Dahomey - Rural Education and Training Project

Document of The World Bank FOR OFFICIAL USE ONLY Repot No. 5179 PROJECT PERFORMANCE AUDIT REPORT BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) June 29, 1984 Operations Evaluation Department This document has a restricted distributlon ad may be used by recipients only in the performance of their offcial duties. Its contents may un otherwise be disclosed without World Bank authorisation. FOR OFFICIAL USE ONLY GLOSSARY CAETS - Experimental Socialist Agricultural Cooperative/Coopfrative agricole expfrimentale de type socialiste CARDER - Regional Rural Development Organization/Centre d'action r6gionale pour le dfveloppement rural 4D CLUB - Rural Youth Club where D stands for Dimocratie - Dfcision - Devoir - Dfveloppement/Club des jeunes ruraux, les Ds signifient Dfmocratie - D6cision - Devoir - Dveloppement CNAC - National Club Support Center/Centre national d'appui des Clubs CPPE - Skills Upgrading Center/Centre de perfectionnement du personnel des entreprises CRAC - Regional Support Center/Centre rfgional d'appui des Clubs Cr. 583-DA - Number of this Credit. Acronym "DA- is because the Agreement was signed with Dahomey prior to its change in name to Benin/Nombre du Cridit. Les initiales "DA" sont utilisees a cause du nom Dahomey du pays avec lequel le cr6dit a ft6 signf CTA - Chief Technical Adviser FFRC - Freedom from Hunger Campaign/Campagne Contre la faim GRVC - Revolutionary Pre-Cooperative Group/Groupement REvolutionnaire a vocation coopErative ILO - International Labor Organization/Bureau international du travail NSC (used in SAR) - See CXAC/voir CNAC RSC (used in SAR) - See CRAC/voir CRAC UNCDF - United Nations International Children's Emergency Fund/Fonds des Nations Unies pour l'Enfance WFP - World Food Program/Programme d'alimentation mondiale This document has a restricted distribution and may be used by recipients only in the performance or their official duties. Its contents may not otherwise be disclosed without World Bank authorization. PROJECT PERFORMANCE AUDIT REPORT BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) TABLE OF CONTENTS Page No. Preface ....................................... . .......... i Basic Data Sheet ............. ........ ......................... it Highlights ..........*............................................ v PROJECT PERFORMANCE AUDIT MEMORANDUM I. PROJECT BACKGROUND AND SUMMARY .................. ........ 1 II. PROJECT IMPLEMENTATION ................ ...... 2 Project Management and Physical Implementation ........... 2 Part A ....... o......................... ............. 2 Part B ..o.** ......... .. ... ......*.... 3 Technical Assistance .......... .................... 4 Compliance with Covenants .................... ......... 4 IDA Performance .......................................... 4 Project Costs and Financing .............................. 5 III. EDUCATIONAL/TRAINING ACHIEVEMENTS ....................... 5 Skills Upgrading Center .... 0...... .................... 5 Rural Youth Training (National and Regional Agencies) .... 6 The 4-D Clubs .................................... ........ 7 PROJECT COMPLETION REPORT I. Summary and Recommendations ................ ............. 11 II. Project Background ....................................... 14 III. Project Implementation o ................................. 17 IV. Costs and Financing .............................. 22 V. Educational Outcomes .................................. 24 VI. IDA'S Performance ................*....*00*........... .. 29 VII. Main Lessons Learned ***....................... 31 TABLE OF CONTENTS (cont'd) ANNEXES Page No. 1. Comparison of Objectives, Means and Outcomes .................. 35 2. Comparison of Forecast and Actual Implementation Schedules .... 36 3. Schedule of Disbursements ...... .. ....... . ........ .. ......... 40 4. Compliance with Credit Agreement Covenants ................ 41 5. Comparison of Originally Required Premises and Actually Provided Premises ................................ 45 6. Comparison of Originally Estimated and Actual Provided Gross Construction Areas .............................. 53 7. Comparison of Student Places Originally Planned For, Student Places Actually Made Available and Actual Enrollments ....... 54 8. Comparison of Originally Estimated Costs and Actual Costs in 1000 US Dollars .................................... 55 9. Actual Costs by Project Component .... ....................... 57 10. Summary of Costs by Year ................................... 58 11. Comparison of Status of 4D Clubs Movement at Appraisal and Completion .................................... 59 PROJECT PERFORMANCE AUDIT REPORT BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) PREFACE This is a Performance Audit Report of the First Education Project in Benin, for which a credit (583-DA) in the amount of US$4.0 million equiva- lent was approved on June 19, 1975. The original closing date was extended once until December 31, 1982. This audit report consists of a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and a Project Completion Report (PCR) dated October 19, 1983 (revised February 2, 1984) and prepared by the Education Division of the West Africa Regional Office. The PPAM is based on a study of the PCR and a review of material in the Bank's files including the Appraisal Report No. 701a-DA dated May 23, 1975, records of the Board discussion of this project on June 19, 1975, and the Credit Agreement (583-DA) dated September 3, 1975. Discussions have been held with IDA Staff associated with this project. As is customary in the preparation of audit reports, copies of the draft audit report--in a French translation--were sent to the representatives of the Borrower for comment on March 29, 1984. No reply has been received from the Borrower. PROJECT PERFORMANCE AUDIT REPORT BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) BASIC DATA SHEET Appraisal Actual or Item Expectation Current Estimate Total Project Cost (US$ million) 5.5 5.5 Overrun (%) 0.0 Credit Amount (US$ million) 4.0 4.0 Disbursed 3.96 Cancelled 0.04 Repaid to March 31, 1984 Outstanding as of ) - Date Physical Components Completed 09/30/79 06/30/83 Proportion Completed by Above Date 36% 100% Institutional Performance Good Fair CUMULATIVE ESTIMATED AND ACTUAL DISBURSEMENTS (Calendar Years) 1977 1978 1979 1980 1981 1982 1983 Appraisal Estimate (US$ 000's) 276 1,365 2,813 3,790 4,000 4,000 4,000 Actual (US$ 000's) 68 251 251 2,011 2,690 2,980 3,956 Actual as % of Appraisal 25 18 34 53 67 75 99 OTHER PROJECT DATA Actual or Item Original Plan Revisions Estimated Actual First Mention in Files or Timetable 07/69 Negotiations 05/75 - 05/75 Board Approval 06/19/75 - 06/19/75 Credit Agreement Date 09/03/75 - 09/03/75 Effectiveness Date 12/01/75 - 10/21/76 Closing Date 06/30/81 12/31/82 12/31/82 Borrower The People's Republic of Benin Executing Agencies Ministries of Rural Development and Labor Fiscal Year of Borrower January 1 - December 31 Follow-up Project Name Second Education Project Credit Number Cr. 1246-BEN Amount (US$ million) 14.0 Credit Agreement Date June 25, 1982 - iii - MISSION DATA Sent Month/ No. of No. of Staff Date of Mission Year Weeks Persons* Weeks** Report Reconnaissance IDA 12/69 1 1 1 12/30/69 Reconnaissance UNESCO 03/04/71 3 4 12 06/71 Reconnaissance IDA/UNESCO 12/71 0.6 2 1.2 01/31/72 Identification IDA/UNESCO 02/03/73 5 6 16 03/30/73 Preparation IDA/UNESCO 04/05/73 1.6 3 4.8 05/17/73 Preparation IDA/UNESCO 06/07/73 4 3 12 07/16/73 Pre-Appraisal IDA 01/74 1.2 1 1.2 02/01/74 Appraisal IDA 06/07/74 4 7 2.8 05/23/75 Total 76.2 Supervision 1 IDA 07/75 1.1 3(EC,2EDGs) 3.3 08/08/75 Supervision 2 IDA 12/75 0.8 3(EC,EDG,ARC) 2.4 12/17/75 Supervision 3 IDA 02/76 0.6 1(EDG) 0.6 02/25/76 Supervision 4 IDA 05/76 0.6 2(EDG,ARC) 1.2 05/19/76 Supervision 5 IDA 09/76 0.6 2(ARC,EDG) 1.2 09/29/76 Supervision 6 IDA 04/77 0.4 1(EDG) 0.4 05/03/77 Supervision 7 IDA 06/77 0.7 3(EC,ARC,EDG) 2.1 08/30/77 Supervision 8 IDA 08-09/77 0.2 1(EC) 0.2 09/14/77 Supervision 9 IDA 11/77 0.4 1(ARC) 0.4 12/06/77 Supervision 10 IDA 12/77 0.4 1(EDG) 0.4 02/07/78 Supervision 11 IDA 02/78 0.2 1(ARC) 0.2 04/06/78 Supervision 12 IDA 05/78 0.4 1(EC) 0.4 06/08/78 Supervision 13 IDA 07/78 1.4 1(HYDR.(C)) 1.4 07/78 Supervision 14 IDA 08/78 0.8 1(ARC) 0.8 10/24/78 Supervision 15 IDA 11/78 1.0 2(EC,HYDR.(C)) 2.0 01/04/79 Supervision 16 IDA 03/79 0.8 4(EDG,EC,ARC,LOF) 3.2 04/03/79 Supervision 17 IDA 07/79 0.8 2(ARC,ED) 1.6 08/28/79 Supervision 18 IDA 09/79 0.2 1(EDG) 0.2 10/02/79 Supervision 19 IDA 10/79 1.4 2(EC,YP) 2.8 12/14/79 Supervision 20 IDA 03/80 1.0 2(ED,ARC) 2.0 05/27/80 Supervision 21 IDA 06-07/80 1.1 2(ARC,EDG) 2.2 09/16/80 Supervision 22 IDA 12/80 0.8 1(ARC) 0.8 02/19/80 Supervision 23 IDA 03/81 1.7 2(EDG,EDG(C)) 3.4 04/27/81 Supervision 24 IDA 09/81 0.8 2 (ARC,TED) 1.6 11/11/81 Supervision 25 IDA 06/82 1.0 I(EDG) 1.0 07/16/82 Supervision 26 IDA 08/82 0.6 2(ED,ARC) 1.2 08/25/82 Supervision 27 IDA 12/82 0.6 1(ED) 0.6 12/21/82 Total 37.6 Completion IDA 06/07/83 2.0 2(EDG,ARC(C)) 4.0 * ARC = Architect ED = Educator YP - Young Professional EC = Economist EDG = Agricultural Educator LOF- Loan Officer TED = Technical Educator HYDR = Hydrogeologue (C) - Consultant ** Number of Staff-weeks attributable to this project. - iv - COUNTRY EXCHANGE RATES Name of Currency (Abbreviation) - Exchange Rates: Appraisal Year (1973) - US$1 - CFAF225 Intervening Years (1974-82) - US$1 - CFAF232 Completion Year (1983) -- US$1 - CFAF273 ALLOCATION OF CREDIT PROCEEDS (US$) Original Revised Actual Allocation Allocation Disbursement (05/21/853) 1. Skills Upgrading Civil Works Center 360,000 770,000 746,077.78 Equipment and materials (other than furniture) 55,000 55,000 157,000.00 2. Rural Youth Civil Works Training 950,000 1,665,000 1,188,422.89 Equipment and materials (other than furniture) 350,000 350,000 497,585.00 3. Consultants' services for the preparation of a follow-up Project 220,000 220,000 233,671.51 4. Unallocated 1,225,000 100,000 -0- 5. Cancelled (09/27/83) - - 43,527.46 6. Total Disbursed - - 3,956,472.54 TOTAL 4,000,000 4,000,000 4,000,000.00 PROJECT PERFORM&NCE AUDIT REPORT BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) HIGHLIGHTS The First Education Project in Benin, intended to support training efforts outside the formal system, was implemented with some measure of suc- cess and partially achieved its objectives. Quality and productivity of rural life have been enhanced through provision of water, mills and medical supplies and limited growth of rural incomes. Although the use of the facilities is still insufficient, physical components are in place and training of staff has begun for the center responsible for upgrading the skills of industrial and commercial workers (PCR, paras. 3.05, 3.06, 3.13, 5.01, 5.07 and 5.17). Other positive aspects of the project include (a) institution building in the two ministries where the project managers were located; (b) well advanced curriculum development for the courses of the Skills Upgrading Center; (c) recognition of the National Support Center (CNAC) as the national body responsible for rural youth training; (d) the administrative role played by CNAC; (e) the increasing number of 4-D Clubs receiving support from the CRACs; (f) the effective integration of CRAC's staff with regional rural development organizations; (g) the quality of some agricultural activities performed in the 4-D Clubs; and (h) the adequate implementation of the TA component concerned with the preparation of a follow-on project. Other aspects of the project were less successful. These include the following: (i) utilization of technical assistance was difficult and in- complete; (ii) the project documents (appraisal report and working papers) were inadequate; (iii) there was an imbalance in implementing hardware and software components; (iv) several important project covenants were not adhered to; (v) the Skills Upgrading Center was underutilized; and (vi) dis- tribution of agricultural equipment to the 4-D Clubs was not realized. There is also a need for more positive leadership from CNAC (PCR, paras. 1.02, 1.04, 3.14, 3.25, 5.01, 5.08, 6.02 and 7.03). The lessons emerging from the experience of this project during the design stage include the following: - project design for some Western African countries should make the project as simple as possible and limit the number of its objec- tives (PCR, para. 1.05); - the quality of the working papers and the appraisal report is an important factor to avoid communication problems and insure proper implementation; - vi - - projects should be designed with minimal recurrent cost implica- tions and IDA should obtain, prior to the signing of the Credit Agreement, stronger commitments from the Government to provide required recurrent funding (PCR, para. 1.07); and - when staff development for an important part of the project is funded from non-IDA sources, particular care should be taken to monitor the progress made and to insure that the schedules for pro- ducing the human resources and for completion of the facilities are properly phased (PPAM, paras. 13 and 24). Furthermore, the project experience confirmed lessons of IDA/Bank education/training projects to obtain a smoother or more efficient implemen- tation. It is important to (a) preselect the building contractors carefully, (b) set up a formal and informal system of consultation and feedback between training institutions and industrial and commercial users, (c) insure to the extent possible, continuity of staff in supervision/monitoring, (d) train local project staff more comprehensively and timely, (e) stress more forward planning and programming of 4-D Clubs activities, (f) and set more detailed objectives for the national and regional agencies responsible for rural youth training (PCR, paras. 5.05, 6.06, 7.02, 7.05 and 7.08). The results of the project also (a) demonstrate that the non-formal approach to rural education is difficult; (b) show in particular that a chal- lenge is offered to IDA and most Borrowers in the region by the 4-D Club type of medium for effective training and for stemming the rural exodus; and (c) indicate the need to study more in depth the reasons of the limited achieve- ments of the clubs and to consider alternative approaches, or at least, the maximum possible use of complimentary policies, systems and activities (PCR, paras. 7.08-7.09). The project also exemplifies the need to staff appropriately supervision/completion missions, despite the difficulties arising from bud- getary and staff scheduling constraints (PPAM, para. 18). - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM BENIN FIRST EDUCATION PROJECT (CREDIT 583-DA) I. PROJECT BACKGROUND AND SUMMARY 1. At the time of project generation, the very costly, inefficient and quantitatively limited formal education system in Benin had been reviewed by a Government appointed "Education Reform Commission". As the Government had not reached decisions about the recommendations of the Commission it was felt that the first project should provide support for training efforts outside the formal system which would endeavor to (i) improve directly the quality and productivity of rural life, and (ii) produce a sufficient number of skilled artisans and craftsmen. 2. Neglected thus far in Benin - where emphasis had been on producing academics and high-level administrators - skill upgrading was regarded at appraisal as a first step toward establishing a national system of industrial and commercial training facilities. Likewise, the Government was aware that rural youth training, in particular through the 4-D Clubs, had to play an important role in the rural socio-economic development. 