Cameroon - Education and Vocational Training Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 15034 IMPLEMENTATION COMPLETION REPORT REPUBLIC OF CAMEROON EDUCATION AND VOCATIONAL TRAINING PROJECT (LOAN 2683-CM) OCTOBER 6, 1995 Population and Human Resources Division Central Africa and Indian Ocean Department Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS Currency = CFAF* (Average CFAF per US$) 1988 1989 1990 1991 1992 1993 1994 275 334 280 305 260 288 542 *The CFA Franc (CFAF) is currently tied to the French Franc (FF) at the ratio of FF 1 To CFAF 100. Prior to January 12, 1994, the rate was FF 1 to CFAF 50. WEIGHTS AND MEASURES Metric System SCHOOL YEAR OF BORROWER October - July FISCAL YEAR OF BORROWER July 1 - June 30 ABBREVIATIONS AND ACRONYMS CENAFOP Centre National de Formation Professionnelle (National Vocational Training Center) DETP Direction de l'Enseignement Technique et Professionnel (Technical and Vocational Education Directorate) DPCES Direction des Projets, des Constructions et des Equipements Scolaires (School Equipment, Buildings, and Projects Directorate) DPE Direction des Projets Education (Education Projects Directorate) ENI Ecole Normale d'Instituteurs (Teachers' Training College) ENIA Ecole Normale d'Instituteurs Adjoints (College for Teaching Assistants) GP Groupe de Pilotage (Steering Group) IPAR Institut de Pedagogie Appliquee a Vocation Rurale (Institute of Applied Research for Rural Training) MESIRES Ministere de l'Enseignement Superieur et de la Recherche Scientifique (Ministry of Higher Education, Data Processing, and Scientific Research) MINEDUC Ministere de lI'Education Nationale (Ministry of National Education) MINEFI Ministere de l'Ecnoniie et des Finances (Ministry of Economy and Finance) MP Ministere du Plan (Ministry of Planning) MTPS Ministere du Travail et de la Prevoyance Sociale (Ministry of Labor and Welfare) SAF Section Administrative et Financiere (Administrative and Financial Unit) SAR/SM Section Artisanale Rurale/Section Menagere (Rural Handicraft Section/Domestic Arts Section) USAID United States Agency for International Development  FOR OFFICIAL USE ONLY TABLE OF CONTENTS Preface .i Evaluation Summary. ii 1. EVALUATION OF PROJECT IMPLEMENTATION ...........................................1 A. BACKGROUND ......................................................................1 B. STATEMENT AND EVALUATION OF OBJECTIVES .................................................................2 C. ACHIEVEMENT OF OBJECTIVES ..............................................................................3 D. IMPORTANT FACTORS AFFECTING THE PROJECT ................................................................5 E. SUSTAINABILITY OF RESULTS .. ............................................................................5 F. BANK'S PERFORMANCE ..............................................................................6 G. BORROWER'S PERFORMANCE ................................7 H. EVALUATION OF RESULTS ............................7 I. FUTURE OPERATION ............................8 J. MAIN LESSONS ............................8 2. STATISTICAL TABLES ................................................................ 10 TABLE1: SUMMvIARY OF ASSESSMENTS ............................................................................ 10 TABLE 2: RELATED BANK LOANS AND/OR CREDITS ............................................................ 12 TABLE3: PROJECT TIMETABLE ............................................................................ 12 TABLE 4: LOAN DISBURSEMENTS: PLANNED AND ACTUAL ............................................... 13 TABLE5: KEY INDICATORS FOR PROJECT IMPLEMENTATION ........................................... 14 TABLE6: KEY INDICATORS FOR PROJECT OPERATION ........................................................ 15 TABLE 7: STUDIES INCLUDED IN PROJECT ............................................................................ 15 TABLE 8A: PROJECT COSTS ............................................................................ 16 TABLE 8B: PROJECT FINANCING ............................................................................ 17 TABLE 9: ECONOMIC COSTS AND BENEFITS .......................................................................... 17 TABLE 10: STATUS OF LEGAL COVENANTS ............................................................................ 18 TABLE 11: COMPLIANCE WITH OPERATIONAL MANUAL STATEMENTS ........................... 28 TABLE 12: BANK RESOURCES - INPUTS ............................................................................ 28 TABLE 13: BANK RESOURCES - MISSIONS ............................................................................ 29 APPENDICES APPENDIX A: MISSION AIDE-MEMOIRE ............................................................................. 33 APPENDIX B: PROJECT REVIEW FROM BORROWER'S PERSPECTIVE AND TRANSLATION ..38 APPENDIX C: MAP OF CAMEROON ............................................................................. 62 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  ICR - CAMEROON: Education and Vocational Training Project IMPLEMIENTATION COMPLETION REPORT REPUBLIC OF CAMEROON EDUCATION AND VOCATIONAL TRAIN1NG PROJECT (Loan 2683-CM) PREFACE I. This document is the Implementation Completion Report (ICR) for the Education and Vocational Training Project in Cameroon, financed by Loan 2683-CM for US$30.1 million, approved on April 29, 1986 and made effective on February 27, 1987, after the original September 10, 1986 date was deferred due to the Government's delay in satisfying the conditions for effectiveness. 2. The undisbursed balance, i.e., US$21.3 million (71% of the loan), was canceled on March 7, 1995, although the closing date had been set for June 30, 1995. The last disbursement of this loan occurred on June 10, 1994. Cofinancing for the project was neither envisaged nor provided. Parallel financing by USAID was planned, but canceled at the end of 1988 due to differing views on appropriate strategies for the sector. 3. This report was prepared by Ms. Catherine Laurent, Task Manager (AF4PH), Mr. Magaye Gaye, Consultant, and revised by Ms. Penelope Bender, Education Specialist/ Consultant. Comments were received from Mr. David Berk, Division Chief (AF3PH) and from Mr. P. Hari Prasad, Operations Advisor (AF3DR). Preparation of the report began with the Bank mission that spent July 17-27, 1994 in Cameroon. Another mission visited Cameroon from December 5-16, 1994 to collect data and gather information for this report. The borrower prepared its own project evaluation, which was received by the Bank in September 1994 (Appendix B), and commented on the draft ICR. 4. The outcome of the project was unsatisfactory, due to the lack of implementation of most project components. The Government was neither able to meet its counterpart funding requirements, nor to manage the project effectively. The main activities carried out were the production of a National Development Policy Report, which was not endorsed by the Government during the life of the project, and the financing of technical assistance and training abroad.  ICR - Cfl4D: Education and Vocational Training Project iii IMPLEMENTATION COMPLETION REPORT REPUBLIC OF CAMEROON EDUCATION AND VOCATIONAL TRAINIG PROJECT (Loan 2683-CM) EVALUATION SUMMARY A. INTRODUCTION 1. The project under review (Loan 2683-CM) is the fourth operation financed by the World Bank for Cameroon's education sector, following the First Education Project (Credit 161-CM), approved on September 23, 1969; the Second Education Project (Credit 320-CM), approved on June 30, 1972; and the Third Education Project (Loan 1245T-CM), approved on July 2, 1976. The first two projects were designed to improve the quality of general education by training teachers and modifying the education and training system to meet the needs of the modem sector, and by supporting a more diversified secondary education system and setting up employer- supported training programs. The third project focused on agricultural and technical training. B. DEFINITION AND EVALUATION OF PROJECT OBJECTIVES 2. The original objectives of the Fourth Education Project were to: (a) improve the quality of the primary, secondary and technical education systems; (b) strengthen sector management; and (c) adapt the vocational training system to the needs of the labor market. The project included the following components: (a) building and equipping three teacher training colleges; (b) rehabilitating and equipping ten technical secondary schools; (c) strengthening management of education; (d) improving adult vocational training by rehabilitating the National Vocational Training Center (Centre National de Formation Professionnelle, CENAFOP); and (e) improving management of vocational training (para. 1.7). 