Guinea - Equity and School Improvement Project

Document of ' -- f The World Bank FOR OFFICIAL USE ONLY jIENh.:-r; - : < Report No. P-6415-GUI MEMORANDUM AND RECOMMENDATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT IN THE AMOUNT EQUIVALENT TO SDR 28.5 MILLION TO THE REPUBLIC OF GUINEA FOR AN C t' EQUITY AND SCHOOL IMPROVEMENT PROJECT APRIL 7, 1995 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS (February 1995) US$I = GNF978 GNF1 = US$0.001 GNFIOO0 = US$1.05 MEASURES I m = 1.09 yd I m2 = 10.76 sq ft I km2 = 0.38 sq mi ABBREVIATIONS AND ACRONYMS ACDI Canadian International Development Agency (Agence canadienne de developpement international) GDP Gross Domestic Product ICB International Competitive Bidding IDA International Development Association LCB Local Competitive Bidding MEPUFP Ministry of Pre-University Education and Vocational Training (Ministere de lPenseignement pre-universitaire et de la formation professionnelle) NGO Non-Governmental Organization PASE Education Sector Adjustment Credit (Programme d'ajustement sectoriel de lF&ducation) ST Technical Secretariat of the PASE (Secrtariat technique) UNDP United Nations Development Program VET Vocational Education and Training Government Fiscal Year January I - December 31 School Year October I - June 30  FOR OFFICIAL USE ONLY REPUBLIC OF GUINEA EQUITY AND SCHOOL IMPROVEMENT PROJECT CREDIT AND PROJECT SUMMARY Borrower: Government of Guinea Implementing Agency: Ministry of Pre-University Education and Vocational Training (MEPUJFP) Beneficiaries: Primary and secondary school students, in particular female students, under the aegis of MEPUFP Credit Amount: SDR 28.5 million (US$42.5 million equivalent) Terms: Standard with 40 years maturity, including 10 years of grace Parallel Financing: In US$ million equivalent: AfDB 11; Canada 1.6, European Union Development Fund (Lome IV) 15.6; France 9.5; Japan 15; USAID 20; Germany, to be determined. Financing Plan of the Program: (US$million) Local Foreign Taxes and Total % of total l J j duties l program cost GUINEA 9.5 2.9 13.7 26.1 18% Government 8.3 2.0 13.5 23.8 17% Communities 1.2 0.9 0.2 2.3 1% IDA 18.9 23.6 42.5 30% Donors 15.9 56.8 72.7 52% AfDB 2.4 8.6 11.0 8% Canada 0.6 1.0 1.6 1% FED 8.4 7.2 15.6 11% France 0.5 9 9.5 7% Germany TBD n.a. Japan 15.0 15.0 11% USAID 4.0 16.0 20.0 14% Total program cost 44.3 83.3 13.7 | 141.3 100% j This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  ii Economic Rate of Return: Not applicable Program Objective Poverty Reduction and Human Resources Development; Categories: Gender Issues Poverty Category: Program of Targeted Interventions. Staff Appraisal Report: Report No. 13472-GUI Map: IBRD No. 26473  I MEMORANDUM AND RECOMMENDATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT TO THE REPUBLIC OF GUINEA FOR AN EQUITY AND SCHOOL IMPROVEMENT PROJECT 1. I submit for your approval the following memorandum and recommendation on a proposed credit to the Republic of Guinea of SDR 28.5 million (US$42.5 million equivalent), to help finance an education project. The credit will be granted on standard IDA terms with 40 years maturity. The Government and beneficiary communities will contribute US$10.5 million equivalent. 2. Country Economic Background. Guinea is a country with 6.2 million inhabitants and a high population growth of 2.8% per year (1993). It has long been one of Africa's most conspicuous underachievers. Guinea has one of the highest concentrations of mineral resources in Africa (bauxite, diamond and gold) and a high agricultural potential. The mining sector accounts for 22% of GDP, agriculture for less than 30%. Yet Guinea's per capita income is only US$537. It has been ranked last on the UNDP Human Development Index from 1992 through 1994 with extremely poor social indicators such as life expectancy (44 years), infant mortality (133 per 1,000 live births) and adult illiteracy (76%). 