Somalia - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 7137 PROJECT PERFORMANCE AUDIT REPORT SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) March 1, 1988 Operations Evaluation Department This document has a resticted distribution and may be used by recipients only in the performance of their offcial duties. Its contents may not otherwise be disclosed without World Bank authorization. GLOSSARY ADF - African Development Fund ALECSO - Arab League Educational, Cultural and Scientific Organization ALF & RSS - Agricultural, Livestock, Forestry and Range Management Secondary School (also LFS) ALO - Arab Labour Organization CAM - Country Assistance Management CDC - Curriculum Development Center DANIDA - Danish Aid Organization DVV - German Adult Education Association EAPED East Africa Projects, Education Division EARED East Africa Regional Office, Education Section FRWIS - Forestry, Range and Wildlife Institute of Somalia GTZ - German Agency for Technical Cooperation HPTI - Health Personnel Training Institute IAE - Institute of Adult Education (formerly NAEC) ICB - International Competitive Bidding ILO - International Labour Organization ILOISDSR - ILO Skill Development for Self-Reliance Project KSN - Kismayo School of Nursing LCE - Lafole College of Education LFS - Livestock and Forestry School LIB - Limited International Bidding MOA - Ministry of Agriculture MOCHE - Ministry of Culture and Higher Education MOE - Ministry of Education MOLF - Ministry of Livestock and Forestry MSN - Mogadishu School of Nursing NABM - National Agency for Building Materials NAEC - National Adult Education Center (now IAE) NIAE - National Institute for Adult Education NRA - National Range Agency NTTTC - National Trade Testing and Training Center ODA - British Aid Agency PIU - Project Implementation Unit RLSTC - Regional Literacy and Skill Training Center (formerly RAETC) RMESAIEPS - Regional Mission in Eastern and Southern Africal Education Projects Section SIDAM - Somali Institute of Development Administration and Management SPA - State Printing Agency TPU - Textbook Production Unit WHO - World Health Organization Fiscal Year of Borrower January 1 - December 31 FOR OFICIAL USE ONLY THE WORLD BANK Washington. D.C. 20433 US.A. Oie at imrctenwal Operatem avaluestun March 1, 1988 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Performance Audit Reports Somalia Third Education Proiect (Credit 738-SO) Attached, for information, is a copy of a report entitled "Project Performance Audit Report: Somalia - Third Education Project (Credit 738-SO)" prepared by the Operations Evaluation Department. Attachment This document has a restricted distribution and may be used by recipients only in the performance of their o4cial duties. Its contents may not otherwise be disclosed without World Bank authoriation. vOR OICIAL USE ONLY PROJECT PERFORMANCE AUDIT REPORT SOMALIA TEIRD EDUCATION PROJECT (CREDIT 738-50) TABL! OF CONTENTS Page No. Saie Data Sheet ............................. 11 9Valuat10on SUMmary ...................... vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND .................................. 1 Context ............................................ 1 Objectives ............................ 1 Design .............................................. 2 Finance Plan ....................... ....... 2 Implementation Plan .......................,......... 2 II. PROJECT IMPLEMENTATION AND OUTCOMES ................. 3 Management .......................................... 3 Start-Up .... ......................... ...... 3 Sequence .e................................... 3 Procurement . e....................................... 4 Reporting ............................. 5 Project Costa ..s............................. 5 Outcomes ................................. 5 Educational Quality ............................... 5 Basic Education and Skill Training ................ 6 Livestock and Forestry Education ................ 6 Para-Medical Training ............................. 7 Trade Testing and Training Survey ................. 7 Sustainability .............................. 7 Environmental Effect* ............................ 8 Hman Resource Development and the Role of Women .... 8 III. FINDINGS AND ISSUES ................................. 8 3vervlew .,.................... 8 Related Experience .................................. 9 Findings and Lessons ............................... 10 Issues ........................................ 11 ATTACBMENTS I-II: Comments from the Borrower ................ 13-18 This document has a ~estricted distibuton and may be Med by rbcipients only in the poformance of their offcial duti~s. Its contents may not otherwise be disclosed without Wodd Bank authodmion. TABLE OF CONTENTS (cont9d) PROJECT COMPLETION REPORT Page No. I. Sumary and Recoendations 21 II * Introduction ..o.o... * 0.. 0.0000......000...00...0 26 111. Project Background . . . . ooooo. .*. .. .. oeo. .o .. . . .. .o 26 IV. Project Implementation ***..... *...o..0o..0. .... 0.... 32 V. Project Costs and pinaencing 0........................ 38 VI. Project Operating outcomes .......................... 42 VII. Bank Group Performance 55 Annexes: 1. Structure of the Education System ooooooooooooeoooooo 57 2. Compliance with Credit Conditions 00*.....0..0....000 58 3. Technical AssistanceProgram ........................ 61 4. Curriculum Development Center - Overview of Actioctioes 1984 ................................... 63 5 o SPA- Storage and Distribution...................... 66 6. Comparative Implementation Schedule ................. 67 7. Total Project Cost of Physical Facilities ..06660*00. 68 8. Places, Units and Ares of Physical Facilities ...... 69 9. Disbursements: Est ated and Actual ................. 70 PROJECT PERFORMANCE AUDIT REPORT SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) PREFACE This is a performance audit of the Third Education Project in Somalia (Credit 738-SO), for which a credit of US$8.00 million was approved on August 9, 1977. The account was closed and the undisbursed balance of US$0.07 million cancelled on March 13, 1985, about 18 months later than originally planned. The audit report consists of (a) a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED), and (b) a Project Completion Report (PCR) dated June 30, 1986 prepared by the Education and Manpower Development Division of the Eastern and Southern Africa Region. The PPAM is based on (a) material in IDA files, including the Staff Appraisal Report (No. 1334-SO) dated July 26, 1977 and the Development Credit Agreement dated September 30, 1977; (b) the PCRI (c) discussions with IDA staff associated with the projectl (d) discussions with staff of the African Development Fund (ADF) which provided parallel finance for the project; and (e) an audit mission to Somalia in May 1987, during which project sites were visited and discussions held with Government officials. The PCR contains a considerable amount of detailed and useful project information. The audit mission visited Somalia two years after the completion mission and found that certain project institutions were no longer in use or had not been used as anticipated at the time of the PCR. The PPAM therefore updates the conclusions of the PCR in the light of more recent developments and adds further comments and conclusions on various aspects of project implementation experience. The OED acknowledg-es the assistance given to the audit mission by staff of the Ministries of Education, Information, Livestock and Forestry, Health and Labor. Copies of the draft PCR were given to the Government during the audit mission. Comments received have been taken into account in preparing the final report. As is customary in the preparation of audit reports, copies of the draft audit report were sent to the representatives of the Borrower for comment in December 1987. Comments received have been taken into account and are reproduced as Attachments I and II. - is - PROJECT PERFORMANCE AUDIT REPORT SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) BASIC DATA SHEET EBY PROJECT DATA Item Apraisal Estimate Actual Total Project Cost (US$ million) 11.65 12.53 Overrun (I) - 7.60 Credit Amount (US$ million) 8.00 8.00 Disbursed - 7.93 Cancelled 0.07 Repaid ) - 0.04 Outstanding) as of 12131187 7.89 Date Physical Components Completed 03131183 03131185 --in months since Credit Signature 66 90 Proportion completed by above date (Z) 57 La 100 Proportion of time overrun (2) - 36 Institutional Performance Good CUMULATIVE ESTIMATED An ACTUAL DISBURSENENT (in US$ million) FT 1979 1981 1982 Appraisal Estimate 0.56 2.36 5.04 7.26 7.98 8.00 Actual 0.26 0.72 1.24 4.17 6.02 7.93 Actual as Z of Estimate 46 31 25 57 75 99 j_ Estiatod on the basis of disbursements. STAFF INPUT (Staff Weeks) FY 70 77 76 79 @f 61 62 88 84 65 86 Total Pre- appraisal 00.2 1.6 - - - - - * * - 62.0 Appraisal 1.8 50.8 - - - - - - - - - 52.1 Negotation - 12.3 1.1 - - - - - - - 18.4 Supervision - - 1e.6 7.0 9.6 5.6 6.6 18.2 6.8 18.8 9.0 86.2 Other 0.2 - 1.7 - - - - - - - - 1.9 Total 61.7 64.9 18.4 7.0 9.6 5.6 6.6 18.2 6.8 18.8 9.0 216.8 OTHER PROJECT DATA Original Actual or Item Plan Revision Est. Actual First Mention in FIles 09/04/75 Government Application 01/06176 Negotiations 02/22-23/77 Board Approval 08/09/77 Credit Agreement Date 09130/77 09/30/177 Effectiveness Date 01/04/78 03/13/78 Closing Date 09/30/83 09/28/84 03113/85 La Borrower Somali Democratic Republic Executing Agency Ministry of Education Follow-on Projects Name Fourth Education Project Credit Number 1105-SO Credit US$10.2 million Credit Agreement Date 04/03/81 /a The last disbursement was made on March 13, 1985, and the account was closed and undisbursed balance cancelled as of that date. - iv - MISSION DATA Sent Month/ No. of No. of Staff Date of Mission by Year Weeks Persons* Weeks** Report Identification IDA 11/75 1.0 1(E) 1.0 11/21175 Preparation UNESCO 05/76 3.4 9(Ag,Te,A,E, 30.8 05/31/76 M,P,H,Ed,S) Appraisal IDA 07176 4.0 6(Ag,A,H,2Ed,P) 24.0 08/19/76 Total 55.8 Supervision 1 IDA 04/78 1.0 2(Ed) 2.0 05/03178 Supervision 2 IDA 10/78 1.1 2(Ed,A) 2.2 11/03/78 Supervision 3 IDA 05/79 1.1 2(Ed,A) 2.2 06/13/79 Supervision 4 IDA 11/79 1.1 2(Ed,A) 2.2 12/18/79 Supervision 5 IDA 05/80 0.7 2(Ed,A) 1.4 06/10/80 Supervision 6 IDA 10/80 0.7 2(Ed.A) 1.4 10/22/80 Supervision 7 IDA 03/81 0.7 2(E, ,A) 1.4 04/15/81 Supervision 8 IDA 09/81 1.0 2(Ed,A) 2.0 10/15/81 Supervision 9 IDA 03/82 1.1 1(Ed) 1.1 04/26/82 Supervision 10 IDA 09/82 1.1 1(Ed) 1.1 11/08/82 Supervision 11 IDA 03/83 1.1 2(Ed,A) 2.2 04/04/83 Supervision 12 IDA 12/83 1.1 2(Ed,A) 2.2 02/15/84 Supervision 13 IDA 05184 1.1 2(Ed,A) 2.2 06/18/84 Supervision 14 IDA 12/84 0.7 2(Ed,Te) 1.4 01/03/85 Total 25.0 Completion IDA 05/85 1.6 4(Ag,Te,A,Ed) 6.3 06/30/86 Number of Supervision Missions = 14 Total Number of Staff Weeks = 87.1 Maximum Interval between Missions = 9 months Minimum Interval between Missions = 5 months * Ed: Educator Ag: Agricultural Educator H : Health Educator E t Economist M : Mass Media Specialist Te: Technical Educator A : Architect P : Printed Media Specialist S : Secretary ** Estimated number of staff-weeks attributable to this project (including travel time). * v * Currency Exchanze Rates Name of Currency (abbreviation)s Somali Shilling (Sh.So) Exchange Rates: US$1 - FCFA Appraisal Year 1977 6.295 Appraisal - 06130181 6.23 07101/81 - 06130182 12.46 07101/82 - 09/30183 15.10 10101/83 - 10/31/83 15.60 11/01/83 - 09/14184 17.73 09/15184 - 12t31/84 26.26 01/01/85 - 03/13/85 36.36 ALLOCATION OF CREDIT PROCEEDS (In US Dollars) Original Actual Catexory allocation Expenditure 1. Civil Works 1,850,000 2,837,539.08 2. Printing Materials 1,560,000 2,203,764.77 3. Furniture, Equipment and Vehicles 1,250,000 1,696,806.42 4. Technical Assistance 1,000,000 1,078,693.21 5. Project Administration and Management Survey 100,000 112,72C.29 6. Unallocated 2,240,000 -- (Total Disbursed) -- (7,929,523.77) Cancelled -- 70,476.23 TOTAL 8,000,000.00 8,000,000.00 - vi - PROJECT PERFORMANCE AUDIT REPORT SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) EVALUATION SUMMARY Introduction This project was identified in November 1975 and after preparation by a UNESCO team in May 1976 it was appraised in August 1976. The total project cost was estimated at US$11.65 million, including foreign exchange of US$8.72 million, or 74.82. An IDA credit of US$8.00 million was approved in August 1977, signed in September 1977 and became effective in March 1978, about six months later and two months after the originally planned date. In addition, the African Development Fund (ADF) agreed to parallel financing equivalent to US$1.67 million. The total actual project cost is estimated at US$12.53 million, an overrun of 7.61. In local currency the actual cost is estimated at Sh.So. 141.97 million, 942 higher than the appraisal estimate of Sh.So. 73.36 million (PPAM, para. 14). The project was essentially completed and ths credit account closed in March 1985, 24 and 18 months, respectively, behind schedule. Obiectives The project had four main objectiveas (a) improving the quality of education through curriculum development, teacher training and teaching materials productiong (b) promoting basic education and skill training among youths and adults; (c) providing specialised manpower training in livestock production, forestry and para-medical services; and (d) develop- ing the trade testing system and identifying public administration training needs (PPAM, para. 2; PCR, para. 1.01). It followed two projects which supported secondary and technical education, and teacher and agricultural training (Credit 247-SO); and secondary education and teacher, fishery and nomad training (Credit 511-SO). An amendment to the Credit Agreement dated November 13, 1979 added 50 man-months for the services of an accountant for the PIU; and another amendment dated June 24, 1980 added a further compo- nent to provide technical assistance for fishery training--this supple- mented a component of the second project (PCR, para. 3.17). Implementation Experience The Pro act Implementation Unit (PIU) in the Ministry of Education (MOE), which had gained considerable experience in implementation of the first and second projects, was strengthened with some technical assistance (PPAM, para. 6; PCR, para. 4.02) and performed very effectively. The proj- ect was completed in 90 months, 36% over the appraisal estimate of 6S months, but the principal causes of delay were related to late arrival of - vii - imported building materials, shortages of skilled labor caused by a mass exodus to the rich oil-producing states, shortages of local building mater- ials and serious inflation. All these problems were country-wide and beyond the control of the PIU (PCR, paras. 4.07-4.12). The PCR draws attention to transport problems resulting in damage to the furniture, which was imported already partly assembled, but the audit mission was not able to confirm this (PPAM, para. 10; PCR, para. 4.17). Equipment was procured through UNICEF and ICB. The fellowship program was largely unsuccessful due mainly to the failure of most participants to return to Somalia because of the small incentives in comparison with the neighboring oil-producing states, and the consequent brain drain. Both fellowships (9% down) and specialists services (71 down) implemented were somewhat below target. Results Despite the implementation problems inherent in Somalia throughout the project period, physical construction objectives in area terms were exceeded by an average of 27%--in one case, the Curriculum Development Center (CDC) by 177%. The curriculum materials component, which consisted of establishing the CDC and strengthening the educational printing capacity of the State Printing Agency (SPA), has been largely successful. An entirely new primary curriculum has been established and complete sets of pupil and teacher materials produced for about half of the eight year pro- gram in all six subject areas, in addition to nearly all the required secondary books and teachers guides. The SPA produced 13 titles in 1986 and expects to produce 25 in 1987. Although paper and ink supplies are adequate for the present, subsidiary needs such as plates, photographic supplies and spare parts are a continuing constraint. The current situa- tion regarding technical staffing of SPA, which is a major constraint on production capacity, is likely to improve when staff currently in training return shortly. Book distribution is a major problem. The Regional Literacy and Skill Training Centers (RLSTCs) are non-operational over two years after project completion and the equipment is still stored in Mogadishu. It is difficult to see how they can be used for skill training since there are no residential facilities and it is not clear where the trainers are to be recruited. There are no running costs budgeted at present, though the German aid organisation DVV is assisting at two of the centers. The RLSTC facilities are too elaborate for their role as literacy support centers. The PCR avoids comment on these aspects since they were non-operational, but this situation has persisted (PCR, para. 6.17). The Livestock and Forestry School (LFS) has not been merged with the neighbor- ing agricultural school as expected at completion (PCR, para. 6.27) and was totally unused until April 1987, when the facilities were handed over to the Forestry, Range and Wildlife Institute of Somalia (FRWIS). FRWIS, administered by the National Range Agency (NRA), a parastatal, has now occupied the facilities and is in the process of developing certificate, diploma and in-service courses. Target enrollment for January 1988 is 90 students, 25% of the planned capacity of 360 students. There is no sign of any livestock training. The Health Personnel Training Institute (HPTI) constructed adjacent to the Mogadishu School of Nursing (MSN) and function- ing satisfactorily during the completion mission (PCR, para. 6.35) now - viii - appears to be unused,li with equipment reputedly locked in store cupboards and physical facilities rapidly falling into an advanced state of disre- pair. The Kismayo School of Nursing (KSN) is not operational. The project assisted in developing a satisfactorily functioning trade testing system which is meeting the country's needs, though the facilities are in urgent need of maintenance (PCR, para. 6.41). The survey of training needs for administrative personnel was carried out successfully in 1979 and studies manpower stock and needs up to 1983. It is therefore now out of date, Sustainability The opening or continued functioning of project institutions is expected to be largely deperc;ent upon the allocation of adequate funds for running costs and maintenance. The state of acute disrepair of a number of project facilities shows that these funds are not forthcoming (PPMM, para. 23). Those institutions which are currently operating are in the main able to do so only because of donor intervention. Budgetary allocations to education have fallen from 13.7% in 1976 to 4.5% in 1985, 24% of the regional average. While the demand for the output from project institu- tions continues to exist, thus giving a full justification for commencing or continuing operation, they will be unable to do so effectively without funds for greatly improved staff salaries, running costs and maintenance. An increasing government commitment to the education sector may be much influenced by the outcome of an IDA/Government dialogue expected to be initiated shortly. Findings and Lessons The audit mission concurs with the PCR's finding (PCR, para. 1.08) that the availability of adequate operating funds constitutes a general problem confronting all project institutions. The project did not finance running costs, with the exception of paper for the SPA. CDC is functioning because of intervention from DANIDA, USAID, ODA, ALECSO and others. SPA is receiving assistance from GTZ. The LFS has been transformed into the FRWIS with ODA support. The RLSTCs are not functioning and the component appears to have been inadequately thought out, since the centers are not appropri- ate for either of the roles envisaged, and the mission was unable to trace any comprehensive policy as to how the centers would functtmn. However the German aid organization DVV is financing a program which will use the faci- lities of two of the centers. HPTI did not appear to be in use during the audit.2/ Thus almost none of the project institutions would be in use if some other donor had not stepped in to provide operating funds. It is unacceptable that a project should be designed which does not sufficiently take into account its implications in terms of future recurrent expendi- tures, allows for budget constraints and attempts to make adequate provi- sion for running costs either within the project or by means of a credit 1/ The Government pointed out that there was only a temporary closure during the month of Ramadan (see Comments from the Borrower, Attachment I, page 15, para. 2). 