3. This is why the project addressed the above areas and was on the one hand, to create a center where skills of workers already employed would be upgraded; on the other hand, the project would: (a) improve the central and provincial administrations' ability to plan, administer and coordinate support for rural youth clubs at the village level; and (b) promote the operation of a limited number of clubs in selected areas as demonstration models. The project content is as shown below: Part A Construction of a skills upgrading center at Cotonou with a capa- city of 190 places and a potential throughput of 2,200 workers per year, and provision of a stock of training materials. Part B (a) at the national level, buildings and equipment for a new national policy planning and coordinating body and its executive arm, a National Support Center (CNAC); . - 2 - (b) at the provincial level, buildings and equipment for Regional Sup- port Centers (CRACs) to be located in the provinces of Zou, Atacora and Atlantique, and assistance for training staff for 4-D Clubs; (c) at the village and individual 4-D Club level, technical support and inputs through the above three CRACs to as many as 45 clubs in each of the provinces mentioned; and (d) about twelve staff years of technical assistance at all levels. Part C About three staff-years of consultant services to prepare a follow-up project. 4. In November 1978, two years after project effectiveness, the proj- ect was modified through a tripartite decision (Government, IDA and UNICEF). A sum of US$0.8 million from the project funds was used, together with US$1 million from UNICEF, for constructing 138 boreholes in 4-D Club villages. 5. Physical components of the project, as amended, were completed at the time of the completion mission (June/July 1983), and the closing date had been postponed by 18 months and was December 31, 1983. Total project cost was US$5.5 million, the same as the appraisal estimate (PCR, para. 4.05). Overall, the project could have been more successful if the main emphasis during implementation had not been on the hardware components. Indeed the latter were rather successfully realized whereas several of the software components (preparation of programs and initiation of training courses for the upgrading center, development of club programs, training of rural development agents, production of local language rural development training materials, and introducing a much wider range of activities for the 4-D Clubs) were incompletely implemented, or not at all (PCR, para. 1.04). II. PROJECT IMPLEMENTATION Project Management and Physical Implementation 6. According to the terms of the Credit Agreement, Part A of the Proj- ect (skills training center) and Part B (support to the 4-D Clubs movement) were implemented independently, with two full-time project directors attached to two different Ministries. Part A 7. Insufficient tech"ical assistance delayed progress of this project component. The Project Director had to wait three years to get the benefit of the Chief Technical Advisor of PNUD/ILO, although in the interim the CTA of Part B helped processing reimbursement requests. It would have been bene- ficial to include technical assistance on architectural matters in the -3- agreement, because lack of such assistance caused long delays in construc- tion. Furthermore, accounting for this component of the project could not be done satisfactorily.1/ No financial audit was done nor required by the Credit Agreement (PCR, paras. 3.02 and 3.04). 8. Civil works for the CPPE were completed two years behind schedule because the site had to be changed and improved, and the managerial and fi- nancial capacity of the contractors was inadequate. The architectural program conformed to the appraisal plan and the quality of materials and con- struction was good and adapted to functions and climate. There were some shortcomings in the professional services rendered by the Ministry of Public Works such as improper site survey, incomplete bidding documents and inade- quate supervision (PCR, para. 3.07). Future problems of maintenance are likely because the site is of poor quality (PCR, paras. 3.05, 3.06, 3.20). 9. Furniture was of adequate quality but insufficient in quantity (as was the quantity specified in the working papers). Bureaucratic tie-ups kept the equipment (financed by UNDP/ILO) in unsatisfactory condition for one year (PCR, paras. 3.05, 3.08, 3.09 and 3.20). Part B 10. Management for this part of the project was effective but concen- trated too much on hardware components, to the neglect of the software such as training. Accounting for this project item was adequate. 11. Civil works for the rural youth training programs were on the whole, satisfactory. They were completed more than 1-1/2 years behind schedule due to slow bureaucratic procedures. The architectural programs were modified slightly, extending staff housing, providing a central store for CNAC and nearly doubling the boarding places in Atacora and Zou. The quality of construction was satisfactory in the case of CNAC (Cotonou) and for the two CRACs at Atlantique and Zou, while the CRAC at Atacora is medi- ocre. As in the case of Part A, there is no maintenance budget, and conse- quently the CRACs of Atacora and Atlantique have been neglected (PCR, paras. 3.10-3.12). There were no problems of siting, and supervision of civil works was adequate. As for the rural water supply, the construction of 138 bore- holes was to replace the initially contemplated 45 wells and 55 cisterns for the 4-D Clubs. This became a most successful enterprise, and 87 additional boreholes were constructed (PCR, para. 3.13). 12. The mainly locally produced agricultural equipment was satisfactory in quality and quantity, but because the main part was ordered at the closing of the project, most of it has not yet been distributed. Locally produced furniture is of good quality but delivery was late (PCR, paras. 3.14, 3.21). 1/ A financial audit was neither done nor required by the Credit A=eement for either part of the project. -4- Technical Assistance 13. For the skills upgrading center, TA was not funded by IDA but was to be provided by UNDP/ILO. IDA unfortunately waived the appointment of the CTA as a condition of effectiveness and the latter was appointed with a three years' delay. Delays in the recruitment of the other experts led to cost increase so that their number had to be reduced by one-third. This affected the training dimension of this project item as did the insufficient basic qualifications of the Beninese-counterparts. The TA team had difficulties because CPPE lacked autonomy and because the team was not integrated into the CPPE structure (PCR, para. 3.16). 14. For the rural youth training component, TA was funded by IDA. Al- though recruited from various sources (FAO, UNICEF, and a consulting firm) the TA team was closely integrated within CNAC's structure. There were several drawbacks, however, reducing the impact of the specialist services. This happened because the CTA had an orientation towards administration and hardware problem solving and because the 54 staff months of consulting ser- vices earmarked for training purposes were not utilized. In retrospect, it would have been more effective to include fellowships in the Agreement. 15. As for the rural water supply, the 27.5 staff months provided by the amended project had been exceeded at completion, and 36 staff months were provided - very effectively - by UNICEF (PCR, para. 3.12). TA for preparing a second project started on time and appears to have been satisfac- tory. Compliance with Covenants 16. Overall compliance with Credit Agreement Covenants could have been better; out of 23 major covenants, 12 were adhered to but six were not met and five were only partially implemented. Two important conditions were not adhered to: the use of proceeds of the training tax to finance CPPE and the timely appointment of the chief technical advisor for the rural youth training project component. Moreover, no adequate administrative and finan- cial autonomy was given to CPPE, no tracer system was developed, maintenance is not organized properly and for Part B of the project, there is not restriction on the age of 4-D Club members (PCR, para. 3.25). IDA Performance 17. IDA was prudent in avoiding the changing formal sub-sector and at the same time adopting a simple and realistic project structure. A less for- tunate design feature was that the appraisal document has been incomplete and the working papers unspecific (PCR, paras. 6.01 and 6.02). Furthermore training funds were not provided in the credit for the rural youth training project component and this was an important oversight (PCR, para. 6.04). 18. Although IDA supervision during project start-up was intensive there were some shortcomings. Lack of experience of the two project managers could have been at least partly overcome by allowing them to attend EDI -5- courses in the early phases of implementation (PCR, para. 6.06). A larger involvement of technical educators in supervision missions2/ could have helped CPPE solve some of its problems. Moreover, it seems that insufficient diversified supervision in the field of rural education and youth clubs was provided. 19. The audit concurs with the PCR's statement that IDA would have served Benin better if it had held a firmer line while monitoring major covenants such as those requiring (i) CPPE's autonomy, (ii) the promotion by the Borrower of CPPE's training objectives as well as the objectives of the training tax, (iii) the timely appointment of the CTA for CPPE, (iv) the proper qualifications of CPPE staff (PCR, paras. 6.05 and 6.07). Project Costs and Financing 20. Total project costs were US$5.5 million, the same as the appraisal estimate. The percentage spent on Part A was 25%, on Part B 70%, and on Part C (project preparation) 4%, compared to the appraisal proportions for Part A of 19%, Part B of 76%, and Part C of 5%. The greatest amount, 56.5% of total, was spent on construction and site supervision, while 22.8% went for technical assistance and 20.7% for furniture and equipment/materials. 21. The construction of buildings and site development for CPPE exceeded appraisal cost estimate by nearly 50% mainly because of increased site preparation costs (PCR, para. 4.03). Contrary to this, savings were realized on the borehole component, where the cost of a successful borehole was less than 50% of the original estimate. This was partly due to efficient project management (PCR, para. 4.04). 22. The unit costs per student place nearly doubled for the CPPE but were reduced by 24% for the CRAC dormitories.3/ The costs for staff houses at the CRACs of Zou, Atacora and Atlantique were doubled (PCR, para. 4.06). 23. Disbursement proceeded more alowly than anticipated: at the end of four years 53% of the credit had been disbursed as against the 95% antici- pated at appraisal. Among the reasons given was the need to coordinate with the UNICEF supported water supply sub-component. III. EDUCATIONAL/TRAINING ACHIEVEMENTS Skills Upgrading Center 24. It appears that up to the present time, the CPPE does not have detailed short-, medium- and long-term plans with clearly defined objectives, 2/ Only mission No. 24 was supported by a technical educator. 3/ The actual area per student had been reduced by 45%. - 6 - programs, staffing and staff training needs, facilities and budgets. The training activities of CPPE, conducted up to completion time, had been minimal for a variety of reasons, among which were (i) the need to concen- trate initially on staff development,_/ and (ii) the lack of operational funds and of financial autonomy. Consequently, the quality of the training provided is difficult to assess; however, the enterprises which have sent trainees are satisfied with the results (PCR, para. 5.01 and 5.02). 25. Development of the curriculum has been well advanced by ILO tech- nical specialists, while testing of the new materials has still to be ampli- fied. Insufficient contact has been established with industry, partly because the Center does not enjoy administrative autonomy. A start has been made to establish tracer studies by setting up a card index system. However, adequate aptitude testing and certification for artisans is still to be developed (PCR, paras. 5.03-5.05). Rural Youth Training (National and Regional Agencies) 26. The National Support Center (CNAC) was completed on time (June 1979) and is now recognized as the national body responsible for rural youth.5/ Besides handling aid from several international agencies, it has played mainly an administrative and monitoring role in the establishment and operation of the CRACs. It also prepares a weekly radio program covering different topics of rural development but has not exercised its expected leadership for training activities at regional or 4-D Club levels. Less than 30% of the 84 staff months of TA earmarked for training purposes were used (PCR, para. 5.08). 27. All three provincial CRACs were ready to operate by January 1931; although recently established and without adequate operating funds, some positive achievements were obtained: the CRACs supported in 1982-83 a total of nearly 200 clubs6/ which received materials, supplies and tools; in addi- tion, 160 rural agents were trained at CRAC of Zou and about 60 youth were trained at a center in the Atlantique province. The staff of the CRACs is well integrated with the regional rural development organizations (CARDERs). Less favorable aspects are that the centers in Atlantique and at Atacora are not yet operational, that the potential pedagogical role of the clubs has not been fully etressed, and that more than 50% of the available equipment had not yet been distributed to the clubs (PCR, paras. 3.11, 3.14, and 5.10). 4/ This was done - see para. 13 - with delay and with a reduced number of expatriate specialists, as an in-house training exercise. 5/ Its Director is at the same time the Director of the nationwide Cooperative Action. 6/ With a potential membership of 2,600 Youth. -7- The 4-D Clubs 28. The 4-D Clubs were successful in a number of areas: (i) they demonstrated the benefits of using oxen for the cultivation of fields; (ii) they improved the quality of agricultural activities; (iii) they stimu- lated the growth of rural incomes in a number of clubs; and (iv) they provided seasonal credits to former club members. 29. On the other hand, several weaknesses remain in the 4-D Clubs operations: (i) limited availability of laud in the province of Atlantique; (ii) poor results obtained in clubs of Zou and Atlantique (compared to Atacora); (iii) scarcity of numeracy and literacy classes due to lack of funds to pay trainers; (iv) few handicraft activities; (v) little participa- tion of girls in club activities; (vi) negative parental attitude; and (vii) absence of a revolving fund for equipment loans to settle club members whose training is completed (PCR, paras. 5.11-5.15). 30. It would be premature to assess the impact of the clubs on rural youth, but the present situation seems to indicate that improvements could be achieved if their pedagogical potential is emphasized. To a limited extent, the clubs had a demonstrative effect by increasing income in some cases and by upgrading living standard and personal development. But at their present stage the clubs are still far from reaching their goal of stemming the rural exodus and of encouraging village cooperative activities (PCR, para. 5.16). 