3. Since the beginning of 1986, the Government of Guinea has been implementing an ambitious program of economic and financial reform. This program was aimed at improving the incentive framework for private sector development (including the health sector), phasing out state involvement in commercial enterprises, instituting better management of the administration (including a reduction in the size of the civil service) and developing a strong human resource base. The reform program has resulted in a full transition from a command to a market economy, increases in non-mining revenues, the privatization or liquidation of a large number of public enterprises, and a comprehensive reform of the public administration, which was reduced from 95,000 to 52,000 individuals. While progress in the first phase of the adjustment program has been encouraging, difficult and politically sensitive institution-building reforms of the second phase have not been implemented at the rhythm anticipated. Consequently, the reform process has slowed, with some key measures remaining to be taken. Guinea is currently implementing the second year program of an Enhanced Structural Adjustment Facility arrangement approved by IMF in November 1991. Overall, the Government's program has resulted in real economic growth, averaging 3.8% per annum from 1987 to 1992-- an increase in real per capita income of about 1% per annum. 4. Sector Background. Under the Education Sector Adjustment Program (Programme d'ajustement sectoriel de l'education, PASE), the Government developed a ten-year strategic design covering the total education sector, with explicit attention to the  2 macroeconomic context. This program has succeeded in reversing the declining enrollment trends of the 1980s. Although gross primary school enrollment had fallen to 28% by the 1988-89 school year, it increased to 40% by the 1993-94 school year. Government is currently ahead of schedule for attaining its target of 53% gross primary school enrollment by the year 2000. This was made possible through: (a) an ambitious school construction program supported by community groups, non-governmental organizations (NGOs) and donors, accompanied by development and implementation of low-cost construction norms; (b) West Africa's most ambitious redeployment program to date, with over 2,000 teachers shifted from administrative posts and secondary schools to primary school classrooms; and (c) a reallocation of budgetary resources in favor of the education sector, including large increases in non-salary operating expenditures. In line with Government-wide civil service reform measures, the Ministry of Pre-University Education and Vocational Training (Ministere de 1'enseignement pre-universitaire et de la formation professionnelle, MEPUJFP) has overhauled its teacher management procedures. Data collection and analysis have been dramatically improved. Government support for education has increased from 12% (1989) to 26% (1993) of the national budget, with marked improvements in preparation and monitoring of education sector budgets. Annual budget proposals are developed well in advance, with each budget line carefully analyzed and backed by a corresponding action plan. Quarterly reports on commitment and expenditure levels are generally available within months. The sectoral budget distribution moved from 32% for primary education in 1990 to 35% in 1993; expenditures for non-salary operating costs increased from 2% of pre-university expenditures in 1990 to 15% in 1993. 5. Pre-university education in Guinea is still hampered by low access, fewer opportunities for girls and rural students, and low levels of student learning. Only 32% of primary school students are girls, a statistic that has remained stubbornly unchanged for four years, even as overall enrollments were increasing by almost 70%. In 6 of Guinea's 38 prefectures, gross enrollment for girls was 10% or less in 1992-93. The bias against rural students in the system is even more striking than that against girls: fewer than 20% of all students in primary schools are from rural areas, even though the rural population represents more than half of all potential students; consequently, only 13% of girls in primary school are from rural areas. Guinea uses both double shifting (in urban areas) and multigrade classrooms (in rural areas) to increase efficiency, with the result that the average number of students per teacher is 49, varying by region from 39 to 64. Guinea remains well below the regional average of 70% gross primary school enrollment. Repetition rates have remained between 20% and 22% for the past three years, with a marginally higher rate for girls (23% in 1992-93). Drop-out rates are considerably higher for girls. 6. Project Objectives. This project will support the implementation of the second phase of a multidonor sector investment program. The long-term objectives of the integrated sector program are to: (a) increase primary school enrollment and completion rates, with a strong focus on girls and students in rural areas; (b) improve teaching and  3 student learning in primary and lower secondary schools; and (c) strengthen education system management. 