Burundi - Education Project

DRwmnt o The World Bank FOR OMCAL USE ONLY Report No. 6713 PROJECT COMPLETION REPORT BURUNDI FIRST EDUCATION PROJECT (CREDIT 679-BU) April 10, 1987 Education and Manpower Development Division Eastern and Southern 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 otherw;se be disclosed without World Bank authorization.  FOR OFFCIAL U ONY THE WORLD SANK Washtngton. D.C. 20433 U.S.A. 0k* of DaKUV.CemaI OpObafth EvAkIAt April 10, 1987 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: Burundi - First Education Project (Credit 679-BU) Attached, for information, is a copy of a report entitled "Project Completion Report: Burundi - First Education Project (Credit 679- BU)" prepared by the Eastern and Southern Africa Regional Office. Under the modified system for project performance auditing further evaluation of this project by the Operations Evaluation Department iss not baen made. Attachment This document has a restricted distribution and may be used by recipients only In the perfonmace of their offcia duties. Its contents may not othefwise be disebsed without World Bank wuthofitin.  FOR OmCUL USE ONLY GLOSSARY BER Bureau d'Education Rurale (Rural Education Bureau). Tie semiautonomous department of the Ministry of Natonal Education responsible for implementing the reform of primary education. CFP Centre de Formation Polyvalente (Multipurpose Learning Center). A six-classroom primary school with facilities for practical studies and community training activities. The latter facilities are refered to as "Centre Parascolaire". Etude du milieu (Study of the Environment). A conglomerate subject at the primary level which combines elements of history, geography, biology and related subjects and emphasizes the social and physical realities of Burundi. MOE Ministry of National Education BPE Bureau Project Education. The Project Implementation Unit established by Presidential Decree on November 5, 1976 in MOE. Centre Parascolaire (see CFP). TTC Practical Subject Teacher Training Center at Kamenge FBU Franc Burundi, local currency unit. This document has a fesicted distribution and may be used by rcipients only in the performance of their officiaf duties. Its contents may not otherwise be disclosed without World Bank authoration.  PROJECT COMPLETION REPORT BURUNDI FIRST EDUCATION PROJECT (CREDIT 679-BU) TABLE OF CONTENTS Page PREFACE . . .. . BASIC DATA SHEET ***** * * . . . * * ii EVALUATION SUMMARY . . . * * * * . . . . * * * * * * * * * vii I. SUMMARY & RECOMMENDATIONS. . . . ... ... . . . . . . 1 Project Objectives ct............................. 1 Project Content ................. 1 Project Amendment *............... 1 Project Implementation..... *....... * 1 Project Operating Outcome . . . . . ....... 2 Recomendations . .. . a. . . .. . a * a * a a a 4 Lessons Learned * . . . . . . 6 * . o... ea.... 4 II. INTRODUCTION . . . . . . . . . . . . . . . . . . . . .. 5 III. PROJECTBAKGROUND ................... 6 Socio-Kconomic &ett ing .............. 6 Education Sector. . .............. . 7 Project Identificatio n .............. 9 Project Objectives . . . . .. ..... . .. . . 10 Project Content .*........................... 10 ProJect Amendments d................ 10 IV. PROJECTIMPL3 ETTI TION................. 11 General .................* . .. * 11 Project Administration . . . . . . . . . . . . . . 11 Civil Works . .. a a a a a a a * a * a * a * * 12 Furniture and equipment ... ............ 14 Technical Assistance . ... i....... . 15 Covenants . o . * * a a a a a a a a a a* 16  Table of Contents (Cont'd) Page V. PROJECT COSTS . , . . . , . . . . . , . . . . . . . . 16 Capital Costs t . . . . . . . . . . . . . . .. 16 Area per student place . . . . . . . ... . . 18 Disbursements . . . . . . . . . . . . . . . . 18 Recurrent Costs. . *. . . , . . . . . . , , 18 VI. PROJECT OPERATING OUTCOME . .. .. ... ... . 19 Background . . . . . . . ...... ... . . ..... 19 Operation Multipurpose Training Centers . . . 21 Operation Printshop . . . . ..... . ... 24 Operation TTC .*. .. .. .* . . ... *oe* e 25 Rural Education Office (BER) . . . . . . . . . 25 VII. BANK GROUP PERFORMANCE...... ..... 26 VIII. CONCLUSION ... 27 ANNEXES I. Progress Reports II. Staffing of Key Positions in the PIU III. Implementation Schedule IV. Technical Assistance for BER V. Information on Technical Assistance VI. Compliance with Credit Conditions VII. Costs tables VIII. Places, Units and Areas of Physical Facilities IX. Man/Years & Costs in FBU, of Technical Assistance & Project Administration. X. Data on CFPs.  PROJECT COMPLETION REPORT BURUNDI FIRST EDUCATION PROJECT (CREDIT 679-BU) PREFACE This is a Project Completion Report on the First Education Project in Burundi, for which Credit 679-BU was signed April 28, 1977 for US$10.0 million equivalent. The Credit was completely disbursed in April 13, 1982, about one year before the Closing Date. The project completion report was prepared by Bank Group staff on the basis of IDA files and missions to Burundi in May 1984 and January 1986. The valuable assistance provided by the Government of Burundi and the PIU staff towards preparing this report is gratefully acknowledged. In accordance with the revised procedures for project performance reporting, this PCR was read by the Operations Evaluation Department (OED) but the project was not audited by OED staff. The draft PCR was sent to the Borrower and its agencies for comments in January 1987. A translation of their cabled reply is shown as Attachment I.  - ii - BURUNDI - FIRST EDUCATION PROJECT CREDIT 679-BU BASIC DATA SHEET Item Appraisal Actual Estimate Total Project Costs (US$million) 12.5 13.6 Cost Overrun (% in US$ terms) - 9.0 Credit amount (US$million) 10.0 10.0 Amount Disbursed (US$million) 10.0 10.0 to Cancelled - Nil Physical Completion date 9/30/1982 3/31/83 1/ Number of months since credit signed 65 71 - Proportion completed by above date (Z) 100 100 2/ Proportion of time overrun (%) - 9 CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS ('US$ MILLION) FY78 FY79 FY80 FY81 FY82 FY83 a) appraisal estimate 0.9 2.9 5.7 7.9 8.9 10.0 b) actual disbursements 2.0 5.4 7.2 10.0 3/10.0 4/10.0 c) b as Z of a 222 186 126 134 112 100 I/ After April 1982 project completion was financed under Credit 976-BU (para. 1.05). 2/ However, 60 rather than 100 CFPs were built under the project. 3/ 10.0 rounded from 9.98 1i/ Credit was fully disbursed in April 1982.  - iii - Item Original Actual First mention in files 12/20/73 Government Application 01/08/76 Appraisal Mission 02/03/76 Follow up Appraisal 07/76 09/10/76 Negotiations 11/76 11/12/76 Board Approval 02/08/77 Credit Agreement 04/28/77 Effectiveness Date 07/28/77 09/01/77 Completion Date 07/30/82 12/31/83 Closing Date 03/31/83 03/31/83 Borrower Republic of Burundi Fiscal year of Borrower January 1 to December 31 Follow on Projects ' Second Education Project (Credit No. 976-BU; US$15.0 million) Third Education Project (Credit No.1358-BU: US$18.0 million) CURRENCY EXCHANGE RATE Name of Currency: Franc Burundi (FBU) Appraisal Year: US$ 1.0 - FBU 90 Completion Year: US$ 1.0 - FBU 90  -iv - MISSION DATA Type of mission Sent by Month/Year No.of No.of No. of Report weeks staff staff wks Date Sector Study & Identification UNESCO 4-5/74 6 6 36 9/18/74 Reconnaissance IDA 6/75 2 3 7 9/19/75 Preparation UNESCO 11-12/75 5 4 20 12/75 Appraisal IDA 3-4/76 3 5 15 1/21/77 Subtotal I I 71 Supervision IDA 4/77 1 2(EC,GE) 1 4/25/77 Supervision IDA 6/77 1 1(A) 1 7/05/77 Supervision IDA 10/77 1 1(EC,A) 1 12/23/77 Supervision IDA 1/78 1 1(EC) 1 3/24/78 Supervision IDA 5/78 1 1(C) 1 6/30/78 Supervision IDA 10/78 1 1(A) 1 11/16/78 Supervision I/ IDA 5/79 1 2(GE1 A) 2 6/29/79 Supervision Z/ IDA 9/79 1 1(A) 1 11/14/79 Supervision IDA 3/80 2 2(GE, A) 4 4/23/80 Supervision 3/ IDA 9/80 1 1(GE) 1 10/24/80 Supervision T/ IDA 4/81 2 3(GEsA*TE) 2 6/24/81 Supervision T/ IDA 12/81 2 3(GE) 1 2/01/82 Supervision 3/ IDA 7/82 2 3(GE,ECqA) 3 7/27/82 Supervision T/ IDA 11/82 2 3(GE) 1 1/03/83 Completion 7/ IDA 5/84 2 2(EC,A) 2 6/15/84 Subtotal 21 <2 n TOTAL 37 41 T1iT Number of supervision missions: 14 Maximal interval between missions: 7 months Minimal interval between missions: 2 months Average interval between missions: 4.8 months Legend: A - Architect EC - Economist GE - General Educator TE - Technical Educator. 1/ combined with appraisal of second education project / combined with pre-negotiation discussions with the Government on the proposed second education project 3/ combined with supervision of second education project 4/ combined with supervision of second and identification of a third education projects 5/ combined with supervision of second and appraisal of third education projects 6/ combined with supervision of second and post-appraisal of third education projects / combined with supervision of second and third education projects.  ALLOCATION OF LTAN PROCEEDS (US$) Category Original Actual Allocation Disbursements 1. Civil works 5,750,000.00 2,742,926.69 2. Materials, furniture, equipment, paper and vehicles 1,500,000.00 5,741,644.66 a) imported b) locally procured 3. Technical aselstance 1,200,000.00 873,491.69 4. Salaries and other operating expenditures of the Project Unit 150,000.00 641,936.96 5. Unallocated 19400,000.00 - Total 10,000,000.00 10,000,000.00  - vi - PROJECT COMPLETION REPORT BURUNDI FIRST EDUCATION PROJECT (CREDIT 679-BU) EVALUATION SUMMARY Introduction The project was identified by an IDA mission in July 1975 and prepared by the Government with assistance from a UNESCO team. Appraisal took place in February/March 1976 and Board approval, in February 1977. The Credit of US$10 million became effective on September 1, 1977 and was fully disbursed by April 1982, eleven months before the closing date (March 31, 1983). Inflation and design changes in one project component caused substantial cost overruns which led to a 40% reduction in the size of another project component (para. 1.05). Total project cost came to US$13.4 million vs. an appraisal estimate of US$12.5 million, with the Credit financing slightly less than 75% (instead of the envisaged 80%) and the Government the remainder. Oblectives and Proiect Content The project aimed at assisting the Goverrment's education reform efforts in one area, primary education, which encompassed quantitative (enrollment expansion), qualitative (provision of learning materials) and institutional objectives (increased GovernAment control of the school system). To this end, the project provided for (a) construction, furnishing and equipping of 100 multipurpose learning centers (Centres de Formation Polyvalente - CFP), i.e., community schools for children and adults; (b) expansion of a Teacher Training Institute to include facilities for training in practical subject teaching; (c) expansion of the Ministry of Education printshop; (d) provision for safe storage of textbooks in about 400 schools; and (e) specialist services (15 man-years) and fellowships (7.5 man- years) (paras. 1.01-1.02).  _ vi4 - Implementation Experience Implementation performance was generally good. Progress was maintained in the face of considerable difficulties resulting from the need, for political reasons, to change the mode of organization for the CFP construction program (which required an augmentation of TA staff in the Project Unit) and of a one-year disruption in the supply of imported building materials due to the Tanzania-Uganda war. Experience from the early phases of the building program was fed back into the design with the aim of developing a more cost-efficient CFP package (paras. 