Burundi - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 1262-BU STAFF PROJECT REPORT EDUCATION PROJECT IN BURUNDI January 21, 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. CURRENCY EQUIVALENTS US$1 = FBu 90.0 FBu 100 US$1.11 MEASURES 1 Meter (m) = 3.28 Feet 1 Square Meter (m2) - 10.76 Square Feet 1 Kilometer (km) = 0.62 Miles 1 Hectare (ha) = 2.47 Acres REPUBLIC OF BURUNDI FISCAL YEAR January 1 - December 31 FOR OFFICIAL USE ONLY STAFF PROJECT REPORT AN EDUCATION PROJECT IN THE REPUBLIC OF BURUNDI TABLE OF CONTENTS Page No. BASIC DATA GLOSSARY SUMMARY AND CONCLUSIONS i - xi I. ECONOMIC DEVELOPMENT AND HUMAN RESOURCES ................ 1 Geographic and Socio-Economic Situation ............ 1 Development Trends ................................ 2 Manpower Requirements ...... ...... . ............... 2 II. THE EDUCATION SECTOR ................................... 4 Background ............. 0.....0..........a............. 4 The Education System ........... ................ 4 The Education Reform .*.. ....... ............ 14 Education and Equity .............................. 17 Education Finance .......... ..... 21 Strategy for Education Investment .................. 23 Annex II-1: Comparative Education Indicators Annex 11-2: Primary Enrollments by Province, Inspectorate, and Sex Annex 11-3: Structure of the Rural Education Bureau Annex 11-4: Structure of Formal Education since the Reform Annex 11-5: Classroom Provision: The Districts Compared Annex 11-6: Education Pyramid This report is based on the findings of an appraisal mission which visited the Republic of Burundi in February/March 1976. The mission consisted of Messrs. D. Klaus (mission leader and economist), H. Scheffold (economist/ educator), R. Welter (architect), and J. Maas (evaluation specialist, CPS) from the Bank Group and Mr. W. Gould (school mapping expert, consultant). The project was further reviewed in the field by Mr. Welter in July 1976 and by Messrs. Klaus and Scheffold in September/October 1976. 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. -2- Page No. III. THE PROJECT ..... .............................. ..... . 34 Project Objectives and Content .................... 34 Project Items ....................................... 34 Annex III-1: Original Representation Indices Annex JII-2: Option A: Allocation of the 100 CFPs among the 18 Districts Annex I11-3: Effect of Option A Annex 111-4: Option B: Allocation of the 100 CFPs among the 18 Districts Annex 111-5: Effect of Option B Annex 111-6: Agreed Allocation of 89 CFPs among the 18 Districts IV. COST OF THE PROJECT, FINANCIAL PLAN, IMPLEMENTATION, PROCUREMENT, AND DISBURSEMENTS .... ............ 48 Cost Estimates ............................. 48 Financial Plan ............................. 51 Project Implementation . . ................ 53 Procurement ................ ........ 56 Disbursements ...................................... 56 Annex IV-1: Summary of Estimated Project Costs Annex IV-2: Project Implementation Schedule Annex IV-3: Key Indicators for Supervision Annex IV-4: Forecast of Disbursements V. BENEFITS AND JUSTIFICATION .................... 62 Benefits .............................................. 62 Risks .............................................. 63 VI. AGREEMENTS REACHED AND RECOMMENDATION ................ 64 Related Documents and Data available in the Project File. 65 MAP: IBRD 12260 REPUBLIC OF BURUNDI BASIC DATA General (1975) Area 27,834 km2 Population 3.7 million GNP per capita US$100 equivalent Adult literacy rate (estimated) 10% Education (1974-1975 school year) Enrollment in primary schools (Grades 1-6) 130,000 - as % of 6-11 age group 21% Enrollment in secondary schools (Grades 7-13) 13,600 - as % of 12-18 age group 2.5% Enrollment in the University of Burundi 1,000 - as % of 19-22 age group 0.5% Education Finance (1974) Recurrent expenditures of the Ministry of National Education FBu 603 million - as % of total government recurrent expen- ditures 21% Government recurrent expenditures on educa- tion and training FBu 633 million - as % of total government recurrent expenditures 22% Total national expenditures on education and training as a % of GNP 3%  GLOSSARY Arrondissement District. Burundi is divided into 18 districts. BER Bureau d'Education Rurale - Rural Education Bureau. The semiautonomous department of the Ministry of National Education responsible for implementing the reform of primary education. BES Bureau d'Enseignement Secondaire - Secondary Education 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. CFP Centre de Formation Polyvalente - Multipurpose Learning Center. A six-classroom primary school with facilities for practical studies and community training activities. 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. 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. D6, 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. Licence Upper university degree given at the end of four to six years of studies. MINEDUC Ministere de l'Education Nationale - 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 Univer- sity of Burundi. UPRONA Unite et Progres National - Unity and National Progress. The political party of Burundi. BURUNDI APPRAISAL OF AN EDUCATION PROJECT SUMMARY AND CONCLUSIONS The Education Sector 1. Formal education was introduced to Burundi early this century by Christian missionaries who in 1925 were entrusted by the colonial administra- tion with organizing primary education throughout the country. Institutions of secondary education were established much later, and higher education has been an achievement mainly of the days since Independence (1962). Although the Government's standard curricula have been introduced at the primary and secondary levels, missionary groups remain the legal owners of the majority of educational institutions at these levels, and the Government has found it difficult to introduce new curricula which give more emphasis to the social and physical realities of Burundi. 2. Until 1973, the recommended language of instruction throughout the system was French, although the use of that language was never very successful at the primary level because most primary teachers did not themselves have a thorough knowledge of the language. The primary curriculum emphasized French and mathematics and was principally a preparation for secondary school, although only about 5% of primary-school leavers could hope to find a place in secondary school. The primary curriculum thus succeeded only in alienating the remaining 95% from their rural environment, although they could not expect to find jobs except in agriculture. Similar problems existed at the secondary and higher levels. 3. The growth of education since Independence has been severely limited by financial constraints. The Government itself allocates 22% of its total recurrent budget to education, and over one half of the education budget is for primary education; these percentages cannot realistically be increased a great deal. For this reason, foreign assistance has been financing a large part of the cost of education. In 1974, over half of the total recurrent expenditures on education and training were contributed by bilateral and multilateral aid agencies. Yet education has never reached a very large percentage of the population. Even in the school year 1975-1976, enrollments at the primary level were estimated to comprise only about 21% of the notional age group; at the secondary and higher levels, they comprised only 2.5% and 0.5%, respectively. Burundi's education system thus suffers from serious deficiencies in both qualitative and quantitative terms. 4. To improve Burundi's education system, the Government began in 1969, with UNESCO help, the elaboration of a major reform. In 1973, with UNICEF financing and UNESCO technical assistance, a draft reform was presented and, after minor changes, accepted by the Government for immediate implementation. The reform's main elements are - ii - (i) the "ruralization" of primary education, in view of the fact that more than 90% of all primary-school leavers will have to make a living in agriculture. The primary-school curriculum is being given greater agricultural content and orientation, to reflect better the social and physical environment of Burundi. New importance is being given to school gardens, and in the higher grades (5 and 6), agricultural subjects will be complemented with elementary skill training related to agriculture (e.g. tool repair- ing, basket making, and rudimentary home economics); (ii) the "Kirundization" of primary education, with Kirundi, the national language, replacing French as the official medium of instruction; (iii) the gradual transformation of primary schools into com- munity schools with facilities and opportunities for adult education and civic activities; (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 educa- tion in order to make it more relevant to the needs and realities of Burundi; and (vi) the consolidation of the National University of Burundi in order to avoid duplication and competition among the three higher-level institutions formerly existing. The central part of the reform is related to primary education, to which the proposed project is directed. 5. In educational terms, the reform to date has been successful. Re- sults have shown that children learn faster and more effectively when taught in their native language; teaching is easier as well. The ruralization is visible in the well-maintained school gardens which exist throughout the country. These gardens have become important outdoor classrooms where rela- tions between theory and the physical environment of the region can easily be established. Curriculum development is well advanced, and several grades have received their first supply of textbooks and other learning aids. Teachers likewise have received the first edition of teaching aids. 6. Yet, several critical constraints have become apparent which threaten to hinder the continued progress of the reform. Given the present low level of enrollments and the rapid growth of population, even if the primary intake were increased by 5% per year, it would be possible to reach an enrollment ratio of only about 60% by the end of this century. Financial projections indicate that the Government would be able to absorb the growth - iii - in recurrent costs related to such an expansion but that it would be dif- ficult to find the resources to build the corresponding number of pupil places with even the most austere standards. The Government is aware of these limitations and 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 educational process, namely automatic promotion and double-shifts. Automatic promotion would reduce the drop-out and repeater rates and the resulting wastage. Double-shifts, 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 practices. In any case unless economic conditions improve drastically, Burundi will have to be content with the level of educa- tional 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. 7. In addition to the lack of primary places, facilities for the teaching of the practical subjects foreseen by the reform do not yet exist. Rural practical subjects will have to be taught in temporary facilities or even in the open air when first introduced, but such precarious arrangements are not feasible on a permanent basis, nor are they suitable for adult-educa- tion activities. Likewise, primary-teacher training does not include training in the teaching of rural practical subjects and in the organization of adult classes and community activities, nor does a specialized facility for the training of teachers in the teaching of practical subjects yet exist. 8. The implementation of the primary reform and the supervision of the primary system has been entrusted to the Rural Education Bureau (Bureau d'Education Rurale), a semi-autonomous department within the Directorate for Primary Education and Teacher Training of the Ministry of National Education. Its main task is to reshape the primary curriculum and to prepare teachers for the effective application of the new curriculum. In spite of a serious lack of qualified personnel, curriculum development is progressing according to plan, but limited printing and distribution capacity is hampering the timely introduction of the reform throughout the country. In an attempt to make up for delays, most learning aids are distributed prior to adequate testing in pilot classes. 9. Another complication stems from the existing pattern of primary- school placement. Historically, primary schools have been opened first with- in and subsequently near mission stations. This has led to an unbalanced distribution which has not permitted equal access to primary schooling through- out the country and has created a wide range in the quality of instruction. As a rule, central schools (within missions) have better facilities, equip- ment, and teachers than the branch schools which were set up through self-help arrangements in more remote areas. Over time, these distributional short- comings can be overcome through the proper location of additional schools. - iv - The Project 10. The proposed project was identified by a Bank mission which visited Burundi in July 1975 and prepared by the Government with the assistance of a UNESCO team in November/December 1975. The project was appraised by a Bank mission in February/March 1976. Negotiations were held in Washington from November 29 through December 3, 1976. The delegation from Burundi was led by Mr. Atale Ntahobari, Counselor to the Minister of National Education and director-designate of the Project Unit which has been established for the proposed project. 11. The proposed project would assist the Government in continuing and consolidating the reform of primary education as well as in increasing the Government's control over the primary system. The project is designed to address the problems outlined in paras. 6-7, so that its impact would be both qualitative and quantitative. 12. The project would: (i) substantially expand the number of places in primary education as well as improve equity in access to educational oppor- tunities; (ii) provide important technical and material assistance to the Rural Education Bureau as the main institutional force behind the reform; (iii) assist in enlarging the production and distribution capacity of the Rural Education Bureau's textbook-printing unit; and (iv) enable the Govern- ment to undertake the training of teachers in practical subjects related to agriculture. More specifically, the project would include: (a) the construction and equipping of 100 multipurpose learning centers (Centres de Formation Polyvalente); (b) the expansion of the printing capacity of the Rural Education Bureau's textbook-production unit; the provision of equipment, vehicles, and 250 tons of paper for the unit; and the provision of simple storage facilities (lockers) for about 400 existing primary schools; (c) the construction and equipping of facilities for the training of teachers in the teaching of practical subjects; (d) technical assistance, including (i) specialists' services for the Rural Education Bureau (15 man-years); (ii) specialists' services for project implementation (8 man-years); and (iii) fellowships for staff develop- ment at the Rural Education Bureau (7.5 man-years); and (e) operating expenses for project administration. Detailed Features 13. The 100 Multipurpose Learning Centers would provide 27,000 new pupil places representing an increase of 21% over the primary capacity existing in 1974-75. Additional Government investment in primary education as well as - v - self-help schemes organized by Burundi's political party, UPRONA (Unite et Progres National - Unity and National Progress) and by the various missions will continue to add further capacity at a more moderate rate. The new Centers would be located in accordance with criteria which would favor those areas which at present are least well provided in terms of educational oppor- tunities (Section 3.06(a) of the draft Development Credit Agreement). The choice of locations has already begun, according to a two-step process. Under the first step, the Government and the Association have already agreed on the allocation of 89 of the 100 Centers among 17 of Burundi's 18 districts (all except Bujumbura, the district containing the capital). This allocation was made on the basis of three different goals which the Centers are intended to achieve, namely, to provide a demonstration effect, to reach the most popula- ted areas, and to favor the educationally least well provided districts. The remaining 11 Centers will be allocated within a year from the signing of the Credit Agreement on the basis of the latest statistics and the need for schools for agricultural or rural development projects. Under the second step of the location process, the Centers allocated to each district will be located in areas within that district which do not as yet have primary schools, but which have school-age populations of sufficient size and density to fill a primary school. The Government has already chosen 41 such locations in five districts, and has agreed to select the remaining 59 locations by December 31, 1977 (Section 3.06(b) of the draft Development Credit Agreement). 14. The Centers would provide 4,500 places for the teaching of agricul- tural and related rural practical skills, which now are taught in only a few mission schools and without a satisfactorily systematic approach. The teach- ing of practical subjects is intended to complement the ruralization of primary education. These facilities, once established, would require only limited capital outlays (sets of simple tools, cooking implements, etc.), and recurrent expenditures (for wood, leather, etc.) could be kept to a minimum. In order to assure an optimal utilization of these facilities, neighboring schools would be invited to share them, and adult education programs would be organized during free periods and school vacations. 15. High teacher turnover at remote schools is a major cause of the poor quality of teaching at many such schools. Since most of the new Centers would be built in remote rural areas, the project would provide an average of two staff houses per school in order to attract and retain qualified teachers and to ensure the presence at the school at all times of at least one teacher to serve as custodian of the facilities and at least one teacher to serve as coordinator of adult education activities. 16. The proposed project would provide vital assistance to the textbook- production unit of the Rural Education Bureau. The annual requirements for first-grade textbooks are, at present, on the order of 40,000 copies. Some 170,000 textbooks per annum are required for all primary grades, and teachers now require about 2,200 teacher guides per annum. These quantities will increase over the coming years; therefore, an additional offset press, other equipment for the finishing of textbooks, and a modest expansion of the printing unit's existing building are essential. An initial supply of 250 - vi - tons of paper would ensure the production of necessary textbooks for a five- year period. In addition, about 400 of the least well equipped primary schools (of the 570 existing schools) would receive simple but solid lockers for storage of the new textbooks, teacher guides, and other teaching aids. Six additional vehicles for the Rural Education Bureau would ensure the timely and general distribution of all materials produced as well as regular super- vision and in-service training of teachers. Since the present budget of the Rural Education Bureau has no allocation for the operating costs of these new vehicles, the Government has agreed that beginning in 1977 the Rural Education Bureau's budget will be increased to reach at least FBu 15 million per annum (Section 4.02(b) of the draft Development Credit Agreement), the minimum necessary for its efficient operation. 