Mali - Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 3848 PROJECT PERFORMANCE AUDIT REPORT MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) March 9, 1982 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 O GLOSSARY DNFLA Direction Nationale de 1-Alphabgtisation National Directorate of Fonctionnelle et de la Linguistique Functional Literacy and Appliqu4e Applied Linguistics ECICA Ecole Centrale d'Industrie, de Commerce Central School for et d'Administration Industry, Commerce and Administration ENETF Ecole Normale d-Enseignement Technique Women's Technical Feminin Teacher Training College ENS Ecole Normale Superieure Higher Teacher Training College IPN Institut Pedagogique National National Pedagogical Institute IRFED Institut International de Recherche International Institute et de Formation pour 1'Education et of Research and Training le Developpement for Educational Development IRNES Institut de Recherches et de Normali- Institute for Research sations Economiques et scientifiques and Economic and Scientific Norms 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.  PROJECT PERFORMANCE AUDIT REPORT MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) TABLE OF CONTENTS Page No. Glossary Preface .......................................................... i Basic Data Sheet ............................................... . ii Highlights ....................................................... v PROJECT PERFORMANCE AUDIT MEMORANDUM SUMMARY AND ASSESSMENT OF THE PROJECT EXPERIENCE ....... 1 Project Background and Objectives...........................1 Project Design.............................................. 3 Institution-Building and Technical Assistance . 4 Supervision by IDA ................................ 5 Covenants ............................... ........... 5 Comments From The Borrower ..................................... 7 PROJECT COMPLETION REPORT I. Conclusions and Recommendations .............................. 11 II. Project Background ......................................... 14 III. Project Description and Credit Agreement ............... 16 IV. Project Administration ..................................... 17 V. Physical Implementation .................................... 18 VI. Implementation of Software Inputs ........................... 21 VII. Project Costs and Financing ................................ 22 VIII. Project Outcomes ........................................... 24 IX. IDA Performance ............................................ 30 X. The Government Role in the Completion Report ........... 31 XI. Main Lessons Learned ....................................... 32 Annexes 1. Comparison of Originally Estimated and Actually Provided Gross Construction Areas ........... 35 2. Technical Assistance: Comparison of Estimated and Actual Schedule of Duration .......................... 36 3. Compliance with Credit Agreement Covenants ............. 37 4. Comparison of Originally Estimated Costs and Actual Costs ........................................ 40 5. Comparison of Unit Costs for New Institutions .......... 41 6. Costs per Student Place for New Institutions ........... 42 TABLE OF CONTENTS (Continued) Page No. Annexes 7. Comparison Between Number of Beneficiaries (Schools and Students) of Science/Technology Blocks at Different Stages of the Project Cycle and the Present Numbers .................................... 43 8. Comparison of Weekly Timetables for Science/Technology Activities in Second Cycle of Basic Education at Different Stages of the Project Cycle and at Present 44 9. Weekly Timetables for a Sample of ECICA Sections (Courses with Full or Partial Practical Content) ....... 45 10. Expectations at Appraisal of Enrollments in Different Streams of ECICA for 1977/78, Compared with Reality in 1977/78 and at Present (1979/80) ....................47 11. Implementation Schedule .................................. 48 12. Allocation of Credit Proceeds .........................49 13. Disbursement Schedule .................................... 50 PROJECT PERFORMANCE AUDIT REPORT MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) PREFACE This is a performance audit of the First Education Project in Mali, for which Credit 420-MLI was approved in June 1973 in the sum of US$5 million. Credit disbursements were completed on August 1, 1980. The audit report comprises: (a) a Project Performance Audit Memo- randum (PPAM) prepared by the Operations Evaluation Department and (b) a Project Completion Report (PCR), dated June 1, 1981, and revised August 18, 1981 and January 11, 1982 following OED and Borrower comment, prepared by UNESCO on behalf of the Western Africa Regional Office following a mission to Mali in October 1980. Borrower staff accompanied the PCR mission on site visits, provided background material and participated in discussions on the project experience. No field visit was undertaken in connection with the PPAM. The PPAM is based on a study of the PCR and other material in IDA files relating to this project, including the Appraisal Report (140a-MLI) and the President's Report (P-1248a-MLI) both dated June 1, 1973, the record of the Board discussion on this project on June 19, 1973, the Credit Agreement (420-MLI) dated July 11, 1973, and the reports of all subsequent supervision missions. As is customary in the preparation of performance audit reports, a copy of the draft report (in a French translation) was sent to the Borrower for comment. An English translation of the Borrower comments, dated Decem- ber 16, 1981, is reproduced on pages 7 and 8 of this report. This final report reflects these Borrower comments. The audit finds no reason to disagree with the findings of the com- prehensive PCR and provides only a highlights section and a brief memorandum summarizing the project experience in the light of recent developments in the education sector in Mali and experience with other education projects.  - ii - PROJECT PERFORMANCE AUDIT BASIC DATA SHEET MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) KEY PROJECT DATA Appraisal Actual or Estimate Current Estimate Total Project Cost (US$ million) 5.5 5.6/a Overrun (%) - 2% lb Credit Amount (US$ million) 5.0 5.0 Disbursed - 5.0 Repaid to June 30, 1981 - Outstanding - 5.0 Date Physical Components Completed 12/77 12/80 Months Since Credit Signature 53 89 Proportion Completed by Above Date (%) 30 100 Proportion of Time Overrun (%) 68 Institutional Performance Good Fair Cumulative Estimated and Actual Disbursements (US$ million) FY 1974 1975 1976 1977 1978 1979 1980 i. Appraisal Estimate 0.06 1.20 2.75 4.59 4.89 5.00 5.00 ii. Actual - 0.63 1.20 1.90 3.60 4.69 5.00 iii. Actual as % of Appraisal Estimate 0 52 44 41 74 94 100 OTHER PROJECT DATA Original Actual or Plan Revisions Estimated Actual First Mention in Files 05/16/69 Government Application Nov. 72 Negotiationsi. 05/14-18/73 Board Approval 06/19/73 Date of Credit Agreement 07/11/73 Credit Effectiveness 10/15/73 11/15/73 Closing Date 12/31/79 06/30/80 08/01/80 Borrower Republic of Mali Executing Agency Ministry of Education, General Directorate of Administrative and Financial Planning Fiscal Year of Borrower January 1 - December 31 Follow-on Project Name Second Education Project Credit No. 733-MLI Amount (US$ million) 10.0 Date of Credit Agreement September 30, 1977 /a Cost of the project as revised and reduced in 1977. 7-b The PCR (para. 7.01) indicates that the real cost overrun of the revised project is 31%. /c Held in Bamako. j么 - iii - MISSION DATA Sent Month/ No. of No. of Man- Date of Mission by Year Weeks Persons* Weeks** Report Identification UNESCO 02/72 3.5 4 (B,C,D,E) 13 April 72 Reconnaissance IDA/ 06/72 2 3 (B,D,E) 6 08/03/72 UNESCO Preparation UNESCO 10-11/72 4.5 4 (A,B,C,E) 18 Appraisal IDA 11-12/72 4 5 (A,A,B,E,C) 17 06/01/73 Post-appraisal IDA 05/73 1 1 (F) 1 05/24/73 Total 55 Supervision I IDA 09/73 2 4 (A,B,D,D) 7 10/23/73 Supervision II IDA 03/74 1 1 (A) I No record Supervision III IDA 03/74 1 1 (G) 1 05/08/74 Supervision IV IDA 06/74 1 2 (A,C) 2 06/24/74 Supervision V IDA 12/74 1 1 (A) 1 12/31/74 Supervision VI IDA 05/75 2.5 4 (A,B,D,H) 9 07/25/75 Supervision VII IDA 10/75 2.5 6 (A,A,B,B, D,H) 12 12/09/75 Supervision VIII IDA 03/76 1 2 (B,D) 2 No record Supervision IX IDA 03/76 1 1 (A) 1 04/01/76 Supervision X IDA 10/76 1 1 (A) 1 12/01/76 Supervision XI IDA 03/77 1 2 (A,B) 2 04/02/77 Supervision XII IDA 07/77 1 2 (A,D) 2 09/20/77 Supervision XIII IDA 02/78 1 2 (A,B) 2 04/04/78 Supervision XIV IDA 07/78 1 1 (A) 1 09/08/78 Supervision XV IDA 12/78 1 1 (B) 1 01/16/79 Supervision XVI IDA 02/79 1 2 (A,B) 1.5 02/20/79 Supervision XVII IDA 03/79 0.5 1 (C) 0.5 03/22/79 Supervision XVIII IDA 10/79 1 2 (A,B) 2 11/27/79 Supervision XIX IDA 03/80 1 1 (D,J) 2 04/16/80 Supervision XX IDA 06/80 1 1 (A) I (Cable of 06/16/80) Total 52 Completion UNESCO 10/80 2 2 (A,B) 4 06/01/81 CURRENCY EXCHANGE RATES Name of Currency (Abbreviation) Malian Franc (MF) Exchange Rates: Appraisal Year (1972) US$l = MF4.60 Intervening Years Average US$l = MF4.50 Completion Year (1980) US$l = MF4.20 A = Architect; B = General Educator; C = Technical Educator; D = Agricul- tural Educator; E = Economist; F = Technical Assistance Specialist; G = Comptroller (staff member); H = Basic Education Specialist; J = Sociologist. Estimated number of man-weeks attributable to this project (including travel time).  - iv - ALLOCATION OF CREDIT PROCEEDS (US$) Original Actual Category Allocation Disbursement I. Part A of the Project (a) Civil Works and Consultant Architect Services $1,330,000 $2,136,111.36 (b) Equipment and Furniture 1,290,000 1,011,211.91 II. Part B of the Project Training of Teachers and Directors 40,000 46,159.09 III. Part C of the Project Basic Education Study 440,000 465,519.16 IV. Part D of the Project (a) Specialists Services and Fellowships 770,000 1,232,515.43 (b) Project Unit (i) Project Architect/Engineer 110,000 - (ii) Equipment, Transport, Travel, Rent 50,000 108,483.05 V. Unallocated 970,000 -- Total $5,000,000 $5,000,000.00 UNIT COSTS (From PCR, Annexes 5 and 6) Science/Technology Blocks Appraisal Estimate Actual Construction Costs - per square meter US$130 - US$160 US$260 - US$380 - per student place US$720 - US$850 US$1,320 - US$2,600 ENETF Construction Costs - per square meter US$100 US$270 - per student place US$250 US$970 個 - v - PROJECT PERFORMANCE AUDIT REPORT MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) HIGHLIGHTS A Credit of US$5 million equivalent to help finance an education project in Mali was signed in July 1973. The total project costs were esti- mated at US$5.5 million. The Credit financed (a) technical assistance to improve the planning capabilities of the Ministry of Education; (b) construc- tion and equipping of 11 groups of multipurpose science laboratories and workshops for basic technology and domestic science; (c) teacher upgrading and training of directors for the science/ technology blocks; (d) conversion, extension and equipping of a middle-level technical training institution and a women's technical teacher training college and (e) technical assistance - including expert services and fellowships - to assist in the administration and planning of education curriculum change, project implementation and a study of basic education alternatives. The project was closed on August 1, 1980, seven months after the original Closing Date of December 31, 1979. The project has been worthwhile, although not all of its objectives have been achieved. The number of science/ technology blocks was reduced to six in 1977, and the reduced project has been implemented. The six science/ technology blocks were not yet operating (PPAM, para. 5), and the study of alternatives in the field of basic education has not succeeded in indicating a viable alternative to the present primary school system (PPAM, para.10). Almost all the implementation difficulties have stemmed from the country's difficulty in meeting operational expenses and from the shortage of experienced personnel to initiate, manage and sustain operational programs. These constraints led to delays in planning and project implementation, which in turn resulted in some cost overruns (PPAM, para. 6). In two respects, the technical assistance programs were not as effective as was originally intended. In the first place, the lack of qualified counterparts rendered it impossible to take full advantage of the technical assistance when it did become available. Secondly, as a result of planning and construction delays, the specialists brought in to organize and conduct training programs were no longer in the country when the project institutions were preparing to begin operations (PPAM, para. 8; PCR, paras. 4.03, 5.03 and 8.17). The following points are of special interest: (i) while central science/ technology blocks to serve a number of schools may in certain circumstances represent a cost-effective alternative to providing these facilities at individual schools, - vi - there are managerial and other difficulties in this kind of inter- school collaboration which need to be taken into account in the design stage (PPAM, para. 5); (ii) the need to have included more fellowships (PCR, para.. 11.05); (iii) the original inclusion of Credit support for some portion of the operating costs of project institutions over an initial three-year period (PPAM, para. 1); (iv) insufficient involvement of both employers in the design of teaching programs at the Central School for Industry, Commerce and Admin- istration and Malian officials in the early stages of curriculum design (PCR, para. 11.08); (v) the strength of the IDA supervision effort in rural education (PPAM, para. 11) and (vi) the unrealistic nature of many of the covenants included in the Credit Agreement (PPAM, para. 12). - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM MALI FIRST EDUCATION PROJECT (CREDIT 420-MLI) SUMMARY AND ASSESSMENT OF THE PROJECT EXPERIENCE 1. Project Background and Objectives. In 1972, the Association responded to tentative inquiries regarding support for the education sector from Malian sources through UNESCO and at Bank annual meetings. A full-scale UNESCO identification mission was mounted in February 1972 followed by an IDA/ UNESCO reconnaissance mission in June of the same year. The credit applica- tion documents were prepared by the Government, with the help of a UNESCO mission in October/November, and the project was appraised by an IDA mission in November/December 1972. The agreed project, at an estimated cost of US$5.5 million, comprised: (a) technical assistance - including specialist services and fellowships - to improve the management and planning capability of the Ministry of National Education; (b) technical assistance to help carry out a study of alternatives for extending basic education at low cost to out-of-school children and illiterate youths and adults; (c) the construction and equipping of 11 blocks of centrally-located science laboratories and workshops for basic technology and domestic science in support of a reform program to re-orient the content and objectives of lower cycle secondary education, each block to serve a group of neighboring schools; (d) technical assistance to upgrade/train teachers and directors for the science and techno- logy blocks and to assist in designing appropriate facilities; (e) the rehabilitation and extension of a middle-level Industrial and Commercial Technical School (ECICA) and a Women's Technical Teacher Training School (ENETF) and related technical assistance - including specialist services and fellowships - for curriculum development and counterpart training and (f) assistance to the project implementation unit (PCR, paras. 