Tanzania - Education Planning and Rehabilitation Project

Document of The World Bank FOR OFCIAL USE ONLY C7Z Z! 3 -7- Repot No. P-5112-TA MEMORANDUM AND RECOMMENDATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT OF SDR 29.0 MILLION (US$38.3 MILLION EQUIVALENT) TO THE UNITED REPUBLIC OF TANZANIA FOR AN EDUCATION PLANNING AND REHABILITATION PROJECT APRIL 26, 1990 This document has a restricted distribution and may bie used by recipients only In the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS (January 1990 1989) US$ 1.00 = TSh 193 TSh 1000 = US$ 5.18 MEASURES 1 Meter (m) = 3.28 Feet 1 Square Meter (m2) = 10.76 Square Feet ABBREVIATIONS CIDA = Canadian International Development Agency DANIDA Danish International Development Agency ICB = International Competitive Bidding ICD = Institute of Curriculum Development IDA = International Development Association LCB = Local Competitive Bidding MLG Ministry of Local Government, Community Development, Cooperatives and Marketing MOE = Ministry of Education NETF = National Education Trust Fund NGO = Non-governmental Organization NORAD = Norwegian Agency for International Development ODA = Overseas Development Agency (UK) OED = Operations Evaluation Department PCR = Project Completion Report PCT = Project Coordinating Team PPAR = Project Performance Audit Report PSAP = Priority Social Action Program SDR - Special Drawing Rights SIDA = Swedish International Development Authority UNDP = United Nations Development Program UNICEF United Nations Children's Fund USAID = United States Agency for International Development WHO = World Health Organization IDA FISCAL YEAR July 1 to June 30 TANZANIA FISCAL YEAR July 1 to June 30 SCHOOL YEAR January to December  FOR OMCUAL USE ONLY UNITED REPUBLIC OF TANZANIA EDUCATION PLANNING AND REHABILITATION PROJECT CREDIT AND PROJECT SUMMARY Borrower: Government of the United Republic of Tanzania Beneficiary: Ministry of Education and Ministry of Local Government, Community Development, Cooperatives and Marketing Amount: SDR 29.0 million (US$38.3 million) Terms: Standard. with 40 years maturity Financing Plan: a/ Goverranent US$ 2.0 million Communities US$ 6.4 million IDA USS 38.3 million NORAD US$ 4.9 million SIDA USS 12.0 million TOTAL USS 63.6 million Economic Rate of Return: Not Applicable Staff Appraisal Report: Report No. 7998-TA Mbp2: IBRD No. 21702 Note: a/ Excludes taxes and duties of US$3.9 million. This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  MEMORANDUM AND RECOMMENDATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT TO THE UNITED REPUBLIC OF TANZANIA FOR AN EDUCATION PLANNING AND REHABILITATION PROJECT 1. The following memorandum and recommendation on a proposed Development Credit to the United Republic of Tanzania for SDR 29.0 million (US$38.3 million equivalent) is submitted for approval. The Credit would be on standard IDA terms with 40 years maturity. It would help finance an education planning and rehabilitation project. The project would be financed on a parallel basis by: (a) the Norwegian Agency for International Development (NORAD) for US$4.9 million equivalent; and (b) the Swedish International Development Authority (SIDA) for US$12.0 million equivalent. 2. Background. Tanzania's education system is seriously deteriorated. To correct this, the Government has committed itself in the next phase (1990-1992) of its structural adjustment and economic recovery program to undertaking major new steps to improve education as part of a broader effort to strengthen human resource development. 3. The deterioration of the sector has left a once exemplary system on the brink of collapse. Primary school enrollment has plummeted from 96 percent in 1979 to 78 percent in 1987. Despite continued rapid population growth, there were In. percent fewer children in primary schools in 1987 than eight years earlier. The quality of learning has eroded to the point that students who complete the seven-year primary course are performing at the level of fourth-year students in neighboring countries. Many school leavers are illiterate and lack the basic mathematical and scientific concepts needed to contribute to the economy productively. At the secondary level, the numbers of schools and school places are extremely limited, with the result that secondary enrollment is only 3 percent for the 14 to 17 age group, which is among the lowest rates in the world, second only to Rwanda. Because of inefficiencies in the production and distribution system, textbooks are not reaching schools in adequate quantites for effective learning, and those that do are of poor quality. School buildings are badly dilapidated and maintenance systems are mostly inoperative. 