Cameroon - Education Project

Document of The World Bank RETURN TO REPORTS DETSK FOR OFFICIAL USE ONLY WITHIN ONE WEEK Report No. 2368 FILE COPY PROJECT PERFORMANCE AUDIT REPORT CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) February 12, 1979 Operations Evaulation Department 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. FOR OFFICIAL USE ONLY PROJECT PERFORMANCE AUDIT REPORT CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) TABLE OF CONTENTS Page No. PREFACE PROJECT PERFORMANCE AUDIT BASIC DATA SHEET HIGHLIGHTS PROJECT PERFORMANCE AUDIT MEMORANDUM I. Project Summary and .Background 1 II. Main Issues ..3.............. .3 1. Project Processing and Preparation 3 2. Delays in Launching Implementation 4 3. Technical Assistance and Fellowships 5 4. Physical Implementation ....... .7 (a) Project Management .. .. .. .. 7 (b) Buildings 7........... .7 (c) Furniture and Equipment .. .. .. 7 (d) Costs and Disbursement 8 5. Supervision by IDA 9..........9 III. Educational Impact ..............9 IV. Conclusions .. ..................10 PROJECT COMPLETION REPORT 1. SUMMARY AND RECOMMENDATIONS .. ..13 Project Data ......................13 Summary Conclusions ............. .....15 Principal Recommendations ....16 II. PROJECT GENERATION AND MANAGEMENT ..18 Sector Setting .18 Project Generation ...................19 Project Unit ........ ................20 Architectural Consultants .20 Supervision by IDA .....21 III. PHYSICAL EXECUTION OF THE PROJECT ..22 Civil Works ......22 Furniture and Equipment ........... .......24 Technical Assistance .... ............ ..25 IV. PROJECT COSTS AND FINANCE .26 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) Page No. V. PROJECT OUTCOMES ....27 Secondary Education Development .... 27 Primary Teacher Training ...32 Technical and Vocational Training ..34 Agricultural Training ...37 Educational Planning and Administration 39 ANNEXES 1. Status of Fulfillment of Credit Objectives 2. Forecast and Actual Schedule of Implementation 3. Schedule of Implementation of Technical Assistance and Fellowships 4. Estimated Project Costs by Category of Expenditure 5. Adjustments to Appraisal Estimates and Credit Proceeds 6. Estimated and Actual Costs for Civil Works by Project School 7. Capital Cost per Student Place 8. Budgetted Government Recurrent Expenditure and Cost per Student at Project Schools 1975/76 9. Schedule of Disbursements 10. Disbursements - Forecast and Actual 11. Projected and Actual General Secondary Enrollments by Controlling Authority 1967/68 and 1975/76 12. Enrollment Capacity at Project Schools 13. Enrollments 1975/76 as Percent of Enrollment Capacity 14. Appraisal Estimates vs. Actual Teaching Staff in Project Schools 1975/76 15. Primary Education A. Projected and Actual Primary Enrollments B. Projected Primary Teaching Force 1974/75 16. Appraisal Estimates vs. Actual Enrollments at the National School of Agriculture, 1975/76 MAP - IBRD 2552, PCR, April 1969 GLOSSARY AND ABBREVIATIONS CAST: College of Arts, Science and Technology (Second cycle general secondary school) CES/ Coll6ge d'enseignement secondaire/ First cycle general secondary CEG Collage d'enseignement g6n6ral school CET: Collage d'enseignement technique First cycle technical secondary school ECPWD: East Cameroon Public Works Department ENI: Ecole normale d'instituteurs Primary teacher training college for training Grade I primary teachers (3-year program) ENIA: Ecole normale d'instituteurs- Primary teacher training college adjoints for training Grade II primary teachers (1-year program) ENS: Ecole normale sup6rieure Secondary teacher training college ENSA: Ecole nationale superieure agro- National School of Agriculture nomique IPAR: Institut pedagogique a vocation Institute for Primary Education rurale Ref orm MinEd: Ministry of Education MOA: Ministry of Agriculture WCPWD: West Cameroon Public Works Department - 1 - PROJECT PERFORMANCE AUDIT REPORT CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) PREFACE This is a performance audit of the First Education Project in Cameroon for which an IDA credit of US$10.5 million was approved on Sep- tember 5, 1969. On June 19, 1975, a supplementary amount of US$1.2 mil- lion was approved to assist in meeting currency realignment needs. Of this total sum of US$11.7 million, all but a sum of US$0.04 million has been disbursed and the balance is expected to be disbursed shortly. The audit report consists of an audit memorandum prepared by the Operations Evaluation Department and a Project Completion Report (PCR) dated June 8, 1977, prepared by the Western Africa Regional Office. A two- member mission from the Operations Evaluation Department visited Cameroon in February 1978 and held discussions with officials of the Ministries of Education, Agriculture and Economic Plannning on the country's experience with this and the Second and Third Education projects. The contributions of these officials are fully reflected in the report and are gratefully acknowledged. The audit memorandum is based on these discussions together with (a) a review of the PCR, the credit application of December 1968, the appraisal report (No. PE-5A), dated July 17, 1969, the Credit Agreement dated September 23, 1969, the materials available in the Association's files relating to this project and to the two subsequent education projects in Cameroon and (b) discussions with IDA staff members who worked on this project. A copy of the draft report was sent to the Borrower on November 15, 1978; no response has been received. The audit report concurs in the findings of the PCR, examines in greater detail some aspects of the generation of the project, and the dif- ficulties encountered with its technical assistance and draws some supple- mentary lessons from the experience. - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) KEY PROJECT DATA Appraisal Actual or Item Expectation Current Estimate Total Project Cost (US$ million) 14.00 15.96 1/ Overrun (%) 14 Credit Amount (US$ million) 10.5 11.7 2/ Disbursed as at ) 12/27/78 11.66 Cancelled ) Repaid to ) Outstanding as at) 12/27/78 11.66 Date Physical Components Completed Jan. 1974 Oct. 1975 Proportion Completed by Above Date (%) 40 95 Proportion of Time Overrun (%) -- 46 Economic Rate of Return n.a. n.a. Financial Performance n.a. n.a. Institutional Performance Satisfactory Satisfactory OTHER PROJECT DATA Original Actual or Plan Revisions Estimated Actual First Mention in Files April 9, 1968 Government's Application Dec. 4, 1968 Negotiations June. 23, 1969 Board Approval Sept. 5, 1969 Credit Agreement Date Sept. 23, 1969 Effectiveness Dec. 30, 1969 Feb. 17, 1970 March 20, 1970 April 8, 1970 April 29, 1970 Closing Date June 30, 1974 Dec. 31, 1975 Dec. 31, 1976 June 30, 1977 March 31, 1978 Sept. 30, 1978 Credit Supplement: Board Approval June 19, 1975 Credit Amendment Date July 30, 1975 Effective Date Oct. 30, 1975 Borrower The Federal Republic of Cameroon Executing Agency Ministry of Education Fiscal Year of Borrower Calendar Year Follow-on Project Name Second Education Project Third Education Project Loan/Credit Number 320-CM 1245 T-CM Amount (US$ million) 9.0 17.0 Loan/Credit Agreement Date June 28, 1972 July 2, 1976 1/ The project was reduced in scope (PCR, paras. 1.02, 4.03). 2/ A supplementary credit of US$1.2 million was added to the amount of US$10.5 million in July 1975. - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) MISSION DATA No. of No. of Man- Date of Kind of Mission Sent by Month/Day/Year Weeks Persons Weeks Report Reconnaissance Bank Group 5/10-14/68 1 3 3 8/20/68 Identification UNESCO 9/06/68-10/1/68 4 4 12 Preparation UNESCO 9/30/68-11/15/68 6.5 4 24 Appraisal Bank Group 1/23/69-2/21/69 4.5 5 20 7/17/69 59 Supervision 1 IDA 9/11-13/69 1 1 1 11/14/69 Supervision 2 IDA 4/08-12/70 1 1 1 5/08/70 Supervision 3 IDA 10/14-22/70 1.5 1 1.5 10/29/70 1/ Supervision 4 IDA 4/10-15/71 1 2 2 5/06/71 Supervision 5 IDA 10/22-23/71 0.5 1 0.5 11/03/71 1/ Supervision 6 IDA 11/28-12/3/71 1 1 1 12/19/71 Supervision 7 IDA 4/07-14/72 1 1 1 5/18/72 Supervision 8 IDA 7/27-08/3/72 1 1 1 8/25/72 Supervision 9 2/ IDA 11/28-30/72 0.5 1 0.5 12/27/72 Supervision 10 IDA 6/23-29/73 1 1 1 8/21/73 Supervision 11 IDA 9/10-17/73 1 1 1 10/10/73 Supervision 12 IDA 2/02-07/74 0.5 1 0.5 3/27/74 Supervision 13 IDA 10/28-11/4/74 1 1 1 12/17/74 Supervision 14 3/ IDA 6/30-07/4/75 1 2 2 8/14/75 15 4/ Completion IDA 2/11-3/1/77 3.2 4 10 6/8/77 Notes 1/ Back-to-Office Report. 2/ Supervision missions 9-14 supervised Credit 320 also. 3/ After July 1975, missions visited Cameroon in connection principally with the Second and Third Education Projects but supervised the First as well. These missions produced no reports on the First Project. 4/ Two missions, one by a loan officer, 1/18/71, the other by a staff member of the Controller's Department, 1/3/72, also rendered assistance. CURRENCY EXCHANGE RATES Appraisal Year Exchange Rate US$1 = CFAF 247 Completion Year Exchange Rate US$1 = CFAF 247 - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd) ALLOCATION OF CREDIT PROCEEDS Under Under Actual Original Credit Amended Credit Disbursements Agreement Agreement as at 9/23/69 7/30/75 12/27/78 US$ US$ US$ I. Furniture and Equipment 2,105,000 2,100,000 1,906,172.23 II. Civil Work and Professional Services 6,892,000 8,100,000 9,202,912.60 III. Technical Assistance and Project Unit 720,000 720,000 553,828.39 IV. Unallocated 783,000 780,000 -- Not Yet Disbursed -- -- 37,086.78 (Disbursed) -- -- (11,662,913.22) TOTAL 10,500,000 11,700,000 11,700,000.00 COST PER STUDENT PLACE (in US$) Appraisal Estimated Estimate Actual (a) Academic and Communal Facilities Primary Teacher Training 1,330 1,578 First Cycle Secondary 850 1,058 Secondary Cycle Secondary 990 1,121 Technical Secondary 1,470 1,772 (b) Boarding Primary Teacher Training 1,346 1,500 General Secondary 1,180 1,458 Technical Secondary 1,170 1,354 - v - PROJECT PERFORMANCE AUDIT REPORT CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) HIGHLIGHTS The Cameroon First Education Project (Credit 161-CM) was signed in September 1969 and provided a credit of US$10.5 million to assist the Borrower to diversify and expand secondary education, expand and improve the secondary technical/vocational schools and secondary teacher training, consolidate and improve primary teacher training, strengthen and expand higher agricultural education, establish a program of agricultural teacher training and strengthen educational planning. In July 1975, a supplemen- tary credit of US$1.2 million was provided to meet the losses due to cur- rency fluctuations. The project has been implemented and has proved valuable in strengthening and expanding secondary education, primary teacher training and higher agricultural education. For various reasons, however, not all of the project objectives have been fully achieved. Cost overruns accounted for deferment of the expansion of the secondary teacher training college to the Second Education Project and elimination of some essential workshop equipment (para. 20; PCR, paras. 4.01-4.05). The secondary schools were diversified but were hampered by lack of teachers for practical subjects and equipment, and enrollment pressures (para. 23; PCR, paras. 5.02-5.16). Some of the intended reform measures were not achieved such as the separation of secondary schools into upper and lower cycle schools and the consolidation of the primary teacher training system into a few colleges (paras. 7, 23; PCR, paras. 5.02-5.20). The impact of the technical assistance component was reduced by its underutilization and absence of counterparts (paras. 12-14; PCR, paras. 3.09-3.11, 5.42-5.44). Other points of special interest are: (a) the relatively successful development of the Borrower's project management capabilities (para. 15, PCR; paras. 2.06-2.08); (b) the successful achievement of secondary school female enrollment targets (PCR, para. 5.03); (c) the retendering and reduction of the size of school construction bid packages in order to attract smaller contractors and increase competition and reduce prices - a device which worked (para. 16); (d) difficulties experienced in procuring instructional equipment (paras. 18-19; PCR, para. 3.01-3.08). PROJECT PERFORMANCE AUDIT MEMORANDUM CAMEROON FIRST EDUCATION PROJECT (CREDIT 161-CM) I. Project Summary and Background 1. In May 1968, a Bank/Unesco reconnaissance mission visited Cameroon to discuss possible areas of educational investment. The mission's report noted that the Government's educational development objectives, formulated within the context of the Second Five-Year Plan, were sufficiently explicit to enable project identification and preparation to proceed. The mission, however, observed that whereas the Government's priorities were to expand and improve primary, secondary general and technical education, the proj- ect's priority areas should, in line with Bank Group sector policy, be primary teacher training, secondary education and post secondary technical/ vocational education. 2. The Unesco identification and preparation missions of September/ November 1968 were joined towards the end of the identification phase by a Bank Group official who discussed what the Bank Group was likely to accept in the project. In December 1968, the Government sent its credit applica- tion to the Bank Group. 3. The appraisal mission visited Cameroon in January/February 1969 and, out of its efforts, an agreed list of items emerged; the evolution of project content is represented in the following table: - 2 - Government's Proposed project Project as original wishes as prepared with defined after as presented to assistance of appraisal and the Identifica- Unesco Prepara- included in the tion Mission tion Mission Credit Agreement 1. Secondary General Schools (a) Lower cycle schools, Grades 7-10 (i) new 11 8 (ii) for expansion only --3 (iii) for conversion into upper secondary 4 (b) Lower/Upper cycle schools, Grades 7-13 (i) new (ii) for expansion only 1 (c) Upper cycle schools, Grades 11-13 (i) new 6 6 (ii) for expansion only -- 1 2. Secondary Technical/Vocational (a) lower secondary - expansion 9 2 (b) lower/upper secondary (Lyc e Technique) - expansion 3 1 (c) new type vocational schools (Grades 9-11) (d) vocational schools to receive equipment only 2 (e) domestic arts schools 3 3. Teacher Training (a) new Primary Teachers Colleges --1 3 (b) new in-service teacher training centers --3 (c) Secondary teachers college (for expansion only) -- 1 1 4. National School of Agriculture - ENSA 1/ (expansion) 1 1 Total 31 23 24 In addition, the appraisal mission included in the project provision for (a) 24 man-years of technical assistance (for advisers and teachers) and 20 man-years of fellowships, and (b) services and facilities for a project implementation unit. 1/ Ecole Nationale Superieure Agronomique. - 3 - 4. The Credit Agreement which was signed in September 1969 required the use of international competitive bidding for all goods and services financed by the credit under contracts acceptable to the Association. The Borrower was also required (a) to link the expansion of the education system with improvement programs designed to relate the education system and the number and quality of school leavers more closely to the country's economic and social development needs and to reduce per graduate unit costs as well as dependence on expatriate teachers, and (b) to undertake various educational reform measures and broaden the curricula of the project schools (PCR, Annex 1). 5. With the exception of (a) the Secondary Teachers Training College item, which was transferred to the Second Education Project, and (b) the equipping of workshops in some schools, the project has been implemented and a small undisbursed credit balance of less than US$0.04 million is expected to be disbursed shortly, about four years later than originally planned. 11. Main Issues 1. Project Processing and Preparation 6. The Borrower has confirmed that the project was fundamentally in line with the country's needs and priorities. Its processing, however, raises questions as to what basis was afforded for effective country participation in its shaping. In this era, the Bank Group was experimen- ting with a new strategy in its educational operations which was intended to reduce the time spent in project generation and minimize the need to modify project content during appraisal. This involved (a) having the preparation mission overlap in the field with the identification mission and (b) sending a Bank Group official to the country for a few days towards the end of the identification stage to liaise with the Unesco identification and preparation missions and with the country and to indi- cate the items likely to be accepted by the Bank Group on which, therefore, preparation work should proceed. This device accelerated project preparation but its inherent weaknesses were first, that it deprived the government of the opportunity to receive and deliberate on the identified project before commissioning its preparation and, secondly, that the quality of the deci- sions made after such a short stay in the country on delicate matters of education policy was not likely to be of the best.l/ For example, in this case, the Bank Group official's suggestion that State-assisted missionary schools be included in the project ran contrary to the government's policy not to finance the expansion of such schools and was turned down by the government, while his suggestion that primary teacher training be conducted in several secondary schools was turned down by the appraisal mission. 1/ A similar problem has been noted in the audit of the Korea First Education Project. 7. An element of structural change included in the project appears to have originated during project generation. The assumption on which the project's secondary school design rested was that lower and upper cycle schools would be separate, which, as the Government's credit application indicated, would have been a significant structural reform. The origin of the idea is not clear; it had not been broached in the Government's 1966-71 development plan; it appears to have been discussed for the first time by the identification/preparation missions. A reform of this kind required thorough long-range planning and school mapping which could not have been done in a few weeks. However, the result is that this reform was never implemented. For example, three of the five proposed lower cycle schools and three of the six proposed upper cycle schools provided with complete facilities were already operating both lower and upper cycles at the time of project construction and have continued to do so. In another case, a lower cycle school already existed and the new construction has merely added an upper cycle to it. In yet another case, the school constructed under the project as an upper cycle school was converted into a lower cycle school and the excess equipment transferred to another project school. 