Mali - Second Education and Training Project

Domant Of The World Bank FOR OFFICIAL USE ONLY Report No. 6481 PROJECT PERFORMANCE AUDIT REPORT MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) November 18, 1986 Operations Evaluation Department This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without Work Bank authorization. FOR OFFICIAL USE ONLY THE WORLD BANK Washington. D.C 20431 USA office of Due< t4W-G~41td Operatinns lValuaiten November 18, 1986 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Performance Audit Report: Mali Second Education Project (Credit 733-MLI) Attached, for information, is a copy of a report entitled "Project Performance Audit Report on Mali Second Education Project (Credit 733-MLI)" prepared by the Operations Evaluation Department. Yves Rovani by Ram K. Chopra Attachment This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY ABBREVIATIONS (with English acronyms) BDPA - Bureau de développement de la production agricole BIT - Bureau international du tra,ail (ILO - International Labor Organization) BPE - Bureau du projet éducation (EPO - Education Projects Office) CAA - Centre d'apprentissage agricole (AAC - Agricultural Apprenticeship Center) CFEPC - Certificat de fin d'études du premier cycle (PSLC - Primary School Leaving Certificate) CMDT - Compagnie malienne pour le développement des textiles (MTCD - Mali Textile Development Company) CPS - Centre pédagogique supérieur (HTTC - Higher Teacher Training Centre) CS - Centre de spécialisation agricole DEA - Diplôme d'études approfondies DEF - Diplôme de l'enseignement fondamental (DBE - Diploma in Basic Education) DNAFLA - Direction nationale de l'alphabétisation fonctionnelle et de la linguistique appliquée (NDFLAL - National Directorate for Functional Literacy and Applied Linguistics) DNEF - Direction nationale de l'enseignement fondamental DNETP - Direction nationale pour l'enseignement technique et professionnel DNFAR - Direction nationale de la formation et de l'animation rurale (NDREP - National Directorate for Rural Education and Promotion) DNPES - Direction nationale de la planification et de l'équipement scolaire (NDSPE - National Directorate for School Planning and Equipment) EF - Enseignement fondamental (BE - Basic Education) EHESS - Ecole des hautes études en sciehces sociales EIV - Eçole d'infirmiers vétérinaires (SVN - School for Veterinary Nurses) ENETF - Ecole normale d'enseignement technique féminin ENSEC - Ecole normale secondaire (STTC - Secondary Teachers Training College) GRAEB - Groupe de recherche-action dans l'enseignement de base (RAGBE - Research-Action Group in Basic Educatior.) IDA - International Development Association (Association internationale pour le développement) INA - Institut national des arts (NIA - National Institute of Arts) INS - Institut national des sports (NSI - National Sports Institute) IPEG - Institut pédagogique d'enseignement général (PIGE - Pedagogical Institute for General Education) This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. ABBREVIATIONS (cont'd) IP - Institut pédagogique (Ecole normale) (PI - Pedagogical Institute (teacher training college)) IPGP - Institut de productivité et de gestion provisionnelle (IPFM - Institute for Productivity and Forecasting Management) IPN - Institut pédagogique national (NPI - National Pedagogical Institute) IPR - Institut polytechnique rural (RPI - Rural Polytechnic Institute) IRAM - Institut de recherches et d'application des méthodes de développement IRFED - Institut national de la recherche et de la formation pour l'éducation et le développement Fiscal Year of Borrower January 1 - December 31 PROJECT PERFORMANCE AUDIT REPORT MALI SE(,OND EDUCATION PROJECT (CREDIT 733-MLI) TABLE OF CONTENTS Page No. Preface ............................................................ i Basic Data Sheet ................................................... ii Evaluation Summary .................................C............ v PROJECT PERFORMANCE AUDIT MEMORANDUM I, PROJECT BACKGROUND ....................................... 1 Objectives .............................................. 1 Design .............1..................................... 1 Project Cost and Financing Plan .......................... 2 Implementation Plan ...................................... 2 II. PROJECT IMPLEMENTATION AND OUTCOMES ...................... 3 Project Design and Management ............................ 3 Sequence . ............................................... 4 Procurement ............................................. 4 Reporting .......4...................................... 4 Outcomes 5...............C............................. 5 Sustainability ........................................... 7 Role of Women ........................CC.... . . 7 III. FINDINGS AND ISSUES ...................................... 7 Overview ................................ .....C 7 Findings and Lessons .......C............................. 8 PROJECT COMPLETION REPORT I. Summary and Conclusions ..........C....................... 11 II. The Project - Context and Description .....C....... 18 III. Project Management ....................................... 21 IV. Means Employed in Developing the Project CCCC....C........ 22 V. Project Costs ................C...C..............C..... 26 VI. Project Results ,C.......... ............................. 28 VII. The Bank's Role ..............................C........... 32 VIII. The Government's Role ......C............................. 35 TABLE OF CONTENTS (cont'd.) Annexes Page No. 1. Comparison of Estimated and Actual Costs ................ 37 2. Data regarding Construction Costs ....................... 38 3. Project Implementation Schedule - Credit 733-MLI ......... 39 4. Execution of Credit Conditions ......................... 40 5. Trends in the Education Share of the National Budget ..... 42 6. Trends in the Share of the Education Budget Allocated to Scholarships ............................... 43 7. Structure of the Education System........................ 44 8. Organigram of the Ministry of Education .................. 45 9. Organigram of Basic Education........................ 46 10. Catchment Areas of Units, and Enrollments ............... 47 11. Work Timetable of the Science Laboratory of the Second- Cycle School Group at Hamdallaye, Plateaux 1 and 2 ...... 48 12. Staff of the Science Units in Kayes and Gao .............. 51 13. Kayes Training Institute ............................... 52 14. Gao Training Institute ................................. 53 15. List of Experimental "Ruralized" Schools in the Sikasso Region ......................... 54 16. Composition of the "Ruralization" Team in the NPI, and of the Technical Assistance Team ................... 55 17. List of the Principal Papers produced by the "Ruralization" Team of the NPI as part of the Executive Team in the NPI, and of the Technical Assistance Team ... 57 18. Enrolments and Teachers in Experimental "Ruralized" Classes, (1983/84) ...................................... 59 19. Advanced Training for Rural Young People - Villages included in the Training Schemes, and their Locations ... 60 20. Group IV - Female Training - Table of Villages where Female Training Schemes are operated - Summary Table .... 61 21. RAGBE. Subjects for Doctorate Theses submitted in July 1983. Degree in Advanced Studies. Other Forms of Research conducted within the Group ..................... 63 22. Table of the Training Officials in the National Languages (1979-1980-1981) ............. 65 23. Organigram of the Ministry of Agriculture ................ 66 24. Organigram of the Directorate for Agricultural Technical Education and Vocational Training ............. b7 25. The AACs in the Mali Education System .................... 68 26. Enrolment Trends in the AACs ......................... 69 27. New Program ............................. . 70 28. Project Budget Covering the Mali Government's Contribution .... .................. 71 29. Experts and Scholarship Holders ..................... 72 Attachment I: Comments from the Borrower .......................... 73 PROJECT PERFORMANCE AUDIT REPORT MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) PREFACE This is a performance audit of the Second Education Project in Mali, for which a Credit of US$10 million was approved in July 1977 and signed in September 1977. The credit account was closed in May 1984, when the sum of US$350,000 remaining in it was cancelled. The audit report consists of a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and a Project Completion Report (PCR) dated June 1985. The PCR was prepared by a UNESCO mission which visited Mali in June 1984 and was issued by the Western Africa Regional Office. The PPAM is based on a review of material in Bank files, including the Appraisal Report No. 1379a-MLI and the President's Report No. P-2118-MLI, both dated June 24, 1977, the Development Credit Agreement dated September 30, 1977, correspondence with the Borrower relating to this project, the PCR, and discussions with Borrower and Bank staff associated with the project. A small sample of project institutions was visited by an OED staff member dur- ing an OED mission visit in January 1986. The Project Performance Audit Report (PPAR) on the First Education Project in Mali supported by Credit 420-MLI (Report No. 3848 dated March 9, 1982) has also been consulted. The PCR, while it contains much useful detailed information, was written by staff unfamiliar with the project and, in the view of the audit, does not adequately cover questions of project design and outcomes, and of IDA staff involvement in the project. These elements are therefore given particular emphasis in the audit memorandum. As is customary in the preparation of audit reports, copies of the draft audit report--in a French translation--were sent to the representatives of the Borrower for comment; this was done in July 1986. Comments received from the Government have been taken into account in finalizing the report and an English translation of the comments is reproduced as Attachment I. - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) KEY PROJECT DATA Appraisal Actual or Item Expectation Current Estimate Total Project Cost (US$ million) 12.0 10.90/a Underrun (%) 9 Credit Amount (US$ million) 10.0 10.00 Disbursed 9.65 Cancelled 0.35 Repaid ) 0.00 Outstanding ) as of 08/31/86 9.65 Date Physical Components Completed 06/30/81 12/31/83 --in Months Since Credit Signature 45 75 Proportion Completed by Above Date (%) 50 90 Proportion of Time Overrun (%) 67 Institutional Performance fair CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENT (US$ million) CY 1977 1978 1979 1980 1981 1982 1983 1984 Appraisal Estimate 0.62 3.12 7.40 9.50 10.0 -- -- - Actual -- 0.91 3.12 5.18 6.40 8.16 9.53 9.65 Actual as % of Estimate 29 42 55 64 82 95 97 OTHER PROJECT DATA Original Actual or Item Plan Revisions Est. Actual First Mention in Files 08/11/75 Government's Application none on file Negotiations 04/18-21/77 Board Approval 07/37/77 Date of Credit Agreement 09/30/7 Effectiveness Date before 12/01/77 before 02/01/78 01/31/78 Closing Date 06/30/83 none 05/30/84 /b Borrower Republic of Mali Executing Agency Project Implementation Unit, Ministry of Education Follow-on Project Name Third Education Project Credit Numbers Credit 1442-MLI and SF-10-MLI Amounts (US$ million) 4.6 and 4.9 Credit Agreement Date 03/15/84 /a The project was scaled down when an overrun was foreseen. 7-b The Credit Account was closed as of this date. The last disbursement had been made on April 3, 1984. - fit - MISSION DATA Sent Month/ No. of No. of Staff Date of Item _y Year Days Persons* Weeks** Report Identification IDA 03/76 1.5 2 3.0 04/15/76 (Project Brief) Appraisal IDA 06/76 2.5 4 10.0 06/24/77 Pre-Negotiation IDA 03/77 1.0 2 1.5 03/25/77 Pre-Board Presentation IDA 05/77 3.0 1 0.5 none on file Pre-Implementation IDA 07/77 1.0 2 1.0 10/11/77 Total 16.0 Supervision I IDA 02/78 1.0 2(G,A) 1.0 04/18/78 Supervision II IDA 07/78 1.0 1(G) 0.5 09/08/78 Supervision III IDA 12/78 1.0 1(G) 0.5 01/17/79 Supervision IV IDA 02/79 1.0 1(A) 0.5 02/15/79 BTO Supervision V IDA 10/79 1.0 2(G,A) 1.0 11/20/79 Supervision VI IDA 03/80 2.0 2(E,Ag) 1.0 05/21/80 Supervision VII IDA 06/80 1.0 1(A) 0.5 09/05/80 Supervision VIII 1DA 10/80 1.0 3(A,Ag) 1.5 11/25/80 Supervision IX IDA 04/81 1.0 1(Ag) 0.5 04/22/81 BTO Supervision X IDA 05/81 1.0 1(Ac) 1.0 05/27/81 Supervision XI IDA 07/81 1.5 3(G,Ag) 2.0 09/21/81 Supervision XII IDA 10/81 1.0 1(G) 0.5 11/18/81 BTO Supervision XIII IDA 04/82 1.0 3(A,Ag) 1.5 05/24/82 Supervision XIV IDA 04-05/82 1.5 1(Ac) 1.5 05/18/82 Supervijion XV IDA 10/82 1.0 1(A) 0.5 10/29/82 Supervision XVI IDA 12/82 1.0 2(G,Ag) 1.0 none on file Supervision XVII IDA 02/83 1.5 1(Ac) 1.5 03/03/83 Supervision XVIII IDA 05/83 1.0 1(G) 0.5 05/26/83 (letter) Completion UNESCO 06/84 2.0 2(G,A) 4.0 06/85 21.0 Total STAFF INPUT (Staff Weeks) FY 76 77 78 79 80 81 82 83 84 85 Total Preparation 16.2 16.2 Appraisal 27.4 22.1 49.5 Negotiation 15.7 0.9 16.6 Supervision 20.2 10.1 22.9 21.9 18.1 9.6 10.9 8.5 122.2 Total 43.6 37.8 21.1 10.1 22.9 21.9 18.1 9.6 10.9 8.5 204.5 * A = Architect; G - General Educator; E = Economist Ag - Agricultural Educator; Ac = Accounting Specialist ** Number of Staff-weeks attributable to this project. - iv - COUNTRY EXCHANGE RATES Name of Currency (abbreviation) - Malian Franc (MF) Exchange Rates: Appraisal Year Average (1977) -- US$1 - MF 490 Intervening Years Average -- US$1 - MF 550 (402 at end 1979) Completion year (1984) -- US$1 - MF 798 ALLOCATION OF CREDIT PROCEEDS (US$) Original Actual Ctegor Allocation Disbursements 1. Design and Civil Works 3,000,000 3,664,723.56 2. Furniture 100,0G3 179,858.56 3. Equipment and Vehicles 1,310,000 2,060,597.06 4. Personnel 2,660,000 2,648,313.80 5. Fellowships 170,000 17,720.80 6. Literacy Program: (a) Construction 400,000 - (b) Equipment and Vehicles 580,000 554,792.86 (c) Personnel 80,000 98,285.94 7. Project Unit 200,OOC 227,607.85 8. Special Account 200,000 200,000.00 9. Unallocated 1,300,000 --- (Total Disbursed) (9,651,900.43) Cancelled 348,099.57 Total 10,000,000 10,000,000.00 - v - PROJECT PERFORMANCE AUDIT REPORT MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) EVALUATION SUMMARY Introduction This project was identified in March 1976 and appraised in June 1976. Total project costs were estimated at US$12 million and an IDA Credit of US$10 million, to meet all foreign exc-hange costs and a considerable proportion of local costs, was approved in July 1977 and a Credit Agreement signed in September 1977. The Credit became effective at the end of January 1978. The Closing Date of the Credit, June 30, 1983, was never changed; however, the final disbursement was made in April 1984 and the Credit Account was closed in May 1984 when the sum of about US$350,000 remaining in it was cancelled. The project was reduced in scope during implementation; total project costs at completion were estimated at US$10.9 million equivalent. Objectives The project had wide-ranging objectives. These included (i) improving secondary education by the construction of two science and techno- logy centers to serve groups of schools, and construction of science and technology rooms at twenty rural schools; (ii) improving primary education by renovating a Primary Teacher Training College; (iii) meeting needs for trained agricultural manpower by the construction or renovation of three agricultural technician centers; (iv) improving management training by constructing new premises for a National Management Institute; (v) improving functional literacy by providing houses and offices for the staff concerned and (vi) improving basic education by developing, implementing and evaluating new programs. A considerable amount of technical assistance (129 man-years) and some fellowships (13 man-years) were to be financed to assist in the achievement of the project's objectives. Implementation Experience Initially held up by difficulties in recruiting technical assist- ance personnel, the project subsequently ran into difficulties because of the decline in the value of the US Dollar relative to the Malian Franc, thus reducing the value of the Credit. A subsequent strengthening of the US dollar could not make up for time lost. The project suffered also from serious government difficulties in providing cou-Aterpart funds in a timely manner. Overall, the project design proved over-complicated with too