Guinea - Higher Education and Research Sector Study

Document of FILE COPY THE WORLD BANK For official use only C N I U IA Report No. 12009-GUI REPUBLIC OF GUINEA HIGHER EDUCATION AND RESEARCH SECTOR STUDY Green Cover Report FILE COPY CONFIDENTIAL: Report No.:12009-GUI Type: (SEC) Title: HIGHER EDUCATION SCIENTIFIC RE Author: PROUTY, ROBERT Ext.:37532 Room:J8006 Dept.:AF1PH Occidental and Central Africa Department Population and Human Resources Division LIST OF ACRONYMS CERESCOR Centre de Recherche de Conakry-Rogbané COU Centre des Oeuvres Universitaires CRAF Centre de Recherche Agronomique de Foulayah CRAK Centre de Recherche de Kilissi CRAKO Centre de Recherche Agronomique de Koba CRHB Centre de Recherche Halieutique de Boussoura CRZF Centre de Recherche Zootechnique de Faranah DAAF Division of Administrative and Financial Affairs DEA Diplôme d'Etudes Approfondies DES Diplôme d'Etudes Supérieures DEUG Diplôme d'Etudes Universitaires Générales DNESUP National Directorate of Higher Education DNRST National Directorate of Scientific and Technical Research ENAE Ecole Nationale d'Agriculture et d'Elevage ENAM Ecole Nationale des Arts et Métiers ENEPS Ecole Nationale d'Education Physique et des Sports ENPT Ecole Nationale des Postes et Télécommunications ENSAC Ecole Nationale de Secrétariat, d'Administration et de Comptabilité ENSET Ecole Normale Secondaire d'Enseignement Technique ESAC Education Sector Adjustment Program IRBAG Institut de Recherche et de Biologie Appliquée de Guinée IRLA Institut de Recherche de Linguistique Appliquée il ISAV-VGE Valéry Giscard d'Estaing Institute of Agriculture and Veterinary Medicine of Faranah ISMG Mining and Geology Institute of Boke ISSEM Teacher Training Institute of Maneah LACONA Laboratoire National des Composés Naturels de Donka LCBG Laboratoire de Chimie de la Compagnie des Bauxites de Guinée LPVDF Laboratoire National de la Protection des Végétaux et des Denrées Stockées de Foulayah MEPUFP Ministry of Pre-University Education and Technical Training MESRS Ministry of Higher Education and Scientific Research PASE Programme d'Ajustement Sectoriel de l'Education SARECO Société Africaine de Restauration Collective SENASOLS Service National des Sols SNABE National Service for External Scholarships SOPAG Société de Plantes Aromatiques de Guinée TOKEN Transfer of Knowledge Through Expatriate Nationals UGANC Gamal Abdel Nasser University of Conakry UJNK Julius Nyerere University of Kankan TABLE OF CONTENTS GUINEA HIGHER EDUCATION AND RESEARCH SECTOR NOTE A. INTRODUCTION ........ Uncontrolled expansion ............................... 1 The 1984 reform effort ............................... 1 The donor role .................................... 2 B. ISSUES ANALYSIS ................................... 3 Relevance ....................................... 3 Effectiveness...................................... 6 Teaching personnel .......... 7 Physical infrastructure and related mateeriaal's'.. 8 The research institutes .t.i.s...................... 9 Student base ................................. 10 Effi ciency ....................................... 10 Student flow ................................. 10 Institutional management .......................... 10 Economies of scale ............................. 12 Financial Constraints and Unit Costs .................. 13 Equity ...... ........ .... .... .... .. ..... ... .... . . 16 Gender ..................................... 17 Rurall urban .................................. 18 C. DEVELOPMENT STRATEGY ............................ 18 Institutional autonomy ................................ 19 Managing the politics of change ..................... 19 Diversification of financing ............................. 20 Strategic policy choices ................................21 Statement of higher education policy ............... . ..c.. 21 Reallocation of resources .......................... 21 Eq uity ..................................... 22 D. IMPLICATIONS FOR DONOR SUPPORT .................... 22 Donor coordination .................................. 23 Social and political marketing plan ........................ 24 Implementationplan ................................. 24 Conclusion ....................................... 24 ANNEXE 1 Structure of Guinean Higher Education . .. . . . . . . ..26 Historical Background .............. ...................26 Institutional Structure .................................26 University of Conakry ............................28 University of Kankan .............................29 Institutes of Higher Education........................29 ANNEXE 2 Statistical Background .............................30 A Higher Education ..................................30 A. 1: Higher Education Enrollments .................... 30 A.2: Internal Efficiency by Major Field of Higher Education (1980-82) ................................31 A.3: Extent of Student Repetition ..................... 32 A.4: Higher Education Enrollment in Relation to Teaching Staff . . 39 A.5: Distribution of Number of Guineans Studying Abroad on Public Scholarship by Country and Program Level (1991) . . 40 A.6: Site, Enrollment and Cycle of Former Agricultural Higher Education Institutions A.7: Distribution of Higher Educ. Guinean Teachers by Seniority, 1983 ............................43 A.8: Teaching Personnel in Agricultural Higher Education, 1984 . . 44 A.9: Higher Education Infrastructure ................... 45 A. 10: Distribution of Education Budget by Ministry and Function . . 46 A. 11: Distribution of Higher Education Recurrent Expenditure by Aim and Department.........................47 A. 12: Distribution of Higher Educcation Recurrent Expenditure by Budget Item and Department .................... 48 A. 13: Distribution of Education Investment Projects by Educational Level...........................49 A. 14: PIP Projects for Higher Education and Research ........ 50 A.15: Foreign Assistance for Higher Education Development in Guinea, 1988 .............................51 A. 16: Admission Rates at the First Degree Examination in General Secondary Education (Bac I), 1990 ................ 52 A. 17: Admission Rates at the General Secondary Education Completion Examination (Bac II), 1990 ............. 54 A. 18: Pre-University Enrollment by Urban/Rural Zone, 1990 .... 56 A. 19: Pre-University Enroll. by Region and Type of Ownership, 1990 . .... ..... ... .... .... . .... .. . .... ..57 B. University of Conakry ..............................58 B. 1: Enrollment at UGANC by Faculty ................. 58 B.2: Male/Female Enrollment at UGANC by Major Field, Faculty and Class, 1990 .......................60 B.3: Male/Female Enrollment in Law and Economics by Class, UGANC, 1991 ............................61 B.4: Male/Female Enrollment in Letters and Humanities by Major Field and Class, UGANC ......................62 B.5: Male/Female Enrollment in Science by Department and Year, UGANC, 1991 ............................64 B.6: Enrollment in Medicine and Pharmacy by Class, UGANC, 1991 ............................65 B.7: University Graduates By Class, UGANC ............. 66 B.8: Distribution of UGANC Teaching Personnel by Faculty, National Origin, and Highest Degree Held, 1990 ....... 67 B.9: Distribution of Full-Time Teaching Personnel by Faculty, Highest Degree Held, and National Origin at UGANC, 1990 68 B. 10: Distribution of UGANC Adjunct Teaching Staff by Faculty, National Origin and Highest Degree Held, 1990 ........ 69 B. 11: Distribution of Teaching Personnel in Letters and Humanities by Major Field and National Origin, UGANC ......... 70 B. 12: Distribution of Regular Guinean Teaching Personnel in Letters & Humanities by Major Field and Academic rank, UGANC . 72 B. 13: Distribution of Reg. Guinean Teaching Personnel in Law and Economics by Highest Degree Held and Major Field, 1991 . 73 C. University of Kankan ...............................74 C. 1: Male/Female Enrollment by Major Field, UJNK ........ 74 C.2: Enrollment and Dropout by Major Field, UJNK, 1991 ..... 75 C.3: Full-Time Guinean Teaching Personnel, UJNK ......... 76 C.4: Administration and Support Personnel, UJNK .......... 77 C.5: Recurrent Expenditure, UJNK .................... 78 D. Agriculture and Veterinary Institute of Faranah ............... 79 D. 1: Enrollment by Major Field, ISAV-VGE .............. 79 D.2: Teaching Personnel By Major Field and Academic Rank, 1991 80 D.3: Recurrent Budget............................81 E. Teacher Training Institute of Maneah ..................... 82 E. 1: Enrollment at the Teacher Training Intitute of Maneah ..... 82 E.2: Distribution of Enrollment by Major Field and Class, 1991 . 82 E.3: Distribution of Teaching Staff by Highest Degree Held, Academic Rank and Major, ISSEM ................ 83 F. Institute of Mining and Geology at Boke ................... 84 F. 1: Graduates of the Mining and Geology Institute of Boke (ISMG) 84 F.2: Full-Time Teaching Personnel, 1992-93 .............. 85 G. Specialized Research Institutes ......................... 86 G. 1: Overview. of Specialized Science and Technology Research Institutions ...............................86 G.2: Factors Affecting Implementation of Guinean Science and Technology Projects .........................91 G.3: Staffing of MESRS Science & Technology Institutions ..... 94 G.4: Operating Revenue of MESRS Science & Technology Research Institutions by Source .................. 95 G.5: DNRST Project Support to Science and Technology Research I Institutions ...............................96 G.6: Breakdown of IRBAGBudget ....................97 H. Post-Secondary Vocational Training ...................... 98 H. 1: Training Specialties and Vocational Streams ........... 98 H.2 Post-Secondary Vocational School Enrollment by Stream and Grade Level, 1991-1992.......................99 H.3: Graduates of Vocational Post-Secondary Schools other than Teacher Training ..........................101 H.4: Graduates of Vocational Post-Secondary Teacher Training School, Matoto, Conakry ..................... 102 H.5: Teaching Staff of Vocational Post-Secondary Schools .... 103 H.6: Vocational Training Curricula ................... 104 BIBLIOGRAPHY ....................................... 110 GUINEA HIGHER EDUCATION AND RESEARCH SECTOR STUDY A. INTRODUCTION 1. Higher education in Guinea has been characterized by wild policy gyrations over the past two decades, and has gone from a period of explosive, uncontrolled expansion to one of cutbacks and physical deterioration. The lack of stability has had dramatic negative consequences for quality and relevance. This report has been written to inform World Bank involvement in an operation aimed at reversing these trends. It calls for immediate development of a coherent, long-term policy for higher education, including research and development, with an emphasis on sustainability and quality. It recognizes the political constraints in which such a policy must be developed and discusses various strategies to mitigate these constraints. It explores ways to strengthen donor coordination and challenges conventional donor approaches that seek to channel resources from higher education to primary and secondary schooling. It recognizes recent Government efforts to move toward higher education reform (through enrollment controls and greater institutional autonomy) and calls upon the Government of Guinea to follow these positive first steps with strategic policy decisions that will enhance effectiveness, relevance and efficiency. 2. Uncontrolled expansion. Although there were no institutions of higher learning in Guinea until 1962, 45 such institutions were functioning within a decade. The student population expanded at a rate of over 40% a year from 1968 to 1978, putting higher education enrollment in Guinea well above sub-Saharan averages. Between 1970 and 1975, higher education moved from 0.8% of total enrollment to 4.4%, largely because of the growth of the agricultural schools (Facult6s d'Agronomie) in response to the Marxist-inspired central planning approach of the government. These schools accounted for about 36% of total higher education enrollment in 1975, rising to over 60% in the next five years (Table A. 1). Ultimately, seven agricultural research centers and two private research centers were also opened, with widely varying links to the institutions of higher education. 3. The 1984 reform effort. Higher education reform, a growing trend throughout Africa (DAE, 1992), began in earnest in Guinea following the end of the Sekou Tourd government in 1984, when most of the agricultural schools were closed. This was part of a program whose objective was to improve quality. Access to higher education was restricted through application of more selective admission criteria. Over a period of seven years, the number of students in higher education decreased by an average of about 10% a year; five institutions of higher education survive, along with thirteen scientific research centers and nine post-secondary vocational training centers. At the close of the 1991-1992 academic year, there were only 161 students studying agriculture at the university level out of a total enrollment of 5339. Even for these few students, job prospects were limited. 2 Table 1: Ratio of Higher Education Enrollment to Total Education Enrollment Year Guinea Africa 1965 0.2 1.1 1970 0.8 1.2 1975 4.4 1.5 1978 5.7 1.7 1980 4.7 1.6 1990 1.2 - Source: J.-C. Eicher (1985) and MESRS (1992) 4. Unfortunately, the dramatic downsizing of higher education has not produced the quality payoffs sought by policy makers for these schools. The legacy of excessive expansion, low managerial effectiveness, and inefficient use of scarce resources has resulted in extremely poor performance, with effectiveness, efficiency, and quality all far below any reasonable minimal standard. Until recently, the Institute of Agriculture had more teachers than students. None of the schools has a working library or working laboratory facilities. Opportunities for access to and promotion through the system are decreasing as well. 5. The donor role. The international community has been providing significant assistance in the development of Guinean higher education and research system, with the bulk of this assistance coming from the former Soviet Union. Since 1985, many Western countries and international development institutions have increased the extent and scope of their participation. In 1988, about 11 % of total development assistance or 38% of all educational assistance to Guinea went to higher education (see Table A. 15). Assistance for higher education comes in three forms: (i) scholarships for studies abroad; (ii) direct financial support for establishment or operation of local institutions; and (iii) provision of qualified teaching, research or administrative personnel. 6. Current political and economic difficulties in the former Soviet Union and in Cuba have resulted in major cutbacks for student scholarships, provision of expatriate teachers and researchers, and provision of direct financial support. Other donors still active in higher education include France, Germany, Canada, the United States, the European Community, and UNDP. The French Ministry of Cooperation supports 3 undergraduate programs in mathematics, physics, computer science and social science at the University of Conakry and in the Teacher Training Institute at Maneah (GF 3941.6 million). Germany is contributing GF 880 million to the soil mechanics program at the University of Conakry. Canada is helping to establish a master's program in management (managed by the University of Quebec, funded through CIDA and IDRC) and a center for environmental studies. USAID is funding a small Human Rights Library. USAID is also supporting development of a computer system in the Directorate of Administrative and Financial Affairs (DAAF) of the MESRS. The European Development Fund has made a commitment to build new facilities for the Teacher Training Institute and to improve the cafeteria facilities of the University of Kankan. Through its TOKTENIl (Transfer of Knowledge Through Expatriate Nationals) project, UNDP is calling upon Guinean nationals abroad with technical know-how to work in country for periods of various lengths. B. ISSUES ANALYSIS 7. Relevance. Higher education in Guinea bears little relationship to the country's manpower needs, a situation that, ironically, has deteriorated since the 1984 reforms. In the late 1970's and early 1980's, an attempt was made to develop qualified manpower in order to reform the agriculture sector (Table A. 1). More than 50% of all students between 1976 and 1980 were trained in this area. Several collective farms were created, in part, to absorb the output of graduates, but these proved a failure and the effort was abandoned. Agricultural training is now carried out on a very small scale in one institution, but the links with the research centers are weak and there is little evidence of impact on agricultural practice in general. In all of the institutions, outputs measured in units of publications, copyrights, patents, and dissemination of findings are very low. 8. The five remaining institutes of higher education include two universities (Nasser University of Conakry and Nyerere University of Kankan) and three specialized institutes (the Teacher Training Institute of Maneah, the Giscard d'Estaing Agriculture and Veterinary Institute of Faranah, and the Mining and Geology Institute of Boke. Other than for teacher training, the programs in these institutions consist of two cycles: two years of general studies leading to the Dipl6me d'Etudes Universitaires Gindrales (DEUG), and a three-year program leading to the DES Diplfme d'Etudes Supdrieures (DES)2/. The institutes offer a five-year engineering degree while the faculty of medicine delivers a doctorate after seven years. The seven agricultural research centers are run under the auspices of the Ministry of of Agriculture and Animal Resources. Six J/The coordination of this interministerial project pertains to the Ministry of Higher Education. a/ The duration is four years in faculties where graduating students sit for a program completion examination instead of writing a mimoire. 4 other scientific research centers operate within the Ministry of Higher Education and Scientific Research (MESRS). Table G.1 provides a synopsis of these institutions, all of which are facing serious funding and quality constraints. 9. The legacy of the agricultural era in Guinean higher education can still be seen in the heavy emphasis on the natural sciences, whose share of enrollments is almost three times the average for sub-Saharan Africa, which itself is almost double that of the rest of the world (Table 2). There has also been a rapid increase in the traditional fields, such as social sciences and the humanities. Yet for non-teaching graduates of these programs, along with those in mathematics, physics, chemistry, and biology, there is currently almost no demand in country. There appears to be a severe mismatch between labor market size and the number of higher education graduates, and between the skills possessed by these graduates and the skill needs of the country (see Para. 53). 10. Within the MESRS, the institutions of higher learning and the research centers share little of their expertise. Institutional ties are limited at best and conflictual on occasion. The cooperation is limited solely to part-time teaching positions held by some researchers at the university of Conakry2/ and, recently, to the participation of some teaching staff on an externally financed research project. Table 2: Enrollment by Major Field, 1988 Arts, Law & Social Natural Other not Economy Humanities Science Science Engineering Distributed Guinea 35.70 14.00 36.70 13.70 0.00 Sub-Saharan Africa 53.50 21.10 13.80 8.70 3.20 Low Income (LI) 47.40 15.00 10.20 26.40 1.10 LI Less China & India 45.70 29.10 17.20 6.00 2.10 Lower Middle Income 40.60 26.90 5.60 25.50 1.40 Upper Middle Income 45.20 25.00 6.80 20.20 2.90 High Income 43.00 26.10 8.60 15.60 6.70 Source: World Bank Socio-Economic Database System /The inability of the university to pay fees due to adjunct teachers has recently generated the reticence of these teachers to continue providing their service. 