Cameroon - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 6830 PROJECT COMPLETION REPORT REPUBLIC OF CAMEROON THIRD EDUCATION PROJECT (LOAN 1245T-CM) June 22, 1987 Education Division Western Africa Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  FOR OFfICIAL Ui ONLY TId WORLD BANK Washngton. D.C. 20433 U.,S.A. Ohfice of ODiruttC~4st Opewatku IvahaJtin June 22, 1987 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECTs Project Completion Report: Republic of Cameroon Third Education Project (Loan 1245T-CM) Attached, for information, is a copy of a report entitled "Project Completion Reports Republic of Cameroor. - Third Education Project (Loan 1245T-CM)" prepared by UNESCO and revised by the Western Africa Regional Office. Under the modified system for project performance auditing further evaluation of this project by the Operations Evaluation Department has not been made. Attachment This document has a ffstro dierbutbn nd mar be usd by ndins only in tho onmafom of their ofAbeial dutiss. Its cotents my not owW be diin t WolBoksdsw  FU-R- OFFICIAL USB ONLY AIN3VIATICKS AM ACRWwIUd AEa now of lttutiosa AFCA Aesociatiou pour Ia Formation des Cadres de 1'Industrie et de l'Aduinistration. CENEElA Centre National d'Etudes Expdrimentales do Iachinisas Agricole. CNEAZV Comitd National de 1'Enseignement Agricole Zootechnique et Vdtdrinaire. CET Collage d'Enseignement Technique. CETI Collage d'Enseignepent Technique et Industriel. CETIC Collage d'lnseigneaent Technique, Industriel et Commercial. CRA Collage RIgional d'Agriculture (WOA). CSDE Centre de Santd Ddveloppi pour l'Enseignee ent. CUD Centre Universitaire de Dschang (MESR8). cUSS Centre Univeruitaire des Sciences de la Santd. DEA Direction de l'Enseigneuent Agricole (MOA). DEP Direction des Etudes et Projets (MOA).- ENSA EcO1Q Nationale Supdrieure d'Agronomie (MESRS). ETA Ecole Technique ' Agiculture (MOA). IRAM Inastitut de Recberche d'Application des Methodes de Ddveloppeuent. FAC Fonds d'Aide et de Cooperation. JTA Institut des Techniques Agricoles (3E838). 1SR158 Ministare de l'Enselpgeant Supdrieur et de la Recherche Scientifique. MOA Mlnistry of Agriculture. MOE Ministry of Education. MPH Ministry of Public Eealth. ORT Organisation f*r Rehabilitation and Training. PIF Project Implernntation Unit. This document has rscddistibution and may be used by recipient only in te pefomance of their offic dutis Its contents may not oterwi be dicled without Wodd Bank authorztion.  PROJECT COMPLETION REPORT REPUBLIC OF CAMEROON THIRD EDUCATION PROJECT (LOAN 1245T-CM) TABLE OF CONTUyTS EVALUATIO S.............................................. . vi II. TM ?ROJECT AID THR IAN **V W 5............ 5 III. PBDOU DT AEMSTRATION AND ElT1 V-. PEYSICAL. IWLUS3UTTIO3 0.. . .................... 11 V. PBOJDCCOSTS ADND CII3g ... .................... 15 VI. PROJET OP1RA'TING OUTCWSS ................. . 1... * 16 VII. COCLUSIONS A 0, 22 VIII. LESSONS TO J@ LEARIED .............o........... 24 AmS 1.(a) Arebitectural Desigu. (b) Construction. 2. Comparison of Originally I.tiusted ad Actually Provided Gross Coentruction Areas. 3. Cmpriso Betvee Appraisal and Actual Construction Costs. 4. Project Costs by Copnt (in Milions). 5. Comparison of Originally Estimted and Actual Costs. 6. Programme par Objectif - Category C. 7. Projected Manpower Deuknd of the Agricultural Sbetor by Level of Trainnag and Year 1985-2000. 8. Distributlon of Trained Agricultural Mnpoer by Level of Trtaining and Organisation - 198S. 9. Program par Objectif - Categorie L,1 10. Progra_ par Objectif - Categoric 3.2 11. Repartition des Effectifs par Etablisseusnt - 1983-1985. 12. Calendrier de l'ABistance Technlque. 13. Effectifs par Annde Scolaire depuis la Crdation. 14. Tableaux Couparatifa des Taux de Passage, Budgets et Ratios Haitres/3l16es (C2TIC et CRTI). 15. Caleadrier de Rdallsation des Travaux. 