3. Difficulties began prior to effectiveness, when the Government delayed the hiring of local specialists and the expansion of the Project Directorate. Once the project becane effective, additional obstacles appeared almost immediately: the Government could not provide counterpart funds and the Government and the Bank could not agree on implementation of the specific measures planned, in view of the rapid economic changes taking place. These changes affected the ability of the labor market to absorb trained graduates and the readiness of the civil service to employ trained teachers (para. 1. 5). 4. In 1987, the Government and the Bank began to discuss restructuring the project, to take the deteriorating economic situation into account and create a more realistic education sector policy in response. The loan agreement was amended on August 20, 1990 (para. 1.6).  iv Evaluation Summary 5. Under the restructured project, the construction component originally planned was eliminated. The project focused on two main objectives: (a) improving the quality of primary and technical secondary schools and (b) modifying vocational training to better respond to the needs of the labor market. In addition, a new objective was introduced: to help the Govemment define an education policy and a medium-term action plan and strategy, and to assist it in locating the necessary resources to implement these measures (para. 1.8). 6. The objectives after restructuring were clear and relevant but did not accurately assess the Government's commitment to the project. The action plan, however, was overly ambitious in the area of vocational training and failed to accurately sufficient estimate the demand for trained workers (para. 1.9). C. ACHIEVEMENT OF OBJECTIVES 7. Project implementation was not satisfactory, as most objectives were not attained. Achievements were confined to producing a National Development Policy Report and to financing technical assistance and training abroad. Project implementation encountered serious constraints as a result of the Government's lack of financial resources, the two-year delay caused by the restructuring of the project, a lack of coordination among the three ministries involved and poor administrative and financial management (paras 1.11, 1.26-1.29). 8. The National Policy Statement for the Education and Training Sector in Cameroon was submitted to the Government for its approval in 1993. This document was not adopted, and it appears that the Government was waiting for the National Forum on Education to be organized. The Forum took place in May 1995 and used the policy statement as a background document, but the Government has not yet endorsed its recommendations (paras. 1.12-1.13). 9. A nine-member technical assistance team was put in place in November 1986, to strengthen the institutional capacity of the Ministry of National Education, the Ministry of Higher Education and the University of Yaounde. Members were specialists in the following areas: project management, procurement, architecture, equipment maintenance, education planning, school statistics and technical education planning. About fifty Government employees from the Ministry of National Education were trained abroad in the same fields (paras. 1.14-1.16). 10. In primary education, the planned in-service teacher training program and program of minor equipment rehabilitation and replacement in about 27 teacher training colleges and colleges for teaching assistants (Ecole Normale d'InstituteursEcole Normale d'Instituteurs Adjoints, ENIIEIA) and the Institute of Applied Research for Rural Training (Institut de P"dagogie Appliquee a Vocation Rurale, IPAR) in Yaounde were not carried out because of the financial and economic crisis, which forced the Government to reduce civil service recruitment, so that most of the teachers graduating from the ENIENIA remained jobless. Most of the teacher training colleges were closed in 1990-91 (para. 1.19).  ICR - CHAD: Education and Vocational Training Project v 11. In post-primary education, a pilot program to accelerate vocational training in about 20 Rural Handicraft Sections/Domestic Arts Sections, (Section Artisanale Rurale/Section Menagere, SAR/SM) was not implemented and repairs to the SAR/SM centers were not perforrned because the Government could not mobilize its funds, which were to cover 20%/o of the cost of the repairs for these centers (para. 1.20-1.21). 12. In the area of education management, the capacity building in the Technical and Vocational Education Department (Direction de l'Enseignement Technique et Professionnel, DETP) and the Education Projects Department (Direction des Projets Education, DPE) was supposed to be carried out with the support of technical assistance, training and purchase of vehicles, furnishings, and equipment. The amount actually spent on technical assistance represented 61% of the initial budget, while training expenditures accounted for only 36% of the initial budget (paras. 1.22-1.23). 13. The project proposed to promote vocational training through support for the CENAFOP, enabling it to adjust its training programs to the needs of the labor market. There were also plans to improve its current internship programs by introducing new programs and conducting an in- service training of trainers program, with the assistance of specialists and consultants and with purchases of equipment for the CENAFOP workshops. Eighty-five percent of the budget, which was supposed to finance 100% of the consultants' and specialists' services, was actually spent. However, the training program was not initiated because CENAFOP was no longer able to cover its operating costs as a result of the elimination of Government subsidies in 1991, and because there was no demand from employers for graduates of the training (paras. 1.24-1.25). D. FUTURE OPERATION AND MAIN LESSONS 14. It is not clear that the Ministry of National Education (Ministere de l'Education Nationale, MINEDUC) intends to pursue the activities initiated in the areas of technical assistance and training. When the undisbursed loan balance was canceled in June 1994, the activities in progress under the project were halted because of a shortage of financial resources, and pending the conclusions of the National Forum on Education, which was not held until May 1995. However, to enable CENAFOP to resume operations, the Ministry of Higher Education and Scientific Research (Ministere de l'Enseignement Superieur et de la Recherche Scientifique, MESIRES) and the Ministry of Labor and Welfare (Ministere du Travail et de la Prevoyance Sociale, MTPS) signed a cooperation agreement with CENAFOP on March 30, 1994. Under this agreement, the two structures would pool their infrastructure, equipment, human resources, and technical skills in order to optimize their performance. It is still too soon to evaluate the results of this cooperation (para. 1.44-1.45). 15. There are four major lessons to be drawn from the experience with the project. First, it is obviously essential to the implementation of any project that the counterpart funds be made available in the amounts and according to the schedule agreed on. Project preparation and appraisal must result in reasonable estimates of the amounts of counterpart funds that could be made available. Public expenditure and annual budget reviews should provide the opportunity to raise these issues and reconmmend corrective action if needed (para. 1.46).  vi Evaluation Summary 16. Secondly, the absence of a common policy franework among the three ministries involved in implementing the project made it difficult to coordinate the management of activities. To prevent the entities responsible for project implementation from becoming compartmentalized and to promote communication among the various parties involved in the project, a common policy framework and coordination mechanisms should be established at the beginning of project preparation (para. 1.47). 17. Third, the inefficient managemnent in the administrative and accounting areas showed that implementation and management of an education project should not be separated from the MNEDUC's operations staft and that each activity should be assigned to the pertinent operational department. The Steering Group (Groupe de Pilotage, GP) took over the project accounting, even though this function was not assigned to it under the loan agreement, due to a shortage of funds in the DPE (para. 1.48). 