5 11. Key relevance issues in Guinean higher education at present are as follows: (i) what are the strategic objectives for Guinean higher education over the medium and long term? (ii) how many students should be enrolled in each of the different faculties? (iii) how should the faculties alter their programs to make them more meaningful? (iv) What should be the link between higher education and the research centers? In addition to its academic and employment outcome objectives, the system also has a good many hidden objectives, not the least of which is to ensure political and social tranquility. The donor community tends to give scant attention to any but the purely academic objectives, but the failure to recognize the legitimacy of nation-building goals has in many countries led to a severe disjunction in the purposes sought by the various partners involved in higher education. This is one reason that social transfers have persisted in the face of continuing donor efforts to reduce them or do away with them entirely. It also explains why attempts to determine the appropriate number of students at the university level in Guinea purely in terms of the absorptive capacity of the labor market are doomed to failure. They will not be accepted in country because the leaders of higher education see labor market impact as only one of a number of important and at times conflicting goals. 12. The absolute number of students seeking to enroll in higher education is rising sharply. This is attributable to: (i) a sharp increase in the number of secondary school graduates (with no concomitant change in university admissions policies); (ii) a rise in the social demand for higher education (itself linked to the former Government policy of automatic recruitment of graduates); and (iii) the private rates of return associated with the university degree (even though employment prospects have declined dramatically, opportunity costs are low and the generous scholarships still make this an attractive investment in time and effort). Similar factors are at work in the preferences students show for individual faculties. 13. Higher education continues to be strongly oriented toward the public sector. While this was justifiable in the system's formative years (public employment grew at an average annual rate of 57% in the 1960's and 24% in the 1970's), the time for a change in course has long since past. A UNESCO study concluded that in 1983, Guinea had already trained and hired one thousand more agricultural engineers than it would need by the year 2000 (J.-C. Eicher, 1985). This trend applies to almost all other fields, as well, and is particularly pronounced in social sciences and administration. Many recent hires have now been put out of work (the deflats), and there has been a freeze on employing new graduates. It is estimated that four thousand recent university graduates are still jobless, with the number expected to double in two years. The prospects of a job in the formal private sector are equally slim for these graduates, which means that the social pressures exerted by university graduates are likely to be an enduring fact of Guinean political life for years to come. 14. Secondary teachers are among the few graduates of higher education who will probably be hired in significant numbers in coming years, but even here, the training 6 programs are not responding to changes in demand. The recent "statut particulier" defining the conditions of employment for primary and secondary teachers specifies that at the lower and upper secondary levels, teachers must be capable of teaching a much broader range of subjects than in the past. The Teacher Training Institute of Maneah has not yet responded to this new orientation, meaning that it continues to produce graduates who are only marginally employable. A similar pattern of narrow specialization characterizes many of the University faculties, which by forming students only in, for instance, French, Russian or English fail to provide graduates with a minimal level of flexibility in the face of changing market conditions. 15. The issue of relevance in Guinean higher education is not only that of the choice of the right mix of academic departments to produce optimal economic productivity. It is also that of the particular skills of a graduate from a given field. The problem solving skills students are currently acquiring are not satisfactory for the few employers in the market. For example, while all engineering curricula have laboratory work as course requirements, it is not uncommon for a student to complete the cycle without any serious practical laboratory assignments. The emphasis on rote learning does not develop the flexibility needed to quickly adapt to the complexity of varying work environments. This is also reflected in the lack of output at the research centers, many of whose objectives otherwise appear highly relevant (see Table G. 1). 16. University enrollees and graduates, dissatisfied with both the quality of their training and future job prospects, have become outspoken critics of the government. Their coalition with those members of the labor force who lost their jobs under the structural adjustment program (the d6flat6s) has led to civil unrest. The Government has responded by increasing teacher pay, extending direct stipend payments to new university entrants, and easing degree requirements (eliminating the mmoire as a graduation requirement, for instance). 17. Effectiveness. We have argued that higher education is in many cases not recognizing and responding to market needs. This raises the obvious question: even if higher education were to become capable of identifying market needs, is it capable of responding to them? Does it have the capacity to provide the skills it sets out to provide, regardless of external relevance? The available evidence is decidedly negative. 18. An education system is effective only if it can do what it sets out to do. One key purpose of the Guinean higher education system (although not the only one, as pointed out above) is to provide the country with a labor force capable of initiating and sustaining economic growth. While attempts at centralized manpower planning have been largely unsuccessful around the world, there are nevertheless a number of activities that could be undertaken at the central and institutional level to improve the congruence between skills needs and training. At the central level, general priority areas need to be defined and communicated to institutions. These would receive precedence for scholarships and institutional support. At the institutional level, information would need 7 to be available regarding: (i) labor market conditions and dynamics; (ii) the number and types of skills required by the economy on the basis of the technologies and techniques actually used in the production process; (iii) the most cost-effective way of acquiring these skills; and (iv) the best means to ensure that, once acquired, these skills are properly deployed and used (Windham, 1986). An appraisal of the Guinean higher education system on this basis, particularly on skill use and deployment, reveals major problems (see Para.67). 19. Doing the right thing in higher education implies the simultaneous availability of a mix of components: (i) competent teaching and research personnel, (ii) instructional and research materials (books, laboratory equipment, etc.) to provide additional information and practical experience in support of research and classroom teaching, (iii) students capable of assimilating and applying new skills and information, and (iv) an evaluation system that provides data to teachers and administrators regarding the level of attainment achieved. A quick examination of the Guinean system shows deficiencies for each of the components in this mix. 20. Teaching personnel. Thirty years after the inception of the system, teaching manpower development is still in its infancy. Highly qualified teachers are scarce, even where the supply of highly certified manpower, in science for example, is increasing rapidly. There are a number of reasons for this. With the policy of mass admission into, and graduation, from the system, the period since 1978 has seen an overwhelming increase in the number of graduates from all fields. The supply of those who actually have the skills commensurate to what might be called the traditional - international - standards of university graduates or the pool of good university teachers, has not expanded at the same rate as the increase in demand for qualified teachers. A large proportion of the higher education teaching force is unqualified or underqualified to teach. The lack of qualifications stems from two sources: the low education base of those who have been trained through the Guinean education systemA/, and the complete absence of academic guidance, mentoring and on-the-job training. 21. For 80% of the higher education teachers in 1983, the highest academic degree held was the DES (Dipl6me d'Etudes Sup6rieures), which is the first full university degree awarded in Guinea. Even today, most teachers hold this degree from the same school in which they are teaching. Almost 55% of the higher education teachers had four years of teaching experience or less. This lack of qualifications and experience undercuts any advantages which could be expected from the low student- teacher ratio (6:1, as compared to 8:1 in anglophone African countries and 23:1 in Senegal, for instance). I/New higher education teachers are selected from the top three graduates in every field. 8 22. The situation in Conakry is somewhat better, although far from encouraging. In the 1990-1991 academic year, 37% of teaching personnel at the University of Conakry held a doctorate degree, producing a ratio to student of 15 to 1, with 55% holding only the DES (Table B.8). For the regular Guinean staff, only 28.6% hold a doctorate (student-teacher ratio: 25:1) and 62.7% hold only the DES. The Faculty of Letters and Humanities and the Faculty of Law and Economics, two large units, have the fewest doctorate degree holders. In addition, for the Faculty of Law and Economics, more than 77% of the teachers are part-timers. 75% of the part-timers hold only the DES; these teachers are also generally felt to be less reliable and less committed to their teaching duties. The University of Kankan and the Institute of Agriculture in Faranah are experiencing a desperate shortage of qualified manpower. The University of Conakry is somewhat better off, while at the Institute of Mining in Boke, the problem is temporarily alleviated by the presence of expatriates from the former Soviet Unionj/. 23. Most expatriate teachers are located in Conakry (see Table B.9), but their share of the total teaching force has declined from 32% in 1983 to 17% in 1993. In general, replacement capacity has been outpaced by the expatriate withdrawal rate. This is particularly true for two of the research institutes, CERESCOR and IRBAK, which have been heavily dependent on expatriate presence not only for technical expertise but also for basic research supplies. 24. A constraint on the development of qualified teaching manpower is the absence of any sort of meaningful system of incentives. Windham (1986) talks of the "convergence" of conditions that discourage able and motivated teachers and calls for incentives systems that counteract such conditions. In Guinea, there is little in the salary, benefits, promotion and assignment schemes that attract highly qualified individuals or motivate them once they are recruited. Further, a failure to provide adequate housing, good working facilities, supplemental salary or other compensating incentives for teachers assigned to the schools in the interior has led to a great reluctance on the part of teachers to leave Conakry. Although professors' salaries are not low, individuals with skills marketable outside the teaching profession often leave because of the greater professional and personal satisfaction that can be found elsewhere. This has resulted, particularly for the faculties of Law and Economics and Medicine and Pharmacy, in a critical deficit in full time teachers and over-reliance on part-time contract professors (see Tables B.8 through B.10). 25. Physical infrastructure and related materials. There has been a gradual degradation of the physical infrastructure (classrooms, laboratory, library, and recreation facilities), and a severe and persistent deficiency in instructional materials (such as books, journals, laboratory equipment, desks, and other modem learning aids like computers). As a UNESCO report puts it, the Guinean schools of higher education are 5l Their number has been decreasing significantly in the last three years, and the Institute of Mining cannot find their replacement. 9 in a state scarcely imaginable by anyone who has not visited them (F. Orivel, 1985). Unfinished buildings for which construction funds ran out years ago can be found at all of the schools (except Mandah), many of them presenting real health and safety hazards and some of them fit only to be torn down and started again. The buildings at the Institute of Mining in Boke were all intended as temporary housing for workers assigned to the construction of a mining plant. Since 1971, they have housed the Institute of Mining. With no significant rehabilitation or repairs to date, they are literally. falling apart. 26. None of the institutions has a library that could pass minimal standards. Except in Conakry /, there are no public libraries and no bookstores to fill the gap. Only the University of Conakry has any functioning laboratories and the few still working in this institution have been put in place by the personal initiatives of teachersl/. 27. The research institutes. A supportive and rewarding environment is needed to help able individuals contribute to research and development in a sustainable way. But scientists in Guinea find themselves overwhelmed simply by trying to cope with daily living needs (searching for enough food, adequate lodging, minimum means of transportation, etc.). They have little opportunity and even fewer resources for research and lack a career structure that can stimulate and sustain them as scientists. A recent attempt to promote research personnel based on the number and quality of scientific publications appears to have stalled. This was perhaps inevitable since there is no national scientific journal of acceptable minimum standards and few scientists with access to foreign publications. The Guinean scientific community does not possess the means to participate in meetings with international colleaguesB/ and does not have the necessary resources to organize such meetings at home. The physical infrastructure is deteriorating with no genuine prospects of restoration: equipment is obsolete, with no maintenance or replacement plan. Water and electricity are scarce commodities. Finally, there has been no consistent financial support from the central budget for research activities. Research allocations of 4 percent of total investment budget in 1990, 30 percent in 1991, and 12 percent in 1992 suggest random actions undertaken without a policy framework. §tThe only major library in Conakry sometimes used by students and teachers is the Contre d'Etude et de Documentation Universitaire Scientifique et Technique (CEDUST) 2The laboratories of Food Technology, Chemistry, and Solar Eaergy at UGANC are all being put together by young teachers who have just returned from postgraduate studies abroad. I/Even when external donors provide assistance for Guinean scientists to attend meetings abroad, the bureaucratic process of candidate selection and trip preparation is sometime so slow that selected candidates do not make it on time, or at all, to the meetings. 10 28. Student base. The general academic level of students entering higher education has not been accurately measured, but the primary and secondary school programs are weak and the selection mechanisms are flawed. In 1984, 84 percent of new university students had failed at least two previous grades and 52 percent had failed at least three times (Eicher, 1985). Further indication of the quality of student intake can be seen in the extraordinarily high levels of repetition in higher education. While there are no comprehensive time series data, an analysis of class cohorts in selected major fields with representative enrollments is revealing (Table A.2). In medicine, biology, social science, natural science and agricultural sciences, only 23, 14, 15, 32 and 29% of cohorts were able to successfully complete their respective programs. Fewer than 7% of students in biology, medicine and social science were able to complete their program without repetition. Unfortunately, there has been no systematic criterion-referenced evaluation to show the level of attainment of those students who do complete their programs. 29. Efficiency. The issue of internal efficiency in higher education in Guinea touches on two broad areas of learning inputs. The first relates to the efficiency of the system itself, as manifested in student flow through the system (dropout rates, repetition rates, survival rates), utilization of teachers (class size, student-teacher ratios), use of physical facilities (occupation rate), and cost-effectiveness associated with these resource uses. The second relates to the efficiency of learning which derives from the quality of achievement determinants such as teachers, teaching methods, curricula, instructional materials, and quality of entrants (Haddad, 1985). The same issues can be raised for the research institutions. 30. Student flow. The movement of students through the system is slow. In the early 1980's, the median repetition rate for first-year students in 13 major fields of study was 18.4%. The median dropout rate was 21.8% (Table A.2). Only 27% of those students entering the first cycle completed the second cycle. High dropout and repetition rates, of course, increase the cost of producing a graduate and tie up slots that could be made available to other students. This produces one of two effects: eligible candidates are denied admission or, if all eligible candidates are admitted, classrooms quickly become overcrowded. 31. Institutional management. The management of the Guinean higher education and research system is heavily centralized. The academic freedom of institutions of higher education to determine who may teach, what may be taught, how it should be taught and who may be admitted to study is usually considered an essential factor in carrying out the institutional mandate of improving the quality of research and teaching (PHREE, 1992). In Guinea, the number and quality of the students and personnel are determined by decisions external to the sector and often unrelated to sectoral priorities. A recent presidential decree offering limited autonomy has yet to be implemented. This delay has created considerable conflict between institutional administrators and central authorities. 11 32. The scientific research centers have been subject to a great deal of administrative instability. Responsibility for them has shifted between the sectoral ministries and the Ministry of Education on several occasions in the recent past. This has tended to leave them without a strong institutional champion. For instance, the agricultural experimentation center at Tindo in Faranah was set up with USAID assistance in support of the research and teaching endeavors of the Agricultural and Veterinary Institute (ISAV) of Faranah. Since its transfer to the Ministry of Agriculture, the center has been virtually abandoned. It is no longer of operational value to the ISAV. Similarly, the research assets of Foulayah and Kindia are now split up, with the Ministry of Agriculture controlling the Center for Agricultural Research, and the Ministry of Higher Education controlling the Research and Training Unit2/. There is continual unresolved argument between the two organizations over the disposition of assets (housing, work facilities, etc.) and over management issues. This reflects a general failure to provide individual institutions with a coherent policy framework at the national level and translates into wasted resources and unclear objectives. 33. Efficient management requires good information on institutional activities, especially on student flows and finance (Winkler, 1990). Current, detailed records on student admissions, enrollments, fields of study, academic performance and other characteristics are required for higher education administrators to monitor progress, assess academic programs, ensure equity and determine future resource requirements. Accurate cost accounting requires information on revenue sources and classifications and areas of expenditure. These classifications would help establish funding requirements for various academic programsJQ/. They would also help the government to introduce performance-based incentives for resource allocation, especially under the conditions of institutional autonomy currently being sought. 