many different entities involved. The implementation experience could have been - vi - much worse had the two successive Malian project directors not been very com- petent, and indeed been assisted by IDA staff whose continuity on successive missions enabled them to get to know the project well. Increasing unit costs led to some elements being deleted--the Primary Teacher Training College and the Management Institute--and others reduced (only 9 of the 20 rural science/technology additions were built). Results These have been mixed. The science/technology centers are func- tioning but lack reasonably trained staff and, almost equally important, supplies of consumable materials. These centers are suffering from the difficulties the Government has to meet the recurrent costs of good training in science and technology, costs which are of course much higher than those in programs which do not involve individual experiments or practical exer- cises. The science/technology rooms in the nine schools which have been pro- vided with them are also not being used well for the same reasons; the audit considers in view of these problems that IDA would have been wise to accept the Government request during implementation to limit this component to the three sets of rooms which had already been built. The agricultural schools are functioning better, but here the problem is that their outputs are having increasing difficulties in finding jobs because of past government policies which guaranteed a government job to every graduate and the saturation of the relevant labor market which has resulted. The functional literacy and basic education programs are regarded as the most successfil elements of the proj- ect but such programs are difficult to evaluate. Sustainability Essentially for the reasons mentioned in the last paragraph--i.e., recurrent cost financing problems with the science/technology programs, it appears unlikely that these programs will be sustainable in the Malian context over the long term: indeed the government itself wished to cut down one of these programs further during project implementation when it became clear that the program was not replicable on a large scale. The sustain- ability of the agricultural schools is also in doubt because of the diffi- culty their graduates are beginning to find in getting jobs. The benefits of the functional literacy and basic education programs are more difficult to quantify but here again their sustainability is in doubt--for example, publi- cation of the national language newspaper Kibaru has already ceased. Main Findings and Lessons (i) Despite dedicated work by both project and IDA staff involved in the implementation phase the project has not fulfilled its objec- tives, partly because its design was too complicated and it tried to advance on too broad a front in difficult areas such as quality improvement, curriculum reform, and nonformal education (paras. 9, 11, 16 and 29). - vii - (ii) IDA staff handled very well a question of non-payment of contractor's bills by the Government, prevailing upon it to meet its obligations (para. 13). (iii) PCRs should be written by staff familiar with the project, especially in projects such as this, where hard-to-evaluate quality improvement is aimed at (para. 17). (iv) Documentation needed to justify disbursement, or other important Bank Group action, should be retained on file (para. 19). (v) Recurrent cost implications of projects must be kept in the fore- front of IDA staff thinking regarding projects in Mali; in this project the science units and the ruralized schools have high recurrent costs which the Government cannot support (paras. 26 and 30). - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) I. PROJECT BACKGROUND ObjectiveL, 1. An IDA project identification mission visited Mali in March 197o and reviewed the Government's priorities in the sector, which included the further improvement of science and technology instruction in secondary schools and the development of low-cost programs for basic education, elements which were both being assisted under the First Education Project. This search for low-cost basic education was of great importance in the Malian context, as at the time of appraisal only 22% of the 6 - 13 age group was attending school, although some 35% of public expenditures were devoted to education. The Government requested also that IDA consider assisting the Government in extending an ongoing functional literacy program for farmers and in meeting critical manpower training needs (i) for senior and middle level managers for the public and private sectors and (ii) for junior agricultural and livestock technicians. This second project, appraised in June 1976, was intended to help meet these priority needs. Design 2. The project was in three parts: Part A consisted in the construction, furnishing, and equipping of (i) two science and technology centers, at Gao and Kayes, which had been included in the first project but could not be financed under it because of a lack of funds; (ii) science rooms and technology workshops for twenty rural lower secondary schools in the Sikasso region; (iv) agricultural training centers at Samanko (renovation) and Kita (new) and a (new) school for veterinary technicians at Sotuba; (v) a National Management Institute (IPGP) at Bamako, and (vi) offices and housing for the functional literacy program. Part B, itself in three parts, consisted of (i) the carrying out of a functional literacy program administered by the Groundnut and Foodcrop Development Scheme, (ii) the development, implementation and evaluation of new programs in basic education, functional literacy and ruralization to be carried out by the National Directorate of Functional Literacy and Applied Linguistics (DNAFLA) and the National Pedagogical Institute (IPN), and of training programs for the IPGP; and (iii) the procurement of vehicles, equipment and materials for (i) and (ii) above and for the Project Unit. - 2 - Part C, again in three parts, consisted of (1) the design, develop- ment and evaluation of programs for the institutions in Part A, and the training of instructors and on-the-job training o students; (ii) training of lecturers for the I1PGP and for the functional literacy program through fellowships outside Mall; and (Iii) the expansion of the Borrower's functional literacy program through the establishment and operation of about 1,600 village centers. 3. The project provided, in total, financing for 129 man-years of specialist/consultant services and 13 man-years of fellowships for Malian personnel, for the appointment of the majority of whom IDA agreement on qualifications and experience was required. Project Cost and Financing Plan 4. The total project cost, including taxes, was estimated at MF 5,949 million, or US$12.0 million equivalent at the rate of exchange then pre- vailing (US$1=MF 490). Net of taxes, the project costs were estimated at US$11.2 million equivalent. The IDA credit, on standard terms, of USS10.0 million was to finance 100% of the estimated foreign exchange component of US$7.1 million and about 71% of local costs. The balance of the net costs of US$1.2 million and US$0.8 million of taxes were to be financed by the Govern- ment. The recurrent costs of the project were estimated at about MF 200 million (US$0.4 million equivalent) per annum, or 1.5% of the total recurrent costs for education and training. Implementation Plan 5. The existing Project Unit established under the First Education Project, was to be responsible for all design work, procurement and adminis- tration of all contracts, with the exception of the functional literacy program, which was to be administered by the OACV. Civil works procurement was to be by local competitive bidding, the procedure- for which had been judged acceptable to IDA, with some small works being c.nstructed using force account. Furniture and equipment contracts would bo !et subject to IDA guidelines, with International Competitive Bidding for such lots over US$50,000. 6. With the project's both implicit and explicit emphasis on software elements and quality improvement, construction elements were mad- subject to disbursement conditions--for example, no disbursement was to be made lor the construction of the agricultural and veterinary technician traiiing centers under Part A of the project until an Advisory Council chaired by the Minister of Rural Development and with terms of reference and membership satisfactory to IDA had been established to advise such centers on admissions, programs and placement of trainees; additionally, no disbursements in respect of the junior agricultural technician training center at Sameiko would be made until adequate technical assistance for this center had been assured by an appro- priate agency. No disbursements were to be made foi the development of programs in basic education until the programs of cour-cs to be developed, their design and their estimated costs had been found satisfactory by the Borrower and IDA. -3- 7. The Credit iigreement, signed on September 30, 1977, envisaged that the project would be completed by December 31, 1982, with a Closing Date of June 30, 1983, although no activities were shown in the Implementation Schedule in the Staff Appraisal Report (SAR) beyond the first. quarter of 1982, by which time all technical assistance would have been supplied. The SAR envisaged that all construction works would have been completed by mid-1981 (see Basic Data). 11. PROJECT IMPLEMENTATION AND 0UTCM0fF.S Project Dusign and Manapemnt 8. The Project Unit in thu Ministry of NatLionl EducaLion appears to have performeo very well during the course of this project: it had only two Directors during the whole course of project implementation and this cont-inuity was particularly helpful in a project such as this where many project elements were involved, most of which concentiated on software quality elements rather than the more easily dealt with -rdwaie. 9. However, despite the dedicated efforts of these project directors this project suffered from an overcomplicated proj--ct design, not only in regard to the number and kind of its components, but also because elements outside the project unit Ministry were involved. The agricultural schools were under the aegis of the Ministry of Rural Development and the functional literacy component, attempting to assist no less than 1,600 village centers, was under the Groundnut and Fooderop Development Scheme. It was to be expected that once the project began to encounter problems, for example, with cost overruns involving cutbacks in project content, that these representatives of other Ministries would feel that they were being less well treated than they should have been. 10. The Credit was declared effective on January 31, 1978, about two months after the date originally envisaged. The project was soon in trouble, with the first supervision mission of February 1976 regarding it as having quite serious problems. At this stage the main problems were those of recruiting technical assistance: the complicated project design involved the appointment of considerable numbers of specialists. Bank files contain many documents relating to technical assistance and it is difficult to find one's way about in this maze of documentation. One of the main problems is that one is unclear which particular technical assistance post is being spoken of in the documentation; it would be helpful in future projects for each technical assistance post to be identified by a position description and be given a reference letter or number, to be mentioned in all correspondence relating to the particular post. 11. Annex 29 of the PCR gives details of the technical assistance which was intended and which was actually supplied. It is notable that the kinds of expert actually supplied differed greatly from those envisaged. This annex indicates no less than 31 different kinds of experts were forecast as -4- being necessary; of these only 6 were used. Annex 29 reveals the complexity of this project, with its listing of more than 40 expert specializations, divided into seven groups, dependent on where the expert was supposed to be employed. It is difficult to see how IDA staff could possibly have dealt adequately with the problems of approving terms of reference, qualifications, and conditions of employment for the numbers of people shown. Sequence 12. The problems of technical assistance adumbrated above continued throughout the duration of the project, which also suffered throughout its implementation period by government problems in providing counterpart funds. These problems became more acute still when the value of the US dollar declined to some 400 Malian Francs at the time when disbursements could have been expected to be at their highest, compared with nearly 500 at the time of appraisal. At this period of dollar decline further cuts in the project were considered, but were not made when the dollar strengthened considerably in the 1980s thus increasing the value of the US dollar denominated Credit. These fluctuations in the value of the dollar seem to have had some adverse effects on project implementation which are however difficult to quantify. Procurement 13. It is worth noting that a certain contractor's bills remained unpaid by the Government over a long period. This contractor asked IDA for assistance, and IDA prevailed upon the Government to have these amounts paid. The audit generally commends the way IDA staff handled this situation, although it was not mentioned in any supervision report and was not brought to the attention of higher management. Contractors are often interested in bidding, and in offering reasonable prices, because the Bank Group is in- volved in a project. These advantages may well be compromised if staff do not, as a matter of course, try to see that justice is done in fulfilling contracts and in the contractors' being paid for work done. 14. The audit has nothing to add to the comments on furniture and equipment procurement mentioned in the PCR (paras. 4.16-4.18) which indicate that some unsuitable material was purchased and that there were some delays because of slowness of initial payments to contractors. Reporting 15. IDA supervision of this project was generally of a very high stand- ard indeed, with good continuity between supervision missions. Only seven different persons took part in the 18 supervision missions on this project, and the two main project officers each took part in seven missions extending over the whole life of the project. Not only this, but they established excellent relations with the Government staff and were very helpful. 16. However, good supervision and the fine work of the successive project directors could not entirely compensate for an excessively compli- cated and over-ambitious project. Also, while there was excellent continuity - 5 - of supervision staff, there was a complete lack of continuity between appraisal and supervision staff. No member of the appraisal mission ever supervised the project. 17. Nor, at the end of the project, was the knowledge which IDA staff had amasbed utilized in preparing the PCR, which was entrusted to two UNFSCO staff, one a consultant., neither of whom had ever supervised the project. As a result the PCR is lacking, especially in its treatment of the many software elements of this project, which would have benefited from the insights of someone who had a continuing involvement with the project. The PCR also has numerous other shortcomings including conflicting information on events. 