18. Fourth, the fact that the demand for vocational training did not translate into a demand for trained workers implies that employers were not as involved in the planning and operation of the training as they should have been. In future, it is essential that employers, economic operators and professionals participate actively in the various stages of the process of preparing and implementing vocational training projects (para. 1.49).  IMPLEMENTATION COMPLETION REPORT (ICR) REPUBLIC OF CAMEROON EDUCATION AND VOCATIONAL TRAINING PROJECT (LOAN 2683-CM) 1. EVALUATION OF PROJECT IMPLEMENTATION A. BACKGROUND 1.1 The Cameroonian Government has made considerable efforts to provide basic primary education to all citizens and to increase the population's access to other levels of education. Prior to 1990, Cameroon's record in increasing access to education was outstanding in comparison to many other Sub-Saharan African countries. By 1990, the country's primary education net enrollment rate had reached 76%. Enrollment in secondary education increased from 7% in 1970 to 28% in 1990. 1.2 Technical and vocational education has suffered from internal inefficiency and failure to adapt programs to the needs of the economy. The high cost of technical and vocational education is due in part to the elevated repetition and drop-out rates. Only 18% of students in the first cycle of technical school eventually graduate, and only 26% graduate from the second cycle. Moreover, the perception of technical schools as an alternative means of entry to university has led to an increase in general and theoretical courses, to the detriment of the practical aspects of technical education. 1.3 On April 29, 1986, the Bank's Executive Board approved a US$30.1 million loan to the Republic of Cameroon to finance the Education and Vocational Training Project. The project was a direct response to the objectives in the Government's policy statement: (a) expansion and improvement of quality of primary education; and (b) development of technical secondary schools and vocational training, to solve the problem of a shortage of skilled labor, which the Government felt curbed economic growth. 1.4 When the project was approved, its total cost was estimated at US$61.2 million, and foreign exchange costs were put at 54%. The Bank was to finance 49% of the total project cost and the Government the remaining 51%, a share which proved beyond its capacity as the economy declined. Although the Government did not opt for cofinancing with other donors, the United States Agency for International Development (USAID) was to provide parallel financing for a certain number of activities designed to improve the quality of primary education, such as training teachers, regional inspector, and school directors, and refurbishing and expanding five teacher training colleges. 1.5 Shortly after the loan became effective, the country's financial and economic situation began to deteriorate, and the Government was unable to mobilize counterpart funds. As a result, most of the project activities were never initiated, with the exception of technical assistance and training abroad. Because of the worsening financial and economic climate, USAID decided that it was no longer necessary to build new teacher training schools and that efforts should be concentrated instead on improving the qualifications of existing teachers.  2 ICR - CAMEROON. Education and Vocational Training Project Unfortunately, the Government and USAID were unable to agree on this point and USAID's program was canceled at the end of 1988. 1.6 The Government and the Bank began discussions on project restructuring in September 1987. The project was restructured at the end of 1989 and the loan agreement was amended on August 20, 1990. The total cost of the restructured project was reduced to US$37.6 million, about 50% of the cost of the original project. The Bank's financing was set at US$30.1 million, and the Government was expected to provide US$7.5 million. Under this new financing arrangement, the Bank's share went from 49% to 80% of project costs. B. STATEMENT AND EVALUATION OF OBJECTIVES 1.7 The project's original objectives were as follows: (a) improve the quality of primary education and technical secondary schools by (i) increasing the number of qualified primary school teachers, (ii) upgrading the practical skills of students in the first and second cycles of secondary education and (iii) improving education management; and (b) align vocational training more closely with the labor market by (i) supporting the development of CENAFOP and (ii) improving the planning and management of vocational training. The project implementation agencies were the MINEDUC for part (a) and the MTPS for part (b). 1.8 The restructured project aimed to accomplish the following: (a) preparation of a national policy statement, a long-term education sector strategy and a medium-term action plan; (b) implementation of programs to improve the quality of primary education and vocational training; (c) development of a pilot post-primary vocational training program linked to regional economic activities; and (d) performance of minor maintenance and repairs to about 27 colleges for teachers and teaching assistants from ENIIENIA, and the IPAR in Yaound6, introduction of a small-scale maintenance program in the primary schools and design of a multi-year maintenance program (1991-93) for school facilities. Specific changes in the project consisted of adding a new component involving the definition of education sector policy, developing a pilot vocational training program in about 20 SAR/SM centers and eliminating the plans to build and equip three ENI/ENIA and to rehabilitate ten technical schools. 1.9 Objectives (a), (b) and (c) of the restructured project were clearly defined, as were the means to achieve them, and they responded to the country's sector priorities. They did not, however, take into account the low level of Government commitment to the project. Although the vocational training objective was geared to potential demand, the means to achieve it were inadequate and did not take demand for trained workers sufficiently into account. 1.10 Two major risks which could adversely affect implementation were identified during project appraisal: (a) the Government was expected to manage sectoral resources and develop a strategy qualitatively different from the one it has practiced in the past, which was based on school construction; and (b) the potential non-availability of counterpart funds. Project design did not sufficiently address these risks, especially the second, and they ultimately caused the project to be canceled.  Implementation Assessment 3 C. ACHIEVEMENT OF OBJECTIVES 1.11 As indicated earlier, only a few project objectives were achieved. These included the development of a sectoral policy statement and training abroad for MINEDUC personnel. 1.12 Sectoral Policy Statement, Strategy and Action Plan. Presidential Decree No. 281 dated May 3, 1990 established a steering Group (Groupe de Pilotage, GP) to prepare a new education and training policy, an operational strategy, and a costed action plan. This group was also charged with coordinating and monitoring implementation of the policy. The GP was assisted by an outreach and monitoring unit for logistical support. The GP tried to develop understanding of the major structural weaknesses of the sector, with the support of available studies and statistics. 1.13 A draft report entitled "National Policy Statement for the Education and Training Sector in Cameroon" was submitted to the Government in 1993 for its approval. This paper was the result of joint efforts by the GP, the MINEDUC, the MESIRES, the MTPS, the University of Yaounde and other educational institutions, with the active participation of the Ministry of Planning (Ministre du Plan, MP) and Ministry of Economy and Finance (Minist&re de l'Economie et des Finances, MINEFI). The draft report has not yet been adopted by the authorities, and it appears that the Government was waiting for the National Forum on Education to meet in May 1995. However, although the document was used as background material for the Forum, its recommendations have not yet been adopted by the Government. The GP was dissolved on March 31, 1993. 1.14 Institution Building. This component of the project was designed to strengthen the planning and programming capacity of the MINEDUC, the MESIRES and the University of Yaounde, and to establish a program-budget system and a budget control process for those institutions. This would have been done by providing technical assistance, training and purchasing vehicles and equipment. 