16. Fulfilment of Covenants 17. Project Operation Outcomes 18. Carte do Cameroun - Localiseation des rtai.ation des Travauz. mu' - IBRD 10723R3  PROJECT COMPLETION REPORT REPUBLIC OF CANEROON THIRD EDUCATION PROJECT (LOAN 1245T-CM) PREFACE This is a Project Completion Report (PCR) for the Third Education Project in Cameroon, for which a World Bank loan was extended to the Republic of Cameroon in July 1976. The loan became effective in December 1976. The esttimated total cost of the project was US$24.5 million, of which US$17 million was covered by the loan. The loan account was closed cn November 12, 1985 and the undisbursed balance of US$82,169.92 was cancelled. This PCR was prepared by a Unesco mission for the Government of Cameroon under the terms of the Cooperative Agreement and revised by the Western Africa Regional Office. The valuable assistance provided by the Government--particularly by the Project Implementation Unit staff--toward the preparation of the report is gratefully acknowledged. In accordance with the revised procedures for project performance reporting, this PCR was read by the Operations Evaluation Department (OED) but the project was not audited by ORD staff. The draft PCR was sent to the Borrower and its agencies for comments in March 1987. No comments were received.  - ii - RIPUDLIC OF CAI MO iTDED, CaSTIO PROJECT - LOWA 1245 T-CN PROJECT COWL TIWW BASIC DATA KEn Proee Data Appraisal Estimate Actual Total Project Cost (in US$ millions) 24.9 33.8 Overrun by X - 36 Loan Amount (in US$ millions) 17.0 17.0 Disbursed by 12 November 1985 - 16.9 Cancelled as at 12 November 1985 (0.483X) - 82.2 Months dince Loan signature 66 113 Proportion completed by Completion date by X - 99 Proportion of time overrun by X - 71 CUWLTIVE ESTIMATED AND ACTUAL DISURSINENTS (in US$ millions) nT 77 78 79 80 81 82 83 84 85 86 Appraisal Estimate 0.07 0.9 10.4 15.0 16.2 17.0 - - - - Actual - 0.1 1.2 3.2 6.1 7.9 10.9 12.5 13.9 16.918 Actual by % of Estimate - 11.0 11.0 21.0 37.0 46.0 64.0 73.0 82.0 99.5  - iii - 30. of MM of eOt t staff per*m& Nission Date Wetks __l e mrks (a) Preparatory 1. Reconnaissance/ 24.04.74 6.0 2 (AG) Bank Identification 2. Pre-Preparation 13.06.74 5.0 2 (AG) PAO/Bank 3. Preparation 13.12.74 29.5 6 (AG),l(E),1(A) Bank 4. Appraisal 02.04.76 18.0 3 (AG)l(TE),(E) Bank 1 (A)l(Com). Total 38.3 (b) Supervision 1. Supervision 16.11.76 6 3 (V-CE-AG) Bank 2. Supervision 13. 10.77 1 1 (na) Bank 3. Supervision 08. 12.77 4 2 (V-CE) Bank 4. Supervision 16.06.78 3 4 (E-CE-TE-AG) Bank 5. Supervision 02.10. 78 4 4 (E-TE-CE-AG) Bank 6. Supervision 06.12.78 3 3 (na) Bank 7. Supervision 04.05.79 3 3 (TE-A-AG) lank 8. Supervision 31.07.79 2 3 (TE-A-GE) Bank 9. Supervision 19.05.8C0 3 3 (TE-A-AG) Bank 10. Supervision 21.10.80 12 6 (TE-2 AG-A-B-GE) Bank 11. Supervision 11. 12.80 1 2 (A-GE) Bank 12. Supervision 06.03.81 3 4 (TE-A-AG-GE) Bank 13. Supervision 29.05.81 7 4 (TE-A-GE-E) Bank 14. Supervision 23.12.81 3 2 (A-GE) Bank 15. Supervision 26.04.82 3 2 (A-DC) Bank 16. Supervision 08. 12.82 4 4 (A-AG-TI-GE) Bank 17. Supervision 12.07.83 4 3 (AG-TE-B) Bank 18. Supervision 18. 11.83 2 2 (DC-A) Bank 19. Supervision 2506.84 2 2 (DC-A) Bank 20. Supervision 20.02.85 8 4 (TE-A-AG-EP) Bank 21. Supervision 21.05.85 5 3 (TE-A-EP) Bank 22. Supervision 29. 10.85 6 3 (TE-A-EP) Bank Total 89 (c) CEblIetiou 8 1 (AG),l(TZ),l(A) Unesco A * Architect, E a Economist, CE Z Civil engineer, V a Veterinarian, EP E Educational Planner, TS - Technical Educator, AG a Agricultural Specialist, DC Division Chief, Cos. * CosBuvicatio expert.  - iv- Ot Pr goest Dae Original Actual First Mention in Files of Timetable 11/73 Govetnaent Req'aeat PREPN 10/74 Negotiations 24.02.76 Board (World Bank) Approval 20.04.76 Loan Agreement Date 02.07.76 Effectiveness Date 04.10.76 31.12.76 Date of Completion of Physical Elements 30.06.79 Closing Date 31.12.81 31.12.84 Bovrower t Republic of Cameroon Executing Agencys Ministry of National Education and Ministry of Agriculture Fiscal Year of Borrower s 1 July - 30 June Follow-up on Project : Education IV and V Country Exchange Rates Name of Currencyt CFAF Exchange Rates: Appraisal Year (year) 1/ USS1 a CFAF 225 Intervening Years Average- US$1 u CFAF 300 Completion Year US$1 - CFAF 378 1/ Average calculated by mission nn the basis of exchange rates prevailing at disbursaent dates.  