Upper Volta - Second Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 7251 PROJECT PERFORMANCE AUDIT REPORT BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR May 24, 1988 Operations Evaluation Department This document has a restricted distribution and may be used by recipients only in the performance of their offcial duties. Its contents may not otherwise be disclosed without World Bank authorizatIon. r OFFICL IME ONLY THE WORLD BANK Wahngto, DC 20433 U.S.A. O4Jece olf DeetorCeneral Opeatons Evaluatrn May 24, 1988 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Performance Audit Reportt Burkina Faso - Second Education ProJect (Credit 956-BUR) Attached, for information, is a copy of a report entitled "Project Performance Audit Reports Burkina Faso - Second Education Project (Credit 956-BUR)" prepared by the Operations Evaluation Department. Attachment This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. GLOSSARY /a ib ATAS - Specialized Agricultural Technical Agent BEPC - Certificate of Completion of Lower Secondary Cycle BPAV - Production and Audio-Visual Office BSES - Tracer, Appraisal and Statistics Office CAP - Vocational Proficiency Certificate CAP - Agricultural Training Center CfAP - Peasant Training and Literary Centers CFFA - Agricultural Teacher Training Center (ex CFMR) CFJA - Young Farmer Training Center CFMR - Agricultural Teacher Training Center (now CFFA) CFP-TP - Public Works Training Center CNPAR - 'tional Center for the Training of Rural Artisans CPR - Rural Training Center CTP - Chief Technical Adviser CTAS - Specialized Agricultural Technical Controller CVC - Village Council for the CFJA DAAF - Administrative and Financial Directorates (ex CAF) DEP - Planning and Studies Directorate DFA - Training and Literacy Directorate (ex SRPF) DFJA - FJA Directorate (now MP) DFOMR - Rural Sector Training and Organization Directorate (ex DFJA, now MP) DMAP - Peasant Animation and Mobilization Directorate (ex SVAR) DOAC - Cooperative Action Directorate (ex SPOC) FAC - French Development Assistance Agency FAD - African Development Fund FED - European Development Fund FJA - Young Farmer Training GBF - Government of Burkina Faso GJA - Rural Youth Pre-cooperative Group GV - Village Cooperative Group IDA - International Development Association ILO - International Labour Organization MAE - Ministry of Agriculture and Livestock (ex MDR) MDR - Ministry of Rural Development (now MAE) MESRS - Ministry of Higher Education and Scientific Research MOE - Ministry of Education MQP - Ministry of Peasant Affairs (ex DFOMR, DFJA) ORD - Regional Development Organization PIU - Project Implementation Unit PPF - Project Preparation Facility SAF - Administrative and Financial Service SAR - Staff Appraisal Report SMA - Agricultural Mechanics Service SPOC - Cooperative Promotion Service (now DOAC) This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Glossary (contd.) SRA - Agrarian Reform Service SRPF - Training and Pedagogical Research Service (now DFA) SVAR - Agricultural Extension and Rural Animation Service (now DMAP) UCF - FAD Unit of Account La - The acronyms are mainly derived from the French words /b - During the period from Identification to Audit, there was a metamorphosis from DFJA to DFOMR to MQP. This accounts for the extensive changes in terminology. Fiscal Year of Borrower January 1 - December 31 PROJECT PERFORMANCE AUDIT REPORT BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) TABLE OF CONTENTS Page No. Preface .............. . ..................... i Basic Data Sheet ........... ....... 0 ...************* ii Evaluation Summary ........... . ....... .0 ...............**** vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND ...........................o...... 1 Context .................... 0...........6.....o........ 1 Objectives . ..................... 1 Design ...................... o......... .. ........... 2 Finance Plan ........... .... .... .... .... ..... . ..... 2 Implementation Plan ............................... 3 II. PROJECT IMPLEMENTATION AND OUTCOMES ................. 3 Management ........... .................. 3 Start-up .o ... ........................... .. . .. . 4 Sequence ............................. 4 Procurement ................ 4 Civil Works ........................ 4 Furniture and Equipment ........................... 5 Technical Assistance ........................ . 5 Reporting ................... .......... ... ...... 5 Project Costs ............. ....... ............ 6 Outcomes ...... #....... so..... #..... .. .. .. .. .. . ... 6 CFJAs . , . .................... * 0............... 0... 6 Post CFJA Training .............................. 7 Support Services .................... .**..... . 7 Training for Agricultural Project Managers ........ 8 Training of Public Works Personnel (at CFP/TP) .... 8 Training of Building Foremen ...................... 8 Sustainability ... . .... .*. .... * ............................ 8 Environmental Effects s ... s ......... .... ...... .. 8 Human Resource Development .......*.............e 9 III. FINDINGS AND ISSUES ............... s..oo ... ..... 9 Overview ....#. . . . ..****sees . . ... . ************* 9 Related Experience ............. ................... 10 Findings and Lessons ................................. 10 Issues ............. * . *#***** .. .............*.*.*** *** * ***. . 12 Policy Options ............. . ................. 12 TABLE OF CONTENTS (cont'd) PROJECT COMPLETIOh REPORT Page No. I. The Project and the Credit Agreement .............. 17 II. Project Administration and Management ............... 21 III. Project Implementation .......................... 22 IV. Project Costs and Financing ........................ 27 V. Project Operating Outcomes ........................ 29 VI. Conclusions and Recommendations .................. 35 VII. Lessons to be Learned ........................ ..... 38 Annexes: 1.1 Compliance with Credit/Loan Agreement Covenants 2.1 Planned and Built Surface Areas - Summary Table 2.2 Detailed Comparative Analysis of Planned and Actual Surface Areas and Construction Costs - Regional Support Services (Table 1) 2.3 Comparative Analysis of Planned and Actual Surface Areas and Construction Costs - Regional Support Services (Table 2) 2.4 Detailed Comparative Analysis of Planned and Actual Areas and Facilities Costs - CFJA (Table 1) 2.5 Comparative Analysis of Planned and Actual Areas and Construction Costs - CFJA (Table 2) 2.6 Comparison of Planned and Actual Construction and Water Supply Unit Cost 2.7 Comparative Analysis of Technical Assistance 2.8 Comparative Analysis of Fellowships and Training Costs 2.9 Construction Implementation Schedule 2.10 Project Implementation Schedule 3.1 Project Cost and Financing by Category 3.2 Comparative Analysis of of Project Costs 3.3 Changes in Categories During Project Implementation 3.4 Disbursement Schedule 3.5 Detailed Disbursements 3.6 Disbursements - Comparative Schedule 3.7 Credit Allocation 4.1 Progress in Implementation of the Training and Post- training Activities of the Project 4.2 Staff of the DFOMR 4.3 Organigramme of the DFOMR 4.4 FJA Staff Local Training PROJECT PERFORMANCE AUDIT REPORT BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) PREFACE This is a performance audit of the Second Educcion Project in Burkina Faso (Credit 956-BUR), for which a credit of US$14.0 million was approved on October 23, 1979, and parallel financing was provided by the African Development Fund (FAD). The account was closed and the undisbursed balance of US$3.61 million cancelled on August 20, 1986, just over two years later than originally plapned. In 1982 project scope was expanded beyond appraisal objectives to include an experimental school construction component in preparation for the Third Education Project, but there was nevertheless a cost underrun of 32.62, arising mainly from the greatly increased value of the dollar in FCEA terms. The audit report consists of (a) a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED), and (b) a Project Completion Report (PCR) dated October 1986 prepared by the Education Division of the former West Africa Projects Department with assistance from UNESCO. The PPAM is based on (a) material in IDA files, including the Staff Appraisal Report (No. 2286a-UV) dated September 28, 1979 and the Development Credit Agreement dated November 15, 1979; (b) the PCR; (c) discussions with IDA staff associated or formerly associated with the project; (d) discussions with staff of the African Development Fund (EAD) which provided parallel financing for the project; and (e) an audit mission to Burkina Faso in May 1987, during which project sites were visited and discussions held with government officials. The PCR contains a considerable amount of useful project information. The PPAM supplements and uldates this, and adds further comments and conclusions on project design and implementation in order to draw lessons with possible future relevance in the sector. The OED acknowledges the assistance given to the audit mission by staff of the Ministries of Peasant Affairs (MQP), Education and Public Works. A draft of the PCR was sent to the Government and their comments during the audit mission have been taken into account in preparing the final report. As is customary in the preparation of audit reports, copies of the draft audit report were sent to the representatives of the borrower for comment in January 1988. No comments have been received. - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) BASIC DATA SHEET KEY PROJECT DATA Item Appraisal Estimate Actual Total Project Cost (US$ million) 25.07 16.91 la Underrun (Z) - 32.60 Credit Amount (US$ million) 14.00 14.00 Disbursed - 10.39 Cancelled - 3.61 Repaid )- Outstanding) as of 01/31/88 - 10.39 Date Physical Components Completed 12/31/83 12/31/85 --in months since Credit Signature 49 73 Proportion completed by above date (%) 39 _ - Proportion of time overrun (%) - 49 Institutional Performance - satisfactory CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENT (in US$ million) FY 1980 1981 1982 1983 1984 1985 1986 Appraisal Estimate 2.05 5.30 8.60 11.65 14.00 14.00 14.00 Actual - 1.60 2.68 4.33 6.64 7.60 10.39 Actual as % of Estimate - 30 31 37 47 54 74 La See PPAM, paras. 18-20. b Estimated on the basis of disbursements. - iii - STAFF INPUT (Staff Weeks) FY 73 78 77 78 79 8 81 82 83 84 85 88 Total Pro- appraisal 0.1 0.1 5.1 46.7 9.7 - - - - - - - 61.7 Appraisal 0.4 - - 21.9 48.6 0.4 - - - - - - 71.3 Negotiation - - - - 18.4 7.3 - - - - - - 25.7 Supervision - - - - - 22.3 89.4 19.8 28.9 11.0 12.3 17.7 141.0 Other - - - - - 9.2 - - 0.4 - - - 9.6 Total 0.6 0.1 5.1 87.6 67.7 30.2 30.4 19.3 28.4 11.6 2.3 17.7 290.3 OTHER PROJECT DATA Original Actual or Item Plan Revision Est. Actual First Mention in Files 10/07/76 Government Application 07/20/77 Negotiations 01/30-02/03/79 Board Approval 10/23/79 Credit Agreement Date 11/15/79 Effectiveness Date 02/15/80 07/30/80 Closing Date 06/30/84 06/30/85 08/20/86 a Borrower Government of Burkina Faso Executing Agency Ministry of Rural Development (Later Ministry of Agriculture and Livestock) Follow-on Projects Name Primary Education Development Project Credit Number 1598-BUR Credit US$21.6 million Credit Agreement Date 06/17/85 La The Credit was closed as of this date by an IDA telex to the Borrower. The last disbursement was made on 08/05/86. - iv - MISSION DATA Sent Month/ No. of No. of Staff Date of Mission by Year Weeks Persons* Weeks** e2ort Identification IDA 11/77 1.0 3(Ag,2E) 3.0 12/09/77 Preparation IDA 01/78 2.4 5(2Ag,E,Ed,A) 5.8 02/16/78 Appraisal IDA 04/78 2.8 5(2Ag,2E,A) 14.0 07/07/78 Appraisal (CFP-TP) IDA 11/78 0.4 1(Te) 0.4 12/01/78 Post-Appraisal IDA 03/79 0.2 1(A) 0.2 03/21/79 Po'-t-Alpraisal IDA 09/79 0.4 1(Ag) 0.4 10/02/79 Total 23.8 Supervision 1 IDA 12/79 1.6 2(Ed,S) 3.2 02/25/80 Supervision 2 IDA 01/80 0.6 1(Te) 0.6 02/12/80 Supervision 3 IDA 03/80 1.6 4(Ag,S,A,Ed) 6.4 05/21/80 Supervision 4 IDA 10/80 1.0 4(Ag,A,Ed,F) 4.0 11/21/80 Supervision 5 IDA 03/81 2.0 1(Ag) 2.0 05/13/81 Supervision 6 IDA 04/81 1.0 1(A) 1.0 05/21/81 Supervi4ion 7 IDA 11/81 1.8 2(Ag,A) 2.4 01/12/82 Supervision 8 IDA 06/82 1.0 2(A,E) 2.0 07/19/82 Supervision 9 IDA 10/82 1.8 2(E,F) 2.8 11/30/82 Supervision 10 IDA 01/83 1.9 3(E,A,F) 5.7 03/28/83 Supervision 11 IDA 03/83 0.2 1(E) 0.2 04/04/83 Supervision 12 IDA 05/83 1.0 1(E) 1.0 06/07/83 Supervision 13 IDA 08/83 0.6 1(E) 0.6 07/12/83 Supervision 14 IDA 10/83 2.4 2(Te,Ag) 2.8 12/19/83 Supervision 15 IDA 34/84 2.8 3(A,Ag,E) 8.4 04/20/84 Supervision 16 IDA 07/84 0.4 1(Ag) 0.4 08/20/84 Supervision 17 IDA 02/85 0.8 1(Ag) 0.8 03/11/85 Supervision 18 IDA 11/85 1.6 3(A,E,Ag) 4.8 12/20/85 Total 49.1 Completion UNESCO 04/86 2.4 2(Ed,A) 4.1 10/--/86 Grand Total 77.0 Number of Supervision Missions = 18 Total Number of Staff Weeks = 77 Maximum Interval between Missions = 9 months Minimum Interval between Hissions = 1 month * Ed: Educator Ag: Agricultural Educator F: Financial Analyst E : Economist Te: Technical Educator S: Sociologist A : Architect ** Estimated number of staff-weeks attributable to this project (including travel time). - v - Currency Exchange Rates Name of Currency (abbreviation): Franc Communaute Financiere Africaine (FCFA) Exchange Rates: US$1 - FCFA Appraisal Year 1979 220 Implementation Year 1980 225 1981 283 1982 366 1983 417 1984 474 1985 388 Completion Year 1986 360 Weighted Ave(rage 372 ALLOCATION OF CREDIT PROCEEDS (In US Dollars) Revised Original Allocation Actual Category allocation (12/12/83) Expenditure 1. Civil Works 2,000,000 2,000,000 1,817,398.03 2. Construction Materials 400,000 400,000 296,436.46 3. Specialist Services and Fellowships 3,500,000 3,550,000 3,043,321.97 4. Operating Costs 3,900,000 3,900,000 2,022,694.70 5. Local Training 1,255,000 1,255,000 1,053,483.30 6. Advance Funds 245,000 245,000 233,132.79 7. Special Account 600,000 920,000 195,058.06 8. Agricultural Equipment 100,000 100,000 61,190.23 9. Education III Preparation -- 1,300,000 1,670,864.13 Unallocated 2,000,000 330,000 (Total Disbursed) -- -- (10,393,579.67) Cancelled -- -- 3,606,420.33 TOTAL 14,000,000 14,000,000 14,000,000.00 -vi- PROJECT PERFORMANCE AUDIT REPORT BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) EVALUATION SUMMARY Introduction This project was a follow-on to the First Education Project in Burkina Faso. It was proposed by the Government in July 1977 and after collaborative preparation by IDA and the Government was appraised in May 1979. The total project cost was estimated at US$25.07 million, including foreign exchange of US$12.02 million, or 47.9%. An IDA credit of US$14.00 million was approved in October 1979, signed in November 1979 and became effective in July 1980, eight mcnths later. In addition the African Development Fund (FAD) agreed to parallel financing equivalent to US$7.4 million. The total actual project cost is estimated at US$16.91 million, an underrun of 32.6%. In local currency the actual cost is estimated at FCFA 7,597 million, 38% higher than the appraisal estimate of FCFA 5,515 million (PPAM, para. 19). Objectives The rural education component of the First Education Project was designed to develop and redirect an ongoing Young Farmer Training program (FJA) in three regional development organizations (ORDs). The main objec tive of the second project was to continue this expansion and strengthening on a national scale to give more young people an opportunity to become literate. This was to be done through constructing or rehabilitating, furnishing and equipping 300 Young Farmer Training Centers (CFJAs); equip- ping 600 rural youth pre-cooperative groups (GJAs); and providing support to central and regional administrative, curriculum development and teacher training services. When completed, the project institutions would provide 5,600 extra student places, and GJA support would affect some 15,000 young people. In addition to FJA, the project would support, (a) continuation of in-service training for agricultural project managers, started under the first project; (b) expansion of training for public works personnel (CFP- TP); and (c) training of building foremen at the National Center for the Tz:aining of Rural Artisans (CNPAR) who would subsequently supervise con- struction of some CFJAs. By an IDA letter to Government dated December 12, 1983 an amendment to the Credit Agreement allowed for an additional com- ponent, the objective of which was to obtain experience in low cost primary school construction in preparation for a possible third project (PPAM, para. 2, PCR, paras. 