Uganda - Second Education Project

RESTRICTED Report No. P E -2 5a This report is for official use only by the Bank Group and specifically authorized organizations or persons. It may not be published, quoted or cited without Bank Group authorization. The Bank Group does not accept responsibility for the accuracy or completeness of the report. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION APPRAISAL OF A SECOND EDUCATION PROJECT IN UGANDA June 1, 1971 Education Projects Department  CURRENCY EQUIVALENTS 1 U. i = 20 U. Shs. U.S. $ 2.80 U.S. $ 1,000 = 7143 UJ. Shs. 1,000,000 U. Shs. - $ 14o,000 MEASURES 1 sq. yd. 0 0.84 m2 2 1 sq. ft. = 0.09 m 1 sq. mile = 2.590 km2 1 ac. 4.047 m 0 F  UGANDA APPRAISAL OF AN EDUCATION PROJECT TABLE OF CONTENTS Page No. BASIC DATA SUMMARY AND CONCLUSIONS .............................. . i-ii I. INTRODUCTION ...... .. . ..*.1. . 1 The Request , . ................................ 1 Socio-Economic Background ....................... 2 The Education System .................................. 2 II MANTPOWER AND EDUCATION NEEDS ............ .............. 3 Labor Force and Labor Market .......................... 3 Manpower in industry ..-. . .. 3 Manpower in Agriculture. . . 4 Manpower and Health ...................* ............ . 5 Need for Secondary School Leavers .. . . 6 Need for Teachers ......... . . 6 Need for Improved Planning and Rationalization of Resources Allocation . . 7 III. EDUCATION FINANCE ..... 8 IV. THE PROJECT .. .................................. 9 General ........................................ 9 Teacher TrainLi.Xg .............................. 10 Upper Secondary Schools . .11 Technical Secondary Schools . .11 Vocational Training Center . . .12 Agricultural Colleges .................... 13 District Farm Institutes and Rural Training Centers ... 13 Medical Tutor Training College ..14 School for Nurses and Midwives . .15 Technical Assistance ................................ 15 Cost of the Project ................ 16 This report is based on the findings of an appraisal mission which visited Uganda during June, 1970. The mission consisted of Messrs. D. Brewin (Agricultural Educator), B. Braithwaite (General Educator), J. Scearce (Architect), K. Seiler (Technical Educator), A. Tsantis (Economist) and E. Croft Long (Medical Educator, Consultant), assisted for part of the time by Mr. R. McMahon (Technical Educator, P.M.E.A., Nairobi).  -2- Pae No. V. IMPLEMENTATION AND DISBURSEMENT ....... ................ 17 Administration -- Project Unit ........................ 17 Professional Services ............................... 18 Land ................................ 18 Procurement ............................... 18 Disbursements ................................ 18 VI. RECOMMENDATIONS ............ ................... 19 APPENDIx I Education and Training APPENDIX II Technical Assistance ANNEXES 1. General and Technical Education -- Structure, Enrollment and Teachers (1969) 2. Primary School Enrollments and Teacher Needs 3. Secondary School Enrollments and Teacher Needs 4. Selected Manpower Requirements 1970-76 5. Expenditures on Education and Training 1966-76 6. Ministry of Education - Capital Expenditures 1966/67 - 1970/71 7. Project Cost by Type of Expenditure 8. Project Institutions: Enrollment, Output, Accommodations 9. Capital Unit Costs in New Project Institutions 10. Contingency Allowances 11. Project Implementation Schedule 12. Estimated Schedule of Disbursements 13. Comparative Education Indicators CHARTS 1. Structure of the Educational System 2. Educational Pyramid MAP  UGANDA BASIC DATA Total Population (1969) 9.5 million Population Growth Rate (1959-69) 3.2% p.a. GDP per capita (1969) US$105 Primary School Enrollment (public and government aided schools) as a percentage of 6-12 age group 46% Secondary School Enrollment (public and government aided schools) as a percentage of 13-18 age group 4.2% Central Government Expenditures on Education (1970/71): As a percentage of recurrent expenditures 28.3 As a percentage of capital expenditures 16.0 As a percentage of total expenditures 24.3 As a percentage of GDP 5.2   UGANDA APPRAISAL OF AN EDUCATION PROJECT SUMMARY AND CONCLUSIONS 1. The education system in Uganda follows the British pattern and pro- vides for a seven-year vrimary course, a four-year lower-secondary course, a two-year upper-secondary course, and higher education. It sets high academic standards but does not provide adequately for training specific types of man- power, especially in the technical, agricultural and para-medical fields. In addition to the public and aided sector, which provides for 46% of the prim- ary age group and 4.2% of the secondary age group, there is a large number of private schools so that most children in Uganda receive some elementary edu- cation. The government responds to the great social pressures for education by providing 28% of its total recurrent expenditure for this purpose. ii. The proposed project, while including a range of educational insti- tutions, concentrates primarily on vocational education and teacher training. It is designed to assist the Government of Uganda in its efforts to: (a) have adequate numbers of well-trained personnel in the fields of industry, agriculture, and health according to projected manpower needs; (b) expand the coverage of rural training institutions throughout the country; (c) over- come as quickly as possible a serious shortage of teachers and instructors, and (d) improve long-term educational planning. iii. Specifically the proposed project would consist of: (a) Ccnstruction and equipment for: --an expanded specialist teacher training program; --extension of four upper secondary schools and five technical secondary schools; --one new vocational training center and the extensions of two agricultural colleges; --one new district farm institute, two new combined district farm institutes and rural training centers and vehicles for fifteen existing farm institutes; ---one new medical tutor training college and one new school for nurses and midwives. (b) tachnical assistance for teacher training, vocational training, nara-medical training and educational planning, iv. Adequate numbers of qualified candidates for admission to the project institutions would be available and, where teaching staff is in short supply, the project would provide training for additional numbers.  - ii - v. The project institutions would be appropriately located through- out the country's four regions, with the main emphasis in technical education being placed in Jinja which has the largest concentration of manpower in man- ufacturing industry. The project items in medical education would be sited adjacent to the two best-equipped hospitals in Uganda. vi. A project management committee would be established to be respon- sible for project implementation and coordination between the ministries in- volved. A project unit would be established to supervise both the first IDA project and the proposed new project. vii. The proposed project is suitable as a basis for an IDA credit of US$7.3 million (about 70% of the estimated project cost including all for- eign exchange costs) to the Republic of Uganda, repayable over a 50-year period, including a grace period of 10 years.  I. INTRODUCTION The Request 1.01 The first IDA Credit to Uganda (Number 101-UG), signed in April 1967, provided US$10 million to help finance the expansion and diversifica- tion of secondary education through the construction of 24 new secondary schools and additional facilities at 15 existing schools. Owing to manage- ment difficulties, the project is behind schedule by some six to twelve i months, but it is anticipated that it will be possible to complete it by December 31, 1971. 1.02 In February/March 1969 a UNESCO mission visited Uganda to identify education projects which would promote economic development and be suitable for Bank/IDA financing. The UNESCO report was discussed with the Uganda authorities by an IDA/UNESCO reconnaissance mission in December 1969. In February 1970 the government requested financial assistance for a project it had prepared with the help of UNESCO. In June 1970 a mission comprising Messrs. D. Brewin (agricultural educator), B. Braithwaite (general educator), J. Scearce (architect), K. Seiler (technical educator), A. Tsantis (econo- mist), and E. Croft Long (medical educator, consultant) visited Uganda to appraise the project. In view of the substantial element of technical training in the request, Mr. R. McMahon (technical educator, P.M.E.A., Nairobi) joined the mission for part of the time. 1.03 After the appraisal, the proposed project was modified: (i) to conform better with estimated manpower needs and educational priorities, and (ii) to take account of contributions being made by other donor agen- cies. The project, as modified, now consists of: (a) construction and equipment for: --a special teacher training program; --extension of four upper secondary schools; --extension of five technical secondary schools; --one new vocational training center; --extension of two agricultural colleges; --one new district farm institute, two new combined district farm institutes and rural training centers, and vehicles for 15 existing institutes; --one new medical tutor training college; --one new school for nurses and midwives. (b) approximately eighty man-years of specialists' services and eighteen man-years of fellowships for the project institutions and for assistance to the Ministry of Education's planning unit.  -2- 1.04 The total cost of the project is estimated at US$10.4 million, and the foreign exchange component at US$5.5 million. Socio-Economic Background 1.05 Uganda is a landlocked country most of which has a pleasant climate and fertile soils. The annual rainfall averages 40 to 50 inches over most of country. Agriculture, the main source of employment, income and foreign exchange earnings, accounts for about half of the gross domestic product (53% in 1969) and supports over 90% of the population. The manufacturing sector represents some 6% of total GDP. The 1969 census showed a popula- tion of 9.5 million, implying a high natural growth rate of 3.2% since the 1959 census. The population density is about 129 per square mile (of land area) which is the highest in East Africa. Only some 8% of Uganda's popula- tion resides in urban areas. The GDP per capita was estimated to be about $105 in 1969. The Education System 1.06 The education system follows the British pattern but is more extended in length (Appendix I). It provides for a seven-year primary course, a four-year lower secondary course, a two-year upper secondary course, and higher education. It has relatively high academic standards. Although substantial increases in student enrollment have taken place dur- ing recent years at all levels, the government's determination to Ugandanize the economy as soon as possible has aggravated an already acute shortage of trained manpower. The stress now laid on equality of opportunity for all citizens means continuing political and public pressures for growth in school enrollments. Enrollments by level and type of education in 1969 are shown in Annex 1. 