Liberia - Third Education Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 6775 PROJECT COMPLETION REPORT LIBERIA THIRD EDUCATION PROJECT (LOAN 1417-LBR) May 22, 1987 Education Division Westerr. Africa Regional Office This document bas a restricted distrinution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  THE WORLD SANK Washngton. D.C. 2O'33 UA. 01k. d Dof ct WKGa Oporotbw EvaiuMin May 22, 1987 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report: Liberia Third Education Prolect (Loan 1417-LBR) Attached, for information, is a copy of.a report entitled 'Project Completion Reportt Liberia - Third Education Project (Loan 1417- LBR)" prepared by the Western Africa Regional Office Under the modified system for project performance auditing further evaluation of this project by the Operations Evaluation Departuent has not been made. C Attacbment Thi documutW htabu mW dWbutia d ma bed by nUCpbtS o* in tpPfofs co of their ofkb dutbKlItsconWtot may n odwwinebodicksed vtho4tWodd Beak aurdeLa  FOR OMCUAL USE ONLY ACRONYMS AND ABBREVIATIONS ADB African Development Bank AITB Agricultural and Industrial Trainidg Board ASE Administration of Secondary Education DEF Division of Educational Facilities EEC European Ecouomic Community FAO Food and'Agricultural Organization FTI Forestry Training Institute ILO International Labor Organization MOE Ministry of Education MIPD Manpower Planning Division NCVTT National Council for Vocational and Technical Training PIU Project Implementation Unit STC Science Technology Center VTC Vocational Training Center This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  PROJECT COMPLETION REPORT LIBERIA THIRD EDUCATION PROJECT (LOAN 1417-LBR) TABLE OF CONTENTS Page No. Preface ..................... i Bas ic Data Sheet ...... 9 * ii Evaluation Summary .................................... v I. PROJECT BACKGROUND 1................................. I Socio-Economic Setting . ........... .......... . 1 Educational Development Strategy 1 Project Identification and Processing 2 Project Objectives and Content 2 II. PROJECT IMPLEMENTATION........... 0 090 *0 3 Project Management 3...3 Project Design and Site Acquisition ........ 4 CGostruction 4 Furniture, Equipment and Vehicles ........ 5 Maintenance of Facilities 5 Technical Assistance and Fellowships 0... 6 III. PROJECT COSTS AND FINANCING .. . ....... 7 Ca,pital Costsa .. . . . . . . . . .. 7 Disbursements ......8 Recurrent Costs ......... 8 IV. OUTCOMES OF THE EDUCATIONAL OBJECTIVES .............. 9 Overview 9.... .. 9 Strengthening Industrial Training ......0........... 9 Strengthening Forestry Training ...........11 Strengthening the Division of Educational Facilities ....0.... ..11 Improving Secondary Education 12 V. THE BANK'S PERFORMANCE .... .......... 13 VI. COMPLIANCF WITH COVENANTS .......1........ 13  TABLE OF CONTENTS (Cont'd) VII. LESSONS LEARNED ..................................... 14 Centralized Workshops .......................... . 14 Technical Assistance .................... 14 Local Leadership ...... ................ ........ . 14 ANNEXES 1 Comparison of Forecast and Actual Overall Schedule of Implementation 2 Comparison of Forecast and Actual Implementation - Design and Construction Work 3 Comparison of Forecast and Actual Implementation - Furniture and Equipment Procurement 4 Comparison of Forecast and Actual Implementation and Costs - Technical Assistance (Specialist Services) 5A Comparison of Forecast and Actual Implementation and Costs - Fellowship Program 5B Implementation of Technical Assistance Programs 6 Compliance with Loan Agreement Covenants 7 Comparison of Estimated and Actual Costs by Project Component - Physical Facilities 8 Estimated and Actual Project Cos0t by Category and Source of Funds 9 Allocation of Loan Proceeds  - i - PROJECT COMPLETION REPORT LIBERIA THIRD EDUCATION PROJECT (LOAN 1417-LBR) PREFACE This is a Project Completion Report on the Third Education Project in Liberia, for wha.h Loan 1417-LBR for US$6.3 million was approved on May 3, 1977 by the Bank's Board of Executive Directors. The loan was fully disbursed by December 31, 1983, with the exception of U4$4,946.90, which was cancelled on May 15, 1984. The report records and evaluates experience gained in the implementation of the project, by comparing the performance of the various project components with the objectives and targets specified at appraisal. The report discusses in greater detail the project's educational outcome in strengthening vocational and forestry training, as these comprised the main thrust of the project. The report is based on the findings of a completion mission that visited Liberia in November 1984. These findings were supple- mented with a study of project files and interviews with Bank staff who were involved in the design and preparation of the project. In addition to the Staff Appraisal R4p*rt, the mission made use of the President's Report (P-2044-LBR), the legal documents, and the working papers. While in the field, the mission visited all project sites and held discussions with staff of the Project Implementation Unit, as well as with senior Government officials who participated in project implementation. Their full cooperation is acknowledged. The report attempts to reflect the perspectives gained from the site visits and interviews. In accordance with the revised procedures for project perfor- mance reporting, this PCR was read by the Operations Evaluation Department COED) but the project was not audited by OED staff. The draft PCR was sent to the Borrower and its agencies for comments in March 1987. No comments have been received.  - ii - BASIC DATA SHEET Key Project Data Appraisal Item Estimate Revision Actual Total Project Cost (US$ million) 9.50 - 9.29 Underrun % - - 2% Loan Amount (US$million) 6.30 - 6.30 Amount Disbursed 6.30 - 6.29 a/ Amount Cancelled - - - Date Physical Components Completed 06/30/81 12/11/81 c/ 12/31/83 d/ Month Since Loan Signed 48 - 78 Prop"rtion Completed by Above Date (X) 100 - 97 c/ Proportion of Time Overrun () - 49 Institutional Performance - Satisfactory Cumulative Estimated and Actual Disbursements of Bank Loan (Calendar Years) 1977 1978 1979 1980 1981 1982 1983 1984 Appraisal Estimate (US$ million) - 0.66 4.28 5.99 6.30 - - - Actual (US$ million) - 0.34 0.50 1.62 3.20 4.86 5.84 6.29 a/ Actual X of Appraisal - 52% 12% 27% 51% - - - a/ US$6,295,053 has been withdrawn. b/ US$4,947 has been cancelled. c/ By letter of December 11, 1981 the Bank agreed to extend the Closing Date to December 31, 1983. d/ Construction work at two project institutions has not been completed.  - iii - Other Project Data Item Original Revision Actual First Mention in Files - - 09/05/75 Negotiations 03/07/7? - 03/07/77 Board Approval 05/03/77 - 05/03/77 Loan Agreement Date 05/26/77 - 05/26/77 Effective Date 07/13/77 - 07/13/77 Closing Date 12/31/81 12/11/81 a/ 12/31/83 Borrower Republic of Liberia Executing Agency Ministry of Education Fiscal Year of Borrower July - June Follow-on Project Nama Fourth Education Project Credit Number 1306-LBR Amount (US$ million) 13.5 Credit Agreement Date 12/10/82 Country Exchange Rates Name of Currency (abbreviation): Libeoria Dollar (L$) During implementation of the project the US$ and L$ were equal in value. a/ By letter dated December 11, 1981, the Bank agreed to extend the Ciosing Date to December 31, 1983.  - iv - MISSION DATA Sent Month/ No.of No.of Staff Report Mission By Year Weeks Persons Weeks Date Pre-appraisal IBRD 06/76 2.0 1 2.0 - Appraisal IBRD 08/76 2.5 4 10.0 04/08/77 Post-appraisal IBRD 11/76 1.6 1 1.6 - Sub-total 6.1 6 13.6 Supervision Missions 1. TED/ECN IBRD 05/77 1.0 2 2.0 06/06/77 a/ 2. EGR IBRD 07/77 1.0 1 1.0 16/12/77 3. EGR/ECN IBRD 02/78 0.8 2 1.6 05/19/78 4. EGR IBRD 08/78 0.6 1 0.6 08/16/78 a/ 5. EGR/ECN IBRD 10/78 0.5 2 1.0 12/14/78 6. EGR IBRD 01/79 1.2 1 1.2 04/05/79 a/ 7. ARC/TED;ECN IBRD 08/79 1.4 3 4.2 10/19/79 .8. ARC/TED/ECN IBRD 12/79 0.6 3 1.8 01/29/80 a/ 9. TED/ECN IBRD 03/80 1.2 2 2.4 05/21/80 10. ARC/ECN IBRD 07/80 1.4 2 2.8 10/03/80 11. ARC/ECN IBRD 10/80 1.0 2 2.0 11/05/80 a/ 12. ARC/TED/ECN IBRD 01-02/81 1.4 3 4.2 04/24/81 13. ARC/ECN IBRD 10/81 0.8 2 1.6 12/30/81 14. ARC/TED IBRD 03/82 1.8 2 3.6 04/27/81 15. ARC/EDC/ECN IBRD 10/82 0.6 3 1.8 11/11/82 a/ 16. EDC IBRD 11/82 1.0 1 1.0 03/21/83 17. ECN IBRD 07/83 0.4 1 0.4 07/21/83 18. ARC/EDC IBRD ) 10/83 0.8 2 1.6 12/09/83 Sub-total 11/83 7_.5 _35a 34.8 Completion Mission 1. ARC/EDC IBRD 11/84 2.0 2 4.0 Total -S.6 43 52.4 Key: EGR - Civil Engineer; ARC - Architect; TED - Technical Educator; EDC - General Educator; ECN = Economist. /7 Back-to-Office Report ARC/EGR TED EDC ECK Total No. of Staff by field of profession 14 5 4 12 35 ito. of Staff in X of total missions 39 17 11 33 100  PROJECT COMPLETION REPORT LIBERIA THIRD EDUCATION PROJECT (LOAN 1417-LBR)R , EVALUATION SUMOARY Introduction This project was identified and prepared concurrently with the Second Education Project (Loan 1266T-LBR) with assistance from the ILO and FAO. Both projects were appraised in 1976, within six months of each other, and the Third Project consisted mainly of components which had not been sufficiently prepared by the appraisal of the earlier project (paras. 1.07-1.08). A loan of US$6.3 million equivalent was approved in May 1977 to finance the foreign exchange component of a project estimated to cost US$9.5 million and to be completed by June 1981. The project was closed on December 23, 1983, two years after the original dato envisaged. Obiectives and Project Conteat The Third Education Project formed a part of the educational development strategy outlined in the National Development Plan of 1976-84, which noted unequal access to education, poor quality education, manpower shortages in certain key fields and weak educational administration as the chief shortcomings of the education system (paras. 1.04-1.06). Project objectives aimed at expanding or improvings industrial training, forestry training, the quality of scientific and technical secondary education, and school facilities planning and construction. The project financed civil works, furniturs, equipment, vehicles and a re- latively large amount of technical assistance tot (a) establish an Agricultural and Industrial Training Board (AITB--to oversee and coordinate the training system, monitor standards and policy and administor public sector training agencies), construct a Vocational Training Cenw.. (VTC) and strengthen the capacity for manpower planning: (b) establish a Forestry Training Instit'tte (FTI); (c) construct four Science and Technology Centers (STCs) to service secondary schools .n a given catcement area, improve the teachers college and upgrade the quality of socondary school adminis- trators; and (d) strengthen the Division of Educational Facilities (DEP) in the Ministry of Education (para. 1.09). The project Was to be implemented by the same unit in the Ministry of Education that had been established for the previous two projects, augmented by the appoint&ient of an additional Deputy Project Director (paras. 2.01-2.02).  - vi - Im2lementat'.on ExRerience Despite the deteriorating economic and social conditions toward the end of the project cycle, the project wss basically implemented as designed. Physical facilities were completed and are in use, except for the STCs. Total area constructed exceeded Appraisal expectations by 192. Reductions to the substantial technical assistance component (from 357 to 188 staff months specialists And from 996 to 530 staff months fellowships) accounted for the minor cost overrun of 2% overall (paras. 3.01-3.02 and Annex 5b). Delays in site acquisition and construction, the latter attributable to escalating unrest and shortages of building materials and local Ifunding, caused the two year extension of the closing date and the 49% overall time overrun (paras. 2.07-2.09). Project management was generally satisfactory, as were the design, procurement and site develop- ment and supervision services provided by the DEF, which was also streng- thened under the project (para. 2.02-2.04). The technical assistance component was not implemented as planned. Most specialist services, 'xcept that for industrial training, were drasti- cally reduced. Despite an increase of 74X above appraisal estimates for the AITB and the VTC, the impact of the services provided was hampered bys poor synchronization between expert arrival and counterpart availability, conflicts within the expert team and poor utilization of experts' talents. The fellowship component was also reduced, and many of the fellows have not returned to their posts (paras. 2.14-2.19 and Annexes 4 and 5). Results Achievement of project objectives has been mixed. Substantial progress was made in strengthening industrial and forestry training and in improving some aspects of manpower planning and school construction. The recently established AITB, while not yet acquiring administrative control over all publicly-fundAd training centers, has acquired sufficient leader- ship capability to monitor industrial training standards and policies. The FTI has exceeded appraisal expectations, serving as a unique example of regional cooperation in the training of senior forestry staff from Liberia, Sierra Leone, Guinea and Gambia (paras. 4.02-4.05 and 4.12-4.13). The manpower unit in the Ministry of Planning was upgraded and given responsi- bility for managing data in three areas: education and training; health, housing and social welfare; and manpower and employment. The strengthening of the educational facilities unit in the Ministry of Education has reduced school construction costs by reducing reliance or.. private architectural and engineering consultants (paras. 4.11 and 4.14). The project has been least successful in improving educational quality and expanding enrollments, especially in science education at the secondary level. While the Vocational Training Center was encountering prcolems of underenrollment, high staff turnover and high recurrent costs, only one of the four Science and Technology Centers was being used at all. Moreoverp although scheduled to be completed with funds from the Fourth Education Project, (Cr. 1306-LBR), ultimate utilization of the facilities  - vii - is questionable given the Government's decision to abandon the original strategy of busing students to the centers (paras. 4.06-4.10 and 4.16- 4.20). Sustainability The sustainability of the activities supported by the project varies considerablys from the FTI, which successfully services the forestry training needs of Liberia and several neighboring countries; to the VTC, which is operating, but under severe constraints; to the STCs, which have little chance of ever becoming viable science education centers. For those institutions c..urrently in trouble, absence of adequate and sustained financial support would seem to be at the root of the problem. Not only are the recurrent costs of the VTC unjustifiably highs given its current underutilization, but the plan to institute an industrial levy to cover part of the recurrent budget has not been =.plemented (para. 4.10). High recurrent costs of operating a reliable bus service and maintaining adequate infrastructure (roads, electricity and water supply), which would permit utilization of the STCs as originally intended, weighted heavily in the Government's vacillating commitment to the concept of centralized work- shops and laboratories (pars.. 4.18-4.19). Moreover, while the project strengthened institutional capabilities in a number of areas, policy decisions necessary to eustain these achievements--such as endowing the DEF with the financial independence and authority required for undertaking specialized jobs and maintenance activities--have not yet occurred (para. 4.15). Findings and Lessons The project provides an interesting comentary on the relationship between project scope and implementation capacity. On the one hand, the fact that a project with such diverse and unrelated objectives and compo- nents was successfully implemented during a period of economic decline without major cost and time overruns, is indicative of the appropriateness of overall project size and a credit to careful project preparation which had divided activities between this project and it8 predecessor. On the other hand, less careful attention was given to the Borrower's potential for effectively utilizing the ambitious technical assistance provisions, which were substantially altered during implementation. The project pro- vides Insights into the importance of designing a well-focused, clearly defined and properly timed technical assistance program that incorporates flexibility in its administrative design (pares. 