant to their employment or of inadequate quality, thus impairing their efficiency and effectiveness in certain modern sector jobs. For example, 44% of the total number of expatriates working in Malawi are neither degree nor diploma holders. In response to the quantitative and especially qualitative needs of the modern sector for trained local manpower, many private and public enterprises under- take formal and on-the-job training activities. Investment to improve the quality and relevance of education is, therefore, likely to reduce the dependency of the economy on expatriate skills. 1.08 There has been no general manpower study since 1971 and the occupa- tional and sectoral breakdown of the labor force according to the 1977 census is not yet available. Complete labor force and manpower data are available only for 1966 and 1971 2/ and the relationships between education and occupa- tion are not sufficiently documented. In Malawi, currently the only available labor force and employment statistics are the registrations at the employment exchanges; however not all unemployed persons choose to register at these exchanges and many prefer to make applications for employment direct to employers. Because of a lack of an accurate data base, the Bank Group staff conducted interviews with officials of Ministries and of major public 1/ For details, see "Education Sector Survey" Report No. 1781-MAI, February 23, 1978. 2/ A manpower survey is now being conducted by the Government with bilateral assistance. It is expected to be completed in late 1979/early 1980.  and private enterprises which account for over 70% of Malawi's modern sector employment. These interviews were intended to complement and supplement the manpower analysis of the "Education Sector Survey" (para. 3.05) which was based essentially on a macro-economic mathematical model. 1.09 On the basis of a study of registration at the employment exchanges (Annex 1, >-2) and the above mentioned interviews, this analysis confirmed the conclusions of the "Education Sector Survey" that there are clearly demonstrated needs for increasing and improving the quality of outputs at most educational levels. The supply of agricultural workers in particular is insufficient to satisfy the growing needs of the private estates and rural development projects. The shortage of production workers is evidenced among other things by a vacancy rate of 23% in 1976. With regard to clerical workers, including typists and bookkeepers, there appears to be a surplus rather than a shortage; however, this is due mainly to the fact that many unemployed secondary school leavers with minimal commercial or secretarial training or skills apply for clerical jobs. At present the need is to improve the quality of their training. As to the needs for secondary school graduates, the interviews with the principal modern sector employers lead to conclusions different from those of the "Education Sector Survey" which prepared its manpower forecasts by extrapolations from the 1971 manpower study. In particular, these employers maintain that, for the time being, there is no significant shortage of junior secondary leavers. A manpower survey, now being undertaken with assistance from the United Kingdom, and an ongoing secondary school leavers tracer study being conducted by the MOE with IDA support, can provide further information on which to base any subsequent increase in the present rate of secondary education expansion. 1.10 While there is some uncertainty regarding expansion of general secondary education, there are demonstrated needs to expand (a) primary education, to improve literacy rates and provide the basic education needed for adaptation to modern production methods and health practices, (b) techni- cal and vocational education, to provide the middle manpower needed to operate the economy, and (c) specialized and higher education, to replace expatriates and to provide high level managers and professionals. II. THE EDUCATION AND TRAINING SYSTEM Overview, Policy and Programs 2.01 As a result of the Government policy of giving priority to directly productive sectors rather than to social services (para. 1.05), the educa- tional system has lagged behind other sectors of the economy. In 1978, only 25% of the adult population were estimated to be literate. Enrollment in grades 1-5 was equivalent to only 68% of the 6-10 age group and enrollment in grades 1-8 equivalent to only 56% of the 6-13 age group. In addition, only 37% of the children entering primary school complete the first five years of primary education, which are often given in inadequate facilities, with little or no furniture or equipment. Less than 5% of the school age children are in  - 4 - full-time secondary education, (including technical, vocational, commercial, teacher training, and correspondence courses), a figure which is among the lowest in Africa. Output of agricultural, industrial, and commercial tech- nicians from specialized secondary and higher institutions falls short of manpower demands (paras. 1.06-1.09). 2.02 After Independence in 1964, government policy within the education sector emphasized the provision of middle and high level manpower required for the economy and, accordingly, emphasis was placed on expansion of secondary education and establishment of the University of Malawi. This emphasis, how- ever, has not yet resulted in production of sufficient key manpower. The "Education Plan of Malawi 1973-80," established broader goals for the educa- tion system. It gave priority to improved internal efficiency and more equitable distribution of educational opportunities as well as continued efforts to meet manpower requirements. On the basis of these broader goals, the Government has gradually turned more attention towards improving access and efficiency in primary and secondary education, as well as to improving overall management of the sector. 2.03 The central Government has increasingly participated in the devel- opment of primary education, although until recently such participation has been limited to the payment of teachers' salaries, teacher training and upgrading, and the inspectorate. The provision of physical facilities, in- cluding furniture and textbooks, has been the responsibility of local author- ities. With assistance from IDA, EEC, and other agencies, the Government is now involved in primary school construction and has decided to provide primary school textbooks which are presently paid out of student fees (paras. 2.16- 2.19). Recently, the Government greatly expanded primary teacher training capacity and is now proposing a major expansion of inservice teacher training. In the meantime, however, the student:teacher ratio has deteriorated to 61:1 (para. 2.20). 2.04 At the secondary level, the Government for the time being is res- training enrollment increases to about 3% per year. This decision is based on a real shortage of teachers and on concern over the possibility of unemploy- ment of secondary school graduates in the future. The proposed manpower study and the ongoing tracer studies (para. 1.09) will provide guidance on the relationship of manpower needs to secondary school output and the Government is considering revision of its policy after completion of these studies. In the meantime, the Government is committed to expand secondary teacher training output in expectation of future enrollment increases, and is continuing to work on improvement of secondary school access and efficiency through the con- struction of additional dormitories at existing schools. The Government is also proposing to meet some of the demands for access to secondary education, in addition to the 3% annual growth of formal education, through support for the lower cost secondary school equivalency program administered by the Malawi Correspondence College (MCC) (paras. 2.28 and 2.29). 2.05 In response to specific manpower needs, the Government has initiated or is planning various programs to expand the production of primary and secondary school teachers; industrial technicians and engineers; accountants,  - 5 - bookkeepers and secretaries; agricultural technicians; and nurses. The Ministry of Education (MOE) has also recently placed great emphasis on improved management of the system, curriculum development, and in-service teacher training. Consistent with the above priorities and programs, the Government has sought to control recurrent expenditures. 2.06 Apart from the highi student:teacher ratio in primary schools (para 2.20), Government policy and programs are generally educationally and fiscally sound and offer a basis for long term improvement and expansion of the system in accordance with manpower needs. The following sections examine these policies and programs in further detail. Structure, Administration and Planning 2.07 The formal education system in Malawi consists of eight years of primary education (five years in lower primary and three years in upper primary), four years of secondary education (two years of junior secondary and two years of senior secondary), and three to five years of higher education (three years for a diploma and four to five years for degree)(Annex 1, C-2). The eight year length of Malawi's primary education cycle is unusual among African countries, which normally provide about six years of education at this level. The MOE has adm.inistrative, financial and academic control of primary, secondary, technical teacher and in-school radio education. The MOE is also officially responsible for the autonomous University of Malawi, which consists of Chancellor College (arts and science as well as secondary teacher training), Bunda College (agriculture), and the Polytechnic (engineering and business). The Ministry of Agriculture is responsible for non-formal farmer training. Various other training programs are undertaken by the Ministries of Health, Works, Agriculture, and Community Development. The Malawi Broadcasting Corporation (MBC), a parastatal corporation, broadcasts numerous educational and cultural programs, and the Malawi Book Service (MBS), another parastatal organization, is responsible for bulk purchase and distribution of textbooks. The Malawi Certificate Examination and Testing Board (MCETB), another autono- mous agency, is responsible for all educational tests. Coordination between the MOE and the above-mentioned autonomous agencies is satisfactory. 2.08 The MOE itself is divided inlto academic, administrative, accounting and personnel departments (Annex 1, C-3). While the quality of high level personnel presently in post is good, administration is weakened by the fact that almost one-third of the senior professional officer posts are vacant. Planning has also been weak and the Government has not prepared a comprehensive education development plan since 1973 (para. 2.02). However, the MOE is now actively recruiting qualifled Malawians to fill positions in the field of education and recently expanded its planning office to include four profes- sional staff members. 2.09 The Inspectorate or field supervisory staff is responsible for teacher and headmaster evaluation, school maintenance, management of school fees, and introduction of new curricula and textbooks. The present number of primary school inspectors (29) is sufficient to visit the more than  - 6 - 2,000 primary schools only once every two or three years. Furthermore these inspectors have no means of transport except for the occasional use of district vehicles which must be shared by numerous agencies. In addition, inspectors need continuing in-service training to acquaint them with new trends in education and to strengthen their managerial skills. Curriculum development in Hlalawi depends on the activities of the heads of departments in the Inspectorate. However, these officers have multiple administrative responsibilities and are unable to devote their full-time attention to cur- riculum work. 2.10 The Government has recognized that there is presently no central agency to study and systematically improve the quality of education and admin- istration, and is, therefore, proposing to centralize curriculum development, materials preparation, and in-service training at a new Institute of Education to be located on the site of the present in-service training center at Domasi. This Institute would be semi-autonomous and have full-time curriculum and training personnel. Its Board of Governors would include representatives from MOE and the University. With appropriate financing and staffing, the Insti- tute could become a key factor in improving the educational system. In addition to the above, the Government is planning to double the number of school inspectors over the next seven years and to provide them with suitable logistic support. Primary Education 2.11 Internal Efficiency and Access. Primary education is the weakest element of the tMalawian education system and must be improved in the future as a means of raising farmer and worker producitivity, decreasing fertility rates and serving as a base for further education and essential skill train- ing. As mentioned above (para. 2.01), at present, enrollment in grades one to five is equivalent to only 68% of children aged 6 to 10, and enrollment in grades 1 to 8 is equivalent to only 56% of all children aged 6 to 13. Only 29% of those students entering the first grade complete the full eight-year course. About half the students in grade eight repeat the year in the hope of obtaining higher grades in the Primary School Leaving Certificate (PSLC) examination thus qualifying for admission to secondary education. Regional inequities are severe; some rural southern districts have fewer than 40% of school age children enrolled in primary schools compared to almost 100% enrollment in other districts. Girls make up 37% of total enrollment and are much more likely than boys to drop out after only one year of schooling. 