18. Three of the 18 supervision missions were staffed by specialists in auditing and accounts; the first of these reports written following these missions was very critical of what had been done in this field beforehand. New procedures were suggested and were put into place to some extent, though even by the end of the project the situation regarding project accounts was not judged entirely satisfactory for lack of qualified personnel in the project unit. The point to be made in this audit is that, if the accounts of this project unit were in some ways deficient, then greater attention needs to be paid to accounting matters generally, for more attention was paid to this aspect of project implementation in this project than in most education projects audited to date. 19. Most of the supervision missions produced full reports which are on file, ei listed in the Basic Data. A notable exception however is the report of the February 1979 supervision mission. This report is of particular importance, as according to IDA's Controller's Department it stated that all disbuysement conditions had been met. The audit has been unable to trace a copy of this report, nor does Controller's Department have one. The Back-to-Office report of this mission, consisting of a telex from th0 field, makes no mention of disbursement conditions having been met. The audit considers that documentation which is necessary to justify disbursement, or other important Bank Group action, should be retained on file. Outcomes 20. The project elements will be dealt with in the same order as they are listed in paragraph two. The science and technology units at Gao and Kayes have been built, and according to the PCR are benefiting nearly 2,000 lower secondary students at Kayes and nearly 1,350 students at Gao (PCR, pare.. 6.4). However, the PCR records problems in the number and quality of the .eakhers and service staff, and in the replenishment of consumable materials The audit mission was unable to visit Gao and Kayes because of distace and time constraints, but did visit a similar unit in Bamako provided under the first project. This unit suffers from the problems identified in the PCR. The lack of consumable materials was particularly evident; also some unsuitable chemicals (e.g., sodium peroxidel) had been :,rcnased. In view of the high recurrent costs of units such as these and z#ie difficult economic situation of Mali the results to date do not justify the further construction of such units. The utilization of the existing units using less sophisticated materials and with a less ambitious curriculum might be considered, - 6 - 21. To avoid cost overruns only 9 out of 20 rural secondary schools were provided with science rooms and technology workshops. Two of these were visited by the audit mission, involving a 1,000 km round trip. This visit confirmed the difficulties with this project item mentiored in the POR para. 6.9--insufficient.ly practical courses, unciertrained teachers, and lack of operational funds. There is, above all, a Lack of teachers. During project implementation it became clear that the recurrent costs of these schools would be such that this experiment could not be generalized, and the Government wanted to limit the experiment to the units already built for three schools. Nine schools were in the event provided with additional facilities. It is arLuable that it would have been better to have agieed to the Government request. It would seem sensable in future projects involving basic education that unit recurrent costs not be increased. Here again the utilization of the facilities using a more simple curriculum based as far as possible on locally available materials and studying local phenomena ought to be considered. 22. The Primary Teacher Iraining College was not built, but the three project agricultural centers were constructed and/or renovated. The audit mission visited the centers at Sotuba and S-imanko. The new Sotuba Center is working reasonably well, but the completion of its construction has coincided with far less jobs being available for its output than heretofore: in 1984 for example, c.ut of 50 graduates 43 got jobs, in 1985 only 14. This has happened in large part because for many y-ars all the t iduates got jobs in Government service; now the labor market, at any rate in the public sector, is saturated. During the generation of this project I)A staff recognized this developing situation as far back as 19/6, but the Qacstion was not taken up with the Government then, at any rate in any effectie way. 23. The ve'trinary school at Sotuba and the scho-l at Samanko both suffer from a serious water supply problem-. in Sotuba because there simply is not enough water, and in Samanko because there is no fuel and bence no electricity to pump the water. The existence of an adequate water supply should be a sine qua non in the selection of sites for such schools. This was not given sufficient attention in this project. 24. Further details of these schools and their enrollments are given in the PCR paras. 6.14 through 6.16. By and large the audit agrees with these comments; some progress has been made in improving the training offered. However, the PCR's para. 6.16, which is correct, contradicts its para. 6.14(a). It also seems questionable whether the construction of all the facilities at the veterinary school at Sotuba was entirely necessary given the existence nearby of a Training and Communications Center (CFC-Centre de Formation et Communications) financed by USAID. in 1982 it was suggested there may be some overlap, and that a consultant should look into the situation. There is no evidence that this was ever done. 25. New premises for the National Management Institute at Bamako were not financed under the project, though technical assistance was supplied for it. Neither this audit nor the PCR (para. 6.17) has any substantial information on this component. - 7 - 2b. The functional literacy and basic education components of the project appe'rc to be reasonably dealt with in the PCR (paras. 6.10-6.13). These essetI.ly software elements are almost impossible to evaluate by persons unfamiiiar with the project and visiting several years after the program has been implemented, unless a considerable amount of time and research Js expended. The OED mission visited briefly the National Pedagogical. Institute (IPN) and the National Directorate for Functional Literacy and Applied Linguistics (DNAFLA). Some of the doctoral theses of DNAFLA staff supported under the project were weighty tomes which appeared to be gathering 6ust in the Ministry of Education headquarters. One hopes they have been useful in Mali. Both DNAFLA and IPN are now suffering from an acute shortage of operational funds which confine headquarters staff to Bamako and as a result the staff have become somewhat divorced from what is happening in tme field. One point of great interest is that research in Mali, accordirg to the IPN, has shown that, when students have had their initial grounding in their native language, then in the late.- stages of their education they do better, even in French-based studies, than students whose instruction has: been entirely in French. This is a fi,ding which is worth following up. There is also the point made by certati Interlocutors of the OED mission that, rather than research all the languages mentioned in the PCR (para. 6.11(a)) it would have been better to concen(rate initially on the main local language (Bambara) alone. The OED mission feels this may be the case, but is insufficiently familiar with the problem to -ay more about it. Sustainabilit-, 27. As .as already been indicated, the sustainability of project benefits for m of the elements of this project is very problematic. Both the science i.sitp and the ruralized schools have high recurrent costs which the Governmei.- cannot support (PPAM, paras. 20-21) and the graduates of the veLerinary center are now having difficuiLte3 in finding employment. Ro'> of Womer 28r fhe PCR records (para. 6.11(c) and Annex 20) that village women weie trained in pilot progran in dyeing, soap making, and operating millet mijs, leading to an improvement in their working conditions. Ill. FINDINGS AND LESSONS Overview 29. The final asse.;sment of this project must be that the project was overambitious with too many components and trying to advance on too broad a front in difficult areas--quality improvement, curriculum reform, nonformal education, and so on. Despite the high quality and hard work of successive projact directocs and the IDA staff involved in assistance with implementa- tion the project cannot be said to be achieving its objectives in most arEs. Probably the most successful element was the literacy component, which the PCR (par-. 8.5) says, somewhat e::travagantly perhaps, has produced - 8 - "excellent results." It is difficult to judge between the final effect of an ambitious project which does not achieve all its objectives compared with a more limited effort which does. However, the audit strongly endorses the latter approach in view of the morale-destroying effect of failure to reach objectives. Findings and Lessons 30. The PCR's summary of project achievements is given at length in its para. 7.10, which the audit considers presents in general rather too rosy a picture of project achievements. This paragraph did not appear in the origi- nal version of the PCR prepared by UNESCO. Ongoing IDA involvement in the sector is sketched in the PCR (para. 7.11) which indicates that the Third Education Project will continue the thrusts of the First and the Second. While this is alright as far as it goes the audit would like to see greater efforts made in simplifying projects in Mali and greater attention being paid to the issue of recurrent costs. 31. The audit is hesitant to endorse the PCR findings that the non- fulfillment of time clauses by contractors makes it essential to pay much more attention to tenderer's financial and technical capacities than to the size of their tenders (PCR, para. 8.1) as this would seem to call into ques- tion the whole concept of competitive bidding. The audit considers that contractor pre-qualification is the real answer to this problem. However, the files indicate that the main problem with fulfilling contracts in this project was the Government's inability to pay contractors' accounts in a timely fashion because of government financial difficulties. The lesson to be learned here is that these government financial constraints, both in meeting recurrent costs and its share of capital costs, must be carefully taken into account by IDA staff in developing projects in Mali and in other similarly placed countries. The audit agrees with the PCR (paras. 8.2 and 8.7) in this connection. -9- PROJECT COMPLETION REPORT MALI SECOND EDUCATION PROJECT (CREDIT 733-MLI) September 25, 1985 Projects Department Western Africa Regional Office 簪 派 發， k否 計！ 斗 - 11 - PROJECT COMPLETION REPORT MALI - SECOND EDUCATION PROJECT (CREDIT 733-MLIJ CHAPTER I - SUMMARY AND CONCLUSIONS Aims 1.1 The aim of the Second Education Project was to assist the Government in: W applying the reform to junior secondary schools by introducing new science and technology programmes and experimenting with the new programmes for "ruralized" schools; (ii) devel.oping more economical basic education programmes; H10 trHining agricultural experts and veterinary nurses; Hv) training in planning and management of administrative staff in the priority sectors of the econowj and education. 1.2 The Project, which was identified in 1976, was appraised in 1977 and im-Dicmented from 1978 to 1983. .Compone4s, of the Project* 1.3 To attain the objectives thus fixed, the Project comprised the following components: Objective No.1 Component a) Introduction of Science and Technology Component b) "Ruralization" Objective No.2 Component a) Adult literacy and education programme implemented by the NDFLAL Component b) Functional literacy programme in the framework of the GFCO .)bjective No.3 Com-Donent a) Training agricultural experts and specialists in the framework of the NDREE Component b) Training veterinary nurses Objective Vo.4 Component Preliminary and in-service training for administrative staff at the IPFM 1.4 The Project Office is a separate additional component. - 12 - Physical Implementation 1.5 The physical implementation of the project was not entirely satisfactory. There were a number of delays because of slowness in selecting sites and difficulties in obtaining counterpart funds. The multi-purpose science and technology workshops for "ruralization" schools were reduced to nine instead of the twanty planned for. The construction of the SYN was revised downwards because of a drop in the exchange rate. The buildings for the IPFM, and for the PI at Loulimi were not constructed under the project but were subsequently included as components in other Bank- financed projects. Cost and Financing of the Prolect 1.6 At the time of the completion mission, the cost of the Project amounted to MF 5,897,986,000 or US $ 10,933,427, that is, 9.75% less than the anticipated cost of US $ 12,000,000 at the time of appraisal. The credit amounting to US $ 10,000,000 was sipposed to finance 83.3% of the project cost inclusive of taxes, estimated aT US $ 12,000,000. 1.7 Total disbursements of the credit amounted to US $ 9,651,900.43 and covered 88% of the real cost of the project which was US $ 10,933,427. A sum of US $ 348,099.57 was cancelled.. Project Management 1.8 The Education Project Office (EPO), attached to the Ministry of Education, which was created on the occasion of the first educatiom project, undertook the management of the second project on behalf of all the Ministries concerned. A serious problem encountered in administering the project was the change of director and the extra work assigned to the Office staff for schools or institutions which do not form part of the project. There were some weaknesses in the Accounts and Purchasing Departments but fortunately these were corrected during the third project. Inadequate co-ordination between the Purchasing and Research Departments led to the acquisition of a certain amount of unsuitable equipment and supplies. Project Results 1.9 Continuing the action undertaken under the first project, the second project aimed at the four objectives specified in paragraph 1.1. whose implementation consisted of financing the following components: - Introduction of science and technology at the junior secondary level. This component made it possible to make science and technology units available for 4,000 additional pupils. New programmes were drawn up including 50% of practical sub4ects designed to encourage actions related to the milieu surrounding the school. The teachers were given special training for the implementation of these new programmes. - 13 - Novever, the results obtained did not measure up to expectations because of: (i) the very sophisticated equipment; (ii) inadequate training of the teachers, due to lack of funds to use this equipment and teach the new subjects, (IMi excessively high recurrent costs which were difficult for the country to sustain. This led to the gradual laying aside of the equipment provided and the resumption in many schools of a form of instruction that was just as theoretical as it had been before. The administration of these units and the organisation of their use by several classes in the areas where they were set up was sometimes difficult. This difficulty was increased by the excessively high number of pupils compared to the insufficient number of teachers for technical subjects. - The second component of this reform concerns junior primary education in rural schools, whose programmes had to be adapted to the realities and needs of the country. An experiment was conducted in the Sikasso area where multi-purpose workshops were erected for nine schools instead of the twenty planned. However, the fact that this reform was confined to the junior secondary stage instead of being applied to the entire primary and secondary system impaired the results by making it more difficult to change in three years that which is based on seven years of traditional schooling. New programmes to replace the old ones were produced by the NPI but, since the latter is located in Bamako and is therefore far from the region concerned, it was not in a position to ensure that the new programmes were adapted to the needs of the community. - The number and diversity of the subjects to be "ruralized", and their lack of-cohesion, made the NPI's task more difficult. Moreover, the NPI did not receive from the IIRTED and the Mali researchers surveys of the community clearly defining the objectives and the conditions for their realization. Fortunately, an attempt has been made in the third project to remedy these shortcomings, and the "ruralization" of primary education in conjunction with that of the junior secondary stage seems to be proceeding now in the right direction - by tackling Mali's educational problems at their roots. 