Tanzania - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY FvI L L Y Report No. 2615 PROJECT PERFORMANCE AUDIT REPORT TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) July 31, 1979 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 THIRD EDUCATION PROJECT (CREDIT 232-TA) TABLE OF CONTENTS Page No. PREFACE 1 PROJECT PERFORMANCE AUDIT BASIC DATA SHEET 11 HIGHLIGHTS vi PROJECT PERFORMANCE AUDIT MEMORANDUM 1 I. Project Summary and Background 1 II. Main Issues 2 (1) Project Design 2 (2) Project Implementation 4 (3) Technical Assistance and Fellowships 5 (4) Costs and Disbursements 6 (5) Supervision and Operational Support by IDA 6 III. Educational Impact 6 IV. Conclusions 8 ATTACHMENT: PROJECT COMPLETION REPORT The Project 11 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 12 I. PROJECT MANAGEMENT AND SUPERVISION 16 Project Management 16 II. PHYSICAL IMPLEMENTATION 19 Sites 19 Buildings - Design Phase 19 Buildings - Construction Phase 20 Instructional Equipment and Furniture 23 III. TECHNICAL ASSISTANCE 25 General 25 Fellowships 26 Specialists 30 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.) Page No. IV. PROJECT COSTS AND DISBURSEMENTS 28 Project Costs 28 Disbursements 29 V. OPERATIONAL RESULTS AND BENEFITS 29 Rural Training Centers/Folk Development Colleges 29 General 29 Manpower Development 30 Curriculum Development 31 Administration 32 Ministry of Agriculture Training Institutes 34 General 34 Manpower Development 34 Curriculum Development 36 Equipment 38 ANNEXES 1. Comparison of originally forecast and actual implementation progress 2. Comparison of originally estimated and actually provided gross construction areas 3. Ministry of Agriculture - Organization Chart 4. Comparison of originally estimated costs and actual costs 5. Schedule of Disbursements - comparison of actual disbursements with original (appraisal) estimate and revised estimates 6. Annual Salary Cost at FDCs and other institutions in T.Shs. 7. Enrollments and Outputs in Project MATIs (11/77) - (Certificate and Diploma Courses) 8. Project MATIs - Student/Staff Ratio 1977/78: Students enrolled, by Course, and Number of Tutors, by Qualification 9. Agricultural and Related Certificate Training Institutions: Actual and Anticipated Outputs 1966-85 10. Agricultural (and related) Diploma Training Institutions: Actual and Anticipated Outputs 1966-85 - 1 - PROJECT PERFORMANCE AUDIT REPORT TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) PREFACE This is a performance audit of the Third Education Project in Tanzania for which an IDA credit of US$3.3 million was approved on February 2, 1971. By March 1978, the credit amount had been fully disbursed. The audit report consists of an audit memorandum prepared by the Operations Evaluation Department and a Project Completion Report (PCR) dated May 26, 1978, prepared by the Eastern Africa Regional Office. A three-member mission from the Operations Evaluation Department visited Tanzania in January, 1978 in connection with the Review of Bank Operations in the Education Sector. The mission held discussions with senior officials of the Borrower on problems and issues of project design, processing and implementation in this project as well as in four other education projects. A further OED mission in February 1979 discussed with Tanzanian officials the evaluation arrangements for the Folk Development Colleges. The con- tributions of these officials are fully reflected in the report and are gratefully acknowledged. The audit memorandum is based on the findings of this visit together with (a) a review of the PCR, the appraisal report (No. PE-18a), dated January 19, 1971, the Development Credit Agreement dated February 5, 1971, and materials in the Association's files on this project and (b) discussions with Bank staff who worked on this project. No comments were received from the Borrower, to whom the report was sent on May 24, 1979. The PCR covers both negative and positive aspects of the pro- ject experience. The memorandum reviews particularly the Association's role in project design and implementation and attempts to set the project in the wider context of the experience of other audited education projects.  - 11 - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) KEY PROJECT DATA Appraisal Actual or Item Expectation Current Estimate Total Project Cost (US$ million) 4.69 4.651/ Underrun (%) 0.5 Credit Amount (US$ million) 3.3 3.3 Disbursed as of April 1978 3.3 Cancelled ) Repaid to ) Outstanding as of January 1979 3.3 Date Physical Components Completed Dec. 31, 1974 Mar. 31, 1978 (47 months) (86 months) Proportion Completed by Above Date (%) 100 Proportion of Time Overrun (%) 83 Economic Rate of Return n.a. n.a. Financial Performance n.a. n.a. Institutional Performance Good Worse OTHER PROJECT DATA Original Actual or Plan Revisions Estimated Actual First Mention in Files May 21, 1967 Government's Application n.a. Negotiations Sept. 1970 Board Approval Feb. 2, 1.971 Credit Agreement Date Feb. 5, 1971 Effectiveness May 10. 1971 Closing Date 6/30/75 12/31/76; Apr.26, 1978 12/31/77 Borrower United Republic of Tanzania Executing Agency Ministry of Agriculture Fiscal Year of Borrower July 1 - June 30 Follow-on Project Name Fourth Education Fifth Education Sixth Education Credit Number 371-TA 607-TA 861-TA Amount (US$ m1n.) 10.3 11.0 12.0 Credit Agreement Date Apr. 13, 1973 Jan. 29, 1976 Jan. 22, 1979 1/ At rate of exchange $1 8.10 Tanzanian Shillings - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SPEET (Cont'd.) TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) MISSION DATA No. of No. of No. of Date of Item Sent by Month/Year Weeks Persons Man-weeks Report Project Generation Preparation IDA/FAO 05/27-06/24/69 4.2 3 12.6 06/12/70 Pre-Appraisal IDA 11/26-12/03/69 1.2 3 3.6 12/16/69 Appraisal IDA 02/11-03/09/70 4.0 6 24.0 01/19/71 40.2 Project Implementation Supervision 1/ IDA 05/02-07/71 1 1 1 05/17/71 Supervision 2-- IDA 10/28-11/05/71 2 2 2 12/29/71 Supervision 31/ IDA 04/17-21/72 1 1 1 05/24/72 Supervision 42/ IDA 11/21-30/72 1.6 1 0.8 01/17/73 Supervision 5- IDA 06/10-19/73 1.6 3 1.6 08/03/73 2/ Supervision 6- IDA-! 03/02-09/74 1 1 1 05/07/74 Suerison2/ 3/ Supervision 7- IDA3 05/13-17/74 1 2 0.5 06/30/74 2/ 3/ Supervision 8-2 IDA- 10/21-26/74 1 2 0.6 12/13/74 1.2 13./2/37 Supervision 2/ I&3/ 1/12/412 104 1/37 Supervision 104 / IDA- 01/13-18/75 1 1 0.3 02/12/75 Supervision 11-- IDA 06/04-07/07/75 5.0 2 1.0 08/13/75 Supervision 12 IDA- 10/13-17/75 1 1 1 11/06/75 Supervision 13 IDA 05/10-14/76 1 2 2 05/27/76 Supervision 14 IDA 05/09-18/76 1.6 2 2.9 06/08/76 Supervision 15 IDA 04/03-07/77 1 2 2 05/04/77 Supervision 16 IDA- 07/11-23/77 2 4 1.0 08/15/77 19.1 Completion IDA 10/30-11/77 2.3 4 9.0 05/26/78 1/ Included supervision of the Second Education Project as well. 2/ Supervision of Second, Third and Fourth Projects. 3/ Missions sent by Resident Mission Eastern Africa. 4/ The Mission was in conjunction with the appraisal of the proposed Fifth Project and supervision of the Second and Fourth Projects. 5/ RMEA mission assisted by two headquarters staff. Also involved in supervision of Tanzania IV and V and in identifying a possible Sixth Education Project. - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Tanzania Shilling (T.Sh) Appraisal Year Exchange Rate US$1 = T.Shs 7.14 Completion Year Exchange Rate US$1 - T.Shs 8.10 ALLOCATION OF CREDIT PROCEEDS (in US$) Original Allocation Actual Category as in Credit Agreement Disbursement (as of April 26.1978) I. Civil Works 1,500,000 2,429,478.91 II. Instructional Equipment and Materials and Furniture 840,000 763,661.60 III. Technical Assistance, Fellowships, Professional Fees and Super- vision 520,000 106,859.49 IV. Unallocated 440,000 -- $ 3,300,000 $ 3,300,000.00 SCHEDULE OF DISBURSEMENT (in US$ Thousands) (a) (b) (b) as Appraisal Actual percentage of Fiscal Year/Semester Forecast Disbursement (a) 1971 (i) (ii) 40 1972 (i) 180 (ii) 400 1973 (i) 1,120 (ii) 2,140 1974 (i) 2,720 (ii) 2,940 183 6.2 1975 (i) 3,080 719 23.3 (ii) 3,300 1,494 45.3 1976 (i) 1,856 56.2 (ii) 2,124 64.4 1977 (i) 2,531 76.7 (ii) 2,709 82.1 1978 (i) 3,186 96.5 (ii) 3,300 PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd. TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA UNIT COSTS Appraisal Estimate Actual Approximate construction costs per square meter US$78 US$100 - vi - PROJECT PERFORMANCE AUDIT REPORT TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) HIGHLIGHTS Following two projects to assist general secondary and technical education and teacher training, this third project assisted agricultural training. Credit 232-TA provided US$3.3 million for constructing or extending four agricultural institutes and nine rural training centers together with related technical assistance and fellowships. The project has been completed although with considerable delays and some changes in the role of the project institutions. The rural training centers which were originally intended to provide up-to-date farmer training have now been changed into Folk Development Colleges offering a wider range of education and training facilities (PPAM, paras. 8, 20; PCR, paras. 5.01- 5.18). The government has also instituted broader training programs in the agricultural institutes than the more specialized courses supported by IDA (PPAM, paras. 9, 19; PCR, paras. 5.20, 5.30-5.32). Equipment procurement and utilization problems were acute (PPAM, para. 13; PCR, paras. 2.11-2.16) and were exacerbated by civil works cost overruns which reduced the amounts available for purchasing equipment (PPAM, para. 17; PCR, paras. 4.01-4.03). Both technical assistance and fellowships programs were underutilized partly because the government was reluctant to use credit funds for technical assistance experts (PPAM, para. 15; PCR, paras. 3.05-3.09). Other points of special interest include: (i) the underestimation by the appraisal mission of the logistical difficulties of providing diversified short-term courses to farmers and their wives (PPAM, para. 20); (ii) Bank/IDA staff resources are insufficient for detailed review of curricula (PPAM, para. 7; PCR, para. 5.30).  PROJECT PERFORMANCE AUDIT MEMORANDUM TANZANIA THIRD EDUCATION PROJECT (CREDIT 232-TA) I. Project Summary and Background 1. The First Education Project in Tanzania (Credit 45-TA of December 1963) provided a credit of US$4.6 million to help expand the country's secondary school system; this project was satisfactorily completed in June 1967. The Second Education Project (Credit 149-TA of May 1969) provided a further credit of US$5.0 million to help expand and diversify secondary education, expand the technical college at Dar-es-Salaam and improve teacher training. During the generation of the Second Project an IDA reconnaissance mission suggested the inclusion of an agricultural education component. This component, however, would have required more preparation time than the other components being considered; hence, it was detached from the proposed Second Project and formed the basis of the Third Project. 2. The Government received an IDA/FAO project preparation mission in May-June 1969, and a follow-up IDA pre-appraisal mission in November- December 1969. The pre-appraisal mission suggested (a) revisions to the training programs at the various levels - one-year, two-year and three-year post-secondary courses leading respectively to certificates, diplomas and degrees; (b) technical assistance needs, (c) a reduction in the number of proposed Rural Training Centers (RTCs) from 40 to 13, and (d) in the light of a study of space utilization, a reduction of the needs of the Faculty of Agriculture. The proposed project was thus reduced in estimated cost from US$15.9 million to US$9.0 million and comprised: (a) extending existing facilities at the Faculty of Agriculture at Morogoro; (b) constructing two new and extending two existing agricultural certificate/ diploma institutes; (c) providing eight new RTCs and converting five District or Farmer Training Centers (DTCs or FTCs) into the broader RTCs; and (d) technical assistance. 3. During field appraisal - February/March 1970 - further changes were made: one of the DTCs proposed for expansion into a RTC was deleted; twenty-four man-years of technical assistance specialist services and twelve man-years of fellowships were added to strengthen university teaching and research while six man-years of specialist services were added to strengthen curriculum development and planning for the agricultural training institutes. The amount of equipment was increased to support the broader program of courses and activities proposed for the RTCs. In April 1970, because of its reservations about the availability of recurrent funds and teaching and administrative staff to meet the needs of the number of RTCs included in the project, IDA reduced these centers to eight. 4. At negotiations (August/September 1970), the proposed credit was increased from US$4.1 million to US$4.25 million to provide additional technical assistance specialist services and fellowships and to add one RTC - 2 - and IDA was given assurances that recent administrative changes regarding RTCsl/ would not significantly affect their conduct but would serve to co- ordinate the activities of various departments of government. In November 1970, the Borrower and IDA agreed to delete the Faculty of Agriculture component for which Danish Government financing had become available. This reduced estimated project costs to US$4.7 million and the proposed credit amount to US$3.3 million. 5. The project, as approved in February 1971, comprised (a) construct- ing two new and extending two existing agricultural institutes; (b) construct- ing four new RTCs and converting five existing District or Farmer Training Centers into Rural Training Centers; and (c) providing fourteen man-years of specialists services and seven man-years of fellowships, principally for the development of training programs at the agricultural training institutes and RTCs. 6. Under the terms of the Credit Agreement, the Borrower was expected to (a) establish a project implementation unit in the Ministry of Agricul- ture; (b) send for review by IDA within six months of credit signing, the proposed content and timetable allocating RTC courses; (c) provide for the continuous evaluation of the effectiveness of RTCs; (d) present for IDA review within one year of credit signing, details of curricula for all programs offered by agricultural training institutes and (e) revised curricula to provide for farm management and mechanization in all agricultural training institutes with specializations in animal and dairy technology at the diploma level. With certain important changes in the expected role and purpose of the project institutions, the project has been implemented and the credit amount fully disbursed by April 1978, 33 months later than the originally planned closing date. II. Main Issues (1) Project Design 7. The project was initiated during a period - 1969-70 - of Tanzanian plans for rapid social mobilization of.the rural sector. The Ministry of Agriculture and its extension services were expected to help in this mobilization by expanding their training programs for farmers and thus needed assistance in strengthening their administrative, training and research capacity. Missions sponsored by UNDP, USAID and Finland were assisting the Ministry of Agriculture to gather basic manpower and training data, assess the effectiveness of farmer training programs 1/ Between March and August 1970, responsibility for the RTCs had been trans- ferred from the Ministry of Agriculture, Food and Cooperatives to the Ministry of Regional Administration and Rural Development. -3- and improve its planning capacity. The Association, already involved in two education projects, was also prepared to consider support for the entire range of agricultural education and training including the non- formal sub-sector.l/ In this fluid situation, however, the preparation of this project was not far advanced at the time of project approval. Detailed work on training programs for middle and lower level training was left to be done during project implementation with considerable expatriate assistance.2/ While this was not unusual in education pro- jects approved during this period, it was particularly risky in the rapidly changing circumstances of Tanzania.3/ 8. The Government was searching for ways of improving the life and productivity of the small farmers that would be more effective than the traditional Farmer and District Training Centers. Hence, these were being consolidated and changed into RTCs, as envisaged under the project, offering a wider range of educational opportunities and training in the variety of skills needed for rural development A subsequent development in the Government's thinking has led to the decision to change these RTCs into Folk Development Colleges which offer an even wider range of education and training opportunities. 