Somalia - Third Education Project

FILE COPY Report No. 1334-SO Appraisal of a Third Education Project in the Somali Democratic Republic July 26, 1977 Education Projects Division Eastern Africa Regional Office FOR OFFICIAL USE ONLY Document of the World Bank 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.  EQUIVALENTS CURRENCY Somali Shilling = So.Sh. African Development Fund Units of Account = FUA US$1 = So.Sh. 6.295 So.Sh.l US$0.159 FUAI Value of 0.889 gr7m of monetary gold MEASURES 1 Meter (m) = 3.28 Feet 1 Square Meter (m2) = 10.76 Square Feet GOVERNMENT OF THE SOMALI DEMOCRATIC REPUBLIC FISCAL YEAR January 1 to December 31 1/ Equivalent to about US$1.111 as of July 1976.  FOR OFFICIAL USE ONLY SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A THIRD EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA GLOSSARY SUMMARY AND CONCLUSIONS ....................................... i - iv I. INTRODUCTION ............................................ 1 II. DEVELOPMENT AND HUMAN RESOURCE NEEDS .................... 2 III. THE EDUCATION AND TRAINING SECTOR ....................... 4 Government Policy and Programs ....................... 4 Evaluation of the Sector ................... 7 Financing Education Development ............... 9 IV. THE PROJECT ............................................. 11 Objectives ........................................... 11 Project Items .............. ............ .......................... 12 Curriculum Development Center ..... ................. 12 Textbook Printing .................................. 12 Regional Adult Education and Training Centers ...... 13 National Trade Testing and Training Center ......... 14 Livestock and Forestry School ...................... 15 Health Personnel Training Institute, Mogadiscio School of Nursing and Kismayo School of Nursing ........................ 15 Survey of Administration and Management Training Needs ...... ........................... 16 V. COST ESTIMATES, FINANCIAL PLAN, IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT ............................ 17 Cost Estimates ....... .............................. 17 Financial Plan . . ...........21.----.............. 21 Implementation ...... ........... - ............ 21 Procurement . ............. ............ . .23 Disbursement .................-.. ...... . ........ 24 This report is based on the findings of a July 1976 mis.-ion to Somalia com- posed of S.M. Asher (education planner and mission leader), S.R. Santos (agri- cultural educator), R. Welter (architect), C. Gilpin (nonformal educator) and T. Tiglao (health educator) of the Bank, and A. Richter (printing materials specialist), consultant to the Bank. 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 (continued) Page No. VI. BENEFITS AND JUSTIFICATION ........................... . ... . 25 VII. AGREEMENTS REACHED AND RECOMMENDATION ...... ............... 26 APPENDICES I. The Education and Training System II. The National Literacy Campaign III. Health Training IV. IDA-Assisted Education Projects Completed and in Execution ANNEXES 1. Comparative Education Indicators 2. Projection of Manpower Need and Supply, 1977-86: Animal Husbandry, Forestry and Health 3. Actual and Projected Primary School Enrollment, 1970/71 - 1985/86 4. Projection of Primary School Enrollment and Teacher Requirement and Supply, 1975/76 - 1985/86 5. Actual and Projected Secondary School Enrollment 1970/71 - 1985/86 6. Recurrent Expenditure of Ministry of Education and Ministry of Culture and Higher Education 7. Technical Assistance Program 8. Summary of Estimated Project Costs 9. Estimated Cost By Category of Expenditure 10. Implementation and Expenditure Schedule 11. Estimated Schedule of Disbursements CHARTS 1. Ministry of Education Organization, 1976 World Bank 16024 2. Education Pyramid, 1975/76 World Bank 16025 3. Structure of the Educational System, 1976 World Bank 16487 4. Possible Opportunities for Primary School Leavers, 1977 World Bank 16488 5. Educational and Training Institutions by Ministry, 1976 World Bank 16489 MAP Somali Democratic Republic IBRD 12461 Key to Map  SOMALI DEMOCRATIC REPUBLIC BASIC DATA (est.) 1975-76 General Area 637,000 km2 Population 3.2 million Annual Growth Rate 2.5% Education Enrollment in primary schools (grades 1-6) 219,500 - as a percentage of 7-12 years age group 34% Enrollment in general secondary schools (grades 7-10) 7,300 - as a percentage of 13-16 years age group 3% Enrollment in technical secondary schools (grades 7-10) 1,000 Enrollment in the National University 2,200 Recurrent expenditure of the Ministry of Education and the Ministry of Culture and Higher Education So.Shs. 74 million - as a percentage of the Central Government recurrent expenditure (1975) 12.6% Capital expenditure of the Ministry of Education and the Ministry of Culture and Higher Education So.Shs. 27 million - as a percentage of the total public capital expenditure (1975) 7.9%   GLOSSARY ADF - African Development Fund CDC - Curriculum Development Center EEC - European Economic Communities HPTI - Health Personnel Training Institute KSN - Kismayo School of Nursing LFS - Livestock and Forestry School MOE - Ministry of Education MCHE - Ministry of Culture and Higher Education MSN - Mogadiscio School of Nursing NABM - National Agency for Building Materials NAEC - National Adult Education Center NTTTC - National Trade Testing and Training Center RAETC - Regional Adult Education and Training Center SIDAM - Somali Institute of Development Administration and Management SBS - Somali Broadcasting Service SPA - State Printing Agency SRC - Supreme Revolutionary Council SRSP - Somali Revolutionary Socialist Party UAE - United Arab Emirates   SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A THIRD EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report appraises a third education project in Somalia for which IDA assistance of US$8.0 million equivalent is proposed. The first project (Credit 247-SO, signed in 1971) which was completed in September 1976, assisted secondary and technical education, and teacher and agri- cultural training. The second project (Credit 511-SO, signed in 1974) is assisting secondary education, teacher and fishery training and a special training program for the nomads. Project implementation is on schedule. ii. The Somalia's education policy has been set up to reflect the national development goals - greater self-reliance, especially in agriculture, as part of a program of "scientific socialism" with emphasis on egalitarianism and social justice. The policy calls for the people, young and old, to receive relevant basic education to effectively participate in social, economic and political processes. It also calls for the education sector to train manpower for the country's principal development sectors - agriculture and livestock. In the furtherance of these objectives, austerity and self-help measures are strongly encouraged by the Government. iii. Since 1972 when the Government adopted the Latin script for the Somali language, the achievements in the expansion of education have been outstanding. The percentage of the age-group population enrolled in primary schools grew from 13% in 1973 to 34% in 1975. Among the settled population the percentage is as high as 60%. The adult literacy rate, according to Government estimates, increased from a mere 5% in 1973 to more than 50% after the 1973-75 mass literacy campaign. These achievements have been possible because of bold Government decisions as to the language of instruc- tion, the increase in the entry age to primary schools, the shortened primary education course, the employment of teachers without formal qualifications, and the mobilization of the people for school construction. iv. Major efforts in high- and middle-level manpower training are being made in the expansion and improvement of the National University and of tech- nical secondary schools. The Government receives assistance from the European Economic Communities (EEC) and Italy for the University, from the People's Republic of Korea in the establishment of a new Polytechnic, and from Arab countries, in particular, the United Arab Emirates (UAE), in the development of general secondary and vocational schools. v. Despite recent noticeable achievements, the sector still has weak- nesses especially because quantitative expansion has been carried out at the expense of education quality. The Government is aware that various measures are urgently required to improve teacher quality, the provision of teaching aids and education administration. It is also aware that there are areas  - ii - where outputs of training institutions are likely to fall much short of manpower needs. In particular, specialized training in agriculture, animal husbandry, forestry, simple rural skills and public health needs to be expanded to meet the required manpower for the rural development programs. vi. In view of the unprecedented expansion of the sector, increased attention needs to be paid to the evaluation of recent education reforms and existing training programs. Also necessary are the development of the recently introduced trade testing system and a survey of training needs for administrative, managerial and clerical workers to develop appropriate train- ing programs to provide personnel required by the Government and parastatal enterprises. vii. The proposed project would support Somalia's education policy and is designed to relieve the weaknesses described above. Specifically it aims at (a) improving education quality through curriculum development, teacher upgrading and teaching/learning materials production; (b) promoting basic education and skill training among youths and adults; (c) providing special- ized manpower training in animal husbandry, forestry and paramedical services; and (d) developing the system of trade testing and skilled workers' upgrading. viii. The project would consist of: (a) a new Curriculum Development Center (CDC); (b) extension to the State Printing Agency (SPA); (c) seven new Regional Adult Education and Training Centers (RAETCs); (d) equipment for the National Trade Testing and Training Center (NTTTC); (e) a new Live- stock and Forestry School (LFS); (f) a new Health Personnel Training Insti- tute (HPTI); (g) renovations to the Mogadiscio School of Nursing (MSN); (h) a new school of nursing in Kismayo (KSN); and (i) the cost of specialist services and fellowships for curriculum development and teaching material production, rural skill training, a survey of administrative and managerial training needs, and project administration. The project institutions would have a total of 1,730 student places, of which 1,320 would be new. ix. The Curriculum Development Division of the Ministry of Education (MOE) not only evaluates and revises curricula and syllabi for general, technical and teacher education but is also responsible for the development and production of teaching aids and materials for general and science educa- tion. In addition, the Division assists the training of teachers. Despite these important functions, it is understaffed and lacks adequate physical facilities and equipment to meet the pressing needs for its services. The proposed project would help the Government establish an expanded Curriculum Development Center (CDC) with technical assistance comprising 4 man-years of specialist services and 16 man-years of fellowships. x. An expanded and improved CDC would prepare and test manuscripts for teaching and learning materials. For 1976/77 the State Printing Agency can produce about 1.4 million textbooks which meets about 60% of the MOE's need in the rapidly expanding school system and in nonformal education programs. The proposed project would expand the SPA by providing equipment and build- ings, three man-years of technical assistance for operation and maintenance  - iii - of the equipment, and MOE's incremental operating expenses - including paper supplies - for the first three years of the expanded operations. Printing facilities would be used by both MOE and the Ministry of Culture and Higher Education (MCHE). xi. The proposed seven Regional Adult Education and Training Centers would strengthen the administrative structure of nonformal education programs and offer a broadened basic adult education course including skill training. The National Adult Education Center (NAEC) in Mogadiscio cannot provide adequate supervision and support for the rapidly expanding programs in order to reinforce the achievements of the 1973-75 mass literacy campaign. The proposed RAETCs would act as regional support and resource centers. They would also promote the ongoing radio education program to reach the dispersed rural population. One man-year of specialist services would be provided to help develop village technology as part of the adult education program. xii. The Livestock and Forestry School would train manpower required for the introduction of modern animal production techniques and for the improve- ment of the ongoing programs in reforestation and water shed development. At present there is no institution in Somalia to train personnel for these activities. The LFS would have a capacity of 360 students on a four-year post-primary course and be located near the existing Agricultural Secondary School and College of Agriculture of the University thus facilitating the sharing of staff, equipment and facilities. A satisfactory curriculum has been prepared with FAO assistance. Instructors of animal husbandry would be recruited from among University graduates. Forestry instructors would not be locally available. The project would therefore provide three fellowships of two man-years each for training abroad. xiii. A new Health Personnel Training Institute is urgently needed as the existing Institute will be demolished due to the expansion of the Port Mogadiscio. The HPTI is the country's only institution which trains such paramedical personnel as sanitarians, laboratory technicians, x-ray tech- nicians, pharmacist assistants, health inspectors and nurses. A 200-place HPTI would be located within the compound of the Mogadiscio School of Nursing (MSN), which would be renovated under the proposed project; staff and facili- ties would be shared. The HPTI is adequately staffed with Somali instructors who are assisted by three WHO health education specialists. A new school of nursing in Kismayo (KSN) would not only meet the increasing need for trained nurses, but serve specifically the southern region where the popu- lation and the economy based on agro-industry are rapidly expanding, but there is no health training institution. xiv. The proposed project would also support the development of trade testing and a survey of training needs for administrative and managerial workers with the provision of two man-years and one man-year of specialist services to the former and to the latter respectively. The Ministry of Labor and Sports is responsible for trade testing and the Somali Institute of Development Administration and Management (SIDAM) would undertake the survey. Both would help the Government establish training programs for clerical, trade, administrative and managerial workers.  - iv - xv. The Project Unit in the Ministry of Education (MOE) with its School Design Unit, established under the first IDA education project, would be strengthened to execute the larger volume of work, The Project Unit would employ an additional accountant and the School Design Unit an additional architect. xvi. Contracts for civil works, equipment, furniture, and printing mate- rials would be awarded on the basis of international competitive bidding in accordance with the Bank Group's Guidelines for Procurement, except for (a) locally procured construction materials for seven RAETCs, and (b) con- tracts costing less than US$50,000 equivalent each for locally procured furniture, equipment, and (c) local transportation services. Contracts for the exceptions above would be awarded on the basis of competitive bidding, advertised locally and in accordance with local procedures satisfactory to the Association. The aggregate value of these contracts is likely to be about US$350,000 equivalent. Contracts for imported building materials would be awarded on the basis of international competitive bidding following the Bank Group's Guidelines for Procurement by the National Agency for Building Materials (NABM). Standardized sketch designs, draft tender documents and master lists of furniture, equipment and paper, indicating proposed grouping for tender, would be reviewed by the Association. Items would be grouped to the extent practicable to encourage competitive bidding and to permit bulk procurement. Review of tender Pvaluation documents by the Association prior to award would be required for contracts for civil works and above US$50,000 equivalent for construction materials, equipment, furniture, and local transportation services. Domestic manufacturers of furniture and equipment would be allowed a preference of 15% or the existing rate of import duties, whichever is lower, over the c.i.f. price of competing foreign suppliers. Qualified domestic civil works contractors would be allowed a preferential margin of 7-1/2% over bid prices of competing foreign contractors. xvii. The total project cost is estimated at US$11.7 million equivalent, corresponding to US$11.3 million net of taxes, with a foreign exchange com- ponent of US$8.7 million equivalent or 74% of the total project cost. This high percentage is the result of the project emphasis on the provision of equipment, printing materials and technical assistance, and of the high cost of imported materials in comparison to the cost of labor and locally available construction materials. The proposed project would be cofinanced with the African Development Fund (ADF). The ADF would provide FUA 1.5 million (about US$1.7 million equivalent) to finance printing facilities and technical assistance related to the textbook printing item. The combined IDA and ADF assistance of US$9.7 million would account for 83% of the total project cost. The proposed IDA Credit of US$8.0 million would account for 69% of total project costs, or 71% of costs net of taxes and duties. The project would be implemented in six years. xviii. The proposed project constitutes a suitable basis for an IDA Credit of US$8.0 million equivalent to the Somali Democratic Republic.  SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A THIRD EDUCATION PROJECT I. INTRODUCTION 1.01 Somalia received two IDA credits for education in 1971 and 1974 for the amounts of US$3.3 million and US$8.0 million respectively. The first project (247-SO) was satisfactorily completed in September 1976 with a total cost of US$4.5 million equivalent. It assisted in the improvement of teacher, secondary and technical education, agricultural extension work, and the establishment of a Project Unit and a School Design Unit. The second project (511-SO) also provides assistance to teacher and secondary education as well as fishery training and to a special education program for nomads; implementation is on schedule (Appendix IV). 1.02 A completion report was prepared to evaluate the first project. The lessons of its experience have been taken into account in designing the proposed project. For instance, the civil works component has been kept comparatively small and emphasis has been kept on the utilization of force account and self-help methods. Also, special provisions have been made to ensure the timely implementation of the technical assistance component as well as the strengthening of the Project and School Design Units. 1.03 In November 1975 a Bank mission identified priority investment needs in consultation with the Government. In January 1976 the Government requested Bank Group financing for a third education project largely in line with the investment needs identified by the November mission. A Unesco mission helped the Government prepare the project in May 1976. 1.04 The project was appraised in July 1976 by a mission composed of S.M. Asher (education planner and mission leader), S.R. Santos (agricultural educator), R. Welter (architect), C. Gilpin (nonformal educator) and T. Tiglao (health educator) of the Bank, and A. Richter (printing materials specialist), consultant to the Bank. During appraisal the project proposals were revised, in agreement with the Government, to reflect further analysis of the prior- ities within the sector and within each component. The proposed project is estimated to cost US$11.7 million equivalent including taxes of US$0.4 mil- lion equivalent, of which the foreign exchange component is US$8.7 million equivalent. The project would be cofinanced with the African Development Fund (ADF), which would provide FUA1.5 million (about US$1.7 million equivalent). The proposed IDA Credit of US$8.0 million would account for 69% of total project costs, or 71% of costs net of taxes and duties.  -2- II. DEVELOPMENT AND HUMAN RESOURCE NEEDS 2.01 Background. Somalia became independent in July 1960 from the former Italian Trust Territory of Somalia in the South and the former British Protec- torate of Somaliland in the North. After a decade of parliamentary rule, a new political system was established in October 1969. The Supreme Revolutionary Council (SRC) was the highest decision-making body until July 1976, when the Congress of the new Somali Revolutionary Socialist Party (SRSP) replaced the SRC. Under the present political structure there are three main bodies: a five-man supervisory and policy-making Politburo including the President who is also the Secretary General of the Party; a 74-member Central Committee with 17 bureaus, each representing a social or economic sector, with major functions in decision-making; and an executive body of the Cabinet of Ministers. 2.02 With a per capita income estimated at US$100 (Annex 1), Somalia is one of the least developed countries in Africa. The population, estimated at 3.2 million, are a homogeneous ethnic and linguistic group of predominantly Hamitic stock. About two-thirds are nomadic and subsist on primitive agri- culture and livestock grazing. Livestock is reported to number 15-20 million. The first population and livestock census was conducted in February 1975 and, when its results become available, will provide the first reliable basic statistics. 2.03 Geographically, Somalia extends over an area of 637,000 km along the Indian Ocean and the Gulf of Aden. Its principal assets are the long sea coastline, land and livestock. More than a half of the land area is suitable for livestock production. About 13% of the land area is suitable for cultiva- tion, but no more than a half is used. Improved pasture management, animal health and water supply can greatly increase Somalia's agricultural and live- stock potential. 2.04 The 1974-78 Developmtent Plan allocated the largest share (34%) of the planned expenditure (So. Shs. 3.9 billion) to the development of agricul- ture and livestock. About 80% of export earnings comes from livestock and bananas. But the severe drought of 1973-74 disrupted the economy. Animal husbandry and agriculture suffered great losses. About 270,000 nomads sought refuge in drought relief camps in the arid rangelands of the North. In 1975 an estimated 125,000 nomads were settled in communities in the agricultural and fishing areas. Because of the drought, Government development priorities were rapidly shifted towards a massive mobilization of resources for the rehabilita- tion program. But the impact of the natural disaster has not been totally adverse since it has focused concern on agricultural development and range conservation, and has made the people aware of the importance of health services as well as of basic literacy and numeracy. 2.05 Development Objectives. The long-term objective of the Government is to become more self-reliant as part of a program of "scientific socialism" emphasizing egalitarianism and social justice. In particular, Somalia plans to be self-sufficient in agricultural products through an expansion of the area under cultivation and the development of irrigation. The Government  expects that by 1990 pure nomads would represent a minority of the popula- tion while the majority of grazers would be semi-nomadic, i.e., they would have stable homes but move 50-100 miles for grazing and water under systems of regulated land and water rights. The livestock population would have increased by 20-30%, but more important, mortality rates would have declined and offtake rates increased. 2.06 As a measure to encourage the sedentary system of production, the Government has set up 15 animal stock and demonstration farms where animal raisers can obtain breeding stock and services, and can observe modern techniques of animal production. An animal feed processing plant has been established which utilizes plant and animal by-products as feed components. Within the next 10 years the Government plans to double the number of live- stock farms in the country, to establish another feed processing plant and to organize a network of livestock cooperatives. 2.07 Adequate water supply is a key to increased agricultural production. But due to the indiscriminate cutting of trees, large areas of forest and land are deteriorating. The severe erosion during the rainy season causes heavy siltation in the rivers. During the dry season, soil moisture is rapidly lost due to the absence of adequate water sheds - trees and vegetation. Therefore, the Government plans to give increased emphasis to forestry development. 2.08 Improved health care is an important objective of the Development Plan. The Plan aims to provide health service with an emphasis on preventive care oriented toward the rural population. Somalia, like other developing countries, suffers from a high prevalence of preventive communicable diseases, e.g., malaria, bilharzia. To cope with the situation, the Government is developing a health delivery system consisting of 16 regional health offices, 84 district health offices and 165 dispensaries at the village level. The system is to provide primary health care at the village level, referring more complicated cases to the district level and cases requiring a specialist to the regional health office (Appendix III). 2.09 Manpower Needs for Development. The estimated total population of 3.2 million is growing at 2.5% p.a. Of the population, 40% are in the labor force, of which some 80% are engaged in agriculture and animal husbandry. Based on data from the 1971 manpower survey, wage employment today accounts for roughly 13% of the labor force. Employment and manpower data will be updated when the results of the 1975 manpower survey and the 1976 employment study, both conducted with ILO assistance, become available. While the projection of the long-term high- and middle-level manpower needs is tentative at present, some general and specific manpower implications emerge from the development objectives and programs Somalia has established. 2.10 It is apparent from the ongoing and planned investment programs that Somalia will need personnel trained in such specialized areas as animal husbandry, forestry and health. At present there is no school to produce middle-level manpower trained in animal production and forestry. To imple- ment the livestock and forestry programs (paras. 2.06-2.07), the Government  -4- requires during the next decade 550 animal production technicians in addi- tion to 180 university graduates, and 270 forest rangers (Annex 2). The planned expansion of the health services for the -ext 10 years requires 800 doctors, 2,000 nurses, 330 sanitarians, 350 laboratory technicians, 150 pharmacy assistants, 70 anesthetist assistants and 50 x-ray technicians. It is estimated that there are now 135 qualified Somali doctors and 92 expatriates. There are about 750 nurses, of whom 450 are trained; 70% of them are concen- trated in the Mogadiscio and Hfargeisa areas. The existing health personnel in other categories also meets only 20-30% of the required stock in 1986 (Appendix III). 2.11 Another area in need of attention is that of managers and account- ants. A recent study of the parastatal sector conducted by Bank staff indi- cates that improved management and accounting techniques are a prerequisite for the development of the public enterprises established over the last few years. Many expatriates provided under technical assistance agreements with bilateral and multilateral agencies serve in advisory positions in the para- statal corporations. It seems clear that a need exists for qualitative improvement and for increased effectiveness of the available in-service training institutions. However, training needs are yet to be fully iden- tified and a survey is required to chart a program of action for appropriate development of public administration and management training. 2.12 Finally the long-ternm objectives of Somalia (para. 2.05) require expansion and improvement of basic education for youths and adults. The Government's aim to encourage a sedentary system of agricultural production and reduce nomadism heightens the need for the expansion of basic education facilities. At the same time, the Government's emphasis on mass participation in development programs increases the urgency of providing adult education, parallel to primary education. III. THE EDUCATION AND TRAINING SECTOR Government Policy and Programs 3.01 Somalia's education and training sector is described in Appendix I and basic data are given in Annexes 3-5 and Charts 1-5. The educational policy is set up in accordance with Somalia's basic development goals (para. 2.05). The Government intends to provide relevant basic education-opportu- nities to all, young and old, and to control post-primary education in re- sponse to manpower needs. In the furtherance of these objectives the Govern- ment calls for austerity and a self-help spirit among the people. The 1974- 78 Five-Year Development Plan incorporates these objectives. 3.02 Before the 1969 revoLution, priority was accorded to secondary education for a selected minority. Since then priority has shifted to pri- mary and adult education to build a society in which the masses can effec- tively participate in social and economic activities as well as in the poli- tical process. This shift in priority was made in 1975 when compulsory free  - 5 - primary education was introduced as a target for the immediate future.l/ In addition, the Government has drastically changed the structure of education by increasing the age of entry from six to seven years to primary school and reducing the primary education course from eight to six years whiLa maintain- ing a secondary education course of four years; as a result, general educa- tion in Somalia has now a duration of only ten years as compared with 12-13 years in most other countries. Due to the deliberate Government effort to expand primary education, coupled with the settlement of 125,000 nomads (para. 2.04), in 1975 the primary school intake into grade one increased five-fold over the previous year while the original plan was to increase intake by only 10% p.a. In absolute terms, the total primary school enroll- ment exploded from 96,900 in 1973 2/ to 219,500 in 1975. Based upon sample population data, the primary school enrollment ratio rose to 34% 3/ of the 7-12 age group in 1975 (the new six-year course) from 13% of the 6-13 age group in 1973 (the old eight-year course). 3.03 The impact of the sudden and rapid expansion of primary education on the sector as a whole is great. For the next ten years, the Govern- ment will have to produce an average of 1,600 new primary school teachers annually (Annex 4). an output about eight times greater than that of the recent past. To cope with this need, the Government set top priority on the establishment of a new primary teacher training school financed under the second IDA educatioon project. The school is in operation now. Furthermore, the Government has shortened the primary teacher training program from the regular two-year course to a one-year accelerated program and continues to rely on national service volunteers - secondary school graduates serving one year as teachers before they take up employment or proceed to higher education. Also, an average of 650 classrooms will have to be built annually, in addition to the 500 classrooms built in 1976 alone for the six settlements for former nomads (para. 2.04). At the end of the 1980/81 school year, some 100,000 students are expected to complete primary school, as compared to 7,000 in 1976 (Annex 3). 3.04 The large increase of primary school leavers has serious impli- cations for secondary education. In recent years, the expansion of post- primary education has been controlled and general secondary school enroll- ment has remained at the level of about 10,000, which is by and large con- sistent with the needs of the monetary sector of the economy as indicated by the 1974-78 Development Plan. But, the large number of primary school leavers will eventually press for places in secondary schools greater than those indicated by the Plan. Consequently, the Government intends to carry 1/ After the 1978/79 school year, the Government plans to enroll 100% of the seven-year olds in settled areas and from 1980/81, 20% of seven-year old nomads. 2/ In 1974 schools were closed due to the national literacy campaign in which students participated as teachers (Appendix II). 3/ The primary school enrollment ratio among the settled population is as high as 60%.  - 6 - out a reassessment of its policy for secondary education development. Pre- liminary projections of secondary intake by the Ministry of Education (MOE) until 1980/81, however, still show the continuation of the present high transition rate of 60% from primary to secondary education (Annex 5). If these projections are translated into plans and programs, some 23,000 would graduate from secondary schools in 1984 as compared to the present 2,000. This rapid expansion is likely to result in outputs exceeding the labor market absorptive capacity. It is expected that the Government will further review this issue when the reports of the 1975 manpower survey and the 1976 study on employment become available (para. 2.09). In addition, an inter- ministerial committee has been established to study the matter and develop policy recommendations, and a basic sector survey was carried out in May 1977 under the Bank-Unesco Cooperative Program with the objective of providing advice on long-term developments and an input into the preparation of the next Development Plan. Its findings will be available towards the end of this year. 3.05 The Government's efforts to spread basic education to the masses encompass not only the youth and the formal delivery system but also adults and nonformal education programs. In 1972 the Government adopted the Latin script for Somali and made Somali the official language of the country. This decision triggered a massive drive for adult literacy (Appendix II). Dissemination of the Somali script was successfully carried out by mobilizing the population through inter-ministerial and inter-sectoral committees at various levels of Government. During the 1974-75 mass education and health campaign, over one million people were enrolled in literacy classes. Equally important to such practical results as the introduction of the Somali script and medical vaccination are the attitudinal changes and literacy skills. The Government is giving top priority to maintaining and reinforcing what has been achieved during the campaign. 3.06 Within the MOE a Department of Nonformal Education has been set up with responsibility for all adult and nonformal education. The National Adult Education Center (NAEC) and the National Women's Education Center are responsible for implementing the programs designed by the Department. Some 1,500 learning groups have been created for a three-year basic educa- tion program for the adult population. For the 50,000 adult nomads who were settled in 1975, the Government has made adult education compulsory. Three of the ten nomadic training centers being established under the second IDA education project are located in the settlement areas to cater to these adults. 3.07 In view of the dispersed population of Somalia, the Government considers the use of radio as an important tool in supporting and strength- ening adult education. The NAEC became responsible in May 1976 for the preparation of radio programs in support of adult education in cooperation with the Somali Broadcasting Service (SBS). With two 75 kw transmitters recently installed 1/, the SBS has the capacity to broadcast throughout Somalia. 1/ In addition, there are two '50 kw, one 10 kw and two 5 kw transmitters in the country.  - 7 - 3.08 The Government program to improve the quality of education at the time of rapid quantitative expansion focuses on curriculum development and the provision of teaching aids. Emphasis is being placed on developing new curricula relevant to the country, on producing and distributing learn- ing materials to all students and adults in the literacy course free of charge, and on providing adequate in-service training for primary school teachers. Textbooks for primary education have been written in Somali and are being tested and introduced into the system. By 1978 textbooks for secondary education are also expected to be written in Scmali on the basis of the revised secondary school curriculum. It is estimated that on average 2.2 million textbooks p.a. need to be produced and distributed during 1979/80- 1981/82. The State Printing Agency (SPA), the sole printing agency in the country, can produce 1.4 million copies of textbooks for the MOE in 1976/77. 3.09 Equally as important as mass education is the provision of educa- tion and training to provide high- and middle-level manpower for the small but expanding monetary sector of the economy. To meet professional and technical manpower needs, the National University is being expanded from a capacity of 2,200 in 1976 to a capacity of 3,600 in 1979 with assistance from the EEC and Italy. A Polytechnic with a capacity of 800 will be com- pleted in 1977 with the assistance of the People's Republic of Korea. To cater to the manpower needs for the Lower Juba Valley Project, which is expected to be the largest and most important development project of the 1979-83 Development Plan, various vocational training centers as well as schools for rural skills and agricultural production are planned with aid primarily from the United Arab Emirates (UAE). To respond to the urgent manpower needs of the livestock and health sectors resulting from, among other things, the drought rehabilitation program (paras. 2.04, 2.10), the Government plans to strengthen animal husbandry and paramedical training facilities. Evaluation of the Sector 3.10 Over the last few years, Somalia has made significant progress in the expansion and improvement of the education system. Primary enroll- ments have increased at a very rapid rate (65% p.a. from 1972 to 1975) from a small base. According to Government data, more than half of the adult population are now estimated to be literate as against only 5% in 1973. These achievements have been possible because of bold Government decisions regarding the language of instruction, the increase in the age of entry to primary school, the reduction of the primary education cycle and the em- ployment of teachers without formal qualifications. The Government attempts to mobilize the population to build schools and to serve as temporary teachers and instructors have been successful. However, quantitative expansion has been carried out at the expense of educational quality and the Government is aware that various measures are urgently required to improve teacher quality, the provision of teaching aids and education administration. 3.11 National service volunteers, teachers from the one-year crash training program after primary education and the shorter primary cycle are the important factors enabling education to be expanded at lower cost, but may cause a lowering of standards of primary education, unless measures are taken  - 8 - to provide these teachers with further training and supervision and to supply teaching materials and teachers' guides. The MOE was reorganized in 1976. The new Department of Teacher Training and Curriculum Development is respon- sible for developing and revising curricula, preparing manuscripts for text- books, training teachers on how to use new textbooks, and running the in- service teacher training program. However, the Curriculum Development Divi- sion of the Department has inadequate physical facilities and insufficient staff (para. 4.02). 