Lesotho - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 2999 PROJECT PERFORMANCE AUDIT REPORT KINGDOM OF LESOTHO - FIRST EDUCATION PROJECT (CREDIT 497-LSO) June 2, 1980 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 LESOTHO FIRST EDUCATION PROJECT (CREDIT 497-LSO) TABLE OF CONTENTS Page No. GLOSSARY PREFACE . . . . . . . . . . . . . .. . . . .. . . . . ........ i PROJECT PERFORMANCE AUDIT BASIC DATA SHEET........................ ii HIGHLIGHTS . o.. ..... ..... .... -.. ......... ................. Vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. Project Background and Summary 1 II. Main Issues and Features ............................. 3 1. IDA Lending Strategy .............................. 3 2. Rural Education............. ...................... 4 3. Donor Agencies' Participation ......... ..... 4 4. Costs and Disbursements........... .... . ...... .. 4 5. The "Building Brigade" ... 5 6. Supervision by IDA ............... 5 III. Educational Impact ... o.......................... ...... ... .. . 5 IV. Conclusions ........ 7 ATTACHMENT: PROJECT COMPLETION REPORT 9 I. SUMMARY AND RECOMMENDATIONS FROM PROJECT EXPERIENCE 10 II. INTRODUCTION 12 III. PROJECT BACKGROUND 13 Socio-Economic Setting 13 Sector Setting 13 Project Generation 14 Project Description 15 Project Objectives 18 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. TABLE OF CONTENTS (Continued) Page No. IV. PROJECT IMPLEMENTATION 19 Overview 19 Credit Effectiveness 20 Project Management 20 Performance of Consultants 21 Civil Works 21 Furniture 24 Equipment 24 Technical Assistance Specialists and Fellowships 25 Covenants 26 V. PROJECT COST AND FINANCING 28 Capital Costs 28 Disbursements 29 VI. PROJECT OPERATING OUTCOMES 29 External Productivity 29 Manpower Objectives and Output of Trainees 29 Quality of Training 32 Effectiveness 33 Curricula Reform 33 Teacher Supply 35 Suitability of Facilities 36 Equity and Project Impact 37 Internal Efficiency and Costs 38 Operating Indicators - Achievement of Targets 38 Recurrent Expenditures 38 VII. BANK'S PERFORHANCE 41 Project Generation 41 Supervision 41 ANNEXES 1. Estimated Financial Plan 2. Implementation Schedule - Actual vs. Forecast 3. Covenants - Compliance with Credit Conditions 4. Page 1 - Technical Assistance and Fellowships - Actual vs. Forecasted Page 2 - Technical Assistance 5. Comparison of Appraisal Estimates and Actual Project Costs 6. Estimated and Actual Disbursements 7. Schedule of Disbursements - Actual vs. Forecast 8. Capacity of Project Schools 9. Program Implementation and Facilities Utilization Factors at the Project Schools 10. Teaching Staff and Housing at Project Schools 11. Summary of Unit Costs TABLE OF CONTENTS (Continued) Chart 1: Education System 1979 - World Bank - 20921 Chart 2: Ministry of Education Organization Chart - 1979 World Bank 20920 Map IBRD No. 10822 (PCR)  GLOSSARY CIDA Canadian International Development Agency COSC Cambridge Overseas School Certificate. The certificate awarded, after five years of secondary education, to the students who successfully pass an external exam controlled by the Cambridge University in the United Kingdom. CTI Commercial Training Institute. An institute which teaches secretarial and clerical skills to Junior Certificate graduates. Referred to as Lesotho Institute of Business Administration in the 1974 appraisal report. The name was changed to CTI during the project implementation. The institute was built with the IDA credit funds and the program implementation was undertaken by the Federal Republic of Germany's Technical Assistance. FRG Federal Republic of Germany IEC International Extension College, an Educational Service institution based in England supported by-private donors, the Ford Foundation, etc. IDA International Development Association. JC Junior Certificate. The certificate awarded to students who have succcessfully completed three years of secondary education (Grade 10), and pass the exam administered by a tripartite Exam Council from Botswana, Lesotho and Swaziland. LAC Lesotho Agricultural College. An institute operated by the Ministry of Agriculture, with programs at the upper-secondary and university levels. LIBA Lesotho Institute of Business Administration. Name used during project preparation, later changed to Commercial Training Institute (See CTI). LIPA Lesotho Institute of Public Administration. An institute which upgrades and trains civil servants and employees of parastatals in business administration and management. It is operated by Personnel from the office of the Prime Minister. LDTC Lesotho Distance Teaching Center. A branch of the Ministry of Education responsible of the secondary correspondence programs at the JC and COSC levels. Also responsible for non-formal education at the literacy-numeracy level. Referred to as Lesotho National Extension College (LNEC) in the 1974 appraisal report. The name was changed to LDTC during project implementation.  LNEC Lesotho national Extension Service. LTI Lerotholi Technical Institute. An upper-secondary-level te-hnical school located in Maseru which received assistance under the first education project. MOA Ministry of Agriculture MOE Ministry of Education, Youth, Sports, and Culture. MOF Ministry of Finance MoW Ministry of Works NCDC National Curriculum Development Center. Being built under the IDA-assisted second education project. NDP National Development Plan (1975/76-1979/80). Lesotho's National Development Plan II. NTTC National Teacher Training college. An institute with teacher- training programs at the upper-secondary and university levels, which trains teachers for primary and secondary education. The NTTC replaced seven teacher-training colleges operated by the churches. NUL National University of Lesotho. Located in Roma, 25 kilometers from Maseru, Lesotho. ODA Overseas Development Agency. The foreign-aid agency of the United Kingdom. PTR/STR Pupil-teacher ratio/student-teacher ratio. RSA The Republic of South Africa. TSRP Training For Self-Reliance Project. The project implementation unit established to administer the IDA Education Project. UBLS University of Botswana, Lesotho and Swaziland. USAID United States Agency for International Development. The foreign-aid agency of the United States. UNDP United Nations Development Program.  PROJECT PERFORMANCE AUDIT REPORT LESOTHO FIRST EDUCATION PROJECT (CREDIT 497-LSO) PREFACE This report presents the performance audit of the First Education Project in Lesotho (Credit 497-LSO) for which a credit of US$4.0 million was approved on July 11, 1974. The Credit was closed on July 10, 1979 when 99% of the credit funds had been disbursed and the undisbursed amount of US$45,000 was declared cancelled. The audit report comprises: (a) a brief Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and (b) a Project Completion Report (PCR) dated October 30, 1979 prepared by the Eastern Africa Regional Office after a field visit, with assistance provided by the Borrower's project management unit. The audit memorandum, in connec- tion with which no field visit was undertaken, is based on a study of the PCR, the Appraisal Report (No. 363a-LSO) dated June 14, 1974, the President's Report (No. Pl43a-LSO) dated June 28, 1974, the Credit Agreement dated July 25, 1974, the credit application made by the Government of Lesotho, materials in the Association's files relating to this project and minutes of the Board's discussions on this project; the lead-up documents to and appraisal reports of the Second Education Project (Credit 748-LSO), and discussions with IDA staff concerned with the First and Second Education Projects. In accordance with normal practice, the draft report was sent to the Borrower for comment; no response has been received. The audit memorandum agrees with the principal findings and con- clusions drawn in the PCR. The memorandum addresses itself to (a) aspects of decision-making on the project content and certain flexible and innovative approaches to implementation, (b) the extent to which the approach to and content of the Second Education Project have been influenced by the experi- ences of the First and (c) the questions of cost and equity in the Lesotho education and training system which appear not to have been addressed by the First and Second Education Projects.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET LESOTHO FIRST EDUCATION PROJECT (CREDIT 497-LSO) KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Total Project Cost (US$ million) 8.14 9.5L Overrun (%) - 16.7% Credit Amount (US$ million) 4.0 4.0 Disbursed (July 10, 1979) 4.0 3.955 Cancelled 0.045 Repaid (to Dec. 31, 1979) - Nil Outstanding (Dec 31, 1979) 3.955 Date Physical Components Completed Oct. 1978 March, 1979 (50 months) (56 months) Proportion Completed by Above Date 95% 100% Proportion of Time Overrun (%) - 12% Institutional Performance Good Financial Performance Good .OTHER PROJECT DATA Original Actual or Plan Revisions Estimated First Mention in Files Jan.6, 1969 Government Application July 4, 1973 Negotiations May 15-18, 1974 Board Approval July 11, 1974 Date of Credit Agreement July 25, 1974 Credit Effectiveness Oct. 24,1974 Jan. 23, 1975 Jan. 23, 1975 Closing Date March 31, 1979 July 10, 1979 Borrower Kingdom of Lesotho Executing Agency The Ministry of Education Fiscal Year of Borrower April 1 - March 31 Follow-on Project Name Second Education Project Credit Number 748-LSO Amount (US$ million) 7.5 Date of Credit Agreement November 30, 1977 /a The final project cost of the components financed by the Credit was US$5.1 million as compared with the appraisal estimate of US$5.03 million; that is an overrun of only 1%. The costs shown include items for which the Credit provided no funds but which were described in the Agreement as constituting a part of the project. Some equipment intended to be financed by the Credit was supplied by bilateral sources.  - iii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont.) MISSION DATA No. of No. of No of Date of Mission Sent by Month/Year Weeks Persons Man-weeks Report Identification UNESCO Feb. 1969 4 4 16 June 1969 Reconnaissance I Bank Group Dec. 1969 1 1 1 1/29/70 Reconnaissance II Bank Group June 1973 2 4 6 7/3073 Preparation/ ) 11/6/73 Pre-Appraisal/ Bank Group Oct/Nov 1973 4 4 16 ) 6/14/74 Appraisal ) Total 39 Supervision 1 IDA Aug. 1974 1 2 (a,b)* 2 9/23/74 Supervision 2 IDA Jan. 1975 1 2 (a,c) 2 3/10/75 Supervision 3 IDA Aug. 1975 1 2 (a,b) 2 9/18/75 Supervision 4 IDA March 1976 1 2 (a,b) 2 5/18/76 Supervision 5 IDA Nov. 1976 1 1 (a) 1 1/17/77 Supervision 6 IDA June 1977 1.4 1 (a) 1.4 6/28/77 Supervision 7 IDA Oct. 1977 1.0 2 (a,c) 2. 12/15/77 Supervision 8 IDA April 1978 1.0 2 (a,d) 1. 5/30/78 Supervision 9 L IDA Sept. 1978 2.0 3 (a,b, 1.8 11/05/78 c) Supervision 10 /1 IDA Feb. 1979 4.0 2 .(a,b) 2.8 3/29/79 Total 18.0 Completion IDA July 1979 1 3 2.5 10/30/79 In addition there were three visits by the RMEA Disbursement Unit staff. * a = architect; b = general educator; c = economist; d = technical education specialist CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Rand (R) Exchange Rates: Appraisal Year average US$1 = R 0.67; R1 = US$1.50 Intervening Years Average (May 1976) US$1 = R 0.87; RI = US$1.15 Completion Year US$1 = R 0.87; Ri = US$1.15 /1 Also supervised Second Education project.  - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont.) ALLOCATION OF CREDIT PROCEEDS (US$) Original Actual Category Allocation Disbursement 1. Civil Works 1,670,000 2,624,642.71 2. Furniture 140,000 260,975.86 3. Equipment 450,000 382,950.31 4. Consultant Services 170,000 371,216.05 5. Project Operation, Maintenance and Local Transportation 310,000 315,368.84 6. Contingencies 1,260,000 -- Total DiRbursed 3,955,153.77 Cancellec. 44,846.23 Total 4,000,000 4,000,000.00 DISBURSEMENT SCHEDULE (US$ thousands) (a) (b) (b) as Appraisal Actual Percentage FY/Semester Forecast Disbursement of (a) 1975 I 30 II 120 - 1976 I 260 120 46 II 420 490 116 1977 I 1,060 1,000 94 II 1,980 2,140 108 1978 I 2,830 2,900 102 II 3,510 3,700 105 1979 I 3,910 3,790 97 II 4,000 3,960 99  -v - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont.) UNIT COSTS (see PCR, Annex 11) Costs per Square Meter in US$ Appraisal Actual Estimate Costs Lerotholi Technical Institute - Housing 141.8 221.8 Lesotho Institute of Business and Administration (now Commercial Training Institute) - Academic and Communal Facilities 123.8 198.3 Secondary Schools Academic and Communal Facilities (average) 135.04 160.81  - vi - PROJECT PERFORMANCE AUDIT REPORT LESOTHO FIRST EDUCATION PROJECT (CREDIT 497-LSO) HIGHLIGHTS Credit 497-LSO in the sum of US$4.0 million was approved for Lesotho in July 1974 for a project estimated to cost US$8.14 million of which US$3.11 million comprised the external contribution of bilateral donors in the form mostly of extensive technical assistance. The project was aimed at expanding, upgrading and improving vocational, technical and commercial education in Lesotho, establishing an extension center for educating out-of-school youths and adults (including working women), by means of correspondence, and provi- ding facilities to add practical studies and activities to secondary schools. Technical assistance was included to strengthen management, planning, curri- culum development and evaluation, and implementation capability in the Minis- try of Education, and to conduct a study of rural education and training needs. The project facilities, the bilateral and project technial assis- tance program, and the institution building mechanisms were substantially completed on schedule. Curricula have been developed and appropriate equip- ment furnishee (PCR, paras. 4.27-4.31 and 6.18-6.25) and arrangements have been made to ensure that objectives and curricula of educational and training institutions are elaborated in conjunction with industry and employers. The bilateral agencies supplied some of the equipment originally included under the IDA project, thus releasing some funds to make good the overrun on the civil works arising from devaluation of the Rand and from additional boarding accommodation in one of the rural project schools. Apart from the limited enrollment in the Distance Teaching Program, the educational objectives and targets were almost fully achieved (PCR, paras. 6.01-6.10). This satisfactory performance was largely due to the early appoint- ment of a competent Project Unit director (before Credit signing); timely fulfillment by the bilateral donors of their commitments - technical assis- tance for equipment lists, lay-out designs, curriculum development; early visits by IDA supervision missions and constructive visits thereafter with considerable continuity in the supervisory staff (PPAM, para. 15). One innovative measure - the formation of a local volunteer "building brigade" administered by the school authorities, to construct a school in a mountainous area to which contractors and other labor could not be attracted - proved successful, even though cost overruns developed when, with the closing of the Lesotho-Transkei border, building materials could not be obtained (PPAM, para. 14). All of the project facilities provided are being used for several purposes, particularly to serve out-of-school youth and women in keeping with 9 the philosophy of both this and the Second Education Project (Credit 748-LSO) (PPAM, para. 10). The project has also expanded enrollments and large numbers of women and girls have been enrolled (PCR, paras. 6.31-6.36). However, the project did not address the question of the difficulties of access of poorer students to the fee paying secondary schools (PPAM, para. 8).  PROJECT PERFORMANCE AUDIT MEMORANDUM LESOTHO FIRST EDUCATION PROJECT (CREDIT 497-LSO) I. PROJECT BACKGROUND AND SUMMARY 1. In 1967 the Bank Group expressed interest in educational lending to Lesotho. The Unesco Cooperative Program accordingly produced, in December 1967, a report on the education sector. This was followed by a Unesco project identification mission in February 1969 and a Bank Group reconnaissance mis- sion in December 1969. However, in the light of the concerns of the Bank Group at the time about over-committing itself in Lesotho, the January 1970 report of the reconnaissance mission was cautious: the report (a) emphasized the Government's awareness of recurrent expenditure constraints and the need to concentrate efforts on qualitative improvement and (b) identified three sub-sectors of interest - primary teacher training, technical education and the university - but indicated that prerequisites would respectively be new primary teacher training policies, completion of a manpower study and a university plan. A project was then tentatively scheduled for 1975 on the basis of the 1969 priorities. 2. In 1973, a second reconnaissance mission was followed by a Credit Application seeking assistance to: (i) upgrade the country's only technical (industrial training) institute; (ii) develop part of a new business and com- mercial institute (CTI); (iii) broaden the curriculum of the overly academic secondary schools by giving more attention to science education and the introduction of practical studies; (iv) establish rural education centers for school leavers; and (v) finance technical assistance for the Ministry of Education, including specialists in rural education and correspondence educa- tion. Assistance for the primary teacher training was not required, as UNDP had undertaken this development. 3. The appraisal mission felt that the project item concerning rural education centers was not adequately defined and planned and that it over- lapped with the proposals for community education services to be provided in the project secondary schools. Thus these proposed centers were scheduled for later consideration by IDA and technical assistance to plan for them was provided within the project. Secondly, the appraisal mission considered that action could be initiated immediately to establish a Long Distance Teaching Center (LDTC) - teaching by correspondence - with programs to be developed with technical assistance provided by lateral donors. The initial clientele would be out-of-school youth and adults, including women and girls, in the rural areas. 