1.6-1.9). - vii - Implementation Experience Preparation, effectiveness and the early phase of implementation were affected by political, administrative, financial and technical prob- lems (PPAM, para. 7; PCR, para. 2.3), as reflected in the low disbursement rate during the first three years. The initial delays were due in part to political uncertainties concerning the FJA system. Project management was ineffective, resulting in several high level changes, and poorly coordi- nated, especially between the construction team and pedagogical staff. In addition, bottlenecks in the revolving fund and lack of government counter- part funding caused cash flow problems. The two construction methods in- volving either contractors or self-help proved incompatible since they resulted in inequities, but once disparity was eliminated, disbursements speeded up considerably. Prolonged implementation delays resulted in a modification of project scope. Construction (32% down) and equipping (17% down) of CFJAs, equipping (48% down) of GJAs, and technical assistance (12% down) were well below target, though the surface area for regional offices was up 404% (PCR, para. 3.6). Implementation took about six years, some two years above the appraisal estimate. Results Despite the considerable implementation problems and the extreme complexity of a project which set out to assist over 900 institutions scat- tered largely inaccessibly throughout the country, 205 CFJAs were con- structed, 248 were equipped and boreholes were sunk at 89 sites (11% over appraisal estimate). In addition, 310 GJAs were equipped, district offices were constructed at 6 ORDs, and a regional headquarters was built to provide a closer oversight of CFJAs in the western part of the country. Under FAD financing a new headquarters has been constructed, and two rural training centers (CPRs) for post GJA training, with a total capacity of 200, are nearing completion. However, a very high proportion of this project (53%) was devoted to software (technical assistance 20%, operating costs 25% and local training costs 8%) and the results are more difficult to assess objectively. Initially, some of the technical aseistance both in management and construction was unsatisfactory which exacerbated the factors already delaying implementation (PCR, para. 3.17). Recurrent cost financing covered, inter alia, operation of a large fleet of vehicles, which were inadequately maintained (PCR, para. 3.14) and provision of staff salary supplements and allowances, which were very complicated in the early years. A large amount of printed material was produced (2 million copies in 1985) though most of this was technical with little guidance on teaching methods (PCR, para. 5.3). Although the status of FJA has been upgraded by the creation of a Ministry of Peasant Affairs (MQP), there is evidence of rejection of the system's objectives as envisaged during the first project and at appraisal, both by the MQP which is now strongly emphasizing adult education (20-40 age group), and by villagers, parents and young people (PPAM, para. 30; PCR, para. 5.6). The CFP-TP, though considerably under- utilized, is performing effectively. - viii - Sustainability The Government's strong support for rural education in some form is demonstrated by the recent upgrading of the FJA from a department within the Ministry of Rural Development (MDR) to a full Ministry (MQP). The new emphasis on adult education would indicate an evolving role for the CFJAs as adult education centers and possibly at a future date as the locus for some sort of post-primary training. Associated support institutions will have to adapt in order adequately to serve this evolving function. The GJAs have suff-red from many problems and have now over many years failed to overcome t .em. One must at this stage ask whether the concept is viable, and whether overcoming the major constraints of lack of land and credit would enable this type of activity to prosper, or whether the non- formal structure is so diffuse as to render it ineffective, and not justi- 5ying the vast expenditure which its support entails (PPAM, para. 22; PCR, paras. 5.8-5.10). The CPRs built by the project are not yet operational and the PCR raises important questions about their rationale as perceived at appraisal, namely that the CPRs might open a way into government service and thus constitute a bridge into the formal education system (PCR, paras. 5.12-5.15). The role of the CPRs needs careful scrutiny, since they appear at present to have an unclear function in a changing FJA system. A possible role in adult training for cooperatives is being considered. The CFP-TP is under-utilized, but will be used more intensively once additional recurrent funding is available, especially if the institution is also used for the development of higher level training. Throughout the project institutions, there is evidence of a need for more emphasis on maintenance and the Government is aware of the need to make adequate budgetary provision (PCR, paras. 3.14 and 6.10). Findings and Lessons The experience of this project suggests that several key decisions were affected by misunderstandings, inadequate knowledge and external pressures (PPAM, para. 33). There seem to have been two conflicting basic concepts both among government planners and among international donors regarding the fundamental objectives of the FJA system. On the one hand it was regarded as a low-cost, rurally-oriented mode of general training, adapted specifically to village needs, which would enable the provision of basic education to all youth within 15 years (as compared to 30 years if the primary school route were followed--SAR, para. 1.18). On the other hand, and this is the view currently predominant in Government, it was seen as totally different from basic education, for a different age group, with strictly vocational objectives, with literacy and numeracy included to facilitate vocational learning, the emphasis being on increasing productivity and making agriculture and rural life more attractive (SAR, para. 1.34). These two views are not necessarily mutually exclusive, but in the event the users viewed FJA as basic education and were disappointed when it proved to be more vocationally oriented. In addition to this unresolved, and perhaps not even fully recognized, conceptual divergence, - ix - three factors slanted the course of events during both first and second projects and this should be taken into account in the studies to be financed under the third project: (a) the demand side was largely ignored- -parents and youth wanted primary education, irrespective of what educators thought of its quality; (b) pressure from the international donor community (IDA, FAD, FAC, FED, etc.) in its concern to develop low-cost alternatives to primary education stifled the decision-making process--many valid questions were asked by the Government at and before appraisal; and (c) the second project forged ahead before adequate feedback from the first project regarding large-scale replicability was available. There are two other educational lessons that can be learnt: first, little progress was made in increasing the participation of girls in the FJA system. This might h&ve been achieved through support to the Rural Home Economics Se Yice (SAR, Annex 1.6) though this would still cover inadequately the role of women in farming activities. Second, it is now generally accepted that unit costs for this type of education are far higher than for primary schooling, even when taking into account differences in course duration. Implementation was also constrained by the complexity and geo- graphical diversity of so many project activities. With an uncertain management capability, which proved to be weak in forecasting, coordina- tion, accounting and evaluation, it may have been imprudent for IDA to support so complex a project. Institutional lessons include: (i) the importance of a timely enactment of the appropriate regulatory framework to ensure the availabi- lity of critical inputs (in this case of land for the CFJAs and of seasonal credit for the GJAs); (ii) the significance of close donor coordination to facilitate the achievement of project objectives; (iii) the need for adequate coordination between participating government agencies; and (iv) the desirability of a greater borrower participation in PCR preparation beyond the level of collecting basic data. PROJECT PERFORMANCE AUDIT MEMORANDUM BURINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) I. PROJECT BACKGROUND Context 1. At independence in 1960, Burkina Faso (the former Upper Volta) had an education system with very limited access due to lack of resources, and great inequity between urban and rural areas. In an attempt to improve the situation, the Government on the advice of a French team of specialists introduced a system of nonformal rural education to provide basic literacy, numeracy and agricultural skills to 12-14 year old rural youth in a three- year program, under the Ministry of Education (MOE). By the early 1970s nonformal rural education was evaluated to have had little influence on rural skill and literacy levels, while primary schools continued to be inaccessible, inefficient and expensive. Strong support from the donor community initiated a transfer of responsibility for rural education (now called Young Farmer Training--FJA) to the Ministry of Rural Development (MDR) who were responsible for regional development organizations (ORDs). IDA supported a reform of FJA through the First Education Project (Cr. 430-UV) which aimed at qualitative improvement without expansion. In 1979, IDA and FAD undertook to fund a second education project which would expand into three additional ORDs and strengthen a national support service believing that only when the reform was national in scale would the impact result in adequate achievement of FJA objectives. Objectives 2. Within this context, the Government requested IDA to finance a second education project with the following main objectives: (a) to give more young people an opportunity to become literate (SAR, para. 1.34) and to increase the productivity of rural youth (Cable IDA-Kuwait Fund, March 1, 1978); (b) to continue the training of agricultural project managers, started under the first project; (c) to expand the training of public works personnel at the Public Works Training Center (CFP-TP); and (d) to train building foremen at the National Center for the Training of Rural Artisans (CNPAR); they would subsequently participate in the building program financed by the project. - 2 - An additional component was created through an amendment to the Credit Agreement dated December 12, 1983: (e) to obtain experience in low cost rural school construction, and to develop an implementation capacity within the MOE in preparation for a possible third education project. Desixn 3. The original application is dated July 1977, and during the next two years Governme-at and IDA teams prepared the project. Details of project content at appraisal are given in the PCR (para. 1.7), and are taken from the SAR (para. 2.01). Expected outcomes not contained in this description included an intention: to raise entry age from about 13 to about 15 years; to increase enrollment of girls; to emphasize the role of village advisory councils (CVCs); and to improve FJA/ORD coordination. The objective of the additional project item (para. 2(e) above) was to be achieved by construction of ten rural primary schools with thirty class- rooms, wells, and thirty teachers' houses, including teaching materials and equipment, furniture, vehicles and part of the operating costs for the new Project Implementation Unit (PIU) in the MOE. 4. Project preparation was affected by a period of political uncer- tainties concerning the FJA system. Issues arising during preparation included: (a) suitability of the GJA component for inclusion in an educa- tion project, especially in view of the complexities; (b) administrative responsibility for the project in the Bank (with an agricultural or an education division); (c) the effect of the project on possible future ex- ternal financing for the reform of the conventional primary system; (d) the high level of risk due to FJA not being fully established; and (e) insuffi- cient exploration of possible corrective measures. In addition, this was a period of general political instability, which resulted in considerable delays in decision making. Finance Plan 5. During preparation, efforts were made to mobilize additional resources, and finally the African Development Fund (FAD) agreed to paral- lel financing of some components, through a loan equivalent to US$7.42 million. A project was appraised in May 1979 which estimated total cost at US$25.07 million including a foreign exchange component of US$12.02 million, or 47.9%. Board approval was given in October 1979, for a credit of US$14.00 million. The Credit Agreement was signed in November 1979 and the project became effective in July 1980. It was expected that the proj- ect would be completed by December 1983 and that the Credit Account would be closed six months later. -3- Implementation Plan 6. The project was to be managed by a Project Director who would also be the Director of FJA within MDR (SAR, Annex 1.6). The Administrative and Financial Service (SAF), four technical services (Pedagogical, Documents, post-CFJA support and Rural Home Economics), and regional directorates would be under the Director. As well as being in charge of internal coor- dination, the Director would also be responsible for coordination with other entities involved in project implementation (MOE, CFP-TP and CNPAR). A construction section was to be established within the SAF. II. PROJECT IMPLEMENTATION AND OUTCOMES Management 7. Project management was unsatisfactory during the first three years of project implementation. The project was beset with political, adminis- trative, financial and technical problems. Preparation and the early years of implementation occurred during a period of great political uncertainty. This affected the project mainly through inhibiting decision-making, which in turn led to a delay in effectiveness. Education and training being a sensitive political issue, it was inevitable that the innovative FJA system would encounter resistance. When the project finally became effective (July 1980) direct opposition subsided, though the generally uncertain situation continued to discourage prompt decision-making which would have speeded up implementation. 8. Administrative problems occurring during part or all of the imple- mentation period (PCR, para. 2.3) included first, frequent staff changes. There were four Project Directors between appraisal and completion, several heads of SAF, and changes in management of all other aftinistrative units, leading to a considerable lack of continuity. Second, internal coordina- tion was poor. Third, financial management was confused. Fourth, coordi- nation with other Ministries was inadequate. Fifth, little effort was made to coordinate the activities of the various external donors. 9. There were three main causes of the cash flow problems which arose in the early years. First, the Government counterpart contribution was at times not forthcoming for considerable periods, resulting in gradual deple- tion of the project account. Second, bottlenecks occurred in the system of processing disbursement applications and in the consequent routing of IDA checks, the money passing through Paris, Dakar and national institutions before reaching the project account. Third, there was considerable delay in submission of disbursement requests. However, the situation improved greatly in the latter part of the project. - 4- 10. A major cause of delays in the initial phase was the construction method envisaged. Where a village was judged to be sufficiently inter- ested, a self-help system of construction for CFJA buildings was to be used. Less motivated villages had CFJAs built for them by contractors at much higher costs and to a much higher standard. Of course this was perceived as inequitable by the keener villagers whose enthusiasm promptly waned. Fortunately this contzadiction was recognized at an early stage and an intermediate cost plan to me.ke a realistic allowance for the extent of self-help efforts was introduced. Start-up 11. Since this was a follow-on project, the PIU was in place when the project started. The actual closing date of the first project was October 1980, and the second project became effective three months before this. The reasons for slow start-up are described in paras. 7-10 above. In addi- tion, there were long delays in appointment of technical assistance spe- cialists, who often proved ineffective once appointed, possibly due to the combination of factors mentioned above. Sequence 12. Problems arose throughout the project due to the widespread geo- graphical dispersion of project institutions throughout six ORDs, more than half of the country. Although the regional office at Bobo-Dioulasso was set up to help overcome problems of pedagogical support, it did not reduce the difficulties of architectural supervision of simultaneous construction at many sites. As suggested in the PCR (para. 7.1), sequencing of con- struction in one or two ORDs per ysar would have simplified supervision. Procurement 13. Civil Works. Site selection for CFJAs according to agreed crite- ria was generally satisfactory, with one exception: the most important criterion--availability of water--which should have preceded final site selection was in some cases neglected, resulting in boreholes far away from the CFJA (PCR, para. 3.2). Lack of adequate coordination between the Training and Pedagogical Research Service (SRPF) and the constrv.ction unit may have contributed to some design faults, such as holes in the walls of the CFJAs, intended for aeration but resulting in excessive dvst, and CPR design which may not be consistent with its intended function (PCR, paras. 3.4(iii) and 5.14). Construction of the CPRs is four years behind apprai- sal expectation and not yet completed. This was under FAD financing, and the excessive delays were brought about by many factors including two years delay in start-up (PCR, Annex 3.9), initial site uncertainties, a need for cross-approval between IDA and FAD and contractor cash flow problems (PCR, para. 3.9). 14. Attention should be drawn to one component in the first project under which 18 science laboratories were constructed. The first project PCR (para. 5.21) reports that only 5 of the 18 were functioning, due to problems with finance and contractors, exacerbated by the shared management responsibility between MDR and MOR. The current audit mission, seven years later, found the situation unchanged with complaints that the laboratories were badly constructed (letting in excessive dust), never completed and never fully equipped. A possible future FAD project may finally rectify this situation, but the history of this component points to the risks of making one Ministry responsible for another Ministry's investment, espe- cially where problems of coordination exist (see OED Report No. 3839 dated March 1, 1982, PCR, para. 8.05). 15. Furniture and Equipment. The PCR considers that furniture and equipment supplied was generally satisfactory (paras. 