Tanzania - Fourth Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 4 7 0 3 PROJECT COMPLETION REPORT TANZANIA FOURTH EDUCATION PROJECT (CREDIT 3 7 1-TA) S e p t e m b e r 1 5 , 1 9 8 3 E d u c a t i o n P r o j e c t s D i v i s i o n E a s t e r n A f r i c a R e g i o n a l O f f i c e This dwument 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 LIST OF ABBREVIATIONS CEC - Community Education Center CNE - College of National Education (primary teacher training college) MNE - Ministry of National Education PIU - Project Implementation Unit VTC - Vocational Training Center Government of Tanzania Fiscal Year July 1 - June 30 This document has a restricted distributionand may k used by recipientsonly in the performance of their official duties. its contents may not otherwise k disclosed without World Bank authorization.   PROJECT COMPLETION REPORT TANZANIA : FOURTH EDUCATION PROJECT TABLE OF CONTENTS Page No. Preface ............................................................... i Key Project Data ...................................................... ii Highlights ............................................................ i v I . SUMMARY AND CONCLUSIONS ..................................... 1 I1 . INTRODUCTION ................................................ 5 111 PROJECT BACKGROUND . .......................................... 5 Socio-Economic Characteristics .............................. 5 Development Strategy ........................................ 6 The System of Education ..................................... 7 Project Formulation ........................................ 10 Project Objectives ........................................ 11 Project Components .......................................... 13 I V. PROJECT IMPLEMENTATION ...................................... 14 Overview .................................................... 14 Project Management .......................................... 15 Sites ....................................................... 16 Professional Services ....................................... 16 Architectural Designs ....................................... 17 Construction ................................................ 18 Furniture ................................................... 19 Equipment ................................................... 19 Technical Assistance ........................................ 20 Covenants ................................................... 20 Bank Group Performance ...................................... 21 V. PROJECT COST AND FINANCING .................................. 21 Capital Cost ................................................ 21 Space Allocations ........................................ 22 V I. PROJECT OPERATING OUTCOME ................................... 22 Primary Teacher Training .................................... 22 Vocational Training ......................................... 24 Community Education Centers ................................. 28 The Study of Management Education and Training .............. 33 Health Education ............................................ 34  TABLE OF CONTENTS (Continued) Page No. Annexes Structure of Education, 1978 .............,..., .,.,,,,.. ,, 37 Tanzania Educational Pyramid - Comparative Data f o r Public Schools, 1961, 1971 and 1976..........,...,.,...,., 38 Time-Table f o r Primary Schools (proposed).,.,...,.,,..,.,. 39 Time-Tables f o r Grade I I I a and Grade I I I c , General Courses i n Colleges of National Education, 1980....,....., 40 Time-Table f o r the Various Grade I I I a Subject Options.,... 41 Role of Mwanza and Tanga VTCs Within the National Vocational Training Scheme ..............,.......,.....,.,. 42 Education Indicators f o r Mpunguzi, Mlowa Barabarani, Idifu and Mbabala CECs - Dodoma Region, 1978-81........... 43 Planned and Actual Implementation Schedule...,..,......,,. 47 Project Implementation Section ............................ 48 Comparative Analysis of Estimated and Actual Provided Capacity and Flow Areas i n Square Meters......,......,..., 49 School Building Cost Index .............,.....,.,,......., 50 Technical Assistance, Fellowships and Operational Costs t o the Project Unit (PIU) ............. 51 Summary of Total Project Costs by Category .........................,.,.,..,.. 52 Project Costs by Category of Expenditure Compared with Appraisal Estimates ..................,...........,....... 53 Schedule of Disbursements, i n US Dollars, 1974-81,,,,,,,,, 54 Comparative Analysis of Estimated and Actual Areas and Costs per Place i n Square Meters and T.Shs. ...,,..,.,.,., 55 Attachment I: COMMENTS FROM THE BORROWER .......................... 57  PROJECT COMPLETION REPORT TANZANIA FOURTH EDUCATION PROJECT (CREDIT 371-TA) PREFACE This is a Project Completion Report (PCR) on the Fourth Educa- tion Project i n Tanzania f o r which an IDA Credit of USS10.3 million equiva- l e n t was approved i n March 1973. The Credit was closed i n December 1980, 18 months l a t e r than anticipated and an undisbursed balance of US$100,000 was cancelled. The report has been prepared by the Eastern Africa Projects Department on the basis of a UNESCO mission which visited Tanzania i n April/May 1981 and a desk review. The draft Project Completion Report was sent t o the Borrower on October 5, 1982, and comments received i n January 1983 were taken into account by the Region i n revising the PCR. The Borrower's comments a r e reproduced as Attachment I. The Operations Evaluation Department did not undertake an audit of t h i s project.   KEY PROJECT DATA Fourth Education Project, Credit 371-TA Borrower : United Republic of Tanzania Executing Agency : Ministry of National Education Terms of Credit : Standard IDA Original Actual Kev Prolect Data: (US$l = T.Shs. 7.14) (US$1 = T.Shs. 8.23) Total Project Cost (T.Shs. millions) ..Overrun . US$ equivalent (millions) Underrun Credit Amount: in US$ millions 10,200 Cancelled: in US$ millions 0.1% Date physical components completed June 1982 (est.) Other Proiect Data: ~reparation/Appraisal June 1972 Credit Agreement - April 13, 1973 Effectiveness July 2, 1973 Closing Date June 30, 1978 Dec. 31, 1980 Final disbursement April 1978 April 17, 1981 Allocation of Total Project Cost by Category (US$ 000s) 1. Civil Works 10,369 (71%) 2. Furniture 538 ( 4%) 3. Equipment 1,107 ( 8%) 4. Technical Assistance 1,757 (12%) 5. Project Unit and Professional Fees 810 ( 5%) - 11 Estimated by PIU as of April 18, 1981.   - iii - 4 Br: 0 . a L 4J c - 6 0 , a u m 4J f 0 L L L d a4J4J4J6 C & c c c a J .vP) w P)x O U . 0 w 04J s d U d d d U 4J cO d a d * 0 d C u Q ) U U d a I k . x z x 8 g 8 E ~ ? 2 $ g L) d U] -Vim U S U O C U r ( N N c ( r l * r l L " ee. . . . 4J - t = ? = ? V I V I I n \ o b b c O a S h o \ O O c k PPbttykP-ybyyyyyq B O K -9 %l g ? 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"C?,dd;ddN;;;;dd& 0, d rld m u > c u 3 s a o o m u z 3Lls e 0\ CaJ E a u L 'n a2 + O U L l u o > t (d *a cn n o u aJW +, F d * PC; L o?, 5 22 ZCbtc-=fcnlnln3 + t - c B ) t C ~ b r n O g O t-A c .?-?$,\; $ 2 h \,5". h .a 0 r pL. a;; r $ 4 W i d > ?,>3n o 2 P, 3 a a a o hh ~ h ~ ~ O ~ Z ~ 2 Z ~ ~ m u m u Z 8 -9 4 4 4 < 4 4 4 4 < 9 4 4 5 4 4 4 5 d X RRdsaRd23;52;2%; Q) P a) 0 8 c P) 0 0 d (0 3 8 & ~ c r : c c ~ ~ ~ e n ~ ; c c c c c m m m o o o ~ o o o ~ o ~ o o o o ~ o o d O m d d d d 4 4 d 4 w 4 4 d d d d d d d Z d d 4 ~ m ~ ~ n a o a a m c 0 m a n ~ ~ m a ~ ? m % 4 ~ ~ ~ d d d d d d d d d d 4 d . ? 4 d d d % > > > > > > > ? > > , > > > * L ~ oL ~ ~a L L ~L L La L L ~M rL rL~L ~ m u ~ u ~ ~ ~ a~o ~ ~ a ~ a a a a a ~ a a ~ ~ a a a a u - r s 3 3 3 3 3 3 3 3 3 7 3 3 3 - a & m i f i m a n u 2 n m m ~ i i c n c n L 2 a m +   PROJECT COMPLETION REPORT TANZANIA FOURTH EDUCATION PROJECT (CREDIT 371-TA) HIGHLIGHTS The Credit Agreement f o r the Tanzania Fourth Education Project (Credit 371-TA) signed on April 13, 1973, provided for a credit of USS10.3 million equivalent t o (a) expand lower secondary education enrollment; (b) increase the number of primary school teachers a s well a s upgrade t h e i r qualifications, particularly i n mathematics and science; (c) r a i s e the out- put of s k i l l e d craftsmen for industry; (d) add t o the supply of doctors and provide supplementary training i n r u r a l health a c t i v i t i e s ; (e) establish community education centers f o r primary and adult education i n r u r a l areas; and ( f ) improve the country's management training system. During implemen- tation, the project was modified a s follows: (a) three general secondary schools were deleted because of cost overruns resulting from implementation delays and higher than expected inflation and (b) the original project closing date of June 30, 1978 was extended t o December 31, 1980. The Fourth Education Project was the f i r s t t o require a substan- t i a l Project Implementation Unit (PIU). The P1U's effectiveness was i n i t i a l l y slowed by the delay i n the provision of b i l a t e r a l technical assistance and the lack of preparation of some project components a s well as by t h e i r vari- ety and geographic dispersion. However, a s the PIU gained experience, its performance improved, especially i n l i g h t of such unforeseen constraints a s high inflation and the Ugandan war. I n terms of quantitative outcomes, with the exception of the Community Education Centers (CECs) and the in- service primary teacher training program, the r e s u l t s of the project were positive. The qualitative performance of the project has been l e s s good, particularly with regard t o the CECs, the Colleges of National Education (CNE) and the Vocational Training Centers (VTC) because, i n t e r -alia -9 of insufficient and inappropriate equipment, lack of maintenance, and delays i n the start-up of operations of some institutions. The health education part of the project appears t o be operating relatively successfully and the study of management training resulted i n improving the rationalization of t h i s system. With regard t o the Bank's performance, supervision missions tended t o be too short, inappropriately staffed, and attempted t o monitor too many project items without adequate s i t e inspection. Other points of special i n t e r e s t a r e a s follows: (a) lack of coordination between program development and the prepa- ration of equipment lists f o r the CNEs and the VTCs (para. 4.21); (b) d i f f i c u l t y of ensuring sufficient recurrent funding t o purchase raw materials f o r the workshops i n the CECs (para. 6.37); and (c> the success of the Bagamoyo Rural Health Center i n integrating practical r u r a l concerns i n t o formal health training (para. 6.54).   I - SUMMARY AND CONCLUSIONS Project Objectives 1.01 The principal objectives of the Project included: (i) the expansion of lower secondary education for the achievement of self-sufficiency in high and middle-level manpower needs in most areas by the mid-1980s; (ii) an increase in the production of primary school teachers in view of the objective of universal primary education; (iii) an in-service training program for the qualitative improvement of primary teachers, particularly in the fields of mathematics and science; (iv) an increased output of skilled craftsmen to meet the growing needs of industry; (v) an expanded supply of doctors and their supplementary training in rural health activities; (vi) the establishment of community education centers on an experimental basis to provide both primary and adult education to improve the social-economic viability of the cooperative (Ujamaa) villages; and (vii) a study to rationalize the management training system. Project Content 1.02 The Project as appraised consisted of the design, construction, furnishing and equipping of three general secondary schools, two pre-service primary teacher training colleges, two vocational training centers and eight community education centers. The Project also included the extension and supplementary furnishing and equipping of one in-service primary teacher training college, the Faculty of Medicine of the University of Dar es Salaam and the rural health center in Bagamoyo. Operational expenses for and supplementary furnishing and equipping of the Project Implementation Unit (PIU) were funded by the Project as were a total of about 49 man-years of technical assistance and 35 man-years of fellowships. In addition, a study of management training was to be carried out. However, during implementation the Project was modified as follows: (i) the three general secondary schools were dropped from the Project due to cost overruns as a result of implementation delays and higher than expected inflation; and (ii) the original Project Closing Date of June 30, 1978 was extended to December 31, 1980. Project Implementation 1.03 The Fourth Education Project was the first to require a substantial PIU. The development of this unit, especially the provision of substantial technical assistance from a bilateral donor, did not occur until several months after Credit effectiveness and even then did not become productive immediately. However, the PIU became in time an effective and efficient organization and was assigned by Government to implement additional  projects, including those funded by other donors. Implementation of t h e Fourth Education Project, however, suffered delays t h a t were never recovered. I n addition, project preparation was not a s advanced i n some areas a t appraisal a s it should have been; i n one case, the s p e c i f i c a t i o n of schedu'ss of accommodation was not completed u n t i l months a f t e r effec- tiveness. Project implementation a l s o suffered from t h e f a c t t h a t com- ponents were of such v a r i e t y and so geographically dispersed. However, given t h e commitment of Government and t h e Bank t o equity considerations and r u r a l development, t h i s dispersion w a s probably i n e v i t a b l e and w a s handled i n most cases with increasing effectiveness as t h e PIU gained experience. 1.04 The cost of the Project a t a p p r a i s a l was estimated a t US$ 14.6 million. Actual c o s t s were USS14.2 million o r about 2% lower than t h e appraisal estimate although t h e c o s t i n Tanzania S h i l l i n g s (T.Shs.) was 13%above appraisal due t o t h e appreciation of t h e US$. 