Somalia - Fourth Education Project

Document of FILE COPY The World Bank FOR OFFICIAL USE ONLY Report No. 3059-SO STAFF APPRAISAL REPORT FOURTH EDUCATION PROJECT IN THE SOMALI DEMOCRATIC REPUBLIC January 15, 1981 Education Projects Division Eastern Africa Regional Office This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS Currency Unit = Somali Shilling (So.Sh.) US$0.1589 = So. Sh. 1.00 US$1.00 = So. Sh. 6.295 SDR 1.00 = SDR 0.783 (November 30, 1980) SDR 1.00 = US$1.28 MEASURES 1 meter (m) 2 3.28 (ft. 1 square meter (m ) 10.76 (ft ) SOMALI DEMOCRATIC REPUBLIC FISCAL YEAR January 1 - December 31  FOR OFFICIAL USE O-TLY SOMALI DEMOCRATIC REPUELIC APPRAISAL OF A FOURTH EDUCATION PROJECT Table of Contents Page No. - BASIC DATA GLOSSARY I. INTRODUCTION ......................................... o................. I II. DEVELOPHENT AND HUMAN RESOURCE NEEDS .... .................. 1 Socio-Economic Setting ... ......................... ........... . 1 Development Objectives .... ......... . ...................... . 2 Manpower and Employment ................................... 2 III. THE EDUCATION SECTOR ...................................... 4 Objectives, Policy and Strategy ........................... 4 The Organization and Administration of the Education System 6 The Formal Education System ......................... ........ 6 The Nonformal Education System ....o...-...o ....o........... 10 Financing Education Development ... o..............0........... 11 Role of the Bank in Somali Education .o .........-.. 14 IV. THE PROJECT .o . .......... o_ ..... 15 Objectives ........ ............... ...................... 15 Project Components ...... . ... .. ........... . 15 Primary Teacher Training Resource Centers .15 Lafole College of Education. 17 General Secondary Schools . 18 The Somali Institute of Development Administration and Management . o- ....... -.o..18 Pre-investment, Evaluation and Civil Service Employment Studies ...... . . - - . . 19 Technical Assistance Summary . 20 Female Participation in the Education System and Project .. 20 V. PROJECT COST AND FINANCIAL PLAN ...... -oo............. 21 Project Cost ....21 Financial Plan ......... .o ..... .-. . . 23 This report is based on the findings of a mission which visited Somalia in February/March 1980 composed of Ms. R.G. Brandenburg (economist, mission leader), Messrs. K. Andersen (architect), R.F. McMahon (technical/educator- consultant) and B. Braithwaite (educator-consultant). This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  - ii - Page No. VI. PROJECT IMPLEMENTATION, PROCUREMENT AND DISBURSEMENTS 23 Implementation .. .......................................... 23 Procurement ............................................... 24 Disbursements ............ 25 VII. BENEFITS, JUSTIFICATIONS AND RISKS .26 VIII. AGREEMENTS TO BE REACHED AND RECOMMENDATIONS .............. 27 ANNEXES Annex 1 - Tables and Charts Table 1 - Comparative Education Indicators 2 - Manpower Requirements.(1979-1983) in the Public Sector and Private Non Agricultural Sector 3 - Primary Education, Actual and Projected Enrollments, 1972-1989 4 - Primary Education Teacher Requirements and Supply, 1978-1989 5 - General Secondary Education, Actual and Projected Enrollments 1973-1990 6 - General Secondary Education, Teacher Requirement and Supply, 1978-1990 7 - Organization, Enrollments and Teachers, 1978-1979 8 - Government Expenditures on Education 9 - Summary of Enrollment and Estimated Project Costs 10 - Implementation Schedule 11 - Estimated Schedule of Disbursements Chart 1 - Education Pyramid, 1978-1979 2 - Ministry of Education Organization Chart 3 - Structure of the Educational System Annex 2 - Selected Documents and Data Available in the Project File Key to Map MAP IBRD No. 15068  - iii - SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A FOURTH EDUCATION PROJECT BASIC DATA - 1978 General 2 Area 637,000 km Population 4.0 million Per Capita Income $185 Literacy Rate 50% (est.) Labor Force 1,600,000 Public Sector 74,000 Private Non-agricultural 75,000 Private Agricultural 1,233,000 Other 183,000 Education Enrollment in Primary Schools (Grades 1-6) 263,750 - as % of 6-11 age group 44% Enrollment in Secondary Schools (Grades 7-10) 18,415 - as % of 12-15 age group 5.0% Enrollment in General Secondary Schools (Grades 7-10) 11,000 - as % of 12-15 age group 3.0% Enrollment in National University 2,800 Recurrent Expenditure of Ministry of Education and the Ministry of Culture and Higher Education So. Sh. 150.1 million - as % of Government Recurrent Expenditure 11.0% Capital Expenditure of the Ministry of Education and the Ministry of Culture and Higher Education So. Sh. 18.6 million - as % of the Government capital expenditure 9.4%  v  - iv - SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A FOURTH EDUCATION PROJECT GLOSSARY CDD - Curriculum Development Division of the MOE CEC - Community Education Center EEC - European Economic Community FRG - Federal Republic of Germany FYDP - Five Year Development Program. (1974-78) ICB - International Competitive Bidding MCHE - Ministry of Culture and Higher Education MOE - Ministry of Education MPW - Ministry of Public Works NAEC - National Adult Education Center NTC - Nomadic Training Center PIU - Project Implementation Unit PTTRC - Primary Teacher Training Resource Center SIDAM - Somali Institute of Development Administration and Management SPA - State Printing Agency TTEC - Technical Teacher Education College TYDP - Three Year Development Plan. (1979-81) UPE - Universal Primary Education  4 C lb  SOMALI DEMOCRATIC REPUBLIC APPRAISAL OF A FOURTH EDUCATION PROJECT I. INTRODUCTION 1.01 The Somali Democratic Republic has requested Bank Group assistance in implementing selected components of its educational plan prepared as a part of its Three Year Development Plan (TYDP), (1979-1981). After initial discus- sions with the Government in 1978, a sector memorandum was prepared by Bank Group staff which identified the principal needs of the education and training sector. In November 1978 and April 1979, Bank Group education missions visited Somalia and further helped the Government develop the proposed project. The Government, with UNESCO assistance, finalized the preparation document in * November/December 1979, and officially submitted it to the Bank Group in January 1980. 1.02 The proposed US$10.2 million equivalent IDA credit would provide assistance to specific objectives of the education plan to: (a) improve the quality of primary and secondary school teachers; (b) provide science facilities to existing secondary schools; (c) provide a modest number of new general secondary schools to improve quality and equity in remote rural areas; and (d) strengthen administration and management in the education sector and provide technical assistance in public administration and training and for a study of the civil service system. II. DEVELOPMENT AND HUMAN RESOURCES NEEDS Socio-Economic Setting 2.01 5ituated on the Horn of Africa, Somalia extends over an area of 637,000 km and borders the Indian Ocean and the Gulf of Aden. With a per capita income estimated at US$185, Somalia is one of the least developed countries in Africa. The population estimated at 4.0 million in 1978, is a homogeneous, ethnic, and linguistic group of predominantly Hamitic stock. About 60% of the population are nomadic or semi-nomadic pastoralists living under harsh conditions who suffer from periodic droughts. A further 20% are settled small-scale farmers and about 20% are non-agricultural people who live primarily in the urban areas. 2.02 Since the early 1970-s, the Government has adhered to a program of "Scientific Socialism" emphasizing egalitarianism and social justice. Somalia's development efforts have aimed at improving the living conditions of its rapidly growing population and strengthening national control over its resources. Against a background of austerity and self reliance, this strategy was predicated on the mobilization of the people through self help, crash programs, and the establishment of cooperatives and state farms. This economic strategy has resulted in an increasing reliance on the public sector.  - 2 - 2.03 The economy of the country is predominantly agricultural, with agriculture contributing about 63% of GDP. Of the non-agricultural sectors of the economy, manufacturing and transport contributes about 5%, and Government services about 11% of GDP. The rest is contributed by construction, finance and other services. In recent years, to some extent, domestic unemployment pressures have been relieved by the increasing employment cpjrtunities in the neighboring oil producing exporting countries of the Middle East. 2.04 The Five Year Development Program (FYDF), 1974-78 emphasized those sectors affecting the majority of the population, i.e., agriculture (for livelihood) and the social sectors (for basic needs). The original program envisaged a level of expenditure of So. Sh. 3.9 billion in 1973 prices. Due to the rise in prices, the cost of the program rose to So. Sh. 7.0 billion. The total actual investment however, only reached a level of So. Sh. 4.3 billion, so that the overall rate of implementation of the FYDP was about 60%. In addition to the inflation problem which hampered the program was the drought of 1974-75 which led to widespread crop failures and livestock losses. Development Objectives 2.05 Somalia's current Three Year Development Plan (TYDP), 1979-81 was launched in January 1979. The Drogram is mainly a composite of projects carried over from the FYDP but includes some new projects. The planned expenditure is So. Sh. 7.1 billion, of which, 35.4% will go to agriculture, livestock and fisheries; 18% to mineral exploration and manufacturing; 28.8% to economic infrastructure; 7.4% to education; and 10.4% to other sectors. 