4.03, 4.08- 4.10). A major unforeseen change concerned the expansion of the Teacher Training Institute (TTI) at Gitega to introduce practical subjects which foundered on site constraints. Attempts of expanding another TTI were frustrated by reported local resistance to the envisaged introduction of coeducation. Eventually, construction of a new Training Center seemed to be the only viable alternative. This decision, together with intermittent inflation and a higher space allocation per CFP unit, increased total project cost well beyond available funds and compelled the Government to cut the CFP program in half, from 100 to 50 units (paras. 4.09, 4.12).1/ Implementation of the software aspects fared less well: the PCR deplores that the original CFP concept was altered substantially, leading to the administrative and educational separation of formal primary education and non-formal training activities, and feels that the PIU ought to have resisted this development.2/ It later on admits to some doubts about the basic conceptual validity of the education reform and to the adequacy of IDA supervision in this crucial area (paras. 4.05 and 6.11). With hindsight, it could also be claimed that discussion of the project within the Bank between project identification and Board presentation focussed mostly on a secondary issue--equity considerations--at the expense of assessing Government's commitment to the body of education reform measures--a concern which should have come to the forefront when the previous Government was overthrown, just prior to negotiations (paras. 6.05-6.06). I1/ Another 10 CFP units were completed under the Second Education Project but using in part inputs procured with funds from this project (para. 4.09). P/ This critique seems too severe, given that it is directed at a group with very limited influence whose key members were mostly expatriate technical specialists.  - vi.i - Results At the time of the completion mission, the 60 CFP were in operation but not at all grades and without the special features of the reform (such as multi-grade teaching and automatic promotion) being fully developed. Nevertheless, the provision of more than 16,000 places being used in double shifts contributed significantly to the expansion of primary educaticn. However, the Government had opted for emphasis on enrollment expansion rather than on qualitative reform objectives, which was understandable in view of the complex and multi-faceted nature of the reform (paras. 6.07-6.09, Annex X, Table 1). Since double-shift teaching required a reduction in the number of weekly curriculum hours (mostly in practical subjects), the focus of practical subject teaching shifted from integrated primary students to out-of-school youth, leading to the establishment of separate Training Centers within each CFP, with an additional complement of upto four practical subject teachers (paras. 6.07- 6.10). Even more worrisome than this unforeseen institutional development Is the limited community appeal of this practical training: the 1983 enrollment figures show a system in sharp decline. Enrollments in the first year are 16% below the second-year levels and in 45Z of the first- year courses, enrollments are five or less per course (para. 6.10; Annex X, Table 6). The development of the teacher training component has largely paralleled that of practical teaching in primary schools: with an average enrollment of 50 and seven teacher-trainers and boarding/dining facilities for 60 students being used by 40 in-service trainees for one or two months a year the center is clearly underutilized (para. 6.17). The printshop has been off to a slow start, with only one-third of the targeted number of textbooks being printed during implementation. Paper shortages and an uneven flow of texts to be printed accounted for most of this shortfall. Continued assistance under the Third Education Project and a recent change in organization (from a Government Department to a parastatal enterprise) appear to have improved the situation as evi- denced by a 1985 textbook production in excess of initial targets. Another commendable development are efforts to become financially self-sufficient. This is done through moderate book-fees (FBU 100 or US$1.10 per text)3/ which cover two-thirds of present production costs (paras. 6.12-6.15). 3/ While this fee is modest, the high number of texts needed (an average of seven per grade) certainly imposes a financial burd.en on families with several children in school.  _ ix - Sustainability In a physical sense, the CFP appear well established in their modified role of regular primary schools. However, the present situation of the practical subject teaching elements of the project throws considerable doubt on this key aspect of the educational reform. The envisaged in-depth assessment of this area by the Ministry of Education has high priority (para. 6.19). Conclusions The experience of this project points to the difficulties inherent in major educational reforms and to the obstacles that stand in the way of a "ruralisation' of primary education. It reconfirms the desirability of developing compact and tightly focused projects, particularly in situations where relevant institutional experience and the existing physical base are limited. It also suggests that for countries with very low primary enrollment levels, expansion of a basic conventional school system will have greater political appeal than reforms of that system, regardless of their educational merits (paras. 8.01-8.03). r~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~  PROJECT COMPLETION REPORT BURUNDI FIRST EDUCATION PROJECT (CREDIT 679-BU) I. SUMMARY AND RECOMMENDATIONS Project objectives 1.01 The principal objective of the First Education Project was to: assist the Government to implement the reform of its Education, but only at the primary level, which included both quantitative and qualitative improvement, increased enrollments and increased Lvernment control over the sector. Project content 1.02 The project as appraised consisted of: (a) constructinF, furnishing and equipping of 100 multi- purpose learning centers (CFPs) with a total of 24,000 places and expansion of the Gitega Teacher Training Institute for boys, with a practical subject teaching center comprising a classroom and a workshop; (b) expanding the printshop of the Ministry of National Education (MOE); (c) providing textbook storage lockers to about 400 schools; and (d) providing 15 man-years of technical assistance for BER and eight man-years for project management and 7.5 man-years of fellowships training for BER staff. Project Amendment 1.03 The Credit Agreement was amended twice: on May 16, 1978 to allow for execution of civil works under force account procedures and on August 14, 1978 to permit the construction of the Practical Subject Teacher Training Center (TTC) at Kamenge, instead of expanding the Gitega Teacher Training Institute for boys. Project Implementation 1.04 The project became effective on September 1, 1977 following appointment of a project director and deputy director, and establishment of a revolving fund of US$100,000 equivalent in FBU. The PIU carried out its functions well. With regard to civil works, it did architectural and engineering work as well as the actual construction work, the latter under force account procedures. Construction of CFPs by religious missions as envisaged during appraisal did not materialize, because relations between Government and churches deteriorated soon after project effectiveness. The implementation of the project took 71 months versus the expected 65 months. However, disbursements were completed in April 30, 1982, about 11 months before the Closing Date of March 31, 1983.  -2- 1.05 The cost of the project at appraisal was estimated at US$12.5 million, of which the Bank Group financing of US$10.0 million was to cover 80%. As implemented, the final cost of the project was US$13.4 million, 71 higher than expected, with the Bank Group financing 751 and Government 251. Civil works had cost overruns mainly due to a substantial increase in area of the Practical Subject Teacher Training Center and construction cost increases due to delays caused by the Tanzania-Uganda hostilities, which affected transport conditions (paras. 4.09, 4.10 and 4.12). To curtail total project cost, the numb3r of CFPs was reduced to sixty. 1/ Furniture and equipment costs were 7% above the appraisal estimate including contingencies, despite a 40X reduction in the number of ClPs built under the project. Overruns in this category are mainly due to an area increase of TTC. 1.06 Sites are appropriate for project facilities. Designs for project components are satisfactory. Experience obtained from construction of the first batches of CFPs was channelled back in improved and simplified designs of later-built CFPs. Except for the BER printshop, which was completed ahead of schedule project implementation was delayed by about one year. Furniture and equipment are appropriate, with minor exceptions. The technical assistance program has been successful in strengthening the PIU, although virtually no local counterparts were trained. 2/ It has strengthened the BER and the planning section of MOE. Eight local staff of BER received training abroad. The Government fulfilled the covenants In the Credit Agreement. Project Operating Outcome 1.07 The project was to increase enrollments at primary level in an equitably way, improve relevance and quality of education by introducing a new curriculum including practical subjects and by providing schools with textbooks and teacher aids, and by improving training of primary teachers. 1.08 During the last five-year period, enrollments have more than doubled from 131,000 to 295,000. Of the 1251 increase, only about 91 is attribuable to the CFPs in the project. Enrollment will increase when all CFPs will be fully utilized and when double-shift teaching reaches all six grades of primary education. Currently CFPs enroll only lower grades, representing about 50% of capacity. The overall increase in enrollment is 1/ Initially, the number of CFPs was reduced to 50, later 10 CFPs were added under Credit 976-BU in return for about US$1.0 million equivalent transfered from the First to Second Project by way of building materials and technical assistance. 2 The program did not include a training component.  -3- mainly due to: (a) double shift operation begun in September 1982; (b) opening of new schools or classrooms built by the Government and private organizations, some with community assistance. In summary, quantitative targets are being met. Enrollment ratios have gone from 21% to 43X and equity has improved (para 6.07). 3/ However, qualitative targets have only been partially attained. Provision of textbooks and teacher manuals have improved teaching, but production and delivery of textbooks have been slower than estimated. It produced and delivered 190,000 textbooks versus a target of 225,000 (16X less than estimated). Two important elements of the Reform tnat the project was supposed to support, Kirundization of primary education4/ and introduction of practical subject in the curriculum, have been only partly implemented 5/. French continues to be the medium of instruction from grade three upwards. However officials are still committed to use Kirundi as a language of instruction for the six grades of primary level, and say that only the training of teachers and the preparation of new curricula and education materials have slown down the introduction of the reform. Double shift teaching has virtually eliminated practical subject teaching from primary school curriculum. The focus of practical subject teaching has shifted from primary school audiences to out-of-school youth and replaced amultipurpose approach by specialized trade training. The shift has serious implications: Instead of six teachers and a principal catering for academic and practical subjects, CFPs have now ten teachers, six teaching academic subjects and four teaching practical subjects, one for each of the followi-g fields: masonry, carpentry, agriculture and home economics. Because of limited employment prospects, practical courses are underenrolled. Underenrollment, combined with additional staff positions, result in excessive cost per trainee of the centre parascolaire. 