17. The center for the training of teachers in the teaching of practical subjects within the Higher Teacher-Training School for Boys at Gitega would be used in the beginning for the in-service training of teacher trainers and for the training of a first group of teachers in the teaching of the new rural practical subjects. Later, the center would be used for the retraining of all teachers in the teaching of these subjects. Following curriculum changes in the teacher-training course, it is expected that all teacher-training institu- tions will provide preparation for the teaching of practical subjects, and the Government has provided the Association with a program for such training. 18. Burundi lacks the highly specialized manpower needed to implement the reform. For this reason, the proposed project includes substantial technical assistance to the Rural Education Bureau, including curriculum, production, and evaluation specialists (15 man-years) needed to expedite the implementation of the reform, and 7.5 man-years of fellowships for in-service training of local staff of the Rural Education Bureau in African countries where reforms similar to those in Burundi are being implemented. The project would also include financial assistance to hire an accountant (5 man-years) and a procurement specialist (3 man-years), both to be recruited interna- tionally. The Government has agreed that all technical-assistance specialists would be selected and appointed on the basis of terms and conditions satis- factory to the Association (Section 3.05 of the draft Development Credit Agreement). Project Cost and Financing 19. The total cost of the project is estimated at US$11.7 million equivalent, net of taxes and duties estimated at about US$0.8 million. The foreign-exchange component is estimated at US$8.75 million equivalent, or 75% of the total project cost net of taxes. The proposed Credit of US$10.0 million would meet 85% of the total project cost net of taxes and duties, including $1.25 million equivalent of local cost. As explained in Part I, local cost financing is justified by Burundi's poverty. Project costs and the financial plan are summarized below: - vii - BURUNDI EDUCATION PROJECT ESTIMATED COST PER PROJECT ITEM % of Total % of FBu (millions) US$ (millions) Basic Foreign Project Item Local Foreign Total Local Foreign Total Cost Exchange A. Multipurpose Learning Centers (Centres de formation polyvalente - CFPs) 194.40 376.20 570.60 2.16 4.18 6.34 73.4 66 B. Rural Education Bureau (Bureau d'education rurale - BER) 2.70 47.70 50.40 0.03 0.53 0.56 6.5 95 C. Extension to Teacher- Training College 2.70 5.40 8.10 0.03 0.06 0.09 1.0 67 D. Equipment and Furniture for Project Unit 0.90 1.80 2.70 0.01 0.02 0.03 0.3 67 Sub-Total 200.70 431.10 631.80 2.23 4.79 7.02 E. Technical Assistance 25.20 99.00 124.20 0.28 1.10 1.38 16.0 80 F. Project Administration 8.10 13.50 21.60 0.09 0.15 0.24 2.8 62 (excluding Technical Assistance) Total Base Cost (A-F) 234.00 543.60 777.60 2.60 6.04 8.64 100.0 (October 1976) C. Con'tigencies Physical Increases (8%) 19.00 43.20 62.20 0.21 0.48 0.69- Price Increases (37%) 85.50 200.70 286.20 0.95 2.23 3.18 Sub-Total (C) 104.50 243.90 348.40 1.16 2.71 3.87 Total Project Cost 338.50 787.50 1,126.00 3.76 8.75 12.51 (inciuding taxes) - viii- (US$ Millions) Government IDA of Burundi Credit Total 1. Civil Works 0.83 4.73 5.56 2. Furniture and Instruc- tional Equipment 0.10 0.84 0.94 3. Printing Equipment, Paper, Vehicles - 0.52 0.52 4. Technical Assistance 0.06 1.32 1.38 5. Project Administration (excluding Technical Assistance) 0.06 0.18 0.24 6. Contingencies 1.46 2.41 3.87 Total 2.51 10.00 12.51 of which Taxes 0.75 - 0.75 The Government has provided satisfactory financial projections showing how it will meet its share of the capital expenditures for the proposed project. As to the capacity of the Government to provide the recurrent costs for the proposed expansion of the sector promoted by the project, projections up to 1985 show that on the basis of an expected GDP growth rate of about 3.5 percent p.a. the recurrent cost of education would not exceed 25 percent of the government's budget. This proportion is similar to that prevailing in other African countries at the same level of development. 20. Construction cost estimates are based on simple standards with maxi- mum use of local materials. Space allocations in the Centers and the staff houses would be the minimum acceptable for accomplishing the educatianal ob- jectives. The unit construction cost for the Centers is about $80/m equiva- lent, which compares favorably with the median value of unit casts for similar schools in other Bank Group-financed projects which was $138/m equivalent in 1974-1975. Appropriate maintenance procedures for all buildings to be built under the project would be developped (paragraph 3(i) of Schedule 4 to the draft Development Credit Agreement). Project Implementation 21. The project should be implemented in about six years with a proposed Closing Date of March 31, 1983. A Project Unit, which has been established in the Ministry of National Education, would be responsible for the implementation and financial and administrative control of the project and for liaison with the Association (Section 3.02(a) of the draft Development Credit Agreement). The Unit would comprise a director, an assistant director (architect), a procurement officer, an accountant, and adequate supporting - ix - staff, including two construction supervisors. The director and assistant director have been nominated and must be formally appointed as a condition of Credit effectiveness (Section 6.01(b) of the draft Development Credit Agree- ment). The director is a senior official of the Ministry of National Educa- tion; the assistant director (architect) will be provided and financed by the Kingdom of Belgium under its bilateral assistance program to Burundi. The Government has agreed that the procurement officer and accountant will be appointed not later than June 30, 1977 (Section 3.02(b) of the draft Develop- ment Credit Agreement). The director, assistant director, procurement officer, and accountant would all be appointed on a full-time basis and on the basis of terms and conditions satisfactory to the Association (Sections 3.02, 3.04 and 3.05 and Schedule 4 to the draft Development Credit Agreement). Within three months of the Closing Date of the project, the Project Unit would prepare and send to the Association a report with a preliminary assessment of the project's operational results and benefits, and of the lessons learned during implementa- tion (Section 4.04 of the draft Development Credit Agreement). 22. It is unlikely that private building firms would be interested in undertaking the construction of many of the Centers due to their small size and dispersed locations. In those parts of the country where the mission stations are equipped to undertake an additional construction program, the most economic and efficient method of construction would be by negotiated contract with these stations, which continue to construct the majority of schools, churches, and dispensaries in the interior. The mission stations would be supervised in this work by the Project Unit. Contracts acceptable to the Association would be negotiated between the Government and the mis- sions to build the Centers in those parts of the country where the missions are willing and able to undertake construction. Small local construction firms would build the remaining Centers as well as the teacher-training facilities and the extension to the textbook-printing unit. Procurement 23. Contracts would be awarded as follows: (i) The 100 Centers (US$5.6 million equivalent) would be constructed either on the basis of negotiated contracts between the Government and parties acceptable to the Association, or on the basis of competitive bidding advertised locally and in accordance with local procedures satisfactory to the Association; (ii) contracts for the extensions to the Teacher-Training School (US$75,000 equivalent) and to the textbook-production unit (US$65,000 equivalent), as well as contracts for furniture, equipment, and vehicles costing less than US$50,000 equivalent each would be awarded on the basis of competitive bidding advertised locally and in accordance with local procedures satisfactory to the Association; and (iii) contracts for furniture, equipment and vehicles costing more than US$50,000 equivalent each would be awarded on the basis of international competitive bidding in accordance with the Bank Group's guidelines for procurement. 24. Standardized sketch designs, draft tender documents, and master lists of furniture, equipment, vehicles, and paper, indicating proposed - x - grouping for tender, would be reviewed by the Association. Items would be grouped to the extent practicable to encourage competitive bidding and to permit bulk procurement. Review of tender evaluation documents by the Asso- ciation prior to award would be required only for contracts above US$50,000 equivalent for equipment, furniture, vehicles, and paper. Domestic manufac- turers of furniture and equipment would be allowed a preference of 15% or the existing rate of import duties, whichever is lower, over the c.i.f. price of competing foreign suppliers. Disbursements 25. Disbursements would be on the basis of (a) 85% of total expenditures for civil works; (b) 100% of foreign expenditures for imported construction materials, furniture, instructional equipment, printing equipment, paper, and vehicles; or 85% of local expenditures, if procured locally; (c) 100% of foreign expenditures and 80% of local expenditures for technical assistance; and (d) 75% of total expenditures for salaries and operating costs of the Project Unit. All disbursements would be fully documented except those for project administration. Disbursements for project administration would be made against a certificate of expenditure, documentation of which would not be submitted for review but would be retained by the Borrower and would be available for inspection by the Association in the course of project supervi- sion. Auditing would be required on an annual basis for expenditures incurred by the Project Unit for project administration. Any funds remaining upon completion of the project would be used for project-related items subject to agreement between the Government and the Association. Retroactive financing in an amount not exceeding US$200,000 equivalent is recommended for expendi- tures incurred by the Project Unit after August 1, 1976, for project preparation. 26. A revolving fund would be established within the Project Unit, with an initial contribution of US$100,000 equivalent from the Government, from which the Project Unit will procure those materials, services, and mobilization advances which would not be disbursed by the Association directly. The Government would seek reimbursement from the Association for expenditures incurred, following normal procedures, with the Government maintaining the fund at about US$100,000 equivalent throughout the project implementation period. The establishment of the revolving fund is a condition of effectiveness of the Credit Agreement (Sections 3.03 and 6.01(a) of the draft Development Credit Agreement). Benefits and Risks 27. Productivity at the level of individual small-holdings should increase significantly if a larger proportion of Burundi's population achieves basic literacy and numeracy and learns improved agricultural techniques. In recognition of this fact, the Government has introduced an education reform of major proportions. The proposed project would provide critical material and technical assistance to this reform, thus helping to improve the quality of primary education and increasing its relevance to the country's development needs, as well as providing a substantial quantitative increase in the number of primary places and helping to augment the Government's control over the - xi - sector. In addition, the proposed project would aid institution building within the Ministry of National Education in the areas of curriculum develop- ment, teacher upgrading, evaluation, textbook production and school design. All primary-school children in the country would benefit from the project through the provision of textbooks; moreover, as a result of the proposed project's siting procedures, the expansion of the capacity of primary education by about 20% would benefit particularly the educationally least favored of Burundi's children, namely, those who live in rural areas where per capita incomes are estimated to be only about US$40 equivalent. 28. The principal risks are those of implementation. Arrangements made to reduce these risks include (a) a tight supervision schedule; (b) a conser- vative six-year implementation period; (c) the use of the already existing apparatus of the missionaries for a large part of the construction in the rural areas; and (d) technical assistance. Another risk is whether or not the Rural Education Bureau will be able effectively to continue its work in the expansion and generalization of the reform of primary education; should the Rural Education Bureau not be able to carry out its functions, the effect of the Centers would be merely quantitative (limited to the provision of primary-school places). The substantial material and technical assistance to the Rural Education Bureau is designed to minimize this risk. Agreements Reached and Recommendation 29. Agreement was reached with the Government on the following principal points: (a) studies on automatic promotion and double-shifting procedures; (b) locations for the Centers; (c) budgetary appropriations for the Rural Education Bureau; (d) selection and appointment of specialists and of other staff; and (e) duties and responsibilities of the Project Unit. 30. Prior to credit effectiveness, the Government should provide the Association with the following: (a) evidence of the establishment of a US$100,000 equivalent revolving fund for the Project Unit; and (b) evidence of the formal appointment of the Project Unit's director and assistant director. 31. Retroactive reimbursement in an amount not exceeding US$200,000 equivalent is recommended for expenditures incurred after August 1, 1976, for operating expenses of the Project Unit. 32. Subject to these conditions, the proposed project is recommended for an IDA Credit of US$10.0 million equivalent.  I. ECONOMIC DEVELOPMENT AND HUMAN RESOURCES Geographic and Socio-Economic Situation 1.01 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 population 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 and also because of widespread illiteracy and the consequent unawareness of the tech- niques and benefits of diversification. 1.02 Economically, Burundi is one of the poorest of the least-developed countries; per capita income was less than US$100 equivalent in 1974. 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. 1.03 In Burundi, there are two principal ethnic groups, the Tutsis and the Hutus, of different historico-geographic origins, who, in spite of cen- turies 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 migra- tion 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 will cause increasing pressure on the la d in a country where population density is already relatively high (142 per km ). The high birth rate will also contri- bute 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. Only about 21% of the children of notional age, how- ever, are able to attend primary schools; the task facing the Government in the expansion of primary education is therefore enormous. - 2- Development Trends 1.04 Over the period 1970-1974, GDP is estimated to have grown at an average annual rate of only 2%, and since most of the growth was in the modern sector, rural incomes probably remained unchanged or even fell. Food production is estimated 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 fluctua- tions 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. 1.05 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. 1.06 The recent discovery of nickel deposits could, in the long run, improve these pessimistic growth prospects, but feasibility studies are incomplete and no investment decisions have yet been taken. It has been estimated that an initial capital investment of about US$800 million 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. Until 1985, then, GDP can be expected to grow by no more than 3.5% per annum. Manpower Requirements 1.07 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 entails 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 most favorable assumptions, not more than 500 new jobs per year will be created in industry over the next -3- five years; 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, since only limited opportunities exist for replacing expatriates in industry and commerce. The expansion of employment in the modern sector thus 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 augmenta- tion is dependent upon the development of the agricultural sector. 1.08 At present, Burundi has 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 (para. 2.13), mainly because the difficulties of life in rural areas are not conducive to attracting students into pre- service 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. Tu addition to the 21% of the primary-age population which attend primary school, another 45-50% participate in catechism centers operated by mission stations (para. 2.07), but since only two 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. 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. 1.09 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. Crop diversifica- tion and higher levels of productivity depend on modern inputs; they also depend on higher literacy rates and skill levels among the rural population. The development of Burundi's education system is therefore indispensable if the country is to achieve further development. Since the educational task to be accomplished is a long-term one, it must be undertaken as soon as possible. -4- II. THE EDUCATION SECTOR Background 2.01 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 extended 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. 2.02 At present, the Ministry of National Education (Ministere de l'Education Nationale - MINEDUC) supervises and coordinates almost all edu- cational activities, including agricultural and vocational 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 prescribed curricula. 2.03 In 1973, after considerable preparation and with UNESCO assistance, an education reform was introduced in an effort to make the education system more responsive to the country's development needs. This reform, the main element of which relates to primary education, is discussed in paras. 