2/ See preceding footnote. - ix - agreement covenant that the Borrower should make such provision; and does not ensure that a plan of operation for each component has been thoroughly thought out. In project design, it is essential to look at all phases of an operation, and plan to eliminate all constraints likely to inhibit successful achievement of objectives. The SAR (para. 4.07) examined the situation regarding book distribution and considered it satisfactory. The audit mission supports the PCR (para. 1.09) in believing that insufficient attention was paid to this aspect as it now constitutes a major problem. The fellowship program has largely failed in providing trained manpower for project institutions. This is mainly due to a brain drain to the o41-rich countries near Somalia. However, the audit mission was assu. d that changed economic conditions have curtailed this trend. Nevertheless if salaries for professional staff are not made more attractive, development of a professional cadre in educational institutions will continue to be highly problematic. The Credit Agreement (Section 3.06c and d) required the Government to prepare an evaluation of the project. However, this did not happen, although the PIU provided considerable assistance in the preparation of both PCR and PPAM. A greater Government involvement in future evaluation exercises would be desirable. Although there was a credit agreement covenant that the Borrower should make provision for adequate maintenance of project institutions (Credit Agreement, Article IV, Section 4.03), insufficient account was taken of the Borrower's capacity to fulfill this covenant. PROJECT PERFORMANCE AUDIT MEMORANDUM SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) I. PROJECT BACKGROUND Context 1. In the early 1970s, the Government of Somalia was following an educational policy in support of national goals of greater self-reliance with emphasis on equality of opportunity and social justice. The policy aimed at basic education for as many as possible, and improved manpower training. Within this context, IDA supported Government efforts through two education projects. The first (Credit 247-SO signed in 1971) assisted secondary and technical education, and teacher and agricultural training; the second (Credit 511-SO signed in 1974) continued support for secondary education and also assisted teacher and fishery training and education for the nomadic population. The adoption of the Latin script for the Somali language in 1972 also facilitated educational expansion. At appraisal of the third project in July 1976, therefore, primary enrollments had risen from 131 of the age group in 1973 to 34%. A large proportion of the popu- lation was and still is nomadic and around 60% of the settled population in the age group was enrolled. During the period between the mid-1970s and the audit mission in May 1987, Somalia has suffered from a series of econo- mic setbacks, notably drought, the withdrawal of Soviet assistance and sporadic conflicts with Ethiopia, which have weakened the internal and external financial position of the country. The lack of infrastructure and severe problems of transport and comunication form a background to the period over which the third project (Credit 738-SO) was Implemented. Obiectives 2. The project was developed to focus on four principal areas (PCR, para. 1.01): (a) improving the quality of education through curriculum development, teacher training and preparation of teaching materials; (b) promoting basic education and skill training among adults and youths; (c) providing training in livestock production, forestry and para-medical services; and (d) developing a system of trade testing and skilled workers upgrading, and identifying public administration training needs. -2- Two additional components were financed through amendments to the Credit Agreement dated November 13, 1979 and June 24, 1980: (e) providing 50 staff-months of technical assistance for an accountant for the PIU; and (f) providing 60 staff-months of technical assistance for five teachers at the Fishery and Marine Institute (a component of the second project (PCR, para. 3.17). Des ign 3. The Government's application was dated January 6, 1976. Prepara- tion by a UNESCO team took place during May 1976. Details of project con- tent at appraisal are given in the PCR (para. 3.16). It was expected that, in order to ensure timely printing of textbooks, an agreement would be drawn up between the Ministry of Education (MOE), the Ministry of Culture and Higher Education (MOCHE) and the State Printing Agency (SPA). The Livestock and Forestry School (LFS) would be located near to the College of Agriculture of the University and to an agricultural secondary school to enable mutual utilization of staff, equipment and facilities though the details of this arrangement were not made clear. The Health Personnel Training Institute (HPTI) would be constructed within the compound of Mogadishu School of Nursing (MSN) to enable both institutions to share facilities. Finance Plan 4. During preparation, it was discovered that the African Development Fund (ADF) had already pre-appraised a project to assist SPA. Under this project the principal beneficiary would be MOCHE. A potential duplication of efforts was avoided by an agreement that the project would receive parallel financing, with ADF focusing on building, printing equipment and technical assistance, and IDA on printing materials sufficient for three years. The project was appraised iu July 1976, and the total cost esti- mated at US$11.70 million, including a foreign exchange component of US$8.72 million, or about 75% (PPAM, para. 14). Board approval was given in August 1977 for a credit of US$8.00 million. The ADF loan was equi- valent to US$1.67 million and Government contribution was US$2.03 million. It was expected that the project would be completed by March 1983, and that the Credit Accouat would be closed six months later. Implementation Plan 5. The project was to be implemented by a Project Implementation Unit (PIU) situated within the MOE. The PIU had gained experience while imple- menting the first two projects, but was to be strengthened by an architect and an accountant. - 3 - II. PROJECT IMPLEMENTATION AN) OUTCOMES Management 6. The Project Implementation Unit (PIU) in the MOE was responsible for control of the project. Although the unit was experienced and effec- tive it needed strengthening with an architect and an accountant. The Minister himself had previously been Project Director and this assisted in the solution of administrative problems. While the Curriculum Development Center (CDC) and Regional Literacy and Skill Training Center (RLSTC) com- ponents fell under the MOE, the PIU was also responsible for components within the Ministries of Forests and Livestock (LFS); Information (SPA); Health (MSN, HPTI and KSN); and Labor (NTTTC). It is noteworthy that this great diversity of administrative responsibilities did not cause any major delays in project implementation, and the audit mission concurs with the PCR conclusions that this attests to the efficiency of project management (PCR, para. 4.02). Greater urgency in recruitment of technical assistance, however, could have further improved timeliness of implementation. Never- theless, the diversity of project design created a situation with latent (and in some instances, actual) problems in coordination (see para. 27 below). Start-up 7. There was an initial delay in the appointment of the architect which caused a two-month postponement of project effectiveness. Financing of the accountant was not covered by the Credit Agreement, which was there- fore amended on November 13, 1979. Another complication arose from the fact that Somalia imp.rts almost all its manufactured building materials. At start-up all importation was handled by the National Agency for Building Materials (NABM) (PCR, para. 4.07), but this organization was unable to cope with the task. Therefore 19 months after credit effectiveness, the PIU was authorized to import building materials directly, but it was still a further two years before the first deliveries were received. Sequence 8. Throughout the life of the project, management continued to be hampered by a series of problems of national dimension, completely beyond its control. Once the initial difficulties of importation of building materials had been overcome, project implementation proceeded more rapidly (57% of estimated disbursement in 1982 as compared with 25% of estimate in 1981). However, three other major factors inhibited progress in construc- tion: (a) shortages of all levels of labor due to the attraction of neigh- boring oil-rich countries; (b) inefficiencies in the supply of local build- ing materials causing shortages; and (c) high levels of inflation during the period 1981-1984. -4- Procurement 9. The PCR reviews the problems associated with procurement of build- ing materials (PCR, paras. 4.07-4.12). Even though implementation could proceed, once the PIU was handling importation directly, the normal process of preparing tender documents and the requirements of ICB resulted in a further delay so that the first delivery of building materials was only received 43 months after credit effectiveness. Local contractors won the contracts for the major project institutions. HPTI was completed well before the project completion date, and other institutions were completed around the closing of the project, with the exception of water and electri- city connection at the Kismayo School of Nursing (KSN). At audit, KSN was still not connected to electricity since the completion of the town elec- trification scheme, expected before the end of 1987, was still awaited. 10. Furniture (PCR, para. 4.17) was largely procured from one firm in a single contract. Consequently the deliveries were beyond the storage capacity of the MOE, which had to rent temporary accommodation. The PCR mentions a problem of damage during transportation and suggests that furni- ture should in general be assembled after delivery. The audit mission was unable to confirm this observation; it found the furniture at the CDC, LPS and PIU in a satisfactory condition, and was informed that furniture for the RLSTCs was still in store in Mogadishu; and that for BPTI furniture was largely in store on site.1/ 11. Equipment lists for each projAect component were prepared with the aristance of specialists, and most procurement was handled by UNICEF, thus simplifying procedures, though UNICEF's move from New York to Copenhagen during the latter period of the project slowed down delivery. The equip- ment supplied was appropriate in most cases, but quantities of some items at LFS were thought excessive (e.g., six stainless steel sterilizers where one would have sufficed). A substantial number of vehicles was purchased under the project but several complaints were received from project insti- tutions that the vehicles were not available for the originally envisaged purposes. 12. With the specialists financed by ADF, 134 (70%) of the 192 staff- months envisaged at appraisal were used. The science kit production spe- cialist at CDC was not recruited, and the other specialists were financed by other donor agencies. The post of village technology specialist was not filled since the PIU was unable to find a person with the wide range of skills expected. A total of 245 staff-months of fellowships were used, 91% of the 270 appraised. However only one of the 11 staff trained for CDC is working there, and the three fellowship recipients for LFS did not complete their training. This failure of the fellowship program was mainly due to the attraction of higher salaries in some neighboring countries (see para. 8 above). 1/ See also Comments from the Borrower, Attachment I, page 15, para. one. -5- Reporting 13. The project was supervised approximately every six months with a maximum interval of nine months. The close proximity of Somalia to the Bank's Regional Office in Nairobi, which was responsible for supervision, facilitated a careful monitoring of the project. Thus the major problems of procurement were overcome rather more rapidly than would otherwise have been the case. The PCR (para. 4.03) found that accounting, record-keeping and auditing was all carried out satisfactorily. The Credit Agreement (Section 3.06c and d; PCR, para. 4.23) required the Government to establish an evaluation committee and to prepare an evaluation report of the project, which would have formed the basis of the PCR. Although the PIU assisted both the completion and audit missions very considerably in the preparation of cost and other data, a greater degree of borrower involvement in project cevluation would have been desirable. Project Costs 14. The total project cost estimated at appraisal was US$11.7 million, to be financed with credits from IDA and ADF, respectively, of US$8.00 million and Fund's Units of Account (FUA) 1.50 million, equivalent to about US$1.67 million, the remaining US$2.03 million to be financed by the Government. Total actual project cost was US$12.53 million, consisting of US$7.93 million, FUA 1.49 million (equivalent to about US$1.77 million)2/ and US$2.83 million, from the above three sources, respectively. This constitutes a cost overrun of 7.6%. In local currency terms the appraisal estimate was So.Sh. 73.34 million, while total actual project cost was So.Sh. 141.97 million, an overrun of about 942. The IDA credit financed 632 of the project, ADF 14% and the Government 232. The main reason for the high cost overrun in local currency terms was the steep drop in the exchange rate, from So.Sh. 6.295 - US$1 at appraisal to So.Sh. 36.36 = US$1 at completion which in turn was brought on by high domestic inflation. The PCR discusses costs by component and by category (PCR, paras. 5.01-5.09). Outcomes 15. Educational Quality. This component consisted of a new Curriculum Development Center (CDC) which was to prepare primary school textbooks and teachers' guides which would then be printed by the State Printing Agency (SPA). The CDC was also responsible for training teachers in the use of teaching materials and for testing the materials. To achieve this, the CDC was constructed, furnished and equipped on a site near Mogadishu; 48 staff months of specialist services and 192 staff months of fellowships were provided. The SPA was to develop a Textbook Production Unit (TPU) with printing equipment, physical facilities and specialist services funded by ADF and three years' supply of paper and printing materials funded by IDA. The outcome of this component is very encouraging: there are now modules consisting of a student text and a teacher's guide for each of ten subjects for Grades 1 to 4 and for most subjects at junior secondary level; modules 2/ Exchange rates during the ADF disbursement period (April 26, 1979 to April 7, 1983) varied between FUA 1 - US$1.19-1.02, making an exact conversion difficult. - 6 - have also been produced on basic skills, audio-visuals and curriculum de- sign; and an extensive audio-visual section has been set up. The CDC is functioning very effectively with continued support from a wide range of multilateral, bilateral and non-governmental donors. Materials are tested in schools near the center. A separate department for in-service teacher training has now been set up. A highly effective, dynamic curriculum deve- lopment unit has been set up and is well positioned to form the mainspring of the plan of action proposed by the consultative group of donors to res- cue primary education from its present precarious situation. The SPA in 1986 produced 50,000 copies of each of 11 books, and 20,000 copies of a further two, together with the teachers' handbooks. They expect to print 25 titles in 1987. Problems of coordination mentioned in the PCR (para. 6.10) appeared at audit to have been largely overcome by CDC employing a permanent liaison officer who spends most of his time at SPA. The audit mission considers that, remaining problems notwithstanding, this component has been very successful. The most important difficulty is that of book distribution, for which inadequate provision was made in the project. A number of problems are detailed in the PCR (paras. 6.08 and 6.13) and many of these persist. However, difficulties with staffing and motivation could be expected to diminish if the abovementioned Action Plan is put into effect. Other issues related to project design and implementation were (a) lack of subject specialists; (b) incorrect timing of the fellowship program; (c) inadequate provision for operating costs (except paper for SPA) which would have severely constrained institutional development had it not been for the abovementioned unforeseen support by other donors; and (d) lack of transport which prevented effective testing of materials. 16. Basic Education and Skill Training. This component consisted of seven Regional Literacy and Skill Training Centers widely dispersed around the country. While two centers were open at the time of the completion mission (PCR, para. 6.21), none of them was operating at the time of the audit. The IDA-financed equipment was in store in Mogadishu. Equipment supplied by German Adult Education Association (DVV) has been installed in one center, and the National Institute for Adult Education (NIAE) has a plan to develop a training program in carpentry, building, making simple equipment and welding. Land rovers supplied to each center were said to be no longer functioning. The centers do not include accommodation for trainees or trainers. The technical assistance component was not used (aee para. 1.2 above--village technology specialist). On the literacy side, the centers were expected to train literacy teachers, but this was not being done. The project provided no assistance for NIAE which is expected to direct and provide logistical and pedagogical support to the Centers--in fact it is expected to function through them. In summary, this component is non-functional. 17. Livestock and Forestry Education. The LFS was expected to provide training for 360 students in a four-year post-primary course (SAR, para. 4.15). At completion, a merger with the neighboring Agricultural Secondary School was said to have taken place, the joint institution starting to operate in January 1986 (PCR, para. 6.27). At audit, however, the 360-place school had been built; furniture had been satisfactorily installed; equipment was installed but had recently been inadequately controlled. Some items were provided in excessive quantities, such as - I - three butter churns and six stainless steel sterilizers. Neither water nor electricity was functioning. The fellowship program was a total failure (PCR, para. 4.22). The joint agriculturellivestock/forestry school proposal was dropped in early 1987, and the buildings were totally unused until April 26, 1987 when the Forestry, Range and Wildlife Institute of Somalia (FRWIS) under the jurisdiction of the National Range Agency (NRA) and with ODA funding and technical assistance, took over the facilities. The current administration expects to have about 90 students by January 1988, 25% of total capacity. 