Malawi - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 2914 PROJECT PERFORMANCE AUDIT REPORT MALAWI FIRST EDUCATION PROJECT (Credit 102-MAI) March 25, 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 GLOSSARY AND ACRONYMS EEC European Economic Community HILMP Higher and Intermediate Level Manpower JC Junior Certificate, after Form II MCE Malawi Certificate of Education, after Form IV MOE Ministry of Education moWS Ministry of Works and Supplies NTTC National Teacher Training College in Lilongwe PIU Project Implementation Unit PTTC Posts and Telecommunications Training Center UK United Kingdom This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contenst may not otherwise be disclosed without World Bank authorization.  PROJECT PERFORMANCE AUDIT REPORT MALAWI FIRST EDUCATION PROJECT (CREDIT 102-MAI) Table of Contents Page No. Preface ± Project Performance Audit Basic Data Sheet i Highlights vi PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND AND SUMMARY 1 II. PRINCIPAL ISSUES 4 Project Preparation and Design 4 Physical Implementation 6 (a) Buildings 6 (b) Equipment and Furniture 6 (c) Costs 6 (d) Enrollments 7 Supervision by the Association 7 III. EDUCATIONAL IMPACT 8 IV. CONCLUSIONS 9 COMMENTS FROM BORROWER 10-12 Attachment: PROJECT COMPLETION REPORT Project Components 14 Scope and Method of the Completion Study 14 The Education System of Malawi - Principal Features 15 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 16 I. PROJECT BACKGROUND 21 Socio-Economic Setting 21 Project Generation 22 Project Scope 24 II. PROJECT MANAGEMENT 25 General 25 Project Implementation Unit 25 Bank Group Implementation Assistance 25 Table of Contents (Cont'd.) Page No. III. PHYSICAL IMPLEMENTATION 26 Selection of Sites 26 Professional Services 27 Civil Works Contractors 27 Furniture 27 Equipment and Learning Aids 27 Maintenance of Buildings 28 IV. PROJECT COSTS AND FINANCING 29 Capital Costs 29 Unit Space Allocation and Cost per Student 30 Disbursements 30 Recurrent Expenditures in Project Schools 31 V. EXPENDITURES AND COST OF EDUCATION 32 Capital Expenditures 32 Recurrent Expenditures 32 Recurrent Expenditure per Student 33 VI. EDUCATIONAL OBJECTIVES OF PROJECT SCHOOLS 34 A. General-Manpower Development 34 B. National Teacher Training College (NTTC) 36 Enrollment Structure 36 Curricula 38 Staffing 39 Utilization of Teaching Spaces 39 C. Secondary Schools 40 Curricula 40 Staffing 43 Enrollment Structure 44 Utilization of Teaching Spaces 45 D. Posts and Telecommunications Training Center (PTTC) 46 Courses 46 Staffing 46 Enrollment 46 Table of Contents (Cont'd.) CHART 1. The Structure of the Educational System 47 ANNEXES 1. Institutions Visited 48 2. Growth of Educational Enrollments 1967-76 49 3. Assessment of Schools in Use 50 4. Estimated and Actual Implementation and Disbursements 52 5. Unit Space Allocation and Cost per Student Place 53 6. Recurrent Expenditures per Student in Project Secondary Schools 54 7. Recurrent Expenditures for Posts and Telecommunications Train- ing Center 55 8. Trends in Educational Expenditures - 1965-1975/76 56 9. Ministry of Education's Recurrent Expenditures by Sector 57 10. Allocation of Weekly Periods per Subject - NTTC 58 11. Estimated and Actual New Facilities for National Teacher Training Colleges 59 12. Allocation of Weekly Periods per Subject in Secondary Schools 60 13. Teaching Staff in Secondary Schools 61 14. Number of Staff Houses and Boarding Places for each Project Secondary School 62 15. Total Enrollment in Project Secondary Schools 63 16. Project Schools' Enrollment by Sex 64 17. Estimated and Actual New Facilities for Secondary Schools 65 18. Proposed Course Program for Posts and Telecommunications Training Center 66 APPENDIX The Education and Training System 67  - 1 - PROJECT PERFORMANCE AUDIT REPORT MALAWI FIRST EDUCATION PROJECT (CREDIT 102-MAI) Preface This is a project performance audit report on the First Education Project in Malawi for which an IDA credit of US$6.3 million equivalent was approved in May 1967. The total amount of the Credit was disbursed by Jan- uary 9, 1978. The report consists of (a) a project completion report (PCR) prepared by the Eastern Africa Regional Office after a field visit and (b) a project performance audit memorandum (PPAM) prepared by the Operations Eva- luation Department (OED). The audit memorandum, for which no field visit was undertaken by OED, is based on a review of: (i) the credit application of January, 1966; (ii) the appraisal report (TO-556b) dated April 17, 1967; (iii) the transcript of the Board discussion of this project on May 2, 1967; (iv) the Credit Agreement dated May 4, 1967; (v) the amendment of December 17, 1973 to the Credit Agreement; (vi) the PCR dated July 29, 1977 and revised June 21, 1978; (vii) material in the Bank Group's files relating to this project; and (viii) the appraisal report (877-MAI dated October 28, 1975) on the Second Education Project. Discussions have been held with staff associated with the project. In accordance with normal practice, the draft Audit Report was sent to the Borrower and the response received has been reproduced on pages 10-12. The PCR covers the implementation of the project and discusses some of the operating outcomes. The audit memorandum addresses the problems arising from inadequate planning as a basis for project generation and is more critical than the PCR of the staff:student ratio in secondary schools and the Bank's supervision effort.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET MALAWI FIRST EDUCATION PROJECT (CREDIT 102-MAI) KEY PROJECT DATA Actual or Current Estimate Appraisal Original Amended /1 Expectation Project Project Total Project Cost (US$ million) 7.0 6.5 7.0 Underrun (%) 8 - Credit Amount (US$ million) 6.3 6.3 Disbursed (January 9, 1978) 6.3 Cancelled Repaid (to Oct. 31, 1979) 0.2 Outstanding (Oct. 31, 1979) 7.2 /2 Date Physical Components Completed Dec. 1970 Apr. 1972 Jan. 1976 Proportion Completed by Above Date (%) 90 100 100 Proportion of Time Overrun (%) 35 0 Institutional Performance Good Good Good OTHER PROJECT DATA Original Actual or Plan Revisions Estimated Actual First Mention in Files Jan. 1964 Government's Application Jan. 1966 Negotiations (in field) Dec. 1966 Board Approval May 2, 1967 Date of Credit Agreement May 4, 1967 Credit Effectiveness July 3, 1967 Date of Credit Amendment Dec. 5, 1973 Closing Date Dec. 31, 1971 June 30, 1973 Jan. 9, 1978 March 29, M974a June 30, 1977 Borrower Republic of Malawi Executing Agency Ministry of Works and Supplies Fiscal Year of Borrower April 1 - March 31 Follow-on Project Names Second Education Third Education Credit Numbers 590-MAI 910-MAI Amounts (US$ million) 11.6 14.5 Dates of Credit Agreements November 24, 1975 June 19, 1979 /1 After the substantial completion of the original project about US$0.5 million remained undisbursed, and a new component was added to the project by an amendment to the Credit Agreement in December 1973. /2 This includes exchange adjustment of US$1.1 million. - 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 IDA Apr. 1965 1 1 1 Apr. 22, '65 Preparation UNESCO Sept-Oct '65 3 2 6 Nov. 4, '65 Appraisal IDA Mar. 1966 4 4 16 Apr. 17, '67 Negotiations IDA Dec. 1966 1.5 2 3 Dec. 13, '70 Reconnaissance /1 IDA Dec. 1970 1 3 1 Dec. 31, '70 Reconnaissance /1 IDA Oct. 1971 1.5 2 1 Nov. 22, '71 Appraisal /1 IDA Apr. 1973 1.5 2 2 May 14, '73 Total 30 Supervision 1 IDA Jan. 1968 1 1 (a)* 1 Mar. 5, '68 Supervision 2 IDA Nov. 1968 1 1 (a) 1 Jan. 6, '69 Supervision 3 IDA Apr. 1969 1 1 (a) 1 May 29, '69 Supervision 4 IDA Apr. 1970 1.5 2 (a,b) 3 May 4, '70 Supervision 5 /2 IDA Dec. 1970 1 3 (a,b,b) 2 Jan. 14, '71 Supervision 6 /2 IDA Oct. 1971 1.5 2 (a,b) 2 Nov. 19, '71 Supervision 7 /3 IDA Apr. 1973 1.5 2 (a,b) 1 July 3, '73 Supervision 8 IDA Apr. 1974 1 1 (a) 1 May 20, '74 Supervision 9 /4 IDA Mar. 1975 3 3 (a,b,c) 2 Apr. 22, '75 Supervision 10 /5 IDA Oct-Nov 1975 1 1 (a) 0.5 Dec. 29, '75 Supervision 11 /5 IDA May 1976 1 1 (a) 0.5 June 8, '76 Supervision 12 /5 IDA Oct. 1976 1 2 (a,b) 1 Nov. 10, '76 Completion /6 IDA Mar. 1977 2 3 4 July 29, '77 Total 20 CURRENCY EXCHANGE RATES Name of Currency Until February 15, 1971 - Malawi Pound (M1) (Abbreviation) After February 15, 1971 - Malawi Kwacha (MK) (1 Malawi Pound = 2 Malawi Kwacha) Exchange Rates: Appraisal Year (1966) average US$1 = Mh0.35 Completion Year (1977) average US$1 = MKO.90 Average during Project Implementation Period US$1 = MKO.83 /1 Additional project component only. /2 Combined with reconnaissance of additional project component. /3 Combined with appraisal of additional project component. /4 Combined with appraisal of second education project. /5 Combined with supervision of second education project. /6 Combined with supervision of second education project and discussion of education sector review. * a = architect; b = educator; c = economist - iv - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont.) ALLOCATION OF CREDIT PROCEEDS (US$) Allocation Original as amended As disbursed Category Allocation 12/5/73 January 1978 Secondary Schools 1-a Construction 3,270,000 3,323,000 3,321,470.06 1-b Equipment & 690,000 692,000 725.785.45 Furniture 1-c Architects' & En,iees' F 260,000 329,000 328,752.98 Engineers' Fees 1-d Unallocated 610,000 - National Primary Teacher Training College, Lilongwe 2-a Construction 1,040,000 1,245,000 1,248,195.15 2-b Equipment & 160,000 146,000 148,308.22 Furniture 2-c Architects' & En,iees' 80,000 127,000 126,149.64 Engineers' Fees 2-d Fellowships 30,000 - - 2-e Unallocated 160,000 - Posts & Tele- communications Training Center, Blantyre 3-a Construction - 265,000 366,210.12 3-b Furniture 25,000 - 3-c Architects' & Eniees,Fe - 27,000 35,128.38 Engineers' Fees 3-d Unallocated - 121,000 - 6,300,000 6,300,000 6,300,000.00 Summary Construction 4,310,000 4,833,000 4,935,875.33 Equipment & Furniture 850,000 863,000 874,093.67 Professional Fees 340,000 483,000 490,031.00 Fellowships 30,000 - - Unallocated 770,000 121,000 - Total 6,300,000 6,300,000 6,300,000.00 - v - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET (Cont'd.) UNIT COSTS Appraisal Estimate Actual (US$) (Us$) Capital costs per student place: Primary Teacher Training College 2980 2823 DISBURSEMENT SCHEDULE Cumulative Disbursements (US$ million) Actual as FY /1 Actual Estimated of Estimated 68 - 0.26 - 69 0.03 1.66 1.5 70 0.69 5.00 13.8 71 3.94 6.30 62.5 72 5.10 81.0 73 5.62 89.2 74 5.82 92.4 75 5.83 92.5 76 6.14 97.5 77 6.22 98.7 78 6.30 /2 100.0 /1 As at end of first semester (December 31). /2 As at January 1978. - vi - PROJECT PERFORMANCE AUDIT REPORT MALAWI FIRST EDUCATION PROJECT (CREDIT 102-MAI) HIGHLIGHTS The First Education Project in Malawi - Credit 102-MAI - approved in May 1967 - was financed in part by a Credit of US$6.3 mil-ion. The pro- ject was originally intended to expand and diversify secondary schools and to consolidate and improve primary teacher training. Savings of credit funds were realized as the provision of school buildings cost less than anticipated and the fellowships for teacher trainers were financed by the United Kingdom. The Association and the Borrower agreed in 1973 to an amendment of the Credit Agreement permitting these savings to be used to provide a Posts and Telecom- munications Training Center. The Credit was fully disbursed by January 1978. The project was completed substantially within the time estimates for the original items as well as the additional item and has, on the whole, been successful and worthwhile. A competent project unit has been established (PPAM, para. 15; PCR, para. 2.03) and has been involved in the school building design under the Second Education Project - Credit 590-MAI (PPAM, para. 17). The secondary schools have piloted the introduction of practical subjects into the curriculum (PPAM, para. 23; PCR, paras. 6.20-6.24) and their graduates are being followed up under a tracer system introduced and assisted under the Second Education Project (PPAM, para. 21; PCR, para. 6.03). The academic standard of the entering trainees at the primary teacher training college has risen (PPAM, para. 23). The Posts and Telecommunications Training Center has produced a flexible training program geared to the needs of the participating countries - Botswana, Malawi, Lesotho and Swaziland (PCR, paras. 6.37-6.38). Primary school teacher trainers have been trained under a U.K. Government fellowship program (PCR, para. 6.18). Some shortfalls have been noted - the Posts and Telecommunications Training Center is underutilized (PPAM, para. 19, PCR, para. 6.40) and the secondary schools have not introduced the intended full technical course (PPAM, para. 12; PCR, para. 6.21). Other points of special interest are: (i) the Association's concentration upon the physical aspects of the project during implementation and its relative neglect of the educational problems of the physically completed secondary schools (PPAM, para. 20); (ii) the absence of thorough educational planning at the project generation stage (PPAM, paras. 10-14); (iii) design shortcomings in secondary schools (PPAM, para. 15; PCR, paras. 3.04, 3.08); - vii - (iv) the over-supply of. some instructional equipment in work- shops (PPAM, para. 16; PCR, paras. 3.10-3.13); (v) the assistance of the Crown Agents, London, in procuring equipment and furniture (PCR, para. 2.03); and (vi) the shortage of practical subject teachers in secondary schools (PCR, paras. 6.30-6.32; see also PPAM, para. 18). PROJECT PERFORMANCE AUDIT MEMORANDUM MALAWI FIRST EDUCATION PROJECT (CREDIT 102-MAI) I. PROJECT BACKGROUND AND SUMMARY I. At intervals during 1964 the Government of Malawi expressed its interest in Bank Group support for education, and in April 1965 a Bank Group mission visited Malawi to identify a project within the Government's 1965-69 Development Plan, which envisaged: (i) restraining the growth of primary enrollment and consolidating and improving the quality of primary teacher training; (ii) increasing secondary enrollments considerably, with emphasis on technical courses: according to the identification mission, enrollments were planned to increase by 11,500 (including 2,750 in technical streams), to a total of 18,500; and (iii) concentrating all higher education under the aegis of a new university. 2. The Government's proposals for IDA assistance concentrated on technical secondary education and the identification mission accepted them. The mission also agreed on assisting primary teacher training but was unable to accept a proposal to include a part of a university as this did not meet educational lending criteria at that time.l/ 3. In September/October 1965 a UNESCO mission to Malawi assisted the Covernment in preparing a project, and in January 1966 the Government made a formal application to IDA for financial assistance for a project comprising: (i) extensions to 14 existing academic secondary schools which would provide facilities for technical secondary studies; (ii) one new general secondary school; (iii) one new technical secondary school; and (iv) three new primary teacher training colleges. 1/ The Bank Group at that time was prepared to finance technical universi- ties (e.g., agricultural or engineering universities) but neither general universities nor sections of universities. These lending criteria were widened in 1966 and 1967 to include financing of general universities and sections of universities. - 2 - 4. An IDA mission appraised this project in March 1966, when the size of the project was reduced mainly because of limitations on the capital counterpart Malawi funds available and also on the size of the proposed Credit. As a result the Government withdrew two of the primary teacher training colleges and the new academic secondary school from the proposed project request. The appraisal mission considered that the proposed currricu- lum of the technical school would be too rigorous for the students likely to wish to enroll and this item was deleted. The mission felt that the need to improve primary teacher training was urgent but noted the shortage of quali- fied teacher trainers. The mission, therefore, recommended fellowships for training teacher trainers abroad, and the project as appraised and agreed comprised: (i) one new primary teacher training college (540 places); (ii) extensions to 12 secondary schools providing facilities for technical subjects for boys and girls (1,860 additional places); and (iii) ten fellowships for training selected personnel abroad as teacher trainers. A Credit of US$6.3 million (90% of total estimated costs) was approved and the Credit Agreement was signed in May 1967. The project was expected to be completed by December 31, 1970. 5. In keeping with a strategy then widely endorsed by the Bank Group, the project national teacher training college (NTTC) was intended to initiate a program of replacing 11 existing uneconomically small, inefficient, ill- equipped and poorly staffed primary teacher training institutions - with an average enrollment of 118 students - by three larger institutions which would offer economies of scale with higher standards of equipping and staff- ing. The level of student intake was also to be improved: nine of the 11 existing institutions admitted students who had only a primary school leaving certificate (grade 8), and the remaining two required entrants to have only two years' secondary education to junior certificate (JC) level (grade 10), whereas the new, larger colleges were to aim at entrants having four years' secondary education (grade 12) with a full Malawian secondary school certifi- cate (MCE). It was accepted, however, that in the initial years it might be necessary to admit Junior Certificate holders. It was anticipated that there would be nine applicants for each student place. 6. The secondary school extensions were intended to provide facilities for one full technical stream in each of the twelve schools. These facilities were also to assist in exposing all the first year students in the project schools to practical subjects - woodwork, metalwork and technical drawing for boys and domestic science for girls - following which the student would enter either the full technical stream or one of the academic streams, in either case preparing for the full MCE. The four-year program was not intended to lead to skills for immediate employment, but rather to broaden the curriculum - 3 - and provide a basis for additional training within industry or in higher technical institutions. The additional places provided--1,860, of which 1,,60 were to be in full technical streams--represented 46% of the planned increase in secondary enrollment by the year 1970, which was stated to be 4,080, representing - downward revision of the identification mission figure of 11,500. 7. In supplementary letters the Borrower specifically undertook: (a) in regard to the education system, to (i) employ sufficient headquarters inspectorate personnel; (ii) contain secondary enrollment growth in line with recurrent funds available and the supply of qualified teachers; and not to initiate any agricultural science courses until properly qualified agricultural education teachers were available; (iii) review the examination system--establishing a Review Board in the Ministry of Education; (iv) investigate causes for the high failure rates in the final year of primary schooling; (b) specifically for the project, to (i) award contracts for civil works, school equipment and furniture on the basis of international competitive bidding in accordance with the procedures set forth in the Bank Procurement Guide- lines; (ii) employ a full-time Project Coordinator, who. would head a Project Office consisting of three main sections: archi- tecture/engineering, procurement, and accounts, each under an appropriate specialist; (iii) employ at least eight qualified expatriate teachers for at least four years in the national primary teacher training college, and provide 20 fellowships (of which ten were to be financed by the Credit) for the training of Malawian teacher trainers abroad; and (iv) provide, for the technical curriculum in secondary schools, qualified expatriate teachers in specified numbers for the years 1969-1972 until diploma level Halawian teachers be- came available. 8. The construction of the secondary school buildings began much later than was expected by the appraisal mission; however, it proceeded more rapidly than the appraisal mission had expected and the buildings were all completed by May, 1971. The building of the teacher training college was completed in February, 1972, slightly delayed by a change in site. There were financial savings on fellowships--which were supplied by the U.K. Government--construc- tion, furniture and equipment. The Borrower requested that these savings of US$530,000 be used to finance the construction and furnishing of a Posts and Telecommunications Training Center (PTTC), a UNDP-assisted project to provide middle level technician training for students from Malawi, Botswana, Lesotho, and Swaziland. Following appraisal in April, 1973 the addition of this item to the project was approved in December, 1973 and the Credit Agreement was accordingly amended. The PTTC buildings were completed in January 1976. 