1.15 The technical assistance team was recruited in November 1986, and consisted of specialists in the following areas: project management, procurement, architecture and construction, procurement and maintenance of equipment, education planning, school statistics, technical education and a general advisor. The restructuring of the project impeded the efforts of the technical assistants, as there was considerable uncertainty as to the future of the project. 1.16 About fifty agents from the MINEDUC received training abroad in the above fields. The training courses varied in length from one to 24 months. 1.17 Two vehicles, equipment and furniture were purchased by the MINEDUC. Primary Education 1.18 The objectives of this component were as follows:  4 ICR - CAMEROON: Education and Vocational Training Project (a) Establish an in-service training program for teachers, including textbook production, with the help of technical assistance; (b) Carry out minor repairs and replacement of equipment in about 27 colleges for teachers and teaching assistants in the ENI/ENIA and the IPAR in Yaounde; and (c) Introduce a small-scale maintenance program in the primary schools and design a multi-year maintenance program (1991-93) for school facilities. 1.19 The objectives were not attained because of the financial and economic crisis, which forced the Government to cut back on hiring for the civil service, to the extent that most teachers graduating from the ENI and ENIA were not hired in the sector. Most teacher training institutions were closed in 1990/91 and have not yet been reopened. Counterpart funding for (b) and (c) was not available. Post-primary Education 1.20 The component was intended to finance the following activities: (a) Development of a pilot program for accelerated vocational training in about 20 SAR/SM centers and reorienting the training program to respond better to the needs of local economies, including a training program for instructors; and (b) Repairing and re-equipping the above-mentioned SAR/SM and supplying some operational materials to others. 1.21 As with other components, the Government was unable to mobilize its share of the financing, namely 20% of the cost of the work to repair and re-equip the centers. The bidding documents for the work and the supplies were prepared, but invitations to bid were never issued. Management of Education 1.22 This component focused on the following two objectives: (a) Strengthening the DETP to enable it to improve planning and management of technical schools and to develop a system for procurement and maintenance of technical and scientific equipment, in particular by ensuring more effective operation of the maintenance and repair service and by providing the services of specialists and consultants, granting fellowships and purchasing equipment and supplies; and (b) Strengthening the DPE to enable it to improve project preparation and implementation, by providing the services of specialists and consultants, granting fellowships and purchasing vehicles, furnishings and equipment.  Implementation Assessment 5 1.23 The technical assistance in these two areas was initiated in November 1986 and 61% of the budget to cover the services of consultants and specialists was spent. As regards training expenses, disbursements accounted for 36% of the original budget. Only the objective of strengthening the capacity of the DPE was achieved--in part. Development of Vocational Training 1.24 This component aimed to support CENAFOP, helping it to gear its training programs more closely to the needs of the labor market, while improving its current internship programs, introducing new programs and conducting an in-service training program for personnel. This should have been accomplished by providing the services of specialists and consultants, procuring equipment for CENAFOP's workshops and by making minor repairs to its facilities. 1.25 Eighty-five percent of the budget planned to finance the consultants' and experts' services was spent. A technical assistance team modified the training programs to meet the needs of the labor market and formulated proposals to improve the internship programs. The planned in-service training for personnel, did not take place, however, and no disbursements were made from the US$500,000 budget established for that purpose, since CENAFOP had no assurance that it could continue its operations once the Government stopped subsidizing it in 1991. D. IMPORTANT FACTORS AFFECTING THE PROJECT 1.26 Implementation of the Education and Vocational Training Project was affected by a number of factors. The first and most important was the Government's shortage of financial resources. The Government did not honor its covenants with the World Bank and this in turn caused disbursements to be suspended on several occasions. The situation deteriorated further in 1987, with the dollar's drop in value vis-a-vis the CFA franc, which saddled the Government with a US$9.2 million increase in foreign currency expenditures. 1.27 The complexity of the project and the fact that the project involved three different ministries (MINEDUC, MESIRES and MTPS) also had adverse effects. The absence of a common policy framework among the ministries created coordination problems and impeded the effective communication of the parties involved. 1.28 One constraint to project implementation in MINEDUC was the confusion as to the division of responsibilities between the DPE and the GP's Monitoring and Outreach Unit. This Unit incurred commitments by issuing purchase orders and was in charge of the project accounts, whereas these functions were part of the responsibilities of the DPEs Administrative and Financial Unit (Section Administrative et Financiere, SAF). Furthermore, the lack of financial controls decreased the effectiveness and transparency of the project's financial management. 1.29 Another factor affecting the vocational training component was the fact that CENAFOP was unable to finance its operating costs after 1991.  6 ICR - CAMEROON: Education and Vocational Training Project E. SUSTAINABILITY OF RESULTS 1.30 The activities carried out under the project were limited to the production of a sectoral policy report and the financing of technical assistance and training abroad. The sectoral policy report was used as a background document for the National Forum on Education, which was held in May 1995. The recommendations of the Forum have not yet been endorsed by the Government. 1.31 The skills transmitted to MINEDUC through technical assistance in the areas of project management, education planning and production of school statistics are not sufficient to allow staff to competently carry out their work and will need to be complemented by additional training. 1.32 The knowledge and skills transferred to CENAFOP through the technical assistance program have not been used since 1991, the date on which the institution ceased operating. 1.33 In sum, achievements of the project are very partial and preliminary and sustainability will require complementary activities. F. BANK'S PERFORMANCE 1.34 The Bank allocated considerable resources to the various stages of the project cycle: 336 weeks at an approximate cost of US$939,400 (see Table 10). The cost of these resources represents 10.4% of the funds disbursed (US$9 million). The time was spent as follows: 188 weeks for project preparation, prior to Board approval; 31 weeks to make the loan effective; 112 weeks for supervision (15 missions) over a period of seven years, at the rate of 16 weeks a year; and six weeks for project completion. 1.35 Project identification and preparation began in 1980. The amount of time spent preparing the project, until it became effective, was due to its complexity, the problems involved in hiring technical assistants and the lengthy bureaucratic procedures of the Government. Bank performance in preparation is rated satisfactory on balance, due to the effort to match project objectives with the Government's sector strategy and to develop the project cooperatively with the Government. 1.36 Bank performance during appraisal is rated deficient, due to the inaccurate assessment of the: (a) Government's motivation and capacity to provide counterpart funds; (b) changing economic climate and the ability of the labor market to absorb skilled graduates; and (c) institutional capacity available to implement a complex project involving several different ministries. 