Cameroon - Educational and Vocational Training Project

The World Bank FOR OFFICIAL USE ONLY Report No. 5519-C4 STAFF APPRAISAL REPORT CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT April 10, 1986 Western Africa Projects Department Education Division This document has a restricted distribution and may be used by recipicats only in the performance of their oficial duties. Its contents may not otherwise be disclosed without World Bank authorizqtion. CURRENCY EQUIVALENTS Currency Unit = CFA Franc (CFAF) US$1.0 - CFAF 385 CFAF 1 million - US$2,597 WEIGHTS AND MEASURES Metric British/US Equivalent 1 meter = 3.28 feet (ft) 1 kilometer (km) = 0.62 miles 1 square kilometer (km) 0.39 square miles ABBREVIATIONS AND ACRONYMS CENAFOP - Oational Center for Adult Vocational Training ("Centre national de formation professionnelle continue") CET - Lower Secondary Technical School ("Collage d'enseignement technique") CETI - Industrial CET ("CET industriel") CETIC - Industrial and Commercial CET ("CET industriel et commercial") CETIF - Female Occupations CET ("CET afitiers f6minins") CFPR - Accelerated Vocational Training Center ("Centre de Formation Professionnelle Rapide") DEPH - Directorate of Primary and Maternal Education ("Direction de 1'enseignement primaire et maternel") DETP - Directorate of Technical and Professional Education ("Direction de 1'enseignement technique et professionnel") DMOFP - Directorate of Manpower, Vocational Training and Projects ("Direction de la main-d'oeuvre, de la formation professionnelle et des projets") DPE - Education Projects Directorate ("Direction des projets 6ducation") DPOS - Educational Planning Division ("Division de la planification et de l'orientation scolaires") ENIA - Primary Teachers College ("Ecole normale d'instituteurs adjoints") ENS - Secondary Teachers College ("Ecole normale supgrieure") ENSET - Technical Teacher Training School ("Ecole normale supgrieure de 1'enseignement technique") FED - European Development Fund ("Fond Europien de Drveloppement") IPAR - Curriculum Development Center ("Institut de p6dagogie appliquge A vocation rurale") MINEDUC - Ministry of National Education ("Ministare de l'ducation nationale") MESRES - Ministry of Higher Education and Scientific Research ("Ministire de l'enseignement supgrieur et de la recherche scientifique") MTPS - Ministry of Labor and Social Welfare ("Ministare du travail et de la privoyance sociale") FISCAL YEAR SCHOOL YEAR July 1 - June 30 September - June FOR OFFICIAL USE ONLY CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT TABLE OF CONTENTS Page DOCUMENTS CONTAINED IN PROJECT FILE................................. iii-iv LOAN AND PROJECT SUMMARY.................................... .......v-viii I. INTRODUCTION................................................... I II. THE EDUCATION AND TRAINING SECTOR.............................. 2 A. The Education and Training System......................... 2 B. Government Strategy for Educational Development........... 3 C. The Issues................................................ 3 1. Quality of Primary and Technical Secondary Education. 3 2. Relevance of the Vocational Training System to the Labor Market......................................... 6 D. The Bank Group's Role in Educational Development.......... 7 III. THE PROJECT.................................................... 9 A. Project Objectives and Description........................ 9 1. Improving the Quality of Primary and Technical Secondary Education.................................. 9 2. Increasing the Relevance of the Vocational Training System...................................... 12 B. Project Cost and Financing Plan........................... 14 C. Project Implementation.................................... 14 1. Preparation, Management and Institution Building..... 14 2. Procurement.......................................... 16 3. Disbursements........................................ 17 4. Recurrent Cost Implications.......................... 18 5. Auditing and Reporting............................... 18 IV. PROJECT BENEFITS AND RISKS..................................... 18 V. AGREEMENTS TO BE REACHED AND RECOMMENDATIONS................... 19 This report is based on the findings of a Bank appraisal mission which visited Cameroon in May 1984 and was composed of Messrs. Fr&my, Papineau, Verspoor and Gagni (consultant), followed by a post-appraisal mission in November 1984 composed of Messrs. Frimy, Hamilton and Papineau. This report was drafted by those missions and completed by Mr. FrEmy; Mmes. Angers, Currie and van Wingerden assisted the mission members with the preparation of the report. The editor was Ms. Roos. This document has a restricted distribution and may be used by recipients only in the performance of their officisI duties. Its contents my not otherwise be disclosed without World Bank authorization. Table of Contents (continued) ANNEXES 1-1 Basic Data 1-2 Economic Background 2-1 Wage Employment Growth 2-2 Comparative Education Indicators 2-3 Structure of the Education and Training System 2-4 Organization Charts of the Ministry of National Education and the Ministry of Labor and Social Welfare 2-5 Primary Education 2-6 Primary School Teacher Training 2-7 Secondary Technical Education 2-8 Comparison of Recurrent Costs per Student in Selected West African Countries 2-9 Distribution of the Education Budget 3-1 Rehabilitation of Secondary Technical Schools 3-2 Implementation Schedule - Ministry of National Education 3-3 Summary of Specialist Services and Fellowships - Ministry of National Education 3-4 Implementation Schedule - Ministry of Labor and Social Welfare 3-5 Summary of Specialist Services and Fellowships - Ministry of Labor and Social Welfare 3-6 Major Assumptions for Project Cost Estimates 3-7 Project Costs 3-8 Unit Areas and Costs 3-9 Project Management Arrangements 3-10 Disbursement Profile MAP: IBRD 18815R - iii - CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT DOCUMENTS CONTAINED IN THE PROJECT FILE Ref. No. Document Title WAIC Code 1. "Requêtes adressées à la Banque Mondiale" - Quatrième Projet Education - Cameroun - Unesco, 1981 - Unesco, 1982 - et version mise à jour, Octobre 1982. 228.342 2. Detailed Working Papers - Cameroon - Professional Training and Institutional Development Project, Revised and Updated by IBRD mission, May 1984; includes 3 - 10 below. 228.343 3. Développement de la formation de maîtres qualifiés pour l'enseignement primaire (Working Paper), May 1984. 228.344 4. Renforcement de la Division de planification (MINEDUC) et du Service des statistiques (Working Paper), May 1984. 228.345 5. Renforcement de la Planification de la Direction de l'enseignement technique et professionnel (MINEDUC) (Working Papers), May 1984. 228.346 6. Renforcement de la Planification du Ministère du Travail (services statistiques, main-d'oeuvre et formation professionnelle (Working Papers), May 1984. 228.347 7. Assistance au CENAFOP (Working Paper). 228.347 8. Termes de référence assistance technique et bourses. 228.347 9. Avant-projets architecturaux (tous établissements). 228.350 10. Listes d'équipement (toutes composantes). 228.351 11. Mémorandum sur le secteur de l'éducation, BIRD, 1978. 228.349 12. Etude du secteur moderne, emploi, main d'oeuvre qualifié et enseignement technique, Unesco, 1982. 228.353 13. Etude du développement de l'enseignement technique du Cameroun, Ministère de l'Education, Cameroun, 1982. 228.354 14. Supplementary data on education, October 1983. 228.355 - iv - 15. Donnfes g&nirales de la scolarisation par niveau et par type d'enseignement en 1981-82, Ministare de 1'Education, Bureau des Statistiques. 228.356 16. Maquette de 1'fducation nationale en Ripublique Unie du Cameroun, 1983. 228.357 17. Aide-Mfmoire: (a) Summary of IBRD preparation mission, led by Mr. Adriaan Verspoor, October, 1983 - filed October 22, 1983. (b) Summary of IBRD pre-appraisal mission, conducted by Messrs. Tran-Luu and Gagni, January, 1984 - filed February 2, 1984. (c) Summary of IBRD appraisal mission, led by Mr. Adriaan Verspoor, May, 1984 - filed Kay 23, 1984. (d) Summary of IBRD post-appraisal mission, led by Mr. Jacques Frimy. November 1984 - filed Ed. Sector (Ed. 5) November 23, 1984. -v - CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT LOAN AND PROJECT SUMMARY Borrower: Republic of Cameroon Beneficiary: Ministry of National Education Ministry of Labor and Social Welfare Loan Amount: US$30.1 million equivalent Terms: Standard IBRD terms Project Description: The major objectives of the project are to: I.. Improve the quality of primary and technical secondary education through: (a) Increasing the number of qualified primary school teachers by (i) constructing new facilities for three existing primary teachers colleges (total of 600 places) that vould serve as regional centers for pre- and in-service training; and (ii) preparing proposals for improving the efficiency and reducing the costs of primary teacher training; (b) Upgrading the practical skills of lower and upper secondary technical school graduates by rehabilitating and reequipping training facilities at 10 secondary technical schools, as part of a strategy to improve technical education, including technical teacher training; (c) Improving the management of education through assistance to: (i) the Educational Planning Division for improved planning and management of resources; (ii) the Directorate of Technical and Professional Education to strengthen planning capacity and technical school administration, and to carry out pre-investment studies for the rehabilitation of three other secondary technical schools and for development of a maintenance system for technical and science equipment; and (iii) the Education Projects Directorate to strengthen its capacity for project preparation and Implementation. - vi - 2. Increase the relevance of the vocational training system to the labor market through: (a) Supporting the development of the National Center for Adult Vocational Training by improving existing courses, introducing new courses, implementing a staff development program (training and upgrading), and equipping the Center's new workshops; . (b) Improving the management of vocational training by strengthening the capabilities of the Directorate of Manpower, Vocational Training and Projects for (i) manpower planning and the management of training resources, (ii) project preparation and implementation, and (iii) the carrying out of pre-investment studies for the creation of eight vocational training centers, development of an apprenticeship system, and creation of an Office of Manpower and Continuous Training. .* - .s Sumar of Prolect Cost Estimate (net of taxes and duties) a7 Z of Local Foreign Total Base Costs --US~ million-- 1. Improving the quality of primary and technical secondary education (a) Primary Teachers Colleges 12.4 7.1 19.5 41 (b) Secondary Technical Schools 3.9 6.7 10.6 22 (c) Management of Education 1.1 4.5 5.6 12 Subtotal 17.4 18.3 35.7 75 2. Increase the relevance of the vocational training system to the labor market (a) National Center for Adult Vocational Training (CENAFOP) 3.8 5.3 9.1 19 (b) Management of Vocational Training 0.5 2.1 2.6 6 Subtotal 4.3 7.4 11.7 25 Total Base Costs 21.7 25.7 47.4 100 Physical Contingencies 1.6 1.6 3.2 7 Price Contingencies 5.3 5.3 10.6 22 Total Project Costs 28.6 32. 61. 129 Financing Plan IBRD - 30.1 30.1 49 Government 28.6 2.5 31.1 51 Total 28.6 32.6 61.2 100 Estimated Loan Disbursement: IBD Fiscal Year 1987 1988 1989 1990 1991 1992 1993 --- miion---- Annual .4 1.6 4 6 7 8 3.1 Cumulative .4 2 6 12 19 27 30.1 a/ of which the project would be exempt. - viii - Economic Rate of Return: Not applicable Benefits and Risks: By improving the quality of primary education, secondary technical education, and vocational training, the project would help to meet some of the most urgent needs for qualified manpower of an expanding economy. For the longer term, it would strengthen the planning, policymaking and management capabilities of the Ministries of National Education and of Labor and Social Welfare, and it would contribute to reinforcing the links between education, training and employment. These measures would assist, in the future, in the preparation of sound investment programs and in their efficient implementation--two considerations that will become increasingly critical as Cameroon's oil revenues decline. The main risk of the project, in light of past Bank Group experience in the sector, is that of implementation difficulties resulting from weak institutions. To reduce this risk, special attention has been given to the units, within the two involved technical ministries, charged with implementing the project: the Education Projects Directorate in MINEDUC and the Directorate of Manpower, Vocational Training and Projects in HTPS would be strengthened, and each Directorate would be provided appropriate staff and technical assistance under the project. To ensure timely posting of the technical assistance personnel, a condition of loan effectiveness would be the signing of their contracts. To ensure that the technical assistance will create a local capability rather than substitute for it, the staff development program would be closely monitored. The second risk-rapid deterioration of the new equipment for the secondary technical schools-- would be addressed through the development of a maintenance system. MAP: IBRD 18815R WAPED March 1986 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT I. INTRODUCTION 1.1. The Government of the Republic of Cameroon has requested Bank assistance in financing a project to continue the development of the education and training system, for which a large increase of resources has been included in the Fifth Development Plan (1981-86) in recognition of the need to strengthen and expand the human resource base of the economy. In addressing this need, the proposed project aims to (a) improve the quality of primary and technical secondary education, and (b) increase the relevance of the vocational training system to the labor market. It also includes provisions to strengthen the planning and management capabilities of the central sectoral institutions. Total project cost is estimated at US$61.2 million equivalent; the Government would contribute about US$31.1 million equivalent, leaving US$30.1 million to be externally financed. A Bank loan for that amount is proposed. 1.2. Improving the quality of the country's human resources is an essential condition for maintaining balanced economic growth and effectively tackling the economy's institutional and manpower constraints. Cameroon's economy is undergoing rapid structural change as a result of rising oil output and exports. Oil production, which began in 1978 and is expected to peak in the mid-eighties, has replaced agriculture as the country's main foreign exchange earner and has brought about a dramatic increase in the Government's budgetary revenue. This new affluence would make it possible to accelerate capital investment well beyond the present 25% of GDP; nevertheless, the Government has resisted the temptation of uninhibited investment and continues to follow prudent fiscal policies in the face of mounting pressure for increased spending, notably in the social sectors. If the Government is to be able to translate into lasting growth and development the transitory opportunity offered by oil production, an adequate supply of trained manpower, and a capacity for the efficient planning and management of public investment programs, are needed. The proposed project addresses both of these priority needs: the first by supporting the Government's efforts to expand and Improve technical education and vocational training and to improve the quality of primary education; the second by strengthening the institutions in charge of education and training, thereby improving the Government's capacity to develop new sectoral strategies and to coordinate and implement future Investment programs in the sector more effectively. The Basic Data Sheet is at Annex 1-1. Economic background information is set out in Annex 1-2. - 2 - II. THE EDUCATION AND TRAINING SECTOR A. The Education and Training System 2.1. The inadequacy of the education system in providing basic literacy and numeracy, combined with limited opportunities for technical and vocational training, has led to severe deficits in skilled manpower and to low labor productivity. Especially severe are the shortages of technically trained manpower for the fast-growing industrial sector, with the secondary technical schools' output providing only about 25Z of that sector's estimated annual requirements. Unless action is taken, this situation is likely to deteriorate further, since the population of 10 million (in 1985), growing at 3.2Z per annum, is expected to nearly double in 22 years. 2.2. This is not due to a lack of effort on the Government's part: at the primary level alone, between 1960 and 1984 the number of children attending school quadrupled to reach about 1.6 million, bringing the total net enrollment ratio to 78%. The Government has made considerable progress in establishing and delivering public school services, increasing their share from about 33% to 65% of total enrollment at the primary level. As a result, Cameroon ranks very high in quantitative terms as compared with other African countries. However, the effort has stretched the education system's capabilities beyond its limit and has adversely affected the quality of instruction in the schools. For reasons explained in para 2.5, internal efficiency is low at all educational levels, and the training provided does not adequately prepare students to either meet the needs of the labor market or to move to higher levels. Annex 2-1 gives estimated annual requirements of qualified personnel. Annex 2-2 provides a table of Comparative Education Indicators, showing how Cameroon compares with other countries. 