Tanzania - Second Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 2019 FILE COPY PROJECT PERFORMANCE AUDIT REPORT TANZANIA: SECOND EDUCATION PROJECT (CREDIT 149-TA) April 10, 1978 Operations Evaluation Department 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.  FOR OFFICIAL USE ONLY PROJECT PERFORMANCE AUDIT REPORT TANZANIA SECOND EDUCATION PROJECT (CREDIT 149-TA) Table of Contents Page No. PREFACE PROJECT PERFORMANCE AUDIT BASIC DATA SHEET HIGHLIGHTS PROJECT PERFORMANCE AUDIT MEMORANDUM I. Project Summary and Background 1 II. Main Issues 3 (1) Delays in the Project Generation Stage 3 (2) Provision of Boarding 4 (3) Implementation 5 (a) Project Management Arrangements 5 (b) Physical Implementation 5 (4) The Supply of Teachers 6 (5) Supervision by IDA 6 (6) Costs and Disbursements 7 III. Educational Impact 7 IV. Conclusions 8 ATTACHMENT: PROJECT COMPLETION REPORT PROJECT DESCRIPTION Al SUMMARY, CONCLUSIONS AND RECOMMENDATIONS A2 I. ISSUES EMERGING FROM PROJECT IDENTIFICATION AS II. PROJECT ORGANIZATION AND MANAGEMENT A7 III. PHYSICAL EXECUTION OF THE PROJECT A9 IV. PROJECT CAPITAL COSTS Al5 V. POLICY CHANGES IN THE SECTOR CONTEXT OF THE PROJECT A18 VI. THE SUPPLY OF TEACHERS AND RELATED TECHNICAL ASSISTANCE A20 VII. FINANCIAL IMPLICATIONS OF THE PROJECT A21 VIII. THE UTILIZATION OF THE NEW PROJECT FACILITIES A22 IX. QUANTITATIVE RESULTS OF THE PROJECT A24 X. INITIAL EDUCATIONAL AND EMPLOYMENT OUTCOMES A28 OF PROJECT SCHOOLS This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. Table of Contents (Cont'd.) List of Annexes Annex 1 - Comparison of Project at Different Stages of Preparation 1965-1970 Annex 2 - Demand for Technicians, 1969-1974 Annex 3 - Project Unit Staff List Annex 4 - Comparison of Building Implementation Showing Contract Starting and Completion Dates and Actual Completion Dates Annex 5 - Schedule of Principal Facilities Provided Annex 6 - Equipment and Furniture Tenders Annex 7 - Summary of Student Places, Areas and Costs Annex 8 - Construction Cost Index, 1969-1977 Annex 9 - Schedule of Disbursements Annex 10 - Diversified Curricula: National Timetable Annex 11 - Technical Assistance Specialists and Fellowships Obtained Under the Terms of Section 4.02 and Schedule 5 of the Credit Agreement Annex 12 - Output of Trained Special Subject Teachers at Diploma Level Annex 13 - Ministry of Education Capital and Recurrent Budget Annex 14 - Recurrent Expenditures in All Secondary Schools Annex 15 - Recurrent Expenditures in Selected Project Schools, 1975/1976 Annex 16 - Food Expenditures in a Sample of Project Secondary Schools, 1975/1976 Annex 17 - Use of Teaching Facilities by Subject Annex 18 - Planned and Actual Manpower Needs by Category Annex 19 - Percentage of Female Enrollments in Public/Private Secondary Schools, 1961-1974 Annex 20 - Pre- and Post-Project Enrollment of Boys and Girls in Project Schools Annex 21 - Examination Results in Agriculture, Commerce, Comparing IDA and Nordic Project Schools with All Schools, 1976 as Percentage of Examinations Taken Annex 22 - Planned and Actual Form 4 Output for Public and Private Schools, 1968-1975 Annex 23 - The Placement of Form 4 Leavers from Project Schools and from All Secondary Schools in 1975 Appendix A The Nordic School Project Table 1 of Appendix A - Nordic Schools, Schedule of Disbursement PROJECT PERFORMANCE AUDIT REPORT TANZANIA SECOND EDUCATION PROJECT (CREDIT 149-TA) PREFACE This is a performance audit of the Second Education Project in Tanzania for which an IDA credit of US$5.0 million was approved in April 1969. Of this amount, US$4.9 million was disbursed by the closing date of December 31, 1976, which represents an extension of three years from the original closing date of December 31, 1973, and the remaining US$0.1 million was fully disbursed by February 2, 1977. The audit is based on a review of the official government requests for the project dated April 1965, October 1965 and November 1967, the original and amended Credit Agreements and supplementary letters, the Appraisal Report (No. TO-696a) dated April 14, 1969 and the President's Report (No. P-867) dated April 16, 1969, the Project Completion Report (PCR), dated June 7, 1977, prepared by the Eastern Africa Regional Office, relevant sections of the Bank economic report on Tanzania (AF-58a) dated April 21, 1967, and material in the Bank's files relating to the five IDA Education Projects in Tanzania. Dis- cussions have been held with Bank staff currently and formerly associated with the project and with staff familiar with Tanzania's development. This audit supplements the Project Completion Report, with which it broadly concurs, by examining in some detail aspects of project preparation which significantly affected project performance. The audit memorandum notes how some of these problems have been cor- rected in the succeeding education projects.  PROJECT PERFORMANCE AUDIT BASIC DATA SHEET TANZANIA SECOND EDUCATION PROJECT (CREDIT-149-TA) KEY PROJECT DATA Appraisal Expectation Actual Total Project Cost (US$ million) 7.2 7.2 Underrun (%) -- - Credit Amount (US$ million) 5.0 5.0 Disbursed ) February 2, 1977 -- 5.0 Cancelled ) -- Repaid to ) -- -- . Outstanding as at) September 30, 1977 5.0 5.0 Date Physical Components Completed 9/30/73 12/17/75 Proportion Completed by Above Date (%) 60 100 Proportion of Time Overrun (%) 50 Economic Rate of Return n.a. Financial Performance n.a. Institutional Performance Satisfactory Satisfactory OTHER PROJECT DATA Original Plan Revisions Actual First Mention in Files 4/28/65 Government's Application November167 Negotiations November/68 Board Approval 4/29/69 Credit Agreement Date 5/29/69 Effectiveness 6/19/69 Date of Credit Amendment 4/24/70 Closing Date 12/31/73 12/31/75; 12/31/76 Borrower Government of Tanzania Executing Agency Ministry of National Education Fiscal Year of Borrower July 1 June 30 Follow-on Project Names: Third Fourth : Fifth Education Projects Credit Number 232-TA 371-TA 607-TA Amount (US$ million) 3.3 10.3 11.0 Credit Agreement Date 2/5/71 4/13/73 1/29/76 PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) MISSION DATA Sent No. of No. of Date of Item by Month/Year Weeks Persons Manweeks Report Reconnaissance 1 IDA August/65 n.a. 1 n.a. 8/20/65 Reconnaissance 2 IDA Novembe /66-- 1- 1 1 1/6/67 Reconnaissance 3 IDA July/67,. 1 1 1 8/24/67 Appraisal IDA May/June/68 4 6 24 10/30/68 Total 26 Supervision2/ 1 IDA May/July 5 1 5 8/18/69 2 IDA September 69 2 3 6 1/6/70 3 IDA Feb./March/70 5 4 7 5/4/70 4 IDA May/71 1 1 1 5/17/71. 5 IDA June 1971 1 1 1 6/18/71 6* IDA Oct./Nov./71 1 2 2 11/17/71 7 IDA Oct./Nov./71 2 1 2 12/29/71 8 IDA April/72 1 1 1 5/24/72 9* IDA July/72 I 1 1 7/19/72 10* IDA November/72 2 3 5 2/21/73 11* IDA June/73 2 3 5 8/10/73 12* IDA March/74 2 1 2 5/7/74 13* IDA May/74 1 1 1 6/19/74 14 IDA October/74 1 2 2 12/18/74 15* IDA November/74 2 1 2 12/31/74 16* IDA November/75 1 1 1 12/16/75 17* IDA February/76 1 1 1 3/3/76 18 IDA May/June/76 1 1 1 6/15/76 19 IDA Nov./Dec./76 3 1 3 12/20/76 Total 49 Completion IDA Feb./March/77 4 3 12 6/7/77 1/ The second and third reconnaissance missions were combined with other missions and it is possible only to approximate the number oi days spent on the Second Tanzania Education Project. 2/ Starred missions were combined with preparation/supervision of Tanzania Education III (Credit 232-TA) and/or preparation for a Fourth Education Project. Approximations of man-days devoted to the Second Education Project are given in these cases. Most supervision missions for the Second Education Project also undertook supervision of the NORAD education project. PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) T Sh = Tanzania Shilling Appraisal Year (1968) Average US$1 = T Sh 7.14 Completion Year Average (1976) US$1 = T Sh 8.39 UNIT COSTS Appraisal Capital Cost Estimate Actual US$ US$ New Secondary School (98% boarding) 1,705 1,747  PROJECT PERFORMANCE AUDIT REPORT TANZANIA SECOND EDUCATION PROJECT (CREDIT 149-TA) HIGHLIGHTS The Second Education Project in Tanzania (Credit 149-TA) provided a credit of US$5.0 million to expand and diversify secondary education, expand primary and secondary teacher training, and improve a technical college. By February 1977, the credit proceeds had been fully disbursed. The implementation of this project was generally successful. This was in part because its design was fundamentally in keeping with the needs of the country, although (a) there has been a shortfall of about 30% in secondary school enrollments because insufficient boarding places were provided under the project (para. 10; PCR, paras 9.08-9.12) and (b) some difficulties were experienced by the Borrower in meeting its share of the capital costs (para. 16; PCR, para. 7.03). One noteworthy feature has been the energetic and success- ful steps taken by the Borrower to give secondary education a more practical bias, particularly in regard to agriculture (paras 17-18; PCR, paras 5.01-5.05). Other Points The following points may be of special interest: (a) the difficult four-year period (1965-69) of discussions leading to agreement on this project (paras 1-5, 8-9): (b) the continued dependence of the project implementation unit on the services of expatriate personnel (para. 11); (c) problems of equipment procurement (para. 13): (d) underutilization of physical plant in the secondary schools (para. 17); and (e) the development of productive "self-reliance" student activities in the secondary schools (para. 18; PCR, paras 5.02-5.03). p PROJECT PERFORMANCE AUDIT MEMORANDUM TANZANIA SECOND EDUCATION PROJECT (CREDIT 149-TA) I. Project Summary and Background 1. The First Education Credit to Tanzania (1963) provided US$4.6 million to expand and improve secondary schools. It was completed on schedule in 1967. In April 1965, the government submitted a request to IDA for a second project to expand and improve secondary education. In August 1965, an IDA reconnaissance mission visited Tanzania and dis- cussed the government's manpower justification for expanding secondary education to the degree proposed, the teacher supply at this level, and school building costs. This resulted in a new request in October 1965. 2. At the suggestion of an IDA supervision mission for the First Education Project, the government asked UNESCO in 1964 to undertake a survey of the utilization of secondary facilities which would serve as a base line for planning future capital works. The 1966 report of the UNESCO survey suggested that there was scope to increase the utiliza- tion of existing secondary school facilities. 3. In October/November 1966, an economic mission and a second IDA education reconnaissance mission visited Tanzania. The education mission suggested: (a) the addition of items relating to primary and secondary teacher training, agricultural education1/ and possibly tech- nical education.and (b) greater caution on secondary school expansion in view of (i) the scope for more intensive utilization of space which the UNESCO report on school facilities revealed and (ii) the manpower requirements of the country. However, the Bank economic mission (report of August 1967) considered the proposed expansion consistent with avail- able manpower estimates and necessary to meet social and political demands. In July 1967, a third education reconnaissance mission visited Tanzania and in November 1967, the government submitted a revised request to expand secondary education and primary and secondary teacher training and to equip a technical college. In May/June 1968, IDA appraised this project and in November 1968, it was negotiated. 4. The project was estimated to cost US$11.5 million but, as only US$5.0 million was available from IDA, the Bank proposed a blend of loan and credit to cover 70% of the project costs. The government refused 1/ Items relating to agricultural education (other than agricultural subjects within secondary schools) were deleted when the third reconnais- sance mission advised that their preparation would delay the rest of the project. These items were then prepared as the Third Education Project. - 2 - loan funds and sought and received a US$3,0 million grant through the Norwegian Agency for International Development (NORAD) to finance some of the secondary schools.1/ Finally, IDA approved the credit in April and the credit agreement was signed in May 1969. Immediately after effective- ness (June 1969), however, the government requested changes in the project content. In January 1970, these changes were reviewed with the government by an IDA supervision/reappraisal mission and the credit was amended in April 1970. 5. The evolution of project content from the original application to credit signing and amendment is detailed in Annex 1 of the completion report. The amended project comprised one new secondary school, extensions to 24 existing secondary schools, expansions to one new primary teacher training,college, extensions to one technical college and construction or improvement of 81 staff houses at related project schools. The amended project was expected to increase enrollments in government-assisted secon- dary schools (Forms 1-4 alone) from 26,000 (or 2.5% of the relevant age group) in 1968 to 28,460 (or 2.7% of the age group) by about 1973. 6. Special covenants and supplementary letters required the Borrower to take appropriate steps to: (a) develop agriculture, commerce and technical subjects in teacher training colleges and secondary schools by (i) employing ten (10) appropriate specialists (32 man-years) to assist in establishing adequate teacher training facilities and secondary school programs in these subjects, (ii) providing ten (10) fellowships for training Tanzanians abroad in these subjects, and (iii) strengthen- ing the staff of the inspectorate of the Ministry of National Education by appointing adequate numbers of specialists in these subjects; / (b) establish in the Ministry of National Education a project unit consisting of a full-time project coordinator, an experienced architect, an accountant and supporting adequate accounting and secretarial staff as might be needed; (c) provide that the educational institutions included in the project be provided with qualified teachers, in adequate numbers; and (d) establish a diversified secondary school curriculum by 1979 to enable students to follow practical courses and enhance their prospects for immediate employment. International competitive bidding was to be employed for civil works con- tracts valued at US$100,000 or more and equipment contracts valued at US$25,000 or more, whereas for smaller contracts the Association would promptly receive copies of bid evaluation reports (after award of contracts) and copies of signed contracts. 1/ By an agreement of Agust 1, 1970, between NORAD and IDA, IDA became executing agency for the NORAD project. 21 Financing for these specialists and fellowships was to be obtained from sources outside of this credit. - 3 - 7. The project has been completed and final disbursement was made in February 1977, about three years later than the originally expected closing date of December 31, 1973. II. Main Issues (1) Delays in the Project Generation Stage 8. The project was conceived and prepared during a period of rapidly evolving national development policies. Educational planning itself suffered from the effects of this rapid evolution as well as from a shortage of planning staff and basic data on the sector in such areas as manpower. The Association, especially at the outset of the dialogue on a second project, had had very limited experience in the education sector. By June 1965, it had approved only seven education loans/credits in six countries. The protracted preparation period of five years (paras 1-4) for this project was a difficult one. In the absence of a long-term plan or detailed education sector study, neither the government nor IDA enjoyed a full understanding of the needs and priorities of the sector or mutual agreement on them, and poor communication exacerbated the problems. 9. The project generation period was characterized by various pro- blems. In the first place, extended disagreements developed between IDA and the government over the extent of secondary school expansion which the existing levels of school plant utilization and the admittedly imprecise manpower projections would justify - IDA eventually agreeing to a project which was about the order of magnitude of the original govern- ment request anyway (although this was four years later). Secondly, certain actions and events persistently delayed appraisal or the readiness of the project for appraisal, such as the sudden decision by IDA's second reconnaissance mission to add agricultural education elements to the project which required much more preparation than IDA had realized to be necessary and which were eventually dealt with under a third project. While this may have precipitated early work on a third project, it did for a while distract personnel from the task of preparing the second project. Thirdly, notably poor communication existed between the government and IDA (which both parties admitted to be a problem), illustrated, for example, by (i) the failure of IDA to inform the government, after the advice of its first reconnaissance mission that the project was ready for appraisal, that it was not prepared to proceed to immediate appraisal, (ii) the tendency on IDA's part not to keep the government constantly abreast of its discussions with UNESCO and other agencies and, in some periods, simply to allow months to elapse without any communication to Tanzania, and (iii) the limited rapport between the government and the appraisal mission on such project items as the technical college and the grouping of upper forms of secondary schools.1 The government was left with the impression in 1971 that "delays in preparing and processing Bank projects" were "caused by the rigidity of the Bank's attitudes" and that "if the Bank would be more flexible, delays could be avoided." (2) Provision of Boarding 10. The project failed to meet its secondary school enrollment targets by 1,430 students (1976). This number, as analyzed by the completion mission (PCR, paras 9.08-9.12), closely corresponds to the number of students who were expected to be day students and for whom, therefore, boarding facilities were not included in the amended project. IDA had originally maintained that there were many students in the catch- ment areas who could attend school as day students and that, consequently, boarding accommodation to a lesser extent than the government had expected would suffice. The government maintained, however, that all students who could walk or ride to school were already accommodated as day students in the nearby secondary schools and, therefore, it was essential to have more boarding facilities than IDA envisaged to serve rural students among the widely dispersed population. IDA eventually agreed to more boarding than it had originally supported and the amended project provided a total of 3,290 boarding places for a planned enrollment increase of 4,672.17 Even this boarding accommodation has not proved sufficient, however, because despite the village movement, population remains so widely dis- persed that the number of students who need boarding exceeds the expec- tations of IDA and the Borrower. (PCR, paras. 