4. The prospects for reversing this decline have in recent years improved dramatically, as other, more positive changes have emerged. With the launching of a new adjustment strategy in 1986, Government has been dismantling the inappropriate economic and sectoral policies that contributed to the extreme difficulties the country experienced up until then. Also, parents, concerned about the deficiencies in education and bouyed by the rising incomes resulting from the economic reforms, have displayed growing demand for better schooling and willingness to pay for it. More than 50 privately financed secondary schools have been established in the past five years, in rural as well as urban areas. The private investment in these schools, including provision for recurrent costs, exceeds Government spending for public secondary schools. As communities and local authorities have moved to respond to parental demand, a new mechanism for financing schools -- district education trust funds --  2 has sprung into existence and posted successes suggesting strong potential for further expansion. 5. To address the vast challenges it faces, the Government is introducing appropriate policy changes at both the macro and sectoral levels. At the macro level, the recovery program has achieved encouraging progress thus far, reversing the decline in per capita income growth and re-establishing a basis for sustainable development. To underscore the increased emphasis to be given in 1990-1992 to the social sectors and integration of the social dimension into the restructuring process, the Government has changed the name of the recovery program to "Economic and Social Action Program", and added a special component for a "Priority Social Action Program" (PSAP). 6. At the sectoral level, a strategy has been developed in consultation with IDA and discussed in the PSAP. The Government recognizes that remedying the extensive deficiencies in the education system will require a massive rehabilitation and reform effort, demanding a long term commitment to fundamental change, sustained over a decade and implemented in phases. The first phase (the focus of this project) needs to concentrate on (i) laying the groundwork for the entire reform process through strengthening capacities and working out the details of the measures required in subsequent phases; and (ii) addressing the most immediate needs in the sector, concentrating on issues where it is clear what needs to be done and where failure to act now would have particularly serious adverse consequences in terms of human resource development and the long term growth and development of the economy. 7. Specifically, the priority issues for the first phase include strengthening of: (a) institutional capacities, particularly in planning, management, and implementation, (b) educational quality at all levels, particularly in textbooks and curricula (especially science and mathematics), and (c) mobilization and efficient utilization of resources for education, particularly in regard to maintenance of schools and equipment and use of non-government resources (e.g., contributions by local communities, families, non-governmental organizations (NGO), the private sector) to augment the limited resources that the central government is able to put into the sector. To help facilitate the improvement process, there is a need also for the two main ministries involved, Education (MOE) and Local Government (MLG), to strengthen their collaboration within the framework of increased decentralization of Government. 