1.10 As regards basic education, the objective sought was to extend the results of the First Project relating to basic education alternatives at lowest cost, by implementing: a) an adult literacy and education component under the responsibility of the NDFLAL b) a functional literacy component under the responsibility of the GFCO. Adult literacy and education 1.11 This component enabled the NDFLAL to train 12,000 leaders in transcribing and reading the national languages, to develop linguistic research in six other national languages by producing for each of them reading and arithmetic booklets, teachers' guides, a transcription guide, a glossary, and scientific terminologies, thus making it possible to conduct education in each of these languages. - 14 - 1.12 Action aimed at young people was conducted in six test villages in the production areas. This made it possible to adjust the higher training programme intended for them. In the case of women, a training programme with an economic bias was re-defined to meet their needs. 1.13 All these actions were combined with the training of senior NDFLAL staff within the RAGBE. Thirty of them completed studies for a DEA (advanced studies diploma) and doctorate in subjects bearing on the educational problems of Mali. 1.14 The results achieved in the literacy training of young people, and the adult education programme, were supported and extended by the Kibaru newspaper, which was published in the national language and circulated beyond Mali's frontiers. 1.15 A post-literacy training programme for listener groups was provided on a permanent basis by the educational radio service. 1.16 There is, however, a danger that these activities will be compromised in their development by a shortage of fnads and the departure of senior staff members. Kiba.u has already published only sporadically. Yumctional liteay training in the framework of the GYCO. 1.17 This component has made it possible to include literacy training in rural development operations and to extend it to certain other specific productivity areas. 1.18 It financed the remuneration of 81 literacy instructors who catered for 40,000 farmers. This action, appraised by the NDFLAL, has enabled farmers to participate in the marketing of their produce and encouraged them to assume responsibility for the village health centres. It has also ensured the development of cooperatives. 1.19 The leaders thus trained expedited the provision of agricultural equipment for several thousand farmers. Wut the pattern of this activity has been changed, and its scope and impact diminished, by the country's current financial difficulties. Training of Alricultural Experts and Veterinary Nurses. 1.20 The aim of this project component is to help the Government provide better training and increase the numbers of agricultural experts and veterinary nurses. To this end, the Samanko Agricultural Centre was modernised and expanded to cater for 120 trainees. A specialised centre for training in food crop production has been set up at Kita and a new junior veterinary school erected at Sotuba with an estimated training capacity of 55 and a real capacity of 60 veterinary nurses per year. 1.21 The agricultural centres, the specialised centre, and the School for Veterinary Nurses (SVN) have been provided with the necessary equipment and laboratories for giving practical instruction. They have been equipped with vehicles to enable them to provide in-the-field training. - 15 - 3.2? '.-c programmes have been brought up to date, and new teams of qualifie; permanent teachers appointed. Thanks to the co-ordination of the Prc'et's activities with those of USAID, good results have been obtained. But the SVN has been affected by a water shortage problem and becau,:e cf restrictions on recruitment to the public service - the sole employment outlet - it is becoming increasingly difficult for students from these centres to find work. Traini!! for Administrative and Management Staff. 1.23 The aim of this project component was to provide preliminary and on-the-job training for personnel in the ministries and companies responsible for the priority sectors of the econony and education. This training was to be given in a Planning and Managemert Institute (IPFM) whose construction was planned. In addition to personnel for ministries and enterprises, training was also to be provided for the Institute's braining staff. But there has been considerable delay in building the Institute and this, together with the simultaneous decline in the dollar exchange rate, has led to cancelling of the construction of the Institute as part of the Second Project which was taken up by the World Bank's Technical Assistance Project 1307 MLI. 1.2A Or the other hand, the scholarships and expert services included in this component have been provided in collaboration with the ILO and France. This has enabled the IPFM to install its administrative staff, to provide training for management experts and planners and to conduct studies for a number of Mal' Government agencies (Education). LeAssons Leamed Architectural and technical planning 1.25 Delays durIng the architectural planning stage of the Project affected the initiation of construction work and the cost of the buildings. In the light o,' this it would be advisable that the planning team be strengthened at the Project launching stage and that the architectural programes prepared in liaison with the educationalists be available in time. Long delays in deciding upon sites should be avoided (several years in the case of the IPPM). Studies for future projects should pay due attention to the water problem, co-ordination of equipment and power connections, and participation of teachers in the selection of equipment. 1.27 The introduction of certain architectural innovations of an economic character shoulA be made with the agreement of the future users of the premises. Tenders 1.28 With regard to the ordering of equipment, in order to respect the project timetable, and taking into account the price revision clauses, it would be advisable to reduce to the minimum the time between the opening of tenders and the notification of the contract, and between the latter and the initial payment. - 16 - Financial participation by the country 1.29 Because of its financial problems, the country was unable to pay its contribution to the Project wit.in the desirable time. This is a frequent occurrence, and, as has been done in the Third Project, provision should be made in the credit arrangements for a special fund to protect the Project from delays that are detrimental to its aims. Recurrent cost implications of sustaining project investments should be analyzed at an early stage in project design. Keeping the Project accounts 1.30 Despite technical assistance at the start of the Project, difficulties were experienced in keeping the accounts of the Second Project, and conflicts of opinion between the two audit companies who checked them in tuin did not help matters. 1.31 But the lessons learned during the execution of the Project were taken into account by the Bank staff and Government officials, and the preliminary and architectural plans for the Third Project were better prepared before the effectiveness of the Credit Agreement. Mindful of the delays that occurred in the Second Project, the Government's contribu- tion to the Third Project has been limited to purely operating costs, the remainder of the expenses being financed 100%. 1.32 The Bank also paid close attention to the application of the technical and methodological agreements between it and the Government for the execution of the Project. It prepared technical files for each sub- component and wrote systematically to the responsible Mali officials about matters requiring clarification or decisions. 1.33 The respective roles and conditions of participation of all the agencies involved in the execution of the Project became better defined as the Project progressed. Thanks to this experience, the allocation of tasks amongst the various national services concerned has been improved in the Third Project. Project Design 1.34 Several of the project components-particularly those dealing with curricula reform and introduction of new teaching methods--were experimental. Still, as experiments they were probably overambitious in scale and design. Further complications arose due to lack of counterpart funding for operating costs. Design of the Third Project has incorporated these lessons. Recommendations 1.35 The reform of education through the creation of science units came up against the problem of operational expense (renewable supplies, guard services). The utilisation of income obtained from the productive activities of the schools, and of parents' contributions, should be - 17 - considered in order to avoid reverting to purely theoretical instruction and wasting what has been achieved because of a lack of operational funds. 1.36 Training of a sufficient number of teachers in the practical or new subjects introduced by the reform should be strengthened and generalized if the aims of the reform are to be made credible for the pupils and their parents. 1.37 To strengthen the inprovements made in siting the experimental 4ruralization* zones and extending them, attention should be given to organising the participation of the NPI, NDFLAL and NDBE (National Directorate for Basic Education). 1.38 The planning of improvements in the administration of the reform in the light of the country's economic potential might be entrusted to the NDSPE and the IFP4. 1.39 In order to facilitate the transition to working life of students graduating from AAC, from the agricultural specialisation centre and from SVN, the Mali authorities should encourage these graduates to act as leaders for the farmers organisations financed from non-governmental sources. - 18 - CHAPTER II TIM PROJECT - CONTEXT AND INBCRIPTION Problm of the Sector at the Time of Project Appraisal (Annexes 5,6,7, and 8) 2.1 When the Project was being identified in March 1976, first-cycle basic education was more developed in towns, where the population was in a better position to pay for the construction of schools. The national school enrolment rate was 22%. Drop-out and repetition rates were high (some pupils take 12 years to complete their primary education). This tends to increase the already high per unit costs and consequently impedes the extension of education in its present form. 2.2 The growth in the number of pupils in second-cycle basic education was not followed by matching improvements in the syllabuses. The instruction provided showed gaps in science and technology and was ill adapted to the community and its development needs. 2.3 The sharp and costly growth in higher education is fed by social demand, the possession of a degree being the only sure means of finding a job in the public sector, while no channel exists for management and planning training for the senior staff needed in the private sector and the administration. 2.4 The authorities, being unable to stem this demand, have preferred to enable all holders of the baccalaureat to enter university by giving them scholarships. But under the present conditions of the economy and employment, it is beyond the financial potential of the State to provide jobs for the constantly growing number of graduates emerging from the universities. 1/ Now the Project aimed to Solve these Problems 2.5 The Second Project, which was integrated into the Government' s plans and formed a follow-up to the First Prcject, set out to: (I) extend the reform to the junior secondary cycle in the field of science and technology and in the application of new programmes for schools in rural areas; (ii) to finance the preparation of low-cost basic education programmes which can be extended to all classes of the population and within the country's means, and to continue and extend the functional literacy programme launched under the Rural Development Project (Credit 491-Mm); (iii) to ensure training for a greater number of agricultural technicians and veterinary nurses; (iv) to ensure preliminary and on-the-job training for administrative and planning staff in priority sectors of the economy and education. 1/ Grandes Ecoles and Polytechniques - 19 - Preparition of the Project 2.6 This Second Project was a follow-up to the First Credit No. 420- MLI signed on 11 July 1973 and closed on 1 August 1980, and implements its 1principal recommendations. 2.7 It was identified in March 1976, appraised in June 1976 by World Bank missions, and signed on 30 September 1977. It became effective on 30 January 1978. 2.8 During negotiations, the Government undertook to have a survey made of the training needs of employers, to have a periodic appraisal made of basic educational and literacy training programmes and of second cycle basic educational establishments, and to submit for the Bank's approval candidatures for the scholarships granted in the IPFM and basic education. 2.9 The Project accounts were to be kept according to acceptable accounting methods and to be checked annually by an independent company approved by the Government and the Bank. Description of the Project 2.10 The Project consisted of: a) the construction or conversion of premises and the provision of furniture and equipment for: (i) two science and technology centres (whose creation was provided for under the First Education Project) intended to serve groups of urban schools, multi- purpose science and technology classrooms for some twenty second-cycle basic education schools as well as the renovation of a teacher training college specialising in science, technology and agriculture (PI); (ii) two agricultural training centres and one school for veterinary nurses; (iii) the National Institute for Productivity and Management. b) the construction work, equipment and supplies required for the execution of a functional literacy training programme. c, providing the equipment, supplies and funds for operating the Project Office as well as for preparing and testing programmes identified by the pre-investment survey of basic education. d) financing 129 man-years of experi services and 13 man-years of study grants for a), b) and ). - 20 - Credit Agreement 2.11 An IDA Credit of 10 million US dollars was approved on 30 September 1977. This Credit was planned to become effective on 1 December 1977 but because of delays in ratification it did not do so until 30 January 1978. 2.12 Two changes were made in the Credit Agreement. The purpose of the first one, approved on 23 May 1979, was to amend Annex 3 of the Credit by including preferential clauses for local contractors and suppliers. 2.13 A second amendment, introduced on 10 March 1982, cancelled a number of civil engineering components which had been planned for the GFCO, the IPFM and the PI in Loulouni. Because of delays in defining the number and type of multi-purpose science and technology classrooms for rural schools, and of difficulties in having a suitable site assigned for the IPFM, plus the deterioration in the dollar exchange rate, the construction of buildings for the IPFM, the PI in Loulouni and the ex-GFCO was cancelled. The multi-purpose science and technology classrooms were reduced to nine instead of the twenty originally planned. 2.14 This amendment provided for .reallocation of the Credit by category of expenditure in order to facilitate preparation of future projects. - 21 - CHAPTER III PROJECT MANAGEMENT 3.1 The Education Projects Office (EPO) attached to the Ministry of Education and created at the time of the First Project had responsibility for implementing the Second Project. The EPO was conceived as a temporary administrative unit within the Ministry for the purpose of IDA project execution. 3.2 It was responsible for ensuring liaison between the services concerned with the Project and between the Government and the World Bank, for managing the Project funds, for preparing - through its Technical Section - all the construction programmes for the various components, for the architectural planning, the preparation of tender notices and ensuring supervision of building operations. 3.3 The EPO encountered some difficulties because of a change of director during the Project, and was often overburdened by additional uork assigned to it by the Ministry in connection with schools not included in the Project. 3.4 The inadequacy of the counterpart funds held up the progress of construction operations, the extent of which had to be reduced as a result, as well as because of important fluctuations in the dollar exchange rate at that time. 3.5 Accounts were badly kept and it was only at the end of the Project that the situation was corrected. 