Malagasy Republic - Tananarive Education Project

CIRCUJLATING COPY Document of TO BE RETURNED TO REPORTS DESK The World Bank FOR OFFICIAL USE ONLY Report No.1143 PROJECT PERFORMANCE AUDIT REPORT ON THE MADAGASCAR FIRST EDUCATION PROJECT (LOAN 510-MAG) April 21, 1976 Operations Evaluation Devartment 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. TABLE OF CONTENTS FOR OFFIIAL USE ONLY Page No. Project Performance Audit Memorandum 1-4 Attachment: Project Completion Report Project Data A.1 Summary and Conclusions A.2 Recommendations A.3 Organization and Management A.4 Physical Execution A.5 Cost and Financing A.9 Operational Results A.10 The Project Institutions A.15 Institut National Superieur de Recherche et de Formation Pedagogique (INSRFP) A.15 Lycee Technique du Genie Civil (LTGC) A.17 College Technique Mixte (CTM) A.18 Lycee Technique Commercial (LTC) A.20 Centre National d'Education Physique et Sportif (CNEPS) A.22 List of Annexes to the PCR: Annex 1 - Madagascar Education Project Completion Summary of Costs and Areas Annex 2 - Total Project Cost - Estimated and Actual Annex 3 - Disbursements - Forecast and Actual Annex 4 - Schedule of Disbursements Annex 5 - Planned versus Actual Enrollments and Boarding: 1968-1974 Annex 6 - Institut National Superieur de Recherche et de Formation Pedagogique: Enrollments by Specialization, Class and Sex, 1968-1974 Annex 7 - Lycee Technique du Genie Civil: Enrollments by Specialization and Class, 1968-1974 Annex 8 - College Technique Mixte: Enrollments by Specialization, Class and Sex, 1967-1974 Annex 9 - Lycee Technique Commercial: Enrollments by Type of Diploma, Grade and Sex , 1970-1974 Annex 10 - Centre National d'Education Physique et Sportif Enrollments by Sex 1967-1974 Annex 11 - Availability and Utilization of Teaching Staff by School: 1974 Annex 12 - Availability and Utilization of Educational Facilities: 1974 Annex 13 - Recurrent Expenditures by School: 1973 Annex 14 - Diplomas Awarded by the Schools of the Complexe Scolaire d'Ampefiloha by Specialization: 1969-1973 Note: Currency Equivalent (FMG) Up to August 1969 US$1 = FMG 247 August 1969 - 1970 US$1 = FMG 278 - 1971 US$1 = FMG 261 - 1972 US$1 = FMG 256 - 1973 US$1 = FMG 235 - 1974 US$1 = FMG 240 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. PROJECT PERFORMANCE AUDIT MEMORANDUM MADAGASCAR FIRST EDUCATION PROJECT (LOAN 510-MAG) 1. This memorandum reports on an audit of achievements under the Madagascar First Education Project for which Loan 510-MAG of Augist 1967, in the amount of US$4.8 million, was fully disbursed during February 1974. It is based mainly on the attached Project Completion Report (PCR), with which there is no substantial disagreement, and supplemented by a review of Bank files and discussions with Bank staff involved in the project. 2. The US$7.10-1 million project for which the loan was extended comprised the construction, furnishing and equipping of three technical schools and two teacher training institutes and related boarding and communal facilities, to be located on a single site in Tananarive. The Government originally requested assistance in late 1963; pre-appraisal was undertaken in 1964, and appraisal, in May-June 1965. The Loan Agree- ment followed appraisal by two years owing mainly to Bank requirements for prior acquisition of the proposed site and preparation of preliminary architectural plans. 3. The main objective of the project was to increase the supply of graduates from the five institutions. Expansion of the three technical schools - the Lycee Technique du Genie Civil (LTGC), the Lycee Technique Commercial (LTC), the College Technique Feminin (CTF)2/ - was justified on the basis of an acute shortage of skilled and semi-skilled manpower for commerce and industry. Expansion of the Institut National Superieur de Recherche et de Formation Pedagogique (INSRFP) and the Centre National d'Education Physique et Sportif (CNEPS), responsible for training academic secondary and physical education teachers, respectively, was justified in terms of Government plans for expansion of the formal education system and Malagasization of the teaching force. The new construction of the project institutions was required to support a planned 131% increase in available student places, from 1,350 to 3,120. 4. Under the project, construction of the large school complex was efficiently implemented in line with appraisal cost estimates. The five schools were equipped and operating by the end of 1972.3/ Objectives for expansion of enrollments and implementation of planned educational programs have been largely achieved, or are being pursued with some delay, and most project school graduates have been readily absorbed into the labor market. However, these results have been attained at high investment costs per student place by East African standards. During implementation, difficulties 1/ Including contingencies at 15% but excluding the cost of land, not re- imbursed under the loan, and a small amount of equipment to have been provided by UNESCO. 2/ Converted to a coeducational institution, the College Technique Mixte (CTM), in 1973. 3/ The final closing date was postponed by eight months, to February 1974, to allow for reimbursement on additional equipment items and outstanding site development. - 2 - were encountered in applying Bank-required procedures for equipment procurement and there were delays in planning for efficient utilization of completed facilities. 5. Bank insistence on pre-project site acquisition and architectural planning prevented substantial delay in the onset of site development. The efficiency with which the construction program was subsequently carried out can be attributed to the competence of the required project unit (set up in the Ministry of Public Works and comprising mainly architects and engineers), and to the advantages of implementing and supervising a project executed by a single contractor on a single site. 6. Problems encountered with the preparation of equipment lists and related bidding documents stemmed generally from project unit inexpe- rience with Bank-required competitive bidding procedures, but also from inadequate coordination between the project unit and the Ministry of Cultural Affairs (MOCA), responsible for preparation of equipment lists and educational planning under the project, and from the absence of a full-time project unit procurement officer. When agreed bidding procedures were violated in 1970, the Bank quickly required appointment of an MOCA educator and a full-time procurement officer to the project unit and ef- ficient implementation, in compliance with all but a recommended 90-day bidding period, was achieved thereafter. Early inefficiencies might have been foreseen by the Bank, especially in view of the divided equipment procurement responsibility, and ameliorated by early "critical assistance" supervision and appropriate project unit staffing. 1/ 7. The final project cost, US$6.85 million equivalent, of which 75% was allocated for civil works and site development, represented a savings of 4% over the appraisal estimate. Nonetheless, completed buildings reflect elements of excessive and impractical space allocation and of over-design (PCR 2.02, 5.06-5.09). 2/ All architectural plans had been prepared by a group of local consultant architects (as required by loan conditions) for whom there was little incentive to produce economical designs, in part due to low public sector fees received. The Bank had required some reductions in preliminary design standards but recommended only minor modifications thereafter. Had the Bank reviewed architectural plans (in relation to educational needs) more carefully before extending final approval, it might have required reductions for an equally effective but more economical project. The quantities and quality of some project equipment are also in excess of educational needs (PCR 8.09, 8.17-8.18). While instructional items (representing 11% of project costs) must be considered a minor project component, more thorough Bank review of equip- ment lists might have resulted in the elimination of unnecessary items. 1/ Five of seven Bank/IDA education projects previously audited suffered similar inefficiencies. 2/ A complete breakdown of possible project savings is not presented in the PCR, but elimination of a little utilized auditorium and courtyard designs alone (PCR 5.06, 5.07), would have reduced the cost of site development and construction by 12%. - 3 - 8. Satisfactory progress towards achievement of the project's educational objectives stands in contrast to difficulties encountered in other completed Bank projects comprising technical schools (with the exception of the Thailand Vocational Education Project) and can be attributed largely to the pre-existing strength of the project institu- tions and the absence of complex loan requirements for such items as curricula revision. Continuing use has been made of French-based programs which appear to be largely appropriate in view of the success of gra- duates in obtaining employment. 1/ In compliance with loan conditions, project schools have been appropriately staffed with Malagasy and French technical assistance teachers, except in the case of provision of teachers for a hotel management program at the CTM (not yet implemented as of January 1975); and, an agreed overseas teacher training fellowship pro- gram has been implemented, though few trainees pursued recommended tech- nical courses of study. 9. Progress towards efficient utilization of project facilities has been less satisfactory. Enrollments reached only 79% of capacity during 1974/75, owing largely to deviations from planned academic schedul- ing, announced late in the construction period, and to inadequate provi- sion of boarding scholarships at the technical schools (PCR 7.02). 2/ Initial detailed educational planning was completed with delay during 1971 by the project unit educator (appointed only during 1970). As in the case of procurement, an earlier Bank requirement for appointment of an educator, and more Bank guidance on the timely preparation of educa- tional plans, might have improved the efficiency of early project oper- ations. A framework for the subsequent monitoring of facility utiliza- tion, highlighting necessary complementary inputs (e.g. an improved scholarship or loan scheme), might also have resulted. Similarly, more specific requirements for scheduling educational research activities, to have been carried out by the INSRFP as agreed in a supplementary letter, might have increased the very limited progress made under this item (PCR 8.05). 