31. The rural water supply component, which started modestly in confor- mity with the initial project agreement, became a major operation when linked with the UNICEF funding. It is considered one of the most successful achievements of the project, with an important impact on village life. It should be possible to exploit more fully the potentials in health education, in raising small livestock and in growing vegetables. This will require proper maintenance of the pumps (PCR, para. 5.17). ∼ f. : Z珊·： &Z〃倦 Z／今〃／ BENIN FIRST EDUCATION PROJECT CREDIT 583-DA COMPLETION REPORT October 19, 1983 (Revised February 2nd, 1984) Projects Department West Africa Regional Office Education Division ，夕一 力分〞二加〞 . - 11 - I. SUMMARY AND RECOMMENDATIONS Summary 1.01 The First Education Project in Benin (Cr. 583-DA) experienced delays in implementation due to political factors, and delays in appointment of project staff and in making arrangements for technical assistance. The Credit closed IS months after the originally planned closing date. The total project costs were within those estimated at appraisal and construction areas and quantities of equipment in each component exceeded appraisal expectations. A revision of appraisal estimates of borehole construction costs to include UNICEF participation in the rural water supply component resulted in 63% more boreholes than expected. (Boreholes were constructed in a total of 225 villages). The protocol on water supply specified that borings could be financed by the Credit only in villages with 4D Clubs. 1.02 Annex I presents in tabular form the project objectives, methods provided by the project for attaining these objectives, and the outcomes at completion. The project had two parts which were administered independently. Part A was designed to address the almost total lack of training facil-ities for industrial and clerical workers in Cotonou by providing a skills training center (CPPE). The project financed construction, equipment, furniture and one year's supply of training materials for a center with a capacity of 190 trainees, and an anticipated annual throughput of 2200. Parallel. to the IDL-financed project, a UWDP/IL0 technical assistance project was to provide for the development and start-up of programs oriented toward the needs of local industry and commerce, and on-the-job training of local staff. At completion, the physical components were in place and the training of staff had began, but only a very minimal use of facilities had been achieved (9.3%). 1.03 Part B was designed to support an innovative ongoing program (4D Clubs) to reduce the exodus of young people from rural areas by training them to become productive members of their communities, to enhance the attractiveness of rural life and to give instruction in better health standards. Annex 11 compares the status of the 4D Clubs at appraisal and at completion. The project financed the development of one national and three regional support centers, and provided assistance for the strengthening of rural youth clubs in three provinces. Construction, furnishing and equipping of all the centers was completed, and physical support (boreholes, millst medical supply chests, oxen, agricultural tools and equipment) was distributed to 190 clubs, although more than 50% of purchased stocks of equipment remained in store. Support designed to improve the quality of training consisted of a weekly radio program and occasional training courses, together with regular visits by local rural development officials to 157 clubs. One of the regional support centers with training facilities was not used for this purpose. The Clubs have had little impact on reducing the rural exodus or in encouraging village cooperative activities. They have only rarely demonstrated the economic potential of farming, and have undertaken very little in the way of skill or literacy training. On the other hand, they have helped to raise living standards through provision of water, mills and medical supplies. - 12 - Recommendations to IDA/Government 1.04 Project Implementation. Strong emphasis was given to implementation of the hardware components, with a good measure of success. The less tangible software components, which include the preparation of programs and initiation of training courses (Part A), development of Club programs, training of rural development agents, production of local language rural development training materials, and introduction of a much wider range of Club activities (Part B), were less emphasized by project management. Education project managers need to keep in mind that the hardware components are the means to an end, and are not the end themselves. This concern was expressed by several supervision missions, but it should be emphasised even more strongly. Recommendations to IDA 1.05 Project Design. Although the activities of both CPPE and 4D Clubs are complex, the two components were essentially simple. The split of the project into two self-contained parts operating independently, thus avoiding the problem of one ministry being responsible for components in another ministry was particularly effective. This experience supports our general belief that project design for Western Africa should strongly emphasize limiting the number of objectives, and making the project as simple as possible. There were some drawbacks, however. They were: (a) the cost of supervising two subcomponents; (b) technical assistance in one component could be of little or no help in the other component; and (c) the difficulty in sharing the unallocated portions of the Credit. 1.06 Project Preparation. The working papers were difficult to read because they sometimes failed to distinguish between main points and details. Clearer working documents and a more focused appraisal report would provide improved assistance to the project units in implementation and avoid communication problems. 1.07 Project Financing. The financial resources of the Government are very limited, and therefore: (a) more solid commitments to ensuring adequate recurrent cost support should be sought and obtained prior to project implementation; and (b) projects should be designed with minimal recurrent cost implications. Conditions of Credit effectiveness and disbursement should be adhered to more closely, with an ongoing linkage between fulfillment of the conditions and continued financing. Recommendations to The Government 1.08 Consultation with Users. In order to ensure maximum effectiveness in using training resources, a system of consultation and feedback between training institutions and the commercial and industrial users of trained manpower is essential. This consultation needs to be carried out not only at the official institutionalized level, but should also go on as a continuous process at the unofficial level. 1.09 Development of an Action Plan for 4D Clubs. There is a lack of general forward planning for the activities of those involved with supporting 4D Clubs. An action plan is required. It could be along the following lines: (a) definition of detailed objectives for CNAC, CRACs and, eventually, - 13 - for each Club; (b) job descriptions for each officer, from the Director to the rural development agent in the village; (c) training of all staff to carry out their duties; (d) preparation and distribution of local language teaching materials on relevant rural development topics for use by newly literate Club members; (e) stronger emphasis in Club programs on types of activities which are now emphasized inadequately -- fruit and vegetable production, raising of poultry and small livestock, beekeeping, rural crafts, and others; (f) development of a more clearly defined system of credit management for equipment supply; and (g) well-defined systems of evaluation. 1.10 Construction Supervision. Whereas the construction of the CNAC and CRAC buildings was competently supervised, control of construction of the CPPE was inadequate and resulted in avoidable cost overruns. more attention should be given to site surveys and to construction management and supervision. 1.11 Need for Maintenance Budgets. The government should make adequate budgetary provision to ensure that buildings, equipment, furniture and borehole pumps are maintained. - 14 - II. PROJECT BACKGROUND Socio-Economic Setting 2.01 Benin has a population estimated at 3.4 million, of whom 70% live in the rural areas. The average annual population growth rate is 2.9%, while the main urban centers are growing at 5%. There are a number of ethnic groups, and six languages are used for radio broadcasts in addition to French, the official language and the language of instruction in the schools. GNP per capita was estimated at $320 in 1980, and economic development has been limited over the last two decades by political constraints, poor climatic conditions and a low level of educational development. About 2% of the work force is employed in the industrial sector, while 70% derives its livelihood from agriculture. Educational Setting at Completion 2.02 Benin devotes 35% of total recurrent Government expenditures to education -- this is higher than for all but two countries in the world, Ivory Coast and Ecuador -- and had a 15% per annum increase in primary and secondary enrollment through the 1970s. Despite this considerable effort, only 42% of the primary age children are enrolled in schools, while adult illiteracy is 89%. Only a little more than 50,000 children are enrolled in lower secondary schools, and about 13,000 are enrolled in upper secondary schools. (These are 1979 figures). In addition, the Benin education system aimed for a long time primarily at producing academics and high-level administrators, and largely ignored skilled worker training. The result is that training for industrial and commercial employment was, until recently, under-emphasized. Project Identification 2.03 In 1967, a clerical skills in-service training center was opened with ILO assistance under the control of the Ministry of Civil Service and Labor. Due to a lack of official support, it had to close down in 1968, but was reopened in 1970. No Government facilities existed for in-servIce industrial training, and private sector training was very limited. 2.04 A rural youth training program was started in 1967 to provide instruction in agriculture, literacy and other important skills through voluntary groups, called 4D Clubs, at the village level. Club members "learn by doing," and engage collectively in productive activities in a variety of crop and livestock enterprises. 2.05 In February 1973, an IDA mission visited Benin (then Dahomey) and identified two components for a training project: (a) a skills upgrading center for workers in the public and private sectors; and (b) support for the ongoing rural youth training program as part of integrated rural development schemes. Project preparation was undertaken with the assistance of a UNESCO mission in June-July 1973, and detailed studies were carried out by the ILO for the Skills Upgrading Center (CPPE), and by a consulting firm (SEDES) for the rural youth training component. These were completed by May 1974, and the project was appraised by IDA in June-July 1974. It became effective in October 1976. - 15 Project Objectives 2.06 The CPPE was regarded at appraisal as the first step in the establishment of a national system of industrial and commercial training facilities, its immediate objective being to upgrade the skills of workers already employed. Preconditions for success were considered to be: (a) acquisition of confidence by employers in the CPPE's ability to provide the type of training needed; and (b) a management structured to ensure maximum cooperation between employers, workers and the Government. The order of priority for skills development was: (a) mechanics; (b) metal workers; (c) electricians; and (d) builders. For office workers, the chief skills required were bookkeeping, shorthand and typing. 2.07 The overall aim of Benin's 4D movement is to stem the rural exodus and to encourage cooperative activities in rural areas. It attempts to achieve this by demonstrating methods of: (a) increasing income through agriculture and artisans' activity); (b) upgrading living standards (with boreholes, mills, and medical supply chests); and (c) generating personal well-being and development (through recreational activities, numeracy and literacy). The objective of the project was to support the National Support Center (CNAC) in this aim by: (a) reinforcing the planning and implementation of regional and Club activities; (b) assisting with the integration of the rural youth services into the provincial rural development organizations; (c) improving the effectiveness of the CRACs; and (d) providing Clubs with more balanced and comprehensive programs. Project Description 2.08 Part A of the project envisaged construction of a skills upgrading center at Cotonou with a capacity of 190 places and a potential throughput of 2200 workers per year, and provision of a stock of training materials. The center would incorporate existing clerical programs and develop new industrial programs. 2.09 The support for the 4D movement (Part B) was aimed at constructing, furnishing and equipping a national support center (CNAC) in Cotonou together with 15 manears of technical assistance, and three regional support centers (CRACs) in Atlantique, Zou and Atacora. In addition, technical advice and materials and equipment would be provided at up to 45 Clubs in each province. The component was envisaged as a four-stage development. The first stage involved: (a) establishment of a central organization to plan, imlement, supervise and conduct the rural youth program; (b) staff training; (c) development of a long-term plan; and (d) integration of CRACs into the regional development organizations (CARDERs), together with better staffing, facilities and administration. The second stage was to be an elaboration of the plan, involving (a) design of a model training program for Clubs; (b) training rural development agents; (c) establishing criteria for the selection of Clubs to be assisted; (d) selecting Clubs; (e) surveying Club needs; and (f) developing a program for settling Club members. The third stage was to be the replication of this model in selected Clubs, and the fourth stage was to be an evaluation to show: (a) whether the program was successful; (b) whether the approach was suitable; (c) whether CNAC was adequate to plan and monitor an expanded program; and (d) whether support should be extended. - 16 - Changes in the Project 2.10 Initial delays in effectiveness were caused by a major Government reshuffle affecting all concerned Kinisters, and delays in appointment of project staff and of technical assistance, both of which reflected frequent political changes. In November 1978, a protocol was signed between the Bank, the Government and UNICEF for joint financing of a rural water supply component, to use US30.8 million of project funds, together with US$1 million contributed by UNICEF, for construction of 138 boreholes in 4D Club villages. This was done because the Bank and UNICEF were both supporting development of rural center water supply, and the joint effort was an effective way of using the available resources. - 17 - III. PROJECT IMPLEMENTATION 5.01 Prcject Management. In accordance with section 3.02 of the Credit Agreement, Parts A and B of the project were -mplemented independently. The fulltime project directors were the Director of Vocational Training, Ministry of Civil Service and Labor for Part A, and the Director of Cooperative Action, Ministry of Rui7al Development for Part B. 3.02 The Project Director of Part A was appointed in April 1976, and from the start was assisted by a small administrative staff. Part A did not include technical assistance because of a concurrent UNDP/ILO project which provided the necessary technical assistance. The first ILO-recruited Chief Technical Adviser arrived in October 1979 and remained until July 1981, when he was succeeded by the present Chief Technical Adviser who was expected to complete his assignment by the end of 1983. The Project Director received some technical assistance from the Chief Technical Adviser of Part B for the preparation of reimbursement requests, but the lack of architectural technical assistance resulted in long delays in construction. 