34. Some of this information is collected at present in a disjointed fashion, but the situation is deteriorating continually and reliable information is increasingly hard to collect. Since the recent split between the MESRS and the MEPUFP, the Financial Affairs Directorate has been considerably weakened and the Ministry of Higher Education has been left without a statistical unit, let alone a planning office. As a result, the Directorate-General of Higher Education has only an exceedingly rough estimate of the demographics of the institutions../. 21 Responsibility for the Training and Research Unit has recently been given to the National Directorate of Higher Education; it has been placed on the Biology and Chemistry Campus of the University of Conakry 2/The adoption of this approach is dependent not only on the Ministry of Higher Education, but also on the Ministry of Finance and Planning which ultimately decides on the level of resources available to higher education. JUThe most recent and comprehensive statistical data available are those jointly collected and compiled during the August 1992 and March 1993 World Bank missions undertaken for preparation of this report. 12 35. The single most important handicap faced by the sector may well be the politicization of management. Nearly all management appointments, even at the level of technical departments, are based on political considerations. This means that higher level positions are held by individuals who, in general, have neither the requisite training nor the experience. In the light of continuing political instability, it has also led to high turnover rates for these positions. Since 1984, on average, there has been a new minister of higher education every year and half, a new rector of the University of Conakry every two years, and a new national director of higher education every two years,. The resultant discontinuities in policy and implementation practices have meant that the sector has been without a firm sense of direction or technical competence for much of the past decade. 36. Economies of scale. At the institutional level, two very different phenomena are evident in Guinea. Some schools have very small enrollments and are unable to realize any economies of scale in their operation. Others are overcrowded. Enrollment at the three specialized institutes ranges from about 130 to 386 students, with a relatively wide range of programs (Tables D. 1-E.3). The Teacher Training Institute at Maneah trains (i) teachers in mathematics, physics, biology, humanities and foreign languages; (ii) managers; (iii) pedagogic advisors and inspectors for primary and secondary education. The Institute of Agriculture has four departments: Forestry and Water Resources, Rural Engineering, Agriculture, and Animal Husbandry and Veterinary Medicine, each with its own staff. The student-teacher ratios of these institutions are particularly low. Until recently, in fact, the number of teachers at Faranah exceeded the number of students. 37. At the other end of the spectrum, the University of Conakry and the University of Kankan (Tables B. 1 and C. 1) host at least twice the capacity for which they were designed. Although these are small institutions (with a combined enrollment of 5000 students), each has had to resort to converting storage and utility rooms into classrooms, conference rooms and dormitories. It is not uncommon for 300 students to gather in rooms meant for less than one hundred. This is a major constraint in terms of pedagogic practices and opportunities for direct teacher/student contact and undermines student motivation and performance. It also reflects. poor personnel management since, as Table 3 demonstrates, the student/teacher ratio at these institutions would permit classes of a more manageable size. 13 Table 3: Student-Teacher Ratio, 1991 Institution Student/Teacher Ratio University of Conakry 7 University of Kankan 13 Teacher Training 5 Institute, Maneah Instit. of Mining, Boke 6 Instit. of Ag., Faranah 2 Average 6 Source: MESRS (1992) 38. The pressure of overcrowding has led the University of Conakry to transfer the Chemistry and Biology faculties from Conakry to Foulayah, in Kindia, at the site of the former Agrozootechnic Sciences Institute. The transfer began with the 1992- 93 school year. This transfer has already significantly disrupted the faculties involved and can be expected to result in significant long-term costs as well, as it will necessarily result in increased duplication of classes and administration, as well as travel and communications costs. The potential disruption to other related programs, such as that of the Faculty of Medicine, can well be imagined. 39. Financial Constraints and Unit Costs. As Windham (1986) suggests, attempts to alleviate financial constraints will do little to improve the higher education system unless other problems are dealt with simultaneously. This simultaneity of actions can alone trigger sustainable change. The solution to the problems will not come only from funds being made available, but also from efficient use of the resources already committed. The logic behind this approach is that once efficiency in the use of resources is achieved, it becomes easier to justify greater resource requests, and such funds allocated will be assured of having greater impact on the higher education system and its outputs. 40. With this caveat in mind, the financial constraints on the efficiency of higher education in Guinea arise at four levels: narrow and weak funding sources, low volume of funding, poor allocation of funds in the educational budget, and bad management of financial resources. In the late 1970's, three sources were providing substantial financial inputs to higher education: the central government, the regional authorities, and the parents and students. The central government was funding all expenditures for personnel, equipment, student housing and food, as well as most of the investment and other operating expenses. The governing regional authorities generally 14 intervened in kind (provision of land, communal labor, etc.) and picked up residual investment and operating expenditures (minor infrastructure and transportation needs). The students and their parents financed the remaining costs of living. Since 1984, the central government has become virtually the sole funding source (aided sporadically by the international community). In addition to the earlier public subsidies, the central government grants monthly stipends to students that range from GF 30000 for a full fellowship, GF 15000 for a half fellowship, and GF 5000 for "social" assistance12/. As financial claims on the government increase, both from other domestic sectors (deteriorating infrastructure, energy, telecommunications, health and energy systems) and from a mounting external debt, with donor priorities in education now clearly shifting to the primary level, and with government revenues falling, new sources of funding for higher education must clearly be found if there is to be any hope of preventing further deterioration. 41. Foreign scholarship assistance is managed by the National Service for External Scholarships (SNABE). It is generally financed by grants provided by either the host country of study or an international development institution, with little Guinean financing. It is the largest single component of foreign assistance to higher education, although no reliable financial data exist. In 1991-1992, more students studied abroad than at the University of Kankan, the second largest tertiary institution. About 25 % of overseas enrollment is postgraduate, 55% undergraduate, and the remaining 20% is in vocational training (Table A.4). 42. It is apparent that the level of financial resources allocated to the higher education and research system is insufficient both in absolute and relative terms to meet the needs of the sector. Nevertheless, the situation could be improved if the existing resources were used effectively. Students were granted stipends so that they could contribute to the Centre des Oeuvres Universitaires (COU) for subsidized meals and housing. This contribution, though symbolic, has been eliminated in response to student pressure. A second instance of managerial weakness is that the COUs have contract agreements with the Socidtd Afticaine de Restauration Collective (SARECO) for providing cafeteria services. SARECO is widely believed to be delivering services not in accordance with agreed standards, yet the institutions of higher learning continue to pay its services at the initial rates. 43. Expenditures on the education sector plummeted throughout the 80's. From a peak of 28.3% of total public expenditure and a 6.4% share of GNP in 1970, sector expenditures dropped to 8.9% of total public expenditure and a 0.9% share of GNP by 1990. This situation was dramatically reversed by the first Education Sector Adjustment 12/The full fellowship of GF 30000 is awarded to all students with a grade point average from the previous academic year at least equal to 6 out of a maximum of 10 points. A half fellowship is GF 15000 for students whose grade point averages between 5.50 and 5.99. "Social* assistance of GP 5000 a month is provided for freshmen and non-freshmen students with mean grades below the fellowship eligibility range. 15 Program (ESAC); under which education moved to approximately 22% of total public exi5enditure in 1991. Within the system itself, the share of higher education in the total education budget dropped from 28.93% in 1990 to 22.86% in 1991 and 20.65% in 1992 (Table A.9). This is misleading, however, since with the increase in funding for the sector under the ESAC, the absolute level of funding for higher education has increased considerably, rising from GF 6.5 billion in 1990 to GF GF 12.5 billion in 1992 (although assuming an inflation rate of 18%, this means an increase in real terms of 36% in 1991 but a decrease of 9% in 1992)". Much of the increase is explained by a 100% salary increase extracted in 1991 by the newly formed higher education teacher association. Table 4: Share of Education in Total Public Expenditure and GNP Public Expenditure on Education as a % of Year National Public GNP Expenditure 1965 23.8 4.9 1970 28.3 6.4 1972 25.1 5.9 1980 16.9 4.1 1982 13.6 3.5 1990 8.9 0.9 Sources: F. Orivel (1985), UNESCO (1985) & Ministry of Finance (1992) 44. Unit recurrent costs and their relative magnitude with respect to public expenditure and GDP are presented in Table 5 (in current values). They range from US $1136 in 1982 to US $1246 in 1983, and US $1849 in 1990. Given the relatively low wage level and economic base in Guinea, and in spite of the recent 100% increase, these remain well below francophone, anglophone and overall averages for Sub-Saharan Africa" of US $2314, $1458 and $2710 respectively. 13Inflation esimate of The Economic Intelligence Unit County Report, No. 3, 1992. 14These averages are for 1983 (World Bank, 1988). 16 Table 5: Recurrent Expenditure on Higher Education Unit Recurrent Cost Expenditure Amount in Units of Amount Share in Share in (US Current GNP per (US$, 000) Public GDP Year $) Capita Recurrent I Expenditure 1982 1136 3.80 15815.39 4.66 0.90 1983 1246 4.25 14094.75 3.90 0.74 1990 1849 3.84 9871.81 2.94 0.33 45. Table A. 11 shows the structure of the higher education recurrent budget by budget item and function (central administration, research and teaching institutions). The single most important item in the 1991 and 1992 budgets is salaries (more than 55% of the total allocation), with scholarships representing 16% in 1991 and 13% in 1992. Funding for infrastructure maintenance, technical equipment and learning materials such as books, journals, and small laboratory supplies is low. Funding for research activities is non-existent at the universities. Even for the specialized research institutions, nearly 76% of the financial resources are spent on salaries. Half of the funding for scholarships is absorbed by the cost of administration. 46. Two other factors related to funding constrain higher education efficiency: inadequate budgetary procedures and a lethargic disbursement process. As in many countries, university and ministry administrators have no real discretion over the allocation of funds between the salaries of teaching personnel and other areas of spending. Their budgetary allocations from the Ministry of Finance are "line item" budgets, with funds earmarked and non-fungible across budget categories. Traditionally, the level and pattern of higher education funding have been determined by criteria exogenous to higher education (UNESCO, 1985) although under the ESAC, there has been significant movement toward greater ministry input. The gap between scheduled and actual disbursement is as much as six months. Most of the funding for the last semester of the academic year 1991-1992 was not released, for instance, before the end of the semester except for, as one administrator put it, the "hot item" (student stipends). 47. Equity. Ethnic background, socioeconomic status, gender and geography all have an impact on access to higher education. This impact can be assessed through analysis of access and retention indicators for different groups in relation to the overall student population. It can be further assessed at a narrower level by examining 17 enrollment distribution among fields of study, since different educational streams have different rates of return (in Guinea, the choice of field of study is often made by public authorities). Although the data available for analyzing the equity issue are only partially available, reasonable approximations can be made. 48. The Guinean administration is plagued with power influence games, political and other improper interferences at various levels of policy decision-making. It is the norm, rather than the exception, that decisions affecting higher education are made for political rather than technical reasons. Thus, decisions regarding public investments to higher education, for instance, are often made without the knowledge of sectoral personnel. Overseas scholarships, particularly those offered by Western developed countries, are more accessible to children of wealthy families, government officials and their relatives". Access to the most sought-after programs in country (medical, pharmacy, management) shows a similar pattern. 49. Gender. Gender equity in Guinean higher education is declining precipitously, after a period of significant progress in the 1970's. In 1978, 19.4% of students were female, up from 6.5% in 1969 (J.-C. Eicher, 1985). The total has now dropped to just under 6%, the lowest level ever. Much of the loss has occurred during the 1980's. The Institute of Agriculture has seen a decrease from 29% in 1983 to 1% in 1991. At the University of Kankan, female participation dropped from 10.4% in 1981 to 3.75% in 1991. For the two faculties reporting gender-disaggregated data for 1991, 11 of 100 teachers were female. Only 3 female teachers held a rank higher than instructor, as compared to 60 male teachers, although a greater percentage of female teachers had completed a doctorate degree. The record of the donor community is marginally better: of 1492 overseas scholarships in 1991, 212 (14.2%) were for female students (Table A.4). This figure drops to 10.2% when vocational training is excluded and 5.6% for postgraduate scholarships. Of 41 host countries, only Ghana showed a higher number of female than male students. Virtually all donor-funded expatriate teachers are male. 50. Gender equity is not just an issue of the numbers of female teachers and students as compared to the male population. It also has to do with the relevance of course offerings to women's issues and areas of involvement in economic and social affairs. Ironically, in those areas of economic and social life where women are most involved at the local level, they are almost totally absent at the university level. Women are responsible for most food crop cultivation in Guinea but form scarcely 1 % of "The office that administers these scholarships, the SNABE, has known more mismanagement scandals than any other higher education office. 18 enrollments in agricultural courses. They are heavily involved in marketing, but represent under 6% of enrollments in the Department of Economics. They are generally responsible for family health, but scarcely 9% of students in the Department of Medicine are female. 51. Rural/urban. It is from five to ten times less likely in Guinea that a rural student will be enrolled at the university level. With 75% of the population, rural areas account for 45% of primary enrollment and 18% of general secondary (Table A. 17). No university-level figures are available, nor are long-term trends known, but rural enrollment in higher education is almost certainly well below the secondary rates. The closing of some rural secondary schools in order to control enrollment growth and improve learning quality also hints at a probable declining rate of rural enrollment as well. C. DEVELOPMENT STRATEGY 52. Future activites and investments in Guinean higher education must be driven by an overall vision of what it can and should be doing to contribute to Guinea's development. This will mean preparing a set of strategic objectives that would serve as the basis for fundamental shifts in policy and organization. Such a vision would give consideration to both short-term and long-term needs. While the long-term emphasis should be on inputs and actions that enhance overall quality and relevance, ironically, some short-term investments in improved living and working conditions for students and faculty may be necessary in order to buy time and acceptance for the broader shifts in spending and staffing that are needed. 53. To contribute to Guinea's economic and social development, the higher education system of the future will need to differ from the present system in several fundamental aspects. First, it must be flexible enough to respond to shifts in demand. In the short term, this means downsizing, instituting fees, or closing faculties for which employment opportunities are dim (law, linguistics, etc.) and possibly opening new areas of emphasis (computer applications, for instance). It may mean limiting postgraduate studies or moving to some form of regional cooperation, including much closer links to CAMES (Conseil Africain et Mauritien de l'Enseignement Sup6rieur). It may also mean hiring more professors on a yearly contract basis and far fewer as permanent employees. Second, the system must ensure that funding is used to enhance the quality of teaching and learning. This means moving away from expensive subsidies for student housing and food and toward greater support for libraries, textbooks, teaching materials, applied research and development, laboratories and so on. It also means seeking greater efficiency through elimination of duplication. Some institutions (mining, for instance) may best be privatized. Guinea has already taken measures to control the size of student enrollment. These efforts will need to be maintained in the light of increasing numbers of secondary school graduates expected in the near future, but with a new emphasis on 19 equity. Finally, personnel management within higher education must be rationalized. This may mean redeployment of underqualified and underutilized personnel to the secondary school system, as well as organization of in-service training for teaching personnel. 54. Institutional autonomy. The over-riding consideration in efforts to stem the tide of deterioration in higher education is institutional autonomy. The rebuilding of higher education can best occur from within the institutions of higher education themselves. This means that, within the context of broad strategic choices made by the Government, the constituents of each institution (teachers, administrators and students alike) must be responsible for defining their institutional mission and must be given operational control of the resources necessary for its accomplishment. Over the short and medium term, greater institutional autonomy will require Government commitment to the following objectives: (i) transparency in managing the politics of change; (ii) development of new sources of financing; (iii) preparation, execution and monitoring budget processes at the institutional level; (iv) reallocation of resources to focus on quality inputs; (v) gender and regional equity; and (vi) diversification of the sources of financing. In the long term, institutional autonomy will drive the process of improving the sector through the reorganization of course offerings, the upgrading of the teaching staff, and major capital improvements to the higher education infrastructure. These activities will require close coordination with the broader education sector, with the central ministries, and with the donor community. 