3.01-3.04). In addition, the Credit included funding for some of the initial operating costs of project schools over a three-year period.1/ 2. The project was directed at institution-building and qualitative improvements, with a small measure of expansion resulting from the facilities provided. The objectives were consistent with the national priorities within an extremely constrained financial framework. In the shorter term, the priorities were: (a) reorientation of the education system to provide the economy with better skilled workers and more readily trainable graduates from the lower secondary schools and (b) strengthening the administrative capacity 1/ See Appraisal Report para. 5.12. Credit funding to the extent of US$250,000 was included to cover 75% of the cost of materials and sup- plies for the practical rooms in the first year, 50% of the cost in the second and 25% in the third. In the event, with the delays in physical implementation and the cost overruns, this provision appears to have been used to offset cost overruns. - 2 - of the Ministry of National Education in order to improve the efficiency and productivity of the relatively costly education system, which was absorbing some 30% of national recurrent expenditures. Over the long term, it was considered essential to extend basic education and basic skill opportunities to increasingly larger segments of the population in a country in which the illiteracy rate was estimated at 90% while only 19% of children aged 6-13 were enrolled in the formal primary school system. Such an extension of basic education was not feasible within the framework of the existing formal system. 3. One of the features included in the project was the Basic Education Study. It is of interest to trace the changes in the definition of this project item through the various stages prior to and following appraisal. The initial UNESCO Identification Mission had assigned high priority to expansion of out-of-school education, mainly of a functional literacy nature and with special reference to programs within two agricultural development projects which IDA rural development specialists were studying. The sub- sequent IDA/UNESCO mission took no further action for two reasons: (a) there was insufficient information available on which to base and define the details of a program which could readily meet IDA appraisal criteria and (b) the Government had committed itself to expanding its activities in functional literacy only within the framework of large integrated projects for rural or industrial development.!/ 4. The appraisal mission appears to have considered that a major reform of primary education would not in itself have made any substantial impact upon the unsatisfactory enrollment participation rate and would probably have raised unit costs. Consequently, the mission, adopting a cautious approach in this difficult and complex area of rural education and universal education, recommended (and outlined) an extensive in-depth study of alterna- tive low-cost approaches to extending basic education opportunities outside the formal education system. Basic planning studies were felt to be needed before the country could be advised on cost-effective and technically and politically viable solutions to its major problems.V! 1/ The Second Education Project in Mali departs from this approach and directly supports functional literacy development. 2/ This search for acceptable alternatives to formal basic education was pursued with remarkable consistency by the Western Africa Regional Office especially among the Sahelian countries. It was reflected in studies and other components included in Nigeria Education III (Loan 929-UNI), Senegal Education II (Credit 530-SE), Sierra Leone Education II (Credit 573-SL), as well as Mauritania Education I (Credit 459-MAU), Benin Education I (Credit 583-BEN) and Upper Volta Education I (Credit 530-UV). - 3 - 5. Project Design. The project prepared by UNESCO envisaged that a science/workshop block be constructed at each of 31 schools. In the interests of economy, the IDA appraisal team replaced these individual blocks with 11 central blocks, each to serve a group of schools. However, the six blocks which have been constructed following a reduction in project scope are not yet operating; when they do begin to operate, it is expected that there may be severe overcrowding in them because of the rapid growth which has taken place in lower secondary enrollments in the feeder schools (PCR, para. 8.04). Whether the idea of central facilities is an improvement over the idea of providing a block for each of selected larger individual schools is not clear at this early stage. The operation of a central block of facilities to be shared by several schools poses difficult problems of administrative respon- sibility, synchronized organization of the centers and the feeder schools and control of stock..Y In the case of this project the Regional Office has indicated to OED that training programs for the staff of these science/ workshop blocks will be recommended for inclusion in the forthcoming Third Education Project. 6. The overriding issue has been the non-availability of funds for capital and recurrent expenditures - a problem which was addressed in the project design by including Credit funding for some operating costs over an initial three-year period. None of the project institutions or extensions was operational until 1979 because the national contributory funds were not available at the scheduled times. None of the central practical facilities is operating because, inter alia, funds have not been made available for materials and utility services. Because of lack of funds, the Ministry of National Education has not organized additional programs for training and re-training of the practical subjects teachers for the central science- technology blocks; consequently, the resources and newly developed curricula of these facilities are not as yet being fully exploited (PCR, para. 8.08). 7. The two technical institutions appear to be in a position to achieve their intended objectives, except that certain sections of the Central School for Industry, Commerce and Administration (ECICA) are still without an ade- quate budget, including electrical power for operation of machinery and 1/ In the Mauritius First Education Project, this concept of a central block ran into difficulties, because of scheduling problems. In this case, IDA financed additional classrooms and thus turned the central science/work- shop blocks into complete schools. In the Nigeria Second Education Project, the idea of "matching" secondary schools, so that they might share facilities, proved generally unworkable for administrative reasons. On the other hand, in the Indonesia First Education Project, where the secondary Technical Training Centers were administratively autonomous units serving feeder schools, the concept worked well. The Regional Office observes that in the Senegal Second Education Project eleven central science/technology blocks are expected to be operational soon. -4- equipment (PCR, paras. 5.10 and 8.15). It is expected that, in October 1981, all sciencetechnology blocks will be open and operating, some three years behind schedule. However, by mid-1981, no arrangements had been made in regard to the administration, time-tabling and scheduling of students from t1e feeder schools. A new teacher training program was scheduled to be conducted in the Summer of 1981. The project has provided 1,380 places, but some 5,500 students can benefit from these science and technology facilities, if the scheduling is carefully organized and the centers well administered. 8. Institution-Building and Technical Assistance. The institution- building potential of the project was limited by the concentration of the consultant specialists within the project management unit; this led to their isolation from the Malian officials and specialists within the operational directorates and development agencies of the Ministry of Education. The contribution of these expatriate consultants to MOE capabilities was therefore minimal. The problem was alleviated by UNDP/UNESCO technical assistance in reinforcing the Planning Directorate, while the resources of the National Pedagogical Institute (IPN) and the Malians returning from fellowship programs supported from bilateral and other multilateral sources considerably strength- ened the range of Ministry capabilities (PCR, para. 6.03). The technical assistance consultant services provided under the project proved unsatisfac- tory on the whole; the site supervision services of the architectural consul- tants were also unsatisfactory, although their design work was generally acceptable (PCR, paras. 4.03, 5.06, 6.05 and 11.03). In hindsight also, it appears that the phasing-in of consultants needed more careful planning; the PCR recommends, for example (para. 1.09(c)), that an additional consultant now be employed to assist in organizing new science/technology programs because the project specialist left Mali two years before the facilities were completed. 9. Local staff contributed substantially to the Basic Education Study. Only one expatriate worked throughout on the Study. He was assisted by a number of short-term consultants brought in for special tasks from time to time, but the Malian working teams which the expatriate was able to organize made the major contribution. The experience this national group gained has made it possible to include in the Second Education Project (Credit 733-MLI) a second phase of the Study in which certain of the recommended prograas are to be applied in the field and tested. A comprehensive Basic Education Study was completed (PCR, para. 8.16), and the Mali Government has established a Basic Education Task Force (as well as a Rural Education team) to conduct studies and experiments in these respective fields (PCR, para. 8.19). 10. The outcome of the Basic Education Study has been to provide the justification and design of two more components in the Second Education Project - assistance to development of functional literacy programs and a program to provide basic vocational training to newly literate youths within their village environment. However, the Study did not satisfactorily address the cost of various alternatives to formal primary schooling which could extend basic education to out-of-school children and illiterate youths and - 5 - adults. The reason for this deficiency is not known. What is clear is that recurrent unit costs in the existing primary school are already quite low at US$25 per pupil. Even at this cost, the extension of primary schooling on any but a very limited scale would not be financially feasible. Whatever the reason, the Study did not respond to its principal task, nor did it cost those programs it did recommend. The study has not had the expected impact upon education and education development thinking throughout the Western Africa Region which was originally expected. 11. Supervision by IDA. IDA provided frequent supervisory and advisory services, often from the Abidjan (RMWA) office. That IDA appreciated the significance of the low cost rural education study is indicated by the fre- quent visits of agricultural education staff or consultants with considerable experience in rural education and development matters. However, the useful- ness of the IDA missions was limited in the initial stages when project progress was dependent, not so much upon covenant agreements, advice or exhortation, as upon the availability of government funds. Supervision mis- sions did not succeed in ensuring that the technical assistance consultant group was appropriately positioned to be effective and that the timing of technical assistance was well coordinated with physical implementation, the timely appointment of counterpart staff or the maintenance of a reasonable level of continuity in the project management staff, and the adoption of measures to provide electricity for the ECICA (PCR, paras. 5.10, 8.15, 8.20, 9.03 and 11.04). 12. Covenants. Certain covenants have not been met or have been only partially met (see PCR, Annex 3). These relate to (a) the allocation of adequate operational funds to project institutions, (b) the application of revised curricula in these institutions and (c) the reduction, by one year, of the four-year programs in the ECICA and the teacher training programs, once higher standards had been achieved in first cycle secondary education. It is as yet too early to ascertain whether the project will result in improved standards of learning in first cycle secondary education. In the circum- stances, it appears that, however desirable these goals or targets might have been, these were not realistic subjects for such covenants in the Agreement. 4 -7- FOR .788 IBRD LANGUAGE SERVICES DIVISION CONTROL No. E-713/82 ATE: December 29, 1981 ORIGINAL LANGUAGEt French (Mali) DEPT, 0pEvaln S TRANSL.TOR: TS:cc COMMENTS FROM THE BORROWER Ministry of Education Education Projects Office Bamako, Mali No. 387/BPE Bamako, December 16, 1981 Mr. Shiv S. Kapur Director, Operations Evaluation Department IBRD, Washington, D.C. Dear Mr. Kapur: Thank you for sending me, for comment, the first version of the evaluation report on the first Mali Education Project. After reading the report we have the following comments: - paragraph (e), page 4: the study of the entire education sector was not made in the context of execution of this component. It was performed at the World Bank's request as an initial stage for the implementation of a third education project. The study was carried out by a mixed team of UNESCO experts and Malian specialists from the following units and agencies: Education Projects Office, National Directorate of Functional Literacy and Applied Linguistics, Institut Pedagogique National et Enseignement Normal, National Directorate of School Planning and Equipment, Human Resources Division of the Ministry of Planning. The planning and management component of the education project has been included in a UNDP/UNESCO planning program. - paragraph 8.17, page 21: as this paragraph does not reflect the facts, I would like it to be omitted. - paragraph 10.02, page 24: I suggest that the first part of the third sentence be dropped and that the sentence start with "The officials responsible for the project will offer...." -8- I trust that these comments will be taken into account.1/ Yours, etc. Is! Hamadoun Sidibe Director, Education Projects Office 1/ All the comments in this letter have been taken into account in the revised version of the PCR Section of the audit report. -9- MALI FIRST EDUCATION PROJECT CREDIT 420-MLI COMPLETION REPORT June 1, 1981 (rev. January 11, 1982) Projects Department Western Africa Regional Office Education Division 户 - 11 - I. CONCLUSIONS AND RECOMMENDATIONS Project Description 1.01 Objectives: The First Education Project in Mali (Cr. 420-MLI) was designed to support the Government's efforts to improve educational planning and management, apply the reform of lower secondary education by introducing science/technology programs and upgrading the teaching staff, and make middle- level technician training better adapted to the country's manpower needs. An innovative component of the project was a study to evaluate low-cost alterna- tives for providing basic education to those not served by the formal primary system. The project was to be implemented over a period of about 5-1/2 years, at a total cost estimated at US$5.5 million. 