Burundi - Education Sector Memorandum

Document of The World Bank FOR OFFICIAL USE ONLY CONFIDENTIAL Report No. 1717-BU BURUNDI EDUCATION SECTOR MEMORANDUM August 26, 1977 Education Projects Division Eastern Africa Regional. Office 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. The country Burundi The language Kirundi The peoplet Barundi, Batutsi, Bahutu, Batva (plural) burundi, Mututhi, Muhutu, Mutwa (singular) For convenience, the shortened forms "Tutsi," "Iutu," and !Twa" have been used throughout. gUlRWCY EQUIVALETS US$1 * FBu90.0 FBu100 * US$1.11 MBASURES 1 motor (a) * 3.28 feet I aquare mater (m2) - 10.76 square feet I kilometer (hM) * 0.62 mile I hootare (ha) * 2.47 acres mPUBLIC OF BURUNDI FISCAL YEAR January 1 - December 31 FOR OFFICIAL USE ONLY CONFIDENTIAL BURUNDI EDUCATION SECTOR MEMORANDUM TABLE OF CONTENTS Page No. BASIC DATA GLOSSARY I. INTRODUCTION 1 Evolution and Structure of the Present Education System 1 II. PRINCIPAL ISSUES IN THE EDUCATION SECTOR 2 Education and Equity 2 Teacher Supply 6 Education Finance 7 Control over the Sector 12 Internal Efficiency 12 External Productivity 13 III. GOVERNMENT POLICIES AND PLANS FOR THE EDUCATION SECTOR 14 The Education Reform 15 Recent Developments following the Coup d'Etat of November 1, 1976 17 IV. THE BANK'S ROLE IN THE DEVELOPMENT OF EDUCATION AND TRAINING IN BURUNDI 18 Status of the First Education Project 18 Perspectives for Future Bank Involvement 20 Priorities for Sector Work 20 APPENDICES 1. The Education Sector 2. Ethnic Groups and Recent History 3. Economic Development and Human Resources 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. TABLE OF CONTENTS (Continued) ANNEXES 1. Comparative Education Indicators 2. Basic Data - Formal Education System 3. Primary Enrollments by Province, Inspectorate, and Sex, 1967/68 - 1974/75 4. Primary Enrollments by Grade, 1968/69-1975/76 5. General-Secondary Enrollments by Sex 6. Primary and Associate-Primary Teacher-Training Enrollments, 1971/72 - 1975/76 7. Enrollments in Agricultural Training Institutions, 1973/74 - 1974/75 8. Enrollments in Industrial-Arts and Social-Worker Courses, 1971/72 - 1975/76 9. Differences among Districts in Terms of Access to, Retention at, and Performance in Primary Schools 10. Ethnic Groups by Province (excluding Bujumbura), 1956 11. Recurrent Expenditures for Education, 1970-1974, and Projections to 1985 12. Capital Expenditures for Education, 1970-1974, and Estimates to 1982 CHARTS 1. Structure of Formal Education since the Reform World Bank 16136 2. Education Pyramid, 1975/76 World Bank 16382 3. Structure of the Rural Education Bureau World Bank 16332 MAP IBRD 12260 REPUBLIC OF BURUNDI EDUCATION SECTOR MEMORANDUM BASIC DATA General (1975) Area 27,834 km2 Population 3.7 million GNP per capita US$100 equivalent Adult literacy rate (estimated) 10% Education (1975/76 school year) Enrollments in primary schools 145,000 (Grades 1-6) - as % of 6-11 age group 21% Enrollments in secondary-level schools 12,500 (Grades 7-13) - as % of 12-18 age group 2.2% Enrollments in the National University of Burundi 1,000 - as % of 19-22 age group 0.5% Education Finance (1974) Recurrent expenditure of the Ministry FBu 603 million of National Education - as % of total government recurrent 21% expenditures Government recurrent expenditures on FBu 633 million education and training - as % of total government recurrent 22% expenditures Total national expenditures on education 3% and training as a % of GNP GLOSSARY Arrondissement District. Burundi is divided into 18 districts. BER Bureau d'Education Rurale - Rural Eudcation Bureau. The semiautonomous department of the Ministry of National Education responsible for implementing the reform of primary education. BES Bureau d'Enseignement Secondaire - Secondary Educa- tion Bureau. A department of the Ministry of National Education established in September, 1976, with Belgian material and technical assistance, to develop and implement the reform of secondary-level education. Candidature Lower university degree at the end of two years of studies. Colline Burundi's smallest administrative unit. The country is divided into 2,427 collines. Concours Selection examination at the end of the primary course for access to secondary school or at the end of secondary school for access to the university. D4 Associate primary teacher with four years of train- ing after primary school. A D4 is qualified to teach only the lower four grades of primary school. D, D7 Full primary teacher with six or seven years, respectively, of training after primary school. The D6 or D7 is qualified to teach at any grade of the primary course and often functions as director of a central school. Ecole Centrale Central school. A primary school with all six grades and its own director. Ecole Succursale Branch school.- A primary school, often with less than six grades, depending on a central school and administered by the central school's director. Etude du milieu Study of the environment. A conglomerate subject at the primary.level which combines elements of history, geography, biology, and related subjects and emphasizes the social and physical realities of Burundi. - 2 - FED Fonds Europeen de Developpement - European Development Fund (EDF). Licence Upper university degree given at the end of four to six years of studies. MINEDUC Ministere de l'Education National - Ministry of National Education. Following the coup d'etat of November 1, 1976, the responsibility for cultural affairs was transferred from this to another ministry. Palier Cycle. Upper secondary education after the tronc commun (q.v.) is divided into two paliers of two years each. RI Representation Index. A numerical way of expressing whether a district is educationally better or less well provided than the national average. Tronc Commun Common basic level. The first three years of secondary education, which are the same for all secondary students, regardless of their later specialization. UNB Universite Nationale du Burundi - National University of Burundi. UPRONA Unite et Progres National - Unity and National Progress. The political party of Burundi. I. INTRODUCTION Evolution and Structure of the Present Education System 1. The education sector is described in Appendix 1. Formal education in the Western sense was introduced to Burundi by Christian missionaries around 1900. In 1925, the Belgian administration decided that all primary education should be undertaken in approved mission schools using a unified curriculum; however, most schools offered only the first two or three years of the primary course. In 1946, French was adopted as an official medium of instruction along with Kirundi. In 1956, secondary education received further impetus as several new secondary institutions were opened. 2. Since Independence (1962), almost all educational activities, including agricultural and vocational education organized by other Ministries, have been supervised and coordinated by the Ministry of National Education (MINEDUC). Schools are grouped in three categories: (1) official government schools; (2) subsidized schools (including most missionary institutions), where all teachers' salaries and a major share of administra- tive expenses are paid by the Government, and where prescribed Government curricula are taught; and (3) non-subsidized or private schools, including religious seminaries and schools for the children of expatriates. The second category is by far the largest. 3. The structure of the formal-education system is shown in Chart 1, and basic data are given in Annexes 1 through 8 and Chart 2. The formal- education system is in a period of transition, and the structure shown in Chart I is not yet fully operational. The system described in this and the following paragraphs is still being introduced. The full primary course consists of six years, officially to begin when a child is six. Some 20% of all primary pupils, however, are either under- or overaged, and the de facto age distribution is bei:ween 5 and 17 years. 4. Secondary education is to be composed of a common lower-secondary- level core course (tronc commun) of three years and an upper level of four years, divided into two cycles of two years each. Students who have completed the core course may choose among seven specializations at the upper level-- literature, general science, primary-teacher training, industrial arts, health, agriculture, or social work--but in reality the choice is considerably limited by the availability of places and the location of the schools with relation to the student's home. 5. Higher educai:ion, until 1975, consisted of the Official University of Bujumbura, founded 'In 1964, and of two autonomous higher-level institutes, the Secondary-Teacher Training College and the National College of Administra- tion. These three entities have now been consolidated into a new single - 2 - institution called the National University of Burundi. A lower academic degree (the candidature) is awarded at the end of two years and a higher academic degree (the license) is awarded at the end of four to six years. At present, there are seven inter-disciplinary university institutes: Law, Economics and Administration (which includes the old National College of Administration), Medicine and Public Health, Social Sciences, Science and Technology, Education (the old Secondary Teacher Training College), and Agriculture. Not all of these institutes yet offer the full four- to six- year course. 6. Non-Formal Education. A widespread network of catechism centers, sponsored by missionary institutions, caters to children of primary-school age who do not attend primary school. The centers were founded to teach children the catechism, and the program still consists mainly of religious instruction. Instruction in reading was introduced in order to teach children to read the Bible, and at many centers there are also attempts to teach writing, basic arithmetic, some history, and basic agricultural skills. Instruction is irregular, however, and rarely entails more than eight hours a week. Although the alleged participation in the programs at the centers is 300,000 children, the informal nature of the movement and the irregular schedule of instruction do not provide participants with permanent functional literacy and numeracy. The centers therefore cannot be considered a sub- stitute for or even a complement to formal primary education. 7. Other than the catechism centers, there are few non-formal educa- tional activities in Burundi. Courses for women in gardening, cooking, sewing, ironing, and other domestic activities have been offered in a system of 63 social centers located throughout the country; yet a lack of funds severely limits the opening of centers at new locations, and activities in existing centers are often dormant for long periods for the same reason. Other non-formal education activities are organized within agricultural cooperatives, and the extension service organizes a series of farmer- training activities connected with rural radio. School radio has not been very successful because of poor technical reception, lack of program varia- tion, and low quality of programs, yet a radio program for teachers has been broadcast since early 1975 and will be expanded. The Government is very keen on fostering adult education, and as a first step, there is talk of ex- panding the role of primary schools, making them community schools where extra- curricular and nonformal adult-education activities as well as primary educa- tion will take place. II. PRINCIPAL ISSUES IN THE EDUCATION SECTOR Education and Equity 8. Ethnic Equity. As an institution, the World Bank is committed to promoting equitable access to educational opportunities for all children, regardless of their ethnic affiliation. Ethnic equity in education is an issue in Burundi because of the ethnic composition of the country's population and also because of the tragic events of the country's recent history. It is - 3 - generally known that in 1972 an ethnic conflict took place in Burundi in which the majority ethnic group, the Hutu, revolted against the minority ethnic group, the Tutsi, who controlled the Government. During this conflict, many schools were destroyed or damaged, and many Hutu students were arrested (later to be executed) while they were in school. Many Hutu children attending primary schools fled the schools, not to return until a year or two later. Most Hutu students in secondary and higher education were killed or fled the country; it will take years for the pool of Hutu secondary students, university students, and teachers to be reconstituted. A fuller discussion of this subject, however, given in Appendix 2, is necessary in order to understand the present situation. 9. During the preparation of the IDA-assisted first education project, the Government's official position was that the country's Constitution for- bade discrimination on ethnic grounds and that no discrimination existed. No data exist on the ethnic composition of enrollments at the various levels of education, nor are any likely to be compiled. On the basis of impressions gained from personal observation and from discussions with expatriates who teach in Burundi, the appraisal mission reached the following conclusions: (1) Most Hutu children have returned to primary schools, and enrollments are likely to grow rapidly. In those parts of the country which are overwhelmingly Hutu, not only the pupils but also the teachers are predomi- nantly Hutu. (2) The selection process for choosing which primary- schools leavers will be allowed to continue on to secondary school appears to be functioning impar- tially. 1/ (3) At present, Tutsi children are still dispropor- tionately represented in secondary schools and in the university. 10. During the preparation and appraisal of the first education project, a great deal of effort was expended in trying to determine the existing ratio of Hutu to Tutsi in primary-school enrollments and in attempting to ensure that the new facilities would benefit most the previously most dis- advantaged group (believed to be the Hutu; the Twa never entered the dis- cussion). Unfortunately, no adequate data base existed for a satisfactory solution to either problem. On the basis of an estimated population distribu- tion (the problems of which are discussed in para. 25), a number of indices (given in Annex 9) were calculated which, however, have only limited validity. The appraisal mission concluded that the most important causal factor in the 1/ Last year, the test results forwarded from one testing center seemed improbable to the Minister of Education, who ordered that all the examinations be re-corrected in Bujumbura by a group of officials who were'kept in seclusion until they had finished their task. -4- present distribution of primary schools throughout the country was the random manner in which European missionaries established their mission stations. Almost without exception, the primary schools existing in Burundi today were built by missionaries. The analysis indicated that there seemed to be more primary schools, relative to population, in areas believed to contain a disproportionately larger number of Tutsi (Annexes 9 and 10), and the conclu- sion is occasionally drawn that such better educational provision may have been the result of a Tutsi strategy. This view, however, is overly simplistic, since historically schools were built within or near mission stations and not necessarily in relation to population settlements. In the short period in which Western-style formal education has existed in Burundi, one group may earlier have recognized the advantages of modern formal education, which may have influenced the school distribution pattern. But many other factors, 1/ now difficult to single out, probably had equal or similar effects. 11. Given the lack of data on the ethnic distribution of the popula- tion (the most recent data, given in Annex 10, date from 1956 and give the distribution by province only) and of primary-school enrollments, the agreed method for locating the new schools to be provided under the first education project was to favor those parts of the country which heretofore had been disadvantaged in terms of provision of education services (primary schools), relative to their populations. Here also, however, the lack of an adequate data base posed serious difficulties. It was the expressed intention of the Government to plan its primary-school expansion program in order to promote the growth of educational opportunities in underprivileged areas. Nevertheless, the Government also expressed a desire to provide a broad geographical spread in its distribution of the new facilities, in order to demonstrate to the rural populations the Government's interest in rural development and to placate regional officials. The pattern of distribution eventually agreed upon for the 100 new primary schools to be built under the first education project reflects a compromise of these two conflicting goals. With a total primary enrollment estimated at only 21% of the theoretical age group, however, many children of both ethnic origins are excluded from access to primary schooling. Equity should therefore tend to increase as more schools are built and become operational, and the Bank should attempt to deal with the issue of educational equity at the primary level by promoting an expansion of primary education as fast as is financially feasible for the Government in terms of recurrent costs. 12. At the level of secondary and higher education, the Bank's concern with ethnic equity can best be satisfied through discreet periodic review of the processes for selection of secondary and university students. Pre- sumably the Government will be increasingly amenable to such concerns. Two man-years of specialist services for evaluation were included in the first 1/ Such as desirable agricultural areas, availability of land, ease of access, climatic and health considerations, and denominational competition. - 5 - project in order to strengthen the efforts of the Ministry of National Edu- cation to build up an evaluation capacity; evaluation of the selection pro- cesses would be one of several functions of the specialist(s). 