9. The closing date of the Credit--originally December 31, 1971--was postponed, first, to June 30, 1973 because of the change in the NTTC site, subsequently, to March 29, 1974, to permit consideration of the PTTC proposal, then to June 30, 1977 for building and equipping the PTTC. The project has been implemented and the US$6.3 million Credit was fully disbursed by January 9, 1978. II. PRINCIPAL ISSUES Project Preparation and Design 10. At the time of generation of the First Malawi Education Project in 1965-66 the country had been only recently independent and the new Govern- ment was seeking urgently to make the education system more responsive to the country's needs. A Planning and Development Unit had recently been esta- blished in the Ministry of Education and the educational structure had been changed in 1962 from an 8-year primary cycle and a 4-year secondary cycle to a 7-year primary cycle and a 5-year secondary cycle. In 1965 the Government, as part of its policy to improve and expand secondary education and introduce more technical education, reverted to the previous structure. The increase in primary education enrollments was to be restrained, with emphasis placed on quality improvement. Between 1965 and 1970 primary enrollments remained almost stable, and secondary enrollments (grades 9-12) more than doubled. However, between 1970 and 1974--when the project institutions were being built--primary enrollments increased much more rapidly (at nearly 14% per year) than secondary (less than 5% per year) and these and other unexpected trends have had some effect on the project's achievement of its original targets. 11. At the time of appraisal, the Malawi Polytechnic was expected to provide sufficient male teachers for the technical streams in secondary schools, but the supply of domestic science teachers was expected to prove more difficult. In fact, the reverse occurred: technical teachers were in short supply in 1978 (PCR, para. 6.30) while, because of the low enrollment of girls in domestic science, there was a sufficiency of domestic science teachers (PCR, para. 6.32). The appraisal team underestimated the extent to which male Polytechnic graduates would go into remunerative employment other than teaching (PCR, para. 6.31). However, as of December 1979 the Borrower estimated that the number of persons being trained for technical teaching in - 5 - secondary schools was sufficient. The problem of attracting such graduates into teaching is a difficult one and the proposal made in the PCR--the admis- sion of Junior Certificate (grade 10) holders instead of grade 12 graduates to the Polytechnic as teacher trainees (page 17, Recommendation (f))--may not by itself be a solution. Such a problem calls for a review of the competi- tiveness of the salary scales for those whose qualifications are in short supply, although it is recognized that major changes may be difficult to introduce within the overall public service context. 12. The design of the secondary school element of the project envisaged only one technical stream in each school--too small a student body to make economical use of either the specialist staff or the facilities required for a full technical curriculum. It is ironical that this element appeared in a project where the other large project item (the NTTC) was designed to promote economies of scale by replacing small uneconomical teacher training colleges. It was also ironical that while the proposed new technical school was deleted at appraisal on the grounds that its curriculum was too rigorous, the basic- ally similar full technical course in the proposed new technical stream of secondary schools was not deleted. Under the circumstances it is not surpris- ing that a full technical course is not being offered in the project schools but rather the optional alternative subjects of technical drawing, woodwork, metalwork or domestic science, in the MCE examination (PCR, para. 6.21). 13. Difficulties have also arisen in primary teacher training, where the demand for teachers (especially for those produced by the less costly two year post grade 10 training program) was unexpectedly enlarged by the rapid expansion of primary enrollments, while at the same time the supply of candi- dates for training in the new post grade 12 college was less than expected because of the slow expansion of secondary education. Hence underenrollment of the NTTC (PCR, para. 6.11) was experienced.l/ On the other hand, the PTTC component appears to have suffered from hasty appraisal. The appraisal team estimated the total demand for places from Botswana, Lesotho and Swaziland as being about one-half that from Malawi; however, it also somewhat incon- sistently estimated that in a typical year's program the numbers of trainees from these three other countries would exceed those from Malawi. 14. The unrealistic assumptions about primary enrollment growth and the significant fluctuations in secondary enrollment targets (paras. 1-6) during project generation resulted from the absence of thorough planning as a basis for project formulation. The broad goals of the project--improvement and consolidation of primary teacher training and broadening of the secondary education curriculum--were feasible; they were responsive to some quanti- tative and qualitative deficiencies in the education system at the time. However, in retrospect, it 4S clear that a better grasp of quantitative trends and their implications and more detailed preparatory work for quali- tative change were essential in the case of this project. 1/ The Regional Office stated in February 1980 that the NTTC was fully enrolled by December 1979. -6- Physical Implementation (a) Buildings 15. The project was, in general, satisfactorily and expeditiously imple- mented by a project unit set up in the Ministry of Works and Supplies. The unit was particularly strongly represented architecturally because, in addi- tion to the project architect, two other members of the unit were qualified architects - the project director and the quantity surveyor.l/ The NTTC was well designed; however, the project secondary school buildings have been crit- icized by the completion mission for the use of crosswalls to support roof members (para. 3.04). This introduction of an element of rigidity into class- room space arrangements was also criticized by Bank architectural staff on supervision; however, the consultants did not modify their designs. Some criticism has also been made of the uneconomic layout of buildings in some cases (PCR, para. 3.04). Generally, however, the buildings have been des- cribed as functional and simple (PCR, para. 3.04) and the Regional Office, in commenting on the draft report in February 1980, has indicated that this school design has been standardized for the Third Education Project schools. International competitive bidding was followed for all of the civil works. Eleven firms expressed initial interest (seven Malawian, four foreign) and nine (seven Malawian, two foreign) were pre-qualified. As has been the case with most education projects, all contracts were awarded to local contrac- tors--four of whom were the only bidders. Construction work was of a good standard. (b) Equipment and Furniture 16. Preliminary equipment lists were prepared for approval during appraisal and the final lists were completed by the end of 1969. Equipment procurement generally proceeded expeditiously and most of the equipment was delivered before the completion of the buildings. It was stored and effec- tively distributed. Some of the equipment (e.g., metalworking lathes) is oversophisticated for its present usage and has been over-supplied (PCR, para. 3.10). Some lathes and shapers have already been transferred to other educa- tional institutions in Malawi, notably the Polytechnic. Master lists and tender documentation in respect of furniture were completed in 1969. The furniture, all manufactured by local firms, was completed on schedule. The completion mission considered it to be generally acceptable in quality but noted minor design and material deficiencies attributable to inadequate specifications and checking before delivery to schools (PCR, para. 3.09). (c) Costs 17. The original project items were completed at a cost 7.5% below the appraisal estimates (PCR, para. 4.01)--a saving of some US$530,000. Savings in construction costs (7.5% of estimates or US$410,000), equipment and furniture (14.5% or US$150,000) and fellowships (US$30,000) more than compen- sated for the 16% (US$70,000) increase in consultants' fees. While the total consultants' fees (US$500,000, or nearly 10% of civil works costs) were some- what higher than appraisal estimates, the consultants performed well. Their services included the provision of bills of quantities which facilitated 1/ The Regional Office does not agree that this level of staffing justifies the use of the phrase "particularly strongly represented architecturally". - 7 - competitive bidding by local firms for the civil works contracts. In the Second Education Project a reduction in the consultants' fees to be naid will be made, as the project unit will itself design the more simple project components (primary schools and rural education centers). The considerable saving on eqlipment and furniture, notwithstanding the oversupply of equip- ment, indicates that the appraisal estimates were too high for these goods. (d) Enrollments 18. The appraisal mission estimated that, by providing practical facili- ties in the project secondary schools, the total enrollment would rise to 5,040, including 1,760 in technical streams. In 1977 the enrollment was 4,700 (PCR, para. 6.33)--a shortfall of about 7%--generally in class groups of 40 (PCR, para 6.36) instead of groups of 30 as envisaged in Annex 18 of the appraisal report. The completion mission considers that, for this enroll- ment, there are less teachers than needed.l/ However the existing overall teacher:student ratio of 1:19 appears generous by comparison with other developing countries--even though individual subject specializations may have insufficient staff--and contrasts sharply with the appraisal mission's assump- tion of a ratio of 1:33. 19. The enrollment capacity (100 places) of the PTTC has not so far been fully utilized. The maximum enrollment in 1977 was 76 and in 1976, the first year of operation, it was 86. This underenrollment was attributed to the lack of UNDP fellowship funds for persons from Botswana, Lesotho and Swaziland (PCR, para. 6.40). Supervision by the Association 20. The PCR (para. 2.04) indicates that, while supervision was adequate in terms of the number of days spent by missions in Malawi, there were occa- sionally long intervals between missions with new staff at each visit, partic- ularly in the initial implementation stages. All of the 12 supervision missions included an architect. Six of them, including the three of those sent during 1973-76, included an educator. The Project Unit, strongly staffed in architecture (para. 15), in collaboration with Bank architects, was imple- menting the physical aspects of the project successfully; nevertheless, the clear emphasis on the Association's part during supervision was on the archi- tectural aspects. This emphasis continued into the later phases of implemen- tation, when successive supervision missions concentrated on the construction of the PTTC and did not adequately address some of the problems of the other 13 project schools - already completed and in operation - such as the shortage of well-qualified applicants for admission to the NTTC, the shortage of technical teachers and the development of the technical education program in the project secondary schools. 1/ See PCR, paras, 6.27, 6.28, 6.30. In the PCR, the overall staffing problem of the project schools is not dealt with separately from the other (non-project) secondary schools but the problems are seen as similar in both categories. - 8 - III. EDUCATIONAL IMPACT 21. Most of the components of the original project were completed well in advance of the completion of the PTTC. It should, therefore, have been possible by the time of the visit of the completion mission to have assessed the educational impact of the project secondary schools to a greater degree than is usually the case with completion mission visits, which are typically undertaken soon after completion of the physical plant. However, as no tracer study was built into the project originally, such an assessment would have been of limited value. The findings of the tracer study of persons leaving school after grades 10 and 12 being conducted by the Borrower under the Second Education Project (PCR, para. 6.03) should eventually be available to feed into any future impact evaluation study. 22. Most of the undertakings given by the Government in the supple- mentary letters (para. 7) have been fulfilled. Secondary school enrollment growth has generally been contained (PPAM, paras. 7 and 10) in line with the recurrent funds available and the supply of qualified teachers; there are, however, some shortages of staff in certain subjects and the arrangements made to replace teachers who are absent are inadequate. The examination system has been reviewed and some improvement made but the percentages of dropouts and repeaters at the primary level are still high and hence most secondary students are still overage (PCR, para. 6.25). The fellowship program was fulfilled when twenty fellows were trained in Britain in courses arranged and financed by the British Overseas Development Ministry. Headquarters inspectorate personnel are however lacking and, in particular, the teacher training post in headquarters has been vacant for three years (PCR, para. 6.12). 23. The introduction of practical subjects into the secondary schools has provided a more balanced curriculum, although there is some feeling among Malawi educators that the curriculum is overcrowded with subjects. The impact of this diversification has not been measured. All entrants to primary teacher training now have a JC (grade 10) and some have completed grade 12. This achievement and positive trend compare favorably with the appraisal period when nine of the 11 colleges accepted students from primary schools (grade 8); the impact of this development upon the quality of teacher training and primary school teaching has not been measured.l/ Efforts to improve the curricula of secondary schools and primary teacher training are continuing. 1/ The PCR (para. 6.17) states categorically that "the level of quality envisaged in the appraisal report has yet to be attained due to the extensive number of required subjects which prohibits the needed solid foundation in such subjects as English, mathematics, and practical teaching......; however, as the qualitative objectives in this case were not stated in such precise terms as to facilitate comparison of perform- ance with original objectives, it has not been possible to determine the basis for this judgement. - 9 - IV. CONCLUSIONS 24. On the whole, this project was successfully implemented even though each of its three main components--secondary schools, a primary teacher train- ing college, and a Posts and Telecommunications Training Center--encountered certain problems. The secondary schools have not been able to introduce the full technical stream envisaged at appraisal--but a worthwhile introduction of optional practical subjects into the curriculum has been achieved (PPAM, paras. 12, 23; PCR, para. 6.21). The NTTC has not been able to recruit suf- ficient numbers of MCE holders; however, it still represents the vanguard of the effort to improve primary school teacher training in Malawi (PPAM, para. 13; PCR, para. 6.11). The PTTC is presently underutilized, but a flexible program geared to the needs of the participating countries is being imple- mented (PPAM, paras. 13, 19; PCR, paras. 6.37-6.40). 25. The project is regarded by the Borrower as successful, and the Second Education Project is continuing IDA assistance to primary teacher training and secondary education. However, in view of experience with the First Project, the teacher training component will no longer stress the need for entrants to have the MCE, and the secondary schools are expected to introduce practical subjects rather than a full technical stream. In order to avoid high consultant costs, the Second Project will use the project unit to design schools, where possible. The Second Project has also benefitted from the experience of the First in its recognition of the positive influence of boarding on student achievement (PCR, para. 6.24), and the Second Project reinforces the First by assisting in a tracer study. 26. Experience with this project also emphasizes: (a) the importance of thorough appraisal of any additional project components (PPAM, para. 13); (b) the importance of adequate planning as a basis for project formulation (PPAM, para. 14); and (c) the need for supervision missions to give balanced attention to educational as well as physical aspects of project implemen- tation and to maintain contact with project schools already constructed (PPAM, para. 20).  COMMENTS FROM BORROWER - 10 - DPZ/13/12Z1/4 Tdv. MNa. Lko- MINISTRY OF EDUCATION C-iai.-. .Wd b. dJft W PRIVATE BAG 328 W,s.eayfo dcs. CAPITAL CITY MALA*I 22nd December, 1979 Mr. S.S. Kapur, Director, Operations Evaluation Department, The World Bank, 1818 H. Street, N.W. Washington D.C. 20433, U.S.A. Dear Mr. Kapur, RE : PROJECT PERFORMANCE AUDIT REPORT ON MALAWI FIRST EDUCATION PROJECT (CREDIT 102 - MAI) We have read the above report, and have found it to be generally in order. However, we would like the undermentioned corrections to be taken note of and reflected. In the completion report of the First Education Project Page V: The Education System of Mala*i - Principal Features - 1/ second paragraph, line 6 should read: "The Mala0i Certificate of Education and Testing Board prepares and administers the MCE Examinations". The reference to JC should be deleted as these examinations are prepared and administered by the Ministry of Education. On third level education, line 7 it should read: "Third level education is provided in four colleges of the University of Mala*i (Chancellor College, the Polytechnic, Bunda College of Agriculture and the Kamuzu College of Nursing)". Page VII - item 5 line 3, the statement should read: "As regards Primary education, the annual output of at least 200 teachers from the NTTC in Lilongwe, is small in relation to the 11,000 Primary School teachers now serving of whom 3,000 are unqualified". The figure of 160 teachers should be replaced by 200 wherever it appears. We had an output of 225 in 1977, 177 in 1978 and 236 in 1979. On page 16. item 6.10 second line: The total enrolment of the 7 teachers' college in 1977 was 1375 not 1357. The other statistical details are correct. Annex 1 page 1 of 2 - List of persons met:2/ Magweraa should be Magwera. Namolowila should be Namalomba. D.Y. Kamwendo should be G.Y. Kamwendo. 1/ Page V in the draft sent to the Borrower has been re-numbered as page 15, page VII as page 17 and page 16 as page 34. 2/ This comment refers to a list of names which was contained in the draft report. Names have been removed in the final version in keeping with the usual practice of anonymity in Audit Reports. - 11 - Annex 1 page 2 of 2. The entry of B.M. Ntandika as Headmaster of H.H.I. should be deleted, and he should appear only as Headmaster of Dedza Secondary School. Our comments on the recommendations put forward on 131/ in the Report are as follows:- Recommendation (a). We are in agreement with the recommendation. Since small colleges are being phased out, new arrangements in the recruitment of student teachers are now operational and conditions for temporary teachers have been improved, it is envisaged that the college will be running at a full enrolment capacity of 540. The teachers' colleges are now being used up to full capacity and the trend will continue. Recommendation (b). We do not agree that the recruitment for teachers' colleges should exclusively be for T3. It is felt that MCE holders should continue to be allowed to follow the Primary teacher training programmes although the larger numbers should be for T3 since student teachers of this grade are more stable and also are available in larger numbers. We need these T2 teachers for the senior classes of the primary school course. Recommendation (c). This is agreeable to us. The Ministry has already started improving the curriculum in teacher training colleges through the UNDP assisted Project. We are of the opinion that thefe is need to review the Primary School curriculum which should not be divorced from teacher education programmes. Recommendation (d). The Ministry is in full agreement with this recommendation. Ways and means need to be explored on how practical subjects can best be introduced in secondary schools and in standards 6 - 8 of the Primary School. As a start Craft and Technology as a subject was recently introduced in Model Primary Schools. Recommendation (e). This is supported. It is true that the Secondary School curriculum is over crowded with subjects so that in-depth study of Science, Maths and languages is not possible. We feel that we should review the position. Recommendation (f). It is anticipated that the number of teachers for technical subjects in Secondary Schools will be adequate since we have a sufficient number of students in training. Recommendation (g). We totally agree with the recommendation. The state of libraries in secondary schools is indeed a sad one, and the Ministry is seriously considering ways and means of improving this awkward situation. Partitioning between the study area and the book area; and the making of a larger allocation of funds to the library vote will be explored. 