3.12 The provision of teaching/learning materials also requires immedi- ate attention. Since 1973 curriculum content and language of instruction have been changed necessitating the provision of new textbooks, teachers' guides and other materials. As indicated earlier (para. 3.08), in 1976/77 the SPA can deliver about 1.4 million copies of new books to the MOE. This represents a major achievement but meets only about 60% of the needs of stu- dents in the rapidly expanding school system and of adults in the literacy course and in other nonformal education programs. With the increasing school population and the drive for literacy, Somalia needs an expanded printing capacity. 3.13. The administrative structure to develop, organize and manage non- formal education satisfactorily exists at the national level (para. 3.06), but is weak at the regional level. The NAEC cannot by itself provide ade- quate supervision and support for the rapidly expanding program. The establishment of regional centers could strengthen nonformal education by providing the necessary organization, supervision, materials distribution, and multi-functional training programs including skill training, women's education and adult basic education. 3.14 In the area of high- and middle-level manpower training, the Government has followed the guidelines provided by the 1971 manpower survey. Expansion and improvement of the National University and of middle-level technical schools are proceeding rapidly. From 1981 Somalia will produce 600 technicians and craftsmen p.a. through institutional training. The number of the general secondary school graduates is also expected to increase rapidly (para. 3.04). In general terms, supply is expected to be in line with estimated absorptive capacity or perhaps even to exceed it in some areas. There are, however, areas where outputs of training institutions are likely to fall greatly short of needs. In particular, specialized training in agriculture, animal husbandry, forestry, simple rural skills and public health needs to be expanded to meet the requirements of major rural develop- ment programs either under implementation or in an advanced planning stage (paras. 2.06-2.08). 3.15 Increased attention needs to be paid to the evaluation of recent education reforms and existing training programs. There is an apparent need for a qualitative evaluation of the effects of such decisions as the introduc- tion of the Somali language as the medium of instruction, the reduction of the primary education cycle, the use of national service volunteers as primary school teachers, and the one-year crash primary teacher training program. Systematic evaluation of these measures is an essential prerequisite to the  - 9 - formulation of long-term educational strategies. Also, the trade testing system recently introduced by the Ministry of Labor and Sports shouid be fur- ther expanded to identify the skill training areas which require strengthen- ing, and a survey of training needs for managers and public administrators is necessary to develop appropriate modes of pre-service and in-service training schemes for executives and middle-level personnel of the Government and parastatal enterprises (para. 2.11). Financing Education Development 3.16 Recurrent Expenditure. Private schools were nationalized in 1973. The MOE is responsible for financing the major part of education and training services. Funds for university education and some special- ized training are channelled through the Ministry of Culture and Higher Education (MCHE) and certain other Ministries (Chart 5). Education is free apart from a secondary school boarding fee of So. Shs. 450 p.a. Between 1969 and 1974, the recurrent expenditure of the MOE was about 7% of the central Government's recurrent expenditure. However, as a result of the rapid growth of the sector, it has been increasing rapidly since 1974 as shown below: Recurrent Education Expenditure (So.Shs. millions) 1973 1974 1975 1976 (estimate) 1. MOE and MCHE 28.9 45.8 73.9 93.8 2. Central Government 374.8 530.8 585.2 684.6 3. 1 as % of 2 7.7 8.6 12.6 13.7 Between 1974 and 1976, recurrent expenditure of the MOE and the MCHE have doubled. The 1976 share of these two Ministries' expenditure in the total Government expenditure (13.7%) is, however, still substantially lower than that in neighboring countries, where recurrent expenditures on education generally absorb at least 20% of the budget. This has been possible because of the careful control of post-primary school expansion and the relatively low unit recurrent as well as capital costs in comparison to those of other East African countries. 3.17 However, based on MOE staff projections of school enrollment to 1980/81 (para. 3.04), the MOE recurrent expenditure is estimated to grow at an average rate of 19% p.a., while that of the MCHE is expected to increase at an average rate of 12% p.a. as a result of the University expansion now underway. By 1980, expenditure of both Ministries as a percentage of the Central Government expenditure is expected to reach about 20% assuming an 8% p.a. increase in public revenue. This allocation reflects the high priority given by the Government to the sector since the early 1970s. That this high proportion is manageable is also indicated by the fact that after 1980 the growth rate of recurrent education expenditures is likely to slow down.  - 10 - A projection, carried out by Bank staff on the assumption that once universal primary education of six years is reached, expansion of secondary education enrollment will continue to be controlled, shows that by 1986 recurrent education expenditure will absorb about 19% of the Government budget (Annex 6). 3.18 Capital Expenditure. A total capital outlay of So.Shs. 191 million is allocated to education for the 1974-78 Plan period. This accounts for 5% of the total Government investment. Planned investment in the education sec- tor for the 1971-73 Plan period was So.Shs. 49 million which was also about 5% of total planned outlay during the period. While there is little differ- ence in the education share of the capital budget, the increase in absolute terms is very large. Of the total education investment, about 25% is allo- cated to primary and secondary education, 21% to technical and vocational education, and 26% to higher education. Education for nomads and teacher training are expected to account for 19% and 7%, respectively, of the total capital expenditures for the sector. It-is assumed that external sources will finance about 70% of the total investment, while the Government partici- pation, which was almost nil under the previous Plan, will be some 30%. Actual investment for 1974 and 1975 indicates, however, that the education sector received 8% of the total zapital expenditure instead of the planned 5%. Based on actual disbursements, the IDA assistance for those two years accounted for about 30% of the total actual public investment in education (So.Sh.55.8 million). 3.19 Projections of the capital expenditure for education beyond 1978 are highly speculative and need to await completion of the studies referred to in para. 3.04, as well as the formulation of the next Five-Year Development Plan. It is apparent, however, that the Government strategy will essentially consist of (i) supporting with its own budget construction of primary school class- rooms; and (ii) seeking foreign assistance for the improvements and expansions of educational institutions above the primary level. The construction of 650 primary school classrooms p.a. (para. 3.03) is expected to cost the Government So.Shs. 12 million p.a. over the next ten years, even if local communities provide free labor under self-help schemes. As for secondary, specialized and higher education, the programs assisted by the EEC, Italy, the People's Republic of Korea and the USSR are at advanced stage of execution. While there are no indications yet of further commitments by these countries in support of the sector, the UAE has recently agreed to extend asgistance for approximately US$20 million equivalent to finance several training institu- tions including agricultural and vocational training centers in the Lower Juba Valley (para. 3.09) and general secondary schools. The project assisted by the UAE, the ongoing IDA second education project and the proposed third education project are expected to be the bulk of education programs assisted by external sources during the 1976-1982 period.  - 11 - IV. THE PROJECT Objectives 4.01 The proposed education project would assist an investment program aimed at (a) improving the quality of education through curriculum development, teacher upgrading and production of teaching materials; (b) promoting basic education and skill training among youths and adults; (c) providing training for specialized manpower in animal husbandry, forestry and paramedical services; and (d) improving the system of trade testing and skilled workers' upgrading. It would consist of: (i) Construction, extension, renovation and/or equipping of the following institutions: Approximate No. of Student Places Existing New Total One new Curriculum Development Center (CDC) n.a. n.a. n.a. Extension to the State Printing Agency (SPA) n.a. n.a. n.a. Seven new Regional Adult Education and Training Centers (RAETCs) - 840 840 Equipping of the National Trade Testing and Training Center (NTTTC) 30 60 90 One new Livestock and Forestry School (LFS) - 360 360 One new Health Personnel Training Institute (HPTI) 1/ 200 - 200 Renovations to the Mogadiscio School of Nursing (MSN) 180 - 180 One new School of Nursing - 60 60 in Kismayo (KSN) n.a. - not applicable 1/ As replacement to the existing Institute due to be demolished (paras. 4.17- 4.18).  - 12 - (ii) Provision of three-year incremental requirement for printing materials by MOE. (iii) The cost of specialist services and fellowships for (a) curriculum development and teaching mate- rials development and production; (b) rural skill training; (c) a survey of public administration and management training needs; and (d) project administration including civil works design and supervision. Project Items 4.02 Curriculum Development Center. In view of the many changes that have taken place in the sector since 1969 (paras. 3.07-3.09), the workload of the MOE Curriculum Development Division has considerably increased to such an extent so that its existing staff and physical facilities require reinforc- ing to enable the efficient execution of its work. The Division has 12 staff who work in unsuitable accommodations. The Division evaluates and revises curricula and syllabi for general, technical and teacher education, and also edits, tests, revises and assists in the training of teachers in the use of textbooks. In addition, teaching aids and materials for general and science education are developed and produced. 4.03 The project would help the Government establish an expanded Cur- riculum Development Center by providing: (a) the construction of a CDC building, (b) the procurement of necessary equipment, and (c) technical assistance comprising: (i) two man-years for a curriculum development/education evluation specialist, one man-year for a general teaching aids production specialist and one man-year for a science teaching aids production specialist; and (ii) sixteen man-years of fellowships for the CDC staff. The fellowship training program of the CDC staff would be timed so that its completion would take place shortly before the new CDC begins to operate. The specialists, however, would be expected to arrive six months earlier than the date the new CDC starts functioning. The specialists would provide guidance to local CDC staff in all their activities during the first year of operation. In addition, the specialists would conduct in-service training for the CDC staff. This training would include educational evaluation which the Government intends to introduce as an integral part of the functions of the CDC (para. 3.15). 4.04 Textbook Printing. The State Printing Agency (SPA) under the Ministry of Information is the only printer for both the public and private sectors in Somalia. In 1975 the SPA printed for the MOE about one million textbooks. During the first half of 1976 about 600,000 were printed, and for the second half of 1976 about one and a half million textbooks would have to be produced. During the next 10 years, the MOE estimates that an average of about 2.3 million books p.a. will be required. They would consist of 141 titles of which 48 are for primary education, 40 for secondary education, 25 for teacher training, 19 for nonformal education and 9 for teachers' guides. This estimate exceeds the present printing capacity of the SPA, which need also meet requirements of the Ministry of Culture and Higher Education (MCHE).  - 13 - Requirements for printing all kinds of materials including government documents, newspapers and textbooks, are increasing rapidly. The SPA now operates in two shifts with severe workloads. As a result, there is the need for additional machinery and for the establishment of an in-house printing plant for systematic and timely production of textbooks. 4.05 The proposed project would assist the required expansion by provid- ing: (a) additional printing equipment, (b) the construction of physical facilities to accommodate the additional equipment, (c) three man-years of specialist services to train the local staff in the operation, maintenance and repair of printing equipment and in printing procedures and techniques in general, and (d) MOE's incremental printing materials (e.g., paper and other printing supplies) for the first three years of the expanded operation of the SPA. 4.06 To ensure the timely printing of an adequate number of textbooks, a draft agreement between the MOE, the MCHE and the SPA has been prepared by the Government and commented upon by the Association. The Government would provide the Association with the final agreement. 4.07 The storage and distribution of books and other educational mate- rials are satisfactory. The Central stores unit of the MOE has several store- houses in different locations in Mogadiscio, where books and other educational materials are stored and sorted for distribution to the 16 regions of the country. The Ministry of Transport, upon the request by the MOE, provides the delivery trucks. At the regional level, each regional education headquarters has a warehouse and a vehicle for the distribution of educational materials to the schools of the region. Except in extremely wet weather most schools in Somalia are generally accessible by roads. The MOE plans to consolidate the storage of all books and educational materials in one central warehouse to facilitate sorting and distribution to the different regions of the country. Funds have already been allocated by the Government for the construction of the central warehouse. 4.08 Regional Adult Education and Training Centers. The scale of the 1973-75 mass literacy campaign (paras. 3.05, 3.13 and Appendix II) cannot be maintained but the Government is determined to ensure the permanency of what has been achieved and to strengthen literacy with functional skills. As indicated at paras. 3.05-3.06 and 3.13 above, facilities at the regional and district levels are essential to the development and improvement of the non- formal education system. 4.09 The Government plans to establish a Regional Adult Eduation and Training Center (RAETC) in each region. The Centers would offer a broad basic adult education course of three to six months duration, which would include rural skill training, particularly addressed to women and to the rapidly expanding number of primary school leavers. The RAETCs would also act as regional support and resource centers to provide the necessary organ- ization, supervision and materials distribution for adult learning groups of which some 1,500 are already functioning (para. 3.06). The curricula and some printed materials for these groups have been developed by the NAEC. The  - 14 - proposed RAETCs would also be expected to support the ongoing radio education program (para. 3.07) by serving as distribution and maintenance centers for radio receiving sets in the rural areas. Education broadcasting programs now occupy 10 hours per week and include information and advice on agriculture, livestock production and forestry. Unesco has agreed to provide fellowships to the MOE in educational radio and technical assistance to improve the quality of the radio programs. 4.10 The proposed project would assist the Government in the implementa- tion of the above plans by providing construction materials and equipment for the establishment of seven RAETCs (120 student places each) in priority loca- tions. In addition, about 1,200 radio receiving sets and 800 radio recording sets would be provided for distribution to adult learning groups within the catchment area of each of the proposed centers. To help ensure the success of the program, one man-year of specialist services in village technology would be provided in the proposed project. The Government has agreed to employ the specialist not later than September 30, 1978. The specialist would advise on development of skill training courses and help train Somali craftsmen as instructors for the seven centers. 4.11 National Trade Testing and Training Center. About 90% of the skilled and semi-skilled labor in Somalia learned their trades through in- formal on-the-job apprenticeship without formal training. Many of these workers possess more relevant skills than those of the graduates from tech- nical and vocational schools; yet they are generally paid lower wages than those who have formal training. Wage differentials also exist between groups of workers who have had equivalent or similar institutional training. In 1974 a trade testing unit was organized under the Ministry of Labor and Sports to develop and administer trade tests for the purpose of classifying and certifying some 50,000 skilled and semi-skilled workers in the country in about 40 trades and vocations and to develop a more precise basis for the formulation of wage policies. The Government also intends to utilize the trade test results for job placement assisting employers in the recruitment of qualified workers, as a tool for qualitative improvements in vocational and technical training and for keeping abreast with the manpower supply situation in the country as a guide to maintaining a satisfactory balance between labor supply and demand. 4.12 Trade testing in Somalia is, however, still at an embryonic stage. The system is not well organized, guidelines and procedures are not fully established, testing facilities are lacking and testers are inadequately trained. To improve the system, the proposed project would assist the Govern- ment in developing the National Trade Testing and Training Center (NTTTC) in Mogadiscio, which for the last two years has received assistance from UNDP/ILO, to serve as headquarters for the trade testing program; it' would also serve as the staff training center for trade testing and other specialized skills. Assistance from the project would consist of providing trade testing equipment in mechanical, electrical, and woodwork trades. In addition, two man-years of specialist services in trade testing and vocational training would be provided to assist in improving the organizational structure, for- mulating policies and procedures, and training of the necessary staff of the  - 15 - entire trade testing program. Six man-months of fellowship training would also be provided to enable staff from the Center to observe trade testing programs in other countries. An existing Government building has been pro- vided to house the proposed Center. 4.13 Livestock and Forestry School. As a long range plan for the development of the livestock industry in Somalia, the Government intends to introduce modern animal production techniques focusing on the improvement of livestock breeds, feeding, range management, and the processing and utilization of animal by-products. The ultimate goal of the Government is to encourage animal raisers to engage in sedentary systems of produc- tion and thus reduce the number of nomads (para. 2.05). In forestry, the Government intends to improve and intensify its ongoing programs in forest and range management, reforestation and water shed development (para. 2.07). 