1.07 Primary Education is not compulsory. It is provided in some 2700 government and aided schools operated by local government or voluntary agencies and in approximately the same number of private schools, some of which appear to be operated for profit. Enrollments in the government and aided schools have increased 40% in the last six years (Annex 2) and are now about 700,000. The Ministry of Education has no precise information but believes that there may be from 300,000 to 600,000 pupils studying priv- ately. The government and aided schools serve 46% of the age group 6 - 12 and it is likely therefore that almost all children in Uganda receive some primary education. 1.08 Secondary Education is provided in 75 government and aided schools and in excess of 300 private secondary schools. Enrollments in the govern- ment and aided schools have increased by about 300% over the last seven years, reaching 40,000 in 1970 (Annex 3) representing 4.2% of the 13 - 18 age group. The number of pupils in private secondary schools in not known but is believed to be from 40,000 to 60,000; many, if not most, drop out before completing their education or fail in the final examinations. In the government and aided sector some 72% of the teaching staff is expatriate and there is a particularly serious shortage of teachers, both expatriate and local, for  - 3 - prevocational courses. Some 28% of pupils completing the lower level con- tinue to the 25 secondary schools which provide upper level courses and in which the 1969 enrollment totalled 2513. 1.09 Higher Education is provided at the Makerere University, Kampala, which until June 1970 formed one of the three constituent colleges of the University of East Africa. Some 1500 Uganda students were enrolled in 1969 and 630 others were studying in the University Colleges of Tanzania and Kenya. A recent government-sponsored report recommended considerable changes in the structure and objectives of the University. II. MANPOWER AND EDUCATION NEEDS Labor Force and Labor Market 2.01 About 295,000 persons, representing 3% of the total population, are employed in wage and salaried posts; of these some 19% work in agri- culture, 39% in industry and the remainder in government and other services. Total wage employment has risen since 1964 at an average annual rate of about 6%. The most recent manpower survey, carried out in 1967, revealed that 64% of the posts at the technical, managerial and professional level were occupied by Uganda citizens; of these, only 9% had university education. Increased output from institutions of higher education has brought about considerable improvement since then. 2.02 Total earnings have been rising at a higher rate than the growth in employment, due to the increasing wage rate for workers and to partic- ularly rapid increases in higher paid posts. The Ministry of Education is unable to recruit teaching staff with technical or related training because its salary offers are lower than those of other ministries and much lower than those of the private sector. A new salary policy announced, but not yet implemented, will rationalize the salary structure and help towards remedying this situation. Manpower in Industry 2.03 Approximately 115,000 of those employed in wage and salaried posts in 1969 worked in industry. From 1966 to 1969, industrial employment grew at an annual average rate of some 9.2%, compared with the growth rate of total wage employment of 6.3% per annum. Assuming the industrial production growth rate continues at about the same rate as in the recent past, it is estimated that there will be an additional effective demand from 1970 to 1976 for some 500 senior management and professional personnel, 2000 in junior management and technical posts, and about 8,600 skilled workers (Annex 4). The demand for higher level managerial and professional manpower is being met by recruitment of university graduates and by promotion of staff trained on the job. The demand for sub-professional technical personnel can be met by a more efficient utilization of the existing institutions, the Uganda Technical College and the Uganda College of Commerce.  - 4 - 2.04 The greatest unsatisfied demand is for skilled workers. During the 1971-76 period, it is estimated that the rural trade and technical secondary schools will have an output of only about 3000 trainees and many of these will require further training before they become proficient. In addition, only a very small proportion of the present labor force has had any type of technical or vocational education. Most have been recruited on the basis of their academic record and very few firms are providing formal on-the-job training or apprenticeship schemes. Technical education facil- ities require improvement, both quantitatively and qualitatively, and schemes for upgrading existing skills are required in order to increase productivity. The first vocational training center, now under construction, will have a capacity of only 100 places and will not be sufficient to cover the substan- tial demand for this type of training. Manpower in Agriculture 0 2.05 The 1963-65 agricultural census indicated that there were some 1.2 million landholders in Uganda whose households totalled over 6 million. Any substantial improvement in the returns to be obtained from agriculture must include better husbandry and crop diversification by these landholders and this in turn requires guidance and assistance from the extension staff of the Ministry of Agriculture. This service operates either by direct contact with farmers or by means of short residential courses at farm insti- tutes. The effectiveness of the work is, however, limited by severe staff shortages. Early in 1970 at both the degree (three-year post upper second- ary) and the diploma (three-year post lower secondary) levels, 20% of the posts were vacant and at the certificate (two-year post lower secondary) level, 45% of the Ministry's posts were vacant. The reasons for these shortages are the inadequacies of manpower planning during the 1960's, space limitations in training institutions, a poorly structured salaries system and abrupt changes in training policy during recent years. 2.06 Three separate estimates of agricultural manpower requirements Al are broadly in accord in assessing overall needs at the higher and middle w levels. They indicate that by 1976, there will be a demand for some 225 graduates, 540 diploma holders, and 990 certificate holders. The demand for degree holders will be easily met by the Faculty of Agriculture at Makerere as the proportion of Kenyan and Tanzanian students, which totalled 60% of the enrollment in 1969/70, is gradually being reduced with the establishment of agricultural faculties in Nairobi and Dar es Salaam. At the diploma and certificate level, enrollments in agricultural courses at the two agricul- tural colleges totalled 340 in 1969/70. All new entrants were studying at the certificate level. With existing facilities devoted entirely to certi- ficate level training, an annual output of some 165 certificate holders will be realized. However, this will create an acute shortage of diploma holders estimated to amount to some 540 by 1976 (Annex 4), unless diploma training is reintroduced. The requirements for both certificate and diploma trainees (165 and 90 respectively per annum) can only be fulfilled by a total enroll- ment of some 600 students of whom 480 would be enrolled in certificate courses and 120 in diploma courses. There would be a further 90 enrolled in 3-year agricultural engineering diploma courses at the new agricultural mechanization college.  - 5 - 2.07 The other main avenue for disseminating new agricultural technolo- gy is through courses at district farm institutes. During the 1960's farm institutes under the control of the Ministry of Agriculture and Forestry increased from 4 to 15 in number, covering all but three of the administra- tive districts of the country. Each center offers short agricultural courses of one or two weeks' duration. Uganda has also integrated agricultural with other types of training needed in rural areas. Nine of the centers have co- operative wings under the control of the Ministry of Marketing and Coopera- tives providing courses primarily for cooperative society staff and four centers also have wings under the control of the Ministry of Culture and Community Development providing courses in rural development. The latter are, therefore, known also as rural training centers and will play an in- creasingly important part in the development of the country in future. Dur- ing 1969 some 15,000 participants attended agricultural courses, representing less than 2% of the farmers in the country. The provision of additional facilities is needed. Manpower and Health 2.08 Uganda has serious problems in providing adequate resources for the health care of its population. It has virtually all the diseases of temperate climates and most of the major tropical diseases except cholera. Almost three million cases were treated in government hospitals in 1966/67. Contagious and parasitic diseases including malaria continue to plague the community. More effective health services can not only reduce sickness and hence the rate of absenteeism, but can also improve the productivity of labor and increase longevity. The measurement of the influence of such benefits upon economic growth is however difficult. In the second five-year development plan (1966/67 - 1970/71), the government allocated substantial resources to expand existing physical facilities. The number of hospitals increased from 52 to 63 and a further 12 are under construction; health centers increased from 26 to 41 with 7 planned or under construction, and dispensaries, subdispensaries and aid posts increased from 373 to 415 with 69 additional ones planned or under construction. There are at present some 15,000 beds in the health facilities representing 1.6 per thousand population, which is too low. 2.09 The expansion of training facilities has not kept pace with these developments, and operation of the new facilities has been made possible only by dispersion of staff already inadequate in both numbers and training. At the end of 1969, there were in Uganda 650 doctors (7 per 100,000 in- habitants compared to 9 per 100,000 in Kenya and 150 per 100,000 in the U.S.A.), two thirds of whom practiced in Kampala, about 500 registered (pro- fessional) nurses including approximately 350 also qualified as registered midwives, 400 medical assistants, about 1000 enrolled (assistant) nurses, and about 950 enrolled midwives. Most of the population is dependent for health care on the work of para-medical auxiliaries, the majority of whom are medical assistants, enrolled nurses and enrolled midwives.  - 6 - 2.10 Enrollment of medical students at Makerere has doubled during the last five years, but in the 1969/70 academic year, 54% of the 440 available places were occupied by Kenyan and Tanzanian students. As these places will become available for Ugandans in future, it is estimated that the number of Ugandan doctors graduating could increase from an estimated total of 28 in 1970 to about 70 per annum by 1977, which would raise the ratio to 8 doctors per 100,000 inhabitants, still a low figure. 