World Bank Document · 2016. 8. 5. · Cooperative Program between Unesco and the World Bank. It is...

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The World Bank

FOR OMFFCIUL USE ONLY

Report No. 6273

PROJECT COA4PLETION REPORT

PEOPLE'S REPUBLIC OF THE CONGO

SECOND EDUCATION PROJECT

(LOAN 1349-COB)

June 24, 1986

Education DivisionWestern Africa Projects Department

This document has a restricted distribution and may be used by recipients only in the performanceof their official duti.e. Its contents may not otherwise be disclosed without World Bank authorization.

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FOR OFFCIAL USE ONLYTHE WORLD BANK

Washington. D.C. 20433U.S.A.

Off'c of Oictweo.mnerahOptatmm Eveiua t n

June 24, 1986

MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT

SUBJECT: Project Completion Report: People's Republic of the Congo -Second Education Project (Loan 1349-COB) _

Attached, for information, is a copy of a report entitled"Project Completion Report: People's Republic of the Congo - SecondEducation Project (Loan 1349-COB)" prepared by UNESCO and revised by the.Zestern Africa Regional Office. Under the modified system for projectperformance auditing further evaluation of this project by the OperationsEvaluation Department has not been made.

Attachment

This document has a restricted distribution and may be used by recipients only in the performnanceof their official duties. Its contents may not otherwise be disclosed without World Bank authoriation.

FOR OFFICIAL USE ONLY

FOREWORD

This Project Completion Report is a restricted document preparedfor the Government of the People's Republic of the Congo under theCooperative Program between Unesco and the World Bank.

It is based on the findings of a mission composed ofMessrs. D. Dupety, consultant architect and mission coorfinator, andR. Remacle, consultant technical educator, which visited the country inNovember/December 1984.

The mission consulted relevant documents at the Bank and in thecountry. It visited project institutions and held useful discussions withthe responsible authorities.

It should be noted that the opinions and conclusions of thepresent report are based solely on the considered judgment of the mission,but that the borrower's comments on this project completion report havebeen included as Attachment I in this report.

Thb doument ha a rbited disbutin and may be ud by eients only In the pfomaneof thek olleWl dutL Its contents may Po otwise0 be dbclosd without Wodd Dank authoation.


SECOND EDUCATION PROJECT - LOAN 1349-COB

PROJECT COMPLETION REPORT

LIST OF ABBREVIATIONS

APN Popular National ArmyATP Principal TechnicianBEMG General Secondary School CertificateBEMT Technical Secondary School CertificateBEMTA Agricultural/Technological Secondary School CertificateEF Technical BaccalaureateBG Commercial BaccalaureateBP Teaching BaccalaureateCAPET Technical Teacher CertificateCAPCET Technical College Teacher CertificateCCP Central Committee of the PartyCET Technical Education CollegeCFEEN Teacher Training College CertificateCNEP National Committee of the People's SchoolDCUH Central Division of Town Planning and HousingDEC Examinations and Tests UnitDESP Unit of Secondary and Vocational Education (DGES)DFPET Unit of Training of Technical & Secondary School Teachers

(INSSED)DGES General Unit of Secondary Education (MESS)DGP General Planning UnitDPE Educational Publications DepsrtmentDPSU School and University Planning UnitENI Primary Teacher Training College (DESP, DGES, MESS)ENEF National Forestry School (DESP, DGES, MESS)ENSET Higher Technical Teacher Training InstitutePAC French Government Fund for Aid and CooperationIDA International Development AssociationIDR Institute of Rural DevelopmentIIEP Internationa§. Institute of Educational PlanningIN National Printing OfficeINEF National Institute for Rivers and Forests (Gabon)INRAP National Institute for Curriculum DevelopmentINSSED Higher National Institute of Educational SciencesLAAC Amilcar Cabral Agricultural High SchoolLT Technical High SchoolMECSA Ministry of Higher EducationMEFA Ministry of Primary Education and the Elimination of IlliteracyMEN Ministry of National EducationMEPS Ministry of Primary and Secondary EducationMER Ministry of Rural EconomyMESS Ministry of Secondary and iiigher EducationONLP National Office of Public LibrariesOPEC Organization of Petroleum Exporting CountriesTS Higher TechnicianTP Practical WorkUMN Marien Ngouabi University




TABLE OF CONTENTS

Page No.

PREFACE ............................. ,............. i

BASIC DATA ............... ... ............................i

EVALUATION SUMMARY ...... .. ... .. .. * ..................... iv

I BACKGROUND AND CONTENT OF THE PROJECT ..... ............ 1

A. Project Generation ...... I......... .................. 1B. Objectives ......................................... 1C. Project Components ...... ... ...... .................. 1

II PROJECT ADMINISTRATION ................................ 2

III PROJECT IMPLEMENTATION ...............*..*......****** 3

A. Duration of the Project ............................ 3B. Implementation of Physical Facilities .............. 4C. Technical Assistance * ................ .............. 7D. Project Implementation ............................. 8E. Bank Supervision ... ........................... 8

IV PROJECT COSTS AND FINANCING ........................... 9

A. Appraisal Estimates .................. .............. 9B. Calculation of Actual Costs ........... ............. 9C. Project Cost ....................................... 9D. Sources of Financing .................... , 11E. Comparative Unit Costs ............................. 11F. Project Implementation and Disbursement

Schedule ...... .................................. . 12G. Operational Costs ... ............................... 12H. Technical Assistance Cost .......................... 12

V OPERATION OF PROJECT INSTITUTIONS ...................... 12

A* General * ........................................... 12B. Primary Teacher Training College (ENI) .... ......... 12C. Educational Publications Department ..... 00*90*....0 14D. Higher Technical Teacher Training

Institute (ENSET) ................................. 14E. National Forestry School (ENEF) .................... 15F. Planning ....................................... 16

TABLE OF CONTENTS (Cont'd)

Page No.

VI CONCLUSIONS AND RECOMMENDATIONS ....................... 17

A. Observations and Lessons Learned 17B. Recommendations 18

1. For the Bank 182. For the Government .......................... * 19

ANNEXES

Project Inplementation

0. List of Persons Met1. Implementation Schedule2. Compliance with Loan Conditions and Covenants3. Highlights of Project Achievements4. Comparative Table of Surface Areas

Technical Assistance

5. Chronology of Technical Assistance and Scholarships6. Comparative Table of Scholarships and Technical Assistance

Costs and Financing

7. Disbursements by Category8. Correction of Expenditure by Category9. Comparison Between Estimted Costs and Actual Corrected Costs10. Project Expenditure by Category11. Project Expenditure by Sector12. Disbursement Schedule13. Disbursement Schedule (Diagram)14. Comparative Unit Costs15. Operational Costs16. Technical Assistance and Scholarships - Recapitulation of Expenditure

EI

17. Number of Primary School Teachers18. Number and Projections of Primary School Pupils19. Number of Primary School Teachers and Pupils by Percentage,

Rat'o and Repetition Rate20. The Owando ENI Timetable by Class, Department and Subject21. Number of Students and Staff at the ENI

TABLE OF CONTENTS (Cont'd)

ANNEXE (Cont'd)

INRAP

22. Stock of Paper Required for Book Printing (Primary), 1985

ENSET

23. Number of Students and Teachers in CETs and Technical Lycees24. Number of Students at the ENSET, 1983/84-1984/8525. Annual Student Growth Rate in the CETs and Technical Lyc6es,

1969/70-1978/79

ATTACHMENT I

Comments from the Borrower



SECOND EDUCATION PROJECT(LOAN 1349 COB)

PREFACE

A completion mission visited the People's Republic of the Congo inNovember/December 1984 to compare the outcome of the Second Education Project(Loan 1349-COB) with the objectives specified at appraisal and in the LoanAgreement. The Loan of US$8.0 million was approved by the Board of ExecutiveDirectors in Nay 1977. The Loan was formally closed on December 31, 1983,although technical assistance continued until September 1984. The totalamount of the Loan was disbursed in 1984.

The Operations Evaluation Department decided not to audit theproject and sent the PCR to the Borrower and its agencies for comments inOctober 1985. Cooments received have been taken into account in finalizingthe PCR and are reproduced as Attachment I.

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BASIC DATA

Appratsal Estimates Actual

Total Project Cost:- in CFA francs 2,561,330,000 3,314,103,000- in US dollars 11,383,692 11,336,864

Loan Amount (US$) 8,000,000 8,000,000Total Disbursed 8,000,000 8,000,000Total Cancelled - -Date of Loan Agreement - May 5. 1977Loan Effectiveness June 30, 1977 October 14, 1977Date Physical ComponentsCompleted June 30, 1981 June 30, 1983Months After Loan Agreement 50 Months 74 MonthsClosing Date December 31, 1981 December 31, 1983

Cumulative Estimated Costs and Actual Disbursements(US$ millions)

Year 1977 1978 1979 1980 1981 1982 1983 1984

AppraisalEstimate 0.46 3.02 6.44 7.39 7.90 8.00 - -Actual - 0.05 0.70 1.17 2.55 4.00 7.59 8.00Actual as Zof Appraisal 0 1.60 10.90 15.80 32.20 75.00 94.90 100.00

Currency Exchange RateLocal. Currency: CPA Francs

Estimate (1976) 1US$ - 225 FCFA

January 1977 1US$ - 225 FCFAJanuary 1978 1US$ - 227 FCFAJanuary 1979 1US$ - 212 FCFAJanuary 1980 1US$ - 204 FCFAJanuary 1981 1US$ - 232 FCFAJanuary 1982 1US$ - 293 FCFAJanuary 1983 1US$ - 338 FCFADecember 1983 1US$ - 419 FCFAJanuary 1984 1US$ = 430 FCFA

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Breakdown of Loan(US$ millions)

LoanCategory Appraisal Agreement Actual

Civil Works 2.20 2.30 3.09Furniture 0.22 0.19 0.23Equipment 1.60 1.60 2.83Technical Assistance 2.08 2.10 1.70Studies 0.12 0.12 0.03Project Administration 0.19 0.19 0,12Unallocated 1.55 1.50 -

Total 7.96 8.00 8.00

Missions Executed by the World Bank

No. of No. of PersonsMission Date Days & Specialities

Identification April-May 1974Preparation May 1975 28 7 A,E,E,G,G*T,TPreappraisal Sept-October 1975 18 3 E,T,TAppraisal March 1976 - 5 A,E,F*G0TPostappraisal May-June 1976 4-8 2 A,GSupervision I February 1978 7-13 2 A,ESupervision II August 1978 6 1 GSupervision III September 1978 3 1 ASupervision IV March 1979 - 1 ASupervision V July 1979 8 3 A,G,TSupervision VI November 1979 10 1 ASupervision VII March 1980 6 2 G,TSupervision VIII July 1980 - 1 ASupervision IX February 1981 10 3 AG,G,TSupervision X October 1981 9 1 ASupervisioL XI February 1982 5 1 GSupervision XII May 1983 5 1 ASupervision XIII November 1983 7 3 AG,G,TCompletion November 1984 12 2 T,A

Abbreviations:

A - Architect; AG Agricultural Educator; E - Economist; F - ForestryEducator; G - General Educator; T - Technical Educator

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PROJECT COMPLITION REPORT


SECOND EDUCATION PROJECT(LOAN 1349-COB)

EVALUATION SUMMARY

Introduction

This project arose from a joint Bank/UNESCO mission in April/May1974 to determine educational priorities In agreement with the Government.The project was appraised in March 1976 and approved in May 1977. Totalestimated costs were US$11.38 million of which the Loan was to meet US$8million. Final project costs have amounted to US$11.34 million. ThtGovernment's contribution was entirely covered by an OPEC loan of US$4million, the baltnce of which was used to buy additional equipment.