2.12 The main internal causes of low primary school access and efficiency are a lack of adequate school buildings, furniture, equipment, materials, and qualified teachers. Issues, problems, and Government action in these areas are described below. 2.13 School Facilities. The physical facilities available to the primary education system are grossly inadequate. Most primary schools have little or no furniture and equipment, and buildings are of mud brick, in many instances with roof structures in a serious state of decay as a result of termite infes- tation. Many primary schools have five or fewer grades. Because Malawians  -7- tend to favor living in isolated family clusters rather than in compact villages, walking distances to schools offering the full eight grades are often very great. The lack of full eight grade schools is a major factor contributing to student dropout rates in the upper primary cycle. 2.14 Government policy has been to leave responsibility for primary school construction, furnishing, and equipping to local communities. Recently, however, this policy has undergone significant change. Under the second education project, assisted by IDA (Credit 590-IAI), the Government is constructing 23 prototype primary schools. In addition, with bilateral and multi-lateral funds, the Government is providing assistance to communities for self-help construction. In 1977, the Development Division of the Office of the President, the agency responsible for central Government support to community development projects, provided financial assistance to communities for the construction of 400 classrooms with support from EEC, USAID, Canada and other external agencies. This is still less than half of the annual primary school construction needs in Malawi. The Development Division has established five-man work teams, each team including one carpenter and one mason, in the 24 rural districts. Under the direction of the District Commissioner these teams supervise and, where necessary, participate in con- struction. The quality of school construction undertaken on this basis is generally higher and more durable but more costly than schools constructed by the unassisted communities. Funds for these community self-help programs are strictly limited and the Development Division is presently able to pro- vide only about MK 3,000 per four classroom building. This is insufficient to permit the construction of school facilities that are adequate in area for the usual class sizes of 50-60 students. The buildings also lack the protection of a permanent termite barrier and, consequently are soon under termite attack. Their potential durability is therefore much reduced and the useful building life is estimated at only 5-10 years. The Government is now proposing to increase the expenditure per school building and to use an improved design, based on prototype schools constructed under the IDA-assisted second education project. This will provide increased classroom areas and extend durability up to 30 years. 2.15 Although the MIOE approves all school construction locations, up to now such approval has been on a pro-forma basis following community initia- tives. The result has been that in many cases school construction is not undertaken in the neediest areas. The MOE has recognized this problem and with IDA assistance has initiated a school mapping survey to help determine specific school construction needs and rationalize school locations in accord- ance with population, geographic features, and equity requirements (paras. * 4.02 - 4.04). 2.16 Educational Materials. Provision of educational materials is the responsibility of local authorities; they buy all expendable school materials and equipment through utilization of school fees, which are now K2.00 per student in rural areas and K3.50 in urban areas in grades 1 to 5 and K4.00 and K6.50 respectively in grades 6 to 8. However, these fees are sufficient to cover only one half to one third the overall textbook requirements, depend- ing on how long books last. In practice, because of limited funds, local  - 8 - authorities usually emphasize the purchase of materials for children in the eighth grade who are studying for the PSLC and seeking entrance to secondary schools (para. 2.11); thus in grades 1 to 5 there may be as little as one book for every five or seven students. School fees have not changed since 1975 and since for social reasons the Government does not plan to raise -hem in the foreseeable future, the number of textbooks available to students is likely to continue to decline as costs rise. Such a decline would worsen an already difficult situation and would have a serious effect on pass and retention rates. 1/ Despite these difficulties Malawi's overall situation with regard to textbooks is better than many African countries, since it is able to dis- tribute relatively inexpensive and appropriate textbooks on a national basis, and since teachers are accustomed to using textbooks as a learning tool. 2.17 The Government has recognized the importance of textbooks and, in a major policy decision, has proposed to initiate a program under which the Central Government would gradually take responsibility for financing a large portion of the costs of textbooks, beginning with basic English, Chichewa and arithmetic textbooks (paras. 4.05 - 4.06). Locally collected fees would be used for additional textbooks, materials, furniture and equipment. 2.18 Most school books are published and printed privately in Malawi. The Malawi Book Service (MBS), a parastatal corporation, purchases books from local and, where necessary, foreign publishers, and then distributes and sells them at reasonable prices to local education authorities. Profits of about 10% per year hIave enabled the MBS to expand its distribution network to provide regional book depots where local authorities can pick up books. 2.19 The content of most textbooks is generally satisfactory but could benefit from additional references to the local environment and more active student involvement in learning. At present the MOE is revising the English textbooks for use in grades 5 to 8. The proposed new Institute of Education (paras. 4.18-4.20) would review all textbooks and gradually revise them in accordance with new curricula. 2.20 Teachers. The rapid expansion of primary school enrollment over the past few years has led to an increase in the average number of students per teacher which is now 61 to 1 compared to the official policy of 50 to 1. In addition, only 53% of teachers are fully qualified by the Government's own standards. A new teacher training college at Mzuzu constructed under the second education project (para. 3.03) began operation in 1978 and the present enrollment of 420 is expected to be increased to 540. Existing colleges are also expected to increase their enrollments. Annual output from these schools, of about 1,200 teachers per year, will be sufficient through 1985 to meet enrollment increases and lower the average number of students per teacher to 50:1, but would have to increase to about 1,700 per year during the 1985- 1990 period (Annex 1, T-4) to meet additional increases of primary education 1/ The charging of fees may in itself cause dropout from primary schools among the poorest children.  - 9 - enrollment brought about by improved retention rates. At the same time, more than 5,000 underqualified teachers need to be retrained over the next ten to twelve years. The Domasi in-service training center (para. 2.10) has been upgrading only 150 teachers per year through vacation courses and correspon- dence and radio programs and these programs should be expanded. 2.21 If the actions described above are undertaken, pass and retention rates could improve significantly. Annex 1, T-5 provides a projection of future expected improvements in access and efficiency. By 1990 enrollment in grades 1-8 would be equivalent to 70% of the population aged 6-13 and in grades 1-5 would be equivalent to 83% of the population 6-10. This proportion is relatively conservative and the Government may wish to consider more rapid expansion to reach more than 90% of the age group for grades 1-5 (para. 2.39). According to the projection 48% rather than the present 29% of students entering grade 1 would complete the full eight years of primary education and 69% rather than the present 37% would complete the first five grades. The number of student years expended to produce one primary school graduate would drop from the present 16.9 to 11.5, resulting in savings of over 30% in costs per graduate. This estimate assumes that all of the investment in educating a child is lost if he does not graduate; costs per graduate are therefore greatly lowered when dropout as well as repetition rates are reduced. Secondary Education 2.22 Reliable data are not available on projected long term manpower needs for secondary school output (para 1.09). However the expected expan- sion of primary school output will result in strong social pressure to expand secondary school enrollment more rapidly than the present 3% per year increase. Government policy up to now has been to limit growth of secondary education because of high recurrent costs, an insufficient number of qualified Malawian teachers, and concern about possible unemployment among secondary school leavers (para. 2.04). 2.23 Internal Efficiency and Access. Internal efficiency of secondary education is relatively high but could be improved. About 69% of the students pass the Junior Certificate (JC) examination which is given at the end of the second year and 62% of the students pass the Malawi Certificate of Educa- tion (MCE) at the end of the fourth year. However, pass rates in day secondary schools are about 20% lower than those of boarding secondary schools. These lower rates are at least in part due to the long distances that many students enrolled in day schools must walk, and to the fact that often they must seek lodging in nearby towns or in makeshift dormitories. In addition, as an insufficient number of girls pass the PSLC examination with scores high enough to proceed to secondary education, they are under-represented at this level (Annex 1, C-1) and girls are more likely than boys to drop out of secondary schools. 2.24 Secondary school places are available to only nine percent of students who take the PSLC examination. Demand for secondary education is so great that many students repeat the last year of primary education and  - 10 - take the PSLC examination two or three times, in an attempt to achieve scores high enough to enable them to enter the secondary system (para. 2.11). The availability of boarding places ensures that at least some rural and poorer students and girls have access to secondary schools, but these boarding places would have to be increased to provide greater access (para. 4.11). The MOE takes into account students' geographic origin before assigning places and this creates an additional demand for boarding places. In a further attempt to provide access to secondary education, the Government has encouraged expansion of secondary equivalency programs using radio and correspondence (paras. 2.28 and 2.29). 2.25 Physical Facilities. Most secondary schools have adequate educa- tional facilities, such as laboratories, libraries and workshops. However, many of the 28 "day" schools are in fact providing some makeshift boarding facilities, as a result of community initiatives, to students living too distant to commute. Most of these schools are in serious need of additional adequate boarding facilities. The Government policy is to provide dormitory places for these schools as needed. In the future, should it be necessary, these boarding facilities could be converted to classrooms. 2.26 Teachers. In secondary schools the average number of students per teacher is 21 and 87% of the 737 secondary school teachers are qualified (graduate degree or diploma). However, 32% of all teachers are expatriate, about 100 staff positions in secondary schools are available but unfilled, and enrollment growth will require an average of 90 new teachers per year from 1977 to 1990 (Annex 1, T-4). Output of teachers from Chancellor College, which trains secondary school teachers as well as producing arts and science graduates, has been only about 30 per year. To provide for secondary school growth, and to replace teachers, the Government is proposing to increase output at Chancellor College to at least 90 per year, with 45 completing a three year diploma course and an additional 45 completing a four year degree course. 2.27 Facilities at Chancellor College are barely adequate for the present enrollment of 600. Expansion of secondary school teacher training would raise enrollment to about 825 and would require the provision of additional academic, boarding and staff facilities (paras. 4.15-4.17). 