v Loam Allocation and Actual Disbursemts (uS$ million equivalent) OrigliEl Forelgs Actual Catezort Allocation Incehee Diabureemat Civil Works 6,000,000 (57 X) 7,298,176.00 Equipment 4,580,000 (100 Z) 4,1,70494.23 Furniture 310,000 (100 Z) 770,954.95 Consultants' Service and Fellowships (a) Architectural Consultants 395,000 (60 %) 667,490.58 (b) Other Consultants' Services and Fellowships 3,150,000 (75 %) 4,010,714.32 Unallocated 2,565,000 -Total 17,000,000 16,917,830.08  - vi - PROJECT COMPLETION REPORT REPUBLIC OF CAMEROON THIRD EDUCATION PROJECT (LOAN 1245T-CM) EVALUATION SUMMARY Introduction This project is based upon pre-investment studies financed under the Second Education Project. Identification was carried out by IDA with the assistance of the PAO Cooperative Program. Project preparation was completed in November 1974 and appraisal was undertaken by a Bank mission in February/March 1975 (para. 2.5). A bank loan of US$17 million was approved in April 1976. The amount was to cover 68.4 percent of the esti- mated project cost including contingencies. However, the final project cost was 81 percent higher than the appraisal estimate in local currency and 36 percent higher in US$ resulting in the Bank loan covering only 51 percent of costs (paras. 1.5, 5.1, 8.4). Oblectives and Prolect Content The Third Education Project was designed to support the implemen- tation of manpower training programs in the Agricultural and Industrial sectors. The project financed construction, equipment and furniture fort (a) Two lower secondary technical schools (CETs); (b) Three secondary agricultural schools (ETA-CRAs); (c) An institute for training higher technicians in agriculture and livestock (ITA) including three field stations (Antenne- ITAs); and (d) Three rural health training centers (CSDEs). Technical Assistance was provided for part of (a), (b) and (c), project implementation and the preparation of a future education project. Implementation Experience Significant delays were noted in the implementation of the project (113 months as opposed to the appraisal estimate of 66 months). The clos- ing date was extended three times and the loan account was closed with a  - vii - cancellation of US$82,170. This was a result of several factor includings change of Project Implementation Unit (PIU) director twice, both of whom showed poor managerial capability, limited capacity of construction firms, change of project site (ITA from Nbolbisson to Dschang) requiring change in architectural design, unreliable contractors who defaulted in their con- tracts (ITA-Dschang and Antenne-ITA) and MOE's non-conformity with Bank's prccurement procedures, which resulted in delay in the availability of local funds to cover 100 per cent of expenditures for two construction contracts. Further delays were caused by the Ministry of Finance using a cumbersome bureaucratic process of repaying contractors. Firdings and Lessons Although the final cost of the project far exceeds appraisal esti- mates, the scope of the project was not compromised and all components were implemented. Of the twelve project components having construction, equip- ment and furniture inputs, five more or less attained their educational objectives (CETI-Ngaoundere, ITA-Dschang and three ETA-CRAs), three partially attained them (CETIC-Douala and two CSDEs) and four did not (one CSDE and three Antenne-I1.s). Utilization of the buildings is, in general, satisfactory with respect to laboratories and classrooms, although for the latter some adjustment had to be made to increase the size of the smaller classrooms (12 placesl in all of the ETA-CRAs. Dormitory facilities are at fifty percent occupancy due to Government scholarship policy which encourages (particularly second year) students to live off-campus. Workshop facili- ties in all three ETA-CRAs and CSDEs are hardly utilized as the equipment, although delivered, are for the most part either not installed or tested. One of the Important factors that contributed to the delay of the project implementation was a weakness in the project design involving five Government agencies including the Ministries of Education, Higher Education Agriculture, Livestock and Public Health. More specially, the following observations are made with respect to the implementation of the physical infrastructure, furniture and equipment: (a) selection of sites