Central African Republic - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4866 PROJECT PERFORMANCE AUDIT REPORT CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) December 3u, 1983 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 withot World Bank authorization. FOR OFFICIAL USE ONLY ACRONYMS CAR - Central African Republic CEG - College d'Enseignment Gfntal Lower Secondary School (LSS) IDA - International Development Association OPEC - Organization of Petroleum Exporting Countries PU - Project Unit SDR - Special Drawing Right 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. PROJECT PERFORMANCE AUDIT REPORT CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) TABLE OF CONTENTS Page No. Preface ......... 4........... . . . . . . . . . . . . . . . . . . . ' Basic Data Sheet .............. ...... ... ............... ii Highlighcs ..................................... vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND AND SUMMARY .......................... 1 II. PROJECT IMPLEMENTATION ................. 2 Project Management and Physical Implementation .......... 2 Maintenance ............................... * ......... o.. . 3 Furniture and Equipment ........... ..................... 3 IDA's Performance ............................ . ....... . 4 Technical Assistance ................................. . . 4 Compliance with Covenants ............................... 4 Costs, Disbursements and Financing ................ 5 III. EDUCATIONAL ACHIEVEMENTS ................. ....... 6 Lower Secondary Schools ................................. 6 Lyc6es ......... ............... .................. 6 PROJECT COMPLETION REPORT I. Summary and Conclusions ........................ . 9 II. Project Background .. ........ ........... 11 III. Project Implementation ................................ 13 IV. Cost and Financing ......................................... 17 V. Project Achievements ........................... 19 VI. IDA's Performance ....................................... 22 Annexes 1. Compliance with Credit Agreement Covenants .............. 25 2. Comparison of Forecasted and Actual Implementation Schedule: Building Works ......................... 28 3. Comparison of Forecasted and Actual Implementation Schedule: Furniture and Equipment .................... 29 TABLE OF CONTENTS (cont.) Page No. Annexes (Cont.) 4. Evolution of Project Costs ............. ......... 30 5. Project Costs 3'....................... 1 6. Available Financing .......................... .32 7. Schedule of Disbursement for Credit 308-CA .......33 8. Schedule of Disbursement for Credit 1073-CA 34 9. Comparison of Student Places Originally Planned with Student Places made Available and Actual Enrollments ........................................... 35 PROJECT PERFORMANCE AUDIT REPORT CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) PREFACE This is a Project Performance Audit Report (PPAR) of the First Edu- cation Project in the Central African Republic, for which a credit (308-CA) was approved in the amount of US$3.9 million on April 11, 1972. A supple- mentary credit (1073-CA) in the amount of US$900,000 was approved in December 1980. The original closing date was postponed several times until April 13, 1982--6-1/2 years later than anticipated. The sum of US$70,000 of the sup- plementary credit was cancelled. A grant of $0.7 million was provided by the OPEC Special Fund to cover local currency expenditures. The PPAR comprises (a) a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and (b) a Pro- ject Completion Report (PCR) dated June 23, 1982, prepared by the West African Regional office following a mission to the Central African Republic. The PPAM is based on a study of the PCR and cther material in IDA's files relating to this project, including the Appraisal Report (No. PE-34a) and the President's Report (P-1052) dated March 27, 1972, and March 30, 1972, respec- tively, the records of the Board discussion of this project on November 4, 1972, and the Credit Agreements (308-CA and 1073-CA) dated May 26, 1972 and December 1980. The project experience has been discussed with IDA staff associated with the project. The Audit examines carefully the factors which affected the implementation of the project and generally supports the conclusions and recommendations of the PCR. As is customary in the preparation of audit reports copies of the draft audit report--in a French translation--were sent to the representatives of the Borrower for comment on September 28, 1983. No reply has been received from the Borrower. PROJECT PERFORMANCE AUDIT BASIC DATA SHEET CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) KEY PROJECT DATA Appraisal Actual or Expectation Current Estimate Total Project Cost (US$ million) 5.4 5.5/a - Overrun (%) 2.0 Credit Amount (US$ million) 3.9 4.8 Disbursed 4.7/b Cancelled 0.07 Repaid to )05/31/83 0.00 Outstanding as of) 4.7 Date Physical Components Completed 12/75 04/82 - in Months Since Credit Signature 41 105 Proportion Completed Respectively at Initial Closing Date and Final Closing Date (%) 10 98 Proportion of Time Overrun (%) 156 Institutional Performance Poor CUMULATIVE ESTIMATES AND ACTUAL DISBURSEMENTS (US$ 000) FY73 FY74 FY75 FY76 FY77 (i) Estimate at appraisal 32.1 226.2 2,148.9 3,568.5 3,900.0 (ii) Actual disbursement 0 125.3 225.0 444.0 1,316.0 (iii) (ii) as % of (i) 0 55 10 12 34 FY78 FY79 FY80 FY81 FY82 3,900.0 3,900.0 3,900.0 4,800.0/a 4,800.0 2,018.0 3,674.0 3,882.0 4,116.0 /!,730.0 52 94 99 85 99 fa Supplementary fiLaincing for SDR 700,000 or about US$900,000 was approved in December 1980 and became effective in May 1981. The total available financing was US$5.6 million and the project cost was US$5.5 million. /b Credit 1073-CA was not fully disbursed. OTHER PROJECT DATA Original Actual or Plan Revisions Estimated Actual Credit 308-CA First Mention in Files 11/66 . Government's Application 04/68 Negotiations 09/71 Board Approval 04/11/72 Credit Agreement Date 05/26/72 Effectiveness Date 08/24/72 10/24/72-11/27/72 01/18/73 12/29/72-01/30/73 Closing Date 12/31/77 04/13/82 Credit 1073-CA Approval Date 12/80 Effectiveness Date 05/81 Closing Date 04/13/82 Borrower Central African Republic /a Executing Agency Ministry of Education Follow-on Project Name Second Education Project Credit Number 1359-CA Credit Amount US$11.00 million Credit Agreement Date 05/19/83 CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) CFA Franc (CFAF) Exchange Rates: Appraisal Year US$1.00 - CFAF 256 Intervening Years US$1.00 = CFAF 230 Completion Year US$1.00 = CFAF 270 FISCAL YEAR January 1 to December 31 /a At the time of the signing of the Credit Agreements the Borrower was the Central African Empire. -iv - MISSION DATA Sent Month/ No. of No. of Staff Date of Mission Year Weeks Persons /a weeks Report Reconnaissance IDA/UNESCO 12/69 1 2 2.0 01/22/70 Identification IDA 12/70 1 2 2.0 12/31/70 Preparation UNESCO 02/71 3.8 4 15.2 03/17/71 Appraisal IDA 05/71 3.0 4 12.0 03/21/72 Total 31.2 Supervision 1 IDA 07/72 0.8 1 (A) 0.8 07/25/72 Supervision 2 IDA 03/73 1.6 2 (E,A) 3.2 04/26/73 Supervision 3 IDA 11/73 1.0 2 (A,A) 2.0 01/31/74 Supervision 4 UNESCO 04-05/73 1.6 1 (A) 1.6 06/21/74 Supervision 5 IDA 09/74 1.4 2 (E,A) 2.8 12/04/74 Supervision 6 IDA 01/75 1.8 1 (A) 1.8 01/20/75 Supervision 7 IDA 06/75 1.0 2 (E,A) 2.0 08/15/75 Supervision 8 IDA 03/76 1.4 1 (A) 1.4 04/12/76 Supervision 9 IDA 05/76 1.8 1 (A) 1.8 06/01/76 Supervision 10 IDA 07/76 1.2 1 (A) 1.2 10/12/76 Supervision 11 IDA 12/76 2.2 2 (E,A) 4.4 02/07/77 Supervision 12 IDA 06/77 1.6 2 (E,A) 3.2 07/11/77 Supervision 13 IDA 02/78 1.2 1 (E) 1.2 03/28/78 Supervision 14 IDA 07/78 1.0 1 (E) 1.0 09/07/78 Supervision 15 IDA 02/79 1.4 1 (A) 1.4 04/24/79 Supervision 16 IDA 01/80 0.8 1 (A) 0.8 03/28/80 Supervision 17 IDA 06/81 1.6 1 (E) 1.6 06/23/81 Supervision 18 IDA 10-11/81 1.4 1 (E) 1.4 11/18/81 Completion IDA 02/81 1.1 2 (A,E) 2.2 Total 25.9 35.8 /a A = architect; E - educator. -v - ALLOCATION OF CREDITS PROCEEDS B1 CATEGORY (US$) Credit 308-CA Original Amended Credit 1073-CA Category (May 26, 1972) (March 1, 1978) (Suppl. Financing) I. Civil Works/a 2,210,000 2,365,000 440,510 II. Furniture 100,000 80,000 ) ) 180,745 III. Equipment 410,000 365,000 ) IV. Technical Assistance 200,000 270,000 ) ) V. Operating Costs 60,000 115,000 ) 45,174 VI. Professional Fees 150,000 445,000 ) VII. Unallocated 770,000 260,000 124,341 Total 3,900,000 3,900,000 790,770/b /a OPEC contributed to this category of expenditures through a Special Fund of US$700,000 (signed on March 21, 1978). /b This amount was expressed in Special Drawing Rights (SDRs) in the Credit Agreement (700,000 SDRs equivalent to US$790,770 on April 13, 1982). - vt - PROJECT PERFORMANCE AUDIT REPORT CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) HIGHLIGHTS The objectives of the First Education Project were to introduce a new curriculum including practical subjects in lower secondary education and to train local teachars for this level of schooling, to improve and expand science, technical and commercial education/training at the upper secondary Level, and *> strengthen education planning. The First Education Project in CAR faced unusually difficult circumstances during its implementation. An unsettled political situation, weak project management and inadequate technical assistance personnel led to delays in project implementation (PCR, para. 1.01). Together with higher than expected inflation rates, this led to a considerable reduction in project scope (PCR, para. 1.01). The project as amended was substantially completed and its major objectives appear to have been achieved. In the lower secondary schools the use factor is higher than expected, progress has been achieved in improving their curricula, and a technology course has been introduced. At the lyc6e level baccalaureates are offered in the sciences and in mathematics. Moreover, a framework for education planning was developed. For home economics, however, there is no curriculum, and trained teachers are not available. And the supply of secondary teachers was not increased because of the reduction in the project scope, which deleted the new secondary teacher training college in Bangui. It is too early to evaluate the educational impact of the project. The external efficiency of the project institutions, in particular the technical secondary school, will be difficult to assess in the absence of systematic tracer studies of the graduates (PCR, para. 1.03). Lessons learned from the experience of this project include the following (PCR, paras. 