9.08-9.12) 1/ The government proposed that the project include advanced equipment to train professional engineers at an existing technical college. The appraisal mission suggested that this would duplicate expensive equipment at a new engineering faculty at the University of Dar-es-Salaam and could not therefore be included. After appraisal, the government reconsidered the issue and decided to offer instead technician level training at the technical college, but did not communicate this to the Association until after credit signing. Similarly, it was only after credit signing that the government communicated its acceptance of the appraisal mission's recommendations to consolidate upper secondary forms into a few schools to maximize use of specialized facilities. The appraisal mission left Tanzania believing that both its recommendations had been rejected when, in fact, they were being considered. These two changes necessitated the reappraisal and subsequent amendment of the agreement. 2/ Specific figures for boarders are not detailed in the government's original proposal, but a strong case is made for the need for boarding for the enrollment increase proposed, which was more than IDA was willing to support initially. - 5- (3) Implementation (a) Project Management Arrangements 11. The completion report (paras 2.01-2.03) points out the diffi- culties of project management which were due to the fact that the project unit was never fully staffed, experienced high turnover and lacked knowledge of procurement equipment procedures. The First Project had been successfully completed in 1967. The Second Project began in 1969. There was, therefore, little carry-over of project management staff from the First into the Second Project. The project unit established in the Ministry of National Education to implement the Second Project contained only one of the staff who had worked on the First Project and had to start almost from the beginning in terms of experience with IDA projects. As a-result, for instance, the project unit was unable to brief the architectural consultants adequately about the- construction performance to be demanded of contractors largely because the project unit itself was not aware of what was required (PCR, para. 2.09). Consequently, some poor workmanship on buildings was accepted by both the consultants and the project unit (PCR, para. 2.05). The Fourth and Fifth Education Projects.being administered by the Ministry of National Education have been able to benefit from the experience of the implementation experience of the Second Project. However, as noted in the completion report (Annex 3, paras 2.01-2.03), the project unit has remained dependent on expatriate personnel, especially in architecture and project coordination. (b) Physical Implementation 12. Physical implementation was hampered by the lack of government counterpart funds during 1971/72, delays in the importation of materials and difficulties in obtaining responses to bid invitations for new con- tracts because of the climate of uncertainty with which the private construction industry was confronted at that time (PCR, para. 3.02). Additional initial delays were caused by IDA-Borrower discussion about local competitive bidding (which the government preferred) and inter- national competitive bidding (which was required by the credit agreement). Nevertheless, the construction work on about half the project schools was completed by September 30, 1973, the original completion date; most of the rest was completed by December 1974 and the remainder was completed by 1975 (PCR, para. 3.05). The design, layout and quality of construction were judged to be generally satisfactory, but water supply and sewerage works are deficient and the lack of maintenance of facilities is a problem emphasized in the completion report (PCR, paras 3.10-3.15). Supervision missions had discussed the problem of maintenance repeatedly with the government throughout the latter half of the implementation period, although the government does not appear to have responded with adequate remedial action. Part of the problem appears to be at the level of the school, however, for, as the completion mission observes, girls' schools are better maintained than others.. The completion mission has made well-considered recommendations for improving maintenance (PCR, para. 3.12). - 6 - 13. Procurement of equipment proved to be a particular difficulty. For instance, no bids were received initially for some types of equip- ment (library, agricultural and commercial) and these had to be re- tendered a year later; no proper procedures were established for recording deliveries of equipment and receipt of equipment by the schools; and lengthy periods of time were needed to develop lists satisfactory to IDA (PCR, paras 3.16-3.20). Some of the items procured have remained non-functional for lack of minor accessories (PCR, para. 8.08); some of the furniture procured was unsuitable (PCR, para. 3.22). Many of the reasons cited by the compietion report for delays in equipment procurement relate to the project unit's lack of knowledge of equipment procurement procedures (PCR, para. 2.03) and its lack of a procurement officer. This was corrected in the Fourth Education Project in which a procurement officer was added to the project unit. (4) The Supply of Teachers 14. The completion mission has found that, with the additional secondary teacher training facilities provided by the project, the government has, in fact, trained an adequate supply of secondary teachers; even greater numbers have been trained in the commercial, technical (domestic science, wood- and metal-craft) and agricultural subjects. These practical subject teachers have not, however,,all gone into, or remained in, secondary school teaching with consequent ill- effects in terms of the non-utilization of new practical subject teaching facilities in project schools (PCR, para. 6.02). During project prepara- tion, the government felt that the expansion of the secondary teacher training system, together with its bursary system (under which students would be obliged to serve in teaching upon completing their training), would ensure an adequate supply of-secondary teachers for the project schools. It is not clear whether the trained teachers were not tied to this bursary system, whether the government has chosen to place them in other government positions or whether they have been absorbed by the private sector. (5) Supervision by IDA 15. Supervision by IDA substantially assisted the project unit in physical implementation (PCR, para. 2.03). However, IDA's efforts were more limited in regard to the educational aspects of the project (PCR, para. 2.10). Only two out of 19 supervision missions included a general educator. An important step was taken in January 1977, when a general educator was added to the Bank Resident Mission in Nairobi to which the Bank assigned responsibility for supervision. - 7 - (6) Costs and Disbursements 16. Overall actual project costs were about as estimated, the unexpectedly high increase in construction costs being offset by a cost saving on equipment (PCR, paras. 3.17, 4.07). However, some difficulty was experienced by the Borrower in meeting its shz.re of project costs. IDA had agreed to finance 70% of the total costs, rather than the 85% which the Borrower, correctly anticipating the difficulty in raising the necessary funds, had originally requested IDA to provide. The completion mission correctly advises that more sympathetic considera- tion should have been given by IDA to meeting a higher percentage of local costs (PCR, para. 7.03). Disbursements, reflecting the delays in project implementation did not at any stage exceed about 56% of the original appraisal estimates of the amount to be disbursed by that time. Four revisions of the disbursement schedule, one in 1971, two in 1972 and one in 1975, were made before the credit was finally disbursed (PCR, .Annex 9). III. Educational Impact 17. The main educational aim of the project was to diversify the secon- dary school curriculum to include "practical" subjects such as agriculture, commerce and technical options (wood- and metal-crafts and home economics) and, in support of this, to initiate related teacher training programs. These subjects have been introduced and related teacher training programs developed. The Ministry of National Education has developed examinations in these subjects, has already introduced an examination in agriculture and has made available examinations in commerce and technical subjects for Form IV students and teachers (PCR, para. 5.05). In order to obtain a "division one" or "division two".certificate in the terminal secondary school examination, a student must offer a practical subject in the examination. In addition, the introduction of agriculture as a subject in primary teacher training institutions, indicates that primary students will also be able to learn about agriculture whether they go on to secondary school or not. The completion report notes that the govern- ment's vigorous action in initiating these measures is largely responsible for the progress noted in curriculum diversification (PCR, para. 5.01). Technical assistance associated with the project (para. 6) was successful in support of the same aim. However, teaching methods and the scheduling of use of classroom space do not make full use of existing specialist classrooms and equipment (PCR, paras 8.01-8.09). 18. It is too early to assess the manpower implications of the secondary school diversification because not enough time has yet elapsed to follow graduates of the project schools. It is important to note, however, the assessment of the completion report (PCR, paras 1.06, 1.12, 10.10-10.13), that attempts on the part of IDA to justify secondary schooling in practical subjects (agriculture, technical and commercial) as an enhancement of the school leavers' prospects of immediate employ- ment were probably unrealistic except in the case of commercial subjects (typing and bookkeeping) and that these subjects were justifiable as part of a balanced general education as the government had perceived them. One significant development in Tanzania's secondary schools (which is applicable to project schools) is the increasing emphasis on productive activities (self-reliance activities) which are undertaken by students on a cooperative basis and which help to raise funds to meet school expenses (PCR, paras 5.02, 5.03). -8- IV. Conclusions 19. The Second Tanzania Education Project,'in spite of various project preparation difficulties, achieved its major aims of expanding and improving secondary education through the provision of secondary school and teacher training facilities and the introduction of practi- cal subjects in project secondary schools. The government's vigorous measures in support of secondary level curriculum diversification account in large measure for its success (para. 17, PCR, paras 5.01- 5.05). Only about 70% of enrollment targets for secondary schools has been met, however, because of the under-provision of boarding facilities (para. 10, PCR, paras 9.08-9.12). Physical facilities, while generally satisfactory in terms of construction, are nonetheless not being adequately maintained (para. 12, PCR, paras 3.10-3.15). Although sufficient practical subject teachers have been trained, adequate numbers of these are not actually teaching in the schools (para. 14, PCR, para. 6.02). 20. -Th experience with the Second Education Project, where pro- ject generation was long and difficult, however, underscores the importance of thorough sector study prior to project preparation and the need for good communication between the government and IDA in order to achieve effective preparation. By comparison, the Fourth and Fifth Education Projects have been prepared on the basis of detailed sector study and more informed dialogue between IDA and the Borrower. ATTACHMENT COMPLETION REPORT TANZANIA SECOND EDUCATION PROJECT CREDIT 149-TA PROJECT DESCRIPTION (i) The projdct finally agreed upon for implementation by the Credit Amendment of April 24, 1970, consisted 9f the construction, furnishing and equipping of: (a) i) Extensions to 24 secondary schools ii) 1 new secondary school iii) Extension to 1 primary teacher training dollege iv) Extension to 1 secondary teacher training college v) Extension to 1 technical college; (by The construction or improvement of 81 staff houses at 17 secondary schools and at 1 primary teacher training college; and (c) Professional fees and administraition for the above items. (ii) The total cost of the project was estimated to be US$7.2 million. The IDA Credit was to cover 70% of this estimated total cost, including 100% of the foreign exchange cost and 48% of the local cost of the project. By an agreement between the Bank and NORAD (acting for both the Norwegian and Danish Governments) of August 1, 1970, the Bank agreed to supervise the implementation of a related project to construct and equip four new secondary schools financed by the Norwegian and Danish Governments. The value of the Nordic grant was US$3.0 million. These schools had originally been in the project as requested,, but were eliminated because of scarcity of funds. -A2 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary and Conclusions (iv) The report concentrates on the observable outcomes of the project to date. It is as yet too early to conduct a full-fledged evaluation and make firm judgements on the project's educational and manpower impact, al- though some tentative observations are made. (v) The primary objective of the Government with respect to the project was the expansion of secondary enrollment in keeping with their manpower self- sufficiency target. Enrollment expanded by 3,242 places in project schools, which was less than the target expansion of 4,672. The shortfall resulted principally because very little expansion took place in day enrollment. (vi) It is as yet too early to assess the manpower implications of the project. However, the proportion of Form IV output from project schools who proceed to further education and training is above the national average. With the possible exception of commerce, it is not reasonable to expect that the addition of practical subjects to the general secondary school curriculum is sufficient to produce school leavers who are immediately employable, as was expected by the Appraisal Report. (vii) The Government objective of curriculum diversification is on the way to being met. The official school timetable allocates a substantial proportion of the school work week to practical subjects. Achievement of this objective has been assisted by the project's provision of specialized facili- ties and reinforced by the recent introduction of self-reliance activities into schools. The latter have other cost saving benefits as well. The intro- duction of continuous assessment procedures, in addition to final examinations, may reduce the significance of memory work relative to practical work in instruction. One serious impediment to the full realization of the project's benefits is the shortage of special subject teachers. -Complete utilization of new facilities cannot be achieved until people with appropriate special subject training are redirected into teaching. (viii) The Credit has been fully disbursed and all construction work is now completed. The Credit was closed three years behind schedule due to some initial delays, postponement of some construction midway through project im- plementation because of a shortfall in capital counterpart funds and some equipment procurement difficulties. The design, layout and quality of con- struction work are generally satisfactory. However, water supply and sewerage were given insufficient attention at the planning stage and building main- tenance.has been neglected. (ix) The Project Unit had difficulty in procuring, distributing and keeping records of the receipt of equipment provided under the project. While most of the equipment was appropriate, some underutilized pieces of equipment were observed. Many teachers had not received sufficient training to utilize the facilities provided. - A 3 - (_) The project cost US$7.17 million compared to the estimated US$7.25 million at the time of appraisal. However, the contingency provision made at the time of appraisal was insufficient to cover the cost inflation over the period and as a result a large proportion of the remodeling work included in the project at time of appraisal was not carried out. (xi) The involvement of the Association in the project was generally c3nstructive. However the time lapse during project identification and preparation was inordinately long. There was continuity in the discussion of project problems from one supervision mission to the next, although at one stage the time lapse between supervisions was too long. Occasionally, too much energy may have been expended in trying to harmonize different views on architectural details or in trying to reduce space standards or raise use rates - even where these were for the legitimate purpose of economy. (Y.i) In conclusion, the project has been successfully executed. The potential now exists to fully utilize all facilities provided, in keeping with the objectives of the Government. To assist in achieving these objec- tives, the mission recommends that the Association continue to monitor certain key aspects of the project in the coming years. The implementation of the second IDA project provided valuable experience for the Project Unit, which will be of considerable assistance in future education projects in Tanzania. (xiii) The Association's involvement in education has been substantial in Tanzania and it is to be expected that the Government will continue to rely on IDA experience in assisting, especially in the secondary education sub- sector. Additional special subject facilities may be required to implement the new expanded timetable for practical subjects once the teacher shortage is resolved. But before building new facilities, consideration should be given to converting general classrooms to use for specific subjects. The Association and the Government both recognize the special significance of agriculture in the Tanzanian economy and the extension of facilities for teaching agriculture as they become necessary, is desirable. Although this was not an explicit objective of the project, the share of secondary school places for girls should be raised. Whether this is achieved by the reallocation of existing facilities to girls or by the provision of additional facilities, will depend on the economic climate and manpower demand in the country in the coming years. The provision of practical subject facilities for girls should not necessarily be restricted to home economics and commerce, as has been the practice so far. Recommendations (xiv) The shortage of specialized teachers has prevented full utilization of project facilities. However, since sufficient teachers are being trained, steps should be taken to direct these trainees into teaching. This is espe- ciallyurgent in the case of