9. In regard to training for agricultural education staff in field offices, extension service and other agricultural enterprises, IDA proposed an emphasis on (a) certificate training (with diploma training reserved for selected certificate holders of at least two years' experience) and (b) specialized courses such as animal husbandry and crop production as dis- tinct from the more generalized training programs - emphases that were reflected in the project design. However, this switch to more specialized training was at variance with the need in the field for more polyvalent individuals capable of responding to the range of problems faced by the small farmers. Thus, the Borrower during implementation, decided to establish these broader training programs in the agricultural institutes (para. 19; PCR, paras. 5.20, 5.30-5.32). 1/ An almost identical project was simultaneously being developed for Kenya touching all levels of agricultural education and training. 2/ See'also PCR, para. 5.30 which makes the observation that IDA staff resources for reviewing syllabi during implementation - as required by one covenant - were insufficient. 3/ The recent Operational Manual Statement entitled "State of Project Preparation Necessary for Loan Approval" dated October 19, 1978, emphasizes the importance of advanced project preparation. There has been an increasing trend during the 1970s towards bringing education projects to a more advanced state of preparation before loan approval. (2) Project Implementation 10. The actual implementation period for this project was about seven years by comparison with the planned period of four years. This was similar to the average of completed education projects reviewed in the course of a recent OED study.1/ Most of the delays were of the type that could have been avoided by more advanced preparation of the kind that is now being required by the Bank before project approval. Experts required for helping with curricula and related equipment lists could not have been recruited as early as planned unless recruitment steps had been taken before project approval but no allowance was made for this (PCR, para. 2.11). Project implementation was handicapped by the lack of a fulltime project director during the first two years of project implementation. The project unit also lacked adequate office and transportation facilities. It was not until some eight months after credit signature, during the course of the second supervision mission, that copies of the appraisal report and the Credit Agreement were given to the project unit. Problems of coordination and communication between the ministries involved in the project also existed. 11. In a very large measure, these implementation problems were not unusual in first education projects and for the Ministry of Agriculture this was such a project and arrangements were not made for tapping the ex- perience accumulated by the project unit concerned with the Second Educa- tion Project. The completion report considers that the project did not receive the high level support and commitment of the Borrower.2/ It should be clarified, however, that while there have been administrative deficiencies and while the project has been modified in certain respects and portions have not been carried out (paras. 8, 9, 12-16), the project as a whole has been implemented in about the average time for education projects (para. 10) - an achievement that by itself requires some level of commitment and support. Secondly, it must be noted that major bilateral aid programs to agricultural education and training have been negotiated for the software aspects of the project, similarly representing high level commitment and support to the broad objectives of the project. 12. The completion report critically reviews the performance in architectural design work and construction (PCR, paras. 2.01-2.10) and lists various problems, many of which have been experienced in other projects, but the sum of which is unusually high for one project. The circumstances were unusual in that not only was a relatively unprepared project being implemented by a project management team dealing with its first IDA financed project but also the construction industry was faced with serious shortages of construction materials and skills. 1/ "Review of Bank Operations in the Education Sector" Report No. 2321 dated December 29, 1978, p. 34. 2/ See page (i) and para. 1.07 of the PCR. - 5 - 13. Instructional Equipment. The completion report (paras. 2.11-2.16) lists as well the problems of procuring instructional equipment; these were also of the type experienced in many education projects but in this project the total incidence of these problems was above the average and exacerbated by changes, during implementation, in the programs of study at the agricultural training institutes. Other delays were occasioned by periodic shortages of shipping space for imported items, slowness of customs clearance and the suppliers' raising of price quotations on items for which orders had been delayed. School principals were not always briefed as to what purposes the new classrooms and workshops were intended to serve or given lists of equipment earmarked for each RTC. (3) Technical Assistance and Fellowships 14. The project included a total of 14 man-years of technical assistance including (a) eight man-years to assist in preparing furniture and equipment lists and teaching materials, program orientation, staff training and reform of curricula, (b) two man-years to help integrate research, training and extension activities in the Ministry of Agriculture and develop specialized agricultural extension techniques and (c) four man-years of architectural services. The project also included seven man-years of fellowships to train counterpart Tanzanians for administrative and curriculum development and teaching roles. 15. As noted in the case of the Kenya Second Education Project, which was similar to this project, the Borrower was reluctant to use credit funds for recruiting experts. The Borrower fixed salaries of experts at a level much lower than the sum of US$25,000 per man-year estimated by the appraisal mission; these lower salaries did not attract experts. The Borrower made several efforts, with some limited success through multilateral and bi- lateral agencies, to obtain the technical assistance personnel and their financing outside of the project. Some technical assistance was provided by USAID, but, as noted in the completion report (paras. 3.04, 5.34, 5.35), this was directed not at strengthening the Ministry of Agriculture head- quarters staff as originally expected under the project, but at strengthening the individual Agricultural Training Institutes. This reflects a situation in which, in the USA, curriculum development is seen as a function of the school rather than of the central administration. Thus, the risk remains that with each institute pursuing its own curricular directions, some difficulties of coordinating ATI programs might arise at a later stage. The completion report identifies specific shortcomings in project implementation which are traceable to the failure to recruit certain specialists (para. 3.09). Some 10.5 man-years of expert services were left unused and the savings trans- ferred to meet civil works cost overruns. The fellowship program was also underutilized. It was used to train one person in instructional materials production, one in home economics and three in agricultural extension, with each candidate completing his prescribed program in one instead of the two - 6 - years planned for at appraisal, thus utilizing only 4.5 of the seven years provided. The reorganization of the Ministry of Agriculture and the place- ment of the trained fellows in schools rather than in the central offices have substantially changed the potential for impact of the fellowship program (see also PCR, para. 3.04). (4) Costs and Disbursements 17. Total actual project costs were slightly (0.5%) lower than appraisal estimates in US currency terms but about 13% above appraisal estimates in local currency terms (PCR, para. 4.01). Underutilization of technical assistance funds and the procurement of less equipment than planned offset cost overruns in civil works. The cumulative disbursement data (PCR, Annex 5) reflect the slow start-up of project implementation which has been noted in the majority of education projects audited so far. (5) Supervision and Operational Support by IDA 18. The project received about 19 man-weeks of field supervision and nine man-weeks of field work for project completion reporting. Super- vision mission visits (excluding the completion mission) were made on the average every five months with about 1.2 man-weeks per visit. This is some- what below the average intensity of field supervision for education projects reviewed in a recent OED study (about two man-weeks every 6.3 months);l/ however, the difficulties confronting this project indicate the need for a greater than average intensity particularly through longer visits. The specific inadequacies in supervision in terms of site visits, architectural supervision over the period mid-1975 to mid-1977, to educational matters, coverage by agricultural educators and duration of visits are highlighted in the completion report (paras. 1.09-1.11). The result was that IDA was insufficiently in touch with such developments as the conversion of RTCs into folk development colleges, and unable to provide adequate support for the design and construction efforts. A further item to which supervision efforts were insufficiently directed was the required establishment of ma- chinery for continuous evaluation of the RTCs (now FDCs) - an important aspect of the project that was not implemented - for reasons which are not clear. III. Educational Impact 19. The main educational aim of the project was to assist in establish- ing and expanding facilities for agricultural education and training at the middle and lower levels. The annual output of trained extension officers from agricultural institutes was expected to be increased by about a third. The new RTCs were expected to supplement the work of agricultural extension services by providing short training courses for about 25,000 farmers 1/ See Review of Bank Operations in the Education Sector, Report No. 2321, dated December 29, 1978 - Table 27. - 7 - annually. The Ministry of Agriculture presently has a network of 12 Agri- cultural Research and Training Institutes; of these, the project contributed two new ones and expanded two others and upgraded their equipment. Thus, the project has helped to expand the system. However, there was some modification in terms of length of course and kind of training programs envisaged at appraisal (para. 9). The total number of trainees in diploma programs has exceeded the appraisal forecast in the project schools while the total in certificate programs has fallen below expectations (PCR, Annex 8). A shift in emphasis was made from specialized programs to more general training for extension officers (PCR, para. 5.20). Details of the training programs were in the process of being worked out during project implementation and adjustments are still being made. The completion mission noted some successes, particularly the high success rates and the successful placement of graduates in jobs (PCR, para. 5.23); however, follow-up studies of graduates have not been undertaken. 20. The contribution of the project in assisting the development of effective farmer training is difficult to determine at this early stage. The appraisal mission appears to have underestimated the logistics of achieving the specified goal of up to 40 one-week or two-week courses at each center per year with about 80 participants (farmers and their wives) per course - a total of about 2,000-3,000 persons per year being exposed to courses in agriculture, carpentry, metalwork, health, nutrition, home economics, cooperatives and aspects of citizenship (paras. 5.07-5.09 of the Appraisal Report). Many organizational and educational changes were introduced during project imple- mentation; the concept of the folk development college is, as yet, too new to the Tanzanian setting and, contrary to the provisions of the Credit Agreement, the Borrower has not established the machinery for continuous evaluation of the RTCs (now FDCs). Thus, a thorough evaluation is not possible at this stage but will be important at a later stage. From the reviews undertaken by IDA during implementation and on the completion mission, it appears that the farmer training courses offered in FDCs are fewer than expected and that use-factors are low and recurrent costs high;l/ however, the Borrower is taking measures to train staff for these colleges, to produce instructional materials (PCR, paras. 5.01-5.18) and to establish internal arrangements within each FDC to review the work of the college. There is also a higher than expected number of longer courses being arranged as the Borrower directs efforts at training village leadership. However, farmer training and educa- tion are included in the aims of the folk development college;2/ thus, in the 1/ Low use factors were also noted in the Farmer Training Centers assisted under another Education Project generated simultaneously with this project. 2/ A similar case of broadening the program of the project Farmer Training Centers to include non-farmers has also been noted in the case of a recently audited education project. - 8 - Borrower's view expressed to the OED missions and in OED's view, the FDC represents a widening of, rather than a departure from, the project objectives.1/ IV. Conclusions 21. The Third Education Project in Tanzania has been implemented and has achieved its broad objectives of strengthening and expanding training facilities for agricultural extension workers and farmers in agricultural institutes and rural training centers. Preparation for this project was inadequate particularly as regards the preparation of training programs and arrangements for project management (para. 7). The Association's support of implementation - the design, construction, furnishing and equipping of buildings - has experienced an unusual range of difficulties exacerbated by weaknesses in the construction industry. The training programs have also been modified without major change in objectives. The middle level agricultural institutes have emphasized broader training programs instead of the more specialized programs envisaged at appraisal in order to better respond to the needs in the field. They have also established a higher than expected proportion of longer courses (para. 19; PCR, para. 5.20). The rural training centers have been transformed into folk development colleges offering a wider program of education and training and smaller amounts of training in farming than originally envisaged (para. 20; PCR, paras. 