4. In consequence, the agreed project comprised: (i) the upgrading and improvement of one section of the Lerotholi Technical Institute (LTI) to train students at technician (post secondary) and craft levels and expansion by 370 vocational - 2 - training places; (three other agencies/ were concerned also with financing construction, equipment and technical assistance for the remaining portions of the LTI); (ii) construction and equipment of facilities foi an Institute of Business and Administration (assisted also by ODA); (iii) construction and equipment of the central facilities of a National Extension College (later called Long Distance Teaching Center) for continuing education purposes to reach 4,000-5,000 adults per year: technical assistance was to be provided by ODA; (iv) provision of workshops at six existing secondary schools for purposes of broadening the curriculum and expanding the capacity of the schools by 1,080 places and (v) seven man-years of specialist services to assist with imple- mentation of the project. The project included 37 staff houses and 256 new boarding places, the latter in the two institutes only. The total project cost was estimated at US$8.14 million. The Federal Republic of Germany, ODA, the Canadian International Development Agency, the U.K. International Extension College and the Goldfield Mining Corporation of South Africa assumed responsibility for a very subs- tantial technical assistance program2/ and civil works to the total value of US$3.11 million. No formal co-financing arrangements were considered necessary. The donor agencies, in fact, responded well, in some cases going beyond their initial undertakings. 5. The project objectives were expressed in terms of expansion and improvement. The supply of craft and technician level personnel for industry and commerce was to be expanded as also the number of graduates from secondary schools with a broader base in the sciences and with some practical orienta- tion for further studies or for training. The content of the education and training programs was to be reformed and modern approaches to teaching applied in the institutions. In addition, the project purposes included establishing mechanisms for (a) continuing education, (b) cooperation among ministries concerned with education, training, health and rural community develop- ment, (c) collaboration between industry and the training resources, and (d) strengthening the capabilities of the Ministry of Education and its national personnel both at central and institutional levels in management, planning, program implementation and educational development. Two special conditions of Credit effectiveness were the establishment of a project unit and contracting for architectural services. 1/ The Federal Republic of Germany; the British Overseas Development Agency (ODA) and the South African Goldfield Mining Corporation. 2/ 72 man-years of specialists and 80 man-years of fellowships. - 3 - 6. With the exception of the distance teaching item, the objectives and targets set for physical implementation have been met on time, at reasonable cost and, for the greater part, in accordance with agreed standards. The institutional and educational objectives are also largely being achieved. The original Closing Date was March 31, 1979. The final disbursement was made on June 7, 1979 and the Credit account was finally closed on July 10, 1979, when some US$45,000, about 1% of the total Credit of US$4.0 million, was cancelled. II. MAIN ISSUES AND FEATURES 1. IDA Lending Strategy 7. In both the First and the Second Education Projects, the Bank (and other agencies) supported areas of development in the education sector in which needs were manifest. However, certain critical issues which affect the cost-effectiveness of the system and strongly impinge upon principles of equity do not appear to have been sufficiently addressed. 8. The education system of Lesotho at the primary level is charac- terized by considerable repetition of grades and drop-out of pupils. Even more serious in terms of equity are the criteria of selection for entry into the limited number of secondary school places. The critical constraint, however, for the individual student is imposed by the fees to be paid by all students. Studies conducted in Lesotho have shown that poorer children, successful in the secondary entrance examination, have been unable to enroll afterwards in the secondary school. The scholarship system to support poor children is inadequate. For traditional reasons associated with paren- tal choice and the conduct of secondary schools by various religious denomina- tions, successful entrants often attend a secondary school well outside their immediate neighborhood. About 30% of enrollments are in hostels and fees for boarding accommodation are the parents' responsibility. Many poorer children withdraw because they cannot meet these costs. Clearly, the system favors the children, not necessarily all of the highest ability, of the middle and higher income lroups. Some measures have been taken and several mitigating factors exist . Nevertheless, these issues and the planning needed to lead in time to a more equitable system have not been addressed within the context of either this project - appraised in November 1973 - or the substantially similar Second Education Project - appraised in 1977, well after the publica- tion of the Bank Group Education Sector Working Paper which emphasized the search for equity as an objective of Bank Group lending /. It is recognized, 1/ The Regional office, commenting on this report in February 1980, indi- cated that in 1977 the Government began paying the full salaries of all secondary teachers, thus greatly reducing the fees to be paid by parents; that payment of fees in the form of agricultural products is accepted by most schools; that the salaries earned by Lesotho miners who work in South Africa are an important factor in the payment of fees and that the extended family usually combines to sponsor children who obtain first or second class passes in the entrance examination. 2/ Education Sector Working Paper, World Bank, Dec. 1974, pp. 56, 57. however, that the achievement of equity is a very difficult problem and paragraphs 6.32 to 6.36 of the PCR indicate that the project did improve, as intended, educational opportunities for women and the rural population. 2. Rural Eaucation 9. After appraisal, queries were raised within IDA regarding the non- inclusion of a specific project item in "rural education". The Credit Appli- cation had also sought assistance towards "rural education". In neither case was the meaning of the term clear. In view of the lack of specificity as to what was needed to be done, the appraisal mission had correctly agreed with the Government to include technical assistance for the required studies to be carried out and a program developed for IDA consideration in a possible second project. The technical assistance specialist recommended the estab- lishment of some training centers centrally located to serve school leavers from a number of surrounding primary schools. The government included such an item in the Credit Application for a second project; however, the appraisal mission for the Second Project rejected the item when government commitment to meeting recurrent expenditures was not forthcoming. 10. On the other hand, the rural education specialist's recommendation for support of an "outreach program" to serve out-of-school youth and the rural population using facilities provided for the formal system, was accepted by the second project appraisal mission. This approach of multipurpose use of education-training resources has been adopted in the First Education Project: all of the project it.stitutions have become centers for non-formal training programs; the project secondary schools - as is the intention also in the Second Project secondary schools - serve as centers for the Distance Teaching Programs and for the "outreach" program which was initiated with Peace Corps assistance. This multipurpose use of resources, as also the centralization of specialized facilities, are imperative approaches in the Lesotho context of low income levels, widely dispersed population, and the wide range of basic needs. 3. Donor Agencies' Participation 11. Bilateral and other agencies made a considerable contribution to the general success of implementation of the project. This contribution was essential to the realization of the longer term educational objectives and benefits of the institution-building aspects of the project. In most cases, the assistance was greater than originally envisaged and the specia- lists provided were of high caliber and were on post in good time. 4. Costs and Disbursements 12. The Disbursement Chart (PCR, Annex 6) shows the close relationship which existed between the projected and actual schedules. During most of the project implementation period, actual disbursements were slightly higher than the projected. Some slowing down occurred when completion of the civil works scheduled for October 1, 1978 was delayed to March, 1979 as a result of a decision during implementation to add a library and four small dormitories and other items to the agreed schedules of accommodation. The total cost of the project, including the assistance provided by other agencies, rose from - 5 - US$8.14 million to US$9.49 million. The participating donor agencies for the most part provided more assistance than was originally envisaged. The cost of the portion of the project financed solely by IDA and the Borrower was US$5.1 million as compared with the appraisal estimate of US$5.03 million. The project was cushioned from a rapid increase in building costs by the initial speedy action taken by the competently managed project unit, the careful cost control measures adhered to, and the assistance provided at a very early stage by IDA and continued throughout the project. 13. However, there were substantial differences in the allocation of Credit proceeds: civil works, furniture, and consultant services used up more than their original allocations and equipment less. Participating agencies provided a good deal more equipment on a grant basis than was originally estimated. 5. The "Building Brigade" 14. IDA approved the Lesotho request to try a new approach to construc- tion at a school in a mountainous area. No contractor would undertake the job; thus it was agreed to allow the school authorities to build the school with the use of local labor. The consultant architects provided the design drawings, the Ministry of Public Works provided a technical adviser, and two craftsmen were hired as foremen. The technical adviser visited frequently and monitored purchases of materials and the hiring of labor. This innovative approach would in fact have effected savings if, during construction, the Transkei border, over which the materials were being brought in, had not been closed. The approach was considered successful enough to be applied in two schools of the Second Education Project and deserves to be evaluated. It may have considerable bearing on construction problems in similar types of situa- tions in many other countries. 6. Supervision by IDA 15. The strong points in IDA supervision of this project were (a) the early sending of missions to assist in launching project implementation; (b) the constructive efforts of successive missions to resolve outstanding problems; (c) the three supervision missions carried out by the RMEA Dis- bursement Unit staff which helped bring administrative and financial problems to the attention of the Government for timely action to be taken (PCR, para. 7.05) and (d) continuity of staff on missions. III. EDUCATIONAL IMPACT 16. Since no project institution has yet produced graduates following the improvements introduced under the project, it is too early to reach a conclusion as to the success of the project in producing a better quality of output. The present indications are that the project is advancing toward realization of the educational objectives. The enrollment targets, except in - 6 - the case of the LNEC, have been achieved or will be achieved by 1981 when all the project institutions will have completed their full first cycle of opera- tions (PCR, paras. 6.02, 6.08). New programs have been introduced into the technical institutes. The institutes are expected to increase the supply of skilled manpower and reduce dependency on expatriates; the attractions of employment in South Africa, however, may affect availability in Lesotho itself and the government has been forced to bond technical institute and university graduates (PCR, para. 6.03). It is considered that the quality of the train- ing in the broader range of programs developed has improved but that the syllabi are still not fully adapted to the Lesotho needs. Some shortfalls in the supply of practical subject teachers have been experienced; national teachers are presently being upgraded and further instructional improvement is expected when these return to their schools fully qualified (PCR, paras. 4.37, 6.11). 17. For the Long Distance Teaching Program, the target of 4,000 partici- pants proved to be unrealistic; up to the present, enrollments have numbered about 1,000. However, the PCR reports (para. 6.08) that now that the MOE is funding the LDTC salaries, a doubling of the correspondence program and a tripling of non-formal education programs is planned. The appraisal mission appears to have been too easily persuaded of the merits of this program. There is no indication whether at appraisal the government was advised of the need for feasibility studies in a program of this kind to identify the clientele and its real needs and to assess the alternative means of responding to these needs. Such a study was not carried out. The LDTC, however, has undertaken some evaluation studies (PCR, para. 6.20). The recurrent expendi- tures already being incurred are high, and this too is holding back develop- ment of the program. Nevertheless, sound courses in literacy, nutrition and other general development subjects, as well as programs for unqualified teachers, have been prepared, all directly benefitting the rural population. 18. The project secondary schools have had teething problems in intro- ducing the broader curriculum. Whereas science equipment has been quite satisfactory, the equipment and furniture provided for the workshops has not all been of the appropriate quality; furthermore, the education authorities have not been able to make available sufficient materials or funds for main- tenance, so that the newly-developed curricula cannot be fully applied (PCR, paras. 6.15-6.17). These are questions which were taken up with the govern- ment before IDA agreement to finance additional secondary school extensions in the Second Education Project. On the other hand, there is evidence that parents and employers have accepted the introduction of prevocational orienta- tions into the junior secondary level curriculum; other secondary schools are following suit voluntarily although they do not have the fullscale facilities; the technical institutes have found that applications for admission from graduates of the junior secondary cycle have increased (PCR, para. 6.10). 19. The secondary school item has been of particular significance in providing the kind of resources required for out-of-school youth and adults. Five of the schools have provided services for the Outreach Program, initiated subsequent to appraisal, to provide training in nutrition, cookery and needlework for rural women (PCR, para. 6.34). -7- 20. The project has been valuable in institution-building. As a result of the technical assistance provided, it has strengthened (as intended) the capability of the MOE in planning, program and project development and execution; assured inter-ministerial action on integrated programs; brought industry and local expertise into the curriculum development process; re- oriented and broadened the curricular content of the education and training system and elaborated training programs for teachers of the practical sub- jects. These teacher training programs are being reinforced under the Second Education Project. IV. CONCLUSIONS 21. This completed education project has, in very large measure, achieved its immediate objectives; the targets set, except in the case of the Distance Teaching Program, will be met as expected by 1981; physical execu- tion was satisfactory; final costs were within reasonable limits; on the whole, disbursements were on schedule. Institution-building objectives were generally achieved and arrangements have been made to enhance the rural out- reach of the project schools. These project achievements reflect good cooper- ation between IDA and the Borrower, and the Borrower and other participating donor agencies. Several factors assisted in producing this positive result: (i) early action (even well prior to Credit Agreement) to establish competent project management arrangements (para. 13); (ii) visits very early during the implementation phase by supervi- sion missions, good continuity of IDA staff on supervision and help provided by Resident Mission Eastern Africa on disburse- ment procedures and issues (para. 15); (iii) strong and continued support on the part of donor agencies for items related to the project particularly on software (para. 11); and (iv) the constructive and flexible attitude of school authorities which allows for multiple-use of resources and support of new programs to reach rural communities, out-of-school youth and women (para. 10). 