3.03 The Director of Part 3 of the project was appointed in December 1976 at same time as the Chief Technical Adviser, who was recruited by FAO, and remained until project completion. His continued presence did much to contribute to the stability of project implementation. The Project Director was assisted by a small administrative and technical staff. A counterpart administrator and accountant were trained on the job. There was also an expatriate administrator in Part 3 for 16 months after which the Mhief Technical Adviser took over the administrative tasks. His activity became more and more orientated towards administration and the implementation of the hardware components of the project, and consequently the project lacked guidance in the area of training activities. A technical assistance agricultural educator worked for two years in the field, but left the project before the CRACs became operational. 3.04 Accounting for Part A was unsatisfactory. All the basic information was available but it was not classified according to the usual standards. Accounting for Part B was satisfactory. No audits were called for in the Credit Agreement and none were carried out. Skills Upgrading Center (Part A) 3.05 Procurement. Preselection of domestic and international construction companies was carried out in May 1977 with the assistance of an ILO consultant. Tenders for civil works were invited in mid-1977 and the contract was signed in November 1977. In late 1977 the construction site was changed and the start of construction was delayed until April 1978. At this point a second contract was signed with the same companies after competitive bidding for substantial site improvements. Construction started eight months behind the appraisal schedule. In spite of preselection of companies, the managerial and financial capacity of the contractors was not adequate for project needs, resulting in further delays in construction. Equipment lists were prepared by ILO experts in late 1979 and early 1980. Equipment financed by UNDP was ordered by ILO in May 1980, and furniture was ordered locally in June 1980 after compliance with local bidding procedures. - 18 - 3.06 Civil Works. The architectural program was executed entirely in accordance with appraisal plans. Training facilities for electricians were increased compared with appraisal estimates from 188 to 200 student places (+6%). Including a 40% extension of the administrative area, the gross construction area at appraisal was increased by 14% and the gross construction area per student place was increased by 7%. Buildings were underused at completion, but construction and materials were of good quality, appropriate for the prevailing climatic conditions, and well-adapted to requirements. Maintenance was adequate and there was a maintenance team which, however, lacked a maintenance budget. The poor quality of the site, caused by poor drainage, may lead to future maintenance problems. 3.07 Professional services for the design of facilities and supervision of construction were provided by the Division of "Construction and Habitat" of the Ministry of Public Works as foreseen at appraisal. The site survey was not properly conducted, and it failed to identify a serious flooding problem. Site and electrical work were omitted from the bidding documents, and the supervision of construction was infrequent despite appeals by the CPPE director. 3.08 Euiiaent and Materials. The project provided only for consumable materials, of which nearly the complete stock bought was available in the central storeroom of the CPPE. All equipment was financed by the UNDP/ILO- project, and was of satisfactory quality. 3.09 Furniture. The quality and suitability of the furniture, all locally produced, was good. The quantity of chairs and tables as planned in the working papers and as actually available was inadequate. Rural Youth Training (Part 3) 3.10 Procurement. Local tenders for civil works for the CNAC and the three CRACs were invited, and contract awards were signed after IDA approval, a year and half behind appraisal estimates. Equipment was bought in accordance with the appraisal lists from a local firm after internationally advertised comDetitive bidding. 3.11 Civil Works. The architectural program was executed as prepared at appraisal, with an extension for staff housing and a CNAC central store. The boarding facilities planned at appraisal in Logozohe were transferred completely to the CRAC Atacora after IDA approval. The total gross construction area foreseen at appraisal was increased by 12%. The capacity of the dormitories at Atacora and Zou was increased from 16 to 30 places (+88%) without any increase in total area by reducing the area per student accommodated by 45%. The building;s of both CVAC and CRAC Zou were well- adapted to their function. The buildings at Azacora were only partly used and the buildings at Atlantique were not used at all. The buildings were of good quality in Cotonou, Atlantique and Zou, but of mediocre quality in Atacora. There was no maintenance budget and serious neglec;t was visible in Atacora and Atlantique. 3.12 Professional services for the design of facilities and supervision of construction were provided by the Division of Rural Works of the Ministry of Rural Development, in collaboration with the Project Unit. The supervision of - 19 - construction was adequate. 3.13 Rural Water Supply. At appraisal the project included 45 wells and 55 cisterns for the Clubs. After the conclusion of an agreement between the Government and UNICEF, IDA approved a revision of the water supply component into a borehole component designed to construct 138 boreholes. The drilling of the boreholes was started in July 1980, and at completion 225 boreholes had been successfully constructed out of 346 attempted. The boreholes were built by the Division of Rural Hydraulics of the Ministry of Public Works with technical assistance from UNICEF. The band-pumps installed on the boreholes were of several different types, but all were operational. The surroundings of the boreholes were well-protected with concrete slabs. Maintenance of the pumps was done by Public Works when requested by the villagers but was not yet properly organized. 3.14 Agricultural Equipment distributed to the Club members was mainly locally produced, sturdy and simple. At completion, the bulk of the equipment had not yet been distributed to the Clubs. 3.15 Furniture. The locally produced furniture was generally of good quality. Careless use and lack of maintenance were problems in the CRACs. Technical Assistance 3.16 For Part A of the project, technical assistance was not included in the IDA project but was provided by a UNDP/ILO project. The appointment by ILO of the Chief Technical Adviser was a condition of Credit effectiveness. However, this was waived, and the Credit Agreement became effective in October 1976, while the Chief Technical Adviser was not appointed until October 1979. The first Chief Technical Adviser left in July 1981, and his successor is expected to leave in October 1983. Both Project Chiefs came into conflict with the Project Director due to difficulties in working in the existing administrative environment where there is inadequate CPPE autonomy. In addition, there are two parallel hierarchies, one of technical assistants and one of local staff, and this created conflict. At appraisal the UNDP/ILO project was expected to provide another nine experts. Their tasks were the development of training programs, the training of Beninese training specialists and the start-up of training activities. Due to delays and consequent cost increases caused by inflation, the number of experts was later reduced to six, of whom five were under contract at completion. Nineteen Beninese counterparts were recruited to be trained as teachers, but their basic qualifications were considerably below the level which was envisaged. At completion there were 15 teachers in training. 3.17 Technical assistance was included in Part B of the project. Technical assistance was recruited through FAO, UNICEF and a consulting firm. Generally, the technical assistants worked in close collaboration with the Beninese staff. The FAO-recruited Chief Technical Assistant stayed for six and a half years instead of four years as planned at appraisal. The FAO recruited administrative assistant stayed for only 16 months, thus leaving 26 manmonths available for the continued stay of the Chief Technical Assistant, who took over the administrative tasks. An expatriate agricultural educator was recruited through a consulting firm and worked in the field for two years. In total, 54 consultant manmonths on training activities planned at - 20 - appraisal were not used at all. This contributed to there being few training activities carried out. For the borehole component, 27.5 mannonths of technical assistance were made available through the revision of the water supply component in November 1978. At completion, 36 mammonths of drilling engineers had been provided by UNICEF with IDA funds. At the same time, UNICEF recruited a hydro-geologist on its own budget. The technical assistance from UNICEF was very effective. 3.18 The preparation of a second education project started in February 1980. A UNESCO-recruited architect worked for nearly two years on the preparation. He was assisted by two short-term consultants. 3.19 Two different approaches to the provision of technical assistance were taken in Parts A and B of the project. In Part A, a team coordinated by the Chief Technical Adviser operated as a separate unit within the CPPE structure. In Part B, the technical assistance was integrated more completely into the administrative structure of CNAC. In light of other variable factors, notably the training and competence of counterparts, it is unclear which approach was more successful. Iplementation delays 3.20 The civil works for CPPE were completed in May 1981, two years behind the appraisal schedule. The main reasons for the delay were: (a) the site change, made after signing of the construction contract; (b) the necessity to raise the site due to poor drainage; (c) a major change in electrical cabling; and (d) the limited abilities of the contractors. Due to bureaucratic problems, equipment remained in the port at Cotonou for about one year, becoming seriously damaged. 3.21 The construction of CNAC and the CRACs at Atlantique, Zou and Atacora were all delayed in comparison to the appraisal estimates, due to the slow bureaucratic procedures. This delayed the start of bidding procedures and the selection of contractors. Distribution of furniture was delayed by the inability of the manufacturer to respect the delivery dates; and distribution of agricultural equipment to 4D Clubs was delayed due to the very late date of ordering. Sixty-five percent of the equipment was ordered at the closing date, and remained to be distributed. 3.22 Bureaucratic Government procedures caused considerable delays to both parts of the project. In Part A, the intention at appraisal was to facilitate the normal functioning of CPPE by establishing administrative autonomy, but this was not done. In Part B, the delays in implementation were largely caused by time-consuming administrative procedures. The need to comply with these procedures slowed down the achievement of project objectives considerably. 3.23 The processing of reimbursement requests by the Government was extremely slow. This is another example of how bureaucratic procedures helped slow down the project. Project Design 3.24 The project was designed as two separate and independent parts under - 21 - different ministries. This had the advantage of avoiding the problems which can arise when one ministry is responsible for components in another ministry. There was also a simple project structure. However, there were some disadvantages: (a) supervising two separate subcomponents was more costly; (b) technical assistance provided for one part was not expected to provide the same expertise to the other part, reducing total effectiveness; and (c) sharing the "unallocated" portion of the Credit was difficult. However, the latter problem could be overcome by splitting unallocated funds at appraisal. 3-25 Compliance with Credit Agreement Covenants (see Annex 4). Responsibility for carrying out the respective parts of the project was given to the two project directors as described in para. 3.02 of the Credit Agreement. No adequate administrative and financial autonomy was given to the CPPE in spite of the Agreement's para. 4.01 (a) and (b), resulting in a continuing need to follow time-consuming Government procedures, and there were no permanent financial arrangements. The use of the proceeds of the training tax to finance recurrent costs, a condition of disbursement, was not yet being done regularly at completion. At the start of the project, accounts were made operational as agreed upon in para. 3.08 of the Agreement. The Credit became effective in October 1976 without a Chief Technical Adviser being appointed, that being a condition of Credit effectiveness (see para. 6.01 (b) of the Agreement. The requirement was waived by IDA.) The Project Chief arrived three years later. Apart from the training tax issue, some other covenants have also not been met: there is no "tracer systemn" for the CPPE (see para. 3.12, Credit Agreement); there are no appropriate administrative and financial procedures for the purpose of maintenance (see para. 4.01 (b), Credit Agreement); and in Part B, there is no restriction on the age of 4D Club members. - 22 - IV. COSTS AND FINANCING 4.01 The detailed estimated and actual costs by disbursement category and project component are available in Annex 8. The actual costs are detailed by disbursement category, project component and source of financing (IDA or Government) in Annex 9. Annex 10 shows a breakdown of actual costs by disbursement category, project component and year in both local currency and US dollars. Table I Project Costs USS '000 (FCFA '000,000) m covement Total A Actual Appral Actual Appml Actual Part A (E?E) 643 (1045) 905 (204) 402(90) 543 (125) 1045 (235) 1448 (32) Part B (CM) 3091 (695) 245 (766) 1105 (249) 995 (268) 4196 (944) e539 (1035) Part C (preparation) 266 (60) 234 (63) - - 266 (60) 234. (63) TOfAL 4000 (90D) 3984 (1033) 1507 (339) 153 (391) 5507 (1259) 5521 (1423) 4.02 The total project costs at completion were very close to the appraisal estimates. Each of the three parts of the project had spent its appraisal budget and part of the contingency. A disproportionate part of the contingencies served to cover cost overruns for the CPPE component (39%). 