10. The overall efficiency of implementation, and the relatively successful achievement of educational and manpower objectives under the Madagascar First Education Project, demonstrate the advantages of compact first projects requiring modest educational inputs. Nonetheless, problems encountered during implementation confirm general conclusions drawn from earlier audit exercises in support of: (a) development of specific guide- lines for monitoring progress (through continual supervision by the project 1/ It has not been possible to determine the present (or expected) increase in output from the project technical schools, owing to the absence of baseline appraisal data and the lack of reference to repetition and dropout rates in the PCR. However, graduates of the mainly commercial, construction and public works, and textile industry-related programs have been successful in obtaining wage employment and teacher trainees have been readily absorbed into the profession. 2/ Full enrollments had been envisaged to coincide with the transfer of operations to the new facilities. unit and Bank) in order to support effective utilization of project facil- ities and fulfillment of agreed research objectives; (b) early Bank at- tention to possible difficulties in the application of required procedures, particularly for procurement; and (c) early complete staffing of project implementing units (to include educators). 1/ Finally, experience gained from implementing the project points to the continuing need for careful Bank review of architectural plans and equipment lists prior to approval. The relevant questions are how best to reduce the possibility of higher than necessary investment costs in view of difficulties imposed by distance, lack of clear standards for agreement on appropriate design and equipment requirements and the additional Bank staff time required. 2/ 1/ It should be noted that a relaxation in Bank requirements recently applied to education projects (in line with Central Projects Memo- randum No. 7.12), should improve overall procurement efficiency and that present policy is to include educators in project units. 2/ The conditions under which the Borrower retains architect consultants for Bank-assisted education projects might merit review. Schools built under the Thailand Vocational Education Project also suffered over-design. There, foreign consultant architects were paid low fees and in addition were unfamiliar with local conditions. COMPLETION REPORT MADAGASCAR - LOAN NO. 510-MAG FIRST EDUCATION PROJECT PROJECT DATA 1 .01 The Loan Borrower The Malagasy Republic Loan Amount US$4.8 million equivalent Actual Disbursements US$4.53 million Cancellation US$0.27 million Date of Loan Agreement August 23, 1967 Effective Date October 24, 1967 Original Closing Date June 30, 1973 Final Closing Date February 21, 1974 Terms of Loan 30 years including 10 years of grace Interest Rate 6% p.a. Current Exchange Rate FMG 235 per US$ Average Exchange Rate of Disbursements qMG 258.8 per US$ Appraisal Report TO-510d 1.02 The project aimed at helping to meet the need for an expansion and improvement of teacher training and secondary technical education institutions. This was to be effected by the relocation and expansion of three secondary technical institutes and two teacher training institutes into a "Complexe Scolaire de Tananarive". The project consisted of the construction, furnishing and equipment of academic buildings, student hostels, staff housing and communal facilities for the following five schools in a single complex: (a) Lycee Technique du Genie Civil (LTGC) - 800 students; (b) College Technique Feminin Commercial, Menager et Hotelier, now renamed College Technique Mixte (CTM) - 490 students; . (c) Lycee Technique Commercial (LTC) - 1,530 students; (d) Institut National Superieur de Recherche et de Formation Pedagogique (INSRFP)- 230 students; (e) Centre National d'Education Physique et Sportif (CNEPS) - 70 students. - A-2 - LTGC recruits students in grade 11 after completion of the lower cycle of secondary education, and offers a four-year program of general and technical courses; graduates are awarded the Baccalaureat Technique. CTM accepts students after completion of grade 9 and offers a four-year program in general education with emphasis on home economics. LTC admits students after completion of grades 9 and 10, for a four-year program of general education and commercial subjects leading to the Brevet Professionel or the Baccalaureat; a post Baccalaureat program of two years is also offered for higher level technicians. INSRFP and CNEPS recruit among Baccalaureat holders for programs of various lengths (2-4 years) leading to the teacher training certificate. INSRFP also offers a one-two year program to train pedagogical counsellors and inspectors. 1.03 The total project cost was estimated at US$7.2 million, to be financed by: (a) a Bank loan of US$h.8 million; (b) a Government contribution of US$2.3 million; and (c) UNDP equipment contribution to INSRFP of US$0.1 million. 1.04 Project Objectives. The project had the following objectives: (a) to help alleviate the critical shortages of skilled workers by increasing the enrollment of the three secondary technical schools from 1,220 students to 2,820; (b) to help meet the need for teachers for the lycees (grades 7-13) and the colleges d'enseignement general (grades 7-10) by increasing the enrollment of the Institut National Superieur de Recherche et de Formation Pedagogiques from 100 to 230 by 1969, and by increasing the enrollment of the Centre National d'Education Physique et Sportif from 27 to 70 by 1971. In addition to the specific objectives outlined above the project was designed to reduce Madagascar's heavy dependency on expatriates who at the time of appraisal occupied most of the teaching positions in secondary schools. Summary and Conclusions 2.01 The first Bank education project in the Malagasy Republic (510-MA(i) aimed at improving the facilities and increasing the number of - A.3 - graduates of two teacher training institutes and three secondary technical schools. It comprised buildings and equipment for the five institutions located in a single complex (Complexe Scolaire) in the capital city, Tananarive. Final costs are close to appraisal estimates and primarily because of exchange rate fluctuations, some savings were achieved. The implementation period was extended by seven months to permit completion of site works and minor purchases of equipment (paras. 5.01, 6.01 - 6.05). 2.02 Project school facilities are structurally sound and in good condition. Floor areas per student are generally reasonable, although those for workshops are generous. Additional savings could have been achieved without sacrifice in the quality of education. There is an over- supply of classrooms and laboratories. Workshops in one school are fully utilized, but specialized classrooms in another are substantially under- utilized. Boarding facilities are also under-utilized. Some of the equipment appears extravagant and, at least one school is oversupplied. There are no shortages of consumable materials and appropriations for and the distribution of recurrent expenditures are adequate. Maintenance varies from school to school and ranges from very good to poor (paras.h.o,5.05-5.07,5.10,7.06,7.07,7.11 2.03 The project school teachers are for the most part university graduates. Classroom instruction is traditional but principals and individual teachers assist students in tailoring their training to employ- ment needs as they appear in the labor market. The number of students per teacher is low and could be increased without sacrifice in quality of instruction. Teacher workloads are also low. Curricula are in general adequate and well balanced (paras. 7.03 - 7.05). 2.04 The project has not been fully successful in reaching the overall enrollment targets, although the two teacher training institutes have exceeded theirs. It has also not achieved a balanced regional distribution of enrollment. Most of the school graduates have no difficulty in finding wage employment, although some continue into further education or become self-employed (paras. 7.01, 7.02, 8.05, 8.10, 8.14, 8.19, 8.24). 2.05 Administrative staff of the project schools is efficient and collaboration with local private commercial organizations is close, resulting in great benefits to at least one of the schools (paras. 7.13, 8.19, 8.22). Recommendations 3.01 The Bank should review more critically architectural design proposals before approval as substantial savings could be derived (paras. 5.06 - 5.07) and require tender periods of at least 90 days for international competitive bidding of the costliest instructional equipment items (para. 5.10). - A.4 - 3.02 The Bank should continue to state explicitly in the Credit- Loan documents, its policy of non reimbursement against taxes and import duties (para. 5.10). 3.03 By letter, the Bank should suggest to the Government that it should: (a) make scholarship allocations in the Ministry of Education budget in time for the beginning of the school year (para. 7.02); (b) endeavor to achieve a more economical student teacher ratio through increases in class size and in teacher workloads (para. 7.05); (c) endeavor to improve the upkeep and maintenance of educational facilities in those schools where it is not adequate (para. 7.07); (d) explore ways to improve the regional distribution of the students in the project schools in order to achieve a better distribution of educational opportu- nity (paras. 8.06, 8.11, 8.20); (e) review the demand for specialized manpower in areas like mining and geology and increase the enrollment, at LTGC, as it deems necessary (para. 8.10); (f) explore ways to increase the enrollment of LTC, and CTK, at least to the appraisal report target (para. 8.11, 8.22); and (g) study carefully the requirements of the tourism sector before proceeding to open the hotel keeping section at CTM, and find alternative uses for the facilities until the tourist inflow in the country is normalized (para. 8.13). Organization and Management 4.01 Project Unit. As required by the Loan Agreement, a project implemeltation unit was set up within the Ministry of Public Works (Ministere de l'Amenagement du Territoire - MAT). The unit was headed by a full time director (a Malagasy architect seconded from the Ministry of Works), staffed by two architects and an engineer, and assisted by a procurement officer and an accountant. The project unit was able to execute the building operations with a minimum of supervision from the Bank, and only six supervision missions, including the completion mission, visited Madagascar during the period May 1968 to October 1974. The time intervals between these missions was 11-19 months. - A.5 - 4.02 The project unit, perhaps through overeagerness coupled with a lack of understanding of the Bank's procurement procedures had diffi- culties with the preparation of equipment lists and with the subsequent international tendering (para. 5.10). 