55. The reform of higher education cannot succeed as a purely donor-driven activity. It should be preceded by a clear Government statement of sectoral policy indicating commitment to a process of reform and a willingness to develop broad-based consensus. As a part of this statement of policy, the individual institutions of higher education should be given responsibility for developing their own statement of educational goals. In similar fashion, the MESRS will need to justify its own involvement in the sphere of higher education by rethinking its relationship to the individual institutions of higher learning. The structure of the ministry should evolve in ways that respond to its statement of mission. While it will ultimately serve as an arbiter of conflicting or overlapping programs and functions at the institutional level, it must also adopt a role of facilitator and catalyst, creating a healthy environment in which institutional growth can occur. 56. Managing the politics of change. A Government commitment to more transparent management of the politics of change is the sine qua non of higher education reform. It will mean a significantly altered role for the Ministry of Higher Education (with a greater emphasis on quality control, strategic planning, procurement, and institutional support) and reduced roles for the Ministry of Finance and Plan and the Ministry of Civil Service. The institutions of higher education would be largely responsible for internal resource allocation and personnel management. Institutional boards could be established to fill administrative and higher level positions based on 20 technical competence. Under the general jurisdiction of governing boards, teacher hiring would be the responsibility of individual departments and faculties, in accordance with budget agreements. Departments and faculties would also have the option of reducing personnel, in conformity with personnel and tenure regulations. Rectors would be selected by a search process initiated by the institutions and with faculty and student input. They would be responsible for selection of faculty deans through a similar process. Department heads could be selected by the faculties themselves on a rotating basis. 57. Over the long term, the goal should be to move toward establishment of competitive criteria on the basis of which funds would be granted to institutions (number of students, institutionally-generated funding, competitiveness of course offerings, internal efficiency, development of coherent budgeting processes, etc.). Schools would be free to use funds for capital expenditures or recurrent costs, for salary costs or non- salary inputs, etc. 58. One of the chief sources of political friction within higher education at present is the administration of student scholarships, both in-country and overseas. The current program for in-country scholarships is wasteful in the extreme, with administration costs consuming fully half of the total financing available. Donor provision of overseas scholarships through the SNABE has also been less than satisfactory (see discussion of equity issues). Clear eligibility criteria should be established as a basis for all scholarship grants. The donor community would also be subject to following these criteria. In-country scholarships would be limited to areas of priority need, with consistent application of criteria (including grade point averages). One means of ensuring objectivity would be to hand over administration of scholarships on a contract basis to an outside organization. 59. Diversification of financing. Government funding of higher education increased significantly over the past two years, even while it was decreasing as a percentage of overall education sector spending. Further increases are unlikely to keep pace with the pressure for enrollment growth. This means that new financing will have to come from efficiency gains, internally-generated income, or external support. In an international context where donor support for higher education is becoming increasingly competitive, higher education in Guinea will need to undertake meaningful reforms to attract significant donor financing and, indeed, simply to replace the funding lost with the pull-out of the former Soviet Union. Without reforms that will convince the donor community that funds are being invested with some reasonable hope of meaningful return in terms of human resource development, the sector will almost certainly see the limited donor support it currently enjoys continue to dwindle. 60. The gains to be made from increased efficiency have been briefly dealt with elsewhere in this paper. With the added incentive of funding criteria from the central government that do not reward schools for students who are repeating grades, and 21 with the provision of needed quality inputs, dramatic efficiency gains are within reach and would include such areas as increased student/teacher ratios, elimination of marginal programs, reduction of administrative personnel (particularly at the ministry level), and greatly increased student flow through the institutions. 61. Several sources of internally-generated income could be developed: incentives to faculty members to attract research funding or to provide consultancies, introduction of user fees (particularly for some of the more popular courses with high private rates of return), provision of special services such as night courses for computer use, renting of facilities, etc. An effort should be made to develop a local donor community as well, including businessmen, professional associations, and other groups with a vested interest in better trained graduates. Another potentially valuable means to reduce expenses is to provide a climate favorable to the entrance of private organizations (religious institutions or otherwise) into the higher education arena. This would provide healthy competition for students and provide alternative models of educational delivery systems. 62. Strategic policy choices. The importance of Government commitment and readiness for making strategic policy choices cannot be overstressed. Such choices should reflect broad consensus within the education ministries and the institutions of higher education, as well as careful coordination with the Ministries of Finance and Plan, and Civil Service. These will include the areas discussed above and should be articulated in a formal statement of higher education policy. 63. Statement of higher education policy. The statement of higher education policy should be the result of a highly participatory approach to sector strategy, involving all of the major actors in meaningful dialogue. The statement would, in effect, be a series of documents developed by individual institutions as well as by MESRS. This process has already begun in Guinea with the "journ6es de r6flexion" and with the establishment of "cellules de rdflexion" in all of the institutions of higher education and within the central ministry. The statement of higher education policy should be flexible enough to allow for adaptations and compromise, but firm enough to give a clear sense of direction and priority. At a minimum, it should include the following elements: sectoral background, objectives (according to order of priority), anticipated constraints, proposed strategies, action plans, and evaluation criteria. It should indicate possible institutional relationships, targeted efficiency gains, manpower staffing needs, quality inputs, resource reallocation priorities, and relationships between schools and the central ministries. It should be followed by an implementation plan and a social and political marketing plan. 64. Reallocation of resources. Under the Education Sector Adjustment Credit, the Financial Affairs Directorate has for the first time developed the capacity to prepare an operating budget that reflects program priorities. Even though this process has not been free from considerable outside interference, expenditures on non-salary, non-stipend 22 expenditures in higher. education have increased. considerably and the DAAF has developed the capacity to account for and handle these expenses in an efficient manner. (The same success has not been achieved in development of an investment budget, however, as the Public Investment Program continues to bear little relationship to sectoral priorities.) This process must now be extended to the institutional level, each presenting and justifying a meaningful budget within the financial capacity of the sector and reflecting the individual mission statements of the various institutions. The budget process will need to be made transparent and respond to both efficiency objectives and the need to improve the quality of the teaching/learning experience. The financial incentive structures should be such that low quality or inefficient programs will be eliminated. This budget process should be open to student and faculty scrutiny, one of the chief purposes being to develop a financially more sophisticated constituency. 65. Several principles are key to successful reallocation of resources in support of greater instructional quality: (i) savings earned through increased efficiency, whether through reduced teaching staff or less wasteful administrative practices, must remain in the sector; i.e. budgets must be fungible; (ii) the process by which funds are made available must be apolitical; i.e. they should be channelled to individual institutions through a criteria-driven funding office on a competitive basis; (iii) the Financial Affairs Directorate (DAAF) must be strengthened and given auditing powers, provided that appointments to this position are also depoliticized; (iv) individual institutions must be allowed to experiment with different mixes of inputs in order to achieve greater efficiency; (v) public investment capital should be linked to the recurrent budget; and (vi) the focus should be on inputs linked to improved instructional quality: library materials and textbooks, laboratory equipment, teaching materials, teacher in-service training and mentoring, evaluation systems, etc. 66. Equity. The issues of gender and regional equity cannot be solved by actions that are restricted to the higher education sector alone. The student intake at the university level is already so heavily skewed that higher education has only limited capacity to effect significant change. This means that greater links with primary and secondary education will need to be established, particularly in light of the expansion expected at that level. This will allow managers and participants at various levels in the system to look jointly at such issues as increasing girls' participation in higher education as well as that of rural students. The nature of course offerings, hiring practices, student housing, and scholarship policies are additional factors whose impact on equity must be addressed. D. IMPLICATIONS FOR DONOR SUPPORT .67. Given the need for institution building within the higher education sector, a technical assistance strategy built around the process of national consensus-building is the most promising approach in the short term. Support would need to be provided for 23 developing the reflective, consensual process by which institutions would develop their statements of mission and for the activities that would accompany the new orientation of the sector. Technical assistants would be facilitators, helping to establish the financial mechanisms for budget preparation and execution and monitoring, and working to establish working groups for program development, etc., within the individual institutions. Technical assistance would also help the sector develop new evaluation tools and other support systems necessary for efficient administration (information systems, rules and procedures, etc.). Support would also be given for preparation of studies needed to support the decision-making process, such as a study of labor market conditions and needs (see Para. 18). The goal of this short-term approach would be to ensure that consensus is reached and competencies are available for implementation of a sustainable program of meaningful reform over the longer term. 68. In the longer term, two broadly differing scenarios can be imagined. In the first, best-case scenario, Government commitment to meaningful change would be unequivocal and would lead to a clear statement of institutional purpose and priorities (along with implementation of texts granting substantial financial and operational autonomy to the institutions of higher learning). Such a commitment should be a pre- requisite for World Bank involvement. At a minimum, it would include a commitment to the following general types of change: (i) redeployment of underqualified and underutilised personnel to the secondary school system; (ii) reform of student scholarship administration; (iii) organization of in-service training for teaching personnel; (iv) reallocation of resources in favor of quality inputs; (v) diversifying the sources of funding, including cost recovery; and (vi) reform of personnel administration, providing greater responsibility to individual faculties and departments and depoliticizing appointments at the dean level and above through institution of transparent search and selection procedures. Under these conditions, the World Bank and other multilateral and bilateral donors should be ready to provide substantial new assistance to the sector, including funding of capital expenditures to improve infrastructure (possibly building laboratories, library facilities, or classrooms), and incentive packages to stimulate research activities and generate additional institutional funding. 69. Ultimately, the most promising financial tool to maintain a broad-based reform process would probably be the sector investment loan. It would have the flexibility to address specific deficiencies (gender equity, for instance) and yet could be used as a means of creating broad competition for funding throughout the sector, with resultant efficiency and quality gains. It would be administered by an intermediary within the context of the normal functioning of the sector. 70. Donor coordination. Short of real Government commitment to effect significant structural and procedural changes in the way higher education is managed, donors would have little option but to maintain a very limited presence. It is doubtful whether interventions in individual faculties will be successful in creating centers of excellence in the face of widespread institutional pressures to the contrary, although these 24 initiatives could allow donors to maintain contact with the sector and to be positioned to move forward if and when support for deeper reform materializes. Donors should place an emphasis on initiating dialogue within the sector in support of comprehensive reform, recognizing that without strong coordination, reform will be compromised by assistance that perpetuates the existing system. Donors should resist the tendency to concentrate their assistance funds on readily identifiable flagship projects without necessarily taking these national priorities for reform into consideration (Salmi, 1991). 71. World Bank involvement in the sector should not occur unless there is, at a minimum, agreement on an overall ordering of sectoral priorities. Under this narrower approach, any initiatives would be an add-on to the next round of PASE agreements and no separate funding mechanism would be created. Possible interventions would include development of library or laboratory facilities and/or specific initiatives to strengthen the participation of female students and teachers. Support for improved personnel management practices should also be considered. These issues would require a detailed analysis and elaboration that go beyond the scope of this report. 72. Social and political marketing plan. Higher education is a highly politicized arena in Guinea, as in many countries. This is because it offers a good many tangible benefits to a wide variety of individuals within the system. Any change in the distribution pattern of these benefits will be well-received by those who believe they stand to gain and poorly received by those who believe they stand to lose. It is important, well in advance of change, to identify potential reactions by specific groups within the system (teachers, students, Government officials, parents) and to address expressed concern. There should be a marketing plan to explain the potential benefits of change and to develop a constituency in favor of change. Such a plan can only be successful if the change process is open and participatory in nature. 73. Implementation plan. An implementation plan would attempt to set realistic targets and dates for the reform activities. It would include the following elements: (i) an enrollment plan showing targeted enrollment patterns over a five year period, including evolving distribution by faculty, (ii) a staffing plan showing redeployment and training needs, (iii) a financial plan indicating the budgetary implications of the reform, including projected targets for quality inputs, (iv) a capital investment plan showing projected construction and rehabilitation needs in line with priority objectives and reasonable funding expectations, and (v) a management plan assigning responsibility for various components of the reform package. 74. Conclusion. The higher education sector in Guinea is in an advanced state of deterioration. Its revitalization will depend on the level of Government commitment to effect meaningful change. Although it is a highly political arena, there is broad recognition that change must occur and reason for optimism about the possibility of developing the political consensus needed to bring about the reform actions advocated in this report. The sectoral adjustment in pre-university education has attracted favorable 25 donor attention to the sector. There is reason to believe that donor support would be enthusiastic if Government prepares and adopts a comprehensive reform program, providing for a broadly participative approach to development of sector strategy and featuring a commitment to meaningful institutional autonomy. Failure to do so will almost certainly condemn the sector to continued decline. Success, on the other hand, will greatly increase the range and relevance of services offered by higher education and research in Guinea, and help it contribute to the development of the human resource base necessary for economic development. 26 ANNEX 1 STRUCTURE OF GUINEAN HIGHER EDUCATION Historical Background 1. At the time of the proclamation of its independence in 1958, Guinea had no higher learning institutions. The whole education system consisted of only 287 primary schools enrolling 42,543 pupils, and 9 secondary schools housing 2,547 students, out of a population of 3.5 million. As the need for qualified manpower was evident, the government embarked on a program to expand the existing educational base and develop a higher education system as well. 2. Four years later, the first tertiary institution became available. A total of 44 other tertiary institutions followed within a decade. Most of these were agricultural schools scattered across the country, with widely varying sizes and programs, as shown in Table A.6. Between 1968 and 1978, enrollment expanded at nearly 42 percent per annum, a rate experienced nowhere else in francophone West Africa. The lack of resources to maintain this trend, combined with employment difficulties of graduates, triggered a series of downsizing reforms at the beginning of the 1980s, as shown in Figure 1. At the onset of the Second Republic in 1984, these reforms were extended: a national conference on education was held in Conakry from May 24 - June 3, 1984, and recommended the following immediate measures: (i) closing of most of the agricultural faculties and consolidation of some of their enrollment into a few selected, remaining ones; (ii) reorientation of other students of the closed agricultural faculties into natural and social sciences; (iii) an end to student recruitment for agricultural fields, except in the field of forestry and water resources; (iv) reassignment of personnel to other tertiary institutions; (v) restriction on access to higher education through more selective admission criteria. 3. Over a period of seven years, the higher education population decreased at an annual mean rate of 10 percent to 5339 students, and the number of institutions to five at the close of the 1990-1991 academic year. Institutional Structure 4. The reforms have been carried out under various educational administration arrangements, from a single education ministry - overseeing two, three or four subsectors or state secretariats - to several autonomous ministries. Currently, the Ministry of Higher Education and Scientific Research (MESRS) is the government agency for formulating and implementing most post-secondary education, and science and 27 24 22 - 20 - 18 - 16 - 14 - 12 - 10 6 4 2 1965 19 0 19 5 19 7 19 9 19181 1963 198 1990 1968 1974 1976 1978 1980 1982 1984 1989 Year D Higher Education + Agronomics Figure 1: Higher Education Enrolment 28 technology (S&T) policies. 