2.17 and 7.03). The importance of local leadership in establishing effective institutions is illustrated by the FTI component. Technical support for this component, either through Bank supervision missions or project related technical assistance actually provided, was minimal. Rather, high quality local faculty members were largely responsible for the success of this institution (par"s. 4.12-4.13 and 7.04).  - viii - The major lesson to merge concerns the difficulty of promoting innovative educational strategies. Effective utilization of the cen- tralized science und technology workshops depended on busing students to the centers and on continued Government comitment to the additional admin- Istrative and recurrent cost Implications Inherent In the scheme. It would appear that alternative strategios for achieving quality improvemerts and the potential impact of the proposed changes were insufficiently addressed during the otherwise adequate preparation phase, and sustained Government commitment was ultimately uot forthcoming. The experience in Liberia with shared school facilities, moreover, supports the generally poor record elsewhere in Africa (paras. 4.18-4.20 and 7.02).1/ 1/ See Project Audit Memoranda for the following projects: Nigeria II, Mauritius I and Mali I, which were all prepared during the same time as the Liberia III project (1970-1976).  PROJECT COMPLETION REPORT LIBERIA THIRD EDUCATION PROJECT (LOAN 1417-LBR) I. PROJECT BACKGROUND Socio-Economic Settint 1.01 The Third Education Project In Liberia was identified and prepared almost concurrently with the Second Education Project. It was appraised in August 1976, six montha after the Second Project was appraised. Thus, both projects supported different elements of a well-defined national strategy for the development of education in Liberia, and were implemented under similar socio-economic conditions. 1.02 At the time of project generation, the Liberian economy had a dual nature, comprising a relatively prosperous forelgn enclave sector and an underdeveloped subsistence agricultural sector. The foreign enclave see:tor comprised mainly of iron ore, mines, rubber plantations, and foreign concessions, was the primary national source of export earnings, contributing almost half of the GDP (about 42X). Yet, the enclave provided employment for only about 8% of the population. 1.03 At the other extreme, traditional agriculture supported 702 of the population, but contributed less than 25% of the GDP. Most of the rural population lived below the subsistence level; their per capita income (about $100 per *nnum) was well below the national average of about US$410 in 1975. In contrast, the urban elite, comprising about 4X of the population, had per capita income levels of over US$3,000. Mainly engaged in professional and managerial occupations, they also earned about 60% of the national income. Educational Development Stritegy 1.04 In the educational system there were similar disparities between urban and rural areas. The capital city of Monrovia, with only 15% of the national population, accounted for 34% of lower secondary, and 552 of upper secondary enrollments. The primary school enrollment ratio in Monrovia was over 702, compared to an average of 40X for the rest of the country. Schools in Monrovia were also better financed, about US$70 per student, compared to US$32 outside the city. Liberia's literacy rate remains low (about 302), particularly in the rural areas. 1.05 Educational standards at all levels of the system were low. Public expenditure for education, about 13% of the total Government expenditure, representing about 2.5% of GNP, was one of the lowest in Africa. Classrooms were extremely crowded with double and triple shifts widespread, and the schools lacked adequate equipment and supplies. 1.06 The educational development strategy In the National Development Plan of 1976-84 was designed to correct these deficiencies. It aimed at improving the quality of education at all levels and redressing geographical inequities in educational opportunities, especially in rural areas. Specifically, the Plan called for: (a) improving the quality of education at the secondary level by emphasizing science, technical and practical subjects; (b) reducing geographlcal inequities by increasing the number of places in rural areas (community schools); (c) establishing a  -2- program of vocational and technical training; (d) training forestry staff; (e) strengthening educational administration and planning at central and county levels; and (f) providing increased opportunities fir adult literacy. Project Identification and Processing 1.07 Three missions assisted in the generation of project items for the Second and Third Education Projects, which, as mentioned in para 1.01, were identified and prepared concurrently. In April 1974 a Bank reconnaissance mission and the Government identified programs concerned with primary education (community schools), primary teacher training, and technical assistance for strengthening the management of the education system and project management. An ILO team shortly thereafter, recommended Bank financing of a vocational training center. An FAO team similarly proposed that the Bank finance an institute for training forest rangers. The Liberian Government also expressed interest in extending Bank assistance for further diversification of secondary schools, started under the First Education Project. 1.08 A Bank appraisal mission for the Second Education Project included only those components which were at an advanced stage of preparation for financing. The components included community schools, related training of primary school teachers, and strengthening of educational planning and administration. The other items (forestry training, vocational training, science and technology centers) were deferred for a follow-up project and subsequently became the core of the Third Education Project. Financing for the design work preparation and architectural studies for the Forestry Institute and Vocational Training Center was included in the Second Education Project. Project Objectives and Content 1.09 The Third Education Project had four principal objectives: (a) Strengthening the industrial training system by providing buildings, furniture, equipment, expert services (9 manyears), and fellowships (23 manyears) for the establishment of an Agricultural Industrial Training Board and a Vocational Training Center; (b) Strengthening forestry training by providing buildings, furniture, equipment, expert services (2 manyears) and fellowships (7 manyears); (c) Improving the quality of secondary education, particularly in science and technology by providing buildings, furniture, equipment, vehicles, expert services (17 manyears) and fellowships (36 manyears); and (d) Strengthening the Division of Educational Facilities in tae Ministry of Education by providing equipment, vehicles, 2 manyears of technical assistance, and 7 manyears of fellowships.  -3- 1.10 The Loan Agreement for US$6.3 million was signed on May 26, 1977. The project became effective on July 13, 1977. The original Closing Date, December 31, 1981, was extended to December 31, 1983 because of construction delays. None of the project items, except technical assistance and fellowship, was modified during implementation. However, a feasibility study to determine the cost of busing pupils from neighboring small villages to attend the centralized Science and Technology Centers was later dropped. Chapter IV discusses the project's educational outcomes. II. PROJECT IMPLEMENTATION Project Management 2.01 The Project Implementation Unit (PIU), established within the Ministry of Education (MOE), to implement the first two education projects (Cr. 305-LBR and Loan 1266T-LBR), was responsible for implementing the Third Education Project. The PIU was also responsible for monitoring implementation progress and coordinating communication with other ministries and departments of the Government, and with external aid agencies, including the African Development Bank (ADB) and the Bank. Additionally, the PIU handled procurement and contract administration of furniture and equipment, as well as financial and accounting matters. 