1/ This para is now numbered xiii and appears on page 19. - 12 - Recommendation (h). This has our support. Ways and means will be explored so as to introduce commercial studies in secondary schools as well as in Malati Correspondence College satellite centres. The main problem is producing suitably qualified teachers for this subject. On the whole we find the report fair, balanced, and well written. Yours faithfully, B.H. Kawonga SECRETARY FOR EDUCATION CC : Ministry of Transport and Communications, Lilongwe 3 : Ministry of Finance, Lilongwe 3 The Project Manager, P/B 315, Blantyre 3  ATTACHMENT - 13 - REVISED JUNE 21, 1978 MALAWI COMPLETION REPORT OF THE FIRST EDUCATION PROJECT CREDIT 102-MAI July 29, 1977 Education Projects Division Eastern Africa Regional Office  - 14 - Project Components No. of Institutions Identi- Govt. Apprais- fication /1 Request /2 al /1 Actual 1. National Teacher Train- ing College 3 3 1 1 /3 2. New Academic Secondary Boarding School - 1 - 3. New Technical Secondary Boarding School 1 1 - 4. Extensions to Existing Secondary Schools 12 14 12 12 5. Fellowships - - 10 /4 - 6. Posts and Telecommunications Training Center - - 1 /1 IDA Mission. /2 Unesco Mission. /3 ODM financed a Primary School for teaching practice adjacent to the college. /4 Original ten Fellowships were met by the ODM (UK) without need for IDA financing. Scope and Method of the Completion Study In accordance with the Terms of Reference dated February 28, 1977, the mission comprising Mr. K. Andersen and Ms. C. Stover of the Bank, and Mr. W. Van Vliet, consultant to the Bank, visited Malawi, March 14-25, 1977, to carry out a project completion review of the first education project in Malawi financed under Credit 102-MAI, to examine progress of the second education project under Credit 590-MAI and to discuss the scope of a forth- coming education sector review. The mission's purpose as to the project under Credit 102-MAI was to: (a) evaluate the actual performance of project implementation in light of the objectives, assumptions and implementation plans as stated in the the appraisal report and the original Credit Agreement, as well as the amended Credit Agreement; and (b) review significant differ- ences from the original and amended project composition. - 15 - The review was carried out through a study of records, inven- tories, reports and other data available in the Bank and in Malawi. The mission visited all project schools and some non-project schools selected by the mission to serve as "control" schools and interviewed a sample of students, teachers, headmasters and Government officials. The mission made its assessment in the framework of the Borrower's overall education policy and plans and the Bank Group's lending policy in the education sector at the time of appraisal and negotiations. 1/ The Education System of Malawi - Principal Features Prior to Independence in 1964, Malawi had no well-established education system. Religious missions built a few scattered schools, mostly at the primary level, but there was no educational plan and the Government provided little support to the sector. This lack of government attention to education is reflected today in the low proportion of "schooled" people in the total population. For example, in the "over-40 years" age group, only 1% has had eight years of education and only 5% have had even five years of schooling; the literacy rate of the adult population is 25%. Since Independence, the state has played an increasing role in education. In 1965, there were 338,000 enrolled in primary schools and 8,000 in secondary schools compared with the 1976 enrollment of 642,000 and 14,500 respectively. Al- though a large number of the schools are operated under mission auspices, most of these are under direct Government control and supervision. The Government appoints the teachers, pays the salaries for all but the unassisted primary schools and designates the curricula for all of the schools. Although the Government agreed to employ sufficient personnel to maintain an adequate inspectorate (Letter of Intent to the Bank dated May 1967), the present number is insufficient. However, the Government is aware of this problem and is giving serious consideration to a proposal which would double the number of inspectors. Primary education begins at age six and consists of two segments (standards I to 5 and 6 to 8). Successful completion of the primary level is determined by the Primary School Leaving Certificate examination. The four-year secondary school course comprises two years leading to the Junior Certificate (JC) level and a further two years to the Malawi (senior) Certi- ficate of Education (MCE) level. The Malawi Certificate of Education and Testing Board prepares and administers the MCE examinations. Third level education is provided in the four colleges of the University of Malawi (Chancellor College, the Polytechnic, Bunda College of Agriculture and the Kamuzu College of Nursing) and other post-secondary institutions. Teacher training for the primary level consists of two years training which follows either two or four years of secondary education. Vocational technical educa- tion is available in two- or three-year courses following two years of general secondary education. The Education System is outlined in Chart 1 and sum- marized in the Appendix. The growth of enrollment by level of education (1967-76) is shown in Annex 2. 1/ Refer to the President's Memorandum "Proposed Bank/IDA Policies in the Field of Education" dated October 1963. - 16 - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS (i) During the initial phase of project generation in early 1965, the Government p.esented three priority areas for possible Bank Group assistance: (a) primary teacher training and replacement of primary classrooms, 1/ (b) construction of general and technical secondary schools, and (c) secondary school teacher training. At the time, the Bank's lending policy in education was largely restricted to secondary level education as a means to alleviating manpower shortages. Consequently, a compromise between the Government's priority areas and the Bank's policy resulted in the following project request submitted to the Bank in December 1965: (a) three primary teacher training colleges; (b) one academic secondary school; (c) one technical secondary school; and (d) extensions to 14 secondary schools which would provide facilities for instruction in practical subjects. (ii) When the appraisal mission visited the country in March 1966, it recommended that several components included in the request be deleted since the estimated project cost of US$12.5 million equivalent would exceed what could be financed with the IDA credit limit of US$6.3 million equivalent and with the limited government counterpart funds. In addition, the appraisal mission felt that the proposed curriculum of the technical school would be too rigorous for the students. Two of the three primary training colleges could not be provided with sufficient number of qualified teaching staff; consequently, only one college was included in the project and teacher fellowships for training abroad were also provided. The project as appraised and agreed included: (a) one primary teacher training college, (b) extensions to 12 secondary schools providing facilities for practical subjects for boys and girls, and (c) ten fellowships for primary teacher trainers. The project was designed to improve the quality of primary teacher training and diversify the general secondary school curriculum by providing workshops 1/ Although there is no formal documentation of a Government request for replacement of primary classrooms, such a request was pointed out by the Permanent Secretary of Education to the PCR mission and was recalled by the people who worked on the project at the time of identification and preparation. - 17 - for instruction in industrial arts and home economics. The project would also increase total enrollment capacity at the secondary school level and primary teacher training level. (iii) The original project was substantially completed in 1972, but about $530,000 of the IDA Credit remained undisbursed due to savings from the construction and furniture/equipment categories and the fellowship pro- gram (financed by the UK bilateral agency). At the request of the Govern- ment, in December 1973 an amendment to the Credit Agreement was approved for the construction of an intermediate level Posts and Telecommunications Training Center (assisted under a UNDP-program) to provide facilities for trainees from Malawi, Botswana, Lesotho and Swaziland who had received basic training in their home country. At the time of the completion mission, all project institutions were in operation including the last component (PTTC), which opened in January 1976. (iv) Overall, the impact of the first education project in Malawi has, so far, not been substantial. This in part stems back to early stages of the project cycle. Due to the Bank's lending policy in education, both components of the project as appraised in 1966 were incomplete. In pri- mary education, teacher training was provided, but improvement of school buildings was omitted. In secondary education, physical facilities (build- ings and equipment) were included, but little was done to increase the numbers and improve the quality of the teaching staff. (v) From an educational point of view, the initial impact of the pro- ject has been modest in terms of quality improvement and output. As regards primary education, the annual output of at least 200 teachers from the NTTC in Lilongwe is small in relation to the 11,000 primary teachers now serving, of whom 3,000 are unqualified. At appraisal, it was hoped that the college would ultimately improve the quality of primary education. The level of training planned at appraisal has not yet been attained. However, the level of teacher training is only one factor in the quality of instruction. Most primary schools are located in unsuitable, overcrowded buildings and do not have sufficient teaching aids. (vi) In secondary education, the original objective to increase sec- ondary enrollment by 1,800 has been achieved. However, the mission estimates the 12 project schools could easily accommodate an additional 900 students. In view of the acute manpower shortages faced by Malawi, it might have been more appropriate to design a project geared to a considerable expansion of secondary education than to aim for a major - and so far unrealized - quality improvement in a very few schools. (vii) The general secondary level curriculum has not evolved according to plans. Specifically, the idea of a fully fledged technical stream did not materialize. The Government realized that the level at which training was aimed was too high for the secondary level, and in any event, there would not have been a sufficient number of practical subject teachers. The Government also realized that the workshop equipment is oversophisticated and oversupplied. Ironically, the examination papers for practical subjects - 18 - for boys are still geared to a full technical stream. The completion mission feels that the goal of practical courses should be to familiarize students in the use of simple hand tools. During the completion mission, many head- masters expressed the feeling that the practical courses for boys serve as a preparation for employment. It should be noted that the identitication mis- sion in 1965 emphasized that practical courses in general secondary education should not be regarded as an access to the employment market, but only lead to improved and more balanced secondary education with eligibility for further study and thus, hopefully, raise the prestige of technical study and attract a greater proportion of able students. (viii) It appears that students do not receive a solid foundation in the basic subjects of the secondary curriculum (namely, mathematics, science and English) due to the large number of subjects included in the curriculum and because qualified teaching staff for these subjects are not available. Discussions with staff of various institutions tended to confirm this view during the completion mission. (ix) There are presently shortages of practical subject teachers for boys in the project secondary schools because teachers who graduate from the Polytechnic are qualified to teach only two of the three specialities offered in each school. Consequently, at least two workshop teachers are required for each school regardless of workload requirements. In addition, graduates of the Polytechnic often take attractive jobs in the private sector. As regards home economics, there is an oversupply of teachers due to the low number of girls enrolled. (x) Books and other teaching materials are lacking in the project schools. Libraries are not used to capacity, and are often locked for security reasons. (xi) Accommodations in the project institutions were adequate except for two instances in the secondary schools: (a) the home economics accom- modations were based on the assumption of a boy/girl ratio of 3:2. Actually, the ratio is 3:1. Consequently, most of the schools have too many rooms, and (b) the number of laboratories provided do not always correspond to the schools' enrollment; therefore, some of the larger schools do not have suf- ficient science facilities. (xii) The Posts and Telecommunications Training Center (PTTC) is directly geared to manpower requirements in a specific area. Courses are conducted as and when the need for training in a particular skill arises. The main prob- lem, which hopefully is of a passing nature, is that at present no funds are available to enable students from Botswana, Lesotho and Swaziland to attend the courses, as a result of UNDP's financial difficulties. The PTTC is try- ing to obtain financing of these fellowships from the EEC. As an alterna- tive, the cost of the fellowships could be financed under Bank Group projects for the BLS countries. - 19 - Recommendations (xiii) The recommendations of this report are set out below. They were discussed with the Government in the context of the Bank's education sector survey and should be taken into consideration in the preparation of future projects: (a) The Government should ensure that the National Teacher Training College operates at the full en- rollment capacity of 540. The completion mission estimates that the college could accommodate even more students than the number planned at appraisal. (b) The Government should examine the possibility of recruiting JC holders exclusively for primary teacher training to ensure that (i) a sufficient number of candidates are recruited and (ii) the graduates actually teach primary school. (c) The Government should examine the curriculum of the teacher training colleges to ensure that enough periods are provided to enable students to acquire adequate preparation in math, science and practice teaching. (d) Practical studies should ideally by introduced for students aged 12 to 14. A long term objec- tive of the Government should be to introduce the use of simple hand tools in the upper pri- mary standards. (e) Due to the inadequate foundation of secondary students in the academic subjects, it may be de- sirable to offer practical subjects in Forms I and II only, and concentrate on math, science, and English in the upper Forms. (f) Since it is difficult to retain practical subjects teachers in the school system upon graduation from the Polytechnic, as a temporary measure the Govern- ment should consider recruiting JC holders as teacher candidates. Also, all three practical subjects (technical drawing, metalwork, and wood- work) should be taught to teacher trainees at the Polytechnic. (g) The libraries in all project institutions should serve as ideal study areas, especially for non- boarding students who often have no place to study during the day. Most libraries are closed due to security reasons. It could be possible to - 20 - construct a low-cost partition between the books and study area to allow students to have access to the study area as much as possible. The Gov- ernment should solve the severe shortage of text- books in all schools. Some savings may be expected from the second education project (Credit 590-MAI) which could be used for buying books. (h) Commercial studies (e.g., typing, simple book- keeping and accounting) could be offered in the secondary curriculum as another practical subject. The studies could be included in project schools without providing additional facilities due to the present low use factor of current facilities. The needlework room could easily serve a dual purpose. - 21 - THE PROJECT I. PROJECT BACKGROUND 1.01 The Project, as originally appraised in 1965-66, consisted of a National Teacher Training College (NTTC) for training primary teachers, extensions to 12 general secondary schools to permit the teaching of practical subjects for boys and girls, and provision of ten fellowships for primary teachers. A Posts and Telecommunications Training Center (PTTC) was added to the Project in 1973 when the fellowship component was deleted and was financed from savings in the original allocation of funds. The Project was identified by a Bank mission in April 1965, prepared in September-December 1965 with the assistance of Unesco and appraised by the Bank in March 1966. The Credit of US$6.31 million was approved by the Board of Directors and the Agreement was signed in May 1967. Socio-Economic Setting 1.02 At the time of project formulation in 1965, Malawi had been indepen- dent for only one year. The political uncertainties of the previous three years associated with the transition to self-government had been resolved and the political leadership was able to mobilize support for measures to promote economic development. The restored confidence of the private sector together with favorable crop conditions led to an upsurge in both output and investment during 1965 and 1966. Nevertheless, the basic economic situation in Malawi remained difficult. The per capita income of US$55 equivalent was among the lowest in the world. No large mineral resources were available for exploita- tion. One fourth of the male labor force was employed outside the country, and it remained doubtful whether any large expansion could be achieved in this source of employment over the long term. Agriculture was - and still is - the mainstay of the economy. During the years following independence, Malawi continued to maintain close ties with the United Kingdom relying heavily on grants and technical assistance. More than half of the higher level positions in Government were held by expatriates and no target date for their replace- ment had been established. 1.03 In 1965, the national system of education was in considerable need of expansion and improvement. The seven year primary school catered to less than half of the school age population, many schools offered only two or three grades and physical facilities were described as "woefully inadequate." Total enrollment of the secondary schools was 8,000 representing less than 2% of the eligible age group. Vocational and technical education courses at all levels were attended by less than 1,000 students. The newly created University of Malawi, which was temporarily housed in buildings formerly occupied by a secondary school, had just started with an enrollment of 94 students. - 22 - Project Generation 1.04 Although the entire education sector was in need of development, the Government decided that priority should be given to secondary education (both general and technical) and higher education. The expansion of these two levels of education constituted one of the main objectives ot the National Development Plan 1965-69 together with agricultural development, improvement of transport and communications and the establishment of agriculturally based manufacturing. 