1.04-1.06): - Specific working papers drafted at the preparation/appraisal stage can substantially assist subsequent implementation, in particular in relation to curriculum development and teacher training. The working papers should specify, among other things, where the resources are to be found to implement the educational components. - Technical assistance personnel should be recruited well ahead of the time of their utilization. - vii - - Architectural expertise should be available within the Project Unit on a continual basis. - Project managers should actively seek the involvement and partici- pation of project school principals, especially in relation to the use of facilities and to equipment delivery. - Where the circumstances warrant it, the buildings should be designed for greater security in order to reduce the likelihood of looting and stealing. Other points of interest are (PCR, paras. 1.05-1.07 and 3.02): - Time schedules and financing plans should realistically reflect the borrower's implementation capability and financing potential. Attention needs to be given to proper maintenance of project facil- ities. PROJECT PERFORMANCE AUDIT MEMORANDUM CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT (CREDITS 308-CA and 1073-CA) I. PROJECT BACKGROUND AND SUMMARY L. At the time of project generation a major issue faced by the Central African Republic (CAR) was the provision of trained manpower to gradually replace expatriates in the modern sector of the economy. This required an upgrading of the country's education/training system. In addi- tion, there was need to improve education policymaking and to introduce long-term education planning (FCR, para. 2.01). 2. Following the recomnendations of a UNESCO mission that had visited the country in June 1970, the objectives of the project were (PCR, paras. 2.02 and 2.04): (a) to increase the quantity of lower secondary school graduates and improve the quality of the instruction at that level, (b) to strengthen the quality of science, industrial, and commercial uraining at the lyce level and to expand enrollments for those courses, (c) to replace expatriate secondary school teachers, and (d) to improve education planning. 3. The content of the project was as follows (PCR, para. 2.05): (a) Construction, equipping and furnishing of i. four new lower secondary schools and extension of one lower secondary school, ii. extension of four lyc&es, to add rooms for science, technology, and home econmics, iii. extension of one technical lyc&e, to add rooms for science and commercial. subjects and workshops, aud iv. a new secondary teacher training college (including five new staff houses). (b) Technical assistance for (i) an educator/administrator, (ii) a project architect to assist the project director, and (iii) a specialist in education economics to produce a long-term education plan. A small amount was also included for project administration. -2- 4. During implementation, an agreement was reached with IDA1/ to reduce the scope of the project in an effort to contain the very considerable cost increase. As a result, part A of the project was left with the follow- ing items (PCR, para. 2.07): (i) two new secondary schools (but with the deletion of all dormi- tory, kitchen, and dining facilities), (ii) extensions of four lyc6es, and (iii) extension of one technical lyc6e. 5. The project as amended (and without the secondary teacher training college) has been substantially completed with a considerable extension of the closing date. To accommodate cost overruns, Lae original IDA credit (US$3.9 million) was supplemented by a second credit (US$0.9 million). The final disbursement was made on April 13, 1982 when US$70,000 of the supplementary credit was cancelled. Total estimated project costs amounted to US$5.5 million. Although the educational results cannot be fully evaluated at this time, the project is considered to be reasonably successful. Despite unusually difficult circumstances prevailing during the project's implementation period (PCR, para. 3.01), several important project objectives have been achieved. Thus the project contributed to an increase in enrollment of students in science and technology courses at both lyege and lower secondary levels. A new curriculum for technology was introduced at the lower secondary level and teachers for these practical subjects have been trained (PCR, para. 5.06). At the lyc6es (higher secondary level), streams now exist for mathematics and physical science as well as biology (PCR, para. 5.04). The other important objective of creating an adequate framework for education planning was also achieved, although much later than anticipated (PCR, paras. 5.07-5.08). Furthermore, the project had an institution building effect in that the PU staff acquired skills in project implementation and became familiar with IDA procedures (PCR, para, 5.08). II. PROJECT IMPLEMENTATION Project Management and Physical Implementation 6. Project managem-tnt was generally weak, both technically and admin- istratively. The difficulties were compounded by (a) the delay (1-1/2 years) in recruiting the PU advisor, an expatriate educator-administrator who stayed only one year of his three-year assignment, and (b) the limited experience of the expatriate project architect in bidding and procurement procedures. The specialist in economics of education was a considerable asset to the PU as he participated directly in project management and assumed responsibility for regularly drafting the Quarterly Reports. Unfortunately, he joined the PU only towards the end of 1976 (that is, 4-1/2 years after the Credit Agreement was signed). The staff of the PU have benefited from the project in that they acquired experience and skills in project implementation. 1/ In June 1974. -3- 7. The architectural work for the lower secondary schools was done by consultants based in Europe; this created some difficulties in communication with the PU and caused problems of supervision of works. The siting of buildings was a problem in Bambari with a resulting increase in project cost, and bidding procedures were slower than anticipated (PCR, paras. 3.04-3.05). For the extensio-s to the lyc6es (including the technical lycfe), the archi- tectural work was done by the project architect, but supervision of the works was assumed by the Ministry of Public Works, as the project architect had left before construction began (PCR, para. 3.06). 8. As for the civil works, the only secondary school fully completed (Bambari)2/ at the time of the completion mission was adequately con- structed--good use had been made of local stone and wood. The building of the extensions to the five lyc&es was delayed considerably because of unsatisfactory bidding procedures, inadequate supplies of building materials, inexperienced contractors, and--for schools outside the capital city-- transportation problems (PCR, para. 3.09). It appears that the facilities are well designed and suit the project objectives. Adequate classrooms, laboratories and workshops for science and technology courses were built at all five schools, but it is unfortunate that, at the technical lyc6es, no specificiations were included in the appraisal working papers for a large workshop; this space has now been divided into small specialized rooms giving the opportunity to learn a diversity of skills which are, however, not integrated within a comprehensive curriculum for technical studies suitable for the country (PCR, paras. 3.10 and 5.05). All schools have at present or will have in the near future appropriate water and electricity supply. Maintenance 9. Maintenance, as in many other education projects, is inadequate due to lack of funds and trained maintenance personnel (PCR, para. 3.11). Moreover, vandalism and looting, affecting mainly science equipment and elec- trical switchboxes, pose serious problems. The audit agrees entirely with the suggested remedies included in the PCR (para. 3.12). Furniture and Equipment 10. The situation with regard to furniture and equipment for the lower secondary schools was not wholly satisfactory. While the items were gener- ally of acceptable quality, deliveries were delayed because of lack of pro- ject funds. At the time of completion, furniture for special rooms at Bambari, all furniture for the school at Berberati, and the equipment for both schools were still missing. Since then, it appears that the furniture and equipment have arrived although this could not be verified in all cases because the principals did not receive equipment lists. In the case of the five lyc6es, the situation has been more satisfactory: all equipment was delivered but some furniture for science rooms was still missing at the time of the completion mission (PCR, para. 3.13). 2/ The second school (Berberati) was near completion. -4- IDA's Performance 11. Supervision and monitoring of the project have been adequate. IDA also provided several "implementation assistance" missions, designed to help local staff solve specific tasks. The frequency and duration of the supervi- sion missions, as well as their composition, were appropr'ate; the high- intensity effort appears to have been fully justified in the conte-it of the CAR. Continuity of supervision personnel and the scheduling of the special- ties of the staff involved allowed consistency of advice and maximum assis- tance to the Government (PCR, paras. 6.02-6.03). 12. There were, however, several shortcomings rt the project generation stage. Broadly speaking, at appraisal stage, ',AR's education needs were assessed adequately, as evidenced by the satisfactory use of the facilities provided by the project. Project implementation suffered, however, from several weaknesses originating at the design stage. A more thorough evalua- tion of CAR's project implementation capacity, precise indications about the sources of assistance for curriculum development and teacher training, and more realistic implementation schedules for these two educational components, together with more specific and detailed working papers at appraisal stage, would have resulted in better performance during project implementation. Moreover, no provisions were made for the development of a home economics curriculum and for the training of teachers of that subject, although special rooms were included in the project (PCR, para. 6.01). Technical Assistance 13. A modest contribution was expected from technical assistance in the project. No fellowships were included and provision for expatriate expertise was mainly restricted to the PU, with 3 staff-years for an educator/adminis- trator, 3 staff-years for a project architect, and 1 staff-year for a specia- list in economics of education. The specialist in economics of education turned out to be a considerable asset, as he efficiently assisted the PU director in his managerial/administrative responsibilities, and produced a long-term education plan for the Government. It appears that the contribu- tion of this expert was outstanding, presenting a clear analysis of current education issues in CAR, reliable information on the education/training sys- tem, and the cost implications of alternative education strategies, all matters of importance for policymakers. 