2.02 To handle the additional workload of the Third Education Project, the PIU was strengthened by adding a third Deputy Project Director. The staff performed satisfactorily during the entire implementation period. Shortly after loan effectiveness, the first appointed Project Director submitted his resignation (February 1978) in order to accept a Unesco appointment, and was replaced by the Senior Deputy Director. The PIU worked well with the senior officials concerned with the ongoing projects. 2.03 Implementation progress was affected considerably by the country's deteriorating economy, particularly toward the end of the project when budgetary constraints became severe. Despite this situation, implementation generally was satisfactory. A comparison of forecast and actual overall schedule of implementation is given in Annex 1. 2.04 To enable the MOE to become independent of the need for architectural consultants, the Government established the Division of Educational Facilities (DEF) within MOE's Bureau of Planning and Research. This Division was created by merging two small units--one in the PIU and the other in the Planning Bureau. DEFts responsibility is to prepare architectural designs and tender documents for educational buildings required by the MOE, and also for handling projects financed by the Bank and the ADB. In the latter instances DEF reported directly to the Project Director. Furthermore, DEF maintained an inventory of existing educational facilities, and their physical condition and maintenance requirements. To strengthen DEF, the project financed equipment, vehicles, technical assistance, and fellowships.  - 4- Project Design andjSite Acquisition 2.05 Desi.gn The design work, prepared by an expatriate firm appointed by the Government, began in August 1977 and was completed by the end of 1978. The design and tender documents for thle remaining project components were prepared by DEF between August 1977 and February 1979. The tender procedures, site supervision, and final accounts of the civil works for all components were DEF's responsibility. The awarding of contracts for all components was behind six to 20 months from the appraisal forecast mainly because of problems of site acquisition and completing tender documents (because of inadequate staff). Annex 2 provides a comparison of the forecast and actual design work completion. The consultants' and DEF's performance was generally satisfactory. 2.06 The total area built was about 19% larger than planned at appraisal. The difference was mainly due to additional teaching areas (requested by the Government in April 1978) and larger circulation areas for covered walkways between buildings (justified as weather protection). The buildings are functional, econonical and simply designed. Most have been in operation for several years and provide acceptable year-round comfort in both teaching and dormitory areas. The completion mission observed, however, that in some areas the water supply and functioning of the plumbing system have been major problems. The main power supply was not always connected to the buildings and, if available, power was often provided for only a short period in the evening. 2.07 Site acauisition. At appraisal it was stated that the sites for all project components had been selected and were, or about to be, in the Government's possession. Final acquisition of most sites, however, including the AITB/VTC, the FTI and two of the STCs (Saniquelle and Robertsport), delayed project implementation. Construction 2.08 After prequalification of contractors, tendering procedures through International Competitive Bidding (ICB), and the award of contracts, construction began in January 1979, about eight months behind appraisal estimates. The contractor performance at each of the six building sites varied. For example, the contract for the AITB/VTC was terminated in November 1979 because the contractor performed unsatisfactorily; the contract was reawarded to two other firms, which began work in December 1979. The buildings were in use from September 1981, about two years behind appraisal estimates. The contractor for the AITB had not fully completed his work when the completion mission was in Liberia. The contractor for both the Saniquelle STC and the new secondary school (financed by the Government) began work on the site in December 1979. The contractor stopped his work in 1981 after completing about 90% of construction for the STC, because the Government was unable to make payment due to budget constraints. The completion mission was informed that the remaining work on the Saniquelle STC could be finished in about three months. Construction work at Robertaport STC started in June 1981, over three years behind the appraisal estimate. The work was completed in January 1984. The long construction period (31 months) was due to the lack of building materials, and slow work performance by the contractor, who  - 5 - experienced difficulties in receiving his payment claims from the Government due to financial problems. 2.09 Delays in construction at the remaining three STC sites varied between two to three years compared with appraisal estimates. This was attributable largely to: (a) delays in acquisition of sites; (b) late completion of tender documents; (c) managerial problems; (d) shortages of building materials; (e) difficult access to building sites during the rainy season; (f) financial constraints, especially of local counterpart funds; (g) lengthy delays by some contractors in repairing defective work; and (h) political and social unrest in the country. A detailed Implementation status is shown in Annex 2. 2.10 The day-to-day supervision of construction work was carried out by DEF's technical staff and was generally adequate. Furniture, Equipment and Vehicles 2.11 The PIU prepared all furniture and equipment lists and tender documents with the assistance of goveramental agencies concerned, project institutions and the ILO. The PIU also supervised the procurement and distribution of goods for the project Institutions. The bulk of the furniture was procured through Local Competitive Bidding (LCB), while some of the equipment was procured through ICB, except some vehicles 'Locally purchased. Furniture and equipment were submitted for tendering in bid packages, and the contracts were awarded between June 1978 and March 1981. 2.12 The timing for delivery of furniture and equipment did not coincide with completion of the civil works contracts. Consequently, since the Government did not have storage facilities, the furniture and equipment delivered to the sites often were placed in uncompleted buildings. The quality and quantity of furniture and equipment were not always satisfactory. For instance, some of the project institutions lacked essential equipment, and at least 20X of the delivered equipment was of such poor quality that it soon became unusable. In other cases the equipment could not be used either because it becam rusty, spare parts were unavailable, or the suppliers did not have representatives in the country to demonstrate use of the new equipment. For example, many of the machine tools for the VTC, provided by one supplier, were not in line with the specifications; however, only a few of the machines were taken back after the Government asked the supplier to replace them. Few, or no books, were supplied to the libraries. The vehicles specified at appraisal were procured; however, the buses for the four STCs were not procured, as the Government decided not to bus students to the centers as originally intended. Some of the procured furniture was not designed for what it was used for, and its quality and sturdiness were sub-standard, A detailed implementation status is given In Annex 3. Maintenance of Facilities 2.13 The maintenance of public buildings is uually the responsibility of the Ministry of Works, but as its maintenance budget is inadequate, MOE set up a section for repairs. Its capability, however, is still inadequate. As lack of maintenance is increasingly a problem due to  - 6 - insufficient funds, and since maintenance of project institutions was included as one of DEF's principal tasks when it was established (para 2.04), the Bank should consider further strengthening DEF to undertake this responsibility more effectively. Technical Assistance and Fellowships 2.14 A relatively large amount of technical assistance (16 specialists for a total of 357 manmonths) was provided under the project. This was reduced substantially at the Government's request to 183 man-months (Annex 4). Similarly, regarding fellowships: of the 996 manmonths provided at appraisal, only 530 manmonths were actually utilized. 