Tanzania - Sixth Education Project

Documet of The World Bank FOR OFFICIAL USE ONLMY Rqwt No. 9626 PROJECT COMPLETION REPORT TANZANIA SIXTH EDUCATION PROJECT (CREDIT 861-TA) MAY 31, 1991 Population and Human Resources Division Southern Africa Department Africa Regional Office 'his document his a restricted distribution and may be used bv recipients only in tbe performance of| their offwiail duties. Its contents may not otherwise be disclosed writbout World Bank authorization.|  CURRENCY EQUIVALENTS Currency Unit - TSh US$1.00 - TSh Year 1977 . 7.94 1978 - 7.41 1979 - 8.22 1980 - 8.18 1981 - 8.37 1982 - 9.33 1983 - 12.53 1984 - 18.19 1985 - 45.26 1986 - 46.06 1987 - 90.49 1988 = 122.49 1989 - 136.72 MEASURES 1 Meter (M) = 3.28 Feet 1 Square Meter (m2) 5 10.76 Square Feet ABBREVIATIONS ESAMI - East and Southern Africa Management Institute ITC - Instructor Training Center MANTEP - Management Training for Educational Personnel MLSW - Ministry of Labour and Social Welfare MOE - Ministry of Education MOF - Ministry of Finance PPS - Project Planning Section PIS/PIU - Project Implementation Section/Unit UPE - Universal Primary Education UNESCO - United Nations Education Scientific and Cultural Organization VTC - Vocational Training Center GOVERNMENT OF THE UNITED REPUBLIC OF TANZANIA FISCAL YEAR July 1 to June 30  FOR OFFICIL US ONLY THE WORLD SIANK Washington, D.C. 20433 U.S.A. Ok.e of Dibcttw.C.wrl Opwatiom Evuat6o May 31, 1991 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report - Tanzania Sixth Education Proiect (Credit 861-TA) Attached, for information, is a copy of a report entitled "Project Completion Report - Tanzania Sixth Education Project (Credit 861-TA)", prepared by the Africa Regional Office, with Part II of the report contributed by the Borrower. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment This document hais a restrcted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  FOR OFFICIAL ONTLY REPUBLIC OF TANZANIA PROJECT COMPLETION REPORT SIXTH EDUCATION PROJECT CREDIT 861-TA TABLE OF CONTENTS Pane No. Preface . . . . . .. . .. . . . . . . . . . . . . . . . . . . . ...i Evaluation Suinary .........iii PART I PROJECT REVIEW FROM IDA'S PERSPECTIVE A. Project Identity 1...... B. Background 1..... C. Project Objecti-es and Description. . . . 2 D. Project Design and Organization . . . . . 3 E. Project Implementation ..... 3 F. Major Results of the Project ..... 4 G. Project Sustainability ..... 5 H Bank Performance .....6 I. Borrower Performance ..... 7 J. Project Relationships .. ..... .. 8 K. Contractor Services . .....8 L. Project Documentation and Data ..... 8 PART II PROJECT REVIEW FROM BORROWER'S PERSPECTIVE .g A. Project Objectives .... 9 B. Project Implementation ..9 PART III STATISTICAL INFORMATION . . .17 A. Related IDA Credits .. . .17 B. Project Timetable ....19 C. Credit Disbursements .. ..20 D. Project Implementation ....21 E. Project Costs and Financing ...22 F. Project Results ....24 G. Status of Covenants ... . . .25 H. Use of IDA Resources ....26 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 authorixation.  TANZANIA SIXTH EDUCATION PROJECT (IDA CREDIT 861-TA) PROJECT COMPLETION REPORT PREFACE This is the Project Completion report (PCR) for the Sixth Education Project in Tanzania, financed by IDA Credit No. 861-TA. The SDR credit for US$12 million equivalent was signed on January 22, 1979. The original closing date for the credit was July 1, 1985. The Closing Date was extended three times, to June 30, 1986, June 30, 1987, and finally to June 30, 1988. The last disbursement was made on June 12, 1989. The PCR was jointly prepared by the Population and Human Resources Division of the Southern Africa Department (Preface, Evaluation Summary, Parts I and III), and by the Borrower (Part II). Parts I and III this PCR are based upon: the findings of an IDA completion mission that visited Tanzania from September 7 to 19, 1989; visits to the majority of institutions benefiting from the Credit; discussions held in Tanzania with members of the Ministry of Education (MOE) involved in the implementation of the Project; and a study of the relevant files at IDA in Washington. Data for the preparation of the PCR were also obtained from IDA archives, from the PPS in Tanzania, and from site inspections.  - iii - TANZANIA SIXTH EDUCATION PROJECT (CREDIT 861-TA) PROJECT COMPLETION REPORT EVALUATION SUMMARY Objectives 1. The major objective of the project was to assist in the development of critical middle level management and skills training for the modern sector. To accomplish this, the oroject provided for the strengthening of vocational and technical education, improved accountancy training, a program of management training for education personnel, greater access of women to technical education, improved monitoring and evaluation, and a study aimed at increasing the effectiveness of the Institute of Education. Implementation Experience 2. The project was generally well managed. The technical staff of the project unit was very dependent upon the support of the DANIDA specialists. The procurement section was weak. Liaison was adequately maintained between the MOE and the Ministry of Labor and Social Welfare regarding the implementation of the vocational training program. 3. Completion of physical facilities was significantly delayed by prolonged shortages of material and financial resources, problems caused by rapid inflation which made contractors unable or unwilling to fulfill contractual obligations without substantial prices adjustments, poor communications, and lack of fuel and transport services which resulted from border conflicts with Uganda during that period. Results 4. Because of substantial delays caused by the war with Uganda and deterioration of the Tanzanian economy the physical objectives were significantly reduced. Within that reduced framework, the project achieved its physical implementation objectives. Implementation of the vocational training component has been successful in terms of the number of people trained. The Instructor Training Center (ITC) has developed a vital role within the vocational training system, meeting the demand for qualified staff for the * promotion and supervision of in-plant training. The accounting and management training programs responded to the MOE's need for managerial improvement, providing the additional training required to respond effectively to the rapid expansion of the education system. To fully achieve these goals for education management training in particular, it was necessary to shift the emphasis in this component from civil works to additional staff development.  - iv - 5.. The Institute of Education study has influenced the shaping of the eighth IDA assisted Education Project, which includes a component for strengthening facilities, staff development, and additional resources for that Institute. Sustainability 6. The majority of staff at the School of Accountancy and many of the staff at the Hanagement Training for Education Personnal (MWNTUP) trained by the Project are still in place, suggesting a continued impact on the standards of administrative personnel being trained. However, there are increasing concerns about the ability of the institutions to maintain the facilities in the light of financial constraints. Findings and Lessori Learned 7. The continuous program of IDA supervision in this project did much to maintain the momentum of project implementation over an unusually long time period of 10 years, despite the difficult circumstances brought about by adverse macroeconomic conditions. 8. Weaknesses, particularly in the areas of procurement, planning, and local supervision of civil works and general maintenance have been identified, and the need for modification of the underlying procedures noted for future projects.  TANZANIA SIXTH EDUCATION PROJECT (CREDIT 861-TA) PROJECT COMPLETION REPORT PART I: PROJECT REVIEW FROM IDA PERSPECTIVE A. Project Identity - Project Name: Sixth Education Project - Credit Number: 861-TA - RVP Unit: Africa Regional o9fice - Country: United Republic o. Tanzania - Sector: Education - Subsector: Vocational and Technical; Sector Management B. Project Background 1.01. Sector Development Objectives. In the Government's First Five Year Development Plan (1964-69), the major portion of the education sector's investment was directed at resolving the manpower shortage. It gave priority to the goal of self-sufficiency in skilled manpower by 1980 by expanding education at the secondary, higher, and adult education levels; it also resolved to establish a comprehe:.ive education system for adults and children as soon as financially possible. 1.02 Following the Arusha Declaration of 1967 the Government pursued a socialist development strategy. Priorities were shifted in favor of basic education for the entire population and the education curriculum was aimed at greater relevancy to the rural environment. The Second Five Year Plan (1969-74) established the goals of eliminating illiteracy by 1975, and establishing Universal Primary Education (UPE) by 1989. The new Plan also reiterated the goal set in 1967 of reaching self sufficiency in skilled manpower by 1980. The Musoma Resolution of the Governing Party in 1974 accelerated the target of UPE to the end of 1977, while retaining an emphasis in the curriculum on practical skills and self-reliance activities. 1.03 In the Third Five Year Plan (1976-80), the basic objectives remained similar to those charted by the Education for Self-Reliance (Arusha) declaration and the Musoma Resolution. with, however, slightly more emphasis being placed on diversification into practical skills at secondary level, the training of teachers, and the equality of opportunity for women in the system. 1.04 Policy Context. At the time of this project's identification, Tanzania was one of the twenty-five least developed countries in the world, with a per capita income of US$200. The economy was heavily dependent on agriculture with, at that time, 902 of the population engaged in agriculture  and approximately 402 of GDP and two-thirds of total exports derived from agricultural proLiction. 1.05 The Government's socialist development strategy places strong emphasis on rural development and social programs to benefit the poor. Since 1967, government has taken significant control of all economic activities, and reserved some activities to the state cooperative sector. 1.06 Linkage Between ProJect, Sector and Macro Policy Objectives. By 1978 some 902 of the total Standard I (Grade 1) population was enrolled in primary schools, and the rate of effective literacy almost doubled in the period 1967-75. However, the rapid expansion of the system resulted in the emergence of several serious problem areas. Amongst these were: poor quality and efficiency of the education system due to weak management; significant deficits in critical technical skills areas; and low participation of women in secondary and higher education. A number of the project components were specifically designed to address these areas. C. Project Obiectives and Description 1.07 Project Objectives. The major objective of the project was to assist in the development of critical middle .anagement and skill training for the modern sector. To accomplish this, the project provided for: (a) strengthening of vocational and technical education; (b) improved accountancy training; (c) a program of management training for educational personnel; (d) greater access of women to technical education; (e) a study aimed at increasing the effectiveness of the Institute of Education; and (f) an improved monitoring and evaluation system. 1.08 Proiect Components. Three general areas were supported: (a) Vocational and Technical Education: additional equipment, boarding facilities and staff housing for two of the existing Vocational Training Centers at Hwanza and Tanga; equipment, vehicles, boarding facilities, and staff houses for a new Instructor Training Center at Morogoro; 640 additional boarding places for female students at four technical secondary schools. (b) Accountancy Training and Management: expansion of the Dar es Salaam School of Accountancy by the provision of additional teaching, boarding and administrative facilities, staff housing and equipment; the development of a Management Training for Education Personnel (MANTEP) facility at the College of National Education, Bagamoyo, by the provision of finance for the renovation of buildings, equipment  and teaching materials, vehicles, training for ten permanent staff members, and technical assistance. (c) Project related study: in addition to the above main areas, the project financed a study of the role, staffing needs and physical requirements of the Institute of Education. D. Proiect Desian and Organization 1.09 Proiect Design. Preliminary discussions on possible IDA assistance to the Third Five-Year Plan educatioi investment program were held in February 1977. This was followed by a IDA/Unesco project identification mission in July 1977. Further discussions were held with various government agencies in November of the same year resulting in a set of suggested project components vhich were presented to IDA in February 1978. 