22. It is too early to determine whether the project has achieved its longer-term objectives of quality of output, significant reduction of depen- dence on expatriate skills, and a very substantial impact on agricultural and other economic development programs. The indications point to a good beginning in this direction which is being reinforced under the Second Educa- tion Project (para. 16). - 8 - 23. Experience with this project emphasizes: (i) the need to address urgent questions of efficiency and equity in the education system (paras. 7, 8); (ii) the importance of strong support for necessary teacher training (para. 16);lV and (iii) the importance of adequate preliminary study of such an innova- tion as the distance teaching concept prior to the Associa- tion's decision to support it on such a large scale (para. 17). I/ This need was partially addressed by the provision of equipment and vehicles for teacher training under the Second Education Project, and the Government has requested further assistance under the Third Education Project, now under preparation. -9- ATTACHMENT LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO COMPLETION REPORT October 30, 1979 Education Projects Division Eastern Africa Regional Office - 10 - I. SUMMARY AND RECOMMENDATIONS FROM PROJECT EXPERIENCE 1.01 This project (Credit 497-LSO) was the first Bank assisted educa- tion project in Lesotho. The project spanned a period of about six years from identification in October 1973 to the Closing Date in March 1979. The physical and educational objectives have been achieved or are in the process of being achieved. The result is that the First Education Project in Lesotho has been successfully completed. 1.02 Institutional Building has been successful in regard to the estab- lishment of a Project Implementation Unit which is now fully staffed with nationals. Certain problems regarding clarification of job descriptions of the staff and channels of communications within the Government, still persist and need further improvement including possible additional staff training (paras. 4.03-4.07). 1.03 The performance of consultant architects, engineers, quantity surveyors and educational specialists .(for furniture and equipment procure- ment) has, in general, been satisfactory. In an effort to accelerate imple- mentation, some decisions may have resulted in minor execution deficiencies in the civil works component (para. 4.16) and in the quality of equipment procured (para. 4.31). However, the tasks of the consultants were carried out expeditiously, which contributed to the timely completion of the project. 1.04 Physical implementation of the project was basically carried out as agreed in regard to facilites to be provided and timing. Standardized designs developed for the secondary schools allowed participation by small local construction firms and contributed to the timely completion of the project (para. 4.15). In one remote and isolated area construction brigades were established and successfully carried out the work (para. 4.14). Furni- ture and equipment, although timely provided with considerable savings in IDA credit, has not proven in some cases to be the most appropriate from both an educational and a quality standpoint (paras. 4.23-4.31). , 1.05 The Donor Agencies' participation, basically in the form of tech- nical assistance, in most cases exceeded the original estimates as forecasted at appraisal and the assistance provided in the form of specialists, and training programs was carried out satisfactorily except at the secondary schools where a shortfall in the training of practical teachers exists (para. 4.33). In regards to co-financing, in an attempt to organize cooperation among the interested Donors in the education sector, the project included many components to be financed in parallel by the Donor Agencies. Neverthe- less, each Donor operated separately because of a lack of clear communication channels and the implementation progress on Donor-funded components was at times difficult to monitor (para. 5.04). 1.06 The final project cost of the components financed by the IDA Credit and the Government of US$5.1 million exceeded the appraisal estimate of US$5.03 million by only about 1%. Savings basically in the equipment category were utilized to cover cost overruns in other categories. An amount of about - 11 - US$45,000 from the Credit proceeds was unutilized and cancelled. Total cost of US$9.49 million equivalent, which includes the Donor Agencies' contribu- tions, exceeds the original estimate by about 17%. This is the result of increased contributions by the Donor Agencies (paras. 5.01-5.04). 1.07 The project has brought significant improvements particularly in technical, business, correspondence, non-formal and secondary education. Technical education training opportunities were more than doubled, reaching at completion 87% of the enrollment targets and 78% utilization factor of the facilities. The business and commerce intakes were increased fourfold, exeeding the enrollment targets with a 90% facilities utilization. Both the technical and business education enrollments were still increasing at project closing (paras 6.03 and 6.04). 1.08 Correspondence education was introduced but fell short of the appraisal enrollment objective. The Lesotho Distance Teaching Center (LDTC) nevertheless, has done well and now that the Ministry of Education (MOE) is supporting it financially, it plans to double its enrollment during the next two years (para. 6.08). 1.09 Non-formal education programs in literacy-numeracy for herd boys, enrollments in evening courses for adults in crafts at the Lerotholi Technical Institute (LTI), and short term basic skill training programs at five second- ary schools, have all exceeded the appraisal estimates (para. 6.09). 1.10 The expansion of facilities at six secondary schools, five of which are located in rural areas, have increased secondary capacity by about 1,700. By completion, 78% of the enrollment targets and 52% facilities utilization had been reached with enrollments expected to progress and reach 94% in 1981 (para. 6.10). Recommendations Future Bank Group financed education projects should adddress the following: 1.11 Institutional building could be improved with more clearly defined job descriptions of the key Project Implementation Unit's personnel, and improved channels of communications with the various Government departments or agencies involved in project implementation. -Additional training of the staff should also be considered (paras. 4.03-4.07). 1.12 In the design of future projects, due consideration should be given to the limited size and capacity of the local construction industry. This is particularly essential for work in the rural areas where the remoteness of the locations and small size of contracts are not likely to attract construction firms (para. 4.14). 1.13 The coordination of the various Donor Agencies' operations should be reviewed, and assistance to the Government to strengthen its capacity in this area is recommended (para. 5.04). - 12 - 1.14 The MOE should be encouraged to strengthen its policy planning and to establish administrative procedures to implement educational policy (paras. 6.14 and 6.17) and to greatly increase their involvement in equipment selection (para. 4.31). 1.15 Careful attention should be given to the strengthening of the quality of primary education and programs to train youths and adults in vocational skills directly related to manpower shortages in Lesotho (para. 6.14). II. INTRODUCTION 2.01 This completion report reviews the first Bank Group assisted education project in the Kingdom of Lesotho. The IDA Credit of US$4.0 million equivalent, signed in July 1974, was for a project to (a) expand technical, commercial, and vocational education (b) establish a distant training center (extension college) for adult education; and (c) aid the introduction of new and more practical curriculum in secondary schools. The project also provided funds for technical assistance and project administra- tion. The project was satisfactorily completed and closed as scheduled on March 31, 1979. 2.02 Thi,s report *.s based on (a) records, inventories, statistical data available at the project implementation unit named TRAINING FOR SELF RELIANCE PROJECT (TSRP) and at the MOE in Maseru and in the Bank Group files. The records included supervision reports, correspondence and quarterly reports from TSRP; (b) questionnaires completed by the schools, listing the use of their facilites and producing an outline of their educational opera- tion; (c) Bank Group mission and TSRP unit visits to the schools; and (d) interviews with Government officials, headmasters, teachers, and consultants: Based on these data, the completion mission made an initial-analysis of the relevance and efficiency of the physical and educational objectives of the project. 2.03 The most recent education statistics were obtained during a Bank Group supervision mission in February and a joint supervision and comple- tion mission in July 1979. The members of these missions (Messrs. A. Aime, Educator, and M. Giuseppi, Architect, and Mrs. G. Scott, Advisor on Women in Development 1/) visited all the project institutions except the most distant secondary school, Eagle's Peak. The latter institution was visited by the TSRP and their information was used in the report. In addition, during the February supervision mission, an educational questionnaire was distributed to all the project schools. The responses were good, and about 80% of the data requested were received. 1/ Participated only in July mission. - 13 - III. PROJECT BACKGROUND Socio-Economic Setting 3.01 Slightly smaller than Belgium, Lesotho is a landlocked country surrounded by the Republic of South Africa (RSA) and the Transkei Bantustand. Over two-thirds of the country is mountainous with only 13% of the land suited to cultivation. Designated by the UN as one of the 25 least developed coun- tries, it has a population of 1.3 million with a GNP per capita income in 1977 of only US$230. Agriculture accounts for 40% of GDP and over 70% of the country's earnings. The commerce and services subsector acccount for 44% and the manufacturing, mining, and construction sectors account for only 15% of GDP. In 1977, the country's labor force was estimated at 563,000 comprising about 32,000 in the modern wage sector, about 165,000 being engaged mainly in subsistence agriculture and livestock rearing. 3.02 The Government budget is heavily dependent on customs and excise revenue received through a customs union agreement with the RSA. These revenues accounted for some 60% of the total Government revenues in 1977-78. The Government faces a number of critical issues in attempting to improve productivity and income-earning opportunities and is now formulating the development strategy of its Third National Development Plan (1970-1985). Sector Setting 3.03 Formal education in the Western sense started shortly after the arrival of the first missionaries of the French Evangelical Society in 1833. They were followed by Roman Catholic missionaries in 1862 and Anglican missionaries in 1876. The various mission societies provided the country with a wide education network, and as a result, in spite of its classification among the least-developed countries, Lesotho has one of Africa's highest literacy rates (52%). 1/ Until Independence (1966), the colonial Government had left the administration of education largely in the hands of the churches. At that time, few Basotho had obtained education beyond the junior-secondary level or had benefitted from skill training. The country, therefore, has relied heavily on expatriate expertise for the preparation and implementation of development programs. 3.04 Following Independence, the new Government considered education a priority and made serious efforts to increase its administrative control over the system. Still, Lesotho education system is mainly in the hands of three major church denominations. At present, the churches operate all but 16 of the country's 1,058 primary schools and 81 of the 94 secondary schools. Increasingly, however, the government has been able to exert its control over the system as a whole. Through the MOE, the Government now pays most 1/ The literacy rate is in Sesotho. The national language of the popula- tion in the 15-65 age group. Source: LDTC Survey 1976. - 14 - teachers' salaries, trains and appoints teachers, administers examinations, reviews and authorizes curricula, opens and closes schools, and inspects the operation of all schools. In addition, the MOE administers the bulk of the capital funds supplied by donors. The Government is now responsible for the entire education and training system, except for local school-management 3.05 The structure of the formal-education system is shown in Chart 1. The full primary course consists of seven years (grades 1-7) and officially begins when a child is six, although there are still many children who do not begin until they are older. 3.06 The general-secondary course of five years comprises three years in lower-secondary schools (grades 8-10) and two years in upper-secondary schools (grades 11-12). Entrance to both levels is by competitive examina- tion. At the end of the lower-secondary course (grade 10), students take the Junior Certificate (JC) examination, and at the end of the upper-secondary course (grade 12), students take the Cambridge Overseas School Certificate (COSC) examination. 3.07 Practical courses follow primary and lower-secondary education and are of up to three years' duration. Post-lower-secondary institutions administered by the MOE include the Lerotholi Technical Institute (LTI), the National Teacher Training College (NTTC), and the Commercial Training Institute (CTI). In addition, there are the Lesotho Agricultural College (LAC), operated by the Ministry of Agriculture, the Lesotho Institue of Public Administration (LIPA), operated by the Prime Minister's Office, and training for nurses, paramedicals, medical assistants, and village health assistants, undertaken by the Ministry of Health. 3.08 Until 1975, Basotho students who undertook higher education attended the tripartite University of Botswana, Lesotho and Swaziland (UBLS). In that year, Lesotho ended its participation in the tripartite agreement and estab- lished an independent university, making the Roma campus of-UBLS the National University of Lesotho (NUL). In addition, many students receive fellowships which allow them to study overseas at universities or other higher-level institutions. 3.09 Non-Formal education is provided by the Ministries of Education, Agriculture, Health and Community and Rural Development, the Prime Minister's Office, the parastatal agencies, by the NUL, and by many churches and volun- tary organizations. Project Generation 3.10 In 1970 the Government first expressed its interest 'to the Bank Group for assistance in an education project. In 1971, a proposed lending program of US$2.0 million equivalent, to assist in the development of a National Teacher Training College, was programmed for FY1975. - 15 - 3.11 In June 1973, a Bank reconnaissance mission visited Lesotho and found that UNDP had agreed to fund the development of the National Teacher Training College. As a result of this mission, on July 4, 1973, the Permanent Secretary of MOE proposed to the Bank Group the following project: (a) expan- sion of the Lerotholi Technical Institute; (b) introduction of practical subjects at the secondary level; (c) development of a business and commercial training institute; (d) development of rural development centers for school leavers; (e) construction of a school furniture production center; and (f) technical assistance for the MOE. 3.12 By letter dated August 3, 1973, the Bank Group agreed to assess the Government's proposal, indicating its support for components involving diversi- fication of secondary education, vocational, technical, and business education, and technical assistance (specialists and fellowships). 3.13 In October/November 1973, a Bank Group mission visited Lesotho and assisted the Government in the preparation and concurrently appraised the project. Project Description 3.14 The Project consisted of the following parts: Part A. Educational and Training Facilities, Furniture and Equipment (1) Vocational and Technical Education The expansion and improvement of the Lerotholi Technical Institute, to provide the facilities, equipment, and furniture required to educate and train students at the craft and technician levels in various specialities. These facilities included student and staff housing and the required communal services. (2) Commercial Education and Training Construction of, and equipment and furniture for an institute of business and administrative training for public and private students, including provision of staff housing and communal facilities. (3) Continuing Education (Non-Formal) Construction of, and equipment and furniture for, the estab- lishment of the National Extension College administration and service facilities, including staff housing, which will become the headquarters for the Lesotho National Adult Education Program. - 16 - (4) Secondary Schools Additional buildings, furniture and equipment for the provision of pre-vocational, agricultural, handicrafts and domestic science trair4ng in six secondary schools (Butha Buthe, Holy Names, Eagles Peak, St. Stephens, Sacred Heart and Lesotho High School). One staff house was to be provided for each of these schools. Part B. Technical Assistance and Consultants Services Provision of seven man-years of specialist services for the Project Unit, together with funds for its operational expenses and consultants services. - 17 - 3.15 The educational institutions inter-alia included in the project are listed below and Annex 1 details the financial plan: Estimated Estimated Additional Additional Approximate Area of 2 Additional Total Boarding Staff New Construction (M2_ Institutions Enrollments Enrollments Places Houses Renovated New Total Vocational Technical Education Lerotholi Technical Institute 240 360 176 19 1,756 4,432 6,188 Commercial Education Lesotho Institute of Business and Administration 1/ 130 200 80 6 0 1,250 1,250 Continuing Education Lesotho National Extension College (part-time) 2/ (4,000) (4,000) 0 6 0 840 840 Secondary Schools 1. Butha Buthe 169 468 0 1 60 1,307 1,367 2. Holy Names 190 468 0 1 0 1,214 1,214 3. Eagles Peak 178 468 0 1 435 784 1,219 4. St. Stephens 201 432 0 1 150 1,080 1,230 5. Sacred Heart 195 468 0 1 220 660 880 6. Lesotho High 147 468 0 1 175 1,050 1,225 Total m2 Secondary Schools 7,135 Grand Total m2 15,413 1/ Both the Lesotho Institute of Public Administration (LIPA) and Lesotho Institute of Business and Administration (LIBA) renamed Commercial Training Institue (CTI) are referred to as a single institute in the appraisal report, because both institutions were to be built on the same campus and amalgamated.. They were in fact built on the same campus but not amalgamated. 