2.15 The degree of specialist utilization varied among agencies. For example, in the area of industrial training the requirements for these services doubled for the VTC and remained high for the AITB. In contrast, the need for technical specialists in forestry training was eliminated by the Director of FTI, since he found his own staff to be sufficiently qualified. 2.16 Provision was also made for financing eight experienced teachers to assist in establishing the STCs. The positions were advertised in 1981-82, but candidates found to be qualified were unavailable at the prescribed salary levels. However, this in itself did not affect the operation of the STCs as the buildings are not yet completed (para 4.18). The assignment of the school mapping specialist was terminated by Unesco, after six months of a 12-month contract was completed, which F it the specialist on a new assignment in Gambia, apparently without consulting the Liberian Government. 2.17 The bulk of the specialist services were used for strengthening industrial training. Expert services recruited through the ILO were increased from the appraisal estimate (105 manmonths for five specialists) to 152 manmonths for eight specialists. The impact of their services is uncertain for several reasons. First, the experts arrived well ahead of time, much before their counterparts could be recruited and before the AITB/VTC started operations; consequently, extension of their services was required to allow continuation of programs in relatively new functional areas to be undertaken jointly with the counterparts. Second, much of the experts' time was devoted to performing routine tasks, such as equipment procurement, and also they were reluctant to train the counterparts whom they had helped to recruit. Third, conflicts arose between the members of the ILO team. 2.18 The fellowships were well utilized by all institutions except AITB/VTC, even though the AITB/VTC continuously requested specialist services. The number of fellowships for VTC was reduced, mainly because the EEC provided 108 manmonths of training for 12 fellows at the ILO's Turin center. Wine fellows went to Egypt for a six-month instructor training course financed by the Arab Fund; however, many of them returned to private industry and were unavailable to the VTC. The duration of training for the six AITB staff members was reduced from 24 months to three months, because the staff did not have adequate academic backgrounds to  - 7 - benefit from longer courses. The Fourth Education Project tried to correct these deficiencies by allocating four more fellowships of 24 months each. 2.19 Nine fellows, instead of the appraisal estimate of 13, from Tubman Teachers College received advanced training. Several returned with Masters' degrees; one with a Doctorate; and another with a certificate. Two fellows returned for doctoral programs. In the FTI, five fellowships were allocated, but as all faculty members possessed either a Masters degree or an advanced diploma, the allocation was converted to study tours for seven staff members, one of whom retarned with a Masters degree. In DEF five fellowships were awarded; three fellows have returned to Liberia, one having acquired two Masters degrees. The remaining two are pursuing higher level courses at Government expense. TII. PROJECT COSTS AND FINANCING Capital Costs 3.01 A comparison of appraisal estimates with actual costs by component is shown in Table 1 below; details are found in Annexes 4, 5, 7 and 8. The total estimated project cost including contingencies was US$9.5 million at appraisal. The Bank Loan of US$6.3 million was expected to cover the foreign exchange component, representing 66% of total project cost. As implemented, the final project cost was US$9.3 million, about 2% lower than the appraisal estimate. The Bank loan financed 68% of the final costs, while the Government covered 32%. 3.02 Final costs were roughly in line with appraisal estimates. Compared with appraisal estimates, including contingencies, only the civil works category had cost overruns, amounting to about US$0.15. The other categories had cost underruns, of which the furniture component had the highest savings (about 22% below the appraisal estimate). Comparison of estimated and actual project costs by component is given in Annex 8 and summarized below. The reason for lower project costs, even after the implementation period was lengthened by two years, is attributable mainly to reduction of the project scope (e.g., cancellation of technical assistance for the STCs and specialist services for the FTI).  - 8 - Table 1 Comparison of Estimated and Actual Cost by Components (in US$ million, including contingencies) Difference Component Appraisal Actual in % 1. (a+b) Agricultural and Industrial Training Board (AITB) and Vocational Training Center (VTC) 3.39 3.26 -4 (c) Manpower Planning Division (MPD) 0.16 0.14 -12 Sub-total I 3.55 3.40 -4 2. Forestry Training Institute (FTI) 1.73 1.86 +7 3. (a) Four Science Technology Centers (STC) 3.22 3.03 -6 (b) Administration of Secondary Education (ASE) 0.33 0.34 - (c) Strengthening Teacher Training (ST:7) 0.39 0.39 Sub-total III 3.94 3.76 -= 4. Division of Educational Facilities (DEF) and Project Implementation Unit (PIU) 0.28 0.27 Total 9.50 9.29 -2 3.03 Disbursements. The original Closing Date of December 31, 1981, was extended to December 31, 1983. The total loan amount disbursed was US$6,295,053. The balance of US$4,947 was cancelled oaf May 15, 1984. As shown in Annex 8, the Government has not fully paid its counterpart contributions, and owes contractors about US$320,000 and the ILO US$81,150. Original allocations and actual disbursements by category are shown in Annex 9. 3.04 Recurrent Costs. The project, when fully developed in 1985, is estimated to increase the Government's recurrent expenditures by US$1,240,000, or about 2% of estimated budgetary expenditures for education in 1985.  - 9 - IV. OUTCOMES CF THE EDUCATIONAL OBJECTIVES Overview 4.01 The principal objectives of the Third Education Project were: (a) strengthening of the industrial training system; (b) improving forestry training, (c) consolidating the planning of educational facilities; and (d) improving the quality of science and technology instruction in secondary schools (para 1.09). 4.02 The outcomes of these educational objectives vary. The project developed two viable institutions in forestry and industrial training. FTI is performing exceptionally well and can be cited as a unique example of regional cooperation in training. AITB has acquired sufficient leadership capability for monitoring industrial training standards and policies. On the other hand, the project was unable to promote a sound program for improving science instruction in secondary schools, partly because of the failure of the STCs (paras 4.18-4.20). Project outcomes concerning each of the four educational objectives are discussed below. Strengthening Industrial Training 4.03 The project aimed at strengthening the industrial training system through: (a) assisting an existing Agricultural and Industrial Training Board; (b) establishing a new Vocational Training Center in Monrovia; and (c) strengthening the Manpower Planning Division of the Ministry of Planning and Economic Affairs. Each of these programs was implemented, but with varying results. 4.04 Agricultural and Industrial Training Board. The Bank assisted the established AITB to: (a) develop and oversee agricultural and industrial training systems in Liberia; (b) monitor training standards and policies; and (c) administer the training centers funded by the public sector. Provisions were made for construction, equipment and furniture. Specialists were provided in four areas for 77 manmonths. Six of the faculty members have received advanced training (para 2.19). 