2.3. Structure and organization. The general education structure in Cameroon follows the English pattern in the West and Northwest Provinces, and the French pattern in the eight other provinces. The Ministry of National Education ("Minist4re de l'Education nationale" - MINEDUC) is responsible for all levels of the formal system except post-secondary education, which falls under the recently created Ministry of Higher Education and Scientific Research ("Minist&re de l'enseignement supirieur et de la recherche scientifique" - MESRES). MINEDUC has centralized decisionmaking in Yaoundi and delegated operational responsibilities to its directorates and its Educational Planning Division ("Division de la planification et de 1'orientation scolaires" - DPOS). The latter, and the Directorate of Technical and Professional Education ("Direction de l'enseignement technique et professionnel" - DETP) have key roles in formulating the Government's sectoral policies, and planning and managing the development of education. Responsibility for vocational training and skill upgrading rests with the Ministry of Labor and Social Welfare ("Ministare du travail et de la privoyance sociale" - MTPS) and its recently created Directorate of Manpower. Vocational Training and Projects ("Direction de la main-d'oeuvre, de la formation professionnelle et des projets"- DMOFP). The structure of the education and training system is shown in -3- Annex 2-3. At Annex 2-4 are organigrams of the Ministry of National Education and of the Directorate of Manpower and Vocational Training. B. Government Strategy for Educational Development 2.4. In the Fifth Development Plan (1981-86), the Government emphasized human resource development, increasing the share of education in the national investment budget to 8.8% (from 5% in the Fourth Plan), for a total of CFAF 236 billion (US$565 million). Although the Plan lacked a sound analysis of investment and reform priorities as well as a comprehensive development strategy for the sector, the Government's de facto sectoral priorities were to: (a) expand and improve the quality of technical education and vocational training as rapidly as possible to alleviate the severe manpower constraints that are hampering the economy; (b) expand and improve the quality of primary education to achieve universality by the end of the century; and (c) strengthen the planning and management capabilities of the key sectoral institutions to improve resource use and remove absorptive capacity bottlenecks. These priorities have guided the design of the proposed project. While data and analysis for supporting them are still limited, the social demand for education is so strong, the shortages of qualified manpower so pervasive and the constraints on implementation so severe that there is little doubt that these sectoral objectives are sound. This has been confirmed by a recently completed survey of the Education and Training sector, prepared by Government and the UNESCO/Bank Cooperative Program, under Bank financing. Beginning in April 1985, the survey has served as a basis for wide-ranging tripartite sectoral discussions, including Bank/UNESCO assistance to preparation of the Sixth Plan (1986-91). Early indications are that the emerging strategy will pursue the same objectives. However, under the Sixth Plan, special emphasis will be given to the linkage between education and employment. To what extent these objectives can be achieved will largely depend on the Government's ability to improve the planning and implementing capabilities of the responsible institutions. C. The Issues 2.5. The Government/Unesco/Bank Cooperative Program survey thoroughly analyzed a number of issues, including: (a) deficiencies in the quality and output of primary and technical secondary education; (b) the inadequacy of the vocational training system in meeting the modern sector's requirements for skilled workers; and (c) the lack of a strong institutional framework for strategic thinking, policy analysis, investment planning and management of the sector. These three critical constraints would be the focus of this project; others, such as the costs and financing of education, manpower issues, and the inefficient teaching of math and science in secondary general education would also be tackled but require further study and would be addressed under subsequent projects. 1. Quality of Primary and Technical Secondary Education 2.6. Primary education. At the primary level, the low quality of education is the major deficiency. Over the 1977-84 period, enrollments -4- have grown at an average rate of 4.5% p.a. to total about 1.6 million (45% girls) with net ratios ranging from 70% to 100% (except in the northern provinces, vith about 30%). However, this has not been matched by improvements in internal efficiency: about 50% of the students enrolled in Grade 1 drop out before completing primary education; of the remaining students, only 60% pass the primary certification exanination. The low quality of primary education is attributable mainly to the relatively small number of qualified teachers. According to official estimates, in 1981/82 only 40% of the teaching force of 28,600 could be considered as qualified. This results from the low output of the primary teacher training system. The present training capacity, estimated at 3,000 student teacher places, providing an annual output of 1,500 teachers, would only meet about 60% of estimated needs based on the projected primary enrollment growth (1989/90), with a 1:50 teacher/student ratio. The capacity to provide pre- and in-service training is severely constrained by (a) inadequate and inappropriate physical facilities, largely in a state of disrepair; (b) deficiencies in the teacher training programs, which have been too theoretical and lacking in software support (textbooks, teaching aids and educational materials); and (c) weakness in the management of human resources, as the administrative and teaching staff is adequate in numbers but could be used more efficiently. 2.7. In order to address these constraints, the Government is undertaking a series of actions. On the institutional side, these include: (a) reorganization of the MINEDUC's Directorate of Primary and Maternal Education, with a new service in charge of primary teacher training; (b) the revision of primary school curricula; and (c) a comprehensive primary teacher development program covering pre- and in-service training, development of teaching methodologies, a library system, teachers guides and other aids, curricula improvement, administrative restructuring of the primary teachers colleges ("Ecoles normales d'instituteurs adjoints" - ENIAs), and a review of the system's organization and management. On the physical facilities side, the Government's plans include: (a) the rehabilitation of five traditional ENIAs in the North and Northwest Provinces; and (b) the construc- tion/equipping of new facilities for three ENIAs in Bafia, Ebolowa and Edia, which are located in the provinces with the highest primary education enrollments and presently are housed in very inadequate buildings. This program is expected to improve the quality and efficiency of primary teacher training and increase the total capacity to about 3,300 (an increase of 10%) for an annual output of about 2,000 teachers, representing about 70% of estimated requirements. Prepared by the Bank and the United States Agency for International Development (USAID), it is being supported by a USAID loan-cum-grant of about US$29 million, approved in November 1984. The Bank would finance under the proposed project the construction and equipment of the three ENIAs ((b) above) and a study on ways to improve the efficiency and reduce the costs of the teacher training system. Annex 2-5 provides more detailed data on primary education in Cameroon. Annex 2-6 gives details on primary teacher training and estimated additional needs. 2.8. Secondary technical schools do not produce practically trained graduates in sufficient numbers, despite the rapid growth of enrollments - 5 - (9.5% p.a. on average between 1977 and 1984). In 1981/82, about 54,000 students were enrolled, 45,000 in lower secondary technical schools ("Coll6ges d'enseignement technique" - CETs) and 9,000 in upper secondary technical schools ("Lycfes techniques"). Industrial qnrollments represent only about 39% of the total in the CETs and about 12% in the Lyc&es. Although curricula provide for a reasonable balanci: between theoretical and practical courses, the teaching of the latter suffers from structural deficiencies in the school workshops, the scarcity and poor condition of equipment and inadequate maintenance, and an insufficiently qualified teaching cadre. As a result, dropout rates are high (about 32% for the lower and 75% for the upper secondary level) and success rates in final examinations are low (about 18% for CETs and 26% for Lyc6es). Consequently, the system has a consistently low output of qualified graduates: about 2,000 for the CETs (with 75% in industrial disciplines) and about 500 for the Lyc6es (with 20%, or about 100, in industrial disciplines). Moreover, the profiles of graduates clearly do not match the needs of the modern sector. 2.9. In order to address these constraints, the Government proposes a number of measures, including: (a) the rehabilitation of the training facilities in the older schools; (b) the development of a purchase and maintenance system for technical and science equipment; (c) the strengthening of school administration and of the planning and management capabilities of the central institutions responsible for technical education; and (d) the training and upgrading of the technical teaching cadre. This program is expected to improve efficiency, increase the output of graduates and better prepare them to meet the demand for industrial skills; it would also contribute to reducing the wastage of resources. The first three of the above-mentioned measures would form part of the proposed project (para 3.5). Technical teacher training would be addressed under the next Bank project under preparation, which would support the Technical Teacher Training School ("Ecole normale superieure d'enseignement technique" - ENSET) in Douala. Annex 2-7 provides basic data on secondary technical education in Cameroon. 2.10. Planning and management of education. The central institutions responsible for planning and managing the Government's educational development effort need strengthening. The low quality of primary education stems largely from management deficiencies and the lack of local capability to analyze investment and reform priorities and prepare comprehensive plans to improve internal efficiency. Similar deficiencies explain the inability of the secondary technical schools to meet an expanding economy's qualitative and quantitative requirements for technically qualified personnel (para 2.8). The Ministry of National Education (MINEDUC) is seriously handicapped by the unreliability of its data base, a shortage of qualified educational planners and statisticians, and the lack of staff development opportunities. The functions of its Educational Planning Division (DPOS) are limited to administering an annual statistical questionnaire, compiling the data manually, and estimating recurrent budgets. Its Directorate for Technical and Professional Education (DETP), already overburdened with the task of managing the existing schools, is also expected to plan and manage more efficiently the rapidly expanding and - 6 - diversifying technical education subsector. Finally, the MINEDUC's Education Projects Directorate ("Direction des projets education" - DPE) also needs to build up its capacity to prepare, implement and evaluate an increasing number of projects. The project would address these weaknesses through an integrated training and technical assistance program (paras 3.6-3.9). 2.11. Costs and financing. The financial implications of the Government's planned expansion and improvement of primary and technical secondary education have not yet been fully analyzed. A number of problems are involved. First, appropriations for the sector, representing 8.2% of total investment budget and 15.6% of total recurrent budget, are insufficient in view of the economy's needs. A comparison of investment costs per student in selected West African countries is shown in Annex 2-8. In particular, the recurrent budget has not increased in line with investment and is overwhelmingly absorbed by salaries and fellowships (90%), while only about 2% is devoted to such essential inputs as learning materials and school maintenance. This, combined with the employment of unqualified teachers and the self-financing of the private schools (representing 36% of primary and 54% of secondary school enrollments), explains the comparatively low per-student cost. However, cost efficiency is low, posing a second problem. Two other related problems are the weak absorptive capacity of the system, as evidenced by the underutilization of planned expenditures in the past (43.4% under the Third Plan and 47% under the Fourth Plan), and the upcoming exhaustion of oil revenues, projected for around 1995, which will sharpen the need for rigorous investment and current - expenditure prioritization. These issues would be addressed, for the short term, by including in the Government's contribution adequate provision for recurrent costs reflecting increased appropriations for non-salary inputs; for the longer term, by: (a) introducing measures to improve the cost-efficiency of primary education (para 3.3); (b) developing, with the assistance of an education finance specialist, a financial planning mechanism based on recommendations made in the sector review (paras 2.5 and 3.7); and (c) creating a permanent capacity for sound investment planning and analysis, and cost-efficient use of scarce resources (paras 3.6-3.9 and 3.11). Annex 2-9 shows the distribution of the education budget by category of expenditure and educational level. 2. Relevance of the Vocational Training System to the Labor Market 2.12. The vocational training subsector faces the dual challenge of expanding its training and skill upgrading capacity and improving the quality of the training to make it more relevant to employers' needs. First, since some 12,000 modern jobs are to be created annually during the 1980s, there is a need for additional manpower in the form of well-qualified graduates of the technical schools. Second, since about two-thirds of the manpower employed in the modern sector (totalling about 430,000 in 1981) did not attain the primary level certificate, training remains essential to upgrade the skills of present labor and keep those of future employees current. However, the inadequacy of the vocational training/skill upgrading system, cctbined with the inefficiency and poor quality of the secondary technical education, is a major cause for the low level of skills -7- throughout the work force. The system, under the authority of the Ministry of Labor and Social Welfare, comprises only the semi-autontomous National Center for Adult Vocational Training ("Centre national de formation professionnelle continue"-CENAFOP), with 250 student places, and the five accelerated vocational training centers ("Centres de formation professionnelle rapide"-CFPRs), with a total capacity of about 300 trainees, of whom only 25 are enrolled in industrial disciplines. 2.13. The Government is giving high priority to remedying this shortfall in skilled workers, particularly by providing short vocational training programs for the large number of young school leavers and by systematically upgrading the skills of existing industrial labor. CENAFOP's role has become increasingly important in light of the growing shortages of qualified lower- and middle manpower. Long before the center was fully operational (it was established in 1981 under Credit 320-CM), it was recognized that its industrial training requirements had been underestimated. Therefore, the Government has begun to expand and reorganize CENAFOP's facilities and to diversify the course offerings. But a staff development program is needed to enable the Center to improve the relevance of existing courses and introduce new ones adapted to an increasingly complex industrial sector. Moreover, CENAFOP has newly built workshops which are not yet adequately organized and equipped to provide training in the most needed specializations (auto-mechanics, metal work, air-conditioning/refrigeration, electricity and electronics, general and maintenance mechanics). For the CFPRs, a thorough study is called for to assess the needs for renovating existing centers and for expanding the training network in line with the specific requirements of each province. These activities would be undertaken in the project (paras 3.10-3.12). 