1.10 Project Organization. The MOE Project Planning Section (PPS), carried out the administrative and professional services for the Project, as it had done successfully for the Education III, IV and V Projects assisted by IDA. 1.11 To ensure adequate liaison between the Ministry of Education (MOE) and the then Ministry of Labor and Social Welfare (MLSW) with respect to the implementation of components (para 1.08) falling within MLSW's purview, the Government undertook to establish appropriate mechanisms for task definition, lines of reporting and responsibility, and procurement procedures. The close coordination did not effectively materialize because of weak implementation capacity in MLSW. 1.12 Appropriateness of Timing. The accelerated thrust towards Universal Primary Education (UPE), taken with the increasing diversification of the secondary schools, created a critical need for effective administrators in the system and a source of skilled practical instructors and trainers. Accordingly, this project, addressing these specific areas, was appropriately timed. E. Project Implementation 1.13 Critical variations in Proiect Implementat. n: Implementation of the construction program was much slower than had been planaeJ, due essentially to the following unforeseen factors: (a) The Tanzanian economy was under severe stress during the period. Ln attempting to ameliorate this stress, the government introduced salary cuts of 1OZ for civil servants, and a withdrawal of leave privileges, bringing about a deterioration in morale and productivity. (b) A second unforeseen factor significantly affects. & the progress of the project arose out of the war with Uganda during the early 80s. This situation seriously affected implementation of the infrastructure program. The Ministry of Defence commandeered much of the available transport for military purposes, making the delivery of building materials to the various sites extremely difficult and uncertain. Security difficulties also precluded effective  supervision by the Project Implementation Section in a number of districts. (c) By 1982 the rapid inflation rate had forced a scaling down of construction targets, further exacerbated by shortages in the supply of building materials. (Direct purchase procedures were recommended as a result of the supervision visit in April, 1983.) As a result of these factors, the project overran by 3 years. 1.14 Partly as a consequence of these factors, and partly because of a shift i& the perceived priorities, the construction targets of the project were not met in their entirety. In particular the projected renovations at MANTEP were not undertaken since the funds targeted were deemed to be inadequate for this purpose and were redirected to additional staff development training. The funds released by these changes were utilised in the purchase of additional books and science equipment for secondary schools. 1.15 The conclusions of an international review panel on reasons for high failure rates in the School of Accountancy. which were presented to goverment after Credit Effectiveness, resulted in a significant enhancement of the priority for this component of the project and amendment of the Credit Agreement. 1.16 Project Risks. The major risks projected in the SAR were envisaged as teing associated vith the project implementation processes (possibly because of difficulties in the PPS) or with coordination between the three Ministries involved. 1.17 The risk areas identified in the SAR proved to be correct, but became critically important because of war and economic deterioration, i.e. factors unconnected with the design of the project ox the particular competencies of the PPS. F. Maior Results of the Project 1.18 Within the extended time frame, the project'did eventually achieve its major physical implementation objectives. The boarding facilities and staff houses at the Vocational and Technical institutes were completed, but those planned for the School of Accountancy were scaled down because of a late start caused by problems with the contractor (see section K), and the dramatically reduced purchasing power of the Tanzanian shilling. As already stated (para 1.14), the renovations planned for HANTEP were not carried out at all. By October 1985, the revised Project cost had risen to TShs 229.5 million (SOX above appraisal). These upwardly spiralling local costs caused serious delay because of the consultation procedures required to bring about shifts in the disbursement patterns. 1.19 Manpower Training. This objective was b hieved for the School of Accountancy. Twenty six of the staff successfully completed one year courses in accountancy and .teaching methodology, at various institutions in the U.K., while a further ten completed three month courses in training of trainers and training management. Additionally, one member of staff received a Diploma on Accountancy, and another a masters degree in Business Administration. This  - 5 - training programie reached approximately 80? of the staff in the School during the period 1984/85, the majority of whom returned to their posts in the School after completion. 1.20 In MANTEP the fetus of training was changed from a broad range of experiences in several countries having institutions with goals similar to those envisaged for MANTEP, as a basis for its shaping its courses and development, to one in which the members of staff selected attended specific overseas institutions mostly in U.K. for courses leading to higher degrees. In this revised programs, 4 members of staff obtained masters degrees, one a Ph.D, and 8 obtained diplomas in aspects of education management and training. Only 6 members of staff undertook study tours, and these were confined to Kenya and the U.K. Five of the staff who successfully completed higher degrees moved on to other employment and were lost to the College. In terms of retaining trained manpower for MANTEP therefore, the Project was less successful than it was for the DSA. 1.21 Proiect Impact. The Project initially improved the availability of student boarding places at both vocational training centers (VTC), although the facilities provided at the Tanga VTC under the project are already in a severe state of degradation, so as to render them virtually unusable. This appears to have been due to very poor security and inadequate supervision by the staff of the Center. By contrast, the facilities provided to the Technical High School in Tanga are in an excellent state of repair and are obviously well maintained. Improved boarding facilities at Tanga and other Technical Schools was planned in particular to improve access to technical education for girls. It was expected that the provision of some 640 boarding places for girls would expand their enrAlment in vocational education to some 25Z of the total. In fact, because of increased costs and some design changes in the plans, 504 places were provided. This should have produced a significant impact on numbers of girls, but the actual increase in numbers over the five years 1984 - 1989 was only 90 girls, a percentage increase from 12.1Z to 14.6? of total, about half the target prediction contained in the SAR. This disappointing impact suggests that the real reasons for the non-participation of girls in tecnnical education are not confined to those of accommodation. It further suggests that the appraisal for this component of the Project was less than adequate. 1.22 Modifications to existing facilities at the School of Accountancy have greatly improved the administrative facilities, but the staff housing program, renovation of kitchen facilities and improvements to the School water supply were not completed. The non-completion of an improved water supply is particularly deleterious to the functioning of the School and significantly reduces the impact of other items supplied to the School by the project. 