2/ Name was changed to Lesotho Distance Teaching Center (LDTC) during project implementation. - 18 - 3.16 The total project cost was estimated at US$8.1 million equivalent including duties and taxes. Of that total, US$4.0 milion, 49% was derived from the IDA, with the balance contributed of 38% by five donor agencies and 13% by the Government. The Federal Republic of Germany (FRG) assumed 16.8% of the project, or US$1.37 million, the Overseas Developient Agency (ODA) from the United Kingdom, 11.1% or US$0.90 million, the Canadian Interna- tional Development Agency (CIDA) 7% or US$0.57 million, the Goldfields Mining Corporation from South Africa 1.6% or US$0.13 million, and the International Extension College (IEC) 1.7% or US$0.14 million (para. 5.01). Although these donor agencies assisted in the project, no formal cofinancing arrangements were deemed necessary. 3.17 The Development Credit (497-LSO) was signed on July 25, 1974, and became effective on January 23, 1975, some three months beyond the original anticipated effective date. The delay was due to the belated establishment of the Project Implementation Unit, and the employment of the architectural consultants, both conditions of Credit effectiveness. Prior to the Credit effectiveness, two Bank Group supervision missions (August 1974 and January 1975), visited Lesotho to assist and encourage the Government to expedite project processing and to satisfy all conditions required for Credit effectiveness. Project Objectives a) Technical Education 3.18 The expansion and rehabilitation of facilities at LTI were included in the project to enable the institute to introduce a pre-craft program, to add seven crafts and three post-secondary technician courses, and to organize a pre-vocational teacher training program for secondary schools. Student capacity was to be increased from 120 to 360. The project was also to provide 176 boarding places and 19 staff houses (para. 6.04). 3.19 Three donor agencies, the FRG, ODA, and the Goldfields Mining Corporation were to provide buildings, furniture, equipment, and technical assistance specialists and fellowships. The IDA Credit was to assist in the financing of facilities and equipment of the remaining sections of LTI. b) Business and Commercial Education 3.20 The IDA Credit assisted in providing facilities and equipment to establish the LIBA which was to be responsible for clerical, commercial and administrative training of 200 full-time students for the civil services and private business. For LIBA and LIPA, 80 boarding places and 12 staff houses were planned (para. 6.05). 3.21 Also to be provided by ODA were the physical facilities, equipment, and technical assistance specialists and fellowships for LIPA. These facili- ties would be used to upgrade commercial and administrative personnel. The courses would include secretarial, office subjects, bookkeeping, accounting, sales and marketing and management. The project description refers to only one institution because the proposal was to build both institutes, LIPA and LIBA, on one site and to amalgamate them under one principalship. - 19 - c) Extension and Non-Formal Education 3.22 The project was to establish the Lesotho National Extension College (LNEC) by providing office space, equipment, printing facilities, a radio and recording studio and six staff houses. Within a period of three years, LNEC was to enroll about 4,000 correspondence students at the JC andd COSC levels. The International Extension College of Cambridge, U.K., was to provide techni- cal assistance specialists to organize and develop the LNEC. Specialists were to be obtained to review the non-formal education programs and to draft a rural education strategy. To assist the development of the rural non-formal education programs, the Government was to establish an inter-ministerial Rural Development Council (para. 6.09). d) Improvement of General Secondary Education 3.23 The project was to provide the facilities and equipment required to introduce practical subjects at six secondary schools. The practical sub- jects to be introduced were: agriculture, development studies, handicrafts, industrial arts and domestic science. Syllabi for the practical subjects were to be developed and a practical teacher-training program started. Also proposed was the use of the practical facilities, after hours or during week-ends, for adult skill training (para. 6.10). e) Staff Development 3.24 The services of a rural education specialist, a director of prac- tical studies and a director of the teaching service, were included in the project to strengthen and upgrade the MOE (para. 4.34). 3.25 The project included 72 man-years of technical assistance special- ists services and 80 man-years of fellowships for staff development at LTI, LIBA, LNEC, and secondary schools, and seven man-years for the Project Implementation Unit (para. 4.38). IV. PROJECT IMPLEMENTATION Overview 4.01 The project as appraised was expected to be completed by October 1, 1978, with a March 31, 1979 Credit Closing Date. An implementation unit was established under the MOE to administer the project. To assist this unit, architectural and procurement consultants were employed. Implementation during the first four years was close to schedule, but a change in project director resulted in delays, particularly during the last yean. In spite of the management problem, the project was completed and closed on March 31, 1979 (Annex 2). However, it was agreed that an additional three months would be allowed to finalize accounts and to submit withdrawal applications to cover all previous commitments. At the end of this three-month period, the sum of US$44,846.23 remained undisbursed and was cancelled (para. 5.01). - 20 - Credit Effectiveness 4.02 Conditions precedent to Credit effectiveness as set forth in Section 8.01, Sub-section 3.01 (a), and Section 3.02 of the Development Credit Agreew-nt, were the establishment of the Project Unit and the appointment of the architectural consultants. Satisfactory evidence to this effect was furnished some three months beyond the original anticipated date and the Credit became effective on January 23, 1975 (Annex 3). Project Management 4.03 The project was implemented by a unit established in the MOE under Training for Self-Reliance Project (TSRP) headed by a project director, and assisted by an accountant, a procurement officer, and supporting staff. 4.04 During the first three years, implementation was carried out efficiently. Communication between the MOE and the Bank Group was good. The TSRP performance was good and work proceeded close to schedule. In June 1976, when the first project director 1/ left the country, the project was well into its construction phase, and furniture and equipment were being delivered. The second project director had difficulties in mastering the situation. In addition, the local procurement officer trained by the pro- curement consultant, left the project unit in early 1976, and the project accountant had to be replaced in August 1977. 4.05 Dur'ng 1978, the implementation trend changed and progress slowed until the Bank Group a(.vised the Government and the TSRP management that unless implementation was accelerated, the project was likely to experience time delays and cost overruns. The TSRP did not take seriously the estab- lished Completion and Closing Dates, and no particular effort was made to finalize outstanding contracts or to apply for timely disbursements. Because the project had progressed well during the first years of implementa- tion, when the negative trend became evident and the consequence of TSRP's inactivity was called to the attention of the Government, it was possible to make an effective effort to complete the project and to utilize the proceeds of the Credit by the Closing Date. 4.06 The technical assistance 2/ provided by CIDA to TSRP during the first three years of implementation, has to be considered an important factor in the successful implementation of the project. -Special efforts were under- taken to give on-the-job training, both in Lesotho and Mauritius, to the second procurement officer, but these efforts were only partially successful. The recruitment of a qualified accountant greatly assisted the project during its final phase. I/ An expatriate financed by ODA. 2/ Assistance consisted of three specialists (para. 4.35). - 21 - 4.07 The overall performance of the TSRP has been generally satisfactory. The Government made special efforts to eliminate any deficiency pointed out by the Bank Group supervision missions. All the physical components of the project were successfully carried out (Annex 2), and the educational objec- tives have either been achieved or are expected to be achieved. Part of the success can be attributed to the good Government/Bank communications which existed throughout the project. Performance of Consultants 4.08 The TSRP employed locally based architects, engineers, and quantity surveyors. The services of the architectural and other consultants were in general satisfactory; only the supervision of construction sites, in some cases, was not as efficient as expected. The architectural consultant used a standardized steel structural system at all schools which accelerated the initial construction phase of the project. Areas and costs were in general respected with only minor variations as requested by the school managers and approved by TSRP. The implementation schedule was also respected and no delay was experienced due to the timely services provided by the architectural and engineering consultants. 4.09 An educational consultant firm was employed for the preparation of the teaching equipment and furniture lists. Minor problems in regards to the number, quality and type of equipment and furniture occurred because con- sultation with the various school managers was difficult (paras. 4.26 and 4.31). Except for minor problems, all furniture and equipment were satisfac- torily procured without delays, and the consultant firm completed its work according to the implementation schedule. Civil Works 4.10 During appraisal, the mission found the architectural section of the Ministry of Works (MOW) severely under-staffed, and recommended the services of consultants for the design and construction supervision of the project institutions. The Government, prior to the negotiations in May 1974, selected an architectural consultant firm based in Lesotho. The architectural firm's contract was signed on December 11, 1974. An engineering consultant, and a quantity surveyor were both nominated by the architectural consultant and approved by the TSRP and the Bank on December 30, 1974. 4.11 The architectural consultant actually began the preparation of designs prior to a formal contract agreement and certain preliminary designs were reviewed and agreed upon by the first supervision mission. - 22 - 4.12 The TSRP and the consultant architects organized at each school various construction contracts, grouping three elements together: workshops, laboratories, and classrooms. The grouping allowed small local contractors to effectively participate in the tendering. The architect standardized the design of separate units, or blocks, repeating these many time7 in different institutions and greatly speeding up both design and construction. 4.13 Prequalification of building contractors not already registered in Lesotho took place in April 1975, and six contractors from RSA were qualified. Contractors previously registered and classified with the MOW were not re- quired to further prequalify. One of the six contractors prequalified through international advertisement was later awarded two contracts. To encourage more competition, domestic unregistered contractors were surveyed by the TSRP in October 1975 to give them the opportunity to tender for work. Thirty local firms were eventually prequalified, with four later awarded contracts. Only one contract was awarded to a domestic contractor as a result of the application of the 7.5% preference clause. Domestic contractors were awarded contracts for about 59% of the total value of civil works, locally based contractors and/or foreign contractors were awarded 35% and a remaining 6% of the work was performed by direct labor method. The first construction contract was awarded on December 12, 1975, eleven months after credit effectiveness, and the last of 16 contracts was signed on August 25, 1977. 4.14 Due to the remote and isolated location of Eagle's Peak secondary school, it was necessary to carry out the work by a departmental force utiliz- ing force account procedures. A construction foreman was appointed by the architectural consultant and work brigades were organized. The TSRP procure- ment division and the architectural consultant coordinated the purchase of materials. Implementation delays occurred after the first construction supervisor left the project and because of the 1976 Transkei/Lesotho border problems. Total expenditures increased by about 85% over the appraisal estimate because of the addition of four dormitory units. The work performed by the brigades was considered successful and should in the -future, be con- sidered for use in isolated areas where contractors are not available. 4.15 In the design of the new buildings, the architect after consultation with the MOW adopted a standardized prefabricated steel structure supporting a galvanized corrugated iron sheet roofing; this structure was imported and rapidly erected at each site by one subcontractor. The remaining construction works, such as floor slabs, walls, ceiling, etc., were completed by local contractors using mostly locally-produced materials which varied from location to location. Consequently, some schools are built with concrete block walls while others are built with bricks, exposed if of good quality or rendered. In all cases local materials were satisfactory and economically used. 4.16 The design prepared by the architectural consultant was generally satisfactory. Nevertheless, due to the somewhat sophisticated type of design for Lesotho and because of the limited experience of some of the contractors, minor construction deficiencies have resulted. Examples are: (a) gaps - 23 - between the steel structures and the walls through which dust and cold air can pass; (b) metal roofs laid on metal structures creating certain noise under temperature changes. However, alternative methods would have delayed imple- mentation and would have been more costly. At completion, TSRP and the consulting architect were still investigating possible solutions to the difficulties. 4.17 The design of toilet facilities with no doors and, in some cases, plastic pipes have proven less than satisfactory. The lack of doors has left the toilets open to the community resulting that in one school, due also to poor discipline and vandalism, the toilets are already out of order. The school management is contemplating the replacement of plastic pipes with metal ones and the addition of doors to toilets entrances. 4.18 At the secondary schools instead of building a three-bedroom house as originally envisaged, two semi-detached two-bedroom units were constructed, thus doubling the teacher accommodation without increasing the agreed area and cost. 4.19 The dormitory designs grouped the students in small units of two at the secondary schools and five at the LTI. The spaces provided were sufficient but, because of the openness of the dormitories, they are not sound proof and students lack privacy. The dormitories did not provide sufficient desk and closet space with the result that it is difficult to keep these buildings tidy. All the dormitories have satisfactory solar water heating. Similar student residences in Lesotho are generally not provided with a hot water supply due to its high recurrent cost. 4.20 Minor additional facilities not originally included in the project, but subsequently provided were: (a) renovation of the LTI director's office; (b) renovation of the LTI office space; (c) construction of a warehouse to store furniture and equipment; and (d) construction of four dormitory units at Eagle's Peak Secondary School. 4.21 At the request of the Borrower, the project scope was amended on June 1, 1978, to include an additional 14 staff houses which were to be financed from the savings expected at the time from the equipment component. However, these necessary savings did not materialize and the proposed staff houses were not built. Cost savings from furniture and equipment were used to cover overruns in civil works and consultant services. 