Upper Volta - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 3839 PROJECT PERFORMANCE AUDIT REPORT UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) March 1, 1982 Operations Evaluation Department This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  FOR OFFICIAL USE ONLY ABBREVIATIONS AVY Autorite pour l'Aminagement des Volta Valley Development Vall6es des Voltas Authority BPR Bureau P6dagogique Rural Rural Pedagogical Bureau CER iCentre d'Education Rurale Rural Education Centers (now known as CFJA) CFJA Centre de Formation des Jeunes Rural Youth Training Center Agriculteurs CFMR Centre de Formation des Moniteurs Rural Instructor Training Ruraux (ou Monitrices Rurales) Center CPR Centre de Promotion Rurale Rural Development Training Center CVC Conseil Villageois de Centre Village Council for the Youth Training Center DSFJA Direction des Services de la Rural Youth Training Formation des Jeunes Agriculteurs Directorate FAC Fonds d-Aide et de Cooperation French Aid Agency FED Fonds Europ9en de D4veloppement European Development Fund FJA Formation des Jeunes Rural Youth Training Agriculteurs Program GJA Groupement des Jeunes Young Farmer Cooperative Agriculteurs Group MDR Ministare du Developpement Ministry of Rural Development Rural MNE Ministare de l'Education Nationale Ministry of National et de la Culture Education and Culture ORD Organisme Rdgional de Regional Development Developpement Organization UNICEF Fonds des Nations Unies pour United Nations Children-s l'Enfance Fund 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. s a 2 PROJECT PERFORMANCE AUDIT REPORT UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) TABLE OF CONTENTS Page No. Preface ........................................................... i Basic Data Sheet ............................ ii Summary and Highlights. ....................... .................... v PROJECT PERFORMANCE AUDIT MEMORANDUM IDA Response to Basic Education Needs in Upper Volta and Other Western African Countries .....................1...... The Situation in Upper Volta .............................. .. 1 Similar Initiatives in Mali, Mauritania and Benin ............. 3 Summary of Experiences So Far .......... ................ 5 Comments from the Borrower .................................... 7 PROJECT COMPLETION REPORT Preface .................................................. 11 I. Summary and Conclusions ................... ............. 13 II. Project Background .......................................... 16 III. Project Implementation ....................................... 19 IV. Project Costs and Finance ............................. 28 V. Project Outcomes ..................................... 30 VI. IDA Performance ....................................... 36 VII. The Government Role in the Completion Report ............. 38 VIII. Main Lessons Learned ..................................... 39 Annexes: la - Comparison of Forecast and Actual Implementation Schedules ........................ 43 lb - Project Implementation Schedule ....................... 44 2 - Compliance with Credit Agreement Covenants ............... 45 3 - Schedule of Disbursements ......................... ...... 48 TABLE OF CONTENTS (Continued) Page No. Annexes (Cont'd) 4a - Summary of Total Project Costs by Category ............... 49 4b - Actual Costs by Project Component ...................... 50 4c - Comparison of Originally Estimated and Actual Costs ...... 51 4d - Comparison of Originally Required and Actually Provided Premises ................... ...... 53 4e - Calculation of,Average Exchange Rate .................. 54 4f - Comparison of Credit Category Allocation with Actual Disbursements ............................. 55 5 - Comparison of Student Places Originally Planned for, Student Places Actually made Available and Actual Enrollments ....................... ........... 56 6 - Rural Youth Training: Objectives, Content and Outcomes... 57 7 - Enrollments, Mean Ages, Attendance in 3 ORDs' CFJAs ...... 61 8 - Recurrent Unit Costs in Primary Education and Young Farmer Training (1978) ............. .......... 62 9 - Teaching Materials Produced by the Rural Pedagogical Bureau ........................ 63 10a - Agricultural Results (1977, 1978) in 3 ORDs' CFJAs ....... 65 10b - Agricultural Results (1977) in 3 ORDs' GJAs ............. 66 - i - PROJECT PERFORMANCE AUDIT REPORT UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) PREFACE This report presents a performance audit of the First Education Project in Upper Volta (Credit 430-UV) for which a Credit of US$2.85 million was approved on June 21, 1973. The Credit was fully disbursed in October 1980. The Project Performance Audit Report (PPAR) consists of a Highlights resume and a brief Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department, and a Project Completion Report (PCR) prepared by the Western Africa Regional Office with some assistance from the Borrower during the field visit of the Completion Mission. The OED audit has not involved a field visit. It entailed a review of the PCR dated May 20, 1981, (revised July 30, 1981), the Appraisal Report (102a-UV) dated June 5, 1973, the President's Report (P-1230a-UV) dated June 7, 1973, the Credit Agreement dated September 28, 1973, the minutes of the meeting of the Board of Executive Directors of IDA at which the proposed credit was approved, material in the Bank files relating to this project, particularly the numerous supervision mission reports and the project imple- mentation progress reports. In addition, discussions were held with Bank staff concerned with the project. As is customary, copies of the draft audit report were sent to the Borrower for comment on November 16, 1981. The Borrower's replies are reproduced on pages 7 and 8, and these comments have been taken into account in preparing the final version of the report. On the basis of this review, OED concurs in the analysis and prin- cipal findings of the PCR, which appears to be well balanced. However, the rural training program supported in this and the Second Education Project has significance beyond that of this project. A brief audit memorandum has therefore been prepared by OED on a problem discussed by the Board of Executive Directors in 1973 when this and similar education projects were approved--the dilemma of the poorest countries seeking to develop a strategy to meet basic needs in education and training among the rural population.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) KEY PROJECT DATA Appraisal Actual or Item Estimate Current Estimate Total Project Cost (US$ million) 3.64 4.22 Overrun (%) 16 Credit Amount (US$ million) 2.85 2.85 Disbursed 2.85 Repaid to July 1981 Nil Outstanding as at July 1981 2.85 Date Physical Components Completed Dec. 1976 June 1980 in Months Since Credit Signature 39 81 Proportion Completed by Above Date (%) 6% 78% Proportion of Time Overrun (%) 108/a Institutional Performance Good Fair Cumulative Estimated and Actual Disbursements US$000 FY 1975 1976 1977 1978 1979 1980 1981 Appraisal Estimate 450 1,660 2,530 2,730 2,850 2,850 2,850 Actual - 333 704 1,991 2,375 2,814 2,850 Actual as % of Estimate 0 20 28 73 83 99 100 OTHER PROJECT DATA Original Actual or Item Plan Revisions Estimated Actual First Mention in Files 08/20/69 1b Government Application 03/24/72 Negotiations 05/17-25/73 Board Approval 06/21/73 Date of Credit Agreement 09/28/73 Credit Effectiveness 12/27/73 02/27/74, 04/27/74 06/27/74 Closing Date 06/30/79 12/31/79, 06/30/80 10/22/80 Borrower Republic of Upper Volta Executing Agency Ministry of Rural Development Fiscal Year of Borrower January 1 - December 31 Follow-on Project Name Second Education Project Credit No. 956-UV Amount (US$ million) 14.0 Date of Credit Agreement November 15, 1979 /a % time overrun on physical component (see Annex lb). /b This reference is in respect of items for which FED assistance was to be sought in the first place; the first mention of components on the lines of the project eventually financed by IDA is in the IDA Economic Report Vol. IV of November 27, 1970.  - iii - MISSION DATA Sent Month/ No. of No. of Man- Date of Mission by Year Weeks Persons* weeks** Report Reconnaissance IDA 06-07/71 2.2 3 (B,E,R) 6.6 09/28/71 Identification IDA 02/72 2.0 3 (B,D) 4.0 03/06/72 Preparation/ Appraisal IDA 05/72 4.0 5 (A,B,B,D,R) 17.0 06/05/73 Post-Appraisal IDA 11/72 2.0 2 (D,R) 3.0 12/26/72 Post-Appraisal IDA 02/73 3.0 1 (R) 3.0 02/16/73 Total 33.6 Supervision I IDA 09/73 1.2 3 (A,D,D) 3.0 10/17/73 Supervision II IDA 10-11/73 3.2 3 (D,E,R) 7.8 11/28/73 Supervision III IDA 12/73 1.0 1 (D) 1.0 01/24/74 Supervision IV IDA 03/74 1.0 1 (D) 1.0 03/ /74 Supervision V IDA 09/74 0.8 1 (D) 0.8 09/05/74 Supervision VI IDA 10/74 1.0 1 (A) 1.0 10/10/74 Supervision VII IDA 10/74 0.4 1 (D) 0.4 11/04/74 Supervision VIII IDA 11/74 2.4 3 (D,D,E) 4.0 12/28/74 Supervision IX IDA 02/75 1.6 1 (D) 1.6 03/06/75 Supervision X IDA 04/75 1.2 1 (A) 1.2 04/17/75 Supervision XI IDA 07/75 0.4 1 (D) 0.4 07/22/75 Supervision XII IDA 10-11/75 2.4 5 (A,A,D,D,E) 12.0 12/10/75 Supervision XIII IDA 12/75 0.6 1 (E) 0.6 01/ /76 Supervision XIV IDA 02/76 0.6 1 (E) 0.6 03/02/76 Supervision XV IDA 05/76 1.6 2 (A,E) 3.2 05/28/76 Supervision XVI IDA 07/76 0.6 1 (E) 0.6 08/04/76 Supervision XVII IDA 08/76 1.0 1 (A) 1.0 09/15/76 Supervision XVIII IDA 10/76 1.2 2 (D,E) 2.0 10/29/76 Supervision XIX IDA 12/76 1.0 1 (A) 1.0 02/22/76 Supervision XX IDA 12/76 0.8 1 (E) 0.8 02/02/77 Supervision XXI IDA 03/77 0.8 1 (E) 0.8 04/06/77 Supervision XXII IDA 06/77 1.8 3 (A,A,E) 3.4 09/27/77 Supervision XXIII IDA 09/77 0.5 2 (D) 1.0 09/27/77 Supervision XXIV IDA 11/77 0.8 3 (D,D,E) 2.4 12/09/77 Supervision XXV IDA 01-02/78 0.8 1 (A) 0.8 03/10/78 Supervision XXVI IDA 05/78 0.6 1 (A) 0.6 06/09/78 Supervision XXVII IDA 09/78 0.6 1 (A) 0.6 10/24/78 Supervision XXVIII IDA 06-07/79 1.0 3 (A,D,F) 3.0 08/22/79 Supervision XXIX IDA 09/79 0.4 1 (D) 0.4 10/02/79 Supervision XXX IDA 12/79 3.0 2 (B,S) 6.0 01/31/80 Supervision XXXI IDA 03/80 2.0 4 (A,D,R,S) 8.0 05/21/80 Total 71.0 Completion IDA 09/80 3.0 3 (A,D,E) 8.0 05/20/81 * A = Architect; B = General Educator; C = Technical Educator; D = Agricultural Educator; E = Economist; F = Accountant; R = Rural Education Specialist; S = Sociologist. ** Estimated number of man-weeks attributable to this project (including travel time). s - iv - CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Central African Franc (CFAF) Year: Appraisal Year (1973) US$1 = CFAF 230.20 Intervening Years Average US$1 = CFAF 220 Completion Year (1980) US$1 = CFAF 220 ALLOCATION OF CREDIT PROCEEDS Original Revised/a Actual Category Parts of the Project Allocation Allocation Disbursement US$ US$ US$ I. Civil Works for Parts Al (a) 570,000 570,000 595,086.35 A2(b), A3(a) and D (i.e., all project construc- tion except Category II) II. Civil Works for Parts Cl and 290,000 290,000 358,209.46 C2 (i.e., secondary education component) III. Furniture, cattle, equipment 350,000 350,000 503,671.10 for Parts Al(a) and (b), A2(b), (d) and (e), A3(b), and D (all except Category IV) IV. Furniture and Equipment for 225,000 225,000 286,169.51 Parts Cl, C2 and C3 (i.e., secondary education facilities) V. Consultants and Experts Services 725,000 725,000 734,907.38 for Parts A, B, C and D (all project except items under Category VI) VI. Operating Costs (other than 130,000 130,000 371,956.20 expenditures financed under Category V) VII. Unallocated 560,000 560,000 -- 2,850,000 2,850,000 2,850,000.00 a/ The difference between the original and revised allocation was that a Part D (Resources for Programs for pre-service and in-service Training of Instructors and Teachers) was inserted in the Revised Project Content in lieu principally of Part A3 (the three Rural Development Training Centers).  - v - PROJECT PERFORMANCE AUDIT REPORT UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) SUMMARY AND HIGHLIGHTS i. The objectives of the first Credit of US$2.85 million for an educa- tion project in Upper Volta (Credit 430-UV signed in September 1973) were: (a) the development and redirection of an on-going rural youth education and agricultural skills program; (b) the design of a system for training managers of agricultural programs; (c) strengthening of science teaching in secondary schools as a pre-requisite for the training of middle and higher level manpower; and (d) strengthening of the training of teachers and instruc- tors for the rural youth program. The project was oriented towards reform and improvement of quality taking account of the realities in Upper Volta of extreme poverty, mass illiteracy, limited skill resources and the culture and traditions, societal patterns and basic needs of the 90% and more of the population dependent upon agriculture for a livelihood. The Credit was closed on October 22, 1980 when all the proceeds had been fully disbursed. The final project cost of US$4.22 million shows an overrun of 16% over the appraisal estimate of US$3.64 million (PCR, para. 4.01). ii. The project has been successfully implemented in certain respects. Initial evaluation of the outcomes points to a successful project in terms of both the direct activities of the project institutions and project-supported agencies and its impact on the quality of rural life and agricultural produc- tivity in the three regions in which the project was located (PCR, paras. 3.08-3.21). The potential of the rural youth training program has encouraged previous donors to the program - FAC, FED, UNICEF and IDA - to renew and intensify their efforts and has also attracted the interest of new donors (Federal Republic of Germany and Switzerland). iii. In other respects the project objectives were not fully achieved. Delays in implementing the physical components brought on some modifications to the project. First of all, 13 of the 18 project science laboratories of the Ministry of Education (MOE) had still not been completed when the Credit account was closed, although the designs had been approved in 1976 (PCR, paras. 3.25-3.28); the Government has undertaken to meet the entire costs of completing the 13 laboratories (PCR, para. 3.25). Secondly, with the delays in construction of the rural Youth Training Centers (CFJA) less graduates than expected were available to establish the project Young Farmer Cooperative Groups (GJA); these groups, therefore, could not provide the experienced young farmers for the third stage of the rural training program - the selective Rural Development Training Centers (CPR) (PCR, paras. 2.12 and 5.17). In consequence, the three Rural Development Training Centers in the project were deleted in 1976 but were later included in the Second Education Project. The - vi - CPR component in the First Project was replaced by an item providing improved pre-service and in-service rural teacher and instructor training programs and training of science teachers in response to a need which had become apparent (PCR, paras. 2.12c and 3.09). iv. These changes reflect the careful and detailed monitoring of the rural training component and a timely response to observed problems. The project objectives remained essentially unchanged; moreover, the overall program has been strongly reinforced and more comprehensively applied in the Second Education Project (Credit 956-UV of 1979) and by other agencies and the Government. The Second Project consolidates the reform initiated by the First Project in three regions and takes the improved rural youth training program into an additional three regions. V. The initial delays of almost one year in achieving effectiveness and three years in starting up construction are the results of diverse and unre- lated factors of which the most important were: (a) delays in enacting the necessary legislation to transfer the responsibility for rural training programs from the Ministry of Education to the Ministry for Rural Development and (b) difficulties encountered in recruiting staff for the project implemen- tation unit (PCR, paras. 3.01-3.02). After the initial delays, the overall performance of the project unit was satisfactory except for its relative neglect of the science laboratories component (PCR, para. 3.03). vi. Supervision, which was being carried on from both RMWA in Abidjan and Washington, was frequent; indeed, this appears to have been one of the most heavily supervised Education projects, receiving over three times the average total of man-weeks in the field. However, there was some unevenness in the disciplines brought to bear on the task. Some 20 visits were under- taken by IDA agricultural educators with considerable experience in rural education (PCR, paras. 6.02-6.05); however, over the implementation period, only the penultimate mission included a general educator, and the flagging secondary education component received less attention. Architectural supervi- sion also flagged after 1975 when RMWA ceased to have an architect in its education section. The Credit Agreement covenants were complied with, though not always without delay (PCR, para. 5.02). The PCR also emphasizes the need for closer IDA coordination with French bilateral aid agencies involved in the project (PCR, para. 6.06). vii. The users have expressed their satisfaction with the physical facilities, the furniture and the equipment provided (PCR, paras. 3.05 and 3.08). The water wells provided for the CFJA have been accessible to the villagers (PCR, para. 3.07). The architectural consultants gave satisfactory service (PCR, para. 3.06), but difficulties were experienced in controlling the widely dispersed works of the small contractors (PCR, paras. 3.06 and 3.26), and assistance in this was provided by a small team of Dutch volunteers (PCR, para. 3.06). - vii - viii. The curricula of the youth training programs have been revised to emphasize practical agricultural skills and to include basic elements of literacy, numeracy, health and nutrition; the activities have become more production-oriented and the learning better linked to rural life (PCR, para. 3.15). More emphasis has been placed on staff support and training, not only within the institution but also at the regional and national management and supervisory levels (PCR, para. 3.09). Enrollments have not reached appraisal targets; the catchment areas are small, the parents are uncertain about the quality of education offered and there is no official emphasis upon expanding enrollments. Enrollment of females remains low because most of the courses offered are for males (PCR, para. 3.17). Recent testing shows good standards in literacy and numeracy and in the acquisition and application of new agri- cultural techniques (PCR, paras. 3.18 and 5.19). The Cooperative Groups (GJA) appear to be making steady progress and are broadening the range of their agricultural activities (PCR, para. 3.20). The -village councils, especially elected to oversee and guide the local youth training programs, are becoming increasingly more effective as experience and confidence are gained (PCR, para. 3.21). ix. The project study to develop a program for training agricultural project management staff has exceeded expectations; programs were prepared and a series of workshops organized as from March 1978; the participants evalua- tion has been positive (PCR, paras. 3.29-3.32). With the help of a consulting firm and IDA, the Ministry of Rural Development organized three seminars on agricultural project management to provide training for 20-25 persons; in the event, there was considerable attrition: 20 attended the first seminar, 19 the second and only 13 the third, with resulting higher than anticipated unit costs (PCR, paras. 3.29-3.32, 5.22-5.24). However, the PCR notes that the expectation that trainers would be produced was not realized because of the lack of suitable counterparts (PCR, para. 5.24), hence a system has not as yet been created. x. Other points of special interest are: (i) the conduct of a seminar for secondary school teachers on the maintenance and repair of science equipment (PCR, para. 3.28); (ii) difficulties experienced in finding a suitable structure and orga- nization for managing the implementation of this diverse project (PCR, paras. 3.01-3.04, 5.03-5.04); and (iii) despite the absence of arrangements to extend project services to women, the participation of some girls in the training program and an increased role for women in village life (PCR, para. 8.11).  - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM UPPER VOLTA: FIRST EDUCATION PROJECT (CREDIT 430-UV) IDA Response to Basic Education Needs in Upper Volta and Other Western African Countries 1. In the early 1970s, the Bank Group education sector policy increas- ingly focussed on basic education in terms of equity, improving traditional economic production practices and the upgrading of basic skill levels, health and dietary habits and the living standards of the rural and urban poor. This concern was evident in the discussions of the Board of Executive Directors at the meetings in 1973 when Credits were approved for education projects in Mali (420-MLI) and Upper Volta (430-UV). Included in each of these projects, as well as in later education projects in Mauritania (Credit 459-MAU) and Benin (Credit 583-BEN), was a program designed to revitalize and evaluate approaches to providing at low cost, other than through the formal education system, for the basic education and basic skill needs of illiterate youths and adults. These projects reflect the initial response of the Western Africa Region to the challenge confronting member countries characterized by very low per capita incomes, mass illiteracy, limited skilled manpower, weak institutional infrastructure, a relatively costly and inefficient formal education system and, except in the case of Mauritania, no common national language which might be used as the medium of instruction. 2. For financial reasons in these countries, the formal primary educa- tion system could not realistically be expected to be expanded to cater for all school-age children in the foreseeable future. It was necessary, there- fore, to consider whether a low cost alternative to conventional formal primary schooling or some form of separate low-cost programs could be devised which would serve illiterate youths and adults, even if this limited the expansion of the conventional system. The Situation in Upper Volta 3. The Upper Volta First Education Project took as its starting-point (and built on) a national initiative which established in 1962, with FAC/ support, a low-cost network of rural education centers (CER). These centers provided basic skill training opportunities in agriculture, handicrafts, literacy and numeracy for rural youth of 15 years of age who had had no schooling. In time, however, the objectives of the centers had become some- what distorted as pressures built up to enroll younger children and there was 1/ Fonds d- Aide et de Cooperation - the aid agency of the French Govern- ment. - 2 - a growing emphasis on academic content and away from practical training. A second stage of this rural youth program had been the establishment, by the more resourceful "graduates" of the CER, of pre-cooperative groups. These initiatives met with the approval of the village elders, who were the ultimate arbiters of the activities to be undertaken by the CER and the pre-cooperative groups. 4. The Project was designed to make good the weaknesses which had developed over time in this rural youth training program. The underlying philosophy was that the rural youth training program was not intended to be an alternative or parallel system to formal primary schooling, since it addressed a different target group with different needs. Consequently, the curriculum balance favored practical and agricultural skills in conjunction with related literacy and numeracy education, including the elements of health and nutri- tion, with emphasis being placed on rural life and activities, and community values and traditions. Local languages and not French were expected to be used as the languages of instruction, and the project was expected to launch 15 CERs. In the event, the curriculum balance was adjusted as expected, this was reflected in the change of name of the centers to Rural Youth Training Centers (CFJA), appropriate new materials were prepared and instructors were given some training. The local language superseded French as the language of instruction in many more than the designated project pilot centers. It was soon realized, however, that the acquisition of a basic knowledge of French as from the second year of the three years of training was useful and popular with parents and trainees. The project also supported the efforts of the rural youth cooperative group movement (GPS), made special arrangements to assure adequate resources and staff training at all levels and thus reinforced regional and central support for the village level movement. 5. Present indications are that the net "graduate" unit costs of the CFJA are only about 25% of those of the primary school graduate because of the shorter duration of the program, the lower dropout and repeater rates, and revenues from produce sold by the CFJAI/; the indications are that the rural youth farming program is proving successful. Some weaknesses have been observed such as inadequate training of instructors (for purposes of the reform activities), the need for a more balanced geographical spread of the movement and low enrollment of girls. These shortcomings have been addressed in the Second Education Project, which has considerably increased the scope of the program, reflecting the confidence of all concerned. The Borrower also noted that the Second Education Project reflected some of the lessons of the First Project. Positive factors mentioned, which should be taken into account in designing similar projects elsewhere, are: 1/ Estimates given in para. 1.18 in the Staff Appraisal Report No. 2286a-UV dated September 28, 1979 for the Second Education Project. However, it is not clear whether the overhead costs of all the regional and central support services have been taken into account as is the case when comput- ing the unit costs of formal schooling. -3 - i. the active participation of the communities, sought and obtained through the FJA councils; ii. the modern but simple facilities provided, and also the new farm implements, which have served as models and are helping to improve conditions in the villages; iii. the significance of ability to read and write in the local language and to work on one's own farm accounts; iv. observable improvements in the dietary habits of the trainees; v. the application on the farms of the basic agricultural skills and knowledge acquired by the young people in the center; and vi. the growing awareness on the part of the regional development authorities of the potential value of the CFJA as an agent of rural change. Similar Initiatives in Mali, Mauritania and Benin 6. In the Mali project, financing was included for a study to design, prepare and test low cost alternatives "for extending basic education to all the population of school age, including that not served at present by the existing education and training system".1/ The objective was to ex- plore low-cost or economically viable alternatives to the present education system. In the event, the completed study recommended six programs, none of which, however, dealt directly with the principal objective - a low-cost alternative for extensive provision of basic education to both the school age and out-of-school population. On the positive side, however, three of the recommended programs were included in the Second Education Proj- ect in Mali (Credit 733-MLI): (i) expansion and improvement of functional literacy programs, particularly if incorporated in rural development programs; (ii) greater use and production of materials in local languages; (iii) a follow-up to the Basic Education Study through financing the development and testing of programs for both children and adults. This last item may be of special significance since it proposed (a) the development of more effective formal primary education programs through concentration of the curriculum on reading, writing and arithmetic and use of the national languages, and (b) post-literacy and vocational courses for rural men and women. These 1/ Schedule 2, Part b of Section 2.02 of the Credit Agreement. -4- programs have yet to be evaluated as to their cost-effectiveness and repli- cability .1/ 7. In Mauritania, the IDA reconnaissance and appraisal missions for the First Project examined the traditional Koranic school system. This Koranic system was national in scale and low in cost because of the use of volunteer teachers, the parental support they commanded and the simplicity of their demands for physical infrastructure. The Koranic school could reach into small, widely dispersed settlements and also fitted into the pattern of life of the nomadic groups. In consequence, the First Education Project included the financing of a three-year field study of the potential of the indigenous and traditional Koranic school to broaden the scope of literacy and numeracy teaching by providing modest amounts of support through radio, instructor training, improved supervision and simple instructional materials. In addi- tion, the study was to explore and report on the potential of these indigenous schools to serve adult needs more broadly. Finally, the study and the evalua- tion were expected to lead to a review of the existing structure and practice of formal primary schooling and to costing of possible alternative structures. 8. A recent interim evaluation study of this experiment has shown that some modern learning content has been introduced in a few of the smaller traditional schools. The most recent education sector memorandum states that "In the light of the many uncertainties with regard to the role of the Koranic schools, it is unavoidable that at present the efforts to increase access of children to basic education should concentrate on improvements in the expansion of primary education. In the long run, however, a modernized Koranic school system might be the vehicle for providing the nomadic popula- tion with access to basic education."2/ 9. The first Benin education project (Credit 583-BEN of September 3, 1975), like the Upper Volta project, takes as its starting point an on-going program for training illiterate or semi-literate rural youth and aims at improving and expanding this effort. Youth clubs were initially established by extension agents. The government had hoped that the clubs would serve as a focal point for all the development and modernization activities undertaken at 1/ The Regional Office has stated that a second phase, financed under the Second Education Project and based on the conclusions of the "Basic Education Study" referred to in the PPAM, has been implemented and is almost completed. In general, (i) the functional adult literacy program has contributed to better participation in agricultural input supply, production and marketing, and health activities, and (ii) the non-formal basic education program for newly-literate youth has proven that, if better organized, it could lead to possible low-cost alternatives for providing basic education to youth and adults. 2/ Mauritania - Education Sector Memorandum, June 21, 1979. - 5 - the village level by the local, regional or national authorities. The clubs in Benin were intended to give instruction in agriculture, literacy, numeracy, handicrafts, health, nutrition and child care to prepare young people to become productive and better informed members of their communities. The activities of the club members were expected to be sufficiently profitable to sustain the club. The Education Project was designed to make good the weak- nesses in the movement which had been pointed out in a pre-investment study, and provided (a) support to improve and strengthen central and regional administrative and technical capabilities (the study had confirmed that the only well-established clubs were those which had been well-planned and received adequate technical support and inputs); (b) support to review, elaborate and test more balanced and broadly conceived curricula and resources for their application (physical facilities, land and training of instructors and extension agents), particularly for more appropriate diversification of the agricultural activities and improved methods of basic literacy and numeracy teaching; and (c) finance for the preparation of a long-term plan for development of the program in consonance with growth of complementary services and resource availability. It was recognized from the outset that this rural youth training program was not a substitute for a reformed system of primary education, although it contained elements which should certainly be incor- porated into a reformed primary school curriculum. The projected estimated recurrent expenditure cost per club member was only 40% of the projected cost per primary school student. 10. The findings of an evaluation study of this project component are expected to become available in early 1982. Supervision missions have reported that a great deal of valuable material for the clubs has been prepared by a reinforced and capable central administration. The activities of the clubs have not been sufficiently closely observed to assess the extent of their contribution to their members and to the rural communities or to determine their financial viability. Moreover, the degree of support to the clubs at the regional level seems inadequate. In consequence, the success of this project component is still in the balance, and further promotion by IDA of the rural youth club movement is not being considered for the proposed second project, since the evaluation of the effectiveness of the movement has not been completed. Summary of Experiences So Far 11. It is interesting to note the consistency with which IDA has pursued the issue of ways in which these countries might cope with the demand for education in the light of severe budgetary constraints. IDA has also rein- forced its First Project support for the education and training of rural youth in the Second Education Project in Upper Volta. In the case of Benin and Mauritania, such reinforcement of the First Education Project initiatives has not taken place, pending clear evidence that the approaches previously adopted there are viable or can be re-designed to be acceptable and beneficial to the countries concerned. -6- 12. In summary, the Western Africa Regional Office has assisted its member countries to confront their major education-training problems each in a different way without exploring the possibility of radical changes in the structure and substance of the formal education system. In three instances an on-going program appeared to offer the best hope of success; one (Upper Volta) is proceeding well, the two others have not fared so well. The fourth case, Mali, is only now testing some of the ideas proposed in the study that was carried out under the project. One issue that stands out in all four cases is that the search for non-formal or informal alternatives to the existing formal school systems have not so far been successful..! Politically, such approaches appear to be non-starters in almost every IDA member country, and the indicated need appears to be for both: (a) low-cost programs to provide for the basic education and training needs of illiterate youth and adults, and (b) measures to reduce formal school unit costs by improving efficiency and productivity, restructuring the system if necessary. 13. There is need for a comprehensive, technically competent analysis and evaluation study by IDA and the countries concerned of the basic education components of the four projects discussed as well as similar activities supported by IDA and other agencies elsewhere in the Region, for example in Ivory Coast and Senegal. Such a study could include a more thorough evalua- tion of the impact of the Upper Volta and other projects than can be under- taken at this early stage. A promising start has been made along these lines in a report produced by the UNESCO Institute of Education at the request of the Bank on the state of thought on basic education in the Sahelian countries, outlining some actions essential to determining basic education needs.27 1/ The Regional Office has commented to the effect that there were substan- tial differences in the approaches used in the four countries, which would require different evaluation methodologies. The limited informa- tion which is presently available does not allow a firm negative general comment on the results achieved. Several lessons have been learned which should increase the chances of success in the future. 2/ M. Botti, M. D. Carelli, M. Saliba: Basic Education in the Sahel Countries. Unesco Institute for Education. Hamburg (1978). -7- FORM NO. 788 (1-74) LRD LANGUAGE SEICES DMSION CONTROL NO. - ATE: ORIGINAL LANGUAGEt French kupper volza, DEPT R 0 1 Rev: DRJB COMMENTS FROM THE BORROWER Telex of January 25, 1982 Addressee: Mr. Shiv S. Kapur Director, Operations Evaluation Department World Bank Washington, D.C. Text - Subject: Evaluation Report First Education Project Ref.: Your letter of November 16, 1981 Honored to inform you of our great satisfaction with report as a whole. Essential comments already taken into consideration for Second Education Project. Warm congratulations on objectivity of report. Sender: Major Andr6 Roche Compaore Minister of Rural Development Republic of Upper Volta Ouagadougou World Bank 140098 MINAGRI 5249UV -8- Republic of Upper Volta Ministry of Economic Affairs and Planning Secretariat General Office of the Secretary General No. 070/SGEP/DEF/ZB Ouagadougou, January 11, 1982 Subject: Evaluation Report on First Education Project--Upper Volta (Credit 430-UV) Director Operations Evaluation Department World Bank Washington, D.C. Dear Sir: Following your letter of November 16, 1981, I an pleased to inform you that after a thorough study I have approved the first version of the evaluation report on the First Education Project(Credit 430-uv). The final report may therefore be issued. Very truly yours, Is/ Frangois M. Zoungrana UPPER VOLTA FIRST EDUCATION PROJECT CREDIT 430-UV COMPLETION REPORT May 20, 1981 (Rev. July 30, 1981) Projects Department Western Africa Regional Office Education Division  - 11 - PREFACE i. This completion report compares the objectives of the First Educa- tion Project in Upper Volta (Cr. 430-UV) with the results achieved to date. Emphasis is on the lessons learned in project design and implementation which could be applied in future education projects in Upper Volta and elsewhere. Although the project had three parts--rural education, secondary science education, and agricultural project management training--the rural education (FJA) component is of particular interest because it was the major component and represented one of IDA-s early efforts in supporting nonformal education as a possible low cost alternative to formal primary education. ii. There were three main sources of information for this report: (a) IDA documents. These comprised correspondence files (12 volumes), supervision reports (31 missions) and documentation relating to the Second Education Project (Cr. 956-UV), the follow-on project underway since mid-1980. (b) Government documents. A number of evaluation reports were reviewed, covering the last four years of the project. There has been strong emphasis on evaluation, which has covered many Rural Youth Training Centers (CFJAs) and Young Farmer Cooperatives (GJAs) in the Regional Development Organizations (ORDs) financed by IDA and other funding agencies. (c) Persons consulted. Discussions were held with Bank staff who were involved with the project, including Messrs. J. Crosnier and A. El Maaroufi, and with Government officials, FJA instructors and Village Councillors in Upper Volta.  - 13 - UPPER VOLTA FIRST EDUCATION PROJECT COMPLETION REPORT I. SUMMARY AND CONCLUSIONS 1.01 The First Education Project in Upper Volta (Cr. 430-UV) was designed to support the Government-s efforts to provide rural youth with basic literacy and agricultural skills, strengthen the teaching of science in secondary schools, and develop a program for training agricultural project managers. The project was to be implemented over a period of five and a half years, at a total cost estimated at US$3.64 million. Rural Youth Training 1.02 The project-s main aim was to assist in the reform of Upper Volta's FJA program while not expanding the number of CFJAs. This was to be achieved by (a) providing low-cost basic education and vocational training to rural youth who lack access to formal education, bearing in mind the limited national resources; (b) integrating CFJA graduates into village life and helping them to be productive farmers; and (c) assisting some of the graduates in preparing for agricultural careers. Under the IDA project the reform effort was carried out in three regions: the Dedougou, Koudougou and Kaya ORDs ("Organisme Regional de Developpement"). Conclusions 1.03 There were five major principles to the FJA reform. The first one was the transfer of responsibility for rural training from the Ministry of National Education and Culture (MNE) to the Ministry of Agriculture, which in 1975 became the Ministry of Rural Development (MDR) in order to make possible an integration of the support services as part of the Government-s rural development strategy. This transfer of responsibility was necessitated by the practical nature of rural education and the need for timely delivery of inputs, development of marketing channels and support from non-FJA officials within the ORD structure. It is clear in retrospect that this was a fundamen- tal need; however, for these functions to be carried out effectively, a full integration of the FJA into the ORD structure was required and this was accomplished satisfactorily in only two of the three project ORDs. In the third (Dedougou), credit control, accounting, reporting and supervision channels, and levels of cooperation within the ORD structure were not satis- factory. While the decision to transfer responsibility for the FJA was a correct one, in the context of the project it gave rise to long-term problems of coordination between the two separate systems of education and the two Ministries responsible for administering them and to some feeling between the Ministries. The need to establish linkages between the two education systems and thus improve relationships between them is being addressed in the Second Education Project (Cr. 956-UV). - 14 - 1.04 The second major principle was the involvement of Village Center Councils (CVCs) in the management of the CFJAs. During project implementation, these Councils functioned effectively and participated in major decisions concerning the CFJAs. They provided a check on possible misappropriation of funds and were a source of loans for inputs. They also assisted in the acqui- sition of farm land, CFJA construction and the recruitment of pupils, and some- times in the setting up of GJAs, and other activities. While this involvement of CVCs was a good way to promote the villagers' interest in and support for the FJA reform and mobilize local resources for CFJA development, the Councils could have been more active if they had been given more training in their functions. Some short courses were offered, but in view of the importance of village support to the CFJAs, more training should be provided for the CVCs. 1.05 The third major principle was the reorientation of the content of FJA programs to make them more practical and suitable for rural life. The development of new training programs was largely the responsibility of the Rural Pedagogical Bureau (BPR), an important part of the FJA and supported under a FAC project. New teaching materials were produced and many changes in rural training were introduced. The principle of the pupils spending the morning on practical activities, mainly agricultural, and the afternoon on training in literacy and numeracy was strengthened. Although no official policy concerning the language of instruction was issued, the use of local languages was strongly encouraged. This language issue proved to be a dif- ficult one. The question arises as to how many local languages should be used. By the end of the project, although two local languages were pre- dominant, a further 17 were being used as the language of instruction. Thus far, teaching materials in seven local languages have been produced. While it is essential to use local languages in the initial stages of literacy training, the writing, printing, distribution and use of materials in a large number of languages are costly, inefficient and probably almost logistically impossible to achieve. The French language, as the potential channel to further education, continues to be very popular among CFJA pupils and their families; oral French was included in the first year and written French in the third year of the program. This represents a fair compromise, but the number of languages to be used as a means of acquiring literacy should be restricted to manageable proportions and a clear Government policy is needed. 1.06 The fourth principle was the training of CFJA instructors and improvement of their situation. This was achieved in several ways. First, by raising their status so that they are now civil servants with salaries compar- able to those of primary school teachers, with the possibility of promotion through well-defined career structures. Second, at 40 of the CFJAs supported by the project they were provided with better housing, which has made their jobs more attractive as well as helped to raise their status. Third, retrain- ing courses were conducted for over 200 teachers to introduce the practically oriented training programs. Finally, facilities for pre-service training at the Rural Instructor Training Centers (CFMRs) were improved. 1.07 The fifth principle was the reinforcement of the FJA structure and strengthening of the physical facilities by adequate financing. This made possible the reconstruction of 40 and equipping of 218 CFJAs, with staff - 15 - housing; the provision of wells or boreholes at 64 sites; credit for the support of 147 GJAs; strengthening the support at the ORD levels; and improv- ing the central support system--the administrative side under the IDA project and the pedagogical side with the support of FAC. 1.08 With reference to the objectives of the rural youth training com- ponent envisaged at appraisal (para. 1.02), the outcomes can be summed up as follows: The provision of low-cost basic education and vocational training to rural youth was achieved through support to the CFJAs. Integration of CFJA graduates into village life was achieved through development of GJAs, although achievements at this level were more limited. To achieve the third objective-- prepare some of the graduates for agricultural careers--Rural Training Centers were to have been constructed and equipped, but this was postponed to the second project in order to concentrate on the first two objectives. A problem in implementing this component was the uncertainty regarding the status of.the FJA program in relation to the formal education system, and also the emphasis on FJA as an alternative rather than as a vocational training system. This has been addressed by financing under the second project a study on equality of opportunity (see para. 1.03). Further problems were caused by the lack of communication between the BPR and the Project Unit, and the difficult integra- tion of regional FJA staff into the ORD structure. Secondary Science Education 1.09 The secondary science education component was well conceived and those completed proved to be appropriate for Upper Volta at its present stage of development. The civil works were of adequate design except for vulnera- bility to dusty conditions, and the equipment for the science laboratories was typical for the traditional curriculum being followed. However, only five of the 18 laboratories scheduled to be built have been completed, due to financial problems arising from substantial implementation delays and to difficult relations between concerned Ministries (see para. 1.03). Also insufficient attention was paid to future equipment maintenance and training of teachers in new methods. Agricultural Project Management Training 1.10 The training of agricultural project managers went considerably beyond appraisal expectations. A 10-week course in project conception, execution and evaluation was designed by the consultants and conducted in a series of seminars. While this component was implemented satisfactorily, the cost was much higher than anticipated due to local training costs and is justified only if the experience gained and the course materials produced can be used in future training programs. This possibility exists under the Second Education Project. 1.11 The project has been completed, except for the secondary science education component, which the Government intends to complete with its own financing. The final cost overrun is expected to be 14%. The Project Closing Date had to be postponed by 12 months due mainly to delays in construction of civil works, in particular the science laboratories. - 16 - II. PROJECT BACKGROUND Socioeconomic Setting 2.01 Upper Volta has a predominantly rural population, primarily engaged in animal husbandry and subsistence farming. When the First Education Project was appraised (May 1972), the population was estimated at 5.4 million; growing at an annual rate of 2.2%, it has now reached about 5.9 million and is con- centrated in the center of the country at densities exceeding 125 persons per square mile. Because of the population pressures and the general poverty of the country, large numbers of young Upper Voltans migrate annually to the Ivory Coast and elsewhere for seasonal work, and many of them remain outside the country. A large number of languages is spoken, some by less than 50,000 persons. French is the language of formal education. 2.02 Unfavorable climatic conditions, poor soils and inadequate water supplies severely handicap Upper Volta's development, particularly in the agriculture sector, which as in most West African countries is the mainstay of the economy. In 1972 this sector contributed 44% of GDP, with subsistence production accounting for about 35% and cash crops, mainly cotton, about 9%. Agricultural land is communally owned and its use controlled by Chiefs. Apart from cotton, marketing channels were inadequately developed and very few farmers had access to long-term credit; agricultural methodology was characterized by hand cultivation, use of local crop varieties, limited use of manure and low use of cash inputs such as fertilizers and insecticides. Sectoral Setting 2.03 The education system in Upper Volta has had an unusual structure since shortly after the country's independence: a formal system based on the traditional French pattern, and a nonformal system of rural education centers. In the formal system, the MNE is responsible for primary and secondary educa- tion. The nonformal CFJAs, previously known as "Centres d'Education Rurales" (CERs), which since their inception in 1961 had been under the MNE, were transferred to the MDR in May 1974, shortly before the First Education Project became effective. These centers offered a three-year program of basic educa- tion and practical agricultural training. By 1972, enrollments were well below the intended 40 pupils per center, the average entry age was well below the desired 15, the practical bias had largely disappeared, and the use of French as the medium of instruction had proved to be ineffective. To bridge the gap between the age of students at their completion of the program and adulthood, post-school cooperative groups had been established, but were poorly supported. Each center had an instructor who was not a civil servant, and started at a salary about one-third of that of a primary school teacher. 2.04 In 1972, primary school enrollment comprised only about 10% of the 7-12 age group, and secondary school enrollment was limited to about 2% of the relevant age group. Although 15% of the students took science and technical courses in preparation for technical careers, the quality of instruction was affected by the emphasis on theory and a lack of laboratories and equipment for practical science teaching. - 17 - Project Identification 2.05 An IDA planning and reconnaissance mission visited Upper Volta in June and July 1971 to assist the Government in an initial survey of educa- tion and training needs. This was followed in February and May 1972 by IDA missions that identified and appraised a project to assist the Government in carrying out its reform of the rural education system in three selected ORD areas (Dedougou, Koudougou and Kaya) and in improving science education in the formal system through the construction and equipping of secondary school science laboratories. A third element of the project was to be a survey of the training needs of agricultural project managers. Project Objectives 2.06 The project had three separate objectives: (a) to support the Government's program to improve rural youth training (b) to improve the quality of secondary science education as a prerequisite for the training of middle- and high-level manpower; and (c) to study methods for training managers of rural development projects. 2.07 The main emphasis of the project (75% of total project costs) was on the reform of rural youth training. The principal features of this reform at the time of project appraisal are summed up below. (a) The quality of CFJA training should be enhanced by providing better- trained staff, equipment and buildings; adapting all teaching to the needs of rural life and, on an experimental basis, using local languages for instruction; raising the entry age; and increasing mean enrollments. (b) For CFJA graduates, (i) they should be given technical advice to establish GJAs on the land and in other enterprises; (ii) part of the net income of the CFJA should be used to help the graduates establish themselves; and (iii) two years of additional training in Rural Development Training Centers (CPRs) should be offered to selected CFJA graduates. (c) Management and support for rural youth training should be improved through (i) transfer of the Rural Youth Training Directorate 1/ from the Ministry of National Education to the Ministry of Agri- culture and the reinforcement of its staff; (ii) recruitment and training of additional supervisory staff in the regions; and (iii) integration of regional FJA staff into the ORDs, giving FJA super- visors responsibility for both CFJAs and GJAs. A summary of the specific goals and targets of the FJA reform at the beginning of the project is at Annex 6. 1/ Originally "Direction de lEducation Rurale" and in 1975 becoming "Direction des Services de la Formation des Jeunes Agriculteurs" (DSFJA). - 18 - Project Description 2.08 The project's rural training component, carried out in the Dedougou, Koudougou and Kaya ORD areas, consisted at appraisal of: (a) reconstruction and equipping of 40 and equipping of 80 CFJAs; (b) equipping of 150 GJAs and construction of 25 staff houses for GJA supervisory staff; (c) construction and equipping of three CPRs, with an enrollment of 60 students each; (d) construction of support facilities, including 90 water supply points or wells for GJAs and CFJAs, three regional warehouses and six housing units for rural education supervisors; and equipment for the regional and central FJA offices and the Project Unit; (e) specialist services (18 man-years) to provide technical and pedagogical support for regional and central FJA management and evaluation; and (f) operating costs of the Project Unit and FJA supervisory staff. 2.09 At appraisal, the project comprised two other components: (a) the construction and equipping of 18 science laboratories and equipping of 19 laboratories for secondary schools; and (b) 15 man-months of specialist services for the design of a training system for managers of rural develop- ment projects. Justification 2.10 The rural education component was one element of a broad external assistance support for the Government reform of the rural training system. French aid (FAC) financed the reinforcement of staff and operating costs of the BPR and support for the Ouagadougou ORD. FED provided support for the Banfora and Ouahigouya ORDs, and Swiss Development Cooperation financed the construction of a training center for women CFJA instructors. UNICEF, the Federal Republic of Germany and private agencies provided equipment for some CFJAs and FJA services. 2.11 This external assistance was based on two main assumptions con- cerning rural youth training in the context of Upper Volta's rural environ- ment: (a) FJA structure and curricula are responsive to the needs of the country's predominantly rural population because the training prepares young Upper Voltans for a productive rural life, reduces rural exodus, and thus provides a powerful lever for rural development efforts; and (b) because FJA training takes into account the Government s severe financial constraints and provides basic education at lower costs than in traditional primary education, higher internal efficiency and a shorter training cycle. - 19 - Changes in the Project 2.12 The Government and IDA approved amendments to the Credit Agreement in July 1976 due to changes in Government policy, and withdrawal of support for training by other agencies. These were based on revised cost estimates prepared in November 1975, and mainly comprised: (a) deletion of 25 houses for GJA supervisors, due to a changed policy on staff housing; (b) deletion of construction and equipping of three CPRs to await initial results of the FJA reform (a policy change); and (c) a new Part D (Training of Instructors and Teachers) to Schedule 2 of the Credit Agreement, to provide (i) equipment, water and electricity supplies, livestock and stables for two Rural Teacher Training Centers (CFMRs), and (ii) lodging, transportation and instructional materials for in-service training at the ORD level and pre-service training at the CFMRs and for the training of science teachers in the use of equipment for the new laboratories. III. PROJECT IMPLEMENTATION Project Administration 3.01 In accordance with the Credit Agreement (Section 3.04 and Schedule 4), a Project Unit was established within the MDR, with the Director of Rural Youth Training serving as the Project Director and a full-time Project Chief appointed to assist him. The Directors of the three ORDs were also members of the Project Unit, and a representative of the MNE was responsible for coordinating implementation of the secondary science education component. 3.02 This structure led to delays in project implementation caused by: (a) political resistance to the transfer of responsibility for rural training to the MDR; (b) difficulty in selecting a qualified Project Chief; (c) the Project Chief, once appointed was not familiar with IDA procedures; (d) the Project Director and the Project Chief, due in part to diffe- rences in remuneration and the absence of terms of reference for the two posts, experienced difficulty in working together; (e) difficulties in determining the respective responsibilities of the BPR and the Project Unit, led to conflicts; and (f) recruitment of personnel for the Project Unit proved difficult. - 20 - 3.03 After these initial delays, the overall performance of the Project Unit was good. No further delays occurred in implementing the field activities except for the complex civil works component (para.3.25 ). All components were completed except the secondary science laboratories, and the IDA credit was fully disbursed. When the laboratories are completed, the project cost overrun is expected to be 16%. 3.04 This positive assessment has to be judged against the background of continuing difficulties resulting from the management structure of the project: (a) Project Unit staff received higher remuneration than equivalent civil service personnel, leading to strained relations with BPR, who were not sufficiently associated with project decisions; (b) a lack of formalized coordination between external agencies assisting the FJA reform; (c) lack of contacts between the Project Unit and the representative of the MNE responsible for coordination, leading to inaction and misunderstanding when difficulties arose with the science labora- tories; and (d) in some cases, poor ORD management resulted in lack of integration of FJA supervisors, incomplete equipment inventories, accounting errors and complex equipment distribution procedures. The Rural Training Component 3.05 Civil works. The construction program for this component, as implemented, consisted of classrooms, storage space and teachers' houses for 40 existing CFJAs in three ORD areas, six staff houses for regional supervisors, two small office structures, and 64 wells or boreholes. There are shortcomings in the quality of construction, which in some cases is vulnerable to the severe environmental conditions, and protective measures will be required. The users have expressed satisfaction with the facilities provided under the project, with two exceptions: a desire for interior plastering of teachers' houses and for more secure doors and shutters; these criticisms have been taken into account in the Second Education Project. Maintenance has been left to individual initiative with some success. The second project includes the training of teachers in rural construction and maintenance. 