2.18- 2.26. The proposed project has been developed in support of this reform. The Education System 2.04 The full primary course consists of six years, beginning at age six. Some 20% of all primary pupils, however, are either under- or overaged, and the de facto age distribution is between 5 and 17 years. Attempts by the - 5 - 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. It is estimated that about 145,000 children were regularly attending primary schools in the school year 1975-1976. With 4,154 primary teachers under contract, the pupil-teacher ratio was 35:1. Excluding those teachers entirely occupied with administrative functions, the effective pupil-teacher ratio was 38:1 (Annex II-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%. 2.05 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 notional age group in 1969/70 (Annex 11-2). 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 2.07), which ultimately did not qualify as official primary schools, were included in primary-school enroll- ment 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 incomplete primary schools. This policy replaced the Government'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 technical and 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, adding new schools, and implementing the proposed project, of which the main component would be 100 new complete primary schools. -6- PRIMARY ENROLLMENTS BY GRADE (selected years) GRADE 1969/70 1972/73 1973/74 1974/75 1st 48,940 27,768 25,363 27,098 2nd 38,987 25,761 22,695 22,082 3rd 32,852 24,989 23,686 22,819 4th 23,931 20,947 20,394 20,723 5th 19,966 17,633 18,248 19,546 6th 13,961 14,060 16,338 17,780 7th 5,769 5,814 - - TOTAL 184,406 136,972 126,724 130,048 SOURCE: Ministry of National Education. 2.06 In the school year 1975-1976, 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 settlements; 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 to 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 generally lower than that at central schools, and at many branch schools the upper grades have not yet been opened. However, Government efforts to upgrade branch schools in order to enable them to offer the full primary course have been generally successful and are continuing. - 7 - 2.07 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 the informal (rather than nonformal) nature of the movement and the irregular schedule of instruc- tion does not provide participants with permanent functional literacy and numeracy. 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 financial or educational responsi- bilities than the minimum being provided at present. Furthermore, there is little uniformity in the catechism centers' physical facilities and peda- gogical approach and no cooperation between centers 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 underqualified teachers whose up- grading would be extremely time-consuming and expensive. Finally, the Govern- ment is determined to become less dependent on the churches as regards primary education. 2.08 Secondary education is free and composed of a common basic level (tronc commun) of three years and an upper level of four years, divided into two cycles (paliers) of two years each. Enrollments in secondary education totalled about 13,600 students in the school year 1975-1976. Admission to the secondary level depends on a pupil's ranking in a nationwide selection exami- nation (concours) taken after completion of the primary course. For boys, a 50% score in the concours is the minimum entry requirement; the minimum for girls is 40%. Lower requirements for girls were introduced in 1966 in order to increase secondary-education opportunities for them. In 1975/76, about 17,500 grade-six primary pupils competed for some 2,500 student places at the secondary level, resulting in a transition rate of about 14%. In the school year 1975-1976 there were 12 complete general (literary and scientific) secondary schools with about 4,800 students (25% of whom were girls). Sixteen institutions with about 2,500 students (32% of whom were girls) offered only the common basic level (tronc commun). In addition, there were nine complete teacher-training schools with 3,100 students (31% of whom were girls), ten lower teacher-training schools with 2,200 students (54% of whom were girls), and 12 secondary schools offering technical, health, agricultural, or social- worker courses with a total of about 1,000 students (only 7% of whom were - 8 - girls). In all secondary 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 teaching personnel provided by the missions and bilateral and.multilateral aid agencies. In teacher-training schools the ratio is 16:1, in the general secondary courses about 20:1, and in technical schools only about 8:1. However, since 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 secondary teachers are qualified to teach at their level; most of the others are trained teachers, but under- qualified for the level they are teaching. The rapid increase of enrollments in the Institute of Education at the University of Burundi 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. 2.09 In the school year 1975-1976, Government-operated schools repre- sented 27% of general secondary enrollments, with 40% in subsidized schools and 33% in private schools. Productivity at the secondary level remains low: only about 40% of general secondary school entrants reach the last grade of the full secondary cycle. 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. 2.10 Primary-teacher training 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 education after completion of the primary course). Nine higher-level teacher-training schools (Ecoles Ncrmales - EN) prepare students for certification as full primary teachers (D6s or D7s). EMP enroll- ments in the school year 1975-1976 totalled 2,180 students. The 1976 intake is estimated to have been 10-15% higher than that of 1975 because of ever- increasing social demand for secondary education and limited employment opportunities in other sectors. EN enrollments in the school year 1975-1976 - 9 - were 3,100. The 1976 intake is also estimated to have been 10-15% higher than that of 1975. Since the D7 qualification provides access to higher education, most graduates hope to proceed to higher studies or, because of the lack of qualified teaching staff at the level, teach lower secondary classes (tronc commun in particular) instead of primary classes. In the school year 1975- 1976, there were only 136 teachers (3.3% of the total) with D6 or D7 quali- fications in the primary system, acting mainly as directors of central schools and doing little or no teaching at all. There is, however, a rapidly increas- ing number of D7 teachers available for the primary level, partly because an ever-increasing number of secondary teachers is freeing the D7s now teaching at the 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. The output of EMPs and ENs in quantitative terms is satisfactory and sufficient to sustain the Government's program of gradually replacing those teachers with unsatisfactory qualifications, of adding upper classes to incomplete branch schools, and of expanding the primary system in general. In the school year 1975-1976, about 56% of all primary teachers are qualified teachers (D4 and above). The quality of D4 primary teachers is not yet fully satisfactory but is improving. Before the reform, limited active knowledge of French prevented many from making full use of existing teaching aids and from communicating effectively in class. Even since the introduction of the reform, teacher guides continue to be written in French and teachers are reluctant to familiarize themselves with the new syllabi. Classroom teaching has greatly improved with the "Kirundization" of primary education (para. 2.18), however. In the school year 1975-1976, some 42% of all primary teachers and 47% of the D4 teachers were women. - 10 - 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. 2.11 Primary-teacher training, in spite of the reform, follows an aca- demic pattern. New concepts such as the "ruralization" of the primary curri- culum are not yet included in the teacher-training program, and therefore new teachers have to participate in reorientation training (recyclage). 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 implementation of a new teacher-training program. Even though the MINEDUC has supervisory power over all educational institutions in the country, group interests 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 institutions 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. Teacher-training schools show a far better progression rate than other secondary specializations (57% as compared to only 40% in general secondary education), and about 78% of - 11 - all D4 graduates and 50% of all D7s have started teaching. There is evidence that these percentages are increasing; however, after the replacement of unqualified teachers and the consolidation of primary enrollment growth, the risk exists that there will be substantial overproduction of both categories of primary teachers as a result of distortions introduced by the rigid "professionalization" of secondary education. 2.12 Secondary 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 1975-1976, enrollments numbered about 300, although capacity was con- siderably higher. Admission to higher teacher training, formerly regulated 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 secondary cycle. Of the teacher trainers, 60% are expatriates supplied under foreign assistance agreements, mainly with Switzerland, France, and Belgium. 2.13 Agricultural education is primarily the responsibility of the Ministry of Agriculture, but the MINEDUC pays the salaries of the general- subjects 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 techni- cians in four-year courses at the upper secondary level. The Institute is housed in excellent facilities which are not fully utilized and partly oc- cupied by another secondary school of paramedical specialization. Over the ten years of its existence, the Institute has only produced 88 graduates, all of whom found employment within the Ministry of Agriculture, mostly as exten- sion 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. At the lower level, the Vocational School of Agriculture (Ecole Professionnelle Agricole - EPA) at Karuzi trains agricultural field assistants. Practical training, vital at this level, is almost nonexistent, however. While generally able to communi- cate 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 Train- ing Center in Rutegama (Centre de Formation Acceleree de Rutegama - CFR) forms farm demonstrators. - 12 - ENROLLMENTS IN AGRICULTURAL TRAINING INSTITUTIONS 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 25 24 30 at Rutegama (CFR) SOURCE: Ministry of Agriculture. 2.14 Technical and vocational education is offered in 11 schools of different levels; the most important is the Technical Secondary 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 certifi- cate or technician's diploma, respectively (the latter allowing access to higher technical education), are conducted in electrical technology, elec- tronics, electromechanics, general mechanics, automobile mechanics, and construction. The other vocational schools have less comprehensive programs, and their efficiency and productivity remains doubtful. Introduced by missionary institutions, technical education in Burundi is heavily dependent on expatriate 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 specialized courses do not find the minimum enrollments necessary for economic operation. The quality of graduates is very critically evaluated by experienced employers who train, mostly on the job, their own specialized labor; this alternate source of supply reduces the already very limited job opportunities for graduates of secondary vocational training institutions. - 13 - ENROLLMENTS IN SECONDARY TECHNICAL EDUCATION BY TYPE OF TRAINING 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. 2.15 Paramedical education is organized and carried out in a fashion similar to that for agricultural education. In the lower cycle (four years following completion of the primary course), health assistants and assistant nurses are trained. The upper cycle (an additional three years) leads to the qualification of medical technician or nurse. 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, should be able to supply the manpower needed. 2.16 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. 2.12) 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 and human sciences 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%, respec- tively, achieved their targeted degree (candidature - lower academic degree). - 14 - The validity of the comparison, however, remains weak, since no analysis of examination requirements has been made. At present, there are seven interdis- ciplinary 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 Agriculture. Most of the Insti- tutes offer four-year courses. The highest degree conferred so far is the licence (after four to six years of study). University institutes are each headed by a Dean, and the whole university is supervised by a Rector. The university disposes of adequate and modern facilities, including boarding for students, and continues to receive substantial assistance from a multitude of private, bilateral, and multilateral aid agencies. Most of the professors are expatriates, made available under technical-assistance arrangements. 2.17 Other than the catechism centers (para. 2.07), 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 centers are often dormant for long periods for the same reason. With very few excep- tions, the centers are ill-equipped or have no adequate permanent accommoda- tion. The total number of participants during 1975 was 6,150. 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 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 increase school radio's air time to four 30-minute programs per week in the future and to offer a more diversified program. A radio program for teachers has been broadcast since early 1975 and will be expanded. It focusses on inservice 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, the concept of the community school featured by the reform will open primary schools 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 Govern- ment, however, is not in a position to present a comprehensive adult-education plan before the reform of the formal system is consolidated. The Education Reform 2.18 The education reform was introduced in 1973 after several years of UNESCO-assisted preparation. Its main elements are: - 15 - (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 instruction 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 addition, 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. (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. 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 (Bureau d'Enseignement Secondaire - BES), was established 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. 2.16). 2.19 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 Education 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 training and retraining; rural curriculum development; production of teaching and learning aids; and evaluation) (Annex 11-3), each containing several specialized working groups (ateliers) for implementing the most important items of the reform. At present, the BER has a total staff of 70 persons, including 25 expatriates sponsored by bilateral and multilateral development agencies. - 16 - 2.20 One of the main tasks of the BER is to elaborate the new curriculum in Kirundi. Since over 95% of the population was living in rural areas out- side 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 two years of prac- tice demonstrate that the Kirundization is successful in spite of some minor shortcomings. Children appear to be learning all subjects, including arith- metic and environmental studies, 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 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. 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 already produced for selected subjects and are already in use in grades one through four. 2.21 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 percep- tions of the child like "the home," "the animals," "the country around us," "the human body," etc., and advancing with the years, through the full primary course, to more sophisticated analysis 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 of the utilization of these new materials in classes are very encouraging. 2.22 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. Unfortunately, thefts of crops are frequent and during vacations school gardens do not always get proper care. The proceeds of the school garden are adminstered 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. 2.23 The reorganization of teacher in-service training is another im- portant 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 determined by the quality and motivation of the instructors, and much in- formation is lost as it is transmitted down the line. - 17 - 2.24 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 documents. Assisted initially by UNICEF, the work of this unit has been impressive, in spite of the fact that it has always been hampered by the lack of materials, transport, and equipment, but it cannot continue to function indefinitely under present conditions. 2.25 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. 2.26 The first task of the Secondary Education Bureau will be to undertake 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 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 six: general humanities, general science, primary-teacher training, technical education, agricultural education, and paramedical education (Annex 11-4). 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 ex- pected to offset the reduction of French language training at the primary level. Education and Equity 2.27 Historically, schools were built within or near mission stations and not necessarily in relation to population settlements. Today, therefore, two children from two neighboring hills may have very different chances of obtaining a place in a primary school, especially if topological conditions add further obstacles to school accessibility, as frequently is the case. Compared with those of other countries of Eastern and Southern Africa, Burundi's distribu- tion of primary-school facilities and enrollments among districts is one of - 18 - the most uneven. For comparison, the Gini coefficients 1/ of a selected group of countries are as follows: Burundi Botswana Kenya Ethiopia Tanzania 0.23 0.13 0.11 0.27 0.14 The district Representation Indices (RI) 2/ for Burundi show the expected variations in classroom availability between urban and rural districts as well as significant variations among certain better and less well provided rural districts (Annex 11-5). I/ A measure of inequality ranging from 0.00 (perfect equality: each district has its proportionate share of school places) to 1.00 (perfect inequality: one district contains all school places). 