5.01-5.18). 22. The experience with this project has been typical of that in other education projects reviewed in regard to the magnitude of the time overrun (para. 10), the civil works cost overruns (para. 17; PCR, paras. 4.01-4.03) and the underutilization of the credit financing provided for technical assistance experts (para. 15; PCR, paras. 3.05-3.09). The intended streng- thening of the administrative services of the Ministry of Agriculture has not been fully achieved because of the underutilization of technical assistance and funding, the reorganization of the Ministry and the dispersion of fellow- ship trainees to the schools instead of their concentration at headquarters (paras. 15, 16; PCR, paras. 3.04-3.09). 23. The experience of this project indicates the importance of some things that were not done in this case, such as: 1/ The Regional Office considers this statement unsustainable and expresses its severe reservations about the concept and viability of the FDC. In the view of the Regional Office the conduct of long courses excludes active farmers and indicates a difference in degree and character from original objectives. - 9 - (a) more advanced planning and project preparation prior to project approval (para. 7) as the Bank is now re- quiring in education projects; (b) adequate supervision by the range of specialists (architects and educators) needed to cope with the problems of project implementation (para. 18); (c) closer attention by Borrower and IDA to establishing agreed evaluation machinery (para. 18); and one that was done: (d) flexibility in adapting the project to the evolving policy environment (PCR, para. 2.09).  - 10 - ATTACHMENT COMPLETION REPORT TANZANIA THE EDUCATION PROJECT CREDIT NO. 232-TA May 26, 1978 Education Projects Division Eastern Africa Regional Office  - 11 - The Project The objective of the credit was to help finance facilities for the ti ining of villagers, farmers, and agricultural extension personnel. Project implementation was to be the responsibility of a Project Unit in the Ministry of Agriculture, Food and Cooperatives, but the project institutions were to be under the jurisdiction of two Ministries. The project as approved by the Board included: a) The construction of four new Rural Training Centers and conversion of five District Training Centers to Rural Training Centers under the Ministry of Regional Admin- istration and Rural Development); b) The construction of two new and the extension of two existing Agricultural Training Institutes under the Ministry of Agriculture, Food and Cooperatives; and c) The provision of about 14 man-years of specialists to support project implementation, and the development of training programs at the Agricultural Training Institutes; and seven man-years of fellowships for counterpart staff in agricultural extension, agricultural education, teach- ing materials, and home economics. - 12 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary 1. General. With some significant exceptions and deviations from the project as agreed at negotiations, the project has been completed and the Credit closed on December 31, 1977, two and one-half years after the original Closing Date. Throughout implementation, the project did not receive high level support and commitment from the Tanzanian Government. 2. Project Management and Supervision. Project implementation was administered by a Project Unit established in the Ministry of Agriculture, Food and Cooperatives (MOA), under difficult circumstances because of lack of full support of the MOA, shortages of qualified staff and lack of com- munication between the other Ministries involved in the project, MOA line departments, and the Project Unit. (Paras. 1.01-1.05) 3. In the absence of an effective Project Unit and reliable updated information about the status of expenditures and commitments, project imple- mentation in the last two years suffered from indecisions and resultant delay in the procurement of equipment and technical assistance, including fellow- ship training. (Para. 1.06) 4. Government follow-up information will be required on the return of Geita-RTC to its intended functions following its temporary use as Sengerema District Development Offices. (Para. 1.12) 5. Physical Implementation. The training institutions financed under the project have been completed. The standard of facilities provided varies from adequate to poor, and at a number of institutions, faulty construction will need to be rectified by the Government from its own resources as the build- ings concerned have been accepted and the contractors paid. At others, still within the defects liability periods, the contractors should be required by Government to correct deficiencies. (Para. 2.07) 6. Some instructional and agricultural equipment and some furniture has yet to be distributed to the project institutions, although only a small quantity of these items remains to be received in the country and some equip- ment incorrectly diverted within the agricultural education system has to be redistributed. (Para. 2.14) 7. Implementation delays - mainly in establishing and adequately staffing the Project Unit, in resolving building designs and determining equipment needs preparatory to procurement - were largely attributable to management weakness, reorganization of the MOA and a shortage of qualified staff. Further, there was lack of support by the succession of Ministries involved in the transformation of Rural Training Centers into Folk Develop- ment Colleges. Shortages of building materials, rising costs, and ineffec- tual site supervision were other factors contributing to delays. - 13 - 8. Technical Assistance and Fellowship Training. Four and one-half of the seven man-years of fellowship training funded under the project were utilized but with mixed results because the purpose of the fellowships ap- pears not to have been appreciated, or at least implemented. (Para. 3.04) 9. The objective of strengthening the Research and Training Division (now Manpower Development Division) of the MOA through the employment of specialists and their later replacement by returning fellows has in fact been partially realized - mainly from non-project sources. The importance of early implementation of technical assistance and fellowship programs, and close supervision of these programs, is to be emphasized. (Para. 3.02) 10. Project Cost. The total project cost, estimated at about T. Shs. 37.8 million exceeded the appraisal estimate (T. Shs. 33.5 million) by about 13% in local currency terms, but was somewhat less than the appraisal esti- mate in US Dollar terms due basically to the change in the exchange rates since appraisal. Cost overruns of almost 40% and 12% in Tanzanian Shilling on construction and equipment respectively were largely offset by savings of about 80% on professional fees and technical assistance. (Paras. 4.01-4.04) Conclusions (Operational Results and Benefits) 11. Rural Training Centers/Folk Development Colleges (RTC/FDC). During the period of project implementation, Government policies respecting educa- tion, rural development, villagization and cooperatives underwent continuous change having implications for this project component. The promotion of cooperative activity under village management was encouraged (with concurrent de-emphasis of further development of individual farmers' cooperatives), par- tial financing of the recurrent cost of educational institutions through self-reliance activities was introduced by regulation, and the role of all educational programs in the political orientation of the populace was reinforced. 12. The Government carried out its plan to amalgamate Farmer Training Centers (FTCs) of the Ministry of Agriculture Food and Cooperatives and Dis- trict Training Centers (DTCs) of the Ministry of Regional Administration and Rural Development into Rural Training Centers (RTCs). In 1976 the Government extended its reform measures and with substantial SIDA financial assistance, converted the system of 37 RTCs (including 8 of the 9 project institutions) into FDCs and moved them and the project institutions from the Ministry in charge of rural development, first the Ministry of Regional Administration and Rural Development and then the Prime Minister's Office, to the Ministry of National Education. The agricultural training objectives of the project were to be retained under the aims of the new institutions and administrative authority. (Para. 5.04) 13. At the time of the completion mission, the project buildings at Geita RTC were being used as District Development Offices, although the Prime Minister's Office had given instructions in December 1977, for the Center to be returned to the Ministry of National Education, for the intended edu- cational purposes under the FDC program. (Para. 5.04) - 14 - 14. The covenants of the Credit Agreement providing for the Associa- tion's review of programs and for the continuous evaluation of the effec- tiveness of RTCs have not been kept. (Para. 5.11) 15. Project institutions are not being effectively utilized. The average space utilization rate is only 34%; the average rate of staff con- tact is only 27% (para. 5.14). Also the project agricultural training objectives are not in fact being achieved, and the cost feasibility of the FDC concept in the Tanzania setting is doubtful. (Paras. 5.14-5.18) 16. Ministry of Agriculture Training Institutes (MATIs). Enrollments and output of the project institutes have reached 85% and 71% respectively of planned figures. These performance indices can, however, be significantly improved through more efficient administration. (Para. 5.21) 17. Physical facilities as planned and constructed responded well to planned program needs, but program changes have resulted in some strains on the accommodation and equipment provided. Reworking of schedules of accom- modation in the context of new program requirements will be needed. (Paras. 5.27-5.28) 18. With few exceptions, the instructional staffs of MATIs are young and inexperienced and the implementation of the staff development program now being considered by the Ministry should be beneficial. (Para. 5.29) 19. The covenant regarding curriculum reform was not adhered to, but longer term advantages may have nevertheless resulted. For example, the adoption of a common (Agro-Vet) National Certificate is an improvement over the program proposed at appraisal. (Para. 5.30 - 5.32) 20. Considerable restructuring of the administration of agricultural subprofessional training has occurred. Recent proposals to concentrate diploma training at two MATIs may improve the effectiveness of the program, and reduce costs. (Para. 5.33) Recommendations 21. Supervision missions should take the initiative in ensuring that effective channels of communication are established and maintained among personnel and agencies responsible for the various project components. 22. Curriculum development is a Government responsibility, and covenants should avoid involving BANK/IDA staff in the detailed review and direction of such activities. 23. The Government should be informed of the low efficiency of utili- zation of physical facilities and staff in FDCs, and encouraged to undertake, possibly with SIDA assistance, a review of their operations and potential for response to the Government's rural development objectives. - 15 - 24. Within 12 months of the Closing Date, the Borrower should be asked to: (a) report on the status of the transfer of the IDA-assisted Geita RTC from the control of Sengerema District Development Director to the Ministry of National Education, for training purposes; (b) report on the final status of equipment to be reassigned from MATIs in order to establish a relationship between programs and the extent to which facilities and equipment meet pro- gram requirements, and to establish realistic staffing standards; and (c) un- dertake an audit of construction deficiencies to be corrected within defects and liability periods. - 16 - I. PROJECT MANAGEMENT AND SUPERVISION Project Management 1.01 The employment of a Project Director and a Project Architect was specified in the Development Credit Agreement as a condition to the effec- tiveness of the Credit (Section 8.01 of the Credit Agreement). The Agree- ment also stipulated that these key officers as well as an accountant should be appointed on a full-time basis (Section 4.04 of the Credit Agreement). Although the Project Unit was technically established with the appointment of the first of several Project Directors and Project Architects in time for the Credit to be effective on May 10, 1971 as planned, the Unit did not have a full-time director until January 1972, a full-time architect until about August 1975 or any accountant for the first three years of project imple- mentation. It must be acknowledged that during this period there was a serious nation-wide shortage of accounting and technical personnel. There was little continuity of service of professional staff over the life of the project. 1.02 The Project Unit was headed by two successive Project Directors - the first an expatriate on local contract, the second a Tanzanian - and by an acting director for a few weeks between the departure of the first and the arrival of the second. There have been three consecutive Project Architects, of whom only the second - an expatriate - was financed from the provisions in the project for the payment of such services; the first - also an expatriate - was made available through bilateral aid and the third, who was withdrawn in February 1976 after an assignment of barely five months' duration, was provided only on a part-time basis by the Ministry of Communi- cations Transport and Works (Comworks). There have also been three ac- countants, the first of whom was not appointed until April 1977 and the last left in July 1977, shortly after his assignment to the Unit. The Unit has also had in the first two years, the part-time use of a MOA staff member for the coordination of teaching materials. Supporting staff has comprised two clerical assistants, a typist and two drivers. 1.03 The Project Unit was organized by, and has operated under the jurisdiction of the MOA. After the RTCs were redesignated as FDCs and their administration transferred from the Ministry of Regional Administration and Rural Development, first to the Prime Minister's Office and finally to the Ministry of National Education, the Unit had to maintain communications with these ministries as well as with the Ministry of Natural Resources and Tourism - 17 - when in 1975 this Ministry was created and given, among other things, respon- sibility for forestry training. The Unit has been independently, and inade- quately - housed in a penthouse on the roof of a commercial office building in Dar es Salaam, a short distance from the MOA. 1.04 Whereas Section 3.02 of the Credit Agreement provided for architec- tural consultants to be retained to handle complete building design and su- pervision services, the first of the three Project Architects prepared the architectural drawings and construction documents for project schools with assistance from the Comworks office - in addition to carrying out the normal administrative functions of a project architect in organizing, directing and coordinating the various processes of implementing a project's construction component. Comworks undertook to provide all necessary structural engineer- ing, quantity surveying and construction supervision services but, in the event, proved unable to handle the quantity surveying work and a private firm was hired for this purpose. 