5. The MESRS jurisdiction comprises several central technical directorates, among which are the National Directorate of Higher Education (DNESUP), and the National Directorate of Scientific and Technical Research (DNRST). While the DNRST coordinates specialized S&T undertakings, the DNESUP monitors two universities and three specialized institutes: Gamal Abdel Nasser University of Conakry (UGANC), Julius Nyerere University of Kankan (UJNK), Valery Giscard d'Estaing Institute of Agriculture and Veterinary Medicine of Faranah (ISAV-VGE), the Teacher Training Institute of Maneah (ISSEM), and the Mining and Geology Institute of Boke (ISMG). 6. The universities' chief academic officers are rectors, assisted by one secretary-general and two vice-rectors (one for research and the other for pedagogy). This structure corresponds to directors-general and deputy-directors-general for the institutes. All of these officials are appointed by the President of the Republic. The universities are organized around faculties and the institutes around departments. The faculties encompass departments which break down into chairs. 7. The training programs in all institutions are stratified into two tiers, except in ISSEM: first and second cycles. The first cycle takes two years. It provides the basic scientific foundation and leads, in general, to the Dipl6me d'Etudes Universitaires Ggndrales (DEUG). The second cycle is of variable duration, from three to five years, depending on the field of study. A second cycle graduate is awarded: - either a licence or a mattrise degree, after two or three years for programs in science, law, letters, humanities, social science, economics, and management; - an engineering degree after a three-year program in the institutes; and a - doctorate degree for five years' training in medicine. University of Conagkry 8. UGANC is the first and major Guinean higher education institution. It opened its doors in 1962 as the Institut Polytechnique de Conakry, with a total enrollment of only 47 students. Its enrollment, not its physical infrastructure or equipment, has grown since by a factor of 80. Compared to other West African francophone universities, it has kept a strong science and engineering emphasis, as exhibited in Tables B. 1 and B.2. It consists of four faculties (science, letters and humanities, medicine and pharmacy, and economics and law), a computing center with the hierarchical rank of a faculty, and one polytechnic institute regrouping five engineering departments (electrical, mechanical, chemical, telecommunications, and civil engineering). 29 University of Kankan 9. UJNK was granted University status by a presidential ordinance in 1989. It is the second oldest and second largest Guinean higher learning institution. It was created in 1962 as a secondary-level institution called Ecole Normale Secondaire. It attained the status of a higher education institution in 1965 as Ecole Normale Supgrieure, and later developed into Institut Polytechnique Julius Nyerere de Kankan in 1968. Its aim has been principally to train secondary school teachers. Even today, its graduates continue to go into teaching more than in any other professions. It operates with only two faculties: natural science and social science. It is one of the less endowed higher education institutions in Guinea, not only in terms of teaching materials or number and qualification of teachers, but also with regards to the quality and initial motivation of incoming students. Institutes of Higher Education 10. The specialized institutes (ISSEM at Mandah in Coyah, ISMG in Bok6, and ISAV-VGE in Faranah) have enrollments ranging from about 130 to 386 students. In spite of their small size, they offer a relatively wide range of training areas. For example, as Table E.2 points outs, ISSEM purports to train distinct groups: (i) teachers in mathematics, physics, biology, humanities and foreign languages; (ii) educational managers of various levels; (iii) pedagogical advisors and inspectors for primary and secondary education. Similarly, ISAV-VGE at Faranah regroups four departments (Forestry and Water Resources, Rural Engineering, Agriculture, and Animal Husbandry and Veterinary Medicine), each with an independent staff. For such small institutions with such a scope of activities, even the restriction to use only the critical minimum staffing level is likely to fail to allow economies of scale. The student-teacher ratios of these institutions are particularly low (see Table 2). Because the single most important determinant of higher education recurrent expenditures is teacher salary (Tables A.9 and Table A. 11), it should be expected that operating costs of these institutions are seldom low and, consequently, their internal inefficiency (in terms of average unit costs) is difficult to overcome. 11. Based on infrastructure size, these small institutions are more adequately endowed than the large ones. Indeed, both the University of Conakry and the University of Kankan are seriously overcrowded. As shown in Table B. 1 and Table C. 1, UJNK is expected to host 1226 this coming academic year, and UGANC three times that number. Each will have at least twice its normal maximum intake capacity. In the past, both have resorted to converting storage or other purpose rooms into classrooms, conference rooms and dormitories. Still, for some general subject courses, it is not uncommon to gather 300 students in rooms meant for less than one hundred. This is a major constraint in terms of pedagogical practices and opportunities for direct supervision of students. The class sizes prevent adequate academic control of these classes, and lead to lower student motivation and performance. 30 ANNEX 2 STATISTICAL BACKGROUND A. HIGHER EDUCATION Table A.1: Higher Education Enrollments Enrollment Share (%) of Agronom. Total Agriculture in Total Enrollment 1965 376 21 5.59 1968 644 45 6.99 1970 1974 89 4.51 1974 9816 1980 20.17 1975 12411 4492 36.19 1976 14241 7500 52.66 1977 19706 10970 55.67 1978 21249 12370 58.21 1979 17751 10891 61.35 1980 18402 9914 53.87 1981 15697 7235 46.09 1982 13922 6740 48.41 1983 11312 5752 50.85 1984 10664 2882 27.03 1985 8801 1986 6753 1987 5843 1988 5402 109 2.02 1989 5244 91 1.74 1990 5339 101 1.89 1991 6197 161 2.60 Note: 1991 data do not include computer enrollment, which in 1990 included 32 students. Sources: Orivel & Perrot (1988), Eicher (1985), UNESCO (1985), MESRS. 31 Table A.2: Internal Efficiency by Major Field of Higher Education (1980-1982 Average) % of Cohort Entering 1st Cycle and Completing 2nd Cycle First Year Efficiency in First Cycle Major Field Overau Without Repetition Rate Dropout Rate Repetition Social Science 15.10 6.80 22.00 29.40 Administration 26.60 18.20 26.40 Natural Science 31.70 17.10 14.90 26.40 Chemistry 47.00 20.00 19.70 5.60 Biology 13.60 5.80 19.10 21.80 Geology & Mining 18.70 15.00 0.00 5.20 Meteorology 60.90 50.00 5.70 22.90 Agriculture 28.70 16.00 15.50 23.90 Mechanical Engineering 14.20 7.60 17.00 39.50 Electrical Engineering 50.20 23.60 17.70 7.80 Civil Engineering 24.70 12.80 19.40 11.90 Telecommunication 32.80 15.40 32.80 11.70 Medicine & Pharmacy (23.00) (7.00) 26.30 13.90 Source: UNESCO (1985) Table A.3: Extent of Student Repetition Faculty or Academic Program Enrolment Department Year Level (Year) Stream MF F Promoted Repeaters First - 53 5 35 18 Second - 38 1 32 6 1989-90 Third - 56 3 50 6 Fourth - 37 4 37 0 Fifth - 33 3 33 0 First - 26 1 19 7 Chemical Second - 33 3 27 6 Engineering 1990-91 Third - 35 1 34 1 University of Conakry Fourth - 53 3 *53 0 Fifth - 37 4 37 0 First - 125 8 90 35 Second - 26 1 20 6 1991-92 Third - 37 3 36 1 Fourth - 34 1 33 1 Fifth - 53 3 53 0 First - 38 1 Second - 38 0 1989-90 Third - 30 1 Mechanical Engineering Fourth - 22 0 University of Fifth - 10 10 Conakry First - 24 0 1990-91 Second - 31 1 Third - 34 0 Fourth - 31 1 31 0 Fifh - 21 0 21 0 First - 49 1 Second - 22 0 22 0 1991-92 Third - 27 1 Fourth - 32 0 32 0 Fifth - 31 0 31 0 First - 56 48 8 Second - 57 52 5 1989-90 Third - 32 30 2 Fourth - 19 15 4 Fifth - 58 52 6 Firt - 32 28 4 Civil Engineering Second - 47 43 4 University of 1990-91 71ird - 45 39 6 Conakry Fourth - 33 30 3 Fifth - 53 46 7 First - 104 87 17 Second - 29 27 2 1991-92 Third - 42 39 3 Fourth - 43 43 0 Fifth - 30 29 1 EFial irst - 36 0 29 7 Engineering Second - 47 0 29 18 1989-90 University of Third - 44 I 38 6 Conakry Fourth - 35 1 35 0 Fifth - 42 4 42 0 First - 25 0 24 1 Second - 41 0 38 3 1990-91 Third - 34 0 32 2 Fourth - 37 1 36 1 Fifth - 35 0 35 0 First - 86 1 47 39 Second - 26 0 23 3 1991-92 Third - 37 0 35 2 Fourth - 31 2 29 2 Fifth - 36 1 36 0 First - 43 5 40 3 Second - 59 4 35 24 1989-90 Third - 36 2 34 2 Fourth - 46 -2 46 0 Fifth - 25 0 25 0 First - 26 0 25 1 Telecommunications Second - 61 5 50 11 University of 1990-91 Third - 32 3 32 0 Conakry Fourth - 36 5 30 6 Fifth - 42 2 40 2 First - 91 5 60 31 Second - 27 0 25 2 1991-92 Third - 48 5 42 6 Fourth - 32 3 32 0 Fifth - 36 2 36 0 First Economics 176 122 46 Second Economics 75 61 14 Economics & 12 12 0 Finance 1989-90 First Law 99 36 48 Second Law 74 68 6 Private Law 9 9 0 Third Public Law 18 15 3 First Economics 123 109 14 Second Economics 126 116 0 Economics & 57 54 0 Third Finance Management 34 33 1 Law, Economics and EL ManagmentEconomics & II 1 10 1 Management Fourth Finance University of 1990-91 Management 8 8 0 Conakry First Law 86 71 4 Second Law 56 49 4 Private Law 27 25 0 Third Public Law 32 32 0 Private Law 9 9 0 Fourth Public law 15 15 0 First Economics 180 Second Economics 108 93 15 Economics & 77 73 4 1991-92 Third Finance Management 41 41 0 Economics & 54 .51 Finance Management 31 31 0 First Law 198 137 56 Second Law 71 63 6 Private Law 35 33 0 Third Public Law 21 21 0 Private Law 25 21 4 Fourth Public law 31 30 0 English 178 39 165 13 Geography 65 2 62 3 History 57 2 48 9 All Levels 1990-91 .b*e Philosophy 46 0 44 2 CombmnedW Sociology 142 3 133 9 0% French 103 5 99 4 Letters & Humanities Russian 28 2 28 0 University of First First Cycle 61 5 51 10 Conakry English 246 33 219 27 French 71 3 67 4 Geography 48 5 48 0 1991-92 All Levels History 30 2 _ 28_2 Combined Philosophy 30 0 30 0 Sociology 110 5 106 4 Russian 22 0 32 0 First - 56 48 8 Civil Engineering Second - 57 52 5 University of 1989-90 Third - 32 30 2 Conakry Fourth - 19 15 4 Fifth - 58 52 6 First - 32 28 4 Second - 47 43 4 1990-91 Third - 45 39 6 Fourth - 33 30 3 Fifth - 53 46 7 First - 104 87 17 Second - 29 27 2 1991-92 Third - 42 39 3 Fourth - 43 43 0 Fifth - 30 29 1 First Biology 156 34 115 41 Second Biology 46 5 34 12 Third Biology 58 6 46 12 Biochemistry 14 6 13 I Eco-botanics 5 0 5 0 Genetics 4 0 4 0 Fourth Microbiology 13 2 12 1 Sciences Physiology 12 1 11 1 University o 1991-92 Zoology 14 I 14 0 Conakry Biochemistry 7 1 6 1 Eco-botanics 7 1 5 2 Fifth Genetics 8 1 8 0 Microbiology 13 2 11 2 Zoology 10 3 5 5 First Math-Physics 60 1 34 26 Second Math-Physics 23 0 - . Third Mathematics 22 1 18 4 Physics 14 1 13 1 Mathematics 15 0 - - Fourth Physics 19 0 - - First Chemistry 122 3 89 33 Second Chemistry 6 0 6 0 Third Chemistry ._._._. Organic Chemistry 3 0 2 1 Fourth Inorganic 15 2 9 6 Chemistry Organic Chemistry 27 0 11 16 Fifth Inorganic 32 2 12 20 Chemistry First 23 0 13 7 Second Water & Forestry 12 1 9 3 Third Resources 26 0 14 11 Valery Giscard Fourth 24 0 24 0 dEstaing Agricultural 1991-92 and Veterinary First Rural Engineering 40 0 31 5 Medicine Institute Husbandry & 43 1 30 12 First Veterinary Medicine First Agriculture 0 0 0 0 Notes: For the Faculty of Economics, Management and Law, and Valery Giscard dEstaing Institute, when the sum of the promoted and repeating enrolment are less than the total enrolment (MF), the difference provides the size of the dropout. Sources: Departments and Faculties of the various institutions 39 Table A.4: Higher Education Enrollment in Relation to Teaching Staff Teaching Personnel Year Enrollment Number Student/Teacher 1980 18402 1304 14 1981 15697 1718 9 1982 13922 1571 9 1983 11312 1819 6 1984 10664 1300 8 1986 6753 991 7 1987 5843 853 7 1990 5339 803 7 Notes Teaching personnel in 1983 comprises 144 part-timers, 215 senior students preparing their memoire), 8 Guineans, and 74 doctorate degree holders. Sources: F. Orivel & J. Perrot (1988), J.-C. Eicher (1985), and Mission Data 40 Table A.5: Distribution of Number of Guineans Studying Abroad on Public Scholarship by Country and Program Level (1991) Voctional Unde raduate Posteduate All Lavels Host Country MF F MF F MF F MF F Aleeria 14 7 35 6 3 52 13 Austria 0 0 0 0 1 0 1 0 Bulgaria 0 0 47 6 18 1 65 7 Burkina Faso 0 0 4 0 4 0 8 0 Cameroon 0 0 6 0 1 0 7 0 Canada 0 0 2 2 11 2 13 4 China 0 0 22 3 16 I 38 4 Cono 9 4 11 0 0 10 5 Cote d'Ivoire 1 0 13 0 2 0 16 0 Cuba 116 39 53 11 3 0 172 50 Czechoslovakia 12 6 34 5 11 1 57 12 Egypt 20 0 49 0 5 0 74 0 France 0 0 0 0 11 1 11 1 Germany 3 2 15 2 10 0 28 4 Ghana 5 5 4 4 0 0 9 9 Hunzary 0 0 7 0 0 0 7 0 Irk 0 0 1 0 0 0 I 0 Italy 0 0 2 0 0 0 2 0 Japan 0 0 0 0 5 0 5 0 Korea 2 1 0 0 0 0 2 1 Libya 0 0 14 0 0 0 14 0 Malaysia 0 0 I 0 0 0 1 0 Mexico 0 0 0 0 5 0 5 0 Morocco 45 12 88 15 17 2 150 29 Niser I 0 0 0 0 0 1 0 Philippines 0 0 1 0 0 0 1 0 Poland 1 0 24 5 15 1 40 6 Qatar 0 0 3 0 0 0 3 0 Roumania 0 0 11 4 1 0 12 4 Rwanda 0 0 3 0 0 0 3 0 Saudi Arabia 19 0 40 0 4 0 63 0 Senegal 20 2 7 0 0 0 27 2 Soudan 7 0 6 0 1 0 14 0 Soviet Union (Ex-) 12 3 283 33 196 7 491 43 Switzerland 0 0 0 0 6 1 6 1 Syria 1 0 13 0 2 0 16 0 Tunisia 9 8 25 4 1 0 35 12 Turkey 0 0 1 0 1 0 2 0 United Kinedom 0 0 0 0 4 0 4 0 UnitedStates 3 1 0 0 21 4 24 5 Yuloslavia 0 0 2 0 0 0 2 0 Total by Level 300 90 817 101 375 21 1492 212 Source: Ministry of Higher Educabon and Scientific Research Table A.6: Site. Enrollment and Cycle of Former Agricultural Higher Education Institutions Faculty Host Level Status 1974 1975 1976 1977 1978 1979 198 1981 1982 1983 1984 I Region I I I I I A 0.1.1 1 1 _1 Agricultural Faculty at Tolo Mamou 1974/75: ENA; 1975-78: lIt Cycle; 181 461 866 828 700 654 560 195 182 306 195 1978-80: lst and 2nd cycles; 1981-82: 2nd cycle (lst cycle transferred to Mamou) Valery Giscard d'Estaing Instit. Faranah 1974/75: ENA; 1975-78: lot cycle; 1978-present: let & 2nd cycles. 281 1501 2112 1476 1386 645 132 802 514 624 600 1 Veterinary Medicine Mamou 1974/75: ENA; 1975-82: Ist cycle; 217 303 341 331 508 473 448 515 435 391 218 1982/83: 1st & 2nd cycles. Zootechny at Famoils Beyla 1974/75: ENA; 1975-82: It cycle. 120 125 138 155 166 110 204 181 - - - Waters & Forestry at Seredou Macenta 1974175: ENA; 1975-80: It & 2nd 19 20 20 21 26 30 30 - - - - cycles. 1980/81: transferred to IVGE Polytech. Institut. of Kankan Kankan 1974/75: Full S-year programs; 757 639 510 1246 1213 1766 303 292 248 230 258 1975-80: 2nd cycle only. Polytech. Institut. of Conakry Conakry 197475: Full 5-year program, then 405 - - - - - - - . - - transferred to Foulayah (Kindis) Agriculture Instit. at Foulayah Kindia 2nd cycle - 263 110 920 1207 1150 106 794 899 1065 881 15 _ 1 Agricultural Fac. at Sonfonia Conakry Ist cycle - 655 657 762 835 945 833 815 785 813 - Agricultural Fac. at Macefa Macenta 1975-78: 1st cycle; 1978-82: 1st & 2nd - 525 894 807 902 750 646 312 646 360 214 cylces. Agricultural Fac. at Dubreka Coyah Ist cycle - - 276 435 486 507 653 570 357 205 268 Agricultural Fac. at Telimele Telimele Ist cycle - - 120 206 201 157 168 127 118 72 - Agricultural Fac. at Labe Labe Ist cycle - 131 402 442 290 321 299 276 201 Agricultural Fac. at Pita Pita Ist cycle - - 36 173 175 110 120 93 91 53 - Agricultural Fac. at Dinguirlye,ay t cycle - - 89 174 148 143 40 19 33 29 - Table A.6: Site, Enrollment and Cycle of Former Agricultural Higher Education Institutions (Continued) Faculty Host Region Level Status 1974 1975 1976 1977 1978 1979 198 1981 1982 1983 1984 ._0 Agricultural Fac. at Kissidougou Ist cycle - - 298 548 470 336 450 238 246 146 - Kissidougou Agricultural Fac. at Gueckedou Gueckedou Ist cycle - 188 320 332 230 285 218 206 160 - Agricultural Fac. at Koundara Kounders Ist cycle - 92 237 188 75 78 47 48 32 - Agricultural Fac. at Kouroussa Kouroussa 1975-78: 1st cycle; 1978-82: 2nd cycle - - 232 294 271 240 220 148 90 42 - Agricultural Fac. at Siguiri Siguiri Ist cycle - - 118 233 267 100 100 47 58 53 - Agricultural Fac. at N'Zerekore N'Zerekore Ist cycle; 1982/83: 1st & 2nd cycles - 222 487 483 508 438 300 274 275 162 Agricultural Fac. at Boffa Boflf Ist cycle - - - 66 153 128 134 22 91 53 - Agricultural Fac. at Gaoual Gaoual Ist cycle - - 186 190 74 98 49 56 46 - Agricultural Fac. at Dalaba Dalaba Ist cycle - - - 126 141 100 105 105 67 57 - Agricultural Fac. at Mali Mali Ist cycle - - - 81 120 81 91 85 71 59 - Agricultural Fac. at Tougue Tougue Ist cycle - - - 86 139 93 104 85 91 53 Agricultural Fac. at Dabols Dabola Ist cycle - - - 116 177 165 95 60 49 31 - Agricultural Fec. at Kankan Kankan Ist cycle - - 132 425 212 198 145 176 119 - Agricultural Fac. at Kerouane Kerousne Ist cycle - - 54 100 65 75 48 40 21 - Agricultural Fac. at Beyla Beyla lst cycle - - - 68 99 100 110 51 40 19 - Agricultural Fac. at Bamban Kindia Ist cycle; 1983/84: transferred to - - - - 173 261 245 210 168 - - Foulayah Agricultural Fac. at Forecarialh Forecarish Ist cycle - - - - 94 123 123 72 65 49 - Agricultural Fac. at Boke Boke Is cycle - - - - Ill 197 195 136 164 123 - Agricultural Fac. at Yomou Yomou Ist cycle - 42 73 58 18 29 32 - Agricultural Fac. at Mamou Mamou lst cycle; 1983/84: transferred to Tolo - - - - - - - 137 127 - - Total 1980 4492 7500 10970 12370 1089 991 7235 6740 5719 2796 1 4 Note: 1974 data for Faranah is majors in agriculture and bio-geo-agronomics Source: UNESCO (1985) 43 Table A.7: Distribution of Higher Education Guinean Teachers by Seniority, 1983 Seniority First Cycle Second Cycle No. of Years Number Percentage Number Percentage 0-4 424 54.64 359 48.64 5-9 189 24.36 219 29.67 10-14 70 9.02 96 13.01 15-19 47 6.06 47 6.37 20-24 29 3.74 13 1.76 25-29 9 1.16 4 0.54 30-34 8 1.03 0 0.00 35-39 0 0.00 0 0.00 Total 776 100.00 738 100.00 Source: UNESCO (1985) Table A.8: Teaching Personnel in Agricultural Higher Education - 1984 Personnel Foulayah Faranah Bordo Mamou Tolo Macenta N'Zerekore Dubreks Pita Total Percentage with without Tolo Tolo Regular Teaching Personnel 95 77 49 33 47 44 30 19 20 414 367 A.7100.00 Doctorates 8 0 7 3 . 0 0 0 0 . 18 3.00 DES (Agricultural Sciences) 66 48 42 21 . 22 22 3 II . 235 64.00 DES (Others) II 1 0 0 . 4 8 5 6 . 35 9.50 Graduating Students 10 28 0 5 9 0 7 2 61 16.60 Agro-zootechny Technicians 0 0 0 4 9 0 4 0 17 4.60 Primary School Teachers 0 0 0 0 0 0 0 I I 0.30 Others 0 0 0 0 0 0 . Part-Time Teaching Personnel Number 8 4 0 0 . 0 3 0 0 15 Full-Time Equivalent (FTE) 5 2 0 0 . 0 3 0 0 10 Total of FrE Teaching Personnel 100 79 49 33 47 44 33 19 20 424 Non Teaching Personnel . SI . 17 . 26 30 28 23 175 Administration 19 0 . 5 8 9 10 12 Others . 35 . 12 . 17 20 16 Total FTE Personnel . - 130 . 50 70 63 47 43 403 Enrollment 881 600 258 218 195 214 162 268 86 2882 Student/Teacher Ratio 8.8 7.6 5.3 6.6 4.1 4.9 4.9 14.1 4.3 6.8 StudentlTotal Personnel Ratio . 4.6 . 4.4 . 3.1 2.6 5.7 2 3.8 Source: UNESCO 1985 45 Table A.9: Higher Education Infrastructure 1979 1980 1981 1982 1983 Class Room 336 224 154 333 336 Conference Room 15 6 6 30 Shop _ 12 13 13 16 Laboratory . 31 16 83 91 Offices 110 75 156 162 Staff Housing 202 82 196 232 Health Facility . 24 9 19 Ubrary . 5 4 23 Storage Facility . 32 25 74 Cafeteria 28 23 Dormitory Building . 129 . . 110 Source: UNESCO (1985) Table A. 10: Distribution of Education Budget by Ministry and Function (Current GF, 000) 1_I 19* 1990 191 1992 Ministry Budget Item Amount Asa % of Amount Asa % of Amount Asa %of Amount Asa %of Education Education Education Education Personnel Emoluments 13883400 73.72 16069085 71.36 31078000 67.74 41115500 69.24 Education Non-Emolument Operating 3499177 18.58 4582280 20.35 13143806 28.65 16616500 27.98 Direct Subsidies to Students 1450000 7.70 1866550 8.29 1653205 3.60 1647000 2.77 Total 18832577 100.00 22517915 100.00 45875011 100.00 59379000 100.00 Personnel Emoluments - - 13906024 61.76 25243000 55.03 34326000 57.81 Pre-University and Non-EmolumentOperating - - 2097208 9.31 10147033 22.12 12790000 21.54 Vocational Education Direct Subsidies to Students 0 0.00 0 0.00 0 0.00 0 0.00 Total 15781700 83.80 16003232 71.07 35390033 77.14 47116000 79.35 Personnel Emoluments - - 2163061 9.61 5835000 12.72 6789500 11.43 Higher Education and Non-Emolument Operating - - 2485072 11.04 2996773 6.53 3826500 6.44 Scientific Research Direct Subsidies to Students 1450000 7.70 1866550 8.29 1653205 3.60 1647000 2.77 Total 3050877 16.20 6514683 28.93 10484978 22.86 12263000 20.65 Note: It has not been possible to completely desaggregate this year's budget by educational level. All levels of education used to be under one ministry of education. Source: MESRS Твh1е А.11: Лistrihurion оГ Uigher Гwlисвliоп Recurtcnl Гврюдitиrе Uy Aim впJ Depertnunl ` __ 1991 1992 , г йид�гl hcm Adminishмion Rcscerch 7�еесЬiпД То1л1 AЛminisUeri�м Rсsглкh Tcлching Тrnл1 Ггго�•пnсl f�тоlипкNе П.