1.09 The practical subject training component also underwent drastic changes. During appraisal, it was envisaged that the center could operate in existing facilities of the Gitega Teacher Training Institute (TTI) for boys and limited teaching space would be required at the TTI. However, a new center was built in Bujumbura, comprising full boarding accommdation, mainly catering for training of specialized practical teachers. The Center is seriously underutilized (para 6.17). To make up for this underutilization, the Center is now used as an in-service training center for inspectors and teachers. 3/ Primary school age group represents about 15% of the total population. 4/ Kirundi is the national language. 5/ It appears that implementation of some of the earlier objectives of the reform have been suspended in favor of a rapid increase of enrollment ratios.  -4- 1.10 The BER received 9.8 man/years of technical assistance under the project and 4.5 man/years from UNESCO (paras. 4.18 and 4.19). In addition, eight fellows received training overseas, of which six work presently with BER. BER has been instrumental in improving teacher training through development of curricula and upgrading of teaching staff. 1.11 The performance of the PIU has been outstanding with regard to implementation of physical aspects of the project, but weak with regard to monitoring the educational aspects, especially in the early years of project implementation. Recommendations 1.12 The Government has been advised to prepare a plan of action on practical measures to be taken to utilize effectively and efficiently the CFPs, and to ensure the full utilization of staff and facilities of CFPs and the Practical Subject Training Center. Until full agreement has been reached on such plan of action, expansion of further practical facilities at CFPs should not be undertaken. Recommended measures to be taken include: a) use of the workshops and instructors planned for the practical activities by primary school students during the morning or afternoon hours when they have no classes because of the double shift system; b) adoption of a new course content: instead of the current practical training specialized in one of the four fields oriented towards employment and given over a two-year period, development of shorter courses of a more multipurpose character, and oriented toward self-employment and improvement in subsistence farming; and c) use of the facilities, equipment and instructors for the training of adolescents and adults of the community. According to the latest informations obtained by the January 1986 Bank Group education mission,,however, ,he Minister of Education is considering transfering the responsibility of the utilization of CFP's practical work facilities to other ministries, which would be requested to finance their operations. The Ministry of Social Affairs, for example, could use some of them as social centers to develop adult education programs. A final decision on the use of CFPs practical facilities and instructors is still to be taken. IDA should continue to promote Government action in accordance with points (a), (b) and (c) above. Lessons Learned 1.13 The project was designed to support the Government education reform specifically at the primary level. However, during project generation, most attention of IDA was absorbed by equity involving school locations. The content and implication of the reform did not receive adequate attention. The reform was ambiguous and its implementation would have required the active involvement of several ministries and not just the MOE. It entailed much change over a short period of time. Rather than embarking on a massive construction program to implement the reform as done under the project, a more cautious approach would have been to try out reform ideas first in a small pilot project. Only after a careful assessment of the pilot project, should further implementation of tested  -5- and valid reform ideas have been undertaken. Studies by BER on automatic promotion and double-shift teaching, added to the project after a protracted exchange of memoranda during project generation between EAPED and OPS, on issues of equity and replicability, were probably also too hastily implemented without due consideration to BER's recommendation. It is too early to assess full implication of the measures which are being introduced gradually (one grade per year) since 1982. It is noted that double-shift teaching virtually eliminates teaching of practical subjects as recommended by the reform. 1.14 Besides equity consideration and school location, IDA has given much attention to tooling up PIU's labour force to carry out construction work. This was done with success and has benefitted implementation of the Second and Third Education Projects. However, IDA has given inadequate attention to educational aspects, notably with regard to educational reform, despite the fact that educators participated actively in project supervision missions and OPS had expressed concerns about appropriateness of CFP concept at project preparation stage (paras. 6.05 and 6.11). 1.15 In summary, the main purpose of the project to expand and improve primary level education can be considered as successful, abeit below expectations; but considering the socio-economic difficulties (change of Government), delays due to Tanzania-Uganda hostilities, etc), and including the establishment of an excellent dialogue between the Government and Bank Group on education matters, the project is deemed to have accomplished significant objectives in both quantitative and qualitative improvement at the primary level. II. INTRODUCTION 2.01 This completion report is based on an evaluation report prepared by Government dated April, 1984 and findings of a mission by Mr. A. Stam (senior architect) and Ms J. Vial (senior economist) which was in Burundi during May 10-24, 1984, followed in January 21-31, 1986 by a mission composed of Messrs. A. Stam (Sr. architect) and J.C. Lair (Sr. educator). Both missions concurrently supervised the Second and Third Education Projects (Credits 976-BU and 1358-BU). The May 1984 mission visited five CFPs,6/ the Practical Subject Teacher Center and the MOE printshop, and compared actual implementation with appraisal estimates, and assessed to what extent project objectives had been met. 2.02 This report is based on: (a) information obtained from records, studies and data at World Bank Headquarters, particular supervision and progress reports and the aforementioned evaluation report; (b) visits to 6/ Other CFPs had been visited during subsequent supervision missions.  - 6 - project institutions; and (c) discussions with staff of the PIU and other Government officials, principals, staff and pupils of the project institutions and Bank Group staff familiar with the project. As noted above, the Government provided an evaluation report which was also used in producing this report. III. PROJECT BACKGROUND Socio-Economic Setting 3.01 Burundi is one of the poorest and most densely populated countries in the world. About 95% of its population, estimated at 4.6 million in 1984, is settled on small land holdings scattered across hilly rural areas, making a living from subsistence farming, tea and coffee which are Burundi's main export crops. 3.02 The major constraints to Burundi's development have been (a) the dependency of foreign exchange earnings on one major commodity, coffee, which accounts for about 85% of export receipts; (b) general poverty (US$240 GDP per capita in 1984); (c) a land-locked position dramatically raising import transportation costs; (d) limited natural resources, in particular a relatively small agricultural area; (e) rugged terrain resulting in population dispersion and poor communications; and (f) extremely low levels of education and skills7/ which preclude a more efficient use of the limited natural resources of the country and reduce possibilities for development projects. Moreover, Burundi is confronted with such population problems as a current annual growth rate of 2.7 percent; rural-urban migration mainly towards Bujumbura, the only major city in the country; and a very young population 8/, resulting in an increasing dependency ratio and burden on the active population. 3.03 Since 1977, the Government has been committed to a development policy to benefit the whole population. The major objectives of this policy, reflected in the Third Five-Year Development Plan (1978-82), have been to: (a) emphasize agricultural production to meet the needs for food; (b) increase the rate of economic growth while providing greater employment opportunities and more income to the poorest segments of the population; (c) give the Government a more active role in mobilizing financial and private sector; and (d) foster decentralization of economic and social activity. A number of actions have been taken in particular to develop 7/ Three out of four adults are illiterate, and despite recent substantial progress, primary and secondary enrollment ratios are still very low. 8/ Primary and secondary school age groups represent about 15% and 17% of the total population, respectively.  - 7 - rural areas and retain their population by improving their living conditions and increasing their working efficiency and earnings. Among these actions is the expansion of basic education, assisted by the Project. 3.04 Between 1976 and 1980, GDP growth averaged 4.5% per annum in real terms, as compared with the revised plan target of 5%. Agriculture has remained the mainstay of the economy and contributes 60% of GDP and practically all exports of the country. However, the general productivity in this sector has been low. Improvements have been sought through the introduction of new crops and techniques, marketing procedures and land preservation. However, the active participation of the farmers and support of Government services have been limited by the low level of basic education among the rural population, and by limited managerial, technical and administrative skills in the public sector. Education Sector 3.05 General. Formal education9/ was introduced by Christian missionaries and expanded under Belgian administration. Until 1962, the main emphasis was placed on primary schooling. Education was generally based on European patterns with little relation to the local needs and reached only a small percentage of the population. In 1962, primary schools enrolled only 18 percent of the relevant age group. Since 1973, the Government, with UNESCO assistance, has introduced a comprehensive reform of the education system to adapt education to the local environment and make it more responsive to the country's development needs (para. 6.03). Substantial progress has been made since then, in particular during the period of the Plan and after the adoption of the double-shift system in 1982. As a consequence, the primary enrollment ratio is 52 percent of the age-group (1985/86), but the literacy rate only 25 percent (1981). Private non-formal institutions (the Yagamukama Centers) enroll an additional 30 percent of the age group. At the secondary education level, the enrollment ratio is aaDng the lowesi in the world at 2.5 percent of the relevant age group and is insufficient to provide an adequate base for middle-level manpower training programs. The higher education ratio, at 0.9 percent is quantitatively sufficient for the country manpower needs but higher education is not oriented towards practical employment requirements. 