4.03 The relatively few supervision missions and limited amount of correspondence required for the implementation of this project attest to the professional and management capabilities of the project unit, in particular the program director, and the relative simplicity of imple- menting a large project consisting of basically repetetive structures on only one site, under a suitably pre-qualified building contractor, and close to a main population and administrative center. For example, the project director was able to visit the site works several times per week and regular weekly site meetings were held. Problems that did occur were quickly dealt with. 4.04 Architectural Consultants. As required by the Loan Agreement, architectural consultants were retained by the Borrower. Three Madagascar based firms were employed for the designs of a2 project buildings and, although there were differences in design and costs per m2 among the firms, the end result is remarkably cohesive due to the high design standards and the extensive use of locally produced materials (bricks, reinforced concrete, precast terrazo floor tiles, and timber) which were insisted upon by the project unit. The work was correctly apportioned so that the major areas where standardization was possible, such as LTGC, LTC, CTM, and dormitories were given to one architectural firm. Finishes are generally austere and designed for low maintenance. 4.o Professional fees and MAT management charges amounted to about 4.5% of the total cost of civil works and site development as against 8.2% at the time of appraisal, reflecting the lower architectural fees (2.5%) paid by the public sector as compared to the private sector (6%). The result of comparatively low architectural fees was that the consult- ants had little incentive to research into, and design low cost facilities, and the project unit indicated that their cost control role was conse- quently made much more difficult. Physical Execution 5.01 General. All physical facilities included in the project description have been provLded. The total project period was 6-1/2 years from Loan signing (August 1967 to February 1974) as against 5-3/4 years as estimated at appraisal. This was caused by delays in the extensive site filling operations in the early stages, and for the completion of Loan withdrawals on additional minor purchases and site works towards the end of the project period. All buildings works were completed within the 3-1/2 year program envisaged at the time of appraisal, the bulk of this work was actually completed in two years and nine months. - A.6 - 5.02 Site Development. The site, a former rice paddy, was acquired by the Government prior to Loan negotiations and was part of a planned eastward extension of the city of Tananarive which included the reloca- tion of the main government ministries. Fourteen hectares were filled to an average depth of one meter, providing for a usable site area of 11.8 hectares (29.1 acres). Filling operations over a period of 22 months involved the transportation of 260,000 m3 of earth fill, for a distance of about 10 km. at a cost of US$260,000 equivalent, or about 5% of the total buildings and site works cost. 5.03 Due to poor ground load bearing capacity, piling was used for all buildings over two stories in height and an average pile depth of 15 meters was recorded. Although piling is normally considered a rela- tively expensive foundation method, considerable savings on site costs were possible over the alternative purchase of the much higher priced and hilly land closer to the city center. The cost of piling was 5% of the building cost, excluding site development. 5.04 Construction. Nine civil works firms were prequalified in accordance with Bank Guidelines, and of this group four firms submitted bona fide bids which were opened on January 9, 1969. A Madagascar based firm SEGEFOP. submitted the lowest bid of FMG 850 million which was accepted. A contract was signed on April 15, 1969 and site possession was taken on May 3, 1969. Two and a half years later, in September 1971, the first academic building, the INSRFP was ready for occupation. All buildings were ready for occupation in December 1972, about three and a half years after commencement of construction, and according to contract schedule. 5.05 The areas of the buildings constructed varied little from those appraised. A total gross area of about 44,000 m2 was provided, close to the appraisal estimate at an average cost including site development of FMG 28,h00/m2 or US102/m2 equivalent. At the suggestion of the Bank, some design economies were made during the project period; principally, in the grouping of dormitory facilities, and a reduction by 50% of the size of the swimming pool for the CNEPS. 5.06 As mentioned above (para. 4.04), the design and construction standards are high, and there are some overdesigned elements such as massive detached reinforced concrete staircases and ineffective heavy concrete brise-soleils. Also at LTGC and LTC, two interior courtyards of the academic blocks are occupied by elaborately desined free standing single story structures (display room, lecture theatre). In addition, many of the buildings, particularly those designed on a courtyard pattern use only a small amount of the available ground floor space as work and habitable areas. The majority of the area has been left unenclosed to form collonades which although attractive occupy about 2,000 m2 of other- wise usable ground floor space. The use of this space as classrooms or - A.7 - dormitories could have resulted in savings of about US$100,000. The justiJ'ication given for this design was that these areas were for shelter during inclement weather; however, more thought should have been given to alternative solutions such as using wider light weight covered walk- ways, or extension of the balconies at the ground floor level to form protective canopies. 5.07 The conference hall which cost about US$400,000 to build and equip is little used. The design of this building with a sloping fan shaped auditorium floor, fixed seating for 1,000 and fully equipped for cinema performances has pre-empted the possibility of much greater use of the facility as a multipurpose hall/gymnasium. This could have been achieved by erecting a simpler rectangular building incorporating a flat floor and equipped with movable stacking chairs or bleachers. The omission of the conference hall from the building program, togelher with the elimination of ground floor collonade areas throughout the campus, would have reduced the final project total cost from US$6.55 million equivalent to about US$6.00 million without significantly altering the effectiveness of the Complexe Scolaire as an educational establishment. This points to the need for more careful review by the Bank of architectural design before approval. 5.08 Actual costs by institution are detailed in Annex 2, a summary is given below: No. of Cost per Student Student in US$ Places Building Equipment/l Furniture/1 Total 1) INSRFP 230 2,066 6o 215 2,885 2) CNEPS 70 h,941 1,002 L2 133 6,075L 3) CTM 490 686 404 157 1,247 4) LTC 1,530 484 66 158 708 5) LTGC 800 1,136 227 180 1,543 3,120 (Avg.) 900 221 168 1,289 6) Communal Facilities/2 3,120 193 71 25ZI 289 1 Cost of equipment and furniture per school estimated by IBRD staff. 2 Cost of communally-used, and partly self supporting gymnasium and swimming pool is included in CNEPS and this artificially inflates substantially the unit cost per student. 13 Cost of refectory furniture is not separately available from cost of classroom furniture. - A.8 - No. of Cost per Student Student in US$ Places Building Equipment - FurnitureL Total Academic & Communal Costs/Student 3,120 1,093 292 192 1,578 (Average) 7) Boarding 888 1,133 - 74 1,207 8) Staff Housing - Unit Cost 15 units 18,887 - 2,877 21,763 1 Cost of equipment and furniture per school estimated by IBRD staff. Although strictly comparable data are not available, the above costs per student place (and area per student place) are equal to or in excess of the high median grouping for the Eastern Africa Region.L 5.09 Landscaping has been less than successful although some 3,000 trees and shrubs were planted; the death or destruction of much of this vegetation is due mainly to the lack of organized campus site maintenance. The cost of landscaping was FRG 33 million or 2% of the total project cost. Many examples of concrete benches and brick flower planters were provided under the general landscaping contract which could possibly have been the object of later practical work training by the students on the campus. This type of work has in fact since been undertaken by LTGC for such training purposes. 5.10 Equipment. Equipment lists were initially prepared by a committee from the Ministry of Cultural Affairs which included principals of the project schools, but which did not consult the project unit during preparation. Equipment tenders were called on April 18, 1970, five days before submission of the lists and tender documents to the Bank for approval. These documents were not in accordance with Bank Guidelines for Procurement as they contained many references to catalogue numbers and brand names. In addition, 13 potential bidders were charged fees of up to US$345 equivalent, depending on geographical location. On May 28, 1970, the Bank requested the project unit to cancel the tender and prepare new equipment lists and tender documents. In October 1970, a full time procurement officer was appointed. New equipment lists were prepared and although criticized by L1 See Unit Costs in Education Projects Office Memorandum (September 27, 1973) Central Projects Staff. - A.9 - the Bank for the over provision of a number of items, they were substan- tially acceptable and tenders were called on May 19, 7,971. The tender period approved by the Bank subsequently proved to be too short at fractionally over two months. Of the 21 firms thnt were not qualified, 13 would have been eligible bidders, if, in accordance with normal Bank Group procurement procedures, a tender period of three months had been used. In addition, it should be noted that Bank reimbursements for equipment and furniture were made against the Borrower's expenditures inclusive of taxes and import duties. The Loan Agreement (Section 3.01) stipulated that the "Borrower shall be entitled ..... to withdrawal .... the equivalent of sixty-nine percent .@.s of such amounts as shall have been expended..... for the reasonable cost of goods ...." De facto, the Bank has reimbursed approximately 95% of the net of taxecst7Tor equipment and .furniture. 