4.22 Construction supervision, according to the secondary schools prin- cipals, was not always sufficient. During the site visits, the completion mission observed minor defects of design and execution as pointed out in paragraphs 4.16, 4.17 and 4.19. - 24 - Furniture 4.23 Excluding the various Donor Agencies' contributions, the cost of furniture was estimated at US$300,000 including contingencies. Final cost was about US$980,000, a saving of about 7%. Fourteen furniture suppliers were awarded contracts. Eight of these contracts were awarded to foreign and six to domestic manufactures. The domestic companies were particularly com- petitive in regards to furniture for the staff houses and the dormitories. 4.24 Part of the furniture supplied under the project was designed by the architectural consultant with an extensive use of steel frames. The school headmasters have expressed their reservations particularly about the workshop stools legs which easily become unwelded. Classroom furniture were largely procured in the RSA. The tables, stools, and particularly the cupboards were not always suited to the use. The metal cupboards were to be partially assembled at the schools, but due to poor quality and transport damage, they are now rather crooked and unstable. In addition, some of the furniture was not suited for its intended training purposes, as for example, the hardwood finished tables that were purchased for the metal workshops. This occurred because the MOE gave the TSRP little assistance in identifying the proper furniture and in turn only minimal consultation with the users was undertaken by the TSRP procurement consultant. 4.25 Notwithstanding the above problems, TSRP relied primarily on the experience and technical knowledge of the educational consultant, and supplied the schools w.th all t'ie basic furniture required. The storage and delivery of furniture were largt;ly undertaken by the TSRP which was able to deliver the furniture by the opening of the schools in January 1979. 4.26 The schools visited indicated that they had received a sufficient quantity of furniture to satisfy their needs but their major concern was the lack of consultation on the design and suitability of the furniture. Furni- ture procurement was timely and generally satisfactory. Equipment 4.27 Excluding the various Donor Agencies' contributions, the cost of equipment was estimated at about US$800,000 including contingencies. Final cost was about US$450,000, a saving of about 44%. Less equipment was funded from the Credit proceeds because the Donor Agencies increased their commitment in this area. The equipment was supplied by 29 South African and Seven local suppliers. 4.28 The MOE and TSRP encouraged the Director of LTI and the principals of LIPA and CTI to obtain equipment grants from Donor Agencies in an attempt to save in the equipment allocation. At completion, the Director of LTI indicated he had obtained sufficient additional equipment on a grant basis from FRG and the Goldfields Mining Corporation. The principals of LIPA and CTI also indicated that they had obtained sufficient additional grants from ODA and from the FRG to sat.sfactorily equip their schools. - 25 - 4.29 The extension and non-formal sectors at LDTC were also able to supplement their equipment budget from IEC, the Irish Republic, and USAID. 4.30 Unlike the other institutions, the secondary schools were unable to obtain supplementary funding for equipment. The schools did receive the required basic equipment but, in some cases, smaller numbers of certain equipment have forced the teachers to establish larger student groups in woodwork, metalwork, and home-economics. 4.31 The LTI, CTI, LIPA, and LDTC principals were satisfied with the equipment they had received, while the secondary school headmasters were, in cases, unhappy with both the quality and quantity of the equipment received. Attempting to remain within the original appraisal estimates, TSRP often sacrificed quality for quantity, receiving many woodwork and metalwork tools of low standard. In other cases, insufficient amounts of home-economics cooking and sewing equipment are creating teaching problems. The schools stated that if TSRP and MOE had consulted them more, they could have elimi- nated certain little used equipment and purchased more useful apparatus to better teach the curriculum. It should be noted that the secondary schools were pleased with the science equipment they received. This positive benefit was the result of the extensive involvement of the MOE Senior Education Office in Science (para. 6.15). Technical Assistance Specialists and Fellowships 4.32 Under the terms of the Credit Agreement, Section 4.04 and Schedule 2, the Borrower undertook to employ with the assistance of bilateral donors suit- ably qualified and experienced advisors and teachers for the LTI, the CTI, the LDTC, the six secondary schools, and the MOE. Seven staff-years of technical assistance specialist services were to be provided by the IDA-financed compo- nents of the project, while the balance of 72 staff-years of technical assis- tance specialists were to be provided by Donor Agencies. The actual technical assistance supplied for project implementation is shown in Annex 4. 4.33 The LTI, LIPA and CTI were able to obtain the forecast assistance and achieved their enrollment and program objectives. LDTC obtained more assistance than called for at appraisal, but only achieved 25% of the enroll- ment because it diversified its activities (para. 6.08). For the secondary schools, the MOE was able to obtain only part of the projected technical assistance needed. Therefore, the achievements were limited to 78% of the enrollment targets. Donor Agencies advised the completion mission that much of the technical assistance for the teaching of the practical subjects at the secondary schools and for the training of practical teachers could have been supplied if housing had been made available by the Government (Annex 4). 4.34 The three specialists for the MOE accomplished their work which was to prepare a draft rural non-formal education program, to oversee the preparation of the new secondary curriculum, to introduce practical subjects, and to assist in reorganizing the Teaching Service Unit (para. 3.24). - 26 - 4.35 The MOE recruited a specialist who served as the original Director for the TSRP. He was employed for two years and then a Basotho Project Director assumed the position. The recruitment of a procurement specialist was difficult and as a result, the Government employed a consultant firm to handle all phases of procurement. The services of both the Director and procurement consultant were good and during the period of their services, project implementation proceeded on schedule (paras. 4.04 and 4.09). 4.36 In the category of fellowships, the Government was able to obtain more fellowships for LIPA but experienced shortfalls or delays at LTI, CTI and secondary schools. At completion, the Government indicated that the Republic of Germany had assumed the fellowship needs of CTI and it was about to finalize with the Irish Government fellowship assistance to resolve the shortcomings at LTI (Annex 4). 4.37 The largest fellowship shortfall occurred at the secondary level, where the Government was overoptimistic in setting its training targets. In 1975, the Government indicated to CIDA, which had promised 60 staff-years of fellowships for the training of practical subjects instructors, that it would itself undertake the training programs at LTI, NUL, NTTC, and Mazenod home- economics school. The MOE believed it could supply all the practical teachers needed and thus asked CIDA to use the fellowships for other training needs. However, the Government was able to supply only part of the practical subjects teachers because: (a) the elementary technology program stopped after the Peace Corps advisor left in 1976; and (b) the outputs in agriculture, home- economics, and commerce were lower than expected, thus resulting in a teacher shortage when the practical subjects were introduced in January 1979. In 1979, the Government reintroduced the elementary-technology program but continued technical assistance will be needed for two to four years while the teachers are being trained (Re: Annex 3, Section 4.04). 4.38 The Bank Group supervision missions monitored the fellowships program but in 1976 the transfer of the fellowship administration from the MOE to the Manpower Office made that task difficult. It was only towards the end of the project that precise manpower training/fellowship records became available to the supervision missions. This was too late, however, to correct and guide the practical teacher training program to overcome shortages now occurring at the six secondary schools. Covenants 4.39 The covenants have been satisfactorily fulfilled with the exception of sections 3.07 and 4.02 of the Development Credit Agreement. Section 3.07 requires the Borrower, within 12 months of the agreement, to establish and maintain an education evaluation committee. In addition, a draft of its operational provisions would be submitted within 18 months. The MOE sponsored the 1976 Education Commission, and the Education Dialogue (a review of the education system), initiated a tracer system at the secondary and technical levels, and established the terms of reference for the evaluation committee. This work is being belatedly carried out and the actual evaluation study has just begun as part of the Second Education Project (Credit 748-LSO). - 27 - 4.40 Section 4.02 of the Development Credit Agreement specified that the Borrower should combine LIPA and CTI under one principalship. the MOE has been informing the various supervision missions since 1977 that the legisla- tion to amalgamate LIPA and CTI under the principalship of the Polytechnic 1/ had been presented to the Cabinet. However, a major obstacle to the amalgama- tion has been LIPA unwillingness to sacrifice its autonomy; it is claimed that civil servant needs can best be answered by a training institution under the direct control of Cabinet personnel. LIPA and CTI are now sited on the same campus and have Basotho principals who are cooperating. Overlap and duplication do not exist, and during completion the mission was again informed by the Government that the institutions will be amalgamated in the near future (See Annex 3). 4.41 Section 4.01 (b) specified that auditing would be carried out on an annual basis. Other than delays in actual submission of the reports to the Bank Group, this covenant was satisfactorily complied with. 1/ New institution consisting of LTI, LIPA, andd CTI. - 28 - V. PROJECT COSTS AND FINANCING Capital Costs 5.01 The original total estimated project cost was US$8.14 million equivalent including donor participation of US$3.11 million. The costs are summarized in Annex 5 and as follows: APPRAISAL ESTIMATES ACTUAL EXPENDITURES (US$M) Category Govt. IDA Total Govt. IDA Total 1. Civil Works 0.73 2.55 3.28 0.81 2.62 3.43 2. Furniture 0.08 0.22 0.30 0.02 0.26 0.28 3. Equipment 0.10 0.70 0.80 0.07 0.38 0.45 4. Consultant Services 0.08 0.22 0.30 0.15 0.37 0.52 5. Project operation, Maintenance & Local Transportation 0.04 0.31 0.35 0.10 0.32 0.42 Sub-total (1-5) 1.03 4.00 5.03 1.15 3.95 5.10 6. Donor Agencies ODA 0.90 0.77 Goldfield M.C. 0.13 0.05 FRG 1.37 2.79 CIDA 0.57 0.65 IEC 0.14 0.13 Sub-total (6) 3.11 4.39 Project Total 8.14 9.49 5.02 The final total project cost of US$9.49 million equivalent repre- sents an increase of about 17% over the appraisal estimate. The Government contribution estimated at appraisal to be 13% of total project cost, remained almost unchanged at about 12%. 5.03 The IDA financed components' (excluding donor agencies' contribu- tions) final cost of US$5.1 million represent an increase of only about 1%. US$44,846.23 from the Credit proceeds of US$4.0 million were unutilized and cancelled. - 29 - 5.04 As noted in paras. 3.16 and 5.03 of this report, the FRG, ODA, CIDA, IEC, and Goldfields Mining Corporation of South Africa agreed at appraisal to assist the project. Each donor established with the Government its own funding and implementation procedures. Due to t%e minimum coordina- tion by the Government, each Donor Agency operated separately with the result that little information was available and the Bank Group supervision missions had to primarily concentrate on the review of the components funded under the Credit and only held courtesy contacts with the donors. The total contribution of the donors contributions surpassed their appraisal commitments and the final project results were satisfactory. In some cases, however, the donors were not able to supply exact data due to company policy, as in the case of the Goldfields Mining Corporation, or because no separate account was kept of that particular contribution which was regarded as part of a larger program, as in the case of ODA and CIDA. Disbursements 5.05 Disbursements were slow during the first year of implementation, but by the end of the second year, disbursements had surpassed the appraisal estimate. This reflects the difficulties first encountered by the newly constituted Project Unit and the capability the Unit showed in mastering the situation. Disbursements continued to be very close to appraisal estimate during the following two years as a result of the good performance of the TSRP. During the last year of implementation, a slight drop in disbursement occurred and about US$45,000 of the Credit proceeds were cancelled. The Credit Closing Date of March 31, 1979, was respected. It was agreed how- ever that withdrawal applications against previous commitments would be honored to June 1979. Annexes 6 and 7 compare actual disbursements with original appraisal forecasts and several subsequent revisions thereof. VI. PROJECT OPERATING OUTCOMES External Productivity Manpower Objectives and Output of Trainees 6.01 As indicated in paras. 3.18 to 3.25, the project has four main objectives: (a) to expand technical and commercial education in order to provide trained local manpower in support of the growing modern sector of the economy; (b) to reorient the content of instruction by introducing practical subjects at the junior secondary level together with non-formal training for youths and adults; (c) to introduce an extension college for the continuing education of adults; and (d) to strengthen and upgrade the MOE staff. - 30 - 6.02 At the time of project preparation, Lesotho had a limited pool of trained manpower particularly in the technical skills. The country's develop- ment programs depended largely upon the management and technical skills of missionaries and expatriates. The enrollments listed in the following table and detailed in Annex 8 compare the targets and the actual en-ollments at completion at the project institutions. Enrollment Future Achieve- Type of Projected Actual Difference Expansion ment Institutions Number 1974 1979 + - % 1980/81 1981 Technical 1 360 312 - 48 87 40 98 Commercial/Business 2 200 325 +125 162 100 210 Non-Formal Extension (part-time), 1 (4000)- 1000 -3000 25 1000 50 Secondary 6 2772 2174 -598 78 400 94 6.03 The Government hoped that the project would reduce the dependency on expatriates and would assist in training the much-needed manpower. The objective of training more skilled manpower is being met, since enrollment of the project institutions increased from 190 in 1974, to 637 in 1979. In 1974, the annual output of technical, vocational, and business trainees was 130. At completion, the same institutions and CTI had increased the output to 265 p.a. and the output will continue to increase for two more years reaching 355 by 1981. Unfortunately, the increased outputs, particularly of LTI graduates, have had limited manpower effects because the graduates often choose to obtain higher paid employment in RSA. The Government is now bonding the technical and university graduates. The Guidance and Manpower Offices hold annual seminars with the employers during which lists of avail- able manpower and of the industries needs are prepared. In addition, Lesotho firms are also encouraged to employ Basotho graduates. According to the LTI Director, now that efforts are being taken, the loss to RSA is being reduced every year. 6.04 The LTI has more than doubled its enrollment by introducing new courses in building science, engineering, electronics, diesel mechanics, and is in the process of introducing painting and institutional cooking. In 1979, LTI had increased its enrollment from 120 to 312 and in 1980, it expects to enroll about 350 students. The project has assisted LTI triple its annual output from 40 to 120. - 31 - 6.05 The CTI, which teaches clerical and secretarial skills, is the first school in Lesotho to offer commercial training to the general public. CTI opened in 1978 and had its first output of 70 1/ trainees in 1979. In 1979, it enrolled 235 students, 35 beyond the appraisal target and plans to enroll 280 trainees in 1980, when it is expected to have an annual output of about 150 trainees. 6.06 LIPA has increased its enrollment by 20, 10 beyond the appraisal target of 80 with the result that it has an annual output of 90 trainees. In addition to the full-time training programs, it held 66 business and management short courses for 981 civil servants in 1979. 6.07 The Lesotho Extension College, which was renamed Lesotho Distance Teaching Centre (LDTC), provides in-service teacher training, literacy- numeracy, adult non-formal programs and extension courses for the preparation of JC and COSC exams. LDTC registered about 800 students for the extension courses and assisted NTTC with the training of about 320 unqualified primary teachers. The involvement of LDTC in teacher training was an added benefit not foreseen at appraisal. 