А7 9.46 28.]2 55.65 19.21 8.60 11.5] 55.37 Sлlлriсл 14.2(1 9.�9 25.96 49.SS 12 А2 8.4R 2].4] 44.7) Other Remuncrвliпnв З.b7 0.07 2.76 Ь.Ю Ь 41 0.1] 4.10 111.а�1 Nnn Гиидимет(11ure1ing Гхрсnхсв 3.07 З.0) 22.51 28.SR Э.47 ].40 24J4 ]1.10 1'- AfnvinД 0.60 0.19 106 1.85 0.76 0.29 1.]2 216 �' Гyuipment k Furnilurc 0.41 0.47 7.22 4.! 1 U.S2 0.5А 4.1Э 5.14 Сипхитлhlсв 0.9Э 1.54 15.61 18.08 1 13 1.7] 16.45 19.Э1 Аигnт�,��е о.а1 о.г7 1.Эг 2.з9 о.71 о.г2 1 �1z 1�1s Rc.1 Г•.ил�е nlнпгсплпсе 0 о1 а4з л.s7 1.о2 пдz о.46 аб2 1.1л scrv�cc� ггссс��сг1 0.20 о.о7 о.4о О.ьв о.17 о.от л.з7 0 61 l�rner гfiегл�fпВ о.11 о.оз озг о.аб o.1s о_OS о.аз О.бз Schnluchip 7.71 0.00 8.05 l5.77 6.57 0 UO 6.HG 1Э.4) То1в1 28.65 12.47 58.88 10Q.00 29.27 12.(10 SR.7) 100.(К1 Snurce: h1G5RS Table A. 12: Distribulion of lligber F(lucAlion Rcculrent ExpCII(Murc by Budgct hem and Dclialtinclit 1991 1992 JII lludgct licen Athninistrntion Research TeRching Total Administintion licsefluch 11CF501111cl Eloolonlents 62.36 75.89 48.10 55.65 65.70 71.69 SRlmrics 49.55 75.30 44.09 49.55 43.80 70.62 Officr Remuneral ions 12.81 0.59 4.01 6.10 21.91 1.07 Non-Finolumcnt Opetating Expenses 10.72 24.11 38.22 28.58 11.84 29.31 moving 2.09 1.51 1.80 1.85 2.60 2.39 Equipment & rumiture 1.43 3.79 5.48 4.11 1.79 4.85 Co"sunlables 3.24 12.34 26.52 18.08 3.88 14.41 Automotive 2.81 2.16 2.23 2.39 2.43 1.80 CO Real Estate Maintenance 0,05 3.43 0.97 1.02 0.05 3.87 Smices Received 0.71 0.59 0.68 0.68 o.58 0.57 Other Operating 0.38 0.29 0.54 0.46 0.51 0.42 Scholarship 26.92 0.00 13.68 15.77 22.45 0.00 Tolal 100.00 1()().00 10000 100.00 100.00 100.00 1 Source: Ministry of lligbcr Education Table A.13: Distribution of Education Investment Projects by Educational Level (Current GF, 000) 1992 1993 1994 Educational Level Amount Percentage Amount Percentage Amount Percentage Primary & Secondary 24294.70 58.00 27180.00 67.50 26481.00 71.00 Vocational 5283.70 12.60 5272.40 13.00 4972.00 13.00 Tertiary 11949.80 28.60 7429:30 18.50 5314.40 14.20 Scientific Research 339.10 0.80 400.70 1.00 550.70 1.50 Sector Total 41867.30 100.00 40283.20 100.00 37318.10 100.00 ST as % of Total Public Investment Programs 11.60 9.30 8.00 Source: Ministry of Finance and Planning Т�Ыв А.11: PuЫk Ьк�твд Рго�гвт'в Praje�iв Гог tб�lег FдиеЧlае ввд Ревеn� (Qe+ea� GF, ОП01 19512 19S•7 199в t992-1991 ToW Daaeвtk Faeip� r DameвUe Faeipn r Dагпевце Faelp и Dmiaбc Faeip� и ProjoA рапlрtlае ToW 5аиае � дToW TaW Saeue � дTatal Тогв1 5аме � дТогвl ToW 5ает � дТои1 Uolклhy RdrbO. ! Eqiopavr в000.00 в000.00 O.OD 2ц0.00 Zl3f1.00 0.00 lOW.00 ]Q1D.00 0.00 9350 00 9Э30.00 0.00 Та�Ыц SuR НавЬц в26l.л1 NAO 9l.07 2642.Е0 26.00 9R.96 0.00 000 - 703S.9D 112.00 9В.в1 и Reooиtiae д tRBAK 266.К► 266.2D 0.00 �30.OD 730.00 O.OD 300.00 300.00 • 0.00 1116.К1 1116.2D 0.00 � Re�iaoвl Fлеееlт� дСЕ?1DФ 0.00 0.00 • 0.00 0.00 • 1вl9.в0 0.00 100.00 1fВ9.Ф 0.00 100.00 Ratorвfe � Str�deд 5епr{еев 0.00 0.00 • 0.00 O.OD • 1091.б0 19DA0 t6.26 1091.67 130.00 R6.26 Fв�ilhb ArMtaooe W ChN Fл�1е. Fкv1ry, l1D.00 0.00 100.00 0.00 0.00 • 0.00 0.00 • 690.00 O.OD 100.00 UCANC РАSЕ FлЬгоеее�! д 6SEJN 13ц.00 0.00 100.00 17ЭО.А O.OD tU0.00 1273.90 0.00 100.00 )9в1.бD 0.00 100.00 Сврдh' ЕодоЕео�в TecYmolo�b '/2.9f1 26.2i11 61.06 90.А 1).!0 12.7! в9.90 )1.80 2A.2S 17Э.10 71.6D 33.16 Тои1 Га F1I�eт fйлаао 105t17.70 вЭ76.в0 39.91 б77в.ОD 27П.е0 39J2 ТвОб.ео Э687.е0 30.21 23098.10 10Во6.00 36.9в 5ыт: Mlobery д Fbms ад flo� 51 T.bん1土F備iPA関h切園図h拓いM日w割山図ン相h園園dbG山園J欄日 墜 5国武目：T．図鵬園口コ‘M.K口園りu■加 Table A. 16: Admission Rates at the First Degree Exarnination in General Secondary Education (Rae 1), 1990 Regional Prefectural Social Sciences Mathematical Sciences Experimental Sciences French Inspection of Directorate Number of Admission % Among: Number of 'Admission % Among: Number of Admission % Among: Number of Admission % Among: Education of Education Candidates MF F Candidates MF F Candidates MF 'F Candidates MF F Conakry Conakry 1 128 28.13 18.75 71 52.11 25 445 10.56 5.42 Conakry n 312 12.28 6.9 288 15.97 3.57 646 7.59 3.43 Conakry M 319 25.16 13.95 237 37.55 17.65 1061 12.91 3.37 Total Conakry 758 20.32 12.03 596 10.83 3.92 1 2152 10.83 3.92 Vindia Boffa - 18 88.99 100 41 100 100 Roke 59 22.03 173 13.87 2.7 224 4.91 Coyah 54 33.33 so 48 29.17 - - Dubreka 22 22.73 0 13 23.08 21 4.76 - Forecarish 23 60.97 50 - - - 66 19.19 0 Fria 60 33.33 60 59 37.29 0 187 8.02 7.69 Kindia 100 60 26.67 50 50 66.67 337 11.29 0 Telimele 30 40 33.33 39 74.36 33.33 76 23.68 18.18 Total Kindia 349 40.4 36.11 400 33.25 10.2 1016 17.22 7.39 Labe Valaba 12 41.67 33.33 19 89.47 100 27 70.37 50 G&OUal 29 17.86 0 - - 13 46.15 33.33 Koubia - 25 4 0 - - Koundars - 15 66.67 0 37 40.54 50 Labe 93 12.9 0 61 36.07 29.57 133 8.27 0 Lefourna 11 0 0 Mali 24 54.17 28.57 59 56.36 40 Mamou 60 20 0 55 56.36 40 164 19.51 0 Pits 17 82.35 75 24 93.33 33.33 33 48.48 62.5 -:J 1 Tougue - 17 35.29 0 22 13.64 0 Total Labe 234 26.07 13.33 1 191 1 55.5 1 38.1 L= 25.38 15_i Table A.16: Admission Rates at the First Degree Examination in General Secondary Education (Bacl). 1990 (Continued) Regional Prefectural Social Sciences Mathematical Sciences Experimental Sciences French Inspection of Directorate Number of Admission :Among: Number of Admission % Among: Number of Admission % Among: Number of Admission % Among: Education of Education Candidates MF F Candidates MF F F Candidates MF F Kankan Dabola 29 62.07 66.67 14 78.57 - 27 18.52 8.33 Dinguiraye 10 60 0 Is 88.89 100 29 20.69 20 - - - Faranah 40 17.5 20 36 44.44 0 87 13.79 8.33 - - . Kankan 276 19.2 9.68 69 24.64 16.67 260 13.08 6.98 - - - Kerousne 52 42.31 16.67 - - - - - - - - - Kouroussa 17 47.06 50 12 66.67 - 62 25.81 33.33 164 42.68 43.75 Mandiana - - - - - 31 74.19 - - - Siguiri 50 20 40 18 50 - 76 34.21 0 - - - Total Kankan 474 26.16 20 167 46.11 50 572 21.33 10.87 164 42.68 43:7 N'Zerekom Beyla - - - - 24 12.5 0 - - - Gueckedou 86 22.09 50 66 7.58 0 162 17.28 13.04 - - - Kissidougou 39 64.1 33.33 38 28.95 - 164 17.68 0 - Lola 68 27.94 0 26 19.23 - 94 13.83 40 - - - Macenta 32 28.13 100 27 14.81 - 58 8.62 0 - - N'Zerekore 97 32.99 60 74 24.32 0 264 34.09 32.14 - - - Yomou 9 11.11 - - -- 19 10.53 - 10 50 0 Total 331 31.72 43.75 231 18.61 0 785 21.66 16.33 10 50 0 N'Zerekore ________ _______ ___________ National Total 2145 27.32 18.6 1585 33.5 17.29 5049 16.5 7.41 174 43.1 42.42 Source: MEPUFP Table A.17: Admission Rates at the General Secondary Education Completion Examination (Bac II), 1990 Regional Prefectural Social Sciences Mathematical Sciences Experimental Sciences French Inspection of Directorate Number of Admission % Among: Number Admission % Among: Number Admission % Among: Number of Admission % of of Among: Education of Education Candidates MF F Candidate MF I F Candidst MF F Candidates MF F I I s es Conakry Conakry I 60 13.33 25 37 78.38 66.67 92 48.91 50 - Conakry U 93 10.75 16.67 139 27.34 50 223 37.22 34.21 - - Conakry Ill 152 5.26 0 - - - - - - - Total Conakry 205 8.52 15.15 176 38.07 57.14 315 40.63 38.89 - - Kindia Boffs - - - 7 28.57 - 12 66.67 0 - - - Boke 93 18.28 25 46 34.78 0 12 58.33 0 - - - Coyah 16 18.75 - 48 29.17 0 64 60.94 33.33 - - - Dubreka - - - - - - - - - - Forecariah Is 16.67 0 - - - 28 39.29 - - - - Fria 38 7.89 0 16 56.25 100 40 32.5 50 - - Kindia 53 5.66 0 32 53.13 - 92 29.35 14.29 - - - Telimele 6 0 - 5 60 - 16 56.25 100 - - Total Kindia 224 12.95 5.56 137 43.07 14.29 224 42.41 35.29 - - - Labe Dalaba - . - 11 45.45 100 15 73.33 100 - - - Gaoual - - - * - - - - - - - - Koubia - - - - - - - - - - - - Koundara - - - - 15 66.67 100 - - Labe 36 3.33 0 49 42.86 0 50 46 50 - - - Llouma - - - - - - - - - Mali . - - - - - 18 66.67 100 - - Mamou 62 4.84 0 36 38.89 0 116 18.1 4.45 - - - Pits 14 14.29 - 13 46.15 50 17 70.59 50 - - - Tougue - - - - - - - - Total Labe 112 7.14 0 109 42.2 25 231 38.53 22.58 - - Table A.17: Admission Rates at the General Secondary Education Completion Examination (BacH), 1990 (Continued) Regional Prefectural Social Sciences Mathematical Sciences Experimental Sciences French Inspection of Directorate Number of Admission % Among: Number Admission % Among: Number Admission % Among: Number of Admission % Among: of of Education of Education Candidates MF F Candidate MF F Candidat MF F Candidates MF F Kankan Dabola - - - - - - - - - - - Dinguiraye - - - - - . - - - - - Faranah 19 0 0 13 15.38 - 29 31.03 0 - - - Kankan 106 9.43 16.67 53 26.42 0 115 20.87 33.33 - - - Kerouane - - - - - - - - - - - - Kouroussa - - - - - - - - - - - - Mandiana - - - - - - - - - - - - Siguiri 46 10.87 0 - - - 19 78.95 0 - - - Total Kankan 171 8.77 12.5 66 24.24 0 163 29.45 33.33 - - - N'Zerekore Beyla - - - - - - - - - - - Gueckedou - - - - - - - - - - - - Kissidougou 24 4.17 24 20.83 52 44.23 37.5 - - - lola - - - - ----- -- - Macenta 10 10 0 - - - 17 23.53 - - - - N'Zerekore 49 2.04 0 56 25 - 129 25.58 12.5 - - - Yomou - - - - - - - - - - - - Total 83 3.61 0 80 23.75 0 198 30.3 25 N'Zerekore _ National Total 895 9.05 10.13 568 36.44 31.28 1131 37.14 32.28 - - - Source: MEPUFP Table A.18: Pre-University Enrollment by Urban/Rural Zone - 1990 Primary Secondary Technical Total Zone Number Enroll- Teachers Number Enroll- Teachers Number Enroll- Teachers Number Enroll- Teachers of ment of ment of I ment of ment Schools Schools Schools Schools Conakry Urban 128 95643 1644 32 29714 1305 21 5438 518 181 130795 3467 Rural Total 128 95643 1644 32 29714 1305 21 5438 518 181 130795 3467 Kindia Urban 71 30305 676 24 11138 794 7 1648 143 102 43091 1613 Rural 385 33746 983 27 2876 313 412 36622 1296 Ln Total 456 64051 1659 S 14014 1107 7 1648 143 514 79713 2909 ON Labe Urban 84 21997 615 19 8178 559 6 1066 164 109 31241 1338 Rural 563 43796 1130 31 2286 264 594 46082 1394 Total 647 65793 1745 50 10464 823 6 1066 164 703 77323 2732 Kankan Urban 65 23678 654 16 8323 494 7 1079 173 88 33080 1321 Rural 399 26439 811 18 1056 152 417 27495 963 Total 464 50117 1465 34 9379 646 7 1079 173 505 60575 2284 N'Zerekore Urban 60 19182 517 15 6375 418 6 1037 132 81 26594 1067 Rural 721 52021 1669 48 5728 547 769 57749 2216 Total 781 71203 2186 63 12103 965 6 1037 132 850 84343 3283 National Urban 408 190805 4106 106 63728 3570 47 10268 1130 561 264801 8806 Total Rural 2068 156002 4593 124 11946 1276 2192 167948 5869 Total 2476 346807 8699 230 75674 4846 47 10268 1130 2753 432749 14675 Source: Ministry of Pre-University Education and Vocational Training Table A.19: Pre-University Enrollment by Region and Type of Ownership - 1990 Zone Primary Secondary _ Technical Total Number Enrollment Teachers Number Enrollment Teachers Number Enrollment Teachers Number of Enrollment Teachers of of Schools of Schools Schools Schools Schools1 Conakry Public 113 91583 1532 27 29269 1283 16 3896 452 156 124748 3267 Private 15 4060 112 5 445 22 5 1542 66 25 6047 200 Total 128 95643 1644 32 29714 1305 21 5438 518 181 130795 3467 Kindia Public 451 63269 1638 51 14014 1107 7 1648 143 509 78931 2888 Private 5 782 21 5 782 21 Total 456 64051 1659 51 14014 1107 7 1648 143 514 79713 2909 Labe Public 637 63871 1704 50 10464 823 6 1066 164 693 75401 2691 Ln Private 10 1922 41 10 1922 41 - Total 647 65793 1745 50 10464 823 6 1066 164 703 77323 2732 Kankan Public 460 49300 1440 34 9379 646 7 1079 173 501 59758 2259 Private 4 817 25 4 817 25 Total 464 50117 1465 34 9379 646 7 1079 173 505 60575 2284 N'Zerekore Public 773 70311 2166 62 11781 945 6 1037 132 841 83129 3243 Private 8 892 20 1 322 20 9 1214 Total 781 71203 2186 63 12103 965 6 1037 132 850 84343 National Total Public 2434 338334 8480 224 74907 4804 42 8726 1064 2700 421967 14348 Private 42 8473 219 6 767 42 5 1542 66 53 10782 327 Total 2476 346807 8699 230 75674 4846 47 10268 1130 2753 432749 14675 Source: MEPUFP B. UNIVERSrrY OF CONAKRY Table B. I: Enrollment at UGANC by Faculty Social Natural Law and Civil Electrical Mechanical Geology Computer Sciences Sciences Economics Enginrg. Enging. Chemistry Enginr. Medicine Pharmacy Biology & Agrcultur Science Total MiningII 1962 6 41 - - - - - - - - - 47 1963 10 54 20 14 - - - - - 30 12 - 140 1964 6 48 31 29 - - - - - 39 16 - 169 1965 41 59 57 41 - - - - - 47 21 - 266 1966 27 105 99 49 14 II - - - 59 45 - 409 1967 52 80 140 63 44 17 20 19 - - 46 38 - 519 OD 1968 74 167 191 53 64 24 13 39 - - 47 49 - 721 1969 95 186 292 62 97 52 28 72 46 - 62 58 - 1050 1970 218 115 292 108 131 86 30 116 66 12 66 89 - 1329 1971 313 278 418 149 162 120 33 224 120 46 - - - 1863 1972 452 422 586 227 176 121 35 306 165 96 - - - 2586 1973 579 579 752 234 183 140 130 307 160 157 - - - 3221 1974 756 616 947 226 265 97 121 330 147 191 - - - 3696 1975 54 458 865 181 157 98 98 275 123 155 - - - 2464 1976 425 192 525 66 65 37 50 244 85 114 - 0- - 103 1977 357 134 539 94 70 31 55 284 65 100 - - - 1729 1978 226 153 485 70 94 20 53 367 72 95 - - - 1635 1979 182 195 629 78 85 30 43 424 95 145 - - 1906 1980 275 124 556 80 96 20 47 404 68 126 - - - 1796 Table B. 1: Enrollment at UGANC by Faculty (Continued) Social Natural Law and Civil Electrical Mechanical Geology Computer Sciences Sciences Economics Enginrg. Enginrg. Chemistry Enginrg. Medicine Pharmacy Biology & Agriculture Science Total _ I Mining 1981 193 72 350 102 69 12 46 233 91 72 - - - 1240 1982 103 86 511 49 95 13 38 153 65 56 - - - 1169 1983 129 97 534 56 123 26 S 155 80 65 - - - 1316 1984 187 55 365 35 96 28 41 138 50 122 - - - 1117 1985 823 937 210 83 181 92 97 331 31 767 - - 3552 1986 1114 1053 70 ISO 308 94 95 314 44 720 - - - 3962 1987 981 388 131 191 360 732 117 303 83 525 - - - 3811 1988 1149 348 413 220 390 690 118 414 138 540 - - - 4420 1989 928 261 521 247 609 649 138 411 139 500 - - 16 4419 1990 817 426 578 210 368 190 140 393 158 350 - - 32 3662 1991 637 388 942 248 450 275 161 396 144 366 - - . 4007 1992 . . - . . . 542 216 . - - . . Note: Electrical Engineering as defined in this table includes enrollments in the Departments of Telecommunications and Electrical Engineering Source: Rectorate of UGANC Table B.2: Male/Female Enrollment at UGANC by Major Field. Faculty and Class 1990 Year I Year 2 Year 3 Year 4 Year 5 Year 6 Total Faculties Departments Female Total Female Total Female Total Female Total Female Total Female Total Female Total Law & Economics Law 3 84 3 58 1 57 0 27 0 0 0 0 7 226 Economics 7 117 6 122 5 92 2 21 0 0 0 0 20 352 Total 1 10 201 9 180 6 149 2 48 0 0 0 0 27 578 English 5 37 7 27 14 76 10 40 8 35 0 0 44 215 Geography 4 23 0 10 0 Is I 14 0 22 0 0 5 87 History 0 7 I II I 16 I 24 0 20 0 0 3 78 Letters & Numanities French I 12 0 10 2 25 3 17 2 31 0 0 8 95 Russian 1 10 1 10 1 10 I 10 0 10 0 0 4 50 Linguistics 3 22 I 3 0 II 0 1 I 3 0 0 5 40 Philosophy 0 9 0 4 0 17 0 16 1 22 0 0 1 68 Sociology 0 -15 3 49 0 32 I 37 3 41 0 0 7 184 Total 14 145 13 124 18 205 17 159 16 184 0 0 77 817 0 Medicine & Pharmacy Medicine 7 66 5 84 7 90 5 68 7 57 6 28 37 393 Pharmacy 5 22 7 59 14 40 4 27 3 10 0 0 33 158 Total 12 88 12 143 21 130 9 95 10 67 6 28 70 551 Chemical Engineering 1 26 35 I 3 36 3 53 4 37 0 0 12 190 Civil Engineering 0 25 46 1 1 49 I 35 5 52 0 0 8 210 Polytechnique Institute Electrical Engineering 0 25 41 0 0 34 I 37 I 35 0 0 2 172 Mechanical Engineering 0 22 31 0 0 34 0 31 0 22 0 0 0 140 Telecommunication 1 26 56 3 5 33 2 37 2 39 0 0 13 196 Total 2 124 211 5 9 186 7 193 12 185 0 0 35 908 Biology 7 63 9 56 10 69 7 50 10 112 0 0 43 350 Chemistry 0 22 0 0 2 i8 2 58 is 121 0 0 22 219 Science Mathematics 0 0 0 14 1 14 0 16 2 34 0 0 3 78 Physics 0 0 0 16 0 21 0 19 I 18 0 0 I 74 First Cycle 3 55 0 0 0 0 0 0 0 0 0 0 3 55 Total 10 140 9 86 13 122 9 143 31 285 0 0 72 776 Computer Center Short Stream 0 0 0 0 0 12 0 4 0 0 0 0 0 16 Long Stream 0 0 0 0 0 8 1 8 0 0 0 0 1 16 Total 0 0 0 0 0 20 1 12 0 0 0 0 1 32 University 48 698 52 753 63 812 45 650 68 721 6 28 282 3662 Table B.3: Male/Female Enrollment in LAw and Economics by Class, UGANC - 1991 First Cycle Second Cycle Economics LAw Economics Management Private Law Public Law Total Total Female Total Female Total Female Total Female Total Female Total Female Total Female Year I 240 is 170 21 - - - - - - 410 36 Year 2 112 9 67 4 - - - - - - - - 179 13 Year 3 - - - - 74 5 39 3 34 . s18 . 165 8 Year 4 - - 54 3 33 3 27 31 . 145 6 Year5 - - - - 10 0 9 2 9 0 15 0 43 2 Total 352 24 237 25 138 8 81 8 70 0 64 0 942 65 Source: Rectorate of UGANC Table B.4: Male/Female Enrollment in Letters and Humanities by Major Field and Class, UGANC Year I Year 2 Year 3 Year 4 Year 5 Total Department Total F Total F Total F Total F Total F Total F English 80 49 32 42 29 232 . Geography 16 20 26 28 40 130 . History is 22 38 31 . 17 126 . Letters 53 27 45 52 . 81. 258 1988 French 31 17 . 31 31 . 52 162 linguistics 12 0 4 21 . 29 66 Russian 10 10 . 10 0 0 . 30 . Ila) Philosophy 17 21 24 27 . 23 112 . Sociology 45 36 ._51 _ . 67 76 275 . Total 229 175 . 216 . 247 . 266 1133 . English 26 6 79 IS 39 9 35 8 36 3 215 41 Geography 9 0 IS 0 18 I 23 0 28 I 93 2 History 11 0 18 3 19 0 29 3 31 0 108 6 Letters 24 2 47 2 28 4 34 3 52 2 185 13 1989 French 12 0 26 2 18 3 30 2 31 1 117 8 Linguistics 3 1 II 0 0 0 4 I 21 I 39 3 Russian 9 I 10 0 10 1 0 0 0 0 29 2 Philosophy 9 0 15 0 19 0 22 1 28 1 93 2 Sociology 56 6 31 0 37 2 49 4 66 8 239 20 Total 135 14 205 20 160 16 192 19 241 15 933 84 Table 9.4: Enroltnent In Letters and Humanities by Major Field and Class, UGANC (Continued) Year 1 Year 2 Year 3 Year 4 Year 5 Total Department Total F Total F Total F Total F Total F Total F Engifsh 30 24 76 39 . 35 204 . Geography 10 10 18 14 . 22 74 History 10 13 16 . 25 20 84 Letters 25 27 41 17 33 143 1990 French 10 12 24 17 30 . 93 Linguistics 5 3 11 0 . 3 . 22 . Russian 10 12 6 0 . 0 . . 28 Philosophy 10 4 16 16 . 22 68 . Sociology 10 48 27 41 40 166 ._c_ Total 95 126 . 194 152 172 739 . English 122 31 29 70 252 . Geography - - 21 . 10 19 . 50 . History - 6 . 10 16 . 32 . Letters * * 45 . 25 41 . 111 . 1991 French - 13 11 23 . 47 . Linguistics - * 22 . 3 11 . 36 Russian - - 10 11 . 7 . 28 Philosophy - 7 5 . 16 . 28 Sociology - 25 . 47 . 26 98 First Cycle 66 - - - - - - 66 Total 188 . 135 126 __ 188 . 