18. Para-Medical Training. The Health Personnel Training Institute (HPTI) built adjacent to the Mogadishu School of Nursing (MSN) was func- tioning satisfactorily at completion (PCR, para. 6.35), but at audit, the buildings were in a very serious state of disrepair; visible furniture and equipment was also in a poor state, but the bulk of it was said to be in store to prevent theft during the absence of students during Ramadan. Some equipment was still in store with the PIU. One bus financed by IDA was not received by the Ministry of Health for HPTI use. At the Kismayo School of Nursing, which was still not functioning, water has now been connected, but at the time of the audit mission electricity still awaited the completion of the town supply, expected in late 1987 (para. 9 above). 19. Trade Testina and Training Survey. The National Trade Testing and Training Center (NTTTC) was provided with equipment, a specialist and fellowships to develop a testing capacity in a range of trades (PCR, para. 6.40). At completion, NTTTC was meeting its objectives adequately (PCR, para. 6.41). By the time of audit, however, it had discontinued its train- ing function which had been taken over by a new school; the numbers tested countrywide per annum had increased (1985 - 3,015; 1986 - 6,033) as com- pared with the previous four years. There was evidence of lack of main- tenance of buildings and equipment. The survey of training needs was finished in 1979 and covered the manpower stock in 1978 and anticipated needs up to 1983. A series of reports was produced (PCR, para. 6.46), which have been of considerable use in planning further development of the training resources of Somalia. Sustainability 20. The most important question regarding the likelihood of continuing functionality of project institutions is the extent of the Government's commitment to the education sector in the face of enduring budget difficul- ties. The allocation to education in the national budget fell from 13.7% in 1975 to 4.5% in 1985 (3.5% MOE and 1% MOCHE).3/ With insufficient recurrent budget allocations, institutions can not function and this is the underlying cause for the non-utilization of several project institutions. 1/ This compared to an allocation for all countries throughout the former Eastern and Southern Africa Region of 18.7% (Comparative Education Indicators, 1984). - 8 - If teacher salaries stay at the present level, provisions to meet running costs remain inadequate, and maintenance of project institutions continues to be neglected, then the project will fail to make a lasting contribution to Somalia's human resources development. At present the CDC is supported almost entirely by donor funds. SPA can continue printing only if basic commodities can be obtained through donor aid. The RLSTCs have not yet started operation, the LFS is only partly fulfilling its envisaged role, and that again only with donor assistance. The health training institu- tilons and the NTTTC are constrained by lack of adequate funding. However, against this somber background there is a rapidly developing Government awareness that dramatic and urgent steps must be taken to reverse the pre- sent pernicious trend. An Action Plan to improve the situation in basic education is being formula-ed jointly by Government and the donor commu- nity. A key element in it will be the IDA/Government dialogue on these issues which was expected to take place shortly after the audit mission. Environmental Effects 21. The CDC has developed an environmental education program which has now become an integral part of the primary school curriculum. The text- books developed cover forestry, fisheries, livestock, soil conservation, range management, and food production and storage, all presented in a con- text of environmental conservation. The Forestry, Range and Wildlife Institute of Somalia (FRWIS), under the NRA, is responsible for training staff for the forestry, range and wildlife departments. The curricula of the various courses include about 502 practical work including allocation of time to environment-related topics. Human Resource Development and the Role of Women 22. The primary objectives of this project were to develop the primary school curriculum and to provide resources for improved skill training. Although most project institutions were not specifically geared towards training of women, some courses were so orientated, as for example the midwives course at HFTI. The NIAE, responsible for developing courses at the RLSTCs, has a department for developing women's education. III. FINDINGS AND ISSUES Overview 23. Despite initial delays, the project exceeded its physical objec- tives by an average of 27% and in one case (CDC) by 177%, and this was achieved with a cost overrun of only 7% in dollar terms. The fellowship program was largely a failure mainly due to the attraction of neighboring oil-rich countries. Nevertheless the project has created or restored the basic institutional facilities required to achieve project objectives (PCR, para. 6.01). At the time of the completion mission most project institu- tions were operational or close to the operational stage, but there was a concern about the Government's ability to finance operating costs. Two years later, the situation had worsened to the point where the majority of project institutions were not functioning at all, and those which were operating were able to do so only as a result of continued donor support. Thus the major problem is the lack of funds to pay staff adequately, to enable the institutions to function and to provide the necessary mainte- nance. All project institutions are suffering from major problems most of which can be traced back to the fundamental inadequacy of fund allocation. Furthermore, except for CDC and SPA, the project institutions are so rapid- ly falling into an advanced state of disrepair that unless urgent and dras- tic action is taken, IDA's investment will have contributed little to the development of the country's training infrastructure. The very low share of the budget that goes to education (see para. 19 above) points to a low Government priority, an issue which is to be addressed in a dialogue with IDA, expected to start in late 1987. There can be little doubt that con- tinued underfunding of operation and maintenance of project institutions would seriously weaken the case for future education projects. Related Experience 24. The Bank's education projects in Somalia to date have had a simi- lar structure giving assistance to general education, teacher training, some type of agriculture-related program and a nonformal element. The third project followed this pattern, though it was perhaps even more diverse than its predecessors, since it touched upon the Ministries of Education, Information, Livestock and Forestry, and Health and Labour. Although the most fundamental problem which the project institutions now face is that of inadequate recurrent funding, the coordination of institu- tions was also a major difficulty (see PPAM, para. 27). It may be that the PIU was not well situated to implement components in other ministries. Although the unit did manage to complete the physical developments effec- tively, there are a number of coordination issues still pending. 25. The most innovative elements in the project were the CDC and the RLSTCs. The CDC was starting from a situation where there was no teaching material in the primary schools, yet succeeded in developing a complete range at all grades in all subjects in a language newly written. Although storage and distribution constraints, as well as lack of transportation, have limited trial of the materials on a large scale, the aclievements are considerable and other projects attempting comprehensive curricular deve- lopment efforts would do well to study the approaches used. In noting the dearth of tangible outcomes of the RLSTCs to date, it should be kept in mind that rural skills training and adult literacy are very difficult even with ample resources. In this case funds were nearly non-existent. The officials at NIAE responsible for program development would be well advised to study approaches taken in other countries and projects in order to help them in formulating clear program objectives, drawing up details of the facilities needed to achieve these objectives, including physical facili- ties, equipment and staffing, clarifying who is to benefit from this train- ing, and all other details to ensure that the program becomes a success. - iU - Findings and Lessons 26. It should be recognized that the project was identified, prepared and appraised in a very favorable environment. The Latin script had been adopted only five years before appraisal, and the intermittent period had seen large increases in primary school enrollment and in adult literacy efforts. In the five years following appraisal, however, the Government's financial situation was seriously weakened (PCR, para. 3.04). These changes were largely unpredictable so that assumptions which were quite reasonable at appraisal (such as availability of adequate budget resources) proved later to have lost their foundation. An important lesson to learn is that during the life of a project, the whole context may change sharply and project management as well as IDA supervisory staff need to be ready to react appropriately and promptly to develepments that could threaten the project's sustainability. 27. The project was complex, dealing with six ministries or institu- tions. Although the PIU was experienced and efficient, and the complexity itself does not seem to have caused significant delays, it has undoubtedly contributed to several enduring coordination problems. First there was a lack of coordination between CDC and SPA which blamed one another for printing delays (PCR, para. 6.10). Fortunately this problem has been greatly reduced by appointment of a CDC liaison officer to work with SPA. Secondly, the LFS was situated near two other agricultural education facil- ities to enable mutual utilization of resources which, however, did not materialize. Thirdly, HPTI and MSN were also situated near one another, again to facilitate common use of staff, equipment and laboratories; this resource sharing has occurred to a limited extent only. 28. In preparing the project, insufficient attention was paid to the functioning of each component. Examples are the inadequate provision for storage and distribution of books prepared by CDC/SPA, the lack of subject specialists, the duplication facilities and transport, testing of curricu- lum materials and of teacher and trainee accommodations at the RLSTCs. Besides these physical shortcomings there were educational and organiza- tional issues which remained unresolved, such as the selection of trainers and choice of courses for the RLSTCs, the sharing of facilities and the relationship of some project schools to similar existing institutions. 29. The conclusion is straight forwardt as a project increases in diversity, so does the need for working papers or other supporting documen- tation indicating not only physical developments, equipment lists, details of fellowship requirements, terms of reference for technical assistance and so on but also addressing issues of organization and administration of project institutions (unless they follow a customary, well-tested pattern). 30. Several project institutions were found to be unable to carry out their intended functions principally owing to a lack of resources. While the audit does not advocate credit financing of all recurrent expenditure during the implementation period (since this would make post-project adjustment even more difficult), a graduated assistance on a decreasing scale would be worth while considering. - 11 - 31. One project element which failed almost totally was the fellowship program, due principally to the attraction of much greater financial rewards in the oil-rich neighboring countries. Although the audit mission was assured that changed economic conditions have curtailed this trend, the low salaries paid to staff of project institutions will continue to make it very difficult to build up a professional cadre. The PCR proposals (PCR, para. 1.13) that improved selection, better salaries and a cushion of reserve fellowships to ensure that at least some recipients return to Somalia, are preferable to a complete avoidance of long-term fellowships, though the problem will continue to make itself felt until regional salary differentials have become less pronounced. Issues 32. The most important outstanding issue for project institutions, and indeed for the education sector as a whole is the lack of recurrent fund- ing. The G3vernment will need to allocate a much larger proportion of the budget to the education sector if the present level of educational develop- ment is to be maintained, leave alone improved. Short-term external assistance has its place especially during the start-up phase, but long- term viability of institutions and of the entire sector can be achieved only through a sustained national effort. This applies to all aspects of capital and recurrent funding, but especially to staff salaries. Without a significant improvement in incentives there will always be the prospect of damaging staff losses. In addition to more competitive salaries, clear career structures and, where appropriate, additional incentives such as housing, transport and field allowances could help prevent a gradual ero- sion of staff. 33. Transport is funded in projects only when institutional needs justify its inclusion, since vehicle running costs can amount to a major expense item. When vehicles are provided, however, they should be used for the originally envisaged purpose. Disagreement between two government agencies about the use of some project vehicles suggests that this has not always been the case. 34. CDC/SPA have prepared and printed a wide range of suitable curriculum materials. It is now essential that CDC, assisted by the Inspectorate, ensures that these books and teachers guides are distributed right down to the classroom level. It is also essential that a more de- tailed and rigorous testing of curriculum materials be carried out before the first edition of these materials becomes too deeply entrenched. There will be a continuing need for SPA to be provided with paper and other printing materials so that a continuing supply of books will I'e available for schools. This will be especially important if the action plan (see PPAM, para. 19) reaches the implementation stage. It is also of great importance that curriculum development is seen as an ongoing process. Once the introductory work has been done, curriculum materials should be regularly reviewed, updated and re-tested. 35. Basic facilities for skill and literacy training now exist in seven regions. Although programs are currently inhibited chiefly by lack of operating funds, it Is important that NIAE should develop policies and programs which would make use of these facilities once the resources become available (see PPAM, para. 25). 36. While it must be recognized that lack of recurrent funding to putting a constraint on the operation of Institutions, it is important that they should be opened as soon as this becomes feasible. At audit, no live- stock training was being carried out at the school constructed under the project for that purpose, LFS. If the development of these facilities was initially justified, and if it is still justified by manpower needa, then it is essential that the Government should take steps to ensure that live- stock training is developed as rapidly as possible to meet these needs. By the same token, HPTI should show flexibility so that courses offered cor- respond to the most urgent manpower needs, and KSN should be opened at the earliest date in order to supply the trained nurses required. In order to minimize post-implementation difficulties, the development of future proj- ects in the human resources development field to be considered for financ- ing by IDA should be linked to progress with the development of programs in the institutions financed under this project. - 13- (Ministry of Education) SOMALI DEMOCRATIC REPUBLIC MINISTRY OF EDUCATION Jamhouriyadda Dim. Soomaalsya MULTIPURPOSE EDUCATION 4, -t" WASAARADDA WAXBARASlADA PROJECT IYO BARBAARINTA MASHRUUCA TACLIINTA UJEEDDOOYINKA BADANR (Mailing Adres: P.O.Box 1144. Mogadishu. Somalia - Cable Address: EDIDA - Tel. 29031 - 36064 - 33014 Our RefI Date Janua 39 Mr. Graham Donaldeon, Chief, Agriculture, Infreoftricture & Human Resource Division, Operation Evaluation Department, The World Bank, 1818 1. Street, N.W, Washinton D.C. 20433. Dear Mr. Donaldson, Res Somalia Third Education Project (Credit 738-SO) Draft Project Performance Audit Report. We are in receipt of your Draft Project Performance Audit Report (PPAR) on Third Education Project Credit 738-SO. We assume that the target date for receiving our comments is January, 29, 1988 instead of January, 29, 1987 as mentioned in your letter of December, 4, 1987. We have reviewed the report and are very pleased to note that the report is by and larre satisfactory. We have noted the few points of difference on which followinp are our comments which are sent as attachment to this letter. With kind regards and best wishes for a Happy New Year, Yours sincerely, (lasak Jama WarsameT Proj4 Atrector S15 - ATTACHMENT I (Page 2 of 3) PIU CITS 0 SMALIA THIED SWCATI! PROJEM CREDIT 73-SO - DRAR PROJECT PERPOWCE AUDIT REPORTo 1. PIU is not aware of any damage to Imported furniture during transport and inst.!llation at sites (PPAM, Pare 10, PCR, para 4.17). The Audit Mission was informed about this fact. 2. Health Personnel Trninina Institute, this Institute had been functioning satisfactorily for 2 years at the time of PCK (PCR, para 6.31). The Institute did not stop functioning after that. However, at Audit Mission'. visit, the Institute was closed for the fasting month of Ramadan. 7he & rincipal had stored furniture and equipment and locke4 for security. There were some signs of lack of *aintenance of the facilities, but the fact is that the Institute was in use. (PPAR, page Ix & xI) and it still is in use. 3. The SIDAN component was not in the Third MIucation Project, but it is in the Fourth Education Project. So the reference of SIDAM in PPAY page 5 & 17 be deleted. Also SIDAM is an Institute under the Ministry of Labour & Sports. 4. The Kiamayo town electrification acheme has been completed in October, 1987 and is available for Kismayu School of Nursing. Please refer PCR, para 1.05, 4.14. 5. The Project constructions are comparable to any local constructions in Mogadishu and the country. Every effort had been made to act on Bank Supervision Mission's findings. Most of the defects were rectified by the Contractor for CDC buildings immediately after Mission's departure in May, 1984. However, self-help constructions of REATos due to remote locations, was not of same quality at all places. 6. Regarding LYS equipment procurement (PCR, para 6.27), the equipment lists for LPS were hand carried by Mr. 1.P. Shama, Consulting Civil hgineer and were handed over to Mr. GAnnme Berlin along with our letter of August 24, 1983. The receipt of the lists was acknowledged by EPS/U Nairobi, vide their telex No. 263 dated August, 29, 1983 asking PIU to provide cost estimates as soon as related quotations are received by us. After receipt of the bids, the BPS approved the award of contract for LPS equipment vide their telex No. 217 of May, 24, 1984. It appears these lists might have been contd.......2 - 16 - ATTACHMENT I (Page 3 of 3) misplaced during EPS transit from Nairobi to Washington. We have however, sent the details of equipment lists procured for LyS to Mr. Goodine in response to his telex No. 360 of August, 1, 1985 which was required for Project Completion Report Preparation in Washington. 