agriculture teachers. The proportion of agricul- ture teachers who are graduates should gradually be brought in line with the proportions in other subjects. Specific training should be provided to enable teachers to make full use of new equipment and facilities. Generally, the headmaster turnover or transfer rate is exceedingly high. The Ministry should give more weight to the negative effects of this on school leadership before transferring headmasters. -A 4- (xv) The Ministry should require all schools to adopt a subject-based timetable and provide the appropriate guidelines and management training to headmasters. In addition, the Ministry should ensure that headmasters do not reallocate funds intended for maintenance to what may appear as more pressing needs. (xvi) Several aspects of project school operation should be monitored over the next three years. A future Bank staff mission should concern itself with establishing an appropriate set of monitoring indicators and procedures - perhaps a supervision mission for the fifth education project which includes sim- ilar schools. This set should include indicators on the supply of special subject teachers, the use of practical subject facilities and of a subject- based timetable, the ratio of boarders to day students, average class size, and student:teacher ratios. The increased timetable allocations to agricul- ture and other practical subjects, and the increased emphasis ploced on school self-reliance activities may have considerable implications for student per- formance, recurrent costs and perhaps school leaver employment potential. Relatively little is known so far about these potentially important effects. These should be monitored with a sample of schools and school leavers during the next few years in order to allow time for the project inputs to have a full effect. (xvii) In projects which include the provision of equipment to large numbers of schools, a qualified procurement officer is a necessity. One of his duties is to help set up a system of stock control within project schools. The compiling of equipment lists, and the design of facilities should include consultation with the relevant teacher trainers to increase the likelihood that newly trained teachers will make full use of new facilities and equipment. In cases where in-service teachers will be unfamiliar with new equipment, in- service training facilities should be included in the project. (xviii) An inadequate or unreliable water supply can cxert a nega- tive influence on the morale and efficient operation o' any school, and particularly a boarding school. As such, this issue r.hould be carefully examined for all project schools. The appropriateness of providing water borne sewerage at all in schools, should be reconsidered given the widespread malfunctioning of these facilities observed by the mission. - A 5 - I. ISSUES EMERGING FROM PROJECT IDENTIFICATION Project Background 1.01 The first IDA Education Credit to Tanzania was devoted entirely to the expansion of the general secondary school system. The Credit (45-TA) was for US$4.6 million and was fully disbursed on schedule by December 31, 1967. 1.02 In August 1965, a reconnaissance mission visited Tanzania to discuss the possibility of a second education project. It suggested a project which would construct five new secondary schools and expand a further 18. The prin- ciple issues requiring clarification were: (a) the need for additional school places; (b) the need for boarding facilities; and (c) the introduction of a diversified curriculum for secondary schools and the availability of teachers to implement it. During the four years between the Government's application and the approval of the second project, each of these issues was frequently discussed in exchanges between the Association and the Government, and they remained significant throughout the life of the project. Early Project Issues 1.03 The need for additional school places hinged on two questions. First, the need to expand secondary enrollment was to be justified on manpower grounds alone. Secondly, once this need had been establisned, the need for additional student places (as opposed to more efficie.Lt use of existing school capacity) had to be established. The First Five-Year Plan (1964-1969) predicted a short- ages of manpower at all educational levels in 1970 and the Tanzanian application predicted that the expansion of the education system through the 1970's would prepare the way for self-sufficiency in high level manpower by 1980. 1.04 The need for additional school places was disputed first (1965) by the Directorate of Development and Planning (Devplan) in Tanzania and later (1966) by a Unesco technical assistance team. While Devplan advocated double- shifting in schools, Unesco advocated a subject-based use of facilities com- bined with a longer school day and higher student:teacher ratios. 1.05 Boarding versus day student enrollment also was an issue. The Unesco team felt that many schools which were entirely boarding could accommodate some day pupils. The Tanzanian Government submitted that conditions in the country were not suitable for daily transportation of pupils. Its policy was to raise the proportion of rural students attending secondary school to bring it more into line with that of urban students. However, the transfer of rural students to urban areas was contrary to Government policy of rural development. For this reason, additional rural school boarding facilities were required. 1.06 The Association was strongly in favor of increasing the number of subjects taught, and especially to include agriculture. The diversification of school curricula to make the secondary school program more appropriate for students not proceeding to post secondary institutions was also a priority of the Government. However, the Government stressed that agriculture would be included only as an ingredient in general education with a view to producing enlightened citizens and not as a vocational training aimed at producing - A 6 - agriculturalists. The Association accepted this objective. The speed with which school curricula could be diversified was limited by a shortage of teachers with suitable practical experience. The Government therefore wished to proceed cautiously with the curriculum diversification policy, but the Association wanted to move more rapidly. 1.07 Acknowledging the findings of Devplan and Unesco, the Association suggested that the Government should reduce the number of new school facilities, and perhaps include vocational and teacher training facilities in the project. In January 1967, a possible project was discussed by a Bank reconnaissance mission which included the expansion of high level agricultural training facilities and some teacher training facilities. Due to the relative lack of information about exact needs for agricultural manpower at different levels of specialization, it was agreed that agricultural training should be set aside for a third project after the needs of the country were thoroughly researched in this regard. 1.08 Subsequently, the need for additional technical manpower became evi- dent and the Government therefore requested some expansions to Dar-es-Salaam Technical College. However, the longer term status of this college in terms of the courses it would offer and its relationship with the University, were in dispute at the time and this item was excluded from the project when it was appraised in 1969. It was reintroduced into the project in the Credit Amend- ment of 1970, after the Government undertook that the College would train middle level technicians and avoid duplication of the University engineering facilities. Project Appraisal Negotiations and Amendment 1.09 When first appraised in May-June 1968, the project was estimated at a cost of US$11.5 million. A maximum IDA Credit of US$5 million was available. Although the Bank offered a loan of US$3.5 million, it was finally agreed that the Government should seek out other sources of finance so that a Bank loan would not be necessary. The Norwegi n and Danish Aid Agency (NORAD) undertook to finance three of the new schoolsL', and also to provide technical assistance required to initiate the program of curriculum diversification. 1.10 Within one month of the Credit signing, the Government proposed sub- stantial project amendments, leading to the final project content as shown in the last column of Annex 1. The amendments were, in fact, principally a re- sponseto the appraisal mission's earlier suggestion that senior streams should be "rationalized" in fewer schools to facilitate maximum utilization of their expensive facilities. These amendments were finally approved on April 30, 1970. While minor adjustments took place after that time to reduce cost overruns and speed implementation, the project remained substantially unchanged in terms of scope and total cost. Project Justification 1.11 The initial application justified the second education project prin- cipally in quantitative terms. The proportion of primary school leavers entering 1/ NORAD had agreed to finance one separately, leaving only one of the original five new schools to be financed from the IDA Credit. See Appendix A for a discussion of the Nordic School Project. - A 7 - secondary schools was extremely low, especially in rural areas. Furthermore, the second plan indicated that there would be shortages of all levels and types of manpower, at least until 1970. Although the Government wished to diversify the school curriculum, the main concern was to increase capacity, so that the long-term manpower objective of self-sufficiency by 1980 would be attained. 1.12 The Association was especially interested in the diversification of the school curriculum, but it also required an economic manpower justifi- cation for the project. As the proposal passed through its various stages of identification and preparation, the manpower justification became more closely linked with the curriculum diversification program, and the aim of relating the quality as well as the quantity of secondary school output more closely to the overall needs of Tanzania was stressed. Curriculum diversifica- tion was seen as an important means of achieving this. "Pupils could follow courses in either agriculture, commercial or technical subjects, so as to increase their prospects of immediate and useful employment" became a key phrase in project documentation, weaving together the two threads of justifi- cation. 1.13 The justifications for other project components were straight for- ward. The expansion of one Primary and one Secondary Teacher Training College would achieve the Government's localization of teacher manpower objective. The considerable need for technicians - as shown in Annex 2 - was the justi- fication for the expansion of Dar-es-Salaam College of Technology. II. PROJECT ORGANIZATION AND MANAGEMENT Project Unit 2.01 When the Credit became effective June 19, 1969, the Planning and Development Section of the Ministry of Education assumed the functions of a project implementation unit, and the Head of the Section became the original Project Coordinator part-time. He was assisted by a full-time Deputy Project Coordinator, a full-time Project Architect (provided by the Norwegian Agency for International Development), an Accountant and clerical assistance. 2.02 Cramped accommodation, frequent changes of Project Coordinator, of the Project Architect and lack of staff, resulted in an overloaded work staff in the initial stages, and had an adverse effect on implementation, especially on the equipment procurement side where lack of experience resulted in inadequate records being kept. It was not until nearly five years later in January 1974, that a Project Unit was established in its full sense, i.e., when an office building was especially constructed for the fourth education project with adequate staff and equipment. A full-time Project Coordinator had been appointed a year before. The first supervision missions had raised these problems with the Government, but they also recommended to the Association that the Government'sproposals on Project Unit staffing were acceptable. This. was in spite of the specific stipulation in the May 29, 1969 Side Letter, that the Project Coordinator would be a full-time position. -A 8- 2.03 With considerable guidance from IDA staff on physical implementation, the Project Unit succeeded in its task and brought the project to a successful conclusion in spite of the initial difficulties. However, the whole operation of equipment procurement, which includes tenders, contracts, taking delivery, checking and dispatching to schools as well as the keeping of accurate records, could have been greatly improved had an experienced Procurement Officer been appointed at the onset. This equally applies to the keeping of accounts where the lack of continuity (five accountants over the implementation period) created many difficulties. Turnover in the position of Project Coordinator impaired the continuity of the Unit's leadership, the position having been held by three different persons, in addition to the Deputy Coordinator, who exercised an important role before departing in 1972. Annex 3 shows the turnover in various Project Unit staff positions. Furthermore, IDA staff supervision could have been strengthened by the regular inclusion of a general educator on missions. Consultant Services 2.04 In August 1969, a list of proposed architectural consultants for the project items was prepared by the Government and approved by IDA. They were appointed promptly. The distribution of project items between the con- sultants was based on their ability to supervise construction in specific areas of Tanzania. The seven architectural firms chosen (this number was later re- duced to six, as one consultant retired from practice) were all locally based. Quantity surveyors were also appointed. 2.05 The consultants' work was generally satisfactory, although there is occasional evidence of poor supervision as regards finishing works and of acceptance of inferior quality materials, such as door furniture, laboratory sink fittings, external doors. Such worksmanship and materials should not have been accepted by either the consultants or the Project Unit when the buildings were taken over from the contractors. 2.06 Generally, the buildings were functional, economical and simple in design, although slight variations in design and materials were bound to occur. However, in a project like this, where different consultants are involved for different project items, and for which the basic space units are the same, more attention should have been paid in the architects briefs to standardization of design and materials. Efforts have been made in the later IDA projects in Tanzania to standardize the design for education facilities. 2.07 Tarime Secondary School, the only completely new school in the IDA project, showed orginality in its design in that the dining/assembly hall was formed by roofing over the open area between two classroom blocks, the third side being formed by the kitchen and servery. This resulted in a cost saving, although the teaching staff complained that classrooms were noisy due to sound being reflected off the underside of the hall roof. 2.08 The positioning of new facilities in relation to existing buildings, was carefully considered and in most cases showed that good studies of site con- ditions had been undertaken. In one or two cases, there seemed to be no order or coherence in the layout of the new buildings: staff houses were crowded together, although more land was available and pedestrian traffic circulation - A 9 - was poor. Insufficient consideration was given to the provision of an ade- quate supply of safe water and sewage requirements. 2.09 According to the "Conditions of Recruitment of Consultants," adopted under the Credit, the consultants were to "review all relevant records upon completion of the individual building contracts and furnish the Client with statistics as to actual work costs and performance." This was not done satisfactorily by the consultants, probably due to the very abstract terms in which the paragraph is couched, and also because the Project Unit was not aware of the exact nature of the details required. Supervision 2.10 In the seven-and-a-half years from the effective date of the Credit to completion of disbursements, 19 supervision missions examined the progress of the project. The average time lapse between missions was 6 months. The distribution of missions were evenly composed of architects and technical educators. However, since the bulk of the project was concerned with the diversification of curricula of general secondary schools, a general educator could have made useful contributions at more points, given the software/policy reforms taking place in the sector during project implementation, and the number of educational issues raised before appraisal (see para. 1.02-1.06 above). 2.11 Since only four of the supervision missions were concerned with the progress of this project alone, it is not possible to isolate the man-days spent in supervision of this project, as distinct from the other functions of these missions. 2.12 The long 13 month hiatus between supervision missions in 1970-71 is not readily explained. This occurred directly after the Credit Amendment when, in effect,the project was making a second start. Shortly after the May 1971 mission finally took place, the Government informed the Bank that it would be unable to include the necessary local currency financing in its 1971-72 develop- ment budget., which was to cause a major delay of the project. 2.13 Supervision missions made an effort to visit many of the project schools, though perhaps not surprisingly, these tended to concentrate in the coastal and central parts of the country. Issues raised in early supervision reports were followed up in subsequent supervisions. In this respect, the continuity in supervision was satisfactory. III. PHYSICAL EXECUTION OF THE PROJECT The Schedule of Construction 3.01 Execution of the project suffered an initial delay of about six months due to the initial implementation difficulties and amendments in content noted above. However, by May 1971 contracts had been awarded for 14 of 28 schools and colleges and construction and renovation had started. Then immediately, because of lack of Government counterpart funds for FY1971/72, work - A 10 - at five schools was postponed for over 12 months. This affected the construc- tion schedule insofar as the original closing date of September 30, 1973, had to be extended for the first time to December 31, 1974. 3.02 Further delays occurred because the State Trading Corporation, established in 1967 to operate the wholesale business, experienced some admin- istrative difficulties which slowed the flow of imported materials to con- tractors. In addition, cement and asbestos were unavailable for some time, delaying building on certain sites. Furthermore, a number of expatriate staff of building firms left the country in the early 1970's, and since this was a period of rapid inflation, contractors were slow to tender for new contracts. 