has not been taken into account either urban expansion or pedagogical requirements, with a view to obtaining (i) sufficient land for construction (ECTIC-Douala, ITA-Dschang); and (ii) adequate land for extra-curricula activities (ETA-CRA Maroua, and CETIC-Douala) (para. 4.2); (b) Construction of Boarding Facilities have not been made in accordance with (i) the requirements of schools located in urban areas and; (ii) national policy regarding the award of fellowships, including payment of subsistence allowance (para. 4.3);  - viii - (c) DesiSn of Facilities have not been made in accordance with pedagogical requirement, prevailing climatic conditions, maintenance practice and budgetary allocation (Annex 1(a)); (d) Equipmont lists have been prepared with inadequate consider- ation to knowledge and ability of the users. Procurement arrangemonts might have included this requirement, with a view to ensuring the availability of local representatives able to undertake listallation, testing, maintenance of equipment and furnishing of spare parts, and training of users (par&. 4.11); and (e) the managerial capacity of the Project Implementation Unit should be strengthened (para. 8.4). Sustainability It Is felt that the project has expended the country's capacity to train the required manpower. In fact, in future there would be an over- production of such personnel. The next step would be to promote qualita- tive improvements of the training program and to raise the level of training standard. One of the main activities related to the sustainability of the project is the involvement of the Ministry of Higher Education, Science and Research in redefining the different levels of training in agriculture. There seems to be duplicity in training program offered by the different project institutions. At the Centre Universitaire de Dachang, there is a need to streng- then coordination of activities between the Ministries of Agriculture and Livestock. In order to reduce the rivalry in the comon use of the project faculties, the communication between ITA and the ETA-CRAs needs to be rein- forced. This should be initiated with the appointment of one project director and two deputy-directors instead of the present two directors, one for each institutiop. The Ministry of Agriculture should provide clearly defined guidelines for the ETA and CRA in order to enable the two institu- tions to utilize project facilities with maximum efficiency (para 1.18). Dormitory faculties in Bambili and Ebolowa remain underutilized. This might be remedied if the Ministry of Agriculture were to review its policy of paying students' outside expenses thus, obliging students to stay on-campus. Due to poor site selection for some of the project institutions their farmlands are being parcelled out for other projects. The Ministry of Agriculture has yet to take steps to acquire additional farmland outside the city limits (para. 7.7). In addition to the above requirements for the sustainability of the project, the Centre Universitaire de Dechang has yet to develop concrete plans for the use of the Antenne-ITAs which are presently, for the most part idle.  EUILC OP CAIRO ThIRD EDUCATION PROJElT - OAN 1245-T.CN PROJECT CWUIZTIOR REpOR I. SWUART CONCLUSIONS AND 158603S lEAEDS Physical Impleinntation 1.1 Prolonged delays were noted in the implementatior of the project (113 months as opposed to the appraisal estimate of 66 months). The closing date was extended three times and the Loan closed with a cancellation of US$82,170. This was due to several factors includings change of Project Implmentation Unit (PIU) directors twice who, for the most part, provided poor managerial capability, limited capacity of construction firms, changes of project site (ITA from Nkolbisson to Dschang) requiring change in architectural design, unreliable contractors who defaulted in their contracts (ITA-Dschang and Antenne-ITA) and MOE's non-conformity with the Bank's procurement procedures, which resulted in delay in the availability of local funas to cover 100 per cent of expenditure for two construction contracts. 