1.05 Design and construction of project components was s a t i s f a c t o r y i n general, t h e exceptions being t h e Muhumbili Hospital and some of t h e Com- munity Education Centers (CECs). I n i t i a l design defects i n t h e school f u r n i t u r e provided t o t h e CECs were l a r g e l y overcome f o r other components such a s t h e Colleges of National Education (CNEs). The equipment provided t o t h e CNEs and t h e Vocational Training Centers (VTCs) was i n s u f f i c i e n t and i n some cases inappropriate, hampering t h e implementation of instruc- t i o n a l programs. To overcome these deficiencies, more equipment was provided under the Sixth and Seventh Education Projects. Technical assis- tance t o t h e health education component was s u b s t a n t i a l l y reduced although t h i s did not a f f e c t the r e l a t i v e l y s a t i s f a c t o r y outcome of t h i s project component. Project Operating Outcome 1.06 I n terms of t h e objectives and project content, a s s t a t e d i n t h e appraisal report and the Credit agreement a s compared t o a c t u a l outcomes, the project cannot be termed a complete success. Design of some components was inappropriate, technical a s s i s t a n c e provided by a b i l a t e r a l donor was slow i n becoming e f f e c t i v e , t h e PIU could have used more building inspec- t o r s and equipment lists were i n somecases not provided when needed. I n addition, a lack of coordination existed between equipment provision and construction and Bank supervision missions were o f t e n too s h o r t , inap- propriately s t a f f e d , and t r i e d t o supervise too many project components without s u f f i c i e n t a t t e n t i o n t o s i t e inspection. However, given t h e com- plexity of t h e p r o j e c t , t h e heavy workload imposed upon t h e PIU a s well a s unforeseen and unavoidable c o n s t r a i n t s (especially high i n f l a t i o n and t h e Ugandan war), it is probably remarkable t h a t t h e project outcome has been s a t i s f a c t o r y i n many instances. The ultimate impact of t h e project cannot be assessed properly a t t h i s point. To date, t h e r e s u l t s may be termed p o s i t i v e i n terms of q u a n t i t a t i v e outcomes with t h e exception of t h e CECs and t h e in-service primary teacher t r a i n i n g program (Bagamoyo). F i n a l evaluation of q u a l i t a t i v e outcomes would be premature a t t h i s time a s t h e  d e f i c i e n c i e s presented concerning t h e CECs, CNEs and VTCs have not yet been overcome. F i n a l l y , it would appear t h a t t h e r e s u l t s of t h e management study have already been unusually successful. 4.15 The provision of t h r e e new secondary schools i n order t o increase t h e output of Form I V graduates was cancelled due t o project c o s t escala- t i o n , a s well a s t o t h e a n t i c i p a t i o n t h a t other sources of financing could be found f o r t h i s type of project. 1.08 The two new CNEs have been operational f o r t h r e e years. However, due t o s t a f f shortages and t h e l a c k of appropriate equipment, t h e colleges have been unable t o o f f e r t h e prescribed program of s t u d i e s , o r t o promote a genuinely a c t i v e teaching-learning process. On t h e other hand, I n t e r n a l e f f i c i e n c y and e x t e r n a l productivity i n terms of q u a n t i t a t i v e outprut and subsequent employment, a r e s a t i s f a c t o r y . 1.09 The upgrading of primary school teachers i n t h e f i e l d s of mathe- matics and science a t t h e Bagamoyo CNE was not implemented when t h e UNESCO mission v i s i t e d Tanzania. Thus, t h e science l a b o r a t o r i e s and equipment had not been used. By agreement between t h e Government and t h e Bank, these courses were t o commence i n 1981182. Although t h e location of t h e program a t Bagamoyo was considered advantageous a t t h e time of a p p r a i s a l , a recent Government report s t a t e s t h e contrary, a t l e a s t i n terms of t h e on-going courses i n educational management. 1.10 A s with t h e CNEs, t h e i n t e r n a l e f f i c i e n c y and external productivity of t h e two new VTCs have been s a t i s f a c t o r y and contributed s u b s t a n t i a l l y t o t h e n a t i o n a l output of s k i l l e d labor. On t h e o t h e r hand, i n s u f f i c i e n t , and i n some cases, inappropriate equipment has hampered t h e implementation of t h e i n s t r u c t i o n a l program a s i n t h e case of t h e CNEs. 1.11 The experimental program i n formal and non-formal education through t h e CECs has only been p a r t i a l l y successful t o date. The programs of adult education have not been conducted a s planned i n some of t h e four opera- t i o n a l CECs. I n t h i s connection, four of t h e CECs have yet t o become operational. Furthermore, t h e r e a r e s e r i o u s maintenance problems a t the CECs. The l o c a t i n g of a l l e i g h t of t h e CECs i n one p a r t i c u l a r region of t h e country was questionable given t h e experimental nature of t h e program. This would be i n contradiction with paragraph 1.03 above ( t h e problem of geographical dispersion) unless some of t h e CECs had been located c l o s e t o other f a i r l y a c c e s s i b l e project items t o f a c i l i t a t e supervisory coverage. I n any case, it appears t h a t t h e Government i n s i s t e d upon l o c a t i n g a l l t h e CECs i n t h e Dodoma region. F i n a l l y , it should be recognized t h a t t h e c o s t s involved i n t h i s item p r o h i b i t its generalization. 1.12 The h e a l t h education element appears t o be operating r e l a t i v e l y successfully although t h e non-completion of t h e two operating t h e a t r e s a t t h e Muhumbili Hospital has reduced t h e e f f e c t i v e n e s s of t h e i n s t r u c t i o n a l  program. Perhaps more important, it is reported that the conduit of elec- trical wires has not been properly installed and may jeopardize the reli- able functioning of instruments and equipment. 1.13 The improvement of the management training system as a result of the recommendations of the management training study appears to have been achieved. Thus, the component is considered to be very successful in meeting the objective of the rationalization of the system. Recommendations 1.14 Government should closely monitor the utilization of science laboratories and equipment at the Bagamoyo CNE and the problems of staff shortages and lack of appropriate equipment at the two new CNEs and, in the case of equipment, at the VTCs. 1.15 The CECs have clearly failed as a general solution to formal and non-formal education because, inter alia, of high costs but other experi- ments should be tried in this area as the need remains. It appears thus far that the self-help aspect of the CECs has not been successful either with regard to construction or maintenance; the reasons for this should be evaluated and appropriate action taken especially with regard to urgent maintenance problems. 1.16 The deficiencies in the operating theatres of the Muhambili hospi- tal, especially the electrical services, should be examined as soon as possible so that remedial action can be taken. Lessons Learned 1.17 Project preparation was in some instances not well advanced at appraisal suggesting that in the future appraisal should exclude items not well prepared if there is a risk that preparation will not be accelerated early in project implementation. 1.18 The project required a significant strengthening of the PIU which was largely beyond the control of the Bank or Government since expatriate technical assistance was provided by a bilateral source. The Bank might have anticipated such a problem and taken a more aggressive approach to resolving it during project preparation. 1.19 In addition, the PIU suffered from its low administrative position; while it is a sensitive point, the Bank might have been more persuasive in its efforts to convince Government that the PIU should have been given the equivalent of departmental status due to its heavy responsibilities in project planning and implementation.  1.20 While the PIU has in most cases performed well, especially with regard to the hardware components of the project, it has been less success- ful with software; additional assistance is needed especially in the evaluation, procurement, and installation of equipment and furniture. I1 - INTRODUCTION 2.01 This com~letionreport is based on the findings of a UNESCO mission which visited Tanzania in ~~ril/May1981 with the final report prepared in November 1981. The mission attempted to determine how the project was executed as compared with appraisal estimates and to analyze the impact on education and manpower development of project institutions. The methodology employed by the UNESCO mission included an analysis of World Bank and Government reports and correspondence, interviews with Government and Bank personnel and visits to all project sites. The UNESCO report was completed by a desk study of the project by Bank staff. This report repre- sents the views of the World Bank. 111 - PROJECT BACKGROUND Socio-Economic Characteristics 3.01 Tanzania has a land area of 965,100 sq.km., some 18 million people (1980) and a population of about 19 inhabitants per sq.km. (Kenya +/- 19, Uganda +/- 51). Most Tanzanians live on family smallholdings in Ujamaa villages in rural areas with only 13 per cent living in urban areas. The population growth rate is 3.4% per annum and the GNP per capita was estimated at US$260 in 1980. Life expectancy averages 50 years and about 46% of the population is less than 15 years of age. Kiswahili is the national language and the medium of instruction in the primary schools. English is the medium in the secondary schools. 3.02 Some 90% of the total labor force works in agriculture, most in subsistence farming. About 10% of the total labor force is in the slowly growing wage employment sector; over two-thirds of the primary school leavers every year must seek a livelihood in the rural sector. On the other hand, there is a shortage of local skilled manpower. In 1969 when a comprehensive survey was carried out, Tanzanian citizens occupied only 34% of the posts requiring university or equivalent education and 85% of those requiring secondary education. 3.03 Agriculture, the main source of income and foreign exchange earn- ings, contributes 54% of Tanzania's GDP and 69% of its commodity exports. Manufacturing, mining, construction, transport and communications together account for 19% of GDP while public utilities, commerce, finance, govern- ment and other services account for 27%. Efforts to promote manufacturing  have not a s yet yielded s i g n i f i c a n t r e s u l t s ; growth of t h e economy depends heavily upon agriculture. Development Strategy 3.04 The Arusha Declaration of 1967 defines t h e broad aims of Tanzanian development: t o c r e a t e a s o c i a l i s t economy and s o c i e t y devoid of t r i b a l privilege and economic exploitation and t o achieve rapid economic growth i n order t o improve the material and s o c i a l well-being of t h e mass of t h e population. Foundations f o r socialism and f o r economic growth a r e t o be established i n t h e r u r a l s e c t o r and s t r i c t p r i o r i t y is t o be given t o r u r a l development. The s t r a t e g y f o r achieving these aims c a l l s for: ( a ) reduc- t i o n of i n e q u a l i t i e s i n t h e d i s t r i b u t i o n of income; ( b ) public ownership and control of a l l major companies and firms; ( c ) modernization of agricul- t u r e and reduction i n t h e s i z e of t h e subsistence sector; and (d) growth of manufacturing mainly t o support r u r a l development. 3.05 I n conjunction with o t h e r measures, a more equitable d i s t r i b u t i o n of income i s being sought through wage and p r i c e controls and by heavy taxes on higher income groups. The Government now owns o r controls nearly a l l important enterprises. P r i v a t e investment has declined sharply and many foreigners, a s u b s t a n t i a l number of whom were managers, have l e f t t h e country. A s a r e s u l t , t h e shortage of managerial personnel f o r t h e public and p a r a s t a t a l s e c t o r s has been aggravated. 3.06 Reorganization of t h e r u r a l s e c t o r on a cooperative basis is progressing; inhabitants of dispersed hamlets a r e moving i n t o Ujamaa v i l - lages, forming multipurpose a g r i c u l t u r a l cooperatives which would advance, a f t e r a period of Government assistance, t o f i n a n c i a l self-sufficiency. It i s reported that the number of Ujamaa villagers has now increased t o 13 million, o r about 90% of Tanzania's e n t i r e r u r a l population. An array of learning services, e.g.. a g r i c u l t u r a l extension, community development, adult l i t e r a c y , c r a f t , health and n u t r i t i o n t r a i n i n g , has been extended t o improve t h e villager's s k i l l s and c a p a b i l i t y f o r earning h i s livelihood and t o enable t h e primary school leaver t o c r e a t e opportunities f o r self-employment - i n s h o r t , t o develop r u r a l "self-reliance". 3.07 Development planning provides f o r d i r e c t i n g i n d u s t r i a l investments t o designated growth centers i n t h e i n t e r i o r , which a r e t o a c t a s c a t a l y s t s f o r r u r a l development by generating demand f o r r u r a l goods, employing l a b o r from adjacent areas, processing l o c a l products and supplying consumer goods t o l o c a l populations and some material inputs f o r agriculture. New invest- ment i n manufacturing has r i s e n s u b s t a n t i a l l y and much of it has been directed t o Mwanza, Tanga, Moshi and Arusha, which have become major regional growth centers. However, t h e shortage of s k i l l e d labor continues t o be a constraint of t h e growth of manufacturing output.  The System of Education 3.08 The emphasis of t h i s d e s c r i p t i o n of t h e system is upon t h e types and l e v e l s of formal and non-formal education and t r a i n i n g pertinent t o t h e Fourth Education Project. Aspects of primary, secondary and primary teacher education a r e b r i e f l y covered, followed by vocational t r a i n i n g and a d u l t education i n t h e Community Education Centers (CECs). 