6.08 At completion, LDTC had achieved only 25% of the enrollment target forecasted. The objective was only partially reached because LDTC became a service agency for MOE, MOA, Ministry of Health, and several parastatal agencies. As a service agency, it prepares booklets, seminars, and radio broadcasts, and undertakes surveys and studies. LDTC was forced to engage in profit making activities because only in 1979 did it begin to receive finan- cial support from MOE. Until then, the Center depended upon its own revenue as a service agency and largely upon donor funds. Now that MOE is funding the LDTC salaries, they plan during the next five years to double their correspondence program and triple their non-formal education programs. With an extended scope, the LDTC has become and will increasingly be an important education institution in Lesotho. In addition to providing non-formal educa- tion, the LDTC surveyed the literacy and numeracy needs and subsequently developed a literacy-numeracy program now being piloted with herd boys. 6.09 The TSRP unit and the MOE initiated the Outreach Program a non- formal program at the project's secondary schools, which varied in approach to what had been foreseen at the time of appraisal. With U.S. Peace Corps technical assistance, the Outreach Program started at five centers. About 30 courses in handicraft, building skills and nutrition were organized. The program has involved four Ministries and the lack of good interministerial coordination has partially been overcome. The Outreach activities are decided upon by a locally established committee 2/ which can call upon the services or assistance from various Ministries or Government agencies. 6.10 The upgrading and expansion of six secondary schools were not intended to increase the supply of skilled manpower but rather to simply introduce students to practical skills. The secondary tracer report prepared 1/ 30 full-time and 40 part-time students. 2/ Each locality has its own committee. - 32 - by the Guidance Counseling Division of the MOE indicates that the introduc- tion of practical subjects has assisted in removing the second class label previously given to vocational/technical trainees in Lesotho. The report states that now more students are seeking vocational and technical training. Prior to the -roject, the vocational and technical school, had occasionally experienced difficulties recruiting sufficient students. I/ Now these institutions have more than tripled their intake and are receiving more applications than they can handle. Community and parental reactions to the introduction of the practical subjects have been very positive since the children learn functional skills. During 1978/79 "National Education Dialogue", parents pressed the MOE to continue the introduction of practical subjects at the secondary level. Quality of Training 6.11 Departments of engineering, mechanical, plumbing/craft, business and commercial, each headed by a department head, have been organized at LTI. The syllabus and trade tests from the British Guild System are used. The content of the syllabus is therefore not fully adapted to the needs, but local instructional adjustments are now being introduced under the Guild's supervision. Where the syllabus is followed and teachers are qualified, instruction is satisfactory. MOE officials indicated that instruction at the mechanical and plumbing and craft sections have greatly improved since the beginning of the project. Other courses such as electronics have problems, but the LTI alministration expects to overcome them when the teachers now being upgraded abroad ceturn to Lesotho in 1980. The level of instruction is now good, but LTI is scill very dependent upon expatriate technical assistance specialists. Such assistance will be required for another four to five years while nationals are being trained. 6.12 The quality of the first output at the CTI was said to be good, and the graduates were sought after by the private industry. Short business and management courses at LIPA are also reported to be improving the quality of civil service personnel particularly since some courses are also held for senior government officials. 6.13 MOE officials indicated that all technical and commercial trainees were sought by industry. The employers have contacted MOE indicating that the performance of the graduates was generally satisfactory. 6.14 It is difficult to assess at the end of the first official year of a three-year implementation program the quality of the introduction of practical subjects at the secondary level. Initial problems have resulted from the weak primary base and the lack of MOE policy identifying new time distribution and subject timetabling required for the introduction of practical subjects. The 1/ The 1976 Tracer Study Report, on pages 12 and 13, indicates that 33% of the JC and 29% of the COSC students were contemplating studies in the vocational and technical areas. The report considers these totals to be an important increase. - 33 - 1966 policy on subject distribution has only been adjusted in two secondary schools with the result that the introduction of practical subjects has caused four schools to lengthen the day rather than to create a redistri- bution of teaching time. The MOE has completed all the curriculum and exam work required for the administrative procedures needed at the school level to effectively administer the program. The traditional percentage of time allocated to the academic core subjects has remained the same, with the result that at completion each school had separately allocated varying teach- ing periods to the practical subjects. Basic reallocation of teaching time had only been introduced in two schools. A definite policy should be estab- lished and principals should be given training in the preparation of time- tables. 6.15 The secondary school equipment was adequate to teach the content of the practical subjects courses but underqualified teachers, working with few teachers guides, often did not know how to use the equipment properly nor did they know the correct teaching sequences for practical subjects (para. 4.31). The MOE's practical subjects inspector indicated that progress has already been made in reducing the lecture periods which are being replaced by demonstration and practice sessions. 6.16 Because of a shortage of consumable teaching materials in the workshops, the syllabus is not always followed. The schools do not receive equipment, maintenance, supply of consumable materials, subsidy or grant from the MOE. All materials are paid for by student fees or by the school if funds are available. This situation has also had a negative effect on the use of workshop equipment. All six schools have experienced shortages of consumable materials and qualified teachers with the result that at completion only 75% of the proposed practical subjects had been introduced. In July 1979, the MOE officials indicated that the supply of consumable materials was under review. 6.17 The effectiveness of the secondary practical subjects will depend upon the MOE initiative to establish administrative procedures for the proper operation of the program. Without clear policies and a more concerted effort to train more practical subjects teachers and to provide the necessary con- sumable teaching materials, the project's initial. positive results in the secondary schools could be weakened. Effectiveness Curricula Reform 6.18 With technical assistance from ODA, FRG, Lesotho Opportunities Industrial Center, and Goldfields Mines Corporation, all the craft, post- secondary technician, and precraft courses are being implemented. The train- ing of pre-vocational teachers was introduced in 1975, but due to a shortage of instructors, it was dropped in 1977 and restarted in 1979. All the pro- posed courses at LTI are presently being implemented. - 34 - 6.19 With the assistance of ODA and FRG, the expansion of LIPA and the introduction of CTI have been achieved. LIPA teaches accounting, bookkeeping and office management, and CTI clerical and secretarial skills. 6.20 As explained in para. 6.08, the LDTC diversified it- activities in order to raise funds. In addition, it was recognized during project implementation that the appraisal estimates had been over optimistic, con- sidering the facilities and equipment supplied. LDTC has, since 1975, developed and printed six JC and four COSC correspondence courses. It has printed over 50 leaflets and booklets and 40 research reports on topics as "Literacy in Lesotho," "Radio in Lesotho," "Newspapers, Magazines and Leaflets in Lesotho," "Survey of Uses of Literacy and Numeracy in Lesotho," "Road Safety Campaign," "Evaluation of the Correspondence Students," etc. It has also produced basic literacy-numeracy materials (para. 6.08). 6.21 At the secondary level, the MOE has successfully prepared and introduced agriculture, handicrafts (arts and crafts), elementary technology (wood, metal, drawing), home-economics (cooking and sewing), commerce (typing and bookkeeping), and development studies (local history, geography and community improvement projects). The early supply of equipment enabled some schools to begin the introduction of practical subjects in 1977. The subjects offered in the secondary schools and dates of introduction are as follows: (see Annex 9 for additional information). Schools Practical Butha Holy Eagle's St. Sacred Lesotho Subjects Buthe Names Peak Stephens Heart High Elementary Technology I /3 I /3 TB TB I /1 TB Home Economics I/1 I/1 E TB - E Agriculture I 12 I /2 E TB - TB Commerce - E 1 /3 - I/2 1 /3 Development Studies 1 /2 1 /2 1 7 1 I /3 I 7i I 7-2 Arts/Craft - E - - 1/3 E Total number of subjects introduced 4 4 2 1 4 2 E - Existing prior to project. /1 Introduced January 1977. I - Introduced. /2 Introduced January 1978. TB - To be introduced in 1980. /3 Introduced January 1979. - 35 - 6.22 Annex 9 lists the practical subjects introduced at each secondary school. In all the schools, 50% of the elementary technology, 80% of home- economics, 50% of agriculture, 100%+ of commerce, 100% of development studies and 100% of arts and crafts courses were in operation at completion. In the case of both Lesotho High and Eagle's Peak, the facilities were not ready in January 1979; therefore, the additional subjects will be introduced in January 1980. As for St. Stephens, there appears to be an administrative problem the MOE must resolve: the missionary principal who planned the expansion of the school and introduction of practical subjects has left. The new principal refuses to introduce the new programs in spite of the fact that the facilities and equipment have been supplied. When the completion mission discussed the above matters with MOE officials, they indicated that they would make all efforts to have all the practical subjects (including St. Stephens) operating in January 1980. 6.23 The syllabi developed are related to local needs. The teaching of elementary-technology skills is based on simple and locally obtainable tools, and skills relative to the environment are taught. Only a few large elec- trical saws and drills were purchased but since the classrooms facilities have no storage/equipment room, these are rather dangerously located in the classrooms. 6.24 In home economics, the program has integrated local kitchens, hand sewing machines and domestic skills relative to the girls needs. The content of the new syllabus is a little North American oriented, but generally res- ponds quite well to the need of the Basotho home. The facilities for this program were adequately designed for effective teaching. The agricultural program is based on a new textbook written by Lesotho teachers in 1977 and is well suited to the needs. Commerce, introduced in three schools rather than two, is largely a South African program adjusted to Lesotho needs. Development studies integrates history, geography, national knowledge, and practical civil and environmental studies. The development studies program was not initially accepted by the teachers and parents, but folloiwng a pilot project at the six project schools, it is now being introduced at all the secondary schools. 6.25 All new curricula and programs proposed at appraisal have been introduced. Teacher Supply 6.26 Without expatriate teachers, the introduction of the new programs would have been difficult at all the project institutions and schools. The following table gives an overview of the staffing of the project institutions at completion: Status of Staff at Completion % of % of Education No. of total Expa- total Trained On Facilities Staff Basotho staff triate staff Basotho Fellowship Institutions L.T.I. 33 24 73% 9 27% 27 7 C.T.I. 9 6 67% 3 23% 5 3 L.I.P.A. 23 21 91% 2 9% 16 7 L.D.T.C. 56 50 89% 6 11% - - Total 121 98 80% 20 17.5% 48 17 Schools Secondary 15 19 67% 5 23% 4 16 1 /1 Being trained at LTI and NTTC in elementary technology, home-economics, agriculture and development studies. (See Annex 10). 6.27 The staff training needs at LTI, CTI, and LIPA appear to have been met with a sufficient number of instructors having been or being trained. At the secondary level, the introduction of practical subjects has been made more difficult because about 60% of the national teachers are underqualified and about 60% of the expatriate teachers are volunteers without previous teaching experience. At completion, the MOE indicated that it had recruited enough expatriate teachers for January 1980 to expand the practical subjects at all levels at the Junior secondary schools, and with their training efforts at LTI and NTTC, they hope to be able to satisfy the practical secondary teacher needs by 1984. Suitability of Facilities 6.28 The administrations at both LTI and LIPA were pleased with the new facilities provided. The new facilities provided at CTI and LDTC on the other hand were facing problems by the lack of adequate thermal and light insulation. The classrooms in CTI had windows on three sides resulting in light glares that made it difficult to see the chalkboard. Insufficient consideration was given to ventilation resulting that during the four warmest months of the year the classroom temperatures become unbearably hot. CTI's architec- tural design was not entirely suited for a commercial institute. At CTI, the FRG has provided about R50,000 to sound proof classrooms, to modify the business offices, and to add insulation and a second roof. These additions have made the building satisfactory. - 37 - 6.29 In the case of LDTC, the architectural design did not provide proper ventilation at the second floor resulting that during 4-6 months of the year, the upper floor is too hot to be comfortably used. Louvers have been added to the upper floor, but the problem has yet to be completely resolved. This has forced LDTC to rent neighboring office space. The Government and the consultant architectural firm are still investigating a possible solution to the problem which affects the office space of 8-10 staff. 6.30 The secondary school headmasters stated that the classrooms and laboratories were well designed. The woodwork and metal work shops are, however, lacking in storage space (paras. 6.23 and 6.24). The home-economics, crafts and commerce rooms are satisfactory. The project did in fact provide all the education facilities planned at appraisal and in general satisfactory facilities have been provided. Equity and Project Impact 6.31 Five of the six project secondary schools are located in rural areas. At completion, 47% of the students were girls and 55% of the teachers were women. That distribution is as follows: School No. of Students Girls No. of Teachers Women Teachers Butha Buthe 380 186 17 10* Holy Names 376 301 18 13 Eagle's Peak 359 156 18 7 St. Stephens 349 154 16 11 Sacred Heart 283 0/1 17 9* Lesotho High 427 214 19 8* Total 2,174 1,011 105 /2 58 /1 Boys school. /2 Including expatriates teachers. * Estimates T.S.R.P. 6.32 At completion, women enrolled at the other project institutions were: (a) LTI, 27 out of 353 or 8%; (b) at CTI,.230 out of 235 or 98%; (c) at LIPA, an estimated 40% of the participants, and (d) at LDTC, an estimated 40% of the students following correspondence course. 6.33 The principals of the project institutions indicated their willing- ness to enroll girls since they recognize that the latter are already playing an important role in the development process of Lesotho because of the large number of male laborers who migrate to the RSA. - 38 - 6.34 Through the Outreach Program initiated at five secondary schools training efforts are being concentrated in nutrition, cooking and needle- work only, all directed towards the rural women (para. 6.09). 6.35 The LDTC prepared booklets in Sesotho which are of particular interest to women in regards to nutrition, family planning, health care, gardening and revenue-increasing ventures. The LDTC correspondence courses registered students from the 10 districts and the majority of the 300 unqual- ified teachers being upgraded jointly with NTTC are from rural areas. 6.36 Responding to the project objective to improve equity, the pro- grams operating within the project institutions have benefited the rural population. This objective has also been reinforced by programs directed at women. The project has already increased secondary enrollment by 1,000, more than doubled technical education programs, quadrupled business education training opportunities, introduced correspondence programs and non-formal programs. Since Independence in 1966, this has been the largest effort to increase manpower development in Lesotho. Internal Efficiency and Costs Operating Indicators - Achievement of Targets 6.37 As listed in Annexes 8, 9 and 10, the project's physical and educa- tional targets have been or are in the process of being achieved. The utiliza- tion factor (Annex 10) of the teaching space is good, 78% in technical level, 88% in business and commerce. At completion, the secondary project schools had a temporary utilizaton factor of 52%. This temporary underutilization of the secondary facilities is caused by the fact that enrollments could only be increased one year at a time. The project operation started in January 1979 when Form A enrollment was increased. Forms B and C enrollments will be increased in 1980 and 1981 respectively. If the schools increase their enrollment as forecasted by the MOE, in 1981 they will have-reached a 71% utilization factor of the project facilities. 