2/ The RI 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. EDUCATION PROJECT DIFFERENCES AMONG REGIONS IN TERMS OF ACCESS TO, RETENTION AT, AND PERFORMANCE IN PRIMARY SCHOOLS Candidates Classroomsl/ Pyramid for Final Success on Districts Population (Grades 1-6) Ratio 3/ Examination Examination % % R.I.2/ % R.I.27 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 0.9 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 0.8 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 0.56 100.0 100.0 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/ (See definition on preceding page.) 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. - 20 - Nine districts, including Cankuzo, Bururi, Muramvya, Bujumbura, and Mwaro, are oversupplied with classrooms, relative to the national average, while nine other districts, including Kirundo, Karuzi, Kayanza, and Muyinga, are under- supplied. Cankuzo may be considered an anomaly because of primary-school building activities for refugees from Rwanda undertaken in that district by the UN High Commission for Refugees. Of the remaining three best-provided districts, Bujumbura is the capital, and Bururi, Mwaro, and Muramvya are in the central highlands, a region ideally suited to a cattle economy. Since the central highlands have a relatively high proportion of Tutsi inhabitants (relative to the proportion of Tutsis in the national population), the conclusion is occasionally drawn that better educational provision in that area may have been the result of a strategy by this ethnic group. This view, however, is overly simplistic. It is quite possible that in the short period in which Western-style formal education has existed in Burundi, one group earlier recognized the advantages of modern formal education, which may have influenced the school distribution pattern. But many other factors, now difficult to single out, probably have had equal or similar effects. At present, it is the expressed intention of the Government to plan its primary- school expansion program in order to promote the growth of opportunities in those areas which are at a disadvantage, in terms of educational opportunities. With a total primary enrollment of only 21% of the notional age group, many children of both ethnic origins are excluded from access to schooling. Equity will therefore tend to increase as more schools are built and become operational. 2.28 Not all pupils at the primary level are exposed to the same quality of education. In branch schools, teacher quality is often lower than that in central schools, and the equipment available and teaching technologies applied are less efficient. Disparities also exist between the branch schools, on the one hand, and the central schools, on the other, in terms of retention of pupils in school (from the first grade through to the sixth) and performance. Except for Cankuzo, the areas mentioned above as being oversupplied in terms of available classrooms also have the highest pyramid ratio, an indication of a high retention rate. The relatively undersupplied areas also generally have high rates of attrition. 2.29 In the past, the more advanced districts and the wealthier parents sent a disproportionate number of students to secondary schools. This situa- tion, however, has been changing since 1968, when secondary schooling was made free. The techniques for evaluating the results of the entrance exami- nations to secondary school are the same as those of other francophone coun- tries elsewhere in Africa. All secondary schools have boarding facilities in order to be able to admit students from all over the country. At the time of taking the entrance examination to secondary school, each candidate may express a preference as to stream and is finally assigned to a location as close as possible to his or her place of origin if a vacancy in the desired stream is available. 2.30 Traditionally, girls have had less access to all levels of schooling than boys (Annex 11-6), even though special measures have been adopted to facilitate their entry into secondary education. At the primary level, girls account at present for only 38% of total enrollments, but the proportion is rising. At the secondary level, 31% of all students are girls, and the - 21 - proportion is likewise increasing. At the higher level, the participation of girls remains low. Education Finance 2.31 Education in Burundi is financed by the Government, by substantial foreign assistance, and by private sources (primarily parents and religious 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 External assistance (excluding private sources) for capital expenditures 62.0 0.8 3.6 1,721.2 22.0 100.0 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 assist- ance and by private donors. The Government has, however, recognized that in future years it must reserve higher allocations for investments in education. I/ At exchange rate of 1974, US$1.00 = FBu 78.35. 2/ Less than US$50,000 equivalent. - 22 - 2.32 In 1974, recurrent expenditures on education by level are estimated to have been as follows: Other Private Foreign MINEDUC Ministries Sources Assistance Total --------------- US$ 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%) Higher 0.9 (12%) 0.1 - 5.9 6.9 (33%) Non-Formal - - 0.3 1.5 1.8 ( 9%) TOTAL 7.7 (100%) 0.4 0.4 12.2 20.7 (100%) 1/ Less than US$50,000 equivalent. 2.33 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. 2.09). For higher education, Burundi's unit cost is lower than that of any of the other countries, probably reflecting the high - 23 - proportion of higher-education expenditures financed by external assistance in Burundi. If expenditures from all sources were included, Burundi's recurrent unit costs would be US$38 equivalent at the primary level, US$656 equivalent at the secondary level, and as much as US$8,700 equivalent at the higher level. 2.34 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 stringency. 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 expenditures. 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 recurrent budget is expected to grow about as fast as GDP, at average annual rates of about 3.5%. 2.35 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 million (US$1.1 million equivalent) for rehabilitation of existing schools, construction and equipping of two secondary-level laboratories, and construc- tion of new boarding facilities. Strategy for Education Investment 2.36 In qualitative terms, the reform of primary education is progressing satisfactorily with the help of expatriate technical assistance. The low primary enrollment ratio, however, remains a concern. Government targets for primary education given in the Second Five-Year Economic and Social Development Plan (1973-1977) aim to increase 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 investment in new schools. The proposed project would add another 27,000 places over the six-year period beginning in 1976; self help, continued missionary activity, and new Government schools may provide another 8,000 new places during the same period. Based on these calculations and present primary capacity, there will be some 200,000 primary places available at the end of the project period (1982), 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. In order to maximize the quantitative impact of investment in education, the Government has agreed to study the desirability and feasibility of introducing automatic promotion and double-shifting procedures in primary schools. The terms of reference of these studies will be reviewed by the Association. - 24 - 2.37 As the following table of projections shows, the Government should be in a position to provide the necessary recurrent funds for this expansion of the primary system. Existing teacher-training capacity would be sufficient to produce the additional qualified teachers needed. BURUNDI EDUCATION PROJECT RECURRENT EXPENDITURES FOR EDUCATION, 1970-1974, AND PROJECTIONS TO 195 PROJECTTONS 1970 1971 1972 1973 1974 1975 1980 1985 1/ 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 7 of II 28 30 24 23 21 23 25 25 IV. Recurrent Fxpenditures 317 332 298 251 220 242 312 370 on Primary Education 1/ - as % of Ill 61 58 57 50 47 45 45 45 V. Primary Eurollments 3/ 183.5 181.1 165.6 133.T 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 VIT. 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 hiIgher pupil-teacher ratios and no real increase in teachers' salaries. AUGUST 1976 - 25 - 2.38 The following projections indicate that during the lifetime of the project the Government's estimated counterpart obligations would always be less than one half of the total funds available for investment in education and that therefore the Government might well undertake an additional primary- school-building program of its own: BmUDI EDUCATION PROJECT CAPITAL EXPENDITURES FOR EDUCATION. 1970-1974, AND ESTIMATES TO 1982 ESTIMATES 1970 1971 1913 1973 1974 1975 1976 1977 1978 1979 1980 1981 U 1/ 2/ / / 2/ 2/ / 2/ / I. GDP 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 CaRital 3/ E.penditureal 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. Department of National Education Ca tal 4/ 4/ 4/ 4/ 4/ 3/4/ 3 Expenditures- 0 0 0 0 0 0 100 101 117 135 154 174 198 -as I 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 IV. Government counterpart funds required by the proposed project 1/ 8.8 65.3 63.7 49.1 1.4.7 1.3 - as % of III 9 48 47 32 26 2 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% Real Growth 2% 3,5% 3,5% 3,5% 3.5% 3.5% 3.5% 3 Crrent Growth 22% 17.5% 15.5% 15.5% 15.5% 13.5% 13.5% 13.5% 3/ Amounts budgeted, / Substantial expenditures for education and training were made by other ministries. - 26 - 2.39 It appears justified that the Government devote an important part of its capital budget for education to the primary level over the lifetime of the proposed project, since capacities in secondary and higher education have expanded rapidly in recent years with the help of a number of foreign agencies such that both levels are not in critical need of further investments. In addition, technical assistance at these levels is abundant. Given this situa- tion, the most pressing needs are in primary education, and the Bank's strategy should be to assist the Government in the implementation of the primary reform and the expansion of the primary system. - 27 - AnEX II-1 Page 1 of 2 COMPARATIVE EDUCATION INDICATORS DECEMBER 14, 1976 2 3 3 I 2 2 4 I 2 2 2 4 2 2 I 2 GNP/ I % GNP s% TOTALt% OF PUBLIC I a S zPRI. IAV.PRI.. I 2 ISEC 2 I ICAPITAE DEVOTEDsPUBLIC f EDUCATION :LITER. : PRI. ICOMPLE- rSTU- ISCM.TEACHIPROGRES3-i SEC. iSTU- 2 i AT i TO EDU.t EXP, t RECURRENT SACY tENROLLtTION ;DENTSiSALARY INIlON RATE tENROLLIDENTS:HIGHER: I tMARKET: (PUBLICiDEVOTED:EXP ALLOCATEDi RATE tRATIO :RATE FORIPER tRELATTON tFROM PRI.xRATIO IPER ZENROLLt : POP. :PRICESs EXP, I Tl I TOI z(% OF i NET 3PRI.SCH,STEACH: TO GNP/ iTO SEC, 2 NET tTEACH- RATIOt YPt(0003 i (US$): ONLY) EDU. :PRI. SEC. Hl.sADULTS): (%) :CYCLE,(%)IER t CAPITA i() (M) iER I (%) I 3 I I I 2 2 : 1 I 2 3 1 1 (1) :: (2) S (3) : (4) 1 (5) : (6) a (7) 2 (8) 2 (9) : (10) 1 (11) S(12) 9(13) t(14) 9 ADVANCED AUSTRIA 73 7.5 3,qtO 14.3 9.9 470 250 200 99 98 93 26 2.0 99 51 19 8.00 CANADA 7? 22.1D 5,49/0D 7.7 19.4 s0 38 19 98 89 98 24 2.0 99 82 17 9.00 GERMANY F.REP.72 61. OD 5,3200 4.2 14.2 ... 74** 26 99 91 99 33 , 99 91 22 17.00CY JAPAN 71 108.310 3,6300 4.3 20.7 39 38 12 99 990 99C 29C 2.0 99C 94D 20C 28.000 NETHERLANDS 72 13.14D 4,3300 8.9 19.1G 32 49 19 99 95 9s 29 3.0 97 73 20 11.00 NEW ZEALAND 73 2.9 3.680 9.2 ... 39 24 29 99 99 99 26 ... 99 67 19 24.00 NORWAY 72 1.90 4,660D 7.0 19.2 98 23 13 99 99 98 20 1.9 99 76 14 11,00 SWEDEN 7A 8.1 5,10 8.9 16,0 36 14 13 99 99 99 17 ... 90 8S 10 30.00 U.K. 72 59.0)0 3.0600 6.3 12.7 26 39 22 98 99 ... 26 2.0 ... 63 17 11.00 U.S.A. 72 210.10 6,2000 6.0 19.4 .. 73** 27 99 99 99 29U 2.0 ... 93 19U 29.00 EUROPE GREECE 71 8.90 1,8700 2.? 11. 54Y 29Y 14Y 82A 99Y ... 32Y *.. 70A 58Y 43Y 11.00 IRELAND 7? 3.0D 2.150D ;,1 13.9D 43Y 41Y 14Y 98 97 99A 39 ... 95A 75 19 7.00A PORTUGAL 72 9.0D 1,410D ... ..,. ... ...... 910Y *,. .,, ... ... 65XY ... 7,60Y SPAIN 71 34.70 1,7100 2,48 i4,2A 49 22 1i 94A 94 4 ... 39A ... ... 29A 30 6.00A AFRICA ALBERIA 75 1S.7 778 7.9 ... 41G 320 18G 30 76 62E 42E 6.0G 49E 17 25 4.00 BENIN 73 q,' 110 5.3 32.0 47 23 10 11 32X8 708 50H 25.08 438 78 398 0.44CY BOTSWANA 74 v.7 oo 9.0 2o.0 38 20 15 25 70X 75 39 5.0 24 13X 18 0.30Y BURUNDI 74 3.5 92 2,5 19.90 47R 4IR 12R 10 200 30? 38 10.0 14 2X 18 1.0 CAMERLON 7; 6.2 250 9.9 20.0 38Y 29Y 17Y ... 74 .. 51DY ... ,, 9 23CY 0.90CY C.A.R. ITO 1.70 1600 4.04 20.0 S6 19 ... ... 64CY 29 69CY ... t8 SCY 278Y 0.07Y CHAD 75 4.OD 80) 3.) 10.0 78 22 * 15 29XBY 30 69BY 15.0 8 2XBY 30 0.01BY CONrOGB) 711 1.3 409 6.0 19.3 40 32 21 50? 133X 63 63 6.0 48 33X 22 3.40 EGYPT 74 36.4 280 5.3 ... 29 36 24 40 74X 45 40 ... 64 39X 28 11.00 ETHIOPIA 73 26.5 9o 3.1 20.0 42 29 18 7 I7C 42 s0 3.0 63 2 30 0.20 GABON 713 0. 1,31 9.1) 20.6 25 9 11 ... 184XS 250 4bC 5.0 18A 200 21t 1.00CY GHANA 71 9.30 looD t4.7 24.4DR 380 190 230 ... 56XCY 62 3OCY ... 14 l10 16CY 0.74BY IVORY COAST 72 9.80 380D 6.3 24.7 27BY 338Y 13Y 9A S2 57A 46 ... ... 10 25 1.20BY KENYA 71 12.4 17o 6.1IN 27.0 63 11 11 40 73 ... 40 8.0 14 12 23 1.03BY LESOTHO 75 1.2 1i1N 12.01P 23.0 49 18 20 40 85 so 52 7.0N 81 10 2b 1.00 LIBERIA 75 1.5 410 2.1 13.2 ?7 19 20 73 58 ... 39 2.0 ... 12 26 1,10AY MADAGASCAR 711 A.6 15/ID 3.2 22.1 91 24 29 40 68X 30 63 15.0 48 9X 26 1.00 MALAWI 74 4.80 l11 3.1 20.9 ... ........ 25 56X 60 s5 7.0 40 4X 20 0.26CY MALI 714 5.3D 700 4.6N 32.3 368 928 128 10C 18A 22A AQA 14.08 37A 4A 17A 0.16AY MAURITANIA 70 1.20 2000 4.9 2t.0 ... ... ... 10 5X ... 22 ... ... 3 24 . MAURITIUS 7? 0.8r) 4100 3.7 11.700 71 to 4 80 86 99 31 ... ... 31 30 1.47CY MOROCCO 7t/ 19.9 32I 9./oC 16, 44 47 9 267 949 21 37 ... 31 13X 21 2.00 NIGERIA 71 71.2D 210D 3.?N ... 40A 24A 20A ... 39xCY ... 34CY . ... 4 20CY 0.37CY RWANDA 73 3.9n 70 3.?C 29.UD .... ... ... 23 92 .. S 1 ... ... 2 13 0,23CY SENErAL 71 1.00 2800 4.')N 22.59DR 38A 42A SA 10 38X ... 46 ... ... 110 25 1.71CY SIERRA LEONE 71 2.7 160 3.11 23,4 31 36 30 t5? 34X 45 12 4.0E 68 13X 21 0.53BY SOMALIA 79 1.2 400 3.70 10.80 490 160 190 90? 34X 86 35 1/.0 60 3 15 0,10 SUDAN 72 17.0) 1300 (1.9 13.2 43 29 28 15 38 79 45 4.0 25 11 20 1,23Y SWAZILAND 75 U.5 1141) 11.N 18.U 37 31 13 so 70 5U 38 3.0 84 19 22 2,00 TANZANIA 7A 13.2C 11oC 5,1N t7.0 36 ... 12 63 440 ... 49 ... 7 2 21C 0.30 TUNISIA 73 S.1/0 460D 6.3 23.4 37 43 18 95 72 81 41 6.0 31 14 21 3,00 UGANDA 70 l.8D 110D 9.2N 47.6CR 400 220 250 25A 48XCY ... 36 ... I4A 4XCY 21 0.58BY UPPER VOLTA 72 5.70 700 /l,/I 23.9 6r 40 6 5 1/ ... 445 18.0 20 2 23 0.018Y ZAIRE 73 23.4 141 5,2CN 21,3C 54C 17C 29C 15 63 38 44A 6.0 43 8 24 0.968Y ZAMBIA 74 0.7 '82 9.3 1l.2 34 18 16 43 88 8/1 47 9.0 20 13 22 1.00 CENTRAL AMERICA AND THE CARIBBEAN COSTA RICA 71 1.80 711 S.2 22.7 97 25 12 89 86CY 65 29 1.0 s8 22CY 25 12,11CY DOMINICAN REP.72 14.4D 520D 3.I 13.9 42 24 22 51 80 17 54 3.00 63 13.5 24 7.00 EL SALVADOR 7; 3.70 3q/D 3.6 23.8 61 5 22 60B 65C ... 49CY ... 39 13XC 21CY 4.35BY GUATEMALA 73 9.1 I 00) 1.9 46.u S9 23 14 47 64 26 35 3.0 69 8 25 4,09Y HAITI 72 4,40 I10 0,9 6.6D 61 11 8 208 22 25? 45 5.0 50 3 23 1,00? HONDURAS 72 2.70 32/0 3.9 26,D 64 13 18 52 81X 48 37 6,0 75 149 14 3.00 JAMAICA 72 1.90 99/ID 6.9Y 19,7 33Y 22Y 7Y 86 106XY ... 52 .,, ,.. 32XY 19 4.79Y MEXICO 70 96.0D 8900 2.6 9.3 54 24 12 76 71 31 46 3.0 63 19 23 6,32CY NICARAGUA 74 2.0D 54D 2.5 t4.2 61 13 13 57 65 21 37 2.0 93 17 24 7.00 TRINIDAD & T. 71 1.00 1,310/0 9.1 t8.9 93 27 12 90 99x 87 35 4.0 15 49 25 2.56AY SOUTH AMERICA BOLIVIA 76 9.8 319F 9.0 S 7.F *** *** ., 38 178 290 24 SF ... 48 18D BRAZIL 74 101,1D 7600 4. 12,oC 42 20 37 79 800 ... 27CY ... .. 188 15CY 6.00B CHILE 72 10.2D 720D 4,6Y t06AY 36Y 4Y 36Y ... 1lIXDY ..3. 37BD ... ... 48D . . COLOMBIA 70 22.50 440D 4.0 10,9 35 1 20 73 67 20 16 4.0 90 17 14 4,00 ECUADOR 72 6.7 3800 3.7 27,C 490Y 490Y 100Y 69 72 ... 38 ... ... 18 99 9,7SY GUYANA 74 A.7 410D S.BN 14,70 47 35 14 83A 92X 39 33 6.0 9 62X 24 1 ,00 PARAGUAY 74 2.0 374 1.8 11.0 55 13 22 81 82 26 30 1.9 65 17 12 5,00 PERU 71 1I.5D 6200 '1.5 24.40 s0 22 1s 72 80 38 390Y 3.0 70 30 23DY 12.00 VENEZUELA 73 11.2 1,630 '1.6 19.0 300 280 350 77A 81 ... T3 2.4 ... 33 ... 12.63CY - 28 - ANNEX II-1 COMPARATIVE EDUCATION INDICATORS CONTD Page 2 of 2 C DECEMBER 14, 19723 ----------------------------------------------------------------------------------------------------------------- ------------- --------- : GNP/ I % GNP ;% TOTAL:% OF PUBLIC "PRI. ;AV,PRI. "SEC C sCAPITAI DEVOTED;PUBLIC I EDUCATION tLITER- PRI. iCOMPLE- ISTU- ISCH.TEACMIPROGRESS-: SEC. $STU- I AT 2 TO EDU.2 EXP. : RECURRENT SACY IENROLLvTION :DENTSISALARY rNSION RATE iENROLLIDENTSIHIGHER: 2 :MARKETt (PUBLIC:DEVOTED:EXP ALLOCATEnt RATE IRATIO IRATE FORjPER IRELATrON tFROM PRI.rRATIO sPER IENROLLs t POP. :PRICESs EXP. 2 T0 I TOt t(% OF 2 NET sPRI.SCH.tTEACHs TO GNP/ :TO SEC. NET :TEACH- RATIOl YRs000) t CUSS): ONLY) E I EPU. tPRI. SEC. HI.IADULTS)i M 9CYCLECS)sFR I CAPITA MI) (%I ER 3 (%) Y ( ) t (U2) ED3) 2 (S) A) (6) (7) (%8) FR 2 CPT 2 (0 1 () 12) E13) (%4) --------------------------------------------------------------------------------------- ASIA AND OCEANIA AFGHANISTAN 74 16.3 90? .. 39P 23P 16P 10 26X 24 41 9.0 78 8X 21 1.00 BANGLADESH 73 7 4.0 80 0.2 2".2 ... ....23 56X ... 48 ... .. 23X 28 CHINACTAIWAN) 73 15.4 660 3.2 14.0 28 41 22 82 98C 94 40 14,0 84 61C 26 20.00C INDIA 71 S81.90 1200 2.6VY . ... ... ... 29 79X ... 43A ... ... 28X 20AY 4,00AY INDONESIA 71 124.4) 1300 1.8 11.0 63 23 14 62 63 40 32 4.0 91 12 16 2,00 IRAN 73 32.1 870 3.3 12.6 508 188 128 50 77 74A 32 9.08 BOA 24 32 4.32CY IRAQ 72 10.40 8i00 6.7 16.30R . ... ... 26 61CY ... 22 ... ... 26XCY 26 6.28Cy JORDAN 73 2.9 3110 7.0 8.8 42 15 21 59 91X 76 38 . 84 50X 22 4.00 KOREA 73 32.9 400 2.9 20.1 64 26 8 92 97 90 S3 3,0 71 46 37 6.00 LEBANON 72 2.9D 94o0 3.9 18.0 39 40 10 68 86 69 19 2.0 63 26U 25 23.00 MALAYSIA 74 It.7 674 6.4 28.0 44 31 11 60C 96F 90 32 4.00 83F 44F 27F 3.00F OMAN 72 0.6D 840 1.7N 3.8 96 * - 20 240 99 13 7.0 **. 0.4X 9 PAKISTAN 75 66.2D 1200 1.6 16.2 45 25 18 21 47X 5o 39 2.0 ... 17X 18 6.00 PAPUA N.G. 74 2.6 410 %.6 16.1 38 16 24 32 57? 73P 31 11.0 90 12X? 24 0.90? PHILIPPINES 74 40.2D 280D 2.5 14.9 73 15 12 87 044x ... 34 1r,0 ... 46X ... 21.00 SINGAPORE 72 2.2D 1,8300 3.1 16.2 44 11 IS 75A 96Y 72A 33 ... 99A 57Y 24 8.25Y THAILAND 73 39.4 270 4.)NF 20.7F 6S 9 14 82 87X 93c 32 3.0 U 91C 21X 24 2.00 TURKEY 72 37.90 600D ... 13.0DR .......... ...1OSXCY ..3. 40Y ... ... 22XY 270Y 531BY YEMEN 73 6.3 100 1 , S 4.0 4 P 21P 23P 10 1sx 18 36 4o 75 20 19 0.05BY YEMEN P.D.R. 72 1.4D 110D 2.3A 12.6 79 12 - 10 70X 31 29 10.0 99 120 20 0.08AY SUMMARY FOR DEVELOPING COUNTRIES- NUMBER OF COUNTRIES: 74 72 69 68 68 70 78 54 77 42 54 78 74 73 RANGE: (10.