Senegal - Second Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 6541 PROJECT PERFORMANCE AUDIT REPORT SENEGAL SECOND EDUCATION PROJECT (CREDIT 530-SE) December 29, 1986 Operations Evaluation Department This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR * USIA EW ON4LY THE WORLD BANK Washington, D.C. 20433 U.S.A. Offce of Diectoeral Opaetwons Evalation December 29, 1986 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Perfortnance Audit Report: Senegal Second Education Project (Credit 530-SE) Attached, for information, is a copy of a report entitled "Project Performance Audit Report on Senegal Second Education Project (Credit 530-SE)" prepared by the Operations Evaluation Department. kttachment This document has a restricted distribution and may be used by recipients only In the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. FOR OFFICIAL USE ONLY ABBREVIATIONS AND ACRONYMS Acronym Name of Institution (French) BIT Bureau international du travail BOM Bureau des organisations et méthodes BPETA Bureau du projet d'enseignement technique et agricole BREDA Bureau régional pour l'éducation en Afrique BST Blocs d'enseignement des sciences et de la technologie CAR Centre d'animation rurale CEMG Collège d'enseignement moyen général CEMT Collège d'enseignement moyen technique CER Centre d'expansion rurale CFPP Centre de formation et de perfectionnement permanent CN/BST Coordination nationale des Blocs scientifiques et techniques CNQP Centre national de qualification professionnelle CQID Centre de qualification industrielle de Dakar DCES Direction des constructions et des équipement scolaires DEMSG Direction de d'Enseignement moyen et secondaire général DEMSTP Direction de d'Enseignement moyen et secondaire technique et professionnel DFEM Diplôme de fin d'études moyennes DRP Direction de la recherche et de la planification ENEA Ecole nationale d'économie appliquée This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. ABBREVIATIONS AND ACRONYMS (Cont'd) EMP Enseignement moyen pratique ENFM Ecole nationale de formation maritime ENS Ecole normale supérieure ENSETP Ecole normale supérieure d'enseignement technique et professionnel GAIPS Groupement des armateurs industriels de pêche au Sénégal IDA International Development Association INEADE Institut national d'étude et d'action pour le développement de l'éducation IREE Inspection régionale de d'enseignement élémentaire IREMPT Institut de recherche de d'enseignement de la mathématique, de la physique et de la technologie IRFED Institut de recherche et de formation en vue du développement harmonisé MEN Ministère de l'éducation nationale PNUD Programme des Nations Unies pour le développement SATEC Société d'assistance technique Fiscal Year of Borrower January 1 - December 31 PROJECT PERFORMANCE AUDIT REPORT SENEGAL SECOND EDUCATION PROJECT (CREDIT 530-SE) TABLE OF CONTENTS Page No. Preface ................................................... Basic Data Sheet ................ ..........*******.. .* * . . ii Evaluation Summary . . . . . . . . . . ....... .. . .. . .. . . ... . .. .. . . . ... . v PROJECT PERFORMANCE AUD T MEMORANDUM I. PROJECT BACKGROUND AND SUMMARY ........................... 1 Objectivec . . . . . . . . . . . . . . . . . . . . . . . Design ................................................... 1 Project Cost and Financing Plan .......................... 2 Implementation Plan ................................ .. 2 II. PROJECT IMPLEMENTATION ................................... 2 Project Design and Management ............................ 2 Project Finance ......................................... 3 Procurement ...............................4.......... 4 IDA Staff Involvement and Reporting ...................... 4 III. PROJECT OUTCOMES ............... 5 Sustainability ........................ 6 Role of Women ....................... 7 PROJECT COMPLETION REPORT 1. Summary, Conclusions and Lessons Learned . 11 II. The Project and the Credit Agreement ..................... 14 III. Project Administration and Implementation ................ 18 IV. Physical Implementation ............................. 19 V. Project Costs and Financing .............................. 27 VI. Project Operating Outcomes ............................... 30 VII. Conclusions and Recommendations .......................... 39 TABLE OF CONTENTS (contd.) ANNEXES 1. Comparison between Appraisal Estimates and Actual Costs 2. Comparison of Originally Estimated and Actually Provided Gross Construction Areas 3. Comparison of Originally Estiamted and Actual Unit Areas and Unit Costs for new Institutions 4. Comparison between Appraisal Estiamtes and Actual Costs 5. Disbursements 6. Schedule of Disbursements 7. Organigramme of the Administration of the Project 8. Project Implementation Unit: Schedule of Staff 9. Implementation Schedule 10. Science Centres: Lower Secondary Schools 11. Science Centres: Breakdown of Specialized Rooms 12. Enrollments: No. of Teachers and Rates of Attendance 13. Lower Secondary School: Capacity, Enrollments and Success Rates 14. Village Education Centres: Capacities, Utilization Rates 15. Village Education Centres: Enrollments 1983/84 and 1984/85 16. Village Education Centres: List of Vehicles Provided by Project 17. Village Education Centres: List of Main Publicaitons 18. Village Education Centres: Training Curricula 19. CFPP: Upgrading Courses 20. CFPP: Course Worksheet 21. CFPP: Number of Hours/Trainees 22. CFPP: Number of Hours/Trainees per Course 23. National Maritime Training School 24. Implementation of Technical Assistance 25. Conformity with Conditions and Covenants of Credit Agreement PROJECT PERFORMANCE AUDIT REPORT SENEGAL SECOND EDUCATION PROJECT (CREDIT 530-SE) PREFACE This is a performance audit of the Second Education Project in Senegal, for which a Credit of US$15 million was approved in January 1975 and signed in February 1975. The Credit account was closed as of January 8, 1985 when the sum of US$350,000 remaining in it was cancelled. The audit report consists of a Project Performance Audit Memorandum (PPAM) prepared by the Operations Evaluation Department (OED) and a Project Completion Report (PCR) dated September 30, 1985. The PCR was prepared by a Unesco mission which visited Senegal in November-December 1984; it was issued by the Western Africa Projects Department and was based on material supplied by the government authorities involved. The PPAM is based on a review of material in Bank files, including the Appraisal Report, No. 518a-SE of December 27, 1974, the President's Report No. P-1506-SE of January 14, 1975, the records of the Board discus- sions of this project on January 28, 1975, the Credit Agreement dated February 19, 1975, correspondence with the Borrower relating to this project, the PCR, and discussions with Borrower and Bank staff associated with the project. An OED staff member visited some of the project institutions during an OED mission visit to Senegal in January 1986. The audit has substantiated the main conclusions of the PCR regard- ing this project, and the audit memorandum is accordingly brief, concentra- ting on the issues of project design and Bank Group performance which are likely to be relevpat to future Bank Group work in the sector. The draft PPAR was sent to several Government agencies for comment; no official response was received. - it - PRaECT PER0WAI AlDIT BASIC MTA SEET SENMGAL SEME2CATM PREC ECT (CREDIT 530-) KEY PROJECT DTA Appraisal Actual or Estimate Ourrent Estimate Total Project Cost (tE$ million) 19.00 la 17.99 /b Underrun (%) - 5 Aunmt (US$ million) 15.00 15.00 Disbursed - 14.65 Cancelled - 0.35 P to 09/30/86 - 0.23 OutstandLng ) - 14.42 Date Physical Coqponents Completed 12/31/77 06/30/83 -In Mdnth Since Credit Signature 34 100 Proportion Conpleted by Above Date (%) 40 95 Proportion of Tive Overrun (%) 194 Institutional Performance Fair umlative Estimated and Actual DLsbursements (US$ n1llion) FY 75 76 77 78 79 80 81 82 83 84 85 (a) Appraisal Estimte 0.17 4.60 12.32 14.81 15.00 (b) Actual 0 0.32 1.00 2.40 7.20 9.42 11.93 12.50 12.74 14.05 14.65 (c) Actual as % of Appraisal 0 7 8 16 48 63 80 83 85 94 98 OH PROJECT ATA Actual or Item Plan Revisions Estimated Actual First M*ntion in Files 01/06/72 Governent's Application 04/30/73 Negotiations 12/2-3/74 Board Approval 01/28/75 Date of Credit Agreenmnt 02/19/75 Effectiveness Date before 06/16/75 04/22/75 Closing Date 06/30/80 12/31/82; 12/31/83 01/08/85 I/ Borrower Goveranent of Semgal Emcuting Agncies Burea da Projet d'nseigneet Technique Agricole Direction G&n6rale des Travaux Publics Ministire de 1'Fquipment /8 Net of tas. Relates to the scaled-domn project. The ICR indicates that only 51% of the project Iddings were constructed (para. 1.2). /c The credit account ws closed as of this date on May 24, 1985. - til - MISSION 11TA Sent lbnth/ No. of Ub. of Statt Date of Mission by Year Weeks Persons* Weeks** Reconnaissance I IDA/Lnesco 01/72 1.0 3 (E,Ag,G) 3.0 04/72 Planning I IA 04/72 U.6 1 (E) 0.6 05/72 Planning 11 Unesco 10-11/72 3.5 3 (E,G,A) 10.5 01/73 Reconnaissance II IDA/Unesco 02/73 1.0 3 (G,G,Ag) 2.0 03/22/73 Preparation Unesco/AA 03-04/73 4.0 6 (A,G,E,T,Ag,H) 24.0 04/30/73 Appraisal 11A 05-06/73 4.5 5 (G,E,Ag,A,T) 22.5 12/27/74 Project Planning IDA 09/73 1.0 est. I (G) 1.0 est. None on File Project launching IDA 11/73 1.0 est. 1 (A) 1.0 est. 11/26/73 Hbtel School IID 11-12/73 1.0 est. 2 (T,I) 2.0 est. None on File Post-Appraisal IDA/Unesco 03/74 1.0 3 (G,A,Ag) 3.0 04/09/74 Pre-Negotiation IMA 06/74 1.0 2 (A,E) 2.0 08/16/74 Revi.ew of PReparaor IDA 10/74 1.0 1 (A) 0.5 10/30/74 Preparatory Wbrk Pre-Negutiation II IDA 11/74 0.5 3 (E,E,G) 0.5 12/04/74 Pre-Supervision 1IA 01/75 0.5 2 (E,G) 0.5 02/11/75 Total 73.1 Supervision 1 IDA 03/75 1.0 1 (A) 0.5 04/04/75 Supervision 2 07/75 0.4 2 (A,G) 0.4 None on File Supervision 3 10/75 1.5 2 (G,A) 1.5 11/10/75 (M) Supervision 4 03/76 0.6 2 kG,A) 0.6 None on File Supervision 5 05-6/76 1.0 3 (G,Ag,E) 1.5 07/15/76 Supervision 6 06/76 0.5 2 (E,S) 0.5 06/25/76 (BI1) Supervision 7 07/76 0.5 1 (A) 0.2 None on File Supervision 8 IDA/Unesco 10/76 2.0 5 (G,Ag,E,T,A) 3.0 None on File Supervision 9 IDA 12/76 0.5 2 (G,E) 0.5 None on File Supervision 10 02-03/77 1.5 3 (A,Ag,G) 2.0 05/18/77 Supervision 11 04/77 0.5 2 (T,E) 0.5 05/20/77 (BID) Supervision 12 07/77 1.5 3 (A,G,E) 2.0 09/12/77 Supervision 13 11/77 1.0 2 (A,E) 1.0 None on File Supervision 14 02/78 1.0 2 (A,E) 1.0 02/24/78 (BIT) Supervision 15 02/78 0.5 1 (T) 0.2 None on File Supervision 16 04/78 2.0 1 (E) 1.0 05/05/78 Supervision 17 11/78 1.0 3 (E,G,A) 1.5 01/04/79 Supervision 18 06-07/79 2.0 2 (A,E) 2.0 08/01/79 Supervision 19 12/79 1.5 3 (A,G,E) 2.0 01/21/80 Supervision 20 06-07/80 1.5 2 (A,G) 1.5 09/19/80 Supervision 21 01/81 1.5 1 (E) 0.5 02/09/81 (BID) Supervision 22 06-07/81 1.5 2 (G,Ag) 1.5 08/31/81 Supervision 23 09/81 2.0 2 (E,A) 1.0 10/19/81 Supervision 24 04-05/82 3.0 4 (E,A,G,T) 2.0 06/02/82 Supervision 25 11-12/82 1.4 3 (E,A,Ag) 1.0 01/11/83 Supervision 26 03/83 1.0 1 (E) 0.5 04/04/83 Supervision 27 10/83 1.5 3 (E,A,G) 0.5 11/03/83 Supervision 28 03-04/84 2.5 2 (E,A) 0.2 04/19/84 Completion Uhesco 11-12/84 2.0 3(A,G,Ag) 6.0 09/30/85 Total 36.6 * A = Architect G - General Educator T = Technical Educator S - Sociologist E = &oxnmist Ag = Agricultural Educator H = Hotel Training Specialist ** Nmber of Staff-weeks attributable to this project. - iv - OUNIU EXaANGE RAES lNe of (hrrency (Abbreviation) - CFA Franc (CFAF) Exeh e Rates: Appraisal Year (1974) - US$1 - CFAF 240 Intervenirg Years Average - US$1 - CPAF 297 (208 in 1978) CUpletion Year (1984) - US$1 - CFAF 475 AI.LCATIOMN OF CEDIT PROCEEDS (US$) Original Revised Actual Allocation Allocation Disbursements Category (07/18/79) 1. Civil Works 4,792,000 7,000,000 6,937,890.13 2. Furniture, Equipment and %hterials 2,521,000 3,000,000 3,103,898.27 3. Services consultant architects and 1,115,000 1,300,000 1,438,999.77 technical specialists 4. Services of Specialists, and 1,977,000 2,000,000 2,676,135.67 scholarships 5. Specialist services for Project 312,000 400,000 490,460.14 Unit 5. Unallocated 4,283,000 1,300,000 Total Disbursed 14,647,383.98 Cwrklled 352,616.02 TOTAL 15,000,000 15,000,000 15,000,000.00 Staff Inputs (Staff Weeks) FY 72 73 74 75 76 77 78 79 80 81 82 83 84 85 Appraisal - 56.7 62.3 13.3 Negotiations - - - 16.5 Preparation 3.5 22.1 1.5 Supervision 0.2 - - 3.6 20.2 28.8 17.9 11.5 5.6 3.8 6.1 4.0 2.1 7.4 Total 3.7 78.8 63.8 23.4 20.2 28.8 17.9 11.5 5.6 3.8 6.1 4.0 2.1 7.4 - v - PROJECT PERFORMANCE AUDIT REPORT SENEGAL SECOND EDUCATION PROJECT (CREDIT 530-SE) EVALUATION SUMMARY Introduction This project was identified during a series of missions beginning in January 1972 and was appraised in May-June 1973. Several other missions followed appraisal and the IDA Credit of US$15 million was not presented for approval until January 1975. Total costs were estimated at US$19 million net of taxes and the Credit, signed in February 1975, was intended to meet all foreign exchange costs (US$8 million) and a considerable proportion of the local costs. The Credit became effective in April 1975. The Closing Date of the Credit, originally June 30, 1980 was changed twice--to December 31, 1982 and then to December 31, 1983. The last disbursement of credit funds was made on January 8, 1985 and the credit account was subsequently closed as of this date, when the sum of about US$350,000 remaining in it was cancelled. The project was considerably reduced in scope during implementation; total project costs at completion were estimated at US$18 million equivalent. Objectives The project objectives were to help meet modern sector requirements through the introduction of more practical and scientific programs in lower secondary education, through specific vocational training, and through better planning and management of the educational system. In addition, the project was to assist both formal and non-formal education in rural areas. Specifi- cally, the project comprised construction and equipment of eleven workshop and laboratory centers to serve existing lower secondary schools, four lower secondary schools and 30 village centers, the upgrading of a technician training center (CFPP), construction and equipment of a hotel training school and rehabilitation of the National Maritime Training School, plus various studies, with technical assistance and fellowships for most project ele- ments. Because of the disparate nature of the project components and the emphasis on construction, the Project Implementation Unit (PIU) established in the Public Works Department to administer the First Education Project was, suitably strengthened, to administer this project also. Implementation Experience The project experienced serious implementation delays, mainly due in the early stages to difficulties with recruiting suitable consultant architectural staff. These problems were compounded by the decline in the - vi - value of the US dollar relative to the CFA Franc, which reduced the value of the Credit , The project suffered also from difficulties in providing govern- ment counterpart funds in a timely manner. Overall, the project design proved complicated with many different entities involved, which the PIU found it difficult to courdin"te despite its best efforts. Increasing costs led to the project being reduced in scope--eight instead of eleven laboratory/ workshop centers were built, only five out of the proposed thirty village centers were constructed, and the hotel training school was deleted en- tirejy, overall, only about a half of the construction originally envisaged has been implemented. Resulo The most successful elements of the project have been the Voca- tional upgrading Cetter, the Science/Workshop Centers, and the Lower Secon- dary Schools. These are regarded in the PCR as having achieved their objec- tives fully. The National Maritime Training School and the assistance with educational planning components have partially achieved their objectives, while the Village Education Centers component and the hotel training school component did not achieve their objectives, the latter of course because it was eliminated from the project. Sustainability While recurrent costs in the Vocational Upgrading Center are high, this is a single institution which is well regarded by Senegalese industry; its sustainability does not appear to be in doubt, although the apparent need for a continuing presence of foreign specialists is troubling. The sustain- ability of the benefits of the Science/Workshop Centers and indeed of the more practical curriculum in the Lower Secondary Schools appears more doubt- ful because of the high recurrent costs and the considerable number of institutions involved. As for the National Maritime Training School, its graduates are already having difficulty in finding employment, and the long- term benefits of this project component are uncertain. Finally, the benefits of the Village Centers component have yet to be documented. Main Findings and Lessons (a) The project design was complicated and contained many separate components. (b) Arising from (a) above, a number of government agencies were responsible for project implementation, making coordination diffi- cult, (c) Sophisticated and difficult-to-maintain equipment has been in- stalled in the laboratory and workshop centers. While standards achieved in these centers are higher than in ordinary schools, unit recurrent costs are much higher, which is a cause for concern. - vii - (d) IDA staff implementation assistance was generally good, although it. seems that project implementation would have benefitted from a closer attention to the software aspects, in particular the tech- nical assistance components. - 1 - PROJECT PERFORMANCE AUDIT MEMORANDUM SENEGAL SECOND EDUCATION PROJECT (CREDIT 530-SE) 1. PROJECT BACKGROUND AND SUMMARY Objectives 1. The Second Education Project was intended to reinforce and expand the thrust of the First Project in meeting modern sector requirements through the introduction of more practical and scientific programs in lower-secondary education, through specific vocational training, and through better planning and management of the education system. The project was also to address the need for both formal and non-formal education in rural areas. The Bank Group was particularly anxious in this project to avoid the problems it had encoun- tered in the generation of the first project (in which a considerable propor- tion of the project originally proposed was eliminated during appraisal because it did not accord with government policies) and for this reason in- vested much time and effort in the generation of this project: there were no less than five missions prior to appraisal and eight missions after appraisal but before supervision. Design 2. The project was in three parts: Part A consisted in the construction, furnishing and equipping of (i) eleven laboratory/workshop centers, each to serve a number of lower secondary schools; (ii) four lower secondary schools; (iii) a hotel training center, with a practice hotel attached; (iv) thirty Village Centers together with five staff training centers. In addition, conversion and rehabilitation of (v) a vocational upgrading center in Dakar and (vi) the National Maritime Training School in Dakar were to be financed. Part B provided technical assistance specialist services for the various project institutions, together with such assistange in improving planning and management in the Ministries of Education aid Plan, and in studying alternatives for funding basic education, and sc461arships for the institutions in Part A (iv) and (v). - 2 - Part C provided for the strengthening of the existing Project Unit in the Public Works Department to enable it to undertake its additional responsibilities. 