1.05 The project got off to a slow start and within two years was 12 - 18 months behind schedule. This was mainly attributable to the Government's ,inability to release the first Project Director from other demands on his time for most of his first year; difficulty in securing surveys of project sites, particularly in the more remote areas; the lack of adequate technical capacity in Comworks Building Division to support the Project Architect in the preparation of construction documents; and the decision not to recruit the specialists who were needed to establish training and equipment needs. Nevertheless, during the early stages of implementation, Bank missions noted that management of the project was handled in a generally capable manner. A comparison of the original forecast and the actual implementation program appears in Annex 1. 1.06 However, following the departure of the original Project Unit staff, there were indications of progressively weaker project administration. The completion mission found a poorly organized, apathetic Project Unit. In the last two years of the project, the Project Director was unable to obtain authentic, current information on expenditures or the commitment of funds. In anticipation of substantial overrun of the cost of civil works, decisions on the commitment of funds for much needed equipment, technical assistance and fellowship training were unnecessarily delayed or foregone. 1.07 To an extent, the deficiencies of the Project Unit can be ascribed to the fact that it seldom received effective direction from the MOA, or sufficiently high level support and commitment. The Government's decision to transfer the RTCs to the Prime Minister's Office and the Olmotonyi MATI to the Ministry of Natural Resources and Tourism created serious administrative problems. Moreover, inter-Ministerial changes in the project were imposed upon the Training Division of MOA and the Ministry itself by Cabinet decision, and the implications for IDA-assisted components were not appreciated, nor was the Association informed of pending decisions. There are no records of the role of the National Inter-Ministerial Advisory Committee in this process (para 5.09, Appraisal Report). - 18 - 1.08 The last Project Director indicated he had personnally visited the most remote Western project institutions twice during the implementation process and the others, three or four times and that the Project Architects had, between them, visited each project site at least four times. This per- sonal knowledge of site conditions and construction situations was augmented by reports of uneven usefulness received from some Comworks Regional Execu- tive Engineers at roughly monthly intervals. 1.09 Project Supervision. The Project Unit staff received guidance and assistance from 14 supervision missions - which until the beginning of 1974 were mounted from Washington and thereafter by the Education Projects Section of the Bank's Regional Mission in Eastern Africa (RMEA). The missions spent in aggregate about 100 days in the field (excluding travel days) or some 173 man-days which was equivalent to an average of 4 - 5 man-weeks in the field per year. In terms of overall time, this should have been adequate but, in terms of mission composition and length of time permissible in relation to the geographical area of project coverage, the supervision effort may not have been sufficient. Educators were on 11 of the 14 supervision missions and architects only six, yet the physical rather than the educational aspects of the project received most of the attention in the course of supervision. 1.10 Although the objective of the project was to expand and improve facilities for the training of farmers and agricultural extension personnel, only one of the supervision missions included participation by an agricul- tural educator, and two others (in mid-1975 and early 1977) included a socio- logist and an adult education specialist. Had there been further periodic involvement of these specialists, the changes affecting both MATIs and RTCs/ FDCs might have been apprehended earlier, but whether Government decisions would have been appreciably influenced by IDA's earlier intervention remains doubtful. 1.11 Only once did the interval between IDA missions exceed nine months (May 1976 - April 1977), but, during most of the time that the project was supervised by RMEA, missions were fielded as frequently as every three to four months. With such frequency - during the stage when construction was underway - most missions spent about five days in the field, usually concur- rently supervising two or three other projects, with the exception of the special mission in May 1976 which was organized specifically to review the effects of the transfer of the RTCs from the Ministry of Regional Administra- tion and Rural Development, first to the PMO, and later to the Ministry of National Education and their transformation into FDCs. For a project in which the locations of institutions are so widely dispersed in a country as large as Tanzania, this did not permit mission members to visit any but the most accessible project institutions - Mpwapwa MATI and Bigwa FDC - and these not until late 1975 when the first indications of changes in the educational objectives were perceived. During the final stages of implementation there was a period of two years (July 1975 - July 1977) when no architect super- vised the project's construction component (the longest interval between visits by an IDA educator was about 12 months - June 1973-June 1974). 1.12 In 1974 Geita District was divided into Geita and Sengerema Dis- tricts for administrative purposes. However, PMO provided insufficient funds - 19 - for administrative buildings, and Geita RTC, assisted under the project, was taken over as a temporary measure, pending completion of District Offices. In the meantime the Ministry of National Education established limited Adult Education and Farmer Training courses at a nearby primary school. At the time of the completion mission's visit, the District Development Offices were under instructions to vacate the premises by March 31, 1978. The restoration of the Center to its intended rural training functions should be confirmed by the Government. II. PHYSICAL IMPLEMENTATION Sites 2.01 Sites for the six new project institutions, selected and acquired as agreed during project appraisal, appear generally to have been the most suitable ones available in the chosen localities. However, the topography in some cases has caused problems I/ and at many sites the Ministry of Water and Power Development has found it difficult to provide water and electricity to project buildings. Two institutions were still without water when the com- pletion mission was in the field and three lacked electricity. Delays in obtaining topographical site surveys, which contributed to the slow start in initiating project implementation, were in part due to shortages of trained technical staff, but the most protracted cases at two sites near the Uganda border (for which the surveys were not completed until the second half of 1972) were largely attributable to border problems. Buildings - Design Phase 2.02 In accordance with appraisal mission findings that pressure of work and staff constraints would prevent the Comworks from providing the design and supervision of construction of project institutions, the project included financing of consultants to provide such professional services. However, after the Agreement was signed, the Borrower was reluctant to employ consul- tants for architectural work and preferred to transfer to the Project Unit one of the reputedly most competent architects in Comworks (an expatriate on contract under Finnish bilateral aid) who, it was felt, could prepare all necessary architectural drawings and construction documents with the assis- tance of Comworks Building Division, in addition to carrying out the admin- istrative functions of a Project Architect. IDA agreed but reserved the right to require the employment of consultants should performance prove unsatisfactory. 2.03 The Building Division of Comworks undertook to provide all necessary structural engineering, plumbing and electrical drawings and all quantity 1/ For example, at Same FDC, built on the lower slopes of a steep range of arid hills, flash rain runoff has carved a deep and wide channel dividing the site, and adequate measures for storm water channeling must be devised to safeguard property. - 20 - surveying and construction supervision services without cost to the project, as necessary to support the Project Architect in his design task. However, lack of adequate technical manpower led to delays in carrying out this sup- porting role and, when it became clear in mid-1972 that reliance on Comworks for quantity surveying services would result in still more protracted delays, a private firm, H. Webb and Partners of Dar es Salaam, was engaged for the purpose. The firm's fees have been financed from the Credit - as the only charge against the cost of professional services. 2.04 The designs prepared by the first Project Architect for a series of standardized building units (e.g., classroom block, laboratory block, workshop block, dormitory block and staff houses) applicable to accommodation needs at all - or a number of - project institutions and for the disposition of appropriate multiples of these units on each site were quite competently produced and generally adhered to the agreed accommodation requirements reflected in the architectural worksheets which formed the bases of original project cost estimates. However, one aspect of the design which observation of the facilities in use indicated to be clearly unsatisfactory is the standard dormitory block arrangement of placing the toilet area in the center section of the block and providing it with direct access from outside as well as internally from the wings of students' rooms at either end of the block - this results in the toilet area having become on some sites the principal entrance to the boarding facilities. All designs were reviewed by the Association in November 1972 and working drawings and other construction documents were completed and tenders called in February 1973. Buildings - Construction Phase 2.05 International competitive bidding (ICB) processes were followed for construction (excluding water supply and electrical installations) and, in response to advertised notices and questionnaires, three foreign civil works contractors (two from Kenya and one from Finland) prequalified for bid- ding in addition to the local firms who were considered already pre-qualified by virtue of registration with Comworks. Initial bids were received in May 1973 and, after evaluation, contracts were approved for construction at four of the project institutions but construction at the remainder was re-tendered (on the basis of simplified construction provisions) because of excessively high offers in seven cases and the failure to obtain bids for the other two. By February 1974, about 7-18 months behind the phasing of original schedules, the 13 construction contracts had been awarded to 8 local contractors (I being awarded 4 contracts, 2 others 2 each and the remainder, 1 contract each). 2.06 In light of the difficulties of obtaining realistic competitive bids from the few competent qualified electrical contractors practicing in Tanzania for the electrical installations at project schools (originally to be subcon- tracted to general contractors), it was agreed that the Electrical Section of Comworks would carry out such installations at most project sites and that the Tanzania Electrical Supply Company would be similarly involved at others. The Ministry of Water and Power Development was assigned responsibility for making - 21 - water and electricity available on project sites. In some cases, supply of water has been dependent on the sinking of bore holes. 1/ 2.07 Construction periods varied between 12 and 22 months for the RTC/ FDCs and between 20 and 29 months for the MATIs - averaging 18 and 24 months respectively - as compared with the appraisal estimates of between 10 and 18 months (Annex 1). Delays were caused mainly by shortages of materials, and at some sites a lack of water was also a factor. Construction was completed at a few institutions early in 1975, at most by late 1975 and several not until mid-1976, about 18-27 months behind the original schedule. Although all new premises had been in use for 18 months when the completion mission was in the field, construction works at 7 of the 13 project institutions were still under defects liability (guarantee) periods because of protracted de- lays on the part of the Project Unit, Comworks and the quantity surveyors, in finalizing accounts and carrying out final inspections of facilities to be taken over. However, the extended guarantee periods may prove fortunate for the Government in facilitating the rectification of any deficiencies. 2.08 Project buildings are simple and - apart from the arrangement of boarding premises (para. 2.04) - fairly functional in organization, but the disposition of buildings on site is often not well handled. Modifications made to site layouts in order to concentrate buildings within academic, boarding and staff residential zones in accordance with IDA staff comments conveyed during the review of drawings may have led to some complaints by users concerning staff housing. Even where houses are stepped or staggered as provided for in IDA reviewed site layouts - with end walls of adjacent houses aligning - staff consider them too close together for privacy (un- necessarily so, since land does not appear to be at such a premium at any site). In some cases the stepped arrangements have been tightened so that adjacent houses actually overlap with windows looking into each other across narrow separating spaces. On some sites, the interrelationship of various building groups seems haphazard and at some, individual buildings appear to have been mechanically located according to predetermined layout patterns without regard to topography - resulting, in some instances, in extensive earth fill for the plinths needed to provide level bases. 2.09 A number of deviations from the original schedules of accommodation for the MATIs (particularly for the two new ones) were agreed to by IDA in 1/ Bore holes are necessary for the FDC's at Same, Kondoa and Njombe. - 22 - the course of construction 1/ - as necessary to cater for the changes which had evolved in training programs, without affecting the number of training and boarding places considered necessary at appraisal (i.e., 185 each at Mpwapwa and Mtwara, 270 at Olmotonyi and 300 at Ukiriguru). However, given the comprehensiveness of the syllabus now adopted, the accommodation so modified, approximating original area limitations, is not always appropriate or adequate for training the number of students planned for. At the RTC/FDCs, variation from original accommodation schedules is substantially limited to the additional provision of generator houses. As indicated by comparisons of actual and planned gross areas of construction, the overall gross area of new buildings at all project institutions exceeds the original estimated by about 5% (Annex 2). 