- (3,8- (25- (O (0-. (- (1- (17- (19- (1.8- (7- (,4- (- (.01- 12.11P ) 32,3) 96 ) 52) 40) 98) 184X) 99 ) 65 ) 25.0) 99) 75,0) 43) 23.0) QUARTILES:UPPER : 4.2 22.1 55 31 22 75 87 79 46 B 80 29 26 6.0 MEDIANt 4.0 18.0 49 23 15 50 71 50 38 5 63 16 23 2.00 LOWER : 3.0 13.9 38 16 12 21 52 30 33 3 25 9 20 .9 SYMBOLS:... DATUM UNAVAILABLE A1970 OR BEFORE M=CURRENT PRICES 80URCES - MAGNITUDE NIL OR NEGLIGIBLE R=1971 N-GDP ------- ? QUESTIONABLE C=1972 P=INCLUDING FOREIGN AID COLUMNS: AND 2 WORLD BANK ATLAS * INCLUDES PART-TIME STUDENTS n=1973 Q=CENTRAL GOVT. ONLY OR IBRD MISSIONS ** COMBINED WITH PRIMARY E:1974 R=MINISTRY OF EDUCATION (MOE) ONLY 3 TO 14 IBRO MISSIONS F=1979 S=MOE AND STATE GOVT. ONLY AND/OR UNESCO G=1976 T=EXCLUDING CENTRAL GOVT. STATISTICAL U=PUBLIC ONLY YEARBOOK V:INCLUDING PRIVATE EXPENDITURE X-INCLUDING OVERAGED STUDENTS Y=UNESCO SOURCES COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS OF RELATIVE STAGES OF EDUCATIONAL DEVELOPMENT BETMEEN VARIOUS COUNTRIES. HOFVER,ON THE BASIS OF THE PRESENT DATA,CROSS-MATIONAL COMPARISON SHOULD BE APPROACHED WITH GREAT CAUTION. DATA PRESENTED IN THE ABOVE TABLE HAVE BEEN COLLECTED LARGELY BY THE BANK ISSIONS FROM GOVERNMENT SOURCES1 THE REMAINDER ARE STAFF ESTIMATES OR DATA FROM UNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITIONS AND WITHIN LIMITS, TO CHECK THE ACCURACY OF THE DATA. NEVERTHELESS,SUCH DATA ARE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BANK IS WORKING TO IMPROVE THEM PROGRESSIVELY ON THE OCCASION OF ITS OPERATIONAL WORK. IN THE USE OF THESE DATA, THE FOLLOWING QUALIFICATIONS SHOULD BE BORNE IN MIND: (t)"EDUCATION" AS DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, FORMAL AND NON-FORMALI (2)"PRIMARY EDUCATInN REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY- EDUCATION REFERS TO ALL EDUCATION AT THE SECONDARY LEVEL RFGARDLESS OF TYPE (E,G. GENERAL, TECHNICAL, AGRICULTURAL) ; (5)"LITERACY RATFS'(CO..6) ARE OFTEN OBTAINED FROM COUNTRY CENSUSES, IN MANYCOUNTRIES THEY ARE ONLY APPROXIMATIONS AND IT IS DOUBTFUL THAT ANY UNIFORM DEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CONSISTENTLY1 (1)"PUF3LIC EXPENDITURF IN EDUCATION"(COLS,3,4 AND 9) REFER TO ALL CAPITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION BY PUBLIC AND QUfASI-PUBLIC AGENCIESI (9)"ENROLLMENT RATIOS-I(COLS 7, 12 AND 14) REFER TO SCHOOL YEAR AND MEAN THE PERCENTAGE OF ELIGIBLE CHILDREN ENROLLED FULL-TIME IN THE APPROPRIATE SCHOOL, PUBLIC AND PRIVATE BY LEVEL. THEY ARE OFTEN SUBJECT TO A WIDE MARGIN OF ERROR IN THE DEVELOPING COUNTRIES fl4ING TO VARIATION IN THE ACCURACY OF BASIC DATA(I.E. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGURES FREQUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL, OVERAGEn STUDENTS WHOSE INCLUSION IS INDICATED BY FOOTNOTES ALSO CAN INFLATE THE RATIOS. BURUNDI PROPOSED EDUCATION PROJECT (PROJET EDUCATIF PROPOSE ) PRIMARY ENROLLMENTS BY PROVINCE, INSPECTORATE, AND SEX (EFFECTIF PRIMAIRE PAR PROVINCE, INSPECTION ET SEXE) 1967/68 - 1974/75 Province 1967/68 1968/69 1969/70 1970/71 1971/72 1972/73 1973/74 1974/75 District/Arrondis- Total (Boys/Garcons otal(Boys/Garcons Total(Boys/Garcons Total(Boys/Garcon! Total(Boys/Garcons otal(Boys/Carco sTotal(Boys/Garcon Total(Boys/Garcons sement (Girls/Filles (Girls/Filles (Girls/Filles (Girls/Fille (Girls/Filles (uirls/Filles (Girls/Fille (Girls/Filles (10,791 (11,325 (11,769 ( 9,821 ( 9,500 ( 5,380 ( 5,467 Bubanza 14,190 ( 3,399 15,046 ( 3,721 15,729 ( 3,960 13,738 ( 3,917 13458( 3,958 8,068 ( 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 Bujumbura 2 ( 9,113 29,129 (10,157 29,363 (10,177 30,673 (10,817 30,364 (10,793 23,157 ( 9,418 2 ( 9,576 Bujumbura 14,077 16,025 15,974 17,586 16,668 t 13,352 13,937 Mwisale 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 26677 ( 6,614 30,230 ( 7,740 3 ( 8,668 32.519 ( 8,887 32.436 ( 9,090 v 14,752 ( 4,701 16,551 ( 5,432 Bururi 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 ( 9,617 1 21,4_5 ( 8,647 21,289 ( 8,322 Gitega 13,526 14,027 14,251 14,054 12,473 _ 10,296 9,517 Bukirasazi 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 n 3,678 3,668 0 ( 9,836 (10,137 ( 9,826 ( 9,672 ( 9,523 n ( 6,174 ( 6,026 Muyinga 14,363 ( 8,301 15.065 ( 4,928 140 ( 5,075 15.010 ( 5,338 14,852 ( 5,329 d 9989 ( 3,815 9 ( 3,612 Muyinga 7,747 8,072 7,713 8,449 8,145 i 5,592 5,045 Kirundo 6,616 6,993 7,188 6,561 6,707 a 4,397 4,593 p (12,660 (12,932 (12,515 (12,015 (11,956 0 ( 9,557 ( 9,933 Muraivya 18.835 ( 5,175 19,416 ( 6,484 1 ( 6,663 18,675 ( 6,660 18,631 ( 6,675 14.960( 5,403 16l8 ( 6,285 Muramvya 11,385 11,377 11,324 11,299 11,546 b 9,120 10,384 Mwaro 7,450 8,039 7,854 7,376 7,085 1 5,'840 5,834 e (16,218 (16,240 (15,575 (14,575 (13,865 (10,602 (10,864 Ngozi 24,369 ( 8,151 24,617 ( 8,377 24276 ( 8,701 23,205 ( 8,630 22,594 ( 8,729 18,093 ( 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 Ruyigi 18,859 ( 5,779 18477 ( 5,562 17,17 ( 5,411 17.394 ( 5,674 17,621 ( 5,818 14,228 ( 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 Rutana 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 ( 52,059 161,530 ( 55,820 184,406 ( 58,032 181,758 ( 59,843 1 ( 60,009 136,972 (49,569 124.682 ( 47,089 1048 ( 49,126 > Source: Min istry of Nat io-nl Educat ion/Min 3tere de 1 Education Nationale, 1976 June/Juin 1976 BURUNDI EDUCATION PROJECT STRUCTURE OF RURAL EDUCATION BUREAU (BUREAU D'EDUCATION RURALE - BER) SECRETARIAT PRINCIPAL DOCUMENTATION DIRECTOR TECHNICAL ADMINISTRATION ADVISOR COMMITTEE OF COORDINATION AVE Lii AFI ARS AFC AKI AEM AlP ACA AFR AEP AED AMU AAR ARA ATI A APH I 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 = Arithmetic 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 H = Working Groups World Bank 16332 June 1976 BURUNDI EDUCATION PROJECT STRUCTURE OF FORMAL EDUCATION SINCE THE REFORM PRIMARY LEVEL SECONDARY LEVEL TERTIARY LEVEL COMMON LOWER UPPER CYCLE UNIVERSITY OF BURUNDI IHIGHER DEGREES ABROAD CYCLE (Professionally oriented) HUMANITIES, SOCIAL SCIENCES GENERAL HUMANITIES COURSE LAW, ECONOMICS, ADMINISTRATION PRIMARY TEACHER TRAINING EDUCATION, SECONDARY TEACHER TRAINING ExaSh rni o itntation courses4 6 71 234 Entry into practical life GENERAL SCIENCE COURSE 13 To be established4 5 6 7 SCIENCE, TECHNOLOGY TCHNCAL 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 ．乞彎二。構T,uaT讓鉤•開讓”T•q開。nH一9 二s甘江•“。二。。，二。t·：.，·：。，&.，。二•二：,,. 〕uOT斗龍•騷認凡OT二q諱，q凡a也05一9 .....－……•一言‘『．•．&.1”、•”:& a呂實江。幼’亂•O。劉軍症如不，，斗編‘&d死乞u卻切萬論以叩 T即oT認”aq訪閣T二q人T認雙STTS一兮，&,t。，,,,.,, ,Q.-..－一。．。。一。•屆•，,,:,，。…•．…鉤抑許－．一O•口O自•．……•響•．•口口• ,,，一，•一，&．。。．。。。•t.1：。．::．•．&．•••．開畸一•．e。•••．••••二•．••••開一〝～二 了甘UOT以糒U言U〕aAOO言人T他U另TT交一「…。：&“∥•”驪．．•二，.．•””二”…••．一•．•••二•••• &’禿‘一‘’一，,．。•一。．。．。‘。•tx&：。•．．……。”&&e•巴•細．•．••••二•．••．•．•• 。“&,，。耑以耑．:::::::::.：二二：:．鶯才：:．二祟二，祟：叩二． ?uOT;，。二雙〕•矗Oq,&，開為a!05一21盡 •乞，江a驟T,uOT：前•q讓•的啊開。〝H一T ：茹了痲而泌疋面面詠面言）1而砟網而誠‘ 婦，‘矗• 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1，寫實，寫寫醫江跋x膩言寫，蠶•二寫，留江，。實蠶寫二，二，t•，…”•…。言 .，實，蠶x,:X賈蠶x認寫••t二•二•，實，寫認．•••…，,．••．，二。 :x寫x，萬X實：,,,,’。．•‘&”••二•二•，,．一，•••．，一•，•．，宜 i，實騷x蠶．膩•’•’&.&.&．••二•…•．••，，…，二”萬 I寫“,...:::::::：二：::::::::::&:.&..1 言’．…•．”•．&.”屆．•二’．••二•二•電 ！•’t•”二”.”•二，二•．•••．•．•••二寫 1&&.”•．&’…”’•．’二••．•二••二••．1 言”&&.”二’二•”.”•’.&．•”&”•蠶 :&&’二’••‘二•．•••．••••一•．•．…： ．•二•．…•．．…。．•二•二•．•．•。 :’……’•．••．•．.．一： :&’••’•’•…： :&．•！ 。獸想•－一’一。叢耑耑織莽湯茅耑黑話織耑去誌湯 1 一•．•中”•．．一••！－一“．••馴■。． 頗狗了函更1祕九萊兩面 不訪才襼面斤取蘭他而 一之寫－ BURUNDI PROPOSED EDUCATION PROJECT EDUCATION PYRAMID 1975/76 Age Total % of Grade Age Group En rollments Age Grou, 17 22 51,330 T 16 21 52,253 R E 15 20 53,585 T 1 1,000 0.5% 14 19 55,030 R A 13 18 56,161 583 97 12 17 60,440 747 N 1) 11 16 69,522 907 348 Level E C 10 15 81,430 0 1,192 971 N 583 7' Upper S 5,825 2.2% 9 14 92,849 2,078 834 A D Common R 8 13 104,714 2,127 884 Basic y 9,072 2.9% 7 12 113,382 2,268 81 747 Level 6 11 116,600 13,307 6,855 5 10 116,302 13,830 7,780 P 4 9 116,523 13,337 8,175 1 3 "3. 3 8 116,717 14,111 8,649 A (estimated) 144,964 21% 2 7 116,717 14,640 9,790 y R 1 6 115,617 13,800 I 25,000 I 20,000 15,000 10,000 5,000 0 5,000 10,000 15,000 SOURCE* Ministry of National Education 1976 World Bank-16382 - 34 - III. THE PROJECT Project Objectives and Content 3.01 The proposed project is designed to assist the ongoing reform of primary education, to expand the capacity of the primary system, and to help the Government increase its control over the sector. The project would consist of: (a) the construction, furnishing and equipping of 100 multipurpose learning centers (Centres de Formation Polyvalente--CFPs); (b) the expansion of the printing capacity of the BER's textbook-production unit; the provision of equipment, vehicles, and 250 tons of paper for the unit; and the provision of simple storage facilities for about 400 existing schools; (c) the construction and equipping of facilities at the Higher Teacher-Training School for Boys at Gitega for the training of teachers in the teaching of practical subjects; (d) technical assistance, including (i) specialists' services for the BER (15 man-years), (ii) specialists' services for project implementation (8 man-years), and (iii) fellowships for staff development at the BER (7.5 man-years); and (e) operating expenses for project administration. Project Items 3.02 Multipurpose Learning Centers (CFPs). The most pressing needs of Burundi's education system are evident at the level of primary education (para. 2.39). The country's primary enrollment ratio is very low in comparison to those of other African countries, and the Government is at present unable significantly to raise its allocations to the educational investment budget. Most existing primary schools were built by the mission stations (missionaries, and parents under their guidance) and a few have been recently built by parents organized by Burundi's political party, UPRONA. A number of schools, however, were damaged or destroyed during the civil strife of 1972. Thus an urgent need of the primary system is simply for additional places. Moreover, only a few schools have the specialized facilities and equipment to teach the new rurally oriented reform curriculum. The major component of the proposed project is therefore designed to provide a substantial increase in primary places as well as an important impetus to the educational reform. The 100 proposed CFPs would provide a total of 27,000 new student places (an increase of about 21% over the number existing in 1974-75). - 35 - 3.03 While preparing the reform, UNESCO and UNICEF specialists (as well as Bank Group staff) explored various ways to reorganize the primary system so that it would be more productive than at present. In particular, these teams investigated the possibility of upgrading the present central/ branch-school system (which is similar to the "nuclear system" in other countries) with material inputs. It was found, however, that: (a) social demand for admit- tance to higher primary grades would require investment for new central schools far in excess of what Burundi could afford, since the long distance between branch and central schools would make the building of boarding facilities mandatory; (b) since there are many types of branch schools, with varying numbers of grades and pupil places, their upgrading would be very costly and would require construction expertise not available in Burundi; and (c) the nuclear system would increase inequality of educational opportunities, already a sensitive issue in Burundi. Furthermore, as part of the reform, the primary course was shortened by one year to six grades, and it is the firm intention of the Government to complete all primary schools (almost all schools at pres- ent have at least four grades). A period of six years of primary schooling, in the context of Burundi, is considered the minimum necessary to equip children with ensured literacy and numeracy. With regard to the conventional methodological/organizational proposals (double-shifting procedures, automatic promotion, and multigrade teaching), a general introduction at the present time was not considered feasible for reasons of cost and scheduling as well as teacher quality, which would not allow their quick and easy introduction. Nevertheless, the Government intends to study the future desirability and feasibility of introducing some of these measures (para. 2.36). 3.04 With the CFPs, the Government intends to increase the number of complete primary schools which are owned and controlled by the Government. The project would thus serve to equilibrate the strong preponderance of mission schools. 3.05 The CFPs would be located in educationally disadvantaged areas ac- cording to a two-step selection process devised on the basis of school-mapping criteria designed to improve equity in educational opportunities. The present pattern of locating primary schools is the result of various historical factors of which the most important appears to be the random manner in which the mis- sionaries established their stations (para. 2.27). Under the present pattern of primary-school siting, inequalities within districts (arrondissements) are greater than those among districts; i.e., in any given district, some areas are relatively well provided with primary schools whereas others have none. The location process was designed to allocate the new schools in such a way as to alleviate inequalities both within and among districts. 3.06 The first step in the location process is to apportion the 100 new CFPs among Burundi's 18 districts. At the outset, the district of Bujumbura (the capital) was excluded (i.e., will not receive any of the new CFPs), since it is already overly provided with primary schools relative to the rest of the country. Three criteria, corresponding to three different goals which the CFPs are intended to fulfill, were used in making the initial apportionment among the remaining 17 districts: (i) a demonstration-effect criterion, (ii) a population criterion, and (iii) an equity criterion. These are discussed below. 36 - 3.07 Each of the 17 districts (the 18 with the district of Bujumbura excluded) will receive two CFPs in o.crr to provide a demonstration effect. In each case, the CFPs will be located at easily accessible places in the district in order to enable them to demonstrate the new reform activities to surrounding primary schools. 3.08 Of the 66 remaining CFPs, nine will be distributed on the basis of population density. Thus, a third CFP will be allocated to the nine districts with the largest populations, based on the latest administrative counts available from the Ministry of the Interior. 3.09 The 57 CFPs still to be distributed would serve to reduce the existing pattern of inequity among districts as measured by their repre- sentation indices (para. 2.27 and Annex III-1). These 57 CFPs would permit an increase of about 11% over primary capacity existing in 1975-1976. Eleven districts would receive those numbers of CFPs shown in Annex I11-2; and with this allocation, the greatest number of districts would be able to achieve enrollment ratios above the present national enrollment ratio (about 21%). 3.10 Annex 111-2 presents the final result of allocating the 100 CFPs among the districts on the basis of the above three criteria. This allocation has been called Option A. According to this allocation, the nine least well provided districts of Annex III-1 would thereafter all have higher represen- tation indices (Annex 111-3) and the project would be clearly beneficial from an equity standpoint, as well as providing a demonstration effect and addi- tional educational resources to the most heavily populated districts. 3.11 Option A, however, would allocate two thirds of the new CFPs to only six of the 18 districts (Kayanza, Kirundo, Ngozi, Muyinga, Bukirasazi, and Karuzi), which would heavily tax the construction capacity in these six districts. In addition to implementation difficulties, the Government would probably find it politically inappropriate to concentrate the major portion of the project in only a few districts. Option B (Annex 111-4) was devised to give the Government a more feasible alternative. Under Option B, ten CFPs have been reallocated from the districts most favored under Option A to those least favored (omitting the six districts with the highest original Represen- tation Indices from the reallocation). Option B would not have quite as pro- nounced an impact on equity as would Option A, but the overall result would still be favorable, as shown in the after-project Representation Indices (Annex 111-5). 3.12 During the period in which the appraisal report was being written, two additional factors were introduced which will influence the final allo- cation of the 100 CFPs among the 17 districts: (i) Agricultural or rural development projects. The Government expressed a desire to include some of the CFPs as components in integrated agricultural or rural development projects currently being implemented or at an advanced stage of plan- ning. Since several such projects will create new population - 37 - concentrations, the request was deemed reasonable and acceptable; therefore, notwithstanding Option B, the Gov- ernment may reallocate some CFPs from some districts to other districts where such projects are planned or underway. (ii) New Statistics. Since the population and enrollment statis- tics on which Option B was based are outdated, the Govern- ment has agreed (as specified in a supplementary letter to the Credit Agreement) to reconsider, within a year from the signing of the Credit Agreement, the allocation of 11 CFPs in districts where the existing statistics are most outdated. At the present time, therefore, an allocation of 89 CFPs among the 17 districts (Annex 111-6) has been agreed with the Government; this allocation is based on Option B. The remaining 11 CFPs will be allocated on the basis of new statis- tics and planned or ongoing rural projects. 3.13 The second step in the location process is to choose the loca- tions of the CFPs within any given district, once it has been determined how many CFPs that district would receive under the first step. The basic pro- cedure is to find areas within the district which do not as yet have primary schools, but which have school-age populations of sufficient size and density to fill a primary school. This task has been begun by the MINEDUC's primary- school inspectors, of whom there is at least one for each of the 18 school inspectorates (the inspectorates correspond roughly to the 18 districts). Once the first step (the allocation among districts) is accomplished, the inspectors can locate the CFPs proposed for their districts fairly rapidly. The Government has already located 41 CFPs and has provided the Association with maps of five districts showing these locations, selected on the basis of the criteria outlined above. The Government has agreed that the remaining 59 locations will be chosen on the basis of the above criteria by December 31, 1977. 3.14 The CFPs would be the first primary schools in Burundi to provide adequate facilities for the practical subjects foreseen by the reform. Since the reform is now in its fourth year, the teaching of practical subjects in the fifth and sixth grades has yet to be introduced, and the BER has only recently begun detailed development of the syllabi for practical activities. In general terms, the reform would introduce simple woodworking and techniques of repair and maintenance of farm implements. The girls, in addition, would be taught the rudiments of cooking, hygiene, nutrition, and sewing. These activities would require very inexpensive capital outlays (sets of simple tools, cooking implements, etc.), and recurrent expenditures (for supplies of wood, leather, etc.) could be kept to a minimum. When classes are not in session, the work- shops could be used for adult training activities or by other Ministries (Health, Agriculture, Interior, etc.) for the in-service training of lower- level staff. 