1.23 Human resource development has been significant in terms of the number of individuals who received further training. G. Project Sustainability 1.24 Construction Works. In discussions with the Tanzanian administrators at the various project sites visited, maintenance of the "new" facilities emerged as a key concern. Provided this coincern can generate  adequate maintenance resources, these project components should have a sustained impact over several decades. 1.25 However, in some cases, as has already been noted, a rapid deterioration in buildings and equipment was observed, suggesting that increased regular inspection by the MOE may be required if these benefits are not to be lost. 1.26 Manpower Training. The majority of staff trained for the School of Accountancy are still in place (1989), suggesting that they should be having a sustained impact on the standard of accountancy personnel being produced. As already noted in para 1.20, there has ben some attrition of the staff trained for MANTEP. However those still with MANTEP are bringing the benefits of that training to their teaching. H. IDA Performance 1.27 Strengths and weaknesses. The continuous program of IDA supervisory visits did much to maintain the momentum of the Project under very difficult circumstances, providing valuable assistance in making mid-course corrections to the project as dictated by the changing economic circumstances. However, the several changes in IDA supervisory staff presented some problems in continuity. (The records indicate that 15 officers were involved in the supervision of this project, with only two officers showing involvement over a continuous period of two years or more.) 1.28 The slowness of comuunication and decision sharing between the MOE and IDA contributed significantly to delays of certain aspects of the Project, particularly where a change of direction was contemplated by government (e.g., changes in the manpower training program). 1.29 A total of 20 IDA supervision visits were made between the date of Effectiveness and the Closing Date. These missions tended to focus on civil works implementation and procurement issues, and it appears that insufficient attention was given to assessing the achievement of educational targets and institutional development objectives. 1.30 Lessons Learned. The main difficulties encountered in this Project were due to factors (rapid inflation and the war with Uganda) outside the control of the project planners or implementors, and therefore major lessons of general applicability are not easy to identify. 1.31 Several points have been noted: (a) The failure to significantly improve the participation of girls in technical education indicates that appraisal missions should be cautious in accepting the obvious as the most important factor in a given problem. In this instance more careful appraisal might have uncovered the real reasons (perhaps traditional role perceptions), and been able to incorporate a strategy to meet them. (b) Where it can be anticipated that supervision visits will be undertaken by different members of staff, the guidelines regarding  flagging of anticipated critical areas for close supervision are particularly important and should be followed. (c) The purchase of inappropriate or inferior plant such as the cooking equipment purchased for the VTC in Tanga, and the design faults in some aspects of the civil works such as the problem in the water supply reaching the School of Accountancy, suggest that there was poor assessment of local technical expertese or the technical assistance provided under the Project was too little and not directed to areas of need. (d) There was gross and rapid deterioration of some facilities provided under this project. (e.g. boys hostel for the VTC Tanga). In the planning and design of subsequent projects, attempts should be made to build in provision for the maintenance and security of the facilities constructed under the project. I. Borrower Performance 1.32 Bearing in mind the transport and security difficulties extant during implementation of the Project, the Project Planning Section (PPS) carried out its administrative and professional activities expeditiously. 1.33 As indicated in para 1.31(d), greater attention to specifying the exact type and description of equipment required, particularly for the catering facilities in the VTCs, would have avoided the purchase of inappropriate items (e.g., gas instead of electrical cookers). 1.34 Consultation with local or foreign experts to assess the quality of imported machinery for the vocational and technical education programmes when compared with the specifications on which the contracts were agreed, could have avoided the acceptance of below standard items whose working life was very short. 1.35 The decision to allow direct import of building supplies, i.e. not through a local supplier, first recommended by IDA in April 1983, was not agreed by MOE until May 1984. 1.36 Indecision over the site for MANTEP delayed implementation of the civil works for this component, until they were deleted in the reduction in project scope caused by inflation and changing priorities. 1.37 It would appear that implementation planning for the MANTEP component of the project was less than adequate in that no budgetary provision was made in 1980/81, and the MOE was uncertain on how to incorporate MANTEP within the overall Ministry structure. MANTEP development was further delayed by the MOE's intention to change its location from Bagamoyo to some more centrally located site. A decision to this effect was made and then reversed by government.  J. Project Relationships 1.38 IDA and the Government of Tanzania maintained a positive working relationship throughout the project. However, greater continuity in IDA staff would have further strengthened this relationship. As already noted in para 1.11, the planned close cooperation between the HOE and the MLSW was rendered ineffective by weak implementation capacity in the MLSW. Future Projects should incorporate explicit coordination arrangements to address this vital issue. K. Contractor Services 1.39 Pior contractor performance in several aspects of the civil works components suggests that closer and more frequent supervision by appropriately qualified members of the Ministry's PIS would have improved quality of the work done and assisted in maintaining a reasonable time scale. Again the project design could and should incorporate such requirements. 1.40 Contractors should, as a prequalification for tender, be required to provide proof of adequate financial resources to guarantee continuation of the contractor work while waiting for periodic payments. 