8. The project content was still substantially being shaped at the appraisal stage; thus the appraisal mission was in effect identifying, preparing and appraising the project and was unable to visit all of the sites. The extent of change in project content during implementation suggests that the agreed project still required preparatory work and further IDA-Borrower discussion. For example, there were protracted discussions between IDA and the Borrower during implementation over whether the multi- purpose hall of the primary teacher training colleges should accommodate dining (as IDA wished) or be used extensively in the in-service teacher training program (as the Borrower wished) and, hence, not for dining. 2. Delays in Launching Implementation 9. The completion of site acquisition was the only special condition of effectiveness of the Credit Agreement. IDA originally expected that the agreement would become effective in December 1969, three months after signature. Instead, the agreement became effective in April 1970 - a delay due mainly to a misunderstanding by the government of IDA's requirements in terms of documentary evidence of site acquisition and of ratification of the Agreement. As this was a first project, special briefing of the govern- ment as to these requirements should have been undertaken by IDA, but the terms of reference and the report of a supervision mission of September 1969 included no mention of advising the government on this. - 5 - 10. Some delay occurred in appointing architectural consultants. Several months were lost in the difficult process of trying to select an architectural firm and responding to suggestions from IDA on the recruit- ment process. After considerable searching and screening of candidates, the government decided to use the architectural resources of the Public Works Departments of East and West Cameroon as much as possible - in the East for site supervision and in the West for design and site supervision - and a joint venture (local firm plus foreign firm) was recruited to do the design work in the East. This process could have been speeded up by IDA scrutiny of both the form of contract and the candidates at the same time instead of sequentially. IDA approved the architectural contracts in June 1970 by comparison with the original expectation that the consultants should have begun work in April 1970. 11. Much of this delay in launching implementation could have been avoided if the project unit had been established earlier than it was, but, despite the efforts of IDA, early action was not taken by the government in this matter. As the completion report indicates, it might have been advantageous to have made the establishment of this unit a condition of negotiations (para. 2.06). It would also have been useful if project preparation as a whole had been brought to a more advanced stage as is commonly the case with several of the recent education projects.l/ 3. Technical Assistance and Fellowships 12. During the early stages of implementation, the project's tech- nical assistance/ fellowships component underwent continuous modification, reflecting its inadequate preparation. The technical assistance educa- tional planning post was deleted (because a Unesco-supplied educational planner was already in position) and replaced by a post of statistician. The Ministry of Education wished to replace the two posts of agricultural educator and technical educator by two curriculum development posts. However, IDA preferred to retain these posts and, instead, two teaching posts were converted to curriculum development. The secondary teacher training college allocation of experts was cancelled and the primary teacher training posts were allocated to a pedagogical institute for rural deve- lopment (Institut Pedagogique d'Animation Rurale) and reduced in number. Implementation was also delayed by the cumbersome process of recruitment by Unesco and approval of candidates by IDA (PCR, paras. 3.09-3.11). Even- tually the project financed nine advisers and teachers for 15.5 man-years (instead of the originally planned eight persons for 24 man-years). The fellowship program underwent extensive changes as well. The amount of 20 man-years had been provided for the staff of the secondary teacher training college (three man-years), the educational planning unit (eight man-years) 1/ In this connection a recent Operational Manual Statement of October 19, 1978 on the "State of Project Preparation Necessary for Loan Approval" reinforces this lesson for the benefit of staff. - 6 - and the National School of Agriculture (nine man-years). Only three candi- dates benefitted in educational planning (two of them on short courses of less than two months) and two more were trained for the National School of Agriculture. 13. There were several reasons for divergences between planned and actual performance in respect of the technical assistance/fellowship com- ponent. Bilateral and other grant sources of such assistance, although not always reliable,l/ were more attractive than borrowing - especially important during a search for savings to offset civil works cost overruns as applied in this case. There were design weaknesses. The completion report notes the lack of early work on detailed terms of reference for the experts (paras. 3.09, 5.42). Closer contact between IDA and Ministry of Education officials (who initially knew little of the project's technical assistance component) would have eliminated the superfluous planning post earlier and promoted the more effective integration of experts into the Ministry. Expert assistance needed for equipment procurement was overlooked. Uncertainties about the precise technical assistance/fellowship needs might have been eased by a more flexible arrangement such as a block provision of man-years. It is clear, in retrospect, that much more preparatory work was needed - on the terms of reference of experts, determining the availability of counterparts and their staff development needs and discussion with the Borrower - prior to project approval. 14. There were also implementation weaknesses. A tripartite (Cameroon/ UNDP/Unesco) meeting of June 1975 noted that the team of Unesco specialists (financed by UNDP and the project) was not well coordinated, was given inadequate technical support by Unesco, had poor reporting procedures - and did not contribute to the project director's quarterly reports. One school building expert, in the Borrower's view, operated "more as a censor than as a collaborator". During implementation the Borrower proposed, and IDA agreed, that short-term consultancies should be utilized; IDA also proposed, and the the Borrower agreed on, a program of local training instead of some fellow- ships; however, nothing was done to implement these ideas. Some of the technical assistance specialists achieved useful results although hampered by lack of office space, equipment and vehicles and, the isolation of the curriculum development specialists from the centers of curriculum development - institutes of education and primary education reform (PCR, paras. 5.42-5.44). There was a lack of counterparts because of the absence of suitably qualified persons. In some measure, the Second Education Project sought to remedy some of the shortfalls of the First Project by including financing for experts in primary teacher training and in equipment procurement. 1/ For example, the Swiss offer of assistance made in September 1969 fell through in February 1971. The position of the French Government during project processing was that its technical assistance to Cameroon would remain constant and probably diminish; instead, in December 1972, it offered 200 scholarships to Cameroon. -7- 4. Physical Implementation (a) Project Management 15. The completion report notes that the project unit was estab- lished and that it enjoyed continuity of good leadership, functioned well, but might have been more effective if it had had an educator on its staff (paras. 2.06-2.08). Its weakest area appears to have been equipment procurement (particularly list preparation) and the Second and Third Projects have attempted to remedy this by financing technical assistance needs. (b) Buildings 16. The main construction program ended about nine months behind schedule but supplementary works went on as much as two years after completion of this main construction program. Large bid packages were originally assembled. As expected, they attracted the larger contracters operating in Cameroon to offer bids; however, no foreign firm offered a bid. After the initial set of bids proved to be, on the average, 70% above the appraisal cost estimates, IDA agreed to both some re-designing and the breaking up of packages into smaller contracts to increase the number of (local) contractors who could compete; both devices succeeded in reducing costs. All procurement was done through international competitive bidding. In December 1970, IDA rejected an urgent request from the Borrower to use local bidding for civil works for three project schools to expedite their com pletion by October 1971. Experience in this and other education proj- ects, however, has shown that foreign firms have rarely been interested in mobilizing to start construction operations in a country for the typical education project comprising relatively small scale construction widely scattered over the country as a whole. 17. The buildings have been considered generally well-designed and constructed, with only minor design deficiencies, including (a) initial over-designing which resulted in the need to revise designs, (b) large window areas and (c) drainage problems in some schools. It is noteworthy that the designs best suited to.the requirements of the user were produced by the local architectural firm (PCR, para. 2.10). However, the mainte- nance of buildings has been so far inadequately funded and insufficiently attended to by the school administrators (PCR, para. 3.06). The inconve- nient location of some sites has posed problems of extra site works (for electricity and water supply) and some problems of student transportation (PCR, para. 3.02). (c) Furniture and Equipment 18. In' June 1969, during the processing of this project, a senior Bank staff member suggested setting a minimum figure for procurement of equipment below which international competitive bidding would not be - 8 - required - a practice then common in other projects but not, up to that time, applied in education projects. The Education Department held that even small amounts of less than US$10,000 could attract foreign firms and should, therefore, not be exempted. Since FY75, however, it has become usual for education Loan/Credit Agreements to provide for some local competitive bidding for equipment procurement although the Cameroon Third Education Project (approved FY76) was an exception to this. The staff member also observed that (a) much professional time was "being expended in minute reviews of the procurement of a large number of small items" which gene- rated "additional work in the project offices in the field" and in the Bank, and (b) in this context some cost-benefit balance should be struck and ways sought of more efficiently processing a larger amount of small contracts. One result of this was that, for this project, contracts below the value of US$25,000 were exempted from the need for prior IDA review of bid documents. This was exceptional in education projects approved between FY67 and FY74, but it has since become more general practice in the sector. 19. The completion report adequately treats the causes of delay in preparing equipment lists, the problems of receipt and distribution of equipment at some schools, the lack of bid responses on some lots of equipment under international competitive bidding and the Borrower's views (a) that the supply of equipment should be restricted to firms which are locally represented and (b) that more freedom from international competi- tive bidding should be allowed (PCR, paras. 3.01-3.08). Provision for greater use of international shopping for procuring instructional equip- ment has been made in education projects approved after FY75 including the Third Education Project. As para. 8 shows, the Association has accepted the need to liberalize procurement conditions for instructional equipment. The Borrower has also expressed the view that quicker procure- ment procedures, the local manufacture of equipment and better maintenance facilities for equipment should be considered by IDA in the context of educational lending. (d) Costs and Disbursement 20. The completion report notes (paras. 4.01-4.05, Annexes 7-11) the performance in this project on costs and disbursement and the provision of a supplementary credit of US$1.2 million. Cost overruns on civil works were met by deliberate cost saving on equipment and technical assistance and a reduction in project scope by transferring the Secondary Teacher Training College to the Second Project. The threat of cost overruns on civil works resulted in suspension of the procurement of some of the workshop equipment and this has substantially reduced the achievement of the related project objectives (PCR, paras. 3.08, 4.03, 5.07, 5.21). Disbursements followed the originally anticipated pattern with a delay of about 30 months which was due to the initial delays regarding effectiveness and appointment of architects, re-bidding for civil works and recruiting technical assistance. -9 5. Supervision by IDA 21. The Association's role in supervising the implementation of this project was satisfactorily performed in regard to physical implementation on which its effort was concentrated. There were some areas of possible improvement however. The use of education specialists to supervise the project was minimal, and the important changes in project objectives, as far as programs were concerned (para. 23), proceeded without discussion. More efforts by IDA were needed to ensure the proper equipping of the workshops; IDA should have been more prompt in responding to requests for the approval of technical assistance candidacies and more active in trying to accelerate the whole process of recruiting these specialists. Between March 1972 and May 1974, no quarterly reports were received in Washington from the project unit and no strong representations were made on this matter as they should have been. After July 1975, no supervision mission reports were produced on this project although the Regional Office reports that several missions visited Cameroon in connection with the Second and Third Education Projects and did hold some field discussions on the progress of this project. 22. The Borrower has observed that, initially, the Project Unit, unfamiliar with the complex Bank Group procedures, encountered some difficulties. However, while observing the need for greater continuity in mission personnel, the Borrower has expressed appreciation of the support which it has received from IDA missions, noting particularly that mission members have, in recent years, become more useful and amicable. The completion report also notes the Borrower's view that supervision should be less detailed and more concerned with achievement of project objectives and adherence to general guidelines (para. 2.12). III. Educational Impact 23. It is as yet too early to undertake thorough assessments of the effectiveness of the project's contribution to the schools in terms of meeting their education and training objectives. The completion report, which has explored the question as thoroughly as can be expected at this stage, notes: (a) that secondary school enrollments have exceeded appraisal targets (despite the covenant in the Credit Agreement seeking to restrain over-expansion) both in project schools and nationally and that the intended female proportion of total enrollments has been achieved (para. 5.03); (b) the rather modest achievement regarding improvement and diversification of secondary education (which is attributable to the pressure of overcrowding 1/ in 1/ The overcrowding is exacerbated by the fact that the schools have not adopted the rotating use of classrooms on which the calculation of needs was based. - 10 - the schools and failure to purchase some equipment) and the considerable change of plans regarding the cycles (lower and upper) for which these schools were originally intended to provide (paras. 5.02-5.16); (c) the lower than expected enrollment at the three project primary teacher training colleges which is due mainly to the proliferation of such colleges (contrary to the agreed intention to consolidate the training college system into a few colleges) and the lower than expected output which is due both to lower enrollment and to the unexpectedly high proportion of persons enrolled in the longer courses (paras. 5.17-5.20); (d) the full enrollment of technical schools, the lack of follow-up of graduates of the vocational programs, the absence of liaison with employers, the shortage of trained technical teachers and the fact that 80% of secondary technical school (technical lycee) graduates continue their studies at post secondary level in contrast to appraisal expectations that only 30% would do so (PCR, paras. 5.25-5.32); and (e) that the programs at the National School of agriculture fall short of achieving project objectives in terms of flexibility, the provision of short programs for field officers and the expected training of teachers (paras. 5.33-5.40) and that there is a likelihood of the college being relocated in another town (para. 5.37). Thus, while the broad lines of development in the education system have corresponded to what was expected, the details of structures, policies and programs, have not. 24. Given the complex nature of educational change and growth, the expectations embodied in the covenants appear to have been too ambitious (PCR, Annex 1) and unsupported by the necessary resources. In particular, for example, the project made no direct provision for training technical and agricultural teachers; this was left to be done by the Borrower. However, the Second and Third Education projects contain specific provision for training technical and agricultural teachers respectively. IV. Conclusions 25. The First Education Project in Cameroon has been implemented and has achieved its broader objectives. The Project Unit has developed competence in project management and is administering the Second and Third Education Projects (PCR, para. 2.08). The project item concerning the - 11 - secondary teacher training college component was transferred to the Second Education Project and significant reductions were made in the technical assistance and fellowship component (paras. 