Guinea - Second Education Project

Doctumt of The World Bank FOR OmcLG USE ONWY MICROFICHE COPY 10200 Report No. 10200-GUI Type: PCR) RIDKER, P / X31757 / T-9017/ OEDD1 PROJECT COMPLETION .EPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI) DECEMBER 17, 1991 Population and Human Resources Division Occidental and Central Africa Department Africa Region I Tbist fttes h ft * otnt a nlot 'and m2y be aed b epe =s only i__~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~tewi ed.e .1 h ef  ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~4 ACRONYMS ACDI Agence canadienne de d6velonnem.nt international Canadian International Development Agency BND Buduet National de D6veloyi. ament National Development Budget CFP Centre de Formation Profeesionnelle (anciennement IPS) Vocational Training Center (formerly IPS) DCTP Division de la Coop26r& on Technigue et des Prof ets (anciennement DPCS) Technical Cooperation and Projects Division (iormerly DPCS) DEF Division de l'Education et de la Formation Education and Training Division DETFP Direction de l'Enseignement Technique et de la Formation Professionnelle (anciennement DNETP) Technical Education and Vocational Training Directorate (formerly DNETP) DGPE Direction G6n6rale de la Planification de l'Education Education Planning Directorate DGT Direction G6n6rale du Travail Labor Directorate DNETP Direction Nationale de l'Enseignement Techniaue et Professionnel Technical and Vocational Education Directorate DPCS Direction des Proiets et des Constructions Scolaires (anciennement DPE) School Construction and Projects Directorate (formerly DPE) DPE Direction des Projets Education Education Projects Directorate DSPE Direction de la Statistique et de la Planification de 1'Education Education Statistics and Planning Directorate DTS Droit de tiraae sn4cial Special Drawing Right ENI Ecole Normale d'Instituteurs/Institutrices Primary Teacher Training College ENSET Ecole Normale Secondaire d'Enseignement Technigue (anciennement ISFORPET) Technical Teacher Training College (formerly ISFORPET) FAC Ponds d'Aide et de Coop6ration French Fund for Aid and Cooperation FAD Ponds africain de d6velopnement African Development Funds FG Franc _uin6en Guinean Franc FSD Fonds saoudien your le d6velonpement Saudi Fund for Development IDA Association internationale de d6veloTpement International Development Association IDEC Imprimerie de l'Education ec de la Culture Educational Printing Office  IPN Inatitut PMdaxogigue National National Pedagogic Institute IPS Institut Polvtechnioue Secondaire Vocational Training Institute ISFORPET Institut Sup6rieur de Formation des Profeaseurs de 1'Enseignement Technique Technical Instructor Training Institute MEN Minist4re de l'Education Nationale Ministry of Education MENESRS Ministare de l'Education Nationale charR4 de l'EnseiRnement Sup6rieur et de la Recherche Scientifique (anciennement MESRS) Ministry of Higher Education and Scientific Research (formerly MESRS) MEPU Minist4re de l'Enseienement Pr6-Universitaire et de 1'Alphab6tisation Ministry of Pre-University Education and Literacy MESRS Minist6re de l'Enseipnement Sun6rieur et de la Recherche Scientifiaue Ministry of Higher Education and Scientific Research METMFP Minist4re de l'EnseiRnement Technique Moven et de la Formation Professionnelle Ministry of Technical Education and Vocational Training MPCI Minist4re du Plan et de la Coop6ration Internationale (anciennement MPS) Ministry of Planning and International Cooperation (formerly MPS) MPS Minist6re du Plan et de la Statistiaue Ministry of Planning and Statistics ONEM.O Office National de l'Emploi et de la Main-d'Oeuvre National Employment and Manpower Agency ONFPP Office National de Formation et de Perfectionnement Professionnel National Vocational Training Agency PASE Programme d'Aiustement Sectoriel de l'Education Education Sector Adjustment Program PIB Produit int6rieur brut Gross Domestic Product PNUD Programme des Nations Unies pour le D6veloPRement United Nations Development Program PTA Professeur Technique Adioint Assistant Technical Instructor RAP Rapport d'ach4vement du proiet Project Completion Report SRL Rival Saudi Arabian Riyal SCTP Service de la Coop6ration Technique et des Proiets (anci~ennment DCTP) Technical Cooperation and Projects Office (formerly DCTP) SEEPU Secr6tariat d'Etat i l'EnseiRnement Pr6-Universitaire (anciennement MEPU) Secretariat of State for Pre-7Vniversity Education (formerly MEPU)  SSPE Service de la Statistigue et de la Planification de 1'Education (anciennement DSPEI Education Statistics and Planning Office (formerly DSPE) UCF Unit6 de comote du FAD ADF Unit of Account UNESCO Organisation des Nations Unies pour l'ducation. la science et la culture United Nations Education, Science and Culture Organization USAID Agence des Etats-Unis pour le d&velopnemen-. international United States Agency for International Development  FOR OMCILAL USE ONLY THE WORLD BANK Washington. D.C. 20433 U.S.A. Office iE Dlector-Cmual Opegatm Evasation December 17, 1991 MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT SUBJECT: Project Completion Report on GUINEA Second Education Proiect (Credit 1341-GUI) Attached, for information, is a copy of a repo': entitled "Project Completion Report on GUINEA - Second Education Project (Credit 1341-GUI)" prepared by the Africa Region. No audit of this project has been made by the Operations Evaluation Department at this time. Attachment 2 This document has a restricted distribution and may be used by recipients only in the performnance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  PROJECT COMPLETION REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI TABLE OF CONTENTS Page PREFACE . . . .. .... . . . . . i EVALUATION SUMMARY... . . . . . . iii PART I. REVIEW OF THE PROJECT FROM IDA'S PERSPECTIVE . . . . . . . . . . 1. Project Identity . . . . . . . . . . . . . . 2. Background ....1 3. Project Objectives and Description . . . . . . . . . . . . . 2 4. Project Design and Organization . . . . . . . . . . . . . . . I S. Project Implementation .... . . . . . . .... . 5 6. Project Results .. . .. . .. 7 7. Project Sustainabil4.ty .... . . . . . ......... . 12 8. TDA Performance . . . . . . . . . . . . . . . . . . . . . . 13 9. Borrower Performance .... . . . . . . ......... . 14 10. Project Relationship. . ... ... . 14 11. Contracted Services . . . . ..... . 15 12. Project Documentation and Data ... ..... . . . . . . . 15 PART II. REVIEW OF THE PROJECT FROM THE BORROWER'S PERSPECTIVE Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 I. Project Objectives and Content . . . . . . . . . . . . . . . 19 II. Project Implementation ..... . . ....... .. . . . 21 ITI. Project Costs ........... . 24 IV. Project Results . . . . . . . I . . . . . . . . . . . . . . . . 27 V. Conclusion ........................ . 31 PART III. STATISTICAL INFORMATION . . . . . . . . . . . . . . . . . . . 33 1. Related IDA Credits . . . . ............. . 33 2. Project Timetable . . . . . . . . . . . . . . . . . . . . . . 35 3. Credit Disbursements ............ . 35 4. Project Implementation ............ . 36 5. Project Costs and Financing ............ . 37 6. Project Results ........ ............. . . 39 7. Status of Credit Agreement Covenants . . . . . . . . . . . . 41 8. Use of IDA Resources . . . . . . . . . . . . . . . . . . . . 44 ANNEXES I. Comparative Implementation Timetable . . . . . . . . . . . . 45 II. Comparative Table of Project Costs . . . . . . . . . . . . . 46 III. Comparative Table of Specialist Services . . . . . . . . . . 47 IV. Comparative Table of Training Fellowships . . . . . . . . . . 50 V. Exchange Rates . . . . . . . . . . . . . . . . . . . . . . . 54  PROJECT COhPLEI2ON REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI PREFACE This is the Project Completion Report (PCR) on the Second Education Project in Guinea, for which a credit of SDR 10,200,000 was approved by IDA on March 29, 1983. The credit was closed on December 31, 1990, two years later than anticipated dur..ng appraisal. The last disbursement was made on September 26, 1991. The credit was not fully disbursed and an amount of SDR 650,376.14 was cancelled on December 10, 1991. The project was cofinanced by the African Development Fund and the Saudi Fund for Development. The closing dates for their lending have been postponed to December 31, 1991 and December 31, 1993, respectively. The report was prepared jointly by the Guinean Government (Part II) and IDA (Population and Human Resources Division, Occidental and Central Africa Department). The project completion mission took place from April 7 to 18, 1991. This PCR is based on the Appraisal Report, Credit Agreement, SCTP progress reports, IDA supervision reports, correspondence between IDA, the cofinanciers and the Government, as well as IDA internal memoranda.  - iii - PROJECT COMPLETION REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI EVALUATION SUMMARY Obiectivee (see paras. 2 to 3) 1. The objectives of the Second Education Project, which reflected the Government's sectoral priorities and macroeconomic policy goals of the day, were to improve vocational training, education, and manpower planning, and the quality of primary education. The Project was designed to meet these objectives through the provision of the following means: (a) Vocational Training: (i) construction, furniture, equipment, materials and consumables, incremental operating costs and fellowships to improve and deve'lop the existing facilities and training programs for skilled workers in three Vocational Training Institutes (at Kankan, Lab6 and N'ZUr6korQ); (ii) equipment, consumables, specialist services and fellowships to support the regular activities of the Technical Instructor Training Institute and assist it with curriculum development; and (iii) furniture, equipment, specialist services and fellowships to set up a Central Supply Unit to handle procurement and supply of equipment, parts and working materials for the Vocational Training Institutes. (b) Education and RHman Resources Plauning: (i) furniture, equipment. incremental operating costs, specialist services and fellowships to establish an Education Planning Directorate in order to strengthen the national planning capacity in this field; and (ii) furniture, equipment, incremental operating costs, specialist services and fellowships to strengthen the Education and Training Division responsible for human resource development in the Ministry of Planning and Statistics. (c) Qualitative Improvement of Primary Education: (i) construction, furniture, equipment, incremental operating costs, specialist services and fetllowships to upgrade and e-^pand the existing facilities of the National Pedagogic Institute, develop teaching methods, prepare primary school textbooks and upgrade regional primary school inspectors by familiarizing them with the new teaching methods and textbooks; (ii) construction, furniture and equipment for upgrading and expanding the existing facilities of the Educational Printing Office; consumables, incremental operating costs, specialist services and fellowships for production and distribution of primary school textbooks; (iii) construction, furniture and equipment and incremental operating costs to upgrade and expand existing facilities for two Primary Teacher Training Colleges (at Kankan and Lab6); training fellowships for improving  - iv- the quality of teacher training and introduction of new teaching methods and textbooks. (d) Project Management: (i) construction, furniture and equipment to upgrade the existing facilities for the Education Projects Directorate; incremental operating costs, specialist services and fellowships to strengthen its project implementation capability; and (ii) specialist services to assist the Government in tLe preparation of a possible third education project. In 1987, at project mid-term, experience with project iLplementation and changes in Government's priorities for education provok'ed a redesign of project components. These favored: (a) strengthening of primary education by increasing the enrollment ratio; (b) upgrading of teacher qualifications; (c) strengthening of continuing education; and (d) more rational use of the upgraded Vocational Training and Teacher Training facilities. Implementation Experience (see para. 5) 2. Actual project implementation was markedly different than that foreseen at appraisal: (a) The closing of the Credit was delayed for two years, owing to delays in the different phases of execution of most components; (b) The project cost exceeded appraisal e.timates by 23.2% expressed in dollar terms; (c) The distribution of the ccsts differed from the e?praisal estimates (higher for the civil works, furniture and equipment, technical assistance and local seminars categories, lower for professional services and operating costs); and (d) There was a significant increase in the size of the construction program, owing to the inclusion by two cofinanciers of the Faranah Vocational Training Institute and of major additional works at the Lab6 and N'Z6r6kor6 facilities. Results (see para. 6) 3. The results were variable across components: (a) Vocational Training: Despite a delay of between two and three years, depending on the institute concerned, the objective of rehabilitation of the training centers was exceeded. However, the pedagogic objectives were only partially achieved. Certain subjects for which there was low demand were eliminated, although the full range and content of the programs were only partially modified. The emphasis was placed on practical training, but the training cycle was still three years and the conditions for admission to the centers were not controlled. The number of students enrolled in the  -v - centers is 623 instead of the projected 700. The teacher training and upgrading objective was attained. (b) Education and Human Resources Planning: The objectives of strengthening the Education Planning Directorate were attained. The statistics are available and up to date and the school map is operational. The adaptation of education to meet manpower needs was not achieved. The human resource planning objective, as.signed to the