3.06 Administration and Planning. The Ministry of National Education (MNE) is generally responsible for the development of education policies, management of the education sector and coordination of vocational training which is under the jurisdiction of other ministries. The implementation of the primary reform and the supervision of the primary system has been entrusted to the Rural Education Bureau (BER), while the reorganization and reform of secondary education are being introduced under the responsibility of the Secondary Education Bureau (BES) and Inspectorate. The Technical Education Bureau (BET), which was created in 1977 within the Directorate 9/ Currently the structure of formal education system is as follows: six years of primary, four years of jurior secondary (JS), three to four years of senior secondary, and two to five years of higher education.  - 8 - General of Secondary Education, is responsible for the development and implementation of technical education reforms. Educational planning is carried out by a Planning Unit established in the Ministry of National Education in 1977. 3.07 Primary Education. At this level, the 1973 reform emphasized the use of the national language, Kirundi, as the language of instruction instead of French which would be taught as second language from the second grade up, and initiated courses in environmental sciences (etudes du milieu) and practical subjects. The basic objective was to prepare students for productive life in their environment, rather than for the next level of education. Primary schools were to be progressively converted into Multipurpose Learning Centers (Centres de Formation Polyvalente-CFPs), i.e. community schools for children and adults. They wou'ld be focal points for training, civic activities and rural development programs. 3.08 Secondary Education. Secondary education comprises general secondary education, teacher training, and vocational and technical courses. General secondary education has been expanding at about 6 percent per year between 1978 and 1981. In spite of the overall increase in enrollment, admission to the first year of secondary education has stagnated because of shortages of student places aggravated by a substantial number of repeaters. Under the reform curricula of secondary education were to be diversified. Primary teacher training courses enroll JS graduates and last two years. 3.09 Technical Education. Skilled worker and middle-level technician training courses of two to four years' duration are given in woodwork, electrical technology, mechanics, metal work and construction. In addition, there are three agricultural schools, one school for public works, and four paramedical training centers. Technical education has been growing rapidly at about 13 percent per year over the last five years. The output is sufficient at present to meet manpower requirements for middle-level technicians, but is insufficient for semi-skilled and skilled workers. 3.10 Higher education is provided by the National University of Burundi which offers an adequate choice of options and applies international quality standards. The Government is attempting to reduce training abroad as the heterogeneous backgrounds and levels of education obtained by students abroad create difficulties in the work place. Enrollments almost quadrupled between 1974 and 1979. Entrants are now strictly selected and Government fellowships have been reduced. This has resulted in better control and stabilization of enrollments at the planned level. In addition, orientation of students has resulted in better matching of skills with labor market needs. 3.11 Non-formal education include: independent religious Yagamukama centers and government-sponsored Social Centers and adult training courses in the Multipurpose Learning Centers (CFPs). The Yagamukam centers teach functional literacy and numeracy, crafts, health, nutrition, sanitation and  -9- improved cultivation of fooderops to primary school age children and adults who cannot be served by the government system. These programs have been popular and effective considering the scarcity of resources available to them. However, parents prefer public primary education, when available, as it is the only program which can lead to secondary education. Since 1980, the Ministry of National Education provides a two-year basic program for adults and unschooled youths in the CFPs. The results of this program have so far been rather disappointing (paras 6.07-6.10). 3.12 Manpower Needs. It is estimated that 95 percent of Burundi's Labor Force is involved in subsistence agriculture and that at least one-third of manpower resources in this sector are underutilized. Better education of the rural population is essential to increase agricultural productivity and for the success of programs aiming at controlling population growth (para.3.02). The modern sector, concentrated in Bujumbura, employs only about 100,000 persons in construction, industry and trade, of which 70 percent are in the public sector. 3.13 Education Finance. Public education in Burundi is virtually free for the users and financed from the Government budget, except for book fees (para. 6.14). However, secondary and higher education students are required to pay a small fee. More than 95 percent of Government financing of education is through the MOE. In 1981, total expenditures for education averaged 15% of total Government expenditures, representing 2.8% of GDP. The MOE capital expenditures over the last five years have ranged between 3% and 7% of total Government capital investment and are projected to average about 5% during the remainder of the 1980s. The share of education recurrent expenditures in the Government's budget decreased from about 22 percent in 1978 to 17 percent in 1984 and is expected to return to 22 percent in the late 1980s. While this is a heavy burden on the Government's budget, it is similar to that of other African countries at a comparable level of development. Current percentages would make it difficult for the Government to reach UPE by the year 1990 as it intends to do. Major cost savings measures already decided upon are implemented. These measures include: (a) the introduction of double shifting and automatic promotion at the primary level (para. 6.08); (b) the phasing out of boarding at the secondary level; (c) an increase in secondary school fees; (d) more careful screening of entrants and limitation of fellowships at the university level. Project Identification 3.14 The proposed project was identified by a Bank Group mission which visited Burundi in July 1975, and prepared by the Government with the assistance of a UNESCO team in November/December 1975. The project was appraised by a Bank mission in February/March 1976. Negotiations were held in Washington from November 29 through December 3, 1976. The project was approved by the IDA Board of Directors on February 8, 1977.  - 10 - Project Objectives 3.15 The project was designed to assist the ongoing reform of primary education, to expand the capacity of the primary system and to help the Government exert its control over the sector. The project would: (a) substantially expand the number of places in primary education as well as improve equity in access to educational opportunities; (b) provide important technical and material assistance to the Rural Education Bureau as the main institutional force behind the reform; (c) assist in enlarging the production and distribution capacity of the Rural Education Bureau's textbook-printing unit; and (d) enable the Government to undertake the training of teachers in practical subjects related to agriculture. Project Content 3.16 The project, as approved, included: (a) the construction and equipping of 100 multipurpose learning centers (CFPs); (b) the expansion of the printing capacity of the Rural Education Bureau's textbook-production unit; the provision of equipment, vehicles, and 250 tons of paper for the unit; and the provision of simple storage facilities (lockers) for about 400 existing primary schools; (c) the construction and equipping of facilities for the training of teachers in the teaching of practical subjects; (d) technical assistance, including (i) specialists' services for the Rural Education Bureeau (15 man-years); (ii) specialists' services for project implementation (8 man-years); and (iii) ten fellowships for staff development at the Rural Education Bureau (7.5 man-years); and (e) operating expenses for project administration. Project Amendments 3.17 The Credit Agreement was amended twice: on May 16, 1978 to allow for execution of civil works under force account procedures; and on August 14, 1978 to permit the construction and equipment of a new training center for teachers in practical subjects at Kamenge instead of expanding the existing teacher training institute at Gitega.  - 11 - IV. PROJECT IMPLEMENTATION General 4.01 The Credit Agreement was signed on April 28, 1977 and declared effective on September 1, 1977, about one month later than anticipated because of delays in government ratification of the Credit and submission of the legal opinion. The additional conditions of effectiveness, appointment of the Project Director and Deputy Project Director, and the establishment of a Revolving Fund of US$100,000 equivalent, had been met since January 1, more than three months before credit signing. Project Administration 4.02 The Project implementation Unit was established by Presidential Decree of November 5, 1976 as "Bureau du Projet Education (BPE)" in the Ministry of National Education. Its main duty, according to the Decree, was to administer the project, especially the construction, furnishing and equipping of 100 CFPs and to liaise with IDA. 4.03 Initially, the BPE was housed in rented facilities including a warehouse for storage of building materials. The BPE staff consisted then of a Burundi project director, an expatriate project architect, also deputy director, a Burundi project accountant and about 30 support staff. Over time BPE's duties expanded. When tender exercises for the Practical Subject Teacher Training Center failed and the Government was reluctant to assign the mission stations with the construction of the CFPs, the BPE was directed to carry out the construction program, using Force Account Procedures (para.4.08); therefore also its staff expanded (Annex 1). The project included provision for three key staff: a project architect, a project accountant and a project procurement officer. However, initially the project architect/deputy project director handled also procurement matters, because (a) he had expertise in this field, and (b) the bulk of procurement concerned building materials. He was paid under Belgian Bilateral Aid while the Burundi project accountant was financed by the Government. Therefore IDA agreed to a Government request, that credit funds could be used to finance three more architects/engineers. Later on, as civil works progressed and project accounting and procurement became more complex, expatriates were appointed as project accountant and procurement officers. The first was financed under this project and the second under the Second Education Project. Two cf the earlier appointed architects/engineers had by then completed their contracts and Belgium had provided free of charge two architect/engineers to take their place. After the closing of the Credit, the accountant and procurement officer stayed on to work under the Second Education Project. 