12, 13; PCR, para. 3.11) as well as in equipment to an extent that has rendered some workshops less than fully effective (para. 20; PCR, paras. 3.08, 4.03, 5.07, 5.21). The broad lines of educational development in the country during implementation have been along expected lines even though the details of the structure, policies and programs of project schools have not all been exactly as expected or required under the provisions of the credit agreement (paras. 7, 23; PCR, paras. 5.02-5.11, 5.16-5.20, 5.26-5.30, 5.33-5.36, 5.40, Annex 1). 26. The experience of this project indicates the importance of: (i) cautious and well prepared approaches to attempting structural reform in the school system (paras. 6-8); (ii) stronger Bank Group efforts to assist Borrowers especially in first projects in launching project implementation (paras. 9-11); (iii) detailed preparation and flexible design of technical assistance/fellowship components (paras. 12-14); (iv) close IDA and Borrower monitoring of the performance of technical assistance specialists, together with greater emphasis on systematic reporting by these specialists and on related development of local staff (para. 14); (v) the grouping of items to be procured into bid packages that are not too large to discourage the smaller but competent local contractors (para. 16); (vi) reductions in the scope of the project being done in a balanced manner and not (as in the case of non-purchase of essential workshop equipment) in such a way as to nullify project objectives or other major project investments (para. 20; PCR, para. 4.03) and (vii) close Bank Group attention to 'educational aspects of project implementation and periodical review of sector developments affecting the achievement of project objec- tives (paras. 7, 21, 22; PCR para. 1.11 (e)). - 12 - CAMEROON - Credit 161-CM First Education Project Completion Report Projects Department Western Africa Regional Office Education Division June 8, 1977 - 13 - CAMEROON FIRST EDUCATION PROJECT - CREDIT 161-CM COMPLETION REPORT I. SUmmARY AND RECOMMENDATIONS Project Data 1.01 The Credit Borrower United Republic of Caneroon Amount of Credit US$11.7 million (Original-amount) (US$10.5 million) (Supplementary financing) (US$1.2 million) Date of Credit Agreement September 23, 1969 Date of Agreement amending original Credit Agreement July 30, 1975 Effective date April 29, 1970 Original closing date June 30, 1974 Terms of credit 50 years Period of grace 10 years Service charge 3/4 of 1% p.a. Appraisal exchange rate US$1 = CFAF 247 Average exchange rate of disbursements US$1 CFAF 222 Current exchange rate (May 31, 1977) US$1 = CAF 247 1.02 The Projec (t. The project consisted of the following components: (a) Construction and equipping of: Wi extensions to the secondary teacher training college (subsequently transferred in a revised form to the Second Education Project, Credit 320-CM) and three new primary teacher training colleges, (ii) five new first cycle general secondary schools and extensions to three others, (iii) six new second cycle general secondary schools and extensions to one other, (iv) one new lower secondary technical school, extensions to one second cycle technical secondary school, and re- equipping of two existing lower secondary technical schools, and (v) extensions to the National School of Agriculture; - 14 - (b) 24 man-years of technical assistance for the following posts: (i) educational planner, (ii) economist, (iii) school buildings specialist, (iv) technical and agricultural education specialists, and (v) key teachers for project schools; (c) 20 man-years of fellowships for training Cameroonian planners and teachers; (d) establishment and specified operational expenditures of a project implementation unit. The total project cost was estimated at US$14.0 million, subsequently recalculated to be US$15.2 million to reflect currency fluctuations. US$10.5 million (raised to US$11.7 million on July 30, 1975, by a supplementary credit) of the project cost was to be financed by IDA and the remaining US$3.5 million by the Government. The project was to be implemented in 4-1/2 years from credit effectiveness. The closing date was extended three times from June 30, 1974, to December 31, 1975, December 31, 1976, and finally to June 30, 1977. The extensions were due to delays in the technical assistance program and in completing supplementary civil works. 1.03 Project objectives. The project adopted the strategy of the second development plan, 1966-1971, which focused on responding both to manpower re- quirements and to social and distributional targets by integrating controlled expansion of the education system with measures to improve its efficiency. Within this context, the principal objectives of the project were to: (a) improve the quality and geographical distribution of secondary education through the provision of facilities for teaching academic and practical subjects at new or existing schools throughout the country; (b) raise the output and quality of primary and secondary teachers through the creation or expansion of teacher training colleges; (c) increase the number of industrial technicians through the expansion of technical schools; (d) increase the number of agricultural engineers through the provision of facilities for post-secondary agricultural education; and - 15 - (e) strengthen the Ministry of Education's planning and administration through the provision of technical assistance and fellowships and through government actions pledged at the time of negotiations, as set forth in supplementary letters to the Credit Agreement. Summary Conclusions 1.04 The principal objective of the project -- introduction of better quality and more practical education in general secondary education -- has been impeded by overcrowding, shortages of appropriately qualified teachers, and absence of practical subjects in the nationally prescribed curriculum. However, the project has contributed to improve the regional distribution of general secondary education which has resulted from enrollments in the new schools. Expansion of primary teacher training facilities will increase the output of primary teachers by 40%, once the colleges are operating at full capacity. The technical schools face problems of teacher shortages, programs and examination systems that discourage technician graduates from entering the labor force, and the poorly defined role of the lower secondary technical school; but at least one school is making headway in giving the programs a practical orientation. The National School of Agriculture, which benefited from a modest project input, will not produce its first graduates under its lengthened program until later in 1977. 1.05 Physical execution. The project was well administered by a com- petent project unit headed by a Cameroonian project director. Except for the need to revise the architectural drawings and call for new bids after the first round of bids which were 70% above the appraisal estimates, the civil works program was executed satisfactorily. Because of delay in the Government's national electrification and water distribution programs, additional site works had to be undertaken as part of the project at nine schools, which resulted in delays of up to two years in opening boarding facilities at some schools (para. 3.04). 1.06 Suitability of buildings and equipment. The buildings and equipment provided for all project institutions are generally suitable for the purposes for which they were intended (para. 2.10). The principal bottleneck in the equipment procurement program was the slow preparation of equipment lists, due mainly to personnel shortages (para. 3.07). 1.07 Secondary education development. The single greatest impact of the project was to increase enrollments at the secondary schools assisted under the project. This is a normal by-product of diversification efforts since additional student places are created in the form of laboratories and workshops. Over- crowding has, however, resulted in the conversion of most of the specialized rooms constructed under the project into regular classrooms (para. 5.06). Through the construction of schools in the north, however, the project has helped to improve regional distribution of secondary school places (para. 5.04). - 16 - Practical subjects, namely technology and agriculture, have been introduced on a modest scale at the lower secondary level, but appropriately trained teachers are in short supply in these disciplines. On balance, the quality improvements have been less marked than expected, but school principals believe nonetheless that future examination performance of students will reflect the beneficial impact of the facilities and equipment (para. 5.14). 1.08 Primary teacher training. The three primary teacher training colleges are not operating at full capacity because of proliferation of other small colleges also vying for scarce budgetary allocations. The output of the colleges is further limited by the government's preference for a heavier concentration of enrollments than projected at appraisal in the three-year training program versus the one-year program where "throughput" of teachers is faster (para. 5.19). However, the colleges' programs are well balanced, offering courses in practical areas such as handicrafts, home economics and agriculture (para. 5.22). 1.09 Technical, vocational and agricultural training. It is too early to judge the project's educational impact on the schools assisted since a full cohort has not yet gone through the institutions. Moreover, the facilities financed under the project were generally a small part of the entire establish- ment. The principal problems at the technical/vocational schools are (a) programs and an examination system which result in a small proportion of technicians entering the labor force, (b) the inadequate supply of technical teachers, and (c) the poorly defined role of the lower secondary technical school. Nevertheless, one project-financed school in particular is successful in emphasizing practical skill training and labor market orientation (para. 5.30). The National School of Agriculture has lengthened the duration of its program in order to improve the quality of instruction. However, to avoid the danger of the program becoming too theoretically oriented without enough field experience, it is important that the Ministry of Agriculture be consulted on its training needs for regional project managerial and professional personnel (para. 5.36). 1.10 Educational planning and administration. The effectiveness of the educational planners and curriculum development specialists financed under the project was limited by the absence of clear terms of reference and objectives, equipment, and qualified counterparts (paras. 5.42, 5.43). Nevertheless the specialists contributed to strengthening the planning unit in their individual fields of specialization, such as survey and inventory of school buildings, statistics and education budget projections (para. 5.44). Principal Recommendations 1.11 Relative to the Bank Group, we make the following observations and recoTimendations: - 17 - (a) Project objectives should be formulated realistically in the light of country commitment, current trends and agreements reached, and projects should provide adequately for the achievement of these objectives. In instances in which project inputs are small, project objectives and justification should be based on a sound assessment of the government's intentions as manifested in past trends, not on creation of a model program (para. 5.4o). (b) Loan/credit conditions should relate as directly as possible to the achievement of specific project objectives being supported through physical (including technical assistance) project components. In cases where general sector covenants are included, their objectives should be clearly spelled out in the appraisal and loan/credit documents (para. 5.46). (c) The objectives and implementation program for technical assistance should be formulated in enough detail during project preparation to provide a clear picture of the objectives, job requirements and the implementation schedule/work program (para. 5.42). The Bank Group and Unesco's technical assistance recruitment division should find ways to reduce the time required for Government/Bank Group clearances of technical assistance personnel recruited by Unesco (para. 3.10). (d) If it becomes necessary or desirable during the course of project implementation to scale down some project components in order to stay within total project budget allocations, the Bank Group should ensure that no item is excluded which would jeopardize the ability of the remaining elements to fully achieve their objectives (para. 4.03). (e) Regarding project supervision (para. 2.12): (i) Staffing of supervision missions should provide for greater participation of educators at all stages of project implementation; (ii) Supervision missions for subsequent education projects in the same country should monitor progress in achieving the objectives of earlier projects in that country. 1.12 Relative to the Government of Cameroon, we recommend the following: (a) The Ministry of Education should give the project unit respon- sibility for all investments in education and upgrade the unit accordingly to departmental status (para. 2.01). Cb) The Ministry of Education should take greater responsibility for ensuring that the growth of secondary school enrollments is kept more closely in line with government targets (para. 5.05). - 18 - (c) Primary teacher training facilities should be concentrated in a limited number of locations, and measures should be taken to ensure that project primary teacher training colleges operate at full capacity and produce a balanced output of primary teachers between the one and three year programs (paras. 5.18, 5.20). (d) The Government should undertake an integrated examination of the technical education/vocational training system and the profile of the manpower it is supposed to produce, in order to determine the kinds and structure of programs, administrative preconditions and incentive systems needed to adapt the system to manpower needs (para. 5.32). (e) The Ministry of Education planning unit should assess the manpower requirements for eliminating the backlog of statistical reporting and analysis tasks, and establish a timed work program, with the requisite personnel designated from among its large staff, to bring the statistical yearbook exercise up to date (para. 5.45). 1.13 Other recommendations on detailed features of the project are given in the text. II. PROJECT GENERATION AND MANAGEMENT Sector Setting 2.01 The Ministry of Education (MinEd) is responsible for aii levels of general and technical education and for all higher education. Although the MinEd is seeking to harmonize the two education systems inherited from the colonial period, the francophone and anglophone systems still differ in structure, curricula, examinations and language of instruction. In eastern Cameroon the structure of the system follows the French pattern, consisting of six years of primary school, a secondary program divided into a four-year lower cycle and a three-year upper cycle, and a tertiary level of university study. In western Camieroon, a 7 + 5 + 2 system prevails. The program.of higher education, at the University of Yaounde, is integrated and bilingual. 2.02 At the time of initial collaboration between the Bank Group and the Government of Cameroon, the system was characterized by rapid growth at both the primary and secondary levels. A net enrollment rate of 73% in primary education was higher than in most-of thecountries in the region. However, enrollments had outstripped the supply of adequate facilities and qualified teachers in primary and secondary education. Moreover, enrollment distribution was uneven, with the northern region of the country less favored than the south. The supply of technical and agricultural manpower from vocational/ technical schools was inadequate to meet the requirements dictated by economic growth and replacement of expatriates. To respond both to manpower needs and - 19 - to social and distributional targets, the education strategy of the second development plan, 1966-1971, was to integrate controlled expansion of the system with measures to improve its efficiency, such as curriculum reform and administrative actions to accelerate student flows. Project Generation 2.03 The project preparation cycle originated with a May 1968 Bank/ Unesco reconnaissance mission during which the Government requested Unesco assistance to identify and prepare a project for possible Bank Group financing. A Unesco/Bank identification team visited Cameroon in September 1968 to review with the Government the latter's proposals for schools to be built or expanded under the project. Government representatives and the mission agreed on a tentative list of project schools. Project preparation by Government and Unesco staff followed immediately, in October/November 1968. The estimated cost of the proposed project was US$23.0 million. 2.04 A Bank Group appraisal mission in January/February 1969 modified the project to reduce capital and recurrent expenditure, largely by decreasing the number of boarding places and by proposing more economical design and construction standards. To allow greater economies of scale, two primary teacher colleges (210 places each) replaced the Government's initial request for (a) three small primary teacher refresher course centers (10 places each), and (b) 11 primary teacher training annexes to lower secondary schools (20 places each). 2.05 There was no major disagreement between the Government and the Bank Group over the educational objectives set forth in the Credit Agreement and supplementary letters negotiated in June 1969. Issues raised by Government during negotiations related to the level of IDA financing of US$9.3 million, which was calculated to cover only the foreign exchange component, and to the threshold for procurement.of school equipment below which international competitive bidding (ICB) would not be required. It was agreed on country grounds to raise the IDA credit amount from US$9.3 to US$10.5 million, resulting in IDA financing all foreign costs plus 26% of local costs. However, the lower limit for use of ICB for equipment procurement was maintained at US$25,000. 