3.10-3.14). The audit mission concurs with these views, with the additional comments that the CFP/TP equipment is now installed and very satisfactory; and that MQP audio-visual and printing equipment is now fully functional. The major criticism is the lack of adequate provision for maintenance. Such provi- sion (encompassing both adequate funds and a rigidly enforced system) is needed for maintenance of major equipment, vehicles and agricultural equip- ment, as well as boreholes (of which a large proportion have already ceased functioning) and buildings, especially CFJAs. The MQP building and region- al headquarters are however well-maintained. 16. Technical Assistance. 429 of the 490 man-months foreseen were used, though somewhat differently from appraisal expectations (PCR, para. 3.16). Recruitment delays and uneven performance unquestionably slowed down implementation in the early years. The amount of time needed to set up an adequate evaluation and statistics system was seriously under- estimated (SAR - 6 months; actual - 45 months and continuing with another financial source). Specialists for ORD support and agricultural management training were not recruited; again, these were to work for services outside the FJA. The fellowship program was successfully implemented though it is still too early to assess its outcome. Reporting 17. Three aspects of reporting merit comment: (a) in the early years of the project, the quarterly progress reports required by the Credit Agreement (Section 3.04b(iii)) were very delayed or not forthcoming; (b) in addition, the Government was expected to prepare the PCR (Credit Agreement 3.04c). Although much preparatory work was done by the Borrower, the PCR was in fact prepared by UNESCO. While in this particular case expectations may have been unrealistically high and not have taken into account persis- tent staff constraints, the Bank should in principle continue to strive towards a higher level of borrower participation in PCR preparation, espe- cially the drawing of conclusions; (c) the project financed a study of equality of opportunity, to seek a means of bringing about an eventual convergence of the FJA and conventional primary education. Because of the inherent problems arising from the different natures of the two systems, it is difficult to see how this convergence could be achieved, and indeed the study came to this conclusion (PCR, para. 3.20). Project Costs 18. The PCR states that the total actual project cost was US$11.18 million, or FCFA 4,161 million, excluding those parts bf the project financed by FAD (PCR, para. 4.1). Since the SAR Cost Summary Tables (Annex 1.8) shows estimated total project cost including FAD-financed elements, this makes direct comparisons difficult. Also, at the time of the comple- tion mission final IDA disburst ents had not been made, the last being on August 5, 1986. Two problems s ise in trying to establish the total actual project cost. The first is the method used in trying to derive the total cost in US dollar terms. Conversion of FCFA varied during the project from FCFA 220 to the dollar at appraisal, to a maximum of FCFA 474 in 1984, and FCFA 360 in the completion year. Similarly, the FAD credit was granted in FAD dnits of Account, which vary slightly in relation to the US dollar. The OMS 3.58 (Annex, July 1978, para. 19) recommendation is to use the exchange rate prevailing in each year (as shown on page v above). For the FAD cost, a figure of Unit of Account 1 = U$1.2 was used. The second problem is that while the IDA credit was closed at the time of the audit mission, the FAD-financed parts of the project (notably the two CPRs) are not yet fully disbursed. This figure therefore necessarily remains an estimate. 19. The total project cost estimated at appraisal was US$25.07 million, to be financed with credits from IDA and FAD, respectively, of US$14.01 million and US$7.42 million, the remaining US$3.65 million to be financed by the Government (SAR, Annex 1.9). The total actual project cost at audit was US$16.91 million, consisting of US$10.39, 5.20 and 1.32 million from the three sources respectively. This represents a 32.6% cost underrun. If the financing of third project preparation, which was not originally in the project (PPAM, para. 2(e)) is excluded, the underrun is 39.2%. In local currency terms the appraisal estimate was FCFA 5,515 million, while total actual project cost is estimated at FCFA 7,597 million, an overrun of about 38%. 20. This low level of disbursement may be accounted for by (a) the greatly increased value of the dollar in FCFA terms for the whole duration of the project; (b) the initial delay of five months in credit effective- ness; (c) pocr management in the early years of the project; and (d) under- achievement o5 project targets in the areas of civil works, equipment, furniture, specialist services and operating costs. Outcomes 21. CFJAs. Only 205 (68%) of the planned 300 CFJAs were constructed, 248 (83%) provided with equipment and 213 (71%) with furniture. A total of 89 boreholes, 11% over target, were constructed. Apart from the borehole component, this indicates a rather low level of physical implementation. In addition the PCR enumerates poor achievements with regard to the enroll- ment, class size, age of entry and CVC outcomes (PPAM, para. 3; PCR, para. 5.1). Two more criticisms may be added: (a) there was little impact on - I - the enrollment figures for girls. According to the SAR (Basic Data Sheet) there were 2,200 girls enrolled at appraisal, while in February 1986 actual enrollment was 1,755, a fall of 20%; and (b) the project may have had an adverse influence on FJA/ORD coordination: the building of FJA district offices separately from the ORD offices would certainly not encourage coordination, though actual practice would depend upon individual officers. The PCR (paras. 5.2-5.7) criticizes the competence of CFJA trainers. The project did finance much in-service training for staff doing this very difficult and ill-rewarded task. The audit mission believes that continu- ing clarification of aims as FJA adapts to changed circumstances and adequate provision of all required teaching materials will be more effec- tive than threats of dismissal. 22. Post CFJA Training. Only 310 (52%) of the appraisal target of 600 GJAs were equipped. The PCR (paras. 5.8-5.11) quotes the non-availability of cridit, lack of land and inadequacy of supervision as reasons for the generally poor performance of GJAs. To this may be added the question whether the unstructured nature of the GJA concept is not entirely too diffuse to justify the expenditure which its support implies. The two CPRa (PCR, paras. 5.12-5.15) financed by tho project are not operational. Since 1985, output from the three existing CPRs have been expected to participate in the "People's National Service," with a possibility of subsequent employment in cooperatives. It is too early to judge the success of this arrangement, but certainly the changing role of the FJA towards adult training will necessitate a complete re-thinking of the role of CPR training. 23. Support Services. The increased number of district support offices (six instead of four), together with the establishment of the regional directorate at Bobo-Dioulasso has greatly increased MQP's capacity to provide supervicion of FJA, but a lack of mobylettes and/or funds to cover running costs inhibits the capacity of regional or district staff to visit on a regular basis (PCR, para. 5.16). While the Production and Audio-Visual Office (BPAV) (PCR, paras. 5.25-5.26) is producing large quantities of training materials both for CFJAs and for adults in at least seven languages, there was initially little emphasis on teaching methodo- logy, though this has improved latterly. The Production and Audio-Visual Office has also produced teaching materials for training of trainers, advisers and assistants carried out at the Agricultural Teacher Training Centers (CFFAs), as well as series of slides, posters, videos for showing at main centers, regular radio programs in four languages, and a village press in six districts. The improvements at the Agricultural Teacher Training Center at Farako-Ba are enabling it to function more effectively, though lack of a library and books are an impediment which the project should have removed. The setting up of the Tracer, Appraisal and Statistics Offices (BSES) has greatly improved the information base for decision making related to FJA. 24. Training for Agricultural Project Managers. A seminar in manage- ment was arranged for two weeks in May-June 1985 at Bobo-Dioulasso at a cost of FCFA 3 million (about US$7,700) for FJA staff, including only two MDR staff. The 18 months of consultant services foreseen at appraisal (SAR, para. 2.30) were not used. This project item was therefore not implemented; the seminar referred to in the PCR (para. 5.27) is one which was financed und6r the first project. 25. Training of Public Works Personnel (at CFP/TP). The facilities are complete, including furniture and equipment. At the time of audit, however, the facilities were considerably under-utilized. This situation was expected to be rectified shortly with a larger intake. The technical assistane for the study on the proposed Public Works Technician Training School we ot used, but the substantial excess capacity at CFP/TP may offer an opportunity for developing this training. 26. Training of Building Foremen. This was a highly successful component. The 12 trained foremen built 65 CFJAs, 44% above appraiscl expectation. At audit, all 12 were still working as building foremen. A revolving fund controlled by the National Center for the Training of Rural Artisans (CNPAR) to assist them to purchase equipment would have been use- ful to ensure sustainatility, but was not provided. Sustainability 27. The creation of the MQP in October 1986 is an indication of strong Government commitment to rural education and training. A number of factors indicate a need for a changing role for the FJA syster especially the increase in the availability of primary education opportunity and evidence of dissatisfaction with the system in its present form. The Government has emphasized adult education as a major concern of the new Ministry, and the Cooperative Action Directorate is responsible for the CPRs, indicating their likely future role in cooperative training. Continuing IDA financing for FJA, especially for the central support services is provided for in the ongoing Third Education Project (Credit 1598-BUR of June 17, 1985). However it is difficult to see how this changed role for FJA framework can be fully utilized in providing adult education. If young farmer enroll- ments fall for the reasons given above, adult literacy and skill training alone may not reach a sufficient scope to justify a national system on the current scale. Environmental Effects 28. The program offered in the CFJAs includes training in proper resource utilization, soil and water conservation, and appropriate agricul- tural production methods to minimize environmental degradation. The effect of the project on the environment should therefore be generally positive. The very small-scale civil works which form the oulk of the project con- struction constitute little or no soil degradation hazard. Human Resource Development 29. As this was an education project, its primary objective was the development of rural communities and individuals through training in better agricultural practices as well as in basic literacy and numeracy. The program includes elements of health, population and an understanding of the environment which will result in further development of the rural human resources of Burkina Faso. III. FINDINGS AND ISSUES Overview 30. The project substantially achieved its physical construction objectives (albeit on a reduced scale), and apart from the two CPRs project institutions are functioning. Institutional factors have seriously con- strained GJA achievements, and enrollment, entry age, and local management participation objectives only been partially attained. On the other hand, the central and regional support services have been greatly strengthened. However, the main issue regarding IDA support for the FJA, which has been the principal component of two successive projects spanning a total period of 12 years, is that the Government has now largely re-orientated the whole program from a young farmer training to an adult education effort.1/ It is * therefore necessary to conclude that, while the project has rnquestionably assisted in the development and upgrading of the FJA network, the overall system is now in the process of such major changes that one aust seriously . question whether the project has assisted Burkina Faso in providing a long- run solution to its low primary enrollment problem.21 This certainly does not imply a total failure of the project since the facilities are to be re- oriented towards another important purpose--literacy and training of adults in the 20-40 year old age group. The National Commission to be financed under the third project (SAR, para. 3.20) has an especially important task, since rational utilization of FJA resources in the harmonization of basic education is essential. 1/ A Note de Service issued by the Secretariat General of the MQP dated December 12, 1986 states: "La Direction de la Formation et de l'Alphabetisation est chargie de congevoir et suivre lea programmes et methodes de formation des paysans ..... elle eat essentiellement chargie ..... de l'elaboration et de la mise en oeuvre ..... des programmes de formation pour 1'evolution des Centres de Formation des Jeunes Agriculteurs ...... en Centres de Formation/Alphabetisation des Paysans (CFAP)." 2/ The SAR states (para. 1.18): "universal basic education could be attained in about 15 years if emphasis is given to CFJA, but would take over 30 years if priority were given to expansion of primary education." 31. The PCR (Chapter V) considers project operating outcomes by compo- nent. The following paragraphs therefore concentrate on overall lessons to be learnt, and issues arising. Related Experience 32. The PPAR on the first project (OED Report No. 3839 dated March 1, 1982) constitutes a discussion of IDA responses to basic education needs in four West African francophone countries. It concludes (para. 12) that the search for nonformal alternatives to the existing formal school system has so far failed. Such attempts have been non-starters politically (not least because they are perceived as second-rate). It suggests there may be a need to re-structure the formal system to reduce unit costs, improve effi- ciency and increase productivity. The experience of the second project confirms these conclusions. Findings and Lessons 33. It is essential to recognize the importance of an apparent wis- understanding at appraisal and how this and other factors affected the decision-making process.3/ In the late 1970s the Bank was highly supportive of efforts to identify nonformal approaches to education. The main impli- cation from the SAR is that FJA was viewed by the Bank as a low-cost, rurally-oriented education/training mode, more adapted to village needs than formal primary schools. A different view of it was as strictly voca- tional training, for an older age-group, with literacy and numeracy ele- ments to provide a basis for acquisition of skills, and the emphasis on keeping youths in the rural areas. The Government currently adheres more closely to the second concept and hence the current shift in emphasis to adult education. On the other hand, parents and youth alike seem to have regarded FJA as the only available alternative to primary schooling and were disappointed that it was not design&4 to lead on to any further educa- tion possibilities. If the GJA/CPRICAP link was understood, there is little evidence of this (SAR, para. 2.13). The decision to go ahead with this project was to some extent propelled by an expectation of achieving (or approaching) universal basic education in a short period. The decision-making process over a long period but especially prior to leading up to the second project was inhibited by several factors. First, the demand side was largely ignored. The aspirations of parents and youth for a system which could lead on to higher things were not taken into account sufficiently. Second, the enthusiasm of donor agencies, IDA among them, for experimental approaches in nonformal education tended to overwhelm the internal decision-making process, despite several valid reservations which were expressed at appraisal (SAR, para. 1.24) both regarding the ability of 31/ Haddad W. D. and Demsky T., Education Policy Analysiss The Burkina Case. Education and Training Design Division, EDI. June 20, 1986. - 11 - FJA to satisfy basic education aspirations and regarding the implementabi- lity of so complex a project. The second project was ap-:-:ised without an adequate appreciation of the problems, and with a more o .ctive evaluation of the experience to date, different decisions could have been made. 34. The SAR identified a major problem in enrollment of girls in CFJAs (para. 1.24g). It was planned to develop more mixed classes with itinerant woman teachers and double centers with both male and female staff. In the event there was a 20% fall in enrollment of girls (see PPAM, para. 21). This is an especially intractable problem. In rural areas young girls are 4trictly controlled; and they marry at a very young age. It is scarcely accepted for women teachers to live alone in villages, hence the need for peripatetic teachers. But the project made no specific provision to deal with these problems. The one section within the FJA structure (SAR, Annex 1.6) which received no help was the Rural Home Economics Service. No attempt was made under the project to study the problem, or to provide financial assistance for possible corrective measures. 35. The SAR (para. 1.16) estimates that annual recurrent cost per student in FJA was about 37% above the primary school cost, but that the net cost of a CFJA graduate was only 25% of the cost of a primary school graduate because of the shorter program, lower drop-out and sale of produce. The PCR (para. 5.17) calculates the per student cost for 1985 at 136% above primary school cost. This is due to (a) much smaller class sizes; (b) a more unfavorable ratio between national enrollment and central support services; and (c) inherent higher costs of vocational training elements. On balance, it seems likely that FJA training is much more costly than primary schooling, though it is difficult to make a valid comparison. 