2.11 Inadequate facilities for the training of para-medical auxiliaries represent the main problem. Medical and health facilities will require by 1976 some 3200 enrolled nurses and 2600 enrolled midwives. Under the sec- ond five-year plan, an expanded training program will provide by 1976 about 630 nurses and 720 midwives. Even allowing for an estimated total output of 360 enrolled nurses and 540 enrolled midwives from training schools operated by religious bodies, the supply of enrolled nurses and midwives will fall short of the estimated 1976 requirements by some 1400 and 900, respectively (Annex 4). 2.12 Even more serious is the lack of qualified tutors for the 24 existing government para-medical institutions, and the six others operated by religious bodies, plus seven new ones now being planned or under con- struction. The second five-year plan envisages a considerable expansion of training institutions and about 170 tutors are estimated to be required by 1976 (Annex 4). Uganda's one midwifery tutor training center is expected to have an output of only about 15 tutors during the next few years. Need for Secondary School Leav'ers 2.13 No expansion is required in lower secondary education. However, it is anticipated that during the period 1971-76, about 9800 students will com- plete upper secondary education successfully compared with manpower require- ments of 11,000 for direct employment and entry to higher education institu- tions. It will be necessary to generate an additional output of about 250 pupils per year. Need for Teachers 2.14 Planned enrollments for government and aided general secondary schools through 1975 indicate an average increase of 5.5% annually requiring about 400 teachers per year for the government and aided sector; an undeter- mined but substantial additional number of teachers will also be required by the private sector. Teachers for secondary schools are obtained largely from the National Teachers College and Makerere University. The output from these institutions will be increased by 1973 to about 370 per annum thus leaving a small shortfall in the government and aided sector which will diminish as facilities are further expanded. No information is available on future teacher demand for private schools and there is need for a study of the situation; with technical assistance, the Education Ministry's plan- ning unit can examine this issue.  2.15 An acute shortage of specialist teachers for industrial arts, commerce and agriculture in secondary schools exists due to lack of training facilities and rigidity of entrance qualifications to existing institutions. Industrial arts teachers are trained at the National Teachers College but during the period 1971-73 the total possible output will be only 18. Agri- cultural teachers are trained at the post-graduate level in one-year courses at Makerere, but the 1969/70 enrollment totalled only two. There is no regular program for the training of commercial subjects teachers. An imme- diate need exists for teaching staff for these subjects in 39 schools being constructed under the first IDA project and many existing facilities in other schools are also awaiting staff. Some 120 industrial arts teachers, 40 teachers of commercial subjects and 30 teachers of agricultural subjects are required by 1975. There is at present no training program for teachers of technical subjects in rural trade schools and technical secondary schools. It is estimated that the filling of present vacancies, added to future demands (enlarged by the construction of new vocational training centers), require the equivalent of some 130 additional technical teachers during the next four years. Need for Improved Planning and Rationalization of Resource Allocation 2.16 The education system is undergoing rapid growth. There are indica- tions that output from the primary and lower secondary general schools has al- ready saturated the labor market and planned control of admissions is, there- fore, necessary. The extent and contribution of the private sector needs to be examined. Particular attention also needs to be paid to the previously neglected technical and agricultural requirements in view of the expansion of industry and the planned diversification of agriculture. To bring about improvements, the country needs technical assistance to assist the Ministry of Education's planning unit in studying the problems and formulating policies in such fields as enrollment targets, teacher supply and financial planning so as to identify priority needs and accommodate them within the confines of * the country's limited resources. III. EDUCATION FINANCE 3.01 Uganda's financial commitment and annual contribution to education are quite high. The government has given priority to educational development and has been allocating budgetary resources to it each year at a rate grow- ing slightly faster than its overall expenditures (Annex 5). In the provi- sional estimates for the 1970/71 fiscal year, Shs. 403 million or 24% of total government expenditures have been allocated to education, represent- ing some 5.2% of GDP compared with 3.8% in 1966/67. No information is avail- able for expenditures in the private sector although they must be substan- tial in view of the 300 plus private secondary schools known to exist.  -8- 3.02 Education, recurrent expenditure, which amounted to 28% of total central government recurrent expenditure in 1970/71, is channelled mostly through the Ministry of Education. The Ministry's recurrent budget for 1970/71 included the following allocations: Primary 40% General secondary 20% Technical, vocational, commercial secondary and post-secondary 5% Teacher training 6% Higher education 22%r The average allocation for higher education during recent years has been about 16% and the larger figure for 1970/71 is due to special appropria- tions for the new Makerere University. In recent years allocations have shown an imbalance favoring primary and general secondary education at the ex-ense of types of education related to specific manpower needs. 3.03 In capital expenditures, the allocations for education have more than doubled since 1966/67, reaching 16% of the total in 1970/71. Much of the Ministry of Education's expenditure has been in connection with the first IDA project; investment at the secondary level will absorb about 66% of the Ministry's capital expenditure under the five-year plan (Annex 6). Volunteer labor at the local level has reduced capital costs in primary edu- cation and at other levels, double bunking in dormitories, double shifts in dining halls and other methods of reducing costs have been introduced. 3.04 Of the ten other ministries with their own training programs, the Ministries of Agriculture and Health have made increasing commitments during recent years and in 1970/71 allocated 13% and 5% respectively of their recurrent budgets to training schemes. Almost all the ministries have received external bilateral and/or multilateral aid during the plan period. Recent developments include a new cooperative college financed by the United Kingdom, a vocational training center (Japan), an agricultural mechanization college (U.S.S.R.), a dairy training institute and a fisheries training institute (U.K.), expansion of the Forestry School (Norway), and the Veterinary Training Institute (Denmark and F.A.0.) and new farmers and cooperative training centers (U.S.A.). 3.05 Recurrent expenditures per student vary from US$25 in primary education to US$2200 at the university level. Current increases in student/teacher ratios in schools and anticipated declines in the ratio of boarders to day students and the proportion of expatriate staff in the teaching profession will reduce unit costs in future years. A newly adopted procedure for budgeting and reporting expenditures in the Ministry of Edu- cation will greatly facilitate cost control. 3.06 It is estimated that on the basis of future planned enrollments central government recurrent expenditures on education by 1975/76 will to- tal about 29% of total recurrent expenditures. This proportion is higher  than that of the present fiscal year which is about 28% (Annex 5) but the average rate of growth of th,ese expenditures wil'l be reduced from that of the second five-year plan period, from about 10% to about 7% per year. Cap- ital expenditures on education are expected to decline in the next five years as most of the post-secondarv facilitieo needed were included in the second five-year plan and are now in the f-inal stages of construction. The govern- ment attaches high priority to thk training of indigenous manpower for meet- ing the requirements of the econoRm1y and will make available adequate funds to cover anticipated expansion in enrollments and the operation of the project recommended in this report. IV. THE PROJECT General 4.01 The objectives of the proposed project are to assist in meeting well-defined manpower needs particuiarly in the fields of technical, agri- cultural, and medical education, to provide urgently needed teachers and to aid in improving the planning of the educational system. The project would help to finance (a) the construction and equipment of new and exten- sions to existing institutions as listed below; (b) a special teacher training program including accommodation and equipment; and (c) technical assistance for medical training and education planning.  10 - Accommodation Enrollment (additional) Number of Staff Institu- Addi- Student Housing Type of Institution /1 tions tional Total Boarding Units Teacher Training --Extensions 3 373 633 100 6 Upper Secondary Schools --Extensions 4 480 4,036 - 24 Technical Secondary Schools --Extensions 5 680 2,140 - 17 Vocational Training Center --New 1 680 680 - 14 Agricultural Colleges --Extensions 2 260 600 260 11 District Farm Institutes and Rural Training Centers /2 --New, 3 320 320 320 41 Medical Tutor Training College --New 1 30 30 30 2 Nurses and Midwives School --New 1 135 135 120 5 Total 2,958 8,574 830 120 /1 Additional information is in Annex 8; levels of the institutes proposed.are shown in Chart 1. /2 The fifteen existing rural training centers will each be provided with vehicles. Teacher Training 4.02 In order to meet the urgent need for staff for existing and pro- posed institutions, the project would train over a five-year period at the National Teachers College 40 teachers for commercial subjects in secondary schools, 30 for agricultural subjects and 120 for industrial arts subjects. In addition, 132 teachers of technical subjects for vocational institutions would be trained at the Uganda Technical College. The project would provide academic facilities and hostels for 100 additional students and six staff houses at the National Teachers College and on the same site,the Demonstra- tion School would be enlarged by the addition of facilities for the teaching  - 11 - of industrial arts, commerce and agriculture. Transport would be provided for agricultural teacher trainees to carry out practice teaching at second- ary schools nearby which have well-developed agricultural courses. At the Uganda Technical College, which is on an adjoining site, only equipment and library books would be provided. 