2.28 The Malawi Correspondence College. Because of the pressures to enter secondary education, the MOE has encouraged growth of an alternative junior secondary school system, based on radio and correspondence courses under the control of the Malawi Correspondence College (MCC), and is now preparing a major upgrading of MCC facilities and staff. The MCC was estab- lished in 1965 and has grown to an efficiently managed organization of over 100 staff producing 28 radio programs per week, broadcasting about 15 hours per week and providing correspondence materials for primary, secondary, and teacher education. 2.29 Originally, the MCC secondary school equivalency centers were in- tended for part time students who were often working during the day. These centers now provide full-time classroom accommodation to students for up  - 11 - to six hours a day. Although most classes take place in makeshift primary schools with virtually no equipment, students follow the regular junior secondary curriculum supplemented by detailed study material, correspondence material, and supplemental radio programs. At present nearly 3,000 students, or the equivalent of one third of the enrollment of regular junior secondary schools, are enrolled in MCC centers. While only about 21% of MCC students (representing about 10% of the total number of passes at JC level) pass the JC Examination (compared to an overall pass rate of 67%), there are no entrance requirements except for students to have a PSLC and to pay fees of MK 22 p.a. Pass rates could be increased through improvements in local physical facilities and in central facilities at MCC headquarters, through strengthening MCC staff, and by the establishment of a division within the MCC to evaluate the suitability of its ongoing programs (paras. 4.08 - 4.10). Specialized Secondary and Higher Education 2.30 Industrial Education. Needs for skilled industrial workers (para. 1.07) are being met by five secondary technical schools which specialize in various training programs in bricklaying, carpentry, electricity, mechanics, etc. These programs, enrolling about 900 persons per year, are well staffed and produce workers appropriate to industry needs. For most skill trades these trainees are participants in a national apprenticeship scheme under the control of the Ministry of Labor and graduates are guaranteed job placement through the scheme. The courses given last as long as three years and are a controlled blend of periods of craft training and related on the job experi- ence. Trade test certificates are given to the trainees as they achieve the appropriate levels of competence during their period of training. These courses are playing a significant part in the development of manpower skills in Malawi and they are monitored for appropriateness by the MCETB. The out- puts of higher level technicians and engineers will increase as a result of expansions of the Malawi Polytechnic being undertaken with external assist- ance, principally USAID, ODM and EEC. 2.31 Commercial Education. In commercial education the principal sources of training for typists, secretaries and bookkeepers are presently various correspondence schools and poorly equipped private schools which charge high fees. In addition some general secondary schools provide training in commer- cial skills which is normally inadequate for all but the lowest level posi- tions. The Government is, therefore, proposing to introduce training for bookkeepers and secretaries into three existing technical schools (paras. 4.12 - 4.13). A shortage of accountants and business administrators will be met through expansion of the Malawi Polytechnic as well as through expanded in-service upgrading of junior accountants. A Staff Development College at Mpemba continues to provide in-service training to Government personnel. 2.32 Agricultural Education. The output from Colby College of Agricul- ture (secondary level) of 160 agricultural technicians p.a. is insufficient to meet future needs, especially in relation to the National Rural Development Program being assisted by numerous bilateral and international agencies, including IDA. To meet these needs a multi-purpose Natural Resources College  - 12 - with an expected output of 380 agricultural technicians p.a. will be con- structed adjacent to Colby College with assistance from CIDA. Since this College is not expected to begin operating until 1983-84, the Government proposes to maximise the output of students at Colby College through minor improvements to existing facilities and increased staffing levels (para 4.14). Output from several other secondary level institutions and from the Bunda College of Agriculture (higher education) appears sufficient for the time being to meet needs for agricultural engineers, agronomists, forestry and fisheries technicians and rural home economists. 2.33 Education of Secondary School Teachers, Physical and Social Scien- tists and Lawyers. Needs for additional secondary school teachers are well documented, and enrollment of student teachers at Chancellor College is ex- pected to increase from 105 to about 330 (para. 2.26). The Government is also proposing to double total enrollment at Chancellor College from 600 to 1200 and therefore to increase output of physical and social scientists, lawyers, and other liberal arts graduates. Needs for these professions have not been well documented and the forthcoming manpower study (para. 1.09) should provide guidance on this proposal. In any event, increases in enrollment in these specialties would in most cases lead to economies of scale at Chancellor College since present enrollments and student:teacher ratios are very low in most of these specialties. Financing of Education 2.34 Education and training activities in Malawi are financed by the Government, churches, parents and other private agencies. Total education ex- penditures, which constitute 2.5% of GDP, are low by African standards. In 1976/77, 81% of recurrent expenditures on education and training were paid by the Central Government, 14% from student fees, and 5% by missionaries and other private agencies. The percentage of recurrent expenditures on education as a proportion of the overall Government recurrent budget declined from 17% in 1970/71 to 12% in 1977/78 due mainly to increases in the budgetary alloca- tions to other sectors. Due to the high salaries component of the education budget the effect of a recent 32% salary increase announced in January 1978 will be to raise education's budgetary share to an estimated 14% in 1978/79 (para. 2.37). These proportions are low in comparison with the share of the recurrent budget absorbed by education in many Eastern and Southern African countries and reflect the greater emphasis placed by the Malawian Government on directly productive sectors, in particular agriculture, and on defense. 2.35 During the the past five years, the increase in education recurrent expenditures in constant terms has been only 0.8% p.a. while total public recurrent expenditures have risen at a rate of 3.4% p.a. Over the past five years, the proportions of educational expenditures by level and type have been relatively stable. On average 43% of the expenditures have been devoted to primary education, 21% to secondary education, and 28% to post secondary education (including the University of Malawi). Only 5% of the total capital budget went to education in 1977. Foreign assistance is the major source in the financing of capital expenditures in education. From 1971-72 to 1977-78 foreign assistance provided 81% of total capital investment in education.  - 13 - 2.36 Recurrent costs to the Central Government in 1977/78 were about MK 10 per student at the primary level, MK 169 at the secondary level and MK 2,771 at the higher level. Low public recurrent expenditures on primary education reflect low salaries, high student:teacher ratios, and use of student fees to finance a significant portion of primary school costs. Teacher training unit costs tend to be high (MK 493 per trainee) because of low student: teacher ratios brought about by lack of candidates for some schools and underutilization of new facilities recently opened. As a result of recent salary increases (para. 2.34) more candidates are expected to be attracted to the teaching profession. 2.37 Increased enrollment for all educational levels and their recurrent cost implications are summarized below and presented in more detail in Annex 1, T-6). MALAWI PUBLIC ENROLLMENTS AND RECURRENT EXPENDITURES 1978-79 AND 1990-91 1978-79 1990-91 (estimated) (projected, 1978-79 prices) Public Enrollments Total Public Enrollments Total As a % of Expend- As a % of Expend- Relevant iture Relevant iture Total Age Group 1/ (K 000) Total Age Group 1/ (K 000) Administration 1,515 3,599 Primary education 612,260 49.8 (55.5) 9,011 975,100 62.6 (69.8) 23,695 Secondary general education 13,620 3.0 ( 3.4) 3,296 22,430 3.5 ( 4.0) 6,929 Technical educ. 960 0.2 276 1,720 0.3 634 Teacher training 1,560 0.3 892 3,380 0.5 1,929 Malawi Corres- pondence College 4,020 0.9 359 7,226 1.1 816 University of Malawi 1,240 0.03 4,141 2,510 0.04 10,985 TOTAL 19,490 48,587 As a percentage of total recur- rent budget 14.3 17.1 As a % of GDP 2.3 2.6 1/ Figures in parenthesis include private enrollment which exists only in primary and secondary general education. Primary enrollment ratios are for the 6-13 age group and eight years of primary education. Ratios for the 6-10 age group and grades one to five would be 68.0% in 1978-79 and 83.3% in 1990-91.  - 14 - The enrollment projections are based on the following assumptions, which are in general in accordance with government policies: (a) 5% p.a. growth of enrollment in technical education and in the MCC; (b) 6% p.a. growth of higher education; (c) 3% p.a. growth of secondary general education to 1985 and 6% p.a. thereafter; (d) growth of primary education in accordance with the improved efficiency rates proposed in para. 2.21 and Annex 1, T-5 (an average growth rate of 3.7% p.a.); and (e) growth of teacher education in accordance with teacher needs, including an improved student teacher ratio, as estimated in Annex 1, T-4 (an average growth rate of 6.8% p.a.). The projections are also based on an average 2% p.a. increase of unit costs in real terms for all educational levels with the following exceptions: (a) teacher education unit costs would remain stable through an increase in the student teacher ratio which would offset higher salaries, and (b) primary education unit costs would increase an average 5.5% p.a. because of 2% p.a. salary increases, in real terms, a reduction in the student teacher ratio from 61:1 to 50:1, and government financing of 75% of the costs of textbooks. The projection assumes that GDP would increase by 6.3% p.a. and the Government recurrent budget would remain at about 15% of GDP. 2.39 On the basis of the above assumptions the percentage of the central government recurrent budget devoted to education would increase from 14.3% in 1978-79 to 15.3% in 1985-86 and 17.1% in 1990-91. This level of expendi- ture for education would not greatly tax Malawi's resources and would still be lower than that prevailing in most African countries. Additional possible expansion of the educational system would have the following implications: (a) a 5% p.a. growth rate of primary education would result in enrollment of 82% of children aged 6-13 (over 90% of children aged 6-10) and would increase the 1990-91 education budget by an additional 8%; and (b) a 7% p.a. growth rate of secondary education would result in enrollment of 5.4% of secondary school age children and increase the 1990-91 education budget by an additional 5%. Implementation of both these more ambitious targets would mean an education budget equivalent to 19.3% of the total recurrent budget. This would be feasible provided the government made a decision to place very high priority on education development. III. BANK GROUP EXPERIENCE AND LENDING STRATEGY IN THE EDUCATION SECTOR OF MALAWI 3.01 Past Experience. Bank Group involvement in the education sector of Malawi has been limited, especially if compared with the extensive assistance provided by the Bank to education in adjacent countries such as Tanzania and Zambia. Only two education projects (Credit 102-MlAI of US$6.3 million equiva- lent in 1967 and Credit 590-MAI of US$11.6 million equivalent in 1975) have been financed since Independence in 1964 in spite of significant needs for improved quality and output from all levels of education. The principal constraint on Bank Group lending for education in Malawi has been the high priority given by the Government to directly productive sectors rather than to social investment in development programs. As indicated in paras. 2.01-2.06  - 15 - above, growth of the education sector has been carefully controlled. In addition, specific manpower development programs have always attracted con- siderable financial and technical assistance on a grant basis from bilateral sources, consequently reducing the need for Bank Group aid, particularly in secondary and technical education which, until the early 1970's, were the Bank Group's priority areas for assistance in education. 