1.02 Components. The project consisted of the following components: (a) technical assistance to improve the planning capabilities of the Ministry of Education; (b) construction and equipping of 11 groups of multipurpose science laboratories and workshops for basic technology and domestic science (the number of these science/technology blocks was reduced to six in 1977); (c) teacher upgrading and training of directors for the science/technology blocks; (d) conversion, extension and equipping of a middle-level technical training institution and a women's technical teacher training college; and (e) technical assistance for a study of basic education alternatives. General Results 1.03 Physical implementation. Physical implementation of the project was generally satisfactory, despite initial construction delays resulting from a need to reduce the project scope because of high cost increases after the 1973/74 oil crisis. There were additional delays, with subsequent cost increases in civil works, due to the shortage of qualified technical staff in the architectural consulting firm, the managerial and financial limitations of the local contractors, and the difficulty experienced by the Government in financing its full share of the project costs. 1.04 Suitability and use of buildings and equipment. The buildings and equipment provided for the project institutions are generally suitable for their intended purposes and the users have few complaints. At the time of the completion mission, the major shortcomings in the physical premises were a lack of electricity, gas (for the science labs) and water supplies. These problems are temporary and provisions have been made for their solution. 1.05 Project costs and financing. The IDA credit of US$5.0 million was fully disbursed by August 1, 1980, seven months later than anticipated at apprai- sal. In 1977, to compensate for unanticipated cost overruns of 41%, the project was reduced in scope by deleting five (out of 11) science/technology blocks. For those elements in the reduced project, the total cost overrun from appraisal to completion in 1980 was US$1.3 million, or 31%. The 1977 amended Credit Agreement financed a reduced project, then estimated to cost US$5.3 million and reduced the Government's contribution from US$0.5 million to US$0.3 million, as Mali was experiencing financial difficulties. The cost of the completed project exceeded the 1977 revised cost estimates by US$0.3 million, or 5%. During implementation, cost increases were incurred mainly in - 12 - civil works, resulting from delays of two to four years and from exchange rate losses when the value of the US dollar fell from MF 460 to MF 420. To date, the Government has paid only US$270,000 of its share of the project cost, leaving about US$370,000 still owed to contractors. To reduce this indebted- ness, the Government has committed the equivalent of US$280,000 in its 1981 budget, leaving about US$90,000 to be financed from its 1982 budget. 1.06 Project management. Despite some turnover of staff during the seven-year implementation period, the Project Unit performed its functions adequately and succeeded in organizing numerous entities to carry out the pedagogical aspects of the project. IDA monitoring of the project was frequent during the critical first four years, but could not avert some problems which arose; e.g., weakness in the accounting procedures and in the implemen- tation of the technical assistance and the science and technology programs. The experience gained under the first project has, however, prepared the Project Unit to manage the more sophisticated activities of the second project. 1.07 Component outcomes. (a) Central School for Industry, Commerce and Administration (ECICA): This component aimed at improving the quality of training programs designed to meet the country's needs for middle-level technicians and skilled manpower, through more practically oriented programs, close cooperation with the private sector in developing these programs and follow-up of ECICA students after they enter the work force. As the school has been in operation only since October 1979, it is too early to assess its results. However, some improved programs have been prepared with the assistance of private sector specialists. The newly appointed Director of ECICA intends to enable representatives of the industrial and commercial sectors to participate further in the improvement of the training programs by membership in an Upgrading Board ("Conseil de Perfectionnement"). (b) Lower secondary science program: The six science/technology blocks were finished by October 1980, and it is expected that they will serve 25 schools and about 5,500-6,000 students. However, most of these blocks have not functioned during the 1980/81 school year because of prolonged student unrest. To ensure the best results from this experimental program, the use of the facilities and equipment should be carefully planned and organized, particu- larly in view of possible overcrowding. To benefit fully from the new facilities and equipment, teachers have been trained in the new science program and teaching aids have been prepared. As a new curriculum is being implemented progressively, teachers who underwent training three years ago are being given refresher training in the new approach to science and technology instruction. The new teaching aids need to be printed and distributed to the lower secondary schools on a regular basis. A possible third education project could help the Government to make the science program more effective. - 13 - (c) Science facilities for ENETF: A science technology block was also built and equipped for the Women-s Technical Teacher Training College (ENETF), which previously had no facilities for practical work. The training program for domestic science teachers for lower secondary schools now includes instruction in science and technology, and consequently they should be better prepared to teach effectively. (d) Basic Education Study: The final report, issued in June 1978, proposed six alternatives for providing basic education. Three of these are being tested: an adult literacy program, rural education, and introduction of local languages as media of instruction. Two other possibilities (women-s training and diversified regional education programs) were not considered because of a lack of manpower to implement them. The most interesting of the six proposals is a system for training newly literate youth, but its generalization throughout the country would be very expensive. Programs for adult literacy, rural education, use of local languages, and rural youth training are currently being implemented under the Second Education Project (Cr. 733-MLI) on a pilot basis. The main outcome of this component of the first project is the setting up of a multidisci- plinary team to undertake field tests of the alternatives proposed in the final report. Mali appears to be the only West African country to have such a well-structured group to evaluate alternative forms of basic education. However, the study did not apply itself to the principal objective of conceptualizing and elaborating low-cost alternatives. (e) Educational planning and management: This component, which could not be completed within the framework of the project as a result of budgetary constraints and changes made in the distribution of technical assistance (para. 6.02) was included in the framework of a UNDP project and implemented by Unesco. This project provided financing for a Unesco expert to work in Bamako for approximately two years and for several training scholarships for Malian spe- cialists. These specialists, together with other Malian specialists from the Project Unit, the National Directorate of Functional Literacy and Applied Linguistics, the National Pedagogical Institutes and the Division of Human Resources in the Ministry of Planning, and with the technical assistance of the Unesco CP, carried out a comprehensive sector study which has served as a basis for the preparation of future projects. Principal Recommendations 1.08 Relative to the Bank Group, we make the following observations and recommendations: (a) Supervision missions should have included a general educator when careful monitoring of implementation of the "software" aspects of the project was needed. - 14 - (b) A technical educator should have participated in some of the super- vision missions. (c) Future missions should occasionally include a consultant to ensure proper projD. accounting. (d) Changes should have been discussed with the Government as soon as it became obvious that the technical assistance was not fully adequate. (e) IDA should insist on the Project Unit submitting quarterly progress reports on a regular basis, and these reports should include "soft- ware' activities. (f) In collaboration with the Government, IDA should undertake an evaluation of the impact of the new practical science/technology programs within a few years after these programs and the project- assisted institutions have been fully operational to assist in the Government's decision-making process. 1.09 Relative to the Government of Mali, we make the following recommen- dations: (a) Maintenance procedures for the new buildings and equipment should be established. (b) The Ministry of Education should ensure that adequate funds are budgeted for ECICA-s operational costs and those of the science/ technology blocks. (c) As the specialist in science and technology left Mali two years before the facilities were completed, a consultant should be employed to assist the lower secondary schools in organizing their new science/technology programs and refresher training for the teachers. (d) The National Pedagogical Institute (IPN) should assume a more active leadership role in developing and monitoring innovative educational programs. Three different departments presently share responsibility for these programs. II. PROJECT BACKGROUND Sectoral Setting 2.01 In 1972 when the Government sought IDA assistance for educational development, the Ministry of Education, Youth and Sports was responsible for administering education and training in Mali. The Government had undertaken to reform the formal system by establishing a mandatory nine-year basic - 15 - education ("enseignement fondamental") for all Malian youth between ages 6 and 15. This two-cycle system (primary grades 1-6 and lower secondary grades 7-9) replaced the traditional 10-year system of primary and lower secondary educa- tion, and was intended to be more democratic and less selective. Lower secondary school prepared students for entry into upper secondary general education and for vocational, agricultural and teacher training at the same level (grades 10-13). Students continuing to higher education (grades 13-16) were channeled on the basis of results achieved in the Malian baccalau- reate examination. 2.02 Primary education. With an enrollment of only 20% of the 6-12 age group, the primary system-s main function was the preparation of a small minority of students proceeding to further education. But this function was undertaken at a relatively high cost because of the system's limited efficiency, mainly due to the use of a foreign language for instruction, the poor learning environment, the theoretical nature of the teaching approach to the curriculum, and the poor educational background and training of the teachers. For these reasons, a study of low-cost alternatives for basic education was included in the project. 2.03 Lower secondary education was an extension and reinforcement of the primary school curriculum, with chemistry, biology, physics and domestic science added to the already long list of subjects. Despite their nine or more years of basic education, lower secondary graduates were still severely handicapped, whether they sought employment or entered an upper secondary technical/vocational school, because of the low quality of the education they had received. As in the case of the primary level, there were three main reasons for this situation: the over-emphasis on theory in the lower secondary science, technology and domestic science programs, the low quality of training provided to lower secondary school teachers, and the inadequacies of the school facilities and equipment resources. 2.04 Upper secondary education. At the time of project appraisal, the curriculum for this level of education still followed the French model. Unlike the situation in other African countries, over 50% of the students followed and graduated from science and technical streams. All qualified graduates who continued their studies did so on government scholarships. The key middle-level technical training institution, then as now, was the Central School for Industry, Commerce and Administration (ECICA). Its training programs were insufficiently practical because of inadequate facilities and equipment. Remedial measures were urgently required to enable the school to fulfill its role effectively. Project Generation 2.05 In February 1972 a Unesco mission assisted the Government in iden- tifying education projects suitable for Bank Group financing. The Unesco report was discussed with the Government by a joint IDA/Unesco mission in June 1972. The following November the Government requested IDA assistance for a project, prepared with the help of Unesco. It was designed to strengthen educational planning and management, investigate alternative means of expanding - 16 - opportunities for basic education, and improve the quality of lower secondary and middle-level technician education programs. It was proposed to construct and equip 31 science laboratories/workshop blocks for lower secondary schools and to reconstruct and equip science laboratories and provide additional equipment for the Women's Technical Teacher Training College and the Central School for Industry, Commerce and Administration. Staff housing and technical assistance were included in the proposal. 2.06 An IDA appraisal mission visited Mali in November/December 1972 and presented its findings in June 1973. The appraised project differed from the project identified by Unesco in terms of the number of science laboratories (11 instead of 31) and in terms of the amount of technical assistance (11 man-years instead of 3 to improve education planning and management) and the resources made available for project management. An IDA credit of US$5.0 million, with a foreign exchange component of US$4.1 million, was approved on June 19, 1973, and signed on July 11, 1973. III. PROJECT DESCRIPTION AND CREDIT AGREEMENT Project Description 3.01 The agreed project consisted of: (a) construction and equipping of (i) 11 groups of multipurpose science laboratories and basic technology and domestic science workshops, each group serving one to four lower secondary schools in the sur- rounding area; (ii) a multipurpose science laboratory at the Women's Technical Teacher Training College (ENETF); and (iii) classrooms, laboratories, technology rooms and administrative offices at the Central School for Industry, Commerce and Administration (ECICA); (b) a program to upgrade teachers and train directors for the practical science and workshop facilities to be provided under the project; (c) 7 man-years of specialist services and 1.5 years of fellowships for improving lower secondary and middle-level technical education; 11 man-years of specialist services to support the Government-s efforts to improve educational planning and management and to develop manpower planning capabilities; 5.5 man-years of specialist services to undertake a study of alternatives for providing low-cost basic education to a greater proportion of the population; and (d) 2.5 man-years for an architect or engineer experienced in school construction to assist the Project Director; furniture, equipment and accommodations for the Project Unit. The Credit Agreement 3.02 When the Credit Agreement for an IDA credit of US$5.0 million was signed on July 11, 1973, it represented the first Bank Group assistance for educational development in Mali. Credit effectiveness was expected to be - 17 - October 15, 1973; the credit was declared effective November 15, 1973. The Closing Date of December 31, 1979 was subsequently postponed to June 30, 1980. 