5.1-1 Furniture. All furniture was tendered on an international basis, however, only domestic suppliers responded and four were awarded contracts. Locally produced wood and metal furniture accounted for more than 60% by value, of the contract; and imported metal furniture, principally for drawing offices and ccmmercial rooms, accounted for the balance. All furniture purchased is of good quality and is functionally appropriate, although locally produced furniture would have sufficed for most of the drawing offices and commercial rooms. Supply and delivery of furniture presented few problems. Almost all teaching areas depending upon size were supplied with four or five large lockable built in cup- boards under the buildings' contract, however, they were constructed without shelves and since construction few have been so equipped. Sur- prisingly, about 70 classrooms have subsequently been supplied with a free standing lockable cupboard unit instead of the less expensive expedient of constructing shelves in at least one built-in unit per teaching area. Cost and Financing 6.01 The estimated and actual cost was as followst (in FMG Millions) Estimated Actual Difference Difference 1) Site acquisition and Development 318.5 282.3 - 36.2 - 11% 2) Construction 1,026.9 1,051.9 + 25.0 + 2% 3) Equipment 170.0 208.2 + 38.2 + 22% 4) Furniture 139.2 174.0 + 34.8 + 25% 5) Professional fees and supervision 103.5 57.6 - 45.9 - 4h% TOTAL 1,758.1 l,774.0 + 15.9 + 1.0% - A.10 - 6.02 Cost overruns for equipment, furniture, and construction were offset by savings on site development costs and professical fees effectively balancing actual with estimated expenditures '(Annex 3). 6.03 Exchange rate variations, principally a 12% devaluation of the FMG against the US dollar in 1969, permitted a net saving of about US$270,000 or 5% to be made against the Loan of US$4.8 million equivalent. The final project cost excluding land acquisition A was US$6.95 million equivalent against US$6.90 million estimated at the time of appraisal. 6.0, Total cost overruns were minimal, as the original price estimates were realistic. The major items of expenditure on site development and building works, accounting for 75% of total expenditures, were carefully controlled by the project unit and kept close to the original estimates during a period of relative price stability. 6.05 The main building contracts we.re awarded on a variable price basis with pricing mechanisms linked to the national index of labor and material costs. Price revisions under this escalation clause amounted to 15% of the base cost of buildings over the entire construction period; contingencies of 15% for unforeseen events and price increases were ade- quate and compensated almost exactly for actual cost increases. 6.06 Finance. In accordance with the Loan Agreement, the loan was disbursed at the rate of 69% of total expenditures. This disbursement rate continued throughout the project (Annexes 4 and 5). Operational Rosu Ls 7.01 Enrollments and Boarding. The overall enrollment target for the Comlexe Scolaire envisaged at the time of appraisal has not been met. According to the appraisal report, enrollment should have reached 3,120 students by 1971. Actual enrollment data show that in 1974 less than 80% of the planned figure had been reached, although the two teacher training institutes (INSRFP and CNEPS) have surpassed their enrollment target, as shown in the table below: INSRFP LTC LTGC CTM CNEPS TOTAL Appraisal target 230 1,530 800 490 70 3,120 Enrollment 1974 276 1,152 741 230 72 2,71 As percentage of appraisal target 120.0 75.3 92.6 46.9 102.8 79.2 /1 The land cost of US$303,000 equivalenk was not reimbursable under the Credit. - A.11 - In addition, the school facilities of LTGC are used by 110 students of a vocational school; when these students are added, LTGC's total enrollment is over 100% of appraisal estimate. A low proportion (72%) of the boarding facilities is being utilized. No school utilizes fully the boarding spaces allocated to it under the project. CTM has the lowest percentage of utilization (11%); CNEPS (93%), the highest (Annexes 6 through 11). 7.02 Discussions with school principals revealed two reasons for low enrollment and low utilization of boarding facilities. The first is the elimination of the last two grades of first cycle secondary education which were to form a part of the program of LTGC, LTC and CTM, resulting in a four-year program (rather than six). The reasons given in support of these changes were (a) to allow increased enrollment in much more needed professional second cycle courses and, (b) to make recruit- ment of candidates on a national level easier. As mentioned above, enrollment targets have not been met and only 23% of the combined enroll- ments of these schools are from outside the capital city. The second reason is the high cost of boarding. Although some students receive free board (para. 7.13), the majority do not. The cost of bo;krding per student can be as high as FMG 51,000 (US$220) per year, or about 1.6 times GNP per capita. In addition, the budget of the Ministry of Educa- tion is not approved until March or April of every year, that.is as much as three months after the beginning of the school year. As a result, many students who are accepted in the schools after national competition, and who come to the capital from the provinces, expecting to receive a scholarship must return to their home towns in March when they find out they have not been awarded one. By letter, the Goverronent should be advised by the Bank to remedy this situation and to include in the Ministry of Edu- cation's budget a provision for scholarships for the following school year. 7.03 Teaching Staff. The teaching staff of the Complexe Scolaire numbered 206 in 1974, of which h, or 22% were expatriate instructors under bilateral technical assistance programs, mostly French (Annex 12). The percentage of technical assistance teachers varied from nil, at INSRFP and CTM, to as high as 23% and 40% in LTGC and LTC respectively, most of them teaching technical courses where the Malagasy teacher supply is very limited. The quality of national teachers at INSRFP is good; all teachers hold a university degree and have had an average of two years of teacher training abroad, as part of a Unesco program, in their respective fields of specialization. In the other project insti- tutions, the standards are not quite as high but the majority of teachers are qualified. 7.0 About 90% of all teaching hours are taught by full-time teachers. As it is often the case in secondary and post-secondary institutions in French-speaking countries, the average teaching workload (actual student contact hours) for a full-time teacher is low. A teacher at the INSRFP - A.12 - lectures an average of 11 hours per week, but is also engaged in peda- gogical research. Teachers at the LTC, LTGC and CTM (upper secondary tech- nical level) have average teaching workloads between 1 and 20 hours compared with standards of 23-26 hours per week in other countries. 7.o The student teacher ratio in all five institutions are very low, and range from only 9.5 students per teacher at INSRFP to a modest 18.2 at LTC as the following table demonstrates: Full Time Student/Teacher Students Teacher Equivalentz- Ratio INSRFP 281 29.6 9.5 LTC 1,152 63.3 18.2 LTGC 741 55.4 13.4 CTM 230 17.7 13.0 CNEPS 72 6. 11.1 TOTAL 2,476 172.5 14.4 /1 Calculated on the basis of weighted average number of teaching hours per week in each institution. 7.06 Utilization of Educational Facilities. The number of classrooms, laboratories, drafting rooms and workshops were appraised on the basis of 75% usage and, on a 35-40 hour week. Partly because of not meeting enrollment targets (LTC, LTGC, CTM), partly because of lack of qualified teachers (physical science in LTC) and partly because of "longer" week (40-46 hours), there is substantial under-utilization of classrooms and laboratories in all institutions of the project. The most severe case is that of CTM where only 23% of all rejular classroom periods are utilized; the highest utilization is that of LTGC (70%). The percent-ge of utilization of science laboratories ranges from nil at LTC (the labo- ratories have since been put at the disposal of LTGC) to 51% .t INSRFP. The workshops at LTGC,utilized 63% of the time by its own students,are also used by pupils of a vocational school bringing the utilization of these facilities close to 100%. The drawing rooms of LTGC are also used by University students (Annex 13). 7.07 Maintenance. Maintenance is generally carried out at the initiative of the school principals. Because the buildings are still new And are. structurally sound, the present overall standard of maintenance - A.13 - is reasonable, although funds allocated for this purpose are minimal and the time taken to get repairs carried out can vary from two weeks to two months depending upon the urgency of the situation. All labo- ratories were adequately supplied with running water, propane gas and electricity. The degree of overall cleanliness and order in classrooms and laboratories ranged from very good (C2 and LTC) to poor (LTGC). Boarding facilities were kept reasonably clean but some showers and other bathroom facilities were found defective. 7.08 Recurrent Expenditures. Until 1972 the financial responsibility for educational expenditures was shared by central and local governments. The budget of the central governent financed secondary, technical, agri- cultural and higher education. Provincial and local authority budgets financed primary education and the workshop schools (vocational). Since 1973, all public expenditures in education are financed by the central government. 7.09 Complete data on educational expenditures for 1973 are still not available. Preliminary estimates made by the Ministry of Education indicate that the total public expenditures in education amounted to FHG 9.2 billion or about 18.2% of t total current budget, representing about 3.3% of GDP at market prices. t This compares with a level of FMG 5.5 billion at the time of appraisal which represented 16.5% of total public current expenditures and 3.0% of GDP, indicating a small increase of education's share of the nation's resources. 