Object. es

The project was designed to provide support for the educationdevelopment plan by: (a) improving the quality of teaching, especially atthe primary level, by improving the training of primary school teachers,publishing teaching manuals, and strengthenlag tne capacity of the NationalInstitute for Curriculum Development (INRAP); (b) orienting the educationsystem towards the job market by improving curricula for training technicalteachers and forestry technicians; and (c) enhancing the education planningservices for more efficient programming (paras. 1.1, 1.2).

In order to attain these objectives, the project provided for theconstruction and conversion of buildings, furniture and equipment for thefollowing: (i) a primary teacher training college (ENI); (ii) a unit foreducational publications at the National Institute for Curriculum Development(INRAP); (iii) a program for training technical teachers; (iv) a NationalForestry School (ENEF); and (v) a planning unit. The project also providedfor (a) 33 man-years of technikal assistance and 47 man-years ofscholarships; and (b) staffing, equipment, and operating expenditures forproject administration (paras. 1.3, 1.4).

Implementation Experience

The loan account was formally closed at the end of December 1983,24 months after the Closing Date foreseen at appraisal. The followingproblems occurred: (i) project administration--there was no accountant, noaccounting system, and no bookkeeping personnel, and there was littlecoordination of the several project components; (ii) technical

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assistance-only a small percentage of this objective was achieved because ofthe large reduction in the number of specialists, and in the duration of thecontracts; (iii) implementation delays--of the education programs because ofthe unsuitability and inadequacy of part of the equipment at ENSET and ENI;and (iv) lack of recurrent funds--caused the incomplete use of equipment andbuildings, and Inadequately maintained equipment (paras. 2.5, 2.6, 3.6, 3.9,3.12, 3.14-3.20, 4.14, 6.7 and 6.8).

Results

Despite the difficulties and problems outlined above the projectattained most of its objectives. Positive achievements and the benefitswhich the project brought to the country include: the construction of allthe planned facilities; the development of primary school teacher training;qualitative and quantitative improvement in training technical teachers;studies and analysis of the education system; strengthening of thepublication and research facilities of INRAP; and acquiring of professionalskills through scholarships (paras. 5.8, 5.15, 5.22, 5.25, 5.34, 6.3 and6.5).

Sustainability

The sustainability of project benefits needs to be assured by allproject institutions being provided with adequate operating budgets to allowthem to utilize and maintain the equipment and buildings which have beenprovided under the project.

Findings and Lessons

The major lessons for the Bank emerg'ag from the experience of thisproject include: (paras. 6.14-6.18)

- the need to simplify project design; the project was too complexfor a weak government administration to undertake; some componentshave not yet produced the benefits expected at appraisal;

- the necessity of recruiting adequate administrative and managementpersonnel for the Project Implementation Unit, i.e. accountant,bookkeeper, procurement specialist, etc. and ensuring that anefficient record system is set up; the Bank should also verifyaccounts and exert more control of accounts during supervisionmissions;

- supervision missions should be better spaced, and staffing of themissions (e.g. disbursement officer, accountant) should bear arelation to the difficulties encountered by the project so thatattempts to solve these problems can be undertaken while thesupervision mission is in the field; and

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equipment lists and physical facilities should be reviewed toascertain that equipment is appropriate to the level of technologyand field of training, and that physical facilities are designedconsistent with equipment use,

The major lessons emerging for the Government include: (paras. 6.19-6.26).

- status of teachers at ENEF and ENSET should be-clarified;

- curricula reform and/or other measures should be examined to allowlevels of industrial training courses at ENSET to match techniquestaught and practices in CETS;

- a different legal status with some degree of financial autonomyshould be considered for INRAP to facilitate the marketing ofbooks;

- the sequencing of construction and equipment deliveries should becarefully planned and coordinated.

CHAPT1aR I

BACKGROUND AND CONTENT OF THE PROJECT

A. Project Generation

1.1 World Bank assistance for a second Education Project wasrequested following a joint mission by Unesco and the Bank in April/May1974 to determine the educational priorities in agreement with theGovernment of the Congo. Unesco was then invited to send a mission to theCongo in May 1975 to identify and prepare a new project. Subsequently, aBank mission visited the Congo in September/October 1975 to complete andfinalize this preparation. The project was appraised in March 1976 by aBank mission, approved in May 1977 and became effective in October of thesame year. The estimated cost was US$11.38 million of which US$8 millionwas to be funded by the Bank.

B. Objectives

1.2 As stated at appraisal, the project would provide support inthose areas designated by the Government for its education developmentplan. This aimed at:

(a) improving the quality of teaching, particularly at primary levelby:

(i) extending and improving teacher training in order toincrease the percentage of qualified teachers and to giveextra teaching support to primary schools in the north;

(ii) preparing and producing in the Congo teacher guides andother teaching aids adapted to local requirements,increasing the quantity distributed and, at the same time,strengthening the INERAP so that it might develop andexperiment in curricula and new pedagogical tools;

(b) orienting the education system to manpower needs by institutingcurricula for training technical teachers and forestrytechnicians, that segment of the workforce where needs aregreatest;

(c) strengthening the Government's educational planning services formore efficient programing.

C. Project Components

1.3 At appraisal the project included:

(a) the construction or conversion of buildings, furniture and/orequipment for:

(i) a primary teacher training college (ENI) and boardingfacilities for 320 students at Owando;

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(ii) a unit for educational publications at the INRAP;

(iii) a suitable curriculum for training technical teachers at theTechnical Teacher Training Institute at Brazzaville with aboarding capacity for 120 students;

(iv) a Nationel Forestry School (ENEF) at Mossendjo for 75resident students and its annex at Ouesso, for training20/25 forestry technicians each year;

(v) the Planning Unit (DGP) at the MEN;

(b) technical assistance consisting of 33 manyears of consultants and47 manyears of scholarships to achieve the points described insub-paragraph (a) above, and architects' services to prepare apossible future project;

(c) hiring staff, purchasing equipment and financing the recurrentcosts of project administration.

1.4 There was no major change in the project content outlined atappraisal other than a considerable reduction in technical assistancerequested by the Government following a Unesco mission which consideredthat Congolese technicians were sufficient in number and quality and thatbilateral aid would partly fund assistance (para 3.16).

CHAPTER II

PROJECT ADMINISTRATION

2.1 The Project Implementation Unit (PIU) in the Ministry of NationalEducation (MEN) had been established for the first project (237-COB) andwas given the responsibility of implementing the second project.

2.2 The personnel administering the project have been completelychanged between the first and second projects, but remained relativelystable during the second project implementation, except for the post ofarchitect (Table 2.1). Additionally, the French Government Fund for Aidand Cooperation (FAC) provided technical assistance (an architect and aneducational adviser) over the first four years of the project; these twoexperts were later replaced by nationals.

2.3 Invitations to bid for civil works were sent out by the PIU andthe Central Division of Town Planning and Housing (DCUH) after preselectingcompanies. Contracts were awarded to the lowest evaluated tenders for theENI and the ENEF but in the case of the INRAP and the ENSET, a disagreementoccurred between the Bank and the PIU. A further restricted invitation tobid and a reassessment of the tenderers, and their offers, caused a delayof about a year in constructing these two institutions.

2.4 The PIU with assistance from the DCUH supervised sites atnational and regional levels.

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2.5 Insufficient initial focus on accounting and the lack of aprofessional accountant were serious handicaps during thc whole of projectimplementation (Chapter IV). Bookkeeping was generally limited to achronological recording of expenditure with a number of errors ofclassification. The final report of the project also contained errors andrequired revision of all summaries of costs and expenditures by year, bycomponent and category, using information supplied by the PIU and the Bank.

2.6 Project execution suffered from having no procurement specialist.Lack of coordination between the PIlU and the directors of institutesdelayed the delivery of equipment and the arrival of the technicalassistance.

2.7 Purchase of additional equipment and the last construction workare now being supervised by the three persons remaining in the PItJ.

Table 2.1

Implementation UnitStaff Changes

Year 1977 1978 1979 1980 1981 1982 1983 1984 No. ofSix Monthly 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 Changes

Director A A A A A A A A A A A A A A A A 0Coordinator A A A A A A A A A A A A - - - - 1Architect A A A A A A A A A B B B B - -- 1Technician A A A A A A A A ---- A A A 0Engineer-- A A A A A - 0EducationalAdviser A A A A A A A A A B B B B B B B 1

N.B. The letters A and B indicate the length of service of the sameemployee.

Source: PIU.

CHAPTER III

PROJECT IMPLEMENTATION

A. Duration of the Project

3.1 The loan agreement was signed on May 5, 1977 and became effectiveon October 14, 1977. The Closing Date which was originally theDecember 31, 1981 was postponed to December 31, 1983, although technicalassistance continued until September 1984.

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B. Implementation of Physical Facilities

(i) Sites

3.2 Because the INRAP, the ENSET and the Mossendjo ENEF use existingbuildings, no new sites were required. The Owando ENI could not be builton the site selected during appraisal and in 1977 a new site was selectedoutside the town, requiring the revision of architectural studies andpostponement of the work.

(ii) Professional Services

3.3 Part of the studies were entrusted to the PIU architect and aprivate design office was asked to prepare the bidding documents.

3.4 Building design is similar to that of the first project,excepting that at Mossendjo Forestry School wood is used as the mainmaterial for new buildings.

3.5 Building design is generally good, but the following should benoted:

- the overall design of the Owando ENI is very rigid and does notdistinctly separate the various functions;

- as the layout of the INRAP premises was not adapted to needs,extra partitioning work had to be carried out after site work hadbeen completed;

- certain premises are not large enough and greater care shouldhave been taken when studying their location; for example, theENSET civil engineering workshop is too narrow and noisy. It wastransferred outside the building but its replacement by asheetmetal workshop has only increased the noise.

(iii) Construction

3.6 Construction financed by the project has been completed, apartfrom some finishing work which remains to be done at the ENEF and the ENI.Some unsatisfactory workmanship should be made good during the warrantyperiod.

3.7 Procurement. There were no offers from foreign contractors tothe international invitations to bid and major local contractors did notseem to be interested in work of which a considerable part (45%) wasGovernment-financed which meant delays in payment. Consequently, the workwas entrusted to small- and medium-size contractors and was inadequatelysupervised; site delivery was delayed due to lack of transport. In thecase of the very distant site at Ouesso, the contract was cancelled andgiven by mutual agreement to a local company but this considerablyincreased delays by two years and costs by 197%.

3.8 Furthermore, the following technical problems were alsoencountered:

- although included in the architectural plans, the wastewaterevacuation system was not built at all institutions, which proveddisastrous for the sloping sites of Owando and Ouesso where thereis considerable erosion;

- the Mossendjo ENEF generator was unable to supply all theelectricity needed and a second, bought with OPEC funds, is to bedelivered shortly;

- the water supply to the ENEF is continually interrupted due tohaving installed a faulty pump. The earth connection of thefirst pump proved too weak when the pump was struck bylightning, and the new pump financed by the project broke downcontinually;

- the security bars on the groundfloor windows are too widelyspaced so most of the glass slats were stolen. They Eave beenreplaced by plywood slats which allow insufficient light to pass;

- the project should have included boundary walls in order toprevent the frequent thefts of equipment and materials.

