Chad - Education project

Public Disclosure Authorized RETURN TO REPORTS DESK RESTRICTED WITIHIN FILE CO?Y Report No. TO647a ONE WEEK This report was prepored for use within the Sank and its offiliated organizations. Thny do not accept responsibility for its accuracy or compl.ten.ss. The report moy not b. published nor moy it be quoted as representing their views. Public Disclosure Authorized INTERNÂTIONAL BANK POR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized APPRAISAL OF AN EDUCATION PROJECT IN CHAD Public Disclosure Authorized July 26, 1968 Projects Department  CURRENCY EQUIVALENTS US$1 247 francs CFA CFA francs 100 US$0. 4 CFA francs 1, 000, 000 = US$4. 050 MEASURES EQUIVALENTS 1 m2 1. 196 sq yd 2 10. 764 sq ft 1 km = 0. 386 sq miles 1 hectare - 2.47 acres  TABLE OF CONTENTS Paragraph Number BASIC DATA GLOSSARY SUMRY i 1. INTRODUCTION 1.01 2. THE EDUCATION SYSTEM Administration 2.01 Structure 2.03 Primary Education 2.06 General Secondary Education 2.08 Teacher Training 2.12 Technical Education 2.16 Agricultural Education 2.20 Higher Education 2.25 3. SCHCOL PLANNING AND CONSTRUCTION Planning and Design 3.01 Construction 3.o5 Maintenance 3.09 4. EDUCATIONAL FINANCES Recurrent Expenditure 4.01 Capital Expenditure h.03 Future Expenditure h.05 5. THE NEED FOR THE PROJECT Manpower Aspects 5.01 Teacher Training Plan 5.06 Technical Training for Agriculture 5.13 The Development Need 5.20 6. THE PROJECT General 6.01 Teacher Training Center - Moundou 6.08 continued.. This report is based on the findings of a mission to Chad in May/June 1967, composed of Messrs. Blakey, Macris and Naleppa of the Bank and Mr. Carelli (UNESCO).  TABLE OF COITENTS (continued) Paragraph Number Agricultural Center - Fort Lamy 6.13 Technical Assistance and Recurrent Costs 6.18 Equipment and Furniture 6.20 Sites and Buildings 6.21 Maintenance 6.24 Implementation 60 25 Disbursement 6.28 7. CONCLUSIONS AND RECOMINMTDATIONS 7.01 ANNEXES 1. Organization of the Ministry of Education, 1966-67 2. Education System, 1966-67 3. Educational Pyramid, 1966-67 h. Primary School Age Group and Primary School Ehrollment 5. Primary and General Secondary Education, Enroliments, 1962-1965 6. Primary School Enrollment in 1967 by Grade, Age and Sex 7. Public General Secondary School Enrollment, 1947-67 8. Estimated Enrollment in the First Cycle of General Secondary Education 9. Estimated Enrollment in the Second Cycle of General Secondary Education 10. Technical and Vocational Education, Enrollments, 1966-67 11. Costs of Education and Total Governnent Expenditures, 1957-1966 12. Primary School Teachers - Demand and Planned Supply 13. Project Cost EstimAtes 14. Project Schedule and Estimated Disbursement Rate Map of Chad: Density of Population, Distribution of Educational Establishments  CHAD BASIC DATA - 1967 GENERAL Size of country l,284,000 km2 Total population (est.) 3,440,000 Annual rate of population growth (1965 est.) 1.4 percent Average density of population 2.7 inhabitants per km2 Average expectation of life at birth 31 years Literacy rate 7 percent Gross domestic product (1965) US$239 million GDP per inhabitant (1965) US$71 Central Governnent current revenue as percent of GDP (1965) 13 percent ELUCATION AND MANPOWIER Population aged 5-14 years 850,000 Active population (15 - 65) 1,400,000 Rural population 92 percent Primary school enrollment Equivalent to 28 per- cent of 7-12 age group Secondary school enrollment 2 percent of 13-18 age group Education expenditure financed by Chad Government, average 1960-65 -- As proportion of GDP 2.4 percent As proportion of national budget 15 percent Total education expenditure (including foreign assistance) -- As proportion of GDP 3.5 percent Per capita US$2.3  GLOSSARY Senior teacher (instituteur) - The highest grade of primary school teacher; one year's training after experience as assistant teacher. Assistant teacher (instituteur adjoint) - A qualified primary school teacher; completion of first cycle secondary plus two years' train- ing and at least one year's teaching experience. Monitor (moniteur) - A member of primary school staff who has not qualified as assistant teacher, including: (a) Monitor I, a new grade comprising selected monitozs (b) and (c) after upgrading course; (b) Monitor, higher level (moniteur superieur); ^ne yetr of training after 3 - 4 years of sccondary educat-ion; (c) Monitor, ordinary level (moniteur); two years' training after 1 - 2 years of secondary education; (d) Monitor, lower level (moniteur contractuel); completod primary education.  CHAD APPRAISAL OF AN EDUCATION PROJECT SUMMARY i. In April, 1967, the Governrent of Chad applied to the Inter- national Development Association for financial assistance for the con- struction and equipment of (a) two primary teacher training centers, (b) a training center for agricultural technicians, and (c) an *ndustrial training center. Technical assistance to be provided by the French Government would be an integral part of the proposed project. ii. The technical training item (c) was not appraised because of a pending Unesco-FAC survey of needs for technical education and vocational training. This w-a s completed in February, 1968, and the center ma3r be considered as part mf a later project. iii. It was recommended by IDA and agreed by the Government that one larger teacher training center should replace the two proposed and that the enrollments in both the te-.cher training and agricultural training centers should be substantially greater than originaliy proposed. iv. The present project vould provide 400 places for full-time students in the teacher training center and in-service training supple- mented by ccrrespondence courses for an additional 400 teachers. The agricultural training center would provide 120 places. The two project schools would not make full provision for the country's needs but would establish a basis for further developments which could within about ten years make a decisive impact on shortages of these types. v. During its first five years of operation, the teacher training center would raise the numnber of qualified primary teachers for Chad from about 400 to over 1,000, or from about 10 percent to 20 percent of the total, and would give intensive training to about 1,000 monitors. The agricultural center would require five to six years to meet the urgent need for 150 technicians for the agricultural extension service and for staffing rural development centers and production projects. vi. Technical assistance by the Fonds d'Aide et de Cooperation of the French Government (FAC) would provide experienced staff to teach in the project institutions and train their Chadian replacements. vii. The training programs would be integrated with developments for the improvement of school buildings, school curricula, secondary and further education, and plans for the economic and social development of Chad. viii. Recurrent costs of the project schools are within the finan- cial means of the Chad Governnent but it would be difficult for the Government to make a large contribution to capital costs.  - ii - ix. An adequate supply of qualified entrants for the agricultural and teacher training centers is assured. No lack of opportunities for employment and further advancement for trainees is expected. x. Construction design would be austere and buildings and equip- ment consistent with functional requirements. Estimated costs of con- struction, equipment and furniture are high owing to special conditions-- in particular, transport costs of imported materials and components. Procurement would be by international competitive bidding. xi. A project unit with a full-time director would be necessary for implementation. The employment of private architects would also be required. xii. Total cost of the project is estimated at US$4 million, of which $2.1 million would be for construction and equipment and $1.9 mil- lion for technical assistance. The latter would be met partly by a grant of $1.65 million by the French Government, leaving $0.25 million to be financed by Chad. Of the $2.1 million for construction and equipment, the foreign exchange component is estimated at $1.5 million or 71 percent of total cost. xiii. Agreement having been reached on conditions set out in para- graph 7.10 below, the project would provide a suitable basis for a credit of $1.8 million for a period of 50 years including a grace period of ten years. xiv. The Chad Government vould finance the remaining $0.3 million of costs of construction and equipment. This, together with the contri- bution towards French technical assistance, would make the Chadian share in project coats $0.55 million.  APPRAISAL OF AN EDUCATION PROJECT IN CHAD 1. INTRODUCTION 1.01 In April 1967 the Government submitted a request to the Inter- national Development Association for financial assistance for the establish- ment of two teacher training centers, a center for training agricultural technicians and a technical training center. As explained below (para. 6.o0), the two teacher training centers have been replaced in the proposed project by one larger center in order to produce substantial economies in capital and recurrent expenditure and the proposed enrollments for teacher training and for the training of agricultural technicians have been in- creased. Consideration of the technical training center was deferred un- til a possible second project, pending evaluation of the results of an FAC/Unesco survey of technical education in Chad which was completed in February, 1968. 1.02 The request followed a Unesco/Bank identification mission and assistance to the Governnent from Unesco in the preparation of the pro- ject. Appraisal of the project was undertaken by Messrs. Blakey, Macris and Naleppa of the Bank and Mr. Carelli (tnesco) who were in Chad during May and June, 1967. Background 1.03 Chad is one of the most extensive countries of Africa and one of the poorest. It is land-lccked territory, virtually isolated for some months during the rainy season, and 1600 kms, frori tho sea. It covers more than twice the area of France or 1,284,000 km.2 of which some 50 percent is desert. The rest, mainly savannah country, supports the majority of a total population of aboet 3,500,0O0. Density of population, varying from 0.54 inhabitants per km. in the northern region to 12 in the south, averages 2,6 per square kilometer. Birth rate and mortality rate are both high; estimated annual rate of natural increase of popula- tion is 1.4 percent. The official language is French. Arabic is im- portant among the three other principal languages of the people. 