2.14. Planning and management of vocational training. Within the Ministry of Labor and Social Welfare, the capacity of the recently reorganized Directorate of Manpower, Vocational Training and Projects does not match its growing responsibilities. Its Manpower Sub-Directorate is expected to monitor the labor market and the economy's quantitative and qualitative manpower needs, and the Vocational Training Sub-Directorate, to assess overall requirements for training and skill upgrading, or to plan, coordinate and manage the expansion and improvement of the vocational training network. However, both sub-directorates are understaffed and lack the data base, capability and training opportunities to perform efficiently. Therefore, the project would reinforce DMOFP's capacity for evaluating investment priorities on the basis of the modern sector's manpower needs, and for planning and managing training resources, conducting manpower surveys and preinvestment studies, and preparing and implementing projects (para 3.11). D. The Bank Group's Role in Educational Development 2.15. Bank and IDA lending to Cameroon has been concentrated in transport and agriculture (84% of the current total of about US$954 million), including three projects in the education sector (totalling US$37.7 million, or 4% of total lending). The emphasis has been on: (a) improving the quality of general education by supporting teacher - 8 - training, and (b) making the education and training system more responsive to the needs of the modern sector by supporting the diversification of general secondary education and the establishment of employer-supported training programs. The First Education Project (Cr. 161-CM for US$11.7 million, signed in September 1969 and closed on June 30, 1979; PPAR No. 2368 dated February 12, 1979) and the Second Education Project (Cr. 320-CM for US$9.0 million, signed in June 1972 and closed on June 30, 1982; PPAR No. 4900 dated January 20, 1984) supported primary teacher training, general and technical secondary education, and skill upgrading for industry. The Third Education Project (Loan 1245T-CM for US$17.0 million, signed in July 1976 and closed on December 31, 1984; PPAR yet to be issued) emphasized agricultural and technical education. Implementation of these three projects has been mediocre. They contributed to increasing the capacity and regional distribution of primary and secondary education. Physical targets generally were met, albeit with considerable delays and cost overruns, but tended to focus attention at the expense of the pedagogical objectives, which as a result were largely not reached. Insufficient preparation of the technical assistance programs, re- cruitment delays and inadequate monitoring adversely affected the effectiveness of those programs. In light of the lessons learned from these operations, the proposed project emphasizes institution building, aiming at establishing a strong sectoral planning capability, ensuring that the implementing directorates receive appropriate support and staff, and bringing the processing of architectural designs, engineering, and technical assistance contracts to an advanced stage prior to Board presentation (para 3.15). 2.16. Human resource development is a key element in the Bank's strategy for Cameroon and the proposed project represents an important step toward formulating and implementing a broad-based program in this area. The Bank's major concern is to help the country use its oil revenues productively and to prepare for the "post-oil" era. In line with Government's priorities (para 2.4) and the Bank's own strategy for Cameroon, Bank support to the sector emphasizes the alleviation of critical manpower bottlenecks, quality improvement of the educa- tion/training system at all levels to raise labor productivity, and the strengthening of sectoral planning and implementing institutions in order to prepare future sectoral development in the context of a rapidly growing population and the expected depletion of oil resources. The proposed project is fully in line with these objectives. Another project, initially forming part of this operation but severed from it to avoid overstraining local implementation capabilities, is being prepared to improve technical teacher training, through assistance to the ENSET (para 2.9); the next priority will be manpower development. A coherent strategy to further expand and strengthen the system, and to deal with its financing issues, is being developed on the basis of a comprehensive program of studies (the sector survey mentioned earlier, proposed complementary surveys by the Government and the Bank, and the preinvestment studies to be financed under the project). In the meantime, it is expected that through an improved sector knowledge and policy dialogue, as well as the strengthened institutional capacity, adequate conditions will be created for preparing a series of projects, - 9 - better designed, organized and managed to facilitate coordination of external financing and rapid and efficient project implementation. 2.17. Donor coordination. Several donors actively support the Government's human resource development programs. USAID is principally involved in primary education (para 2.7); the Canadian International Development Agency (CIDA) focuses on technical secondary and vocational training, and the French "Fonds d'Aide et de Coopfration" (FAC) intervenes at various levels of the system. However, until recently, Government has tended to deal with each donor separately. Therefore, in the absence of cofinancing arrangements, during preparation close contacts were maintained with the donors to avoid duplication of efforts, and implementation arrangements provide for systematic coordination. For the future, the sector survey is becoming a reference document for various sources of assistance, and the definition of a long-term strategy integrating investment, reform and training is expected to help the Government to coordinate and manage more efficiently donor interventions on the basis of their comparative advantages. III. THE PROJECT A. Project Objectives and Description 3.1. The project has two major objectives: to improve the quality of primary and technical secondary education; and to increase the relevance of the vocational training system to the labor market. In order to achieve the first objective, the project would: (a) increase the number of qualified primary school teachers by constructing and equipping new facilities for three primary teachers colleges (ENIAs) and by preparing proposals for improving the efficiency and reducing the costs of primary teacher training; (b) upgrade the practical skills of lower and upper secondary technical school graduates by rehabilitating training facilities at 10 secondary technical schools; and (c) improve the planning and management of the education system through strengthening the capabilities of the key units in the Ministry of National Education. 3.2. In order to achieve the second objective-increasing the relevance of the vocational training system to the labor market--the project would: (a) support the development of the National Center for Adult Vocational Training by improving existing courses, introducing new courses, implementing a staff development program, and equipping the Center's new workshops; and (b) improve manpower planning and the management of vocational training by strengthening the Directorate of Manpower, Vocational Training and Projects (DMOFP) in the Ministry of Labor and Social Welfare. 1. Improving the Quality of Primary and Technical Secondary Education 3.3. To improve the quality of primary education, the project would support the Government's program, designed to upgrade primary teacher - 10 - training (para 2.7). It would: (a) construct and equip new facilities for the three ENIAs (no expansion involved) in Bafia, Ebolowa and Edfa, each with 200 student places; their sites were chosen and the new facilities were designed to accommodate the more practical, rural-oriented training course to be offered to selected junior secondary school certificate holders and to serve as regional resource centers for teacher training and upgrading; and (b) assist the Directorate of Primary and Maternal Education (DEPM) in conducting a study to prepare proposals for improving the efficiency and reducing the costs of primary teacher training. These proposals would be reviewed with the Bank, implemented initially at the three ENIAs and further developed nationally. Curricula would be gradually improved by regionally based Cameroonian-USAID teams working under the supervision of DEPM at the central level, with inputs from a Bank-financed education specialist in DPE. The USAID program would also develop teacher training software, for which a doubling of the operating budget of the three Bank-financed ENIAs has been included in the project (para ?.23). 3.4. The project would finance (a) construction, architectural fees, furniture and equipment for the three ENIAs; and (b) 12 staffmonths of consultant services for assisting the DEPM in the primary teacher training study. To ensure that the new ENIA facilities will be operated with optimal efficiency, during negotiations, Government gave assurances that it will implement the study's agreed upon proposals when the three ENIAs open. To ensure close coordination with the primary teacher development program being financed by USAID (Annex 2-6, para 10), the Government gave assurances that it will prepare and submit to the Bank an annual report on the status of that program; this report would serve as a basis for exchange of views leading to an agreement on the proposed new teacher training programs by PY3 and their implementation in the Bank-financed facilities within 12 merfhs thereafter. 3.5. To improve the quality of instruction in secondary technical education and thus upgrade the practical skills of the graduates, the project would support the Government's plans designed to renovate and maintain existing workshops and equipment (para 2.9). It would rehabilitate and reequip training facilities in 10 schools, totalling more than 6,000 students: two upper secondary technical schools (Lycies techniques in Douala and Bonaberi), two lower-upper secondary technical schools (Kumba and Bafoussam) and six lower secondary technical schools (CETICs in Yaoundf, Ebolowa, and Ombi, CETI in Yaoundg, and CETIFs in Yaoundi and Akwa-Douala). This program would be similar to one completed for six technical colleges with the support of the European Development Fund (FED). It would rehabilitate most of the oldest secondary technical schools (some over 30 years old) and upgrade the workshop facilities and equipment, including accessories and tools, for 13 selected technical courses. A maintenance program would be introduced. Since outputs in industrial disciplines at the upper secondary technical level are especially limited, support to the largest industrial lycies, located in the most industrialized area of Cameroon, is also expected to bring about substantial qualitative and quantitative improvements at the industrial technician level. The project would finance civil works (minor repairs and utilities), the provision of new - 11 - equipment in all 10 schools, and structural extensions in two schools. The financial plan includes provision by the Government of adequate recurrent funds (para 3.23). Annex 3-1 gives details on this rehabilitation program. 3.6. Management of education. To increase the overall efficiency of the education system, the project would strengthen and develop the Ministry of National Education's institutional capacity with respect to: (a) data collection and analysis, policy formulation, overall educational planning and programming; (b) budgeting, planning and management (including maintenance) of the technical education subsector; and (c) project preparation, implementation and evaluation. To this end, MINEDUC's Educational Planning Division (DPOS), Directorate of Technical and Professional Education (DETP), and Education Projects Directorate (DPE) would be substantially reinforced, a capacity to carry out in-depth studies and surveys would be created, and an extensive staff development program would be carried out by a team of national and expatriate specialists (paras 3.17-3.18). This would be achieved through a comprehensive program, integrating specialist and consultant services, fellowships abroad and local seminars, as described below. 3.7. DPOS would follow-up on the Unesco sector review (para 2.5) with specific surveys and would develop a system to ensure the timely processing of pedagogical, administrative and financial data. The surveys would serve as a vehicle for the staff development program, which would involve all levels of MINEDUC's planning staff. A specialist in education finance would, on the basis of the sector survey recommendations, develop procedures to improve budget preparation, with particular emphasis on recurrent expenditures. The project would finance 96 staffmonths of specialist and consultant services, 103 staffmonths of fellowships for professional staff, and 128 staffmonths of local seminars for planning and statistical support staff, as well as furniture and equipment for DPOS. 3.8. The capabilities of DETP would be reinforced to provide (a) comprehensive and accurate data on technical school facilities and staff; (b) a system for evaluating existing courses and a methodology for continuous instructor training and upgrading; (c) mechanisms to strengthen the linkage between technical education and employment opportunities; (d) a capacity for resource planning and management; (e) a preinvestment study for new training facilities in three secondary technical schools in Edfa, Bonadoumbi and Nkongsamba; and (f) the effective operation of a newly created maintenance unit with four local specialists to implement a maintenance program and carry out a preinvestment study for a permanent purchasing/maintenance system for technical and science equipment. The project would finance equipment as well as 102 staffmonths of specialist and consultant services and 102 staffmonths of fellowships. The appointment of the four local specialists to constitute the core staff of the maintenance unit would be a condition of loan effectiveness. 3.9. DPE, which is responsible for the implementation of this project and for the preparation of future education projects, would be reorganized and strengthened with additional staff and technical - 12 - assistance. To assist DPE in carrying out its nationwide responsibilities, the project would finance equipment as well as 180 staffmonths of specialist and consultant services and six staffmonths of fellowships. To ensure the timely start-up of the project with a stronger Education Projects Directorate, effectiveness would be conditional upon signing of a decree organizing and expanding DPE and the staffing of the Directorate with qualified and experienced personnel in sufficient numbers. Details on the technical assistance recruitment procedures are given in para 3.18. The table below gives a summary of the specialist services and fellowship/training inputs to be provided to the Ministry of National Education. Annex 3-2 provides an implementation schedule for the above technical assistance and training services, and Annex 3-3 gives a more detailed description of the objectives to be achieved through these services. Summary of Specialist Services and Fellowship/Training Inputs for the Ministry of National Education (MINEDUC) (in staffmonths) Primary and Maternal Tech. & Prof. Educational Education Education Education Planning Projects Directorate Directorate Division Directorate (DEPM) (DETP) (DPOS) (DPE) Specialists - 72 60 156 Consultants 12 a/ 30 36 24 Fellowships - 102 103 6 Local Seminars - - 128 - a/ Discussed in para 3.4. 2. Increasing the Relevance of the Vocational Training System 3.10. Support for development of CENAFOP. To support the Government's planned expansion and improvement of the vocational training subsector, the project would support the National Center for Adult Vocational Training (CENAFOP), which has been the catalyst in the effort to cope with the modern sector's ever increasing demand for skilled workers (paras 2.12-2.13). The project would help CENAFOP to: (a) make its training more relevant to the needs of local industry and employers by improving the training staff's ability to identify new skill requirements and to translate them into appropriate courses; (b) adequately equip its new workshops; and (c) lead the development of a national network of vocational training centers. This involves: (a) promoting a closer participation of employers in the management of CENAFOP and in the design and implementation of training and skill upgrading programs; (b) assisting in the improvement of existing vocational training centers and in creating new ones; (c) proposing training programs for the trainers in other centers; and (d) contributing to the development of norms and regulations for the vocational training subsector. In addition to equipment for - 13 - CENAFOP's new workshops, the project would finance 174 staffmonths of specialist and 39 staffmonths of consultant services for staff training and the development of training programs and methodology, and 128 staffmonths of fellowships for CENAFOP's staff development program (para 2.13). 3.11. Management of vocational training. The project would provide assistance to the Directorate of Manpower, Vocational Training and Projects (DMOFP) in the Ministry of Labor and Social Welfare (MTPS) to strengthen its planning capacity and the management of training resources. In order to develop capabilities for accurately assessing the country's skilled manpower needs, formulating a comprehensive strategy for the subsector, and improving its linkages with the labor market, the project would concentrate on three key areas: (a) DMOFP's Manpower Sub-Directorate would be reorganized and adequately staffed to undertake manpower surveys and establish a viable permanent data base; (b) the Vocational Training Sub-Directorate would be reinforced in the areas of planning, curricula and staff development, institutional management and performance evaluation; and (c) DMOFP would be reinforced to support these activities and to initiate and supervise a series of preinvestment studies, and to prepare and implement projects. The studies would provide the rationale for the rehabilitation of existing CFPRs (para 2.12) and the establishment of eight additional CFPRs, the development of an apprenticeship system, and the creation and initial operation of an autonomous Office of Manpower and Continuous Training, with a view to eventually undertaking a free-standing vocational training project under Bank financing. 