1.41 Thorough technical study of local conditions relevant to planned civil works would avoid later problems and expensive modifications to design. Cases in point are the water supply to the School of Accountancy (local mains pressure inadequate) and the use of wood in the only external stairs to the second story of the boarding facilities at the VTCs (poor durability in tropical climate, and a fire hazard). This point further emphasises the MOE's reduced capacity for technical design and management during the period of the Project. L. Project Documentation and Data 1.42 The SAR and legal documents provided an adequate framework for IDA and Borrower during implementation.  -9- PART II. PROJECT REVIEW FROM BORROWER'S PERSPECTIVE A. Project Objectives. 2.01 The Sixth IDA supported Education Project had the major objective of assisting in the development of critical middle level management and skill training for the modern sector. In order to accomplish this objective, the following components were financed through the credit: (a) Provision of student and staff accommodation at the Tanga and Mwanza Vocational Training Centers; (b) Construction of a new Instructor Training Center at Morogoro; (C) Construction of girls dormitories at four technical schools (Tanga, Moshi, Ifunda, and Mtwara); (d) Improvement of facilities and expansion of the facilities at the Dar es Salaam School of Accountancy; (e) Kanagement training for Educational personnel (MANTEP), Bagamoyo. B. Froject Implementation 2.02 Vocational Training Centers at Tanga and Mwanza: (a) Specific objectives of this component were the quality improvement of the Centers by provision of student and staff accommodation. The emphasis was on the enhancement of equity through the provision of accommodation for rural students, enabling them to pursue technical education; and increasing the retention of staff by providing suitable accommocation. (b) civil works carried out at each center were: dining hall and kitchen; 2 girls dormitory blocks; 3 boys dormitory blocks; 9 three bedroom houses; 7 two bedroom houses; 1 Principal's house. Construction work has been completed, and the facilities are in use. Construction was delayed due to shortages of building materials during the Project life. Direct importation required approval by Treasury, IDA, and Flimu Tender Board - a protracted process, subscribing to further delays. Delivery of materials also took a long time. (c) Furniture. All furniture has been delivered and installed.  - 10 (d) Nquipyent. Kitchen euipment and vehicles were delivered. However, the kitchen equipment delivered was found to be inadequate because of incorrect upecifications. 2.03 Ov-rall Assessment. Despite the delay in construction work, and the short-comings of the kitchen equipmnt, the project objective has been achieved. Rural students are being accommeodated at the colleges, and are pursuing vocational studies. Teachers are assured of suitable accommodation, and the retention of staff has improved. It is hoped that the quality of vocational training will be improved at the centers. 2.04 Instructional Training Center, Noroooro. (a) Specific objectives of this component were manpower devolopment and quality improvement in the training of instructors (teachers) for the existing VTCs and for the new Centers envisaged for the expansion throughout the country. The component included the construction of facilities, furniture, and equipment, and the provision of quality improvement courses for teaching staff in the methodology of teaching vocational and technical education. (b) Civil Works: 1 administration block; 2 student hostel blocks; 5 staff houses; 1 Dining hall/kitchen; 1 library; workshops for automobile, electrical and civil engineering science laboratories. Notes on the civil works (i) Construction was started later than scheduled because of delays in the completion of designs and tender documentation; (ii) The lowest tender received was for TShs 23.9 million, while the budgeted amount was only TSh 16.9 million. (iii) As a result of this shortfall in funds, the civil works were reduced by omitting the following facilities: general storage building; girls' dormitory; matron's house; dispensary; masonry/carpentry workshop reduced in size by three bays. (iv) Negotiations with the contractor to accept the reduced size of the contract and protracted correspondence with IDA to get the necessary approval, further contributed to delays in starting construction; (v) During construction, considerable delays were experienced due to shortage of building materials, petrol and allied products, and transportation availability to the contractor.  - 11 - (vi) Direct importation of building materials, plant and vohicles was again a lengthy process necessitating gaining approval from Treasury, IDA, and the Elimu Tender Board. (vii) The civil works have been completed, but short-comings have been noted in the quality of work, unfinished work such as pavements and street lighting, and drainage problems in the toilet system. (c) Furniture order is complete, all furniture has been delivered, installed and is being used. (d) Equipment. Most of the instruction euipment has been delivered. However, some of the equipment from the supplier in India was found to be defective - either damaged in transit or at the Port. The Centre also complained that this euipment was sub-standard. Kitchen equipment was again found to be inadequate due to incorrect specifications. (e) Staff development. The project funded 21 scholarships to teachers at the College. Courses included training in management; training of trainers; and a study tour. 2.05 Overall Assessment. Despite the serious delays in construction, changes of project requirements and costing, shortcomings in the quality work, and outstanding items, the project objectives have been achieved. The College is in operation and has since benefited from additional support from SIDA. 6. Provision of Girls, dormitories at four Technical Schools: (Tanga, Moshi, Ifunda, and Mtwara) (a) Specific objective of this component was to improve access of women to technical education by providing hostel accommodation. The project aimed at the provision of 160 hostel places for women to each of the existing four technical schools, resulting in an increased participation by women in technical education of 3% by 1983. (b) Civil works. At each school the following facilities have been introduced: double story blocks of dormitories; matron's house; and a sickbay. Notes on civil works: (i) The design for the Ifunda dormitories was changed to four single storey units instead of two double story blocks. This was done as a result of the difficulties experienced at other institutions in supplying water to the second storey.  - 12 - (ii) Construction work at all sites was delayed due to the shortage of building materials and fuel for transport experienced during project implementation. Direct importation delays were again encountered in this component. 2.06 Overall Assessment. Despite the delays in completion of construction and the delivery of furniture and equipment, the project objective has been achieved. The overall enrollment of girls in technical education at the four technical schools has increased from 12.0% in 1984 to 14.6% in 1989. Overall participation of girls in technical education at secondary school level is 12.2%. (1984 figures: 2220 boys, 306 girls; 1989 figures: 2313 boys, 396 girls). 