7. Regarding oawpliance with Credit conditions (PCR annex 2, page 1 of 3), the PIU and Goverment did whatever was necessary. It was un- fortunate that most of the CDC staff members sent on fellowships to U.K. for Post Graduate specialisations disappeared after completion of their studies. The brain drain phenomenon to the Petro Dollar Arabian Gulf countries offering attractive and highly remunerative job opportunities, was the cause for this failure. Regarding the recruitment of Village Technology Ekpert, every effort was made by the Government for recruitment. In fact the PIU Deputy Project Director (at present the Project Director), duly briefed by the Ministry of Education went to India for this recruitment. However, he and the Somali AEbassy staff in New Delhi could not find an all rounder Village Technology Epert having multi skill expertise in various fields in accordance with the terms of reference. There were many experts available, but each had speciali- sation in one particular villege techenology area. The dilemma faced was how to distribute 12 man months of specialists services among several areas of rural skills. The then Project Director in his progress report dated December, 31, 1980 had mentioned this fact and drew the attention of the Association for a need to review the concept prevailing at the Project Appraisal stage. Regarding conditions 3.06 (c-d), the Government during May, 1984 Supervision Mission showed preference for the Project Evaluation Completion study to be undertaken by IDA which was duly noted and later accepted by the Association (please refer letter from EPS Chief to Minister of Education dated May, 28, 1984, para 3). There was therefore no need to take up Project Evaluation Study both by Government as well as IDA. It can therefore be said that the conditions were met in a different manner with mutual agrerment between the Government and the Association. - 17 - COMAIBTS FRl THE - ATTACHNT II (Permanent Secretary of National Planning) (Page 1 of 2) Comments on the Project Performance Audit Report of Somalia - Third Education Project Credit of the World Bank 1.0 The total cost of the project is 12.68 million US $ dollars. of which IDA contribution was 8 million US dollars. The project Implementation was delayed by 24 Months and most of the project components were completed. At the end of the project IDA closed the project account with an undisbursed component of 70.000 dollars from the credit approved for the project. 1.1 The project had four main objectives, namely: Curriculum a) inproving the quality of education through curriculum development, teacher training and teaching materials production. b) Promoting basic education and skill training among youth and adults. c) Provide for specialised manpower training in livestock production, forestry and Para medical services. d) Development trade testing system and identification of public administration training needs. The project did not have one specific objective but was addressed to different felt needs of the education sector. Funds were earmarked from the beginning towards completing some aspects of the project component, without seeing the long term implications. Thus when the quality of education at primary schools and enrolment levels declined sharply the project could not assist the government as prImary education component was not included in the project component. 1.2 The project Implementation was delayed due to its involvement with six ministries, Viz, Health, Information, Livestock, Agriculture, Labour and Education with problems of co-ordination. The major beneficiary of the project was the curriculum development centre component. The books were written and printed but they never reached the classrooms due to transport and distribution problems. There were also inherent defects in the project design. The regional literacy and skill training centres are not yet operational due to lack of provision for housing of teachers, trainees. - 18 - ATTACHMENT II (Page 2 of 2) 1.3 A major issue is the lack of adequate recurrent funds to keep the institution created by the IDA loan. Some institutions such as CDC and Printing Agency have attracted new donors to support their activities. Others suffers from serious shortage of funds for upkeep of the facility and be operational. The Ministry of Finance must allocate funds to keep the activities of the institutes at acceptable levels. 1.4 Like ot'her IDA projects, this education III project had provision for 270 man months of training fellowships. 11 fellows were sent abroad for training only one returned to take up a post at CDC. The government should envolve a system of bonding the fellowship holders to return back and work in the country, - a system adopted in other developing countries. 1.5 The discussion have started on 5th education loan and it is necessery that IDA and government recognise the shortcomings of earlier Education project and design a project that addresses to critical issues. - 19 - PROJECT COMLETION REPORT THIRD EDUCATION PROJECT - CREDIT 738-SO DEMOCRATIC REPUBLIC ( SOKALIA June 30, 1986 Education and Manpower Developant Division Eastern and Southern Africa Regional Office - 21 - PROJECT COMPLETION REPORT SOMALIA THIRD EDUCATION PROJECT (CREDIT 738-SO) CHAPTER I SUMMARY AND RECOMMENDATIONS Proiect Obiectives and Content 1.01 The objectives of the project and the related components were as follows: (1) improving the quality of education through curriculum development, teacher upgrading and teachingilearning materials production; components: a new Curriculum Development Centerlextension to the State Printing Agency; (ii) promoting basic education and skill training among youth and adults; components: seven new Regional Literacy and Skill Training Centers; (iii) providing specialized manpower training in animal husbandry, forestry and paramedical services; components: a new Livestock and Forestry School; a new Health Personnel Training Institute renovations to the Mogadishu School of Nursing and a new School of Nursing at Kismayo; (iv) developing the system of trade testing and skilled workers' upgrading; component: equipment for the National Trade Testing and Training Center; (v) identifying training needs in public administration and management; component: manpower survey of public administration and management (para. 3.15-3.16). Project Costs 1.02 The total cost of the project at appraisal was estimated at US$11.65 million equivalent and comprised the followings (i) US$9.71 - 22 - million equivalent of components financed by the IDA and (ii) US$1.94 million equivalent for components cofinanced by ADF. The final cost of the project was US$12.53 million equivalent (US$10.46 million, IDA$ US$2.07 million, ADF). In US dollars the total cost was only 8% higher than appraised but 942 higher in local currency due to the repeated and heavy devaluation of the Somali Shilling during the time of implementation (para. 5.01). Project Implementation 1.03 The project became effective on March 13, 1978 two months later than scheduled. A Project Implementation Unit was responsible for the design and supervision of civil works as well as financial and administrative control of the project. This Unit performed well because of experience gathered on two previous IDA assisted projects, specialized adequate staffing support for the Ministry of Education and satisfactory administrative procedures (Paras 4.02, 4.03). 1.04 Delays in civil works occurred because of a continued country- wide shortage of building materials. A parastatal organization which was expected to import building materials for the project at the time of appraisal did not perform adequately and was eventuallyt replaced by the PIU but with loss of implementation time (Paras 4.07, 4.08). 1.05 All construction components included in the Project were built either through force account as in the case of the 7 Rural Literacy and skill Trainin Centers (RLSTC) or by private contractors for all the remaining components. Despite some contractual difficulties and generally rough construction all components were built with little cost overruns in terms of US dollars, including contingencies (Paras 4.13, 4.14). Furniture and Equipment was procured through ICB with one firm winning all the required furniture in a single contract while equipment was divided between procurement through UNICEF and ICB with several firms awarded contracts. (Paras 4.17, 4.18) 1.06 With respect to technical assistance out of 192 man-months of specialist services included in the appraisal, 90 man-months (47%) were utilized, while out of 270 man-months of fellowships proposed, 245 (91%) were utilized (paras. 4.21-4.22). An additional 110 man-months of specialist services were provided through two credit amendments. 1.07 Due to delays mentioned above, the project was extended 18 months, from September 30, 1983 to March 31, 1985. The final disbursement was made on March 13, 1985 and an undisbursed balance of US $70,476 was cancelled (Para 5.08). Project Assessment 1.08 Comparison of project objectives and content and actual outcomes indicate that the project has been largely successful to date, though full assessment of educational outcomes will be possible only after each project institution will have been in operation for a number of years (para 6.01). A general problem facing all project institutions is the lack of adequate funding of recurrent costs due to the Government's financial situation. The positive and negative aspects of each project component are summarized below. (i) Activities of the Curriculum Development Center such as textbook revision, primary curriculum and materials development, and in-service training are proceeding well. A major difficulty is the shortage of funds for recurrent costs so that most of the activities are dependent upon support from external aid sources. A significant problem lies in the area of staff development since only one of the 11 fellows trained abroad returned to work at the Center (Paras 4.22, 6.04, 6.08). (ii) The State Printing Agency has produced 48 titles witha totalof 1,922,000 copies during the past two and a half years. While this is below expectations, the reasons are clear. Aside from the normal problems related to the start-up of a complex operation, the Agency has been handicapped by inadequate and incomplete selection of equipment during the preparation and appraisal stages, lack of continuous technical assistance and of key local staff, and space shortages. Recent major inputs by the GTZ and the use of former unallocated funds from the IDA Credit have resolved many of these problems. A positive outcome has been the low-cost production of relevant text-books and other teaching/learning materials. A major concern however is to identify a new source for the financing of expendable supplies which constitutes a substantial sum annually (Paras 6.10 - 6.14). (iii) Two of the 7 Regional Literacy and Skill Training Centers are operational. These were open in 1985 and the remaining 5 are scheduled to open in October 1986. The Institute of Education has held two workshops for the seven directors and is preparing modular skill training courses in collaboration with ILO. All of the Centers are ready for occupancy, with variable quality of construction done through self help scheme. Again, a major concern is to secure adequate recurrent cost funding (Paras 6.17 - 6.22). (iv) The Livestock and Forestry School has been handed over to the principal of the pre-existing Agricultural School and the combined facilities are operated under the responsibility of an inter-ministerial body (Ministries of Agriculture, Education and Livestock). (v) The new Health Personnel Training Institute (HPTI) facilities have been built adjacent to the Mogadishu School of Nursing, which has been renovated under the project, and the two institutions share the same staff, as well as some of the physical facilities. The new HPTI has been in use for two years and is now at full capacity. Start-up has gone quite smoothly and the institution is functioning quite satisfactorily (paras. 6.35-6.36). (vi) The Mogadishu School of Nursing (MSN) was renovated to permit integration with the new RPTI and to facilitate the closing down of the old HPTI elsewhere in Mogadishu. Although the renovations were just nearing completion at the project's closing the old courses had been phased out and replaced by new courses as planned. The transition was satisfactory and the MSN is fully functional. (Para 6.35) (vii) The Kismayo School of Nursing (KSN) was not yet functioning at the project's closing due to delays in completion of civil works. However, the facilities have now been handed over and the Ministry of Health expects to have the school in full operation by September 1986 (Para 6.37) (viii) The National Trade Testing and TraiLing Center (NTTTC) completed all work in regard to formulating policy and developing trade test materials as planned. The required equipment was procured and the component is meeting its objectives adequately. The outcome of this component has been very successful. (Para 6.41) (ix) The Survey of Public Administration and Management was carried out and the relevant reports were produced as scheduled. These reports are very comprehensive and give full geographic coverage to the country. The availability of the information contained in these reports has been very useful to the Government and has also been utilized in planning two components of the follow-on Fourth EducationProject. The outcome of the component has been very satisfactory. (Para 6.46) Lessons Learned 1.09 In order to meet the objective of getting textbooks to the students, a three-fold operation is necessary, namely preparation, production and distribution of the books. The project included the first two activities, but not the third since the Appraisal Report stated that the MOE's storage and distribution system was satisfactory. This however wasnot the case. The system is not satisfactory and will be unable to cope with the situation when the mass production of textbooks gets under way. This suggests that at appraisal insufficient attention was devoted to the critical issue of storage and distribution and, perhaps, the three functions were not seen as being inter-dependent. (Annex 4) 1.10 Most of the long-term fellows (12 or more months abroad) did not return to the positions for which they were trained. Many are reported to be working abroad where salaries are much higher. While this problem is not unusual elsewhere, it is particularly crucial in Somalia due to the country's poor economic outlook and the Government's chronic financial difficulties. It is reported that at least one major donor no longer offers long-term fellowships. (Para 4.22) 1.11 Adequate funding of recurrent costs is a major concern in most of the project's institutions. (Paras 6.08, 6.13, and 6.23) 1.12 Furniture for the whole project which was won by a single international manufacturer arrived in Somalia in one shipment thus straining warehouse facilities. As furniture was assembled in Mogadishu, damage occurred in transport proportionately to the distances covered. (Para 4.17) Recomendations 1.13 (i) The policy adopted by some donors to avoid offering long-term fellowships should be reviewed by the Bank in future projects, but should not be adopted as better selection, improved career incentives, and even increasing the numbers of fellowships may be warranted in specific cases. (Para 4.22) (ii) Given Somalia's economic and financial situation, future projects should be designed to include components with minimal increases in recurrent costs. (Paras 6.08, 6.13 and 6.23) (iii) The recent decline in primary level enrollments, althouah attributed to the drought,deserves a thorough survey/study. (Para 3.06) iv In view of the decline in enrollments at the primary level, shortages of skilled manpower in various sectors and the extremely low share of the Government's recurrent budget now devoted to education, the Bank should review the investment priorities established during the recently concluded Country Assistance Management exercise to reinstate as soon as feasible the resources needed to carry out a sector study and if the sector study establishes that the country has both the absorptive capacity and the need for IDA assistance in education, a future project should be included in the projected lending program. (Para 3.12) (v) Care must be exercised in future projects to ensure that furniture is designed and delivered in components to the project institutionsand assembled at the final destination to avoid damage during transport. (Para 4.17) CHAPTER II INTRODUCTION 2.01 This report is based on the findingsofa mission composed of Mr. Cecere (Agricultural Educator-EAPED), Mr. Goodine (Technical Educator-RMESA), Mr. Welter (Senior Architect-RMESA) and Mr. Bolibaugh (Educator-Consultant) which visited Somalia in May, 1985. The mission visited all the project institutions in Mogadishu including the CDC, SPA, RPTI, the LFS in Afgoi, the KSN in Kismayo as well as 4 out of 7 RLSTC's. 2.02 This report is further based on: (a) Information available from Bank Group files in Nairobi particularly supervision and progress reports obtained from the Project Implementation Unit and other departments and Ministries of the Government. (b) Visits to project institutions. (c) Discussions with staff of the PIU, other Government officials, principals, staff and students of project institutions, educational and technical experts at the CDC and SPA as well as Bank staff familiar with country and project specifics. 2.03 The report reviews the physical execution of the project as compared with appraisal estimates and analyzes the outcome of components in relation to their objectives. Although the Government did not comply with the covenant related to evaluation of the project (Para 4.23), the PIU assisted in the preparation of this document by supplying information on project costs and additional data related to civil works and the procurement of furniture and equipment which were not available in Bank Group files. CHAPTER III PROJECT BACKGROUND Socio-Economic Setting 3.01 Somalia is located in the northeastern corner of Africa, bordered by Ethiopia and Kenya to the west and south and the Gulf of Aden and the Indian Ocean to the north and east. The length of the coastline is about 3,000 kilometers, and the land area is about 63 million hectares. The topography is varied and includes hot and arid coastal plains, rugged mountains and plateaus, and lowlands of varying fertility and rainfall. Approximately 13% of the land is estimated as potentially suitable for crop production, but with water as the limiting constraint, only a small part of the area is cultivated. 3.02 The resident population consisting of a homogeneous ethnic and linguistic group predominantly of Hamitic stock, is estimated between 4.5 and 5.5 million and the refugee population, between. 0.7 and 1.0 million. About 60% are nomads and semi-nomads who depend on livestock for their subsistence; about 20% are farmers cultivating land and ?0% urban dwellers. The economy is dominated by the livestock sector which provides a living to the large nomadic population and generates about 35% of the GDP. Export of live animals represent about 80% of total exports. Crop production generates about 8% of GDP and roughly the same share of exports. 3.03 Somalia is amongst the poorest countries in the world and is classified by the United Nations as a least developed country. Per capita income was estimated to be about US $250 equivalent in 1983. The general lack of infrastructure - physical and institutional - and the hostile physical environment, poor communications, lack of modern transportation systeis and scattered population centres have created serious obstacles to the development of the country. 