3.12. The project would finance 144 staffmonths of specialist and consultant services to conduct on-the-job training for DMOFP staff, organize surveys, and carry out preinvestment studies, as well as 137 staffmonths of fellowships for DMOFP staff. Furniture and equipment would be provided for logistical support. The table below gives a summary of the specialist services and fellowship/training inputs to be provided for the MTPS component. Annex 3-4 provides an implementation schedule, and Annex 3-5 a summary of specialist services and fellowships for the Ministry of Labor and Social Welfare. Summary of Specialist Services and Fellowship/Training Inputs for the Ministry of Labor and Social Welfare (MTPS) (in staffmonths) National Center for Manpower, Vocational Training Adult Vocational Training and Projects Directorate (CENAFOP) (DMOFP) Specialist 174 96 Consultant 39 48 Fellowships 128 137 3.13. To equip DMOFP to play an expanded role as proposed under the Project, Government recently (April 12, 1985) assigned to DMOFP full responsibility for implementing the MTPS components, and reinforced it by - 14 - the creation of a project unit (cellule des projets). Details on the technical assistance recruitment procedures are given in para 3.18. A condition of loan effectiveness would be that the Government has appointed a competent accountant for the project unit. B. Project Cost and Financing Plan 3.14. The total project cost (net of taxes and duties) is estimated at US$61.2 million equivalent, with a foreign exchange component of US$32.6 million equivalent, or 53% of the total cost. Base cost estimates are in end-1985 prices; Government intends to exempt the project from taxes on construction, equipment and services; since the residual taxes would be negligible, they have been excluded from the cost calculations. Government did not opt for cofinancing of the project. Therefore, the proposed Bank loan of US$30.1 million equivalent would finance the estimated foreign costs (except for recurrent expenditures). It would be for 20 years, including a five-year grace period at the standard variable rate. The Government would finance the remaining US$31.1 million equivalent. Annex 3-6 gives the major assumptions in arriving at the project cost estimates. Annex 3-7 details costs by component and category, the local and foreign breakdown of costs, and the financing plan (breakdown of summary accounts). Annex 3-8 shows unit areas and unit costs for the new institutions. C. Project Implementation 1. Preparation, Management and Institution Building 3.15. Project preparation was carried out by the Education Projects Directorate for the MINEDUC component (paras 3.3-3.9) and by the Directorate of Manpower and Vocational Training for the MTPS component (paras 3.10-3.13) under financing from the Third Education Project (Loan 1245T-CM). Most of the preparation work was completed before negotiations. Detailed working papers are available for each project component. Most preliminary documents for construction, equipment, and technical assistance arrangements were reviewed with the Government during negotiations in order to ensure a smooth start-up and avoid the delays experienced in previous projects (para 2.15). 3.16. Project management. Similarly, with a view to facilitating administrative and financial procedures and to building up strong project monitoring and evaluation capabilities, the MINEDUC component would be managed by the existing Education Projects Directorate (strengthened to cope with this component's complexity), and the MTPS component would be managed separately by the Directorate of Manpower and Vocational Training, also to be stmangthened. During negotiations, assurances were received that, the project would be implemented, following arrangements agreed upon during preparation. Annex 3-9 provides details on the project management arrangements. 3.17. Institution building. In order to build up a permanent national capability in educational planning and management, the project features an integrated staff development program, comprising for the MINEDUC component 32.5 staffyears of technical assistance (46% for project management alone), 17.6 staffyears of fellowships and 10.7 staffyears of - 15- local seminars, and for the MTPS component 29.7 staffyears of technical assistance (60% for CENAFOP alone) and 22 staffyears of fellowships. Although large in absolute amounts, this program should be viewed in relative terms: the technical assistance would be deployed within six key institutions under two very large ministries and over a five-year period. It is deemed to represent the critical mass necessary to provide the institutional momentum required if the Government is to achieve its ambitious but fully justified plans for the sector. The technical assistance personnel would not substitute for local specialists; rather, they would work in integrated teams headed by Cameroonians, acting as catalysts in a process combining on-the-job and formal training, developing work methodologies and procedures. Tt is expected that by the end of project implementation the Institutions concerned could be largely self-reliant, as a dynamic development process will have been generated. At the same time, implementation delays and cost overruns would be minimized, resulting in substantial savings. To ensure that the technical assistance focuses on activities fully in line with the project staff development objectives, assurances were received during negotiations that: (a) DPE and DMOFP will submit to the Bank for its review and approval semi- annual training programs for their respective components; and (b) the candidates for the fellowship program will be approved by the Bank, and upon successful completion of their studies will be employed for a minimum of two years in the position-, for which they have been trained. 3.18. To create a synergy and ensure maximum impact from the start, special attention has been given to the preparation of detailed terms of reference for the technical assistance which was agreed upon during project preparation. During negotiations, the Government and the Bank reviewed: (a) selection procedures, for internationally recruited personnel for DPE, DPOS, DETP, DEPM, DMOFP and CENAFOP; and (b) detailed arrangements for the fellowship program. In order to simplify and accelerate the process, a limited number of recruiting agencies or consulting firms have been approached; two of the three draft contracts have been reviewed and Bank comments would be incorporated in the final contracts. A condition ,"- loan effectiveness would be the signing of the contracts and the selection of candidates for the three key posts i.e. a project manager for DPE, one for DMOFP, and a specialist in methodology for CENAFOP. - 16 - 2. Procurement 3.19. The procurement arrangements are summarized in the table below. Amounts and Methods of Procurement (US$ million) (Amounts in parentheaes indicate amount of IBRD participation) Category ICB LCB Other Total Costs Civil works 19.6 a/ 3.4 / -- 23.0 (5.9) (1.0) (--) (6.9) Architectural Fees -- -- 0.7 0.7 Equipment/Purniture 12.2 3.0 1.0 16.2 (9.8) (2.4) (0.8) (13.0) Specialist Services -- -- 10.1 10.1 (--) (--) (8.5) (8.5) Training -- -- 1.8 1.8 (--) (--) (1.7) (1.7) Recurrent Costs -- -- 9.4 if 9.4 (--) (--) (--) (--) Total Costs 31.8 6.4 23.0 61.2 (15.7) (3.4) (11.0) (30.1) a/ Civil works for the three primary teachers colleges would be procured through International Competitive Bidding (ICB) according to World Bank Guidelines. b/ Civil works for the rehabilitation and minor extension of 10 secondary technical schools would be procured through Local Competitive Bidding (LCB) procedures which are acceptable to the Bank, since it is unlikely that contractors not already in the country would bid. c/ Site supervision part only of contracts awarded in 1983 and 1984 after local prequalification (design work part financed under the previous project). d/ Contracts with a value in excess of USS100,000 would be awarded through ICB according to World Bank Guidelines. Qualifying domestic manufacturers would receive a preference in bid evaluation of 15% or the import duty, whichever is lower. e/ Contracts valued at between US$50,000 and USS100,000 would be awarded through LCB procedures found acceptable to the Bank, with a USS3 million maximum. f/ Items below USS50,000 in value might be procured by inviting quotations from at least three reliable suppliers whenever possible, with a USSI million maximum. g/ Specialists (about 62.2 staffyears) would be recruited following the Guidelines for the Employment and Use of Consultants by the World Bank and its Borrowers. h/ Training abroad (about 39.7 staffyears) would be procured following the above-mentioned Guidelines for the Employment and Use of Consultants. 1/ Mainly salaries and consumables acquired through regular Government procedures. - 17 - 3.20. Bidding packages for civil works valued at more than US$1.0 million equivalent and bidding packages for goods valued at more than US$100,000 equivalent would be subject to the Bank's prior review of the procurement documents. This would result in the coverage of the three major contracts of the 13 civil works contracts (about 85% of their total value), and of about 75Z of the total value of the contracts for goods. Smaller packages would be subject to random post-review by the Bank after contract award. 3. Disbursements 3.21. The proposed Bank loan is expected to be disbursed over a period of seven years as follows: Allocation and Disbursement Categories for Bank Loan % of Estimated Total Recipients Cost to be Disbursed Item MINEDUC MTPS Total from the Bank Loan US$ million------ Civil Works 6.3 -- 6.3 30 Equipment/Furniture 9.1 2.7 11.8 80 Specialist Services 4.0 3.8 7.8 85 Training Abroad 0.7 0.9 1.6 100 Unallocated 1.9 0.7 2.6 Total 22.0 8.1 30.1 49 3.22. All disbursements from the Bank Loan account would be fully documented, except for contracts valued at less than US$10,000 equivalent, for which expenses would be made against certified statements of expenditure. Documentation would be retained for review by Bank supervision missions and project auditors. In order to expedite disbursements, two revolving funds, one for MINEDUC of CFAF 115 million (US$300,000) and the other for MTPS of CFAF 75 million (US$200,000)) would be established in Special Accounts to be opened in a commercial bank authorized to deal in foreign transactions and can be used for all categories of expenditures. Detailed description of methods to be used in making payment out of the Special Accounts have been agreed upon at negotiations. The Special Accounts would be replenished on a monthly basis, or when the Special Account is reduced by a third, whichever comes first. The Special Accounts would be audited in accordance with provisions of Section 4.01(b)(i) of the Loan Agreement. No direct payment applications for less than US$$20,000 equivalent would be submitted to the Bank. In the event that the Government decides to close the Special Accounts, applications to the Bank would be grouped into packages of at least US$20,000 equivalent for reimbursements and US$10,000 equivalent for direct payments. The disbursement profile has been estimated on the basis of general profile for Cameroon (IBRD and IDA), tempered by the disbursement profile of the Third Education Project. The disbursement profile is in Annex 3-10. - 18 - 4. Recurrent Cost Implications 3.23. The project's annual incremental recurrent costs would amount to about US$7.3 million (without contingencies), with the following main items: (a) for the three primary teachers colleges, about US$0.3 million, representing more than the doubling of non-salary recurrent costs to about 7% of total recurrent costs; there would be no other incremental costs, since administrative and teaching staff would be transferred from existing colleges; (b) for the secondary technical schools, about US$2 million for operation and maintenance of the new facilities and equipment financed under the project; this would represent a 3.5% increase over the total 1983/84 recurrent budget for the technical secondary schools network; and (c) for CENAFOP, about US$3.6 million to ensure proper operation of the workshops and payment of additional salaries; this would represent a 65% increase over the center's 1984/85 recurrent budget and is largely attributable to expansion in progress outside the proposed project. The remaining recurrent costs (US$1.4 million) would concern maintenance and planning. Adequate provision has been included in the Government's contribution to cover these costs. 5. Auditing and Reporting 3.24. For each component for which they are responsible, the Education Projects Directorate (in MINEDUC) and the Directorate of Manpower and Vocational Training (in XTPS) would maintain separate accounts for the Bank loan and for the Government's counterpart financing. During negotiations, the Government gave assurances that (a) all project accounts will be audited annually by Government auditors acceptable to the Bank; (b) the Government will submit the accounts and the auditors' reports to the Bank within six months of the close of the Government's fiscal year; and (c) the reports of the auditors will be of such scope and in such detail as the Bank might reasonably request. Audit fees would be financed by the Government. 3.25. To facilitate close monitoring of the project, the Education Projects Directorate and the Directorate of Manpower and Vocational Training would submit to the Bank, for each component for which they are responsible: (a) semi-annual progress reports; and (b) within six months of the Closing Date, a final report on the implementation experience and project outcomes. IV. PROJECT BENEFITS AND RISKS 4.1. Benefits. The project is expected to produce both short- and long-term benefits. By improving the quality of primary education, secondary technical education and vocational training, it would help to meet some of the most urgent needs for qualified manpower of an expanding economy while raising the efficiency of existing institutions. It would also contribute to inc-easing labor productivity. For the longer term, the project would strengtl- the planning, policymaking and management capabilities of the two ministries concerned. While an improved capacity for management is expected to minimize the risk of project implementation delays and cost overruns, the strengthened planning capacity will help the Government to tackle and prioritize education needs arising from high - 19 - population growth, rising student expectations, and more complex manpower requirements of employers. This has become all the more critical as the decline in Cameroon's oil revenues will be limiting the prospects for additional resources for education and training. 4.2. Risks. The project has two major risks. The first risk, in light of past Bank Group experience in the sector, is that of implementation difficulties resulting from weak institutions. To reduce this risk, special attention has been given to strengthening the two directorates charged with implementing the project; both would be provided appropriate staff and technical assistance to ensure the timely imlementation of each component. The technical assistance contracts would be signed as a condition of loan effectiveness. To ensure that the technical assistance creates a local capability, rather than substitutes for it, the staff development program would be closely monitored. The second risk concerns a potential for rapid deterioration of the new equipment for the secondary technical schools which could result from insufficient maintenance. This risk has been addressed through the operation of a maintenance unit, within the Directorate of Projects School Construction and Equipment, to initiate a maintenance program and undertake a preinvestment study for the establishment of a purchasing and maintenance system. V. AGREEMENTS TO BE REACHED AND RECOMMENDATIONS 5.1. During negotiations, the Government gave assurances that: (a) it will review with the Bank the study on primary teacher training, and will begin implementing the agreed upon proposals when the three ENIAs open (para 3.4); (b) it will prepare and submit to the Bank an annual report on the status of the primary teacher development program being financed by USAID, and the report will serve as a basis for exchange of views leading to an agreement on the proposed new teacher training programs by PY3 and their implementation in the Bank-financed facilities within 12 months thereafter (para 3.4); (c) the project will be implemented according to the arrangements agreed upon during preparation (para 3.16); (d) the Education Projects Directorate and the Directorate of Manpower, Vocational Training and Projects will submit to the Bank for its review and approval semi-annual training programs for their respective components; and the candidates for the fellowship program will be approved by the Bank, and upon successful completion of their studies they will be employed for a minimum of two years in the positions for which they have been trained (para 3.17); and (e) all project accounts will be audited annually by independent auditors acceptable to the Bank; the accounts and the auditors' reports will be submitted to the Bank within six months of the - 20 - close of the Government's fiscal year; and the reports of the auditors will be of such scope and in such detail as the Bank might reasonably request (para 3.24). 