3.02 In line with Bank Group policy at that time as well as with the critical post-Independence needs for skilled manpower with a technical back- ground, the first education project focused on the introduction of technical subjects in secondary education, on a limited expansion of secondary schools and on the rationalization and expansion of primary teacher training. The project as originally conceived was virtually completed in about five years with only a slight delay over the schedule developed at appraisal. Savings were achieved because bilateral sources financed some of the technical assist- ance and instructional equipment originally included in the project. The project scope was expanded with these savings to provide for a Post and Telecommunications Training Center which is serving not only Malawi but also Botswana, Lesotho and Swaziland. A Project Completion Report (PCR) indicated that in general terms the project accomplished its objectives, but the project secondary schools had been supplied with overly sophisticated equipment and that only a relatively small proportion of their students were interested in pursuing technical subjects. The PCR pointed to the shortage of secondary teachers in general, and technical subjects teachers in particular, and cautioned against further expansion of the secondary school diversification program. It also revealed that most schools, while overequipped for the level of technical subjects being taught, lacked books and other essential teaching materials, especially in basic subjects such as mathematics, science and English. 3.03 The second project continues the emphasis of the first project on secondary and primary teacher education. It also includes provision of dormi- tories and classrooms designed to increase women's participation in secondary education, assistance to institutionalize and expand rural training, and the provision of prototype primary schools and rural education centers. After some initial delays, the project is proceeding on schedule and is expected to be completed by September 1980 as estimated at appraisal. Its largest component, the Mzuzu Teacher Training College, is already in operation (para. 2.20). The secondary schools are at an advanced stage of construction. Thirteen of the 23 prototype primary schools and rural education centers have been completed and all the others are at an advanced stage of construction. 3.04 A full assessment of the second education project has not yet been made. Preliminary reviews carried out in the course of sector work, super- vision, and appraisal of the proposed third education project indicate that the secondary and primary teacher education components are likely to produce the quantitative and qualitative benefits anticipated. However, the pro- totype primary schools were built using conventional construction methods and contracting procedures, and are unlikely to be duplicated by the local  - 16 - communities on a large scale; the designs utilized for these schools should be modified to permit future self-help and less costly construction (para. 2.14). In addition, careful attention needs to be paid to the function of these schools as rural training centers, since the successful implementa- tion of this function will require close coordination of the inputs of the various ministries. 3.05 The Bank Group's knowledge of Malawi's education sector has in- creased considerably in the last five years not only through project work but also through an active program of sector analysis. In the early 1970s, the Bank Group, in an agreement with the Government, commissioned the University of Manchester to conduct a comprehensive assessment of the sector ("Education and Development in Malawi", 1973) which identified areas for improvement and assisted in Government policy formation, even though only part of its recom- mendations were ultimately implemented. More recently, Bank Group staff have carried out a series of studies in collaboration with the Government that have culminated in an in-depth "Education Sector Survey" (Report No. 1781-MAI of February 1978). Although the Government has decided to postpone action for the time being on one of the survey's central recommendations (i.e., the expansion of junior secondary education), the survey has in general been well received by the Government and most of the recommendations are in accordance with national investment plans. Altogether the survey identified 22 major priority areas for investment covering the entire education system. Various bilateral and multilateral agencies have since come forward to assist Malawi in several of these areas, especially those directly related to manpower development. Among these agencies, CIDA will assist the development of a new Natural Resources College (para. 2.32), USAID and the ODM the expansion of technical and business education at the Polytechnic (para. 2.30), ODM the provision of boarding facilities at secondary schools, UNDP/ILO the training of accountants and bookkeepers, and EEC and and USAID the construction of rural primary schools (para. 2.14). 3.06 Even though only two IDA credits for education have been extended to Malawi, the Bank Group contribution to institution building in the sector has already been significant. In physical facilities planning and implementa- tion, the PIU of the MOE has developed a good capability in the field of school design, supervision of construction and furniture and equipment pro- curement. In the area of educational planning, in addition to the sector work referred to in the previous paragraph, ad hoc Bank Group missions have provided advice and assistance for tracer studies, the organization of an education evaluation unit and a comprehensive school mapping exercise. 3.07 Future Strategy. It is likely that the Bank Group efforts in sup- port of the education sector will increase in line with the greater priority Malawi is expected to give to human resource development. The focus of Bank Group strategy will continue to be one of assistance to general primary and secondary education as well as to the overall management and organization of the sector as a means of providing the basis for long term manpower develop- ment. These are the areas where, because of past involvement and emphasis  - 17 - on physical and institutional development through capital financing, the Bank Group has a comparative advantage over other agencies that have spe- cialized in the provision of financial and technical support to manpower training institutions. These are also the areas where the Bank Group and Malawi can best apply the lessons learned from previous operations. 3.08 In the area of primary education, the Bank Group would build on the experience of the prototype primary schools and rural education centers of the second education project as well as on an EEC-supported community self-help program to expand access. Specific lessons applied to the primary education component of the proposed third education project--described in the next chapter--are as follows: (a) the simplification of design and construction techniques, (b) the use of self-help and community labor rather than normal contracting practices, and (c) the application of school mapping criteria for identifying the best locations. In addition, the Bank Group in recognition of the importance of textbooks, would assist in an expanded program of textbook production and distribution. 3.09 In the area of secondary education, the experience of the first and second education projects, as well as the lack of sufficient manpower data, has shown that expanding the program for the introduction of technical subjects and curriculum diversification in general secondary schools cannot be justified at this time. Present teacher shortages and the heavy reliance on expatriate teachers (para. 2.26) have also demonstrated that, in expecta- tion of long-term enrollment expansion needs, the expansion of the output of trained secondary school teachers must receive urgent attention. In addition, cost-effective measures must be devised to improve efficiency and increase access. These can include strengthening the low cost alternative to secondary education being provided by the MCC (para. 2.28-2.29) and continuing the conversion of day schools into boarding schools (para. 2.25). With due regard to the Government's present limits on growth of the system, and teacher shortages, the Bank Group will however continue to keep the question of pos- sible support for the expansion of general secondary education under review as a source of manpower for Malawi's development. 3.10 The previous two projects have also shown that significant quality improvement cannot be brought about without a strengthening of curriculum development, education research and school supervision (paras. 2.08-2.10). For this reason, the proposed third education project gives priority to the establishment of a National Institute of Education, to the provision of logistical support to the school inspectorate and to a number of studies on the internal and external efficiency of schools. 3.11 Overall, the proposed third education project would provide support to those key areas of the education sector which have been identified as priorities by the Government and the Bank Group. Future education projects would most likely continue the broad sector approach to education outlined above, with renewed emphasis on expanded secondary education output. If needed, specific training programs directly related to ongoing development activities would also be supported as a part of future education projects and not treated in isolation as a project component in some other sector.  - 18 - IV. THE PROJECT Objectives and Composition 4.01 The major objectives of the project are to improve efficiency in and access to primary and secondary education, to assist in the provision of key manpower needed for development, and to improve curriculum development, in-service training, and management of education. Specifically the project includes the following: Principal Level and Objective Item Beneficiaries Primary Education 1. Construction, furnishing, 50,000 primary and equipping of about 250 school students Improved efficiency four-room classroom blocks and access 2. Provision of about 2.2 mil- 740,000 primary lion textbooks to primary school students school children Provision of primary 3. Expansion of Mzuzu Teacher 120 student school teachers Training College from 420 teachers to 540 students Secondary Education Improved efficiency 4. Construction, furnishing, 2,720 MCC students and access and equipping of 30 MCC centers and equipping of MCC headquarters 5. Construction, furnishing 280 secondary and equipping of boarding school students and other facilities for five secondary day schools Provision of key 6. Construction, furnishing 120 technical manpower needs for and equipping of facilities school students commerce, Govern- for commercial education in and 240 workers ment services and three technical schools (in-service) agriculture per year 7. Construction of staff 60 agricultural houses and the provision of students furniture and equipment to Colby College of Agriculture  - 19 - Principal Level and Objective Item Beneficiaries Provision of 8. Construction, furnishing 225 student teachers needed and equipping of facili- teachers for secondary ties in Chancellor College school expansion to increase enrollment of student teachers from 105 to 330 Education Services: 9. Construction, furnishing All primary and Improved Management, and equipping of an Insti- secondary students; Curriculum Develop- tute of Education at Domasi 800 teachers and ment, and In-Service supervisors per year Training 10. Provision of 50 vehicles 35 school inspectors, for school inspectorates and district education and educational institutions officers; 6 educa- tional institutions 11. Support of various studies and evaluation of Second and Third Education Project Oveall the project would provide for the construction, furnishing and equip- ping of 50,000 primary student places, 2,900 secondary student places, and 345 teacher training places. 855 student dormitory places and 614 primary, secondary and university staff houses would also be constructed, furnished and equipped (Annex 1, T-7). Primary Education: Improved Efficiency and Access 4.02 Primary School Construction. The project would support the con- struction, furnishing, and equipping of about 250 four-classroom blocks (a total of 1,000 classrooms) for primary schools serving about 50,000 children. In addition, about 500 simple staff houses would be provided, or an average of one for every two teachers. A school mapping program currently underway (para. 2.15) and expected to be completed by December 31, 1980, would provide a basis for determining specific local needs for school facilities and maximizing the impact of the investment. Half of the classrooms (about 500 classrooms) to be provided would be distributed equally among the 24 rural and 2 urban districts. Within these districts schools would be selected on the basis of criteria which would include population density, expected pop- ulation growth, self-help initiatives, location of neighboring schools, and the existence of other local development programs. Most of these classrooms would replace existing inadequate facilities or be added to existing schools to provide a full eight year primary school cycle. The remaining half of the primary school classrooms would be allocated after completion of the school  - 20 - mapping study and located according to criteria satisfactory to the Asso- ciation. The allocation methodology would take into account enrollment ratios and school age population by district. 