3.6 At the time of the Completion Mission, the Technical Section, now well established, is preparing the Third Project with the assistance of an extra architect. 3.7 The Accounts Department has been strengthened. The Project Office Management has become more efficient, has achieved better control and provides better coordination of the different services. All of this contributes greatly to the execution of the Third Project. - 22 - CHAPTER IV MEANS EMPLOYED IN DEVELOPING THE PROJECT Sites 4.1 Long delays occurred in selecting a centrally located site for the IPFM in Bamako due to scarce suitable land. These hindered the progress of the architect .-al planning and, together with the decline in the dollar exchange rate, resulted in construction of this component being abandoned. It was subsequently financed under the Economic Management and Training Project (Credit 1307-MLI). 4.2 Similar delays have occurred in the case of the SVN, and there are water supply problems on the Sotuba site and that of the Samanko Agricultural Centre. These two resident establishments have insufficient water because of the poor yield from the Sotuba well and the short operating periods of the power unit which, owing to inadequate funds, works for only four hours a day. A new well with a bigger output is being drilled at Sotuba for the SVN. 4.3 Apart from the "ruralized" school at Mpessoba, where the planned well had not been drilled before the Credit was closed, other establishment sites have no water problems. Architectural Planning 4.4 All the architectural plans for the Second Project were prepared by the Technical Department of the EPO, except those for the science and technology units at GAO and Kayes, the plans for which had already been started during the First Project. The plans took account of the need to limit building costs by using local materials as far as possible and - in the case of the "ruralized" schools - according to models which facilitated their construction under Government auspices. 4.5 Completion of the plans was delayed because of: (i) the late assignment (June 1980) of a second architect; (ii) extra work assigned to the EPO in connection with schools not forming part of the project (the school at Mopti); (iii) the delay in determining pedagogical requirements for the multi- purpose classrooms in the "ruralized" schools; and (iv) changes in the construction programs for the SVN to take account of pedagogical constraints and financial limitations. 4.6 On the whole the architectural plans are satisfactory. It must, however, be said that solar protection of the building might be better and that greater flexibility might have been ensured in the layout of the residential premises in order to facilitate their adaptation for the accommodation of boys and girls, and in the equipping of dormitories. - 23 - 4.7 The studies of site development as consigned to external services have sometimes suffered delays, which have, in turn, delayed work on the premises. Buildings 4.8 Apart from the "ruralized" schools, which were built under Government supervision, all the premises were constructed by private contractors selected in accordance with World Bank procedures (except for the NDREE and Gao, which were the subject of private consultations because of insufficient tenders). Some building operations were held up because of difficulty in obtaining counterpart funds. Construction of the SVN was delayed because of the drop in the dollar exchange rate at the time of the Project, which led to the cancellation of site development works, a dormitory, a villa and bedrooms for visitors. Of the twenty "ruralized" schools planned, nine were built. This reduction was the result of a compromise between the Government's desire to confine the experiment to the construction of three schools so that the rest of the budget allocation could be devoted to the purchase of equipment for a larger number of schools and the Bank's wish to subordinate the technical and scientific equipment to the provision of infrastructures to receive it, and for a sufficient number of schools to make the experiment credible. 4.9 The schools are equipped with multi-purpose laboratories and workshops, a room which serves as a lounge, and a kitchen. The premises and their interiors are pleasantly spacious. There are, however, some defects - cracks, the absence of ceilings, insufficient projecting roofs and kitchens not equipped with chimneys, etc. 4.10 The users are not confident about the safety of the buildings The Mission observed that, apart from the workshops, storage premises are used very little. 4.11 Construction of the PI buildings at Loulouni has been abandoned at the Government's request because of their under-utilisation and in order to keep within the credit limits. 4.12 Construction of the premises planned for functional literacy training has been postponed because of the delays which have occurred and because of changes in the dollar exchange rate. 4.13 The improvements to the AAC at Samanko, and the Kita building, have satisfied the users of these two establishments. The Samanko laboratories are insufficiently protected from dust, the gas cooker is unsuitable, and there is no kitchen in the teachers' quarters. 4.14 Because of delays and a drop in the exchange rate during the project, the premises planned for functional literacy training in the framework of the GFCO have not been built. 4.15 These problems have also affected the construction of premises for the IPFM. 1/ There is no real safety problem in the Mission's opinion. - 24 - Furniture and Equipment 4.16 The lists of furoiture and equipment for each establishment were prepared by the EPO in consultation with the users. The long periods which elapsed between the examination of tenders, their approval, and the initial payments to contractors for equipment of the SVN led to such delays that 42% of the equipment could not be supplied. 4.17 Lack of consultation between the EPO and the users led to the delivery of unsuitable and unusable equipment - gas cookers to Samanko, cold storage equipment to the SVN without the corresponding electrical connections. 4.18 These difficulties in preparing consignments and providing information for contractors is due to lack of a competent purchasing expert on the staff of the EPO. Technical Assistance 4.19 Technical assistance, including scholarships, comes second in financial volume, and contributed to the achievement of all the Project's components. A large part of the assistance was provided by private firms. 4.20 A serious delay occurred in the appointment of certain experts (community study) and the services provided by two other experts were not regarded as satisfactory by the Mali authorities. 4.21 The training programme for teachers in science and technology units, the planning and testing of the new programmes for "ruralized schools and the training of teachers for them benefitted from technical assistance, which also helped to strengthen and extend basic education. 4.22 The training of agricultural technicians benefitted fiom a new, more practically-orientated programme of a better level, involving a good deal of training in advisory work. This programme was planned by the technical assistance. The experts of this sub-oomponent collaborated with those provided by USAID. Thanks to the technical assistance, it was possible to define a new profile for veterinary nurses. 4.23 Despite the postponement in the construction of its premises, the IPFM received the experts it needed to carry out its programme - 4.24 The Project Office has overcome its difficulties and improved its account-keeping, tendering procedures and architectural planning. *slraiwee 4.26 Training was an important element from which the various components - 25 - 4.27 The preparation of new programmes in science and technology for the science units and "ruralized" schools, as well as the training of teachers to dispense education at these two levels, has been partially successf'!. The teacher training courses were inadequate and the programmes for the "ruralized" schools did not integrate environmental elements sufficiently. 4.28 On the other hand, the training of staff for basic education within the RAGB2 has catered for 30 people from the NPI, the NDFLAL and the Directorate for Basic Education. The staff of the agricultural centres and the SVN have received training which qualifies them to dispense the education required in their establishments. The IPFM was able to install its national team and organise seminars for personnel of the central administration. 4.29 Thanks to the training received by its staff and especially by its directors, the EPO has acquired better mastery of its operations. Although inadequate at the executive staff level, the training of planning personnel conducted by the project has led to the presence within the three important directorates of the NPI, the NDFLAL, the NDBE (National Directorate for Basic Education), the EPO, the IPFM, the NDTVE (National Directorate for Technical and Vocational Education) and the SVN of competent educational planners. - 26 - CIIAPTH V PROJECT COSTS 5.2 At appraisal in June 1976, the total Iroject cost including contingenfies and price increaf s was estimated at 5,95j,800,000 Mali francs or 12 million US dollars- . At the date of the Proje2 Completion Mission, the Project cost amounted to 5,897,986,000 Mali francs . 5.2 A comparative table of originally estimated and actual costs of the Project will be found in Annex 1. A comparative table of costs in Mali francs (MF) and United States dollars ($US) by category of expenditure is given below: Estimates at Present Percentage Appraisal project cost difference (%) Categories MF $US MF $US 1F $US (000) (000) (000) (000) (000) (000) Civil Engineering 2 777 500 5 500 2 527 210 5 441 -9 -1 Furniture 103 300 200 128 942 240 +25 20 Equipment ± 411 000 2 900 1 539 994 2 386 +9 -17 Professional Services 1 660 000 3 400 1 581 758 2 666 -5 -22 Special account 0 0 ... (200) - - Operation_/ 0 0 120 082 ... - - Total 5 951 800 12 000 5 897 986 10 933 -0.9 -9 5.3 Altogether, the cost of equipment and technical assistance, plus operating costs, is 5% higher than the estimated cost of these items as indicated in the Appraisal. The total cost in Mali francs of buildings is 9% lower than the figure adopted in the Appraisal, while the cost per square metre built corresponds to that in the Appraisal Report except for rural schools and the SVN, for which the costs are 32% and 40% nigher, respectively (see Annex 2). 5.4 The total cost of furniture is 25% higher than estimated except in the case of furniture for the AAC at Samanko. 1/ At the time of appraisal the exchange rate was 490 MF = 1 US $. 2/ Including 45,399,000 MF worth of unpaid bills in the civil works and site development categories for the SVN out of the Government's contribution i.e. 18% of 25%, the Government's contribution to civil engineering costv. 3/ Category of expenditure introduced by the EPO but not appearing - 27 - Disbursements 5.5 The credit of 10 million US dollars was intended to cover 83% of the projec't costs, estimated at 12,000,000 US dollars, including taxes. Actual disbursements amounted at closing to 9,651,900.43 US dollars, i.e. 88% of the estimated cost after reduction in project scope (para 2.13). A sum of 348,099.57 US dollars was cancelled. 5.6 Delays varying between 6 and 30 months occurred in disbursements because of delays in the completion of plans and difficulties in the setting up of the Government participation fund. This led to a postponement in the inititation of tenders. The Project Implementation Schedule was greatly affected by this. 5.7 These delays, added to the unfavourable change in the dollar rate, affected the Project cost, certain items being abandonedi' while the corresponding amounts were retained in the credit. / - Multi purpose classrooms for rural transformation schools and PI buildings. - Buildings for functional literacy training. - Buildings for the SYN and IPFM. - 28 - CHAPITER VI PROJECT REULTS A. Science and Technology Units Ams 6.1 In the framework of educational reform, this component completed the action taken in the first Project and made it possible to extend the introduction of science and technology to the second basic education cycle. Two centres were built for this purpose: one at Gao, to serve five schools of 40 classes and another at Kayes, to serve six schools of 11 classes (Annex 10). 6.2 Classrooms for the various science subjects were built and equipped. 6.1 New programmes were prepared by the NPI for the teaching of these new disciplines by teachers whose training was planned and carried out by a team from the NPI with the Project's support (Annex 16). 6.4 As a result of these measures, the number of second cycle pupils benefitted by the reform reached 1,973 at Kayes and 1,346 at Gao (Annexes 13 and 14). A rotation plan for the schools in the zone served by each unit (Annex 11) made it possible for the equipment to be used by all the pupils concerned. However, certain shortcomings have been observed: - In the first place, the training received by, the teachers responsible for these new programmes was rather limited due to shortage of funds, and for certain subjects (agriculture, chemistry and physics), the number of teachers trained was insufficient (Annex 12). - The number of work hours for each laboratory and, therefore, for each teacher are often too high; they involve use of the facilities until very late in the evening and result in an overloading, difficult to sustain, for the teachers (Annex 11). - The replenishment or purchase of consumable materials and small items is difficult, since the units have an operational credit of only 400,000 Malian francs. - While the supervisory and teaching staff is available (Annexes 16 and 17) the same is not true of the service staff. As a result, the rather sophisticated equipment provided is inadequately maintained and there is a risk that this will shorten its life. 6.5 All these factors risk creating an obstacle to the provision of practical education in science and technology with a view to better preparing young Malians for their entry into the labour force or into institutions for further education. The Directorate for Basic Education needs to be reorganised and strengthened if this far-reaching reform is to be carried through (Annex 9). - 29 - "Ruralized" schools 6.6 The second part of the reform, concerning the second basic education cycle, was the subject of a pilot operation in the Sikasso region to test a training programme f"or pupils in the 7th, 8th and 9th grades aiming at integrating them into their environment. 6.7 The experiment was applied to nine schools (Annex 15) instead of the twenty originally envisaged. These schools were provided with laboratories, multi-purpose workshops and the necessary equipment. 6.8 New programmes based on environmental studies and involving practical subjects (agriculture, animal husbandry, forging, handicrafts and domestic science) were prepared by a 14 member team from NPI. These programmes were taught by teachers trained for this purpose. 6.9 Text-books and teaching guides were supplied (Annex 17). The number of pupils reached was 772, of whom 453 were in the 7th grade and 319 in the 8th grade. There were 154 girls. But the results revealed a number of shortcomings: - It was not possible to cover all the subjects in the teacher training sessions. For certain subjects, the duration of the retraining was too short to provide the teacher with the required qualifications. - The general impact of these programmes on the pupils and their environment is limited because the subjects are not integrated with each other and lack practicality. It was difficult for the team to obtain satisfactory results in this respect as it was based at Bamaki, outside the pilot zone. - The enthusiasm of both teachers and pupils was diminished by livestock health problems and lack of operating funds. Nevertheless, the results obtained demonstrate the determination of the Mali authorities to secure school reform. But it must be borne in mind that achievement of this objective demands sustained and long action throughout the educational system articulated with action on the envirormnt. The Third Project, launched in the Segu region, is based on this approach. B. Basic Education 6.10 The aim was to make a more economical and more functional type of basic education available to a larger number of adults. 