3. The project provided, in total, financing for about 30 staff-years of specialist/consultant services and 16 staff-years of fellowships and scholarships for Senegalese personnel. In addition, UNDP was expected to supply funds for specialist services, particularly for the Vocational Upgrad- ing Conter, with the services being provided by the ILO. Project Cost and Financing Plan 4. The total project cost, including taxes, was estimated at CFAF 5,096 million, or US$21.23 million equivalent at the rate of exchange them prevailing (US = CFAF 240). Net of taxes, the project costs were estimated at US$19.00 million equivalent. The IDA Credit of US$15 million was to finance 63% of civil works expenditures and 100% of other expenditures included In the Schedule relating to Allocation of Credit Proceeds (See Basic Data). The recurrent costs of the project were estimated at about 3.5% of projected recurrent education expenditures. Implementation Plan 5. The existing Project Unit established under the First Education Project within the Ministry of Public Works was to be responsible for the procurement and administration of all contracts, with architectural designs being made by outside consultants, including the Unesco center ir Dakar for the Village Education Centers. The Credit Agreement specified International Competitive Bidding for all civil works except those for the Village Education Centers, for which materials were obtained through LCB and labor services through negotiated contracts. Furniture and equipment contracts were to be grouped as far as possible, with ICB for such lots over US$100,000. There were no special disbursement condi.tions. 6. The Credit Agreement, signed on February 19, 1975, envisaged that the hardware elements of the project would be completed by December 31, 1977 and the software elements by December 31, 1979, with a Closing Date of June 30, 1980. II. PROJECT IMPLEMENTATION Project Design and Management 7. TIhe Project Unit in the Ministry of Public Works performed well in implementing this project. However, it was at a disadvantage in dealing with the scvceral dicparate elements of this project, with a substantial emphasis - 3 - on improvement in educational quality, a sphere where the Public Works personnel lacked expertise and where the PlU was often reduced essentially to the status of a mere intermediary between the Ministry official concerned and the Worid Bank staff. f, This project was complicated, with its emphasis on quality improve- moct and the involvement of several Ministries. Furthermore, the thinking of the Government regarding what was to be done in the Village Education Centers seems throughout this project to have been in a state of flux. This is in strange contrast to the detailed treatment of this component in the project documents. The SAR for this project in its Appendix II devoted no less than fifteen pages (plus eight Annexes), to a description of this Village Educa- tioi Centers component, and this Appendix was described as a model within the bank. This component gives occasion for two observations. First, it seems thai. project generation was proceeding rather rapidly: the second reconnais- fanck, mission was followed after only a month by the preparation mission, and then the project was appraised two months later. This may have given neither ihe Government nor the Bank sufficient time to consider their positions care- fully, and did not even save time in generating the project because of the number of missions which were needed after appraisal. 9. A further indication that the EMP component in particular did not have time to mature, is to be found in the fact that the sites for these Village Centers were to be approved by the Bank, i.e.,--they had not been chosen at the time of appraisal. Much of the time of one of the technical s,pecialists was subsequently devoted to identifying locations for Bank approval, giving details of the total population, the population of school age in school and Gut of school, what the villagers did for a living, their commitment to the idea of a Village Center, and so on. The ultimate results of this selection process were not always fully satisfactory: on one occasion a site was ultimately approved, though the Bank considered the site had been chosen mainly on political grounds; on other occasions proposed sites were changed even after they had been approved. J(0. The second comment concerns the balance between project prepiation/appraisal and implementation work: the EMP experience suggests thiat, particularly in the case of innovative components, careful and detailed documentation, while being a necessary element of project processing, is not a sufficient condition of successful implementation, and that innovative project features require a flexible approach and continuous close attention throughout the project cycle--a condition which may often conflict with the exigencies of a large and diverse work program. Project Finance 11. This project suffered throughout its implementation period with government counterpart funds. A special account at the Treasury was to be established to ensure sufficient liquidity. However, the Government subsequently abolished all such accounts; to compensate, sufficient funds were to be made available in the equipment budgets. Consequently, compliance with the covenant in Section 3.01(b) of the Credit Agreement was not insisted on (Annex 25, p. 1). The difficulties were made more acute by a 15% fall in the value of the US Dollar relative to the CFA Franc (from CFAF 240 at ap- praisal to CFAF 208 in 1978) which occurred just when disbursements would have been expected to have been at their highest. This caused delays and cutbacks in the project, which the considerable subsequent strengthening of the US Dollar, which reached CFAF 475 in 1984, the Completion Year, could not remedy. Procurement 12. There were no substantial problems with the procurement process for civil works, though minor problems are recorded in the PCR (paras. 4.16-4.21) with furniture and equipment purchases. iDA Staff Involvement and Reporting 13. There were 28 IDA supervision missions regarding this project; continuity of the staff was good: while 16 different staff members took part in the missions this rather high number arose because some of the missions involved several staff in an effort to cover the range of project compo- nents. Nearly all missions in fact included at least one person who had supervised the project before and could thus help his colleagues who were new to the project. 14. A persistent gap in the supervision reports was their lack of a substantial treatment of the technical assistance aspects of the project. With this exception, the supervision reports were generally good, especially in the earlier stages of the project. 15. The completion mission was undertaken by two Unesco staff, who had not supervised the project before; however, the PCR produced is generally a high quality product. Nevertheless, it is regrettable that Regional staff, because of competing claims on their time, can only marginally participate in the PCR process and perform the crucial function of "self-evaluation" and feedback. 16. Particularly valuable elements in the reporting system of this project were the "Proc6s-Verbaux" produced (in French) by the Project Unit following discussions with representatives of the other Ministries or Depart- ments involved in the project. These reports sketched the position in regard to each project component under discussion, the problems being encountered at that moment, and what it was proposed to do (and by whom) to resolve them. -5- Such project discussions, with brief records of what it has been decided to do, now appear to be widely used in the project implementation process. 17. Two minor points need to be made in relation to JDA statf involvement in this project. Project implementation unit staft received supplementary allowances for :orking on this project. This may well be an incentive in improving individual project implementation, but general experience shows that it often has an adverse effect on institution-building in a wider sphere. (Indeed it seems that these incentives are absent from recent projects.) Furthermore, 1DA staff appear to have approved increases in PIU staff emoluments without inquiring into how general salaries were moving in Senegal. The second point concerns a fellowship application in mid-1982 which was turned down by IDA staff because the Closing Date of the Credit was December 31, 1982. Apart from the fact that this refusal ignored that a request for an extension of the Closing Date had already beeni made, and was indeed approved later on, one could reasonably argue that education and training of national staff, which would be essential for the ultimate sustainability of any project, should be given preferential attention throughout the project implementation period and handled with as much flexibility as credit/loan agreements permit. III. PROJECT OUTCOMES 18. The project elements will be dealt with in the same order as they are listed in paragraph 2. Laboratory and Workshop Centers: Eight of the eleven laboratory/workshop centers were built. The PCR records that the centers are operating satisfactorily, and gives details of enrollments and teaching staff in its paras. 6.1 through 6.7. The audit mission visited two of these centers and generally concurs with this PCR comment: there 1s no doubt that the instruction and the general morale in these centers are of a higher level than would have been possible in the existing schools. The main potential problem is the high unit recurrent cost of operating these cen- ters. There are some minor design fJTws which should be corrected in any future extension of the system--for example tiled science benches which are costly and lead to excessive breakages of scientific glassware. Wood benches, properly treated, can resist attacks from acids and are much to be preferred. The PCR also points out that the centers have been equipped with rather sophisticated and difficult-to-maintain imported equipment requiring costly service facilities (PCK, para. 4.5). 19. Lower Secondary Schools. None of these four schools was visited by t'te audit mission. The PCR records (paras. 6.7 through 6.10) that the schools are operating satisfactorily, with an enrollment in 1984 of 1,740 students against a total capacity of 2,270. There is little doubt that the schools will soon be fully enrolled. Three of the four schools have success - 6 - rates in examinations which are well above the regional rates. Much of the success of this project component is due to the assistance given by Lhe maintenance center established under the project. 20. The Hotel Training Center was not built under the project, though funds for architectural work were used. It appears that this Center was never built, and indeed during project implementation IDA staff questioned whether it had ever been essential. 21. Village Education Centers. Only five of the thirty originally proposed were built; the audit mission visited two. The PCR contains excellent commentary on these centers in its paras. 6.11 through 6.15, concluding that the Government would be well advised not to expand this type of non-formal rural education unless and until the existing centers have been thoroughly evaluated. 22. The Center for Vocational Upgrading. This Center was visited briefly by the audit mission, and is reported on quite extensively in the PCR, paras. 6.16-6.20. The audit mission concurs with the PCR view that this was one of the most successful elements of this project, with the number of trainee hours increasing from less than 1,200 in 1977 to more than 27,000 in 1983 and to 37,000 in 1984. Nevertheless, the Center is still operating at only 50% of its capacity (PCR, para. 6.18). 23. The National Maritime Training School was also visited briefly by the audit mission. The PCR reports extensively on this school in its paras. 6.21-6.26 and the audit mission agrees with these comments. The boarding facilities provided under the Credit were still not being used at the time of the audit mission visit, but were in a reasonable state of maintenance. 24. The Educational Planning and Management component, and the Pre- Investment Study do appear to have not achieved their objectives to the extent hoped for, in part because of the circumstances in which they were carried out (PCR, paras. 6.27-6.30). Sustainability 25. While recurrent costs in the Vocational Upgrading Center are high, this is a single institution which is well regarded by Senegalese industry; its sustainability does not appear to be in doubt, although the need for a continuing supply of foreign technical assistance is troubling. The sustain- ability of the benefits of the Service/Workshop Centers and indeed of the more practical curriculum in the Lower Secondary Schools appears less cercain because of the high recurrent costs and the considerable number of institu- tions involved. Graduates of the National Maritime Training School are already having difficulty in finding employment, and the sustainability of benefits of this project component is in doubt. Finally, the benefits of the Village Centers component still need to be evaluated. -7- Role of Women 26. This project was generated at a time when the Bank Group did not yet routinely assess the role of women in its projects; therefue the project did not address this issue explicitly. -2--o -9- REPUBLIC OF SENEGAL SECOND EDUCATION PROJECT - CREDIT 530-SE PROJECT COMPLETION REPORT September 30, 1985 Western Africa Projects Department Education Division .／乙一＿ 州‘J＇矽州了斤〞斤 - 11 - REPUBLIC OF SENEGAL SECOND EDUCATION PROJECT - CREDIT 530-SE PROJECT COMPLETION REPORT I. SUMMARYo CONCLUSIONS AND LESSONS LEARNED Physical Implementation 1.1 Major delays were noted in the implementation of the project (100 months as opposed to the appraisal estimate of 58 months). The closing date was extended twice and the project closed with a delay of 42 months. This was due to delays in the preparation of architectural studies and equipment listso long administrative procedures required for the launching of civil workso and lack of prior studies and of a clear, well-defined policy regarding non-formal education and training at the Village Education Centers (EMP). 1.2 The volume of the project was reduced from that stated in the appraisal estimates. Civil works realized represent 51% of the total area of construction planned; provision of furniture and equipment was reducedo to the extent possible, in tandem. This reduction was decided upon by the Government and approved by IDA for three main reasons: (a) decrease in the exchange rate of the US dollar and substantial increases of world prices which occurred between the initiation of the project and the peak of implementation; (b) delays in designs and contract awards; and (c) difficulties in planning and decision-making concerning non-formal rural education policies. Adequacy and Utilization of Buildings and Equipment 1.3 Construction and conversion of the institutions have been completed, and equipment and furniture have been delivered and installed. In general, the construction work is of good quality and the buildings well-suited to pedagogical requirements. The equipment was installed in good time and is suitable for the training programs and facilities, but is excessive for the EMP due to the substantial reduction in the number of centers. All the institutions are operational; the first began in 1977 and the last in 1980. 