2.06 The Credit Agreement was signed on September 23, 1969, and carried a supplementary letter setting forth 15..general educational or project-specific objectives. The status of fulfillment of credit covenants is summarized in Annex 1. Credit effectiveness, originally set for December 30, 1969, was postponed three times because of delays in receiving standard legal opinions and initial information on site availability. The credit became effective on April 29, 1970. The delays were due at least in part to the unfamiliarity of government officials with IDA procedures and, more specifically, to the lack of continuity in government personnel between project negotiations and initial implementation. Although IDA requested that the project director and architect be named prior to negotiations, they were not selected until one month following negotiations and:were not officially appointed until October 1969. They had not participated in the preparation or negotiations process - 20 - and, along with other key MinEd officials, had not been fully briefed on the outcome of the negotiations. Hence it was necessary for the first IDA supervision mission in September 1969 to brief project unit and MinEd staff on the mechanics of IDA credit administration and on the project's objectives and components. Some of the delays and briefing needs might have been avoided if appointment of the project director and architect had been made a condition of negotiations. Project Unit 2.07 In accordance with the Credit Agreement, a project unit was established within the Ministry of Education. The Agreement stipulated the employment of a full-time director and architect or engineer plus supporting staff. These posts were filled locally with an economist and an engineer, and were financed by the Government. Two subsequent Bank Group education projects administered by the same unit included financing for an architect and a procurement specialist; expatriate staff recruited for these posts assisted in project implementation from the beginning of 1972. The need to recruit international staff was due to the increased workload and to insufficient incentives to attract and retain qualified Cameroonians in the unit. Fortunately, there has been good continuity of project direction since the beginnine of the Droiect. To encouraee such stability throughout implementation of the second and third projects as well as to create career paths for other project unit staff, it is recommended that the MinEd give the unit responsibility for all investments in education and accordingly upgrade the unit to departmental status ("direction"). 2.08 Even though there were delays in implementation of the project, the project unit has performed well. It has dealt particularly well with procure- ment and budgeting, reducing the project scope, judiciously for the most part, to stay below cost ceilings in the face of high price increases (para. 4.03). The staff gained valuable experience during the project period, and they have responded fully to the expanded responsibility for concurrent implementation of the second and third projects (Credit 320-CM and Loan 1245T-CM). The position of the project unit within the Ministry of Education was an asset in that the project director had direct access to the Minister. However, the Ministry provided little pedagogical support for coordinating the work of project-financed education specialists or for drawing up equipment lists, thereby contributing to delay in these areas. Inclusion of an educator in the project unit might have alleviated these problems and encouraged more awareness of the project's educational objectives. Increased staffing and experience of the project unit and better understanding on the part of MinEd officials of project objectives and procedures have helped to overcome the neglect of educational objectives in the second and third projects. Architectural Consultants 2.09 Architectural design work for the schools in eastern Cameroon was undertaken by a joint consulting venture comprising two architectural firms, - 21 - one local and the other expatriate, and a local engineering firm. The Government signed a lump sum contract with this consulting group in July 1970; professional fees for design work were set at a rate of 8% of base construction costs. It was agreed that site supervision would be carried out by the East Cameroon Public Works Department (ECPWD) under its own budget, with logistical support financed under the project and technical assistance provided by the consultants within their 8% fee schedule. Both design work and site supervision were undertaken by the West Cameroon Public Works Department (WCPWD) for the three project schools in that region. A financing agreement with the WCPWD, based on estimates of manpower and material needs and averaging 1.5% of base construction costs, was not signed until December 1971, due to WCPWD administrative constraints. Professional fees for all project schools ultimately averaged only 6% of construction costs because the lump sum contract with the consulting group had no provision for price escalation and the fees for the Public Works Departments were calculated to cover only the marginal staff time and equipment required for the project. 2.10 The designs for the eastern Cameroon schools were adequate and generally within the square foot areas provided by the working papers, but had to be revised later to reduce construction costs. The designs for the western Cameroon schools, on the other hand, had to be revised considerably during the design stage to reach acceptable architectural standards. The facilities as constructed are generally functional, economical and well adapted to local climatic conditions, with only minor design defects such as large window areas and weak drainage systems in some schools. Of the three design types (the loirt venture produced two types), those prepared by the local architectural firm are considered best suited to user requirements. The engineering studies were of good quality but seriously underestimated construction costs, and therefore were partly responsible for delays arising from the need to revise designs after the first bids came in. Site supervision by the Public Works Departments was at times inadequate because of a shortage of qualified staff, unclear definition of responsibilities, and the isolated location of some schools. As a result, the quality of some contractors' work was insufficiently controlled, especially regarding sewer and drainage systems. Supervision by IDA 2.11 During project implementation there were l4 supervision missions by projects staff, averaging 4-1/2;.days every six months and usually consisting of one architect. The short duration of missions,as well as the dispersion of project sites,usually precluded site visits by the missions. The project was supervised by an educator only once after late 1971, although educators participating on preparation missions for subsequent projects undoubtedly reviewed progress on educational aspects of Credit 161-CM in the course of assessing needs for future projects. In addition, during separate visits to Cameroon, a loan officer and a controller discussed questions concerning international competitive bidding and IDA's disbursement procedures. There were no supervision missions after July 1975, when the bulk of construction work was completed. - 22 - 2.12 As well as assisting in resolving problems associated with civil works and furniture/equipment procurement, the missions reviewed difficulties in the recruitment of required technical advisers. However, inclusion of educators on early supervision missions, including visits by educators to Unesco headquarters in Paris, might have encouraged more efficient recruit- ment and use of technical specialists. Educators should also have reviewed progress made by the Government in meeting the educational objectives set forth in the supplementary letters to the Credit Agreement, particularly with regard to monitoring of enrollments, progress in primary education reform, and implementation of the curricula agreed at appraisal. It is therefore recommended that: (a) educators be included to a greater extent in future education project supervision missions at all stages of project implementation; and (b) supervision missions for the second and third projects monitor progress in achieving first project educational objectives, especially regarding curricula and students' examination performance at project secondary schools, orientation of output from technical schools, and enroll- ments and program structure at primary teacher training colleges. Government officials express the belief, moreover, that supervision missions should focus on ensuring that project objectives are being achieved and guide- lines respected. At the same time, they feel that if IDA gives too much attention to details of project design and implementation, this risks being interpreted as a lack of IDA confidence in the professional judgment of the project administrative staff. III. PHYSICAL EXECUTION OF THE PROJECT 3.01 General. Construction of most of the project facilities was completed by October 1975. The last construction works--supplementary site installations--were completed in January 1977. One project item, extension of the secondary teacher training college (ENS), was transferred to the second education project, which included additional expansion of the ENS (para. 5.17). The total period from credit signing (September 1969) to closing date (June 1977) is 7-3/4 years as against 4-3/h years estimated at appraisal. The extension in the project period was largely attributable to the need to revise the architectural designs and call for new bids after rejection of the first round of bids, which were 70% above the appraisal estimate (paras. 3.03, 3.04), and to delays in undertaking supplementary site works and recruiting technical assistants. Annex 2 compares the project's forecast and actual implementation schedule. Civil Works 3.02 Sites. The sites for the project schools were selected during the preparation and appraisal missions; however, these two missions did not visit all the sites due to the wide dispersion of the 24 proposed schools. Site - 23 - acquisition for all project schools not already owned by the Government was completed in early 1970. While the sites are generally adequate, some of them are located on the outskirts of urban centers; this has resulted in long commuting distances for the students and expensive site works to provide water and electricity. Because of delay in the Government's national program to install electricity and water systems, supplementary installation works had to be undertaken for nine schools. These works were carried out largely after completion of the main construction works, resulting in delays of up to two years between completion of construction of the schools and opening of boarding facilities. Other site works, such as grading and drainage, were cut to a minimum when the likelihood of a project cost overrun became evident. This has resulted in the need for more routine grounds maintenance (para. 3.06). 3.03 Construction. Preparation of bidding documents, preselection of contractors and bidding procedures were in accordance with the Bank Group procurement guidelines of August 1969. Drawings and specifications in the bidding documents included lower cost building alternatives, on which contractors were to give prices, in the event that bids on the basic designs were much higher than appraisal estimates. The 18 project schools for eastern Cameroon 1/ were grouped into six packages to attract foreign contractors. Due to the large size of the packages, only eight firms were prequalified, one of which was foreign; the latter, however, did not tender. Hence, competition was very limited with seven contractors bidding on the six packages, all tendered at the same time. Only one contractor bid on the lower cost alternatives set forth in the bidding documents. As a result, bids averaged 70% above appraisal estimates. 3.04 Although IDA favored rejection of all bids and rebidding, a compromise agreement was reached with the Government under which all bids were rejected and a contract for the four schools in the north was negotiatedwiththe lowest bidder, who had submitted low cost alternatives. The designs for the other schools were revised to delete -non-essential items and economize on space standards; area per student was ultimately cut by 19%. The five remaining bid packages were divided into smaller contracts to allow a greater number of firms to prequalify and thereby increase competition. The outcome of the second bidding was much more favorable, and all construction contracts for the remaining project schools were awarded to the lowest bidder at about 3% under the appraisal estimates. The amount of reduction in bid prices can be attributed about equally to design economies and increased competition. No major problems arose during the construction period, although delays were encountered with the need to invite separate bids and award contracts for water and electricity supply at about nine schools not already served by existing networks (para. 3.02). 3.05 Learning from the outcome of the first bidding exercise in eastern Cameroon, the project staff divided the bids for the three schools in western Cameroon ifnto two packages and increased the number of prequalified firms. 1/ The 21st school, the ENS, was transferred to the second project. - 24 - There were no unusual difficulties in contract award for, or construction of, the western Cameroon schools. 3.06 Maintenance. Most of the schools visited by the completion mission are poorly maintained. This is caused by (a) designs that underestimated wear and tear on the buildings, especially dormitories; (b) inadequate budgetary allocations for maintenance; (c) insufficient briefing of school officials on use and maintenance of equipment and facilities; (d) lack of awareness on the part of school administrators of the importance of maintenance; and (e) overcrowding of the school facilities. In particular, after only two years of operation the sewerage and drainage systems do not function properly at most schools. Following discussions with MinEd and school authorities on the need to strengthen the maintenance effort, it is recommended that the project architect and consulting architects, together with the MinEd School Building Unit, prepare school maintenance manuals providing detailed guidelines on maintenance that should be carried out regularly. It is further recommended that the Government (a) provide separate annual budgetary allocations for maintenance of the project schools, and (b) repair as soon as possible all facilities that have suffered deterioration because of lack of preventive maintenance since the opening of the schools. Furniture and Equipment 3.07 Furniture lists for the project schools were drawn up by the project unit in 1972 and revised in early 1973 to agree with the amended school designs (para. 3.04). Preparation of equipment lists was not completed until the end of 1973 because of: (a) inadequate pedagogical support by the MinEd, due to scarcity of local specialists and absence of incentives to local educators to devote the time required to prepare the lists; (b) delay in recruiting technical assistance specialists; (c) uncertainty regarding the curricula for project schools; and (d) risk of a cost overrun which necessitated reduction in the number of equipment items in order to cut costs. Tendering under ICB for the furniture and equipment was carried out at the same time to permit larger packages and simplify delivery. But because of the delays in equipment list preparation and the need to retender two lots for which one or no bid was received, most equipment was not delivered until one to two years after the schools had been opened. 3.08 All furniture and equipment has now been delivered. The furniture is functional and of good quality, and the equipment is generally adequate. However, workshop equipment was not ordered due to the threat of a cost over- run, thereby jeopardizing the use of project-financed workshops as such (para. 4.03). The requirement that suppliers deliver equipment to the schools did not - 25 - discourage competition, but some equipment was sent to the wrong school. These errors were compounded by the poor management of equipment reception: equipment shipments often arrived when no school officials were present to sign for them, resulting in misplacement or damage of the goods. MinEd officials blame ICB for the delays and errors in equipment delivery. They retain the belief expressed at negotiations (para. 2.05) that the dollar floor of US$25,000 for use of ICB is too low and that bids should be invited only from suppliers with local representatives. Technical Assistance 3.09 The project included provision for financing 24 man-years of technical assistance (including eight man-years of education planners and curriculum specialists and 16 man-years of specialist teachers for project schools) and twenty man-years of fellowships. The appraisal report and working papers were not explicit about the technical assistance component: apart from designating job titles for the planners, they provided no job descriptions, terms of reference or phasing of the technical assistants. Despite the inarticulation of specialist needs, the appraisal projected that enough specialists would be recruited the first year of project implementation to disburse 30% of the credit allocation for technical assistance that year. 3.10 Delays occurred at every stage of recruitment of technical assistants: after discovering that Unesco charged a 14% overhead, the Government sought Swiss bilateral assistance, then reverted to Unesco as executing agency, requesting at the same time a change in some specialist profiles. Unesco procedures were cumbersome, and tripartite communications between Unesco, IDA and the Government were slow. IDA took up to five weeks to clear candidates proposed by Unesco; this delay, while not the sole cause, contributed to the loss of good candidates who became unavailable during the protracted approval process. It is recommended that IDA and Unesco's technical assistance recruitment division seek ways to reduce the time required for recruitment clearances with IDA. For example, instead of clearing candidates with IDA prior to nominating them to the Government, it might be possible to send candidates' resumes simultaneously to IDA and the Government, with the understanding by the Government that, as is generally the case with IDA-financed consultants, qualifications must be acceptable to IDA. 3.11 Nine expert advisers :were ultimately recr"itcd, uor..esponaing to a total of 15-1/2 man years. Annex 3 shows their fields of specialization and duration of work in Cameroon. The specialist teacher posts to be financed under the project were,replaced by specialists in in-service teacher training and curriculum development. Because the French Government offered a larger number of scholarships than usual in 1972, the Government of Cameroon requested a reduction in the man-years of fellowships financed under the project. In all, five Cameroonians were trained on project-financed fellowships varying from one month to two years, for a total of six.man-years. - 26 - IV. PROJECT COSTS AND FINANCING 4.01 The estimated costs of the project are detailed by category in Annex 4 and summarized below. On July 30, 1975, the Credit Agreement was amended to increase the credit amount from US$10.5 t,, US$11.7 million to compensate for the loss resulting from unfavorable currency realignments. Annex 5 gives details on the adjustments to the appraisal cost estimates and the credit proceeds. (US$ Thousands) Estimate Overrun Adjusted Estimated As % Appraisal For Currency Final Overrun Increase Category Estimates Realignment Expenditures (3)-(2) over (1) over (2) (1) (2) (3) (4) (5) (6) Civil Works and Professional Services 10,995 12,251 13,505 1,254 23 10 Furniture and Equipment 2,085 2,324 1,815 -509 (-13) (-22) Technical Assistance and Project Unit 920 1,025 638 (-387) (-30) (-38) Total 14,000 15,600 15,958 358 + 14 + 2 4.02 Despite the delays in project implementation, the cost overrun is expected to be only about 2% of the original estimate in CFA francs and the adjusted estimate in dollars. The cost overrun resulted mainly from price escalation for civil works during the implementation period. Despite general price escalation for construction in Cameroon averaging about 50% between 1970 and 1974, the CFAF cost overrun for project civil works was only 12%. This overrun was reduced further to 10% when the secondary teacher training college extension, which constituted about 3% of the civil works program, was transferred to the second education project. Estimated and actual civil works costs by project school are shown in Annex 6. The reduction was achieved through stringent economies effected by the project unit to (a) standardize construction, (b) delete all non-essential civil works items such as covered walkways, (c) reduce area per student, and (d) achieve minimum costs through efficient use of procurement procedures. Other savings resulted from a reduction in man-years of technical assistance and fellowships and from savings in expenditure for project administration. 