3.06 Architectural consultants. The architects met the challenge of designing the project facilities to austere standards and controlling construction work dispersed over a wide area, with the maximum success that could be expected given the logistical problems they had to contend with and the limited budget. The most difficult task was controlling the quality of work of the small contractors, some of whom were financially and technically inadequate, over a wide area with a small team of volunteers from Holland. - 21 - 3.07 Water supply component. It was originally planned to build 90 water points for GJAs to provide drinking water and a means to diversify production activities. In November 1975 this target was reduced to 70 water points, to take into account initial implementation delays and corresponding price increases. In January 1976, a first group of 10 open wells was contracted to the "Autorite pour lAmenagement des Vallees des Voltas" (AVV). For 60 additional wells, quotations were sought from AVV, the Government's Hydraulics Division and a private contractor; the contract was awarded to AVV, the lowest bidder and the only one who could promise to implement the program in the 1976/77 dry season. In the absence of preliminary site studies, the wells were sited after trial drilling. The possible impermanence of GJAs resulted in the siting of wells near CFJAs, with access to the water supply open to all villagers. The water supply component was completed in June 1978; 38 open wells and 26 tubewells were provided. In six villages where the drillings proved negative, no replacements were sought as remaining project funds were inadequate. When pumps installed at a first group of tubewells proved un- reliable, all the tubewells were equipped with a sturdier but more expensive model. Thus far, no maintenance problems have been reported, and the users have expressed appreciation for the quality of the well construction. 3.08 Furniture and equipment. The furniture budget was set at 12% of the civil works for the CFJA classrooms and 10% for the staff houses. This proved low as final cost of furniture was 16% of the cost of civil works. 50% of the furniture budget was used to purchase 600 desks made in Upper Volta, which provide 30 places per classroom as against space for 40 as planned. The double bench-desks are heavy enough to discourage removal, yet flexible. No criticism has been noted concerning the furniture provided under the project; simple and sturdy, the furniture is generally well maintained by the users. The equipment for the CFJAs and GJAs covered essential needs, but delivery was not always timely. 3.09 Staff Support and Training. As the project aimed at reform rather than expansion of the FJA system, emphasis at the regional level was on improving the performance of instructor and supervisory personnel already in service and on increasing both the scope and intensity of supervision. At appraisal, it was planned to achieve improvements through retraining CFJA instructors, increasing the number of regional supervisors, providing technical assistants in each of the three ORDs, increasing support from ORD agricultural staff, and hiring extension agents who would work exclusively with GJAs. The project initially financed only physical support for these activities: vehicles, office and demonstration equipment, regional warehouses, staff housing, and payment of FJA instructors salaries. At the national level, improvements were sought through technical assistance (a chief adviser and pedagogical support) and the establishment of the Project Unit (equipment, salaries and operating costs). The amendment to the Credit Agreement (para. 2.12) increased project financing to include costs for staff training, both for the initial retraining of CFJA instructors and in-service training of all regional FJA staff. 3.10 The number of FJA supervisors in the project area was gradually increased from three (one in each ORD) to eight during project implementation. In the Kaya and Koudougou regions, they were efficiently supported by the - 22 - technical advisers; but in the Dedougou region the technical assistance proved inadequate because the first adviser left after five months and his replacement also left his post after six months. The Government did not seek a further replacement, and the technical advisers from the other ORDs had to make frequent missions to Dedougou. Even though their number was increased, the workload of the supervisors was excessive, given their key role in ini- tiating the FJA reform at the regional level, difficulties in reaching the widely scattered CFJAs, and the large number of CFJAs in the three ORD regions (120 in Dedougou, 110 in Koudougou and 60 in Kaya). Hence, there was a need to create an assistant level between the supervisor and the CFJA instructors. Ad hoc solutions were found through the appointment of sub-regional FJA coor- dinators in Dedougou, and frequent coordination meetings between instructors within the same ORD subdivisions in Koudougou. Finally, the Government enacted a statute in 1978 which established an intermediate post of sub- regional "assistant" with responsibility for CFJAs and GJAs. 3.11 In 1975 and 1976 the three project ORDs appointed --mostly from among CFJA instructors--34 GJA advisors. However, their efficiency was ham- pered by (a) their lack of technical and pedagogical preparation for their new tasks; (b) the fact that they were assigned to ORD sections which were not under the control of FJA supervisors; (c) ill-defined terms of reference and responsibilities for other time-consuming extension tasks; and (d) the fact that the establishment and follow-up of GJAs require intensive supervision. 3.12 Training requirements. The training of CFJA instructors and FJA supervisors plays a key role in more systematic support to GJAs and the introduction of new curricula in CFJAs. A first group of CFJA instructors undertook a 9-month retraining course in 1976/77; in the following year, retraining was reduced to five months so that two groups totalling 103 male instructors could be trained in the two training centers (Farako-Ba and Kamboinse), while women instructors were retrained at the women's training center in Ouagadougou. This instructor training program was initially inadequate; the teams of teacher trainers, each composed of one technical assistant and several Voltaic agricultural agents and former CFJA instruc- tors, were often criticized by the trainees for their lack of field expe- rience and academic teaching methods. It was usually necessary to complete the teaching of practical skills through short seminars in the ORD after the trainees returned. Also, in some areas the BPR, which supervised the training program, had not been able to prepare adequate teaching materials. In 1980, taking into account these shortcomings, the BPR revised the retrain- ing program substantially by alternating training periods and supervised field work and requiring the trainees to undertake a critical study of the role of the CFJA in a specific village. Also, trainees have become better motivated since enactment of the 1978 statute for FJA staff; successful completion of the retraining program became a prerequisite for civil service promotion. 3.13 At the beginning of the project, no comparable retraining program existed for CFJA and GJA supervisors. In 1977, the BPR organized a well- balanced two-year training-cum-supervised work program for 14 new FJA super- visors to be assigned to regional posts or to the BPR. Training for a second group of 15 started in 1979. Pre-employment training of assistants was not organized in the course of the project, but is planned for the follow-up second project. - 23 - 3.14 Staff support for the project at the national level was concentrated in the Project Unit and the BPR. In addition, the FJA Directorate-s Adminis- trative and Accounting Service was in charge of personnel management, statis- tics and the administration of Government credit for FJAs in the five regions not covered by external assistance. The role of this Service in relation to the project was minimal. FAC experts at the BPR played an important role in curriculum development and the design and supervision of training programs for supervisors and instructors. Voltaic counterpart staff were insufficient in number, and turnover was sizeable. The heavy workload for curriculum develop- ment and teacher training tasks left little time for field visits and the production of didactic materials for GJAs; also, the distribution of teaching materials was sometimes poorly timed. In January 1979, the FJA Services were considerably strengthened through a reorganization of the Directorate. New services for the production and distribution of teaching materials and for support of GJAs and CPRs were established, and a new Regional Directorate in Bobo-Dioulasso was created. Also, a new Administrative and Financial Service was established to absorb the existing Project Units (IDA and FED). 3.15 Curriculum for Rural Training. The original introduction of rural youth training centers in 1961 was motivated by a need to provide low-cost education in rural areas. By the early 1970s this initial orientation had been largely lost and the nonformal system had become a poor reflection of the formal system, the main distinction being that primary schools were usually located in large villages and CFJAs in small villages. Consequently, the Government sought external assistance to reform the nonformal system and give it a more production-oriented direction. The curriculum for the CFJAs was to be reformed through provision of equipment, agricultural and teaching materials, buildings and teacher housing, teacher retraining, local supervision and central support services. The reformed CFJAs introduced a program of four days of training per week, the fifth day being spent at home cultivating individual plots, with occasional supervision. By a combination of practical and class activities, it was hoped that after three years the pupils would achieve an acceptable level of literacy and numeracy. This combination of curriculum development activities was supported by the project, and by several agencies. 3.16 Teaching materials. A list of items produced by the BPR is at Annex 9. Some of these materials were designed to provide orientation to the CFJA instructors and to help clarify the objectives of rural training. Other materials were designed to serve as guides to lesson content and practical training. Distribution to the CFJAs is through the regional supervisory staff. A range of materials was found at the schools visited by the completion mission. The literacy materials are rurally-orientated, and the arithmetic materials include basic elements and their application to agricultural activities. Some instances of inadequate range or quantity of teaching materials, or their late arrival at CFJAs, have been reported. A Documenta- tion Service is being established under the second project to rectify this situation. - 24 - 3.17 Enrollments. Evaluation reports for the three project ORDs show that enrollments varied widely, from as low as 12 to as many as 65. The project envisaged the creation of no new CFJAs but planned to utilize the facilities more fully through a moderate increase in enrollments, to be achieved by an increase from an average of 34.6 at appraisal to 40 per center. At the ten centers visited by the completion mission, the average enrollment was 33.6; the evaluation reports show a mean of about 30. Several factors have worked against expansion of enrollments. First, selection is made by the CVCs and the Government does not exert pressure to enroll pupils; the CVCs and parents may be inclined to adopt a "wait and see" attitude about the quality of education offered. Second, the relationship between the villagers and the CFJA instructors affects enrollment; those who are well established and proven attract more pupils than CFJA instructors who are new or who do not speak the local language. Third, the CFJAs are located in smaller villages with a limited catchment area compared with larger villages and towns, which form the catchment areas for most primary schools. Fourth, there has been a lack of emphasis by regional advisers on the need to increase enrollments; this is attributable to the reasonable argument that smaller classes are easier to teach, especially for practical work. However, the need for wider educational opportunities necessitates the expansion of class size, and CFJA instructors should be encouraged to enroll an ideal class of 40 pupils per center, or possibly up to 45 to allow for wastage. Very capable CFJA instructors appear able to handle larger classes. The age of pupils was lower than anticipated at appraisal (50% to be age 15+ at enrollment for boys and 13+ for girls so that on completion they are physically able to form GJAs). The mean ages were shown as between 14.1 and 15. A possible contributory factor is that parents who lack confidence in the FJA system may send younger children due to the lower opportunity cost; as confidence increases, it is to be hoped that the age of enrollment will gradually rise. The number of girls enrolled remains very limited. This is due to the fact that many classes are specifically for boys; also, there is a lack of women CFJA instructors willing to work in the villages because they live with their husbands, who often are town residents. Steps have been taken by the FJA Directorate to improve this situation, including a Ministerial letter requiring women CFJA instructors to work in villages for periods of three months. But there is no short-term solution and a change in attitudes will be required before this problem is overcome. 3.18 Literacy and numeracy programs. The CFJAs devote two hours per day to these programs. At appraisal, it was envisaged that at 15 experimental centers local languages would be used for the instruction. By the end of the project, 17 local languages were being used in 420 of the renovated centers in project and non-project ORDs, with More and Jula the predominant languages. Literacy materials were prepared for these and seven other local languages. There was no clear policy on the use of local languages in literacy training, but the FJA Directorate strongly encouraged their use, with written French introduced in the second year of the three-year program. Several problems hindered the use of a large number of local languages. First, each extra language increases the cost of producing literacy materials. Second, it is essential for an instructor to be able to speak the language of instruction in 1980 at 420 centers, 102 of the CFJA instructors (24%) spoke the language either poorly or not at all. Third, there is some resistance to the use of - 25 - local languages in literacy training, due to parental desire for children to learn French in order to increase their chances of getting further education or a job. The current practice of introducing written French in the second year of the CFJA program seems to be the best solution. 3.19 Practical training. Crop production was an important part of the practical activities at all CFJAs throughout project implementation. Evalua- tion reports on the three ORDs indicate that a minimum of four and up to six different crops were grown and areas cultivated per pupil varied from four to ten ares. Some problems were encountered in ox-ploughing, such as poor timing of delivery of the oxen, insufficiently deep cultivation due to hard- ness of the soil, and oxen being too weak at ploughing time. These problems can be overcome, and short courses have been given at ORD level to train CFJA instructors in techniques of ox-cultivation. The crops were cleanly cultivated, row cropping was adopted as standard practice, and improved varieties, fertilizers and insecticides were used in accordance with recom- mendations. Small livestock were kept at many CFJAs and most of them kept poultry for meat and egg production. Low-cost but improved feeding was practiced, with an attempt to feed a balanced ration using locally available supplies. Poultry buildings were designed according to a standard pattern, but are over-elaborate and not well ventilated. Tree planting was undertaken at many centers. The centers kept fairly complete records of returns on their crop production, and in some cases there were good records of costs. Some centers have made an allocation of costs by enterprise, enabling the pupils to see which enterprises are the most productive. The involvement of the CVCs in decisions concerning expenditure was one guarantee against misuse of funds. A detailed analysis of agricultural results achieved by the CFJAs in the three project ORDs during 1977-78 is at Annex 10a. 3.20 Young Farmer Cooperative Groups (GJAs). One of the shortcomings of the original rural youth training centers was that the graduates were too young to enter farming as adults; hence there was a need for an interim phase between completion of the three-year program and entry as an adult into the village community. The result was that enterprising youths formed themselves into cooperative groups, corresponding to a tradition in Upper Volta society, and at the beginning of the project a small number of these GJAs existed. Groups normally met once or twice a week. The project undertook to support the creation of 150 GJAs with about 15 members each, about half of whom would be age 18 (age 16 for women). Selection of the GJAs would be based on a survey and an evaluation of proposals submitted by potential groups, and preference would be given to GJAs located near CFJAs, to whom 6 hectares of land had been allocated and who had the support of the CVC. The objectives were to generate cash income through agricultural, handicrafts and other activities; integrate members into the village community; spread better farming techniques; improve nutrition; and continue the members' education, with a view to future agricultural careers for the most able CFJA graduates. Once a GJA appeared to be viable, it could be considered for a loan to pur- chase oxen and farm equipment. The GJA advisors in consultation with the regional supervisors, prepared a list from which GJAs to be supported were selected. In 1977, 42 were supported in the three project ORDs, out of a total of 132. The agricultural results of these GJAs are shown in Annex 10b. - 26 - With regard to GJA programs, by far the most important in all three ORDs was crop production during the rainy season. Other activities included market gardening, village shops, village services, livestock husbandry and crafts. Some GJAs produced high-value products (e.g., seed beans) and they achieved net revenues of more than CFAF 300,000 (about US$50 per member), but in most cases the net revenue was about CFAF 50,000. Where a GJA was attached to a CFJA, there was the possibility for a continuation of literacy training during the evening, conducted by the CFJA instructor; this was done in a few cases. 3.21 Village Councils for the CFJAs. CVC membership varied from 8 to 20, with a mean of 12; some included women, particularly where there were girls in the CFJA. The Councils met about once a month, on average, and discussed four main issues: (a) recruitment and attendance of CFJA members; (b) acqui- sition of land; (c) construction of buildings, including livestock housing, classrooms and the teacher's house, to which they contributed work or other inputs; and (d) provision of seed, fertilizers and other farming inputs. The Councils also discussed CFJA expenditures, what would happen to pupils on completion of their training, and many other issues concerning the operation of the CFJA in their village. Despite this involvement of the CVCs, there was a tendency for them to leave the day-to-day affairs in the hands of the CFJA instructor and, in the opinion of the regional advisers, to take an insuffi- ciently active role. This was addressed in a few cases by conducting short seminars for CVC members on their duties and responsibilities. In Kaya, for example, 135 CVC members were given training in 1978 to help them assess the results of the previous year and plan for the next farming year. In some cases it may be questioned whether the CVC had much influence with village elders. 3.22 Operating Expenditure. The financing of Project Unit salaries, operational support costs, and training-related expenditures added to the complexity of project implementation because many ad hoc decisions on expen- diture had to be made. The multitude of small bills made it necessary to set up annual operating budgets for the Project Unit. In the absence of adequate and acceptable financial control over the project by the Government, IDA had to control in detail the withdrawal applications. 