4.03 The construction of buildings and site development for CPPE exceeded appraisal cost estimates (contingencies included) by 46%, due to increased site preparation costs, implementation problems and to a 14% increase in gross construction area. The sum initially contracted was increased by 63%, which can be attributed to the mediocre quality of site supervision. Construction and site development accounted for 86% of CPPE component costs. 4.04 The construction of buildings and site development for the Rural Youth Training component exceeded appraisal cost estimates (contingencies included) by 18%, due to the extension of the gross construction area by 12%. The actual costs are close to the contracted sums. The water supply component (including the technical assistance) used only 69% of the appraisal budget but achieved 62% more successful boreholes, which means that a successful borehole cost only 42% of the original estimate. This was due to efficient project management, a favorable US dollar exchange rate, and appraisal estimates based on excessively high private company price levels, rather than a much less costly Government service. The locally produced furniture was 34% cheaper than appraisal estimates but delivery was slow. Costs of agricultural equipment and total equipment costs were approximately as estimated at appraisal. The number of cars bought was more than foreseen at appraisal. Only 88% of the technical assistance budget (the borehole component excluded) was used in spite of a time overrun of 30 manmonths for the Project Chief. 4.05 The fluctuation in exchange rates between the US dollar and the CrA franc led to a 2% increase of costs in US dollars for civil works, a 37% reduction for water supply and a 39% reduction of cost in US dollars for - 23 - equipment. The change in the exchange rates helped to finance the cost overrun in FCFA terms. The Government contributed US$1.5 million (28%) to the total project costs of US$5.5 million. The Government contribution to the CPPE component was 38%, and 26% went to the Rural Youth Training component. Forty-eight percent of the IDA contribution was spent on construction, 20% was spent on furniture and equipment and 32% was spent for technical assistance (including the borehole component). Of the Government's contribution, 78% was spent on civil works, including the boreholes. 4.06 Annex 8 shows a comparison of unit areas and costs for the CPPE and the CRAC dormitories at appraisal and completion. The actual area per student increased by 7% but the unit cost increased by 99% for the CPPE component. For the CRAC dormitories the actual area per student decreased by 45% and the unit cost by 24%. The actual area for a staff house increased by 32%, compared with appraisal, and the cost more than doubled. - 24 - V. EDUCATIONAL OUTCOMES Skills Upgrading Center 5.01 Project Operation. Training of participants from parastatal and private enterprises started in July 1982 with a series of courses in commerce, general mechanics, metalwork, foreman training and training of trainers. Courses were generally in 80 hour modules given five days per week for four hours a day. The low educational and skill level of the local teachers resulted in a need to concentrate upon their training during the initial months of operation. As a result, there was minimal use of the facilities for training participants from enterprises. On the basis of classes of 15, and 40 weeks per year, utilization was about 9%. However, it is anticipated that, as the teachers become more experienced, the rate of training activities will increase. Courses planned for the latter half of 1983 were expected to raise the level of utilization to 57%. Both these figures were based on a total capacity of 90, with classes of 15. The total capacity would correspond to appraisal estimates if doubled and if two classes were held each day for four hours. In view of the very small number of trainifing courses given to date, it is premature to form a judgment on the quality of training. However, the mission visited four enterprises which had sent trainees to the Skills Upgrading Center, and found them satisfied with the quality and organization of courses. 5.02 Project operation has been limited by a lack of funds for running costs. The training tax, which the Credit Agreement required to be allocated for the use of the Skills Upgrading Center (Schedule 1, para. 4 (ii) B), has not been transfered since 1980. There is a budgetary allocation but it is insufficient, and the Center had to close down for four weeks early in 1983 due to a complete lack of funds. In addition, financial autonomy has not been established, and it is necessary to use complex and time-consuming Government procedures to purchase training materials, resulting in unwarranted delays. The lack of administrative autonomy hampers necessary contacts with employers. 5.03 In view of the early stage of development of the center, no system of tracer studies for completing trainees had yet been developed. However, a card index was being established at the time of the mission in which courses attended were recorded for each individual. This would facilitate future evaluations as well as the systematic development of career structures for trainees as they attend a series of related training modules. 5.04 Curriculum Development. One of the chief tasks undertaken by the ILO technical assistants was the development of training modules in the disciplines taught by the center -- commerce, general mechanics, metal construction, foreman training and training of trainers. The Development of programs for diesel mechanics was expected to start in the latter part of 1983. These modules were based on the modules of employable skills produced by ILO. The testing of the new materials was limited by the small number of training courses. 5.05 Contacts with industry have been limited. In 1981, a needs study was carried out among industrial and commercial employers in Cotonou, both private and parastatal. This helped in developing general guidelines for the types of training needed. However, the ongoing, systematic feedback needed from - 25 - employers in order to determine training needs on a continuing basis had not been established. One essential outcome of the activities of the Skills Upgrading Center was expected to be the establishment of a system of aptitude testing and certification for artisans. So far, little has been done to establish the standards which would be required to implement such a system. 5.06 Major Shortcomings and Recommended Remedial Actions. For the improved functioning and development of the Center over the coming years, definite action will have to be taken along the following lines: (a) Establishment of assured financing to cover running costs; (b) Establishment of administrative autonomy to facilitate day-to-day running of the institution; (c) Activation of the governing council with autonomy in recruitment, programs and testing and certification; (d) Acceleration of training activities to make much fuller use of the available facilities, and to increase the extent to which the Center can fulfil the training needs of commerce and industry in Cotonou. This acceleration would be facilitated by the assurance of adequate recurrent funding; (e) Development of detailed short, medium and long-term plans for the Center with clear objectives, program needs, staffing and staff training needs, facilities and budgets; (f) Systematic and active contact with employers at both formal and informal levels in order to determine training needs on a regular and ongoing basis, and to establish a feedback system; and (g) Development at the Center of a detailed record of courses taken by individual trainees to help them follow well-defined career development paths. Rural Youth Training 5.07 National Support Center (CNAC). CNAC was constructed and equipped by June 1979, and the basic structure has been in place for four years. It has established its role as the national body responsible for rural youth and the Director has been designated as Director of Cooperative Action. He couples this responsibility with being the Director of CNAC. CNAC has been responsible for handling aid from UNICEF, UNCDF, FFHC and WFP. More specifically, it has: (a) assured the construction, furnishing and equipping of the three CRACs; (b) administered the distribution, through the CRACs, of about 70 grain mills, 50 pairs of draft oxen, US$276,500 worth of ox equipment, fruit trees and hand tools; (c) prepared a weekly 10-minute radio program on agriculture, nutrition, health and other rural development topics broadcast in six Beninese languages; and (d) assisted in administering a borehole construction program which exceeded its target by 63% (225 boreholes were drilled instead of the 138 planned). 5.08 However, due to CNAC's emphasis on administration, and also partly - 26 - due to its lack of adequate running costs, it has largely neglected its conceptual role. There has been only a very small amount of support to training carried out by CRACs; model training programs and training manuals have not been prepared; extension staff have not been instructed in how to give support to clubs, especially the training of youth in agriculture, health and nutrition; and functional literacy classes have been left to another department. In summary, while CNAC's distributive role in rural development (mills, boreholes, medical supply chests, oxen and tools) has been significant, very little training support has been given at the regional or Club levels, despite the fact that the project included 84 manmonths of technical assistance for work on training. Only 24 manmonths were used for this purpose. 5.09 Regional Support Centers (CRACs). All three CRACs were constructed, furnished and equipped and staff were assigned in January 1981. The staff were fully integrated within the regional rural development organizations (CARDERs). The officers in charge of CRACs were the heads of the Cooperative divisions of their respective CARDERs, and the rural youth programs were the specific responsibility of their deputies. As a result of this full operational integration, the performance of the CRACs must be viewed within the overall context of support given to 4D Clubs by the rural development staff as a whole, and not solely by the designated officer at the regional headquarters. Such support must be considered at the regional, district and local levels. The regional centers in the three provinces included in the project consisted of administrative blocks, and in Zou and Atacora also included classroom and dormitory facilities. In Atlantique, the CARDER, which will be adjacent to the CRAC, was not yet operational and hence the CRAC was unoccupied and unused. However, in 1982-83, 59 youths from 17 Clubs were trained at another center; 21 Clubs with 259 members were visited periodically by district CARDER staff and regularly by local rural development agents. In Zou, 160 agents were trained at the CRAC in general cooperative topics, but not specifically on Club support. In addition, 97 Clubs with 1,327 members were visited regularly. In Atacora, the CRAC training center was unused; 72 clubs with 999 members received regular visits. 5.10 In summary, all three CRACs have established filing systems in which records are kept for each Club; a total of 190 Clubs received support in 1982- 83 (an increase of 33 since 1981-82); and the CRACs played an important role in the distribution of oxen, mills, medical supply chests and agricultural tools and equipment. The CRACs are not yet giving much support to the 4 Clubs because of their recent establishment, the lack of adequate operating funds (e.g. for running training courses and for distributing training materials), and an inadequate perception of their potential pedagogical role. The support given has been mainly concerned with distribution, and the potential educational role of the clubs has not been sufficiently emphasized. Performance of the 4D Clubs (See Annex 11) 5.11 Practical Achievements. Adequate land is available in Zou and Atacora but is limited in Atlantique. Few Clubs keep livestock; among them are some in the north supplied with oxen by the project, resulting, in most cases, in a doubling of the area worked per member. The quality of agricultural activities was assessed as "fair" in the 1981 survey conducted in 55 of the 157 Clubs receiving support at that time from the project. The - 27 - mission visited Clubs in all three provinces and found crops extremely weedy and indistinguishable in quality from surrounding fields. Thirty percent of Clubs in Atacora achieved an annual income greater than US$74 per member, and two Clubs calculated the return per day worked at FCFA 450 and 530 respectively, as compared with a daily wage for unskilled labor of FCFA 600 in Cotonou. Payment to members is made on the basis of days worked. In Zou and Atlantique, however, the results in general were much poorer. 5.12 Non-agricultural Activities. Numeracy and literacy classes were taking place in only 25% of surveyed clubs. Project staff explained the scarcity of these classes by the lack of funds to pay trainers. Literacy is the responsibility of another branch within the CARDER, and it is evident that more could be done to assist Clubs i* an effort were made in this direction. Handicraft activities were rare, even though they could contribute substantially to Club income, and would keep Clubs active during the dry season. In villages where mills have been installed, these constitute an important source of income to the Club, and provide a valuable service to the village. 5.13 Club Membership. The target age of members is 13 to 18. A high proportion are outside this age group, ranging up into the thirties and down to age 11 or less. In particular, the great majority of girls enrolled in Clubs were under-age, due to the customary early age of marriage. There were few mixed Clubs, and few Clubs for girls, and, in fact, the 4D Club movement has made little impact on girls in general. The size of Clubs is seldom above 15 and is often much less, a factor affected by the frequency of Club activities and by parental attitudes. Club work may be regarded as conflicting with responsibilities on the family farm, and thereby liable to lead to negative parental attitudes, though some elders realize that giving the young more economic and social independence may reduce the rural exodus. 5.14 Credit Repayment. Clubs received support through the CARDER/CRAC in the form of two sorts of credit. First, seasonal credit was given for purchase of seeds, fertilizers and chemicals. Secondly, they received medium term loans for mills, agricultural tools and equipment. A system for collection of the seasonal loans was operational but no system of collection of equipment loans had been put into operation. This prevented the establishment of a revolving fund. 5.15 Relationship to other Cooperative Groups. 4D clubs were originally planned to be the first in a series of steps: (a) 4D clubs for youth aged 13- 18; (b) Revolutionary Pre-Cooperative Groups (GRYCs) for young adults; and (c) Experimental Socialist Agricultural Cooperatives (CAETS) for older age groups. In fact, the distinction between these groups was less than clear. In some cases where 4D members are over-age, the Clubs were indistinguishable from GRYCs (the mission visited one club where the members had been in the same club for over ten years). The respective functions of Clubs and GRVCs and the process of "graduation" need to be more clearly defined. 