Education and Training Division of the Ministry of Piarnixg and International Cooperation, was not achieved. (c) Qualitative Improvement of Pr4mary Education: Measured against project expectations, the objectives have been partially attained. Fourteen manuscripts are ready or in the course of preparation in the Textbook Division of the WaLional Pedagogic Institute. However, the available textbooks (about 450.000 for seven titles), produced locally or purchased abroad, do not cover all the needs and did not reach the schools and teachers outside of Conakry. The number of graduates from the Kankan and Lab6 Primary Teacher Training Colleges was 180 and the objective of 230 graduates should be achieved by 1992. The target figures for numbers of students admitted to the Primary Teacher Training Colleges have not been achieved, but should be by 1994. At present, the quality of this training has not been assessed. (d) Project Management: The objectives have been partially attained. The staff in charge gained good experience in implementation of the physical aspects of operations but significant weaknesses persist in the management and accounting areas. Sustainabilitv (see para.7) 4. As it was designed, the project ran the risk of not being sustainable. Sustaining the technical and vocational training component remains dependent on decisions that must be made on matching training and employment and on allocation of adequate operating budgets to the trai-n'ng centers. At present, studies are underway which will lead to these decisions. Maintaining qualitative improvements of primary education still depends on the implementation of a strategy for textbook distribution in the schools and measures to ensure sufficient resources for teachers among other things. The follow-up project (PASE) was designed to support such efforts. Findings and Lessons Learned 5. To the extent that its different complementary components met the needs of the country and the requirements of the Government's strategy, the project as a whole was appropriate for the situation. However:  - vi - (a) ?roject's design and organization were not adapted L.o the existing local ins. -Acional, economical, managerial and implementation capacity. In particular, obj"'41ives set were too ambitious, and the role of local intervening entities appeared not to be clearly defined and fully internalized. This furthor underlines that projects should be designed to fit lccal situations ard that if there is no sense of "ownership" at the local level, there can really be no co iltment, nor can project objectives be sustained. (b) Mechanisms designed at appraisal to minimize the risks associated with executing the complex tasks of works and textbook production proved insufficient. Other risks associated with the diversity and complexity of actions to be coordinated with respect to technical training (e.g. employment market studies, admission conditions, duration of training and curricula reforms) appear not to have been properly appreciated and planned for. This highlights the need to adapt the project desiSn to local realities (see 5.a). (c) IDA does not appear to have assured that effective mechanisms to monitor project activities and safeguard against the risks inherent in the complexity and diversity of project objectives were put in place. This emphasizes once more the problem of matching the resources needed for adequate implementation to the needs of the project, including staffing continuity and adequate specialization (particularly for sophisticated components such as textbook development), either by providing adequate resources itself, or assuring that Borrowers engage sufficient specialist advice within the project.  PROJECT COMPLETION REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI) PART I. REVIEW OF TEE PROJECT FROM IDA'S PERSEECTIVE 1. Project Identity Title: Second Education Project Credit No.: 1341-GUI Office of the Regional Vice President: Africa Country: Guinea Sector: Education Subsectors: Vocational training; educational and human resources planning; primary education. 2. Backiround 2.1 Sector Development Objectives (Appraisal Report, March 1983). Since independence, the Government has aimed at establishing a system of mass education that would offer broad and continual educational opportunities through a policy to expand the education system to allow school-age children access to instruction and by mounting a mass adult literacy campaign. As these measures did not take sufficient account of the diversity in the occupational structure and qualifications of the different economic sectors, the Government, at the time of appraisal, planned to take the following measures: (a) train skilled workers for industry and agriculture in vocational schools, thus offering secondary school graduates an al.ernative to higher education; (b) strengthen human resources planning to match the output of the education system more closely to the needs of the economy; (c) lower the pass rates in secondary school examinations and decrease the proportion of secondary school graduates admitted to higher education; (d) improve the quality of education, particularly in the primary schools, through the provision of teaching materials and improvements in teacher training. 2.2 Macro-economic Context. Well endowed with arable land, water and mineral resources, Guinea is a potentially rich country but its economic development has been constrained over some 20 years since independenee (1958) by a state-managed, nationalistic and centralized  - 2 - economic system together with inadequate economic planning and management and poor human resource development. This situation began to improve in 1978 owing to better political and economic relations with the Western countries, which encouraged trade and stimulated international aid. At the time of appraisal, the country's economy was based essentially on the mining sector (under expansion) and agriculture (stagnant), representing in 1979 18.5% and 412 of GDP, respectively. The total labor force was estimated at 2.3 million (452 of the total population estimated at 5.4 million in 1978). The number of wage earners was estimated at 140,000, of whom 40,000 were in the civil service. Because of a long-standing shortage of qualified managers and administrators, there was poor control of enrollments in the education system as a whole and it was impossible to match the number and skills of graduates to the needs of the modern sector. Agriculture and industry had a surplus of mid- and higher-level personnel and a shortage of skilled workers. 2.3 Relationships Between the Obiectives of the Project. Sector and Macro-economic Policy. The project objectives were closely linked w'th the problems in the education sector and objectives of macro-economic policy. This strong linkage is reflected, in particular, in the importance of the project's technical assistance and fellowship components to improve planning capability and sector management and, consistent with the macro-economic objectives, through the focus on the quality of training for primary education and the training of mid-level technicians. 3. Project Obiectives and Description 3.1 The project's principal objectives were to: (a) improve vocational school training; (b) develop the manpower, employment and education planning capacity required to formulate a quantified strategy for addressing the external efficiency issues; (c) improve the quality of primary education. 3.2 The project was to be implemented over a five-year period (1983 to 1988) and included the following components: (a) Vocational Training (i) construction, furniture, equipment, consumable materials, incremental operating costs and fellowshins to improve and develop existing facilities and programs for training skilled workers at three Vocational Training Institutes (IPSs);l/ Ij (a) The IPSs became Vocational Training Centers (CFPs) during project implementation.  (ii) equipment, consumable materials, specialist services and fellowships to support the regular activities of the Technical Instructor Training Institute (ISFORPET),2/ and the development of its training program; (iii) furniture, equipment, specialist services and fellowships to develop a Central Supply Unit to supply the IPSs with equipment, spare parts and consumables. (b) Educational and Human Resources Planning (i) furniture, equipment, incremental operating costs, specialist services and fellowships to establish an Education Planning Directorate (DGPE)3/ with a view to strengthening the national capability for educational planning; (ii) furniture, equipment, incremental operating costs, specialist services and fellowships to strengthen the Education and Training Division (DEF) responsible for the planning of human resource development -ithin the Ministry of Planning and Statistics (MPS);4/ (c) Improvement of the Quality of Primary Education (i) construction, furniture, equipment, incremental operating costs, specialist services and fellowships to upgrade and expand the facilities of the National Pedagogic Institute (IPN), to develop teaching methods, prepare primary school textbooks and upgrade primary school inspectors and familiarize them with the new teaching methods and textbooks; (ii) construction, furniture and equipment to improve and expand existing facilities of the Educational Printing Office (IDEC); consumable materials, incremental operating costs, specialist services and fellowships for the production and distribution of primary school textbooks; (b) Four CFPs (LabM. N'Z6rfkor6, Kankan and Faranah) received the type of support envisaged under the project. 2] ISFORPET became the Technical Teacher Training College (ENSET) during project implementation. t./ The DGPE became the Education Statistics and Planning Office (SSPE) during project implementation. j/ The MPS became the Ministry of Planning and International Cooperation (MPCI) during project implementation.  -4- (iii) construction, furniture, equipment and incremental operating costs to upgrade and expand existing facilitiea for two Primary Teacher Training Colleges (EN1s) and fellowships to improve the quality of teacher training and prepare for the introduction of new teaching methods and textbooks. (d) Proiect Management (i) construction, furniture and equipment to upgrade existing faci'lities for the Education Projects Directorate (DPE);I/ incremental operatin- costs, specialist services and fellowships to strengthen its project implementation capability; (ii) specialist services to assist the Government in the preparation of a possible third education project. 4. Prolect Desian and Organization 4.1 Although in general appropriate for the circumstances, the project had to be altered during implementation because of the general changes ensuing from the new regime in 1984 (new priorities) and because of problems encountered or identified during implementation. 4.2 The vocational training component, respondirg to the need to ensure a better match between the output of the education system and manpower requirements, was well designed in some respects. From the outset, the Government was to implement the findings of the UNDP manpower and training study. That study, along with the Credit Agreement, proposed to change (a) school admission corlitions; (b) the duration of training at the Vocational Training Centers (CFPs) and Primary Teacher Training Colleges (ENla); and (c) the training curricula. The design of the component was based on this reorganization which was not realized owing to delays in implementation exacerbated by the political change in 1984. The initial pedagogical objectives were apparently overly ambitious. Ultimately, everything rested on the management capability of the Technical and Vocational Education Directorate (DNETP) in implementing a major reform in vocational education. 4.3 In order to ensure a better match between the output of the education system and the country's manpower needs, the Government was to reorganize the manpower and education planning offices within the Ministry of Planning and Statistics (MPS) and the education ministries. The employment/training match would have been better if a joint planning office for those ministries had been decided on during initial project design. 2/ The DPE became the Technical Cooperation and Projects O'fice (SCTP) during project implementation.  4.4 Problems relating to the design and scale of the production and distribution of textbooks were related to the overly ambitious objectives at the time, given the country's situation. The practical problems associated with the editing, production and distribution of large volumes of textbooks in a country with little experience in those areas should have been more closely examined. Furthermore, although the roles and powers assigned to the offices involved in implementation had been clearly defined at the time of appraisal, the details of the different tasks were apparently understood very late by those responsible. The political changes that began in 1984 had a profound effect on the project and should have led to a complete revision of this component, for which the main change was essentially the use of French as the language of instruction. 4.5 During project design, DPE's administrative capability for coordinating multiple and diverse activities that involved several donors should have been examined more closely. 4.6 In 1987 new objectives for education were set by the Ministry of Education (MEN) in conjunctio.i with IDA: (a) strengthening of primary education by increasing enrollment rates; (b) upgrading of teacher qualifications; (c) strengthening of continuing training; and (d) more rational use of the renovated CFP and ENI facilities. 