4.03 Schools would, in general, be constructed of locally fired bricks, with cement floors and termite barriers, wooden roof trusses, and metal roof- ing sheets. With reasonable maintenance, they could be expected to last about 30 years. Equipment to be provided would be based on equipment lists developed for the prototype primary schools under the second education project (para. 3.04) and would include simple audio-visual materials, culti- vation implements, radios, science kits, and a small library. All primary schools to be established under the project would be provided with textbooks. In accordance with MOE policy, housing accommodations would be provided by the project for about 50% of all rural school teachers; this is a necessary prerequisite to encourage teachers to work in rural areas. Output from the Mzuzu Teacher Training College which was established under the second educa- tion project (paras. 2.20 and 3.03) and utilization of available capacity in existing colleges (para. 2.36) would ensure an adequate supply of trained teachers for these schools. A teacher upgrading program (para. 4.18) as well as improvement of the inspectorate (paras. 2.09 and 4.21) to be supported under the project would complement the proposed expansion and improvement of primary school facilities. 4.04 District school inspectors and social workers would assist needy communities to prepare applications which would clearly justify school facili- ties needs. These applications would then be processed by the District Development Committee, sent to the Development Division, and approved by the MOE. In accordance with its ongoing program (para. 2.14), the Development Division of the Office of the President would be responsible for supervising school construction through district commissioners, including provision of skilled labor. Each local community would provide fired bricks, sand, stones and unskilled labor. The PIU (paras. 3.06 and 6.04) in cooperation with the Development Division would provide and transport additional building materials, furniture and equipment to project schools. The Government has would devel- oped a preliminary guidelines for the implementation of the primary school component establishing procedures and the respective responsibilities of the participating ministries. Detailed guidelines acceptable to the Association would be prepared by December 31, 1979. 4.05 Textbooks. As indicated in para. 2.17, the Government has confirmed its participation in a program that would finance the costs of primary school textbooks. This decision represents a major advance in Malawi's educational policies. Under the present system of provison of books, the local district utilizes school fees to pay the MBS for the full cost of books. Under the project, the Government, with IDA assistance, would cover the costs of provid- ing arithmetic, English and Chichewa textbooks to children in grades one through eight. School fees would cover the costs of other books, expendable materials, furniture, and equipment. 4.06 Since Malawi already has an efficient textbook production and distribution system and as textbook content is in general satisfactory, books could be distributed to all students by October, 1980. The project would  - 21 - therefore support the start-up period 1979-81 and one year of replacement (1981-82), during which time a total of some 2.2 million textbooks would be provided to about 740,000 primary school children. At present books in grades one through five are estimated to last an average of 18 months and those in grades six through eight about two years. The MBS has agreed to procure textbooks with higher grades of cover stock, paper, and binding which would cost about 20% more than the present type but would have an expected average life-span of at least three years. As part of its evaluation procedures, the Government would monitor and evaluate the real average life of the higher quality textbooks to be provided and revise its textbook program accordingly. The MOE intends to allocate a portion of recurrent funds for textbooks in FY1980 and therefore set a precedent for long-term responsibility for financ- ing the costs of primary school textbooks. By July 31, 1981 the government would prepare and submit to the Bank Group for comment a plan for the pro- vision of primary school textbooks beyond the project period. 4.07 Mzuzu Teacher Training College. The project would support an ex- pansion of Mzuzu Teacher Training College from its present capacity of 420 to a planned capacity of 540, and would provide essential housing. Expansion would make it equivalent in size to the Lilongwe and Blantyre Colleges and further increase the number of teachers entering the primary system. Secondary Education: Improved Efficiency and Access 4.08 Malawi Correspondence College (MCC). The project would support the provision of an alternative program of access to secondary education through the strengthening of the MCC and its junior secondary equivalency program (paras. 2.28-2.29). Specifically, 30 MCC centers located throughout the country would be constructed, furnished and equipped and would provide 2,720 student places. All but one of the centers to be assisted are among 58 MCC centers that are already in operation and were selected by the MOE on the basis of geographical distribution, expected enrollment growth, and the physical state of existing facilities (which are usually located in makeshift or temporary quarters, such as converted primary schools). Twenty-seven centers would be located in rural areas and would consist of two 40 student classrooms, a small library and office space. Two urban centers would have four classrooms, and a new urban center to be established in Blantyre would have six classrooms. Furniture and basic equipment including a science kit, audio-visual materials, two radios and a radio-cassette recorder would be provided to the centers and one staff house would be built at each center. The new facilities would be located and constructed so as to allow expansion and possible conversion of some centers to full-scale secondary schools as and when Malawi's resources permit it. 4.09 Physical facilities at MCC headquarters, located in Blantyre, are in poor condition and would be upgraded through: (a) extension of a recording studio and construction of an additional studio control room; (b) provision of recording equipment to replace existing outmoded equipment; (c) upgrading of electrical reticulation; and (d) provision of printing equipment to replace outmoded facilities.  - 22 - 4.10 To strengthen program production, the Malawi Government is expected to conclude an agreement with the British Government for the provision of a specialist in evaluation and the MCC plans to establish an evaluation unit in the near future (Annex 1, C-5). The Government confirmed that adequate steps would be taken to ensure that the specialist would be provided and that the evaluation unit would be established not later than July 1, 1980 and ade- quately staffed. Among other duties, the evaluation unit would be expected to determine to what extent, if any, improved facilities result in improve- ments in efficiency and thus in pass rates. 4.11 Boarding and Educational Facilities for Day Secondary Schools. Access to and efficiency of general secondary education would be improved through provision of boarding and other facilities to five rural secondary schools currently enrolling 1,040 students. Although these schools are offi- cially classified as "day" schools, walking distances are so great that over 95% of the students need to be accommodated in-school. Project assistance would bring these schools up to a minimum standard of dormitory and teaching accommodations and would include the following: Likoma secondary school, 40 boarding places and a laboratory; Mitundu secondary school, 80 boarding places and one new library; Nkota-Kota secondary school, 40 boarding places, one staff house, and ablution facilities; Salima secondary school, 80 boarding places and one staff house; Balaka secondary school, 40 boarding places. In addition each of the five schools would receive dining room furniture and a set of basic audio-visual and science teaching equipment. The schools at Likoma and Nkota-Kota would also be provided with electricity generators. Dormitories for the schools would be constructed so as to permit future con- version to classrooms if and when needed. This project item would supplement a program assisted by the British Government for the provision of dormitories to ten "day" secondary schools. Secondary Education: Manpower needs 4.12 Commercial Education. The project would support the establishment of a new program in commercial education designed to raise the quality of secretaries, typists, and bookkeepers in commmerce and government service (paras. 1.09 and 2.31), which would provide a full-time one year training course to a total of 120 students per year in the technical schools at Mzuzu, Lilongwe, and Blantyre. An additional 240 clerical workers p.a. in commerce and government services would be upgraded during evening courses. Entering full-time students would be required to have completed junior secondary education. Specifically the project would provide facilities for 40 students in each of the three technical schools, including a three classroom block with a model office, three staff houses, and administrative space in each school, as well as appropriate furniture and equipment for teaching commercial subjects. Dormitories for 40 students would be provided in Mzuzu (boys) and Lilongwe (girls) technical schools. Sufficient dormitory space is already available in the Blantyre technical school but would require some upgrading.  - 23 - 4.13 Since the commercial training program will be new, the services of a specialist would assist in the preparation of curriculum and teacher training programs, and a tracer program would be established by December 31, 1981 to follow the activities of 8iaduates and to assist in the possible revision of curriculum, length of training, and/or entrance requirements. 4.14 Agricultural Education. Since the Natural Resources College, to be supported by CIDA, is expected to begin operations only in 1983 (para. 2.32), the project would assist Colby College of Agriculture to improve the ratio of students to qualified teachers and to increase output per year by 1981 from 160 to 190. The college would therefore be able to meet a portion of the requirements for agricultural technicians under the National Rural Development Program (NRDP) being financed by the Bank Group (Credit 857-MAI) and other agencies for agricultural technicians pending implementation of the Natural Resources College program. Specifically, the project would provide support for construction of six faculty houses and dormitory furniture for an addi- tional 60 students. Secondary Teacher Training 4.15 The project would support the expansion of enrollment in the sec- ondary teacher training program at Chancellor College from 105 to 330 and of output from 30 to 90 teachers per year which would be adequate to meet secondary teacher needs over the next twelve years at the present rate of growth of secondary enrollment (para. 2.26 and Annex 1, T-4). About 30% of the students would specialize in science and mathematics, 30% in English, 20% in social studies, 10% in Chichewa, and the rest home economics, French and art. About half the students would be expected to take a three year diploma course and the other half would take a four year degree course. Bilateral agencies are expected to provide most of the 15 additional staff required. 4.16 Since present facilities at Chancellor College are barely adequate for the present enrollment of 600, the project would provide an expansion of the physical facilities sufficient to serve the additional enrollment of 225 students. The additional facilities would include six classrooms, three seminar rooms, three science laboratories, an audio-visual center, a home economics center, 15 staff offices and housing, dormitories for 225 students, library and kitchen expansions, and expansion of the staff common room. 4.17 By July 1, 1980, a tracer study would be initiated to determine the activities of graduates of the teacher training program and to assist in revising curriculum and/or salary and other incentives for secondary school teachers. Education Services: Improved Curriculum Development, In-Service Training and Management 4.18 Institute of Education. The project would support the establishment of an autonomous Institute of Education to be located at the existing Domasi teacher in-service training center (para. 2.10). This Institute would be  - 24 - responsible for curriculum development, materials preparation, and in-service training for the entire primary and secondary educational system. When fully developed the Institute would have a staff of about 30 and boarding and teach- ing facilities for 150 trainees at a time. Each year the Institute would provide six-week in-service training courses to about 600 primary teachers as well as short courses to 60 inspectors and district education officers, 100 primary school headmasters, 40 secondary school teachers, and others. 4.19 To permit the center to function as a national institute, the project would support the construction, furnishing and equipping of an educa- tional materials resource center, a science center, an administrative center, four classrooms, a library, a students common room and four new senior staff houses. Six existing classrooms, students' dormitory facilities, refectory kitchen, and 26 faculty houses are sub-standard and would be upgraded. 4.20 The United Kingdom and UNDP have indicated their intention to provide technical assistance for the establishment of a curriculum develop- ment unit at the new Institute. The Institute would be legally established with an autonomous Board of Governors by July 1, 1980, a director of the institute would be named by that time, and steps would be taken to provide appropriate specialist staff. 