5.16 Impact of Clubs. The CNAC and CRACs have been in place for only a short time and have had insufficient time to bring about a clearly measurable improvement in the impact of Clubs on rural youth. There was some evidence that a reasonable income could be obtained from farming with the Clubs, but this was seasonal and, in consequence, the annual income was valid competition - 28 - for the urban alternative only in rare cases, and could not compete with the alternative of employment in Nigeria. Thus, the Clubs have had little impact on reducing the rural exodus (para. 2.07). Neither has there been a measurable increase in cooperative activities in rural areas as a result of Club activities, though the 4D Clubs now form part of the national system of organizations to encourage cooperative farming. The 4D Clubs have demonstrated methods of: (a) increasing income, but not at a level comparable to going to the town; (b) upgrading living standards, mainly through the successful borehole component, and through distribution of mills and medical supply chests; and (c) to personal development, though to only a very limited extent, owing to the lack of emphasis on recreation, numeracy and literacy. Stronger emphasis on the pedagogical potential of the Clubs is essential if Club impact is to be improved. Rural Water Supply Component 5.17 This component (18% of the project's total cost) started as part of the general rural development support for 4D Club villages (mills, medical supply chests, oxen, tools and equipment) but it became a major operation once linked to UNICEF funding. Many villages had water supplies several kilometers away, and the water was unsafe and the supply unreliable. The provision of clean water has had a profound impact on village life by: (a) improving the quality of water available; and (b) by reducing time lost in walking to get water. It is undoubtedly one of the most successful parts of the project. It has opened up opportunities for health education (which however, have yet to be taken advantage of); it has also increased the potential, yet to be exploited, for raising small livestock and even growing vegetables, on a limited scale. Adequate arrangements for maintenance will have to be made. - 29 - VI. IDA'S PERFORMANCE 6.01 Project Formulation. Project identification and appraisal occurred at a time when major political changes affecting the orientation of the education and training system were taking place. An Education Reform Commission had published recommendations which were in sharp contrast to the findings of a series of UNESCO and IDA missions, and partly as a result, the project which was identified had one training component and one innovative non-formal component, and avoided the formal subsector. The fairly simple project structure, with only two components managed independently, contributed to the satisfactory implementation of hardware components once initial problems were solved. 6.02 The appraisal report and the working papers were not sufficiently clear. Some information in the appraisal report was too detailed. There were six pages on formal education, which was not part of the project, and 15 pages on farm plans, rotations, and budgets for 4D clubs which were not clearly related to specific project action. Some details of considerable importance which should have been in the appraisal report remained in the working papers. These included architectural details and information about the borehole component. Furthermore, the working papers were difficult to read because there was a lack of distinction between the main points and details, and because there was a predominantly descriptive and rather generalized text rather than one containing the specific details required for implementation. 6.03 Project Implementation. During the pre-construction and construction phases (1977-1980) IDA supervision was intensive (five times a year in 1977 and 1978) and included architects two or three times a year because there was grave concern over the capacity of Government agencies to supervise construction satisfactorily. It was not common Government practice, for instance, to conduct site and soil surveys, and missions insisting on this information met with resistance. Missions were also concerned about a lack of experience in site planning and in preparing bidding documents which correctly integrated architectural and engineering features. For this reason, missions spent considerable time briefing the responsible implementation agencies. The effects of these efforts were uneven. 6.04 The implementation of agricultural training was prevented by: (a) the absence of training funds in the Credit; (b) the delays in orgalizing the Executive Board of the CNAC; and (c) the failure of the Government to set aside an operating budget for the CNAC. Missions tried in vain to break this deadlock. During 1981, recovery of the training tax was interrupted and this became an issue. The income from the tax exceeded the needs of the CPPE and the procedure of sharing this tax among several agencies created a bottleneck. Despite the efforts of the CPPE Director, this situation remained unresolved at completion. More frequent supervision by a technical educator could possibly have helped resolve some of the problems at the CPPE. 6.05 How IDA Could Have Been More Helpful At the end of the project, the CPPE did not have enough autonomy to perform its role effectively, and had no guarantee that adequate operating costs would be available. Similarly there is no allocation of running costs for the CNAC. The Credit Agreement clearly states that appropriate administrative and financial policies should be established so as to promote the Borrower's training objectives (Section 4.01 - 30 - (a)), and the earmarking of a training tax to the extent required for the operation of CPPE was a condition of disbursement. Furthermore, the study regarding the training tax and its role and input (Section 3.14) was not carried out. By allowing the project to continue without ensuring that these covenants were met, IDA has permitted the Government to prejudice the future functioning of the project institutions. 6.06 This was the first project in the education sector in Benin. Continuity of project direction in both Parts A and B was good. However, lack of experience with IDA procedures in the early phases of implementation could have been largely overcome if the project directors had attended the Economic Development Institute's training course at or near the beginning of the project rather than near the end ( in the case of Part A) and not at all (Part B). Such training helps to give those involved in project management more confidence in their discussions with national authorities on implementation issues. 6.07 IDA would have served Benin better if it had taken a firmer line regarding other covenants. Other covenants besides those mentioned in para. 6.04 above went unfulfilled with a detrimental effect on implementation. The Chief Technical Adviser for CPPE was appointed three years late (paras. 3.03 and 6.01 in the Credit Agreement). There is no comprehensive development plan for CPPE (para. 3.13, Agreement). Staff appointed at the CPPE were not always adequately qualified (para.4.01, Agreement). - 31 - VII. MAIN LESSONS LEARNED 7.01 Adherence to Credit Agreement Covenants and Conditions. Covenants and conditions are included in Credit Agreements for a clear purpose, and if they are not adhered to, there will be detrimental effects on the project. Paragraphs 6.04 and 6.06 detail the covenants and conditions which were not fulfilled and the problems which arose, the most notable being the lack of financing of operating costs for either of the project institutions, and the lack of administrative and financial autonomy for CPPE. 7.02 Avoidance of Staff Changes. It is impossible to completely avoid changes in the Bank's supervisory staff. However, senior project-staff, who remained throughout the entire implementation period, complained with some justification about the rapid turnover in Bank staff concerned. While this was not true for architectural support, it was true for educators and economists. Continuity should be valued more highly in the Bank's dealings with its clients. 7.03 Hardware-Software Balance. Because of the grave difficulties associated with procurement and implementation of hardware components in this pro-ect, there was a strong tendency on the part of project management to concentrate on solving these problems, and to relegate the implementation of the software components to a lower priority. The result was that hardware tended to become an end unto itself. and the educational use to which buildings and equipment were to be put was less emphasized by project management. The development of new curricula, design of new programs, implementation of staff training programs and so on are as crucial or even more crucial than construction and equipment components. Thus in this project, most hardware components were achieved in accordance with appraisal estimates, but very little training was being carried out at completion. Project and supervisory staff need to remind themselves of the overall aims of educational projects. 7.04 Training of Local Project Staff. When Bank-financed project institutions are being newly financed, project staff need considerable help in familiarizing themselves with Bank procedures. While this can be done during supervIslon, more comprehensive help could be given, possibly through courses organized by the Economic Development Institute. 7.05 Good Pre-selection of Contractors. Pre-selection was not adequate in the case of CPPE, and the contractor for CRAC Atacora got into financial difficulties. Good contractors are essential to ensure that quality and implementation schedules are respected. 7.06 Better Project Documents. The Appraisal Report in this case was not very complete, with much essential information remaining in the working papers, while some unnecessary material was included. The working papers did not adequately distinguish between main points and detail. Clear working papers and a more complete yet concise Appraisal Report would help to avoid commnication problems between project and Bank staff. 7.07 Rural Development Components Appropriate in Training Projects. The borehole construction component was a highly successful achievement of Part B of the project. It is unfortunate that the training opportunities associated - 32 - with this (in health, raising of small livestock and vegetable production) and the potential goodwill created towards 4D Clubs in villages were not sufficiently exploited. Nevertheless, such components as this may be very beneficial adjuncts to rural education projects, as long as the rural education is adequately emphasized. 7.08 Difficulty of Non-formal Approach to Rural Education. Both the Bank and most borrowing Governments in the region are actively seeking a solution to the crucial problem of the exodus of young people from rural areas to urban centers. Many factors affect the achievement of such a solution, particularly the relative returns of urban and rural employment, the availability of productive resources in the rural areas, and the availability of social facilities (medical treatment, schools, entertainment, etc.) in the rural areas. Education and training cannot by themselves achieve a major turnabout of urban drift without these other factors being rectified. Nevertheless, various approaches have been made to contribute to the solution through training, and 4D clubs have been Benin's major effort. Whatever their other achievements, 4D Clubs have not proved to be an effective training medium and neither have they contributed significantly to stemming the rural exodus. The reasons for this may be summarized as follows: (a) lack of clearly designated responsible staff. Clubs are heavily dependent upon the enthusiasra of the local extension agent who has many other responsibilities; (b) lack of detailed technical guidelines. Almost no written material was found in the Clubs visited. Hence the quality of agricu-tural work was not better -- and sometimes poorer -- than that done in surrounding fields; (c) inadequate running costs. This program needs considerable supervision, which was not possible due to lack of running costs to cover transport; (d) lack of system of quality control. The normal way of controlling quality in training is to have an assessment system including tests and examinations of skills and knowledge. No such system exists; (e) lack of program objectives for each Club. The CNAC, the CRACs and individual Clubs need to work out their particular objectives. These should be general aims which would be long-term and fairly constant; and specific objectives which Yould be seasonal. No such aims and objectives have been defined; (f) lack of acceptance by parents. Clubs are perceived as a second-rate alternative to primary schools, and they compete with the parents own needs for the labor of their children at peak labor seasons. To summarize, the diffuse non-formal approach of the 4D Clubs suffers from the fundamental problems of a lack of the infrastructure absolutely essential for the success of such programs, and from a lack of acceptance as well. 7.09 Although there is no obvious solution, there may be a number of alternative approaches which could encourage rural development and stem - 33 - migration from rural to urban areas. These are: (a) using the existing infrastructure of the formal basic education system, and orienting teaching programs in the schools to develop positive attitudes in students towards farming. This could be done by demonstrating economic benefits when modern methods are used, or when skills and knowledge are acquired; (b) considering adjustments in economic policies which would make rural life more attractive. In particular this would include increasing farm prices; and (c) considering the use of mass communication technology to improve the effectiveness of the extension functions of rural development organizations. yツダ乃むノ彫ゾ ー乃9一 lomiq - PIRst ntfn PROM MICATION CR I IN M1,111119 M M YV45 à gRrrR. EN S AT à L'ArHVVqgtgt DU 1118 Il 111,1119 MLOI LPI%9ZP-OF5 O'ËC" "J 9 'LW !ÎMÇW M PARI A/PARIS% À 11K'1115 'P'l"&"i 0 VOIR lirp 91 ÇT T DU j 5 !aTR.. M93 (CPPEL Ta updr4de %ho akille et Industriel vorkors and Te provIde buildIngsà rurnIture and aquitaient te construction co%splettd ln 1981 and final Acceptalice ln clérical personnel alroAdy employed moinly In %ho telabilàh à Mille upirading conter ta provide 190 June 1902. course in 5 toliel, 1 and in %ho yeur prjvate cactor./Aaillorer les compétences des training places for short courses vith à POO blé IQR2/filt 6.Wo heure 0 r aý.dellte tratai ai vert ', ravailleurs Industriels et du personnel de burogu thrOughpus et 2lR9O vorkera par year In Ina.:"rl al ana siven./Construction Achevé@ en 1901 et réception occupant d&JA un emploi principalement dans le secteur commercial subjeote,l Fournir Jeu bitluants, du définitive en Juin 102, Leu cours 0omportent 5 privé. mobilier et de t'équipement pour Ilit4ibliengoant d'un discipline$, 6.WO heures de formation ont 4%6 CPPR de 190 places en vue le de dlopeniii4a durent l'année 1992103. formation de court& du ri. à . et 00 1 a %URI de 2, M travailleurs par an dans les discipline& InduetrIelles et 4ommarciales. PART BIPARTIS B RURAL fflfii TRAIMINOIFOMNATION DI LA JEUX)MR RUALE Ta Improve %ho trAfolng et rural Youth ta prépare %heu (a) Ta provJde buildings, turniture, equtiqent and Conatruction and 0 ta become productive aouffitra of %noir communitissl te tochiticul assistance %0 entablleh a national 1979. tochnicA assistance ln place trou Degember enhance %ho attrectIvénose or rural lire by meeting support Conter (CRAC) ln Cotonou for 4D 1976 ta Jamuary 19113. Local doun%orports appoInted basic éducations% noadel and go laitrues ln botter Iube./Pourair des bâtiments. du mobilier, de fair sibeh potision./Construction et bqulpoaen% du CRAC 1 ht,a,%h m tdndards./AniIJorer la forme tien de la 1:6q.ip .. nt et a. 1 assistance technique pour achevée en Ref 1979. Asai a t&noe,toehntque en place de jeunesse rural@ afin de pr4parer log etailairen A 1 itablleàezent d'un Contre asitfonAl d'appui au décembre 1916 à Janvier 1,961. M sologues bénimoin devenir a@$ &ombres productifs au sein de leur clubs 40 (CRAC) à Cotonou. désignée pour chaque poste. communeutili renforcer l'attrait de la vie rural@ no ennant la satisfaction don besoins en matière d.iduca t Ion rnndamolitales Inculquer de meilleures pratiques sanitaires. (b) 'ta entablieh rural youth services (CUAC@) vithIn Construotion vis oouplotud by NAY 1979 (Ationifque)o provincial rural devolopeent craenleatlons ln jugust IWO (Zou) and Ray Itial (Atacora). r4ulpeent Atlantique, ta%% sud Atacora Provirkeaultrier des vas la place by Vecomber 1981. CRACe vers Cent rem, T681 onaux d'agul aux clubs (CRAC) au soin IncorporAted Snto CARDERa and rural youth service des Con rem d'afflon glonale pour le bocage of voitional coopérative obiers a I!velappemerit rural dans les provinces de n 1981.1construction achevée en est 1979 At 1 tique. du Mu. et de 1 Atiicors. Ationti5ue), acqt 19N) (?Au), et sol igni ýAtacor41. 