13. Sex Equity. Boys outnumber girls at all levels of education. At the level of primary education, there are over 60% more boys than girls, and at the level of secondary education, there are over twice as many boys as girls. These ratios reflect the reality of an overwhelmingly rural, agricultural society in which a woman's proper role and value is judged, :Eirst, in terms of childbearing and rearing, and secondly, in terms of agricultural labor. Until quite recently, the content of primary education had little relation to these activities. Efforts,to adapt the primary curri- culum (para. 45) to the realities of rural Burundi will make primary schooling increasingly relevant to both males and females. Once again, the fact that only about one fifth of the children of primary age attend school means that a substantial majority of both girls and boys are excluded from primary education. Since the parental attitudes which are probably the main factor in determining who is sent to school are for the most part beyond the ability of the Bank to influence, the Bank's attempt to deal with this issue should also be in terms of promoting an expansion of primary education as fast as is feasible. As long as there are not enough places for all children of a given area, boys are likely to continue to be favored. 14. At the level of secondary education, the Government is aware of the substantial sex d4ifferential and has attempted to overcome it by giving, since 1966, preferenti.al treatment to girls in the selection process for secondary education. Admission to the secondary level depends on a pupil's ranking in the nationwide selection examination (concours) taken at the end of the primary course (para. 12). For boys, a 50% score in the concours is the minimum entry requirement; the minimum for girls is 40%. This pre- ference does not appear to have benefited many girls, though, since the available number of places in the first year of secondary school is usu- ally filled by pupils who have scored well above 50%. 15. Education and Equity: Central schools vs. branch schools. At pre- sent, primary schools in Burundi are of two types: (1) central schools, usu- ally well established and complete (classes for all six grades), and located at or close to the more important mission stations or settlements; and (2) branch schools, each depending on a central school. The director of a cen- tral school is usually also in charge of one or more branch schools. The quality of buildings, teaching equipment, and teachers at branch schools is generally lower than at central schools, with the result that repeater and dropout rates are higher in the branch schools, on the average, than in the central schools. In addition, at many branch schools, the upper grades have not yet been opened. Thus, at a branch school with only the first four grades of the primary cycle, a child who completes those four grades may be qualified to continue on to the fifth grade but may be unable to find a place in the fifth grade of the central school on which his branch school depends. Or the central school may be so far away from the branch school that it is impossible for the child to attend it. The Government is aware of the problem and since - 6 - 1970 has pursued a policy of adding the upper grades to the country's many incomplete primary schools. The problem of inferior teacher quality in the branch schools requires massive upgrading which has been initiated as part of the teacher retraining (para. 17) for the new primary curriculum (paras. 45-47). 16. Low enrollment ratios. The primary-education system in Burundi will be inequitable as long as four children out of five are unable to attend primary school for lack of places. This problem, however, is more a problem of education finance than of equity per se and is discussed below under the selection on Education Finance (paras. 25-28). Teacher Supply 17. Primary Teachers. The quality of primary teachers is a problem in Burundi. At present, primary-teacher training is given at two levels. Lower-level teacher-training schools prepare students for certification as associate primary teachers or D4s (the number indicates years of secondary- level education after completion of the primary course); higher-level teacher- training schools prepare students for certification as full primary teachers (D6s or D7s). With the gradual introduction of the new structure of the education system (paras. 49-50), all students completing the primary cycle and able to continue on to secondary-level education will first complete three years of general education (the so-called tronc commun) and then specialize (para. 4). Associate primary teachers will become certified as E5s after two years of pedagogical training following completion of the tronc commun and full primary teachers will become certified as E7s after completion of an additional two years. It is doubtful whether the additional cost for another year of training (five instead of four, or seven instead of six) is justified by the marginal increase in quality, but any cut should probably be made in the three-year general course instead of in the two or four years of pedagogi- cal training. The Government is attempting to upgrade and retrain the existing teaching force through an indirect method: primary-school inspectors receive training in Bujumbura which they then communicate to the 250 directors of central schools (para. 15), who then repeat the exercise with the rest of the teachers. The limits of this indirect method are obviously determined by the quality and motivation of the instructors, and much information is lost as it is transmitted down the line. 18. Primary-teacher training still follows an academic pattern in spite of the reform of primary education (paras. 43-49). New concepts such as the "ruralization" of the primary curriculum (paras. 45-47) are not yet included in the teacher-training program, and therefore new teachers have to participate in the indirect reorientation training described in the preceding paragraph. This inefficient and costly procedure can be changed only by giv- ing highest priority to the reform of the teacher-training curriculum. The fact that almost 90% of the teacher-training institutions belong to the mis- sionary system is the main reason for the slow implementation of a new teacher-training program. Even though the Ministry of National Education has supervisory power over all educational institutions in the country, it seems that missionary teachers remain attached to traditional concepts of - 7 - pedagogy aad an academically oriented curriculum and want their graduates to reflect the same values. To date, the miSgiaary teacher-training system has therefore not responded actively to the Government's appeal to reorient its program along the lines of the reform. 19. The quantity of primary-school teachers appears not to be an issue. The output of the lower- and upper-teacher-training schools should be suffi- cient to sustain the Government's program of gradually replacing those teachers with unsatisfactory qualifications, of adding upper classes to in- complete branch schools (para. 15), and of expanding the primary system in general. A lack of employment opportunities in other sectors should increas- ingly cause people with pedagogical training to seek employment in teaching rather than in other sectors, and an increasing supply of secondary-school teachers will free for teaching in primary schools those D6 teachers who are currently teaching (although unqualified to do so) in secondary schools. If anything, the risk exists that there will be substantial over-production of both categories of primary teachers if the Government persists in its plan of rigid specialization of secondary-level education following the tronc commun. 20. Secondary Teachers. At the secondary level, teacher quality, in comparison with that o:F other East African countries, is satisfactory but the share of expatriate teachers remains high (30% to 60%, varying accord- ing to the level and specialization of schools). Agricultural and technical education are especially dependent upon expatriate teachers, and for several years to come, these branches of secondary-level education will not be in a position to satisfy their own demand for qualified specialized teachers. About 50% of all national secondary-level teachers are qualified to teach at their level; most of the others are trained teachers, but underqualified for the level they are teaching. The rapid increase in enrollment at the Institute of Education at the University of Burundi will allow for a gradual replacement of expatriate teachers in general-secondary education, but there will be a need to retain expatriate science, technical, and agricultural teachers as well as teacher-training-school teachers for at least another decade. 21. University Teachers. Almost all of the professors at the National University of Burundi are expatriates, made available under technical-assis- tance arrangements. For both manpower reasons (lack of a pool of candidates) and tinancial reasons (lack of resources), this situation is unlikely to change for a long time. Education Finance 22. General Economic Prospects. Burundi's economic situation and prospects are discussed in Appendix 3. Over the period 1970-1974, Burundi's GDP is estimated to have grown at an average annual rate of about 2%. This average figure, however, disguises the fact that GDP probably grew at a rate oE about 3% in good years and not at all in bad years (particularly those of the civil strife, para. 8). If further civil unrest can be prevented, and if the new Government retains its commitment to efficiency and economic - 8 - development, the average future rate could be 3-4%-p.a. Government--recurrent expenditures over the. period- 197-74-were 11-12% of the estimated GDP. This percentage is low, reflecting the fact that much of Burundi's economy is non- monetary and therefore difficult to tax. In the long term, the percentage could increase to perhaps 15%, but for the next ten years or so, it will probably remain at about 12%. 23. Recurrent Education Finance. In the period 1970-75, Burundi spent between 21% and 30% of its total recurrent budget on education (Annex 11). Since the country presently has few exploitable resources other than its soil and its people, a higher-than-average (in international terms) expenditure on agriculture and on education would appear to be justified. For education, in particular, a figure nearer 30% rather than 20% would seem justified. 24. Capital Education Finance. Historically, almost all capital in- vestments in education were made by the missions and (more recently) by bilaterial and multilateral aid agencies. In the period 1970-75, no capital expenditure for education was channeled through the Ministry of National Education (Annex 12), although some expenditures (most notably Government counterpart funds for the Technical Agricultural Institute of Burundi) were channeled through other ministries (Agriculture). In 1976, the equivalent of just over US$1 million was budgeted to the Ministry of National Education for capital expenditures for rehabilitation of existing schools, construction and equipping of two secondary-level laboratories, and construction of new boarding facilities. The necessity to furnish the capital counterpart funds for the IDA-assisted first education project in Burundi will require the Government to continue to make nominal capital expenditures for education over the next five years or so. Even though the Government would like more control over the education/training system, the idea that such control will require continued capital investments is not yet well established. Nevertheless, financial projections indicate that the Government should be able, over the next five years, to undertake a capital-investment program in education roughly equivalent to the amounts it will spend in counterparts to the IDA- assisted project. 25. Universal Primary Education. The gross primary enrollment ratio is currently estimated at 21% (para. 11). The numerator in this ratio (the absolute number of primary enrollments) is fairly accurate; the denominator (the size of the 6-11 age group) is open to question. The last census in Burundi was taken in 1956 under the Belgians; all census estimates since then have been based on sample surveys and on the data of the 1956 census. The currently accepted (by the World Bank and the U.N.) population figure of 3.7 million was calculated on the basis of a study done in 1970-1971 and therefore does not take into account the deaths, massive emigration, and dislocations of population caused by the 1972 "events" (para. 8); as such, the figure of 3.7 million almost certainly overstates the total actual popu- lation. Administrative counts of the Ministry of the Interior in 1974 give a total population of 3.0 million; although there was certainly undercount- ing, it could not have been of the order of 700,000 people. Disaggregates of the total population by age group are available but are also based on the 1970-71 survey; the effect of the "events" of 1972 on age structures -9 - and Ifrtic _ pattern a-ma +av-e-been CBea -aut-is unknown. I t is quite possible, however, that the "accepte "-:Zure for the 6-11 age group is too large And that chc primary gross enrollment ratio already exceeds 21%. z6. Projections of the total population and of the primary-age group are similarly suspect. The rate of population growth may presently be as high as 2.5% p.a., which implies that the population would double in size in 28 years if growth at such a rate were to continue. The United Nations projections accept this hypothesis. Burundi is already very densely popu- lated, however, and over 95% of the population depend on subsistence agri- culture. In many areas, the soil is already seriously depleted, and erosion is a growing problem. It is unlikely that agricultural productivity will increase fast enough to support such a large growth in population, nor are the industrial and service sectors likely to expand fast enough to absorb the projected increase in population. Thus, Malthusian solutions (famine, disease, war) are more likely to limit population growth, unless population planning becomes widespread (unlikely) or unless substantial emigration takes place (also unlLkely, since Burundi's neighbors presently are unwil- ling to absorb such a massive influx of people).. 27. In the short: term, if the economy grows by about 3.5% p.a., if expenditures on education grow about as fast as the economy, if[ units costs in education remain about the same, if population grows by about 2.5% p.a., and if the primary-age group grows about as fast as the total population, the Government can perform little more than a "holding action" in terms of the enrollment ratio, which would grow by about 1% p.a. Indeed, such an increase is stated as a goal in the Government's first Five-Year Plan (1973-77). In the most unlikely case that these various growth rates con- tinued indefinitely into the future, the country would achieve Universal Primary Education in the year 2055. Three factors are likely to influence the progress toward this goal long before that date, however: (1) New re- sources are likely to become available for capital investments in primary education, either from external sources or from the Government itself; (2) the rate of population growth is likely to slow, for whatever reasons; and (3) new teaching technologies or methods of organization are likely to allow more efficient use to be made of existing and new facilities. The second and third factors will. influence not only the capital-investment requirements for primary education but also the recurrent-expenditure requirements; with fewer children than expected and with more efficient methods, the recurrent costs of primary education will be lower than they would have been other- wise. 28. Given the unsatisfactory data base and range of possibilities for almost every variable involved, a great number of possible projections can be and have been made, and the UNESCO Basic Education Sector Survey mission scheduled to visit Burundi in January 1978 (para. 65) will undoubtedly produce a new set of projections. A more efficient planning system, assisted by technical assistance furnished under an IDA Credit, may perhaps result in more precise data on economic growth, and a UNDP-sponsored general census in 1978, if it is successfully carried out, should provide a clearer picture of the population variables. At present, however, a few general conclusions can be - 10 - made: (1) Burundi faces a massive and continuing effort in the building of primary -schoo-ls-;--(-2+ -the-country is -unlikely to achieve Universal Primary Education until well after the year 2000; and (3) every effbrt should be sought to reduce the costs of education. In a side letter to the Credit Agreement for the first project, the Government reaffirmed its intention to- achieve universal primary education as fully and as quickly as financial resources permit; the Bank should continue to remind the Government of this commitment and investigate with the Government methods of achieving it. The Government is determined to hold down both capital and recurrent costs as much as possible. In particular, in order to maximize the quantitative impact of investment in education, the Government has agreed to (i) use local construction materials to the extent possible and '(ii) study the desirability and feasibility of introducing two measures to increase the efficiency of the primary-education process, namely, automatic promotion and double-shifting procedures (para. 67). Automatic promotion would reduce the dropout and repeater rates and the resulting wastage. Double-shifting procedures, if possible, would maximize the use of educational facilities and thereby reduce the burden of education expansion on the capital budget. A thorough study of these measures is required because their implementation would call, inter alia, for changes in curricula, teacher training, and administrative prac- tices. UNESCO is likely to aid the Government in the execution of these studies, the terms of reference for which will be reviewed by the Associa- tion. In any case, however, unless economic conditions improve drastically, Burundi will have to be content with the level of educational development it can afford and must take a pragmatic stand vis-a-vis the generally accepted higher UNESCO targets for educational development on the African continent, which call for attaining Universal Primary Education well before the year 2000. 