5. Proiect Implementation 5.1. The Project, cofinanced by the African Development Fund (ADF), Saudi Fund for Development (SFD) and IDA (see Part III, Section 5.B), began in 1983 under the First Republic. Project components were for the most part implemented with occasionally marked differences in relation to appraisal projections. (a) Duration: The closing of the IDA credit was extended two years and the completion of the physical aspects of the components delayed from two to five years, owing to: (i) delays in credit effectiveness (establishment of project cofinancing and availability of Agreement documents in French); (ii) architectural studies sometimes longer than planned for those done by SCTP; (iii) competitive bidding taking longer than projected (contract signature loop); (iv) difficulties in establishing and disbursing the counterpart funds along with partial suspension of IDA disbursements for 10.5 months (9/18/87 to 8/1/88); (v) a period of uncertainty regarding the future of the IDEC; (vi) civil works taking longer than expected t emoteness of certain worksites, delays in payments to contractors, internal prob'lems for one firm); and (vii) unutilized balances from the various cofinancings that resulted in the authorization of supplementary operations. A comparative timetable for project implementation is given in Annexes I, III and IV. Completion of the project, regarding availability of the last physical component (Faranah CFP), is expected in mid-1991.  - 6 - (b) Costs: Project costs up to the time of the completion mission exceeded appraisal estimates (+23.2Z expressed in US$). This overrun vras largely covered by the favorable changes in the exchange rate during project implementation (see Part III, Section 5.A, and Annexes II and V). (c) Cost breakdown: The final costs expressed in US$ are higher than projected for the categories of civil works, furniture and equipment, specialist services, fellowships and local seminars and are lower than projected for professional services and operating costs; the breakdown by source of financing cannot be analyzed overall owing to (i) the diversity of currencies used by the various sources of financing; and (ii) the continuation of disbursements associated with the other sources of financing (see Part III, Section 5B). (d) Physical Content of the Project: The major differences compared to appraisal projections involve additional operations: (i) the Faranah CFP (not initially included in the Appraisal Report, but included in the Loan Agreement with the SFD; (ii) major additional works (staff housing and multi- purpose room for the Labe and N'Zerekore CFPs and ENIs, demonstration school with 16 classrooms for the Labe ENI) as well as renovation of the premises occupied by the Technical Education and Vocational Training Directorate (DETFP), made possible by the magnitude of the remaining funds from the ADF loan; and (iii) rehabilitation of the premises for the Education Statistics and Planning Office (SSPE), setting up of 11 experimental worksites (33 classrooms) as part of preparation for the Education Sector Adjustment Program (PASE) and support for the start-up of PASE activities using proceeds from the IDA credit. 5.2 As regards the execution of the various components: (a) The reorganization of the planning offices was not successful. While research and several studies were undertaken on manpower, they were not used to improve the vocational training programs. In addition, during project revision, it was not decided to establish a joint planning office for the various ministries. Consequently, the successive ministries responsible for education were not able to formulate a strategy for planning enrollments in response to the employmcnit situation. (b) The CFP vocational training programs were superficially modified. Several streams were eliminated, but no new program was introduced to respond to manpower requirements. The duration of training is still three years long, even though certain specializations were to be reduced to two years. Without any strategy for matching training to the job market, the CFPs could not locally respond to the socioeconomic  -7- milieu, which would have made it possible to adapt student flows and training content. (c) Modest progress was made in the rational use of the CFPs and ENIs, such as planned during project revision. Classroom utilization rose from 30X in 1987 to 802 in 1990. However, the schools were to increase from 26 weeks to 44 weeks of activity per year; in 1990 they operated between 26 and 36 weeks. The Government could have stressed greater participation on the part of the community in general and industry in particular, with a view to using available facilities, especially amphitheaters and large rooms. (d) As the number of candidates was generally lower than the capacity, particularly in the existing ENIs, it was suggested that available places be used for advanced in-service training and introduction of teachers to literacy methods. This aspect of the project was delayed and has not yet been carried out. (e) The CFP, ENI and IPN documentation and library centers were meagerly equipped with books despite the fact that the project had planned for sufficient supply. In the case of the IPN, the books were purchased but there were no new books on the shelves. A better distribution and control system should be ensured for the future. (f) The IPN developed courses, pedagogical guides and an evaluation system, and undertook several pedagcgical activities. All of these outputs, however, were not distributed outside of Conakry. A distribution strategy for the country should have bcen formulated and implemented. The lack of access to these works only further erodes the motivation of primary teachers atid as such undermines the quality of teaching. (g) Execution of the IDEC component was delayed and its development questioned during the project. That entity is now attached to the IPN. There were delays in establishing the teams of authors, arrival of technical assistance and the training of IPN personnel. The revision of the project in 1986-87 called for the purchase of textbooks abroad but helped guarantee the availability of books before the closing of the project. The new book distribution system proposed in 1990 has not been implemented. 6. Proiect Results VOCATIONAL TRAINING 6.1 Vocational Training Centers (CFPs). From the physical standpoint, the project included the renovation and limited expansion of existing facilities together with the purchase of equipment and the  -8- provision of consumable materials and energy resources for a two-year period. Despite a delay of two to three years in the rehabilitation of those schools, the rehabilitation objective was achieved. The rehabilitation of the Faranah CFP, now being completed, had also been included. Maintenance of the facilities visited is excellent. 6.2 From the pedagogical standpoint, the project aimed at improving the level of training and changing its focus, to include the activities for which the demand for manpower was high, such as construction and vehicle and machinery maintenance. This meant the elimination of training programs for which demand is negligible, such as mechanical fabrication at the Labe CFP and the addition of new trades, such as sheet-metal, welding, plumbing, electrical installations and u4tomotible repair at the N'Z6r6kor6 CFP. That objective was partially achieved. The planned programs were eliminated. However, the range and content of the programs were not adapted to the needs of the modern sector, owing to the shortage of planning tools and human resources available at the DNETP. The training cycle was to be two years for general masonry, plumbing and electrical installation, and three years for joinery, sheet metal, welding, auto mechanics and reinforced concrete construction. The curriculum was to be modernized with the assistance of the Technical Instructor Training College (ISFORPET). The focus should have been on practical training, with 20 to 24 hours of workshop practice per week. Moreover, under the project revision in 1987, the CFPs were to improve the facilities' rate of utilization. These objectives have not yet been attained. The training cycle is still three years and the training programs have only been partially modified. However, practical training is now 20 hours. The 55 teaohers needed for the three CFPs were to be trained or upgraded in Conak-y by ENSET. That objective was attained. Most of the teachers received specialized training abroad or at ENSET (see Annex IV). 6.3 Total enrollments in the CFPs was to remain constant (about 700), which would have made it possible to train a total of 280 skilled workers each year for the seven main specialties. Enrollments have not yet achieved the target set in 1990. CFP enrollments totalled 623, corresponding to an output of 230 skilled workers. That objective should be achieved in 1992. During negotiations, the Govesrnent agreed to establish by December 31, 1983 the admission conditions for the CFPs. Those conditions were to correspond to the end of the second cycle. That objective has not been achieved, as 50% of admitted students have completed the third cycle. 6.4 Preparation of the programs and equipment standardization for the CFPs benefitted from ongoing technical assistance to the ENSET. The project provided 21 months of fellowships for CPP directors and workshop heads to study systems and methods for training skilled workers abroad. The training objective for instructors and managers was accomplished in the last years of the project (22 months of fellowships were utilized). 6.5 Technical Teacher Training Colleze (ENSET). Established under the First Education Project, ENSET became fully operational at the end of 1980. The project was to finance equipmentt and consumable materials to improve the efficiency of practical training. In addition, 17 years of  specialist services had been planned over a three-year period (consolidation of the training program for technical teachers, development of the IPSo throughout the country, evaluation and revision of training programs and preparation of training means), as well as 105 months of fellowships (training of instructors and teacher trainers specialized in equipment maintenance). The training objective was partially achieved. Twenty-three years of specialist services and 91 months of fellowships were viilized. However, the evaluation and revision of training programs were not carried out, owing to a delay in recruiting specialists. It is too early to evaluate the quality of that training. 6.6 Central Supplv Unit for Vocational Training. With IDA's approval, this component was eliminated from the Project, owing to the improvement in supply conditions throughout the country, and in line with the 1987 revision and the Government's decentralization policy. EDUCATIONAL AND HUMAN RESOURCES PLANNING 6.7 Educational Resources Planning. The offices of the DGrE were responsible for (a) the restructuring of the education system; (b) regulation and orientation of school enrollment flows; and (c) adaptation of instruction to manpower needs. The DGPE was also to improve the collection of statistical data and regional planning by organizing and overseeing training seminars for the employees of regional education offices and undertaking a study on the development of vocational training, as well as tracer studies on graduates of the CFPs and agro- zootechnical facilities. To that end, the project ensured the financing of furniture, equipment, operating costs, 30 months of specialist services (educational planning), consultant services (analysis of statistics on higher education, study of the development of technical education, tracer studies and training at the local level) and 50 months of training fellowships (school map, statistics, education costs and financing, vocational training). Most of the DGPE's objectives were achieved. Thirty-two months of specialist services and 78.5 months of fellowships were utilized. The expertise brought to this component and the training of local specialists have been effective. Those services, which also have appropriate rehabilitated premises as a result of the project, are operating very smoothly. Statistics are available and up to date and the school map is now in operation. However, the adaptation of education to match manpower needs has not been achieved by that department. 6.8 Human Resources Planning. The project called for the strengthening of the Education and Training Division (DEF) within the Ministry of Planning and International Cooperation (MPCI). DEF was responsible for human resources planning and the preparation and monitoring of the education plan. It was to play a key role in the formulation of sectoral reforms based on the UNDP employment study, working closely with the DGPE and the Directorate of Labor (DGT) within the Ministry of Labor. DEF's objective for manpower projections was not achieved owing to the shortage of specialists in that field; those responsibilities are now carried out by the National Employment and Manpower Office (OIEMO).  - 10 - QUALITATIVE IWROVEMENT IN PRIMARY EDUCATION 6.9 National Pedagogic Institute. In addition to producing textbooks, the IPN was made responsible for reviewing programs and methods for training primary teachers and ensuring in-service training of primary inspectors with regard to the introduction of the new programs and utilization of textbooks. The project was to finance the improvement and expansion of premises, furniture, equipment, 116 months of specialist services (program development, teacher training, editing and production of textbooks), 132 months of fellowships (program development and evaluation, preparation of manuals, improvement of training programs for primary teachers and improvement in teaching methods) and incremental operating costs. These objectives were partially achieved. IPN personnel are encountering difficulties in adapting to their new work spaces, which the users find to be insufficiently partitioned off.6/ The IPN has sufficient high-quality equipment, and the various teams have effectively produced the teaching materials (guides, evaluation sheets, etc.), but the materials have not yet reached the teachers and schools outside of Conakry. There were 157 months of specialist services and 165 months of fellowships utilized. The training objective was achieved. 