4.04 The director of the BPE was replaced in 1979. The relation between the project director and project architect, which in the beginning had been good, had deteriorated to such an extent that one of the two had to leave. After attempts by the Minister of National Education to  - 12 - reconcile the two parties had failed, the Minister appointed Mr. Jean Baptiste Ndikumana to project director. Annex 2 shows staffing of key positions in the BPE during implementation of the project. 4.05 The overall performance of the BPE has been good, particularly with regard to handling hardware aspects, including execution of construction work under force account procedures. However, it has not given enough attention to educational aspects. It did not take a strong stand in maintaining and defending the original concept of CFPs (6.09 and 6.10) and it has not resisted pressures to increase the size of the Practical Subject Teacher Training Center (4.12). Also little attention was given to the administration of the printshop (paras 6.12 and 6.13). Its progress reports were received regularly and on time, except for period from April 78 to July 1980 (Annex 1). The reports focussed predominantly on hardware aspects. Since 1980, the BPE has given increased attention to monitoring software aspects. Its earlier emphasis on hardware reflects the November 5, 1976 Presidential decree that established the Unit (para 4.02). 4.06 BPE as contractor. Force account procedures have worked well. The building up of the BPE to a departmental construction enterprise in terms of staff, equipment and premises, has benefited not only the First but also the Second and Third Education Projects. The First Education Project was implemented on schedule. It is true that out of 100, only 60 CFPs were built (para. 4.09), but the achievement of the BPE is remarkable, considering that (a) about US$1.5 million was required for plant and equipment, representing the equivalent of about 13 CFPs (para. 4.14), (b) funds used to cover the cost increase of the TTC were equivalent to another 15 CFPs (para. 4.12 and 6.16), (c) time was lost and costs increased because of the Uganda/Tanzania war, and (d) increased areas of CFPs (para. 4.10) 10/. It should be noted that the bank Group emphasized in the Third Education Project the use of private contractors and the gradual reduction of the BPE role in construction. Civil Works 4.07 The BPE played a crucial role in implementing the civil works component. It carried out the architectural and engineering work as well as the actual construction. It did both jobs well. Sketch plans were completed as follows: for CFPs in September 1977, for the BER printshop in June 1977, and for Practical Subject Teacher Training Center in January 1978. Before appraisal it was assumed that AIDR (Association Internationale de D6veloppement Rural Outre-mer) would build the CFPs. During appraisal it was found that AIDR was no longer in a position to carry out the construction program and it was determined that Catholic and Protestant mission stations would build the schools. Schools not located in regions covered by those stations would be built by local contractors to 10/ Of the 40% reduction of CFPs built under the project, 28% is attributable to (a) and (b) and 12% to (c) and (d).  - 13 - be selected through LCB. Similar contracting procedures were to be followed for the expansion of HOE's printshop and the construction of a training center for practical subject teachers. However, as discussed in paras 4.08-4.12, all civil works were executed by the BPE under force account procedures. Schedules comparing actual and plans of implementation of civil works are shown in Annex 3. The quality of design and construction of facilities provided under the project is good. Buildings require little maintenance. 4.08 The CFPs were not built by the mission stations but by the BPE under force account procedures. Soon after Credit effectiveness, the relations between Government and Catholic and Protestant missions deteriorated drastically. The Government accused the missions of tax evasion. The missions were still prepared to build the schools but under the circumstances the Government was extremely reluctant to officially request missions' assistance. The BPE did a survey on the capability of the contracting industry in Burundi and found that the dispersed construction program was suitable neither for Burundi's big (mostly foreign) contractors nor for its mDre numerous small local contractors. Therefore, it was agreed that the most feasible solution would be for the BPE to carry out the CFP program under force account procedures. 4.09 The BPE commenced construction of 12 CFPs in 1977. It planned to complete about 20 CFPs per year, based on an average building time of 12 months per center. The BPE building targets were not attained. The first 12 were completed by about December 1980, 15 months later than estimated. Delays were due to (a) difficulties in obtaining building materials, local as well as foreign. The situation improved starting 1978 when the PIU was authorized to directly import building materials and when it had obtained trucks; (b) the Tanzania-Uganda war which caused a one-year work stoppage because of suspension of cement supply, and (c) some tooling up of the BPE. Delays entailed cost increases of around 10'to 30% per CFP. To compensate for cost overruns, especially those related to the TTC (para. 4.12) and PIU premices (para. 4.14), initially only 50 CFPs out of 100 originally programmed were built. Ten more CFPs were built later under the Second Education Project, utilizing in part about US$1.0 million worth of building materials and technical assistance financed under the First Education Project. The CFP program comprising 60 schools, was completed in December 1983. 4.10 Experience obtained from building the first batches of CFPs was channelled back in improved and simplified designs and reduced areas of later built CFPs. The housing component was curtailed from two staff houses per school for the first twelve CFPs to zero houses for the subsequent 26 CFPs and to one house for the last group of CFPs. Staff houses for the latter were built with sundried bricks at a cost of only US$6,000 per unit. Houses of first batch costed about US$20,000 per unit. Cost of the revised CFP without staffhouse were US$98,500 per unit (700 sqm); first phase of CFPs including two staffhouses were built for US$140,400 per unit (980 sqm); the appraisal estimate of a CFP, including contingencies, was US$81,875 (663 sqm).  - 14 - 4.11 Printshop. Facilities were designed by the BPE in 1977. In August 1977 after a bidding exercise had failed, it was decided that the PIU should build the printshop under force account procedures. Construction started in September 1977 and was completed in June 1978 about one and one half years ahead of schedule. During the construction, on request of the Bureau d'Education Rurale (BER), a stockroom for paper storage (100 sqm) was added to the printshop. 4.12 Practical Subject Teachers Training Center (TTC). According to plans conceived during preparation/appraisal, the existing boys Primary Teacher Training Institute (TTI) at Gitega would be extended with a classroom and a multipurpose workshop to train primary school teachers in practical subject teaching. However, the BPE found that an extension of the boys TTI at Gitega was difficult because of site constraints. Extension of the girls TTI at Gitega was temporarily considered a better alternative but adding coeducational facilities to either an existing girls or boys school was resisted by their staff. In the end, neither solution was chosen. Instead in 1978 it was decided to build a new Center in Kamenge (Bujumbura) in the vicinity of an existing technical school and under force account procedures. The Center would also house the newly established department of Non Formal Education (departement parascolaire), and for this department Bujumbura was a favourable location, close to the MOE to which it belonged. The construction started in April 1978 and was completed in November 1981. The construction was delayed one year by the Uganda- Tanzania war (para. 4.09). The total cost of the center was US$1.8 million, considerably more than estimated at appraisal (Annex VII). The area built is 2,310sqm, versus a total area of 290sqm. originally anticipated. Increases are due to: additional administration and teaching space, kitchen and dining; boarding; and ablution area. 4.13 Book storage. Rather than providing lockers for books to about 400 schools, and after consultation with the Association, the BPE built closets for book storage however at CFPs only. 4.14 Premises for PIU. Initially the BPE was housed in rented premises. As its activities and staffing expanded, the BPE requested and the Association agreed, that it build new premises under the project. A suitable site was found in Kamenge, near the Practical Subject Teacher Training Center (para 4.12). The BPE facilities include: A technical section and administrative and financial sections. In addition, a warehouse and workshops were included for its building activities. Construction of the new facility by the BPE started in April 1978 and was completed in January 1980. Furniture and Equipment 4.15 Furniture for all project schools was awarded on November 16, 1978 to a local firm, following ICB. However, the firm experienced financial problems and could not met its obligations under the contract. The plant had delivered about 60X of furniture when its contract was cancelled. The BPE supplemented the delivered furniture with acquisitions  - 15 - from the local market as necessary to complete furnishing of project schools. The quality of delivered furniture is satisfactory but the BPE had to mudify and reinforce the construction of some school desks and benches. Delivery of furniture was in step with progress of construction works. 4.16 Equipment. As concurred with the Association, the BPE used single source procurement for the BER printshop to match new equipment with existing equipment. In a first round, contracts were signed with German and French firms for the acquisition of an offset press and trimming machine (total cost: US$46,000 or FBU 75,000). Following a trip to Europe by one of the BER expatriate experts to visit potential suppliers, equipment was supplemented by machines for sewing, binding and assembling (cost: $95,000). Equipment procurement for the printbhop started in 1978 and was completed in 1980. Preparation of equipment lists for CFPs was delayed because of late inputs from BER. BER, handicapped by a shortage of operating budget (Annex VI), required additional time to determine curricula for the CFPs. On basis of tentative lists for CFPs, basic equipment items valued about US$200,000 were procured for the first 12 CFPs. To speed up procurement of those items, the Association concurred that items would be acquired through competitive bidding and advertized locally. Equipment including paper and vehicles for the remaining CFPs, TTC and MOE printshop was procured through ICB at a cost of about US$500,000. 