3.09 The general education system c o n s i s t s of seven years of primary education (Standards I-VII), four years of lower secondary (Forms I-IV), and two years of upper secondary (Forms V-VI). After t h e primary l e v e l , t h e r e a r e various types of t e c h n i c a l and teacher t r a i n i n g courses. The s t r u c t u r e of t h e system is presented i n Annex 1. 3.10 Comparative enrollment d a t a i n d i c a t e t h e rapid expansion of primary education due t o t h e policy t o reach universal primary education as soon a s possible (Annex 2). I n 1980, primary school enrollment w a s reported a s 3,367,674 which represents a gross enrollment r a t i o of t h e 7-13 old age-group of 96.5% and a net r a t i o of 70.7%. A t t h e secondary l e v e l , enrollments grew rapidly i n t h e public schools between 1961 and 1975 but stagnated t h e r e a f t e r due t o f i n a n c i a l c o n s t r a i n t s , p a r t i a l l y because of t h e c o s t l y student boarding t r a d i t i o n . Due t o s o c i a l demand, t h e s l a c k w a s taken up by t h e increase of p r i v a t e schools. Secondary School Enrollment Trends 1 1961 1 1975 1 1980 1 I 1I----_--____--____------___------- I I I I I I 1I ---------- Forms I-IV 1 I I I I I I I I I I I I 1 - Government 1 11,420 1 34,553 1 35,855 1 1 - Private 1 1,500 1 14,631 1 25,227 1 I I I I I 1 Forms V-VI I I 1 I 1 - Government I 412 1 3,774 1 4,005 1 I - Private I n . a . 1 189 1 n.a 1 3.11 The time-table of t h e primary school is reported t o remain 'over 40 periods per week, but under t h e consolidation of education programs, it is envisaged t h a t t h i s w i l l soon be reduced (Annex 3). This is important i n terms of t h e time-tables of t h e colleges of n a t i o n a l education (CNEs: primary teacher t r a i n i n g colleges) which a r e a l s o over-loaded. According t o Ministry of National Education (MNE) o f f i c i a l s , u n t i l t h e former time-table is reduced, those of t h e CNEs must remain as they a r e (Annexes 4 and 5).  3.12 I n 1980/81, t h e t o t a l number of primary school teachers was 81,266 including 22,922 (28%) student-teachers t r a i n i n g on-the-job under t h e Distant Learning Program (DLP). These student-teachers a r e primary school graduates who enter i n t o teaching without any professional tLaining. After t h r e e years(1) of in-service t r a i n i n g while teaching part-time, t h e stu- dent-teachers qualify a s Grade IIIc teachers. It is reported that about 24% of t h e 1980/81 t o t a l teaching s t a f f were graduates of Form I V o r above with professional training. 3.13 Currently there a r e two pre-service programs f o r the t r a i n i n g of primary school teachers. The Grade I I I a course e n t r a n t s a r e Form I V graduates who, a s of 1981, receive two years of t r a i n i n g instead of one. The Grade I I I c course e n t r a n t s a r e primary school graduates receiving t h r e e years of t r a i n i n g instead of two, a l s o a s of 1981. 3.14 There are 36 CNEs with one (Bagamoyo) devoted e n t i r e l y t o in-service training. The o t h e r s have provided pre-service education f o r Grade I I I a o r Grade I I I c students, o r both. I n addition, some CNEs offered in-service t r a i n i n g courses. Under a reorganization plan, t h e number of pre-service CNEs w i l l be reduced s i n c e 12 of t h e largely c-type CNEs a r e t o be converted i n t o full-time in-service t r a i n i n g i n s t i t u t i o n s . This would seem t o imply an increase of participants i n the DLP with a decrease i n the annual production of IIIa and I I I c teachers, p a r t i c u l a r l y since each of t h e latter courses has been lengthened by one year. I f the plan is c a r r i e d out, the need f o r new pre-service CNEs would appear t o be necessary. 3.15 Enrollments i n t h e t h i r t y - f i v e CNEs t o t a l l e d 11,357 i n 1980/81 of whom 10,490 were being trained as primary school teachers with t h e remain- ing being prepared as teachers f o r t h e lower secondary l e v e l o r f o r home economics. Enrollment s t a t i s t i c s are confused by t h e f a c t t h a t t h e dura- t i o n s of t h e Grades I I I c and I I I a courses have recently been lengthened t o t h r e e and two years, respectively, and t h a t t h e school years of t h e two courses are not concurrent ( I I I c : January-November; IIIa: July t o May of t h e following year). 3.16 Enrollments i n May 1981 f o r t h e two project pre-service CNEs, Mtwara and Tukuyu, were 316 and 431 respectively, i n both a-and c-type courses. Enrollments at both CNEs a r e l i k e l y t o reach planned capacity (480 student places) i n t h e near f u t u r e since a t h i r d year of residence has been added t o t h e former two-year Grade c course, and a second year t o t h e previously one-year Grade a course. This is l i k e l y t o lead t o a shortage of teaching f a c i l i t i e s unless t h e r o t a t i o n scheduling system is introduced and a maximum use of specialized f a c i l i t i e s f o r general courses is included. 1. In the third year, the student-teachers spend s i x weeks i n residence at a CNE.  3.17 The National Vocational Training Scheme operates under the close collaboration of Vocational Training Centers (VTCs) and the industrial sector. This was formalized in 1974 with the adoption of the National Vocational Training Act establishing the National Vocational Training Council which includes representatives of employers, employees and the Government. 3.18 Vocational training operates under the responsibility of the Divi- sion of Vocational Training (DVT) of the Ministry of Labor and Social Welfare. Vocational training consists of basic training of one year fol- lowed by three years of in-plant training under an apprenticeship contract. Trainees sit for trade tests after (a) the first year of in-plant training (Grade 111), (b) the second year (Grade 11), and (c) the third year (Grade I). In addition, on-the-job trainees without an appreticenship contract can prepare for the trade tests by attending evening classes in the VTCs. There are three VTCs, one at Dar-es-Salaam and the two project centers located at Mwanza and Tanga. Enrollments are given in Annex 6. 3.19 An interesting pilot project component consists of eight CECs established in the Dodoma region. The underlying principle is to make the CECs the focal point of a Ujamaa village(2) thus integrating formal and non-formal education programs as well as providing basic services such as health, community development, agriculture and administrative services. 3.20 In terms of formal education, the CECs offer primary education (Standards I-VII) with a program similar to those of other primary schools but with more emphasis upon vocationally-oriented activities in the areas of agriculture, carpentry, masonry, tinsmithery and handicrafts. The non-formal adult education program includes the above areas of ski1.ltrain- ing as well as literacy courses. Enrollments in the four completed CECs are given in Annex 7. 3.21 The Faculty of Medicine of the University of Dar-es-Salaam began medical training in 1969 using the clinical facilities at Muhumbuli Hospi- tal and classrooms previously used by the Medical Assistants School. The intake of medical students for the five year M.D. degree was 30-35 annually which was insufficient for the country's needs especially since the train- ing of doctors abroad was often unsuccessful and inappropriate. Govern- ment's decision to double the output of doctors from the Faculty of Medicine was justified but required more adequate facilities for clinical 2. A Ujamaa (family) village consists of a collective society developed under the concepts of self-reliance and socialism and rural development. Scattered rural families are brought together to operate as a self-reliant economic unit. This collectivity also facilitates the provision of social services. A village committee is responsible for the operation of the local CEC.  training, particularly for training in community health, and additional a p p r o p r i a t e l y t r a i n e d f a c u l t y . In addition to the training of doctors, an expansion of the Faculty of Medicine and community health facilities would improve training of assistant medical officers, nurses and other medical auxiliaria, who would benefit from working in close association, a valuable experience for their future employment as members of rural medical aid teams. In addition to increasing the quantity of Tanzanian medical person- nel, the project component attempted to make medical training more relevant to the health needs and the health care system in Tanzania by improving the curriculum and facilities for teaching notably in rural health and com- munity medicine. Project Formulation 3.22 Of the first three Education Projects, the First (Credit 45-TA) was signed in December 1963 and provided USS4.6 million for the expansion of general secondary education. The Second (Credit 149-TA), signed in May 1969, consisted of USS5.0 million for general secondary education, the expansion of primary teacher training and the Dar-es-Salaam technical college. The Third (Credit 232-TA), signed in February 1971, provided USS3.3 million for the expansion of agricultural training. 3.23 The World Bank appointed the Overseas Liaison Committee (OLC) of the American Council on Education to review the formal and non-formal education sectors in Tanzania and to identify project items suitable for Bank financing in a Fourth Education Project. The OLC team of seven mem- bers visited Tanzania in June/July 1971 and its report entitled: Tanzania - A Nation-Wide Learning System was submitted to the Bank in November 1971. In addition to reviewing the various aspects of education and training and proposing project items for financing, the OLC report paid particular attention to the development of an integrated learning system in Tanzania. 3.24 In January 1972, a Bank reconnaissance mission discussed the OLC report with the Tanzanian Government. The Government indicated that it was broadly in agreement with the conclusions and recommendations of the report. Priorities for possible Bank assistance were discussed and it was agreed that the following items would be included in project preparation and appraisal: (a) two new primary teacher training colleges (CNEs); (b) extension of facilities at the Bagamoyo CNE to provide for primary in-service teacher training; (c) equipment for fifteen existing primary teacher training colleges for teaching practical subjects; (d) four new diversified secondary schools; (e) extensions to the Dar-es-Salaam technical college;  ( f ) two new vocational t r a i n i n g centers; (g) expansion of t h e faculty of medicine; (h) ten-fifteen model primary schools (CECs); and ( i ) t h e design of a r u r a l learning system and preparation of a master plan f o r para-medical training. The follow-up letter from t h e Bank s t a t e d that financing of t h e proposed model primary schools would depend on agreement being reached between t h e concerned Government ministries regarding coordination. 3.25 The project was prepared(3) and appraised by a Bank mission i n June-July 1972. The appraisal mission recommended the following changes t o t h e project items identified: (a) further extensions t o the Dar-es-Salaam technical college should be postponed u n t i l extensions under Education I1 had been completed, particularly i n view of under-staffing and poor management a t the college; (b) i n t h e absence of any inventory, additional equipment f o r the f i f t e e n existing primary teacher t r a i n i n g colleges could not be j u s t i f i e d ; ( c ) only three new secondary schools could be j u s t i f i e d on the basis of Development Plan manpower projections; (d) based on the lack of agreement between Government ministries on coordination and joint a c t i v i t i e s , t h e mission recommended the provision on a p i l o t basis of eight CECs i n t h e Dodoma Region deferring t h e study t o design a r u r a l learning system; ( e ) the para-medical study should not be included since SIDA was interested i n financing t h i s study. Project Objectives 3.26 A s stated i n the appraisal report, t h e project was designed t o further the following objectives of t h e Tanzanian educational strategy although not necessarily within t h e time frame targeted by the Government: 3. Preliminary preparation f o r t h e f i r s t eight items was conducted l o c a l l y before t h e June-July 1972 preparation/appraisal mission.  (a) t o give every child a primary education a s soon a s the financial circumstances of the Government permit, then planned f o r 1989; (b) t o provide vocational training so a s t o achieve self- sufficiency a t a l l s k i l l levels of the economy by 1980; (c) t o provide secondary, technical and university education only t o the extent justified by the estimated manpower requirements of the economy; and (d) t o bring programs of non-formal education, on a continuing basis, within reach of the population, particularly i n r u r a l areas. The proposed project would a s s i s t i n the realization of these goals by providing additional f a c i l i t i e s f o r primary teacher training, expanding secondary education and vocational training, developing the Faculty of Medicine a t the University of Dar-es-Salaam, and by introducing experimen- t a l community education centers i n t o selected Ujamaa villages which would offer both primary and adult education.  Project Components 3.27 The appraisal report recommended the following project items: ( a ) Construction, f u r n i t u r e and equipment for: 1 I Additional I Staff I I I Student I Boarding I Housing 1 1 1 ---------- Places I I 1 --------- Places I -------- Units I1 I I I 1 - 3 general secondary schools I 1 - 2 pre-service primary teacher 1 training colleges I I - extension t o 1 in-service ( primary teacher t r a i n i n g I college I 1 - 2 vocational training centers I 1 - 8 community education centers I I- extensions t o the Faculty of 1 Medicine, University of 1 Dar-es-Salaam and the I Bagamoyo Rural Health Center I I 1 TOTAL I (b) A t o t a l of 49 man-years of technical assistance and 35 man-years of fellowships f o r ( i ) s t a f f development a t t h e Faculty of Medicine; ( i i ) a study of needs f o r development and coordination of management t r a i n i n g program; and ( i i i ) t h e strengthening of t h e Project Implementation Unit (PIU). 