36. Due to its structure and procedures, the Bank is best adapted to support projects in which hardware components, preferably small in number and geographically accessible, are predominant. There were over 900 sites and entities planned in this project and 52% of project costs were allo- cated to software components the success of which is extremely difficult to evaluate. At the outset of the project, the PIU was deemed to have a questionable management capacity and in the event proved weak in forecast- ing, coordination, accounting, evaluation and reporting. In countries where implementation capacity is not proven, it would be prudent to keep project design as simple as possible. It is difficult to see how PIU auto- nomy (PCR, para. 7.3) would have helped to avoid any of these problems. 37. The original method of CFJA construction (PCR, para. 3.7) involv- ing self-help for those judged to be sufficiently motivated, and contrac- tors constructing better but also much more costly buildings in less motivated villages had unfortunate results, since it discouraged local initiative. Any form of support at the village level should be designed to - 12 - reward effort and enthusiasm, and to build on existing motivation. Fortunately this was realized and corrective action taken at an early stage. 38. There are as yet limited statistics available regarding enroll- ments, persistence of efforts over a period of years and productivity of GJAs. However, there are indications that achievements have been limited, and this perception has tended to act as a definite discouragement to the whole FJA movement. Little is likely to be achieved through agricultural training if it cannot be shown that farming, using appropriate methods and inputs, can be profitable, opening up possibilities for a reasonable stan- dard of living. Major disincentives to successful establishment were en- countered (PPAM, para. 22; PCR, paras. 5.8-5.11) particularly lark of land and lack of credit. These issues should have been more firmly addressed at appraisal. 39. The Credit Agreement (Section 3.03c) requires that the Government should prepare the PCR. They did assist both completion and audit missions very considerably but this is entirely different from actually preparing the PCR, especially in drawing conclusions and identifying issues. The Bank ought to insist more strongly that governments should play the leading role in this process, if necessary with consultant, UNESCO or Bank assistance. Issues 40. Policy Options. The MQP has already received a clear directive regarding its principal function which is adult education. It will un- doubtedly continue to provide training to the FJA age group (15-17 years) or, as is in fact the case, a little younger. But this role is a diminish- ing one, first because the increasing availability of primary schools must necessarily change the role of the CFJAs, and secondly because experience has shown that even with substantial external support, enrollments are falling or at best remain static. The problem is that the provision of adult education is not an adequate substitute for the former role of FJA, first because there are far fewer adults than children who are positively seeking education, and a definite limit to the extent to which an informa- tion campaign can change this; and second, because adults have to direct most of their energies at making a living and are only available for limited hours. Therefore the use of CFJAs for literacy and skill classes will concentrate on the afternoon and evening hours, resulting in a major under-utilization of classrooms, teachers and the whole support structure. A number of policy changes could be considered which would ensure adequate utilization of the facilities and make a vital contribution to the improve- ment of the education system: (a) where CFJAs are situated far from a primary school but enrollments are reduced, conversion of the CFJA into a primary school could be considered; - 13 - (b) the CFJA system could eventually fit into the general educa- tion in the role of two-year junior secondary schools with a strong emphasis on practical subjects;4/ and (c) the support services of MQP could provide the necessary expertise for the development of a practically oriented primary school curriculum. None of these possible roles would in an, way inhibit the present functions of the MQP, but would supplement them and ensure better utilization of facilities. 41. Several general conclusions emerge from the experience of this project. First, issues of coordination may not have been sufficiently appreciated. Project management was unable in the early years to ensure adequate coordination between sections in the FJA, though this greatly improved latterly. Regional FJA offices were built geographically separate from the ORD offices, serving to reduce the possibility of close coordina- tion. Coordination between ministries involved in project execution seems to be an on-going issue. Laboratories financed under the first project are largely unfinished and unused seven years after completion of that project, partly because of poor coordination between the PIU and the Ministry of Education. Even within the MDR, the training of CRD managers in the second project was not carried out--it had no direct bearing on the FJA. Little * effort was made by anyone to ensure coordination among donor agencies (FAC, FED, FAD, IDA, Swiss, Dutch Volunteers, etc.) involved in FJA even if not directly in the project. The neglected issue is one of administrative structures with divergent aims. Second, the project was very complex in most respects. It encompassed 900 sites, immense numbers of different equipment items, a complex technical assistance program, a very high pro- portion of software, including salary supplements and other operating costs, all of which difficult to administer. It also involved at least four ministries. Here the issue is an overly complex project design. Third, there is little evidence of adequate provision for maintenance. Boreholes are in many cases non-functional. CFJA buildings, furniture and equipment at CFJAs are very poorly maintained. A significant proportion of vehicles supplied under the project are not operating. The project clearly cannot provide for maintenance after it is closed but it can be designed to insist upon adequate budgetary provision, the imposition of rigid main- tenance schedules and systems, and engendering through careful supervision an attitude of caring for resources to make them last. Fourth, the project was highly innovative. The risks were recognized at apptaisal, but both IDA and the Government decided to take these risks in the hope of a break- through in finding a replicable form of basic education which would either enable its graduates to make an adequate living through farming, or continue their education without limitation to possible achievements. The 4/ Issues of how successful graduates would be able to continue into a second two-year cycle leading to BEPC and the language implications would have to be clearly thought out. - 14 - FJA's greatest shortcoming was its inability to span this gulf. The evidence appears to support the contention that the solution is to be sought through reform of the existing system using a highly structured package to develop rural skills and change attitudes to farming rather than through introducing a rural system which risks being perceived as inferior. Nevertheless the audit mission believes that experience has to be gained and that sometimes bold decisions have to be made if education is to pro- gress at all. It would have been less risky if FJA had continued at an experimental level with emphasis on collecting accurate statistics (PCR, paras. 5.21-5.24) with detailed pedagogical evaluations by unbiased entities; however, this is an argument born out of hindsight. - 15 - PROJECT COMPLETION REPORT BURKINA FASO SECOND EDUCATION PROJECT (CREDIT 956-BUR) July 1986 UNESCO Educational Financing Division Paris - 17 - PROJECT COMPLETION REPORT - SENEGAL SECOND EDUCATION PROJECT (CREDIT 956-BUR) I. THE PROJECT AND THE CREDIT AGREEMENT Socio economic setting 1.1 Burkina Faso, a landlocked country and one of the 20 least developed countries in the world, has a total area of 274,000 km2, a resident population of 6.5 million (1983) growing at an annual rate of 2.6%. Annual migration to the neighbouring countries means large numbers of youth leaving the countryside for seasonal work. Agriculture is the dominant economic sector with 80% of the economically active population involved, producing some 40% of GDP and 90% of recorded exports. Crop farming produces 25% of GDP and livestock produces another 10-12%. The Government's strategy for the rural sector, gives high priority to achieving national self-sufficiency in food crops particularly to replace rice imports. The Rural Youth Training System. 1.2 Beside the formal education system, including six years of primary, four plus three years of secondary under the Ministry of Education (MOE) and higher education under the Ministry of Higher Education and Scientific Research (MESRS), Burkina Faso had a non- formal education system called "Education rurale" created within the MOE in 1961 to meet the needs of rural youth who have no access to formal education. The system proved progressively to be of low efficiency and not in accordance with the objectives. This led in 1974 to the launching of a reform programme and the establishment of the rural youth training system (FJA) under the Ministry of Rural Development (MDR). The renovated system included changes in the strategy and structures, as follows: (a) For the rural youth training centre (CFJA) which replaced the "Centre d16ducation rurale" : provision of farm equipment, water supply and better-trained staff; provision of a non-school training pattern and the tightening-up of training within the community by setting up for each centre an elected village council (CVC) responsible for management and supervision of the trainer; increase in the time allocated for students to be with their own family, three days per week, one day of which under the supervision of the trainer; provision of initial training in national languages; and raising of the entry age so that by the end of the training period the graduates will be old enough to establish themselves on the land. (b) For the CFJA graduates: the provision of technical advice and credit for equipment, implements and supplies, to help Rural Youth Groups (GJAs) to establish themselves in farming and/or in other revenue-earning enterprises; and integration of group activities with the "Regional Develop- ment Agency" (ORD). - 18 - (c) For overall management and support: the design of new buildings making use of local construction materials; the strengthening of the Rural Youth Training Directorate (DFJA) and the recruitment and training of additional staff, particularly trainers for the Centres, advisors and assistants for the regional structures and senior staff at the central level. The Bank Group I.ending Support 1.3 To fulfil the objectives of the FJA reform program, the Bank Group provided assistance through the First Education Project (CR. 430-UV) signed on September 28, 1973 for US$2,85 million. The rural component of the project included : reforming and providing buildings for 40 CFJAs and equipment for a total of 150 centres; establishing on the land or on other revenue-earning enterprises some 150 groups of rural youth (GJA) trained at the Centres. In providing its assistance to the FJA, the Bank Group joined other financing sources including the European Development Fund (FED),the French Aid and Cooperation Fund (FAC), UNICEF, the Federal Republic of Germany and various non-governmental aid organizations. 1.4 Given the encouraging results reached by the project and in spite of the weaknesses it showed, the Bank participated together with the African Development Fund (FAD) in financing the Second Project as a further assistance for a continued pursuit of the objectives of the First project within a comprehensive approach to building up the institutional support for the system. 1.5 The Bank will furthermore continue within the Third Education Project now under implementation, to provide its financial support to the strengthening of the FJA at the central and regional levels with a view to (a) making more efficient use of existing resources; (b) developing the production and distribution of learning materials; (c) establishing a monitoring and evaluation system; and (d) initiating studies for the future harmonization of the basic education system (primary and FJA). Project Description Objectives 1.6 As stated at appraisal, the main purpose of the project was: to expand the rural education system and strengthen its management support services, staff training and evaluation components so as to give more rural young people an opportunity to become literate and, through relevant training, participate fully in rural develpment projects in their home areas. It was also intended to provide training for (a) agricultural project managers; (b) public works middle-level technicians; and (c) artisans for small and medium-sized enterprise projects. The last group participated in the construction of the buildings of the Second Project. - 19 - Caonents 1.7 The project content at appraisal consisted of the following items: (a) Reconstruction of, and furniture and equipment for, about 80 existing CFJAs; building materials an- equipment for up to 220 centres, of which 60 were already operative and the remainder were to be identified during project implementation; water supply facilities at CFJAs and GJAs; (b) Credit to purchase equipment for up to 600 GJAs; (c) Construction, furniture, vehicles, equipmer.t, staff training and operating expenditures for two rural training centres (CPRs); (d) Operating expenditures for a study on equality of opportunity aimed at establishing linkages between the formal and rural education systems; (e) Construction and furniture for the Directorate of Rural Youth Training, for the establishment of a Regional Directorate and for local offices for supervisory personnel; vehicles, equipment and operating funds for the Directorate, its Administrative and Financial Service, its Regional Directorate and ORD support services; (f) Minor construction works, furniture, vehicles, staff training and operating funds including funds for competitions between CFJAs and GJAs for the Rural Pedagogical Service and its project evaluation work and for the newly established Documentation Service; (g) Vehicles and operating funds to assist the newly established GJA/CPR Support Service; (h) Minor construction works, furniture, vehicles, equipment and operating expenditures for two instructor training centres and vehicles, equipment and operating expenditures for initial and in-service training of FJA staff and GJA leaders; (i) Furniture, vehicles, equipment and operating exp%nditures for the training by the National Centre for Rural Artisans (CNPAR) of artisans and construction foremen; (j) Instructional material and operating expenditures for agricultural project management training; (k) Minor construction, furniture, vehicles and equipment for the Public Works Skill Upgrading Centre; - 20 - (1) h1 man-years of technical assistance comprising support for central and regional project management including FJA field supervision, auditing services and assistance to the Ministry of Rural Development in its supervision of ORDs (15 man- years), construction (4.5 man-years), construction training (1 man-year), architectural consultant services (2 man-years), the study on equality of opportunity and linkages between the two education systems and for project evaluation (1 man- year), the Documentation Service (3 man-years), agricultural project management training (1.5 man-years), Public Works training (9 man-years), consultant services to (i) plan a new Public Works technician training school (2 man-years) and (ii) prepare a third project (2 man-years); (m) 51 wan-years of fellowships for the Rural Pedagogical Service and the Documentation Service, project evaluation, and the training of senior FJA and Public Works personnel. 1.8 Incremental operating costs were provided for development activities financed under the project. Amendments 1.9 By IDA letter of 12 December 1983, a first amendment was made to the Credit Agreement, consisting of the reallocation of the unallocated fund as fixed at Appraisal. A second reallocation was proposed by IDA telex of 14 June1985 (Annex 3.7), but was not put into effect. Covenants 1.10 The Project Credit Agreement included several covenants which were partially or totally implemented as shown in Annex 1.1. - 21 - II PROJECT AIMINISTRATION AND MANAGEMENT Project Management Unit 2.1. The project was administered by the FIJA Directorate. Administratively, the project implementation was placed under the authority of the FJA Director who was also project director and was assisted by the Directorate's administrative and financial service (SAF). The Directorate was in charge of the co-ordination between the Borrower's ministries, departments and agencies involved in the project. 2.2. A construction section was established within the SAF and staffed with technical assistance and local personnel, including a construction co-ordinator, an assistant co-ordinator, building technicians (financed by the Government of the Netherlands) and a draftsman. 