3.15 The CFPs would be similar to existing primary schools in the following respects: - 38 - (i) The reform curricula in use would be taught in the CFPs. (ii) Each CFP would have a school garden. Local rural extension agents would aid in the establishment and maintenance of these gardens and would assist in teaching simple agricultural techniques. (iii) The pupils would form a school cooperative which would administer the income from the sale of the produce of the school gardens. These funds would be used to defray the costs of the CFPs' mainte- nance and supplies. (iv) The pupils' parents would be encouraged to be involved to the fullest extent possible in the activities of the schools, including the upkeep of the buildings and garden, through the formation of a Parent-Teacher Association at each CFP. It should be emphasized that the reform of primary education has already been introduced in the majority of existing primary schools, and school gardens, cooperatives, and Parent-Teacher Associations have been established in most schools already. In addition, it can be expected that many missionaries and parents' groups will add simple workshops to their schools similar to those built at the CFPs under the project, in view of the proximity of at least one CFP (para. 3.07). 3.16 Although the MINEDUC attempts to assign teachers to areas near their place of origin in the hope that they will be able to find housing locally, the difficulties encountered are often so great that teachers are unwilling to accept posts in certain areas. Schools near the mission stations are usually popular posts, since adequate housing (and other modern infrastructure) is available. However, since the CFPs would be built in educationally disadvantaged areasf and given the dispersed settlement pattern of Burundi's population, it is unlikely that sufficient housing for all teachers will exist at the locations of the new CFPs. In order to attract and retain the required number of teachers, the project would therefore provide an average of two staff houses at each CFP, one for the director, ensuring that the person primarily respon- sible for the school would live adjacent or very near to it to watch over the school and garden in order to reduce vandalism and theft, and one for the teacher responsible for the maintenance and use of the work area during non-school periods. A maximum of 200 houses would be provided under the project. 3.17 It should be emphasized that the CFPs and the staff houses would be of austere and simple standards in order to minimize costs and to ensure maximum replicability. Space standards in the classrooms would be the minimum acceptable (1.2 m2 per pupil place). Gross areas for staff houses would be only 54 m2 for directors' houses and 44 m2 for teachers' houses, and maximum use would be made of local materials. The buildings would be designed and constructed to provide maximum durability at minimum cost and with minimum maintenance. - 39 - 3.18 Assistance to the Rural Education Bureau (BER). The textbook-print- ing unit of the BER functions at present with one flat offset press, a limited amount of paper furnished by UNICEF, and a technical director from UNESCO. The small capacity of the unit has been a chronic constraint to the accelera- tion of the refcrm, TExtbooks and o,her reading materials in Kirundi have been published for grades one through four as the reform has progressed, but they have not had very durable covers because of the paper constraint. Texts for arithmetic, envIrorental studies, French as a foreign language, and other primary subjects have been prepared or are at an advanced stage of development, but they have not yet been mass-produced due to the lack of paper and the limited printing capacity. The poor quality of paper available gives the existing textbooks a lifetime of only about one year. The exist- ing printshop is overloaded, which has led to delays in the distribution of textbooks and teacher guides. Printing overseas would be impractical because of the language (Kirundi) of the textbooks and the higher costs (textbook pro- duction abroad would be three times as expensive). 3.19 Some 40,000 copies of each first-grade textbook are presently needed, and the demand will increase over the coming years, with the ex- pected rise in enrollmentso In order to provide each primary pupil with textbooks and each primary teacher with guides, some 170,000 textbooks and 2,200 teacher guides would be required annually; these figures would increase to some 215,000 books and 2,700 guides p.a. over the next six or seven years. To produce this volume, two flat offset presses are needed. The proposed project would therefore provide for a minimal expansion of the present facil- ities to house a second press as well as other equipment (i.e., cutting, assembling, binding, and proof machinery) as required for the production of textbooks in the quantity needed0 About 250 tons of paper would also be included for the production of textbooks and teacher guides. Finally, to assist in extending the lifetime of books and teacher guides, the project would include about 400 simple lockers for distribution to existing schools (especially branch schools) that now lack the most elementary storage faci- lities. With improved finish, paper supply, and storage facilities, the average lifetime of a textbook could be expanded to an estimated three years and that of a teacher guide to about five years; these estimated lifetimes were used in calculating the annual needs mentioned above. 3.20 Because or an acute shortage of transport, textbook distribution at present is haphazard, difficult to plan, and uncertain. The proposed proj- ect would provide six vehicles to the BER for the distribution of textbooks. These vehicles would also be used by the roving teacher-retraining teams of the BER. 3.21 S h pu.de o the BER has no allocation for the operating costs of ttese new vehicles, the Government has agreed that begin- ning in 1977 -he -' 7et121 Iw b e increased to a minimum of FBu 15 million p.a., the minium nees-gary fo- a efficient operation. 3.22 Limte ex. a on of he'igher Teacher-Training School for Boys at Gitegae ToCiof practical subjects, the proposed project - 40 - would include financing for the construction and equipping of facilities within the existing Higher Teacher-Training School for Boys at Gitega for the training of teachers in the teaching of practical subjects. The School for Boys was chosen because it has an available site, but the facilities would of course be used for training teachers of both sexes. These facilities would initially be used for the in-service training of teacher trainers and for the training of a first volunteer group of experienced teachers in the teaching of the new practical subjects; later, they would be used for the upgrading of all teachers in the teaching of the practical subjects. The BER has begun work on the syllabi for the fifth grade, where the practical subjects will be intro- duced (para. 3.14), and on the relevant changes in the teacher-training course. Eventually, the training in practical subjects will be included in the regular teacher-training course. In addition, teachers in the new course will receive basic training in how to organize adult-education activities. The Government has provided the Association with details of the new program for the training of teachers in the teaching of the practical subjects. 3.23 Technical Assistance. About twenty-three man-years of international- ly recruited specialists' services and eight years of fellowships would be provided under the project. Fifteen man-years of specialists' services would be provided for the BER (of which two would be for evaluation) and eight man- years of specialists' services would be provided for project implementation. The Government has agreed that all technical-assistance specialists will be selected and appointed on the basis of terms and conditions satisfactory to the Association. 3.24 The project would provide specialists not likely to be sponsored by or available from other multilateral or bilateral sources, including: (i) one specialist in teacher in-service training, for four years; (ii) one specialist in rural community development, for two years; (iii) one didactical specialist acting also as itinerant pedagogical adviser, for four years; (iv) one specialist in the production of teaching aids, for three years; and (v) one specialist in evaluation, for the equivalent of two man-years. 3.25 The first three specialists would be active in the program for the training of teachers in practical subjects described in para. 3.22. The fourth specialist would contribute to preparing syllabi and other teaching aids. The fifth specialist would assist the evaluation working group of the BER, thereby strengthening the efforts of the BER to build up an evaluation capacity. With respect to the proposed project, the redistributive effects of the new CFPs would be monitored to follow upward shifts in the Representation Indices of the educationally least well provided districts. If the BER needs -41 - further information as the reform progresses, the evaluation process might also include the monitoring of dropout and retention rates over time, among districts and among types of schools, as well as following variations in student performance and disparities in learning. 3.26 Evaluation of overall project implementation would be conducted by the Project Unit to be established for implementation of the project (para. 4.10) .in cooperation with MINEDUC staff. The Government has agreed that within three months from the Closing Date, a report will be prepared and sent to the Association with a preliminary assessment of the project's operational results and benefits, of the lessons learned during implementation, and of the Association's role in connection with the project. Among other things, the report will compare the project and its original expected benefits with its results as.they can be seen when the project is nearly complete. 3.27 For project implementation, the following specialists would be recruited internationally and financed by the project: (i) an accountant, for five years;.and (ii) a procurement specialist, for three years. 3.28 The proposed project would also provide about ten fellowships, each for a period of about nine months, to personnel presently working in the BER. Nine fellows would be assigned to African countries, such as Niger, Cameroon, the Ivory Coast, and Senegal, where educational reforms similar to that in Burundi have been introduced and where institutions equivalent to the BER exist. A tenth fellow would attend a course in educational planning at the International Institute of Educational Planning in Paris. - 42 - ANN= -III-1 BURUNDI EDUCATION PROJECT ORIGINAL REPRESENTATION INDICES (based on the existing pattern of school provision) (1) (2) (3) (4) (5) (6) (7) Number of Exist- Percentage of Percentage of Representation Rank District ing Classrooms2/ National Total Population-V National Total Index 4/ 18 Kirundo 144 4.05 241,102 7.81 0.52 17 Karuzi 95 2.67 126,953 4.11 0.65 16 Kayanza 288 8.09 378,352 12.26 0.66 15 Muyinga 153 4.30 192,455 6.24 0.69 14 Ngozi 260 7.31 282,185 9.15 0.80 13 Makamba 80 2.25 86,733 2.81 0.80 12 Bukirasazi 182 5.12 195,521 6.34 0.81 11 Cibitoke 137 3.85 124,655 4.04 0.95 10 Rutana 92 2.59 83,210 2.70 0.96 9 Ruyigi 141 3.96 121,746 3.95 1.00 8 Bubanza 120 3.37 100,013 3.24 1.04 7 Gitega 257 7.22 202,464 6.56 1.10 6 Mwisale 281 7.90 197,735 6.41 1.23 5 Mwaro 238 6.69 158.251 5.13 1.30 4 Bujumbura 314 8.83 192,091 6.23 1.42 3 Muramvya 226 6.35 137,147 4.45 1.43 2 Bur(iri 337 9.47 202,186 6.55 1.45 1 Cankuzo5/ 213 5.99 62,301 9 2.97 3,558 100.00 3,085,100 100.00 1/ The districts ranked 1 through 9 are districts which are over-provided relative to the national average, as judged'by the Representation Index; the districts rankedlO through 18 are under- provided relative to the national average. 2/ Source: Catalogue of Teaching Establishments, 1972-73. The distribution of classrooms, used in calculating the Representation Index, is judged not to have changed a great deal since 1972-73. 3/ Source: Latest administrative count of the Ministry of the Interior. The population was estimated to have been 3.6 million in 1974; therefore, the figures given represent serious under- counting. Nevertheless, the distribution, used in calculating the Representation Index, is judged to be the best estimate of the presently existing situation. 4/ Column 4 divided by Column 6. 5/ Cankuzo's high level of provision is the result of the establishment of a refugee camp at Mugera (in the district of Cankuzo) in 1964 for refugees from Rwanda. The United Nations High Commission for Refugees built schools in the refugee settlement such that almost all of the refugee children could go to school.. Elsewhere in the district, however, the provi-l-n of schools is less complete. NOVEMBER 1976 BURUNDI EDUCATION PROJECT OPTION A: ALLOCATION OF THE 100 CFPS A14ONG THE 18 DISTRICTS Total no. of classrooms per district after Demon- Total No. Project (existing class- Percentage stration Allocation of new rooms from Annex III-1+ of National Districts Effect Population Equity of CFPs Classrooms new Classrooms) Total Bubanza 2 1 3 18 138 3.32 Cibitoke 2 2 4 24 161 3.87 Bujumbura 0 314 7.55 Mwisale 2 1 3 18 299 7.19 Bururi 2 1 3 18 355 8.54 Makamba 2 2 4 24 104 2.50 Bukirasazi 2 1 5 8 48 230 5.53 Gitega 2 1 3 18 275 6.61 Karuzi 2 5 7 42 137 3.29 Muramvya 2 2 12 238 5.72 Mwaro 2 1 3 18 256 6.16 Kirundo 2 1 12 15 90 234 5.63 Muyinga 2 1 7 10 60 213 5.12 Kayanza 2 1 14 17 102 390 9.38 Ngozi 2 1 7 10 60 320 7.70 Cankuzo 2 2 12 225 5.41 Rutana 2 1 3 18 110 2.65 Ruyigi 2 1 3 18 159 3.28 TOTALS 34 9 57 100 600 4,158 100.00% AUGUST 1976 - 44 - BURUNDI ANNEX 111-3 EDUCATION PROJECT EFFECT OF OPTION A Representation Indices Change in the Before the After the Representation Districts Project Project Index Bubanza 1.02 1.00 -0.02 Cibitoke 0.93 0.94 +0.01 Bujumbura 2.13 1.82 -0.31 Mwisale 1.21 1.10 -0.11 Bururi 1.41 1.28 -0.13 Makamba 0.78 0.87 +0.09 Bukirasazi 0.79 0.85 +0.06 Gitega 1.08 0.99 -0.09 Karuzi 0.64 0.78 +0.14 Muramvya 1.40 1.26 -0.14 Mwaro 1.28 1.18 -0.10 Kirundo 0.51 0.71 40.20 Muyinga 0.67 0.80 +0.13 Kayanza 0.65 0.75 +0.10 Ngozi 0.78 0.81 +0.03 Cankuzo 2.90 2.63 - 0.27 Rutana 0.94 0.96 +0.02 Ruyigi 0.98 0.95 -0.03 AUGUST 1976 BURUNDI EDUCATION PROJECT OPTION B: ALLOCATION OF THE 100 CFPS AMONG THE 18 DISTRICTS Total No. of classrooms per district after Increase/Decrease New Total No. Project (existing % Allocation of CFPs in number of CFPs Allocation of classrooms from of according to with respect to of CFPs new Annex III-I + National Districts Option A Option A (Option B) Classrooms new classrooms) Total Bubanza 3 + 2 5 30 150 3.61 Cibitoke 4 + 1 5 30 167 4.02 Bujumbura 314 7.55 Mwisale 3 3 18 299 7.19 Bururi 3 3 18 355 8.54 Makamba 4 + 1 5 30 110 2.65 Bukirasazi 8 - 1 7 42 224 5.39 Gitega 3 + 2 5 30 287 6.90 Karuzi 7 - 1 6 36 131 3.15 Muramvya 2 2 12 238 5.73 Mwaro 3 3 18 256 6.16 Kirundo 15 - 2 13 78 222 5.34 Muyinga 10 - 2 8 48 201 4.83 Kayanza 17 - 2 15 90 378 9.09 Ngozi 10 - 2 8 48 308 7.40 Cankuzo 2 2 12 225 5.41 Rutana 3 + 2 5 30 122 2.93 Ruyigi 3 + 2 5 30 171 4.11 TOTALS 100 -10 +10 100 600 4 158 100% AUGUST 1976 - 46 - BURUNDI ANNEX II-5 EDUCATION PROJECT EFFECT OF OPTION B Representation Indices Change in the Before the After the Representation Districts Project Project Index Bubanza 1.02 1.09 +0.07 Cibitoke 0.93 0.94 +0.01 Bujumbura 2.13 1.82 -0.31 Mwisale 1.21 1.10 -0.11 Bururi 1.41 1.28 -0.13 Makamba 0.78 0.92 +0.14 Bukirasazi 0.79 0.83 +0.04 Gitega 1.08 1.02 -0.06 Karuzi 0.64 0.75 +0.11 Muramvya 1.40 1.26 -0.14 Mwaro 1.28 1.18 -0.10 Kirundo 0.51 0.67 +0.16 Muyinga 0.67 0.76 +0.09 Kayanza 0.65 0.73 +0.08 Ngozi 0.78 0.78 0 Cankuzo 2.90 2.67 -0.28 Rutana 0.94 1.06 +0.12 Ruyigi 0.98 1.02 +0.04 AUGUST 1976 - 47 - ANNEX 1II-6 BURUNDI EDUCATION PROJECT AGREED ALLOCATION OF 89 CFPS AMONG THE 18 DISTRICTS District Number of CFPs Bubanza 2 Cibitoke 5 Bujumbura 0 MwisaLe 3 Bururi 3 Makamba 5 Bukirasazi 6 Gitega 4 Karuzi 5 Muramvya 2 Mwaro 3 Kirundo 11 Muyingg 7 Koyanza 13 Ngozi 8 Cankuzo 2 Rutana 5 Ruyigi 5 89 - 48 - IV. COST OF THE PROJECT, FINANCIAL PLAN, IMPLEMENTATION, PROCUREMENT, AND DISBURSEMENTS Cost Estimates 4.01 The total cost of the project is estimated at US$12.5 million equivalent including US$0.8 million equivalent of taxes. The estimated costs and foreign-exchange components of the various categories of expenditures are given in Annex IV-1 and summarized as follows: BURUNDI EDUCATION PROJECT ESTIMATED COST PER PROJECT ITEM % of Total % of (FBu millions) US$ (millions) Basic Foreign Project Item Local Foreign Total Local Foreign Total Cost Exchange A. Multipurpose Learning Centers (Centres de formation polyvalente - CFPs) 194.40 376.20 570.60 2.16 4.18 6.34 73.4 65 B. Rural Education Bureau (Bureau d'education rurale - BER) 2.70 47.70- 50.40 0.03 0.53 0.56 6.5 95 C. Exten3ion to Teacher- Training College 2.70 5.40 8.10 0.03 0.06 0.09 1.0 6 D. Equipment and Furniture for Project Unit 0.90 1.80 2.70 0.01 0.02 0.03 0.3 67 Sub-Total 200.70 431.10 631.80 2.23 4.79 7.02 E. Technical Assistance '25.20 99.00 124.20 0.28 1.10 1.38 16.0 80 F. Project Administration 8.10 13.50 21.60 0.09 0.15 0.24 2.8 62 (excluding Technical Assistance) Total Base Cost (A-F) 234.00 543.60 777.60 2.60 6.04 8.64 100.0 (October 1976) G. Contiagencies Physical Increases (8%) 19.00 43.20 62.20 0.21 0.48 0.69 Price Increases (37%) 85.50 200.70 286.20 0.95 2.23 3.18 Sub-Total (C) 104.50 243.90 348.40 1.16 2.71 3.87 Total Project Cost 338.50 787.50 1,126.00 3.76 8.75 12.51 (including taxes) - 49 - BURUNDI EDUCATION PROJECT E9TIMATED COST BY CATEGORY OF EXPENDITURE Percentage FBu (Millions) US$ (Millions) of Total Local Foreign Total Local Foreign Total Base Cost 1. Civil Works (a) Site Development 9.90 18.90 28.80 0.11 0.21 0.32 3.8 (b) Academic and Communal 146.70 273.60 420.30 1.63 3.04 4.67 54.0 (c) Staff Housing 18.00 33.30 51.30 0.20 0.37 0.57 6.6 Sub-total (1) 174,60 325.80 500.40 1.94 3.62 5.56 64.4 2. Furniture 12.60 18.00 30.60 0.14 0.20 0.34 4.0 3. Equipment 13.50 87.30 100.80 0.15 0.97 1.12 12.8 Sub-total (1, 2, 3) 200.70 431.10 631.80 2.23 4.79 7.02 81.2 4. Technical Assistance 25.20 99.00 124.20 0.28 1.10 1.38 16.0 5. Project Administration (exclud- ing Technical Assistance) 8.10 13.50 21.60 0.09 0.15 0.24 2.8 Total Base Cost (1-5) 234.00 543.60 777.60 2.60 6.04 8.64 100.0 (October 1976) 6. Contingencies (a) Physical Increases (8%) 19.00 43.20 62.20 0.21 0.48 0.69 (b) Price Increases (37%) 85.50 200.70 286.20 0.95 2.23 3.18 Sub-total (6) 104.50 243.90 348.40 1.16 2.71 3.87 Total Project Cost 338.50 787.50 1,126.00 3.76 8.75 12.51 (including taxes) - 50 - 4.02 Cost estimates for construction, furniture, and equipment were based on a survey of schools which had been recently constructed by various groups including mission stations, the A.I.D.R. (Association Internationale de Developpement Rural Outre-Mer - International Association for Rural Develop- ment Abroad, a private Belgian rural-development foundation), and the European Development Fund (FED). The estimates of costs for construction are based on economical building standards, and emphasis would be given to the maximum use of local materials and traditional building technology. The unit construction cost for the CFPs is about US$80/m2 equivalent. This figure is higher than the unit cost of similar schools being constructed in Ethiopia by a rural projects agency at about US$50/m2 equivalent but compares favorably with the unit cost of schools built in the Sudan (US$107/m2 equivalent) and those of other primary schools in Bank-Group-financed projects, as follows: 1962-71 1971-73 FY74-75 Burundi Project Projects Projects Projects (Oct. 1976 Prices) Median value 138 86 138 80 (US$/m2 equivalent) The proposed schedule of accommodations is functional. The gross area per pupil place in a CFP (2.1 m2) reflects the austerity of the proposed facil- ities and compares with those of other Bank-Group-financed primary-education projects as follows: 1962-71 1971-73 FY74-75 Burundi Projects Projects Projects Project 1/ Median value 4.3 3.1 5.0 2.1 (m2) 4.03 Customs Duties and Taxes. In accordance with the normal practice of the Government of Burundi, all items specifically imported for the proposed project would be exempt from custom duties and taxes, as would the remunerations of the technical-assistance specialists. It is expected that the bulk of the building materials to be used in the construction work and some furniture and equipment would be acquired on the local market and would accordingly be subject to customs duties and/or taxes which have been estimated at US$0.8 million equivalent. 