(iv) Furniture

3.9 The furniture, made entirely in the Congo, is simple, sturdy andgenerally well suited to use. Lists and amounts were specified by the PIUand were sufficient for most premises. The following observations cannevertheless be made:

- Owando ENI students arrived before the furniture; therefore,provisional furniture had to be temporarily borrow'ed from anotherbuilding;

- some of the furniture for the ENI workshops and boarding houseswas refused by the PIU as being sub-standard; a new delivery wasdue in 1985 after settlement of the dispute. In the meantime,the workshops were used as classrooms;

- no shelving was provided for most warehouses and stores so thatstorage of equipment, consumables, materials and provisions isdisordered and unhygienic.

(v) Equipment

3.10 The lists, amounts and their specifications were prepared by thePIU with expatriate assistance an4, for the ENSET, were revised by aconsultant technical educator.

3.11 Procurement. Equipment was procured by international bidding inlots and in conformity with the norms laid down by the 3ank.

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3.12 The following observations apply to this equipment:

- despite the considerable amount of work by the Bank, preparationof lists, deliveries and Installation of equipment wereinsufficiently coordinated by the PIU, the receiving institutionsand the suppliers. This resulted in the theft of equipment andmaterials immediately on delivery. Furthermore, as the directorsof the institutions concerned did not receive copies of theorders, they were unable to check the deliveries;

- the schedule of deliveries imposed on the suppliers should havebeen more flexible to allow for delays in construction;

- as it was envisaged that libraries would be UNDP-funded, theproject did not provide for purchasing books; the institutions'libraries were completely empty apart from the ENEF whichreceived a few books from Unesco;

- there is little justification for buying gas cookers forMossendjo, Ouesso and Ovando considering the very small operatingbudgets and the difficulties of gas supply. Furthermore, thewood-burning cookers delivered to Owando and Mossendjo cannot beused due to problems over the installation of chimneys. Added tothis, the cold stores have not been used because there is no fuelfor the electric generators, so the purchase of heavy equipmentfor the kitchens has so far been useless.

3.13 Specific problems of equipping each institution are as follows:

- the INRAP's equipment, consumables and stock of papers weredelivered before on-site work had finished and this led to theftand/or deterioration due to storing under unsuitable conditions.Book production was held up by a camera breaking down which isstill unrepaired. Most of the 23 vehicles supplied were ingeneral use at the INRAP so that several of them were already outof service or past repair before they could deliver the teachingmanuals, the production of which had not yet begun;

- the outboard motorboat, also provided by the project fordistributing the books, sank before it was operational and hasonly recently been replaced;

- equipment for the ENSET was considerably reduced by the PIU tokeep to the planned budget; the metrology, mechanical engineeringand language laboratories were left without equipment for sometime. (This shortfall, which was accentuated by an increase inenrollment, was eventually remedied under OPEC financing.) Inaddition, part of the equipment is too sophisticated for trainingteachers for a CET level;

- the Ouesso branch of the ENEF, at 1,200 km from Mossendjo, couldnot be used due to operating difficulties inherent to itsdistance from the ENEF school at Mossendjo.

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C. Technical Assistance

3.14 Technical assistance allocated under the project for the fivecomponents included 396 manmonths of expert services and 564 manmonths ofscholarships.

3.15 This program was entrusted entirely to Unesco in May 1978 and wascarried out under three successive but greatly modified contracts(Annexes 5 and 6):

- the number of scholarships was reduced by 30% and their durationby 21%;

- the distribution of scholarships by institution was modified infavor of the DGP (+107%) and at the expense of the ENEF (-55%);

- the number of experts was reduced from 15 to 6 and the totalduration of contracts by -63%.

3.16 A considerable reduction in expert assistance resulted fromnegotiations between Unesco and the Government in October 1980. Thereduction was explained by the following:

- bilateral aid would partly provide assistance;

- those Congolese who had benefited from scholarships under theproject would be assigned certain posts;

- the increased cost of technical assistance would cut down thenumber of posts foreseen at appraisal.

3.17 The Bank eventually, although reluctantly, agreed to a packagefeaturing a reduction in the number of experts, combined with an increasednumber of scholarships.

3.18 Technical assistance experienced a further considerable delaybecause it took six months to prepare a third Unesco contract. A furtheryear elapsed between contract signature and recruitment of the firstexpert, at which point the Government considered terminating its contractwith Unesco in 1982. The experts' contracts were then extended beyond theclosure of the project on the Bank's recommendations.

3.19 In general, all project components suffered both by this delayand from the reduction of the length of assistance, as the experts arrivedtoo late to help prepare lists, to receive and install the equipment, orprepare curricula. Furthermore, the length of their contract wasinsufficient to allow them to complete the training of local counterparts.The Government found that TA provided under the project had not beensatisfactory.

3.20 As for scholarships, the overall situation was unsatisfactory:out of thirty-three scholarship holders, five holders did not return to theCongo and eight others were assigned to different jobs (Annex 6).

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D. Project Implementation

3.21 Regarding the compliance with loan covenants, results are variedand often only partially completed. Among those covenants not compliedwith are the classification and updating of information on the project andadequate bookkeeping (Annex 2).

E. Bank Supervision

3.22 Thirteen supervision missions took place between February 1978and November 1983, i.e. one visit every six months. They were regularlydistributed over the period 1978-1981. However, no mission visited theCongo between post-appraisal (May/.June 1976) and the first supervisionmission (February 1978). A greater number of missions would have beendesirable at the beginning of the project to accelerate starting work, andwhen civil works had ended and equipment was being delivered and installed(there was only one visit in 1982). The average duration of supervisionmissions was one week and an architect was included in all but five cases.

3.23 In the corresponding reports, major problems were identified anddescribed, pertinent recommendations were made and transmitted officiallyto the Congolese authorities. Although this improved the situation andaccelerated administrative procedures (such as managing the ENI, moreequipment, etc.), other recommendations (such as project management,accountancy, and recruitment of experts, etc.), although periodicallyrepeated in the reports, were ignored.

3.24 The Bank would probably have been able to help the PIU moreefficiently if it had:

(a) scheduled more supervision missions during the early stages ofproject start-up;

(b) included management and disbursement specialists among themission members who could have explained the procedures to befollowed to the project administrative staff; and

(c) insisted more firmly on the staffing needs of the PIU and inparticular, the hiring of an accountant, a qualified coordinatorand a procurement specialist.

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CHAPTER IV

PROJECT C;OSTS AND FINANCING

A. Appraisal Estimates

4.1 The total estimated cost at appraisal was US$11.38 million with aforeign exchange component of US$7.96 million, or 70% of the total.

B. Calculation of Actual Costs

4.2 The actual costs of the project for the technical assistancecomponent were calculated from information gathered by the mission at theBank, the PIU and Unesco. The accounts rarely tallied for the followingreasons:

- The PIU has never had an accountant and consequently noaccounting system (Chapter II);

- PIU reqaests for reimbursement were categorized wrongly and theBank did not check them. The mission revised the expenses bycategory and these results are different from those in themonthly statements. These changes of category led to changes inthe financing percentages;

- considerable variations in the dollar exchange rate duringimplementation showed up because the time lapse between requestsfor reimbursement and reimbursement itself was normally twomonths.

4.3 Calculations of costs are therefore based on expenditure bycategory corrected according to the books recording requests forreimbursement (the method commonly used for this exercise). TheGovernment's contribution was then calculated as a percentage, using Bankfigures before correcting any errors, of the total cost by categoryaccording to information supplied by the PIU (Annexes 7-9).

C. Project Cost

4.4 The actual cost is slightly less (-0.4%) than that estimated indollars, and considerably more (+29.5%) in FCFA.

Table 4.1

Estimate Actual Difference %

Total cost inFCFA (millions) 2,559 3,314 +755 +29.5Total cost inUS$ (millions) 11.38 11.33 -0.05 -0.14

-10-

4.5 The actual corrected project costs are summarized in Tables 4.2and 4.3 below. Annexes 10 and 11 give detailed expenditure.

Table 4.2

Total Costs by Category(US$ millions)

Appraisal ActualCategory Cost X Cost

Civil works 5.14 45.2 5.62 49.60Furniture 0.41 3.6 0.26 2.30Equipment 2.17 19.1 3.14 27.70Technical assistance 3.10 27.2 2.11 18.60Studies 0.21 1.8 0.04 0.04Administration 0.35 3.1 0.16 1.40

Total 11.38 100.0 11.33 100.00

Table 4.3

Total Costs by Project Component(US$ millions)

Appraisal ActualComponent Cost % Cost %

ENI 4.18 36.7 2.76 24.4INRAP 1.61 14.1 2.68 23.6ENSET 2.38 20.9 3.50 30.9ENEF 1.92 16.9 1.53 13.5DGP 0.94 8.3 0.70 6.2Administration 0.35 3.1 0.16 1.4

Total 11.38 100.0 11.33 100.0

4.6 Although the total expenditure in US dollars did not greatlychange, there are considerable variations due to delays by category andcomponent, notably for the INRAP (+67%), the ENSET (+45%) and equipment(+25%). The cost reduction for technical assistance was only 32% despite aconsiderable reduction in the services provided (-63% for experts and -212for scholarships). This is basically because two-thirds of expenditureunder this category was paid at the end of the project (1981/82), when theimpact of inflation was much stronger than anticipated.

D. Sources of Finanzing

4.7 Although errors in categorizing expenditure changed percentagedetails, particularly for furniture, the total repartition of cost was moreor less as it was at appraisal (Annexes 10 and 11).

Table 4.4

Estimated Appraisal &Actual Project Financing by Category(US$ millions)

Appraisal ActualCategory Local foreign Local Foreign

Civil works 2.31 2.83 2.53 3.09Furniture 0.13 0.28 0.03 0.23Equipment 0.21 1.96 0.31 2.83Technical assistance 0.62 2.48 0.42 1.69Studies 0.04 0.17 0.01 0.03Administration 0.11 0.24 0.04 0.12

Total 3.42 7.96 3.34 7.99

9 30.00 70.00 29.50 70.50

4.8 The Government's contribution was entirely covered by an OPECloan of US$4 million.

4.9 A sum of 250 million FCFA (US$1.08 million) was allocated to theproject from the Congo's investment budget in 1978. In 1980 a further 75million FCFA (US$0.4 million) was allocated to compensate for the drop inthe dollar exchange rate. However, no disbursements were made under theseallocations, and the balance of the OPEC loan (US$0.66 million) is nowbeing used for more equipment and to complete civil works. Thisexpenditure, occurring after project closure, is not included in the tablesabove.

4.10 The balance of about US$0.06 million of the funds paid in advanceto Unesco could be used for more scholarships or paid back to the PIU topurchase more equipment.

E. Comparative Unit Costs

4.11 Construction costs were considerably more than appraisalestimates for the TNRAP, the ENSET and the ENEF annex, because of slow sitework. Only the ENI, which was completed earlier, costs less than foreseen(Annex 14).