3.03 After some time, the situation improved as contractors were again able to obtain permits to import building materials. The Project Unit, through a local supplier, arranged for international tendering for bulk purchasing of selected building materials and, although this alleviated the situation, there were still delays in shipment, dockyard and customs clearance, and forwarding to the sites. 3.04 The project closing date was further postponed to December 31, 1975, and again to December 31, 1976 due to the above-mentioned general reasons as well as to some specific problems. For example, at Iyunga and Rungwe schools, the contractor had to be replaced because of bankruptcy; at Mpwapwa work was stopped for six months becuase of defective concrete work. Excessive time was taken by Bank/Ministry discussions over relatively minor matters, such as covering an open area between two workshops at Dar-es-Salaam Technical College. This delayed the commencement of work until March 1974. 3.05 To summarize, construction work at 14 of the 28 project schools was completed by September 30, 1973, the original completion date. This achieve- ment should not be lost sight of because of the delays on other items. Of the remaining 14, 11 were completed by the end of 1974. The final three institu- tions, Mpwapwa, Korogwe and Dar-es-Salaam Technical College, were completed by December 1975. Annex 4 shows the construction time planned compared with what time was actually taken (time overrun) at each project institution. Schedule of Accommodation 3.06 The appraisal estimate, amended by the Supplemental Letter to the Agreement of April 24, 1970, showed that in order to provide 5,072 student places, the areas shown in the Table below were required. These can be compared with actual construction. Details are given in Annex 5. A B Appraisal Actually B as Estimate Constructed % of A (i) Teaching and Communal Facilitiesi/ Units Units % Classrooms 125 66 53 Laboratories 56 35 62 Lectures, Demonstrations 17 12 71 Social Studies 15 15 100 - A 11 - A B (cont.) Appraisal Actually B as Estimate Constructed % of A Units Units % Drafting - 2 - Commerce 6 7 117 Home Economics Area 6 2 33 Arts & Craft Rooms 3 1 33 Workshops 26 24 92 Library 20 11 55 Administration Areas 16 11 69 Kitchen 14 10 71 Assembly/Dining Hall 7 4 57 Agricultural Units 10 10 100 Ablutions/Toilets 16 10 62 (ii) Boarding Places in Two-Tiered Bunks 3,866 3,630 94 (iii) Staff Houses 70 80 114 1/ This includes new work, extensions, improvements, conversions and remodeling 3.07 As far as new work is concerned, there is little difference between the appraisal estimate of accommodation to be provided and what was actually built. When it was decided to cut down the volume of work at each school in order to keep the total project cost within the appraisal estimate, (para. 3.02) this was done mainly by eliminating much of the remodeling and improvement work on many classrooms, which is reflected in the figures shown in the above Table. In retrospect, it is not unreasonable to infer that the sheer amount of minor conversion work helped - along with other factors already discussed - to delay the starting up of the project; and this in turn forced a reduction in plans before work could get underway. It should also be noted that during the time between appraisal (May 1968) and the Government's decision to propose amendments (May 1969), some buildings in the proposed project (academic, boarding and staff houses) had been constructed, or were under construction at the expense of the Government and voluntary agencies, thus reducing the number of spaces required to be provided by the project. Standards of Accommodation 3.08 Teaching spaces provided under the project are each designed to accommodate groups of 40 in arts/science subjects, and 20 in the workshops for practical subjects. The following Table shows areas per unit and per student place for new work based on Tarime school only. - A 12 - Net Area in Sq.Ft. Per Unit Per Student Classrooms (40 students) 670 16.75 Laboratories, excluding prep./store (40 students) 1,009 25.22 Geography (40 students) 1,009 25.22 Wood workshop, excluding store (20 students) 616 30.8 Metal workshop, excluding store (20 students) 639 32 Home Economics/Housecraft (20 students) 1,447 72.35 Home Economics/Needlework (20 students) 1,107 55.35 Agricultural Unit (80 students) (includes laboratory, workshop, covered area, stores and office) 2,902 36.3 Dining Hall (640 students) 6,709 10.48 Kitchen (based on 640 students) 2,141 3.34 Boarding Block, including ablutions and laundry (192 students) 6,241 32.50 The space given for the Home Economics Unit is more than ample, whereas that for both wood and metal workshops is very low. This led to unfortunate crowding in a few instances observed by the completion mission. The other areas are comparable with standards in other IDA financed projects in East Africa. 3.09 Stores for workshops and laboratories were on the small side, given the amount of equipment and materials that were required to be housed. Better attention could have been paid to the design of built-in storage facilities in order to obtain maximum space utilization. The layout of the kitchen sections of the Home Economics Units were, in several cases, badly designed with respect to the disposition of sinks, work tables, cookers, etc. Glass louvre windows were utilized on all project buildings and in order to reduce costs, the provi- sion of internal burglar bars was omitted. This is proving to be a false economy as it has left schools vulnerable to theft. Maintenance 3.10 Maintaining a building involves not only carrying out major and minor repairs, but also keeping the premises painted, clean and generally presentable. This places responsibility on the Borrower to maintain the physical facilities financed in the project in good repair.- - A 13 - 3.11 Apart from a very few schools, there was no evidence that any significant maintenance had been carried out at any of the project buildings visited: ceilings made of soft boards were loosening and sagging; in labor- atories drainage pipes were corroding, leaking and causing the adjacent wooden cabinets to rot; broken glass louvre blades had not been replaced; asbestos roofing sheets were broken, causing rainwater staining on the ceilings under- neath; swivel tap fittings in sinks had been broken off, plywood external doors, because of the initial use of poor materials were rotting; formica table tops were peeling off; shower fittings were broken, and paint work generally showed lack of care. 3.12 Although it is realized that first-class maintenance, not only of project buildings, but of all schools, would place a financial demand upon the Government, far greater than it could possibly make available, given the present financial situation, all schools receive funds part of which school Principals are supposed to utilize for minor repair work. How this fund is utilized depends on the initiative of Principals (and in most schools, with the exception of the girls schools, which are cleaner and better cared for, the lack of direction was very apparent.) It is unfortunate that most Principals have had no instruction in school upkeep and maintenance. With the present emphasis on self-reliance especially in Technical Schools, could contribute a lot, especially in semi-skilled work like painting, towards the upkeep of their school. Serious consideration should be given by the Ministry of Education to allow schools to employ one full-time odd-job man or "fundi" who could also teach his skills to both staff and students. Water, Electricity, and Sewerage 3.13 An inadequate or irregular water supply plagues many project schools and has a pervasive negative effect on many aspects of boarding school life besides instruction. Sometimes the problem is at the supply source (the mains), but elsewhere it lies in insufficient local water storage and piping, especially for dormitories, sanitary blocks, and staff houses. The extreme effect of this problem was to close down whole new sanitary blocks permanently. 3.14 Electricity is definitely less of a problem, although at a few schools the unaffordable costs of operating a generator has rendered electrical work- shops and laboratory equipment inoperative during daylight (teaching) hours, and sometimes permanently. 3.15 Problems with sewage disposal were found in some of the schools visited. In one school, the enrollment had been increased by the project, but no provision had been made to improve the sewage disposal system. The necessary work was subsequently done and financed by the Credit. In another instance, the sewerage was not working properly, but as the liability period was over, the cost for repairs was met by Ministry funds. The frequency with which water borne sewerage installations run into severe maintenance problems - often related to insufficient water - suggests that in future projects, more traditional and less costly sewer- age methods be adopted. In fact, schools in distress have already had to prepare a "back-up" system of pit latrines. - A 14 - 3.16 Procurement of Instructional Equipment. From the onset, the project has suffered from lack of a procurement officer, and it was not until 1974 that such an officer was first appointed. Initially, the first invitation to tender was made by the Ministry of Education in 1971 for Library, Agricultural and Commercial equipment. Whatever the reason, no bids were received for either Library or Commercial equipment, and as a result, another invitation to tender was made in 1972 by the Crown Agents, who had in the meantime been engaged under contract to procure all equipment by international competitive bidding. 3.17 The Crown Agents were authorized to pay for goods procured for IDA projects from a general fund established by the Government to finance Crown Agents purchases on behalf of all Government Departments. Inadvertently, this resulted in financial savings to the project. Documentation was not forwarded to the Project Unit and as no contract document can be traced, it can only be assumed that the delivery date for all original tenders was September 1973, the original 2nd IDA project completion date. 3.18 Equipment delivery was extended from 1973 through 1976, and is still continuing for agricultural laboratory equipment because of difficulties over dispatch procedures. Equipment was sent directly to the Chief Supply Officer of the Ministry, who cleared and dispatched the goods directly to schools, some- times without informing the Project Unit. As a result, no proper procedure for recording deliveries and consequent receipt by the schools, was carried out. Since 1974, the Project Unit, with assistance from the Education Section of RMEA has attempted to reconstruct accurate procurement records. 3.19 Many of the original tender bids were incomplete, e.g., Firm A could supply all items from 1 to 10, except items 5 and 6. Firm B could supply items 5 and 6, but not items 7 to 10. The Ministry's Tender Board did not agree with the Crown Agents recommendations which resulted in retendering. One invitation to tender was so much delayed that in December 1974, the Ministry had to author- ize the Crown Agents to invite tenders, adjudicate them and contract suppliers without consulting the Ministry. Orders were placed by the Crown Agents in 1975, and delivery completed in 1976 (Annex 6). 3.20 The Project Unit also gave the following as being the causes of some of the delays: (a) the number of suppliers were limited because of the IDA Procurement Guidelines, which stipulated that goods be imported from World Bank Member countries only; (b) lack of an experienced clearing and forwarding officer caused some consignments to remain in bond for a con- siderable time; and (c) IDA procedures for the approval of equipment lists, evaluation of bids, etc. 3.21 Furniture. Although estimated costs for movable furniture were includ- ed in the building contractors tender bids as prime cost sums, separate invita- tions to tender for these items were sent out in December 1970, and the contracts - A 15 - awarded to two local manufacturing firms in January 1971. Payments to the two furniture contractors were made by the building contractors concerned, which caused some delays as they were not always prompt in settling requests for payment. The other principal cause for delay was the lack of raw materials. 3.22 The furniture of the project schools is generally acceptable, although a number of deficiencies were noticed in some of the schools visited, particularly the following: (i) inferior quality plywood is resulting in warping and rotting, especially in laboratories; (ii) laboratory stools are too high to be used with lab tables; (iii) workshop benches are too light in construction; (iv) welded joints of metal parts of desks and beds are weak and liable to break apart; (v) plastic chairs and metal bed springs cannot withstand rough treatment for very long; (vi) tracing tables were delivered without light fittings. It should be noted that some of the above-mentioned deficiencies are due to poor specifications and lack of proper checking before furniture was dispatched to these schools. Items such as chairs and beds could be made from local materials, such as wood which is more easily repaired in a school shop or as a self-reliance activity. These responsibilities should have been shared between the Project Unit and the consultant firms. TV. PROJECT CAPITAL COSTS Unit Costs 4.01 Actual costs per school are detailed in Annex 7 in which old and new extension work is shown separate from conversion work, which includes remodeling, improvement and cubicalization of dormitories. The cost of physical facilities per unit and per student place, based on Tarime Secondary School, the only new school in the project, is as follows: A. Teaching and Communal Facilities (design capacity 640) including site works and consultants fees (1972 prices): Construction (net) area per student place 48.7 sq.ft. Construction (gross) area per student place 62.9 sq.ft. Building cost per sq.ft. net floor area US$15.73/sq.ft. Building cost per sq.ft. gross floor area US$12.16/sq.ft. Building cost per student place US$765.46 Furniture cost per student place US$61.25 - A 16 - Equipment cost per student place US$47.57 Total cost per student place US$874.28 B. Boarding Facilities (design capacity 530): Construction (net) area per student place 31.80 sq.ft. Construction (gross) area per student place 37.64 sq.ft. Building cost per sq.ft. net floor area US$16.76 Building cost.per sq.ft. gross floor area US$14.16 Building cost per student place US$533.29 Furniture cost per student place US$32.44 Total cost per student place US$565.73 C. Staff Houses: Building cost per sq.ft. gross floor area US$14.09 Building cost per house US$15,446.46 Furniture cost per house US$732.12 Total cost per house US$16,178.60 Whereas the areas for teaching and communal facilities are below the median for IDA/Bank financed projects, the areas for boarding, although not inclusive of common rooms and supervisors rooms, appear to be low but still adequate. Costs per student place (including consultants fees and expenses) are slightly above average for teaching and communal facilities, but slightly below average for boarding facilities. This reflects the higher construction costs now prevailing in Tanzania (para. 3.02 above and paras. 4.06-4.07 below). 4.02 The distribution in percentages.of the total cost of the project is as follows: Academic and Communal 29.33% Boarding 13.71% Houses (Staff) 11.92% Conversion & improvements, etc. 9.33% Site Works 8.59% Loose Furniture 5.91% Equipment 8.80% Professional fees and expenses (including Clerks of Works) 12.41% Total 100.00% Local Cost Variation 4.03 The percentages applied throughout the country for local cost adjust- ments varied from 0% to 20%, and were mainly based on transportation distances and difficulties, and also on the additional expenses involved for lodging of specialized workers. Actual average building costs of all project items (new work) including site works, but excluding consultants fees and expenses, are as follows (1972 prices): - A 17 - Teaching and Communal US$11.45 per sq.ft. Boarding US$13.40 per sq.ft. Houses US$12.13 per sq.ft. 4.04 An analysis of the building costs of a selection of project items, chosen because of geographical location, shows a fairly wide divergence in building costs per square foot. Apart from the normal factors affecting in- creased costs, such as transportation and lack of specialized workers in remote regions, this can also be attributed to the lack of consistency by contractors in the costing per square foot between the different categories of construction (academic, boarding and housing). At Kigoma for example, the cost for the only house constructed was T Sh 144 per sq.ft. as against T Sh 70 per sq.ft. for academic buildings. Lack of competition in remote areas may also have led to increased costs. The Table below shows the wide variation among eleven schools in building cost per sq.ft. (in T Shs, 1972 prices): Academic Boarding Houses Iringa 78.48 85.81 90.61 Kigoma 69.89 83.27 144.09 Kilakala 61.54 57.12 68.52 Korogwe 59.80 94.66 95.67 Lyamungo 41.91 157.71 69.75 Mazengo 52.28 62.78 67.22 Msalato 68.76 81.26 88.21 Pugu 57.96 - 63.10 Tarime 78.32 83.46 77.09 Umbwe 80.66 117.89 72.62 Weruweru 47.41 172.71 69.73 4.05 International tendering for bulk procurement of selected building materials and fittings, took place from December 1970 to May 1971. It was con- ducted by the Project Unit through a local supplier. Although this greatly assisted contractors in progressing with their work, there were still delays due to shipment, customs clearance and dispatch to sites. 4.06 Although the bulk of the construction work was tendered in 1971, only ten of the 28 schools were completed by 1972, the remainder being completed between 1973 and 1975. The increase in minimum wages as well as worldwide price increases, affected the schools still under construction in 1972, and also those for which tenders had not yet been requested. Annex 8 shows the movement and basis for the price increases. Comparison of Estimated and Actual Costs 4.07 The total 15% contingencies included in the project cost estimate was absorbed by construction cost increases, and was inadequate for the imple- mentation of the entire project. There was, however, an apparent cost saving in the procurement of equipment noted above (para. 3.17), and it should be noted that fixed furniture, as distinct from movable furniture, is included in con- struction cost. - A 18 - 4.08 The following Table shows the cost estimate at appraisal in com- parison with final total project costs: Appraisal Estimatel' Actual Cost T Shs(m) US$(m) T Shs(m) US$(m)2/ Construction Academic and Communal 15.45 2.16 17.39 2.44 Boarding 5.62 0.79 8.13 1.14 Staff Housing 5.21 0.73 7.07 1.00 Site Development 3.94 0.55 5.09 0.71 Professional Fees & Administration 6.06 0.85 6.42 0.90 Furniture 3.03 0.42 3.05 0.42 Equipment 4.69 0.66 4.55 0.64 Sub-Total 44.00 6.16 51.70 7.25 Unallocated 7.81 1.09 - - TOTAL 51.81 7.25 51.70 7.25 Less Liquidated damages - - 0.60 0.08 Total Project Cost 51.81 7.25 51.10 7.17 Source: Project Unit Records Annex 9 shows the actual disbursements as a percentage of the original and amended schedule of disbursements. V. POLICY CHANGES IN THE SECTOR CONTEXT OF THE PROJECT Curricular Changes: Practical Subjects 5.01 The Credit Agreement (Section 4.02) and the Side Letter of Educational Objectives, dated May 29, 1969, stated the Government's intention to diversify the secondary school curriculum by adding a practical bias3/ or subject such as 1/ Credit 149-TA worksheets of February/April 1970. 