6.10 Educational Printing Office. The project was to finance the renovation and expansion of the IDEC's premises, furniture and additional equipment, labor for printing 1,218,000 textbooks, incremental operating costs, 65 months of specialist services and 40 months of fellowships with a view to the production and distribution of primary textbooks. The original objectives were altered owing to the political change in 1984. The original objective of 22 titles (in seven languages, representing 122 textbooks) was scaled down to 10 (all in French) for students and 6 teacher guides (number unchanged). Given the changes in needs, delays in preparation of the books and uncertainties prevailing at that time regarding the future of the Printing Office, the 1986-87 revision limited project activities to facility renovation. It was decided to contract the printing of the textbooks to the private sector. At the time of the completion mission, about 450,000 textbooks (seven titles) were in stock. Three of the textbooks were produced locally and four purchased from foreign publishers, because the manuscripts were not available in time from the IPN. Fourteen manuscripts are ready or being prepared by the Textbook Division that was established within the IPN. The teacher guides (manuscripts) are ready. The training objective was achieved (36 months of fellowships used in the areas of photocomposition, printing and maintenance), but those services lost some of their capacity owing to the non-replacement and aging of existing equipment, lack of a budget and work program. The impact of the component on primary schools (12,000 books sold) and consequenily on improving education remains marginal and can be evaluated only after the establishment of the book distribution system and accompanying measures aimed at the teachers. i/ These works, not initially included, were found to be necessary during the project but not carried out as they did not attract the firms consulted for bids. The desirability of the works is doubtful because they would mean use of permanent artificial lighting in parts of the premises.  - 11 - 6.11 Primary Teacher Trainint Colletes (ENIs). The project included the existing ENTs in Lab6 and Rankan, for which financing was planned of civil works, furniture, equipment, 124 months of fellowships for teaching personnel (methodology for general instruction, Science and French; classroom observation and evaluation) and auxiliaries (laboratory assistants and filing clerks), and the financing of incremental operating costs. For the two ENIs, enrollments were to be 720, with 230 graduates each year. The physical objectives were achieved, if not exceeded, and the ENIs have potentially adapted infrastructure.7/ The two ENIs have an enrollment of 645 student-teachers, representing 180 graduates. Eighty-four months of fellowships were utilized. The targeted number of graduates should be reached in 1992. At this juncture, it is impossible to evaluate the quality of this training. 6.12 To reduce expenditures related to teacher salaries, the students in the three-year cycle at the ENIs were to be admitted at the lower secondary level and not after the baccalaureate. Once revised, the teaching program was to focus specifically on professional training, with about 40Z of the time to be devoted to pedagogical training and practice teaching. The Government had agreed to make the decree governing the ENIs effective in December 1984, which would mean admission of students at the lower secondary level. Baccalaureate students, however, are still admitted to the ENIs. The decree is to be implemented in 1994. 6.13 Primary Schools. This component, introduced during project implementation, involved the development of a model that integrated community participation into primary school construction, particularly in the rural areas as part of the preparation of a future project. In principal, the results envisaged included a reduction in unit investment costs together with greater local involvement in maintaining the infrastructure. Two series of experiments were conducted and a guide to administrative procedures was prepared. Despite certain delays, the results have been very positive. Beyond the construction of 33 classrooms of good quality, the experimentation made it possible to focus on the major problems in the construction process (community outreach, technical supervision, budget and timetable, rate and conditions of payment). Unit costs ranged from US$100-150/m2. This component is to be replicated on a larger scale under the PASE. It should be noted, however, that other parallel projects have different philosophies (greater or less recourse to contractors), which could have negative effects, e.g. Government's policy on school construction might not be seen as credible from the communities' perspective. 7/ The Lab6 ENI's 16-classroom demonstration school on an adjacent piece of land was rehabilitated as part of the project (ADF financing). This complex also accommodates a school for health workers whose growing number poses a problem of cohabitation that needs to be resolved through the internal reallocation of the facilities used by the demonstration school.  - 12 - PROJECT MANAGEMENT 6.14 rae project was to provide financing for the renovation of the DPE'o offices, incremental operating costs, 87 months of specialist services and 24 months of fellowships to strengthen DPE's implementation capability. In addition, the financing was to cover the preparation of a third project. From the physical standpoint, the planned rehabilitations were carried out. The SCTP (ex DPE) nevertheless moved in February 1989 to a distant site that is insufficiently equipped (electricity and telephone) until the rehabilitation of the Ministry's premises is completed (mid-1991). SCTP personnel have benefitted from fellowships or study travel totaling 45 months (management, procurement, worksite, building design) and have received the support of 96 months of technical assistance (management and architecture) as vell as the short-term support of a management specialist. SCTP staff are highly fam'liar with the physical aspects of project implementation. Major weaknesses persist with regard to management and accounting. 6.15 Preparation activities for a third project resulted in the formulation of the PASE. Authorization was made to use the unutilized funds from the credit for various purposes (rehabilitation works, purchases of materials and vehicles, miscellaneous operating expenses), which, in turn, facilitated the start-up of certain activities (project launch workshops, as well as missions related to school mapping and school construction). 7. Project Sustainability 7.1 The quality of the programs for tec:hnical training and education in general should be sustained with adequate operating budgets. It is pointless to invest in infrastructure if the means for ensuring facility operation and maintenance are not provided. Operating budgets are minimal, particularly for the CFPs where in short order the consumables will be depleted, forcing teachers to dispense theoretical instruction which is a poor response to the qualitative needs. With a view to ensuring and increasing the operating budgets of the CFPs, their number needs to be pared. An analysis of the employment situation shows that there is no need to increase the number of graduates. 7.2 In 1988 the ONEMO received 15,328 requests for employment and succeeded in making 3,387 placements. The prospects for young people remain inadequate, owing to a very difficult job market. The practice of employers in the various sectors is to require three to five years of experience of new recruits. This largely hampers young seekers of employment, whose number continues to grow. 7.3 The reduction in civil service workers over the last five years affects the graduates of the training institutes. Consequently, seven cohorts of students from national and foreign universities as well as vocational training schools are awaiting employment without much hope for the immediate future. The development of the private sector on which the Government has based its prospect for employment of the young is lagging.  - 13 - 7.4 A study on matching training to the job market is planned, so that training is not provided in areas for which there are no outlets. Beginning in June 1991, two advisors from the Canadian International Development Agency (CIDA) will conduct the study and review the existing literature, with a view to supporting the DNETP. In addition, the National Vocational Training Agency (ONFPP) has been given the responsibility for tracking changes in job opportunities in advance so that the education system can respond. These two new aspects should help improve the efficiency of technical and vocational training. 7.5 A Textbook Division has been established within the IP,N to oversee the supply of textbooks throughout the country. The Division has appropriate premises, equipment and personnel and should be considered an independent publishing house. With a specific budget, it could take on all the tasks of a publishing house (preparation of books, ordering of runs and/or formulation of calls for bids, distribution and collection of payments). 7.6 The future of the IDEC is uncertain. If a decision is taken rapidly and a sufficient budget provided for its operations and repair of its machinery, the Printing Office could produce small runs (teacher guides and educational card sets (flches pedagoglques). 8. IDA Performance 8.1 IDA assisted the Government in revising the project when the implementation of certain major aspects of the Credit Agreement encountered difficulties. The changes in the project were consistent with the new environment. The actions and recommendations of the supervision phase were well founded and did their best to make the project -- which encountered major implementation problems -- work. In this difficult context, supervision, which required innovation and sound experience, was properly carried out. As regards textbook production, the supervision missions should have included a specialist, if possible the same person, in a more regular fashion. Regrettably, changes in the context and induced changes involving the focus of the project and certain components did not lead to a re-appraisal of the project and the drafting of a reference document for its continuation. 8.2 The First Education Project was a success, owing to its simplicity and limited number of components. The Second Project involved a greater number of entities, incorporating new and very specific activities into the production of textbooks and involving the participation of various financing sources, making it too complex for existing management capability. All parties had to work in a changing context during project implementation (changes in project direction, pol'Ltical situation and focus). These factors exacerbated delays. IDA shoild seek to establish conditions conducive to implementation when a project is to involve several ministries and multiple donors. 8.3 Major studies on the employment market should have commenced at the start of the project, before the programs were modified. A study was to begin in February 1982 under the First Education Project. The  - 14 - Second Project called for a detailed analysis of policies based on that study and the formulation of a plan to implement its findings. That part of the project, key to vocational training in Guinea, was never carried out. IDA should have monitored agreements and recommendations reached during negotiations and the commlitments made by the Government more closely, and/or should have initiated necessary readjustments during project supervision. 9. Borrower Performance 9.1 The efforts of the Borrower to improve the quality of education under the Second Project need to be continued, particularly as regards teaching personnel, whose enthusiasm needs to be supported. Through budget reallocaticns, the Government should seek to guarantee teachers' sufficient resources to ensure their presence in class, as well as the availability of teaching materials and good pedagogical supervision. 9.2 On the Guinean side, there is still a wide range of possible parties involved in the preparation of education projects. As this can pose problems of consistency and coordination, the role of the various parties involved should be redefined and clarified. There are, at present, various projects involving primary school construction throughout the country for which the originally defined process (ranging from total responsibility of the communities in construction to exclusive recourse to building contractors) is resulting in prohibitive costs and could, in addition, have perverse effects regarding the future motivation of the communities, who should remain involved in the decision-making process, construction and running of the primary schools. 10. Project Relationship 10.1 The positive relationships between IDA and the Borrower that started with the First Education Project continued. The efforts of both partners made it possible to overcome certain difficulties that arose during the project and resulted in its revision. This good cooperation also prevailed in the final implementation phase in the form of closer and more frequent supervision from IDA's Resident Mission in Conakry, with a view to improving the rate of disbursements.8/ 10.2 Cooperation between IDA and the other cofinanciers started during project appraisal and continued throughout implementation, primarily through exchanges of correspondence during the critical phases. EJ This change nevertheless did not result in full utilization of the proceeds of the credit owing to (i) poor management and planning of project activities; (ii) submission of requests for retroactive financing that were sometimes unacceptable; (iii) occasional late submission; and (iv) poor understanding of procurement and disbursement procedures.  - 15 - 11. Contra Sted _ r.oices 11.1 Architectural Services. The studies to be undertaken by the private sector were awarded to a single firm selected from among seven pro-qualified companies. The design of the facilities is in general appropriate, with the exception of the IPN where the personnel find it difficult to work in large spaces without partitions (see para. 6.9); and the Lab6 CFP where the central supply warehouse is insufficiently protected from dust, one of the roofing materials is posing a maintenance problem and the generator's fuel consumption exceeds the operating budget's capacity despite the renewed warnings by the SCTP and IDA missions since the beginning of the technical studies. Appropriate remedial action is underway for all these problems. 11.2 Construction Firms. In general, the quality of construction is satisfactory. Responsibility for the considerable delays at certain worksites could not be clearly established given the Government's problems with timely payments to the firms (selected in accordance with the prescribed procedures). 11.3 Suppliers of Equipment and Furniture. The items delivered conformed to the specifications and procurement followed the prescribed procedures. 11.4 Technical Assistance (specialist services and training fellowships). The tables in Annexes II1 and IV compare projected and actual technical assistance. The delay in the implementation of specialist services and training of local project personnel should be noted. Such delays make it difficult to analyze the impact of those activities. The quality of technical assistance was satisfactory, except as regards the non-existent cooperation within the DPE between the manager and his counterparts and the limited results in textbook production. With one exception, the entire technical assistance component related to manpower planning and projection was eliminated, which resulted in delaying the reform of technical and vocational education. In January 1988, a considerable un-utilized balance of US$873,000 of the contract that had been planned for the IDEC was reallocated to strengthen the planning and management capability of the sector and project. The fellowships were found to be very profitable by the beneficiaries, with several reservations regarding the training received by the editors for whom practical training with a publishing house was deemed insufficient. 12. Proiect Documentation and Data 12.1 Overall, the initial Credit Agreement and the July 1988 amendment were appropriate for the situation in the sector, in particular the points for which compliance was lacking or incomplete regarding curricula and conditions for admission to the CFPs and ENIs, studies on the development of vocational training and tracer scudies of CFP graduates.  - 16 - 12.2 The 1983 Appraisal Report, which served as the main reference for project monitoring and evaluation should have been updated, given the significance of changes that occurred during implementation. 12.3 Most of the information and data needed for the preparation of the project completion report were obtained from the SCTP and the institutions visited during the mission and, for the more remote ones, through the World Bank Resident Mission in Conakry, which transmitted a questionnaire on the necessary data for preparation of the PCR to those in charge of the various components. Calculation of overall project costs was nevertheless laborious because separate accounting records were kept for each source of financing and management was primarily concerned with keeping the funds still available up to date for each source of financing, without giving any particular attention to aggregating the various expenditures in a single reference currency by component and category of expenditure.  - 17 - PROJECT COMPLETION REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI) PART II. REVIEW OF THE PROJECT FROM THE BORROWER'S PERSPECTIVE PREFACE This report is the completion report on the Second Education Project jointly financed by the International Development Association (IDA), the African Development Fund (ADF), and the Saudi Fund for Development (SFD). The report was prepared by the Borrower (the Government of the Republic of Guinea) and will be for restricted distribution. It should be borne in mind that the different credit and loan agreements pertaining to this project were signed in 1983. In principle, and according to those agreements, the project should have been closed in 1988. However, as a result of the political changes that occurred in Guinea in April 1984 and which had an impact on certain of the project objectives, some of the components were fundamentally reorganized, especially those to be funded by IDA. This 'Led to the idea of amending Credit Agreement 1341-GUI between IDA and the Guinean Government. By the time that amendment was prepiared, the project had remained largely static for about two years Besides the political changes in Guinea, it should be noted that the approval process for documents was generally a long one. The slow-moving administrative procedures had a serious impact on the progress of the project. Thus, despite all the efforts deployed at different levels, the closing date initially set could not be met. The IDA credit (1341-GUI) was closed on December 31, 1990. As regards the ADF loan, although the different actions have already been virtually completed to the satisfaction of all parties, the closing of the loan has been extended to December 31, 1991, to permit utilization of the funds agailable from the technical assistance and training agreement with UNESCO. Regarding the SFD loan, the amount of funds still undisbursed has led 0.. 'and to extend the closing date to December 31, 1993.  - 18 - Basic data:2 Total cost of project US$30,200,000 Amount of IDA credit SDR 10,200,000 Amount of ADF loan FUA 14,500,000 Amount of SFD loan SRls 24,000,000 Date of IDA Credit Agreement April 26, 1983 Closing date of IDA credit December 31, 1990 Date of ADF Loan Agreement December 29, 1983 Closing date of ADF loan December 31, 1991 Date of SFD Loan Agreement May 19, 1993 Closing date of SFD loan December 21, 1993 Allocation of Funds IDA credit: (as sigr.ed; see June 22, 1988 Amendment in III(a) thereafter): Amount Allocated (expressed in SDR Z of Expenditures Category Eauivalent) to be Financed Civil Works 1,800,000 80% Architectural and 1,200,000 100% Engineering Fees Equipment and 1,370,000 100% Furniture Specialist Services 3,850,000 100% and Fellowships Incremental 240,000 50Z Operating Costs Refunding of Project 645,000 Amount due under Section Preparation Advance 2.02 (b) of Agreement Initial Disbursement 55,000 Amount due under Section to Special Account 2.03 (b) of Agreement Unallocated 1.040.000 Total 10,200,000  - 19 - ADF loan: Z of Expenditures Cateoorv Amount in FUA to be Financed Civil Works 8,513,738 80-1002 Architectural Fees 360,000 100Z Equipment, Supplies 2,840,000 1002 and Materials Specialist Services 2,771,102 1002 and Fellowships Operating Costs 15.160 1002 Total: FUA 14,500,000 SFD loan: Amount Allocated Z of Expenditures Category (expressed in to be Financed SRls) 1. Construction of an IPS and 15,658,000 1002 of all an ENI at Kankan and of an expenditures IPS at Faranah 2. Supply of equipment and 4,732,000 100% of all furniture required expenditures 3. Architectural and 175,000 1002 of all engineering expenditures fees for the Faranah IPS 4. Unallocated 3.435.000 Total 24,000,000 I. PROJECT OBJECTIVES AND CONTENT The Second Education Project was to be executed in five years, from 1983 to 1988. Its main objectives were: A. To upgrade the training provided in vocational schools. B. To develop the manpower and education planning capacity required to formulate a quantified strategy for addressing the external efficiency issues. C. To improve the quality of primary education. D. To provide the Projects Directorate with an appropriate infrastructure and equipment.  - 20 - E. To provide specific training for staff by means of seminars. The project comprised the following components: PART A: VOCATIONAL TRAINING 1. Construction, furniture, equipment, materials, incremental operating costs and fellowships to improve and develop the existing facilities and training programs for skilled workers in the Vocational Training Institutes (IPSs). 2. Equipment, consumable materials, speciaAst services and fellowships to support the regular programs of the Technical Instructor Training Institute (ISFORPET) and assist it with curriculum development. 3. Furniture, equipment, specialist services and fellowships to develop a Central Supply Unit to carry out the procurement and supply of equipment, parts and working materials for the IPSs. PART B: EDUCATION AND HUMAN RESOURCES PLANNING 1. Furniture, equipment, incremental operating costs, specialist services and fellowships to establish an Education Planning Directorate (DGPE) to strengthen the national education planning capability. 2. Furniture, equipment, incremental operating costs, specialist services and training fellowships for strengthening the Education and Training Division (DEF) responsible for planning human resource development in the Ministry of Planning and Statistics. PART C: IMPROVEMENT OF THE QUALITY OF PRIMARY EDUCATION 1. Construction, furniture, equipment, incremental operating costs, specialist services and training fellowships in order to upgrade and expand the existing facilities of the National Pedagogic Institute (IPN), to build up a capacity for reviewing teaching methods and preparing primary school textbook manuscripts, and to upgrade primary school inspectors and familiarize them with the new teaching methods and textbooks. 2. Construction, furniture and equipment to improve and expand the existing facilities of the Educational Printing Office (IDEC), consumable materials, incremental operating costs, specialist services and fellowships for the production and distribution of primary school textbooks. 3. Construction, furniture and equipment and incremental operating costs to upgrade and expand existing facilities for two Primary Teacher Training Cclleges (ENIs) and fellowships to improve the quality of teacher training and prepare for the introduction of new teaching methods and textbooks.  - 21 - PART Dt PROJECT MANAGEMENT 1. Construction, furniture and equipment to upgrade existing facilities for the Education Projects Directorate (DPE), incremental operating costs, specialist services and fellowships to strengthen its project implementation capability. 2. Specialist services to assist the Government in the preparation of a possible third education project. PART E: OCCASIONAL LOCAL TRAINING Granting of allowances to participants in local advanced training seminars in teaching methods and education planning. II. PROJECT IMPLEMENTATION A. IMPLEMENTATION PERIOD AND CONFORMITY WITH THE AGREEMENTS WITH THE DONORS In accordance with the terms of the different agreements, all concluded in 1983, the project was to be closed five years after signature, i.e., in 1988. However, owing to the political changes and their consequences, none of the agreements was implemented within the time set. The implementation of the project was handled by an existing Projects Directorate (Project Unit) in the Ministry of Education. The Project Unit was responsible for all administrative tasks and management of the project. This unit also participated in the letting of the different contracts for works and supply of equipment and consumables. .ost of the architectural and technical studies for the different construction projects were done by a Dakar-based private consulting firm. Only a part of these studies was done directly by the Project Unit, namely, those for the Faranah Vocational Training Center (CFP), the offices housing the Project Unit, the Education Print Shop (IDEC), and for certain work done in the Labe CFP/ENI complex and the N'Zer6kore CFP as a result of the amendments accepted by ADF. The work in question consisted of housing and the ENI practice school. The Project Unit, in conjunction with the private architectural firm, supervised the works and participated in the provisional and final acceptance of works, furniture, equipment and working materials. In the course of implementation of the project the director was replaced in 1985. Two years later, in March 1987, the management ,,  - 22 - expert left. It should also be noted that in December 1988, to permit renovation of the Education Ministry building (financed by the National Development Budget, BND), the MEN Cabinet occupied the Project Unit's premises and the Unit's staff vere temporarily transferred to the National Pedagogic Institute, where working conditions are much poorer (no power, no telephone). In October 1989, with the establishment of the Ministry of Pre-University Education, the Project Unit was attached to that ministry. It is also worthy of note that during the implementation of thir- project most of the Project Unit staff, especially those concerned with works, management, equipment and secretariat services, benefitted from fellowships for training purposes. B. PHYSICAL IMPLEMENTATION Sites: Project components were distributed among the different sources of financing: 1. The IPN, the Project Unit and the Print Shop were financed by IDA. 2. The Labe CFP/ENI and the N'Zerekore CFP were financed by ADF. 3. The Kankan CFP/ENI and the Faranah CFP were financed by SFD. Architectural Studies: The studies relating to the preparation of bidding documents for civil works were entrusted to a private firm. For most of the locations it was primarily a matter of upgrading works that also included some expansions. At the IPN, a new administration block was put in adjoining the main building, with which it is linked by a covered walkway. At the Lab6 CFP/ENI complex, besides the existing workshops and classrooms a new administration building was built for the CFP, together with a multipurpose room for joint use by the two institutions. In addition, six staff houses were built that were not included in the original project. A sizable practice school was also built using the funds available from the ADF loan. A new administration facility was built for the Kankan CFP/ENI complex. A new administration building was built at the N'Zerekore CFP, together with a multipurpose room like the one at Labe.  - 23 - Construction: The construction work was contracted after competitive bidding. Contracts for the IPN and for the Lab6 CFP/ENI and the N'Z6rUkor6 CFP were awarded to two foreign contractors. It should be mentioned that substantial supplementary works were added to the CFP/ENI contract on the basis of amendments authorized by the ADF to use funds remaining after implementation of other project components. The contract for the work to be done at the Kankan CFP/ENI complex was awarded to a third foreign firm, but a major delay developed there owing to the misunderstanding that persisted for some time between the SFD and the Government regarding who was responsible for the civil works, coupled with communication difficulties between the two parties. The works for the Faranah CFP were started considerably behind schedule and are still under way. It should be noted that IDA authorized rehabilitation of the building housing the Education Ministry's Planning and Statistics Directorate. This work was done by a local firm. The contracts for the Educational Printing Office (IDEC) and that of the Projects Directorate were both awarded to another local firm. However, while there have not been any major problems with the Projects Directorate office, numerous unforeseen complications have arisen with the work on the IDEC office. To begin with, following the change of regime in Guinea the new government decided to return all the buildings that had been seized for political reasons under the former regime. This led to the Catholic Mission demanding the return of the IDEC premises, which it claimed belonged to it. Extensive negotiations with involvement of the Housing Ministry were needed to resolve this situation. Meanwhile, in view of the trend toward privatization in Guinea, IDA asked that all equipment procurement for the IDEC be suspended. Then in addition, the President of the contracting company passed away, and after a period of drift the company is now trying to get back on its feet again. All these happenings had a negative impact on progress in this area. The various contracts, the firms to whom they were awarded, the implementation periods, the acceptance dates and other data pertaining to the works are shown in the annexed tables. In the context of utilization of the funds available from the IDA credit, an experimental rural school building program was carried out with the participation of the local authorities. In this way 21 classrooms spread over seven sites were built in 1988-90. At the same time, a study was made of prototype rural classrooms in conjunction with  - 24 - the UNESCO regional office in Dakar. Twelve classrooms have been built as part of this study. Furniture and equilment: All date concerning these items are presented in the annexed tables. It is worth noting that the users report the equipment and furniture supplied to be of good quality. Moreover, in view of the savings achieved on certain components, considerable quantities of working materials and consumables were procured in order to permit normal operation of the different workshops. The essential problem lies with the generators purchased for certain centers. The fact is that their high power (280 kW) makes them costly to run. Accordingly, it was decided that for the rest of the program two small sets would be procured for each center rather than one large one. Furthermore, on account of the very limited availability of electricity, especially in the interior of the country, the donors agreed to provide financial support for the purchase of fuel to run the generators. This assistance was to be furnished for a three-year period, but with the constant increases in fuel costs operation was only covered for 18 months. Meanwhile, since IDA and two other donors (FAC and USAID) had started an education sector adjustment program (PASE) with the Guinean Government, it was decided that the available funds from the IDA credit would be- used for starting up this PASE. A considerable quantity of equipment and furniture was bought in this way. The data relating to these purchases are also shown in the annexed tables. III. PROJECT COSTS The total cost estimate for the project jointly financed by IDA, the ADF and the SPD amounted to US$ 30,200,000. The details of the project financing by donor are presented below:  - 25 - (a) IDA Financing (as per June 22, 1988) (in SDR Equivalent) CATEGORY APPRAISAL ACTUAL (1) DIFFERENCE I. Civil Works 2,000,000 1,837,037.56 II. Architectural Fees and 900,000 594,478.76 Engineering Fees III. Equipment, Supplies 2,625,000 2,364,959.55 and Materials IV. Specialist Services 3,900,000 4,196,959.07 and Fellowships V. Incremental Operating 345,000 166,602.35 Costs VI. Refunding of Project 375,000 374,554.30 Preparation Advance VII. Unallocated 55,000 _ VIII Special Account (to be 15,032.27 distributed/Cat. 3-5) TOTALS 10,200,000 9,549,623.86 -650,376.14  - 26 - (b) ADF Financing (in FUA) CATEGORY APPRAISAL ACTUAL (1) | DIFFERENCE . _ _ _ _ _ __ _ _ _ _ __ ___ _ _ __ _ _ __ (1) I. Civil Works 8,513,737.98 8,518,443.74 +4.705.76 II. Architect's fees 360,000 80,431.02 -279,568.98 III. Equipment, Supplies 2,840,000 3,398,455.13 +558,455.13 and Materials IV. Specialist Services 2,771,102.41 2,109,809.86 -661,292.55 and Fellowships V. I Operating costs 15,159.61 - -15,159.61 Total 14,500,000 14,107,139.75 -392,860.25 (1) As of the first quarter of 1991 (ADF Loan disbursements not completed). (c) SFD Financing (in SRls) CATEGORY APPRAISAL ACTUAL (1) DIFFERENCE (1) I. Construction 15,658,000 8,576,392.66 7,081,607.34 II. Architect's fees 175,000 _ 175,000.00 III. Equipment, supplies 4,732,000 2,327,002.66 2,404,997.36 and materials IV. Specialist services _ V. Operating costs VI. Repayment _ Unallocated 3,435,000 3,435,000.00 TOTALS 24,000,000 10,903,395.32 13,096,604.68 (1) As of the first quarter of 1991 (SFD Loan disbursements not completed).  - 27 - These tables show the percentage utilization of the financings to have been as follows: - IDA 93.6%, thus leaving 6.4% unused - ADF 97.29%, n 2.711 " SFD 45.432, " n 54.57Z In view of the amounts remaining unused, the African Development Fund and the Saudi Fund For Development decided to extend the closing dates for their financings to December 31, 1991 and December 31, 1993, respectively. IV. PROJECT RESULTS A. General While the vocational training, education and human resources planning, primary education, project management, and training seminars and workshops components have helped to revitalize the education system, certain aspects still remain to be completed. (a) Vocational Training (i) Tne Labe, Kankan and N'Zerekore CFPs have been completely upgraded, expanded and provided with furniture, equipment, supplies and working materials, and miscellaneous consumables and logistic equipment. The instructors have benefitted from fellowships and study trips. (ii) The ENSET has received equipment, working materials, specialist services, and fellowships to support its regular training programs. The entire program set up at this level has been carried out. (iii) The Central Supply Unit intended for supplying the CFPs with equipment, parts and working materials has not been set up; only the training component was carried out, with one staffer receiving a fellowship. (b) Education and Human Resources Planning (i) The Education Planning Directorate has been provided with infrastructure, equipment, operating funding and has benefitted from fellowships which have enabled it to strengthen its efficiency and planning capacity. (ii) The Human Resources Directorate in the ministry of Planning and International Cooperation responsible for education and training (DEF) has been furnished and equipped and provided with means for operation, and has also benefitted from fellowships. Its capability has therefore been greatly strengthened.  - 28 - (c) ImDrovem2nt of the Oualitv of Primary Education Mi) The National Pedagogic Institute has been entirely renovated, expanded, furnished, equipped, provided with miscellaneous fungible items (supplies and office equipment) and two vehicles (one for the Pedagogic Support Department and another for the Director); the Curricula Division received the scheduled technical assistance while the Guinean personnel benefitted from fellowships and/or study trips. (See Annex IV). The curricula for primary and secondary education were established in 1984 and adjusted in 1987, following an experimental period. Printing and transportation problems prevented their general introduction and evaluation following the 1984-90 interim period, as set by the National Education Conference. It would be desirable for this activity to be continued so that each teacher and each school can be provided with the vital tools represented by curricula and syllabi. Out of 17 manuals in manuscript form, 3 have been edited, printed and distributed, but the request submitted to IDA -- and accepted -- that the production of the reading and language manual be covered by the funds available from the credit, in addition to the planned 17 titles, has not produced results. This is why it would be desirable that the requirements concerning textbook production be rigorously obssrved and that compliance with the relevant clauses be periodically evaluated. Textbook Purchases Title/Level Quantity Project Publisher Number procedure received 1. Arithmetic Ist Year 90,000 Int.Comp.Bid. Foreign 89,058 2. n 2nd Year 60,000 n n " n 60,660 3. Language + Reading 60,000 n nn 57,700 2nd Year 59,936 4. French 3rd lear 60,000 TOTAL 270,000 267,354 These books, ordered in September 1989, were not delivered till January 1991, with a three-month distribution delay; in other words, it took two years to receive an order placed using the current procedure. It would be desirable to simplify the procedure at this level in the interest of the education system. Regarding training, we have already noted above that the entire program set up has been carried out in both the IPN divisions and at the IDEC.  - 29 - (ii) The IDEC component was only able to post completion of the infrastructure items which, while started in 1986 were not finished until three years later, in 1989, whereas the original schedule called for them to be executed in eight months. The difficulties connected with the slow pace of execution of the works, due to concerns about a possible change of status and supervisory authority, the deterioration of the equipment in place during the execution of the infrastructure, and the blocking of this component resulting in items originally included not being carried out, contributed to the IDEC's capacities being curtailed more than in the past. For the same reasons, this component never received the planned technical assistance. Today, the IDEC forms part of the IPN and we have highly qualified human resources at this level. To remedy the Guinean education system's severe textbook shortage, we suggest that the Educational Printing Office component be taken into consideration in the PASE. (iii) The Lab6 and Kankan ENIs have beer. entirely renovated, expanded and provided with furniture, equipment and consumables, and have benefitted from fellowships for the teaching staff (see Annex IV). (d) ProJect Manazement (i) Everything was executed at this level except for the funding for incremental operating costs, which was halted. Since the World Bank had been the only source that was funding these costs, the Government found itself suddenly deprived of these resources while at the same time the other two donors (ADF and SFD), whose agreements did not include provision for this expenditure, extended the closing dates for their financings to December 31, 1991 and December 31, 1993, respectively. The Project Unit received short-term or permanent technical assistance from expatriate experts together with fellowships for training courses and study trips, which greatly helped toward strengthening its project execution capacity. (ii) The Third Project never materialized. It was replaced by the PASE. The funds and specialist services that were to be used for preparation of a third project were utilized in setting up the PASE. (e) Seminars All the seminars programmed were conducted and enabled the training of a large number of teaching staff, thus contributing to strengthening of the efficiency of the education system's capacities.  - 30 - B. Project Imnact 1. Vocational Trainina Three CFPs (Lab6, Kankan and N'Zerekor6), all rehabilitated, expanded and fully equipped, have made it possible to raise the total technical education capacity to 3,393 students as compared with 2,771 in 1983, hence an increase of 22X. The security of ENSET has been assured thanks to construction of a protective wall. The training effort has been quite outstanding. Between 1983 and 1990, 17 staffers received training abroad; these benefitted from fellowships for two to 10-month courses and 15 study trips. At the local level, 382 skilled workers were trained in the different centers, to the great benefit of the Guinean labor market. The work of 12 technical assistance experts made it possible to raise the skill level of their Guinean counterparts through the quality of the preparation of teaching documents and the thoroughness with which the courses were taught at the Matoto ENSET. In this way, 110 Assistant Technical Instructors (PTAs) have been trained and 227 are currently in training. If the Faranah CFP, now nearing completion, and the Central Supply Unit, not executed, are disregarded, it can be stated that the Second Education Project achieved its objectives in this subsector and has had a positive impact on Guinea's education and socio-professional system. 2. Education and Human Resources Planning The rehabilitation of a two-story building that is fully furnished, with functioning equipment, computerized services and 13 staff members trained abroad, has helped to give the Education Planning and Human Resources subsectors in the Ministry of Planning and International Cooperation a greatly enhanced capability in preparation of the school map and alignment of training on the country's employment and human resource requirements. One highly competent expert worked very hard in this subsector and his efforts made it possible to raise the staff's skills, and helped to make them more efficient in the performance of their duties. 