4.12 Equipment for the INRAP, the ENSET and the ENEF cost more thanappraisal estimates (+152X in the case of the ENSET) for those reasons

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outlined above, and also because requirements were dnderestimated(Annex 14).

F. Project Implementation and Disbursement Schedule

4.13 The comparative disbursement schedule shows that all projectcomponents were delayed, especially technical assistance, for three to fouryears (Annex 13). These delays affected the time schedule of disbursementsbecause of a slow start at the beginning and an acceleration in 1981/1982(Annex 12).

G. Operational Costs

4.14 The overall recurrent budgets of the project institutions areinsufficient. A shortage of consumables, teaching aids and generator fuelprevents the institutions from operating normally. (Annex 15)

4.15 There are practically no maintenance budgets; some vehicles andequipment are broken and unrepaired because there is no money. At the ENI,a sum of 28 million FCFA has been spent on those buildings which haddeteriorated in three years of use. A simple annual maintenance programwould certainly have cost less. (Annex 15)

H. Technical Assistance Cost

4.16 The cost of technical assistance was US$2,155,000, as shown inAnnex 16.

CHAPTER V

OPERATION OF PROJECT IMTII2TIONS

A. General

5.1 A comparison of capacity with the number of enrollments in1984/85 and graduates in 1983/84 of the three institutions (the ENI, ENEFand ENSET) attests to their quantirative efficiency.

B. Primary Teacher Training College (ENI)

5.2 The Owando ENI helped to overcome the increasing shortage ofteachers: 268 teachers were trained in four years of operation with anaverage number of 106 graduates per intake (Annexes 17 and 21).

5.3 Considering that the capacity of the two ENIs (Owando andLoubomo) is only 280 graduates per year, the number of newly qualifiedteachers cannot keep up with t"ose lost elsewhere to the profession.

5.4 The repetition rate in basic education, which is now 26%(1979/80) as opposed to 30% (1974/75), has not as yet diminished enough tohave a noticeable impact on internal efficiency.

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5.5 The average pupil:teacher ratio remains at 55:1 but withconsiderable variations (from 25:1 to 100:1). In primary education theratio has not decreased as expected because annual enrollments havecontinued to grow at a steady 4% in 1974/1982, instead of 2.1% as expectedunder the project. Projections through 1993, based on enrollments in1983/84 and on an enrollment growth rate of 3%, suggest that thepupil:teacher ratio will remain at 55:1 (Annexes 17 and 16'.

5.6 A change from a ratio of 55:1 to 43:1 (optimum) means an increasein teachers of 28%. In 1993/94, 3,000 more teachers will be needed thanthe 10,828 anticipated for a constant pupil:teacher ratio of 55:1.

5.7 Those extra teachers required are still trained outside theteacher training colleges in courses such as:

(a) the teaching baccalaureate in special sections of three colleges(Brazzaville, Pointe Noire and Makoua);

(b) teacher training courses for baccalaureate holders at theBrazzaville ENI leading to an end-of-studies teaching certificate(CFEEN).

In (b) above, the number of enrollments equals the anticipated annualdeficit; teachers trained here in 1984/85 were in fact 70% of the totaltrained in the same year.

5.8 The objective at appraisal for 1985 of 80% of teachers qualified,was exceeded by 1981/82 (93%) if we include those teachers trained on theabove-mentioned courses.

5.9 "Large numbers of teachers leaving for better paid employment" 1/and the attraction of politics are the principal causes of attrition inprimary school teachers.

5.10 The "qualitative" impact of graduates from the Owando ENI cannotbe measured. At its first graduation in 1983/84 it produced 12% of theglobal figures (30% for the two ENIs) and is expected to drop to 9% (25%for both ENIs), according to the calculations in Annex 17.

5.11 Although included in the program, practical activities are notperformed at the new ENI (Annex 20).

5.12 The withdrawal of technical assistance for the ENI has held upthe reform of the People's School which recommends productive work atprimary level.

1/ Teaching statistics, 1981/82. PRC, DGP.

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5.13 The administration of the ENI has been replaced twice at therequest of the DESP (DGES), chiefly on the grounds of efficiency but alsoto strengthen discipline.

5.14 Measures have been taken to enforce the minimum school enrollmentage of six, thereby reducing class size in the lower classes.

C. Educational Publications Department

5.15 The project provided for the creation of an EducationalPublications Department within the INRAP. The buildings were completed,the equipment and materials delivered and book production started in 1984,four years later than scheduled. To date, INRAP has produced only twobooks, one in the "French" section and one in the "English" section. Theirlist price is at present 500 FCPA for 64 pages of A2 format to which shouldbe added a further 25% at sale.

5.16 As proposed at appraisal, different functions leading to thedistribution of school books throughout the country are shared among thefollowing organizations:

- the INRAP for preparation and publishing;

- the National Printing Office for printing (the paper, suppliesand some equipment being financed by the project);

- the National Office of Public Libraries (ONLP) for distributionand sale.

5.17 Publishing has got off to a slow start, so the Congo has had toImport most of its textbooks (95-99X in 1984).

5.18 In keeping with the recommendations at appraisal, an agreementwas drawn up between the INRAP and the ONLP for the purchase, distributionand sale of books.

5.19 The lengthy delay is partly due to the complexity of thiscomponent, the number of decision-making centers, lack of coordination andbreakdown of sophisticated equipment, such as the camera which interruptsthe chain of production. Furthermore, equipment delivered before the endof construction work was damaged by bad weather and paper rapidlydeteriorated when stored under bad conditions aad with no air conditioning.

5.20 The project financed 58 manmonths of expert assistance and 12scholarships (147 manmonths) at the INRAP. Additional scholarships maynevertheless be necessary for a modeller and a photo-engraver.

D. Higher Technical Teacher Training Institute (ENSET)

5.21 The number of students and teachers engaged in technical trainingduring the 1978/79 school year was considerably higher than forecasted atappraisal in 1976. The increase was 87% in technical colleges and 70% inthe technical high schools (lycees), i.e. an average increase of 80% infive years (Annex 24).

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5.22 The result is a considerable growth in teacher requirements andfacilities (Annex 23). The increased enrollment in CETs between 1978/79and 1984/85 and the initial training or replacement of unqualified teacherswould have meant an increase of 86 new teachers per annum for astudent:teacher ratio of 15:1. However, despite 50 students per yeargraduating from the ENSET, the deficit has grown (Annexes 23 and 25).

5.23 The gradual takeover by national teackers in technical highschools was held up for those reasons given above and because training forthis level had not originally been foreseen.

5.24 The ENSET training program lasts for three years after thebaccalaureate, and its last year is devoted to teacher training andteaching practice. It appears that the authorities want a longer cycle(five years) to train teachers for upper secondary schools. This wouldnecessitate new infrastructures, equipment and teaching staff which werenot envisaged by the project.

5.25 The overall results of the ENSET are encouraging. For example,109 teachers were trained between 1978/79 and 1980/81, of whom 19% were forCETs, 81% for technical high schools and of these, 63% were destined forcommercial streams and 37% for industrial. The mission has the followingcomments to make:

- it is difficult to find the necessary staff without usingtechnical assistance (six teachers) and part-time teachers;

- equipment is unsuitable both for the level and the subjectsneeding to be developed in CETs but is more suitable for thetraining of higher level technicians;

- the technical streams are often not geared to the needs forqualified workers. For example, there is no equipment for sheetmetalwork, welding, engineering metrology, automobileengineering, electrical installations, pneumatics, hydraulics,automation and regulation systems, instrumentation, maintenance,carpentry and cabinet making, etc.

E. National Forestry School (ENEF)

5.26 The buildings and equipment specified for the ENEF at appraisalare in place. However, only the Mossendjo buildings are being used atpresent as the Ouesso extension designated for practical work in the forestzone in the North of the Congo is unutilized due to inadequate transport.The purchase of two cross-country trucks in 1984 should have allowedcourses to start in 1985.

5.27 The ENEF has been supplemented with such facilities aselectricity, water, garages, housing, laboratory, dormitories, etc., whichimprove the students' and teachers' living conditions and snould facilitaterecruitment despite the distance and isolation of the school.

5.28 Teaching programs have been revised by a Unesco specialist incollaboration with the Ministries of Education and of Rural Economy. The

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percentage of technical and practical courses has visibly increased andattained 62% in 1984/85 (Annexes 27 and 28), leading to more relevanttraining of forestry technicians.

5.29 At present there is no distinct training for forestry techniciansor wood technologists. Even in the third year, these specializations arecovered through a general curriculum.

F. Planning

5.30 The project was designed to improve educational planning byreinforcing the planning abilities of the Ministries of Primary andSecondary Education (MEPS) and of Higher Education (MECSA). To this end,the project envisaged establishing an inter-ministerial committeeresponsible for coordinating planning. The merger of these two ministriesinto a Ministry of National Education (MEN) in 1977 made this redundant.

5.31 It was planned to provide five experts, a consultant, the financefor 14 scholarships and the necessary equipment to help run the DGP.

5.32 In the 1977 negotiations between the Government, Unesco and theBank, this particular technical assistance was reduced to three expertposts of not less than 72 manmonths, to complement those posts financed bythe UNDP.

5.33 However, direct negotiations between Unesco and the Governmentduring 1980 finally cut down technical assistance to two expert posts (42manmonths) which had already been carried out between 1978 and 1980(paras 3.15 and 3.16).

5.34 Despite this reduction, the experts prepared some studies andwere able to carry out research in collaboration with UNDP experts todefine educational targets, particularly for the first and second levels ofbasic education, technical and agricultural education. This definition ofobjectives permitted modifying and clarifying curricula.

5.35 The scholarships allotted to the DGP were reduced by three buttheir total duration was that specified at appraisal (168 manmonths)despite the 50% reduction proposed during negotiations between Unesco andthe Government in 1980.

5.36 The personnel and facilities necessary to implement the reformare now ready (statistics, documentation, programs, drawings, studentcards, data processing, etc.), and the work of tailoring manpower topriority training courses could start shortly.

5.37 A third project that was to be based on DGP studies has not yetbeen identified. Only a sector study with project proposals was carriedout by Unesco during September 1981.

5.38 In July 1984, the dividing of MEN into the Ministry of PrimaryEducation and the Elimination of Illiteracy (MEFA) and the Ministry ofSecondary and Higher Education (MESS) meant a redistribution ofresponsibilities and duties, especially for the DGP.

. - 17 -

CHAPTER VI

CONCLUSIONS AND RECOMMENDATIONS

6.1 The project closed on December 31, 1983, two years late. Thesums disbursed under the Bank loan and the total project expenditureremained below appraisal estimates (in US dollars). Additional equipmentwas bought with the balance that remained from the OPEC loan.

6.2 Most of the Loan Covenants, apart from bookkeeping, projectcoordination, expert recruitment und employment of some of the fellowshipholders were complied with partially or completely.

6.3 The project helped the Government attain its training objectivesin new sectors, especially in agricultural and technical education.Furthermore, the teaching capacities for technical educators wereincreased. The Government is aware that this is only a first step and thatwhat has been provided requires constant attention, continuous revisionduring operations and a tight budgetary control.

A. Observations and Lessons Learned

6.4 Project implementation. The five project components coveringcompletely different sectors of education were kept separate from eachother. This, however, was not the main reason behind the coordinationdifficulties which could have been avoided with a stronger PIU.