5.2. Conditions of loan effectiveness would be that the Government has: (a) employed the specialized consulting firms or agencies to provide assistance to DPE, DMOFP and CENAFOP, and selected the candidates for the posts of project management specialists in DPE and DMOFP, and a specialist in methodology for CENAFOP (para 3.18); (b) appointed a competent accountant for DMOFP (para 3.13) and four specialists for the maintenance unit in MINEDUC (para 3.8); and (c) taken all necessary measures to restructure and staff its DPE to allow it to carry expanded responsibilities (para 3.9). 5.3. Subject to the above assurances, the project constitutes a suitable basis for a Bank loan of US$30.1 million equivalent to the Republic of Cameroon. WAPED March 1986 -21 - ANNEX 1-1 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT BASIC DATA General (1985) GNP per capita US$890 Land area 475 km2 Population 9.3 million of which: urban 37% rural 63% Population growth rate 3.2% Life expectancy at birth 53 Adult literacy rate about 20% Enrollment in Education (1982-83) Gross Pupil/ Enrollment Teacher Total Enrollment % Female Ratio Ratio Primary 1,535,582 45 78Z 50 Secondary (General) 200,412 35 20% 29 Secondary (Technical) 63,156 37 6% 25 Post-secondary 13,493 n.a. n.a. n.a. Education Expenditures (1982-83) Total education expenditures: CFAF 65,870 million % of total Government budget: 3.6% of GDP Percentage Distribution of Recurrent Education Expenditures (1982-83) Primary 41% Secondary 35% Post-secondary 24% Average Annual Cost per Student % of GNP US$ Equivalent per Capita Primary 50 6 Secondary 325 37 Post-secondary 3,000 340 WAPED March 1986 -22- ANNEK 1-2 Page 1 of 2 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT ECONOMIC BACKGROUND 1. Recent trends in budgetary revenue. The Government's budget revenue has increased dramatically in recent years, from CFAF 213 million in 1979/80 to an estimated CFAF 580 billion in 1983/84. This does not, however, include revenues from oil proceeds; in the same year about CFAF 190 billion was tranferred to the Treasury from the Socift& Nationale des Hydrocarbures. Crude oil production in 1982, 1983, and 1984 amounted to about 5.3, 6.2 and 8.0 million tons, respectively, corresponding to a gross value estimated at US$1,370, 1,400 and 1,690 million, respectively. It is estimated that the Government's net oil revenues fall within the range of about one-half of the gross value of production. Oil production is expected to peak around the mid-1980s at approximatively 8 million tons, to decrease thereafter to 6 million tons by the early 1990s, and to dwindle after the mid-1990s. General 2. The Republic of Cameroon covers 475,000 km2 (Map No. 18815R) and has a population of 9.1 million (1983). Over 40% of the population is under 15 years of age, and with the current 3.2Z annual growth rate expected to increase, the population will almost double by the year 2000, to about 16 million, more than half of which is expected to be urban. The country enjoys a broad resource base, including a diversified agricultural production, forestry, and minerals. 3. Over the past two decades the Government has managed to create a nation out of considerable ethnic diversity and diverging colonial experience and to establish favorable conditions for accelerated growth. As a result, real GDP increased by an average of 4.4% p.a. during 1971/76 and an estimated 10% during 1976/81. The Fifth Development Plan (1981-86) envisages a 7% real growth rate, which although likely to be attained, will fall to about 5% by the end of the period. Somewhat under the impetus of the "oil boom", inflation is currently running at about 15% per annum. 4. The Cameroonian economy is now experiencing rapid structural transformations as a result of rising oil output and exports. Oil production, which began in 1978, represented 78% of total exports and 15% of GDP in 1984, thus assuming the role previously played by agriculture as the country's main source of foreign exchange. Despite this new wealth, the Government has continued to follow prudent fiscal policies, but pressure is mounting for increased spending, notably in the social sectors, which have lagged behind, considering the country's development level. In addition, with oil production expected, the issue facing the Government is to translate the transitory window of opportunity offered by petroleum production into lasting growth and development. -23- ANNEI 1-2 Page 2 of 2 5. This new affluence makes it possible to accelerate capital investment well beyond the present 25% of GDP. However, unless preceded and supported by a massive education and training effort to alleviate the existing bottlenecks in absorptive capacity, a fast-expanding investment program fueled by rising oil revenues could only result in low rates of return, high inflation, disruption of the economic and social fabric, and greater income inequalities. Even if the Government's public investment program remains within reasonable limits, it is expected to expand and, at the very least, will require a strengthening of the policy formulating, planning, and project processing capacity. The need to prepare for the post oil era makes careful design and efficient management of projects a priority objective. It is therefore clear that, whatever scenario materializes, human resources development holds the key to the country's future. 6. The Government is well aware of the human resources issue, and accordingly in the Fifth Plan (1981-86) increased the share of the current education budget to 8.8%, from 5% in the Fourth Plan. But it unlikely that the investment proposals will be implemented because of the weak institutional capabilities of the education sector, which are not adequately addressed in the investment program. The mid-term review of implementation of the Fifth Plan indicates that, of the CFAF 235 billion allocated to the sector under the Plan, only CFAF 55 billion, or 23%, has been included in the investment budget for the period FY82 - FY85. Of the CFAF 17 billion allocated in FY82 and FY83, only CFAF 12 billion (70%) was spent; this represents only 5% of planned expenditure for the first two years of the Plan. WAPED March 1986 -24- ANNEX 2-1 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT WAGE EMPLOYMENT GROWTH 1. Wage employment in the modern sector, estimated at 430,000 jobs, has increased at an annual rate of 5.9% since 1976. Wage Employment Growth by Sector (1976-1981) Primary Secondary Tertiary Total 75,000 45,000 15,000 135,000 6.1% p.a. 7.5% p.a. 5.9% p.a. Assuming a similar rate of modern sector employment creation through the 1980s, a total of 300,000 new jobs are projected to materialize by 1990, 20% of which will require a qualification equivalent or superior to lower secondary technical education level. 2. The current output of the secondary technical schools provides less than half of these requirements and only one-sixth of the sector's annual needs in the industrial disciplines. Current Annual Requirements and Output in Qualified Personnel (1983) Total Technical Industrial Requirements School Output Disciplines Only 12,000 2,800 1,900 WAPED March 1986 k ttc;pp c p pi c s iE ccc c kit l ck; t i ,sff . ,- ,, .i n §ti ..., 2-, ub ..n,å -7 Ci 2! ;--, - *1- - - U - i L rrcn.1c . . r. .-c cr. llaexil;i: I :lcw ucjx '11 w ull Ilp i c 1,4t!zt C:,CMya e as ral1 li curg S åI l1-~ P l Il P i y1 20 fQ n.l 4Ilfå" Zi,U U rbjal(1)j u IN ll u a 1h 4 l lim1h01 9 P = .l I P W 110 - •310 .UZ o ;% Smil ------i eran rigel si II|elp:, p o| 0W 1| . ä l li|- . ,,5g i at£n3 l1 2,, Smu i n,3ul 20 3 Š 3 85CMErP|g UCUMa 5M P a OU awu *it9 U Ollennlie å sa z cenu l g s 1:1se n i sen i - s aH iis":.e yww mg pt -. l pl yu's au s ae spec In ICIij:I:I l :IRI!P IIIJIit!l0 EEC 0 02 "32 z l 2 illi 1K~ma-l unuie;;::m;, p*41;; zrW'5 SwS. taIt i p u w* z'ic: W y t s Ulli E 0 C lioluctp c p y p 1 1 0 m7 .29 O Mi. s rem E ;u IIå 7 1 S 0..W fi = 1lC Ejo" - 1 i a -o - a f i i.tfiID fl0 1r4 ---: 7 !1「か：- -27- ANM 2-3 cA~NiCAMROUN EDUCATIONAL AND VOCATIOMM TUINING PROJECTI PROJEII lýIDUCATION ET POP4nio4 PæFESSIOM= STRUCTURE OF TRE 'EDUCATION AND TRAINING SYSTEWSTRUCTURE DE VENSEIM= ET DE LA FORMATION ~~DUCM- R^fflff.UT~l. 0~ aA^ a UL LTT- r.F-T.ý- UMVE~ OACA"n. FAL m LWMEL UC "~ML@ -CI:h alLa 1 2 3 «- -- OJ^L. "' - -n ---- FAC og ~rv , ýrýL 11LIL 9~ CA~ ur. O,&= ~ gam~ ~Lp& ag.IL meim LW- ILOLS^ LKLA. 0 ~ et r-r- 0~ Cm ~m gac uim Dri~ ECDL" LLM CØLK PR~ ou NORD-40~ ET Du ~UT LIC TE~WA L OCH~ 1 2 a pAr- M T~LOGIO -F GT 112 13T-, IT lýb- e~MALO~ta ->ý. . Lymffi M~ARY O~Lo 1 2 1 2 3 4 a VL~ CikýLT. ILT.Tir. 2 OM~ V~ Tæn 2 3 4 2 LNAV~ ex~~ VØA~VOCAT^r~L@ s^ik ¥~dere~ rå~ W~o~- ORGANIGRAMME DU MINISTRE DE L'EDUCATION NATIONALE Décret N 84/1054 du 18 Aort 1984 1 -SERVICES CENTRAUX P[1 { M 4il ] [K} [- 9 åffl LAJ9: PýlGlEs[ Lf- @EE9 E Ný1 E-- F1--]l En EEI.[E iE [w [E [x -i - CK!] [ [Eý El& F={ ff. SERVICES EXTERIEURS ET ETABLISSEMENTS SCOLAIRES ca an ~MCM gfDUCAIOfAL Al 90CATIMCAL TUAlUlM ?FMJETVfI!UTEgCAT10h ET va0åNAu fasE$$1 NMINISTRIT F .A DYCATE WF MNA~R AUæ ¥CA1MAL TAINIMC - AICM MT/ Kinin=IØ nuIAVAIL - oi~lmIG Og La MAIW ~ ET 1 ~AMAIeøV UIS- EE~I Ganaral Secretaryl keerltaira CanIral Directorate of Har Adeialetrattve =d uid Teattaal Trala~g/ -J Vimlal Servitea/ Directioo 4 la malm- service§ istra- d'oaAvre Gt de la lerattam tit et t~ter toI . sah-Direttor&til Hapover ad u*poytr et orløstattm Soug-Directions am-d'auuvrø et ~tpl preesagi service. Lar statietteal Traial0 and Upradial Pr*foemal Orueatem a ' Effloi Contrate statiatiques da Frtelatn et porfetiaamt Ortemtatia prafeasiamuelle tra1i ut de ta gurpFarnaiel ofociaadesøn affices/ enef Aral Fre jects/ Cantrarrs/ illeu/ statistica/ Napour Uervya/ Supervlsion of Esn ad te Isla Desmtat ap Bureau. C~tpe:satior Projtts cTntrata riebtere Satistiquus ta mur Va . T ralll l'a~llCmtr/emtr81 ezmm rimtatiami de tastes de stagS ekti et proftasieolle Source: Ministry of Labor (Decree No. 84/909 - July 26, 1984)1 Ministare du Travail (DMcret No. 84/909 - 26 juillet 1984). 0I -30- ANNEX 2-5 Page 1 of 4 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT PRIMARY EDUCATION 1. The growth of primary education in Cameroon over the past 25 years is characterized by: (a) The creation and expansion of the public school system (see table below). Primary Enrollment Growth, 1958 - 1983 1.s. -- PUWTE SCUL W AIMW I.* a go8- 3M~~~ ~ ~ ~ .... ---- I.... $@AM 64dA 7 /V= 7aigg 6s/M (b) Comparatively high enrollment ratios, with the notable exception of the Northern Provinces (see table below). -31- ARE 2-5 Page 2 of 4 Primary Education Regional Distribution (1981/82) Center/ North- South- South East Coastal North West West West lutal Population (6-11 yrs.) 284,000 69,000 172.000 408.000 209,000 196,000 124,000 1,462,000 Enrollments 363,276 73,275 209,789 181,131 183,366 295.284 137,625 1,443,746 Gross enroll- ment ratio 128 106 122 44 88 151 111 Index of region- al variation 1.29 1.07 1.23 0.44 0.89 1.53 1.12 Net enrollment ratio 84.4 69.5 87.4 28.2 70.8 101.7 100.5 78.0 (c) The apparent inability to improve the quality of primary education services, as evidenced by the high dropout and repetition rates (see tables below) and the poor pass rates (60% of final candidates). Primary Education Dropout Rate - 1975/76 to 1979/80 (in % of original enrollment) Grade 1975/76 1976/77 1977/78 1978/79 1979/80 1 26.0 24.5 22.7 23.8 19.5 2 8.4 3.4 6.1 4.8 2.5 3 13.7 10.2 11.4 14.1 13.3 4 9.3 6.5 7.9 8.4 6.1 5 8.0 5.8 8.0 10.4 9.7 -32- ANNEX 2-5 Page 3 of 4 Primary Education Repetition Rates - 1977/78 to 1981/82 (in %) Grade 1977/78 1978/79 1979/80 1980/81 1981/82 1 34.3 35.6 36.7 35.2 34.0 2 25.1 26.3 26.1 25.3 23.8 3 27.2 30.4 32.4 29.8 29.3 4 21.2 22.6 24.3 22.6 22.4 5 23.3 25.5 27.8 25.8 26.4 6 35.5 38.1 40.5 37.9 37.5 7 14.7 14.3 12.9 12.8 9.4 2. The deficiencies of the primary education system are largely attributable to three factors: (a) Inadequate educational planning capability and inappropriate management structure--as reflected in the delayed publication of education statistics (4 years) and consequently their limited use and reliability for analysis and strategy planning--and the cumbersome, highly centralized teacher-administered management structure of the Ministry of National Education; (b; Inappropriate curricula, exacerbated by the country's dual (anglophone/francophone) system of education; and (c) Unqualified teachers (60% of the primary teaching force). 3. The priority given by the Government to improving the quality of primary education is reflected in its short-term startegy for the subsector, which includes: (a) Restructuring of the Directorate of Primary Education (see MINEDUC Organization Chart, Annex 2-4) and strengthening of the Ministry's Planning Division. The objectIves and rationale of the reorganization of the Directorate of Primary Education focus on achieving a closer coordination of the professional and administrative functions within the Directorate, improving communication and cooperation between related Ministry services, and making the system more amenable to the infusion of better qualified and specialized staff. The Educational Planning Division will be provided with the capability and capacity to effectively plan the quantitative and qualitative development of the education system. (b) Introduction of the long-awaited educational reform, ,.hich provides for a comprPhensive primary school curriculum that maintains only the dual medium of instruction and is better adapted to students' needs; and mobilization of the Ministry's -33- ANNEX 2-5 Page 4 of 4 resources to ensure generalization of the reform by 1989. The new curricula was developed and applied in selected schools over the past 15 years by the Curriculum Development Centers (IPARs) at Yaound4 (French) and Buea (English) by highly qualified staff, specifically trained for this purpose at Canada's Laval University with Ford Foundation grants, and is at an advanced stage of readiness (pre-publishing copy of student textbooks, teacher guides and supporting teaching materials). The combined resources of the IPARs, General Inspectorate, Directorate of Primary Education, and Teachers Colleges (supported by USAID-financed technical assistance) have been organized to implement a program of in-service teacher training. (c) Launching of a major primary teacher upgrading scheme which includes the expansion and rationalization of training capacity and facilities, the development of pre- and in-service training programs, the restructuring of administration, and implementation of an in-service training program for a teacher training staff, regional inspectors, and school directors. (Details are in Annex 2-.: para 10). 4. This strategy to improve the quality of primary education will be financed by the Government (the 1984/85 education budget has been incr2ased by 20Z over the previous year), USAID assistance (a grant of US$13.0 million and a loan of US$16.0 million) and the anticipated Bank loan (estimated at US$9.0 million for components relating to primary educational development). Bank assistance would focus on (a) developing an effective educational planning capacity, particularly statistical services; and (b) supporting the implementation of the educational reform and the upgrading of the teaching force through the provision of three purpose-built primary teachers colleges. WAPED March 1986 -34- ANNEX 2-6 Page 1 of 8 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT PRIMARY SCHOOL TEACHER TRAINING Primary Teaching Force 1. The last official (published) data on primary school teachers (1981/82) indicate that Cameroon has a teaching force of 28,585, of which 40% is qualified (11,490). Primary School Teachers by Qualification or Category (1981/82) Classification Number z Grade I a/ 2,594 9 Grade II a/ 8,853 31 Auxiliary Frs. 2,639 9 Monitor 3,079 11 Aux. Monitor 8,606 30 Other 2,814 10 Total 28,585 100 a/ Only Grade I ("Instituteur") post senior secondary level and Grade II ("Instituteur Adjoint") post primary or junior secondary level teachers, who have received some formal teacher training, are classified as qualified and regarded as civil servants. 2. The qualified teaching force is distributed unequally among the provinces (see table on page 2). In spite of a deliberate policy of posting newly trained teachers to the most educationally disadvantaged provinces. Unfortunately, the policy has created a very mobile and unstable teacher cadre who regard their posting to these areas as temporary, and apply for a transfer as soon as the mandatory period has been served. -35- ANNEX 2-6 Page 2 of 8 Percentage of qualified Teachers by Province (1977/78 - 1980/81) Province 1977/78 1978/79 1979/80 1980/81 South/Center a/ 17.6 22.2 26.1 29.0 East 22.1 26.0 33.8 36.0 Coastal 16.9 19.8 25.4 27.5 North a/ 38.7 41.4 46.8 50.0 Northwest 74.7 70.0 67.3 65.3 West 13.2 18.6 22.9 26.0 Southwest 67.7 65.0 59.8 56.8 Total 30.1 32.3 35.3 37.4 a/ These provinces have since been sub-divided (August 1983): South and Center, and three northern provinces with administrative centers at Maroua, Garoua and Ngaound&r6. 