2.10 Interpretation of the architect's drawings varies considerably from contractor to contractor, or from site to site, as regards architectural treatment and proportion as well as the choice of materials and finishes. Dimensions are liberally translated (e.g., window openings and sill heights in corresponding buildings at different locations differ significantly: the sills in staff houses at several schools being too high for comfort - at shoulder height). The standard of construction ranges from adequate to poor. Contractors' workmanship is frequently clumsy, and materials used are often of inferior quality. The particularly deplorable consequences of defective plumbing installations (clogged and overflowing fixtures, leaking cisterns and faucets, etc.) are evident in toilet facilities at a number of institu- tions. Also conspicuous are: cracking plaster work (which in places may be a sign of underlying structural movement); untreated roof timbering being infested with borers; the use of overly thin corrugated galvanized iron sheeting for roofing and of soft particle board for ceilings - which often sag under the weight of droppings from bats which have gained access to poorly secured roof spaces; primitive electrical wiring (draped negligently on roof trusses); rotting door frames; bed frames made too large to fit into alcoves and crude, clumsily constructed, wooden casement windows (where used 1/ Deviations at MATIs from accommodation schedules agreed at appraisal: a) Mpwapwa: classrooms, 1 divided laboratory, 1 crop and 1 animal laboratory - instead of - 2 classrooms, 2 laboratories, a farm shop and store; no IDA financed boarding places - instead of 25 places scheduled (and only 40 Government- financed places instead of 160); no cattle building or pig shed; b) Mtwara: 3 classrooms, 1 laboratory and 1 farm workshop instead of 2 classrooms, 2 laboratories and 1 broiler and layer building; no cattle building or pig shed (but poultry house financed by Government); c) Olmotonyi: multi-purpose hall added; and home economics unit omitted. - 23 - in place of glass louvres) and built-in benchwork. Insufficient or inex- perienced site supervisors must bear some share of the responsibility for these construction standards and final acceptance of buildings containing faulty work must clearly have been careless, naive or negligent. Instructional Equipment and Furniture 2.11 The preparation of equipment lists was intended to be contingent to some extent on the finalization of curriculum reform and program orientation. The eight man-years of the services of specialists in agricultural education, home economics and instructional media provided under the technical assis- tance provisions of the project were required to assist not only with these activities but also with determining equipment and teaching material needs consistent with the curriculum and training programs adopted. Since the recruitment of these specialists was originally unrealistically scheduled for early 1971, some delay in the initiation of the preparatory processes leading up to equipment procurement (scheduled for mid-1971) was inevitable. 2.12 In the event, although some attempt at a tentative start on the preparation of equipment lists seems to have been made by the Project Director early in 1972, the job was probably not undertaken seriously until it became evident later that year that the recruitment of the specialists, from whom assistance in the task was hoped for, could take considerably longer than originally envisaged. Completed equipment lists and draft tender documents were finally received and reviewed by IDA in the latter part of 1973. The preparation of furniture lists by the Project Unit did not pose as many problems and lists were reviewed by IDA in mid-1973. 2.13 Equipment lists were grouped by function in five bid packages: (i) surveying and mensuration equipment; (ii) laboratory equipment; (iii) visual aids and office equipment; (iv) farm and workshop equipment generators and vehicles; and (v) livestock equipment. All furniture needs were consolidated in a single bid package. International competitive bidding procedures were followed. Seventy-two suppliers (56 foreign and 16 locally based) registered an interest in bidding for equipment and 9 bids were received for furniture. The first orders were placed early in 1974 - about 18 months behind schedule. In due course, a total of 23 contracts altogether were awarded for the supply of equipment (10 to foreign firms and 13 to local suppliers or distributors) and 5 contracts for furniture (all to local firms). As a last resort for pro- curing a residue of items for which no bids could be obtained, IDA agreed in mid-1976 to local negotiated purchase. 2.14 Orders for certain categories of equipment cover substantially smaller quantities than provided for in lists agreed with IDA (particularly laboratory and workshop equipment and hand tools). Some items have not been purchased because importation is forbidden on the grounds of luxury (e.g., water heaters for staff houses and kitchens). Furthermore, although only a small amount of the equipment ordered had still to be received in the country during the completion mission's visit (i.e. about 0.5% of total orders), a considerable quantity of the equipment received had still to be distributed to project institutions, and some items distributed to MATIs properly belonged - 24 - to the FDCs, having been ordered for the RTC/FTCs. 1/ There were shortages of appropriate equipment at all project institutions but the deficiencies were most conspicuous at the RTC/FDCs which had received on an average only one-third of the items ordered for them. However, even when all items ordered have been received and correctly distributed, in some cases equipment is un- likely to be sufficient in quantity and, in others, unlikely to be appropriate for the curricula. Much of the workshop equipment - particularly hand tools - is inferior in quality and the failure to order spare parts is already causing problems - especially with vehicles. 2.15 A total of T.Shs. 245,000 was budgeted for equipment for each of the nine project-assisted RTC/FTCs. Of this amount, 83% (T. Shs. 203,000) worth of equipment was itemized and ordered. A list of equipment in each of the four categories was prepared by the Project Unit and sent to each institution. Included, for example, was a tractor with 13 accessories, a bus, a four-wheel drive vehicle, a bicycle, office cabinets, duplicators, typewriters, tools and other educational aids. The highest proportion of equipment received was 65% of the amount ordered (for Same FDC). Same was the only FDC to have received a bus. The lowest amount received was at Gera FDC (21%). Thus, only the Same RTC received equipment even up to half the value of that requested and expected. The average value of the equipment delivered was approximately one-third (34%) of that which was ordered. The total amount ordered but not yet received (in the four FDCs visited by the completion mission) amounts to approximately T.Shs. 542,000, and the amount actually received was signifi- cantly less than anticipated as shown below. Value (in T.Shs.) of Equipment Received as a Proportion of Equipment Requested by the Four FDCs Visited Proportion Received Ngara Gera Same Handeni Average Equipment Category (%) (%) (%) (%) (%) Farm Equipment 1/ 54 50 57 63 56 Transportation 0 0 85 0 20 Office Equipment 37 39 39 31 36 Workshop Equipment 23 19 7 12 15 Average Amount (Based on Cost) of Equipment Received 23 21 65 25 34 1/ All institutions had received a tractor. - 25 - 2.16 Furniture receipts substantially accord with agreed master lists. All furniture is locally made; some is rather clumsy without being very sturdy, but is consistent with standards of local manufacture. Some items have not stood up well to the rigors of transportation and school usage. III. TECHNICAL ASSISTANCE General 3.01 The project included the.provision of 14 man-years of specialist services and seven man-years of fellowships to assist primarily in project implementation, curriculum development, administrative reorganization and improvement of teaching materials in MATIs. Further, Paragraph 4.05 (b) of the Development Credit Agreement stated that the Borrower: a) shall grant Fellowships in accordance with Exhibit A to Schedule 2; and b) shall employ Specialists in the subjects specified in said Exhibit A - whose terms of reference shall be acceptable to the Borrower and the Association. In the event, substantial technical assistance was received from other sources, although not in direct substitution for that provided for under the project. However, the MATI program is in the process of receiving about 85 man-years of technical assistance under a USAID project, and its specialists are reportedly experienced and well qualified. In terms of man-years the USAID project considerably exceeded the IDA provision of eight man-years for curriculum development and reorganization of the MATIS. 3.02 The services of technical assistance specialists and the counter- parts were deemed necessary for project implementation, related curriculum reform and program orientation, and the integration of the MOA's research, training and extension activities. However, the rationale for technical assistance requirements as appraised in 1970, was considerably weakened by subsequent events. First, the primary functions of the MOA's Manpower Development and Research Division were divided by the reorganization of the Ministry (Annex 3), a development scarcely envisioned at the time of project appraisal, which favored the integration of their functions with the help of technical assistance specialists. Secondly, the prospect in 1972 of a very substantial USAID project at the level of each individual MATI was considered by the Ministry to satisfy the technical assistance provisions of the project. This assistance, however, did not materialize until 1976 and in any case, the USAID project was directed to individual MATIs rather than to the Ministry headquarters. - 26 - 3.03 The objectives of strengthening the administrative structure of the Research and Training Division of the MOA (Section 4.05 c of the Credit Agreement) with these specialists and returned Fellows has been achieved in part but not entirely as a direct result of the project. The importance of speedy implementation of the technical assistance component and close techni- cal supervision of it from an early stage, is to be once again emphasized. This is particularly the case for institution-building activities, and es- pecially at a time of political change. Fellowships 3.04 Of the seven man-years included in the project only four and one half years have been utilized. While useful for the development of the individuals concerned, and as an addition to the general pool of trained expertise, only one trainee (in Training Materials) remains working in the relevant Division of the MOA at headquarters. Four are in field posts where their training is relevant, but only partially, to general project objectives. The Home Economics Fellow is now Principal of a "retraining" MATI for the in-service training and upgrading of home economics teachers. The Agricultural Educator is Principal of a Project MATI; one Agricultural Extension Fellow returned to his post as Regional Agricultural Development Officer of Tanga, in which post the training should prove effective, while the second has been transferred to the Ministry of National Education as a tutor in the Mwanza Literacy Campaign. The objective of the fellowship pro- visions of the Project - to train individuals for positions in the Ministry headquarters - seems not to have been fully understood. Specialists 3.05 Of the 14 man-years of specialists' services provided, only about 36 months were (intermittently) utilized for a Project Architect. (The first architect was provided bilaterally at no cost to the project.) 3.06 The Project Unit made ineffectual attempts in the initial years of the project to obtain technical assistance specialists from bilateral grant aid sources, and later through direct recruitment. The latter efforts were frustrated by the offering of salaries which were not competitive in interna- tional terms. In 1974, an Income Tax Order exempting IDA-financed personnel was obtained but too late to influence recruitment or to benefit specialists serving the project, with the exception of one architect for a period of 18 months prior to his departure. During this period FAQ and USAID attempted to assist recruitment and in fact located nine candidates whose qualifications were acceptable to the Government, but who could not accept the salaries offered. The lack of housing proved another obstacle, and in 1974 Government had to forego the DANIDA offer of grant aid technical assistance because it could not give the requested assurance of housing for the specialists. Late in 1974 a technical assistance advisor from the Federal Republic of Germany who transferred to Government service, partly carried out the curriculum development activities for which technical assistance had been provided under the project. - 27 - 3.07 By letter dated December 16, 1976, when it became apparent that technical assistance could not be utilized before Closing Date, the Govern- ment advised that it had not taken advantage of this provision, that "cir- cumstances which existed at the time of appraisal had changed to the extent that most of the technical assistance envisaged then is no longer required" - and that Fellows trained under the project were occupying positions which were to have been filled by the Technical Assistance Specialists. Re-alloca- tion of the remaining technical assistance funds to the uallocated category was therein requested and IDA agreed. 3.08 Despite the changed circumstances described in para. 3.02 above, the completion mission is of the opinion that the project, and agricultural education development generally, were adversely affected by the failure to recruit technical assistance specialists for headquarters activities as differentiated from the effective contribution of USAID specialists at the institutional level. 