14. Except for the project architect who was, however, of limited benefit in the field of procurement and bidding,3/ the two other expatriates were hired after very great delay, obviously resulting from difficulties in attracting qualified candidates. As a result, a long-term plan for educa- tional development was formulated only in 1980, after a six-year delay (PCR, paras. 3.02, 3.03 and 5.07). Compliance with Covenants 15. Nearly two thirds of the major covenants were met, but three were only partially met and three others were not implemented. Among these last 3/ He left the project prematurely in July 1976. - 5 - covenants, one was related to the secondary teacher training college, which was dropped from the project; the other two reflect serious shortcomings con- cerning (a) the lack of an adequate home economics curriculum and relevant national tests for this subject as part of an overall modernization of the lower secondary school curriculum and (b) the current science curriculum, which is not designed to take full advantage of the new laboratories and their equipment. It is likely (PCR, paras. 5.02 and 5.04) that the inclusion of funds in the project to assist in curriculum development at the lower secondary and lyc6e levels would have been beneficial. The covenants only partly met are those related to the training of a sufficient number of tech- nology teachers, the quarterly reporting system, and the offering of scien- tific streams at the lyc6e level (PCR, Annex 1). Costs, Disbursements and Financing 16. A sharp increase in project cost due to unforeseen circumstances (inflation, depreciation of the US dollar vis-a-vis the CFA franc, the rise in construction costs) required a major reduction in project scope. Other factors, however, might have been foreseen at appraisal, such as (a) the high transportation costs in a landlocked country and (b) the weakness of CAR's construction industry (PCR, para. 4.01). The sum of US$4.7 million was disbursed and USS70,000 was cancelled4/ April 13, 1982. The final total cost of the project was US$5.5 million, an overrun of 2% above the appraisal estimate. 17. By far the largest part of the costs was for (a) civil works (69 percent), whereas (b) project administration, technical assistance, and architectural fees constituted 19 percent of the costs (nearly twice the costs anticipated at appraisal), and (c) furniture and equipment represented only 12 percent of total costs (less than half the expected cost at appraisal). The large increase in item (b) above was due to the extended duration of project implementation and to inflation. The reduction in item (c) above was a consequence of reduced requirements due to a decrease in pro- ject scope (PCR, para. 4.02). 18. The financing of this project experienced serious difficulties because of the inability of the CAR Government to contribute to financing cost overruns or to meet its local funds commitments. IDA showed flexibility in the matter and amended the Credit Agreement (June 1977) in order to increase the disbursement percentages for all categories (except civil works); and approved a supplementary credit (December 1980) of about US$0.9 million to cover unanticipated cost increases (PCR, paras. 4.04 and 4.05).5/ The Government also obtained a grant of US$0.7 million from the OPEC Special Fund to cover local currency expenditures. 4/ This refers to the supplementary Credit 1073-CA, which was not fully disbursed because of the change in the rate of exchange of the SDR vis-a-vis the US dollar. 5/ Nonetheless, because of a considerable cost overrun for civil works, an OPEC Special Fund contribution had to be negotiated. -6- III. EDUCATIONAL ACHIEVEMENTS 19. At this stage it is difficult to assess the external efficiency of the project schools as they have not been in operation long enough to produce graduates who have benefited from the use of the improved or new facilities. Moreover, arrangements still have to be made to trace the placement of gradu- ates of the different types of schools, and to assess (a) the impact of the project on the quality of CAR's education system and on the supply of skilled manpower as well as (b) the extent to which some of the courses are adapted to the need of the private sector (PCR, para. 5.09). Lower Secondary Schools 20. The quantitative goal for this project component appears to have been met in one of the schools (Bambari) where the enrollment slightly sur- posses the appraisal estimate. As for the other new school (Berberati), enr(,ilment cannot be given as the school was not yet operational at the time of the completion mission (PCR, para. 5.01). On the qualitative side, several aspects have been very successful; others did not meet project expec- tations. On the positive side, there are a new curriculum for the technology courses, a national test in this subject, and technology teachers who are well trained. On the negative side, there are, as mentioned before (para. 15), a lack of curriculum and corresponding tests for home economics, insuf- ficient material for workshops, an insufficient number of technology teachers, and no teachers for home economics (P',R, para. 5.02). Lyc&es 21. Overall, the project was successful in increasing the quantity and improving the quality of scientific and technically trained lyc6e graduates. The enrollments for the intended 530 student places are higher (by about 20 percent). The qualitative objectives have been partly achieved: a course in technology was introduced in all four general lyc6es, the lyc6e in Bangui has introduced all the expected science/mathematics streams, and the science teachers are well qualified and use the new equipment to the best advantage. Limiting full success are the insufficient number of technology teachers and the incomplete offerings in science/mathematics streams at the various lyc6es outside the capital city (PCR, paras. 5.03 and 5.04). 22. As for the technical lyce, the improvement of industrial, commer- cial, and science courses was achieved. However, there is need for a compre- hensive and integrated program for technical education which would adequately serve the country's manpower requirements (PCR, para. 5.05). The project would have been strengthened by including technical assistance and/or fellow- ships specifically designed to assist in adapting technical education to the needs of CAR. WA-5 24 - 7 - CENTRAL AFRICAN REPUBLIC FIRST EDUCATION PROJECT CREDITS 308-CA AND 1073-CA COPLETION REPORT June 23, 1982 Revised August 18, 1983 Projects Department Western Africa Regional Office Education Division 一ど一 ノズ者ノぐタご’-～ノなあ喬1 9 1. SUNMA11Y AND RECOMMENDATIONS 1.01 The First Education Project in the Central African Republic (Cr. 308-CA) was implemented under unusually difficult circumstances. During the life of the prcJect there were three different forms of goverrment--a vepubl'.,c, an empire and it military government--and eight different Ministers oi Educa- tion (para. 3.01). The price increases, which occurred as a result of the worldwide inflation in the early 1970s, were exacerbated by the country's landlocked position and the use of scarce construction materials for the coronation of the Emperor in 1977 (para. 4.01). The resulting cost overruns necessitated adjustments in the project scope (para. 2.07 and 4.01) and, combined with the weak project management (para. 3.02) and the poor quality of some of the technical assistance personnel (paras. 3.02 and 3.06), led to delays in Implementation. The implementation time for the project was 9-1/2 years, nearly double the appraisal estimate but only 10% longer than the average implementation time for education projects. 1.02 The objectives of the project were to: (a) increase the number of lower secondary school graduates (grades 7-10) and improve the quality of the curriculum for this educational level; (b) expand and improve the quality of scientifically and technically trained lycee graduates (grades 11-13); (c) improve the quality of educational policy-making; and (d) increase the supply of secondary school teachers. The first three of these four objectives were ultimately accomplished, although the scope of the first one was reduced in 1977 to adjust to Increased costs (para. 2.07>. The quantitative aspects of the first two objectives were achieved. The planned number of student places were provided at the lower secondary schools and the lyc4es. Enroll- ment figures indicate that the utilization rate for these facilities has exceeded expectations, indicating a strong demand for them (paras. 5.01 and 5.03). However, the qualitative aspects of the first two objectives, which involved changes in curricula and teacher training, have been only partially achieved. The new curriculum for technology has been developed and teachers have been trained (para. 5.06). At the lyce'es, baccalaureates are now offered in both mathematics and physical science and in biology (para. 5.04). However, no provisions were made to develop a home economics curriculum. or to train home economics teachers (para. 5.02). The third objective of the project, which involved creating a framework for educational planning by developing a long-terna educatIvnial plan, was accomplished (para. 5-07 and 5.08). The fourth objectLve, to increase the supply of secondary school teachers by constructing a riew school for secondary school teachers, was eliminated when the project scope was reduced (para. 2.07). 1.03 It is difficult to evaluate the educational impact of this project, not only because the first cohort has yet to graduate from any of the project schools, but also because no institutional framework was created to collect systematically the information needed for evaluation. The degree to which the demand for skilled employment has been satisfied by the graduates from the technical secondary school is difficult to determine because the employment patterns of the graduates were not monitored. However, the experience of the technical lyce'e is that most of the graduates who specialized in industrial subjects were hired into the civil service and riot into the private sector (para. 5.09). - 10 - Recommendations 1.04 For Project anag2ment (a) Efforts to recruit technical assistance personnel should be started well before their expected date of arrival because it is difficult to attract qualified personnel (para. 3.02). (b) Architectural expertise should be available within the Project Unit on a continuous basis from the time of site selection until the completed buildings are occupied (para. 3.03). (c) The advice and participation of school principals should be actively sought by project managers. These managers should ensure that the principals have the architectural plans and countersign for delivered equipment so that they: (i) will know how to use the facilities; (ii) will be aware of the type and quantity of equipment that should be supplied (paras. 