2.06 The TYDP gives high priority to (a) food production through the mobilization of the population engaged in the agricultural sector; (b) agro- based industries; and (c) rural development programs in order to obtain internal self sufficiency as well as increasing exports. The present plan recognizes the need for the decentralization of the preparation and implemen- tation of development projects to regional and district levels, in order to enable people throughout the country to be directly involved. The TYDP places special emphasis on the promotion of the social sectors (health and education). In the education sector, particular attention is to be directed to teacher training, the production of educational materials and equipment, literacy and programs for women. The TYDP also continues programs from the FYDP in the strengthening of health services (emphasis on preventive medicine) and the eradication of principal communicable diseases such as bilharzia and malaria. Manpower and Employment 2.07 The estimated total population of 4.0 million is growing at the rate of between 2.5 and 3% p.a. About 45% (1.7 million) of the population are under fifteen years of age this ratio is similar to countries such as Zambia with (46%), Senegal (42%), and Tanzania (44%). The working age popu- lation (15-65) is estimated to be two million, which results in a high depen- dency ratio of 0.90. In order to develop quantitative estimates of the need  - 3 - for trained manpower, a manpower survey was financed by the Third Education Project (Credit 738-So). This survey was completed in the fall of 1979 and was the most comprehensive survey conducted in Somalia in terms of geographical coverage. In particular, information on the private sector was collected in a survey in 72 towns ranging from the capital city Mogadiscio, with over 14,000 establishments to small localities with as few as nine establishments. In the case of the public sector, all Government ministries, departments, and autonomous agencies were enumerated. * 2.08 Besides the growth in public sector activities, the emigration of skilled personnel to the Gulf States has aggravated manpower shortages. Economically this emigration may not be a disadvantage to the country, however, since Somali workers remit substantial amounts to their families through the franco valuta system. The remittances in kind accounted for a third of total imports in 1978. While emigration is a chronic problem in view of the size of earning differentials, the Government has recently issued a "Technical Law" which provides some incentive to various categories of technical personnel in the public sector. Nevertheless, it is felt that many valuable workers would be prepared to stay in Somalia, or return, by improving working condi- tions in Somalia, such as raising salary scales, and rewarding superior performance. 2.09 In 1978, according to the manpower survey, about 150,000 people were employed in the salaried and self-employed urban sector--about 9% of the estimated total labor force of 1.6 million. Urban employment grew relatively rapidly between 1971 and 1978 at 5.5% p.a. as compared to an estimated increase of the total labor force of under 2% p.a. The main factor which has contri- buted to the increase in urban employment has been the rapid increase in public sector employment. The Government policy of guaranteeing employment to all secondary school leavers has led to an increase in Government employ- ent of more than 16% p.a. over the last decade. In the absence of trained managerial personnel the civil service has become increasingly inefficient. The increase in employment was accompanied by a policy to keep salaries low and in fact due to inflation these were further decreased in real terms. To counteract this situation a thorough overhaul of public employment and re- muneration policies appears a prerequisite to better management. A possible solution would be to alter the Government policy which guarantees public employment to all secondary school leavers and at the same time improve salary scales and other incentives for better work performance. Until Government * employment is reduced, there is little room in the budget for salary improve- ments. The private sector grew at the rather low rate of about 2% p.a. between 1971 and 1978. The TYDP, however, projected that private sector employment would grow at 7% p.a. 2.10 The manpower survey estimates requirements on the basis of employers- estimates of their future manpower needs. Accordingly, over the period 1978-1983, the urban sector including replacements, would absorb about 50,000 new workers. This increase is lower than the numbers of primary and secondary school leavers projected by the Ministry of Education (MOE) and Bank Group staff (Annex 1, T-3 and T-5). Nonetheless, given the Government-s rural development priority, the primary school graduates should find employment in  - 4 - the rural sector and in projects included in tha TYDP whose implementation will extend well beyond 1981. However, the final balance between supply and demand will depend to some extent on the amount of emigration. In addition, taking into account the expected growth in the number of professional, tech- nical, an( skilled jobs and the relatively low level of qualifications of the present labor force, there is clearly a need for improving the quality and efficiency of education and training through extended and improved training of primary and secondary teachers (paras. 4.02 and 4.12). 2.11 Scarcity of skills is a common problem both in the rural and urban sectors. In assessing the implementation of the FYDP, the TYDP identifies the lack of skilled personnel as one of the main factors delaying implemen- tation and increasing operating costs. Examples of such shortages exist throughout the wage economy. 