4.03 In view of the shortage of local teacher training staff, the pro- ject would include 33 man-years of technical assistance (Appendix II) in the form of teacher training staff for the four main subject areas. As there has been difficulty in obtaining teacher trainees in vocational subjects at sec- ondary schools (para 2.15), the government gave an assurance, during nego- tiations, that entry requirements for such trainees at the National Teachers College will be adjusted so as to enable a sufficient number to be enrolled. After the initial five years during which immediate staff needs would be met, the accommodations provided under the project would be utilized to meet the demand for teachers arising from the planned increase in secondary school enrollments and to replace expatriate teachers. The additional facilities at the Demonstration School would allow the curriculum to be broadened on a permanent basis. As part of the policy to replace expatriate teacher trainers, the project would provide seven or more appropriate fellowships for Ugandans. Upper Secondary Schools 4.04 The gap between the estimated demand for and supply of school leavers from the upper secondary level (para 2.13) would be met by the provision of eight additional streams each of 30 students in the fifth and sixth years at four existing secondary schools. This would result in an increase of 480 in total enrollment at the upper secondary level by 1976. The extensions would be at Iganga, in the Eastern region, Kitgum, in the Northern region, the Aga Khan School, Masaka, in the Buganda region, and at Ibanda in the Western region, thus covering each region of the country. These 16 classes would be restricted to students specializing in science and would be at schools where they could attend as day pupils. Whilst initially expatriate teachers may have to continue to be employed, the number of trainees graduating in science from Makerere is increasing and will eventually be adequate for the needs. Technical Secondary Schools 4.05 In order to expand technical education facilities in the Kampala area and to promote technical education in other regions of the country, the project would provide additional facilities at five technical secondary schools; i.e. at Kisubi, near Entebbe; at Kichwamba, near Fort Portal, at Masaka, Mbale and Lira. The project would provide workshops, classrooms, equipment and other facilities to enable improvements to be made in the quality of instruction and for an enrollment increase from 1460 to 2140. The additional students would use boarding accommodation made available by introducing double bunking in existing dormitories.  - 12 - 4.06 It was confirmed during the credit negotiations with the Govern- ment that the curriculum of these schools would be modified in accordance with the following outline. The first two years would be uniform for all students and would provide normal secondary school subjects, but with a technical bias. At the start of the third year, students would be able to enter either: (a) a stream following a curriculum emphasizing science and technology, leading to the East African Certificate of Education and subse- quent admission to Higher School Certificate courses or to technical courses at the Uganda Technical College, or (ii) a point represented by the City and Guilds First Craft Examination and/or the Uganda Trade Test Grade II. In order to ensure that this new program is the most appropriate for Uganda con- ditions, the Government will review and evaluate at regular intervals the ef- fectiveness of the new curricula with particular reference to (i) the appro- priateness of the original entry qualifications of the students; (ii) thei-r success in acquiring employment and their performance therein; and/or (iii) their performance in subsequent vocational or technical courses. Should this evaluation indicate the need for further modifications of the curricula, the Government will make such modifications. No difficulty is anticipated in re- cruiting adequate numbers of students from primary schools, and the provision of adequate teaching staff would be ensured under the proposed teacher train- ing program to be included within the project (para. 4.02). Vocational Training Center 4.07 This project item would establish under the Ministry of Labor, a vocational training center with a capacity of 680 places on a site already selected in Jinja, which has the largest concentration in Uganda of manufacturing industry. The center would train apprentices in a four- year program, upgrade skilled workers in two other programs, and in addi- tion, provide evening classes and part-time training for supervisors. When fully operational, the maximum output would be about 160 fully-qual- ified skilled workers per annum who would have completed the four-year apprenticeship (equivalent to Uganda Trade Test Grade I), about 800 semi- skilled workers who would have completed Uganda Trade Test Grade II after an upgrading course, and another 800 at the fully skilled level after a further period of upgrading who would have reached Uganda Trade Test Grade I or higher level. The enrollment figures in the different categories of training would be varied from time to time according to the needs of the economy and the availability of trainees. 4.08 The center would offer courses in automobile repairing, machinery fitting, machine assembling, welding, carpentry, brick laying, electrical installation, and electrical fitting. Participants would spend the first year of the four-year apprenticeship in the center and in each of the following three years would undertake 12 weeks of training in the center and 37 weeks on the job. 4.09 The center would require a total staff of about 41 teachers, but in view of the shortage of local staff, approximately 27 man-years of tech- nical assistance would be provided during the first six years (Appendix II).  - 13 - There would be 8 experts for two and a half or three years each responsible for setting up and subsequently teaching in the departments into which the center would be divided and a chief of the group for five and a half years who would be responsible for establishing and subsequently supervising the center. The project would also provide fellowships for nine Ugandans to study for a year overseas. Eight, qualified in the main industrial trades, would upgrade their qualifications to be competent as department heads after the specialists leave, and the ninth would study the organization of voca- tional training and apprenticeship schentes in order to become ultimately the principal of the center. 4.10 In order to enforce a well-balanced program during the on-the- job part of vocational training, the Government undertook, during negotia- tions, to introduce appropriate regulations within one year of the signing of the credit agreement. Agricultural Colleges (Post-Secondary) 4.11 In order to ensure that adequate numbers of trained staff will be available for agricultural development (para 2.06) the project would provide additional lecture rooms or library facilities, student hostels and staff housing at Uganda's two agricultural colleges. At the Bukalasa College, the enrollment would be increased from 180 to 300, and at the Arapai College from 160 to 300. This would ensure that when the project is completed, Uganda would have an annual output of some 60 diploma and 160 certificate holders, who would be sufficient, together with 30 diploma holders from the agricultural mechanization college, to satisfy manpower needs. Both Bukalasa and Arapai would provide training at certificate and diploma level so as to cover the requirements of Uganda's two main ecological zones. The practically-oriented certificate course would continue on the present curriculum, but a new two-year diploma course for selected certificate holders would provide more advanced training for supervisory and managerial personnel on a curriculum similar to that of the former three-year diploma course. Adequate numbers of students with appropriate qualifications are available and no difficulty is foreseen in providing teaching staff in view of the increasing output of graduates from Makerere University. District Farm Institutes and Rural Training Centers 4.12 Experience indicates that utilization of extension personnel alone for the dissemination of new agricultural technology is not sufficient in view of difficulties encountered in maintaining contact with more than a lim- ited number of farmers and the impossibility of taking to the farmer working examples of modern farm technology and improved livestock. In view of the inherent advantage of residential farmer training, the project would provide institutes for the three remaining districts which do not yet have them, West Mengo, Madi and Sebei, covering estimated adult populations of 330,000, 109,000 and 21,000, respectively.  - 14 - 4.13 The West Mengo institute to be constructed at Mpigi, and the Madi institute, to be constructed at Pakelle would be multipurpose, in- cluding 64 places for farmer training, 32 for cooperative studies and 32 for community development; they would thus be known as district farm in- stitutes and rural training centers. 4.14 The Sebei institute, which would be constructed at Bukwa covering a much smaller population, would provide 64 places primarily for the train- ing of farmers although the facilities would be used occasionally for other courses. 