3.04 The economy has been stagnant over recent years accompanied by-a deterioration in the country's domestic and external financial position. Aside from the constraints derived from limited resources and relatively weak administrative and economic infrastructures, the country's development has been negatively affected by drought, the end of Soviet Union assistance in 1977, and the 1977-1978 conflict with Ethiopia which * has been renewed sporadically since 1980. The Education System * Overview 3.05 At Independence in 1960, Somalia inherited a poorly developed education system in which priority was accorded to secondary education for a selected minority. After Independence, priority shifted to primary and adult education to build a society in which the people could participate in social and economic activities as well as in the political process. Later on, howcvcr, the Government again emphasized secondary over primary education (para 3.07). The formal system consists of two years pre-elementary, eight years of primary, secondary courses of two, three and four years and post-secondary programs of three and four years (Annex 1). Non-formal education is divided into two programs, adult education and women's education. Primary Education 3.06 In 1975, compulsory free primary education was introduced with the-.objective of attaining universal primary education as quickly as possible. At first, enrollments increased rapidly but have been declining since 1979. Thus the net enrollment ratio dropped from 25.6% in 1975 to 19% in 1183 while overall enrollment remained at about 220,000. Reportedly, the main cause for the decline in primary level enrollments was the drought which led to the closing of about 100 schools in the last two years. This negative trend deserves a thorough survey/study. Secondary Education 3.07 Despite earlier efforts to the contrary, the Government has emphasized the expansion of secondary over primary education in recent years. In the period 1975-83, secondary enrollments Incteased from 7,000 to 66,000 representing 13.9% of the relevant age group which is relatively high for a country at Somalia's level of develajment. Out of the above total, 55,000 students (30% female) are enrolled in grneral education, with the balance in technical and vocational education. This is contrary to the Government's stated policy to orient twice as many students towards technical rather than general education. Whereas general secondary education is provided by about 70 general secondary schools, vocational ad technical training is carried out in 10 technical schools with other ministries and*governmental agencies conducting similar training activities. Only one institution provides commercial and business education. Teacher Training 3.08 Primary teacher training enrollment in 1980/81 was 3,380 in two-year courses following completion of primary school. Present enrollment is sufficient to meet projected needs for primary school teachers but existing facilities are over-utilized and do not take into account the aspects of regional disparities. Secondary teacher training enrollment was about 1,100 in the same year with an effective output of around 465 teachers. Students are recruited from secondary school graduates and also from employed primary school teachers. The course was previously of two year's duration but has been lengthened to three years in 1984 to include practice teaching. 3.09 The National University, evtablished in 1956 as an institution of higher education became in 1963 a full fledged University providing the whole range of requirements for the first two years of study towards degrees in law, economics, and political science. Degrees were granted after two additional years of studies, generally in Italy. In 1979, the University was granted legal authority to confer degrees. There are twelve faculties at present: Geology, Engineering, Medicine, Veterinary Medicine, Law, Economics, Commerce, Chemistry, Agriculture, Journalism, Languages and Education. The 1984 enrollment was about 3,500 students. 3.10 Adult and Non-Formal Education. MOE's Non-Formal Programs include adult education, women's education and community training. Between 1972 and 1975, Somalia made a concerted and relatively successful effort to bring literacy and basic education to all its citizens. The literacy rate in Somalia reportedly rose from around 20% in 1972 to an estimated 50% by 1977 due to this iffort. Today, some 850 centres provide adult non-formal education to about 27,000 students. The MOE with financial assistance from local authorities and the Ministry of the Interior operates over fifty centres for womens' education with some 3,700 women attending. The National Womens' Centre in Mogadishu provides a six-month course to train staff for these centres. 3.11 Lansuages of Instruction Somalia is characterized by the fairly unique situation for an African country where the entire nation has the same vernacular, the Somali language. In spite of this homogeneous situation, the formal education sector shows a highly diverse and on-coordinated pattern which can be described as follows: (1) Primary Education: Somali Is the language of instruc- tion with Arabic and English as subjects (similar situation in primary teacher training and vocational training institutions). (11) Secondary Education: In general secondary schools, the pattern is identical*ith that of primary education but in technical secondary schools English is the language of instruction with Somali and Arabic taught as subjects. (111) At University level Italian is the language of instruction in most faculties with one exception - the Faculty of Education (secondary teacher training), which teaches in English. The reason for this awkward situation is the fact that the bulk of the expatriate teaching staff at the University of Somalia is provided as technical assistance by the Italian Government on grant basis. The private and social cost in terms of reduced flow through the school system and particularly through the University and low internal efficiency due to high drop-out rates cannot be readily assisred but is without doubt very significant and a serious obstacle in the development of the formal education sector in Somalia. Government Expenditures on Education 3.12 The share of the Government's total recurrent expenditures allocated to education under the Ministry or Education (MOE) and the Ministry of Culture and Higher Education (MOCHE) rose steadily in the 1970s from 6.7% in 1970 to 12.1% in 1975 and reached a height of 15.4% in 1977. Thereafter there has been a steady decline to 10.7% in 1979; 9.5% in 1981; 7.6% in 1982. The Ministry of Education share of the National recurrent budget by 1984 was about 5%. This pattern reflects a shift in the Government's priorities from education to the more immediately productive sectors. This proportional decline combined with declining revenues in the past few years means that eresion of earlier gains in the education sector is underway with little hope for quality improvement. Since there is no provision in the Bank's Lending Program for IDA assistance in the Education Sector in the next few years it is unlikely that financing of education will improve in the short term. This' investment policy is undoubtedly short-sighted. - JU - Project Formulation 3.13 The First Education Project (Credit 247-SO) was signed June 3, 1971 and closed September 30, 1976, nine months later than the original date. It provided US$ 3.3 million to assist general secondary and technical education as well as teacher and agricultural training. The Secqnd Project (Credit 511-SO) was signed September 19, 1974 and closed March 31, 1981 fifteen months later than the appraisal estimate. The Credit amounted to US$ 8.0 million for general secondary and technical education, teacher and fishery training, and a nomadic training program. A Fourth Project (Credit 1105-SO), following the Project under scrutiny was signed on April 17, 1981 and is expected to close on March 31, 1986. The credit amounting to US $ 10.2 million provides for primary teacher training resource centers, the Lafole College of Education (LCE), general secondary education, and the Somali Institute of Development Administration and Management (SIDAM). 3.14 In November, 1975, a bank mission identified possible components for the Third Education Project in consultation with the Government. A Unesco mission assisted the Government in preparing the project in May, 1976. The proposed project was appraised by a Bank mission in July 1976 and the Credit Agreement was signed on September 30, 1977, about two years after the identification of the project. Project Objectives and Content 3.15 As stated in the Appraisal Report, the project was designed to:: (i) improve the quality of education through curriculum development,-teacher upgrading and the production of teaching materials; (ii) promote basic education and skill training among youths and adults; (iii) provide specialized manpower training in animal husbandry, forestry and paramedical services and, (iv) develop the system of trade testing and skilled workers' upgrading. Thus, the project objectives supported the Government's educational policy as stated in past development plans as well as the present one (FYDP 1982-1986). 3.16 The project components contributing to these objectives are shown in the table below. Component Nature of Assistance Approx. No. of Student Places Existing New Total a. Curriculum Construction/Furniture n.a. n.ea. n.a. Development and Equipment Centre b. State Printing Extension/Furniture Agency and Equipment n.a. n.a. n.a. - 31 - c. 7 Regional Literacy.and Construction/Furniture Skill Train- and Equipment - 840 840 ing Centers d. National Trade Testing .and Training Centre Equipment only 30 60 90 e. Livestock and Forestry construction/Furniture School and Equipment - 360 360 f. Mogadishu School of Nursing Renovation 180 - 180 g. Health Personnel Construction/Furniture Training and Equipment Institute 200 - 200 h. Kismayo School of Construction/Furniture Nursing and Equipment - 60 60 The project also included the following: (i) Provision of three-year incremental requirements for printing materials for the -OE. (ii) The cost of specialist services and fellowships for (a) curriculum development and teaching materials development and proluctio; (b) rural skill training; (c) a survey of public administration and management training needs; and (d) project administration including civil works design and supervision. Amendments to the Project 3.17 There were two amendments to the Credit Agreement: (i) the amendment of November 13, 1979 added 50 man-months for the services of an accountant to the PIU. This was not included in the Credit Agreement although it was proposed in the Appraisal Report; (ii) the amendment of June 24, 1980 provided 60 man-months for five experts teaching at the Fishery and Marine Institute (a component of the Second Project). The closing date was postponed from September 30, 1983 to September 28, 1984 and the final disbursement made on March 13, 1985. - 32 - CHAPTER IV PROJECT IMPLiiETfATION Project Management 4.01 The project became effective on March 13, 1978 two months beyond the original schedule of January 4, 1978. One condition to be met prior to effectiveness, namely the recruitment of an additional architect for the PIU, was the cause for the delay. 4.02 The Project Implementation Unit (PIU) Incorporating also a School Design Unit established for the Implementation of the First and Second IA Education Projects (Credits 247-SO and 511-S0) was responsible for the financial and administrative control of the project as well as the design and supervision of construction of project institutions. Experience acquired under the two projects resulted in strengthening the Units with the addition of an architect and an accountant, both recruited internationally. Generally, the PIU performed remarkably well in terms of administering the project within the time and cost constraints established by the Project. 'he nece9sity*to extend the project by two year was almost entirely due to country wide problems and not to project managemaent. 4.03 The close links between the Ministry of Education and the PIU helped considerably in the implementation of the project. The fact that. the Minister of Education was previously Project Director of the same Unit insured continuous monitoring of the Project at high Government level. The Presidential decree on importation of building materials (para 4.08) was a good example of this commitment. Staffing of the Unit was adequate throughout. With the exception of site supervision which could have been more sustained, thus resulting in better quality buildings, all other aspects of the Unit's performance were satisfactory. With respect to accounting, record keeping, preparation of withdrawal applications and auditing procedures, the PIU performed effectively. Sites 4.04 No major difficulties were experienced with sites since most of them had been selected at the time of appraisal. However, delays occurred with the construction of the CDC, since originally this institution was to move, pending renovation, into an existing building occupied y the Mogadishu Institute of Accountants and Surveyors. However t*is building was appropriated for other purposes in 1981, thus making useless the architectural plans for remodeling. A new site centrally located within Mogadishu, was found subsequently but the process of developing plans for anew site resulted in an overall delay of two years. -33- 4.05 Lack of water on two sites also produced delays. With HPTI In Mogadishu. there was insufficient water supply from the adjacent Mogadishu School of Nursing to provide water for both institutions as originally planned. A temporary supply line from a nearby well was finally arranged until a major water supply scheme for the whole area, funded by German Aid, would become operational. However water shortage at this institution delayed the use of boarding facilities . At Kismayo School of Nursing, the problem was simpler and consisted in connecting the school to one of the city water mains, a distance of 2,000 meters This had not Deen foreseen at appraisal, because at the time the site for the school was nearer to the town centre. Allocating funds for this purpose was time consuming and was also one of the factors in delaying the opening of this institution. With respect to the RLSTC's and other project components, the sites proved to be adequate. Paical laplementation Designs 4.06 The School Design Unit within the PIU was responsible for the design of all project institutions. Although none of the facilities under the Third Education Project were similar to those built under the former two Education Projects, space standards as well as finishes were very much in line with earlier components. Because of the generally poor quality of construction produced by loeal contractors as well as the fact that some of the project components were to be built through force account, plans were kept purposely simple in concept and were reasonably appropriate to meet the space requirements of the project. However when compared to construction standards within the sector in other countries desian concepts as well as detailing are decidedly rough and unimaginative. The Construction Industry and Importation of Building Materials 4.07 laplementation must be seen against a background of changing conditions in Somalia, mostly during the latter half of the project which affected adversely all civil works. The problem of shortages of imported materials existed in Somalia for many years since the only building ingredients found locally were sand, stone, aggregates, lime and water. At the time of appraisal, all imported construction materials had to be procured through a parastatal organization, the "National Agency for Purchase of Building Materials" (NABM) which was a source of much delay despite assurances of meeting the PIU's requirements. 4.08 As early as 1979, sam could not meet the requirements of the project and hence a request was made to the Government to allow the PIU to import construction materials directly. This was ratified by a Presidential decree dated October 9, 1979 allowing all IDA projects in Somalia to import materials directly. Despite this positive move, it took 2 years for the first 4e3ivery of building materials, in October 1981, donsiderin, the tine necessary for drawing up requirements and international tendering procedures. - 34 - Jther sources of delays were due to the following causes: (1) a country-wide shortage of skilled and unskilled labour; (2) shortage of local building materials issued through Government Cooperatives; and (3) Inflation on wages and materials as a result of 1 and 2 above. 4.09 With respect to the first cause, the proximity of Somalia to the oil producing States of the Gulf and the ecomomic differences between these countries resulted in a major exodus of manpower in all sectors of the economy affecting particularly the construction industry. The shortage became so acute that some contractors were recruiting masons, carpenters and crews for concrete work from India. The quality of completed buildings gradually deteriorated with columns out of alignment, wavy walls and very rough finishes. The difficulty stemmed from the fact that no experienced workers were left to act as foremen or to teach through an apprenticeship system commonly practiced in construction. The same shortage was also true for unskilled labor.. Contractora in the private sector had to resort to hiring refugees from the Ogaden region and the difficulties to recruit ordinary laborers were almost as great as for skilled workers. 4.10 Concerning the second cause, building ingredients found in Somalia were in short supply due to the requirement that contractors procure them through Government Cooperatives. As with other parastatal organizations this proved to be very inefficient. Aggregates for instance were very difficult to obtain because of a shortage since mid-1982 of dynamite which was unavailable and could only be imported under Government licence. Far from addressing the problem, 6overnment measures which were meant to alleviate the situation seemed in fact to have complicated the supply of local materials similarly as in the case of imported materials. Finally with respect to the third cause, overall yearly inflation for local building materials as well as labor was about 25% between 1981-1984. With these drawbacks, the number of local contracturs capable of handling sizeable construction work had dwindled to about -six for contracts above So.Sh 20 million and about 20 for contracts from So.Sh 10 - 20 million 4.11 The contracting situation however was further complicated by certain government bodies, the Army, Militia, and Police having their respective construction wings. These units took on Government contracLs such as offices, warehouses, schools not on a bid base but on negotiated prices. Since competition was not involved, prices paid for materials and wages were higher than those paid by the private sector and therefore :hese units receive priority. To give an indication of the extent to which the Government and its construction units were involved in the volume of civil works carried out, in 1982 the total amount of new construction in Mogadishu was So Sh.260 million out of which only 60 million went to the private sector. 4.12 Another aspect of the construction problem is related to the Somali work force in the Gulf States. The prime goal of most expatriated workers is to build houses for themselves and their families in Somalia. Therefore a lot of money is returning to the country and is used for the contruction of single family dwellings. This is in fact a very important - 35 - for the construction aspect of construction in Somalia, one that is not officially documented but very significant in syphoning off the available labor as well as the supply of local materials. Under these circumstances the private sector was and is still faced with considerable difficulties which can explain delays to past and ongoing projects. Civil Works 4.13 Four institutions were built through standard tendering procedures and contracts won by local contractors namely, HPTI and CDC in Mogadishu, KSN in K-ismayo and LFS in Afgoi. The HPTI was tendered first and a contract awarded in mid-1979. As a result, construction proceeded with fewer problems than with other institutions since sufficient materials were available at the time. Construction of KSN was delayed by more than two years due initially to contractual difficulties which upon being resolved were followed by material shortages. Whereas LFS and CDC were tendered in 1981, construction of both institutions was initially affected by imported materials shortages and later by the difficulties described in paras 4.10 and 4.31 above. With the exception of HPTI, the other 3 institutions were completed around the closing of the project. 