2.12 Technical and vocational education as well as managerial, adminis- trative and accounting education need further development. The manpower study clearly identified the need for qualitative improvement and increased effectiveness of the countrys training institutions. For this reason, technical assistance is included to develop a long range plan to: (a) produce and upgrade skilled manpower particularly at the intermediate, and lower technical/vocational level (para. 4.20); and (b) develop managerial capabili- ties and clerical skills of those currently-employed (paras. 4.16 and 4.20). III. THE EDUCATION SECTOR Objectives, Policy and Strategy 3.01 Before the 1969 revolution, priority was accorded to secondary education for a selected minority. Since that date the main emphasis has been put on primary and adult education, to enable the maximum numbers of people to profit from education and thereby participate more fully in social and economic activities. In 1975, compulsory but free primary education was introduced, with the objective of attaining universal primary education (UPE) as quickly as possible. Enrollments increased rapidly, not only in primary schools but also in secondary schools (Annex 1, T-3, T-4, T-5, and T-6, and Chart 1). To widen educational opportunities at the primary level, with the available resources, the Government (a) reduced the length of the primary cycle from eight to six years, to permit more entrants in grade 1, thus expanding the base, and (b) reduced the length of the primary teacher training course from two years to one year. However, the Government has realized that the quality of school leavers has deteriorated over the last few years. Accordingly, beginning with the 1980-81 school year, the primary cycle will again be eight years long. The primary teacher training course has already been increased to two years again. As for adult education, a vigorous drive towards universal literacy began in 1974-1975, when all schools were closed and all teachers, assisted by national service personnel, were sent into the countryside to give literacy training to adults. Well over a million adults were enrolled in literacy classes, many of them in  facilities built under a large, self-help construction program. Some 850 adult learning centers are presently operational. Following the 1974-1975 year of school closure, the admission to grade 1 of primary education rapidly increased to 134,000 from the 1973-1974 figure of 24,000. This figure represented 140% of the estimated seven-year-olds in the population; obviously, most of the proper age cohort as well as a large number of overage children began primary school in 1974. In the three subsequent years, the initial enrollment was a smaller figure, representing only seven-year-olds, for the most part. At the beginning of the 1980-1981 school year, however, the figure is expected to jump again, since the Government has recently decided to lower the age of entry from seven to six years. In September 1980, therefore, most of the seven-year olds but also about 65% of the six-year-olds will be entering school. 3.02 The number of students completing primary school rose from 7,600 in 1977 to an estimated 35,000 in 1980, causing heavy pressure on the Government to expand secondary school places. The output of the primary school system in 1979 has already produced a sudden increase in enrollments in the first year of general secondary schools (from 3,000 to 5,500) and it is estimated that a further increase to 8,000 will take place in 1980 when the impact of the 1975 admissions to the first grade will be felt. Admissions in secondary level education are then expected to fall somewhat until 1985-1987. The Government has indicated that, in the future, 20% of the number of primary school leavers will be terminated, and the 80% shall be enrolled in post primary education, as follows: - in general secondary schools 24% - in technical secondary schools 14% - in vocational education 42% In 1978, of the 10,300 children completing primary school, 31% were terminated with the balance enrolled as follows: - entering general secondary school 53% - entering technical secondary school 8% - entering vocational school 8% From these figures it is evident that the Government will have considerable difficulty in implementing its policy for post-primary enrollments. Signifi- cantly, over twice as many students as intended proceeded to general secondary education, and only about a quarter of the number intended proceeded to technical and vocational education. Although the Government still publicly adheres to its stated policy, there seems to be a tacit understanding within the Government that general secondary school enrollments wil be expanded as quickly as resources permit and that the targets of 14% and 42%, respectively for technical education and vocational training, are quite unrealistic targets in view of the high capital costs involved and the shortage of qualified and well trained technical and vocational teachers. Consequently, an uncon- trolled expansion of general secondary school enrollments may take place.  - 6 - 3.03 Results from the recent manpower study financed under the IDA Third Education Project, indicate that shortages of craftsmen and technicians exist. Because the Government's de facto policy on secondary education appears to be at variance with its stated intentions, (para. 3.02) future expansion within the secondary education subsector should rcc2ive closer attention. The Government moreover, should be encouraged to proceed with the expansion of general secondary education in accordance with its ability to finance such expansion and should expand only based upon identified manpower needs (paras. 