4.17 Annex III shows estimated and actual furniture and equipment procurement schedules. The quality and quantity of equipment procured under the project is generally acceptable. The deviation of the original CFP concept is reflected in acquisition of some specialized equipment such as plumbing equipment. Technical Assistance 4.18 The project included 23 man-years of specialists' services (15 ran-years to support the BER and eight man-years to support the BPE) and 7.5 man-years of fellowships. Specialists' services for the MOE were provided under UNESCO contract by five expatriates for a total of nine man-years and 10 man-months (5.2 man years less than appraisal estimate) in the following fields: (a) in-service teacher training, two man-years and four man-months; (b) evaluation, two man-years; (c) pre-service training, two man-years; (d) education planning, three man-years; and (e) non formal education, six man months. Specialists (a) to (c) assisted BER, (d) assisted the planning office of MOE and specialist (e) the Department of Non Formal Education. Annex V prepared by BPE summarizes the major achievements under the technical assistance program. In addition, UNESCO provided two experts: a printing specialist for 1.5 man-year and a teacher aid production specialists for three man-years. They worked with the BER printshop. The Government of Burundi provided a rural development specialist for three years.  - 16 - 4.19 The specialists to support the BPE were recruited directly by the Government. In total, about 11.3 man years (3.3 man years more than the appraisal estimate) were financed under the Project as follows: Three site supervisors for a total of 2.8 man-years; two architects for three man-years; one engineer for 2.5 man-years; and one accountant for three man-years. In addition, the BPI5 has received five man years of specialists services under a Belgian bilateral aid program for architect and engineering consultants (Annex II). 4.20 Eight instead of ten candidates received fellowships training under the project. They followed training courses at the International Institute for Education Planning in Paris for a total of about seven man-years. Of the eight, six are working with BERR, one with the Ministry of Labor as director of the department of vocational training and one with the UNDP off1ee in Bujumbura. 4.21 Annexes III to V show planned and actual implementation of the technical assistance program for the BER. The technical assistance program has been successful in assisting the BPE to perform well, although virtually no local counterpart were trained. It was less successful in supporting BER, but local staff were trained in planning and evaluation of education. Covenants 4.22 Government fulfilled all covenants in the Development Credit Agreement. Annex VI provides details on compliance of Credit Agreement. V. PROJECT COSTS Capital Costs 5.01 A comparison of appraisal estimates and actual capital costs for physical facilities, furniture and equipment are shown in Annex VII. Total estimated costs for the project including contingencies at appraisal were FBU 1,126 million or US$12.5 million equivalent, The Association's financing of US$10.0 million was to cover 80 percent of total estimated costs including contingencies. As implemented, the final cost of the project was PBU 1,207.5 million or US$13.4 million equivalent, about 7 percent higher than the appraisal estimate and with the Association financing about 75 percent of the final costs and the Goverment covering 25 percent. 5.02 Detailed comparisons of appraisal estimates and actual costs by categories and items are shown below and in Annex VII (pp.2 and 3).  - 17 - COffPARISON OF ACTUAL PROJECT COSTS INCLUDING CONTINGENCIES By Project Component Appraisal Actual Estimates Costs Z Diffe- (in millions) (in millions) rence FBU US$ X of FBU US 2 of Total Total 1. Mhlti Purpose Learning Centers (CFPs) 848.7 9.43 75.4 647.4 7.20 53.6 -23.7 2. Rural Education Bureau (BER) 68.7 0.76 6.1 56.2 0.62 4.7 -18.1 3. Extension of Teacher Training College 12.0 0.14 1.1 162.1 1.80 13.4 1,248.5 4. Furniture & Equipment for PIU 3.6 0.04 0.3 136.9 1/ 1.52 11.3 3,675.5 Sub Total 933.0 10.37 82.9 1,002.6 11.14 83.0 7.5 5. Technical Assistance 164.1 1.82 14.5 103.7 1.15 8.6 -36.8 6. Project Administration (excluding Tech.Ass.) 28.9 0.32 2.6 101.2 1.12 8.4 250.0 8. Total Project Cost 1,126.0 12,51 100.0 1,207.5 13.41 100.0 7.2 By categories of expenditures 1. Civil Works Site Development 42.2 0.47 3.8 Academic & Communal 636.4 7.07 56.5 Staffhousing 77.6 0.87 6.9 Sub Total (1) 756.9 8.41 67.2 815.0 9.06 67.5 7.7 2. Furniture 41.9 0.47 3.8 3. Equipment 134.2 1.49 11.9 Sub-Total (2) & (3) 176.1 1.96 15.7 187.6 2.08 15.5 6.5 Sub-Total (1) (2) & (3) 933. 10.37 V739 1,002.6 11.14 83.0 7.5 4. Technical Assistance 164.1 1.82 14.5 103. 1.15 8.6 -36.8 5. Project Administration excluding T.A. 28.9 0.32 2.6 101.2 1.12 8.4 250.0 7. Total Project Cost 1,126.0 12.51 100.0 1,207.5 13.41 100.0 7.2 I/ Includes FBU 75.8 million for civil works (para. 4.14 and annex VII).  - 18 - 5.03 As compared with appraisal estimates including contingencies, the categories of civil works, furniture and equipment had cost overruns. The civil works increase of eight percent was mainly due to the increased area of Practical Subject Teacher Training Center (para.4.12) and buildings provided for the PIU (para 4.14). Increases in unit cost of CFPs were offset by a reduction in the number of CFPs (para.4.08). Furniture, and equipment were seven percent above appraisal estimates (including contingencies). The total cost of physical facilities is FBU 1,003 million (US$11.1 million equivalent) as compared with the appraisal estimate of PBU 933 million (US$10.4 million equivalent). Technical assistance had a cost underrun of about 37%, mainly because of a reduction of number of man-years of specialists services (paras 4.18-4.19). The cost of project administration exceeded the appraisal estimate including contingencies by 250% (see para. 5.06). Area per Student Place 5.04 The CFP is the only project component for which area per student place were determined at appraisal. Annex VIII shows that gross area per student place is 2.8 sqm and per student served 1.4 sqm., assuming that all CFPs will operate two shifts. The appraisal estimate of gross space per student place was 2.45 sqm. Increased workshop areas explain the difference. Disbursements 5.05 Disbursements were completed about one year before the Credit Closing Date. Force Account procedures and advanced lulk procurement of building materials are reflected in a high rate of disbursements. Throughout project implementation, actual disbursements have been ahead of the schedule (see page i of key data). 5.06 Another effect of Force Account procedures are cost overruns in categories (2) and (4) (materials, furniture, equipment, paper and vehicles; salaries and other expenditures of Project Unit), and cost underruns in category (1), civil works (page iv). Appraisal estimates assumed that civil works including labor and overhead cost of local and imported materials would be carried out under contract. Under Force Account, imported building materials were financed under category (2) and labor and overhead cost and some labor cost for construction under category (4). Recurrent cost 5.07 At appraisal, it was estimated that the annual recurrent costs per CFP student place would be about FBU 1,300 in 1970 constant terms or less than two thirds of the unit costs in existing primary schools in 1974. The reduction would be the result of a combination of cost saving and cost increasing measures. Expected cost savers were (a) elimination of housing allowances for two teachers per CFP, to be housed in staffhouses provided under the project; (b) an increase in the pupil:teacher ratio to  - 19 - 45:1 in CFPs. Cost increasing measures were: (a) establishment of a seventh staff position for a resident director at the CFPs; and (b) fully qualified CFP teachers. At the time of appraisal, only 55% of primary teaching staff was qualified. It was estimated that in total the 100 new CFPs would generate about FBU 35.1 million per annum (in 1970 terms) additional recurrent costs corresponding with FBU 21.1 million for the 60 CFPs constructed under the project. 5.08 Total actual recurrent cost figures are not available, since CFPs only enroll so far lower grades. Grades five and six would start enrollment in September 1985 and 1986 respectively. In the meantime, changes effecting the recurrent costs of the CFPs (primary schools and centres parascolaires) have occurred as follows: (a) double shift teaching introduced in primary school system since 1982; (b) changes in staff positions. The seventh staff position has not been created, instead new staff positions have been created for teaching of practical subjects (para 6.10); (c) of the sixty CFPs, only 12 have two staffhouses, 22 have one and 26 have none, corresponding to a total of 46 staffhouses, of which only 12 are used for the primary schools and the remainder by the Centres Parascolaires. Houses accommodate often two to three bachelor teachers; (d) at 37 CFPs offering practical courses in 1983/84, 124 instructors conducted practical sessions for 1982 students in two shifts, representing a student:teacher ratio of 8; and (e) revenues from produce and products rarely cover costs of materials inputs. 5.09 It is estimated that the net effect of these changes will be a 40% reduction in the recurrent costs per student place for CFP primary schools, compared with appraisal estimates. Double shift teaching does not cut the recurrent costs in half because the number of students In two shifts may be less than twice the number of students projected to be enrolled in one shift, depending on catcbment area. 5.10 The recurrent costs of the Centres Parascolaires are high because of low student:teacher ratios and outlays for consumable materials. Based on average student teacher ratio of about 8, the annual recurrent costs per student served amount to FBU 7,,306.00 per student, in 1970 terms, or five to six times more than a regular primary school student. VI. PROJECT OPERATIONAL OUTCOME Background 6.01 The main objective of the project was to support the educational reform. Plans for the reform had been prepared with assistance from Unesco. The reform called for: (a) ruralization and Kirundization of primary education (para. 3.07); (b) diversification of secondary education (para. 3.08); and (c) strengthening of higher education (para. 3.10).  - 20 - 6.02 The Government requested World Bank Group assistance to support and to implement the reform. It was disappointed when the Bank Group indicated it was prepared to support the first but not the two latter objectives in a first education project. The Government at the time of project generation bestowed higher priority to secondary technical education, but accepted assistance limited to primary education. 6.03 The ruralization of education as originally conceived comprised the following: (a) introduction of Kirundi instead of French as language of instruction throughout the primary education system; (b) French to be studied as a second language, starting in grade 5; (c) schools would offer six grades rather than seven or eight grades as previously. Entrance requirement would be eight years of age; (d) "Etude du Milieu' was a topic to be included in the curriculum. It would prepare students for rural life and help them to improve it. It would cover social studies and practical subjects in three areas: farming, rural home economics, and farming-related carpentry and masonry. According to the original plan, primary teachers were to teach both academic and practical subjects, and teacher training curricula and programs were to be revised accordingly. Schools would be provided with simple workshops for practical subject teaching; (e) schools would be engines of (rural) development, and its teachers "animateurs", schools would also cater for the learning and training needs of out-of-school youth and adults. They would be community schools; (f) in many ways, schools would be modelled after the mission-run Yagamukama schools, but would provide the full primary cycle; and (d) universalization of primary education by 1990. 