4.03 To further compensate for the construction cost overrun, the project unit pared down furniture and equipment lists to, and sometimes below minimally acceptable standards; final equipment expenditure amounted to only 86o of appraisal CFAF estimates, and furniture expenditures were only 71% of CFAF estimates. The decision to drop secondary school workshop equipment from the lists, overlooked or not by IDA, effectively guarante-ed that (i) the project-financedworkshops would not be used for the purposes for which they were intended, and (ii) the project objective to introduce practical workshop instruction in secondary schools would not be achieved. - 27 - It is therefore recommended that if, in future projects, it becomes neces- sary or desirable during the course of project implementation to scale down some project components in order to stay within total project budget allocations, IDA should ensure that no item is excluded which would jeopardize the ability of the remaining elements to fully achieve their objectives. 4.04 The building cost per square meter averages US$165/m2, or about 26% over the appraisal estimate, varying from US$120 in Douala to US$260 in eastern Cameroon. The average capital costs per student-place, detailed in Annex 7, are about 18% above the appraisal estimates for an area per student averaging 19% below appraisal estimates. Hence the cost increase on the original student-place was 46% over appraisal estimates. The cost per student-place varies from US$1,100 to US$3,100 for different types of institutions, and compares favorably with costs for similar institutions in other West African countries. Recurrent costs for sample project schools (paras 5.15, 5.24, 5.31 and 5.39) are shown in Annex 8. 4.05 In accordance with the Credit Agreement, the credit was disbursed at a rate of 69% on civil works and professional fees and 100% on furniture, equipment, technical assistance and project unit expenditures. With the increase in the amount of the credit in July 1975, the average disbursement rate increased from 75% to 77%. Due to the small overrun on the final project cost, IDA's share of total project expenditure dropped to 73%. Projected and actual disbursements of the credit are shown in Annexes 9 and 10. V. PROJECT OUTCOMES 5.01 The outcome of the project is already visible or relatively predictable at schools where the objective was to improve quality and distribution of education, as is the case for secondary school development. For project items which aimed at meeting explicit or implicit manpower targets, such as those for.teacher, technical and agricultural training, it is too early to fully judge the project's educational impact since a full cohort has not yet gone through the institutions. Moreover, in the case of technical and agricultural institutions, the facilities provided by the project were generally a small part of the entire establishment and, hence, make it difficult to correlate change with project inputs. The preliminary assessment given below is therefore based largely on observations and discussions at sample project schools and will need to be verified later. Most figures are for the 1975/76 school year, as this is the target year used in the appraisal report; 1976/77 figures are used where relevant or when 1975/76 figures are unavailable. Few comparisons of project schools with national averages can be made since the most recent school year for which the MinEd has published statistics is 1973/74. Secondary Education Development 5.02 A major objective of the project was to improve the quality and geographical distribution of secondary education through the provision of facilities for teaching academic and practical subjects at new or existing schools throughout the country. The project consisted of buildings, furniture and equipment for: - 28 - (a) five new first cycle schools ("colleges d'enseignement secondaire" - CES) and three existing CES; and (b) six new second cycle schools (lycees !/), mostly on or adjoining sites of existing CES, and one existing lyc6e. The orientation of some schools has changed since appraisal: in 1976/77, three of the CES have developed into two-cycle schools; one lyc6e has been converted into a CES; and three of the lyc6es, all of which were intended at appraisal to be exclusively second cycle schools, operate under the same administration as the CES on the adjoining sites and, hence, are two-cycle schools. 5.03 Size and distribution of enrollments. The single greatest impact of the project was to increase enrollments at secondary schools. The project increased the number of places at 15 schools by 3,700 places, from 900 to 4,600. At the same time, because secondary education already constituted 36% of the recurrent education budget, the supplementary letter to the Credit Agreement stipulated that the Government would make every effort to control secondary enrollments within planned targets and, hence, remain below projected budgetary ceilings. The two objectives are not necessarily contradictory if growth were limited to selected schools, such as those being expanded under the project. However, from 1967/68 to 1975/76, annual growth of public secondary enrollments at the national level averaged 20%; they surpassed the targets set forth in the appraisal report by 28% (Annex 11). Not surprisingly, enrollments at project secondary schools, being new schools or designated "growth centers," grew even faster. Enrollments at project schools totalled 7,000 in 1975/76, an increase of 6,100, or 65% higher than the 3,700 increase projected at appraisal (Annexes 12 and 13). Girls represent one-fourth of total enrollments, as was projected. Dormitory utilization equals the capacity provided. 5.o The project was aimed at helping the Government implement its geographical distribution policy, enunciated at appraisal, of establishing one public secondary school in each of the country's 38 districts ("departe- ments"). The Government has since expanded this objective to include about two first-cycle and one second-cycle school per diLtrict. This may explain why soLie CES have been converted into two-cycle schools. As shown in the table below, the regional distribution of enrollment patterns at project schools reflects the tendency at the national level toward heavier enrollment pressure in the populous center-south region, with much lower population density and enrollment pressures in the north. 1/ Called Colleges of Arts, Science and Technology (CAST), or Colleges of Arts and Sciences in western Cameroon. The lycees generally include both cycles, while the CASTs consist of only the second cycle. - 29 - Project School Enrollments, 1976/77, as % of Enrollment Capacity North : 117% East : 12o4% West : 160% Center-South and Littoral : 181% Enrollments at northern schools exceed capacity by a smaller margin because of the smaller base of primary and first cycle classes feeding into subsequent levels. Given the near absence of second cycle schools in the north before the project, the project facilities will have a more important marginal impact on increasing enrollments in the north than elsewhere. 5.05 The table shows that the Government's policy of encouraging expansion of the number of secondary schools is coupled with an absence of control over expansion of enrollments at existing schools. School principals report that the MinEd sets indicative targets for enrollment growth at their schools, but the principals themselves set their own enrollment ceilings-- ceilings which they admit they are compelled to raise under pressure by parents and local authorities. The MinEd has the power to influence enrollment growth, primarily through the number of teachers it allocates to each school and through enforcement either of predetermined teacher/pupil ratios or of an enrollment ceiling based on the number of classrooms. Given the difficulty facing school principals as members of their community to restrict enrollments at their schools, it is recommended that the MinEd take greater responsibility for ensuring that growth of secondary enrollments is kept more closely in line with government targets. 5.06 Suitability and use of buildings and equipment. While enrollments in excess of the theoretical capacity can be expected, the overcrowding at nearly all project schools militates against efficient use of the facilities. The project-financed science laboratories, technology workshops and libraries, all of which are generally well designed, have been transformed into regular classrooms at most schools. This is due mainly to unfamiliarity of school principals with the rotating use of classrooms and their preference instead for a "home room" approach in which teachers, not students, move from class- room to classroom. Because .of high enrollments, all specialized rooms are needed as "home rooms", with 50 to 60 students in each at most project schools. It is recommended that, to benefit more fully from the specialized rooms, the MinEd should, possibly through seminars on the use of school timetables, encourage school principals to make greater use of the rotation system. 5.07 The transformation of workshops into regular classrooms at all project schools visited can be explained by the fact that workshop equipment was never ordered because of the threat of a project'cost overrun (para. 4.03) and the unlikelihood that the national curriculum would make workshop activities mandatory. In subjects where equipment is available, large class sizes have jeopardized its effective use. Practical work in science laboratories is limited in the most optimistic circumstances to demonstrations by teachers rather than practical manipulations by students. Students might be able to participate more fully if teachers were better briefed on the operation and maintenance of equipment and if budgetary allocations for consumable materials were - 30 - increased. It is recommended that the MinEd arrange for such a briefing and increase the budgetary allocation for materials. 5.08 Programs. The supplementary letter to the Credit Agreement set forth two all-encompassing objectives relating to secondary level program reform. The Government undertook to: (a) restructure secondary schooling by introducing the two-cycle system, and (b) reform programs in the first cycle by introducing practical subjects (agriculture and industrial arts) and, in the second cycle, by emphasizing mathematics and sciences. Apart from buildings and equipment at project schools, the inputs provided by the project to assist in achieving these objectives included only the education planner and a curriculum specialist in agricultural education. 5.09 The first of these objectives has been achieved to the extent that two cycles already existed in eastern Cameroon; in western Cameroon the project's creation or expansion of sixth form colleges (which consist of the last two grades of the seven-grade secondary program) probably has encouraged separation of grades 7-11 from grades 12-13. 5.10 Program reform, the second objective, formed the essence of the qualitative objectives sought by the project. But the appraisal report did not clearly define the qualitative objectives and was not explicit in describing how curricula changes would be introduced. It stated that the proposed curricula for project secondary schools were acceptable, implying that they had already been developed; these revised curricula are not however evident today. Moreover, the appraisal report took for granted that an increased number of hours of practical subjects would become a mandatory part of the national curriculum, to which schools adhere closely since examinations are based on it. On balance, the introduction of practical subjects in the first cycle has been modest. Most project schools teach four hours weekly of technology (which may be physics under another name) in grades 7-10; no school visited teaches industrial workshop arts, but a few schools teach two hours of agriculture per week. There is no incentive to increase the latter amount since the national curriculum prescribes only two hours weekly of practical subjects. This two-hour requirement may even take the form of cleaning up the school grounds. Any increase in emphasis on science and mathematics in the second cycle has not yet been reflected in national secondary graduation (baccalaureat) examination scores: the proportion of passing scores in science and mathematics at the national level has dropped slightly from 56% to 54% of all passing scores. Given the rapid expansion of secondary enrollments, it is commendable that the proportion of passing scores in science has not dropped even more. 5.11 Teacher supply. The formal educational qualifications of Cameroonian teachers at project schools exceeded the national average in 1975/76: for a - 31 - sample of 12 schools, 80% of Cameroonian teachers had teaching qualifications, whereas the national average in the public system was 62%. This may be partly the result of the new and modern facilities provided at project schools which encourage retention of qualified teachers. Annex 14, which compares the distribution of teaching staff by discipline estimated at appraisal with the actual teaching staff at project schools, shows that schools are heavily oversupplied with teachers of composition, literature and history, compared to science and mathematics teachers. Shortages are most visible for foreign languages, industrial arts and agriculture. Despite assurances in the supplementary letter, no arrangements were made between the secondary teacher training college and the National School of Agriculture for the training of agricultural secondary teachers (para. 5.36). Nor are programs envisaged for training industrial arts teachers. 5.12 Internal efficiency and recurrent costs. The understanding given in the supplementary letter relating to internal efficiency of general secondary education stipulated that the Government would: (a) improve the flow of students through the system by reform- ing, as necessary, the selection, promotion and examination practices; and (b) provide guidance and counseling to ensure appropriate channeling of students through the system. The project provided no physical inputs to assist in the achievement of these objectives. The MinEd is attempting to expand and decentralize a small guidance service and to exercise some control over the flow of students by enforcing regulations regarding entry age and upper age limits for different levels of education, but no other action has been taken in fulfillment of this understanding. 5.13 Other indicators of internal efficiency are unobtainable or inconclusive. No data are available on repeater and dropout rates, but most school principals interviewed maintain that heavy repeating is not tolerated because it deprives other children of places. The teacher/pupil ratio at project schools averages 1:24, equal to the appraisal estimate and somewhat lower than the national average of 1:28. However, the figures available show considerable variation from one project school to another, indicating a marked unevenness by the central government in distribution of educational services. In all regions, the teacher/pupil ratio understates the number of pupils being taught by a single teacher at a time; as the teaching load averages only 20 hours weekly, class sizes are almost double the teacher/pupil ratio. 5.1h Most project schools have only recently enrolled or have not yet enrolled students in the terminal year of studies and, hence, do not yet have examination scores to report. The two schools reporting scores show a higher percentage of passing scores in mathematics than the national average and a lower percentage of passing scores in arts and sciences. However, school - 32 - principals report that even though project-financed science facilities and equipment are not being used as effectively as envisaged, they are still better than those available at non-project schools. Hence, once a full cohort has completed the cycle having had access to the project-financed facilities and equipment, principals anticipate that their students will score better in science than the national average. 