Chad - Third Education Project

Report No. 1712a-CD FILE COPY Appraisal of a Third Education Project in Chad May 4, 1978 Projects Department Western Africa Regional Office Education Division 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.  CURRENCY EQUIVALENTS Currency Unit: CFA Franc (CFAF) US$1 CFAF 245 WEIGHTS AND MEASURES 1 kilometer (km) = 0.62 mile (mi) 1 square kilometer (km2) 0.39 square mile (mi2) 1 square meter (m2) 10.76 square feet (ft2) 1 hectare (ha) 2.47 acres FISCAL YEAR January 1 - December 31  FOR OFFICIAL USE ONLY CHAD APPRAISAL OF A THIRD EDUCATION PROJECT TABLE OF CONTENTS Page No. GLOSSARY AND ABBREVIATIONS BASIC DATA SUMMARY AND CONCLUSIONS ................................. i-vi I. INTRODUCTION ............................................ 1 II. THE SOCIOECONOMIC SETTING ............................... 1 III. THE EDUCATION SECTOR .................................... 3 A. Quality of Education ................................ 4 B. Access to Education ................................. 5 C. Government Educational Strategy ..................... 6 IV. IDA'S ROLE ..................................... 7 A. The First and Second Education Projects .... ......... 7 B. Future Role ......................................... 9 V. THE PROJECT .............................................10 A. Summary ............................................. 10 B. Project Components .................................. 11 C. Project Costs ....................................... 15 VI. IMPLEMENTATION .......................................... 18 A. Management .......................................... 18 B. Procurement ......................................... 18 C. Disbursements ....................................... 19 D. Project Benefits and Risks .......................... 20 VII. AGREEMENTS REACHED AND RECOMMENDATIONS .................. 20 This report was based on the findings of an appraisal mission that visited Chad in February 1977. The mission consisted of Messrs. D. Davies (econ- omist), J.C. Lair (general educator), R. Harris (Unesco technical educator), and 0. Hagberg (architectural consultant). 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 (Cont'd) ANNEXES 1. Comparative Education Indicators 2. Primary School Construction Component 3. Terms of Reference for Studies 4. Organigram of the Ministry of National Education, Culture, Youth and Sports 5. Primary and Secondary Enrollment, 1975/76 6. Evolution of Public and Private Primary Education and of Public Secondary Education, 1965/66 - 1975/76 7. Structure of the Education System (1975-1976) 8. Summary of Training Schemes, 1975-1976 9. Trends in Primary School Enrollment, 1964/65 - 1975/76 10. Distribution of Pupils by Grade, Birth Year and Age, 1975/76 11. Primary Education, 1975/76 (geographic distribution of enrollments) 12. Schooling Rate in 1975/76 13. Public Primary Education - Percentage of Repetition by Prefecture, Grade and Sex, 1975/76 14. Teaching Staff in Public Primary Schools by Qualifications and Prefecture, 1975/76 15. Trends in Secondary Education Enrollment, 1964/65 - 1975/76 16. Expenditures on Education, 1970-1976 17. Cost Summary 18. Assumed Price Increases, 1978-1982 19. Disbursements by Major Categories of Expenditures 20. Schedule of Disbursements 21. Project Implementation Schedule MAP IBRD - 13198  GLOSSARY AND ABBREVIATIONS CARE Cooperative for American Relief Everywhere CRPP Centre regional de perfectionnement Regional Teacher Upgrading pedagogique Center ENS Ecole Nationale Superieure Secondary Teacher Training College FAC Fonds d'Aide et de Cooperation French Bilateral Assistance Fund FDAR Fonds de Developpement et d'Action Rural Development and Action rurale Fund INSE Institut National des Sciences de National Institute of l'Education Educational Sciences SERARHY Service des Amenagements ruraux Service for Rural Water d'Hydraulique Supplies UNDP United Nations Development Programme UNCDF United Nations Capital Development Fund UNICEF United Nations Children's Fund USAID United States Agency for International Development   CHAD BASIC DATA General Land area 1,284,000 km2 Population 4 million % Urban 15% % Nomadic 42% % Farmers 43% Population Growth Rate 2.1% Urban Population Growth Rate 7.2% Life Expectancy at Birth 35 years Literacy 15% Economic Data GNP per capita US$120 Industrial Composition of GNP % Agriculture 51 Manufacturing 8 Construction 3 Transport 1 Commerce 16 Services 3 Public Administration 16 Other 2 100 Growth in GDP per capita (1967-1975) -1.3% Education and Training Of Whom % of Age Enrollments (1976) Number Female Group Enrolled (a) Primary 202,000 52,520 25% (b) Secondary 12,382 872 2% (c) Technical 675 - - (d) Higher 1,700 - - University of Chad 537 - - Abroad 1,163 - - Teachers Number Qualified Pupil/Teacher Elementary 2,528 872 80 Secondary 538 - 23 Chadians 277 - Expatriates 261   CHAD APPRAISAL OF A THIRD EDUCATION PROJECT SUMMARY AND CONCLUSIONS i. This report appraises a third education project in Chad, for which an IDA credit of US$8.3 million is proposed. Background ii. The Government of Chad faces a dilemma. On the one hand, develop- ment of the country's rural areas is dependent upon an increased literacy and numeracy of farmers and herdsmen. On the other hand, a lack of funds to pay teachers, buy materials or build and maintain school facilities has acted as a brake on the development of education. For over a decade the competing claims of drought relief and national security on scarce financial resources have resulted in a continuous decline in real per-student outlays for educa- tion. Education and training institutions are, consequently, seriously under- funded, and the country is dependent upon external aid for financing all capital expenditures and about 15% of recurrent expenditures. In addition, the public services, including the school system, are sustained by a substan- tial amount of grant-financed technical assistance. iii. With assistance from donors, the Government has embarked upon a large rural development program and has consigned more than half of all public investments to the agricultural and livestock sectors. New initiatives in education and training are focussed on rural primary education to increase literacy and numeracy rates and to provide basic knowledge which is helpful in improving rural living. Because secondary and higher education are less important for a broadly based rural development strategy, they are assigned a lower priority within the education sector as a whole. iv. Rural primary education in Chad is weak; an essentially French curriculum is taught under difficult physical conditions by underqualified teachers without adequate teaching materials and equipment. The curriculum is biased toward the preparation of students to advance to higher levels of the system and, ultimately, to employment in public administration. The curriculum does little to prepare students for work in agriculture or related processing industries where most eventually will be occupied. Primary school facilities are among the worst in Africa, providing so little protection from sun, wind, dust and rain that school attendance frequently depends upon the weather. Only about one-third of the corps of primary school teachers are fully qualified and most are demoralized by their working conditions. v. In 1973 the Government created a special agency, the National Institute of Educational Sciences, to coordinate the overall effort to im- prove primary education. The creation of a special agency was felt to be necessary because of the weakness of public administration and because of the desirability of coordinating aid efforts to primary education through a single governmental unit. After a period of experimentation and evaluation  - ii - in pilot primary schools, the Government with the cooperation of a number of donors has formulated a package of interrelated projects to improve primary education. The overall effort to improve primary education is large and the Government has secured external financing to develop a new curriculum, train teachers, and to begin to replace dilapidated or otherwise inadequate school buildings. The First and Second Education Projects vi. The two previous education projects in Chad aimed at (a) improving primary education through the training of primary school teachers, and (b) increasing the number of skilled industrial workers and middle level in- dustrial and agricultural technicians. These projects provided buildings, furniture and equipment; they relied heavily upon donors for staff and upon the Government for financing start-up costs. vii. The First Education Project (Credit 126-CD), signed in 1968 and amended in 1973, provided US$2.2 million to establish a Primary Teacher Training College in Moundou and an Agricultural Technician Training Center, originally in N'Djamena. In 1971 the Government and IDA agreed that Sahr would be a better site for the Agricultural Technician Training Center and funds were included in the Second Education Project (Credit 251-CD) to finance the additional costs associated with building the school at Sahr rather than N'Djamena. viii. The Second Education Project (Credit 251-CD), signed in 1971 and amended in 1973, provided US$2.7 milion to (a) establish a Technical Secondary School in N'Djamena, (b) finance cost overruns associated with changing the site of the Agricultural Technician Training Center to be constructed under the First Education Project (Credit 126-CD) (para. 4.02), (c) provide equip- ment for a Vocational Training Center in N'Djamena, and (d) finance a study of farmer training. ix. Achievements and experience. Construction of the three project institutions has been completed. Two project institutions, the Primary Teacher Training College and the Technical Secondary School, are in operation and the opening of the Agricultural Technician Training Center is scheduled for September 1979. The delay in opening the Agricultural Technician Train- ing Center is attributable to staffing, financial and curriculum problems which have affected other project institutions to a lesser extent. These problems have been resolved for the Primary Teacher Training College and the resolved Technical Secondary School, and measures have either been taken or are underway to resolve them for the Agricultural Technician Training Center. The Government has been successful in seeking assistance from France to pro- vide some staff and will provide its own funds to operate the Agricultural Technician Training Center. The proposed third education project would also finance some of the staff required to establish new training programs at the Agricultural Technician Training Center while Chadians are being trained.  - iii - x. The severity of Chad's financial problems became apparent in 1973 when the Credit Agreements for the projects were amended to provide 100% financing. In the first project, it was originally intended that IDA finance 82% of the project net-of-taxes cost of US$2.2 million, and in the second project 71% of the project net-of-taxes cost of US$3.1 million. The financial situation in Chad has not improved, and therefore the Government will not be able to make a contribution to financing the proposed third education project. xi. Experience since the appraisal of the Second Education Project (Credit 251-CD) has shown that the curriculum envisaged for the new Technical Secondary School in N'Djamena will not achieve the objective of meeting the country's needs for middle level industrial technicians. The proposed third education project would finance technical assistance to develop and introduce a technical curriculum for the new Technical Secondary School which would provide better training for a small number of students who would go abroad and a separate curriculum for technicians who would go directly into industry. IDA's Future Role xii. The proposed third education project would, through the financing of studies, establish a basis for future external assistance to the education and training sectors. The objectives of future investments should be to improve staffing in the public sector through training, particularly in the education sector, to achieve greater efficiency in the education system through better financial planning and to support the Government's long-term efforts to im- prove rural primary education. In the short term, the proposed project would contribute to an improvement in rural primary education through the construc- tion of primary schools, to technical education through the design and intro- duction of new curricula and to agricultural training through the provision of staff. Project Description xiii. Objectives. The project's main objectives would be to help the Government to improve rural primary education by upgrading about 15% of the physical facilities of rural schools and, in the process, improve the capacity of the construction industry to build schools and other small buildings in rural areas. The project would help the Government to establish a basis for future investments in education and to use its technical secondary and agri- cultural school facilities more efficiently. Project Content xiv. The project would be implemented over the period 1978-1983 and would comprise: (a) construction and equipment for up to 60 rural primary schools of about 200 buildings, to be used as classrooms, practical areas, storage spaces and teacher preparation areas; (b) 176 man-months of technical assistance, and payment of the salaries of eight Chadian senior staff and 33 junior staff for four years to:  - iv - (i) help establish a permanent School Building Unit; (ii) train Chadian site supervisors and technicians; and (iii) supervise school construction; (c) 48 man-months of technical assistance to revise and replace the curriculum for the Technical Secondary School in N'Djamena; (d) 36 man-months of technical assistance to undertake studies of education finance, public administration and primary education which would serve as a basis for future educational development; (e) 72 man-months of technical assistance to augment the staff of the Agricultural Technician Training Center financed under the First and Second Education