4.14 To implement the Government's development plans about 180 univer- sity graduates of animal husbandry, 550 animal production technicians and 270 forest rangers would be needed during the next ten years (Annex 2). No problems are foreseen in providing university level manpower since the College of Animal Husbandry and Veterinary Science of the National University will graduate 26 with the Bachelor's degree in animal husbandry in 1977 and the University intends to gradually increase this output to 42 p.a. However, facilities for training middle-level technicians in animal husbandry and forest rangers are not available in Somalia. At present secondary school graduates are recruited for these posts. 4.15 The proposed project would assist the Government in establishing a 360-place Livestock and Forestry School (LFS) where four-year post-primary courses would be offered in animal husbandry and forestry with an expected output of 55 animal husbandry technicians and 27 forest rangers p.a. The LFS would be located within walking distance of the existing Agricultural Secondary School and the College of Agriculture of the University, thus enabling the mutual utilization of staff, equipment and facilities. A satisfactory curri- culum has been prepared by the Ministry of Livestock, Forests and Range with assistance from a PAO livestock specialist. Instructors for the animal husbandry course would be recruited from graduates of the College of Animal Husbandry and Veterinary Science of the University. For the forestry course, however, no instructors would be locally available since the only existing forestry training program in Somalia is for forest guards. The project therefore would also provide three fellowships of two man-years each for training abroad of forestry instructors who would be selected among science or agriculture graduates of the National University. 4.16 Health Personnel Training Institute, Mogadiscio School of Nursing and Kismayo School of Nursing. The Health Personnel Training Institute (HPTI) at Mogadiscio trains all supportive health personnel for the entire country except nurses who are also trained at the Hargeisa and Mogadiscio Schools of Nursing. These personnel include sanitarians, laboratory techni- cians, x-ray technicians, pharmacist assistants, health superintendents and health inspectors.  - 16 - 4.17 Within the next ten years, output from the HPTI is expected to meet the country's manpower requirements for supportive health personnel ir accordance with the planned expansion of the health services. These requirements consist, inter alia, of about 330 sanitarians, 350 laboratory technicians, 150 pharmacy assistants, 70 anesthetist assistants and 50 x-ray technicians. The HPTI, however, has inadequate facilities and is due to be demolished soon as it is located in the area where the expansion of the Mogadiscio Port Authority is taking place. 4.18 In view of the projected need for additional health personnel, the Government plans to construct a new 200-place HPTI as soon as possible and to transfer its community-oriented nursing course to the Mogadiscio School of Nursing (MSN). This arrangement would allow the new HPTI to concentrate on the training of supportive health personnel. To be able to accommodate the added nursing course, the MSN would be renovated. The new HPTI would be located within the compound of the MSN to enable both institutions to share staff and physical facilities. The HPTI is adequately staffed with 17 full- time and 11 part-time Somali instructors. Three WHO health education special- ists provide technical assistance. 4.19 The proposed project would also include a new 60-place Kismayo School of Nursing (KSN) to solve an acute shortage of nurses and their uneven regional distribution by decentralizing training (para. 2.10). It is estimated that there are only 14 trained nurses in three districts in the southern region serving 160,000 population. The establishment of the KSN would therefore improve and extend the health services in the region where the population is increasing rapidly as a part of the resettlement program (paras. 2.04-2.05). 4.20 Survey of Administration and Management Training Needs. One of the most serious problems Somalia faces is the lack of trained and experienced Somali administrators and managers to administer existing Government services and to execute and monitor economic and social developmental programs (para. 2.11). The Government is therefore forced to rely on expatriates who usually are on short fixed-service tenures thus making it difficult to ensure operational continuity. To some extent, expatriates also occupy supporting administrative posts such as secretaries, bookkeepers and accountants. Currently, there are two institutions, the Somali Institute of Development Administration and Man- agement (SIDAM) and the Institute for Accountants and Surveyors conducting training programs for administrative, managerial and clerical personnel. How- ever, their training programs are not well attuned to existing demand in terms of type, number and quality of manpower. The Government intends to utilize the results of the proposed survey as a basis for initiating the necessary reforms. 4.21 The project includes the provision of one man-year of specialist services in public administration and management manpower planning as well as equipment and logistical support to assist the Government in conducting a comprehensive survey of the manpower training needs in public administration and management. The SIDAM has been designated by the Government to carry out  - 17 - the survey. In order to ensure the successful and timely implementation of the survey, the Government has agreed to submitt to the Association for review a plan for executing the survey not later than October 30, 1977, and to recruit the administration and management manpower specialist, procure the necessary equipment and start the survey not later than April 30, 1978. 4.22 Technical Assistance. The proposed project would in total include 22.5 man-years of fellowships and 16 man-years of specialist services (Annex 7). In fields related to the project items, 17 persons would receive training overseas and 10 experts would provide specialist services. The Government has agreed to consult with the Association with respect to the fellowship program as shown in Annex 7. V. COST ESTIMATES, FINANCIAL PLAN, IMPLEMENTATION, PROCUREMENT AND DISBURSEMENT Cost Estimates 5.01 The total cost of the project is estimated at US$11.7 million equivalent. The summary of project cost is shown in Annexes 8 and 9 and summarized as follows:  - 18 - Estimated Cost by Project Items % of So. Shs. millions US$ millions Total Project Item Local Foreign Total Local Foreign Total Base Cost I. Civil Works, Furniture, Equipment, Printing , Materials and Vehicles 1. Curriculum Development Center 0.76 1.26 2.02 0.12 0.20 0.32 4 2. Textbook Printing 2.02 15.02 17.04 0.32 2.39 2.71 34 3. Regional Adult Education and Training Centers 1.51 4.16 5.67 0.24 0.66 0.90 11 4. National Trade Testing and Training Center 0.12 0.70 0.82 0.02 0.11 0.13 2 5. Livestock and Forestry School 2.83 5.04 7.87 0.45 0.80 1.25 15 6. Health Personnel Training Institute 2.21 3.02 5.23 0.35 0.48 0.83 10 7. Mogadiscio School of Nursing 0.37 0.70 1.07 0.06 0.11 0.17 2 8. Kismayo School of Nursing 0.65 0.92 1.57 0.10 0.15 0.25 3 9. Project Unit 0 0.25 0.25 0 0.04 0.04 1 Sub-Total I 10.47 31.07 41.54 1.66 4.94 6.60 82 II. Technical Assistance 1.55 6.23 7.78 0.25 0.99 1.24 15 III. Survey of Public Admini- stration and Management Training Needs 0.12 0.06 0.18 0.02 0.01 0.03 1 IV. Project Administration 0.57 0.32 0.89 0.09 0.05 0.14 2 Total Base Cost I-IV (Feb. 1977) 12.71 37.68 50.39 2.02 5.99 8.01 100 V. Contingencies Physical Increase (9%) 1.73 5.22 6.95 0.17 0.51 0.68 Price Increase (34%) 4.03 11.97 16.00 0.74 2.22 2.96 Sub-Total V 5.76 17.19 22.95 0.91 2.73 3.64 Total Project Cost I-V 18.47 54.87 73.34 2.93 8.72 11.65 1/ Includes taxes of US$0.4 million equivalent.  - 19 - Estimated Cost by Project Items (IDA and ADF Separate) % of So. Shs. millions US$ millions Total Project Item Local Foreign Total Local Foreign Total Base Cost I. Civil Works, Furniture, Equipment, Printing Materials and Vehicles 1. Curriculum Development Center 0.76 1.26 2.02 0.12 0.20 0.32 5 2. Textbook Printing 0 9.80 9.80 0 1.56 1.56 23 3. Regional Adult Education and Training Centers 1.51 4.16 5.67 0.24 0.66 0.90 13 4. National Trade Testing and Training Center 0.12 0.70 0.82 0.02 0.11 0.13 2 5. Livestock and Forestry School 2.83 5.04 7.87 0.45 0.80 1.25 19 6. Health Personnel Training Institute 2.21 3.02 5.23 0.35 0.48 0.83 12 7. Mogadiscio School of Nursing 0.37 0.70 1.07 0.06 0.11 0.17 3 8. Kismayo School of Nursing 0.65 0.92 1.57 0.10 0.15 0.25 3 9. Project Unit 0 0.25 0.25 0 0.04 0.04 1 Sub-Total 1 8.45 25.85 34.30 1.34 4.11 5.45 81 II. Technical Assistance 1.30 5.35 6.65 0.21 0.85 1.06 16 III. Survey of Public Admini- stration and Management Training Needs 0.12 0.06 0.18 0.02 0.01 0.03 1 IV. Project Administration 0.57 0.32 0.89 0.09 0.05 0.14 2 Total Base Cost I-IV (Feb. 1977) 10.44 31.58 42.02 1.66 5.02 6.68 100 V. Contingencies Physical Increase (9%) 0.97 2.64 3.61 0.15 0.42 0.57 Price Increase (34%) 3.98 11.52 15.50 0.63 1.83 2.46 Sub-Total V 4.95 14.16 19.11 0.78 2.25 3.03 Total IDA Project Cost I-V 15.39 45.74 61.13 2.44 7.27 9.71 1/ IV. ADF 2/ 3.08 9.13 12.21 0.49 1.45 1.94 Total Project Cost I-V 18.47 54.87 73.34 2.93 8.72 11.65 1/ Includes taxes of US$0.4 million equivalent. 21 Civil works, equipment, technical assistance and contingencies for elements, printshop, financed by the ADF.  - 20 - 5.02 Construction, furniture and equipment costs provided by the Gov- ernment and reviewed by the Unesco preparation mission and Bank staff, are based upon quotations received in the first education project and other similar Government projects. The base cost of construction in Mogadiscio for single story type of construction used for education facilities such as that to be provided for the LFS, is US$135 per square meter (February 1977) and compares with US$154 in Kenya (October 1975), US$200 in Tanzania (December 1975) and US$120 in Sudan (March 1975). The base cost of RAETCs constructed by departmental forces of the Regional Councils utilizing a self-help scheme is US$85 per square meter. Cost estimates are based upon the maximum use of local materials and simple bui:Lding techniques. School construction in Somalia is generally uniform and consists of exposed concrete floor slabs and walling of either concrete block or rough field stone and occasionally brick. Roofs are mainly pitched with either corrugated cement asbestos or iron sheeting. Costs of the CDC, the HPTI and the SPA of US$200-260 per square meter provides for more complex requirements, i.e., additional mechanical and electrical services for the CDC and the HPTI and a concrete structure for the SPA for heavy duty service. Schedules of accommodation are functional and appropriate to accomplish education objectives of the project. Furniture and equipment costs are reasonable. Cost per man-year of technical assistance specialists is estimated at US$55,000 equivalent. 5.03 Customs Duties and Taxes. In accordance with Government's practices, all items imported specifically for the proposed project would be exempt from direct customs duties and taxes. However, the National Agency for Building Materials (NABM) has a monopoly on the importation of building materials and pays import duties and taxes, which will be included in the prices paid by contractors on material purchased from the Agency. Of the total estimated civil works costs, about US$0.4 million would represent customs duties and/or taxes. 5.04 Contingency Allowances. For physical increases, 10% has been added to the base cost of civil works, equipment, furniture and printing materials, and 5% to technical assistance and project administration costs. Estimated price increases are based upon the following annual rates for which price escalation has been calculated from the base cost date (February 1977) in accordance with the implementation schedule (Annex 10). Furniture, Technical Assistance Materials and and Civil Works Equipment Project Administration 1977-79 12% 8% 7.5% 1980-83 10% 7% 7.5% 5.05 Foreign Exchange Component. The foreign exchange component has been calculated as follows: (a) construction and site development, 52%; (b) furniture, 80%; (c) instructional equipment and vehicles, 93%; (d) print- ing materials, 100%; (e) survev and project administration, 35%; and (f) technical assistance, 80%. The foreign exchange component is estimated at US$8.7 million, or 74% of the total project cost of US$11.7 million. This  - 21 - high foreign exchange component reflects the project emphasis on the provision of equipment, printing materials and technical assistance (62% of the total project cost). The foreign exchange percentage for civil works and furni- ture is also high because of the high cost of imported materials in compari- son with the lower cost of local materials (mainly bricks, cement, aggregates and labor) and the use of self-help in some of the building construction activities under the project. Financial Plan 5.06 The financial plan provides for IDA assistance of US$8.0 million equivalent, or 69% of total project cost, and for the African Development Fund (ADF) assistance of US$1.7 million, or 14% of total project cost, as follows: US$ millions Somali Government IDA ADF Total 1. Civil Works 0.78 1.85 0.36 2.99 2. Furniture, Instructional Equipment and Vehicles 0.18 1.25 0.62 2.05 3. Printing Materials 0 1.56 0 1.56 4. Technical Assistance 0.09 1.00 0.16 1.25 5. Project Administration and Administration and Management Survey 0.07 0.10 0 0.17 6. Contingencies 0.88 2.24 0.51 3.63 Total 2.00 8.00 1.65 11.65 (of which taxes US$0.4 million) Through parallel financing the ADF would assist in printing facilities and technical assistance in the textbook printing item. The ADF loan would be for 40 years with a 10-year grace period and carry a service charge of 3/4 of 1%. Effectiveness of the ADF loan would be a condition of Credit effectiveness. The Government's total contribution of So.Shs. 12.6 million spread over a period of six years with a maximum contribution of So.Shs. 4.0 million includes a maximum of So.Shs. 1.0 million taxes in any one year. Recurrent expenditure generated by the proposed project is estimated at So. Shs. 6.2 million p.a. at 1976 prices, or about 2.0% of the estimated recurrent expendi- ture on education in 1982/83. Implementation 5.07 Because of general experience with Bank Group-financed projects in Somalia, the period of project implementation has been conservatively estimated at six years after the date of Credit effectiveness, including six months for completion of payments and withdrawals from the Credit  - 22 - account. If the project is implemented more rapidly than presently ex- pected and savings are realized, undisbursed funds would be used for pro- ject related items (e.g., additional paper supplies) to be agreed by the Government and the Association. 5.08 Evaluation. The Government confirmed that not later than September 30, 1982 the Project Unit would organize a project evaluation committee composed of the representatives of the Ministries involved in the project, and prepare terms of reference for review by the Association. The CDC Director would chair the committee and provide leadership in planning and conducting the evaluation of the proposed project. It was also agreed that the report would be submitted to the Association not later than September 30, 1983. 5.09 Administration. The Project and School Design Units established for the implementation of the first and second IDA education projects (Credits 247-SO and 511-SO) would be responsible for the financial and administra- tive control of the proposed project (including ADF project items) including liaison with the Association. The Units would be strengthened by the addition of an architect and an assistant accountant. Five man-years of specialist services for the architect are included in the project because the architect is being recruited internationally. This architect would also train Project Unit staff in addition to production duties. The appointments of the architect and the assistant accountant on terms and conditions satisfactory to the Association would be a condition of Credit effectiveness. 5.10 Professional Services (Architectural/Engineering). The Project and School Design Units would be responsible for the design and supervision of construction of project institutions. Standard plans and construction documents developed for the first and second education projects would be utilized to the maximum extent possible. 5.11 Sites. Satisfactory sites are available for the CDC, SPA, LFS, HPTI and KSN. All RAETCs have been located and selection of the sites as agreed with the Association would be completed prior to Credit effectiveness. All land is Government-owned and is provided at no cost to the project. 5.12 Building Industry. At present there are only four local private construction firms in Somalia. The Ministry of Public Works performs certain governmental work by departmental forces and each region has established de- partmental forces for construction utilizing mainly self-help schemes. However, as the local private firms and the Ministry of Public Works are unable to undertake large civil engineering works, the Somali Construction Agency (WDS) was created in 1974 with operations starting in 1975. WDS accomplished work valued at about So.Shs. 105 million in 1975 which compared with less than So.Shs. 60 million by the local private construction firms. WDS is allowed by the Government to submit tenders in competition with local and foreign firms. There are no foreign contractors established in the coun- try and from past experience in the first and second IDA education projects, it is unlikely that the proposed project would attract foreign firms. How- ever, several large construction schemes are to start within the next 12-18 months, which might attract the interest of foreign firms. This expected  - 23 - increase in construction activities, combined with the shortage of skilled workers, may affect the availability and performance of building contractors. This has been taken into account in establishing the six-year implementation period (para. 5.07). Procurement 5.13 Contracts for civil works, construction materials, equipment, furniture, and printing materials including paper, would be awarded on the basis of international competitive bidding, in accordance with the Bank Group's Guidelines for Procurement, 1/ except as follows: (a) locally procured construction materials for seven RAETCs; (b) contracts costing less than US$50,000 each for furniture and equipment (including vehicles); and (c) local transportation services. Due to their remote locations and small size, the RAETCs would be constructed by departmental forces by the regional councils utilizing a self-help scheme under the direction of the Project Unit and following an established method successfully used in previous education projects. 2/ Contracts would be awarded on the basis of competitive bidding, advertised locally and in accord- ance with local procedures satisfactory to the Association. The aggregate value of these contracts is likely to be about US$350,000 equivalent excluding contin- gencies. Contracts to be awarded by international competitive bidding is esti- mated at about US$4.0 million for civil works and US$3.8 million for furniture, equipment and printing materials. 5.14 Imported building materials would be procured by the NABM on the basis of international competitive bidding following the Bank Group's Guidelines for Procurement. The Agency is responsible for procurement of all imported building materials. There have been delays in shipments and clearing materials through customs in the previous education projects; therefore, the Government has confirmed that the Agency will procure materials required for all project institutions according to a half-yearly forecast by the Project Unit to ensure adequate supplies during construction. 5.15 Standardized sketch designs, draft tender documents and master lists of furniture, equipment and printing materials, indicating proposed grouping for tender, would be reviewed by the Association. Items would be 1/ The portion of the project financed by ADF will be procured under ADF procedures that provide for competitive bidding and meet requirements of efficiency and economy. 2/ Seven RAETCs at an average local material cost of about US$12,000 each, for a total of US$84,000 excluding contingencies.  - 24 - grouped to the extent practicable to encourage competitive bidding and to permit bulk procurement. Review of tender evaluation documents by the Asso- ciation prior to award would be required for contracts for civil works and for contracts above US$50,000 equivalent for construction materials, equipment, furniture and local transportation services. 5.16 Domestic manufacturers of furniture and equipment would be allowed a preference of 15% or the existing rate of import duties, whichever is lower, over the c.i.f. price of competing foreign suppliers. Qualified domestic civil works contractors would be allowed a preferential margin of 7-1/2% over bid prices of competing foreign contractors. Disbursement 5.17 Disbursement (Annex Il) would be on the basis of: (a) 100% of foreign expenditures for imported construction materials, furniture, instructional equipment and vehicles, and printing materials; (b) 56% of total expenditures for civil works excluding con- struction materials in (a) above; (c) 100% of ex-factory cost of locally manufactured furniture or equipment; (d) 80% of total expenditures for locally procured furniture, equipment, vehicles and local transportation services; (e) 50% of total expenditures for the management survey and project administration; and (f) 100% of foreign and 80% of local expenditures for technical assistance. 5.18 Disbursements would be fully documented with the exception that disbursement for project administration and the management survey would be against certificates of expenditures for which documentation would be re- tained by the Borrower and reviewed by the Association in the course of project supervision. Disbursements against statement of expenditure are estimated at a total value of US$200,000 equivalent. Auditing would be required on an annual basis on expenditures incurred for project adminis- tration and the management survey. Auditing procedures and information required were agreed upon. The project is expected to be completed by March 31, 1983 and the Credit Closing Date would be September 30, 1983.  - 25 - VI. BENEFITS AND JUSTIFICATION 6.01 In addition to the specific benefits of various project items men- tioned in Chapter IV, the proposed project would generate important general benefits, particularly in regard to education quality, manpower development and institution building. 6.02 Quality. Before the literacy campaign and the drive for the achieve- ment of basic education for youths and adults were started in 1973, about 50% of primary and 80% of secondary enrollments were concentrated in the two major towns of Mogadiscio and Hargeisa. These proportions are changing rapidly be- cause of the remarkable expansion of education now underway. Both the Govern- ment mostly through the provision of teachers and the people mostly through the construction of classrooms under self-help schemes, are providing the im- petus towards a more equitable distribution of education opportunities, but the rapid expansion of education may cause a deterioration in quality (para. 3.10). The proposed project would contribute to improved educational quality through the provision of teaching aids, primarily textbooks, and through the development of regional centers for the improvement of adult education. The project wc4ld ensure every primary school student an adequate supply of text- books. As Somalia will have to rely for several years on unqualified teachers, an adequate provision of textbooks is essential to ensure learning and is likely to benefit particularly the students from the most disadvantaged groups of the society. Similarly, the project would improve and expand basic educa- tion and training for adults in small towns and rural areas. 6.03 NIanpower Development. Previous IDA education projects are assist- ing to alleviate shortages of high- and middle-level manpower for the mone- tary sector of the economy primarily through the expansion and improvement of teacher, technical and secondary education. As Somalia is expected soon to have an adequate pool of secondary and technical school graduates for entry into higher education and for employment in Government, industry and services, the emphasis of the proposed project is on the expansion of specialized training institutions to provide middle-level technical manpower for the rural development programs. The LFS and the HPTI would be the only institutions in the country for the training of animal husbandry technicians, forest rangers and paramedical personnel, and their outputs together with the outputs from the KSN would meet long-term needs. 6.04 Institution Building. Institution building would continue to be an essential feature of IDA assistance to the education sector in Somalia. Pre- vious projects have helped the establishment of an efficient implementation machinery and the development of functional and economical standard plans and specifications for school buildings. The first and second IDA education pro- jects have also assisted in the reorientation of teacher, secondary and tech- nical education and promoted institutional arrangements for training of the nomadic population. Under the proposed project, present school design and implementation capacity would be further developed (para. 5.09). More signi- ficantly, however, the capabilities of the existing institutions for curri- culum development (para. 4.03), teaching aids preparation, testing, production and distribution (para. 4.06), and administration and management of adult edu- cation (para. 4.11) would be extended.  - 26 6.05 Risks. The risks associated with the proposed project relate es- sentially to two items: (a) textbook printing and (b) adult education. There is the risk that because of the pressure to supply books in Somali as soon as possible to a rapidly increasing enrollment, testing might be insufficient and some of the materials developed might not be in line with the new curri- cula. Also, in the initial stages of operation of the RAETCs some diffi- culties can be foreseen because of the lack of experienced administrators of nonformal education at the regional level and because of the need for im- provisation. However, the accomplishments made by Somalia over the last three years in the areas of textbook development and adult education point to the fact that, altogether, the risks of inappropriate utilization of the project's facilities are small. To further reduce them, technical assistance and fellowships for overseas training would be provided according to a care- fully designed schedule. 6.06 In spite of the risks, the project is to be recommended. The Govern- ment's objectives and strategy for education development coincide with those recommended by the Bank Group. In recent years the country has made remarkable progress in expanding educational opportunities within manpower guidelines and budgetary constraints. Nevertheless, some important weaknesses remain where the Bank Group's assistance can make a critical difference. The proposed project is addressed to those areas and thus would aid and increase the momentum achieved in the past few years. VII. AGREEMENTS REACHED AND RECOMMENDATION 7.01 Agreement was reached with the Government on the following principal points: recruitment schedule of the village technology specialist provided for the RAETCs; an implementation plan for the survey of administration and management training needs; the fellowship programs; the establishment of a project evaluation committee and an evaluation report to the Association; procurement of building materials by the NABM; and auditing procedures concern- ing disbursements against certificate of expenditures (paras. 4.10, 4.21, 4.22, 5.08, 5.14 and 5.18). 7.02 In addition to the customary conditions, the appointments of an architect and an assistant accountant, the selection of the sites for the seven RAETCs and effectiveness of the ADF loan would be conditions of Credit effectiveness (paras. 5.09, 5.11 and 5.06). 7.03 The proposed project constitutes a suitable basis for an IDA credit of US$8.0 million equivalent on standard IDA terms to the Somali Democratic Republic.  APPPENDIX I THE EDUCATIONAL AND TRAINING SYSTEM Structure and Organization 1. The structure of the formal education system is in Chart 3. Until recently, primary education consisted of an elementary cycle (grades 1-4) and an intermediate cycle (grades 5-8). Gradual changes to shorten primary education from eight years to six years began in April 1975. From November 1977 all students will be in the six-year program following the new curriculum. Secondary education (grades 7-10) comprises general courses and technical, accountancy, surveying, agricultural and fishery training. Three- year courses (grades 7-9) are held in craft work at the Burao Technical Institute, but will soon become four-year courses. Higher education is carried out at a number of institutions organized in one overall establishment, the National University, where courses are of four-year duration. 2. Since 1973 the Ministry of Education (MOE) and the Ministry of Culture and Higher Education (MCHE) share the responsibility for the de- velopment of the formal education system and also for the major nonformal education programs. The MOE is responsible for primary, secondary, tech- nical and adult education as well as primary teacher training and to a cer- tain extent, vocational training. Education planning is centralized, but the Government is in the process of delegating greater responsibility to the regional authorities. The MCHE is responsible for university education, secondary teacher training, libraries, museums and other cultural activities. In addition to these two ministries, there are several other ministries which conduct training in specialized areas (Chart 5). Language and Textbook Development 3. In 1972 the Latin script was officially adopted as the script for the Somali language. Subsequently, Somali has become the offical language of the country replacing Arabic and English as the second and third languages. To facilitate these developments, an Academy for Somali Studies has been founded whose functions include research into the writing of the Somali language and revival of national culture. The Academy is being housed in new functional facilities under the second education project (Credit 511-SO). 4. The Curriculum Development Division (CDD) of the Department of Teacher Training and Curriculum Development of the MOE is responsible for overall curriculum development of primary and secondary education and of primary teacher training. The CDD staff select, purchase, distribute and produce textbooks for students and manuals for teachers. Books and booklets for nonformal education are prepared by the National Adult Educa- tion Center (NAEC) and by the Women's Education Section of the Department of Nonformal Education of the MOE. Both the CDD and the NAEC would be assisted and strengthened through the proposed third education project.  APPPENDIX I Page 2 5. A National Language Commission was established to assist the CDD of the Ministry of Education in 1971. Its terms of reference were mainly to write textbooks in Somali for primary schools, readers for adults and a vocabulary book. The latter has become the basis of a Somali dictionary. Working through 15 committees composed of some 200 teachers, the Commis- sion had written 140 textbooks by 1975 for the primary, secondary, techni- cal and adult education courses. Of 140 textbooks, 32 have been printed with a total of one million copies for primary education courses. In addi- tion, the Commission has given advice to the NAEC on the preparation of special radio programs which would be promoted under the proposed third edu- cation project. 6. All printed educational materials are produced at the State Printing Agency (SPA) of the Ministry of Information. The SPA is the sole printer for the country. In addition to textbooks, the SPA prints office forms, Govern- ment documents, newspapers, and the entire range of printed materials required by the country. However, the current efforts for permanent literacy, in- creased primary school enrollment, and the introduction of Somali as the me- dium of instruction will require an increase in capacity of the SPA which would be provided under the proposed third education project. Efficiency of the Sector 7. In 1973, before the national literacy campaign, Somalia had one of the world's least developed education training systems. The literacy rate among adults was only 5% and primary and secondary enrollment ratios were 13% and 3.4% of the relevant age group respectively. Female students repre- sented only about 22% of total enrollment. Two years later, an impressive progress was achieved due to the literacy and mass education campaign. Ac- cording to Government's estimates, the adult literacy rate increased from 5% to over 50%, and the primary enrollment ratio went up from 13% to 34% of the relevant age group. At the same time, enrollment at the secondary level has been controlled, and the enrollment ratio is still about 3% of the relevant age group. 8. On the other hand, promotion and completion rates have been impres- sive at each grade and cycle. Completion rates during recent years have averaged 90% for the elementary cycle, 85% for the intermediate cycle and 80% for the secondary cycle. Progression rates averaging 90% from elemen- tary to intermediate to secondary cycle are exceptionally good. These fi- gures are indicative of the high motivation of Somali students. However, it is imperative to develop as soon as possible adequate selection procedures from primary to secondary education because, most probably, after the rapid expansion of primary education now being pursued, only a small minority of primary school leavers will be able to proceed to secondary school. 9. The distribution of secondary school students between academic and technical/vocational/agricultural courses was 82% and 18% in 1973 illus- trating the comparatively low priority accorded to specialized education. Government's policy is to rectify this imbalance principally by increasing  APPPENDIX I Page 3 the practical content of the secondary schools' curriculum; the first major step towards implementation of this policy is thn addition of facilities for tes.:hing practical subjects in the 21 schools included in the first and sec7ond IDA education projects. The Government efforts are apparent in the improved distribution between academic and practical courses which was 73% and 27% in the 1976 school year. 10. In order to assess competence of teachers in primary schools, an evaluation examination was administered to the teaching cadre in 1972. Of the 1,270 teachers who sat for the examination, only 47% passed. In all probability, similar figures would apply to secondary school teachers. Steps to help alleviate this situation are being taken. These include development of the College of Education at Afgoi included in the first IDA education pro- ject and the provision by UNDP/Unesco/Unicef of teams to assist pedagogical improvements to complement the IDA-financed improvement of physical facilities for the College. The new Primary Teacher Training College, included in the IDA second project, and already in operation, would also help considerably improve qualification of the teaching force. During the last three years, some improvement has been noted. In 1975, 1,230 primary school teachers sat for the evaluation examination and 58% of them passed. Productivity of the Sector 11. Livestock and subsistence crop production contributed the major share of the national income and foreign exchange earnings. Because de- velopment prospects in other sectors of the economy at present appear small, the education sector should be increasingly geared to producing human re- sources with attitudes and skills which would support development in these dominant economic sectors. Livestock production is almost exclusively in the hands of the nomads for whose benefit the education sector made no pro- portionate provision until recently. To respond to the Government request to establish facilities where nomads can be trained to improve the quality of their livestock and to adopt range conservation measures, the second IDA education project is assisting Somalia to develop training centers for nomads. 12. The two secondary technical institutes at Mogadiscio and Hargeisa have been improved with IDA, UNDP, Unesco and ILO assistance as well as with aid from various bilateral agencies (Italy, UK, Egypt) and the courses at the Burao Technical Institute developed with help from the Federal Republic of Germany are of a satisfactory standard. On the other hand, the Fishery and Marine Institute and the Italian assisted Institute for Accountants and Surveyors at Mogadiscio appear to lack purpose and an appreciation of the type of training which should be provided in relation to future employment opportunities of the graduates. A comprehensive plan for the development of technical education and vocational training is an essential prerequisite to orderly development of this sub-sector of the education system. It is now being developed with assistance from UNDP and ILO.  APPPENDIX I Page 4 Technical Education and Vocational Training 13. All technical education and vocational training institutions (Chart 4) are at the post-primary level. There are at present five tech- nical institutes: The Mogadiscio Technical Institute, the Hargeisa Tech- nical Institute, the Burao Technical Institute, the Fishery and Marine In- stitute, and the Agricultural Secondary School at Afgoi. There are also six specialized vocational training institutes: The Technical Institute for Accountants and Surveyors; the Posts and Telecommunications Institute; the School of Nursing; the Health Personnel Training Institute; the Animal Health Institute; and the Range Management School. The overwhelming prob- lem in this area is lack of equipment and instructors. Under the first IDA project, the Mogadiscio Technical Institute and the Hargeisa Technical In- stitute are being upgraded and provided with additional workshops and equip- ment. So far as the problem of instructors goes, the UNDP/Unesco/ILO four- year Technical Education and Vocational Training Project began in the 1973-74 school year; it Includes a training program for instructors and teachers of technical subjects, and is expected to partially meet the manpower require- ments of technical and vocational education. With bilateral assistance from the Government of the People's Republic of Korea, an 800-student capacity Polytechnic is now under construction in Mogadiscio. With bilateral assis- tance from the USSR, development of about 400-student capacity Fishery In- stitute is being planned at Kismayo. Teacher Training (a) Primary Teacher Training 14. Two former primary teacher training colleges in Hargeisa and Moga- discio were closed in 1968, and a primary teacher training college - the former National Teacher Education Center (NTEC), now called the College of Education, which was established in 1966 at Afgoi with USAID assistance - was converted in 1968 into a secondary teacher training college. In 1972, pre- service primary teacher trainees (250) were again admitted to NTEC for a two-year post-grade 8 diploma course. Thus, between 1968 and 1972, the country had no provision for the pre-service training of primary teachers, a deficiency which has had major consequences for the development of primary education; in particular, the shortage of qualified teachers has necessitated the recruitment of secondary school leavers/national service draftees as pri- mary teachers. In 1972, 750 national service teachers were recruited for a nine-month period. In 1975, 1,500 were recruited for the same course. Teacher shortage has also been heightened by the 1975 introduction of com- pulsory primary education. As a temporary measure Somalia started a one-year crash teacher training program in 1976 at the new Halane Primary Teacher Training College which was built under a very tight schedule with the assis- tance of the second IDA project to meet the urgent need. Nearly 3,000 teach- ers are now enrolled at this College.  APPPENDIX I Page 5 15. The in-service primary teacher training program will be strengthened and expanded throughout the country to upgrade the teachers trained through the crash program. The MOE has set up a two-year in-service training course. Teachers will take the course through correspondence during the school year and attend classes in existing colleges and schools during the vacation. (b) Secondary Teacher Training 16. Secondary teachers are trained at the College of Education. The first intake was in 1968 for a four-year program (in which the third year is spent in teaching practice in secondary schools) leading to the degrees of Bachelor of Science or Arts in Education. 