7. Project Description and Financing. The proposed operation will provide IDA financing over five years in support of the following components: (a) increasing primary school enrollment and completion rates (US$29.3 million) by (i) building and rehabilitating primary schools; and (ii) improving community-level capacity for school maintenance and upkeep functions; (b) improving teaching and student learning (US$18.7 million) by (i) providing textbooks at both the primary and lower secondary levels; (ii) supporting primary school staff development and school improvement; and (iii) increasing student learning capacity through a school-based micronutrient supplement and deworming program; and (c) strengthening education system management (US$4.7 million) by: (i) creating the capacity for systematically monitoring student learning; (ii) developing a viable communications system within the sector; (iii) improving sector planning, budgeting and monitoring; and (iv) supporting pre-investment studies for establishment of closer Ministry/private sector links. 8. Total program cost is estimated at US$141.3 million equivalent, with a foreign exchange component of US$83.3 million equivalent. The proposed IDA credit of US$ 42.5 inillion will finance 30% of the total program cost, including 28% of the foreign exchange cost (US$23.6 million equivalent) and 43% of the local cost (US$18.9 million equivalent). Guinea (the Government and communities) will finance 18% of the program cost, almost entirely for incremental teacher salaries and pedagogical materials, including 21% of local cost (US$9.5 million equivalent), plus taxes and duties (US$13.7 million equivalent). The six cofinanciers [African Development Bank (AfDB), Canada (ACDI), European Union (Lome IV), France, Japan, and the United States of America (USAID)] will finance 52% of the total program cost, including 70% of the foreign exchange cost (US$56.8 million equivalent) and 36% of local cost (US$15.9 million equivalent). Base costs of the project are estimated at US$46.5 million and contingencies at US$7.4 million. Physical contingencies of 10% have been included for works and goods. Price contingencies for foreign exchange costs and local currency have been estimated at 2.2% and 4.0%, respectively. 9. Project Implementation. The operation will be managed --as was the PASE-- under the auspices of the General Secretariat of the MEPUFP through its Steering Committee composed of sectoral directors and managers. The Technical Secretariat (Secrefarial Technique, ST) of the PASE will continue to provide logistic support for the Steering Committee, serve in an advisory capacity to the Minister, and maintain in-country responsibility for donor coordination. The departmental directors will be responsible for implementing project components that concern their sub-sectors. The Financial and Administrative Affairs Directorate will be responsible for preparing and maintaining financial documents. The construction and rehabilitation of classrooms will be supervised by NGOs.  4 10. Project Sustainability. Given the weakness of the budget, the education sector in Guinea will continue to need external assistance into the foreseeable future. This is particularly true if expansion of primary and lower secondary schooling is to continue. However, the improvements in student learning anticipated through this project will lead to increased student through-put and savings through a reduction in repetition rates. Similarly, more efficient management of personnel functions at the secondary level will result in lower salary costs. More importantly, increasing the quality of schooling and improving access for girls provides the best hope for sustainable economic development in Guinea over the long run. 11. Recurrent costs generated by project activities, mainly teachers' salaries, will be limited through efficiency measures. The national budget has the capacity to absorb the increase of teachers' salaries and civil service positions will be reassigned in favor of the education sector so as to limit this increase. The development of capacity for maintaining textbook stocks at the school level for primary and lower-secondary education will limit the cost of textbook replenishment. The strengthening of the communities' capacity for school building maintenance and upkeep will further increase sectoral efficiency and contribute to the sustainability of the current program. 