3.28 The project was negotiated i n February 1973 and agreement was reached between the Government and t h e Bank Group without further substan- t i v e change. The only s p e c i a l condition of effectiveness was the appoint- ment of a Project Coordinator t o head t h e PIU. By l e t t e r of June 18, 1973, the Ministry of Education advised t h e Bank of t h e appointment of t h e  Project Coordinator and the project was declared effective on July 2, 1973, ten days e a r l i e r than the effectiveness date specified i n the Credit Agree- ment. 3.29 It should be noted that the procedures for project formulation included the telescoping of the preparation and appraisal a c t i v i t i e s . This short-cutting may have resulted i n a less thorough and specific project formulation than is normal, contributing t o the problems of implementing the project i n terms of t i m e delays, cost overruns, and t o qualitative shortcomings i n certain project components such a s inadequate curriculum development and the provision of inappropriate equipment.(4) I V- PROJECT IMPLEMENTATION Overview 4.01 The planned and actual implementation schedule (Annex 8) shows that the completion of every component i n the project extended beyond the planned period and that f i v e have yet t o become f u l l y operational.(5) Some causes of the d i f f i c u l t i e s of implementation were unavoidable. Some of the problems of implementation could have been avoided i f the project had focused upon fewer sectors with the components less dispersed throughout the country. Given the commitment of Government and the Bank t o equity considerations and t o r u r a l development, however, it is questionable whether, for example, more intensive preparation would have resulted i n l e s s dispersion of the project components. Delays i n staffing the expanded PIU with b i l a t e r a l technical assistance certainly contributed t o the extended duration of the project. Further, many of the supervision m i s - sions (see the Basic Data) were of too short duration and inadequately staffed t o f a c i l i t a t e the implementation process. I n addition, supervision was sometimes combined with identification, preparation and appraisal a c t i v i t i e s as w e l l a s coverage of e a r l i e r and l a t e r projects which com- pounded t h i s problem. 4. For example, a t appraisal time the VTC component was still ill defined. No consensus was reached as t o what trades the two VTCs should offer, how the VTCs would be used when i n operation, or what the interrelationship between theory and shop practice would be. In f a c t , whereas the Credit became effective i n July 1973, as l a t e a s November 1974 - that is, some 16 months a f t e r Credit effectiveness - there was an exchange of correspondence between the Bank and the PIU a s t o the schedule of accommodation. 5. The Muhumbili Teaching Hospital and the CECs a t Huzi, Mondo, Bereko and Mkoka.  4.02 On t h e o t h e r hand, t h e UNESCO mission w a s impressed with t h e thorough manner i n which records a r e maintained i n both t h e PIU and t h e World Bank's Regional Office i n Nairobi. These records i n d i c a t e i n general t h a t t h e problems of implementation were r e a l i s t i c a l l y i d e n t i f i e d and t h a t e f f o r t s t o resolve them were c o n s i s t e n t l y pursued i n s p i t e of t h e heavy workload imposed upon both u n i t s . 4.03 I f viewed s t r i c t l y from t h e standpoint of t h e a p p r a i s a l report and Credit Agreement, t h e implementation of t h e project cannot be termed an unqualified success. Financial c o n s t r a i n t s and c o s t overruns due t o long delays and higher than a n t i c i p a t e d i n f l a t i o n l e d t o t h e t h r e e secondary schools being dropped from t h e project. Certain covenants have yet t o be m e t . Further t h e r e e x i s t o t h e r negative aspects concerning p r o j e c t implementation such a s t h e following. It is reported that inappropriate building m a t e r i a l s a r e l i k e l y t o reduce t h e l i f e of t h e physical f a c i l i t i e s at some of the CECs i f there is no regular maintenance. Five project i n s t i t u t i o n s have y e t t o become f u l l y operational. The equipment provided t o c e r t a i n i n s t i t u t i o n s such as t h e CNEs and VTCs was i n s u f f i c i e n t and i n some cases inappropriate. I n one CNE t h e f u r n i t u r e and equipment were inappropriately d i s t r i b u t e d throughout t h e teaching f a c i l i t y due t o t h e lack of layout plans and project supervision. Two CNEs a r e still under- s t a f f e d a f t e r t h r e e years of operation and one cannot o f f e r t h e prescribed program of studies. 4.04 On t h e o t h e r hand, and a s noted above, t h e v a r i e t y and dispersion of t h e project components rendered implementation d i f f i c u l t . To t h i s inherent problem, one must add those which could not be a n t i c i p a t e d o r avoided. F i n a l l y , it should be noted t h a t some of t h e equipment deficien- c i e s i n t h e Fourth P r o j e c t a r e being supplied under t h e S i x t h (VTCs) and t h e Seventh (CNEs) World Bank Education Projects. Project Management 4.05 The PIU was established under t h e Second Education P r o j e c t which became e f f e c t i v e i n 1969. During t h e e a r l y years, most of t h e design work and t h e supervision of c o n t r a c t o r s was contracted out t o p r i v a t e consult- ants. With t h e commencement of t h e Fourth P r o j e c t i n 1973, PIU's respon- s i b i l i t i e s were g r e a t l y expanded. These increased r e s p o n s i b i l i t i e s neces- s i t a t e d a s u b s t a n t i a l t e c h n i c a l a s s i s t a n c e input which was eventually provided by DANIDA. However, t h e team a r r i v e d i n January 1974, some s i x months a f t e r t h e e f f e c t i v e d a t e of t h e Credit and its e f f o r t s were s o diffused during t h e f i r s t t e n months of service, t h a t t h e implementation of t h e project was thereby delayed. 4.06 The current s t r u c t u r e of t h e PIU is provided i n Annex 9. Under t h e Project Coordinator, t h e r e a r e four major sections: building, procure- ment, accountancy, and administration. Expatriate technical a s s i s t a n c e  t o t a l s 26, with 24 working i n t h e Building Section.(6) One problem was t h e shortage of e x p a t r i a t e and n a t i o n a l building inspectors during most of t h e construction stage. Currently t h e PIU is responsible f o r about 169 p r o j e c t s funded by several i n t e r n a t i o n a l and b i l a t e r a l sources a s well a s f o r a l a r g e program of school maintenance. 4.07 This rapid growth of r e s p o n s i b i l i t y and consequently of s t a f f has l e d t o bureaucratic problems. According t o one recent supervision report,(7) t h e Project Coordinator has t o go through t h r e e administrative l e v e l s t o o b t a i n a decision from t h e P r i n c i p a l Secretary. I n t h i s regard, d i f f i c u l t i e s are reported i n t h e recruitment and r e t e n t i o n of .qualified national technicians due t o a l a c k of f l e x i b i l i t y i n t h e system of rewards and promotion. - S i t e s 4.08 The s e l e c t i o n and procurement of sites apparently d i d not con- s t i t u t e a major problem, although t h r e e of those o r i g i n a l l y s e l e c t e d f o r the CECs were changed. 4.09 Concerning t h e experimental, p i l o t CEC program, it might have been b e t t e r i n t h i s case t o r i s k t h e problems associated with dispersion and t o l o c a t e some CECs i n regions with varying economic and environmental c h a r a c t e r i s t i c s r a t h e r than e s t a b l i s h them a l l i n t h e same area with t h e same c h a r a c t e r i s t i c s . Commenting on t h i s PCR, t h e Borrower made t h e same point. However, t h e concentration of a l l e i g h t CECs i n one region was s p e c i f i c a l l y requested by Government. Government f e l t t h a t with its own commitment t o t h e development of Dodoma and t h e r e l a t i v e l y strong commitment of Dodoma l o c a l a u t h o r i t i e s and communities t o t h e idea, a well-supported l o c a l network of CECs had a b e t t e r chance of taking r o o t and forming an example f o r r e p l i c a t i o n elsewhere. The a p p r a i s a l mission having v i s i t e d Dodoma accepted t h i s l i n e of thinking. Professional Services 4.10 Consultant a r c h i t e c t s were appointed f o r t h e medical education project components i n J u l y 1973. The designs produced by t h e consultants a r e considered appropriate, but problems developed during t h e construction phase with t h e r e s u l t t h a t t h e two new operating t h e a t r e s a t t h e Muhumbili Hospital a r e not yet i n use. The site supervision by t h e h o s p i t a l consult- a n t a r c h i t e c t s has been l e s s than s a t i s f a c t o r y . The consultants employed a very competent mechanical and e l e c t r i c a l consultant full-time i n t h e i r Dar-es-Salaam o f f i c e u n t i l about April 1979. The d e t a i l e d design and s p e c i f i c a t i o n of t h e mechanical and e l e c t r i c a l engineering had been prepared by t h e consultants and it was p a r t of t h e i r r e s p o n s i b i l i t y t o supervise it t o s a t i s f a c t o r y completion. During the l a s t two years t h i s s p e c i a l i s t supervision has been one v i s i t every s i x months o r SO, although Bank s t a f f and PIU had repeatedly complained t h a t t h i s was not s u f f i c i e n t l y 6. The number v a r i e s from time t o time due t o departures and a r r i v a l s of experts. The t o t a l s t a f f is reported t o be over 80. 7. Report of October 17, 1979, Annex l ( c ) . This l e t t e r t o t h e Commission of National Education suggests t h a t t h e PIU be given a more autonomous s t a t u s such a s a department. No a c t i o n has been taken i n t h i s regard.  frequent. The Bank a l s o recommended t h e replacement of t h e e l e c t r i c a l i n s t a l l a t i o n sub-contractors, and and t h i s transpired i n February 1981. The general contractor had objected but l a t e r accepted under protest. The new i n s t a l l a t i o n contractor found t h a t v i t a l switch gear and other special- ized e l e c t r i c a l items were needed before e i t h e r the l i g h t i n g or the air-conditioning could be completed f o r the two operating theatres. The consultants offered i n February 1981 t o obtain a l l of these items i n Europe and t o a i r f r e i g h t them out. The Bank agreed but apparently the Tanzanian Treasury refused t o sanction t h i s unorthodox procedure e a r l y i n May 1981. The s i t u a t i o n is now a stalemate. 4.11 I n order t o make up f o r l o s t time, since t h e PIU was working on t h e f i r s t three projects a s w e l l a s t h e fourth, another consultant a r c h i t e c t firm was appointed f o r t h e Bagamoyo in-service CNE i n May 1974. These consultants finished t h e i r work within the contract period; t h e i r perfor- mance was very satisfactory. Architectural Designs 4.12 During the development of design drawings there were a number of changes from t h e brief described i n the appraisal report and working papers, some of them q u i t e fundamental. These a r e described i n t h e foot- note t o Annex 10. The only post contract changes of any significance were the two CNEs i n November 1979 where e x t r a expenditure, approved by the Bank, appears w e l l justified. 4.13 During 1974, a major design problem arose i n t h a t the building cost index rose dramatically due t o the o i l price increases and the r e s u l t a n t world-wide i n f l a t i o n (Annex 11). The Bank wrote t o the PIU i n December 1974 recommending complete replanning of a l l project i t e m s t o save money and thus t o avoid the elimination of e n t i r e buildings from the project. The PIU was urged t o re-examine every element of its design and compare costings of various material specifications. Early i n 1975 during a super- vision mission, it w a s agreed t o omit from t h e project t h e three secondary schools and t o reduce a s necessary the contribution of t h e Credit t o medi- c a l fellowships so a s t o keep expenditure within bounds. Further c u t s a t t h i s stage would have been necessary had it not been f o r t h e use of stand- ardized buildings. 4.14 I n t h i s l a t t e r connection, while t h e main body of the DANIDA team was being recruited, a small group of Danish a r c h i t e c t s already i n t h e PIU was designing a standardized system of building construction f o r t h e eight CECs. The systems was developed and extended f o r t h e two CNEs and two VTCs. The consultants f o r Bagamoyo CNE a l s o used the system with s l i g h t modifications. The r e s u l t s a r e appropriate and suitable, providing a pleasant ambiance inside and out. The design gives pleasant w e l l - l i t cross-ventilated rooms with great f l e x i b i l i t y and i n t e r n a l sub-divisions.  It is with good reason that the system has been used with slight modifica- t i o n s throughout the F i f t h and Sixth World Bank Education Projects and is intended t o be used i n the Seventh.(8) 4.15 The disposition of t h e buildings on t h e s i t e s i s generally excel- lent. The s i t e s were usually well chosen and many of them were n a t u r a l l y splendid. The separate buildings had been s e n s i t i v e l y arranged t o enhance t h e c h a r a c t e r i s t i c s of t h e site and t o c r e a t e an a t t r a c t i v e and pleasant ambiance. The buildings a r e usually modest and simple, appropriate and suitable. The a r c h i t e c t s were c a r e f u l t o avoid any wastage of money and any unnecessary expenditure on t h e buildings themselves. 