3.09 Specifically, the lack of technical assistance specialists at the appropriate time adversely affected the project in the following ways: (a) Agricultural Educator (4 man-years). This key post was never filled, and as a possible result, the organization and management of MATIs tend to follow conventional lines, the utilization of academic facilities is low and that of available teaching time, very low. Equipment lists were not prepared as anticipated through the collaboration of the specialist with MATI principals. As a result, much emphasis has been given to transport and farm machinery, and little to equipment and books for student use. (b) Teaching Materials (2 man-years). First revisions of the combined Agro-Vet program (para 5.31) resulted in substantially increased program content, with the result that it emphasized theory at the expense of practical experience. Training quality has suffered from the lack of the specialist to oversee the revision of programs and the production of instruction materials. (c) Home Economics (2 man-years). Although a Diploma pro- gram is available at the DANIDA-assisted MATI Mbeya, certificate programs at MATIs are not available, as planned under the project. The project provided for facilities at MATI Olmotonyi, but the program was never started, and this MATI was transferred to the Ministry of Natural Resources and Wildlife and Tourism during 1970. The program undoubtedly suffered from the lack of a qualified home economics specialist to give leadership to this program. The need to improve the education of women in Tanzania is such that the resources provided in the project should have been deployed to that end. - 28 - (d) Agricultural Extension (2 man-years). With two tasks namely (i) integrating research, training and extension activities and (ii) developing specialized extension techniques, this specialist would have faced a real challenge. The specialist could have contributed to the development of extension policies. IV. PROJECT COSTS AND DISBURSEMENTS Project Costs 4.01 The total project cost, at T.Shs. 37.8 million, exceeded the total appraisal estimate, including the original contingency allowance (T. Shs. 33.5 million) by about 13% in local currency terms, but was somewhat less than the appraisal estimate in terms of US dollars due to changes in exchange rates during implementation (i.e., from T. Shs. 7.14 to 8.10 - US$1.00). A detailed comparison of originally estimated and actual costs, by component project items, is tabulated in Annex 4. A comparison of originally estimated and actual costs, by categories of expenditure, is summarized below: Estimated and Actual Project Costs Percentage Appraisal Estimate Actual Costs Difference Base Costs Base + Cont. C A B C B (T. Shs. millions) % 1. Buildings and Site Development 15.95 19.61 27.43 +40 2. Equipment & Furniture 6.37 7.33 8.20 +12 3. Professional Services 2.82 3.39 0.67 -80 4. Technical Assistance 2.75 3.16 1.49 -53 TOTAL 27.89 33.49 37.79 +13 4.02 Of the approximately T. Shs. 11.5 million by which construction costs exceed the appraisal estimate excluding contingencies, about T. Shs. 1.5 million (5%) may be attributable to the 5% increase in the gross area of new construction (Annex 2). The remainder represents the cumulative rate of cost escalation between the time of appraisal of the project (February/March 1970 - when the original estimates were prepared). Assuming that about 10% of the construction costs at the six entirely new project institutions have related to site development, the remainder, covering the costs of build- ings at these institutions, represents an average construction cost of about - 29 - T. Shs. 75 per square foot (about T. Shs. 810 per square meter - or US$100, at the present exchange rate) compared with the average of T.Shs. 52 per square foot estimated at the time of appraisal. 4.03 The cost increases of about 40% on construction and 12% on equipment in Tanzanian Shilling were largely, offset by savings from professional fees and technical assistance costs. These savings result from the employment of the Project Architect and Comworks to carry out most of the building design services intended originally to have been provided by consultants and the failure to hire educational specialists. Disbursements 4.04 On December 31, 1977, the extended Closing Date of the Credit, US$113,000 (or about 3.4%) of the Credit remained undisbursed. IDA agreed to continue disbursement against outstanding commitments to about March 31, 1978, and the Credit has been fully disbursed. Annex 5 compares actual dis- bursement by year and semester with original appraisal forecasts and several subsequent revisions thereof. V. OPERATIONAL RESULTS AND BENEFITS Rural Training Centers/Folk Development Colleges General 5.01 Historically, Farmer Training Centers (FTCs) in East Africa stemmed from the cash-crop-based agriculture development strategies of the 1950s. Their comparatively high operational costs were accepted as compatible with their high priority responsibility to train newly settled farmers, to intro- duce new cash crops and to train the more progressive farmers to serve as unofficial extension agents and to disseminate agricultural research and development findings. However, the popularity of FTCs tended to follow cyclical rise and decline over a period of years. The Government and IDA recognized the limitations of FTCs and tried to ensure their continuing use- fulness by locating them in areas of high population and agricultural produc- tivity, and by providing for the broadening of the curriculum to reflect a concern for the total education of rural populations rather than a narrow concern for agricultural productivity. The FTCs of MOA were to have been merged with District Training Centers (DTCs) of the Ministry of Regional Administration and Rural Development as Rural Training Centers (RTCs) to serve the requirements of the broadened curriculum. The DTCs had been originally designed to provide adult education and training in citizenship and practical skills. 5.02 However, during project implementation the Government transformed the project institutions into Folk Development Colleges (FDCs) which osten- sibly were to meet the program responsibilities of RTCs in accordance with the project objectives, but in fact assumed even more responsibility for - 30 - rural adult education, and theoretically an infinitely broad curriculum responsive to community education and training needs. 5.03 In this setting the events leading to the creation of FDCs is of interest. In late 1971 a Tanzanian mission visited Sweden to study the edu- cational system, and reported favorably on the Folk High School. In 1974 a committee which reviewed technical assistance from SIDA, recommended the establishment of FDCs, one in each of the 85 Districts, and suggested that the existing 37 RTCs would constitute a useful nucleus for their development. In February 1976 an agreement between the Governments of Sweden and Tanzania provided grants of US$4.14 million equivalent for 1975-76, and US$1.8 million equivalent for FY1976/77 and 1977/78 respectively. The funds provided for civil works and equipment in the 37 RTCs, the purchase of vehicles, cost of central administration and teacher training. 5.04 The Association was not consulted during these events because the Government was heavily engaged in an ambitious reorganization plan in pursuit of rural development. In any case the Government considered that the project objectives were basically unchanged and could be achieved through the FDC pro- gram. The RTCs were transferred to the Ministry of National Education from the Prime Minister's Office which had in turn taken them over from the Ministry of Regional Administration and Rural Development. The Prime Minister's Office retained and still operates five of the centers (including one project RTC) for staff training under the Village Management Training Program, which is being financed with IDA support. At the time of the completion mission, Geita RTC facilities were being used by the Sengerema District Development Offices, although the Prime Minister's Office had given instructions that the Center should be turned over to the MOE for its intended educational purposes. Manpower Development 5.05 The Directorate of Adult Education of the Ministry of National Edu- cation stated that although the target groups and objectives of the Centers had indeed been broadened from those of the project RTCs, one would find the amount and quality of agricultural education as high in FDCs as had been expected from RTCs and that the FDCs would meet the manpower objectives of the project through better utilization of facilities by a wider and more enthusiastic spectrum of the population. 5.06 In some respects, this statement is valid. Each institution visited by the completion mission did have at least one teacher of agriculture on the staff. Time was set aside for self-reliance agricultural activities and some agricultural courses were established for farmers. Also, there is evidence that the students enjoyed their training. In a questionnaire, 80 percent said they wished they could have more, and were genuinely appreciative of the training. Yet, the number of farmers being trained and the proportion of agriculture in the curriculum has diminished as a result of the institutional change from RTC to FDC. In the original FTCs all courses and all subjects within those courses were specific to agriculture. Seven new courses were added when FTCs were combined with DTCs to form RTCs, changing to some extent - 31 - the agricultural content, but consistent with the project objectives. Now, however, the FDCs offer over 20 new non-agricultural subjects, leaving even less time for agriculture. Further, many new target groups have been added to the potential clientele of FDCs, among them shopkeepers, hospital employees, and the principal objective of training farmers has been further obscured. When asked by questionnaire why they enrolled, 84% of students said it was to become leaders in their villages; 14% said it was to become better farmers or workers. The proportion of courses organized principally for agriculture was 48% at Handeni FDC, 22% at Gera FDC, 23% at Same FDC and 14% at Ngara FDC. All other courses had been specifically designed for purposes other than for farmer training or the improvement of agricultural production. 5.07 The low participation of farmers is aggravated by the duration of courses. Over 83% of students at FDCs were enrolled in courses of one month's duration or longer, and it is the stated intention of the administration to reserve 50% of places for nine-month courses. Few, if any, working farmers can afford these periods of absence from their farms. 5.08 The completion mission believe that the benefits of FDC self- reliance activities could be considerably strengthened through some modest changes in method and approach. Specifically, there is widespread failure on the part of administrators and teaching staff to differentiate between or to coordinate economic activities intended to produce income through the sale of farm products, and organized programs of instruction in agri- culture. There is little evidence of the use of economic activities as practical reinforcement of principles of agriculture. Only crops thought to have economic potential on school lands are attempted on the FDC plots, and instructional needs become far too secondary to the need to defray costs. Curriculum Development 5.09 The curricula of project RTCs were intended to evolve from those of existing FTCs and DTCs and thereby promote the acquisition of essential agri- cultural and related skills by farmers and villagers; RTCs were also expected to develop the leadership necessary for the various cooperative and communal activities in the villages, and to improve contacts between farmers and the extension services. It was envisaged that up to 40 courses per year would be offered and that between 2,000 and 3,000 participant farmers and their wives would attend courses at each center annually. The staffing of the RTCs would reflect the emphasis upon agricultural productivity. In addition to a principal, farm manager and teaching materials officer, there would be based at each center a field officer, five field assistants and a home economist. 5.10 The curriculum and objectives were further modified during the transformation of .the RTCs into FDCs, which have responsibility for adult education at the local level. Course materials developed under the Director- ate of Adult Education proved useful, but limited in scope and not available in the quantities required for instructional purposes. Although they were a substantial improvement upon materials available from the Ministry of Regional Administration and Rural Development, under the best of circumstances they - 32 - could not overcome the problems of supply to a system of institutions which undertook to respond flexibly to local training needs through a multiplicity of courses. 5.11 Section 4.06 (a) of the Credit Agreement provides for the review of courses to be provided by RTCs, but these have been superseded by adult educa- tion programs of the Ministry of National Education. Provision has not been made in accordance with Section 4.06 (b) for the continuous evaluation of the effectiveness of the RTCs. Administration 5.12 First mention of the implications of changes in Ministerial respon- sibility appears in supervision reports seven months after the event. Formal notification was sent to the Association on February 11, 1976, at which time the continuing responsibility of the Ministry of Agriculture and Cooperatives for implementation of the project, and the responsibility of the Ministry of National Education for the administration of FDCs was stated. In May 1976 a special IDA review mission investigated the implications of the transfer and reported that the chances for higher utilization and better management appeared more promising under the Adult Education Directorate of the Ministry of National Education than they had been under the Ministry of Region Admin- istration and Rural Development; that the morale of the teachers was good and that the "practical" work would continue to be "biased toward agriculture." The institutions visited and their staffs were, as stated, "in a state of preparation for the upcoming courses." It suggested an in-depth review some time after March or April of 1977. 5.13 In February 1977, a second review of the FDC project component was conducted which, for the first time, was able to estimate their efficiency and not simply their pedagogical intentions. The prognosis was not good. The recurrent cost per place was estimated to be high and the utilization of student places was estimated to be low, in one case, about 40%. The report suggested that a more thorough look at the efficiency and effectiveness of the FDCs was needed in conjunction with the anticipated completion mission. 5.14 At the time of the completion mission in November 1977, seven of the nine original project RTCs were operating as FDCs, of which the completion mission visited four. In addition, three non-project FDCs were visited for purpose of comparison. High operational costs compounded by low staff util- ization are problems. Each FDC employs five non-teaching staff to look after animals and farm and shop equipment, and other categories include watchmen, cleaners, cooks, typists and messengers. Direct recurrent costs average T. Shs. 2,470 and T. Shs. 2,879 per student place at project and non-project FDCs respectively. The recurrent cost per student place at Same Secondary School at T. Shs. 2,162 cannot be compared with the cost of FDC operation where indirect costs arise from the extensive use of visiting staff (Annex 6). When courses and subjects offered require instructors qualified in fields other than those of in-house staff, visiting instructors are brought in from and paid for by cooperating institutions. This was the case observed at Handeni - 33 - FDC where one half of the students were enrolled in first aid taught by nurses from the local hospital, the other half in accounting courses taught by an instructor seconded from and paid by the Cooperative College at Moshi. Thus even under conditions of full enrollment FDC teachers may be idle, and part of the true costs of instruction is hidden in the expenditures of cooperating institutions. Thus, FDCs are falling into the same staffing patterns as the former FTCs and RTCs, with the same limitations and inefficiency. In only one FDC visited (Same) were instructors teaching more than 17% of the available time. The average (including Same) was 26%. By contrast, at Same Secondary School, the average was 40%. 