12. Lessons from Previous Bank/IDA Involvement. The proposed operation will be the fourth IDA-financed education project in Guinea and is designed to fit within the long-term framework developed for the sector by the Government. During the PASE, for instance, Government put in place a capacity for decentralizing certain expenditures to the regional and prefectoral levels; the present project will translate these gains into specific quality-enhancing activities at the school and classroom levels. Finally, together with World Bank experience elsewhere, the PASE demonstrated that unless girls' issues are framed in such a way that they are integral to the reform process, only marginal improvements in terms of gender equity can be expected. This has led the government to make girls' participation the central theme of this operation, figuring prominently in all project components and serving as the conceptual linchpin. 13. Rationale for Bank/IDA Involvement. Guinea's low socioeconomic indicators provide clear justification for giving high priority to human resource development, and is consistent with the Country Assistance Strategy discussed with the Board in March 1994. This document called for increased investment in the development of Guinea's human resource base, emphasizing education and health initiatives, and calling for "greater attention to the institutionalization of programs designed to enhance girls' education". Accordingly, the main focus of IDA's assistance strategy for education will be to consolidate achievements in the sector and expand the coverage, relevance, quality and efficiency of education. This strategy will build on the operational experience already gained by IDA, and help Government to implement institutional measures and management practices that address sector organization, finance, and management. 14. IDA has been one of the principal donors to Guinea's education system. Its comparative strength is to ensure that sectoral investments occur within a supportive  5 policy environment characterized by close donor coordination, and that long-term strategies are nested within a coherent macroeconomic framework. IDA financing will help ensure that the human development goals of growth, equity and poverty reduction are met in a sustainable fashion. The deepening relationship of trust built with sector and other personnel over five years of policy dialogue both within and outside of Government puts the Bank in a unique position to play a continuing role in sector policy formulation. 15. Agreed Actions. Prior to negotiations, the Government submitted the following documents to IDA: (a) evidence of the recruitment of two additional personnel in the MEPUFP to be responsible for conducting regular audits at the prefectoral level; (b) a draft statement of education sector policy, with monitorable indicators and budget projections for the MEPUFP for 1995-2000; (c) a draft sample contract with NGOs for the management of primary school works; (d) draft operational guidelines for textbook rental and replenishment at the lower secondary school level; (e) draft operational guidelines for the management of the small grants program; (f) an investment program for 1995-2000 consistent with policy and program priorities of the sector; (g) a draft implementation manual; and (h) standard bidding documents for LCB procurement of goods and services. 16. During negotiations, IDA and the Government reached agreement on: (a) the draft statement of education sector policy, the budget projections for the MEPUFP, the monitorable indicators, and the primary school construction and rehabilitation program for 1995-2000; (b) the draft implementation manual; (c) the terms of reference for all technical assistance to be financed by the project; (d) STs responsibility to ensure that: (i) progress reports on the implementation of the project are transmitted to IDA not later than January 31 and July 31 of each year; (ii) annual projected work programs and budgets are submitted not later than November 30 of each year; and (iii) during the fourth quarter of each calendar year, a review of progress made in carrying out planned activities for the current year is organized and carried out with IDA; (e) STs responsibility for ensuring that a mid-term review to evaluate the progress made in implementing the project and the program is carried out with IDA and the other principal donors not later than 30 months after credit effectiveness; (f) standard bidding documents for LCB procurement of goods and services; (g) procurement reporting tasks; and (h) annual audit reports, of reasonable scope and detail, within six months of the end of the fiscal year, and in the case of the SOEs, submission of semi-annual reports within three months after the end of each audit period. 