1.05 The Government decided that for financial reasons, expansion of primary education would have to be constrained until 1970, but that mean- while measures should be taken to improve its quality by training qualified teachers and by subsidizing a number of hitherto unassisted schools. During the project identification mission in April 1965, the Government presented the following priority areas for external aid: (a) primary education (teacher training and, possibly, the replacement of unsuitable primary classrooms); (b) secondary education (construction of general and technical schools); and (c) higher education (in particular, the training of teaching staff for secondary education). 1.06 The Bank's lending policy at the time was to promote second level education and training as a means of alleviating manpower shortages. I/ The construction of primary schools was excluded as an area for Bank lending, and assistance to higher education was limited to a few exceptional cases only. The possibility of assistance to higher education was considered during the identification mission, but subsequently discarded. This point is worth noting because, as at the date of the completion mission, lack of qualified secondary and practical teachers is one of the main weaknesses of the project. 1.07 The request submitted by the Government in December 1965, which must be regarded as a compromise between the Government's National Development Objectives and the Bank's lending policy in education of 1963, contained the following items: (a) three primary teacher training colleges; (b) one academic secondary boarding school; (c) one technical secondary boarding school; (d) extensions to 14 secondary schools which would provide instruction in practical subjects (for boys and girls) and permit an increase in enrollment. I/ Refer to the President's memorandum "Proposed Bank/IDA Policies in the Field of Education" of October 1963. - 23 - The problem of providing qualified teaching staff, especially for the prac- tical subjects, was not ignored, but it was assumed that by 1971 the cumula- tive output of the Malawi Polytechnic would equal the number of practical teachers required, and that until then the Government would be able to pro- vide expatriate teachers. These assumptions turned out to be somewhat over optimistic. 1.08 The original project was substantially completed in 1972, but about US$530,000 remained undisbursed due to savings from: (i) the construction and furniture/equipment categories and (ii) the fellowship and training program (financed by the UK Government). In December 1973, an amendment to the Credit Agreement was approved by the Bank's Board of Directors to delete the fellowship component and to include the construction and furnishing of a Posts and Telecommunications Training Center (PTTC) at Blantyre. The PTTC was to be part of a UNDP assisted program (US$2.0 million equivalent for equipment, technical assistance and counterpart training) to provide training facilities for Malawi, Botswana, Lesotho and Swaziland. Under this program trainees would receive basic training in posts and telecommunications in their own countries, middle level training in Malawi, and high level training in Nairobi. The new PTTC was to provide teaching places for 120 students, boarding places for 100 students, and housing accommodation for three staff members. - 24 - Project Scope 1.09 The salient changes in project components are summarized here: Government Request Project as negotiated Actual Project after 1965 and approved in 1967 amendment in 1973 (1) construction & equip- construction & equip- construction & equip- ping of three primary ping of one primary ping of one primary teacher training teacher training teacher training colleges. college. college. (2) construction & equip- construction & equip- construction & equip- ping of 14 secondary ping of 12 secondary ping of 12 secondary schools with practical schools with practical schools with practical rooms, boarding & staff rooms, boarding & staff rooms, boarding & staff housing facilities housing facilities housing facilities. (3) construction & equip- provision of ten teacher construction & furnishing ment of a secondary fellowships for training of a new Posts & Telecom- boarding school. abroad. munications Training Center. (4) construction & equip- ment of a technical boarding school. Total Cost: (US$ Million) 12.50 7.00 7.00 1/ During appraisal, the Government's request was reduced in line with the IDA Credit limit of US$6.3 million and availability of counterpart funds. Consequently, several components were deleted as shown in the above table. The appraisal mission also felt that the proposed curriculum of the technical school was too sophisticated for the students likely to be enrolled and deleted this item. Two of the three primary teacher training colleges could not be provided with a sufficient number of qualified teaching staff. Con- sequently, only one college together with ten teacher fellowships for training abroad were included in the project. ODM later financed twenty fellowships and a primary school for practice teaching adjacent to the NTTC. 1/ Excludes an additional US$1.13 million which is the result of exchange adjustments in May 1972 and February 1973. - 25 - II. PROJECT MANAGEMENT General 2.01 The project was executed under the direction of a Project Implemen- tation Unit (PIU) established in the Ministry of Works and Supplies (MOWS). Two foreign architectural consultants' firms were engaged to prepare the design of physical facilities and supervise construction. These arrangements were made because the Ministry of Education (MOE) had no school building unit, nor could MOWS undertake the volume of work envisaged as part of its regular functions. 2.02 The project was implemented satisfactorily after some delays in the initial stages (1967-68) caused by: (i) extended negotiation between the Government and consultants about fees; (ii) re-siting of the National Teacher Training College (NTTC); and (iii) lengthy preparation time of contract docu- ments. Construction of the secondary schools and the NTTC involved delays of 12 and 18 months, respectively. Consequently, the Closing Date which was originally December 31, 1971 was extended to June 30, 1973. It was later extended to March 29, 1974 pending consideration of how the unused funds would be utilized. The amount saved from the original plans was, at the Borrower's request, used for the construction of a new PTTC (as explained in para. 1.08), a UNDP-supported project. The Closing Date was then extended to June 30, 1977. Project Implementation Unit (PIU) 2.03 The PIU was headed by a project coordinator and assisted by an architect and quantity surveyor, (all provided by Unesco) and a procurement officer (transferred from MOE). The above staff remained with the project up to July 1972. The regional architect of the Southern Region of MOWS carried out the function of the project coordinator until the final Closing Date. Quarterly progress reports were submitted regularly to the Bank. The PIU managed the execution of the civil works and the procurement of furniture and equipment competently. The Crown Agents (UK) provided assistance in international procurement of furniture and equipment and some basic building materials. Bank Group Implementation Assistance 2.04 In the ten years since the Credit signing, the project was supervised by 12 Bank Group missions for a total of some 80 days in the field (excluding travel days and the completion mission). Although supervision was adequate in terms of number of days spent by missions in Malawi, timings of these missions were not always related*to the critical stages of implementation. Often, there were long periods without the Bank Group's presence and with new staff at each visit (particularly in the initial implementation stage). In overall terms, however, this did not cause delay in the physical execution performance. Supervision missions visited most project schools. - 26 - III. PHYSICAL IMPLEMENTATION 3.01 All project schools were visited during the completion mission's stay in Malawi. The main objectives of the visits were: - to observe the functioning of the schools in use; - to obtain the views of inspectors, headmasters, staff and pupils on any improvements that could be made in future schools; and - to discuss any particular maintenance problems. The mission, during its assessment of the project schools, noted a number of specific points which they felt could improve future projects (Annex 3). Selection of Sites 3.02 At the time of appraisal (March 1966), suitable sites (not financed by IDA) were available for all project institutions except the National Teacher Training College. This site was acquired in July 1967; however, in September 1969, a top level decision necessitated re-siting, largely due to a revision of the Master Plan for the new Capital City. The site for the PTTC was acquired upon inclusion of this component. Professional Services 3.03 The architectural consultants were appointed in April 1967 after extended negotiations about their fees. Their work was generally satisfactory although there was occasional evidence of a lack of supervision as regards finished work and acceptance of inferior quality materials. 3.04 Generally, the buildings are functional, economical and simple in design. Teaching spaces, both in area and proportion for educational needs, are based on the appraisal mission's working papers. In some of the schools, buildings are scattered and unrelated to each other which has entailed a higher cost of services and unsatisfactory functioning of the schools in question. Teaching spaces in the secondary schools cannot be rearranged easily since crosswalls are supporting roof members. Structural trusses are used only in buildings with large spans. The design of the NTTC is much more imaginative. However, the circulation areas, such as covered walkways between buildings, are too elaborate. A different layout of build- ings could have reduced the covered area and, consequently, the total con- struction cost. A solar water heating system was installed on an experi- mental basis, but was later discontinued due to operating difficulties. 3.05 The schools have been in operation for about six years and the buildings indicate that they provide year round acceptable conditions of com- fort in the teaching areas without the need of fans. Horizontal noise levels (between adjoining teaching rooms) are acceptable, while vertical noise levels are no problem since all teaching rooms are in one-story buildings. This was confirmed by the completion mission in discussions with teachers. It is recommended that future projects should concentrate on the standardization - 27 - and improvement of the designs developed under the project, which are basically satisfactory, rather than in introducing a new design. 3.06 Landscaping for most of the project components has been adequately carried out as have the requirements for drainage systems and service supplies (water and power). Civil Works Contractors 3.07 International competitive bidding was followed for all civil works; all contracts were awarded to Malawian registered contractors. Execu- tion of the construction work suffered an initial delay caused by lengthy preparation of contract documents and re-siting of the NTTC. However, when work started the contractors' construction time was shorter than originally estimated (Annex 4). The contract for the NTTC was approved in June 1969, but was not awarded until June 1970 because of resiting. Construction took 20 months against the appraisal's estimate of 28 months. Construction of secondary schools began in August 1969 and was completed 21 months later as compared with the appraisal's estimate of 30 months. Construction work of the PTTC started in November 1974 and was completed 14 months later against an estimated time of 18 months. 3.08 Contractors' work was generally of a good standard. The few defects of a minor nature, both during construction and at the end of the one-year guarantee period, have been remedied. However, some of the soft board ceiling panels in secondary school assembly halls are continuously falling down, which is apparently due to the design of the supporting members rather than to poor craftmanship. Built-in furniture was part of the civil works contract. The quality of material used and craftmanship is satisfactory. Power and water supplies and drainage systems are generally adequate and functioning satisfactorily. Furniture 3.09 The master lists and tender documentation were completed in March 1969. All furniture was manufactured largely by local firms and completed on schedule. The quality of loose furniture is generally acceptable, but some minor design and other deficiencies were evident. These were mainly due to poor specifications and lack of proper checking before it was dispatched to schools. Equipment and Learning Aids 3.10 A preliminary equipment list, prepared locally, was submitted for approval during the appraisal mission's visit to Malawi in March 1966 and the final master list was completed at the end of 1969. The Crown Agents (UK) were engaged to procure equipment through international competitive bidding. The bulk of the equipment was delivered ahead of the civil works' completion schedule. The completion mission feels that the equipment for project schools is, on the whole, appropriate to the present curricula and syllabi. However, the workshops, both wood and metal, in all 12 secondary schools are too lavishly equipped particularly as regards metalwork lathes. The boys are - 28 - rarely allowed to work with the lathes which are used mostly for demonstration purposes. Consequently the MOE appreciates that the metalwork shops are overequipped and, by agreement with the Association, have transferred 24 lathes and three shapers to the Polytechnic and four lathes and one shaper to a technical sc' ol. Other lathes will be transferred to the second education project's schools, as appropriate. 3.11 The lathes supplied under the project were far too expensive and sophisticated for use of students in secondary academic school where students should principally learn to use basic hand tools. However, a few simple machine tools would be useful for basic instruction. The completion mission estimates that at least one additional secondary school could have been in- cluded in the project if the number of the machine tools had been in line with those normally applied to the Bank Group's education projects in East Africa. 3.12 In contrast to the oversupply of equipment is the shortage of text- books and library books; most students do not possess the prescribed texts. During visits to the schools, it was noted that each project school has a good library building, but books are lacking in quantity and in quality. Teaching staff is used in rotation for library service and, as a result, the library is only open a few times weekly and students are not permitted to borrow books, a situation which the completion mission urged the schools to solve. In some cases, teachers distribute textbooks at the beginning of the lesson period, at the rate of one book per two students, and take them back at the end of the period because they are needed for the next class. This lack of textbooks is a severe handicap for the students and the completion mission recommends strongly that the supply of textbooks and the range of titles should be increased. 3.13 The quality of the equipment except for the workshops is generally satisfactory, but maintenance and spare parts are a problem. For example, about half of the tape recorders in the NTTC's language laboratory are out of order, and it is difficult to find a qualified technician to repair them; also, most of the projectors' bulbs are broken. A number of project schools have experienced difficulties in obtaining spare parts, which usually have to be imported. The completion mission suggested that the remaining funds of the Credit (about US$50,000) should be used for the purchase of a stock of spare parts for the project schools' equipment. The Government agreed and is in the process of procuring these items. Maintenance of Buildings 3.14 The buildings have weathered well and while there are no serious defects, there are minor maintenance problems. Maintenance of all government establishments is carried out under the supervision of the regional engineers of MOWS against annual allocations covering all categories of facilities. The completion mission, however, observed that the day-to-day maintenance of the project schools varies in standard even though the MOE has allocated funds (usually insufficient) to pay for maintenance services. It seems that schools situated in smaller communities, where a branch of MOWS maintenance staff is - 29 - located, have a better chance to have the repair work done quickly than schools in large communities, such as Blantyre, where MOWs maintenance staff are overloaded. It has been recommended to MOE that each school could profit in employing a maintenance handyman. 3.15 Generally, the grounds are kept in good condition with landscaping in a reasonable state. In most schools, students spend some of their after- noons in garden work, which, beside the beautification side, also has educa- tional advantages. The completion mission feels it is a good idea to engage students in keeping the.schools grounds neat, but for day students it is quite hard since they often have long walking distance to their homes (some up to 14 miles each way), leaving little time for homework/study. IV. PROJECT COSTS AND FINANCING Capital Costs 4.01 At appraisal, the project cost was estimated at US$7.0 million equivalent. The IDA Credit was US$6.3 million (90% of total project cost) and the Malawian Government was to contribute US$0.7 million. The actual cost of the project in 1977 was US$7.0 million (excluding an additional US$1.13 million which is the result of exchange adjustments in 1972 and 1973). The following table gives a comparison of the estimated and actual project cost by category. - 30 - COSTS COMPARISON BY CATEGORIES (US$ 000) Actual Costs of Appraisal Original Plans Costs of Final Actual Costs Estimate 1/ (1972) Additional (1977) April 1967 Total % Diff. Component Total % Diff Civil Works 5,485 5,050 - 8% 420 5,470 - Consultants' Fees 435 504 + 15% 40 544 + 25% Furniture/Equipment 1,050 910 - 17% 38 2/ 948 - 12% Fellowships 30 3/ - - 100% - - - 100% Total (US$000) 7,000 4/ 6,464 - 8% 498 6,962 4/ The construction cost increased at an average of 5% p.a. up to 1972; 8% in 1972 and about 10% p.a. during 1973-76. 1/ Including contingencies. 2/ Furniture only (equipment, technical assistance and counterpart training provided by UNDP). 3/ Financed by the United Kingdom. 4/ Taxes, insurance, delivery and installation of equipment are included. Unit Space Allocation and Cost Per Student 4.02 Since the majority of project schools are extensions to existing facilities, unit areas and capital cost can only be determined for the NTTC and PTTC. Areas and costs in US$ per student place are given in Annex 5. Disbursements 4.03 Actual disbursements were slow in the first two years in relation to the original schedule because of initial implementation delay. There were no unusual problems in disbursement applications. The project was closed on June 30, 1977, although a committed balance of about US$50,000 remains in the Credit, which by request by the MOE, is being used for buying spare parts for broken equipment. It is expected that all Credit funds will be disbursed and accounts closed by September 1977. The disbursement schedule is given in Annex 4. - 31 - Recurrent Expenditures in Project Schools 4.04 The NTTC, PTTC, and four of the secondary schools (Blantyre, Chichiri, Dedza and Mzuzu) control their own operating budgets, whereas the eight remaining secondary schools must submit vouchers to the Ministry of Education for withdrawal of funds. On the whole, adequate provisions were made for all project schools in 1975/76. 4.05 Despite staff shortages at the NTTC, salaries account for more than half of the operating costs of the College. Recurrent expenditure per student in the NTTC in 1976 was about K 317, equal to the national average for all TTCs in the same year. The completion mission noticed that laboratories and workshops appeared to have adequate materials for practical teaching, but that there was a severe shortage of textbooks in every subject (para. 3.12). 