2/ Exchange rate: The average rate of T Shs 7.117 has been based on the follow- ing: Credit Agreement: 7.143 Shs; Up to January 1974: 6.9 Shs; from January 1974 to October 1975: 7.4286 Shs; from October 1975 to date: 8.383 Shs. 3/ There are certain conceptual difficulties with this term as it suggests that learning literacy, numeracy, or even how one's nation came to be is "non- practical", which is clearly untenable. However, for convenience and con- sistency with earlier documentation, this term will be used in this report. Paras.10.12 and 10.13 contain further discussion of practical subjects. - A 19 - agriculture, commerce, woodwork/metalwork or home economics to each school involved in the project, as well as to develop related teacher training pro- grams. This objective has been pursued vigorously. The official weekly school timetable has been altered even beyond what was foreseeable at appraisal. In 1967, in keeping with the policy statement on "Education for Self-Reliance", commerce and accounts were introduced as examinable subjects for 11 periods a week in Forms III and IV; likewise, agriculture was introduced for four and six periods per week in Forms I and II, and Forms III and IV, respectively. By 1971, the number of agriculture periods was raised to eight periods weekly. At the time of the completion mission, this allocation was redoubled as shown in Annex 10. At the same time, the total number of weekly periods had increased from about 41 to between 51 and 56 spread over 6 days. There are certain im- pediments to the full realization of this timetable, which will be discussed in para. 7.02 and Section VIII. Self-Reliance Activities 5.02 In addition to the actual instruction in practical biases, schools have been expected, since the time of appraisal, to give students time to engage in groups in productive, self-reliance activities. These activities tend to follow whatever "bias" the school offers. In the past year, self-reliance (SR) activities have taken on a new importance. In 1977, boarding schools must attempt to cover 25% of their estimated boarding costs, principally food, through these SR activities. Schools with an agricultural bias and with sufficient land, tend to do this by growing foodcrops, raising poultry, or keeping bees, etc. Some other schools have started to produce everyday type tools for local markets or running village shops. Some flexibility is permitted in administering this ruling for schools which lack the necessary land. However, those schools will have to accept cuts in their recurrent budget grants from the Central Government for other items, such as exercise books. They, therefore, apply their earnings from SR activities to such expenses. 5.03 In the coming years, boarding schools will be called upon to achieve higher and higher levels of budgetary self-sufficiency through their own produc- tive SR activities. The implications of this policy innovation, for the oper- ation of project schools, are discussed in paras. 10.14-10.16. Recent Changes in Examination Content and Procedures 5.04 During project implementation the Ministry of National Education de- veloped new examinations as part and parcel of its curriculum diversification effort. In 1971, an examination on "The Science and Practice of Agriculture" was introduced. Examination papers in commerce, home economics and technical subjects are also available to Form IV students, and the possibility of making similar papers available to Form VI leavers is being considered. 5.05 Steps have been taken to ensure parity of status between "practical" and arts/science subjects in the conditions for awarding Form IV certificates. This is critical for sustaining student motivation in the new subjects. The neglect of this factor in IDA education projects in other countries has had a negative effect on similar curriculum diversification efforts. To obtain more than the lowest "division" or standard of Form IV certificate in Tanzania, stu- dents have to offer subjects chosen from among several groups of subjects within. which the practical biases are included. - A 20 - 5.06 In the past year the measurement of student performance has been diversified on two fronts so that his/her promotion and "life chances" are not completely determined at one final sit-down examination. First of all, in each subject, 50% of a student's final letter grade is made up by an average of all his/her "continuous assessment" marks throughout all four Forms, with the other 50% determined by the final exam scores. Thus, many tasks of an applied nature, scattered over four years, can figure into the student's final assess- ment. This should prove especially valuable to the laboratory sciences and the practical subjects. Secondly, the student is also rated on about 18 dimensions of personal character, school behavior and attitude to work. Only those who are rated consistently well can receive a high division or stan- dard in their Form IV or Form VI certificates. 5.07 The intended effect of these changes, together with student "self- reliance activities" during and/or after regular class hours, is to demand greater involvement of the student's whole personality during more of his/her time at school. Undoubtedly, a boarding school environment lends itself to this type of attitudinal education more than does a day school. These ambitious undertakings are still in the early stages of implementation. They should be monitored in relation to this and more recent IDA projects which include secondary schools. 5.08 It should be added that Tanzania's withdrawal from the East African Examination Council in 1971, and its creation of a National Examinations Council, gave it the institutional autonomy to attempt these reforms. In a later section (paras. 10.01-10.06) some aggregate examination results will be reviewed to help assess student learning in project schools. VI. THE SUPPLY OF TEACHERS AND RELATED TECHNICAL ASSISTANCE 6.01 All the parties at appraisal expressed considerable concern about the adequate supply of teachers, especially in practical subjects. The existing weekly school timetable allowed for rather modest amounts of instruction in these subjects. For example, for agriculture, four periods per week were envis- aged in Forms I and II, followed by 6 periods in Forms III and IV. The project target was for an annual output of 20 newly trained agriculture teachers (Side Letter on Educational Objectives, May 29, 1969). 6.02 The physical facilities for training commerce, domestic science and technical teachers at Dar-es-Salaam College of National Education and Dar Tech- nical College were expanded directly through the IDA project. The Government agreed in a Credit Agreement covenant (Section 4.02) to obtain the technical assistance personnel needed for teacher training from bilateral aid sources, and in the event,the terms of this covenant were more than adequately fulfilled as is shown in Annex 11. The pipeline for specialist diploma-level teachers in domestic science, technical subjects, commerce and agriculture has been produc- ing even more than the planned numbers, as shown in Annex 12.1 But judging from 1/ However, plans made outside the terms of the Credit for producing graduate teachers in agriculture have so far not materialized. - A 21 - the actual composition of project school staff, many freshly trained diploma teachers depart for other types of employment before or soon after they begin teaching. The effect of this unfortunate trend on the utilization of new practical subject facilities - the new timetable not withstanding - is discussed in Section VIII. VII. FINANCIAL IMPLICATIONS OF THE PROJECT The Ministry of Education Capital and Recurrent Budget 7.01 During the period 1969/70 - 1975/76, total Ministry of Education ex- penditure consumed an increasing percentage of GNP as shown in Annex 13. In all but one year (1971-72), this percentage was greater than the percentage projected in the appraisal report. To some extent, this reflects the realloca- tion of functions to this Ministry from other Ministries (Agriculture and Labor in particular) over this period. 7.02 Up until 1973/1974, the share of the Ministry of Education in total Government recurrent expenditure was less than was planned. However, the Ministry of Education was satisfied that it was meeting its recurrent financing obligations during the life of the project. 7.03 In the early discussions concerning the project, the Association was informed that the Government w s concerned about its ability to meet the local capital costs of the project.l/ The Minister hoped that IDA might provide 85% of these project costs, but in the end, only 70% were covered by the Credit. In fact, the Government did encounter difficulties in providing the counterpart cap- ital funds for the project with serious negative results. In October 1971, the Tanzanian Government requested to postpone work on five schools for one year, in order to keep the level of capital expenditures for 1971/72 within the limits of available internal resources. Since the Tanzanian Government considered that this could prove to be a problem as early as 1965, it would appear that the Association could have monitored developments in Government revenues and expen- ditures more closely, during project preparation as well as during early project implementation. The experience suggests that the Association should give more sympathetic consideration to providing a higher percentage of local cost financ- ing when projects are given high priority by the Government. Recurrent Cost Financing of Secondary Education 7.04 The average growth rate of recurrent expenditures in the secondary sub-sector has been slightly lower than for the Education sector in general, as seen in Annex 14. Recurrent costs per student peaked in 1973/74, but fell thereafter as the rate of growth in enrollments accelerated. Personal emoluments are the largest compcnent of the expenses of secondary schools, averaging 54% of the secondary school budget. Maintenance expenditures comprise an average of 6.8% of total recurrent costs while the proportion of recurrent expenditures on school equipment for all secondary schools averaged 8.4%. Expenditures on maintenance and school equipment, both reached a peak in 1973/74, contributing to the peak recurrent cost per student in that year. 1/ Although the substance of the requested project was quite different from the final project, the financial commitment by the Government was lower than in the actual project which was implemented. - A 22 - 7.05 The completion mission analyzed recurrent expenditure information for some of the project schools for 1975/76. These data are presented in Annex 15, and are noteworthy in their range and diversity. Recurrent costs per student range from 61% to 158% of the national average. Likewise, the significance in total school expenditure of personal emoluments, school equip- ment and maintenance vary widely, with no clear pattern of variation between schools. 7.06 It was not possible to cost out the recurrent costs of practical subjects at project schools since these costs are not itemized on school or Ministry budgets by subject area. However, one source estimatesi'that the annual recurrent cost, for example, of an agriculture unit (accommodating 40 students) is US$2,195 for salaries and US$715 for seeds, fertilizer, fuel, maintenance, etc. A detailed study of the recurrent costs in schools should be undertaken, enabling continuous evaluation of the cost implications of different subject biases in view of the considerable diversity in costs per student in the sample of the project schools surveyed. Food Expenditure in Project Schools 7.07 In view of the large number of project schools with an agriculture bias, and in view of the Ministry's recent policy decision to go for greater budgetary self-sufficiency in the schools, it is useful to note the very modest unit costs for feeding students. Annex 16 shows the food expenditure in a sample of project schools as reported by the Headmaster/Mistress of the school. Costs vary considerably between schools, ranging from 69% to 194% of the average for all schools. The average annual food cost per student in schools with an agricultural bias is lower (T Shs 984) than for schools with other biases (T Sh 1,043). Excluding two extreme cases, the average annual per student cost of food in the sample of schools is T Shs 910. VIII. THE UTILIZATION OF THE NEW PROJECT FACILITIES 8.01 The need for more practical bias teachers has increased dramatically in the past two years. Since 1975, about 30% of the weekly timetable, or 15 to 17 periods in each Form, is supposed to be given over to teaching the prac- tical biases. Yet in the schools visited, only about half of this number of periods was actually being taught, the remainder being left for traditional arts and science subjects for which there are many more teachers. For example, in the 12 secondary schools from which adequate data was obtained by the mission, only 16% of the teaching staff were able to teach the practical bias subjects, instead of the 30% which is required. 8.02 It would indeed appear that there is a large stock of arts subject teachers, with a large percentage of graduates, for whom there is now less need, given the new timetable. But since they are available, and since the practical bias teachers are not staying in teaching, actual timetables have shifted less dramatically than the official changes would suggest. 1/ James Sheffield, et. al, Agriculture in African Secondary Schools, (New York: The African-American Institute, 1976) p. 13. - A 23 - 8.03 Until the distribution of staff between subjects reflects that of the timetable, the practical biases will not actually be taught the full number of periods, which are now given in the new timetable. When that does happen, however, through an increased supply of practical bias teachers, we can expect that not only will the utilization rates for workshops, discussed below (paras. 8.04-8.07) improve, but the existing space may even prove to be insufficient. Further conversions and equipping of workshops may then be required to bring physical facilities in phase with the demands of the new timetable. Use of New Teaching Spaces 8.04 The fullest possible utilization of school facilities has been an issue since the conception of this project. The Unesco pre-investment facil- ities inventory carried out in 1966, found under-utilization of existing capacity, and recommended changing school timetables from a Form or class basis to a subject basis, so that 20 to 25% more enrollment could be accommodated in the same physi- cal facilities. However, a number of schools visited by the mission continue the timetable practice of moving teachers from class to class rather than moving students. This has helped to depress the utilization rates of subject-specific classrooms, labs and workshops built or improved by the project. 8.05 These rates are shown in Annex 17 for the schools visited by the completion mission. The different number of teaching periods per week at the schools are taken as given in computing the rates. With very few exceptions, the schools number of periods fell between 45 and 51. Normally a rate of 75% is the acceptable minimum. In that case, many teaching spaces in project schools, including all science laboratories, are not in sufficient use. The very high rate of use of the agriculture labs has undoubtedly been helped by the sharp increase in timetable periods accorded to the practical bias subjects since 1975. As more specially trained teachers become available, similar use rates should appear in commerce and metalwork/woodwork. 8.06 The encouraging high use of the agriculture labs is offset, however, by the very little use which is made of the adjoining agricultural workshop. In fact, the mission observed cases where these had become de facto storage fa- cilities, either for miscellaneous school property or for the school plantation harvest. This lack of use of the agriculture workshops may signify the failure of what may best be described as the "equipment-intensification" of (especially practical) instruction. The completion mission could observe, visually, no correlation between equipment availability and some obvious outward manisfesta- tions of an active school agriculture program, such as well-maintained student plots. The latter require only the simplest of hand tools. 8.07 Although geography rooms were in use 67% of the time, interviews with school staff inidcated that about half of this was for subjects other than geography. Use of Equipment 8.08 Parallel and related to the under-utilization of some teaching spaces, the completion mission was informed by school staff and observed a variety of cases where new teaching equipment lay idle. Again, this problem is most acute - A 24 - in geography. For example, none of the tracing tables had ever been in use in at least two years, because they were not fitted with light bulb fixtures. Some metal and wood workshop machines also lay idle ostensibly because plugs had not been provided. 8.09 In such cases where the physical impediment is so easily dealt with, one can only infer that a more basic set of reasons for under or non-use exists. Teachers were frank in admitting that they felt inadequately trained to use some machinery or hand equipment with confidence. Sometimes the gadgetry was of little use in teaching the syllabus at hand, even when it was in perfect working order, such as high precision electrical balances. This raises the question of why certain equipment items were selected. Due to the time lapse (at least six years) and turnover of personnel, answers to such questions cannot be obtained. IX. QUANTITATIVE RESULTS OF THE PROJECT 9.01 After estimating the manpower requirements for the 1970's, (see para. 1.11 and Annex 18) the project preparation and appraisal missions estimated the size of increase in annual outputs from Forms IV and VI which were needed to supply that need, and then the necessary increase in Form rollment capacity to produce those output flows. Planned Expansion of Form IV and VI Annual Output During Project 9.02 Form IV annual output was about 6,400 in 1969. Discounting for either those who failed to acquire a School Certificate or those who did not choose to enter the labor market, this figure would need to rise to 8,450 by 1973, the scheduled date for project completion, and to rise still higher thereafter, in order to satisfy the manpower requirements of the country (Appraisal Report paras. 5.05, 5.06). Due to some ongoing school construction, Form IV output would have risen to 7,400 annually by that target year, thus leaving an antici- pated shortfall of a little over 1,000. This shortfall would increase by 1975 to 1,800 due to increasing manpower demands, necessitating a Form IV output of 9,200 in 1975. 