1.37 Bank staff initiated the restructuring of the project, by asking the Government to draw up new terms of reference for the restructured project and showed flexibility by agreeing to increase its share of the financing. Nevertheless, the Bank twice sent no supervision missions for an entire year, despite major problems encountered in implementing the project. The Bank should have proposed to the Government that the project, or at least the vocational training component, be closed earlier, in light of the persistent difficulties and the cost of resources  Implementation Assessment 7 used (IBRD loan), especially when CENAFOP virtually stopped operating. The Bank's performance during supervision is rated deficient. G. BORROWER'S PERFORMANCE 1.38 During identification and preparation, the Borrower's performance was rated satisfactory, due to its participation and initiative in identifying project components. 1.39 Borrower performance in implementation is rated deficient. During implementation, the Government's performance was adversely affected by a shortage of financial resources and the absence of tight controls over the administrative and financial management of the components implemented by the MINEDUC and the MTPS. The Bank had to engage in a lengthy dialogue with the Government before the latter would agree to restructuring the project. This poor performance did not permit the Government to respect several project covenants (see Table 10), leading to a deficient rating in covenant compliance. As of December 1994, six months after the loan was canceled, the Treasury still owed the MINEDUC CFAF 108 million in counterpart funds for the project. 1.40 The administration and financial management of the project in the MINEDUC were not satisfactory, despite the training provided. Some expenditures were not made to the benefit of the project. Some of the project's assets, including two vehicles and a computer, disappeared, yet the project management never conducted an investigation, initiated legal proceedings, or made any attempt to identify and prosecute the responsible parties. The accounts kept by the GP's Outreach and Monitoring Unit were rudimentary and were not based on a proper accounting system. There was no manual of administrative and accounting procedures. Under the overall responsibility of the MTPS, CENAFOP was charged with keeping the accounts for the vocational training component. The project completion mission was unable to examine these accounts, since CENAFOP closed its doors and furloughed its staff on December 5, 1994. 1.41 Borrower performance in operation is rated deficient, as there has been no evidence of its determination to continue or to maintain activities begun under the project. H. EVALUATION OF RESULTS 1.42 The project outcome is rated unsatisfactory. This evaluation is based on the following elements: (a) non-approval by the Government of the report entitled "National Policy Statement for the Education and Training Sector"; (b) failure of the technical assistance and training to strengthen the institutional capacity of the MINEDUC; (c) failure to achieve the primary education objectives; (d) failure to implement the post-primary education program (SAR/SM); (e) the fact that the education management program was only partially completed in the areas of technical assistance and training; (f) failure to implement the vocational training development program; (g) the non-sustainability of the very limited achievements; and (h) lack of transparency in project management. 1.43 Technical assistance to MINEDUC cost US$2.7 million. This was not cost-effective in view of the results achieved: creation and updating of a national file on 1986 and 1987  8 ICR - CAMEROON: Education and Vocational Training Project school statistics for institutions under the authority of MINEDUC; completion of a standard calendar for primary education; preparation of a computerized data bank to identify the various institutions involved in education; preparation of a nomenclature of school equipment; and preparation of studies and organization of training seminars. The technical assistance provided to CENAFOP cost US$4.4 rnillion. It was impossible to evaluate the results of this assistance because there was nobody at CENAFOP to report on them. L FUTURE OPERATIONS 1.44 It does not appear that the Government has any intention of pursuing the activities begun in the areas of technical assistance and training at the MINEDUC. Since the undisbursed balance of the loan was canceled in June 1994, the activities initiated under the project have been halted, due to a lack of financial resources and because the Government wanted to wait for the conclusions of the National Forum on Education. 1.45 Nevertheless, in order to put CENAFOP back in operation, the MESIRES and the MTPS signed an agreement with CENAFOP on March 30, 1994. Under this agreement, the two structures would pool their infrastructure, equipment, human resources and skills in an effort to optimize their performance. It is still too soon to evaluate this cooperation. J. MAIN LESSONS 1.46 There are four major lessons to be drawn from the project. First, that counterpart funds must be made available in the amounts agreed upon and according to the agreed schedule and appraisal must produce reasonable estimates of the counterpart funds that could be made available. The borrower must bear in mind that it has signed commitments and is obliged to do everything possible to honor them, by incorporating these funds in its national budget, among other strategies. Public expenditure and annual project budget reviews should provide the opportunity to raise these issues and recommend appropriate actions. 1.47 Secondly, the absence of a common policy framework among the three ministries involved in implementing the project made it difficult to coordinate the management of project activities. To prevent the entities responsible for project implementation from becoming compartmentalized and to promote communication among the various parties to the project, a common policy framework and coordinating structure should be established from the very start of the project. In the future, it would be better if there were a single executing agency, which implies that the project focus either on primary/secondary education or on higher education, or that the Government merge MINEDUC and MESIRES and limit the involvement of non-education ministries. 1.48 Although the idea of creating a GP was a good one at the outset, it did not function properly, as it encroached on the work of the DPE, thereby creating confusion as to division of responsibilities as well as frustration in that Directorate. This experience showed that project implementation and management should not be separated from the operational staff of the MINEDUC and that every activity should be assigned to the appropriate operational office. In the area of accounts and administration, a prerequisite for any future operation should be the strengthening of the School Equipment, Buildings and Projects Directorate's  Implementation Assessment 9 (Direction des Projets, des Constructions et des Equipements Scolaires, DPCES) financial and administrative unit. This could be accomplished by doing the following: (a) setting up an accounting and budget system for the project; (b) drafting a manual of administrative and accounting procedures; (c) identifying and installing effective accounting software; and (d) training accounting personnel. 1.49 Fourth, the fact that the demand for vocational training did not equal demand for trained workers leads one to believe that employers and other actors in the private sector were not as involved in planning this training as they should have been. Experience has shown that any worthwhile strategy for developing a vocational training program must bring together employers, economic operators, and professionals in the various stages of preparing and implementing a vocational training project.  10 ICR - CAMEROON: Education and Vocational Training Project 2. STATISTICAL TABLES Table 1: Summary of Assessments A. Achievement of objectives Subttialhd Partial " N.ligibXe N/A Macro polices Sector policies / Financial objectives V Institutional development V Physical objectives Poverty reduction Gender issues V Other social objectives V Environmental objectives V_ Public sector management Private sector development / Others (specify) B. Promt sustaabiity Likely Unlikely Uncerain l l I . l I~~~~  Statistical Tables 11 an B.mnke race HglStiftoyUinsatisfaictory s ghlacoy Stsatr Identification V Preparation assistance Appraisal Supervision Di. Borower pedormance Vay satisfactory Satisfactory Unsatisfactory Preparation Implementation Compliance with covenants Operation L Assessment of outcome High Satisfactory Unsatisfactory satisfactory , .. ,. , ..