Projects (Credits 126-CD and 251-CD, respectively), and enable this institution to open by September 1979; and (f) provision of staff, equipment and operating expenses for the Project Office. Project Costs xv. The cost of the project, excluding identifiable taxes, is estimated at US$9.2 million, with a foreign exchange component of US$6.5 million, or 71% of total project cost. The base cost estimates are for February 1978 and take account of recent materials and labor costs in Chad. Taxes are not included in total costs because all Government procurement excludes identifiable taxation. The estimated average cost of construction is about US$153 per square meter, or about US$260 per student place. This compares favorably with similar construction in neighboring African countries. The cost of technical assistance is estimated to average US$60,000 per man-year and is based on recent bilateral and UNDP experience. The project costs include an allowance for physical contingencies that averages 5% of the total base cost for civil works, furniture, equipment and personal costs. Physical contingencies take account of the fact that only 12 sites have been identified. The allowance for price increases is about 20% of base costs plus physical contingencies, and is estimated on the basis of expected price increases for civil works of 9% per year through 1980 and 8% per year through 1982, and for equipment and personnel (including technical assistance) of 7.5% per year through 1980 and 7% per year through 1981 and 1982. Financing of the Project xvi. The proposed IDA credit of US$8.3 million would finance 90% of the net-of-tax cost of the project. Because of severe budgetary constraints, the Government is unable to make a financial contribution to the project and has asked other external donors to finance the balance of total project costs of US$0.9 million. Firm commitments have been received from UNDP and the United Nations Capital Development Fund to finance this balance. A UNDP grant of  -v - US$0.6 million would finance, except for some local salary costs to be fi- nanced under the credit, four posts in the School Building Unit, namely, the principal technical adviser, the operations manager, the chief of the design section and the accountant. A United Nations Development Fund grant of US$0.3 million would finance the construction of the first three schools. Project Recurrent Costs xvii. The project has been designed to minimize increases in the recur- rent expenditures of the Government and to introduce a more efficient system of primary education. The new primary schools constructed under the project would replace or consolidate existing facilities and should not result in a substantial increase in teacher salaries. Small additional expenditures may be required to finance teaching materials. Procurement xviii. Civil works, estimated to cost US$4.1 million, would be for small, widely dispersed buildings. Wherever possible, buildings would be procured under local bidding procedures acceptable to IDA. Where local competitive bidding would not be possible, buildings would be constructed on force account. Orders for equipment and building materials, including materials provided to small contractors, estimated to cost about US$2.5 million, would be grouped wherever possible in lots of not less than US$50,000 and the contracts would be awarded in accordance with IDA's guidelines for international competitive bidding. Small equipment contracts amounting to less than US$50,000, and furniture contracts totalling an estimated US$0.4 million, would be awarded on the basis of quotations or through local competitive bidding in accordance with procedures acceptable to IDA. Disbursements xix. Funds from the credit account would be disbursed as follows: (a) 100% of expenditures for civil works - US$4.4 million; (b) 100% of expenditures for furniture - US$0.4 million; (c) 100% of expenditures for equipment, tools and vehicles - US$0.4 million; (d) 100% of expenditures for technical assistance, including the local salaries of UNDP personnel - US$1.0 million; and (e) 100% of expenditures for local personnel - US$0.7 million. US$1.4 million of the credit would be unallocated. Disbursements would be made against contracts or certificates of expenditure; documentation of the latter would not be submitted for review, but would be retained by the Government and would be available for inspection by IDA during the course of project supervi- sion. Disbursements from the credit for civil works would begin only after  - vi - the United Nations Capital Development Fund grant of about US$0.3 million has been fully disbursed for civil works. Any funds remaining undisbursed at the completion of the project would be cancelled. Accounts and Audits xx. The Project Office would set up an accounting system which would reflect, in accordance with sound practices, the use of funds for the differ- ent project components, including the Project Office itself. A separate account would be kept by the School Building Unit to cover construction expenditures. All accounts would be audited annually. During negotiations, assurances were obtained from the Government that (a) accounts would be audited by independent auditors acceptable to IDA; (b) the accounts, together with the auditors' report, would be submitted to IDA within four months of the close of the Government's fiscal year; and (c) the report of the auditors would be of such scope and in such detail as IDA may reasonably request. Project Benefits and Risks xxi. The proposed project would finance the school building component of a larger primary education development program, which also includes curriculum development, teacher retraining and better school supervision. The overall program should lead to a marked improvement in the quality and efficiency of primary education. For its part of the program, the project would provide new schools to replace dilapidated structures now being used by about 18,000 students who comprise 9% of primary school enrollments. The project studies would pave the way for much-needed improvement in the quality of public administration and, through better financial planning, in the efficiency of the education and training systems. The new secondary technical school curricula should help satisfy the country's needs for industrial technicians and engineers. Technical assistance for the Agricultural Technician Training School financed under the two prior credits would enable that institution to open. xxii. The project could involve some risks. Constructing a large number of small buildings at scattered rural sites by force account or by inexpe- rienced contractors, in a country with poor communications, requires manage- ment and technical manpower that is in short supply. The training and techni- cal assistance components of the project have been designed to help reduce these risks. Also, the project would be organized to allow Government flex- ibility in procurement for civil works: it would permit the Government to use building contractors, undertake force account works, or employ other methods of building schools such as community participation in construction through local parents' associations. xxiii. Given these safeguards and given the priority assigned to primary education by the Government and the resources being invested by donors, the risks of not achieving the objective of improving the quality of primary education are small. There is little risk associated with the studies or with the curriculum development components of the proposed project. xxiv. The proposed project forms a suitable basis for an IDA credit of US$8.3 million to the Government of Chad.  CHAD APPRAISAL OF A THIRD EDUCATION PROJECT I. INTRODUCTION 1.01 This report appraises a third education project, for which an IDA credit of US$8.3 million is proposed. 1.02 Education and training in Chad are in a difficult situation and the Government faces a dilemma in formulating a strategy for improving these sectors. On the one hand, the very low level of educational achievement of farmers and herdsmen is a constraint on the economic development of the country. On the other hand, the Government's precarious financial condition, reflected in a lack of funds to pay teachers, to purchase materials and to build and maintain school facilities is an impediment to the development of an efficient education system. Inadequate financing of rural primary educa- tion has resulted in a high-cost, low-quality system wherein 60% of all student's drop out permanently before they have acquired basic reading, writing and arithmetic skills. 1.03 Improvement in the quality of rural primary education will be achieved through programs for training teachers, developing curricula, improving school inspectorates, and building new facilities which meet the minimum standards required for efficient teaching. The Government is trying to achieve modest improvements by asking donors to finance a package of related projects which will not result in substantially increased levels of recurrent expenditures. The proposed project is designed as part of that package. 1.04 The Government of Chad has requested IDA assistance to (a) con- struct and furnish buildings to replace dilapidated or otherwise inadequate structures at about 60 primary schools in rural areas; (b) increase the capacity of the Ministry of Civil Engineering and of small-scale contractors to construct schools and small buildings; (c) undertake studies which would provide a basis for future educational development; (d) plan and introduce an improved curriculum at the Technical Secondary School in N'Djamena constructed under the Second Education Project (Credit 251-CD) (para. 4.08); and (e) augment the staff of the Agricultural Technician Training Center, con- structed under the First and Second Education Projects (Credits 126-CD and 251-CD) to enable that institution to operate efficiently when it opens. II. THE SOCIOECONOMIC SETTING 2.01 Chad's land area of 1.3 million km2 is sparsely inhabited by four million people, who produce a per capita GDP of about US$120; in rural areas the per capita personal income is about US$60. The population is less than 15% urban and is growing at 2.1% per year. The country's poverty is reflected in a 'Life expectancy at birth of 35 years and an illiteracy rate of 85%. Half of the population, mostly farmers growing cotton, live on about 10% of  the land area which constitutes southern Chad; the other half are mainly herdsmen who occupy the dry Sahelian north and east. Nomadism poses a serious problem for the delivery of social services such as education and health, and helps to account for the relative backwardness of the northern and eastern parts of the country. Language differences are another con- straint on development. The language of half the population, who live in the north and east, is Arabic; over one million people in the southwest speak the Sahr language, and the language of the administration is French. These ethnic, linguistic and economic differences correspond to the geographic regions and are not propitious for the country's overall development and national integration. 2.02 The prospects for rural development are greatest in the southern part of the country where cotton growing and the development of livestock enterprises have already induced the establishment of related processing industries such as cotton ginning, spinning mills, abattoirs and tanneries. The growth in exports and public revenues to finance further development is dependent upon the continuous economic improvement of this region which, in turn, is dependent upon infrastructural investments in public services, including education. With the exception of the Lake Chad area, there are limited opportunities for public investment in the northern part of the country because of the region's low economic potential and civil disorder. 2.03 Manpower. There is general agreement that insufficiently trained and educated manpower is a critical constraint for development. This con- straint is only partially relieved by a substantial number of expatriates who provide barely sufficient support for the current level of activity in all sectors. Expatriates account for 80% of senior managers, about 90% of all engineers, over half of all middle level administrators and over 40% of all technicians. Enhanced levels of economic activity and new projects would require additional expatriate manpower, as current manpower policies and enrollments in training institutions will not result in the replacement of expatriates by Chadians, much less provide for the additional manpower require- ments of economic growth. Lack of trained manpower in both the public and private sectors of the construction industry is a particular concern because it severely limits the size and composition of the country's capital invest- ment program. 2.04 Government finance. In recent years, financial problems have been a serious handicap for the Government in executing a development program. Severe drought and civil disorder have reduced per capita incomes, caused net disinvestment, and forced the Government to shift resources from develop- ment activities to internal security and the short-term welfare of drought victims. During the period 1972-1974 the country lost one-third of its livestock herd. Over the last decade, little has been spent on the mainte- nance of existing economic and social infrastructure, with the consequence that an already inadequate roads system has deteriorated and public build- ings, including schools, have become dilapidated. Less obvious, but perhaps more important for development, financial policies have resulted in the under-funding of important ongoing activities, wage freezes and a deteriora- tion of important institutions such as the civil service, including the corps  - 3 - of teachers. Financial difficulties have forced the Government to rely totally upon donors for its capital expenditures, and a substantial portion of the Government's recurrent budget has been financed by France. Between 1967 and 1975, total aid flows averaged about 15% of GDP. 2.05 The Government's financial problems are reflected in the trend of public expenditures for education. For over two decades, enrollments have increased at a more rapid rate than total expenditures for education with consequent declining per-student outlays. In fact, during the period 1970- 1976, total real expenditures on education declined because budgeted increases have been insufficient to offset inflation. Because of this financial predica- ment the education system has become entirely dependent upon external aid for capital development and heavily dependent upon France for recurrent budgetary support, including the cost of expatriate school teachers; over 80% of all teachers with the qualification of "instituteur" or above are grant-financed expatriates. Yet, in the face of substantial outlays for national defense, the Government has attempted to maintain education's share in the total budget at about 15% which, while very low, compares favorably with the budgets of a number of other African countries. 