6.04 To implement the reform, the Government was introducing the new curriculum to existing schools. Schools were provided with school gardens. The Government hoped that produce could be sold and cover part of the running costs of schools. The Government also wanted to build new school with workshops all over Burundi to serve as model schools for the new curriculum. The Government requested Bank Group assistance to build these schools. The Bank Group expressed interest but felt that further study was needed and recommended that the Unesco Cooperative Program Group undertake a sector survey mission, which would also identify priority needs. However, the Government and a Unesco-financed "conseiller technique" did not see a need for further review and study. The assistance sought from the Bank Group was bricks and mortar to implement the reform. The Government's major objective in requesting Bank Group assistance was to shorten the time span to fully impletment the reform. Therefore, initially the sector survey mission Unesco seni. to Burundi in April 1974 was not well received by the Government. Its first ten days in the field were virtually lost because the Minister of Education refused to meet with the mission. The situation improved after the Bank's executive director for Burundi intervened. A tentative agreement was reached on project scope and further project processing. The Unesco conseiller technique, co-author of the education reform, was removed from his job in May 1975 and some of the special features of the reform were dropped. For example, the entrance age for primary education was lowered from eight to six years and French was reintroduced in curricula of third and fourth grades in lieu of the fifth grade.  - 21 - 6.05 In the meantime around mid July 1974 a major disagreement arose between OPS and EAPED on alleged discriminatory features of the proposed project. OPS found the project costly and feared that it would mainly benefit the minority Tutsi population of the country. At that time most Government key positions were held by Tutsis. The argument not only lasted but intensified during project preparation (Nov/Dec. 1975), appraisal (Feb.76), up to negotiations (Dec.76). OPS considered the project elitist and alleged that it would retard rather than accelerate universalization of primary education. Despite proposed investment of US10.0 million, OPS estimated that the average enrollment ratio would hardly improve. OPS did not disagree with reform as such, but resisted the provision of workshops and staffhouses to 100 11/ primary schools. Instead of six classroom schools with single grade teaching, it suggested schools with a varying number of classrooms ranging from one to four, depending on catchment area, to be used for multigrade teaching in two shifts. Classrooms should be designed to allow practical teaching. No separate workshops should be provided and staffhouses should be elimiaated. RAPED disagreed with OPS major comments. It felt that the average Burundi primary school teacher, because of meager training, would not be able to handle multigrade and double-shift teaching. RAPED did not change the size and composition of schools but agreed to add studies to the project on introduction of double shift teaching and automatic promotion to the project. WAPED also hired a school location expert to participate in the project appraisal and supervision. OPS was not satisfied with EAPED's response. It continued to raise its objections over the proposed project. It felt that the proposed project was not eligible for Bank Group financing since it would not meet Bank Group criteria for equity and replicability. 6.06 The matter was still under discussion in December 1976, shortly before negotiations. (Negotiations originally scheduled for mid-November were postponed by about one month because of a "coup d'Etat" in Burundi around that time). The Bank Group decided to continue with the project as appraised but to stipulate that 13 schools for which no location had yet been determined, should be located in provinces with lowest enrollment ratios. Operation of Multipurpose Training Centers 6.07 At the time of the completion mission, eight years later, 60 schools were completed and in use. Total enrollment in primary education had increased by 125%, or about 164,605 more than in 1975 (Annex X, Table 1). Of the increase, only about 9X is attributable to the CFPs included in the project. The overall increase in enrollment is mainly due to: (a) double shift operation which began in September 1982; (b) opening of new ll/ The Sector Survey and Identification mission had identified 50 community schools; the Reconnaissance mission suggested financing of 80 schools but during appraisal the number was raised to 100.  - 22 - schools or classrooms built by the Government with parents' and communities' contribution and private organizations. The enrollment ratio went up from 21 to 43% 12/ (Annex X, Table 3), but the target of universal education by 1990 is unTfikely to be achieved, despite Minister of Education current efforts to organize a round table on education to attract More external contributions. We may conclude that quantitative targets are being met and from an equity point of view, the situation has considerably improved. Inequalities in access to primary education have been reduced (Annex X, tables 2 and 4). However, qualitative targets have only been partially met. Implementation of some of the earlier qualitative reform objectives have apparently been suspended in favor of a rapid increase of enrollment ratios. 6.08 Following recommendations of the study on automatic promotion and double shift teaching, both have been introduced progressively, one grade at a year starting in 1982. As a consequence of double shift operation, the weekly time table was reduced from 33 periods to 25 periods. In particular, cuts were made in the number of practical periods. Because of automatic promotion, the student achievements are likely to vary considerably, especially in the higher grades. In practice, higher grades require multigrade teaching. So far only the lower grades operate in two shifts, double-shift is expected to be applied at the six grades by the academic year 1987-1988. 6.09 Another important change occurred in teaching of practical subjects. According to understandings reached during project preparation and appraisal, practical subject teaching was to be integrated into the primary education curriculum. It was to be blended with academic teaching, increasing the relevance of education to local conditions. Practical teaching was to be multipurpose in nature and was to comprise agriculture, simple woodwork and masonry related to agriculture, and rural home economics, including simple nutrition, sewing and cooking. The overall objective of integrating practical subject teaching with academic teaching was to equip students with skills and attitudes conducive to improving living conditions of rural Burundi, where mDst people engage in subsistence farming, and to which the great majority of primary school leavers were expected to resort, since there would not be places for them in secondary education. The teacher training curricula were to be modified so that all teachers could teach practical subjects. CFP teachers were to provide both academic and practical subject teaching. The CFP was to cater primarily for primary school children but was also to provide courses for out-of-school youth and adults. Linkages were to be established between the school and its environment through: (a) school cooperatives to administer income from produce (and products); (b) parent-teacher associations, and (c) liaison with rural extension agents on planting and maintenance of school gardens. The CFP was to develop as a community school and serve as model school for reformed primary education. 12/ In 1985/86 enrollment ratio amounts to 52%.  - 23 - 6.10 Although all 60 project schools are in operation, it is too early to evaluate their performance and impact on improving living conditions in (rural) Burundi. As yet, no school is operating all grades, and since practical subject teaching starts at grade 5,13/ very little practical teaching has occurred for in-school youth. The main beneficiaries of practical subject teaching have been out-of-school youth. However, some major deviations are surfacing: (a) practical subject teaching is not integrated with academic subject teaching; it is specialized rather than multipurpose in nature and oriented towards employment rather than providing simple skills useful for rural daily living (self- employment). Students, so far only out-of-school youth, enroll in one of the options for a duration of two years (agriculture, carpentry, masonry or home economics). Courses are under-enrolled (Annex X). (b) Instead of six teachers teaching academics and practical subjects and a headmaster, CFPs have now 10 staff, six academic teachers and up to four practical subject teachers, one for each of the four practical subjects. (c) Recurrent costs are about 40Z higher than estimated at appraisal,14/ mainly because of the increased number of staff. Revenues from produce of school gardens and products of workshops fall short to purchase required material inputs. (d) The CFPs do not function as community schools. They serve often several small communities (collines) and are sometimes located in none of them. No community owns the school. The communities were only marginally involved in planning and location of the schools. They see the CFPs as government-owned and operated, which they are. Parents expectations are that once their children have made it through school, they will not have to resort to subsistence farming. School were planned by Government to prepare children better for rural life. Parents want schools to prepare children for city life. 13/ It is feared, however, that preparation of fifth and sixth graders for the National School leavers Exam and the National Concours for entrance to secondary education, which focusses exclusively on French and Haths, will limit the time actually devoted to practical subjects. 14/ However, for primary schools section the higher costs will be offset by double shift teaching. The recurrent costs for the practical subject training for out-of-school youths remain high.  - 24 - 6.11 In hindsight OPS' concern with equity aspects of project seems excessive, but WAPED should have given more serious attention to OPS' comments on school size and its doubts regarding usefulness of workshops. It is regretted that protracted time consuming polemics between OPS and EAPED have been of little benefit to the proJectl5/. With regard to the deviations that have occurred during project impTeamentation in the concept of CFPs, the following questions come up: (a) Was the original concept sound? (b) Should IDA have stopped disbursements when the CFPs broke up in two centers and were staffed by ten instead of seven teachers? There is no doubt that greater attention should have been devoted by Bank missions to the educational aspects of the project. Operation of printshop 6.12 The printshop built and equipped under the project has produced, as of November 1982, 225,000 textbooks and 24,500 teachers' guides and manuals. Appraisal targets were 680,000 textbooks (seven books per students) and 9,000 teacher manuals (0.9 book per teacher). The schools have received all teacher guides but only 190,000 textbooks. Only 115 tons of paper, instead of 250 to be provided under the project, have been delivered. 