3.07 and 3.13); and (iii) can make arrangements for inventory control. 1.05 For Building Maintenance and Security (a) As the Government currently makes no budgetary allocations for the maintenance of the project facilities, arangements for providing funds for this purpose should be institutionalized (para. 3.11). (b) As looting and stealing have resulted in damage to project buildings and loss of furniture and equipment, buildings in the Central African Republic should be designed for greater security (para. 3.12). 1.06 For Project Preparation (a) Working papers should be prepared which specify: (i) who will be responsible for such tasks as curriculum development and teacher training; (ii) what type of output is expected; and (iii) where resources are to be found for successful implementation of the educational components (para. 5.06). (b) Time allocated for implementation of both the construction and software components in future projects in the Central African Republic should take full account of the countries implementation capacity (para. 3.01). 1.07 For Project Financing. To avoid implementation delays and reduce the risk that project objectives will not be achieved, the Government's financial participation in project financing should take into consideration its limited resources (para. 4.04). 1.08 For Project Evaluation. Future projects should include provisions to collect and analyze the statistics needed to determine the impact of the educational investments (para. 5.09). - 11J - II. PROJECT BACKGROUND Educational Needs 2.01 At the time the First Education Project (308-CA) was being identi- fied and appraised, the most important human resource issue that needed to be addressed was the provision of trained manpower for the modern sector to gradually repldce expatriates. To provide this manpower to the modern sector, four educational needs had to be met. First, there was a need to increase the quantity and quality of lycee graduates, particularly those with scientific and technical backgrounds. The absence of graduates in science and technology necessitated the employment of a large number of expatriates in both the public and the private sectors. In the civil service, for example, expatriates accounted for 70% of middle- and higher-level personnel. Second, there was a need to increase the capacity of the lower secondary schools and the quality of instruction at that level. At appraisal, the lower secondary schools could only accommodate 4% of the relevant age group. The quality of the lower secondary schools was poor; 20% of the students repeated every year, an additional 20% dropped out of school, and only about 50% of the students passed the examination at the end of the lower secondary cycle. Furthermore, the curriculum gave the students an almost exclusively literary education. Third, in order to increase the quantity and quality of secondary school graduates, there was a need for qualified secondary school teachers, parti- cularly for scientific and technical subjects, as about 80% of the teachers in secondary school were expatriates. Most Central Africans went to Brazzaville to receive teacher training. A secondary teacher training program had been started just before appraisal, but was housed in crowded temporary quarters at the school for primary teacher training where few secondary teachers could be trained. Fourth, there was a need to improve the quality of educational policy-making because no long-term educational pla. had ever been written. Project Identification 2.02 To obtain assistance in defining educational goals and formulating an educational strategy, the Government requested assistance from Unesco. In June 1970, a Unesco mission visited the country which elaborated, together with the Government, a strategy for training manpower for the modern sector of the economy thus gradually replacing expatriates. Specific recommendations were: (a) to increase the quantity of lower secondary school graduates and the quality of the instruction at that level; (b) to expand enrollment arnd strengthen the quality of science, industrial and commercial training at the lyce'e level; (c) to replace expatriate secondary school teachers; (d) to improve educational planning; (e) to limit primary enrollment expansion to about 3% per year; and (f) to start schools of engineering and medicine at the university. 2.03 The Government, with Unesco's assistance, prepared a project and presented it to IDA. When the project was appraised in May 1971, its scope was reduced. It was decided not to build the proposed three new lycees - 12 - because they were based on the premise that the government would be willing to close the upper cycles of all existing lyce'es. It became clear during appraisal that the government had no intention of taking this step. The total estimated cost of the First Education Project was US$5.4 million, US$4.3 million net-of-taxes, and the amount of the IDA Credit was US$3.9 million. The Credit was signed on May 26, 1972, and became effectivc on January 18, 1973. Project Objectives and Description 2.04 The objectives of the project addressed the first four points of the six-point Government strategy (para. 2.02). The first point, to increase the number of lower secondary school graduates and improve the quality of instruction, was to be met by constructing additional lower secondary schools and by developing a curriculum for technology. The second point, to improve the quantity and quality of scientific and technically trained lycle graduates, was to be fulfilled by adding facilities for teaching science and technology courses to four existing lycees, and by providing additional facilities for a technical lycee which specializes in industrial and commercial subjects. The third point in the strategy, to replace expatriate secondary school teachers, was to be met by constructing a teacher training school. The fourth point, to fill the need for educational planning and cost control, was to be fulfilled by the development of a long-term plan. 2.05 The project recommended by the appraisal mission and approved by the Board consisted of: (a) Construction, equipping and furnishing of: (i) four new lower secondary schools -- two in Bangui, one in Bambari and one in Berberati -- and an extension to a lower secondary school in Sibut, to provide a total of 2,890 new student places, 480 boarding places and 18 staff houses, for an estimated base cost of US$2.98 million; (ii) extensions to four lyc4es -- two in Bangui, one in Berberati and one in Bambari -- to add rooms for science, technology and home economics, to provide about 380 new student places, for a base cost of about US$0.47 million; (iii) extension to one technical lyc'e to add rooms for workshop, science and commercial subjects, to provide 150 new student places, for a base cost of about US$0.29 million; (iv) a new secondary teacher training college in Bangui, for 150 students, and five new staff houses, for a base cost of about US$0.39 million. - 13 - (b) Technical assistance for an educator-administrator as an adviser to the project director (3 staff-years), a project architect (3 staff-years) and an educational economist (1 staff-year), for a total base cost of US$0.25 million and US$0.08 million for project administration. 2.06 During negotiations, the Government agreed to prepare: (a) a long-term educational plan; (b) a syllabus for the technology courses; (c) a program for teachers of technical and commercial subjects; and (d) a staff development plan for the secondary teacher training college. Changes in the Project 2.07 By 1974, only two years after appraisal, the estimated net-of-tax cost had more than doubled, increasing from US$4.3 million to about US$10.2 million (para. 4.01). In an effort to adjust to these cost increases, an agreement was reached in June 1977 to reduce the scope of the project. These reductions included: (a) deletion of two of the four lower secondary schools: those planned for Bangui; (b) elimination of the extension to the existing lower secondary school in Sibut; (c) deletion of all dormitory, kitchen and dining facilities from the two new lowe. secondary schools in Bambari and Berberati, and (d) elimination of the new secondary teacher training college in Bangui. As a result, the estimated total project cost was reduced from US$10.2 million to US$4.9 million (Annex 4). III. PROJECT IMPLEMENTATION Introduction 3.01 Several factors contributed to the divergence between the antici- pated rate of project implementation and the actual rate. First, the appraisal was done when project preparation was in its early stages. For example, no architectural design work had been done, no furniture or equip- ment lists had been drawn up, and no staff had been hired for project imple- mentation. Second, the Central African Republic had special circumstances which contributed to delays: (a) there were three different forms of govern- ment--a republic, an empire, and a military government--and eight different Ministers of Education during the life of the project; and (b) the country's landlocked position and the remote location of some project sites caused - 14- delays in the delivery of building materials and equipment. Country circum- stances also made it difficult to attract high quality technical assistance personnel. Third, the appraisal mission probably underestimated the importance of the difficulties of project implementation and, as a result, the implemen- tation period was underestimated. At appraisal the estimated implementation time was 5-1/2 years, the average estimate for education projects. In fact, the implementation time was 9-1/2 years, which was only 10% longer than the actual average for education projects. Project Administration 3.02 As this was the First Education Project in the Central African Republic, an administrative structure had to be established and new staff recruited and trained. A Project Unit was established in the Ministry of Education, with provision for assistance from the Mnistry of Public Works. At appraisal it was realized that the Project Unit would need additional expertise, so seven staff-years of technical assistance personnel were provided. The technical assistance included: (a) a project architect for three staff-years, beginning January 1973; (b) an educator-administrator for three staff-years, beginning July 1973; and (c) an education economist for one staff-year, beginning July 1973. Delays in starting up the project occurred because the project director was not appointed until seven months after the signing of the credit, resulting in a postponement of credit effectiveness. Before the project director was approved, it was known by IDA that he had virtually no administrative experience, a deficiency that weakened management throughout the implementation of the project. IDA was aware of his limitations but no candidates with better qualifications were available and IDA did not object to his appointment. IDA's 2oncerns were confirmed during project implementation and the government's attention was drawn to his deficiencies. However no adequate corrective action was taken. Furthermore, difficulties attracting qualified candidates also delayed the recruitment of the educator- administrator to advise the project director. This post was not filled until February 1975, almost three years after credit signing and 18 months behind schedule. The educator-administrator was unable to provide adequate admin- istrative support and left the rentral African Republic to accept another positioi after having carried out only one year of his three-year term. These difficulties resulted in weak project management performance and contributed to implementation delays (para. 3.01). 