4.06 There are four categories of government secondary schools in Malawi which are included in the project: (i) government-boarding; (ii) government- day; (iii) assisted-boarding; and (iv) assisted-day. Financing of recurrent expenditure incurred by Government and assisted schools is met by school fees and MOE. Some assisted schools may receive aid from religious groups, but this aid is believed to be minimal. Sources of finance are summarized in the table below: Sources of Recurrent Financing Government and Assisted Secondary Schools Government Assisted Government Assisted Boarding Boarding Day Day 1. School fees: K 20 for tuition K 20 for tuition K 20 for tuition K 20 for tuition K 30 for boarding K 30 for boarding 2. MOE Direct payment Grants Direct payment Grants 4.07 The twelve project schools receive an additional K 4 per student for teaching materials for the practical subjects. The Government day schools except Chichiri, and the assisted day school have limited boarding facilities. The boarders raise boarding fees by themselves. The fees vary from K 36 to K 60 per school year. The average recurrent expenditure per student in the project schools (Annex 6) during 1975/76 was as follows: Recurrent Expenditure per student Government-boarding K 204 Government-day K 164 Assisted-boarding K 278 Assisted-day K 199 These expenditures compare with the average recurrent expenditure per student of K 115 in all secondary schools in 1975/76 and K 138 in 1974/75. - 32 - 4.08 The allocation for supplies and equipment represents about 18% of the operating costs in all project schools (excluding boarding). On the average, school administrators felt that the allocation for supplies was adequate but emphasized the need to budget carefully. In fact, many home economics departments visited during the completion mission had used their cash allocation for the year by the second term. The technical workshops do not encounter this problem since supplies can be ordered in bulk. However, orders for wood and metal supplies often take up to one year for delivery. 4.09 The PTTC completed its first year of operation in January 1977. Cost per student week is K 52 of which about 25% is for boarding expenses (Annex 7). Unit recurrent expenditure for the PTTC is very high due to: (i) the low student/teacher ratio required for this training (8:1); and (ii) the present low enrollment from Botswana, Lesotho and Swaziland because of a shortage of UNDP funds which pay for tuition and boarding. V. EXPENDITURES AND COST OF EDUCATION 5.01 Total expenditures on education and training remained about 13% of total Government expenditures from 1965-1970. Since 1970, the level has declined steadily to less than 9% in 1975/76. In view of Malawi's current and projected shortages of trained local manpower, the Government may wish to examine carefully the budgetary priority to be given to education and training. Capital Expenditures 5.02 The MOE's share in Government capital expenditures has declined gradually from 14% in 1965 to 2% in 1975/76 (Annex 8). The Government made adequate budgetary provisions for counterpart funds and arranged their timely release throughout the implementation period. Recurrent Expenditures 5.03 Between 1965 and 1970, the average growth rate of MOE recurrent expenditure was 13.3% p.a. while total Government recurrent expenditures grew at 7.8% p.a. However, since 1970, the growth rate of education expendi- tures has slowed to an average of 8.2% p.a. while Government expenditures have increased at an average annual growth rate of 12.7%. In 1965, Malawi devoted 14% of its total recurrent budget to education which represented 3.5% of GDP. The appraisal team projected that the overall increase of Government recurrent expenditures would be due to the planned expansion of the secondary and post-secondary levels. By project completion, it was estimated that secondary education (including both the technical stream and purely technical and vocational sectors) would account for 30%, teacher training 11% and higher education 13%. 5.04 In actual terms, the MOE's share of the recurrent budget reached 18% in 1969/70 representing a high for the 1965-76 period. In 1975/76, MOE's share of the recurrent budget was 14% and total recurrent expenditures on education - 33 - and training reached 19% of total recurrent expenditures (Annex 8). The following table compares the percentage of the Government's recurrent expendi- ture on education by category over the project implementation period. 1965 1975/76 Administration 6.2 7.5 Primary 49.9 48.0 Secondary (including technical streams) 19.3 14.1 Technical and Vocational 6.2 1.5 Teacher Training 9.4 4.2 Malawi Correspondence College n/a 1.6 University 9.0 23.1 Total 100.0 100.0 Contrary to appraisal estimates, the percentages devoted to the secondary and teacher training levels have declined significantly, whereas the university's share has increased more than two-fold (Annex 9). Recurrent Expenditure per Student 5.05 The appraisal report estimated that the Government's average re- current expenditure per student would remain stable until 1970 for primary education, while it would increase by about 6% over the five year period at the secondary level, reflecting the expected qualitative improvement of the education.system. Primary teacher training was projected to increase by 60% by 1970 due to the Government taking over more of the financial responsibility from mission colleges. Recurrent Expenditure per Student 1965-1976 (MK) Level of 1965/66 1970 1970/71 1975/76 Education (actual) Projected 1/ (actual) (actual) Primary 6.00 7.00 9.00 8.00 Secondary 120.00 146.00 123.00 115.00 Primary Teacher Training 250.00 463.00 358.00 317.00 1/ As projected at appraisal, but adjusted to 1970 prices. - 34 - Between 1965 and 1970 recurrent expenditures per primary student increased, but has since decreased to K 8.00 in 1975/76. Recurrent ex- penditures per secondary student only increased 3% by 1970 and have since decreased by 7% despite the opening of the project secondary schools. The Government did not assume financial responsibility of the missio-- colleges at the rate anticipated at appraisal. In addition, the NTTC began operation in 1971 and not in 1969 as planned. VI. EDUCATIONAL OBJECTIVES OF PROJECT SCHOOLS A. General-Manpower Development 6.01 At the time of appraisal no systematic manpower survey for Malawi had even been undertaken. However, based on some sector studies and pre- liminary projections, the appraisal mission estimated that the additional manpower 1/ required by 1970 would be the following: Additional (1965-1970) 1st Level 1,200 2nd Level 2,045 3rd Level 8,400 The appraisal mission concluded that the projected output of the school system would fall short of the required manpower at the three levels which in fact was true. For example, between 1965 and 1970 the number of students who received an MCE totalled less than 4,000 compared with the projected need of over 8,000. 6.02 At present, there are about 4,500 students at the Form II level. Each year, 70% successfully complete the JC examination; the majority of them find places in Form III, while the remainder enter training eligible to JC holders (abut 250 students begin T3 teacher training). There are about 2,700 Form IV students, of whom 60% receive an MCE p.a. Of these students, about 500 are enrolled in higher education, of whom 200 enter T2 teacher train- ing. I/ First level manpower was defined as professionals and administrative staff requiring a university degree; second level manpower was defined as sub-professionals, diploma level technicians requiring the Malawi Certificate of Education (MCE) (12 years of schooling) plus training; and third level was defined as skilled workers requiring the MCE or Junior Certificate (JC) (10 years of schooling) plus training. - 35 - 6.03 Consequently, each year, about 3,500 students (1,500 Form II and 2,000 Form IV) do not continue their education and enter the job market. The Ministry of Education, in conjunction with the Ministry of Labor, is conducting a tracer study of Forms II and IV leavers. About 600 JC holders and 400 MCE holders are participating in the survey. The MOE expects to publish the results of the survey late in 1977 or early in 1978. 6.04 Until the survey is made available, the most recent employment data is the Government's Manpower Survey carried out in 1971 to determine the existing stock of high- and intermediate-level manpower (HILMP) 1/. At that time the total existing stock was 3% less than that required. Expatriates made up 17% of the manpower force and were concentrated in the private sector and in the higher occupational categories. 6.05 The Manpower Survey projected that by 1980 the difference between the available and required manpower with the appropriate educational back- ground would increase from 3% to 35% and that in the 1974-81 period, the shortages of senior and junior secondary school leavers would increase from 6% to 37% and 12% to 64% respectively. The Bank Group staff made alternative projections applying different assumptions as to GDP growth and educational background of the labor force in the modern sector and covering a longer period until 1985/86. 2/ However, even the lowest projection showed a sig- nificant shortage of HILMP. It compares with the 1971 survey as follows: Shortage of HILMP (%) 1980/81 1985/86 Bank Staff Bank staff 1971 Survey Estimate Estimate Senior Category (degree holder) 30 6 13 Intermediate Category (Sr. Sec. Certificate) 37 10 8 Skilled Category (Jr. Sec. Certificate) 64 34 43 Source: Bank Group staff estimates. 1/ The definition of training required differs slightly from 1965 in that second level manpower requires an MCE and third level a JC without additional training. 2/ For full details, refer to "Appraisal of a Second Education Project in the Republic of Malawi," Report No. 877-MAI of October 18, 1975 and "Malawi; Education Sector Survey," Report No. 1781-MAI of February 23, 1978. - 36 - 6.06 For the foreseeable future, Malawi will not be able to replace expatriates and have an adequate supply of trained local manpower for the development of the economy. One solution to the projected manpower short- ages would be to make better use of the primary school leavers; to this effect, presert minimum employment qualifications which require junior sec- ondary education for most occupations, may need to be reconsidered. In addition, improvement of nonformal training should be implemented at the same time the formal system is being expanded. 6.07 Therefore, on the basis of the information available it seems that the first education project has had a limited impact on manpower development in Malawi. The project provided relatively small increases in teacher train- ing capacity and secondary enrollment. The practical facilities have famil- iarized students with practical work but do not appear to have improved pro- ductivity and marketability of the school leavers. This was confirmed in discussions with headmasters and MOE officials during the completion mission. On the other hand, the practical studies do provide a broadened basis for further education but for lack of capacity, access to technical training is limited to less than 100 entrants p.a. In fact, places are limited in all forms of post-secondary training. 6.08 Perhaps in the light of the severe manpower shortages apparent in Malawi, it might have been more appropriate to use resources to expand capacity rather than to aim at a major quality improvement. This would have also made the overall project design less elitist and helped improve equity -- a major consideration in a country whose educational opportunities are extremely limited. A discussion of the operational outcomes of the project by level and type of institution - as seen at project completion - follows in the next sections. B. National Teacher Training College (NTTC) Enrollment Structure 6.09 In 1965, there were ten assisted and one government primary teacher training colleges with a combined enrollment of 1,297. Nine assisted colleges enrolled primary school leavers and the other two colleges offered courses to holders of the Junior Certificate (JC). During appraisal, the National Teacher Training College in Lilongwe was planned for an enrollment of 540 students (one-third female) which would increase primary teacher training enrollment in Malawi by 41%. The annual output of the NTTC was expected to be 160, based on a two and one-half year course. 6.10 In 1977, the enrollment in Malawi's seven primary teacher training colleges (two government and five assisted colleges) totalled 1,375. All colleges required applicants with at least a junior certificate. The en- rollment of the NTTC at Lilongwe was 467 including 170 females. The output of the college was 166 in 1975 and 150 in 1976. The two and a half-year course planned at appraisal did not evolve. Training in all of the teacher training colleges is two years. - 37 - 6.11 At the beginning of the 1976/77 school year, the NTTC accepted 248 students for the first year of study, 161 for the T-2 course and 87 for the T-3 course. 1/ During the first term, the dropout rate was about 8%, mostly among women students due mainly to marriage and/or pregnancy. Since enroll- ment in the first year is below capacity, the second year will necessarily be less than capacity. The phenomenon of under-enrollment was described as chronic by the NTTC staff and MOE officials. 6.12 Several factors contribute to the fact that the enrollment of the NTTC is less than anticipated at appraisal: (i) admission is limited because it is difficult to attract MCE holders to T2 level training, and (ii) there is no established program to actively recruit eligible candidates into the teacher training colleges. The post in the Ministry responsible for teacher training has been vacant for almost three years. 6.13 The advantages of only admitting JC holders versus admission of both JC and MCE holders is receiving further consideration within the MOE. It is possible that MCE holders choose a career of primary school teaching only as a last resort, i.e., after trying, first, to continue their studies at the University and, second, finding a job which they regard as more in- teresting and rewarding than teaching. JC holders do not have these options or, at least, do not have as many attractive opportunities in the modern labor market. If the T3 curriculum were revised, training might take a year longer but these T3 teachers would be more specialized and the risk of their leaving the teaching profession - a serious problem in Malawi - would be smaller. 6.14 The present training capacity of the teacher training colleges in Malawi is about 700 teachers p.a. which will not be sufficient to supply the 14,300 additional teachers required by 1985 to meet the needs caused by attrition and expansion. By 1985/86, is is estimated that 75% of the 23,000 primary teachers will be qualified. At present, 66% of primary school teachers are qualified. The second education project (Credit 590-MAI) is providing a new teacher training college at Mzuzu for 420 teacher trainees. The College which is under construction and scheduled to open in 1978 is expected to provide about one-quarter of the 9,300 teachers to be supplied between 1976-86. The table below shows the existing and expected situation in 1986. 1/ Candidates for the T-2 course must have the Malawi Certificate of Educa- tion (MCE) and those for the T-3 course must have the Junior Certificate (JC). - 38 - Requirement supply Additional, 1976-86 Additional, 1976-86 Unquali- For fied Re- /1 Expan- Attri- place- 1976- 1986 sion tion 2/ ment Total T2 T3 Total Enrollment 642,000 1,150,000 Student/Teache 58 50 ratio Teachers 11,000 23,000 12,000 2,300 3,200 17,500 4,200 5,100 9,300 Source: Bank Group staff estimates 11 Actual /2 Calculated at 2% p.a. In order to facilitate qualitative improvement, the MOE has organized teacher- upgrading courses since 1969-70. About 200 teachers participated in the 3-4 week course. Beginning in 1977, five weeks of in-service training is being provided for a maximum of 300 unqualified teachers. At present, this UNICEF- sponsored program is scheduled to run through 1981; it may be advisable to continue it in the 1980s in order to gradually upgrade teacher quality. Curricula 6.15 The original plan for the curriculum of the NTTC was to devote half of the time to professional studies and the other half to the study of English plus two or three academic subjects. A more detailed syllabus was not pre- pared at the time of appraisal since the level of college admission (JC or MCE) had not been decided. Eventually, it was decided to admit students who had completed four years of general secondary education and passed the MCE, although JC holders are admitted because of the low number of MCE candidates. 6.16 The curriculum and weekly teaching periods are shown in Annex 10. The plan whereby students would specialize in two or three subjects of the primary school curriculum has not been implemented. The present policy requires that students take all subjects taught in the primary school in addition to the required professional training. As a result, the time set aside for professional studies and teaching practice is less than desirable, i.e., nine periods out of 48 during the first two terms of each academic year. During the third term, students take six weeks of practical teaching. The UK financed the construction of a primary practice school adjacent to the college. - 39 - 6.17 The curriculum and the syllabi are of particular importance because quality improvement rather than numerical output of teachers was one of the original objectives of the project. In 1965, it was obvious that the pro- jected output of 160 teachers p.a. would not meet the country's needs for qualified primary teachers. According to the appraisal report (para. 4.04), the proposed College would concentrate "upon improving the quality of pri- mary teacher training and should become a prototype of the primary teacher training colleges required in Malawi." The general level of primary teacher training in Malawi has improved since 1965 when the majority of trainees were only primary school leavers. However, the level of quality envisaged in the appraisal report has yet to be attained due to the extensive number of re- quired subjects which prohibits the needed solid foundation in such subjects as English, mathematics, and practical teaching. Staffing 6.18 The ten fellowships originally included in the project for training teachers for the proposed NTTC were later financed by the ODM (para. 1.09). A total of twenty fellows were trained in the UK. The College which will serve 540 students, using the student/teacher ratio 15:1, should have 36 teachers. The NTTC presently has a total staff of 26. The academic quali- fications of the Malawian teachers are as follows: No. per quali- Type of Degrees fication Masters Degree (M.A.) 1 Bachelors Degree (B.A., BSc., BEd.) 8 Diploma in Education 7 Certificate in Education 3 T2 Certificate 4 Total Malawian teaching staff: 23 The target established for Teacher Training Colleges is 50% graduates and 50% "diplomate" teachers. The level of qualifications at NTTC is below the target set. Further, there are additional staff shortages for the practical subjects: home economics, handicrafts, practical techniques, and arts and crafts. The College is administered by a principal assisted by a deputy who teaches part-time due to the shortage of teachers. The principal is also assisted by a bursar and adequate supporting office staff. There is, however, no librarian. Utilization of Teaching Space 6.19 The teaching accommodation has been provided for generously and would be underutilized, even with a total enrollment of 540 students. Annex 11 indicates the type and number of accommodation provided and total area. The table below gives a comparison of teaching and boarding areas with similar institutions in other East African countries. - 40 - Malawi Somalia Ethiopia Madagascar Bank Educa- Educa- Educa- Educa- Group's tion I tion II tion II tion I Median 1. Gross area per student 92 50 55 102 62 place in sq. ft. of teaching and communal facilities 2. Gross area per boarder in sq. ft. of boarding 71 79 70 81 82 facilities C. Secondary Schools Curricula 6.20 At appraisal, the Government's aims were to broaden the curricula of secondary schools by introducing practical subjects. The rationale behind it was to give students the option to follow either an academic or a technical school stream both leading to the school certificate (MCE). During the first year, all students were to take nine periods of practical work (technical drawing, woodwork and metalwork for boys and needlework and housecraft for girls) in addition to the usual academic subjects. The experience and obser- vation gained from first year students' performance would.decide what program they would follow for the next three years. In choosing an academic course, all practical subjects would be dropped, while in choosing a practical course most of the time would be spent on practical subjects (26 weekly periods out of 40) plus English, science and mathematics. The practical stream curriculum was similar to that of a technical secondary school in terms of equipment, syllabi and examinations. Essentially, secondary schools would thus be transformed into comprehensive or multilateral schools offering two quite distinct streams, one academic and the other practical. The curriculum is shown in Annex 12. 