8. Proceeding along the lines proposed here would build upon and benefit from the activities supported by others, including the following. SIDA has provided assistance in the promotion of basic education through primary and adult literacy and post-literacy programs, the supply of paper and production of primary textbooks, and is considering assistance in the teaching of science in primary education. The ODA has supported a textbook sector study in Tanzania. DANIDA is currently assisting the MOE to develop a preventive maintenance program for secondary schools and colleges with training, equipment and technical assistance support. UNICEF, after working for some time to help the development of community schools, is now directing its attention to the increased involvement of the education system in child survival and development. NGOs have been actively involved  3 in promoting basic education, including the Aga Khan Foundation, the Tanzania Episcopal Conference and the Christian Council of Tanzania. Other aid agencies have participated in the development of vocational training -- UNDP, CIDA, SIDA, DANIDA, NORAD, the Swiss Government and the African Development Fund. WHO and USAID have assisted in a school health education pilot project. 9. In addition, the proposed approach would build upon the experience gained from IDA-supported projects in the sector. The previous seven education projects suffered sustantial delays and implementation problems. In some cases, delays were such that implementation occurred after the objective to be met was no longer high on the Government's list of priorities. Among the lessons that have emerged from an evaluation of the seven projects are the need to: closely involve Tanzanians in project design; define explicit procedures for actions to be carried out at the decentralized level; and sustain a continuous and systematic policy dialogue to ensure that project goals are in line with Government thinking and that changes in Government structure or administrative mechanisms are taken into account by project implementing staff. These and other lessons have been incorporated into the design of this proposed operation. 10. Project Objectives. Within the context of this overall effort by the Government to revitalize, reform, and rehabilitate the education system, the project aims to: (a) strengthen the education sector's capacity to plan and implement appropriate and effectivc education policies and programs, (b) improve the quality of instruction at primary and secondary levels, and (c) improve the mobilization and effective utilization of non- government resources for the upgrading of educational facilities. 11. Project Description. The project will support: (a) an institutional capacity strengthening component contributing to the improvement of (i) training of education managers at central and local levels, (ii) information collection and analysis in the MOE, (iii) capacity for educational research and the use of the results to plan sectoral im'rovements, and (iv) the preparation of studies necessary to assist Government efforts to update the national educational strategy; (b) a quality improvement component contributing to the upgrading of (i) the Institute of Curriculum Development (ICD) which is the source and arbiter of all teaching materials used in Tanzanian schools, (ii) the teaching of science and mathematics at secondary schools, (iii) the production and distribution of more appropriate textbooks for primary and secondary schools, and (iv) libraries at the university, teacher training college, secondary, and primary school; and (c) a component on strengthening the mobilization and effective utilization of non-government resources that will assist communities and local authorities to (i) upgrade the primary school learning environment through better maintenance and rehabilitation of dilapidated primary schools in under-served rural areas, and (ii) expand and improve secondary schools through the use of district-level trust funds, supported by the establishment of a national-level education trust fund (NETF). 12. A breakdown of costs and the financing plan are shown in Schedule A. Amounts and methods of procurement and disbursement and the schedule of disbursements are shown in Schedule B. A timetable of key project  4 processing events and the status of Bank Group Operations in Tanzania are given in Schedules C and D. The map and the staff Appraisal Report No. 7998-TA. dated March 30, 1990, are also attached. 