1.2 A cumbersome bureaucratic process of repaying contractors being used by the Ministry of Finance which, on many occasions, resulted in refusal to check receipts and approve authorization of payment by Bank caused further delays. At the time of completion a joint meeting was held involving the PIU, Ministries of Finance and Planning to improve the process of payment and ways to accelerate it. Approximately 30 stages between the contractor's payment claim and the availability of funds destined for the contractor's account were identified. Adequacy and Utilization of huildings and *cutpm t 1.3 Construction, equipment and furniture were completed as planned at appraisal, but with some delay. In general, the construction work is of good quality and the buildings are suited to pedagogical requirements. Not all equipment was installed In good time, with some being delivered before the physical facilities were ready (CSDE-Blabili) and some delayed (ETA-CRA-Maroua). The equipment provided for CETIC-Douala and Ngaounddrd was, by and large, suitable while that of the ETA-CRA was found to be unnecessarily sophisticated and heavy, in place of what should have been a lighter and more practical type. 1.4 Utilization of the buildings is, in general, satisfactory with respect to laboratories and classrooms, although in the case of the latter some adjustment had to be made to increase the size of the smaller classrooms (12 places) in all of the ETA-CRAs. Dormitory facilities are not fully utilized, with only 50 per cent occupancy, this being mainly attributable to the Government scholarship policy which encourages 'particularly second-year students) to live off-campus. Workshop facilities in all three ETA-CRAs and CSDEs are hardly utilized as the equipment, although delivered, is for the most part not Installed or tested. _  -2- cost s_d plameci of deo ftroect 1.5 Total estimates for the whole project includinlLfontingencies at appraisal were 5,592,280,000 FCFA or US$24,854,550.- The Bank's financing of US$17 million was expected to cover 68.4 per cent of total estimated costs including contingencies. As implemented, the final project cost is 10,147,432,552 PCFA or US$33,823,000 equivalent at the medium exchange rate of 300 ?CIA for 1 US$, approximately 81 per cent higher than the appraisal estimates An local currenty and 36 per cent higher in US$. The Bank's financiag of US$16,917,830-, covered 51 per cent of the actual costs. Construction costs for two components (CETI of Ngaouuddrd and lTACRA of Ebolove for an amount of US$5,914,000) were financed 100 per cent by the overnomt, due to non-conformity with the Bank's procuremeat guidelines. Other expenditures were made in accordance with percentage of relibursemant agreed in the Loan Agreement (paras. 5.1-5.3. roJect MKs-sasmmt 1.6 The Project Implementation Unit (PIU), in general, operated unsatisfactorily. During the early period of Implementation the PIU was left without a director for five months (March to August 1978). The second director, during his two and a half year's stay with the project, experienced managerial difficulties. Under the third director, considerable progress was made in enhancing the completion of the project, although with a great deal of Bank insistence to this effect. The PIU has, in general, suffered from lack of qualified personnel having both managerial skills and dynamim (para. 3.4). 1.1 The structure of the PIU vis-&-vis the Ministries of Finance and Planning, as well as the participating ministries, has not been sufficiently upgraded to allow effective participation in the decision- making process and adequate coordination (paras 8.2 and 8.4). Results of the Project_k b g oonets Technical Education Igaounddd - Coll&g d'Enseig!eMsnt Techbiqu! Industriel (CuT!) 1.8 Construction was completed and teaching commenced in January 1983. As foreseen at appraisal, the CET was designed as a three- year post-primary level training institution to accommodate 210 students, including a 120-place dormitory of which only 70 are occupied. In 1985, total enrolment was 215 (21 girls). 