6.21 The actual course offered, when the practical facilities were added, was to give practical work in all four school years, both for boys and girls. During the first two years, the boys take three weekly periods each of technical drawing and either woodwork or metalwork, and the girls take six periods of needlework and housecraft, instead of nine as originally foreseen. In the third and fourth year of study the boys may--and do--take five weekly periods in technical drawing or woodwork or metalwork. The girls follow a home economics course for the same number or weekly periods. There is no longer any question of a technical stream, but only of practical subjects from which Form III and IV students may choose one in the same way as they may select other optional subjects, such as French or religion (Annex 12). Thus, there are no technical graduates who might find employment in technical occu- pations immediately after leaving school, since project schools simply do not offer technical education. - 41 - 6.22 Secondary headmasters, when asked about the program, argued that the basic courses in practical subjects strengthen the schools' program by the addition of a practical bias. There is, however, a great difference between "doing some practical work" using simple hand tools and the way the subjects are taught in the project schools. The syllabus for metalwork, for example, includes workshop practice, theoretical study and drawing asso- ciated with safety precautions, the use and working characteristics of work- ing materials, heat treatment, hand processes and machine processes (drilling machines, bench/pedestal grinder, center lathe, shaper). It leads to a final examination designed for students who, having covered simple forge work and sheet metalwork at an earlier stage, have followed a course of metalwork based mainly on fitting and turning. It is intended to promote an understand- ing of the foundations of engineering workshop practice. 1/ In fact, these requirements correspond closely to those of a technical school in the UK. 6.23 The MCE is awarded on the basis of an examination in at least six subjects, which must include English and mathematics. Candidates may select six or more out of a total of 21 subject examinations. Since the fees are K 4 for entry plus K 1.50 per subject, many candidates take the minimum of six subjects only. These might include woodwork, metalwork, technical drawing, housecraft or needlework and dressmaking. However, the number of students who include practical subjects 2/ in their selection is relatively small which may be due to the fact that some examinations are quite difficult (e.g., technical drawing) and/or other subjects are more preferable. In 1976, the number of candidates by various subjects is shown below: Subject Number of MCE Candidates Per Cent Pass Mathematics 2,452 61 English 2,457 81 Geography 1,826 85 Bible Knowledge 1,440 90 Agriculture 1,232 82 Technical Drawing 168 57 Metalwork 113 80 Woodwork 130 78 Home Economics 204 84 Needlework 90 88 In the project schools during 1975-76, about 15% of the estimated 700 boys in Form IV took one technical subject or another, while the estimated 230 girls showed a much greater interest in practical subjects and their pass rate was also higher. It is difficult to blame the students for a lack of interest in selecting technical subjects when they can obtain their MCE 1/ Malawi Certificate of Education Board, Regulations and Syllabuses, 1976. 2/ Practical subjects are offered only in the 12 project schools. - 42 - by taking such subjects as agriculture, geography and Bible knowledge (all of which have demonstrated overall pass rates higher than both metalwork and technical drawing). 6.24 Students sit for the JC examination after two years of secondary education, of which about 30% fail and leave school. There is practically no repetition at the secondary school level. A typical secondary school has three-stream sections in Forms I and II and two in Forms III and IV. Students take, after Form IV, the MCE with an average pass rate just above 60%. The students' performance in the project schools does not differ sig- nificantly from the national average. However, the performance of the project Government boarding schools (75% pass rate) is significantly higher than the rest of the project schools (58% pass rate). 6.25 As set forth in the letter of intent developed at the time of negotiations, the MOE established a review board to determine the effective- ness of the examination system at each level in hopes of reducing the number of repeaters. Although the repeater rate has decreased since appraisal, the larger portion of the secondary school students are still overage as a result of repetition in the primary school level. Many students sit for the primary school final examination several times in order to obtain sufficiently high marks for entry into secondary education. The diagram below indicates per- centages of dropouts and repeaters at the primary level. 60-- 50-- 40-- .19% 30-- 20 17% 15% 13 11% 40% 10. =777__ _ -7 -W1 13% Grade I II IIIIV V VI VII VIII 1975-76 school year's dropout and repeaters E in percentages of enrollment. - 43 - Staffing 6.26 In 1965, the secondary schools were staffed by 74 Malawian and 291 expatriate teachers. Since then, the number of Malawian teachers has increased steadily and the number of expatriate teachers shown a slight decrease. Malawian Expatriate Malawian teachers Year teachers teachers Total as per cent of total 1965 74 291 365 20 1976 509 239 748 68 The percentage of Malawian teachers increased from 20% to 68%. 6.27 The present staff of 748 is insufficient to fill all of the posts available. The shortfall is about 100 teachers, particularly in the subjects of science, mathematics and English. The MOE estimates that by 1980 the deficit will be over 400. 1/ Although it is desirable to reduce the heavy reliance on expatriate teachers, this does not seem possible in the near future. 6.28 The overall shortage of teachers is a more serious problem in each school when staff are absent (average 10% of the teachers per day) because substitute teachers are simply not available. Maternity leave, which is granted for a three-month period without pay, is the principal cause of prolonged absenteeism. 6.29 Most of the Malawian teachers are young (often younger than their students), and consequently, have not had much teaching experience. In addition the majority are "diplomate" teachers (three years University train- ing). The Government's target is to have 50% graduates and 50% "diplomates" in all schools, but it is difficult to see how this can be achieved under the present conditions of training secondary teachers. Annex 13 shows the pattern of secondary school teachers by nationality and academic qualifications, and Annex 14, the number of teachers, for each project school, receiving houses. 6.30 The twelve project schools generally have the same staffing problems as the other schools. In addition, they also have to cope with a specific shortage of practical subject teachers. Using the MOE's planning figure, the total number of teachers required for woodwork, metalwork and technical draw- ing in the 12 IDA schools is 36 assuming one teacher for each specialization. At present there are seven vacancies and no suitable Malawian teachers avail- able to fill them. Further, the five expatriate teachers' contracts will 1/ Secondary education and secondary teacher training in Malawi, 1973/74 to 1980/81, Ministry of Education, 1973. - 44 - expire in 1978 and four will reach retirement age which would mean that at least 16 teachers will be required by September 1978. In addition, two teachers are I !sently looking for other employment. 6.31 The Polytechnic has included a special course for the training of technical teachers. It is a three-year practical course offering two specializations: technical drawing and woodwork or technical drawing and metalwork. As a result, schools will always need at least two workshop teachers in order to provide both woodwork and metalwork. In this case, the 1978 output of 11 graduates would not meet the anticipated shortage (para. 6.30). However, the degree of specialization now being offered at the Polytechnic is not required for the level of work to be reached in the practical courses of the secondary school. One teacher should be able to teach all three subjects. Teacher requirements for each school could then be based on actual workload. Consequently, the course at the Polytechnic should be modified to enable graduates to be qualified in all three subjects. If all teachers were so qualified, it is estimated that the total technical teacher requirement for the.12 schools would be 31 based on actual teacher workload per school. In this case, there would be no teacher shortfall by 1978. However, there is no guarantee that all of the 1978 output will be- come secondary technical teachers. A Malawian with a technical background is often not interested in teaching practical subjects in secondary school in that he can generally earn a higher salary in other occupations. 6.32 Home economics teachers are trained in the Chancellor College of the University in a three-year post secondary course. At present, the out- put is adequate, but assuming that two teachers are required per school, the MOE has projected a shortfall by 1980 when the second education project facilities are in operation. However, due to the low number of girls (25% of total present enrollment in secondary schools), it is estimated that only one teacher is actually required per mixed school resulting in no shortage by 1980. 6.33 Each school has a headmaster, a deputy headmaster and one or two administrative officers, plus auxiliary staff. The headmaster teaches part- time and his deputy full-time. Enrollment Structure 6.34 The appraisal mission estimated that by providing practical facil- ities to project schools, the enrollment would increase by 1,860 to a total of 5,040 students of whom 1,760 would be in the new technical stream. The actual enrollment in project schools (1976-77) is 4,700, about 8% below appraisal estimate for 1970-74. The enrollment for the 11-year period (1966-77) of each project school is given in Annex 15, while Annex 16 shows the appraisal's estimated enrollment by sex with actual enrollment in 1966 and 1977. Annex 14 indicates number of boarding places for each project school. - 45 - 6.35 Admission to secondary school is decided by the MOE and is based on the primary school leaving certificate performance. Students with higher marks are placed in the more prestigious Government boarding schools. En- rollment in primary school in 1975-76 was 642,000, of which 28,000 received a primary school leaving certificate. Nationwide number of places in sec- ondary schools Form I was 3,800 (about 14% of those passing the Primary School Leaving Certificate). Utilization of Teaching Spaces 6.36 The teaching accommodations in most project schools were found to be underutilized, particularly the home economics rooms, since girls, on the average, account for only 25% of total enrollment. Some schools do not have any girls in the upper Forms. Eleven of the twelve project schools 1/ are composed of ten classes (three each in Forms I and II and two each in Forms III and IV) with maximum class groups of 40, giving a total enrollment of 400. Assuming the 11 project schools could accommodate 12 classes (480 students) without additional facilities, the following table gives a comparison of the two use factors. Utilization Factor Teaching Max. No. of Actual No. 10-Class 12-Class Accommodation Students of Rooms School School Classroom 40 9 64% 80% Science Labs 40 3 66% 80% Housecraft Room 20 1 34% 40% Needlework Room 20 1 34% 40% Metalwork Shop 20 1 64% 80% Woodwork Shop 20 1 64% 80% Drawing Room 40 1 64% 80% Maximum Student Places 400 480 The table indicates that, if a 12-class system were introduced in eleven project schools, the use factor would still be acceptable and an additional 900 students could be accommodated. Annex 17 indicates the type and number of new accommodation and total area provided in the project. 1! Chichiri Day Secondary School has taken over former higher education facilities and is composed of 14 classes. - 46 - D. Posts and Telecommunications Training Center (PTTC) Courses 6.37 In 1973, the Credit was amended to include the const iction of the PTTC (para. 1.09). It is a part of a UNDP-financed project (which includes the provision of equipment, technical assistance and counterpart training) to train skilled workers and technicians for the posts and telecommunications services in Botswana, Lesotho, Swaziland and Malawi. Basic level courses are provided in each of the four participating countries while intermediate level training for nationals of all four countries is offered at the Blantyre Center. The first course of this type started in March 1973 in temporary premises that were considered inadequate. The new building was completed in January 1976. 6.38 The courses are all of short duration, ranging from two to ten weeks and each course is attended by seven or eight trainees. They consist, for the most part, of practical work experience in each of the main fields of training, namely line plant, switching, radio and transmission, telecommunica- tions traffic and posts. The training program is flexible and geared to the needs of the participating countries. During the period 1973-76, no less than 33 different courses were mounted for a total of 648 trainees. The training program for 1977 is shown in Annex 18. Staffing 6.39 The present staff consists of six internationally recruited experts, two associate experts and twelve Malawian counterparts. The latter participate progressively in course activities as demonstrators, assistant instructors or as instructors in charge. Arrangements are made for the senior counterparts to be granted fellowships to attend higher level or special equipment courses in the United Kingdom or Sweden, with a view to take full responsibility for the training center when the experts leave. Enrollment 6.40 The students are civil servants in their respective countries. Because of the program's nature, which consists of different courses each of short duration, the number of trainees present at the Center may vary con- siderably from time to time. The teaching programs are designed for maximum 100 trainees with equivalent boarding places. However, the maximum capacity depends also on instructional staff availability. In the first year of operation, enrollment reached 86. This figure is below the capacity of the institution, but a certain amount of underutilization is always to be ex- pected in the initial phase of operation of centers of this type. In 1977, however, the total number of trainees at any one time has never exceeded 76. This is the result of a problem which is hopefully of a passing nature - the lack of funds (because of UNDP financial difficulties) to enable students from Botswana, Lesotho and Swaziland to attend the courses. The PTTC is try- ing to obtain financing for the relevant fellowships from the EEC. As an alternative, the cost of fellowships could be financed under Bank Group projects for the BLS countries.  - 47 - CHART 1 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT THE STRUCTURE OF EDUCATIONAL SYSTEM 1. Educational System in 1965 UNVERSITY SECONDARY SCHOOLS SECONDARY TEACHER TRAINING COLLEGES AGRICULTURAL COLLEGE PRIMARY PROPSE PIAY TEACHER Lj -i r-i - i - I --i 2 )--2 -J L-J L.: TECHNICAL INSTITUTE PRIMARY TEACHER TRAINING COLLEGES PRIMARY TEACHER TRAINING COLLEGES 2. Educational System in 1977 SECONDARY OVERSEAS STUDIES JC MSC HSC Legend. PSLC Primary School Leaver Certificate 2 I PRIMARY TEACHER TRAINING JC Junior Certificate T3 T2 MSC Malawi School Certificate HSC Higher UNIVERSITY OF MALAWI DIP Diploma 2 3 5 CHANCELLOR COLLEGE DIP BA BEd BSoc LLB BSC BA (Admn) PRIMRY 3 4 5BUNDA COLLEGE PSLC DIP BSc iAgric) POLYTECHNIC QTECHNICAL SDIP SCHOOLS 5APPRENTICES Source: Ministry of Education June 1977 - 48 - ANNEX 1 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT INSTITUTIONS VISITED Project Schools Visited Soche Hill Secondary Malosa Secondary Blantyre Secondary H. Henderson Institute Dedza Secondary Chichiri Secondary Masangola Secondary Bwaila Secondary Mzuzu Secondary Mzimba Secondary Thyolo Secondary Mulanje Secondary National Teacher Training College (NTTC), Lilongwe Posts and Telecommunications Training Center (PTTC), Blantyre Non-Project Schools Visited Balaka Secondary Ntcheu Secondary MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT GROWTH OF EDUCATIONAL ENROLLMENTS 1967-76 % In- crease p.a. 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1967-1976 Primary 297,000 334,000 334,000 333,000 363,000 431,000 482,000 537,000 612,000 642,000 9.0% Secondary 8,000 9,300 9,600 10,900 11,700 12,900 13,400 13,800 13,900 14,500 6.8% Higher 150 440 670 9,200 1,030 1,050 1,130 1,130 1,130 1,230 26.5% 1/ Includes unassisted private schools. Source: Ministry of Education June 1977 - 50 ANNEX 3 Page 1 of 2 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT ASSESSMENT OF CHOOLS IN USE Comments Recommendations 1. The single classroom desks are, in Classroom size (width x length) for practice, placed in pairs in order future schools should be related to to obtain sufficient space between (i).number of students, (ii) type of the front row and blackboard. activities, and (iii) size of furni- Teachers are then unable to give ture. However, ideal width for a attention to students outside of classroom, holding 40 students and pairs of desks adjacent to side walls, maintainin contact with students at the rear end, is to have eight students per row. 2. Blackboards were frequently criticized End wall behind teacher's desk for being too small, should be used entirely for black- board. 3. Pinboards were often only partially Teachers should be encouraged to use used perhaps due to shortage of disDlav surface more fully. Because display materials and also due to classrooms are used by different use of classrooms by different classes, a better place would classes. perhaps be the assembly/dining hall area. 4. Storage space in teacher's desk was Regular table without storage space not used as teachers keep personal would be sufficient. books and papers in staff room. 5. Both teachers and students remarked Reconsideration to be given to design that chairs are noisy due to all chairs to reduce noise and easy to metal frames and seats. stack. 6. A number of students' desks' lids had Flat topped table with storage shelf come off or were loose. Storage under would bette'r serve the purpose. space inside desks was small due to sloping top. 7. Expanded metal permanent ventilation Good cross ventilation is desirable above windows are universally dis- but should be achieved through liked because dust and cold air controllable opening windows or are blown in the dry season. louvres. - 51 - ANNEX 3 ASSESSMENT OF SCHOOL IN USE Page 2 of 2 Comments Recommendations 8. Science laboratory designed for dual To make better use of science labora- purpose: practical work by the stu- tories, it is recommended that practi- dents and lecture/demonstration by cal work and lecture/demonstrations the teacher. All laboratories have are done, as much as possible, in fixed peripheral counters and center separate rooms. Fixed periphery benches. benches, with sufficient storage, should be provided. Tables in the room center area give better flexibi- lity (preferably shorter type). 9. Blackout blinds in science labora- Another type of blinds should be envi- tories are often in poor condition saged for these schools. It was and are evidently not substantial suggested that blackout facilities enough. should be provided in all laboratories. 10. The workshop area is sufficient for It is a general practice that indus- 20 students if equipment is accord- trial arts shops do not have to be ing to the teaching level, special wider than a general classroom (with for the type and number of machine eight students per row), this elimi-. tools. nates the rather costly roof construc tion and clerestory lighting. 11. There were a number of criticisms on The mission agreed that most of the the home economics room, in partic- comments should be incorporated in ular: (i) insufficient working future schools. surfaces, (ii) difficulty in super- vising students in "flat" area, (iii) paraffin cooker too near to cupboards, (iv) store rooms too small, (v) refrigerators too small, (vi) blackboard to be removable type, (vii) larger pin-up boards, and (viii) sewing tables too high and stools preferred to chairs. 12. Many lavatories were damaged, Consideration to 'e given by YCE to particularly the s'eats. use the asian-type WCs in future schools on grounds of hygiene and lower maintenance costs. 