13. Rationale for IDA Involvement. The project is consistent with the Government's priorities and strategy as set forth in its adjustment and recovery program, including the PSAP, and the Policy Framework Paper, where the need to improve social services is emphasized. Furthermore, IDA, as a leading donor in the sector, is well placed to address critical sectoral issues and to mobilize support of other donors within a common framework of objectives and strategies for the coherent introduction of programs and policy reforms. The new initiatives to be launched involve complex issues on which the Government has limited experience and capacity, and thus re-quires technical support. IDA has considerable experience in these areas, including lessons learned in Tanzania and other countries. 14. Agreements: The Government has agreed to: (a) introduce immediately a competitive bidding process for textbook production and distribution; (b) by June 30, 1991, (i) present to IDA a proposal for the revision of teacher salaries, (ii) publicly announce that effective as of that date, private marketing channels would be allowed to open and sell textbooks, (iii) establish the NETF and appoint its Board, Secretariat and Technical Unit, and (iv) finalize a comprehensive school maintenance policy/strategy, providing for a gradual increase in recurrent allocations for school maintenance, for introduction into the system starting in 1992; (d) commencing in Fiscal Year 1991, allow schools to retain half the increase in Government revenues resulting from measures to reduce the gap in school fees between public and private schools, the retained funds to be used for maintenance and/or needs based scholarships; (e) by December 31, 1991, furnish IDA a plan of action for establishing an appropriate financing mechanism to ensure the provision of textbooks to primary students after the project; (f) beginning January 1993, adopt nationally an improved timetable for primary and secondary schools to optimize teaching in the general academic subjects supported by project textbooks; and (g) beginning January 1994, introduce the unified science syllabus in secondary schools nationwide. 15. Benefits. The project is a major contribution to the Government's PSAP. It would assist the Government initiate a process of rehabilitation and reform of the education sector, with improved capacity to plan, manage and finance the delivery of education services. Efficient systems for improving the quality of science courses, and for producing and distributing relevant textbooks, would be established. Approximately four times the current number of students enjoying access to textbooks would be served with suitable textbooks, and improved school facilities would be made available to about 200,000 primary and 16,000 secondary students. Graduates of primary and secondary schools would be better prepared to perform, handle the basic mathematical and scientific concepts needed in daily life, and join a modernizing and expanding labor market. In addition, there would be an increase in the use of the private sector for provision of educational services and the maintenance of its facilities. This would in turn result in increased efficiency in the management of schools and would encourage efficiency in the use of government resources.  5 16. Risks. There are two main risks. First, the capacity deficiencies of the implementing institutions might hamper the progress of the project. This risk is being addressed through (a) a technical assistance component designed to strengthen management capacity, and (b) the proposed annual and mid-term reviews of project performance. The second risk is that unanticipated changes in Governmental policies or the political scene might affect the pace and direction of the reform and revitalization of the sector. To mitigate this risk, extensive efforts were made during preparation of the project to build a broad consensus among Tanzanians involved in education, both within and outside the Government, on the issues, priorities, and appropriate next steps. Finally, the annual- and mid-term reviews of the project will provide the forum and mechanisms for ensuring that the project can be adjusted to changes in the economic and policy environment to meet the objectives of the project. 