637 . Source: Rectorate of UGANC Table B.5: Male/Female Enrollment in Science by Department and Year, UGANC - 1991 Biology Chemistry Mathematics Physics Math-Physics Total Class MF F MF F MF F MF F MF F MF F Year 1 155 35 124 3 - - - - 59 1 338 39 Year 2 46 5 6 0 . - - - 23 - 75 5 Year 3 58 6 0 0 21 1 14 1 - 93 8 Year 4 62 10 18 2 12 1 18 0 - - 110 13 0' Year S 45 8 59 2 15 0 19 0 - - 138 10 Total 366 64 207 7 48 2 51 1 82 I 754 75 Notes: MF=Male & Female; F=Female Source: UGANC Rectorate Table B.6: Enrollment in Medicine and Pharmacy by Class, UGANC - 1991 Medicine Phar acy Year Year I Year 2 Year 3 Year 4 Year 5 Year 6 Total Year I Year 2 Year 3 Year 4 Year 5 Total Total 1986 11 71 106 39 41 52 320 6 13 0 0 13 32 352 1987 41 15 132 49 39 40 316 20 7 13 0 0 40 356 1988 67 36 74 66 49 35 327 52 16 8 12 0 88 415 1989 131 84 61 26 68 46 416 72 34 14 5 12 137 553 1990 90 93 71 58 29 65 406 58 41 0 0 3 102 508 1991 66 84 92 68 57 29 396 27 50 31 26 10 144 540 1992 176 74 82 89 64 57 542 87 26 47 30 26 216 758 Source: UGANC Rectorate Table B.7: University Graduates By Class, UGANC Class Graduation Year Class name Number of Cumulative Rank Graduates Number of Graduates 1 1966 V.I. Lenine 54 54 2 1967 Ho Chi Minh 67 121 3 1968 Ho-Chi-Minh 44 165 4 1969 Che Guevara 86 251 5 1970 Soundiata Keita 131 382 6 1971 Kwame Nkrumah 124 506 7 1972 Amilcar Cabral 226 732 8 1973 Fidel Castro Ruz 316 1,048 9 1974 Mao Tse Toung 370 1,418 10 1975 Almamy Samory Toure 660 2,078 11 1976 A. Bokar Biro Barry 739 2,817 12 1977 Hadja Mafory Bangoura 741 3,558 13 1978 Ouezzin Koulibaly 657 4,215 14 1979 Behanzin 615 4,830 15 1980 Josip Broz Tito 672 5,502 16 1981 Sultan Mohamed V 766 6,268 17 1982 S. Cheick Ahmadou Bamba 395 6,663 18 1983 El Hadj Oumar Tall 465 7,128 19 1984 19th Class 559 7,687 20 1985 20th Class 494 8,181 21 1986 21st Class 530 8,711 22 1987 22nd Class 512 9,223 23 1988 23rd Class 495 9,718 24 1989 24th Class 708 10,426 25 1990 25th Class 957 11,383 Source: UGANC Rectorate Table B.8: Distribution of UGANC Teaching Personnel by Faculty, National Origin, and Highest Degree Held - 1990 Guineans Expatriates Total Faculties Doctorate DEA DES Senior Total Doctorate DEA DES Senior te DEA DES Senior [Total I I I Technician I I_I _I Technician Technician Law & 13 3 52 0 68 3 0 0 0 3 16 3 52 0 71 Economics Letters & 3 8 74 0 85 5 6 8 0 19 8 14 82 0 104 Humanities I I I I_I Medicine & 45 6 72 0 123 4 0 3 0 7 49 6 75 0 130 Pharmacy Science 59 3 82 0 144 19 0 I 20 78 3 82 1 164 Polytechnique 26 5 45 20 96 S1 2 4 0 57 77 7 49 20 153 Institute Coiputer Center 2 0 0 0 2 I 0 2 0 3 3 0 2 0 5 Total 148 22 209 20 518 83 8 17 1 109 231 33 342 21 627 Source: UGANC Rectorate Table B.9: Distribution of Full-Time Teaching Personnel by Faculty, Highest Degree Held, and National Origin at UGANC - 1990 Guineatns Expatriates Total Doctorate DEA DES Senior Total Doctorate DEA DES Senior Total _I l I Technician I II.ITechnician I Law and Economics 5 0 11 0 16 0 0 0 0 0 16 Letters & Humanities 3 8 66 0 77 5 6 6 0 17 94 Medicine&Pharmacy II 6 12 0 29 4 0 3 0 7 36 Science 52 3 82 0 137 19 0 1 20 157 00 Polytechnique Institute 20 5 38 Is 81 51 1 4 0 56 137 Computer Center 2 0 0 0 2 1 0 2 0 3 5 Total 93 22 209 18 342 80 7 15 1 103 445 Source: UGANC Rectorate Table B.10: Distribution of UGANC Adjunct Teaching Staff by Faculty, National Origin and Highest Degree Held - 1990 Guineans Expatriates Faculties Doctorate DEA DES Senior Total Doctor DE DE Senior Tot Technican ate A S Technici at Total L _I_an_I an Law and 8 3 41 0 52 3 0 0 0 3 55 Economics Letters & 0 0 8 0 8 0 0 2 0 2 10 Humanities 0_I_I___a% Medicine and 34 0 60 0 94 0 0 0 0 0 94 Pharmacy I - - Science 7 0 0 0 7 0 0 0 0 0 7 Polytechnique 6 0 7 2 15 0 1 0 0 I 16 Institute I Computer Center 0 0 0 0 0 0 0 0 0 0 0 Total 55 3 116 2 176 3 I 2 0 6 182 Source: UGANC Rectorate 70 Table B. 11: Distribution of Teaching Personnel in Letters and Humanities by Major Field and National Origin, UGANC Guineans Year Department Regular Adjunct Expatriate Total English 16 1 1 18 Geography 12 1 0 13 History 9 2 0 11 Letters 17 4 8 29 French 7 0 2 9 1988 9 4 0 13 Linguistics Russian 0 0 6 6 Spanish 1 0 0 1 Philosophy 12 2 0 14 Sociology 12 2 0 14 Total 78 12 9 99 English 14 2 2 18 Geography 13 0 0 13 History 8 0 0 8 Letters 15 1 9 25 French 7 0 2 9 1989 8 1 0 9 Linguistics Russian 0 0 6 6 Spanish 0 0 1 1 Philosophy 14 0 0 14 Sociology 14 0 0 14 Total 78 3 11 92 71 Table B. 11: Distribution of Teaching Personnel in Letters and Humanities by Major Field and National Origin, UGANC (Continued) Guineans Year Department Regular Adjunct Expatriate Total English 17 1 2 20 Geography 12 2 1 15 History 10 2 2 14 Letters 19 6 8 33 French 9 2 2 13 1991 Linguistics 10 4 0 14 Russian 0 0 5 5 Spanish 0 0 1 1 Philosophy 13 1 0 14 Sociology 14 4 1 19 Total 85 16 14 115 Source: Rectorate of UGANC �г � У � � � � И о о о н г� ьь. 5 и � т t� 1+ О О О м м � �О N О Р т О О �О � � 3� " � '.' � � � � И 1L��ff $ А О О И О О О О О N О т О О И О О О О О О О �О U � Fb 2 С7 .Z '�7 � УвЕΡ� О � О N .. О О О г •,У-, О В� � ' � � � е И �с м м о о а r � •• ♦ п е п н о � т и N S Lq � � `о � 'ё � � � а � О О О о О О О О О � :� � � _ � д � � " � � ♦ и о о n т = � т и w+ и т е о т е й � � F� ._8 � 2 � � о о о о о о о о о о о о е о о о о о о о о о 4 � � н � � о о о о о о о о о о о о о о о е о о о о о о .� а ~, � � г` о � У � о = о о о о о о о о о о о о о о о о о о о о о о С '7 4. .9 G � 9 О О о О О О О о О О О О О о О О О О О О О О Ф � F�b i ь F- а а а � а � л � �r � '° 8 .Ъ е � g а � � � � � � � � �] � и '� � 7 � f+9 С� S � � и 1-� {й t7 S � �" � и 1-� уΡ С � � � И Table B. 13: Distribution of Regular Guinean Teaching Personnel in Law and Economics by Highest Degree Held and Major Field, UGANC 1991 Highest Degree Held Academic. Rank PhD DEA DES Total Professor Associate Assistant Instructor Total Department MFTF MF F MF F MF F MF F MF F MF F MF F MF F Economics 4 2 0 0 5 1 9 3 0 0 0 0 6 2 3 1 9 3 Managemen 0 -0 0 0 2 1 2 1 0 0 0 0 1 0 1 1 2 1 t I I I I I w Private 0 0 0 0 3 0 3 0 0 0 0 0 2 0 1 0 3 0 Law Public Law 0 0 1 0 1 0 2 0 0 0 0 0 0 0 2 0 2 0 TOtal 4 2 1 0 11 2 16 4 0* 1 0 0 0 9 2 7 2 16 4 Notes: MF=Male & Female; F=Female Source: UGANC Rectorate C. UNIVERSITY OF KANKAN 74 Table C. 1: Male/Female Enrollment by Major Field at University of Kankan (UJNK) Natural Science Social Science Agricultural Sciences University Year Total Female Total Female Total Female Total % Female 1967 84 2 64 8 - - 148 6.76 1968 138 3 93 7 7 0 238 4.20 1969 216 5 209 23 62 2 487 6.16 1970 243 3 183 5 126 2 552 1.81 1971 123 2 281 20 226 3 630 3.97 1972 158 4 293 7 300 6 751 2.26 1973 193 16 412 13 418 9 1023 3.71 1974 195 14 206 9 659 16 1060 3.68 1975 307 23 288 25 552 15 1147 5.49 1976 638 69 434 25 523 12 1595 6.65 1977 703 76 438 57 1266 32 2407 6.86 1978 653 60 392 49 1306 43 2351 6.47 1979 420 49 279 40 1294 58 1993 7.38 1980 476 38 236 27 903 17 1615 5.08 1981 376 26 169 24 333 41 878 10.36 1982 413 28 143 14 298 45 854 10.19 1983 412 32 155 13 215 . 782 5.75 1984 815 41 737 13 - - 1552 3.48 1985 490 36 509 45 - - 999 8.11 1986 427 35 439 28 - - 866 7.27 1987 491 34 514 20 - - 1005 5.37 1988 491 34 491 18 - - 982 5.30 1989 323 14 410 13 - - 733 3.68 1990 . . . . - * 762 3.54 1991 330 12 420 15 - - 750 3.60 1992 307 13 919 33 - * 1226 3.75 Source: UJNK Rectorate Table C.2: Enrollment and Dropout by Major FieM at the University of Kankan. 1991 Year I Year 2 Year 3 Year 4 Total Major Field Admitted Present Absent Admitted Present Absent Admitted Present Absent Admitted Present Absent Admitted Present Abse Biology .96 71 25 38 33 5 27 27 0 40 40 0 201 171 30 Chemistry 87 59 28 0 0 0 0 0 0 0 0 0 87 59 28 Economics 227 203 24 37 36 1 47 47 0 55 55 0 366 341 25 Geography 80 55 25 6 6 0 5 5 0 26 26 0 117 92 25 History 38 30 8 4 3 1 3 3 0 18 18 0 63 54 9 Letters 78 62 16 0 0 0 10 10 0 28 28 0 116 100 16 Linguistics 47 37 10 7 7 0 8 8 0 7 7 0 69 59 10 Mathematics 51 46 5 32 28 4 15 11 4 16 16 0 114 101 13 Math-Physics 69 69 0 Philosophy 58 26 32 3 2 1 10 10 0 10 10 0 81 48 33 Physics 11 11 0 19 18 1 17 16 1 31 31 0 78 76 2 Sociology 160 125 35 24 24 0 28 27 1 51 51 0 263 227 36 Total 933 725 208 170 157 13 170 164 6 282 282 0 1624 1397 227 Source: UJNK Rectorate Table C.3: Full-Time Guinean Teaching Personnel at the University of Kankan Total Teaching Staff Staff Distribution by Last Faculty Year Degree Held M F T Doctorate DEA DES Natural Sciences 1987 52 0 52 5 0 47 1988 63 0 63 6 1 56 1989 62 0 62 6 1 55 1990 61 0 61 6 1 54 1991 62 0 62 6 1 55 1992 61 0 61 8 1 52 Social Sciences 1987 17 1 18 0 0 18 1988 31 1 32 0 1 31 1989 29 1 30 0 2 28 1990 31 1 32 0 3 29 1991 28 1 29 0 4 25 1992 31 1 32 0 4 28 Notes: The University has no expatriate teaching personnel DEA: Dipl6me d'Etudes Approfondies DES: Dipl6me d'Etudes Supdrieures M: Male; F: Female: T: Total Source: Rectorate of the University of Kankan Table C.4: Administration and Support Personnel at the University of Kankan Al Personnel _Distribution by Professional Trade Year M F T Higher Civil Engineer Other Educ. Administrator Teacher 1987 31 18 49 1 0 1 47 1988 37 35 72 1 0 1 70 1989 49 33 82 1 0 1 80 1990 49 32 81 1 0 1 79 1991 45 26 71 1 1 1 68 1992 38 22 60 1 1 I 57 Note: M: Male; F: Female: T: Total 'j Source: Rectorate of the University of Kankan Table C.5: Recurrent Expenditure of the University of Kankan (Current GF, 000) 1988 1999 1990 1991 1992 Budget Item Amount % of Amount % of Amount % of Amount % of Amount % of Total Total Total Total Total Personnel 66611 42.52 111954 42.20 165096 53.44 221673 61.60 219360 66.17 Salary 65055 41.52 101196 38.14 120709 39.07 211598 58.80 199560 60.20 Social Expenditures 1556 0.99 10758 4.05 44386 14.37 10080 2.80 19800 5.97 Other Operating 90059 57.48 153358 57.80 117229 37.94 81497 22.64 6885 20.78 Moving & Mission . . 464 0.18 18750 6.07 18482 5.14 * 2000 0.60 Equipment & Furniture . . 60757 22.90 16200 5.24 19489 5.42 5150 1.55 Consumables 39378 57.37 37237 32.88 81378 26.34 29957 8.32 46030 13.88 Food 78648 50.20 74970 28.26 74970 24.27 . . . . oo Other Consumables 11230 7.17 12267 4.62 6408 2.07 29957 8.32 46030 13.38 Automotive 181 0.12 0 0.00 400 0.13 3366 0.94 2305 0.70 Real Estate Maintenance 0 0.00 4600 1.73 500 0.16 355 0.24 2600 0.78 Other Operating . . 300 0.11 0 0.00 9348 2.60 10800 3.26 Scholarships . . . . 26640 8.62 56715 15.76 43275 13.05 Total Recurrent 156670 100.00 265312 100.00 308964 100.00 359890 100.00 331520 100.00 Source: Rectorate of UNIK D. AGRICULTURE AND VETERINARY INSTITUTE OF FARANAH Table D.I: Enrollment by Major Field at the Agriculture and Veterinary Institute of Faranah (ISAV-VGE) Rural Animal Husbandry & Engineering Veterinary Medicine Agriculture Hydrology & Forestry Total Year Total Female Total Female Total Female Total Female Total Female 1979 183 2 - - 528 18 97 2 808 22 1980 112 1 102 8 261 15 80 2 555 26 1981 125 6 31 0 328 27 46 4 530 37 1982 203 11 37 5 91 12 30 3 361 31 1983 126 7 27 6 191 90 24 2 368 105 1984 84 4 17 8 0 0 15 0 116 12 1985 106 4 31 4 0 0 31 1 168 9 1986 64 2 31 5 0 0 46 1 141 8 1987 12 1 6 2 0 0 30 0 48 3 1988 0 0 0 0 0 0 109 2 109 2 1989 0 0 0 0 0 0 91 0 91 0 1990 0 0 0 0 0 0 101 1 101 1 1991 36 0 43 1 0 0 82 1 161 2 Source: Directorate-General of ISAV-VGE 80 Table D.2: Teaching Personnel By Major Field and Academic Rank at the Agriculture and Veterinary Institute of Faranah, 1991 Department/Subject Professor Associate Assistant Instructor Total Rural Eagineering 0 0 8 21 29 Agricultural Hydraulics 0 0 1 0 1 Hydrotechnics 0 0 2 0 2 Building Construction 0 0 1 0 1 Harnessing 0 0 1 10 11 Agricultural Mechanics 0 0 1 2 3 Rural Constructions 0 0 0 5 5 Rural Economics 0 0 1 0 1 Geology 0 0 0 1 1 Physics 0 0 0 1 I Rural Engineering 0 0 1 2 3 Animal Husbandry & Veterinary 0 0 6 12 18 Medicine Zootechnics 0 0 5 7 12 Biochemistry 0 0 0 1 1 Veterinary Medicine 0 0 0 4 4 Administration/Economics 0 0 1 0 1 Agriculture 0 2 20 28 50 Phytotechnics 0 1 7 7 15 Rural Economics 0 0 2 4 6 Soil Science 0 0 6 5 II Plant Nutrition 0 1 4 3 8 Entomology 0 0 0 5 5 Phytopathology 0 0 1 4 5 Forestry 0 0 3 11 14 Waters and Forestry 0 0 1 6 7 Agriculture 0 0 1 1 2 Rural Engineering 0 0 0 2 2 Biology 0 0 1 0 1 Rural Economics 0 0 0 1 1 Zootechnics 0 0 0 1 1 Institute 0 2 37 72 111 Source: Directorate-General of ISAV-VGE Table D.3: Recurrent Budget of the Agriculture and Veterinary Institute of Faranah 1991 1992 Amount Percentage Amount Percentage (FG 000) of Total (FG 000) of Total Total Recurrent 8951286 100.00 10804540 100.00 Personnel 5835000 65.19 6789500 62.84 Salary 5835000 65.19 678500 6.28 Social Expenditure 0 0.00 4500 0.04 Other Operating 2996773 33.48 3826500 35.42 Moving 193616 2.16 290000 2.68 Equipment & Furniture 430666 4.81 642000 5.94 Consumables 1895941 21.18 2368500 21.92 Automotive 250597 2.80 239000 2.21 Real Estate Maintenance 106440 1.19 135000 1.25 Scholarships 36540 0.34 Stipends 29340 0.27 Subsidies to Freshmen ._7200 0.07 Other Expenses 119513 1.34 152000 1.41 Source: Directorate-General of ISAV-VGE E. TEACHER TRAINING INSTITUTE OF MANEAH Table E. 1: Enrollment at the Teacher Training Intitute of Maneah (ISSEM) 1979 1980 1981 1982 1983 1984 1991 Total 160 158 174 125 199 234 386 Female 14 14 14 7 7 10 1 Sources: UNESCO (1985) & Directorate-General of ISSEM Table E.2: Distribution of Enrollment by Major Field and Class - 1991 Class Department Major Year I Year 2 Year 3 Total Mathematics Mathematics 9 6 5 20 Physics, Chemistry Physics 7 3 0 10 and Technology Chemistry 10 IS 8 33 Natural Science Natural Science 8 0 25 33 History 32 24 29 85 Social Sciences Geography 20 26 28 74 Philosophy 0 10 7 17 French French 35 26 32 93 English English 0 21 0 21 Total 121 131 134 386 Source: Directorate-General of ISSEM Table E.3: Distribution of Teaching Staff at the Teacher Training Institute of Maneah by Highest Degree Held, Academic Rank and Major Highest Degree Held Academic Rank Department Major Doctorate DEA Others Total Professor Associate Assistant Instructor Not Ranked Mathematics Mathematics I 1 4 6 0 0 2 2 2 Physics, Chemistry Physics 1 0 2 3 0 0 1 2 0 and Technology Chemistry 1 0 6 7 0 0 3 4 0 Natural Science Natural Science 2 0 5 7 0 0 4 3 0 History 0 0 3 3 0 0 2 0 I Social Sciences Geography 0 0 2 2 0 0 1 0 1 Philosophy 0 0 3 3 0 0 1 2 0 French French I 2 7 10 0 0 2 4 4 English English 0 1 3 4 0 0 1 0 3 Total 6 4 35 45 0 0 17 17 11 Source: Directorate-General of ISSEM F. INSTITUTE OF MINING AND GEOLOGY OF BOKE Table F. I: Graduates of the Mining and Geology Institute of Boke (ISMG) Stream Class Grad. Class Name Mining Geology Geochemistry Rank Year Total I_ _ _ M F M F M F 1 1966-67 V. I. Lenine 6 0 II 0 - - 17 2 1967-68 Ho Chi Minh - - - - - - - 3 1968-69 Ho Chi Minh 14 0 8 0 - - 22 4 1969-70 Che Guevara 4 0 0 0 - - 4 co 5 1970-71 Soundista Keits 6 0 6 0 12 6 1971-72 Kwame Nkrumah 0 0 4 0 - - 4 7 1972-73 Amilcar Cabral 0 0 4 0 - - 4 8 1973-74 Fidel Castro Ruz 9 0 10 0 - - 19 9 1974-75 Mao Tse Toung 5 0 5 0 9 0 19 10 1975-76 Almamy Samory Toure 18 I 2 14 40 1 75 11 1976-77 A. Bocar Bise Barry 18 1 24 2 - - 45 12 1977-78 Hadja Mafory Bangoura 26 0 27 4 - - 57 13 1978-79 Ouezzin Koulibaly 16 I 0 18 - 35 14 1979-80 Behanzin 10 5 12 13 - -40 is 1980-81 Josip Broz Tito 4 1 5 2 - - 12 16 1981-82 SultanMohamedV 8 1 11 4 - - 24 17 1982-83 S. Cheick Amadou Bamba 4 1 10 I - - 16 I 1983-84 El Hadj Oumar Tall 5 0 12 I - - 18 19 1984-85 19th Class 0 5 10 1 - - 16 20 1985-86 20th Class 4 2 7 1 - 14 21 1986-87 21th Class 14 0 7 1 - - 22 22 1987-88 22th Class 3 0 9 0 - - 12 23 1988-89 23th Class 8 0 9 0 - - 17 24 1989-90 24th Class 13 I 15 6 - - 35 25 1990-91 25th Class 10 0 11 I - - 22 26 1991-92 26th Class 14 0 12 0 - - 26 27 1992-93 27th Class 6 0 10 0 - - 16 Source: Directorate-General of ISMG 00 on Table F.2: Mining and Geology Institute of Boke Full-Time Teaching Personnel, 1992-93 Guineans Expatriates Total Department M F T M F T M F T First Cycle 4 1 5 2 0 2 6 1 7 Geology 8 0 8 0 0 0 8 0 8 Mining 3 0 3 10 1 11 13 1 14 Total 15 1 16 12 1 13 27 2 29 Source: Directorate-General of ISMG G. SPECIALIZED RESEARCH INSTITUTES Table G.1: Overview of Specialized Science and Technology Research Institutions Identification of active zones for Lassa and Amaril viruses; research for Institut de Public Diagnosis, prophylaxis and effective ways of laboratory-based Recherche et de therapy of human diagnosis of fevers; identification and Biologie Ministry of 1985* Medical Biology transmissible diseases; isolation of pathogenic enterobacteria; Appliqude de Higher Former Soviet Zoology epidemiological and study of immune potential in aftermath Guinde 1IRBAG) - Education & Union Medical Plant epizootological monitoring of repeated malaria infection. Kindia Scientific of the country; serum Ecological, serological and biological Research production. studies of rodents and arthropods; extraction and export of snake venom for serum manufacturing. 0o Studies of meteorological phenomena in Guinea, along with hydrochemical and Pi Promotion of research in the hydrological processes in Guinean sea Centre de fields of Oceanography, waters; identification of tide Recherche de . . solar and wind energy, characteristics, and survey of fish Ministry of 1982 Conakry -Higher Former Soviet Oceanography information processing, and stocks in Guinean waters; Rogbane Heliophysics civil e n g i n e e r i n g implementation of the bathymetrical (CERESCOR) - Setio& n Civil Engineering (construction materials map of the port of Conakry; design and Conakry senic behavior in local climatic analysis of solar energy devices for Research conditions). household use (in water heating and air conditioning) and crop drying; testing of local building construction materials. Production of drugs from medicinal Public 1986 plants; quality control of imported and Laboratoire Ministry os International Study and production of locally produced food (especially edible Composds Ministry of Center for Chemistry p I a n t a n d anima oils); about 90 percent of the NaturelsHigher Research and Pharmacology for industrial, graduating students who carried out Education & Development Public Health their university degree research at Donka (LACONA) household and medical use. Scientific (ICRD) - LACONA have defended their mdmoire Conary Research Canada with grade "Excellent", the remaining students with grade 'Remarquable. Ownership Date of, & Name & Site of Type & Nstitu tioe in of peMain Partner, Fields of R&D Stated Objectives Potential and Actual R&D Outputs Institution Ministry of at Creation Tutefage Protection and promotion of Reform of the national system of language transcription; preparation of Public Gufetie luages: oif mspelling norms for national languages; effetiveuse f moher French/national languages bilingual Institut de tongues through formal conversational guides; collection and Recherche de Ministry of education and literacy processingoofloraldraditionaltstories Linguistiue Higher 19850 Linguistics education; (ii) coordination, legends, proverbs, riddles, tongue- Appliqude (IRLA) Education & assessment and monitoring l twisters, poetry, etc.; lexical manuals - Conakry Scientific of all national language -on uses of medicinal plants of Guinde Research promotion activities; (iii) Foresti6re; critiques of literary works in on contribution to training national languages; evaluation of the linguistics specialists. Guinean experience in linguistic policy. Public Centre de Ministry of Ecological research at a World Heritage Recherche du Chemistry, Research on rare animal Higher site; currently working far below Mont Nimba - Biology species and plants expectations. N'Zdrdkord Scientific Research Note: The '" sign Indicates that the Institution was only reformed at this date. For instance, the IRBAG Is the most recent denomination of the Institut Pasteur do Kindla (1923), as the IRLA was also preceded by the Direction Nationale des Langues (1972) and Acad6mie des Langues. Laboratoire National de la Inventory, ecology, taxonomy and Protection des biology of medical plants; Vdg4taux et des Public Identification of crop ethnobotanical and Denrdes Stockdes Malherbology diseases and devising of ethnopharmacological surveys of the de Foulayah Ministry of Phytopathology techniques for controlling Guinean flora; description and (LPVDF) - Kindia, Agriculture 1979 Phytopharmacy crop destruction agents; phytosanitary indexing of crop pillaging with antennas at & Animal Agricultural assessment of the agents; devising of pillaging agent Bokd, Resources Zoology economic impact of these control methods and techniques which Kissidougou, agents . are applicable in rural settings; Lab , and production of rodenticide; dissemination N'Zdrdkord of R&D products. 00 Evaluation of fish stocks in Gvauti n waters std f i Study of industrial fishing in Guinea; Centre de Public evaluation of stocks and productivity of Recherchefish population dynamics; artisanal fishing; survey of fishing Halieutique de Ministry of Biologycanoes, native boatmen, fishing canoe 1988 Social sciences economic species; study ofcaosntiebtm,fshgcne Boussoura Agriculture a Ecncs economic acto owners, and fish unloading zones in (CRHB) - Conakry & Animal . . . Guinea; recommendations on the determining the Resources organization of artisanal fishing and fish deelopmnt oe fsmoking techniques in Conakry. _____________ ____________sector in Guinea. Large plantation of flowers and . s Private industrial crops, such as tangerine, Societe desPrvt Plantes .Industrial production of oils basil, bergamot, and Jasmin grandiflora; oaties d Ministry of 1987 Chemistry andadaption of vervain farming to local Aromatiquesioe 1987eandafragrancegfromlloca Aoiue IP Commerce, Botanics conditions; popularization of black- Lund STourism & currant farming; new technologies for Industry manufacturing perfume and Eau de Cologne. Public Improvement of local species of rice Centre de and corn; creation of new hybrid and Recherche de Ministry of Research on, and farming more productive species; distribution of Kilissi (CRAK) - Agriculture 1982 Agriculture of, rice, corn, edible new and improved seeds to farmers; Kindia & Animal vegetables and tubers. assistance to other agricultural centers, Resources eg. in the production of fodder at Resources Samoraya in Kindia. Evaluation and improvement of the productivity of the N'Dama bovine race; Centre de Public improvement of the Dialonkd breed Research on constraints sheep and dwarf goats; conception and Ministry of and development of animal implementation of effective techniques Zootechnique de Agriculture 1985 Animal nutrition husbandry (bovine and for conservation and utilization of Faranah (CRZF) - ArclueAgrostology Faranah & Animal ovine. fodder and agro-industrial wastes; Resources adaptation to local farming conditions of six exotic shrub species known for their fodder producing capabilities. 