4.15 The two larger institutes could each provide accommodation for up to 42 additional courses of one-week duration in agricultural subjects, ten cooperative courses of four-weeks duration and 14 community development courses of three-weeks duration each year. If the three new institutes were used to full capacity, some 9500 additional trainees could attend courses compared with a total 1969 attendance at 15 existing institutes of 18,200. The centers would be flexible in the curricula they could provide according to local needs and climatic conditions at the time so that the attendance figures would vary from year to year. The provision of qualified teachers would not be difficult as the two larger institutes would need a teaching staff of only seven and the smaller institute would need only four. 4.16 Approximately 76 of the 504 agricultural courses arranged for 11,800 participants in 1968 had to be cancelled due partially to failures in water supply but mainly-to inadequate transport. The water supply position has been surveyed and an improvement plan is already under way but the state of existing vehicles has further deteriorated. The project would provide transport consisting of a bus and pick-up truck at each of the 15 existing institutes so as to remove the remaining bottleneck preventing full utilization of their present capacity. Medical Tutor Training College 4.17 The project would establish a small medical tutor training col- lege under the Ministry of Health to provide training for professionally- qualified medical personnel of various categories who are selected to teach in existing and planned para-medical training schools. The college would consist of a hostel and associated facilities, lecture/demonstration rooms and two staff houses. It would have an enrollment of 30 trainees usually distributed among three para-medical fields. It would be built adjacent to the Mulago Hospital so that staff and students could utilize the facilities of the hospital and the three para-medical schools and the university school of medicine which are nearby. Instruction in the one- year course would be divided among educational methodology and its applica- tion to medicine, improvement of technical knowledge and practice teaching. The permanent teaching staff required would total only two but much of the instruction would be provided on the Job with the assistance of other part-time staff. The project would include 10-1/2 man-years of technical assistance to cover most of the teAching needs for the first four years and also a one year fellowship to enable a Ugandan counterpart to be trained  - 15 - to take over the training later. The Government gave an assurance during negotiations that all tutor training of government teaching staff for para- medical personnel would take place at the new college and that about 30 medically-trained personnel would be released from their duties each year to undertake tutor training. School for Nurses and Midwives 4.18 In order to help overcome the serious shortage of enrolled nurses and midwives, the project would establish a training school under the Ministry of Health adjacent to the Mbale Hospital. The school would provide residential accommodation for 60 enrolled nurses and 60 enrolled midwives and also for 15 day students. The Mbale Hospital has 344 beds and includes 14 different medical units. There is also, on the same site, a medical assistant training school and a school of hygiene, thus provid- ing most of the facilities required for on-the-job training. The govern- ment gave an assurance during negotiations that within one year of the credit agreement signing, it would allocate funds, on the basis of satis- factory plans, for upgrading the hospital facilities for training pur- poses by the provision of a 40-bed extension to the maternity ward with related facilities, and a 30-bed extension to the pediatric ward. The course for enrolled nurses would take two years and nine months and for enrolled midwives two years and six months. Entrants would have completed two or preferably three years of secondary education and would be required to pass an entrance examination in English and arithmetic. The project would provide about two man years of technical assistance in the form of a nurse tutor who would act as principal of the school and take part in the teaching for the first two years. The project would also provide a fellow- ship for a Ugandan counterpart who would ultimately become the principal of the school. Technical Assistance (Appendix II) 4.19 To assist Uganda in education planning the project would make pro- vision for 8 man-years of technical assistance, in addition to the technical assistance mentioned in previous paragraphs; consequently, the project would include a total amount of approximately 80 man-years of specialist services and 18 man-years of overseas fellowships. The implementation program has been agreed during negotiations. 4.20 The Government has confirmed during negotiations that candidates suitable to serve as counterparts to the above specialists would be made available and that, within one year of the signing of the credit agreement, timetables for the assignment of counterparts and for any required training prior to such assignments would be presented to the Association. 4.21 The Government will continue its efforts to obtain technical as- sistance from other agencies for part of the required specialist services and fellowships. To the extent that such technical assistance is obtained from other sources, the IDA credit would be reduced by an amount of US$26,000 for each man year of technical assistance and US$3,500 for each man-year of fellowships.  - 16 - Cost of the Project 4.22 The estimated cost and foreign exchange component of the various parts of the project are summarized below: U Sh. (Millions) US$ (Millions) % of Local Foreign Total Local Foreign Total Total Civil Works, Furniture and Equipment 1. Teacher Training 1.42 1.00 2.42 0.20 0.14 0.34 3 2. Upper Secondary 3.92 2.36 6.28 0.55 0.33 0.88 8 3. Technical Secondary 2.77 3.29 6.06 0.39 0.46 0.85 8 4. Vocational Training 4.63 4.79 9.42 0.65 0.67 1.32 13 5. Agricultural Education 2.13 1.36 3.49 0.30 0.19 0.49 5 6. Rural Training 3.64 3.71 7.35 0.51 0.52 1.03 10 7. Medical Education 1.36 0.71 2.07 0.19 0.10 0.29 3 Services 1. Professional Services 1.75 0.21 1.96 0.24 0.03 0.27 3 2. Technical Assistance 5.22 15.43 20.65 0.73 2.16 2.89 28 Contingencies 8.22 6.12 14.36 1.15 0.86 2.01 19 TOTAL PROJECT COST 35.06 39.00 74.06 4.91 5.46 10.37 100 4.23 The distribution of cost by category of expenditure is given in An- nex 7. Academic and communal facilities would account for 16%.of the total project cost, boarding 4%, staff housing 9%, equipment and furniture 17%, technical assistance 28% and professional services, site development and con- tingencies, the balance. The schedules of accommodation (Annex 8) are econo- mical. 4.24 Unit cost estimates are based upon costs incurred in the first IDA education project, modified to account for cost increases since then. The unit costs of the district farm institutes and rural training centers compare well with similar Bank/IDA-assisted institutes in East Africa and the voca- tional training center cost compares well with that of a similar Bank-fi- nanced institution in the Ivory Coast. The unit costs of the medical tutor training college and the school for nurses and midwives are reasonable. As the Bank Group has not so far financed institutions similar to them, a com- parison of costs per student place is not given. 4.25 From 1966 to 1969, the volume of business of the construction in- dustry expanded at an average rate of 11% per year (at constant 1966 prices) but this rapid growth has not been matched by increases in the availability of skilled personnel, and consequently shortages of carpenters, electricians and plumbers will continue. As a result, construction costs, which in re- cent years increased by about 7% per annum (8% for local costs and 3% for imported goods) are expected to continue to increase at about the same level.  - 17 - A 15% contingency allowance (Annex 10) would be provided to cover unforeseen physical increases which may emerge during the design and construction stages. This allowance is reasonable in view of the high proportion of extension work. 4.26 Allowance for price escalation of 5% per year for furniture and 3% per year for equipment have been included and 10% for unforeseen needs for both furniture and equipment. 4.27 Total contingencies would represent 19% of the project cost (and 24% of the total without contingencies). They would provide 6% for physical increases and unforeseen events and 13% for price increases. 4.28 The foreign exchange component of US$5.5 million equivalent, re- presenting 53% of the total project cost, has been calculated as follows: (i) site development and building construction, 25%; (ii) professional services, 10%; (iii) furniture, 60%; (iv) technical assistance and fellow- ships, 75%; and (v) equipment, 90%. 4.29 An IDA credit of US$7.3 million equivalent would cover about 70% of the estimated project cost of US$10.4 million. US$5.5 million (75% of the credit) would finance all foreign exchange expenditures and US$1.8 million (25% of the credit) would finance 37% of the local currency costs. 4.30 The operation of the project instutions and programs would in- crease the central government's recurrent expenditures on education and training by about Shs 6 million, representing 1.3% of the estimated 1975/76 total government recurrent expenditures on education. The latter would reach about 29% of total recurrent expenditures including the additional costs arising from the project. While this is a high ratio, it is expected that the rate of increase will decline (see para. 3.06). V. IMPLEMENTATION AND DISBURSEMENT 5.01 Administration - Project Unit. A project management committee has been established to formulate and review procedures for carrying out the project and coordination with the ministries involved in its implementation. The committee consists of the permanent secretaries (or their representatives) of the ministries responsible for finance (Chairman), education, agriculture, labor, health and planning. A condition of effectiveness of the proposed credit would be the establishment of a project unit to supervise the remain- ing work on the first IDA project and the proposed new project. It would in- clude, on a full-time basis, a project director, who will report directly to the chairman of the project management committee, a project architect, an ac- countant and a procurement specialist. The project director and the ar- chitect, agreeable to the Association, would be appointed as a condition of effectiveness. The government gave an assurance during negotiations that it would provide the project unit with adequate facilities and supporting staff. The government would meet the salaries of the personnel and the operational expenditures of the unit.  - 18 - 5.02 Professional Services. For the planning and supervision of con- struction of project institutions, the services of the Ministry of Education, the Ministry of Works, Communications and Housing and local consulting firms would be utilized. The government gave an assurance during negotiations that it would draw up a plan outlining the proposed duties and responsibil- ities of the project unit in regard to professional services to be provided by: (1) the Ministry of Education, (2) the Ministry of Works, Communications and Housing, and (3) consulting firms. Consulting firms, acceptable to the Association, would be employed on terms and conditions agreeable to the As- sociation. 5.03 Land. Of the 20 project institutions, 14 are existing institutions to be expanded on their own sites. All sites required for new institutions have been selected, and the government gave an assurance during negotiations that they would be legally acquired before construction begins. J.04 Procurement. All contracts for the supply of furniture and equip- ment and for construction would be awarded under procedures consistent with the Association's guidelines on international competitive bidding. Pro- cedures for prequalification of civil works contractors would be acceptable to the Association. Detailed furniture and equipment lists would be prepared during the design stages of project implementation and would be reviewed by the Association prior to procurement. Items would be grouped to the extent practicable to form sizeable bid packages and to permit bulk procurement. It is unlikely that firms not already operating in East Africa will submit bids, except for equipment, due to the varied locations and diversity of types of project institutions. Major furniture manufacturing firms do not exist in Uganda, but it is possible that a consortium of firms or new firms may be established. Purchase of certain building materials may be separ- ated from the civil works to allow bulk procurement. Domestic manufacturers of goods would be accorded a margin of preference equal to the existing rate of customs duty applicable to competing imports or 15% of the c.i.f. prices, whichever is the lower. 