1.4 Utilization of the buildings is good for most of the institutions, except for the EMP centers which are operating at approximately 30Z capacity. There is scope to improve the utilization rate of the scientific centers and the CFPP. The utilization of equipment is - 12 - being carried out under satisfactory conditions, except for some aspects of the home economics program, for the teaching of technology, and for some EMP center specialities where insufficient numbers of specialized professors are available. Cost and Financing of the Project 1.5 The final cost of the project omained within the limits of the estimated financial envelope. In CFAF terms, the final cost shows a slight increase (3%); in US dollars, the actual cost is 5% lower than appraisal estimates. This is due to savings resulting from the considerable reduction in the number of facilities constructed; these savings compensated for price increases. In terms of US dollars, IDA financed 81% of the total project cost (at the weighted exchange rate of US$ = CFAF261. Project Management 1.6 The Project Implementation Unit (PIU) generally operated efficiently during the project, but encountered some difficulties. These difficulties resulted due to the absence of or insufficient number of technical personnel during critical periods of implementation, and because of tasks which had to be accomplished simultaneously to finalize the Second Project and prepare and implement the Third Project. 1.7 Administration also suffered from a certain conception and composition of the PIU itself. The PIU was conceived as a technical office rather than an office designed to direct, administer and coordinate all aspects of the project. More emphasis was placed on material and financial management than on administration and coordination, particularly the pedagogical and educational development aspects. Each educational aspect was dealt with separately by the sub-projects outlined in the Credit Agreement, but it was impossible for the Project Office to perform the overall direction and coordination because it did not include a permanent staff member responsible for pedagogical and educational matters. Results of the Project by Components Lower Secondary Centers for Practical .ience, Technology and Domestic Science (Science Centers) 1.8 The eight centers which were built and equipped, operate satisfactorily and contribute effectively to the improvement of science and technology teaching in the 27 lower secondary schools served by them. The Maintenance and Coordination Cell, added to the project at a later date, provides substantial assistance in the operation and service of equipment as well as in the training of teachers. Three centers were not built because costs were exceeded. Lower Secondary Schools 1.9 The four lower secondary schools have been built, equipped and operate under good conditions; they also benefit from the assistance of the Maintenance Center for the teaching of sciences. The results obtained by these four colleges are better than those of similar establishments. - 13 - However, due to the lack of teachers, teaching of technology has not progressed as well. Center for Vocational Upgrading (CFPP) 1.10 The center underwent conversion and construction work and was supplied with equipment and furniture, as well as technical assistance which allowed a large program of further training for industrial personnel to be set up and carried out efficiently. National Maritime Training School 1.11 Existing building facilities were converted, remodelled and equipped. However, training is not sufficiently adapted to the needs of the sector, resulting in difficulties when it comes to finding jobs for school-leavers. Hotel/Tourist Training and Upgrading Centers (Catering, Training Center) 1.12 Although preparatory studies for the construction, equipment, and training programs were carried out, this component was not executed upon request of the Government. Village Education Centers (EMP) 1.13 The objectives of this component were not reached, and only five centers are open and operate adequately. Research and studies had been carried out prior to implementation, but the lack of a cleariy defined policy in terms of education/training has been an obstacle to the effective functioning of these centers. Educational and Human Resources Planning 1.14 In spite of the lack of reliable statistical data between 1973 and 1978, a certain number of studies were carried out on the evolution of the numbers of students and teachers, and on the costs of education. The school map of the country was not completed and is now included in the third project. Also, the SAR requirement for evaluation of students' performance in the project institutions was not implemented. Conclusions 1.15 The final cost of the project exceeded appraisal estimates only marginally, although it was necessary during implementation, due to cost increases resulting from currency fluctuations and design and contract award delays, to reduce project scope (only 51% of the construction estimated at appraisal was realized). The project implementation period was, however, almost twice as long as that initially foreseen. Out of the six sub-projects designed to reinforce and adapt education to the development requirements of the country, three reached their objectives fully (Science Centers, CFPPs, and Lower Secondary Schools), two attained them to a major extent (Educational Planning, Marine School), and one has not attained them at all (Village Education Centers). - 14 - Lessons Learned 1.16 The project might have been implemented more efficiently if: (a) the project had included a component to provide assistance to the office for project implementation to help it: (i) reinforce its competence in the management, coordination and evaluation of the project; and (ii) develop a project monitoring system which would have improved its monitoring of the project and its sub-components; (b) it had been designed to include fewer components, and if its components had been closely related to each other; (c) fewer government agencies had been responsible for the plethora of project components; (d) IDA had insisted to the Government that the Project Unit be adequately staffed, including adequate numbers of Senegalese staff and a staff member responsible for pedagogical and educational matters; (e) consultant architects had been selected at an earlier stage; and (f) laboratories and workshops had been equipped with less sophisticated installations (water, gas, electricity) and less costly, difficult-to-maintain imported equipment. II. THE PROJECT AND THE CREDIT AGREEMENT Socio-Economic Setting 2.1 Senegal is a country of some six million people located in the westernmost part of the Sahelian zone, extends across Africa between the Sahara Desert in the north and the tropical forest regions in the south. As in all the Sahelian countries, agricultural potential is severely limited by sparse rainfall which is concentrated in a short season, and relatively poor soils. Senegal suffered from substantial droughts in the last decade, which decimated livestock and turned areas into dustbowls. These climatic conditions which hamper steady agricultural development, promote the poor quality of rural life and the tensions between young people and their parents, are factors encouraging migration to the urban centers, such as Dakar, an old established administrative center and the focus of salaried employment. Continued migration has created squatter communities and severe social, economic and educational problems. 2.2 Regarding the development of industry, the Government has focused on and has been successful in stimulating import substitution industries. This policy has met with considerable success. But salaried employment has grown slowly and there is serious urban unemployment. Tourism, ship repair, fishing and the Government's incentives to industrial investors should generate increased employment. - 15 - Fducation Development Strategy and Issues 2.3 To meet the manpower demand for its development efforts the Government has tried to develop a strategy for education and financing coherent with economic, social and pedagogical needs. Specifically, the Government sought to attain: (a) qualitative improvement of the lower-secondary program by the introduction of practical scientific and technical sources which prepare for further education, formal and on-the-job training, and family care; (h) development of those specific vocational training/upgrading programs which were lacking; (c) development of educational training programs for rural and urban primary school leavers to make them more employable or to prepare them for self-employment; and (d) )ow-cost alternatives to the ill-adapted, long and expensive primary program to provide the majority with the minimum skills and knowledge needed for participation in Senegal's development. The Govoirnment has also sought to improve the effectiveness of education, in particular* (a) establishment of closer links between technical/vocational education and employment; (b) progressive adaptation of the University of Dakar to the country's needs and resources; and (c) improvement in the management of individual schools. 2.4 The primary constraints to implementing this strategy were thez (a) limited financial resources (about 25% of the national recurrent budget was already allocated to education); (b) weakness of planning and management capabilities which were indispensable for improving the content and efficiency of the existing system; and (c) lack of teachers and managers to implement the practical scientific and technical programs in -ower secondary education. To attain its goal, the Covernment turned to IDA for support. Origip of the Project 2,5 The Second Education Project resulted from discussions based on a joint Senegal-Unesco-World Bank study conducted in November 1972 and April 1973. The Government request was prepared in April 1973 with the assistance of Unesco. The project was appraised by the Bank in May/June 1973. The Appraisal Report was finalized in December 1974 and the Credit Agreement was signed in February 1975 and became effective in April 1975. The estimatd total cost of the project was US$19 million, of which 15 million was covered by the IDA credit. - 16 - Description of the Project Objectives 2.6 As specified in the Appraisal Report, the project was designed to assist the Government in implementing some of the essential elements of its educational development strategy by: (a) implementing the reform of lower secondary education through the development of practical curricula and teacher training programs, constructing facilities for science, technology and domestic science either in new schools or as central units servicing existing schools; (b) providing vocational training and upgrading opportunities to maximize Senegal's return on its investments; (c) developing the experimental first-phase of the national program to establish a network of low-cost village education centers(EMP); (d) strengthening planning and management of education; and (e) studying low-cost alternatives to primary education. Components 2.7 According to the Appraisal Report, the project components were: (a) Lower Secondary Education (i) construction and equipping of 11 lower secondary centers for the teaching of science, technology, and domestic science, together with technical assistance for program development and upgrading of teachers; and (ii) construction and equipping of four lower secondary schools in departmental capitals to replace the existing, inadequate facilities. (b) Vocational Training/Upgrading (i) a hotel/tourism training and upgrading center, including a "hotel d'application" to be located in Dakar; (ii) conversion of facilities, winor construction and equipment at an existing Dakar vocational training school to house a new industrial upgrading program, technical assistance for instructors and scholarships for national trainees; and (iii) minor construction and equipment for the National Maritime Training School. - 17 - (c) Non-formal Rural Education -- Village Education Centers Construction and equipping of 30 village-level centers; equipment for supervision teams and technical assistance to aid the directorate responsible for developing, improving and evaluating the programs. (d) Planning and Management The financing of technical assistance to strengthen the Directorate of Research and Planning in the Ministry of Education and the Human Resources Division in the Ministry of Planning and Cooperation. (e) Alternatives to Primary Education Study Consultants to aid in studies of low-cost alternatives to the present formal primary education programs. (f) Project Implementation Technical assistance and equipment for project implementation and design work. Amendments 2.8 Two amendments to the Credit Agreement were adopted due to delays which occurred in the execution of certain project components, the financial conditions prevailing in the country, the increase of construction costs and the fluctuations of the exchange rate of the dollar: (a) The first, dated July 18, 1979, provides for: (i) reduction in the number of Science Centers from 11 to 8; (ii) reduction in the number of Village Education Centers (EMP) from 30 to 15; (iii) suppression of the Hotel Training Center; and (iv) postponement of the project Closing Date from June 30, 1980 to December 31, 1982. (b) The second, dated December 30, 1982 provides for: (i) a further reduction in the original 30 Village Education Centers (EMP) from 15 to 5; (ii) creating and equipping a maintenance center for science and technology teaching; and (iii) further postponement of the project Closing Date to December 31, 1983. - 18 - The changes in project scope meant that, despite exchange rate fluctuations, it was not necessary to modify the total amount of the Credit. Amounts allocated to the different sub-projects were readjusted. Covenants of the Credit Agreement 2.9 In general the Government fulfilled the conditions of the Credit Agreement. It failed, however, to conform to the condition which required establishment of a system of follow-up for the graduates of the CFPP. Details regarding the execution of the covenants of the Credit Agreement are shown in Annex 25. III. PROJECT ADMINISTRATION AND IMPLEMENTATION 3.1 The project was administered by the Project Implementation Unit (PIF), (Bureau du Projet d'Enseignement technique et agricole) (BPETA), wnich was established under the framework of the first Credit Agreement. Administratively, BPETA is placed under the authority of the Director General of Public Works of the Ministry of Equipment who assumes the functions of project director and is aided by a deputy director who is a civil engineer 'Annex 7). The PIU was never adequately staffed to manage the project. In particular, excessive reliance was placed on expatriate (technical assistance) staff and adequate local staffing of the Unit was never achieved. 3.2 The implementation of the educational aspects of each of the Fteven components has been entrusted, in the form of sub-projects, to the responsible services of the different ministries concerned, i.e.: (a) Ministry of National Education: (i) Science centers (Coordination nationale des centres scientifiques); (ii) Lower secondary schools (Direction de 1'enseignement moyen g6nfral et secondaire -- DEMSG); (iii) Administration and educational planning (Direction de Ia recherche et de la planification -- DRP); (iv) Center for vocational upgrading (CFPP); (Direction de l'Enseignement technique et professionnel; (b) State Secretariat for the Promotion of Human Issues until 1984, Ministry of National Education thereafter: Village education centers (EMP) (Direction gfngrale de 1'enseignement moyen pratique); - 19 - (c) Ministry of National Education until 1981, State Secretariat for Maritime Fisheries thereafter: National Maritime Training School (Direction de 1'4cole maritime). (d) General Delegation for Tourism: Hotel Training Center. 3.3 The continuity of the PIU, with one change of directors for the period of the Second Project, was ensured but the Unit did not have a deputy director for a period of one year (September 1976 - September 1977). During the critical period of the preparation of architectural studies, technical personnel included only one civil engineer who was absent for long periods due to illness, and one site supervisor who had important tasks to carry out in the implementation of the First Education Project. During the period when the major works were carried out, in particular civil works, the technical staff included one civil engineer (the deputy director) and one site inspector. Only after the launching of the Third Education Project was the office reinforced by the appointment of a site supervisor. The PIU was never provided with staff responsible Kor coordinating the educational and pedagogical aspects of the project. Nor until the Third Project had begun was there a procurement officer foreseen in the composition of the Unit; this task was attributed to the deputy director. In general, both the number and average qualifications of PIU staff were inadequate to the work entailed in implementing the project. For these reasons, difficulties were encountered in the general administration of the project, for instance, in coordination with other ministries concerned (National Education, Human Promotion, Fishery, etc.). With such limited personnel, it is understandable that delays developed in the preparation of architectural studies and documents, and in the execution of works. Finally, the preparation of equipment lists (left to the responsibility of the directors of each sub-project, with a very slow-starting Unesco assistance), took considerable time (almost one year for the "science centers" and "lower secondary schools" components from March 1978 to February 1979) which in part explains the delays in the delivery of furniture and teaching equipment. A list of PIU staff, their position and the duration of their appointment since 1971 are given in the chart of Annex 8. 