4.21 Vehicles. To improve primary shool supervision (see para. 2.09) and to strengthen the functioning of educational institutions, the project would provide a total of 50 vehicles, distributed as follows: (a) 43 general purpose vehicles for primary school inspectors (29), district education officers (three), MOE headquarters (four), Mzuzu Teacher Training College (1), PIU (3) and Malawi Correspondence College (three); (b) one bus for the Institute of Education and one minibus for Colby College of Agriculture; and (c) five trucks for the PIU to transport furniture, equipment, and primary school building materials. 4.22 Studies and Evaluation. The project would support a number of studies on key issues in the educational system, which would be carried out by the Institute of Education, Chancellor College, the Malawi Certificate of Education and Testing Board, and other relevant institutions. These studies are expected to include: (a) a tracer study on graduates of teacher training programs at Chancellor College, of commercial training programs at technical schools, and of general secondary schools (paras. 1.09, 4.13 and 4.17); (b) a study of costs, durability, and financing of primary school textbooks (para. 4.06); (c) continuation of school mapping activities presently being supported under the second education project (paras. 3.06 and 4.02); (d) monitoring and evaluation of the second and third projects (including measurement of the effects of textbooks on student achievement); and (e) studies leading to the preparation of a national education plan and future education projects. 4.23 The Government agreed to seek the assistance of a specialist who would be responsible for preparing and implementing the studies. In addition the terms of reference for the monitoring and evaluation of the second and the proposed third education project would be agreed upon and the Government confirmed that it would provide the Association, not later than three months  - 25 - after Credit Closing Date, with a report which evaluates the execution and initial operations of the proposed third education project, its costs and benefits, the performance of the Government and IDA, and significant lessons learned during project implementation. The report would be carried out by the office of the Chief Inspector of Schools in cooperation with various relevant branches of the Government such as the PIU, the Malawi Institute of Education and Chancellor College. V. PROJECT COST AND FINANCING Project Cost 5.01 The total cost of the proposed project is estimated at US$26.6 million equivalent including duties and taxes estimated at US$0.9 million equivalent. The estimated costs and foreign exchange components are given in Annex 1, T-8, and summarized below:  - 26 - Estimated Cost by Project Item Malawi Kwacha % of (Millions) US$ (Millions) Base Local Foreign Total Local Foreign Total Cost 1. Construction, Furniture and Equipment for (a) Primary Schools 2.79 1.86 4.65 3.36 2.24 5.60 26 (b) Primary Teacher College 1/ 0.58 0.26 0.84 0.70 0.31 1.01 5 (c) MCC Centers 1/ 0.90 0.67 1. ffi 1.08 0.81 1.89 9 (d) Secondary Schools (Boarding, Business and Commercial Education, Agricul- tural Education) 0.82 0.48 1.30 0.99 0.58 1.57 7 (e) Secondary Teacher Training 1.71 1.23 2.94 2.06 1.48 3.54 17 (f) Institute of Education 0.94 0.59 1.53 1.13 0.71 1.84 9 2. Textbooks 1/ 1.10 1.65 2.75 1.33 1.99 3.32 16 3. Vehicles 17 0.06 0.57 0.63 0.07 0.69 0.76 3 4. Students and Preinvestment 0.18 0.12 0.30 0.22 0.14 0.36 2 5. Architectural/Engineering Services 2/ 0.36 0.24 0.60 0.43 0.29 0.72 3 6. Project Administration 0.40 0.10 0.50 0.48 0.12 0.60 3 Total Base Cost (February 1979) 9.84 7.77 17.61 11.85 9.36 21.21 100 7. Contingencies (a) Physical (7%) 0.79 0.52 1.31 0.95 0.63 1.58 (b) Price Increases (17%) 1.91 1.27 3.18 2.30 1.53 3.83 Subtotal 2.70 1.79 4.49 3.25 2.16 5.41 Total Project Cost 12.54 9.56 22.10 15.10 11.52 26.62 1/ Component financed from EEC Special Action Credit. 2/ Represents about 20 man years at US$35,000 per man year.  - 27 - 5.02 Construction and furniture costs are based upon tenders received during 1977-78 for the second education project assisted by IDA and for other similar projects in Malawi. The February 1979 base construction costs are as follows; US$35 equivalent per square meter for self help primary school construction, $230 equivalent per square meter for secondary schools, and up to $350 equivalent per square meter for post secondary institutions. The cost per housing unit to be provided under the primary school development program is estimated at US$1,600 equivalent. The low cost of construction of primary schools and related housing is due to the fact that only building materials not available from community sources will be provided. These costs compare favorably with similar construction costs in the region; i.e. primary school self-help construction-Ethiopia US$50 equivalent per square meter (1977), Burundi US$80 equivalent per sq. meter (1976); secondary school construction - Lesotho US$200 per sq. meter (1977), Kenya $250 equivalent per sq. meter (1978), Tanzania $300-$400 equivalent per sq. meter (1977). Equipment costs are based on experience in the second education project and/or preliminary equipment lists drawn up by Malawian authorities and reviewed by the Bank Group Staff. Textbook prices are based on an estimate by the local supplier of the cost of the higher quality textbook that would be produced (para. 4.06). 5.03 Custom Duties and Taxes. In line with Malawian policies and prac- tices, items imported specifically for the project would be exempted from customs duties and taxes. Certain items are anticipated to be purchased locally off-the-shelf, and reimbursement percentages have been calculated to exclude duties and taxes estimated at US$0.9 million equivalent on such items as imported building materials and construction contracts, paper for textbooks, and off-the-shelf purchases of furniture and equipment. 5.04 Contingency Allowances. For physical increases, 10% has been added to the base costs for construction and architectural/engineering services; 5% has been added to furniture, equipment, textbooks and vehicles. Estimated price increases are based upon the application of the following annual per- centage rates of price escalation from the base cost date (February 1979) in accordance with the implementation schedule (Annex 1, C-4). Furniture, Construction, Equipment, Architectural and Textbooks, Vehicles Year Engineering Services Project Administration 1979 12% 6.5% 1980 10% 6% 1981-83 8% 6% The estimated price increases for construction are based upon recent trends and forecasts by Ministry of Works and the PIU which have been reviewed by the Bank Group staff and found reasonable. 5.05 Foreign Exchange Component. The foreign exchange component of US$11.5 million equivalent has been calculated as follows; (a) construction 30%, (b) furniture 55%, (c) equipment and vehicles 90%, (d) textbook program  - 28 - 60%, (e) architectural/engineering services, project evaluation and general studies 40%, and (f) project administration 20%. The foreign exchange compo- nent of construction is comparatively low due to the extensive use of local materials (para. 6.04), in particular the inclusion in the project of a major community self-help construction component based on simple construction methods and basic locally available construction materials. Financial Plan 5.06 External financing from an IDA Credit of US$14.5 million equivalent and an EEC Special Action Credit of US$7.5 million equivalent would represent 86% of the total project cost of US$25.7 million equivalent net of taxes. Together the Credits would finance all foreign exchange costs and 74% of local costs net of taxes. The EEC Credit would finance the Primary Teacher Training College, MMC Centers, textbooks and vehicles components of the project. The overall financial plan would be as follows: Government IDA EEC TOTAL (1) Construction 2.34 7.07 2.10 11.51 (2) Furniture 0.51 1.92 0.20 2.63 (3) Equipment, Vehicles 0.13 0.96 1.00 2.09 (4) Textbooks 0.31 - 2.80 3.11 (5) Studies & Preinvestment 0.07 0.29 - 0.36 (6) Architectural/Engineering Services 0.14 0.58 - 0.72 (7) Project Administration 0.12 0.48 - 0.60 (8) Unallocated 1.00 3.20 1.40 5.60 TOTAL 4.62 14.50 7.50 26.62 of which taxes 0.90 - - 0.90 5.07 In any year during project implementation, the maximum government capital contribution to the project inclusive of taxes is not expected to exceed US$1.6 million equivalent. This is 1% of the 1978/79 capital develop- ment budget of the Government or 18% of the education capital budget. Re- current costs generated by the project are estimated at about US$1.6 million equivalent at 1979 prices or about 1% of the estimated total recurrent expend- itures in 1985/86. Textbooks would account for 60% of this figure. VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT Implementation 6.01 The project would be implemented over a period of about five years (Annex 1, C-4) including 6 months for completion of payments and withdrawals. This is in line with experience with two previous projects in the sector  - 29 - (paras. 3.02 and 3.03). A PIU already established within the MOE would perform all administrative functions for the proposed third project. The PIU has functioned well on the ongoing project and, with the recent addition of a third architect, is presently adequately staffed at the professional level; however additional drafting staff will be recruited. 6.02 Architectural/Engineering Services. Architectural/Engineering consultants would be appointed by the Government to undertake design and supervision of the proposed expansions at Chancellor College Mzuzu Teachers College, the Malawi Institute of Education and for the expansion of three technical schools to add facilities for the teaching of business and commer- cial subjects. These consultants would be required to undertake design work in Malawi and would be appointed on terms and conditions acceptable to the Association. Consultants have been selected for the Chancellor College and Mzuzu Teachers College expansions. The PIU would be responsible for the design and supervision of the primary schools, 30 MCC centers, and the im- provement of secondary schools (para. 4.11). The PIU would use as far as possible standard designs developed under previous education projects. 6.03 Primary School Construction Program. Classroom designs for rural primary schools prepared by the PIU for the second education project would be modified by the PIU and simplified following actual experience with prototype schools. The revised designs would form the basis for schools to be built under the project. These schools would be constructed by local communities as part of an ongoing community self-help program being implemented by the Development Division of the Office of the President (para. 4.04). 6.04 School facilities and associated teacher housing would be con- structed using as far as possible materials available in the local communities. The Development Division would organize local community inputs e.g. locally fired bricks, stone, sand and unskilled labour. The PIU would be responsible for the bulk procurement and delivery to site of materials that are not avail- able from community sources such as roofing sheets, cement and door frames. Organization and on-site supervision of construction and technical assistance to the local communities would be by building teams already established by the Development Division in each of the 24 rural districts of Malawi. The community self-help construction program would require close coordination among several agencies, in particular the Development Division and the PIU, at national and local levels. The Government has established preliminary guidelines for co-ordination among these agencies and would establish detailed operating procedures for such co-ordination by December 31, 1979. The present total annual value of community construction projects being undertaken by the Development Division is about US$1.4 million equivalent p.a. excluding local self-help inputs and the proposed project would increase this figure by about 80% (US$1.1 million equivalent p.a.). Government confirmed that the Develop- ment Division would increase its staff as necessary to undertake the expanded program. 6.05 Site Selection. Primary schools would be located throughout Malawi on the basis of agreed criteria and a school location and development plan to be undertaken by the Ministry of Education (para. 4.02). Land would be  - 30 - provided free of cost to the project for school sites by the communities included in the program. A list of the proposed locations for the 30 MCC centers has been reviewed by Bank Group staff and found satisfactory. The proposed sites for all other project components are already available and are adequate. Land is provided at no cost to the project. 