6.11 To this end, the project financed linguistic surveys and the publication of textbooks in the national language; it provided training in literacy teaching for several leaders (Annex 21), and training for newly literate young people, women, and farmers from the GFCO. The results obtained from these training courses, which followed several approaches, vary considerably. - 30 - a) Linguistic research: This operation made it possible to conduct more thorough research into the four national languages which enjoy official status (Sonrai, Peul, Eambara, and Tamssheq) and to initiate studies of six others (Dogon, Sonink6, Minianka, Senufo, Bomu, Bozo) making it possible to compile dictionaries and spelling books, to establish a central form for Dogon, Bozo, Minianka and Senufo, and to carry out a census of oral traditions in each of these languages (Annex 21). b) Youth training: This was provided by the NDFLAL and applied to 16,858 young people and 359 leaders (Annex 19). c) Training for women: This was conducted in pilot villages and led to the operation of mills and an improvement in women's working conditions (Annex 20). d) Leader training in national languages: This covered 12,000 people who learned how to transcribe and read in their national languages and who are now able to correspond in writing with new literates in their area, whom they thus help by strengthening their literacy training (Annex 22). e) Functional literacy training: Integrated into the GFTO, this operation provided literacy training for 40,000 farmers in 1,519 centres established in the zones of Kayes, Kita, Kolokain and Segu. This enabled the farmers to participate in the marketing of their produce and the management of the village dispensaries and cooperatives. 6.12 These operations received valuable support from the educational radio service which, through its listener groups, enriched and extended their impact. The newspaper Kibaru, wiich was published Th gambaia, served as a_link between leaders, farmers and the young newly literate, who thus became better motivated. 6.13 But there is a danger that this support will be jeopardised through shortage of operating funds. The newspaper Kibaru has already ceased to appear. On the other hand, the administration and appraisal of the training programmes was efficiently performed by the NDFIAL. Farmers who have been trained now conduct the primary marketing of their products, while the women take part in various development operations which improve their living standards (dry-cleaning shops, village pharmacies) and working conditions (millet mills). C. Training of Agricultural Technicians and Veterinary Nurses 6.14 In order to attain this objective the Project financed: a) The construction and equipment of the Samanko Agricultural Centre and the specialised centre at Kita. These two centres provide a two-year training for holders of the DBE, which is obtained after nine years of basic education. They have made it possible to raise the number of students in the Samanko centre, to 120 to meet present needs in agricultural technicians and to 50 in the Kita centre, which corresponds to the demand (Annex 26) from the rural development agencies and other public or semi-public agricultural activities. - 31 - The teaching staff was trained or up-graded, and the programmes were revised and supported by laboratories and equipment which enabled practical instruction. Some twenty short and long term scholarships contributed to this improvement. However the use of the equipment supplied must be accelerated. b) The Project's rural action also includes an animal husbandry element which made it possible to erect a new school for veterinary nurses at Sotuba to replace the previous one which was poorly equipped. In addition to the premises, the Project has supplied laboratories, equipment and means of transport to enable future nurses to keep in contact with the herds. Enrolments have been raised to 60 to meet the demand, the teachers have been trained and provided with a new programme which will help to train a new type of nurse (Annex 27). 6.15 The impact of these two project components is positive and concerns a production sector which plays an important role in the country's economy. It has encouraged the restructuring of training in rural communities and strengthened school management. Professional circles like the RDO were more effectively associated (Annex 23). 6.16 A problem which is already apparent is that of providing outlets for those trained. Administrative outlets are becoming increasingly scarce because of the country's budgetary constraints. The last group to qualify waited nearly a year before being appointed. D. The Institute for Productivity and Forecasting Management (IPFM) 6.17 The buildings to accommodate the IPFM have not been erected. However, the training operations proposed have been carried out: training for the staff of the IPFM and initial and on-the-job training for staff to be appointed or belonging to the central administiation (Annex 28). - 32 - CHAPTER VII THE BAMK'S ROLE 7.1 During the six years of the Project's implementation, the Bank carried out eleven Supervisory Missions, all of which were performed by virtually the safe people. There was an average interval of seven months between each mission. This was rather long for the local agencies and personnel responsible for implementing the project. 7.2 The membership of the missions was determined by the project's components. Eight missions out of ten included a general educationalist, six included an architect and four an expert in agricultural education. 7.3 The Supervisory Missions established a system of technical files which were updated as the Project progressed. They were at pains to identify the serious problems (the country's financial participation, the exceeding of costs, delays), and to draw the appropriate conclusions, which were communicated periodically in writing to the national authorities with a request for corrective action. In nearly every instance the sought-for adjustments were made. 7.4 The Bank was at pains to ensure that the Director of the EPO received the necessary training, and as a result he had an excellent mastery of the Project. 7.5 Contacts with the NDFIAL were particularly flexible and fruitful and enabled that agency to accomplish outstanding work in the fields of literacy training, research and basic education in the national languages. 7.6 On the other hand, the NPI's assistance in the preparation of "ruralization" programmes did not produce comparable results, especially as regards the team's residence at Sikasso. 7.7 When the GFCO was replaced by the OIDGCP at the beginning of 1981, the Bank displayed the necessary flexibility by agreeing to a >sume the costs of the literacy training staff for one year. The costs of some of this staff (23 field workers and 19 area chiefs) were subsequently borne by the national administration. 7.8 The lessons of the second project were learned by the Bank as the problems came to light, and adequate measures were taken in time through the provision of a revolving fund for the Third Project and the strengthening of the accountancy department which benefitted from the support of a procurement specialist. - 33 - The Bank's Role in the Sector 7.9 The Project Performance Audit Report for the First Education Project, issued March 9, 1982, made a generally positive assessment of the project's educational outcomes, partictlarly of the vocational training component. It also supported strongly the continued assistance under the Second Education Project for science and technology teaching and basic education. Finally, it recommended that: (a) more local specialists be trained under the improved fellowship program; (b) technical assistants be carefully selected and recruited; and (c) key institutions such as IPN and DNPES be strengthened. 7.10 With the Second Education Project completed, an assessment of the results of Bank assistance through the combined results of the two education projects to the education sector is now possible. First, physical implementation of both education projects was satisfactory, although reductions in project scope were necessary in the second project due to higher than expe.;ted inflation and exchange rate fluctuations. Second, quality improvements in basic education have been effective for adult education, and the experiments now completed have led to a program that warrants expansion. Third, the training of mid-level agriculture and livestock extension agents has produced initially encouraging results. Careful monitoring of the training program should continue, however, and expansion should take place only in clearly identified priority areas. Fourth, practical skill-oriented vocational programs have been introduced and are operating efficiently. Fifth, the introduction of science and technology in lower secondary schools had not progressed as rapidly as expected, and is still at an experimental stage. An evaluation will not be possible until two or three years from now. Finally, the expiremental introduction of new curricula in lower secondary education aimed at linking teaching programs closely to local environments was not completed. Reasons for the delays include: (a) a limit on the scope of the reform to Grades 7, 8 and 9, instead of trying to develop a comprehensive and gradual progressive reform of the whole basic education system; (b) an implementation plan that was not prepared in sufficient detail and which was aimed at too-rapid introduction of drastic changes; (c) unclear lines of responsibility among officials in charge of the program -- mainly the DEF and IPN directors -- and a lack of communication between c;.rriculum developmeat specialists and teachers in charge of the experimentation. A revision of teaching methods however, remains essential to improving the quality of instruction, and is a Government priority. Overall, the impact of both projects on the development of the education sector has been extremely positive, and the Project Unit, which managed and monitored both projects' implementation, has been very effective. 7.11 The Third Education Project (Cr. 1442-MLI and SF-10-NLI, for US$4.6 Million and US$4.9 Million respectively, signed March 15, 1984) builds on the experience gained during the implementation of the first two education projects in Mali. Teams of Malian educators, established under the First Education Project, were largely responsible for the sector analysis and project preparation work for the proposed project. Lessons learned during the - 34 - implementation of the pilot phases of the basic education and adult literacy programs have been integrated in the project design. The project would reap the fruits of past Bank involvement in the education sector which has, over the past decade, had the same objectives. While continuing to support these objectives, the project is focusing more sharply on the need to assist the Government in its effort to match the educational system's output more closely with the manpower requirements of the economy, and to use available resources more effectively. Specifically, this implies support for the following policy objectives: (a) developing capacities for planning and administering the education sector; (b) increasing access to oasic education; and (c) improving the quality of basic education and extension agent training and upgrading programs. - 35 - CHAPI'ER VIIJ THE GOVERUMET'S ROLE 8.1 The difficulties experienced by contractors in fulfilling time clauses, which was observed both in the First and Second Projects, makes it essential to pay much more attention to tenderers' financial and technical capacities than to the size of their tenders. The cost and completion of individual items in the Project was affected by performance delays as much as by exchange rate fluctuations. 8.2 Attainment of some of the Project's aims was diminished by the absence of certain support actions because of lack of operational funds (teacher training, publication of textbooks, employment of those who had completed their courses in the newly created establishments). It would be advisable to remedy these difficulties by programming and quantifying all the recurrent operations in the Project, and to provide the necessary funds for their performance. Otherwise, it would be unrealistic to expect to attain the objectives set. 8.3 The new direction given to education in rural areas would be greatly assisted if the Government gave attention to the preparation of its programmes, the compilation of textbooks and guides, and the training of technical education teachers. 8.4 The integration of young people emerging from the " ruralized" schools depends upon the type of training they receive, but also on the conditions in which they enter the labour force in the community. It is indispensable that concerted action be initiated so that the community and the institutions which play a role in it provide the right conditions for this entrance. 8.5 Now that the literacy service has produced excellent results, the Government should encourage the production of utilitarian material in the national languages and make a written knowledge of a national language one of the conditions for admission to certain posts in the public service. 8.6 State expenditure on education is already very high, and its improvement can be obtained only by better administration of the funds already allocated. To this end, the Government should extend and strengthen the work of the IPFM in training all the higher and middle level staff of the Ministry of National Education. 8.7 The financial difficulties of the country which were taken into account by the credit of a special financial advance were not sufficiently estimated. It is desirable that with future projects the percentages of financial participation by the country in the different expenditure categories are reviewed in a more realistic way so as to avoid the trouble caused by the excessively long delays in payment. 4?-36- CWmzISW W MI1n Am ACimL CET (in thousands of Mali francs) Ctvil Works Equi punt Furnitur* Technical Aislstance Operational Costs Total Coponents Estim. Actual Dif.(1) Estim. Actual O1f.(S) Esti*. Actusl Dif.(s) Estig. Actua1 Dif.(%) Est. Actual Dif(t) Estim. Actual Di M A. Cccle 790 457 625 018 - 21.0 123 817 220 816 + 78 24 792 32 867 + 32 208 273 141 119 - 32- 1 147 339 1 019 820 -12 maski a tim sc8ols GAO science unit 223 577 28 853 14 257 XAYES science unit 182 144 25 716 14 257 11scene ut 55 160 38 295 2 161 141 119 Scibnce ~Ult *Rwrallxød* school$ 164 137 127 531 2 192 LouloiI PIG2/ - 421 A cultwered 1 514 887 1 902 192 + 25.0 410 841 423898 3 61 616 74 247 + 20 351 089 507 097 +44 - - - 2 338 433 2 907 434 +24 8. S~ko AAC 563 100 565 151 +0.4 107 265 97 367 -10 17 622 17 818 +1 124 964 - - - 812 951 C. 5ota SM 595 490 879 994 3/+ 47.0 26 880 240 420 -10 32 813 41 985 + 28 208 273 507 097 - - - 1 103 456 2 907 434 0. ait UCS 356 297 39766 + 11.0 36 696 69409 + 89 11 181 144,4 + 29 17 852 - - - 422 026 ~OP Offices - 59 181 - - 16 702 - - - - - - E. Lit*rcy fmactloø 236 701 - - 154 289 247 140 - 55 - 105 327 41 a56 - 60 - - - 896317 288 9% -68 F. lpms, 235 455 - - 20 529 4 150 - 80 13 003 - - 590 665 277 699 - 53 - - - 859652 281 849 -67 6. asøc Edcaton survey - - - 173 216 365 340 + 111 - - - 101 162 142 336 + 40 -- - 274 378 507 676 85 N. Project Office - - - 128 308 278 650 + 117 3 89 21 828 +460 303 484 471 649 • 55 - 120 082 - 435 681 892 209 104 Total 2 777 500 2 527 210 - 9 1 411 000 1 539 994 +9 103 300 128942 25 1 660 000 1 561 758 - 5 - 120 082 - 5 951 800 5 897 986 -0.9 Source: EPE 1/ Additon work em First Project sclec* units (Credit 420 ML) 2/ wDrk mot e»c~uted - the exponditure ~s on prollmi*ary studies for the Third Project P18E's 3/ IncludIng 45.399.000 SW ot Yet pad 4/ Ilua introduced during Project 5/ Project ila. the civil engineerlng pert of %bich was not carried out DATA REGARDING CONSTRUCTION COSTS Gross areas Construction costs Costs per Mc in 000 MF in MF Components Appraisal Actual Diff.% Appraisal Actual Diff.