3.03 A Unesco mission had assisted the Government during October and November 1972 in preparing the project proposals and the request for IDA financing (para. 2.05). During the early phase of the preparation process, the responsible Malian officials were not fully aware of the detailed impli- cations of the proposals because counterpart working groups had not been set up. However, by the time the project was appraised the Malian officials and IDA staff had established a working relationship that permitted successful negotiations. 3.04 During negotiations at Bamako in May 1973, agreement was reached with the Government on the main issues relating to project implementation and the sector. These are set out in Annex 3 and included: consultations with IDA on the recommendations to be made by the basic education study team; prepara- tion of new curricula for lower secondary education with emphasis on practical work; preparation of a plan for rationalization of higher education; improve- ment of the qualifications of science teachers; appointment of a Malian Director of Practical Work at ECICA; and introduction of appropriate budgetary, inventory and procurement procedures. IV. PROJECT ADMINISTRATION 4.01 In accordance with Section 3.01(b) and Schedule 4 of the Credit Agreement, a Project Unit was established within the General Directorate for Administrative and Financial Planning, with a full-time Project Director to be responsible for overall management of the project and coordination with the ministries and other agencies involved in its implemention. The Project Director was appointed in July 1973, but the Project Unit became fully opera- tional only in August 1974 when technical assistance arrived. 4.02 Information on the functioning of the Project Unit was difficult to obtain as quarterly progress reports were not submitted on a regular basis until 1978. There was a considerable turnover of staff during the seven-year implementation period; e.g., there were two different Project Directors, two different architects and four different accountants. The mission found the Project Unit bookkeeping to be in a confused state; this may be attributed to the frequent turnover of accounting personnel and weak administration. However, the IDA supervision missions appear to have been satisfied on the whole with the Project Unit's performance under the difficult working conditions imposed in the early stages by budgetary problems and misunderstandings in the technical assistance program. 4.03 The major problems encountered by the Project Unit concerned the availability of Malian counterpart funds for financing project costs, and the quality of the support services. Following the Government reassignment of the Project Unit premises, the first counterpart funds in 1976 were used to construct new premises and a storeroom for the Project Unit which were not - 18 - included in the project. Furthermore, the Government budgetary and finan- cial constraints led to a reduction in its contribution to project financing. All this explains why, at completion of the project, there were still out- standing payments to be made by the Government to contractors for work done. With respect to suppor- services, the problems encountered were related to the poor quality of the work performed by the architectural consultants (particu- larly site supervision), the technical and financial capacity of the building contractors, the reliability of the soil and reinforced-concrete tests, and the late involvement of the Power Company of Mali. 4.04 Despite these difficulties and the turnover of its staff, the Project Unit acquired valuable experience during the first project which has proved beneficial in the implementation of the ongoing Second Education Project (Cr. 733-MLI). V. PHYSICAL IMPLEMENTATION Civil Works 5.01 Schedule of accommodations. As a result of the 70% rise in con- struction costs identified by the supervision mission of May 1975, certain modifications, accepted by the Government and IDA in 1977, were made in the project scope. The number of science/technology blocks was reduced from 11 to 6 and student sanitary facilities and the guardian's house were deleted from this science/technology component. Taking into consideration budgetary constraints and changes in the target population, the total design capacity for the blocks was reduced from 2,260 to 1,380 places (-39%) and the gross areas to be built were reduced from 12,176m2 to 6,274m2 (-49%) between appraisal i1 1972 and project completion in 1980. For all project components (science/technology blocks, ENETF and ECICA) the difference between the gross areas foreseen at appraisal (13,022m2) and those actually completed (7,532m2) is 5,490m2 or -42%. The difference between the gross areas foreseen when the project was revised (6,647m2) and those actually completed (7,532m2) is 885m or +13% (Annex 1). This increase in gross area is due to the creation of storage spaces for workshop materials in the science/technology blocks, the creation of an extra classroom and teachers' room at ECICA, the addition of seven classrooms in the Mopti science/technology block 1/, and the creation of a science/technology block for ENETF instead of remodelling an existing special room into a biology laboratory. 5.02 Procurement. International bidding by prequalified building con- tractors was opened in April 1975 for the ECICA component and in early 1976 for construction of the science/technology blocks. For ECICA, the contracts 1/ This resulted from a decision by the authorities in Mopti to establish the science/technology blocks on the site of an existing school, there- fore necessitating the relocation of a group of classrooms. - 19 - were awarded on September 18, 1976. For the science/technology blocks and the ENETF, both batches of civil works, (a) Sikasso, Segou and ENETF, and (b) Bamako and Mopti, were awarded in April 1977. For Mopti, the design studies had to be taken up again by the Project Unit architect following problems relating to site selection and soil tests which created difficulties in foundation design (June 1978). Furniture and equipment were offered on the basis of international competitive bidding advertised in June 1975. The lists were reduced after bid opening. The furniture and equipment were available in 1977, but could not be installed until March 1979 because of construction delays . 5.03 Implementation delays. On average, construction was completed with two to four years' delay with reference to the original work plan at appraisal (Annex 11). The principal reasons were: the late start of the design studies (July 1975 instead of January 1974) because of difficulties in selecting and appointing the project architect; redefinition of the project, necessitated by the rise in construction costs from 1975 to 1977; an extended period of negotiations with the contractors for the ECICA component; and a construction time far beyond the contract schedule. Three to five months passed between award of the contracts and the consultants- approval of the execution plans established by the contractors--a practice which has been abandoned in more recent projects, where it is now the consultants' task to complete the final drawings and specifications before the bidding stage. Delivery of construction materials to the sites was a continual problem. Long delays 1/, often more than 100 days, between submission of the monthly statement of works by the contractors and actual payment forced them (with limited funds) to slow down their work. In addition, although international bidding procedures were applied, no foreign contractor was attracted in the tendering exercise, probably because of the number of relatively small con- tracts to be implemented at widely dispersed sites and the difficult working conditions in Mali. All civil works contracts were therefore awarded to local contractors, suffering from unavoidable managerial and technical limita- tions. The handing over of buildings was effective as from December 1978 for ECICA, ENETF and the science/technology blocks at Sikasso and Segou. The three science/technology blocks at Bamako were also handed over in December 1978. The one for Mopti, where construction did not begin until June 1978 following foundation and site problems (para.5.02), is not yet completed because the contractor had to slow down the work, due to delays in the Govern- ment-s payments. Implementation time for construction work surpassed the deadlines set in the contracts; e.g., nine months for the science/technology blocks, which was not realistic owing to local constraints. 1/ Due to (a) the circuit of visas necessary for payment (contractors, architectural consultants, Project Unit); (b) the practice at one time to regroup statements of completed work before sending them to IDA; and (c) the difficulty experienced by the contractors in obtaining payment corresponding to the Malian counterpart funds. - 20 - Architectural Consultants 5.04 The architectural consultants- contract was awarded on May 22, 1974, to a private domestic firm, nine months after the date anticipated at appraisal because of cumbersome administrative procedures. The contract included 11 science/technology blocks plus the ECICA and ENETF components, with lump sum fees (MF 95 million) and a site supervision period not to exceed 18 months. At completion, the consultants' fees not only covered the praparation of construction documents for works that were deleted from the project when the scope was reduced, but also site supervision that extended oVer an implementa- tion period more than twice that anticipated. 5.05 The architectural design study for the project components, prepared under the project architect's guidance, was satisfactory as regards space requirements. The natural lighting and ventilation are good, The orientation of the buildings (north-south) is generally correct. 5.06 The consultants' performance was disappointing, especially regardins time management and technical matters. They did not carry out site supervi- sion and control of the contractors with the necessary expertise, especially during the start-up period, because of a shortage of qualified technical staff. This caused numerous delays. Furniture and Equipment 5.07 The quality and quantity of equipment delivered to ECICA, ENETF and the science/technology blocks are satisfactory. Only certain chemical products deteriorated during the longer than anticipated storage period, necessitated by the construction delays. The furniture was designed and produced locally. The steel furniture is of good quality. But the wooden furniture has some deficiencies in its design and quality; hence, maintenance of this furniture may soon become a problem. 5.08 The cost of equipment provided ECICA amounted to nearly US$0.5 mil- lion, or 60% of the total cost of the equipment included in the project. No complete inventory was available, but most of the ECICA equipment has been installed. The equipment lists had to be reduced, with the result that the electricity, automotive and refrigeration workshops need further strengthening in terms of equipment. In the commercial/secretarial/administration wing, the installation of equipment was expected to be completed shortly. The account- ing machines were not yet installed as the supplier was keeping them until electricity was connected and he could brief the teachers on their use. Quality and Functional Suitability of the Facilities 5.09 Apart from ECICA, the project facilities are of a standard type. Taking into account the number of student places foreseen for each facility, the areas can be considered as corresponding to accepted norms in similar construction financed by the Bank Group. The deletion of the student sanitary facilities and the guardian's house in the science/technology blocks, due to financial constraints, may create serious maintenance problems. - 21 - 5.10 There are still complementary works to be completed: final connec- tions for utilities (water, gas, electricity) and sewerage at ECICA. The delays in these works are due to slow action on the part of the Power Company of Mali, which has already been paid for the work, and the installation of a defective transformer for the new ECICA facilities. The quality of construc- tion varies depending on the contractor who performed it. The finishings are generally of poor quality. VI. IMPLEMENTATION OF SOFTWARE INPUTS Technical Assistance 6.01 At appraisal, it was estimated that a total of 26 man-years of technical assistance and 1.5 man-years of fellowships were needed for the project. A comparison of the estimated and actual man-months of specialist services and their duration are shown in Annex 2. 6.02 Important changes were made in the distribution of technical assistance in 1975. At that time the Government and IDA agreed to limit the number of technical assistants to seven (instead of the existing 12 short-term specialists) but without significant changes in the total number of man-months. Some of the specialists responsibilities were changed. A general educator replaced the educational planner and the program specialist, and became responsible for new programs and teacher training. The expert in technology, in addition to having responsibility for programs and teacher training, was the procurement specialist for the Project Unit. Instead of being assigned to prepare a long-term plan for education financing and administration, the finance and management specialist was appointed as project administrator. These changes would have been at the expense of the project support to the institutional strengthening of the Ministry of Education had not the National Pedagogical Institute (IPN), supported by FAC, not filled the void; moreover, the Project Unit became better prepared to implement the Second Education Project (Cr. 733-MLI). 6.03 The "software" aspects were not neglected. To replace the project- financed educational planner and manpower specialist, a UNDP-financed Unesco expert was appointed by the Government and worked in the Educational Planning Unit of the Ministry of Education. Moreover, Malian specialists, back in the country from studies abroad, were able to make up for the other posts such as those concerned with home economics, evaluation, curriculum development, and organization and methods. Instead of working within the Project Unit--an arrangement that would have isolated them from field realities--they were integrated into newly created teams responsible for basic education and rural education. Furthermore, the technical assistance for vocational and technical training was extended to 45 months to take into account the importance of this component. Finally, as can be seen in Annex 2, the total of 321 man-months of technical assistance came close to the appraisal estimate (312 man-months). - 22 - 6.04 Except for the technical assistance for the Basic Education Study, all the other specialists, including the project architects who served successively, were from a private consulting firm. They were administratively attached to the Project Unit. The Government contract with the consulting firm was signed in April 1974; there were no delays in recruiting the special- ists--in fact, although only three were supposed to arrive in 1974 and the remainder in 1975, almost all of them were at work during 1974. For the science, technology and vocational training specialists, it would have been preferable to postpone their recruitment by two years so that they would have remained in the country until the new facilities were completed and the equipment dellvered. 