17. As conditions for credit effectiveness, the Government will have: (a) recruited 600 additional primary school teachers for the 1995-96 school year; (b) adopted the implementation manual; (c) signed contracts for all consultant services required for the first year of the project; (d) submitted bidding documents acceptable to IDA for all major packages to be procured through ICB during the first year of the project; (e) signed contracts with NGOs for the management of civil works related to the primary school construction and rehabilitation program; and (f) appointed an independent auditor under a multi-year contract acceptable to IDA.  6 18. Poverty Category. The project is included in the Program of Targeted Interventions for two reasons: (i) the poor constitute the majority of beneficiaries for components of the project which focus on girls and rural students, and (ii) the school health and nutrition component and the textbook component are designed to address in particular the needs of poor families. 19. Environmental Aspects. This is a Category C project. There are no components which will have a negative impact on the environment. Two components--construction of sanitary facilities through the school rehabilitation component and publishing of science books introducing environmental education--will be expected to have a positive environmental impact. 20. Program Objective Categories. The operation will address poverty/human resources issues and gender. Its emphasis on primary education, particularly in rural areas, has been shown elsewhere to be one of the most effective ways of tackling poverty issues. Among other elements, the provision of an initial stock of textbooks, together with the school health and nutrition program, will have its greatest impact on the poorest households, providing better health, increasing the access of poor children to primary school and enhancing their learning capacity. Further, every project component has been analyzed in terms of gender impact and specifically designed to maximize girls' participation in schooling and the later benefit they will derive from their primary schooling experience. 21. Participatory Approach. Stakeholders played an active role in project preparation through a ZOPP workshop for the VET subsector, a week-long seminar bringing together NGOs and private sector representatives to develop new approaches to school construction and maintenance, two workshops on private schooling bringing together religious and lay leaders and sectoral personnel, and an array of focus group interviews, surveys, and classroom observations in all five natural regions of the country. The Small Grants Staff Development and School Improvement Program is designed to ensure active participation at the classroom level of all key stakeholders of the education system throughout project implementation. The mid-term project review will assess the findings of an ad hoc beneficiary assessment designed to monitor the impact of project activities. 22. Project Benefits. There are two main benefits. The first benefit will be the provision of more and better education, which in the long term will contribute to poverty reduction. The gross primary school enrollment rate will rise from 40% to 53% during the project period. Rural students' participation will increase from 20% to 40%, and the gross primary school enrollment rate of girls, currently at 29%, will reach 42% at the primary level. The quality of education will be improved by providing an initial stock of textbooks at the primary and lower secondary levels, promoting school-level initiatives, and increasing student learning capacity by improving the health and nutrition of school children. Support for school-level initiatives will develop innovative teaching practices  7 and provide for continuing stakeholder participation in improving the quality of learning and teaching. The second benefit will be the further development of capacity within the MEPUFP to plan, monitor, and manage the sector and sector outputs in a sustainable manner. 