% Appraisal Actual Diff. "Ruralized" schools 20 schools 9 schools * Loulouni n.a. 604 n.a. * M'Pessoba n.a. 604 n.a. * Koumantou n.a. 466 n.a. * 6 standard schools (384m2 each) n.a. 2 304 n.a. Subtotal 7-6 3 978 - 48.0 239 400 164 137 - 31.0 31 171 41 260 + 32.0 Science units . Gao 1 374 1 374 0 227 500 223 577 + 0.5 161 935 162 719 + 0.5 . Kayes 826 826 0 171 700 182 144 + 6.0 207 869 220 513 + 6.o Subtotal 2 200 2 200 405 721 oo Loulouni PI 725 0 156 500 0 215 862 - Samanko AAC ( 2 620 1 381 - 47.0 563 000 565 151 + 0.4 120 815 155 303 + 28.0 (2 040 2 258 + 10.0 Sotuba SVN 3 230 3 401 + 5.3 545 300 879 994 + 61.0 184 303 258 745 + 40.o Kita CS 1 475 1 599 + 8.4 356 200 397 866 + 11.0 241 491 248 821 + 3.0 n.a. 224 - n.a. 59 180 - n.a. 264 196 - Literacy Trainingl/ n.a. 0 - 180 000 0 - - - IPFM1/ 1 260 0 - 235400 0 - 186 825 - - Sources: Working paper + EPO 1/ Abandoned during Project 2/ Included during Project n.a. = not available - 39- ne -11 . - - r ø4 .4 --- : 4| £ 14 E = Executed PE = Partly Executed Execution of Credit Conditions Agreement Condition Position Remarks 2.02 Disbursements: establishment of special account to E (b)(c)(d) pre-finance expenditure eligible for financing by (e)(f) the Credit 2.03 Contracts for supplies or work financed by the Credit are made according to the rules in Annex 3 of the E Credit Agreement 2.04 Closing of credit fixed for 30 June 1983 E The Bank will agree tr accep' bills up to 31 Decembe- 1983 for expenditure undertaken before 30 June 1983 01 EPO - Recruitment of extra staff to strengthen the E (b) EPO 3.01 EPO - The committee responsible for liaisons with (c) the authorities involved in the Project is kept E 0 active by the borrower 3.02 Employment of experts whose qualifications and expe- E rience are deemed acceptable by the association 3.03 The borrower arranges insurance of all imported Goods acquired for the work (a)(b) goods required for the Project and ensured that E of the GFCO were trtnsferred all goods financed out of the Credit are assigned to the GDGCP when the former exclusively to the execution of the Project was replaced by the latter 3.04 The borrower maintains all records required to PE The keeping of accounts up (b) follow the progress of the Project and gives the to date was a constant association all facilities for supervision problem 3.05 Candidates for scholarships for further training granted by the IPFM, and the courses they attend E shall be approved by the association 3.06 The borrower ensures that a survey of employers' E Survey effeeted Ln December training requirements be effected by September 1978 1978 at the latest. This survey shall be updated every 2 years 0 aM Agreement Condition Position Remarks 4.01 The borrower maintains the necessary records and PE The keeping of the Pro,i- (a)(b) accounts concerning the EPO and the GFCO accounts was irregular The borrower has his accounts for each financial year checked by independent auditors 4.02 The EPO takes all measures deemed satisfactory E to insure itself against all risks and amounts in accordance with commercial practice 4.03 IPFM - the borrower ensures that at least 2/3 - Building component not of the places be given to employees executed. Training gi':'- for staff training 4.04 The NPI appraises programmes for urban and rural E Survey executed and gre- (a) schools in second stage basic education dually enriched through measures in the field cnd retraining of teachers 4.04 NDFLAL and GFCO make regular assessments of the E Regular assessment en' (b) progress achieved by farmers attending the and staff training and functional literacy centres retraining effected 4.04 For the basic education programmes, the Technical aid recruite! and, (c) NDFLAL, with the aid of experts, appraises the E on Bank's advice, pro- programmes selected for application grammes adapted to ob.lective- Annex 1 No funds may be withdrawn to build the Permanent council set iz para 4(ii) Agricultural Training Centres and the School E under chairmanship of for Veterinary Nurses until a council for Minister for Agricultu--- further training under this chairmanship of the with participation of Minister for Rural Development has been set up to representatives of the advise these establishments on admissions, livestock producers programmes and the placing of trainees para 4 No funds may be withdrawn to build the AAC Centre (iii) at Samanko until an assurance of adequate technical F. assistance for this Centre has been given para 4 No funds may be withdrawn for the completion of the E Surveys made and subm."-, (iv) basic education programmes until their form and to the Bank whose rerrls estimated costs have been found to be have been withheld > satisfactory by the borrower and the association - 42 - Annex 5 TRENDS IN THE EDUCATION SHARE OF THE NATIONAL BUDGE: Education State Ratio MF (thousands) MF (thousands) % 1978 33 1981 - - 22.50 1983 23 500 025 96 308 916 24.4 1984 24 096 233 100 616 000 23.94 - 43 - Annex 6 TRENDS IN THE SHARE OF THE EDUCATION BUDGET ALLOCATED TO SCHOLARSEIPS Scholarships Education Ratio MF (thousands) MF (thousands) % 1978 45.2 1981 - - 29 1983 7 522 301 23 500 025 32 1984 7 100 000 24 096 233 29 - 44 - Annex 7 STRUCTURE OF THE EDUCATION SYSTEM 1*u$<hrt tato lft ad ~aalå u*tl0f) tat*biiskmnts sported b> the r~et * -..-- -. . ' •• eart @thcal n cation Ptttkilty 01 professjoNli ttten fi t 3 >eår& servict cm C#Iit d*affmat. Agrilt**lutvl V01*~ Cantre mz, Ilyv [cole 4'liftmienr wt#riui,t ~col for Iktrt*6r7 Gursts, 5 co Cnlite de t poftulmca nd~ Iocational m tc ttion £161 [colt MIt. fløstus et 1lélcor. o*tioml ~cal fot postei aug løleco~1ctIo. Service$ W75m [MsC lcai, 90~1ti sec~iafr* 5econdary le*tuers Irain1r4g Colleg* STI( Mrat Ehelt *Ørwå. 4'Es. le. *lato famle ~tamfl Ta Tcraueng College ni Ikk Iftstitut btl«4al ør$ Arts 11t46041 løstituto t Of rts blå M&C tlt. Nø4 GtllIvarl Nad6909il Institutt fot 6~*,61 dutetiod b h jE IPRT lest. pql>tectt- kuøl ølechf%tess brei Polytechwic Instituttep 11CICA lEcolt Centrait lnd. cm.. A*Is Ct»tr#l seboel for fødijstril.. Cen.r.dal end Aét. studie$ SCICA. Me torle Seond*ie cati oUin Secoudary $hml 01 ltIS til Lyh fsochnclqa p Tetettal fige S3hyol erc lt. lasts dA Produetiiti t 1e gs usltutrfl PAppOdtleity enre pr eoedinistr trnie fo$$leo F*Vetrnaytt ss CPS Centre Pédeø Uoratinesj o Hietio lazft lra g Centre tIkS kolt kormale ~upri*om Adi#ted letther Trået%e Cellae $TI: IlPk &cole at. stiale dAt1tte . National hl of f tatstrtioan CNN tle htigmig & mtcim tlotimuel kkøor ei ~cie W 5E lcole østime 4entdurs ott~ul da oefhels eteriig $! SPRI inst. Po1y. iwrøi (Inøfituts) Lural Poljlutit Iftstitvit TfIC [tole Katioue d'E. *t 1. Cuft aonlrs tiocl Ta fr T 4 i Coleects #soT. J$9ký lnst. k*. Ml. kurslt Appiltufh nigher lastt. før Affl104 Rural Pedepøg "låk' M c*- tc*i* det "sut*$ 9%umds Prttte School for Advanited økr*etical studie$ lis 3$ Iistitut bational des Arts otiul Instm lastrit Øs: P lT colnt. Polte.ur (&grtectens) øUtloal Polieh ol <C utbles) lø$, 9SI tole Satonale * ll# a ete$ S chtool oit Ilk (lasecters) A$. - 45 - Annex 8 XIKISTRY OF NATIONAI EIUCATION MALI REPUJLIC ORGANIGRAN OF MINISTRY National Comission for Unesco CAWgr General SecretaritJ Adminlstrative an ma-t1onal Pedagoical National Directorate ducation Fimancial Cell (CA) Institute ad for Sebool Pla=ng Projects office Teaeber Education and EquilentPrjcsofe National Directorate Iatlaal Directorate for Fumctiona Literacy National Directorate National Directorate for aie Mucation trainng wand Applied for Oerl econary of Iber Mucation Lmastics and Technical and and Scientific Vocational dication Researcb 30 Iapectorates 6 Regional directorates estabisbsents *stablishments stablsbments estabisents World Sewk-230 - 46 - ORGANIGRAM OF BASC EIRICATIOl Annex 9 (Science UnIt) National Directorate for Basic Education Inspectorate of Science and Technology Units Regional Directorate for Education Inspectorate for Basic Education Science Units Directorate Executive Staff Speciallsed Teachers Secretaries Laboratory Assistants Service Staff Caretaker Manual Workers CATCHMOENT AREAS OF UNITS AND ENROLMENTS Grade Boys Girls Total Grade Boys Girls Total KAYES 7th 518 249 767 SEOOU 7th 392 259 651 - 6 schools 8th 419 96 615 - 5 schools 8th 487 330 817 - 41 classes - 51 classes 9th 430 61 591 9th 609 310 919 TOTAL 1 367 606 1 973 TOTAL 1 488 899 2 387 BADALABOUGOU 7th 512 265 777 SIXASSO 7th 482 300 782 - 4 schools 8th 354 273 627 - 3 schools 8th 488 260 T4 - 37 classes - 29 classes 9th 486 334 820 9th 198 11T 315 TOTAL 1 352 872 2 224 TOTAL 1 168 677 1 845 HAMDALLAYE PLATEAU 7th 359 300 659 MISSIRA 7th 878 768 1 646 - 8 schools 8th 337 367 704 - 9 schools 8th 581 509 1 090 - 56 classes - 78 classes 9th 588 490 1 078 9th 709 535 1 244 TOTAL 1 284 1 157 2 441 TOTAL 2 168 1 812 3 980 MOPTI Tth 202 166 378 GAO 7th 205 89 2Q4 - 2 schools 8th 168 111 279 - 5 schools 8th 290 98 3t8 - 24 classes - 40 classes 9th 242 145 387 9th 459 205 664 TOTAL 622 422 1 044 TOTAL 954 392 1 346 TOTALS: 17 240 pupils WRK TIMTAEZ OF THE SCIECE LARATORY OF THE SECOND CYCI SCHOOL GROUP AT THE HAMDALTAYE PIATEAUJ 1 AND 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY mor ------------- ------------ Ph Ph. Ph. Ph. Ph. Ph. / Tech S.N. Tech S.N. / Tech S.N. / Tech S.M. / Tech S.m. / Toch S.^. Ch. Ch. Ch. Ch. Ch. Ch. ------------------------------------------------------ ---------- ------------------- 7:45 a 901 9A2 SAl 981 9Al 981 881 992 9A2 7A1 791 9A2 891 692 9A2 8:45 Ph SN Ph SN Ph SN Ph S" Ph' s" Ph Ch -------------------------- ----------------------------------------- 8:45 gEl 9C2 891 9A 9C1 9FI gAl Pros 9C2 791 7A 901 BAI 8A2 992 9:45 Ph SN Ph SN Ph KAM. Ph SN Ph SN Ph Ch 10 h. //// // // //// //// //// //// //// e~~.Ie----------------------------------------------------------------------- --------- 10h. £ SA1 892 992'7A1 9E1 7A1 7A2 901 IA2 Pros 9El 9F1 782 7A2 892 9C2 11 h. Ph SN Ph Ch Ph SN KAM. SN Ph SN Ch Ch ---~--------------------------------------------------------------- ------------------ llh. 1 901 BA2 991 791 9F1 781 792 9C 892 Pros 9F1 gE1 7A2 792 8A2 901 12 h. Ph SN Ph Ch Ph SN KAM., SN Ph SN Ch SN ----------------- ------------------------------------------------- I Sh. 18 h. Lafla I Hamd.Marché I Lafla II Hamd. Marché i Hamd. Mar.III ;;---------------- --------------- -------------------------------- ----------- 16h. 1 17 h. Lafla t amd.Marché II Lafla II Hamd. Marché I Plateau 11 ;;-------------- ---------------------------------------------- --------------------------------- 17h. a 18J.LA La f a 1 HamU,LftrChe_Jl La f a II amd. Mar.. iii PlateaLIAI.I on : HANDALIAE MARCHE 21D CYCLK I NEURES Pbsts 0"~ an 2n Do~tIIseving Physics- Blioey ¯ud~it ¯¯2n¯ Domeste EUES Chemstry Chemistr TecbnO. log Technlogy Science c lassroon clasroe_casrolassro~ elasr Cassroom cLassrom classroo 14h å Ish m E u R e U P P L E M E N T IRE 96A 96A2 6A1 7641 86A2 76&2 Igh å 1Gh Physlum ChIMIe ou TOchnologie Technolog9e E.N. Couture 96a2 96A1 86A2 7*A2 86A1 74A g 161 * 17h PhysIGu* Chimle au Technologie Technologle E.". Couture stologie 12 hours to be vorked in Scine Unit every Thus afternoon ( m -50- Annex 11 page 3/3 4 -0 C5 i Mm 1 44 0 a Dl0 N5 N0 STAPP 01 TORE BCIUC UKIM i KAYM AND GAO NUNBER OF CLASSES PERN ANERT STAPP ~Rsle- M0hwo' Tec~Do Ram Di.rector Secretar~ ~sicD mo ec~ mo~ abotw7 car~ ch~stry lof Ulýe Lav Peo. mes KamTr2 i .1 2 1 i 1 1 i 3 2 6 3 2 1 1 2 1 2 4 2 StURSU0 i i 2 1 1 i 3 2 2 MuluIR 2 2 4 2 1 1 4 2 3 4 2 i i ofPTx 2 2 4 2 2 1 4 1 i 3 mo 2 2 4 2 2 1 1 T~1 11 22 i1 x - 52 - Annex 13 KAYES TRAINING INSTITUTE Number of 2nd cycle schools to use the unit 6 Number of classes 41 Permanent Staff 1 director 1 Physics teacher 1 person responsible for the technological laboratory 1 laboratory technician 1 technician School Enrolment Total Ps Girls Total 1 973 1 367 606 7th year 767 518 249 8th year 615 419 196 9th year 591 430 161 - 53 - Annex 14 GAO TRAINING INSTIVIUE Number of 2nd cycle schools to use the unit 5 Number of classes 40 Permanent Staff 1 director 1 assistant 1 secretary School Enrolment Total kys Girls Total 1 346 954 392 Tth year 294 205 89 8th year 388 290 98 9th year 664 459 205 List of Experimental "Ruralized" Schools in the Sikasso region DISTANCE FROM SCT* DTSTRTCT SCHOOT ARFA 8PHERE TO RGONAT, HEADQUARTERS SIKASSO I Kl.a Kl61a Sikasso 40 km SIKASSO II N'Kourala N'Kourala Sikasso 50 km SIKASSO II Loulouni Loulouni Kadiolo 50 km BOUGOUNI Koumantou Koumntou Bougouni 75 km BOUGOUNI K6bila K6bila Kolondi6ba 58 km BOUGOUNI Doussoudiana Doussoudiana Yanfolila 122 km KOUTIALA M'Pessoba M'Pessoba Koutiala 43 km KOUTIALA Molobala Molobala Koutiala 35 km KOUTIALA Koury Koury Yorosso 100 km - 55 - Annex 16 page 1/2 COMPOMITION OF THE "URALIZATION" TEAMS IN THE NPI Grade Specialization Secondary education teacher History, Geography and Section Head Secondary education teacher Physics/Chemistry Teacher - Basic Second cycle Physics/Chemistry Teacher - Basic Second cycle French Teacher - Basic Second cycle French Secondary education teacher French Doctor Technology (technical assistant from GDR) Foreman Woodwork Foreman Masonry Teacher - Second cycle Mathematics Teacher - Second cycle Home Economics Teacher - Second cycle Home Economics Secondary education teacher Biology Teacher - Second cycle Biology Secondary education teacher History/Geography ERTERNAL COLTABORATORS VORKED OCCASIONALLY WITH THE "RURALIZATION" TEAMS Agricultural engineer, Teacher at the Katiborgou Institute Engineer - Stock rearing, Teacher at the Katiborgou Institute Teacher of technical education, General Inspector - 56 - Annex 16 page 2/2 STAFF WHO HAVE WORKED FOR A TIME AS MEMBERS OF THE "RURALIZATION" TEAM Secondary Education teacher Educational Psychology (3 years) Secondary Education teacher Educational Psychology (2 years) Secondary Education teacher Educational Psychology (2 years) Educational Psychology - Methodology Technical assistant in the Educational Projects Office (2 years) Technology - assistant in the Educational Projects Office (2 years) TECHNICAL ASSISTANCE FOR A SINGLE SURVEY 5 experts from an international institute for educational research conducted a community survey mission of one month under this Project: an Economist, a Sociologist, a Technologist, a Hydrogeologist, and an Agronomist - 57 - Annex 17 page 1/2 LIST OF THE PRINCIPAL PAPERS PRODUCED BY THE "URALIZATION" TEAM OF THE NPI AS PART OF THE EXECUTION OF THE EXPERIMENTAL "RURALIZATION" PROJECT 1. The overall alms of "ruralization" in 2nd stage basic education(October 1977). This paper defines the aims pursued in the "ruralization" of education and the ways and means to achieve them. 2. Community survey - Why and how. This paper shows how, in the form it inherited from the colonial system, the school is ill adapted to the needs of present-day society, because it is cut off from the community of which it should form an integral part. The paper provides teachers with some methodological hints for conducting the community survey. 3. Practical guide for a community survey (May 1978). This paper provides teachers with themes and a methodology for conductinq a community survey with their pupils. It also gives an outline of 'ruralization as a new school and the problems which justify this new approach. 4. The "ruralization" of basic education in the Sikasso region. The Situation - Regional prospects - Proposals (January 1978). This is the report of the community survey conducied by a mission of five experts from an international institute for educational research and eight researchers from the NPI in the Sikasso region. The purpose of the survey was to contribute to improving compatibility between basic education and the socio-economic, cultural and technical realities of the surrounding milieu. 5. Report of the NPI/IIRTED mission conducted in the Sikasso region in December 1977. This is a more condensed paper, more adapted to the needs of preparing new programmes, and resulting from the same survey. The realities of the region are examined under different headings - clinates, agriculture, animal husbandry, crafts, water, health, population, techniques employed, etc. 6. Programmes for the "ruralization" of elementary schools - second cycle (September 1976). This paper presents all the new programmes prepared for this experiment (See preceding paper for list of activities conducted by the "ruralization" team). An accompanying document defines new timetables and coefficients. 7. Socio-pedagogical specifications for the construction of special- purpose premises. These are indications of the desirable characteristics of workshops and laboratories to be constructed in experimental schools (technology, home economics and science workshops, and the hostel). 