3.03 Project administration was also hampered by the limitations of the project architect. The project architect began his contract in May 1973, only three months behind schedule, and stayed until August 1976. He served in the dual roles of performing architect for the lycee extensions and project architect. He executed his role as performing architect well; his designs were sound attractive and functional. However, his limited experience as a project architect contributed to delays in bidding and procurement (para. 3.06). After his departure, the Ministry of Public Works assumed full responsibility for supervising construction of the lower secondary schools. It was not until November 1976 that an education economist was hired who was able to give the project director managerial assistance, even though this task - 15 - was not specified in his contract. For example, he assumed responsibility for writing the Quarterly Reports and provided continuous coverage from December 1976 whereas prior to his arrival covrrage had been erratic. His contract was extended and he stayed in post until December 1980. Architectural Work 3.04 The architectural work for the lower secondary schools was done by architectural consultants and the work for the extensions to the lycees was done by the project architect (para. 3.03). The architectural consultants for the lower secondary schools were selected in April 1974 but the bidding documents were not completed and approved by IDA until June 1977, after the project scope had been reduced (para. 2.07). Adapting the buildings to the site in Bambari was difficult because the topographical surveys, conducted by the Government, were not accurate. As a result, grading problems increased project costs. 3.05 As the architectural consultants were headquartered in Europe, communication between the Project Unit and the consultants was difficult. For example, authorization for the architects' representative to enter the country was delayed as a result he did not arrive in the country until Aoril 1978, one month after construction had started. The consulting architectb' contract ended in May 1979, by which time most of the construction had been completed. The Government decided that their contract need not be renewed as the remaining work could be done by the Ministry of Public Works. 3.06 The architectural work for the extens.,ons to the five lycees was done by the pr 'ect architect. Bids for civil works contracts were received in April 1975, but because of procedural laxities in the preparation and evaluation of the bids, it was eventually agreed that the general construction work should be re-bid in December 1975. In this second bidding process, the bidders disregarded bills of quantity and consequently the bids could not be compared. IDA agreed that the Government should negotiate with the bidders on the basis of unit prices rather than bid again. In June 1976 the Government had finished these negotiations and IDA cabled its acceptance of a proposed award for these extensions. The project architect's contract expired in August 1976 before construction began in the following October. The Ministry of Public Works assumed responsibility for the construction of these buildings which were completed in 1979 and 1980. Civil Works 3.07 Lower Secondary Schools. At appraisal, it was expected that con- struction on the lower secondary schools would begin in July 1974 and would be finished a year and a half later in December 1975 (Annex 2). However, construction did not start until March 1978 because a decision to reduce the scope of the component was made in 1977 and construction could not begin until after this decision had been made. The reduced project (para. 2.07) consisted of two new lower secondary schools, one at Bambari and the other at Berberati. - 16 - The Bambari claserooms and staff houses were completed and the school became operational in 1981. The buildings are durably constructed and attractive use has been made of local stone and wood. However, their siting was hampered by an inaccurate topographical survey (para. 3.04). The director of the school expressed his satisfaction witit the buildings, but ncted that he had never seen the school's architectural plans and planned to tse office space for a library because one was not envisioned in the original plans. The completion mission welcomed this innovatin. The school is adequately supplied with water from the municipal system, and the Ministry of Public Works is building a generator house for the electrical generating equipment expected to be delivered soon. 3.08 The lower secondary school at Berberati was near completion when visited by the completion mission. The classrooms and administrative rooms have been constructed and were being painted. One staff house was ready for occupancy and the other two were under construction. The school gr-unds had yet to be graded to prevent erosion. As municipal water and electrica' systems had become inoperable, the school had erected its own water towel and was building housing for the generator, which had been ordered. Since the return of the completion mission, disbursement requests covering these unfinished items were received before the closing of the books. The school will be completed aad is expected to open for the coming school year. 3.09 Extensions to Lycees. At appraisal, it was anticipated that con- struction of the extensions could begin in April 1974 and end a year later in March 1975 (Annex 2). However, construction did not begin until October 1976 because of the delays in the bidding process (para. 3.06). Construction was completed about three years later for schools in Bangui and 3-1/2 years later for schools outside Bangui. InadequaLte supplies of building materials (para. 4.01) and inexperienced contractors caused delays for all schools. The longer delay for schools outside Bangui was caused by transportation problems (para. 3.01). Classrooms, laboratories and preparation rooms for science and technology courses were built at the five secondary schools. On the whole, these physical facilities are well designed and adapted to the project objectives. However, laboratories, with their expensive equipment, are on the periphery of a site where they are vulnerable to looting, and electrical switchboxes are in high-visibility, high-traffic areas where many have been vandalized (para. 3.12). 3.10 When the scope of the project was reduced in 1977 (para. 2.07), the plans for the extensions to the five lycees were also revised. The home economics rooms for the Boganda, Bambari and Berberati secondary schools were converted into rooms for technology courses because home economics teachers had not been trained, home economics curricula had not been written, and national tests in home economics had not been developed. At the technical lyce, the room that was to have been a large (180m2) workshop whose use was not specified in the working papers, was divided into smaller specialized rooms in which students could learn such things as the testing and repair of electrical systems and measuring techniques (para. 5.05). - 17 - 3.11 Maintenance of the project facilities is inadequate. Funding is inadequate because of the Government's financial difficulties. No increase in funds has been budgeted fnr the maintenance of the additional rooms created by the extensions to the lycees. In fact, recurrent budgetary allocation fol several of the schools had been reduced. Moreover, the maintenance personnel are poorly and irregularly paid. One consequence of this lack of maintenance was visible at Berberati, where no water supply was available for the school because the water tower had been allowed to deteriorate totally with rust. The completion mission obtained a written agreement from the Minister of Education to provide funds to replace the tower. 3.12 Vandalism and looting have posed serious problems for all the project schools. Some science equipment has been stolen from the technical school, and electrical fixtures have been pilfered at Bambari and at the Rapide school in Bangui. Such incidents could be minimized if several steps were taken to discourp-e entry: windows made more secure either by using wooden louvers or covering the glass louvers with metal bars; doors made of solid wood and equipped with heavy-duty hinges and locks; and furniture built in wherever possible. Furniture and Equipment 3.13 The furniture and equipment for the two new lower secondary schools were to have been ordered between January and December 1975. However, they were not ordered until November 1981 because pt.oject funds had been depleted and additional funds from the supplementary credit (para. 4.05), signed in December 1980, were needed before ordering (Annex 3). Approximately half of the furniture for the lower secondary school in Bambari had arrived by February 1982, making it possible to conduct classes in 10 of the 17 class- rooms. Furniture for the other seven classrooms, which include the technology, home economics and science rooms, as well as the furniture for the lower secondary school in Berberati and the equipment for both schools, had not been delivered. However, since the return of the completion mission evidence of delivery for this furniture and equipment were received and payments were made. The principals of some of these schools had not received equipment lists and, therefore, will not be able to verify delivery of the 1ight equip- ment. 3.14 With minor exceptions, the equipment for the extensions to the five lycees had been delivered. All the furniture had been delivered with the exception of furniture for the physics and chemistry rooms at Berberati and Boganda and for two general science rooms at Bambari. IV. COST AND FINANCING Cost 4.01 Delays in project implementation occurred at a time when worldwide inflation was increasing, the US dollar was depreciating vis-a-vis the CFA franc, and construction costs in the Central African Republic were rapidly - 18 - rising. Factors contributing to the sharp increase in construction costs which might have been foreseen at appraisal were: (a) the high transportation costs resulting from the country's landlocked position and the remote location of the Bambari and Berberati sites; and (b) the weak construction industry. The price increases for construction materials resulting from the work done for the Emperor's coronation in 1977 could not have been foreseen at appraisal. By September 1974, only two years after appraisal, the estimated net-of-tax cost of the project had increased from US$4.3 million to US$10.2 million -- more than double the original estimate (Annex 4). Two measures for coping with the problem of rising costs and the severely limited Government budget were taken: (a) the scope of the project was reduced (para. 2.07) to decrease the cost from US$10.2 million to US$4.6 million; and (b) an OPEC Special Fund Grant was negotiated to cover the povernment's contribution to the project (para. 4.04). 