29. Possible Economies. At the present time, however, there are sev- eral ways in which the Government could save money in its educational system. One of these might be to shorten the length of the educational cycle at some point. The full primary cycle was recently shortened from seven to six years, and given the objectives which the Government hopes to achieve with the primary cycle (functional literacy in Kirundi, introduction to French as a foreign language, practical subjects, a terminal education for the vast ma- jority of primary pupils), it would be unreasonable to shorten the cycle more. The full secondary cycle, however, would last seven years: the three-year tronc commun (para. 4) followed by four years of specialization. Since the language of instruction in secondary education is French, and since Kirundi is becoming the language of instruction in primary education, it may be necessary to have a three-year tronc commun if only to ensure that students have sufficient fluency in French to profit from their specialized studies. For a country with Burundi's scarce resources, however, a combined primary and secondary cycle of thirteen years appears long, and it might possibly be shortened at some point. So many foreign experts have been advising the Government what to do for so long, however, that at this point a suggestion to change the length of the secondary cycle once again would probably not receive a very sympathetic reception from the Government. - 11 - 30. The Governme-it might also wish to re-examine its 6cholarship policy. All students who acquire places in secondan-y schools or in the university receive scholarships wMich cover the full cost of thiL cuiLion as well as boarding. In 1974 (the latest year for which information on actual recurrent expenditures is available), 7% of the Ministry of National Education's re- current expenditures went for scholarships and 12% went for boarding at the secondary level. For many students, it is probably a case of the Government subsidizing the rich, not to mention the problem of ethnic favoritism (since Tutsi are still disproportionately represented in secondary and university enrollments, paras. 8 and 9). The Government's official position is that no child who is capable of profiting from secondary education (as determined by the selection examination, paras. 12 and 14) should be prevented from doing so for lack of financial resources. This is a laudable goal, but in fact, many students could probably afford to finance a part or all of their secondary- or universiiy-level studies. The Government should be encouraged to institute programs which tap this unused source of revenue. 31. Class Sizes. The effective pupil-teacher ratio at the level of primary education is about 38:1. Given Burundi's level of poverty, an aver- age of 45 students per class is economically necessary, and the primary schools to be built under the IDA-assisted first education project (para. 55) would have this capacil:y. At the level of secondary education, the student- teacher ratio is quite low; in general-secondary courses it is 20:1, in teacher-training courses it is 16:1, and in technical schools it is only 8:1. These ratios are of course averages; a few classes would be considerably larger than the average and a few would be considerably less. Nevertheless, visits to secondary-level facilities during the appraisal of the first project confirmed that many are presently underutilized, and reasonably full utiliza- tion of existing facilities should be achieved before financial assistance is considered for the construction of any new ones. Class sizes of 30 in general- secondary courses and 20-25 in technical and teacher-training courses would be about right for Burundi, and any new facilities should follow these norms. Meanwhile, however, there is room for considerable savings in terms of teachers' salaries by consolidating some classes which now have two different teachers teaching the same subject into a single class with a single teacher. 32. BeLgium:, France, Switzerland, and the UNDP have assisted the National University of Burundi with buildings, teaching staff, operational expenses, and scholarships for foreign study. For a number of years, univer- sity students took their first two years in Burundi (with expatriate profes- sors) and then were granted scholarships by-the donor agency in order to finish their studies in the donor country. Given the small number of Barundi university students, this system would have been more cost-effective than uneconomically small cLasses in Burundi, if it had worked. The creation of a national university with four-year courses in all fields, however, was con- sidered an important symbol of national self-determination as well as a necessity in view of the very low graduation rates of students sent abroad on scholarships. The university presently has adequate and modern facilities at its disposal, but student-teacher ratios are very low. Before considering financial assistance for expansion, the Bank should insist that class sizes are increased to more economical levels. - 12 - Control over the Sector 33. The rote-of-the missions in education has already been mentioned (paras. 2 and 18). Although almost all of the missionary institutions are now subsidized by the Government and implement prescribed curricula, the missions remain the owners of the establishments and continue to exert a very strong influence on the content of education,.particularly at the secondary level. Although the important historical role of the missions in education is recog- nized, and although they continue to render vital support without which the educational system in Burundi would not be operational, it appears that con- flicting group interests persist and that the diverging interests of the var- ious congregations have given rise to a particularism which impedes a rational expansion of the system as well as the coordination of different levels of education. At the level of primary education, this phenomenon is often evi- denced in an irrational and uneconomical replication of facilities within a given area; two or three different congregations will have established their own primary schools close to (and in competition with) one another. The problem of inertia in achieving curriculum changes in the teacher-training schools owned by missionaries has already been discussed (para. 18). As the education system becomes rapidly more complex, the Government will have to exert increasing administrative and financial control, but some way of doing so will have to be found which does not alienate the missionaries and their still-important human and financial resources. Internal Efficiency 34. At the primary level, repeaters block about 25% of all available places. The dropout from the first grade to the sixth grade is about 70%; much of this occurs after the first year. Dropout rates in rural areas are higher than those in urban areas. Most children who have attended primary schools for several years and then drop out are unable to retain their lit- eracy, and the money invested in them, as well as their time, has been effec- tively wasted. Only about 15% of those pupils who reach the sixth grade are able to continue on to secondary school, but this low transition rate is prob- ably in the country's best interests, given the scarcity of resources and the limited need for people with secondary-level training. 35. In the past, Burundi's primary-school teachers followed a policy of rigorous elimination of all who did not meet the stiff requirements for promo- tion to the next grade. At present, the Government is considering a relaxa- tion of this policy, even to the point of introducing automatic promotion pro- cedures (para. 28), in which every pupil would automatically proceed to the next grade upon completion of the school year. The danger, of course, is that a pupil who has not mastered one level of a subject is nonetheless pushed for- ward, is unable to handle the more advanced materials, and finishes the primary cycle knowing very little; in effect, the money spent on his educa- tion has been wasted. On the other hand, he has not spent several extra years in school, repeating grades and tying up a place which could have been used by another pupil. Hopefully, the study will result in a somewhat less rigorous promotion policy without a total abandonment of standards. - 13 - 36. In general-secondary education, over the past few years, only 40% of those who entered the system arrived at the last grade, and only 35% of those who reached the last grade received the qualification to advance to higher education. At the university level, only 28% of the students in humanities and social sciences and 15% of the students in exact sciences who were sent abroad for the final two years actually obtained degrees; roughly 55% and 40%, respectively, of those who stayed in Burundi achieved the lower academic degree after the first two years of university studies. 37. Low internal efficiency is the result of a number of different factors, among which should be mentioned (1) overcrowding, (2) incomplete schools (para. 15), (31 inadequate or low-quality facilities, equipment, teaching aids, and textbooks, (4) insufficiently trained teachers, (5) inappropriate teaching methods, (6) irrelevant curricula, and (7) the rigid examination system (para. 35). Several of these problems are already being addressed by the Government; others could benefit from external financial and technical assistance. External Productivity 38. Until 1973, the primary curriculum emphasized French and mathe- matics and was principally a preparation for secondary school, although only about 4% of those who had begun primary school could hope to find places in secondary school. The primary curriculum thus alienated the re- maining 96% from their rural environment, although they could not expect to find jobs except in agriculture (Appendix 3, para. 7). The vast majority of children, of course, never attended any school or if they did, dropped out long before the sixth grade. By definition, these children received no formal training related to the country's development needs. Similar problems existed at the levels of secondary and higher education, where the expansion of capa- city was largely in response to social demand limited by financial resources, with little regard to the manpower requirements of the economy, and where an even smaller percentage of the relevant age group was able to attend school. Part of the problem was caused by the fact that Burundi's stagnant industrial and commercial sectors gave no clear signals to the education sector, and very few programs existed for out-of-school youth. Moreover, many graduates of secondary-level education were able to find jobs in the Government and there- fore were oblivious to the lack of employment opportunities in other sectors. Finally, the country did not have the services of a qualified manpower econo- mist who could translate the future manpower needs of the economy into targets for the education system. 39. The problem of external productivity appears particularly acute with relation to secondary-level industrial and agricultural education. The quality of the graduates of Burundi's secondary-level courses in indus- trial arts is critically evaluated by experienced employers, who prefer to train their own specialized labor on the job. The problem seems to lie more in the attitudes of the graduates than of their training; facilities, equip- ment, and teachers all appear to be of good quality. Another problem men- tioned by a number of Burundi's leaders is the need to expand technical- education facilities in order to prepare young Barundi for the nickel-mining - 14 - operation (Appendix 3, para. 6). This request must be approached with caution. In the first place, it is by no means yet certain that the necessary invest- ments in nickel-mining will be made. Secondly, there presently exists excess capacity in existing technical schools (para. 31). And, finally, the skills which would be required for the nickel-mining operation are highly specialized, and the nickel-mining firms will undoubtedly prefer to bring their own trained people or else to train workers on the job. Thus the best preparation a young Murundi could have for such a job would be a good primary course followed by technical training in one of Burundi's existing technical schools. 40. Existing agricultural training facilities in Burundi are presently underutilized and appear adequate to train the number of agricultural per- sonnel who will be needed for the country's development over the medium term (Appendix 3, para. 8). The quality of the education offered in these facilities, however, is questionable. The graduates of the Technical Agricultural Insti- tute of Burundi enjoy a good reputation for their technical knowledge, but reports are less favorable with regard to their ability to communicate with extension agents and rural leaders and their general attitudes towards the constraints of rural life. At the lower-secondary level, the Vocational School of Agriculture attempts to train agricultural field assistants, but practical agricultural training is almost nonexistent. Therefore, although the graduates of this course are generally able to communicate with farmers because of their own farm backgrounds, the graduates often fail in the applica- tion of what they have learned to the reality of their nation's agriculture. 41. Burundi's industrial sector is working at less than full capacity because of limited export possibilities and because of the low level of pur- chasing power of the population in general (Appendix 3, para. 7). Under the most favorable assumptions, not more than 500 new jobs per year will be created in industry over the next five years. Similarly, only a slight growth of employment in the services sector (including Government) can be expected. Some opportunities exist for replacing expatriates in industry and commerce, but they are limited. Of the 80,000 new 15-year-olds who join the working-age group each year, most will not find jobs except in agriculture. For the vast majority, a practically-oriented terminal primary course should be sufficient training. Since unit costs at the levels of secondary and higher education are so much higher than those at the primary level, the expansion of any courses other than the primary course should be undertaken only when it has been demonstrated that existing capacity is fully utilized and that a definite manpower justification exists for the expansion. III. GOVERNMENT POLICIES AND PLANS FOR THE EDUCATION SECTOR 42. The most complete statement of the Government's policies and plans for education appeared in the second Five-Year Plan for Economic and Social Development in Burundi, 1973-77. Although it supposedly covered a five-year period beginning in 1973, the document was not printed until mid-1975. Work on a third Five-Year Plan for the period 1978-82 has begun, but little in- formation about its content is yet available. - 15 - The Education Reform 43. The most important item in the education section of the second Five- Year Plan is the Education Reform which, after considerable preparation and with UNESCO assistance, was introduced in 1973 in an effort to make the edu- cation system more responsive to the country's development needs. The main elements of the Reform, described in the following paragraphs, are: (i) the "Kirundization" of primary education; (ii) the "ruralization" of primary education; (iii) the transformation, over the long term, of all primary schools into "community schools"; (iv) the shortening of the primary course from seven to six years and its gradual transformation into a self-contained, terminal course; (v) the reorganization and reorientation of secondary education; and (vi) the consolidation of the National University of Burundi. At the primary level, the implementation of the Reform was entrusted to a unit created especially for the purpose called the Rural Education Bureau (Chart 3). This unit has been active for a number of years already, preparing the new Reform curricula and carrying out activities to enhance the quality of teaching. At the secondary level, a Secondary Education Bureau established in September 1976 with Belgian financial and technical assistance will perform similar functions. No special unit has been created to deal with the Reform at the level of higher education, since the intended changes are mainly organizational. 44. The "Kirundization" of primary education. Since over 95% of the population were living in rural areas outside the reach of the French language, the Government decided that the primary course should be taught in Kirundi, the language most widely spoken and understood in the country. The results of four years of practice demonstrate that the Kirundization is successful in spite of some minor shortcomings. Children appear to be learning all subjects far more quickly and effectively than before. French is now introduced as a foreign language in the third grade in order to leave an element of preparation for the secondary course (which, for the moment, is still taught in French). For teachers who for the most part were not sufficiently articulate in French, the Kirundization is providing relief and encouragement. The Kirundization of the primary curriculum is proceeding a year at a time: each year, new teaching and learning aids for one additional grade are prepared and distributed. Materials for both pupils and teachers have been produced for selected subjects and are already in use in grades one through four. They will be introduced into grade five in September 1977. - 16 - 45. The "ruralization" of primary education. The primary-school curriculum is being given greater agricultural content and orientation, the better to reflect the social and physical environment of Burundi. History, geography, biology, and related subjects are combined in a conglomerate sub- ject best translated as "understanding the environment" (etude du milieu). 