5.15 As shown in Annex 8, budgeted recurrent expenditure per student varies greatly from one project school to another, but averages US$220 for lower secondary and US$270 for upper secondary schools. The wide spread between schools is due mainly to the great variation in numbers of teachers relative to enrollments (para. 5.13), but even the allocation for general operating expenditures may differ considerably between two schools with similar enrollments. 5.16 Conclusion. The appraisal team overestimated the Government's capacity to restrain enrollment growth, supply teachers and introduce practical subjects into the nationally prescribed curriculum. Overcrowding, teacher shortages and absence of appropriate curricula all reinforced each other to impede the introduction of better quality and more practical education at the secondary level, even when the buildings and equipment were provided. It is unlikely that this situation will be reversed at specific project schools since it is difficult to reduce a school's enrollments -- one of the major impediments to achieving a better quality classroom environment. However, it should be recognized that projects that have as their principal objective the diversification of programs invariably will have as a by-product an increase in enrollments, since the projects create additional capacity in the form of laboratories and workshops. It is unrealistic to expect that these classroom spaces can be injected into an environment of poor learning conditions and severe enrollment pressures and still be operated as paragons of internal efficiency. It may be necessary to be satisfied with more modest successes, such as marginal improvement in the teaching environment and better regional distribution of enrollments. Primary Teacher Training 5.17 The project sought to raise the output and quality of primary and secondary teachers through the creation of teacher training colleges. It provided buildings and equipment to create one training college to produce grade I teachers, or "instituteurs" ("Ecole normale d'instituteurs" - ENI), and two new colleges to produce grade II teachers, or "instituteurs-adjoints" ("Ecole normale d'instituteurs adjoints" - ENA). However, ENI sections were subsequently added at the latter two colleges. The project also provided for modest expansion of the secondary teacher training college (ENS). When an additional ENS expansion project was identified during preparation of the second project, the ENS component of the first project was merged into the second to allow for improved design and economies in construction. - 33 - 5.18 Enrollments and output. In 1975/76, enrollments at all three project colleges were lower than contemplated, corresponding to only 66% of their total enrollment capacity (Annexes 12 and 13). School officials report that they must limit enrollment because of the inadequate MinEd budget allocation for boarders; total number of boarders at the three schools varies from 50% to 82% of the boarding capacity created by the project. However, budget figures (Annex 8) show an inverse correlation between boarding allocation per bed and utilization of boarding capacity: the college with the lowest per bed budget allocation has the largest number of boarders. The budget squeeze may in fact be manifested not in the boarding allocation but in the limited budget for the high-cost scholarships (para. 5.25) which effectively limits enrollments. The low allocation of students to project schools is partly the result of a proliferation of primary teacher training colleges vying for limited budget funds. Notwithstanding the agreement of government authorities with the appraisal mission's recommendation to consolidate teacher training in a limited number of colleges, the Government has proceeded to implement the regionalization policy of a large number of small teacher training colleges which it advocated during appraisal (para. 2.04). In addition to the three project colleges, the Government has created 14 new colleges since appraisal of this project. There are now 20 teacher training colleges (13 ENIAs and 7 ENIs, some of which are combined) scattered in 15 different locations and with total enrollments of 1,300. Many of these colleges function in temporary and/or inadequate buildings, with insufficiently qualified staff. Given the importance of economies of scale and improvement in teacher training condi- tions, it is recommended that teacher training facilities be concentrated in a maximum of 8 - 10 locations and that measures be taken in accordance with the Credit Agreement to ensure that the project colleges operate at full capacity. 5.19 With total combined enrollments of 460, output from the three project colleges is expected to be 115 grade I teachers and 90 grade II teachers in 1976/77. Once the project colleges reach full capacity, the present program structure will allow for an output of 270 primary teachers (210 grade I and 60 grade II teachers), or 30% of estimated total output of primary teachers from government institutions. However, the output from project colleges at full capacity represents only 54% of the output of 500 teachers projected at appraisal. The shortfall is partly the result of 90% of the places being occupied by students in the three-year grade I program and the remaining 10% in the one-year grade II program. It was expected at appraisal that 43% of the places would be occupied by grade II teachers whose "throughput" period is much shorter. 5.20 The preference for a longer training program and more highly trained teachers exists despite the fact that in 1975/76, 60o of all primary teachers had no pedagogical training (Annex 15) 1/. This represents a great improvement over the situation in 1967/68, when 86% of teachers were unqualified. But the regional distribution of trained teachers is uneven; whereas the percentage of trained teachers is nearly 95% in western Cameroon, the shortage 1/ Extrapolated from the situation in 1974/75 for which there is more detailed data. - 34 - of trained teachers is still acute in eastern Cameroon, with only 25% qualified. Moreover, the primary teacher/pupil ratio in eastern Cameroon is 1:70, up from 1:52 in 1967/68. This is due partly to the more rapid growth of primary enrollments in eastern Cameroon during the period, averaging 7.7% p.a., compared with 4.5% in western Cameroon. Nevertheless, because the shortage of qualified teachers is still acute, it is recommended that at least half the places at the three project colleges be reserved for training grade II teachers. This would allow for an annual output of 110 grade I teachers and 340 grade II teachers. 5.21 Suitability and use of buildings and equipment. As in the case of the project secondary schools, facilities are generally well adapted to program needs. However, workshops are not used as such since no equipment was ordered (para. 3.08). The science equipment at one college visited was little used because instructors do not know how to use or maintain equipment. Another college visited was never allocated science equipment on the rationale that primary schools have no laboratories and therefore primary materials should be supplied to student teachers so that they can learn to make teaching aids. 5.22 Programs. The curricula of the ENIs/ENIAs are well balanced, offering courses in practical subject areas such as handicrafts, home economics, agriculture, and social and community activities, in addition to the normal academic subjects. All colleges visited had well-tended agricultural plots. Teaching practice is undertaken at nearby primary schools. 5.23 Teacher supply. According to the directors of the two colleges visited and the data available on the three project colleges, qualified primary teacher instructors are scarce. Most have been trained as secondary school teachers and a few are only secondary school graduates. Some exper- ienced primary teachers who have had special training are also employed. One reason for the difficulty in recruiting local staff was the absence of a program for training primary teacher college instructors until last year, when ENS began such a program. In 1976/77, 18 trainees were enrolled. The MinEd anticipates that this program will help to alleviate current shortages of trained teacher college instructors. 5.24 Internal efficiency and recurrent costs. No data are available on repetition or failure rates, but there appears to be little wastage in the teacher training system as a whole since student teachers start receiving a government salary when they begin the program. The graduating teachers are automatically posted to schools at the end of their training. The salary/ scholarship constitutes 60% of the recurrent cost per student at the project primary teacher colleges; the boarding allocation represents another 20%. Hence, of the high unit cost of US$2,800 per student, only 20%, or US$560, is for salary and general operating costs. Technical and Vocational Training 5.25 The project provided for construction of a new lower secondary technical school ("College d'enseignement technique" - CET) at Kumba in western - 35 - Cameroon, equipment for two additional CETs, and construction and equipping of additional academic and administrative facilities at the country's only upper secondary technical school ("lycee technique"), at Douala. Project inputs were small; as additional capacity was created at only one school, the objective of the project was more to improve the relevance of instruction than to increase the number of graduates. In particular, the equipment for the two CETs was to be coupled with a pilot reorganization of the programs at these schools. 5.26 Enrollments and output. Enrollments at the technical lyc6e at Douala totaled 1,200 in 1975/76, double the number projected at appraisal (Annexes 12 and 13). Annual output is currently 220 (175 "bacheliers" and 45 "brevet de technicien" diploma-holders), compared with the 140 graduates estimated. However, because holding the baccalaureat diploma facilitates entry into the university, 80% of graduates continue their studies at the post-secondary level, compared with 30% envisaged at appraisal. This results in only about 50 graduate technicians (compared with 100 expected) entering the labor force each year. Enrollments at the CETs were also about double the projections in 1975/76, even though the new CET at Kumba had been open only two years and therefore had enrollments for only the first two years of the four-year program. Once the Kumba CET is operating at "full capacity," output from the three CETs will total about 200. This is no higher than the appraisal estimate of output despite the higher enrollments, due to the Government's decision to retain the four-year CET program instead of introducing a three-year program following the first two years of lower secondary education. MinEd and CET officials have little knowledge about where CET graduates or leavers go, since very few have in the past continued their studies. Nor has there been much attempt to find out what employers seek in terms of output at this level. 5.27 Suitability and use of buildings and equipment. The buildings financed at the technical lyc6e at Douala and the CET at Kumba are functional. Equipment is reported to be adequate at all CETs, although school officials at the Kumba CET complain that the machinery, installation instructions and accompanying student manuals are French and hence unusable or poorly suited to their needs. Some of the equipment provided for the technical lyc6e is too fragile or sophisticated for use by secondary students. 5.28 Teacher supply. Most of the staff at the two schools visited (Douala and Kumba) are technically qualified, althoughmany lack teaching qualifications. But since the technical lyc6e at Douala is the only upper secondary technical school in the country and the Kumba CET is the best equipped CET in western Cameroon, the quality of staff at these two insti- tutions is probably higher than at other technical schools in Cameroon. The MinEd reports in fact that the shortage of trained teachers is a major constraint to the development of technical education. In 1971 the ENS established an annex at the Douala technical lyc6e to train technical teachers for the CETs, but its output is insufficient in quantity and quality since the small number of teacher trainees have limited access to the lycee's workshop facilities. A 50-place teacher training annex financed under the second - 36 - education project is unlikely to alleviate the shortage since it provides minimal workshop space for the trainees on the supposition that they should already have the practical experience and therefore require facilities only for pedagogical training. In fact, most trainees have little practical training and virtually none has had experience in industry. 5.29 Programs. School timetables indicate a good balance between theory and practice, with about 50% of student hours devoted to workshop practice at both the CETs and the lyc6e. However, a tendency to bias the curriculum in favor of preparatory subjects for higher-level studies is reflected in the high proportion of science teachers at project technical schools, constituting 23% of the teaching staff as compared with 9% estimated at appraisal (Annex 1-4). 5.30 The two CETs furnished with equipment under the project were supposed to introduce a three-year program (two years of school followed by one year on the job under school supervision), with entry after two years of lower secondary school. The purpose of the pilot scheme was to provide more intensive vocational training, and it was envisaged to be largely terminal. However, the scheme was not implemented. In fact, the number of hours devoted to straight academics at the CETs was recently increased to give students a better opportunity to gain admittance to the technical lyc6e. The CET remains nevertheless a somewhat illegitimate hybrid, with little credibility either academically or vocationally. The only exception to this situation may be the Kumba CET, whose dynamic director, in the absence of a standardization of a CET curriculum for both the eastern and western regions, devises his own program, with heavy emphasis on practical skill training and even a course on bid formulation and contracting to prepare students for self-employment. 5.31 Internal efficiency and recurrent costs. Teacher/pupil ratios vary greatly from one project school to another: one CET has a 1:30 ratio; another has a ratio of 1:9. A ratio of 1:18 at both the technical lyc6e and the Kumba CET corresponds to the appraisal estimate. Dropout data are not available, but the proportion of repeaters to total enrollments is low, averaging 6% at the CET level and 15% at the technical lycee. In 1975/76, recurrent costs averaged US$300 per student-year at the four project institutions (Annex 8), with no apparent preference given to the technical lyc6e in allocation of funds for general operating expenditures, despite its higher level of training. 5.32 Conclusion. The principal problems of the technical education system exposed in the above paragraphs include: (a) programs and an examination system which discourage graduating technicians from entering the labor force; (b) the inadequate supply of technical teachers; and (c) the poorly defined role of the CET, caused in part by the absence of information on what employers want or where CET leavers go. - 37 - The second and third Bank Group education projects have overcome these weaknesses in the areas they deal with by focusing training programs on discrete, clearly defined areas of manpower, with direct participation of employers. Overcoming weaknesses on a national scale, however, requires a careful and integrated examination of the technical education/vocational training system and the profile of the manpower it is supposed to produce .in order to determine the kinds and structure of programs, administrative preconditions and incentive systems which are needed to adapt the system to manpower needs. It is recommended that the Government undertake such an examination, possibly using funds available in the preinvestment studies component of the third education project. Agricultural Training 5.33 The project provided academic facilities and equipment to expand the National School of Agriculture ("Ecole nationale sup6rieure agronomique" - ENSA) at N'Kol Bisson, near Yaounde. The purpose of the project was to enable ENSA to raise its output of agricultural engineers and increase the relevance of its instruction to the needs of the agricultural sector. In addition, the supplementary letter to the Credit Agreement stipulated that ENSA would train agricultural secondary teachers in collaboration with the ENS in full-time and refresher courses, and would conduct special courses in agriculture for trainees of the primary teacher training colleges. 5.34 Enrollments. Enrollments at ENSA have increased from 80 in 1968/69 to 160 in 1975/76, surpassing the appraisal estimate of 120 students. Output will total 35 - 40 degree graduates once a full cohort has completed the program, equal to that projected at appraisal. Annex 16 compares the appraisal estimates with actual enrollments and output by field of specialization. 5.35 Programs. At the time of appraisal, ENSA's structure of studies consisted of a two-year degree program following two years of agriculturally biased science study at the University Faculty of Science. This has now been converted to a self-contained five-year degree program, and forestry has been added to the four original fields of specialization. The five-year program has strengthened the quality of instruction by allowing ENSA to offer more agricultural courses earlier in the program and give students a greater opportunity to develop their fields of specialization. The first class to complete the new program will graduate in 1977. It is projected that, as in the past, 70% will work in the central or regional administrations of the Ministry of Agriculture (MOA). Although the remaining 30% have in the past gone mainly into teaching and research, the saturation of available staff positions at ENSA and the increase in requirements of the regional agricultural projects mean that a larger proportion of graduates will be recruited into the latter. 