9.03 At the Form VI level, the appraisal report estimated annual output re- quirements of 1,900 by 1975, up from 1,200 in 1969 in order to cope with an average annual demand of 950 of higher level manpower (Appraisal Report para. 5.07). Without an increased capacity there would be an annual shortfall of Form VI annual output of 700 by 1975. Planned Expansion of Secondary School Enrollment Capacity 9.04 To reach both of these Form IV and Form VI output targets, secondary school enrollments would need significant expansion. At the Form I-IV level, total capacity would have to increase from 26,000 in 1969 to 38,000 in 1975. In Form V-VI, enrollment would have to increase from about 2,600 in 1969 to about 4,000 in 1975. 9.05 At appraisal, the plan was for the project to increase capacities and outputs by 1973 by the following amounts. The respective percentages of the in- creases required by 1975 are also shown (Appraisal para. 6.03). - A 25 - Increased Increased Capacity Annual Output Amount % of Need Amount % of Need Forms I-IV 2,460 21% (12,000) 600 33% (1,800) Forms V-VI 1,240 86% (1,400) 600 89% (700) Total 3,700 Four hundred other places were constructed to replace unsatisfactory temporary accommodation, giving a gross total of 4,100. 9.06 The project amendment of April 1970, increased the number of new student places in project secondary schools by 972 to a new total of 4,672. Apparently nearly all of it was for Forms I-IV, thus increasing the percentage of both Form I-IV capacity and Form IV output needs, which would be met by the project to about 30% and 50% respectively. Actual Expansion of Capacity and Outputs During Project 9.07 In the event, by 1976, Tanzania's secondary school system consisted of 81 state-aided schools. The system had grown considerably, both in capacity and in output at Form IV and VI levels, but short of the numerical targets set for 1975. In 1976, Form IV enrollment was 8,706 (instead of 9,200 tar- getted for 1975) and Form I to IV capacity was a little over 36,200 (instead of 38,000 targetted for 1975). According to actual enrollment statistics, Form I to Form IV enrollment in 1970 had stood at 28,720, indicating a net increase in the next 6 years of 7,500. In the same time period, Form V-VI enrollment had increased by 935 places. Of course, only a portion of these increases was attributable to the IDA project. The Project's Contribution to Secondary Enrollment Expansion 9.08 As indicated above, the amended project was meant to increase total Form I to VI enrollment capacity by 4,672 places (not counting in the 400 "re- placement" places) in 25 project secondary schools. 4ctual Form I to VI enroll- ments in these schools increased from 10,482 in 19701' to 13,724 in 1976, an increase of 3,242. Significantly, while this is very nearly the numbgr of boarding places which were to be created by the project, i.e., 3,290Z, it is also considerably short of the planned increase in enrollment capacity in project 1/ Current enrollment figures for 1969 in project documents underestimate actual enrollments shown in official statistics available for 1970, which in view of initial delays, is a more suitable baseline year. 2/ In May 1970, a supervision mission reported the slightly higher figure of 3,348 as the number of boarding places to be created. - A 26 - schools, which was based at least in part, on what has proven to be an unfounded assumption: that, as a result of Ujamaa village development, day enrollments would increase by 1,382. The difference is also due to the fact that net class size actually average around 35 rather than the figure of 40 used by IDA as the basis for computing the expected enrollment increase. Boarding and Day Enrollment in Project Schools 9.09 Up to date, figures on boarding vs. day enrollment are only available from the 15 project schools which were visited by the completion mission. Though not randomly chosen, they are widely distributed geographically, and in other respects constitute a fair cross-section of the project schools. 9.10 In 1968, the latest year before appraisal, there were 36 day students as against 5,138 boarders, and these day students were in only two schools. According to the amended project appraisal, this figure was to rise to over 900 day students (and 8,276 boarders) by the end of the project. In fact, as of 1977, there are still only 40 day students, and now these are in only one of the 15 schools. On the other hand, boarders have increased to a total of 8,430. 9.11 The results from this sample suggest strongly that the objective of increasing day enrollments has not been achieved. The arguments in favor of boarding are too strong to permit a radical departure from this widely endorsed practice. In spite of the extra public expenditures for boarding, the small number of secondary school places combined with the extra potential which a boarding environment provides for achieving the significant attitudinal objec- tives of recent educational reforms, meant that it was unrealistic to expect population shifts alone from either urbanization or villagization to bring about a sharp rise in day enrollment. Even if those shifts do take place, a special effort at school mapping and a requirement that successful candidates enter a secondary school in their neighborhood - if one exists - is necessary. And even then, day enrollment will remain very limited. 9.12 The following Table summarizes the planned vs. the actual increases in places built, in overall enrollments, in boarding, and (as a residual) in day enrollment. Additional Enrollment and Boarding Capacity Provided in Project Secondary Schools between 1970 and 1976 Planned Actual Increases Increases (1970 - 1976) New Student Places1/ 5,072 (Places Built-/ 4,220 of which, "Replacements".?/ -400 Enroll. Increase-/ 3,242 Net New Enrollment Capacity 4,672 Boarding5/ -2,832 of which, BoardingJ/ -3;290 Day (remainder) 410 Day (remainder) 1,382 1/ IDA/R70-8, March 19, 1970, Credit Amendment Memorandum. 2/ Appraisal Report, para. 6.03. 3/ Schedule 3 to Credit Amendment Supplemental Letter, April 24, 1970. 4/ Official Education Enrollment Statistics. 5/ Annex 7 herein. - A 27 - One can see from this Table that (a) the places actually built were fewer than the number planned, and (b) overall enrollments have not risen as expected, largely because day enrollments have not materialized anything near the amount planned, confirming the findings from the sub-set of 15 project schools. The Distribution of School Places Between Sexes 9.13 The issue of equal access to school places for girls and boys was not discussed by the Association or by the Tanzanian Government in the course of the lengthy identification, preparation and appraisal of this project. Nevertheless, since it has become a matter of increased concern, to both the Government and the Association, a brief review of the project's possible effects is in order. The other main dimensions of social equity, urban-rural or socio- economic origins are not treated here, both because adequate data is unavailable, and because the heavy reliance on free boarding, a priori , gives maximum opportunities to students from less-advantaged backgrounds. 9.14 Two conclusions can be drawn from the female enrollment statistics covering 1961 to 1974 (Annex 19). First, only about one quarter of state or public secondary school places were occupied by girls during this period. While the proportion is slightly higher in the lower secondary school cycle, it falls off markedly in the upper Forms. Secondly, an increasing proportion of private school places have been taken by girls. However, these schools do not substi- tute satisfactorily for public schools, since fees are charged, and the quality of instruction and of results, on average, are lower than in the state schools. 9.15 Annex 20 presents an overview of the pre- and post- project situation in project schoolsLl/. The data on all secondary schools is presented for purposes of comparison. In 1970, the project schools included 6 all-girls schools, 17 all-boys schools and 1 mixed school. A few girls started to attend formerly all-boys schools, but their proportion is so small that these schools are only marginally co-educational. 9.16 By 1976, girls comprised a higher proportion of total enrollment in project schools than in 1970: 25% in 1976 vs. 21% in 1970. In spite of this rise, the project schools as a group, lag behind the national average since the percentage of girls in all schools was 28% in 1976. Female enrollment in Forms V and VI project schools has expanded little in absolute numbers. As a pro- protion of total Form V and VI enrollment, it has actually fallen from 13% to 11%. However, at a national level this same proportion has risen from 15% to 20% during the project's period. 9.17 The nroject thus increased access of girls to the lower Forms relative to their former position in project schools, even though they still lag behind the national average. But in the higher Forms, the project appears to have given boys a distinct advantage over girls, above what they already clearly had. 9.18 Neither the one new IDA project school nor any of the Nordic schools have upper streams. They include three boys schools, one girls school and one co-educational school (the IDA project school), 44% of whose enrollment is girls. 1/ 1970 is an appropriate pre-project date because although the amended Credit was signed in this year, no effects on enrollment were experienced as yet. - A 28 - Thirty percent of the places in the five new Nordic and IDA schools are for girls, which is above the national average of 28% in 1976 for all schools. X. INITIAL EDUCATIONAL AND EMPLOYMENT OUTCONES OF PROJECT SCHOOLS Examination Results in Practical Subjects 10.01 Notwithstanding the important changes to examination procedures described in paras. 5.04-5.08, final examination results are the only means immediately available to the completion mission for beginning to judge (a) how many students in project financed schools are at least reaching examination standards in key subjects, and (b) how well they are performing relative to some national norms. This is by no means a complete picture, as it does not take into account all the broader learning objectives alluded to above; only practical subjects will be reviewed here. Annex 21 shows that only about 38% of 615 possible Form IV students (in 5 project schools) offered the two commerce examination papers on National/Business Economics and Principles of Accounts. Even fewer, 191, (or 31%) offered typing, the third commerce subject. This indicates that either these subjects have not been taught so far in some schools, or they have been treated as options rather than made a requirement of all stu- dents attending these 5 schools with a commerce bias. On the other hand, an impressive 89% (1,244) of the enrolled Form IV students in 13 IDA and Nordic project schools with an agriculture bias took agriculture as an exam subject. There were many different exam papers in the technical subjects category and therefore many more "sittings" in those subjects (1,229). There are only 317 Form IV students in the two project schools with a technical bias, and many of these chose to take several technical papers each. 10.02 Annex 21 helps to evaluate exam performance in these subjects by comparing the grades of students at IDA and Nordic project schools with those of candidates from all state secondary schools together. In the technical subjects, the project schools have a greater portion of students with high grades than do all schools together. If one assumes that other inputs (such as student ability before entry) are equal - but we do not know this - then these results are an encouraging sign of the project's possible positive effect on learning. In the two commerce subjects (economics and accounts) the difference between project vs. all schools are negligible. However, the very high failure rate in both project and non-project schools is a cause for concern. In typing (not shown), only 2 of the 351 candidates in the whole country did not fail; both of these were from a project school. The project-supplied typewriters were delivered only in 1976. These poor results indicate the indispensability of adequate equipment for producing acceptable results. 10.03 In agriculture the low failure rates, generally, are quite encouraging. The 13 project schools designated with an agriculture bias did about as well as all schools lumped together, which in itself is unremarkable. However, closer scrutiny of results from particular schools when combined with the mission's visual observation, gives rise to some reasonable speculations. 10.04 One project school which did not receive an agriculture unit from the project, has recently adopted an agriculture bias anyway, and has begun to put - A 29 - its project-delivered craft workshops to use as a resource for teaching agri- culture and for numerous self-reliance activities. What the school lacks in the way of an agriculture lab and equipment, it makes up with a dynamic, enter- prising Headmaster heavily committed to making the fullest use of his available resources. Vurthermore, the school has a high national reputation and may be recruiting students with much-above-average abilities. Whatever the reasons, the result is that when the agriculture exam results of this one school are added to those of the intended 13 agriculture bias schools, as seen in the row of figures in parentheses in Annex 21, the joint results of the 14 schools turn out noticeably better. 10.05 Furthermore, the frequency count of A's, B's, C's, D's, etc., varies sharply between each of the 14 agriculture bias schools when examining the results school by school. It is noteworthy that the school which has used its project-delivered facilities the least, is also the one with the highest percen- tage of failures. It also displayed several symptoms of low overall school morale. One other school which, inexplicably, received a consignment of agri- culture teaching equipment, but did not receive an agriculture block, did almost as poorly in the examinations. Taken together these observations may point to a conclusion which is valid for the all new subjects apart from typing: the delivery of hardware (at least of equipment) is insufficient, maybe even un- necessary for.producing good examination results. Improvisation - in other words, the quality of school leadership - may make the difference between a good and an indifferent outcome. 10.06 Restraint is necessary in drawing conclusions from the limited field observations and data available to the mission. These findings however, can and should be used as a bench mark or baseline for measuring the performance of the project schools beginning at the completion of Credit disbursements. They should be reviewed three or four years from now, after more time has passed in which to feel the effect (or non-effect), especially of equipment which only arrived in the past six months or which has yet to be properly installed after delivery. .Employment Prospects of Project School Leavers 10.07 As noted in para. 1.11, the principal objective of the project was to satisfy foreseen manpower needs. Annex 17 shows the actual employment levels and manpower requirement forecasts of the 1968 Manpower Survey for 1969-1974 by category of manpower. The number employed in category C occupations in the 5- year period is 46,847 greater than the planned level, while employment in cate- gories A and B fell short of planned levels by 119 and 1,948 respectively. How- ever, since the total output from Form IV available for immediate employment was only 30,4231/, many of these positions are occupied by non-Form IV graduates. 10.08 Actual Form IV output over the 5-years (1969/70 - 1973/74) was 5,726 in excess of the planned level. The total output from public secondary schools was only 4.1% greater than the planned level. However, private schools expanded considerably in the late 1960s as shown in Annex 22. 10.09 The placement of Formh IV leavers has become a problem in recent years. Non-secondary school graduates have been employed in category C occupations, which are believed to require a general secondary school education to the Form IV level. One manpower planner said that often primary school graduates are employed in lieu of Form IV graduates because they can be trained on the job, are more inclined to manual labor and cost less. 1/ Source: Annual Manpower Report to the President, 1974. - A 30 - 10.10 It is as yet too early to assess what impact the curriculum diver- sification program will have on the employment of Form IV graduates. Although some new laboratories/workshops were completed in 1972, equipment and special subject teachers usually did not arrive until 1974/75 and 76. Therefore, fourth Form streams enjoying full use of new facilities for their entire second- ary school cycle will start to join the labor force in 1978. 10.11 The recording of graduate placement is a keen concern of the Manpower Allocation Division of the Ministry of Manpower Development. This Division con- trols the selection of secondary school students for future training and direct employment. Annex 23 lists the placements of fourth Form output from some project schools for 1975. These data may be compared with the national averages, although it would be premature to draw any conclusions on the success of the manpower goals of the project from them. The Annex does however, demonstrate that secondary school graduates could be traced when the curriculum diversifica- tion program has operated for a full school cycle. Redefining the Significance of Practical Subjects 10.12 A concluding point on manpower implications should be made. The man- power benefits of curriculum diversification must not be overstated. Buildings for the teaching of agriculture were provided in 10 schools, while equipment was provided for 11 of the 25 project schools- . This subject was explicitly recognized by the Government, both at appraisal and again in discussions with the completion mission as being a part of the balanced general education, and not as a vocational subject. However, the position of the Association in this issue has been ambivalent, as pointed out in para. 1.12. While accepting the Government's position in principle, the appraisal report (para. 5.08), neverthe- less justified the practical biases generally as increasing the students' chances for "immediate and useful employment". The fact that this is not happening (see Annex 23) - and was never likely to - does not however mean the project's contribution to curriculum diversification, especially through agriculture, was not justified. In Tanzania's development situation today, agri- culture as an area of study and action provides an appropriate organizing or conceptual framework for much of what is worth knowing for any educated and ac- tive Tanzanian. Rather than specializing the person in a vocational direction, agricultural education should tend to broaden his conception of his own role in the national economy. Thus, agriculture as a subject should not be justified as 'occupational training" for future farmers any more than physics is worth teaching merely to train future physicists. Furthermore, even if Form IV lea- vers with agriculture do indeed become self-employed as farmers in the non-wage sector of the economy, they are in any case unlikely to appear in the manpower statistics. 