7.10 The combined recurrent expenditures for the five institutions within the Complexe Scolaire plus the maintenance cost of the common facilities for 1973 amounted to EMG 170.7 million (compared to an estimated average annual expenditure of FMG 200 million at time of appraisal) or less than 2% (1.9%) of the total public recurrent expend- itures in education. They are presented below together with unit costs per student by institution: Total Recurrent Expend- Unit Cost Per Student iture Salaries Students Total Salaries Institution PMG FMG FMG EMG Millions Millions No. Thousands U.S$ *Thousands _US$ INSRFP 53.7 37.3 246 218.3 930 151.6 650 LTC 2 ' 8.4 34.4 1,196 h0.5 170 28.8 120 LTGC 41.5 26.8 691 60.0 260 38.8 170 CN 13.1 9.8 209 62.7 270 46.9 200 CNEPS 9.9 7.7 59 167.8 710 130.5 560 TOTAL 166.6 116.0 2,01 69.4 300 48.3 210 /1 These figures do not include technical assistance which is estimated tO oe about FMG 5.0 billion. /2 Does not include the cost of technical assistance teachers. - A.14 - Total cost, and salaries, per student are reasonable and compare favor- ably with other countries in the region. /1 7.11 The detailed breakdown of recurrent expenditures of each institution is presented in Annex 14. On the average each school spends 70% of its recurrent budget in salaries, 10% in materials directly related to instruction and 20% in other materials and miscellaneous expenses. The percentage in the third category is explained by a substantial number of boarders. Three institutions (INSRFP, LTC, and LTGC) spend about 15% of their budget in food. Inspection of classrooms, laboratories and work- shop revealed no shortages of educational materials and indicated 'that this expenditure distribution does allow for sufficient supplies for both teacher and students. 7.12 There are, as expected, large differences in the recurrent unit cost per student. Both total cost per student and salaries per student are substantially higher in the two teacher training institutes (INSRFP and CNEPS) than in the other schools. It should be kept in mind, however, that the costs per student for both LTC and LTGC are substantially under. estimated because of the large technical assistance component in their teaching staff (18 teachers in LTGC and 25 in LTC). The cost to the Government for each expatriate teacher is FMG 85,000 per month and it is paid directly by the Ministry of Finance. Inclusion of this expenditure raises the unit cost per student from US$170 and US$260 to about US$250 and US$350 for the LTC and LTGC respectively. 7.13 Tuition in the Complexe Scolaire is free and a substantial percentage of the students receive financial assistance from the Govern- ment in the form of full or partial payments for board and in rants to parents. All students at the two teacher training institutes (INSRFP and CNEPS) receive free board, but upon graduation, they are required to teach for a minimum of ten years in public schools. Close to 30% of all students in the other institutions also receive financial assistance. The total cost to the state of the financial aid provided amounted in 1974 to over FMG 21 million (US$90,000), of which about FMD 18 million was spent on room and board and FMG 3 million in financial grants to parents. In addition, the Chamber of Commerce donates yearly about 35 scholarships to students of the LTC; this assistance during 1973 was estimated at FMG 1.1 million (US$4,700). Ll Strictly comparable data are not available; see Cost Training Usage of Teachers in East African Countries, Office memorandum (August 29, 1973), East Africa Education Projects Division Files. - A.15 - Financial Assistance Percentage of Students Number of Students Aided All With Assistance Institution Students Total Full Partial Total Full Partial INSRFP 281 281 281 - 100.0 100.0 - LTC /1 1,152 274 156 118 23.8 13.6 10.2 LTGC 741 298 181 117 40.2 24.4 15.8 CTM 230 38 12 26 16.5 5.2 11.3 CNEPS 2 72 72 - 100.0 100.0 - TOTAL 2 476 963 702 261 38.9 28.4 10.6 /1 In addition about 35 scholarships donated by the Chamber of Commerce. Source: Ministry of Education. For Chamber of Commerce scholarships, LTC. The Project Institutions Institut National Superieur de Recherche et de Formation Pedagogue (INSRFP) 8.01 The INSRFP, an autonomous body under the Ministry of Education, was created in 1962 for pedagogical research and to train teachers at various levels. Accordingly, the institute is divided into the depart- ments of Research and of Training. The latter has four divisions offering training for the following: senior secondary school teachers (grades 11-13), junior secondary school teachers (grades 7-10), pedagogical counsellors and, school inspectors. In 1974, however, only junior secondary school teachers (enrollments 234) and pedagogical counsellors (enrollment 42) were being trained at the INSRFP.(Annex 7). 8.02 All students are recruited by competition on a national basis, approximately one-third are from the Tananarive province; a similar proportion are females. All students in the pedagogical counsellor program are experienced teachers, while all students in the junior secondary teaching training program possess the Baccalaureat. Of the latter group, 50% are enrolled in physical sciences, 40% in arts and the remainder in social sciences. - A.16 - 8.03 All teacher trainers at the INSRFP are Malagasy and are qualified, all have university degrees plus two years of teacher train- ing, and in addition, an average of nine years teaching experience. Questionnaires distributed by the mission to a sample of full-time teachers of the Institute revealed that teachers follow educational developments in their field by reading educational periodicals and attending conferences and lectures on education. The normal teaching method is the small working group or seminar together with intensive use of audio-visual materials. Discussions between teacher and students are encouraged. The classrooms are of hexagonal design to encourage informal teaching; however, the classroom furniture is arranged in the traditional pattern for "face to face" teaching. 8.04 The Research Department of the INSRFP is engaged in the "Malagasization" of education, 9ne of the major concerns of the Ministry of Education's proposed reform,L1 and the staff are conducting basic language research with a view of using Malagasy as a medium of instruction. The work done by the staff is forwarded to the Bureau d' Elaboration de Programme (BEP) for its future integration in teaching guides and textbooks. However, it appears that the work of the Institute is limited only to language research and that no contribution is being made by its staff to the research needed for improving curricula content to meet the country's requirements, especially in the area of reorientation of primary education towards rural needs. The mission requested to see some work done by the pedagogical research section but unfortunately, except for some pamphlets in Malagasy, documents were not supplied. A comment should be made regarding the audio-visual section; although it is engaged in preparing audio-visual materials for its own use, one could raise the question why it does not produce slides for other schools in collaboration with the University. At least one school in the Complexe Scolaire (LTC) has bought slides on Malagasy geography from abroad. 8.05 The Side Letter on the educational objectives to be achieved by the project (August 23, 1967) specifically stated that the Research Division of the INSRFP would concentrate its efforts, among other things, on the revision of curricula (para. 8.04); a study on "the feasibility and possible development of educational television;" the production of 10ow priced textbooks; and "a study of the basic causes for present dropout 1 The objectives of the new education reform, as stated by the President in his speech of July 27, 1972, would be the democratiz- ation and "Malagasization" of education. The strategy to achieve these objectives gives priority to the development of basic education for the rural areas; to the introduction of employment oriented curricula; and the promotion of the use of mass-media and the produc- tion of textbooks and other teaching materials in the country. - A.17 - rates ...and of possible remedial causes." It should be pointed out that these objectives have not been met; however, with regard to one of these objectives, a production center for textbooks in Malagasy is presently being contemplated for a possible second education project. 8.06 Enrollment at the INSRFP is geared to the training and employ- ment requirements of the Ministryof Education. For example, the tendency in the last two years has been to increase the enrollment in the physical science section relative to the arts section in order to meet the objectives of the education reform which gives priority to scientific subjects. For this reason, students upon graduation, have no problem in finding employment and are immediately hired into the public education system, either as teachers or as pedagogical councellors. Up to 1973, the Institute did train primary school inspectors; the Director of Primary Education stated, however, that because of financial constraints inspectors would no longer be given pre-service training at the INSFFP but would receive in-service training. Iycee Technique du G4nie Civil (LTGC) 8.07 The LTGC was established in 1955, to train middle level personnel for private building enterprises and departments of the Government. At the time of appraisal, LTGC offered basic instruction in surveying, building construction, public works and sanitary engineer- ing; since the project started, additional subjects have been offered: mining (1970), hydraulics (1970) and geology (1973). Total enrollment in 1974 numbered 741 students (93% of the appraisal target) of, which, over 60% were enrolled in the construction and public works field, followed by 13% in land surveying; the remaining students were evenly divided among the other subjects. As in the other schools of the project, students are selected after national competition; however, only one third of the students come from outside the capital city (Annex 8). 8.08 There are 80 teachers, of which 47 are full-time, including 18 French technical assistance experts, most of whom are in engineering subjects. The majority of Malagasy teachers are university graduates, and 50% of those teaching general courses have received pedagogical training. The curricula is balanced with 50% of the weekly timetable devoted to general education courses and 50% to technical courses. The amount of actual practical work carried out by the students appears adequate. 