3. There were 19 teacher training centers operating in 1983/84; five opened in 1983/84 and an additional four are scheduled to open in 1984/85. The apparent proliferation of these centers (see table on next page) is part of the Government's policy to ensure a more equitably distributed and stable teaching force in the more educationally disadvantaged areas. The term "center" instead of "college" is used, as only the three centers constructed under the Second Education Project have basic training facilities. One of these will be extended, and four of the others extended/rehabilitated under the USAID project. The current total training capacity is realistically estimated at about 3,000 student teachers (see table on page 3), representing an annual output of about 1,500 teachers, or approximately 60% of estimated needs. (See table on page 4.) Effat frris Institutions i979/80 191081 1181I2 1982/83 1983/84 Location ENTA Mi Total MIA MI Total MIA mi Total MIA ENT Total MIA ENI Total zometaires Center/Centre 1. Akovolina - - - - - - - - - - - - 38 - 38 InadequateInadmquat 2. batin 49 - 49 49 49 43 - 43 74 - 74 136 - 136 Inadequate/Ia"&"at I 3. NgOUBOu - 206 206 - 217 217 - 171 171 - 212 212 - 229 229 Inadequate/adfquat 4. Yaoundé 126 - 126 122 - 122 - - - 120 56 176 137 55 192 Inadequat@/Inadiqut South/ud 5. Eboleva 65 - 65 64. - 64 51 - 31 75 - 75 122 - 122 Inadequate/Imadquat East/Et 6. Abngabong . - d - - - - - - - - - 56 - 56 Inadequate/IMadiquat 7. lertoua 66 147 213 69 180 249 96 197 293 138 212 350 130 149 279 Inadequate/Iuadiqmt Coastal/Littoral 8. 1des 49 - 49 50 - 50 46 - 46 78 - 78 136 - 136 Inadequate/laddquet 9. Nkongeamba 90 76 166 86 76 162 80 82 162 76 111 187 99 110 209 Adegate/Adlquate Wforth/flord 10. Garous - 150 150 - 185 185 - 200 200 - 254 254 - 178 178 Adequate/Miquate b 11. Narou• 116 - 116 118 - 118 120 - 120 200 - 200 150 - 150 taadequatu/Imadequat I/ 12. Xgaoundere 110 - 110 86 - 86 112 - 112 149 - 149 146 - 146 Iadquate/Ifadfquate îl 13. Pitoa 65 - 65 69 - 69 62 - 62 30 - 30 115 - 115 iuadequate/nadiquate îf Ncrthest/Nord-Ouest 14. Damenda 50 40 90 41 38 79 90 - 90 173 49 222 253 - 253 Inadequato/Iadquatasi West/Ouest 15. Bafouussa 89 81 170 90 83 173 83 105 188 77 127 204 74 123 197 Inadequate/Inadlquate 16. Duchang - - - - - . - - - - - - 36 - 36 Inadequatellmadlquate 17. Faumban 62 - 62 65 - 65 47 - 47 69 - 69 128 - 128 ImadequatInadfquate Sauthwast/ud-Ouest 18. Kumba 52 41 93 55 40 95 78 26 104 161 36 197 221 78 299 Adequate/Adiquate 19. Nauf, - - - - - - - - - - - - 37 - 37 Inadequate/Iad&quate Total 989 741 1730 964 81Q 1783 908 781 1689 1420 1057 2477 2014 922 2936 422 452 462 42.6% 31% a/ To be reconstructed under proposed IBID project/econstruction sur éventuel projet IBD. C l/ To be extended (USAID)/Prolongation prévue (USAID). / To be rahabilitatad/tzteded (U8AID)/IRhabilitation/prolongation (USAID). -37- ANNEX 2-6 Page 4 of 8 Estimated Additional Primary Teacher Requirements by Province (1984/85 - 1989/90) Province 1984/85 1985/86 1986/87 1987/88 1988/89 1989/90 Total South Center 689 643 769 834 906 985 4,825 East 129 121 144 157 170 185 906 Coastal 374 350 417 453 492 534 2,620 North 254 238 283 308 334 363 1,780 Northwest 259 242 289 314 341 370 1,815 West 518 484 577 627 681 740 3,627 Southwest 220 206 245 266 289 314 1,540 Cameroon 2,443 2,284 2,723 2,959 3,213 3,491 17,113 MMMM MiMMMM ==mm MIMM mW=m in MW Note: These estimates are based on the projected primary enrollment growth (1989/90) produced by Ministry of National Education and a 50:1 student/teacher ratio. These figures do not take into account the estimated 15,000 unqualified teachers (60Z) of the teaching cadre) currently in the system. -38- ANNEX 2-6 Page 5 of 8 Teacher Training Colleges Requirement for Entry and Duration of Training/ Ecoles Normales Qualification d'EntrIe at Durfe des Cours Course Duration (Years)/Durte Education System/Systame d'fducation Certificate/ des cours Certificat (Annie) French/Francais English/Anglais CAPI 3 BEPC GCE "0" 4 subjects/ GCE "0" 4 sujeta 2 GCE "A" 1 subject/ GCE "A" 1 sujet 1 Baccalaureate GCE "A" 2 or more subjects/ GCE "A" 2 ou plus sujets CAPIA 3 CEPE Primary School Diploma/ Diplome d'Studes 61fmentaires 1 BEPC GCE "0" 4 subjects/ GCE "0" 4 sujets BEPC - Junior High School Diploma/Brevet d'ftudes du premier cycle CAPI - Highest Primary School Teacher Certification/Certificat d'aptitude pidagogique d'instituteur CAPIA - Second Level Primary School Teacher Certification/Certificat d'aptitude pfdagogique d'instituteur adjoint CEPE M Primary School Diploma/Certificat d' ftudes primaires et C-fmentaires GCE "0" - General Certificate of Education, Ordinary Level/Certificat gEnfral en Education, niveau rfgulier GCE "A" - General Certificate of Education, Advanced Level/Certificat g6neral en Education, niveau avancf 4. The courses leading to the CAPI and the CAPIA are shown in the above table; three for the former and two for the latter. Lower entry requirements to some of these courses will be considered for remote areas where qualified candidates are fewer, under the USAID-assisted project. 5. Between 1979/80 and 1983/84, enrollment on courses leading to the CAPI, although erraic, showed on upward trend and accounted for about 40Z of total enrollment in the TTCs. (See table on page 3.) Further increase in enrollment on these courses should be carefully controlled because of the relatively high unit costs of training resulting partly from the higher salaries trainees receive as students and, upon qualifying, compared to what obtains in the case of the CAPIA courses. -39- ANNEX 2-6 Page 6 of 8 6. The administration of teacher training is the responsibility of the Directorate of Primary Education (DEP) (largely restricted to staffing and budgetary issues), with the General Inspectorate overseeing the professional training aspects. The teacher training colleges are semi-autonomous institutions linked by common traditional practices but uncoordinated and varying widely in resources and efficiency. The recent creation of a service for teacher training within the DEP is a move to improve the coordination and supervision of teacher training activities and development, but its functions, operations and procedures are not yet defined. The administrative procedures used in the primary teachers colleges are traditional operations limited to staff, financial and regulatory issues and are inappropriate, cumbersome, time-consuming, and devoid of elements supporting professional development. 7. The "official" teacher training programs date from the mid-1950s. Although there have been quantitative changes over the years to accommodate shortened pre-service training and less academically qualified candidates, the content and structure of these programs remain theory oriented and ill adapted to the pedagogical needs of the pupils. The reduced institutional status of pre-service training has placed responsibility for student-teacher development and certification on the regional inspectorates and school directors, neither of whom have the logistical means nor training to accomplish these tasks effectively. In addition to the lack of a coordinated program for pre-service training, in-service training is provided on an ad-hoc basis and has never developed into a fully integrated, continuous training program. 8. The teacher training staff is recruited from two sources: (a) experienced inspectors and senior primary school teachers (long on experience and short on academic background); and (b) graduate primary teacher trainers from the University School of Education (ENS), who regard themselves as subject specialists. Consequently, there is no shortage of professional staff in the primary teachers colleges, but rather a problem of under-utilization of staff resources. Utilization of the professional staff is dictated by traditional ground rules, which include: (a) assigning a limited number of teaching hours to the "professors"; (b) according priority and status to the academic/research rather than practical hands-on activities of individual staff members; (c) rigid structuring of programs into specific subject areas; (d) absence of coordinating mechanisms to integrate staff activities and foster program development; and (e) the almost total separation of professional and administrative functions. In addition to the need to restructure virtually every aspect of teacher training, the development of a cohesive, development-conscious and fully qualified teacher training professional and administrative staff is required to upgrade the quality of primary teachers and primary education as a whole. 9. In terms of their functions and responsibilities, the regional inspectors are more intimately associated with teacher development than the training centers. Their limited training in the pedagogical process-exacerbated by the lack of a continuous teacher training program, -40- ANNE[ 2-6 Page 7 of 8 limited contact with the pre-service training centers, time-consuming administrative functions, and absence of logistical support--has severely reduced their effectiveness. The burden of implementing the education reform lies squarely but uneasily on the regional inspectorates. 10. The Government is well aware of the constraints which limit the development of an effective teacher cadre and the role primary school teachers must play in resolving the qualitiative deficiencies which severely handicap the primary school system. After several years of discussion with educators (primarily from the Bank and USAID), specific measures to improve primary teacher training have been proposed and a strategy formulated which will restructure and expand the teacher training capacity of the Ministry of National Education. The strategy includes: (a) The creation of a sub-department within the Ministry to initiate and coordinate teacher training development. The legal aspects have been concluded, and a specialist financed by USAID will be assigned to assist in its development for a period of five years, starting in October 1984. (b) Development of pre- and in-service teacher training programs, scheduled to be formulated and implemented over a five-year period in the north and northwest provinces by local experts assisted by five full-time specialists (supported by USAID-financed consultants who will be assigned to the staff and five primary teachers colleges. (c) Development and introduction of an in-service training program for teacher training staff, regional inspectors, and school directors, to be conducted over a five-year period (1984-89) with USAID-financed technical assistance. This staff development program will include: (i) the creation of mechanisms to ensure the continuous evaluation and quality improvement teacher training programs; (ii) formulation of a guide for primary school management; and (iii) provision of 12 M.A. Education scholarships to ensure continuity of the staff development program. (d) Restructuring of the administration of the primary teachers colleges and development of a college library system as a prerequisite to the organization of the colleges into effective resource centers for teachers in each region (USAID-financed). (e) Rehabilitation and extension of five traditional colleges (financed by a US$16.0 million low-interest USAID loan) to provide the basic facilities required to implement the training programs envisaged. Guidance in the determination of these facilities is provided by the new primary school curriculum to be introduced which will be the basis for the new teacher training programs. -41- ANNE 2-6 Page 8 of 8 (f) Construction and equipping of new facilities for three primary teachers colleges in Bafia, Ebolowa and Edfa (the Government has anticipated Bank financing of the foreign exchange portion), which have been designed to accommodate 600 teacher trainees and also to serve as regional resource centers for teacher training and upgrading. 11. The Bank's role, while presently restricted to financing preparatory work for the introduction of measures to improve the management of teacher training and the construction and equipment costs of the three colleges, should be considered as an important and integral part of the Government's primary school teacher developmert program. WAPED March 1986 -42- ANNEX 2-7 Page 1 of 2 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT SECONDARY TECHNICAL EDUCATION Enrollments in Technical Colleges and Lycfes by Sector of Specialization (1981 - 1982) Technical Colleges Technical Lycfes Public Private Total Public Private Total Industrial 7,648 10,014 17,662 921 143 1,064 (Z Female) (4.7) (5.3) (5.1) Commercial 4,358 21,325 25,683 2,076 5,901 7,977 (Z Female) (56.6) (51.8) (52.6) (51.1) (47.4) (48.4) Home-Economics 1,967 1,967 (Z Female) (100.0) (100.0) Total 13,973 31,339 45,312 2,997 6,044 9,041 (Z Female) (34.3) (37.0) (36.1) (35.5) (46.3) (42.7) Apparent Dropout Rates in Technical Colleges and Lycies Technical Colleges Technical Lycfes Starting % % Year 1st Year 4th Grade Dropout 1st Grade 3rd Grade Dropout 1978/79 13,200 9,069 31.6 4,135 1,198 71.0 1979/80 14,307 9,288 35.1 4,699 1,181 75.0 1980/81 15,378 10,621 31.0 5,394 1,108 79.5 1981/82 17,296 12,140 29.8 5,555 1,135 79.6 1982/83 4,903 1,160 76.3 Average 31.9 76.3 -43- AM=EE 2-7 Page 2 of 2 Comparison of Actual and Proected Technical and Vocational Education Enrollmets (1951/82 - 1985186 Developmant Plan) 1981/82 1982/83 1983/84 1984/85 1985/86 1. Projected 76,000 86,000 97,000 109.000 121.000 2. Actual (rounded) 59,700 63,100 69,000 75,400 - 3. Z Below Target 21.4 26.6 29.0 - 30.8 CAP Examination Trends in Industrial and Commercial Trades (1980 - 1983) 1980 1981 1982 1983 Certificates Awarded 1.343 1.861 2.056 2.327 Industrial 955 1,360 1,526 1,784 Commercial 388 501 520 543 Success Rate (2) 14.8 19.6 18.7 18.3 Industrial 21.0 28.2 26.8 26.7 Comercial 8.6 10.8 9.9 9.1 Baccalaureat Examination Trends (1974, 1980 - 1984) 1974 1980 1981 1982 1983 1984 Certificates Awarded 248 333 439 413 477 740 E (Maths. Drawing) 10 14 9 6 - 11 F (Industrial) 72 63 95 76 107 104 G (Nanagement/Commerce) 166 256 335 331 370 625 Success Rate (Z) 54.4 21.4 25.2 23.6 25.7 29.5 1/ E (Maths. Drawing) 32.5 73.7 .100.0 85.7 - 50.0 F (Industrial) 61.5 28.9 47.7 42.5 45.0 41.1 G (Management/Commerce) 53.9 19.4 21.9 21.2 23.0 28.0 1/ Public LycGe only: success rate in 1984. 46.9%. Source: DPOS - Unesco Survey. WAPED March 1986 CAMEROON/CAMEROUN EDUCATIONAL AND VOCATIONAL TRAINING PROJECT/PROJET EDUCATION ET FORMATION PROFESSIONNELIE COMPARISON OF RECURRENT COSTS PER STUDENT IN SELECTED WEST AFRICAN COUNTRIES/ COMPARAISON DES DEPENSES RECURRENTES PAR ELEVE DANS QUELQUES PAYS DE L'AFRIQUE DE L'OUEST Annual Recurrent Cost per Student/ fpenses Rfcurrentes Annuelles par ElIve as I of GNP per capita/ in US Dollars/en dollars E.U. en % du PNB per capita GNP per Primary Secondary General Primary Secondary General capital Education/ Education/Enseigne- Education/ Education/Enseigne- Country/Pays Year/ PNN per Enseignement ment CGinral Secon- Enseignement ment c6dral Secon- Annfe capita Primaire daire Primaire daire Mali 1981 180 30 395 15.7 207.8 C.A.R. 1981 298 55 117 18.4 39 Sierra Leone 1980 270 68 216 25 P- 80 a/ Mauritania 1978 270 142 797 52 295 Ivory Coast 1976 610 120 1,040 20 170 Senegal 1976 420 117 260 28 62 Benin 1977 200 41 92 20 46 Burkina 1977 118 62 440 52 373 Togo 1983 340 23 79 b/ 475 c/ 6 20,1 b/ 120 Cl Cameroon 1983 890 52 325 6 38 Sources World Bank Missions/Missions Banque Mondiale. a/ Estimates/Estimations b/ Lover Secondary/Premier cycle secondaire * WAPED 2l Upper Secondary/Deuxibe cycle secondaire March 1986 -45- ANNEX 2-9 Page 1 of 2 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT DISTRIBUTION OF THE EDUCATION BUDGET National and Education Budget 1981/82 - 1984/85 (CFAF billion) National Budget Education Budget Year Recurrent Investment Total Recurrent Investment Total 1981/82 199 111 310 29 8 37 14.6% 7.2% 11.9% 1982/83 257 153 410 41 9 50 16.0% 5.9% 12.2% 1983/84 326 194 520 51 16 67 15.6% 8.2% 12.9% 1984/85 400 220 620 62 22 84 15.6% 10.0% 13.5% Breakdown of MINEDUC Recurrent Budget by Category of Expenditure (CFAF billion) Category 1981/82 1982/83 1983/84 Personnel (Salaries) 24.6 34.3 42.9 Personnel (Supplementary) - 0.3 0.4 0.6 Operations 2.2 3.1 4.1 Maintenance (Infrastructure) 0.4 0.5 0.5 Courses/Training 1.1 1.4 1.7 Sundry 0.4 0.8 0.9 Total 29.0 40.5 50.7 -46- ANNEX 2-9 Page 2 of 2 Distribution of MINEDUC Recurrent Budget by Level of Instruction (CFAF billion) 1983/84 Primary/Pre-school 20.7 41.0% Secondary (Gen. and Tech.) 13.9 28.0% Teacher Training 0.4 0.07% Higher Education a/ 15.8 General Administration 15.6 4.0% Total 66.4 a/ Budgeted separately Budget Distribution for Technical Colleges and Lycies - 1983/84 (CFAF million) Keals, Uniforms, Total Other Boarding Budget Salaries Expenses Fee (4) as (1) (2) (3) (4) % of (3) Technical Colleges 2,396.6 2,168.5 228.1 90.0 39.5 Technical Lycles 2,536.1 2,387.4 149.5 80.0 53.6 Total 4,932.7 4,555.9 377.6 170.0 45.0 Source: MINEDUC/Unesco Survey WAPED March 1986 CAMEROON/CAMEROUN EDUCATIONAL AND VOCATIONAL TRAINING PROJECT/PROJET EDUCATION ET FORMATION PROFESSIONNELLE RENABILITATION OF SECONDARY TECNICAL SCHOOLS/ REEQUIPEMENT DES LYCEEg ET COLLEGES DENSEICNEMENT TECHNIQUE (CFAY xillion/Miflon FCYA) Righer Becondary Techaical Schools/ Lover Secondary Technical Schcoli/Collgees d'enseignement technique Lycdes tethniques ioa Ekle Ch. Atanana CEV, CTfF SpecLalt7/ections Taoundé Yaoundé obé Iafcumsam / bolova yaoundd Akwa-Duala tuma I/ Domis Sonaberi General hmchantes/ 162 152 165 237 155 mécanique général@ Auto Mecantica/ 48 39 32 23 19 Mdganique auto Hétal Uotka/ 26 26 21 30 Constructtono metailiquem 1 