2.06 Prospects. The end of the drought, the consequent improved pros- pects in the livestock industry, the continued relative prosperity of the cotton growing southwest, and the discovery of oil have improved the Gov- ernment's financial outlook. The Government anticipates that some of the revenues formerly committed to drought relief can be used for education and training, and during 1976/77 provided the Ministry of Education with its largest share of the recurrent budget ever -- 16%, compared with 25% for defense and 4% for agriculture and livestock. However, the increase in education's share of the budget in 1976/77 does little to reverse the long- term decline in real resources committed to this sector. The increase simply restores the real outlays for education to the 1973 level (Annex 16). III. THE EDUCATION SECTOR 3.01 The structure of Chad's education system follows the French pattern. Six years of primary education are followed by two cycles of secondary educa- tion, the first lasting four and the second three years. After a total reliance on France and other Francophone West African countries for higher education, a national university was opened in 1971 which offers a range of two- and three-year courses, including the humanities, law and the biological and physical sciences. 3.02 The primary teacher training program consists of a combination of seven years of secondary level education and training and four years of prac- tical experience. Until 1974, secondary school teachers were trained in a two-year course at a higher teacher training college in Brazzaville, Congo; currently, they are to be trained in a two-year course which begins at the university in late 1977. Technical education at three lycees begins after a  - 4 - minimum of two years of general secondary education; artisan training and the training of nurses and midwives begin after primary school. There is a large number of specialized courses of different duration run by ministries of the Government, other than the Ministry of Education, to serve their own needs (Annex 8). These courses are generally designed to serve the manpower needs of Government departments. 3.03 The most important non-formal education in Chad is provided by the Ministry of Agriculture through 19 farmer training centers. The Government intends to increase the number of these centers as rapidly as capital and recurrent financing and technical assistance are made available by donors. However, there is considerable uncertainty about the efficiency of farmer training as it is organized in Chad; the Swiss Government has agreed to finance a technical assistance project, prepared by the Government and IDA in April 1976, to resolve some of the outstanding issues (para. 4.09). Other forms of non-formal education are virtually non-existent and the administra- tive, financial and economic bases for establishing new programs are weak (Annex 8). A. Quality of Education 3.04 The weakness of primary education is attributable to a curriculum, taught under difficult physical conditions, by underqualified and unsupervised teachers (Annex 14) without adequate teaching materials and equipment. The present curriculum is essentially French and largely designed to prepare students to advance to higher levels of the system; it is biased, ultimately, toward employment in public administration, where the number of jobs are limited. The curriculum does little to prepare students for the lives which most will lead, employed in agriculture or related processing industries. The quality of primary education is worse in rural than in urban areas because of poorer facilities and also because communications problems result in teachers not being paid on time, a lack of school supervision by inspectors, and non- delivery of books and other teaching materials. These weaknesses in the primary education system contribute to high dropout and repetition rates which, in turn, make the system costly. The Government must finance about 25 student years of primary education for each student who finishes the six-year program. 3.05 The facilities for primary education are among the worst in Africa, with about 65% of all classrooms being of mud or, more frequently, temporary strawmat construction. Given the severe climatic conditions, overcrowding and lack of furniture, these schools are very uncomfortable. Most structures lack facilities for storing materials and equipment and do not provide pro- tection from the rain, dust and heat, with the consequence that the length and timing of school attendance are frequently determined by the weather. While proper facilities alone are not a guarantee of quality in education, in the case of Chad it is clear that an upgrading of existing rural primary school facilities is a necessary condition for an overall qualitative im- provement.  3.06 Low qualifications and morale of teachers also have a detrimental effect on the quality of education. Only about 900, or one-third, of the corps of primary school teachers are sufficiently qualified (Annex 14). Moreover, they are demoralized by their working conditions and by the lack of support from the inspectorate. 3.07 Secondary education suffers, though not as severely, from the same problems as primary education. The Government must finance over ten student years of secondary education for each student who finishes the first four years.. Much of this cost is attributable to a repetition rate in excess of 50% and a dropout rate of nearly 20% during the fourth vear. As in primary education, there is little maintenance of facilities and too little is spent on materials and equipment. Forty-four percent of the secondary school teachers are French. This large number of expatriate teachers generates a high turnover rate among teaching staff and is partially responsible for the perpetuation of a curriculum which is biased toward enabling secondary school students to pursue their studies abroad. A badly needed reform of the secondary school curriculum is being planned. Other problems confronting secondary education include the poor general preparation of incoming students from the primary schools. 3.08 Chad has made progress in establishing systems of vocational and technical education of good quality. The Training and Skills Upgrading Center in N'Djamena is operated jointly by the Government and the Chamber of Commerce, and is financed partially by an apprenticeship tax. The Ministry of Public Works manages a National School for Public Works, with a capacity of 120 students, for the training of middle level technicians in four-year courses for the construction industry. At least half of the students are from and are financed by other Francophone countries. Currently, the major quali- tative bottleneck in technical education is the inappropriate curricula in secondary technical schools for the training of middle level techicians for industry and for pre-engineering training (para. 4.08). In addition, the technical secondary schools suffer because they are under-funded for mate- rials, equipment and maintenance. The heavy reliance on expatriates, who are difficult to recruit, has resulted in shortages of qualified teaching staff. B. Access to Education 3.09 From 1956 to 1976, primary school enrollments increased at an aver- age annual rate of 13%, from 18,000 to over 200,000 students. However, most of this expansion occurred prior to 1966; during the last decade the average annual rate fell to about 3%. At the current low rate, little progress is being made in increasing the percentage of children of primary school age enro]Lled in school. Currently, 17% of all students in the last year of primary school gain admission to secondary school and because of the very low quality of rural primary schools almost all of these are from urban areas. Public secondary education did not exist prior to 1947 and for all grades not until 1960. As late as 1964 there were only 480 secondary school students in the entire country; in 1976 there were over 13,000 students enrolled at 30 secondary educational institutions, implying an impressive average annual  - 6 - growth rate of 35%. There are over 1,000 students at institutions of higher education abroad and about 550 enrolled at a new national university in N'Djamena. 3.10 Although universal and free primary education is the national policy, only 35% of the school-age population is enrolled. This is due both to the difficulty of providing facilities and teachers in sparsely populated regions, particularly in the north and east, and to a lack of interest in state educa- tion on the part of some parents in these regions. Urban areas are better served than rural areas in terms of schools offering all six primary grades and in the quality and number of teachers. A consequence of these regional constraints is that the enrollment rate, while low, is nevertheless five to six times higher in the southwest than in other areas (Annex 12). 3.11 While the participation of girls in primary education has been im- proving rapidly, it remains low at 26% of primary school enrollments. Govern- ment policy and Chadian law provide that women should have equal access to education and, although it is a slow process, this is being achieved through the relaxation of social restrictions. C. Government Educational Strategy 3.12 The Government's educational strategy is related to its economic policy, which is geared chiefly to rural development. In 1976/77, 53% of all public investment was for projects in the agricultural and livestock sectors. Thus, new initiatives in education and training are being focussed largely on increasing literacy and numeracy rates and providing basic knowledge which is helpful in improving rural living through rural primary education. Because secondary and higher education are less important for a broadly based rural development strategy, they are assigned a lower priority within the education sector as a whole. 3.13 In 1973 the Government created a special agency, the National Institute of Educational Sciences (INSE) to coordinate and implement, with the exception of construction, all components of its primary education program. The overall program is large, has a number of related components and is almost entirely dependent upon external aid, including a substantial amount of tech- nical assistance; the program is already beginning to yield positive results. The basic components of the rural primary school improvement program are as described below. 3.14 Curriculum development. The Government has received technical assistance for the period 1977-1982 under a UNDP-financed and UNESCO executed project to assist INSE in implementing a reform of the primary school curri- culum, particularly in planning teacher retraining and the development of educational materials. This project follows up on a prior UNDP-financed project which, starting in 1974, designated 20 pilot primary schools to test new programs prepared by INSE. The pilot schools are now well established and are expected to yield a continuous flow of test results for the curriculum reform and ongoing curriculum development efforts. While France is the most important bilateral supporter of these curriculum reform activities, the Swiss, US and Canadian Governments are also contributing significant amounts of technical assistance.  3.15 Teacher training. A comprehensive program of primary teacher up- grading has been underway since 1968 when UNDP and UNESCO, with assistance from UNICEF, began the first of two projects which resulted in the creation of five regional teacher upgrading centers. By mid-1976 the entire corps of primary school teachers had received the first of a series of short courses which will be given in these centers. The centers' role has been expanded and, in addition, they are now being used as regional bases for itinerant teacher trainers financed under a UNICEF project. The major component in the IDA-financed First Education Project (para. 4.02) was construction, furniture and equipment for a new teacher training institution in Moundou which is to strengthen training for teaching an improved curriculum, including agriculture and manual skills; the institution has been in operation since 1974. For the period 1977-1980, USAID is financing technical assistance and the construction of workshop centers at pilot primary schools for the in-service training of primary school teachers in practical subjects and village leaders in the training of adults (para. 3.14). The teaching program for the workshop centers has not yet been formulated. The design of the workshop centers and the supervision of their construction will be responsibilities of the School Building Unit, which would be assisted by the proposed third education project (paras. 3.16 and 5.06). 3.16 School construction. An important bottleneck to the improvement of primary education is the physical condition of the country's primary schools (para. 3.05); professional educators are unanimous in the opinion that a replacement of these facilities would make an essential contribution to improving the quality of primary education. A program to provide school facilities designed to accommodate the new teaching programs, beginning during the period 1977-1982, would be timely as a complement to the activities outlined in paras. 