4.16 However, it is considered t h a t t h e PIU was designing f o r a more sophisticated way of l i f e than is appropriate f o r an educational i n s t i t u - t i o n i n r u r a l Tanzania. WCs and water-borne s a n i t a t i o n usually do not work there; the u n r e l i a b i l i t y of t h e water supply, the absence of t o i l e t paper, t h e d i f f i c u l t i e s of c l e a r i n g a blocked drain, and f i n a n c i a l con- s i d e r a t i o n s a l l point t o t h e provision of p i t l a t r i n e s . This conclusion is disputed by the Borrower i n i t s comments on the PCR. Indeed, Bank supervision r e p o r t s urged PIU t o provide p i t l a t r i n e s instead of water- borne sewage i n March 1977 and September 1977. I n addition, e l e c t r i c and gas-fired kitchens a r e so unpopular and unsuccessful t h a t provision is being made f o r firewood cooking; t h e u n r e l i a b i l i t y of e l e c t r i c i t y and gas supplies, t h e preference f o r firewood-cooked food and t h e p r e d i l e c t i o n s of t h e cooks a l l m i l i t a t e against "~uropeanization"of i n s t i t u t i o n a l cooking. Further, t h e design of s t a f f houses should pay much more regard t o t h e Swahili t r a d i t i o n a l way of l i f e where cooking is on J i k o (charcoal cookers) and an open yard is needed f o r t h e washing of c l o t h e s , maize pounding and t h e entertainment of women and children. The PIU did design a very a t t r a c t i v e s p l i t l e v e l roofed bungalow which does not seem appropriate f o r t h e t r a i n i n g college s t a f f . Construction 4.17 Tenders were obtained and contracts signed with approved contrac- t o r s and suppliers according t o Bank procedures. 8. There are, however, some design defects i n the VTCs and CNEs. A s an example, those found i n t h e VTCs a r e as follows: ( i ) inadequate storage f a c i l i t i e s ; ( i i ) too generous a l l o c a t i o n of s t a f f rooms; ( i i i ) good cross v e n t i l a t i o n , but r a i n may e n t e r workshops; ( i v ) windows not burglar proof, had t o be replaced; (v) individual student lockers not f e a s i b l e , unused; ( v i ) "western t o i l e t s " not f e a s i b l e ; ( v i i ) no provision o r i g i n a l l y f o r c u b l i c l e s f o r i n s t a l l a t i o n p r a c t i c e (added l a t e r on by t r a i n e e work); ( v i i i ) no functional grouping of workshop u n i t s i n one workshop building (e-g.. combination of p r i n t i n g and fitting-turning, o r forging/blacksmithy and carpentry); and ( i x ) no provision of exhaust system f o r e i t h e r car- pentry o r foundry.  4.18 Supervision of the s i t e works proved t o be very d i f f i c u l t , par- t i c u l a r l y i n view of the shortage of building inspectors. With the excep- t i o n of one i n Dar-es-Salaam and t h e two i n Bagamoyo, a l l s i t e v i s i t s require from two t o four days f o r the round t r i p . Of these l a t t e r , the v i s i t s involve only one s i t e per journey other than the CECs. Further, journeys a r e often f r u s t r a t e d o r prolonged by r a i n , poor road conditions, vehicle breakdowns, and t h e cancellation of scheduled f l i g h t s . 4.19 Under these conditions, it i s d i f f i c u l t t o ensure a high standard of construction and of appropriate f u r n i t u r e and equipment i n s t a l l a t i o n . Nevertheless, the standard of the construction was acceptable except a t the Muhumbili Hospital and c e r t a i n of the CECs. I n addition t o the elec- t r i c a l i n s t a l l a t i o n problem a t t h e hospital, the roof leaks and v i r t u a l l y every trade f i n i s h was below t h e acceptable standard f o r an operating theatre. The problem of s u i t a b l e building materials and maintenanc~ea t some of the CECs is discussed elsewhere (para. 6.36). Furniture 4.20 Much of the school f u r n i t u r e such a s chairs, desks and laboratory was designed by PIU and constructed i n hardwood locally. Improper design has resulted i n many chairs and desks a t t h e CECs being damaged beyond use (50 t o 100 per center). Had it not been f o r t h e r e p a i r work i n the wood workshops, many more would be unusable. The design deficiencies were remedied before similar f u r n i t u r e was produced f o r the CNEs and VTCs. However, there have been many complaints t h a t the c h a i r s a r e uncomfortable, notably because the backrest is too low. The l a t e s t models have s l i g h t l y higher backrests. Although the PIU s t a t e d it had provided f u r n i t u r e lay-out plans t o each i n s t i t u t i o n , the PIU building inspector and the o f f i c i a l s a t the Mtwara CNE denied receiving such plans. A s a r e s u l t , i n t h e l a t t e r i n s t i t u t i o n , f u r n i t u r e and equipment a r e not properly placed. 4.21 The f a i l u r e t o provide s u f f i c i e n t and appropriate equipment t o the CNEs and the VTCs under the Fourth Education Project(9) has created serious problems within these i n s t i t u t i o n s (para. 6.04-6.07 and 6.24). Among the reasons c i t e d f o r t h i s a r e t h e lack of s p e c i f i c program of s t u d i e s a s a basis f o r preparation of the d e t a i l e d lists, and the absence of s u f f i c i e n t assistance t o t h e PIU from the pertinent technical departments within MNE. According t o t h e Project Coordinator, a t t h e t i m e when t h e equipment lists were prepared, more money could have been made available f o r additional equipment. I f t h i s is correct, l i b r a r y books, additional i n s t r u c t i o n a l equipment and transport should have been procured. 9. Further equipment is t o be provided under the Sixth Project f o r the VTCs and under the Seventh f o r the CNEs.  Technical Assistance 4.22 Technical assistance consisted of expatriate s t a f f and fellowships f o r the health education component and s t a f f f o r the project unit (Annex 12). Supervision reports mention delays i n technical assistance f o r the former due t o the indecisiveness of local medical authorities and lack of coordination with WHO. A s noted i n Annex 12, funds f o r such assistance were drastically cut. However, the technical assistance component was adequate and successful except f o r the implementation of a short-term exchange program which, i n any case, did not greatly affect the program's outcome. 4.23 I n terms of the recruitment of expatriate s t a f f financed by a b i l a t e r a l donor f o r the project u n i t , delays i n recuitment and subsequent diffusion of t h e i r work a c t i v i t i e s during the f i r s t ten months contributed substantially t o the delay i n project implementation. On the other hand, the high quality of the present s t a f f makes possible an e f f i c i e n t operation i n s p i t e of a very heavy workload. Covenants 4.24 Based upon the evidence available t o the mission, a l l Covenants have been s a t i s f a c t o r i l y f u l f i l l e d with the exception of 3.09, 4.02, 4.03, and 4.04. I n the case of 3.09 concerning mobile construction u n i t s f o r the CECs, there is only one mobile unit which moves from s i t e t o s i t e on a prolonged schedule basis, reportedly due t o the short supply of skilled workers. This, along with other reasons, has resulted i n serious delays i n project implementation and led t o cost overruns. 4.25 Regarding Section 4.02 on the appropriate operation and management of project components, t h i s is adequate except f o r the CNEs which are under-staffed and lack funds f o r practice teaching. The in-service train- ing courses f o r the Bagamoyo CNE a r e still under preparation. I n addition, essential equipment and books a r e lacking at CNEs so that even i f s t a f f were available the program of studies could not be followed. The lack of equipment at the VTCs also makes it impossible t o conduct viable courses i n certain specialities. Two operating theatres i n the teaching hospital a r e not i n use, which certainly a f f e c t s the instructional program. 4.26 Section 4.03 requires that a maintenance program be established but i n i t i a l r e s u l t s a r e not yet available. The lack of appropriate main- tenance t o date is leading t o serious problems at the CECs and the CNEs. 4.27 According t o two Bank supervision reports, the study of the evalua- tion and rationalization of the primary teacher training program i n terms of optimal s i z e and location and the length and structure of the program has been completed (Section 4.04). The repeated e f f o r t s of the UNESCO mission t o obtain a copy of t h i s study failed. A meeting with o f f i c i a l s of the PIU and the MNE indicated that such a study had not been carried out.  The officials did state that from time to time various studies have been conducted, but apparently these were not the in-depth comprehensive study called for in the covenant. A survey of educational facilities in secon- dary schools and the CNEs is presently being conducted under the Fifth Education Project. The survey is unlikely to be completed prior to the departure of the two expatriate experts working on it. In any case, the survey does not deal with the problem of curricular reform called for in the covenant. Finally, there was a study of primary teacher training conducted by a combined national and UNESCO group for the May 1981 UNESCO Sector Study on the future development of education. This report indicates the need for curriculum development and reform in this sub-sector of educa- tion as stated in Section 4.04 of the Credit Agreement. Bank Grou~Performance 4.28 The project was supervised by 16 missions excluding the completion mission. The intervals between missions were between two and nine months with two thirds in the five to seven month bracket. Supervision missions which were essentially staffed from the Bank's Regional Mission in Nairobi, averaged two persons for about two weeks although other projects were being concurrently supervised in many instances. Architects participated in 13 of the missions, general educators in eight, technical educators in four and a medical educator in two. The Bank was most successful in the super- vision of the construction components of the project and less successful in the software components, particularly equipment and furniture. On the whole, Bank Group staff supervising the project and Government officials established and maintained a good relationship which allowed them to anticipate and solve problems. This is particularly true of the close collaboration in reshaping the design of many project components as a result of higher than expected inflation in 1974 and in keeping costs essentially in line thereafter. However, it appears that supervision missions were too short and not adequately staffed to supervise the numerous, separate and varied project components. In retrospect it would seem that a more intense supervision, more frequent site inspection and better coordination of hardware and software parts of project components would have improved project execution and outcome considerably. V - PROJECT COST AND FINANCING Capital Cost 5.01 Annex 13 shows that the final cost is T.Shs. 117,273,000 compared with the appraisal total of T.Shs. 104,110,000 or 13% above the appraisal estimate. In US$ however, the deflation of the Tanzanian currency during the period of project implementation reverses the picture. The final cost in dollars is expected to be US$14,249,000 or 2% lower than the appraisal  estimate of US$14,581,000. Annex 14 gives t h e d e t a i l e d breakdown of project cost. A much l a r g e r overrun w a s avoided by omitting altogether t h r e e new secondary schools and by reducing t h e expenditure on medical s p e c i a l i s t s and fellowships. This was agreed upon with the Bank e a r l y i n 1975. T h e f a c t t h a t c o s t s have been controlled since t h a t d a t e and t h a t no f u r t h e r omissions were needed is evidence of t h e care and r e s t r a i n t of t h e PIU. Annex 11 shows t h a t t h e r e w a s another important wave of i n f l a t i o n i n 1980. Annex 1 5 presents the a c t u a l disbursements compared t o t h e a p p r a i s a l forecast year-by-year. This is shown i n graphic form i n Annex 8. Actual disbursements followed a very s i m i l a r p a t t e r n t o the a p p r a i s a l f o r e c a s t , although they were delayed f o r t h e reasons already given (paras. 4.05-4.07). Space Allocations 5.02 Space a l l o c a t i o n s per student shown i n Annex 10 are commendably close t o a p p r a i s a l expectations. The exceptions a r e pointed out and explained by t h e footnotes. Calculations of gross a r e a s per student place a r e not applicable f o r t h e medical f a c i l i t i e s and have therefore been omitted from t h e annex. Annex 16 shows again how f l o o r areaa and student c a p a c i t i e s as b u i l t were c l o s e t o appraisal estimates. Increased c o s t s a r e largely t h e r e s u l t of i n f l a t i o n . V I - PROJECT OPERATING OUTCOME Primary Teacher Training 6.01 Mtwara and Tukuyu. The establishment of these two new pre-service CNEs t o expand t h e production of primary school teachers was c e r t a i n l y j u s t i f i e d i n view of t h e ~overnment's objective t o achieve universal - primary education. Further, it was expected t h a t t h e increased production would lead t o a reduction i n t h e output of t h e DLP and hence t o a progres- s i v e improvement i n t h e q u a l i t y of t h e teaching s t a f f . I f the q u a l i t y of i n s t r u c t i o n has suffered from t h e lack of s t a f f and equipment, t h e i n t e r n a l efficiency and external productivity of t h e two CNEs a r e s a t i s f a c t o r y . Drop-outs and f a i l u r e s are few and there is no problem of employment f o r t h e graduates. Further, enrollments should reach the designed capacity i n t h e near future. 6.02 The Mtwara CNE is one of f i v e CNEs which a r e supposed t o o f f e r s p e c i a l i s t courses i n r e l a t e d f i e l d s (Annex 5). I n t h e case of Mtwara, t h e f i e l d is mathematics and science. However, a f t e r t h r e e years of operation, t h e CNE has been unable t o conduct t h i s b i a s and has offered t h e general course instead (Annex 4). This i s due t o t h e lack of s u f f i c i e n t and appropriate s t a f f and equipment.  