4.02 The final total cost of the project was US$5.5 million (Annex 4), slightly under the US$5.6 million (Annex 6) of available financing since about US$70,000 of the IDA supplementary credit had not been disbursed and was cancelled when the books were closed on April 13, 1982 (Annex 8). The largest proportion (70%) of the costs was for civil works (US$3.8 million) roughly corresponding to appraisal estimates but for a much reduced project (Annex 5). The next largest portion of the costs was attributable to project administra- tion, technical assistance and architectural fees (US$1.1 million), whirh was 183% greater than the estimated cost of these services at appraisal (US$0.6 million). This increase occurred because: (a) project implementation lasted four years longer than estimated and the staff of the Project Unit had to be paid for these additional years; and (b) the consulting architect's fees were based on a percentage of the cost of construction and rose with inf.,ation. The smallest proportion of project cost was spent on furniture and equipment (US$0.3 million); it amounted to about 43% of the estimated cost at appraisal. This expenditure was below the appraisal estimate because the reduced szopp of the project decreased furniture and equipment requirements. 4.03 The estimated unit building costs for this project, and for most projects appraised before the price increases of the mid-1970's, were con- siderably below the actual costs (para. 4.01). The actual unit building costs for this project were higher than the average for most such education projects appraised in the period 1971-73, but they are reasonable given the unusual circumstances (para. 3.01). The average unit cost for the new lower secondary schools at Bambari and Berberati was US$535 per square meter, just above the fifth decile (US$530 per square meter) for other projects appraised in the period 1971-73. These costs were high largely because the locations were remote, causing increases in transport costs. The average unit building cost for the lycee extensions was US$318 per square meter, compared to the median value of US$274 per square meter for other projects appraised in the period 1971-73. It is indicative that the average cost of the extensions built in Bangui, where transport costs are lower and water and electricity are avail- able, was US$303 per square meter as compared to US$362 per square meter for the extension built in Bambari. - 19 - Financing 4.04 The original financing plan for this project was changed twice--once in 1977 and again in 1980 (Annex 6). Originally, the proceeds of this credit for US$3.9 million were to be disbursed to cover 69% of the total project expenditures for civil works, furniture and architectural fees, and 80% oA expenditures for equipment, technical assistance and project administration. By 1976 it was clear that this financing plan would have to be revised because the Government was unable to make any significant contributions towards financing the cost overruns or meeting its local cost obligations. Therefore, in 1977, IDA agreed to amend the Credit Agreement to increase the disbursement percentage for all categories, except civil works, to 100% of net-of-tax costs for the reduced project. The Credit Agreement was amended on June 14, 1977. However, the cost of the civil works for the reduced project was US$4.6 million, US$0.7 million more than the original credit of US$3.9 million. To cover the US$0.7 million the Government made an agreement in December 1977 with the OPEC Special Fund for the use of US$0.7 million in local currency to cover the additional cost of civil works. 4.05 Further cost increases occured after this 1977 amendment to the Credit Agreement was approved. First, nearly US$0.3 million was needed to cover the unanticipated cost of supplying electricity to the two new lower secondary schools and also to provide the lower secondary school in Berberati with a water system because the municipal system was not functioning (para. 3.08). Second, US$0.6 million was needed to compensate for the effects of devaluation of the dollar vis-a-vis the CFA franc. The Government requested a supplementary credit in January 1980 and Credit 1073-CA for SDRs 0.7 million, or about US$0.9 million, was signed on December 31, 1980. V. PROJECT ACHIEVEMENTS Lower Secondary Schools 5.01 The two goals for the lower secondary school component were to increase the number of graduates and to improve the quality of instruction at this level by introducing a broadened and more practical curriculum (para. 2.04). At the lower secondary school in Banbari, the enrollment goal of 800 stud2nts has been surpassed, with 850 students attending the school in its first year (Annex 9). This confirms appraisal assessments that there was high demand for a lower secondary school in Bambari. This school also draws about 10% of the students from the overcrowded lower secondary school facilities which were housed in the upper secondary school in Bambari. It is estimated that. there has been about a 10% decrease in the number of students in this over-crowded school. Enrollments at the school in Berberati cannot be assessed because it has not yet opened. - 20 - 5.02 The goal of using the project schools as models for broadening the curriculum for all lower secondary schools has been accomplished for technology courses but not for home economics courses. A curriculum for the technology course has been developed which is well adapted to the environment of the country (para. 5.06). Technology teachers are being trained to teach this course in a well designed program implemented by the National Pedagogical Institute. A test in technology has been developed and will be given to all lower secondary school graduates who have had the four year program. The technology course was to have been offered in all lower secondary schools in the country. However, resources have been inadequate to purchase the materials for all lower secondary students and insufficient numbers of quali- fied candidates for the technical teacher training course have limited the number of available technology teachers. The home economics rooms are not yet in use because trained teachers are not available and no curriculum has been written (para. 3.10). Extensions to Lyc(es 5.03 The goal of improving the quantity and quality of scientific and technically trained lyc4e graduates was accomplished (para. 2.04). The quantity of scientific and technically trained lyce graduates was increased as the anticipated 530 student places were provided and now serve 648 students (Annex 9), indicating that the demand was more than adequate. The qualitative objectives for the lycee extensions were (a) to introduce a course in tech- nology into the curriculum; (b) to introduce natural and physical science baccalaureate streams into the lycee; and (c) to improve the industrial commercial and science courses at the technical lyc4e. A course in technology was introduced into the curriculum of all four lycees. However, the number of hours of technology taught in these schools was below the recommended level because there were too few technology teachers, some of whom were also required to teach mathematics. This situation is expected to improve as more technology teachers are trained at the National Pedagogical Institute. 5.04 The objective of introducing baccalaureates in both mathematics and physical science (Series C) and in biology (Series D) was partially accom- plished. Baccalaureates are now offered in both mathematics and physical science and in biology at the Boganda lyce'e in Bangui. The lycee in Bambari offers a baccalaureate in biology (Series D). The other two project lyc4es are using their science facilities, but they have not yet offered the series C or D baccalaureate. The physics and chemistry laboratories are being used to their capacity, with an average of about 50 students in classes designed to accommodate 40. The project did not include funds for creating a new science curriculum, and the present curriculum is not designed to take full advantage of the new laboratories and equipment. However, the science teachers are well qualified and appear to be using the available equipment to the best advantage. 5.05 The goal of improving the industrial, commercial and science courses at the technical lyc4e was achieved. The industrial curriculum has been enhanced by the addition of a drafting room and laboratories for studying - 21 - mechanical measurement, building trades and electrical equipment. The commer- cial curriculum was improved by the addition of facilities in which accounting and secretarial subjects are taught. The science curriculum was strengthened by the addition of two laboratories, one for physics and the other for chemistry. Prior to appraisal little thought was given to the adaption of the curriculum of the technical lyc4e to the needs of the Central African Republic. In fact, the present curriculum is similar to the one which is offered at institutions in France and is designed to prepare students for engineering at the university level. The absence of a comprehensive plan for technical education and of working papers describing the educational objectives has resulted in a piecemeal approach to the development of the technical lyce in which rooms were built for such diverse courses as accounting and mechanical measurement without integrating them into a comprehensive plan. Education Planning, Curriculum Development and Teacher Training 5.06 At appraisal, the Government agreed to produce: (a) a staff devel- opment plan for the secondary teacher training school; (b) a proposal for training teachers of industrial and commercial subjects; (c) a syllabus for technology courses; (d) a plan for training teachers of technology courses; and (e) a long-term educational development plan. The staff development plan for the secondary teacher training school was eliminated when that project item was deleted in 1977 (para. 2.07). The plan for training teachers of industrial and commercial subjects for the technical secondary school was considered to be unnecessary because training facilities exist in the Congo and in Gabon. The syllabus for the technology courses and the plan for training teachers for these courses were both to have been completed by 1973. However, neither the appraisal report nor the working papers indicated who was to be responsible for these two tasks, what type of output was expected and where resources were to be found. Consequently, it was not until 1976 that the syllabus was produced and the training of teachers for the technology courses was started. Both of these tasks were carried out by the National Pedagogical Institute which recruited specialists for the purpose. 