5.36 While the MOA has been:generally satisfied with ENSA graduates, there is some danger that the five-year program is too theoretically oriented without enough field experience to produce good project managerial and - 38 - professional personnel. Furthermore, the switch to a five-year program has meant that all student places are filled by undergraduate degree students, thereby restricting ENSA's capacity to offer the shorter flexible programs envisaged at appraisal. The appraisal report stated that in addition to reserving 20 places for student teachers in agriculture (para. 5.33), another 20 places would be set aside for field officers and new graduates to take a one-year specialization course in selected disciplines. Programs for neither agricultural teachers nor MOA officers have been established. It is therefore recommended that (a) ENSA and ENS take immediate steps to define the training profile required and establish courses to meet the need for instructors for secondary schools, and (b) additional places at ENSA be reserved for non-degree or post-graduate courses for MOA staff, in accordance with the needs of the MOA and regional agriculture projects. 5.37 Suitability and use of buildings and equipment. The facilities provided by the project are adequate, although school officials argue that they are too small and that the project should have provided machinery and workshop facilities for the adjacent school farm. Furthermore, the appraisal mission assumed that the Government would modify existing buildings to provide hostel accommodation; however, increased enrollments have precluded any conversion work. Moreover, in the interest of regionalizing university education, the Government decided in mid-1976 that all higher agricultural training will be transferred to Dschang in western Cameroon. Although the site for the school at Dschang is acceptable, only temporary quarters are currently available there, and financing has not yet been found for permanent facilities. Nor has the Government decided how to use the existing ENSA facilities at N'Kol Bisson once the transfer to Dschang is made. It is recommended that the Government take a decision on a suitable educational use for the existing project-financed buildings as soon as a source of financing for the Dschang facilities is found, and that ENSA's move to Dschang not be made before facilities appropriate for the level of training are available there. 5.38 Teacher supply. The teaching staff at ENSA totals 28, more than double the 13 instructors projected at appraisal. Although decreasing, expatriate staff still compose about 40% of the teaching force. Most of the local staff hold an agricultural engineering degree, but many are recent graduates of ENSA and hence have little teaching or practical experience. The two persons trained on project fellowships have returned to ENSA posts, one as director of the school. 5.39 Internal efficiency and recurrent costs. Retention and dropout figures are not available, but the dropout rate is estimated to be only 3% per year. However, the objective of raising the student/teacher ratio from 3:1 at the time of appraisal to 9:1 has not been achieved; the ratio is only about 6:1. The existing ratio is artificially low because (a) team teaching is practiced to allow each expatriate to work with a counterpart, and (b) ENSA staff undertake extension work in the region around Yaound6 plus - 39 - considerable research. Although these activities are common at agricultural colleges and are indispensable to the students' training, they push up costs considerably. For example, the number of persons on the ENSA payroll totals 235, of whom probably no more than 35 - 40% are directly associated with school administration, boarding or teaching. In addition, vehicle operating costs and the-experimental farm contribute to increasing the cost of the teaching program. Taking teaching and auxiliary activities together, the total cost per student-year in 1975/76 was us$4,600 of which 45% was for salaries, 6% for boarding and scholarships, and 23% for books, materials and general operating expenditures. Even after removing the 60% of the staff (mostly semi- and unskilled workers) not associated with teaching plus a portion of the farm and vehicle operating costs, the cost per student-year is still high at about US$3,500. 5.4o Conclusion. A comparison of appraisal projections and the current situation at ENSA shows there are several areas where ENSA's program and operation fall short of project goals. However, the IDA-financed ENSA component was too small to exercise much influence over ENSA's development, especially since other external agencies provided. capital or technical assistance during the same period. It is recommended that in the future, project objectives should be formulated realistically in the light of country commitment, current trends and agreements reached, and projects should provide adequately for the achievement of these objectives. In instances in which project inputs are small, project objectives and justification should be based on a sound assessment of the Government's intentions as manifested in past trends,.not on creation of a model program. If such a justification cannot be made, IDA should determine whether it should increase its inputs or, alternatively, not become involved. In the agricultural technician component of the third education project, a more comprehensive and integrated approach is being taken to ensure achievement of objectives, through the inclusion of such inputs as technical assistance and legislative preconditions. Educational Planning and Administration 5.41 The supplementary letter to the Credit Agreement set forth broad objectives for planning, administrative and curricula reforms. The Government undertook to reinforce its planning service to allow it to prepare long-term comprehensive education plans and short-term programs, including the initiation and coordination of reform of primary and secondary curricula. The project provided 24 man-years of technical assistance and 20 man-years of scholarships to strengthen the MinEd's planning and administration to enable it to undertake these tasks. In addition, the specialists were to provide on-the-job training for Cameroonian personnel and assist in imple- mentation of the project. 5.42 The absence in the appraisal report or working papers of terms of reference (para. 3.09), or of anything more than a paragraph describing the purpose of the technical assistance, had serious negative repercussions on the specialists' effectiveness. Each adviser sought to make a contribution - 40 - in his field of specialization on the basis of pro forma Unesco terms of reference, without knowing what was expected of him or what his relation- ship was to the IDA project. Although Unesco, as executing agency, should have pressed for clarifications, the confusion might have been avoided if the appraisal mission had prepared and discussed with government officials not only methods and agencies for recruiting specialists (para. 3.10), but also the specialists' work program, including terms of reference, job descriptions, organizational framework, work timetable, training tasks, and a clear definition of end products expected. The absence of supervision by IDA educators early in the project allowed the lack of orientation to continue. It is recommended that in the preparation of future projects the objectives and implementation of technical assistance be formulated in greater detail and that these be reviewed by the Borrower and IDA during the appraisal and early supervision phases. 5.43 Environmental constraints, such as lack of office space, equipment and vehicles, further hindered the specialists' work. The MinEd also reports that, in retrospect, it did not assign a team of local counterparts sufficiently qualified to gain maximum and lasting benefit from the specialists' experience. The planning unit director, who received the most extensive project scholarship training, no longer is at the MinEd. 5.44 Progress was made nevertheless in specific fields. The specialist in school buildings assisted the newly established School Building Unit of the MinEd to establish an inventory of existing school buildines and norms for school construction. The statistician and the economist helped to build up the MinEd's data gathering systems and contributed to the annual budget exercises and writing of the education chapter of the 1976-1980 economic development plan. The curriculum development specialists fared less well since, being located in the MinEd planning unit, they were physically and organizationally isolated from the Institute of Education and Institutes for Primary Education Reform (IPARs)where curriculum development activities were being undertaken. 5.45 Given the absence of either a clear direction to their work or a corps of sufficiently qualified local staff, the long-term impact or insti- tutionalization of the specialists' work is open to question. For example, because it directed all its energies to formulation of the five-year plan, the MinEd planning unit fell behind schedule in publishing its statistical yearbook after departure of the project statistician; the last school year covered is 1973/74. It is therefore recommended that the MinEd planning unit assess the manpower requirements for eliminating the backlog of statis- tical reporting and analysis tasks, and establish a timed work program, with the requisite personnel designated from among its large staff, to bring up to date the statistical yearbook exercise. 5.46 At the same time, the IDA project description and legal documents should be explicit and realistic in the conditions they set forth which attempt to influence many aspects of educational planning and administration. Some of those in the Credit 161-CM supplementary letter, such as the covenant - 41 - calling simply for "reform of the curriculum of primary education," l/ were not directly linked to nor assisted by any physical component of the project. It is recommended that in future education projects the conditions relate as directly as possible to the achievement of specific project objectives being supported through other project components such as civil works, equipment, or specialist services. It is recognized nonetheless that there are instances, particularly in first projects, in which conditions not linked to physical components (including technical assistance) are necessary to establish basic planning mechanisms or to undertake certain measures needed for future investment. In these cases the objectives sought through loan/credit covenants should be clearly identified and their rationale fully explained. 1/ Letter No. 1, September 23, 1969. CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION STATUS OF FULFILLMENT OF COVENANTS AND SIDE LETTER UNDERTAKINGS Action Measure Taken Observations A. Education Administration Reinforce MinEd planning service in order to prepare long-term partially Planning service staff increased, strengthened by technical advisers. Equipment and vehicles comprehensive plans and short-term programs, including lacking. Planning service contributed to education chapter of 5-year development plan. 1. Primary and secondary (all types) curriculum development partially Primary curriculum reform studies proceeded at 2 IPARs. Difficulties in harmonizing - studies. anglophone and francophone systems. April 1977 seminar to synLhesize findings, launch reform. Secondary curriculum reform studies commissioned to National Center for Education in late 1966. 2. School building, furniture and equipment (incl. textbooks) partially School building inventories, construction norm studies undertaken by planning service with research studies, assistance of technical adviser. B. Primary Education 1. Reform primary education curriculum partially See A.I. 2. Expand and reform primary teacher training and retrain partially Seventeen new colleges created since appraisal. Teacher retraining efforts interrupted by changes primary school directors and teachers. in approach in undertaking primary curriculum reform. Well balanced curriculum at teacher training colleges. C. Secondary Education 1. Make every effort to control enrollments within planned no Enrollments exceed targets set forth at appraisal by 287.; exceed third plan estimates by targets for public secondary schools and private schools receiving government aid. 2. Restructure secondary system by introducing 2-cycle system partially General secondary system was already 2-cycle in easatern Cameroon; is progressively so in and by upgrading entry into technical/vocational schools. western Cameroon. Entry into GETs not raised to 3rd year of lower secondary education. 3. Reform lower secondary curriculum by introducing practical partially Modest introduction of practical subjects: technology 4 hr/wk, manual/practical work 2 hr/wk. No subjects, industrial prevocational courses. Curriculum reform work underway. (See A.1). 4. Reform upper secondary curriculum by amphasizing partially Math and science emphasized to extent that teacher supply in these subjects has kept abreast with math and science. rapid enrollment growth. Curriculum work underway at National Center for Education. 5. Apply by September 1973 administrative reforms and exam no Attempts now underway to strengthen decentralized guidance and counseling services. Orientation practices necessary to improve student flows, and provide service allocates scholarship to encourage flows into university programs where manpower shortages counseling and guidance to ensure appropriate channeling greatest but students do not always comply. of students. D. Protect Institutions 1. Enrollments and programs to correspond to appraisal partially See Annexes 13 and 14. projections. 2. Graduates of project first cycle secondary schools to yes No discrimination in access. have equal access with other institutions to second cycle education. 3. Secondary teacher training program to correspond to need partially Greater output of humanities teachers than science/math teachers relative to needs. No output for secondary teachers in different disciplines. of teachers for practical subjects. O Action Measure Taken Observations 4. ENS and ENSA to arrange program for training agricultural no No programs arranged. secondary teachers and ENSA to organize courses for students at primary teacher colleges. 5. Adequate number of scholarships to be awarded at primary teacher partially ENSA enrollments ensured. Reportedly inadequate boarding allowance at primary teacher colleges and ENSA to ensure enrollments at levels projected. colleges results in enrollments equaling 66% enrollment capacity. 6. Qualified staff to be appointed at project schools, with partially Cameroonian teaching staff at project schools have better average teaching qualifications recourse to bilateral assistance if necessary, with priority than national average. Expatriates comprise 16% teaching staff at project school, to assistance for teacher trainers, agricultural, technical, generally in math/sciences. Teacher:pupil ratios lower than projected at aLl except vocational teachers. Efficient teacher:pupil ratios to be secondary schools. applied. E. Technical Assistance 1. Recruit 24 m.y. of technical advisers comprising: educational partially Nine advisers recruited for total of 15-1/2 manyears, comprising: school building planner, economist, school buildings specialist, technical and specialists (2). statistician, economist, technical and agricultural education specialists agricultural education specialists, and key teachers for (2), curriculum development specialists (2), inservice teacher training specialist. No project schools. key teachers recruited. 2. Award 20 m.y. fellowships. partially Six manyears of fellowships awarded. F. Project Implementation 1. Establish project unit within Ministry of Education, staffed yes Director and engineer named October 1969. Adequate supporting staff. by a full-time director and architect/engineer plus supporting staff. 2. Take initial action for acquisition of legal title to land condition Effectiveness delayed from January 1, 1970 to April 29, 1970 due to insufficient action. for project schools. of effectiveness 00 O Source: World Bank April 1977 CAMEROON - CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION FORECAST AND ACTUAL IMPLEMENTATION SCHEDULE 1970 197) 1912 1973 1974 1975 1976 1971 1 2 3 4 1 2 3 4 1 2 3 1 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 F -m m ma i ga -a mm mm a IIt Survey and Preparation of Sites A sees s ses s sees a seasseessa sent Preliminary Drawings A A 1111101 se l Final Design F ama. a revis o A Nos to e es t B a s Working Drawings and Contract F i I Preparation A tens ease Tender and Award of Contract A FaiM - - - g g Supplementary Site-Works Construction A s Illial log mil g sell 9,uamls all 5: ma mm mm MM Umi Furniture A .I e e. n 11 se011 .ee1 F Sa m Equipment A at *uamuassesells elul Technical Assistance F -sses s s a n F Forecast A Actual sessena le World Bank-17377 - 45 - Annex.3 CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION Schedule of Implementation of Technical Assistance Experts and Fellowships (Calendar Years 1971-1976) Experts 1971 1972 1973 1 1975 1976 1977 Economist Architect/School Building Specialist Statistician Curriculum Development Specialists (2) Specialist in Agriculture in General Education Technical Education Specialist Teacher Training Specialist Fellowships: Field of Study Educational Planning Plant Nutrition __I Forestry (Masters Degree) Educational Planning School Building Construction Source: World Bank and Project Unit. April 1977 CAMEROON CREDIT 161-C2M FIRST EDUCA:101 PROJECT CMpLIOirN ESTIKATED PROJECT COSTS BY CATER O) EXPENDITURE ('000 of US$ and CFAF) Category Apprast.aI Etimates (ContingencI Included) Readjustaent For Currency Realig,amnt Estimated Final Costs Cost Jverruns Credi.t Amendment (7-30-75) (4) - (7) (5) - (8) (6) - (9) (9)/(6) LDA C001. Total Govi. Total .18 Govt. rota) IDA Govt. Total as % (1) (12) ( )(4) ( ) (6) (7) (8) (9) (10) ( )( 2)(13) CFAF '000 Furniture 176,294 176,294 175,916 175,916 124,865 124,865 - 51051 - 51,051 - 29 Equipment 338,763 338.763 337,688 337,688 292,604 292,604 - 45,084 - 45,084 - 13 Sub-Total I 515,057 515,057 513.604 513604 417469 417469 - 96.135 - 96135- 9 CIvilorks 1,740.053 804,661 2.544,714 1,734,850 802,230 2,537,080 1,921,595 886,210 2,807,805 + 186,745 + 83,980 + 270,725 + 11 ProfesonoRal Servtces 11,150 59,839 170,989 110,721 59,670 170.391 121,992 54,808 176.800 1,271 - 4,862 + 6,409 + 4 Sub-Total 2 1.851.203 864.500 2.715.703 1.845.571 861900 2.707.471 2.043.587 941,018 2984,60 + 198.016 + 79,118 + 277,134 + 1 TechncaOl Aasistance 172,900 L72,900 172,380 172.380 138,567 138,567 - 33,813 33813- 20 Project Unit 54,340 54,340 54,145 54,145 2,431 2,431 51,714 51,714 - 95 S.b-Total 3 227.240 227.240 226,525 85527 85.527 - Total I + 2 + 3 2.593,500 864,50 585 781.90 3,447,600 262 54 94018 3 16354 79,8 95,472 +.4.7 Uss '000 Furnitur. 