6.06 The Construction Industry. Malawi has a small but adequate con- struction industry which has been able to develop both through the continuing availability of construction contracts for the new capital, Lilongwe and due to stable economic conditions. Within the past few years several overseas contractors have also been attracted to Malawi. The 1976 value of construc- tion works was about MK 30 million. The maximum annual value of construction under the project (excluding self-help primary school construction) would be about MK 2.0 million and would represent about 7% of the 1976 construction output. This would not present any significant problems as sufficient capacity exists. Malawi is heavily dependent upon the Mozambique ports of Beira and Nacala for most imported materials. As these ports are becoming increasingly congested, materials and equipment delivery times are lengthen- ing with resultant cost increases. The impact of these anticipated delays has been taken into consideration when developing the project implementation schedule and in estimating price increases. To avoid importation difficulties the project will maximize the use of locally available materials for construction. Procurement 6.07 Contracts to be financed by IDA would total US$16.1 million equiva- lent including contingencies. Contracts to be awarded on the basis of inter- national competitive bidding in accordance with the Bank Group guidelines for procurement would total US$10.9 million equivalent. Exceptions to these procedures totalling US$5.2 million equivalent would be for: (a) Construction of rural primary school facilities using community self-help procedures; local community inputs of labor and materials would be organized by the Devel- opment Division without charge to the project. Skilled labor and technical assistance would be provided by the Development Division and approved expenditures would be reimbursable (para. 6.12). Construction materials for these schools would be bulk procured locally following competitive bidding procedures acceptable to the Asso- ciation (para. 6.10). To avoid deterioration of materials whilst in storage, they would be procured by the PIU over a period of four years in accordance with the implementa- tion schedule (Annex 1, C-4). Maximum annual expenditures on materials would be about US$750,000 equivalent and the amounts involved would be unlikely to attract foreign bidders. The value of labor and materials so procured would be about US$4.5 million equivalent including contingencies.  - 31 - (b) Construction contracts costing less than US$250,000 equiva- lent each and furniture and equipment contracts costing less than US$50,000 equivalent each. The aggregate total of such contracts is not expected to exceed US$0.75 million equivalent. 6.08 Contracts to be financed by the EEC Special Action Credit totalling US$8.4 million equivalent including contingencies would be awarded in accord- ance with Bank Group guidelines for procurement as outlined below and subject to EEC eligibility restrictions except that contracts for the purchase of goods estimating to cost less than US$50,000 equivalent may be awarded in accordance with the borrowers applicable procedures satisfactory to the Association. Specifically, the EEC credit would finance components as follows: (a) Construction contracts for the Malawi Correspondence College and its 30 Centers: The individual contracts are small ranging from US$25,000 to US$60,000 equivalent, are widely dispersed throughout Malawi, and would be constructed over three years. Such contracts are unlikely to attract contracting firms from outside Malawi and would be procured locally. The value of such contracts would be about US$1.9 million equivalent including contingencies. (b) Textbooks for primary schools: These would be procured through, and distributed by, the Malawi Book Service, a parastatal body. Most of the required textbooks are already published and printed in Malawi (para. 2.18). The present MBS procedures for procure- ment which involve mainly direct bulk purchases from local sup- pliers are efficient and economical and Bank Group supervision missions would continue to monitor costs and procedures during the production period. The value of textbooks to be procured from the MBS would be about US$3.8 million equivalent including contingencies. (c) The construction contract for the expansion of the Mzuzu Teachers College, estimated to cost US$1.1 million equivalent, would be negotiated on the basis of presently agreed unit costs with the contractor employed to construct the first phase under the Second Education Project (Credit 590-MAI). This is regarded as the most efficient and economical contractual method in view of the satisfactory performance of this contractor and of previous difficulties in attracting bidders to this area. (d) Equipment and furniture for components (a) and (c) and vehicles for the project would be procured following international com- petitive bidding procedures acceptable to the Association and the value of goods so procured would be about US$1.6 million equivalent including contingencies. 6.09 The total amount of contracts to be awarded following ICB would be US$12.5 million equivalent including contingencies and contracts to be awarded following negotiation and competitive bidding advertised locally and in accordance with procedures acceptable to the Association are estimated at US$12.0 million equivalent including contingencies.  - 32 - 6.10 Architectural sketch designs, draft tender documents and master lists of furniture, equipment and vehicles including proposed grouping, would be reviewed by the Association. Items would be grouped to the extent practic- able to encourage competitive bidding and bulk procurement. Review of tender evaluation documents by the Association prior to award would not be required for construction contracts costing less than US$250,000 equivalent each and for construction materials, furniture, equipment and vehicle contracts each costing less than US$50,000 equivalent. 6.11 Where international competitive bidding procedures are used (i) domestic manufacturers of furniture and equipment would be allowed a prefer- ence of 15% or the existing applicable rate of import duties whichever is lower, over the c.i.f. price of competing foreign suppliers and (ii) for IDA financed components qualified domestic contractors would be allowed a prefer- ential margin of 7-1/2% over the bid prices of competing foreign contractors. Disbursements 6.12 Disbursement against components financed from the IDA Credit (Annex 1, T-9) would be on the basis of (a) 80% of total expenditures for civil works, and project administration; (b) 80% of local expenditures for locally procured construction materials for primary school facilities and for furniture, equipment including local transportation, consultants services and studies; (c) 100% of foreign expenditures for directly imported construction materials, furniture, equipment, consultants services and studies; and (d) 100% of the ex-factory cost of furniture and equipment manufactured locally. Disbursement against components financed from the EEC Special Action Credit would be (a) 87% of total expenditures for civil works (b) 90% of total expenditures for textbooks and furniture; and (c) 90% of local and 100% of foreign expenditures for equipment and vehicles. Disbursement for studies, project administration and the Development Division's approved expenditures would be made against certificates of expenditure, documentation for which would not be submitted for review but would be retained by the Government for inspection by the Association during project supervision. All other disburse- ments will be fully documented. Project expenditures should be audited in accordance with sound auditing principles by a Government appointed auditor satisfactory to the Association. Copies should be provided to the Association within four months following the end of the fiscal year. 6.13 Retro-active reimbursement of a sum not exceeding US$100,000 equiva- lent for approved expenditures incurred after April 1, 1979 and prior to Credit signing, is recommended for the services of consultant architects for the preparation of design documents for the Chancellor College and the Malawi Institute of Education and for project administration expenditures. This could speed up implementation of these components by about six months. 6.14 The project is expected to be completed by December 31, 1983 with a proposed IDA Credit Closing Date of June 30, 1984 including six months for the completion of payments and withdrawals. Disbursements against the EEC financed components are expected to be completed by June 30, 1982.  - 33 - VII. BENEFITS AND RISKS Benefits 7.01 At both the primary and secondary levels the project would help provide greater access to education for underprivileged groups and would improve efficiency and cost-effectiveness. It would provide places for 50,000 primary school children, most of them in rural areas, 2,720 MCC stu- dents also mostly in rural areas, and for 525 secondary and teacher training students. The project would improve equity by providing access to primary education for children in educationally disadvantaged areas through careful school location planning. It would also help children in disadvantaged rural areas by expanding the "second chance" MCC alternative to secondary educa- tion. The project would also help fill specific manpower needs by providing 345 student places for the training of future primary and secondary school teachers and an output of 120 future typists, secretaries and bookkeepers and 60 places for the training of agricultural technicians. The project would assist the education of women through its commercial education component and through provision of dormitories to secondary schools, and it would help to meet a portion of the short term requirements for agricultural technicians under the NRDP. It would also result in improved management of the entire educational system through support for improved curriculum development, in-service training, and school supervision. Overall the project would assist in establishing a secure base to permit expansion of the educational system in accordance with long-term manpower needs. Risks and Uncertainties 7.02 Most of the project components offer minimum risks and uncertainties, since the various Government agencies to be involved in the project, including the MOE, the PIU, Chancellor College, MBS and MCC, are capable of implementing major educational programs. The self-help community construction program would require coordination between several agencies including especially the Development Division and the PIU at national and local levels. To minimize risks in this component, the Government has established preliminary guidelines for coordination among the key agencies involved (para. 6.04). The establish- ment of an Institute of Education would be a major innovation and measures were taken to ensure that the Institute would be adequately staffed (para. 4.20). The commercial education component to be supported under the project would also be innovative for Malawi and for this reason assurances were sought and obtained regarding the provision of trained teachers and a curriculum development expert (para. 4.13). VIII. AGREEMENTS REACHED AND RECOMMENDATION 8.01 Agreement was reached with the Government on the following principal points:  - 34 - (a) (i) procedures and criteria for primary school distribution, location and construction, and (ii) the development of a plan for the provision of textbooks to primary schools beyond the project period (paras. 4.02, 4.06 and 6.04); (b) the provision of specialists for the Malawi Corredpondence College, the business and commercial studies program, the Malawi Institute of Education and the studies to be under- taken by the MOE (paras. 4.10, 4.13, 4.23); (c) the establishment of (i) an evaluation unit at the MCC, and (ii) the Malawi Institute of education (paras. 4.10, 4.20); and (d) Tracer study programs and terms of reference for project monitoring and evaluation (paras. 4.13, 4.17 and 4.23). 8.02 Retroactive financing not exceeding US$100,000 is recommended for the services of architectural consultants (para. 6.13). 8.03 The proposed project is recommended for an IDA credit of US$14.5 million equivalent and an EEC Special Action Credit of US$7.5 million equivalent.  MALAWI THIRD EDUCATION PROJECT Number of Temporary Employment Permit Holders by Industry and Occupation as at December 31. 1975 (All Malawi) Agricultural, Production As a Animal Husban- and Related % of dry, and For- Workers, total Professional, Administrative, Clerical and estry Workers, Transport employment Technical and Managerial Related Sales Service Fishermen and Equipment Grand Related Workers Workers Workers Workers Workers Hunters Operators Total % X Agriculture, Hunting, Forestry and Fishing 6 7 3 - - 54 1 71 3.76 0.7 Mining and Quarrying 3 1 - - - 1 5 0.26 5.8 Manufacturing 59 97 11 17 1 27 104 316 16.75 10.8 Electricity, Gas and Water 18 - 1 - - - 1 20 1.06 7.2 Construction 61 30 6 1 1 _ 81 180 9.54 8.8 w Wholesales and Retail Trade and Restaurants and Hotels 51 94 15 22 12 11 17 222 11.76 13.3 Transport, Storage and Communication 119 26 16 4 1 - 31 197 10.44 15.6 Finance, Insurance, Real Estate and Business Services 119 60 30 4 - 1 4 218 11.55 73.5 Community, gocial and Personal Services 539 36 49 2 11 1 20 658 34.87 10 6 Total 975 351 131 50 26 94 260 1,887 100% Z 51.66 18.60 6.94 2.65 1.38 4.98 '31.78 100% 7.7 Source: Ministry of Labor Date October 30, 1978 -  MALAWI THIRD EDUCATION PROJECT Applicants and Vacancies Notified by Occupation and Year (Registration at Employment Exchange and the Advertisements in the Newspapers) 1974 1975 1976 Registered Registered Registered Applicants Vacancies Applicants Vacancies Applicants Vacancies Professional Workers 198 128 160 87 154 96 Administration Workers 51 28 59 25 53 2 Clerical Workers 2,410 1,076 2,970 1,193 2,801 1,237 Sales Workers 574 281 536 197 488 202 Service Workers 2,232 1,691 2,838 1,719 2,711 1,805 Agricultural Workers 1/ (including laborers) 879 10,532- 1,244 4,233 845 1,178 Production Workers 18,914 37,627 23,282 36,645 22,228 28,968 Registrants not elsewhere classified 1,134 238 1,292 106 1,516 139 Total 26,392 51,601 32,381 44,205 30,796 33,645 1/ The high demand for agricultural workers, in 1974, is due mainly to a sharp increase in investments in the agricultural sector, which grew 36% from 1973 to 1974 compared to only 6% from 1974 to 1975. Source: Ministry of Labor Date : October 30, 1978  -37 - TABLE 3 Page 1 of 2 - GNP/ % GNP .