~~~~~~~~~~~~~~~~~~~~~~~~~~f  12 ICR - CAMEROON: Educahon and Vocational Training Project Table 2: Related Bank Loans and/or Credits Name of loan/credit Purpose Yea Status approved Previous operations * Credit 161 CM Improve the quality of general secondary 1969 Closed - 1979 First Education education and industrial and agncultural Project training through teacher training. * Credit 320 CM Irnprove the quality of secondary education 1972 Closed - 1982 Second Education through the technical and vocational training Project of teachers and the financing of studies relative to agricultural education and rural training in the northern part of the country. * Loan 1245 T CM Assist with technical training through: (i) 1976 Closed - 1984 Third Education construction of the lower secondary school Project in Douala; (ii) improvement of technical education planning; and (iii) construction of a new secondary technical school in Ngaoundere. Concurrent operations * Loan 3089 CM Help to reestablish the financial equilibrium 1989 Closed Structural of public enterprises (and) banks and Adjustment Loan promote the production of marketable products. * Loan 3206 CM Support the Government's poverty reduction 1990 Closed - 1994 Social Dimensions strategy through: (i) improvements in the of Adjustment areas of family planning, health and education; (ii) job creation; (iii) increased participation of women in development; (iv) support for micro enterprises; (v) strength- ening of institutional training capacities and implementation of social policies. Future operations Fifth Education The objectives of the Fifth Education N.A. In course of Project Project will be defined following the preparation. National Forum on Education, held in May 1995, based on the outcomes of the Forum and a series of studies.  Statistical Tables 13 Table 3: Project Timetable Stage of project cyde Date planned Actual date Identification June 1980 Preparation 1982 1982 Appraisal May 1984 May 1984 Negotiations December 1984 January 27-31, 1986 Board approval April 1985 April 29, 1986 Signature July 10, 1986 July 10, 1986 Effectiveness July 1986 February 27, 1987 Restructuring Unscheduled August 20, 1990 Project completion December 31, 1992 June 10, 1994* Closing June 30, 1993 June 10, 1994 * Corresponds to date of cancellation of undisbursed loan balance. Table 4: Loan Disbursements: planned and actual (in US$ '000) Pisa year 1987 1988 1989 1-990 1991 1992 19X3 14 1M Plnned (SAR) 400 2,000 6,000 12,000 19,000 27,000 30,100 Planned (regruct.) - - 6,500 9,000 14,000 21,000 25,900 30,100 Actual 1,235 3,992 5,300 6,564 8,210 8,298 8,671 8,798 Actual/Restrut.(%)*** 309 200 88 101 91 59 41 34 Date of last disbursement: June 10, 1994 * * After restructuring *** Through 1989, percentages are calculated based on pre-restructuring data  14 ICR - CAMEROON: Education and Vocational Training Project Table 5: Key Indicators for Project Implementation No indicators were given in the SAR. However, the points listed in the following table may serve as evaluation criteria. Peformaince indicatr Pnned Ac tual W. Studies 1. Primary teacher training Study conducted in 1987 2. Statement of National Policy Document drafted in 1993 for Cameroon's Education and Training Sector Civil works 4. Rehabilitation and refiarbishing Around 27 ENI/ENlAs No results of the ENI/ENIAs and of the Applied Research istitute (IPAR) 5. Rehabilitation and refurbishing Around 20 SAR/SMs No results of SARISM centers Training 6. Training of MINEDUC staff 50 staff members trained 7. Vocational training in the Around 20 SAR/SMs No results SAR/SM centers 8. Vocational training by Revision of training programs No information available CENAFOP to improve labor market on the technical assistance relevance provided 9. Training of CENAFOP trainers Planned budget: US$500,000 Expenditure budget untouched  Statistical Tables 15 Table 6: Key Indicators for Project Operation MINDUC has no plans to operate the project, thus there are no indicators for operation. No| |indicators were given in the SAR.l Table 7: Studies Included in Project Study Purpose Status iinpat L Evaluation 1. Prinary teacher Propose strategies to Study conducted Weak owing to non- training improve teacher quality in 1987 implementation of and efficiency USAID program 2. Preinvestment Propose strategies to No information studies - Vocational strengthen Vocational available, Training Training in the areas of CENAFOP having planning, subjects taught closed and personnel training I. Restructuring 1. Statement of Analysis of present Study conducted National Policy for education system, in 1993: findings Cameroon's definition of a strategy not yet adopted Education and and an action plan for Training Sector implementation of a new national education policy  16 ICR - CAMEROON: Education and Vocational Training Project Table SA: Project Costs (in US$ million) i, i:,pnT .-. us .g. .oa For. .Thai Local F..o.r.. Total Local F or. T:otaliiES ..f, -i-i. . -E i -: C-i iS2 A. Investment costs I1. Civil Works 12.7 4.9 17.6 2. Architectural Fees 0.4 0.1 0.5 3. Equipment, Furniiture 1.9 10.2 12.1 2.6 2.6 4. Specialist Services 0.9 7.5 8.4 7.0 7.0 5. Traininig 0.1 1.4 1.5 0.4 0.4 R. Recurrent costs I .Salaries 3.9 - 3.9 2. Consumables 1.9 1.5 3.4 Financial contingencies 5.3 5.6 10.6 Physical contingencies 1.6 1.6 3.2 TOTAL (SAR) Jof2$ 6f 00 t. II RJSTRUCTURMN A. Statement of Policy (Part A) I1. Consultant and Specialist Services 0.7 1.1 1.8 - 0.2 0.2 2 . Equipment, materials, vehicles, furniiture 0.2 0.1 0.3 0.0 0.1 0.1 3 . Operating exp~enses 0.3 - 0.3 0.3 - 0.3 B. Institution building, primary and post primary education, educational management (Parts B-E) 4. Rehabilitation and maintenance work 1.8 3.3 5.1 - - - 5. Equipment, iaterials, vehicles, furniture 0.8 3.1 3.9 0.0 0.0 0.0 6. Consultant and specialist services - 4.5 4.5 - 2.7 2.7 7. Trining 4.5 1.0 5.5 - 0.7 0.7 8. Operating expenses - - - 0.9 - 0.9 C. Vocadional Training (Part IF) 9. Rehabilitation and nuaintenance work 0.2 - 0.2 - -- 10. Equipment, materials, vehicles, furiture, 0.1 5.0 5.1 - - - computers 11. Consultant and specialist services 0.8 5.5 6.3 - 4.8 4.8 12. Training - 0.4 0.4 - - - Financial contingencies 09 233 3.2 - Physical contingencies 03 067 1.0 TOTAL (lAtructuring) 06 270 l376 : 1.2 8. 9.7  Statistical Tables 17 Table SB: Project Financing (In US$ million) Planned (SAR) Planned (Restict.) Actual Source Local For, Total Local For. Total Local For. Tot costs exch. costs exch. costs exch. costs costs costs IBRD 30.1 30.1 3.1 27.0 30.1 0.3 8.5 8.8 Government 28.6 2.5 31.1 7.5 _ 7.5 0.9 = 0.9 TOTAL 28.6 32.6 61.2 10.6 27.0 37.6 1.2 8.5 9.7 Table 9: Economic costs and benefits No efforts were made at appraisal to estimate net present value (NPV) or economic rate of return (ERR) and therefore there is no baseline against which to judge a re-estimate for evaluation purposes. Furthermore, no paramneters were given at appraisal with regard to cost-effectiveness. As few of the project objectives were reached, it would not be productive to attempt to estimate current NPV or ERR.  18 ICR - CAMEROON: Education and Vocational Training Project Table 10: Status of Legal Covenants ;~~~~Sco o f Tynple of Copjie Dat Aen e J01 Descriptn of Co:vnat ReDFl Covenant Planned d~AntenddcWo ULSAR 2.02 (b) Financial Partial The Borrower shall, for the purposes of Special Account A was used Parts A through E of the Project, open for certain ineligible and and maintain in CFAF a special account unsupported expenses. (Special Account A) and, for the Special Account B was purposes of Part F of the Project, open never utilized. and maintain in CFAF a special account (Special Account B), in a commercial bank on terms and conditions satisfactory to the Bank. Deposits into and payments out of the Special Accounts shall be made in accordance with the provisions of Schedule 6 to the Loan Agreement. 3.01 (a) Counterpart Partial The Borrower shall provide, promptly Certain counterpart funds funds as needed, the funds, facilities, services were partially disbursed, and other resources required for the others not at all. Project. 3.02 Procurement Partial Except as the Bank shall otherwise The procurement procedures agree, procurement of the goods, works did not always comply with and consultants' services required for the agreements with the the Project and to be financed out of the Bank (see the internal audit proceeds of the Loan shall be governed report of June 30, 1992). by the provisions of Schedule 4 to this Agreement.  Statistical Tables 19 Section of Type of Compliance Date Amended Description of Covenant Remarks Loan Covenat Planned Date 4.01 (a) Accounting/ Partial The Borrower shall maintain or cause The accounting system used did not Audit to be maintained separate records and guarantee exhaustive reporting of accounts adequate to reflect m Part A-E operations executed by accordance with sound accounting MINEDUC. With respect to Part F, practices the operations, resources and executed by MTPS, the mission was expenditures in respect of the Project of not able to examine the accounting the departnents or agencies of the records. Borrower responsible for carrying out the Project or any part thereof. 