6.05 The work performed by the private consulting firm was uneven in quality. Programs for science, technology and vocational/technical education were not completed. Project management was weak, and quarterly progress reports were not submitted regularly. As the Project Director insisted on regrouping all the technical specialists in the Project Unit, their contacts with Malian counterparts were minimal. However, some positive results were obtained: equipment was adequate and its delivery timely; sophisticated technical equipment was properly installed at ECICA; a training session for science and technology teachers was successfully conducted; and the programs set up for science, technology and technical education, although still incomplete, are innovative and practically oriented. 6.06 The specialist for the basic education study was provided by Unesco, sub-contracting with the International Institute of Research and Training for Educational Development (IRFED). He was attached administratively to the National Directorate of Functional Literacy and Applied Linguistics (DNAFLA). He arrived in Mali about six months later than anticipated, and although to rzsults of his work are somewhat disappointing (see para. 8.16) he was ver7 well accepted by the Malians and quickly contributed to the creation within DNAFLA of the basic education team. At different points in time, short-term consultancy services were provided for the study. The Malian inputs were much larger than anticipated at appraisal, with several working groups established within IPN and DNAFLA. Fellowships 6.07 The project included financing for two fellowships (1.5 man-years), but only one was awarded--the one-year fellowship for the ECICA Director of Practical Work to study vocational training abroad. The benefit derived from this study program did not have a direct impact on the component, as the post has been abolished and in any case the fellowship holder was subsequently appointed as Head of Cabinet in the Ministry of National Education. VII. PROJECT COSTS AND FINANCING 7.01 The estimated and actual total costs of the project are summarized below and set out in detail in Annex 4. - 23 - Comparative Table of Project Costs (US$-000) Estimated Coste Estimated Costs Cost at Appraisal Estimated Costs Final of Appraised of Appraised Differ- (1973) of After Reduction Expenditure Cost Differ- Project in Project in ence Components in of Project Scope (June 30, Overrun ence Ceor 1973 1975 % Education Project (1977) 1980) (5)-(3) z Civil works 2,023 3,440 70 1,161 2,310 2,441 + 1,280 t 110 Furniture & Equipment 1,685 2,530 50 1,369 1,150 1,120 - 239 - 17 Technical Assistance 1,599 1,600 - 1,599 1,655 1,744 + 145 + 9 Professional Fees 208 208 - 164 225 328 t 164 + 100 5,515 7,780 41 4,293 5,340 5,633 + 1,340 + 31 Between 1973 and 1975 the estimated cost of the complete project increased by about US$2.2 million, or 41%, because of higher costs for civil works (70%) and equipment (50%) than anticipated at appraisal. Also, it became apparent that the Government would have difficulty in financing its full contribution of US$0.5 million. To compensate for this cost increase and to relieve the Government of some of its financial burden, the project scope was reduced by eliminating construction, furniture and equipment for five of the 11 science/ technology blocks (para. 5.01); all the other components remained as appraised. In 1977, Schedules 1 and 2 of the Credit Agreement were amended accordingly, reducing the total project cost from US$5.5 to 5.3 million, and the Govern- ment's share from US$0.5 to 0.3 million. For the reduced project, the total cost overrun from appraisal to completion in 1980 was US$1.3 million or 31%. The cost of the completed project exceeded the 1977 revised cost estimates by US$0.3 million, or 5%. 7.02 For civil works, the cost increased by 110% because of a higher than expected annual price escalation (15% instead of 5%), implementation delays of two to four years (para. 5.03) and a 9% drop in the exchange rate for the US dollar (from MF 460 to MF 420). Moreover, the total area was built or rehabil- itated exceeded the 1975 revised estimate by 9%, as shown in Annex 1. 7.03 The cost of furniture and equipment decreased by 17%, resulting from lower than expected prices of locally produced furniture and a sharp reduction in requirements for equipment after bid opening. 7.04 The cost for technical assistance increased by 9%, because of the necessity in 1978 to extend by several months the financing of four special- ists to be carried over to the Second Education Project (Cr. 733-MLI) when IDA replenishment funds were not available. 7.05 The cost increase for professional fees (100%) stemmed from a more than doubled supervision period due to construction delays, and from the loss incurred when construction documents were prepared for works that later were deleted from the project. - 24 - 7.06 As shown in the comparison of unit costs at Annex 5, the gross construction cost per square meter was approximately MF 130,000 (US$310) for the science/technology blocks, as compared with the appraisal estimate of MF 65,000 per m2. The gross area per student place for the science/tech- nology blocks was the same as the appraisal estimate, while the cost per student place (including civil works, furniture and equipment) was about 140% higher than the appraisal estimate, as shown in Annex 6. Project Financing 7.07 The financing plan for the project is shown below. Financing Plan (US$'000) At Appraisal Reduced At Completion Source (1973) (1977) (1980) Government 0.515 0.340 0.633 IDA 5.000 5.000 5.000 5.515 5.340 5.633 Because of its difficult financial situation, the Government was never able to finance its full contribution during the implementation period, and when the Credit Agreement was amended in 1977 its share was reduced from US$0.5 million to US$0.3 million (para. 7.01). To date, the Government has paid the equiv- alent of about US$270,000, leaving about US$370,000 in an outstanding amount which is owed to contractors. The Government recently committed the equiv- alent of US$280,000 in its current budget to reduce this indebtedness, leaving about US$90,000 to be financed from its 1982 budget. 7.08 Recurrent costs. In 1979/80 the annual recurrent unit cost per ECICA student was US$600, more than 50% of which was due to the cost of ECICA scholarships. With respect to the science/technology blocks, it is too early to calculate their contribution to the unit cost per student at the lower secondary schools or at the Women-s Technical Teacher Training College. 7.09 Disbursements. The schedule of disbursements is shown in Annex 13. The credit proceeds were not disbursed in accordance with Schedule 1 of the Credit Agreement, as the Closing Date was postponed from December 31, 1979, to June 30, 1980, when the project scope was reduced in April 1977 because of implementation delays and cost overruns. VIII. PROJECT OUTCOMES Current Expectations 8.01 Nearly all the project facilities are operational at the various institutions where they were provided to improve the quality and relevance of lower secondary and technical education. With the new facilities and equipment, these institutions are now able to offer the practical education - 25 - and training programs which were not possible heretofore in Mali. However, because of the implementation delays, at the time of the completion mission most of the educational expectations remained to be realized and only the prospects for success could be assessed. The science/technology blocks at the lower secondary schools in Segou and Sikasso have been operational for only a year, in 1979/80, and the other four are not yet fully operational. Student problems, the inadequacy of operational funds and materials, and teacher limitations have hampered a fully effective start. In the case of ECICA, the industrial workshops functioned in 1979/80 and for about three months the previous school year. The new facilities provided to ENETF in Banankoro are not yet fully operational. Science/Technology Blocks 8.02 At the time of appraisal, the lower secondary schools (second cycle of basic education) were the Government-s main target for reform; hence, the science/technology blocks to be built for these schools comprised a key component of the project. The objective of this component was to help apply the reform by providing the facilities, equipment and staff training needed to make the lower secondary science and basic technology programs more practically oriented. The new programs were to be applied in a group of specially equipped science and technology classrooms, supervised by specially trained teachers and serving several secondary schools. The improved programs are expected to better prepare lower secondary school graduates for appro- priate on-the-job training or for entry into upper secondary schools, particu- larly the technical/vocational and teacher training institutions. Another expected benefit was a reduction of the duration of upper secondary level programs, with commensurate cost reductions, after it was determined that there was sufficient improvement in the quality of lower secondary school graduates. This objective has been postponed until the effects of quality improvement in lower secondary schools become noticeable. 8.03 Annex 7 shows the number of beneficiaries of the science/technology component in terms of numbers of schools and students, as estimated at appraisal, after the 1977 reduction in project scope, and at present. As can be seen in this cbmparison between the appraisal estimates and the present situation, the number of schools to be served by the new facilities has more than doubled (25 instead of 10), notwithstanding a consolidation program undertaken a few years ago. In terms of student potential, in 1979/80 the number is more than 5,500 1/, whereas at appraisal it was estimated at 3,480, reduced to 3,170 when the project scope was revised in 1977. The estimated total enrollments in the schools served by the central practical facilities in the regional capitals have increased considerably over the 1977 estimates (e.g., a fourfold increase in Segou), and in the three locations in Bamako the numbers increased five, six and seven times. 1/ Assuming a 30-hour week, six hours for each beneficiary per week at a center and an 80% utilization factor (6,200 beneficiaries if 90% utilization, or 7,000 if 100% utilization; in the latter instance the work week could be increased to 33-35 hours). - 26 - 8.04 Enrollments in lower secondary schools have been growing at a faster rate than anticipated at appraisal. Furthermore, the parents of children who attend the schools served by the science/technology blocks are anxious for their children to benefit from the practical instruction offered in these new facilities. Thus, there is a risk that the severe overcrowding to be expected in 1980/81 in most of the schools will make it difficult to achieve the desired results from this experimental approach to the teaching of science and basic technology. 8.05 A comparison of the weekly timetables for science/technology activi- ties at different stages of the project cycle is shown in Annex 8. By 1979/80 the total requirement for science/practical subjects was six periods per week, compared with the previously estimated e ^-'-'- periods (at appraisal and in 1975). The Malian authorities expect the tinrtable for this year to comprise nearly eight periods per week, with the af:ernoon sessions to include artisanal and/or agricultural activities and technology for boys and girls. When this intended time distribution is implemented, the project objective of enabling the students to use science and technology materials and equipment will be achieved, but the number of beneficiaries would need to be reduced unless the facilities were also used outside the normal school hours. 8.06 There have been difficulties in introducing the new programs, mainly due to the unwillingness of senior IPN personnel to accept an innovative approach, such as integrated science teaching in place of separate courses in physics, chemistry and biology. Also, the technical assistance personnel concerned with curriculum reform were administratively attached to the Project Unit insteae of to Ministry of Education directorates and this made them somewhat isolated from the Ministry and IPN. Nevertheless, the additional time allotted for practical subjects in the weekly timetables for grades 7-9, as well as th5 possibility of using the appropriately equipped science/technology blocks pruoced by the project, should make it possible for the lower secondary schools t- offer more practically oriented programs. 8.07 The -fiches" (text materials for teachers and students), which are the responsibility of a special unit of IPN, are presently available in printed form for grade 7 but exist only in manuscript for grade 8. IPN's printing capacity is inadequate and the materials do not always get distributed to the schools because of logistical problems. In Sikasso, for example, the mission was told that the new texts did not arrive on time for the last school year and the teachers had to go to Bamako to obtain their supply of texts. 8.08 In 1979/80 at four locations of the science/technology blocks, 88% of the staff were qualified. The three science/technology blocks in Bamako have retained most of their retrained teachers and Sikasso has retained about half of its upgraded staff; however, Segou and Mopti have retained only two and one, respectively. When the number of retrained teachers still in service is compared with the total number of science/technology staff, the situation is less encouraging. An effort should be made to provide retraining for the entire teaching staff and the directors of the science/technology blocks, so that these new facilities can become fully effective. Positive results can be expected from this project component if this retraining program is under- taken and if attention is given to the regular provision of teaching aids, adequate funding for operating expenses and maintenance, the development of an effective student rotation system among the schools served by each block, and a means for evaluating student achievement. - 27 - Women's Technical Teacher Training College (ENETF) 8.09 The objective of this component, consisting of the construction and equipping of a laboratory to provide training in biology and nutrition for domestic science teachers, was to further the integration of family social education with science and at the same time to ensure maximum utili- zation of these teachers. During implementation, it was decided that the laboratory should be a multipurpose one and the equipment should correspond to that required for a complete science/technology block serving lower secondary schools. This equipment includes items for physics and chemistry as well as for technology activities related to those courses. 8.10 The target for ENETF enrollments in 1977/78 was estimated at 95, or about 25 students for each of the four sections or grades. Actual enrollments in 1979/80 totaled 180, with the first and fourth grades having only one section, whereas the second and third grades each has two sections. Internal efficiency is said to be excellent, with most of last year-s student-teachers passing the final examination. It can be expected that this college will serve its purpose of producing better-qualified teachers for lower secondary schools if several prerequisites are met: improvement of some of its staff, a reduction in enrollments, and the provision of expendable supplies and the IPN-produced texts for instructors and students. Central School for Industry, Commerce and Administration (ECICA) 8.11 By providing additional facilities and equipment to ECICA, the project aimed at improving the quality of training programs designed to meet the country's needs for middle-level technicians and skilled manpower. This objective was to be achieved through: more practically oriented programs; close cooperation with the private sector in developing these programs; full utilization of equipment, including in evening courses; use of ECICA's facil- ities and equipment by the students of the "Technical Lycee"; and follow-up of ECICA-s students after they enter the work force. 