6.03 Although both of the CNEs a r e supposed t o have a teaching s t a f f of 24, when they opened i n July 1979, Mtwara and Tukuyu had s t a f f s of 5 and 8 respectively. A s of April 1981, Mtwara had 18 professional s t a f f and Tukuyu 17. These figures include four administrators who teach part-time. I n f a c t , due t o staff shortages, the administrators teach up t o 26 hours weekly. 6.04 The shortage of appropriate and sufficient equipment and of library books has not only had an adverse e f f e c t on program content, but on teach- ing methods which a r e largely r e s t r i c t e d t o lectures. The small amount of science equipment a t Mtwara appears t o have been v i r t u a l l y unused, possibly because it is too sophisticated, particularly for grade I I I c teaching candidates. The e l e c t r i c a l kitchen and laundry equipment f o r home-economics certainly is too elaborate f o r the candidates, most of whom w i l l teach i n r u r a l villages. This equipment has not been used since it was placed i n the needlework room where there a r e no e l e c t r i c a l outlets. Also unused are 40 typewriters and the related "shorthand-typing" rooms is used a s a general classroom. 6.05 A t Mtwara, the instructional equipment and school furniture were scattered i n a hodge-podge manner. For example, laboratory and general classroom furniture were dispersed a t random throughout the teaching areas. I n addition, the audio-visual and science laboratory preparation rooms were being used a s s t a f f offices. I n explanation, college o f f i c i a l s a s well as the local PIU building inspector said they had never received a blue print of the school plant nor room plans for the placement of equipment or furni- ture, which is reported t o be normally provided by the PIU. I n t h e l a t t e r connection, school furniture appears t o be of good quality, although there a r e complaints t h a t the chairs a r e uncomfortable. 6.06 I n addition, such science laboratory needs as a wash basin and gas burning equipment have never been installed a t Mtwara so that the pos- s i b i l i t i e s f o r student practical work are severely restricted. 6.07 I n terms of communal equipment, the two CNEs were provided e l e c t r i - c a l kitchen equipment which neither the cooks nor the students 1ik.e. Hence, new outdoor-type kitchens a r e being constructed a t both CNEs. 6.08 Again a t Mtwara, cupboards for s t a f f houses a r e stored i n covered open areas i n the teaching f a c i l i t y rather than being used a s intended. They were intended t o be assembled inside of the houses but they were assembled outside and are too large t o pass through the doors. 6.09 The quality of construction a t Mtwara appears t o be satisfactory, but there a r e maintenance problems. For example, the ceiling of o.ne class- room was broken and i n danger of collapsing i f repairs were put off much longer. Although there a r e a carpenter and plumber on t h e s t a f f , they have been used a s kitchen help instead of maintenance men.  6.10 Finally, a t Mtwara, there is a serious problem i n that the sewage frequently backs up i n t o s t a f f housing sanitary f a c i l i t i e s . 6.11 When queried about t h e obvious insufficiency and inappropriateness of the instructional equipment and the lack of library books, PIU personnel gave a s the cause the f a i l u r e of the MNE t o specify a firm program of studies prior t o the preparation of the equipment lists. While t h i s explanation may be p a r t i a l l y correct, it cannot account for the absence of procuring obvious needs i n general science, home-economics, audio-visual equipment, library books, furniture, and vehicles. 6.12 Bagamoyo. The extension t o the Bagamoyo in-service CNE was aimed a t s t a f f qualitative improvement, notably i n the f i e l d s of science and mathematics. This has yet t o be implemented. The f a c i l i t i e s have been used exclusively for courses i n educational administration assisted under the Sixth Education Project. Thus, the science laboratories and equipment have never been used. However, according t o MNE o f f i c i a l s , the primary in-service training courses w i l l begin i n July 1981 with 240 places retained for t h i s purpose and 80 places for the continuing courses i n educational administration. The new course w i l l be i n the f i e l d of science with a duration of three months given three times a year. Hence, 720 teachers should pass through the course annually. When asked about s t a f f recruitment, MNE o f f i c i a l s stated that they w i l l be selected from the s t a f f s of other CNEs. This may pose a problem given existing staff shortages i n some of the CNEs. 6.13 Although the courses i n educational administration appear t o be successful, a MNE report indicates there are organizational conflicts resulting from the merger of the two programs under a single administration within the CNE. Further, t h e report is c r i t i c a l of the choice of Bagamoyo for the program c i t i n g such d i f f i c u l t i e s as transport t o and from Dar-es-Salaam, communications and the under-development of the town i n relation t o many others. These same problems could be applied t o the in-service teacher training program. The Bank's appraisal report (para. 5.07) cites the proximity of Bagamoyo t o Dar-es-Salaam as an advantage. Vocational Training 6.14 The external productivity of the VTCs is shown i n two tables below. These tables demonstrate that immediately a f t e r commissioning, the VTCs went into f u l l operation f o r basic training, and the year thereafter for night classes (i.e. a t a time when trainees for night classes would be available i n adequate numbers owing t o the f i r s t year basic trainees being i n in-plant training). For the years 1977178 t o 1979180 inclusive, the role of the two VTCs can be summarized a s follows:  1 I X national t o t a l of basic 1 I ........................ Trade (X = Bank assisted) 1 training provided by I I II---------------------------VTCs Mwanza and Tanga I I 1 i I 1 1. Fitting-turning and fitting maintenance X 1 1 2. Printing X I 1 3 . Electricity X I 1 4. Carpentry X I 1 5. Plumbing X I 1 6 . Welding X I 1 7 . Bricklaying 1 1 8 . Painting and sign writing X I 1 9 . Blacksmithy X I 1 10. Motor vehicle mechanics (1st intake 1979180) 1 I Total I 46.0 I I I I 6.15 For the evening courses organized for the trainees during t h e i r in-plant training, the picture is a s follows: I I X national t o t a l of basic I I Trade (X = Bank assisted) ......................... 1 training provided VTCs 1 I I I I I--------------------------- 1 Mwanza and Tanga I I I I I I 1 1 . F i tting-turning and f i t t i n g maintenance I 47.4 I 1 2 . Printing X I no night classes I 1 3. Electricity X I 37.9 I 1 4 . Carpentry X I 30.2 I 1 5 . Plumbing X I 15.7 I 1 6 . Welding X I 38.0 I 1 7 . Bricklaying I 23.3 I 1 8 . Painting and sign writing X I 32.9 I 1 9. Blacksmithy X I 39.7 I 1 10. Motor vehicle mechanics I 19.6 I I I I I I I I Total I 31.8 I I I I 6.16 The two VTCs have thus assumed an important place within the national vocational training scheme. The reason for t h i s i s said t o be twofold: (a) the urgent demand f o r skilled workers made it imperative that  t h e f a c i l i t i e s be used immediately, even i f t h e equipment was not yet f u l l y adequate; and (b) t r a i n e e s and i n s t r u c t o r s a l i k e show such dedication t o vocational t r a i n i n g t h a t i n i t i a l shortcomings a r e e i t h e r accepted a s some- thing unavoidable, o r a s correctable with t h e means a t t h e disposal of VTCs (Annex 6). 6.17 There is, however, a l e s s p o s i t i v e development t o be noted. The number of t r a i n e e s dropped a f t e r t h e f i r s t year of operations: 1 I I I I 1 I 1 1977/78 1 1978179 1 1979/80 1 1980181 I I I ~-------------~--------------~--------------~--"------~-w-- 1 VTC 1 I I I I I 1 I I I 1 N o . ) 1 NO.) -------I1------1----"--I % N O . ) % I N O - ) % I -----------I------/------% I ------I ----w," I-------II I I I 1 I I I I I I 1 MWANZA 1 256 1 100 1 203 1 79.3 1 208 1 81.3 1 206 1 80.5 1 I I I I I I i i I I I TANGA 1 271 1 100 1 225 1 83.3 1 236 1 81.1 1 229 1 84.5 1 I I I I 1 I I 1 I I % = X of intake 1977/78 The picture r e l a t i v e t o night c l a s s e s is less c l e a r , a s these take a longer t i m e to develop. 6.18 From a purely q u a n t i t a t i v e viewpoint, it appears t h a t t h e VTC Tanga is performing slightly better than the VTC Mwanza both with regard t o day courses and t o night courses. 6.19 The VTCs maintain contact with employers during t h e time of t h e trainee's in-plant training. This way, they a r e w e l l informed about t h e placement of trainees, and t h e i r performance; i n f a c t , p r a c t i c a l l y a l l t r a i n e e s have been placed, and are reported t o be performing t o t h e s a t i s - faction of employers. The e x t e r n a l productivity of t h e two VTCs must, therefore, be considered e n t i r e l y satisfactory.(lO) 6.20 I n terms of effectiveness, t h e operation of t h e Tanga and Mwanza VTCs put t h e national vocational t r a i n i n g scheme t o t h e test: would t h e 10. A follow-up study of graduates from National Vocational Training Center had been undertaken i n 1977, i.e. p r i o r t o t h e operation of t h e Tanga and Mwanza VTCs. The study demonstrated t h e high degree of employers' s a t i s - f a c t i o n with t h e r e s u l t s of VTC training. Based upon informal enquiries, t h i s s a t i s f a c t i o n continues with t h e t h r e e VTCs i n operation (including t h e Dar-es-Salaam VTC).  centralized arrangements f o r financing, r e c r u i t i n g and t r a i n i n g of t r a i n e e s and i n s t r u c t o r s , t h a t were c l e a r l y f e a s i b l e during a t i m e when t h e r e was but one VTC (i.e. t h a t of Dar-es-Salaam) a l s o work when t h e scheme was expanded t o o t h e r p a r t s of t h e country? The r e s u l t s obtained thus f a r show t h a t it is. 6.21 Concerning c o s t s , t h e c e n t r a l accounts f o r vocational t r a i n i n g t h a t a r e kept i n Dar-es-Salaam a r e not arranged i n such a way a s t o permit t h e establishment of u n i t c o s t s f o r e i t h e r VTC full-time t r a i n i n g o r night classes. This i s i n l i n e with t h e a p p r a i s a l report which does not contain estimates of unit costs f o r VTCs. 6.22 There a r e indications, however, t h a t i n t e r n a l efficiency is decreasing somewhat as t h e number of t r a i n e e s decreases and t h a t of i n s t r u c t o r s increases, r e s u l t i n g i n less favorable i n s t r u c t 0 r : t r a i n e e r a t i o s : I I I I I 1 Mwanza Trainees 1 256 1 203 I I n s t r u c t o r s 1 17 I 20 Ratio I 15.1 I 10.1 I I I Tanga Trainees 1 271 1 225 I ~ n s t r u c t o r s 1 17 1 22 I Ratio I 15.9 1 10.2 I I I I I I I Both Trainees 1 527 1 428 I 444 1 435 I I VTCs ~ n s t r u c t o r s I 34 I 42 I 4 5 I 52 I I Ratio I 15.5 1 10.2 1 9.9 1 8.4 1 I I I I I I 6.23 Again under t h e aspect of i n t e r n a l efficiency, t h e VTC Tanga appears t o perform s l i g h t l y b e t t e r than t h a t of Mwanza. This is thought t o be i n d i c a t i v e of a somewhat more advanced i n d u s t r i a l environment i n Tanga as compared t o Mwanza with a consequence that the former has slightly more t r a i n e e s than t h e l a t e r . 6.24 A s i n t h e case of t h e CNEs, t h e r e e x i s t equipment problems. For example, t h e power t o o l s a r e too l i g h t generally, and not adequate f o r heavy duty usage i n VTCs ( t h i s goes i n p a r t i c u l a r f o r t h e machine shop and t h e carpentry shop). E l e c t r i c a l equipment (motors, etc.) have not been procured due t o an oversight. The plumbing shop is equipped f o r pipe f i t t i n g only, and not, as curriculum would c a l l f o r , a l s o f o r sheet m e t a l work. The p r i n t shop o f f e r s only a very limited range of p r a c t i c a l train- ing p o s s i b i l i t i e s ( o f f s e t only, but without p l a t e making f a c i l i t i e s ) . The foundry workshop is one i n name only s i n c e t h e r e is no foundry equipment.  The c i v i l engineering l a b and mechanical e l e c t r i c a l engineering l a b can be used f o r general sciences only (mainly by using t h e blackboard f o r demon- s t r a t i o n s ) owing t o lack of materials since it is not equipped f o r t h e storage of general school materials and components. The drawing o f f i c e can be used f o r free-hand sketching only due t o lack of T-squares. Audio-visual a i d s a r e stored i n a way t h a t makes t h e i r use by i n s t r u c t o r s d i f f i c u l t . The duplicating room ( i n t h e building drawings indicated as t h e printing room) has no equipment and thus cannot be used. Community Education Centers 6.25 The objectives of t h e CECs embrace both formal and non-formal education programs. The innovative approach of using CECs i n support of Government development programs f o r Ujamaa v i l l a g e s was designed t o be implemented on a p i l o t basis i n c e r t a i n selected v i l l a g e s and, depending upon t h e outcome, was t o be eventually expanded across t h e nation. Hence t h e CEC project component was experimental i n nature, both from t h e point of view of the program of s t u d i e s and project implementation. The latter was t o rely heavily on self-help schemes whereby members of the community would be mobilized t o provide f r e e labor and limited material f o r t h e construction of project buildings.(ll) 6.26 A t t h e t i m e of appraisal, eight sites f o r t h e centers were tenta- t i v e l y chosen i n the Dodoma Region which was believed t o have a concentra- t i o n of r e l a t i v e l y successfully organized Ujamaa villages. Since then t h r e e of t h e sites had t o be changed (within t h e same region) t o more conducive areas, namely, Bereko, Mondo and Mkoka. 