46. In addition, the school-garden movement is being strengthened. Almost all existing primary schools in Burundi already have school gardens. Often two or three hectares in size, the gardens usually include a variety of food and cash crops and an orchard. From their gardens, most schools draw a moderate income which is administered by the school cooperative and used to purchase consumable items like chalk or paper for which government allocations are minimal. All pupils are scheduled to work two hours weekly in the school garden, and parents are expected to help with the heavier work. Staff from the Rural Education Bureau (para. 43)-visit all schools in the country on a regular basis to provide assistance with these gardens and cooperatives. 47. In the higher grades (five and six), agricultural subjects will be complemented with elementary skill training related to agriculture. Such training will be given in simple workshops attached to the schools and will include, for boys, simple woodworking and techniques of repair and mainte- nance of farm implements. The girls, in addition, will be taught the rudi- ments of cooking, hygiene, nutrition, sewing, and basketmaking. These acti- vities will require very inexpensive capital outlays (sets of simple tools, cooking implements, etc.), and recurrent expenditures (for supplies of wood, leather, etc.) can be kept to a minimum. 48. The transformation of all primary schools into "community schools," making them centers where adult education, programs for out-of-school youth (para. 38), and civic activities as well as primary education will take place (para. 7). When classes are not in session, it is planned to use the class- rooms and workshops for adult training activities or for the in-service training of lower-level staff from other Ministries (Agriculture, Health, Interior, etc.). This policy is a key element of the Government's strategy of furthering development at the grass roots. 49. The shortening of the primary course from seven to six years and its gradual transformation into a self-contained, terminal course. The shortening of the course has taken place without incident. The transforma- tion of the course will be completed by mid-1979, when the Reform has affected the curricula in all six grades. Although it makes sound economic sense that the primary course should be a terminal course for most children (para. 34), since 96% of them will not find jobs except in agriculture, it remains to be seen whether social pressures will allow the Government to send most children home after they have completed primary school. 50. The reorganization and reorientation of secondary education. The former primary grade seven, which served as a preparatory bridge to lower- secondary schooling, has been transferred to the lower-secondary course (tronc commun). The first task of the Secondary Education Bureau (para. 43) will be to undertake a major curriculum reform. At the secondary level as - 17 - well as at the primary level, the Ministry of National Education intends to "Africanize" courses in history and geography and to give Kirundi increased importance relative to French and English. Science is also to receive more emphasis. Furthermore, there will be a greater professional diversification of the system than before. Instead of five streams at the upper secondary level, there will be seven (para. 4). Eventually, all secondary-school diplomas will be made equivalent. The selection examination for entering higher education will be abolished, and admission to the University will be granted on the basis oE secondary-school achievements and the specialization chosen at the secondary level. The lower-secondary course (tronc commun) will remain a gradual *preparation for the upper-secondary level, compensating for the shortcomings of the primary level (para. 29). 51. The consolidation of the'National University of Burundi. This pro- cess was described in para. 5. Although the three former institutions are now nominally all part of the UNB, there still appears to be considerable dup- lication of activities, and the Institutes which replaced the two former Colleges still have a reputation and standing inferior to the Institutes which composed the former university per se. 52. In addition to the Reform of education described above, the second Five-Year Plan also mentions that Government control over the education system will be reinforced through the introduction of uniform guidelines and programs for the whole country. As long as most of the schools are owned by the missionaries (paras. 2, 18, and 33), however, such uniformity will be hard to achieve. Recent Developments following the Coup d'Etat of November 1, 1976 53. The new Government (Appendix 2, para. 5) has shown increased concern for the situation of uaemployed school leavers and undereducated adults (para. 48). Special studies are being conducted by the Rural Education Bureau (para. 43) in this regard and are to be translated into a plan of action to be completed by September 1977. 5A. Several critical problems remain, however. It is not clear whether the adult-education programs would take place during the day or at night. If they were to take place during the day, it would be necessary to evict the primary-school pupils from the workshops during the time the adults would be using them. It is also doubtful that most adults would be able to leave their normal daily activities in order to attend adult-education classes. If the programs were to be conducted at night, it would be necessary to furnish electricity, an almost insurmountable problem, given that very few primary schools presently have electricity, or, indeed, are located anywhere near an electrical network. Another problem is whether adults could use and profitably learn in the workshops designed for primary children, with their small furniture and simple tools. Next, it is unclear who would conduct the adult-education prograns. If the primary-school teachers were to conduct them, the teachers would need special training, the programs would have to take place when the teachers were not busy teaching children, and the teachers would have to' be paid salary supplements. Most of Burundi's agricultural - 18 - extension agents (para. 40) are not trained to conduct adult-education programs. Other than these two groups, there are very few, if any, cadres who might operate the adult-education classes. Next, if the facilities are to be used for the training of lower-level staff from other Ministries, there is the need for a level of coordination and cooperation among these Ministries at the national and local level which does not presently exist. Finally, there is the question of priorities. With only about one-fifth of the theoretical age group attending primary school (paras. 11, 13, 16, and 25), the Government must make a hard decision regarding whether it prefers to use scarce resources for adult education or for the expansion of primary education. IV. THE BANK'S ROLE IN THE DEVELOPMENT OF EDUCATION AND TRAINING IN BURUNDI. Status of the First Education Project 55. Project Content. The IDA-assisted first education project, signed on April 28, 1977, is designed to assist the ongoing Reform of primary educa- tion (paras. 43-49), expand the capacity of the primary system, and help the Government increase its control over the education sector (para. 33) by sub- stantially increasing the number of primary schools under direct Government control. The project consists of: (a) The construction, furnishing, and equipping of 100 Multipurpose Learning Centers, each consisting of a six-classroom primary school, a workshop for ele- mentary skill training (para. 47), and limited staff housing; (b) a package consisting of construction, equipment, vehicles, paper, and storage facilities, designed to aid the production and distribution of text- books and teacher guides; (c) the construction and equipping of facilities for the training of primary teachers in the teaching of elementary skills (para. 47); (d) technical assistance for the Rural Education Bureau (para. 43) and for project implementation; and (e) operating expenses for project administration. 56. The special conditions of Credit effectiveness have been fulfilled, and the Government's ratification procedures and legal opinion have been received. Credit effectiveness was foreseen for July 28, 1977, but was postponed until September 30, 1977. The documents received from the Govern- ment have been reviewed by the lawyer, and the Credit is now likely to be - 19 - declared effective bef-ore the end of the month (August 1977). A revolving fund with an initial deposit of US$100,000 equivalent was opened on March 22, 1977. If Credit effectiveness should be further delayed, the funds remaining in the account will be used up, leaving the Project Unit without funds and with little likelihood of receiving a further advance from the Government. 57. Project Administration. The Project Unit is fully operational -with excellent facilities at its disposal including very adequate premises, vehicles, and most of the supporting staff required at this stage of im- plementation. The Project Director, a Murundi national, and the Assistant Director, a Belgian architect provided under Belgian bilateral assistance, work harmoniously and effectively together; due to their efforts, the project is progressing satisfactorily and is on schedule with the appraisal estimate. Some delays, however, have been caused by indecision on the part of the Minister of National Education. For example, the posts of procurement officer/accountant and. two construction supervisors, which the Belgian Government has agreed to finance, have yet to be filled since action by the 3elgian authorities requires a formal request from the Minister which has been delayed. 58. The locations of the 100 Centers were to be chosen in such a way as to benefit areas previously disadvantaged in terms of provision in primary schools (para. 11). The selection of sites and also a study relating to the construction capacity and organization of the missions and conclusions about building methods are well advanced. It now appears that the Government will use the existing apparatus of the missions for the construction of many of the Centers. 59. Three pilot Centers are scheduled for construction beginning in August 1977. Three different designs in terms of site layouts and disposi- tion of blocks will be used for these pilot centers. Upon completion, the three designs will be evaluated and the resulting comments will be adapted into a final design to be used for the remaining 97 Centers. 60. Tender evaluation for the expansion of the textbook-printing unit is underway and printing equipment has been ordered. Progress on plans for the teacher-training facilities is momentarily stopped pending a final de- cision by the Minister of National Education on the choice of the institution to which the facilities will be attached. Equipment for the Centers, parti- cularly for the workshops, cannot be ordered until the Rural Education Bureau has completed the curricula for the elementary-skill subjects and for the training of teachers in the teaching of these subjects. It is hoped that this preparation will be finished by August 1977. 61. Virtually no accounting records had been kept by the Project Unit before the visit of Mr.. P. McCarthy from RMEA (Disbursement Section) in July 1977. Mr. McCarthy aided the Project Unit in the establishment of an account- ing system, a system of budgetary control, and a bookkeeping system for the Project Unit itself and discussed disbursements and related matters with the Project Unit., A Murundi national has been named Project Unit accountant, - 20 - although there is some question as to whether he is fully capable of dishcarg- ing the duties of the position. The appointment of a Belgian procurement officer/accountant (para. 65) should remedy this difficulty. 62. Mr. McCarthy plans to return to Burundi in early September to re- view the accounting system which will have been set up, determine whether the present accountant is capable of carrying out the duties required of his position, and prepare formats of the financial statements and informa- tion that the Project Unit should have. The next supervision mission from Headquarters will probably visit Burundi in October 1977 and will consist of an architect and an economist. Perspectives for Future Bank Involvement 63. As the discussion in Part II, "Principle Issues in the Education Sector" (paras. 8-41) indicates, Burundi's education and training system has a great many problems, and the achievement of most goals will be a long-term proposition. There are, however, distinct priorities, as some needs are more consequential than others. In particular, the system of primary education deserves continued Bank attention and support. Even with substantial external aid, Burundi is unlikely to achieve Universal Primary Education until,well after the year 2000 (para. 28); continued assistance in terms of school construction, aid to teacher education, and textbook production will, however, shorten the period considerably. Technical assistance, especially for long- term education planning and for the development of new methods of making the system more cost-effective, is another priority. 64. Other donors, notably France, Belgium, Switzerland, UNDP, FAO, and FED (Appendix 1, paras. 36-39) are likely to continue to provide assistance to secondary-level and higher level education, in terms of both capital invest- ments and operational technical assistance. Barring a move on the part of the Government to nationalize all school buildings, which would be disastrous at this point in time, the missions should continue to assist both primary- and secondary-level education. USAID has followed the development of the IDA- assisted first education project with great interest and may consider financing a similar project of its own. Priorities for Sector Work 65. A basic education sector study was carried out by UNESCO with Bank participation in 1974 (the report is dated December 1974). At that time, the "events" of 1972 (para. 8) were still fresh in everyone's mind, and the country's education system had hardly recovered. Much has changed since then. The Education Reform (paras. 43-51) has made substantial progress at the level of primary education. The Bureau of Secondary Education has begun its work. A coup d'etat has taken place and new personnel occupy the key positions in the Ministry of National Education. Finally, the development of the IDA- assisted first education project caused a considerable amount of rethinking of educational methods and objectives in Burundi and within the Bank itself. For these reasons, the Government has requested UNESCO to undertake another basic education sector study (para. 28); the sector study mission is scheduled - 21 - to visit Burundi in Jaauary 1978. The mission is expected to be instrumental in helping the Government to identify and quantify short-, medium-, and long- term targets and goals for the education/training sector as well as possible areas for external assistance. 66. The Minister of Labor and Social Affairs has invited ILO to under- take a study of the employment situation and manpower requirements in Burundi. Funds for this study would be available under the ILO/JASPA (Jobs and Services Program for Africa) program. The Government requested that this study be con- ducted concurrently wii:h the education sector study and hoped that the mission would be fielded at the same time. Both studies are designed to prepare the ground for the preparation of the education and manpower chapters of the next (third) Five-Year Development Plan and should provide the Ministry of National Education with critical information on the types of courses which need to be improved or expanded. 67. Educational efficiency studies, relating essentially to the de- sirability and feasibility of introducing administrative and pedagogical measures such as automatic promotion and double-shifting procedures in order to improve the efficiency of the education sector, are to be carried out by the Rural Education Bureau by December 31, 1978 (para. 28). The technical assistance provided to the Rural Education Bureau under the IDA-assisted first project should aid in i:he carrying out of these studies. 68. The Rural Education Bureau agreed to complete its preparation of adult-education programs by December 31, 1979; it appears that considerable work has already been done in this field (para. 53). Given the problems (para. 54), however, external technical assistance (Bank staff or other) might be required in order to devise realistic programs. 69. Additional areas for sector work and for investment may be identi- fied by the UNESCO and ILO missions, but for the present no other sector work is indicated. APPENDIX I Page 1 of 17 THE EDUCATION SECTOR Background 1. Formal education was introduced to Burundi by Christian missionaries around 1900. In 1925, the Belgian administration decided that all primary education should be undertaken in approved mission schools using a unified curriculum. Until shortly before Independence (1962), the main emphasis was on primary schooling; however, most schools offered only the first two or three years of the primary course. In 1940, primary education was ex- tended to six years, and in 1946, French was adopted as an official medium of instruction along with Kirundi. Until recently, the primary course was divided into a three-year basic and a four-year advanced cycle; the purpose of the advanced cycle was to prepare pupils for secondary education. In 1956, secondary education received further impetus as several new secondary institutions were opened. 