3.4 The Project Unit did not keep separate records of specialist services and scholarships. In the future, project accounts should distinguish between these documents. More generally, a system of project accounts should be used by project units which distinguishes clearly between sub-categories of expenditures and their purpose. IV. PHYSICAL IMPLEMENTATION Sites 4.1 The choice and availability of sites for the Science Centers (workshops and laboratories) did not present problems as most of the - 20 - centers were built on the sites of existing institutions belonging to the Ministry of Education. This was also the case of the Maintenance Center. The sites for the four Lower Secondary Schools were chosen and acquired without any major problems. In general, all the sites for the above categories of institutions were available when civil works began. On the other hand, sites for the EMP Centers became available only from the second quarter of 1978, a delay of nearly two and a half years. This delay was due to the fact that decision making concerning the policy for non-formal training and the need to carry out studies on the socio-economic and geographic conditions relative to the distribution of the centers took a great deal of time. 4.2 From a technical point of view, the sites chosen posed the following: (a) the soil and foundation problems, which were solved in all cases except St. Louis Scientific Center where work was suspended for almost 18 months due to the recalculation of the foundations; (b) problems of drainage and water evacuation, for which the best solutions were not always found. Architectural Design Studies 4.3 The architectural design studies and site supervision of the Science Centers, the Lower Secondary Schools, the Marine School and the Hotel Training Center (later cancelled) were entrusted to private architectural consultants. After international invitation, consultants were chosen between March and May of 1974 and their contracts were approved in October 1974. An exception to this was the architect for the Hotel Training Center whose contract was signed after a long procedure, when the previously chosen architect was removed after several problems had occurred. The architects submitted final drawings and documents for the Science Centers and Lower Secondary Schools in August-September 1976, almost 9 months later than the anticipated starting date. A Canadian office was chosen for the Science Centers, while the remainder of the components mentioned above were entrusted to an architectural consultant located in Dakar. The Canadian office was associated with the Dakar office for site supervision. 4.4 The architectural design studies of the EMP Centers were carried out with the assistance of architects from Unesco's Regional Office in Dakar (BREDA) who supervised the execution of the initial work and trained the first craftsmen. A consultant was employed for four years (1976-1979), for the training of the craftsmen on-the-spot, and for site supervision. The PIlU (BPETA) monitored the work of the architects and the execution of the works of technical personnel. PIU also prepared the design studies and documents for the CFPP civil works. - 21 - Architectural Design Science Centers 4.5 The building plans for the accommodation areas comply with the architectural programs. They are simple and functional but have a traditional approach which does not allow for innovation or flexibility on the pedagogical level. For instance, the laboratories and workshops are provided with benches made of brick and cement faced with white tiling, which are fixed and thereby inflexible. The laboratories and workshops are overequipped with sophisticated installations (water, gas, electricity) using costly, delicate and difficult to maintain imported elements. Contrary to the plans, the building structures are neither simple nor functional. One-floor buildings have a main structure consisting of a heavy reinforced concrete framework with a 4 meter-grid, monumentally supporting a corrugated asbestos cement roof on steel beams. Lower Secondary Schools 4.6 The above remarks remain valid here. The workshops and laboratories have the same dispositions and follow the same standards. In the superstructure, a search for a plastic expression with inclined walls extending beyond the buildings, while increasing the overall cost of the buildings, cannot be considered as contributing anything to an aesthetic and organic adaptation of the buildings to the environment of the country. EMP Centers 4.7 The building plans are based on an original design which makes optimum use of local resources (materials and labor) and is adapted to the environment. Construction costs, functionality of space and climatic comfort are satisfactory. The design of the structure and the proposed construction methods, while being simple and functional, are still at the experimental stage, particularly as far as labor is concerned. For more generalized application, it will be necessary to train craftsmen on site and to familiarize them with the construction methods used. A craftsman trained in this way could then direct the building site and the non-specialized labor drawn from the population. However, this type of construction requires the intervention of an experienced technician at the design stage and the supervision of the critical elements such as vaults and buttresses. Construction Science Centers and Lower Secondary Schools 4.8 Invitations to tenders for the buildings of the Science Centers and the Lower Secondary schools were sent out and the bidding took place in October 1976. The choice of contractors was made in April 1977, but the results of the bidding revealed that the estimated costs were exceeded by approximately 30%. Therefore, it was decided to suppress three Science Centers. In September 1977, the architects were called in to prepare the bidding documents. Three tenders were prepared, grouping together the following institutions: - 22 - (a) 4 Lower Secondary Schools; (b) 5 Science Centers (North); and (c) 3 Science Centers (South). Each tender included 14 trades and for each trade different contracts were signed with different specialized contractors. The contracts were finalized in mid-November 1977 and the contractors received notifications for work to begin in June-July 1978. 4.9 The period between November 1977 and July 1978 was devoted to obtaining approvals from the various national services and IDA, and to resolving problems of tax exemption for construction work, as required by the Credit Agreement. The lack of general contractors and the groupin, of contracts according to building groups (not per building site) resulted in a total of 10 contractors simultaneously carrying out work on 12 different sites. As payments were made per trade contract, it became impossible to accurately establish a final cost per site. 4.10 The Science Center buildings were completed within the scheduled time. Even before starting construction, work on the St. Louis Science Center had to be suspended for a period of 18 months due to a problem of weak soil resistance which required redesign of the foundations. The construction of the Lower Secondary Schools was completed with a delay of three months, due to bad weather and problems in obtaining tax exemption. The final reception of all buildings was made in August 1982 and the construction of all buildings is generally good. Faults are generally of the same nature in all buildings and mainly concern floor finishing in various rooms and sanitary equipment, which proved to be unsuitable for collective use. EMP Centers 4.11 It was expected that the population would contribute the labor to the construction of the EMP Center buildings and the project would supply the materials, specialized craftsmen and masons and architectural services. The construction of the first Center at Coubanao began with the assistance of architects from BREDA who trained the craftsmen on-the-spot and supervised construction. Contrary to these expectations, labor was not given freely and local craftsmen groups were contracted to finish the building. Construction of the other Centers was carried out by local craftsmen groups on labor contracts, purchase and routing of materials were carried out by the PIU and supervision of works was assured by PIU technicians. The length of the construction period was considerable because of the experimental and innovative character of construction techniques and design of the buildings. The Center at Coubanao was completed in 30 months, while the rest took between 21 and 17 months. 4.12 The results of these experimental constructions are generally good; the buildings are not always well-finished, but they do not have any cracks. Attention should be drawn to some construction details, particularly rainwater evacuation and water-proofing of roofing which call for urgent repair. In some buildings, earth-moving work around the outer walls is necessary to avoid rain erosion which could affect the stability - 23 - of the foundations. Finally, the joinery work (doors) is not always of the best quality. CFPP 4.13 The renovation and conversion work was completed without major problems; there was, however, a delay of 40 days due to the removal of heavy equipment, but remained within the deadline allotted for appraisal. National Maritime Training School (ENFM) 4.14 No financial provisions were included for civil works, but a proposal was made during the negotiations to finance modifications of the existing buildings. The IDA gave its approval for such financing within the limits of the financial envelope of the component. Two successive tenders were called in order to adapt the cost of the civil works and equipment to the budget of the component. Works began in March 1978, with a delay of 8 months due to the slackness of the tax exemption procedures and to the late removal of existing equipment. 4.15 In 1981, it was decided that project funds would be used to carry out supplementary work and to acquire equipment. The civil works component of the second phase converted certain areas of the existing building into dormitories and dining facilities. Work began in July and ended in December 1983 without any major problems. Final reception of the construction has not yet been made. The quality of work is good and free of fault. Furniture and Equipment 4.16 The preparation of equipment and furniture lists and specifications for each of component were entrusted to the director of each sub-project. Execution was generally carried out under satisfactory conditions and on schedule. Some delays arose mainly due to difficulties in the preparation of lists, slow decision making, and changes and modifications to the building construction schedule. 4.17 It was intended that the furniture (classroom desks, drawing tables, seats) be manufactured in Senegal, using imported elements, or imported directly from abroad. The quality of the furniture varies according to its origin: imported furniture is often of better quality than that manufactured locally (deficiencies in assembly, welding, etc.). The general design of the furniture is traditional and primarily follows European standards. From a pedagogical standpoint, the design reflects that of the buildings, but is not adapted to the anthropometric characteristics of the Senegalese school child. This is certainly due to a lack of studies on the particular requirements of school furniture adapted to the Senegalese context and explains the errors made in the choice of norms and specifications used for ordering the furniture. Thus, in Senegal, as in other African countries, the variety of student size results from the wide age difference present in the same classroom. A possible solution to this problem may be the use of adjustable desks and chairs; however, this type of furniture is fragile and requires maintenance which, so far, is very difficult to achieve. Another solution may be to - 24 - distribute the furniture according to student size, but storage and management, in addition to cost, maake these solutions costly. 4.18 Equipment lists which were intended for the Science Centers were drawn up in 1978 in collaboration with Unesco consultants and had to be revised in 1979 to better adapt to the programs and costs. The same is true for laboratory and workshop equipment for the Lower Secondary Schools. Starting in 1980, as soon as the Science Centers and Lower Secondary Schools opened, equipment and furniture were delivered gradually as work was completed. In 1982, complementary orders were made in order to replace unsuitable or missing equipment, and new deliveries were made in 1983. The non-utilization of some equipment, in particular, that designed for home economics (the sewing machines are no longer used), is due to changes in curricula which occurred in the meantime. 4.19 The difficulties and delays in the placing of orders and the delivery of equipment intended for the EMP Centers are essentially due to a lack of decisions concerning the training policy and to the successive reductions in the number of institutions. Thus, the delivery of equipment intended for the first five Centers began in 1977 and the remainder in 1979, was stored both in the M'Bour Training Center where a large part is still unused, and or in the N'Guekokh Center where it is deteriorating by rust and termites. In 1983, a final purchase of material was made and stored at Bargny from where it is being delivered to the five Centers currently in service. The furniture and equipment intended for the M'Bour Training Center and the equipment for the mobile teams was delivered and used to some extent, between 1977 and 1979. After the transfer of the Training Center to Dakar, the boarding equipment (beds, kitchen equipment) was stored in the N'Guekokh Center where it remains unused, while a large quantity of equipment, in particular, audiovisual, has been allocated to other services or ministries. Finally, the 21 vehicles and mopeds delivered in 1977 and 1978 are almost all worn out or allocated elsewhere (Annex 16). 4.20 The greater part of the equipment for the CFPP was delivered and installed in 1976 as soon as conversion works were completed. It was utilized immediately in 1977 as soon as the first upgrading courses began. Supplementary deliveries of equipment were made in May 1977 and at the end of 1978. The equipment received is of good quality and well adapted to requirements which makes the CFPP perfectly operational. 4.21 Finally, the equipment for the Marine School was ordered in November 1976 and delivered in August 1977, but was not installed immediately due to inadequacies in the existing electrical installation. There are maintenance difficulties for some equipment due to the closing of the importing company. Technical Assistance General 4.22 In general, technical assistance was carried out correctly, particularly for the Science Centers, and CFPP, but under conditions that - 25 - were not so good for the Village Education Centers (EMP) (Annex 1). Implementatio. was carried out with a delay of one to two years due to slow implementation of the sub-projects, and delays in the completion of construction work. The project accounting makes it impossible to isolate the various parts of this element, in particular, to distinguish between the specialist services and training activities (overseas scholarships, local training). Accounts should have been established to distinguish between categories of expenditure, in this case, between specialist services and scholarships. Specialist Services (Experts) 4.23 An agreement was signed with Unesco in 1977 for technical assistance for the "Science Centers" and "Educational Planning" components. In 1978, Lwo experts were assigned to the Directorate of Educational Research and Planning: one for planning and the other for school mapping. In 1980 two other experts were assigned to the Directorate of Lower Secondary Education to set up the Science Centers: one to prepare teaching and training curricula, and the other to create a Maintenance Center. 4.24 In general, the objectives were achieved, except school mapping, but with a delay of three years for the educational planning component and four years for the Science Centers. Considering the date the Agreement signed with Unesco (October 1977), the two experts were recruited and assigned to the Planning Directorate (April and July 1978), within normal delays. The two science and technology experts were only assigned from May and September 1980 when the Science Center construction works were in the process of completion. The prime cause in delays for the technical assistance component resulted from the lapse of more than two and one-half years between Bank approval of the project (January 1975) and the signing of a technical assistance contract with Unesco (October 1977). 4.25 For the Village Education Centers, three experts were recruited directly by the Government (1976 to 1981) to draw up programs for pedagogical research and experimentation, for agricultural training and for the supervision of the civil works within the PIU (from August 1979). These experts were unable to work under satisfactory conditions. It is difficult to say whether the objectives of this component have been met because the component itself was reduced twice and the policies concerning vocational training aie still the subject of thought and study. 