8.12 The rehabilitated school has been in operation only since October 1979, and it is therefore too early to assess its results after one academic year, which was considerably disrupted by teachers strikes. However, some new improved training programs have been prepared by the technical assistance expert. For some of the programs, he consulted with private sector employees. 8.13 Although in 1979/80 about 600 students from the civil engineering and industrial technology sections of the "Lycee Technique" attended courses at ECICA on a half-weekly basis, the laboratories, workshops, other special- ized facilities and equipment will be under-utilized if the current timetable, shown in Annex 9, is not changed to increase the time devoted to practical work. As the private sector has not yet been involved in curriculum design, the newly appointed Director of ECICA intends to set up an Upgrading Board ("Conseil de Perfectionnement") to enable representatives of the industrial and commercial sectors to contribute to the improvement of the training programs offered by the school. - 28 - 8.14 In 1979/80 there were 1,298 students at ECICA, including 151 from other African countries, the great majority from neighboring Niger. This enrollment comprised nearly 50% of the technical/vocational programs in Mali. According to ECICA-s management, the school could well reach an enroll- ment of over 2,000 in 1985, although the projections based on past trends indicates a diminishing enrollment in technical/vocational programs reflecting the students- tendency to prefer general education. Annex 10 shows the enrollments projected at appraisal and the actual enrollments in 1977/78 and 1979/80. As can be seen from this comparison, enrollments are lower in the industrial/civil engineering streams, higher in commerce/accounting, and more than four times higher in administration. The school-s internal efficiency is generally adequate. No tracer studies have been undertaken to assess the school's external efficiency, but it appears that the private sector is not satisfied with the level of skills acquired by the graduates, the employers attributing this to ECICA's programs being too theoretical. loreover, surveys covering the 1975-79 school years and labor market trends indicate there is an over-production of graduates from such branches as commerce/distribution, whereas for accountancy/secretarial work and general/auto-mechanics the output falls far short of demand. A reexamination of the courses offered by ECICA is envisaged to correct this imbalance. 8.15 As the country's only middle-level technician training school, it is essential that ECICA quickly adopt new practically oriented programs and upgrade its teaching staff, so that the school will be able to meet the growing demand for qualified technicians. Tracer studies and methods of evaluation are needed to follow-up on the graduates after they enter the work force, and consultative arrangements should be made to increase cooperation with the private sector and ensure its involvement in the design and implemen- tation of the new training programs. Within an overall training policy, particularly in the technical/vocational field, the progressive replacement of expatriate staff with Malians should be undertaken with the help of ENS and the National Engineering School (ENI). Adequate operating budgets should be provided for the laboratories and workshops and all facilities and equipment should be properly maintained. "Auto-financing" of some maintenance expenses and for the replacement of furniture and equipment, as envisaged by ECICA-s management and endorsed by the Government, would also enhance the school's operational efficiency. Basic Education Study 8.16 The objective of this study was "to assist the Malian authorities in the exploration and implementation of alternative systems for extending some form of basic education to a greater proportion of the populaticn within the financial constraints likely to obtain in the medium and long term." The final report, issued in June 1978 and produced by a Malian team assisted by a Unesco expert, proposed six alternatives for nonformal education. Three were related to ongoing projects--rural education, adult literacy and use of local languages--two were only mentioned without an in-depth study (women's education and educational decentralization) and only one proposal, the training of newly literate rural youth, was new and original. While this is the most promising of the six alternatives, its generalization throughout - 29 - the country would be very expensive. The study is somewhat disappointing because it appears to have been more of an academic exercise than an effort to produce low-cost practical alternatives. Many interesting points were not covered, such as the organization and management of basic education, the use of low-cost mass media (radio, rural publications) and a detailed study of the cost of each proposal. However, at least two positive effects resulted from this component: (a) a new way, under experimentation in the Second Education Project, has been identified to provide newly literate young people with a general and vocational education without their having to leave their villages or abandon their normal activities; and (b) an autonomous interdisciplinary team has been established to continue research on new alternatives of basic education and, more important, to set up practical work in the field and evaluate the results. Critique of Expectations 8.17 For the most part, the objectives set for the project proved to be reasonably realistic. The introduction of science and technology in the general education curriculum, and of practical subjects in vocational/technical training, is expected to prove effective although some adjustments and improve- ments are needed as this practically oriented approach is at a very early stage of implementation. The training programs for science and technology teachers also need improvement, but they are underway and the high motivation of parents and teaching staff demonstrates that these programs, supported by the new facilities and equipment, are well received and correspond to a real need in Mali. The quality of training programs for middle-level technicians, skilled workers and domestic science teachers has improved. Finally, the work currently being done by the Malians to implement basic education, with some financing by the Second Education Project (Cr. 733-MLI), includes experiments that could lead to possible low-cost alternatives if they are closely monitored. 8.18 These positive achievements should be viewed in the light of a number of difficulties that have arisen during the course of project implementation. These difficulties, some unforeseen at appraisal, concern: (a) the need for a meaningful involvement of the private sector in technical and vocational training; (b) the ability of the Government to withstand social pressures that are causing severe overcrowding of the lower secondary schools, so that these schools can maintain a reasonable number of students who will benefit from the new science/technology facilities and equipment; (c) adequate funding to cover operating expenses of the schools and the maintenance of facilities and equipment; (d) pre- and in-service training of Malian science/technology teaching staff to replace expatriate teachers, and improve their qualifi- cations; and - 30 - (e) the adoption of realistic policies for basic education, taking into account the implications of socio-cultural changes in Mali and resource constraints. Retrospective Assessment 8.19 The project addressed the main issues in education and training, as agreed by the Government and IDA, and was of an appropriate scale: It was closed in its reduced form with only a seven-month delay. A well- structured Project Unit has been established and is now implementing the Second Education Project very efficiently. As far as institution building is concerned, it is worth noting that a basic education team and a team for rural education have been set up as a resulz jf the project and they are now working on experimental programs as alternaives to traditional primary education. An evaluation of the efficiency and costs of these programs should be ongoing. Few other countries have similar task forces for testing and evaluating innovative basic education alternatives. 8.20 In retrospect, it can be seen that the project could have been more effective had there been a better distribution and monitoring of technical assistance, particularly at an early stage, and if more attention had been given to the technical/vocational training component and the timely allocation of the Government contributory funding. In this respect it would have been preferable to focus more on curriculum development and teacher training and, in order to do so, to have recruited additional science, technology and voca- tional training specialists with the necessary expertise in those fields. IX. IDA PERFORMANCE Supervision 9.01 There were 20 supervision missions during the seven-year implemen- tation period, or about one every four months. Their duration averaged about six working days. During the first four years the project was supervised from Abidjan (RMWA) and as a result the IDA resident agricultural education specialist provided useful inputs. Only two of the 20 supervision missions included a specialist in technical education, although ECICA was a problem area; however, an ILO vocational education expert in Dakar was consulted from time to time by supervision missions making special calls to Dakar for this purpose. (Similarly, supervision missions called into Paris for discussions with IRFED and Unesco on the Basic Education Study.) All but six of the missions included an architect and eight included a general educator. The missions too often were confined to Bamako because of the logistical and time constraints. 9.02 Circumstances may have favored the second project (Cr. 733-MLI, effective in January 1978), which has benefited from lessons learned from the first project. The more sophisticated second project, in its early stages of implementation, required considerable attention; with time being a constraint, this may have been detrimental to the first project. On the other hand, some extensions of this project technical assistance were financed by Credit - 31 - 733-MLI. Also, a very useful procedure was developed during the supervision missions from 1977 onward, namely, setting up "technical sheets" for each project component. These proved very helpful to the Malian personnel and are also being used in the second project. How IDA Might Have Been More Helpful 9.03 In assessing how IDA might have been more helpful, it should be borne in mind that this First Education Project was a learning experience for all concerned and, in retrospect, the IDA is perceived by the Government to have become more and more helpful during the course of implementation. In particular, the regular supervision during the past two years seems to have been useful in bringing the project to a successful conclusion, especially in conjunction with the implementation of the second project. IDA might have been more helpful if it had been possible to provide more inputs for the ECICA component. Despite the long implementation period, there was considerable continuity in the composition of the supervision missions. The benefits of this were somewhat offset by the lack of continuity on the part of Government officials over the long implementation period. X. THE GOVERNMENT ROLE IN THE COMPLETION REPORT 10.01 This completion report was prepared after a Unesco mission visited Mali in October 1980 to review the project and obtain the Government comments on the outcomes. The Government cooperated fully with the mission, and several officials offered constructive comments. The Project Unit staff assisted in gathering information and some of them accompanied the mission on visits to the various institutions, where discussions were held with directors of schools and science/technology blocks and the supervisory staff. In Mopti, the mission met with the engineer of the consulting firm and the director of the construction firm. In Bamako, the mission met with the building contrac- tors, the architectural consultant and the furniture supplier, and also with the Secretary-General of the Chamber of Commerce. The mission was unable to meet with representatives of the National Federation of Employers of Mali, who recently expressed some criticism of the quality of ECICA graduates. 10.02 Response to the questionnaires handed over about a year ago was minimal. 1/ Partial returns were received from only two science/technology blocks in Bamako. The responsible officials were very helpful in providing the mission with data and documents relating to the project components; 1/ It might be useful to develop and transmit in advance of completion missions a set of forms geared to "software" aspects, to supplement the forms relating to "hardware" aspects, project costs and quanti- tative data on technical assistance. - 32 - these included staffing lists and enrollments for the schools; curricula, course outlines and records of training sessions; and some equipment defi- ciency lists for ECICA. Several ECICA staff members assisted the mission by providing data and answering queries. The mission was also able to review the preliminary draft of the sector study and to discuss several main issues with the officials. The results of these discussions are incorporated in thic report, which is also intended to reflect to some extent the Government views on project issues. XI. MAIN LESSONS LEARNED Physical Aspects 11.01 Analysis of the problems encountered in the physical implementation of the First Education Project in Mali leads one to question whether in designing and preparing the project sufficient consideration was given to local constraints and capabilities. Apart from the reduction in its scope due to high and unforeseeable increases in construction costs identified in 1975, there were a number of problems that can be called chronic; these concern the availability of imported building materials, the competence of cont:rol offices (soil and reinforced-concrete testing), and the technical and financial capacity of local construction enterprises. Such constraints should be taken into account when designing the physical elements of a project in order to minimize delays and cost increases and hence a reduction in quality and benefits, such as forgoing student sanitary facilities in the science/ technology blocks. 