14vipenont et@ en place en décembre "Cl. 1.68 CRAC ont 61!llncdor.por6à aux COUR et ont 416 placés sous la tu ý 1. a chute des coopérative@ régional*@ en 1981. (0) Ta provide tochaigal support and Inputs %0 45 à total Of 157 club$ rooolved vietteland :4ulpnent. clubs ln ench of m aupporied provinces. Neh boreholes mer,@ constructud 4% 225 ri loge M57 clubs support ta incliide visite. equlputn% and au total ont fait 1 'objet ,, V181t,et et ont revu de bortholes. This vas ràvjeed ta Inelude UNICE? l'équipements 225 village. nt dotés de forages. finance and 138 bortholes vere, %ô bu coeutructed./IPournlr un appui technique et des Intrants Rut 45 clubs dans chacun@ des provinces concernées. Cet appui doit comprendre de@ visites. 141 fourniture de matériel et l'exécution de forages. Ce progressé a été révisé afin d'inclure le concours fJiioncier de la PISEI 138 forages devaient hre rialfais. PARI OlPARTIR 0 FRRPARATION 0? SECOND PROiCCTI tREPARAIION D'un SECOND PROJKIt Il Ta prépare a second éducation àndlor training Io provide connulting services noctinary for The second pro3tot, sigtablithing 3 teschar training pr'ajoatiPour préparer un douzième projet d'éducation préparation of a oec:nd projter/Foumor lois services colloges a" a tonsbook propres. bocage effective en et/ou de rormatIon de consultant@ née@& aires pour la préparation d'un March lrAJ. the tirs% 0 1 . ýrojéa% financeil 21 coaths of douzième projet. architectural a rv ce , Le douzième projet. V établit trois icolon normales et la production a livres, à été Rte un couvre le 3 Rare 198J. Le premier projet rinAnçA 21 cola de services d'archltectes. cUnuY R.P. BENIN COMPLE1ION 81TUDY lRD/IDA E,k.eaonl Pojlit Pays: ACHEVEMENT Proei Educatkn BIRD/AlD Pj,m le Proj et Education COMPARISON OF FORECAST AND ACTUAL IMPLEMENTATION SCHEDULES nrfm VI-A Lom COMPARAISON ENTRE LES CALENDRIERS D'EXECUTION PREVUS ET CELUI EFFECTIVEMENT REALISE Fiche Mfl 583-DA cgl A BUILDING WORKS CONSTRUCTION ET VRDI/ PREPARATION U DRAWINnS ANDCaNsIoUCIlON DOCUMINIS CONSTOMUCioN ELAIORAIlON DEBPMDJEUB U D 800CUMENIS0'APPEL DOUVEB EEÉCUIlON -r.BTAAVAUI PfOne Blam 51AnIlNG DIUT COMptlbIN ACII-VEMENI ITAfIINCB atmAninAo CnMPLITION ACH<VIMENT ELEMENI DiNJPNOJET ^ - • --- - . .' - .• •• - - · .l. e ..... ..... .. . . . . . Pfe. bl A-M P4.n M- i.t AP0.,,§ Spem.Nd 9o.19 .N~§5~ L-l pf4 01 *.4 WII Mo AVl.841 oo n poet umf fikhil AvgooM C ro fe* VM.ifloffi.44 B..se.ation Uweeuö ew rjeI E..06n .89 ås. pf ölt E .4en di e. e 8 d$ pbiet f~ek ä *wewsdwsqeie Part A ..R .A ,' u cotonou7 .7 7 .77 8 7 - 4.78 -4 79 - - -..C.R.AoC.. gou. ....... 11.76.-. - 3.77. 7,7 177 12.77 6.78-, ..5,79- . 4..... ...30 .... O.. ..C.R.A.C., Åtacora. - 11.76---. - -.3,77- -7.77- -1.e77. 12,77.-- 6.78.- -5.79 -4.79... 380 5.81- ik ýc"' ---- -- - "-,I . . - - 'If.15 .9at8e f1pp j m n . .ta .5.70 7..80 4,8)- 3 18 July 1983/18 jui11et 1983 o..,..,,vMnhnfa he et C-ntiv: R.P. BENIN COMPLtIION STUDY IBRDIDA Edicion Pojt pilv. ACH1EVEMENT P Eoj.t Edum on BIPD/AID r,oy-u le Projet Education COMPAnISON OF FOnECAST AND ACTUAL IMPLEMENTATIONSCHEDULES L.nn COMPARAISON ENTRE LES CALENDRIERS D'EXECUTION PREVUS ET CELUI EFFECTIVEMENT REALISE Fkhe Pit ' No. 583-DA Credil : R FURNITURE AND FOuIPMEN1 PMOCUREMENI Ciédil; MOBILIER ET EQUIPEMENT rnIPAnAilON ØV foUlPUNI AU40UINIMunE tisls ProcuurlUi T STUM i II aussirms ^)ApraLl n'ortis IUilECU lN pno ITI M ~s1AIliN DlUh CaMPktiloN ACiMVIMEN? MIAniN oUARRAGI CO.PitldN ACHEVemfNT II rMINI ourPnoar, 0s'' - -- -.- - - i" . -. -- - - ' 1 . - ·· . I.h,Arw... . i, A,' . 4n.A i p, , . Ar..le A 'e. a@ p A#.l ø Ø . s . .n -;;, ;¿ --Io ;;-;;;¡;;--; m....1- ;--U. fle -¡- ;¡;;;;¡ np.... - --;;;;;-- *w4. -.øse .L.IA *.. . . Part A tp...-- ..EåquipL..2 2 .....2 . .1 7 .07 S CN.A.C. Cotonau ob. .-11.76- 12.76 . 2,79 -4,7.7 . .3.80. 10.77 .6.. 11.16 12 .7 6' 4,7 ...78 "18. t.R.Å*.'C. .Zou ). . ... . .7.72.79-- 5.78. 3.80 1..29gL.8 AtaCora o. .77 Atlantique --Equip. 2.77- 4.77 .11.77 - .80. L79 -6.83 .9 t g dé.i o" 11.77 76- 83, 18 July 1983/18 juillet 1983 ,,,,,, 2 3 Co'untry: COMPLETION STUDY IBRD/IDA Education Projects Pays: ACHEVEMENT Projets Education BRD/AID COMPARISON OF FORECAST AND Prolect: 10 Projet Education ACTUAL IMPLEMENTATION SCHEDULES Lroon: COMPARAISON ENTRE LES Form Loan: CALENDRIERS D'EXECUTION PREVUS V-C Prt: No. 583-DA.-..... ET CELUI EFFECTIVEMENT REALISE Fiche Credit: C - TECHNICAL ASSISTANCE Crddit: ASSISTANCE TECHNIQUE STARTINO -- DEBUT COMPLETION - ACHEVEMENT PROJECT ITEM Date.' . Date' Planned Planned ELEMENT OU PROJET Pr dvus Actual PfdVus Appraisal Oig. Project Unit Appraisal Orig Project Unit Evaluation Bureau du projet Evaluation Bureau du prolet A. SPECIALISTS SERVICES SURVICES OE SPECIALISTES Partio.II, Clube A-D (budget) 3PP no pW r . . . (48 mois) 10,76 . 12.76 9,8.. . ..1..83___ Administrateur (42 mois) 10.77 1,78 3,81 4,9. Agro. pdapou (36moia)--------- . 10.78 3.U - 10.0 V .r...... ... (36 mole) ..4.78........ .-..- - 3.81.......Supprimi.o Consultats (ex6cution projet).(2 mois)-. -9.76 .. ...... -. 10.76.__. .I - .onsultants..(develop..-rural)..-(6.mois). 5.77 . . .10.81.- --.4,78--- ----- --10.81- .COnsutants dvaluation.... _.(6.mois) 4.81 - _-9.81.. .-- .Jngdnicurs de.forage.. . -.. . !....._ . . 1.80- -*. _.6,83--- .Partio.C,.Prdparation-douxilme projet ......---.-... Arrhitect/Uncoco . . . .. . 4.80 2,80 -- 1.81. ----- 1. G. FELLOWSHIPSORTRAININOPROGRAMS/COnsultants divo a 5.81 5.81 BOURSES OU PROGRAMMES DE FORMATION Meant. Date: 18 July 1983/18 Juillet 1983 *Monlth and vear Sheet 3 at 3 sheets Mals e annie pae do pages FIRST EDUCATION PROJECT Cr. 583-DA COMPLETION REPORT Implementation Schedule/ Calendrier d'Execution Category Compon. 1976 1977 1978 1979 1980 1981 1982 1983 Civil Works Construe- OPPE - tion Furniture+ Squipment/ OPPE Mobilier + = = Equipement Technical Assistance OPPE Technique (TT,0/BlT) Civil Works CNAC Construc- tion CRAC Furniture+ CNAC Equipment/ Mobilier+ CRAG _ ___ Equipemont Tochn.Ass. Chef Ass.Techn. Projet Admini- " " strateur""""'" Agro- '1 eD padagoguc V eteri- " naire In g6n. VPorage comme um actual/0tuel. - 40 - ANEX 3 (AS of June 30, 1983) C01UTEU ZEmI= - First Education Project (Cr. 583-DA) arremrr.a 1INgarte t U 2BMSANS 07 •$• ~ ~ ~ ~ AIA NoAml1 masev v mlaE FZE JT E (UP 20 uA= 9R=) m AD AC2UE 10T m~ MERSa m D DEg~URff m 0M Ju 332E av QEAE DIUMUMEit ESED<*S merTER& ESTDIATE m ,iu £8 £ S cN~ 7 APPffZ L 1 2 3 4QUBE~U(a )z QUA~ ) R2B 2) z 1977 lst 2nid 3d 45 4th 51 90 57 1978- lst 51 150 34 2nd 68 276 25 3rd 117 468 25 4th 135 715 19 1979 lat 170 981 17 2Ud 251 1,365 18 3rd 447 1,731 26 4th 691 2,200 31 1980 lst 937 2,599 36 2nd 956 2,813 34 3rd 1,262 3,049 41 4th 1,360 3,313 41 1981 Ist 1,657 3,580 46 2nd 2,011 3,790 53 3rå 2,225 3,922 57 4th 2,438 4.000 61 1982 ist 2,462 62 2nd 2,690 67 3rd 2,890 72 4th 2,912 73 1983 ist 2,983 75 2.d 2,983 75 3rd 3,089 77 4th 3,450 86 1984 ist 3,956 99 Covenant Statust N a met Country3 BENIN - Credit 583-DA N = not met Projects First Education P = pending Date : June 1983 EDUCATION DIVISION - WESTERN AFRICA PROJECTS Compliance with Credit/Loan Agreement Covenants Date Signed: 9/3/75 Effective DatealO/21/76 Closing Date: 12/31/82 1. Major Covenants Section No. of Credit/Loan Covenant Status Coamsants Action Taken or Required Agreement 3.05 Integration of regional support M The evaluation showed an increase centers with regional development in the number of clubs since the organizations CRACs in Zou, Atlantique and Atacora became operational. 3.08 The establishment and operation M Accounts have been set up, of project accounts. and no major problems were reported. 3.12 (b) Evaluation of progress made in the not done by Government, but initial phase of Part B of the- by IDA mission in March project. 1981 in collaboration with CNAC. 4.01 (a) Provision of administrative and P Autonomy of CPPZ is still Running costs of both parts of the financial policies necessary to to be achieved and essential project are not properly budgeted achieve project goals. for its operational. for near future. 6.01 (b) Appointment of the Chef de N Appointment three years Projet for Part A as condition after credit effectiveness. of credit effectiveness. 0 II. 01ior Covenants Section No. of Credit/Loan Covenant Status Comrents Action Taken or Required Apreenlient _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _______________ 3.02 Kesponathilities for carrying out H Part A of the project was the project. carried out by the Ministry of the Civil Service and Labour; Part B was carried out by Ministry of Rural Develop- ment. 3,03 Appointment of project unit staff. , 3,04 Appointment of counterparts for H Part B of the project.. *.I * 4I Li Agreement Covenant Status Comments Action Taken or Required 3.06 Restriction of entry in each of N the D clubs to youth normally 13 years of age or over. 3.07 Availability of land and terms M and conditions for the provision of inputs to the clubs. 3.10 Preparation of reports and M maintenance of records. 3.11 Acquisition of land. M 3.12 Establishment of a itracer P/N The establishment of a etracer systems and the evaluation of system* will probably not be done Part A of the project. in the short term. 3.13 Preparation by the Government P This has been partly completed of a comprehensive development with UNDP/IL0 technical assist- plan for the Skills Center. ance. A first-half year plan was approved in June 1983 by the Governing Council of the CPPE. 3.14 Preparation of a study by the P Funds from the training tax were Government of it& straining taxi. made available from 1976 to 1980. Distribution of training tax funds between the M.E.M.G.T.P. and the C.P.P.E. was subject of study by interministerial commission. 4.01 (b) Establishment appropriate N There was no maintenance budget; administrative and- financial no maintenance specialists in procedures for the purpose of Part B of the project. maintenance. 4.01 (c) Provision of staff for project N Staff available was not always W institutions. appropriately skilled. 0 41% Section No. of Credit/Loan Agreement Covenant Status Comments Action Taken or Required Schedule 1 No withdrawal to be made for P/N - There is no adequate autonomy para. 4 (ii) expenditures for the Skills for the CPPE. Center until an appropriate - The first meeting of the administrative structure has been ATeirstmeting of whe Administrative Council was in set up and until revenues from June 1983. the training tax have been allocated to support the Skills - Revenues of the training tax Center. have been blocked since 1981. Schedule 1 para. 4 (iii) No withdrawals to be made for H expenditures on the rural education part of the credit until an administrative structure has been set up, a 4Chef de Pro- jets has been.nominated and an inter-donor agreement has been reached. Schedule 1 No withdrawals to be made for I para. 4 (iv) expenditures on regional support centers and 4D clubs until at least one of the regional support centers has been integrated into the appropriate regional develop- ment organization. Schedule 1 No withdrawals to be made for H para. 4(v) expenditures on a later phase of project implementation until an evaluation of the initial phase is carried out. 0 a .9 0 oPh Rop. Populaire du sente COMPLETION SIUDY IBRD'IDA Educalion Projecis - ---- - ----- ACHEVEMENT Proieit Educllon 81AD/AID , CPPE COMPARISON OF ORIINALLY REEUIRED PAEMISES AND ACTUALLY PROVIDED PIEMISES Fotm . COMPARAISON ENTRE LE PROGRAMME ARCHITECTURAL INITIAL ET LESOUVRAGES EXECUTEi Fiche .--A la tisaNi n8t-ttion Centre de Perfectionnement du Personnel des Entreprises New insitutions Coeiil -ns all Nientical lntitullonl Crechl.t. uot tout tablissement Ienlquel: .. .... tocaux PnIvus tcuc iut mASsaIiSA sl5.OO Piw 188 e INiN s a~8 if 84 m'u tn @'@mlra '""""p , .., stei plaes20 o,,,. . . . ,P ,, ,,,, 200î acausw~plce aa oim.a.e cr t911rçj%vrNt listnvictsCOM11uNs Net A'i Nol Alla Nil Al --o.. nul. tm-A.6 S.-ebte oil@ t-Ypa *1 .lsi mSoite 1.2101,1 1h Soi to, sailli s'A.h, . Eqw 11i lsoai . nun le U.r%14ui. se»st e la". le.l Administration 200 282 Bureau directeur - t6 16 20 20 Secritaire et 1 12 12 1 12 12 Bureau comptabilité 1 10 10 1 16 16 Archives/ronoo 1 4 4 1 9 9 Salle du Conseil t 60 60 158 58 Salle réunion personnel I 24 24 1 28 28 Bureau formation 1 12 12 18 Secretaire 1 a a .- • Bureau chef travaux 1 12 12 1 7 Secrotair J I 8 8 1 Bureau CTP 1 12 12 1131- secretairo 8 8 11 1 Salle réunion expert i 12 12 1 46 46 Bureau méthodologie 7 17 directeur 1 12 1 5 5 400 403 48 48 Îiitt 1 8i 48 9 Pormation cadres/maitrise 28 1 96 96 g2 . Salle préparation instruct. 1 48 48 14 48 Secretarat/dactylosraphie 14 1 48 48 44 .comptabilté 14 1 48 48 1 48 Dessin Indunstriel 14 1 48 48 48 18 Haasins 2 6 · 2 48 Sanitairedouçhet 4 2 July 18, 1983/18 juillet 1983 i/ As @ard bensrw,ie coonnmot anu iSnoa " I ee 2 soe /Tel que convenu entre le Gouverne:nent et la BIRD/AID Pop Råp. Poptilire du Bdititt COMPL E IION STUDY IbRDl0EA Iteiuation Pioecis Pv- -----. ACHEVMEN? Pojets Eduction bIPhIAID Nøl«' CPPB/lor Projet Educkt.ion COMPAnIONOFOINALLY nEaUmnwDPnEMISIAND ACTUAL.LYPDVIDEDHEMtrrtms Frm Piliei -. -- -- . -, --. COMPARAHION ENTRE L PROGRAMME ARCiHITECIURAL INIlIAL ET LES oUVRAiES EXECUiES i;h* I-A* b n Itliullk Centre de Perfectionnement du Porsonnel des Entreprises A Cotonou Nø 583-DA Partia A E Nit.. ..____...e..... ..-Ne utIons ciil 1te all kIen~krl itisiltution) ei tklil z itt tout dtabWlinøentt Ientkluel:... .. . . RI A AAISION e LCAUl1 CONinUli APCtAIAd 11,11,10a.. Itili hI 6. .1Fime AL AlUAION Pagqgt d ålet Mmet ee ACAUllMi ANiiCOMVUNALAC rtiltit l 1N111Eil Nt N ii tenViCe rUMUNi Nøt At Nei A... Net As l...enlle. dIes li.a, Ueluetreae le 11 Ueltelse lout tilsi *>leiai, AtAoler tlloc 1 600 631 Dockit~s chn uas-- Atao iqr,mØcantqu uo 24 24~ 2 ~ 2~ Ateliear Bloc 2 60063 t.ti - Atelier const. Notat i 22 2 ' a11 t aoh un, M + C 14 -3 2 13 2 Iila propar. instrui 1 16 16 15 .Mtni l sac ti un 15 Stock matiere tiuv. 2 2 Atelier bloc 2 600 A C L 10Frt uomob1)tIlC 24 1 27627 At r ele tricitC, 1 Ateor pr yvålnt 4 - aille Tamtt,A + E 14 ll32l 32 -1- SAille prpe. Instruct 16 16 S til lsl c. itMen .iitito- Travaux prateeect.6.. . ..0.ea-- .. 