8.09 The quantity and quality of various types of equipment provided under the project is higher than seems educationally justified; e.g., 60 surveyors levels of different types, 23 theodolites, drawing tables with balancing devices, etc.L.L School officials admit having surveyor's staffs /1 Maintenance of the drawing tables in particular, and of the school in general was less than satisfactory: several tables were observed AO*erely damaged, scratched and not in working conditions and the degree of neatness and cleanliness in classrooms and laboratories was less than desirable. - A.18 - and tripods considerably in excess of actual needs. In addition, the mission observad boxes of equipment (6 boxes, each with 12 metal rods) which had remained unopened for more than two years. Some of the equipment provided, especially a number of surveyors levels and theodolites, are somewhat technologically advanced for secondary technical education. It should be pointed out that the University does not have such advanced equipment and the fact that university students often visit the LTGC to make use of the equipment and the drawing room, is in itself a sign of under- utilization by the project school students. 8.10 In 1973 a total of 63 Baccalaureats were awarded in the fields of building construction and public works (37), surveying (11), sanitation (4), hydraulics (5), mining (4), and geology (2). Except for building construc- tion and public works, it was the first year in which the full secondary education diploma (Baccalaureat, 7 years after primary) was awarded; previously the Brevet de Technicien (BT) or Brevet Professionnel (BP) was awarded after successful completion of six years of secondary education in the fields of surveying, sanitation and hydraulics. 8.11 Classroom facilities are utilized 70% compared with 75% utilization envisaged at the time of appraisal. A problem with LTGC is the provision of all classrooms for 40 students each;whereas due to the high degree of specialization in most subjects,a large number of courses only require classrooms for 5-10 students. It is conceivable therefore that total enrollment could be substantially increased without logistical problems, and without substantial increases in recurrent costs. The present outI of graduates have no apparent problems in finding employment and most a ,,.mployed by the public sector immediately upon graduation. Some of the' graduates continue into further education in the University. However, even though the country is very rich in minerals, and has a large potential in this field, it is not possible to make accurate forecasts of the demand for specialized training in geology and mining, and caution should be exercised before unduly increasing enrollment in these fields to avoid future unemployment among the graduates of these disciplines. College Technique Mixte (CTM) 8.12 The appraisal report referred to CTM as College d'Enseignment Technique Feminin Commercial, Menager et Hotelier whose objectives were 'to train young women for careers in dressmaking, domestic science, middle level office workers and hotel keeping, and to train teachers for such courses." Enrollment was to be increased from 115 to 490 by 1971. To date the performance of CT has been disappointing with only 230 students enrolled in 1974 (para. 7.01), and in addition, only 1! of the 96 available boarding places were being utilized. Although entrance is based on national competition, less than five percent of the students come from outside the capital city. The school became coeducational in 1973, and 29% of the students are males (Annex 9). 8.13 From the point of view of the courses offered, CTM has still to flfill its objectives. In particular, the commercial section began operating only two years ago (1973) and will not be fully operative until - A.19 - 1976, when the transfer of students following similar courses from LTC will be completed. The hotel keeping section is still not utilized even though installations and equipment are there. The school principal cited the lack of qualified teachers as the reason for non-utilization of the facilities. Besides the Director of Technical Education of the Ministry of Education, several institutions are interested in the development of such a section: Tourism Office, Ministry of Finance, Tananarive Chamber of Commerce and hotel managers; the latter having offered to assist by providing some on-the-job training. Conceivably, the section could open next school year (1975) provided that current discussions with the Paris Chamber of Commerce are successful and technical assistance is forthcoming in the form of specialized teachers (hotel cuisine). 8.14 It is envisaged that in a first phase, 1975-1976, CTM will train: (a) two cohorts (May, November) of 65 students for six weeks, with the following breakdown: cooking (20), dining room (20), room service (20), and reception (5); and (b) 30 students as middle level personnel for cooking (8-10), dining room (8-10), room service (8-10), and reception (2-3). Throughout the year the college dining room would be used as a restaurant and would be managed by the hotel keeping section. The Hotel des Termes, located in Antsirabe, would serve the school as an applied hotel for in- service training. In a second phase, training for the lower grades would take place in Antsirabe. It should be noted, however, that the tourism industry is in a state of severe depression as the flow from the former principal market (The Republic of South Africa) has become practically nonexistent and hotels are functioning at only a fraction of the installed capacity (e.g., Hilton, about 20%). 8.15 Presently, the school is divided into two sections: commercial and industrial; the latter subdivided into industrial and domestic dress- making. No problems are foreseen for graduates of the commercial section in finding jobs as middle level office workers. Of the students in the industrial section, those studying industrial dressmaking can also find jobs in the textile industry. Students in the domestic dressmaking section are not as fortunate and for the most part must become self- employed at home. 8.16 There are 23 teachers (83% females), of which 15 are full- time, with an average of 18 actual contact periods per week. The results of the questionnaire distributed by the mission to a sample of the instructors revealed that the majority have neither university background nor teacher training; however, most had more than five years teaching experience. In addition to the contact hours with students they spend between five and ten hours preparing classes or doing related work, but do not read any educational or specialized periodicals or publications. Great importance is attached to the specific skills pupils will need after leaving school and they are trained accordingly; from time to time their knowledge is tested by means of standard examinations or examina- tions prepared by the teachers themselves. A small working group method is in practice but no audio-visual materials are used. - A.20- 8.17 The equipment of the industrial dressmaking section is modern, well utilized and maintained and is similar to the type of equipment encountered in commercial establishments in the trade; as a result it is suitable for the needs of the students. The equipment for the "domestic" section is also modern, but far above in technology and price tag than the average Malagasy housewife can have access to. Modern electric appliances such as pressers, washing machines, and driers are far beyond the reach of the average Malagasy household. 8.18 A more serious shortcoming of the equipment of CTM is represented by the furnishings provided for the hotel caretaking section. Although the Project Director was notified of certain extravagances in the equipment list "for instance, the necessity of four dozen champagne glasses, and for glassware of semi-crystal quality in an education institution," (Bank's letter of March 9, 1971), the mission was able to observe that CTM received, among other items, all types of glasses in .72 units (champagne, cognac, highball, etc.) of "semi-fine" quality, imported French tablecloths and napkins (72), stainless steel silverware (72), imported china (72), etc., to equip the restaurant for 80 persons in the hotel keeping section which is still not in operation. 8.19 As mentioned elsewhere in this report (para. 7.06), CTM has the lowest utilization ratio of classroom facilities provided under the project; only 23% of the maximum number of classroom periods are utilized; in addition, specialized teaching rooms (sewing (5), typing, design, laundry, childcare, etc.) are used at most 35% of the time. Because of this, and because of low student:teacher ratio (13.1, para. 7.05), and not excessive teacher workloads, there is no reason why enrollment could not be doubled or even trebled without large increases in recurrent costs, which could be minimized by recuriting students from Tananarive. If recruitment were to be done in the provinces to ensure a more equitable distribution of educational opportunity, recurrent expenditures would increase in the order of FMG 51,000 per student per year at 1974 prices because the average province student could not afford the cost of board. If all 96 available student boarding places were utilized by full scholarship students, it would imply an additional outlay of FMG 4.3 million per year, at 1974 prices (US$18,400). Iycee Technique Commercial (LTC) 8.20 The LTC was established jointly by the Tananarive Chamber of Comerce and the Directorate of Education in 1955, but it is now fully under the responsibility of the Ministry of Education. The educational objectives of the LTC, as stated at the time of appraisal were "to troin lower and middle level office workers in both the public and private sectors." Although the LTC has been providing these types of training, the training of lower level office workers will be transferred to the CTIM by 1976 (para. 8.12). Because of the great demand for middle level graduates in accounting, administration and management, no problems were foreseen in finding employment for graduates. These expectations have - A.21 - been fully justified and graduates of This Lycee have no trouble finding jobs; on occasions before leaving school. This is the result of the close contact and cooperation established with the private sector through the Chamber of Commerce which in addition to finding jobs for the students also provides financial assistance in the form of partial and full scholarships (para. 7.13). 8.21 Students are selected in a national competition. In 1973, over 3,000 candidates applied for 240 places. In spite of this, recruitment from the regions and provinces for the LTC has been mostly unsuccessful; only 19% of enrollments are from outside the capital city. Aside from the reasons mentioned elsewhere in this report (para. 7.02), other reasons are the large distances involved (e.g., 550 miles from Diego Suarez to Tananarive) and the high cost of transportation, the burden of which falls on the student and his family. 