2.07 Management Training for Education Personnel (MANTEP, Bagamoyo). (a) Main objective was institution building, by improving the competency of staff at the college through training and the provision of teaching materials and equipment. This increasing effectiveness would lead to improvements in the training process for educational administrators and managers at different levels in order to increase efficiency and hence improve the quality of the education system in the country. In order to maximize the improvements in training processes, some renovation of facilities and the provision of furniture were also included. (b) Allocation of Funds: (in Tz. shillings) Original Revised Budget Budget Renovation 750,000 - Furniture 200,000 10,000 Equipvt&nt and Books 3,461,000 208,211 Staf' development * 287,789 Technical Assistance 440,000 TOTAL 4,851,000 506,000 =mm====== am=====5 * No separate figure stated in Project costs table. (c) Civil works. Renovation and alteration of the old Fathers, building into offices and seminar rooms. Note on civil works. No civil works were undertaken, as the funds allocated were deemed inadequate and re-allocated to staff development.  - 13 - (d) Furniture. Furniture was not purchased because the renovations were not made. (e) Equipment. Teaching equipment, books, and vehicles were procured and delivered. (f) Technical assistance was not recruited. It was felt that there was a more pressing need to develop MANTEP staff, who would then be able to identify the training needs. (g) Staff development: 10 members of staff attended a one month specially tailored course in educational management at the East and Southern African Management Institute (ESAMI) Arusha. Longer overseas courses ranging from one to throe years were made avdilable to staff leading to enhancement of their skills in Education Management and Administration. All the staff have resumed duties at the College with the exception of two who have been transferred. 2.08 Overall Assessment. While the staff development objective has been achieved, there has been no improvement in the facilities. The college still has problems of limited office and teaching accommodation. Renovation of the existing facilities is now being undertaken through local funding with technical assistance from Unesco and the Director of Antiquities. 2.9 School of Accountancy DSM (a) Main objectives of the component were manpower development and quality improvement in training of accountants, bookkeepers and material management. The emphasis was on the quality improvement of the training for both pre-service and in-service students, and thus to improve the calibre of trained personnel in parastatals and government lepartments. The project aimed at increasing enrollment from 455 to 1015. (b) Civil works: After careful assessment of the training needs against the available funds, some aspects of the civil works planned for this component of the project had to be scaled down, and others added. The facilities omitted were: dispensary/ sickbay; new administration block; 1 new hostel block for girls; 24 staff houses; 2 model offices; renovation of hostels. The facilities constructed were: 22 staff houses; 2 classroom blocks; a water t6wer; dining hall and kitchen. Facilities renovated or modified were: an administration block converted into a printing unit; one classroom block into teaching staff offices; and an existing kitchen and dining room renovated (c) Furniture, equipment and vehicles were procured and delivered. (d) Implementation of this component was considerably delayed and not completed by the credit closure date. Construction work is still in progress now (September 1989). An International  - 14 - Accountancy review panel was formed early on in th- project to roview the problems of high failure rates in Tanzanian Accountancy *xaminations; th- review report was submitted by July 1, 1979 for comment by IDA. An action plan to ensure effective training of accountants in Tanzania was presented by government to IDA on 28 November, 1980. The consequent changes in priorities for this aspect of tho project necessitated several revisions in design to include a training component and recruitment of consultants; requiring the credit agreement to be amended. This was done on March 9, 1982. There were throe changes of architects dealing with the project and design had to be restarted. The above factors contributed to the delay in starting up this project component. Construction work began in February, 1984, but could not proceed smoothly due tot land dispute with neighbors; shortages of building materials; contractor's lack of financial resources; weaknesses in contractor's management. The first contractor was rejected by government, but insisted upon by IDA. The contractor failed to begin construction and had to have his contract terminated A new contractor was recommended for appointment by the Elimu Tender Board but rejected by IDA. This contractor was eventually awarded the contract after protracted negotiations and approval of the Accountant General, IDA, and Elimu Tender Board. This contractor started construction on January 1, 1985, and was scheduled to complete the civil works by May, 1987. However, construction work was again delayed by shortages of building materials in the country, necessitating direct importation approval and inadequate budgetary allocation, affecting the cash flow to the contractor. By the closing, about 70% of the civil works had been completed. Outstanding works are expected to be finalized by December, 1989. (e) Furniture. All items of furniture have been delivered on site. Placement in staff houses awaits completion of civil works on houses. (f) Equipment, teaching materials, and books. All teaching equipment, instructional materials and consumable have been delivered. Vehicles have been purchased and are in use, or have mechanical problems. (g) Kitchen equipment has been delivered. However, the type of equipment purchased was of the wrong specifications. Kitchen equipment includes: electric boilers, 5 deep freezers, 10 water fountains. (h) Staff development. A total of 38 tutors received scholarships for short (3 months), and long (one year) courses in the field of accountancy training and associated cou:ses for an overall total of 325 staff months.  - 1S - (i) Technical assistance. A short term consultart was recruited to assess the needs and prepare a plan of operation. A second consultant, was appointed for one year to study the faculty development needs for DSA. Five oxpatriate tutors were hired from India, Pakistan and Sri Lanka for two year contracts. 