1.04 The economy is based on agricultural and pastoral production, mainly at subsistence levels. Urbanization and commercial and industrial activities are expanding but are limited by lack of internal and external transport connections, water and power resources and trained manpower. 1.05 In the last five years gross domestic product has increased at a slightly higher rate than population. Estimates of the current rate of increase of real income per head vary from 1 to 2 percent per annum. Production for subsistence over the past five years has been estimated at a fairly constant 48 percent of GDP. Agricultural, livestock and other food production has decreased relatively from 59 percent to about 50-55 percent of GDP. Construction and manufacturing have increased without signiificantly affecting the predominantly rural character of the economy. 1.06 It is estimated that 45 percent of the population are under the age of fifteen. Of the active population of about 1.4 million,  -2- about 90 percent depend on agriculture. Practically all of the small number of Chadians who have any technical qualifications are in the government service. In private enterprise, apart from artisanal work- shops, nearly all upper and middle level management is in the hands of expatriates and some 75 percent of aIl technicaIly trained personnel are also expatriates. 2. THE EUCATION SYSTEM Administration 2.01 Control is highly centralized under the Ministry of Education (Annex 1). At all levels French tecbnical assistance personnel carry much administrative responsibilîty. Within the Ministry of Education and in the National Center for Educational Planning which links the administration of education with the Ministry of Planning, the French technical advisors and administrators are mainly responsible for the coordination of reforme in progress. 2.02 The administration has not yet achieved a high level of over- aU efficiency and coordinatiol in spite of the good quality of technical assistance provided. This is due largely to the rapid expansion of the education system, difficulties of internal transport and communicationf, and lack of homogeneity axnong rygions. These difficulties should become manageable as more Chadians acquire the training and experience required to cope with them. Structure 2.03 Primary education comprises six grades in three two-year cycles and leads to the primary leaving certificate. Admission into secondary schools depends on the results of a special competitive examination. In secondary general schools a firat cycle of four years ends with a leav- ing exanination (BEPC). The second cycle of three years leads to the baccalaureat, required for entry into universities abroad (Annex 2). A smali proportion of the pupils who pasa primary or first cycle second- ary leaving examinations enter technical or vocational education. There is no university-level education in the country but some small govern- ment training establishments offer vocational training extending in special cases to post-secondary level. Several local languages are spoken in Chad but none is used universally and so French is used as the language of instruction. No tuition fees are charged. 2.04 The pattern of administrative grades and school structure, the status of school leaving certificates and daily schedules of second- ary and technical school curricula have in the past followed French practice but these are now being adapted to Chadian conditions and requirements. 2.05 Private schools controlled by religious oîganizations are sub- sidized by the Government; they are subject to inspection by the  -3- Ministry and conform to the pattern of public education. They account for about 12 percent of primary schools enrollment and less than 6 percent of secondary. Primary Education 2.06 Public primary school enrollment has increased more than ten- fold in twelve years. In 1966-67 it was 19 percent or, if over-age children are included, 28 percent of the relevant age group; total enrollment was 1 4 9,000. The number of pupils per class and per teacher ranged up to 200 and averaged 72. Out of 2,100 primary school teachers, including only 69 women, 12 percent vere qualified. Given the 10w teacher qualifications and other difficulties described above, the teacher/inspector ratio at about 120:1 is too high for effective super- vision. Shortages of staff, accomnmodation, books and equipment are reflected in high drop-out and repetition rates (Annexes 3-6). 2.07 School buildings are poor and classrooma overcrowded. Many classes are accoemodated in straw huts; most of the more solidly const- riicted achools are ill-designed for the climate. Ge2eral Secondary Education 2.08 Public general secondary education is new to Chad. It was initiated in 1947 but the fui) two cycles of 4 and 3 years respectively were not availabie until 1960. There are-now 18 first cycle schools (colleges dtensignnient general) and 5 two-cycle schools (lycees), each group containing about half the total enrollment. Enrollment was 7s50O in 1966-67 with 6 percent girls (Annexes 7-9). Expatriate children constitute a large proportion of enrollments in higher grades - 22 per- cent in 7th grade -- and last year accounted for 40 percent of the successeS in the baccalaureat. Out of the total of 305 secondary school teachers in 1966-67 over 200 were supplied by French teclnical assistance and 35 by other bilateral and internaticnal programs, 2.09 In recent years the standard of the competitive entrance - examination to secondary schools has not been high even though in 1966-67 only 38 percent of candidates were admitted. The first cycle leaving examination has not set high standards, These conditions, together with low primary sabool standards and the high rate of expansion of secondary enrollment, are the main causes of the low succeas rate in secondary education as a whole. Standards have now been raised; only 18 percent of candidates for admission to secondary school were accepted for 1967-68, and only 35 percent of candidates passed this year 1 s first cycle leaving examination. The number of Chadians passing the first cycle leaving examination should increase frcm 366 in 1966 to about, 700 by 1970, and those passing the baccalaureat should rise from 19 to over 80 in the same period, This would provide on a minimal basis for employment needs and for planned enrollments for further schooling or vocational training. 2.10 Agricultural courses in general secondary schools are to cimuence in 1968¨69 with a single clasa of 25 at Koumra. With their extension to other rural centers9 enrollment should increase to about 275 by 1971-72 (Annex 8, Note (iii) ). 2.11 Improvements in accommodation and equipment., better provision of textbooks, and further change in the structure and orientation of secondary education are contemplated but a prior need is adequate prep- aration for pupils in primary schools. Teacher Training 2.12 As school enrollments have multiplied in Chad, teacher train- ing has been very much a matter of improvisation. In primary schools, where teachers are ai' Chadians, only 12 percent are adequately trained. With an average of 72 pupils per class, they are overwhelmed by numbers. In secondary general, technical, and agricultural and teacher training schools, teaching depends largely on some 320 French technical assistance personnel. Present planning gives absolute priority to the improvefment and extension of training for primary aclhool teachers in order to provide the necessary foundation for longer term plans for secondary and further education and training, 2.13 Primary schcol teachers are trained in two pedagogical centers at Bongor and Fort LaTiy and Li the Normal School at Fort Archaubault. The Bongor center trains highrc level monitors IV in a one-year course after three to four years of secondary schoolinge and ordinary level -- monitors 1/ in two years after 1-2 years of secondary education. Enroll- ment in 1965-66 was 250 pupils which is 100 above the planned capacity. The Fort Lamy center is attached to the largest secon&d«ry school in the country. It trains ordinary leel moniturs in a two-year course. Its normal capacity is 140 day students but enrollment for two years has been over 250. l/ 2.14 The Normal School, opened in 1966, trains assistant teachers in two years after they have completed the four years of first cycle second- ary school; until this year one year of course work was followed by one year of teaching practice under supervision but for 1967-68 the course mork vas extended to two years. Enrollment was 58 students in 1966-67. It is now proposed that the training of assistant teachers should be transferred to a new înstitutionlind that the Normal School undertake the training of Grade I monitors-J with enrollment expanded to 150. 2,15 Two-thirds of the teacher training staff or 24 out of a total of 36 in the three institutions are French technical assistance personnel. Within the limitations of accommodation and personnel available, the three centers operate efficiently. The curriculum is based on the main academic content of primary achool activity but requires adaptation to l/ Seeë lossary take account of the special problems of school children who are not familiar with the language of instruction. The curriculum also needs to be more closely related to the chbidrenst environnent. Although changes have been initiatedt these must, for the most part, await reforms in teacher training (paras. 