3.12-3.15. In 1975 the Government, with the assistance of UNDP and the UN Capital Development Fund (UNCDF), started a pilot primary school construction project. The objective of the project is to provide school designs which may be executed economically in rural areas, using local materials and labor as much as possible, and which will accommodate a reformed teaching program. The project is funded to construct 18 schools. This project got off to a slow start because of management problems, but has now produced good school designs for Chadian conditions. Objectives are now being achieved and designs have been formulated and tested with satisfactory results. The proposed third education project would use the designs developed by this project. IV. IDA'S ROLE A. The First and Second Education Projects 4.01 The two previous education projects in Chad aimed at (a) improving primary education through the training of primary school teachers, and (b) increasing the number of skilled industrial workers and middle level indus- trial and agricultural technicians. These projects provided buildings, furniture and equipment; they rely upon donors for staff and upon the Government for financing start-up costs.  - 8 - 4.02 The First Education Project (Credit 126-CD), signed in 1968 and amended in 1973, provided US$2.2 million to establish a Primary Teacher Training College (PTTC) in Moundou and an Agricultural Technician Training Center (ATTC), originally in N'Djamena. In 1971 the Government and IDA agreed that Sahr would be a better site for the ATTC, and funds were included in the Second Education Project (Credit 251-CD) to finance the additional costs associated with building the school in Sahr rather than in N'Djamena. It was envisaged that the PTTC would increase the number of primary school teachers, assist in on-the-job training of existing teaching staff, and train teachers for an improved primary school curriculum that would include basic agriculture and the use of simple manual tools. The objective of the ATTC was to train agricultural field extension staff. 4.03 The Second Education Project (Credit 251-CD), signed in 1971 and amended in 1973, provided US$2.7 million to (a) establish a Technical Second- ary School (TSS) in N'Djamena, (b) finance cost overruns associated with changing the site of the Agricultural Technician Training Center to be constructed under the First Education Project (Credit 126-CD), (c) provide equipment for a Vocational Training Center in N'Djamena, and (d) finance a study of farmer training. The objective of the Technical Secondary School component of the project was to replace an existing institution in Sahr which has dilapidated facilities and inadequate space for workshops. The equipment for the Vocational Training Center in N'Djamena would complete the establish- ment of workshops at an ongoing and highly successful skills upgrading center. The study of farmer training was to establish a basis for a third education project (para. 4.09). 4.04 Achievements and experience. Construction of the three project institutions has been completed. The delays experienced in implementation were eight months for the PTTC, two years for the ATTC and six months for the TSS. The two-year delay in the construction of the ATTC is attributable to slowness on the part of IDA and the Government in reaching agreement on a site for the institution. Two project institutions, the PTTC and the TSS, are in operation and the opening of the ATTC is scheduled for September 1979. The delay in opening the ATTC is attributable to staffing, financial and curri- culum problems which have affected other project institutions to a lesser extent. These problems have been solved for the PTTC and the TSS and measures have either been taken or are underway to solve them for the ATTC. The Govern- ment has obtained assistance from France to plan a reform of the agricultural education system,,including the ATTC,and expects to obtain technical assistance to meet part of the ATTC's staff requirements. The proposed third education project would also finance some staff required to establish new training programs at the ATTC while Chadians are being trained. The receipt of plans, acceptable to IDA, for opening the ATTC by September 1979 would be a condition of credit effectiveness. The plans would include a budget for the start-up operations of the school beginning in January 1979, the specifications of the curriculum, staffing arrangements including the identification of key person- nel,and arrangements for recruiting students. 4.05 The severity of Chad's financial problems became apparent in 1973 when the Credit Agreements for the projects were amended to provide 100% financing of costs net of taxes. In the first project, it was originally intended that IDA finance 82% of the project cost of US$2.2 million, and in the second project 71% of the project cost of US$3.1 million. The financial  - 9 - situation in Chad has not improved and therefore the Government will not be able to make a contribution to financing the proposed third education project. 4.06 Currently almost all of the public investment budget and about 15% of the recurrent budget are externally financed. To achieve a better coordi- nation of aid, the Government has agreed to hold a conference of donors to review the country's financial problems, in particular the problem of finan- cing ongoing operations. To achieve a better coordination of aid and better financial planning for the education sector, the proposed third education project would finance studies of education finance and public administration (para. 5.13 and Annex 3). 4.07 The appraisal reports of the first and second education projects envisaged that the project institutions would be staffed initially by tech- nical assistance personnel. Chadians were to be provided with fellowships by a bilateral donor to undertake studies which would ultimately enable them to replace expatriate teachers and trainers. The Government has experienced difficulties in securing finance for the required technical assistance and in completing the fellowship program. Chadians on fellowships overseas often remain longer than anticipated, frequently change their course of study and, when they do return, often prefer employment in administrative rather than teaching jobs. 4.08 Experience since the appraisal of the Second Education Project (Credit 251-CD) has shown that the curriculum envisaged for the new TSS in N'Djamena will not achieve the objective of meeting the country's needs for middLe level industrial technicians. At the appraisal of the second project, this curriculum had been in use for only three years at the Technical Second- ary School in Sahr and there was insufficient evidence to assess results. Eight years of experience with the curriculum at Sahr now show that nearly all graduates go abroad for engineering studies; once abroad, these students invariably abandon their engineering studies, for which they are poorly pre- pared, and undertake training for non-technical occupations. The proposed third education project would finance technical assistance to develop and introduce a technical curriculum for the new TSS which would provide better training for a small number of students who would go abroad and a separate curriculum for technicians who would go directly into industry. 4.09 In April 1976, an IDA mission evaluated the results of the study of farmer training financed under the second project and concluded that investment in new farmer training centers would be premature because of the lack of a teaching program, the Government's difficulty in financing and staffing new centers and weak Government administration. The Government, with the assistance of the pre-appraisal mission, formulated a project to develop a new teaching program and to improve the administration of farmer training centers. The Swiss Government has since agreed to finance this project with a grant. B. Future Role 4.10 Through the studies of public administration, education finance and primary education to be financed under the proposed third education project, it is anticipated that follow-up projects will be identified which may be eligible for further external assistance. The objectives of future projects  - 10 - should be to improve staffing in the public service through training, par- ticularly in the education sector; to achieve greater efficiency in the educational system through better financial planning; and to support the Government's long-term efforts to improve rural primary education. In addi- tion to establishing a long-term basis for future external assistance, the proposed third education project would, in cooperation with other donors, give short-term assistance to the Government in financing its rural primary education program, in developing secondary technical school curricula and in staffing the ATTC. V. THE PROJECT A. Summary 5.01 The project's main objectives would be to help the Government to improve rural primary education by upgrading about 15% of the physical facilities of rural schools and, in the process, improve the capacity of the construction industry to build schools and other small buildings in rural areas. The project would help the Government to establish a basis for future investments in education and to use its technical secondary and agricultural school facilities more efficiently. 5.02 The project would be implemented over the period 1978-1983 and would comprise: (a) construction and equipment for up to 60 rural primary schools of about 200 buildings, to be used as classrooms, practical areas, storage spaces and teacher preparation areas; (b) 176 man-months of technical assistance, and payment of the salaries of eight Chadian senior staff and 33 junior staff for four years to: (i) help establish a permanent School Building Unit; (ii) train Chadian site supervisors and technicians; and (iii) supervise school construction; (c) 48 man-months of technical assistance to revise and replace the curriculum for the Technical Secondary School in N'Djamena; (d) 36 man-months of technical assistance to undertake studies of education finance, public administration and primary educa.ion which would serve as a basis for future educational development; (e) 72 man-months of technical assistance to augment the staff of the Agricultural Technician Training Center, financed under the First and Second Education Projects (Credits 126-CD and 251-CD), and enable this institution to open by September 1979; and  - 11 - (f) provision of staff, equipment and operating expenses for the Project Office. B. Project Components Primary School Construction 5.03 Description of school buildings. The primary school construction program would follow up on the UNDP/UNCDF pilot primary school project (para. 3.16). It would (a) replace existing dilapidated or otherwise inadequate buildings, or (b) consolidate two or more schools to provide a complete primary cycle of six classes, with provision for a work area and space for a school garden. Construction at most sites would consist of four buildings housing six classrooms, a covered manual working area, a storeroom, and a teachers' preparation area. However, at sites where some of the existing structures are found to be adequate, construction would consist of fewer than four buildings (Annex 2). 5.04 Furniture and equipment. Simple furniture would be provided for 60 students in each classroom and for all teachers; it would be designed for easy repair or replacement, using tools provided under the project and mate- rials and skills available locally. The furniture would be designed by the Government service responsible for primary education in cooperation with the School Building Unit of the Ministry of Civil Engineering (para. 5.06). Furniture would be constructed by the Skills Upgrading Center in N'Djamena with materials financed and supplied by the School Building Unit or by local craftsmen under contract with the School Building Unit. Hand tools would be provided under the project for (a) school gardening, (b) metal and wood crafts, and (c) the repair of agricultural implements and furniture and the school building itself. UNICEF would provide the tools on their standard list for primary school workshops and the remainder would be financed under the project. UNICEF is providing these tools to the UNDP/UNCDF pilot primary school construction project (para. 3.16) and to the teacher training workshops to be financed by USAID (para. 3.15). 5.05 Sites. Initially, schools would be constructed in the southeast. Should the internal security situation change, some schools might, in later years, be located on other parts of the country. Sites are being selected by an inter-ministerial committee with representatives from the Ministry of Education, the School Building Unit in the Ministry of Civil Enginering, the Ministry of Planning, the Ministry of Agriculture and Livestock, and the Min- istry of Health. The criteria to be used in selecting the school sites are: (a) Schools constructed under the project would either replace or consolidate existing unsuitable facilities; the intention would be to avoid an increase in the Government's recurrent cost burden (paras. 2.04-2.05); (b) Sites would be easily accessible by road to facilitate construction and the supervision of teaching by Ministry of Education inspectors;  - 12 - (c) Project schools would be located where there are current or planned development activities such as irrigation schemes, farmer training centers, new industries or health clinics; and (d) All schools would have access to wells. During negotiations, assurances were given that the sites for all schools to be built under the project will be acceptable to IDA; an acceptable list of school sites for the first year of construction has been received. The Government will, by April 1 of each year, submit to IDA for approval proposals for construction to be undertaken during the following year. 5.06 School Building Unit. The construction of schools and the training of site supervisors and small-scale contractors would be the responsibility of the Ministry of Civil Engineering's School Building Unit. This Unit is now composed of six UN experts and associate experts, a Chadian engineer, a Chadian "animateur" and four Chadian technicians who are responsible for executing the UNDP pilot school project (para. 3.16 and Annex 2). 