1/ Facilities also to be used for in-service and nonformal training of adults. - 51 - 4.04 Contingency Allowances. For physical increases, 8% has been added to the base cost of civil works, furniture, and equipment, 10% to project admin- istration, and 5% to technical-assistance costs. Estimated price increases are based upon the following annual rates of price escalation over base costs of October 1976 in accordance with the implementation schedule (Annex IV-2): Furniture, Equipment, Technical Assistance, Year Civil Works Paper, Vehicles Project Administration 1976 14% 10% 7.5% 1977-82 12% 8% 7.5% Total contingencies represent about 45% of the estimated base cost, with 8% representing physical increases and 37%, price increases. 4.05 The foreign-exchange component has been calculated as follows: (i) civil works, 65%; (ii) furniture and project administration, 60%; (iii) in- structional equipment, 75%; (iv) printing equipment, paper, and vehicles, 100%; and (v) technical assistance, 80%. The foreign-exchange component for civil works is high for the simple and modest buildings proposed, but local materials and imported items including cement are very costly, reflecting, inter alia, the extremely high transportation costs since Burundi is a land- locked country. Including contingencies, the foreign-exchange component is estimated at US$8.8 million equivalent, or 75% of the total project cost net of taxes. Financial Plan 4.06 The Financial Plan provides for IDA assistance of US$10.0 million equivalent (85% of total project cost net of taxes), as follows: - 52 - BURUNDI EDUCATION PROJECT FINANCIAL PLAN (US$ millions) Government IDA Category of Burundi Credit Total 1. Civil Works 0.83 4.73 5.56 2. Furniture and Instruc- tional Equipment 0.10 0.84 0.94 3. Printing Equipment, Paper, Vehicles - 0.52 0.52 4. Technical Assistance 0.06 1.32 1.38 5. Project Administration 0.06 0.18 0.24 (excluding Technical Assistance) 6. Contingencies 1.46 2.41 3.87 TOTAL 2.51 10.00 12.51 including taxes of 0.75 - 0.75 The total government contribution would be US$2.5 million equivalent (includ- ing about US$0.8 million in taxes) spread over a period of six years with a maximum contribution of about US$0.6 million equivalent in any one year. The Government attaches high priority to the project, and the capital coun- terpart funds are within its capability. The Government has provided the Association with satisfactory financial projections showing how it would meet its share of the capital expenditures. 4.07 The project can be implemented only if local contractors and the missions are paid promptly and receive advances for mobilization. It is therefore essential that a revolving fund be established within the Project Unit with an initial contribution of US$100,000 equivalent from the Govern- ment, from which the Project Unit would provide mobilization advances. The Government would seek reimbursement from the Association for expenditures incurred, following normal procedures, with the Government maintaining the fund at about US$100,000 equivalent throughout the project-implementation period. The establishment of the revolving fund is a condition of Credit effectiveness. 4.08 The construction of all 100 CFPs is expected to be completed in June 1982, with all CFPs operating at full capacity beginning in the 1987-88 school year. In terms of recurrent costs, it is expected that the new CFPs would be more cost-effective than the average existing primary schools. The main cost-saving factors would be the following: (i) The housing allowances of two teachers would be eliminated by furnishing two staff houses per CFP; and - 53 - (ii) The planned pupil-teacher ratio in the CFPs, 45;1, would be 40% higher than that of the school system at large in 1974. The present ratio can not be increased in many existing schools due to their small and uneco- nomical size. The main cost-increasing factors in the CFPs would be the following: (i) Each CFP would have its own director, whereas at present, less than half of the existing primary schools have resident directors (para. 2.06); (ii) Practical subjects related to agriculture would be taught in the fifth and the sixth grades at each CFP; and (iii) All teachers in the CFPs would be qualified; at present, only about 55% of the primary teaching force is qualified. In the final analysis, the cost-saving factors predominate, and the estimatec unit recurrent cost per pupil-year in the new CFPs would be about FBu 1,300 in 1970 constant terms, less than two thirds of the unit cost in existing schools in 1974. In total, the 100 new CFPs would generate additional recurrent costs of about FBu 35.1 million p.a. (in 1970 constant terms). This is about 5% of the projected recurrent budget of the MENC for primary education in 1987. The 27,600 new places provided by the proposed CFPs would represent about 16% of the total number of primary places projected for that year. Project Implementation 4.09 The project would be implemented in about six years after Credit effectiveness (Annex IV-2) with a proposed closing date of March 31, 1983. September 30, 1982, is the expected completion date. This estimate takes into account the conditions of Burundi including limited administrative capacity and the building industry's constraints. Key indicators for project super- vision are included as Annex IV-3. 4.10 Administration. By Presidential decree, a Project Unit was estab- lished in the MINEDUC which will be responsible for the implementation and financial and administrative control of the proposed project and for liaison with the Association. In addition to its other duties, the Project Unit will develop appropriate maintenance procedures for the CFPs and other buildings to be built under the proposed project. The Project Unit will comprise a director (a senior MINEDUC official), an assistant director (architect), a procurement officer, an accountant, and adequate supporting staff, including two construc- tion supervisors. The director, assistant direcrcr, procurement officer, and accountant will be appointed on a full-time basis and on the basis of terms and conditions satisfactory to the Association. The Project Unit's director - 54 - and assistant director have been nominated and must be formally appointed as a condition of Credit effectiveness. The assistant director (architect) is to be provided and financed by the Kingdom of Belgium under its bilateral assistance program to Burundi; he should begin his work in Burundi in early January 1977. The procurement officer and accountant should be appointed within six months from the date of the signing of the Credit Agreement. These arrangements have been agreed by the Government. Due to lack of experienced local specialists, it is likely that the accountant and the procurement officer will have to be recruited internationally, and about eight man-years of specialists' services have been included in the project for these positions (accountant, 5 man-years, and procurement specialist, 3 man-years) (para. 3.27). The proposed Credit would provide US$200,000 equivalent for retro- active financing of expenditures incurred after August 1, 1976 for operating expenses of the Project Unit. During project implementation, operating costs of the Project Unit would be financed under the project. 4.11 Physical implementation of the project would consist mainly of three elements: (i) design and construction of 100 CFPs; (ii) expansion and equipping of the textbook-production unit of the BER; and (iii) construction and equipping of facilities for the training of practical subjects teachers within the Higher Teacher-Training School for Boys at Gitega. 4.12 Designs and Construction Standards. The project architect has al- ready developed preliminary designs and construction standards for the CFPs (including staff houses) and would also prepare the designs and tender documentation for the teacher-training facilities and for the extension to the textbook-printing unit. Since the CFPs and the teacher houses are to be of the utmost simplicity and would make maximum use of local materials (paras. 3.16 and 4.02), the designs would include a basic set of guidelines indicating specific areas to be built, construction methods, and costs, but allowing certain freedom in the selection of finishes, roof framing, and other details to utilize the availability of local materials and individual ingenuity of builders. Construction standards would be reviewed by the Association in order to ensure maximum durability at minimum cost and with minimum main- tenance (para. 3.17). For the extensions to the textbook-production unit and the Teacher-Training School, standard detailed drawings and tender documentation would be prepared. 4.13 The Building Industry. Only four medium-sized construction companies are presently registered with the Ministry of Public Works, and all are based in Bujumbura. Medium-sized companies are owned principally by expatriates and are qualified to undertake work up to US$500,000 equivalent in value. Unit 2 construction costs b private contractors are about US$175/m for primary schools and US$300/m for secondary schools, which are high even though the schools are conventional and simple to construct. Much of the modern infra- structure in the interior of the country has been done by the mission stations, which continue to construct the majority of schools, churches, and dispensaries presently being built in the interior. It is unlikely that the private 55 construction firms would be interested in undertaking the construction of very many of the CFPs due to their small size and dispersed locations. The most economic and efficient method of construction would therefore be by negotiated contract utilizing the services of the mission stations in those parts of the country where they are equipped to undertake an additional construction program. Burundi is divided into six Catholic dioceses, and projects are overseen in each diocese by priests who are architects (one in each diocese), who in turn are responsible to a central organization in Bujumbura. The Catholics have indicated that they could undertake the construction of a large number of the 100 CFPs; several Protestant missions have also indicated their willingness to participate. Construction would therefore be undertaken by the mission stations under the supervision of the Project Unit in all those parts of the country where the missions are willing and able to undertake construc- tion. Contracts acceptable to the Association would be negotiated between the Government and the missions to build these CFPs. When completed, however, the CFPs would be government-owned and -operated. In those parts of the country where the missions are not equipped to undertake construction, it would be accomplished by local private construction companies on the basis of competitive bidding advertised locally following Government procedures that have been reviewed by the Association and are satisfactory to the Association. Competitive bidding advertised locally would also be used to construct the extensions to the textbook-production unit and to the Teacher-Training School at Gitega, due to the availability of small local firms which could success- fully carry out this work. 4.14 Management_and Su ervision of Construction. In each of the Catholic dioceses in which construction wold be undertaken by Catholic mission stations, the architect priests would be in charge of the construction of the CFPs through direct management and supervision of field teams. Private firms would undertake and supervise construction elsewhere. Overall supervision would be provided by the project architect aided by two construction supervisors (para. 4.10). Construction would be in three phases of approximately 18 months each, representing an average of five or six construction sites per phase, which is within the capability of existing construction capacity. In those parts of the country where the Catholic missions would undertake construction, cost estimates by the missions in each diocese would form the basis of the nego- tiated contract between the Governaent and the missions. Progress payment certificates would be submitted to the Proiect Unit for verification before government reimbursement to the missions. The Project Unit would be respon- sible for the supervision and final inspection and acceptance of each CFP. For work awarded through competitive bidding, the progress of works and certification of payments would 1e Eadmiistered by the Project Unit. 4.15 Sites. Satisfectory sites woul be designated in the locations selected as described in pragr 305-313 All sites would be on land owned by the Government; no oroblems a.-ce envisaged in obtaining satisfactory sites at no cost to the pro4ect, - 56 - Procurement 4.16 Contracts would be awarded as follows: (i) The 100 CFPs (US$5.6 million equivalent) would be constructed either on the basis of negotiated contracts between the Government and the mission stations or other parties acceptable to the Association, or on the basis of competitive bidding advertised locally and in accordance with local procedures satisfactory to the Association; (ii) Contracts for the extensions to the Teacher-Training School (US$75,000 equivalent) and to the textbook- production unit (US$65,000 equivalent), as well as contracts for furniture, equipment, and vehicles costing less than US$50,000 equivalent each would be awarded on the basis of competitive bidding ad- vertised locally and in accordance with local pro- cedures satisfactory to the Association; and (iii) Contracts for furniture, equipment, and vehicles costing more than US$50,000 equivalent each would be awarded on the basis of international competitive bidding in accordance with the Bank Group's Guidelines for Procurement. 4.17 Standardized sketch designs, draft tender documents, and master lists of furniture, equipment, vehicles, and paper, indicating proposed group- ing for tender, would be reviewed by the Association. Items would be grouped to the extent practicable to encourage competitive bidding and to permit bulk procurement. Review of tender evaluation documents by the Association prior to award would be required only for contracts above US$50,000 equivalent for furniture, equipment, vehicles, and paper. Domestic manufacturers of furni- ture and equipment would be allowed a preference of 15% or the existing rate of import duties, whichever is lower, over the c.i.f. price of competing foreign suppliers. Disbursements 4.18 Disbursements (Annex IV-4) would be on the basis of: (i) 85% of total expenditures for civil works; (ii) 100% of foreign expenditures for imported con- struction materials, furniture, instructional equipment, printing equipment, paper, and vehicles; or 85% of local expenditures, if procured locally; (iii) 100% of foreign expenditures and 80% of local expenditures for technical assistance; and - 57 - (iv) 75% of total expenditures for salaries and operat- ing costs of the Project Unit. 4.19 All disbursements would be fully documented except those for project administration. Disbursements for project administration would be made against a certificate of expenditure, documentation of which would not be submitted for review but would be retained by the Borrower and would be available for inspection by the Association in the course of project supervi- sion. Auditing would be required on an annual basis for expenditures incurred by the Project Unit for project administration. Auditing procedures and in- formation required by the Association have been agreed upon by the Association and the Government. Any funds remaining upon completion of the project would be used for project-related items, subject to agreement between the Government and the Association. BURUNDI EDUCATION PROJECT SUMMAR OF ESTIATED pRoJeT COSTS (FBu 000's & USS 000's) (US$1 - FBu 90) G,ss Area Civil Worke Instruc- Total Froject item of New Site Buildings Total ti.ol Civil Works, Student Places Ceonstruction Devel- Academic & Staff Total Civil Equipment Furniture Technical Preject Project Total No. Nae Exi.ting New Total M2 opment Co~munal Housing Building Works Furniture & Vehicles & Equipent Assistance Administation Bb (O00e) US$ (00'> 1. MultiPuTpOse LeantoIng Centres (CenLres de Formation Polyvalente - CPs) - 27,000 27,000 66,300 27,700 409,000 51,300 460,300 488,000 29,800 52,800 570,600 - - 570,600 6,340 2. Rural Educatieon Bureau (Bureau d'Education Rurale - BER) - - - 100 500 5,300 - 5,300 5,800 - 44,600 50,400 - - 50,400 560 3. Extenston to Teacher-Training College - - - 290 800 6,000 - 6,000 6,800 400 900 8,100 - 8,100 90 4. Furniture and Equipuent for Project Unit 400 2,300 2,700 2,700 30 5. Technilcal Aseistance a) BER 84,400 84,400 938 b) Project Unit 39,800 39,800 442 6. Project Administratiou (Excluding Techoical Assistance) -____ Ad21.600 21.600 240 Baey Cost 66,490 29,000 420,300 51,300 471,600 500,600 30,600 100,600 631,800 124,200 21,600 777,600 8,640 (Sub-Totel 1-6) 7. Cotingencies a) Physieal Increasos (8%) 2,300 33,600 4,100 37,700 40,000 2,500 8,100 50,600 9,900 1,700 62,200 691 b) Price Increaseg (371) 11,600 182,500 22,200 204,700 216,300 0,000 25,500 230,600 30,000 5,600 206,200 3.180 Sob-Total (7) 13,900 216.100 26,390 242.400 256,300 11,300 93 600 301,200_ 39,900 7,300 348,400 3871 Project Total (1-7) 66,630 M 42,900 636.400 77,600 714.000 756,900 41,900 134,200 933,000 164,100 28,900 1.126,000 12,511 BURUNDI 1/ EDUCATION PROJECT 1/ PROJECT IMPLEMENTATION SCHEDULE First Year Second Year Third Year Fourth Year Fifth Year Sixth Year Quarter: 3 4 1 2 3 4 1 - 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1. 100 CFPs a. Phase I (30,) civil works PPP PPP ### XXX XXX XXX XXX XXX XXX furniture and equipment LLL ppp TTT DDD DDD DDD DDD b. Phase II (35) civil works ### XXX XXX XXX XXX XXX XXX furniture and equipment LLL ppp TTT DDD DDD DDD c. Phase III (35) civil works ### XXX XXX XXX XXX XXX xxx furniture and equipment LLL ppp TTT DDD DDD DDD 2. B.E.R. civil works ppp ppp TTT XXX XXX XXX XXX VVV VVV VVV Vvv equipment ppp TTT DDD 3. Extension to Teacher-Training College civil works ppp ppp TTT XXX XXX XXX XXX VW VVV VVV equipment LLL ppp TTT DDD 4. Technical Assistance 111 111 222 222 666 666 777 777 777 777 777 777 555 555 444 444 333 333 333 333 111 111 5. Project Administration eee eee AAA AAA A AA A AAA AA AA AAA A MA MA AM MA AAA AAA A AA AM A AAA AAA AAA AAA 1/ Date of Effectiveness LEGEND: e Establishment of Project Unit X Construction # Survey of sites V Guarantee period P Development of prototype designs and Specifications for CFs. D Delivery and installation/distribution Design and specifications for BER and workshops. 