17. Recruitment of trainees is from two sources: primary teachers in service (para. 15) and secondary school graduates, after an entrance exami- nation. There are four divisions: education, science and mathematics, so- cial studies, and languages, and curricula have been developed for the train- ing of teachers of practical subjects and home economics. The medium of in- struction is English. 18. Under the first IDA project, substantial improvement in facilities at the College of Education has been made, raising its total capacity to 700 students. In addition, a major UNDP/Unesco project has provided technical assistance at the College. Higher Education 19. The National University was established in 1956 as an institution of higher education in Economics and Law. In 1963/64, it became a University Institute, providing the full range of requirements for the first two years of study towards degrees in Law, Economics and Political Science to be granted after two additional years of studies in Italy mostly at Padua. In 1970, it was granted legal authority to confer degrees. There are nine faculties at present: Geology, Engineering, Medicine, Veterinary, Law, Economics, Com- merce, Chemistry, Agriculture and Education, Entrance is by competitive examination. The medium of instruction is English and/or Italian, depending largely on the staff. The 1976 enrollment of 2,200 students is planned to rise to 3,600 by 1979. 20. The Italian Government has been the major source of support for the University for a number of years. Of an estimated 1975/76 budget of So.Shs. 3.5 million, 2.5 million was provided by the Italian Government. However, most of the staff in the faculties of Law, Economics and Education are now Somalis. But other faculties are still largely staffed by Italians under arrangements with the Universities of Padua (Geology), Pisa (Veterinary), Rome (Medicine), Pavia (Engineering and Chemistry), and Florence (Agricul- ture).  APPPENDIX I Page 6 Somali Institute of Development Administration and Management (SIDAM) 21. The Institute, originally called the Somali Institute of Public Administration (SIPA), started in 1965 with UNDP assistance. The SIPA was under the office of Presidency until 1972 when it was placed under the ad- ministrative responsibility of the Ministry of Culture and Higher Education. In 1973 the SIPA was renamed as the SIDAM and in the following year it was placed under the control of the Ministry of Labor and Sports. The SIDAM is financed by the Government, ILO and UNDP. 22. The main function of the SIDAM are to provide consultancy and advisory services for administrative, personnel management, finance and accounting problems in the public sector, and to run orientation and training courses for public sector employees. The length of courses ranges from three months to two years. The SIDAM also runs the Clerical Training Center which offers a 9-month course in clerical skills such as typing and filing. Adult Education 23. The NAEC in Mogadiscio which is attached to the Department of Nonformal Education of the MOE, is responsible for training, curriculum development, learning materials production and evaluation for adult education. As a result of the mass literacy campaign (Appendix II) at least 1,500 adult education groups have been established and in addition, the Government has made adult education compulsory for the approximately 50,000 adult nomads resettled in 1975 in agricultural and fishing communities. A three-year post-literary basic education program has been introduced, intended to provide a program functionally equivalent to full primary education. The NAEC is in the process of broadening the adult education curriculum to include the teaching of practical skills relevant to various rural economies. The MOE proposes to establish regional centers to support adult education groups and to provide practical training to selected adults and school leavers. This proposal would be supported as a part of the third education project. Farmer Training 24. The Ministry of Agriculture operates four Farmer Training Centers at Bonka, Aburein, Genale, and Jamama. They provide 2-3 month courses to farmers which include training in poultry keeping, ploughing and cooperative orgar.ization in addition to techniques of cultivation. The Center at Bonka also provides in-service training for agricultural field staff. Staff short- ages have prevented the establishment of effective follow-up in the field for farmer trainees. The eight agricultural mobile units provided under the first IDA education project are now in operation to help meet this need. The mobile units allocated to the regions of Lower Shebelli and Middle Juba are currently serving three nomad settlements established in those regions.  APPPENDIX I Page 7 Women's Education 25. There are 19 Women's Education Centers in Somalia operated by the MOE with financial assistance from local authorities and from the Ministry of Interior. However, many of the centers are understaffed and the remainder have been providing a four-year course in home economics to the urban women. The Department of Nonformal Education is in the process of drastically re- ducing the length of the course and changing the content to make it relevant to village women and to the utilization of local resources. The National Women's Center in Mogadiscio has begun training instructors for the other women's centers in the regions and 80 women from the settlement areas as community workers in a six-month course. Multi-Purpose Community Training Centers 26. Three multi-purpose centers financed by the second education pro- ject are expected to be completed in early 1977 to serve the adult training needs of the agricultural settlement areas where a number of educational pro- grams are already being organized. An additional seven centers also financed under the second education project will serve the training needs of the nomadic population (para. 11). Radio Education 27. The Government is giving high priority to the use of radio in com- municating with, and educating, the sparsely dispersed Somali population. In July 1976 two new 75 kw transmitters for Radio Mogadiscio became operational, enabling the Somali Broadcasting Service (SBS) to achieve 100% coverage through medium-wave with improved reception. In addition to a number of gen- eral education progr-ams broadcast by the SBS, an adult education series speci- fically designed to serve the adult basic education groups was launched in May 1976 in collaboration with NAEC.  APPPENDIX II THE NATIONAL LITERACY CAMPAIGN Introduction 1. In March 1973, Somalia launched a National Literacy Campaign which took place in two phases. During the first phase the campaign concentrated on the urban and semi-urban areas, while the second phase extended the cam- paign to the rural areas. The latter was completed in February 1975. The Government figures show an impressive record of accomplishment for the cam- paign. Within a short span of two years, over one million persons are re- ported to have become literate in the Somali language. The literacy rate of the adult population is now estimated by the Government to be higher than 50% which compares with a mere 5% i.n 1972. 2. An important feature of the campaign was that the movement which started with the sole objective of making the people literate was transformed into a rural development program with much broader objectives. The issue Somalia now faces is how to maintain the momentum created by the National Literacy Campaign. Written Somali in Administration and in Urban Areas 3. The decision to introduce written Somali was made early in 1970, when the new Government promised to develop a script for the Somali lan- guage. A concrete action began when a National Language Commission was appointed in January 1971 to write textbooks for primary education, Somali grammar books, and a basic Somali dictionary. The next important step was taken when the Supreme Revolutionary Council (SRC) announced in October 1972 the application of a modified Latin alphabet to Somali writing. All state employees were asked to learn the new script in three months and to sit for a language test. The majority passed. Thus, since January 1973 Somali has replaced English and Italian as the official language of the country. 4. The SRC, encouraged by the result of the Somalization of the ad- ministrative language, decided to launch a nationwide mass literacy cam- paign. The objective was to let the mass participate in development acti- vities through two-way communication. In March 1973, the first phase of the Literacy Campaign in the urban and semi-urban areas started with the motto, "if you know, teach. If you do not know, learn." 5. A National Literacy Committee was set up as a general policy- making body. It included three Vice Presidents and three Secretaries of State. Then, a National Implementation Committee was appointed. This Committee chaired by the Secretary of State for Education was responsible for the coordination of all the campaign activities. At the district le- vel, there were District Implementation Committees. The first phase of the campaign was completed in February 1974. The Ministry of Education estimates that about 12,000 participated as teachers. They were primary and secondary school teachers and students, civil servants, and army and police officers. They participated in the campaign in the afternoon after their regular work.  APPPENDIX II Page 2 Rural Development Campaign 6. Inspired by the success of the urban literacy campaign, the cam- paign was extended to the rural population in August 1974, under the banner "Campaign for the Advancement of the Rural People." The objectives of the second phase of the campaign were broader and included; (a) eradication of illiteracy among the rural people; (b) public health improvement; (c) animal health improvement; and (d) census of both people and livestock. 7. The campaign in the rural areas was difficult to carry out because the rural population comprising almost 90%2of the total population (3.2 mil- lion) is scattered in an area of 637,000 k. Furthermore, over 70% of the total population were nomads or semi-nomads. This required a much greater administrative mahinery for the implementation of the second phase than that necessary for the first phase. 8. Organization of the Campaign. A three-week seminar was held in Mogadiscio to discuss the implementation of the campaign. At the seminar 700 regional and district authorities (there are 16 Regions and 64 Districts in Somalia) were represented and the Central Government emphasized that they had primary responsibility for the implementation of the campaign. The rep- resentatives included the following; (a) all Chairmen of the Regional Councils; (b) all Chairmen of the District Councils; (c) all Regional Edu- cation Officers; (d) all District Education Officers; (e) all Headmasters in the Districts; (f) all Regional and District representatives of the Political office of the SRC; (g) all Heads of Police Stations of both Regions and Districts; (h) all Heads of the National Security of both Regions and Districts; and (i) all Regional Transport Officers. 9. After the seminar, the organizational framework was developed. Two national committees of high-level inter-ministerial collaboration, and regional and district committees whose members were more or less identi- cal with local councils were established. At the national level, there was the Central Committee for the Rural Development Campaign (RDC) which was the policy-making body. It consisted of the Secretaries of State for In- terior, Health, Livestock, Transport, and Planning, and the General Manager of the State Printing Agency. The Chairman was the Secretary of State for Education. The organization responsible for the administrative aspects of the campaign at the national level was the Central Office for the Rural De- velopment Campaign. The office was headed by the Director-General of the Ministry of Education (MOE) and most of the activities were carried out by the MOE staff. At the regional and district levels, there were the Regional Committee for the RDC, District Committee for the RDC, and District Inspec- tion Office. The important feature of the whole movement was that the di- rect operation began at the district level, and each district was further divided into smaller geographic units headed by school masters, teachers or other local leaders. 10. Campaign Staff - Instructors. The instructors included school teachers, state employees, local volunteers and regular school students ex- cluding the students in grades 8, 11 and 12. Excluded also were all the  APPPENDIX II Page 3 students in technical and vocational schools. Participation of all others in the campaign was compulsory. These student-teachers were sent tc a com- munity in a group of 7 to 15. The communities were asked to give them room and board. The Government gave them S.Sh. 2 per day as an allowance. A student-teacher was equipped with a blanket, a textbook, a register, a pen- cil and a pen, a small water container, a rubber and a razor, a blackboard in the form of a box for keeping all the other things. The total number of student-teachers and state employees who participated in the campaign on a full-time basis was 3,000. An allowance of So.Sh. 4 per day was given to those who worked outside of their regular work-place. 11. Teaching Material, Places and Methods. The only text material for the campaign was a primer for the nomads produced by the NAEC. This was written for the nomads but was used for all the rural population which con- sisted of nomads as well as peasants. During the campaign, a serious shortage of the textbooks developed. Therefore, the NAEC decided to publish two issues of a newspaper. About 7,000 copies of each of the two issues were made. But only one-third of them could be delivered to the various campaign points due to difficulties in distribution. 12. The instructors used almost any convenient place as a classroom, a popular choice being the ground under a shady tree. In some instances, they had to move with nomads. They used the teaching method used by the Koranic teachers, recognizing, memorizing, and repeating, in this case, the Somali alphabets in order. Results 13. Through the campaign, about 1.5 million people were treated and about the same number were vaccinated. Also, about 11 million and 2 million animal population were treated and vaccinated respectively. The campaign participants also helped in the headcount for the general census conducted by the Central Statistical Office. 14. During the campaign over one million people were enrolled in literacy classes and some 800,000 passed a test of very simple reading and writing skills. The campaign was extremely successful in taking Government services to the people, in many cases for the first time. Practical results were widespread, particularly medical vaccination and introduction of the Somali script. Equally important, but less tangible, results were the realization of the possibility of change and heightened expectations among the population. It is these attitudinal changes and the inititation of literacy skills which provide both an opportunity and. a challenge for the Government. The scale of the mass campaign cannot be maintained, but the Government is giving ur- gent priority to ensuring the permanency of and reinforcement of what has already been achieved. For this purpose, Somalia started the "permanent literacy campaign" in August 1975. To ensure success for this new campaign, a provision of appropriate and sufficient reading materials for the teachers and the literate mass is required.  APPPENDIX III HEALTH TRAINING The Health System 1. Somalia is in the process of developing a tiered health delivery system consisting of a network of regional health offices 1/ in each of the 16 regions, extending care through 84 district health offices 2/ (including the 14 districts in Mogadiscio) to 165 dispensaries 31 at the village level. Currently, only about half of the district health offices are functioning; the rest may have buildings and/or equipment but no staff. 2. The National Health Plan (1974-78) aims at providing an integrated health service with emphasis on preventive and promotive care and oriented towards rural penetration in support of rural development. Somalia, like other developing countries, has high prevalence of preventable communicable diseases with malnutrition as an underlying cause. Preventive measures be- come doubly difficult with the nomadic nature of the population. 3. To achieve its objectives, the Government plans to: (a) upgrade the 16 regional health offices by providing each with a minimum complement of health staff 4/ and equipment; (b) establish 84 fully staffed and equipped 1/ A regional health office consists of a regional hospital with 100 or more beds; one or more specialized hospital (TB, leprosy, mental, etc.); one or more health centers providing maternal and child health services, out-patient clinic and environmental health; and supervising and providing referral services to 3-5 district health offices within the region. The regional health office is under the charge of a re- gional medical officer who serves as the director of the regional hos- pital, is a specialist in a certain medical field, and administers and supervises all the curative, preventive and promotive care within the region. 2/ A district health office consists of a hospital with approximately 20-50 beds and provided with a public health wing that renders maternal and child health services, out-patient care and environ- mental health. Ideally, it should be headed by a medical officer; in cases where there is none, it is under the charge of a medical assistant. 3/ Dispensaries are health posts at the village level that provides only curative services through a dresser who has had only "on-the-job" training. A trained traditional birth attendant may be available. 4/ At the regional level, it is planned to have: a regional medical director; 2 or 3 hospital doctors; 1 regional nursing officer and a deputy; 15 qualified nurses per 100 beds; a health inspector and a regional laboratory technician.  APPPENDIX III Page 2 district health offices;l/ (c) upgrade about 100 of the 165 dispensaries to the level of a rural health unit in those villages with more than 2,000 population with a catchment area of 10-15,000.2/ The concept is to provide primary health care at the village level, referring more complicated cases to the district level and furt:her referring cases requiring specialist care to the regional hospital. 4. The Government further plans to establish and/or improve supporting services such as the central public health laboratory, regional health labora- tories, a biological laboratory and specialized hospitals. The health budget was So.Sh. 35.3 million in 1974; So.Sh. 42.5 million in 1975 and So.Sh. 49.0 million in 1976 which was 6.6%, 7.2% and 7.1% of the total Government expenditure for the three years respectively. These ratios compare satisfac- torily with those prevailing in Africa where generally the health budget absorbs some 5% of the total Government budget. Health Manpower Requirements 5. Shortage of health personnel is one of the critical problems faced by Somalia, and is aggravated by the heavy concentration of health facilities and personnel in the urban areas (Tables 1-A and 1-B). To solve this disparity, the Government plans to establish 21 more district health offices in addition to the 63 existing ones, increase the number of hospital beds by 2,000 and establish 30 more public health wings in the district health offices to extend preventive and promotive services to the rural areas (Table 1-C). Such an ex- pansion would make the shortage of personnel even more acute. 6. The envisaged expansion of health services would require, over the next 10 years, approximately 800 national medical doctors,3/ around 2,000 trained nurses,4/ 330 sanitarians, 350 laboratory technicians, 150 pharmacy assistants, 70 anesthetist assistants, and 50 x-ray technicians (see Tables 3-5). The availability of qua:Lified nurses is important, considering that 1/ At the district level, the staff would consist of: a district medical officer; 1 district hospital nurse; 1 district community nurse, 2-3 MCH nurses, a sanitarian and a laboratory technician. 