3.23 Frequent discussions took place between IDA and project staff on the adequacy of project-financed salaries and allowances, since on the one hand, it was important to employ well-qualified staff, which sometimes was only possible through the payment of salaries and allowances higher than civil service norms; on the other hand, this led to resentment on the part of other government personnel in the FJA, thus affecting the institution-building objective of the project. 3.24 Finally, it was often difficult to decide whether expenditures were recurrent, and therefore reimbursable under the disbursement category in the Credit Agreement for operating expenditures, or under a different category. Examples of this were document production, project management training courses (where local costs were as high as direct expert costs), and transport and per diem related to the contracts of local experts (linguists) and volunteers). - 27 - The Secondary Science Education Component 3.25 The laboratories (see para. 2.09) were scheduled to be completed by July 1976. At the time of the completion mission (September 1980), only five had been completed, ten were about 80% completed, and the remaining three were only 50% completed. The Government has given assurances that it intends to complete the remaining 13 with its own financing. The equipment for all 18 laboratories has been procured and is in the project schools. 3.26 A number of factors contributed to this component being only partially completed. The civil works contractors encountered many difficul- ties, both managerial and financial, and some of them abandoned their sites. These difficulties included badly prepared cost estimates, temporary unavail- ability of supplies and inadequate planning capacity. MDR and MNE which shared responsibility for this component were unable to raise the funds needed to meet the cost overruns caused by the construction delays and defaulted contracts. Due to price increases and a decision to add glazing to the science laboratories to prevent dust, construction costs are now about 50% higher than those of the appraisal estimates (including contingencies). 3.27 The five completed laboratories are suitable for secondary science instruction in Upper Voita, and are well adapted to conditions except for heavy dust penetration into the buildings (para. 3.26). The Ministry of Public Works was responsible for the design work and site supervision. Its supervision efforts were often frustrated by some contractors who failed to appear at site meetings. 3.28 The equipment lists for the science laboratories were the same as those financed by FED at the Lycee Technique in Ouagadougou. They corresponded to the requirements of the science education programs, based on the former French curriculum, currently offered in the secondary schools. Committees of teachers were formed to establish and check the equipment lists. The teachers and the Director of Secondary Education are satisfied with the suitability and range of the equipment provided under the project. To familiarize secondary school teachers with the science equipment and its maintenance and repair, a seminar was held in Bobo-Dioulasso (March 10-12, 1980), and the natural science teachers have established an association with the objective of improv- ing teaching methods. Agricultural Project Management Training Component 3.29 At appraisal, this component was envisaged as a feasibility study (15 man-months) to design a training system for an annual output of about 50 managers of small- and medium-sized agricultural projects. However, the Government and IDA decided that it would be preferable to set up a series of seminars to train Voltaic managers, and in June 1977 a technical assistance contract was signed with consultants to study training needs, develop an appropriate program, and conduct and evaluate the series of seminars. 3.30 The study of training needs was carried out in July 1977 and in- volved identifying requirements, objectives, constraints and inadequacies in - 28 - agricultural management. The objectives identified were in the fields of personnel management, development of managerial procedures, and management planning. The program developed by the consultants focused on management problems, the project cycle (conception, execution and evaluation), and the training of Voltaic trainers to ensure continuity of the program. Three seminars were to be conducted, the first one emphasizing project concep- tion (3 weeks); the second, execution (5 weeks); and the third, evaluation (2 weeks). A total of 320 hours of training was envisaged, for an output of 20-25 managers per seminar, and 19 man-months of instructor time. 3.31 The seminars were conducted in March and August 1978 and in March 1979. Twenty Voltaic staff attended the first seminar (10 ORD personnel, 7 project managers, 3 staff from the Ministry of Rural Development); 19 attended the second seminar and 13 the third, for a total of 181 man-weeks of training. The drop in attendance at the third seminar was attributed to mobility of personnel; at the start of the program the Minister of Rural Development set a requirement that the participants should attend all three seminars because they were closely linked, covering the three-stage project cycle. Senior Voltaic staff who participated in the first seminar were initially skeptical about their need for training, but the seminar helped them to realize that managerial weaknesses they attributed to their subordinate personnel were their responsibility to correct and that priority should be given to their own training. 3.32 A total of 15 trainers conducted the three seminars; 12 were con- sultants, two were Voltaic officials and one was an IDA staff member. The training methods were appropriate and the quality of instruction adequate. In case studies and technical notes prepared by the consultants, a wide range of management topics relevant to the training objectives was covered. Most of the participants considered the content of the seminars useful and relevant to their work. The critiques were generally favorable, although some thought that the seminars were too intensive, lacking in recreational activity, and too spread out. IV. PROJECT COSTS AND FINANCE 4.01 The estimated and actual project costs are detailed by disbursement category in Annex 4a and by project component in Annex 4b. Annex 4a includes the revised cost estimates prepared in November 1975 to take into account implementation delays and the changes in project content that were included in the amendments to the Credit Agreement (para. 2.12). The cost overruns were caused by the delay in establishing an operational Project Unit (para. 3.02), extension of civil works, unexpectedly high price increases, the devaluation of the dollar against the CFAF and the inclusion of additional project elements. The additional costs were partly compensated by the dele- tion of the CPRs and GJA staff housing and by a reduction in the amount of technical assistance, made possible by FAC's support to the BPR. The estimated final cost overrun of 16% (14% in CFAF terms) resulted from the unexpected difficulties in completing construction of the secondary school science laboratories. The Government intends to finance the remaining civil works for the science laboratories (para. 3.26). - 29 - 4.02 The cost of civil works for the rural education component in US dollars was 22% (18% in CFAF terms) under the appraisal estimates. The unit costs at US$60 per m2 compare favorably with those in other projects in Upper Volta and in other West African countries. The final costs of the water supplies provided under the project were 11% below the appraisal estimates, due to a reduction in the quantitative targets (para. 3.07). 4.03 Furniture and equipment costs for the two main components in the disbursement category, CFJAs and GJAs, and for the science laboratories exceeded the appraisal estimates by 52% and 20%, respectively. The unit costs for agricultural and handeraft equipment for the CFJAs and GJAs were low, between US$900 and US$1,300 for CFJAs--only slightly above appraisal estimates--and an average of about US$400 for GJAs, which was within appraisal estimates. Furniture cost per CFJA was US$2,200. Global cost overruns in equipping the CFJAs and GJAs are mainly attributable to the substantial increase in the number of CFJAs supported by the project--218 instead of the 120 envisaged at appraisal, representing an increase of 82%. High cost overruns in providing science equipment, owing to initial underestimates and to substantial price increases, were partly compensated by a reduction in quantities. Equipment cost per secondary science laboratory was US$11,300; based on the 32 student places planned for each laboratory, this represents US$353 per student place. 4.04 Expenditures for salaries of Project Unit staff and other operating costs exceeded the appraisal estimates by 130%. More than half of this increase is accounted for by expenditures for the retraining of CFJA instruc- tors and for the seminars in agricultural management and orientation for secondary school science teachers. These items were included in the revised project cost estimates prepared in November 1975. The Project Unit-s direct operating costs were 74% higher than estimated at appraisal, due to (a) high local salary increases in line with civil service salary adjustments, (b) a longer than anticipated implementation period, and (c) an underestimate at appraisal of quantities and price increases for office supplies (particularly paper) and vehicle-related costs. 4.05 To make possible a 100% credit financing of the foreign exchange costs while keeping the original credit coverage at 78% of the total project cost, the Credit Agreement amendments in July 1976 included a provision to reduce the disbursement rate for technical assistance from 100% to 85% (instead of to 50%) and for salaries and other operating costs from 100% to 40% (instead of to 70%). Because of the 16% overrun in the project cost, IDA's share of project expenditures dropped from 78% to 68%. With the Govern- ment financing the entire cost overrun, its contribution to the project cost increased from US$0.79 million, as intended at appraisal, to US$1.09 million. The projected and actual disbursements are shown in Annex 3. 4.06 A comparison of recurrent unit costs of rural youth training and primary education is shown in Annex 8. At appraisal, it was expected that recurrent costs per student-year in CFJAs would be less than half those in primary school, mainly because at that time CFJA instructors were not civil - 30 - servants and were recruited at a low educational level. At project comple- tion, recurrent costs per CFJA pupil are more than one-third higher than those in primary school: US$85 in CFJAs as compared with US$62 in primary school. There are several reasons for this: (a) since 1975 the CFJA instructors have been civil servants and although they are still at a lower rank than qualified primary school teachers, the salary differential has been considerably reduced; (b) the average student/teacher ratio in CFJAs in 1978 was about half the ratio in primary school (29.1 compared with 53:1) 1/ while in 1972 it was about 75% (34:1 compared with 45:1); and (c) the CFJAs have low enrollments, attributable to a number of factors (see para. 3.17). However, enrollment ratios in CFJAs developed under the FJA reform are above the national average, and their recurrent costs per pupil are only slightly higher than those in primary school. Insofar as they are comparable, the net cost per CFJA graduate is about one-third the cost of a primary school graduate due to a shorter program, productive activities, lower dropout and less repetition. V. PROJECT OUTCOMES 5.01 In evaluating the outcomes of the First Education Project in relation to appraisal expectations, the most important aspects are: (a) in the rural training component, the extent to which rural youth training has been improved; (b) in the secondary science education component, the suit- ability of the laboratories constructed and equipped under the project; and (c) in the agricultural management training component, the extent to which objectives of the training program for managers were achieved. Compliance with Credit Agreement Covenants (Annex 5.02) 5.02 The Project Chief was not appointed until May 1974, and the Project Unit did not become fully operational until September 1975; the consequent delays in credit effectiveness and start-up of project implementation resulted in changed requirements in project content and amendments to the Credit Agreement. Compliance with other covenants, relating to administrative matters, was satisfactory. The covenant to undertake an evaluation of the rural education component (Section 3.10 of the Credit Agreement) resulted in four evaluation exercises which were detailed and realistic, and proved helpful in the identification of the second education project. Institution Building 5.03 The need to transfer responsibility for rural education to the MDR was an issue of such importance that a decision to do so was taken prior to appraisal, mainly because the revised curriculum would place strong emphasis on farming and other practical activities. This was an essential institu- tional change in view of the need to integrate CFJA administration within the 1/ These are rough estimates that should be interpreted with caution, as they are based on incomplete data. - 31 - ORDs, but it gave rise to resistance from the MNE that affected the project, particularly implementation of the secondary science education component. As it was necessary for the project management structure to conform to this institutional change, the Project Unit was established within the MDR and this led to the difficulties described in para. 3.04(b). There were also initial problems relating to the roles of the Project Director and the Project Chief (para. 3.01) until their responsibilities were more clearly defined and the first Project Director was replaced. This managerial problem has been avoided in the second project by the integration of the Project Unit into the reorganized FJA Directorate, with the Project Chief becoming the Chief of the Administrative and Financial Service. 5.04 Another institutional issue relates to the fact that there were three agencies supporting the FJA reform through three separate projects, with their own staffing arrangements and operating procedures (para. 3.04(a)), leading to lack of coordination and consequent tensions. Future projects should include coordination arrangements well in advance of the implementation stage. A positive institution-building outcome not planned at appraisal was the contract with IPD, which gave it an opportunity to establish itself better in Upper Volta and contributed to the creation of a permanent sub-station in Ouagadougou. Long-term Objectives and Outcomes 5.05 The project principal objectives were to provide basic education and vocational training to rural youth who had no access to formal education, taking into account the Government's limited financial resources, and to integrate completers into the village community and, for some, into agricul- tural careers. With the introduction of the FJA reform in 1975, certain major changes in implementation were included, particularly an increased role for the CVCs, greater linkage with the pupils- own farms, training of FJA instruc- tors and strengthening of technical support. The project was primarily concerned with qualitative rather than quantitative improvement in support of the FJA reform. Although the exact enrollments were difficult to determine both at appraisal and completion, it is likely that the total numbers were reduced. It was the Government's policy not to increase the number of insti- tutions, but a considerable increase in trainee output could have been achieved through a stronger emphasis on increasing enrollments (para. 3.17). Cost per graduate was about one-third the cost of a primary school graduate (para. 4.06). 5.06 Regarding qualitative improvement, the evaluation reports and visits to the centers indicate that much has been achieved in improving the relevance of the curriculum, the timely provision of equipment and other inputs, teacher training and the quality of field supervision. At the same time, a number of weaknesses were identified; notably, a need for better public relations, in- creased enrollments of young women, greater equality of opportunity for rural youth, better qualified staff, a clearer definition of supervisory responsi- bilities, better instructor training, a wider distribution of centers, better documentation, more efficient construction methods and a clearer relationship between the formal and rural education systems. All of these are being addressed in the second project, the last-named by the study on equality of opportunity. - 32 - Rural Youth Training Centers 5.07 With the introduction of the revised curriculum, a range of teaching materials was produced for the CFJAs and the outcome was a program with the required emphasis on farming. However, some shortcomings were identified: (a) while crop production was good, using improved practices (para. 3.19), livestock production was generally poor or non-existent; (b) only a few centers have a handicraft program and little is being done to develop locally useful skills; (c) tree planting has not been given the priority necessary if Upper Volta is to emphasize reafforestation as a national policy; (d) except for teachers guides, there was an almost complete lack of reading materials in the centers visited; and (e) net income per pupil represents a meager return on effort expended (theoretically, 8 hours per week for the entire rainy season), varying from US$7 to US$10 in 1977 and 1978. As this is an unattractive alternative to possible earnings in the Ivory Coast, for example, a larger sum per CFJA pupil is necessary if rural youth are to be integrated into the village community. 5.08 The literacy component of the CFJA program is producing good levels of achievement in reading and writing local languages (e.g., 74% of the pupils reading "without hesitation" in More). The popularity of French has contri- buted to good levels of comprehension in that language (59-78%). Tests to determine agricultural knowledge showed satisfactory responses from about 60% of pupils. Achievement in arithmetic varied - from 45% correct in subtraction to 76% correct in addition. A comparison of CFJA and primary school graduates is being undertaken in the study on equality of opportunity financed by the second project. 5.09 In-service training of CFJA instructors (para. 3.12) was introduced in the project as a result of the FJA reform initiated in 1975. The program varied from 120 teachers trained for a nine-month period in 1976/77 to 103 trained for five months in 1978. It was not intended to retrain the teachers in all the new techniques, but rather to orient them in the FJA reform method- ology, particularly the use of the materials produced by the BPR. The program was effective in achieving this objective and giving the CFJA instructors a better understanding of the purpose of the FJA reform, but their lack of practical skills resulted in a revised training program in the follow-up project (para. 3.12). 5.10 The teaching materials provided to the CFJAs (para. 3.16) were satisfactory in content, but were directed at teachers rather than pupils. Besides the lack of student texts mentioned in para. 5.07, there has been little effort to encourage self-study. 5.11 Although local languages were intended to be used in only 15 centers (para. 3.18), in practice the reform indicated a need for their universal use as the language of instruction in the CFJAs. Such universal use results in a number of benefits: pupils learn much more rapidly in their own language, they are not alienated from their village, and communication within the language zone is facilitated. However, the use of many local languages of instruction, which in Upper Volta could range between 3 and 17, or even more, entails heavy - 33 - costs in producing teaching materials. Moreover, problems arise when CFJA instructors are posted from one language zone to another whose language they do not know. The popularity of French, as the gateway to further education and to jobs, further complicates this language issue. The FJA Directorate's policy strongly to encourage the use of local languages, with French introduced in the middle of the second year of rural education, may be the most acceptable solution. 