0 5.05 Disbursements. The Association would disburse (i) the c.i.f. cost of directly imported goods, (ii) 75% of the cost of technical assis- tance and (iii) an agreed percentage of the cost of civil works, professional services, and locally procured goods. These percentages would be adjusted as necessary to disburse US$7.3 million equivalent, or about 70% of the ac- tual project cost, whichever is lower, over the estimated project period of about six years (Annex 11). The estimated schedule of disbursements is shown in Annex 12. Construction is expected to be completed in about 3-3/4 years after the signing of the credit agreement. Undisbursed funds would be available for cancellation.  _ 19 - VI. REC0MMENDATIONS 6.01 During Credit negotiations, agreement has been reached with the government regarding: (a) a program for the recruitment and utilization of approximately 80 man-years of specialist services and 18 man-years of over- seas fellowships (paras. 4.03, 4.09, 4.17, 4.18 and 4.21); the assignment of counterparts to technical assistance specialists (para. 4.20); (b) a project management committee responsible for project imple- mentation procedures and for coordination with the ministries 0 involved and the establishment of a project unit to supervise both the first IDA project and the proposed project (para. 5.01); and (c) adjustment of entry qualifications to the National Teachers College (para. 4.03); modifications to the curricula in tech- nical secondary schools (para. 4.06); a new policy under which all future training of government teaching staff for para- medical personnel would take place at the new medical tutor training college (para. 4.17); the release of about 30 medically- trained personnel to undertake tutor training (para. 4.17); the allocation of funds for the upgrading of hospital facilities at I4bale (para. 4.18); new regulations for technical training (para. 4.10); and the preparation of suitable curricula for the vocational training center (para. 4.07). 6.02 Conditions of effectiveness would be the establishment of a Proj- ect Unit and the appointment of a project director and architect, both ac- ceptable to the Association (para. 5.01). 6.03 The proposed project is suitable as a basis for an IDA Credit of US$7.3 million equivalent to the Republic of Uganda, repayable over a 50- year period, including a 10 year grace period.   APPENDIX I EDUCATION AND TRAINING Administration 1. The Minister of Education administers prinary, secondary and post- secondary education with university education enjoying a good deal of auto- nomy. Local authorities, aided by inspectors and regional officers of the Ministry of Education, supervise, and may provide primary schools, though all teachers are paid by the Ministry. Agricultural colleges and specific- ally vocational institutions operate under nine other ministries. Overall planning is undertaken by the Ministry of Planning, with the assistance, as regards education, of the planning and statistical unit in the Ministry of * Education. Present Structure 2. The structure of the education system follows the British pattern but is more extended in length. In general education, it provides for (a) a seven-year primary level course; (b) a four-year lower secondary level course; (c) a two-year upper secondary level course; and (d) post-secondary level courses. Upward movement at the end of primary education is controll- ed by an examination conducted by the Ministry of Education and subsequent examinations after lower and upper secondary education are coming under the control of the East African Examinations Council from the former controlling body, the Cambridge Examinations Syndicate. Diversification into certain technical courses operates at both lower and upper secondary education levels with teacher training courses operating at three levels (Annex 1). General secondary level courses lead to the East African Certificate of Education at the end of the lower level and the Higher School Certificate examination at the end of the upper level. The language of instruction up to the third grade of primary school is in the vernacular. After that it is in English, the national language. Until recently, the principal aim of the schools was to provide adequate numbers of candidates well prepared academically to enter University and other post-secondary education insti- tutions. Now, eight years after independence and following rapid increases in enrollment at all levels, leaders are placing much more emphasis on qual- itative aspects of education especially "anti-elitism", localization of cur- riculum content and vocational, technical and agricultural education. Primary Education 3. The basic data for government and aided schools in 1969 were as follows: Pupil % of staff % of age Boys-girls Grades Enrollment Teachers teacher ratio qualified group in school ratio 1 - 7 709,708 19,630 36:1 85% 45.5% 44:27  Appendix 1 Page 2 4. Primary education is not compulsory and fees are charged. These range from $10 - $65 a year for day schools, rising for the small number of boarding schools, to $140. Teachers' salaries are paid by the government and the fees collected, which are of undetermined amount, supplement other sources of finance (local revenue and government transfers) to meet addi- tional recurrent expenditures. Teachers' houses and school buildings are often provided by community effort and parents' groups. The standard of building varies greatly from the few good to the many bad. Teaching standards suffer from lack of equipment, the limitations of the teaching staff and a curriculum which, in spite of revision in 1965, remains largely academic. Subjects included are language (vernacular and English), mathematics, health education, music, some crafts, social studies, physical education and re- ligious knowledge. Private schools are estimated to number slightly more than the 2671 government and aided schools and to have an enrollment of between 300,000 and 600,000. Most are unregistered and while some are benevolently organized by charitable bodies, others are run as businesses. The Ministry's administrative and inspectorial staff is inadequate to in- spect or even to record the numbers and rolls of these schools though it is the Ministry's intention to exercise more control as and when it can. General Secondary Education 5. The basic data for government and aided schools in 1969 were as follows: Pupil % of staff % of age group Boys-girls Grades Enrollment Teachers Teacher ratio qualified in school ratio 8-12 33,570 1,456 23:1 95% 4.5% 30:10 12-13 2,513 140 18:1 100% 0.7% 43:13 6. Some 14% of pupils in the last year of primary school enter one or other of the 75 government and aided secondary schools via a Primary Leaving Examination. Successful candidates in this examination are awarded a first or second grade pass. Holders of first grade passes, the numbers of which are adjusted according to secondary places available, are eligible to enter secondary schools. All 75 schools offer lower secondary courses and 25 offer upper secondary courses. In the four years prior to 1969, dropout at the lower level was 3% and at the higher level 1.4%. Fees ranging from $50 - $72 a year are charged and are retained by the governing bodies of the schools except in the case of the urban double session day schools where they are paid to the Government and the schools receive in return grants per student in attendance. The once widespread system of bursaries and scholarships, paid by local authorities to secondary school students, is in some regions still in existence. 7. The curricula and syllabuses are determined largely by the require- ments of the two terminal examinations. Revised syllabuses in the three sciences and mathematics have recently been accepted as alternatives to the more traditional ones and are now increasingly on a subject basis, with a certificate awarded for any subject in which a satisfactory mark has been  Appendix 1 Page 3 obtained. Broadening of curricula will take a further step forward when the first IDA project is completed and additional facilities for arts and crafts (in 23 schools), woodwork (22 schools), metalwork (24 schools), commerce (20 schools), agriculture (8 schools) and home economics (22. schools) have been provided. 8. Because most of the secondary schools were-founded by religious bodies, they are sited in isolated locations. As a result, all of them and some of the urban schools provide for boarders. The enrollment in boarding schools averages around 400 - 500, and many schools are well equipped and staffed. Urban day schools, however, are often situated on small sites, many are on double shift, and have enrollments of up to 1800 pupils. Many of the pupils are not residents of the town where the school is located but migrate there to obtain a secondary school place and often have to live away from their families in unsatisfactory conditions. This situation derives from the fact that parents of success- ful secondary school candidates may opt for places in up to six schools, and they are allotted places accordingly, irrespective of whether a nearby school is available to which they could travel daily. As boarding educa- tion is usually of better quality and has more prestige, this results in pupils attending schools remote from their homes with increased cost to both parents and governments. The mixing of pupils from different parts of the country in boarding schools is said to help the trend in this di- rection. 9. Teaching standards are high and in levels above the second year are mainly in the hands of well-qualified expatriates, who number 72% of the total staff. 10, Upper secondary education concentrates on preparing candidates for the Higher School Certificate and is 85% successful. Approximately two thirds of those with certificates continue into post-secondary education. 