4.14 Construction of the 7 RLSTC's was only started mid-1982 when the PIU was in a position to send construction materials to the Regional Development Councils. Despite the late start these centres were built . within a period of two years. Depending on the relative prosperity of each region, the quality of construction varied accordingly. In terms of quality of construction, LFS Afgoi benefitted from good workmanship, the two Health Training Institutions resulted in reasonable standards, while the CDC was decidedly poorly constructed. Despite the fact that a Bank supervision mission in May, 1984 prepared a long list of defects for rectification by the contractor these defects had not been rectified at the time of the PCM. 4.15 About one year prior to the closing of the project, the MOE requested the Association to extend the facilities of the CDC by the addition of a second floor to the existing structure at a cost of US$300,000. In order to achieve this within the remaining life of the Credit. A prefabricated structure was proposed. Far from ideal in terms of design this proposal was nevertheless agreed to due to time and site limitations and in view of the needed additional space. Erection of this floor turned out to be of far better quality than the original structure. At the same time as the CDC addition, a prefabricated staff house for KSN and a laboratory for HPTI were agreed to. 4.16 Although initially physical facilities for the expansion of the Stae Printing Agency were funded under ADF co-financing, additional funds under the Credit were used for urgently needed roof repairs as well as new contract floors to replace cracked and dusty cement floors. The - 36 - new surfaces were covered with rubber matting to allow for quieter operati-n of fork-lift/trucks. As a result of a fire in the main printing/binding area caused by an electrical short circuit, complete re-wiring in metal ducts was installed as well as upgrading of lighting and air conditioning which was totally inadequate. This fire fortunately did little damage but pointed to the priority of these changes in order to protect very expensive equipment as well as improving working conditions. Furniture 4.17 With the exception of shelving for the Health Institutions which was awarded as a minor local contract, all furniture for the Third Project institutions was procured in a single exercise starting in 1981 with preparation of lists, tendering in mid-1982 and awards made by March, 1983. Despite following the Bank's Procurement.Guldelines and advertising, response to the invitation to tender was small with only 3 firms participating. An Italian firm won a single contract amounting to about US$500,000. For this project, furniture lists and specifications prepared under the Second Project were upgraded to ensure better quality. The difficulty of concentrating all furniture procurement to a single order was that once delivery started in October, 1983 there was not sufficient warehouse space available to the Ministry to provide adequate storage and temporary warehousing had to be rented. Even though the furniture was of good quality, it was not of a type that was easily transportable since it came partly assembled and representatives of the manufacturer completed the assembly in Mogadisau. A sizeable portion of items were damaged during transport some to the extent of making them almost unusable. Furniture in fact suffered in direct proportion to the distance it had to be transported away from Mogadishu. In the future, further precautionsahould be taken to deliver furniture in a knocked down condition and which can be easily assembled after delivery to the institution. EQuipment 4.18 Preparation of equipment lists for the various institutions was coordinated by a committee formed by representatives of ministr*es and institutions involved in the project. Lists of equipment for HPTI were the first to be completed with the assistance of WHO, early in 1981 while preparation of lists for other institutions varied in their completion and were reviewed by the Association between 1982 and 1983. For the CDC, lists were prepared by local staff and later reviewed by the Danida funded experts upon their appointment in Sept/Oct 1982. Equipment lists for LFS were prepared by a Unesco expert while those for the RLSTCs took longest to be completed due to the lack of decision taken on appropriate syllabi. - 37 - 4.19 Procurement of most of the equipment and vehicles required by the Project was handled by Unicef anl thus tendering procedures were much siaplified. However the fact that Unicef during the later stages of the Project was in the process of moving its procurement offices and warehouses from New York to Copenhagen substantially slowed down the delivery of equipment. With respect to equipment for LFS involving mostly specialized laboratory equipment, Iri procedures were followed. A first invitution to tender produced Insufficient response and the exercise had to be repeated in late 1983. Altogether equipment and vehicles procured through Unicef amounted to about US$ 00,O000 while private sector suppliers won contracts for about US$ 250,000 equivalent. by far the most sizeable equipment contracts in the project were related to the procurement of paper and printing equipment for SPA. Due to the specialized nature of this procurement, tendering was on the basis of LIB among suppliers capable of delivering sophisticated printing equipment. With the cooperation of GTZ and specialists assisting SPA, lists were prepared and tendering procedures initiated according to Bank/IDA guidelines. Procurement valued at more than US$ 2.5 million for paper and printing equipment was implemented very smoothly due to the experience and commitment of the German Aid Specialists. Technical Assistance 4.20 A comparison of man-months of Technical Assistance proposed at . appraisal verses actual man-months utilized in the Project is shown at Annex 3. The costs for specialists were estimated at US$ 55,000 p.a. at appraisal and averaged instead at US$ 35,000 p.a. This was due to the . fact that the project administration specialists were recruited locally. With respect to fellowships, the appraisal estimate of US$ 15,000 p.a. was exceeded due to medical and hospital fees for one fellow who met with an accident and 'died in the USA. The cost of fellowships turned out to be about US$20,000 per annum. Specialists 4.21 A total of 192 man-months of technical assistance services at an estimated cost of US$ 715,000 were proposed in the appraisal report. Of this number, 134 were utilized at a cost of US$402,000 (Annex 3). Most of the balance of technical assistance was financed by other external aid agencies namely by Danida in the case of the CDC and ADF in the case of specialists for the SPA. Out of the original allocation only 12 man-monthe for a science-kit specialist at the CDC and another 12 man-months for a village technology specialist were unutilized. Through two amendments to the Credit ftreement, 10 man-months were added for the services of an accountant and five specialists for the Fishery and Marine Institute. These services were fully utilized at a coat of US$ 186,720. Fellowships 4.22 The appraisal report proposed 270 man-months of fellowships at an, estimated cost of US$ 240,000 while 245 man-months were utlised at a cost of US$ 492,227. The fellowship program proved largely to be ineffective. For example, of the 11 fellows sent abroad to be trained to work at the CDC, only one returned to take up his post. It was reported - 38 - that the majority of the other fellows are working abroad. In the case of the three fellows training for posts at LFS, one died as a result of the accident mentioned above, another dropped out after one year and the third completed a two year master's course without receiving a degree. Because of this trend, it is reported that some major donors no longer offer long-term fellowships. It should also be mentioned that this negative outcome conforms with the general trend of exodus of skilled manpower from Somalia. Covenants 4.23 Most covenants of the Credit Agreement were met with the exception of those reviewed in Annex 2. In terms of Section 3.02 specialists in village technology and science kits production were never recruited and the fellowship for science kits production was added to that for audio-visual aids. Section 3.06 (a) stated that the village technology specialist should be employed not later than September 30, 1978. 3.06 (c) required that the proposed terms of reference of a project evaluation committee be furnished to IDA for review not later than September 30, 1982 and after approval, the establishment of the committee while (d) stated that the evaluation report should be furnished by September 30, 1983. None of these three conditions were met. CHAPTER V PROJECT COSTS AND FINANCING Capital Costs 5.01 Comparisons of estimated and actual costs of physical facilities are shown in Annex 7. Estimated costs including contingencies at appraisal were, for the IDA financed component, So.Shs. 61.12 million or US$ 9.71 million equivalent (at the prevailing rate of exchange of July, 1975 US$ 1.0 * So.Sh 6.295); and for the ADF contribution, So.Shs 12.24 million or US$1.94 million equivalent. Total project cost at apprai- sal was therefore estimated at So.Sh. 73.36 million or US$11.65 million equivalent. The IDA Credit allocation of US$8.0 million and AD? assistance of US$1.7 million were to cover respectively 691 and 141 of total project costs including taxes, or 711 and 151 excluding taxes (Table 1). The final cost of the project was So.Sh. 128.87 million equivalent for the IDA com- ponents while the ADF component amounted to So.Sh. 13.69 million. Trans- lated into US dollars (at the average weighted rate of exchange consistent with the period of project implementation of US$1.0 - So.Sh. 11.33) this represents US$10.46 million (IDA) and US$2.07 million (ADF) (Table 1). The total cost was 94% higher than the original estimate in local currency and 81 higher in US dollar terms. The IDA Credit financed 64Z of total costs, ADF 16%, with the Government covering 201. Comments on costs are limited to those in US dollars because the repeated and considerable deval- uation of the Somali Shilling over the lif . of the project makes cost com- parisons in local currency difficult without a solid reference base. The - 39 - overall foreign exchange component estimated at appraisal at 74X turned out. to be about 80% because of an Iacrease in Imported construction materials while a larger foreign component I project administration was due to greater than anticipated fuel and transport costs. 5,02 A cursory glance at Table reveals that only category V, Project Adinistration and Management Survey Incurred a siseable cost overrun in relation to estimates made at appraisal. haere are several reasons for this, chief among whiih is the fact that the PXU took over the responsibility of Importing directly all construction materials, thus incurring transport, handling, storage and security charges not foreseen at appraisal. The services of an expatriate accountant over a period of 3 years which were secured through an avendment to the credit also contributed to additional costs as well as the overall running expenditures of the PIU during the 12 months extension of the project. Hwever, the survey of adm"tratio and and management training need weas. caried out well below expected costs. TABLE 1 rote Cost in sA,l stuLne arA MA in Illims Pa i I ACsa, scanTs I IoNe cr _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _I .so I at is ot I sia -a u n ts e oI. cLvil works, Fature, 3niment PrnUnateria a veXcles . C.C onI.3-1110478 5 1s5.W o.97t 9 I 9I 2. Toxtbo: Priani 14.314 12.274 a3 I 31.749 2.518 2 I 122 I n 3. R.L.S.T.C. P.304 1.319 13 14.We 1.23 12 j 9 I- 4 N.T,T.T.C 1.9 10.15 2 0.640 0.105 1 -4 I41 5. L.F.S. 11.717 1i.1 18 I25.021 1.963 19 114I 5 6. H.P..!. 9.504 1.510 15 2OJM La 1.a6 22 14I -19 7. I=ao fthool of Nuring 2.355 0.374 4 7.8 0.55 5 I25 I 54 a. P"Ject Ut (PI) 0.264 0.042 1 1 0.621 0.052 1 5 48 Sub-total 5M8599 U. Tohdto AffAstme 8.987 IL42B 16 13.261 i.244 122 48 -13 . &wW of Pubi Afmmtnaia 0.%7 0.35 1 0.066 0.011 - -8 -81 & yagment ratzs Needs tV.Project Administration 1.3 0.19L 2 8.246 0.625 5 55 226 tal XDA PaIdct Cost I-IV 61.12 I 9,7 0 2M272 10.465 1M 110 1 A.D.1 WU *dadca, alnint, 1hcal 22.236 1.944 10I 13.695 2.066 00 12 6 Assotme & CoitremLes Pass M M , m 5.3611 n.e4 10 I 1.965 1225351 11 94 8 - 40 - TABLE 2 Pawent Cost ty pstewy in Sali Saitmme ant US. Dollaze in V11ions ii cmdaminaes) CA Oraal Eatimate Actual cost Differece aSo H otaotal m.mS us) 1% oat Ita X I U 7 I. atIil woft 24.22 3.853 37 48.36 4.34 41 Io 13 II. PAtie 14.314 2.274 25 126.313 2.316 22 84 2 Mtezials III. 1Ltun, 12.28 1.949 21 32.46 1.948 19 1- IV. TechuLoal 8.957 1.427 16 13.21 1.244 22 48 -13 a atani e I V, YPtjet Atn 1.42 0.227 3 8.246 0.6a 6 47 174 & JMamnt TPuti RM.ecr 61.125 9.710 10 128.772 1 10.465 100 10 8 Cct I-IV I Areas and Costs of Project Components 5.03 Table 1 above as well as Annex 8 "Places, Units and Areas of Physical Facilities" analyze the outcome of the various components of the project in terms of cost and built facilities. The Curriculum Development Centre, at nearly double the appraisal cost and almost three times the area, reflects the fact that new facilities were built as Wel as additional facilities in a second stage to house related MOE services, when at appraisal the CDC was expected to move into existing but reconverted facilities. The cost- of construction at US $240/a2 is within the unit cost range for new construction estimated at appraisal. 5.04 With respect to the 7 RLSTCs built, areas are very close to the appraisal estimates. Space standards in these centres were very modest in design as well as execution. Unit costs however, even if within foreseen limits including contingencies, are about double the unit appraisal cost. At US $ 185/m2 these facilities are quite expensive considering the fact that most of the centres are the result of force account construction. The remoceness of the centres as well as the unavailability of local materials contributed to this situation. - 41 - 5.05 Space standards for the Livestock and Forestry School are about 15% higher than anticipated. Despite a reduction In the number of staff houses, the merging in 1978 of LFS with the existing Agricultural Secondary School in Afgol increased the potential enrollment of the institution and hence addicional facilities to accommodate 600 students instead of 360 were required even if the latter contributed classrooms and laboratories in the process. At US $ 256 /2., construction costs are reasonable and only slightly above appraisal estimates without contingencies, since civil works include double storey clasrooms and laboratories as well as single-storey dormitories. 5.06 For the Health Facilities Components, the addition 'of a staff house in Rismayo and a laboratory at HPTI increased physical facilities by 12% in relation to the appraisal. In both institutions standards are very modest and unit costs of US $ 270 - 280/m2 at both locations are well within anticipated costs considering the fact that health facilities are more heavily serviced (water, electricity, gas) than other educational facilities. Disbursements 5.07 Estimated and actual disbursements are shown at Annex 9. The closing date of the project was postponed by 12 months from September 30, 1983 to September 28, 1984. The final disbursement was made on March 13, 1985, within the six month period stipulated for the closing of accounts and an undisbursed balance of US $ 70,476 was cancelled. 5.08 Disbursements laggQd behind appraisal estimates, reflecting the delay due to the difficulties of importing construction materials. Once this bottleneck was overcome and direct purchase of imported materials became the responsibility of the PIU, construction continued at a steady rate despite local problems discussed previously and this was directly reflected in the increase of the rate of disbursement which kept on accelerating during the final three years of the project. 5.09 State accoURtifa and preparation of withdrawal applications were handled promptly and competently by the P1U, the disbursement curve In this project is an exact reflection of the state of physical Implementation of the project. Considering the difficulties of the local construction industry during the implementation of the project (paras. 4.07- 4.12) ae correspouding cost escalation of the local civil works component, a 131 cost increase over the appraisal estimate is a very satisfactory outcome particularly as all physical facilities foreseen at appraisal were built. Categories II and III, Printing Materials and Furniture, Equipment and Vehicles respectively were exactly in line with appraisal costs while Category IV Technical Assistance was not fully utilised as explained in Chapter II (paras. 4.20-4.22). - 42 - CHAPTER VI PROJECT OPERATING OUTCOMES 6.01 In terms of the broad objectives of the project and the components designed to further them, the project is considered a success in so far as it has created the material preconditions for fulfilling its objectives. Most of the project institutions are operational and the others, (KSN, LFS, RLSTCs), are close to the operational stage. The most obvious shortcoming of the project was the fellowship program as indicated in para 4.22, Annex 2, and paras 6.04 and 6.30 below. The textbook storage and distr:bution system was not included as an objective or component because it was reported to be satisfactory in the Appraisal Report (para 4.07). This was an unfortunate oversight because the system constitutes the weakest link in the book production process (Annex 5-1). A serious future concern is the Government's ability to finance recurrent costs at a sufficient level to ensure continuously satisfactory outcomes (paras 6.08, 6.13, 6.23). As is the case in most education projects, assessing the educational outcomes of the project institutions is not possible at this initial operational stage, at least until the first batch of graduates has been produced. The Association should therefore recommend to the Government to undertake periodic evaluation of the educational outcomes (para 6.32). Curriculum Development Center (CDC) Formulation 6.02 The objective of assisting the CDC was the improvement of the quality of education through curriculum development, teacher upgrading and the production of teaching materials. With the Revolution of 1969, the educational policies of the new Government led to expanding enrollments, new curricula, crash textbook writing programs in the Somali language, accelerated teacher training, and huge inputs into non-formal education. The CDC had to cope with many of theseinnovations with a mini.cule staff lacking specialized training and without the appropriate facilities. Furthermore, the rapid expansion of the education system had led to a significant decline in quality. 