17. Recommendation. I am satisfied that the proposed credit would comply with the Articles of Agreement of the Association and recommend that the Executive Directors approve the proposed credit. Barber B. Conable President Attachments Washington, D.C. April 26, 1990  Schedule A UNITED REPUBLIC OF TANZANIA EDUCATION PLANNING AND REHABILITATION PROJECT ESTIMATED COSTS AND FINANCING PLAN Project Cost Summary Project Costs a/ Z Total Project Component (US$ million eguiv) Base Foreign Local Total ZFE Costs Strengthening of Sector Planning and Management Strengthening of Education Management 1.2 1.3 2.5 47 5 Development of MOE Information Base 0.5 0.3 0.8 63 2 Educational Research and Studies 0.6 0.8 1.4 42 3 Improvement of Education Quality Strengthening of ICD 1.5 0.8 2,3 66 5 Improvement of Science Teaching 3.4 1.0 4.4 76 9 Strengthening of BHU 0.3 0.0 0.3 92 1 Provision of Primary Textbooks 9.5 2.2 11.7 81 24 Provision of Secondary Textbooks 1.5 0.6 2.1 70 4 Upgrading of School Libraries 2.6 0.4 3.0 86 6 Mobilization of Comunity Resources Rehab/Maintenance of Primary Schools 6.3 9.3 15.6 41 32 NETF Support for Secondary Schools 2.2 1.8 4.0 55 8 TOTAL BASE COST 29.6 18.5 48.1 61 100 Physical Contingencies 2.7 1.8 4.5 61 9 Price Contingencies 4.8 10.1 14.9 32 31 TOTAL PROJECT COST 37.1 30.4 67.5 55 a/ Includes duties and taxes estimated at US$3.9 million equivalent. Financing Plan b/ Foreign Local Taxes Total TANZANIA Government 0.4 1.6 3.9 5.9 Communities 0.0 6.4 0.0 6.4 IDA 22.5 15.8 0.0 38.3 NORAD 2.9 2.0 0.0 4.9 SIDA 11.3 0.7 0.0 12.0 TOTAL 37.1 26.5 3.9 67.5 b/ Includes taxes and duties of US$3.9 million.  Schedule B Page 1 of 2 UNITED REPUBLIC OF TANZANIA EDUCATION PLANNING AND REHABILITATION PROJECT Procurement Method (US$ million equivalent) a/ Procurement Method Project Element (US$million equivalent) Prudent Direct b/ ICB LCB Shopping Contract Other Total 1. Civil works for ICD,TRCs 1.3 2.2 5.2 8.7 MANTEP, school libraries (1.2) (2.0) (3.2) 2. Builiing materials for 13.8 4.6 18.4 primary/NETF schools (13.7) (13.7) 3. Equipment, vehicles 3.0 0.5 0.2 2.6 6.3 and furniture (3.0) (0.5) (0.2) (3.7) 4. Primary textbooks 12.6 12.6 5. Secondary textbooks 1.3 1.3 (1.3) (1.3) 6. Textbook manuscript 1.1 1.1 development services (1.1) (1.1) 7. Library books, teaching 0.5 2.4 2.9 and office materials (0.5) (2.4) (2.9) 8. TA, studies, training, 12.2 12.2 seminars, project prep (11.3) (11.3) 9. Project administration 2.9 2.9 and operational cost (1.1) (1.1) 10. Maintenance and local 1.1 1.1 staff salaries TOTAL 19.4 2.2 1.0 0.2 44.7 67.5 (19.2) (2.0) (1.0) (0.2) (15.9) (38.3) Notes: Figures in parentheses are amounts to be financed by IDA Credit. a/ Includes taxes and duties of US$3.9 million. b/ Includes civil works implemented with community assistance and labor resources, hiring of consultants, procurement of other items through regular Government procedures, or donor agencies procedures in cases where items are expected to be financed under parallel financing arrangements. Estimated Disbursements (US$ million) IDA Fiscal Year 1991 1992 1993 1994 1996 1996 Annual 1.5 5.7 8.2 7.9 7.2 7.8 Cumulative 1.5 7.2 15.4 23.3 30.5 38.3  Schedule B Page 2 of 2 Allocation and Disbursement of IDA Credit Amount of Credit Percentage of Expenditure Category SDR m US$ m to be Financed 1. Ministry of Education (a) Civil works for ICD, 1.97 2.60 100Z of foreign expenditures MANTEP, TRCs and public and 85X of local expenditure secondary school libraries (b) Furniture, equipment, 2.20 2.90 1002 of foreign expenditures vehicles 100% of local expenditures (ex-factory) and 85X of other local expenditures (c) secondary textbooks, 2.72 3.60 100% of foreign expenditures reference books and 100% of local expenditures library materials (ex-factory) and 85Z of other local expenditures. (d) Curriculum/textbook 6.81 9.00 1OOX development, local training, consultants' services and fellow- ships Ce) Research and studies 0.76 1.00 1OOZ (f) Project management 0.60 0.80 1002 of foreign expenditures and non-salary and 50Z of localexpenditures administrative costs 2. Ministry of Local Government (a) Building materials 8.32 11.00 100% of foreign expenditures and expenditures. 