8.22 The type of instruction is adequate as evidenced by the success of the graduates in finding employment. Examination of the weekly time- table for all specialties (administration, management, commerce and economics) revealed heavy emphasis on practical courses. The equipment provided under the project for courses such as typing, accounting and commerce, is modern, well maintained and fully utilized. Unfortunately the same cannot be said of equipment provided for the physics and chemistry laboratories. Apparently due to shortage of qualified science teachers, the curricula of the LTC have all been changed, without notification to the Bank and, now exclude any of the physical sciences. In consequence, the laboratories and the equipment provided with them are not used by LTC and have been transferred for the use of LTGC. 8.23 Other than the financial burden on the Ministry of Education there are no reasons why enrollments could not be increased substantially; at present, only 75% of the appraisal enrollment target has been met (para. 7.01). Detailed enrollment data by type of diploma, grade and sex are presented in Annex 10. The student per teacher ratio is low at 18.2:1, (para. 7.05); the teacher workloads are not excessive and could be increased by about 25-30% without deterioration in quality (para. 7.04); management staff (school principal, accountant, school statistician, etc.) appeared capable and efficient and the overall impression of the mission was that of a well run institution. In addition, there is still a 25. under-utilization of boarding facilities. It is therefore possible to increase enrollment to the appraisal level of 1,530 without a large increase in the recurrent expenditures of the school by accepting more students from the capital, but this would further aggravate the present imbalances in recruitment. Alternatively, if 60 additional full scholarship students from the provinces (equivalent to unutilized boarding capacity) were enrolled, this would imply an increase in recurrent cost, in room and board, of FMG 3.1 million (US$13,000) at 1974 prices. Finally, there is no doubt that the increase in number of graduates could be absorbed; the demand for their skills is strong. - A.22 - Centre National d'Education Physique et Sportif (MTEPS) 8.24 The second teacher training institute in the project (the other being INSRFP) was provided with new enlarged facilities to expand its enrollment from 26 to 70 students by 1971 to meet the need for such teachers in the public education sector and to replace French technical assistance (FAC) teachers in physical education to make possible an increase in the number of FAC teachers in "those subjects for which qualified Malagasies are not or cannot readily be made available." CNEPS has been successful in achieving these goals. Present enrollment slightly exceeds the appraisal target; since 1968-69 it has turned out 86 qualified teachers, and is now turning out graduates at the rate of 25-30 per year (Annex 15). CNEPS has also been the most successful of the schools in the project in regionalizing its enrollment. At present less than 15% of its students are from the capital city. Detailed data on enrollment are presented in Annex 11. 8.25 The Center offers a two year program of studies. The number of candidates recruited in the first year corresponds to the number of available positions and all students receive full scholarships, including full board, during the first year. After successful completion of the first year, students teach during their second year while they complete their studies at CNEPS and earn FMG 17,500 per month but pay FMG 5355 per month for room and board. After graduation all students are expected to teach for a period of 10 years in the public education system. 8.26 Facilities include a gymnasium, swimming pool and 16 fields and facilities for different sports (basketball, volleyball, tennis) which are used by all students of the Complexe Scolaire. Sports facilities are fully utilized. CNEPS students instruct in physical education for the LTC, LTGC and CTM. The swimming poolis open to the public during the summer months and is self-supporting from the entrance fees. East Africa Regional Office January 1975 GaMACA EDUCATION 1EJECT 1LETON (510-mAw) BUAEY pF WT AND AllA8 Cost ineIlliona FM~ Coa. ,.r Student Plapa in Thousands 7lm Plann~d Planned Acadeiue Doaingi Gmø. ArealrIuden I&Jga Profanalonal Acad%lc I oional Total Enurollgent soardint Ar a Aråa hl~ßA 12Wi~ iuniur rec 7sdia1gg5 FrntrsPa nl tag Acad.&cm. (å) A-aLc BuLldinam (Including elte d.elopment) 1. IUNTP 230 144 3.390 1,780 3,170 13.61 12.36 127,380 31,770 12,260 333,7 138.1 33.3 743.1 33.75 768.3 2. æPM 70 72 2.270 1,082 3.290 32.43 14.16 92,6BOL 16,030 23.10 • ,324,.O 229.0 33.0 1,36.0 23.73 1.609.73 3. crm 490 96 3,700 800 4.500 7.35 8.33 90,130 45.260 19,020 183.9 92.6 38,8 315.1 23.73 3368.5 4. LITC 1,330 288 8.420 2,400 10,820 5.50 8.33 198,360 20,910 59,700 129.8 15.0 39.0 183.8 23.73 207.35 5. LTCC 800 288 10.820 2,400 13.220 13.33 8.33 243,560 41,490 33,530 304.3 31.9 44.4 400.8 23,73 424.13 IUB-TOTAL (1-3) 3,120 888 28,800 8,400 37.000 9.23 9.46 732,290 137,460 128,840 - 241.1 30.3 41.3 332.7 23.75 346.45 (Including ett* developm~t) 49t -er gtu a Pglae- in UB- 1. mns88P 2,06 å å 2,886 :e9 3,175 2,11 4,94 1,002 134 6.077 289 6,366 3. C1 A AEA AND OST BAE A ITAEs 1-3 A10V 686 40& 137 1,247 269 1,36 4. LTC 484 66 138 708 289 997 5, LtGC 1.'36 227 180 1,343 289 *,83 SUS-TVTAL (1-5) 900 221 168 1,289 289 1.376 (B) C~1mnl Faci LIA in (lncluding elte dov*lopment) 6. tf.ory & rltcehn - - - 2,310 - • ) 89,210 33,630 - - - - • ) 40.4 7. 9Lck Bay - - - 370 - 61,10 8. ConfrncenP -.11 2.090 - 72,210 13,940 19,990 • - - 33,7 8UB-TOTAL (6-8) - - - - 4.970 - 161.420 30,730 19,990 - - - 74.1 (C) StafB n- - - - 2,130 - - 75,920 - 10.630 - - -- (I1ncluding alte development) (D) mma a - - - - - - • 269,370 - 14,480 • 303.6 16.2 319.9 (E) rzffinai a- - - - - - 37,630 18, TOTAL 3,120 888 28,800 8,400 44,320 9.23 9.4 1,239.200 204,210 173.960 37,830 1,699,000 Millions of U* l 4.70 0.91 0.71 0.23 6.55 Iquipant cu.ta per chnol esti«t.d by IBRD st.ff. Coet cd counally used gyenasi and s.ming pool includ.d tn CNP9 Average echange ratob - Civil works and otte devalopnent 7r 267.97. Eq.ipent FIC 228.61. Fritr. FM 246.56, Ptol. B FrvMces F? 246.21. Data not avallable saperat.ly but L. includød in sub-total 1-5 (128,840). IB8D staff astimate. Sit. devaelop t cost* included in total cost of building vorke. , Loan vam disbursad at 69% of tbøs totale. MADAGASCAR EDUCATION PROJECT COMPLETION (51 0-MAG) TOTAL PROJECT COSTS ESTIMATED AND ACTUAL - F73 MILLIONS (A) Estimated (B) Betizated Variation % of Project % of Project (Bise Cost) (Base Cost+0ut%) Actual from (B) S Estim6ted Actual 1. Site Development (a) Acquisition- 77.00 88.55 75.00 -15 5 4 (b) Preparationaand Development 200.00 230.00 207.30 -10 13 12 Sub-total 277.00 318.55 282.30 -11 18 16 2. Construction (a) Academic Buildings 477.00 548.55 568.00 + 4 31 32 (b) General Building&/ 184.00 211.60 197.50 - 7 12 11 (c) Student Hostels 177.00 203.55 222.20 + 9 11 12 (d) Staff Housing 55.00 63.25 64.20 + 2 4 4 Sub-total 893.00 1,026.95 1,051.90 + 2 58 59 3. Equipment 145.20 170.00 208.21 +22% 10 12 4. Furniture 121.00 139.15 173.96 +25 8 10 5. Professional Fees & Supervision 90.00 103.50 57.63 -44 6 3 6. Contingencies (15%) 231.90 Total 1,758.10 1,758.10 1,774.o00 I s% 100 100 / Land acquisition cost was not reimbursable under the Credit. 2/ Includes, refectory complex, sick bar, conference hall. / BRD reimbursed 691 against FmG 1,699 million which excluded land acquisition cost of PM 75 million. MADAGASCAR EDUCATION PROJECT C02LETION (510-MAG) VS s DISSURSLMETS • FORECAST AND ACTUAL (='.tons) 4.80 4.50 1 4.42 +-.,4.53 4.00 Ide 1 4.20 FORECAST 3.5034 1 * 3,44 3.00 2.69 + 2.70, 2.50 :.go ACMUAL - 1.50 1.00 .10 0.97 0.50 0 0.422 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1963 1969 1970 1971 1972 1973 1974 IBRD Fiscal Year ANNEX 4 SUPMU.IL OF [:GI!S ACCUMILATKI) . IN Tto' kIJDS OP 1 Ia) ACTITAL U.S;. DoLLAv t.. 3IV.I' ACTIAL DISPINMYYCS AS 1 irCTA OP: VIZA. TOTAL TAR & DISRUGE- AP'PRAISA. It1V1Shi) REVI1.) AT APPRA1 SAL RSVISED REVISED L ST VIAI'61t MiTS ESTIMATr VTYSATE ESTMATE ESTIMATZ ESTIMAIE ESTIMATE LSTIMATE ESTIYATE ist ?ryl 200.0 0.0 3r1 Isth 1%-49 lat 191.8 2nd 191.8 533.3 36.0 3rJ ?20.. hth 220.4 1969-70 lut 220.s 2nd 220.4 1,266.6 17.4 3rd 803.7 köth 971.6 970.0 100.0 1970-71 lat 1i27.0 1,207.4 118.2 2nd 1,427.4 2,800.0 1,619.1 51.0 88.2 3nW 1,705.8 2,053.6 83.1 Isth 2,100.1 2,436.3 86.2 1971-72 lat 2,500.0 2,839.8 2,230.7 88.0 112.1 2nd - 2,500.0 4,466.6 3,085.9 2,712.14 56.o 81.0 92.2 3rd 2,700.1 3,266.5 3,032.6 82.7 89.0 41h 2,700.0 3,472.6 3,485.3 77.8 77.5 1972-73 lat 3,1j42.8 3,718.7 3,711.2 92.6 92.8 2nd 3,Wh?.28 3,933.6 3,850.8 87.5 89.4 3rd 3,774.2 4,057.8 3 3,072 728 93.0 94.8 102.8 4th 4,185.?> ,800.0 4,182.14 4,106.9 ,5.5' 87.2 100.0 101.9 102.4 1973-7 lst 4,407.3 2nd I,52 9. 1 at"mated on August 11, 1970 4Y timated m Jane 3-, 1071 K;timited on IK~vember 3G, 1? $618,00) estimaitdyd ocvinst in disburae.onte on August 11, 1070 tki3,É00 e":.todi a:ns in desr..;:sta on j~no 30, 1971 $71.,90 eostirntMd f.:avin-,s in disircmmts en Nov.Mer 30, 1972 7a,?b1 Rctual cancell-xtion effoctivo Februnry 21, 1'74 ANNEX 5 MADAGASCAR EDUCATION PROJECT COMPLETION (51 0-MAG) PLANNED VERSUS ACTUAL ENROLLMETS AND BOARDING : 1968 - 197h ENROLLMENTS Complexe Scolaire INSRFP LTC LTGC CTM CNEPS 1968-1969 - 172 N/A 348 121 24 1969-1970 - 172 N/A 390 119 36 1970-1971 1,339 203 623 357 116 ho 1971-1972 1,694 191 924 397 140 L2 1973 2,401 246 1,196 691 209 59 1974 2,471 276 1,152 741 230 72 Appraisal estimate 3,120 230 1,530 800 490 70 1974 as % appraisal 79.4 120.0 75.3 92.6 46.9 1C,2.8 BOARDING Appraisal estimate 900 100 300 300 150 50 Actual available 888 144 288 288 96 72 /3 Used 1974 638 90 220 250 11 67 1974 as % available 71.8 62.5 76.4 86.8 11.4 93.1 In addition the school was utilized by 200 other students of general secondary schools /2 In addition the school premises are utilized by 110 students of a vocational school In addition 4 students board in cubicles provided in other schools as floor caretakers SOURCE: Complexe Scolaire DIAmpefiloha, Tananarive MADAIASCAR EDUCATIOM PinJEGr cowPLLTION (510-MAG) INSIITUT NATIONAL SUPERIEURI DE RECHERCHE ET DE FORMATIoN PEDAOoQ11We DÆDLLMENTS Iff SPECIALIZATION, CLASS AND SKI 1 9611-19711 196å-1_) 1969-191,0 19[__jfj_ 1971-12i2 1973 1974 RF 0 l B 0 T- -l.-0 T Dl 0 T- bl T nl G T Ist Cycle Secmdary Teachere 6 24 89 83 12 95 91 37 128 82 32 lih 116 60 176 l19 85 234 Science I 23 - 6 29 13 4 17 25 7 32 22 3 25 35 11 46 52 20 72 Science II 15 4 19. 30 - 30 ' 23 6 34 23 6 29 17 2 19 32 10 12 Løtters 1 12 11 16 15 8 23 1 1 12 29 19 10 29 27 29 56 19 21 40 Iattere Il 15 10 25. 