1-7 Man-months of Technical assistance L Preparation of furniture and equipment lists A Project Administration p Preparation of tendering documents and contracts T Tendering and contract award Source: Bank Group3 staff - 60 - ANNEX IV-3 BURUNDI EDUCATION PROJECT KEY INDICATORS FOR SUPERVISION % of Expendi- ture Foreseen at appraisal FBu Expended to Date for this com- (related to items on Im- ponent at Physical Indicators plementation schedule) this time Design Construction Furniture Equipment Educational Indicators Accomplishments by Planned Accomplish- Date of Supervision ments at Appraisal/ Mission Negotiations Number of Pupil Places added (CFPs) Number of textbooks printed and distributed Number of teachers in in-service training in the teaching of practical subjects Number of technical assistants in place at BER Number, duration, and places of fellowships awarded Noted improvements in educational performance Evaluation activities undertaken June 1976 - 61 - ANNEX IV-4 BURUNDI EDUCATION PROJECT FORECAST OF DISBURSEMENTS (US$'000s) Total Quarterly Accumulated Undisbursed Quarter 1/ Disbursements Disbursements Balance 1 10,000 2 - - 10,000 3 50 50 9,950 4 60 110 9,840 5 280 390 9,560 6 390 780 9,170 7 750 1,530 8,420 8 840 2,370 7,580 9 510 2,880 7,070 10 330 3,210 6,740 11 1,020 4,230 5,720 12 640 4,870 5,080 13 830 5,700 4,250 14 840 6,540 3,410 15 520 7,060 2,890 16 310 7,370 2,580 17 500 7,870 2,080 18 430 8,300 1,650 19 640 8,940 1,010 20 610 9,550 400 21 300 9,850 100 22 110 9,960 40 23 30 9,990 10 24 10 10,000 - I/ Starting from the date of Credit effectiveness. - 62 - V. BENEFITS AND JUSTIFICATION Benefits 5.01 Burundi's future prospects depend to a large degree on the develop- ment of its agricultural sector (paras. 1.05 and 1.09), specifically, on crop diversification and greater productivity at the level of individual rural smallholdings. These developments, however, will only be possible if a larger proportion of Burundi's population has an opportunity to achieve basic literacy and numeracy and to learn improved agricultural techniques. In spite of formidable obstacles, the Government has undertaken to reform its entire education system in order to make it more responsive to these development needs. The proposed project would provide critically needed material and technical assistance to the ongoing reform, thus helping to improve the quality of primary education and increasing its relevance to the country's development needs. In addition, the proposed project would greatly aid institution building within the Ministry of National Education through its technical-assistance component to the BER, giving that department a permanent capacity to undertake curriculum development, teacher upgrading and evaluation. 5.02 In quantitative terms, the proposed project would provide 27,000 new primary-school places, representing an increase of 21% over the primary capacity existing in the school year 1974-1975. The facilities for practical subjects to be provided under the proposed project would benefit, for a start, as many as 7,000 youths and adults p.a. The expansion and equipping of the textbook-printing unit at the BER and the provision of paper would allow all primary-school pupils to receive new textbooks during the project period. 5.03 After project completion, the activities of the Project Unit in terms of the designing of new schools and the administration of school construc- tion would be continued by a division of the MINEDUC, which would therefore acquire a permanent capacity for undertaking school construction. It is estimated that the surveying of sites and the construction of the CFPs would create some 3,200 man-years of employment during the project period. In addition, the technical advice and assistance provided through the project would generally improve the quality of construction at the local level through on-the-job training of craftsmen and unskilled laborers. After the project period, the 100 CFPs would provide continuing employment to some 700 people, mostly teachers. 5.04 As a result of the proposed project's location procedures (paras. 3.05-3.13), the CFPs would benefit the educationally least favored of Burundi's children. Since the CFPs would be in rural areas, they would benefit the poorest stratum of Burundi's population, the average annual income of which is estimated at only US$40 equivalent. - 63 - Risks 5.05 Burundi is one of the poorest of the least developed countries The human resources, especially the national ones, required for project implementation will be extremely scarce and not readily available. In addi- tion, there is only limited experience in the education sector in handling the transactions required for the implementation of a project of this size. A tighter supervision schedule may help to reduce this risk. Major difficulties may also be expected as construction is undertaken in predominantly rural areas and at places where even the missions have only a weak basis. Project implementation would be spread over a conservatively long six-year period in order to reduce these difficulties as much as possible. 5.06 As has been mentioned, the driving force for educational change in Burundi is the BER. Until now, the BER has been able to keep operating with the help of a variety of human and material inputs provided by various external-assistance agencies. Such arrangements were feasible during the period of preparation of the reform but not during its generalization to all schools in the country. Teaching and learning aids have to reach teachers and students in sufficient quantity and on a regular basis; the experience in application of the new didactic materials should be evaluated formatively, using findings fed back to improve the system. The administrative structure has to be consolidated and can no longer suffer from constant turnover. The "Burundization" of the BER must be well planned and sufficiently funded in order to provide continuity. Finally, the BER must receive the financial allocations necessary for its proper operation. The proposed project would attempt to ensure the successful institutionalization of the BER through its substantial technical assistance and material aid. Should the BER not be fully operational, the effect of the CFPs would be only quantitative (limited to the provision of primary-school places). 5.07 In spite of these risks, the project is to be recommended. Even its merely quantitative impact would be extremely important in a country where such a small percentage of the children attend school (paras. 1.03 and 2.27) and where limited government resources for investment will continue to be the principal constraint to the expansion of the primary system. Given the long implementation period, frequent supervision, and the substantial technical-assistance component, the risks can be minimized, and the project would have a substantial qualitative, as well as quantitative, impact, pro- viding critical support to the country in its efforts to make its education system relevant to its development needs. - 64 - VI. AGREEMENTS REACHED AND RECOMMENDATION 6.01 Agreement was reached with the Government on the following principal points: (a) studies on automatic promotion and double-shifting proce- dures (para. 2.36); (b) locations for the CFPs (para. 3.13); (c) budgetary appropriations for the BER (para. 3.21); (d) selection and appointment of specialists and of other staff (paras. 3.23 and 4.10); and (e) duties and responsibilities of the Project Unit (paras. 3.26, 4.10, and 4.19). 6.02 Prior to Credit effectiveness, the Government should provide the Association with the following: (a) evidence of the establishment of a US$100,000 equivalent revolving fund for the Project Unit (para. 4.07); and (b) evidence of the appointment of the Project Unit's director and assistant director (para. 4.10). 6.03 Retroactive reimbursement of a sum not exceeding US$200,000 equiv- alent is recommended for expenditures incurred after August 1, 1976, by the Project Unit for project preparation activities (para. 4.10). 6.04 Subject to the conditions outlined in para. 6.02, the proposed project constitutes a suitable basis for a credit of US$10.0 million equiva- lent to the Republic of Burundi on standard IDA terms. - 65 - Related Documents and Data available in the Project File A. General Reports and Studies relating to Education 1. UNESCO. Burundi. Developpement de 1'Education: Analyse et perspectives. Education Sector Study. Paris: UNESCO, December, 1974. 2. University of Burundi, University Institute of Education Sciences. "Numero special sur la Reforme du systeme educatif au Burundi," Liaison, Cinquieme Annee, No. 10 (March, 1974), pp. 1-55. Bujumabura: Centre de Recherche et de Documentation Pedagogigues, March 1974 3. Greenland, Jeremy. "The Reform of Education in Burundi: Enlightened Theory Faced with Political Reality," Comparative Education, Volume 10, No. 1 (March, 1974), pp. 57-63. 4. Greenland, Jeremy. "Education in Burundi: An Assessment -- October, 1975." (Mimeographed.) 5. Lemarchand, Rene, and Jeremy Greenland (ed.). Les Problemes du Burundi. Papers presented at an international conference in Brussels, December 27-28, 1974. London: Minority Rights Group Press, 1975. 6. Belgian Embassy in Burundi. Minutes of the meetings held by the Sous-Commission Technique Mixte Burundo-Belge pour 1'Enseignement. Bujumbura: Belgian Embassy, June 8-10, 1976. 7. Republic of Burundi, Ministry of National Education. Placement des eleves en septieme annee pour l'annee scolaire 1975-76. Bujumbura: Ministry of National Education, 1975. 8. Republic of Burundi, Ministry of National Education. Concours d'admission en septieme. Bujumbura: Ministry of National Education, July, 1975. 9. Republic of Burundi, Ministry of National Education. Repartition des Centres du Concours national d'acces a 1'enseignement secondaire et mise en place du personnel. Bujumbura: Ministry of National Educa- tion, May, 1975. 10. Center for Mutual Aid and Development. Enrollment statistics by sex, center, district, and province in catechism centers. Bujumbura: Center for Mutual Aid and Development, 1975. 11. Republic of Burundi, Office of the President, Bureau of Technical Studies. Plan Quinguennal de Developpement Economigue et Social du Burundi, 1973-77. Bujumbura: Office of the President, 1976. - 66 - 12. Republic of Burundi, Ministry of Economy and Finance. Government recurrent and capital expenditures, 1971, 1972, 1973, and 1974, and budgets for 1975 and 1976. Bujumbura: Ministry of Economy and Finance, 1972, 1973, 1974. 1975, and 1976. 13. UNDP. Country Programme, 1972-76. Bujumbura: UNDP, August, 1974. 14. UNDP. Annual Report, 1973 and Annual Report, 1974. Bujumbura: UNDP, 1974 and 1975. 15. Van Espen, Ph. Situation economigue du Burundi et aide au developpe- ment: Criteres pour une programmation de l'aide belge. Tome I: "La Situation Economique"; Tome II: "L'aide au developpement." Bujumbura: Belgian Embassy, December, 1975. 16. ILO. Etude des systemes et des besoins en matiere de formation pro- fessionnelle. Geneva: ILO, 1974. 17. ILO. Evaluation et planification de la main-d'oeuvre: Resultats de projet et recommandations en decoulant. 2 vols. Geneva: ILO, 1975. 18. Republic of Burundi, Ministry of Social Affairs and Labor, Department for the Promotion of Women. Rapport annuel, 1975. Bujumbura: Ministry of Social Affairs and Labor, 1976. 19. Republic of Burundi, Ministry of National Education. Personnel Enseignant de l'enseignement primaire par inspection, sexe et qualification, 1973-74. Bujumbura: Ministry of National Education, 1975. 20. Republic of of Burundi, Ministry of National Education. Personnel de l'enseignement normal et de l'enseignement moyen pedagogigue par nationalites et par qualifications, 1973-74. Bujumbura: Ministry of National Education, 1975. 21. Republic of Burundi, Ministry of National Education, School Statis- tics Service. Repertoire des Etablissements d'enseignement primaire, secondaire et superieur, annee scolaire, 1972-1973 and 1974-1975. Bujumbura: Ministry of National Education, 1974 and 1976. 22. Republic of Burundi, Ministry of National Education. Total general des salles de classe par Inspection, 1975-1976. Bujumbura: Ministry of National Education, 1976. 23. Republic of Burundi, Ministry of National Education. La Reforme de l'education. Bujumbura: Ministry of National Education, 1974. - 67 - 24. Republic of Burundi, Ministry of National Education, Department of Primary Education and Teacher Training, Rural Education Bureau. Statut-type d'une cooperative scolaire d'ecole primaire commu- nautaire au Burundi. Bujumbura: Ministry of National Education, 1975. 25. Republic of Burundi, Ministry of National Education. La Decentrali- sation au Ministere de l'education nationale et de la Culture. Bujumbura: Ministry of National Education, 1976. 26. Republic of Burundi, Ministry of National Education. Maps of each district, showing existing primary schools, 1973-1974 or 1974-1975. Bujumbura: Ministry of National Education, 1974 and 1975. B. Reports and Studies relating to the Project 1. Republic of Burundi, Ministry of National Education. Reguete adressee a la Banque Mondiale. Bujumbura: Ministry of National Education, December, 1975. 2. Protestant Alliance. Information on Protestant schools in Burundi and primary education statistics at such schools. Bujumbura: Protestant Alliance, 1976. 3. Secretariat of the Episcopate of Burundi. Les Dioceses et Paroisses au Burundi. Map. Bujumbura: Secretariat of the Episcopate of Burundi, 1975. 4. Republic of Burundi, Ministry of National Education, Rural Education Bureau. Conseils Pratiques pour la creation et le fonctionnement d'Associations Parents-Maitres dans les ecoles primaires du Burundi. Bujumbura: Ministry of National Education, 1975. 5. Ndiaye, Souleymane, and others. Une Evaluation du Bureau d'Education Rurale. Paris: UNESCO, 1976. 6. Republic of Burundi, Ministry of National Education, Rural Education Bureau. Various new textbooks and teacher guides. Bujumbura: Ministry of National Education, 1975 and 1976. 7. Republic of Burundi, Ministry of the Interior and Public Administration. "Grades et Baremes des Cadres de l'enseignement," Bulletin Officiel du Burundi, 8eme annee, no. 11/bis 69. Bujumbura: Ministry of the Interior and Public Administration, November 15, 1969. 8. Republic of Burundi, Ministry of National Education. Budget request for 1976. Bujumbura: Ministry of National Education, 1975. - 68 - 9. Republic of Burundi, Ministry of National Education. Nombre d'Ecoles Centrales et Succursales par Inspection. Bujumbura: Ministry of National Education, 1975. 10. Republic of Burundi, Population Department. Tableau Recapitulatif de la population du Burundi en 1974. Bujumbura: Population Department, 1975. 11. Republic of Burundi, Ministry of National Education. Total General du Personnel Enseignant par Inspection, 1974/75. Bujumbura: Ministry of National Education, 1975. 12. Republic of Burundi, Ministry of National Eduation. Repartition des effectifs par Inspection, 1974/75. Bujumbura: Ministry of National Education, 1975. 13. Republic of Burundi, Ministry of National Education. Reforme du Systeme de l'Education au Burundi. Bujumbura: Ministry of National Education, 1973. 14. Republic of Burundi, Ministry of National Education. Enrollment statistics: cycle d'orientation, 1975/76; enseignement moyen pedagogique, 1975/76; enseignement normal, 1975/76; enseignement secondaire general, 1975/76, enseignement technique, 1975/76; ecoles privees, 1975/76. Bujumbura: Ministry of National Education, 1976. 15. Ndiaye, Souleymane, and others. Programme de Formation des maitres destines a l'enseignement pratique des Centres de Formation Polyvalente. Bujumbura: Ministry of National Education, October, 1976. 16. Republic of Burundi, Ministry of National Education. Requete adressee a l'UNICEF par le Government du Burundi en vue de preparer les cadres de l'Enseignement Primaire a la Mise en Oeuvre de la Reforme, a sa Regulation et a son Animation. Bujumbura: Ministry of National Education, January 15, 1976. 17. Republic of Burundi, Ministry of National Education. Addendum a la requete du 15 Janvier 1976 adressee a l'UNICEF par le Government du Burundi en vue de la Mise en oeuvre de la Reforme de l'Enseignement Primaire. Bujumbura: Ministry of National Education, March 5, 1976. 18. Republic of Burundi, Ministry of National Education, School Statistics Service. Maps of five districts, showing existing primary schools and proposed locations for 41 multipurpose learning centers. Bujumbura: Ministry of National Education, 1976. 19. Republic of Burundi, Supreme Revolutionary Council. Decret No. 100/258 du 5/11/1976 creant le "BUREAU DU PROJET D'EDUCATION AU BURUNDI", finance par la Banque Mondiale. Bujumbura: Supreme Revolutionary Council, November 5, 1976. - 69 - C. Selected Working Papers of the Project (Dated August 25, 1976) 1. Architectural Worksheets 2. Estimated Recurrent Costs of CFPs 3. PopuLation Data in Burundi 4. The Burundi School Map 5 Implementation of the School-Mapping Program 6. Foreign Aid to Education, 1974 D. General Reports and Studies relating to Burundi 1. Republic of Burundi, Ministry of the Interior. Recensement de la Population: Repartition par sexe et group d'age, annee 1974. Bujumbura: Ministry of the Interior, 1974. 2. Republic of Burundi, Department of Statistics. Principales Donvees Demographiques disponibles en 1970. Bujumbura: Department of Statistics, 1970. 3. Republic of Burundi: Ministry of Social Affairs and Labor. Requete d'Assistance du Fonds des Nations Unies pour les Activities en matiere de Population au Burundi. Bujumbura: Ministry of Social Affairs and Labor, February, 1976. 4. UNDP/ILO. Project for Manpower Planning and Evaluation. Bujumbura: UNDP, July 24, 1974. 5. UNDP. Programme des Nations Unies pour le Developpement au Burandi: Document de Travail. Bujumbura: UNDP, April, 1973. 6. Zrimec, Stane, and Anis K. Maitra. Republique du Burundi: Recensement General de la Population -- Rapport de mission a Bujumbura. New York: U.N. Economic Commission for Africa, African Census Program, November, 1975. 7. Giry, R.H., and 0.S. Knowles. La Cooperation sous-regionale, facteur essentiel du developpement economique du Burundi. Geneva: UNCTAD, Novmber, 1975. 8. UNICEF. Burundi: Project of special assistance for children and mothers. Project Summary. New York: UNICEF, 1976. 9. FAO/World Food Programme. Burundi: Secondary school feeding. Project summary. Rome: FAO, Committee on Food Aid Policies and Programmes, August, 1976. - 70 - 10. Republic of Burundi, Ministry of Agriculture and Livestock, Burundian Institute of Agronomic Sciences (ISABU). Rapport Annuel de 1'ISABU pour 1974. Volume I.B.: Rapport Technique pour les Projets. Bujumbura: Ministry of Agriculture and Livestock, June, 1975. 11. Episcopal Assembly of Burundi. Police d'Assurance de responsabilite civile: Assurance en faveur des ecoles secondaires du Burundi. Bujumbura: Grand Seminaire St. Cure d'Ars, September, 1975. ADMI~NiST RA1IVE DM\'SIONS P' -- }r - r b - -1 - r \ 1 ) - -- L ,.