lctro-techntes/ 16 19 23 3 lictro technique Elictrontes/ 21 Electronique Uoed Vort/ 8 17 15 33 23 Henuiserie Piumbing/ 18 Plomberie sanitaire Refriteration-AIr-condittoningt 8 24 Froid-Clitattion Civil Worui 24 18 Cdone Civil NasorT/ 10 il 11 10 Naçonnerie Administration/ 16 là 16 16 42 69 79 Vesse Industriel 30 30 Industrie fdminins Destin Tables 80 18 Tableo à dessin SUbetota/Seu-tottua 236 g0 277 239 59 30 30 85 497 374 lefurbiohtoa/ 15 60 120 80 40 3 42 35 2172 3 Mouvatton le constructton/ l2 71 0oueiles cocatructione Total 251 120 397 319 99 3 72 120 861 478 Il Safouasa and Kuaba are nou functioning ne louer-uppar secondary technical ochoole. VAPED March 1986 CAMEROON EDUCATIONAL & VOCATIONAL TRAINING PROJECT IMPtLENENTATION SCHEDULE - MINISTRY OF NATIONAL EDUCATION PROJECT CALENDAR YEAR 867 COMPtENTS FISCAL YEAR months N DJF J H S I0 Stren t I Specialist in Project Management 48 r/ -- Specialist in Equipment Procurement 36 m/m Specialist in Education 36 /m1 Specialist in Architecture/Construction 36 m/u Consultants (preparation future projects) 24 m/mn Scholarships 6 m/m Strangthening Educational Planning (DPOS) Specialist in Education Planning 36 m/w Specialist in School Statistics 24 m/a Consultant in Education Cost Financin 24 m/ Consultant in School Mapping 12 r/ uD Scholarshipa let phase 62 m/m 2nd phase 41 w/ma Statistical surveys Local seminarst middle level staff 38 We lover level staff 90 m/m Strengthening Technical Education (DETP) Imrovement of Planning Capabilit Specialist in Technical Education Planning 36 u/m- Consultants 12 We- Scholarshipst lst phase I8 m/m 2nd phase 30 We 3rd phase 38 m/a 0U IMPLEMENTATION SCHEDULE - MINISTRY oF NATIONAL EDUCATION PROJECT CALKNUAX YiAR 87A S9 noYc cBtig rIa aA7 YA I yn I FTonT COPONEXTS FISCAL YEAR months [ NDJMH 0 FM A N Strengthenin Technical Education DETP (on Pre-investment Stud - Purchase and Main System Specialiat in Maintenance Mana ement Consultants 12/ Scholarships 16 a/ Pre*investment Study for Rehab, 3 Sec. Tech. Schools Consultant(s) Rehab. and Re-equipping 10 Sec. Tech. Schools ConstructionE01 1 N I Euipmet Improving Primar Education (DEP) ENIA Bti Eolaw,Ed furniture* Equipment Study Cost Financing Primary Teacher Training Consultant 6 m/m Consultant 6 m/m _jof CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT MINISTRY OF NATIONAL EDUCATION - SUMMARY OF SPECIALIST SERVICES AND FELLOWSHIPS Project Components Title Duration m/m Sumary of Objectives Strengthening Education 01 Specialist in project management 48 Assistance to DPE for project organization-management (programing - Project's Management (DPE) monitoring - control - evaluation). Specialists 02 Specialist in equipment procurement 36 Assistance to DPE staff and staff involved in equipment procurement for the preparation of bidding documents and organization management of equipment delivery and installation. 03 Specialist in education 36 Assistance to the DPE to monitor progress of surveys and studies, to organize and monitor fellowships program and local seminars. 04 Specialist in architecture/ 36 Assistance to the DEP architects to monitor bidding process, supervise construction progress civil works. 05 Consultants (preparation future 24 Short missions for specific tasks mainly related to pre-investment studies projects) (technical education and maintenance). Fellowships Training of project's staff 6 Training of staff in specific area which will be identified during early stage of project implementation. Strengthening Educational 01 Specialist in education planning 36 Assistance to DPOS to review educational issues, coordinat surveys and Planning (DPOS) studies, develop tools and mechanism for educational strategy's implementation, and organize staff training. Specialists 02 Specialist in school statistics 26 Assistance to statistical services to review existing data, implement new date system, monitor statistical surveys, train staff and statisticians. 03 Consultant(s) in costs and 24 Assistance to DPOS to analyze education budgets and allocation of resources, financing of education develop procedures to improve budget preparation, introduce new methods and tonls for use of data, and train staff. 04 Consultant in school mapping 12 Assistance to DPOS to develop school mspping methodology and organization, to organize local seminars and train planning staff, Fellowships Training of higher-level staff in 103 2 x 10 months training of 2 education planners in education planning; 2 x S planning months training of 2 statisticians in school statistics; 2 x 6 months training of 2 educators in school mapping; 2 x 10 months training of 2 economists in education cost and financing 10 montha training of an educator In project evaluation (reforms); 2 x 10 months training of statistician/economist I computer (programSr-analvat); 9 months atudy trips Including 3 educatios planningo 2 in pedagogical evaluation, 2 in human resources planning, 2 in school mapping e a " Wa Seminars Local seminars 128 Training of middle-level staff in planning methods, pedagogical evaluation, school administration (2 aeminara - 15 days each with 3 peraonn). Training of lower level staff in school staistics (4 weeks seminar for 90 persons). MINISTRY OF NATIONAL EDUCATION - SUMMART Of SPECIALIST SERVICES AND FELLOUSHIPS Project Components Title Duration 1/a Summary of Objectives Strengthening Technical Education (DETP) 1. Technical Education 01 Specialist in technical education 36 Assistance to director of technical education for review in-depth of technical Planning planning education system, preparation of tools for improved planning and management of resources. 02 Consultants 12 Short missions to address specific needs In technical-pedagogical or financial areas. Fellowships 86 4 x 10 months training of administrative staff in technical schools administrationg 2 x 5 months of personnel staff In personnel management; 2 a 4 months training of personnel staff in computer; 2 x 4 months training of staff in education planning including statistics; 3 x 4 months upgrading of technicians in pedagogy and technology; 2 x 4 months training of educators In rural pedagogy. 2. Project Preparation 01 Expert in equipment purchase/ 36 Assistance to DETP to initiate maintenance programw and conduct pre-nvestment maintenance study for the implementation of a purchase/maintenance system. u. 02 Consultants 12 Short missions to address specific tasks in maintenance and for the completion of pre-investment study. Consultant in technical education 6 Assistance to DETP to conduct a pre-investment study for rehabilitation of 3 CETe in Bondsoumb6 - Ebda - Nkongsamba. Fellovships 16 2 x 4 months training for technicians in maintenance training, 4 monthe training for technician in purchase and warehouse administration. 4 months training for administrator to finance administration. Strengthening Primary 01 Consultant(s) in primary teacher 12 Short aisdions of consultants specialists in teacher training and costs and Education (DIPH) training financing to prepare a set of measures aiming at improvements in teacher training efficiency. VAPED March 1986 CAHERO0OI IDUCuATNL 6 VOCcuIouAt RANNG Jact iPLEHENTATION SCHEDULE - MINISTRY OF LABOR AND SOCIAL UJELARE (CEWAFp) PADJECT CALRNDA YEAR 35 19 7 818 CONEGMENTS?ISCAL YEAR anth 86 1D F Hs J 09 DJ FT Ga DF A1 ImprOVing Vocational Training (DHOFP)III Project Management SPeciAlist in ProJect Management 4 / N o Consultants Fellovahips W Project Preparation .. Pre-investsient Study Rehabilitation-Cetg XR Consultant Pre-investment Study Developmnt-Apretcmi I' consultant -]2-md& Fre-investment Study Creation ONEND Fellowships ,30 am0 5trengthening Sub-Directorate Hanpower-(SDHO) Specialist in Nanpowr Planning 24 M/M velloushis a4 ON Stranthenn Su-Directorate Vocational TraindnalSDFOP 8 eiaistinVocational Training 24.m/m Beeoin CUMFO Fellowship a 28m/m 4 - C '."hI IMPLEMENTATION SCHEDULE -MINISTRY OF LABOR AND-SOCIAL WELFARE (CENAF0P) 0SpdEialis uatomais-4 05Seclis NehclCnst ruction 18 .m/a. - 06ecialAsistManance Mechanics.12 a _0 Specialist Authod Prechas 1/ UOVSpec- alst Blectronics Suevso 12 m/m 09 Spectalist Heieay onAi Eonuitiment 12 w/o 0 Soecialis Promti l 3osruto isef 11 Speiddls ManenTanMenic 12 m/m Tr3pcain newo tr ans 60 m/m r U8 pecradl ist in tr ies 12 m/m' U9pecradint cHefv services 12 m/m U- Ib Consult0g -F(D 10 ScialPromtion3 w/ EDUCATIONAL AND VOCATIONAL TRAIIN PROJECT INISTAT OF LABOR AND SOCUI WELFAAE - DHOFP - SiAT OF SPECIALIST SERVICES AND FLm SR1PS Duration Project Componente Title Semry of ObJectives 1. Improving the Management of 01 Specialist In Project 48 Assistance to Directorate of manpower, vocational training and projects for project Vocational Training Management organisation-assagement (programis - auttoriag - control - evaluation). Specialiets 02 Specialist I Manpower 24 Aasistance to sub-director to manpower for establishment of viable peraseat data base system - Training mottoring surveys and studies - staff training. 03 Specialist In vocational 24 Assistance to sub-director in vocational training and professional guidance for development of Training Methodology training strategy/network - studies - staff training. 04 Consultant In accelerated 12 Pre-nvestment study for the rehabilitation of existing CIMe and creation of eight sew Crms. Vocational Training 05 Consultant In 12 Pr-investment study for the development of the apprenticeship system. Apprenticeship 06 Various consultants 24 (a) Pro-investment study for the creation of a National Office of Mspower and Continmos Training. (b) Specific tase including preparation of designs and bidding documts. Fellovehips Training of project's g 3 months training of accountant In project accountancy, 3 motha training chief adminiatrative administrative staff service in procurement, and 2 a I moths study trips for project managers. Training related to office 30 (a) 2 motha study trip for directorate in charge of manpower and employment to review organisation creation experience similar structures In Africa and Europe. (b) 2 x 3 months training of chief and assistant employment service In manpower evaluation and Information system. Belgium - USA. (c) 2 x 2 maths training of chief and assistant sLatistic service in employment statiatic. (d) 2 x 3 montha training of 2 profeasionals, of vocational training service In statistices, data analysis and provisione. (a) 2 x 6 moths training of 2 technicians, of vocational training service in audio-visual methods. Training of staff under the 54 (a) 9 moths training of statistical engineer In coter (program analyst - coter languages). manpower sub-directorate ROND0) (b) 2 x 3 months of 2 high-level atatisticians In micro-ecapter (data se). Ts 13 mothf training of 2 statistician/econoists In mdpeer planig. Cd) 10 moths training of 2 dasral co mitae in mpter (p enalysis Ca) mth training of high-level staff demograph/statisticlas administrator In empleoment policies. (e) 6 moths training of high-level staff demraphitatistinian administrator in employment policies. (f) 2 x 4 moths training of 2 otatisticiama/dmograph in sample survey methodologies. Training of staff under the 45 (a) 3 mothe study trip for sub-director vocational training profesesinal guidance. to review vocational training and organteation experience similar atructures In Africa (2) and Europe (1). professional guidance sub-directorate (DFOP) (b) 3 mothe training for chief service vocatioeal training in manageent and administration and 3 moths trainiag for chief service professional orientation (CIPPT Taria). (e) 3 moths training for 12 chiefs and deputies of CIa. MISTRT 0 LABOR AND SOCIAL WELFARE - CENAPOF - SUIART OF SPECIALIST SERVICIS AND FELLUdSSIPS Duration Project Components Title S/a Sumary of ObJectives It. Improving the Relevance of 01 Specialist In methodology 36 Assistance to Director CERAFOP and chief service programs - training of trainers - developmeat of Vocational Training to methodologies, training needs assessment and modular approach. Employers' Needs (CENAFOP) 02 Specialist in workshop 24 Asistance to workshop supervisor - organization of workshop and practical training - technical Specialists organization research and coordination. 03 Specialist in refrigeration- 24 Training of trainers In the specialty, development of modular programs according to amployers' air conditioning needs, organization workshop. 04 Specialist In automation 24 Training of trainers in the specialty, development of modular programs according to employers' needs, orgntation workshop. 05 Specialist in metallic 18 Training of trainere in the specialty, development of modular programs according to employers, construction needs. organization workshop. 06 Specialist in maintenance 12 Training of trainers in maintenance, development of maintenance programs according to employers' mechanics needs. organitation workshop. 07 Specialist in auto- 12 Training of trainers in the specialty, development of modular programs according to employers' mchanics and electricity needs. organisation workshop. 08 Specialist in elecctonies 12 Training of trainers In the specialty, development of modular programs according to employers' and electro-technics needs, organization workshop. 09 Specialist in heavy 12 Training oS trainers in the specialty, development of modular programs according to employers' equipment needs, organization workshop. 10 Consultant in social 3 Assistance to chief service social promotion - development of a strategy and methodology according promotion to the needs. 11 Consultant In management 12 Assistance to and training of chief middle management training service, development of mthodology training and modular programs. 12 Various consultants 24 Short missions to address specific needs which will develop during project iplemntation. Fellowships Training of new trainers 60 3 months HLW Initial training in pedagogy and mathodology for 20 new trainers recruited at technician or engineer levels. Upgrading of existing 54 3 moths advanced training in pedagogy or technology for 13 existing traimers. trainers Upgrading of supervisors 12 3 months advanced training for 4 supervisors according to Individual needs. Study trips 2 Study trips for CEMAYOP managers to compare experience with similar training Institutions. N MaPED Narch 1986 -56- ANNEX 3-6 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT MAJOR ASSUMPTIONS FOR PROJECT COST ESTIMATES 1. Base cost estimates are for mid-1985, the anticipated time of negotiations. (a) Civil works costs are based on the preliminary designs reviewed during appraisal, and on unit costs derived from comparable buildings. (b) Architectural fee estimates are based on the terms and conditions of the contracts awarded before appraisal. (c) Equipment and furniture costs are based on lists updated during appraisal, and on unit costs derived from the previous project. (d) The costs of specialist services and of staff training abroad are based on recent experience. (e) The estimates for local staff training and incremental recurrent costs are based on current costs. 2. Cost estimates include physical contingencies of 10% for equipment, furniture and new construction (civil works and architectural fees), and 15% for rehabilitation (civil works and architectural fees). 3. The overall allowance for price escalation is about 29% of the base cost, based on the following percentages: 1986 1987 1988 1989 1990 1991 Civil Works, Goods and Services Local 0 8 8 8 8 8 Foreign 7 7 7.5 7.7 7.6 4.5 WAPED March 1986 -57目川田罵冨3-7 転巨T己． 。．，』：。；-----------,-,---!-1---,―。．--&,-,---:---,; MMT COSTå (fimgr COST Sumgånycours m rum (71111= smulas Du =rs m mm) (CFAF millioninTA million) (90 'OOPPOM dollars 0) 1 1 Total Fortipi Locall Forcip/ Forelga e~ Coote/ Der~ offemacc D~ @ D~ 9 ge~ a tåt total Intalag en devimes Total totala& ca dovt«§ Total z DCTIefte de ha« A. KIEIMT OF NATIONAL M L-DOMTIO10 FATI 1. Frieäp Tamher Tralabdi?or»tim cam~ alka Ulla. noten*. Men 4,762.4 2,754.4 7,516.9 12,369.9 7,134.4 19,524.3 37 41 11/-total 4,762.4 2,734.4 7,316.9 12,369.9 7,134.4 19,524.3 37 41 2. Teckatcal U«ationiftac~ cecopulra Interhimbiet at 10 techeleal se"leizi"illtatim de 10 deolea techalquo 1,331.6 2,294.4 3.426.0 3,4».G 5,939.6 9,418.2 GI 28 fjoimmt Hatat~* Catabillty/tatratten de ål#quip^ t 174.7 2i8.5 423.2 453.7 645.5 1 ~ . 