4.01 (b)(ii) Accounfing/ Yes, for The Borrower shall furnish to the Bank The audit reports for 1991 and 1992 Audit Special not later than six months after the end were furished to the Bank with Account A of each fiscal year the audit report some delay. The final audit report relating to such year. was received on June 14, 1995. 4.01 (c) Accounting/ For all expenditures with respect to Audit which withdrawals are requested from the Loan Account on the basis of statements of expenditure, the Borrower shall: Yes for Parts (i) maintain or cause to be maintained, A through E in accordance with Section 4.01(a), of the separate records and accounts Project reflecting such expenditures; Partial (ii) retain, until one year after the Certain records have been missing Closing Date, all records (contracts, since the GP was dissolved. orders, invoices, bills, receipts and other documents) evidencing such expenditures.  20 ICR - CAMEROON: Education and Vocational Training Project StioVo Tye of Coi;ompace Date Planned Aztended;& Don of Cov0enalt Remark 4.01 (c) Accounting/ Yes (iii) enable the Bank's representatives to Audit examine such records; Yes for (iv) ensure that such separate accounts are Parts A included in the annual audit referred to in through E of Section 4.01 (b) and that the report thereof the Project contains, in respect of such separate accounts, a separate opinion by the said auditors as to whether the proceeds of the Loan withdrawn in respect of such expenditures have been used for the purpose for which they were intended. _______''..0: :S00;d ___ __ __ _ __ _ ______ A.f: rri2n uar Zduc a 0 t0X'X'X' 0''S;'"0 0000'ion' P Schedule 5 Implementation Partial The Borrower will examine together with the Study conducted in (2) (a) (i) Bank the study on primary teacher training 1987, but no and will start to implement it following the construction of the opening of the three ENIAs. three ENIAs. Schedule 5 Implementation Partial Starting 12/31/86 Preparation and submission to the Bank of Report submitted (2)(aXii) and annually by an annual report on the primary teacher for 1986/87, but 12/31. Program development program to be financed by US- never implemented. to be submitted AID, followed by an exchange of views. USAID financing and implemented Program to be submitted to the Bank and ended in 1988. by June 1990. implemented.  Statistical Tables 21 Sebtion of Type of Compliance Date Amended Description of Covenant Remarks Loan Covenant Plamned Date Agreement B. Education Management Schedule 5 Implementation Strengthening of the Planning No information available. (2) (b)(i) Division through studies on MINEDUC's staff development program, and implementation of a data processing system. Implementation Strengthening of the Technical and Vocational Education Division through: Schedule S Implementation Partial Collection of data on school facilities Statistics updated for 1986 and (2) (b)(ii) and staff; 1987 only. Schedule 5 Implementation Partial Development of a system for (2) (b)(ii) evaluating existing courses and for teacher training; Schedule 5 Implementation Partial Creation of mechanisms to (2) (b)(ii) strengthen the linkage between technical education and employment opportnities; Schedule 5 Implementation Partial Improvement of resource planning Imcomplete (2) (bXii) and management; Schedule 5 Implementation Partial Staffing of the Maintenance Unit Three local specialists trained. (2) (bXii) with four local specialists to develop a procurement and maintenance system.  22 ICR - CAMEROON: Education and Vocational Training Project E ;0 000t f I ;: 1 :A;:0 : I 0 ;C.Developmet of V1ct xIo: al Support for the CENAFOP through: Schedule 5 (2) Implementation Partial Closer employer participation in (c)(i) CENAFOP's management and in the design and implementabon of training and programs; Schedule 5 (2) Implementation Assistance in the improvement of No infonnation available. (c)(u) existing vocational training centers and in the creation of new institutions; Schedule 5 (2) Proposals for training programs No information available. (Cxiii) for trainers in other institutions; and Schdule 5 (2) A contribution to the development No information available. (cxiv) of rules and regulations for the vocational training subsector.  Statistical Tables 23 Section of Type of Compliance Date Amended Description of Covenant Remarks Loan Covenant Planned Date Agreement D. Vocational Training Mangement Strengthening of the Directorate of Manpower, Vocational Training and Projects, through: Schedule 5 (2) Implementation Reorganization and staffing of the Sub- No infornation (d)(i) Directorate for Manpower and Employment available. to carry out manpower surveys and establish a viable permanent data base; Schedule 5 (2) Implementation Reinforcement of the Sub-Directorate for No information (dXii) Vocational Training in the areas of available. planning, curricula and staff development, institutional management and performance evaluation. Schedule 5 Implementation Partial Starting Preparation and submission to the Bank, for Done for Part C of (2)(e) 12/31/86 review and approval, of proposed staff the Project and at development and training programs to be (Education six-month carried out under Parts C through E of the Management). intervals Project, including a plan of execution and the names and qualifications of the candidates for fellowships. Schedule 5 Implementation Partial Upon completion of the training, the persons Done for Part C of (2)(e) trained shall serve at least two years in the the Project. positions for which they have been trained.  24 ICR - CAMEROON: Education and Vocational Training Project ;;0;; Seetinti0 of0 ; Type tof ;;0Comp lia |Dae PAmnded ti of Covenant Remarks U#M Coenat Date A. Statemnt of fokey Schedule 5, Study Yes Sept. 30, 1990 1993 The Borrower will furnish to the Bank the Done in 1993. amended: draft statement of education policy. (2)(a)(ii) Schedule 5, Study Yes Nov. 30, 1990 1993 The Borrower will exchange views with the Done in 1993. amended: Bank on the various elements forming part of 2aXaXiii) the Borrower's study of the education sector. Schedule 5, Study Yes March 31, 1991 1993 Submission of the study to the Bank for The Bank transmitted its amended: review and comments. comnments to the (2)(aXiii) Government in July 1993. A. Inst1utio Building Schedule 5, Financial Dec. 31, 1991 The Borrower will ensure that the program No information available. amended: budgeting system and the budget monitoring (2)(b)(iu) process included in Part B of the Project are in place. <-~~ _ ;;; _ __ _;; ; _ : _ _040 _~~. P 090fiizwyq Educaton _ __ Schedule 5, Implementation Yes Starting Dec. Preparation and furnishing to the Bank of amended: 31, 1986 progress reports on the development of the (2XcXi) through Project primary teacher training program. completion  Statistical Tables 25 Section of Type of Compliance Date Amended Description of Covenant Remarks Loan Covenant Planned Date Agreemnt ___ Schedule 5, Implementation Yes Dec. 1990 Submission of the program to the Program was never amended: Bank prior to its implementation by implemented. (2)(c)(i) the ENI/ENIAs. Furnishing to the Bank for approval Schedule 5, Implementation Yes detailed plans including: (a) the amended: specific location of each college (2)(c)(ii) concerned; and (b) the detailed design and rehabilitation costs for each such college. Schedule 5, Implementation Partial Dec. 31, 1990 Furnishing to the Bank for review and Program was never amended: comments proposals for restructuring implemented. (2)(c)(iii) the Applied Research Institute (IPAR), so as to pernit the utilization of its facilities for primary teacher training. Schedule 5, Maintenance Partial Furnishing to the Bank for approval: Program was never amended: (a) detailed execution arrangements implemented. (2)(c)(iv) between MINEDUC and the Parents' Associations concerned; and (b) detailed multi-year maintenance plans for the schools. Schedule 5, Maintenance Partial Dec. 31, 1990 Furnishing to the Bank for review and Program was never amended: comments the multi-year maintenance implernented. (2)(c)(v) program proposed above.  