4.15 and 8.01 (e)). The Organization and Administration of the Education System 3.04 The MOE and the Ministry of Culture and Higher Education (MCHE) share responsibility for the formal education system and also for most non- formal education. The MOE is responsible for primary, secondary, technical and adult education as well as for primary teacher training, and to a certain extent, vocational training. Education planning is centralized, but the Government is in the process of delegating greater responsibility to the sixteen regional authorities. The MCHE is responsible for university level education, secondary teacher training, libraries, museums and other cultural institutions. In addition to these two ministries, several other ministries conduct limited training in specialized areas. 3.05 In 1972, the Latin script was officially adopted and Somali became the official language of the country; Arabic and English are the second and third languages. To facilitate these developments, an Academy for Somali Studies (renamed the Somali National Academy of Science and Arts) has been established the functions of which include research into the writing of the Somali language and revival of national culture. 3.06 The Curriculum Development Division (CDD) of the MOE's Department of Teacher Training and Curriculum Development is responsible for the develop- ment of curricula for primary and secondary education and primary teacher training. The CDD staff select, purchase, produce, and distribute textbooks for students and manuals for teachers. Books and booklets for nonformal education are produced by the National Adult Education Center (NAEC) and by the Women's Education Section of the MOE's Department of Nonformal Education. 3.07 Virtually, all printed educational materials are produced at the Ministry of Information's State Printing Agency (SPA). In addition to textbooks, the SPA prints office forms, government documents, newspapers, and a range of other printed materials required by the country. The Formal Education System 3.08 Primary education presently lasting six years is being increased to eight years at the beginning of the 1980-1981 school year. The medium of instruction is Somali. In 1978/79 there were nearly 264,000 students and about 8,140 teachers giving a student-teacher ratio of 32:1 which numerically is fairly generous, but in view of the relatively young, inexperienced and marginally trained teaching force is acceptable until the teachers become more mature and experienced.  - 7 - 3.09 Internal Efficiency and Access. Primary school enrollments repre- sented only 13% of the age group in 1973-1974 but increased to about 44% in 1978-1979. Progression rates are about 75%, which is average for a developing country. The projected number of children enrolled in primary education at the end of the next decade represents only about 65% of the estimated age group at that time. This is a reasonable goal, since it would be unfeasible to attempt to enroll a higher proportion, given Somalia's present situation with respect to the nomadic population. Participation rates reflect a range from almost 100% around Mogadiscio to 11% in remote inland areas. 3.10 Quality of Primary Education. The Government provides pupils with textbooks printed by the SPA. Pupils buy their own exercise books, pens, pencils, and other equipment. No provision is made for teacher aids other than chalk. Most rooms have a chalkboard, and teaching is confined to using the chalkboard and giving information orally, to supplement that in the textbooks. The lack of appropriate teaching aids is a serious handicap to effective teaching (para. 4.08). Primary school facilities vary from the large, well constructed multishift town schools to the small mud and wattle buildings in rural areas. Many of the smaller schools lack facilities for the full cycle of primary education. Responsibility for providing physical facilities is shared between the Government and local communities (who provide self-help). 3.11 Secondary Education. There are 36 general secondary schools in Somalia, enrolling 11,000 students (1978-1979) with 700 teachers. The student/teacher ratio of 16:1 was too low and uneconomic. However, the Government gave assurances that the student/teacher ratio had increased and will be maintained at 24:1 at least. Girls represent 24% of the enrollment. The total enrollment of 11,000 students represents 3% of the relevant age group. The rate of promotion from primary to secondary education has in- creased rapidly in recent years, with 53% of primary school leavers being promoted to secondary education in 1978-1979. The Government hopes to reduce this promotion rate to 40% by 1980 and to 24% in subsequent years. On the basis of this projection, there would be a trebling of enrollments from 1978-1979 to 1989-1990, from 11,000 to 33,000 (Annex 1, T-6). A surplus of secondary school graduates is likely to occur during the early 1980s and measures should be taken to relate enrollments to the Government's ability to finance such an expansion and should expand at this time only based on man- power needs (para. 4.15). 