2. At present, the Ministry of National Education (Ministere de l'Edu- cation Nationale - MINEDUC) supervises and coordinates almost all educational activities, including agricultural and paramedical education organized by other ministries. The day-to-day activities of the MINEDUC are coordinated by a Director General, who is assisted by a Planning and Statistical Unit, and executed by five departments. Schools are grouped in three categories: (1) official government schools; (2) subsidized schools where all teachers' salaries and a major share of administrative expenses are paid by the Government; and (3) non-subsidized or private schools. Missionary (mainly Catholic) institutions participate intensively at all levels of education: 93% of primary enrollments, 70% of teacher-training enrollments, and 65% of general-secondary enrollments are in schools owned by missionary institutions. However, almost all the missionary institutions now are part of the subsidized category and are required to implement pre- scribed curricula. The Education System 3. The full primary course consists of six years, beginning at age six. Some 20% of all primary pupils, however, are either under- or over- aged, and the de facto age distribution is between 5 and 17 years. Attempts by the Government to raise the entry age from six to eight years in order to increase the productivity and efficiency of the system by admitting more mature children met strong resistance from the parents and had to be dropped. It is estimated that about 145,000 children were regularly attending primary APPENDIX I Page 2 of 17 schools in the school year 1975/76. With 4,154 primary teachers (42% of whom were women) under contract, the pupil-teacher ratio was 35:1. Exclud- ing those teachers entirely occupied with administrative functions, the effective pupil-teacher ratio was 38:1. The efficiency of the primary system is not satisfactory: repeaters block 25% of available places and the overall dropout rate from grade one to grade six is about 70%. 4. According to statistical records, primary enrollments grew at the rate of 6.5% p.a. from about 135,000 in 1964 to a peak of over 180,000 or 35% of the 6-11 age group in 1969/70. Enrollments then declined steadily until 1973/74, when they rapidly began to rise again. The following are the main reasons for the statistical decrease over the period 1970-1974: (i) before 1970, many children attending catechism centers (para. 6), which ultimately did not qualify as offi- cial primary schools, were included in primary-school enrollment statistics. This method of reporting resulted in inflated total enrollment figures and was not corrected until 1970; and (ii) also in 1970, the Government initiated a policy of adding the upper grades to the country's many incom- plete primary schools. This policy replaced the Gov- ernment's earlier policy of expanding the primary system at its base (grades 1 and 2). The decrease was temporarily exacerbated by the civil disturbances of 1972. At present there is strong pressure, particularly in rural areas, for increas- ing primary-education opportunities. Limited financial ability to expand capacity is the most serious impediment to an enrollment explosion. For the coming six to eight years, it is estimated that primary intakes could grow at an average annual rate of 3% to 5%, by making best use of existing facilities, continuing the policy of completing schools, and adding new schools. 5. In the school year 1975/76, only 56% of all primary teachers were qualified. 1/ Limited active knowledge of French has in the past pre- vented many teachers from making full use of existing teaching aids and from communicating effectively in class. Even since the introduction of new cur- ricula in Kirundi, teacher guides continue to be written in French, and teachers are reluctant to familiarize themselves with the new syllabi. Classroom teaching, however, has greatly improved with the "Kirundization" of primary education (para. 21(i)). 1/ D4 or above. See Appendix 1, paras. 10 and 11. APPENDIX 1 Page 3 of 17 6. In the school year 1975/76, Burundi had some 570 primary schools, scattered throughout the country, with about 3,900 classrooms. These schools were of two types: 1. central schools (ecoles centrales), usually well established and complete, and located at or close to the more important mission stations or settle- ments; and 2. branch schools (ecoles succursales), each depending on a central school. The director of a central school is usually also in charge of one or more branch schools. The distance between branch schools and their central school usually varies from 3 to 8 km, but in some extreme cases may be up to 45 km. The quality of buildings and teaching equipment at branch schools is gen- erally lower than that at central schools, and at many branch schools the upper grades have not: yet been opened. However, Government efforts to up- grade branch schools in order to enable them to offer the full primary course have been generally-successful and are continuing. 7. Along with the formal primary-education system, there exists a widespread network of catechism centers sponsored by missionary institutions. The alleged participation is about 300,000 children and the program consists mainly of religious instruction. At many places, there are attempts to teach reading and writing, basic numeracy and some history, but since only four hours per week, on the average, over a period of three or four years are devoted to the teaching of reading and writing, it is doubtful whether functional literacy is really achieved. These catechism centers cannot be considered a substitute for or even a complement to existing primary schools. Catechism centers are usually housed in unsatisfactory facilities. Recurrent costs are defrayed in part by the parents (usually unwillingly) and in part by contributions from private foreign-assistance groups. The instructors are primary-school leavers who have received additional training in church- operated training centers. Most are able to teach only one or two days a week; the remaining days are used for complementing their meager incomes through subsistence farming or other gainful activities, if available. When one considers Burundi's low primary enrollment ratio, the thought of linking catechism centers to the existing primary system is tempting but not viable. The missions themselves would not be willing to reduce the religious content of instruction at the centers and are not in a position to assume more fi- nancial or educational responsibilities than the minimum being provided at present. Furthermore, there is little uniformity in the catechism centers' physical facilities and pedagogical approach and no cooperation between cen- ters belonging to different religious denominations. It is estimated that it would cost as much to upgrade existing, mostly dilapidated catechism centers as it would to build new schools, and the Government, which has been exceptionally successful in improving primary-teacher qualifications, would have to accept the burden of coping with a large new group of grossly APPENDIX 1 Page 4 of 17 underqualified teachers whose upgrading would be extremely time-consuming and expensive. Finally, the Government is determined to become less depen- dent on the churches as regards primary education. 8. Secondary-level education is free and composed of general-secondary education, teacher training, and vocational and technical courses in indus- trial arts, health, agriculture, and social work. Enrollments in secondary- level education totalled about 12,500 students in the school year 1975/76. In that year there were 12 complete general-secondary schools, offering lit- erary and scientific streams, with about 3,700 students (25% of whom were girls). Sixteen institutions with about 1,900 students (32% of whom were girls) offered only the first three years of general-secondary studies, the so-called common basic level (tronc commun). In addition, there were nine upper-level teacher-training schools with about 3,200 students (31% of whom were girls) and ten lower-level teacher-training schools with about 2,200 students (54% of whom were girls). Finally, 19 secondary-level schools offering vocational or technical courses in industrial arts, health, agricul- ture, and social work had a total enrollment of about 1,500 students (only 7% of whom were girls). In all secondary-level schools, the student-teacher ratio is very low as a result of (i) the fragmentation of courses in the various streams; and (ii) a hitherto comparatively plentiful supply of teach- ing personnel provided by the missions and bilateral and multilateral aid agencies. In general-secondary courses, the student-teacher ratio is.about 20:1, in teacher-training schools, about 16:1, and in vocational and technical schools, only about 8:1. Since, however, about 35% to 40% of the qualified teachers are entrusted exclusively with administrative functions, effective student-teacher ratios are considerably higher. Teacher quality, in compari- son with that of other East African countries, is satisfactory, but the share of expatriate teachers remains high (30% to 60%, varying according to the level and specialization of schools). The qualifications of national teachers are constantly improving. About 50% of all national secondary-level teachers are qualified to teach at the level at which they are teaching; most of the others are trained teachers, but underqualified for the level at which they are teaching. The rapid increase of enrollments in university-level courses which produce secondary-level teachers will allow for the gradual replacement of expatriate teachers, but there will be a need to retain expatriate science teachers and teacher trainers for about another decade. 9. General-secondary education consists of a common lower-secondary- level core course (tronc commun) of three years and an upper level of four years, divided into two cycles (paliers) of two years each. (Two or three years of the common basic level are also required as an entrace requirement to some upper-secondary-level technical courses). Admission to the common basic level depends on a pupil's ranking in a nationwide selection examination (concours) taken after completion of the primary course. For boys, a 50% score in the concours is the minimum entry requirement; the mininum for girls is 40%. Lower requirements for girls were introduced in 1966 in order to increase secondary-education opportunities for them. During the school year 1975/76, about 17,500 grade-six primary pupils competed for some 2,500 student places in the first year of the common basic level, resulting in a transition APPENDIX I Page 5 of 17 rate of about 14%. ]n the school year 1975/76, Government-operated schools represented 27% of general-secondary enrollments, with 40% in subsidized schools and 33% in private schools. Productivity remains low: only about 40% of general-secondary-school entrants reach the last grade of the full general- secondary cycle. 10. The training of teachers for primary schools is given at two levels. Ten lower-level teacher-training schools (Ecoles Moyennes Pedagogiques - EMPs) prepare students for certification as associate primary teachers or D4s (the number indicates years of secondary-level education after completion of the primary course). EMP enrollments in the school year 1975/76 totalled 2,179 students. The 1976 intake into the EMPs is estimated to have been 10-15% higher than that of 1.975 because of ever-increasing social demand for second- ary level education of whatever sort and because of limited employment oppor- tunities in sectors other than teaching. About 78% of all D4 graduates actually go into teaching. The quality of D4 primary teachers is not yet fully satisfactory but is improving. Some 47% of all D4 teachers in the school year 1975/76 were women. 11. Nine higher-level teacher-training schools (Ecoles Normales - ENs) prepare students for certification as full primary teachers (D6s or D7s). EN enrollments in the school year 1975/76 were 3,196. The 1976 intake into the ENs is also estimated. to have been about 10-15% higher than that of 1975. The ENs show a far better progression rate than other secondary-level specializa- tions: about 57% of those who begin the teacher-training course graduate as D6s or D7s, whereas only 40% of those who begin the general-secondary course complete it (Appendix 1, para. 8). About 50% of all D7 graduates have actually gone into teaching. Since the D7 qualification provides access to higher education, however, most graduates hope to proceed to higher studies. In addition, because of a lack of qualified teaching staff at the lower- .secondary level, a number of D6s and D7s also teach classes at this level (especially in the common basic level) instead of the upper-primary-level classes which they were trained to teach. In the school year 1975/76, there were only 136 teachers in the primary system (3.3% of the total) with D6 or D7 qualifications, and most of them were acting mainly as directors of central schools and doing little or no teaching at all. There is, however, a rapidly increasing number of D7 teachers available for the primary level, partly because an ever-increasing number of trained secondary-level teachers is freeing the D7s now teaching at the lower-secondary level for employment at the primary level, and partly because employment opportunities are lacking in sectors other than teaching, with the result that trained D7s are increasingly eager to accept teaching posts, rather than looking for jobs elsewhere. 12. The output of the EMPs and the ENs in quantitative terms is suffi- cient to sustain the Government's program of gradually replacing those teach- ers with unsatisfactory qualifications, of adding upper classes to incomplete branch schools (para. 6), and of expanding the primary system in general. There is evidence, in fact, that an increasing number of people who have APPENDIX I Page 6 of 17 attended teacher-training courses are actually going into teaching, such that after the replacement of unqualified teachers and the consolidation of primary-enrollment growth, the risk exists that there will be a substantial overproduction of both categories of primary teachers. 13. At present, primary-teacher training still follows an academic pattern. New concepts such as the "ruralization" of the primary curriculum (para. 21(ii)) are not yet included in the teacher-training program, and therefore new teachers have to participate in reorientation training (re- cyclage). This is an inefficient and costly procedure which can be changed only by giving the reform of the teacher-training curriculum the highest priority. The fact that almost 90% of the teacher-training institutions belong to the missionary system is the main reason for the slow implementa- tion of a new teacher-training program. Even though the MINEDUC has super- visory power over all educational institutions in the country, group inter- ests persist and it appears that the missionary teacher-training system to date has not responded actively to the Government's appeal to reorient its program along the lines of the reform. On the other hand, missionary insti- tutions still carry the heavy load of formal education (except at the higher level) and render vital support without which the educational system in Burundi would not be operational. 14. Secondary-level teachers are trained at the University Institute of Education, which recently incorporated the hitherto autonomous Secondary- Teacher-Training College (Ecole Normale Superieure - ENS). In the school year 1975/76, enrollments numbered about 300, although capacity was con- siderably higher. Admission to the Institute of Education, formerly regu- lated by a selection examination (concours), is today obtained by acquiring the Secondary-School Leaving Certificate in the pedagogical specialization. After two years of training and one year of practical teaching, graduates are certified as teachers for the tronc commun, or after four years, as full secondary teachers qualified to teach all grades of the upper second- ary cycle. Of the teacher trainers, 60% are expatriates supplied under for- eign assistance agreements, mainly with Switzerland, France, and Belgium. 15. Agricultural education is primarily the responsbility of the Min- istry of Agriculture, but the MINEDUC pays the salaries of the general-sub- jects teachers and provides some supervision. Since 1965, the Technical Agricultural Institute of Burundi (Institut Technique Agricole du Burundi - ITAB) at Gitega has been training agricultural and animal-husbandry tech- nicians in four-year courses at the upper secondary level. The Institute is housed in excellent facilities which are not fully utilized and which are partly occupied by another secondary-level school of paramedical spe- cialization. Over the ten years of its existence, the Institute has only produced 88 graduates, all of whom found employment within the Ministry of Agriculture, most as extension supervisors. While the graduates enjoy a good reputation for their technical knowledge, reports are less favorable with regard to their ability to communicate with extension agents and rural leaders and their general attitudes towards the constraints of rural life. APPENDIX I Page 7 of 17 At the lower level, the Vocational School of Agriculture (Ecole Profession- nelle Agricole - EPA) at Karuzi trains agricultural field assistants. Prac- tical training, vital at this level, is almost nonexistent, however. While generally able to communicate with the farmers because of their own farm backgrounds, the graduates often fail in the application of what they have learned to the reality of their nation's agriculture. At the post-primary level, the Extension Training Center in Rutegama (Centre de Formation Accel- eree de Rutegama - CFR) forms farm demonstrators. 