1I. As in primary education, private secondary schools are numerous, with many being run for private profit. The low enrollment ratio in govern- ment and aided schools of 4.2% of the age groups doubtless contributes to this. Some 58 private schools are registered with the Ministry and 249 others have been visited or have applied for registration. Official esti- mates of the total number of pupils in private secondary schools are 40,000 - 60,000. In spite of such pupils exceeding in numbers those in publicly- financed schools, the standards obtained in private schools may be assessed by the fact that they enter only one quarter of the number of candidates for the lower leaving examinations and only one sixth for the higher school certificate. In the latter examination, only 9% of their candidates passed in more than one subject compared with 63% in publically financed schools. Under the 1970 Education Act, new requirements for the registration and management of private schools have been established, but the Ministry is reluctant to take over responsibility where this would add to its very heavy recurrent financial burden. The existence of such a large private sector in  Appendix I Page 4 education helps to relieve the overwhelming public pressure for more educa- tion, a demand that the Government would be unable to meet from public funds. Teacher Training 12. For primary schools this comprises four years at lower secondary level for grade II teachers in 21 colleges or two years at upper secondary level for grade III teachers in 5 colleges. The National Teachers College trains grade V teachers for the lower classes in secondary schools. The course consists of either two or three years post-secondary training depend- ing on entry qualifications. Other places in secondary schools are filled either by expatriates or by those who possess degrees or diplomas from Makerere University or abroad. The supply position for teachers of primary schools who total 20,000 is adequate numerically with over 3800 teachers in training and an output of about 1000 a year. The Government wishes to replace the numerous small colleges by four large ones of about 1000 stu- dents each and hopes for U.S.A.I.D. assistance in providing at least two of these. 13. The secondary teacher training system, with the extensions of the National Teachers College now being undertaken and the planned expansion at Makerere, will provide a steadily increasing output of general subjects' teachers for secondary schools including science and mathematics staff. In almost all specialist subjects, however, the output is inadequate and urgent action is needed to step up the supply. Teachers are required for industrial arts, agriculture and commerce in secondary schools and at the post-secondary level there is a serious shortage in the technical and en- gineering fields, in commerce and in all branches of health education. Higher Education 14. Within Uganda higher education is provided at the Makerere Univer- sity, Kampala. Until July 1970, this was known as Makerere University College and it was one of three constituent colleges in the superseded University of East Africa which served Uganda, Kenya, and Tanzania. Some 1484 of the 2217 students in the Makerere College in 1969/70 were Ugandan, the rest being mainly from Kenya and Tanzania. There were 628 Ugandans attending what were the other two colleges of the erstwhile university. There are, in addition, more than 2100 Ugandans studying abroad of whom about 900 are taking courses at higher education level. Although the Makerere University has been established as an independent entity, it lacks facilities for teaching law, architecture, commerce, engineering, and veterinary science, but the first students for the proposed new faculty of technology were en- rolled in July 1970 and a veterinary faculty is planned for 1971. The report of a government-sponsored Visitation Committee dated June 1970, recommended the setting up of a completely different institution with increased state par- ticipation, Ugandanization of curricula, less specialization at the under- graduate level so as to produce graduates adaptable to the needs of a rapid- ly developing society and greater emphasis on technical and professional training.  Appendix 1 Page 5 Agricultural Education 15. Agricultural subjects are now being taught in 11 secondary schools and more schools are adding agricultural options to their curricula a3 facilities and suitably trained teachers become available, 16. Full-time agricultural education is provided at present at only two levels--two-year post-lower secondary certificate courses at the Bukalasa and Arapai Agricultural Colleges (1970 total enrollment 340) and three year post-higher secondary level degree courses at Makerere (1969/70 enrollment of Ugandans 82). From 1963 to 1968 students were trained at a third level-- three year post-lower secondary diploma courses instead of at the certifi- cate level. Prior to 1963 only certificate level training was provided. In 1968 to the dismay of staff and students at the two agricultural colleges, an abrupt change was made so that all entrants now study at the certificate level. In future, all post-secondary non-university agricultural students will first attend certificate training and a limited number of selected can- didates will, after a period of at least two years in the field, re-enter the colleges for a further two years of diploma training. 17. Training in animal husbandry and veterinary science is provided through two-year post-lower secondary courses and one-year post-veterinary certificate diploma courses at the Veterinary Training Institute in Entebbe to which a dairy training school is being added. Forestry training is provided at the same two levels at the Nyabyeya Forest School and degree training will shortly be provided at Makerere. In 1971, a 360-capacity agricultural mechanization college will open at Busitema to provide train- ing in agricultural mechanization at various levels including three-year post-lower secondary level courses. A new 175-capacity cooperative college is under construction at Kigumba and the 100 students taking three year post-lower secondary courses for whom places are at present made available at Bukalasa will move there when it is completed. 18. There are 15 district farm institutes (D,F.I.'s), seven of which have cooperative wings running courses for the Ministry of Marketing and Cooperatives. Four others, known also as rural training centers, have community development wings running various courses sponsored by the Ministry of Culture and Community Development. The primary purpose of a D.F.I. is to induce change and an attitude of mind receptive to new ideas among practicing farmers and to encourage the adoption of better farming methods. Short courses, normally of one-week duration, are offered, Em- phasis is placed on farming skills and ample time is allowed for practical field demonstrations. In-service refresher courses are also offered for field and advisory staff of the Ministry of Agriculture and courses are provided for members of the growing 30,000 strong young farmer's club movement. D.F.I.'s have demonstration farms which provide both instruc- tional material and financial support. Fifteen thousand participants attended agricultural courses in 1969. The cooperative movement in Uganda has 550,000 members in 2500 societies and the cooperative wings of D.F.I.'s provide one-week courses in the principles of cooperation for  Appendix 1 Page 6 members, month-long courses for society staff and nine month in-service courses for inspectorial staff. Fourteen hundred persons attended courses in cooperative wings in 1969. The purpose of the rural training centers is to provide residential training in citizenship, leadership, nutrition, child care, home improvement, handicrafts and in-service training for gov- ernment staff of all other ministries. Eighteen hundred persons attended such courses in centers attached to D.F.I.'s in 1969. Technical and Vocational Training 19. Technical and vocational training is provided at present at two types of institution generally known as rural trade schools and technical secondary schools. Trade schools, which originally numbered 70, were founded some years ago by local authorities to provide training in craftsmanship for primary school leavers who could not obtain places either in ordinary. secondary schools or in technical secondary schools. In 1968, the Ministry ,f Education assu-m1ed responsibility for the 12 trade schools which then remained. Courses last three years, the most common trades offered being woodwork, masonry, and metalwork. Other subjects taught include English, mathematics, technology, and technical drawing, with practical workshop instruction occupying one half to two thirds of the time. The majority of these schools suffer from lack of qualified staff, uneconomically small class sizes, insufficient equipment, and inability to award any recognized certificate of competence on completion of courses. Total enrollment in 1969 was 1191. 20. There are five technical secondary schools, all controlled by the Ministry of Education, with a total enrollment of 1465 students which pro- vide courses of four-years duration. Candidates achieving a satisfactory pass in the primary leaving examination are admitted. Training is offered in motor vehicle maintenance and repair, woodwork, masonry, plumbing, electrical installation, machine shop engineering, gin fitting, painting/ decorating, and agricultural machinery. Other subjects included in the A curricula are English, science, mathematics, technology, and technical w drawing, and practical workshop instruction amounts to between one third and one half of the total time. Pupils completing courses can sit for both the first craft certificate examination of the City and Guilds of London Institutes and also the Uganda Trade Test Grade II. There is need for greater clarity in defining the objectives of these schools which are likely to provide the only skilled cfaft training in rural and smaller ur- ban areas in the future as the trade schools decline further in importance. 21. A reorganization of the technical education system of Uganda is at present under discussion, and it appears likely that emphasis will be placed in the main industrial areas on training in apprenticeship schemes associated with new vocational training centers, the first of which is presently under construction with Japanese assistance in Kampala.  Appendix 1 Page 7 22. Post-secondary secretarial and two-year diploma courses in business studies are provided at the Uganda College of Commerce (1968 enrollment 343) which is being expanded to accommodate 500 students by 1971. Of equal, if not greater importance, in view of the vast expansion of the para-statal sector following government's 60% participation in most of Uganda's large industries, is the ILO/UNDP sponsored Management Training and Advisory Center which provides short courses for businessmen and managers. 