6.38 At the LTI, CTI, LIPA, and LDTC, the equipment supplied is well utilized while the equipment in the workshops at the secondary level is presently used at only about 50% of its capacity, since practical subjects are being introduced over a three-year period. A full complement of students is expected in 1981. Recurrent Expenditure 6.39 The following tables list the estimated annual recurrent costs at the project institutions and indicates the source of the funds: - 39 - ESTIMATED TOTAL RECURRENT COSTS PAID BY TABLE I GOVERNMENT IN 1979 RESULTING FROM THE PROJECT L. (Rand Thousands) Total Recurrent Total Government Identified Recurrent Costs Resulting Costs at Completion in Recurrent Costs From Project in 1979 Current Prices Prior to Project 1979 Current Prices Project Materials and 1974 / 1979 Schools Salaries Maintenance Totals Prices Prices LTI 85 60 145 80 149 4+38 =42 CTI 42 22 64 - - 64 LIPA 45 18 63 18 33 30 LDTC 56 - 5/ 56 - 4/ - 56 Secondary Schools if 42 - - 42 TOTAL 270 100 370 98 182 23421 1/ Estimated costs given by the school principals. 2/ MOE annual report, 1973-74. 3/ At completion some recurrent costs were still being temporarily covered by the Federal Republic of Germany (about R30,000) and by Goldfields Mining Company of South Africa (about R8,000) for a total of R38,000. The total recurrent costs resulting from the project are really R4,000+R38,000-R42,000. These costs were to be assumed by the GOL. 4/ New programs. 51 Operating costs are not covered by the MOE but by grants and revenue from LDTC's service agency work. 61 Secondary school maintenance is the responsibility of the school manager, who usually charges the students a small maintenance fee varying from R5.00 to R15.00 p.a. The costs of consumable materials used in the workshops are partially or totally paid for by the students. At the schools where the students do not pay the total fee for consumable materials, the school management assumes that cost. 71 It was stated in the appraisal report of 1974 that the project would generate about R200,000 of additional recurrent costs per annum. Although the report did not so state, it is assumed that this figure of R200,000 is in 1974 constant terms. Applying observed rates of inflation, the figure becomes R372,000 in 1979 current terms. The portion of the recurrent costs generated by the project and paid by the GOL are in fact lower than those estimated at appraisal. These costs are lower primarily because the Government has not assumed all recurrent costs, mainly the consumable materials and maintenance which had been included in the total estimated cost at the time of appraisal. Table II identifies the total operating costs generated by the project. - 40 - TABLE II ESTIMATED TOTAL OPERATING -COSTS IN 1979 RESULTING FROM THE PROJECT .L (Rand Thousands/1979 Current Prices) Salaries Materials and Maintenance Project Paid By Paid By Paid By Paid By Paid By Total Schools GOL Students GOL Schools Students Recurrent Costs LTI 85 - 60 - 24 169 CTI 42 - 22 - 11 75 LIPA 45 - 18 - 4 67 LDTC 56 76./ - 123 2 25 280 Secondary Schools 42 - - 6 9 57 TOTAL 270 76 100 129 73 648 1/ Estimated costs given by school principals. 2/ Correspondance course fees. 3/ Operating costs not covered by the MOE but grants and revenue from LDTC's service-agency work. It is not expected that the Government will assume this cost. 4/ Average operating costs per subject area are, per student-year, R1,000 for elementary technology, R800 for home economics, R200 for development studies, R400 for agriculture, R200 for commerce and R350 for arts and crafts. Each school has four of these subjects and the total estimated average cost per school for the operation of these four subjects was reported to be about R2,500 per annum. Students will continue to pay for consumable materials in the immediate future since the Government does not at this stage have suffi- cient funds to cover this expenditure. But MOE officials indicated that effyrts will be made to gradually assume these costs. During 1979,the introductory year, an estimated R9,000 was reported spent by the six schools, since not all options were available. Once all the workshops are in operation at the six schools, however, the total recurrent cost will be about R15,000 per annum (6 x R2,500). - 41 - VII. BANK PERFORMANCE Project Generation 7.01 During the identification mission in July 1973, the Government and the Bank established a fruitful dialogue. Agreement on the project compo- sition was reached and a preparation/appraisal mission was undertaken jointly by the MOE and Bank Group staff. Clear project objectives were prepared, but it was assumed at appraisal that the MOE would, during project implementation, undertake strengthening of all the education and financial policies necessary to fulfill the project goals. 7.02 However, at completion, the MOE had yet to establish for the secondary schools clear financial and administrative policies required for the implementation of practical subjects in the secondary schools (see para 6.14). Supervision 7.03 Twelve supervision missions to Lesotho were carried out at an average interval of about five months, with a range varying from two to eight months. Most missions were organized in conjunction with reviews of other education projects in neighboring countries or with tasks associated with the Lesotho Second Education Project. Also, the timing of the missions were usually related to critical implementation steps of the project. 7.04 The supervision missions monitored progress particularly of the physical implementation with less attention directed towards the project educational objectives. The average supervision mission lasted one week, which in retrospect was a little too brief. In such brief visits, the super- vision missions had to rely largely upon the information supplied by the TSRP manager and MOE officials. During the later supervisions, which were longer, it was discovered that the information, supplied by these sources, was not always reliable. 7.05 As early as August 1975 and until February 1979, supervision mis- sions pointed out administrative and financial problems to the Government and TSRP. Government officials generally responded very positively to the missions' suggestions with the result that honest and fruitful communication existed throughout the project imlementation. At completion, the views of the Central Planning Office, of the Ministries of Finance and Education and TSRP were sought regarding the usefulness of the supervision missions. They all indicated that the missions had been very beneficial and were grateful that Bank staff had prepared themselves well and had honestly expressed their concerns to various government representatives. This positive interaction has assisted in project implementation and is expected to continue during the implementation of the Second Education Project, now underway. LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO ESTIMATED FINANCIAL PLAN (June 14, 1979) ad 000 ad 000 Ln '000 dd '000 snAIL.I.th nnwernmet GoldfIeld C.rmraio 0R4 9ed.ral Bewebl. ic of .G , an__ 0..tr. cC~at, osamt. V.e uri.• gqutp- $¥b Site . Kua Euip- s it* rumi- gquip- su it* F.Kui. Equip- SbToa Tcl noveln.. ture ment Total -DvAo9. tut@ wnt T9l Devole., t.re =et Total ftvam. ture sugt Total må i'000 øsaad 0 . Larotboll TI (cr.ft Tal .co 411.7 35.9 109.3 560.9 18.1 2.5 13.5 34.1 - - - 95.4 182.8 2176.2 - 873.2 2. Larothe <T.rechniciabal .Ing) 59.6 4.3 1.0 64.9 • - - • 31.8 3.1 85.0 120.3 • - - - - 0.- 185.. S Lia (0vl v. 8.4 127.7 - 4. LISA (Frivtet sector TraI.t.8) 122.5 12.4 24.1 161.4 - - - - . - - - - - - - 161.4 5. LNEC 84.0 6.4 11.2 101.6 - - - - - - - - - - 101.6 Voj-ct il_. 6-11 706.9 57.4 22M.. 990.1 - - - - -- - - - - s.total A - I 1,3s6.7 116.4 173.6 1.878.9 16.1 2.5 13.1 34.1 142.8 12.0 93.4 248.0 93.4 - 182.8 276.2 - 2.439.2 3.618.8 .. SpecIalseta 40.0 270.0 125.00.0 320.0 1.245.0 1.861.5 b. V.1low-hip. (I.r..sp> 2.7 -2.0 - 21.3 56.0 84.0 .. 1,llowhi.p. (Iaa) - - - < )36.0 36.0 54.0 I. Profeestonal ter-vice 140.0 2.0 5.1 - - i- .1 2 0. traject Unit txpens. 21 • - - - -. J M,A N. Total b*fore Coting."nis 2.252.2 78.8 523.1 835.2 90.0 377.3 4,156.6 6.235.0 1. C..atinal../price tatrese.. .1.2 12.4 130.8 1.100.4 6.6 0.8 3.6 11.0 49.1 3.7 24.8 77.6 31.0 - 40.1 80.5 - - 1.269.5 l.906.3 TOTAL 3,332.6 89.8 .00.7 913 90.0 37.3 5,426.1 9.119.3 af Total roje 61.1% 1.6% 11.11 16.9i 1 1 1 1.0% 100% 1001 In:Iodes contingancies and pric. aaesattoa ts profesRona fees of 9 100 fi IarIudes tontingenoI.s and price *scalaties on profeusioal feas of 1.204. lourc.: bak ataff. Annex 1 - 43 - LESOTHO ANNEX 2 FIRST EDUCATION PROJECT CREDIT 497-LSO COMPLETION REPORT IMPLEMENTATION SCHEDULE ACTUAL VS FORiECAT STARTING DATES COMPLETION DATES APPRAISAL APPRAISAL ACTIVITY ESTIMATE ACTUAL ESTIMATE ACTUAL . CIVIL WORKS 1. Secondary School a. From Sketch Plans Phase I Phase I to Tender Award April 75 February 75 June 76 July 77 Phase II Phase II March 76 March 77 b. Construction I) Butha Buthe May 75 March 78 II) Holy Names Phase I December 75 Phase I March 78 III) Eagles Peak July 76 December 75 June 77 June 78 IV) St. Stephens December 75 April 78 V) Sacred Heart Phase II December 75 Phase II December 77 VI) Lesotho H.S. July 77 December 75 June 78 March 78 2. LTI/LIBA/LNEC a. From Sketch Plans to Tender Award April 75 February 75 June 76 April 75 b. Construction July 76 May 75 September 77 December 77 B. FURNITURE AND EOUIPMENT 1. Preparation of Lists Phased February 75 Phased December 76 April 75 to September 7' July 76 to June 77 2. Procurement Phased December 76 Phased November 78 October 76 July 77 to to July 77 March 78 C. TECHNICAL ASSISTANCE 1. Specialists April 75 February 75 April 78 March 79 2. Fellowships a. Foreign April 76 September 75 April 77 March 79 b. Local April 75 January 76 April 77 March 79 D. PROJECT UNIT January 75 January 75 March 79 March 79 Source: Bank Staff on informations from the Project Unit. June 1979. -44 - ANX 3 Page I of 3 ESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO COMPLETION REPORT COVENANTS COMPLIANCE WITH CREDIT CONDITIONS a) Date Due b) Covenants/Obligations to be c) Reference in d) Actions, Remarks and status Ket by the Borrower Credit Agreement By project effectiveness Provision and staffing of a 3.01 (a) The project implementation unit called 7SRF Project Unit. was fully staffed during the project. The first expatriate director was after three years replaced by a Mosotho. Because of technical assistance recruitment problems, a procurement consultant was employed. Both the initial Basotho accountant and procure- ment officers changed during the project. The second accountant performed well, but the procurement officer was still at completion having difficulties. The project was generally wall managed except during the final stages, when the project administration focussed insuffi- ciently upon the schedule of implementation and the conditions of the Credit agreement. As needed Counterpart funds. 3.01 (b) The Borrower's Ministry of Finance duly provided the funds as required in the Credit Agreement. Start of project Architectural consultants. 3.02 Architectural and engineering consultants were employed. Other then minor problems, the firms performed well. Some designs and the construction supervision could have received more attention. As needed Employment of contractors. 3.03 Contractors were employed as per specifications. Insufficient supervision and efforts to solve problems especially in 1977-78, resulted in a few contractors defaulting. A few contractors had difficulties completing their work prior to Closing Date. Start of Project Insurance of goods. 3.04 (a) A Lesotho-based firm supplied the project with the insurance. As necessary Provision of plans specifications 3.05 (a) Plans, specifications, contracts and procure- contract and procurement schedules ment schedules were provided to the Association to the Association by the Project but were often lace. In some cases, contracts Unit. (e.g., Library LTI) were left unresolved for lengthy periods without refer*ing the problem to the Association. The delays increased costs and created completion problems. At all times Project Unit to maintain records of 3.05 (b) Records of the projects expenditures were goods financed by Credit. supplied to the World Bank when requested. Records during*the latter part of the project were more accurate and. received more rapidly. TSRP procurement records were incomplete wit'n the result that at completion, needed Informa- tion was difficult to obtain. A45 NNEX Page 2 of3 a) Date Due b) Covenants/Obligations to be c) Reference in d) Actions, Remarks and Status Met by the Borrower Credit Agreement As needed Obtain land and titles in respect 3.06 The Borrower satisfied this covenant. to school sites. Within 18 Months of Education Evaluation Comittee 3.07 Credit Effectiveness Report to be supplied within 18 Delays occurred, partially because the evaluation (July 25, 1976) months. component was not defined at the time of appraisal. In 1976 an Education Commission reviewed the education system, but its recomendations were never implemented. In 1977-78 a major interaction with the citizens, referred to as "The National Dialogue" was undertakan. The National Dialogue brought forth many views but insufficient data to establish a thorough sector plan or evaluation of the existing system. At completion, the MOE had prepared a draft education policy which was recently presented to Cabinet for approval. The Evaluation Committee proposed at appraisal was finally established in 1978, the fourth year of the project operation. The World Bank received the Comittee's objectives, which were: (i) to evaluate the effects of the secondary diversifica- tion, (ii) to determine the value of the extension program established by LDTC; and (iii) to assess the reasons for the decline in secondary exam results. At completion, an evaluator from NU L was, on a part-time basis, evaluating LDTC. With assistance fran the Credit and advice from Bank staff, a tracer system at the secondary and technical levels was undertaken by the Career Guid- ance Division of the MDE. Good information on training needs and student flow has already been obtained. The tracer system is ongoing and the initial reports have been received by the World Bank. Other than the tracer study reports, evaluation reports have yet to be received, but the evaluation process has been started and is ongoing. The project's evaluation component certainly helped the MOE focus upon a need. Within 12 lbnths Establish a consultative 3.08 The consultative comittee is now function- (January 1976) committee at L.T.I. ing under the name of Management Committee of LTI. The committee meets monthly. Promptly as needed Project Unit maintain adequate 4.01 (a) Records satisfactory to the Association were records, in general kept. To be supplied yearly Audit report 4.01 (b) Audit reports were received yearly and other than transmission delays the Audits were satisfactory. To establish during LIA and LIBA (now C.T.I.) to be 4.02 Both institutions have been built on the project under one principalship. same campus, with LIPA assuming the train- ing responsibilities of civil servants and employees of parastatal organizations in administration and management and c-I training students in commercial and clerical skills for the orivate sector. The najor obstacle to the amalgamation is LIPA's unwillingness to sacrifice it- autonomy. At completion, the Government again indicated that legislation to amalgamate the institutions flas been prepared. The tvo institutions are cooperating, and over- lap and duplication in programs 6ces cot exist. ANNEX 3 46 -age 3 of 3 a) Date Due b) Covenants/bligations to be c) Reference in d) Actions, Remarks and Status Met by the Borrower Credit Agreement By June 1977 Prepare a draft rural education 4.03 (i) A report entitled "Income Criented Action program for Association review Study in Non-Formal Education and Training" and couments. was received by the Bank on February 25, 1976 and commented upon. It was found satisfactory. Activities resulting from the report are the Outreach Program" through which basic work skills are taught to village adults using the project schools facilities and non-formal training activities for the herd- boys are undertaken by the Lesotho Distance Teach- ing Center. Part of the draft rural education pro- gram is already heing aprlied . June 1975 Interministerial Rural 4.03 (ii) A rural development committee was Developent Council established. in 1977 when the Rural Development Ministry was created. Condition met. 12 Months after Curricula for secondary-level 4.04 (1) All the curricula have been finalized and Credit Agreement practical subjects officially accepted by the Tripartite (January 1976) Eza.inations Council . The curricula are now used in the schools and have been received by the Association. Condition met. 12 Months after Teachers of practical subjects 4.04 (ii) A shortage of practical teachers was Credit Agreement experienced in January 1979 when the (January 1976) program was introduced, with the result that some schools were unable to introduce the naw courses. In 1975,theMOE initiated the training of practical teachers for elementary technology at L.T.I., home- economics at Mazenod, and agriculture in Manzini in Swaziland. In 1976,the NTTC took over the training of home-economics, agriculture and commerce teachers. Due to the departure of the instructors in elementary technology at LTI, that program was stopped until March 1979 when it finally was started again. The program inter- ruption at LTI combined with the low outputs from NTTC resulted in a teacher short- age. The MOE could have obtained more instructors/technical assistance from donors but, due to shortages in housing, was unable to staff all the schools. It is unfortunate that the M0E in 1975 premacurely asked CIDA to redirect the training fellowships identified for practical subjects to other training needs (para. 4.40). The 60 man-years of fellowships would certainly have been beneficial to the project. The MOE did make, however, and is still making efforts to staff the secondary schools adequately. As soon as needed Project risk insurance. 