1.9 The programme of studies includes specialization in four areas, namely metalwork, electricity, automechanics and industrial mechanics. The quality of the training is gradually improving as the Institute is becoming more organized after moving into the project facilities. In 1986, it is estimated that about 60 per cent of the fourth-year class will graduate while that of 1987 is expected to rise to 90 per cent (para. 6.19). 1/ At the rate of 225 CFAF for 1 US$ at appraisal. 2/ US$82,170 were cancolled as of 12 November, 1985.  Douala Collg d'aeigsp ent Tegebsiqe (CETIC) 1.10 CETIC began functioning in November 1978 with workshop facilities. The teaching facilities provided by the project became functional In 1983 and equipment w&S delivered in October 1984. As was the case for CETI-Ngaounddrd, the extension of the course to four-years and the increase of the enrolment from 750 foreseen at appraisal to 1,106 (327 girls) in 1985/86 has brought about the problem of classroom/workshop accomodation. Efforts are being made to reduce the annual intake of new students in order to correct the situation. 1.11 The teaching quality of the Institute appears to be weak with a pass-rate of 19 per cent in 1985. The major problem were found to be under-qualified teachers (50 per cent), students having weak academic background, availability of minimum teaching and working materials, and a relatively high staff/student ratio of about 1*30 (paras. 6.20, 6.21). Centre Universitaire de scimces de la Samt6 (COsS) 1.12 At appraisal, it was foreseen that the project would provide construction, furniture and equipment of three field clinics with student dormitory and cafeteria facilities at Bambill, Bandengwe and Ngaounddrd Dibi, to organize practical training for pre-med students and para-medical personnel such as nurses, as well a1 providing medical services to the surrounding rural communities. 1.13 All three CSDEs have been constructed, equipped and furnished. The clinics at Ngaoundere Dibi and Bambill are only partly functional. Hence, the project's educational objectives have not been fulfilled (paras. 6.22, 6.23). Agricultural Educatiou and Training Ecoles Techniques d'Agriculture (ETA) 1.14 The project provided for the expansion and improvement of two existing ETAs at Ebolowa and Maroua, and for establishing a new ETA at Bambili. All three ETAs have been established as planned and have begun functioning. During the period 1983-1985, a total of 161 Category C-level technicians were trained (para. 6.7, Table). 1.15 At appraisal it was foreseen that under the Project enrolment would be raised from about 40 students in 1977 to 180, with an annual intake of 90 students and annual output of 80. At the time of completion (December 1985), total enrolment of the three ETAs was put at 125 with an annual output (in the same year) of 74. The projected enrolment from 1987 onward shows full utilization of project facilities except in the case of ETA-Bambili (Annexes 3 and 11). Colleges Rdgionaux d'AKriculture (CRA) 1.16 The project also provided for the expansion and improvement of the CRA in Bambili and for the establishment of two new similar colleges in Ebolowa and Maroua, raising the total enrolment to 240. The three CRAs are functioning, producing 122 B.2 and 192 B.1 categories of agricultural technicians during 1983-1985 (para. 6.7, Table). The total enrolment in the 1985/86 academic year was 233 (Annex 11).  -4- 1.17 The above-mentioned types of training institutions (ETA- CRA) were constructed on the same campus, with a view to enhancing the effective use of project facilities that are comon to both types of training, including workshops, laboratories, dining and kitchen facilities, as well as the school farm. Dormitory facilities have been provided for all student participants. 