23. Project Risks. There are two main risks. The first risk is failure to attain project goals if the budget allocations for the sector, analyzed thoroughly to ensure their coherence with the recurrent cost implications of the project, are not executed. This risk will be addressed by agreements reached with Government regarding budget allocations. Primary education's share of the total education budget will increase from 35% to 42% by the year 2000. The Government will allocate sufficient funds in its budget for 1997, 1998 and 1999 for the creation of 600 additional primary school teacher positions for each of these years. Prior to the start of the 1997-98, 1998-99 and 1999-2000 school years, the Government will recruit 600 additional primary school teachers. The Public Expenditure Review currently being implemented will also strengthen the Government's capacity to assess the priority of education in the budget allocations. Budget targets have been developed by Government with the full participation of all major donors. Budget execution will be monitored on a semi-annual basis, subject to joint annual reviews by the donors and Government. The second risk is the current weakness of decentralized education units in the management of budget resources. This risk is addressed by ongoing efforts to strengthen the prefectoral education offices together with the DAAF, and the use of short-term technical assistance to transfer skills to staff. The Small Grants Staff Development and Schooi Improvement Program provides an additional mechanism for careful monitoring of new approaches for managing decentralized expenditures. 24. Recommendation. I am satisfied that the proposed credit would comply with the Articles of Agreement of the Association and I recommend that the Executive Directors approve it. Lewis T. Preston President by Sven Sandstrom Washington, D.C. April 7, 1995 Attachments  8 Schedule A Page 1 of I REPUBLIC OF GUINEA EQUITY AND SCHOOL IMPROVEMENT PROJECT ESTIMATED PROJECT COSTS AND FINANCING PLAN (US$ million, including taxes and duties) ESTIMATED PROJECT COSTS Local Foreign Total IL1NCREASE PRIMARY SCHOOL ENROLLMENT AND 17.1 7.6 24.7 COMPLETION RATES 2. IMPROVE TEACHING AND STUDENT LEARNING 3.4 12.8 16.2 3. STRENGTHEN EDUCATION SYSTEM MANAGEMENT 2.1 2.3 4.4 4. PROJECT PREPARATION ADVANCE 0.2 0.1 0.3 Total Base Costs: 22.8 22.8 45.6 Physical contingencies: 1.4 2.0 3.4 Price contingencies: 2.3 1.7 4.0 TOTAL: 26.5 26.5 53.0 FINANCING PLAN Local Foreign Taxes & Duties Total IDA 18.9 23.6 0.0 42.5 Government 1.0 2.0 5.6 8.6 Communities 1.0 0.9 0.0 1.9 TOTAL: 20.9 26.5 5.6 53.0  9 Schedule B Page 1 of 2 REPUBLIC OF GUINEA EQUITY AND SCHOOL IMPROVEMENT PROJECT TABLE 1: SUMMARY OF PROPOSED PROCUREMENT ARRANGEMENTS (US$ million, including taxes and duties) Procurement Methods Total Project Element ICB LCB Other N.LF. cost 1. WORKS (a) School Construction and Rehabilitation 8.1 6.4al 3.5* 18.0 (8.1) (5.3) (13.4) (b) Emergency Rehabilitation 1.2 b/ 1.2 (0.9) (0.9) 2. GOODS (a) Equipment and Vehicles 1.2 0.7* 1.9 (1.2) (1.2) (b) Fumiture and Materials 5.0 5.0 (4.4) (4.4) 3. TEXTBOOKS (a) Printing of Textbooks 9.8 2.9 12.7 (9.8) (9.8) (b) Distribution of Textbooks 0.7 0.7 (0.6) (0.6) 4. PHARMACEUTICALS (a) Antihelminths and Micronutrients 0.7 0.1 0.8 (0.7) (0. 1) (0.8) 5. SCHOOL GRANTS 1.Ob/ 1.0 (1.0) (1.0) 6. CONSULTANT SERVICES (a) Policy Support 0.1 0.1 (0.1) (0.1) (b) Project Preparation and Implementation 4.5 4.5 (4.5) (4.5) (c) Institutional Development 0.5 0.5 (0.5) (0.5) (d) Training Abroad 0.4 b/ 0.4 (0.4) (0.4) 7. MISCELLANEOUS (a) Local Training and Seminars 2.1 2.1 (2.1) (2.1) (b) Incremental Salaries 1.2 1.2 (c) Operating Costs 2.6 2.6 (2.4) (2.4) 8. REFUNDING OF PPF 0.3 0.3 (0.3) (0.3) TOTAL 19.8 5.7 19.2 8.3 53.0 IDA (19.8) (5.0) (17.7) (0.0) (42.5) Note: Figures in parentheses are the respective amounts financed by IDA, excluding taxes and duties. Slight differences may occur as a result of the rounding offigures. N.l.F. = Not IDA -Financed. * Taxes and duties. a/ Includes NGOs 'fees for the management of the school construction and rehabilitation program. b/ Using procedures and models as detailed in the Implementation Manual prepared by Government, in accordance with Bank Procurement Guidelines.  