26 ICR - CAMEROON: Education and Vocational Training Project Secton Of Type of Comphance Date Planned Amended Descr nof Covenant R ak Loan ~~Covenant Date Agreement D. Post-priaryi Education Schedule 5 Implementation Partial Dec. 30, 1990 Furnishing to the Bank for review and amended: comments the redefined structure and (2)(d)(i) objectives of the SAR/SM centers. Schedule 5 Implementation Partial June 30, 1991 Furnishing to the Bank for approval the amended: details of tramning activities to be (2)(d)(ii) carried out in each SARJSM center. Schedule 5 Implementation Partial Furnishing to the Bank for approval the amended: detailed rehabilitation plans for the (2)(d)(iii) centers. E. Educationi Mnament Schedule 5 Studies Yes June 30, 1991 Upon completion of the Education MINEDUC amended: Policy study (Part A), the Borrower reorganization is (2)(e) will furish to the Bank for review and in progress. comments its proposals for restructuring DPE and the MINEDUC Division of Projects and External Cooperation. I. Vocational Training Schedule 5 Studies July 31, 1991 Furnishing to the Bank for review and No information amended: comments an analysis of CENAFOP's available. (2)(f)(ii) total training costs for the previous fiscal year.  Statistical Tables 27 Section of Type of Compliance Date Planned Amended Description of Covenant Remarks Loan Covenant Date Agreement Schedule 5, Financial Starting June 30, Furnishing to the Bank for No information amended: 1990 and every review and comments the draft available. (2)(f)(ii) June 30 operating budget for the coming thereafter. fiscal year, including expected revenues. Schedule 5, Implementation Partial Elimination of ten trainers from amended: CENAFOP's budget and (2)(f)(iii) proposal to the Bank for approval of eight candidates to replace said trainers, together with the system of compensation for trainers. Schedule 5, Implementation Partial Every 6 months Preparation and furnishing to the Done for Part E, amended: stauting Bank for review and approval of Education (2)(g) December 31, the proposed staff development Management. 1990 and through and training programs to be Project carried out under Parts E and F completion. of the Project.  28 ICR - CAMEROON.: Education and Vocational Training Project Table 11: Compliance with Operational Manual Statements Title and number of Guideline Comment onD lo 2. O.D. 13.05 Project supervision (para. 4) The Bank did not supervise the Project for a period of one year, twice, when the Project was experiencing difficulties. Table 12: Bank Resources - Inputs Stage orPrjectCycle PlAnned Amended - 1 t-l Up to appraisal (preparation, preappraisal) 102.6 Appraisal -* Board 85.2 Board -+ Effectiveness 31.7 Supervision 111.6 Completion 5.0 Total 372.4 336.1* Representing a direct total cost of US$939,400 at January 20, 1995.  Statistical Tables 29 Table 13: Bank Resources - Missions Performance Rating Stags of *ontht No. of No. of M 6i3!wion Status uf Develop- rype uf pruhhlem Project cycle year persos days in members' implemen- mcnt | the rield( %pecialization tation impact Through 02-03/78 8 SE 1 Appraisal 04/78 1 8 SE S 02/03/79 3 18 SE (2), A 06-07/80 5 13 SE (3), A, E 0 11/80 3 14 SE (2), A M 01/81 4 SE (3), A 03/82 2 6 DC, A . 06/82 1 8 E _ 10/82 4 9 SE (3), A 06/83 3 15 SE (2), E M 10/83 20 DDC, C 01-02/84 2 12 C M 05/84 4 23 DC, RS, A, C Appraisal 03-04/85 5 23 ES (3), E, A through Board Board through 12/85 1 11 A M effectiveness Board through 07/86 1 4 A 1 1 TA effectiveness Board through 11/86 2 11 A 1 1 M effectiveness Board through 02/87 1 5 A 1 1 M effectiveness __  30 ICR - CAMEROON: Education and Vocational Training Project Stages of Mofktht No. ~or N6. of ~Mission Staftus of Deveo- Type o problem plrojc cycl yea persona aylm in mmbers implenien- ment the field spcialzation ftati Impact Supervision 03/86 2 11 A (2) l M Supervision 06/87 2 NA 1 1 F Supervision 09/87 1 11 SE 3 3 F Supervision 11/88 1 NA SE 3 2 F Supervision 06/89 1 NA SE 3 2 0 Supervision 05/90 3 32 SE, ES.TTS 1 1 0 Supervision 12/90 4 15 SE, PES F Supervision 04/91 1 NA SE 3 2 0 Supervision 10/91 2 20 SE, PIS, C 3 2 M Supervision 05-06/92 2 33 SE, PIS 3 2 M Supervision 02-03/93 4 15 SE (3), FA 3 2 M Supervision 04/93 3 7 PIS, 00, FA No rating No rating F Supervision 02/94 2 7 SE, E No rating No rating - Supervision 04/94 5 21 SE, E (2), PIS NA NA 0 Supervision 07/94 10 SE, E (2) HU U 0 Completion 12/94 1 12 C, FA 0, M A ARCHTECT, TYPES OF PROBLEMS FOR PERFORMANCE RATINGS: C 5 CONSULTANT F = FUND AVAILABILITY, DC DIVISION CHIEF S = STUDIES DDC s DEPUTY DIVISION CHIEF M = MANAGEMENT SE EDUCATION SPECIALIST, 0 = OVERALL STATUS. E ECONOMST, TA = TECHNICAL ASSISTANCE PROGRESS, FA FINANCIAL ANALYST ES - EXECUTION SPECIALIST PERFORMANCE RATINGS: PES PROJECT EXECUTION SPECIALIST I = PROBLEM FREE OR MINOR PROBLEMS, PIS PROJECT IMPLEMENTATION SPECIALIST 2 = MODERATE PROBLEMS, 00 OPERATIONS OFFICER 3 = MAJOR PROBLEMS WITH SOLUTION UNDERWAY, RS TRAINING SPECIALIST 4 = MAJOR PROBLEMS WITHOUT SOLUTION UNDERWAY TTS = TECHNICAL TEACHING SPECIALIST (NONE IN THIS PROGRAM).  APPENDICES  Appendix A 33 . lission de la Banque niondiale Yaound6. Cameroun Mission d Educaricn du 17 au 17 juillcr 1994) Introducrion itmnes 3. .\4oll-Drucker (spicialisre en ;dzz-grion). C. Laur n (sonorrusre) du Dearreinenr di I'Afnique oc-:d.zWale et c.=rale de la Bancue mandiale Cc M. 1. NJangsi (6conornmsre i la Mfission Rcsidene). om ertecue une mission au Ctnrouxn. du L7 au 27 juille: 1994. La mission avair pour objecrikf principal de faire Ic point sur la clocure du 4nme Projea Eduion/Formtion lr La prroararion et l'orienmrion d'u 5&me Projet Education. La mission a eu.'= c urrts. des discussions avec leurs Excellences IM. Robert Mbella Mbappd, Mini.sre: de P'Education Nationale ea M. Roger Melmgui. Minisue Delegut a l'Economie et auax Finances charge du Budger Ls conclusions er r-commaandaions som prsem 5i-dzssous. 1. Ctme du 4me Projet: Le riquar des fonds aon diss du Prje: IV a ee mim le 0 juin dernier aIts compres spciaux A et B orm 6rr soclis par la C2ss Autono d'Amorressem (CAA) le L2 juille denier auprs de Standard Charb erd Bank au profit de la BIRD. Le raport d'audi du 31 mars 1993 est prct et sem transmis officiellem a I PIDA dans les meillems dilais. Ces ons per-mro de procder sans dei3i i la cl6rure di ce on6ration dans ls livres de la BID. L'audiz fi=k de fin de projer devra erre ris d'ici le 30 septnbre 1Q94. Las didils pour la oreparation diu rappozt d'achiverneat du Projet rV som prdsenri dans le rapport de Mine Laurem (en amnee). Le service tecbnique du MINEDUC a dcji demarrd I'iaborazion du projs dae rDport d'6vahuaroa. 2. Vole oidi=don du Progrzme d'Acrn Sodale (PAS): Tous les dossiers de consilriaon pour la rebabiton de salUes de classes om erE excis et diposes au MNEDUC. Le voler ducarion (il s'ieve i 6.030.000.000 FCFA. comprez quarm souscompsane) sera rniisi auozD dui PRAS dans le comere d Creau i la Relance Fconomique (ERC). 3. Prparaton d'um 5jzze Prje Edaon/Toraon CAMMA. L: NM4EDUC a saisi Ic MNisz:re de 1'Econiie et des Fnances afm q= c denier addss I l'IDA la require pour l'avance de priptr de proja (PPF) d'm 5ame Projet Eucarion/Form ron (vof l'annee). Ce PPF fiancera les ^inle po=cEles en vue de prparer les Et GC x de l'E on ains aue le 5me ProjeL Uine Celule de REflexion a ie nor e au MWEDUC par arr8ri du 13 avril 1994 pour assurer ces 4. Las rers de rifren pozr la rialisarioa de rrouis udes ocruefiCs om 6tE fialis6s. n3 sagir d'une iude ur le ct at k Inanczme de l'ed;carion an Camzam d'=m ap ic -ds r et moyens du NZOD UC. ae de la nise i jour de la carte scoLaire, La derniree inude iique l'nformaisaion = r 2res wmoyens logistiques des services rcniques du MhNUC. permcnant la misc a jour des indi fandame=rx at l'orienntrion dui Sme ProjeL Dis que le PPF sen disponible. Ie .MIED UC senpp I lancar las trois imdes converts suivam les proc6dures usueiles de l'IDA. :5. LLe 3:me PTojet aum comme objecrifs principawc: (a) I'ainiliorarion des smnres dtacuueil du systrrne ahicarif zsi que d:s programmes. merz I-acem sur l enseigcent sciencifique. technique an proressionned cns le sens d-une meilleure adioarion fonnarion emloi cr (b) la revalorisarion du corps -nseignant Yerminm m'amlioracion de la forrmrion. des conditions, de =avail et de la r:lanon entre le  34 ICR - CAMEROON: Education and Vocational Training Project .MIt3N,EDtU'C t l E:NS. en Vuc d'adapeT leas prograrnz= de fh;uin d fornurs nouvcIcs sLatgics d'ducwon (i.f.. proftesionalisauion en agriculcure et rechnologie). 6. Le MInUUsa-_ a rmppef que.I'DA trouve des alternaives aux fonds de cor2zrepame nacionale dzrs le dornaine social. =mpte te:nu du fait qua leur indisponibilitc constime un obsacle majeur i la bonne -.xecuron dz proje5, 7. Dans le comcxte de F&valuarion des systmes de geston des projes BSM. il a ef r no=nd de oroc.dra i un IgZ4 = des circuis de trait en des dossiers de projecs en vue noramment dc renar