2/ Dispensaries are to be staffed by 1 nurse-midwife, 1 dresser and 1 sanitarian to enable it to provide comprehensive community health care. 3/ It is estimated that there are 135 qualified Somali doctors trained abroad and 92 expatriates. 4/ According to WHO standards, there should be at least one community nurse per 5,000 population and 15 nurses per 100 beds; on these basis Somalia with 3.2 m. in 1976 and about 4 m. in 1986 and 5,323 beds in 1976 and about 8,000 in 1986 would need 1,435 nurses in 1976 and 2,000 In 1986.  APPPENDIX III Page 3 EXISTING AND PlANNED HEALTH CARE FACILITIES AND STAFF Table 1-A Existing Facilities (December 1974) Number of Hospitals Number of Number of Number of Region and Beds Dispensaries MCH 1/ Infirmaries Centers Mogadiscio 5 2,670 17 7 Lower Shebelli 4 150 23 4 Middle Shebelli 5 114 11 2 Lower Juba 6 310 20 3 Gedo 2 35 12 1 Bay 3 126 17 2 Bakol 2 68 4 1 Hiran 5 198 12 1 Galgudud 4 42 7 1 Mudug 4 106 8 1 Bari 6 85 7 1 T/Dheer 4 360 4 1 W/Galbed 6 863 16 1 Sanag 3 85 4 1 Total 59 5,212 162 2/ 27 3/ Note: 1/ Maternal and Child Care Centers 2/ Temporary buildings 200 3/ Recent figures show that as of July 10, 1976, there were 43 MCH Centers with staff and equipment.  APPPENDIX III Page 4 Table 1-B Distribution of Staffs by Regions (December 1973) CATEGORIES OF STAFF Laboratory X-Ray Anestheti. Nurses Sanitarians Midwives Technician Tech. Assistant 1. Banadir (a) General Hospital 103 - 24 8 2 2 (b) Forlanini Hospital 56 1 - 3 1 - (c) Martini Hospital 133 - 34 5 - 1 (d) TB Center - I - - 3 - (e) Dispensaries 75 4 22 - - - (f) MCH Centers 18 - - - - - 2. Lower Shebelli 32 4 8 - 1 - 3. Central Shebelli 32 3 2 1 - - 4. Lower Juba 47 2 11 2 1 1 5. Gedo - - - - - - 6. Bakol 8 - I - - - 7. Bay 24 1 6 1 1 - 8. Hiran 18 1 18 3 - - 9. Galgudud 10 - 3 - - - 10. Mudug L1 - 5 1 1 - 11. Nugal 13 - 4 - - - 12. Sanag 7 1 2 - - - 13. Bari 18 1 8 - 1 - 14. Togdheer 47 3 6 2 - 1 15. Hargeisa 118 18 6 8 5 2 Total 770 40 160 34 16 7 Table 1-C Planned Health Care Facilities and Health Manpower Projections Period No. Staff 1. Planned Hospitals 1974-78 21 2. Planned Beds 1974-78 2000 3. Planned Maternal and Child Health Centers 1974-78 30 4. School of Nursing 1974-78 1 (Element E.2) 5. Planned Staff: i) Nurses 1980 ii) Midwives/Ph. Midwives 376 iii) Lab. Technicians 109 iv) Pharmacist Technicians 94 v) Anesthetist Assistants 94 vi) X-ray Technicians 30 vii) Sanitarians 100  APPPENDIX III Page 5 45% of the population is under 15 years of age with a high infant and child mortality and morbidity rates; this implies the need to improve maternal and child health services. Records show that there are about 750 nursing personnel, only 450 of whom are trained; 50% of these are concentrated in Mogadiscio and 20% in Hargeisa. Of equal importance are sanitarians, as the high infant mortality is a sensitive index of the poor environmental conditions, particularly in the rural areas. Health Personnel Training 7. To meet the demands for trained health personnel, the Government has taken the following steps: 8. Medical. A medical faculty was established in the National Uni- versity in 1973 which offers a four-year medical course. Admission require- ments are 10 years of schooling, 6 months service in the army and 1 year national service. The curriculum has public health emphasis geared to the rural areas. Intake is 45 students. The majority of the teaching staff are Italians which accounts for the considerable turnover rate and lack of continuity in the course offerings. 9. Nursing and Midwifery Training. Three separate institutions have been established for this type of training: the Health Personnel Training Institute (HPTI) in 1959; the Hargeisa School of Nursing (HSN) in 1964; and the Mogadiscio School of Nursing (MSN) in 1970. Admission requirements used to be 8 years of schooling (intermediate leavers) with the nursing course reduced to 2 years to hasten production; beginning November 1976, primary and intermediate schools will be reduced to 6 years. 10. The HPTI basic nursing curriculum is oriented to community nursing, whereas the HSN and the MSN are geared to hospital nursing. All the schools offer post-basic courses--ophthalmological nursing in the HPTI, midwifery in the HSN, and tutor training in the MSN. WHO provides technical assistance to the 3 schools; there are currently 6 WHO nursing educator advisors; UNICEF/WHO also provides special equipment and textbooks. 11. A recent report recommended that the basic nursing course be made uniform in all three schools to prepare graduates both for hospital and com- munity nursing. It further recommended that specialty courses in midwifery, surgical nursing, anaesthesiology, etc., should be offered as post-basic courses. In view of this recommendation, the Government plans to merge the HPTI and the MSN. 12. About 450 trained nurses have graduated by the 3 schools by 1976; in addition, there are 39 trained abroad of whom 32 are in the service. The HSN has graduated 22 post-basic nurse midwives and there are 17 undergoing post-basic tutor training in Mogadiscio. Because of the small number of trained nurses, majority of nursing positions are filled by auxiliaries with no formal training.  APPPENDIX III Page 6 13. Training of Other Categories of Health Personnel. Supportive health personnel like sanitarians, laboratory technicians, x-ray techni- cians, pharmacist assistants, anesthetist assistants, ophthalmological nursing, health superintendents, and health inspectors are trained at the HPTI. There are no reliable records to show the number of graduates; an edu- cated guess may be from 1963 to 1976, 110 laboratory technicians, 59 x-ray technicians, 62 pharmacist assistants, 11 anesthetist assistants, and 19 medical assistants. The number of sanitarians is unknown although there are 40 in the service, about 29 to be graduated in 1976, and 20 taking the health superintendents course (Table 2-A and 2-B). 14. The HPTI buildings will soon be demolished to give way to the Mogadiscio Port Authorities. A new building would have to be constructed to carry on the important task of training the various categories of health personnel needed by the health service. 15. The Government plans to merge the two nursing programs of the HPTI and the MSN and to locate the new HPTI building adjacent to the MSN Compound. This would be of mutual benefit as it will enable the two schools to share facilities and teaching staff and enrich the curricula. The two schools would be part of a health sciences complex, with the faculty of medicine, the Digfa General Hospital and the Maternity and Pediatric Hospital close by.  Table 2-A Enrollment at Hlealth Personnel Training Institute (IIPTI) 1975/76 Opthal. Traditional Nursing Lab. Tech. Sanitarian Asst.Pharm. X-Ray Tech. Hlealth Supt. Nursing Birth Total Attendant First Year - 20 - 15 - - - 35 Second Year 34 20 29 20 17 - - - 120 In-Service Trng. 20 15 40 75 (6 mo. course) (9 mo. course) 1 mo. course Total 3 x a year 230 Table 2-B Total Graduates of HPTI Including Expected Output, 1976 Nursing Lab. Tech. Sanitarian Asst.Pharm. X-Ray Tech. Health Supt. Med. Assts. Anaesthesiology Assistants 231 110 70 62 54 20 19 11 Post-Basic Nursing Graduates, 1976 Hargeisa (nurse midwives) 22 Mogadiscio (nurse tutors) expected output 17 H  APPENDIX IV Page 1 IDA-ASSISTED EDUCATION PROJECTS COMPLETED AND IN EXECUTION First Education Project (Credit No. 247-SO) 1. Basic information on the Credit and the project is as follows: Amount - US$3.3 million Signing Date - June 3, 1971 Effective Date - November 18, 1971 Closing Date: Original - December 31, 1975 Final - September 30, 1976 Appraisal Report No. PE-23a - May 7, 1971 Project Composition - a) Lafole College of Education (extension); b) Eleven Secondary Schools (two new and extension to nine); c) Two Technical Institutes (extension); d) Eight Mobile Agricultural Units; and e) Financial and technical assistance in project implementation and education development. Project Objectives - a) Increase the enrollment capacity at secondary schools, technical institutes and the teacher training school to meet estimated manpower requirements; b) Assist the spread of agricultural knowledge to farmers in isolated areas; c) Diversify and introduce pre-vocational subjects in the general secondary school curriculum; d) Improve the quality of technical education; e) Develop a system for identifying training needs and for upgrading vocational skills;  APPENDIX IV Page 2 f) Institute a mechanism for policy analysis through the use of a tracer system; and g) Develop local capacity for design and imple- mentation of school facilities. 2. A project completion mission was carried out and its findings are that the project has been generally successful in meeting its objectives. The secondary school and teacher training facilities have proved to be more urgently required than was apparent at the time of project appraisal; agri- cultural training, technical training and trade testing are proceeding well; the secondary school science laboratories are fully utilized; and the Somali capacity for project implementation has been greatly enhanced through this first experience. The project has over-fulfilled its enrollment capacity targets by 19%, making 6,900 teaching and training places available at the 14 project institutions compared with the 5,790 places considered necessary at appraisal. On balance this increase was justified, for the original manpower projects were conservative. Substantial activity has taken place with respect to trade standards and trade testing. Standards have been devised for 42 trades under the supervision of a National Supervisory Technical Committee, and about 3,200 workers have been tested for compe- tence in their present jobs. 3. The completion mission reported problems in two areas: (a) meeting the objectives of the pre-vocational curriculum and (b) coordinat- ing the technical education and vocational training programs. The cur- riculum and syllabi for pre-vocational and science subjects have been developed as part of the project, but problems exist in the introduction of pre-vocational subjects as a part of the general secondary education because teachers in most of these subjects have yet to be provided. In particular, as regards home economics, women constitute a very small fraction of the student population and, in fact, prefer to study mathe- matics or sciences. When a pre-vocational subject is not directly linked to a job skill, the students' perception of its value for study is minimal and does not increase regardless of the length of pre-vocational exposure. The prejudice against manual labor does not seem to be diminishing despite the introduction of pre-vocational subjects. On part (b) above, little progress has been made on the establishment of a Technical and Vocational Training Council or a tracer system which will require the coordination of more than one Ministry. 4. Project buildings are basically functional and economical, as well as simple in design. In some cases, the arrangement of buildings on sites could have been improved. Some minor design defects have been eliminated in construction for the second education project (now under implementation), and improvements have been made to specifications. The low quality of many materials used in civil works is attributable to inadequate technical appraisal of procurement by the Government importing agency from which  APPENDIX IV Page 3 contractors are required to procure all materials. As for equipment, a number of items have been delivered without operating or installation instructions or with instructions in a language not understood by school staff. 5. The total project cost, about So.Sh. 28.1 million or about US$4.5 million equivalent, exceed the appraisal estimate by about 10% in local currency, but by about 23% in US dollars due to the change in the exchange rate since appraisal. Construction costs exceed appraisal estimates (including contingency allowances) by about US$1.0 million equivalent, which is almost entirely due to the greatly increased amount of new facilities constructed with the total construction area exceeding the appraisal estimate by 80%. These construction cost increases were offset to some extent by lower than estimated costs for mobile agri- cultural units, furniture and technical assistance. 6. The review of the first education project in Somalia leads to three main recommendations for future operations in the sector. When discussing future educational investment, full consideration should be given as to whether it would be more valuable to support pre-vocational equipment, supplies and teachers, or to improve instruction in academic subjects such as mathematics, sciences and languages. The Somali expe- rience seems to suggest that the process of practicalization of secondary education should be gradual and cautious. 7. Secondly, it is recommended that the review by supervision missions be more thoroughly executed. Due to manpower and time constraints, none of the supervision missions visited a project site outside the capital or nearby Afgoi. The problems of communication between isolated areas and the capital would make an on-site visit to a reasonable sampling of project locations by supervision missions very desirable, despite transportation problems. 8. Thirdly, it was found that international competitive bidding for civil works contracts was unwarranted for the type of small-scale, simple buildings included in the project. Bidding from foreign contractors produced negligible results - only one intention to register for pre-qualification was received - and no contracts were awarded to foreign firms. This experience suggests that a future Bank Group-assisted education project in Somalia requires careful review to ascertain the most economic and efficient method of bidding for construction contracts.  APPENDIX IV Page 4 Second Education Project (Credit No. 511-SO) 9. Basic information on the Credit and the project is as follows: Amount - US$8.0 million Signing Date - September 19, 1974 Effective Date - December 19, 1974 Closing Date - June 30, 1980 Appraisal Report No. 438a-SO - July 22, 1974 Project Composition - a) Academy of Somali Studies b) Primary Teacher Training School c) Eleven Secondary Schools (extension) d) Fishery and Marine Institute (extension) e) Ten Nomadic Training Centers f) Financial and technical assistance in project administration and fishery and marine training Project Objectives - a) Promote basic education and reduce illiteracy by establishing a primary teacher training school and an Academy of Somali Studies; b) Improve secondary education by the addition of facilities to schools to enable agricultural, science, commerce and fisheries to be taught; c) Provide basic general and skill training to nomads; and d) Ensure availability of key personnel to execute the project. 10. A characteristic of the project implementation in Somalia is its flexibility to respond to changing requirements. Although the new primary teacher training school was scheduled to be completed in the fourth year of the project period, the implementation was accelerated to meet the greatly increasing primary school enrollment after the 1975 introduction of compulsory primary education. The school opened in the fall of 1976.  APPENDIX IV Page 5 Also, three of the ten nomadic training centers are being constructed for nomads who were settled after 1973-74 droughts to serve as community education and training centers. These three centers are expected to be completed in 1977, and the implementation of the remaining has started early 1977. 11. Construction of the Academy of Somali Studies and the Fishery and Marine Institute is expected to start in the middle of 1977 and during the third quarter of 1977 respectively. The former date accords with the appraisal schedule and the latter is about six months behind schedule. Civil works contracts for five secondary schools are about to be signed; for the others, contracts are expected to be awarded in the fall 1977. It is expected that contractors may not tender for some schools in difficult and remote areas of the country. It has been agreed to test the market and then, if necessary, review the possibilities of force accounts execution of civil works. 12. Procurement of furniture and equipment is progressing on scheudle. As for specialist services required for the Fishery and Marine Institute and the Project Unit (i.e., architect), recruitment is underway, but delays have occurred. Lessons Applied to Third Education Project 13. The most important lesson from past experience is to delay pro- viding further assistance to the introduction of practical subjects in secondary schools until the effects of such introduction become more positively known (para. 6). For this reason, the third project places top priority on relatively simple, but most obviously needed areas in the coming years -- spread of basic and adult education with improved quality, and manpower provision in specialized areas. 14. Past experience of education projects implementation has also indicated that it may be more efficient to procure civil works through the competitive bidding according to the government normal procedures, or to carry them out on force accounts rather than through formal international competitive bidding (paras. 8 and 12). 15. To ensure successful physical and education implementation of the project, a technical assistance program larger than in the previous projects has been included. The government was asked to present a plan for technical assistance including terms of reference and method of recruit- ment before negotiation to avoid delays (para. 13). 16. Finally, the Association and the government have agreed that in the future, supervision missions will have a longer stay in the field and efforts will be made to visit institutions in outlying areas (para. 7).  COMPARATIVE EDUCATION INDICATORS ANNEX 1 MAY li.1977 I2 I I I I I 2 I S I I a I I I GNP/ t 2 GNP 22 TGTALIZ OF PUBLIC I I I iPRI. sAV.PRI. 2 2 lIEU 2 : CAPITA: DEVOYEDIPUSLIC I EDUCATIUN ILITER. I PRI, iCOMPLE- :STU, 2SCH.TEACHiPROGRE3S-1 SEC. :STU- : 2 I Al a 70T EDU.I EXP. I RECURREN4T IAC 2ty ENROLLtTION IDENTS&SALARY INSION RATE [ENRULL:OENTS2mIGMER: EMARKETI (PUBLICIDEVOTED2EXP ALLOCATED. RATE IRATIO IRATE FORuPER 3RELATION IFROM PRI.,RATIO aPER :ENROLL: IPUP, iPRICESi EXP. ITO I TO: 2(2 OF I NET IPRI.SCM.ITEACHt TO GNP/ :10 SEC,. E TAC-RTO YRaMILLS., (USS)1 ONLY) SEDOU. aPRI. SEC, HI,2ADULTS)f (X) .,CYCLEMI)ER I CAPITA I (1 aM (2) 21 S (2 I I a I I I I I I I I I 1 2 is j (21 2 (31 (~41 0 (5) I (6) 2 (7) : (8) I (91 a (Ii)) I (II) :1121 1(13) .1(1) I ADVANCED AUS;HIMIA 73 7.51 9,421o 4.3 9,9 471) 250 200 99 98 93 26 2.0 99 51 19 8.00 CANADA 72 2z,qE 6,190E 7.7 09,4 30 38 39 98 89 98 24 2.1) 99 82 17 9.0 0 GEAqMANY F.REP0.72 o2.OE 6,268E 9.2 14.2 ... 74** 26 99 91 99 33 . 99 91 Z2 I7.OOCV JAP'AN 72 209.7E 4, 078E '4.3 2o.? 39 38 02 919 99D 99C 25C 2.0L 99C 9'D 201 28.00D NETHERLANDS 72 13.51 5,2%8E 8.5 29.20; 32 45 19 99 95 95 29 3.1) 97 73 20 11.00 NE.- ZEALAND 7 3 3.OE 4,310E 5.2 ... 39 29 29 99 99 99 26 , 99 67 19 29 .0 0 NURN A Y 72 4. 11E 5,86oE 7.0 15.2 58 23 13 99 99 918 20 1.9 99 76 19 11.00 SWEDEN4 73 8.21 7,240E 8.9 06,U 36 14 13 99 99 99 17 ... 4) es Ito 30 .0 0 U.K. 72 55.9E 3,S90E 6 .5 12.7 26 39 22 98 99 *.. 26 2, 0 .,. 83 17 11.00 U.S.A. 72 211.9E 6,670E 6.0 05,9 ... 73*x 27 99 99 99 2 5 U 2.0 ... 93 1911 29.0 0 0911(1 9~~~~~~.11E 2,u9oE 2,2 11.2 591 291 141 82A 951 . 321 . 70A 58Y 31 11.D00 IRILANU) 72 3.11 2,320E 5.2 13.90 93 1 4 8 9 9A 3 5 5x 19. 7.O0A PURIUGAL 72 9.OE 1,6301.9... ... .........65.. ... 7... ROMANIA 75 21,3 1 ,300 4.0 6.9 36 19 13 98 1011) ... 21 ... 98 09 22 1 0.0 0 SPAIN 71 35.1E 2,490E 2.'4B 152A 499Y 22Y ISV 94A 91A . 30 ..., 29A 30 6.OOA ALGEI 75 115. 7 7 78 7.5 910 32G 1BG 30 76 6?E 92E 6.0G 491 17 25 9.00 B4ENIN 73 3.0O. 120E 5. 3 32,0 47 23 10 it 3208 ID8 SOS as.0 Oa '438 78 398 0.4911 BLITSimANA 79 0.7 290 ' . 0 20,0 38 20 1s 2s 700 75 Is 'i. 0 24 13X 18 0.30Y RIlA'JNDI 79 3.6 90 2.51 29,9q 47R 41R 12R 10 200 3(? 38 1). 0 19 2X 18 1,0 CAMEROJUN 73 71 o5E 5.9 20.0 38Y 29Y 171 9 . 00 ... 74.,D 9 ?3C1 0.90EV C.A.R0. 70 1.71 210E 9,09 20.0 '56 9 .. .. . 64CY 25 651 .c 1 5C0 2760 o,07Y CHALI 75 4. tE 2001 3. 