3 st 2 prelwestenät stadiga för 3 careffledde de Pritavgetlee~ t de 3 c276 2.8 23.1 25.9 7.2 60.1 67.3 et 0 W-total å~ .0 2, SH. 1 4,073.1 3,919.6 6.663.2 101m4.9 63 22 3. wccatiffal h~ ud MUR~t/Geftim et wrm= tM de rödecation 442.2 1,723.1 2,167.3 19148.3 4.490.6 3.269.3 80 12 kb-total Klatetry et National Mucation/ #<må-total NInintöra de Vmucattom National* 6,713.6 7,043.6 13,739.3 17,438.1 18,300.3 33.768.4 31 73 5. WIMIMT CIF LA^ WISTM DU TRAWAIL, 1. Malt T«atimal Tratabe, CK~/Formtt« den adeltaz. CEI0OP 1,471.7 2,022.5 3,494.1 3,822.5 592%.2 9*073.6 sa 19 2. Plazaleg amd Måmågonewt of Keepover and Tocationel Treiziedtl»ifieattom et pstion de la et de la formotiom profezelcemelle 179.8 828.1 1,007.9 467.0 2,151.0 2,618.0 82 6 Sub-total Nleintry of Låbor/Lmö-totål Klatetire de TraTail 1,631.4 2,850.6 4,502.1 4,289.4 7,404.2 11,693.6 63 23 Total segelled Cost*/Cdtg total de hag* 9,365.1 9.896.2 18.261.3 21.727.3 23,704.5 47,432.0 54 100 o Fbygleal Coatieg«cieg/leprfvug 612.2 601.8 1,214.0 1,590.0 1.563.2 3,153.2 50 7 Priet poer bmc@* dec prIz 2,026.7 2,942.6 4,069.3 5,264.1 3,305.5 10,569.6 50 22 TOTAL nwwr MTS/COUTS TOTAL M pm= 11.003.9 12,540.7 23,544.6 28.MI.6 32.573.3 61.154.9 53 129 v~ Haft& lm CAHEROON/CAMEROUN EDUCATIONAL AND VOCATIONAL TRAINING PROJECT/PROJET EDUCATION BT FORMATION PROFESSIONNELLE PROJECT COSTS (COST SUMMARY BY CATEGORY) /COUTS DU PROJET (TABLEAU SOMAIRE DES COUTS PAR CATEGORIE) (CFAF alllion/FCFA million) (US$ '000/'000 dollars EU) Z Total . Local/ Foreign/ Local/ Foreign/ Foreign Base Costs/ Dipenases Dipenses Dipenmes Ddponses Exchange/ X codt total locales an devises Total locales an devises Total Z Devises do base I. INVESTHENT COSTS/COUTS D'INVES- TISSEHENT A. Civil Works/Gdnio civil 4,874.2 1,886.3 6,760.6 12,660.4 4,899.5 17,559.9 28 37 B. Architectural Fees/ Honoraires d'architectes 167.6 51.0 218.6 435.3 132.4 567.8 23 1 C. Equipment/Equipament 455.1 3,784.3 4,239.4 1,182.1 9,829.3 11,011.4 89 23 D. Furniture/Mobiliar 269.6 160.5 430.1 700.2 417.0 1,117.2 37 2 E. Specialist Services/ Services de spicialistes 346.4 2,880.1 3,226.4 899.7 7,480.7 8,380.4 89 18 P. Training/Formation 1. Local/Locale 43.3 - 43.3 112.3 - 112.3 - 0 2. Abroad/A 1'6tranger - 548.0 546.0 - 1,423.4 1,423.4 100 3 S/-total Training/Formation 43.3 548.0 591.3 112.3 1,423.4 1,535.8 93 3 Total Investment Costs/CoGt. total d'investiesment 6,156.2 9,310.2 15,466.4 15,990.0 24,182.4 40,172.4 60 85 II. RECURRENT COSTS/CHARGES RECURRENTES A. Salaries/Salaires 1,496.3 - 1,496.3 3,886.5 - 3,886.5 - 8 B. Consumables/Consommables 712.6 586.0 1,298.6 1,850.9 1,522.1 3,373.0 45 7 Total Recurrent Costs/CoOts total des charges r6currentes 2,208.9 586.0 2,794.9 5,737.5 1,522.1 7,259.6 21 15 Total Baseline Costs/CoGts total de base 8,365.1 9,896.2 18,261.3 21,727.5 25,704.5 47,432.0 54 100 Physical Contingencies/ImprIvus 612.2 601.8 1,214.0 1,590.0 1,563.2 3,153.2 50 7 Price Contingencies/Provision pour hausse des prix 2,026.7 2,042.6 4,069.3 5,264.1 5,305.5 10,569.6 50 22 TOTAL PROJECT COSTS/COUTS TOTAL DU PROJET 11,033.9 12,540.7 23,544.6 28,581.6 32,573.3 61,154.9 53 129 * ........ no... on= ..an .... ......=no ...f..m. mss*l= ... WAPED March 1986 DWAXTC0tA1. Al I0CAlT}A1, 1RAtl1IM pECflajEr Ew.|rrtml EL MTI PE1U8 C12 sunraa F A. av nt,FOUCN na~ An UICL ØMTr n~C nT cm A mARin D DU Um CnaEEux ti: tD MAR C~gennis (UW$ *000/'000 dollara EU) Prict C ataaaactta/Provisto pour Total tacteding Cottegetas/ am Coeta~afts de hast ~htacal CotIanatasflrvus hasa9 de ara Total toeuant lprv~s Lotl• cal • to1 - ~tal • vbygteal Ket. E&t. Eal. Eaul. Cat. plog Dutte 6 Dutte§ 6 Duties Dutte§ & Price Cnt. Bam Cta pIN Taman/ Taus/ Tames/ Tsa/ on Miteat rite Cont. ocale - lAt. - tloale - tomte Cmntotntqge / - k Cmtg/ Daans Dauaå#s Duans Doa b ~prea et Catta de ba et oretp et tae& Forsin at taes horeip at taes Fornn et t"ea provstan par provstn p~r Eachanp/ nr= behange/ no Echaah/ om Euhang/ 00 haut des pia bass* det pria De s cpri Tasts Total Davsa empri Taus Total Dtvt6es tapria Taxes Total Deviaen comprio Tast Total ur soprMe r atta bse 1. -~ MBI, UMM D-M=TS5~Ef . CIvIl Uorks/Gdete Gittl 4,u99.5 12,e0.6 • 17,19.9 14.4 1,355.1 1,879.5 659.1 2,68.3 • 3,517.8 6,2&3.4 16,73. • 22,957.2 2,219.6 20,737.6 a. Arthitecturet Fteo/ iknratres d'archt- tote 132.4 435.3 • 567.8 14.2 46.7 • 60.9 23.2 91.4 114.7 169.9 373.5 - 743.4 72.0 .171.3 C. EqOIpMont/Equfnt 9,629.3 1,182.1 • 11,011.4 982.9 118.2 - 1,101.1 2,207.8 313.1 - 2,520.8 13,020.0 1,613.4 • 14,633.4 14,633.4 13,303.1 D. IuMIturet tilter 417.0 700.2 - 1,117.2 41.7 70.0 111.? 115.2 225.6 • 340.7 573.8 995.8 - 1,569.6 1,330.3 1,424.9 R. spatislat servteaa/ 10,03M.7 services de spdtiattateo 7,480.7 199.7 - 8,380.4 - • • • 1,452.0 206.3 • 1,658.3 8,932.7 1,104.0 - 142.7 10,036.7 1. Trtanin/Fores aio 1. L"a/L~ale - 1123 •.3 •S • • • • 16.3 - 18.3 0.6 .6 • 0.6 2. Aoad/A t'Itramer 1,23.4 - • 1,623.4 • • • • 251.5 • - 251.5 1,675.0 - 1,675.0 1,471.0 8/-total Training/Ftration 1,423.4 111.3 - 1,535.8 • • 151.5 10.3 - 269.8 1,675.0 130.4 1,805.6 - 1,80.6 Total leest~ant Costg/ ~øta total d-tnvestt*sNesst 24,182.4 15,990.0 • 40,172.4 1,563.2 1,190.0 • 3,153.2 4,909.2 3,513.0 - 8,422.2 30,654.8 21,093.0 - 51,747.9 3,761.4 47,93.3 II. -emeu W6Uh å. Iataries/6.ahae• 3,86.5 • 3,846.3 • • 1,186.2 - 1,166.2 - 1,07-..8 - 5,072.6 - 1,072.8 8, CoamaubteaCtaaambtle 1,522.1 1,830.9 - 3,373.0 • • • 396.3 56.9 • 141.2 1,918.3 2,911.0 • 4,334.3 - 4,334.3 Total mnat costal tate total des dhara teurrente& 1,522.1 5,737.5 - 7,239.6 - • .1 1,761.1 - 2,147.5 1,918.1 7,486.4 - 9,407.1 - 9.407.1 Total 23,704.5 21,727.1 47,432.0 1,563.2 1,590.0 3,193.2 3,305.5 5,244.1 . 1,549.4 32,573.3 18,581.6 41,154.9 3,764.6 =7,390.3 tr 194 EDCAc0rA MID 90CATIMAL mTRAINN PmJEC iantcIna Plan by Prolect Campote (Us$ '000> International Goverment Bank for of the Reconntruetion Republie of tamal and Development ra.,on_ Total Pøreip (EgeludIng Dutie & A æountn L A~unt i Amunt % Exchae TaX14) Taas A. INhBTR oF DrUCAN 1. Primary Teacher Tratatng I1AB BAFIA, E0åSA, EM 9,4542 Ul8 , 612 25.6468.4 41.. gb-Total Primry Teacher Tratnins 9,934.2 38.8 15,694.2 61.2 25,648.4 41.9 9,355.1 16,193.3 • 2. econdary Technteal Edueatton Rafurbtabig at 10 Technical School& 6,395.4 50.1 6,362.4 49.9 12,737.6 20.9 8,066.3 4,691.3 EquIpment Matnancs Capacity 698.8 11.4 661.9 48.6 1,360.6 2.2 773.3 587.4 Prinvestmot Studties for 3 CM 63.5 85.0 11.2 15.0 . 7 0.1 66.5 8.2 Sub-Total Secondary Techlcal Meucation 7,157.6 50.4 7,035.5 49.6 14,193.2 23.2 6,906.2 5,287.0 3. Educational Planning ad Managment 4,897.6 72.8 1.828,7 L7.2 6.726.3 i.0 5.285.7 1.4406 Sub-Total Mintetry of National Educatlon 22,009.4 47.3 24,558.3 52.7 46,587.9 76.1 23,546.9 23,020.9 a. MINISTI eF A 1. Adult Vocattmnal Tratning, CEcA=0P 1,689.3 49.7 5,768.2 50.3 11,437.5 18.7 6,486.8 4,970.7 - 2. Planning ad Hanagsent of Hanpover and Vocattonal Tratning 2.358,7 75,4 770.8 246 3.12,5 -. 1 2.5239 1.90.0 • Su-Total Ministry of Labor 8.048.0 55 2 8.539.0 1145870 23.9 9.026,3 • Total Disburaemnt 30,057.5 49.1 31,097.5 50.9 61,154.9 100.0 32,573.3 28,581.6 Harth 1966 sn0AT0Mu. As 00CATr0mI maIUI30 narier pinancag Plan by Protest Cm atg (m$ '000) International GOvernmet B~nk for of the Raenstruction ~aulei of Löcki and Dralagmfnt Cmarom. Total Föraitg (Eludtag Datti 4 ut 4 mut 4 &ahs~ Tam) T~v A. CIV1L vms 6,»87.1 30.0 16,070.0 70.0 22,957.2 37.5 6,283.4 16,673.8 • 8. AnemTC~tRAL 7vml • - 743.4 100.0 743.4 1.2 169.9 573.5 , 0. zqlym A D mtnTa 12,962.4 80.0 3.240.6 20.0 16,203.0 26.5 13,593.9 2,69.2 • D. ItCIALIS 15TICE8 8,532.9 65.0 1,505.8 15.0 . 10.038.7 16.4 8,932.7 1,106.0 Z. TRIål1M L0ca - - 130.6 100.0 130.6 0.2 130.6 Abroad 1.675.0 100.0 -.. 1675.0 5.7 1.675 0 Sub-Total Training 1,675.0 92.8 130.6 7.2 1,805.6 3.0 1,675.0 130.6 • 1. EUREE 0T! . __•, 9,§7.1 110.0 9.407,1 13.4 1,918.5 7,48a.6 Total Diebur-emnt 30,057.5 49.1 31,097.5 50.9 61,154.9 100.0 32,573.3 28,51.6 • March 1966 -63- ANNEX 3-8 CAMEROON/CAMEROUN EDUCATIONAL AND VOCATIONAL TRAINING PROJECT/ PROJET EDUCATION ET FORMATION PROFESSIONNELLE NEW BUILDINGS (PRIMARY TEACHERS COLLEGES)/CONSTRUCTION NEUVE (ENIA) UNIT AREAS AND COSTS/SURFACES ET COUTS UNITAIRES 1. Gross unit areas of buildings/Surfaces unitaires brutes des batiments (a) Academic and communal/ m2 10.1 per student/ Enseignement et services communs par ilive (200) (b) Boarding/ m2 10.8 per boarder/ Internat par interne (200) (c) Primary School/ m2 2.0 per student/ Ecole primaire d'application par i14ve (600 + 120) (d) Staff Housing m2 138 average per house/ Logements moyenne par logement (5) 2. Base unit costs (including staff housing)/Corts de base unitaires (logements inclus) (a) Civil works (including 30% for CFAF 260,000 - US$675 per site development/ gross m 2/par W2 brut (6,300) Construction (VRD 30% inclus) CFAF 2,050,000 - US$5,325 per student/par f1lve (200 + 600) (b) Furniture/ CFAF 173,000 - US$450 per Mobilier student/par 61ive (200 + 600) (c) Equipment/ CFAF 417,000 - US$1,080 per Equipement student/par M1&ve (200) WAPED March 1986 -64- ANNEX 3-9 Page 1 of 4 CAMEROON EDUCATIONAL AND VOCATIONAL TRAINING PROJECT PROJECT MANAGEMENT ARRANGEMENTS 1. The project involves institutions under the authority of two different Ministries: (a) Ministry of National Education (MINEDUC): Educational Planning Division (DPOS) Directorate of Technical and Professional Education (DETP) Directorate of Primary and Maternal Education (DEPM) (b) Ministry of Labor and Social Welfare (KTPS): Directorate of Manpower, Vocational Training and Projects (DMOFP) - Manpower Sub-Directorate - Vocational Training Sub-Directorate National Center for National Vocational Training (CENAFOP) 2. Each Ministry would be responsible for implementation of the component under its administration. In effect, the Bank loan would finance two distinct components and the legal documents would include specific allocations for each component. Each Ministry would therefore have an administrative and financial structure to ensure efficient implementation of the components under its responsibility. Ministry of National Education (MINEDUC) 3. Implementation of the components under the MINEDUC would follow essentially the same pattern as under the previous three education projects assisted by the Bank Group. The Education Projects Directorate (DPE), attached to the General Secretariat of the Ministry, would be maintained as a distinct unit within the MINEDUC. As was previously the case, this unit would be responsible (in cooperation with the services concerned) for: . (a) general coordination of implementation of the MINEDUC component; (b) supervision of the preparation of architectural designs and bidding documents and for the implementation of civil works; (c) supervision of the implementation of studies-surveys and training programs; -65- ANNEX 3-9 Page 2 of 4 (d) preparation of the lists and bidding documents for equipment and furniture, supervision of delivery and installation; (e) the project accounts; (f) relations with the Bank and the government services concerned with the project; (g) preparation of the budgetary provisions to ascertain adequate counterpart funding in the annual government budget. 4. For the Education Projects Directorate to be able to carry out the above-described tasks, it would be staffed by an adequate number of qualified and experienced personnel, with the following profiles: (a) Director (at the level of a Deputy Director of the central administration); (b) Deputy Director; (c) two architects/civil engineers; (d) a specialist in equipment procurement; (e) an experienced accountant; (f) support staff. 5. In addition to these tasks, the DPE would provide advice and occasional assistance to the services in charge of implementing the component under the Ministry of Labor and Social Welfare, in particular for procuremeut matters. As most of the project elements would be implemented in the provinces, arrangements would provide allocations and indemnities for travel purposes. The DPE staff with the assistance of four technical assistants: one specialist in organization and management, one specialist in equipment procurement, one engineer/architect, and one education specialist, would monitor the implementation of all components, and each month would prepare a report for the Director summarizing the status of project implementation, identifying any problems that may arise and proposing corrective measures. The technical assistants would assist and train the national specialists in charge of the various sub-components in preparing technical documents, systematically reviewing implementation schedules, supervising civil works, furniture and equipment procurement, and undertaking surveys, seminars and pre-investment studies. 6. The project would also finance furniture and equipment for the DPE, limited provisions of fellowships and consultants for specific tasks related to preparation of future project implementation. Terms of reference for the technical assistance program are detailed in the project working papers. -66- ANNEX 3-9 Page 3 of 4 7. The DPE would maintain separate accounts for payments under the Bank loan. The DPE would also prepare annual estimates for funds required to finance the Government's counterpart funding and would ascertain that the necessary amounts are included in the investment budget. For recurrent expenditures, the DPE would follow the usual system within the MINEDUC of "bons d'engagement." Ministry of Labor and Social Welfare (MTPS) 8. The project component under the MTPS would be implemented by the Directorate of Manpower, Vocational Training and Projects (DMOFP). The strengthening of this Directorate is justified by: (a) the diversity of the services involved in the project; (b) the probability of important future investments in the vocational training subsector; and (c) the administrative complexity which would result from a dispersion of responsibility within several services. 9. In order to achieve the tasks envisaged under the project (similar to the tasks of the Education Projects Directorate), the DMOFP has been assigned full responsibility for project implementation of the MRES components and strengthened by the creation of an administrative and financial unit (cellule des projets) and would be staffed by an adequate number of qualified and experienced personnel with the following profiles:: (a) Director of Manpower and Vocational Training who would be responsible for project implementation and would have the same responsibility as the Education Projects Director within the Ministry of National Education; (b) An experienced accountant for the accounting section of its administrative and financial service would be familiarized with Government and Bank procedures; (c) A procurement specialist (engineer level) for the procurement section of its admknistrative and financial service; and (d) Support staff in adequate number. 10. During the initial phase of the project, a specialist in project management would be recruited to assist the DMOFP in implementation of the project component under its responsibility. 11. The DMOFP would entrust appropriate technical responsibilities to the two Sub-Directorates (Manpower and Vocational Training) in the DMOFP and to the CENAFOP management in Douala. -67- ANNEX 3-9 Page 4 of 4 Requests for Funds 12. For each project component under their responsibility, the Education Projects Directorate in MINEDUC and the Directorate of Manpower and Vocational Training in MTPS would prepare disbursement applications according to Bank procedures. These applications would be signed by the Programming Director ("Directeur de la Programmation") in the Ministry of Planning. Audit 13. All the project accounts would be audited by external auditors acceptable to the Bank. The audit reports would be sent to the Bank within six months following the end of each fiscal year. Audit fees would be financed by the Government. Procurement 14. The two Directors, for the MINEDUC and the MTPS project components, would each be responsible for ensuring strict compliance with the Bank's procedures for procurement. WAPED March 1986 CAMEROON/CAMEROUN EDUCATIONAL AND VOCATIONAL TRAINING PROJECT/PROJET EDUCATION ET FORMATION PROFESSIONNELLE DISBURSEMENT PROFILE/PROFIL DES DEBOURSEMENTS (US$ million/million dollars B.U.) Estimated Loan Disbursement/ Estimatif des diboursements du prit General Country Profile IBRD fiscal Years QBRD and IDAV and quarters/ By quartert Cumulative/ Cumulat Profit gin6ral pour le AnWes budgitaires Par trimestre Cumulatif Cumulatif Cameroun (BIRD et IDA) BIRD at trimestres (US$/$EU) (USMEU) (2) USMEU) (2) 4 tGnrl cmntry Prole/ 1967 1 .1.1 3caweroun I.1.2 .7 .31 .3 1.0 V .1 .4 1.3 2.4 a 1988 1 .4 .8 2.7 11 .4 1.2 4.0 4.8 L6 III.4 1.6 5.3 IV .4 2.0 6.4 7.5 25 zetiated Lose 1989 1 1.0 3.0 10.0 Dsbussubt II1.0 4.0 13.3 10.5 35 estaig f des 46-i II1.0 5.0 16.6 w~bursemdto du grit IV 1.0 6.0 19.9 13.9 46 1990 1 1.5 7.5 24.9 II1.5 9.0 30 16.9 56 II1.5 10.5 34.9 IV 1.5 12.0 39.9 19.9 66 1991 1 1.75 13.75 45.7 II 1.75 15.5 51.5 22.6 75 * , * * * II1.75 17.25 58.1 IV 1.75 19.00 62.1 24.7 82 1992 1 2.0 21.0 69.8 (a) Assuming loan effectivenes 11 2.0 23.0 76.4 26.5 88 during the first quarter of FY87/ 111 2.0 25.0 83.1 Avec l1hypothise, quo le prit on-~ IV 2.0 27.0 89.7 28.0 93 trera en vinueur au coure du 1993 1 10 2.0 3.0premier trimestre de lWannfe 11 1.0 29.0 96.4 29.2 f8 111 1.0 30.0 99.7 (b) The general country profile bas IVI IV .1 30.1 100 29.8 99 been tempered by the disburse- ment profile of the Third Zduca- 1994 I 199 30110 tion Project/La prof it gindral IV 30 1 too pour le Cameroun a tG infl&chi compte tenu du prof it des dfibour- aemmnts du troisiiwO PraJet WAPEDfiducation. WAPED EsaLate Lon98busme6 N I G E Rl . c H A D ../ N G~ " CHAD AK( CHAD $ ~DAN BURKINA }ivs t N l G E R iA" z O0 CENTRAL AtRICAN - » ~PEPUBL4c- i N G E R t A ONDJAVENA 1CAME RICON) _ C-vlfI~~.- of- r adgr -jPEOPLE'S H A D I REP. z Al R E GABON I At/onhc Ocean 1T.E CAMEROON CAMEROUN d,g EDUCATIONAL AND VOCATIONAL TRAINING PROJECT • g PROJET EDUCA TION ET FORMA TION PROFESSIONNELLE LOCATION OF PROJECT COMPONENTS LOCALISATION DESECOMPOSANTESDUPROJET Yø Duc Primary Teachers Colleg Bongor J Ecole normale dintuersadjoints• -1ø Secondary Technical School-o College d enseignement technique ou Lvcåe technique Educational Planning Division; F Directorate of Technical and Professional Education; aInd Education Projects DirectorateI Division de la pianiflerion, de l'orientation er des équipements scoleires; Direc tian del'enseignement technique et professionnel; Direction det prolu åducation A National Center For Aduilt Vocational Training rtregønal de formation professionnelle Directorate fi Manpower and Vocational Training Direction de la main - d'oeuvre et de le forme rion pro fasionnelle .- - Read &ider construcl,on Paved R-2,s. i Moundou - National Utpaad Rads ~ ~ ~ ~ r' '~Guidjibo -National -- - Province Kf.OVETVIS - Departmeni k III. Roilroads MILES Rivers Parts International airporls - International boundores lia G E RI A SRailroads MILES .- Rivers rdkar 可