2.3 During the first three years of implementation the project management was generally unsatisfactory : (a) the Directorate suffered a high turwver of key staff and technical assistance (three project directors and three co-ordinators operated during this period); (b) the lack of co-ordination between the agencies concerned and within the departments of the Directorate itself hampered project implementation; and (c) the financial management remained very weak with a very confused situation in project staff salaries and allowances during the first years, unsatisfactory accountancy and serious difficulties in budget forecasting and co-financing arrangements with FAD. Technical assistance 2.4 The following table shows the technical assistance actually provided to the Directorate for project management, in comparison with appraisal estimates. Appraisal Actual Difference Posts M/m M/m M/M Chief Technical Advfser 24 32 + 8 Construction coordinator (1st) 42 22 -20 (2nd) - 34 +34 Assistant construction coordinator (1st) 12 21 + 9 " " (2nd) - 35 +35 Total 78 144 +66 - 22 - 2.5 Technical assistance for project management started in 1980 and 1981 with a late recruitment of experts and very poor results. It was followed in 1982 by a one year period without assistance for construction. A new construction team was recruited in 1983, accelerating the project implementation and improving the quality of construction. 2.6 In March 1980, the Bank recommended the recruitment of an accountancy consultant. The Government cancelled this post, considering it unnecessary. As a result, the project accountancy .s very weak, delaying the payments of contractors and suppliers. During the last two years, the situation was much improved (Annex 1.1, para. 3.04(b)). 2.7 The implementation of the educational and physical aspects of six major components was entrusted to the FJA Directorate. The two other main components were entrusted to the Ministry of Public Works (Public Works Training Centre) and to the Ministry of Education (Third Education project preparation). III. PROJECT IMPLEMENTATION A. Plysical Implementation Sites 3.1 Most of the IDA financed components were located on sites belonging to the Ministry of Rural Development (MDR), later Agriculture and Livestock (MAE). However, new CFJA sites including agricultural land were chosen according to criteria approved at Appraisal and were allocated for CFJA construction by rural communities. 3.2 In some cases a major problem arose over water 3upply: sites were chosen before drilling and, as a result, water was often found at a remote distance from centres. Professional Services 3.3 The responsibility for project construction, design and supervision was given to different services: (i) the DFJA's construction section was in charge of all CFJAs and regional offices; (ii) a local consulting firm was responsible for the construction of CPRs and the building of DFJA extension (FAD financing); and (iii) the Public Works Project Division designed the extension of its own training centre (CFP/'?) and the supervision was carried out by the CFP/TP Director. - 23 - Architectural Design 3.4 The project building design is generally appropriate and satisfactory except for the three following components: (i) the CFJAs built with self-help construction methods include numerous defects partly due to an insufficient preparation of construction details; (ii) the CFP/TP design also has some weaknesses: (a) the workshop was insufficiently planned and installation of heavy equipment will necessitate additional construction work; (b) the roof structures of the main workshop seem to be too light in view of the frequent tornadoes in the area; (c) the construction of classrooms in an existing shed does not allow natural cross ventilation: air- conditioners and fans had to be provided for these classrooms and (iii) the CPR's design is not consistent with the usual conditions af life of the trainees. (para. 5.14) Site Supervision 3.5 The site supervision of the CFJAs was insufficient during the first years L,f implementation, especially for self-help construction which usually requires sustained attention and control. This was mainly due to widely scattered sites and insufficient means of transport for the team of Dutch vol nteers. The efficiency of the supervision improved later with the purchase of vehicles, the recruitment of new construction coordinators and the concentration of sites in some regions. Construction Programme (Annexes 2.1 to 2.4 and 2.8 to 2.10) 3.6 As compared to appraisal estimates, the built surface areas of the IDA-financed components show important ifiations: the built surface area is 38% below estimates for CFJAs- and 404% over for regional offices. These variations are due to changes in the initial programme: (a) the CFJA self-help construction was abandoned in the early stage of the project (para. 3.T) and replaced by more expensive contractors (para. 3.8); (b) additional facilities were provided for each regional office; (c) six regions were provided with new offices instead of the four foreseen at Appraisal. Construction 3.T Four different procurement methods were used for the project construction work: (i) self-help construction by villagers and local artisans with manufactured materials provided by the project (29 CFJAs); 1/ This comparison for CFJA surface areas is lacking in precision, due to inaccurate and sometimes contradictory information given in the working papers. - 24 - (ii) semi-direct labour with local craftsmen trained in the CNPAR project component (126 CFJAs including 44 rehabilitations and 13 CFJAs built during the craftsmen's practica. training periods); (iii) direct labour by Public Works Department with building materials directly provided by the project and (iv) local competitive bidding after pre-qualification procedures (five CFJAs and six regional offices). Contractors appointed eventually were former trainees of the CNPAR. 3.8 The quality of construction of all project components is fairly good, except for CFJAs built with self-help construction methods: most of these buildings suffer structural and detail deficiencies due to the poor quality of procured materials, the insufficient and irregular site supervision, lack of detailed plans and specifications as well as low motivation among rural artisans and villagers. Low motivation amongst artisans and villagers came from the reluctanc to build Jow quality centres by self-help methods while in the neighbouring village high standard centres were built by semi-direct labour and contractors. 3.9 Most of the IDA-financed construction engaged before December 1985 is now completed, except for one regional office in L6o where the failure of the first contractor selected delayed the start for several months. The 60 CFJAs financed by FAD, against 45 as planned at appraisal, are now completed and the DFJA Head Office extension is being completed; the two CPR construction sites remain, for the moment, at a standstill because of the contractor's failure to pay his workers. Equipment and Furniture 3.10 The DFJA prepared equipment and furniture lists for the project except for two components: the CFP/TP and the Third Project Implementation Unit which prepared their own lists and tender documents. 3.11 International competitive bidding was used for the major part of the equipment and local competitive bidding for procurement of furniture. Some local selective bidding was made for special items, with the agreement of the Bank, and the CFP/TP made its own furniture with materials provided by the project. 3.12 In general, the equipment and furniture delivered were satisfactory save for the following exceptions: some special items of agricultural and artisanal equipment for CFJAs and GJAs were inadequate (incubators, hoes, etc.). In addition, the distribution of this equipment was made by regional offices, following standard lists which, sometimes, do not correspond to the specific needs of each area. As a result, part of the items remain unused in store- rooms although they could have been useful in other areas. - 25 - 3.13 Part of the equipment of other components has not yet been delivered and/or installed: audio-visual and printing equipment of the Directorate for Training and Orgaidzing of the Rural Sector (DFOMR) --the DFJA's new title as from May 1985 (para. 5.16) -- has been kept in store for the past six months and will remain unused unless a specialist could be hired to install it. The CFP/TP workshop heavy equipment is as yet undelivered and it is doubtful that it could be installed before the start of the school year. 3.14 The project financed 62 vehicles (three on IDA credit) out of which 12 are out of order. The DFOMR transportation and vehicle management has been very weak during project implementation, but this should improve in the coming month with the construction of a garage and the appointment of a new manager and a mechanic. B. Technical Assistance Implementation Experts 3.15 Of the 490 man/months of expert assistance provided by the project at Appraisal, about 408 m/m were utilized (Annex 2.7) although 35% of the amount allocated to this component has not been used. 3.16 As compared to Appraisal, the technical assistance component shows important variations: four posts were cancelled (documentation service, public works training experts and consultants), three posts were reduced (ORD field staff and construction training) and four posts were extended (CTA, construction co-ordinators and evaluation specialist). 3.17 Technical assistance performance has been irregular: the project management and construction team, during the first three years, had a low performance (para. 2.5). It largely improved during the two last years of implementation, but the lack of assistance in 1982 added new delays to the project construction component. The technical assistance of other components was carried out satisfactorily, but the cancellation of expert posts and consultancies for CFP/TP badly delayed the preparation of equipment l..sts and tender documents. Fellowships 3.18 Out of the total of 438 m/m allocated for fellowships at Appraisal, 401 m/m will be utilized before the end of disbursements, with an increase of the Third Education Project share and the cancellation of the training of three documentalists. (Annex 2.8). 3.19 According to the DFOMR, the training completed was satisfactory and corresponded to the needs. At present, 16 trainees for FJA, micro- computers and CFP/TP are still under training, but the others are now employed by the DFOMR and the Ministry of Education. - 26 - C. Study of Equality of Opportunity and Linkaes between the FJA or Formal Education Systems 3.20 Carried out jointly in 1981 by an expert of the project and a national commission, the study was regarded as not conclusive because: (a) it was premature, as the renovated FJA pedagogy uas only launched in 1975 and could not have a significant qualitative impact on the FJA leavers. 1985 would have been the earliest date appropriate for an evaluation of the pedagogical approach of the system; and (b) the eval- uation was not able to establish a comparative base between the CFJA and fvrmal primary education target groups, given the important differences in the characteristics of the two groups, the expected outcome from their education, and costs involved. 3.21 The study was, however, useful. The evaluation tests permitted the FJA pedagogical service to improve the quality of the content and methods of the retraining sessions, helped to work out different training "dossiers" and led to recommendations, some of which were implemented. Among these the setting up of the "pedagogical units" which are still operating helped to fill the gap in the retraining activities. 3.22 Conceraing linkages between the two systems, some of the suggestions made by the expert can be favourably regarded, but none of them have yet been implemented. A deeper reflection must be carried out on the subject. As a result, it is planned to initiate a study of future harmonization of the basic education system (primary education and FJA) within the Third Education Project. D. World Bank Performance 3.23 During the six years of project implementation, there were 18 supervision missions, i.e., on average one mission every 4.1 months and the average staff input was 2.7 staff-weeks. Nine missions included an agricultural educator and eight, an architect. Technical questions concerning construction, project management and financial constraints were followed consistently by the Bank during the first years of implementation but due to the lack of co-ordination and effective follow- up in the services concerned, they had limited results. However, the Bank's intervention for approvals and disbursemevnts was often delayed because of accountancy bottlenecks in the DFOMR which were never solved. 3.24 A closer follow-up with a more direct approach to the agencies concerned, especially when co-ordination was non-existent and when project management and local supervision were insufficient, might have accelerated and improved project implementation. - 27 - IV. PROJECT COSTS AND FINANCING Project Costs 4.1 The total project cost, with contingencies, was estimated at CFAF 5 515.2 million (US $ 25.07 million equivalent). Annexes 3.1 and 3.2 provide a detailed comparison of appraisal and actual costs financed 1y IDA and the Government. Table 1. Comparison of appraisal estimtes and actual costs Appraisal Estimates Actual CFAF US$ CFAF US$ Category (million) (million) (million) (million) Civil works 928 4.22 917 2.41 Materials, equipment 297 1.35 155 0.42 Specialist services 967 4.40 1 055 2.83 Operating costs 1 299 5.90 935 2.61 Local training 394 1.79 387 1.10 Advance funds - - 49 0.23 Education III PPF - 663 1.50 Total 3 885 1T.66/ 4 161 11.182/ 1/ Includes contingencies. Exchange rate prevailing at appraisal: US$ = CFAF 220. 2/ CFAF/US$ conversion based on prevailing exchange rate at time of disbursement. 4.2 The final cost of the project in CFAF terms was 7.1% higher than appraisal estimates and 36.7% lower in US$. In fact, part of the expenditure has been spent for the Third Education Project preparation; if this is not taken into account, the actual project cost is 9.9% lower than the estimate in CFAF and 45.7% lower in US Dollars. 4.3 However, a detailed comparison between appraisal and actual costs is rather difficult because of the many changes in categories during implementation (Annex 3.3). 4.4 The low disbursement rate during implementation (Annexes 3.4, 3.5, and 3.6) was due to several factors including : (a) initial delays in credit effectiveness (b) lack of government counterpart funding during the first years of implementation (c) high increase of US$ exchange rate (from CFAF 220 at appraisal to 474 in 1984); and cash flow bottlenecks in the revolving fund. - 28 - Construction Unit Costs 4.5 The construction unit costs (FCFA per square meter) were higher than appraisal estimates in all components: the self help construction unit cost of the CFJAs increased by 38% in spite of the early construction of this type; other CFJAs built with semi-direct labour and contractors, respectively increased by 8.7% and ?.6%, when compared with the "type B" estimates of the working papers- ; offices for the regional support services increased by 38%. This general increase of construction costs is actually due to the under-estimation at appraisal and to delays in implementation. Project financing 4.6 Financing of the project, as estimated at appraisal was to be 55.8% by IDA, 29.5% by FAD and 14.7% by the Government. Since part of theFAD financed components are not yet completed, a comparison can only be made on the IDA and GBF financing. Table 2. Estimated and Actual Sources of Finance (US$ Million) Appraisal Actual Category GC-F IDA GBF IDA Civil works 1.83 2.39 0.53 1.88 Material and equipment 0.72 0.63 0.09 0.33 Specialist services - 4.40 - 2.83 Operating costs 1.10 4.80 0.49 2.11 Local training - 1.79 - 1.10 Advance funds - - 0.23 Education III PPF - - - 1.58 Total 3.65 14.01 1.11 10.06 Percentage 20.67 79.33 9.94 90.06 4.7 The increase of the IDA financing on the project is due to the addition of Education III Project Preparation Fund (PPF) entirely financed by the Bank and to changes in the distribution of expenditure among categories, (Annex 3.7). Disbursements 4.8 The Bank agreed that disbursements could be continued to 30 June 1986 for expenditure committed before 31 December 1985. If all this committed expenditure is reimbursed by the Bank, the credit amount to be cancelled will be US$3.94 million, equivalent to 28.1% of the IDA credit. A comparison of the original estimates and actual disbursement of the credit by category is shown in Annex 3.7. 1/ Contradictory, inaccurate or missing information makes the comparison with actual implementation figures rather difficult. - 29 - V. PROJECT OPERATING OUTCOMES I. The FJA Institutions A. The CFJAs 5.1 The results obtained by the CFJA (Annex 4.1), namely: 16,000 young people compared with 22,000 in the appraisal estimates; 25 trainees per CFJA compared with 40 in the appraisal estimates; 60% of the students aged under 15; and the low number of operating CVCs are very revealing in so far as the operation of the Centres and the improvements called for are concerned. Possibly the reason is inadequate sensitisation of the village population represented by the CVC, whose support is a prerequisite for the success of the Centres and a key condition for reforming the system. 5.2 The village's sensitisation is the first task of the trainer. It calls for a good knowledge of the social milieu and sufficient powers of persuasion to overcome psychological blocks amongst the populations due to traditional factors. The trainer must also possess a good level of professional training and a well-developed civic spirit in order to win the confidence of the population. In the framework of the DFJA the trainer henceforth takes part in agricultural advisory work through the GJA, which he also supervises, in support of the GJA animator and the ORD supervisors. 