0 2 0.0k 78 22 15 29X0Y 00 650Y 15.1) 0 208Y s0 0.0181 CUNGUCO) 79 1,3 '470 6,0 19.3 940 32 21 50? 1330 63 63 6.0 '40 330 22 3.90 LOll')I 70 36.4 280 15.3 *,. 29 36 29 40O 740 95 90 .. 6 390 28 11.00 ErMLUPIA 73 27.21 1001E 3.1 20,1) 92 24 18 7 17C 92 50u 3,0u 13 2 30 0 .2 VI GA8ILN 73 u.5 1, 960E 5.0 20,6 25 4 11 .., 189081 2sC 46C 5.0 18A 20C 21C 1.4001 6HANA 71 9.6E 430E I. 24.4DR 381) 150 231) . .. 536XCY 62 IOCI ... 29 lix 1 611 0.7481Y IVUIli L-IA3T 72 b.91 4601 ('.3 29. 7 278Y 338Y13IS 9A 52 574 46 I. ., 10 25 1.2091) KENYA 73 12.91 2001 6.49 27." 63 II1 1 1 90 73 ... 90 .1 19 12 23 1.03B1 LESUrHUI 75 2.2 14IOE 2. OP 23,0 499 1 8 20 40 85 s0 52 7.1)N 81 1I0 26 1.00 LIBERIA 7s5 1.5 9 10 2.9 2413.2 27 1 5 21) 73 58 ,,, 35i 2. 0 ... 1 2 2b I .I OA Y MADAGASCAR 75 8.,. 080 3,2 22.1 5i 24 25 40 680 30 63 15.0 48 00 26 1 .0 0 MALAWI 74 9. 9 1 30 3.2 20.9 .,I- 25 560X 61) S0 7.U 9 0 'Ix 2 0 u . "o,C MALL 70 5.61 801 '4,6N 02,3 368 S28 128 11)1 189 22A 40A 14.1)8 37A Q A 17A U).16AY MA URI TAN IA 70 1.3L 290E1 9.5 21,1'i .... I" 158 ...I 22 ..., 3 294 . MAURITI US 72 0.91 5801 3. 7 2 1 .70D 7 Oo ,8 86 99 32 . . 30 30 1.47CY MOU'LCCU 79 t6.3 390 S.OC 16, 5 44 97 9 267 590 22 37 ... it 231 20 2.00u N16ERIA9 72 73, 111 027F 3.2N . ., 90A 29A 209 ... 39011 .. . 5411 ... . . . 9 2OCY 0.3715 RWANDA 73 4.01 801 3.2C 28.00 . I.... 23 52 . .. 51 ... . .. 2 1 3 O.Z3C1 SENEGAL 7 1 94.9E 3301 9.09 22,50DR 389 929 56 00 308 ... 46 . ., iII 25 1.71CY SIERRA LEONE 73 e.9E 190E 3 .9 2 3,9 4 31 36 30 25? 390 95 32 9.01 6831) 2 1 0.5380 SUMAL IA 75 3. 2 10 0 3,70) 1 0,.80 49 1) 60 191) 50? 340 86 353 1 1. 0 6' 3 1 5 0.11) SUDAN 72 15.2E 2301 4.5 23, 2 43 29 28 1 5 150 75 45 9, 0 2 s 12 20 1,.231 SWAZILAND 70 u.5 970 3,8 --- 38 31 19 50 73 71 38 3.8 52t 29 22 1 .0 0 TANZANIA 71) 19,91 2601 5.29 17,0 36 ... 2 2 63 990 ... 99 ... 7 2 221C 0.3 0 TUNISIA 73 5.51; 6501 6.3 e3,4 37 493 185 55 72 8 1 491 6.1) 3 19 - 3,00 UGANDA 70 01I.21 2'40E 5.29 07,61R 000 220 250 259 OBOCI ... 36 ... 1496 011 a I 0.5881 OPPER VOLTA 72 5.81r 901 9.0 I.0 65 I30 6 S 1 0 ... 95i 28,0 20 2 23 0.0081 ZA I iE 73 29.1IE 150E 5.2CM c - 54C 17C 291 1s 63 30 49A 6.0 93 8 24 0.9681 ZAMBIA 74 9.8 520 5 .3 1'l.2 39 20 1 6 43 88 00 97 9,0 20 13 22 1.0 0 CENIRAL AMERICA AND 1H1 CARIBBEAN CUSIA RICA 72~-- 2.91L 891 52 2, 7 25 1 2 u' 86CY 65 29 3,1) 58 22CY 25 12. 11 CY DUMINICAN RL.P.72 4.61 0.50E 3.0 13,9 42 29 22 St au 17 50 3.1)0 63 1)3, 5 29 7 . 00 EL SALVADUR 75 3.81 920E 3.6 23,8 a 1 5 22 608 651 ... 39CY ... 39 1381 21CY 9.358Y GUAIEMALA 73 5,31 480 0E .9 16,4 5 5 23 19 947 604 26 'SS 3.0 69 8 25 9.091 HA I I 7,7 4.5L 170E 0.4 6,60 601 12 8 200 2 2 29S? 4s 95.0 5o 3 23 1,00? MLUNDURAS 72 Z -SE 3'I OE 3.9 26 .SD 69 1 3 1 8 52 828 28a 3 7 6,0 i5 14X 1 4 3, 00 JAMAICA 72 2.0 OE,2I90E 6.5Y 19,7 331 220 71 86 106XY ... 52 . .. 32XY 29 4.79Y MEXICO 70 57,9E1 1,"90E 2.6 9 . 3 54 214 12 76 70 I I1 46 3. 6 19 213 6.32cy NICARAGUA 74 2.01E 6701 2.5 111,Z 62 13 1 3 57 65 22 37 2.0 93 17 29 T.00 TRINIDAD & T. 72I 1.11 IT7"01 5. 08.9 53 27 0 2 911 958 8 7 39 'i,1) 15 49 a 5 2.56AY 50111H AMERICA ;ULI7VIA 7 6 A. ' sF 5.0 17.51........ 38 0'" 290 24 SF , 40 280a , BRAZIL 75 107. I 1,O1I o 5.0 12,9 421 201 37L 69A '.o ., . , Icy , , 26G ISCY 6.008 CHILE 72 10.91 830E '4.hY 10,6AY 36Y 014 l1.Y .., 1120IXDY 78 ... ., 4a000 ... *... COLUMBIA 70S 23.11 5(01 4 .' 11,.9 35 11) eV 73 67 241 i6 410 90 17 19 9, 00 ECUADOR 72 6,91 480E 3. e277C 951)Y 4205 10f)Y 69 72 ... 38 4, , 1 9 99781 GUYANA ~~~714 Q,8 S00 SO8N 1 , 70 47 35 14 839 92X 39 31 6. 1 9 62X 29 1.00 PARAGUAY 74 2.5 500 2, . 00t.'i Ss t03 22 81 02e 26 30 1.9 65 17 12 5.00 PERU 70i 14.91 740E 49,5 24 . i ) 50 22 IS5 72 80 3i. 3.0 -to 30 2301 12.00 VENEZUELA 73 22, 6E 1,960E 4,.b 29,9 301) 280 2,1) 77A 80 ... ~ 2.9 . 33 1. 2.63CY  COMPARATIVE EDUCATION INDICATORS (CaNTD) ANNEX I PAGE 2 MAY 11.1917 8 I I I I S I I I I I 8 8 I I GNP/ I I GNP S% TOTALIK Of PUBLIC I I I sPRI. 1AV.PRI. I ISEC a CAPITAS DEVOTEDIPUSLIC I EDUCATION I LI1TER- iPRI. sCONPLE- #STU- sSCH.TEACHIPROGRESS-s SEC. ISTU- I o Al I TO EDU.1 EXP. 2 RECURRENT RACY ,ENROLL8TION aDENTUISALARY INmION RATE tENROLLiDENT3:HIGHER: I aMARKETI (PUSLIC.DEVOTEDtEXP ALLOCATED. RATE iRATIO IRATE FORsPER #RELATION aFROM PRI.,RATIO #PER JENROLLI POP, aPRICEs: EAP. iTO : TO, sCX Of : NET sPRI.SCH.sTEACHI TO GNP/ ITO SEC. I NET ITEACH- RATIO) YRiMILLS.m CUSS)i ONLY) I EDU, IPRI. 3EC. MI,SADULTS)i CX) sCVCLE(%)sER i CAPITA i Mx I CS) sER I M I I I I I a I I I S I I 2 I I I (1) is (2) a (3) a (4) s (5) Ca() a(7) sCO) a (9) * CIO) I Cil) s(12) IC13) UC14) I ASIA AND OCEANIA AFGHANISTAN 74 ~~16.3 110 . .39P 23P Lap 10 26X 2* 41 5.48 78 ex al 1.00 BANGLADESH 73 76.2e lOOE 1.2 20.2 ,, * 23 sa . a .. ... 23X 28 . CMINACIAINAN) 13 15.7E SIDE 3.2 84,0 28 1 2 8? 59 6 94 40 14, 84 AIC 26 20.OOC LNOCA It 595.bE 140E Z,6Kv .. ., 29 a 79K ... 43A ... ... 28K 20AY 4.0KAY INDOUNESIA 14 13oF 220C 3.9F I1l.F 69 at 1o 608 79K 43 30 2 . OG 52 19K 14 2.00 IRAN 73 133.11 8,250 3.3 12.6 SOB 186 123 s0 77 14A 32 s,0a BOA 24 32 4.32CY IRAQ 72 10.AE 1,1(0E 6,7 16.3DR .. .... 26 61CY ... 22 ., ., ZXCY 2b 6.2ScN JURDAN 73 2.6L 4300 7.0 8,8 52 Is 21 59 91K 76 18 s.o 84 sox 22 4.00 KOREA 75 3S,3 530 2.9 16,uR 65 35 2 920 104X 98 52 3.5 77 55K 38a 7.8 LEBANON 72 S.1 I .070E 3.5 1A.0 3 9 40 10 66 86 65 19 2.0 63 26U 25 23.00 MALAY31A 74 11.7 680 6.4 a8,o 44 31 11 60C 96F 9 0 32 4.OD 83F 44F 27F 3.OOF OMAN 72 0,7E 1,660E t.7N 3,0 96 - - 20 24X 99 33 7.0 0.4X 9 . PAKISTAN 75 o9.0 13oE 1.6 16.2 45 25 1o 21 47K 5)0 39 2.0 .. 17) le 6.100 PAP'UA N.G. 75S 2.6 410 5.6 16.1 38 a 1 2 4 32 577 73P 31 81.0 90 12X? 24 0.90? PHILIPPINES 7 4 41.4E 330E 2.5 14,9 73 15 82 87 104K ... *)4 15.0 ... 46K ... 21 .00 SINGAPOIRE 72 2.ZE 2,240E 3,1 16.2 44 31 15 75A 96Y 72A 33 ... 99A 57Y 24 8.25T SYRIA 7S 7.4 660 -3. 6 6,9 39 25 26 53 89 70 35 2.0 92 45 21 12.00 THAILAND 73 40.70 310E 4.0NF 20.7F 65 4 IS 82 87X 93C 32 3 . 4)U 91C 28K 24 2.00 TURKEY 72 37.9D 600D ... 13.ODR ....... . o5Kcy ... I4DY ,.. ... 22XY 27DY 5.3IBY YEMEN 73 6.4E 1800 0.5 4,0 45P 21P 23P 10 85K tB 36 S.0 is 2K 19 O.DS55 YEMEN P.0.45. 72 1.6E 220E 2.SA 12.6 79 12 * 10 70K 31 29 80.0 99 1ax 20 O.06AY NUMBER OF CUUNTRIESI 75 73 TO 69 69 71 89 55 lB 53 55 79 75 74 RANGEI (0.5- (3,8- (25- (0. (0. (5- (10- (17- (19- (1.8- (7. (.4- (4- (.01- 12.0P ) 32,3) 96 I 52) 40) 98) 184K) 99 ) 65 2 25.22) 99) 75.0) 43) 23.0) OUARFILES:UPPER 5.2 22.1 Ss 31 22 75 87 75 46 B so 29 26 6.0 MEDIANt 4.0 18.0 45 23 15 50 71 Su is 5 63 16 25 2.00 LUNCH 3,0 t3,9 36 16 12 21 52 30 33 3 25 9 20 .9 SYMAOLSI... DATUM UNAVAILABLE ----- 9--- O --BE -ORE uCUR-RE-N-T-P'RIC-ES -----------SOUR-C-ES-------------- - AGNITUDE NIL OR NEGLIGIBLE 8:8971 N:GOP---- ? GUES7IONABLE Cal972 P:INCLUDING FOREIGN AID COLUMNSSI AND 2 WORLD BANA ATLAS *INCLUDES PART-TIME STUDENTS 0.1973 G:CENTRAL GOVT. ONLY OR( I84D MISSIONS **CUMBINED WITH PRIMARY tw1974 R:MINI3TRY OF EDUCAtION (MOE) ONLY 3 TO 14 IBRD MISSIONS FzJ97% S=MiJE AND STATE GUVT. ONLY AND/UR UNESCO G=1976 T:EXCLUDING CENTRAL GOVT. STATISTICAL UcPUBLIC ONLY YEARBOIJK VaINCLUDING PRIVATE EXPENDITURE X=INCLUDING OVERAGED STUDENTS Y:UNESCO SOURcES COMPARATIVE EDUCATIOIN DATA ARE USEFUL IN THE EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS OF RELATIVE STAGES up eDUCATIONAL DEVELOPMENT BETWEEN VARIOUS COUNTRIES, HUWEVER,ON THE BASIS OP THE PRESENT D2ATA,CROSS-NATIONAL COMPARISON SHOULD BE APPROACHED WITH GREAI CAUTIOIN. DATA PRESENTED IN THE ABOVE TABLE NAVE BEEN COLLECTED LARGELY BY THE BANK MISSIONS FROM GOVERNMENT SOURCES: THE REMAINDER ARe STAFF ESTIMATES OR DATA PROM UNESCO. EFFORTS NAVE SEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITSP TO CHECK THE ACCURACY OF THE DATA. NEVERTHELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE TMEM PROGRESSIVELY UN TME OCCASION OF ITS OPERATIUNAL WORK. IN TME USE OF THESE DATA. THE FOLLOWING QUALIFICATIONS SHOULD BE BORNE IN MINDS CIWEDUCA710N' AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, FORMAL AND NON-FORMAL: (2)'PRIMARY EDUCATIOn REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS TO ALL eDUCATION AT TME SECONDARY LEVEL REGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) (3)'LITERACY RATESI(COL.6) ARC OFTEN OBTAINED FROM COUNTRY CENSUSES. IN MANYCOONTRIES THEY ARE ONLY APPROXIMATIONS AND It IS DOUBTFUL THAT ANY UNIFORM DEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CONSISTENTLYS (4)NPUILIC EXPENDITURE IN EDOUCATIONwCCDLS3,34 AND 51 REFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION BY PUBLIC AND QUASI-PUBLIC AGENCIES1 CS)ENRULLNTENT RAYII3-(CCUL3 7, 82 AND 14) REFER TO SCROOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CMILDREN ENROLLED PULL-TINE IN TWO APPROPRIATE SCHOOL, PUBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBJECT TO A WIDE MARGIN OF ERROR IN TME DEVELOPING COUNTRIES OWING TO VARIATION IN THE ACCURACY OF BASIC DATA(I.E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES .FREQUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. UVERAGED STUOENTS WHOSE INCLUSIUN 1S INDICATED BY FOOTNOTES ALSO CAN INFLATE TWE RATIOS,  ANNEX 2 SOMALIA Projection of Manpower Need and Supply, 1977-86 Animal Husbandry, Forestry and Health 1977-86 Estimated Out- Estimated Addi- put p.a. From tional Output p.a. Projected the Education From Proposed 3rd Need p.a. Systemi/ Education Project A. Animal Husbandry 1. Degree Holders 18 26 2/ 2. Technicians 55 - 18- B. Forestry 2/ 1. Forest Rangers 27 - 9- C. Health l Doctors 80 40 _ 2. Nurses 200 150 45 3. Sanitarians 33 - 30 4. Laboratory Technicians 35 - 20 5. Pharmacy Assistants 15 - 15 6. Anesthetist Assistants 7 - 7. X-ray Technicians 5 - 5 1/ Excluding the proposed 3rd IDA education project. 2/ It is assumed that the proposed Animal Husbandry and Forestry School which can take 60 intake in animal husbandry and 30 intake in forestry will start operating from the 1980/81 school year. 3/ The existing Health Personnel Training Institute will be demolished due to the expansion of the Mogadiscio Port and rebuilt at a different site under the proposed 3rd project. A new Kismayo School of Nursing with 30 intake is assumed to open in 1980/81 school year. Sources: Ministry of Livestock, Range and Forestry, Mfinistrv of Health and Bank Staff Estimate. (March 1977)  S O MA L I A Actual and Projected Prirxy School Enrollnt, 1970/71 - 1985/86 1/ j/ 2/ - ~ --- Grade 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976 1976/77 1977/78 1978/79 1979/80 1980/81 1981/82 1982/83 1983/84 1984/85 1985/86 (Marob-Sept) 1 10,140 13,900 20,120 24,330 133,610 - 80,000 80,000 80,400 82,800 85,200 87,800 90,400 93,200 96,000 98,800 2 7,410 9,820 14,890 20,170 _ 38,230 - 130,000 77,600 77,600 78,000 80,300 82,700 85,200 87,700 90.400 93,100 3 7,890 7,400 10,170 14,950 _ 15.400 - 37,200 126,100 75,300 75,300 75,700 7',900 tO200 82,600 85,100 87,100 4 7,160 7,080 7,450 10,040 - 10,470 - 14,800 36,000 122,300 73,000 73,000 73,400 75,600 77,800 80,100 82,600 5 5,570 7,190 6,980 7,280 _ , - 9,900 14,400 35,000 118,700 70,800 70,800 71,200 73,300 75,500 77,700 6 4,530 5,750 7,510 7,730 - 7,550 - - 9,600 14,000 33,900 115,100 68,700 68.700 69,100 71,100 73,200 7 3,940 4,470 5,210 6,930 - 6,930 7,550 - - - - - - - - _ _ 8 3,730 4,240 4,970 5,470 _ 7,330 6.900 7.600 _ _ _ _ Total 50,370 59,850 77,300 96,900 - 219,520 14,450 279,500 343,700 404,600 461,700 500,100 461,300 471,300 483,700 498,200 512,500 1/ Due to the literacy capsign, schools were closed. ?/ Due to the 1974/75 liter*cy/co.pulsory education camp-ign in which ochools were closed, two yearn of education for interediste nd secondary students had to be compressed into 18 saoths. The syste is normli.ed from 1976/77 onu-rd., snide from a *ll b-tch of primary Grade 8 students who storted Grads 6 in 1975/76. 3/ Abo.t 50,000 of total intakes were the nomdic children who were settled in 1975 after the drought. The transition rate from grade to grade is assu..ed to be appronfestely 977, that is. eppreaietely 86% fron Grade I to Grade VI. Sources Ministry of Edutation (November 1977)  S O M A L I A Protection of Primary School Enrollment and Teacher Requirement and Supply. 1975/76-1985/86 Available Stock of Net Increase in Teachers Required Trained Teachers Required Due to: Net Supply As % of School Enroll- Stock of (a) (b) 2 (c) 3/ (d) of Trained Required Year ment Teachers Expansion Attrition Other Total Teachers No. Stock 1975/76 219,500 5,730 - 60 - - 1,080 3,120 5 54.5 1976/77 279,500 7,350 1,620 120 150 1,890 3,000 6,060 82.4 1977/78 343,700 9,260 1,910 170 150 2,230 2,500 8,290 89.5 1978/79 404,600 11,820 2,560 210 200 2,970 2,500 10,470 88.6 1979/80 461,700 14,050 2,230 250 200 2,680 2,500 12,560 89.4 1980/81 500,100 15,380 1,330 270 200 1,800 1,600 13,710 89.1 1981/82 461,300 13,900 - 280 200 480 800 14,040 100.0 1982/83 471,300 14,180 280 290 300 870 800 14,360 100.0 1983/84 483,700 14,540 360 290 300 950 800 14,570 100.0 1984/85 498,200 14,970 430 300 300 1,030 800 14,780 98.7 1985/86 513,100 15,420 450 300 300 1,050 800 14,980 97.1 1/ Calculated on the basis of one teacher for one class (40) for Grades 1, 2 and 3 and 1.3 teacher for one class (36) for Grades 4, 5 and 6. 2/ Assumed 2% p.a. among trained teachers. > 3/ Some qualified teachers proceed to the Lafole College of Education to become secondary school teachers. 4/ Until 1980/81, Halane Primary Teacher Training College will conduct a one-year crash program. The graduates from this program will x undergo a 2-year in-service training program. 5/ In 1975/76, there are 4,281 teachers consisting of 2,040 from a regular program, 1,084 from a crash program, and 1,157 from the national service. Sources: Ministry of Education and Bank Staff estimates. (November 1977)  S O M A L I A Actual nd Pro.ected Secondary School Esrollmet. 1970/71 - 1985/86 Proiection A Grads 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976 1976/77 1977/78 1978/79 1979/80 1980/81 1981/82 1982/83 1983/84 1984/85 1985/86 (March-Sept.) 1 1,810 1,600 2,270 1,950 - 1,270 2,500 2,500 2,700 3,800 7,200 23,500 41,200 41,200 41.500 42,700 43,900 2 1,440 1,740 1,820 1,990 - 1,950 1,310 2,500 2,500 2,700 3,800 7,200 23,500 41,200 41,200 41,500 42,700 3 880 1,200 2,130 1,780 - 1,580 1,960 1,310 2,500 2,500 2,700 3,800 7,200 23,500 41,200 41,200 41,500 4 620 800 1.520 2.030 2.000 - 1.540 1.960 1.310 2.500 .5.O 2.700 3.800 7,200 23.500 41.200 419200 Total 4,750 5,340 7,740 7,750 2,000 4,800 7,310 8,270 9,010 11,500 16,200 37,200 75,700 113.100 147,400 166,600 169,300 Protjection B Grade 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 1976 1976/77 1977/78 1978/79 1979/80 1980/81 1981/82 1982/83 1983/84 1984/85 1985/86 (March-Sept.) 1I - - - - - - - - - - - 11,500 12.100 12,700 13,300 14,000 14,700 2 - - _ _ _ _ - _ _ _ _ 7,200 11,500 12,100 12,700 13,300 14,000 3 _ _ _ _ _ - - - - - - 3,800 7,200 11,500 12,100 12,700 13,300 4 _-- 2700 3,800 7,200 11.500 12-100 12 7.n Total - - - - - - - - - - - 25,200 34,600 43.500 49.600 52.100 54,700 1/ Projection A is based on the Gover-se.t's projectio- until 1980/81, beyond that, 60% traosfer rate fren prim.ry to secondary school is L sand. 2/ Projactios B is based os the Government's projectio- ..til 1979/80. For 1980/81, 10% trnosfer rare free prinary to secondary schools is assued. After 1980/81, a 5% iocrease in intake p,.. is as..eed. Eoistiog schools ccc enroll 26,000 ctudemts on a dooble-shflt basis. Sources: Ministry of Education and EBok Staff estimates. (November 1977)  ANNEX 6 SOMALIA Recurrent Expenditure of Ministry of Education and Ministry of Culture and Higher Education (So.Shs. million) 1974 1975 1976 1978 1980 19864/ (actual) (actual) (estimate) -----(projected)----- A. Ministry of Education 1. Primary Education 20 39 49 77 103 121 2. Secondary Education ( ( 11 15 29 90 ( ( 3. Teacher Training ( 1] ( 15 8 8 7 10 ( ( 4. Technical Education ( ( 2 3 5 8 5. Pre-primary Education and Adult Education 1 1 2 3 4 6 6. Administration 5 5 6 9 10 15 7. Total 37 601' 78 115 158 250 B. Ministry of Culture and Higher Education 1. Total 8 14 16 20 25 35 C. Central Government 1. Total- 531 585- 685 799 932 1,479 D. (A+B) as % of C 8.6 12.6 13.7 15.6 19.6 19.3 1/ Including debt service. The annual average growth rate for 1976-80 is assumed at 8.0% in real terms. 2/ Revised actual. 31 Preliminary actual. 4/ Projections to 1986 are orders of magnitude only based, inter alia, on projection B in Annex 5. Sources: Ministry of Education and Bank Staff Estimate. (November 1977)  ANNEX 7 Page 1 of 2 SOMALIA THIRD EDUCATION PROJECT Technical Assistance Program 1. Curriculum Development Center Specialists for: General Curriculum/Education Evaluation (1) 24 man/months Teaching Aids/Materials Production (1) 12 " Science Kits Production (1) 12 " Sub-Total 48 man/months Fellowships for: Curriculum Development (1) 18 man/months Subject Specialization (8) 144 " Industrial Arts (1) 18 " Science Kits Production (2) 12 " Sub-Total 192 man/months 2. Textbook Printing (State Printing Agency) Specialists.i/for: Operation and repair of printing equipment (3) 36 man/months 3. Regional Adult Education and Training Centers Specialist for: Village Technology (1) 12 man/months 4. National Trade Testing and Training Center Specialist for: Development and Training of Trade Testing System (1) 24 man/months Fellowships for: Development and Training of Trade Testing System (2) 6 man/months 1/ To be financed by ADF.  ANNEX 7 Page 2 of 2 5. Livestock and Forestry School Fellowships for: Forestry Training (3) 72 man/months 6. Project Administration Specialist for: Architect Rural Services to School Design Unit (1) 60 man/months 7. Survey of Public Administration Specialist for: Public Administration and Management Training (1) 12 man/months 8. TOTAL Specialists (10) 192 man/months Fellowships (17) 270 man/months  SOMALIA THIRDI EDUCATION PROJECT Soeaar of Estimated Project Costa to Somli Shili.o.. 1000s and TOO (Goo'.) Civil Works n rn Total Scudeot Plates B.__ n di..o. lions Print- Civi Works, Teb IDA6 stodent PHaoo Gros Area ta ir Tots) Eqtip- _tc .. ...Poit-or, na IProjet Oascg- Project It-EEr Cotr - site Sc.- & Alter- Tota Civi ac-so n eil qloo et-Aens nl r oa NseAt,o od rita lttt oelsiTado 31j( lmoi aildic' Work totShlia Setr atras ot _________ _______ tB-draEton-i _a Sove n 0' J1fl.LQ.)L. A.CrrItolss Dse-lp-tn Centar- 1,045 156 1,296 - - - 1,290 1,452 155 409 - 2,016 2,581 --4,597 730 B: Printte.g MaEeriale . - - - - - - - 9,8005 9,800 - - '9.800 1,557 C. RegIo-a Adult Edo..aEioa and C-i Boydobh. 1201 120 522 34 30 - - - 306 340 47 19 - 502 - --582 C-2 Galtapy. 12 12 618 47 418 410 465 65 296 0 -790 - --790- C-3 Qocyola -. 120 120 522 35 313 - - - 313 360 49 217 - 14 - --614 C-4 -deMo 120 120 610 47 418 - - - 410 465 65 260 -7n_ - ln C-5 Etemnys ---T TT 22 313 340 49 2t -614 - --614- C-6 SenAtE - 120 120 522 32 204 - - - ~120204 318 45 186 -549 56- C-7 Boro- 125 122 522 30 342 - - - 342 300 53 236 -669 669 C-8 National Adult Edo.tatto Ceotto - - - I - - - L- - - ,,9A. .f 9,, 6' .6 Sob-Total C - 40 040 3,946 260 2,396 - - - 2,396 2,664 373 2,621 - 5,650 692 -6 ,350 1,009 D. lNEtoai . Trade Tertisg and TraInEe8 Tearer 30 60 90 - - .' - - - 62 713 -775 760 --1,515 261 S. Li-etook ,an Poetry itbool - 360 360 5,006 570 1,660 2,593 4708 4,731 5,201 660 1,910 - 7,871 567 8 ,438 1,360 P, Health TrainIng FPaillitee. FOt a) Heallth PeronlTEami.ig losritote 200 - 300 2,900 344 1,746 2,209 - ,030 4,030 4,379 434 416 -5,229 - --5,229 831 6) ROddIato inoo fo NorsIn 100 - - - 60 - - - 710 210 770 155 167 -1,092 - --1,092 173 K)iCtamp inhool of Osraing - 60 60 1,026 114 403 6553 - 1,140 1,254 147 167 - 1,05608 1,568 249 0, Sotye of Polito Ad.ilatetratto and Mana gement Tratioig Needs . 100 -100 346 - 177 623 99 H. Project Adnioiteratov--ti- - - - - 186 -106 1.731 091 - 2.808 446 Base Cost (Pebroar 1977) - - - 14,103 1,512 7,583 5,535 478 710 14,3 00 15,820 1,986 6,689 9,800 34,295 6,653 891 177 42,020 6,675 Conttogeo-leo a)PhysIcal Incras (9%) 140 210 400 40 71 1,317 1,457 184 652 927 3,220 333 45 9 3,607 573 6) PrIce Tonresas (36%) ~~~~ ~~~~~~~~ ~ ~~~~~~~~~637 337 294 225 338 6.194 6.85 1 607 2.150 3.587 13.195i.. 1. 997 267 39 15.498 2 462 Sob-Total 797 4,047 2 ,702 273 409 7,511 0,300 70 2,802 4,514 10,415 2,330 312 40 19,105 5,035 Total (A-H) 2.309 11.632 18.317 751 1.119 121.819 4.2 .Z2. 941 1.1 570 897'203 225 61 125 .. 9 7lo_~ ADP I. Priocing Falllitio (boa coa...t Pebroas 1077) - - - 1,600 322 2,700 - - 2,200 3,022 - 4,217 -7,239 1,1233 - 8,372 1,330 Tootleg nestles (46%) 149 1j46,, - - - 1.246 i1.395 - 1.946 - 34.1...... 523 58. 614 To tal (I) 1,6009 471