4.26 Technical assistance for the CFPP was entrusted to ILO according to an agreement made at the beginning of 1976. Expert services were accomplished in their entirety but with some delay and the quality has permitted the achievement of the objectives under highly satisfactory conditions. Technical Assistance and Training 4.27 It is difficult to isolate the training activities from the entire "technical assistance" category in the PIU accounts. However, training programs have been carried out for: - 26 - (a) Village Education Centers: organization of training sessions for senior staff of Vocational Education (Enseignement moyen pratique) in the M'Bour Center between 1976 and 1979; and (b) Science Centers: organization of a national seminar and four regional seminars in 1982 and 1983 for the training of science teachers, Lower Secondary School directors, inspectors, pedagogical advisors and directors of Science Centers. Training activities were also undertaken by CFPP which consisted of 25 man months of overseas scholarships (1979 to 1982), and given to the director of the Center and to instructors, counterparts of expatriate experts. Consultancy Services 4.28 Although the "Hotel Training School" component was suppressed in 1979, two consultancy months were used for its preparation. Within the scope of the agreement signed with Unesco in 1977, six consultants were made available to the Project: five for the "Science Centers" component and one for the preinvestment study. The work of the first consultant was revised by a team of three other consultants who, in 1979, drew up the final lists of laboratory and workshop equipment. In 1983, a maintenance consultant assisted in the implementation of the Maintenance Center. For CFPP, the services of the two consultants were carried out as scheduled in 1981 and 1983 and assisted in the evaluation of the center training programs. Consultant Performance (Architect Offices) 4.29 Two architectural consultancy offices worked for the project: a Canadian firm which carried out architectural and technical studies for the Science Centers, and a firm installed at Dakar which was responsible for the architectural and technical studies and site supervision of the Lower Secondary Schools and Marine Training Center. Since the Canadian firm was geographically so far removed, there were unfavorable repercussions on the quality and speed of its work during the study phase. But close association between the two firms solved the problem of distance and enabled regular site supervision. The performance of the Dakar architectural office was correct and efficient. However, issues have been raised regarding the architectural conception of the various structures (paras 4.5 - 4.10). World Bank Performance 4.30 During the nine years of project execution, there were 19 supervision missions, i.e. one every 5.25 months, and the average mission length was 9.36 days. Fifteen of the missions included an architect, ten a general educator, fourteen an economist, two an agricultural educator, and one a technical educator. Technical questions concerning construction, and equipment and furniture were followed efficiently by the Bank and its intervention for approvals, disbursements, changes, etc. took place under normal conditions. As regards technical assistance, the Bank's collaboration was satisfactory: approval of experts, checking of equipment lists, and studies (EMP), school mapping. - 27 - 4.31 The components and, in particular, those which could have required a specialist's intervention, such as the Science Centers, the Village Education Centers and the Lower Secondary Schools, were regularly followed up by a general educator (10 missions out of 18). 4.32 The attention by the Government to difficulties experienced II the development of education and training in rural areas was drawn repeatedly by Bank missions since 1977. Recurrent problems such as location of the rural centers in the vicinity of development program areaj, difficulty in using local human resources for practical and agricultural training, as well as financial constraints, were later compounded by changes of Ministers, disagreements about the enrollment of illiterate students and the training of teachers. This led the Government to limit construction of rural centers to the five already built under project financing. Efforts to meet educational objectives may have been better achieved if the project design had included technical assistance support to the PIU for: (i) an educational planner whose supervision would have improved the implementation of the educational component and school mapping; and (ii) vocational and out-of-school education specialists who would have analyzed the difficulties encountered in the development of the Village Training Centers (EMP). V. PROJECT COSTS AND FINANCING 5.1 Project costs, including contingencies, was estimated at CFAF 4,560.00 million (US$19.00 million equivalent). Actual cost in December 1984 was CFAF 4,698.11 million (US$17.99 million equivalent). Annex 1 provides a detailed comparison of appraisal and actual costs. Table 1 - Comparison of Appraisal Estimates and Actual Costs Appraisal Estimates Actual CFAF US$ CFAF US$ Million Million Million Million Civil Works 2,661.84 11.08 2,683.00 10.28 Furniture & Equipment 867.60 3.62 797.88 3.10 Professional Fees 387.84 1.62 327.55 1.44 Technical Assistance 549.36 2.29 769.72 2.68 Project Implementation Unit 93.36 0.39 119.96 0.49 4,560.00 a/ 19.00 a/ 4,698.11 17.99 b/ a/ Includes contingencies, and excludes taxes. Exchange rate prevailing at appraisal: US$ = CFAF 240. b/ CFAF/US$ conversion based on prevailing exchange rate at time of disbursement. 5.2 At completion, the actual cost of the project in CFAF terms was an increase of 3%, and in US dollar terms a decrease of 5% in comparison to - 28 - appraisal estimates. 1/ It needs to be noted, however, that under the project only 51% of the estimated construction was realized (Annex 2), primarily due to shortage of funds resulting from world-wide price increases and the long delay in implementation. Construction costs in CFAF per m2 (Annex 3) increased by 101% for the Village Training Centers (EMP) and by 332% on average for the Science Centers and Lower Secondary Schools, compared with 40% for physical and price contingencies estimated at appraisal (Annex 4). To offset these increases, the project was amended to reduce the number of Science Units from 11 to 8 and the number of EMPs from 30 to 5. The Hotel Training School was also eliminated from the project. On the other hand, a maintenance center was added to the Science Centers and construction, furniture and equipment were added to the Merchant Marine School. The cost i-crease for professional services and technical assistance was 40% and 28%, respectively. Project Financing 5.3 Financing of the project, as estimated at appraisal, was to be 79% by IDA and 21% by the Government (net of taxes). The final cost resulted in IDA financing 81% and the Government 19% (at the weighted exchange rate of 261). Tables 2 and 3 below provide breakdown of Government and IDA contributions to the project in US$ and CFAF. 1/ The exchange rate between CFAF and the US$ ranged between 208 and 450 during the life of the project, compared to the rate of 240 at appraisal. The weighted exchange rate derived from the rate applied to disbursements is calculated as 261. - 29 - Table 2 - Project Financing -- Appraisal and Actual (US$'000) Appraisal 1974 July 1979 Amendment Final Cost Total Total (tax (tax IDA not not (Nov. '84 Category incl.) IDA Govt. incl.) IDA Govt. Total disbursements) Govt. I. Civil Works 7,653 4,792 2,861 11,111 7,000 4,111 a/ 10,280 6,940 3,340 b/ II. Furniture and Equipment 2,521 2,521 - 3,000 3,000 - 3,100 3,100 - II. Professional Fees 1,115 1,115 - 1,300 1,300 - 1,440.0 1,440 - IV. Technical Assistance 1,977 1,977 - 2,000 2,000 - 2,680.0 2,680 - V. Project Implementation Unit 312 312 - 400 400 - 490.0 490 - VI. Contingencies 5,422 4,283 1A139 130 1,300 - 0 0 - Total 19,000 15,000 4,000 19,111 15,000 4,111 17,990.0 14,650 3,340 a/ Represents 37% of the expenditure for the category. All other categories are financed to 100% by IDA. b/ Represents 32% of total civil works at the weighted exchange rate of 261. Table 3 - Project Financing -- Appraisal and Actual (CFAF million) Final Cost Appraisal 1974 (Completion 1984) a/ Total Category (tax IDA Govt. Total IDA Govt. not incl.) I. Civil Works 2,661.84 1,676.96 984.88 2,683.00 1,811.34 871.66 II. Furniture and Equipment 867.60 867.60 - 797.88 797.88 - III. Professional Fees 387.84 387.84 - 327.55 327.55 - IV. Technical Assistance 549.36 549.36 - 769.72 769.72 - V. Project Implementation Unit 93.36 93.36 - 119.96 119.96 - Total 4,560.00 3,575.12 984.88 4,698.11 3,826.45 871.66 a/ Estimates based on prevailing exchange rates at time of disbursement. - 30 - Disbursements 5.4 Disbursements lagged behind appraisal estimates by 66 months due to major delays in implementation. The Credit was closed on December 31, 1983, with a total of US$14.65 million (98% of credit amount) disbursed. The remaining balance of US$350,000 was cancelled on January 8, 1985. The delays occurred with respect to payments for contracts which were signed before the closing date, and which could not be accelertated despite numerous reminders by IDA. Annexes 5 and 6 provide a comparison of estimated and actual disbursements. 5.5 The following table compares the estimated and actual disbursements and percentages by cost category. Table 4 - Estimated and Actual Disbursements Original Actual Allocation % of Disbursements % of Cost Category US$ M Total US$ M Total I. Civil Works 4.79 32 6.94 a/ 48 II. Furniture & Equipment 2.52 18 3.10 b/ 21 III. Professional Fees 1.12 7 1.44 b/ 10 IV. Technical Assistance 1.98 13 2.68 b/ 18 V. Project Implementation Unit 0.31 2 0.49 b/ 3 VI. Unallocated 4.28 28 15.00 100 14.65 100 a/ Represents 68% of total expenditures in this category. b/ Represents 100% of total expenditures in these categories. VI. PROJECT OPERATING OUTCOMES Science and Maintenance Centers 6.1 The eight science centers, five of which were visited by the mission, and the maintenance center are currently operating satisfactorily, contributing efficiently to the teaching of science and technology for students of the 3rd and 4th grades in 23 urban Lower Secondary Schools served by these centers. 6.2 Out of the eight administrative regions of Senegal, six have science centers at the level of the regional capitals (including three for the Cap Vert region) and only the Louga and Eastern Senegal regions are currently unequipped. In 1984/85, these eight centers totalled 7,824 students as opposed to 3,470 in 1981/82, doubling student enrollment in four years, which means that 32% of the students in the 3rd and 4th grades of the Lower Secondary Schools are currently enrclled in science and technology. 6,3 Due to the methodic organization of the teaching time (groups of 24 students each spending 8 hours per week in laboratories and workshops, in two 4-hour sessions), the problems of rotation and movement of students have been satisfactorily solved. Thus, the average rate of student - 31 - attendance in the eight centers was 76% for 1984/85, while the Thi6s and Ziguinchor Centers have a rate of 90% and 100%. The use of these centers could be improved even further if the number of rooms could be increased, in particular, for technology and home economics. It would be necessary to hqve 5 additional rooms to ensure normal teaching of technology and 20 supplementary rooms to reinforce the teaching of home economics. 6.4 The teaching personnel for the eight centers amounted to 166 in 1984/85: 52 teachers in physical sciences, 40 in natural sciences, but only 28 for technology teaching, and 23 for home economics due to the lack of more specialized rooms. These teachers attended 3-4 day training seminars in 1982/83 and 1983/84 which included inspectors, pedagogical advisors and school directors. 6.5 Due to the coordination and assistance given at the national level by the Maintenance Center, as well as to the proper administration and control carried out under the direction of each Center, this component of the project achieved its objectives. However, these institutions should be opened up to a greater number of students (e.g., to those from science sections of secondary education) while the number of utilization hours should also be increased (at present, they are 40 hours per week, excluding Saturdays). 6.6 The formula which consists of grouping together science and technology teachers from several establishments within centralized units, is certainly a determining element for improving and reinforcing science learning. The current operating budget (including water and electricity) is 22 million FCFA (approximately US$6 per student) for which the Government assumes full charge. The coordinator of the science centers estimates that the budget should at least be tripled to ensure satisfactory development of all its activities. A decree, under preparation, provides for the institutionalization of these eight centers, placing them under the administrative, technical and pedagogical responsibility of a national coordinator. The Maintenance Center already plays this role to some extent but it would be worthwhile to foresee in the decree that the National Coordinator gradually assume the responsibility of science and technology teaching in all lower and secondary schools. Lower Secondary Schools 6.7 In accordance with the Credit Agreement, four institutions were built and equipped in the towns of Fatick, Gossas, Kaffrine and Sedhiou. Three of institutions were visited by the mission and all were operating satisfactorily. For a theoretical capacity of 2,270 places, the 1984 enrollments in these institutions were 1,741 students, i.e. a rate of utilization of 77%. Only the Gossas college is underused for the time being, at 42% of its capacity. In general, these four institutions are well run and well maintained with competent administrative personnel; the Kaffrine school, in particular, is in excellent condition. All the equipment has been delivered and stored and is regularly inventoried by the user professors. The only problems indicated are the water and electricity in the specialized rooms, particularly in the laboratories; work is underway to remedy this. The problems are the same as those encountered in the Science Centers. - 32 - 6.8 The curricula are identical to those of all general Lower Secondary Schools, but the four institutions benefit from privileged science teaching conditions. There is great disparity between these four schools and others; therefore the Fatick school has opened its laboratories to two older schools. This formula should be studied and also applied elsewhere. Home economics is taught regularly to girls, except for sewing which no longer forms part of the curricula. Conversely, technology education, because of a lack of teachers, has not yet been tackled though it was one of the reasons for the creation of these institutions. Thus, the technology rooms are used for science teaching or as classrooms. 6.9 The very favorable conditions, under which the teachers and trainees in the four schools work, have direct repercussions on the results obtained in examinations. In three colleges out of four, the examination success rate for the end of studies diploma (DFEM) is far superior to the average at the regional or national levels: 34% success rate for the four project schools as opposed to 26% on the national level. Attention should be given by the Government to increasing the success rate at Sedhiou. Lower Secondary Schools Results of Lower Secondary Diploma of End of Studies (DFEM) (July 1984) Gossas Fatick Kaffrine Sedhiou School's rate of success 35.50 32.53 50.66 15.00 Regional rate of success - Sir.§ Saloum 23.48 23.48 23.48 23.48 - Casamance 25.78 25.78 25.78 25.78 It should be noted, however, that up to 1984 the diploma given at the and of the lower secondary studies (DFEM) did not include examinations in physical science, technology, or home economics. Examinations in these subjects will be introduced as of July 1985, following a decree of September 11, 1984. Under these conditions, the students of the Science Centers and the four Lower Secondary Schools should be able to improve their performance with more ease. 6.10 The current success of the Lower Secondary Schools is also greatly due to the continuous assistance given to them by the Maintenance Centers: checking, maintenance, assistance, training, coordination. The one weak point is only approximately 15 to 20% of the students leaving the Lower Secondary Schools have jobs offered to them. Others must find their own way of insertion into the working world where possibilities of employment are very limited. Hence, there is a need on both the regional and national levels to foster economic growth and expansion of employment opportunities. - 33 - Village Education Centers (EMP) 6.11 Non-formal rural education (Enseignement moyen pratique (EMP)) has been re-examined and adapted on the basis of past experiences. It forms part of Senegal's program to design a new structure for its educational system to prepare the young (80% leave school at the primary level) to join the agricultural and craftsman production activities in their villages. Initially, the concept of an "age-group" as an elementary socio-demographic entity appeared to be essential to the new system. But over the years, this concept was constantly changed resulting in major differences of opinion in the definition of objectives, approaches and strategies, all of which have not yet been solved. Therefore, the 300 centers which the Government had decided to set up, parallel to the experimentation carried out within the project framework, were never built. In addition, the insufficiency of the budget allocated to non-formal education, and the delays in the definition of the objectives resulted in the reduction of the number of centers from 30 to 5. 