6.03 To assist CDC to cope with the above problems, the project component included: (i) the construction of a center; (ii) the provision of 48 man-months of specialist assistance in the field of General Curriculum/ Evaluation, Teaching Aids/Materials Production and Science Kits Production; and (iii) 192 man-months of fellowships in the fields of Curriculum Development; Subject Specialization, Industrial Arts, and Science Kits Production. - 43 - Outcomes Staff Developmvnt 6.04 Of the 11 fellows trained abroad, only one is working at the CDC. Most of the others are reported to be working abroad. In addition to project fellowships, two Somali/English Lrnguage specialists spent one year training in England under the sponso..aip of the British Council and are currently on the job. Several staff members have completed a post-graduate diploma course at Kenyatta University College, Nairobi, which is run by the Africa Curriculum Organization (ACO). In-service training is being provided by eight expatriate specialists as well as by occasional short-term specialists. The current national staff consists of the following: 38 full- and 6 part-time subject specialists, five in the teacher training service, 11 full- and one part-time in the production service, 17 in the administrative services, and a support staff of 15 full- and two part-time workers. Curriculum Development 6.05 The activities of the CDC for 1984 are presented in Annex 4. A major program is the primary school curriculum reform project aided by Unicef until 1987. To date, a review of the present curriculum has been conducted and the out2ines of a new one have been prepared based upon diversification into health, environmental and practical studies. This has led to the preparation of a good quality trial textbook and teachers' guide for the first grade in nine subjects. In a second phase, a supple- mentary reader and an audio-visual kit will be prepared for this grade as well as the other primary grades. The first phase is scheduled to be completed by 1989. Implementation of the second phase will depend upon additional inputs to the CDC. A similar operation for secondary education is planned as soon as the first phase primary exercise has been completed. The Government has reported that as of June 1986, the center is in full operation and that educational objectives are being realized. Textbook Preparation 6.06 The major emphasis to date has been the revision of textbooks written during the crash textbook program in the mid-1970s. In fact, the textbooks were not revised based upon new curricula, but corrections were made in terms of language, content and organization with improved illustrations. According to the records of the State Printing Agency (SPA), 48 titles were printed for a total of about 1.9 million copies between 1982 and May 1985. This included new English books for Forms I-III at about 50,000 copies each. Aside from the English language books, first grade trial textbooks and teachers' guides in nine subjects have been prepared based upon the new curriculum. Other Activities 6.07 The other major activity of the CDC consists in holding seminars and workshops for inspectors, teacher trainers, headmasters, trial schools' teachers and internal staff. Radio programs and a teachers' newsletter are also produced. In addition the CDC has prepared 25 school charts of good quality of which 20 have been produced by the SPA and are in MOE's storAge facility pending distribution. -44- Problems 6.08 A major problem is the Government's inability to provide the CDC with an adequate recurrent budget to fund its activities. These activities are prepared on a project basis by the CDC and submitted to external aid sources for support. Currently, assistance is being , provided oy Alesco, British council, DANIDA, Oxfam, Unicef, Unesco, and USAID. Another problem is that of retaining staff and maintaining high morale due to low salary scales and the lack of sufficient staff development opportunities. The absence of adequate reproduction equipment to produce trial materials in 2,000 copies is another difficulty. Further, the CDC lacks the capability to produce science kits since the specialist post was never filled and the fellowship was used for another purpose. State Printinj Agencv (SPA) Formulation 6.09 The objective of this component was to increase the textbook production capacity of the SPA through the establishment of a textbook production unit (TPU) and (I) the provision of additional printing equipment, (ii) the construction of physical facilities to accommodate the additional equipment, (iii) three man-years of technical assistance, and (iv) funding the M0A incremental printing materials during the first three years of the expanded operation. The ADF provided a credit of about US $1.7 million to finance the first three items above, while the fourth was funded jointly by ADF and IDA. At appraisal, it was estimated that 2.3 million copies per annum were needed and this should cover 141 titles. Outcomes Production of Educational Materials 6.10 According to SPA records, the TPU printed 48 titles totalling 1,922,000 textbooks for the MOE between 1982 and May 1985 1/. In addition, it has reproduced 20 charts, each in 10,000 copies, as well as numerous educational administrative items such as student registration forms and record-keeping books. Another 12 textbook titles are in various stages of preparation for printing (proof-reading photocomposition, etc.)* There are complaints from the CDC that the TPU does not produce enough textbooks and what is produced takes far too long* This may have been partially true in the past for the reasons presented in pare 6.13 below. On the other hand, the SPA claims that the CDC should assume some responsibility for the delays because of poor manuscripts, lengthy preparation and correction procedures, and by inadequate planning for reproduction. In this latter case, it is reported that the CDC presents the SPA with several textbooks for printing at the same time rather than ina phased manner, one by one. 1/ The SPA also prints textbooks for the MoCHE. - 45 - 6.11 In any case, it appears that the SPA is overcoming some of its problems through the acquisition of additional and more sophisticated reproduction equipment provided by the GTZ and costing about US $500,000, further improvements in the TPU's facilities, and the pending arrival of two long-term reproduction specialists as well as occasional short-term visits by others. In view of the above, the general advisor to the SPA estimates that in the near future, the theoretical single-shift production capacity of the TPU will be 10 million textbooks per year.- A positive outcome therefore has been the production of relevant textbooks and other teaching/learning materials. Technical assistance 6.12 The initial technical assistance funded under the ADF Credit and executed by Unesco totalled 26 man-months. The first off-set specialist served as a short-term Unesco consultant for periods of three and four months with an interval of six months. Unable to obtain Unesco expert status, he terminated in September, 1982 and was not replaced until January 1983. The replacement departed in December, 1984 after completing three Unesco consultant contracts. Clearly this arrangement was unsatisfactory and a new scheme has been devised where the offset specialist as well as a photo-composition specialist will be long-term direct hire by the ME with the local salaries topped by the GTZ. The GTZ has also funded about six man-years for a SPA general advisor and a maintenance specialist. This assistance is to continue for another three man-years. Problems 6.13 Problems which have handicapped the SPA production include the following: (1) staff shortages, lack of trained staff, and poor staff morale due to low wages; (ii) insufficient and unbalanced production means; (iii) poor manuscripts and delays in proof-reading and corrections; (iv) inadequate planning of the preparation-production cycle; (y) shortage of spare parts and certain expendable materials due primarily to the lack of foreign exchange; (vi) short supply of power and water; (vii) poor maintenance; (viii) inadequate space; and (ix) difficult climatic conditions. A potential future problem will be finding a donoi to finance the cost of expendable supplies since AFD/IDA funding has terminated. 6.14 In reference to (ii) above, it is stated that the preparation and appraisal missions' equipnent lists included some inappropriate machines (out-dated and, in the case of the web offset press with limitations as to the size of paper which could be used - A4 and A5 only) as well as the omission of some essential equipment. The still arriving equipment financed by GTZ will eliminate this problem. 11 Din A4, single color, 160 page textbooks. - 46 - Reiional Literacy and Skill Trainins Centers (RLSTCs) 1, Formulation 6.15 The RLSTCs are a result of the Government's continuing commitment to nonformal education. The regional centers are to strengthen the nonformal infrastructure and it is planned to follow later in establishing district centers. The centers will have a dual function. The first is to provide functional literacy-skill training courses of varying lengths to youths and adults within their catchment area (120 places). Secondly, they would also serve as regional support and resource centers for ailt learning groups within the region through supervision and the distribution of printed materials and radio receiving sets; they would also have a radio maintenance service, and they would provide feed-back to Mogadishu on the outcome of the various programs. 6.16 This component consisted of supplying building materials, equipment and transport for the seven RLSTCs as well as 1,100 radio receiving sets and 800 tape recorder sets. One man-year of specialist services in village technology was also included, but not used. Outcomes Educational 6.17 Since the centers are not yet operational, this section Io limited to the activities of the Institute of Adult Education, (IAE)*-/ Curriculum Development 6.18 An on-going activity is the preparation of modules for the skill training aspect of the program. This Is being done in collaboration with the ILO Skill Development for Self-Reliance Project. (ILO/SDSR) The existing literacy course materials are being revised to make them more functional and closely integrated with the skill training component. The preparation of adult education radio programs is also underway. 11 Formerly ealled the Regional Adult Education and Training Centers (RAETC) 21 Formerly called the National Adult Education Center (NAEC) - 47 - Staff and Staff Training 6.19 The seven directors of the RLSTCs have attended two seminars which were conducted with the assistance of ILO/SDSR. In November 1984, a 21 day workshop was held on how to conduct and analyze community profile surveys. In April 1985, a 15 day workshop was given on curriculum and materials development using the modular approach of a flexible curriculum. 6.20 The village technology specialist in the Credit was not recruited since the PIU was unable to find a person with multi-skills called for in the job description. The Deutsche Volkschule Verband (DW) 1/ has provided the IAE with a long-term consultant and it is equipping the centers at Kismayo and Qoryoley. It will also finance part of the recurrent costs for two years. The Gesellschaft Fur Technische Zusammen Arbeit (GTZ) 2/ will assist through the provision of printing equipment and technical assistance. A skills training specialist is needed for about two years when the centers become operational. Opening of the Centers 6.21 Two centers (Kismayu and Qoreyley) opened in 1985 and the MOE has indicated that the remaining five will be operational by October 1986. Problems 6.22 A major constraint is the financing of recurrent costs for consumable materials at the five centers not assisted by the DVV. A second is obtaining the services of a skills training specialist for the first two years of the centers operation. 1/ DVV - German Adult Educationn Association 2/ GTZ - German Society for Technical Cooperation. - 48 - Agricultural, Livestock, Forestry and Range Management Secondary School (ALF&R) Formulation 6.23 To implement planned and ongoing investment programs, Somalia would need trained personnel in such specialized areas as animal husbandry and forestry. At the time of appraisal, 1976-77 Government and Bank manpower estimates indicated that about 500 animal production technicians and 270 forest angers would be needed during the following decade. However, facilities for training middle-level technicians were not available in Somalia, and the uovernment used to recruit secondary school graduates for these posts. The project planned to assist in developing with an enrollment of 360 full boarding student places, a Livestock and Forestry School, which would offer four-year post-primary courses in animal husbandry and forestry with an expected annual output of about 55 animal husbandry technicians and 27 forestry rangers. The school would be located in Afgoi, within walking distance of an existing Agricultural Secondary School and the College of Agriculture of the University, thus enabling the mutual utilization of staff, equipment and facilities. Instructors for the animal husbandry course would be recruited from graduates of the Animal Husbandry and Veterinary Science College of the University. For the forestry course however no Somali instructors would be available, for lack of forestry training in the country. The project therefore would also provide three fellowships of two man-years each for training abroad of forestry instructors, to be selected among science or agriculture graduates of the National University. 6.24 In 1978, the Ministry of Education (MOB), Agriculture (MoA), and Livestock and Forestry (MOLF), made a joint decision to merge the projected institutions with the existing Agriculture Secondary School in Afgoi, to form the Agriculture, Livestock, Forestry and Range (ALF&R) Secondary School. The decision was welcomed by the Association as it would contribute to eliminate many double costs, would make possible the adoption of a more complete and.relevant curriculum and would lead to a better utilization of both facilities and staff. The new institute would operate under the responsibility of an interministerial body (MOE, MA, MoLF), to be coordinated by the MOE which would be responsible for educational and organizational matters. At full capacity the new ALF&R Secondary School would enroll a total of 600 students in four year-courses, of which the first two would be made a common basic course leading to four specialized courses of another two-years duration: Agriculture, Livestock, Forestry and Range management. Table 3 shows enrollments at full capacitys - 49 - TABLE 3 1 Course I Agri- Live- Range I Year I Basic culture stock Forestry Management Total I I 1150 - - - -150I 11 1150 - - - - I 150 I III I 60 60 20 10 I 150 I IV I 60 60 20 10 1150I Total I 300 120 120 40 20 I 600 I (Output) I - (60) (60) (20) (10) I (150) I The table above shows that the school has a potential output of 150 graduates per year. However, it is reasonable to expect a reduction of about 10-15% due to dropouts. ALF&R Secondary School is completed and began operating in January 1986. Outcomes 6.25 Curriculum. The school syllabus is ready but the curriculum for the new four year course being used is still experimental. In particular, it is necessary to define, after the basic two year common course, the intensity each subject of the four specializations should have, and time (periods/week) to be allocated for classroom, laboratory and field work. In relation to the latter, the Government intends to ensure to the school a valid training program in farm operations, animal husbandry techniques, an outreach extension program, etc., through the collaboration with various nearby agricultural institutions and agencies, therefore avoiding the need of a school farm. Action in this regard has not been taken as yet. 6.26 Staffing of the school has yet to be decided upon. The existing Agriculture Secondary School has 25 teachers and a principal. The latter will probably be confirmed for the new school. Eleven of the present teachers are permanent staff of the school and teach academic subjects. It is assumed that they too would probably be confirmed. The other 15 are part-time teachers seconded in various forms by different agencies - Faculty of Agriculture, Research, Extension Project, etc. The ALF&R School would need a staff of about 30, therefore, about 20 more permanent teachers should be appointed. For this purpose, the MOE is planning to employ as many qualified teachers as possible from the Agricultural Teacher Training Section of the Lafole College of Education. Staffing the forestry course presents so far serious problems, due to the unsuccessful outcome of the fellowship program financed under the project (para 4.22). 6.27 Equipment for the new school was procured by the PIU without submitting the list to the Association. At present, the equipment is reportedly still packed and stored in MOE's storehouse, while the list of - 50 - either proposed or procured items is not available either from the PIU or at the Education Section - EARED. No evaluation of the adequacy of the school equipment is therefore possible at this time. 6.28 Expected Outcome It seems reasonable to assume that the component will reach its quantitative objectives, but an evaluation of its operational outcomes obviously is not possible until the school will be in full operation. However, the Association should encourage the Government to undertake with no further delay those actions urgently needed in the pre-school opening phase as described above. It would be equally advisable to encourage the Government to constantly monitor the functioning of the school, and to assess the adequacy of its graduates to perform field tasks as required by the economy. The Government should also consider keeping flexible not only the enrollment of the school but especially the output from each course, in order to respond to manpower needs as circumstances would demand. PARAMEDICAL TRAINING Overview 6.29 The health services staffing needs were estimated to require a total of 2000 nurses, 330 sanitarians, 350 laboratory technicians, 150 pharmacy assistants, 70 anesthetist assistants, and 50 X-ray technicians to be trained by 1987. The existing training facilities at the Mogadishu School of Nursing and the Health Personnel Training Institute (HPTI) could not meet the projected training needs and in any case the HPTI was due to be demolished as part of the planned extension of the Port of Mogadishu. Therefore the project made provision to construct, furnish and equip a new 200 place HPTI in Mogadishu and a new 60 place School of Nursing at Kismayo and also to renovate the school of nursing in Mogadishu to improve the quality of its training facilities. The existing HPTI and the hogadishu School of Nursing (MSN; were adequately staffed with nationals assisted by WHO personnel therefore it was not necessary to include technical assistance for this sector. 6.30 In general the operational outcome of this component is successful with the two institutions in Mogadishu already meeting training targets and the third institution, in Kismayo, now poised to commence full operation despite a two years delay due to construction difficulties. - 51 - Outcomes Health Personnel Training Institute (HPTI) and Mogadishu School of Nursing (MSN) 6.31 The new HPTI facilities have been built adjacent to the MSN which was renovated under the project and the two institutions share the same staff as well as some of the physical facilities. The new HPTI has been in use for two years and is functioning satisfactorily. The renovations at the MSN were just nearing completion at the project's closing but the transition seems to have gone quite smoothly. Although some concern was expressed by HPTI staff about cramped conditions in the new facilities, the furnishing and equipment are quite adequate and being utilized at full capacity. The old HPTI has been phased out and the community oriented (lower level) nurses program has been transferred from the MSN to the RPTI to allow the former to expand the more advanced nurses training as planned. 6.32 Tables 4Aand 4B below, show the planned and actual achievements in the period 1580 to 1984. It should be noted that the course for x-ray technicians has been suspended but can be restarted when the need arises. The course for assistant pharmacists will be suspended in 1986 as the country's needs will have been met. The course will only reopen when the need arises. Similarly, the course for mid-wives will only be needed periodically in the future. HEALTH PERSONNEL TRAINING INSTITUTE Table 1 A Basic Courses (1 year or less) Ownes %amss senitartan lab. Tech. x-Rw Th. Phamaq Asst. a:XsZ (P) (A) (P) (A) (P) (A) (P) (A) (P) (A) (P) (A) 90 372 340 89 86 5 5 37 3557 0 0 1981 32 257 65 67 35 57 30 42 35 54 0 0 192 210 301 50 42 30 40 -2 2) 30 47 0 61 1983 240 M 40 42 25 41 2o 0 25 46 0 0 1994 240 303 40 42 25 41 20 0 25 48 0 58 Table 1 B Post Basic Course (2 years) course Mme At7id Tnur avift MF WA (P) (A) (P) (A) 199D 22 20 20 19 7 9 19B142 25 28 25 11 25 6 1992-3 Not Offered 1983-84 25 8 25 10 25 20 P - Planned A - Actual - 52 - Kismayo School of Nursing (KSN) 6.33 Construction of the Kismayo School of Nursing was delayed (para 2.07) and was just ready for handover with equipment and furnishing being installed at project closing. The principal and staff were appointed and selection of the first intake of trainees had been completed for training to commence in September 1985. Planning by the Ministry of Health including the staffing of the school was sufficiently advanced to indicate that the component is likely to turn out satisfactorily. 