6o08P6,12) and the effects of Unesco/UNICEF program for the in-service retraining of 120 teachers each year. Technical Education 2.16 Two technical achools, controlled by the Ministry of Education, offer technical training after two years of general secondary education at junior (certificate) and senior (brevet) levels. Total enrollment in 1966-67 was 234 pupils and most were enrolled in the junior courses: 109 in commerce at Fort Lany, and 68 in industrial courses at Fort Archambault; of the senior pupils, 17 were in commerce and 40 ixn indus- trial courses (Annex 10)o Of the teachers 17 were Chadian and the remaining 33 were supplied by French technical assistanoe, 2.17 At the Fort Lamy commerce lycee, teaching and administration are effective. In the industrial ly¢ee at Fort Archambault there is a gap between the theoretîcal teaching and practical work and instruction is not closely related to the demands of the working environuent in Chad; present plans to convert it into a diversified induatrial train- ing center are designed to correct these faults and at the sane time expand its enrollment. 2.18 A number of small training centers under the Ministry of Education give one-year courses in the use of tools to primary school leavers. The Ministry of Labor provides one-year courses in special vocational training centers for a small number of youths. Training of government officials is organized by the appropriate ministries in administration, public works, telecommunications, and nursing (Annex 10). 2.19 Chad depends almost entirely on expatriate personnel for technical and management services. The need for more technical edue- ation is obvious and the rudimentary system aiready established provides a basis for future development. However, planning for the future awaits the evaluation of results of the survey by FAC/Unesco on technical and vocational training completed in pèbru&ry; 1968. Agricultural Education 2.20 An agricultural school for training technicians is operated by the Ministry of Agriculture at Ba-Illi. Entrants must have passed the secondary school entrance examination. Some 45 students are admitted every year from over 300 applicants, A four-year course leads to a certificate of agricultural studies equivalent to the leaving certificate of first-cycle secondary education (BEPC). Holders of this certilicate are appointed as field agents.  -6- 2.21 A regional Veterinary and Animal Husbandry Institute for Central Africa near Fort Lamy offers a three-year secondary level course for middle-level technicians in animal husbandry. Of 47 students, 21 are Chadians; most of the others come from neighboring countries. Enrollment is to rise to 60 when new accommodation becomies avaflable and the institute will then upgrade the course to post-secondary. 2,22 Chad has been sending students abroad for agricultural train- ing at higher levels than that provided by the Ba-Illi school but present policy is to limit this to students for higher diplomas and degrees and to use only institutions in neighboring African countries, namely, the agricultural faculty of Yaounlde, Cameroone and the Regional Center for Training Diploma Agriculturiats (Ingenieurs des Travaux Agricoles) of the Central African Republic. The lack of qualified students has prevented Chad from making much use of these regional facilities but it is expected that increasing numbers will be trained in them in the future. 2.23 Practical or vocational training for about 200 young farmers is offered in six school farms established and operated with assistance from the Goverrments of Switzerland and the Federal Republic of Germany, ILO and private organizations. A Center for Rural Leadership (Centre d'Animation Rurale de Baro) conducts its training proj-ram in the villages through specially organized youth groups. The Agricultural Service in the Prefecture of Fort ;rchamb_uit has also started youth centers in the villa3es. In the absence of qiualified local teachers, al.l these prograns depend heavily on foreign experts. 2.24 Extension education for adult farmers has resulted in signif- icant development, especially in regard to the introduction of draft animals and iaprovements in the cotton crop. Further progre5s is hand- icapped by the absence of a strong extension service staffed with well trained field workers and qualified superrisors and subject-matter specialists. Higher Education 2.25 Having no institutions of higher education, Chad has sent increasing nunbers of students abroad in recent yearso In 1966-67 83 Chadians were studying for degrees in foreign universities and another 245 were doing professional training in other countries. Medical and related studies and agriculture were about equally represented and accounted for over half the total number.  -7- 3. SCHOOL PL['JING AND CONSTRUCTION Planning and Design 3,01 The Ministry of Education is in charge of school planning and depends on its Center for Educational Planning for programs and statis- tics. School buildings other than those for primary schools are desig- ned by foreign architects while the Ministry of Works organizes tender- ing and supervises construction, 3.02 With mo architects or school building experts on the staff of either the Ministry of Education or the Ministry of Works, achools have been built without basic research on de8ign and without sufficient briefing of architects or evaluation of comapleted work. Also, little effort has been made to develop local building materials. A UNDP-Unesco- FAC school building unit ig to etart operations in July 1968. This should bring about some improvement in design of new buildings and in maintenance. 3.03 Primary schools are mostly constructed by self-help with locally available materials like mud-bricks and straw. These local efforts have been strongly supported by coemunities in some parts of the country but generally lack guidance on design and methods of construction. The result, overcrowding in poorly constructed huts, is to be observed even in the main towns. 3.04 The Cew recently constructed secondary schools are of reason- able standard but construction costs have been very high. Some schools show a lack of proper planning and insufficient regard to climatic conditions, Construction 3.05 The building construction industry in Chad consists of about six contracting firms, most of them local subsidiaries of large French firms. Firms from other West European countries also compete for const- ruction contractae particularly for those financed through bilateral and multilateral aid. Of af. construction activity, 90 percent is under government contracta. Owing to the limited and unstable nature of the market, some contracting firms maintain only smalU permanent offices in the country but are capable of rapid expansion to meet a demand, 3.06 There are several furniture manufacturera in Fort Lamy who produce school furniture at reasonable standards and costs, using imported plywood and tubular steel, 3.07 Tendering and contract award procedures follow generally acceptable practice, Control over bidding procedures would be necessary to ensure truly international competitive procurement. 3.08 Construction costs in Chad are among the highest, if not the highest in Africa. Only about 10 percent of construction materials are local and transportation costs for the remaining 90 percent are extremely high owing to the geographical situation of the country. Transportation of materials is hampered by roads being impassable for several months each year. For example, the cost of cement is doubled between the African port of entry and Fort Lamy. It may be possible to reduce construction costs by closer attention to material specifications and to the possi- bilities of utilizing materials available locally or in neighboring countries. Maintenance 3.09 Funds for maintenance of school buildings are included in the annual recurrent budget, but the organization and the financial provision are at present inadequate and even recently completed schools are in danger of deteriorating. One of the purposes of the Unesco/UNDP/FAC school building unit (para. 3.02) is to set up an effective system for maintenance of buildings. 4. E WCATIONAL FINANCES Recurrent Expenditure 4.01 Government recurrent expenditure on education has increased five-fold in the last 12 years. As a proportion of the Government's annual budget, it rose from 12 percent in 1957 to 18 percent in 1964, but in the last three years other components of internally-financed central governient expenditure have risen more rapidly. The effect has been to reduce the share of education to 13 percent in 1966 (Annex 11). The proportion of GDP devoted to education in the last five years has averaged 2.4 percent. Although substantial in relation to the Gover-- ment's total budget and as a pioportion of GDP, this allocation to ec& ucation is small in absolute terms. It has been supplemented by annual grants from the French Government. 4.02 The sources of finance and the distribution of expenditure for recurrent costs of education are shown below on the basis of 1965 and 1966 financial years: Main Recuirent Er3iication -xdituresAveraged for 1965-1966 (millions of C.F.A. francs) Primary Secona Technical Total (%) Ministry of Education 599.3 134.8 51.0 7854l 48 Other Ministries 154.1 192.9 28.8 3,',8 24 FAC (French assistance) 37.4 361.4 53.6 452.4 28 Totals 790.8 689.1 133.4 1,613.3 100 Percentages 49 43 8 100  _9_ Capital Expenditure 4.03 Capital outlay on education has been provided mainly from external sources - the French Fonds d'Aide et de Cooperation and the Fonds Europeen de Developpement. Total inxvestment expenditure for 1960-66 is accounted for as follows: Total Percentage (millions of C.F.A. francs) Chad Government 250.0 14.9 FAC (French) 767.4 45.7 FED (European) 663.0 39.4 1,680.4 100.0 Aggregate investment rose to a peak in 1964. It slackened in 1965-67 but now the outlay should increase again to provide for heavy demands for increased accommodation in all branches of education. 4.04 Community efforts have also aided the raipid development of education in the last 12 years but contributions have been mainly in kind. Services and materials provided by the communes are now the principal means available for constructing primary schools. Future Expenditure 4.05 The following capital outlays, planned for the last four years of the current Five-Year Plan period, will depend largely on the avail- ability of external aid: 1967 1968 1969 1970 7millions of C.F.A. francs) Primary 328 487 500 596 Secondary 190 365 240 316 Total 518 852 740 912 Considerable increase in recurrent expenditure is also implied by plans to develop education. For the immediate future the Government looks to grants and loans from abroad for the financing of most of the capital development but plans to reduce progressively its dependence on external assistance for recurrent expenditure which at present is mainly for staff salaries.  -10- Financial Projections (In constant 1965 Erices) 1965 1972 1976 1980 -Ts$ 00oTos7 lc GoDeP, 239,000 275,000 306,000 354.000 2. Public recurrent expenditure 303400 37,300 43,000 49,500 3. Public recurrent revenue 31,000 .1,900 48o000 55,000 4. Education recurrent expenditure 5,hoo 7,300 8,450 10,500 5. 4 as percentage of 1 2.2 2.7 2.8 3.0 6. 4 as percentage of 2 17 19 20 21 7. External assistance, recurrent expenditures 13900 1,900 1,900 1,900 8. Project-generated recurrent costs - 480 556 l1o NOTE: (i) Base-year figures for iteas 2, 3 and 4 are three-year averages centered on 1965. (ii) Growth of GDP is assuned to be 2% a year to the end of the current plan period, 1965-70, 2-1/2% over the next plan period and for 1976-80 it is assumed that it wi11 approach the offic- ial target rate of 4-5%. (iii) Elxternal assistance is not included in items 2, 3 and 4* 4.06 At present the Government can increase only slightly the proportion of its total budget going to education. However., total revenue should increase with rising GDP and increasing efficiency of tax collection, so that a rise of some 5% a year in recurrent expend- iture on education should be feasible. With the bila.-';eral aid expecited, this would be adequate in the next five years to provîde for the costs of the principal planned developments in education and recurrent costs generated by the proposed project, 5. NEED FOR THE PROJECT Manpower Aspects 5.01 In the goverrmient sector all the key administrative and technical services depend heaiily on tecbnical assistance personnel. In the private sector, except in artisanal workshops and smnall scale retailing, the managers and entrepreneurs are all expatriates. The distribution of employnent in private sector services, which is typical of the "modemr sector of the economy is as follows: P E R C E NT AG E S Of Total La'orForce Chadians Expatriates Unskilled and semi-skilled 75 95 5 Skilled workers 15 81 19 Craftsmen and technicians 4 25 75 Management 6 0 100 (Goverment Manpower Survey of Private Sector - 1965)o The lack of trained Chadians is one of the main factors limiting econ- omie developnent in Chad. Expatriate persolmel are expensive and with- out qualified supporting staff they are not highly productive. 5.02 Agriculture, dominated by traditional methods and by sub- sistence needs, supports some 90% of the population. Extensive land, water resources, and sources of power are under-utilized because of lack of incentive, knowledge, and technical and managerial skills. However, some promising developments have begun in commercial cropping, cattle raising, fishing, and related processing and servicing activities. Supporting infrastructure developments are also urgently needed. Here again, the lack of trained manpower affects not only the implementation of infrastructure projects but also their viability in the long run. 5.03 Prospects of emerging froma conditions of economic stagnation have been raised by the educational advance of the last 12 years. Over 20% of school age children have now the opportunity of some h years of primary schooling; but the achievement by even 10% of that number of a sound basis for post-primary and further education and training, which is the plan target for 1972, depends on reforma which include a doubling of the supply of qualified teachers, 5.04 The countryts need for education and training is further shown by the figures below: Illiteracy rate 93% Proportion of 7-12 age-group enrolled in primary schools 19% Secondary school enrollment as proportion of 13-18 age-group 2% Propvrtion of qualified teachers in primary schools 1966-67 12% Average size of primary school classes - 72 pupils (range up to 200) 5.05 The need for educated people in a population of 3.5 million clearly cannot be supplied by the 19 Chadian secondary school graduates (in 1966) or the 366 Chadians who passed the first cycle secondary leaving examination the same year. A prior condition for the develop- ment of a secondary school system to supply this need is an efficient primary school systen. The highest priority, therefore, has been given to the provision of trained teachers for the primary schools which are now under-staffed and dependent on teachers who themselves for the most part have had little education beyond primary level. Te&cher Training Plan 5.o6 Improvement in primary teacher training is the crux of the plan lor educational development. Owing to financial stringency and to the limited nuaber of qualified instructors and recruits for teacher training, the plan is limited in its scope. For at least another decade it cannot meet the entire need for trained teachers  -12.-. nor cover all deficiencies of accommodation and equipment. However, if implemented according to schedule, it will within 10 years estab- lish a sound basis for development of a comprebhnsive education and training system. 5.07 The effect of the Plan in increasing the supply of qualified teachers should be as shown in detail in Annex 12, and summarized below. 1968 1970 1975 1980 Total primary enrollment 182,320 201,000 269,400 343,700 Average class size 66 60 45 45 Aggregate demand for teachers 2,760 3,35o 5,99o 7,640 Planned teacher supply -/ (î) Teacher trainers- - - 234 430 (ii) Senior teachers 6 6 239 440 (iii) Assistant teachers2/ 366 360 520 1,530 (iv) Monitors I 2/ - 75 914 2,600 Deficiency to be filled by monitors, types (b), (c) and 'd) 2,388 2,909 4,083 25,64 5.08 This development wouild have two important results: (i) The proportion of inadequately trained monitors would be reduced from 86% to 35% of teachers in service, and (ii) The qualified staff would have received training which would be much superior to that now available. This training Aould initially be provided by full-time courses of instruction at the proposed Center at Moundou and in-service training organized by the Center. Later, the existing centers at Fort Archambault, Fort Lwny and Bongor would be upgraded to the same level as Moundou. 5.09 An important deficiency ef current teaching practice is its lack of relevance to the local environment. The new curriculum for training teachers would improve on this situation. Laboratory work, together wLth wood and metal workshop practice, farm work and exper- ience of building maintenance would not only help trainees to bring their teaching into rapport with local conditions but also equip them for community developmaent work,, 1/ See paras.6b.M, 6.09,, r/ See Glossary  -13- 5.10 This development of teacher training is essential to the plan- ned change in the primary curriculum which has been initiated in pilot schools in the Moundou-Koumra area and is supported by a new curriculum development section attached to the National Center for Education Planning. This center, with support from UNESCO and FAC is collabor- ating with UNESCO centers in Accra and Bangui and the UNDP Regional Center in Brazzaville to develop appropriate teachiing progea5Is and teaching aids for primary achool courses and also for teacher training. 5.11 The assistant teacher training program wi11 help trainees to overcome one of the greatest obstacles to effective teaching in Chad, which is limited knowledge of French by the pupils. Language labor- atory work for student teachers is to be supplemented by specialist teaching on methods of dealing with this problem (para. 2.03). 5.12 Correspondence courses combined with supervision in the first year of teaching experience after graduation are an important feature of the Plan. Initially, this 'il1 be the responsibility of - French technical assistance staff but the training of Chadian special- ists for this work forms part of the program. Technical Training for Agriculture 5.13 Agriculture is the main producing sector of the economy and land is the principal resource for development so that, at this stage, prospects for national develop'ment depend principally on increased efficiency of land use. An ef_ective extension service is a first requirement for the achievement of expansion, diversification, and increased productivity in agriculture. As a consequence of delayed educational development there are not enough qualified recruits for training to supply more than minimum immediate needs for this purpose: personnel now available consist of a small group of expatriate agrie- ulturists, supported mainly by technically unqualified staff. 5.14 The total of 750 field agents now employed by the Department of Agriculture is made up of 450 who have had no tecbnical training and little or no general education and 300 technicians of whom 80% have had 8 years' schooling or less. 5.15 Estimated requirements for the extension service at present are as follows: (a) 15 Chadian degree-level agriculturists, to head the - district services (secteurs agricoles), (b) 30 dipploma-level agricul- turista, or one for each of 30 sub-districts (sous-secteurs agricoles), (c) five extension agents per sub-district, or one per 2000 families, making 150 in all, and (d) two field assistants for each of the exten- sion agents or a total of 300. 5.16 The training of Chadians for the two higher-level categories, (a) and (b) above, has begun through the provision of scholarships for regional institutions in Cameroon, Senegal, and the Central African Republic 0 However, the number of recruits who can qualify for entry into these institutions is so limited that replacement of expatriate personnel  -114- is not envisaged in present plans. At present, there is only one Chadian degree-level agrieulturist and four of diploma level (ingenieurs de travaux agricoles). 