% TOTAL:% OF PUBLIC :PRI. ~AV.PRI. SEC CAPITA: DEVOTEO:PUBLIC EDUCATION :LITER- PRI. :CDPPLE- STU- SCH.TEACH PROGRESS-~ SEC. STU- -HIGHER- - AT : TO EDU.: EXP. RECURRENT :ACY ENROLL:TION :DENTS:SALARY IN:ION RATE :ENROLLzDENTS:ENROLL. M1ARKET: (PUBLIC:DEVOTED:EXP ALLOCATED: RATE :RATIO :RATE FOR:PER :RELATION ~FROM PR!. RATIO :PER RATIO POP. -PRICES: EXP. : TO TO: :(% OF : NET :PRI.SCH.:TEACH: TO GNAP/ :TO SEC. : NET :TEACH- GROSS, -RMLIS (USS): ONLY) EDU. 'PRI. SEC. HI.:ADULTS): (% :CYCLE(%)ER CAPITA M V) : V. :ER ) ADVANCED AUSTRIA 74 7S5F 4.870F 5.3Y IS.EY 24Y 5fY IRY 99 98 920 260 2.00 990 510 190 i.s S8Y CANADA 75 22.8 7,135 7.3 16.7 30 37 26 95 99 97 IS 2.0 99 90 lB 16.00 GERMANY F.REP.75 61.5 6.670 5.0 10.2 3tEV 64-- 28EV 99 90 99 23EY . .. 995 S4Y 22C 20.26Y JAPAN 75 111. 4.450 4.3E 20,7E 4DUY 37WY I1UY 99 990 99C 25 2.06 99C 99XY 20C 24.69Y NETHERLANDS 79 13.7 5.425 9.4 22.40) 21 39 25 99 95 95 29 2.0 97 80 20 12.00 NEW ZEALAND 73 3.IF 4.28OF 5.2 -. 39 24 29 99 99 99 26 ... 99 67 19 24.00 NORWAY 76 4.0 8.C43 7.2 14.4 54 24 IS 99 99 99 Is 1.5 99E 62 II 11~00 SWEDEN 76 8:.2 8-, IS 8.8 140 23 29 12 99 99 99. 16 . .. 907 :SC 13 30.OOC U.K. 75 6.0 3.780 7.1 3.9 26 41 18 99 99 .. 4 2.0 .. . 6a 7 2l.OOX U.S.A. 76 314.6 7.990 9.4 15.5 - 72.. 28 99E 99 99 22 . .. 99 93 19 24.00 EUROPE GREECE 76 9.1 2.590 2.6 10.4 37 26 21 868 99 820 31 2.0 70E 80 27 15.00 IREL AND 74 3.IF 2.390F 5.1 I3.90 43V 415 l4Y 98 IO8XY 99A 35 ... 95A 65XY 19 t5.47Y PORTUGAL 75 9.6 1.:570 4.40 17.8 52 27 13 70 95 59 21 3.0 70 29 14 7.60 ROMANIA 75 21.2 .240 4.0 6.4 36 19 13 98 lOlA.X 21 go . 5 49 22 10.00 SPAIN 74 35.3F 2.750F 2.46 15.2A 49Y 22Y I5V 94A 11595 . 35A . .. .. --- 78XY 30 liBBgY AFRICA ALGERIA 77 16.9 990G 7.5 14.3FY 42 .. 21 35 759 45 39 4.0 95 26X 13 6.00 BEN IN 74 3.IF` 130F 7,2N 36.OY 470 230 100 110 44XY 7DB 535 25.08 438 hAXY 396 0.74Y BO TSWANA 76 0.7 410 4.0 19.2 53 20 14 3 72X 95 -32 3.0 60 12 22 0.3D BURUNDI 74 3.7F IIOF 2.5 19.90 476 415 12R 10 20X 307 38 10.0 14 2X la 1.0 CAMEROON 76 7.7 31A 3.7 21.5 33 43 20 60 45 52 4.0 2.0 90 24 0OS0CS C.AR. 74 I SF 220F 3.00 17.00 568 196 .--T7XY 25 695 -- la 1 595 278Y 0.21Y CHAD 75 4.0 120 3.0 10.0 78 22 ... Is 29X6Y 30 65KY 195.0 8 2ABS 30 0.0185 CONGO(S) 74 1.3F SIOF 6.0 1g.3 40 32 21 50? 133X 63 63 6.0 48 339 22 3.40 EGYPT 76 38.2 310 5.9N . .. 30 32 28 44 78 80 31 . . 79 45 20 12.00 ETHIOPIA 77 29.0 100 2.4 12.5 44 31 IA 10 26 . .. SO ... 63 8 38 ... GABON 74 D.SF 2.54DF 5.00 20.60 250 90 IID . .. 1o00 25C 46C 5.0 ISA 31Y 21C 0.29Y GAMBIA 76 0.5 170 3.3 11.5 46 25 6 10 27 90 33 ... 92 13 25 .. GHANA 74 9S9F 599F - . 19.75 43Y 22Y 2050 .. . 6OXV 628 30Y .. . 146 36XV ISCY lO0ST GUINEA 76 4.7 IBOF 4.2ND . .. 30 31 30 . .. 30X 64 45 i2F 86 13X 26 4.00 VIOIP~ COAST 75 7.0 610 6.8 23.1 33 46 13 9A 60 86 43 7.0 47 I7XY 36 1.64Y ~-&h 76 13.8 240 5.9 25.0 67 23 to 4D 80? 6017 34 6.0 30 16 27 1 0 LESO'HG 75 1.2 '60 12.OP 23 0 49 IS 20 40 85 50 52 7DMN St ID 26 1.00 L.IFEPIA 75 1.5 410 2.4 13.2 27 Is 20 73 58 --- 35 2.0 ... 12 26 I.IOAP MADAGASCAR 77 8.0 240 4.0 24.0 53 28 IS s0 90 33 44 6.0 38 IA 23 1.70 MALAWI '77 5.6 140 2.2 9.3 40 17 22 25 969 21 61 9.0 9 SX 21 0.47 MALI 79 5_7F SOF 4.2M4 33:OF 4SF 37F 1SF lOF 22XF . .. 48F 9.SF SOF 65 21 . MAURITANIA 71 1.3F 320F 4.1Y 20.0Y........ IDA t7XV ... 22A ... ... 355 246 MAURITIUS 76 0.9L 680 4.7 12.i 50 26 6 soc 94 99 24 4.5 90 45 32 1.90 MOROCCO 76 18.2 520 6.3 15.2 396 486 136 28 65X 33 40 .. 33 17X 22 4.00 NIGERIA 74 7S.OF 340F 4AIDY 24.20Y 23Y 165 42Y .. . 4995 . .. 3.0Y ... . .. Ioxy 20CY 0-48Y PWANDA 73 4AIF IOOF 3_2C 28.00........ 323 92 ... 51 ... ... 2 13 0.23CY SENEGAL 77 5.2 420 5.0 23.0 46 34 20 10 32 . .. 49 10.0 20 10 21 1.5 SIERRA LEONE 73 3.OF 200F 3.4 23.4 31 36 30 I5? 34X 45 32 4ADE 68 l3X 21 0.53RY SOMALIA 7S 3.2 110 3.70 10.80 490 160 I90 50? 34X 86 36 tl0. 60 3 IS 0.10 SUDAN 76 15-9 290 4.5 I9.9 48 36 16 20 34 74 33 3.8 33 14 24 1.24 SWAZILAND 75 0.S 470 3.8 --- 38 31 19 90 73 71 38 3.8 Si 24 22 tOO0 TANZANIA 76 15.1 180 6.6 i7.4 42 21 12 s0 93X 81 49 6.6 6 AX 19 0.34 TUNISIA 73 5_6F 730F 6.3 23.4 37 43 i8 58 72 81 41 6.0 31 14 21 3.00 UGANDA 75 11.6 230 3.40Y 15.70Y 34EY 40EY 22EY 25A 93XY --- 34EY .. . 14A 6XCV 21A 0OSBY UPPER VOLTA 77 5.8 118 3.4 23.9 31 16 32 SC 13 23 SI 24.0 19 2 25 1.0 ZAIRE 76 25.6 140 6.0 22.0 49 26 25 IS 869 44 42X 2.0 41 13X 27 1.005 ZAMBIA 76 5.1 440 6.8 15.9 54 22 22 39 97X s0 49 7.0 21 1B 23 ISO0 CENTRAL AMERICA AND THE CARIBBEAN BARBADOS 76 0.2 1.620 8.1 22.1 43 31 i6 99 IOEX 99 21 3.0 99 SAX 17 .. COSTA RICA 79 2.0 960 S.2B 22.76 578 396 126 898 IOSAP 658 296 2.08 986 5295 396 i71S5Y CUBA 78 9.5 9. 500 8.0 11.0 .. ... ... 96 98 95 22 2.7 98 69 IS 15.00 oomrNICAN PEP.72 4.7F 720F 2.0 13.9 42 24 22 51 s0 17 54 3.00 63 13.5 24 7.00 EL SALVADOR 77 4.1 970 4.4 27.2 64 8 27 62 589 32 39 2.2 Al 23 21 7.00 GUATEMALA 73 6.3F 57OF 1.9 16.0 SS 23 14 47 64 26 35 3.0 69 a 29 4.09Y HAITI 76 4.7 200 1.0 8.0 61 21 II 306 2SF 13 96U 3.0 62 4 . .. 0.7 HONDURAS 75 2.9 3900 4.20 18.80 620 ISG 19G 53 78 30 35 3.0 68 II IT 4.00 JAMAICA 76 2.1 1.070 9.9 16.2 37 33 22 8BE 91 52 39 4.5 54 64 29 7.98 MEXICO 75 59.9 1.090 3.100 t2.000 Sly 26Y 12Y 76 11295 31 46 3.0 63 35XY 23A 89.7EY NICARAGUA 74 2-3F 700F 2.5 14.3 61 13 13 57 65 21 37 2.0 93 17 24 7.00 TRINIDAD I T . 77 1.1 2.185 4.5 14.1 48 32 20 95 98 SI 30 3.0 49 63 24 .. SOUTH AMERICA BOLIVIA 76 S.8 315F 9.0 17S5F ...... 35 17B 290 24 SF . .. 46 160O BSZAZIL 75 107.0 1.030 5.0 12.4 42E 20E 37E 64A 860 . .. 27CY . .. 26G ISCY 6 00B CHILE 75 10.3 990 3.8RV i2.5RY 23Y 1OY SOY -. . iSXY . .. 35Y . ... --- 485Y . .. IB.55Y COLOMBIA 74 23-BF 580F 3.3DY 21.20Y 44DY 220Y IIY 73 I05XY 20 33Y 4.0 90 3655 14A 6.B7Y ECUADOR 79 7.1 990 3.70 27.7C..... - 69 102XY ... 38C .. ... 365Y I4C GUYANA 74 0.8F I SiOP 5.SN 14.70 47 35 IA 83A 92X 39 33 9.0 IS 625 24 7.00 PARAGUAY 74 2.6F 580F 1.8 11.0 55 13 22 8t 82 26 30 1.9 69 17 12 5.00 PERU 75 15.4 760 4.20Y 21.70Y 40Y 22Y ISVy 72 11195 38 39DY 3.0 70 48XY 233V 14.41Y URUGUAY 75 2.8 1.300 2.9 15.3 46 34 20 94 939 . .. 24 . .. 83 . .. ID VENIEZUELA 73 12.0F 2.28OF 4.6 19.9 300 380 350 77A SI --- 33 2.4 . .. 33 . . 12.R3CY  38 ~~~~~~~~~TABLE 3 Page 2 of 2 G NP/ % GNP : TOThL:% OF PUBLIC :PRI. :AV.PRI. :SEC CAPITA: DEVOTEO:PUBLIC EDUCATION :LITER- :PRI. COMPLE- :STU- :SCH.TEACH:PQOGRESS-: SEC. :STU- ~HIGHER: * AT TO EDU.: EXP. RECURRENT :ACY :ENROLL:TION :DENTS:SALARY IN:ION RATE :ENROLL:OENTS:ENROLL: :MARKET: (PUBLIC:DEVOTEO:EXP ALLOCATED: RATE :RATIO !RATE FOR:PER :RELATION :FROM PRI. :RATIO :PER RATIO : *POP. :PRICES: EXP. TO TO: :(% 0OF : NET :PRI.SCH.:TEACH: TO GNP/ :TO SEC. NET :TEACH- GROSS: YR:MILLS.: (US$): ONLY): EDU. :PA1. SEC. HI.:ADULTS): (%) :CYCLE(%):ER : CAPITA M X (%) 'ER % ASIA AND OCEANIA AFGHANISTAN 77M 14.3 I6OG l.A 11.6 47 19 15 12 29X 69 37 3.0G 62 ox 17 1-00 BANGLADESH 73 78.86F 901' 1.2 20.2 44Y 22Y 21Y 230 585 - 480 .. . .. 23X0 28 -... CHINA(TAIWAN) 73 16.01F 930F 3.2 14.0 28 41 22 82 9BC 94 40 14.0 84 61C 26 20-00C INDIA 75 608.t 140 2.6VY _. .....- 298 65XY ... 43A ... ... 29XY 20AY' 2.34EY INDONESIA 76 130.2 240 2.0 11.0 265 32 15 809 79EX 43E 30E 2.0 52E IREX 14E 2.00 IRAN 73 33.4F' 1.6601F 3.3 12.6 501B 185 128 s0 77 74A 32 5.08 BOA 24 32 4 32CY TYAO 75 11.1 1.250 6.7C 16.20R _. .. _. 26C 93XY .1. 22 ... --- 35XY 28C 8 .47Y J.ORDAN 73 2.7F' 4801' 7.0 8.8 52 is 21 59 9IX 76 38 5.0 84 505 22 4.00 KOREA 76 35.9 698 3.0 15.60 65 13 8 921' 1035 97 so 2.6 80 84 39 14.4 LEBANON 72 3.21' i.0701F 3.5 18.0 29 40 10 88 86 85 19 2.0 63 26U 25 23.00 MALAYSIA 76 12.6 860 6.7 26.0 42 34 15 8OC 95 93 32 3.7 78 48 26 2.00 NEPAL 76 12.6F 1101F 1.1 10.0 29 20 41 19 55 28 31 2.3 64 14 24 0 a OMAN 72 0.81' 2.3001' i.7N 3.8 96 - - 20 24X 99 271' 7.0 . .. 0~45 9 .. PAKISTAN 75 89.2 180 1.6 16.2 45 25 18 21 47X s0 39 2.0 . .. 17X 1a 6.00 PAPUA NOG. 75 2.8 470 5.6 16.1 38 16 24 32 577 73P 31 11.0 90 12X7 24 0.907 PHILIPPINES 74 42.21' 380F 2.5 14.9 73 15 12 67 104X . .. 34 15.0 . .. 46X . . 21 00 SINGAPORE 74 2.21' 2.450F 2.7Y 9.2Y 39Y 39Y 17Y 75A iOSSY 72A 31P --- 99A 44XY 24 7.66a' SYRIA 75 7.4 720 3.6 6.9 39 25 26 53 89 70 35 2.0 92 45 21 12.00 THAILAND 73 41.91' 3501' 4,ONF' 20.71' 65 9 15 82 875 93C 32 3.0 U 91C 21X 24 2.00 TURKEY 73 40.21' SOOF 5.6CY 2O.6CY ....... . sy . .. 34Y . .. . .. 24Y 27DY 9.835 YEMEN 73 5.91' 200F 0.5 4.0 45P 21P 23P 10 15X 18 36 5.0 75 25 19 0.05BY YEMIEN P.D.P 76 1.7 280 86- -- 57 28 8 20 695 48 30 5.0 94 21X 24 0.10 SUMMARY FOR DEVELOPING COUNTRIES: NUMBER OF COUNTRIES: 94 90 8s 88 85 87 95 74 95 68 77 94 91 84 RANGE: (0.5 (3.8- (25- (5- (2- (3- (14- (13- (19- (1.9- (7- (.4- (9- (.01- 12.0 ) 33.0) 96 ) 47) 41) 98) 133X) 99 1 9) 25.0 ) 99) 80o ) 29) 23.0) QUARTILES:UPPER :5.1 21.2 54 32 22 73 94 78 48 7 83 36 25 7.0 MEDIAN: 3.9 16.3 45 23 l8 50 78 55 36 4 63 17 23 2.3 LOWER : 3.0 12.4 38 1a 12 20 53 30 32 3 43 9 20 *9 SYMBOLS ... DATUM UNAVAILABLE A-1970 OR BEFORE M.CURRENT PRICES SOURCES: -MAGNITUDE NIL OR NEGLIGIBLE 5-1971 N~GDP---- OUESTIONABLE C-1972 P-INCLUDING F'OREIGN AID COLUMNS:l AND 2 WORLD RANK ATLAS *INCLUDES PART-TIME STUDENTS 0=1973 O-CENTRAL GOVT. ONLY OR IB6D MISSIONS -*COMBINED WITH PRIMARY E=1974 R-MINISTRY OF EDUCATION (MOE) ONLY 3 TO 14 1660 MISSIONS ... UNDER REVIEW F.1975 S-MOE AND STATE GOVT. ONLY AND/OR UNESCO 0.1976 T-EXCLUOING CENTRAL GOVT. STATISTICAL U-PUBLIC ONLY YEARBOOK V-INCLUOING PRIVATE EXPENDITURE X5INCLUOING OVERAGED STUDENTS V-UNESCO SOURCES COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS OF RELATIVE STAGES OF EDUCATIONAL DEVELOPMENT BETWEEN VARIOUS COUNTRIES. HOWEVER.ON THE BASIS OF THE PRESENT DATA.CROSS-NATIONAL COMPARISON SHOULD BE APPROACHED WITH. GREAT CAUTION. DATA PRESENTED IN THE ABOVE TABLE HAVE BEEN COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCES: THE REMAINJDER ABE STAFF ESTIMATES ORZ DATA FROM UNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITS. TO CHECK T+iE ACCURACY OF THE DATA. NEVERTHELESSISUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE THEM PROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WORK. IN THE USE Of THESE DATA. THE FOLLOWING QUALIF'ICATIONS SHOULD BE BORNE IN MIND: ()'EOUCATION' AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING. FORMAL AND NON-FORMAL. (2)'PRIMARY EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS TO ALL EDUCATION AT THE SECONDARY LEVEL REGARDLESS OF TYPE (E.G. GENERAL. TECHNICAL. AGRICULTURAL) (3)PLITERACY RATESI(COL.6) ARE OFTEN OBTAINED FROM COUNTRY CENSUSES. IN MANYCOUNTRIES THEY ARE ONLY APPROXIMATIONS AND IT IS DOUBTFUL THAT ANY UNIFORM DEFINITION OF 'LITEPATE' HAS BEEN FOLLOWED CONSISTENTLY: (4)"PUBLIC EXPENDITURE IN EDUCATION'(COLS-3.4 AND 5) REFER TO ALL CAPITAL AND RECURRENT EXPENDITuREtS DEVOTED TO EDUCATION BY PUBLIC AND QUASI-PUBLIC AGENCIES; (S)"ENROLLMENT BATIOS)(COLS 7. 12 AND 14) REFER TO SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL-TIME IN THE APPROPRIATE SCHOOL. PUBLIC AND PRIVATE BY LEVEL. THEY ABE OFTEN SUBJECT TO A WIDE MARGIN OF ERROR IN THE DEVELOPING COUNTRIES OWING TO VARIATION IN THE ACCURACY OF BASIC DATA(IIE. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUDENTS WHOSE INCLUSION IS INDICATED BY FOOTNOTES ALSO CAN INFLATE THE RATIOS.  - 39 - MAIAWITLE 4 TRIRD EDUCATIO- PRDXCT TABE. TEACHER NEEDS, rK'IMAX AN] ZU NwDas wiUCATION, 1977-1990 *_____ n sar uca io PROJCTEDTEAC,HER REQ3UIREMENTJ WAST - TEACHER TEACHERS AGE AT PROMOTIONS ENROLL- / FUFIL REQUIRED END OF ETC,AT END ** YEAR MENT RATIO ON FOST YEAR ' OF YEAR AT 77/78 675740. 1. : 61, 11115. 333, 111. 482. 78/79 680286. 1. : 61. 11152. 335. 112. 878, 79/80 689897, 1. 59. 11693. 351. 117. 1127. 80/81 704462. 1, : 57, 12359. 371. 124. 1268. 81/82 723277. 1. : 55. 13150. 395. 132. 1437. 82/83 746689. 1. : 53, 14088. 423, 141. 1636. 83/84 774954. 1. : 51. 15195. 456. 152. 1541. 84/85 808430, 1. : 50. 16169. 485, 162, 1389. 85/86 847164. 1. : 50. 16943. 508. 169, 1532. 86/87 889956. 1. : 50. 17799. 534. 178. 1624, 87/88 935529. 1. : 50. 18711. 561, 187. 1406. 88/89 968454. 1. : 50. 19369. 581. 194, -1743. 89/901016835. 1. : 50 20337. 610. 203. 2143. 90/911083429. 1. : 50. 21669, 650. 217. -_- 18206 ADDITIONAL TEACHERS REQUIRED FOR BEGINNING OF FOLLOWING YEAR PROJECTED TEACHER REOUIREMEMTS WAST TEACHER TEACHERS AGE AT PROMOTIONS ENROLL- / PUPIL REQUIREDL END OF ETC.AT END ** YEAR MENT RATIO ON POST YEAR OF YEAR AT 77/78 15140. 1. : 21. 737. 37. 7. 50. 78/79 15594, 1. : 21. 743, 37. 7. 65. 79/80 16062. 1. ' 21. 765. 38, 8. 66. 80/81 16543. 1. : 21. 788. 39. 8. 67, 81/82 17040. 1. : 21. 811. 41. 8. 70, 82/83 17551. 1. : 21. 836. 42. 6. 72. 83/84 18077. 1. : 21. 861. 43. 9. 77, 84/85 18620. 1. : 21. 887. 44. 9. 79. 85/86 19178. 1. : 21. 913. 46. 9. 110. 86/87 20328. 1. : 21. 968. 48. 10. 116. 87/88 21548. 1. : 21. 1026. 51. 10. 124 88/89 22841. 1. : 21. 1088. 54. 11. 130. 89/90 24211. 1. : 21. 1153. 58. 12. 138. 90/91 25664. .. : 21. 1222. 61. 12. U64 ADDITIONAL TEACHERS REQUIRED FOR BEGINNING OF FOLLOWING YEAR Seurce. lzd str-r of Ldacat