4.05 Objectives (a) and (b) above have largely been met. In addition, AITB is functioning as a Secretariat of the National Council for Vocational and Technical Training (NCVTT), a ,esponsibility which until August 1981 was carried out by the Manpower Planning Division of the Ministry of Planning. The third objective could not be attained, mainly because many of the sectoral ministries preferred to retain administrative control of their own training centers until the AITB acquires adequate capabilities in professional leadership, especially in areas of quality control, evaluation and monitoring, guidance and supervision, and coordination. 4.06 Vocational Training Center. The total input of specialist services more than doubled from the appraisal estimates, from 33 manmonths to 77 manmonths (Annex 4). The Center was unable to attain its full potential, for three main reasons: changes in the instructional program, under-enrollment, and staff turnover. These factors are discussed below.  - 10 - 4.07 Modified instructions program. The VTC was expected to offer three types of instructional programs: regular pre-employment training; modular courses for apprenticeship training; and upgrading of industrial workers through ad hoc refresher courses. So far, none of these programs has been offered. The appraisal mission proposed that the one-year basic institutional training be followed with a modular concept of apprenticeship training, whereby the trainees would alternate between three months of training at the center, followed by nine months of plant training for a three-year period. The VTC management found this concept impractical to implement, and developed a modified program comprising one year of basic institutional training at the center, followed by two years of in-plant training. 4.08 Under-enrollment. At the time of the completion mission, the VTC enrolled about 120 students per year, compared to the appraisal target of 700. Furthermore, dropout rates for the one-year training program are high, ranging between 10% and 15% during the past three years. Placement of trainees for apprenticeship training programs is also poor. Of those who qualified to serve as apprentices in industries, at least one-third had not been placed at the time of the completion mission. For example, out of 87 trainees who qualified in 1983, only 46 were placed in industries. None of these trainees had yet been contacted by the faculty at the time of the completion mission. Three reasons for this were cited: the proposal for creating a new inspectorate for the apprentices was turned down by the Ministry 1/; the bus for visits broke down frequently; and finally, approved allocations for fuel were never released by the Ministry. 4.09 Staff turnover. The VTC has experienced extensive staff turnover during the past two years. The appraisal mission estimated that the VTC would require 17 professional staff. While all these positions have been filled, many of the incumbents are recent replacements for more experienced staff, some of whom were previously sponsored for training under the project. The staff cite three factors for the frequent turnovers. First, decisionmaking is largely retained by the parent ministry and not by the VTC. Second, within the center there appears to be poor communication between staff and management on the day-to-day operations. Third, more responsibility should be delegated to the heads of the trade sections of the VTC to enable them to schedule, supervise and manage their own workshops. 4.10 Recurrent costs. The recurrent costs of the VTC have doubled, from the appraisal estimate of US$200,000 to about US$400,000. VTC management estimates that, when fully operational, the center will require about US$550,000 annually, of which about 80% will be allocated for the salaries of 65 staff members, whose services to date are greatly underutilized. An industrial levy, proposed under the project to cover part of the recurrent costs, has not yet been implemented. The completion l/ It is worth noting that neither the members of the appraisal mission nor the completion mission consider that a full-fledged inspectorate is required for visiting the apprentices.  - 11 - mission believes that unless the VTC facilities are utilized more intensively, the high recurrent costs cannot be justified. 4.11 Manpower Planning Division. As a result of assistance received under the project, the Manpower Planning Division's scope of work has broadened. Upgraded as a social planning division, it comprises three units: one deals with education and training; another with health, housing and social welfare; and the third with manpower and employment. Recently, the Manpower and Employment Unit undertook several important programs, including a national survey on ewpioyment. This unit is also gathering data on private sector employmen:, derived mainly from payroll records and the alien registration records of the Ministry of Labor. Strengthening Forestry Training 4.12 The FTI has exceeded its original expectations by providing a unique example of cooperation among the developing countries within a region. The FTI offers both pre- and in-service courses. During project appraisal, the pre-service courses were designed as a two-year program. This has been modified realistically to offer three dLstinct types of courses: (a) a general diploma course to prepare rangers for supervising all technical areas of forestry; (b) an advanced diploma course for those rangers who have gained substantial practical experience in forestry operations and are prepared for more senior positions and responsibilities; and (c) a certificate-level course in specialized areas of forestry management. Out of 131 rangers graduating between 1978 and 1984, 119 were graduated with general diplomas, three with advanced diplomas, and nine with certificates. The FTI reported to the completion mission that all the graduates are now employed with the forestry services of developing countries. 4.13 Shorter in-service training courses were designed for forestry workers in the private sector. Between 1977 and 1984, about 231 workers were trained, averaging 38 workers per year. In addition, in 1980, 93 workers of timber companies pprticipated in a newly designed updating course in such areas as saw repair, mechanics, chainsawing, and fruit surveying. A tracer study of traitlees, conducied by the FTI staff, indicates that all trainees have been employed. Moreover, the employers have expressed satisfaction with the quality of preparation and skill level of the trainees. Strengthening the Division of Educational Facilities 4.14 The DEF is fully operational. The outcome of merging two units of the Ministry of Education concerned with architectural and educational facilities planning into a new division has, on the whole, been positive, The DEF designs and supervises all locally-financed construction programs of the MOE as well as externally financed programs of the World Bank, the EEC and the ADB. The new division has achieved cost savings with respect to architectural and engineering services, previously provided by private consulting firms, dnd has provided opportunities for Liberians to familiarize themselves with consulting, contract administration and related skills.  - 12 - 4.15 Two factors, however, constrain the performance of DEF. First, it has not yet been endowed with the financial independence required for undertaking specialized jobs; as a result, some of the DEP staff continue to give their allegiance to PIU, mainly because they still draw their salaries from PIU, which at times jeopardizes their quality control function. Secondly, DEF was also expected to handle the maintenance and renovation of existing facilities in addition to designing new facilities. As renovation and maintenance are presently handled by the Department of "Public Works, this may result in a duplication of effort in the skilled labor force. Improving Secondary Education 4.16 The project was also designed to improve secondary school facilities, particularly those for teaching science and technology. For this purpose, the project provided for: (a) the establishment of four Science and Technology Centers; (b) expansion of secondary school teacher training at the Tubman Teachers College of the University of Liberia; and (c) the training of secondary school administrators. 