714 714 796 796 543 543 - 253 - 253 - 31 E9,ljwwnt 1,371 1,371 1.528 1,528 1,272 1.272 - 256 - 256 - 17 Sub-Total 1 2085 2.085 2 324 1815 1 815 - 509 - 09 - 2 7,v1 Works 7,045 3,258 10,303 7,850 3,630 11,480 8.695 4,010 12,705 + 845 380 + 1,225 + 11 profesonal Services 450 242 692 501 270 771 552 248 800 + 51 - 22 + 29 + 4 Sab-Total 2 ?.,95 3.500 10.995 8.351 3 900 12,251 9247 258 13505 + 896 +358 + 17254 + 0 rechnical Assistance 700 700 780 780 627 627 - 153 - 153 - 20 Proect Unl, 220 220 245 245 1l 11 - 234 - 234 95 Sub-T.ot I 92 920 1.025 160258 638 -387 38- -- Total I + 2 + 3 10 50 3500 14.000 11.700 3.900 15.600 11,700 4,25t 00 +8 +308 +i 2_3 Rat. of Exchang US$) - CFAF 247 221 Cat 1: 230 2: 271 3. 221 Source: World Bank and Project Unit April 1977 - 47 - Annex 5 CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION ADJUSTMENTS TO APPRAISAL ESTIMATES AND CREDIT PROCEEDS (US$ '060 and CFAF '000) A Estimate of Total Project Costs Appraisal Estimates Readjustment for Currency by Category Realignment US$ CFAF US$ CFAF I Furniture and Equipment 2,085 515,057 2,324 513,604 II Civil Works and Professional Services 10,995 2,715,703 12,251 2,707,471 III Technical Assistance and Project Unit 920 227,240 1,025 226,525 Total 14,000 3,458,000 15,600 3,447,600 B SchedleI: Allocation of Credit Proceeds Original Credit Amended Credit Agreement Category 9/23/69 7/30[75 CFAF CFAF US$ equivalent US$ equivalent I Furniture and Equipment 2,105 519,935 2,100 464,oo II Civil Works and Professional Services 6,892 1,702,324 8,100 1,790,100 III Technical Assistance and Project Unit 720 177,840 720 159,120 IV Unallocated 783 193,401 780 172,380 Total 10,500 2,593,500 11,700 2,585,700 Rate of Exchange US$1 = CFAF 247 221 Source: World Bank April 1977 CMIEROON: ChEDIT 161-CM FIlLT -UcLl0. POJECT COMPILTION ESTIMATED AND ACTUAL COSTS FOk CIVTI, WORKS EY PRGJECT SChol. (CFAF '0001 Appraisal Amount of Final Cost Contract Sum Final Cost As School Estimate Contract as X of Appraisal % of Appraisal Estimate Estimate Primary Teacher Training P.T.C,Ngotmou 223,267 223,881 295,059 100 132 P.T.C, Bafoussam 131,969 108,441 125,252 82 94 P.T.C., Bertoua 153,342 133,407 161,716 86 105 Secondary Teacher Training E.N.S. Yaounde 55,994 deleted from project General Secondary Ist Cycle C.E.G., Kousseri (ex Fort-Foureau) 117,567 139,524 158,996 118 135 C.E.G., Mokolo 109,168 99,823 113,252 91 103 C.E.G., Yagoua 109,168 98,865 114,682 90 105 C.E.G., Yokadouma 81,523 128,547 176,016 157 215 I C.E.C., Batouri 110,694 114,883 153,498 103 138 C.E.G., Akonolinga 110,694 112,494 150,113 101 135 C.E.C., Nanga Eboko 80,628 95,238 132,958 118 164 C.E.G., Eseka 80,628 81,835 96,555 101 119 2nd Cycle Lycee, Obala 106,705 106,039 146,727 99 137 Lycee, Sangmelima 115,138 111,705 137,858 97 119 Lycee, Edea 105,644 94,469 111,560 89 105 Lycee. Bertous 93,905 110,765 134,308 117 143 Lycee, Garoua 108,222 91,747 105,167 84 97 CAST, Bambili 53,178 50,000 69,031 94 129 CAST, Kumba 108,804 100,000 138,296 91 127 Technical Secondary Lycee, Douala 52,140 44,060 51,563 84 98 Technical School, Kumba 139,878 119,000 164,530 85 117 University Level - Agriculture ENSA, N'kol-Bisson 26,257 __2..LQ9 30-913 94 117 Total CFAF 2,285,329 2,189,532 2,768,110 95 121 Rate of Exchange USSl = CFAF 247 221* 221* Total US$ 9,252,000 9,907,385 12,525,385 107 135 D * Average rate of exchange CA Source: World Bank and Projvct Unit April 1977 CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION CAPITAL COST PER STUDENT PIACE (US $) Area Per Student, (m2) Buildin4 Cost Furniture Cost Euimanent Cost Total CoSt Per Student Cost Increase Type of Institution Appraisal Constructed App. Est. Rev. Est. App. Est. Rev. Est. App. Est. Rev. Est. App. Est. Rev. Est. In % And Type of Facility Estimate Academic and Communal Teacher Training 7.7 6,8 1,065 1,360 75 70 190 148 1,330 1,578 18 Secondary General, lst Cycle 5.3 4.5 704 945 68 41 78 72 850 1,058 24 Secondary General, 2nd Cycle 6.1 4.7 769 920 92 62 129 139 990 1,121 13 Technical Secondary 9.1 8.0 1,135 1,312 100 110 235 350 1,470 1,772 20 Boarding Teacher Training 9.7 7.2 1,268 1,440 44 40 34 20 1,346 1,500 11 General Secondary 8.1 6.9 1,074 1,380 56 40 so 38 1,18C 1,458 23 Technical Secondary 8.4 7.8 1,052 1,280 65 42 53 32 1,17C 1,354 16 Source: World Bank and Project Unit April 1977. -50- Annex8 CMNROON: CR00LT 16L-OM FIRST EDCArTO PRMJECT CMPLETION ud,:eted G-oernnt Recurrent petndliturt and Cost per Student at Project Schools 1975176 Expenditures CFAF'000 Equ p-ent General Pro ect Estimated Operating Total Cost per Sturdnt --on leach Salarces Expenditure Boarding SCholarshlpa Expenditure Enrollaent CLAF US' ,,ous leacr TracIItng V--- 20 20,900 4,300 20,000 92.000 1 137.200 214 641,000 2 .O i1o>sats 17 17,801 3,200 20,000 63,700 L04,700 154 680,00W leo0 c-15 15,700 3,200 20,000 35 200 7,i.100 _7 81 ,0001 6,50 ota! 52 54,400 10,700 60,000 190,900 3l6,000 455 h93,100 2,100 2. of Total l7 34 L9% 61% 100% General econdarvs F-rst C-l , .bouoerc to, it. Fourea ) 14 13,100 11,000 500 24,600 260 94,100 '39o eolo 19 17,800 21000 500 29,300 273 11,100 440 Na.os 5,600 4.400 400 10.400 214 .8,sl0 200 3okadouma 10 9,400 6,200 700 16,300 327 49,600 2,10 0atour1 9 8,400 5,500 500 24,400 260 55.400 230 Akoooiinga 11 20,300 6,200 1,500 18,000 751 24,000 1 Ma-~a Eboko 27 20,600 6,200 L,100 27,900 545 51,200 0 Eseka _30 28,0 6200 L,400 35.700 _688 1,900 -1 I",-Total 121 113,300 56.700 6,600 176,600 3,318 53.200 220 o uc-Total 647 32% 4% 100% Second Cocle Gbaa 39 40,700 1.500 5,900 2,200 50,300 1,094 43,5900 <0 1anseltoa 31 37,400 1,000 5.900 2,100 41,400 1,030 40,200 160 Ed.a 26 27,100 7,600 900 35,600 459 77,600 320 Sercoua 53 55,300 12,700 2,200 70,200 1,115 43,000 2nO 10 10,400 4,600 500 15,500 230 67,400 20 Bambli 37 38,600 3,100 18,500 1,100 61.300 537 114.200 470 K ub. 06 27,.WO 1.500 10.000 700 39.300 328 119,800 490 Sub-Tcal 222 231,600 72,300 9,700 313,600 4,793 65.400 270 % of Oub-Total 74% 23% 3% 100% Total 343 344,900 129,000 16,300 490,200 8,11L 60,400 250 % of Tots1 70% 27% 3% 100% Tech~eal Secondory Lyc-e Doa 65 60,800 13,000 13,700 2,400 89,900 1,201 74,900 310 Cr, tdo. 50 35,00 10,000 1,000 46,800 518 90,300 370 CET, Ebolosa 12 9,200 7,500 700 17.400 356 48,900 200 Tech. 3h. <aba 5 K & 11,500 5,400 500 17,400 __256 68,000 280 Total 147 117,300 49,600 4,600 171,500 2,331 73,600 300 O of Total 68% 29% 3% 100% Uonverst? Agcltulture ENSA 28 82,000 53,500 7,500 40.500 183,500 162 1,133,000 4,600 of Total 45% 29% 4% 22% 100% GRAND TOTAL 1/ Salary expenditure esciat ted to equaL 1.3 tLaes estiated teacher salar~.e, to tak. accountt of adminintrattv. permonnel. / Pricary teacher training scholar.hip are saLartes paid to student reachera, ~hich avsage SL,700/yar. Sau..: World Bank and Pttonal Budget. Apr, 1 977 - 51 - CAMEROON: CREDIT 161-CM Annex 9 FIRST EDUCATION PROJECT COMPLETION SCHEDULE OF DISBURSEMENTS Actual Disburse- Appraisal Revised Estimates ments Estimate 06/39/70 03/31/72 11/30/72 06/30/73 11/15/74 06/30/75 FY 1970 1st 2nd 3rd 4th FY 1971 1st 60 2nd 145 3rd 134 245 4th 137 790 345 FY 1972 1st 176 470 2nd 176 795 3rd 176 1,248 176 4th 191 4,410 2,243 336 FY 1973 1st 346 3,563 392 350 2nd 346 4,878 1,312 600 3rd 458 6,293 2,782 3,282 4th 1,416 8,910 7,548 3,952 4,452 1,416 FY 197T4 1st 3,396 8,616 5,892 5,892 3,200 2nd 5,106 9,381 7,932 7,932 5,100 3rd 6,195 10,109 9,678 9,678 7,100 4th 6,652 10,500 10,500 9,943 9,943 9,000 Y 1975 1st 7,206 10,103 10,103 9,800 7,200 2nd 7,711 10,303 10,303 10,000 9,000 3rd 9,733 10,500 10,500 10,300 9,800 4th 10,093 10,500 10,200 10,000 FY 1976 1st 10,500 2nd 10,873 10,300 11,700 ' 3rd 11,076 4th 11,180 10,400 FY 1977 .1st 11,226 2nd 11,283 10,500 3rd 11,476 4th FY 1978 1Tst 2nd 1/ Credit amended on July 30, 1975 Source: World Bank April 1977 CAMEROON - CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION fuss Million) DISBURSEMENTS - FORECAST AND ACTUAL 12 11 11.7 11.2 O 12 10.4 10.5 - Credit effective date: April 29, 1970. 10 - Original closing date: June 30, 1974. Final closing date: June 30, 1977. 10.1 9 .8.9 7 ~FORECAST /. 5 ACTUAL 4.4 4- 3 2I /002 01 001 1970 1971 1972 1973 1974 1975 1976 1977 F iscal Yea r The Credit Agreement was amended July 30, 1975 to increase the credit amount to US $11.7 million. World Bank-17378 CAMEROON: CKLDIT 161-CM FIRST EDUCATION PROJECT COMPLETION PROJECTED AND ACTUAL GENERAL SECONDARY ENROLLMENTS BY CONTROLLING AUTHORITY 1967/68 AND 1975/76 1967/68 _ 1975/76 Iverage Annual Growth Actual Appraisal Mission Projections Actual Actual as % Projected 196 - 76 First Second Total Total First Second Total First Second Total Firat Seccnd Total Cycle Cycle Cycle Cycle Cycle Cycle Ccle Cycle EASTERN PUBLIC 8,786 1,702 10,488 27,000 5,000 32,000 34.450 8,470 42,920 127 169 134 19 22 19 CAMEROON PRIVATE 21,278 1,722 23,000 39,000 3,000 42,000 44,560 7,380 51,940 114 246 124 10 20 11 Sub-Total - 30,064 3,424 33,488 66,000 8,000 74,000 79,010 15,850 94,860 120 198 128 13 21 14 PUBLIC 325 225 550 3,000 800 3,800 1,720 1,230 2,950 58 154 78 23 24 23 L; WESTERN .) PRIVATE 3,130 - 3.130 6,000 - 6,000 7,380 150 7,530 123 -- 125 11 --12 Sub-Total 3,455 225 3,680 9,000 800 9,800 9,100 1,380 10,480 121 172 107 13 25 14 PUBLIC 9,111 1,921 11,038 30,000 5,800 35,800 36,170 9,700 45,870 121 167 128 19 22 20 CAMEROON PRIVATE 24,408 1,722 26,130 45,000 3.000 48,000 51,940 7,530 59,470 115 250 124 10 20 11 TOTAL 33,519 3,649 37,168 75,000 8,800 83,800 88,110 17,230 105,340 118 196 127 13 21 14 Source: World Bank and Ministry of National Education. (D April 1977 - 54 - Annex 12 CMEROON: CREDIT 161-Ch FIRST EDUCATION PROJECT COIPLETION ENROLLUENT CAPACITY AT PROJECT SCHOOLS .N:. Bording/places 0f which/dont dinternat supplementaires Project Schools Addi- First Second T 1ype and Locaton 1./ - Coda ExistLng tional Total c Cycl e Gc i Total Boys Giris (1) (2) (3) (4) (5) (6) (7) (8) (9) P;imary 'echer Tratning i. Gomoun N-m 129 141 270 n.. 240 180 60 (Annex Primary School) N-M - (240) (240) _. Baous.a N-M - 210 210 29 180 120 60 3. Betoua N-M - 210 210 29 180 120 60 Roth L29 561 690 ~ 29 00 420 180 Secondary Teacher Tra-in.n Eole ormale speritere, Yaounde E-2 2 12 120 120 - Goneral Secondary A. First Cycle Schools 5. Koussere (forn«rly Ft. Foureau) M-m 26 294 320 320 28 120 80 40 6. Moko1o N-M 26 294 320 320 28 120 80 40 7 Yagoua N-K - 320 320 20 28 120 B0 40 8. Yokadouma E-M 76 244 320 320 28 120 80 40 9. Batonin N-M - 320 320 320 28 120 80 40 10. Akonoinga N-1M 79 241 320 320 28 120 80 40 11. Nanga Eboko E-M 92 28 320 320 28 120 80 40 12. Eek E-M 7 242 320 320 28 120 80 40 Sub-Total First Cycie 77183 2560 2560 28 960 6 320 9. Second Cyle School 13. 4o 3-m 131 229 360 360 22 120 80 40 14. Sang11m N-M- 360 360 360 22 120 80 40 15. Edes N-M - 340 340 160 180 23 120 80 40 16. Berton- N-8 - 180 180 L80 - 100 60 40 17. Gaoua N-M 93 L77 270 270 30 120 30 40 Id. BabilV (WC.) E-M 290 70 360 360 22 80 40 40 19. Kua (WC.) N-M - 180 180 180 n-a. 60 20 40 Sub-Total Second Cycle L14 L 536 2.050 160 1.890 24 820 540 280 Total General Secondary 891 3.719 4.610 7 0 .890 26 1.780 1. 180 600 Tech~ncal Secondary 20. Ly .e ola E-B 256 344 600 600 - - - 21. C.E.T., Edan EQ-B 168 2 170 170 - - 22. C.E.T., Eb.low. EQ-B 175 -5 170 170 -- - - 23. rechnecal School., Kua. (WC.) N-M - 289 280 280 160 20 40 Toc-l Techn~ il 599 62 L220 620 600 160 120 _0 Unversity Lev. Agrculture 24. Ecole nationle supnreure agr onique NkOlsson E-M 69 51 120 - - - - - - GRAND TOTAL 1.909 5.231 7.140 2 140 20 n.a.: not availabLe 1/ In East Ca-boon unless otherw-. i,dcated. Coda,: N N New/nouvelle con.truction B Boys ony/garcons E • Extenon/agndissement EQ • Equ-p-ent only/ Sorce: World Bank mi Mixed/mixte uniquent equipement AprIl 1977 - 55 - CAMROON CREDIT 161-CH Annex 13 FIRST EDUCATION PROJECT COMPLETION EROLLMENTS 1975/76 AS PERCENT OF ENROLLMENT CAPACITY Total Enroll-gtau /UIectil ta - Boardionatlrnat - as 1 Cpacity Project Schoo,s First Scond % Firs Second %o 1 Type an-d Locatio ./ Total Cc yc Girl. Total .£C £cle Total _ie capacity (F~ -75 (77 (8 (9 . (0)5 (11) PrLgary Teacher TreininK 1. N'GCouaou (Annex Priary Schoon 214 23 79 185 145 40 77 2. Batoussan 154 n.a. 73 148 133 15 82 3. Brco 87 20 41 828 14 46 Total 45 66 4 346 69 t9 Scondary eacher Training 4. Ecole norale s-petue, Yaoundo (vitharawnt fro proj.cttupprimi du projet) Conral Secondary A. First Cyc le :chooLs 5. Kous . e,1 x Fr. Foureau) 324 267 57 14 101 82 177 177 0 147 6. Mok.o = 414 34L 73 7 129 107 L83 183 0 152 7. Yagoua 306 306 5 96 96 160 160 0 133 8. Yokadoua 327 327 22 102 L02 33 n., n... 27 9. Batouri 260 260 31 81 81 78 n.a. t.a. 65 10. Akonoling. 751 751 34 235 235 120 80 40 100 1. Nansg Eboko 545 545 38 170 170 120 72 48 100 12. Eseka 1/ 688 688 35 215 215 86 45 41 72 Sub-Tocal First CycLe 3,615 .3,485 13 _26 i41 _36 ioo B. Second Cyci. School. 13. Ob.ala 643 230 413 25 179 L15 140 91 49 117 14. Sangmelia. 1/ 573 230 343 34 159 95 104 62 42 87 15. Ed.e 459 459 l8 135 135 73 55 18 61 16. B.rtou.- 426 426 22 237 237 101 57 44 10l 17. uarou 1 400 400 16 148 113 11 80 33 94 18. ambti (.c.) 537 537 30 149 149 n.. n.. n... n.a. 19. Kumb. (.C.) . 328 328 24 182 182 30 20 10 L9 Sub-Total Second Cycle 3,366 860 2.06 25 164 537 122 561 76 Total General S-condary 6 981 .51 8.É di JiI l1h ..19 .1ll 89 Technicl S.condary 20. Lyce*, Doua 1,201 L,201 16 200 21. C.E.T., Edoa 518 518 305 22. C.E.T.. Sbolov. 356 356 209 23. Technic.al Shool, Kab. (W.C.) 256 256 32 91 160 0 Totai Technical 2 331 1,130 j.Q University lavel Agriculture 24. Ecol. nationale sup.r.eur. .gronomlqua kol Biso. 62 15 GRAND TOTAL 9 929 139 1,933 79 n..: -n avilable .l In East Cameroot unleas oth.ise indicated. 2/ Converted to a ~o-cycle schoot. It is estimated chat 70% of tirt-cycla students t school. L3 and 14 and 100% of firsc-cycl. student. at school 16 occupy nonproject buildings. 3/ Converted to a first-eycl school. 4/ Enrollmanta ar. for 1976/77 (or 1977/78 for School 17), th. first year in which all school grad.s vill b. operating. 5/ 1976/77 / In 1976/77, board.r» increased to 164, of which 44 were giri.. Surca: Ministry of National Education and school pricipals. A.ril 1977 CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION APPRAISAL ESTIMATES VS ACTUAL TEACHING STAFF IN PROJECT SCHOOLS 1975/76 Type of Project Primary Teacher General Secondary General Secondary ,ech./Vocational Higher Agricultural Proportion of Institution Training First Cycle Second Cycle Teaching Personnel Appraisal Actual Appraisal Actual Appraisal Actual Appraisal Actual Appraisal Actual by Discipline Estimate 1975/76 Estimate 1975/76 Estimate 1975/76 Estimate 1975/76 Estimate 1975/76 (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) Humanities 21 29 30 41 31 46 17 18 Mathematics 7 10 10 20 23 16 10 10 Sciences 7 15 to 11 15 19 9 23 8 Foreign Languages 5 20 LI 15 6 6 1 Physical Education 7 6 10 8 8 7 3 Music]Art 2 2 4 Industrial Arts 7 7 10 3 Agriculture 9 6 10 5 2 92 96 Engineers/Workshop Instructors 52 44 Commercial 1 6 1 Education 28 25 4 General Subjects 7 Total 100 100 100 100 100 100 100 100 100 100 t-n Appraisal 1/ Actual I Estimate 1975/76 Total Teachers 43 52 181 343 66 147 13 28 Total Enrollments 690 455 4,410 8,111 1,220 2,331 120 162 Teacher: Pupil Ratio 1:16 1:9 1:24 1:24 1:18 1:16 1:9 1:6 1/ Enrollmepts are grouped for both cycles since data is not available on proportion of teacher time by cycle. In contrast to Annex 13, enrollment figures are for entire school enrollments, not just enrollments apportioned to project-financed buildings. Source: World Bank and Ministry of National Education. April 1977 CAMEROON: CREDIT 16L-CM FIRST EDUCATION PROJECT COMPLETION PRIMARY EDUCATION A. PROJECTED AND ACTUAL PRIMARY ENROLLIENIS (in OOO's) Appraisal Mission Projection 3/ Actual 1967/68 Average Average Enrollment Annual Enrollment Annual EnrollIment P eblic Private Total Growth Public Private Total Gouh Eastern Cameroon 662 350 350 700 0.7% 558 322 1,202 7.77. Western Cameroon 170 (est.) 25 3/ 195 21r 2.9% 83 158 241 4.5% Cameroon (Total) 832 375 540 915 1.2% 641 480 1,443 7.12 B. PROJECTED PRIMARY TEACHER REQUIREMENTS 1975/76 VS. ACTUAL PRIMARY TEACHING FORCE 1974/75 ± Appraisal Mission Projection Actual Actual as % Projected E.C. 2/ W.C. 2/ Total E.C. 2 W W.C. 2/ Total E.C. W.C. Total 1/ U Qualified I- -J Public 2,600 650 3) 3,250 n.a. n.a. Private 1.400 2.550 3.950 Total 4,000 (26%) 3,200 (60%) 7,200 (35%) 3,960 (25.) 4,660 (96%) 8,620 (41%) 99 146 120 Unqualified Public 5,200 - 5,200 n.a. n.a. Private 6 8600 Total 11,600 (74%) 2,200 (40%) 13,800 (65%) 12,000 (75X) 180 (4%) 12,180 (59%) 103 8 88 Total Public 7,800 650 3/ 8,450 3,350 1,580 10,930 43 243 129 Private 7,8o 4.T50 12,550 6 3 9 85 69 79 Total 15,600 (100%) 5,14oo (100%) 23,000 (100%) 15,960 (100) 4,840 (100.) 20,800 (1007.) 102 90 99 1/ Instituteurs and Instituteurs-adjoints in E.C. , and Grade I and Grade II teachers in W.C. Projected teacher-pupil ratio of 1:45 in E.C.; 1:40 in W.C. Actual teacher pupil, 1974/75, estimated at 1:U in E.C.; 1:48 in W.C. 3/ Municipality schools 4/ 1975/76 data not available. Ui Source: World Bank and Ministry of National Education April 1977 - 58- Annex lb CAMEROON: CREDIT 161-CM FIRST EDUCATION PROJECT COMPLETION APPRAISAL ESTIMATES vs ACTUAL ENROLLMENTS AT THE NATIONAL SCHOOL OF AGRICULTURE (ECOLE NATIONALE SUPERIEURE AGRONOMIQUE) 1975/76 Appraisal Estimates Actual 1975/76 (2-yr. degree program) (5-yr. degree program) Degree Program Enrollments yr. 1 4o 45 yr. 2 40 40 yr. 3 40 yr. 4 3T yr. 5 1/ 0 Total 80 162 Output 40 0 Other Programs Enrollments by Field of Study One year specialization/research Agronomy and agricultural course 20 economics Output 20 Forestry 20% Animal Husbandry 25% One year agriculture teachers Agricultural Engineering 25% or field officer upgrading 20 Output 20 Total Enrollment 120 162 l/ Introduced in 1975/76; first class of students in 1976/77. Source: World Bank and ENSA. April A1977 -BAD 7552PCR APRIL 1969 LAKE, CHAD FEDERAL REPUBLIC OF CAMEROON EDUCATION PROJECT PROJECT SCHOOLS 0----TEACHER TRAINING COLLEGE, N'GOUMOU ___.. LYCEE, OBALA -.---TEACHER TRAINING COLLEGE, BAFOUSSAM _ __- -.LYCEE, SANGMELIMA . TEACHER TRAINING COLLEGE BERTOUA -_LYCEE, EDEA - ECOLE NORMALE SUPERIEURE, YAOUNDE LYCEE, BERTOUA .CE.G., FORT-FOUREAU _____LYCEE. GAROUA -C.E G., MOKOLO _ -- COLLEGE 0E ARTS , SCIENCE a TECH- - -C.E.G YAGOUA ____COLLEGE OF ARTS SCIENCE, YDKADOUMA CEE TECANIQUE , DOUALA .. C E.G., LATOURI ____ - - C.E.T ,EDEA , • C. EG, AKONOLINGA __C.E.., EOLOWA C E. , NANGA-EBOKO _...TECHNICAL SCHOOL, KUMBA (WCG --C.G. ESEKA -..E.F S.A., NKOL-BtSSON POPULATION DENSITY INHABITANTS PER SQUARE KILOMETER ) --- - _MORE TIIAN 8O ____ _ 0 20 <11. - - -2040 -----LESS T.AN 00 2 060 00 00 00.010Io_R200 ..,, , r- IIT jfsl 06 I A T L A N T I C w..... 9 C r A N E OLWA A F R I t A G Al a O Nm G U m E A 9 P A Z Z AV l L L E)