5.17 The supply of field assistants, category (d) above, is provided in adequate numbers by the training center at Ba-Unli (para. 2.20). At its present level of operations, this center can supp2y field assistants as rapidly as they can be absorbed into the service. With improvements in primary schooling and consequent improvement in the educational level of its intake of trainees, it should be able to rai-se the level of qualification of its output of graduates. 9t 5.18 .The crucial requirements, for which no provision exists in Chad, is at the extension agent level, category (c) above. The proposed Center for Training Agricultural Technicians, limited initially to an output of about 30 graduates a year because of the lack of candidates with iniuw;num educational requirements, would require about 5 years to supply the minimum requirement of 150. 5.19 The proposed progran for training agricultural technicians should supply staff capable of implementing short-range plans to raise agricultural output and in thc long run it should supply nuch of the skill and leadership required to bring about sustained agricultural development. The Development Need 5.20 Poor conditions in schools, dependence on expatriate manpower, and inefficient use of resources in agriculture and in industry, are all cloaely interrelated. The programs outlined above which include the proposed project are a necessary step towards changing these conditions. 5.21 Tha projected development of teacher training for primary schools is a vital need for the development of the entire education - and training system. Alone, it cannot achieve the necessary improve- ment of the system, but it is an essential step to which the Govrernment gives first priority, It should be followed by accelerated development of secondary education and vocational training including further expan- sion of the training of agricultural technicians. 5.22 The project proposal for teacher training and agricultural technician training was initiated as part of the 1966-70 Five-Year Economic Plan. However, the project itself becaae the foeus of a program of educational reform and expansion. Its preparation was - associated with the initiation of cmplementary measures for adapt- ation of primary teaching to Chadian conditions, for organization and guidance of community building of primary classrooms, development of agricultural courses in secondary schools, and restructuring technical and industrial training. Consequently, the educational content of the Ecoriomic Plan-has been superseded by an Interim Plan for Education and TraIning 1968-70 which, to a large extent, is the result of work and experience associated with the preparation and appraisal of the IDA projecto 5.23 The Interim Plan includes an industrial training center at Fort Archambault; extension of existing rural artisan training centers which would become satellites of the Fort Archambailt Center; and eight new secondary schools. Development of courses in agriculture (para. 2.10) would be a feature of the new secondary schools. Thes-e are items which could be considered later as a possible second educ- ation project in Chad.  6. THE PIC`JECT General 6.01 The proposed project is the construction and equipment of (i) a teacher training center at Moundou and (ii) a training center for agricul- tural technicians at Fort Lamy. It would also include technical assistance supplied by the French Government over a period of seven years. 6.02 Estimated costs of the project (Annex 13) are as follows: Estimated Project Costs Estimatea Foreign Exchange Componer.t CFAF US$ equiv. % of US$ (millions) ands) Total (thousands) 1. Teacher Training Center Academic and general facilitîes 121.7 495 42 351 Hostel accommodation 123.9 503 42 356 Staff housing 47.5 193 16 136 Contingencies 10% 29.3 119 _ 85 Total 322.4 130 923 2. Agricultural Training Center Academic and general facilities 77.6 314 48 22>4 Hostel accomodation 35.5 144 22 102 Staff housing 48.5 196 30 132 Contingencies 10% 16.2 66 - 47 Total 177"7 728 MOO 77- 3. Project Administration 17.3 70 5D 4. Totals, administration, construction and equipment 517-5 2,100 g 00 5. Technical assistance iboth project items) On FAC budget 411.4 1,650 87 1590 On Chad budget 64.0 250 13 Total 4775. 100 159 6. Aggregate expenditures Administration, construction and equipment, etc. 517.5 2,100 52 Technical assistance 475.4 1 900 48 i$yo Total 992.9 000 l00 3059 (if technical assistance is excluded, the foreign. exchange component is est-iikited at 71%; for the project including technical assistance it is M7;Z)  - 17 - 6.03 The project would be implemented in 1968-71, so that the Teacher Training Center would reach capacity enrollment by October 1971 and the Agricultural Training Center by October 1972. The former would provide 400 new places in teacher training to meet the country's more urgent needs in terms of better training for primary teachers and an increased supply of trained teachers (para0 5.07). The latter center would provide 120 places in a 3-year course for the training of agricultural technicians (paras0 5.18, 5.19). 6.04 The estimated costs of the proposed project have been reduced substantially during appraisal. This is due mainly to the substitution of one large teacher training center for two small ones, increased total enrollments planned for both teacher training and agricultural training, and the application of more economical standards for both construction and equipment. 6.05 Other modifications have been designed to improve the training programs and extend their impact. Among them, for the agricultural center, are the lengthening of the period of training and increased provision for field vork associated with major production projects in different parts of the country. The teacher training program has alseo been strengthened by the extended provision for in-service training, particularly for monitors, and correspondence courses. 6,o6 With these changes, the two institutions would be well adapted to the country's needs, Capita7l outlay per student place would be less than 50% of that foreseen in the original estimate and the reduction in costa per graduate would be still greater. These economies are important because of current financial stringency in Chad. Also, future develop- ment will benefit from the introduction of the more economical standards of construction and equipment. Further reduction in unit costs should be achieved in the future, especially in the Agricultural Center, with increasing enrollments. 6.07 It is anticipated that there will be no shortage of qualified applicants for both institutions. Teacher Training Center - Moundou 6.o8 The Moundou Center would integrate teaching practice and practical farm and workshop courses with the progran of formal instruction. The whole would be related closely to community needs and development opportunities. In-service training supplemented by correspondence courses would also be undertaken by the Center. Unesco and FAC have collaborated with the National Center for Education Planning in devising a detailed plan of oporations which would meet the most urgent needs of the education system, would not overstrain the limited resources available, and would be geared to expansion and growing independence of external aid. 6.09 The proposed Center would have a total enrollment of 400 full- time students, and would conduct and supervise correspondence courses and in-service training for a further 400 teachers. The annual output of the main two-year course would be 125 graduates who would become qualified  -18 - assistant teachers aIter a further year oe satisfactcry teaching perform- ance under supervision from the Center, In addition 50 experienced assist- ant teachers would be selected each year for a course leading to higher appointments -- mainly as school principals. Another 50 selected on the basis of experience and aptitude would be trained each year as teacher trainers for the in-service traiting progr=. There would also be an in- take of 150 monitors each year for an intensive 3-month retraining course followed by correspondence work-; 6.10 The course would be 65% general education, 25% professional train- ing which combined course work with teaching practice, and 10% practical instruction in the workshop and on the farm. Students would follow a rotatiJon of extra-curricular assignments to gain experience in maintenance of buildings and plant, purchasing, marketing, and accounting. The curriculum is well balanced and well-adapted both to primary school development requirements and to the role of teachers in community development. In particular, the program for practical work in the workshop and on the farm, and the orien- tation of the curriculum to Chadian conditions, are designed to equip graduates for community work as well as for teaching and school adminis- tration. 6.11 Academic facilities would consist of six general clasarooms, one social science room, a special room for art classes, a science laboratory, a demonstration laboratory, a workshop, four study rooms and a library. The dining room would also be used for lectures. Provision of hostel accomaodation for 75% of the students is necessary because recruit- ment would be nation-wide and boarding facilities in Mîoundou are extre- mely lixited. Senior expatriate staff would have housing provided. 6.12 During their first year after graduation, teachers trained in the Center would work under supervision and receive further in-service training coordinated with correspondence courses. They would be required to continue in the education service for a minimum period or to reimburse the costs of their training. The period proposed by the Government is 10 years. The Agricultural Institute - Fort Lany 6.13 The Agricultural Center would train middle-level agricultural technicians (conducteurs agricoles) through a 3-year course offered to students with the first secondary cycle certificate (BEFPC) This would be a considerable advance on courses offered up to the present. As the principal agricultural education center, the Center would train the core personnel for agricultural services and also assist other training pro- grams. Purther, the program of the Agricultural Center would be closely coordinated with that of the existing Animal Husbandry Institute. The new institution would adjoin the latter and the two would develop integrated farming and livestock raising programs. Veterinarians and animal husbandry specialists of the latter Institute would teach their specialized subjects to students of both institutions. 