5.07 To establish the School Building Unit on a permanent basis and enable it to implement the proposed primary school construction program, the project would require 14 senior staff, 20 site supervisors, and support staff. Because of a lack of qualified Chadians, six of the senior staff are expected to be expatriates. Of these, five would be employed for two years and the sixth, the accountant, would be employed for approximately four years -- the anticipated life of the project. Except for some local salary costs which would be financed by the credit, four of the expatriate staff, including the accountant, would be financed by UNDP. The remaining two expatriate positions would be completely financed by the credit. Details on the organization and terms of reference of the School Building Unit staff are given in Annex 2. A condition of credit effectiveness would be the appointment of a technical director of the Unit with construction experience acceptable to IDA, a senior technical adviser, an accountant, and a training expert. With the exception of the trainer, acceptable candidates for these positions have been identified. The Government has not yet made the legal arrangements to establish the School Building Unit and assurances were given during negotiations that action will be taken on this matter by December 31, 1978. 5.08 Training Program. To enable the School Building Unit to supervise construction on as many as 12 sites at the same time, a training program would be started by the Unit to train 30 site supervisors during the first two years of the project. The teaching program for site supervisors would be prepared by the training specialists and largely conducted on the building sites. Fur- ther, the training program would include assisting small-scale entrepreneurs by organizing brief training sessions on bidding procedures, bid preparation and management of construction sites. The training program would provide technical and managerial advice to small contractors on the job. Three of the senior posts financed under the project for the School Building Unit would be occupied by trainers (Annex 2).  - 13 - 5.09 Designs. The soils in Chad pose severe problems for the design of building foundations, and it is not certain that the design used by the School Building Unit for the UNDP pilot school project (para. 3.16) will be suitable for all schools. While the foundation design assumed in esti- mating costs for the proposed education project is technically sound and economically acceptable, savings may be possible with an improved design. As the Government does not have a foundations engineer to assist the School Building Unit, the project would finance eight man-months of consulting services to establish alternative economical foundation designs. 5.10 Primary school teachers. The existing itinerant teacher training program will be used to train the teachers at the project schools on how to make the most efficient use of the new facilities in teaching the improved curriculum (paras. 3.14 and 3.15). During negotiations, assurances were given that the teachers at the project schools will be given priority in this program. 5.11 Evaluation. The project is designed to establish the School Build- ing Ulnit on a permanent basis and to complete half of the building program in 24 months at reasonable costs. If these physical objectives are achieved, all technical assistance personnel, with the exception of the accountant, would depart after 24 months and the project would be completed by Chadian staff only. If these objectives are not achieved, the contracts of some technical assistance personnel may have to be extended and the number of schools constructed reduced to finance the additional technical assistance. The educational objectives of the project are partly dependent upon the introduction of a new curriculum and the establishment of a program for the upgrading of teachers in project schools (para. 3.15). A comprehensive pro- gram of monitoring and evaluation will be introduced to assure that both physical and educational objectives are achieved or to adjust the project according to implementation experience if they are not. As part of the evaluation, the Government would review with IDA within 18 months of credit effectiveness, the need for continued technical assistance to complete the project. After 30 months, the Government would review with IDA the progress toward achievement of the project's educational objectives, namely, the introduction of a reformed curriculum and the retraining of teachers in project schools. An acceptable plan and timetable for curriculum reform and teacher retraining were agreed during negotiations. Technical Secondary School Curriculum Development 5.12 The project would finance four man-years of technical assistance to (a) revise the existing curriculum to make it more suitable for the prepa- ration of pre-engineering students; and (b) develop a new curriculum for technician training. It is envisaged that the new technician course would be of three years' duration and lead to a diploma. Recruitment would be from, among students who have completed three years of secondary education, and those who complete the course would enter directly into industrial em- ployment. The revised pre-engineering curriculum would also be of three years' duration; however, it would begin after four years of secondary school and would be designed for students who intend to continue in engineering  - 14 - studies at the university level. The revised curricula would help to assure that the country has a supply of industrial engineers and technicians which the current curricula do not (para. 4.08). Studies and Preparatory Work for Future Investments 5.13 The project would finance technical assistance to the Ministries of Planning, Public Service and Education to undertake three studies. The terms of reference for the studies are described in Annex 3. (a) A study of primary education. The program would finance four man-months of technical assistance to the Ministry of Education to identify follow-up activities for the pro- posed primary school construction program (paras. 5.03-5.11) and for the ongoing projects of donors in primary education (paras. 3.14-3.16). Important features of this study would be an overall evaluation of the progress of curriculum reform and an evaluation of teacher requirements, including condi- tions of their employment. The study would be undertaken in 1981 to permit an evaluation of the achievements of INSE with current projects (para. 5.11). (b) A study of the financing of education and training. The project would finance 12 man-months of technical assistance to the Ministry of Planning, to (i) establish standards for the financing of all major education and training institutions in Chad, including all secondary schools and all technical and vocational training institutions; (ii) evaluate the implica- tions of these standards for the overall education budget; and (iii) identify alternative means whereby the Government may achieve a more rational allocation of resources to education. These means may include the revision of curricula, the con- solidation of activities and facilities, better coordination of external aid, and the use of better financial planning methods. (c) A study of public administration. The project would finance 12 man-months of technical assistance to the Public Service Ministry to: (i) evaluate the staffing of the public services relative to their responsibilities, especially those concerned with education and training; (ii) evaluate the roles of train- ing and operational technical assistance in the public sector, particularly in education and training; (iii) evaluate the incentive system and career development patterns and oppor- tunities; and (iv) identify training programs and projects. Twenty-eight man-months of consultant services would be financed under the project for these studies. The studies of education finance and public administration should begin not later than the second year of the project and the study of primary education not earlier than the third year. This phasing reflects the urgency of problems of finance and administration and the need to allow current activities at the primary school level to progress before they are evaluated.  - 15 - Staffing the Agricultural Technician Training Center at Sahr 5.14 The project would finance 72 man-months of technical assistance to augment Chadian staff already identified by the Government and the three expatriate staff which the Government expects to obtain from France. The addi- tional technical assistance to be financed by IDA would help to establish the new training programs and fill a gap while Chadians are being trained on fellow- ships financed by bilateral donors (para. 4.07). Project Office 5.15 The Project Office, established within the Ministry of Education to implement the first and second projects, would coordinate the proposed third education project. The project would finance the salaries of the Project Director and support staff, including an accountant, and operating costs for vehicles, internal travel for the Project Director, and office supplies. C. Project Costs 5.16 The cost of the project, excluding identifiable taxes, is estimated at US$9.2 million, with a foreign exchange component of US$6.5 million, or 70% of the total project cost. The breakdown of project costs by project item, detailed in Annex 17, is summarized as follows:  - 16 - Project Cost Summary % of CFAF (million) US$(million) base Project Item Local Foreign Total Local Foreign Total Cost I. Primary School Construction Construction of primary schools 346 806 1,152 1.4 3.3 4.7 64 II. Establishment of School Building Unit 141 259 400 0.6 1.1 1.7 23 III. Studies - 47 47 - 0.2 0.2 3 IV. Technical Education Curriculum Development - 71 71 - 0.3 0.3 4 IV. Agricultural Tech- nicians Training Centers - 98 98 - 0.3 0.3 5 VT. Project Office 24 - 24 0.1 - 0.1 1 Base cost estimates 511 1,281 1,792 2.1 5.2 7.3 100 Physical contingencies (5%) 24 74 98 0.1 0.3 0.4 Expected price increases (20%) 123 245 368 0.5 La 1.5 Expected project costs 658 1,6Q0 2,258 2-J 7 h 9.2 5.17 The base cost estimates are for February 1978 and take account of recent materials and labor costs in Chad. Taxes are not included in total costs because all Government procurement excludes identifiable taxation. The estimated average cost of construction is about US$153 per square meter or about US$260 per student place; this compares favorably with similar construc- tion in neighboring African countries. The cost of technical assistance is estimated to average US$60,000 per man-year and is based on recent bilateral and UNDP experience. The project costs include an allowance for physical contingencies that averages 5% of the total base costs for civil works, furniture, equipment and Personnel costs. Physical contingencies take account of the fact that only 12 sites have been identified (paras. 5.05 and 5.09). The allowance for price increases is about 20% of base costs plus physical contingencies, and is estimated on the basis of expected price in- creases for civil works of 9% per year through 1980 and 8% per year through 1982, and for equipment and personnel (including technical assistance) of 7.5% per year through 1980 and 7% per year through 1981 and 1982.  - 17 - 5.18 Project costs by category of expenditures are: (US$ million) % of Local Foreign Total Base Cost Civil works 1.3 3.1 4.4 60 Furniture 0.1 0.2 0.3 4 Equipment - 0.3 0.3 4 Local salaries 0.7 - 0.7 10 Technical assistance - 1.6 1.6 22 Base cost 2.1 5.2 7.3 100 Physical contingencies 0.1 0.3 0.4 Expected price increases 0.5 1.0 1.5 Total project cost 2.7 6.5 9.2 Financing of the Project 5.19 The proposed IDA credit of US$8.3 million would finance 90% of the net--of-tax cost of the project. Because of severe budgetary constraints, the Government is unable to make a financial contribution to the project and has therefore acquired firm commitments from UNDP and UNCDF to finance the balance of project costs of US$0.9 million. The signing of agreements with UNDP and UNCDF to finance this balance would be a condition of credit effectiveness. The breakdown of project costs by sources of finance is summarized as follows: (US$ million) IDA UNDP UNCDF Total Civil works 5.4 - 0.3 5.7 Furniture, equipment and vehicles 0.7 - - 0.7 Local staff 0.9 - - 0.9 Technical Assistance 1.3 0.6 - 1.9 8.3 0.6 0.3 9.2 Except for some local salary costs which would be financed by the credit, the UNDP grant would finance four posts for the School Building Unit, namely, the principal technical adviser, the operations manager, the chief of the design section, and the accountant. The United Nations Capital Development Fund grant would finance the construction of the first three schools (see para. 6.04 for the allocation of IDA disbursements). Project Recurrent Costs 5.20 The project has been designed to minimize increases in the recur- rent expenditures of the Government and to introduce a more efficient system of primary education. The new primary schools constructed under the project would replace or consolidate existing facilities and should not result in substantial increases in teacher salaries. Small additional expenditures may be required to finance teaching materials.  - 18 - VI. IMPLEMENTATION A. Management 6.01 The project would be implemented by a Project Office which would be responsible for: (a) ensuring coordination among the ministries concerned with the project; (b) preparing the quarterly reports on progress in project implementation; (c) preparing the claims for reimbursement; (d) recording, analyzing and projecting quarterly expenditures for the project items and submitting annual statements of expenditures to the Government; (e) providing administrative support to the technical assistance personnel to be recruited under the project for curriculum development at the Technical Secondary School in N'Djamena, staffing the Agricultural Technician Training Center, and the consultants undertaking the studies to be financed under the project (paras. 