13. Wall surfaces were much marked and Better quality finishing (such as looked drab. faced brickwork) will perhaps increask initial capital cost but would reduce annual maintenance cost. Source: Project Unit Director, 1973. ANNEX 4 MALAWI - FIRST EDUCATION IOJECT COMPLETION REPORI ESTIMATED AND AC1UAL IMPLEMENTATION ID DISBURSEMENTS 1967 1968 1969 1970 v1 1972 1973 1974 1975 1976 1977 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 1 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 (5) Miseions visiting Malawi: (1) (2) (3) (4) (4) (4) (4) (4) (4) (6)(4) (4) (4) (4) (4) (4) (7)(8) CONSULTANT ARCHITECTS Master Plan ) Sec. School and NTTC .- - Final Design ) PTTC Furnmitre &tid Equipment Master Plan and Procurement = a.- . Construction ) Sec. School, Ted,rs and ) Contract Aard NTTC )PTTC 0 " 1. Soche Hill 2. Malosa 3. Blantyre 4. H. Henderson 5. Deda 6. Chichiri 7. aSolaa ma am 8. Baila - - - 9. Mr.-as a 10. Maimba ll 11. Thyola 12. Mulanje þ 11 13. NTTC N-- - -. 14. PTTC . Di.bursement (in US$ Million) T o t 1 T t 1 T o t a 1 T o t a T 1 T ota 1 T o t a To t a T ota 1 To t a T o.a Appraisal Estimate ) US$ 0.26 1.40 3.34 1.30 - Annu,aIllibursemet) % of Credit 47. 22% 537. 21 - - Cu1ltive pi,bursmnt- US$ 0 26 1,66 .Q0 6,30 0 - . - Actual Di.bursement ) US$ - 0.03 0.66 3.25 i 0.52 0.20 0.01 0.31 0.08 0.03 Annual Disburaements ) % of Credit - - 11% 52% 87. 37. - 5% 2% cU,ultive ) 1st Quarter - - 0.24 1.51 4 5.24 5.66 (1.13) 5.83 (1.13) 5.94 (1.13) 6.20 (1.13) 6.22 (1.13) Dcbrsemen ) 2nd Quart - - 0.25 2.25 * 5.43 (0.46) 5.67 (1.13) 5.83 (1.13) 5.98 (1.13) 6.22 (1.13) 6.25 (1.13) in US$ ) 3,d Quarter - 0.03 0.26 3.21 1 5.61 (0.46) 5.82 (1.13) 5.83 <1.13) 6.00 (1.13) 6.22 (1.13) 6.30 (1.13)2 ) 4th qarter - 0.03 0.69 3.94 1 5.62 (0.46) 5.82 (1.13) 5.83 (1.13) 6.14 (1.13) 6.22 (1.13) NOTES: (1) Apptatal (March 1966) original project. (6) Appraisal of Poste & Telemunications Training Center (PTTC), April 1973 (2) Negotiation (December 1966) (7) Completion Mission, March 7 (3) Date of Effectivenes, July 1967. (8) Final and Actual Closing 1, June 30. 1977. (4) Supervisio MI.sion. (9) )utstanding Credit Fund pune 30. 1977,US$7.43 million instead of US$6.30 mllaon, as indicated in the Credit Agt~n. (5) Original Closing Date, December 31, 1971. The difference of US$1.13 the exchange adjustnent due to the dollar devaluation in May 1972 and February 1973. LEGEND: -. a @m. Appraial Estimate , Actual Source: Bank Group staff June 1977 - 53 - ANNEX 5 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT UNIT SPACE ALLOCATION AND COST PER STUDENT PLACE Appraisal Component Estimate Actual 1. National Teacher Training College (NTTC) Number of students planned for: 1/ 540 540 Number of boarders planned for: 540 540 Number of staff houses planned for: 30 30 Net area per student place in sq. ft. of teaching and communal facilities: 54 64 Gross area per student place in sq. ft. of teaching and communal facilities 70 92 Net area per boarder in sq. ft. of boarding facilities: 32 55 Gross area per boarder in sq. ft. of boarding facilities: 48 71 Civil works cost per sq. ft. total gross area of teaching/communal, boarding and staff houses: 11 10 Civil works cost per student place (US$): 2,024 2,525 Furniture/equipment cost per student place (US$): 340 298 Total cost per student place (US$): 2,364 2,823 2. Posts and Telecommunications Training Center (PTTC) Number of students planned for:2/ 120 120 Number of boarders planned for: 100 100 Number of staff flats planned for: 3 3 Net area per student place in sq. ft. of teaching and communal facilities: 131 131 Gross area per student place in sq. ft. of teaching and communal facilities: 160 168 Net area per boarder in sq. ft. of boarding facilities: 74 64 Gross area per boarder in sq. ft. of boarding facilities: 80 91 Civil works cost per sq. ft. total gross area of teaching/communal facilities, boarding and staff flat: 11 13 Civil works cost per student place (US$): 2,598 3,390 Furniture cost per student place (US$): 248 316 Total cost per student place (US$): 3/ 2,846 3,706 I/ Actual enrollment, 470 students. 2/ Actual enrollment, 76 students. 3/ Excluding equipment provided by UNDP. Source: Bank Group staff June 1977 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT Recurrent Expenditures per Student in Project Secondary Schools (in MK, 1976 prices) Recurrent Expenditure Total per Stue-ent Recurrent Materials Total Total (Excluding Expenditure & Supplies Rec.Exp. Self-Help Recurrent Boarding) per Student Salaries (Tuition) Boarding Other'-1 MOE Boarding Otherl1 Expenditure MK USS MK VS GOVERNMENT BOARDING Blantyre 36,907 6,840 21,600 781 66,128 - - 66,128 121 143 180 212 Dedza 28,074 6,840 21,600 1,440 57,954 - - 57,954 99 117 157 185 Mzuzu 37,479 6,840 21,600 500 66,419 - - 66,419 124 146 183 216 ASSISTED BOARDING Malosa 50,120 10,080 18,720 - 78,920 - 4,00o 82,920 225 266 236 278 ASSISTED DAY H. Henderson Inst. 47,226 11,200 - - 58426 7,400 1,700 67,526 147 173 169 199 GOVERNMENT DAY Soche Hill 38,953 7,600 - 2,300 48,853 7,000 - 55,853 123 145 141 166 Chichiri 65,687 9,424 - 1,700 76,811 - - 76,811 142 168 142 168 Masangola 28,163 7,600 - 1,660 37,423 9,780 - 47,203 94 111 118 139 Bwaila 40,388 7,600 - 2,300 50,348 5,760 - 56,108 128 151 143 169 Mzimba 31,694 7,600 - 1,650 40,944 23,760 - 64,704 102 120 161 190 Thyolo 24,413 7,600 - 1,150 33,163 21,000 - 54,163 86 101 141 165 Mulanje 27,006 7,600 - 1,660 36,266 13,095 - 49,361 93 110 127 150 /1 Includes maintenance expenses. Source: Bank Group staff based on budget and accounts of individual schools. May 1977 - 55 - ANNEX 7 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT POSTS AND TELECOMMUNICATIONS TRAINING CENTER RECURRENT EXPENDITURE (in M. Kwacha) 1975/76 1976/77 1979/78 (Actual) (Budget) (Projected) Administration 23,567 40,323 50,980 Salaries 42,036 44,816 42,966 Boarding 13,560 25,918 33,391 Equipment 11,750 15,100 16,000 Maintenance 4,000 9,250 11,200 Total 94,913 135,407 155,037 No. of student weeks 2,040.00 3,030.00 2,956.00 Cost per student week 46.53 44.69 52.44 Plus food 5.60 5.60 5.60 ( K 52.13 50.29 58.04 Total cost per student week ( ( $ 61.51 59.34 68.49 SOURCE: PTTC, Blantyre June 1977 - 56 - ANNEX 8 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT Trends in Educational Expenditures 1965-1975/76 (in MK '000) 1965 1969 1/ 1969/70 1972/73 1975/76 (actual) (projected)- (actual) (actual) (ludget estimates) 1. Ministry of Education (MOE) A. Recurrent 4,112 6,685 7,700 9,300 11,900 B. Capital 1320 3,88 1,61 C. Total 5,432 10,766 9,200 10,900 13,000 2. Other Ministries A. Recurrent 3,170 4,200 4,450 B. Capital - -_- C. Total n/a n/a 3,170 4,200 4,450 3. Total Expenditure on Education & Training A. Recurrent 10,870 13,500 16,350 B. Capital _1,50 _1600 1,100 C. Total n/a n/a 12,370 15,100 17,450 MOE as % of Total Government Expenditure A. Recurrent 14.0 19.0 18.1 16.3 14.0 B. Capital 14.0 - 8.3 6.0 1.6 C. Total 14.0 - 13.6 13.0 8.5 MOE as % of GDP A. Recurrent only 3.5 4.4 3.0 2.6 2.0 Total Education Expenditures as % of Total Government Expenditure A. Recurrent only n/a 26.6 23.4 19.2 Total Education Expenditures as % of GDP A. Recurrent only 4.7 3.8 2.6 1/ As projected in the appraisal report but adjusted to 1969 prices. n/a - not available. Source: Public Sector Financial Statistics 1974 May 1977 and Financial Statement 1976/77. MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT Ministry of Education's Recurrent Expenditure by Sector (in MK '000) % of % of % of 1 of 1965 Total 1970 Total 1970/71 Total 1975/76 lotal (Actual) (Projected)- (Actual) (Actual) 1. Administration 256 (6.2) 464 (6.3) 565 (6.0) 898 (7.5) 2. Primary 2,052 (49.9) 3,060 (41.2) 3,929 (41.5) 5,703 (48.0) 3. Secondary 790 (19.3) 1,391 (18.8) 1,642 (17.4) 1,673 (14.1) 1 (including technical streams) 4. Technical & Vocational 256 (6.2) 765 (10.3) 238 (2.5) 175 (1.5) 5. Teacher Training 388 (9.4) 811 (10.9) 436 (4,6) 493 (4.2) (Primary & Secondary) 6. Malawi Correspondence College n/a n/a n/a n/a 172 (1.8) 197 (1.6) 7. University 370-' (9.0) 927 1-1 (12.5) 2,476 (26.2) 2,738 (23.1) Total: 4,112 (100.0) 7,418 (100.0) 9,458 (100.0) 11,877 (100.0) 1/ As projected in the appraisal report, but adjusted to 1970 prices. [.o 2/ Includes Post Secondary and University. Source: Ministry of Education May 1977 - 58 - ANNEX 10 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT NATIONAL TEACHER TRAINING COLLEGE LILONGWE ALLOCATION OF WEEKLY PERIODS PER SUBJECT Number of 1/ Subject weekly periods Agriculture 3 Science 3 Health education 2 Mathematics 4 Education 5 Practical teaching 3 School organization 1 English 7 Chichewa 3 Geography 2 History 2 Civics 1 Malawian Young Pioneers 1 Physical education 1 Home economics 3 Handicrafts 3 Practical techniques I Arts and Crafts 1 Religious education 1 Music 1 All subjects 48 Notes:- 1. All class sections of each of the two grades follow the same curriculum. Source: The College. June 1977 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT ESTIMATED AND ACTUAL NEW FACILITIES FOR NATIONAL TEACHER TRAINING COLLEGE (LILONGWE) No of Places Appraisal Actual per Unit Area in sq ft Area insq Ft Type of Accommodation Appraisal Actual No Unit Total No Unit Total 1. Classrooms 30 30 4 500 2,000 4 625 2,500 2. Classrooms 15 15 17 350 6,000 17 300 5,100 3. Science Laboratory 30 30 1 1,200 1,200 1 1,300 1,300 4. Arts and Craft Room 30 30 1 1,000 1,000 1 900 900 5. Home Economics Rooms 15 15 1 1,000 1,000 2 1,200 2,400 6. Woodwork Shop 15 15 1 1,500 1,500 1 1,500 1,500 7. Library - - 1 1,600 1,600 1 2,400 2,400 8. Language Lab. - 15 - - - 1 1,200 1,200 9. Audio Visual Aid Room - - - - - 1 700 700 10. Assembly/Dining Hall and Kitchen Unit - - 1 7,300 7,300 1 8,000 8,000 11. Lecture/Gym. Hall - - 1 3,000 3,000 1 5,500 5,500 12. Students Toilets - - - 800 800 - 700 700 13. Administration Unit - - - 2,800 2,800 - 2,200 2,200 14. Hostel and Ablution Unit 540 540 3 6,470 19,400 3 9,000 27,000 15. Supervisor Flat - - - - - 4 400 1,600 16. Sick-Bay Unit - - - - 1 1,000 1,000 17. Staff Houses - 30 1,300 39,200 30 1,300 39,000 Total new areas: - 86,800 - - 103,000 Source: Bank Group staff June 1977 > IF- - 60 - ANNEX 12 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT Allocation of Weekly Periods per Subject in Secondary Schools A. Proposed in Government's Request (1965) Per cent time For4l- Form II Form III Form IV Total allocation Subject I .weekly periods Acad. Techn. Acad. Techn. Acad. Techn. Acad. Techn. Acad. Techn. Chichewa 3 3 3 3 - 3 - 12 6 8 4 English 8 8 8 8 8 8 8 32 32 20 20 Mathematics 6 6 6 6 6 6 6 24 24 15 15 French 5 5 5 5 5 5 5 20 20 13 13 History )3 6 3 10 3 10 1 14.5 5 9 3 Geography ) 14.5 5 9 3 Science 6 6 6 6 6 8 8 26 26 16 16 Woodwork (boys) 3 - 3 - 4 - 4 3 14 2 9 Metalwork (boys) 3 - 3 - 4 - 4 3 14 2 9 Techn. drawing (boys) 3 - 3 - 4 - 4 3 14 2 9 or Home Economics (girls) 9 - 9 - 12 - 12 9 42 6 26 Other - 6 - 2 - - - 8 - 5 - All subjects 40 40 40 40 40 40 40 160 160 100 100 B. Actual in Project Schools (1977) Subject Weekly periods per stream Total Per cent time weekly allocation Form I Form II Form III Form IV periods Chichewa 3 3 4 4 14 8 English 8 8 8 8 32 18 Mathematics 6 6 6 6 24 14 Physics/Chemistry 4 4 5 5 18 10 Biology 3 3 5 5 16 9 Agriculture 3 3 5 5 16 9 History 6 3 4 4 17 9 Geography ) M.Y.P. /2 2 2 2 2 8 5 Techn. drawing (boys) 3 3 5 or 5 or 11 6 Woodwork (boys) -o 3 5 or ;5 or 11 6 or Metalwork (boys) 3 3 5 5 11 6 or or or or or or or Home economics (girls) 6 6 5 5 22 12 Preparation 1 3 - - 4 3 Library - 1 1 1 3 3 All subjects 42 42 45 45 174 100 /1 In Form I practical work is compulsory for all students. /2 Malawian Young Pioneers. Source: Ministry of Education May 1977 - 61 - ANNEX 13 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT TEACHING STAFF IN SECONDARY SCHOOLS Total No. Students/ Expa- Malawian of Teachers Project Schools triate Graduates1/ Other2/ Teachers Ratio Soche Hill 6 - 13 19 21:1 Malosa 8 2 12 22 16:1 Blantyre Sec. Sch. 3 6 14 23 16:1 H. Henderson Inst. 6 10 10 26 15:1 Dedza 1 9 8 18 20 Chichiri 6 9 20 35 15:1 Masangola - 3 20 23 17:1 Bwaila 3 9 9 21 19:1 Mzuzu 6 7 7 20 17:1 Mzimba - 6 13 19 19:1 Thyolo - 5 11 16 24:1 Mulanje 2 3 10 15 26:1 Total Project Schools 41 69 147 257 18:1 in % 16% 27% 57% 100% Total Non-Project 198 67 226 491 Schools in % 40% 14% 46% 100% Total Teaching Staff: 239 136 373 748 in % 32% 18% 50% 100% 1/ "Graduates" Certificate is four or five years after MCE. 2/ Majority of Students receive "Diplomate" Certificate, three years study after MCE. Source: Bank Group staff June 1977 -62 - ANNEX 14 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT NUMBER OF STAFF HOUSES AND BOARDING PLACES FOR EACH PROJECT SCHOOL Boarding Places in Project % of Schools Staff Houses Teacher's Govt. Self-Help % of Secondary Per School Receiving Boarding Boarding Total Schools Appraisal Actual House Places Places Enrollment Soche Hill 10 10 50% - 120 30% Malosa 10 10 43% 350 - 100% Blantyre S.S. 18 18 75% 360 - 100% H. Henderson's Inst. 10 -12 44% - 100 25% Dedza 15 15 79% 360 - 98% Chichiri 14 14 38% - - - Masangola 9 9 38% - 160 40% Bwaila 9 9 40% - 96 24% Mzuzu 15 15 71% 336 - 100% Mzimba 10 13 65% - 395 100% Thyola 10 12 70% - 340 60% Mulanje 8 10 63% - 290 75% Sub Total 138 147 - 1,406 1,501 60% National Teacher Training College 30 30 87% 540 - 100% Posts and Tele- communications 3 3 - 100 - 100% Training Center SOURCE: Bank Group Staff June 1977 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT Total Enrollment in Project Secondary Schools Name of School ;966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 1974-75 1975-76 1976-77 Soche Hill 246 210 237 290 392 388 392 316 318 379 390 Malosa 248 265 233 258 322 360 360 362 341 397 350 Blantyre SS 288 212 244 386 360 364 354 339 364 360 360 H. Henderson Institute 314 283 238 280 405 429 497 390 394 376 400 Dedza 294 240 247 241 330 360 . 357 350 358 364 368 Chichiri 286 319 307 277 417 417 437 372 383 412 535 Masangola 237 171 158 201 239 310 377 360 377 400 400 Bwaila - 84 86 76 80 378 411 306 337 373 395 Mzuzu 256 208 190 180 240 291 323 361 347 373 336 Mzimba 77 160 159 158 160 332 395 339 403 411 395 Thyolo 71 127 160 61 154 279 400 396 347 341 385 Mulanje 73 153 158 199 221 227 289 377 382 376 385 TOTAL 2,390 2,372 2,417 2,607 3 320 4,135 4,592 4.268 4,351 4,562 4,699 All government and assisted secondary schools (Forms I-IV) 7,500 8,467 9,092 10,014 10,525 11,563 11,969 12,197 12,238 12,476 - /2 Unassisted schools /1 427 762 455 866 1,151 1,267 1,452 1,531 1,605 1,965 - /12 TOTAL 7,927 9,229 9,547 10,880 11,676 12,830 13,421 13,728 13,843 14,441 - /2 /1 Estimates. /2 Not available yet. Source: Ministry of Education May 1977 AMWER 16 MALAVI - FIRST EIICATION PROJECT COMPLETION REPORT PROJECT SCHOOLS' ENROLIENT BY SEX B Appraisal C A Estimate at Actual Enrollment (1977) Actual Enrollment Project (1966) Completion Form I Form II T o t a 1 Form III Form IV T o t a 1 Total No. of Students Diff. Student Diff. Nase of natit,tim Bays Gir]q Total of A-B Places boys Girls Bovs Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Total of B-C SECONDARY SCROOIS Government Boarding Blantyre Sec. School 206 82 288 72 360 76 27 62 29 138 56 56 25 56 29 112 54 250 110 360 - Dedza 294 - 294 + 66 360 92 - 92 184 - 92 - 92 - 1864 - 368 - 368 + 8 M-uzu 150 106 256 + 104 360 46 43 45 43 91 86 44 36 44 35 88 71 179 157 336 - 24 Sub-Total; 650 188 838 + 242 1080 214 70 199 72 413 142 192 61 192 64 384 125 797 267 1064 - 16 Malosa (Boarding) 136 112 248 + 112 360 58 50 54 48 112 98 38 33 38 31 76 64 188 162 350 - 10 H. Henderson's Institute (Day) 241 73 314 + 166 480 90 29 86 31 176 60 80 - 83 1 163 1 339 61 400 - 60 Sub-Total: 377 185 562 + 278 840 148 79 140 79 288 158 118 33 121 32 239 65 527 223 750 - 90 aMsermnt Day Soche Hill 200 46 246 + 234 480 92 30 83 41 175 71 66 6 66 6 132 12 307 83 390 - 90 Chichiri 248 38 286 + 354 640 105 63 101 41 206 124 84 18 85 18 169 36 37S 160 535 - 105 Masongola 207 30 237 + 163 400 98 25 94 23 192 48 70 13 65 12 135 25 327 73 400 - Bwaila - - - + 400 400 85 39 84 38 169 77 61 18 58 14 119 30 288 107 395 - 5 Mai.ba 56 21 77 + 323 400 90 31 89 30 179 61 61 18 60 16 121 34 300 95 395 - 5 Thyolo 52 19 71 + 329 400 91 28 90 24 181 52 67 10 75 - 142 10 323 62 385 -15 Mulanje 59 14 73 + 327 400 91 27 89 27 180 54 69 9 64 9 133 18 313 72 385 - 15 Sub-Total: 822 168 990 +2130 3120 652 243 630 244 1282 487 478 90 473 75 951 165 2233 652 2885 - 235 TOTAL: 1849 541 2390 +2650 5040 1014 392 969 395 1983 787 788 184 786 171 1574 355 3557 1142 4699 - 341 in. % 77 23 100 - - I - - - - - - - - - - - 76 24 100 - Actual Eurollment Appraisal Estimte at Actual Enrollment (1977) - 9 (1966) D Project Completion First Year Second Year Total Number of Students Diff. Annual Diff. Male Female Total A-B Male Female Total Output Male Female Total Male Female Total Male Female Total B-C National Teacher Training College, Lilougwe - - - + 540 360 180 540 160 156 72 228 164 78 242 320 150 470 - 70 1/ Schools receive allocation for tuition, boarding and maintenance. 2/ Schools receive allocation for tuition and 3/ Schools receive tuition and maintenance. 4/ School under construction. Source: Bank Group staff June 1977 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT ESTIMATED AND ACTUAL NEW FACILITIES FOR SECONDARY SCHOOLS No of Places Appraisal Actual per Unit Area in sq ft Area in sq ft Type of Accommodation Appraisal Actual No Unit Total No Unit Total 1. Classroom 40 40 26 600 15,600 26 610 15,900 2. Science Laboratory 40 40 9 1,200 10,800 9 1,300 11,700 3. Technical Drawing Room 40 40 9 900 8,100 9 900 8,100 4. Woodwork Shop 30 20 11 1,500 16,500 11 1,580 17,400 5. Metal Workshop 30 20 13 1,500 19,500 13 1,580 20,500 6. Needlework Room 20 20 9 1,000 9,000 9 1,230 11,100 7. Housecraft Room 20 20 9 1,000 9,000 10 1,230 12,300 8. Library -- 8 1,200 9,600 8 1,270 10,200 9. Assembly/Dining Hall - 8 - 26,600 9 - 39,000 10. Kitchen Unit - 7 1,500 10,500 7 1,100 7,700 11. Students' Toilets - 16 - 6,300 17 - 5,600 12. Administration Unit - 3 - 4,500 3 - 7,600 13. Hostel Block 36 36 3 1,100 3,300 4 1,610 6,400 14. Hostel Block 60 60 22 1,800 39,600 22 2,700 59,400 15. Supervisor Flat - - - - - 15 310 4,600 16. Ablution Unit - - 11 - 9,000 14 - 21,200 17. Staff Houses - - 32 1,300 41,600 34 1,200 40,800 Total new areas: - - - - 239,500 - - 299,500 Source: Bank Group staff June 1977 - 66 - AINEX 18 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT MULTI-COUNTRY POSTS AND TELECOMMUNICATIONS CENTER PROPOSED COURSE PROGRAMME 1977 Subject Duration LINE PLANT Subscribers Equipment Fitting III 6 weeks Subscribers Line and Appts: Mtce 6 weeks Line Plant Planning I 6 weeks Overhead Plant II 4 weeks Underground Plant II 8 weeks Underground Plant III 4 weeks Cable Pressurisation 3 weeks TELEPHONE SWITCHING Switching Principles 12 weeks PABX Principles Crossbar 6 weeks Textdesk Procedures 2 weeks Exchange Power Plant Principles 6 weeks Introduction to Crossbar Switching 10 weeks RADIO Radio and Transmission 12 weeks Multiplex Principles) 4 weeks 3 cct System (GEC) ) 4 weeks Electronic Maintenance Principles 4 weeks HF Networks 4 weeks Radio Relays 4 weeks TELECOMMUNICATIONS Telecommunication Supervision (Basic) 2 x 5 weeks Telecommunication Supervision (Higher) 4 weeks Traffic Induction 8 weeks Traffic Staffing and Service 6 weeks Traffic Planning 4 weeks POSTS Postal Supervision 2 x 6 weeks Accounts Level II 5 weeks General Correspondence 2 x 3 weeks Junior Management 2 x 4 weeks Teaching Techniques 4 weeks Source: PTTC, Blantyre. June 1977 - 67 - APPENDIX Page 1 of 8 MALAWI - FIRST EDUCATION PROJECT COMPLETION REPORT The Education and Training System Administration 1. The Ministry of Education (MOE) has administrative, financial and academic control of primary, secondary, technical education, and the teacher training system and for the Malawi Correspondence College. The MOE also has nominal responsibility for the University of Malawi and the Polytechnic Insti- tute but both of these are, in reality, autonomous institutions. 2. In addition to the educational institutions administered by the MOE, there are education/training programs operated by other Ministries, such as Health, Works, Agriculture and Community Development. 3. There are approximately 12,000 teachers in the formal educational system, almost all of whom are paid by the Government. The central staff of the MOE totals about 200, 90 of whom are at the professional level. Generally speaking, it is an efficient and well-organized Ministry supported by an inspectorate and an active District staff. 4. There are two primary school teacher training colleges under the direct control of the MOE, each with an enrollment capacity of about 500. In addition, there are five small colleges operated under mission auspices. These colleges are small and uneconomic and the Government plans gradually to phase them out and replace them as funds become available. Secondary school teachers are trained at Chancellor College of the University of Malawi. Technical school teachers are trained at the Polytechnic. 