0 Public - Provision of reliable data to plant Laboratoire de Private Mix Bauxite quality control at management on the quality of the Chimie1973 Geology & mining the. mining site in extracted bauxite for operational Compagnie des Ministry of Sangarddi and shipping productivity evaluation and to partners Bauxites de Natural HaninG Cheistry port in Kamsar; and potential customers, regarding the Guinde (LCBG1 - Resources, certification of quality and structural (physical and chemical) Bok6 Energy & load of bauxite shipments. characteristics of the bauxite Environment L I shipments. Development of a soil map of Guinea, an erosion susceptibility map of the Guinean Central Plateau (Fouta Dialon), Public and a map of the irrigation potential of Pulc Provision of scientific data Service National on Guinean soils to guide the upper Gambia river basin (project of des Sols Ministry of 1977 the development and the Gambia River Development (SENASOLS) - Agriculture UNDP/FAO Pedology implementation of policies Organization - OMVG); agropedological Conakry & Animal and strategies for better studies of: (a) the banana farming zone Resources land management. of Daboya in Kindia; (b) the sugar cane farming zone of Koba in Boffa; and (c) the Monchon plains in Boffa; notes on the soils of Fria, Fordcariah, Koumbia, Kindia and Tougud. Centre de Public Recherche Research and development Agronomique de 1987pertaining to production of Several crop plantations. Miniatry ofR70Agriculture tropical fruit and edible FoulayahculRAFe -ouiayh (& Animal vegetables. Resources Improvement of local and imported rice species and introduction of new Public varieties; improvement of traditional Centre de Research and development mangrove farming techniques; control Recherche Ministry of European Agriculture in the area of rice farming of crop pests (through the distribution Agronomique de Agriculture Development on mangrove and coastal and production units of Kabonto, Koba (CRAKO) - & Animal Fund (CEE) lands. Katep, Bolonta and Kassamb4a); Resources assessment of the transhumance in the Guinean coastal region and of its impact on rice farming productivity. Table G.2: Factors Affecting Implementation of Guinean Science and Technology Projects Determining Factors Factor Check for Guinean S&T Funding 0 The government is committed to 0 Low level and ad hoc government funding. providing sufficient financial resources for research activities (remunerations, materials, etc.) Scientists * Critical mass * Not a major problem, but some specialties * Sufficient diversification left vacant by departure of former Soviet expatriates at IRBAG. Information s Ready access to literature 0 No sizable public or private library: no * Access to information from scientists literature (general or specialized), except working on the same topic or in allied researchers' personal documentation fields 0 No formal systematic network of contacts with national or foreign colleagues. New Expertise * Ease with which this can be acquired 0 No acquisition of new expertise; indeed, loss Acquisition of previously accumulated expertise. Supply of Research 0 Easy possibilities for acquisition, * Severe lack of reagents and similar research Consumables storage, or preparing one's own materials in all research institutions. For those materials that can be found on the market, there is no line budget explicitly dedicated to the purpose of acquiring such items. In this respect, LACONA and CREDA function on researchers' own acquisitions. Motivation 0 Career structure 0 There are few financial, material or other * Financial gain incentives to attract and keep able individuals * Recognition in one's country in S&T institutions. * Publications/exploitation of findings 0 There is no mechanism in place to provide performance- or ability-based incentives. * There are no significant publications. Those which have started at CERESCOR have published only the first issue. Space * Laboratory & auxiliary spaces (e.g. 0 This is not a major problem for CERESCOR storage, animal house) and IRBAG. However, it is a serious one for * Office & and seminar spaces the national directorate (DNRST), LACONA and CREDA. The DNRST office is small and overcrowded, without office furniture. LACONA and CREDA are both housed in borrowed facilities, and their work space and furniture are substandard. Time 0 Full-time vs. part-time research 0 The bulk of researchers are assigned to full- (employment obligations) time posts. However, due to the lack of basic research necessities, nobody seems to work. Peer Review 0 Critical analysis of protocol and 0 This does not exist, in spite of supposed publications promotion based on scientific publications. Equipment * Dependability * Where the equipment exists, it is obsolete, * Maintenance or similar equipment unreliable, with no replacement parts and no accessible nearby fund for maintenance. * Adapted to local conditions * Types of equipment provided to research * Modification or development organizations generally depend on what is offered by the external donor. Steady Electricity * Availability of water and electricity * Most of the installations do not have either a and Water Sources * Reliable backup for crisis situation steady general supply of water or electricity, or a backup supply for periods of shortage. Size and Quality of * Number and quality of technicians and The inability of the institutions to regularly Support Staff students on internship pay the service fees of these staff (the 0 Number and quality of administrative majority of whom is no longer on the and physical plant support government payroll) has left some institutions with little support service. Multidisciplinary * Availability of collaboration with * Non-existent Cooperation complementary disciplines Social Setting * Non interfering social (cultural) * Lack of adequate public housing, purchasing obligations power, residential electricity. * Flexible family costraints * Acceptable (non disruptive) neighborhood Working Conditions 0 Health of the research team 0 Poor working conditions (such as lack of * Friendly interactions electricity for standard virus conservation in the virology lab at IRBAG) expose researchers to health hazards. Transportation 0 Access to transportation means 0 Vehicles are scarce, maintenance is limited. * Access to research fields Public & Private * Ability to interest private, as weU as * The public sector lacks political commitment Interests public sectors and interest; the private sector lacks confidence, since it sees no output. Predictability of * Some degree of ability to predict 0 The meteorological services exist in name Meteorological weather conditions which may impact only, themselves deprived of the resources Conditions research process they need to operate effectively Sources: Adapted from Ngu, Jacob Lifanji, and North, W. Haven Table G.3: Staffing of MESRS Science & Technology Institutions CERESCOR IRBAG LACONA CREDA IRLA YEAR S&T Support Total S&T Support Total S&T Support Total S&T Support Total S&T Support Total 1986 77 52 129 24 28 52 1 0 1 7 1 8 - - - 1987 81 52 133 26 30 56 1 0 1 7 1 8 - - - 1988 89 47 136 33 28 61 1 0 1 8 2 10 - - - 1989 94 39 133 26 30 56 6 0 6 9 2 11 - - - 1990 92 40 132 33 37 70 6 0 6 9 3 12 - 1991 93 44 137 25 28 53 9 3 12 7 8 15 16 20 36 1992 99 43 142 23 27 50 14 3 17 8 11 19 14 21 35 Note: The 1992 data are for planned posts Icedre organique) for CREDA, and Include 6 S&T part-timers for LACONA. The 1991-92 SIT data for CERESCOR Include 30 expatriates among which some ae family dependents working as support staff. Table G.4: Operating Revenue of MESRS Science & Technology Research Institutions by Source (Current GF, 000) CERESCOR IRBAG Year National Foreign Total National Foreign Total Govnent. Private Govrnent. Private 1988 66575 0 1650000 1716575 67989 54886 126582 249457 1989 73475 0 1650000 1723475 351197 231925 164621 747743 1990 36737 0 1650000 1686737 134263 0 177904 312167 1991 - 0 1650000 1650000 300278 0 0 300278 Ln' (b) LACONA CREDA IRLA Year National Foreign Total National Foreign Total National Foreign Total Govment. Private Govnent. Private Govment. Private 1988 - 0 0 - 300 0 0 300 - 0 0 0 1989 - 0 0 - - 0 5850 5850 19569 0 0 19569 1990 3599 1600 999 6198 - 0 4400 4400 23619 0 0 23619 1991 300 0 - 300 - 0 0 0 47373 0 3602 50975 Source: Direction Nationale de ia Recherche Scientifique et Technique Table G.5: DNRST Project Support to Science and Technology Research Institutions (Current GF, 000) Item Supported 1990 1991 1992 Basic R&D Activities - 45000 - IRBAG Building Renovation 50297 150000 266200 IRBAG-Kindia Road Asphalting 167155 - - Demonstration Unit of Housing - 4250 Material Housing Improvement Research - 3000 7500 - Conakry National Languages in the Education 2000 6800 - System Endogenous Technologies - - 37200 Total 222452 213550 303400 Source: Direction Nationale de la Recherche Scientifique et Technique (DNRST) Table G.6: Breakdown of IRBAG Budget (Current GF, 000) Budget Item 1900 1991 1992 Salaries (1) 53303 80308 . Non Salary Operating Expenses (2) 80960 219970 42807 IRBAG-Kindia Road Renovation (3) 136697 0 0 Real Estate Renovation (4) 44267 0 0 Total Recurrent (1+2) 136163 302269 44799 Total Investment (3+4) 180964 0 0 Source: Directorate of IRBAG H. POST-SECONDARY VOCATIONAL TRAINING Table H. 1: Training Specialties and Vocational Streams Training Specialty Vocational Stream Training Institution * Nurse Health Care 0 Midwife Ecole Nationale de la Santi (ENC) - Kindia * Laboratory Technician * Administrative Secretary . &dSecreranat . eSentyrs Ecole Nationale de Secrtariat, d'Administration et de Comptabilit6 Commerce & Secretariat * Stenotypist(ESC-Coar * Accounting Agent * Electrotechnical Mechanical Engineering 0 Autot.eMnic s Ecole Nationale des Arts et Mdtiers (ENAM) - Conakry * Automotive Mechamecs Agriculture & Husbandry * Agricultural Technician Ecoles Nationales d'Agriculture et d'Elevage (ENAE) - TololMamou, 0 * Husbandry Technician Bordo/Kankan & Macenta * Radio Transmission Technician Postal Services & Telecommunications * Communications Network Ecole Nationale des Postes et Tidcommunications (ENPT) - Conakry Technician * Vocational School Teacher - Braziery - Metal Construction - Metalwork - Carpentry Ecole Normale Secondaire d'Enseignement (ENSET) - Conakry, and Teaching - Masonry - Plumbing Ecole Nationale d' Education Physique et des Sports (ENEPS) - Conakry - Diesel Automotive Mechanics - General Mechanics - Industrial Electricity * Physical Education Teacher Sources: Direction Nationale de l'Enseignement Technique et Professionnel Chalifoux (1993) Table H.2 Post-Secondary Vocational School Enrollment by Stream and Grade Level, 1991-1992 Stream Grade Level Total School First Year Second Year Third Year No. name M F T M F T M F T M F T Ecoles Nationales I Agriculture 15 0 15 43 0 43 42 2 44 100 2 102 d'Agriculture 2 Husbandry 7 0 7 42 2 44 63 6 69 112 8 120 * Total 22 0 22 85 2 87 105 8 113 212 10 222 - Basic Training 80 23 103 - - - - - - 80 23 103 3 Nursing - - - 50 2 52 0 0 0 50 2 52 Ecole Nationale de la 4 Midwife - - - 0 13 13 0 4 4 0 17 17 Sant6 E 5 Lboratory - - 10 0 10 11 0 11 21 0 21 * Total 80 23 103 60 15 75 I 4 15 151 42 193 6 CommunicationNetwork 0 0 0 0 0 0 10 1 11 10 I II Ecole Nationale des 7 Radio Transmission 0 0 0 0 0 0 0 0 0 0 0 0 Postes et Telecommunications 8 Postal Control 0 0 0 0 0 0 0 0 0 0 0 0 * Total 0 0 0 0 0 0 10 1 11 10 1 11 9 Stenotyping 0 0 0 2 10 12 5 7 12 7 17 24 Ecole Nationale de Secritarist, d' 10 Administrative Secretary 0 0 0 0 0 0 0 0 0 0 0 0 Administration et de 11 Accounting 0 0 0 23 16 39 0 0 0 23 16 39 Comptabilitl * Total 0 0 0 25 26 SI 5 7 12 30 33 63 Ecole Nationale 12 Education Physique & 49 I 50 33 5 43 47 5 52 134 11 145 d'Education Physique et Sports des Sports * Total 49 1 50 38 5 43 47 5 52 134 II 145 13 General Mechanics 7 0 7 7 0 7 4 I 5 18 I 19 14 Diesel Automotive 26 2 28 15 I 16 17 I 18 58 4 62 Mechanics 15 Electromechanics 20 0 20 12 0 12 16 1 17 48 1 49 Ecoles Nationale des Arts et Mitiern 16 Industrial Electricity 10 6 16 10 4 14 5 0 5 25 10 35 0 17 Metalwork 13 I 14 8 I 9 5 0 5 26 2 28 Ecote Nornale - _---___ - - - - -- -- - --- - -- Secondaire 18 Metal Construction d'Enseignement Technique 19 Braziery 20 Carpentry 17 2 19 16 2 18 7 0 7 40 4 44 21 Masonry 23 1 24 20 0 20 5 0 5 48 I 49 22 Plumbing 6 I 7 12 2 14 5 1 6 23 4 27 *Total 122 13 135 100 10 110 64 4 68 286 27 313 * Total Post-Secondary Voc. School Enrollment 273 37 310 308 58 366 242 29 271 823 124 947 Table H.3: Graduates of Vocational Post-Secondary Schools other than Teacher Training 1990 1991 1992 Stream Stream M F T M F T M F T Diesel Automotive - - - 12 0 12 17 0 17 Mechanics Electromechanics - - - 11 0 11 13 0 13 Communication Network - - - 6 0 6 10 1 11 Radio Communication - - - -1 0 1 0 0 0 Physical Education 15 1 16 16 2 18 45 5 50 Nursing 27 2 29 17 1 18 0 0 0 Midwife. 0 11 11 0 12 12 0 3 3 Clinical Lab 4 0 4 4 5 9 11 0 11 Stenotyping 0 8 8 0 9 9 3 9 12 Agriculture 3 0 3 61 3 64 56 2 58 Husbandry 4 0 4 57 3 60 56 2 58 Postal Control 1 0 1 0 0 0 0 0 0 * Total 54 22 76 185 35 220 211 22 233 Source: Direction Nationale de l'Enseignement Technique et Professionnel Table H.4: Graduates of Vocational Post-Secondary Teacher Training School - Matoto, Conakry 1987 1989 1990 1991 1992 Stream MtreF T M IF T M IF T M F1 T M IF T General Mechanics 6 0 6 1 0 1 4 1 5 5 0 5 4 I 5 Diesel Automotive 0 0 0 0 0 0 7 0 7 7 0 7 2 1 3 Mechanics Heavy Duty Engins 6 0 6 - - - - - - - - Automotive 11 0 II I 0 I 0 0 0 0 0 0 0 0 0 Mechanics 0 Industrial Electricity 8 2 10 I 0 1 2 1 3 6 0 6 5 0 5 Metalwork - . - - - - 3 0 3 6 0 6 6 0 6 Metal Construction 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 Braziery . . . - - 3 0 3 6 0 6 6 0 6 Carpentry 8 0 8 I 0 1 6 0 6 6 0 6 7 0 7 Masonry 14 0 14 2 0 2 3 2 5 8 0 8 6 0 6 Plumbing 9 0 9 0 0 0 3 1 4 5 0 5 5 I 6 * Total 73 2 75 7 0 7 28 5 33 43 0 43 35 3 38 Source: Direction Nationale de l'Enseignement Technique et Professionnel Table H.5: Teaching Staff of Vocational Post-Secondary Schools School 1988 1989 1990 1991 1992 School M F T M F T M F T M F T M F T Ecole Nationale des 26 3 29 30 3 33 34 4 38 29 3 32 29 3 32 Arts et Mdtiers I Ecole Nationale de la 35 0 35 35 1 36 34 2 36 33 4 37 33 4 37 SantO . I I I6I Ecole Normale 61 1 62 62 2 64 63 2 65 62 2 64 73 3 76 Secondaire Technique 0 Ecole Nationale des 31 1 32 30 2 32 32 2 34 32 2 34 32 1 33 Postes & Telecommunications Ecole Nationale 35 0 35 40 1 41 43 1 44 40 1 41 38 1 39 d'Agriculture et d'Elevage de Tolo Ecole Nationale 30 0 30 33 0 33 34 0 34 35 0 35 35 0 35 d'Agriculture et d'Elevage de Bordo * Total 218 5 223 230 9 239 240 11 251 231 12 243 240 12 252 Note: Data are aggregated from the number of teachers by field. The figures of this table might be inflated, as it is not clear whether staff who teach more than one subjects are counted in all of those subjects. Table H.6: Vocational Training Curricula Ecole Nationale de Ia Santl Grade Level & Course Requirements Vocational Stream First Year Second Year Tbird Year * Anatomy/Physiology * Microbiology * Health Care Fundamentala * Biochemistry * Hygienics & First Aid Nurse, Midwife, or * yoes a Etics - See course descriptions below - - See course descriptions below - Laboratory Technician * Medical Calculus * Statist. & Demography * Medical Physics 41 * French * Practicum * (Theory: 45%; Practice: 55%) * (Theory: 40%; Practice: 60%) * Medical Pathology * Medical Pathology * Surgical Pathology * Surgical Pathology & Surg. Techn. * Child Care * Social Pediatrics * Pediatrics * Obstetrical Pathology * Physiological Obstetrics * Gynecology Nurse - See course descriptions above - * Epidemiology * Public Health * Pharmacology 0 Administration & Management * Infectious & Parasitical Pathology * Neuropsychiatry * Public Health * Ophthalmology * Nursing Care (medicine, surgery, pediatrics) * Oto-Rhino-Laryngology * Special Care (Med., Surgery, ...) * Physiological Obstetrics * Gynecology * Child Care * Pathological Obstetrics * Public Health 0 Neonatology * Epidemiology * Medical Pathology Midwife - See course descriptions above - * Infectious & Parasitical Pathology * Surgical Pathology * General Pharmacology 0 Pediatrics * Obstetrical Care & Techniques * Orthopedics * French * Administration & Management * Practicum (all mornings) * Medical Biochemistry 1 0 Medical Biochemistry II * Parasitology 1 0 Parasitology II * Hematology 1 * Hematology II Laboratory Technician - See course descriptions above - * Batology I * Batology II 0 Bacteriology 1 0 Bacteriology I[ * Immunology, Hematology, Serology 1 0 Immunology, Hematology. Serology H * Hydrology I * Hydrology H L . Table H.6: Vocational Training Curricula (Continued) Ecole Nationale de Sicretariat. d'Administration et de Comptabiliti Grade Level & Course Requirements Vocational Stream First Year Second Year Third Year * French * French * French * English * English * English * Geography * Civil Law 0 Labor Law * Arithmetics * Geography * Arithmetics * Office Filing * Arithmetics * Office Filing Administrative Secretary * Typing * Office Filing * Typing Stenotypist 0 Shorthand * Typing * Shorthand a * Office Technology * Shorthand * Correspondence Writing * Correspondence Writing 0 Office Technology * Report Writing * Correspondence Writing * Computer Training * Report Writing * Internship * Computer Training Table H.6: Vocational Training Curricula (Continued) Ecole Nationale des Arts et Mitiers Grade Level & Course Requirements Vocational StreamYear Firt YarSecond Year Third Year * Mathematics 0 Mathematics * Electrotechnique * Physics 0 French 0 Electrical Scheme * Chemistry * English * Electrical Technology * French * Metrology * Electronics * English * Electrotechnique * Automatism * General Technology 0 Electrical Scheme * Electrical Machines * Metrology 0 Electrical Technology * Production, Transport. & Distribution Electromechanics, Diesel 0 Industrial Drafting * Electronics 0 Practicum Automotive Mechanics 0 Initiation to Electricity 0 Practicum * Mechanical Practicum 0 Physical Education * Electrotechnique * Electrical Scheme * Electrical Technology * Practicum * Physical Education 0 * Mathematics 0 Mathematics I 0 Mathematics II * Physics 0 French I 0 French II * Chemistry * English I 0 English II * French 0 Industrial Drafting I * Industrial Drafting H * English * Materials Resistance I * Materials Resistance II * General Technology * Hydraulics 1 0 Hydraulics I Diesel Automotive 0 Metrology * Professional Technology I 0 Professional Technology II Mechanics 0 Industrial Drafting 0 Practicum I * Practicum II * Initiation to Electricity * Physical Education I * Physical Education 1 * General Mechanics Practicum * Special Technology * Practicum 0 Physical Education__________ _________ 22 Table H.6: Vocational Training Curricula (Continued) Ecoles Nationales d'Agriculture et d'Elevage Grade Level & Course Requirements Vocational Stream First Year Second Year Third Year * French * Pedology 0 Arboriculture * English * Agrochemistry * Technological Processing * Mathematics 0 Cash Crops * Sylviculture * Physics * Entomology * Phytopathology * Chemistry * Agricultural Machines * Agricultural Machinism * General Agriculture * Rural Construction 0 Topography Agricultural Control * Agricultural Geology * Topography * Statistics Technician * Vegetable Crop * Agricultural Hydraulics 0 Dissemination and Extension * Food Crop * Physical Education 0 Physical Education * Agricultural Zoology * Special Zootechnology * General Botanics 0 Accounting & Management * General Zootechnology * Dissemination and Extension * Rural Economics 0 Systematic Botanics * Physical Education * Mathematics * General Zootechnology * Special Parasitology * Physics * Zoohygiene * Obstetrics & Gynecology * Chemistry * General Genetics 0 Infectious Diseases * French * General Parasitology * Therapeutic Drugs * Animal Exteriors * Animal Physiology * Artificial Insemination Husbandry Control * Anatomy * General Nutrition * Special Zootechnology Technician * General Pathology 0 External & Internal Pathology 0 Meat Inspection * General Microbiology * Systematic Botanics 0 Animal Product Technology * Agriculture * Sanitation * Physical Education * General Zoology * Rural Construction0 * Rural Economics 0 Physical Education * Physical Education Table H.6: Vocational Training Curricula (Continued) Ecole Nationale des Postes et Telecommunications Grade Level & Course Requirements Vocational Stream First Year Second Year Third Year * Mathematics 0 Mathematics * Mathematics * Physics * Physics * Physics * Chemistry 0 French * French * French 0 English * English * English * Electrical Measurement * .Electrotechnology * Metal Technology & Machining * Electronic Devices * Electrical Measurement * Electrotechnology * Electrotechnological Materials * Logical Circuits Radio Transmission 0 Electronic Devices 0 Telephone Hook-ups 0 Television * General Radio Technique * Antennas & Feeders * Transmission Technique * Maintenance Methods * Hertzian Waves 0 Transmission Technique * Radio Broadcasting 0 Hertzian Waves * Amplification 0 Radio Broadcasting * Electromagnetic Waves 0 Amplification * Internship (2 Weeks) * Internship (I Month) Communication network - Not Available - Postal Services Control - Not Available - Sources: Chalifoux (1992) and Direction Nationale de 'Enseignement Technique et Professionel 110 BIBLIOGRAPHY Chalifoux, Ginette (1992): "L'adéquation formation-emploi," Volume 5. 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