3.12 Internal Efficiency and Access. Quantitative efficiency at the secondary level is fairly high. Completion rates are close to 70%, and the general secondary examination pass rate in 1977 was 85% for boys and 80% for girls. The distribution of secondary level students between general and technical courses (Annex 1, T-7) indicates the strong preference for general secondary schools in spite of the Government-s stated policy to orient over twice as many students toward technical and vocational education than to general education (para. 3.02). General secondary schools only offer arts and sciences courses. Because of poorly trained science teachers, science  - 8 - teaching is largely ineffective. Community self-help and Government-built schools make no provision for practical courses in wood and metal work, home economics or arts and crafts, and it is not now Government policy to do so, though such facilities were provided in the 21 secondary schools built under the IDA F4rst and Second Education Projects (paras. 3.36-3.39). The desired development of technical and vocational training will be impossible without an extensive increase in the number of teachers and facilities. The increased numbers of pupils leaving primary school will inevitably result in more pressure for more places in secondary schools. The Government-s inability to provide more places in technical secondary and vocational education is already resulting in an over-high proportion entering general secondary schools (para. 3.18). 3.13 The standard of secondary school buildings is fairly good. New schools built by community effort, with Government assistance and under Government supervision, have adequate classrooms, some laboratory spaces, and a library. They have adequate classroom furniture, but apparently none have furniture or equipment in the science rooms. The distribution of secondary schools is very uneven. Most are concentrated around Mogadiscio and Hargeisa, with little provision in the nomadic regions and none in the new agricultural and fishery settlements. 3.14 Quality of secondary education. The Government is endeavoring to implement a policy of mass education, with 80% of children continuing some form of education or training after primary level (para. 3.02). Such a policy has considerable financial implications which appears not to have been assessed by the Government's planners, but it is becoming clearer to them that to maintain a high quality of post-primary education/training is beyond Government s present resources. Consequently, the more expensive types of education and training such as laboratory science, commerce, and industrial arts teaching, are receiving only marginal attention relative to academic subjects. As evidenced by examination results, the teaching of academic subjects is of a satisfactory standard, but teaching in other areas is of only marginal value. The teaching of laboratory sciences is less than adequate due largely to the lack of equipment and consumable materials (paras. 4.10 and 4.15). 3.15 Teacher education. The Halane Primary Teachers' College in Mogadiscio, was opened in 1976 and is the country's only primary teacher training college. Enrollment in 1978-79 was 2,856 students in two-year courses after primary level. To meet the urgent need for primary teachers, Halane operated two one-year accelerated courses in 1976-77 and 1977-78 and graduated about 4,000 students, and in addition, one-year courses in temporary accommodations were held in 1972 and 1975 which together graduated a total of 2,200 students. These 6,200 teachers form the backbone of the 8,100 primary teacher training force. The balance is made up mostly of untrained primary and secondary school leavers with a force of perhaps 500 who have been trained two years at the Lafole College of Education and the Hargeisa Primary Teacher Training College; neither one operates primary teacher training courses. Halane's present capacity is sufficient to meet projected needs for primary school teachers. To improve the quality of primary teachers, the MOE has programmed a substantial number of upgrading courses, assistance for which is included in the proposed project (para. 4.02).  - 9 - 3.16 Secondary school teachers are trained at the Lafole College of Education. The College is part of the university and is under the control of the MCHE. Originally operating a four-year course, of which one year was spent in teaching practice, it now gives only a two-year course with no teaching practice. Three of the present six science laboratories (origi- nally elementary school science labs) lack equipment. Total enrollment is about 1,000, with an effective annual output of around 450 teachers a year. However, more recently output has dropped to about 275 teachers p.a. Students are recruited from secondary school graduates who have completed national service and also from among employed primary school teachers. The experience of the latter group compensates to some extent for the lack of teaching practice. 3.17 Science subjects account for one quarter of the secondary school curriculum; yet half of the Lafole