6.12 The objectives of this component were therefore not achieved, even though studies and training work was completed. Out of the five centers built and equipped, the mission was able to visit three. Their enrollments are very low and activities vary from one center to another. Those of N'Guekokh and Mbakhana ensured valid and diversified training (agriculture, animal husbandry, vegetable gardening, carpentry, home economics) essentially due to the dynamism of their directors. In 1978/79, the first recruiting year, the five centers totalled an enrollment of 320 students 2/; in 1984, the Division of Non-Formal Rural Education of the MEN had registered 220 trainees for the three years of training. The rate of utilization of these five centers is approximately 30% of capacity and the number of instructors did not exceed more than 25. 6.13 Until 1978, extensive research work was undertaken with the assistance of experts. A complete series of documents was published on the choice of location, socio-economic conditions, problems of production, conditions of insertion of the young, strategies and pedagogical methods, and training of staff (Annex 13). The curricula drawn up resulting from this research were based on a dual alternate training system: technical and practical training (9 hours per week), general training (8 hours per week), training in the centers (3 days per week), and training in the villages (1 day per week). At present, this approach is showing satisfactory results in two of the five centers (N'Guekokh and Mbakhana) but its success is also due to the capacity of imagination and adaptation of the directors and staff. The decision to attach Non-Formal Rural Education to the Ministry of Education (1984) and the desire to institutionalize national training programs may run the serious risk of compromising the originality and the chances of success of this new type of teaching, i.e. the possibility of organizing, deciding, and managing on-the-spot, with the collaboration of the various authorities and the 2/ Ministry statistics for the 1978-1979 Plan. - 34 - population, the different aspects of training and insertion of young people. 6.14 Between 1975 and 1983, 73 non-formal rural education staff were trained, first at the M'Bour Training Center and, from 1978 onwards, at the National Applied Economics School (ENEA). A class of 15 new people, presently being trained, will leave ENEA in 1986. If this training was Initially addressed to technicians or development professionals, it now applies more widely to baccalaureat holder candidates. Out of the 73 staff trained, only 7 remain in the field (6 in Village Centers, and 1 at the M'Bour Center), 12 work in the Central Non-Formal Rural Education Service, and the remaining 54 have been assigned to other services or ministries. It is also noted that too many of the staff originate from primary education and are therefore hardly prepared for flexible out-of-school training. 6.15 If vocational training has failed to produce practical results, as noted by the Director of Non-Formal Rural Education in his September 1983 report, the same cannot be said of other aspects of the sub-project, particularly those concerning research, studies and certain experimentations. From its beginnings, vocational training suffered from a lack of financing as no other credit was provided in the budget for the extension and running of the centers. This sub-project appears to have been too ambitious and isolated, unable to resolve problems as vast and complex as those of simultaneous training and insertion of the young, transformation of production structures, and combined intervention of technical services and implementation of accompanying practical measures. The experience of the project brings into doubt the validity of the concept of the non-formal rural education centers. The Government should resist pressures to expand the concept unless and until the existing Centers prove themselves. Center for Vocational Upgrading (CFPP) 6.16 As early as 1976, the planned renovation and conversion works had been carried out and equipment, plus technical assistance entrusted to ILO, was set up. CFPP thus became operational in 1977 and began to carry out its program to upgrade the performance of workers. After a few years of operation after obtaining satisfactory results, the Bank decided in 1980 to extend its assistance in parallel and in complement to UNDP, within the framework of the Third Education Project, the additional objective of training young school leavers for qualified employment. The two programs were grouped together in the National Professional Qualification Center (CNQP) resulting from the merging of CFPP with the Professional Teaching Center (CEP) located nearby. CEP derived from the former Industrial Qualification Center at Dakar (CQID). In February 1983, the CNQP was set up as a public establishment. 3/ 3/ Law No. 83.52 of February 18, 1983. - 35 - 6.17 The upgrading included three activities as shown below: (a) Modular courses were designed by the Center and included 94 standard programs based on studies of job opportunities in industry. These programs correspond to the basic elements of each of the professions grouped into six main categories (Annex 19). The annual course calendar was sent to 200 companies from which almost 100 asked for the Center's help in upgrading their personnel. This category of courses corresponds to 70% of the Center's activities. The courses are proposed in the form of modular accumulable units of 30 to 90 hours each; some personnel have followed up to 10 successive courses. The courses are given to groups of 6 to 12 trainees in half-day periods totaling 25 hours per week and alternating with work in the industry. A certificate is given at the end of the course. An example of the course sheet is shown in Annex 20. National languages are used, depending on the degree of literacy of the trainees. (b) Tailor-made courses for specific training were designed according to the principle of the modular courses stated above, at the request of companies which have particular problems. Although their interest is limited in each case to a single company, these courses correspond to almost 30% of the Center's upgrading activities. This high proportion demonstrates the confidence that industry places in the Center. (c) The "training advice" to industry is the third function which concerns large companies already having a training service adapted to their personnel or wish to set one up. In this case, they refer to the Center which draws up the training plans and typical programs adapted to the management and upgrading of their instructots. 6.18 The improvement program as a whole has grown spectacularly since the beginning of the project. The number of trainee hours has increased from nearly 1,200 in 1977 to more than 27,000 in 1983 and 37,000 in 1984 (Annex 21), far in excess of the predictions of the Appraisal Report. The courses in greatest demand are metal construction and motors and machines, which in 1984 represented almost 50% of the course hours (Annex 22). It should be noted, however, that in spite of the substantial increase in the upgrading activity over the last five years, the Center is still operating at only 50% of its training capacity, estimated at 80,000 trainee hours per annum. Greater dynamism is therefore required to make maximum use of their capacity. For instance, as recommended 4/, it would be worthwhile to hold evening courses for the workers who have not been sent by their employers. The upgrading of workers or instructors originating from the region could also be a complementary source of trainees. Finally, the Center could contribute to the training given in other institutions in the country (para 7.23). The courses are directed in their entirety by Senegalese 4/ Report by R. Berthillot, (ILO). March 1983. - 36 - teachers, currently numbering 12, instructors and teachers classified respectively in scale B3 and B2 of the Public Service and having different statutes, depending on the Service they belonged to previously. Their status will become homogeneous by virtue of the application of the Center's foundation charter. 6.19 'The Center's operating budget consists of a Government subsidy, amounting to 176 million FCFA in 1984, and of contributions from the industrial sector. The latter has not changed since 1976 and amounts to 400 FCFA per trainee hour. It will be doubled in 1985 but will nevertheless remain low compared to the unit cost of private companies 5/ which varies from 1,500 to 1,900 FCFA. The cost per trainee hour, excluding depreciations, was 2,036 FCFA in 1983; once the company contribution was deducted, 1,600 was left at the charge of the Government. This share is 2,900 FCFA if depreciation is taken into account. It should be noted that because of the high costs of materials and the intensive nature of the training, these costs appear reasonable. 6.20 The positive results obtained by the upgrading programs are mainly due to the effective and permanent contact which exists between the Center and professional organizations, including trade unions. The efficiency of training could be increased by the follow-up of trainees as they progress during employment. This was provided for in the Appraisal Report but has not yet been accomplished due to lack of suitable methodology, but could be worked out by a specialized Senegalese organism, the "Bureau Organization et Mgthodes (BOM) attached to the General Secretariat of the Presidency of the Republic. National Maritime Training School (ENFM) 6.21 This component was included in the First Education Project but was not implemented; it was then included in the Second Project with the same objectives. At a second stage, as additional credits were made available because of the favorable rate of the dollar, a decision was made in November 1981 to provide for a 48-place boarding school in one wing of the existing buildings. These building conversions were completed on time but the boarding facilities were never used because, in October 1980, the Government decided to suppress boarding in public schools. However, the non-existence of boarding facilities creates difficulties for students coming from the provinces or other countries. Although the school was established in 1970, there is no official text giving it legal status. The text is still in the draft stage. 6.22 Each of the three major specialities of the program (fishing, Merchant Marine, and mechanics) follow three cycles: the first cycle is for seamen training, the second is for officer training, and the third is for upgrading of former school diploma holders and active sailors. The last part of the program was the subject of increased effort over the last 5/ Dakar-Marine; General Electricity Company (SGE). - 37 - three years and has been extended to the training of illiterate seamen, as stipulated in the Credit Agreement. 6.23 For a training capacity of more than 200 places, the number of trainees, including foreigners from countries of the region, has dropped substantially over the last six years (Annex 23). The drop in the number of foreign students may be due to the existence of similar African schools, better known for the quality of their training. The drop in the number of national students may originate from the difficulty of insertion of school leavers, closely linked to the insufficient quality of training. Training includes a practical part which is theoretically sufficient because it represents approximately 50% of the curriculum but, in reality, reduces to 10%. Practical training is given on two training vessels belonging to the School, which are often in a bad state of repair. The inadequacy of training could also be due to the insufficiency of relations between the School and the Senegalese Industrial Fishing Ship Owners Group (GAIPS). It is necessary to consolidate these relations within the framework of the statutory consultative organs which will be provided for in the School's statutory text which needs to be set up. The School could increase the capacity and quality of its programs by the use of the specialized workshops of the CNQP, e.g. the refrigeration workshop, which has better equipment. 6.24 The problem of the quality of the training linked with that of job openings should be a priority. In 1983, it was considered that training be entrusted to a professional Swiss organization already working in Senegal with positive results in other economic sectors. In view of the present situation, the Government could again consider the formula. Another formula could be the undertaking of an in-depth evaluation study with the purpose of making a diagnosis of the situation, particularly examining the means to be implemented so that all school leavers reach a good qualification level. 6.25 The school teaching body includes nationals and expatriates. The nationals total six: two engineers trained in th- USSR and Tunisia, and four instructors who are graduates of the school. From now to the end of 1986, six scholarship students who are being trained abroad will return so that the Senegalization of the expatriate posts can be continued. But it cannot be carried out satisfactorily unless the draft decree, regulating the status of technical teachers not belonging to the National Education, is set up. The five expatriate teachers (French technical assistance) have been there for many years. As recently decided by the French Cooperation Ministry, in September 1985 the team will be reinforced by new expatriate staff: a director of studies and two instructors. This measure should produce beneficial results on the standard of training. 6.26 The operating budget of the school for this year is 69 million FCFA, of which approximately 40 million represents staff salaries. On this basis, the unit cost of training is approximately 1.05 million FCFA, i.e. an excess of 55% of the technical training schools. If the subsidy of 18 million FCFA which was attributed as a complement for the running of the training vessels and the cost of allowances is added, the unit cost of training reaches 1.33 million, i.e. almost twice that of the technical school. This high cost is due to the reduced enrollment and the highly - 38 - specialized character of training. In addition, the lack of an official text endowing a particular legal status to the school has prevented the rational management of the training vessels by financing their operation with the sales product of their fishing. Educational Planning and Management 6.27 Initially, this component foresaw the use of expert services to reinforce the organization and the training of the Research and Planning Division. If all the objectives have not been achieved, it should nevertheless be stipulated that: (a) the field of intervention of experts was very large for posts whose duration was initially quite limited (27 months for planning and 12 months for the school map) requiring much adaptation, as the activity programs varied with time, priorities and personnel available; and (b) at the beginning of the project, there was no up-to-date, reliable statistical information available. As stated by the Unesco Regional Office in its evaluation report of May 1980, the "contribution of the two experts was used to the best advantage in the circumstances, and that it met overall the general objective of reinforcing the DRP". 6.28 The training program of the national staff was carried out in a suitable manner. Six months after the arrival of the experts, two national officers were appointed as their counterparts; they participated in initial training organized at the Unesco's Regional Office in November-December 1978 and then followed courses for one year (1979/80 within the framework of the Third Project) at the International Institute for Educational Planning (IIEP) in Paris. The training program for inspectors and inspector-trainees was limited to a single experiment on statistics at the Higher Teacher Training School. 6.29 After updating statistical data, several studies in educational planning were carried out: (i) analysis of enrollments, personnel and costs; (ii) demographic statistics (detailed analysis of school attendance rates per region and projections to the year 2000); and (iii) financial analysis (study of unit costs per teaching level and collaboration in the preparation of the 6th Plan). Studies were also made on school mapping on the rural community level, then a department and a region (Sing-Saloum), which stressed economic efficiency. They should therefore be reconsidered with the purpose of extending to the entire country and preparing the expansion of the system. Studies specifically focussed on the development of Vocational Training; Science and Technology teaching were not carried out within the Planning Directorate activity but were executed as consultancy missions. - 39 - Preinvestment Study 6.30 According to the reference terms of the Unesco consultancy contract, a study was carried out in 1978 to determine: (a) the successive stages and costs of total scholarization of children from 6 to 12 years up to the year 2000; (b) the corresponding requirements of teaching staff, and the infrastructures needed for training them; and (c) the requirements for a reform of curricula, This study was carried out under difficult conditions during an election preparation period, therefore the conclusions are aimed more at the expansion of the system rather than at alternate and innovating studies. 