2.10 Overall Assessment. Conotruction work has been behind schedule and the finalization of civil works very much delayed. The renovation and construction work completed to date, is of good quality and groatly appreciated by the staff. The provision of good standard equipment and books and other materials has greatly improved the teaching. The training of seven tutors has been very successful. Teachers are more competent and dedicated to their work. The provision of staff houses at the Institute is very much appreciated and will go a long way towards attracting and retaining present staff. The problem with regard to the kitchen equipment lies in incorrect specifications. The equipment purchased is for use in the home and was not designed for large scale catering. Water supply appears not to have been considered at appraisal, and continues to be a major problem. The changes in the project design and the omission of certain facilities may indicated inadequate appraisal. The project has been implemented in patches. The dormitories which are in a very poor state, require urgent renovation for the overall benefit of the project. 2.11 Project related studies. Pre-investment study of the Institute of Education ($75,000). (a) Objective of the study was to carry out a feasibility study of the Institute with a view to defining its future role, assessing its staffing needs, and planning for its physical expansion. (b) Implementation. The study was carried out and a report submitted to IDA. The Institute has been established as a separate entity in temporary (prefab) offices provided by the MOE. The Institute faces continuing problems of accommodation, equipment and other support. There has been little follow-up to the recommendations contained in the report. However, under the Eighth IDA financed Education Planning and Rehabilitation Project, some support for the Institute is planned. 2.12 General Assessment. Despite the delay in construction caused by adverse economic conditions leading to shortages of essential building materials, the Sixth IDA Education Project Credit 861-TA has been very successful. The cooperation between IDA and the MOE has been very useful in the project implementation. 2.13 During the implementation, the close supervision and easy communication with the main office was very useful. IDA showed understanding of the prevailing conditions and hence readily approved direct importation of essential building materials. Towards the Closing date of the credit, it was realized that some savings would be made on the project. IDA understood the shortage of books and science equipment in our secondary schools and readily agreed to the government request to produce  - 16 - additional equipment and textbooks for the project schools as well as other government schools in the country. 2.14 The Government of Tanzania is very approciative of the cooperation and we look forward to sustaining this cooperation in future. Fr  - 17 - PART III: STATISTICAL INFORMATION A. Related IDA Credits Table 1: OTHER RELATED CREDITS Credit Year of Title Purpose Approval Status Credit 45-TA To expand and improve 1963 Completed First Education secondary education. 12/67 Project Credit 149-TA To increase enrollments in 1989 Completed Second Education Government-assisted secon- 12/76 Project dary schools; diversify secondary school curriculum; expand primary teacher training; develop agricultural, commerce and technical subjects in teacher training colleges and secondary schools. Credit 232-TA Improvement of facilities 1971 Completed Third Education for agricultural education 4/78 Project and training to increase the supply of trained manpower to meet agricultural sector targets during the Second Development Plan (1968-1974). Credit 371-TA Expansion of lower secondary 1973 Completed Fourth Education education; increase product- 12/80 Project ion of primary teachers; Improve quality of primary teachers in health/science fields; increase output of skilled craftsmen; expand supply of doctors and the*ir supplementary training in rural health activities; establish experimental Community Education Centers; Study to rationalize management training system.  - 18 - Credit 607-TA Provide logistical support 1976 Completed Fifth Education and housing to Village 6/82 Project Management Technicians; assist diversification of secondary school curricula; rationalize/upgrade training of accounting and auditing personnel; improve data base for planning primary and secondary school development. Credit 1056-TA Improve quality of primary 1980 Ongoing Seventh Education education and provide poorer Closing Project districts with greater access Date: to primary; improve quality Dec. 31, and increase output of secon- 1990 dary education; enhance capacity of key Governmental and parastatal agencies to manage the sector. Credit 2137-TA Strenigthen sector capacity May 22, 1990 Not yet to plan and implement (approval) effective effective education policies and programs; improve quality of instruction at primary and secondary levels; strengthen mobiliza- tion and utilization of non-government resources to upgrade and expand educa- tional facilities.  - 19 _ B. Proiect Timetable Table 2: PLANNED, REVISED AND ACTUAL DATES OF PROJECT TIMETABLE Date Revised Actual Planned Date Date Identification Mission: 07/77 Preparation: 02/78 Departure of Appraisal Mission: - - 04/78 Conclusion of Negotiations: 09/78 11/78 11/78 Board Approval: 12/78 - 12/78 Signature of Credit Agreement: 12/78 01/79 01/79 Credit Effectiveness: 04/79 06/79 06/79 First Disbursement: 03/80 0Os8i 03/81 Last Disbursement: 06/84 06/88 06189 Completion Date: 12/84 12/88 12/88 Closing Date: 06/85 06/88 06/88 3.01 Comments on Project Timetables. The adverse economic and social conditions which existed in Tanzania during the period of the credit and a reappraisal of the MANTEP and School of Accountancy components of the project necessitated major changes in the implementation schedule (Part I, paras. 1.14, 1.15, and 1.16).  C. LOAN DISSIESEMENTS Table J: CUWUTIVE ESTIMATED AND ACTUAL DISBURSEMENTS (USJ'ooo) Sank Ft 10S0 1981 19C2 1908 1964 19J6 196 19C7 1908 19S9 Appraisal Estimut. 60 060 4180 N660 11250 12000 0 a e Actual 49.9 129.7 64.2 2176.C 460S.4 6440.2 6271.5 C 082.6 100*9 12000 Actual as X of Estimate 68.2 in 2I.4 26.2 86.2 46.3 62.8 67.4 68.6 100 Date of Final Disburement 06/14/66 -..----,---.