5.12 Although the recorded ages of pupils are satisfactory in relation to the appraisal expectations (para. 3.17), the physical development levels appear to be lower than normally expected at age 17-18 for boys or age 15-16 for girls, and their maturity is scarcely adequate for entry into the largely self-run GJAs. It is to be hoped that as confidence in the CFJA education program grows among parents, they will be prepared to send older, and hence more productive, children to the centers. The question of enrollment of larger numbers of girls is even more difficult; while this will also be affected by growth of confidence in the CFJAs, it is subject to many tradi- tional constraints. 5.13 Village councils were not considered at appraisal. In the FJA reform, the intention was to establish Village Center Councils (CVCs) to integrate the CFJAs into village life (para. 3.21). These councils varied widely in their range of concerns and frequency of meetings. While the topics they discussed were highly relevant to good CFJA management and financial control, they took little initiative on issues concerning curriculum content. Also, the CVC officials generally displayed a need for training in their role as chairman, secretary or treasurer and in planning and budgeting; hence, a more active training program for CVC members would be desirable. Despite these shortcomings in the CVC program, the objective of "integrating the center with village life" was achieved in that the center had a body within the village community to which it could refer; at the same time, the councils appeared to be actively concerned with the centers and this indicated that they realized that the centers were "theirs" and part of the community. A disadvantage was that the centers are not perceived to be "the Government's" and therefore official pressure to increase enrollments, increase the age of pupils or enroll girls was likely to be less effective than in the case of the traditional primary schools. Young Farmer Cooperative Groups 5.14 Credit for 147 GJAs was made available and results are summarized in Annex 10b. An assessment of the effect of the project on the GJA program (para. 3.20) must be regarded as tentative, as the first output of graduates from reformed CFJAs was in 1979, although support was also given to existing GJAs during the 1977 and 1978 seasons. It would appear to be essential for a newly forming GJA to be closely linked to a CFJA, its members being mainly but not exclusively former CFJA pupils. During the project, emphasis on supervision was given to CFJAs since the reform was being organized and GJAs were regarded as a second priority. Also work with the GJAs was more difficult because of the complex organizational structure of the ORDs and due to the partial separation of GJAs from the responsibilities of the FJA - 34 - supervision, and poor training of the GJA advisers. Both at the stage of initiating a GJA and during its operation, the support received from the related CFJA, the CVC, the regional adviser or the "animateur" is crucial to its success. Another factor to be considered in encouraging the establishment and survival of GJAs is support at the level of the "Chefs de Secteurs"; this could be in the form of attendance at ceremonies and speeches, and should be sought at both the national level by the FJA Directorate and the regional level. 5.15 Before a GJA could be selected for support under the IDA project, it was expected to prove its viability (para. 3.20). The requirement regard- ing availability of credit was that the GJA establish written statutes and that each member make a small monetary contribution. At project completion, the required inputs were estimated at US$985 for a 6-hectare farm, as compared with the appraisal estimates of US$600. A newly formed GJA to raise this amount of capital must depend upon financial support from the CFJA. By the end of the project, funds totalling US$64,000 had been loaned to purchase agricultural or craft equipment and oxen compared with appraisal estimates of US$71,000. A variety of repayment procedures was followed during project implementation and some of the GJAs did not know how to go about repaying outstanding loans. Hence, there is a need for more systematic and clearly understood procedures. The credit system worked well where FJA staff were responsible for it. 5.16 The generally limited achievement of the GJAs under the first project has been tackled under the second project by a number of management changes. First, a service has been established to be responsible for GJAs and the CPRs (para. 5.19). Second, the GJAs are now regarded as an informal training organization to serve as a link between completion of CFJA training and adulthood. Third, responsibility for GJA supervision is now under a 1978 statute, the responsibility of the Regional Supervisors, assisted by the Assistant Supervisors (para. 5.18). Finally, the CFJA instructors are also responsible for giving support to GJAs. Rural Development Training Centers 5.17 The CPR component was deleted when the Credit Agreement was amended In July 1976 (para. 2.12). The FJA Directorate felt that it would be premature to define objectives, training content and student selection requirements at a time when the new curriculum for CFJAs, from which CPR students were to be re- cruited, had just been introduced. Also, staff constraints in the BPR made it imperative to give priority to the CFJAs. The use of funds allocated to CPRs for other project components made it possible to compensate for initial imple- mentation delays. The CPR component has been included in the second project. FJA Support Services 5.18 The support services for rural youth training were strengthened during project implementation. At the regional level, the quality and in- tensity of support and supervision were improved through (a) an increase in the number of FJA supervisors and improvement of their pre-service training; - 35 - (b) a statute in 1978 which defined the supervisors' responsibilities for CFJAs and GJAs, created a new assistant supervisor position, upgraded CFJA instructors to the same level as primary school teachers, and strengthened staff motivation by providing for upward mobility in the FJA system; and (c) improvements in the retraining of CFJA instructors and the setting up of in-service training programs for all FJA regional staff. Many of these improvements did not come about until toward the end of the project. Some problems with staff support at the regional level persisted at completion. ORD logistical and technical support to FJA training was limited, due to operational deficiencies in ORD management and in some cases to a lack of interest on the part of ORD directors and agricultural extension staff. There are important inadequacies in training for the first generation of FJA supervisors; hence, for the continuation of the FJA reform in the project ORDs, technical assistance, while reduced, is still required. Finally, the improvements in the status and upward mobility of FJA staff will entail considerably higher recurrent unit costs in FJA training unless compensated by an increase in student-teacher ratios. 5.19 At the national level, the services of the FJA Directorate were also strengthened during project implementation. The reorganization of the Directorate in January 1979 took into account the need to diversify peda- gogical and technical support to FJA training by creating special units for GJA and CPR support and for the production and distribution of teaching materials, and by reinforcing the Administrative and Financial Service. The quality of Voltaic pedagogical staff has improved, the training of additional staff is underway, and it is now possible to reduce the previously high technical assistance input. Secondary Education Science Component 5.20 The science laboratories that have been completed under the project were reasonably well designed and constructed and are adequately spacious. The expected cost, US$480 per m2, is reasonable in the light of current prices in Upper Volta. One important defect was the provision of louvre windows, which allow dust to enter the buildings and cover benches and equip- ment. This deficiency is being corrected by the Government (para. 3.27). The equipment installed and in use in the completed laboratories is adequate in quantity and appropriate for the level and scope of the currently taught science subjects. 5.21 The main problem in this component is that only five of the 18 laboratories are functioning, for the reasons mentioned in para. 3.26, with the result that at project completion most of the laboratories cannot be used and IDA has no means of ensuring their early completion, although the Government has taken some steps to finance the remaining construction (para. 3.25). Agricultural Project Management Training 5.22 This technical assistance component, implemented through a series of seminars for Voltaic staff, achieved a total of 181 man-weeks of training - 36 - (about 45 man-months) with a staff input of 35 man-months, instead of the 19 envisaged for the program, an increase of 184% (paras. 3.30-3.33). The idea of initiating a training program, rather than simply preparing a fea- sibility study, was a sound one. The low ratio of trainee output to staff input may be justified on the grounds that this was an experimental program and that much of the experience gained and the materials produced can be used in future programs. 1/ Nevertheless, the manpower input in relation to the trainee output was excessive. 5.23 The original amount budgeted for a study of agricultural project management training was US$110,000. The budget prepared by the consultants was for US$91,000, of which US$60,000 (66%) was for subsistence allowances for the seminar participants (US$48 per diem). Actual expenditures amounted to US$197,000, representing a cost overrun of 79%. The cost of training per man-week was US$1,088, of which US$333 was for subsistence. An attendance of 25 participants per seminar, as planned, would have reduced the cost per man-week to US$880. 5.24 The consultants responded well to the training needs indicated by the Government and IDA, developing a program which was based on Upper Volta experience in project conception, implementation and evaluation, with the emphasis on implementation as requested by the Government and IDA. The training methodology was appropriate and, according to the participants, well executed. The outcomes in terms of improved management performance of the participants (para. 3.32) are difficult to assess in the absence of tracer studies, but the training methodology was appropriate and the quality of execution satisfactory. The objective to train Voltaic trainers was not achieved, owing to lack of suitable counterparts. VI. IDA PERFORMANCE Project Formulation 6.01 The project was identified, prepared and appraised while the Govern- ment's policy on the reform of rural education was being formulated. Hence, some changes in project objectives and content became necessary and were approved about two years after credit effectiveness (para. 2.12). While this contributed to initial implementation delays, the main cause of the slow start-up of the project was the management structure. The Project Director was unable to handle such a complex and innovative project and conflict between him and the Project Chief appointed to assist him (para. 3.01) was resolved only after the Project Director was replaced. In retrospect, it is clear that the management structure was not satisfactory in that the roles of these two senior officials were not clearly defined. The transfer of the FJA 1/ In the Second Education Project, US$300,000 is provided to conduct agricultural management training seminars based on the first project pilot program. - 37 - from the MNEC to the MDR and the integration of regional FJA staff into the ORDs also contributed to implementation delays, but these were necessary institutional changes whose benefits far outweighed the difficulties they initially caused. The problem of having parallel education systems under separate Ministries is being addressed by the second project study on link- ages and by the likely shift in emphasis from the view of the FJA as an alternative to primary school towards a role in vocational training. Project Supervision 6.02 The project was not typical of IDA-assisted education projects, as it focused on basic education and agricultural training for rural youth, and dealt with different management levels (national, regional, local) and a large number of widely dispersed project institutions. This explains the need for relatively intensive IDA supervision: 31 missions took place during project implementation, averaging over one per quarter. Brief one-person missions were complemented about once a year by longer visits of several specialists. There was a high participation in supervision by agricultural educators (50% of all missions) and economists (40%), and a relatively lower participation by architects (40%) than in many education projects. 6.03 Supervision was most intensive prior to credit effectiveness, at the beginning and during the most intensive phase of field activities, and at the end of the implementation period when new IDA staff familiarized them- selves with the project to enable them to assist in the preparation and appraisal of the follow-on second project. 6.04 The Bank Regional Mission (RMWA) in Abidjan was responsible for supervision of the project between mid-1974 and mid-1978. Short missions were programmed when procurement and related decisions had to be made and contracts approved by IDA. The absence of an architect at RMWA from the end of 1975 considerably reduced supervision efficiency; with all architectural matters having to be referred to headquarters, coordination became more difficult. 6.05 IDA staff turnover increased supervision needs and costs. Four IDA architects succeeded each other from the beginning to the end of the project period, and the handing-over of responsibilities made it necessary on two occasions to have two architects simultaneously in the field. Also, IDA staff changes at the end of the project (1979/80) necessitated two missions of new staff at a time when supervision requirements were limited to the civil works component. The efficiency of IDA supervision regarding educational aspects was hampered by the fact that the project was only marginally involved in FJA curriculum development and staff training at the national level. How IDA Could Have Been More Helpful 6.06 Coordination with other donors. Initial agreements with FAC, FED and other agencies supporting the FJA reform should have been more precise and binding, and there should have been more information on related projects in IDA project documents. For example, FAC support for the BPR seems to have been insufficiently discussed at appraisal, and this may have contributed to - 38 - the difficulties described in para. 3.02(c). This lack of coordination with FAC, which supported curriculum development and FJA training, also reduced IDA leverage in pedagogical matters. 6.07 Omissions. Certain key elements seem to have been underestimated at appraisal. Given the logistical and managerial difficulties that could be expected in implementing the rural education component, the timetable was too optimistic. Supervisor housing, staff training in the field and the link between curriculum development and the IDA project were not clearly covered in the project documents and were not financed by the IDA credit. The initial inclusion of these elements, together with co-financing arrangements, could have done much to avoid tension between the BPR and Project Unit staff. 6.08 Project management. The setting up of an autonomous Project Unit may have seemed necessary at appraisal, but in view of the problems that arose (para. 6.01) this was not the best management structure for the project. In the second project, the BPR and the Project Unit have been integrated under the FJA Directorate. A technical coordinator to supervise all construction and procurement of furniture and equipment might have reduced implementation time. The small contractors would have benefitted from technical assistance in assessing the scope of work, preparing bids, and managing remote construc- tion sites. 6.09 Interministerial relations. A greater effort should have been made at an earlier stage to improve relations and coordination between the MNEC and the Project Unit. This might have avoided some of the difficulties mentioned in para. 3.04(b) which hampered the implementation of the secondary science education component. VII. THE GOVERNMENT ROLE IN THE COMPLETION REPORT 7.01 The Government has made important contributions to the preparation of this report. Its staff cooperated fully with the completion mission, preparing a considerable amount of material prior to the mission's arrival which has been incorporated into many of the annexes to this report. The mission members met with officials concerned with the project, and also made a number of visits to CFJAs, GJAs and secondary schools with science laboratories. The Government officials, FJA staff, village councils, regional advisers, "animateurs" and CFJA instructors and pupils with whom the mission discussed the project were constructive and helpful in their comments and contributed materially to the conclusions reached by the mission. 7.02 Another way in which the Government contributed to the report was by making available the results of a series of evaluation reports on the CFJAs and GJAs and on the agricultural project management training seminars. Evalua- tion reports on CFJAs and GJAs in ORD regions supported by other donors were also made available, and this helped the mission to gain a broader view of the FJA movement in Upper Volta. - 39 - VIII. MAIN LESSONS LEARNED 8.01 The First Education Project in Upper Volta was successful in supporting the Governments efforts to provide rural youth with basic literacy and agricultural skills as a second chance alternative to the traditional primary school. The lessons learned from the project, which have been taken into account in the design and implementation of the follow-on second project (Cr. 956-UV), are relevant to similar innovative projects that aim to offer low-cost basic education and vocational training to young people who have no access to formal education programs. Management Structure 8.02 If dual responsibility for project administration (Project Director and Project Chief, para. 3.02) is considered necessary, there should be a clear delineation of the roles of the officials concerned. 8.03 The setting up of an implementation unit which is an autonomous operating entity, not hampered by the full weight of bureaucratic procedures, may have been expected to have short-term advantages but there was a negative impact on long-term goals. Besides the tensions that developed between the Project Unit and the BPR, there was no institution-building effect until recently, with support under the second project going directly to the FJA services and designed to strengthen the existing management structure. This is also expected to avoid the problem of differences in the status and salaries of officials nominally at the same level, while retaining some of the advantages of an autonomous Project Unit such as the direct disbursement authority of the Project Director. 8.04 The integration of the FJA into the ORDs was a good solution to management at the regional level because support from the agricultural ser- vices is essential for productive activities and vocational training in the rural education programs. However, the organigram within the project ORDS should have been planned in detail and agreement reached on the general training functions within the ORD. Also, problems arising from differences in status, FJA staff being civil servants while most ORD staff are not, should have been resolved. 