5.3 The principal function of the trainer is to provide training at the CFJA. In doing so, he applies the FJA teaching strategy, based upon alternation between action and reflection and a good knowledge of local agriculture. He does not have pre-established course programmes at his disposal, as in the formal education system. He prepares his own course programme, basing himself on the broad outline of the training cycle and choosing from within each of the "dossiers" which constitute specific educational volumes. These "dossiers" contain an adequate quantity of data, but do not explain how they should be transmitted, this being left to the discretion of the trainer. 5.4 A flexible teaching method of this kind allows the trainer great freedom of action, but in return it requires him to possess professional aualifications of a high level and sound teaching experience. It must be admitted that the system relies too much on the trainer who has to cope with a wide variety of tasks, and one can imagine the wide range of qualities demanded of this officer, on whom the success of the system depends in the final analysis. 5.5 The qualification levels of the trainers at present employed in performing the numerous functions outlined above are unequal, not to say heterogeneous. At present 737 trainers are responsible for training (Annex 5.2) at the 636 existing CFJAs. The higher number of trainers compared with the number of CFJAs corresponds to the staffing of the 96 mixed centres (15% of the total) each one requiring 2 permanent trainers. Of these 737 trainers, only 130 (18%) have the first secondary cycle diploma (BEPC) and 2 years FJA training. The others, who have - 30 - a rural education background, have a primary education with 5 months of supplementary FJA retraining (para. 5.19). But their level still does not measure up to the requirements. According to certain estimates, 10 to 20 % of the total are of an excellent level, 30 % have a medium to poor level. which is capable of improvement, and the remainder are of an extremely low level. However, to be convincing these assessments should be clarified by quality appraisals. (para. 5.22). 5.6 The inadequate level of the trainers is aggravated on the one hand, by their lack of dynamism due to insufficient motivation now that they have been taken into the public service and therefore enjoy job security and on the other, by the fact that the agricultural context does not ensure them a very satisfactory status. This context has little attraction for young men and for their parents who are still fascinated by the formal system which they associate with urban employment. 5.7 Thus it can be said that the efficacy of the system can be fundamentally improved only by improving the qualifications of the trainers. The most viable solution would be to dismiss the bad trainers but, short of this, the measures suggested below might contribute to such an improvement: (i) to replace those who are retiring, raise the recruitment level of trainers to that of the secondary terminal class (baccalaureat level); (ii) provide an internal promotion system for those who aspire to promotion; (iii) make the training system more strict thanks to a severe inspection system. B. The GJAs 5.8 In the absence of precise statistics, available estimates relating to the GJAs are as follows: 394 GJAs are operational (65% of the appraisal figure); 45% are equipped and the remainder are being equipped. Apart from the inadequacy of these implementations, the major problem is the fact that the National Agricultural Credit Fund (CNCA) refuses loans to groups until they have acquired legal status. As long as the necessary measures have not been taken, the acquisition of the ox drawn equipment envisaged at appraisal will be impossible. At present most of the groups are in this position. 5.9 Another problem is the allocation of farm land. This depends on the village elders who are generally reluctant unless the sensitisation work has been well done. It seems that this problem may be solved legally within the framework of land reform which provides for nationalisation of the land. - 31 - 5.10 When they leave the CFJA, members of the GJAs feel rather isolated and feel the need to be reintegrated into a community. Some of the more enterprising GJAs have built premises, on small budgets, for use as a training, meeting and recreation centre for the village as a whole. This example could be extended and should contribute to the stability of the group. 5.11 As a rule, the GJA animator, who is a former trainer responsible under the adviser for the supervision of the GJA at the average rate of one animator to five or six GJAs, is not highly respected by the young people and is not very effective in settling the group's problems. Consequently the real supervisor of the GJA is the trainer but, as in the case of the CFJA, his intervention depends upon his civic and professional qualities. C. Rural Promotion Centres (CPRs) 5.12 The three CPRs (Dionkel4, Mongousi and Diomga) restored under the project and the two (Goundi and Kodogou) newly built with FAD funds, can accommodate about 350 students. With the aim of providing equality of opportunity with the formal system, the two year course was to have been supplemented by an optional third year leading to admission to the Agricultural Training Centre (CAP) at Matourkou and subsequent employment as officials of the ORDs. This orientation does not seem * to have been very well thought out, for it could encourage the drift from the land. Fortunately, the third year option has been dropped. * 5.13 However, CPR leavers have to serve one year in the SFRNAPO (People's National service) created in 1985, after which they are free to apply for any job they like. In order to retain them in the rural sector it is planned to offer them training and supervisory posts in cooperatives, of which they would be members, replacing the present managers who in practice are officials. Besides, possibly by working as rural artisans they could remain in the rural sector and introduce dynamism into the life of the village. 5.14 The system of training patterns adopted poses a serious problem. The living conditions in the CPR at present under construction will be completely different from those prevailing in the village and are likely to lead to uprooting and estrangement from the rural milieu. The formula of modelling the CPR on the village, with similar living conditions, would have been better. A good example is the CPRs in Niger, where the trainees bring along their small livestock and sometimes their children and live in separate huts, thus avoiding any risk of subsequent uprooting. 5.15 It is therefore recommended that changes be made in the philosophy of the system and the means employed to retain people in the rural milieu. Consequently it is suggested that the two CPRs under construction at Goundi and Kodogou whose administration will certainly be an additional heavy burden for the DFOMR, could be assigned to some other educational purpose. The DFOMR would retain the three CPRs which have been renovated together with the one which has been recently allocated at Kossodo. This would provide about 150 places and an output of 60 to 70 per year, which would be quite adequate. This problem merits more serious examination. It might be made the subject of a study to be possibly financed by the Third Project.(para. 6.18) - 32 - II. The FJA Supportinst Services A. The FJA Directorate 5.16 The reinforcement of the Directorate was continued by the setting up of different central and regional services with a view to providing more efficient training and post-training activities. In May 1985, the func- tions of the FJA were widened to cover the training of the whole rural sector, including adults, and the new DFOMR included other MAE services, namely the service for agricultural extension and rural animation (SVAR), the cooperative promotion and organization service (SPOC), the agricultural mechanization services (SMA) and the agrarian reform services (SRA) (Annex 4.3). 5.17 The 1985 recurrent budget of the DFOMR, excluding the staff increase referred to above, reached FCFA 1,007 million, corresponding to salaries and material expenses. Taking as a hypothesis that the total staff devotes two thirds of its working time to the operation of the CFJAs, the training unit cost would amount to FCFA 44,000 which would be 2.3 times higher than the corresponding service in the formal education system (FCFA 18,600).11 The higher cost could be justified given the technical nature of the training, provided that properly designed and conducted evaluation studies show realization of the expected sociological and economic impacts of the CFJAs on rural development. The initial evaluation was not able to assess the impacts. Currently, the Tracer Appraisal and Statistics Office (BSES) with support from the Education Research and Training Services (SRPF), is conducting a new study. In addition, another evaluation will be carried out under the Third Education Project (para. 5.22 and 5.23). 5.18 The teaching aids produced by the SRPF include "dossiers" which are intended especially for use by the trainers. These should be brought up to date (animal husbandry, agronomics). They should be made more accessible to the trainers on the methodological level and for assessing the performance of the pupils, so that the knowledge and skills acquired during training are not lost when the pupil return to the village. New "dossiers" (market-gardening) should be produced and the "dossier" on management which was recently prepared should be distributed. 5.19 Initial training work has been or is completed (Annex 4.4). From 1979 to 1985 the continuous training provided for officers of the DFJA and others included annual activities at the regional and central levels con- sisting of a large number of training days which it has not been possible to ascertain, the costs involved are 38.6% in US dollars and 1.8% in FCFA lower than appraisal estimates (Annex 3.2). 5.20 At the central level, as expatriates depart, education planning and the the organization of training activities are being gradually transferred to nationals. By June 1986, the number of remaining expatriates will be reduced to one agricultural education expert from xxxxxxx 1/ Third Education Project, Staff Appraisal Report, 22 April 1985. -33 - the Frencti Ministry of Cooperation. To ensure a better appreciation of the problems of the DFOMR a basic training in agriculture, supplemented by a knowledge of educational methods and sociology, would be advisable in future for senior administrative staff and advisers. At present the agricultural training of these senior staff is totally inadequate in very many cases. C. The Tracer Appraisal and Statistics Office (BE) 5.21 This unit was set up in June 1985, apart from the SRPF, in order to ensure appraisal of the project on the financial, technical and educational levels. The purchase of a computer which finally materialised in April 1985 has made possible a quantitative appraisal of the CFJAs for 1983/84 and 1984/85, based on reports at the beginning and end of each campaign. It is planned to publish a 20-30 page statistical report every year similar to the 1982/83 yearbook. A similar operation will be carried out for the GJAs as soon as the relevant data has been computerised. 5.22 A systematic and comprehensive qualitative appraisal of the system based upon criteria established in collaboration with zhe SRPF will be established with the support of the Third Project. This appraisal should provide detailed information about agricultural output and craft products, which constitute the main source of income * for the centres. It should also deal with training in the strict sense. An initial and partial survey conducted in 1984 and covering 30 centres revealed very marked disparities of level and did not produce convincing . results. Consequently a similar survey was conducted in 1985 aimed at grading the centres into not more than 6 to 8 levels. The results which will be available within the next few months could give a first overview of the efficiency of the system. 5.23 A tracer study of outgoing pupils in February 1985 from 25 centres (about 500 young people) was set up this year. This appraisal system which will be supplemented by a selection of pilot villages will be pursued under the Third Project. 5.24 To cope with these tasks and with the various requests for information coming from other departments of the MAE, the staff of the BSES is insufficient.1t consists of 2 part-time graduates, 1 expatriate who is expected to leave shortly, an adviser and two trainers. It will however be strengthened shortly by the group of three senior administrators who are at present being trained in data processing in Paris (para. 3.19). D. Press and Documentation Department 5.25 This department is responsible for the printing and distribution of educational aids intended for all categories of user. According to the DFOMR, production figures attained their targets in 1984 (1 million copies) and 1985 (2 million copies). The monthly bulletin of the MAE issued in national languages was to be supplemented by a bulletin in each district. So far, however, only 5 out of 18 districts have attained this objective. - 34 - 5.26 Rural radio broadcasts at present consist of three half- hour programmes per week instead of one daily programme lasting 15 minutes as envisagedin the appraisal. There are in addition at least two other programs of -thirty minutes per month. The national radio service should however allow more time for rural radio programs. E. Training for Administrators of Agricultural Projects 5.27. As planned, this project item received 18 expert man/months and consisted of 12 weeks training for 25 trainees. However it was not of direct benefit to the project since no administrator from the DFJA followed the training course. But it benefitted the agricultural sector through the managers of the ORDs and other administrative personnel from the MAE. P. Training for Building Contractors 5.28 Twelve trainees holding the CAP (vocational proficiency diploma) in masonry were trained during three years from 1979 to 1982 at the CNPAR in alternate cycles of 6 months class instruction and 6 months practical training on construction sites for teams of 2 trainees at a time. They built 13 CFJAs during this training and about an equal number after training, in their capacity of contractor. To benefit from equipment loans they will henceforth have to organise themselves into cooperatives. This training which enjoyed 12 expert man/months of technical assistance provided by the project, supplemented by the assistance of 4 Dutch volunteers from the DFJA can be regarded as positive foiF the country as a whole. III. The Public Works Training Centre (CFP/TP) 5.29 At present the Centre 'provides a 2-year training course for technicians. Since 1978 it has trained 18-20 technicians per 2-year cycle, i.e. more than 50 graduates, all of whom were assigned, depending on the demand, to various specialised branches of the administration. The permanent teaching staff, which comprises 3 section heads including 2 French expatriates and 2 instructors plus lecturers employed on a contract basis, will be strengthened in June 1986 by the addition of 3 engineers and 5 senior technicians who are at present being trained in France on grants provided by the project. (Annex 2.8). 5.30 Were it not for administrative delays, all the funds provided by the project would have been utilized and more would have been achieved. Incidentally the centre deliberately reduced the amount of technical assistance and used only 22 expert man-months out of the 108 provided for (Annex 2 .6). Because of this reduction it was not possible, amongst other things, to prepare the training curricula envisaged. In spite of this limited attainment of targets, the centre will be henceforth in a position to train the technicians the country needs. Other training needs, affecting senior technicians for example, and expert training for certain officers of the sector, can be provided on demand, thanks to the existing capacity of 150 places and to the improvements and equipment provided by the project. - 35 - VI. CONCLUSIONS AND RECOMMENDATIONS I. Conclusions General 6.1 The project assisted the country in consolidating the reformed rural youth training system, strengthening its institutions and improving the level of qualification of its staff. It also assisted the Public Works Training Center in improving its physical facilities and in providing equipment for the training of road-maintenance personnel. Important efforts were made in the field of training. The attainment of a satisfactory level of literacy by the CFJA leavers and their further inclusion in the life of the village as farmers represent significant elements of progress for the rural population. The FJA new attributions and objectives, which now include the adult population with the DFOMR, will permit a wider utilization of the project's physical facilities and its trained staff, possibly increasing its impact. 6.2 the training provided oy the CFJAs includes participation of the local population, use of national languages, permanent training and self-help training of trainers and other operating agents. In principle, by promoting the development of a coherent and innovative educational system in rural areas where an education provision existed, the project contributed to the overall educational development strategy in Burkina Faso. However, the results of this system have not yet been adequately assessed. Even if positively assessed, given the high cost of this type of training and the financial constraints of the country, this experiment should not be generalized. Therefore, even if the existing CFJAs were to be maintained, measures would need to be taken to reduce costs. Project Design 6.3 The project was relatively complex, involving seven Government agencies with widely scattered institutions; this proved to be beyond the SDFJA managerial capability. Project Implementation 6.4 Major factors which adversely affected the implementation of the project included the following: (i) Long decision making procedures delaying the effectiveness of the credit for almost one year. (ii) Financial constraints of the country including low cash flow. (iii) Inadequate project management, especially in coordination and accountancy. - 36 - (iv) Inadequate technical assistance for management and construction during the first three years of implementation, and (v) High turnover of local project staff. 