6.14 The required annual output of 30 agricultural techrLicians com- bined with the requirement that approximately 15 students take the intro- ductory one-year course in preparation for training in animal husbandry would necessitate a total enrollment of 120. This includes a margin for atudent losses. Students would be selected from both the general educ- ation stream and among graduates of the Ba-Illi Agricultural School. A sufficient number of qualified candidates should be avaiLable to provide for the projected enrollment with sufficient margin for selection poera.09) 6.15 The instruction program would consist of general education (one third) and specialized professional instruction (two-thirds). A prelimi- nary period of practical farm work at one of the State Farms in the cotton belt would be part of the selection process. In addition each class group in turn would undertake practical work on development projects in different rural areas, so that one year out of the three years' training would be fr1l- time practical work. Practical training would also be provided in a 25- hectare farm attached to the school and in livestock and poultry enterprises conducted in cooperation with the Animal Husbandry Institute. Professional courses would include crop production, animal husbandry, agricultural engi- neering, farm economics and agricultural extension. The Center would also offer specialized short courses to prepare technicians for special areas and production projects or to supply extension agents in service tdith up- to-date information regarding Lnproved management of crops and liivestock production. 6.16 Since animal husbandry and elements of veterinary science would be taught by specialists of the Animal Husbandry Institute, only four agri- culture teachers would be required, i.e., one specialist for each of the agricultural subjects,together with one teacher of general education sub- jects (mainly laJiguage) 0 Although teachers supplied under technical assistance would be necessary for its initial operation, a sufficient number of Chadians are in training abroad to ensure that Chadian degree- level agriculturista could staff the Conter by 1975. This should provide a sound base for the future expansion of the Genter as the nucleus of a complex of agricultural institutions catering for private enterprise as wsle as growing requirements of Governnent extension services. 6.17 Academic facilities of the Center would consist of one general subject classroom, two classrooms for demonstrations and laboratory work, a workshop and a library. The dining room would be used also for lectures. Students would be admitted from all parts of the country and boarding fa- cilities for 60% would be required. At any one time at least 30 students would be away engaged in field work, and 15-20 would be day students enroJLed for the first year course only. The latter would complete their training in other specialized agricultural training prograns. Housing would be pro- vided for senior staff. Technical Assistance and Recurrent Costs 6.18 The French Government has agreed to supply staff required but not locally available, to finance the greater part of staff salaries, and to organize training for Chadian personnel to replace French technical  -20- assistance staff. The period for this technical assistance operation is set at seven years but the replacement of French staff in teacher training is expected to take longer. The foUowing replacement schedule and schedule of recurrent expenditures (at constant 1967 salaries and prices) should be possible: 1970 1971 1972 1973 1974 1975 1976 Teacher Training Institute Personnel: (i) Technical assistance 12 20 24 26 24 22 22 (ii) Chadian 2 4 4 8 10 12 12 Salaries and related costs: (CFAF 000Qs) (i) On FAC budget 28,560 47,600 574120 61,880 57,120 52,360 52,360 (Mi) on Chad budget 6,480 11,400 12,960 17,340 18,360 19,360 19,360 Other recurrent costs (Chad)21,290 25 470 37 530 37 530 37,530 37,530 37,530 Total recurrent expenditurEso6,43O h7,h70 107,610 115,010 109,20 1092cO 109 ILstitute of Agriculture Personnel: (M) Technical assistance 2 4 5 5 3 2 (ii) Chadian - - - 1 2 3 Salaries and related costs: (CFAF 0OOOs) (i) On FAC budget 5,180 10,360 12,950 12,950 7,770 5,180 - (ii) On Chad budget 540 1,080 1,350 2,190 2,250 2,820 3,480 Other recurrent costs (Chad) 9 370 9 700 12,700 16,730 16 730 16 730 16730 Total recurrent expendituresl§9 2 27,000 31,870 2 2730 20,210 6.19 The replacement of technical assistance staff would reduce total recurrent expencditures for the project schools owing to the lower salaries of Chadian per- sonnel. In consequence, as shown in the following table, the reduction and eventual termination of this aid by the French Government should not lead to a very great increase in expenses incurred by the Chad Government a.Vter the end of the 7-year period:  -21- Project Recurrent Costs (CFAF OOOs) Long-Term 1970 1973 1976 Target (i) On FAC budget 33,740 74,830 52,360 - (ii) On Chad budget 37,68o 73,790 77,100 89,000 Total 1 1h8,620 129,460 89,000 î/Estimated on basis of current prices and salaries; the "long-term target" - is full replacement of technical assistance personnel, which should be possible by the early nineteen-eighties. In paragraph 4.05 increased recurrent costs of education due to the project include in addition to the above project recurrent costs the estimated effect of the project on primary teacherst salaries through upgrading. Equipment and Furniture 6.20 Equipment and furniture lists have been reviewed. As amended during appraisal they are adequate and estimated costs are considered rea- sonable under the special conditions of the country. Sites and Building 6.21 The two sites required have been designated and are suitable. Their acquisition has been confirmed and site plans have been provided. 6.22 Cost estimates for the buildings in the proposed project have beer, based on recent cost experience. In view of recent trends in building costs contingencies of 10% have been added to cover possible price increases during implementation. 6.23 Factors which contribute to the extremely high costs per student place ($2,900 per full-time student place at the Teacher Training Center, and $5,4QO per student place in the Center for Agriculture) are: (i) Construction costs for boarding accommodation and for staff housing together are over 50% of the total construction and site utilities costs of the project. This is un- avoidable because both project institutes would be unique national centers, recruiting from all parts of the country, and because staff housing is necessary to attract the more highly qualified staff supplied under technical assistance. (ii) Because of initiajly low enrollment figures, more particu- larly in the Agricultural Center, space utilization is below the technical maximum. This is due to the limited supply of qualified entrants. However, schedules of  -22- accommodation as amended by the mission are approp- riate; and future extensions will be accompanied by more intensive utilization of space and lower costs per student place. (iii) The practical nature of the training programs to be given, which is dictated by production development and commnity development needs, makes the costs of equipment for both centers much higher than they would be if the emphasis were on clas3-room inctruction. Maintenance 6.24 Maintenance costs and other project recurrent expenses would be borne by the Ministry of Education for the teacher training center and the the Ministry of Agriculture for the agricultural center. Implementation 6.25 Procurement procedures for furniture, equipment and all build- ing construction would follow international competitive bidding, (See above, paras. 3.05 - 3.08). 6.26 Both institutions should be in a position to receive first year students in late 1970 and by early 1971 buildin3 construction and procurement of furniture and equipment are expected to be complete (Annex 15). 6.27 For reasons mentioned in Chapter 3 (para. 3.02) on school planning and construction and because the implemeiitation of the project would impose a burden beyond the present capacity of the administration, it is considered essential that: (i) A Project Director acceptable to the Association, with overall responsibility for the project, and two assistants, should be appointed and attached to the Ministry of Education. (ii) The salaries of the Project Director and two assist- ants would be included in project costs to be financ- ed in part by the IDA credit (para. 6.02, subsection 3); (iii) A firm of architectural consultants should be commiss- ioned to design the project schools. Disbursfment 6.28 An IDA credit of US$1.8 million would represent 45% of the total project costs of US$ 4 million or 85% of construction and equip- ment costs. It would cover the estimated foreign exchange component and 50% of the local cost component of construction and equipment costs. The Association would diaburse or reimburse; (i) 100% of professional fees, project administration costs, and foreign exchange coste of equipment and furniture, and  -23- (ii) 84% of total costs of civil works and local currency expenditures on furniture and equipment. However, should actual expenditure exceed present estimates of cost, the percentage reimbursement under (ii) would be revised doiminard so that dis- bursements uould be spread.through the implementation period and their termination coincide with the completion of the project. 2unds not dis- bursed at the completion of the project would be available for cancellation. Estimated disbursement rate is showi in Annex 15. 6.29 The Chad Government would finanice the remaining costa of construc- tion and equipment, $0.30 million, together with its share of $0.25 million in co0ts of technical assistance. A technical assistance grant of $1.65 mii- lion by the French Government would account for the balance of project finance. 7. CONCLUSIONS AND RECOMMNDATIONS 7.01 One of the main restraints on economic and social development in Chad is a shortage of educated and trained manpower (paras. 