3. Improvement of the Ouality of Primary Education The construction of the two-story IPN complex and of two ENIs, with provision of furniture and excellent equipment so that working conditions for the staff employed in them are outstanding, the training abroad of 30 staffers who received fellowships aLnd benefitted from 10 study trips, with operation dynamized by the supply of consumables, transportation equipment, fuel and lubricants for the different echelons plus the capable technical assistance personnel, all served to further the impact of the Second Education Project here, which would have been even greater if the IDEC component had been finalized, since this would have made possible the printing of the 17 textbooks programmed.  - 31 - 4. Prolect Management The Projects Directorate was completely renovated, equipped and provided with consumables and transportation equipment. Twelve staff members benefitted from training courses abroad and three made study trips. Two experts participated in the training of local staff and in the management of the project. All of these contributions helped to enhance the skills of the staff and to make the directorate function more efficiently in managing projects. 5. CONCLUSION The benefits received by Guinea from the Second Education Project are undeniable. Among other things, it has helped to upgrade our education system by training effective primary teachers and vocational instructors, producing skilled workers to meet the demand for qualified labor capable of contributing positively toward improvement of living conditions in Guinea. It must also be noted with satisfaction that this project enabled the Project Unit to acquire effective means for the preparation, execution and monitoring of future projects, and the planning offices to develop the desired competence and efficiency in the performance of their respective tasks in the Ministry of Education and the Ministry of Planning and International Cooperation.  - 33 - PROJECT COMIPLETION REPORT GUINEA SECOND EDUCATION PROJECT (CREDIT 1341-GUI) PART III. STATISTICAL INFORMATION 1. Related IDA Credits Title and Year of Approval Amount and Obiective Status and Comments Credit 1837-GUI SDR 15,100,000 Credit effective since March 11, 1988 He a 1 t h Services The project will support Disbursement (as of Development Project Government's efforts to 9 / 1 3 1 9 1 ) : SDR 1987 (a) develop planning and 6,885,820.17 management capabilities within the Ministry of (i) Central Planning and Hea'th and introduce Management: (a) Mid-Term p o 1 i c y a n d evaluation indicates administrative reforms good progress in to improve the quality developing central level and efficiency of basic capacity in planning and health services, human resource and including f amily financial management. planning; (b) improve However, local training basic health care in the has experienced delays region of Middle Guinea; due in part to location (c) strengthen financial of central training unit and operational and lack of local management in the region training teams to of Middle Guinea; and execute training (d) develop and evaluate efforts. Lack of c o0s t recovery counterpart funds has activities. resulted in inadequate financing for recurrent needs at health facilities. (ii) Regional Services: While health center supervision appears to be adequate, hospital management system needs to be strengthened  - 34 _ considerably. Cost recovery in health centers relatively successful but hospital tariff structure inadequate. New tariff structure to be introduced once rehabilitation and equipping of facilities completed. Intermittent shortages in certain drugs at some health facilities. Regional management of drug supply introduced to avoid oversupply or undersupply of some drugs. Credit 2155-GUI SDR 15,400,000 Credit effective since November 14, 1990. Education Sector The credit would support Disbursement (as of Adjustment Project implementation of a 9 / 13 /9 1): SDR 1990 comprehensive package of 3,045,109.39 educational policy reforms, aimed at S i n c e c r e d i t preventing a major effectiveness, project deterioration of the implementation has not education system and advanced as planned. creating a basis for the First, counterpart funds sector to contribute to have not been made m e d i u m - t e r m available by the s o c i o e c o n o m i c Treasury to the Ministry development, to be of Education and second, achieved through: (a) the Ministry of improving sector Education's "Direction strategy formulation and d e s A f f a i r e s managerial capacity; (b) Administratives et rationalizing public Financieres (DAAF) I has expenditure in the failed to institute the sector; (c) launching a required administrative primary school and accounting construction and procedures to ensure rehabilitation program; that the budget can be (d) increasing the spent quickly and that relevance of education expenditures are to employment prospects, appropriately monitored. and the economic needs The problem in the DAAF of the country; and (e) is due in part to addressing gender issues USAID's failure to with programs of special provide timely technical emphasis. assistance to strengthen  - 35 - the unit's financial management and accounting capacity. Unless these two problems are resolved immediet=ly and sector expenditures begin to increase as programmed, Government will not be able to comply with the P A S E c r e d i t conditionality by the time of tranche review (November 1991). 2. Proiect Timetable Date Planned Date Actual Pre-Identification Mission October 22-27, 1979 Sector Study February 1980 Identification Mission (Not available in Files) Preparation Mission March 5-27, 1981 Appraisal Jan. 23-Feb. 11, 1982 Credit Negotiations Feb. 25-March 1, 1983 Board Approval March 29, 1983 Credit Signature April 26, 1983 Credit Effectiveness August 24, 1983 December 20, 1983 Credit Closing (1) December 31, 1988 December 31, 1990 Final Disbursement August 8, 1991 (1) The Closing date was postponed to December 31, 1989 on July 9, 1989 and to December 31, 1990 on January 9, 1990. 3. Credit Disbursements Cumulative Estimated and Actual Disbursements (in millions of SDR) IDA Fiscal Year 1984 1985 1986 1987 1988 1989 1990 1991 Appraisal Estimate .9 3.2 7.4 8.9 9.9 10.2 Actual .6 2.0 3.1 4.0 4.3 5.4 7.4 9.55 Actual as Z of Estimate 66.62 62.52 4.182 44.9% 43.4% 52.9% 72.52 93.6% Note: An undisbursed amount of SDR 0.65 million was cancelled.  - 36 - Cumulative Estimated and Actual Disbursements (in millionis of US$) IDA Fiscal Year 1984 1985 1986 1987 1988 1989 1990 1991 Appraisal Estimate 1.0 3.5 8.0 9.6 10.7 11.0 Actual .6 2.0 3.2 4.3 4.8 6.2 8.8 11.7 Actual as X Estimate 60.0% 57.12 40.0% 44.8Z 44.9Z 56.42 80.0% 100.0% 4. Proiect Implementation Indicators ADpraisal Estimate Actual Rehabilitation of 4 CFPs Labe September 1985 June 1986 (1) N'Zerekore September 1985 March 1987 (2) Kankan September 1985 October 1989 (3) Faranah (not scheduled) (to be completed) (4) Rehabilitation of the IPN June 1985 September 1985 (5) Rehabilitation of the IDEC June 1984 October 1989 (6) Rehabilitation of 2 ENIs Labe June 1985 February 1988 (7, Kankan June 1985 October 1989 (8) Rehabilitation of the DPE December 1983 May 1988 (9) (1) Delays due to the length of the competitive bidding procedure. (2) As above (single contract for CFPs Labe and N'Zer6kore) and access difficulties. (3) Communication problems with the financier, delays in start-up of competitive bidding procedure and misunderstanding of donor payment procedures. (4) Delays in architectural studies and payments. (5) Additional works. (6) Start-up delays associated with uncertainties as to the ownership of the site and the future of the institution, contracting firm's internal problems, and payment delays. (7) Additional works related to the rehabilitation of a practice primary school and construction of housing for the ENI. (8) Idem (3). (9) Start-up delays, contracting .. rm's internal problems, and payment delays. Note: A comparative implementation timetable is given in Annex I.  - 37 - 5. Proiect Costs and Financing 5.A Prolect Costs Catezory Amounts in thousands of USS ADpraisal estimate Actual costs Difference in Z Civil works 15,494 19,356 +24.9% (1) Furniture and equioment 5,304 8,160 +53.8% (2) Professional fees 1,609 1,206 -25.0S (3) Specialist services 5,744 6,325 +10.1% (4) Fellowships 1,407 1,760 +25.1% (5) Operating costs 531 229 -56.9Z (6) Local seminars 106 179 +68.9% (7) Total 30,195 37,215 +23.2% Note: The costs expressed in Guinean Francs are not available for the complete project (see Part I, para. 12.3). (1) Scope of works exceeding appraised project (see para. 4 above). (2) Idem (1) and preparation of the PASE. (3) Studies partly done by the SCTP. (4) ENSET assistance and preparation of the PASE. (5) Overrun for all components (see Annex II). (6) Lower as a whole for all components. (7) PASE preparation and start-up. 5.B Project Financing Appraisal Actual Difference in Source Unit Estimate Disbursement Z IDA (1) SDR 10,200,000 9,549,623.86 -6.42 ADF (2) FUA 14,500,000 14,107,138 -2.72 SFD (3) SR1 24,000,000 10,903,395 -54.52 Government (4) US$ 3,410,000 1,061,242 -68.82 (1) Contribution equivalent to US$11 million at the time of appraisal. (2) Contribution equivalent to US$11,720,000 at the time of appraisal; disbursements to continue until December 31, 1991. (3) Contribution equivalent to US$4,070,000 at the time of appraisal; disbursements to continue until December 31, 1993. (4) Guinean contribution converted into US dollars for the sake of comparison, given the change in currency on January 6, 1986, from the Syli to the Guinean Franc.  S.C ALLOCATION OF THE IDA CREDIT BY DISBURSEMENT CATEGORY Initial Allocation Amendment of June 22, 1988 Actual Amounts Amounts Amounts disbursed as of Allocated X of Expenditures Allocated % of Expenditures August 8, 1991 Difference (in SDR) to be Financed (in SDR) to be Financed (in SGR) in % 1. Civil Works for 1,800,000 80X 1 - Civil Works 360,060 100% 241,973.30 -19.4% Parts C(1), C(ii) (a) Part C(iv) of and D(i) of the the Project Project (b) Parts B(i), C(i), 1,700,006 90% 1,S95,084.26 -6.2X C(l), and D(i) 2. Architectural and 1,200,000 100% 2. Architectural and 900,000 100% 694,478.76 -33.9% Engineering Fees for Engineering Fees Parts A(i), C and D of the Project 3. Equipment for Parts 1,37060,6 100% 3. Equipment, supplies 2,625,600 100% 2,364,959.56 -10.0X Parts A(iii), 8, C(;) and materials. and C(ii) of the Project and Furniture for Parts A(iii), B, C(i) and C(ii) of the oo Project. 4. Specialist Services 3,850,060 100% 4. Specialist Services 3,900,660 10%x 4,198,969.07 +7.8X for Parts A(iii), B, and Fellowships C(i), C(ii) and 0 of the Project and Fellow- ships for Parts A(ii), B, C and D of the Project. 5. Incremental Operating 240,66 s6oX S. Incromental Operating 345,060 80% 166,602.35 -61.7X Costs for Parts A(i), Costs for Parts A(i), B, C and 0 of the B C and D of the Project. Project 6. Refunding of PPF 646,000 6. Refunding of PPF 376,000 374,564.30 6.1% 7. Initial Disbursement 5660W 7. Initial Disbursement (16,000) 15,032.27 to Special Account to Special Account 8. Unallocated 1,040,000 6. Unallocated 6S,000 0 TOTAL 10,200,000 TOTAL 10,200,000 9,649,623.86 -6.4X Amount to be cancelled: 650,376.14  - 39 - 6. Project Results 6.1 FELLOWSHIPS AND SPECIALIST SERVICES Fellowships Specialist Services (months) (months) Objectives Planned Actual Planned Actual Comments = = = = == 3== == = = _ = CFP Preparation of vocational 21 22 Training Is completed. training progras ENSET Preparation of vocational 136 91 17 23 Training objective partially training curricula and completed. Evaluation and equipment standardization revision of curricula not implemented. DGPE (a) enhance the gathering s6 32 80 82 Most of the objectives have of statistical dota. bsen met. (b) study vocational Manpower studies have not training development, boen carried out. (c) undertake a tracer The adaptation of teaching study of graduates. to manpower needs was not achieved. IPN Setting-up of programs, 116 16S 136 157 Objectives partially met. training of teachers, The production of teaching editing and production materials was achieved but of textbooks. its distribution was limited to Conakry. Teacher training completed. ENI Enhance the methodology of 124 84 Most of the objectives related general school subjects, to training have been met. Science and French DPE Project management. Upgrading 24 45 87 98 A few important management of institutions, procurement, weaknesses still exist. Objectives building design, supervision partially met. of works, specialist services and fellowships.  - 40 - 6.2 TEXTBOOK PRODUCTION Objectives Planned Actual Comments Textbook Production 1,218,000 about 460,000 See Part I, pas. 6.10. Average production cost per book USS.78 USS.76 Cost per complete set First Grade USS.78 USS.76 Last Grade USt3.91 not availablo 6.3 INFRASTRUCTURE Average Planned Actual Unit Cost Objectives m2 1/ m2 1/ per m2 Comments ______= ===== = Labe CFP * ENI 4,660 10,019 USS736 Supplementary works added by ADF: Rehabilitation of a practice primary school; construction of a multipurpose hall and of six staff houses. Kankan CFP * ENI 3,414 3,630 USS486 N'Zerekore CFP 2,890 4,242 USS1,281 Supplementary works added by ADF: construction of a multipurpose hall and three staff houses. Conakry IPN 1,878 2,520 USS761 Construction of extension to main building. Cortakry IDEC 984 967 USS622 Conakry DPE 415 540 USSSO0 Rehabilitation oxtended to adjacent area of some building. 1/ Global area (rehabilitation + new construction). NO: The actual unit costs reflect the impact of distance factors as well as the down trend resulting from increased competition in the construction sector (see also implementation schedule in Annex I).  - 41 - 7. STATUS OF C DIT AOREEMENT COVENANTS Amendment of Section Initial Agreement June 22, 1988 Status 2.03 (a) Special Account The Account was blocked opening. for a two-year period following * Government decision, in 1986, to close down and reorganize the national banking system. (b) Initial amount Amount raised to SDR SDR 55,000 160,000 on December 1, 1988 to facilitate dis- bursements related to the preparation of the PASE and the experimental primary school construction scheme. 