6.5 Some 28% of the credit remained undisbursed due to implementation delays and high increase of the US$ exchange rate. Operation of project institutions The FJA Institutions 6.6 The success of the system depends mainly on the CFJA trainers who are requested to carry out various functions although more than two thirds of them are not qualified. Consequently, without a serious improvement in their qualifications and the installation of a reliable supervisory network, the success of the system will remain doubtful. 6.7 The relatively low level of achievements will have to be carefully controlled by successive qualitative evaluations to determine the measures which could improve the situation. When the measures which were recently undertaken in the field of agrarian reform and the organization of cooperatives have been implemented, problems such as the allocation of good farm land and CNCA loans to the GJAs would hopefully be solved. 6.8 Young farmers must not miss opportunities to take salaried jobs. However, it is important to see that they are not uprooted from rural life. The Public Works Training Centre 6.9 As soon as the workshops' equipment is delivered and installed, this centre will be able to provide adequate training for technicians for Public Works Ministry and technical staff required by other agencies. II. Recomendations For the Government 6.10 It will be necessary to prepare a maintenance programme for project buildings giving guidelines to users and providing cost estimates for budget forecast which would permit the responsible services to set aside the necessary funds. 6.11 A quantitative and qualitative reinforcement of central services' staffing is necessary to replace the expatriates who leave. Agricultural basic training for high level staff graduates and advisers would permit a better integration of the agricultural aspect within the educational strategy. Moreover better coordination is needed between central services. - 37 - 6.12 The Government should take a decision regarding continuation of the CFJA program based on the results of the forthcoming Tracer Study and evaluation to be carried out under the Third Education Project. If the assessments indicate that the program is not effective, the Government should explore alternative and more efficient methods to attain the objectives of the original program. In contrast, if the assessments are positive, the Government should take measures to improve the efficiency of the CFJA system. Two measures, inter alia are the following: a) update the existing pedagogical "dossiers" and make them more readily available to the trainers; develop complementary "dossiers" to correspond to the diversifica- tion of farming within the CFJA farms; and b) facilitate supervi- sion of the CFJAs by standardizing the documents to be provided to the program implementers. In particular, each CFJA should be pro- vided with accounting documents which would more clearly reflect the management of the centre. The CFJA Matriculation Register now available constitutes significant progress. 6.13 Attention must be given to the qualitative appraisal of the train- ing and post-training activities w1th a view to improving the system's performance. 6.14 The installation of the offset machine should be accelerated so as to increase and improve the production and distribution of pedagog- ical documents. Particular attention should be given to the pro- duction of rural newspapers, an aspect of the project which was unsatisfactory. 6.15 With a view to improving the qualification of the trainers, such an essential supporting agent of the system, the various measures recommended should be seriously taken into consideration. The system would be highly improved if a solution could be found to terminate the services of the less qualified trainers and replace them by those baccalaureate level candidates. As a result, the performance in areas such as student enrollment, the age of stu- dents and the percentage of female students would be improved. 6.16 The existing GJAs are far from being totally equipped. Adequate measures should be taken urgently to permit them to receive CNCA loans for equipment and to be provided with farm land. This would give them autonomy vis-a-vis the elder village population and would ensure the stability and prosperity of the Groups. 6.17 The design of the two new CPRs finaUced by FAD does not correspond to the expectations of rural life and the building should be uti- lized for another purpose. A study of the concept of the CPRs and the means to be employed to retain people in the rural milieu should be made the subject of study possibly to be financed by the Third Education Project. -38 - VII. LESSONS TO BE LEARNED For the Bank Project Design: 7.1 In countries with weak maiagerial capability, implementation time schedules should be more realistic in view of logistical and mana- gerial difficulties that could be expected in implementing a rural education project; ambitious construction programs should concen- trate on one or two regions each year in order to facilitate site supervision, especially when self-help construction is involved. In addition, the Bank should work closely with the Borrower on continued monitoring of especially new and innovative programs, such as CFJAs, and assist the Government in developing appropriate evaluation designs and methodologies to assess the extent to which the expected impact of such programs is being realized. Project Formulation: 7.2 More attention should be given to the project preparation and appraisal documents in order to allow a real control of implementa- tion by supervision missions and facilitate a detailed comparison between appraisal estimates and actual project achievements at completion stage. Project Management 7.3 An autonomous project unit may be more efficient for the success of the project implementation. It would provide better chances of recruiting full-time local personnel and would decrease the high staff turnover due to political and administrative changes and reform. However, from the point of view of national institution building, the integrated unit like the present one of the DFJA keeps the project from becoming isolated from the department(s) concerned during implementation and when the project is over makes the follow-up easier to carry out. Thus it may be desirable to adopt a combination of the two approaches, taking account of the country c,ncerned. 7.4 A greater effort should be made to impose better coordination between involved agencies in order tc improve and facilitate the project implementation. 7.5 More attention should also be given to project accountancy and auditing: more qualified accountants should be recruited and/or better training should be provided along with precise guidelines. A format should be given for audit reports so that they could be easily used by supervision and completion missions for their finan- cial survey and analysis. 7.6 The Bank should ensure effective internal financial controls of operating expenditures and, if they do not exist, the Government should be given assistance in creating them, at an earlier stage. - 39 - Proiect Supervision 7.7 In view of the relative complexity of the project and its large number of widely dispersed institutions, IDA should provide more intensive supervision with a more realistic time allowance for visits on sfte. CPR's Design concept: 7.8 The architectural design of the buildings of the two new CPRs at Goundi and Kodougou will risk up-rooting the farmers from rural life. Buildings better reflecting village life would have been more appropriate. For the Government 7.9 More efficient management of the project would have avoided the two year delay in project implementation and increased the utilization of the credit. This should be taken into account for the Third Project. - 41 - Annex 1.1 (page 1/4) COMPLIANCE WITH CREDIT/IWAN AGREEN1W COVERANTS RnKInA FAso - EDCATIOn II PROJECT. CHEDIT 956-uv Section No. of Cr. /Ian ArEME Covenant status Comments I. MAJOR COVENANTS 2.02(c) The Borrower will open a (M) A second account was opened in Special Account in a 1982 for Government counterpart commercial bank. funding. The Special Account has been increased from US$0.6 million to US$0.92 million. 2.02(f) If any payment out of the (M) The Special Account was used Special Account (i) was to pay expenditures related to made for any expenditure ADF-financed components. They not eligible for financing were later reimbursed according by withdrawal from the to this Covenant. Credit Account, or (ii) was not justified, the Borrower will promptly upon notice from IDA and prior to any further deposit in the Special Account by IDA, deposit in the Special Account an amount equal to the amount of such payment. 11. OTER COVEXANTS 2.02(a) The amount of Credit may ha be withdrawn from the Credit Account for expen- ditures made in respect of the reasonable cost of goods and services requidred for the project and to be financed by the Credit. 2.02(e) Borrower wil furnish (M) documents showing that payment was made for reasonable goods or services. 3.01 Borrower will implement WM the project with due diligence and in confor- mity with accepted admini- strative and financial practices. - 42 - Annex 1.1 (page 2/4) Sectian No. of Cr. /Loan Asrement Covenant Status Conts 3.02 Borrower will employ (M) Recruitment of technical assistance technical assistance has lagged. specialists acceptable to IDA to help imple- ment the project. 3.03(a) Borrower will insure (M) the imported goods to be financed by the Credit against hazards incident to the acqui- sition, transportation and delivery of the goods. 3.03(b) Borrower will ensure that (M) all goods and services financed by the Credit will be used only for the project. 3.04(a) Borrower will furnish site (P M) Documents were furnished with delays. surveys, plans, contract Site selection criteria have not documents, work and always been carefully respected. procurement schedules,.and proposed semi-annual budgets. 3.o4(b) Borrower will (i) maintain (M) adequate project records; (ii) enable IDA represent- atives to visit the project sites; and (iii) submit quarterly progress reports. 3.04(c) Not later than six months (N M) However the DFOMR provided full after the Closing Date, assistance to the Completion mission. the Borrower will furnish a Project Completion Report to IDA. 3.05 Borrower will furnish not (M) later than 1 July 1981, a study on equality of oppor- tunity for CFJA graduates. 3.06 Not later than 30 June (M) The basic information needed for 1980 the Borrower will (i) the CFJA was included in a survey furnish a list of CFJAs and of six ORDs made in 19T9. Rural Youth Groups (GJAs), and (ii) make satisfactory arrangements for the main- tenance of personnel records. - 43 - Annex 1.1 (page 3/4) Section No. of Cr./Loan Agreement Covenant Status aoents 3.07 Borrower will appoint (P M) Lack of qualified counterparts qualified counterpart for site supervision. personnel to work with the technical assistance specialists in the Rural Pedagogical Service. 3.08 With respect to public (M) The Minister of Public Works works training, the has appointed a coordinator, an Borrower will ensure assistant coordinator, and an that (i) budgetary expatriate specialist for the provision will be made public works component of the to finance the training project. centre; (ii) personnel will be released for training; (iii) personnel will receive adequate salary and allowances during training; and (iv) job reclassification and pay adjustment will occur upon successful completion of the training. 3.09 Borrower will furnish (M) before 1 April of each year a preliminary evalu- ation schedule, cost estimate and recommended maintenance schedule for each CFJA to be built or renovated during the following year. 3.10 By 31 July 1981,-the (M) Heavy delays. Borrower will provide a list of qualified candidates and their proposed training programmes to take place outside the country. 3.11 Borrower will provide (M) An evaluation unit has been annual evaluations covering created. Quantitative evaluation (i) learning achievements is well advanced. Qualitative of CFJA graduates; (ii) evaluation has been partly practical and commercial launched and a report will achievements of the GJAs; be worked out in the next and (iii) implementation, three months. use and maintenance of the physical facilities financed by the Credit. -44 - Annex 1.1 (page 4/4) Section No. of Cr./Loan Agreemt Covenant Status CoMmnts 4.o1(a) Borrower will maintain (N M) The accountancy records were not adequate accounting records properly kept, in spite of Bank's and practices for the project. recommendations. Those for years 1985 and 1986 were not available during the mission. 4.02(a) FJA accounts will be (M) The Project was audited each (b) audited each year, the year, but 1985 and 1986 were (c) audit report will be not completed at the end of submitted to IDA, and the mission (see 4.01(a) above). the Directorate will supply information concerning the accounts and financial statements upon IDA's request. 4.03 FJA Directorate to take (M) (See Sec. 3.02(a) above.) out appropriate insurance - against risk. 4.04 Borrower vill give (N M) Restructuring of the MAE priority to CFJA gradu- as well as general humn resource ates in staffing the policy of the public sector ORDs and will establish poses constraint on the compliance annually by ministerial with this covenant. decree an entrance quota for CFJA graduates in the Agricultural Training Centres. M = Met; PM = Partially met; NM = Not Met. - 45 - Annex 2.1 PLANNED AND BUILT SURFACE AREAS SWMARY TABE Units Surface Areas (sq.m) Rehabilitation New Buildings Appr. Actual Apr. Actual A r. Actual CFJA Self-help construction 160 29 - - 26 400 3 429 RehabilitationY 60 4 6 328 - - Semi-direct labour 35 82 - - 5 75 15 060 Contractor - 5 - - - 1 070 Sub-Total 255 160 - 6 328 31 575 19 559 Regional Support Services 5 7 - 148 208 1 049 CFP-TP 1 1 * 7775 * 900 TOTAL 261 168 - 7 251 - 21 508 Not specified in the working papers. 1/ Made with semi-direct labour. DRIAUD COMPARATIVE ANALYSIS OF PI.ANED AND ACTUAL SURFACE AREAS (Sq.w) AND COSTUCTINO COBTS (FCFA) Regional Support Services (Table 1) Units Surface Areas Unit Cost Total Cost Cost Increase Facilities App. Actual Appr. Actual APPr. Actual Appr. Actual 4 Office Buildings Adviser 1 1 12 17 38 476 95 000 461 712 1 615 000 Secretary 1 1 8 .5 11 38 476 95 000 372 046 1 045 000 Meeting Room - 1 - 35 - 95 000 - 3 325 000 Multipurpose office - 1 - 26 - 95 000 - 2 470 000 4 Duplication - 1 - 12 - 95 000 - 1 140 000 Office - 1 - 11 - 95 000 - 1 045 000 Utility Areas Latrines - 1 - 4 - 30 000 - 120 000 Toilets - 1 - 5 - 100 000 - 500 000 Storage - 1 - 19 - 45 000 - 855 000 Watchman' s quarters - 1 - 7 - 45 000 - 315 000 M Covered areas - - 6 .5 17 27 883 45 000 181 242 765 000 N) Site development - - - - - - 154 500 - TOTAL - - 27 164 - - 1 169 500 13 195 000 + 1 028 5 Unit cost/sq.m 43 315 80 457 + 85.7% source: DFOIIR COMPARATIVE ANALYSIS OF PIAMED AND ACTUAL SURPACE ARAS AND coOsSuc'now coS (CFA) Regonal Support Services (Table 2) Rehabilitation(Sq.m) New Buildings(Sq.m) Construction Costs. (FCFA) Location Appraisal Actual Appraisal Actual Appraisal ActualL Diff. % Bobo Dioulasso - 148 100 65 4 112 400 20 536 000 16 423 600 + 399 Leoy2/ - - 2'f 164 1 184 500 13 195 0003/ 12 010 500 + 1 014/ Yako - - 27 164 1 184 500 13 195 000 12 010 500 + 1 01W- Tougan - - 27 164 1 184 500 13 195 000 12 010 500 + 1 01 Kongoussi - - 27 164 1 184 500 13 195 000 12 010 500 + 1 0144/ Manga - - - 164 - 13 195 000 13 195 000 - Noums - - - 164 - 13 195 000 13 195 000 - TOTAL - 148 208 1 049 8 850 400 99.706.000 90.855.600 + 1 033 Source: DFOMR. 1/ Average cost. M 2/ Not yet completed. x 3/ Contract amount 4/ Due to increase in surface area (500%) and in construction unit cost (80%). - 48 - Annex 2.4 DETAILE CCMPARATIVE ANALYSIS OF PLANNE AND ACTUAL AREAS AND FACILTIE COSTS CFJA (Table 1) (Semi-Direct Labour) Appraisal Actual Difference % Surface areas (Sq.m) Classroom 50 92 + 42 Housing 85 91 + 6 Storage (covered area) 30 - - 30 Sub-Total 165 183 + 18 + 10.9 Construction Cost (FCFA) Labour - 2 042 460 Materials 2 674 650 Transportation/services 145 890 S-ab-Total 4 032 930 4 862 900 + 829 970 + 20.6 Unit cost/Sq.m 24 442 26 573 + 2 131 + 8.7 Furniture Cost Classroom 406 000 606 859 + 200 859 + 49.5 Housing 177 000 - - 177 000 - 100.0 Sub-Total 583 000 606 859 + 23 859 + 4.1 Water Supply (average cost) 2 575 000 2 650 000 + 75 000 + 2.9 Equipment Basic equipment 280 000 Special equipment T3 514 Sub-Total 353 514 600 000 + 246 486 + 69.7 GRAND TOTAL T 544 444 8 719 759 + 1 175 315 + 15.6 1/ The appraisal figures correspond to the "B" type of CFJA as proposed in the working papers. COPNMTIV MW95fs O PU~ EAN A AS COSTM:TIM C=S1S IM FlancnU) CFJA (Table 2) Vae of .olt. Haut Centre Centre Surface Area Total Costs mork Moire sououriba .Banln Sahel Ouest Kord Centre Total (_.