8. List of material and equipment for experimental "ruralized" schools. This document indicates the types and quantities of material and equipnent required for practical work in technology, agriculture, animal husbandry, home economics, physics and natural science. - 58 - Annex 17 page 2/2 9. Conclusions of the reflexion meeting on the "ruralization" project (January 1980). 10. Conclusions of the information meeting on "ruralization" (March 1979). These two documents summarise the conclusions reached at the two conferences organised by the NPI to consider the "ruralization" project. The purpose of these two meetings was to inform those concerned (basic education inspectors, staffs of the Basic Education Directorate and the NPI, as well as technical advisers from the Ministry of National Education and the Ministry of Rural Development) of the work the NPI proposed to carry out under the "ruralization" project, to obtain their observations and suggestions and to seek their cooperation. 11. Outline of the "ruralizati,i" concept in basic education. This document describes the aims, activities and progress of the experimental project in "ruralization". It is a recapitulatory paper. 12. Winning public support. This document describes the motivating factors of the 3ruralization initiative. Its aim is to win over teachers and communities to the idea of this type of school reform. 13. Some ideas about the school calendar (May 1979). This is a useful study of the arguments, and their implications, for the inclusion of the rainy season in the school year. 14. Teaching notes for teachers in experimental "ruralized" schools. These manuals for teachers have been compiled in conjunction with the new programme, one for each of the subjects on the programme (natural science, agriculture, animal husbandry, technology, physical science, home economics, history, geography, French, English, human health). They cater for the 7th and 8th grades i.e. 22 manuals in all. Those for the 9th grade are being prepared this year. Apart from these main documents, the "ruralization" team has prepared a number of other documents of secondary importance, including miscellaneous mission reports. - 59 - Annex 18 ENRO1MENTS AND TEACHERS IN EXPERIMENTAL RURALIZED CLASSES (1983/4) Numbers of teachers Numbers of pupils Nurbers of pupils 2nd stage basic 7th grade 8th grade Koumantou 10 47 28 Kbila 7 33 15 Doussoudiana 7 15 18 Kl4La 11 32 22 Loulouni 13 87 41 N'Kourala 12 62 39 M'Pessoba 16 83 88 Molobala 9 34 28 Koury 14 60 40 Tota 1 99 453 319 - 60 - ADVANCED TRATNING FOR RURAL YOUNG M Annex 19 Villaa.s Included in the training schemes, and their locations Development Operations Villages Region Populatior concerned 1. Integrated Development 1. Fancomba Kayes 700 Operation at Kaarta 2. Dow 2. Haute-Vall6e Operation 3. Norijambougou Koulikoro 4. Nkorobougou * 5. Degele * 6. Bancousana 2. Riz-S6gou Operation 7. T*n 8#gou 8. KoX1a bamanal so 4. Malian company for 9. Xtoosoni 86gou Textile Development 10. Tonto Sgou 11. Ifola Sikasso 12. Begene 36gou 13. Kafozitra Sikasso * 14. Kintidri S#gou S. Mils Mopti Operation 15. Dangat6nt Nopti * 16. Pomorododiou * 17. Barapireli 18. Koporo-Ken di4-Ptn 6. Groundnut and food crops 19. Suransan Tu- Operation aunto Kayes 20. GolobilaJi * 21. Iasa loulikoro 22. Toroolofo TOTAL a 6 22 5 15 400 N.D. 358 people are engaged in the development operations. They vere trained in advanced training methods. They are distributed amongst the six operations and act as leaders for the villages mentioned above. - 61 - Annex 20 page 1/2 GROUP IV FEMALE TRAINING Table of ilages in vbich femle training schemes are operated VILLAGES ACTIVITIES MJMR OF TRAINED TEACHERS 1. Nonsombougou - dyeing 2 - manufacture of local soap - installation and operation of a millet mill 2. Tioribougou idem 2 3. Kabala idem 2 4. Sirakorola idem 2 5. Koula idem 2 6. Niamabougou - dyeing 2 - local soap making 7. Nonkon idem 2 8. Kolokari idem 2 N.B.: The 5 mills were financed by the World Bank (MLI 733) and continue to function, thus providing enormous service to the women of the villages. ~/APPmML Pla~ SUNMART TADLE oprt 19~9-6 UDO -. v-g~ r ---------------- - --r--p- eece~ or P~ 36~ la 20 -tc V~ CE~ UA ODIK 14 100 - 10 53 37 - 100 760 120 1 880 0 w V 12 172 - 67 58 56 26 207 3 9 723 4 72 OOI P A C 31 722 1 736 - - - - ¶003 - - 939 ODE m - 5 - - - 5 - 5 119 - ¶19 O R M 8 50 - 2 55 - - 57 386 15 401 OMM - 64 - - - - - 04 2192 343 25351 O pM 3 3 - 3 - - - 3 76 - o6 Om 7 139 - - - - - 130 - - 3 801 OR S 7 - 82 - - - - 35 - - ¶050 Sikasto 10 26 30 - - - - 26 - - 247 OQo - 294 30 - - - - 24 - - 554 TnOuctou - 193 54 11 13 - - 24 - - 554 T 0 T A L 92 1 768 1 932 93 179 98 26 1678 8 532 1 201 33 124 • - Pigee ftr the C~t sMLe wr not reetevu - Te G figes dte fr 1982 - Alt~g the SIAL is res,ibm ftr the plai aspeets of litafee trining, it is f~17 m~ostw" aM orta tW the DO. > =utats are omtra~d t the 0~L wbich vaaes liter4ay tr=in~ Ib ritic at the dispasal of the EDQ - "T eUnM Buak financing did not ap3 totistp of ltre -inia= tbr~ the EWUL chm1. alt~ the aak lid pla a role in the field of lit«~ tr'ainin in the ww an the opti r e onerata. - 63 - Annex 21 page 1/2 RAGBE I. Doctorate theses presented in July 1983 SUB JECTS 1. Functional literacy training, village associations and traditional communities in the micro-region of Koutiala 2. Youth training in the Dogon country The transition from traditional teaching methods to training for development 3. Education and development in the Dogon country Missionary contributions to meeting educational demands 4. "Ruralization" education and the Freinet teaching method A comparative and prospective study of "ruralized" schools in the Sikasso region of Mali 5. Functional literacy training and cooperative developments. The socio-economic impact of functional literacy training in the relaunching of the cooperative movement in the 7th region. An essay in appraisal. II. Diplomas in Advanced Studies 6. The misadventures of a functional literacy programme in the case of a transition from a single-crop to a multi-crop economy Before, during and after the Mopti millet operation in the sub-region of S6no-Grando 7. Language and socio-educational development The introduction of the national languages into the educational system. The case of the Tamasheq in the 6th Region 8. Literacy training and rural development in the Miniyanka country Conflicts and compromises between the customary behaviour of the old Miniyanka and the technical aspects of the literacy training operations. 9. Decline in school attendance in Mali. - 64 - Annex 21 page 2/2 III. Other forms of research conducted within the group 10. Functional literacy training - what functions? The contribution of the Mali experiment to a redefinition of Unesco's concepts 11. Basic education in the Kutiala district Appraisal and transformation prospects 12. The transition from oral to written methods of communication Traditional community : the case of Beledugu 13. The change from exogenous to endogenous literacy training A reconstitution of Mali's experience with the Groundnut and Food Crop Operation (1969-1977) 14. The school and the community The community as the ways and means of teaching. Remarks on second stage education in the Sikasso region, which is undergoing "ruralization" 15. A tradition of resistance amongst the Bambara of Beledugu From unwilling schoolgoing to the acceptance of literacy training 16. Science teaching in second stage basic education in Mali Observations and conclusions 17. Fifteen years of educational reform in Mali: 1961-1977 From the intentions of 1962 to the results of 1977 N.B. : - There have been losses in the Group, due to departures to international organisations, deaths, or simply dropouts. - The Group has a Governing Board composed of the Directors of the NDFLAL, PI (TTC), Basic Education, the Educational Projects Office and the Coordinator of the Basic Education Survey. The Chairmanship is occupied by the Director of the NDFLAL. - 65 - Annex 22 TABLE OF THE TRAINING OF OFFICIAIB IN THE NATIONAL IANGUAGES 1979-1980-1981 Department or establishment Number of staff trained 1. Ministry of National Education 1 500 (all departments together) 2. Ministry of Health 375 (all departments together) 3. Ministry of Agriculture 1 358 (all departments plus RDO) 4. Askia Mohamed Secondary school 500 5. Badalabougou Secondary school 600 6. Advanced Teachers Training College 450 7. National School of Engineering 130 T 0 TAL 4 913 ORGAIGRA( OF THE MINISTRY 1R AGRICULTURE Minister Director of Minister's Office Head of Office Office Assistant Technical advisorsI f Attached Services .ational Direr+orates P.A.M. :D *D. -* M. T.D. C. D...in-- .ER * ua Technical Secretariat Administrative Division - . - Financial Division Statistice and fT oduction Prograoing Documentation and Projects Division pot.ect2ion of v l DivIsion -oout R.D.O. Directorate for technica2 education and vocational training in agriculture Directorate for luI/SECID Tecbnical Educatio AAC Project In AwIcultur development operations Sikasso Tea Operation Seed and Harvest Protection Operation Administrative Section - Methods and Prol School farms - ection for Research in Advisor High Valley Operation vvaLes Section section nd leadership methods Operation for Integrated Development of Groundnuts and Cereals Operation for Integrated Development of Baguneda Segu Rice Operation Seed Selection and Production 'Pessobe agusneaa Mopti Rice Operation Sauko Mtoro Hard Wheat Operation Gundam Lake Region m*- Kits Gao Sorghum Action a Senegal Valley Operation Integrated Development of Kaarta Maz Mopti Operation ORGAIGRAN OF THE DIRACTURATE FOR AGRI*MAL 23CHRICAL EXCATIOR AND VOCATIGAL TRAIMI=G Director of T.E.V.T.A Expert on Administrationf Expert on Re- Programe Expert Pro3ect Director training ADMINISTRATIVE GENERAL SECRETARIAT ACCOUNTS AND EQUIPMENT SECTIONS - correspondence - staff budget - typing - operational budget - records . TECHNICAL SECTIONS PROGRAMMES AND METHODS SCHOOL FARM SECTION RESEARCH IN ADVISORY AND SECTIONS - financial anagement LEADERSHIP METHODS - training methods - production - liaisons with operations - programes - management of equipment - roposals - documentation CAA M'PESSOBA CAA SAMANO CAA SAXE CDR 01O CSM BAGUINEDA CSPVA KITA (AAC) I (A C) _______________ _______________ I I ______________ _______________ ___________f__D - 68 - Annex 25 LES CAA DANS LE SYSTEME D'ENSEIGNEMENT MALIEN Tll1 AAC ]N Tlk MAI41 EIUOCATJON SYSTM ISA ITA 4 C 3 C~onducteur 4 Agricole Agr;cu-.tura' 2 C.P. Moniteur Agricultural A ricole I" °r (BAC E ' .R autres .o- 2 2 me w;1î CAAt w Encadreurs Agricoles . 2e Cycle AgrIcultural leaders 7 -0 6 E d BAC,. Baccalauréat CA m Centres dapprentissage agricole 4 ~Avieulturai Appremitceship centres - CAPA : Cert if icat d'8pt itudte profess ion- c 3 1er Cycle nelle agricole C.a. : Concours d'entrée CoÇetitive Entrance -è-ination C.P. : Concours peofessionnels voe&tionai emmetitiot~ Cs : Centres de spécialisat ion agricole Atrieltra SpeclalisasUon Centres t Dipl&m d'étude fonda1entale DiploIm of Baistde s~ Ingénieur des sciences appliquées nginer in ApPlIed Sciences t1A Ingénieur des travaux agricoles Engtnem ln ueutural Operatloe, 8 Opérat ions de développement rural Rural Developent Operations -69 - Annex 26 ENROIMENT TRENS IN THE AAC 1st year strength strength in train- Admissions to Certifi- Years recruitment year ing, let and 2nd cate of Proficiency and 3rd in Agriculture 1960-1961 25 25 25 1961-1962 75 50 25 1962-1963 62 100 50 1963-1964 77 137 52 1964-1965 111 139 68 1965-1966 83 188 81 1966-1967 95 194 91 1967-1968 82 289 37 1968-1969 77 260 43 1969-1970 79 254 50 1970-1971 86 238 66 1971-1972 86 251 71 1972-1973 105 251 60 1973-1974 105 277 77 1974-1975 92 296 72 1975-1976 102 302 98 1976-1977 112 299 95 1977-1978 113 306 84 1978-1979 98 327 95 1979-1980 130 323 107 1980-1981 175 341 93 1981-1982 175 402 91 1982-1983 175 402 110 1983-1984 194 544 172 1984-1985 177 532 - 70 - Annex 27 ME PROGRAMM4E SUBJECTS HOURS NEW OLD General Education 645 25 33 (French, Science) Animal Production 520 21 11 Veterinary Education 650 26 43 Agriculture 180 7 6 Sociology-Economics (advisory work, management, etc.) 455 18 7 Physical Education 85 3 0 - 71 - Annex 28 PROJECT BUDGIl' COVHING WE MAIJ GOVKRPNMYNT1' CONTH I RUTI ON (in US dollars) Country: Mali Subject: Assistance for the IPFM (Institute for Productivity and Forecasting Management) Total 1982 Code Details men/month $ men/month $ 10 Staff assigned to the Project 11 Experts 11.01 Expert in managcment of small and medium-sized enterprises 12.0 87 000 12.0 87 000 11.02 Expert in data processing 12.0 87 000 12.0 87 000 11.03 Expert in projects administration 12.0 87 000 12.0 87 000 11.99 Partial total 36.0 261 000 36.0 261 000 15 Expert missions 6 400 6 400 16 Other expenses (technical missions) 5 000 5 000 19 Total of the item 272 00 272 400 50 Miscellaneous 53 Miscellaneous 3 600 3 600 59 Total of the item 3 600 3 600 60 Programme support cost 68 Programme support costs (13%) 35 880 35 880 Total 311 880 311 880 70 Provision for cost increases 71 1982/83 24 950 24 950 General total 336 830 336 830 I/ The provision for coot increases will be used only if the prices increase compared with those estimted. This provision will not be used to increase the number of items in the Project. - 72 - Annex 29 N A L I - MEW0u mJUAT0IM PWJEC'J Experts and ScholarshiYr holder Spe?Calisation )lurber of Exerts Duration (onths) Ian-years equivalent (Porecast) (Actual) (forecast) (Actuali (Forecast) (Actual) aøle Education cnol 0 4 0 24 0 . Science1 24 0 U . Dostic Bcience* 0 24 0 24 . Agricutual education 1 0 24 0 24 0 . Appraisale 1 0 36 0 36 0 . Com~ty eurvey 0 I 0 24 0 24 Training I Agrlculture and anilal busandry . Rural eonouis 1 0 24 0 24 0 SPeediUg/Pasture/Zootechnlcso i 1 24 48 24 48 . Rural teaebln methodso 1 0 24 0 24 0 . Advisory teclques* 3 0 24 0 34 0 SPormaent 4pprmisal 1 2 24 35 24 37.5 . Consultante• 12 . Trainmng and re-tratn~ng staft 0 1 0 24 0 24 .Scholarships 0 7 0 24 0 3.5 ~umetioaml LIteracy tra*idpn . Coordnators 2 0 24 0 48 0 SRegional directors 3 0 24 0 72 0 •aeads of pa 12 0 24 0 24 0 . Editors 5 24 0 10 0 10 . Prrorsof radio oames 2 0 48 0 96 0 . Printig perts 1 0 24 0 24 0 Shaio rep~r experts 1 0 24 0 24 0 . uan raece pIlimeD I 0 36 0 36 0 . Exprts n rogadag ethods, roject executio 1 0 36 9 36 0 . Sebool samitratione 1 0 36 0 36 0 .Idbr~rin 1 0 24 0 24 0 . A~istrator 1 0 24 0 24 0 SSebolarshipe 30 0 12 0 12 0 .Consultants 0 12 0 12 0 . Adbnistratlmo of oducatlnal 0 1 0 6.5 0 6.5 . Dat processlng inatitutlon 0 1 0 18 0 18 . Proaec ~asdministraionl 0 2 0 18 0 18 . Management of @=1 m aedium sl&ed 0 1 0 12 9 12 . Econ st interprises 0 1 0 1 0i . Semin~ (Canada) 0 0 3eeks 0 3 weeks »asle ducatlon Cor tr*1 0 24 0 24 0 . Consultat • 0 0 32 0 . Scbolaraipso 0 36 0 36 0 .Ecnmist 0 24 0 24 0 Vocational Training 0 1 0 12 0 12 Proct Office SArCbitect* 1 2 36 64 36 64 . Congtruction ngieer* 2 3 24 64 36 64 . Eprtn mnaget am placlng of 1 I 36 36 36 36 . Draut D (contracts" 2 0 24 0 48 0 . øl3Ds te aeviswrt 3 0 24 0 72 0 SAccoutns* 2 36 0 71: 0 . Qu ty sr~ 1 0 24 0 24 0 . ~echo3 epert 0 1 0 24 0 24 • 8coahi 0 2 0 24 0 24 • E rs whose Qnlttieationa, Se of refe and cdtions of omplynt are subJec to tbo Assocaton's ap~roval. - 73 - COMENTS FROM THE BORROWER ATT&CHMENT I Translation of Incoming Telex dated September 23. 1986 INTBAFRAD BAMAK0, MALI, SEPTEMBER 23, 1986. ATTN: MR. GRAHAM DONALDSON OUR OBSERVATIONS ON PPAR OF SECOND EDUCATION PROJECT ARE AS FOLLOWSt PAGE VI, SECOND PARA; "INABILITY OF THE GOVERNMENT TO MEET THE RECURRENT COSTS" INAPPROPRIATE WORDING; IT WOULD BE PREFERABLE TO SAY: "IN VIEW OF DIFFICULTIES OF THE GOVERNMENT TO FINANCE RECURRENT COSTS;' PAGE 2, PARA. 5: DELETE "AND AN INTEGRAL PART OF THE SCHOOL CONSTRUCTION AND PROCUREMENT SERVICE IN THE MINISTRY OF EDUCATIONIlD PAGE 4, (OLD) PARA. 13: THIS DOES NOT APPLY FOR MALI; 2 PAGE 4, PARA. 15: THE TEXT DOES NOT REFER TO MALI, BUT RWANDA.3i REGARDS, SANTIBUI TOUNKARA, DEPUTY DIRECTOR, EDUCATION PROJECTS. 1/ After "First Education Project." 2/ Paragraph was subsequently deleted. 3/ The word "Rwanda" was inadvertently inserted in the French translation; however, the text refers to the project under review.  A L G E R 1 E Mali MALI N M-AåU_R___T A NoL E Goundam 0 0~Gao .N G E R HA U T E -0 L T A 1i Bougouni Sikasso GU lNEE l NIGER IA G A N A .r' .,.'~~ oGo