6.13 The smaller and uneven output of the printshop was caused by inadequate management of the printshop and erratic preparation of education materials to be printed by the BER, Recently the situation has improved drastically. According to recommendation of the SAR for the Burundi Third Education Project, the printshop is now run as a parastatal enterprise independent from BER. Its management is strengthened through the technical assistance and fellowship program included in the same project. Last year the actual production surpassed the set production targets. 6,14 The printshop is aiming to become financially self-sufficient. At present, it needs about FBU 45 million or US$375,000 per year for its operation. About a third of this amount is for consumables. Primary school students are supposed to contribute FBU 100 per person per year for books. Burundi has about 300,000 primary students; but not every student pays tie book fee, and even if they did, there would still be a shortfall of PBU 15 million. The remainder has to be provided by the Ministry of National Education unless book fees are increased to about FBU 150. 6.15 Although it is too early to measure the effects the books have on teaching at the primary level, the indications are positive. Books are in 15/ The dialogues were conducted in a formal way mainly through memos. A more informal oral exchange of thoughts would certainly have been more fruitful.  - 25 - schools, also in the church-supported Yamagukama centers, and they appear to be well used and facilitate learning. The book component representing only 5X of project in mDney terms, has undoubtly contributed much to improvement of primary education. However, further review should be undertaken to determine the number of books actually needed by each student, the current number (average of seven books per student) being certainly excessive under the present financial constraints. A reduced number of books could also be a solution to the current uncertain financing situation of the printshop. Operation of the Practical Subject Teacher Training Center (TTC) 6.16 Rather than providing additional facilities to the existing Boys Teacher Training Institute in Gitega as projected during appraisal in 1975, the Government proposed and the Association agreed, to a new facility for Practical Teacher Training in Kamenge near an existing technical school (see para 4.12). The change appears a material confirmation of the separation of academic and practical subject teaching at CFPs. It is unclear what led the Association to agree to the relocation, since it represented a major departure from the earlier held principle of integrating practical and academic teaching. One reason given is that the Gitega College did not have room for the new facilities, and the staff in charge did not want any girls. The Government had apparently proposed to build new facilities to be used for comprehensive upgrading of teachers and not just for practical teacher training. Another and probably more important reason for the relocation of the center in Bujumbura is that the newly established Department Para-Scolaire needed to be housed in the capital. The TTC includes office space for this department. 6,17 Since it started operations early 1981, the Center has produced only 229 graduates, of which 201 are CFP instructors* The Center has seven full-time teachers training about 65 to 34 students in one-year courses, representing an average student/teacher ratio of seven. The Center has boarding and dining facilities for 60 students. Those facilities are used only one or two months a year mainly for upgrading courses comprising about 40 trainees. The center has upgraded 322 primary education principals and 26 primary school inspectors. The principals were trained 45 days, spread over a period of three years and the inspectors for 90 days, also spread over a three-year period. Rural Education Office (BER) 6.18 Of the 23 man years of technical assistance, BER received about seven man years (para 4.19). In addition, six BER staff were trained abroad under the fellowship program (para 4.21). BER has benefitted from the technical assistance program. It has played an important role in (a) developing of teaching materials for the primary schools and for the primary teacher training institutes, and (b) upgrading of primary teacher trainers, school inspectors and directors of primary schools (see para 6.16). Its role with regard to implementation of the educational reform has been an advisory one. It did not monitor the reform. Therefore it  - 26 - cannot be held accountable for the reported departures of original reform ideas (paras 6.07-6.11). Since the break-up of the CPPs in 'formal" primary schools and a non formal training center for out of school youth, the BER only deals with the former. 6.19 A concomittant problem is that the curricula, prepared by BER at the Teacher Training Institutes, do not match the actual situation at CFPs. At EFI, teachers are trained in teaching academic and practical subjects, almost disregarding the break up of CFPs in two centers, with separate staff for teaching academic subjects at primary school and practical subjects teaching at the "Centre Parascolaire". This matter was extensively discussed with the BER and the Minister of National Education, and agreo-*nts were reached that a study and assessment vould be undertaken by the Ministry on the CFP as vehicle of the reform, the role of the Practical Teacher Training Center at Kamenge and the EFI with regard to the CPP. VII. BANK GROUP PERFORMANCE 7.01 Project generation took about three years, which is long but not abnormal for a first project. As shown on page (iii), about 78 man/weeks were spent on missions related to project generation, more than three times the number of staff-weeks spent on supervision missions. Although the project was designed around the reform during project generation, IDA's attention was drawn primarily to equity concerns. The content and implication of the reform did not receive adequate attention (para 1.13). 7.02 The project was supervised by 14 Bank Group education missions excluding the completion mission, and several visits by staff from the controllers' unit in the Bank's regional office in Nairobi. The intervals between the missions were two to seven months, averaging 4.8 months. Average stay in the field was 1.3 weeks. The last eight missions were carried out concurrently with appraisal and supervision of the Second and Third Education Projects. General educators and architects participated in eight missions, economists in five and a technical educator in one. Bank Group staff should have more closely supervised the educational aspects. More effort should have been devoted to change in the CFP concept (Chapter VI). On the whole, however, Bank Group staff supervising the project established and maintained good relationship with Government officials, conducted a fruitful dialogue with the Government on education policies, and helped with tooling up of Government ' planning and implementation capability which prepared the way for preparation of follow up education projects. 7,03 The Association showed flexibility in agreeing to two amendments to DCA (para 3.17) and in allowing transfer of about US$1.0 million equivalent worth of building materials and technical assistance to Credit 976-BU (Burundi Second Education Project) in return for US$1.0 million from Credit 976-BU to Credit 679-BU. These funds were used to build ten more CFPs under the project, raising total number of CFPs to 60.  - 27 - VIII, CONCLUSION 8.01 The objective of the project was to assist the Government to implement its educational reform, Increase enrollments in primary education and increase Government control over the sector. Despite a cutback in the number of CFPs from 100 to 60, the project has been successful in meeting quantitative targets. BPE has done an outstanding job in carrying out physical aspects of project in time, and at reasonable cost. The Staff Appraisal Report in its risk section had discussed the problem of limited experience of education sector in carrying out implementation of a sizable project. However, because of effective leadership of the BPE director and quality of BPE staff expatriate as well as national, this problem was overcome. Physical implementation went well. 8.02 With regard to attainment of qualitative aspects also discussed in SAR risks section, achievements are mixed. Primary education has benefitted from printed learning materials but introduction of practical subjects in the curriculum, an important component of the educational reform, has not been attained as planned. Although the BER, the driving force for the educational reform, received substantial material aid and technical assistance under the project and a raise of its recurrent budget as recommended in the SAR, it has not been able to adequately monitor the reform. Attainment of qualitative reform objectives have been suspended by the Government in favor of a rapid increase of enrollment at primary level. Policy discussions between GOB and IDA being conducted in connection with the proposed Fourth Education Project are addressing this issue. The Government has been asked by IDA to prepare a plan of action outlining practical measures to be taken to utilize effectively and efficiently the CFPs and the TTC (para. 1.12). 8.03 Overall, the pz.ject has been successful in achieving its dual objective. It has fully achieved its quantitative aspects including improved equity. Qualitative aspects have been partially implemented.  -Q H ,-4~~~~~~~~, I ---r5  - 29 - ANNEX I PROGRESS REPORTS Date Report Period covered Staff PIU Stock R. Workshop Sites 2/6/78 - Dec.31, 77 29 12 - 345 11/21/78 Jan-March, 78 34 35 - 598 - July-Sept,79 1/ - Oct.-Dec,79 132 - 794-1095 - Jan-March,80 121 - 1067-1219 8/6/80 Apr-Jun,80 97 - 1120-989 2/9/81 Oct-Dec,80 112 - 105 - 1102-910 5/8/81 Jan-March,81 100 - 91 864-810 10/28/81 Apr-Sep,81 2/ 93 - 123 3 787-781 4/6/82 Jan-Dec,81 100 - 123 135 864-753 5/26/82 Oct 81-Mar 82 123 - 108 88-57 693-675 11/24/82 Apr-Sep,82 105-97 27-34 717-420 5/3/83 Oct,82-Apr,83 82-93 29-34 385-570 10/27/83 Apr-Sep,83 95-99 37-42 449-165 1/ No reports were received over period of April, 78 to July, 79. During this period civil works came to virtual standstill because of shortages of building materials caused by Uganda/Tanzania war. 2/ Starting September 1981, the PIU submitted semi annual progress reports.  - 30 - ANNEX II Page 1 of 2 STAFFING OF KEY POSITIONS OF PIU |Name Position From/to ,_ Financed by Gov.of Bur. Belgium IDA Atale Project NTAHOBARI director 1J77-9/21/79 X Johan M. Project van der architect PUTTEN deputy direct 1/77- 3/80 X Zacharie WAKANA Accountant 1/77-2/79 X Paul Smile Construction IDURANT Supervisor (planner) 12/77-2/81 X Alain Construction IGRAFF Supervisor, = (procurement specialist) 12/77-12/78 X Lambert Construction MOMMEN supervisor 4/78-11/79 X 'Pierre Construction fURBAIN supervisor 8/78-12/78 X Guy 0. ^ TARANTINO Accountant 2/79-12/81 8 Jean Bapt. Project NDIKUMANA Director 4/21/79-12/80 X Rene de Architect 2/80-2/81 ILAUW Deputy Director 8 Pierre Architect 3/80-12/83 X FRANK Philippe Construction | WERY Supervisor 2/80-19/82 X I._._ ,_ __ ..__ I _____ ._ _ ,_ I Gregoire GRAMMELIS Architect 3/80-10/80 IC Paul SPAEPEN Architect 2/81-10/81 X Jean Procurement . . DIAMANTO- Officer 1/80-12/82 1 1 1 I POULOS l l l l~~~~~~~~~  _31 - ANNEX III ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~.4e <~~~~~0 "t 3 e,:~~~~~ ~ ~~~~~ 0X . - 3