11.02 Another matter of concern is the choice of contractors for civil works. Local firms rarely offer the desirable guarantees concerning their managerial and financial capacity or the quality of their technical services. On the other hand, the volume of work to be performed does not always justify resorting to international competitive bidding. Given these limitations of local firms, they should be allowed more realistic deadlines than were given to complete the science/technology blocks (nine months for each one). Technical Assistance and Fellowships 11.03 The Government, with IDA agreement, signed a global contract with a consulting firm which presented a list of specialists and insisted on their working all at the same time (para. 6.04). Some of them were qualified. but others did not achieve satisfactory results (para. 6.05). The relation- ships and performance may have been more satisfactory if the contractual arrangements had built-in flexibility, particularly to assure that the Government would request specialists to be brought in as and when the actual implementation progress made a particular service necessary. The question also arises as to the extent to which IDA missions can intervene and advise on drastic action when a technical assistance program, in part or in whole, is unsatisfactory but the Government is reluctant to take remedial action. - 33 - 11.04 The Government and the consulting firm insisted on regrouping the team members and having them work together. Consequently, contacts with their counterparts were infrequent and the training of local specialists suffered accordingly. The case of the basic education specialist, who was not recruited by the consulting firm, is an exception; before leaving Mali, he had trained a team of 11 Malian specialists who are now working efficiently. In hindsight, and for future reference, it would seem that the technical assistance spe- cialists are much more effective in helping a country when they are placed to function with counterparts in the directorate or division of a ministry responsible for that area or sub-sector of the national education effort. 11.05 More fellowships or more training provisions should be provided whenever a project deals with activities for which there are few local spe- cialists and local training is not available. This is particularly important when the use of new science/technology and technically sophisticated equipment is involved. Project Administration and Management 11.06 The role played by the Project Unit became increasingly important, and is now essential in the implementation of the second project. While this is a positive factor insofar as the Project Unit's efficiency is concerned, it has reinforced the tendency of the Project Director to feel that he has sole responsibility for all aspects of project implementation, including "software" such components should be specifically assigned to the directorates concerned and the Project Unit role limited to ensuring overall coordination of project implementation and liaison with the Bank Group. 11.07 More efficient means will have to be found to enable the Project Unit to recruit competent personnel for key posts (accountant, procurement specialist, architect/engineer, site supervisor, and administrator). Project staff not only have to perform their tasks efficiently, but also need to keep the Bank Group informed on the progress of implementation throughout the project period. When the Project Unit-s tasks are properly performed on a continuous basis, delays and cost overruns can be minimized. The Borrower's Involvement 11.08 When there are innovative components such as the introduction of technology in education programs or research on low-cost basic education alternatives, a strong commitment is required on the part of all the officials, technicians and users concerned with these components. This in turn requires that everyone involved in innovative components should be consulted at the design stage and thereafter so that they can feel that their ideas are taken into consideration and they are participants in these components. For instance, a more substantive contribution by employers in the design of ECICA teaching programs might have improved the graduates' employability in the private sector (para. 8.14). The same point can be made in respect of the revised science curricula: a deeper involvement of Malian staff during the early stages of curriculum design and integration of the technical assistance curriculum specialists in the Ministry of Education directorates would have increased the Malian inputs and probably would have facilitated project implementation (para. 8.06).  MALI: FIRST EDUCATION PROJECT (CREDIT 420-MLI) PREMIER PROJET EDUCATION (CREDIT 420-MLI) COMPARISON OF ORIGINALLY ESTIMATED AND ACTUALLY PROVIDED GROSS CONSTRUCTION AREAS M2) COMPARAISON ENTRE LES SUPERFICIES BRUTES PREVUES ET LES SUPERFICIES BRUTES ACTUELLEMENT CONSTRUITES Estimated Areas to be Con- Actual Gross structed/Superficies en m2 Difference/ Construction/ Difference/ Difference/ Remarks/ pr6vues A 9tre construites Difffrence Construction Diff6rence Diff6rence )Observations Institutions effective(31(/2 Appraisal/ Revision 1975 (2/1) brute ( (3/1) (3/2) Pr6vues (1) Rvisdes (2) Hawdallaye 800 736 - 8% 767 - 4% + 4,2% Badalabougou 800 736 - 8% 795 0 + 8 % Missira 1,095 1,245 + 14% 1,252 + 14% 0 Segou 1,653 882 - 46% 898 - 45% + 2 % Sikasso 800 736 - 8% 767 - 4% + 4,2% Mopti 1,357 1,320 a - 3% 1,795 + 32% + 36 % Includin construe- L tion of 7 classroom Mamadou Konatd 800 deleted - - - - Kayes 800 delayed - - - - Inoluded in Cr.733- MLI Niarela 1,357 deleted - - - Dar Salam 1,357 deleted - - - - Gao 1,357 delayed - - - - Included in Cr.- 733- MLI ENETF-Segou 75/ 146 + 95% 141 4 88 - 3 % Construction instead of conversion ECICA-New Areas 846 846 0 1,117 + 32% + 32 % ECICA-Converted Spaces 2,75O1/ 2,75W1 0 2,7501/ 0 0 Total New Areas/Totales qouvelles surfaces 13,022 6,647 - 49% 7,352 - 42% + 13 % Total New Areas - Rehabilitated Spaces/ 15,847 9,397 - 40 10,282 - 35% + 9 % Totales Nouvellas -iur- faces - Espaces am6nags 1/ Spaces to be converted or rehabilitated/Espaces A itre construite on am6nag6s. - 36 - ANNEX . 2 AL: CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION TECHNICAL ASSISTANCEASSISTANCE TECHNIQUE Comparison of Estimated and Actual Schedule of Duration/ Comparaison entre calendrier prévu et effectif de durée d'assistance technique Man-months/ Starting Date/ Number/Nombre Mois-homme Date de démarrage Specialists or Functions/ Actual/ A / Actual/2 Spécialistes ou Fonctions Est./Prévu Actual/Effe f Eu Effectif Est/Prévu Effectif Before Z5 Aftrr 75 Avant Apres " Science and Domestic Science/science et 2 2 48 36.5 7/1974 6/1974 Economie doméstique Technology/Technologie 118 41 1/1975 9/1974 Technical-Vocational/ Technique-Prof essionnelle 1 1 1 18 45 1/1975 6/1974 Education Planner/Plani- 1 1 24 1/1975 9/1974 fication de l'éducation 13 4 Program Evaluation/Eva- 45 luation de progra 1 1 24 7/1975 9/1974 Manpower Specialint/ 4 Spécialiste en matière 1 1 0 24 9 4/1975 6/1974 de main-d'oeuvre Education Finance-Bud- 2/1975 geting/Financement et 1/ préparation des budgets 556 pédagogiques Administration-Management/ 1 1 36 12/1974 2/1975 Administration-Gestion Architect-Engineer/ 1 1 1 30 49.5 1/1974 7/1975 Architecte-Inganieur Sub-total/Sous-totale 246 282 Basic Educ. Study/Etude sur 66 39 10/1974 4/197Ê l'éducation de base Total/Total 312 321 Fellowships - Tech. & Voc. 2 1 1 18 12 Educ./Bourses - Educ. tech. et Formation professionnelle Sources: 1Appraisal Report Appendix III, page 2 and Credit Agreement, Schedule 2 (III). Rapport d'Evaluation Appendice III, page 2 et Accord de Crédit, Sec. 2 (III). 2IRNES contract (Division Files) and P.I.V. records. Contrat IRNES (archives de la Division) et dossiers du Bureau de projets. Notes: Education Planner and Program Evaluation Specialists were replaced by a General Educator in charge of program preparation for science and technology. Les spécialistes en planification de l'éducation et en évaluation et recherche sont remplacés par un Educateur général chargé de préparer les programmes scien- tifiques et technologiques. 4After 1975, a UNDP-financed Unesco expert, working in the Planning Unit of the MOE, was in charge of planning and manpower studies. Depuis 1975, un expert de Unesco, financé par le PNUD et travaillant dans le Bureau de planification du MOE était chargé de diriger les études de planification et main-d'oeuvre. 5The main responsibility of the specialist was to manage the project. La responsabilité la plus importante du spécialiste est la gesticn du projet. Covenant Status: M a Met MALI: FIRST EDUCATION PROJECT PM = Partially Met (CREDIT 420-MLI) N = Not Met P - Pending COMPLIANCE WITH CREDIT AGREEMENT COVENANTS I. Major Covenants Section No. of Credit Covenant Status Comments Agreement 3.07 and Carry out the basic education study M Schedule 2, by a specialist acceptable to IDA. Part C 3.08 Appoint counterparts to specialists PM The specialist in charge of renovation of ECICA's cur- at the beginning of Project Imple- ricula and equipment lists did not have a permanent mentation. counterpart. 4.03 and Consult IDA on the recommendations M Schedule 2, of the team carrying out the basic Part C education study. 4.04 (i) Establish new curricula for P New curricula were prepared by the Malian rural edu- lower secondary education, with cation team (para. 8.21), but at the time of apprais- emphasis on practical work. al they were still awaiting the Government's decision on whether the new curricula would be applied in low- er secondary schools. (ii) Improve qualifications of PM A 45-day retraining program was organized in the sum- science teachers. mer of 1977, with the help of expatriate experts, for about 40 science, domestic science and technology teachers for the schools intended to benefit from the new science/technology blocks. This was done mainly at a Bamako school and with the use of a sample of equipment for the science/technology blocks, which were not yet completed. This retraining program, al- though undoubtedly very useful and wall organized (and during which textual materials for pupils and teachers were designed and later on-printed by IPN) was premature in light of the delayed opening of the science/technology blocks. The need is felt by all concerned to organize, hopefully at the various loca- Q tions, new training/refresher type of programs for the science/home economics/technology staff of the a beneficiary schools. c ediNo. Covenant Status Comments Agreement (iii) Train 35 students at ECICA in N This was abandoned because of a change in the approach bricklaying, carpentry, electriety to the technology courses in lower secondary education; and metalwork. instead of focusing them on the traditional wood and metalwork type of activity as was initially intended, it was decided to reorient these courses to illustrate, in a practical way, the technical concepts/applications relating to the physics and chemistry courses. 4.05 (i) Appoint a Malian Director for PM In 1975 a Director of Practical Works ("Chef des Practical Works at ECICA. Travaux") was appointed for ECICA after completing special studies abroad under the project-financed fel- lowship. However, one year later he was appointed Chief of Staff of the Ministry of Education.("Chef de Cabinet") and has not yet been replaced. (ii) Reduce by one year the train- P As programs have not changed in lower secondary schools ing programs at teacher training (see Section 4.04) this convenant is still pending. institutions and ECICA provided there will be sufficient improve- ment in the quality of lower sec- ondary sihool graduates. 4.06 (i) Allocate adequate annual bud- N For the science/technology blocks at lower secondary getary funds to operate each group and ECICA levels,there is no budget for operating the of laboratories and workshops. laboratories and workshops. The ENETF at Banankoro last year had an operating budget of MF 4 million for the entire school, covering not only expendable mate- rial but also various services, stationery and class- room materials. (ii)For the laboratories and work- PM Administration of laboratories and workshops was a shops, establish inventory, procure- special topic in the 1977 retraining program session ment and budgetary procedures sat- (see Section 4.04 11 abovel. As the trained directors isfactory to IDA. of the scienceltechnology blocks are still In office, they can be expected to apply what they have been taught, 4.07 Prepare a program for the coordinat- N This has been a sensitive issue during the past few ed planning and development of high- years, provoking strikes leading to a Cabinet reshuffle. 0 er education and exchange views with P The Government is veil aware of the problem and will IDA on the program. deal with it when possible. II. Educational Objectives in Side Letter of Government Government Intentions Status Comments Strengthen the educational plan- M The Educational Planning Directorate has been considerably strengthened by ning and managerial capabilities the excellent work done by the Unesco expert provided by a UNDP project (see of the Ministry of Education. para. 8.18) and physically located there. A good deal of institution build- ing has been achieved, and at present the staff comprises 20 professionals. Explore alternative approaches M This has been achieved with the work done within the framework of the basic to basic education for the education study (see para, 8,17). majority of the population. Reduce the growth of education N It is premature to expect program improvements at lower secondary level which costs (reduction of the duration could lead to a reduction of the duration of upper secondary studies in se- of upper secondary studies, lected institutions. However., to facilitate controlled school development, school consolidatinn, and school the Government recently adopted a decree (July 1978) regulating the creation, u location planning). extension, transfer or closing of public schools at the basic education level. The opening of a new school or the extension or transfer of an ex- isting school would be made in accordance with school mapping, and after a detailed report of the responsible supervisor the Ministry of Education would take the final decision. Control enrollment growth N Social demand for education has been so strong in Mali during the past decade at various levels. that it has not been possible for the Government to control enrollment growth at the primary and lower secondary levels. Enrollments at basic education level are considerably higher than anticipated at appraisal; for example, there were more than 50,000 students at the second cycle of basic education in 1977/78, compared with 33,000 forecast for 1978/79. Make the education and training PM The reformulation of the programs for lower secondary schools and ECICA has system more relevant to the been prepared and is expected to improve the practical content of the studies. Malian environment. 0 Country: MALI IBRD/IDA Education Projects Pays: -- COMPARISON OF ORIGINALLY ESTIMATED COSTS AND ACTUAL COSTS IN 000 of MALIAN FRA~KS Projets Education BIRI/AIO Projact: First Education Project Projet: Premier Projet Education Form V Loan: COMPARAISON ENTRE LES COUTS PREVUS ET EFFECTIFS EN 000 DE FRANCS MALIENS Læs:COMARASON_____________Fiche Pr"t: No. 429-MLL__ Credit: Crédit: CONSTRUCTION AND SITE DEVELOPMENT FURNITURE AND EQUIPMENT PROFESSIONAL FrES TECHNICAL ASSISTANCE TOTAL CONSTRUCTION ET VRO?/ MOBIL/ER ET EGUIPEMENT HONORAIRES ASSISTANCE TECHNIQUE PROJECTITEM A- ais. E.tIm..e Appr,isa EstIa.e. Appreital E.tm-t-s Appr'.I. E.tint- App l mat Pr o A P A P u ion Actuai Prevu.Iév1luaton Actua Prévu- - évPlu1t.on A.a Dl .,ni(' -.c Iýr F1 f .I Er tf If ý E" ff Dif ELEMENT DU PROJET E-l Conting lnc, Conng, EfetW. in. Exci Conuing ince Conting EffecIf Dif Excl ContIng. Incl. ContIng' Effect.s DII Eral Contin. .Jnc Condng EffecifsC Efetf oI? mp. non 1"0p V 3/2 Imp non np. y 3/2 Im nl Imp 3/2 lrnA non Imp 3/2 m imp 3/2 2 3 1 2 3 1 2 3 1 2 3 2 3 Science Bloc c/Blocs scientif. m 65,340 Kave _____ 43 960 55 615 Mamadnu K n_37,280 47,165 Ni_r______65,340 82,665 __ _ I ¯ Bad.labougou 12,280 47. 165 __,42 ±9_5 _32,570 401431 66 505505505 147,928 6 amd 11av _ 3_J _ 47 165 91 _s66 +94 Miss ra 52,260 66 115 154,242 __80_070 304 C 20 ¯ -50 304 0 ' 2012-4 ZiOs so _ __ Ll69Q 96,52 +80 ___I 8' 1430 1 Y16_53 + 6 Banankro __ 2.. 