5.12-5.14); and (f) providing liaison between IDA and the Government departments responsible for implementing the project. 6.02 The Project Office would be assisted by the School Building Unit (para. 5.06), an integral part of the Ministry of Civil Engineering, that would be responsible for primary school construction. The School Building Unit would also procure all materials, furniture and equipment and would keep its own accounts, which would be made available to project supervision missions and would be subject to an annual audit (para. 6.07). The School Building Unit would submit detailed monthly financial reports and comprehensive quar- terly reports to the Project Office. 6.03 The project includes 332 man-months of technical assistance as detailed in paras. 5.06-5.15 and in Annex 2. During negotiations, assurances were obtained from the Government that it will appoint technical assistance personnel with qualifications, experience, and terms and conditions of employ- ment acceptable to IDA. B. Procurement 6.04 Civil works, estimated to cost US$4.4 million, would be for small, widely dispersed buildings. Wherever possible, buildings would be procured under local bidding procedures acceptable to IDA. Where local competitive bidding would not be possible, buildings would be constructed on force account. Orders for equipment and building materials, including materials provided to small contractors, estimated to cost about US$2.5 million, would be grouped wherever possible in lots of not less than US$50,000 and the contracts would be awarded in accordance with IDA's guidelines for international competitive bidding. Small equipment contracts amounting to less than US$50,000, and furniture contracts totalling an estimated US$0.4 million would be awarded on the basis of quotations or through local competitive bidding in accordance with procedures acceptable to IDA.  - 19 - C. Disbursements 6.05 Funds from the credit account would be disbursed as follows: (a) 100% of expenditures for civil works - US$4.4 million; (b) 100% of expenditures for furniture - US$0.4 million; (c) 100% of expenditures for equipment, tools and vehicles - US$0.4 million; (d) 100% of expenditures for technical assistance, including the local salaries of UNDP personnel, - US$1.0 million; and (e) 100% of expenditures for local personnel - US$0.7 million. US$1.4 million of the credit would be unallocated. Disbursements from the credit for civil works would begin only after the UNCDF grant of about US$0.3 million has been fully disbursed. Disbursements would be made against contracts or certificates of expenditure; documentation of the latter would not be submitted for review, but would be retained by the Government and would be available for inspection by IDA during the course of supervision missions. Any funds remaining undisbursed at the completion of the project would be cancelled. Construction is expected to be completed about four years after the signing of the Credit Agreement. The estimated schedules of disbursement and implementation are shown in Annexes 20 and 21. 6.06 Revolving fund. Because the Government would have difficulty in prefinancing expenditures to be reimbursed under the credit, a revolving fund of US$0.6 million, financed by the credit, would be established with the Chad Development Bank and would be used to prefinance all project costs. IDA would replenish the account upon receipt of evidence of disbursements from the fund for allowable expenditures. Should any disbursements be made from the revolv- ing fund which are not acceptable to IDA, the Government would deposit the corresponding amount in the fund account. During negotiations, assurances were given to this effect. 6.07 Accounts and audits. The Project Office would set up an accounting system which would reflect, in accordance with sound practices, the use of funds for the different project components and the Project Office. A separate account would be kept by the School Building Unit. All accounts would be audited annually and the project would provide for the cost of audit fees. During negotiations, assurances were obtained from the Government that (a) all accounts would be audited by independent auditors acceptable to IDA; (b) the accounts and the auditors' reports would be submitted by the Project Office to IDA within four months of the close of the Government's fiscal year; and (c) the report of the auditors would be of such scope and in such detail as IDA may reasonably request.  - 20 - D. Project Benefits and Risks 6.08 The proposed project would finance the school building component of a larger primary education development program which also includes curriculum development, teacher retraining and better school supervision. The program should lead to a marked improvement in the quality and efficiency of primary education. For its part of the program, the project would provide new schools to replace dilapidated structures now being used by about 18,000 students who comprise 9% of primary school enrollments. The project studies would pave the way for much-needed improvements in the quality of public administration and, through better financial planning, in the efficiency of the education and training systems. The new secondary technical school curricula should help satisfy the country's needs for industrial technicians and engineers. Techni- cal assistance for the Agricultural Technician Training School financed under the two prior credits would enable that institution to open. 6.09 The project could involve some risks. Constructing a large number of small buildings at scattered rural sites by force account or by inexperi- enced contractors, in a country with poor communications, requires management and technical manpower that is in short supply. The training and technical assistance components of the project have been designed to help reduce these risks. Also, the project would be organized to allow Government flexibility in procurement for civil works: it would permit the Government to use build- ing contractors, undertake force account works, or employ other methods of building schools such as community participation in construction through local parents' associations. 6.10 Given these safeguards and given the priority assigned to primary education by the Government and the resources being invested by donors, the risks of not achieving the objective of improving the quality of primary education are small. There is little risk associated with the studies or with the curriculum development components of the proposed project. VII. AGREEMENTS REACHED AND RECOMMENDATIONS 7.01 A. Assurances. During negotiations, asssurances were given that: (a) the sites for all schools to be built under the project will be acceptable to IDA and that, by April 1 of each year, the Government will submit to IDA for approval proposals for construction to be undertaken during the following year (para. 5.05); (b) by December 31, 1978, the Government will make all the necessary legal arrangements to establish the School Building Unit (para. 5.07);  - 21 - (c) teachers at the project schools will be given priority for training in the context of existing teacher training programs (para. 5.10); (d) should any disbursements be made from the revolving fund established to help finance the project which are not acceptable to IDA, the Government will be under obligation to deposit the corresponding amount in the revolving fund account (para. 6.06); (e) the project accounts, with an audit report by a firm of independent auditors acceptable to IDA, will be submitted to IDA, within four months after the end of each fiscal year (para. 6.07); (f) the Government will appoint technical assistance personnel with qualifications, experience, and terms and conditions of employment acceptable to IDA (para. 6.03). B. Conditions. Conditions of credit effectiveness would be: (a) the appointment of a senior technical adviser, an accountant, and a training expert (para. 5.07); (b) the appointment of a technical director of the School Building Unit, with construction experience acceptable to IDA (para. 5.07); (c) the signing of agreements with UNDP and UNCDF to finance US$0.9 million of total project cost (para. 5.19); and (d) the receipt of plans, acceptable to IDA, for opening the Agricultural Technician Training Center by September 1979 (para. 4.04). 7.02 Based on these assurances and conditions, the proposed project is suitable for an IDA credit of US$8.3 million.   COMPARtATIVE EDUCATION INDICATORS ANNEX I I APRIL 19,1978 I * :GNP/ : G NEP : TOTAL:K OF PUBLIC :: ::PRI. :AV.PRI. : : 51C * :CAPITL: DEV.JTEO:PU8LIC EDUCATION :LITER-: P81. :COMPLE- ASTO- :SCH.TEACH:1-ROGRESS-: SEC. :STU- :HIGHEPI * :AT :TO EDO.: EKE. :RECURRENT :ACY :ENROLL:TION :O)ENTS:SALARV IN:InN RATE :ENROLL:DENTStENPOLL: * :MARKET: 1PUBLIC:DEVOTEO:EXP ALLOCATED: RATE :RATIO :RATE FDR:PER :RELATION :F-ROM PRI. :PATIO :PER :RATIO POE. :PRICES: EKE. :To : TO: :12 Of : NET :PRI.SCH.:TEACH: TO GNP/ :T9 SEC. : NET :TEACH- GROSS: YR:MILLS.: (USW) ONLY) : EOU. :PRI. SEC. HI.:ADULTSI: (21 :CYCLEIKI:ER : CAPITA (%It : (X :ER I ADVANCED AUSTR IA 74 7.51- 4 ,38701 5 .s R1 .5EY 247 51I7 15Y 99 98 930 260 2.00D 990 510a 190 16.857 CANADA 72 22.6- 6, 9301F 7.7 19. 4 30 38 19 98 89 98 24 2.0 99 82 11 7 9.00 GERMANY F-.RCP.75 61 .8 6, 7 0 4t. 2 14.-2 31EY 31EY 19EY 99 911 991 23Ev . .. 99C 911 221 20.Z6Yv JAPAN 15 1 11.6 4,451) 4. 31 20. 7E 4OUY 37UY I1UY 99 990 991 25 2.08B 99C 958Y 201 24.69Y NETHERLANOS 14 13.71- 5, 7501- 7.97 15. LY 32 45 19 99 951 951 29C 3. OC 971 73C 20C 11. 00 NEw ZEALAND 13 3.1IF 4, 280OF 5.2 . .. 39 24 29 99 99 99 26 .. 99 67 19 24.00 NORWAY 14 It..OF 6, 760OF 7.0 15. 2 487 227 137 99 102K7 98 20 1.9 99 90Kv 14 21. 31Y SWEDEN 14 '3.21- 8,1 50OF 7 .97 13.97 38Y 137 137 99 99C 99C 17C ... 9OC R5C SOC 30.00C U.K. 12 56.01- 3 ,7801- 6.3 12.17 26 39 22 98 99 . .. 26 2.0 ... 63 11 7 11.00 U. S.A. 12 213.51- 1,120OF 6.0C 1 5.4 ... 73** 27 99 99 99 25U 2. 0 ... 93 19U 29.00 EUROPE GREECE 76 9. 1 2, 593 2 .6 10. 4 31 7 26 21 868 99 820 3 1 2.0 TOE 80 21 15.00 IRELAND 74 3.11- 2.39SF 5.1 13.90 437 417 147 98 108KV 99A 35 ... 95A 65KY 19 15.477 PORTUGAL 75 9.6 1,570 4.4 11.8 52 21 13 70 98 55 21 3.0 73 29 14 1.60 ROMANIA 75 21.2 1,240 4.0 6.4 36 19 13 98 101 .. 21 ... 98 49 22 10.00 SPAIN 14 35..31- 2,7501- 2.413 15.28 497 227 157 94A 1157 .. 35A ... ... 18KY 30 11.689 ALGERIA 77 16.9 3900 1.5 14.3FY7 42 .. 1~ 35 76X 45 39 4.0 55 26X 13 6.00 BENIN 74 3.11- 1301- 7.2N 36.07 410 230 100 110 44X7 708 537 25.08 438 lIKY 398 3.74Y ROISRANA To 3.1 410 4.0 19.2 53 20 14 3 72X 95 32 3.0 60 12 22 0.30 BURUNDII 14 3.71- 1101- 2.5 19.90 417R 417 12R 10 20K 307 38 10.0 14 2K 18 1.1) CAMEROON 13 7.41- 2301- 5.9 20.0 387 297 177 .. 74 ... 510DY . . 9X 2,3CY 3.90CY C.A.E. 74 1.61- 2201- 3.00 17.30 568 198 .... . 179Xv 25 69Y 1 A 8 217B 3.217 CHASI 76 4.OE 120 3.0 16.0 78 22 ... 15 25 30 80 15.0 17 2X87 23 0.01BY 1ON0100(9 74 1.31- 5IDE 6.0 19.3 40 32 21 50? 133X 63 63 6.0 4 33K 22 3.40 EGYPT 14 31.21- 2601- 5.3 ... 29 36 24 40 74X 45 40 ... 64 39K 28 11.00 ETHIOPIA 16 28.3 100 2.8 15.8 28 25 '10 7 21 ... 50 ... 63 8 34 8GABOt 74 0.51- 2,540F 5.1)0 20.60 250 90 111) ... 11)07 251 46-C 9.0 IRA 317 211 0.297 GAMBIA8 16 0.5 110 3.3 11.5 46 25 6 10 21 90 33 ... '32 13 25 GHANA 14 9.91- 5931 ... 19.7Y 477 22Y 2070 ... 60Kv 628 307 ... 148 35XY lACY 1.097 GUINEA 16 4.7 1801- 4.3NQ ... 3D 31 30 ... 30K 64 45 121- 56 13K 26 4.00 IVORY C)A~'[ 74 6.11- 5401- 6.3 24.7 38Y 37Y 187 98 86K7 578 457 .. .. lY 25C 1.64Y KENYA 16 13.8 240 v.4 26.0 67 23 10 40 807 607 34 6.0 3 16 21 1.0 LESOTHO 75 1.2 160 12.CP 23.C 49 18 20 40 85 50 52 7.0N Ri 10 26 1.00 L11BER1R 75 1.5 410 7.4 13.2 77 1S 20 73 58 ... 35 2.0 ... 12 26 1.10A7 MAOAGASCAE 14 6.81- 2001- 3.2 22.1 51 24 25 40 68X 30 63 15.3 4,8 9K 26 1.00 MALAWI 76 5.2 140 7.4 10.0 42 18 23 25 56EX 17 52 2.4 70 4EK 20 0.26CY MALI 75 5.11- 901- 4.2- 33.01- 45F- 371- 181- 101- 2271- ... 481- 9.51- 5OF 63 20 . MAURITANIA 71 1.3E 320E 4.07 20.Ov. . . 108 1777 .. 228A .. . 3Kv 24A MAURITI'JS 76 0.PL 680 4.7 12.1 50 2 OC 94 9 24 459 45 32 1.50 MOROCCO 14 14.71- 4701- 5.GC 16.5 44 41 9 267 54X 21 317 . 31 13X 21 2.00 NIGERIA 14 75.31- 1401 4.10Y 24.207 237 167 427 ... 49XY ... 3407 ... ... 10Kv ZOCY 0.487 RWANDA 73 ,.If 1001- 3.21 2b.00. . . 23 52 .. 51 .. .. 2 13 0.2317y SENEGAL 14 5.01- 3601- 4.0N3 22.508R 5877 4277 101io 5387Y . 46CY .. . 1KB 258 2.02Y SIERRA LEONE 77 3.u1- 2001- 3.4 23.4 31 36 30 157 34X 45 32 4.08 68 3K 21 0.5387 SOMALIA 15 6.2 110 3.10 10.81 490 160 190 503 34X 86 35 10.0 60 3 i15 0.02 SUDAN 14 13~.61- 2701- 8.07 15.07 43C 29C 28C 1SC 40Kv 751 397 4.01 25C 11Kv 20C 1.457 SWAZILANO 75 0.5 470 3.8 --- 38 31 19 50 73 71 38 3.8 51 24 22 1.00 TANZANIA 74 14.11- 1711- 5.19 17.0 36 ... 12 63 44X ... 49 7. 2 2ZIC 0.30 TUNISIA 73 3.61- 7301- 6.3 23.4 37 43 18 55 12 RI 41 6.0 31 14 21 3.00 UGAN0A 75 11.6 230 3.407 15.707 34EY 40EY 22EY7 25A 53KY ... 34EY7 ... 148 6707 218 0.567 UPPER VOLTA 74 6.0- 1101- 4.0 23.9 5 9 18 9 SC 14Xv ... 467 18.0C 201 2Kv 23C 0.157 ZAIRE 73 24.71- 1401 5.2CN 21.3C 54C 17C 29C i5 63 38 4117 6.0 43 K 24 0.91-87 ZAMBIA 76 5.1 440 6.8 15.9 54 22 22 39 97X a0 49 1.0 21 16 23 1.50 11-NTEAL AMERLICA ANO THE 1871681-AN COSTA RICA 75 2.0 960 5.28 22.26 57B 255 128 898 10987 658 298 3.05 588 52XY 258 17.15Y DOMINICAN PEP.72 4.1) 7231- 3.0 13.9 42 24 22 51 80 17 54 3.00 63 13.5 24. 7.00 EL SALVADOIR 15 4.0 460 3.6 23.8 6,1 5 22 608 65C ... 39CY ... 39 13X1 ZICY 4.358Y GUATEMALA 73 6.31- 5701- 1.9 16.0 55 23 14 41 64 26 35 3.0 69 8 25 4.09Y HAITI 76 4.7 200 1.0 8.0 41 21 11 208 251- 13 56U 3.0 62 4 ... 0.7 HONDURAS 15 2.9 3900 4.20 08.60 620 150 19G 53 78 30 35 3.0 68 71 17 4.00 JAMAICA 74 2.01- 1,1101F 7.17 20.27 397 327 197 86 111Kv ... 397 . . 54XY 191 6.60 MEXICO ~~~~75 59.9) 1.050 3.100 12.000 517 267 127 16 11277 31 46 30 6357 28 87EVy NICARAGUA 74 2.31- 7001- 2.5 14.2 61 13 13 51 65 21 37 2.0 93 17 24 7.00 TRINIDAL 1 T. 76 1.00 1,875E 3.4?. 10.80 501- 258 131 901 81 93 34 2.00 49 44 25 .. SOUTH AMERICA BOLIVIA 7o 5.8 3051- 5.0 17.51-........ 