6.31 In addition, the funds of the project were used to finance consultants working on the preparation of the Third Education Project (Cr. 908-SE). VII. CONCLUSIONS AND RECOMMENDATIONS Conclusions General 7.1 Out of the seven components designed to reinforce and adapt teaching to the country's development requirements, three have reached their objectives (Science Centers, Lower Secondary Schools, CFPP), two have been partially achieved(educational planning, National Marine School), and two have failed (Village Education Cent-rs and the hotel school, which was removed from the project). In order that the final cost of the project would not exceed original estimates, it was necessary to reduce the project scope. The implementation period was almost double that initially foreseen. The civil works are completed, the equipment and furniture delivered and installed, and the institutions are operational. Science Centers and Lower Secondary Schools 7.2 Although their numbers were reduced, the objective of improving the teaching of science, technology and home economics was achieved. It could have certainly been possible to decrease the construction costs by simplifying the architectural plans and improving training through the reform of the curricula, in particular, training profiles better suited to development requirements. The principle of grouping together science and technology teaching is good as long as a central unit (in this case the National Coordination of Science Centers) continues to ensure the regular maintenance of the buildings, testing and maintenance of the equipment and certain training activities. - 40 - Village Education Centers (EMP) 7.3 This component did not achieve its objectives either in educational policy (insertion of trainees leaving primary school) or in numbers. The experience of the project brings into doubt the validity of the EMP/Village Education Center concept. Educational Administration and Planning 7.4 This component achieved its overall objectives in terms of planning but only partly for the school map, hence the extension of assistance in the Third Education Project. Center for Vocational Upgrading (CFPP) 7.5 This component reached its objectives; the activity of upgrading employed workers is solidly established and adapted to the requirements of industry, with which the Center maintains an effective link. It still must increase the annual number of trainees in order to make the most of the Center's training capacity. National Maritime Training School (ENFM) 7.6 The assistance given by the project made it possible to modernize this school to ensure that training was adapted to the requirements of the sector. However, that only a number of school leavers find employment in spite of the existing demand in the fishing sector, which is in full expansion. The difficulty in finding employment for school leavers may be due to a low level of skill attainment, particularly in practical subjects, or it may be that there are few jobs within the fishing industry at a salary level commensurate with the level of training of ENFM graduates. It is suggested that the Government: first, establish a permanent link between the ENFM and employers; and second, evaluate training programs to see if training can be adapted to the needs of the industry. Recommendations Construction, Equipment and Furniture 7.7 It would be desirable to undertake, without delay, maintenance work on the Science Centers and the Lower Secondary School buildings (floor finishings drainage of septic tanks, sanitary installations); a corresponding budget should therefore be allocated to meet these needs. It would be advisable to carry out a complete inspection of Village Education Center buildings and to correct construction and joinery faults. It would be desirable to distribute to these centers the stored equipment which will soon to become unusable. A study should be carried out on school furniture for the purpose of developing norms. It would be necessary to begin by making inventories of the anthropometric characteristics of the Senegalese schoolchild and of the pedagogical requirements to determinp the type of materials to be used, plans, manufacturing and costs. - 41 - Science Centers and Lower Secondary Schools 7.8 Because of the satisfactory results obtained in the eight Science Centers currently operating, it would be desirable to carry out an in-depth evaluation before any further extension is made. As the cost of these institutions remains high, it will be necessary to study how it would be possible to: (a) better utilize the existing centers by opening them to other establishments and to trainees from the science sections of the secondary cycle, and by increasing the number of technology and home economics rooms; and (b) establish new construction and equipment standards which are less expensive. 7.9 If costs could be reduced it would be desirable to extend this type of teaching to the Cap Vert region, where it has not been possible to build three centers, and to the regions of Louga and Western Senegal, where there is no center as yet. It would also be necessary to revise the curricula, particularly technology and home economics, by adapting it more to the realities and needs of the country so that the school-leaver, who does not go on to the secondary cycle, is better prepared for active life. Finally, it would be advisable to maintain and reinforce the Science Centers Coordination Unit and to allocate greater credits to it. It is advisable to gradually entrust the Coordination Unit with the supervision and assistance of science and technology teaching in the isolated schools of the sub-prefectures which cannot be served by Science Centers. Village Education Centers (EMP) 7.10 The implementation of Vocational Training is a problem of general policy of education/training concerning the entire Senegalese educational system. It is impossible to isolate and set up an original Vccational Training structure without reconsidering the purpose and objectives of the various educational levels, particularly primary education, which should be more oriented towards preparation for active life and a passage towards the EMP. On the basis of the experience of this project, the basic concept of EMP/Village Education Centers must be questioned. Educational Planning and School Mapping 7.11 If progress has been made in terms of training and studies, the fact still remains that the preparation of the school map must be continued. Parallel to studies favoring a horizontal development of the educational system, particularly primary education, it is also necessary to undertake studies on the vertical development of this system, in close collaboration with the user ministries of the training. Particular attention should also be given to qualitative improvements of education and coordination between the various types of education (general and practical, in-school and out-of-schcil training). - 42 - National Maritime Training School (ENFM) 7.12 It is recommended that the statuary text of the school, which establishes a close link with employers, be set up soon. This closer linkage with employers should be aimed at better knowledge of the labor market and the training profile of the school-leaver. To raise the insufficiently high level of school-leaver training, partly originating from lack of openings for school graduates, it is recommended that an evaluation study be undertaken to: (a) define the new training profile of the school-leaver in collaboration with employers; (b) reconsider the curricula and set up the right conditions for their application; and (c) determine the long-term requirements for training qualified personnel in the sector. This study could be entrusted to the BOM, a national, specialized organization, assisted by a consultant carrying out two short missions during the initiation and finalization stages. Center for Vocational Upgrading (CFPP) 7.13 The follow-up of the trainees was stipulated in the Credit Agreement and the SAR specified that "for all project items the terms of reference of specialists would include the development and implementation of procedures... for the evaluation of students' performance in all the institutions supported by the project and for a tracer system of their graduates". This follow-up was not ensured by the Center personnel because of the lack of adequately trained and motivated staff. Also the requirements were not implemented during the project because of the cancellation of the total training center and the concept of evaluation was not received positively due to the Senegalese cultural background. Thus the education staff confused evaluation of the project outcome with evaluation of their own performance and therefore rejected it. 7.14 The project experience shows that suitable methods and procedures for evaluation could be defined within the framework of a study which could be entrusted the BOM with adequate assistance. The terms of reference could consist of: (a) setting up a methodology related to the industry; (b) teaching it to instructors responsible for student follow-up; and (c) testing it among the latter and drawing conclusions for increasing the efficiency of training. - 43 - Construction Norms and Designs 7.15 For the future the Government and IDA should consider carrying out studies on which type of school buildings would be best suited to primary and secondary education by: (a) developing norms for building plans, equipment and furniture corresponding to the pedagogical, economic and climatic characteristics of Senegal, and, in particular, with unit costs corresponding to the financial constraints and requirements of the country's educational system; and (b) using construction materials and methods utilizing local possibilities and experience. en~rCADNI~- 4AF* Fl1 BXXL c* c D Nkøtk l 8 44 44 :1 i f3 5 0 u 2 2 2 00 1i 1 ~ A l~ A~l1 C~V~.e I.P74,74 1~JS '-r%--2 ~S3 ~?5 -54x7 ~0~o 1 [,il87 316,56 .0 - - L*3 =am..5~ Nn~3~~IL8 u~8--' Pl*Éw &4h~ I~MOD IIML73 - Mt16 'M% '4&3.12 IrMU34 Cn%J%8 14.(6~9 1 ~.64 0 IU- M30 Ijkz 668--0% 2 %MO- ,marreluEIElllE)R ~ lq1^04 116zlkj5 7 J27 IPM.17 - -464,54 k3u.,&7 12>9 3ZJi- I69 3~fi8 LZZ7~ -4~ . 2 Td ~ ik8~t~ 1%21a.32 1,19.121 !mø u, - .-1O I1,s0 3 2 '45.54 - '.J0 3.35 . 32 M1,92 5 B.36 0 .4-^t36 '-X972 'lW 2.21*9 4'W MMII 933,5 IUBLIM6 M9336.1196 *el0.~9 O. T~.I IM12æ 327..7~70325 1,ý34,14 3-37~æ8 -33 I MSP~74 mY7,-,7 555.69 "3"~6 in31.32 l ,434'ý25 557th36 'fMS= 933t6 J<JL~~6Li * 39æ 1711M9 -51^ 6.S. I phko ~I 45 ANNEX 2 Country; SENEGAL COMPLETION STUDY IBRD/IDA Education Projects Pays: ACHEVEMENT Projets Education BIRD/AID Project: EDUCATION II COMPARISON OF ORIGINALLY ESTIMATED AND ACTUALLY Form noto PROVIDED GROSS CONSTRUCTION AREAS Fiche Credit: COMPARAISON ENTRE LES SURFACES Loan. 530-SE Cr6dit:No. BRUTES PREVUES ET CONSTRUITES Pr#t: ESTIMATED CONSTRUCTED AREAS FOR PREMISES ORIGINALLY REQUIRED Actual Gros % SURFACES A CONSTRUIRE POUR LES INSTITUTION LOCAUX PREVUS' conttruction Areaor ETABLISSEME NT DIF DIP. DIP. Appreloal Architectural Any Agreed Revisions Completed Facilities Workthoets Programme architectural Modifications 2/1 Surfaces brutes construstes 3/1 3/2 a livaluation 1 2 3 1. Centres scientif ques (.LahoratoirAR Pt at Iers) Pinte E 1 320 - 1 146 P7 - LAbertA 3I 1 853 - 1 1 600 86 - Rufisque 2 024 - 1 766 87 - St. Louis 1 627 - 1 568 96 Diourbel 1 627 _ - 1 497 92 Kaolack 1 627 1 464 90 7J&iginehnr 1 759 - 1 446 82 - Thies 1 211 - 1 089 90 - Blaisg Diane 1 759 0 - - - Kennedy 2 024 0 - - Pikine 1 AS3 - p - - Cellulp dp mAintaan n 7 - - sous-totil -1 18 684 12 049 64 - 2. Etabl.enseign.mo n Gossas 2 242 2 422 108 - Fatick 2 242 2 422 108 - Kaffrine 2 242 A2 588 115 Sedhion 1_18 -R 1 417 9- Roll-total 2 8 1 8'i9 4-42- . 3- Ceatve Fetm-hgtel- 4 2100 4. Centres EMP(unitl) 530+20%*636 - 870 136 - Sous-total 4 x 30 = 19 080 - x 5 4 360 23- T0 TAL 69 888 __-- AR 51 - *As agreed between the Government and ISAD/IDA Sheet of sheets Date q Dec. 1984 e To] quo convenu entre Ie G3ouvernament et Ia BIRD/AID paoe do pages - 46 - COMPLETION STUDY ANNEX Pays SENEGAL ACNIVEMEN1 Ptox duoation BIRD/AID p COMPAION oF ORIGINALLY 91MAi D AND ACTUAL fumrn pvoje: 4NIT ARLAS AND UNIT 00618 OI NEI INSTITUTIONh COMPARAISON ENTe Ls SURFACIS ST OUTS 530-SE lNITAIAES PUVU T fEl POM LS pRT?ASLISWEMNTI NouvEAUX vyes/ssvONO AMA Mgh MTI PsA ifltuPt«o0 Levmos UnUN6*ea.e: 4ae.,sry .uaNaT P&A oi C& PAR &U MU .a . PAR PURac "LVatv Loing w Mae towbousmewn -yPLIvRa A tons snes vao* Sweamn M MosS De ats uSMENT org"M AtW orwiwImu Anu"h# orihhbi a"ow tuSw otigww ^11U1Il Ns ica wt a SIoc Ruiats 1. Centres scientifigu <Laboratoires et ateli s) Pointe E . . -6- Liberté 3 . _.- - Rufisue 6.49 5.04 826 1 395 - - Diourbel 6.70 6.24 940 1 396 - - Kaolack 6.78 6.10 956 1 1 - - St._Louis 5_6.1_012_9 Moyenne- 32 1 904 1 - ic A & -I Kaffrine Sedhiou 1p Q L_q Moyenne 14 , ri n i g2 Ri 1- FPil6,3 5. 4K 25 16 41L- 626 669 e a ixcludsg preisasni'on,s onir i Dte n- e 1L4 il andumdd Cotikenties fUss 1AO-uil hppfw et swU?w-Uten des gwi An meipn 11 0. czas, au - ctrfenltu *eus ,75e es Is n ,. 4o75 U __. 1/ Les coGts détaillés d'équipement et de mobilier de chaque Institution ni~ sont pas donnés. 2/ Capacités : prévue 100 places, réelle 150 places. 3/ Calculé sur la base du coùt du mobilier et de l'équipement de l'ensemble de la composante "Centres EMP". CONPARISON EEEN APPRAISAL AND ACTiUAL COSTS Capacity r A Construction Cost Cost per 2 Cost per student place Kolaw t GrossArea Areaper student place (0s FCFA) (In 0Os FCFA) (la - IM ) App. ActuaI App. Actdai Diff App. Actual iff. App.A/ Actual M •f- App.1 Actual Of f. Y/ _____APP_____ Actui %ff Science Centres 9--f- 8 lo 21. l 1 3 4 n. . 6.., , 9 9 . ., 2 0, im 3465 31,10 12,14, 40,9 ,1,,,, ,,,.., ,,.. ~4 29 3m 3 92 i 00 96,34 6,43 5,54 86,3 31 099 1 7 311 32,1 30.1 111.10 3=,0 196,3 20.96 311,1 9hc 234 a m8 3 11 1 0n *9.9 1.60 9.04 *9,9 40 311 132 939 329.1 33.29 1322.01 386, If.m 1.46 339, 91rbe1 240 40 1 62 1 49? 92,0 6.19 6.24 92.0 14 184 159 16, 293.1 33.29 106.33 319.3 3.96 f6i.19 393. 8*9448 340 340 3 627 3 44 90.0 6.19 6,24 92.0 54 164 19 161 293.a 33.90 126,11 313.0 389.95 96,9 3g. Ut. 8m** 240 240 3 621 2 56 6.4 6.79 6.53 96,4 37 6?5 299 271 131.9 39.44 390.31 $31.3 34.30 3 33.33 M11,9 Uflag.ar 364 294 1 159 1 446 62,2 6,66 .49 82.2 64.403 208 60 324.1 3.M 244.31 31,3 3.95 9,9.M 33.1 ftUquM 312 313 a i80 66 81.2 6.49 96 87.2 61 960 :06 2 334.2 30.9 IT.13 3»3 1 98,33 9.80 334,- Lmoer Secondary Educatiom 9640 640 2 422 2 422 3.18 3,76 300 69 210 233 663 342.4 29.19 96.4f 342.3 106.63 38.13 3a.24 tt40 840 3 422 2 422 100 3.1 3.19 100 e 250 214 249 3'2.5 29.19 304.91 3? .5 306,4 397,.3 3» ,9 ofrålm840 0 2 422 2 587 10' 2.78 4.04 301 m8 250 24' 806 383.0 29.16 9.9 39. 09,84 3M9.3 M39 ~130 3m 0 1 1in i 41 119 1.30 3.93 li9 3? 540 153 280 40M.3 31.60 10.11 342.3 104.39 429 4.3 Centres Em 1 mat 100 1901 636 *l0 in 6.36 5.9 91 40 i Yt 2 341.2 1.64 21.12 638.4 4,Ms 133.1 3ff.4 1/ Contingencies and cost Increase not Included. - 48 - DISBURSEMENTS ANNEX 5 Accumulated disbursements Actual Fiscal in US$ 000s Disbursement as % Year of those forespen & Trimestre Actual Appraisal in Appraisal 1 2 (1 - 2)x 100 1975 4 0,16 1976 1 0,01 0,74 1,8 2 0,03 1,70 1,5 3 0,13 2,96 4,2 4 0,32 4,60 6,9 1977 1 0,50 6,95 7,2 2 0,60 8,87 6,8 3 0,78 10,74 7,5 4 1,00 12,32 8,1 1978 1 1,30 13,44 9,7 2 1,80 14,44 12,5 3 2,10 14,65 14,3 4 2,40 14,80 16,2 1979 1 3,00 14,90 20,1 2 4,29 14,97 28,6 3 5,14 14,99 34,9 4 7,20 15,00 48,0 1980 1 8,30 53,5 2 8,83 58,9 3 9,12 61,0 4 9,42 63,0 1981 1 9,69 65,0 2 10,53 70,0 3 11,04 74,0 4 11,93 79,5 1982 1 12,02 80,0 2 12,40 82,6 3 12,40 82,6 4 12,50 83,3 1983 1 12,60 84,0 2 12,61 84,0 3 12,71 84,7 4 12,74 84,9 1984 1 12,80 85,3 2 12,90 86,0 3 12,97 93,1 4 14,05 93,6 1985 1 14,62 46,8 2 14,651/ 97,7 1/ Including disbursements in the pipeline. SENEGAL - SECOND EDUCATION PROJECT SCHEDULE OF DISBURSEMENTS Anné 19 198 2 14 nre 1975 196 1977 1978 1979 1980 1981 1982 1983... ..2..... 15 000 14 000 13 000 12 000 11 000 10 000 9 000 a 000 7 000 6 000 5 000 4 000 -- - -_-- - ---_-- -_-- - - -- - - -_-- --_ 3 000 2 000 _ 1 000 -50- ANNEX 7 ORGANIGRAM OF THE ADMINISTRATION OF THE PROJECT NINISTERE DW L'sQuIPW=m1 DIRECTION =E2ERAL2 D88 TRAVAUX ULICS BUAno n ean (Project Implementation Unit) (BUREAU DO PROJET D'SE0RICKUNT TUCgUXu aT AaICOLE) I' aSpor M. nr) ADJOINT AD DIRECT (Depu y) SUPERVISION ACHATS E E(PROCUR T) COMPTABILITE SECRETARIAT (T 'cni ca I (Accounting) Supervision' (Component) (Resp. Minister) (Resp. Service) courorrEwIvIsTmR nESmOsABLE X SERvICK RESPONSABLE COORDINATION NATIONALE CENTRES SCIENTIFIQUES EDUCATION MATIOAL DES CEINTRES (BLOCS) SCIENTIFIqUES ETABLISSENENTS DIRECTION DF L'ENSEIGNE- D'ENSEIGNEXENT EDUCATION NATIONALE NENT OYEN GENFRALI NOYEN FT SCO1ARITE ELUJCATION DATIONIOE DE LA CENTRES EMP (SECRFTAIOAT ODITATA 1U DIRECTION DR LA PIlO 0Ip AINE FORMATION PRATIQUJE j EDUCATION KATIONALE DIRECTION GENERALE DE (SECRETARIAT DETAT L'ERSEIGNEMENT C.___ F.__ P.__P. ___ _ f!NTQEE RT Dff1~ in mu AT_ _ __ _ _ _ __ _ _ Y A L'ENSEIGNENENT ,TECHNTQUF SECRETARIAT D'ETAT A DIRECTION DE E.N.P.N. IA PICRE NARITINE L' E.N.P.M. DIRECTION DE PLANIFICATION DE EDUCATION RATIONALE RECHERCHE ET DE L'EDUCATION LA PLANIFICATION DELEGATION CENERALE ECOLE BOTELIERE AD TOURISIE 1/ The Director of the General Directorate of Public Works. Source: Mission PROJECT IMPLEENTATION UNIT Schedule of Staff Aggg1975 1976 1977 1978 1979 1980 1981 198 19M&9 ears) (Ed.Project 4E 2ag PROJET P3=RTIONS 1 DIABSTWR AlhOIT AV "DIIJICTWR 3. Ts W _ CIVIL 6.