90 Ponit lavnltage voitures 1tt 100 Mainst 86tndral 1 Loge gardien 44 1aaseA1 Atuertetar~eactim mmleeim1910ialra Yt A ew msmed li@ bh 00ew 4m~v l e lo ØITIDA1P11..1le ..... e acunl,y EN N COMPLETION STUDY IBRDIlDA clgcatioPet arB - ENI, B N- ACHEVEMENT Po,t EducatiolnBIRD/AID 1wee l Projet Educa t ion cOMPAnisON OF OnIGINALLY nEaUinioDPnEMISES AND ACTUALVPnOVIDED PnEMISES Form le ro: .--.-. cWARAIson ENTnE LE PROGRAMME ANCHITECUALINITIAL ET LESeUVnAaES eXECUTEs lIA-l I#n 583-DA Partie B en, Cntre National d'Appui des Clubs 4-D ý Cotonou NewIntlitulknm - dtil al idnie-nsiU-n Nouveux diabllsemrnts 0fitl -•M all 4t4tmetIdN PRUst2i NOALL¥ Il&Equinmo "'oAux vsv fm etmists OuILI I A9PRAISAL st rtr e letVISInNI it .¥1 LOCAU CONNSI"Ull ~ !~gu 0 Ile t .hsi t.>Ir~h o 0 ACAo[MIC AND COMUUNAL#ACIL%1S- *IIONIUNI IONIEU N C<iIi UUsUNt n N. åA~. N e Nl,# A, Numb89 Nu~,M DiNmN NenQee MMo, .tae5~ oø gese$V o Bloc administrat-ion 2.... .230 Ofnu.C ordonnateur . . . . .. 16.. .20....... .2 lr.U.VI ractour..Nat. 1 1 12 2 Bureaux cadres 5 20 100 lriiu iI isuel . - 1 24 llåe r6union 1 30 30 Bureaux seerdtalre 2 8 16 8 10 Salle d'attente 1 10 10 10 1. Depot matdriel bureau --- Salle ronefo, Salle audiovisuel 6 l1oc_.aänitaire 2 6 12 -- 14 - Bloc.garage _ . 84 - -- Rinplacenent voitures 78 - - -- --100 -- Local rangement , . 6 1 5 5 Sanlitaire .1 3 3-- 1pagasnenrp16 68 68 _ ,h• 4A._..... .a n A.. ., . . . P 9 July 1983918 juill9t 1983 ø I c~fet W.t I'BIMAID c~ny R.P. BENIN COWLETION STUo oAEdInAlenPto Pays ACHEVIMIENT Pwojt Eductien IIRO/AIO Ptt 'COMPARISONOP ORIOINA.LY REQUIREtl)MISE AND ACTUALLPNOVIDEDPREMISES Fo pr*: le Prolet Education COMPARAISON ENTRE LE PROORAMME ARCHTECTURAL INITIAL ET LES OUVRAGEl ENECUTES PI I-A-lb Lon Intmutle" Centre Rdgional d'Appuidea Clube 4-D/Atlantique k Abomey-Calavi, hit: 5 53-DA partie B PswneN t s Dmt o ,r aL ttkål InsthutionI 0dit: nou erm diaNnli r idntliqø: LOCAUX PREVWS_ FREMisg .ws.L AaISAL lkset pl. "VISION m.vI L Oaux CNTUMB 0 VAaUAIION rue.ue.. .dneiI • ACAofeM,AND CommArACIIitftf tmIi0EMtN T SERVICS COsIMMUN e Neit Aiu Nei Al sk.A.. 1.trunetut,,' h II ere nt leq1 sergier uflu .. N e t 9N s . e . N e g å ,. Atte el Uit t SUcot% ttt BtsNM -Roc 4dainistration ... 85 . ..--n1. Sukiågu directeur i16 1 6 - - Wå'feåtféRezlrt ..I:I.~ Kü e t "è p r 16 16 16~E z S Urøu¯cqdre 12 48 .4' 12 4 K a Yëf - ---- - -- - - - -- e em er-polyvaient 120 1 120 Kilþacement ca 1n2 - - votua-- oto/ € i- - - -- ---- 5 rcharette: 5 -.-.-.-.-- ehairves1-- - - - Di-pen-aire riná re F -12-1 313 D .spensaire pharmac. 1 12 12 T2[3 3.. .Aire rangement [~ 282 Sani-taire--- åge .gardien -- -- ,.,__18 July 1983/18 juillet 1983 • ?.esewøI., eneemiee.twwetetlasinoIAlo Couawy CoWsLETIon STUDY IUNDflOA EIhmduio felaat p P, . , ACHEEMNT BoitsEdutiNIO/AID C0WARINN a ORIINALLY SOURED MEM*SAMND MTUALLYMOVMDEDMIMSEr :Im Pr k Piw.atinn C0ARMOM ENTRE LE PROGRA ACMTECTURAL INITIAL ET LS OUVMG EXCUTS FW* l-Ia en"en Centre Ugioal d'AppuL des Cluba 4-D/Zou & Bohicon . . "laIuion s Odt: <c. mnhihto ame ihueluitabdqwent relilt ~~EUh~ -C l ienia n eiuon (m 421steNkm Il"fIri PREMiN amonIa L I OlC PAIMIS gulLT rflaU_ LOCAvUCUX CONIAUITS I APPnaA. swen snesent Placesy A LIVALUATION arm" boms Please tIi -n AL'AO<MICANOCoUiUWIAI. IACIIJYiEs AMt AM tsNUI0NIMENT ET SEVICS COMNUNs gut..em,rN Ns Aer Nuu Alr 11_12 NJæesre v6dnnrr N2.r Atm~: Polyvalent-.ta Cah ti Deenetma Ise.. Scuraer t . . . . .... ..... ............... 1....... Bureau cars - -5.2__ . .--- 2- ecretaria .... . 2.1 ouantie . ..eufs Tam e ura . 512 .. .6 Quar~ti .i4 cuf .. . - .. - ....... ..... . .72.. .g al l d a rd m o nos s . _ . .. u a k m d r .ta .. . . . 1 0 - -. . . 0 - ACli extra iuge4mat 1 3 .uIafpens a sauuin r . 2 . ... ..12 - _-.. .. .Dis ensai r ie sace . .12 ......-..-.-*-.........1.9 . ........ 1 1.13 jA til net1 -120 .. - - ....-..-120 -. --.- - 120 20 gatar ulatn . u t l G r a e e t rn a l u r= e e d C .. .. . . - - - . .. _i9 - -~g .madi - - -- - -l.-c. .. ToetGrssAraNufae r t 1 Al sped besslen 0e Md ISmm /ICand___D__0A ar se .reei et ,.e em IOIaID ""' R.P. BENIN co MovT TuDY iBnollA ducatterprIu SAcavENT . o» E~cation DIROJAID Sa Projet cduCation COANI0 Of OIRRUALLV REOUInED PRES AND ACTUALLY NOVIDED MEfNiE Fur a Pojt duato COBeAnaISON ENTRE LEMPOOAn ARCITECTURAL INITIALETy LESOU4VAA41E IXECWUE Fide.. A-lb ft583-DA Partie B r-•BH Centra Rfional d'a ppki d08 Cluba _-D/Zou 7 Bohticon Nmrhinn c ou0MA !UWE ~WuI: C..A.C. / Atacora å NatitlUROu LOCAeu M AVLTs NNPAUMRtUILOT touvepLRCaUV PREIS I UIT 4 LIVALIJlAP ~0.1 A 16 8~1 r-.. 30. sTANsaOwaTacb*mme INTINNAT I I o B.c dorto.ra .0 -2.0.3 re[sL .. .2 29..L . __ _ _ f3l_... .. .u..... u-d e- o ... . 6 .- . 16 ... _•_2 -Buandrie-extfirigure.. - . .- m- - . --. Telp see ~~10 lafm DIDIID eI Uc c r e .. m ..- =gem.a esa .. ... ... === .. = m m me m mm,sm ammme ma. mi-aamime,m.. s• -. e m.. . a= . I : . . . _ m l _.m L.-p Emise ume . _ ---'r. m e.---..si -e e . u an == w en. 1 •• eTi = r-a6 - •- . ø e .- e.. s 4 . •n 1= == =. = mom om am ea tudesa n t/ m ul==.. au ame o. 1 mJue mv .. mi3 ==1. jem'll . 1983- .aas -ao. • a=• •ai ie =-• Uöa w w'. a-- eU.S ueuwloA me _.fa.carm = -pla e COMPLETION STUDY IBRDlDA Eduestionh Isojecil Pays .P. . .BENIN ....ACHEVEMENT Plets Educat BI10AID r rit i COMPARISON OF ORIGINALLY REUIRED PREMISES AND ACTUALLY PROVIDID PRFrMISES Fogm hel-c - Qj.e.t-ducat ion COWARAISON ENTRE LE PROGRAMME ARCHITECT URAL INIIlAL E LES OUVRAGES EECUES Fichf -A-lb hun tititullon iNt583-DA, Partie B tijli..R g nad'p u.u- N.w Dn/tiAut. nii- ~1,1 - Iiv all kb klinicuil Nduwaux itiuennt akti1,5knu ottaMinenweitkidntiquel PREu,m lOIn0NALLY am <UtnmnIU LOCAUlt rnt$VI- PitfMIS U L SAPOPlAIIAL rhit-nt It nO MAUl. CONSffijaf ACAn1UC AN CU~MMUjNAn u ACdLtIs - ?Ni1%NSE NYc nI E nVIC OVULINS 1 et Affl Not Ara Not Am*, Adlmin ist ation J Låreat directeur 1 16 1 16 -16.--- Buireau oxpmrt , 16 -16 HuronuX .ca oG.. 2 12 16 2 a ..g n 5i lI . eceo r, ires 2 12 24 camxcn 2 36 motos/vt.lo 25 118 chiarottas 12 a,,h arrUCS 10 *ALra rangement ,sPentsäfre medicale 1 12 12 Dsponsajre voterina ro 1 12 12 DLspensaire pharmac. 1 55 552 a la raitio rs 1 12Q 120 - Cutiio & annqxes 1 30 30 1 30 Cuisie extårieure & ag Loges gardien lp Mtl LNn hAIes ,tr,s lot -8 V A teth Gom r~I~qmnulDg PWg eP esl en cesvene enne stne.reens.vent et303 _i_DfAi l oanty COMPLETION STUOY 1GADOlDA Edt,n Pet Pays; R.P. BMNIN ACHEVEVMNT Prets Edi~alon hD/ASD P~ COWARISNOF ORIGINALLY REIUREDPREAS AND ACTUALLYPROVIDED PREMSES Fam Pojt; _ Projet Educat ion COIPARAISON ENTRE LE PROGRAJMI ARCHITECTURAL INITIAL ET LEE OUVRAGUI XECUTILS F~ i-A-3 Lwn låttilu"ilønLNe Iti"h ø:N&. 53-DA, P'artie .Nn Atunb Cedu tou fi dtalhumnt etuliki : LOCAUX aikit, PAMMrSE OUILT LOCAUX CONsTRUITI AL VAkUA ",ft,,hu ad'&« e1den ." i & l $~1 N s aol P,am ll AtI tøA O5t SoE s I o s . , e, 90e, oa, iSLLC P., Lee F se.f lae en isr ar stt m SrfresnliuI. W1ti No§ ssø ~Aitisseese sesa entmute S iellk ure uU ChAmbres de passage 2 13. -Sanitaire. .-... ...- ClRAC Atianiue 80 LOBOCar~ eur.. 96 .9..... .CuIRIne extle ure .CZAC zou 6 tg nTdireattur6 . Culinue extilriture Ch*abres de passale 2 12 24 CRM Atacora ---- - - .- 0- - .~anres de pasgage 2 12 -24 . Satalra ........ ..-. 1 ...lae_tuuuk _ 16 432 4umø*lnd*mW .A"'A ...so * t.20 agQ Afrd pa s Gowueset eq le BinLD)AN 2/ The grost area are aho~n In bracke tal Les chiffret entre parenthbses reprisentent les surfaces brutes COMPARISION OF ORIGINALLY ESTIMATED AND . COMPLETION STUDY ESTIMATED CONSTRUCTED AREAS FOR ACTUALLY PROVIDED OROSS CONSTRUCTION PREMISESORIGINALLY REQUIRED' A Ore AREAS ACHEVEMENT SURFACES A CONSTRUIRE POUR LES 1A13u::1NTS LOCAUX cREVUS' ow.icoemtSon A'e ss use. ow. COMPARAISON ENTRE LES SURFACES Apotakel Archimwet Any Aed Awsknt Completed Feiles BRUTES PREVUES ET CONSTRUITES IBRD/IDA Education Proects rtowwmeehnIClurs medificatons VI Surfeemoenstrunle s (m2Sit Prolets EducationDIBIRD/AID 1 2 3 - - -Point Partie A Fche CPPE T4 L.214 .>13-114 . Partle B 2.990 2.990 3.350 T2 ITY Country:Rip. Pop. du Bninin C1H notonou 400 400 610 152 152 pty,: - - - - CRAC Atlantique 650 650 670 103 103 Project: ler projet Education fflRA E0 2nn.070 .11507 1,115 1 104rOet AnxLogoo1 1.580 A -~ ____ jLoan: Prdt: 583-DA partie B CRAC Atacora 360 870 955 265 1 Credit: *No. ____________Cr4dh: Oso July 18, 1983/ 18 juillet 1983 *A, spedbAstme the owvrnwt amid IGROIDA Shm ef shes Tel que co nu ontr l Gouveromnt so aI BIRDIAID Pgs do - 54 - A=NL! 7 Country: Rp. pop COPLETION STUDY IBRD/IDA Educ=0n Prjects Pays. ACHEVEMENT Projets Educazion BIRD/AI0 COMPARISON OF STUDENT PLACES ORIGINALLY Prot: pro. Ed PLANNED FOR,STUDENT PLACESACTUALLY Form Pojet: Fic,e MADE AVAILABLE AND ACTUAL. ENROLLMENTS Cr.dit: Loan. COMPAPAISON ENTRE LES PLACES D'ELEVE PREVUES, Cridik. No..E._8.D Prét: CELLES FOUFINIES ET LES EFFECTIFS REELS PROJECTITEM r.TUDENTP'LACES TUDENTPLACES % ACTIJAL CURMENT PA.NNED j^-O MADE AVAILALE ELEMENT OJU PROJET PLACES D'1LEVE PLACE5O'ELEVE DIF. ENRO.LMELNT OfF D0 PRiéVUES' FOURN4IE5 Insti.4Uon iAre orn (Corne'Aud ConstruGtion) 2/1 EF FECTIFS REE LS 3/1 2.'2 Etaoliserntent I Prgramme archltacus.) IComvuc ion Ncewl i 2 3 Part A . CmP .Cotonou_... . _ - .. . -- ..200....-. 106 variable_.a. -.. - Part I faib CRAC Zou 60_ 18 _J - ... - --. .- - . nrprnn4rent IAxredbtwem ?nm Sø.,rnmewnt and IBsFiOa Sh~e f ne Dae .3 .8.,-..9- -.. .. 18 juillet 1983 Tal au* ~nnu unl#qt!* Go-Anemnt «i I& BIRD/AsD Paws de gg co~UW RePa BENIN CoWLETIOSITUDY IBROlDA diion Projnts psys: -~ ACHEVEMINT p~gs. la Projet Education PO# ~inBRI1 ~"SO " etcoMMAISopoAIGINALLVE STIMATED COMTANDACTUALC0 TBIN 000 of US$ iO vit t 583-DA COMPARAISON ENTRE LES COUTS PRVUS IET FFECTIFS £N DE rit: CONsTfUlION AND 81n DeVELOFMENT FURMITyRE AND aUIPUENT PoioFfs410NAL ilS TECHNICAL ASBBTANCE TOTA COMSTRUCTION T VRD1 0061IR t a ttcuNT HONORAIlE ASSITANCC IKNIaUEA iROJECT ITEM Estk A~ r~M A~W -sE~ s.e - I# Vy2 Ip nn i"0 V 3'2 Ine non I Y 3/2 400 Imi y 32 %nn-T 32 3 t 1 3 181 3 1 3 Partie A CPPE 556 854 1 248 46 128 191 200 10 -8.4--1 5 1..48-3 .1 0obIler iEur ".. - ~ --- ---M ~ - (f. - - Equipemeot egu___ _p en-- _ 85-- -- .-25. - - -.-- - - - -- - - - - 7.6 19 . 8 Z-l imd 1 fd 2 CNA +-C1tC 03 76 26 _9 . 4_ 8 39, 9 3769 .928 A. 9 ,067-¯ ,82 Waar-SuPP1vip,eniat r4 821 39 6 03 - -...0f46 - -- ¯ ... 205- -- 2-L,309~ 909~ Partie C2PrE-- 220 - 266- -234 88- -.2 826 -1,T987- 3,239- 3,118- _96 7_ 1,04 1,L42 10 . 3 - 989 1, 94 1,258 lm .s. T -u -g - AlédMnidi&E s ' A -ue - !raE R eee - -aw -.egpg - -e B- 225_CFA 360 RCFA ANNEX 8 - 56 - Page of 2 COMPLETION STUDY IORD/DA Educeon Projcts Country:/ Ràp. Pop. du Bénin ACHEVEMENT Prolet Educaton I RDIAID Pays COMPARISON OF ORIGINALLY ESTIMATED AND ACTUAL Form Project:/ ler Projet UNIT AREAS AND UNIT COSTS FOR NEW INSTITUTIONS Fiche Projet Education COMPARAISON ENTRE LES SURFACES ET COUTS Credit: / 583-DA UNITAIRES PREVUS ET REELS POUR LES Crédit ETABLISSEMENTS NOUVEAUX G0S AREAS PER COSTS PER STUDENT PLACE OR LIVING UNITI STUDENT PLACE OR COUTS PAR PLACE O'ELEVE OU PAR LOGEMENT11 TYP/I.EIVEL OF INSTITUTION LIVING UNIT 4&n USs equivalntl cen dollars EU) SURFACE BRUTE PAR PLACE O'ELEVE Buildings and Site Equiornent and OU PAR LOGEME NT Oeement Furniture TOTAL TYPE/NI VEAU (m2/o.) Consrucion VRO* Equl>ernnt et Mobllor DE L'ETABLISSEMENT Original ActualO A OrOinal a ^AAcUw Or igOrnal ActueI Esirnate Estimai.a Esmateai Etnmte Prévue Réilg Preumj R psisi P,éVu2 R PeIs PrévuW RWIs A. ACADEMIC AND COMMUNAL FACILI TIfES ENSEIGNEMENT ET SERVICES COMMUNS CPPE. Cotonou 11.8 12.6 2.957 6.240 681 1.000 3.638 7 240 S. STUDENTS SOAR DING FACILITIES INTERNAT -CRAC ZoulIAtaccra .15. .8 42031Q I .333. 4302. 1B!4 ?L46331.517l C. STAFF HOUSfNG LOGEMENTSOE FONCTION CRAC Zou/Atacora/ 100 132 _23.512150.002 - - - Atlantique Il Excluding profesMnal feus Honoaires non cornpris 21 Emcj&mud Contingencies ( 1 _225) Imprvus in aeuemnwiondu prix non compris <1.00 dollar EU -_) i Current Enchange sets CUSS 1o -360 Tusx de hange actuel lAdoler EU• - 57- ANNE 9 BENIN - CREDIT 583 - DA Firet Education Project/Achivement du Premier Projet Education Actual Coata by Projeot Component and Financing/ Couts Effectifs par Element du Projet et Financement A. Centre de Parfectionnent du oeml des Ehtreprses P'FWCobtoou Categozy/catigprie IA covemmt/Gouvemet TAL ru-s) (ùsBB) 1. cnsuction/Géie civil 748,400 SC,0 1,248,40D 2. nmiture nd Euipent/ Mobilier et quipmenet 157,CW0 43,0 200,00M 3. Technical Aseistance/ Assistance Techlinlue (236,3M) 2/ a. Operating Caste/ FonctLonnesent (1979-19B3) Total 905,400 543,000 1,448,40D B. Rural Youth Trminin/ Clubs - 4D Categ17/Catégorie 1. ComstrUctraGénie Civil 746,6M0 522, e 1,269,OD a) Li3ing + sites + services b) dater apply/Alimentation en eau 420,700 1ED,3m0 601,0M 2. Fees/Honoraires 2,1X 9M 3,000 3. Rurniture and Eluipment/ Mobilier et E4uipmnent a) Mbiier 40,60 29,4O3 70,03 b) %uipenet agricole 191,100 81,900 273,003 c) Euipnent non-egricole 347,200 143,8M 496,3 d) pipemt Wdater Supply/ Alimentation en eau 72,100 30,9]D 103,O0 4. Technical Assistaoce/ Assistance techique a) projet unit/unite de projet 819,200 819,000 b) Later supply/Alimentatim en eau 2D5,C0 2C5, c) operating costw fctionn»Cent (226,80) 2/ Tbtal 2,844,603 994,600 3,839,203 C. Préparation 2ie projet Edwation 5. Tachnical AssistaWce/ Assistance technqlue 234,030 234,OOD Tbtal des Elânents A + B + C 3,94,000 1,537,6 D 5,521,60D 1/ includes 100% contribution of government for services on the site/y compris 100% des contributions du gouvernement au titre VRD. 2/ Contribution of Government for operating coste, not included in the project./contribution du gouvernement aux frais de fonctLonnement, non incluse dans le projet. - 58 - ANNEX 10 Total Project Cost by Year/ Tableau recapitulatif des Depenses Annee 1978 1979 19) 1981 19B2 1933 Ttal CFA Taux 1 USS = ('O0) 213 213 213 270 310 360 268 partie A Constru= tior/ Gàie civil CFA ('000) 67.328 73.632 72.054 28.270 34.062 275.326 USS 315.000 345.000 338.000 133.000 117.000 1.248.000 Mobilier 6.867 3.C84 9.951 32.00 11.000 43.000 quipanent 157.000 Partie B Clubs 4-D ('000) G&nie civil CFA 50-158 110.832 83.123 15.321 13.691 8.322 281.448 US$ 235.00 520.000 390.00 57.000 44.000 25.000 1.269.000 Mobilier 305 4.133 10.00 4.502 18.940 1.00X 19.000 37.000 13.000 70.000 quipeent 1.263 14.690 1.047 4.0 65.031 86-051 agricole 6.00 69.000 4.00X 13.000 181.000 275.00 Eluipenent 3.193 7.0M 19.404 5.752 10.643 10.741 154.741 non-agricole 15.(W 35.000 91-000 21.00M 34.000 302.00 496.000 Vater Supply 22.0M 40.000 46.000 109.700 217.700 105.O0 148.000 148.00M 30.C00 704.000 Assistance tecbnique USS 247.-O 118.0C 225-0)0 217-0O 144.C00 75.0 1.C24.O0 Partie C ~ž1%j. EBuc. 254.000 ribtal A + B en US$ 912.0M 1.2.000 1.267.O0 628.00 383.000 1.014.COD - 59 - ANMNE 11 Comparison of Status of 4D Club Moveaent at Appraisal and Completion Completion Trendl1 Appraisal (Appendix II, page 4, SAR) (a) The 1981/82 evaluation found I clubs firmly established. All Many clubs are unstable and clubs operating at first stage their prospects change quickly; of evaluation were still operating at second stage; (I) (b) Same; S Training program concentrates on agricultural component and neglects other components and needs of female member; (c) Same; S Extension agent is crucial to club's agricultural performance; (d) They are almost, if not D completely, non-existent; Specialized encadreurs and animatrices are very few; (e) Alternatively they are too old; D Club members too young; (f) Same; S Land shortage is limiting; (g) Situation improved in many of I the villages; Water not available in many clubs; (h) Some improvement, though much I equipment remai.ns in CRAC Equipment not sufficient; store; (i) Same. S ) Revenues too low and ineffectively utilized. ' Code: I = Improvement S = Static D = Deterioration