38 178 290 24 51- ... 46 180 .. BRAZIL 75 101.0 1,030 5.0 12.4 421- 201- 371 648 860 ... 271v .. .. . 260 1517 6.008 CHILE 75 00.3 990 3.887 12.57Y 237 107 507 ... 11987 ... 35Y . .. 4887 .. 16.55Y COLOMBIA, 74 23.61- 5811- 3. 307 21.207 440v 2207 117 13 10577 20 3 37 .0 9 3677 148 6.:677y ECUADOR 75 1.1 590 3.70 21.71. . . 69 102Xv ... 381C . ... 38XY 141 . GUYANA 74 0.81- S13Eo 9.6N 14.70 7 35 1 83A 92X 39 33 6.0 19 62X 24 1.00 PARAGJAY7 74 2.61- 5801- 1.8 11.0 55 13 22 Al 82 26 30 1.9 65 17 12 5.00 PERU 75 15.4 160 4.20Y 21.70Y 407 227 15Y 12 111Kv 35 3907 3.0 70 4877 23D7 14.417 URUGUAY 75 2.8 1,300 2.5 15.3 46 34 20 94 93X ... 24 .. 83 ... 10 . VENEZUEL-A 73 12.01- 2, 2831- 4.6 19.9 330 280 350 178A 81 .. . 33 2.4 .. . 33 ... 12.63CY  COMPARATIVE EDUCATION INOICATORS (CONTD) ANNEX I PAGE 2 IAPRIL 19.1978 1 GNP/ I GNP r3 OTAL:X OF PUBLIC : : :PRI. :AV.PRI. :SEC :CAPITA: DEVOTED:PUBLIC EDUCATION :LItER- PRI. :COMPLE- :STU- :SCI.TEACH:PROlGRESS-: SEC. :STU)- :AT :TO) EDU.: EXP. RECURRENT :ACY ;ENROLL:TIDN :DENTS:SALARY IN:ON RATE :ENROLL:DENTS:HIGHER: :MARKET: IPUBLIC:DEVOTEO:EXP ALLOCATED: RtATE :RATIO :RATE FDP:PER :RELATION :FRDM PFI. :RATIO :PER :ENROLL: PUP. :PPICES; EXP. TO :. TO. :13 OF . NET :PRI.SCH. :TEACH: TO GNP/ :TO SEC. NET 'TEACH- RATIC: YR:MILLS.: (USBI: ONLY) EOU. :PRI. SEC. HI.:ADULTSl: it) :CYCLEIXU:ER : CAPITA (U) (I :ER (3) (1) :: 2(Z 1 3) '.1 (5) (6) :(7) (8) ( 9) [LO1) III) :(12) :(13) :6141 ASIA AND ICEANIA AFGHANISTAN 74 13.7F: 1501 .. 39P 23P L6P to 26X 24 41 5.0 78 BE 21 1.00 BANGLAOESH 73 78.6F: 901: 1.2 20.2 445' 22Y 21Y 230 568 ... 480 ... ... 23X0 28 . CHINAITAIWAN) 73 16.OF- 9301: 3.2 14.0 28 41 22 82 98C 94 40 14.0 84 61C 26 20.OOC tNDIA 15 608.1 140 2.6VY ... ... .... 29B 65X5' ... 43A ... ... 29XY 20AY 2. 34EY INDONESIA 74 132.1IF 2201: 3.9F: 11.0F 69 21 10 6DB 79X 43 30 Z.OG 52 19X 14 2.00 IRAN 73 33.4F 1,660F 3.3 12.6 50B 188 128 50 77 74A 32 5.08 80A 24 32 4.32CY IRAQ 75 11.1 1,250 6.7C 16.30P........ 26C 93XY' ... 22 .. ... 35XY 26C 8.47Y' JORDAN 73 2.7F: 460F 7.0 8.8 52 15 21 59 918 76 38 5.0 84 508 22 4.00 KOREA 75 35.3 5 60 2.9 16.0R b5 33 2 920 104X 98 52 3.5 77 55X 38 7.8 LE8ANON 72 3.2F: 1, 0 701 3 .5 18.0 39 40 10 68 86 65 19 2. 0 63 26U 25 23.00 MALAYSI8 74 12.3)- 760)F 6.4 28.0 44 31 it AOC R6F 90 32 4.00) 83F 44F: 278 3.OOF NEPAL 76 IZ.oF 110F 1.1 10.0 23 20 41 L 19 59 28 31 2. 3 64 14 24 0.8 OMAN 72 0.8)- 2,300)- 1.7N 3. 8 96 - - 20 24X 99 33 7.0 ... 0.4X 9 .. PAKISTAN 75 69.2 160 1 .6 16.2 45 25 18 21 478 50 39 2.0 ... 171 18 6.00 PAPUA N.G. 75 2.8 4 70 5.6 16.1 38 16 24 32 577 73P 31 11.0 90 12X? 24 0.907 PHILIPPINES 74 42.2F: 380)- 7.5 14.9 73 15 12 87 1048 ... 34 15.0 ... 46X .. . 21.00 SINGAPORE 74 2.31: 2, 450)- 2.7Y 9.2Y 395' 399 17Y' 75A 10985' 72A 31Y' ... 99A 44XY 24 7. 68Y SYRrA 15 7 .4 72 0 3.6 6.9 39 25 26 53 89 70 35 2.0 92 45 21 12.00 THAILAND 73 4.1.9F: 3501: 4.UNF 20.71: 65 9 15 82 878 93C 32 3.0 U 9IC 21X 24 2.00 TURKEY 73 40.21: 9001: 5.6CY 20.6CY.. . . .85Y' .. 34Y' .. . 24Y' 270Y 5.83Y' YEMEN 73 5.91: 2001: 0.5 4.0 45P Z 3 0 153X 1 36 5. 52X 19 0.0585Y YEMEN P.D.1:. 74 1. 71 2501: 3.5 By 10.985Y 79 12 .. 10 789 31 30Y' 10.0 99 195' 20 0.67Y' SUMMARY 8CR DEVELOPING COUNTRIES: NUMBER Of: COUNTRIES: 82 77F 77 74 73 76 84 59 84 56 63 83 80 74 RANGF-: 10.5- (3.8- (25- (5- (2- (3- (10- (13- (19- 11.9- (7- (.4- (9- (.01- 12.0 I 33.0) 96 I 47) 41) 98) 133X) 99 I 69 I 25.0 I 99) 80 ) 39) 23. 01 OJARTIL1:S:UPPER 5.1 2 0.9 54 31 22 73 88 76 46 7 83 29 26 6.0 MEDIAN: 4.0 16.2 45 23 17 50 72 55 37 4 63 16 23 2.5 LOWE~ : 2.9 12.3 38 18 12 20 48 30 32 3 43 8 20 .9 SYMBOILS: ... 06A0') UNAVATLA6LE A=1970 0N aEFORE M'.CURRENT PRICES SOURCES: -MAGNITUDE NIL JP NEGLIGI8LE 8=1971 N-GDP Q (UESTIONABLE C=1972 P-INCLUDING FOREIGN AID COLUMNS:1 AND 2 WORLD BANK ATLAS INCLUDES PAET-TIME STUDENTS 0=1973 U=CENTRAL GOVT. ONLY OR 1BRD M4ISSIONS ~*COMB[NED RITH PRIMAPY E=1974 R.MINISTRY OF EDUCATION (MOE) ONLY 3 TO 14 1880 MISSIONS **UNDER. REVIEW (-=1975 S-MOE AND STATE GOVT. ONLY ANO/OR UNESCO 0=1976 T=EXCLUDING CENTRAL GOVT. STATISTICAL U-PUBLIC ONLY YEARBOOK V=INCLUDING PRIVATE EXPENDITURE X=INCLUDING OVERAGED STUDENTS Y-UNESCO SOURCES --- --------------- ------------------------------ ------- COMPARATIVE EDUCAT ION DATA ARE1 USEF:UL IN THE EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS OF RELATIVE STAGES OF EDUJCATIONAL DEVELOPMENT BETWEEN VARICUS CrjUNTRIES. HOWEVER,CN THE BASIS OF THE PRESENT OATA,CROSS-NATIONAL COMPARISON SHOULD BE APPROACHED WITH GREAT CAUJTIJN. DATA PRESENTED IN THE ABOVE TABLE HAVE BEEN COLLECTED LARGELY BY THE BANK MISSION4S FROM GOVERNMENT SOURCES;I THE REMAINJDER ERE STAFF ESTIMATES CP DATA F8DM UNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITS, TO CHECK THE ACCUJRACY OF THE )ATA. NEVERTHLELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TC IMPROVE THEM PROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL wORK. IN THE USE OF THESE DATA. THE FOLLOWING QUJALIFICATiaNS SHOULD BE BORNE IN MIND: III"EDUCATION" AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, FORMAL AND NON-FORtMAL I (2)"PPIMARY EDUCATION REFEkS TO EDUCATION AT THE FIRST LEVEL AND "SECONDARY" EDUICATION REFERS TO ALL EDUCATION AT THE SECONDARY LEVEL REGARDLESS OF TYPE (E.G. GENERAL, TECHNICAL, AGRICULTURAL) (3 ("LITtERACY RATES"(CDL.6) ARE OIFTEN OATAINED FROM COUNTRY CENSUSES. IN MANYCDUNTRIES THEY ARE ONLY APPRCXIMATIONS OND IT IS DOUBTFUL THAT ANY UJNIFCAM DEFINITIONI OF "LITERATE" HAS BEEN FOLLOWED CONSISTENTLY; (4("PURLrC EXPENDITURE I14 1:UCAIION"ICOLS.3,4 AND 5) REFER TO ALL CAPITAL AND RECURRENT EXPE40ITURES DIEVOTED TO E-DUCATION BY PUBLIC AND LBJASI-PUBLIC AGENCIES; (5l'-ENROLLMENT RATIOiS")coLs 7, 12 AND 14) REFER TO SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL-TIME IN THE APPROPRIATE SCHOOL. PUJBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBJECT TO A WIDE MARGIN OF EREOP IN THE DEVELOPING COUNTRIlES UWIAG TO VARIATION IN THE ACCURACY OF BASIC DATA(I.E. AGE-SPECIFIC POPULATION AND ENROLLM4ENTS). ENPGLLRENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUDENTS WHOSE INCLUSION IS INDICATED BY )-OCTNCTES ALSO CAN INFLATE 1T1: RATIOS,  ANNEX 2 Page 1 of 7 CHAD APPRAISAL OF A THIRD EDUCATION PROJECT PRIMARY SCHOOL CONSTRUCTION COMPONENT Objectives 1. The major objective of this project component is to replace dilapi- dated or consolidate existing primary school facilities, under the following conditions: ,(a) The construction program should not lead to additional staffing requirements in the schools; (b) All schools should offer all six primary school classes; (c) The design of the buildings should include storage space for materials and provide space for practical work con- sistent with a reformed curriculum; (d) The construction program should use local materials and labor to the extent that it is technically feasible and economically efficient; (e) In order to benefit from investment complementarities, schools would be constructed in areas in which there are industrial or agricultural development activities. The higher income associated with these activities may, in addition, assure greater local financial support for the schools; and (f) All schools constructed under the project would have access to wells. 2. The second objective of this project component is to assist the Government of Chad to rationalize its school building program. Numerous external aid agencies have been involved in the school building program and all have had different conceptions for design and execution. The Government has not had a policy with respect to school building standards. The project would assist the Government in establishing models and norms consistent with the curriculum which is envisaged and the country's technical and resource capabilities. 3. A final objective is to increase the country's capability to con- struct school buildings in rural areas.  ANNEX 2 Page 2 of 7 Means 4. The objectives would be achieved by financing the establishment of a permanent School Building Unit within the Ministry of Civil Engineering, specifically by providing: (a) salaries for 8 senior Chadian staff for a total of 32 man-years; (b) 14 man-years of technical assistance (5 experts for 10 man-years and 1 expert for approximately 4 man-years); and (c) a soils engineer-consultant for 8 man-months. 5. The School Building Unit would have four sections: (a) Design Section - responsible for producing drawings and bidding documents, identifying small-scale contractors, and evaluating final results; the section would monitor all school construction to ensure adherence to official standards and norms; (b) Operations Section - responsible for the supply of ma- terials to sites, force account construction, and the supervision and on-the-job technical training of small contractors; (c) Accounting and Administrative Section - responsible for keeping accounts, monitoring the disposition of materials; and for providing administrative services; (d) Training Section - responsible for training 30 site super- visors during the first and second years of the project. With the support of other sections of the School Building Unit, the training section will construct 24 schools as part of the training process. The training section would be temporary and would depart after the end of the second year. 6. Important features of the operations of the School Building Unit would be as outlined below. (a) There would be central purchasing of building materials for schools constructed under force account or under contracts with small-scale contractors. This would facilitate construction in remote rural areas where small contractors would have difficulty in marshalling material requirements.  ANNEX 2 Page 3 of 7 (b) Site supervisors trained under the project would have capabilities of undertaking force account works, of being the Ministry of Civil Engineering official site supervisors for works undertaken by small contractors, and of providing technical assistance to communities undertaking school construction on their own account. Evaluation 7. After 18 months, the Government would evaluate progress under the project to determine whether the departure of all technical assistance from Chad after two years, on schedule, would jeopardize achievement of the proj- ect objectives. If additional technical assistance is not required, the School Building Unit would complete construction of the remaining schools under the project with Chadian staff only. The Building Industry in Chad 8. The means for executing construction under the project follow from the appraisal mission's assessment of the capabilities of the building industry in Chad. The mission found that constractors in the private sector are few in number as well as expensive and that the Ministry of Public Works lacks the manpower resources to undertake a project of this size under either force account or through the employment of contractors. The Ministry of Civil Engineering does not maintain a register of building contractors, and accurate information of private sector builders will not be available until a survey now underway is completed. There are three firms, all expatriate, capable of undertaking large-scale works; they are located in N'Djamena and only one has expressed an interest in undertaking scattered rural works. There are a number of indigenous medium-sized firms, also located in N'Djamena and with good financial standing, which have been similarly reluctant to undertake rural works of the type envisaged in the proposed project. 9. Even given reasonable contract prices, the Ministry of Civil Engi- neering would be incapable of administering and supervising contractors in the construction of all project schools. The Ministry's capacity to undertake works on force account is also limited; several donors have undisbursed funds outstanding against projects for some time because of the small capacity of the Government to undertake works on force account. 10. Donors interested in constructing rural primary schools do so by creating their own construction units outside of Government jurisdiction. CARE currently has a capacity to build six schools per year but has no design capacity. The schools are built through small contractors who are provided with materials and given close supervision. A UNDP pilot school project was set up as a unit independent of Government and intended to follow the same system as CARE; however, this unit is now located in the Ministry of Civil Engineering. SWISSAID (a private Swiss foreign aid agency) constructs one or two schools per year using a single small-scale contractor.  ANNEX 2 Page 4 of 7 UNDP Pilot School Project 11. The UNDP is financing technical assistance through Project CHD/74/031 of July 1975, and materials through Project CHD/74/011 of the same date to finance the construction of 36 primary schools before December 1978. At the outset, this undertaking had serious problems, which have now been largely resolved. (a) At appraisal, cost overruns in excess of 100% had reduced the project from 36 to 16 schools. (b) The project was poorly organized, operating outside of Government and consequently unable to use the available knowledge of local conditions. This caused considerable delay. The organizational problems have been resolved by placing the project under the jurisdiction of a new School Building Unit in the Ministry of Civil Engineering. (c) Staffing: the expatriate technical assistance team as- signed to the project at the outset lacked experience and sufficient managerial capability. Some staff have been replaced and the situation has improved. (d) Design: there remains an unresolved problem of determin- ing the appropriate building foundations, given Chad's soil conditions. The performance of foundations in three schools built before June 1977 were evaluated at the end of the rainy reason in November 1977, and results were satisfactory. 12. The identification of organization, staff, design and cost issues in the UNDP project has been useful in formulating the proposed third educa- tion project. Facilities to be Provided 13. A complete school would consist of: (a) three buildings housing two classrooms each; (b) one building containing a practical working area with half walls, a room where teachers may prepare their lessons and a storage room for tools and teaching ma- terials; and (c) a school garden of about one hectare.  