100% of local expenditures furniture for (ex-factory) and 85% of primary schools other local expenditures (b) Consultants' services 0.68 0.90 100% and training. (c) Project management 0.15 0.20 1002 of foreign expenditures and non-salary and 50% of local expenditures administrative costs 3. Unallocated 4.79 6.30 TOTAL 29.00 38.30  Schedule C UNITED REPUBLIC OF TANZANIA EDUCATION PLANNING AND REHABILITATION PROJECT Timetable of Kev Project Processing Dates (a) Time taken to prepare: 12 months (b) Prepared by: Government with IDA assistance (c) First IDA mission: April 1988 (d) Appraisal Mission Departure: April 24, 1989 (e) Negotiations: January 29 - February 2, 1990 (f) Planned Date of Effectiveness: September 30, 1990 (g) List of Relevant PCRs and PPARs: Review of Bank/Tanzania Relationships, Sectoral Relations - Education, OED June 28, 1989  Schedule D Page 1 of 2 UNITED REPUBLIC OF TANZANIA STATUS OF BANK GROUP OPERATIONS SPNRO25 - SU14MARY STATEMENT OF LOANS AND IDA CREDITS (As of March 31, 1990) Amount In USI million tle# cancellations) Loan or Fiscal Undis- Closing Credit No. Year Borrower PUrOO Bank IDA bursed Dato Credits S4 Credits(s) Closod 714.99 Of which SECALs, SALs and Program Loans/Credits CA0240-TAN 1987 Tanzania Multi-Sector Rehab. I 46.20 .00 12/31/88 C17410-TAN 1987 Tanzania Multi-Sector Rehab. I 60.00 .00 12/31/88 CA0241-TAN 1988 Tanzania Multi-Sector Rehab. I 26.00 .00 12/31/88 Sub-Total 122.20 .00 C08010-TAN 1978 Tanzania Cashew Nuts II 24.60 0.42 08/30/89 (R) C10160-TAN 1980 Tanzania Grain Storage & MiliIng 43.00 24.41 12/31/90 (R) C10680-TAN 1981 Tanzania Education VII 26.00 2.24 12/31/90 (R) C12290-TAN 1982 Tanzania Forestry II 12.00 3.95 12/31/90 (R) C13700-TAN 1983 Tanzania Mufindi Pulp A Paper 18.00 3.61 12/31/90 (R) C13710-TAN 1983 Tanzania Coal Eng.Credit * 8.30 .83 08/30/90 (R) C14060-TAN 1984 Tanzania Power IV 36.00 3.62 12/31/90 (R) C16360-TAN 1985 tanzania Ports Rehabilitation 27.00 2.72 08/30/90 C18040-TAN 1986 Tanzania Petroloum Sector T.A. 8.00 4.24 06/30/90 (R) C16870-TAN 1986 Tanzania Power Rehab./Energy 40.00 9.24 12/31/90 C16880-TAN 1986 Tanzania Sixth Hwy. (Rehab.) 60.00 38.77 08/30/92 C18100-TAN 1987 Tanzania Telecommunications II 23.00 9.74 08/30/91 C17411-TAN(S) 1988 Tanzania Multi-Sector Rehab. I 30.00 4.08 12/31/89 (R) C18910-TAN 1988 Tanzania Agr. Exports Rehab. I 30.00 28.83 06/30/98 C19890-TAN(S) 1989 Tanzania Ind. A Trade Adjust. Cr. 136.00 83.15 12/31/90 C19691-TAN(S) 1989 Tanzania Ind. & Trade Adjust. Cr. 12.50 1.90 04/10/90 C19700-TAN 1989 Tanzania Nati. Agr. Liv. Resrch. 8.30 7.10 03/31/97 C19940-TAN 1989 Tanzania Agric. Ext. 18.40 18.27 03/31/97 C20600-TAN 1989 Tanzania Tree Crops 26.10 24.01 06/30/96 C19692-TAN(S) 1990 Tanzania Ind. & Trade Adjust. Cr. 10.30 10.73 12/31/90 C209S0-TAN 1990 Tanzania Ports Modernization 37.00 37.36 08/30/97 C20980-TAN 1990 Tanzania Health & Nutrition* 47.60 46.88 08/30/96 C21160-TAN(S) 1990 Tanzania Agric. Adjustment Cr. 200.00 194.39 08/30/92 TOTAL number Credits = 2S 888.00 568.25 Loans 19 Loans(s) Closed 313.06 All closed for TANZANIA TOTAL number Loans = 0 TOTAL*s 313.06 1,680.99 of which repaid 159.76 32.64 TOTAL held by Bank A IDA 153.81 1,648.34 Amount sold 0.09 of which repaid 0.09 TOTAL undisbursed 558.26 Notes: t Note yet effective as Total Approved; Repayments, and Outstanding balance represent both active and inactive Loans and Credits. (R) Indicates formally revised Closing Date. (S) Indicates SAL/SECAL Loans or Credits. The Not Approved and Bank Repayments are historical values, all others are market value. The Signing, Effective, and Closing dates are based upon the Loan Department official data and are not taken from the Task Budget file.  Schedule D Page 2 of 2 UNITED REPUBLIC OF TANZANIA STATEMENT OF IPC INVESTMENTS (As of March 31. 1990) Investment Type of Number FY obligor Business Loan Equity Total 744-TA 1985 Amboni Ltd. General Mfg. 5.6 0.0 5.6 410-TA 1978 Highland Soap General Mfg. 1.3 0.4 1.7 25-TA 1960/64 Kilombero Sugar Food/Food Proc. 4.0 0.7 4.7 460-TA 1979 Metal Products Ltd. Household Uten. 1.3 0.2 1.5 1159-TA 1990 TASCO Sisal Agri.Business 2.0 0.0 2.0 Total Gross Commitments 14.2 1.3 15.5 Less: Cancellations, terminations, exchange adjustments, repayments write-offs, and sales 9.0 1.3 10.3 Total commitments held by IFC 5.2 0.0 5.2 Total Undisbursed 2.0 0.0 2.0 Total Disbursed 3.2 0.0 3.2  __________ IBRO ~~~~~~~~~~~~~~~~~~~21702 i U GAN D A J W- E 7bt-r i I _ Ar C. R8. 8 f; ?X . > -OWO . KE/ NYA [RWANDA f; i4 S AKEKENA \T Z ) A R oE D.,ko Reono Cnf ON0= M W N X T ...... B URU N DI &V....................zA IO MA VIA~ ~ ~ ~~~~~~~~~~~~~~~~~~~~A TolTunogClee t } / ^ 4 " 0 ~ < ~ < \ DqV A R U S H A 1ood. /~~~~~~~~~~~~~~~~~~~~~~~~~ ~t , X M (4E* ,.. Seooedoy *Rood, 0 \ \ > ) > T } ,j' \ ( T Av G AX . *. 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