6.34 The siting of the school in Kismayo is intended to redress the regional disadvantage whereby health services have not kept pace with population growth in the southern region. The 60 new training places are projected to meet the region's needs. National Trade Testing and Training Centre (NTTTC) Overview 6.35 In 1974 a trade testing unit was established in the Ministry of Labour and Sports to develop and administer trade tests for the purpose of classifying some 50,000 in skilled and semi-skilled jobs in about 40 trades and vocations. Trade tests were designed to serve as a basis for formulating wage policies and the basis for recruitment as wellas a guide to training of skilled manpower. At the time of appraisal this trade testing unit was still at an embryonic stage and ill equipped to measure the skills possessed by workers, 90% of whom had obtained these skills through informal on-the-job apprenticeship without benefit of formal institutional training. 6.36 To improve the system the project made provision to assist in the -development of the National Trade Testing and Training Centre in Mogadishu. Trade testing equipment for mechanical, electrical and woodworking trades was provided and specialist services allocated to assist in improving'the organizational structure, formulating policies and procedures and training of the necessary staff of the entire trade testing program. Fellowships were also provided to enable staff from the centre to observe trade testing programs in other countries. Outcome 637 The outcome of this component has been very successful and the NTTTC is meeting its objectives adequately. Eighteen our of the 24 man- months of technical assistance were utilized by one expert recruited by the ILO for the project. While this expert successfully developed much of the required groundwork for formulation of tests and for developing policies related to their effective implementation, he abandoned the post six months before the end of his contract leaving the work incomplete. Although this caused some delay, the nationals working on the program were ultimately able to finish the tasks satisfactorily. They were assisted also by another expert provided by the Arab Labour Organization (ALO) who was not financed out of the credit. The final outcome was a satisfactorily functioning trade testing system which is currently meeting the needs of the country. The volume of trade testing work - 53 - has been diminishing during the past 4 5ears due to general economic constraints. Mny workers have become redundant due to closing of factories or reduced production in industries such as milk, sugar, cigarettes, meat and fruit processing plants. The numbers of trade test passes annually in the last 4 years are as follows: 3,627 in 1981; 2,994 in 1982; 2294 in 1983 and 1685.in 19b4 tor a total of 10,600 tested in the period. Of these it should be noted that the majority are not new entrants but workers who are being tested for promotion or for alternative jobs due to redundancies. The total tests attempted by grades in the period are as follows: 4th grade total 2120, 3rd grade total 2836, 2nd grade total 3872, let grade total 1983 for a grand total of 10,811 out of which 10,600 were successful. 6.38 The NTTTC is physically well equipped as a result of having received the full allocation of equipment scheduled under the project. Procurement of this equipment through the ILO was efficiently handled. The centre has also benefited from supplementary equipment worth about US$150,000 donated by the Arab Labor Organization (ALO). 6.39 The 6 man-months of fellowship training intended for staff to visit other countries to observe trade testing systems in operation never materialized. However, staffing of the centre is adequate for the present level of activity in regard to actual testing although some staff are in need of further training in the techniques of trade testing. A new Trades Training Centre is being developed in Mogadishu with financial assistance from the Government of Germany (GT) and this centre will be used to upgrade the staff of the NTTTC in the near future. The training aspect of the NTTTC which is intended to follow up the weaknesses identified during trade testing still neede-to be improved. There is also a problem in obtaining the necessary expendable materials used in trade testing due to financial constraints. This has resulted in passing on the cost of trade testing to the candidates. The cost to the individual has been increased from S. Sho 50/- for the test and certificate to 550/-, which will recover the cost of expendable materials used. 6.40 The outlook of the trade testing system in Somalia is quite favourable as a result of the project. Survey of Administration Training Needs Overview 6.41 At appraisal it was recognized that fmproved management and accounting techniques were a prerequisite to the efficient operation of many of the public enterprises established in the previous few years. however, the training needs were not fully identified and a survey was planned to establish a program of action for the appropriate development of public administration and management training. The goal was to establish the scope and nature of training needed to prepare Somali nationals to administer existing government services and to execute and monitor economic and social development programs. - 54 - 6.42 To carry out the survey, one man-year of technical assistance was allocated together with the necessary equipment and logistical support to enable the Somalia Institute of Development Administration and Management (SIDAM) to carry out the survey and produce the relevant reports. Outcome 6.43 A specialist in manpower planning was recruited and worked for one year with SIDAM and the Manpower Department of the Ministry of Labour and Social Affairs. The survey was carried out and the relevant reports were produced as scheduled. These consist of the following volumes: (i) National Manpower Resources and Requirement Survey 1978-1983 (Manpower Survey Vol 1), Manpower Department, Mogadishu, August 1979. (ii) Classification of Public Sector Employees by Occupation (Manpower Survey Vol. 2 (a)), Manpower Department, Nogadishu, August 1979. (iii) Classification of Establishments by Size, Industry and Location and Classification of Workers by Occupation, Industry Group and Location (Private Sector) (Manpower Survey Vol. 2 (b)), Manpower Department, Mogadishu, August 1979. (iv) Guide to Educational, Training and Trade Testing Statistics (Educational Statistics Part 1), Manpower Department, Mogadishu, September 1979. (v) Guide to Educational Training and Trade Testing Statistics (Training and Trade Testing Statistics Part II), Mapower Department, Mogadishu, September 1979. These reports are very comprehensive and give full geographic coverage to the country. In particular information on the prAvate sector was collected in a survey of 72 towns ranging from the capital city, Mogadishu, with over 14,000 establishments to small localities with as few as nine establishments. In the case of the public sector, all Government ministries, departments, and autonomous agencies were.enumerated. The availability of this information has been very useful to the Government and has also been utilized in planning two components of the follow-on Fourth Education Project Cr. 1105-SO) which includes technical assistance to SIDAM and financing of pre-tavestment, evaluation and civil service employment studies. The Government has recently concluded an agreement with USAID to provide further assistance to SIDAM following completion of the ongoing Fourth Education Project. The pre-investment study on technical and vocational education carried out under the Fourth Education Project by consultants from the GTZ has resulted in a request from the Government for IDA assistance for a project in technical education and vocational training. However, in the course of the Country Assistance Management (CAM) exercise recently completed, the proposed project has been excluded from the lending program - 55 - CHAPTER VII BANK GROUP PERFORMANCE 7.01 The implementation success of this multi-ministerial project indicates that project design and appraisal was well handled by the Bank group. This also indicates that if a project is well appraised, it does not have to be confined to one subsector to be implementable. 7.02 The project was supervised by 14 Bank missions. Of these, the first seven were combined with supervision of the Second Education Project (511-SO), the eighth was combinud with the supervision oi the Second and the Fourth Education Projects (1105-SO), and the remaining six in combina- tion with the Fourth. The mission time in the field averaged 0.7 weeks with the man-weeks averaging 1.4. Architects participated in two, agricul- tural educator in one. The average interval between missions was 5.7 months with the maximum being 9 months and the minimum 5 months. RMESA/EPS had planned an average interval of six months and this was largely adhered to. 7.03 The scheduling of supervision missions at six months intervals appears to have been satisfactory in view of the overall outcomes of the project and constraints of a small RMESA/EPS staff responsible for projects in several countries. It should also be noted that all of the major project components with two exceptions were located in the Mogadishu area and were visited frequently. The exceptions were the Kismayo School of Nursing and this institution was visited three times between September 1981 and the closing of the project September 1984; and the RLSTCs. One nega- tive reflection of the Bank's performance was the failure to include assistance to the MOE's textbook storage and distribution system in the project. Despite the fact that the appraisal report stated that the system was satisfactory, this was not the case as described at Annex 5. 7.04 Although both the PMESA/EPS and the PIU were understaffed during the early years of the project, this handicap was partially overcome by the relatively stable staffing of both units during the second half of project implementation. This facilitated communication between Bank staff and the Government. There were many positive outcomes of this collaboration such as the issuance of a Presidential Decree to expedite the procurement of building materials and other goods. Other examples of positive coordina- tion was RMESA/EPS assistance to the PIU in identifying potential suppliers of building supplies for the RLSTCs and, in some cases, of technical assistance. Another example was related to the completion phase. As of April 1983, some US$600,000 were uncommitted. However, after the final disbursement on March 1985, only US$70,476.23 had to be cancelled. This indicates the considerable flexibility and rapidity of decision-making of both RMESA/EPS and the PIU. --& … でいをNKP沖ラ‘ SOMALIA THIRD EDUCATION PROJECT - CREDIT 738-50 STRUCTURE OP TEIZ FM~IOM SYSM 5 6 7 8 9 10 11 12 13 14 is 16 17 is 19 to 21 22 AGE tll~cetlcal) SECO~Rv ?"][CAL 33 sccowmv ~CAL =M-W~M TRAlftis* 3 CD~TIQW 1 0 [3 Emý r 1" n2 SECONDARY GZWERAL DWR&E COURSES CRAL n3 Ek 3 4 1 PRIMARY TEACHR TRAINING CMA^ op C~Arlom :3: 1 : TRAIMING sour,éc-0 Plann:Lng Departmut, MOE 1985 58 AN N EX 2 Page l of 3 iijh ii .0iiI 1 ;~iu tU1 ila11u 1 ~Izv -4& MIg~6U 0.3 4 glim i I 33141 sel§lkl 41 _ _en en_ i g-en .114. ，…‘’岬룔3- srE vis MW~ORMAnav 70 ]m mr w M~ a A~t M~, ACIE~ 6aiinu0us 9= (i) ~ ilt imith the A,~ aU<G le 1~ of tbo pm~ 3.09 8*~t0,7 hé G~ « feU~dpe ~ ded unier ~ Å (5) at the P~ , wd (11) r~ ve. =lmt eneb~ for the udd pM~ ad dellm the %= or refim~ of theLr fdl~tyo m the b=U at odteda ætL~toly to A~ auen. Continuous opmtø3 or came to be opemW eåm&tLmd 4.ce ætL~tave. l~tuuom wd ~Utlæ læl~ lo Part Å of the P~ % M» In a=o~ 1,ith appro~ 8~~ ad ab~~va am æt yet OPMUGM4 p~ eo " p=Ucw wd iktth dm re~ to n i n -m ø 9 aU m alatwlll 11 101~ ~ M In ~r to Nrther the e~ ~ åbå~vm of ths te~ fbr Bommer, gnU at aU ~ a~ or e~ to be ~ td faU- ~jr M,t. ~ qmuflel Mdftotmtom &d te~ In «~te ~ra to stoff 09 81~~ IndL~ens in~ In ~ Å or the P~t, Sopte~ F~ ob to the Aøøoclatloa for ravlev propooad 3.06(c) mot =te 30, 1982(c) term of reference for a c~ ttea to avaluate the be~fIte aceruleg from the project and and after euch røvlav establleb the sald c~ttee; Sept~ r and furaleb to the kas«latlon a report on sald 3.06(d) 309 1983(d) «aluatlon of the projact 一 一 J,．〕 -!，〕 了于0 1．寫，d CX汪縱柑•Tg- 62 ANM 3 Ta-ge2 of 2 IRQ - 63 - Annez 4. page 1 of3 CURRICULUM DELOPMENT CENTR OVERVIEW OF ACTIVITIES 1984 Januauzy bJne A. Project Work i. Diversification Project: (Enviroamental/Practical topics for Grades 6, 7, 8) 9 Units Prepared: 1. Our Environment 6. Range Nanagement 2. Soil 7. Animal Husbandry 3. Planting Trees 8. Poultry 4. Gardening 9. Food Storage 5. Fisheries it * Basic Skills Project (books on application of knowledge for different levels of Primary schools) 10 Units Prepared: 1. Safety in the Hose 6. Area 2. Importance of Water 7. Bat Well 3. The Air we Use 8. Food From Plants 4. Fire 9. Be Clean* 5. Number 10. First Aid iii. Technical Terms Dictionag Project (English-Somali Glossaries for school subjects). 8 Subjects Prepared: 1. Education 5..Chemistry 2. Maths 6. History 3. PbYsios 7. Geography .4. Biology 8. Physical Education iv. Arts and Crafts Project: (to introduce Arts and Crafts into schools) 5 Units Prepared: 1. Traditional Somali House 2. Basketry 3. Weaving 4. Leather Work 5. Sewing v,. Teacher Training Task Force (to prepare materials for use in pro and in-service training courses) Units Prepared: 1. Introduction to kducation: Philosophy and History 2. Educational Psychology 3. Curriculum Studies 4. Audio-Visual Aids 5. Teaching Primary Science 6. Teaching Primary Somali 7. Teaching Primary Arabic 8. Teaching Practice - 64 - Annex 4 PaWe 2of 3 vi. Etesion Work (to increase awareness of educatioal issues among teachers and public in general). A. Radio Programmes D. Teachers Newsletter 15 taped programmes and 3 prepared scripts prepared. 1 printed vii. Visual Aide Production (to provide schools with net of instructional charts) 25 Charts produced. viii. English Language Programse (to produce English Language texts for Schools) English for Somalia Book 3 - written and ready for printing. Outline of k 4 prepared. B. Speoiftic Tasks 1. January 84z Workshop for 10 trial schools in Miroa/AfSoi area to launch Diversification Project Phase 1: tree planting. Held at 31 Jan, Nerca. 2. January 84: Seminar for CDC/Halaue/IITT staff on Primary Soiool Nethodolog. 3. Februavy: Internal workshop to start Evaluation of Primary School Curriculum. 4. Marchs Project preparation: Health Education. 5. Aprils preparation of "Guidelines for New Crriculum Naterials Writing" 6. Ay: Preparation of *Proposal for Reform of Primary School Curriclum" main features: - to increase school year to 39 weeks - to introduce Health Education and Environmental and Practical Studies - to prepare a totally new set of pupil and teacher materials, starting at Grade 1 level. 7. Junes Writing of CDC Situational Analysis. 2. July-December 1984 A. Project Work i. Start on materials preparation for Grade 1 in following subjects: Somali Mathe Arabic Science Islamic Studies Teachers Guides Social Studies Pupila textbook -65- Annex 4 Page 3 of 3 Ui, Prepartion of special unit on Health Edcation. .M1i. Proparation of Envirommental/Practical Studies materials for Glade 5 Textbook. Av. Preparation of "Introduction to PlWaioal Mucation" - handbook for teachers. 3. Specitle Tasks -September: Two British Council supported workshope 1. aths: consultant Mr. K. Watson, England 2, Science Dr. A., Pennol, England .0atober-December: workshop: Health Education December: Workshops: 1. December 2-13: workshop on Primary. Education for- 70 .Headteachers, Benadir Region. Organised and -implemented by CDC's Teacher Training Task .orce. 2. December 15-22s workshop for 18 Central Inspectors Organisation and Management of Pr.Soh. oarried out by . Teacher Tr. Task. Force. * 3.- December 15-22: workaop ,for 15 schools in Neca and Afgoi regions to launch Health Education Programme. Held at *1 Jalle, Merea. Organised by Health -ad hnviromental Department CDC. -66-ANNEX 5 SOMALIA - CREDIT 738-SO STORAGE AND DISTRIBUTION Assistance to the M0N's storage and distribution system was not inloauded In the project because it was reported as satisfactory in the Appraisal-Report (Para. 4.07). Unfortunately, this assessment was not correct and the system constitutes the weakest link of the textbook preparation, production and distributing system.. Once the planned maes production of textbooks gets underway, the present storage and distribution system will be unable to cope with the situation. The major problems at the MON's Central Stores Unit consist of (i) management and staff; (ii) facilities; and (iii) equipment. An example of the first problem exists in poor record keeping or stock control. SPA records indicate that 48 textbook titles totalling 1,992,000 have been turned over to the Central Stores for distribution.. The Central Stores' records can account for only 33 titles and 19777,000 copies. At present, textbooks completely fill the warehouse with an overflow stacked outside in a porch area. The books are improperly stored on the floor in tottering and dusty stacks and occasional high piles qf loose books with may titles mixed together. Some of the books are ruined and others are close to a useless condition. In terms of facilities, the usable area inside the central warehouse (about 1,000 m2) would be sufficient to store on pallets over 1.5 million books. However, the facility needs renovation to eliminate dust and humidity and to provide access for a fork lift as well as extension to create sufficient space for wrapping and packing. Adequate transport has been acquired through the ADP and Unicef, but the warehouse equipment is limited to three wheel barrels to move the books. 트‘-; - Lg - 一――一一－－一－－一→－－一－一一－一戶一一一－一一一一一■■‘■一一‘■一■ 501點已IA一CRI工I實738-50 實01AL PROJEC實COS實OFP日YSI口止F矗CILI實IES 鍊S。•日11 Shs。＆US$（以沁，a) 丁一頂叩r不一不7汗方認鬥一下兀I .，鳥細，&，么‘，•，么細，閱，‘。j•，。i，•．•‘細，。．,‘細•一••｀．••．.,&..．•口••．•‘•••豐 I偽”，•．-．•叫•悶州。”l’•，1．•，，。•。，l一•．••，。•一••l潤•I•。•一•一•一•－.,..．一巒••■•巒••豐 l矗戶齣，廖，口1 1．……，•．•••■二 •，•”•．．撇畸•一•一•·•·•一，。•·面一1•屆一•個••一•“••二”，網•，．•••·•••”•••二••二••• •••網”一”•．庫“細：•I&.”•，-．一，。，調•。。云一籐。。j痲．一•－．·－．••一••••．•徑“•．徑•••豐 Ik•I一•吋，，細．•C．哺勵口•••••I二。．•二••■，,,. .,,.,,，〞．婦，，。…，·，二••“I·，．•馴。馴I一•一•·•一•一•－．•．••豐•徑•豐 常•，,r•：一，卹他•，〞I••編電••．,,．••••．••．■． ,&，涌．、，．、〝，開•，，馴，••”.，。，中勵，。。’&,l。：”••領，，■•．01·•一I一•一••，．••豐•■•徑••豐 I細•。抽個’唱••閑留網I奮•，細啊1 11•I口•．•．•1 .．一••，•■． 合‘H，勵間．•網，,．•．．•屆•，廖，馴．彥．•，合爾，一自，,,,．。，。，。•增．••，•”•一I一•一•一■•••．•••．網••••••巒 •卜j•口鰓••國”州．••l••自•1 1．•．•，••．•，,. &“。t&－黝細jd，憤，I馴。，•．。一•，,，。細．•一•中。，口•，••。．•l一•••．•口口•編•開■•，口，. ！輪＇二叩•，•••！勵•，.t•．•．•．•■•．- l‘〞明，討一“自，亂t巒•豐一t•，-．·．一I·’•·，•．，。。•”.,，一•一••．-.，巒一巒一巒， l細，，啊，．細I,l，••．•，1 11個11畫唱11•I•l擊•．…勵 〞、州二細•叫••，•騙，·•·I·。·：·，一•購•，.,.0．•．••．0．•，••。•。••■－．•• 醫聳士濫豐曰并衫祈汗各一寺斗斤汗 二》 I之 醒之 It吃 曆X 騷、纏 C2 lit * Date Ot Effectiveness 00 Closing of Accounts Appraisal Estimates --------Actual Disbursements SOMALIA: THIRD EDUCATION PROJECT DISBURSEMENTS: ESTIMATED AND ACTUAL (in US * million) YEAR 1978 1979 1980 1981 1982 1983 1984 FISCAL 'EAR 1978 1979 1980 198 19W2 1983 1984 1985 I.. 00 6.00 7.00 1 / c 6.00- 5.00 II_ _ _ _ _ _ _ __ _ _ _ 4.00 .00______ ______ ______ ______ _____ 3.00 2.00 OF 1.00 ..- 0 1.Appraisal Estimates 0 0.18 0.56 1.28 2.36 3.63 5.04 6.33 7.26 7.77 7.98 8.00 - - 2.Effective Disburse. 0 0.25 0.26 0.36 0.72 0.98 1.24 2.71 4.17 4.41 6.02 6.521 7.751 7.93 2/1 as _ 138 46. 28 30 27 125 43 57 57 75 81 84 99