8.05 In the circumstances prevailing at the time, it was not a good idea to have the Project Unit responsible for components involving different Ministries, as indicated by the slow progress in completing construction of the science laboratories. In retrospect, it is clear that greater attention should have been given to the power structures involved. Coordination with Other Donors 8.06 External assistance for the Government-s reform of rural education involved a number of different agencies. In the design and preparation of the IDA project, coordination with the other agencies, notably FAC and FED, would have made possible more efficient use of technical assistance and - 40 - facilitated project administration and the planning of staff training. A related issue is the question of when the project should have been negotiated. It might have been better for negotiations to have occurred later in the project cycle after work on the new curriculum was further advanced, since much of the "software" and "hardware" items depended upon the development of the new teaching programs. On the other hand, there may have been further delays on critical policy decisions (with political undertones) which had been raised by IDA requirements to assure a viable project. Development of All FJA Institutions Simultaneously 8.07 Lending at the same time for the development of the entire institu- tional structure of the FJA may have been too ambitious, in view of (a) the Government's limited capacity to prepare the new teaching programs because of staff constraints, (b) the need to know more about the use of the new teaching methods at the CFJA level before planning GJA and CPR activities, and (c) difficulties in the supervision of GJAs and CFJAs simultaneously. It might have been more manageable to reduce the GJA component to a pilot scheme, with large-scale support for these groups to be provided later, after the reformed CFJAs have produced their first graduates. Local Participation 8.08 The FJA reform strongly emphasizes the importance of village parti- cipation in rural education, as it is primarily through such community involve- ment that the FJA system can contribute effectively to rural development in Upper Volta. During project implementation, local participation was achieved through the CVCs and also through the sponsoring of GJA activities by village elders. First impressions on the "spill-over" effects of FJA training on the villages are positive. Similar projects should emphasize local participation. Use of Local Languages 8.09 This is a complex and highly sensitive issue, and similarities among countries in the use of local languages in education and training programs are probably outweighed by the differences. However, Upper Volta's experience in adopting three local languages for the FJA program has shown that there are some widely applicable principles. First, it is desirable for a government to have a clear national policy on the use of local languages even when there are no predominant languages, as in the case of Upper Volta. Second, teacher selection and the posting of teachers should be carried out bearing in mind language proficiency, to ensure that a teacher assigned to a village can speak the local language. Finally, governments must accept the fact that the introduction of local languages is worthwhile only if teaching materials are produced in those languages, even though this is costly. To assist Upper Volta in meeting this requirement, the second project provides for setting up a documentation service. Procurement 8.10 In nonformal education projects, special problems of procurement arise necessitating special solutions. For example: - 41 - (a) In the second education project, a coordinator will supervise con- struction activities; construction training to meet rural needs and exploit local skills is included, a choice of modes of construction allows for better adaptation to local conditions, more emphasis has been placed on the participation of users in the planning process, the durability of classroom structures has been improved, and teachers are being familiarized with the construction and maintenance of simple classroom structures; (b) Economical equipment procurement methods should be used. For example, some tools and cookware are cheapest in local marketplaces, oxen are more easily procured by local groups such as the CVCs and some countries have certain items (e.g., ploughs and carts) that are standard throughout the country; (c) When IDA finances operating expenditures, it should ensure that there are effective internal financial controls, and if they do not exist the government should be given assistance in creating them. Women in the FJA Reform 8.11 There was no "women's component" in the project, because Government policy in general and the FJA reform in particular do not specifically address the productive role of rural women. In the project ORDs and particularly in Koudougou, an ad hoc solution was found for the training of girls by creating CFJAs attended by boys and girls. There was considerable skepticism among Voltaic staff about the reaction of villagers to this innovation, but these mixed centers proved to be viable and in some cases led to an increased role for women in village affairs. Technical Assistance 8.12 The specialists who assisted in implementing the project made substantial contributions in all the components, but the cost of specialist services is continually increasing and there are many roles, such as field supervision, which can be fulfilled by qualified volunteers. Nonformal education projects should make the maximum possible use of the trained and usually highly motivated manpower available from nongovernmental organizations. Long-term Assessment of the FJA Movement 8.13 In the final analysis, the success of the First Education Project in Upper Volta can only be judged on how much it has helped rural youth to remain on the land and to lead more productive and better informed lives. The study on equality of opportunity financed by the second project is designed to see whether Upper Volta's formal and rural education systems might eventually be linked but in this as in other nonformal education projects, there is a need for ongoing tracer studies covering results over the long term. 8.14 In spite of the issues arising from the project,the Government is committed to it, Bank support for the second project is justified by the need to test the effectiveness of rural education, some aspects of which can only be done on a larger scale.  COMPIÆION suo'.'IBRD/IDA EduCcationC P,oolct Coun'ry UPPER VOLTA CMPLETION STUDY ProDs Educaio1 HIRD/AID K,vs ACHEVEMENT Pro.Jct FIRST EDUCATION PROJECT COMPARISON OF FORECAST AND ACTUAL IMPLEMENTATION SCHEDULES Proj.st Forrn vi Loan COMPARAISON ENTRE LES CALENDRIERS D'EXECUTION PREVUS ET CELUI EFFECTIVEMENT REALISE Fiche P,t No 430-UJV cr d.t A BUILDING WORKS Cred,t CONSTRUCTION ET VRD PREPARATION OP DRAW1NGS AND CONSTRUCTION DOCUMENTS LABORATIONDESPROJETS ET DrSDOCUMENTS U APPEL D-F FRES EXECUTION DES TRAVAUX STARTING DF.UT COMP lION ACIEVEMENT STATING DEMARRAGE COMPi ETION ACHEVEMFNT ELEMFNT DU PROJT T pI-n~d Pt1nnd 'Pn-ld P ul , CA,.l Pr1.- AA-,, Prevus Ar.ua VEtustIOn B,reau d projet , EMvalut,0n Bue do, prolet E valuation, Bureau du proet Fvaluation Bureau du proI 1.0 SCIENCE LABORATORIES JAN.74 N/A N/A JUNE 75 N/A AUG. 76 JULY 75 N/A J . 7 Y 76 N 2.0 CFJA J-- -- = -74 DEC. 7¢ T4 TUNE 76- JA1N. 75- " imA. 7-7 DEC. 76MA 3.0 GJA JAN " DEC._ 74 " JAN. 75 1¯ DEC. 75 " 4-0 CPR: JA,7-4 - DEC-. 74 "i JAN. 75 "DEC. 75 5.0 WATER SUPPLY/Hydrauli J 74 _ilDEC. 74 JAN. 75 " AUG. 76 DEC. 76 JfLY 78 6.0 UEADQUMTER FACLI'TI1ES[Install ations regionales et aiýge JAN-74 DEC. 74 " UNE 76 JAN. 75 " JAN. 77 DEC. 75 MAY 80 October 31, 1980-s Page de p UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT IMPLEMENTATION SCHEDULE / CALENDRIER D'EXECUTION CATEGORY COMPONENT 1974 1975 1976 1977 1978 1979 1980 CIVIL Second. lEl CIVIL Eduoadion, ***I**** WORKS/ Educ. s6- IANOmIEW condaire CONSTRUC- --n--i- -- TION FdA* FJA Water Supply/ Eydrau- mAWAm lique Second. FURNITURE Educati on ' : & Educ. sI__.]_ EQUIPMENT/ condaire . MOBILIER & ~~asgass-p asass manaoneanam 1265 IasonI FJA EQUIPEMENT! AINKAWAWAN TECHNICAL ASSISTANCEt Fd hhh...fu.h...............1sa suhjuuenuumaesEnshe uuemamuEsm..Er 1..... lssa ASSISTANCE m em TECHNIQUE ----------- as appraisedicomme 6valu6 monesm actual/actuel ONAMMA h"""" ^ ""^ A "" 11 AIW " .r1: UPPER VOLTA Covenant StatMS: M - Oct .EDI C ATIN DII SIONl Country: N - not met Compliance with Credit/Loan Agreement Covenants Project: Credit 430-UV P - pending 1. Ha'or Covenants Date; sv, Lion NO. of Cr,.0an Covenant Status Coraments Action Taken or Required Agreement 3.04 Borrower shall establish and main- M The Project Unit has been set up. None. tain within its Ministry of Agricul- ture, a Project Unit with such re- sponsibilities, powers and staff as are specified in Schedule 4 to this Agreement. 3.09 Borrower agrees that once the Rural M The Government's request to the None. Education Plan is effeetive, the Bank for a second project in rural admission requirements for CER studerts, training takes the place of the CER teacher qualifications and the proposed rural education plan. administration of rural education Government has taken action on shall be revised accordingly. CFJA teacher qualifications and improvements have been made in the administration of the CFJA system. 3.11 Borrower shall cause the Direction M Increased staff resources are des services de l'6ducation rurale, being made available each year; the Direction de d6veloppement rural credit has been supplied to GJAs and Project ORDs to: (formerly GPSs). (a) make available to each CER for supervision purposes, the ser- vices of qualified rural educa- tion counselors and rural instruc- tors; (b) provide each GPS with extension and marketing services; and (c) provide each GPS with credit for purchase of (i) farm equipment and draft animals, and (ii) ma- terials and supplies. 4.01 Borrower 5hall maintain appropriate M The accounts were reviewed by an The report was reviewed and relevant accounting practices relating to ope- inspector from the Ministry of annexes were sent to the Project rations, resources and expenditures Finance who indicated that they Director. The Government is seeking m in respect of the Project. re up-to-date. A separate report consultant services for accounting on the accounts has been prepared and auditing for the second educatton2 by a Bank consultant. project. Section No. of Cr./lA. Covenant Status COv-ta Action Taken or ReqCrrrd 4.03 Borrower shall, by May 1, 1974, or None other agreed date (i) place and maintEin the"Direction des services de 1'6du- cation rurale"and the"Direction de d6veloppement rural"under the juris- diction of a single ministry or be responsible for rural development, and (ii) make the Directors of all ORDs responsible for the coordination of all agricultural services including rural education. 3.10 Borrower undertakes the evaluation M The Government has undertaken four None. and analysis for the carrying our of evaluation exercises on CFJAs and Parts A 2(a)(1) and (ii) of the pro- GJAs. ject. 4.02 In accordance with educational objec- The Government has produced a pro- None other than the provision tives set forth in its Five-year gram for the reform of education under the proposed second project Economic Development Plan for 1972-76, and discussions are underway for of funds for a study which will com- the Borrower a broader expansion of basic edu- pare the national and rural education (a) undertakes to review its educa- cation. The Government has also programs. I tional system with the purpose of recently issued a decree setting- up an inter-ministerial counsel to o% permitting a broader expansion of implement the reform. basic education within its econo- mic and social objectives and sub- mit to the Association not later than May 1, 1976, or other date the results of such review. (b) undertakes to adopt during the period 1973-78 all such educa- tional, administrative, budgetary and other financial measures to: (i) improving training in scienceE Not Government has not provided the funds within secondary education, necessary to complete laboratory and construction at the time the completion (ii) promoting the adjustment of mission was in Upper Volta. Out of 18 rural education and training new laboratories only 5 were completed: programs to local conditions 4 in Bobo Dioulasso and 1 in Tenkodozo. and expansion through the Rural Education Plan in accor- dance with provisions of schedule 5 to this Agreement. 0 Section No. of Cr.ItIA. Covenant Status Com 't Action Taken or Required Agreement IAto ae rRqie 4.04 Borrower shall create not later than M None. December 31, 1976, or such other date a revolving fund. - 0 O+ - 48 - ANNEK 3 UPPER VOLTA - CREDIT 430-UV FIRST EDUCATION PROJECT COMPLETION / ACHEVEMENT DU PREMIER PROJET EDUCATION SCHEDULE OF DISBURSEMENTS / CALENDRTER DES DECAISSEMENTS Quarter Ending/ Appraisal Estimate/ Actual Disbursements/ Fin Trimestre Estimation au moment Dgcaissements effectifs de l'6valuation (US$ 1000) (US$ 1000) (en milliers de $EU) (en milliers de $EU) September 30, 1974/30 septembre 1974 90 December 31, 1974/31 d6cembre 1974 210 March 31, 1975/31 mars 1975 320 June 30, 1975/30 juin 1975 450 September 30, 1975/30 septembre 1975 630 71 December 31, 1975/31 d6cembre 1975 890 165 March 31, 1976/31 mars 1976 1,260 333 June 30, 1976/30 juin 1976 1,660 333 September 30, 1976/30 septembre 1976 1,900 501 December 31, 1976/31 d6cembre 1976 2,200 575 March 31, 1977/31 mars 1977 2,350 783 June 30, 1977/30 juin 1977 2,530 904 September 30, 1977/30 septembre 1977 2,610 999 December 31, 1977/31 d6cembre 1977 2,640 1,513 March 31, 1978/31 mars 1978 2,690 1,764 June 30, 1978/30 juin 1978 2,730 1,991 eptember 30, 1978/30 septembre 1978 2,770 2,078 December 31, 1978/31 d6cembre 1978 2,800 2,311 March 31, 1979/31 mars 1979 2,820 2,375 Tune 30, 1979/30 juin 1979 2,850 2,375 September 30, 1979/30 septembre 1979 2,626 DDecember 31, 1979/31 dcembre 1979 2,703 March 31, 1980/31 mars 1980 2,703 -June 30, 1980/30 juin 1980 2,814 September 30, 1980/30 septembre 1980 2,814 December 31, 1980/31 d6cembre 1980 2,850 1/ Original Closing Date: June 30, 1979 Date de cl-oture primitive: 30 juin 1979 1/ Credit fully disbursed October 22, 1980 /Cr6dit compl6tement d6caissg 22 octobre 1980. Source: World Bank/Banque Mondiale December 1980/d6cembre 1980. UPPER VOLTA - Credit 430-UV FIRST EDUCATION PROJECT COMPLETION / Achavement du premier projet Education SUMMARY OF TOTAL PROJECT COSTS BY CATEGORY/ R&capitulation des Coats Totaux du Projet par cat6gorie (in US$ and CFAF millions / en millions de $US et de FCFA) Appraisal Estimates (Contingencies incl.)/ Final Expenditure / Dpenses d6finitives Pr6vus a 1'6valuation (Impr6vus incl.) IDA disbursements/ 1/ IDA disbursements/ FCFA US$ Dcaissements de 1'AID FCFA US$ D6caissements de 1' AID (1) (2) (3) (4) (5) (6) 1. Construction & Site Deve- 2/ lopment/Construction & VRD 358.3 1.56 1.14 414.7 1.77 +13 0.96 (incl.Water Supply) 2. Furniture & Equipment/ 177.0 0.77 0.77 208.4 0.95 +23 2/ 0.79 Mobilier & 6quipement 3. Local Staff & Operating 2/ costs/ personnel et coats 60.7 0.26 0.16 139.03 0.63 +142 - 0.37 de fonctionnement 4. Technical Assistance/ 241.4 . 0.83 191.6 -17 2/ 0.73 Assistance technique 214.0.89. 0.87 - 837.4 3.64 2.85 954.0 4.22 +16 2.85 1/ US$ cost has been extrapolated from average credit exchange rate FCFA 220 = US$1 (disbursement of credit by category, ANNEX 4(e) except for civil works, calculated on basis of FCFA 240 = US$ 1, with 78 million FCFA overrun for science labs calculated at FCFA 210 = US$ 1 / Coat en dollar US calculg sur base FCFA 220 = $EU 1 (Deboursement du credit par cat6gorie, ANNEX 4 (e) except6 pour g6nie civil calcul6 A FCFA 240 $EU 1, mais & 210 CFAF = $EU 1 pour 78 million CFAF d6passement coOt pour laboratoires. 2/ Final expenditures as % of appraisal estimates / D6penses d6finitives comme % de pr6vu A l'6valuation 3/ Difference total cost/IDA disbursements Citi spite of 100% IDA financing) due to disbursements for vehicles and part laboratory equipment contract in cat.VI/ Raison pour diff6rence entre coat total et d6boursement AID (malgr6 finance- ment a 100%) est en partie 6quipement laboratoires dans cat6gorie VI. UPPER VOLTA: CREDIT 430-UV FIRST EDUCATION PROJECT COMPLETION/ACHEVEMENT DU PREMIER PROJET EDUCATION ACTUAL COSTS BY PROJECT COMPONENT IN MILLIONS OF CFAF/COUTS EFFECTIFS POUR ELEMENTS DU PROJET EN MILLIONS DE FCFA (AVERAGE EXCHANGE RATES USED IN CALCULATING COST IN $US ARE INDICATED/ LES TAUX MOYENS DE CHANGE UTILISES POUR CALCULER LES COUTS EN $EU SONT INDIQUES) Local Staff and Construction/ Furn. & Equip./ Oper. Costs/Pers. Technical Assist./ Total Constructions Mobilier et local et CoGts de Assistance technique Equipements fonctionnement A. Secondary Education/ Enseignement secondaire 218.7 /1 91.3 /3 310 B. Rural Education/ Enseignement rural 196.0 /2 106.9 /3 - 302.9 C. Project Admin. Unit/ Bureau du Projet - 10.1 /3 68 /3 - 78.1 D. Technical Assistance/ Assistance technique -- - 191.6 3/ 191.6 1 E. Training of Instructors/ Formation des instruc- teurs - - 71.3 /3 - 71.3 Total 414.7 208.3 139.3 191.6 3/ 953.9 1/ 140.7 million CFAF calculated at 240 CFAF $US1/140.7 millions de FCFA calculds comme suit: 240 FCFA - $EU 1 78 million CFAF calculated at 210 CFAF = $US1/78 millions de FCFA calculfs comme suit: 210 FCFA = $EU 1 2/ Calculated at 240 CFAF = US$l/calculgs comme suit: 240 PCFA = $EU 1 3/ Calculated at 220 CFAF =US$1/calculgs comme suit: 220 FCFA = $EU 1 Country IBRD/IDA Education Projects _ay_ UPPERL VOLTA Pays: 1/ COMPARISON OF ORIGINALLY ESTIMATED COSTS AND ACTUAL COSTS IN 1000 __ of _US$ Projets Educaton IR/A1O PrOject: Firat Education_ Projet: - Form Loan. COMPARAISON ENTRE LES COUTS PREVUS ET EFFECTIFS EN _ 1000 DE _ US$ Fiche Pråt. No. Credit 430-UV Crmdit. Crédit: CONSTRUCTION AND SITE DEVELOPMENT FURNITURE AND EQUIPMENT Local Staff & Operatg. Cost TECHNICALASSTANCE CONSTRUCTION ET VRD?' MOBLIER E QJIPEMENT -ASSISTANCE TE HNICUE PROJECT ITEM Apra Estimtes ApraI. Estimnt, ApPri,iIi EtImate onCt l mt ApP,l,1 Eltima- Apr E.tmat-~ prévut% arvuaon A usprnvu å % pvnui-o Pr åu 2e 0 *veato Pnivu å llå IvlainPéu vlsin' ELEMENT oU PROJET Ex- Contng c Co-ing. Effctf. 0) ExcI Con 1i n C-ng Df Exc Conting. nl, Conin -na ö Ex Contin.. 1n, Conting Ef-.r Dif E1 Contano nc0 Contg Efe . D I 1Imp0 - o 1nmpv 3/2 Imp no 3/2 Impnon m v 3/2 nr on mp 3/2 llprnon mpy 3/2 1 2 3 1 32 1 2 A-SECGNDARY EDUCATION/ -- -- ------ Enseignrement_se-onaie LAEQRAIRIW/Lab_oratoiïr"s 18 Labs. | 424 560 954.8 191 615 91 Lah9 . _2_- 615 -T_. 424 560 954. - 2-59 328 __.415. -76 -URALYnUCATION JEduc.rurale __CFJA 40_CFJA 313 413 520.2 58 23_CFJA 65 (4) fub-Total B,2. 313 413 520.2 123 156 (iiin- (3) - 3 GJA . 25, instructors/formateura 57 150 GJA 30 Agricultural_agents/ agents agricoles Total A3. 57 75 0 82 104 - 82 9 0 Total -,2,& 3~ 370 488 520,2 205 260 4 82 -95 657843 i ClIR Dedougou 37 13 50 K-a-ndou - 32 13 50 K_aya 2 20 TotaL_4. 86 114 0 34 43 -0 120 157 0 5- ater Supplies/Hydraulique central i regional 190 190 -Othrslautrea 110 395 29.1 92 117 202 512 Total D.5 300 395 297.1 .92 117 75 392 512 372 -~ToT~B75 - 73 1 ota B31 420 486 +1€ 82 95 0 1169 1512 1303 j changc rae -Orgina US$100- 230 FCFA C-urret US$1 O- 210 FCFA So 2 Sh.vt, D.~ C tober 31, 1980 - Idömda - A 1o1», Eu d2,ar E = Au V dolarUe210 FCFA/, PM d. 2 p9 3/ Contracta = 140,648,088 CFAF, Price increase = 60,000,000 CFAF and Glazing - 18,000,000 CFAF for an estimated total to complete of 218,648,088 CIAF (see letter from Min.of Public Works, dated Nov.12, 1979) hontant deS marcligs 140.648.088 sFA, réaiuRt~nt de. prix - 60.000.000FCFA, 4/ Total CFJA = 218 Chassis vitres = 18.000.000 FCFA pour un CouIt total de 218.648.088 FCFA (lettre du Minist;re deR Travsux Publica du 12 Novembre 1979) Country: IBRD/IDA Education Projects UPPER VDLTA --1 Pays COMPARISON OF ORIGINALLY ESTIMATED COSTS AND ACTUAL COSTS IN _ 1, 000 af - US$ Projets Education BiRD/AiD Project: First Education Projet 1,000 Us$ 1 Form V Loan: COMPARAISON ENTRE LES COUTS PREVUS ET EFFECTIFS EN DE Fiche êt: No Credit 430-UV Credit: Crédit CONSTRUCTION AND SIT DEVELOPMENT FURNITURE AND EQUIPMENE Local Staff & operatg. Costs/ TECHNICAL ASSISTANCE TOTAL coSTRUCTIOT V, MOBLIR E EUIPEMENT Personnel lal & couts d ISTANCE TECHNIUE PROJECT ITEM £.i-Appr- Estime -et Apprai -- -rAp-Em Apria sies, Appra.sa Estimates AP IaActuiala . Actual1 ELEMENT DU PnOJET E ncl. n c ContIng E. C EG. EC-. D. E-c Conig Efct fi Df Exl. Contin. Inc. Cntng Effc . D'i Excl Coning nc Co CIng Efectif, Dif IE Rnon lmp. 32EftifE 3/2 m Ir y 3/ m n Impy 3/2 Imp,non 1m-0 3/2 ccmpris comperis comr dIomrS cmg co'pcrcs caexacrpr. cci 2 3 2 3 1 2 3 1 2 3 1 2 3 C. PROJECT AIMIN. UNIT -- - --- - - -- -- - Ilnit, admni.dt prn-,j- ~6 quIpme,t~ &. Jo__saf quipament& peronnel -~ 16 __0 4 -lL 309 +8359_ 9J M _ +87 Toal_C_-_--.--_-4-- ,.= =.6=3- -1=1 1 D TRCINTCAL ASSISTANC-- -- R Experts - R,ral Pdnen-tion 694 - -6 JPro_ Aditin.init/lnite--- - - SAdmin.ln _pra jet- - --_ - -- 117 ---------117 Project Mag~r Study- - - - - 100 .--- 1 00-in- - Total D - 911 -104,7 -_-781 17, ----a71- E. TRAINING OF INSTRUCT_0R &- EAGHERS-3/- - - - - F,mat i nn¯ des formateurra,t - - Tt324 - -- -24 - ýGANDTOA Q-3 i39 +22 6 GRAND TOTAL Q A557 72-1 +14 606 168 947 23 213 265 633 + 911 1047 _ 71 -17 2920 7 4223 +16 ojtooer 31, 1980 Il Exchaint-Origina. USI.0- 00 Cuani US$m - 210Vh 2 f 2 sh-t- cD 1980 Taa- d. chang - A l'wauaon: 1 dollar EU - Act : I dollar EU - 2/ VRD - V.iri ai rsaux div2,s P_g 2 d, 3/ This project item was included at the time of the credit amendment (1976); the coast estimates (incl.cont.)were (1) Construction 5,1 million CFAF; (2) Furnit.