23. Post-secondary technical education is provided at the Uganda Technical College which recruits students from both ordinary lower and higher secondary schools and from the technical secondary schools. The main courses of study to ordinary technician diploma standard are in mechanical, electrical, and civil engineering and building. Courses for higher technicians have been introduced recently in the three main engineer- ing fields and courses for training in advanced craft subjects are also avail- able. The majority of the courses are run in conjunction with employers on a "sandwich" or day-release basis. Thus, of the 567 student enrollment, many spend half the year away from the college in industry, so that the maximum number of students attending the college at any given time is about 400. Health Education 24. Training is provided in Uganda for some 20 categories of medical personnel in 31 government and voluntary agency institutions. The largest programs are those for enrolled (assistant) nurses at seven centers (1970 enrollment 485), and enrolled (assistant) midwives at 12 centers (1970 enrollment 456). Three-year post-lower secondary level courses for medical assistants are provided at one center and another one is under construction which will bring total enrollment to 120 by 1972. Registered (professional) nurses (1970 enrollment 210) and registered midwives (enrollment 40) are trained at the Mulago Hospital, Kampala. A one-year training course for qualified and experienced entrants who wish to become midwife tutors is provided in temporary facilities at Mengo, Kampala. Other institutions provide training for registered mental nurses, enrolled mental nurses, health inspectors, health assistants, assistant health visitors, dispen- sers and radiographers. Laboratory technicians are trained in temporary facilities and in-service courses are provided for laboratory attendants, anesthetic assistants, medical records officers, child health demonstrators, and leprosy assistants. Doctors are trained for five years at the Faculty of Medicine, Makerere University and utilize the Mulago Hospital for clinical instruction. Out of the 408 students enrolled during the 1968-69 year, 40% were Ugandan, 29% Kenyan, and 30% Tanzanian. 25. The subcommittee on training for the third five-year development plan has suggested that instead of expanding the number of small training schools each producing between 15 and 20 trained personnel per year, it might be better to group the schools not into one or two very large institu- tions, but into regional centers throughout the country so as to economize in the number of tutors, reduce the recurrent costs and improve the quality  Appendix 1 Page 8 of training. The Ministry of Health is opposed to this arrangement, however, because of the many different ethnic groups and languages spoken in Uganda and the desirability of students attending institutions close to their homes where they have no linguistic difficulties and the food is that to which they are accustomed. 26. The supervision of training of nurses and midwives is carried out by an inspector appointed by the Uganda Nurses, Midwives and Nursing Assistants Council and the training of medical assistants and other para- medical personnel is the responsibility of the Ministry of Health. Be- tween one half and two thirds of the training time for these personnel is on-the-job training in hospitals. One of the greatest problems is the overcrowded conditions in many training hospitals with bed occupancies of up to 190% and very short hospital stays, especially of normal maternity patients. Much greater use could be made of health centers and dispensaries with maternity beds if more and better trained tutors were available. The clinical section of para-medical staff training takes place in hospital wards under ward sisters and nurses who have received no instruction in teaching methodology. 27. The entry qualifications for enrolled nurses and midwives is completion of two or preferably three years of secondary education. The curricula for the two years and nine months training course for enrolled nurses consists of a part I given in the first year on the theory and prac- tice of nursing, first aid, health, and anatomy and physiology and a part II given during the following one year and nine months which includes theory and practice of nursing, specialized types of nursing, elementary pharmacology and bacteriology. The curriculum for enrolled midwives in- cludes in part I the same subjects as for the nurses course plus midwifery and in part II adds mothercraft and health education, abnormal midwifery, drugs used in midwifery, and injuries and diseases of the newborn infant. Students who successfully complete part II are awarded a certificate and their name is entered on the register and roll of the Uganda Nurses, Mid- wives, and Nursing Assistants Council. Attrition rates are very high, amounting in government training programs to 27% for nurses and 31% for midwives. The reasons are related to the often unsatisfactory entry procedures, breaches of discipline, failure in examinations, and unmarried pregnancies. There is also a 3% attrition rate per annum after qualifica- tion due to marriage.  APPENDIX II TECHNICAL ASSISTANCE 1. Following the trend prevailing in many developing countries, the education system of Uganda expanded rapidly in terms of enrollments in the 1960's, but the cost has now reached formidable proportions and serious attention has to be paid to more efficient use of existing and proposed facilities and the careful planning of f-ature developments. To these ends, the proposed project would include the cost of approximately 80 man-years of specialist services and 18 man-years of fellowship training overseas. 2. Total cost is estimated at US$2.8 million for specialists, and US$0.09 million for fellows, and the implementation period about five years. 3. The proposed technical assistance program would consist of the following specialists and fellows (numbers in parenthesis show man-years). A. Specialist Services (80) (i) Education Planning Group (8). An education planner, chief of the group (2); an educational statistician/ demographer (2); a technical/commercial educator (2); an agricultural educator (2). (ii) Teacher Training (33). Teacher training staff consisting of one commercial subjects teacher (2); one agricultural teacher (2); four industrial arts teachers (17); and three technical teacher training specialists (12). (iii) Vocational Training Center (27). A specialist in vocational training, chief of the group (5); special- ists in automobile repairing (3); machinery fitting (2.5); machine assembling (3); welding (2.5); car- pentry (2.5); bricklaying (3); electrical installation (3); and electrical fitting (2.5). (iv) Health Education (12-1/2). A nurse tutor training specialist, chief of the group, (4); a nurse tutor training specialist (2), a midwife tutor training specialist (2); a health visitor tutor training specialist (1.25); a health inspector tutor train- ing specialist (1.25); a nurse training specialist (2). B. Fellowships for Overseas Studies (18) (i) Teacher Training (7), Teacher trainees in agriculture (1); commerce (1); industrial arts (2); and technical trades (3);  Appendix II Page 2 (ii) Vocational Training Center (9). One principal designate to be responsible ultimately for organizing and con- ducting the training in the proposed vocational training center (1); instructors in automobile repairing (1); machinery fitting (1); machine assembling (1); welding (1); carpentry (1); bricklaying (1); electrical install- ation (1) and electrical fitting (1); (iii) Health Education (2). Principals of the proposed medical tutor training college and the school for nurses and midwives. 4. The education planning group would work in the Ministry of Educa- tion in close cooperation with its existing planning unit. It would assist the Ministry in its planning work and define the scope of planning required. It wonld place particular emphasis on ensuring maximum use of existing and proposed new facilities (including those in the private sector) in order to save costs and formulating proposals on the future form of technical and agricultural education and the process of data collection. 5. The specialists in teacher training would be employed at the National Teachers College training student teachers for secondary schools and at the Uganda Technical College training instructors for technical training institutions. 6. The specialists for the vocational training center would be responsible for the establishment of the center including planning of curricula, preparing lists of required equipment, organizing courses and instructing students. 7. The health education specialists would have both supervisory and teaching duties at the proposed medical tutor training college and school for nurses and midwives. 8. Seven Ugandans would take one year overseas training courses in specialist teacher training subjects. On their return, they would take part in the training of secondary school teachers and technical instructors. 9. Eight Ugandans qualified in the industrial trades would receive one-year fellowships to upgrade their qualifications and enable them to take over as heads of departments in the vocational training center after acting as counterparts to the foreign specialists. A ninth Ugandan would study overseas the organization of vocational training and apprenticeship schemes and would then return to Uganda as vice-principal of the vocational training center and ultimately take over as principal. 10. One Ugandan would be provided with an overseas fellowship to study the administration of tutor training colleges and nurse-midwife training schools and would return to act ultimately as principal of the  Appendix II Page 3 proposed medical tutor training college. Another Ugandan would be provided with a one year fellowship overseas to study nurse and midwife teaching and would return to act as counterpart and subsequently as pxincipai of the proposed school for nurses and midwives at Mbale. 11. The British government has indicated that it might be interested in assisting Uganda to obtain specialists for the teacher training program. Discussions have been held between IDA, the Uganda government, ILO and UNDP concerning possible assistance for vocational training and it is likely that ILO will assist the Uganda government in drawing up a request to UNDP for the technical assistance required for the proposed project. WHO may assist in the medica,l education field. If the government cbtains technical assistance from these or other donors for any part of the technical assistance required for the project, the amount of the credit * would be reduced accordingly. 12. Details of the implementation program would be discussed and agreed upon during negotiations. The proposed time schedule is tndicated below: 0   SCHEDULE Man Implementation* Year First Second Third Fourth Fifth Sixth Years Quarter 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Education P' anning Group Education Planner (Chief of the Group) I X X X X X X X 2 Statistici.n/Demographer X X X X X X X X 2 Technical/rComamerial Educator X X X X X X X X 2 Aaricultural Edulcator X X X I X X X X 2 Teacher Training Comnercial Suibjects Specialist X X X X X X X X 2 Agricultural Specialist X X X X X X X X 2 Industrial Arts Specialists One X X X X X X X X X X X X X X X X XX X X Two X X X X X X XXX X XX X X X X X X X 5 Three x x xX X X X X X X XX X X X 4 Four X X X X X X XX X X X X 3 Technical Teacher Training Spec;.ilists One XE X X X X X X X X X X XX 4 Two X X X X XX XX X X XI x xxix x 4 Three X X X X X X X X X X X X X X X X 4 Vocational Training Vocational Training Specialist (Chief of the Grooip) I X X X X X X X X X X X X X X X X I X X A;tonobile Repairing Specialist X X X X X X X X X X X X 3 Tiqchinery Fitting Specialist X X X X X I X X X X 2