10 Schedule B Page 2 of 2 REPUBLIC OF GUINEA EQUITY AND SCHOOL IMPROVEMENT PROJECT Category Amounts of the Credit % of expenditures to be financed allocated (in US$ million (net of taxes and duties) equivalent) 1. CIVIL WORKS 12.6 100% of foreign expenditures; 75% of local expenditures 2. EQUIPMENT, VEHICLES, FURNITJRE & 5.1 100% of foreign expenditures; MATERIALS 80% of local expenditures 3. TEXTBOOKS 9.1 100% of foreign expenditures; 90% of local expenditures 4. DRUGS 0.8 100% of foreign expenditures 5. CONSULTANT SERVICES AND TRAINING 6.8 100% 6. SCHOOL-LEVEL GRANTS 1.0 95% 7. OPERATING COSTS 1/ 2.3 90% 8. REFUNDING OF PPF 0.3 100% 9. UNALLOCATED 4.5 -- TOTAL 42.5 I/ Consists of incremental project-related adirinistrative and running costs such as per diems, travel costs, office supplies, fuel, equipment and vehicle maintenance costs, and some other small administrative expenses. ESTIMATED IDA IDA FISCAL YEAR DISBURSEMENTS US$ million FY96 FY97 FY98 FY99 FY2000 FY2001 Annual 2.8 8.3 13.7 7.1 6.7 3.9 Cumulative 2.8 11.1 24.8 31.9 38.6 42.5  11 Schedule C Page I of 1 REPUBLIC OF GUINEA EQUITY AND SCHOOL IMPROVEMENT PROJECT TIMETABLE OF KEY PROJECT PROCESSING EVENTS (a) Time to prepare 22 months (b) Prepared by Government with IDA, USA, European Union (Lomd IV) and France* (c) First IDA mission April 1993 (d) Appraisal mission departure June 1994 (e) Negotiations March 1995 (f) Planned date of effectiveness September 1995 * This report is based on the findings of the Bank appraisal mission which visited Guinea in June-July, 1994. This mission comprised Messrs./Mmes. Robert Prouty (Education Specialist, Co-Task Manager and Mission Leader), Catherine Laurent (Economist and Co-Task Manager), Joy del Rosso (Nutrition), Annette Poitras (Communications), Jean Laroche (Information Systems), Yvette Cogne (Vocational Training), Jean-Claude Hameidat (Implementation), Philippe Theunissen (Architect), Alpha Camara (Parasitologist), Carmen Malena (NGOs), Marilou Bradley (Operations Analyst), and Cherif Diallo (Economist, Resident Mission). The Lead Adviser is Mr. Tom Eisemon. Peer Reviewers include Mme/Mr. Elizabeth King and Edward Heneveld (technical components). Mr. Jean-Louis Sarbib and Mr. Ok Pannenborg are the Department Director and managing Division Chief, respectively, for this operation.  12 Schedule D Page 1 of 2 STATUS OF BANK GROUP OPERATIONS IN GUINEA SUMMARY STATEMENT OF LOANS AND IDA CREDITS (as of February 1995) Loan or Credit No. Fiscal Borrower Purpose Amount in USS million Year (less cancellation) Credits Bank IDA Undis- Closing bursed Date 3 Credits closed 38.29 C18370-GN 1988 GUINEA POP/HEALTH 19.70 0.94 06/30/95(R) C19950-GN 1989 GU1NEA SDA 9.00 3.47 12/31/95(R) C25740-GN 1994 GUINEA HEALTH/NUT. 24.60 25.27 06/30/01 SCTR Total Credits: 3 53.30 29.67 TOTAL 91.59 of which repaid 0.75 TOTAL held by 90.84 Bank/1DA Amount sold of which repaid TOTAL 29.67 undisbursed SALs/SECALs 1 SECAL closed (S) C21550-GN 1990 GUINEA EDUC. SEC. ADJ. 20.00 0.00 06/30/94(R) PROGRAM Total SAIJSECAL: 1 20.00 0.00 Note: * Total approved, repayments, and outstanding balance represent both active and inactive Loans and Credits. (R) Indicatesformally revised Closing Date. (S) Indicates SAIJSECAL Loans and Credits. The net approved and Bank repayments are historical value, all others are market value. The Signing, Effective, and Closing Dates are based upon the Loan Department official data and are not takenfrom the Task Budgetfile.  13 Schedule D Page 2 of 2 Fiscal Years Company Type of Busines Origal Gross Comnitments IFC IFC Held Held by Undisb. Loan Equdty Partk. Totab by IFC Pazlc. in. _______ ____________________________ ~~~~~~~~~~~~~~~~~~~~~~~~~Pantic. 1983 Sociai MixLe Aredor-Guinee Minung 13.61 1.23 14.84 1987 SocieteIntemationale Mining 0.11 . 0.11 1987 Banque Intemationale Capital Markets - 1.00 1.00 1.00 1988 Soci&t6 Aurif&re de Guinee Mining 8.25 8.25 7.59 1994 Ciments de Guinee Cement & Construction 1350 - 1.50 1.50 Total gross conunitments SI 23.47 2.23 25.70 Les cancellations, ternnmations, 14.38 1.23 15.61 repayments & sales Total commitments now held cl 9.09 1.00 10.09 10.09 Pending conuiltments 036 AEF-DELICIA SA. 0.36 3.84 SGHI 3.04 0.80 - 4.20 Total pending conritmnents 3.40 0.80 14.29 Total comnuitments held & pending 12.49 1I80 000 commrtmnents Total undisbursed commitments ..... . -. - a - _ a-- al Investments which have been fully cancelled, terminated. written-off, sold, redeemed, or repaid. b/ Gross commitments consist of approved and signed projects. cl Held commitments consist of disbursed and undisbursed investments.   SENEGAL 12 G U I N E A TKedougou EQUITY AND SCHOOL IMPROVEMENT PROJECT To Xime-4 x J '- G U I N E A- .. - X ' v .