& Equipmt. 5,1 million CFAF; (3) Local staff & operating costs 22,4 million CFAF I Cet élement a 6té inclu en 1976 lors de la révision de l'accord de credit; le cout (imprévus compris) avait été estimé a (1) construction 5.1 million de FCFA; (2) mobilier et equipment 5.1 million de FCFA; (3) personnel local et con'ts de fonctionnemant 22.4 million de FCFA, Country COMPLETION STUDY IBRD/IDA Education Projects Pays TPPER VOT.TA ACHEVEMENT Projets Education BIRD/AID Project COMPARISON OF ORIGINALLY REQUIRED PREMISES AND ACTUALLY PROVIDED PREMISES Form Projet FIRST EDUCATION PROJECT COMPARAISON ENTRE LE PROGRAMME ARCHITECTURAL INITIAL ET LES OUVRAGES EXECUTES Fiche I-A-2a Institution New Institutions b t N 430-U Etablisseecta Nouveaux etablissentents Credit lor all identical institution) Credit (ou tout etablissement identique): PREMISES ORIGINALLY REOUREDV PREMISES BUILT LOCAUX PREVUS' LOCAUX CONSTRAUITS REVISION (if anv) 2 APPRAISAL Student Places le c e en) Stden, Places Student PIace, A LEVALUATION Plaes .dee November Places aPelen. d.- STUDENTS BOAADING FACILITIES Ne aNet Are INTFRNAT Nrnet Ner Are. N~ret , e2so Surfaene te m2sq S nfaceete fm2/sq )ne m2/s ) .NumNbe Nonecumb, (covered area counted at 50%) U Nomeb, Nombe Nomee acSun total Each Su total Each Accn Unit- r, U-Ucr, Accommondlati n e.t Unite re Sous-total Unctae Sousrtotal Ulnitaire Snus total A-Secondary Educationt -enaeignlement aecondairf 1Science,FAilitieas 2/ Type L 3 Laboa) 3x 325 4 x 3 3003/ 1200 Iy1no IT2 x 2 210 420 (no change) 6 1 112 4/ 672 -5ypell(-L aho) -x - 12G 600 x ub-Total/Sous-Total 18 1995 1995 18 -- 1872 - innehnaent rur1ae -2- CFJA - -- - (a)ClasromLosalles d --- - - classe 1600 40 85 (incl.storage) 3400 40 50 2000 40 57 2280 hflDemontration areal aire de demonstrat. . -40 -.25 . 000 4_ 25 840 (cStorage/reserve 40 40 40 1600 40 57 2280 ---(d)Tearbh,r HouinjZ/-- -- logement moniteurs 0 40 11 -40 5.5 2200 40 89 356L (e --fi- _ 200 2 75 150 2 106 212 ologeent c i 6 100 600 6 100 600 6 -1(16 636 (&)Extension WorkersI Housing/lDeintfo - mat.ato.- --2.~ CT'. newinouveau 120 - 2 565 1130 1CPR Pstnginsn --.60 1- ub taSostotal 6730 7550 9808 TOTA 18M9545 11680 Date October 31, 1980 1 of sneers 1] Asagreed between the Guvenment and IBRD/IDA 2/ 18 new laboratories in 10 existing scho __s Panes Agred parle Gouverneen en a BIRD/AID 18 nouveaux laboratoires dans 10 ecoles existantes. 3/ Net area for unit of 3 laboratories of type I, incl.preparation room and sanitaries; the net area of one laboratory is 73 R2/Surface nette pour une unite de 3 laboratoires du type - comprenant sa le de preparation et sanitaires; la surface nette d'un laboratoire est de 73 m2. 4/ Net area for a unit of one laboratory of type III / Surface nette pour une unite d1un laboratoire du type III. UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT CALCULATION OF AVERAGE EXCHANGE RATE US$ CFAF Category I - Civil Works 457,229.27 103,157,334 Miscellaneous 106,958.97 564,188.24 26,660,107 129,817,441 Category II Civil Works 356,695.56 85,815,375 Miscellaneous 1,513.91 358,209.47 341,788 86,157,163 Category III Livestock 18,612.52 4,290,050 Construction Materials 7,713.46 1,803,504 Construction Eqpt. 29,234.70 7,258,975 Agric. Eqpt. 227,961.61 52,594,115 Automotive Eqpt/Mach. 65,268.34 14,312,615 Freight & Insurance 10,012.24 2,250,000 Medical Supplies/Eqpt. 12,243.97 2,651,212 Miscellaneous 132,624.26 503,671.10 31,679,417 116,839,888 local staff FF 1,266,305.74 Category IV School Eqpt/Supplies 285,275.32 CFAF 63,315,287 Miscellaneous 813.28 286,088.60 202,791 63,518,078 SWF 34,200 Category V Consultant's Services 593,328.49 130,849,024 Miscellaneous 141,578.85 734,907.34 35,251,086 166,100,110 Category VI Elec. Eqpt. Communications 80.92 20,000 Automotive Mach/Eqpt 3,356.96 779,284 Operating Costs 35,644.10 Training 4,792.87 1,112,550 Miscellaneous 359,060.40 402,935.25 81,946,228 (63,858,062) US$ Total 2,850,000.00 CFAF Total 626,290,742 6 626,290,742 CFAF i US$ 2,850,000 =220 CFAF/US$ -55 - ANNEX 4f UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT Comparison of Credit Category Allocation with Actual Disbursements Allocation per Amendment of Category Description 7/14/76 - Disbursements 1 Civil Works for Parts A.l(a), $ 570,000 $ .595,086.35 A.2(e), A.3(a) and D of the Project 2 Civil Works for'-Parts C.1 and 290,000 358,209.46 C.2 of the Project 3 Furniture, cattle and equipment 350,000 503,671.10 for Parts A.l(a) and (b), A.2(b), (d) and (e), A.3(b) and D of the Project 4 Furniture and equipment for Parts 225,000 286,169.51 C.1, C.2 and C.3 of the Project 5 Consultants' and experts services 725,000 734,907.38 for Parts A, B, C and D of the Project 6 Operating costs (other than 130,000 371,956.20 expenditures financed under Category V). 7 Unallocated 560,000 - 0 - TOTAL $2,850,000 $2,850,000.00 - 56 - ANNEX S Country: UPPER VOLTA COMPLETION STUDY IBRD/IDA Education Projects Pays: ACHEVEMENT Projets Education BIRD/AID COMPARISION OF STUDENT PLACES ORIGINALLY First EducationPLANNED FOR, STUDENT PLACES ACTUALLY Form Projet: Fiche MADE AVAILABLE AND ACTUAL ENROLLMENTS Credit: No. 430 COMPARAISON ENTFSE LES PLACES DELEVE PREVUES, Credit. CELLES FOURNIES ET LES EFFECTIFS REELS PROJECT ITEM STUDENT PLACES STUDENT PLACES % ACTUAL CURRENT % % PLANNED POR MADE AVAILABLE ELEMENT OU PROJET PLACES DELEVE PLACES O'ELEVE DIF. ENROLLMENT DIF. DIP. PREVUES FOURNIES Institution (Appraisal Worksheets) (Completed Constructlon) 2/1 EFFECTIFS REELS 3/1 3/2 Eiallissement (Prgramme architecturalI (Construction achevse) 2 3 [A. Srondriry Fdiun- tion I enseigne- ment secondaire _ . 18 new LabsL 576 160 9__ 160 78 1IM I8 nouve au y Labn t nnrolmt.3024) .(erollmt.840) 60_ 19 equiped Labsi- 608 608 -100 608 100 1QQ 19 hir6quipes (eurollmt.3192) (enrollmt.3192) - T----ottal A. [ 888 576 _tf (enrollmt.6216) (enrollmt.4032) 65 4032 6 100 , Rural Education- enseignement rurc e 1. CFJA 40 centers bui lt& OO200 75 1 74 8 40 centres construits 120 Ctr.equipd. 120 Ctr. 6quip 3200 6540 167 6540 167 100 2. GJA 150x15 2,250 147x 15 = 2,205 147x 15 2,205 3. 3 CPR 180 0 0 0 0_ 1/ Enrollments interpolated from 10 centers visited by completion mission/ October 1930 ORD No.CFJA Av.Enrolmt. Total' Sheet 1 of 1 Sheets cnDDG 12 26 312 Kaya 14 30 420 Pa d* pe KDG 14 32 448 Total 40 30 1180 2/ 120 planned but actually 218/ 120 prevus mais actuellement 218 UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMrLETION REORT Rural Youth Training Objectives, Content and Outcomes RURAL YOUTH TRAINING SUPPORT PLANNED BY AMENDMENTS IN OBJECTIVES THE PROJECT 1976 OUTCOMPS 1. Improving quality and relevance of CFJA training through: 1.1 Revision of curricula: 1/2 1 Principal Adviser and 3 ORD None Principal Adviser and 2 ORD to 2/3 of time allowance rural education specialists. specialists provided support for practical (including 12 man years. Develop revised Materials developed in dry season) farming. curriculum, introduce national several languages, and to Besides literacy training, languages, develop materials. support project content as emphasis on health and 2 man years. envisaged. hygiene, rural handicrafts, practical arithmetic and bookkeeping 1.2 In-service training of Vehicles and construction in ORDs. Provision of lodging, 10 month course in 1976. 5- teachers (adoption of transportation and month courses for 40-50 new curricula) instructional instructors from 1977. From materials for in- 1980, a two year re-training service training at included substantial field- ORD level and pre- work. Pre-service training service training at to be supported in second CFMRs. project. 1.3 Provision of: (a) teaching materials 2 man years technical assistance None Work was carried gut by redagogical Bureau largely by the FAC project, (b) agricultural equipment 120 centers to be equipped None 218 centere equipped. 1.4 Provision of: (a) new classrooms and Reconstruction of 40 centers. None 40 centers constructed. teachers' houses (b) water supply 90 water points or wells 70 wells 38 open wells, 26 tube-wells, 2 6 negative drillings. & 1.5 Experimental introduction Technical assistance for a pilot None 17 languages used at of national languages for scheme in 15 CFJAs. completion, with materials in teaching and literacy More (197 CFJAs), Jula training. (49) and 7 other languages. 1.6 Increased area of land for Increased land allocations None Areas cultivated in 1978 10 ares per student. required. were 10, 7, 11 ares respectively in the 3 ORDs. Areas allocated were considerably more (18, 19, 31). 1.7 Increase of age of entry. Required that 50% boys should None Mean ages in 1978 were 14.1, be 15, and 50% girls should be 14.8 and between 14 and 15 13. in the 3 ORDs. 1.8 Only moderate increase of Requirement of CFJAs to increase None Enrollments in 1978 were enrollments achieved size of intake. 30, 32, 26 in the 3 ORDs. through increase in average from 34.6 to 40, and opening of new CFJAs for girls. 2. Settlement on the land of school-leavers through promotion of GJAs as production units and further learning centers: 2.1 Provision of marketing/ Equipment for 150 GJAs and houses Houses for supervisory extension services by ORDs for 25 supervisory staff. staff eliminated, as their construction was not in line with Government policy. 2.2 Increase in age of entry. Required that 50% men should be None Wide range of ages of 18 or more, and 50% women 16 or enrollments. more. 0 2.3 Preference to support GJAs: T (a) in same area as CFJA Factor in selection None Generally the case, but still some isolated GJAs. (b) with at least 6 ha. land Factor in selection None In 1977, 3-4, 3 and 3 ha. were allocated in the 3 ORDs. At completion CVCs indicated further alloc- ation would be possible. (c) organized with support Factor in selection None CVCs were major factor in of village chief. selection and support of GJAs. 2.4 Increase in annual income per member from $25 to $38 through: (a) cultivation of 3-4 main Required by supervisors None 3 main crops grown. Very crops plus secondary few additional crops except crops. in a few cases. (b) small livestock and Encouraged by supervisors None Poultry introduced in some u fruit trees GJAs. A few pig and rabbit keeping enterprises. Fruit trees in some GJAs. Very limited. (c) carrying out sub- Encouraged by supervisors None Done in isolated cases only, contracted work (tilling, carting, etc) (d) vegetable farming Encouraged by supervisors None Some GJAs with irrigation projects produced under contract. Most GJAs did not attempt, usually due to lack of water. 2.5 Equipment and input credits Based on detailed appraisal. None 147 GJAs assisted. to selected GJAs. Reimbursement of credit into revolving fund to be used for extension of equipment credit. 2.6 Use of part of CFJA net Encouraged by supervisors None Done in a few cases only, income for establishment of GJAs. 0 3. Establishment oi Rural Construction and equipping of 3 CPRs This item was dropped l4acluded in the secoac Development Centers (CPRs): from the project when project. the Credit Agreement was revised in order to support the establishment of the CFJAs as a first priority. 3.1 Candidates selected from To follow 2 year training in GJAs. general education and agricultural training. 3.2 Staffing: upgrading of Required existing teachers and agricultural agents. 3.3 Access of graduates to FJA Agreed by Government teacher training centers and agricultural staff schools. 4. Improving management of the FJA training system: 4.1 At the national level by: C) (a) transfer of DSFJA from Carried out prior to effectiveness None Met with some resistance the Ministry of National from the Ministry of National Education to the Education but was essential Ministry of Rural to give required support Development. to CFJAs and GJAs. (b) reinforcement of staff Setting up project implementation None Insufficient coordination unit, provision of technical with BPR. PIU has been assistance, payment of indemnities. merged with DSFJA under second project. 4.2 At regional level by: (a) FJA being placed under Agreed by Government None Integration satisfactorily ORDs achieved in 2 ORDs. In the third there remain problems. (b) Recruitment of addi- Training of supervisors None First group of trained tional staff responsible s iors onW in field for CFJAs and GJAs. second group under training. no> - - 61 - ANNEX 7 UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT Enrollments, Mean ages, Attendances in Three ORDs and CTJAs ITEM KAYA KOUDOUGOU DEDOUGOU No. of CFJAs 1977 8 10 8 1978 10 55 50 No. of Pupils 1977 Boys 32 29 1 25 Per CFJA Girls 3 11 2 Mean 35 40 27 1978 Boys 21 27 Girls 13 23 Mean 30 321/ 26 Age 1977 Boys 14.8 14.3 14.7 Girls 13.8 14.3 14.0 Mean 14.6 14.3 14.5 1978 Boys 15.0 15.2 Girls 1 14.0 14.2 Mean 14.1 14.8 Attendance 1977 Boys 86% 90% 92% Girls 81% Mean 86% 90% 89% 1978 Boys 88% 75% Girls 95% 65% Mean 90% 90% 73% Total Nos. in Renewed CFJAs 1977 284 403 214 1978 1,224 1,777 1,200 I/ Some centers mixed 2/ No centers mixed - 62 - ANNEX 8 UPPER VOLTA FIRST EDUCATION PR,OJECT CCREDIT 43C-UV1 COMPLETION REPORT 1/ Recurrent Unit Costs in Primary Education and Young Farmer Training (1978) Young Farmer Primary Training education Total recurrent expenditures (CFAF Mill.) 436.0 2,153.0 2/ Salary costs of staff working in activities not related to training 3/ (CFAF Mill.) 19.6 - Net recurrent expenditures (CFAF Mill.) 416.4 2,153.0 4' Enrollments 22,300 157,580 Cost per student (CFAF) 18,673 13,663 Recurrent unit costs in project CFJA's (1978) 5/ Average recurrent cost per center 559,000 6/ Net return on productive activities 48,400 Student/teacher ratio 34 Net cost per student 15,018 Source: Government budget, CFJA evaluation report 1977/78 and mission estimates Footnotes 1/ Estimates rely on incomplete data and have therefore to be interpreted with caution. 2/ Excluding central administration, curriculum development and teacher training. 3/ E.g. CFJA instructors working as extension agents in the ORDs. 4/ Rough estimate for CFJA as no reliable country-wide figures available at the FJA Directorate 5/ Including supervision costs 6/ Based on the Government's FJA evaluation report 1977/78. - 63 - ANNEX 9 Page 1 of 2 UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT Materials Produced by the Rural Pedagogical Bureau 1. Dossier 2 - Installatton de l'exploitation 2. Dossier 2 - les Annexes des Fiches 3 et 4 3. Dossier 2 - les Annexes des Fiches 1 et 2 4. Dossier 3 - Formation à la vie pratique et familiale 5. Dossier 3 - les Annexes 6. Dossier 3 - Préparation du sol et servis 7. Français III 8. Calcul instrumental, Première annee 9. Dossier 1 - Avant l'arrivée des Jeunes 10. Type de relation entre Formateur et Formés dans le système FJA 11. Organisation et Formation des populations rurales dans l'ORD de l'Est pour leur participation effective aux projets de développement 12. Projet d'installation d'une exploitation agricole au centre de formation de Moniteurs Ruraux de FARAKO-BA 13. Aspirations et Motivations des Jeunes Ruraux de la tranche d'âge de 14 à 19 ans 14. Le Formateur et la milieu 15. Etude économique de l'exploitation d'un CFJA: cas du CFJA de Kamboinsé 16. Point de vue des Conseils Villageois de Centre, quand à leur r6le ainsi qu'aux tâches qui leur incombent dans le système FJA 17. Conduites des séances de réflexion - synthèse au cours de la formation professionnelle civique et familiale dans le cycle FJA 18. La formation des membres des CVC: une nécessité pour le succès de la Formation des Jeunes Agriculteurs 19. Etude du milieu - sensibilisation - création de CVC - opérationnel Koudougou 20. Les utilisations du français par les Jeunes Agriculteurs à la sortie des CFJA 21. L'alimentation rationnelle des animaux au CFJA: boeuf, âne,cheval, parc 22. Comment réaliser un programme d'activités adoptées et en situation de progrès par rapport au milieu dans les CFJA 23. Suggestion pour une meilleure hygiène générale des animaux dans les CFJA 24. Lala Racine DIALLO épouse SANOU: Problèmes de développement dans l'ORD de la Bougouriba 25. Les problèmes posés par l'introduction de l'élevage rationnel dans les CFJA - 64- ANNEX 9 Page 2 of 2 26. La formation action/réflexion dans le système FJA 27. Les supports pédagogiques en formation professionnelle: leur utilisation, leur exploitation au cours des recyclages en CFMER à partir d'une analyse critique des contenus, ainsi que des méthodes d'exploitation de ces documents au niveau des stagiaires 28. La formation des Jeunes Agriculteurs: Un espoir pour la Haute-Volta 29. Problèmes posés par l'introduction des langues régionales dans la Formation des Jeunes Agriculteurs 30. Avenir des Jeunes Agriculteurs sortant des centres de formation des Jeunes Agriculteurs ou les groupements des Jeunes Agriculteurs dans le développement rural 31. Sensibilisation des collectivités villageoise aux objectifs de la Formation des Jeunes Agriculteurs dans le cadre de la rénovation 32. Recherche des voies et moyens pour une intégration du système de formation des Jeunes Agriculteurs au milieu, dans la perspective d'un développement global et participe de la collectivité villageoise 33. Recyclage - Formation des Formateurs de CFJA dans les CFMR 34. La place de la Formation des Jeunes Agriculteurs dans le village 35. L'appui Pédagogique aux Moniteurs du Centre de Formation des Jeunes Agriculteurs 36. Bureau du Projet Education Banque Mondiale: ORD Kaya "Impressions et conseils à la suite de l'enquête sur les CFJA", (Novembre - Décembre 1978) 37. Bureau du Projet Education Banque Mondiale: ORD Dori "Impressions et conseils à la suite de l'enquête sur les CFJA" (Janvier 1979) 38. Bureau du Projet Education Banque Mondiale: ORD Koudougou "Impressions et conseils à la suite de l'enquête sur les CFJA" (Novembre - Décembre 1978) 39. Manuel de nutrition et de cuisine 40. Calcul instrumental: 2ème et 3ème année 41. Programme des centres féminins d'Education Rurale 42. Puériculture: hygiène, alimentation, santé, éducation 43. Education ménagère: couture, tricot, raccommodage 44. Calcul lère année 45. Calcul 2ème année 46. ORD du Sahel - Dori: stage de formation à la méthode d'alphabétisation FJA - 18 au 24 Octobre 1979 47. Serge ESPINASSE - Michel VEILLON: Mission auprès du service Pédagogique de la Formation des Jeunes Agriculteurs de la Haute-Volta 48. LOUIS Christian: Rapport final sur: le démarrage de la Rénovation des CFJA de l'ORD du centre du ler Novembre 1976 au 14 Janvier 1980 UPPER VOLTA FIRST EDUCATION PRqJECT (CREDIT 430-UV) COILETION REFQRT Agricultural Resulta 1977 and 1978 in Three ORDs, CFJAs ORD KAYA KOUDOUGOU DEDOUGOU YEAR 1977 1978 1977 1978 1977 1978 No. of CFJAs Analysed 8 10 10 50 8 40 Area Available 3.5 - 6 ha. 5 - 6 ha. 6 ha. 6 ha. 8 ha. 6 - 10 haj Mean Area Cultivated 2.40 ha. 2.50 ha. 2.7 ha. 2.00 ha. 2.82 ha. 2.65 ha. Mean Area per Pupil 8.5 ares 10 ares 6 ares 7 ares 10.6 ares 11 ares Yield KG/HA Sorghum/Millet 780 640 724 600 555 530 Cotton 790 210 806 450 750 690 Groundnuts 600 220 450 - 660 400 Sesame 500 125 - - - 200 Maize 50 796 - 240 500 Rice 1,613 200 1,021 - 540 450 Receipts CFA/CFJA Mean 1/ Cotton 23,500 11,000 26,600 18,000 24,100 32,000 a, Groundnuts 6,600 9,500 4,700 6,800 7,500 10,500 Sorghum/Millet 19,200 15,000 18,900 17,800 11,200 19,000 Other Crops 17,700 3,500 11,300 1,500 10,200 4,500 Garden Crops - 1,000 6,800 1,500 - 1,000 Small Livestock - 2,000 2,500 - 500 Handcrafts 2,700 6,000 - 3,500 - 500 Other Receipts - 3,000 3,500 2,500 - 1,000 Increased Value Oxen - 10,000 - 10,000 - 10,000 TOTAL 69,700 61,000 71,800 64,100 53,000 79,000 Expenses CFA/CFJA Mean Crop Expenses 12,000 4,800 12,400 4,200 11,700 10,800 Other Expenses - 3,500 2,000 3,000 - 4,000 TOTAL EXPENSES 12,000 8,300 14,400 7,200 11,700 14,800 Net Revenue per CFJA 57,700 52,700 57,400 56,900 41,300 64,200 1/ All figures exclude the value of home-consumed produce. UPPER VOLTA FIRST EDUCATION PROJECT (CREDIT 430-UV) COMPLETION REPORT Agricultural Results, 1977 in Three ORDs, GJAs ORD KAYA KOUDOUGOU DEDOUO No. of GJAs Analysed 6 Tengaye Dem. Mean Area Cultivated 1.9 hal 1.7 ha 2.44 ha Mean Area per Member 6.5 ares 5 ares Yield KG/HA - Cotton 300 614 Groundnuts 350 500 Sesame 500 182 Sorghom i Receipts CFAIGJA - Cotton 22,000 26,500 Groundnuts 13,750 10,000 8,150 Sesame 950 Millet 17,500 1/ 2/ Garden Crops 274,190 - 219,800 12,500 1,000 Poultry 1,800 Subscription 5,000 Shop Village Work 15,500 850 TOTAL 46,000 305,440 219 60,000 1/ Sale of green beans less costs 2/ Sale of bean seed and potatos less costs