5.07 The goal of writing a long-term plan for educational development was accomplished (para. 2.04), but it was written in 1980, six years after the anticipated deadline. During this interim period, four similar education plans were prepared for the Gover-ment by various agencies. They are now being synthesized by the Government into one long-term plan. The plan written by the project education economist presents a clear analysis of the current issues and constitutes a reliable source of information on the existing education system. Its strategy includes: (a) attaining universal primary education in 1996 by constructing more schools, particularly in rural areas; (b) improving the quality of primary education by providing better teacher training, more educational materials and revised curricula; and (c) limiting the expansion of secondary education. This paper also analyses the cost implications of alternative education strategies. 5.08 Although improvement in the capacity to implement projects was not stated as one of the goals of this project (para. 2.04), it has been one of the outcomes. The staff of the Project Unit has acquired skills in project implementation and has become familiar with Bank procedures (para. 3.02). 22- Project Efficiency 5.09 An evaluation of the impact of this project on the quality of scientific and technical education and on the supply of skilled manpower should be made when the effect of the broadened curriculum can be measured and when tracer studies can be done on graduates. It is premature to assess the quality of the students being produced by the project schools because the only completed lower secondary school has been operational less than a year, and the extensions to the lycees have not been in operation long enough to produce graduates who have benefitted from the use of these facilities throughout their studies. No information has been collected on the employability of the graduates from the secondary schools, nor is it known how many are using the skills they gained from the broader curriculum. The technical school principal did report that graduates from the commercial and secretarial streams are immediately employed in their respective fields. However, gra- duates from the industrial courses are usually hired into the civil service and not into the private sector. Private employers appear to prefer employees with less formal training and more on-the-job training. Tracer studies on the graduates from the industrial course and discussions with employers in the Central African Republic should be undertaken to analyze the reasons for this situation. VI. IDA'S PERFORMANCE 6.01 The assessment of the Central African Republic's educational needs at appraisal appears to have been accurate, as utilization of the project facilities which are now in operation is good (paras. 5.01 and 5.03). However, the implementation schedule was optimistic (para. 3.01) and the provisions for curriculum development and teacher training were inadequate (para. 5.06). While some causes of delay, such as the worldwide inflation, could not have been foreseen, a wore thorough assessment of project implementation capacity at appraisal and more specific working papers might have resulted in more realistic schedules and improved implementation. At appraisal, only 5-1/2 years were estimated for project implementation -- about average implementa- tion time for education projects -- despite the country's landlocked position, the remote location of some project schools, the relative weakness of the construction industry and the embryonic stage of project preparation (para. 3.01). For example, the implementation schedule for the exten6ions to the secondary schools did not take into consideration transportation difficulties. It used identical schedules for the schools located in Bangui and those located in provincial towns. Ultimately, the schools located in Bambari and Berberati took an additional year to complete. The implementation schedules for curriculum development and teacher training were also overy ambitious, and there was no description of how these components would be implemented. It was simply stated in the appraisal report that the Government would be responsible for producing the implementing documents within a certain period of time. Some of the implementation delays might have been avoided if working papers had been prepared which clearly specified who was to be responsible for each task, what was to be expected and where the resources were to be found. - 23 - Noreover, no provision was made for the development of a home economics curriculum nor for the training of home economics teachers (para. 5.02), despite the fact that hone economics rooms were constructed in the project's lower secondary schools. 6.02 The supervision of this project was adequate with respect both to the frequency and duration of the missions and to their composition. The average length of time between missions was 5.7 months for this project and the total number of missions was 18. Also, average length of time missions spent in the field for this project was 9.3 days. Given the unusually diffi- cult conditions in the Central African Republic during project implementation, this considerable supervision effort was fully justified. 6.03 The composition of the supervision missions for this project was good and was characterized by the continuity of mission personnel. On 15 of the 18 missions, one or more members had previously supervised the project. This continuity enabled the missions to be consistent in their guidance and advice. Their composition was also designed to give maximum assistance to the Government. As the major portion of the project was concerned with construction, architectural supervision was particularly important. Conse- quently, 61% of the total number of staff days of field supervision was con.ributed by architects. Frequent architectural coverage was needed in the initial stages of constructing the extensions to the lycees. Supervision by educators was concentrated in the latter phase of project implementation when it was necessary to assure that educational plans and materials would be available to the project schools as soon as they became operational. 17 - 25 A~nWEX 1 iage 1of 3 Comlaince with Credit/Aereenent Covenants (CAR 308-CA) 1. major Covenants Sectioa No. Covenant Sta. Comments of CT./ tua Agreement 3.01 and Provide funds, facilities, services 4 u Schedule 2 and other resources required for ment's financial difficuLties: Parts A & B the project as described in Sched- (1) project was reduced to ule 2. (PCR. para. 2.07): - construction of two new Lower secondary schools, - extension to four existing Lyc4es, and - extension to the existing technical lyade; (2) Parts A, B and C of Schedule 2 have been modifted (PCR para. 2.07) (3) A grant from OPEC for VS$700,000 was tranferred to the Credit PCR para.4.01 (4) A supplemental financing of SD equivalent 700,000 (Cr. 1073-CA) was approved in December 1960 (PCR para.4.01 Establish and maintain a Project H &rchitect recruited for the first Schedule 4 Unit full time to include a quali- three years of the project. An fled Project Director, and Archi- education economist.advised on tect, a procurement officer, an procurement. The accountant did accountant, adequate support staff very.good work; he was proroted and services at all times. Tasks to Project Adninistrator by the to include coordination between Government on December 20, 1975 ministries, procurement of equip- (PCR para. 3.02) ment, supervision of project eze- cuteion. 3.03 (a) Furnish to the Association for its E (PCR paras. 3.04 aud 306) comrment designs, plans, specLfi- cations and work schedules for aCrRspA aa.d 3. BEST COPY AVAILABLE -26 - Page 2 of 3 Compliane 'with Credit/Agreement Covenants (CAR 308-CA) 1. Major Covenants Section No. Covenant Sta- Comments of Credit/ tus. Agreement 3.03 (b) and (i) Furnish for comment final drafts M Plan submitted and comments Schedule 2 of long-term plan for educational were prepared (PCR para. 5.06). Part C and training system, including cost- saving measures; (ii) new syllabus for technology X (ii) Prepared by the National course; Pedagogical Institute(para.5.08) (iii) plan for training of teachers M (iii) Prepared by the National of practical subjects; and Pedagogical Institute (para.5.08 (iv) plan for the secondary teacher N (iv) as the secondary teacher training school. training school has been dropped from the project, this pl&.n is no longer needed. 3.08 (a) Furnish to the Association for its PM Pior to the arrival of the comment the records of implement- education economist reporting wa. ation project and quarterly progress I erratic. eports. 4.02 Provide qualified teachers for the P ( IThe National Pedagogical Instit- science and technology laboratoires lute has trained technology technical lycie a(d lower secondary teachers but more are needed. tchools already constructed. 4.03 (1) dernize the curriculum, for lower VM Funds were not provided for fecondary education. this purpose (PCR par . 5.02). 4.03 (11) Provide adequate time for laboratory NM Funds were not provided for d workshop practice in lyces. this purpose (R para. 5.04). c tbecause of the financial diffi- 4.03 (iv) ImproVe technical and commercial cuities of the governent training,'including the designation (PC para. 5.05) . . space required for the extension Schedule 2 roject is etpected to be completed u uring the spring of 1980. 4.0 ( Copy A VAILABLE f -27- - 27 ANNEX 1 page 3 of 3 Compliance with Credit/Agreement Covenants (CAR 308-CA) II. Other Covenants Section No. Covenant Sta- Comments of Cr./ tus Agreement 3.09 kcquire land t. (PAC para. 5.01). 