3,49û __11 3,535 4,460 Xr T_.56 _108,245 213 323.9 267 370 327,215 253,91 -22 13,860 16_570 Project Unit/Bureau du Pro et 2000 29,010 49 15 +70 50,600 _59_f - - - 73,600 _ 88,680 -4 sic Educ Study/Etude Educ,de- ie ___ -202,400 538,670 209,715 -12 202_400 238_670 209, 715-1 ch- / a. s sT n. 354,200 417,67 5,D3 +33 -5_4, -416 5 21,10 20.146 - 700 0 746 735. S7 930 65 1PR6 Q34 ±7. 614.475 764.995 505.2 - 96075 41,928 +54 625,600 731,113 186,544 +6 56,010 29,38 352626 ._ 1,599 2023 _ 2 - - 3361 L685 ,144 - 208 328 ------1,356 - -1,59 744 __ 4465 - 5.,5 _,3 ±2_ Tål-US$- 000)- - --- - - - - ,34( 5.633 4 Source: World Bank/Banque Mondiale Note: 1/ Exchange rate/Taux de change - Original/Origine US$1.00 460 MF: Current/Actuel US$1.00 420 MF Average rate/Taux moyen US$1.00 445 MF 2/ Deleted or delayed in December 1975/Eliminé ou report5 en décembre 1975. -/ Estimate including price revision (source contractor)/Estimation incluant révision des prix (source constructeur). / Estimate after revision of 1977/Estimation après la révision de 1977. MALI - CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION COMPARISON OF UNIT COSTS FOR NEW INSTITUTIONS/COMPARAISON DES COOTS UNITAIRES DES NOUVELLES INSTITUTIONS Gross Construction Areas Construction Costs (in square meters) (in 000 Malian Francs)1/2 Costs per Square Meter Surfaces rutes de construc- Coats de construction Coats par m4tre carrg , Institution tion en m (en 000 Francs maliens) 0 R A 0 R A 0 R A Hamdallaye 800 736 767 47,165 123,300 91,666 58,956 167,527 119,513 Badalabougou 800 736 795 47,165 123,300 92,342 58,956 167,527 116,153 Missira 1,095 1,245 1,252 66,115 210,900 154,242 60,379 169,397 123,196 Sikasso 800 736 767 53,340 139,330 96,514 66,675 189,307 125,833 Segou 1,653 882 898 109,350 165,000 116,534 66,152 187,075 129,770 Mopti 1,357 1,320 1,795 101,300 257,000 304,000 74,650 194,916 169,359 ENETF 75 146 141 3,490 33,760 17,413 46,533 231,232 123,493 ECICA %w Areas/Nouvelles surfaces 846 846 1,117 240,000 265,034 Converted3 paces/Espacps 2,750 2,750 2,750 anenagas - 2,750 75 2,750 _ 1______ Source: Project Implementation Unit and World Bank. Bureau du projet et Banque Mondiale. Notes: 1/ Fees not included. Honoraires non compris. 2/ Including contingencies. Impr&vus compris. V/ Due to global cost for new and rehabilitated spaces for ECICA it is not possible to produce costs per square meter for this item. A cause des coats globaux pour les fspaces nouveaux et am6nags pour ECICA, il eat impossible d'estimer lea coIts unitaires par mAtre carrf. 0 Appraisal/Evaluation R . Revision of 1975/ R&vision de 1975 A = Abtual/Effectif MALI - CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION COSTS PER STUDENT PLACE FOR NEW INSTITUTIONS/COUTS DES NOUVELLES INSTITUTIONS PAR ETUDIANT Gross Area per Cost per Student Place (in Malian Francs)/Co^t par place d'Etudiant (en france maliens) Student Place/ Institution Surface brute Furniture and Equipment/ par ftudiant Constructions Mobilier et Equipement Total (m2) 0 R A 0 R A 0 R A 0 R A Hamdallaye 5.7 5.25 5.47 336,892 880,714 654,757 32,285 122,707 174,180 369,177 1,003,421 828,937 Badalabougou 5.7 5.25 5.67 336,892 880,714 659,585 32,285 122,707 174,180 369,177 1,003,421 833,765 Missira 5.47 4.78 4.8 330,575 811,153 593,238 31,675 116,615 174,180 362,250 927,768 767,418 Sikasso 5.7 5.25 5.47 381,000 995,214 689,385 36,500 138,628 174,180 417,500 1,133,842 863,565 Segou 5.16 4.90 4.98 341,718 916,666 647,411 32,750 134,166 174,180 374,468 1,050,832 821,591 Mopti 5.2 5.07 6.9 389,615 989,577 1,169,230 37,326 136,154 174,180 426,941 1,125,731 1,343,410 ENETF-Segou 2.5 3.65 3.52 116,333 844,000 435,325 22,333 109,000 174,180 138,666 953,000 609,505 Note: Due to different enrolments for new and rehabilitated spaces for ECICA - as well as for furniture and equipment- it is not possible to produce cost per student place for this item./Etant donni les taux de friquentation diff6rents pour les nouveaux locaux et les locaux r6am6nag6s - 6galement pour le mobilier et 1'6quipement - i n'est pas possible de calculer le coat par place d'6tudiant pour cet 61ment 0 - Appraisal/Evaluation R = Revision of 1975/R6vision de 1975 A Actual/Actuel Source: Appraisal, Supervision report and World Bank./Rapports 6valuation, supervision et la Banque mondiale. MALI: CREDIT 420-MLI COMPARISON BETWEEN N!MBER OF BENEFICIARIES (SCHOOLS AND STUDENTS) OF SCIENCE/TECHNOLOGY BLOCKS AT DIFFERENT STAGES OF PROJECT CYCLE-I AND THE PRESENT NUMBER/COMPARAISON ENTRE LE NOMBRE DES BENEFICIARES (ECOLES ET ELEVES) DES BLOCS SCIENTIFIQUES/TECHNOLOGIES AUX DIFFERENTS STADES DU CYCLE DU PROJET!/ ET ACTUELLEMENT After reduction in Size of Project/ At Completion/ At Appraisal/A 1evaluation Apr s r4duction du projet A l'Ach6vement Benefi- No. of No. of Lab/ Benefi- No. of No. of Lab/ &eTiiN1l. No. of No. of Lab/ Capacity/ ciaries/ schools/ Workshops/ Capacity/ ciaries/ schools/ Workshops/ Capacity/ per Week nefi- schools/ Workshops/ Place d'g- B4n6fi- No. d'4- No. de lab/ Place d'- Begnefi- No. d'6- No. de lab/ Place d'e- g nares - No. No. d'e- Ho. de lab! (at present/actuelles) tudiants ciares coles ateliers tudiants ciares coles ateliers tudiants seaT Pa/ coles ateliers 1. Missira (Medine, Bozola 200 520 2 7 260 680 - 9 320 1,300-1,450 8 11 Missira I, Missira II, (520) Missira III, OPAM I,11,III) 2. Hamdallaye Plateau 140 400 2 5 140 400 - 5 170 700-800 7 6 (Hamdallaye Marchd I, II III, Hamdallaye Plateau I II, Lafia-Bougou I,II) 3. Badalabougou 140 410 1 5 140 410 - 5 170 700-800 4 6 (Badalabougou I, II, Soknigo 1, II) 4. Segou 320 990 2 11 180 520 6 200 800-900 3 7 Groupe central, Mission, Quartier administratif 5. Sikasso A 140 350 1 5 140 350 - 5 170 700-800' 1 6 6. Mopti 1 260 810 2 9 260 810 - 9 320 1,300-1,450 2 11 Mopti II Total 1,200 3,480 10 42 1,120 3,170 - 39 1,350 5,500-6,200 25 47 1/ At the agreement and apprais"& stages the project was to construct and equip 34 multi-purpose laboratortes, 28 technology workshops and 17 practical work facilities for girls' family and social education, all spread over 11 groups or locations. One to four schools would be served per group and the groups would have by 1977/78 2,260 student places (half of which in Bamako) and allow about 6,600 students to use the facilities, or an average of 600 per group. During implementation, because of delays in construction and inflation, the numbers were reduced (1977)to,6 groups to offer 1,120 student places and allow approximately 3,200 students as beneficiaries (roughly 1,330 being in Bamako)./ An moment de 1'6valuation et de la signature du projet, il itait privu la construction de 34 laboratoires polyvalents, de 28 ateliers de technologie et 17 salles de travaux pratiques minagers, tous r(partis en 11 groupes ou lieux. Une quatre ecoles auraient 4te desservies par chaque groupe et, en 1977/78 l'ensemble des groupes aurait dispos' de 2.280 places (dont Is moitie' I Bamako) et auraient permis a 6.600 6tudiants de lea utiliser, soit 4ne moyenne de 666 par groupe. Pendant Is construction, a cause des retards et de 1'inflation, ces nombres ont di 8tre reduits (1977) 'a 6 groupes offrant 1.200 places I apprbximativement 3.200 itudiants (dont 1.330 I Bamako). 3/ Assa the equivalent of a 30 hour week, 6 hours at the center for each student, and a utilization factor of 80% to 90%. On a 100% utilization factor the beneficiaries would be 7,000/En prenant pour hypothZse 1'equivalent d'unEF semaine de 30 heures, 6 heures de pr6sence au centre pour chaque M1Ive et un facteur d'utilisation de 80 a 90%. Sur la base d'un facteur d'utilisation de 100%, le nombre de b6n6ficiaires s'le'verait 1 7.000. MALI CREDIT 420-M11 FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION COMPARISON OF WEEKLY TIME-TABLES FOR SCIENCE/TECHNOLOGY ACTIVITIES IN SECOND CYCLE OF BASIC EDUCATION AT DIFFERENT STAGES OF PROJECT CYCLE AND AT PRESENT/COMPARAISON DES EMPLOIS DU TEMPS HEBDOMADAIRES POUR LES ACTIVITES DE SCIENCES TECHNOLOGIE DANS LE SECOND CYCLE DE L'ENSEIGNEMENT DE BASE AUX DIFFERENTS STADES DU CYCLE DU PROJET ET ACTUELLEMENT Suggested in Suggested in Applied in To be Applied in Working Documents Supervision 1979/80/ 1980/81 (Appraisal) Reports (1975)/ Mis en A mettre Proposés dans les Proposés dans place en en place Activities/ documents de travail les rapports de 1979/80 en Activités (Evaluation) supervision (1975) 1980/81 Sciences 5 5 (2L (Biology/ ( 2 (Biology/ ( Biologie) ( Biologie) ( 2 (Physics/ ( 3 (Physics&Chemistry ( Physique) Physique&Chimie) Technology (Boys)/ Technologie (garçons) 3 Home Economics and Social Studies (Girls)/ Enseignement ménager et sciences sociales (filles) 3 Home Economics/ Enseignement ménager Manual Work/ Travaux manuels 1/ (afteroo/ ( 3 2- aprns-midi) Practical Activities/ apè-ii Travaux pratiques Total/Week/Grade Total/semaine/niveau 8 868 l/ In first grade 1-1/2 week. En 12ème une semaine et demie, 2/ Apparently for boys and girls. Apparemment pour garçons et filles. 3/ Does not concern 3rd grade. Sauf en 9ème, 4/ Includes the concept of "ruralization" (artîia type of activiiesand/or agricultura-l activitieal and technology for boys and girls. Y compris la "ruralietlon" ctivités nrtianales et/ou agricolea et la technologie pour garçono et filles. MALI: CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION WEEKLY TIME-TABLES FOR A SAMPLE OF ECICA SECTIONS (COURSES WITH FULL OR PARTIAL PRACTICAL CONTENT)/ EMPLOIS DU TEMPS HEBDOMADAIRES POUR UN ECHANTILLON DE SECTIONS ECICA (COURS CONSACRES EN TOTALITE OU EN PARTIE AUX TRAVAUX PRATIQUES) I. Mechanics and Auto-Mechanics Mécanique et Mécanique automobile 1st and 3rd Year/3e Année 4th Year/4e Année Subjects/ 2nd Years/ Auto- General Auto- General Matières lère et Mechanics/ Mechanics/ Mechanics/ Mechanics/ 2e Années Mécanique Mécanique Mécanique Mécanique automobile générale automobile générale Physics/Physique 8 3 3 2 2 Chemistry/Chimie 1 1 - Industrial Drawing/ Dessin Industriel Construction Technology/ Technologie de Construc. 2 2 2 2 Analysis of Manufac. Processes/Analyse des - - 5 - 4 procédés de fabrication General Technology/ 2 Technologie générale - Strength of Materials/ Résistance des matériaux - 2 Workshop/Atelier 14 10 10 - 10 Welding Workshop/ 6 Atelier de soudure Total per weekfor entire curriculum/Total hebdo. 40 + 34 36 42 18 31 pour l'ensemble du O ,0 programme Commerce and Accounting/ Commerce et comptabilité 1st and 3rd Year/3e Année 4th Year/4e Année Subjets 2nd Years/ Accounting/ Commerce/ Accounting/ Commerce/ 2e Années Comptabilité Commerce Comptabilité Commerce Accounting/Comptabilité il 10 6 10 5 Typewriting/Dactylo- 3 graphie Total per week for. entire curriculum/Total hebdo. 27 + 30 27 30 17 21 pour l'ensemble du pro- gramme III. Administration 3rd Year/30 Année 4th Year/40 Annie 1st and Labor Adv. Secre- Adv. Secte- Subjects/ 2nd Years Law/ tarial/ Taxes/ tarial/ Matières lère et Adm. Droit du Secrétariat Fisca- Law/ Labor/ Customs/ Secrétariat Treasury/ 2e Années Fin. travail avancé lité Budget Droit Travail Douane avancé Finances Commercial Correspondence/ 4 - 2 2 - - - - - 2 - Correspondance commerciale Office Organization/Orga- - - - 2 - - - - 5 - - nisation administrative Accounting/Comptabilité 4 4 - - 2 4 - - - - 2 Typewriting/Dactylo- 6 - 2 5 - - - - - 7 - graphie Shorthand/Sténographie 4 4 - 6 - - - - - 4 - e Total per week for entire curriculum/Total hebdo. 20 27 3 31 33 13 11 11 11 37 18 11 pour l'ensemble du pro- gramme MALI - CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION EXPECTATIONS AT APPRAISAL OF ENROLMENTS IN DIFFERENT STREAMS OF ECICA FOR 1977/78 AND AT PRESENT (1979/80)/ PREVISIONS AU MOMENT DE L'EVALUATION DES EFFECTIFS DANS LES DIFFERENTES SECTIONS DE L'ECICA EN 1977/78 PAR RAPPORT A LA REALITE (EN 1977/78) ET AUX EFFECTIFS ACTUELS (1979/80) Projected at Real Real Appraisal Figures Figures for 1977/78/ in 1977/78/ in 1979/80 Effectifs prévus Chiffres Chiffres lors de l'évalua- effectifs effectifs Courses/Cours tion pour 1977f78 en 1977/78 en 1979/80 Industrial and Civil Engineering/ Industriels et génie civil. 490 3311: 3511/ Commerce 123 156 192 Administration 98 448 435 Total 711 935 978 1/ Not counting geology, chemistry, quantity surveying students and excluding the foreign African students/ Sans compter les élèves des cours de géologie, de chimie et de métrage et non compris les élèves africains étrangers. MALI: CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION Forecast at Appraisal/ IMPLEMENTATION SCHEDULE/ Prévu à l'évaluation CALENDRIER D'EXECUTION Forecast at Revision (Dec. 1975)/ L.------- JPrévu à la révision (Dec. 1975) IV 19, IV r Actual/Effectif f197 1974 1975 1976 1977 1978 1979 1980 198k CIVIL WORKS/GENIE CIVIL • Prepararation of architectural planning and bidding documents/Préparation des plans architecturaux et des documents d'appel d'offres Pre-qualification of contractors to award of construction contracts/Présélection des entre- prises jusqu'à l'attribution des marchés de travaux ...- • Construction/Travaux FURNITURE & EQUIPMENT/MOBILIER & EQUIPEMENT • Preparation of procurement lists to submission/ 0 Préparation jusqu'à la soumission des listes 1 d'équipement • Contracts to delivery/Passation des marchés jusqu'à la livraison Delivery to installation/Livraison jusqu'à ----- l'installation -J- TECHNICAL ASSISTANCE/ASSISTANCE TECHNIQUE Basic education study/Etude de l'enseignement r fondamental Technical assistance/Assistance technique - • Project unit/Bureau du projet - 'w Board date/Date de présentation au conseil 6-19-73 -v Date of signing/Date de signature 7-11-73 9 Closing date (original)/Date de cl6ture (originale) 12-31-79 V Effective date/Date d'entrée en vigueur 10-15-73 V Closing date (revised)/Date de clSture (révisée) 6-30-80 MALI - CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION ALLOCATION OF CREDIT PROCEEDS (in 000's US$)/AFFECTATION DES FONDS DU CREDIT (en 000's $EU) Credit Agreement % of Allocation per % of Allocation/ Expenditures Amendment of March Expenditures Actual Affectation des to be financed/ 1977/Affectation to be financed/ Disbursements fends selon % de d6penses des fonds d'apris la % de d6penses D6caissements catezoy/Categorie l'Accord de Cr6dit financ6es modif. de mars 1977 financges effectifs- I. a) Civil works and services of con- sultant architect/G6nie civil et services d'architecte/consultant 1,330 1/ 2,000 2/ 2,136.1 b) Equipment and furniture/Equipe- ment et mobilier 1,290 100% 1,000 100% 1,011.2 II. Training of teachers and direc- tors/Formation des enseignants et des directeurs 40 100% 40 100% 46.2 III. Basic education study/Etude de 1'enseignement fondamental 440 100% 440 100% 465.5 4 IV. a) Specialist services and fellow- ships/Services de sp6cialistes et bourses 770 100% 1,050 100% 1,232.5 b) Project unit/Bureau du projet Project architect/Architecte du projet 110 100% 0 - Furniture & Equipment/Mobilier et 6quipement 50 100% 100 100% 108.5 V. Unallocated 970 100% 370 100% -- Total 5,000 5,000 5,000 Source: The World Bank/Banque mondiale. Notes: 1/ 100% of total expenditure up to September 1975 - 60% thereafter/l00% des d6penses totales jusqu'A septembre 1975 - en- suite 60Y. 2/ 100% of total expenditure up to $1,660 - 50% thereafter/100% des d6penses totales jusqu'A concurrence de $1660 - en- suite 50%. Closing Date/Date de clSture: -Credit Agreement - 12/31/79/Accord de cr9dit - 31/12/79. -Amendment - 6/30/80/Modification 30/6/80. MALI: CREDIT 420-MLI FIRST EDUCATION PROJECT/PREMIER PROJET EDUCATION DISBURSEMENT SCHEDULE/CALENDRIER DES DECAISSEMENTS Fiscal year! 73 74 75 - 76 77 78 79 0 81 Ann6e bgdg6taire Year/Annge 72 73 74 75 76 77 78 79 80 5:POCO 5, 000 I. 2,000 iI 2.000 , 000 - - 800 600. 4 6 oo4 4oo-00 i 400 200 000 ..- Effective disbursement/D6caissements effectife Appraised disbursement/Dgcaissements estim6s au moment de l'6valuation --- Disbursement estimate (December 1975)/Estimation des d6caissements (d&cembre 1975)