ANNEX 2 Page 5 of 7 14. The dimensions of each new building would be about 8.3 x 18.3 me- ters to be divided into two classrooms or into a practical working area plus storage and lesson preparation areas. The roof would be firmly attached to the foundation by concrete, wood or metal pillars, whichever is the least costly. The roof itself would be aluminum supported on hardwood trusses. Floors would be constructed of concrete, of stabilized mud blocks or, depending upon costs, of other material which would provide an economical and functional surface. Walls would be non-loadbearing and would be constructed on reinforced concrete foundations of stabilized solid mud blocks or of other durable water- resistant material. 15. Durable furniture, constructed of wood, would be provided for 60 students and teachers in each classroom. Furniture would be simply designed so that it may be either repaired or replaced with the tools and materials avail- able in the schools' manual work area. INSE would be responsible for produc- ing furniture designs. 16. The equipment provided each school would consist of the UNICEF standard list for each primary school sufficient for a class of 30 students plus the complete set of tools used in construction of the buildings plus garden tools, 30 each of mattocks, rakes, hoes, spades and round-nosed shovels.  CHAD - THIRD EDUCATION PROJECT TCHAD - TROISIEME PROJET EDUCATION ORGANIGRAM OF SCHOOL BUILDING UNIT ORGANIGRAMME DE L'UNITE DE CONSTRUCTION SCOLAIRE DIRECTOR OF TOWN PLANNING AND HOUSING/ DIRECTEUR DE L'URBANISME ET DE L'HABITAT MINISTRY OF CIVIL ENGINEERING/ MINISTERE DU GENIE CIVIL DIRECTOR OF SCHOOL BUILDING UNIT/ DIRECTEUR DE L'UNITE DE CONSTRUCTION SCOLAIRE MAUNAGER MANAGER MANAGER CHIEF TRAINING SECTION ACCOUNTS, ADMINISTRATION OPERATIONS SECTION DESIGN SECTION CHEF CHEF CHEF CHiEF SERVICE FORMATION COMPTABILITE, ADMINISTRATION SERVICE OPERATIONS SECTION PROJETS 1 o I)  ANNEX 2 Page 7 of 7 STAFFING OF SCHOOL BUILDING UNIT/ PERSONNEL DE L'UNITE DE CONSTRUCTION SCOLAIRE I. Chadian Staff/Personnel de nationalite tchadienne A. Senior Staff/Cadres 1. Technical Director (1)/Directeur technique 2. Technicians at "adjoint technique" level (4)/Techniciens de niveau adjoint technique (a) Two assigned to operations section/Deux rattaches a la section "operations" (b) One assigned to design sections/Un rattache a la section "projets" (c) One assigned to training unit/Un rattache a la section "formation" 3. Accountant (1)/comptable 4. Animateur (1) 5. Engineer (1)/ingenieur B. Junior Staff/Agents 3. Site supervisors (20) (operations section)/Surveillants de chantiers (section operations) 4. Accounting assistants (3) (accounting section)/Aide-Comptables (section comptabilite) C. Support Staff/Personnel d'Appui 5. Secretary (1)/Secretaire 6. Typists (4)/Dactylos 7. Draftsmen (2)/dessinateurs 8. Watchmen (3)/Gardiens 9. Driver (4)/Chauffeur 10. Messenger (1)/Planton II. Technical Assistance/Assistance technique 1. Senior technical adviser (architect/engineer) (1) - 24 months/ Conseiller technique principal (architecte/ingenieur) (1) - 24 mois 2. Operations manager (builder) (1) - 24 months/Directeur des opera- tions (1) - 24 mois 3. Chief of design section (architect) (1) - 24 months/Chef de la section des projets (architecte) (1) - 24 mois 4. Accountant (1) - 51 months/Comptable (1) - 51 mois 5. Trainers (2) - 24 months/Formateurs (2) - 24 mois 6. Soils engineer (1) 8 months/Ingenieur en mecanique des sols (1) - 8 mois  ANNEX 3 Page 1 of 5 CHAD APPRAISAL OF A THIRD EDUCATION PROJECT TERMS OF REFERENCE FOR STUDIES Introduction 1. The project would finance about three man-years of consultancy services to undertake studies in preparation for public investments in edu- cation and training which may be financed under a fourth education project or by donors. The first study, on primary education, would identify and begin the preparation of a project in primary education as a follow-up on the proposed third education project and the current activities of donors. The study of public administration would attempt to ameliorate the results of the lack of attention which has been given to the establishment of an efficient career civil service by identifying projects which contribute to staff devel- opment. The study of the finance of education and training would identify activities, policies and, perhaps, new investments which result in a better allocation of public funds among institutions and greater attention in planning to the implications of public investments for Government's recurrent budget. Study of Primary Education 2. Responsibility. This study would be conducted under the supervision of the Director of the National Institute of Educational Sciences (INSE) who would be provided with up to four man-months of educational consulting services. He would be responsible for recruiting the consultants, with qualifications acceptable to IDA, and for ensuring that a report is prepared by December 31, 1981, which will serve as a basis for discussions with IDA. 3. The report would cover the following subjects: (a) Teacher training. The results of (i) the itinerant teacher training program, (ii) the USAID program to train practical subjects teachers and adult trainers in primary schools, (iii) the continuing program at the five regional teacher upgrading centers, and (iv) the IDA-financed Teacher Training College in Moundou and INSE's efforts to improve primary teacher training curricula. The study would draw as much as possible on donor evaluations of projects which they finance. (b) Curriculum. The progress which has been made in (i) deter- mining the precise content of the curriculum, (ii) trans- lating this content into teaching materials, and (iii) co- ordinating the primary school curriculum with the teacher training curriculum and other teacher training activities.  ANNEX 3 Page 2 of 5 (c) Supervision. Effectiveness of school supervision as measured by frequency and duration of visits to primary schools, attitude of school teachers regarding the help- fulness of supervisors, and judgments with respect to their effectiveness in introducing the new curriculum. I(d) School Building Program. The results of the UNDP pilot primary school project and the primary school building component of the IDA third education project. Compre- hensive evaluations of the IDA school building project would be available and would serve as a basis for this part of the report. In addition, the study would give close attention to (i) criteria for site selection, (ii) community attitudes toward the new schools as reflected in initiatives to assist school operations, participate in school programs, or otherwise use school facilities. (e) Self-evaluation of INSE. The report would summarize prog- ress and identify problems encountered in establishing INSE as an institution for the reform and upgrading of education in Chad. (f) Recommendations. The recommendations would have two parts, the first concerning policies and procedures and the second identifying projects which would promote the further development of primary education. The proposed projects would be described specifically in terms of objectives, means by which objectives would be achieved, and initial costing. If new buildings are contemplated, it is anticipated that the new School Building Unit, assisted under the proposed third education project, would assist in the development of the description of facilities. Study of Public Administration 4. The study of public administration would be supervised by the Ministry of Establishments, which would establish an interministerial com- mittee to assist consultants in their work and to review final results. He would be provided with up to 16 man-months of expert consulting services on public administration to prepare a report which would serve as a basis for discussions with IDA. 5. The report would cover the following subjects, with particular reference to their training and manpower implications: (a) The age structure of the civil service and its implica- tions for the normal career development of junior staff; (b) The education and training profile of civil servants by age and rank;  ANNEX 3 Page 3 of 5 (c) Incentives - in particular, salaries and amenities and their relationship to work performance and the compe- titiveness of the civil service vis-a-vis the private sector and parastatal organizations; (d) Technical assistance: The use of expatriates in the public sector. In particular: Do expatriates employed on technical assistance terms have an explicit train- ing role? Has it been effective? Does the use of ex- patriates in fact retard the career development of staff by eliminating responsibility and opportunities for interesting and important work? (e) Criteria upon which promotion is based; (f) Personnel administration. Description of how personnel are administered in the civil service, including: (i) the structure and staffing of personnel admin- istration; (ii) the coordination of technical assistance with overall staffing needs; (iii) provisions for training including in-service training; and (iv) attention given to the career development of individuals; (g) Recommendations. Recommendations from this study are likely to be far ranging and it is anticipated that one of the major recommendations will be for the establish- ment of means for a more intensive evaluation of the subjects covered. If so, the recommendations should include a project description identifying tasks to be performed, organization of the evaluation, technical assistance requirements and the desired form of the final results. Particular attention should be given to the implications of study results for in-service staff training, the organization and administration of training and fellowships, and the strengthening of personnel administration within the civil service. The recommendations should describe, as precisely as possi- ble, projects in these areas. Study of Education Finance 6. Responsibility. This study would be conducted by consultants under the supervision of the Director of Planning. The study would require up to 10 man-months of consulting services and would result in a report which would serve as a basis for discussions with IDA.  ANNEX 3 Page 4 of 5 7. The need for this study is based upon the following observations: (a) The recurrent budgetary allocations to educational and training institutions have not increased proportionately to increases in prices or to increases in enrollments. The consequence has been a decline for over a period of a decade in total real expenditures on education and an ever more precipitous decline in real expenditures per student. (b) The operations of new facilities must compete with ongoing activities for funds available in the recurrent budget. (c) Results of (a) and (b) have been: (i) a lack of materials and staff; (ii) a lack of maintenance of facilities; (iii) a possible decline in quality at some institu- tions; and (iv) the emerging possibility that the operations of ongoing activities with high development priorities suffer as a consequence of the establishment of new activities with lower development priorities. 8. The purpose of the study would be to assess the results of the long-term financial deprivation of education and training with a view to identifying policies which may result in a better use of external aid and recurrent budgetary resources. The report would cover the following sub- jects: (a) Levels of recurrent expenditures at all major education and training institutions for the last five years for personnel, material, equipment, maintenance, and boarding. Primary education and general secondary education would be in separate categories; (b) Levels of recurrent expenditures required to operate major institutions for the purposes for which they were designed for the same categories as in (a); (c) Evaluation of the implications of new investments on the finance of ongoing operations, using historical evidence; (d) Analysis of (a), (b) and (c); and (e) Assessment of the diversion of resources from priority activities.  ANNEX 3 Page 5 of 5 9. Recommendations would be made on: (a) the consolidation of ongoing activities; (b) the criteria for undertaking new investments; (c) the design of new projects, in particular the desir- ability of including recurrent financing within projects; (d) the need for a deferred maintenance project or a project to establish supplies for recurrently financed items; and - (e) the need and means for better coordination of donors. Items (a), (d) and/or (e) may have project implications. If so, they should be described as specifically as possible.  CHAD/TCHAD ORGANIGRAM OF THE MINISTRY OF NATIONAL EDUCATION, CULTURE, YOUTH AND SPORTS ORGANIGRAMME DU MINISTERE DE L'EDUCATION NATIONALE, DE LA CULTURE, DE LA JEUNESSE ET DES SPORTS tINISTERE E L SDJCATIt; NATItNkei, DE LA GUIJ-WSE, | DE LA YE_UN_ _SE & DEiS S:CFS/ MIvNISTRY OF HATTX:AL EDUJCATTONI, CMIULlRE, YOUTH & Cubir et! ~~~~~~~~Secr4tariat G4neal nSpectian QedUOqa os.KI~o )fNe O ATSecre-Ariat CUadlmiE InYpeUt & Drection de i'Enseignement Direction de 1iEnsei- Direction de i'Ensei- Direction des Af- Drection de 1a eu- Institut Pt;dagogique Service de i'Ensei- Suptrieur & de ia Recherche/ gnement Secondaire/ gnement El Sentaire/ faires nulturelies/ nesse I des S r s! tit National/ gne'ent Technique/ Division of Higher Educatton Division of Secondary Division of Element- Division of Cultural Division of Youth & National Pedagogical Technical Education and Fesearrh Educat.tn ary Fducation Affairs Sports Institute Unit institut National I Service des Departement de la Forma- DePartement D.partement de De tent dee des Sciences } 0 nivers noerrsts & tion & da Recyclage des de la la Formatioi Ioyen | Hu-iat es/ University d'3rtertatlon/ Enseignants/ Recherche/ Continue/ N-tion.l Institute S.hol-hips & Department of Moans of Human Sciences (!Iudance Unit - Department of Training & Research Long-Life Dearten _InSemice Training Department Education | dEA~~~~~~~~~~~~~elnthre Nta%j