5.01-5.05). The proposed project, by establishing an improved system of teacher training and a program for training agricultural technicians, would meet part of this shortage (paras. 5.07, 5.18, 6.03). 7.02 The Teacher Training Center would supply each year 125 newly qualified primary school teachers and by intensive courses for upgrading and retraining would progressively improve the qualifications and orien- tation of those in service. Output of all internal and external courses would be over 700 teachers a year. The organization of education would be strengthened by advanced training at the Center for graduates selected for positions of higher responsibility (paras. 6.o8 - 6.12). 7.03 The Center for Training Agricultural Technicians wculd train ex- tension and supervisory workers and would be the nucleus of a complex of a2ricultural institutions catering for national needs (paras.6.13 - 6.17)6 7.04 The planned output of 30 agricultural graduates a year is the maximum feasible under existing conditions because of the limited supply of candidates qualified for admission. This number would supply minimum current needs for agricultural services and projects but it is a basis for future expansion (paras. 5.18, 6.14)- 7.05 Thc train~ c, nte-rs zould provide appropriate conditions for course work and for practical work under conditions in which graduates woJuld be employed (paras. 6.10, 6.15)* 7.06 The number of applicants for entry into each center would be sufficient to provide the enrollment planned (paras. 2.09, 6.07).  - 24 - 7.07 The building designs would conform to acceptable standards, ensure economic utilization of teaching space and meet the requirements of the two training programs. Boarding and staff housing would be austere and provided on a minimum scale. Furniture and equipment as proposed are adequate in amount and specifications. Cost estimates are reasonable in view of the special conditions prevailing in Chad (paras. 6.20,-6.23). 7.09 The Government share of the capital cost and the recurrent costs which wculdbe generated by the project are within Chadts financ- ial capabilities under existing bilateral arrangements (paras. 4.05. h.o6, 6.18, 6ol9). 7.10 The following condition has been fulfilled: (i) Formal agreement by the French Government to supply the technical assistance required for the project centers (para. 6.18). In addition, the following assurances were obtained from the Chad Governnent representatives during negotiations: (ii) A Project Director, acceptable to the Association, wil be appointed and attached to the Ministry of Education and will have orerail responeibility for implementation of the project (.ara. 6.27). (iii) Architectural consultants will be commissioned to design the two project centers (para. 6.27). The project forms a s-aitable basis for an IDA credit of US$1n8 million, which is 85% of total project costs for constraction and equipment of US$2.10 million equivalent or 45% of the total project cost of uS$4h.0 million equivalent. The credit would cover foreign exchange costa estimated at US$1,50 million and U*0$.30 millicn equivalent of the local currency costs of construction and equipment, leavirg US$o.55 million to be financed by the Goverr=ent of Chad and US$1.65 million by bilateral assistance £rom the French Governrent. July, 1968  CHAD: ORGANIZATION OF THE MINISTRY OF EDUCATION, 1966-67 MINISTER OF EDUCATION MINISTER OF PLANNING GENERAL DIRECTORATE OF EDUCATION UREAU 0F PERSONE FBUREAU 0F FINANCE AND SUPPLY BUREAU 0FUMNAINCTE EXAMINATIONS PRIMARY EDUCATION ONST UTE TIN TECOHNICAL EDUCATION SCHOOL BUILDINGS SCHOOL HYGIENE SPEAKING POPULATION z m IBRD- 3457  CHAD: EDUCATION SYSTEM, 1966-67 AGRICULTURE AGRICULTURE MINISTRY OF AGRICULTURE3 0 TRAINING MONINI ITORS I TEACHER TRAINING PRIMARY EDUCATION SECONDARY-FIRST CYCLE SECONDARY-SECOND CYCLE OTHER 2 3( r4COUNTrRIES MINISTRY OF EDUCATION T i JUNIOR TECHNICAL r l~~~~~~~~ ~PBI ATDMINISTRTO OTHER~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~HI VOCATIONAL 2n rn TRAINING SENiOR TECHNICAL i ~ ~~~ I NURSINI SCHOOL rI SCHOOL I.. -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~r r rr A ~ EXAMINATION ENTRANCE ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~PBLC DNNSTATO NOTHER Scoîaegaerîtosi plisoî hnsuet oetruh h ytmwtotrpoigocPUBLIC WORKS SCHOOL IPROPOSED PROJECTr SCHOOLS à ENTRANCE EXAMINATION m~~~~~~~~~~~~~~~~~~x TELECOMMUNICATIONS SCHOOL O LEAVING _ 2 3 4 5 6 7 8 9 10 il 12 13 D SCHOOL YEAR I 8 9 10 11 IZ 13 14 15 16 17 18 19 Zm AGE 7 NOTE: School age-grode relotionship opplies only when $tudtnts move through the system wIthout repenting a closs. (R)ISRD- 3458 X  CHAD: EDUCATIONAL PYRAMID GRADES PUBLIC AND PRIVATE ENROLLMENT, 1966-1967 SECONDARY 7 104 14 6 90 8 5 288 31 4 1,015 72 3 BOYS 1 347 89 GIRLS 2 1,786 142 PRIMARY 2,804 230 PRIMARY 6 13,440 1289 5 11" 5 1,77 4 14,728 2,465 3 18,85 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. ..... ......... . ,36 _. 2 1 l26,225l |07,02 l 52,5es 5 ::.k;.V556 18,092 60,000 50,000 40,000 30,000 20,000 10,000 0 10,000 20,000 BOYS GIRLS r (2R)IBRD-36o2  CHAD: PRIMARY SCHOOL AGE GROUP AND PRIMARY SCHOOL ENROLLMENT (THOUSANDS OF PUPILS) 600 600 PRIMARY SCHOOL AGE GROUP (7-12) 500 500 55% OF AGE GROUP ENROLLED; 400 2% OVER AGE. 45% OF AGE GROUP ENROLLED- - 10% OVER AGE. 300 300 PRIMARY SCHOOL ENROLLMENT _ _ 200 200 _,,S^^-- ~~20%/OF AGE GROUP ENROLLED; 35% OVER AGE. 100 100 _ o N I vo ~t It It7 W I r- I ZD o) I0 o - Na rIi f0 I *t mn (O r - O CD oe o 0 <0 W D M <O {D D <0 CD Eo r- r- r r- - - - - r r ~D o} CD 0~ ~D ol <O os {0 oe «0 e tD os <D oœ . <.0D ou ' r o> N oœ f c» r f- o) f oe f o) r- oe o) o) f- c (R)IBRD-3603  CHAD: PRIMARY AND GENERAL SECONDARY EDUCATION (NUMBER OF PUPILS)) 80,000 r I 1 800 APPLICANTS PROGRESSION OF PUPILS THROUGH SIX YEARS PROGRESSION OF PUPILS THROUGH SEVEN OF PRIMARY EDUCATION, 1961-1966 YEARS OF GENERAL SECONDARY 70,000 ______EDUCATION, 1959- 1965 60,000 600 50,000 500 40,000 400 PASSED ENTANCE EXAMNTN LEAVING EXAMINATION 30,000 300 20,000 _À 200 PASSED LEAVING EXAMINATION 1 0.000 100 PASSED LEAVING EXAMINATION PASSED LEAVING EXAMINATION GRADE Ist 2nd 3rd 4th 5th 6th Ist 2nd 3rd 4th 5th 6th 7th YEAR 1961/62 1962/63 1963/64 1964/65 1965/66 966/67 1959/60 1960/61 1961/62 1962/63 1963/64 1964/65 1965/66 z IBRD- 3461 X  CHAD PUBLIC PRIMARY SCHDOL ENROLLMENT IN 1967 BY GRADE, AGE AND SEX Age: Grades Sex 5 6 7 8 9 10 il 12 13 14 15 16 17 and Total over enrollment M 2461 10916 11394 9504 5935 3342 1539 1018 546 294 136 123 199 h7407 lst F 979 3827 3712 2619 1736 942 386 266 131 38 17 5 103 1h761 2nd M 238 805 3308 4732 4328 3813 2377 1511 851 615 230 140 107 23055 F 31 229 757 1062 1104 803 542 348 198 109 49 10 30 5272 M 42 521 1829 2894 3361 2530 2231 1285 803 358 268 119 16241 3rd F 23 135 347 520 638 510 395 252 134 68 17 )12 3081 hth M 131 549 1211 2059 2198 2346 1695 1141 580 470 181 12561 F 29 68 135 257 275 406 273 166 81 44 30 1764 5th M 97 272 851 1739 2336 2082 1418 722 520 367 10404 F 14 48 69 132 218 272 198 115 52 23 1141 6th M 61 272 987 2201 2921 2847 1210 840 903 12242 F 13 30 55 120 225 293 143 107 79 1065 M 2699 11763 15354 16711 14701 13698 11370 11643 9380 7118 3236 2361 1876 121910 Totals F 1010 4079 4633 411o 3556 2739 1900 1753 1351 938 473 235 307 2708h ON Source: National Center for Educatlonal Planning.  CHAL Public General Secondary School Enrollment 1947 - 1967 Total Total Grand .3chool Year lst 2nd 3rd 4th 1st Cycle 5th 6th 7th 2nd _ycle TGtai 1947-48 74 74 7 19h8-49 4h 29 73 3 1949-5o 32 15 47 h.7 1950-51 1X2 28 7 77 77 1951-52 57 28 24 7 116 116 1952-53 49 43 2h4 22 138 138 1953-54 57 44 34 29 164 16! 1954-55 77 55 39 42 213 213 1955-56 105 66 59 33 263 139 13 281 1956-57 134 82 51 4o 307 6 15 21 328 1957-58 186 118 78 51 433 1il 15 29 462 1958-59 349 174 114 73 710 20 23 43 753 1959-60 386 316 116 103 971 33 20 53 1,024 1960-61 391 355 267 159 1,172 58 23 3 34 1,256 1961-62 532 406 351 280 1,569 51 49 10 110 1,679 1962-63 1,070 516 382 342 2,310 143 55 15 2I 3 2,523 196>3-6h 1,332 1,0h5 577 436 3,390 145 98 19 262 3,652 1964-65 1,452 1,102 827 470 3,851 155 117 50 322 4,173 1965-66 1,773 1,390 1,013 725 4,90o 177 122 46 3h45 ,246 1966-67 2,860 1,809 1,345 1,061 7,075 301 89 91 "41 7,556 Source: National Center for Educational Ilanning.  ANNEX 8 CHAD ENROLLMENT IN FIRST CYCLE 0F GENERAL SECONDARY EDUCATION PB3LIC SCHOOLS Passes in leaving School First Second Third Fourth examination Year grade grade grade ade (BEPC) 1962-63 1070 516 382 342 190 1963-64 1332 1045 577 436 259 1964-65 1452 1102 827 470 231 1965-66 1773 1390 1013 725 366 1966-67 2860 1809 1345 1061 305 1967-68 2100 2300 1460 1250 413 1968-69 2020 2000 2065 1365 496 1969-70 2100 1900 1940 1835 724 1970-71 2220 2020 1915 1870 819 1971-72 2330 2120 2120 1855 890 Note: (i) Actual enrol-ments are given up to 1966-67. (ii) Preject-ions beyond 1966-67 are based on _ classreom accormmodation for admission at fi rst grade; a drop-out rate of 6% each year up to 1969-70; a decrease to 3% in the drop..out rate after 1969-70; repetition rates of 15% in first three grades and 25% in the fourth grade. (iii) Included in the estimtes of future enrollments are those of the planned secondary school courses oriented towards rural activity, commencing with an enroIlment of 25 in 1968-69 and increasing to 275 by 1971-72. (iv) Pass rate at BEPC, 33% in 1967, is expected to rise to 50% in 1972. * Chadians only included. Source- National Center for Educational Planning.  ANNEX 9 CEAD ENROLI1,]ENT IN 3EC0ITD CYCLE OF GENRAL SECONDARY EDUCATION PUBLIC SCHOOIS Passes in* leaving School Fifth Sixth Seventh examination Year grade grade grade (Baccalaureat) 1962-63 143 55 15 2 1963-64 1h5 98 19 5 1964-65 155 117 50 17 1965-66 177 122 46 19 1966-67 301 89 91 22 1967-68 319 175 108 25 1968-69 438 217 172 56 1969-70 536 317 225 84 1970-71 815 423 321 136 1971-72 910 675 435 200 Note: (i) Actual enrollments up to 1966-67. (ii) Projections beyond 1966-67 based on - an increase from 33% as at present to 50% by 1971 in propor- tion of hth grade pupils admitted to 5th grade; an increase from 50% as at present to 75% by 1971 in passes from 5th to 6th grades; a constant rate of 75% in passes from 6th to 7th grades; a constant repetition rate of 30% in 7th grade. (iii) Pass rate in the Baccalaureat, for Chadian candidates, is expected to rise from 30% in 1967 to 50% in 1972. Enrollment of Europeans in 7th grade is expected to remain constant at about 35. * Chadians only included. Sourxce: National Center for Educational Planning.  