6.27 Upon completion of the project, e x i s t i n g primary schools were t o be moved i n t o t h e newly established CECs. The construction of t h e CECs was t o be undertaken by a building team comprising a building inspector, eight masons and ten carpenters, a l l of whom would be trained a t t h e Rural Train- ing Center i n Dodoma. Later, t h e number of masons and carpenters was increased t o 10 and 12, respectively. A s regards unskilled labor, 80 t o 100 would be trained on t h e job f o r each center and would provide a core of workers who would a s s i s t u n t i l the center was completed. The masons, carpenters and t h e building inspector on completion of t h e i r respective tasks would move from center t o center u n t i l a l l eight centers were con- structed. Four CECs (Mpunguzi, Mlowa Uarabarani, I d i f u , and Mbabala) were constructed under t h i s scheme, a f t e r which t h e semi-skilled laborers were s p l i t i n t o four groups covering t h e remaining f o u r centers where they are still working a t present. 11. In 1973 it was estimated that one CEC could be constructed, furnished and equipped a t a cost of T.Shs. 436,000 with l o c a l contribution through self-help, and T.Shs. 871,900 without it.  6.28 There was no problem anticipated in staffing the CECs at the time of appraisal. The primary school teachers were to conduct the regular academic program as well as part of the community adult education programs, primarily in literacy. 6.29 The eight CECs are directly administered by PIU/MNE at the national level, bypassing the Dodoma Regional Administrative and/or Educational Offices. The PIU has one administrator who is exclusively assigned to the follow--upand supervision of the implementation of the CECs. The administration is usually involved in expediting the release of project funds, award of local tenders, purchase and delivery of construction materials, equipment and furniture, as well as field supervision. The actual construction is supervised by a project architect who is posted at the PIU and, at the local level, by a building inspector. 6.30 In retrospect, the management responsibilities of this component should have been largely delegated to the regional authorities in order to try to make significant savings on construction costs and in time, In some of the centers (Mondo, Bereko) the biggest obstacle which caused considerable delays in construction was the unavailability of the necessary unskilled labor. In the project preparation phase, under the Government policy of self-help, it was assumed that the community contributions would be forthcoming. However, the result has not been satisfactory. The project completion date for the Mondo CEC had to be postponed four times in order to allow more time for finalization. To date, the center has still not been completed. In other cases, such as the Bereko CEC, the construc- tion of buildings requiring production of soil-cement bricks coincided with the peak agricultural season, causing a delay of three months at one time. Taking into consideration these and other similar localized problems, it appears that the regional office would have been in a better position to initiate and mobilize participation of the villagers. 6.31 Another factor which inadvertently contributed to delays and increased cost is the decision to stagger the construction of the CECs over a period of about six years. There were two main advantages in using this approach. Firstly, it would enable the use of the same masons and car- penters in all centers, thereby ensuring the availability of skilled and/or semi-skilled labor which might have been in short supply at the time of appraisal. Secondly, the PIU could deliver construction materials to one site at a time without overburdening its limited transport facilities as compared to delivering to four or five sites at a time. 6.32 Looking at the present status of the four incomplete CECs, it is clear that the cost overrun did not justify the staggering of construction. The first four CECs which were constructed prior to 1978 were completed more or less within the appraisal cost estimates of about T.Shs. 400,000 (US$50,000)- However, the estimated completion cost for Mondo and Bereko is T.Shs. 1,068,481 (US$$133,685) and for Mkoka T.Shs. 1,084,126 (US$135,515), respectively. Additional expenditure to complete the Huzi CEC will require T.Shs 68,942 (US$8,617) according to PIU estimates. This  would seem t o i n d i c a t e t h a t had t h e construction of a l l e i g h t CECs been completed within the f i r s t four years, most of t h e c o s t overrun indicated above might have been avoided. I n any case, it should be noted t h a t the high c o s t s o f , t h e CECs prevent generalization of t h e present scheme. This could represent a p o s i t i v e outcome i n t h a t t h i s r e a l i z a t i o n could lead t o a new s t r a t e g y t o achieve s i m i l a r objectives with l e s s f i n a n c i a l cost. 6.33 Three CECs, namely, Mpunguzi, MlowaBarabarani, and I d i f u , have been equipped and furnished 100%. It should be noted t h a t equipment and furni- t u r e provided f o r i n t h e project w e r e determined on t h e b a s i s of 375 primary pupils i n each of t h e CECs. However, at present, enrollment has increased by 50% t o 250% over and above t h i s estimate, thus c r e a t i n g an acute shortage of equipment and furniture. S t a t u s of Equipment and Furniture Delivery I I I I I Center I Equipment I Furniture I I Mpunzuzi I Delivered I Delivered I 1 Mlowa Barabani I Delivered I Delivered I 1 I d i f u I Delivered I Delivered 1 1 Mbabala I 30%Delivered I I I 1 70% awaiting t r a n s f e r 1 Delivered 1 I I from Bihawana I I I Huzi I Ordered I Delivered 1 1 Mondo I Ordered I Ordered I 1 Bereko I Ordered I Ordered I 1 Mkoka I Ordered I Ordered I Source: PIU/MNE 6.34 By and l a r g e , t h e equipment delivered was relevant t o t h e learning program and i n accordance with t h e project objectives. I n p a r t i c u l a r , t h e wood workshop (carpentry) and, t o some extent, t h e domestic science f a c i l i t i e s have been productively used i n manufacturing f u r n i t u r e f o r o t h e r primary schools and i n t h e process, contributed t o t h e t r a i n i n g of semi-skilled a d u l t workers from t h e i r respective Ujamaa v i l l a g e s (Mpunguzi, Mbabala). The metal workshops have been less u t i l i z e d because of lack of raw materials t o work with and.in two cases (Idifu and Mbabala) unavailability of qualified (technical) i n s t r u c t o r s . I n I d i f u CEC, all workshop equipment is still unpacked from its c r a t e , hence never used since its delivery i n 1977.  6.35 School furniture appears t o be poorly designed. Some of the chairs and desks (50 t o 100 i n each center) have been damaged and are out of use. Had it not been f o r the repair work i n the wood workshops, many more would have been ruined. The main defects i n the design a r e t h e use of too many protruding joints which can cause accidents and also the use of short screws which easily come off when the furniture is moved around. The justification for the design was based on cost savings and easy packing and assembling, which i n the long run proving t o be unacceptable. These defects appear t o have been largely eliminated through re-designing the furniture for the CNEs and VTCs. 6.36 Early CEC construction used f i r e d bricks u n t i l it was realized t h a t the use of t r e e s f o r f u e l was destroying the ecology of the area. Soil-cement bricks were accepted a s an alternative. Although more frequent maintenance is required f o r s o i l cement buildings a f t e r each rainy season, the materials a r e a t hand and villages usually regard t h i s maintenance a s routine. The maintenance of project buildings with respect t o CECs, however, presents a serious problem which must be redressed immediately. The Mlowa Barabarani CEC is already facing maintenance problems with which other CECs w i l l be confronted i n the near future. A t Mlowa Barabarani, there a r e serious doubts about the durability of soil-cement, i f not maintained annually, once the cement wall plaster f a l l s off and is exposed directly t o rain. I n t h i s center the exposed walls and columns a r e i n the process of crumbling. This would indicate that maintenance work should be undertaken as soon a s cracks develop on the wall plaster. Hence, it becomes evident that unless a serious e f f o r t is made t o provide adequate recurrent expendi- t u r e for maintenance (no allowance hss been made so f a r ) the longevity of the CECs' physical infrastructure would be considerably reduced. Moreover, t h e community should be mobilized t o a s s i s t i n t h i s e f f o r t i n the s p i r i t of self-reliance. 6.37 In terms of software inputs, the weakest part of the CEC program appears t o be the adult education component. I n one CEC (Idifu) no adult education programs other than l i t e r a c y have been s t a r t e d (Annex 7). I n Mbabala and Mlowa Barabarani, the metal workshops have not been used due t o lack of working material and qualified teachers. Recurrent expenditure needed for the purchase of raw material t o be used i n the workshop is t o t a l l y lacking i n four CECs. I n the centers (except Idifu), the wood workshop (carpentry) has been r e l a t i v e l y well u t i l i z e d i n training adults and i n the process of manufacturing school furniture under consignment f o r other primary schools and repairing broken project furniture. 6.38 There is doubt a s t o whether or not the adults trained a t the centers have acquired the kind of s k i l l s they could profitably u t i l i z e i n the Ujamaa villages. It has been reported that these trainees do not earn t h e i r living by using these s k i l l s because the standard of l i v i n g of the villagers is so low that they cannot afford t o pay f o r the kind of goods and services t h a t these s k i l l e d trainees could render. Under these circum- stances it w i l l not be surprising t o find that a majority of these trainees migrate t o the more prosperous urban centers.  6.39 The informal adult education program should have been heavily biased t o the major economic a c t i v i t y which is agriculture. The Ministry of Agriculture through its extension service should be closely involved i n developing the type of educational program that w i l l have positive results on increased productivity through the introduction of improved cultural practices, providing modern inputs such as f e r t i l i z e r s and insec- ticides, and introduction of intermediate technology. A t present a l l of the four operating centers a r e visited occasionally by an agricultural coordinator. Two of the CECs (Mpunguzi and Mbabala) have extension agents posted. However, t h e i r presence has not brought any significant impact on production. 6.40 On the other hand, the health education and training programs seem t o be progressing satisfactorily i n all four centers. The center's dispen- sary is used t o provide basic medical services and an educational program f o r incoming patients. Topics covered include: motherlchild health, nutrition, midwifery, basic hygiene, vaccination, etc. I n the Mbabala CEC, it was reported that an average of 2,500 individuals are exposed to such educational programs each month. I n other centers, village participants meet a t the center three t i m e s a week for about an hour t o undertake orien- tation courses i n health education a s w e l l as p o l i t i c a l education. I n general, although participation i n such a c t i v i t i e s appears t o be encourag- ing, there is a need t o determine the extent of the effectiveness of the program i n meeting the f e l t needs of the community. 6.41 An adult l i t e r a c y program is being coordinated by a l l the opera- tional CECs (Annex 7). The centers themselves conduct only one o r two classes; most are organized within t h e Ujamaa villages using such f a c i l i t i e s a s may be available, i.e. under a tree, borrowed rooms, etc. It is reported that the average attendance is about 30%of the initial enrollees. 6.42 The CECs provide other related useful functions f o r the community and are gradually becoming the main focus of Ujamaa village activity. Among others, the centers provide day-care centers f o r pre-school age children, a primary school f o r children of school age, metal/woodwork shops and home-economics centers f o r adults, village shop, dispensary, village administrative office, assembly h a l l and community library. 6.43 It w i l l be recalled that all eight CECs i n the project are located i n the Dodoma region. A s indicated e a r l i e r , t h i s was done mainly t o com- plement the increased villagization o r Ujamaa movement launched by the Government a t the time of appraisal. Consequently, the experience gained i n establishing CECs a s p i l o t projects has been limited t o t h i s particular area which is characterized by sparse population, semi-arid climate and low economic potential. It now appears that some of the CECs should have been established i n other regions with different economic and environmental characteristics i n order t o find out whether or not the CEC concept is more  readily adaptable under different circumstances. However, it appears that this localization was demanded by the Government. 6.44 The present sites on which the CECs are located are in agricul- turally marginal areas with an average annual rainfall of about 500 mil- limeters and for the most part, sandy clay soil. It appears that a careful study should have been undertaken prior to site selection. 6.45 In retrospect, it may have been that the CECs were not successful because of design faults in the implementation (the emphasis on self-help) rather than because of the overall CEC conception. It would therefore seem appropriate for Government to conduct other CEC pilot projects using a different self-help scheme or other means of construction. The Study of Management Education and Training 6.46 The objective of this study was to evaluate of the needs of the various training programs, especially the award system, and to make recom- mendations. By way of background, it should be noted that since Independ- ence, governmental, parastatal and cooperative agencies, and the university have established and/or expanded management training programs in response to long term as well as ad hoc demands. While the rapid growth of these activities is indicative of the importance the Government attaches to public management, the creation of institutions and the programs has not been adequately coordinated. As noted in the study group's report, this has lead to duplication and over-lapping which affects the optimal use of scarce teaching resources. 