5.15 Organizing courses at an FDC is a complicated and time-consuming process. Each institution has a separate Board of Governors whose (8-12) members represent strong, and at times, divergent interests of different levels of governmental and ministerial authority, or village and economic organizations. Consensus on priorities must be achieved before the insti- tution's time can be allocated to, for example, first-aid for hospital employees, treatment of cotton disease for farmers, or bookkeeping for village managers. After the subject, duration, and target groups have been decided, candidates must be identified, screened, and selected. Frequently the FDC itself plays a minor part; selection is left to the political party or other organizations, and this takes time. The result is that there are frequent and lengthy gaps between courses. At Handeni FDC only 38% of student places are utilized, at Same FDC only 37%, at Gera FDC 35%, and at Ngara, FDC the lowest, it is 28%. The average Space Utilization Rate (SUR) is 34%. This means that at any given time since the Centers have operated as FDCs, two-thirds of the student places have gone unfilled. 5.16 THe proposal to transform RTCs into FDCs under the Ministry of National Education held some promise of improvements. It had been reported that the FTCs sufered from the lack of full-time instructional staff, depend- ing partly upon seconded staff. Inevitably, it was reported, these arrange- ments broke down, and the continuity of instruction suffered. Further, seconded staff having the disadvantage of lack of career opportunities in the training field, also were often not trained in pedagogy. 5.17 The Ministry of National Education undertook to remedy these dif- ficulties by staffing each center with a principal and five or six full-time trained teachers in agriculture, domestic science, political education; rural science, bookkeeping and planning, adult education and literacy training; and skills such as carpentry, masonry, plumbing, sign writing, electricity and metal working. Further, the Ministry would train all staff at the Kibaha Staff Training College, provide programs and instructional materials, super- vision through the appointment of an adequate staff of supervisors, and draw upon the resources of the Ministry for the production of instructional materials. 5.18 The resultant high cost of staffing the centers and the difficulty of operating a comprehensive program in small centers now confront the Min- istry of National Education. In the absence of advance information about - 34 - the programs of project institutions, the completion mission had no achieve- ment tests or other objective measures of the quality of instruction, and was unable to obtain measures of the productivity of FDC graduates. It is evident, however, that administrative problems and high operational costs will necessitate a review of the FDC plan and an evaluation of performance of FDCs. The review should consider the administrative feasibility of FDC programs and not only, as heretofore, their aspirations. Ministry of Agriculture Training Institutes General 5.19 The project improved two of the existing systems of five MATIs and added two new Institutes, and through technical assistance sought to reform existing programs for the training of agricultural extension officers. In particular, the project had been based on an agricultural education reor- ganization plan prepared by Government with the assistance of FAO. The plan provided for (a) the upgrading of the Morogoro Agricultural Training College from a diploma level institution to the Faculty of Agriculture of the Univer- sity of Dar es Salaam; and (b) regional specialization of the MATIs where certificate and diploma programs were to be carried out in the same premises, but with access to diploma programs limited to qualified certificate holders having at least two years' experience in the field. 5.20 These plans concerning the MATIs were changed during project imple- mentation. First among the changes in these plans should be mentioned the decision to train (and retrain) extension officers as generalists rather than specialists in either animal husbandry or crop production, and secondly, the decision to reserve diploma programs for specialization training in only two MATIs rather than at all MATIs as foreseen at appraisal. Both decisions resulted in a virtual return to the agricultural education structure prevail- ing before the reorganization plan and the project appraisal. Both decisions also altered somewhat the physical facilities and equipment requirements of the project. Finally, the massive USAID technical assistance and fellowship training program effectively transferred program and curriculum development action from headquarters to the field at the level of individual MATIs. Manpower Development 5.21 A direct comparison of planned and actual enrollments is not pos- sible because of the change in programs, i.e., combining crop and animal husbandry courses into a common Agro-Vet certificate course (para. 5.35). However, in terms of space utilization, enrollments in 1977/78 were 752, or 82% of planned enrollment of 920 in certificate and diploma programs in the four project MATIs. . This figure would be somewhat improved by the inclusion of short comprehensive courses of three to six months' duration, to 797, about 85% of planned capacities (Annex 7). 5.22 Similarly the probable output for the 1977/78 academic year will be about 323, 65% of the planned output of 498. It could be increased to - 35 - 356, by including half of the second-year group who were transferred from the project MATIs to Nyegezi MATI for land-use training. This would represent about 71% of planned outputs (Annex 8). 5.23 Success rates in certificate programs are high at about 99%, drop- outs resulting usually from personal, health and occasionally disciplinary problems. Students completing the course successfully are placed by the Man- power Planning Division of MOA. Some 56% are allocated to regional agricul- tural and livestock services; 20-25% remain with various MOA services, such as research, teaching, seed farms, veterinary centers, or special projects; while a further 14-20% join agricultural para-statal companies, more espe- cially the tobacco and cotton authorities. Actual anticipated outputs 1966-85 of certificate programs are shown in Annex 9. 5.24 Records are not available on follow-up and evaluation of the performance of graduates. Following field service, many certificate holders proceed to diploma studies and some move to private sector posts. 5.25 Similarly, as in the case of certificate students, success rates of diploma students are high, particularly among in-service students. Their placement is also effected by Manpower Planning Division, MOA. Of the 221 diploma graduates produced in 1976, 30% were allocated to regional services, 42% to MOA (teaching, research projects, etc.), 21% to parastatal companies, 7% to Zanzibar and other services, and a few proceeded to higher education. Follow-up and evaluation are not available: outputs are so far small, and the demand is still high. Actual and anticipated output of diploma programs are shown in Annex 10. 5.26 Utilization of certificate and diploma graduates, 1975-76, is as follows: Certificate Diploma 1975/76 1976 only Regional Agric. & Livestock Services (excl. Zanzibar) 57% 30% Ministry of Agriculture 22% 42% Para-statals 18% 21% Other (incl. Zanzibar, Prison Service) 3% 7% 100% 100% Total Graduates 934 221 The utilization of qualified technicians is as planned at appraisal, and very few are lost to agriculture. - 36 - 5.27 All diploma courses are now of two years' duration (as opposed to one year as foreseen at appraisal) whether in-service (as planned at ap- praisal) or pre-service after Form VI (Grade 13) as is now increasingly common. Accommodation required for diploma students must ipso facto double to achieve the same number of diplomates. At the same time, an increased output of diplomates is planned and underway, eroding yet further the ac- commodation available for certificate students, the number of whom is less than as planned at appraisal. Present Government policy sees the need for more diploma holders trained over a two-year period, and also accepts that diploma holders may enter University degree programs. In general terms, it appears that at the time of appraisal, the demand for diplomates was under- estimated. 5.28 Given the above changes in the training programs at the MATIs, it is essential that a thorough re-working of the schedules of accommodation be carried out by Government, to maximize the utilization of facilities, point up deficiencies, and calculate the number of teaching staff actually required. 5.29 With few exceptions, the instructors and assistants at MATIs are young and inexperienced, having on an average two years' experience. They need more experience to be in a position to give quality instruction; USAID (paras 5.38-5.39) has accordingly assisted in drawing up a career structure, with prospects for MATI instructors of longer tenure and hence improved and better balanced instruction. Curriculum Development 5.30 The Government agreed (Section 4.06 a (ii)) of the Credit Agreement to send to IDA for review by May 2, 1972, curricula for all MATI courses suitably revised to give prominence to training in farming and farm mechaniza- tion. The necessity for curriculum reform was recognized at the time of appraisal leading to the above covenant regarding the project MATIS. The course outlines, but not the syllabuses, were reviewed by IDA during 1972. However, it is evident that a review of the syllabuses in depth as suggested by the covenant would have exceeded staff resources available for project supervision. 5.31 The major change in the training programs from the time of appraisal has been the introduction in July 1976 of a common Agricultural (Agro-Vet) Certificate Course at all MATIs covering required aspects of both crop and livestock production. Thus, the measure of specialization planned at ap- praisal disappeared, and each MATI now requires academic accommodation and facilities for a comprehensive syllabus. The new Agro-Vet curriculum pro- vides for 50:50 allocation between theory and all practical training whereas at appraisal it had been assumed that 50% of instruction time would be de- voted to farm practice, the remainder divided between theory and workshop/ laboratory work. The greater emphasis now placed on the theory/laboratory aspects may cause strains on accommodations, as well as reduce the practi- cality of the training. It also modifies the qualifications required for instructors/teachers. The new curriculum, with many semi-specialized areas, - 37 - has tended to increase the demand for more highly specialized teachers, with less practical experience, and so increase the number of tutors needed at each Institute. Despite these problems, the common Agro-Vet certificate is an improvement because it makes available more versatile extension personnel. 5.32 Concurrently with the 1976 decision to adopt a common national certificate, policy decisions on diploma level training were taken; (i) to lengthen the course to two years, the proposed 23 months' (later 15 months') in-service training being considered inadequate; and (ii) to institute a two-year pre-service Diploma Training Program to follow Form VI (Grade 13). 5.33 At present, pre-service diploma level training consists of crop or livestock production concentrated in two MATIs, Ukiriguru and Mpwapwa respec- tively - to achieve the benefits of scale and specialization of tutors and equipment. In-service training at diploma level is distributed over seven other MATIs and covers the following areas - Agriculture, Nutrition, Horti- culture, Irrigation, Agro-mechanization, Land-use Planning, Farm Management, Home Economics, and Laboratory Science. Altogether, to have one nationally applicable training program for all MATIs is a positive advance. The present curriculum may be seen as a first edition to be progressively refined with experience of its operation. 5.34 In February 1974, Government signed an agreement with USAID to as- sist: (i) in the overall development of its entire sub-professional (techni- cal) and professional agricultural training program, (ii) in strengthening two institutions (Ukiriguru and Mpwapwa) offering Certificate and Diploma level training, and (iii) by providing participant training in selected areas. 5.35 To an extent, this USAID Agreement by strengthening institutional staffs, will ultimately strengthen the administrative structure, as set forth in the Credit Agreement, Section 4.05 (c). The USAID assisted project is pro- gressing well, with three experts stationed at Mpwapwa and five at Ukiriguru. Moreover, over 40 persons have/are being trained, and a number of other measures taken, e.g., a teaching career service, revised salary grades/scales, consultant services in Library Services, and most recently, organizing a Curriculum Development Section. 5.36 At the time of project conception, the Ministry of Agriculture had responsibility for water development, forestry wild-life and cooperatives. In 1975, a Ministry of National Resources and Tourism was created taking over responsibility for the Olmotonyi MATI which specializes in forestry training. At the Olmotonyi MATI the traditional pattern of training Certificate Assis- tant Forest Officers (formerly Rangers) continued, together with the training of Assistant Beekeepers. Diploma Training of Forest Officers and Beekeepers was stepped up, and a longer training course introduced. Horticultural training was transferred from the Olmotonyi MATI first to Lyamugu MATI and then to Tenguru MATI, and the Home Economics Certificate program for girls foreseen at appraisal was never started. Technical assistance for curriculum development therefore has been of less utility than expected at appraisal. - 38 - Equipment 5.37 Following the introduction of different curricula in MATIs from July 1976 - the relevance and adequacy of equipment and book lists has to be judged by two criteria, by pre- and post-1976 curricula. 5.38 Against pre-1976 curricula (which varied among MATIs) equipment ordered and furnished appears to be reasonable on both counts with the exception of laboratory equipment and chemicals. It reflected the planned emphasis on practical and workshop training; with shorter periods devoted to theory and laboratory work; it also made (perhaps excessive) provision for training in farm mechanization, given the structure of agricultural production and the very early stages of mechanization (oxenization) yet to be adopted by farmers - except on parastatal ranches. 5.39 In no MATI visited by the completion mission was there a laboratory setup as planned or in full operation. In general the number of laboratories has been reduced by converting them to classroom use. Early default by sup- pliers of laboratory equipment and chemicals led to late reordering, hence very little equipment of a substantive nature has yet arrived. Vital lab- oratory instruction therefore is being neglected. This coincides with yet further de-emphasis of laboratory instruction in the new curricula in favor of more classrooms, and more field practical instruction - tending to an unbalanced training program. 5.40 Effective teaching workshops set up for demonstration and/or prac- tical instruction were not seen during the completion mission. Tools and equipment already provided are used frequently for general repairs to MATI machinery and transport; its use for student instruction appears so far to be less well organized. Undue emphasis appears to have been given to surveying equipment (a less practically useful subject) and too little to.students' practical farm and livestock tools and equipment. Measured against recently introduced curricula (1976), equipment and books provided are partially, but not wholly, relevant or adequate. 