10.13 For commerce, the vocational links are more direct and obvious: Students equipped with skills in typing, bookkeeping and soforth, should have good prospects for obtaining "immediate" wage employment. By the same token, tracing students with these subjects into "the world of work" may be more conclusive than following up those with agriculture or home economics. 1/ See para. 10.05. - A 31 - Self-Reliance (SR) Activities 10.14 In its visits to the project schools, the completion mission sought to ascertain, orally and visually, whether the new SR activities complemented or interfered with the teaching of practical biases and other subjects, and the use of the new IDA project facilities. Our impression is that (a) some- times the project facilities, especially in the agriculture and technical biases, are contributing something to the SR activities, and (b) that the SR activities are not interfering with the teaching programs, and, indeed, may be adding greater meaning, relevance and rewards to the serious pursuit of technical and agricultural subjects. The most obvious danger arises when an SR project in- volves large scale production of single items or crops. The routinization of work which would follow, could eventually alienate students from the activity, and even the related subject area. However, with good planning, there is scope in most schools to diversify SR activities so that they present new and educa- tional opprotunities for practical applicatlon of learning. 10.15 Self-reliance activities are especially appropriate for boarding school where time and student manpower are often a surplus "looking for" a productive outlet. It is at least questionable whether day schools could com- mand enough of the students time after class hours to embark on an ambitious program of SR activities. Conflicting demands on their time are likely to make deep inroads on student motivation. Therefore, if a high percentage of boarding continues to be inevitable in Tanzanian secondary schools, then at least the SR activities might mitigate the extra recurrent cost burden of boarding. 10.16 As a suggestion, the 25% of boarding costs which SR activities save the Government on its recurrent budget, could perhaps be used as the capital or "seed money" by which to foster a greater diversity of SR projects at the schools, thereby offsetting the possibility of "routinization" and bringing further re- current savings in due course.  COMPARISON OF PROJECT AT DIFFERENT STAGES OF PREPARATION 1965-70 1st 2nd/3rd Appraisal As Negotiated, Govt's. Govt's. 1st Reconnaissance Govt's. 2nd Reconnaissance Govt's. 3rd Mission's Approved, Proposed As amended Applicat on Proposal Application Proposals Applicati7n Proposal Signed, Revision (after reappraisal) 4/28/65' August 1965 10/26/652/ 11/66. 7/67 i 1/2967' May/June 1968 Nov. 1969 June 1969) April 1970 A. Secondary Schools - New -c 5 5 1 5 4 1 (600*) 1 1 Improvement -- - -- -- 7 -- -- -- -- Extension -- 18 20 40 18 24 24 (3,500*) modificationS/ 24 B. Primary Teacher Training Colleges - New -- 4 3 -- -- Extension 2 2 (700*) 2 (730*) 1 1 C. Technical College - Extension I .. -- 1 D. Dar-es-Salaam Secondary Teachers College - Extension -- 1 1 (80*) -- 1 E. Staff houses for above institutions - New -- unspecified -- -- -- 63 63 -- )81 (new or improve- Remodelling -- -- .. .. -. .. 9 .. ) ment) * Additional places resulting. 1/ No details of application available - however covering letter indicates that it was for expansion of general secondary education. 2/ In addition, the Government proposed that equipping and minor works be undertaken in respect of certain other schools. 3/ This mission also proposed an extension to the Faculty of Science.University College, Dar-es-Salaam and the Morogoro Agricultural College which were not considered thereafter. 4/ As indicated in covering letter. 5/ The Norad Education Project in June 1969 covered three new secondary schools. The Government's modification proposal involved replacing five project secondary schools with five other schools and reducing the proposed accomodation at five schools and increasing it at five other schools. ANNEX 2 TANZANIA CREDIT 149-TA Demand for Technicians, 1969-74 Net Wastage Increasei and Occupation Existing in Local- Total Vacancies Employ- isation Deman& Draughtsmen, general 39 44 33 116 Engineering technicians, general 174 135 187 796 Engineering technicians, textile 9 25 24 58 Engineering technicians, petrol 1 7 2 10 Total, engineering technicians 223 i511 246 980 Technicians, research labs. 6 12 1 6 24 Technicians, industrial labs. 4 47 9 60 Total, laboratory technicians 10 59 15 84 GRAND TOTAL 233 570 261 10a6 1/ To these should be added technical teachers (dip) making total (say) 1150. This is about double the present potential of the Technical College. Source: Tanzania Second Five-Year Plan, 1969-1974. ANNEX 3 TANZANIA CREDIT 149-TA Project Unit Staff List S.No. Position Nationality Year 1 Director Planning Project Coordinator Local 1969-1972 2 Deputy Project Coordinator British 1969-1972 3 Project Architect Danish 1969-1971 4 Project Accountant Indian 1969-1974 5 Project Architect Indonesian 1971-1974 6 Project Architect (CA) Norwegian 1972- 7 Project Architect Indian' 1974- 8 Project Coordinator Local 1973-1973 9 Project Coordinator Local 1973-1974 10 Project Administrator Local 1973-1974 11 Project Coordinator Local 1975- 12 Project Accountant Indian 1975-1975 13 Assistant Project Accountant Local 1975-1976 14 Project Accountant Local 1976- 15 Project Administrator Local 1974-1975 16 Project Administrator Local 1975- 17 Education Officer Planning Local 1974-1975 18 Education Officer Planning Local 1975- 19 Procurement Officer Local 1973-1973 20 Procurement Officer Local 1973-1974 21 Procurement Officer Local 22 Procurement Officer Local 23 Procurement Officer Local Source: Project Unit March 1977 ANNEX 4 TANZANIA CREDIT 149-TA Comparison of Building Implementation Showing Contract Starting & Completion Dates and Actual Completion DateLi/ Name of Delay Item No. Institution 197a 1971 1J72 1973 1974 1975 in Months 4330 Arusha Sec. Schooli/ .- - - x 8 4310 Chidya (St. Joseph) S.S. X- - x 8 4313 Ihungo S.S. r, - - -c 9 4331 Iranga Girls S.S. -- 2 4323 Iyunga S.S. 2/- x- - -------- 28 4304 Kigoma (Livingstone) S.S.- x 5 4309 Kilakala (Marian) S.S. x 4 4325 Lyamungo S.S. v--x 4 4315 Mazengo (Dodoma All.) S.S.! - - - x 10 4301 Minaki S.S. x --x 7 4328 Mkwawa S.S. -- x 9 4329 Moshi (Old) S.S. 6 4322 Moshi Techn. School -- - 8 4306 Mpwapwa S.S. - - - - - - - - - - x 18 4303 Msalato Girls S.S. x. 8 4308 Musoma S.S. - 7 4311 Nguvumali (Galanos) S.S. 7 4302 Pugu (St. Francis) S.S. x-12 4314 Rugambwa S.S. x - - - - - c 9 4312 Rungwe S.S. - - 31 4324 Tabora Girls S.S. x---- - 4326 Tanga S.S. 4327 Tarime S.S. :: -x 4307 Umbwe S.S. 10 4305 Weruveru (Assumpta) S.S. x -z 4 634 3 Dar es Salaam CNS - 6 4337 Korogwe CNS2/ : - - - - - - - - -x 16 4365 Dar es Salaam Tech. 7 College x- -x Nordic: 4334 Bagamayo S.S. - 9 4361 Mkwara S.S. - - x 14 4359 Sengerema S.S. K - 8 4335 SonZea S.P. I_x_-_-_-_- -_x_17 1/ Liability period not included. Code: x x construction time per contract 2/ Starting date postponed through lack of Government finance. x - - - - - - - x construction time overrun Source: Bank Group Staff/ Project Unit April 1977 ANNEX 5 TANZANIA CREDIT 149-TA Schedule of Principal Ut'ilities Provided Item Nam of 0 No nstitution a a Z a ô !DA Prolect 4330 Arushà Sac. Sch. - 12 4310 Chidya (St. Joseph) S.S. I 1 li- 1 4313 Ihungo S.S. idu5 2 4331 Iringa Girls S.S. 144 4323 Iyunga S.S. 4304 Kigoma (Livingstone) S.S. 1 1 1î i 4309 Kilakala (Marian) S.S/ 6 1 1 1 1 1 1 1 254 7 4325 Lyamungo S.S. 1140 1 4315 Katengo (Dodoma All.) S.S. 2 192 6 4301 Minaki S.S.- 4328 Mkwawa S.S. 1 5 42. 2/ 2 2 132 - 4329 Moshi (Old) S.S. 12 12/ 2 116 4322 Moshi Téchn. School 81/ 4-2 12/ 2-2/ 6- 2/ 4306 Mpwapva S.S. 7 1 1 1 1 11 80 4303 Mmalako Girls S.S. 2 1 2 1 1Ë 280 4 4308 MusOM S.S. 2 1t 1t1 21 48 2 4311 Nguvumah (Calanos) S.S. 4302 Pugu (Sc. Francia) 62 4 2L 1 2 220 13 4314 Rugambwa S.S. - - - - - --- - - - - - 4312 Rungwe S.S. . 11 - - 4324 Tabori Girls S.S. 2 1 144 3 4326 Tana S.S. 2 2 - 7 4327 Tariàn S.S. 9 3 2 1 1 1 1 1 530 16 4307 Umbwe S.S. 2 1 120 4 4304 Waruweru (Asiumpca) S.S. 3 1 2 1 1 252 7 4343 Dar e Saldam CNS 2 80 4337 Korogwe CNS 15 1 1 440 7 4365 Dar et Salaam Tech. Coll. 3 2 6 278 TOTALS 66 35 12 -15 2 7 2 1 24 10 il Il 4 10 10 3630 80 Nordic: 4334 a myo S..S. 10 3 2 2 1 1 1 1 1 1 520 21 4361 Mkart S.S. 8 4 1 1 2 1 1 1 1 420 21 4359 Songera S.S. 10 3 3 2 1 1 1 1 1 576 16 4335 SOUne4.S.S. 1 4 1 1 1 1 520 21 38 13 1 8 2 1 1 2 6 2 4 4 4 4 4 2036 79 l/ lncludes ablution aras, laundry, comnon room, etc. 2/ I.clud4a n2w work, etension, conversion, iprovent, remodeling and cubicaliation of dormitories. Sources: Uank Group staff and Project Unit April 1977 TANZANIA CREDIT 149-TA Equipment and Furniture Tenders ITEM 1st Remarks 2nd Tender Planned Actual EQUIPMENT Invitation Invitation Awarded Del. Period Del* Period to Library Equipment April, 1971 N* tender Jan. 1972 Sep.1972 Dec. 1973 Mare 1974 received 2. Workshop Hand Tools Ray, 1972 July, 1972 June, 1973 June, 1974 3. Workshop Machine Tools May, 1972 Tenders Dec. 1974 Jan. 1975 June,1975 June, 1976 unsatisfactory 4. Agricultural Equipment April, 1971 To. few tenders Oct. 1971 Nov. 1971 Deco 1973 Oct. 1976 received 5. Laboratory Equipment Kay, 1972 Tender unsatis- Dec. 1974 Jan. 1975 June, 1975 Dec. 1976 factory Ministry disagreed with 6. Geography Equipment Nov. 1970 - do - Dec. 1974 Jan. 1975 June, 1975 June, 1976 7. Sil Testing Equipment May, 1973 June, 1973 Dec. 1973 -May, 1974 8. Engineering Sc. Equipment April, 1971 Tenders unsatis- Dec. 1974 Jan. 1975 June, 1975 June, 1976 factory, Ministry disagreed with 9. Mechanical & Civil Engin. Equipment Kay, 1972 a,1973 Bea 1973 Ja 1975 W, Electrical Equipment May, 1972 June, 1972 Oct. 1973 July, 1974 1t, Domestic Science Equipment Sep. 1973 Tenders unatis- Dec. 1974 Jan. 1975 June, 1975 Aug. 1975 factory $2. Commercial Equipment April, 1971 No tender Aug. 1971 Sep. 1971 Jan. 1972 June, 1973 received 13. FUnITURE Dec. 1970 Jan. 1971 Dec. 1973 July, 1975 I .B. These were bulk orders and equipment was then distributed to schools. No school had a separate order either for equipment or furniture. Source: BRnk Croup Staff, April 1977 ANNEX 7 Page 1 of 2 TANZANIA CREDIT 149-TA Summary of Student Places, Areas and Costs Item Name of Student Places Net areas in sq.ft. Total area in sq.ft. No. Institution a) Teaching & a) Teaching & Staff Communal New Work Conversion Total Communcal Houses b) Boarding Work b) Boarding c) Houses a) b) Nos. a) b) c) Net Grose 4330 Arusha Sec. School 40 - - 1448 294 - 1742 1916 1270 3186 4310 Chidya (St. Joseph) Sec. School 120 - 1 5694 - 1356 7050 7755 - 7755 4313 Ihungo S.S. 80-1. 180 2 8492 - 2164 10656 11722 21909 33631 4331 Iringa Girls S.S. 40 144 2 725 4207 2163 7095 7805 - 7805 4323 Iyunga S.S. 120 - - 3983 - - 3983 4382 - 4382 4304 Kigoma (Livingstone) S.S.120 - 1 8657 1225 1388 11270 12625 - 12625 4309 Kilakala (Marian) S.S. 320i, 254 7 8482 1593 7910 17985 18896 19104 38000 4325 Lyamungo S.S. 80 140 1 2792 1135 1233 5160 5676 5374 11050 4315 Mazengo (Dodoma All) S.S.120 192 6 2716 8952 7037 18705 22814 7481 30295 4301 Minaki S.S. 120 - - 3498 - - 3498 3848 - 3848 4328 Mkwawa S.S. 400 132 - 11690 - - 11690 13100 1432 14532 .4329 Moshi (Old) S.S. 80 116 - 2822 - - 2822 3104 2066 5170 4322 Moshi Techn. School - - - - - - - - 32076 32076 4306 Mpwapwa S.S. 440 80 - 14300 - - 14300 15730 13455 29185 4303 Msalato Girls S.S. 200 280 4 10661 11641 4002 26304 28935 - 28935 4308 Musoma S.S. 180 48 2 10602 1350 2122 14074 15151 8258 23409 4311 Nguvumali (Galanos) S.S. 80 - - 2824 - - 2824 3106 - 3106 4302 Pugu (St. Francis) S.S. 440 220 13 14338 - 15166 29504 32455 20674 53129 4314 Rugambwa S.S. - - - - - - - - - - 4312 Rungue S.S. 80 - - 4868 826 - 5694 6265 - 6265 4324 Tabora Girls S.S. 120 144 3 5092 - 3563 8655 9521 620 10141 4326 Tanga S.S. 40 - 7 5651 - 6544 12195 13415 - 13415 4327 Tarime S.S. 640 530 16 31141 16859 15955 63955 77779 - 77779 4307 Umbwe S.S. 80 120 4 5418 1213 2465 9096 10006 10069 20075 4305 Weruweru (Assumpta) S.S. 280 252 4 9619 881 3700 14200 19170 - 19170 4343 Dar es Salaam CNS 90 80 - 2637 7406 - 10043 11550 - 11550 4337 Korogwe CNS 468 440 7 27341 28396 5780 61517 70745 1164 71909 4365 Dar es Salaam Techn.Sch. 182 278 - 9492 - - 9492 14725 10818 25543 Totals: 4960 3630 80 214983 85978 82548 383509 442196 155770 597966 Nordic Schools!3 4334 Bagamayo S.S. 640 520 21 37620 20273 22486 80379 92803 - 92803 4361 Mtwara S.S. 640 420 21 45808 16361 22486 84655 96630 - 96630 4359 Sengerema S.S. 640 576 16 41593 28378 16560 86531 101896 - 101896 4335 Songea S.S. 640 520 21 36222 -20333 22486 79041 91331 - 91331 Totals: 2560 2036 79 161243 85345 84018 330606 382660 - 382660 ememammemmmammamammmemm..weama.massas.m.m.mmam.meamewmmemmmamm.manamana.memmassummame 1/ Re-roofing of 8 classrooms (320 students) not included. 2/ Conversion of 2 rooms (80 students) not included. 3/ Nordic Project figures not yet finalized, pending Treasury decision. April 1977 Source: Bank Group Staff/Project Unit 1ANZANIA CREDIT 149-IA Summary of Student Places, Areas and Costs Professional Total Fees, Super- Liquidated USV_ Item Site Teaching 6 Construction vision & Equip- Furni- Damages Total Total No. Name of Institution Works Communal Boarding Houses Conversions- Cost Expenses ment ture (minus) Cost Cost 4330 Arusha Sec. Sch. - 9 43 - 93 241 42 93 62 6 432 61 4310 Chidya (St. Joseph) S.S. 2 292 - 87 - 381 55 44 53 - 533 75 4313 Ihungo S.S. 53 531 - 171 210 965 240 59 129 2 1,391 195 4331 Iringa Girls S.S. 66 54 361 196 15 692 170 68 77 - 1,007 141 4323 Iyunga S.S. 29 292 - - - 321 50 54 33 30 428 60 4304 Kigoma (Livingstone) S.S. 39 605 102 200 - 946 159 97 32 30 1.204 t69 4309 Kilakala (Marian) S.S. 23 522 91 542 610 1,788 232 114 207 - 2,341 329 4325 Lyamungo S.S. 1 117 179 86 96 479 75 44 96 - 694 98 4315 Mazengo (Dodoma All.) S.S. 71 142 562 473 70 1,318 237 167 79 11 1,790 252 4301 Minaki S.S. 22 223 - - - 245 37 39 16 - 337 47 4328 Mkwawa S.S. 43 696 - - 665 1,404 322 89 278 - 2,093 294 4329 Moshl (old) S.S. 19 144 - - 47 210 36 83 a 3 334 47 4322 Moshi Tech. School - - - 467 467 62 151 23 2 701 98 4306 Mpwapwa S.S. 103 736 - - 634 1,473 318 113 225 23 2,106 296 4303 Msalato Girls S.S. 123 733 946 353 - 2,155 323 93 110 - 2,681 377 4308 Musoma S.S. 105 835 - 184 188 1,312 302 113 134 - 1,861 261 4311 Nguvumali (Galanos) S.S. 19 125 - - - 144 30 24 6 - 204 29 4302 Pugu (St. Francis) S.S. 650 745 - 957 404 2,756 338 167 184 52 3,393 477 4314 Rugambwa S.S. 138 - - 24 162 41 - - - 203 29 4312 Rungwe S.S. 36 316 44 - - 396 62 66 40 37 527 74 4324 Tabora Girls S.S. 40 273 - 282 85 680 98 98 104 9 971 136 4326 Tanga S.S. 93 259 - 412 - 764 90 98 76 - 1,028 144 4327 Tartme S.S. 1,156 2,439 1,407 1,230 - 6,232 1,02;- 217 485 7,959 1,118 4307 Umbwe S.S. 466 437 143 179 303 1,528 225 156 87 9 1,987 279 4305 Wlerveru (Assumpta) S,S. 291 456 152 258 21 1,178 217 114 221 - 1,730 243 4343 Dar es Salaam CNS 63 187 368 - 618 108 108 22 - 856 120 4337 Korongwe CNS 739 1,635 2,688 553 552 6,167 1,077 1ll 232 309 7,278 1,023 4365 Dar es Salaam Tech. Col. 52 2,268 333 2,653 444 1,967 34 30 5,068 712 Totals 4,442 15,161 7,086 6,163 4.823 37,675 6,415 4,547 3,053 553 51.137 7,184 Nordic Schools 4334 Bagamayo S.S. 1,t84 2,059 1,208 1,466 - 5,917 1,030 171 438 - 7,556 1,062 4361 M6wara S.S. 1,179 2,465 1.103 1,678 - 6,415 1,194 334 497 - 8,440 1,186 4359 Sengerema S.S. 1,215 29370 1,694 1217 - 6,496 1,031 125 227 - 7,879 1,107 4315 Sbngea S.S. 1,444 2 675 10764 2.014 - 7,897 1,458 272 528 - 10,155 16429 TotAls 5,022 9,559 5,769 6,375 - 26725 4,13 902 1,690 - 34,030 4,782 3/Figures not yet finalized, pending Ireasure decision.itreinld. I/ nclu,des 137,006 Tanz. Shs. contested by Public Accounts Committee and thus withheld to dare. Source: Bank Gruup Stf/rjc ntApril 1977 TANZANIA CREDIT 1411-IA Construction Cost Index 1969-1977 1969 1970 1971 1972 1973 19741/ 1975 1976 1977 400 31. 335. 330. 300 J 294 200 185.0 160.9 124.2 4115.67 100 107.57 se per Annum: 7.5% 7.5% 7.5% 20.5% 15.% 59% 12.5% 7.5% 10% of 31/3/77 1/ Figures prior to 1/1/75 based on information from Hessrs. Culham & Hunter. Later figures based on information frow Messrs. Armstronj. 6 Duncan. Both Firns are represented in Dar es Salaam. Source: Bank Group Staff/Project Unit ANNEX 8 Page 2 of 3 Annual average increase 1968-1971 normal at 7.5% Special increase: July 1972: Increase in the minimum wage: effect = 17.5% Sales tax " = 1.0% Training levy " = 1.0% Annual increase " = 10.0% TOTAL 1972 29.0% 1973: Increase in the price of steel " 7.5% Annual increase 7.5% TOTAL 1973 15.0% 1974: Controlled price increases " 15% Increase in price of steel 8% Increase in minimum wage 25% Increase in cost of oil 10% Tax for Farmers and Workers Housing fund 1% TOTAL 1974 59% 1975: Annual increase 12.5% 1976: Annual increase 7.5% 1977: March - increase to date 10.% Source: 1. Chartered Quantity Surveyors: Messrs. Culham - Hunter and Messrs. Armstrong - Duncan 2. Project Unit Cost of Living is copied from Tables given by the Bureau of Statistics: Middle Grade Civil Servants. 1970 1971 1972 1973 1974 1975 1976 1977 Prices in Tanzania Shillings Labor (castial daily) 9/40 9/40 11/40 11/40 15/40 15/60 16/65 16/65 Cement (per ton) 180/50 180/50 180/50 180/50 238/80 238/50 290/80 290/80 Steel (per ton) High tensile 2100 2100 1200 3350 5500 5110 5200 5200 Petrol (per liter) Ordinary 1/15 1/27 1/40 2/39 3/34 3/37 3/37 Source: 1. Chartered Quantity Surveyors: Messrs. Culham - Hunter and Messrs. Armstrong - Duncan 2. Project Unit 0 0 ow TANZANIA CREDIT 149 TA Schedule of Disbursements Accumulated Disbursements in '000s of US$ Equivalent Actual Disbursements as a Percentage of Appraisal A1 (2) (3) (4) (5) Estimate or Revised Actual IBRD/IDA Total Fiscal Year & Disburse- Appraisal Re-estimates during Supervision Semester ments Estimate 6/18/71 3/31/72 12/31/72 10/31/75 (1+2) X 100 (1+3) X 100 (1+4) X 100 (4+5) X 100 (1t6)X 100 1969/1970 1st 2nd - 140 1970/1971 1st 24 2nd 58 1,120 390 5 15 1971/1972 1st 300 1,670 2nd 1,200 2,990 3,290 1,200 40 36 100 1972/1973 1st 1,855 3,990 2,000 2nd 2,510 4,510 4,490 3,000 2,500 56 56 84 100 1973/1974 1st - 5,000 4,790 4,000 3,330 - 69 64 78 2nd 3,192 5,000 5,000 4,000 1974/1975 1st 3,842 4,650 84 2nd 4,074 4,850 1975/1976 1st 4,204 4,950 2nd 4,585 5,000 4,700 92 98 1976/1977 1st 4,585 5,000 2nd 5,0O0 So,rce: Bank group Staff April 1977 TANZANIA CREDIT 149-TA Diversified Curricula: National Timetable CO0RCIAL HOME EC0N_MICS TECHNICAL rr Peri od-s 0 . FPerir .A iods Wr;m Per-ids .i .subjects bi ljects Su11 111 I v &xbjects iii ?.e u2.. ? i03ftical Bi. ?4Political 2 2 2 Political Ei. 2 2 2 Ui t.o.r 3 3 fi_st_or Hit y3 t VLh. 6 6.66 6 ths 7 7 7 Iat6 6 6 4 A ik äi !i4 k :i ah_il..i Aksi * 3~-~.1 5sish 5 Tal_sh 5 5 %nlich - ..o1 y4 4 10i.o=. A _4_ Biology 4 4 Culture-. - 3 3 1Cu1lturelt3. 