ANNEX 10 CHAD TECHNICAL AND VOCATIONAL EDUCATION A - INDIVIDUAL ESTABLISHMENTS Enroliment 1966-67 1. Lycee Technique Commercial, 'Fort Lamy - Junior courses 109 Senior courses 17 2. Lycee Technique Industriel, Fort Archambault - Junior courses 68 Senior courses 40 3. Ecole Nationale d'Administration 57 h. Ecole Nationale de Travaux Publics 32 5. Ecole Nationale de Telecommunications 23 6. Animal Husbandry (Farcha) 21 7. Agriculture (Ba-Illi) 184 8. Nursing 106 B -ENROLLMENT 1963-1967 IN TECHNICAL LYCEES (1 and 2 above): 1962-63 1963-64 196h-65 1965-66 1966-67 Commercial courses 100 154 156 260 126* Industrial courses 129 149 243 304 108* Total 229 303 399 564 234 * Reduction in numbers due to the suppression of the first cycle of 4 years' study, and the commencement of recruiting selected graduates of first cycle general secondary education. Source: National Center for Educational Planning.  COSTS OF EDUCATION AND TOTAL GOVERNMENT EXPENDITURES (Millions of C.F.A. francs) 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1. Minister's Office - - 10.4 9.4 10.6 11.4 10.1 10.8 9.h 10.4 2. Director Generalîs Office 9.2 9.8 12.0 9.1 12.1 11.8 14.3 18.8 18.9 20.8 3. Secondary Education 40.8 65.9 99.1 68.1 83.0 77.9 116.4 127.2 136.0 133.6 4. Primary Education 137.8 171.3 220.8 304.8 381.3 352.6 379.2 508.5 556.9 641.7 5. Technical Education 14.3 22.0 38.3 33.7 41.3 32.2 35.1 36.8 49.o 53.0 6. Arabie Education - - - - - 33.9 41.6 48.2 56.5 60.0 7. Adult Education - - - - - - 2.9 1.4 3.7 1.7 8. Inst. of Human Sciences - - - - 1.5 1.3 2.8 5.4 5.4 6.8 9. School Hygiene - - - - - - 6.6 7.9 11.1 9.2 10. Youth and Sports 6.3 12.6 4.5 9.2 7.3 15.1 20.3 h7.6 39.6 34.2 11. Bursaries 8.5 23.4 40.8 31.8 44.1 63.7 112.4 175.4 251.1 185.8 12. Private Schools 5.5 8.9 8.6 22.5 24.3 30.5 35.4 35.6 42.2 24.2 13. UNESCO/UNICEF - - - - 4.0 1.8 4.4 1.8 4.5 4.5 Totals 222.3 313.8 43h.5 488.8 609.6 632.0 781.6 1025.5 1184.4 1185.9 14. Share Common Services 26.8 62.9 83.8 140.9 152.8 126.3 134.3 156.7 128.3 105.0 15. Share FAC Salaries 9.1 11.2 12.3 20.8 20.8 20.0 42.4 44.6 76.0 76.0 16. Share UNESCO Salaries - - - - - - - 19.2 24.3 - General Totals 258.3 388.0 530.6 650.5 783.2 778.3 958.2 1246.1 1413.0 1366.9 Total Government Bucte 2,144 2,697 3,100 4,290 5,155 5,303 5,941 6,694 8,270 10,411 Percentage Education 12.1 14.4 17.1 15.2 15.2 14.7 16.1 18.6 17.1 13.1 Source: National Accounts.  CHAD 1/ Primary Schcàol Teachers =-reaand and F.armed Supp1y Total Average Aggregate Recruitment A re ate Su i primary class demand Monitors 3/ Teachers Monitors t Teachers enrollr.ent size for teachers II I III II I I I IlI Ir T 1968 182,320 66 2760 350 - 20 - 2388 _ 366 6_ 1969 191,400 63 3040 330 40 - 2640 - 394 6_ 1970 201,000 60 3350 255 75 80 - 2909 75 360 6 1971 221,600 57 3880 290 150 100 50 50 3096 223 455 56 50 1972 232,700 54 4310 185 150 125 50 50 3277 366 465 104 98 1973 244,300 50 4880 345 150 125 50 50 3606 504 475 150 145 1974 256,500 47 5450 315 200 125 50 50 3893 687 485 195 190 1975 269,400 45 5990 130 250 150 50 50 4083 914 520 239 234 1976 282,800 45 6280 -100 300 200 50 50 3946 6O5g- -1B4 280 275 1977 297,000 45 6600 -160 350 250 50 50 3743 1485 725 322 315 1978 311,800 45 6930 -240 400 3Î0 50 50 3468 1846 901 360 355 1979 327,800 45 7280 -21t 450 400 50 50 3080 2235 U70 400 395 1980 343,700 45 7650 -48o 450 500 50 50 2650 2600 1530 440 430 1/ Main assumptions: Enrollments increase as shown in Annex 4. New project teacher training center opens in 1970 and subsequent upgrading of three other training centers maintains expansion of teacher training program. 2/ Includes recruitment for the same year, and shows the effect of 3.1/3% annual loss through rotirements. 3/ Monitors II are those trained under the existing system,(see Glossary) who are inadequately trained, and INonitors I are to be trained under the new system which will be graduaUy assimilated to fuil assistant teacher training. Teachers III, II and I are respectively assistant teachers, senisr teachers, and teacher trainers.  ANNEX 13 CHAD Page I PROJECT COST ESTI14ATES I TEACHER TRAINING CENTER A. Construction and Site Development CFAF 1. Academic and communal facilities 70,455,000 2. Boarding accQmmodation 90,090,000 3. Farm buildings 1,5~00,000 4. Staff housing 32,,400,000 5. Site development, utilities 30,000,000 Sub-total A 224,h45,000 B. Professional fees 17,955,600 CO Furniture and Equipment * Furniture 26,l50,600 Equioment 24,545,000 Sub-total C 5O,695,600 Sum,nary A. Construction and site development 224,445,000 B. Professional fees 17,955,600 C. Furniture and Equipment 50,695,600 293,o96,200 (I.e., CFAF 732,740 or US$2,900 per student place). Contingencies, 10/ of A-C 29,309,600 Grand Total 322,405,800 * See sunmary list on page 3 of this annex. PROJEWT COST EST2ATES II ANNEX 13 Page 2 .GRICULTUIXAL TRANING CENTER A. Construction and Site Development CFAF 1. Academic and Conniunal Facilities 34,320,000 2. Boarding accommodation 23,760,000 3. Farm buildings 4,000,000 4. Staff housing 31,600,000 5. Site development, utilities 27,500,000 Sub-total A 121,180,000 B. Professional fees 9,695,400 C. Furniture and Equipment ç 1. Furniture 9,974,900 2. Equiprment 20,804,900 Sub-total C 30,779,800 Summiary A. Construction and site development 121,180,000 B. Professional fees 9,695,400 C. Furniture and equipment 30,779,800 l61,655,200 (i.e., CFAF 1,346,000 or US$5,400 per student place). Contingencies, 10% of A-C 16,165,500 Grand total 177,820,700 * See summary list on page 3 of this annex.  Chad Amex 13 PROJECT COST ESTIMATES III Page 3 COSTS OF FUR'IITURE AND EQUIPMENT 1. Teacher Training Center CFAF Furniture - Academic facilities and general services 8,q024h,900 Student hostel 13e555e700 Staff housing h,570 000 Equipment - Academic facilities and general services 21,765o000 Student hostel - Staff housing 24,780 000 2. Agricultural Center Furniture - Academic facilities and general services 2,613,600 Student hostel 3,319,300 Staff housing "O0h2,000 9,974,900 Equipment - Academic faci.ities and general services 19,344,o900 Student hostel _ Staff housing 1 460 000  kmnnex 13 Page 4iI PROJECT COSTS ESTI14ATES IV FOREIGN EXCHUiGE COMPONENT OF PROJECT COSTS, AND SOURCES OF FUTDS CFA US$ francs (000o000) (000,000) % 1. Construction, Equipment and Project Admdnistration (a) Estimated cost components Foreign exchange component 367.0 1.50 71 Local currency component 150.5 0.60 29 Total 517.5 2.10 100 (b) Proposed sources of funds Proposed IDA credit 443.1 1.80 85 Proposed Chad contribution 0.30 15 Total 517.5 2.10 100 2. Technical Assistance Francea. Fonds dtAide et de Cooperation 411.4 1.65 88 Proposed Chad contribution 64.0 025 12 Total 75.4 1.90 100 3. Total: Construction, equipment, administration and technical assistance Proposed MA credit 443,1 1.80 45.0 Proposed FAC assistance 411.4 1.65 41.2 Proposed Chad contributions 138e,4 0.55 13.8 Total 992.9 É755 10070 Note: (1) Estimates of the foreign exchange component of construction and equipm.en$t costs are based on recent building experience in Chade documerited inter- nally iii I4inistries of Works and of Customs Official internal revEnue tax and customs duty schedules» together with a,. analljsis otf project costa components, were the basis of estimates of tax components.  Page 5 (ii) The incidence of project expenditures on Chad's balance of payments will be greater than the net foreign exchange component because (a) reimburse- ment of customs duties to Chad by the Customs Union (UDEAC) will not be affected directly by duty collected on imported project requirements, and (b) a high marginal propensity to import (over one-third) in the "modern sector" of the Chad econoeW. means that local currency expenditures will have a strong multiplier effect on demand for imported goods. Also re- current expenditures will have a multiplier effect on demand for foreign exchange.  CHAD: PROJECT SCHEDULE AND ESTIMATED DISBURSEMENT RATE TEACHER TRAINING CENTER, MOUNDOU AND AGRICULTURAL TRAINING CENTER, FORT LAMY MONTHS SIGNING DATE 3 6 9 12 15 18 21 24 27 30 33 36 39 42 SURVEY AND PREPARATION OF SITES DESIGNS AND _ WORKING DRAWINGS _ TENDER AND AWARD OF CONTRACTS FOR CIVIL WORKS AND FOR SUPPLY BOTH INSTITUTIONS OPEN OF EQUIPMENT FOR Ist YEAR STUDENTS CONTRACT MOBILIZATION CONST_RUCTION DELIVERY OF EQUIPMENT DEFECTS AND LIABILITY PERIOD 54(3%) 54(3%) 72(4%) 360(20%) 1,080(60%) 90(5%) 90(5%) D J z f ~~~~~~~~~~~~~~ ESTIMATED DISBURSEMENT (THOUSANDS OF U.S. DOLLARS AND PERCENT OF TOTAL) xm (R) IBRD - 3933 _  CHA D EDUCATION PROJECT DISTRIBUTION OF Z _ , F POST-PRIMARY SCNOOLS *..N No. Enrollment \, N. 1% . M Two-cycle secondary 5 2,925 QI One cycle secondary 18 4,040 ! POPULATION DENSITY and SCHOOL ENROLLMENT N t Technical 2 234 District Densit; 2 Oc~~~~hool N.ATeacher training 3 591 inhabitants/ks enrollment index B.E.T. 0.1 6.3% X Agricultural 2 Planned Kanem 1.5 5.3% Enrollment Lake 5.1 35% S Project items *.1 3.5% (1) Moundou 1 400 Biltine 2.7 2.8% (2) Ft. Lamy 1 120 Ouaddai 4.1 3.8% Salamat 1.3 14.6% - -.. Batha 3.3 3.8% Chari Baguirmi 5.0 22.6% Guera 2.7 28.7% Moyen Chari 8.3 55.0% East Logone 8.4 58.4% ?BORKOU-ENNED/- T/BEST/5 West Logone 21.9 61.4% Tandjile 12.6 40.5% L, E Mayo Xebbi 16.2 28.9L i~~~ . . ' ' IV~~~~~~~~~~~ iîiflt K A N / I B I ITINE 1111] I I .t ~~ 9,~ ~~ - -I t, N. - rrE i | ,. / n 402 t fl4, AMTr ......H A a . 5.;:.; ABEC-E LAXE r$ fl V O i' AT/DDA v 1* BAIbjr i iit 1 -'OUA r DOA -k' - *-<« U E RLG A _- M,11 'd / j<5 .i1lil, B hil !. { X A r A 1 A MU <Il- i CI | e$|: / (y Préf ecture) ri, À .sii."i -J - E ost 5 °r >r m ^ W W' lIIIve L I -C I4~~~~~~~~~~~~-ô !. !3°à 0 Oer 10 0 0 0 -- 'JIre ~~ v . X G g s N g tT ~~ j4q.. KI LOM 1 ~~~~~~ATS EFER KM 2 Lt, . TflflI *.i ~~~ ~~~~ft~~9~~NE Less than 2 2 00 398 488 580 MAY~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 196 IBD-08R I i ~~~KILOMETERSs MAY 1968 IBRD-2088RI.