1.6. Technical and vocational education in industrial arts is offered in 11 schools of different levels; the most important is the Technical Second- ary School at Kamenge. In the vocational section five specialities (general mechanics, welding, bodymaking, woodworking, and bricklaying) are taught in three-year courses at the post-primary level. Technical secondary courses of four or seven years' duration, leading to a technical certificate or technician's diploma, respectively (the latter allowing access to higher t.echnicll education), are conducted in electrical technology, electronics, electromechanics, general mechanics, automobile mechanics, and construction. The other vocational schools have less comprehensive programs, and their efficiency and productivity remain doubtful. Introduced by missionary in- stitutions, technical education in Burundi is heavily dependent on expatri- ate teaching staff sponsored by bilateral and multilateral aid agencies. National teachers are only available for general courses. For several years to come, the system will not be in a position to satisfy its own demand for qualified specialized teachers. In addition, higher-level and highly spe- cialized courses do not find the minimum enrollments necessary for economic operation. The quality of graduates is very critically evaluated by experi- enced employers who train, mostly on the job, their own specialized labor; this alternate source of supply reduces the already very limited job oppor- tunities for graduates of secondary vocational training institutions. 17. Paramedical education is organized and carried out by the Ministry of Health in a fashion similar to that for agricultural education. Assistant nurses and health assistants must complete a three-year program of specialized health education after having completed two years of general-secondary educa- tion. Registered nurses and medical technicians must complete a four-year program of specialized health education after having completed three years of general-secondary education (the common basic cycle). There are a total of five paramedical training centers, all of which work with limited budgets and lack qualified teachers and equipment. At present, over 60% of all medical doctors in Burundi are expatriates. Projected shortages of medical personnel are particularly significant with regard to the supply of medical technicians and nurses, but the existing system, with improved utilization of facilities, could supply the manpower needed. 1.8. In addition to the agricultural and health courses described above, there are various other training programs which do not come under the juris- diction of the MINEDUC. The Ministry of Health also provides courses for social workers (a four-year program after completion of the lower-secondary APPENDIX I Page 8 of 17 common basic level). The Ministry of Justice has a school to train police officers and the Ministries of Telecommunications and Finance have training programs for postal workers and customs officials, respectively. 19. Until 1975, higher education in Burundi consisted of the Official University of Bujumbura, founded in 1964, and of two autonomous higher-level institutes, the Secondary-Teacher-Training College (para. 14) and the National School of Administration (Ecole Nationale d'Administration - ENA). These three entities have now been consolidated into a new single institution called the National University of Burundi (Universite Nationale du Burundi - UNB). The inception of a national university was considered an important symbol of self-determination as well as a necessity in view of the very low graduation rates of students sent abroad on scholarships for higher degree courses. Over the past years, only 28% of assisted students in social sciences and humanities and just 15% of the students in exact sciences obtained degrees abroad. In contrast, the performance of students at the UNB over the same period appears to have been considerably better: roughly 55% and 40%, respectively, achieved their targeted degree (candidature - lower academic degree). The validity of the comparison, however, remains weak, since no analysis of examination requirements has been made. At pres- ent, there are seven interdisciplinary university institutes: Law, Economics and Administration (which includes the old ENA), Medicine and Public Health, Social Sciences, Science and Technology, Education (the old ENS), and Agri- culture. Most of the Institutes offer four-year courses. The highest degree conferred so far is the licence (after four to six years of study). Univer- sity institutes are each headed by a Dean, and the whole university is super- vised by a Rector. The university has adequate and modern facilities at its disposal, including boarding for students, and continues to receive substan- tial assistance from a multitude of private, bilateral, and multilateral aid agencies. Most of the professors are expatriates, made available under tech- nical-assistance arrangements. 20. Other than the catechism centers (para. 7), there are few non-formal educational activities in Burundi. Attempts by the churches, mainly the Catholic Church, to organize adult education activities, have met with no significant results. Courses for women are offered in a system of social centers located throughout the country. Since the end of 1957, 63 centers have been in operation with occasional courses in gardening, cooking, sewing, ironing, and other domestic activities. Lack of funds severely limits the opening of social centers at new locations, and activities in existing cen- ters are often dominant for long periods for the same reason. With very few exceptions, the centers are ill-equipped or have no adequate permanent accom- modation. The total number of participants during 1975 was 6,150. Other non-formal education activities are organized within agricultural coopera- tives, and the extension service organizes a series of farmer training activ- ities connected with rural radio. School radio has not been able to attract a regular group of listeners because of poor technical reception, lack of program variation and low quality of programs. The Government plans to in- crease school radio's air time to four 30-minute programs per week in the APPENDIX I Page 9 of 17 future and to offer a more diversified program. A radio program for teach- ers has been broadcast since early 1975 and will be expanded. It focuses on in-service training, pedagogical assistance, and general information for teachers. The Government is very keen on fostering adult education, and Burundi's political party, UPRONA (Unite et Progres National - Unity and National Progress), has been invited to accelerate its organizational effort in this respect. As the first step of a more systematic approach to adult education, primary schools will be opened when classes are not in session for extracurricular and nonformal activities. Teacher and extension-worker training will, over the years, be modified to include sections on learning how to undertake adult-education activities. The Education Reform 21. In 1973, after several years of preparation and with UNESCO assis- tance, an education reform was introduced in an effort to make the education system more responsive to the country's development needs. The main elements of the Reform are the following: (i) The "Kirundization" of primary education. Kirundi, the national language spoken by almost everyone in the country, is being introduced as the only medium of in- struction throughout the full primary course, replacing French. (ii) The "ruralization" of primary education. The primary- school curriculum is being given greater agricultural content and orientation, the better to reflect the social and physical environment of Burundi. In addi- - tion, the school garden movement is being strengthened. In the higher grades (5 and 6), agricultural subjects will be complemented with elementary skill training related to agriculture (e.g., tool repair, basket making, and rudimentary home economics). (iii) The transformation, over the long term, of all primary schools into "community schools," making them centers for adult education and civic activities as well as primary schools. (iv) The shortening of the primary course from seven to six years and its gradual transformation into a self-con- tained, terminal course. (v) The reorganization and reorientation of secondary educa- tion. The former primary grade 7, which served as a preparatory bridge to lower secondary schooling, has been transferred to the lower-secondary common basic level (tronc commun). A Secondary Education Bureau APPENDIX I Page 10 of 17 (Bureau d'Enseignement Secondaire - BES), was estab- lished in September 1976 with Belgian material and technical assistance to implement the Reform at the secondary level. (vi) The consolidation of the former Official University of Bujumbura and the two higher-level institutes into the single National University of Burundi (para. 19). 22. The reform's most important vehicle of change at the level of primary education is the Rural Education Bureau (Bureau d'Education Rurale - BER), a semiautonomous department within the Directorate for Primary Educa- tion and Teacher Training of the MINEDUC. The BER's task is to introduce the Reform of primary education over a six-year period and at the same time to enhance the quality of teaching. In particular, the BER is responsible for curriculum development, upgrading of and assistance to teachers and inspectors, and education-evaluation activities. Its internal structure consists of five divisions (teaching methods and techniques; teacher train- ing and retraining; rural curriculum development; production of teaching and learning aids; and evaluation), each containing several specialized working groups (ateliers) for implementing the most important items of the reform. In.1976, the BER had a total staff of 70 persons, including 25 expatriates sponsored by bilateral and multilateral development agencies. 23. One of the main tasks of the BER is to elaborate the new curri- culum in Kirundi. Since over 95% of the population was living in rural areas outside the reach of the French language, the Government decided that the primary course should be taught in the language most widely spoken and understood. At present, an important difficulty is that there do not yet exist well-established rules of orthography and pronunciation for Kirundi, nor is there a dictionary of the language. Nevertheless, the results of four years of practice demonstrate that the Kirundization is successful in spite of some minor shortcomings. Children appear to be learning all subjects, including arithmetic and environmental studies (para. 24), far more quickly and effectively than before. French is now introduced as a foreign language in the third grade in order to leave an element of preparation for the second- ary course (which, for the moment, is still taught in French). For teachers who for the most part were not and are not sufficiently articulate in French, the Kirundization is providing relief and encouragement, even though teaching guides and aids for most grades are still available only in French (para. 5). The Kirundization of the primary curriculum is proceeding a year at a time: each year, new teaching and learning aids for one additional grade are pre- pared and distributed. Materials for both pupils and teachers have been already produced for selected subjects and are already in use in grades one through four. 24. History, geography, biology, and related subjects are combined in a conglomerate subject best translated as "understanding the environment" (etude du milieu). It covers many topics, starting with the most elementary APPENDIX 1 Page 11 of 17 perceptions of the child like "the home," "the animals," "the country around us,"l "the human body," etc., and advancing with the years, through the full primary course, to more sophisticated analyses and explanations. One of the BER's working groups is preparing syllabi and aids for the use of teachers, as well as the corresponding textbooks for the pupils. The first results cf the utilization of these new materials in classes are very encouraging. 25. Almost all existing primary schools in Burundi already have school gardens. Often endowed with plots of two or three hectares, the gardens usually include a variety of food and cash crops and an orchard. From their gardens, most schools draw a moderate income which is used for purchasing consumable items like chalk or paper for which government allocations are minimal. All pupils are scheduled to work two hours weekly in the school garden, and parents are expected to help with the heavier work. Unfortu- nately, thefts of crops are frequent, and during vacations school gardens do not always get proper care. The proceeds of the school garden are admin- istered by the school cooperative. Staff from the BER visit all schools in the country on a regular basis to provide assistance with these gardens and cooperatives. 26. The reorganization of teacher in-service training is another impor- tant element of the reform. At present, the 24 school inspectors are the main agents of in-service training. They regularly offer training and advice to the 250 directors of central schools who then repeat the exercise with the rest of the teachers. The limits of this indirect method are obviously deter- mined by the quality and motivation of the instructors, and much information is lost as it is transmitted down the line. 27. The textbook-production unit of the BER is responsible for the layout, printing and distribution of the new rurally oriented primary-school textbooks in Kirundi, guides for primary teachers, and various other docu- ments. Assisted initially by UNICEF, the work of this unit has been impres- sive, in spite of the fact that it has always been hampered by the lack of materials, transport, and equipment. 28. The BER, after a satisfactory beginning, may have a more difficult future. The Reform has the strong commitment of the Government and should be further accelerated if it is not to lose momentum. There is still a great deal of improvisation in the BER and a lack of coordination between the different working groups. The materials produced, up to now, in spite of precautions, continue to be influenced by European perceptions and methods, and a clear handicap of many methods/curriculum specialists is -their lack of teaching experience. Without the BER, however, the reform would have little chance of success. 29. The first task of the Secondary Education Bureau will be to under- take a major curriculum reform. At the secondary level as well as at the primary level, the MINEDUC intends to "Africanize" courses in history and geography and to give Kirundi increased importance relative to French and APPENDIX 1 Page 12 of 17 English. Science is also to receive more emphasis. Furthermore, there will be a greater professional diversification of the system than before, in line with the manpower needs of the country. Instead of five streams at the upper secondary level, there will be seven: literature, general science, primary-teacher training, industrial education, agricultural education, social- worker training, and paramedical education. Eventually, all secondary-school diplomas will be made equivalent. The selection examination (concours) for entering higher education will be abolished and admission to the University granted on the basis of secondary-school achievements and the specialization chosen at the secondary level. The common basic level (tronc commun) will remain a gradual preparation for the upper secondary level, compensating for the shortcomings of the primary Level. In particular, the tronc commun is expected to offset the reduction of French-language training at the primary level. Education Finance 30. Education in Burundi is financed by the Government, by substan- tial foreign assistance, and by private sources (primarily parents and reli- gious groups). Total expenditures for education in 1974 are estimated to have been as follows: (millions of (millions of current FBu) current US$) /1 % Recurrent expenditures by the MINEDUC 602.9 7.7 35.0 Recurrent expenditures by other Ministries 30.3 0.4 1.8 Capital expenditures by other Ministries 2.5 0.0 /2 0.1 Recurrent expenditures by private donors 28.6 0.4 1.7 Capital expenditures by private donors 37.6 0.5 2.2 External assistance (excluding private sources) for recurrent expenditures 957.3 12.2 55.6 Eiternal assistance (excluding private sources) for capital expenditures 62.0 0.8 3.6 1,721.2 22.0 100.0 /1 At exchange rate of 1974, US$1.00 = FBu 78.35. /2 Less than US$50,000 equivalent. APPENDIX 1 Page 13 of 17 Almost 60% of the expenditures on education in Burundi in 1974 were made by foreign bilateral and multilateral aid agencies, and capital expenditures on education, as in the past, were financed almost completely by external assistance and by private donors. The Government has, however, recognized that in future years it must reserve higher allocations for investments in education. 31. In 1974, recurrent expenditures on education by level are esti- mated to have been as follows: Other Private Foreign MINEDUC Ministries Sources Assistance Total ------------------US$ millions (of 1974)-------------------- Primary 3.6 (47%) 0.0 /1 0.0 /1 1.2 4.8 (23%) Secondary 3.2 (41%) 0.3 0.1 3.6 7.2 (35%) .Righer 0.9 (12%) 0.1 - 5.9 6.9 (33%) Ron-Formal - - 0.3 1.5 1.8 (9%) TOTAL 7.7 (100%) 0.4 0.4 12.2 20.7 (100%) .l Less than US$50,000 equivalent. 