3 Cutr t2 2 B ,n 2 2 21 2 L1Re.igion 2 2 Rel ioion 2 2 2 ? 2 ':-... ._ n 2I TeeckingI2 ? 16 1<ec~. 6-- 16 1 r nur ~ 1716 6 c ~f5 5 15 °. 16 16 16 16 Technical 17 17 17 7 ýC; 1 , 3_1 - 94.ýaa,, ... ... 1 1C 'S 3 1 3. 1 Phynics 3 3 1 -33 3 3 3 Chesm.ry 3 3 3 3 Cherijtry *3 3, 3i 3 L- - - - . . .-.....-.. - P a rs22 a 2- - - - - , Source: Ministry of National Education April 1977 TANZANIA CREDIT 149-TA Technical Assistance Specialists and Fellowships Obtained Under the Terms of Section 4.02 and Schedule 5 of the Credit Agreement - .erms of the Agreement Fulfillment of the Terms A. Specialists 1 Agriculture coordinator, 4 years Mr. 0. Aurlien, Norway appointed 1969-73 in Ministry of Education 1 Teacher trainer, agriculture, 4 years Mr. A. Wold, Norway appointed to Butimba College of National Education, 1969-1973. 4 Experts in school agriculture, Messrs. H. Hjattlin and H. Gelting, Denmark, Mr. E. Jaggasser, 3 years each Canada, 1970-1973, and 12 Egyptian graduates 1971-1973 attached to schools. 2 Teacher trainers, technical Messrs. Schistad, Norway and Wilson, Ford Foundation, 1969 to subjects, 3 years each 1971, attached to Dar Technical College. 2 Teacher trainers, commerce, Messrs. Haakstad, Norway, 1970 to 1973, and Shada, Tanzania, 3 years each 1972 onwards. B. Fellowships 10 Fellowships to train Tanzanian 81 fellows sent to Canada in 1973 for teacher training in agricul- counterparts for above specialists ture, commerce, and industrial subjects. Others were trained in Hungary, England, and the United States. Source: Project Unit April 1977 ANNEX 12 TANZANIA CREDIT 149-TA Output of Trained Special Subject Teachers at Diploma Levell/ Training Course 1971 1972 1973 1974 1975 1976 1977 Pre-service 102 120 76 155 180 25 178 In-service 70 30 25 70 39 51 45 Domestic Sc. 10 10 8 8 7 21 21 Technical 20 38 38 38 38 38 Commercial 19 20 25 24 23 13 27 Agriculture 35 35 35 35 36 35 23 1/ The numbers shown are for those who completed the course successfully, except for 1977. Source: Ministry of National Education, Teacher Education Division April 1977 TANZANIA CREDIT 149-TA Ministry of Education Capital and Recurrent Budget 1969/70 - 1975/76 69/70 70/71 71/72 72/73 73/74 74/75 75/76 Total Actual Expenditure of MOE as % of GDP 3.7% 4.0% 4.2% 4.0% 4.2% 5.1% 4.8% Total Planned 1 Expenditure of MOE as % of GDP 3.2% 3.2% 4.5% 3.3% 3.4% 3.4% 3.5% Actual Recurrent Expenditure by MOE as % of Actual Govt. Recurrent Expenditure 12.6% 12.9% 13.8% 12.5% 10.8% 17.1% 19.8% Planned Recurrent Expenditure by MOE as % of Planned Government Expenditure 16.6% 16.2% 16.2% 16.2% 16.2% 16.2% 16.6% 1/ From Appraisal Report Source: Ministry of Education Statistical Division April 1977 TANZANIA CREDIT 149-TA Recurrent Expenditures in all Secondary Schools (T.Shs. million, except cost per student) 70/71 71/72 72/73 73/74 74/75 75/76 (1) Total Recurrent Educational Expenditures 329.5 367.3 404.8 489.1 710.7 799.5 (2) Total Secondary Recurrent Expenditures 58.1 57.9 70.9 122.0 121.0 122.7 of which are (3) Personnel emoluments 30.2 31.7 34.8 62.3 60.6 53.9 (4) Maintenance 3.9 3.8 6.7 9.4 7.4 7.0 (5) School Equipment 5.1 4.3 7.7 13.7 8.2 6.2 (6) Personal emoluments as a % of Total Recurrent Costs (2) 55.1% 58.23% 54.7% 63.5% 50.1% 47.8% (7) Maintenance Expenditures as a % of Total Recurrent Costs (2) 6.7% 4.4% 9.5% 7.7% 6.1% 6.2% (8) School Equipment Expenditures as a % of Total Recurrent Costs (2) 8.8% 7.4% 10.9% 11.2% 6.8% 5.5% (9) Number of Students 31,117 32,603 33,288 34,502 35,926 38,327 (10) Enrollment Growth Rate 4.8% 2.1% 3.6% 4.1% 6.7% (11) Cost per Student 1,867.1 1,775.9 2,129.9 3,562.1 3,368.0 2,940.5 Source: Annual Budgets of Ministry of Finance, 1970-1975. April 1977 TANZANIA CREDIT 149-TA Recurrent Expenditure in Selected Project Schools - 1975/76 (TShs) (1) (2) (3) (4) (5) (6) (7) (8) (9) Recurrent Total Personal Costs (3) as (4) as (5) as School En- Recurrent Emol- School per Student % of % of % of School Name Bias 1 rollment Expend. luaents Maintenance Equipmient 2 + 1 Wj) _(2)_ W General Secondary (1974) 38?327 112,700?QQ 53,900,OQ 7,375,026 6,200,000 2,940,5 47.8% 6.2% 5.5% 1. Mazengo CRA 999 2,786,676 338,161 20,754 204,714 2,789 12.1% .7% 7.4% 2. Mkwawa Gen. 717 2,412,989 912,295 5,000 54,394 3,365 37.8% .2% 2.3% 3. Moshi Sec. CRA 772 1,428,600 712,500 23,000 21,000 1,851 49.9% 1.6% 1.5% 4. Moshi Tech. Tech. 850 3,941,850 1,828,650 265,200 916,900 4,637 46.4% 6.7% 23.3% 5. Msalato Com. 455 1,561,620 1,169,090 5,000 175,000 3,432 74.9% .3% 11.2% 6. Musoma AG. 541 1,105,060 566,280 5,000 34,000 2,043 51.2% .5% 3.1% 7. Nguvamali AG. 409 1,031,257 388,256 9,400 18,000 2,521 37.7% .9% 1.8% R. Tanga Tech. 610 1,485,945 1,237,280 24,753 125,003 2,436 83.3% 1.7% 8.4% 9. Tarime AG & CRA 577 1,355,844 176,912 5,000 55,000 2,350 13.5% .4% 4.1% 10. Umbwe CRA 327 670,000 343,400 12,000 60,000 2,049 51.3% 1.8% 9.0% 11. Weruweru Com. 576 1,480,621 449,953 27,000 7,928 2,571 30.4% 1.8% .5% 12. Bagamoyo AG & CRA 612 1,102,093 524,243 5,000 66,000 1,801 47.6% .5% 5.0% 1/ AG = Agriculture CRA = Crafts COM = Commerce Ln TECH = Technical GEN = General (No Bias) April 1977 Source: Bank Group Staff TANZANIA CREDIT 149-TA Food ExpeadiLures in a Sample of Project Secondary Schools - 1975/76 1975/76 Total Boarding Per Student Number of Food Provision Food Expenditure Averages School Sex Bias Boarders 1975/76 T Shilling T Sh A. Schools With Agriculture Bias 1. Iyunga M Ag. 703 620.000 882 All agr. biased schools 2. Musoma M Ag. 541 499,000 924 3. Nguvamali M Ag. 409 340,000 831 984 Agr. biased schools excl. #4 4. Rungwe M Ag. 312 480,000 1,538 846 5. Tarime M&F Ag.& 430,000 745 Cra. B. Schools With Other Biases 6. Iringa Gn. 302 308,029 1,020 All other biases 7. Kilakala F Com. 544 385,000 708 1,043 8. Mazengo M Cra. 999 1,147,677 1,149 9. Mkwawa M Gn. 717 1,420,000 1,980 All other biases excl. #9 10. Moshi Tech. M Tech. 850 842,500 991 11. Moshi Sec.Sch. M Cra. 772 715,000 926 938 12. Msalato F Com. 455 390,000 857 13. Tanga .t 610 635,729 1,042 14. Umbwe M Cra. 327 315,000 963 15. Weruweru F Com. 576 454,780 790 C. All Sample Schools 1,023 All except Nos. 4 and 9. 910 Source: Ministry of National Education/Bank Group Staff April 1977 ANNEX 17 TANZANIA CREDIT 149-TA Use of Teaching Facilities by Subject 1/ 2/ Subject- Average Use Rate- Agriculture laboratory 91% General classrooms 86% Commerce 70% Physics 69% Chemistry 66% Biology 65% Woodwork 61% Metalwork 51% Agriculture workshop (30%)-3/ Geography - 4/ 1/ Needlework, cookery, general science, bricklaying, drafting, welding and engineering facilities are omitted here due to insufficient numbers of observed cases. 2/ This is the number of weekly periods the facility is in use for the intended subject as a percentage of the number periods on each school's actual weekly timetable. 3/ This figure is approximate and would be considerably reduced if one of the Nordic schools was included. The agriculture units in those schools were considerably larger than in the IDA schools. 4/ It was not possible in the data available to distinguish between use for geography and use for teaching other subjects. Source: Bank Group Staff April 1977 TANZANIA CREDIT 149-TA Planned and Actual Manpower Needs by Category Categories A B C Projected Five Years Requirement 19-69/70 - 1973/741' 3,849 12,333 20,100 Projected Supply 1969/70 - 1973/74 2,751 10,227 20,100 Expected Shortfall 1,066 2,106 0 Actually Employed 3,730 10,385 66,948 Actual Shortfall (-) -119 -1,948 +46,847 Surplus (+) Category A manpower requires a university degree Category B manpower requires completion of Form 4 plus 1 to 3 years formal education or training Category C manpower requires the completion of Form 4 or equivalent 1/ Source: Second Five-Year Development Plan. 00 ANNEX 19 TANZANIA CREDIT 149-TA Percentage of Female Enrollments in Public/Private Secondary Schools 1961 - 197/.. FRå I FO:, FO. Foi, F0t: FORM TOTAL II III IV .V. vi 1. 29.3 2e.8 26.2 30.1 10.6 14.2 26.1 1962: PUB: 26.6 27.2 20.8 25;5 19.2 11.1 25.0 1963: PUB. 28.4 26.2 25.4 23.3 20.1 17.8 25.9 1964: PUB. 23.4 26.0 23.6. 25.1 i 15.7 14.0 23.9 1965: PUB. 27.4 24.5 25.7 2'.2 c 15.5 13.6 24.9 PRIV. 25.8 27.7 15.2 'N1 - - 23.3 1966i PUB. 26.1 26.6 2-.0 25.4 17.1 14.8 24.9 PRIV. 30.6 17.9 14.0 11.8 - - 24.7 1967: PUB. 26.8 25.4 25.9 22.9 17.1 15.1 24.8 PRIV. 30.6 30.6 16.5 13.6 - - 28.7 1968: PUB. 26.8 26.7 24.9 25.0 18.5. 17.9 25.3 PRIV. 33.8 34.1 128.8 16.6 - - 30.7 1969: PUB. 26.6 26.5 26.0 24.1 16.5- 17.7 25.3 PRIV. 32.8 33.5 32.6 28.1 20.4 - 32.2 1970: PUM. 27.4 27.5 26.0 25.7 16.1 16.7 25.8 PRIV. 33.5 32.6 33.2 32.0 46.3 24.5 33.7 1971: PUB. 26.6 28.8 2C.6 25.1 15.8 13.6 25.7 PRIV. 36.4 34.9 32.3 31.8 26.5 48.5- 34.3 1972: PUB. 24.0 25.6 26.6 24.0 14.1 14.7 24.0 PRIV. 35.8 33.6 27.0 I 27.1 16.3 20.0 31.8 1973: rU. 25.8 24.81 26.1 27.3 14.6 14.4 -24.8 PRIV. 39.5 35.3 33.4 26.8 13.7 14.4 34.4 1974: PUB. 28.7 26.9 24.9 26.1 4 145 25.4 PPIV. 37.7 36.5 35.O 31.4 26.9 11.6 35.5 SOurcc: Ministry of -tiona Educo.tior.. September 1974 TANZANIA CREDIT 149-TA Pre- and Post- Project Enrollment of Boys and Girls in Project Schools 1970 Boys 1970 Girls Girls as Enrollment Forms 5&6 as Enrollment Forms 5&6 as % of Total Total Forms 5&6 % of Total Total Forms 5&6 % of Total Total Forms 5&6 All Secondary Schools 23,220 2,342 10% 7,919 403 5% 25% 15% Project Schools excluding New Schools 8,240 1,260 15% 2,242 184 8% 21% 13% 1976 Boys 1976 Girls Girls as Enrollments Form 5&6 as Enrollment Form 5&6 Z of Total Total Forms 5&6 % of Total Total Forms 5&6 as % of Total Total Forms.5&6 All Secondary Schools 28,638 3,173 11% 11,309 556 5% 28% 20% Project Schools excluding New Schools 9,870 1,841 19% 3,277 230 7% 25% 11% Growth in Enrollment '70-'76 Boys Girls Total Forms 5&6 Total Forms 5&6 All Secondary Schools 23% 35% 43% 38% Project Schools excluding New Schools 20% 46% 46% 25% 1976 Boys 1976 Girls Girls as Enrolled Enrolled % of Total Form 1-4 Form 1-4 Enrollment New Schools/ 1,867 795 30% 1 1/ These schools have no upper streams Source: Bank Group Staff April 1977 ANNEX 21 TANZANIA CREDIT 149-TA Examination Results in Agriculture, Commerce, Comparing IDA and Nordic Project Schools with All Schools, 1976 as percentage of Examinations TakenA/ Total Total Grades Number of 4th Form A or B C D F Exams Taken Enrollment A. Agricultural Science All Schools 21% 42% 28% 8% 2,820 (100%) Project Schools: 13 16% 47% 29% 7% 1,244 (100%) 1,391 (Project Schools: 141/ (20%) (47%) (28%) (6%) (1,371) (100%) (1,508) B. National and Busi- ness Economics All Schools 2% 11% 22% 65% 1,420 (100%) Project Schools: 5 1% 9% 22% 68% 234 (100%) 615 C. Principles of Account All Schools 4% 12% 22% 63% 1,588 (100%) Project Schools: 5 5% 16% 20% 59% 230 (100%) 615 2/ D. Technical Subjects7 All Schools 19% 26% 29% 27% 2,225 (100%) Project Schools: 2 23% 30% 25% 22% 1,229 (100%) 317 1/ This includes one project school teaching agriculture without the benefit of special agriculture facilities from the project. 2/ These include: Engineering Science, Building Construction and Drawing; Surveying; Woodwork and Painting; Blockwork and Plumbing; Geometry and Mechanical Drawing; Mechanical Workshop Technology; Motor Vehicle Mechanics; Welding and Fabrication. 3/ Percentages do not sum to 100% due to rounding. Source: Ministry of National Education/Bank Group Staff April 1977. TANZANIA CREDIT 149-TA Planned and Actual Form 4 Output for Public and Private Schools 1968-1975 Required Numbers Planned Form 4 Actual Form 4 Actual Ouput Total Form 4 Completing Form 4 Output from Output from from 1rivate Leavers Public & (from Anpraisal Report) Public Schools Public School Secondary Schools Private Schools 1968 6,650 5,705 5,763 655 6,418 1969 7,000 5,915 6,328 1,485 7,813 1970 -7,350- 6,601 6,713 2,014 8,727 1971 7,750 6,820 7.044 2,045 9,089 1972 8,100 6,900 7,052 1,812 8,364 1973 8,450 7,000 7,371 2,512 9,883 1974 8,850 7,120 7,823 2,293 10,116 1975 9,200 7,400 8,1571/ 2,4361/ 10,593 1/ Estimate Source: 1) Appraisal Report 2) Manpower Report to the President 1974 ANNEX 23 TANZANLA C=EIT 149-TA The Flacement of Form 4 Leavers from ProJect Schools and from All Secondary Schools in 1975 (Percentages may not sum to 1002 due to rounding) Continued Total to Teacher Public Sector Other 2 as 3 as 4 as 5 as 6 as Form 4 Form 5 Education Employment Training Unplaced % of 1 Z of 1 % of 1 % of 1 % of 1 All Secondary Schools 10,593 1,872 2,872 2,343 469 3,067 182 27% 22% 4% 29% A.verage Schools for 110 2B 33 22 8 19 26% 30% 20% 71 17% 'roject School Sex Bias Arusha M&F Cam. 103 19 19 33 3 29 18% 18% 32% 3Z 28% Chidva M Ag. 75 10 38 14 1 12 13% 51% 19% 1% 16% Ihunga F Ag. 104 37 29 26 4 8 36% 28% 25% 4% 8% Iringa M Gen. 77 14 45 13 - 5 18% 58% 17% - 6% Ivunga Ag. 143 24 49 41 3 26 17% 34% 29% 2% 18% Kilakala F Com. 72 14 32 10 11 5 19% 44% 14% 15% 74 Lyamungo M Ag. 75 43 18 9 3 2 57% 24% 12% 4% 3% Hazengo "I Cra. 168 42 68 23 1 34 25% 40% 14% 1% 20% Minaki M Agr. 122 31 16 38 13 24 25% 13% 31% 11% 20% M Gen. 76 20 24 10 5 17 26% 32% 13% 7% 22% Moshi Sec.Sch./M/Cra. 118 51 19 34 - 14 43% 16% 29% - 12% Moshi Tech.Sch./M/Tech. 250 62 5 38 119 26 25% 2% 15% 48% 11% Kpwapwa M Agr. 73 10 25 24 2 12 14% 34% 33% 3% 16% Msalato F Cam. 78 11 36 16 5 10 14% 46% 212 6% 13% Musoma M Agr. 119 26 46 21 - 26 22% 39% 18% - 22% NguvuTali M Agr. 108 35 41 14 1 17 32% 38% 13% 1% 16% Pugu M Agr.& Cra. 134 29 27 20 3 55 22% 20% 15% 2% 41% ugaorbwa F Com. 110 21 35 13 4 32 19% 32% 12% 4% 34% Rungwe M Agr. 76 21 18 17 4 16 28% 24% 22% 1'% 21% Tabora F Com. 112 7 41 25 10 29 6% 37% 22% 9% 26% .antsa M Techn. 71 21 16 20 2 12 30% 23% 28% 3% 17% Tartme M Agr.& Cra.93 21 28 33 1 10 23% 30% 35% 1% 11% Umbve M Cra. 80 43 24 6 - 7 54% 30% 8% - 92 Weruweru F Com. 155 43 64 15 L2 19 28% 42% 10% 8% 12% Bangamoyo I Ag.&Cra. 119 12 53 21 * 33 102 45% 18az 28% Mtwara M Tech. Sengerema M Ag. 147 66 46 26 - 9 45% 31% 18% - 6% M * Kale F Fmale Ar AAriculture CRA - Crafts CON - Commerce CEN - General HE " Home Econotics TECH * Technical Sources: Hinistry of Labor, Division of Manpower Allocation and Bank Group staff April 1977 APPENDIX A Page 15o 4 TANZANIA CREDIT 149-TA The Nordic School Project 1. Project Identification and Description 1.01 The Credit Agreement of August 1st, 1971 (effective date March 12, 1971) signed between the Governments of Tanzania, Denmark and Norway, was to provide financial assistance for the creation of 2,560 1! student places by construction, furnishing and equipping of four new secondary schools./ located at Bagamoyo, Mtwara, Sengerema and Songea. The amount of the Grant was US$3.3 million and the completion date was December 31, 1973. During negotiations, in April 1970, the Government of Tanzania complied with the request of the Norwegian Agency for International Development (NORAD) that IDA would be the Executive Agency. 1.02 Actual negotiations by the Government of Tanzania with the Nordic Group for the financing of part of the proposed IDA Credit (which actually delayed the signing of the IDA Credit until May 1969) started in 1968. The Government wished to commence construction of Sengerema Secondary School (identical to the school built at Singida) without any delay and, after amendments to the design in order that it would meet IDA requirements, bids were invited, the contract awarded and construction started in May 1970. Consultants from Norway were chosen for the designs of the remain- ing three schools, on which construction started in the Autumn of 1971 and Spring of 1972, although some difficulties were experienced in qualifying contractors (see Annex 8). 1/ Exact numbers not yet finalized. / Annex 7 gives details of basic accommodation spaces. APPENDIX A Page 2 of 4 2. Project Implementation 2.01 Delays in the construction schedule were caused by shortage of materials, heavy rains, the use in one school of unseasoned timber which had to be changed, whilst in another work was stopped for volice investi- gation in to the causes of a fire, which damaged one of the uncompleted staff houses. 2.02 After the completion of construction and after the delivery of the original orders of equipment and furniture, it was found that T Shs 1.7 million still remained out of the total Grant, As the schools were short of some equipment, it was agreed that NORAD would procure and deliver more equipment up to that amount. 3.01 Furniture for the Nordic schools was included in the invitation to tender for the IDA Credit and the contract was awarded to two local manufacturers. 3.02 The principal cause for delay was the short supply of raw materials and the limited capacity of the manufacturers. 3.03 In general, the furniture is acceptable, but the same conditions apply for the IDA Credit furniture, namely the use of inferior quality plywood, workbenches too light in construction, welded joints on metal work weak, etc. This again points to poor specifications and lack of proper control and checking. 3.04 Procurement of equipment was done by international tendering through the Crown Agents, as for the IDA Credit, and consequently the same reasons for delay occurred: incomplete bids resulting in the necessity of APPENDIX A Page 3 of 4 re-tendering, the Ministry's disagreement with recommendations made by the Crown Agents and the lack of an experienced clearing and forwarding officer, causing some consignments to remain in bond for a considerable time. 4. Physical Facilities 4.01 The buildings were generally well designed, structurally sound and economical. Minor ommissions include mosquito netting in some staff houses and dormitories and the lack of security bars in windows of stores and rooms in which valuable materials are kept. 4.02 A.more serious problem was that all but one school had problems with public utilities: in one school an inadequate water supply from the mains has resulted in the toilet facilities being shut down and pit latrines used instead; another school was troubled because of an impure water supply (a purification plant was later installed) and in yet another, the malfunctioning of the sewerage system necessitated a complete overhaul and repairs after the school had been handed over and was in use. 5. Financing 5.01 Actual costs per school are shown in Annex 9 page 2. An analysis of 1/ the actual net building cost -- per square foot ii detailed as follows: Academic Boarding Houses Bagamoyo 54.73 59.59 65.20 Mtwara 56.98 59.69 73.49 Sengerama 53.59 67.42 74.62 Songea 73.85 86.76 89.57 1/ Figures not yet finalized by.the Project Unit. APPENDIX A Page 4 of 4 These figures demonstrate that contractors were fairly consistent in their bids. Songea school, being the most inaccessible, shows justifiably higher costs. Table 1 of Appendix A NORDIC SCHOOLS Schedule of Disbursement (US$ '000) Accumulated Estimated Schedule Fiscal Year Appraisal Actual of US$ '000 and Quarter Estimate 1/ Disbursements 5/17/71 12/21/71 1970/71 1 2 207 3 299 4 380 632 1971/72 1 597 884 2 640 1,150 650 3 1,483 4 1,785 900 1972/73 1 2,120 1,400 2 2,476 1,650 3 2,823 1,900 4 2,740 3,065 2,150 1973/74 1 2,150 2 3,300 3,250 2,400 3 2,900 3,300 3,000 4 3,300 1974/75 1 3,150 2 3 4 1975/76 1 2 3 4 1976/77 1 3,3002/ 2 3 4 1/ Appraisal Estimate of Disbursements not available. 2/ Date and Cost not yet finalized.