6.5 The physical components of the project were finished by the endof 1982 and all iDstitutions are now operational apart from the forestryextension at Ouesso, scheduled to start up in 1986. The unsuitability orlack of some workshop, laboratory, audiovisual and printing equipment,should be noted. Furthermore, practical teaching and the ability to usethe equipment are not facilitated because of the problnms encountered inmaintaining and repairing sophisticated apparatus and the erratic suppliesof both water and electricity.

6.6 The aims specified at appraisal for education have mostly beenactained. Practical work has not yet started at the Owando ENI or the ENEFextension. There is also a lack of data on students and teachers by leveland by speciality and an absence of program revision and follow-up ofstudents.

6.7 The following difficulties were encountered in management andadministration: no adequate bookkeeping, insufficient communication andcoordination between the PIU and the institutions, and lack of recurrentbudgets for operating the institutions.

6.8 The effect of technical assistance was considerably diluted bythe reductions in number and duration of experts' contracts and by thedelay in recruitment.

6.9 Operation of project institutions. The number of teachers trainedby the ENI in 1983 amounts to only 12% of requirements and they are stillinsufficiently qualified (Annexes 17 and 19).

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6.10 Increased book publication depends on the INRAP being grantedlegal status. This status, if granted, will allow it financial autonomy,facilitating the marketing of books in collaboration with the ONLP.

6.11 Students are less attracted to industrial courses at the ENSET,which alters the statistical profile of student cohorts; relatively highernumbers are trained in non-industrial subjects and risk not finding jobs intheir professional life (Annexes 24-26).

6.12 The quantity of forestry technicians trained matches manpowerforecasts; those technicians who succeed in their studies find jobs eitherin administration (the MER) or in private enterprise.

6.13 The Planning Directorate has produced many studies on educationbut it seems that the results have not yet been exploited by the MEN.

B. Recommendations

Observations on the project lead to the following recommendations:

1 * FOR THE BANK

6.14 Management of Future Projects. The Bank should insist in futureprojects that an accountant and a procurement specialist be recruited toproject entities from the start or that a consultant provide periodicassistance to ameliorate the administrative and management capacities ofthe PIU. It should also exert more control on the books during supervisionmissions and verify those accounts that are submitted to it.

6.15 The qualifications of specialists (e.g. disbursement specialist,accountant), the spacing and size of supervision missions should bear arelation to the difficulties encountered by the project and they shouldconcentrate on solving problems on the spot rather than sending outunheeded directives.

6.16 Lquipment and Supplies. The Bank should ascertain morethoroughly that equipment lists bear a relation to the level of technology,the field of training, and the actual amount.

6.17 As libraries are essential to teaching establishments, it isnecessary to include the purchase of suitable books, documentation andfurnishings in projects to avoid situations like the ENI, the ENSET and theENEF where the libraries are empty because UNDP could not follow up on itsplans.

6.18 Physical Facilities. When approving construction drawings, theBank should verify that equipment lists have been prepared which areconsistent with construction design so that there is no need later on fordemolition, costly adjustments and extra work.

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2. FOR THE GOVERNMENT

6.19 Assessment of Training. The MEN should set up a system for anannual evaluation of institutions, so that data collected on enrollmentsand projects by level and type of education could serve to adjustrecruitment and training to the actual needs of the country. This may helpovercome the current situation where the number of primary and technicalteachers trained are absolutely insufficient (Annex 23). The studies andanalyses made by the DGP should serve to calculate needs once updated.

6.20 Teachers. The lack of stability of the teaching body at the ENEFand the number of part-time posts at the ENSET cause difficulties withinthese institutions. The status of teachers should be urgently clarifiedand the advantages of each institution highlighted.

6.21 Recurrent Costs. All institutions need an operating budget whichallows them to utilize the equipment and buildings provided by the project.This budget must provide for the maintenance and repair of buildings andequipment, the purchase of spare parts and materials, and pay for anyelectricity, oil and gas needed to operate most equipment.

6.22 Curricula. The levels of industrial training courses at theENSET should match those techniques taught and practiced in CETs.Additional premises and equipment are needed for this purpose.

6.23 Before the Ouesso extension comes into use, the ENEF shoulddelineate the content and duration of its courses in collaboration with theRegional Administration of the Ministry of Rivers and Forests and localcompanies. When these courses begin, the time-tables and curricula now inuse at Mossendjo will have to be revised.

6.24 The INRAP. The Government should propose a new legal status forthe INRAP which would allow it a certain degree of financial autonomy. Animmediate solution should be found for repairing the broken camera whichholds up publication of the teaching manuals.

6.25 Surplus Funds. The Government should use those surplus sums paidout by Unesco on additional scholarships which would be useful to theproject and especially for the INRAP. The remainder of the OPEC loan couldbe used to buy additional equipment or to repair broken equipment.

6.26 Procurement. The appropriate sequencing of construction anddelivery of equipment should be carefully planned and coordinated.

9I

tJ

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Annex 0

LIST OF PERSONS MET

Congolese Administration

MM. G.K. Dos Santos Director, PIUJ.A. Malonga Educator-Adviser, PIUN. Gomat Construction Technician, PIUJ.V. Mondjo Bangui Director of Vocational TeachingR.D. Bibi Director General of ENEFL.J.C. Batchi Deputy-Director of ENEFQ. Batadila Director of ENSETA. Mingouolo Administrative Councellor to the Prime-

Minister - Ex.Director of Planning (1979-84)G. Bokoumaka Director of INRAP

UNDP

M. Placktor Resident Representative in the Congo

Unesco

MM. Trouillot Programme Officer, ED/OPSJ. Palade Unesco Expert to ENEFS. Diop Unesco Expert to INRAP

World Bask, Washington D.C.

MM. ter Weele Chief, WAPEDJ.C. Lair General EducatorD. Gooday Agricultural EducatorDahlborg Technical Educator0. de Messieres ArchitectD. Rouag General Educator

ACCOV:t M D 5 Sal 1~ 7.ntASU U*4 vtCcul I ler octobre 1977 IWllPI AATION SCHEXIR

ADS> C.%Otblr% - I 31 d4cemb-e 1983 C& i. R. 14 V.- C'r u-rtO

A | I 1 2 1 ~~~~~s 14 Is 1, II is Is I'& IS 1 12 '141 S - i .6 I Z-t I2 a5 la, | 21 42I 4 2I'l Is~~~~~~~'91ENI G#nle civil Conception -

Construction =|r

Egulpement Appels d'offr ___ I -

___ __ G e ll __________ _ - - sP - _i i j~I ___ l Lc, Transport/L

Appel d'offres___ J Ii 1Construction I i I _ L AI i II

_E_ FabrIcation I -___- -

Asslst.techn.Bourses |_ - - - - - I I IIExperts

ENSFIT G&nie civitl COncePtioa Aned'offres

Mobilier/ lites - - - - 'm

Assist.techn. Bourses LIExperts I t I I I I

EMU? G6nie civil Conception _ ~- ----

Apl d#offres--- - - -- - - - -

oblr/Construction - - - -- - a*uiin- -oble/Listes - - -- -

Ectuipeent Annel d t offres._ Fabrication I_ -I -I

Assist.techn. BoursesExperts

Plnnif. Asst.techn. Bourses

Experts

- 23 -

Annex 2COMPLIANCE WITH LOAN CONDITIONS AND COVENANTS

8ectten ~~~Covenats 8mmi Coemsx

3.01 (a) Oovermsntal resposlbility for comprenive PC Slow lonl administrative deciions sa delap inexecution of the project Mpying contracto and spU ers held project up

(b) lecruitmnt of staff to opert the hEAP C

(a) Enactment of legilatlon to establish the DSET C

3.02 (a) Recruitment ot extra staff for the PIU

(b) Recrultuent of a coordinator, an educationalsdviaer, a project engineer and a project arch. C

3.03 Employing consultant architects for preparing NC Future project still to be ldentflieda posslble future educatioa project

3.04 Agreement between IRAP & ONLP on price of C Agreement signed In January 1980books sold by ONItP

3.05 (a) Employing secislists conforming to the provisions PC Excessive reductlon of and delay vith techlcalin the Loan Agreement assistance

3.06 Recruitment of staff for the ProJect Institutions Csaor Forestry School

(a) Legislation C Signed In January 198o(b) Adoption of operating statutes C

(e) Preparing currIcula and recruiting staff C Problem of personnel status

3.08 (a) Insuring imported goods C

(b) Use of goods and serviees financed by the project PC The INAP vehicles vwere used for other purposes

3.09 (a) PFrnishing the Bank with plans, specificatios Creports and contract documents for constructionincluding mxdiflcatlons and additions

(b) Maintaining adequate records of progress an costs NC There vas no accurate accountancy system and errorWof the project a informing and allowing Bank In category were found in both the PIU and the Rankaccess when required

3.10 Purebase of land C There vere delays in site purcbase for the Ovando BN4..02 Adequate accountaney system NC No accountant in the PIU

J.03 Maintenance of buildings & equiypent by borrower PC All institutions lacked an adequate m*intenance budget

h.o4 (a) Preparing a long-term plan for orgonising and C Identification massion (Sept.81) made proposals baseddeveloping education and training on studies carried out by DGP

(b) Coordination between the two ministries of These two ministries merged soon after project startededucation (NBPS and MESCA)

4.05 Operating budget for the 2FAP and the ONLP C

5.01 The PIU vlll be under the jurisdiction of the C The two ministries merged soon after Project start-upHESCA and the NIP8

j.02 Responsibilties of the P2U:

(a) Project administration See Chapter 2I

(b) Coordinating activities PC Insufficient coordination

(c) Construction design, planning and supervision C Difficulties * delays principally contractors' tfult

(d) Preparing Project Implementation Schedule C Schedule not respected

(e) Coordinating technical assistance services PC Executed for fellowships; difficulties and delays inrecruiting specialists

(f) Shorter-tem contracts for specialist services This item v"a administered by Unesco

(g) Preparing data for project evaluation PC The flnal report ls to be entirely rewritten

(b) Coordinating and comnunicating with the Bank PC Major decision on teebnical assistance communicatedtoo late for Bank to do anything

(1) Preparing a future project C Unesco Identification Misson of September 1981

5.03 Responsibilities of PDN staff especially theengineer and the architeet

]/ C: complied wltb; IC: not complied with; PC: partially complied with.

HIlGlLIGhRS OF PROJECT ACMEtVIEMTS

Objectives Proposed at Appraisal Ipplaented Operation

ENIA. Install a second co-ed A mied school, 320 capacity 320-student school built. A. Scarcity of water & electricity produced by genertors.

teachers training school to (classes, laboratories, workshop not yet equipped, B. Operating budget Insufficient.continue improvement and workshop., student laboratories not yet operating, C. The modern kitchen unsuitable.standardlzation of quality accaodtion and staff student 6 staff housing D. Students hold state scholarships and contribute to operating tbeirof training teachers for housing). supplied with furniture, housing facility.primary schools. E. Eight groups of 36/40 students follow a 3-year course; there is

competitive entrance to the school at SEI level; exams are taken topass to 2nd nd 3rd levels. The 3rd end of studies exam takes placeafter a practical course. If they pass, the students becometeachers; if not, a 2nd attempt is possible othervise tbey can teachas deputy teacbers (with obvious consequences it terms ofqualifications).