2.05 Closing Date Extension to Extended to December 31, 1990 (December 31, 1988) December 31, 1989. on January 8, 1990. 2.08 Payment of commitment Payments sometimes late, charges. causing partial suspension of disbursements. 3.01 (b) Counterpart Raised to OF 18,000,000. Difficulties in providing funds. funds, funds blocked for a period of more than one year. 3.02 (b) Counterpart Qualified counterpart staff staff. were not always available when experts arrived. 3.03 Program for the Review available in June implementation of 1985. Manpower study not policy recommerdations carried out. in the educat;on sector review and manpower study. 3.04 (a) CFP admission Admission conditions and Conditions set but not condition set on duration of training to followed. December 31, 1983. be set on December 31, 1989; implementation set for the beginning of the 1990 school year. (b) Introduction to No new curriculum introduced, new curricula (begin- several streams eliminated. ning of 1986/88 school year).  - 42 - 7. STATUS OF CREDIT AGREEMENT COVENANTS Amendment of Section Initial Agreement June 22, 1988 Status 8.06 METMFP Central Eliminated Owing to the improvement Supply Unit In local economic and supply conditions. 3.06 (a) Reorganization of Done in 1990. the MPS Education and Training Division. 3.07 (a) Study on the Study not carried out. development of Planned under the PASE vocational training with CIDA's participation. (June 30, l9ss). (b) Tracer studies or, Eliminated Key studies for the develop- graduates (IPS and ment of vocational training, agro-zoot-chnical though... faculties). 3.08 (a) Establishment of Three toxtbooks published syllabi and textbooks (calculus, sciences, for primary programs history) for the third in the French language. year. Manuscripts available for 14 other manuals. (b) Provision of funds Budget not established by for payment of Cuinean the Government, payments authors made using IDA funds. 3.09 (a) Autonomy of the Not achieved. IDEC (b) Provision of Eliminated Funds reallocated for sufficient funds for supplies of manuals to the the IDEC schools and fellowships for educators. 3.10 (a) ENI admission Extended to December 31, Recruitment planned after conditions (December 1989 for implementation the second cycle but not 31, 1984) at the start of the 1990 implemented; transitional school year. period planned until 1994. (c) Implementation of Submission of the program Implementation scheduled for the revised program to IDA on December 31, September 1991. on October 1, 1986. 1989. 3.11 Study on the re- Extended to Juno 30, Two studies done; new organization of 1989. primary training program primary teacher formulated; now primary training (June 30, teacher training began 1985). in January 1991.  - 43 - 7. STATUS OF CREDIT AGREEMENT COVENANTS Amendment of Sectlon Initial Agreement June 22, 1988 Status 3.13 Fellowships Carried out, quality of training uncertain for text- book production. 3.15 (d) Project completion Submitted with major gaps report, regarding project costs. 4.01 Project accounts The financial records were kept by source of financing but there is no record of project accounts for all sources of financing combined in a single currency. 4.02 Audit Ministere du Controls Completed, often with delays. d'Etat replaced by independent auditors 4.03 Maintenance and Maintenance in general ensured; operation of operations suffering from facilities included insufficient operating budgets. under the project. 5.01 Effectiveness of Delayed twice. Delays in the credit progress related to final- ization of the other sources of financing and availability of contract documents in French.  - 44 - S. Use of IDA Rosources 8.A Staff Inputs Stage of Project Cycle Weeks Through Appasisal 116.7 Appraisal 1Irough Board Approval 6.4 Supervision 93.9 Completion 13.0 Total 228.0 8.6 Missions Performance Month/ Number of Man-weeks Rating by Year Participants Specialization in Field Type of Problem Supervision 1 Jan. 1984 1 A 1 Supervision 2 Oct. 1984 2 GE,TP 2 Supervision 3 June 1985 1 GE 1 1 2 2 2 Supervision 4 Nov. 1985 2 CE,E 2 Supervision S May 1986 2 GE,E 2 1 2 3 3 Supervision 6 Oct. 1986 2 GE, A 3 4233 Supervision 7 Jan. 1987 1 A 1 4 2 3 3 Supervision 8 June 1987 1 A 1 3 2 3 3 Supervision 9 Oct. 1987 1 E 1 Supervision 10 Nov. 1987 1 A 1 Supervision 11 Jan. 1988 2 A,D 1 Supervision 12 April 1988 2 A,GE 1 4 3 3 3 Supervision 13 July 1988 2 A,GE 3 3 3 3 3 Supervision 14 Oct. 1988 4 A,GE,OA,TP 4 2 3 2 2 Supervision 15 Dec. 1988 2 A,CE 2 Supervision 16 March 1989 1 OA 1 2 3 2 2 Supervision 17 Jun 1989 na na no 2 3 2 2 Supervision 18 Oct. 1989 1 OA 1 2 3 2 2 Completion April 1991 3 A,TE,TP 4 Abbreviations: Specializations: AArchitect; OA=Operations Analyst; D=Demographer; E=Economist; GE=General Educator; TE=Technical Educator; TP=Textbook Production Specialist Performanceo Eva!uation: 1=probl-m-froe or minor problems; 2=moderate problems; 3=major problems Type of Problems: F=financing;, M=Management; D=Impact on Development; GG=General Performance  - 45 - ANNEX I CUINEA - SECOND EWUCATION PROJECT (Credit No. 1341-CUI) Comparative Project Timetable (Civil Work* A Equipement/Furniture; Specialist Services and Fellowshipp in Annexes II and SSS). 1982 1483 1984 1985 1986 1987 1988 1989 1990 CFP (ex IPS) Civil Works PPPPPPCCCCCZP Labe EEE AOAOAOAO ollaala alTi aaaaaaa alaallf 1 i lliTT TTa N'z*rekore EEE AOAOADAO oa i iiii i i i iilill illil l ii ili Kankan :EEEAOO iii iii ii ii I a a as I I I I a i a 1/ Faranah E ADO SO1T1TTf111rwT m :TT Equipment/Furniture PPPPPPPPPPPPCCCCCCCCCCCZ Labe LLLL L. LL LL ULl LL N'zra,re o k.I.L LU Li LL sLll LL Kankan :LIiLi. LLL 1/ Faranah UL:LLL fNSET (x ISFORPET) ______________----- : 2/Civil Work DETFP TTT'ITTTTTT Equipmsnt/Furniture PPPPPPPPPPPPCCCCCCXXXX)OOOOX LLU LLL Central Supply L'nit Equipment/Furniture PPPPPPPPPPPPCCCCCCCCCXXOaOOOXX (Workiavg Materials) I I t I U_L SSPE (ex DOPE) 3/Civil Works : T-1-1-r1-lT-1-1 1-1 1 rT T :T Equipment/Fu rn i tu re PFPPPPPPPPPCCCCCCXXXXXX | [| |t | 1 l LLL : 1 LLL Human Res. Planning Equipment/Fu rn ture PPPPPPPPPPDPCCCCCCXXXXXX Ul1111 LL IPN Civ;l Works PPPPPPCCCCPPC C EE AOAO STT'ITTTl-llTrrr Equipment/Furniture PPPPPPPPPPPPPPPCCCCCPCPPcOcOOOcc 1 L..i..i L LiL l UL Li LL :Li IDEC Civil Works PPPPPPCCCCCCXOO0OXXXXXXX EE AOAO SblflFaaIaar I i?T TTT T17 4/Equipment/Furniture PPPPPPcccCCOOOOOOO0CCxxC : I Civil Works PPPPPPCCCCCC C_X Labe EEE AOAOAOAO Sia Kankman PfFAOO oaa,, ara a Equipmeent/Furni ture PPPPPPPPPPPPPPPCCCCCCXXX)O(XXXXXX Labe L LULL L LL Kankan LLU_LLL LL SCTP (ex DPE) Civil Works : PPPPPPCCCCCCXXXXXX EE AOAO S a a iii F IF F i F F I a F Equipment/Furniture PPPPPl-CCCCCCXXXXXX LUL L. LLL. LLL LLLiU_ Primary Schools 3/Experimental Schools r 1FF Fal iii 111117 1111111MT 3/Prototype Schools TTTmTTT 55t5=5tf=f===S===G ===t==_ Planned Actual Notes: 1/ Not originally planned, added under FSD. ------- ------ 2/ Not originally planned, added under 009 finaacing. PPPP SEEE Preparation 3/ Not originally planned, included in J,ne 22, 1988 CCCC ADAD Bidding Amendment to IDA Credit Agreement. XXXX TTTT Implementation (Works) 4/ Originally planned, but cancelled in June 22. 'i88 XXXX LLL Supply (Equipment/Furniture) Amendment to IDA Credit Agreement. S Signature of Contract  OU1NE.A - Second Education Project. (IDA Credit. No.. 1341-OUt) ANNEX t I Tp. CO?PARATIVE TABLE OP PROJECT COSTS (in thousands of US$)O Invoetment. Cost.s Rec~arrant. Costs flbvvvftt~OtomCf5lf=lltblylfCtffStUllf.lnlnllfftlllSl fS S i Si 5ll n sias5~ al Architectural and Specialist. Operating. Civil Works Furniture and Equipment. Engineering Fees Services Fellowships Eapena.. Local Ss.minare TOTAL COST v.2 0f 5f0 flC .a tSfSfl-M..tSn SfSfSflSSflft Sb*fls s e D,ff. Diff. Diff. Diff. Duff. Duff. 01ff. 01ff. Planned Actual in I Planned Actual in I Planned Actual In I Planned Actual in I Planned Actual in I Planned Actual in I Planned Actu,l En I Plamned Actual En I Vocatieonal Training 8216.6 10954.4 33.31 3254.6 4504.8 39.31 M8.$ 609.7 -22.11 2158.4 2671.1 23.81 346.6 545.6 57.51 244.8 63.7 -74.01 0.0 0.0 15003.8 19379.6 29.2 CFP Kankan 1871.3 943.9 -49.61 663.5 537.9 -18.91 178.1 179.4 0.71 0.0 0.0 21.0 44.0 109.41 54.0 1ISO -64.91 0.0 0.0 2787.9 1724.2 -86.21 CFP Labe 3021.8 3027.2 0.21 927.3 1213.3 30.81 287.3 215.2 -2S.12 0.0 0.0 22.1 44.0 99.0 106.6 18.3 -82.61 0.0 0.0 4365.1 4518.0 3.61 CUP Niereliore 3323.5 5 434.8 63.51 1132.0 1312.4 15.91I 317.4 218.2 -32.21 0.0 0.0 22.1 44.0 99.01 84.2 109. 476.4S 0.0 0.0 4879.2 7026.2 44.01 CFP Frarsnh 0.0 1050.2 0.0 828.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1678.4 Central Supply Unit 0.0 0.0 61.0 0.0 0.0 0.0 62.0 0.0 24.3 0.0 0.0 0.0 0.0 0.0 127.3 0.0 as"5 0.0 328.0 490.8 614.2 27.711 0.0 0.0 2106.4 2671.1 26.81 257.1 413.9 61.01 0.0 6.6 0.0 0.0 2844.3 4033.8 41.81 DETFP 0.0 170.308 0.0 28.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 199. Improvement 'in the Quality of Primary Education 7198.4 7867.4 9.31 1704.8 1719.8 0.91 633.5 595.3 -6.01 2009.9 1840.9 -8.41 738.3 768.7 4.11 138.2 6.1 -94.21 84.4 83.0 -1.711 12507.5 12883.2 3.01 841 Kanluan 2100.5 767.3 -63.61 2154.2 193.8 -23.81 200. 7 179.4 -10.611 0.0 0.0 159.3 159.6 0.21 22.9 3.1 .46.41 0.0 0.0 2745.8 1303.2 -52.51 811I Labs 2123.0 4,333.9 104.11 254.2 460.7 81.21 200.7 215.2 7.21 0.0 0.0 159.3 159.6 0.21 22.9 3.1 -86.41 0.0 0.0 2760.1 5172.5 87.41 IPN 2434.0 1917.1 -21.21 362.2 1044.7 188.41 232.1 20b. 7 -13.511 1331.0 781.6 -41.31 322.6 355.6 10.21 68.7 1.8 -97.31 84.4 83.0 -1.71 4835.0 4384.5 -9.31 Educ. Printing Off. (IOEC) 532.9 505.0 -S.21 834.2 20.6 -97.51 0.0 0.0 678.9 1059.3 56.01 97.1 93.9 -3.31 23.7 0.0 0.0 0.0 2166.8 1678.8 -22.51 Eaparimental Primary 0.0 254.4 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 254.4 Schoolsa Prototype Primary Schools 0.0 99.78 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 59.8 Fducation and Human fteeources Planning 0.0 229.1 126.8 165.7 30.71 0.0 1.4 S13.7 304.8 -40.71 251.2 301.6 20.01 28.0 19.2 -31.51 21.4 55.8 160.91 941.1 1077.5 14.51 Planning Director (MMEJ) 0.0 229.1 78.2 131.6 68.31 0.0 1.4 407.0 304.9 -25.11 126.1 231.1 83.31 17.8 19.2 7.81 21.4 55. 8 160.91 650.5S 973.0 49.61 Planning O'r.ctor (NPCI) 0.0 0.0 48.6 34.1 -29.01 0.0 0.0 106.7 0.0 125.1 70.4 -43.71I 10.2 0.0 0.0 0.0 290.6 104.5 .44.01 Project Management. 78.7 305.7 288.51 218.4 1739.7 696.61 192.9 0.0 1062.0 1508.4 42.01 71.5 144.2 101.71 119.6 138.0 15.41 0.0 39.7 1743.1 3875.8 122.319 Tech. Cooperation and 79.7 269.9 242.91 218.4 449.1 1C5.61 0.0 0.0 890.8 1232.1 38.31 71.5 144.2 101.71 119.6 63.5 -46.91 0.0 0.0 1379.0 2158.7 56.51 Projects Office (SCTP) Project. Prepsration (PASE) 0.0 35.9 0.0 1290.6 192.9 0.0 171.2 276.3 61.411 0.0 0.0 0.0 74.5 0.0 39.7 364.1 1717.1 371.61 TOTAL COST 15493.7 19356.7 24.91 5304.6 8160.0 53.011 1609.2 1206.3 -25.01 5744.0 6325.1 10.11 1407.6 1760.4 25.11N 530.6 228.9 -56.911 105.8e 178.6 68.81 30195.5 37216.0 23.31  CUINEA - Second Education Project (IDA Credit 1341-CUI) ANEX III CowPARATIVE TABLE OF SPECIALIST SERVICES (estimated/actually used) TAOLEAU COMPARATIF DES SERVICES DE SPECIALISTES DE L'ASSISTANCE TECNI*JIUE (prevus/utiliwas) Estimated in the Appraisal Report Actually used Prevue dane I- rapport d'evaluation Utilises Number of Local Number Starting Number of Local Number Starting Specialists Expatriates of Nonths Date Specialists Expatriat,s of Months Data Project Components/ Specialty Nombre de Cuineena Nombre Date do Noabr, de Cuineena Nobre Date de Composantes du projet Specialite specialistes Expatri*s do Moi* desarrege specialists. Expatries do o;is demarrage A. Technical Instructor Carpentry and joinery I E 24 7/83 2 E 12 8/85-8/86 Training Institute/ instructor/Eapert on 22 3/85-7/88 In-ti;tut Superi.ur de menuiserie Formation de* Professeura de Iatonry instructor/ 1 E 24 7/83 1 E 35 8/85-7/88 I 'Enseign*ment Expert en meconnrie Superiour (ISFORPET) Mechanical workshop 1 E 24 7/83 1 E 36 8/85-e/91 Instructor/Expert en mecenique generale Plumbing instructor/ I E 24 7/83 1 E 34 9/87-9/9D Expert en plomberie Automotive trades I E 36 7/83 2 E 36 8/85-7/88 instructor/Empert on 12 1/81-9/90 mecanique auto Sheet metal welding I E 36 7/83 1 E 34 9/87-7/90 .4 instructor/Expert en chsudronnerie et charpent etal I ique Instructor for heavy I E 36 7/83 1 E 33 3/86-6/89 sachinery/Inatructeur engine travoum publics 8. Central Supply Unit/ Store manager/ I E 6 10/84 0 - 0 Fagasin Central CGetionnaire de stock C. CGneral Education Educational planning I E 6 10/83 1 L 8 8/89-3/90 Planning Directorate/ specialiet/Specialiste Direction CGnerale de en planification do Ia Planification de I'education I'Education (DOPE) Consultants for higher 3 E 6 4/84 1 L 8 8/89-3/90 education, vocational and tracer studieas/ Consultants pour *tude. our I'ense;gnement superisur. Is develop- pement de I 'ense;gnemant technique at la devenir des sleves  CUINEA - Second Education Project (IDA Credit 2341-il) AtNEX III pag* 2 COMPARATIVE TABLE OF SPECIALIST SSWVICES (estisated/actually used) TABLEAU COMPARATIF DES SawICES DE SPECIALISTES DE L'ASSISTANCE TEO4NIQUE (prevus/utilisos) Estimated in the Appraissl Report Actually used Pr-vus done Is rapport d'evsluation Utiliess Number of Local Numer Starting Number of Local Number Starting Specimliets Expatriates of Monthn Date Specialists E.patr:ates of Months Dato Project Coeaponnte/ Specialty Noabre de Cuineons NoAbre Date de Noabr do Cuineens Nombre Date de Coposantes du projet Specialite epeialietes Espatriee do mois domrrage specialistes Expstries do mois desrrage statistics and planning for local training/Consultants pour la formation du personnel local on statiatiques at planificstion D. luman Resources Consultants in manpower 3 E 10 10/83 1 L a 2/89-9/89 Planning/Planification statistics and planning/ 3 10/89-1/90 d*e Ressource* Consultants pour lee 5 10/89-5/90 Humsines statiatiques et Ia planification do I 'ducation/formation E. National Pedagogical Curriculum development 1 E 24 10/83 1 E 23 3/86-6/89 Inatitute/lnstitut specialist/Expert en Pedagogique National elaboration des program*s (IPN) J. Initial and in-service teacher 1 E 24 9/84 1 E 11 1/84-12/84