4.03 (iii) Establish two science baccalau- PM et. Baccalaureates in both reate courses at the lycie athematics and physical science oganda in Bangui ard at the (Series C) and in Biology lyce in Berberati and Bambari. (Series D) are offered at Doganda. Series D is offered at Banbari. Neither Series C or D is offered at Berberati (PRC para. 5.04). BEST COPY AVAILABLE C CENTRAL AFRICAN REPUBLIC COMPLETIONSTUDY .SDIEdAtoo E eti s FIRST EDUCATION PROJECT) o t PREMIER PROJET EDUCATION COMPARISON OF FORECAST AND ACTUAL IMPLEMENTATION SCHEDULES Lon: COMPARMSON ENTRE LES CALENDRIERS DEXECUT1ON PREVUS ET CELUI EFFECTIVEMENT REAL(SE 1073 Cred.r A 8WLOING WORKS CONSTRUCTION ET vRD1/ PREVARATIONW or RAWMGS AND CONSTRUCTtoN 00CUMENTS CVs,"C"o EtaVOs.AVr,oVosnOJSessi sla occomG..S r o cVVS"•es execuros .VrDS 0aavfl PRJET TEt TNTO OVSUT comVpte n ACCevVmen staTruc,f Oearannro co.ytET.rso ac eftTur 5 DVMET 00 PROHr , ... 21 2 - 2. ENS BANCUI _ OCT 73 NOV 73 JUL 74 D 75 COL. APPL. BANGUI- OCT 73 ~NOV 73 J 74 DEC 75 - 1fi 13 - LO 3 . -_. .i5 .Uct. 7ý B.U7 28 Mar78 DEC 75 NYi --- OCw 73 NOV 73 ..JL74 - - DC 75' CEw. RWRAT OCT 2k yf .O 5-et T,1 74 28 Mar78 XET 75 A- EXT. CEr Sib:T JL 7 AER 74 - MAR 7: . .2U .JL 73... . APR ý4 12 Oct76 WAkt 7.5-~~ -fifi - JUL .7-3 MA.Y 73. U 1 Avr 71 APR 1& 12 Oct76 fAl 75'ga1 EXT. W0CANA, BANui 3 -M _2-3_ _A... 7 AP 4 12 Oet76 NkgR 75 ¯ _1my 8 EmT RAPIDES BNGil ..- 7F My 7 3 2Avr 7' APR 74 I2 oct76 ffR - -1ý, EUT. LYGE& IHCHNIQUE, BANGUI JuL z3 - MAY 7- . -g . ¯ APR 74 12 Oct76 ='AR- DEC "9 2 7.APR 74 12 bert76 måjk 75 DEC D March 18, 1982 6/ The appraisal report gave no specific date 31 Completionteception definitive -for the completion of construction docu- ~-_/ Being built with EEC financing/En cours de construction avec ueuts.f inancement FED meus.51 General construction/Gros oeuvre; BEST COPY AVAILABLE counuv: CENTRAL AFRICAN REPUBLIC COMPLETION STUDY IRDilDA Acatou Projects Pays REPUBLIQUE CENTRAFRICAINE ACHEVEMENT Proets Ehaation stAIAID Poject First Education Project COMPARISON OF FORECAST AND ACTUAL IMPLEMENTATION SCHEDULES Poet- Premier Projet Education F- VI a COMPARAISON ENTRE LES CALENDRIERS D'EXECUTION PREVUS ET CELUI EFFECTIVEMENT REAUSE Rc C,edit No Cr. 308-CA & P - FURNITURE AND EOUIPMENT PROCUREMENT Cr#dir: 1073-CA MOBILEER EOUIPEMENT PRFPARArmON OP SOUSPMIWr AND ruamTus LSIS PaiOCtuItt 17UDE i DOSSIRS .'APPELS DOIFRtS ONOaCoascr SIARTING DEU Cou"LETION ACWOEM 31 Sta-ti.G Ot-FI.AGS cuton acu.vfassaT ELEMENTDUPsoET Date PRDt ___ _ Dae aa P%n.d Pla..d plnl.d han- vetui on e Gore uoole 4wt o sume are. r.s beau o*..re 0 .m , eas , . an 0irs ue n we. ENSBlaa.gui _ _ _- -_. Jan. 7 e. -35- -Col.Appl - Bangui Jan., 7 . -_ - anll C.15 CEG, lerberati . .an.14 Dec- . 9Avr-79 Jan.5. 26-NovBl Dec-15. AL - CC,. 1anguIL. - a -- - - 74- Jan. 75- -- - -75-- CEGI, Ambari Jak - --4 keclL 9-Avr 79 Jan.l1 -7 -Nov&1 .-75 - - Ext. CEG, Sbt Ja n Jan. 7- D ec 75 -Ext. Berberati _D Jn g., 76 26 Fev77 Jan..75 -Z.Sepl R7 e D 5 Ezt. Bambari .- . .- Dec. 76 28 Fev77 Jan. 75- 2.sepl7 2ec. 25 De1.-.797 Ext. Boganda Baugui-- Jan. 74 11ec.6 28 Fev77 Jan. 75 2 Sep77 er. .7L Nov-.78 Ext. Rapides, Bangui . Ja._4 . Dec. 1. 28 Fev77 Jan- 75 Sep77 ec 75 . Nov..17 Ext. Lyc6e Tech-.z,Bandg i . Jan 8 Fw77Jan. 75 - - Sep77 ec- 75- ----. -7 3/ Bidding Notice date/Lancement Appel Offres Da, Narch 21, 1982 51 The appriasal report gave no specific 4f Not completed at time of mission (Feb. 1982) date for the completion of construction Inacheve au moment de la mission (Fev. k?82) documents, BEST COPY AVAILMLE CENTRAL AFRICAN REPUBLIC - Credits 308-CA & 1073-CA/REPUBLIQUE CFNTRAFRICAINE Cr4dIts -CA & 1073-CA FIRST EDUCATION PROJECT COMPLETION/ACHEVEMENT DU PREMER PROJET EDUCATION EVOLUTION OF PROJECT COSTS AS OF APRl 11, 1982/EVOLUTION DES COUTS DU PROJET JUSQU'AU 13 AVRIL 1982 ( Millongf USI/en million des EUS Actual Cost/ Appraisal Estimate/ Revised Estimate/ Revised Estimate/ Coat Actual Estimation i 1'Evaluatior. Estimation Revis6e Estimation Reviske (Apr. 13,1982 (Mar. 27, /Mars 27,1972) (September 1974) (June/Juin 14, 1977) (Incl. Tax)/ Categories/C2tegories (Incl. Tax/ Taxe Comprise) (Incl. Tax/Taxe Comprise) (Net-of-Tax/HfOrs-TaKe) [Taxe ComDrise' Ivil Works/G&ie Civil. 4.01 10.34 3.19 3.82 urniture/Mobiller 0.17 0.29 0.08 0.56 ducational Equipmentf 0.62 1.14 0.37 atEriel Educatif w_ echnical Assistance/ 0.25 0.25 0.31 Assistance Technique Project Administration/ 0.08 0.08 0.13 1.10 restion du.Projet Architects'Fees/hlonoral- 0.26 0.76 0.49 res des Architects Unallocated/ (Incl.-in above/ Inclus c- (Incl. In above/ Indue 0.34 Non-Alloufi dessus) ci-dessus) Total 5.39 12.86 / 4.91 5.48 3 /1 US$4.3 million net-of-taxes./$EU4.3 million hors-tax. /2 Estimated at US$10.29 million net-of-taxes./Estimi A $EU10.29 million hors-tax, BEST Copy AlIlABLE CENTRAL AFRICAN REPUBLIC - Credits 308-CA & 1073-CA/REPUBLIQUE CENTRAFRICAINE - Crédits 308-CA 6 1073-CA FIRST EDUCATION PROJECT COMPLETION / ACHEVEMENT DU PREMIER PROJET EDUCATION PROJECT COST AS OF APR. 13, 1982/COUT DU PROJET AU 13 AVR. 1982 .(In CFAF and US$ thousands/en milliers de FCFA et $EU At appraisal/à l'évaluation- Exp. as of 4/13t82l dépenses au 4113Ij CATECORY/CATECORIE CFAF US$ CFAF US$ I (1) (2) (3) (4) - 3/ 4/2 Civil Works/Génie Civil 1,028,608 4,018 879,290 3,823 85 95 Furniture & Educ.Equip./ 2 Mobilier et matériel 201,728 788 129,720 564 64 72 éducatif Project admin.,Techn.Assist., 3 Consultants services/Gestion 150,272 587 253,230 1,101 169 188 proj., assist.tech., serv.des spécialistes TOTAL 1,380,608 5,393 1,262,240 5,488 91 102 Exchange Rate/Taux d'échange at appr./à l'éval.256CAF=US$1 Proj.average-/moyenne du projet:230CFAF1=US$j Il Including contingencies / imprévus compris April 23, 1982 BEST CoPY AVAILABLE CENTRAL AFRICAN REPUBLIC Credits 308-CA & 1073-CA AVAILABLE FINANCING/FINANCEMENT DISPONIBLE (US$) Credit 308-CA Oredit 1073-CA CATEGORY Origiial Amended/Rivisd OPEC ig.arc 20,GOVERNMENT TOTAL sign.May 26,.'72 sign.March 1,789ign.March 21,78 Suppl. Financing Canie Civil 2,210,000 2,365,000 700,000 440,510 115,529 3,621,039 Gn Civl(69%) (67%) (33%) (100%) II Furitre/ 100,000 80,000 -- lobilier (692) (1002) 180,745 -- 625,745 fiI Equipment/ 410,000 365,000 (100%) Equipenent (80%) (100%) IV Techn. Assistance 200,000 270,000 s .(80%) (100) 45 174 51,960 927,134 1 V Operatg.Costs/ 60,000 115,000 (160%) Cofts de Fonetmit. VI Profession. Fees/ 150,000 445,000 -- t1ouoraires (69%) (100%) II Unallocated/ 770,000 260,000 -- 124,341 -- 384,341 Non li(100%) TOTAL 3,900,000 3,900,000 700,000 790,7701 167,489 5.558,259 1/ Expressed In Special Drawing Rights (SDRs) in Credit Agreement (700,000 SDRs equiv.to US$790.770 on April 13, 1982 exprim5 en drofts de tirage sp6tiaux (DTS) dans 1accord de er6dit (700,000 DTS 6quivalent A $EU790.770 an 13 av.A2 BEST COPY AVAILABLE - 33 - ANEX 7' CENTRAL AFRICAN REPUBLIC - CREDIT 308-CA FIRST EDUCATION PROJECT COMPLETION / ACHEVEMEVT DU PRE4IER PROJET EDUCATIOV SCVEDULE OF DISBURSEMENTS / CALENDRIER DES DECAISSEMENTS Quarter Ending/ Appraisal Estimate/ Actual Disbursements/ Fin Trimestre Estimation au moment D6caissements effectifs de _'valuation (US$ 1000) (US$ 1000) (an milliers de $EU) (en milliers de $EU) September 30, 1973/30 sept. 1973 19.5 December 31, 1973/31 d6c. 1973 31.2 March 31, 1974/31 mars 1974 70.2 June 30, 1974/30 juin 1974 124.8 September 30, 1974/30 sept. 1974 163.8 December 31, 1974/31 d4cembre 1974 226.2 125.3 March 31, 1975/31 mars 1975 460.2 125.3 June 30, 1975/30 juin 1975 893.1 225 September 30, 1975130 septembre 1975 1,478.1 225 December 31, 1975/31 d6cembre 1975 2,148.9 225 March 31, 1976/31 mars 1976 2,538.9 300 June 30, 1976/30 juin 1976 2,913.8 September 30, 1976/30 septembre 1976 3,330.6 444 December 31, 1976/31 d9cembre 1976 3,568.5 444 March 31, 1977/31 mars 1977 3,646.5 628 June 30, 1977/30 juin 1977 32900 904.2 September 30, 1977/30 septembre 1977 1,168 December 31, 1977/31 d4cembre 1,316 March 31, 1978/31 mars 1978 1,464 June 30, 1978/30 juin 1978 1,740 September 30, 1978/30 septembre 1978 1,935 December 31, 1978/31 dicembre 1978 2,018 March 31, 1979/31 mars 1979 3,047 June 30, 1979/30 juin 1979 3,372 September 30; 1979/30 septembre 1979 3,614 December 31, 1979/31 d6cembre 1979 3,674 March 31, 1980/31 mars 1980 3,717 June 30, 1980/30 juin 1980 3,725 September 30, 1980/30 septembre 1980 3,881 December 31, 1980/31 d6cembre 1980 3,882 March 31, 7981/31mars 1981 3,900 June 30, 1981/30 juin 1981 Original Closing Date: December 31, 1977 Closing Date: June 30, 1980 Date d. cloture primitive: 31 dficembre 1977- Date de cl8ture'. June 30, 1980 l/ Credit fully disbursed MAarch 19, 1981 / Cr6dit complitement dficais&4 19 mars 1981. Source: World Bank/Ba-nque M~ondiale March 1982 / t1ars 1982 - 34L - ANNEX 8 CENTRAL AFRICAN REPUBLIC - CREDIT 1073-CA FIRST EDUCATION PROJECT COMPLETION / ACEVEMENT DU PREMIER PROJET EDUCATION SCHEDULE OF DISBURSEMENTS / CALENDRIER DES DECAISSEMENTS Quarter Ending/ Appraisal Estimate/ Actual Disbursements/ Fin Trimestre Estimation au moment D&caissements effectifs de l'6valuation (SDRs / DTS) (SDRs / DTS) March 31, 1981/31 mars 1981 June 30. 1981/30 juin 1981 September 30, 1981/30 sept. 1981 April 13, 1982/13 avril 1982 700,000 626,000 Source: World Bank / Banque Mondiale 1/ The supplementary credit was for 700,000 SDRs or about US$900,000 when the Credit was signed in December 1980. 2/ Withdrawals for the amount of US$721,000 had been made by April 13, 1982 at which time the books were closed. The dollar equivalent of 700,000 SDRs was about US$790,000 on April 1982, so about US$70,000 were not disbursed and were cancelled. COMPARISION OF STUDENT PLACES ORIGCNALLY COMPLETION STUDY PfROI*C TF. StENTPL.ACES STUDENT PLACES % ACTUALCURMENT I " PLANNED FOR, STUDENT PLAGES ACTUALLY PLANNEDfon MADE AVAILABLE f tiEN ouPmS' ouA .nso«av PLACFsELEvt DIF. ENROLLUENT CIF. DiF. MAOE AVAILABLE AND ACTUAL ENROLLMENTS ACHEVEMMT PflEVUE$ FOUISNES .A . IC..,.C..d.UE.,I 211 ErpCTIFS FEELS 3/ 3/2 E taht,imnsmnt (Progr anuns .,thiwtus 1 Cons Citløn a~4e91 1 2 3 COMPARAISON ENTRE LES PLACES D'ELEVE PREVIJES IBROIDA Educatin Projects EXT. INT. EXT Nr. EXT. l. CELLES FOURNIES ET LES EFFECTIFS REEL$ Proimt Educatle"RD)AID BanguL ._150 0_ 0.0 - Col.Appl. Bangul 400 60 --o- F~ IV CEG Berberati. 44a.. .D 1Q0 CEG Sangul 800 0 ..- 0 n - try: _ntral African Ceg CEW Dambari 800.120 0 Ext CEC Sibut A 20 0 350 existing - - - + 1,080 Loan Ext Berherati 50- +29 + ss0 I Prat N 4+ 1780 1A c. - Ext Bambari 140 1 ..O. 00 - 29 -2- + 850 ri.dCr-' -- -. ---- __ _ - - .i 650w BxtBpoanda4 igu _ Ô 0 - ¯0 -_ + ' n&g~ge J6i:imarch 18, 19e2 Ext.Rapides Dangu 00 .. .--0 Iote2 CC in Brberati vas not operational at the ci" of Ext .ye.Tech.Basnu 150 0 0 Co=Pletion mission because equipnent and lurniture had not yet been delivered. tycee extension in Banbarl vas partly operational at the time of completion mission: Installation of equipment in laboratories bad been postponed pending reinforcement of Becurity against theft. --e CEC A Berberati n'était pa opérationnel lors de la wison -- . .. d'achevement, le mat&riel et le Mobiller a'ayant ~a encore ét& 1L'extension du lye&e I Banbari n'4tait que partiellement op&ra- tionneli 'inftallation du matÅriel Jan* leg laboras:Ires ayant Ité ajourae en attendant la mie en phmee de mesures dae sicuriti . . . . . .c o n t r e l e v o l . .. . ..-.-...... ..- .... . ..-.. ...m.~ BEST fOPY AVAILABLE