F. There era no drop-outs. If studente leave, they are expelled fordisciplinary measures.

G. Director changed twice. First for lack of experience, second forlack of authority.

B. Student accomodation capacity increased by 102 when female studentstransferred to town because of presure from their families.

I. Materials and personal tooLs often lacking.

B. Improve student/teacher Output of 65 teachers and 105 Exceptionally, the graduate output A. Capacity of school Is 106 graduates p.s.ratio. deputy teachers p.a., i.e. 170 from the first 2 years was 268 B. Because 233 students entered in the 1st year of operation. the next

in all annually, teacbers and deputies. The 3rd 2 years' intakes were reduced accordingly.year's output will be 43, giving C. After 5 years of operation, in 1985, there are 165 male and 127an san l average of 104 over female students, of whom 23 males and 20 females are in the 3rdthree years. year.

To reach a teacher qualifying The teacher qualifying rate reached A. Success in recruiting student teachers could be attributed to therate of 802 in 1985 (from 572 93X in 1981/82 - 1984/85 probably attraction of state grants - insufficient motivation to Inspire ain 1975). sees tbis figure exceeded. a teaching vocation. The subsequent reduction in the teaching force

is due to the attraction of higher salaries and better conditionsoffered by other careers.

S. "Floating" teaching structures continue to train teachers outsidetbe Owando and Loubomo ESIs.

C. The following teacher training institutions used for topping-up haeprogressively disappeared:

- the Iouyonzi ENI (converted into a CEG In 1981);- The DFC/CDM in 1979;- recycling in 1979;- volunteers in 1980;- monitor and chief-monitors.Sowe of today's practicing teachers were trained by the above matbods.

D. The above institutions may have changed their appearance but they arestill important since the andnual output of the Mie Is 280shand with a rate of attrition of 6X. more are lost than gaind "

Curriculum change by developing Delays and failures of the A. Lack of workshop equipmet has prevented 13/142 of timetable frommanul activities and practical IVRAP and weak magement and being put into practice.vork of the IRAP; develop new administration in Elts have notprogravs.. which include been propitious to the B. The EBI Department of Education occupied 282 of the timetable andproductive work, the production application of this major general teaching (subjects and branches comcon to secondaryof suitable teaching books and factor. The new programes tesching) 58S.their application in the developed for primary and lowerprimary schools of the region, secondary elewntary teaching

in 1982 (USDP & Unesco) havenot yet been applied in theschools nor in the ESI.

UT - Higher Tecbhician; PW - Practical Work

C

ObJectives Proposed at Appraisal Implemented Oseration

in.anc an expert (curricula Change of curricula of the A. The neessary training ti smnual work and in teaching practice isand practlcal courss): 3 technical assistance component uot yet ensured._auyears. and its cancellation by the

Government aud Unesco.

Psepare and publish teaching Set up as Educational The building bas been built and A. The production line is jeopardized by the stoppage of machines_me le In the country to adapt Publlcations Units quipped. upstream of the prlntlg block.

tbem to requlrements sed D. Requiremets are not accurately knom.Increase distribution. - constructio. furnishing and C. The exeessive paper stock Is not will preserved nor is it used

equipping a buildlig for within the nee4ssary time.textbook design, preparation,storag of teacthilg "anals.- constitute a stock ofmaterials.- buy the vehicles required for The vebieles have been bought. A. The vebicles hav been carrying other zaterials until now.transportation of books andmaterials

Provide the books and docu nts Books and documents have been A. Two volucas were produced in 1984required for the first nine extended to 10 years of the - an English grSnr, e 7 end PSgrades of the school system. primary and lower-secondary - a gulde for reflection and a working tool on a French text.

courses.

Prepare a legal status for the The Unit bas become a technical The financial autonomy that sbould be granted to IXRAP by legal statusEducational Publications Unit. service of INmAP. (or decree) raises a problem of prior legistation.

Renew and maintain qulpment of Extra equipment is beingthe Uational Printing Office lnstalled at the tational(IN) Priating Office.

Supply paper and quipment forprinting by the IN.

Estimate cost prices of mnals There are delays in carrying out thb project and sbsequent dotalspublisbed and obtain subsidies (prices, methods, sebedule) depend on the status of finsacial autonomyfrom the State. of D9 AP.

Estimat sales prices for books The ONLP bas continued towith the ONLP. distribute imported books.

Orgauise distribution with theCML?.

Decide the methods and scheduleof repayment by DiRAP to theO tnLP. i

Fued t exparts (60 On) and The following bave been funded:15 sacholarships (180 n/n) to - 2 experts (58 n/n); - 12help in the preparation and scholasrhips (147 na/).production of teachingmaterials.

Obiectives Proposed at Appraisal Inmlemented Operation

MFOrient secondary teaching Build a forestry school on the The school has been built, A. The over-use and lack of maintenance of generators bha led to powertowards the job market by site of a school for wood laboratories are not fully and water cuts.organizing a technical college production and demonstration, operational. worksbops are notto teach forestry and wood furnished and equipped with equipped. boarding facilities S. The gas cooker causes problems; it would have been easier to usetechnologies in order to classrooms. laboratory. exist for 25 students. wood for beating.exploit the vast forests workshops, and quarters for 75 teachera' houses are beingparticularly to the north of students. built in stone and/or wood. C. Pull capacity operation is needed up to the year 2000. in accordancethe country. with the forecast of the M.FR

Train 20 to 25 forestry 127 technicians were trainedtechnicians annually for the from 1979 to 1984, i.e. an D. Delay in paying stste scholarships causes provision problemspublic and private sectors, annual average of 25. affecting nutritional standards resulting In "go sloW" strikes byspecialized in: Projections are for 19 students.- forest managemnt technicians in 1985, 18 in 1986- wood processing industries and 32 in 1987, bringing the E. The ratio of teachers to students is 1:4 taking into account the CEG

average to 21 In 1987. teachers; 5.3 for the teachers allotted to the DEF, 6.9 _benincluding the technical and PW teachers only.

F. Training of the two types of experts has never been implemted.A retro-projector and aphotocopieur are provided for G. Practical courses followed by theses are appreciated.teachers.

B. ti,% lack of a library witb technical reference books is pointed outin the scbool opening report (1984-5).

Build an extension at Ouesso Building and equipping of the(worth) to accomodate students Ouseso extension has just been A. The nse of Ouesso. expeditione into the forest and visits toduring courses. completed. companies became possible in 198418S by the purchae of 2

cross-country trucks.

B. Three course progr_s have bee prepared.

C. Thre is also the possibility if giing the third year courses atOuesso.

Prepare future technicia At the Amilear Cabralthrougb one year of basic Agricultural Lyc6e, a fw first A. The institute trained 90 PTs up to 1978/79. using a curriculumteaching at the IA of year students have just been differing from that of the present ATPs; tbhy are included ia theBrazzeville and continue the 2 trained. overall statistics of students leavin the MF.complementary technical yearsat Nosendjo. Eatry conditions remain the

To ensure the quality and - BlU level (TA)pertinence of curricula. - by examiation D. The percentage of technical end PW teachers is satisfactory (622).

The curriculum is at presentbelng revised. 1"

Set up legislation for the The SEE at Mosseudjo has beenfounding of a forestry school. founded by; decree dated A. The status of teaschers is not mentioned in It.

1-2-1980.B. Training of 9ST is planned.

Objectiven Proposed at AppraSsal Implemented Operation

Create a consultative comittee A board of Directors taken from A. The DOES (DESP) bas been ntrusted with the organization of(U13, MBCSA) companies and those responsible for the th ENEW on a permiaent basis.factorties, to advise on Ministry and thu forestcurricula, student recruitment production sector, meets once a B. It wsa mpossible to supervise students leaving because they areand follow-up of those wbo find year. throughout the PRC.jobs.

Fund 4 experts (144 a/h) and 9 The following were fundad: A. The NEF wants to extend the experts CmiSson (curriculm, creatlon ofscholarships (108 a/m). - I expert (28 an/ from May course, metbodology, of teacbing forestry technology, Pg, tree

1982 to Aug. 1984). nursery and projects).- 5 scbolarships (45 au/).

Retain the teaching staff Some advantages have ben A professor of social sciences Is belng recrulted. The courses tn ruraldespite drawbacks due to acquired: free lodging, water engsneering, soIl sciece, forestry, roads, industrlal operation.distane , coot of Ilving, etc., and electricity. The bomue for mechanization, etc., require a greater number of staff.giving them salaries and distance has not yet beauprofesional advantages; given.formulate attractiveconditions.

Maintain constant contact Contaet bha ben mde" between the MEMS and MER at ministry leel inbetween the EM and the HER Brazzaville.which is a priority user.

Create a tree nursery. A site has been prepared two Contiluation and extension of the nursery depend on maintenene work;years In advace,. a Trench cooperator (doing his military service) is In cbarge

momentarily.

Impoe quality of technical Build, furnish and equip: The inetltute possesses: A. Tbe Civil Englneering facilities have had to be placed In theeducation and dapt he - sehool premises (classroom - 4 classrooms and offices TceliDm complex on account of Insufficient facilities and space forscholastic system and and adminisration) - accomeodatiom for 120 the some of constructilon in the VASE building.educational curricula to - labs. and wotrksbope stdentsrequirements of the job market. - a dormitory for 120 students - 6 lab. (selence, economlis.

audio-visul. shortand-typing, accountancy,drawing) B. Mecanieal engiring Is over-equipped; Its equipment is dgDesn

- 4 workshops for secbanlicl for VTi end IJ not applicable to the CEts ven wben the latter areengineering, electricity, satisfactorily equipped.electronice and civlen8ginering.

ObJectivas Proposed at Appraisal Implemented Operatlon

BuLUn ResourcesResdy presentand future Occupancy rate of premies: C. A dltinct absence of appropriate technical equipaent for welding.shortages of the PET at the - classes: 16 students arm. setrology. mechbancal engineertng. etc.level of first-cycle technical - drawing roCm: Ideasecondary teaching (wlth - workshops and labs.: 12 D. The labs are used In conformity vith courses for industrialgradual Africanization of students . trainin. but certaln subjects are missing (see para.5.29). Theteachers). civil engineering vorkshop has been made avallable (transferred to

Tcheline); equipment for sheet-metal working needed for meebanlcalenin"erlng should be Installed tbere.

E. The electricl equipment is suitable for trafinin In the LTs but notin the CiTe.

F. More than one thlrd of the students are housed in towo. but theincrease of nuers (206 students in 1985) mans that the totalavailable capacity is being us (120 beds).

Integrate the Dl?!? into the ThDepartment (DYPET) 2 Sca 1981, the DuPr?, a department of the INSSED, hbs become a hilgherIllSED, evolved and has been directly level instituton.

attached to the MOE VUlversityuder the n_ of ESBE (LcoleNormals Snpfrieure del'E"eignemant Technique).

Train 50 CRT PeTs in Industrial 109 CRT and LT teachers were A. The Instltute (planned for asort courss In traiing CET teachers)and non-industrlal subjects. trained from 1978/79 to is momentarily trainig teacbers for techical lyces (long course).

1980/81. of which 3n were forIndustry; 192 In CitT; 1S in S. In February 1981 the training of CRT teacbers was wmodfld and theLT. Annex 24 gives details of course changed frm 2 to 3 years: 2 years at TS levl and I year inanal numbers promotions in tecin practice. The long cours bh been suspende. The cbhn to1982/83 and 1983/84 and ectuals 3 yars will interrupt the graduatlon of CES teachers of the oldin 1983/84 and 1984/85. systm for one year.