32. In 1974, recurrent expenditures of the MINEDUC by type are esti- mated to have been as follows: (millions of current FBu) % Salaries 407.1 67.5 ScholarshipE: 40.0 6.6 Boarding (at: secondary level) 70.8 11.8 Maintenance and Equipment 85.0 14.1 Total 602.9 100.0 APPENDIX 1 Page 14 of 17 33. Considering only the expenditures of the MINEDUC, unit recurrent costs in 1974 were about US$29 equivalent per student year at the primary level, US$291 equivalent at the secondary level, and US$1,122 equivalent at the higher level. Comparative figures for Burundi and four nearby countries are given in the following table: Primary Secondary Higher ---------US$ equivalent---------- Burundi (1974) 29 291 1,122 Rwanda (1973) 13 117 1,275 Tanzania (1973/74) 22 248 1,242 Zaire (1973) 18 86 1,620 Zambia (1973) 56 516 3,192 External assistance is not reflected in the figures for any of the countries in the above table. Except for Zambia, where teachers' salaries cause high unit costs throughout the system and where per capita incomes are higher than those of the other countries in the table, the unit costs in nearby countries are generally comparable to those in Burundi. The main reason for Burundi's high unit cost at the secondary level is the very low student-teacher ratio mentioned above (para. 8). For higher education, Burundi's unit cost is lower than that of any of the other countries, probably reflecting the high proportion of higher-education expenditures financed by external assistance in Burundi. If expenditures from all sources were included, Burundi's recur- rent unit costs would be US$38 equivalent at the primary level, US$656 equiv- alent at the secondary level, and as much as US$8,700 equivalent at the higher level. 34. Over the period 1965 to 1971, the recurrent expenditures of the MINEDUC grew at an average rate of 3.9% per year, in real terms. Over the period 1971 to 1974, however, they decreased at an average rate of 6.6% per year, in real terms, reflecting internal disturbances and budgetary strin- gency. In the period 1970-1974, these expenditures varied between 2.5% and 3.2% of GDP, and between 21% and 30% of the Government's total recurrent ex- penditures. In the future, the MINEDUC can expect to receive about 3% of GDP and 25% of the Government's total recurrent budget. The MINEDUC's recur- rent budget is expected to grow about as fast as GDP, at average annual rates of about 3.5%. 35. In the years 1970 through 1975, most of Burundi's own capital ex- penditures for education were channeled through the Ministry of Public Works and the Ministry of Agriculture. In 1976, the MINEDUC was allocated FBu 100 APPENDIX I Page 15 of 17 million (US$1.1 million equivalent) for rehabilitation of existing schools, construction and equipping of two secondary-level laboratories, and con- struction of new boarding facilities. Foreign Aid to Education 36. Estimated.foreign assistance for recurrent education expenditures in Burundi in 1974 is summarized in the following table: (Millions of Current US$ equivalent) France 4.4 Belgium 3.7 UNDP 1.4 U.N. specialized agencies 1.2 Others (USSR, European Development Fund, Switzerland, Canada, West Germany, Egypt) 1.5 TOTAL 12.2 37. The French program provided 44 secondary teachers; 38 professors and 53 local scholarships, and running expenses at the Faculty of Medicine; 59 university-level scholarships in France; and specialized training courses for over 50 trainees in France and in Burundi. The Belgian program provided 24 general secondary teachers; 13 teachers at primary-teacher-training insti- tutes; 10 teachers, 3 education specialists, and running expenses for second- ary technical education; 11 education specialists and running expenses for the Rural Education Bureau; 15 professors at the University of Burundi; 13 professors and running expenses at the Higher Teacher-Training Institute; 5 teachers and running expenses at the Training Center for Government Offi- cials at Gitega; and 114 scholarships in Belgium. The UNDP contribution included 8 experts, 12 scholarships, and running expenses for the Higher Teacher-Training Institute, 6 experts, 6 scholarships, 4 U.N. Volunteers, and running costs for the Rural Education Bureau; 8 experts, scholarships, and running costs for the Agricultural Technical Institute of Burundi; 5 experts, scholarships, and running costs for the National Institute of admin- istration; and training components for many other development projects. The contributions of the other U.N. specialized agencies were also primarily for training components in other development projects. 38. Foreign capital assistance to the education system of Burundi in 1974 is given in the following table: APPENDIX I Page 16 of 17 (Millions of Current US$ equivalent) Belgium 0.3 European Development Fund (EDF) 0.3 Others (UNICEF, Switzerland, UIPE, Canada) 0.2 TOTAL 0.8 39. The Belgian program consisted of additions to the Faculty of Letters as well as construction and renovation of housing for expatriate teachers. The EDF contribution consisted of buildings for the Higher Teacher-Training Institute and for the Agricultural Technical Institute of Burundi. The UNICEF contribution consisted of an offset press, materials and running expenses for the Ministry of National Education's textbook- printing unit. The Swiss contribution consisted of construction at the Faculty of Economic and Social Sciences. Strategy for Education Investment 40. Government targets for primary education given in the Second Five- Year Economic and Social Development Plan (1973-77) aim to increases the primary enrollment ratio from 20.42% in 1973/74 to 22.93% in 1977/78. This modest increase, because of rapid population growth, would mean an intake in 1977 which would be 66% higher than that of 1972, and the number of available pupil places would have to be increased from 130,000 to 167,000. This target will probably be reached through (i) better utilization of existing capacity, (ii) the restoration of those schools damaged during the civil strife, and (iii) the addition of new capacity through self-help programs, continued missionary activity, and Government and Foreign invest- ment in new schools. By 1982, it is quite possible that there will be some 200,000 primary places available, which would allow for an enrollment ratio of 27-28%. Given the limited economic potential of Burundi and its very low present enrollment ratio, this increase, in both absolute terms (new pupil places) and relative terms (higher enrollment ratio) is considerable. As Annex 11 shows, the Government should be in a position to provide the nec- essary recurrent funds for this expansion of the primary system. Existing teacher-training capacity would be sufficient to produce the additional qualified teachers needed. Annex 12 indicates that in future years the Government will have sufficient funds available for investment in education to undertake a substantial primary-school-building program. It appears justified that the Government devote an important part of its capital bud- get for education to the primary level, since capacities in secondary and higher education have expanded rapidly in recent years with the help of a number of foreign agencies (Appendix 1, paras. 38 - 39) such that both APPENDIX I Page 17 of 17 levels are not in critical need of further investments. In addition, techni- cal assistance at these levels is abundant. Given this situation, the most pressing needs are in primary education, and the Government's strategy should be to continue the implementation of the Reform and the expansion of the primary system. APPENDIX 2 Page 1 of 2 BURUNDI EDUCATION SECTOR MEMORANDUM ETHNIC GROUPS AND RECENT HISTORY 1. In addition to a handful of Europeans and Asians, Burundi is in- habited by three African ethnic groups. The original inhabitants of the area now called Burundi were the Twa, a pygmoid people who lived by hunting and gathering food in the forests which then covered much of the country. Five or six centureis ago, the Hutu, a Bantu people, began to arrive. Agri- culturalists, the Hutu cleared the forests, pushing aside the Twa. The Hutu were well established when, about three centuries ago, the Tutsi, a Nilotic people, began to arrive. Warrior-herdsmen, the Tutsi subjugated the Hutu, who became serfs. The Twa, meanwhile, were treated as inferiors by both the Tutsi and the Hutu. 2. Although there was occasional civil strife along ethnic lines, for the most part, the Tutsi and the Hutu lived together in a symbiotic feudal relationship, and the principal violence was among feuding clans of Tutsi and their Hutu allies. With the arrival of the colonial powers, first the Germans and then the Belgians, civil strife was minimized, but with the movement towards independence, native political parties arose which appealed to ethnic loyalties in order to gain power. Nevertheless, the desire for national unity and reconciliation was strong. Shortly before independence, a national election was held, and the king's eldest son, Prince Louis Rwagasore, a Tutsi married to a Hutu woman, was elected prime minister on a platform of national unity with an overwhelming margin of the vote. Shortly thereafter, however, Rwagosore was assassinated by a Greek gunman in the hire of Tutsi leaders of the opposition party. 3. The example of the successful revolt in 1962 of the Rwandese Hutu against their Tutsi overlords was not lost on either Burundi's Tutsi or Hutu. Ethnic and political dissension continued until an abortive coup was launched by Hutu elements in the Army and police force in late 1965. In the wake of Hutu burnings of Tutsi huts, a countrywide wave of reprisals was carried out by the Tutsi Government. Tensions, struggles, and instability continued un- til in late 1966, Prime Minister Michel Micombero deposed the monarchy and established a Republic. As the new President, Micombero worked toward na- tional unity and internal stability, using his considerable power with re- straint and avoiding harsh repressive measures. By 1972, although the Tutsi were still firmly in control, there were four Hutu Ministers and many other Hutu in positions of authority throughout the society. (The Twa, however, had few if any such positions.) APPENDIX 2 Page 2 of 2 4. Early in 1972, however, a rebellion was launched by certain of the Hutu which had as its goal the overthrow of the Tutsi hegemony. The rebellion was soon put down, and to avoid a repetition of the rebellion, the Tutsi auth- orities instigated a repression in which most Hutu in the Government, army, civil service, professions, university, and secondary schools lost their lives. In the part o: the country where the rebellion began, whole areas were depopulated. 5. During 1975 and 1976, although the Tutsi were still firmly in con- trol, it appeared thal: the Government was moving once again toward a policy of broad-based development designed to benefit the masses, and IDA accorded a technical-assistance credit and an agricultural credit (for a fisheries project) on these grounds. In late 1976, a coup d'etat overthrew President Micombero. The new leaders, also Tutsi, appear to be more activist than the old. Al- though somewhat xenophobic, they have promised to stamp out corruption and to move forward rapidly with economic development. Ethnic problems are being discussed openly in the new Government, and it appears that there is a desire to overcome ethnic differences and further national reconciliation. The new Government, however, by no means represents a unanimous point of view among the Tutsi and that there are still powerful groups of Tutsi who are not convinced that the present Government's strategy is the best method of dealing with what they perceive as a continued threat of extinction at the hands of the Hutu. APPENDIX 3 Page 1 of 3 BURUNDI EDUCATION SECTOR MEMORANDUM ECONOMIC DEVELOPMENT AND HUMAN RESOURCES Geographic and Socio-Economic Situation 1. Slightly smaller than Belgium, Burundi lies astride the Zaire-Nile divide at the center of Africa. Except for a narrow coastal plain along Lake Tanganyika in the west and marshy lowlands in the north and east, the country is composed predominantly of hills. These hills (collines) are the country's smallest administrative unit. Over 95% of the country's 3.7 million popula- tion in 1975 lived on small-holder plots scattered across the hills. The 2,427 hills are grouped into 78 communes, which themselves form 18 districts (arrondissements) further grouped into eight provinces. Burundi's climate is equatorial, rainfall is adequate in most areas, and owing to diversified ecoclimatic conditions depending mostly on rainfall and altitude, a wide variety of agricultural commodities could be produced in quantity, including tea, cotton, quinquina, sugar, and livestock. Yet, little progress has been made in diversifying into crops other than traditional foodcrops and coffee, partly because of the physical isolation of the population, inadequate ex- tension and credit services, lack of other inputs, and widespread illiteracy and the consequent unawareness of the techniques and benefits of diversifi- cation. 2. Economically, Burundi is one of the poorest of the least-developed countries; GNP per capita was only about US$100 equivalent in 1975. The country's economy is dominated by agriculture. In 1974, food crops accounted for fully half of GDP, and other crops (of which coffee remains by far the most important) for a further 10%. Yet agricultural productivity is low, due to the absence of modern inputs and the low skill level of the population at large. In 1974, agriculture accounted for 95% of commodity exports; coffee alone accounted for 84%. Industry contributed only 8% of GDP in that year, and the processing of agricultural products represented almost three fourths of the country's industrial activity. 3. In Burundi, there are two principal ethnic groups, the Tutsis and the Hutus, of different historico-geographic origins, who, in spite of centuries of living together, have each maintained separate sets of socio- cultural values. The country's development has been hampered by periodic civil strife between the two groups. The most recent upheaval, in 1972, caused high migration and a temporarily reduced population growth rate. Now, however, it appears that Burundi may look ahead to a period of internal stability, and population is expected to grow at about 2.5% per annum again. This increase will cause increasing pressure on the l1nd in a country where population density is already relatively high (142 km ). The high birth rate APPENDIX 3 Page 2 of 3 will also contribute to maintaining a high dependency ratio in Burundi's population in the medium and long terms. At present, children below 15 years of age constitute 44% of the population. Development Trends 4. Although the country has no national accounts other than those estimated by Bank staff, over the period 1970-1974, Burundi's GDP is esti- mated to have grown at an average annual rate of about 2%. Since most of the growth was in the modern sector, rural incomes probably remained un- changed or even fell. The average figure of 2% disquises the fact that GDP probably grew at a rate of about 3% in good years and not at all in bad years (particularly those of the civil strife, para. 3). Food production is esti- mated to have increased at about the same rate as population, although in 1974, a late rainy season caused poor yields and food shortages in some areas. Coffee production has also been sensitive to climatic fluctuation and civil unrest. Export earnings from coffee have been affected by the disruption of the major trade route through Tanzania and by fluctuations in the world-market price of coffee, both factors over which Burundi had no control. The industrial and tertiary sectors have grown largely in response to the growth of incomes from coffee; in 1974, the sharp increase in coffee incomes caused an 11% growth in output of textiles and clothing, a 9% growth of the food industry (mainly beer), and extensive hiring of additional staff in the Government. Other sectors, however, grew only modestly. 5. Burundi faces serious constraints to economic development. Due to the hilly nature of most of the country's terrain and the poor condition of the national road network, communications are difficult and expensive. The country's small size and the poverty of its people limit the domestic market and make increased agricultural exports the only alternative for increased investment in industrial capacity. Yet high external transport costs limit the possibilities for exports to commodities with high value relative to their weight. 6. A few years ago, substantial deposits of high-grade nickel were discovered in the southeast of the country, and the Government hopes that nickel mining will transform the country's economy and growth prospects. Feasibility studies are being financed by UNDP. Given, however, that Burundi is 1,000 miles from the sea and that virtually no physical infra- structure exists in the region of the discoveries, no investment decisions have yet been taken. It is estimated that an initial capital investment of about US$800 million equivalent would be needed to put nickel production on stream. Under the best hypotheses, the nickel industry would not begin to have a major impact on Burundi's economy until the late 1980s, at which time nickel deposits in other, more available countries will have been developed. A glut could develop, driving down the price of nickel and making it perhaps uneconomical to mine and transport Burundi's reserves. One therefore cannot be overly optimistic about the prospect of sudden wealth frora nickel. At least until 1985, and probably beyond, GDP can be expected to grow by no more than 3.5% per annum, on average. APPENDIX 3 Page 3 of 3 Manpower Requirements 7. Opportunities for wage employment in Burundi are extremely limited. Out of a total labor force of 1.9 million, only 115,000 or 6% are wage earners. The Government is the largest employer, with about 20,000 civilian employees, and much of the employment in other sectors has developed in response to the demand created by the incomes of public servants. In 1974, the Government's economic optimism (based on a record coffee crop) led to large recruitment, saturating the public sector. Lower economic expectations for 1975 and 1976, however, caused the Government to adopt a policy of austerity which entailed only a slight growth of employment in the public sector. The industrial sector is working at less than full capacity because of limited export possibilities and because of the low level of purchasing power of the population in general. Under the most favorable assumptions, not more than 500 new jobs per year will be created in industry over the next five years. In addition, only limited opportunities exist for replacing expatriates in industry and commerce. Yet there are some 80,000 new 15-year- olds who join the working-age group each year. Most will not find jobs except in agriculture. The expansion of employment in the modern sector depends directly on the augmentation of the purchasing power of Burundi's population; in turn, since 95% of the people are dependent on agriculture, this augmentation is dependent upon the development of the agricultural sector. 