6.47 The recommendations of the Report are related to six general issues: (a) the coordination of management training; (b) the relationship between the training institutions and their clients; (c) the relationship between management and accountancy training; (d) the position regarding management teachers; (e) the role of consultancy and research; and (f) the issue of awards (degrees, diplomas and certificates). 6.48 After receipt of the Report, the Government conducted an in-depth analysis of the recommendations and issued an official document re-stating these recommendations followed by, in each case, the Government's decision on what action to take. This document states that "the Government has on the whole accepted the MTS (Management Training Study) recommendations..."  6.49 One of the major recommendations was to establish a Public Manage- ment Development Council (PMDC) to be chaired by the Principal Secretary to the President. While such a body was not established in this form, a unit with similar functions has been created. As explained in the Govern- ment's Statement of August 27, 1976, the creation of the PMDC would "... constitute a duplication of the newly created Ministry of Manpower Develop- ment (MMD) which has a whole division to coordinate Training including Management Training." However, the Government did establish The National Management Development Advisory Council (NMDAC) within the MMD to review regularly the planning, development, operations, education and specialized needs of management training. 6.50 Within the NMDAC, the Standing Committee on Awards (SCOA) was established in June 1478 with the following terms of reference:(12) (i) To ensure that the standardized classification of awards is adhered to and maintained and to keep NMDAC informed on the matter. (ii) To propose and analyze proposals on awards for new and revised training courses. (iii) To ensure the quality of syllabi and teaching is commensurate with the set standards of awards. 6.51 Based upon the available evidence this project component appears to have been quite successful, probably due to the Government's commitment to the rationalization of management training as well as to the Report's quality. Health Education 6.52 The broad goals of the medical evaluation component were to increase and improve resources of the Faculty of Medicine and thereby increase the output of Tanzanian physicians and the relevance of their training to national health problems. This overall goal has been achieved. The annual intake of medical students has increased from 30 to 50 students. The quality of students remains good and attrition is minimal (2-5 students per 5 years of training). The faculty has increased in number and is predominantly Tanzanian with a large proportion having completed good 12. Staff Circular No. 2 of 1978, Courses, the Issue of Awards and the Establishment of the Standing Committee on Awards, Ministry of Manpower Development, June 12, 1978, 3 pp. + Appendix. The latter is a table which shows the standardization of awards by type and level of course. The table also indicates the minimum entry qualification (academic level and work experience) for each type of course.  t r a i n i n g programs abroad. Bank-sponsored construction of faculty and student l i v i n g quarters and of classrooms have contributed t o the increased number of students and faculty who could be accommodated. Recruitment of good faculty, including short-term e x p a t r i a t e f a c u l t y has been f a c i l i t a t e d by provision of these quarters and classrooms. The f a c i l i t i e s themselves a r e functional, and though spartan, equivalent t o other f a c i l i t i e s a t t h e medical center. Without t h i s construction, it is unlikely t h a t student and f a c u l t y numbers could have been increased without compromising educational quality. The u t i l i z a t i o n of the operating t h e a t r e s continues t o be a problem. 6.53 The faculty t r a i n i n g support and support f o r expatriate faculty have been somewhat less successful, although they have contributed t o t h e overall improvement i n education. Fewer Tanzanian postdoctoral fellows received t r a i n i n g abroad than was o r i g i n a l l y envisaged, and t h e number of foreign nationals f i l l i n g short-term teaching positions was a l s o less than anticipated. Moreover, a greater emphasis on community medicine and primary care was anticipated i n the t r a i n i n g programs than the actualized emphasis on medical and s u r g i c a l s p e c i a l i t i e s . Nevertheless, t h e r e has been a remarkable increase i n t h e numbers and quality of Tanzanian f a c u l t y trained abroad and returning t o t h e educational and r e f e r r a l centers. However, other support mechanisms were available t o t h e Government, thereby d i l u t i n g t h e e f f e c t of the Bank's support and t h e a b i l i t y t o a t t r i b u t e faculty improvement s p e c i f i c a l l y t o t h i s program. 6.54 The development of t h e Bagamoyo Rural Health Center f o r teaching community health practices is a resounding success. The s i t i n g of the c l i n i c is important. It is within two t o three hours vehicular t i m e from the school, yet i n an area of authentic r u r a l health needs. While there have been some construction problems, t h e general design is functional and a t t r a c t i v e . Training a t t h i s s i t e is an i n t e g r a l part of t h e medical student curriculum, and has been e n t h u s i a s t i c a l l y received by the students. The student experience a t Bagamoyo f u l f i l l s an important need i n the medi- c a l curriculum f o r t r a i n i n g i n community health problems and teaching and u t i l i z a t i o n of medical a u x i l i a r i e s .   Annex 1  TANZANIA EDUCATIONAL PYRAMID COMPARATIVE DATA FOR PUBLICSCHOOLS 1961.1971811976 KEYTOFIGURES KEY TO FIGURES BOYS ENROLLMENT NWWkHS I N TnOUSANDS GIRLS The 1976 total for girls STD I Is missing, k t 18 ertiaartod by the Werion as about 237,000.  Annex 3 TIME-'PABTE rnR PRIMARY SCEIDOLS (proposed) t Periods per Week (5 Daya) SubJec t Standards 'Standards S-s Standard 1-11 111-Iv V-VI VXI Kirmahili 12 9 7 6 b t h a ~ t i c s 8 7 7 8 A r t 4 3 3 3 Home ~conomias/ 1 2 2 2 Health Science Pbysical Education 2 2 2 2 Handicrafts 1 1 2 2 Relieon 2 2 2 2 Science/~gricultural Science - 2 4 4 English - 4 4 4 Politiaal Education - 2 2 2 - hograpby 2 2 2 - History - 2 2 Total 3 35;' 4021 4021 Souroe: Basis Facts about Education in T a n a a , Ministry of National Eduoation, 1980; Appendix B. -- Notes : 1/ This is the total given i n the Souroe: actual tots1 of sub ject oomponentu is 3. -2/ This is the total given i n the Source: actual total of sub Ject components is x.  Annex 4 TIME-TABTES FOR GFUiDE 1118 AND GR#E IIIc COURSES IN CO- OF NATIONAL El)UCATIONB1980 Hu~berof PeciodS per Week SubJeats Grade IIIa Qmde IIIc Eduaation 8 8 Politiosl Education 2 2 Swahili m e 6 6 i&ngli& Iangusee 4 4 Saienae and Agriaulture 5 5 kthamatics 4 4 OeoPPW 3 3 Ellstorg 3 3 Domo~tiaSoience 2 2 ~ l ud A r t s c 2 2 mugion 2 2 PfVsionl Education 2 2 hrta and Crack 2 2 Tanuhing Aids 1 1 Tots1 46 46 - Source: -ksomo Ns Vipindi: Vjruo Vya Derrojs IIIa Na 1110, Department of Teaoher Training.  n n - h b i e e for tho Varioum omdr In. LlubJeot Optioiu ( a ) b a l l a h and S n h i l i h n g u g a (b) Science-hthoutice Option ( c ) k r i c u l t u r r Optim (d) Dowatic Bclmoe Option (a) h c l m i u l Lduation Option Optlona 7 No. of Pcrioda NO.of Period. No. of Period. No. of Period. No. or parlodm Sub,eot 8ubJect Subject Bubjaot per Week p r Yoak pmr Uook p r Uook p r Week 3ubJect h g l i a h a m h i l l Education 4 Agricult u n 15 Coding 6 ' R a m i d 20 S u N l i 4 meri.t~-~ 2 5 R41sgim 2 mgll ah 12 8 s.*ing h g l i e h 4 2 ~ o w a t i cBcimcm 6 A r t 8 and h f t 8 1 9wahlll 8 m e 1a 12 MatINmtic. 10 2 htrition 2 haohin6 A i d . 1 ~ellglon 2 2 'R4ligion Scionco W&li.h 3 Book-Kooping 1 kthartlm 1 Arte and -It. 1 15 1 2 A r t * and C r r l t . 1 Rmligion 2 O.o&nphg 2 hachln&Ai& 1 PoliUcal M. 1 Cum1c u l v Anal- hachlng A i d . 1 A r t 8 ud CNft. 1 Bi.toI7 2 k t h e m t i ce 1 1 1 1.1. Arltb.tio 1 T r o N w 1116. 1 hiitloll Ed. 2 ~ Q U - ~ Q 2 2 hachlng A i d . 2 2 Arl-tio 1 w i i 8 h 1 H L a t o ~ 2 2 0.Qu-phg noligion 2 w8t0W 2 0.0a-Pw 2 BNmhlli 3 Polltical Kd. 2 2 mt.1 46 ? o l i t i u l Id. 2 nl.toz7 2 n y 8 i c r l m. 1 mori.t~-~ 2 2 S..Nli 3 Politifd Ed. 2 f i o s t i o r r 6 8 1 0 1 0 ~ 2 2 ~ 1 i . h rbyelul M. r n 0 1 0 ~ 2 1 2 2 m u 46 ~ h y e i r n lEA. 1 Slahlli 3 Kducation 8 8 Mucation 6 - 8 i d Id. 1 m u 1 4 d 4& ,& mt.1 Idurntion 6 'Ibtrl 46 . . 3-1 WOMNa Viplndlt m o Vra h m J a 111. Na 1110, Dmphent of haohor Trnining. - N o L ~ I m e l a the total glvan in the sou roe^ ectrul total of #ubJect compmentm i8 47.  Annex 6 4 ; i d , 5 43 .:I g - 0 ;I ..Ir .*I 0 HLI a m 2 0 3 - 8 Q g L .. s;a A d2 & ;F:' sat g .z c d a i? 3 2.11 8:li7 d L m 4J m 8?,e 3 *g:s. ,2 a ;5; 1 ,@j, 4 m Z k * du P d O 5m a 0;: 5 - $ a g L iajj l s , a ; e ,cp: t!: 3 j E  .. w La 0 d . 5 2 L. 0 Annex 7 4 2 ; 3 (.I I 0 5 CI 2 9 E L O m C 2 q page I a c m 4:. rr) ca: D.-I@.-l L. a m a 4 * ao a m (P -I 8 Le ; j z i l m ; .e -a5d 1 . 3s a 4 @ U r n @ Ew ex -s 4 P) 9 S a m ~ s a f ZUd d S d a d o r l l d 4J ..+ c 8 ~ s d urn0 u urc il I" w n d d 0 Z P 2 a -. gg Pa Pe (U n r l d -he--hhh-hhh- + ,-I r- U I UI In ~m 8 ~ 0 2 2 \O ,-I g R rl d l3 2 ,-I m * " a % 3 % ~ ~ ~ 6 &-\ 3 w m r( i 4 3,ze 5 Z c , 5 ; y a x e Q %" m t d m d P w I3 " 4 U " " " O \ " * d M R 'ii S 4 PC m d m' 8 a 13 2 2 a d2 8 3 9 1 A . 3 n I 5 s : q a p - s s 13 7 =? a A m Q1 OD w. Q " p U S . S , ~ , - W X 5 a5 W I 4 h 0 c u n o \ o r * n d 8 Pa n w m r - m ~ q a3 s d 0. I .- d B 5 2 2 3 d % +z rl q a z g a t ~% 3 0 2 P\ a 5 If-+ 8i tc. U 2 X Z I E (U 0 d az m E w 4 @ w 13 . .- H B a w u ( u m ( u a ( u r ( r l .2 -:i r( 5 r( (U P V, P1 I3 p z ? ; ? " " r( % E 0 a u "8% : f 2 3 % X 92 .- m V, a 0 R :p 2 % W j r w \ o , g 5 9 : .- m c w * n d r l d d U CU p" m a m a m u P) d rl E s 0 5 .-I 0 Q C, 4 t H H ~ * r ;2 H H H CI + V a n m 0 0 O W g % g d c .. .. $ s P )4 s z BI a1 e g 4 3 8 2 2 m Z   3 4 1: FI d o a 3 t : ; % Annex 7 rn 'E: a 2 3 3 t page 3 & r n P I r n k i a : a L , r c P I c , c, c, 2; c, r ( m a c, c, 9 2 H P $ $ z $ $ P 2 d ' henhe 8 2 Ln Ln .-I .4 PI c, h 2 ti 4 1 4 .4 .4 Fi& B* c, 0.1 $e *r n n n G z" 0.1 1: 1 4 .4 PI n# I r( 4 PI T! hhhhn n4 II H W 1 3 S I ? j ' G 8 2 .4 3 03 R R ' R d X S 3 8 w" .- P* I L 2 x x : ' ~ a x fi s ,4 r m I k & ' (U ( ~ n c u c u c u +J 0 (U 0 5 \O 4 * x ; Q D m m C U * ~n m 4 * m * + &' E I m 23 Y " & " ' 7 m K l E , c X e 2 m 3 5 Z FI R R x k B D D P R $ 1 r4 3 r( r l n ( U ( U C u 4 (U Ln 0 I .4 r m I & La H 1 t C R ;3 % .4 m A .* 4 m 0 t C c i x m 3 % c, P* (U \O S cem. II S; W .4 k i i C c $ S $ R 1 $ x r I . 2 2 ".< C 4 4 3 W 4 r ( n c u r ( r ( 0 d " 1 .d e Q 3 8 3 5 : X X : % I .d !3 1 4 E: 0 R R W S 1 2 m 8 U a 2 2 P* I I V) a a r s ~ l s 3 s?; .4 9 3: I I, I O) Il 5 0, -- - ---- L P 0 0 ? I ? ? ? ? ? ? B - c , 1 I 0 - C C E C C ! C f i a m a Q d e z : Q E 4 . 4 * & 0 E: c, e i B a I+* s p 3a s U r O.l .. - 74 3 * z d h . 2 g ? ? X ? G 3 g " 0 q e m a a 5 ; 8 : s O  - Source; Compiled by the Unesco mission. Note : C = Class; M = Male; F = Female; T Totall P = Primary; 5-T = Student Teaaher. L/ Only one class operatea in the Centre (56 children).  - PLANKED AM) ACTUAL IMPLEMEWATION SCHEDULE Actual Anticipated ,:...'..'..'....',. .................I CREDIT AGIWNIDTC by Consultants f o r "E" Construction: A . Muhumbili Teaching Hospital B. Bagamoyo Teaching Unit C. Mtwara PTTC D . Tukuyu PTl'C E. Bagamoyo FTI'C/CNE F. Mwanza VTC 4 Supervision Miseiona by IDA Nairobi Office ,e 0 0o o 0 0 o 0 0 0 0 0 0 0 0 Visits and Reports by Dr. William R. Harlan 4 4 I Notes: 1. Identification Mission 6. A l l Works (except kitohen, dining room & op. theatre) completed. 2. Reconnaissance 7. Student dining room and kitchen oompleted. 3 . DANIDA staff being reoruited 8. Operating theatres expected to be completed. 5 4. Furniture & Equipment Mating started 9. Esld of Civil Works guarantee periods. E 5. Furniture designer joined PPS 10. Appraisnl estimate of disbursements. m 11. Aotusl disbursements. Souroe: World Bank supervision r e p o r t s and PIU/MNE  PROJECT' IMPLEMENTAT ION S E C T I O N 5t 1J101< PFir3CUhEt4ENl OFF1CEF.. ]F';(OjiCl kCCOJPiTkNT ' PROJECT ADM I141ST H&T;TCrJ 4 I I . F-I CONTRACT M4INTANANCE MBEYA TECH. C Q NEHAL PROIECT CCKMKXNATOR C-~~-JNAT~R COMRUCT ION DMINIST RATION L.-. TOR ARCH1 T ECTS ITAFX* ELECTMC. INSPECTORS AL ENGINEERS ZONAL.'MAINTENANCE I21 ARVSl-iA 1 S T A F F I Source: PIUIMinistry of Education  Annex I0 'E Z . % . LnY rl .. g i 2 J 2 0 6 5 a a4 2 . 5::5 8 r a o a g x Y Z C . 2 S r i O ' C . R . 001: d a a r E v . ( Y a u 4 J m O L Y 5 3 5 5 0 z 2 % 2 ~ *::= ~ ? 9 k ~ ~ 2 ~ 4 ;%-: 2 S P P L B m S 2  Annex 11 Source: ministry of National Education. Notes : 1. Time of Appraisal Estimates - March 1973. 2. World inflation due t o increased price of oil. Devaluetion of Tanzanian currency by 15%. Increase i n price of cement from Shs. 290 t o Shs. 720. Devaluation of Tanzanian currency by lo$. Increase i n price of oil. Shortages of materiels, e.g. cement, reinforcement sanitary fittings and diesel oil. Increase i n prices of cement (m*fuel, roof sheeting timber and other rraterials. Increase in minimum wage from Shs. t o Shs. 480 per month.  -cnL ASSISTANCE, PLZ~~JSHIPSAND OFTBITIONAL COSTS M TI[E m o m m I - Technical Assistance Funded from 4 t h Dl Project adminiatered by 'hH0 -. - 1. Dr. Mustafa ?hysiology Septamb.r19?7 17.6 50.548 485.10~ 2. Dr. N. %mza Paedlatrics F e t n u ~ r y1977 14.7 43,166 345,326 j. ~r.n. ~wonigle Pharmacology May 1976 37 9l.972 763,776 4. DP. P. Yorh ~ i o m b i o l o g y Doombar l