~~R AIWTCM 4.r 8 .ggp!Agas 9 AM 00WTASl- mIAC : MtSB10 1. Direetor 2. Deputy Director Absent most of the time oving to sickness. Civil Eng. 4.5.Site Supervision 6. Procurement officer 7. Chief accountant 8. Accountant 9. Assist. Accountant IMPLEMENTATION SCHEDULE CAlmJinnE D,tr=o0 Credit Agreement Effective Date ComCetion Phyc.Elem. Appr- ongDateo COU hsf_e&Actual CbS.Date Afcor du Crdtit V WgEntrée en vteur A e i . t., PRh.VU ppr- Fiscal Year ?$ 197? t9n l 1ste Calendar I ar 19en xøn se7 19= Activities 4 1 2 1 4 I 1 3 4 1 2TT 1 I a 1 4 1 2 3 >r 1 " . 1 -i I 4 Cetres Lover Sec.Ed. MarineSchool_ SXcie Penta- L~Cfr Sec.Ed.- C~ntres Ep Hotel 5chool• . Marine School 4. Equip~an Scienc Centr Lover Sec.Sch. CentresEP CFPP Hotel Schoo Marine Schoolfi 5Tech.Assistance Science Centres Lover Sec.School Centres ERMP C"P Hotel School Marine Sch-. Ed. Planning prjct .Unimfl a mm e A c: t u a l i m -~ ~vlt . -j - 53 - ANNEX 10 (SCIENCE CENTRES) CENTRES D'ENSEIGNEMENT DES SCIENCES ET DE LA TECHNOLOGIE Colleges d'Enseignement Moyen desservis par les Centres Scientifiques et Techniques (LO0WER SECONDARY SCHOOLS SERVED BY SCIENCE (ENTRES) Blocs , Nombre Région Ville scientifiques ,,Collegs,, d'élèves ept techniques p en 1984 (Town) (Science Ct.rs) (Lowyr Sec.Sch,) (No, o. Students) Cap - Vert Dakar Point E Point E Rue 10 960 Zone B Liberté Ill Bassam Goumba Bopp Dieuppeul 1 440 Ouagou Niaye 1 Ouagou Niaye 111 Rufisque Rufisque Camp Lelong Matar Seck 1 680 Santhiaba Thiokho Thies Thies Thies Chateau d'Eau Randoulene 960 Urbain Il Sine Saloum Kaolack Kaolack Dialene Gambetta 1 280 Kasnack Ndorong Diourbel Diourbel Diourbel CEG CEMT (enseignement 1 280 technique) Fleuve Saint-Louis Saint-Louis Camp Gazeilles Neuville 1 280 Saint-Louis Nord Sorr. Casamance Zinguinchor Zinguinchor CEG CESS (enseignement 1 440 secondaire) 6 7 8 27 10 320 Source : Coordination des centres scientifiques. -54 -ANNEX il (SCIENCE CENTRES) CENTRES D'ENSEIGNEMENT DES SCIENCES ET DE LA TECHNOLOGIE Repartition des salles des Centres Scientifiques et Techniques Salle Laboratoire Laboratoire Atelier Blocs scientifiques de de de de et techniques de Sciences Sciences Travaux (Science Ctr) (Technology) Physiques Naturelles Menagers (Phy. Lab) (Nat. Sci. Lab.)(Home Econ.) Point "E" 2 2 3 1 Liberté 111 3 4 4 1 Thiès 2 2 2 1 Diourbel 3 3 3 1 Kaolack 3 3 3 1 Saint-Louis 3 3 3 1 Zinguinchor 3 3 4 1 Rufisque 4 4 4 1 TOTAL (81 salles spécialisées) 23 24 26 8 Source : Coordination des centres scientifiques. (SCIENCE CENTRES) CENTRES YENSEIGNEMENT DES SCIENCES ET DE LA TECHNOLOGIE Effectifs des eleves, des professeurs et taux de frequentation (Enrollment No. of Teachers and Rates of Attendance) Nb de Nb de Nb de Capacité Capacité Taux de Nombre de professeurs Blocs salles salles places théorique hebdom. fréquenta- scientifiques prévues réalisées (24 élèves (5 jours/ actuelle tion SC Techno- Economie Total (1975) par salle) semaine) logie familiale * Point E 8 8 192 960 720 75 % 8 3 2 13 Liberté 111 12 12 288 1 440 1 104 77 % 13 4 4 21 * Rufisque 13 13 312 1 680 I 104 66 % Il 4 4 19 Diourbel 10 10 240 1 280 720 56 % 11 3 2 16 * Kaolack 10 10 240 1 280 1 104 86 % 1 3 3 17 Zinguinchor 11 11 264 1 440 1 440 100 % 13 5 3 21 * Thiès 7 7 168 960 864 90 % 12 3 3 18 * Saint-Louis 10 10 240 1 280 768 60 % il 3 2 16 Biaise Diagne 11 - Pikine 12 - Kennedy 13 - TOTAL 117 81 1 944 10 320 7 824 76 % 90 28 23 141 Amendement 1982 : Un centre de maintenance Source : Coordination des blocs scientifiques * Visites de la Mission (LOWER SECONDARY SCHOOL) COLLEGES D'ENSEIGNEMENT MOYEN GENERAL Capacités daccueil, effectifs, ré--ltats aux examens (Capacity, Enrolments and Success Rates) Nombre Nombre de salles spécialisées Total . Pourcent. Réussite Collèges salles salles Capacite Effect. d,utili- Pro- DFEM Spécialites classe TechnoL- Sc. Sc. Travaux Travaux classe et daccueil 1984/5 non enseignees -~ lase Tehnl.physiques natur. paqusatt. Langues sation fesseurs 19 4 "' ege phsiue ntu.pratiques artist. special. I/ 2f Gossas 13 1 I I I i I 19 640 268 42 % 16 35,0 % Technologie Fatick 13 I I I I I I 19 640 545 85 % 32 32,0% Technologie Kaffrine 13 I I I I I I 19 640 603 92 % 20 50,5 % Technologie Education familiale Sedhiou 7 1 1 1 - - 1 il 350 325 93 % - 15,0 %1 Technologie Sciences physiques Ln TOTAL 46 4 4 4 3 3 4 68 2 270 1 741 77% 68 33,37 % Pour les collèges de Gossas, Fatick et Kaffrine, chaque établissement comprend: 2/ Le pourcentage de réussite à l'examen de fin de cycle (Diplôme de fin d'études moyennes) 4 salles de 20 élèves, soit 80 places en 1984 était : 9 salles de 40 élèves, soit 360 places I salle de permanence de 80 places, soit 80 places au niveau régional de : 23, 30 % 6 salles spécialisees de 20 places, soit 120 places sur le plan national de: 25,78% au total 640 places Pour le collège de Sedhiou : 2 salles de 20 élèves, soit 40 places 5 salles de 40 élèves, soit 200 places 3/ Peut s'expliquer par le fait que de nombreux candidats I salle de permanence de 80 places soit 80 places libres se présentant à l'examen n'ont pas !e niveau requis. 4 salles spécialisées de 20 places, soit 80 places au total 400 places Sources: Coordination des blocs scientifiques Direction de -la Recherche et de la Planification VILLAGE EDUCATION CENTRES CENTRES D'EDUCATION RURALE: 1984/85 Capacité d'accueil, taux d'utilisation (Capacities, Utilization Rates) Salles Salles Taux Enca- Spécialités de de Ateliers Effectif d'utilî- d réunion classe sation drement enseignées 1. Prévus: (Accord de crédit: 1975) 30 30 60 3 000 - - (30x100) (Amendement : 1982) 5 5 10 750 - - (5x150) 2. Réalisés (foyers) Nguekokh I I 2 47 31 % 6 Enseign. général, Bois, (R. de Thiès) Métaux, Agriculture-élevage Economie familiale Toubacouta 1 1 2 64 43 % 3 Enseign. général, Métaux, (R. de Sine-Saloum). Bâtiment, Agriculture, Economie familiale Coubanao i 1 2 52 35 % - Enseign. général, Agri- (R. de Casamance) culture-élevage, Economie familiale, Bois Mbakhna I 1 2 18 12 % 5 Enseign. général, Agri- (R. Fleuve) culture-élevage, Economie familiale, Bois Koussanar 1 1 2 39 26 % - Enseign. général, Agri- (R. Sénégal Oriental) culture-élevage, Economie familiale 5 5 10 220 30 % Source : Direction de la Formation pratique et visites de la Mission. VILLAGE EDUCATION CENTERS CENTRES D'EDUCATION RURALE (ENSEIGNEMENT MOYEN PRATIQUE) Effectifs des foyers en 1983/84 et 1984/85 (Enrollments 1983/84 and 1984/85) -Ef fectif Ef fectif Foyers 3ème Année 2ème Année lère Année Totl Totl FoyrsTotal Total Garçons Filles Garçons Filles Garçons Filles 1983/84 1984/85 N'Guckokh - - 7 2 14 7 30 47 Toubacouta 20 24 24 20 21 21 130 64 Coubanao - - - - - - - 52 Mbakhana - - 6 10 10 7 33 18 Koussanar - - 15 2 15 7 39 39 44 86 102 232 220 Bargny (Foyer urbain, assistance bilatérale) : 130 élèves dont 58 en voie d'insertion. Source : Direction de la formation pratique (Division de l'enseignement moyen pratique). VILLAGE EDUCATION CENTRE CENTRES D'EDUCATION RURALE Liste des véhicules fournis a l'Enseignement moyen pratique (List of Vehicles Provided by Projects) No. Type et numéro Date de mise en Affectation Etat d'ordre d'immatriculation circulation (Attached to) (State) 1 R4 8961 - SO 1977 Keur Madiabel En panne 2 R4 9769 - SIF 1973 Préfecture Mbour (pool) Réformée 3 304 Peugeot 8793 - SO 1977 Pêche maritime Passable 4 R4 8968 - SO 1977 Cellule de Thiès En panne 5 R4 8967 - SO 1977 Foyer Bargny Passable 6 R4 7834 - SIG 1976 Bureau "Foyers" En panne 7 2CV 9098 - SO 1977 Foyer Coubanao En panne 8 2CV 9094 - SO 1977 Foyer Nguékokh Passable 9 2CV 9097 - SO 1977 Foyer Makhana Passable 10 R4 8960 - SO 1977 Foyer Koussanar En panne il 2 CV 9100 - SO 1977 Foyer Toubacouta En panne 12 R4 8964 1977 Cellule-Mixte Cap-Vert Passable 13 2CV 9095 1977 Goudomp En panne 14 R4 8963 1977 Diourbel Accidentée 15 R20 Nb 8003 TTAI Cabinet En panne 16 R4 8962 Louga En panne 17 504 Peugeot 10176 1980 Division EMP Passable 18 R12 Nb 10125 1980 SAGE Passable 19 R4 Nb 10120 1980 Division Alpha- bétisation Assez bon état (Reaspnable Condition) 20 R4 Nb 4151 - SIK 1980 Cabinet bon etat Source : Direction de la Division de la formation pratique. Rapport de septembre 1983. -60 - ANNEX 17 (VILLAGE EDUCATION CENTRES) CENTRES D'EDUCATION RURALE LISTE DES PRINCIPALES PUBLICATIONS (List of the main publications) - Pédagogie de la phase préalable à l'ouverture d'un foyer EMP, juillet 1976, 3 volumes. - Travail pédagogique dans un foyer rural, juin-août 1976, 5 volumes. - Objectifs de formation et programmes avec progression par année, 1976/76, 2 volumes. - Pédagogie de l'action après l'ouverture d'un foyer rural, juin 1976, 1 volume. - Manuel d'alphabétisation en Sérère, septembre 1976, 3 fascicules. - Approche technologique de l'EMP, I volume. - Approche économique de l'EMP, 1 volume. - Recherches sur les problèmes agricoles, 1 volume. - Problèmes des relations pédagogiques, 3 volumes. Ces ouvrages, tout en partant de données concrètes rencontrées au foyer et dans les villages, débouchent parfois sur des développements théoriques et méthodologiques plus généraux ; cependant, l'effort de conceptualisation, intéressant en soi, s'exprime parfois en des termes très spécialisés, difficilement accessibles ou utilisables par les cadres du terrain, de sorte que la communication du message pédagogique peut être entravée dans de nombreux cas. . Une présentation simplifiée de ces documents a été realisée. Toutefois, les documents pourraient être utilisés pour sensibiliser les étudiants (écoles normales, lettres, sciences de l'éducation) aux problèmes concrets de développement et de formation en milieu rural. Parmi les travaux d'alphabétisation, une mention particulière doit être faite au Manuel d'initiation à l'alphabétisation ; il s'agit d'une contribution intéressante de l'EMP à l'alphabétisation en Sérère des jeunes gens (les travaux de la Direction de l'alphabétisation de Dakar sont axés essentiellement sur l'initiation des adultes). Source: L'enseignement moyen pratique au Sénégal : Description et évaluation de la phase expérimentale, Unesco 1977. - 61 - VILLAGE EDUCATION CENTRES AM 18 CENTRES D'EDUCATION RURALE PROGRAMMES DE FORMATION (TRAINING CURRICULA) 1) Schéma hebdomadaire (trois jours) de formation (horaires) (Weekly Scheme (3 days) of Training) Type d'activité Thèmes de formation Heures/semaine par theme A. Formation technique et pratique Apport d'informa- Agriculture 9 h tions (théorie et - sols fertilisés (dont 6 h travaux pratiques) - cultures vivrières pratique) - cultures nouvelles Eau : puits, utilisation Economie domestique : entretien, hygiene Elevage : le troupeau, association élevage-culture Habitat : maçonnerie, charpenterie Menuiserie Couture, cuisine (filles) Santé Exploitation des informations " 1h Evaluation " i h 30 Total 11 h 30 B. Formation gcene'r al e Anciens scolarisés Consolidation des acquis en: - français, calcul - langues nationales, etc. 4 h 30 Non-scolarisés Alphabétisation des langues nationales 2 h Ensemble AS + NS "Productions" (textes, dessins) I h 30 Total 8 h Total général 19 h 30 2) Schéma mensuel de formation Semaine lerjour 2ème jour 3ème jour 4ème à Heures/formation 1er our7ème jour foyer 1 Formation Formation Formation Village 19 h 30 2 Atelier Atelier Atelier Village 19 h 30 3 Formation Formation Formation Village 19 h 30 4 Atelier Atelier Atelier Village 19 h 30 Total mois 78 h Source : L'Enseignement moyen pratique au Sénégal. Unesco 1977. -62 - AM=19 CYPP - æELngg PggFEgMOhm .E'. (UPGRADING COURSES) C.N.O.P. Pørfconnement OikEECTF . Amwortbn de le gathan COMdPÉTENCES Ds alx anosor patemmnt ftq~uip ds ouvers an en-o - oss angs moduseres siogamm - ul m~b~w oDs stage I i demande -m Cwr^ en fomso pog e r~sae ÉLECTROTECHNIOUE CONSTRUCTKO AUTOMATiSME MCTALLOUE - M d - T - msMs pnu. - secaque - scsm~ naoi--= MÉCANIOUE MOTEURS ET GtNÉRALE ENGINS - Agustage - m~tu E~snc eDs - Toumage - Frisage .mtoeatmtt - Mécanaque d.entruben -igeto -Pme - Dessan technque-Trnmon-ren FROID ET ÉLECTRONIQUE CLIMATISATIONP - FM - Froid énager ^- TV NIS .Coulsuv -Frd- o~,nae PERSPCTIVES : tndmatue . Nymauu Me*ud b -e * C^tOP - 63 - ANNEX 20 C.F.P.P. - FICHE DE STAGE (COURSE WORKSHEET) FICHE TYPE DE STAGE (STANDARD COURSE WORKSHEET) CNPQ STAGE E3 - 02, SECTION ELECTRO-TECHNIQUE, AUTOMATISME MOTEUR ASYNCHRONE TRIPHASE OBJECTIFS: Ce stage a pour but de donner aux participants les connaissances de base et technologiques sur les moteurs synchrones pour lui permettre : - de faire travailler les moteurs dans des conditions correctes et adaptées; - de diagnostiquer et d'intervenir au cours de pannes mécaniques et surtout électriques en effectuant les mesures et essais nécessaires. PERSONNELS CONCERNES: - Electriciens, électromécaniciens travaillant sur les installations électriques industrielles ; - Responsables des services de maintenance Niveau souhaitable: C.A.P., B.E.P. électricien ou équivalent et avoir suivi le stage Mesures Industrielles (E3-01). 'ONTENU ET METHODES: - Principe de fonctionnement d'un moteur asynchrone - Différentes parties constitutives - technologie - Différents types de moteurs (à cage, à bagues, etc.) - Raccordement des enroulements du stator sur les réseaux - Protections électriques des moteurs : thermique, magnétique, etc. - Etude des systèmes de démarrage - Etude des pannes : . mécaniques : symptômes, remplacement des organes défectueux, entretien ; . électriques: simulation des pannes électriques : localisation, diagnostic, mesures. ORGANISATION : - Durée totale : 36 heures - Le stage se déroule dans les ateliers du C.P.P., en principe à raison de 12 séances de trois heures. - Nombre de stagiaires limité à six. COUT DU STAGE: Participation aux frais à la charge de l'entreprise qui présente le candidat : 14 400 F CFA par stagiaire. Source : CNQP - 64 - ANNEX 21 CIP - am D'Ws-VTAGMIA (197f-1985) • NUMBER OF HOURS/TRAINEES C.N.O.P. ACTiONS DE PERFECTIONNEMENT + 84 MT7 13 272 12078 sida lin 310 hmsi 1877 1098 lUS 108 1 1 IIS II3 104 11 CFPP - HEURES-STAGIAIR PAR FIIJERE (177-1985) NUMBER OF HOURS/TRAINEES PER COURSE lom.am. .9 C.N.G.P. ACTONS DE PERrECcONEMENT 1 SWL im. 94~ te igel fon img14 i NATIONAL MARITIME TRAINING SCHOOL ECOLE NATIONALE DE FORMATION MARITIME (ENFM) Effectifs des 6tudiants 1979/80 - 1984/85 Enrollments Formations 1979/80 1980/81 1981/82 1982/83 1983/84 1984/85 (Specialities.) % % % % % % PCche 75 (51) 97 (61) 52 (46) 44 (60) 27 (38) 33 (50) Fishing Commerce 18 (12) 24 (15) 17 (15) 11 (15) 10 (14) 9 (14) Merchant Marine Machines 53 (37) 38 (24) 44 (39) 18 (25) 35 (48) 24 (36) Mechanics TOTAL 146 . (100) 159 (100) 113 (100) 73 (100) 72 (100) 66 (100) Source : ENFM MISE EN OEUVRE DE L'ELEMENT ASSISTANCE TECHNIQUE (Implementation of Technical Assistance) ESTIMATTONS / APPRAISAL REALISATIONS / ACTUAL Hommeq/ R4t11ationq Autre S oetq anr ou Objertlfl per le finance- P6rdode ApW (Sub-project) hommen (Objective) projet ment drexfton texeutlen (Man /YreW4) (Actual M/Y (Othpr finan- (Implem. Executing EXPERTS K rdil 19e1 Ul lL rfP L eriod) Agency - Science Centres 10 Implem. of sub-project and teacher training 6 1/3 190 1983 fuwwv - Village Ed. Centres (EMP) 4,3 Development of experi- Private mental curricula and eval. 3 expert% 1976 & 19g1 Contract - Upgrading Centre (CFPP) 10,5 Training Admin. and Management 10 1/2 +2( A&) 1976 1982 100 - Hotel Training Centre 2 N/M Staff Training - - National Maritime School Revision of Curricula - Ed. Planning/tchool Mapping 6 Reinforcement of the Director- ate of Ed.Planning studies/ analyses of costs , / & I une. - Pre-investment studies Studies of costs and alter- native methods for Primary Education I11M m73 SCHOLARSHIPS - Village Education Centres (EMP) in.mm Staff Training al19 - CUFP 170 M/M Upgrading of instructors 2W/m 1981&1982 - Science Centres 170 M/M Training of Teachers 9 SOURCE: Mission - 68 - ANNEX 25 page 1 of 2 CONFORMITY WITH CONDITIONS AND COVENANTS OF CREDIT AGREEMENT Coven 1- Credit Agreement an Remarks ants 3.01(b) Establish a 'caisse d'avance' (I) at PIU and a Special Account T at the 'Trisor'* (NI) no account not established. 3.01(c) Maintain and reinforce PIU. (1) 3.01(d) Appoint Deputy Director, a 2nd Civil Engineer, a Site Super- (I) visor and additional clerical staff. 3.01(e) Appoint Sub-Project Managers. (I) 3.03(IV) Instruct specialists to develop and implement data collection (I) procedures for various facilities of the project. 3.07 Ensure training of counter- parts for Science Centres. 3.10 Ensure that 'Ecole Nationale de Formation Maritime' recruit promising candidates (I) even if such candidates lack formal education. 4.02(e) Ensure annual budgetary allocation The budgetary alloca- for the Science Centres and (I) tion of 21 million FCFA establish methods for invento- is considered insuffi- ries. cient. - 69 - ANNEX 25 page 2 of 2 Conformity with conditions and covenants of Credit Agreement / Continued... 1/ Credit Agreement Coven- Remarks auts 4.03 Establish a system A methodology for of follow-up for (NI) evaluation needs to the graduates of to be established CFPP* and taught to instructors. 4.04 To set-up a Committee Carried out within for in-service training (I) the framework of the of the CFPP. text relating to the creation of the establishment. 4.05 Consultation with IDA on Not yet carried out the best adaptation of but 3rd Education educational planning (IR) Project (CR.908-SE) has and programming in foreseen that a voca- relation to employment. tional training office be created to implement these objectives. 4.(c) Before any withdrawal Necessary steps have (Prog.1) of funds it is essential (NI) been foreseen but that the technicians be collaboration with associated with the technical services EMP Programme. of the Ministries concerned was extremely limited. 1/ (I) : Implemented; (NI) : Non.Implemented; (IR) Implementation under Review