4.05 Satisfactory coverage was provided to the project by a Lesotho based firm. FIRST OtfATI.rtNtt04E Cat 497-1.0 - . TEEICMAL ASSISTA CE AJID FJ.04S.IPS t ACTUAL VS F~ME ra-h..,Ahi'e ~att4 HIM.E tie 2. MILn a hbve 101 % ldt.4 .. t.. A'--t t00t ........ and Courses fl.h.be of -pacialista Fellowship Fnncin Naer.of tpecattet Flowhip- Cht.nge. ofAgencyter Number *f Specialist Fellowshtpt jpecialitt. tia-.r Han-ear Agency Spci.liste ttayar Hla-Yeart AdtitnaAttistete Specialist Hfl-ea. ta-yar lp.eciltitt . Fellowhtpe Lerotholi TechntcaI nstitat. ut.in 3 . 2 Goldfeld. Mning 3 2.3 MIL 3 4 1001 0 odld pnmre onthe-aob train- Corp. n pra. fr the rtructors t ,T Automotive 3 11 1 0ederatl.NPubIt 1 9 3 3 4 3 10000+ t00tO and two other t,chntcal tnn.,tuare.tThe ofer-iny E6 .dorat .R.bltc of Germa htt garan- talinean.a/Hecthaic 3 10 3 Federal Republiet 1 3 5 3 3 (001 10010 ted.,etnea tu .T , nti 1981 and of 0.rmny passilhy after.nt. tt. COta Civts Entineering 1 3 a 0DA 5 3 f 0 2 100.1 - representaiv tn Maru ind0e0ted that that the technicien tra-nn f1ail*tk. Hechtanica tEngitring 1 3 OA .a f 100 • asth In.titt ofetl- LtAO nw aeTbld Co-.ttal Clerleel 2< 6l fl D 0 Iederal fepublic et 1 3 2 31 10010 0he Federal Republtc of C.rtany tt. SMI 21 ?-* tte-ke GerCao. ab. t. 1upply tt eel a st cmmeca 2 fl0 2DA 3 2 I Vtdtral Repubhlie of 2 6 4 1001 1001+ *nd ftttotthtpt tt CTt twhen, 0DA (ndicat. rt...y it va. a.. a.ethh Itiaatute of th.l.. g. t f 00 3 9 3 2 f 5 1001P 0010 1 USAID2 CI. Kenn ma 10t Co tieg no caDle OZ .1.4othh tAminstatert aa1t. 3 l (3C ( 3. fl - • • 0 3001+ - aEC ope.,ne st taini a ette d 02 2- fl. b. Eduatort 3a3h3.EC t Pra• • •a001t•(aottt t tt.o onth . of t thr t ntona Oeondjary gchoc020- 3 t..Ctp ot. 30L repetat ives clottaithat the Prtcal flubjtcttta (trogreet -fello. t ship. offert. were not.. t faaa .t-u (lastructore)~~~-"t *~9se it9.i genrdg,e, 00od,arkta 6 0 (2 C320 - 2 (2 ptace Carpe A - 331 01 *rattetd *abjee t. h tattt0 t att oaavr i2 cii. • - peea. Caeta- 452.. . (71 (01 totgrAtO Ct ITAa. mi..be tItt,d tt, t ui Demaatte seieace 6 0 (2 C0l20 - ( • tree Ree,de • 4 ia • (PI 01 otishes and .tslsted otete .rec (Ia 0,ratinghteedle lork l fl (2 C(DA - - - - ^- fl ((t . 21 01 dmads were made. Craft 6l 0 12 C(DA • 3 • 00 421 heaa., the taining pra toppedn. after to yeta tad teatttat 2tehlag .f tbe prattcatl tbr ltt A,t ..y Ed. atlo (-0E) Rurtal dctaon pealis0t 1 3 0 CIDA 3 fl • . - (000 - t(he Directr ofTe.tang Servce lt. Practiee 1 Subject. Director 1 3 fl CIDA 1 3 l - . - - (001 - fter 24 yets then the. Taching tractor of t Tetathing Servtc, Untt tt as anttonOno tatisfec- kerice 2 3 0 CIDA 2 3.3 0l - - 8•11 . oerity. Project 3epteetttont Uit (Pr) Iatd aof tnial,..t sserne( for Director t 4 3 00A 2 1 0 •• - 731 - we eployedtad padhpby .thecedi Irocurementt Office . 2 3 2 IDA, • • •- 01 - ora.period ofthree years. Tth. tteneuttent ftir22 ha .n1of ice sted tt the grejec. ttt offtat fa. thet t~0O3 åt 79 00 - 2 06.1 39 (3 49 20 2, 7(1> tnludingto0.t ,tn.sv.t tnd ougoiag.• 01tA - Oern,r tJaelop.ent Agency <EC - trnatteal ra'.ension Colg Annata 4 (Fot- World1n Untia Servaces' (Caaa Otage 1 Cltia - Cma.ma teraattoal Oeveoptant Agency tlatD - 0,1ted States Agency For tearion alt Development - 48 - LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO COMPLETION REPORT TECHNICAL ASSISTANCE AND FELLOWSHIP EXPENDITURES 1 Fellowships Total Cost a Specialist Project Unit Currency % of Agency Services Foreign Local Expenses Equivalent US$ Total IDA/ Lesotho Government R 346.5 R 346.5 422.6 12 ODA 2 R 240.0 32.0 R 272.0 331.7 9 Goldfield Mining Corp. 3 R 40.0 2.7 R 42.7 52.1 2 German Federal Republic DM 2,521.2 1,040.0 DM 3,561.2 1,967.5 55 Canada C$ 425.0 282.0 42.0 C$ 749.0 645.7 18 I.E.C. R 110.0 R 110.0 134.1 4 Total Actual 3,553.7 100% Total Estimated at Appraisal 2,355.5 1/ R - S.A. RAND; race of exchange used: US$1 - R. 0.82 DM- Deutzche Mark; rate of exchange used: US$1 = DM 1.81 C$ - Canaiian Dollar; :ate of exchange used: US$1 = C$ 1.16 Because of the fluctuation in the rates of exchange during the implementation of the Project and due to the impossibility toreconstruct the timing of the interventions of the other donor agencies, the conversion into USI is only an approximation. 2/ The value of the T.A. intervention has been estimated. The data supplied were in man-years and iu some cases undefinable portion of the emoluments were paid by the Government of Lesotho. 3/ Goldfield Mining Corporation intervention into the pr9ject is much higher. Due to Goldfield policy, data in this respect were not supplied to the completion mission. Annex 4 Source: Bank Staff Page 2 - 49 - ANNEX 5 LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO COMPLETION REPORT COMPARISON OF APPRAISAL ESTIMATES AND ACTUAL PROJECT COSTS US$ million Appraisal Estimate Actual Costs Difference in % Other Total Other Total between total Lesotho IDA Donor Project Lesotho IDA Donor Project estimate and Govt. Credit Agencies Cost Govt. Credit Agencies Cost actual cost 1.Civil Works 0.41 1.67 0.39 2.47 0.81 2.62 0.60 4.03 63% 2.Furniture 0.04 0.14 0.02 0.20 0.02 0.26 - 0.28 4% 3.Equipment 0.11 0.45 0.53 0.99 0.07 0.38 0.66 1.11 12% 4.Consultant Services 0.04 0.17 0.01 0.22 0.15 0.37 - 0.52 137% 5.Project Operation, Maintenance and Local Transp. 0.04 0.31 - 0.35 0.10 0.32 - 0.42 2% 6.Contingencies 0.39 1.26 0.26 1.91 - - - - 7.Technical Assistance - - 2.00 2.00 - - 3.13 3.13 57% 1.03 4.00 3.11 8.14 1.15 3.96 4.39 9.49 17% Source: Bank Staff - 50 - ANNEX 6 LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO ESTIMATED AND ACTUAL DISBURSEMENT Date of Signature Closing Date July 10, 1974 Effective Date March 31, 1979 US$ January 23,1975 Million- 4,000 3,000 - 2,000- 1,000- Semnesters 1 2 3 4 5 6 7 8 9 10 FY 1975 1976 1977 1978 1979 Disbursemnents estimated at Appraisal-- Actual Disbursements - mn World Bank - 20806 Final Disburseme nt US$3,955,153.77 LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO SCHEDULE OF DISBURSEMENTS ACTUAL VS FORECAST IBRD/IDA FISCAL YEAR ACTUAL DISBURSEMENTS AND ACTUAL TOTAL APPRAISAL REVISED ESTIMATES AS A PERCENTAGE SEMESTER DISBURSEMENTS ESTIMATE OF APPRAISAL ESTIMATE 1 2 3/10/75 9/18/75 1/17/77 12/15/77 5/30/78 11/05/79 3/29/79 1975 1SL 0.03 - - - - - 2nd 0.12 0.15 - - - 1976 1st 0.12 0.26 0.26 0.26 - 46 2nd 0.49 0.42 0.42 0.60 -- - - 116 1977 1st 1.00 1.06 1.06 1.40 1.00 - - - - 94 U, 2nd 2.14 1.98 1.98 2.30 2.20 - - - - 108 1978 1st 2.90 2.83 2.83 3.10 3.10 3.10 - - - 102 2nd 3.70 3.51 3.51 3.80 3.80 3.80 3.50 - 105 1979 1st 3.79 3.91 3.91 3.95 3.95 4.00 3.95 3.98 - 97 2nd 3.96 1/ 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.90 99 Closing Date 3/31/79 3/31/79 3/31/79 3/31/79 3/31/79 3/31/79 3/31/79 3/31/79 1/ by the closing date 3/31/79, US$44,846.23 equivalent remained undisbursed and was canceled from the Credit. Source: Bank Staff LES0T110 HIIIST EDI1CATION PJECT CREMTT 497-SO COMPI&TJOM REFOll CAPACITY OF PROJECT SCIIOO.S Student Placel Bo.rding Place. Annual Output Total .% Ach laeeo..... Total1 P'roposed Ettimated Eoiting of App.aa Propos.d Estli.ed Existntg 1 Aieerse Prior E.Pe1e At Apprsl al by at at Future EtLimata At AppraLal by at at F,ture of Appral*al to After luntILtutLon Exsiting Project Appraa l Completion Expanmi.o Total 1979 1981 Exilitng Project Appraiaal CompletLion Expanalon Total Estilate Prolect Proc t 1974 1981 A. ltl I comnercial and N,, F,, l i.erotboll eih.li.l l.tlt,te(LT ) 120 240 360 312 40 352 871 98 94 176 260 176 - 176 100% 40 160 I. u,h tll.tk te it PubLlt. All.1n1t, atio, (l.lPA) Y 70 10 80 90 60 150 1122 188 0 80 80 0 0 NIL 01 30 90 L.eothI.. Inott tte of B.,uds Admnisalti nrao (no0w 'osnetioal 2/ ll.ainlhsg lm.tsi tte .lTll) ~ 0 220 120 235 40 3/ 280 1962 233% 0 0 0 0 0 0 0% 0 150 ,otho NatLKonl Extenson Colleg8 (- Lstho DI.taneø T e.chig Center - [[lC) 0 (4000) (4000) 1000 1000 2000 25% 50% 0 0 0 0 0 0 07. 0 (250) ý 887+ 97%+ 122%+ Toa pact-tLme (4000 -(4000) (1000) (1000) (2000) (2TM) (ý0%) 94 256 340 176 0 176 52% 70 400 fult-tia 190 370 560 637 140 782 132% sI.~~~~J Sossloyc.iol I OS C cose N 1. unchi uuthe 299 169 468 380 &0-7 460 81% 981 113 0 113 0 0 0 0% Il 45 180 86 2. fluoV Ndome 278 190 468 376 80 456 80% 981 256 0 256 0 0 0 0% 88 35 168 75 3. Eagle' Peak 290 178 468 359 80 439 77% 941 223 0 223 0 0 0 01 58 30 178 70 4. St. Stee's 231 201 432 349 40 389 81% 90% 124 0 124 0 0 0 01 52 58 162 92 5. S.e.d ikart 273 195 468 283 80 363 60% 78% 66 0 0 0 0 0 01 6 26 146 66 6. l-uthø lilgh, 321 147 468 421 40 467 91% 97.7% 215 0 215 0 0 0 0% 63 72 163 92 ital 1.692 1,040 2,742 2,L74 4001/ 2,574 78%. 941 991 0 997 0 0 0 0% :38 266 997-498 Q Cooklng corae hegina J4nuary 1980. 2Isotlh Institutos0 were Ilated as onle In tit appialmal rtport. 1 In 1980. 4 Brackets rater to part-time otudents, / liird live-year Døvelopment Plan propoaea a 50K increase betwean 1980-1985. 1/ Subject paas ,slsich In 1979 Wr 142. Zf The secondary colola' progra began 1 Januay 1979 wh.n fora A as introduoed. Fora, Is to be introduced in 1980 and PVro C'& in 1981. Losl,itatd f e nolimenL. gien by principala and HDE. b/ 1.L. ~a utitd fo thia .,otcomung, they idtated that effort& .ou l be -ade to reach 1007.. 9/1ore Mbaitc nt LES/6TH0 [IMS E~UCATLON PIOJECT CREDIT 49130SO U0PTTON REPORT PROGRAM MPLEETATION AND FACILITIES UTILIATIOM FACTORS Facillties at Cofpletion ith Facti1ties Ul t 00acOtr E6 ién. P'ractieel coures . Utiltrih on in 1979 3/ . nrollment 2981 Forece.Ied Enlrollsent OCccur. 1 Plnned laplemdnted Cl assoom L.boraor1ie Workshop. Total School Foture Expansion 1 hievement of Cl...oo Lborator is Wo,k.h.p. loL.l Shool IW.Ls..o. - sy - ~ to -slcOt ..n.og I-P... T.C.I.~ * prsoi2o U ly 199 r-låe LTI 360 312 Bil 7 6 86% 65% 75% 951 78% 40 352 981 65 68 95% 76 LlpA 80 90 112. 6 6 100% 90% - 901 90% 40 280 233% 100% - 1101 L05%.l i 120 235 1961 4 4 1001 90% - = 80% 85% 60 950 lan g1* 45% 8x 560 637 132% 17 16 95% 82 751 891 831 140 781 173% a5 68X 971 901 älbh bo,h. 46ä 360 811 4 4 1001 31 66% 60% 53% , 80 4651 661 781 72% 72% Hiy N-~e, 4.8 3/6 80% 4 4 1001 25% 60% 60% 49% 80 456 98% s81 12% 12% 61 .ag , 2k 4b8 359 1% 4 2 501 371 94% 531 58% 80 439 94% 621 96% 611 75% S,. Spien'... 432 349 81% 4 l 251 66% 50% 13% 32% 40 389 902 66% 70% 551 631 S....d H.art 468 283 60% 4 5 125% 36% 44% 61 47% 80 363 78% 318 78 504 k2r7% 5 97.7% 10% 95% 60% 5 2.172 2.114 7ö% 24 19 75ä 441 661 45% 521 400 2,574 3/ Fro. questtonna.res answered by pr~nclp.l.. 2/ Rat iated cosullsent giv.n by prncipl. .nd 3J 6 Kit tur instituti,unal cookng .dded 2awaring 2. 4/ Figuro. Jnclude part-r..e,and evening couras Source:Bs,nk Statt >k,k6 LIESOTIHO FIRST EDUCATION PROJECT CREDIT 497-ISO 00MPIETION REP(ORT TIACHING STAFF AND nouJI AT PIOJECT SaHol.S Teaching Staff Staff Houses Total Total Proposed Estikated Existing 2 Achievement Proposed Eatimated Existing % Achievement At Appraisal by at at Future of Appraisal At Appraisal by at at Future of Appraisal nastattaoS EXiLting Project Appigisa& CoMpletLo Expansion Total Estimate Exating Protect Appr-isal Completion Expansion Total Estimate A . T o ol . aLJl u s a stsi.1979 1981 L-rotiolTel -11-1 1aritkite(LTI) 16 16 32 33 2 35 103% 109% 19 22 41 22 - 41 1001 Lekith-1 I.Stit,,.te oidiublcI Admdnistrti. (LPA) 6 9 lb 14 4 18 93 1201 0 6 6 6 - 6 100 Lesotho istitote of Business Ad&instrathon (now c:osmercial fraining Ins1ttute- CTI) 0 0 9 9 3 12 100% 139% 0 6 6 6 6 100% i.d.ath.a Natiuoil Extenson C,lerge (no. 1.a.,o Distance L.achia Cent.a - LUTC) 0 6 6 56/ a 64 (933%) (1000%) 0 6 6 6 - 6 100% TLtal 22 31 62 112 17 129 97% 1211 19 40 58 40 - so 100% R.A .mi,a school 1980 1981 1. IBethe Buthe I1 it 22 17 2 3 22 77% 1001 it 1 12 2 1 . 13 108% 2. ol.y Name 14 8 22 18 2 2 22 82% 1007 14 1 Is 2 16 1077 3. Eaglas Pealk i5 7 22 18 2 2 22 827 100 is 1 16 2 17 107% 4. St. S-pLhei's H1 II 22 16 3 3 22 73% 1001 11 1 12 2 13 108% 5. Sated 11.aL 17 6 23 1 3 3 23 74% 1001 13 I 14 2 - 15 I0% 6 Lietioho High 14 9 23 19 2 2 23 837 100% 12 I 13 2 - 14 108 Total 82 52 134. 105 14 15 134 79% 100% 76 6 82 12 - 94 108 1/ Funded by 00A. 2, liae 10 hao aio 1com1 h,kp.onile tothe n.1ino-t1o rLkal education comtponents of the MOE, particularly the herd boys' program, the literacy-numeracy program, and teacher training. It heas also actLd a. a .vim i; acy for otle-r Hinistries and parastatal agencies. This explains the high increase in staff. 3 - Nun-h,s in parentheces refer to port-Lil, atudeots. / , thr )L' is aare Last these Leachers have to he added to the establishment and las stated that every effort will be sade to staff the schools properly. The schools, on the other hand. stated thot thei -othInent I-creak was del-idedi:t opon the increase in staff. A few MLhools Indicated that an Increase In enrollment would depend upon the availability of start housing and not on theiL lack of col tent to tie program. 5/ I-ad- at buildn.g ingle hoSs, daplixas Wer costucted. A thro-bedrooma house was replaced by two two-bedroomu attached usttts. S.o.re hta-k Staff LESOTHO FIRST EDUCATION PROJECT CREDIT 497-LSO COtiPLETION REPORT SUMMARY OF UNIT COSTS Academic and Cotuna.l Housing Student Capacity of Institution Avseage Unit Name of Area m2 Cost US$ Cost/,2 Ae 2 Cost US$ CoPt/2 ir t At Added Cost per AppraisaI Compltion Platen Academie Student Institutions (US$ STouacn ) Apprai.ed At Bul Appraised As Built Appraied As Built Appr-ied A. Built Appraised A. Built Appraised As Built Vocational Technical Educ. Ler,tholi Technical Inst. 1,035 2/ 2,254.0 3/ 310,3354/ - - 2,950 2,588 418,284 5/ 574,101 141.8 221.8 120 360 240 1.3 Conmercial uEduation Lesotho Institute of Businest and Administration. New Com- mercia1Tran,ingInsttute-CTI 680 913.0 84,179 181,082.0 123.8 198.3 6/ 6/ 6/ 6/ 0(70) 7/ 80 80 2.3 Continuing Education Lesotho National Extention College. NwLesotholistane Center -LDTC 270 580.7 32,239 145,155.0 119.4 250.0 6/ 6/ 6/ 6/ 0 120 120 1.2 Secondary Schools Office Spen only 8/ .15 9/ 1. Butha Buthe t0/ 1,367 1,428.5 199,104 309,239.0 145.7 216.5 ti/ 1t/ li/ tt/ li/ 11/ 299 468 169 1.8 2. Holly Names tO/ 1,214 1,757.0 179,104 274,516.0 147.5 156.2 li/ ti/ ii L, li 1 I/ 278 468 190 1.4 3. Eagles Peak 0/ 1,219 2,317.0 148,209 362,069.0 121.6 156.3 tl/ ti/ tt/ i1/ 11/ 11/ 290 468 178 2.0 4. St. Stephens t0/ 1,230 1,024.0 175.373 245,378.0 142.6 239.6 11/ 1/ t/ 1/ t/ 11/ 231 432 201 1.2 5. Sanred Heart 10/ 880 1,049.0 111,194 128,559.7 126.3 122.6 11/ li/ 11/ 11/ 11/ 11/ 273 468 195 .66 6. Lesnthn High 1,225 1,602.0 150,597 156,131.0 122.9 127.5 ti i/ U/ 1/ / t/ 321 468 147 1.1- il Sinne all project compoenets were both rehabilitation and extensinn of esting schools, the unit costs listed are besed only on the increased student capacity. Fermer students will benefIt from the new facilities ss the new students will benefit from the existing fatilitles, conseqenttly the unit costs are only indiativ,e 2/ Set area nly given. 3/ Coet of sademic, boa.ding, and communal not given separately. 4/ Rate of exchange US$1.00 :PR 0.87. 5/ Rate of exchange used at pprisal US$1.00 = R 0.67. 6! Ineluded in LTI staff Housing, Z/ LIPA had 70 students in eperary facilities. New facilities were butlt for 80 student,. 5/ For LDTC enly offies, printing, and radio facilities were provided. / Per 1,000 students etnrelled ni compl<eton / As appratsal repOrt includes beth the rehab1iittin and new conntructien of academic csomunal, boarding. and housing, the cost/m2 dees nei reflect the reai cost/n2 et new construction. t/j Appraisal report did no separate hosing from academie, communal, and boarding coste and all cnstruc tion contracts were awarded for a tt amount of civil work resulting that nest, cannot be separated. - 56- LESOTHO FIRST EDUCATION PROJECT COMPLETION REPORT CHART 1 EDUCATION SYSTEM 1979 Age 6 7 8 9 10 11 12 13 14 15 16 17 18 18 19 20 20 21 22 23 I If ill Il l I I I III II II Grade 1 2 3 4 5 6 7 8 9 11 12 13 13 14 15 15 16 17 18 PPIMARY LEVEL POST PRIMARY VOCATIONAL POSTSECONDARY AND HIGHER SENIOR SECONDARY 11 2 13 Teacher P.T.C. 8 14 10 1TeaioriP Post Gaduate iversified TeaT SCT.C. Trainiainig Training 15 16 17 18 Junior Secondary Schools 15 16) Science 8 9 10 11 12 Academic - J C. High CO.C. Schoo l- jnri Academic University Geine ra. 16 17 18rm Years Humaenitie 15 16 Theology Agriculture /Referred to as StandardsLa 21 Referred to as Forms Z/ Joint Porgram (LAC and NUL) Vctoa 0 1] Year Internship/Work Experience I....Bsn SSelection Point 8 9 1 ilm 7-Entry Point to Labor Force Hm cnmcTae JC - Junior Certificate corieitry PTC - Primary Teacher Certificate Agriculture Thabe Khup1 APTC - Advanced Primary Teacher Certificate COSC Cambridge Oerses School Certificate Polytechnic Technicians CTI - Commercial Training Institute Agricultore LAC - Lesotho Agricultural College LIPA - Lemotho institute of Public Admi-stration STC - Secondary Teacher Certificate 1 DEMS - Department of Extra Murdi Seices YtAC LOIC - Lesotho Opportunities Industrial Center Fo t Center Source: Ministry of Education of Lesotho 8 LOIC Sacmtrpie Management Nuh Aid Helth Prctical Nuring a n n C te World Bank - 20921 LESOTHO FIRST EDUCATION PROJECT COMPLETION REPORT 57 MINISTRY OF EDUCATION ORGANIZATION CHART - 1979 CHART 2 Director o, sEoCS Executt-eSectio AsistanttO ~ aot U S Stftf SSrft Sc Adm mt tat, ve Sco ceEt DeputytCDeputy General~~N .- PemnntPrann.ricl Ass -tan Secrtar sertayScrtr P ro f e ssio n al. 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