5. The inspectorate of the MOE maintains close links with the teacher training program and with the District Education Officer staff. The Planning Section of the MOE works closely with all of the other Sections and is a strong force for continuing change and improvement in the education system. 6. The MOE has no direct connection with the various adult education programs operated by other Ministries. The fact that there is no agency responsible for the planning and coordination of these diverse efforts has resulted in wasteful and confusing duplications, and the MOE is now to play a major role in planning and programming these efforts. The Malawi Corres- pondence College, which is primarily concerned with in-service teacher train- ing, continuing education and school broadcasting, will expand its services to include adult programs and, in addition, the MOE plans to set up a Rural - 68 - APPENDIX Page 2 of 8 Education Center for adults in each District. These Centers will coordinate the adult education programs and serve as focal points for other rural de- velopment activities. Structure 7. The school year runs from October to August. Primary education begins at age six and consists of two segments (grades I to 5 and 6 to 8). While the primary school cycle is longer than advisable, reductions are not possible at this time. There is a large number of overage students and the repetition rate is high (18% p.a.). The dropout rate is also high averaging over 40% in the recent past but is now declining. One factor contributing to the high dropout rate is that school fees double after grade 5. In addi- tion, the grade 5 examination acts as a further bar to progression. The four year secondary school course is comprised of two years to the Junior Certificate level and the second two years to the Malawi (Senior) Certifi- cate of Education (MCE) level. One school offers grades 13 and 14 for the Cambridge Higher School Certificate (CHSC). This Certificate qualifies stu- dents for entry in overseas universities. All of the school examinations, except for the CHSC, are prepared and administered by the Malawi Certificate of Education and Testing Board. 8. Entry qualifications for vocational, nursing, primary teachers and agricultural demonstrator training, require at least a Junior Certificate. These are all two-year programs. Post-secondary education includes techni- cian training, T-2 level primary teacher training, secondary teacher training, agriculture diploma and degree training and the university. In 1976 there were 1,200 enrolled in the university and 320 enrolled in universities over- seas. General Education 9. Primary education (grades 1-5 and 6-8) is conducted in Chichewa (the local language) through grade 4 and in English thereafter. Total enrollment in 1975-76 was 642,000 and represented 56% of the relevant age group (6 to 14 including some overage students). Enrollment growth has averaged about 12.2% p.a. for the last five years. Thirty-nine percent of the total enrollment in primary schools were girls. About 75% of the schools are Government assisted. The central Government pays teachers' salaries and local government provides grants for operating expenses. School construction is the responsibility of the local communities. 10. There are 2,000 schools and the average enrollment is about 320, but there are wide variations in average enrollments among the Districts. The planned student/teacher ratio is 50:1 although the present rate is above this figure. Of the present 11,000 teachers about 20% do not have the proper qualifications by MOE standards. Present standards require two years of teacher training after junior secondary education (T3 level) or two years after secondary education (T2 level). However, 300 teachers p.a. have been - 69 - APPENDIX Page 3 of 8 enrolled in the Malawi Correspondence College in-service teacher training program for upgrading teachers to T3 and T2 levels, and the number of un- qualified teachers is declining. The Government also plans to provide a third large teacher training college to supply the demand for additional teachers to meet the needs of expansion. Eventually, this new college, to- gether with the two existing Government colleges, will eliminate the need for the continuation of the missions' teacher training colleges which now supply a large portion of the demand. 11. In addition to the usual core courses and agriculture, the primary school curriculum includes agriculture and domestic science in the upper grades in most schools. Major changes have been made in the primary school curriculum in recent years in an effort to bring the subject matter taught more in line with the needs of the country. Since only 14% of the primary school leavers have the opportunity to continue into secondary schools, it is important that every possible effort be made for primary education to prepare students for life and employment when they complete the primary school cycle. Particular emphasis has been put on the revision of science and mathematics courses since both are important for further education and also for preparing students for life in a rural society. The MOE has experimented with several primary school cycles and, in the past, has tried 5-3-5 and 7-4 year educa- tion structure before adopting the present 5-3-4 year structure. The optimum length of the primary cycle is still under review and is being given careful study. A shorter cycle would be advisable but cannot be implemented at this time. However, the design of the new model primary schools in blocks of two classroom units provides the flexibility required to permit later adjustments. 12. One of the principal weaknesses of the primary school system is in the level of accommodations and school equipment provided by the villages themselves. The standards of design and furnishings are often not conducive to good educational practice. Because the villagers are often unable to pro- vide proper buildings constructed of good quality materials, the life of the average school building is about five years. Desks, benches, blackboards and other furnishings are often of poor quality or non-existent. In an effort to assist villages to improve standards of construction, design and equipment, the Government plans to build a model school in each District, with standard design and equipment, which can be replicated by surrounding villages at costs which the villages can afford. 13. General secondary education has a total enrollment of 14,500 of which 28% are girls. There are 61 schools, 31 of which are boarding schools to cater for the widely dispersed population. Because of cultural factors and poor home conditions, the level of student achievement in the boarding schools is far superior to that of the day school students. The completion rates are above 90% in boarding schools and drop as low as 30% in day schools. Girls are particularly responsive to these forces since 90% of the girls in boarding schools complete the 4-year course while only about 25% complete the secondary school cycle in day schools, and only 10% pass the MCE examination. - 70 - APPENDIX Page 4 of 8 14. There are more than 700 teachers in the secondary schools, most of whom are qualified at the diploma or degree level with 3 to 5 years of post- secondary teacher training. As the teacher output increases the number of expatriate teachers continues to decline. In 1975, 68% of these teachers were Malawian while in 1966 less than 25% were Malawian. 15. The secondary school curriculum is in the process of revision but, in many schools, is still overly literary. In recent years, and with the assistance of the first IDA education project (Credit 102-MAI) practical sub- jects have been introduced where facilities and teachers can be provided. Major efforts are being made to bring the curriculum more into line with Malawi's needs. Training in agriculture, woodwork, metalwork, commerce and domestic science will soon be available in most schools. Appropriate revi- sions in the secondary school teacher training curriculum are being intro- duced. 16. Technical schools. There are five technical schools, three of which are private, which provide artisan training in a variety of trades. The entry qualification is a Junior School Certificate. The two Government technical schools, at Lilongwe and Soche, also provide full-time apprenticeship training for 300 trainees in the building and engineering trades. In addition to these schools, there are two Rural Training Centers operated under the Malawi Young Pioneers program which offer one-year technical training courses in electrical, construction, clerical automotive and engineering skills. These programs lead to acceptance into the apprenticeship plan with subsequent upgrading possibilities through sandwich courses. 17. The Malawi Polytechnic, a division of the University of Malawi, offers training in a variety of fields at the middle and higher levels. In- cluded are courses in business studies, engineering, public health, labora- tory techniques and technical teacher training. The Polytechnic also pro- vides in-service training for artisan apprentices to enable them to raise the level of their craft certificates and to quality for higher level employment. About 300 are enrolled in the regular one- to two-year programs and an addi- tional 300 are enrolled in the short-course upgrading programs. A senior School Certificate is required for entry to most of the regular courses. The output of the Polytechnic is well below the demand for skilled employees and the institution is being expanded under a bilateral agreement. The future role of the Polytechnic is under review and recommendations for program revi- sions and expansion will be presented soon. 18. The Government Staff Training College provides in-service training for administrative officers, senior clerical officers and other specialized occupations within the Government service. The higher level Government em- ployees receive their training through the Institute of Public Administra- tion. 19. Primary Teacher Training is conducted in two Government colleges and five small mission-operated colleges. About 1,400 trainees are enrolled in the two-year program. As summarized in para. 10 above, there are two - 71 - APPENDIX Page 5 of 8 levels of certification: the T3 which requires two years of training follow- ing the Junior Secondary Certificate and the T2 which requires two years of training at "je post-secondary level. Some teachers still remain in the system with the old T4 qualification, which required two years of post-primary training, but they are being retrained to the T3 level by the Malawi Corres- pondence College in-service training program. Approximately 400 teachers are enrolled in these programs each year. 20. Secondary teacher training is conducted at Chancellor College of the University of Malawi. This is either a three-year post-secondary diploma course for junior secondary teachers or a five-year degree course for senior secondary teachers. The present output is about 60 teachers p.a. Technical teachers for secondary schools are taught at the Polytechnic in a 3-year post-secondary program. The planned output is about 20 teachers p.a. 21. The University of Malawi has an enrollment of about 1,200 and offers diploma and degree courses in various fields including literal arts, social studies, science, law and education. Engineering studies are done at the Polytechnic. The expansion plans for the University are geared to the needs for high-level manpower. 22. Agricultural Colleges. The Bunda College of the University of Malawi had an enrollment of 270 in 1976, at both the diploma and degree levels, and plans to expand to 350 by 1980. Most of the present output is absorbed by the Government and the needs of both the public and the private sectors in agriculture are expected to continue to expand. Discussions are underway with USAID to finance this planned expansion. Colby College, under the MANR, provides agricultural training at the technician level. Plans are underway to expand and improve this College and DANIDA has expressed interest in fund- ing this expansion. Nonformal Education 23. Adult education in Malawi consists of a wide variety of programs, carried on separately by a number of Ministries and agencies but without any coordinated plan. This lack of coordination and planning has resulted in expensive and confusing duplications of programs and has reduced the effec- tiveness of these training efforts. Nevertheless, the net result is a series of programs which trains an impressive number of adults each year to reason- able standards. The Government is aware of the benefits which might be gained by improved coordination, and the recently created National Council for Education and Training is exploring means by which improved planning can be achieved. 24. The MOE has had little direct responsibility for adult education but plays a major role in the activities of the National Council. As a first step toward taking an active part in this field, the MOE has recently com- pleted plans to construct 22 Rural Education Centers, one in each District. These Centers will become the focal points for all adult education in the - 72 -APPENDIX Page 6 of 8 country and will make it possible for the diverse programs to share staff and facilities and to plan and schedule these activities in a more produc- tive manner. Among the on-going adult education programs to be included are: Ministry or Agency Training Programs 1. Community Development and Community development leaders, home- Social Welfare craft, health, nutrition, child care, literacy, etc. 2. Health Health assistants, health inspectors, nurses, paramedics, rural health training. 3. Agriculture and Natural Veterinary technicians, fisheries Resources agents, agriculture extension agents, agriculture degree programs, forestry agents, farmer training centers, rural nutrition, etc. 4. Ministry of Youth and Technical, agricultural and clerical Culture programs within the Malawi Young Pioneers program. 5. Malawi Broadcasting Adult and formal school educational Corporation boardcasts. 6. Malawi Library Service A mobile lending library with national coverage. 7. Labor Apprentice program, leadership training etc. 8. Transportation and Auto repair, postal and telegraph Communications training, etc. 9. Works and Supplies Artisan and technical training 10. Missions Handicraft, homecraft, artisan and agricultural training. 11. The Malawi Correspondence In-service teacher training, corres- College pondence courses for Junior and Senior Secondary School Certificates, etc. 25. Community Development Programs. The activities and programs under the auspices of the Ministry of Community Development and Social Welfare (MCDSW) have proliferated rapidly in recent years. As originally conceived, - 73 - APPENDIX Page 7 of 8 these programs were confined only to the area of community development methods, but the scope has widened considerably. They are now providing training in health, nutrition, child care, homecraft and literacy, as well as in the training of community leaders and cooperative management. These courses, while useful, duplicate the efforts of other Ministries, particu- larly in areas such as health, nutrition and child care. The Ministry oper- ates several centers concerned with the training of instructors, field agents and village leaders. They are responsible for the adult literacy program and annually enroll more than 5,000 students. About 200 literacy instructors are trained each year. 26. Health Training. The health services of Malawi are expanding at a rapid rate. The Ministry of Health administers several training programs de- signed to meet its staffing needs and to provide the mass education required to provide the population at large with the elements of preventive medicine. There are three levels of nursing training with an annual output of 120. About 20 health assistants (paramedics) and 20 health inspectors are trained each year. About ten pharmacy assistants are trained each year and similar number of laboratory assistants. These programs provide for the minimum staffing requirements for the Ministry. A recent WHO study recommended the establishment of network and "primary health centers" to provide preventive as well as curative services for the population. This recommendation was accepted and the Government has begun to establish health clinics throughout the country. These clinics not only provide treatment and advice but also provide basis health and nutrition education for the rural population. Malawi has several major disease control problems including tuberculosis, bilharzia, leprosy and malaria. 27. Agricultural Training. Malawi's agricultural extension service is one of the best-staffed in Africa. At present the national ratio of extension agents to adult farmers is 1:2000, with many districts as low as 1:250. The goals for the national average is 1:500. The extension staff is trained at Colby College and the professional staff at Bunda College. In addition to the extension program, there are 22 residential Farmer Training Centers and 3 Farm Institutes. The Centers can accommodate 30 farmers and the Institutes 100 for one week to one month courses. These facilities can cater for about 80,000 farmers each year. In addition to training in basic agricultural methods, specialized courses in animal husbandry, fisheries, marketing and nutrition are also offered. The major effort of the MANR will be the Na- tional Rural Development Program which will include a continuing series of development projects, involving groups of small farmers in cooperative farm development, introduction of modern concepts and techniques and combining re- settlement schemes, credit and marketing services and other inputs to improve productivity. Most of these schemes will be staffed to provide farmer train- ing consonant with the objectives of the individual project. About 25% of all farm families are involved in agricultural development projects now and it is planned to reach 65% by 1985. The results to date are encouraging. - 74 - APPENDIX Page 8 of 8 28. Malawi Young Pioneers. This is one of the more effective African programs attempting to deal with the primary school leaver problem. Most African countries have attempted similar programs but they have not been successful and all have been too costly to replicate extensively. The Malawi program has an annual enrollment of 3,000 boys and girls aged 15-19 in a one- year training program. Thirteen thousand have completed the training in the last five years and 60% of these have gone into farming or have found wage em- ployment. The majority of the students are enrolled at 20 agricultural train- ing bases and successful students are provided with farm plots on completing the course. In addition, there are two Centers that train artisans in con- struction, farm mechanics, auto repair, woodworking, metalworking, and commer- cial skills. About 600 trainess are enrolled in one-year courses in these Centers. On completion, they join the apprentice program and continue their training with sandwich courses. 29. Apprentice Program. This is a program under the Ministry of Labor. It covers a five year period and requires repeated sandwich training courses followed by trade tests at the various levels. The annual entry rate to the apprentice program in 1974.was 600 and this will increase to 1,000 by 1980. There are about 6,000 registered apprentices, at the present time, employed in 12 different trades. 30. In-service Training. Several of the Ministries, most notably the Ministries of Works, Transportation and Communication, have regular in-service programs to train artisans and technical personnel for higher level positions. Several hundred employees are enrolled in these courses. The Posts and Tele- communications Department trains technicians in the Training Center in Blan- tyre which was provided under the first IDA education project. 31. Supporting Programs. In addition to these specialized training pro- grams, there are several general programs which provide additional support. Among these there are: (a) the Malawi Broadcasting Corporation which provides educational broadcasts and special programs on health, nutrition and farming; (b) the Malawi Library Service which provides a nationwide, mobile, lending libary service; and (c) the Malawi Correspondence College which provides up- grading training for 300 teachers p.a. and correspondence course for the var- ious school certificates for about 6,000 p.a. The correspondence courses are augmented by 25 Extension Centers where students can get direct assistance from teachers. 32. Mission Training Centers. Many of the mission schools have supple- mented their school facilities with training institutes of various types. Among the skills taught are auto mechanics, building trades, and handicraft, weaving, leatherwork and lapidary techniques. Many of these are excellent institutions and are successful in training youths for rural employment.