-) (4x000 FCFA) FCFA/So.G gfé. kt- Amr. At. &L. åt. Agr. mt. A-- Ati. Spr. mt. AWpr. A. t A_r. At. pr Act.. Ar. Act. Act. Self-help Construction - 6 - 4 - 2 - 3 - 11 - 3 - 0 160 29 26 400 3 429 80 000 14 385 3 030 4 195 nhbliftation-y - 14 - 13 - 0 - 0 - 6 - 11 0 60 44 6 398 20 000 46024 7 193 Semidirect - - 15 19 15 11 5 6 - 3 - 3 - 30 35 82 5 775 15 060 141 352 398 766 24 442 26 478 Labour Contractor - - - - - 5 - - - - - - - - 5 3 070 - 40 169 - 37 541 TOTAL - 20 36 18 19 20 17 30 255 160 25 887 241 152 499 317 - 19 288 - - --------------------------------------------------------------------------------------------------------------------------- FCFA/DrilIgin eter Suppl 13 - 3 - 12 5 - 16 - .17 0 80 76 - 194 000 201 400 2425 000 2650000 FA/Centre Furlture - 15 - 6 4 6 - 3 - 0 - 3 - 64 - 30 839 - G ass§ 435 152 739 556 / eith sei-direct labour. Contradictory. Inaccurate, or Information missing In the working papers. - 50 - Annex 2.6 COMPARISON OF PLANNED AND ACTUAL CONBTRUCTION AND WATER SUPPLY UNIT COST (FCFA/Sq.n.) Appraisal Actual Diff. % I. Regional Support Service 1. By Type of Building - Office Buildings 38,500 95,000 +56,500 +147 - Utility Buildings 27,900 45,100 +17,200 + 62 - Average - 43,300 80,500 +37,200 + 86 2. By Centre - Bobo 41,100 96,4001/ 53,300 +135 - Yako 43,900 80,500 +36,600 + 83 - Tougan id id id id - Kongoussi id id id id - Manga id id id id - Nouma id id id id - Leo (not yet completed) II. CFJAs (including one classroom, storage area and the trainer's house) - Self-help 3,030 4,200 + 1,170 + 39 - Rehabilitation - 7,200 - - - Direct labour 24,400 26,500 + 2,100 + 9 - Contractor 37,500 - - - Average - - 19,300 - - III. Drilling (unit) 2,575,000 2,650,000 +75,000 + 3 Source: Prepared by the mission 1/ Including rehabilitation - 51 - Annex 2.7 o PARATIva AMMLSal OF I CAL AsslSTAUC Number of Experts Actual Dates Length(months) Cost (FCFA) Experts A= Actual Arrival Depart A Actual Actual Chief, Technical Adviser 1 1 04/81 12/83 24 32 35 000 000 109 299 612 Assistant to Regional Director 1 1 03/81 09/83 30 30 43 750 000 102 627 935 Specialist ORD field staff 2 2 05/81 04/83 54 48 78 750 000 199 970 880 Specialist ORD supervision 2 5 60 4 87 500 000 59 504 000 Audit services 1 1 (01/81 06/86) 12 li/ (17 500 000) (not cmpleted) Construction coordinator(1s) 1 1 04/80 02/82 42 22 61 250 000 38 718 342 (ri - 1 12/82 1045 - 34 - T4 545 800 Assistant construct. (1s-, 1 1 08/80 04/82 12 21 17 500 000 12 792 000 coordinator (7* - 1 03/83 02/86 - 352 - 75 360 800 Construction training 1 1 /80 /81 12 4 35 000 000 9 417 820 Consultant services (architect) 1 1 - - 24 (17 35 000 000 25 000 000 Psychometrician 1 1 01/81 05/81 4 4 5 830 000 6 000 000 Specialist in evaluat on 1 1 10/82 06/86 6 L5 8 750 000 95 572 000 Agricultural educator- 1 1 03/83 02/86 18 35 26 250 000 64 750 000 M dia specialisl 1 - - - 36 - 52 500 000 - PM fi2 pfraining 3 1 08/82 06/84 108 22 162 000 000 55 060 000 Consultants to plan PW school 2 - - - 24 - 50 420 000 - Consultants to prepare Education-III 24 School furniture ) 1 08/83 09/83 ) 1.5 ) 2 880 000 International tendering) 4 1 03/85 05/85 ) 1.5 35 000 000 ) 4 781 800 Architect ) 1 03/84 12/85 ) 21 ) 10 203 490 Administrator ) 1 03/84 12/85 ) 21 ) ) 108 203 490517 TOTAL 24 24 490 408 752 000 000 1 152 687 969 Average unit cost (FCFA m/a) 1 535 000 2 401 000 1/ Wages equivalent to about 10 months technical assistance 1 Additional six months (02/86-08/86) being financed under ADF credit. 3/ Wages corresponding to about 17 months technical assistance. i/ Agricultural project management training replaced by an agricultural educator. 5/ Disbursed in Category 9. CONPARATIVE ANALYSIS OF FELUtfSHIPS AND TRAINING COSTS 1/ Component/ Trainees Duration Total man/m Cost- Training Location Appr Act. Dates Appr. Act. Appr. Act. TFCFA) Rural Pedagogical Service Inspectors FJA Lyon 6 4 09/81 to 06/83 18 21 108 84 12 506 552 Inspectors FJA Lyon 2 5 09/83 to 06/85 9 21 18 105 14 711 946 Inspectors FJA Lyon 8 5 09/84 to 06/86 18 21 144 105 31 000 000 Sub-Total 16 14 - - - 270 294 58 218 498 Evaluation Micro-computers Paris 1 3 04/86 to 05/86 18 1 18 3 7 327 000 Public Works Training Technical teachers Montpellier 8 8 01/86 to 06/86 12 6 96 48 17 277 920 Documentation Documentation specialist - 3 - 18 - 54 - Project Ed. III Pedagogical materials Paris - 3 09/84 to 06/85 - 10 - 30 21 925 500 Evaluation Lige - 2 09/84 to 06/85 - 10 - 20 9 843 736 Educational Planning Paris - 1 01/85 to 06/85 - 6 - 6 4 350 000 X Sub-Total - 6 - - - 56 36 119 236 o GRAND TOTAL 28 31 - - 438 401 118 942 654 一 Annex 2 .9 c耳”黑田一州甩間”&n畢萬啊寧邸 《籮」豐劉豐卹叫 ．•月邊‘．口徑口〔細L•肉月口口匹t•月鸚口匹煙一月口鹽曰 魚。個甲臘萬個他O羈織調口．．劇口口膩 ■、一！荊， WP14 SIGNATURF. 15.1139 ~ IVF DATF 30.07,80 CL436ING DATR 31.12.RI L> L. P~ lnm 31 ID 85 1q64 1 1,4 b 12 Desian development Conetruction documente Tendering to award C, Evalumtion Furniture, Preparat ion o( b t at a Tender docLmentg installation Lv4iuat,ton--- Ir~ leal Aoelotance V V-V - Chief technical Moist. !xpert Building planner Conatruction Coordinator poychometrician for the equality of opportunity atudy Specialist fo, The doc. service Assistent to the R6.&.tanal..- Diroctor. Bobo-Dkoulasso 2 Speciallate OILD field statt specialist in con t_ýuctåon tralning specialist In Gytlqjýtioy Agriculturål project Manager tralning 3 Specialist* in Public Work# tratning Conau!tants för the preparation ot -ffirR-rF-öject- ~ - - - , - - - . Concultanta for Public Worka Tochnician School E lt f d 1> 0 å&ppooagml ewtomka Anne- 3.1 mCT CT M F Iin ov CA8EMI AbD Gr TOTAL Cateory FA us FA M FA Civil orks 1 1 430 790 552 592 257 403 556 155 859 355 l 834 346 706 451 612 2 452 319 162 834 912 127 577 45 927 796 579 896 20 762 709 3 1 883 109 715 427 169 531 133 201 787 151 2 414 242 917 214 320 Dullding materials 1 270 949 100 653 912 76 422 28 389 564 347 371 129 043 476 2 11 283 4 061 765 3 182 1 145 626 14 465 5 207 391 3 282 232 104 715 677 79 604 29 535 190 361 836 134 250 867 Techn. Assistance 1 2 562 097 960 676 541 - 2 562 097 960 676 541 2 262 104 94 357 518 - 262 104 94 357 518 3 2 824 201 1 055 034 059 - - 2 824 201 1 055 034 059 Operating Cost$ 1 1 714 519 614 327 942 402 171 144 101 616 2 116 690 758 429 558 2 397 544 143 115 865 93 251 33 570 388 490 795 176 686 253 3 2 112 063 757 443 807 495 422 177 672 004 2 607 485 935 115 811 Local Training 1 921 614 323 521 924 921 614 323 521 924 2 176 288 63 463 816 - 176 288 63 463 816 3 1 097 902 386 985 740 - - 1 097 902 386 985 740 Advance 1 233 133 48 701 484 - 233 133 48 701 484 2 - - - 3 233 133 48 701 484 - - 233 133 48 701 484 Speclal Account 1 677 353 170 858 147 - - 677 353 170 858 147 2 - 677 353 -170 858 147 - -677 353 - 170 858 147 3 - - - - Agric. equipmmnt 1 3 434 1 151 150 559 187 397 3 993 1 338 547 2 47 652 17 154 583 7 757 2 792 606 55 409 19 947 189 3 51 086 18 305 733 8 316 2 980 003 59 402 21 285 736 Education 111 PPF i 1 163 120 512 789 243 - 1 163 120 512 789 243 2 416 456 149 924 088 - - 416 456 149 924 088 3 1 579 576 662 713 331 - - 1 579 576 662 713 331 1 8 977 011 3 285 272 600 882 708 328 537 932 9 859 719 3 613 810 532 TOTAL 2 1 086 292 464 054 400 231 767 83 436 416 1 318 059 547 490 816 3 10 063 302 3 749 327 000 1 114 475 411 974 348 11 177 777 4 161 301 348 Financing 901 101 100% * Obursed 26 March 1986. 2 * Comlitted until 31 0*ceer 1985. Not ytt disbursed. 3 • TOTAL. - 56 - Annex 3.2 c~ urm Ammsre 0r angsUr 0rU CiviA Vora a 2 388 500 525 670 000 1 827 500 402 050 000 b 216 000 927 520 000 C 1 Work a 1 883 109 715 27 169 531 133 201 787 151 2 416' 262 917 214 320 C - 505 391 +189957 169 -1 296 367 -200 262 849 -1 801 758 -10 305 680 5 -21.16 * 36.15 -70.96 - 69.81 -2.716 - 1.11 a 636 800 139 656 000 717 600 157 872 000 1 352 600 297 528 000 . 333 318 123 021 410 87 920 32 515 193 621 238 155 536 603 Equsn3 C - 301 682 -16 634 590 - 629 680 -125 356 807 - 931 162 - 161 991 397 - 67.69 - U1.91 - 7.76 - 79.60 - 68.85 - 7.72 A b 396 600 967 208 000 - - 6 396 600 967 208 000 S~.eialist srviceu a 2 826 201 1 055 034 059 - - 2 826 201 1 055 034 059 C -1 572 199 •87 826 059 - -1 572199 +7 26 059 5 - 35.76 -9.08 - - - 35.76 -9.08 A 6 800 600 1 056 132 000 1 101 900 243 078 000 5 905 500 1 299 210 000 Operating Costa 5 2 112 063 757 613 807 695 122 177 672 001. 2 607 685 935 115 811 C -2 688 537 -298 688 193 -609 678 -65 05 996 -3 298 015 -36 096 189 5 - 56.00 - 28.28 -55.16 - 26.91 - 55.85 -38.02 A 1 790 700 393 945 000 - - 1 790 700 393 965 000 Local Training a 1 097 902 3e6 985 ?40 - - 1 097 902 386 985 70 C -692 798 - 6 968 260 - - - 692 798 - 6 968 260 3 -38.61 - 1.77 - - -38.61 - 1.77 A - ---- Advance a 233 133 48 -01 k8å. - 233 133 48 701 '86 C •233 133 48 '0186 - - +233 133 + 48 701 486 5 100.00 + 100.00 - - + 100.00 . 100.00 A - -- - - Education III PPW 1 579 576 662 713 331 - - 1 579 576 662 713 331 C 1 579 579 + 662 713 331 - - +1579576 +662 713 331 0 + 100.00 * 100.00 - - + 100.00 + 100.00 A 14 010 000 3 282 200 000 3 650 000 303 000 000 17 660 000 3 %5 200 000 AL 5 10 063 302 3 -9 32 000 1 11 .75 41. 9-4 348 11 :77 777 4 161 301 3-à C - 3 966 698 667 127000 - 2 535 525 -391 325 652 -6 42 223 26 1 3-8 5 - 28.17 + 21.66 - 69.67 - 8.70 - 36.71 7.Ii A u Appraisal Estlmie 5 * Actual Costa c - Ditternce. CHANGEB IN CATEGORIES IRING PROJECT IMPI.IP" ION At appraisal Actuai A. Civil works includes water supply and site 1. Civil Works A + B (furniture) C (part of. development building materials) B. Furniture : financed by ADF and GBF 2. Buildin materials = part of C (self-help construction only) C. Equipment and materials includes building materials, vehicles and agricultural equipment 3. Experts, audits, fellowship and vehicles = D + part of B (for the PIU) + part of C D. Specialist services technical assistance, (vehicles and office equipment) consultant services and fellowships E. Staff and other operating costs 5. Local training = F F. Localdtrainingrcosts 6. Refund of advance for project Creparation (. cludes expenditures in C, D and E h 7. Initial deposit in special account (increased twice during project implementationl 8. Agricultural equipment = part of C 9. Education III PPF includes several categories of expenditure 10. Unallocated = physical and price contingencies 5. Loal tainig = I4 F. Lcal raiing ost Annex 3.4 r jr 12I ---1s - - - - - c blie ifli t1 u~0 1!0 4 f e 0l . 11ETAlLED DIeSIUMEÆTS (li CAIE!R) Category Currency 1960 1981 1982 1983 1984 l2R5 1986 TOTAL Disbursed Comitted IDOA R F - Project 1. C1vi Morks FCFA 33 147 086 60 247 164 268 462 307 50 993 166 115 968 811 23 773 723 162 834 912 715 427 169 201 787 151 917 214 320 US$ - 114 735 182 995 723 172 122 127 261 765 25 996 452 319 l 883 109 531 133 2 414 242 2. materials FCFA - 13 146 326 15 507 690 32 794 588 13 770 818 22 579 290 2 855 200 4 061 765 104 715 677 29 535 190 134 250 867 US$ 47 495 46 198 51 691 30 664 50 411 44 490 11 283 282 233 79 604 361 836 3. Technical FCFA - 134 194 414 125 134 851 271 028 282 161 171 760 223 721 344 45 425 890 94 357 518 1 055 034 054 - 1 055 034 059 Assistance US$ - 495 385 371 454 702 798 363 773 443 795 184 892 262 104 2 824 201 - 2 824 201 4. Operating FCFA - 77 5'l9 721 132 560 540 180 509 778 79 940 461 133 066 842 10 650 600 143 115 865 757 443 807 177 672 004 935 115 811 Costs US$ 2 2 713 410 211 481 488 191 992 289 790 58 325 397 544 2 112 063 495 422 2 607 485 5. I.ocal FCFA 60 731 984 78 610 901 77 715 363 30 911 315 65 363 521 10 188 840 63 463 816 386 985 740 - 38 985 7 Training US$ 225 484 243 466 203 083 73 945 148 676 26 962 176 288 1 097 902 - 1 097 902 6. Advance FCFA - 48 701 484 - - - - - 48 701 484 - 48 701 464 (røfund) US$ - 233 133 - - - 233 133 - 233 133 7. Special FCFA 125 346 000 - - 137 648 000 -38 527 SO0 -53 608 353 - - - Account US$ 600 00- - 320 000 - ' 62 - 142 885 - 677 354 - - - 8. Agricultural FCFA - - f 200 - - - 513 950 17 154 583 18 305 733 2 980 003 21 285 736 Equipmt US$ - -072 - - - 1 362 47 652 51 086 8 316 59 402 9. Edecation 11 FCFA - - - - 237 771 382 222 4- 150 52 574 711 149 924 08 662 713 331 - b62 713 331 PPF us$- - - 501 812 603 596 57 712 416 456 l 579 576 - 1 579 576 TOTAL FCFA 125 346 00 367 521 015 412 698 346 830 510 318 712 206 902 744 615 458 92 374 561 634 912 547 3 749 327 000 411 974 348 4 161 301 348 us$ 600 000 1 698 944 1 256 396 2 162 230 1 604 313 1 698 271 256 857 1 086 292 10 063 303 1 114 475 11 177 777 Sm : The Morld lent and OFOM. - 60 - Anne) 3.6 DISRMSDHNTS COPARATUE SCHEDUIM (us$ 1)00) Disbursements Accumulated As % of Total Year Semester Appr. Actual Appr. Actual Appr. Actual 1 850 - 850 - 6.07 0.00 1980 2 1 200 600 2 050 600 14.64 4.29 1981 1 1 600 978 3 650 1 578 26.07 11.27 2 1 650 421 5 300 1 999 37.86 14.28 1982 1 1 700 681 . 7 000 2 680 50.00 19.14 2 1 600 575 8 600 3 255 61.43 23.25 1983 1 1 800 1 080 10 400 4 335 74.29 31.11 2 1 250 1 083 11 650 5 418 83.21 38.70 1984 1 1 350 860 13 000 6 278 92.86 44.84 2 1 000 743 14 000 7 021 100.00 50.15 1985 1 - 583 - 7 604 - 54.31 2 - 1 116 - 8 720 - 62.29 1986 26/03 - 257 - 8 977 - 64.12 30/06est.- (1 109) - (10 063) - ( 72.04) CREDIT ALIDCATION Appraisal CredIt Re- Re- Committed Final ReWrt Agreement alLocation allovat. ion. Disbursed epses cost Cancelled Category (28.09.79) (15.11.79) VIn-mning (12.181 (h.T8.' (.*6.0.86) 83P.12.85 (30.7W86) Awmt 1. Civil Works 1 843 000 2 000 000 78 " 000 000 1 350 000 1 140 790 452 319 1 883 109 116 891 5.84 2. Building Materials 1460 000 400 o 7M 1400 on0 250 000 20 950 it 283 282 233 117 767 29.44 3. Technical Assistance 3 790 000 3 500 000 100 3 550 000 148 000 2 562 097 26? 104 2 824 201 725 799 20.45 4. Operational Costs 3 780 000 3 900 000 81 3 900 000 1 450 000 17T1h 519 397 54 2 112 063 1 787 937 45.84 5. Local Training 1 410 000 1 255 000 100 1 255 000 815 000 921 614 176 288 1 097 902 157 098 12.52 6. Advance Funds - 2Ih1 000 100 145 000 234 000 233 133 - 233 133 11 867 4.84 ON 7. Special Account - 600 000 - 920 000 920 000 677 354 - 677 354 - 920 000 - 8. Agricuitural Kquipent - 100 000 i66 100 000 3 000 3 434 47 652 51 086 48 914 48.91 9. Education III. PPF - - 100 1 iIll 000 1 600 000 1 163 120 416 456 1 579 576 -279 576 -21.51 - Unallocated * 2730 000 P 000)00 - 330 000 30 000 - - - 330 000 - TMTAL 14 010 000 11 000 000 - 14 000 000 9 400 000 8 977 011 1 086 292 10 063 303 3 936 697 28.12 1/ Reallocation proposed by IDA; this was finally not taken into account. 2/ DFCM estimates. PROGRESS IN IMPLEMENTATIOQ-THE TRAINING AND POST-TRAINING ACTIVITIES OF THE PRO3ECT February 1982 February 1983 End 1984 May 1985 C.F.3.A. 1. Number of operating C.F.3.A. 562 619 634 636 2. Total enrolment 15 588 15 234 14 866 16 109 3. Girls enrolment - 1359 (9%) 1 517 (10%) 1910 (12%) a 4. Average enrolment per Centre 28 25 23 25 5. Attrition rate per year (%) 16 12,6 12,5 - 6. Enrolment of students under IS years age(%) 47 39 65,6 59,3 7. Utilization of national languages (%) 73 87 87 87(estimate) 8. Number of operating CVC 70 75 80(estimate) 85(estimate) G.3.A. 9. Number of existing GJA 268 423 300(1) 394(estimate) 10. Number of G3A members 6 466 8 350 7 500 8 176(estimate) 11. Average number of members per G3A 23 20 25 21 12. - Number of equiped G3A 40 189 189(estimate) n.a. 13. Number of "Animateurs" n.a. n.a. n.a. 65 Source: Prepared by the Mission. STAFF OF THE DFOMR (November 1985) Training CENTRAL SERVICES CIRCUMSCRIPTIONS Centres for Trainers TITLES 2 . .2- z Totals FJAEngineer 1 4 1 - - 2 --- I- --.-- - ---- ------- - - --------3 12 Agr.Engineer - 1 2 4 3 1-- --- ---- - - - - - - - - - ------------------------ II Livestock Engineer - I - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I Rural Engineer. --- - - I 1wist - - - - II Sociologist - - - - I - Econom. Adviser - - 3 -- ---- - - - - - - - - - - - - - - ------------------------- 3 LanguageTeacher - - ----- I-- - - - - - - - - - - - - - - ----------------------- 2 Teachers - - - - - I------------------*--- - - - - - - - - - - - - I - 3 FamilyEcon.Tech. I-- ---- ---- --- --- - - - - ---------------------------- Agr.Advisor I-- ---- ---- -- - - - - - - - - - - ---------------------------- I Chief Ino. Sect. - 2 -- ---- ---- --- - - - - - - - - --------------------------- 2 F3AAdvisor 2 5 i I - - I - 2 2 1 2 1 2 1 2 2 2 1 2 2 2 3 2 2 4 4 2 - 1 2 54 Econ. Aff. Ast. - - 2 -- --- ---- - - - - - - - - - - - ------------------------- 2 Econ.Aff.Aut. - 2 - I----- -- - - - - - - - - - - - - - -------------------------- 3 Agr.Tech.Adv. - 3 1-- ---------- -- - ---------------------------- 4 F3AAssist. I II - - - 1 -2 3 2 11 - - 2 1 2 1 1 2 1 3 2 - - I 1 31 Agr.Tech.Agent - I - - 2 - - - - - - - - - - - - - - - - - - - - -1- 4 FJA Trainer 5 3 6 1 - - I 5 59 69 50 58 30 28 38 36 97 51 30 46 71 46 65 72 21 4 4 2 - 2 1 90111 Fin.Serv.Agent -- --- - - - - - - - - - - - - - - - --------------------------- --- I OfficeClerk 3 - 3-- --- ---- - - - - ------------------2-------- - - 3 FanceAst. I ------------ ------ - - - - ---- --- --- - - 1 Pub.WksWorker I- - - - - - - - - - -------------------- - ------------- 2 SocialAssist. 1 2 - ------------ - - - - - - - - - - - ----------------------- 4 TemporaryAgent 10 2 3 - - - 2 - - 3 1 - - 1 2 1 2 1 - 1 4 1 2 - - 7 13 4 - 9 F3A Eng. Student - 5 -- ---- --- -- - - - - - - - - ---------------------------- F3A Advisor Student-- --- -- - - - - - - - - ------------------------ - -20 - - - 20 F3A Assist. Student - - - - - - - - - - - - - ------------------ ----------------35 - - - 35 TrainerStudent ---- --- ---- ---- -- - -------------- -39 - 30 - - - 69 Total 24 30 23 It & 3 7 8 63 77 5 61 32 31 41 41 102 36 32 S0 79 50 75 76 23 6 18 43 3 * 3 12*6 I' Source a DFOMR. I/ 736 of whom are repon- bi for training at the CFJAs; the remaining number corresponds to the 96 mixed centres for boys and girls which require two trainers each. Ninistry of Agriculture aal Livestock (NAE) ORGANIGRAMME Of THE D.R 0.M.R. - .fuly 1A5 WIRECTION DE AA FWUTW ET Dr L i4MSAFEW DU MGWDK RURPL) 5. A. F. SR. P. Fo SA AR. R.C M A A B.E. SAF Administrative and Financial Service SRA Service of Agrarian Reform SRPF Service of Training and Pedagogical Research BSES Tracer Appraisal and Statistics Office SVAR Service of Agricultural Extension and Rural Animation CFFA Training Centre of Agricultural Trainers SPOC Service of Promotion of Cooperative Organization CPR Rural Promotion Centre SMA Service of Agricultural Mechanics BCDR Representative of the National Political Party - 65 - Annex 4.4 F.3.A STAFF LOCAL TRAINING (1979-1987) Enrolment Duration Training Period Trainees Graduates Training Field Centre (months) (months) 1. Trainers (men) Sept. 1979 - Sept. 1981 50 41 17* 3 January 1982 - Dec. 1983 50 50 17* 3 January 1984 - Dec. 1985 39 39 18 3 2. Trainers (wan) Nov. 1984 - Nov. 1986 30 - 19 2 3. Assistants Nov. 1982 - May 1984 35 34 12 4 Oct. 1984 - July 1986 35 - 23 4 4. Advisors *4* Oct. 1979 - April 1981 20 19 ) 3 )10 3 Nov. 1981 - April 1983 20 20 ) 2 ) 12,5 4 Oct. 1983 - March 1985 20 20 14 4,5 Nov. 1985 - June 1987 20 - 11 7,5 * Farako-Ba Kambouince 11 *** Kambouince I *~** Applied Sciences Study Center for Western Africa (Bobo Dioulasso). Source: D.F.O.M.R.