25 - 5 21 12 33 18 13 31 19 10 29 28 26 54 Social Science5 I - - - - - - - - - - - - 18 8 26 - - - Social Sciencsa II - - - - - - - - - - - - - - - 18 8 26 Pedagogical Cowsel1or 1 i6 g 1 1_ . 65 I p _1 2 p L 2 61 2£ 7 2 I. 20 1 21 19 2 21 17 1 21 18 3 21 17 5 22 17 4 21 II 31 - 31 23 1 24 25 2 27 20 4 24 17 3 20 - - - III 25 - 25 32 - 32 23 1 24 25 2 27 19 4 23 18 3 21 o- - - 2- ~ i2,~ kt1 - -- TOTAL ENROLLMEWT 14 t 1 1 l i R M 1M4 2 276 SOURCE: INSRFP, Complexe Scolaire DfAmperiloha, Tananarivo ICY, ANNEX 7 MADAGASCAR EDUCATION PROJECT COMPLETION (510-MAG) CCEE TECHNIQUE DU GENIE CIVIL: ENROLLMENTS BY SPECIALIZATION AND CLASS 1968-1974 Speciality 1968-1969 1969-1970 1970-1971 1971-1972 1973 1974 Bailding & Public Works 182 197 180 183 419 L62 Surveying 147 144 103 131 98 99 Mining - 12 18 29 38 40 Hydraulics - 13 27 28 64 51 Sanitation 19 24 29 26 45 55 Geology - - - - 27 34 Total 348 390 357 397 691 741 Class I 157 146 75 41 146 172 II 67 97 136 135 3ob 145 III 44 91 96 113 135 267 IV 80 56 50 108 106 157 Total 348 390 357 397 691 741 SOURCE: LTGC, Oomplexe Scolaire D'Ampefiloha, Tananarive MADAGASCAR EDUCATION PROJECT CONFLETION (51 0-MAG) COLLEGE TECHNIQUE MIXTE: ENROLLMENTS BY SPECIALIZATION, CLASS AND SEX 1967-1974 B&rollments 'by Class and Sex I II IC 02C C School 1 2 3 4 1 2 3 4 Total Iyear B G B G B G B G B G B G B G B G B G T 1967-1968 - 38 - 35 - 27 - 20 - - - - - - - - - 120 120 1968-1969 - 38 - 35 - 27 - 21 - - - - - - - - - 121 121 1969-1970 - 37 - 35 - 28 - 19 - - - - - - - - - 119 119 1970-1971 - 37 - 31 - 28 - 20 - - - - - - - - - 116 116 1971-1972 - 41 - 40 - 33 - 26 - - - - - - - - - 1 140 1973 - 31 - 40 - 38 - 40 37 23 - - - - - - 37 172 209 1974 - 24 - 29 - 36 - 33 35 19 32 22 - - - - 67 163 230 NOTE: I - Industrial C - Commercial B - Boys G - Girls SOURCE: CTM, Complexe Scolaire D'Ampefiloha, Tananarive MADAGASCAR EDUCATION PROJECT COMPLETION (510-MAG) LYCEE TECHNIQUE COMMRCIAL: ENROLUENTS BY TYPE OF DIPLOMA, GRADE AND SEX - 1970-1974 1970-1971 1971-1972 1973 1974 B G T B G T B G T B G T Certificate DtAptitude Professionnel (CAP) 30 82 112 25 97 122 ... ... ... ... .. . Grade 1 13 42 55 11 61 72 ... ... ... ... ... Grade 2 8 19 27 14 36 50 ... .. ... ... ... ... Grade 3 9 21. 30 *... *... 00 ... ... ... ** .. Brenet Professionnel (BEP or BP) 45 143 188 87 137 224 23 85 108 N/A N/A 104 Grade 1 25 86 111 63 77 140 m 4. _ 3 Grade 2 20 57 77 24 60 84 9 54 63 a . Grade 3 ... *** *.. ... ... ... 14 31 45 N/A N/A 60 .Grade 4 ** ** * *** ... ... - - - N/A N/A 44 Breuet De Tecanicien (Br) 137 151 288 2J8 292 550 N/A N/A 1,076 N/A N/A 1,025 Grade 1 ... ... ... ... ... ... N/A N/A 160 N/A N/A 169 Grade 2 .* ... ... T11 119 263 N/A N/A 240 N/A N/A 160 Grade 3 77 82 159 41 112 153 224 212 436 N/A N/A 209 Grade 4 60 69 129 73 61 134 108 132 240 N/A N/A 487 Breuet De Technicien Superieur (BTS) - 35 35 - 28 28 - 12 12 A NJA 23 Grade 1 - 18 18 - 11 11 - - - N/A N/A 23 Grade 2 - 17 17 - 17 17 - 12 12 - - - TOTAL ENROLLMENT 212 411 623 370 554 924 N/A N/A 1,196 N/A N/A 1,152 1 Course and diploma discontinued after 1972 SYMBOLS: ... Not applicable Course extended to four years after 1972 - Zero LTC will no longer offer this diploma after present class graduates; CTM will N/A Not available offer this course starting 1975 SOUiCE: LTC, Complexe Scolaire D'Ampefiloha, Tananarive ANNEX 10 MADAGASCAR EDUCATION PROJECT C0MPLETION (510-MAG) CENTRE NATIONAL DIEDUCATION PHYSIQUE ET SPORTIVE: ENROLIMTS Er SEX 1967-1974 I Year II Year Total B G T B G T B G T 1967-1968 9 4 13 5 1 6 1 5 19 1968-1969 7 3 14 9 5 10 16 8 24 1969-1970 18 7 25 6 5 11 24 12 36 1970-1971 13 7 20 13 7 20 26 1L 40 1971-1972 18 4 22 17 3 20 35 7 h2 1973 29 5 34 22 3 25 51 8 59 1974 36 8 44 24 4 28 60 12 72 SOURCE: CNEPS, Complexe Scolaire D'Ampefiloha, Tananarive MADAGASCAR EDUCATION PROJECT COMPLETION (510-MAG) AVAILABILITY AND UTILIZATION OF TEACHING STAFF BY SCHOOL: 1974 INSFRP LTC LTEC C'IM CNEPS No % No % No % No % No % Number of Teachers 31 100.0 64 100.0 80 100.0 2. 100.0 8 100.0 Malgache 31 100.0 39 60.9 62 77.5 23 100.0 6 75.0 Technical Assistance - - 25 39.1 18 22.5 - - 2 25.0 Fulltime 27 87.1 63 98.4 47 58.8 15 E/ 65.2 6 75.0 Parttime 4 12.9 1 1.6 33 41.2 8 34.8 2 25.0 Males 17 5h.8 31 48.4 64 80.0 4 17.4 7 87.5 Females 14 45.2 33 51.6 16 20.0 19 82.6 1 12.5 Total Number of Hours 100.0 1141 100.0 1130 100.0 14 100.0 Do 100.0 by Fulltime teachers 300 2/ 91.2 1135 99.5 957 84.7 267 85.0 120 92.3 by Parttime teachers 29 2/ 8.8 6 0.5 173 15.3 47 15.0 10 7.7 Average Number of Hours 10.6 - 17.8 - 14.1 - 13.7 - 16.3 - Fulltime teachers 11.1 - 18.0 - 20.4 - 17.8 - 20 Parttime teachers 7.3 - 6.0 - 5.2 - 5.9 - 5 - 1/ Except for CNEPS it does not include physical education teachers. 2/ Teaching twelve hours or more. 2/ Mission estimate. Source: Complexe Scolaire D'Ampefiloha - Tananarive. MADAGASCAR EDUCATION PROJECT 00HPLETION (510-MAG) AVAILABILITY AND UTILIZATION OF EDUCATIONAL FACILITIES : 1974 Hours of Utilization Actual Maxims used as possible percentage utili- Total of Rooms Total Number used acton actually Mini- maxssim Study Other not Iustitution Tyve of Clasesrooma _ for teschinm MId_/ ta ggg yaum Median MU Possil BR!L .is.. IMSRTP Regular 11 10 440 230 23 32 24 11 52.3 - 1 store Audio Visual 1 1 40 12 12 12 12 12 30.0 - - - 40 periods Science Laboratories 3 3 120 61 20 24 19 LB 50.8 - per week Language Laboratories 1 1 40 ... ... .. ... ... ... Amphitheatre 1 1 40 17 17 17 17 17 42.5 - - Regular io old building N.A. 2 *** 9 .** * --- * * - - LTC Regular 35 (10) 31 (9) 1,610 1,127 36 44 39 21 70.0 3 1 store 46 Workshope 4 4 184 115 29 32 29 25 62.5 - - periods 21 2/ per Laboratories 11 S 506 106 13 39 17 2 20.9 1 print week room week 2 stores Amphitheatre 1 1 46 Occassionally --- --- --- --- - - LTC Regular 40 34 1.800 1.018 30 N.A. N.A. N.A. 56.6 5 1 store 45 periode Typing 6 Accounting 9 8 405 123 13 N.A. N.A. N.A. 30.4 - - per g/ week Science Laboratories 2 90 - - - - - 2 oEm Regular 15 7 630 146 21 30 22 12 23.2 2 1 store 5 42 1/ period* Specialized 12 10 504 150 15 26 16 2 29.8 - - 2 per week Science Laboratory 1 1 42 18 18 18 18 18 42.9 - CORPS Regular 2 2 80 12 6 6 6 6 15.0 - 40 GYmaSium I 1 Fully Utilised ... ... ... ... ... ... ... ... periods per Swioming Pool 1 1 Fully Utilised ... ... ... ... ... ... ... ... week Sport Fields 16 16 Fully Utilised Total number of classrooms, regardless of use, times total number of periods per week 2/ Use of language laboratory depends on teacher / Used an indeterminate number of hours for teaching of philosophy to studente of general secondary education / umber in ( ) refers to drawing and design rooma / In addition, 57 hours by pupils of a vocational school and an undetermined number of hours by university students on lursday afternoos (drawing rooms only) / In addition. 60 hours by pupils of a vocational school 7/ Of which two belong to LTC j/ Used by LTGC I/ Kitchen (home), kitchen (hotel). laundry room, restaurant room, child care room. typing, seing (5), design room SYMBOLS: ... Not applicable N.A. Not available * Zero SOURCE: Complexe Scolaire D'Ampfiloha, Tananarive MADAGASCAR EDUCATION PROJECT COWLETION (510-MAG) RECURRENT EXPENDITURES BY SCHOOL 1973 (in FHG) IBL~FP .L LTE' .1 1!2.LE ..L HI!! V/ ..Lj aise 37.268.5Oo 0 2$ 34.443.420 71.1 26,781.040 9 9792,734 LU 7.700,000 fl 1.*Administrative staff 12,926A00 24.1 7,459,728 15.4 5,304,984 12.8 2,572,430 19.7 2,090,000 21.1 2. Teaching staff 21,945 600 40.9 24,020,004 169.6 19,21,110 1h6.3 6,652,800 50.9 3,410,000 / 34.5 3. All other 2,396 508 4.4 2,963,688 6.1 2,234,916 5.4 567,504 4.3 1,200,000 12.2 Recurrent ateria3s D irtaly Related to Instructional Facilities 5.002,722 2.1 3,007.778 6.2 4,471.140 10.8 1,815,355 1.2 729,290 LIk 1. Consumable materials in classrooms, laboratories, workshops 3,012,722 5.6 1,137,693 '.4 3,507,675 8.5 330,000 2.5 101,220 1.0 2. Books and other reading materials 390,000 0.7 85 20 3.0 575,249 1.4 80,000 0.7 - - 3. Learning equipment 1,200,000 2.2 1,265,700 2.6 57,508 0.1 1,230,355 9.4 273,950 2.8 4. Other aQnsumables 400,000 , 0.8 118,785 0.2 330,708 0.8 175,000 1.3 354,120 3.6 Roourrent Materials not Directly Related to Instruction 11.450,700 1.z3 10.992.331 22.7 10.273.774. 2117 1,49100 1f. 1.470.710 14. 1. Boarding equipment & food, etc. 8,310,700 15.5 6,278,850 13.0 6,101,686 15.4 315,000 2.4 883,630 8.9 2. Transportation 390,000 0.7 203,676 0.4 478,660 1.1 - - 127,8e0 1.3 3. Maintenance of Buildings 35,000 0.6 885,250 1.0 364,523 0.9 720,000 5.5 120,140 1.2 4. Public Utilities 2,400,000 4.5 3,624,555 7.5 3,028,705 7.3 424,100 3.3 339,060 3.4 TOTAL EXPENDITURES 53 721 930 100.0 48,443,529 100.0 41,525,954 100.0 13,067,189 100.0 9,900,000 100.0 1/ Refers only to Malgache Teachers. 2f Mission estimate. Source: Complexe Scolaire D'Aspefiloha - Tananarive.. ANNEX 14 MADAGASCAR EDUCATION PROJECT COMPLETION Page 1 of 2 (510-MAG) DIPLOMAS AWARDED BY THE SCHOOLS OF THE COMPLEXE SOOLAIRE D'AMPEFILOHA BY SPECIALIZATION: 1969-1973 Diploma, Specialization and School 1969 1970 1971 1972 1973 Certificat de Aptitude Profesionnelle (CAP)V LTGC - Buildings and Public Works 20 29 29 10 .. LTGC - Surveying 16 13 24 6 ... CTM - Domestic Science 20 19 21 21 ... LTC - Secretarial N.A. N.A. - - LTC - Accounting N.A. N.A. - - LTC - Office Workers N.A. N.A. - 18 Brevet Agent de Eecution (BAE)/ CTM - Domestic Science 18 16 16 16 34 Brevet de Technicien (BT or Brevet Profesionnel (BP)2 LTGC - Bildings and Public Works 13 1 - 13 N.A. LTGC - Surveying 10 11 20 19 N.A. LTGC - Sanitation 4 7 5 8 N.A. LTGC - Hydraulics - - - 7 N.A. LTGC - Mining - - - 6 N.A. LTC - Secretarial N.A. N.A. 13 20 N.A. LTC - Accounting N.A. N.A. 18 22 N.A. Baccalaureat Techiue' LTGC - Buildings and Public Works - 9 11 11 37 LTGC - Surveying - - - - 11 LTGC - Sanitation - - -- LTGC - Hydraulics - - - - LTGC - Mining - - - - 4 LTGC - Geology - - - - 2 LTC - Economics N.A. N.A. 31 36 38 LTC - Administration N.A. N.A. 9 13 46 LTC - Mamagement N.A. N.A. 16 27 40 LTC - Commercial N.A. N.A. 11 17 50 ANEX 14 Page 2 of 2 1968- 1969- 1970- 1971- 1969 19.170 1971 1972 1973 Dilora, Scecialization and School Brev7t Technicien S,eieur (BTS) LTC - Secretarial N.A. N.A. 5 11 5 Monitor Education ?h,7sique CTEpS - Physical eduaation teachers for Primary and 1sat cycle of Secondary educatiml0 11 20 20 25 Maitres le Cyle Education Secondaire INSRFP - Teachers 1at cycle of Secondary 3dncation 53 50 55 51 40 Conseillere Pedayogioue ISRFP - Pedagogical coucelors 23 29 30 23 28 nTecRns ISRFP - Schoc1 Iscors 6 2 2 2 6 j/ 3 years after primary education T2, 4 years after primary education 6 years after pr2mary education 7 years after primary education Diploma discontinued after 1972 SYMBCLS: ... Not applica"le N.A. Not aaiaole SOURCE: Complexe Scolaire D'Apefiloha, Tananarive