1.18 To facilitate the implementation of this plan the ETA- CRAB were to be managed administratively by one director at each campus as planned at appraisal. Since then the Governmeat decided to appoint a director for each of the ETA. and CRA thus making them separate entities. This arrangement does not lend itself to the efficient utilization of the coion facilities mentioned above (para. 7.5). Institut des Techniges Agiecoles (ITA) 1.19 ITA was transferred from its original site at Nkolblsson as foreseen at appraisal and established at the Centre Universitaire de Dschang (CUD). The project has provided teaching space for 300 and dormitory facilities for 180 students although the total enrolment foreseen at appraisal was put at 150. The enrolment in 1985/86 academic year was 540 which was made possible by the use of additional teaching and dormitory facilities originally intended to train farm mechanics (para. 4.6). The two types of training programs undertaken are 'Ing8nieurs de Travaux Agricoles' (A.1) and 'Techniciens d'Agriculture' (B.1). During the period 1981-1985, graduate output has been put at 531 A.1 and 648 B.1. Project facilities became fully operational in October 1985 (paras. 6.8-6.10). Antenno-ITA (Field Training Centres) 1.20 The project, as foreseen at appraisal, financed the construction, furniture and equipment of three field training centres (Antenne-ITAs) at Bambili, Ebolowa and Maroua ETA-CRA Campuses. All three ITAs have been established, as plmnned. However, very little use has been made of them due to the failure of ITA-Dschang to develop the field training programme for its prospective gradu,tes as foreseen at appraisal (paras. 6.11 and 7.9). Mana|gemnt of Agricultural Education 1.21 There were three specialists provided by the project who played a vital role in developing the curricula of the ETA-CRAs. In August 1981, for each of the three ETA-CRAs an educational adviser (conseiller-pedagogique) was posted to assist in the implementation of the new curricula. These advisers continued to work in their respective positions until 1985 and were later employed by the Government, until the end of 1985. Conclusions 1.22 Although the final cost of the project far exceeds that foreseen at appraisal, the scope of the project was not compromised considering all components implemented. The additional cost paid by the Government raised the final project cost 81 per cent higher than appraisal estimates in local currency and 36 per cent in US. dollars (para. 5.1). The project implementation period was almost twice as long as initially planned. Of the twelve project components  . 5 - having construction/equipment/furniture inputs, five more or less reached their educational objectives (CETI-Ngaounddrd$ ITA-Dechang and three ETA-CRA9), three partially attained them (CETIC-Douala and two CSDEs); and finally, four did not attain (one CSDE and three Antenne-ITAs). Lessons Learned 1.23 One of the important factors that contributed to the delay of the project execution has been a weakness in the project design involving five Government agencies in the implementation of the project, including the Ministries of Education, Higher Education, Agriculture, Livestock and Public Health. 1.24 More specifically, the following observations are made with respect to the implementation of the physical lnfrastructure, furniture and equipment: (a) Selection of Sites should have been made by taking into account the urban expansion and pedagogical requirements, with a view to obtaining (i) sufficient land for constructi2n (CETIC-Douala, ITA-Dachang)s and (it) adequate land for extra-curricula activities (ETA-CRA Maroua, and CETIC- Douala) (para. 4.2); (b) Construction of Boarding Facilities should have been made in accordance with (1) the requirements of schools located in urban areas andt (i1) national policy regarding the award of fellowships, including payment of subsistence allowance (para. 4.3); (c) Design of Facilities should have been made in accordance with pedagogical requirement, prevailing climatic conditions, maintenance practice and budgetary allocation (Annex l(a); (d) Equipment lists should have been prepared giving due consideration to knowledge and ability of the users. Procurement should have included this requirement, with a view to ensuring the availability of local representatives able to undertake Installation, testing, maintenance of equipment and funishing of spare parts, and training of users (para. 4.11) (e) The World Bank and Government should strengthen the manag- erial capacity of the Project Implementation Unit (para. 8.4). II. TEK PROJECT AND ?RU LONUiA D t Socio-Econouic Setting 2.1 Csmeroon io a country of an estimated nine and a half million people (1984) located in Western Africa between 2