4.17 The project has not fuilly met these objectives. None of the four Science and Technology Centers is operational; the capacity of the Teachers College, although enhanced, is underutilized; the fellowships provided to train educational administrators were not fully utilized. The extent to which project objectives have been met is discussed below. 4.18 Science and Technology Centers. At the time of the completion mission, due to the lack of counterpart funds, the facilities at two STCs were only 80-90% completed. The equipment had not been delivered in full in any of the STCs, nor had the water supply and electricity been connected. Except for one STC (Buchanan), which is partly operational, the STCs are not being used. Unless put to use in the immediate future, the facilities are vulnerable to rapid deterioration and vandalism. The facilities are expected to be completed with funds from the Fourth Education Project (Cr. 1306-LBR). 4.19 Toward the end of project implementation the Government decided to abandon the original strategy of busing students to these central training facilities, as it had become obvious that busing students was unrealistic because of the high recurrent costs of operating a reliable transport service, as well as the lack of good roads. Instead, the students are now expected to walk to the STCs from their schools. The completion mission doubts, however, whether there would be a sufficient number of students within the catchment area of each STC. In order to make full use of the STCs, the Government plans to use some of the rooms as laboratories and classrooms. 4.20 In hindsight, the project design could have anticipated these obstacles. Instead of centralized workshops, where students were expected to be either bused or to walk, simple and inexpensive laboratories should have been provided, in at least the larger schools (para 7.02). 4.21 Teachers College. The project financed equipment, vehicles and fellowships for the Tubman Teachers College at the University of Liberia.  - 13 - Nine of the 13 fellowship6 were utilized. However, the college is under-utilized; it hae the capacity for 350 students, but only 266 were enrolled at .,he time of the completion mission. This situation has improved recently, partly as a result of assistance under the Fourth Education Project (Cr. 1'06-LBR) which has enabled the college to offer in-service programs (for over 1,000 teachers in 1984 alone) and special cou-ses for school directors and administrators. 4.22 Secondary school administrators. The project financed seven fellowships for a total of 12 manyears, and a school mapping specialist for 12 manmonths. Five of the seven fellowships were utilized. Unesco reassigned the school mapping expert, apparently without consulting the Government. Office equipment was also provided. V. THE BANK'S PERFORMANCE 5.01 Eighteen supervision visits were carried out during the implementation period, for a total of 34.8 staffweeks. Initially, supervision was carried out by the Bank's Regional Office in Abidjan, and later, from headquarters. Economists and architects dominated the supervision work, although a technical educator was included during the sixth supervision mission. The general educator came very late - during the 15th supervision mission. Many of the conceptual problems concerning the Science and Technology Centers could, perhaps, have been resolved earlier if general educators had participated sooner in project supervision. 5.02 In each of the institutions visited by the completion mission, PIU staff expressed their appreciation for the quality of supervision provided by Bank missions. There was general receptivity for the technical advice and for the educational knowledge and experience transferred. Nevertheless, record demonstrates that during many of the supervision missions, the Bank staff were forced to spread their efforts too thinly between sector work, appraisal and supervision. Also, the project had too many components, some of which were under the jurisdiction of agencies other than the Ministry of Education (e.g. Manpower Board, the Ministry of Youth and Sports, and the University of Liberia). As a result, sufficient attention was not given to some of the smaller components, and sites in remote areas often were not visited. For example, a garage in Buchanan City was constructed even though the proposal for busing was dropped and there was no access road to the garage. VI. COMPLIANCE WITH COVENANTS 6.01 The Government generally was in compliance with the Loan Agreement covenants (Annex 6), except one pertaining to budgetary provisions. Under Section 4.04 of the Loan Agreement, the Government agreed to make adequate budgetary provisions for the project institutions. Due to financial constraints, the Government's allocations were inadequate and often late, particularly for the VTC.  - 14 - VII. LESSONS LEARNED 7.01 The principal lessons learned from implementation of this project are summarized below under three headings: (a) centralized workshops, (b) technical assistance, ane (c) quality of local leadership. 7.02 Centralized workshops. The first lesson concerns the process of introducing change and innovations in developing countries. As noted "arlier, the objective of introducing centralized instruction in science and technology proved to be overly ambitious and therefore required careful assessment of possible implications of the proposed changes -- e.g., on enrollment, busing, cost-sharing and management -- and the probability of their success. It appears that the STC component was not adequately prepared; the local implementation staff had little understanding of its purposes; and the resources provided were inadequate to attain the stated objectives. A thorough assessment of proposed changes, including a review of alternative strategies for attaining them is a prerequisite for bringing about change and reform. 7.03 Technical assistance. The impact of a tech.nical assistance Drogram is largely determined by proper determination of timing, eomposition, and scope of work of the technical assistance team. The effectiveness of the technical team was affected, partly by a drastic modification of its composition, early arrival of the experts and poor utilization of fellowships. Fellowships in certain areas, such as agricultural education, could not be awarded, because of a paucity of qualified candidates. 7.04 Local leadership. The quality of local leadership is the key element in bringing about inst:..utional development. The experience of the FTI demonstrates this point. The Bank's input, in terms of software, was extremely limited. For example, the FTI component was supervised by a forestry expert only once. The provision of an expert was deleted, and the fellowships were modified to comprise short study tours. Yet, the FTI has been able to establish itself as an outstanding training institution, partly because of the high quality of leadership exercised by its faculty. The right choices of faculty members were critical factors in bringing about changes.  