8. In 1976, Burundi had some 1,100 agricultural extension agents and about 90 animal-husbandry technicians. It is estimated that in 1980, 1,200 agricultural extension agents and 300 animal-husbandry technicians would be needed for a coverage of Burundi at a ratio of one agent per 550 farmers. These needs could easily be met by existing training facilities, which at present are underutilized, mainly because the difficulties of life in rural areas are not conducive to attracting students into preservice training for agricultural and extension work. In addition, financial constraints and the Government's austere hiring policy make it unlikely that the above targets for the hiring of extension personnel will be achieved. With regard to the training needs of the rural population in general, the task ahead is enormous. Most of the adult population is illiterate, and since most children have no schools to attend, the situation will improve only slowly. Burundi's rural adults have, over the years, devised agricultural techniques which are optimal, given their minimal resources and basic level of technology; however, the illiteracy of most of the rural population makes it very difficult to introduce new crops and techniques which could lead to higher levels of productivity. 9. In summary, Burundi faces severe constraints to economic develop- ment. Nickel mining may eventually help the country to break out of its underdeveloped situation, but in the short term, and possibly also in the long term, agricultural development is the only solution. CpиiвR►T2vE EOUCATION IиOiCвrOR� Аииlх 1 aasaвaaasaaaaaassaaassasaaaaaaaa . 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FOAнaI, еи0 чОи-РОанА�1 (2)•РаIнеаУ ЕОUСАтIПи aEFER9 TD EDUCATIOи АТ ТЧЕ fIA9T �EvEL Аи0 •9ECDNDAдY• EDUCATIOи aEFER� ТО A�L EDUC.t20и ►Т ТЧЕ 9ЕСDиовАУ LEЧEL afG.aOLE99 Ог ТУРЕ (Е.с, CCNEA►L, ТЕСмиIСА<., .GЯiCUITVRA�) f (5)'ILTERACY РаТЕе•СС01.,Ь) .RE OFTEN 08ТА1ИЕ0 РдОи COUNTAY CEN9u9E9. IN �лиУСОUиТАIЕ� ТнЕУ ARE Ои(,У АРVдоХГнлТ20и� ви0 IT I� ' DOUBTfuI ТнвТ ►ив UИlРОАм DEIIнITIOи OF •LITEAATE° наS еЕЕи POt.LOмED СОиеI9ТеиТ�Т1 (ai•Риецс ЕхРЕноттиаЕ ги Еоисвтгои•ссои9.з.4 ►но s) ае►ЕА то Аи cAVtтA(. Ано АесиаАЕит ЕхРЕиоtтиаее oevOTEO то Еоислтгои er гиеис ►ио oua2-vueuс A6EиcIESr csi•Енаои�уЕчТ а,тгпs•ccoES 7, 1z Ано tai яе►Ея то 9сн0ое, reAA ►но нЕАи тне РЕАсеитАсЕ ог Eulcle�E Си п оаЕи Енаbиао аиии-ттмЕ Iи тнЕ аРРаппятлтЕ sснапи. Рие�кс ано Рагv►тЕ er 1.evE(.. тнЕУ ►аЕ 0►Тем 9ue.IECT то е ыгоЕ чааети а► Еаааа ки тнЕ оеvЕиоРтие COUиTaIE9 ПrгиG тп V►R2ArInи IN ТмЕ ACCUA►CY Оа 9ASIC Ол U(2.Е. AGE-9PECIIIC PryPULATSOн АиП Еиар<.L.нЕит91, ЕЧРО�Lм(иТ RICUAES саЕаиЕитt,r ааЕ н2GнЕА тн►и ТнЕ нимеЕа оР sтиоЕитs ►cruA��r Iи lСмооl, oVEAAGFO sтиоЕит9 ын0�Е 2нс�иаtои га 2ноIСАтЕD er FOOTNOTES ►1.8П САи INPI.AГE тнЕ аАТТ09, 'A=i 2 Page 1 of 2 BURUNDI EDUCATION SECTOR MRIOPUMDUM BASIC DATA - FOP-MAL EDUCATION SYSTEM School Year 1975/76 I. Trimary Education Number of prim-a"iy-schools 570 -Number of classiooms 3,900 Primary enrollments (est.) 144,964 Estimated school-age population (6-11) 698,476 Enrollment ratio (gross) 21% Percentage of total enrollments who are'repeaters 25% Overall dropout: rate from grade one to grade six (est.) 70% Number of teachers 4,154 - percentage qualified 56% Pupil-teacher ratio (including all teachers) 35:1 Pupil-teacher ratio (excluding those teachers who are entirely occupied with administrative functions) 38:1 II. Secondary-Level. Education Number of secOrLdary-level schools 66 - of which: Complete general-secondary sc ools (literary and scientific courses) 12 General-secondary schools with common basic level only 16 Higher-level. teacher-training schools 9 Lower-level teacher-training schools 10 Vocational SLnd technical schools with industrial- arts courses 11 Paramedical schools 5 Agricultural. technical school 1 Agricultural. vocational school I Social-worker school 1 Secondary-level. enrollments 12,476 - of which: General-secandary cot;rses 5,620 Teacher-traf.ning courses 5,375 Industrial-,LrtS courses 901 Paramedical courses 326 Agricultural courses 194 Social-worker courses 60 ANNEX 2 Page 2 of 2 Estimated school-age population (12-18) 578,498 Enrollment ratio (gross) 2.2% Student-teacher ratios: General-secondary courses 20:1 Teacher-training courses 16:1 Technical and vocational courses 8:1 III. Higher-Level Education Higher-level enrollments (est.) 1,000 Estimated school-age population (19-22) 212,198 Enrollment ratio (gross) 0.5% BURUNDI EDUCATION SECTOR MEMORANDUM PRIMARY ENROLLMENTS BY PROVINCE, INSPECTORATE, AND SEX 1967/68 - 1974/75 Province 1967/68 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 District Total (Boys rotal(Boys Total(Boys Total(Boys Total(Boys .1otal(Boys rotal(Boys Total(Boys (Girls (Girls (Girls (Girls (Girls . (Girls. (Girls. (Girls (10,791 (11,325 (11,769 ( 9,121 ( 9,500 ( 5,380 ( 5,467 Bubanza 1,190 ( 3,399 15,046 ( 3,721 15.729 ( 3,960 13,738 ( 3,917 13,458 ( 3,958 86 ( 2,688 8.274 ( 2,807 Bubanza 8,882 9,532 9,875 7,553 6,665 3,992 3,897 Cibitoke 5,308 5,514 5,854 6,185 6,793 4,146 4,377 (17,136 (19,041 (19,186 (19,856 (19,571 N (13,719 (14,612 Butumbura 262492 ( 9,113 29,129 (10,157 29,363 (10,177 30.673 (10,817 3 (10,793 0 ( 9,418 24.188 ( 9,576 Bujumbura 14,077 16,025 15,974 17,586 16,668 t 13,352 13,937 Hwisale 12,172 13,173 13,389 13,087 13,696 9,785 10,251 (20,063 (22,481 (23,389 (23,632 (23,346 a (10,051 (11,119 Bururi 26,677 ( 6,614 30230 ( 7,740 3,5( 8,668 32519 ( 8,887 32436 ( 9,090 a 1 ( 4,701 16551 ( 5,432 Bururt 18,719 21,431 22,921 23,860 23,644 12,325 13,534 Makamba 7,958 8,799 9,136 8,659 8,792 a 2,427 3,017 (20,027 (20,639 (21,208 (20,624 (18,792 b (12,808 (12,967 Gitega 28,328 ( 8,301 29.481 ( 8,842 3 ( 9,377 30.544 ( 9,920 28.409 ( 9,617 e21455 ( 8,647 21.289 ( 8,322 Gitega 13,526 14,027 14,251 14,054 12,473 10,296 9,517 Bukiraeazi 9,069 9,375 9,887 10,383 10,187 7,481 8,104 Karuzi 5,723 6,079 6,447 6,107 5,749 3,678 3,668 ( 9,836 (10,137 ( 9,826 ( 9,672 ( 9,523 ( 6,174 ( 6,026 Huyia 14,363 ( 8,301 0 ( 4,928 14,9( 5,075 15010( 5,338 14852 ( 5,329 9.989 ( 3,815 9.68( 3,612 Huyings 7,747 8,072 7,713 8,449 8,145 5,592 5,045 Kirundo 6,616 6,993 7,188 6,561 6,707 4,397 4,593 (12,660 (12,932 (12,515 (12,015 (11,956 ( 9,557 ( 9,933 Muramvya 18,8i5 ( 5,175 18.416 ( 6,484 19,178 ( 6,663 18.675 ( 6,660 18.631 ( 6,675 14.960 ( 5,403 16.218 ( 6,285 Muramvya 11,385 11,377 11,324 11,299 11,546 9,120 10,384 Hwaro 7,450 8,039 7,854 7,376 7,08 5,840 5,834 (16,218 (16,240 (15,575 (14,575 (13,865 (10,602 (10,864 NRozi 24.369 ( 8,151 2 ( 8,377 24,27 ( 8,701 220 ( 8,630 22.594 ( 8,729 1 ( 7,491 18,753 ( 7,889 Ngozi 9,342 9,873 9,723 9,346 9,259 7,811 7,945 Kayanza 15,027 14,744 14,553 13,859 13,335 10,282 10,808 (13,080 (12,915 (11,906 (11,720 (11,803 ( 9,302 ( 9,934 Ruytgi 18.859 ( 5,779 1 ( 5,562 17317 ( 5,411 17.394 ( 5,674 17,621 ( 5,818 1 ( 4,926 15.137 ( 5,203 Ruyigi 6,312 6,626 5,739 5,797 5,757 4,391 4,720 Cankuzo 8,579 7,396 7,369 7,725 7,696 6,857 6,932 Rutena 3,968 4,455 4,209 4,072 4,168 2,980 3,485 (119,811 (125,710 (125,374 (121,915 (118,356 (87,403 ( 77,593 ( 80,922 Total 171.870 ( 52,059 181,530 ( 55,820 184,406 ( 58,032 181.758 ( 59,843 1 ( 60,008 136,972 (49,569 124.682 ( 47,089 130,048 ( 49,126 Source: Ministry of National Education, 1976 June 1976 BURUNDI EDUCATION SECTOR MEMORANDUM PRIMARY ENROLLMENTS BY GRADE 1968/69 - 1975/76 GRADE 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 1975/76 (est.) 1st 52,257 48,540 47,325 43,921 27,768 25,363 27,098 34,500 2nd 39,021 38,887 36,448 35,943 25,761 22,695 22,082 24,420 3rd 30,523 32,052 31,853 31,247 24,989 23,686 22,819 22,760 4th 22,951 23,931 24,810 25,045 20,947 20,394 20,723 21,512 5th 18,120 19,566 20,208 21,145 17,633 18,258 19,546 21,610 6th 12,474 13,861 14,983 15,956 14,060 16,338 17,780 20,162 7th 5,073 5,607 6,131 6,029 5,814 - - - TOTAL 181,530 184,406 181,758 179,886 136,972 127,256 130,048 144,964 SOURCE: Ministry of National Education, 1976. ANNEX 5 BURUNDI EDUCATION SECTOR MEMORANDUM GENERAL-SECONDARY ENROLLMENTS BY SEX 1971/72 - 1975/76 1971/72 1972/73 1973/74 1974/75 1975/76 Boys 3,302 3,024 3,493 4,043 4,401 Girls 612 720 937 1,204 1,219 TOTAL 3,914 3,744 4,430 5,247 5,620 SOURCE: Ministry of National Education, 1976. ANNEX 6 BURUNDI EDUCATION SECTOR MEMORANDUM PRIMARY AND ASSOCIATE-PRIMARY TEACHER-TRAINING ENROLLMENTS 1971/72 - 1975/76 1971/72 1972/73 1973/74 1974/75 1975/76 Primary Teacher Training (D7 or D6) Boys 1,439 1,275 N.A. 2,240 2,222 Girls 207 427 N.A. 908 974 TOTAL 1,646 1,702 N.A. 3,148 3,196 Associate-Primary Teacher Training (D4) Boys 862 655 N.A. 891 908 Girls 921 827 N.A. 1,039 1,271 TOTAL 1,783 1,482 N.A. 1,930 2,179 N.A. - Not available SOURCE: Ministry of National Education, 1976. ANNEX 7 BURUNDI EDUCATION SECTOR MEMORANDUM ENROLLMENTS IN AGRICULTURAL TRAINING INSTITUTIONS 1973/74 - 1974/75 Maximum 1973/74 1974/75 Capacity Technical Agricultural Institute of Burundi (ITAB) 69 78 250 Vocational School of Agriculture (EPA) 114 116 120 Extension Training Center at Rutegama (CFR) 25 24 30 SOURCE: Ministry ol Agriculture, 1976. ANNEX 8 BURUNDI EDUCATION SECTOR MEMORANDUM ENROLLMENTS IN INDUSTRIAL-ARTS AND SOCIAL-WORKER COURSES 1971/72 - 1975/76 1971/72 1972/73 1973/74 1974/75 1975/76 Vocational Training 417 390 414 563 779 Technical Education 608 507 474 151 122 Social-Worker Training 50 42 65 62 60 TOTAL 1,075 939 953 776 961 SOURCE: Ministry of National Education, 1976. BURUNDI ANNEX 9 EDUCATION SECTOR MEMORANDUM DIFFERENCES AMONG DISTRICTS IN TEFMS OF ACCESS TO, RETENTION AT, AND PERFORMANCE IN PRIMARY SCHOOLS Candidates Classroomsi Pyramid for Final Success on Districts Population (Grades 1-6) Ratio 3/ Examination Examination %% RI % RI RI T Bubanza 3.2 3.4 1.04 67 0.69 0.82 Cibitoke 4.0 3.8 0.95 61 0.27 0.29 Bujumbura 6.2 8.8 1.42 99 2.71 4.56 Mwisale 6.4 7.9 1.23 59 1.71 1.51 Bururi 6.6 9.5 1.45 80 2.54 2.54 Makamba 2.8 2.2 0.80 53 0.90 1.82 Bukirasazi 6.3 5.1 0.81 60 0.99 0.79 Gitega 6.6 7.2 1.10 64 1.05 1.02 Karuzi 4.1 2.7 0.60 72 0.74 0.52 Muramvya 4.5 6.4 1.43 76 1.75 1.84 Mwaro 5.1 6.7 1.30 83 1.01. 0.82 Kirundo 7.8 4.0 0.52 65 0.33 0.63 Muyinga 6.2 4.3 0.69 58 0.35 0.49 Kayanza 12.3 8.1 0.66 64 0.80 0.36 Ngozi 9.2 7.3 0.80 70 0.74 0.27 Cankuzo 2.0 6.0 2.97 56 1.19 1.01 Rutana 2.7 2.6 0.96 37 0.71 0.68 Ruyigi 4.0 4.0 1.00 44 0.68 0.56 100.0 lo.0 1.00 1.00 1.00 1/ Classrooms were used as a proxy measure for enrollments for the following reasons: (1) Population statistics are available by district; (2) Enrollment statistics are only available by inspectorate; (3) Although the districts and the inspectorates have the same names, they don't represent exactly the same areas; (4) Population statisticts (by district) and enrollment statistics (by inspectorate) are therefore not fully comparable; (5) Classrooms statistics are available by district; (6) Population statistics and classroom statistics are therefore more comparable (although classrooms don't always have the same number of pupils and therefore don't represent exactly the enrollments in the various districts). 2/ The RI (Representation Index) is defined as the percentage in any given district of the national total of a scarce resource (e.g., classrooms), divided by the percentage of the total population (or total school-age population) in that district. An RI greater than 1.0 indicates an oversupply, relative to the national average; less than 1.0 indicates an undersupply, relative to the national average. 3/ The pyramid ratio is defined as the ratio of the available sixth-grade places in any district to the available first-grade places in that district. It indicates the chance a child has of completing the full primary course, as determined by the purely physical limitations (lack of school places in the higher grades) of the primary system. ANNEX 10 BURUNDI EDUCATION SECTOR MEMORANDUM ETHNIC GROUPS BY PROVINCE (excluding Bujumbura), 1956 Province Hutu Tutsi Twa Bubanza 95.5 2.6 1.9 Bururi 70.0 28.9 0.1 Gitega 89.1 8.8 2.1 Muyinga 94.3 5.3 0.4 Muramvya 72.3 26.2 1.5 Ngozi 88.9 9.8 1.3 Rutana 87.2 12.5 0.3 Ruyigi 87.7 12.3 0.0 Burundi 86.5 12.4 1.1 SOURCE: Annual Report of the Trusteeship Authority for 1956, p. 303, as quoted in the Demographic Survey of the French National Institute of Statistics and Economic Studies (INSEE), vol. II, p. 25. BURUNDI EDUCATION SECTOR MEMORANDUM RECURRENT EXPENDITURES FOR EDUCATION 1970-1974, AND PROJECTIONS TO 1985 PROJECTIONS 1970 1971 1972 1973 1974 1975 1980 1985 2/ 2/ I. GDP!/ 17,445 18,154 18,139 18,325 19,074 19,500 23,100 27,400 II. Government Recurrent 1,855 1,935 2,204 2,191 2,287 2,340 2,772 3,288 Expenditures 1/ - as % of I 11 11 12 12 12 12 12 12 III. Ministry of National Education Recurrent Expenditures 1/ 522 577 520 505 470 538 693 822 - as % of I 3 3 3 3 3 3 3 3 - as % of II 28 30 24 23 21 23 25 25 IV. Recurrent Expenditures 317 332 298 251 220 242 312 370 on Primary Education I/ - as % of III 61 58 57 50 47 45 45 45 V. Primary Enrollments 3/ 183.5 181.1 165.6 133.7 127.8 145.0 203.9 262.0 VI. Unit Recurrent Cost per Primary Place 4/ 1,725 1,834 1,797 1,877 1,721 1,669 1,530 1,412 VII. Pupil-Teacher Ratio 37 36 35 34 32 33 36 39 1/ In millions of constant 1970 FBu. 2/ Assumes 3.5% real growth per annum, 1975 - 1985. 3/ In thousands. Primary enrollments by school year have been adjusted in order to correspond to the fiscal (calendar) year. 4/ FBu per pupil-year; decreasing unit costs reflect higher pupil-teacher ratios and no real increase in teachers' salaries. AUGUST 1976 BURUNDI EDUCATION SECTOR MEMORANDUM CAPITAL EXPENDITURES FOR EDUCATION, 1970-1974, AND ESTIMATES TO 1982 ESTIMATES 1970 1971 1972 1973 1974 / 1975 1976 1977 1978 1979 1980 1981 1982 / 1/ 2/ 2/ 2/ 2/ 2/ 2/ 2/ 2/ . CDP 17,445 18,390 19,155 20,927 24,491 29,879 35,108 40,550 46,835 54,094 61,397 69,685 79,093 II. Government Capital 3/ 3/ Expenditures 1/ 108.3 90.5 96.9 145.1 252.2 522.3 1,890.4 2,028 2,342 2,705 3,070 3,484 3,955 - as % of I 0.6 0.5 0.5 0.7 1.0 1.7 5.4 5 5 5 5 5 5 III. Ministry of National Education Capital 4/ 4/ 4/ 4/ 4/ 31,4/ 3/ Expenditures 1/ 0 0 0 0 0 0 100 101 117 135 154 174 198 - as % of I 0 0 0 0 0 0 0.3 0,3 0.3 0.3 0.3 0.3 0.3 - as % of II 0 0 0 0 0 0 5.3 5 5 5 5 5 5 1/ In millions of current Fbu. 2/ Assumes following growth pattern: 1975 1976 1977 1978 1979 1980 1981 1982 Inflation 20% 14% 12% 12% 12% 10% 10% 10% Realth Growth 2% 3,5% 3.5% 3.5% 3,5% 3.5% 3.5% 3.5% Current Growth 22% 17.5% 15.5% 15.5% 15.5% 13.5% 13.5% 13.5% 3/ Amounts budgeted. 4/ Substantial expenditures for education and training were made by other K.inistries. AUGUST 1976 BURUNDI EDUCATION SECTOR MEMORANDUM STRUCTURE OF FORMAL EDUCATION SINCE THE REFORM PRIMARY LEVEL SECONDARY LEVEL TERTIARY LEVEL COMMON LOWER UPPER CYCLE UNIVERSITY OF BURUNDI IHIGHER DEGREES ABROAD CYCLE (Professaonally ortented) HUMANITIES, SOCIAL SCIENCES GENERAL HUMANITIES COURSE LAW, ECONOMICS. ADMINISTRATION 0 Examinations P-RIMARY TEACHER TRAINING TNSECO%DA.. TEACHER TRAivivG 0- Shon onientation courses. *Entry into practical life GENERAL SCIENCE COURSE =To be established TECHNICAL COURSE MEDICAL COURSE MEDICINE, PHARMACY AGRICULTURAL COURSE AGRICULTURAL, VETERINARY SCIENCES GRADES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 AGES 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 SOURCE Ministry of National Education, 1976 World Bank-16136 9 BURUNDI EDUCATION SECTOR MEMORANDUM EDUCATION PYRAMID 1975/76 Total % of Age Enrollments Age Group Grade Age Group 17 22 51,330 T 16 21 62.253 R I 1,000 0 5% 15 20 53.585 T 14 19 55.030 13 18 56,161 583 97 12 17 60,440 747 180 Upper S 5,825 2 2% 11 16 69.522 907 348 Level E C 0 10 15 81,430 1,192 971 N 0 9 14 92,849 2.078 834 A Common R 8 13 104,714 2,127 884 Basic y 9,072 2.9% Level 7 12 113,382 2.268 881 6 11 116,600 13,307 6,855 5 10 116.302 13,830 7.780 P R 4 9 116.523 13,337 8,175 I M 144,964 21% 3 8 116,717 14,111 8,649 A (estimated) r R 2 7 116,717 14,640 9,780 1 6 115,617 20.700 13,800 25.000 20.000 15,000 10,000 5.000 0 5,000 10.000 15,000 t,it SOURCE. Ministry of National Educaton 1976 World Bank-16382 BURUNDI EDUCATION SECTOR MEMORANDUM STRUCTURE OF THE RURAL EDUCATION BUREAU (BUREAU D'EDUCATION RURALE - BER) SECRETARIAT PRINCIPAL DOCUMENTATION DIRECTOR -TECHNICAL ADMINISTRATION ADVISOR COMMITTEE OF COORDINATION AVE AFI ARS AFC A AEM AP ACA AFR AEP AAR AAAAATI TEACHER RURAL PRODUCTION OF EVALUATION TRAINING TEACHING METHODS AND TECHNIQUES CURRICULUM TEACHING AND AND RETRAINING DEVELOPMENT LEARNING AIDS AVE = Evaluation AIP Practical Subjects AAR = Rural Development Activities AFi = Teacher Training ACA Arithimetic ARA = School Radio ARS = Teacher Training by Radio AFR = French ATI = Field Work AFC = In-service Training AEP = Physical Education AAG = Graphic Arts AKI = Kirundi ADE Art APH = Photography AEM = Environmental Studies AMU = Music AIM = Printing = Working Groups World Bank-16332 June 1976 29* 29' 30-3 30"30' BURUNDI ADMINISTRATIVE DIVISIONS R W A D A Province boundaries National caplial - - Arrondissemriint boundaries ®ff Prmncipal town s, provincesI -- Commune boigndories 0 Principal town s, arrondissements International )oundories - Main roads r Rivers 2'30* Rier KIRUNDO B USONI 23 -M.... NTEGA\ 0/ VUMBI- BUKUBA1 RUGOMBO 'MARANGA /MUYANGE-i ( ) GASHO MWUMB KIREMBA IJENE BUSIGA \ ly BUGANDA GASORWE CibioCe., NDORA 'ayanza N,goZI TANGARA KýAYANZA 3*MUSI 1GAT G G Z U1G BUHINYUZA3 Bubanza E,ANGA/ B Y rU-- C A NK U Z BUY LJJ4 C pb BTAH r ~ISALE Mufamyny \ ER ToB,,kav MUM U Z sae KGNDAA HEA ) UYIG C KANYOSHARGANeg I ) m GI T E G yg Y A PZ G A R '- _ __ Io \ B URO / K C I " N 1> LLUAMB Buu rasazR )ISALE BUKIRASAZIR CAN AT N is l• I T BU.BUR AM P N,DGVA RUT, VU R TANA CYANOS Kiloeter .. A ABAN A.'F R-1C1 \ The boun,daries shown on 16,s map do not-< 4*h nply rndorsement or accptance by thle 4°30 2929'30 , , To 30*30oridBandandtsaffilaes 30* _________________________c