Increase the percentage of In 1978/79, 197 of the 289 iT A. The tendency Is to again train teachers of technical lycees to copeCongolese PETS (CES) from SO teAchers did not possess the with the lack of qualified teachers.In 1975 to 7OS In 1985. required qualities; In the LTCa

only 32 oct of 183 were In this S. Part of the non-qualified CET secondary scbool teachers ar primaryposition but the majority were school teachers.foreignrs.

Adjust tbe output of graduates A. Extension of the training cours to 3 years for Cl! teachers Is anaccording to the neds attempt to modify the course to the requlremnts expresse by the alestimatd by the Planning DGP and the National Commssion of PI of the ET:Deprtment.

B. Tbere ws no electronles cotrse in 1982/83 (F3).

PiT training cour"ss for Cite: A. Entry conditions:2 years. - Daccaleurdat, Type for G

- Entrane examination (DEC)

Oblecti-'s Proposed at ADDrai al Imalemented Operation

8. The training course he lengthened fro 2 to 3 years.

Training in 5 specilitiets - 2 new sections have beenmechanical engineering - created:electrical engineering - civil Industrial (sC. sector)engineering - camerce - 4 departmentssdomestic economy Fl: Mech. eng. GK

n: Elec. eng. GKF3: Electr. eag. GMF4: Civil eng. GK(the BF technical bec.)

Non-industrial (tertiarysector) - 3 departments:- science and admin. tecbniquesSTAG1: Administration- sciences and econ. techniquesSmG2: Coam. /mansgesntG3: Caom. /ale- deoestic and social economics

G4: Domestic econ.G5: Tailoring06: Nutrition, bygiene andchild-care (the SCbaccaleureate)

Increao the supply of middle- A. The study of the "Manpower Situation in the Congo 1974/90- July 1960level techeicians and alleviate by UNDP-UAESCO was completed.the lack of asupower inindustrial and non-industrialtechniques (services).

Fund 84 n/u of experts (3) and Recruitment delays bhve resulted in the use of planning and6 n/n of consultants (2), after adlinistration speialists for trdining teebical teachers for 20the 1980 revision - also 108 Were funded: I expert 20 m|; 5 months out of the 36 planned in the Appraisal Report.a/n of scholarships. sebolarships 85 n/n (from 9-28months) no consultants.

II!

Ob ectlves Proposed at Appraisl imaple_mted Op*ration

Consolidate planning targets Prepare plans. progra_es and Two amiistries merged In 1977 A. Responsibilities for administvative coordination on one band and for

for greater efficiency and projects with a view to NEPS to form the MEN. The DPSU was hierarchlcal, political and Ideological coordination on the other

accuracy end improve planing and tECA funddig responslble for drawing up the hand no concentrated under a People's School tecbnical committee.

of the education system. Educational Plan andpre8r m_.

D. Continuous ex-post evaluation of performanc bas resulted Inreorientation of the reform plannig process.

Organize an iater-mlnistry The Comittee mae no longerEducation Planning Comittee useful after the merger.before June 30, 1977.

Settle details of the long The DPSU. belped by the TArange outline plan and 3-S experts, ba prepared documatayear development progra- by to complete implemetation ofend 1978, Including finaial the reform.impact.

Prepare a plan for the The expert in agricultural A project was considered in the Unesco/World Dank 1982 report on

agricultural sector (eployment teaching has filed his report. agricultural teaching (Project go. 3).in the Informal ector).

Devlop wamen's vocational Training at the MSET in the Little attention is paid to practical work in Women's trainingtraining: nutrition, bygie relevant courses (ES?) prepares progr_MeS.and family health. teachers for the CET . a

Prepare invstent proposal A Unesco mission parted afor a later project. Sector Stdy in December 1981

with several project proposals.

Prepar a thitd project with The project has not yet beethe consultsnt arcterten and Identified.educatioal experts.

Fund 5 experts ad consltants A oIficatio to the AppraiSal A. The inter-relationship of the =lDP and Unesco experts allowd a

(72 aIm) and 14 scholarships Report (Vorking Document No. V, reduction in their ter, preveting ever-lapping but cowerin all(168 a/I). Sept. 1977), proposed a the forese responsibilities and functions.

reduction to 3 experts (66 aa)and 6 a/s for consultants while . Two experts have bean recruited for plan - me for technical okeeping the scholarships. secondary schools and vocatioml training and the other forActivities finedt 2 experts agricultual t"ching.(42 mIt) and 11 scholarship(16s U/n) C. The MP trained several scholarship holders.

Fund the purchase of 2 vehicles Two all-purpose vahcles haveand office equipmnt. been provided for the project

together with supplis neededfor the DPM.

-31- Annex 4 - 1

COMPARAT1VVTABIF OF SURFACE ARFAR

TABLEAU COklPARATIF DES SURFACES

Projet t 1349 COBInstitution I ENI OwandoCapacite I 'evaluation : Internes 320

total 320Capacite actuelle internes 320

total 320

Evaluation Reel Dfiffrence

Desonatuon Capacit M2 M2 bre M2 M2 M2 M2 %des locaux Nombre existants neufs Nom existants neufs existants neufs neuf

1. Enseianement et services

Sciences sociales 36 1 72 1 73

. Bibilothecue - I 78 1 73

. Atelier bols-fer 20 1 100 1 100

. Atelier polyvalent 18 1 90 1 100

. Atelier bricolage 18 1 60 1 71

. Equipement agricole - 1 50 2 56

. Classes 36 6 324 6 330. Labo sciences 18 1 70 1 73. Arts domestiques 16 1 80 1 73. Salle polyvalente - 1 200 -. Administration 60 3 62. Sanitaires 120 1 118. Garage-magasin - 120 1 118. Equlpementsportif - 1 20 1 18

Sous-total I - M2 utiles 589 1 351 +762 + 129,4Murs et circulations 156 35S + 199 + 127,6Sous-totai 2 - M2 Mors Oeuvre 450 745 1 706 + 961 + 129,0

2. Internat

R6fectolre.5.Polyvalent 1 160 1 378Cusne + annexes 1 160 1 166Buanderke 1 80 1 80Dortoirs - 1656 18 1 069Sanitaires - - 10 286

Sous-total 2 - M2 utlles 1 979Murs et circulation - 526Sous-total - 2 M2 Hors Oeuvre 2 036 2 505 + 449 + 21,8

3. Lotements

Logements 3 chambres 8 800 8 720Logements 4 chambres 4 480 4 448

Sous-total 3 - M2 utiles 1168Murs et circulation 220Sous-total 3 - M2 hors oeuvre 1 280 1 388 + 108 + 8,4

Surface utile totale 4 498Murs et circulation 1 101Surface hors oeuvre totale 450 4 081 5 599 + 1518 + 37,2M2/place d'l1eve 12,75 17,49 + 4,74 + 37,2

-32-Annex 4 - 2

Prolet u1349 COInstitution t INRAP BrmavuvileCapecit4 I Nvaluation interne

total-C.pelt4 actueiie internn -

total

Evalustlon Reel DI1f&.rnce

D4Sigan _cw M M _ M2 M2 m2 M2e s ocaux Nomnbre existnNo ma existants netd xista tts nuh read

Atelier maqette 1 60 - - 60

Laboratoire photo I 00 - - 40Magasin 3 120 2 47 . 7sureaux 210 6 U - 36Sanltalres/Vestlres - 20 2 7 * 17Garage-qual I S0 - - 90Archives - 2 67 *67Atelier tirage - 2 2324 *234Stockage 1 24 .24Salle de r4union - 1 24 + 24Local technique - 2 143 143

Surface utile totale 540 60 . 120 + 22,2Murs et circulation 10 135 15 - 10,0Surface hors oeuvre totale 690 715 * 105 * 15,2M2lplact dlve

- - 33 -

Annex 4 - 3

Projet 1349 CODInstitution t £NSET braavifleCapacwite & vatian t interns 120

total 120Capaclt acteUe intern 120

total 120

Evaluatlon Reel DiffirenceDgsiWnatlon Cpacit -djes ,c Nombre MI M2 Manr 2 M2 U2 M2existeits neuds existants rots aistats neds f

1. Enelmnem4nt et serviClasses 16 2 n 70Classes 32 2 112 110

Dessin industiel 16 I 56 J5Labo sciences 16 1 6* 63Labo audiolvisuel 16 1 56 5Steno-datlo 16 1 56 5SC*aptabit6i 16 1 56 55Magsin - 1 12 13EconomIc amilble 12 1 n2 69bib1iotque - 1 X6Mat& lel didct - 18 Administration - - 72 61Tirage - I 18 17Sale des prof-essews 4Atelier mScanique 12 1 10 539

agasin - I 16 #5Ateiler leonique 12 1 72 191Magsin - 1 12 19Atelier bitiment 12 1 120 277Magain - I 16 16Snitaires e1w.s - - eo 50Garage - 1 32

Sous-total I - M2 utiles I896Mun - circlations - 169Sous-totall-Mlhors-oeuwre 1220 2063 * #5 * 69,3

2. h tsDoirs 2 60 1*0 60 900 . 60Sanitaires - 12 180 .180Culsine1fectoires 40 - _ -40

Sous-total 2 - M2 utilea I 080Murs et circulations - 450Sous-totl 2 - M4lhorsoeuvre 980 1530 * 550 + 56X1

3. L:omefnt 1 120 - - - 120 - 100.0

Surface utile totale - 2 976Murs et circulations 630Surface hors oeuvre totale 2 320 3 585 * 1 265 * 5*4,M2/place del1ve 19,3 300

- 34 -

Annex 4 4Prfj.t 13tC9 COB - _-

institution s ENEF Mossendjo et OgesoCapacite i Nevaiuotion a nternem 7J 40)

total 7S(. 40)Capacite actuelle InterMes 85 ( 40)

total 83 ( 40)

Evnittimon RRetl Difretwe

Dhignatlon Cpclte j 2i2 i2 b2 M2 %des locaux NRmbre esnts neufs eistants nes nuf

I. i ekenet et Wric

Classe 25 2 s0 2 70

Labo/Dessin I 60 I nsibmiothqecorarence 1 60 1 37Bureaux professeurs 3 100 1 36magaslns 2 20 1 19Sanitairms - - 1 65Sale polyvatente - - 1 136Administration I so 1 117Atelier plyvalent I 1t0 I 108 * 8Garage I 90 1 134 44

Sots-total I - M2 utiles - . 372 242Murs et circulation * 30 19Sous-totai I -Mb2 hatnoeuvre 400 190 722 261 * 322 * 71 * 37,4

2. Internet MossenidjSanitaireAuanderl? 1 40 1 37Culsine.ltectolreem (1) (405)Drolra- - (4) (310)

^^..essoDortoir/lnitaire 7 140 1 121salecmnin 1 40 1 40Culine et amexes 1 30 1 30Galorie - 1 30

Sus-total 2 -Ml2 utis 21 2 * Murs et circulations 36 31 - 3So teiu 2 -M2 hos seuvre 286 (715) 289 *713 * 3 * 1,0

3.9 Lge ntsiMoswndjo 1 120 1 los -12Ouesso.gardien 1 10 I 10.encaireur 1 20 1 2(

Sous-total 3 - M2 utiles 138Murs et circulation 15Sous-total 3 - M2 hors oeuvre 130 13 * 3 * 2,0

Surtace utile totake 638Murs et circulations 65Surfacehorsoeuvretotale 400 626 1437 703 * 1037 *77 * 12,3M2/placed'eleve 4,7 7,4 16,9 8,3 * 12,2 * 0,9 * 12,3

1/ Bltiments inachev&s completes par le projet.