LUM EDUCATON Ul PROJEC Cow|mSkd^ -Loom* 44747E conpabson d Foecs and Acludl Ovta Smock dl Lm:X o CRYWLv 47 1 9n Me in 1m 4m 1 9 CALBMRM It"S 197 1979 1960 WT 196246 496 QUlM 12 23 4 t |23|4 I 2|314 1121314 *121344 323 4 1 2-13 4 CDA WOUL (SW Aw ) l l l 3 l l 1316 0 - Foo Datof IaFmcs W ur - If 4FF +9 b-Actukal - _~~~1 II * - Fuecos - n o - Furoacos b - Ackual b-Actuol | |||-l4l *OS S - m -- - -n - Actual o - - - -a -= -; -6 - * - FON)CCrA m um mm- mm- b - Act-ual- - - -- b - Actual j| Z goalss M e 1111 M a aim t1t _ NO& y Cawfatulion at AJVSC a SWu Ms nool cwnSeted SwaK FwOfF YUl~~~~~~~~~~~~~~~~~~~~~d3as*-26873  - 16 - uRo ~~~~~MNX 2 LIBERIA -NE THID EDUCATION PROJECT - LOAN 1417-LUR PROJCT COMPLETION MPON? COMPARISON OF FORECAST AND ACTUAL nPLRMHATA?IO 1)EIW AND CON3TRUMTON 13WM Forecast Contractual Actual Delays Activities FroiTm---"o *7=- TO Fro-m --To (inWSiths) I (a + b) AITB/VTC Design tender documents/ tendering/contract awards 01/77 07/78 - 08/77 12/78 6 Construction period 10/78 09/79 02/79 07/80 11/78 - 1/ - 12/79 04/81 - 19 12/79 - 2/ - II UYTI Design/tender documents/ tendering/contract awards 01/77 03/78 - _ 08/77 02/79 11 Construction period 07/78 06/79 02/79 07/80 08/79 03/81 21 III (a) Four STC i. Buchannan Design/tender documentsl tendering/contract awards 01/77 02/78 - - 08/77 02/79 12 Construction period 04/78 12/78 03/79 04/80 03/79 09/81 33 ii. Greenville Design/tender documents/ tendering/contract awards 01/77 02/78 - - 08/79 02/79 12 Construction period 04/78 12/78 04/79 05/80 04/79 12/80 24 iii. Sanniguelle Design/tender documents/ tendering/contract awards 01/77 02/78 - - 08/77 02/79 12 Construction period 04/78 12/78 08/79 10/80 04/79 - iv. Robertsport Design/tender documents/ tendering/contract awards 01/77 02/78 - - 08/77 02/79 12 Construction period 04/78 12/78 04/80 10/82 06/81 01/84 3/ 60 Notess 1/ The originally awarded contractor's contract was terminated at the end of 1979, since his work performance did not progress in accordance with his contract. Consequently, two other contractors were appointed for completion of the work. 2/ All facilities are in use, but one of the two last appointed contractors has not completed all his vork (such as window screens and site work) as he claims that the Government has not yet paid his last application. However, the remaining work could be completed in about three months. 3/ Since the Government has not paid Contractor's claims for the construction work at the Sanniquelle and Robertsport Centers the work had been stopped at Sanniquelle and the completed buildings at Robertsport have not being turned over to NOE. The conttactor estimates that about three months would be required to complete Sanniquelle from the tim his previous claim has been paid. Stunce: DEF  - 17 - ANNEX 3 LIBRA THIRD EDUCATIONP PROJECT - LOAN 1417-LBR PROJECT COMPLEION REPORT OOMPARISON OF FOR8CAST AND ACTUAL IMPLEMENTATION PUITRENDEQIMENT PROCUREMET Forecast Aetual Delays Activities From To From TO (in months) I (a + b) AITB/VTC Preparation of tender lists/ tendering/contract awards 07/77 01/78 07/78 03/79 14 Manufacturing/delivery period 02/78 10/79 04/79 10/83 48 1 (c) NPD Preparation of tender lists/ tendering/contract awards 07/77 01/78 07/78 01/80 19 Manufacturing/delivery period 02/78 10/79 05/80 06/80 8 II ULI! Preparation of tender lists/ tendering/contract awards 04/77 01/78 07/79 03/81 39 Manufacturing/delivery period 07/78 07/79 02/82 06/83 48 III (a) Four STC Preparation of tender lists/ tendering/contract awards 06/77 01/78 07/79 03/81 39 Mtnufacturing/delivery period 02/78 01/79 02/82 09/83 57 III (b) Admin. of S.E. Preparation of tender lists/ tendering/contract awards 06/77 01/78 11/77 03/79 15 Manufacturing/delivery period 02/78 01/79 06/80 06/81 30 III (c) Strength T.T. Preparation of tender lists/ tendering/contract awards 06/77 01/78 11/77 03/79 15 Manufacturing/delivery period 06/77 01/78 11/77 03/79 30 IV DEF/PIU Preparation of tender lists/ tendering/contract awards 06/77 01/78 11/77 06/78 6 Manufacturing/delivery period 02/78 01/79 07/79 06/83 54 Source: PIU  LIBIRA, SHIRD UCATIOI PROJECT - LOAN 1417-LI PROJECT Co!ZLEW mlw R OF FRWAST AND CUAL MLE =00 AND CORST TKWRIIICIAL *BZWAI ==- PUIAI5W ERcS Man-Macthsost in USM G ForecastrAgreed Forecast Actual DelaDi (l0c. conttn.) Dlff Activities Apr. Revision Actual From To P To (in months) Forecast Actual "t[ I (a) AMTE AppreiET-eship/In-Plant 24 (1) 20 (1) 25 (1) 01/78 12/79 05/80 05/82 30 - - - Trade Testing/Standard 24 (1) 20 (1) 24 (1) 01/78 12/79 05/80 04/82 30 _ _ Nbdular Training/Curriculum Development 24 (1) 12 (1) 12 (1) 01/78 12/79 06/80 05/81 18 i s _ Training Supervisor - 20 (1) 16 (1) - - 01/81 04/82 - - - Sub-total I (a) 7!T37 7TT1!7 777 74:T- Y I (b) VTC TechnTIl Adviser l/ 30 (1) 30 (1) 37 (1) 01/78 06/80 08/78 08/81 14 - _ _ Procurement Specialist 3 (1) 3 (1) 3 (1) 09/77 11/77 12/78 02/79 - - 06/79 07/79 21 - - - Machanical Specialist - 18 (1) 12 (1) 07/80 07/81 - - _ _ Electrical Specialist - 18 (1) 23 (1) - - 07/80 05/82 - - - - Sub-total I (b) 33 (7 WT69 (4) 1u8. T57 Sub-total I (a + b) 105 (5) 141 (8) 152 (2) 587.4 1.020.0 + 74 II UYII AdvTsor to Director 24 (1) - - 07. /8 06/80 - - - 133.8 - - III (a) Four STC Eight SpecLallts (each for 24 months) to assist the centers in organizing teaching program and training 192 (8) - - 01/79 12/80 - - - 389.1 - - III (b) Admin. of S.E. School Mapping Specialist 12 (1) 12 (1) 6 (1) 01/78 12/78 07/78 12/78 - 66.9 43.0 - 35 Sub-total III (a + b) 204.(9) 12 (1) 6 (1) 45: x "0 IV DEf/PIU ArcEtrtect Specialist to assist DEF in organizing design 24 (1) 24 (1) 24 (1) 04/77 03/79 06/77 05/79 2 133.8 134.5 _ Accountaont to assist PIU in organizing the account section 2/ - 6 (1) 6 (1) - - 07/78 12/78 - - 28.6 - Sub-tota_ IV 24 _1) 30_ _2__________ ____ _ _ X Total I - IV 357 (16) 183 (11) 188 (11) 1.3I1.0 1.226.1 -6 Notes: 1) Served as Chief Technical Adviser for both Institutes. 2) The accountant's contract (original for the Second Education Project) was extented six months and paid for by this project. Source: Pru/Bank 6roup Staff  LIBRIA .THuRD EDUCATIro FRt35. - WAN 1417-LBR PR*JKCT COMPLETION RPORT COMPARISON OF FORECAST AND ACTUAL IMEFATION AND COSTS Man-Months Delays Cost in USS 's) Forecast ARree Forecast Actual 11 (inci. eont.) Diff. Activities xp]r ReiIIion Actual Fr- To Froo To months) Forecast Actual In % I (a) AITB) Training in Job Analysis and Occupational Standards 24 (1) 3 (1) 3 (1) 09/77 08/79 10/82 12/82 40 - - Trade Testing/Certification 24 (1) 3 (1) 3 (1) 09/77 08/79 10/82 12/82 40 - - - hpprenticeship/In-Plant - Training 24 (1) 3 (1) 3 (1) 09/77 08/79 01/83 03/83 43 _ _ _ Vocational Guidance 24 (1) 3 (1) 3 (1) 09/77 08/79 01/83 03/83 43 - _ _ Programs & Instructional Material Development 48 (2) 6 (2) 3 (1) 09/77 08/79 01/83 03/83 43 _ _ _ Administration & Planning 24 (1) 3 (1) 3 (1) 09/77 08/79 01/83 03/83 43 - - - Director of AITM - - - - - - - - - Sub-total I (a) i 7r57 24 I) 180) 148.7 -: i - r I (b) VTC Training in Administration sand management 12 (1) 6 (2) - 09/77 08/78 - - - - - - Training in Mecbanics 24 (1) 3 (1) - 09/79 08/79 - - - - - Training in Electrical 24 (1) 3 (1) - 09/77 08/79 - - - - - - Training In Construction 24 (1) 3 (1) - 09/77 08/79 - - _ * _ - Training in Automatic 24 (1) - - 09/77 08/79 - - - - - - Sub-total I (b) iWt37 155 _- - _ I (c) MPD Economics Manpower Planning 1S (1) - - 09/77 l/78 - - - - - sEcnomics Manpoper Planning 22 (1) 24 (1) 24 (1) 09/77 08/79 01/82 12/83 54 _ _ _ Education/umen Resource Development 22 (1) - - 09/77 06/79 - - - _ _ _ Biucat on/Dgma Resource Developmnet 9 (1) - _ 09/78 05/79 - - - _ _ _ Statistics/Survey Technics 9 (1) - _ 09/78 0/79 - - - - - _ Statistics/econailcs 22 (1) 22 (1) 22 (1) 09/77 06/79 09/80 06/82 36 - _ . Sub-oter Daolopat/Adaln. 21 1) 24 (1) 24 (1) 09/77 05/79 09/81 08/83 51 sub-total I (C) 17arT7 70 M)l 70 tl) BYlI. 4 + Sub-total I (a 4 b 4 c) 396 (19) 109 (16) 88 (9) 350.3 192.6 - 43 1 "' opI  COMPARISON OF FORECAST AND ACTUAL IHENIAI50 AND COSTS FELLOOWSHP FiUWAM Man-Months Delays Cost in USSOO's) Forecast ARreed Forecast Actual ( n (t7ii. cant.) Diff. Activities ARpr. R-iision Actual Fro_- To Fro To months) Forecast Actual in % IIUN_I Forestry Training Techniques 24 (1) 18 (1) 18 (1) 09/77 08/79 09/80 03/82 31 - _ _ Forestry Training Techniques 24 (1) 7 (1) 12 (1) 09/78 08/80 01/81 12/81 16 - - - Forestry Tralning Techniques - 7 (1) U (1) - - 01/81 11/81 - - - Sub-professional Instructors 36 (2) - - 07/78 12/79 - - - - - - Study Tours 2 (2) 2 (2) - - 01/82 02/82 - - - - Study Tours -2 (2) 2 (2) - - 10/80 11/80 - - - - Sub-total II 4 36 (7) 47 7 - II (b) Admn of S.E. Director Sec. Education 4 (1) - - 01/78 04/78 - - - - - Asst.Director Sec.Education 20 (1) 20 (1) 20 (1) 01/78 08/79 08/79 04/81 20 Asst.Te*cbncal Edcation 48 (2) 48 (2) 48 (2) 09/77 08/79 08/79 07/81 23 Asst. Science Education 24 (1) 24 (1) 24 (1) 09/77 08/79 08/79 07/81 23 Science Supervisors 48 (2) 24 (1) 24 (1) 09/77 08/79 08/79 07/81 23 Sub-total III (b) 14 4 7 IT(7) fi6T 116 Ts) In (c) Strength ?.T. Training in Audio-visual