5.41 For certificate trainees, more theory (50%) is now given at the expense of workshop, and especially laboratory, instruction. To this extent, the apparent deficiency in laboratory equipment may sublimate, while the equipping of workshops for student practicals may prove to be excessive. Lack of practical field equipment, however, may be exacerbated. 5.42 About 350 textbooks had been distributed to four project MATIs for the use of about 1,000 total students in the four MATIs alone. The books are predominantly of a level suitable for the use of the tutors themselves who are at the graduate and diploma level, or those working in adjoining research establishments, as reference books. Most were purchased in single copies; rarely were several copies bought for these project units. Distribution must therefore have been done selectively among the MATIs, with none receiving a complete set. At the same time, there appears to be a desperate shortage of student texts in the MATI libraries, where often only old or the most elemen- tary or political books are readily available. To have purchased larger numbers of suitable student textbooks might have been a better use of the funds. - 39 - COMPLETION STUDY TANZANIA EDUCATION III CREDIT 232-TA ANNEX 1 COMPARISON OF OR1GINALLY I'ORI:(:AST AND ACTUAl. IMPLEMENTATION PROcRESS STARTING DATES COMPLETION DATES APPRAISAL APPRAISAL ACTIVITY SCHEDULE ACTUAL SCHEDULE ACTUAL A. BUILDING WORKS Phased: Phased: 1. Drawings and June '71 March '72 Construction to to Nov. '72 Documents. Jan. '72 Sept. '72 2. Construction a) RTCs/FDCs: (i) Geita .Tan.'74 Jan. '75 (I) Kondoa Dec.'73 Oct. '75 (1.HL) Ngara I'insed: Jan. ' 74 Phased: May ' 75 (lv) N)ombe Dec.'73 Feb. '75 (v) Cera July '72 May '74 May '73 Oct. '75 (vi) Handeni to Feb.'74 to Oct. '75 (vii) Same July '73 Dec.'73 Jan. '74 Oct. '75 (viii) Shinyang Feb.'74 Oct. '75 (ix) Bigura Dec.'73 Oct. '75 b) MATIs: (i) Mpwapwa Phased: Dec.'73 Phased: Dec. '75 (ii) Mtwara July '72 Feb.'74 May '73 Oct. '75 (iii) Olmatonyi to Feb.'75 to July '76 (iv) Ukiriguru July '73 Dec.'73 Jan. '74 Aug. '75 B. EQUIPMENT AND FURN. PROCUREMENT 1. Equip. & Furn. July '71 Early'73 Early '73 mid- Lists. late '73 2. Procurement rPhased: Phased: Phased: Phased: July '72 Jan. '74 May '73 Jan. '75 to to to to July '73 Sept.'77 Jan. '74 Dec. '77 C. IClCN I CAL ASS LSTANCE I. Spec- llhtH ScrvIces: -t) Agricultural Ed. (4 MY) 2 - (4 MY) b) Agricultural Ext. (2 MY) - (2 MY) - c) Home Economics (2 MY) ' - (2 MY) d) Instructional Media (2 MY) .H : - (2 MY) - MY)-4 $. 4 H0. e) Project Architect (4 MY) April '73 (4 MY) a Sept. '75 f) Project Accountant - W May '76 - 8 June '77 2. Fellowships: a) Agricultural Ed. (2 MY) 1 person:Sept.'73 (2 MY) r July '74 b) Agricultural Ext. (2 MY) 1 person:Sept. '73 (2 MY) Ln July '74 r i person:Sept.'75 July '76 ) Teaching Materials (1 MY) 1 person:Oct.'74 (1 MY) ) a) July '75 d) Ilome V,conomics (2 MY) 1 person:Oct. ''74 (2 MY) July 75 Source: IDA staff on the basis of information obtained from the Project Unit. January 1978 - 40 - ANNEX 2 TANZANIA EDUCATION III CREDIT 232-TA COMPARISON OF ORIGINALLY ESTIMATED & ACTUALLY PROVIDED GROSS CONSTRUCTION AREAS (Total new construction-i.e.: 1) Academic & Communal; 2) Boarding; & 3) Staff Housing) ESTIMATED ONSTRUCTIC17 AREAS1/ 3 FOR PREMISES ORIGINALLY REQUIRED ACTUAL GROSS PROJECT ITEM 1 2 % CONSTRUCTION % % School/Institution) APPRAISAL ANY AGREED DIF AREAS DIF DIF ARCHITECTURAL REVISIONS TO 2/1 FOR COMPLETED 3/1 3/2 WORKSHEETS Date. FACILITIES sq. ft M2 M2 I RURAL TRG. CENTERS A. New Centers 1N-RTC Geita 17,113 19.936 Eu- 2N-RTC Kondoa 17,113 19,936 ** 3N-RTC Ngara 17113 19,936 _ 4N-RTC Njombe 17,113 19,936 Subtotal New RTCs 68,452 79,744 -16 B. Exist. RTC Exts. 1E-RTC Gera 11,462 _ 13,089 ___1 _ 2E-RTC Handani 11,462 13,089 3E-RTC Same 11,462 12,549 9 4E-RTC Shinyonga 11,462 12,549 " SE-RTC Bigwa 11,462 12,549 Subtotal Exts.RTC 57,310 63,825 -114 TOTAL All RTCs 125,762 143.569 - II AG.TRG.INSTITUTES A. New Tnsturpitu 1I-MATT Mpwapwa 44 91R 38,976 - 2N-MATT Mrwara 45.852 46,478 Subtotal New MATIs 90,770 85,454 B.Exist.MATI Exts. IE-MATI O1motonyi 25,881 _ 24,002 -7.1 2E-MATI Ukiriguru 15,702 19,331 F23. Subtotal MATI Exts 41,583 43,333 +4. TOTAL ALL MATIs 132,353 128,787 - PROJECT TOTAL 258,115 272,356 _ +5.c (23,980 M2) (25,303 M2) 1/ As agreed between Govt. & IBRD/IDA Source: IDA staff on the basis of data obtained from Project Unit. January 1978 TANZANIA - MINISTRY OF AGRICVLWURE Minister Jr. Minister Principal Seoretary Auditorl Finance & Manpower Sectoral Administrati J Development _Planning inanc Accounts General Personnel Manpower Profes chical armers Gurric. Inspect Sectoral Marketing Statis- Admin. . Admin. Planning _ _TrT._ Recruitment Educ. Dev. Unit. Plans Dev. tics Livestock Crop Irrigation Doevel t velopment Development IgÉram Technical -1 Researcil I Proram Technical| Researc ] pera- Plan' Services |IDisease Cr Operations Planing Services Dsease_C4ltions Source: Ministry of Agriculture January 1978 Country TAW/.ANIA Education Projeet No. I Loan/Credit No. 232-TA COMPARISON OF ORICINALLY ESTÅMATED WSTS AND ACTUAL CSTS OSTS IN 000 op T. Sh9. ONSTRUCTION N SITE DEV. FURNITURE & EQUIPMENT PROFESSIONAL FEES ,TECHNICAL ASSISTANCE TOTAL PROJECT ITEM Agra sal Est Actual Appratsal Est Actual P£r -1 Est.. Actual % t rairs Est. ctualActual .Exci n t* % Excl. l c CE Incl. Cost Excl. Incl. Cost Contti nc Co' Dif Cnting Conting ) f. ntlng ContingIf ntin Conting. _ f n n _Contin f. 1 2 3 3/2 1 2 3 3/2 1 2 3 3/2 1 2 3 3/2 1 2 3 3/2 New Rural Tra.Ctrs IN-RTC Geita 944 1161 1976 438 504 174 209 - - - 1556 1874 2-RTC Kondea 927 1140 1922 430 494 171 205 -- 1528 1839 3N-RTC Ngara 944 1161 1692 438 504 174 209 -- -- 1556 1874 4N-RTC Njombe 944 1161 1120 438 504 1 _174 209 - -- 1556 1874 Ext.to exist. RTC __i_ IE-RTC Cera 639 785 1053 411 473 137 165-- -- _ _ 1187 1423 2E-RTC Handani . 628 773 964 403 463 136 63 -- -- 1167 1399 3E-RTC Same 600 738 943 385 443.- 820C L32 158 -- -- - - 1117 1339 n> 4E-RTC Shinyanga 628 773 1019 403 463 136 163 6.7 _ -- - - 1167 1399 SE-RTC Bigwa 628- 773 __ 2 403 .463 136 13 --- 167 199 Sub-Total.RTG -- 6882 8465 11671 _ 3749 4311 1370 1644--.---12001 14420 New Agr.Tra.Ctrs. IN-MATI Hpwapwa 2720 3346 2885 508 584 418 502 . - 3646 4432 2N-MATI Mtwara 2889 3553 4426 933 1073 442 530 - -- _- 4264 5156 cM 0 00 - Ext.to exist.MATIs IE-MATI Olmotongi 1945 2392 2394 609 701 328 394 ; - -- - 2882 3487 0 40 14 -m 2E-MATI Ilkinguru 1509 1856 1703 573 659 z 265 318 Z- . -- --- 2347 2833 Sub-Total HATIs 90(3 11147 11408 2623 3017 1453 1744 -- 13139 15908 Technical Assistan - - -- -- -- -- 2749 3161 1490 2749 3161 ater & elec. costs for -- -- '352 .llsi es. TOTAL 5945 19612 27431 40 6372 7328 8200 1 2823 3388 673 2 161 1490 -.5 27889 33489 37794 1 Source: Prolect Unit 11 Exchange Rate - Original US$1.00 - T.Shs.7,14 January 1978 Current Us$1.00 - T.Shs.8.10 - 43 - ANNEX 5 Page 1 Country TANZANIA SCHEDULE Ed.Project No. III QF Loan/Credit _V2-TA DISBURSEMENTS COMPARISON OF ACTUAL DISBURSEMENTS WITH ORIGINAL (APPRAISAL) ESTIMATE AND REVISED ESTIMATES ACCUMULATED DISBURSEMENTS ACTUAL DISBURSEMENTS IBRD/IDA IN THOUSANDS OF US DOLLARS EQUIVALENT AS A PERCENTAGE OF: FISCAL YEAR ACTUAL REVISED ESTIMATES & TOTAL APPRAISAL AP?R. REV. REV. REV. SEMESTER DISBURSE- ESTIMATE 1 2 3 EST. EST. EST. EST. MENTS qov.30'72 Mar.31'76 1 2 3 1/ 2/ 3/ 1971 1st 2nd - 40 1972 1st 80- 1 - -.-. 2nd - 400 1973 -s t 1 ,1 20 -_-_-_- 2nd - 2,140 60 - - - - 1974 1st - 2,720 410 2nd 183 2,940 1,219 6.2 15.0 - - 1975 lat 719 3,080 2.378 700 23,3 30.2 - Znd 1,494 3,300 3,195 1,500 45.3 46.8 - 1976. 1st 1,856 3,290 2,400 56.2 56.4 - 2nd- 2,124 3,300 3.300 2,200 64.4 64.6 96.5 1977. 1st 2,531 . 3,300 76.7 767 76.7 28 1 8269_82.T 1978 Isa- 30 96.5 96.5 96.5 2nd. 3,300_ 19 2nd Closing Dec. 31, June 30, June 30 Deci9 ' DAte 977... 1975 1975 19A *Estimated from date of Credit signing: Feb. 5, 1971. 1/Supervision Report of Jan.17, 1973: 2/ Supervision Report of Dec.3, 1974 (or July 1'74) 3/Supervision Report of May 21, 1976: Source: IDA staff January 1978 TANZANIA: THIRD EDUCATION PROJECT - CREDIT 232-TA Completion Report Disbursement Graph Calendar years US$ 97 1972 1973 1974 1975 1976 1977 OOOs 1 2 3 2 3 4!34 1 2 3 4 1 2 3 4 2 3 4 1 2 3 4 1 2 3 4 Apprlais al efstimate Actual isbursements 1 3 3300 1Y3080 3 Fully 3000 - - -- - disbursed Y2720 2709 June 30, 1978 -..-- 2 1531 224 2000 - ------ 856 1 12 1000 - -- --- - - - - - - CD 7,19 Effective Date_ Mfa 13, 1971 -7"I 4 180 -O183 Original Clsing Date June 30, 19 7 5 0 Source: Appraisal Report First Extension Controller's Department December 31, 1976 August 31, 1978 Secon: Extension December 31, 1977 - 45 - ANNEX 6 TANZANIA EDUCATION III CREDIT 232-TA Annual Salary Cost of Supplying Education at FDC's and Other Institutions in T.Shs. Time Unit Cost Space Utilization Utilization Cost Cost (1)* (2)** (3)*** Project Institutions Handeni 1432 2327 4268 Ngara 1849 3185 5669 Gera 1546 2556 not available Same 1297 2119 3685 ----- ---- ------- --- -- - - - - - - Project FDC Coverage 1531 2620 4695 Comparison Institutions Misungwi FDC 2028 2912 5157 Same Secondary School 1172 1269 2037 Bukoba Post-Primary 360 486 not available Technical Schoolsi (maximum) (maximum) *Total amount of salaries paid out in a given year divided by the total number of student places available in that same year. **Figure (1) plus the proportion of figure (1) remaining unused over a given year. ***Figure (2) plus the proportion of staff time in which teachers do not teach. Source: IDA staff January 1978 - 46 - ANNEX 7 TANZANIA EDUCATION III CREDIT 232-TA ENROLMENTS & OUTPUTS IN PROJECT MATI'S (-CERTIFICATE AND DIPLOMA COURSES) ENROLMENT Capacity OUTPUT Output MATI 1st vear 2nd year Total Planned Actual Potential Planned Mpwapwa Cert. 66 67 133 165 67 66 80 Dipl. 34 - 34 20 - 34 20 (1) Nat.Service(6 mmths) - 75 - - - - TOTALS !OO 67 242 185 67 100 100 Mtwara Cert 71(3) 46(8) 117 165 46 71 80 Dipl.. - - - 20 - - 20 (2) Retraining L_3n n 20 - - - - TOTALS 71 46 137 185 46 71 100 Ukiriguru Cert. 72(7) 33(5) 105 260 33 72 125 (3) Dipl. 45(4) 41(-) 86 20 41 45 20 TOTAL 117 74 191 280 5/ 74 117 145 Olmitonyi Cert.FO. 50 34 84 165 34 50 80 Bees 25 24 49 22 24 25 10 Hort - - - 38 - - 18 TOTALS /5 58 133 225 58 75 10B (4) Dip.FO 16 20+25=45 61 20 45 30 20 (4) Bees 11 12+10=22 33 5 20 15 5 Hort - - - 20 - - 20 TOTALS 27 67 94 45 65 45 45 TOTALS 102 125 227 270 123 120 153 TOTALS PROJECT MATIS 390 312 797(95) 920 310 44 98 (1) Mpwapwa Accommodating 6 months courses for National Service (2) Mtwara Accommodating Retraining/Refresher courses - 3 months (3) Ukiriguru: 2nd year Certificate enrolment abnormally low - half of students sent for land use training to Nyegezi MATI (4) Olmitonyi: Diploma - in-service students included in 2nd year figures. Bracketed figures - Female students, where No. known ( 5/ Annex 9 App. Report gives 260 - Credit Agreement 300. 6/ Annex 9,App. Report - Credit Agreement gives 270. Source: Ministry of Agriculture November 1977 TANZANIA EDUCATION III CREDIT 232-TA PROJECT MATI'S - STUDENT/STAFF RATIO 1977-8: Students enrolled, by Course, and Number of Tutors, by Qualification STUDENTS ENROLLED U TUTORS Certificate Diploma Other Actual Ratio Qualifications INSTITUTION Actual Plan Actual, Plan _ Total Plan Stud:Staff Total Degree Diploma Cert. MATI Mpwapwa (New) .133 - 34 - 40 207 - 5.6 37 13 11 13 Planned - 165 - 20 - - 185 12.3 15 5 5 5 Mtwara (New) 117 - - - 10 127 - 6.4 20 4 10 6 Planned - 165 - 20 - - 185 13.2 14 4 5 5 Ukiriguru -EP 105 - 86 - - 191 - 5 5 35 14 10 11 (224) (6.5) Planned - 260 - 20 - - 280 11.2 25 5 10 10 4:- Olmitonyi -EP 133 - 94 - - 227 - 10.3 22 7 14 1 1 Planned - 225 - 45 - - 270 10.4 25 5 10 10 TOTALS 488 815 214 105 50 752 920 NOTES: 1. Plan: figures projected at Appraisal 2. Other:Refresher/retra-iing students, pro-rated on an annual basis 3. Ukiriguru: Total enrollees artificially depressed by transfer faf 33 Certificate students to Nyegezi MATI Source: Ministry of Agrictrl-ture January 1978 TANZANIA EDUCATION III AGRICULTURAL AND RELATED CERTIFICATE TRAINING INSTITTITIONS: ACtuAL AND ANTICIPATED OUTPUTS 1966-85 (T.o-year programme after Grade l1(FIV) except where indicated) Total Capacity Year (Diploma & Operations Total Total M.A. T.lI Certificate) Bega 1966-70 1971-76 1977 1978 1979 1980 1981 1982 1983 1984 1985 1977-85 1. Hkiriguru (Mwanza) 342 1959 349 592 100 31 70 100 110 110 110 110 110 851 2. Nyegczi (Mwanza) 250 1964 154 5592/ 115 30 55V 65 60 60 60 60 60 565 3. Tengeru (Aruslia) 300 + 1967 237V 12811 40 120 80 80 70 70 70 70 70 670 4. Maruku (Bukoba) 100(tea) 1969 - 201 40 52 50 - - In-Service Training - 192 5. Tumbf (Tabora) 150(tobacco) 1970 - 188 50 55 50 50 - In-Service Training - 205 6. Ilonga (Kilosa) 140 1971 - 133V - 40 50 40 30 30 30 30 30 280 7. Uvole Ag Centre (Mbeya) 400 1975 - - 1351/ 60 60 60 60 60 60 60 60 615 I 8. Moragord/Mpwapwa (Mpwa) 250 1975 169 5203/ 67 65 62 65 65 65 65 65 65 584 CD 9. Mtwata (Mtwara) 185 1975 - - 60 45 70 70 70 80 80 80 80 635 607 498 547 580 465 475 475 475 75 4,59 10. C.V.L. Temeke (DSM) 40 1975 - 346 - 10 12 15 15 15 15 15 15 112 (3 year course) College of African Wildlife Wildlife Management 11. Meka (Moshi) NA 1962 75* 90* 12* 12* 12 12 12 12 12 12 12 108 Forestry Tri. & Rs- Inat. 12. Olmotonyt (Arusha) 10 270 1936 200* 240 70 555 72 80 85 85 85 85 85 702 Fishortes Trg, & Res. Inst. 13. Kunduchil (DSM) & Nyegezi NA 1966 100* 120* 40* - Not Available - Cooperative Tr. Coll. 14. Moshi (Moshi) NA 1963 NA NA - Not Available - 1/ Tncludes 81 Animal Health Assistants (AHA) 3/ Includes 48 Land Use Planners 5/ 469 AHA - 51 Poultry 7/ 80 Agric - 40 AHA - 15 Home Fc. 9/ 1978 & later train-0 under 2/ Dairying 4/ Agric/Nutrition 6/ Lab, Technicians 8/ 55 Land Use Planners new Agrovet curriculum 10/ Trainees in proportion 2 Forestry - 1Beekeeping Source: Ministry of Agrirulturo * Estimates January 197R CREDIT 232-TA Agricultural (and related) Diploma Tgaining Inst4t.t1ons: Actual and Antic.ipated Outputs 1966-85 (Two year programs after July 1976 except where indicated - after Grade 13 (F vi) or Field Service) Total Capacity Year Diploma (Diploma + training Numbers Trained Total Certificate) began 1966-70 1971-76 1977 1978 1979 1980 1981 1982 1983 1984 1985 '77-'85 1. UKIRIGURU1 (Mwanza) 342 1975 - - Crop Production 45 41 42 50 55 55 55 55 55 453 2. HYEGEZI (4wanza) 250 + 1977 - - Agrumechanization - - 30 30 35 40 40 40 40 255 Irrigation - - 20 20 25 25 30 30 30 180 3 TENGERU (Arusha) 300 + 1975 - Horticulture 22 24 - 25 25 26 30 30 30 30 220 4. ILDNGA (Kilosa) 140 1976 - - - Agric./Nutrition - 16 20 20 20 20 20 20 20 156 5. HLINGANO (Tanga) 120 1974 - Agromechanization - - 30 30 30 30 30 30 30 30 240 Farm Management - 79 - 40 40 40 40 40 40 40 40 320 6. NYOLE (Mbeya) 400 1975 - Crop Production - - 30 30 30 30 30 25 25 30 30 260 Animal Production - - 30 30 30 30 30 35 35 30 30 280 1 Agric./Home Economics (one year) 12 - - 15 15 15 15 15 15 15 105 Farm/Land Planning - - - 25 25 25 25 25 25 25 175 7. HKATA (Morogoro) 100 1975 - Ranch Management 30 30 - 30 - 30 - - - 90 8. MPWAPWA 200 1973 - Animal Health 36 33 30 32 35 35 35 35 .35 270 .)40 1975 1/ 129 250 337 377 366 405 380 380 380 3,004 9. CVI, Tnear., course) 4017 - -4 - - . COLLEGE OF AFRICAN WILDLIFE MANAGEMENT 1965 10. MWEKA (Moshi) N.A. NA NA - Not Available Forestry Trg. & Res. Inst. 11. Ol4)TONYI I/ (Arusha) 270 1950(c) - 200V 61 67 60 60 60 30 30 30 30 Fisheries Trg. & Res. Inst. 12. KUNDUCHI (Nyegezi) (DSM) N.A. 1965 - 120 20- 1/ In proportion 2 Forestry-1 Beekeeping 2/ Estimate 1/ Last course 1975-6 4/ EstImate SOURCE:- Ministry vt Agriculture January 1978