-----__--_--------_-----_-------------------__-------------------__-----------------------------------------_-----  - 21 - 0. PROJECT IMPLEMENTATION Table 4: PLANNED AND ACTUAL COMPLETION DATES FOR CIVIL WORKS Projoet Component. P annod ActuoI Months of Completion Complotion Delay Civil Works: Vocational Training Centras Tonga 03/82 04/U4 26 M,anza 11/82 12/64 25 Instructor Training Center 12/U4 04/87 28 Technical Secondary Schools Ifunda 12/82 03/88 63 Moshi 12/82 04/88 64 Mtwara 03/U3 04/63 61 Tongs 03/83 06/39 75 School of Accountancy 06/84 09/89 83 MANTEP, BOganoyo 03/82 Not imploemnted Furniture and Equipment: VTC - Tango and Mwanza 03/64 06/04 2 Instructor Training Center 06/84 09/64 3 Technical Schools - Tangs 06/64 09/64 4 - Mtwara 06/64 09/6 3 - Ifunds 01/U6 01/66 0 - Moshi 07/64 - - School of Accountancy 09/84 12/86 15  E. Project Coats and Financing Table 6: PROJECT COSTS (US1000) -------------------------------------------------------------__--------------__------------------------------------------------ Estimated Costs Actual Costs Category Local For-ign Total Local Foreign Total Govt. IDA Total (IDA) Govt. IDA Total (IDA) Civil Work. 2C10.00 2820.00 4830.00 3640.00 8370.00 2916.00 2692.00 5606.00 846.00 6464.00 Furniture 60.00 18.00 78.00 672.00 660.00 307.00 268300 890.00 6629.00 6219.00 ' Equipment and Vehicles 20.00 180.00 200.00 970.00 1170.00 120.00 116.00 242.00 647.00 S80.00 Project Administration 190.00 353.00 643.00 67.00 830.00 194.00 179.00 373.00 1666.00 2039.00 Technical Assistance 10.00 10.00 20.00 40.00 60.00 70.00 65.00 13C.00 24.00 169.00 Training 0.00 0.00 0.00 0.00 0.00 Contingencies 1210.00 0.00 1210.00 8910.00 5120.00 TOTALS 4000.00 2881.00 6881.00 9119.00 16000.00 8613.00 3335.00 6948.00 6612.00 16760.00 'Note 1: 'Local' costs include IDA financing as defined in SAR. (48%). Accordingly, those local costs are shown In breakdown as well as total. Comments on Project Costs. Training costs and additional equipmnt and vehicle disbursemonts *gred during the project lmplementation appear to have been is-categoriaed and appear within the furniture and project administration categories. S .  - 23 - Table 6: PROJECT FINANCING (US '000) Source of Funds Planned Revised Final (SAR) IDA Credit 12,000 - 12,000 Government 4,000 3,613 TOTAL COSTS 16,000 15,613 3.02 Comments on Project Financing. The IDA Credit of US$12.0 million equivalent represented 75? of the total project cost of US$16.0 million including duties and taxes, or 83Z of the project cost net of taxes. The IDA Credit financed the foreign exchange and 482 of the local currency component. Table 7: ALLOCATION OF CREDIT PROCEEDS Category Original Actual Allocation Disbursements - ________--in US$-------------- (1) Civil Works ex. Part D 3,600,000 3,538,962 (2) Furniture, Equip, and Vehicles 1,450,000 5,756,602 ex. Part D (3) Consultants, Studies, etc. 250,000 763,539 (4) Project Administration 250,000 89,129 (5) Part D (a) Civil Works 2,200,000 229,365 (b) Furniture, Equipment, etc. 350,000 346,699 (c) Local, Overseas Training 0 995,315 (d) Consultants 0 280,388 (6) Unallocated 3,910,000 0 TOTAL 12,000,000 12,000,000 3.03 Comments on Allocation of Credit. Planned allocations for civil works in the School of Accountancy were reduced by agreement in December 1982. Allocation was increased for vehicles and equipment. Due to lack of budgetary commitment and inadequate planning, the civil works envisaged for MANTEP were not implemented (para 15). During the course of the project implementation, significant allocations were directed to training, both overseas and local for the School of Accountancy and MANTEP (Table 8).  - 24 - F. Pro1ect Results Table 8: DIRECT BENEFITS OF POLICY Board. Places Sickbay Matron Hse Staff Hse Dining SAR Actual SAR Act. SAR Act. SAR Act. Room Increased Facilities Vocational Training Centers 300 336 - - - - 30 34 1 Technical Secondary Schools 640 504 - 4 4 - - Instructor Training Center 160 112 - - - - 5 5 1 School of Accountancy DSM 150 - - 22 22 Participation of Girls in Technical Education 1984 1985 1986 1987 1988 1989 Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys 306 2220 304 2310 307 2372 297 2434 335 2352 396 2330 12.1Z 11.6Z 11.5Z 10.9Z 12.5Z 14.6Z Fellowships and Training Grants Employer -------Country Where Training Taken--------- Kenya U.K. US/CAN. JAPAN ITALY MAN/ MONTHS MANTEP 6 22 0 0 0 216 Ministry of Education 4 20 3 5 1 138 Instructor Training Center 6 4 0 0 0 11 Vocational Training Center 0 0 0 0 12 36 School of Accountancy 1 39 0 0 0 325 Ministry of Finance 1 0 0 0 0 1 3.04 Comments on Direct Benefits of Proiect. The total number of new student places planned for in the SiR was 720 (SAR para 4.02). The goal of improving access of women to technical education was approximately 80Z successful in terms of the number of bording places created. However, the anticipated increase in participation was not achieved - possible due to lack of interest of girls in technical careers.  - 25 - Table 9: PROJECT STUDIES Purpose as aefined Impact at Appraisal Status Pre-Investment Definition of Completed Influential in Study: Institute's role and planning 8th Inst. of Education assessment of human Education Project. and material needs. Project Monitoring Preparation of PCR. MOE report and Evaluation completed. 3.05 Com_ents on Studies Components. The Pre-Investment Study produced very ambitious proposals for expanding the facilities and work of the Institute. The 7th Project did not take up any of these proposals, but the 8th Project includes a component to begin the construction of permanent facilities for the Institute, to improve its resources, and offer additional staff training. G. Status of Covenants Table 10: COMPLIANCE WITH COVENANTS Section Covenant Status of Compliance 3.02 Employment of necessary staff operation of Instructor Training Fulfilled Center and DSM School of Accountancy. 3.03 Submit staff development plans for Instructor Training Center DSM School of Accountancy and Management Training Programme by 12/31179. 3.04 Submit TORs for specialists required a for MANTEP and East Africa Management Institute instructor training programme by 12/31/79, and employ specialists by 03/31/80. 3.06 Include in the PIU a representative of the Ministry of Labour. 3.09 Maintain appropriate records. Monitor and evaluate the project and submit TOR for such monitoring and evaluation by 12/31/79. 4.02 Maintain buildings, furniture and Generally equipment. fulfilled, but con- strained by inadequate * budget(para 2). 4.03 Cause PIU to employ qualified staff Fulfilled and to ensure adequate training for ocal staff. 4.04 Cause Project institutions to operate adequately.  - 26 - Table 11: STAFF INPUTS BY STAGE OF PROJECT CYCLE (STAFF WEEKS) Stage of Planned Revised Final Project Cycle Identification _ 4.0 Appraisal-Board Approval - _ 9.0 Supervision Not specified - 45.0 3.06 Staff I2uts. While a total of 20 supervision visits were made during the project implementation, its extended duration presented some problems in maintaining the continuity of that supervision. Table 12: SUPERVISION MISSIONS month/ No. of SW Specialisazion Performance Types of sE Persons Feld Roented Ss Problem 04/79 1 2.0 Educator - Not effect. 10i9 2 6.8 Educ./Architect 1 04/80 2 6.4 Educ.IArchitect 1 11/80 2 6.4 Educ./Architect 2 Financial 04/81 2 8.0 Educ./Architect 2 Te&hnical 10/81 4 13.6 Tech Ed./Arch./ Fin.Mng./Fin.Any 2 Technical 04/82 2 5.6 Arch./Voc.Ed 2 FinanceJTech 10/82 3 5.4 G.Ed.Noc.Ed/Arch 2 Finance/Tech 04/83 2 4.8 Voc.Ed/Arch. 2 Finance/Tech 10/83 4 4.0 D.Chief/G.Ed. Voc.Ed/Arch. 2 FinancelTech 03/84 1 4.0 Voc.Ed. 2 Fia.TechAPolitic 09/84 3 6.0 G.ed/Voc.Ed/Arch 2 Finance 03/85 3 2.0 G.EdNoc.EdlDisb. 2 Technical 10/85 2 2.0 G.Ed/Architect 2 Technical 02/86 3 6.0 G.EdlArch/Fin. 2 Tech.lFinance 03/87 2 4.8 G.EdlArch. 2 Tech./Finance 03/87 1 3.0 Architc 2 Tech./Finance 09/87 1 3.0 G.Educ. 2 Tech/Finance