- 35 -

Annex 4 - 5TABLEAU COMPdAATW D UFACES

RECAPITULATION

Projet s 1349 COB

Evaluation D lf&rnceD"S)gntlio C4aPactdes loxNmr M2 mz Nnbe M2 M2 M2 M2eCistants ogu a xlsanta U2 ezfstwnts neus newu

INl Oando 320 *50 ! 081 5 599 .118 37.2Enseignement/servics 450 7*5 1 706 * 961 * 129,0Internst 20 - 2 050 2505 * 49 * 21,8Logements 1280 1n388 * 103 * S,4

INRAP 690 795 105 * 11,2

ENSET 120 2 3 JS5 * 1 265 * 50.5Enseignement/servkces 1 220 2065 * U5 * 6903

Internat 120 #0 1530 * 550 * 36,1Logenents 120 - 120 -100,0

s-NZEF 85 sQ_ 626 1*37 3 * 1032 . 7 * 12.3* Enselgnemnent/setvioe 190 722 261 * 322 *71 * 37.4

Internet 83 - 286 713 289 + 715 3 1,0Logements _ 150 - 153 - .3 .2,0

Surface utile totaleMurs et circulationsSurface hors oeuvre totale 950 7 717 1437 10682 * 1 037 * 2 965 * 38,4M2/place dleive

- 36 - Annex 5

Chronology of Technical Assistance and Scholarships

Assistance technique et bourses

Chronologie

Mars 1976 Rapport dlevaluation : 396 m/h d'expert et 564 m/h de bourses.

Mal 1978 Signature du premier contrat Unesco/Congo 700 PRC 10 -

42 m/h d'expert et 126 m/h de bourses.

Reduction de Ilassistance technique due a la presence d'experts

recrutes sur le projet PNUD 77/008.

Mal 1980 Signature du deuxieme contrat Unesco/Congo 700 PRC 11

240 m/h de bourses.

Avril 1980 Lettre du Ministre de l'Education a l'Unesco demandant

210 m/h d'expert et 138 m/h supp16mentalres de bourses.

Octobre 1980 N6gociations Unesco-Congo a Brazzaville aboutissant a une

r6duction considerable de l'assistance technique du projet:

102 m/h d'expert et 36 m/h de bourses.

3anvier 1981 Proposition de la Banque pour augmenter le nombre de bourses

en utilisant les fonds restants de I'Assistance technique.

F6vrier 1981 Lettre du Gouvernement congolais a l'Unesco

deemandant signature rapide d'un nouveau contrat.

Avril 1981 Signature du troisieme contrat Unesco/Congo 700 PRC 12

102 m/h d'expert et 36 /h de bourses.

Recrutement des experts, prevu pour la rentree scolalre (09.81)

Janvier 1982 Amendement au contrat PRC 12 : 45 m/h de bourses

supplementaires.

Avril 1982 Lettre du Ministre de I'Education a 1'Unesco pour resilier le

contrat 700 PCR 12 a cause des retards du recrutement des

experts.

Mai 1982 Reprise du contrat Unesco/Congo et recrutement des

premiers experts.

Decembre 1983 Cloture du Pret 1349 COB.

Novembre 1984 Fin du dernier contrat d'expert

Juln 1985 Fin des dernieres bourses.

COMPARATIVE TAB1M OF SCrOUAEIPS AID TERCHCAL ASSISTANCE

TABLEAUX COMPARATWSDES BOURSES DETUDE ET DE LASStSTANCE TECHNIQUE

I. Bour%e

Nombre de Boures ur&e des Bourse (m/h) Dure Totale (m/h) Diferenee

Evaluat. R&Nl. Reel Evaluat. R4vl. R&I Evaluat. R6vlq. Reel Evaluat. R6vis. %91976 1980 1984 1976 1980 1984 1976 1980 1984 9 - 7 9 - 8 10/7 11/8

1 2 3 4 5 6 7 8 9 10 11 12 1

INRAP 15 15 12 12 9 6 aI 180 135 147 - 33 + 12 - 18,3 + 8,9

ENSET 9 9 S 12 9 9 28 108 81 85 - 23 + 4 - 21,3 + 4,9

ENEF 9 9 5 12 9 9 108 99 4S _63 - 54 - 58,3 - 54,5

Planification 14 9 11 12 9 4 a21 168 81 168 - + 87 0,0 + 107,4

Total 47 42 33 _ _ _ 564 396 445 - 119 + 149 - 21,0 + 12,4

2. Assktance Technique

Nombre dExpem Our4e des Contratim(rh Duree Totale (m/h) Dlfferenie

Evaluat. R6vIs. Red Evaluat. R6vIi Reel Evaluat. R-ivl% Reel Evaluat. R4vis. % %1976 1980 1984 1976 1980 1984 1976 1980 1984 9 - 7 9- 8 10/7 11/8

1 2 3 4 5 6 ~ 7 8 9 to 11 12 13

EM I I - 36 21 - 36 21 - - 36 - 21 - 100,0 - 100,0

INRAP 2 2 2 36et24 24 37+21 60 48 58 - 2 + 10 - 3,3 + 20,8

ENSET-expert 3 3 1 36et24 21 20 84 63 20 - 64 -3 - 76,2 - 68,3

-conaunts - 2 - _ 3 - - 6 - - -6 - - 100,0

ENEF 4 4 1 36 21 28 144 84 28 - 116 -56 - 80,5 - 66,6Planlfcation 6 2 2 18,12et618+24 18+14 n 42 42 - 30 0 - 41,7 0

total 15 14 6 _ - - 396 26* 148 -28 - 116 - 62,6 - 43,9

DISJRSNiNTS BY CATEGORY

DECAISSEMENTS PAR CATEGORIE(non corrig6)

(En milliers de FCFA et en $ E.U.)

Ann6e Taux de GEnie Mobiller Equipement Assistance Etudes Ad.inistr. TotalChange Civil Technique

1976 225

1977 225

1978 222 FCFA 10 115 3 200 19 957 1 710 34 98241978 ~ $ 45 841 13 902 89 679 8 381 157 803

19T9 213 FCFA 105 903 - 1 929 1 735 20 656 4 211 134 4341979 213 $ 496 519 - 8 872 8 200 97 170 20 156 630 917

0 PCFA 73 606 - - 59 966 6 589 4 098 144 2591980 210 $ 349 790 - - 284 807 31 379 19 505 685 181

1981 2T5 FCFA 373 930 1 315 479 109 71 776 535 3 851 930 516$ 1 319 080 4 717 1 776 703 267 125 1 846 15 360 3 384 831

1982 323 FCFA 189T707 312763 118 754 - 6 080 627 3041$ 579 024 - 1 0110042 329 872 - 18 70T 1 938 645

1983 398 FCFA 120 297 1 042 40 281 250 640 - 2 996 415 256$ 311 918 2 520 101 090 618 516 - 8 350 1 042 394

19814 4 FCFA 13 295 369 47 173 - - 1 103 61 940$ 32 602 906 117 084 - - 2 706 153 298

Total 2 FCPA 876 738 2 726 891 370 506071 47 737 211019 2 318691IBRD $ 3 088 933 8 143 3 069 632 1 522 422 220 074 93 165 7 993 369

RPC % 45 30 0 / 10 20 20 30

Total FCFA 717 331 1 168 98 154 126 510 11 934 10 307 965 412RPC $ 2 527 309 3 490 337 144 380 605 55 029 39 928 3 343 495

Grand FCFA 1 594 069 3 894 989 524 632 589 59 671 34 356 3 314 103Total $ 5 616 242 11 633 3 397 776 1 903 027 275 093 133 093 11 336 861

COERRECTION OF EXPENDITURE BY CATEGORY

CORRECTIONS DES DEFENSES PAR CATEGORIE

(En milliers de FCFA et en $ E.U.)

civil CMoi@ iobilier Equipement TecAsique Etudes Adu.nistr. Total

;tal IsmD FCFA 876 738 2 726 891 370 506 071 47 737 24 049 2 348 691*caissements) $ 3 088 933 8 143 3 060 632 1 522 422 220 074 93 165 T 993 369

FCFA + 385 + 59 553 + 40 669 + 3 200 4 3 262$ + 1 344 + 232 346 + 185 083 + 13 902 +15 524

FCFA + 2 726$ + 8 143

wrectionsFCFA - 2 726 - 59 553 - 3 200 - 40 669$ - 8 143 - 232 346 - 13 902 - 185 083

FCFA - - 385 - 3 262$ - - 1 344 - 15 524

,talIBRD FCFA 877 123 59 553 831 81T 543 155 7 006 30 037 2 348 691rrig6 $ 3 090 277 232 346 2828.286 1 692 259 33 369 116 832 7 993 364

)tal RPC FCFA 717 427 6 617 91 537 135 789 1 751 12 291 965 432wrrig6 $ 2 527 645 25 816 311 328 423 065 8 342 47 299 3 343 495

"and FCFA 1 594 550 66 170 923 354 678 944 8 757 42 328 3 314 103"tal $ 5 617 258 162 3139 614 2 115 324 41 711 164 131 11 336 264

Lnancement 45/35 10/90 9.9/90.1 20/80 20/80 29/71 Tl,rrig& (%)o

- 40-

Annex 9

COKARISON BEW RS?7MATSD COSTS MAD ACTUL CO MECTED COSTS

COMPARAISON ENTRE LZS COUTS ESTIMES A L'EVALUATION ET LES COIJTS REELS CORRtiES

(an milliers de FCPA)

Composantes Catdgori.s Constuction Mobiler Equwement rnC Etudes Adtinis Total

ENI Evaluation CI5/ * 20 60 33 000 76500 55ut ^ - 670 710Evaluation Ali' 737 559 46 475 ICi 126 53 135 - - 9*0 295Coat r6al 632 30 *3986 98 416 - 0398 t79 390DIfU&rence - 104 969 - 2489 - O 710 - 53133 . *398 - - 160905DlU&enceX - 10,23 - 5,35 - 4,37 - 100,00 - - - 17,11

INRAP Evaluation Cs 46 080 2 080 126450 104 625 - - 279 235Evalation Al 65 276 2 929 170 461 120 M- - 363 *50co*t rel 161 559 3 363 390 957 2053 06 996 - 802 381DiffErence 96 283 + 43 220 96 + 120722 996 - 038931Diffrnce% 1*7,50 + 10,82 * 129,35 + 6,7* - - * 120,7

ENSET Evaluation CB 16 528 11600 8a 000 119 *75 - - *01 603Evabuation Al 264 233 16 336 113 236 102 495 - - 536 300Coot r6el 5977*5 8 730 276 28 133 27 2715 - 101 755Diff4rence + 333312 - 7 606 + 163 052 - 9218 * 2 715 - 482 455Difmnce96 * 126,30 - 46,56 * 143," - 6,o7 - - * 89,96

ENEF Evaluatlon Cs 6 050 19 000 39 000 196425 - 338 75Evabuiton Al 90 732 26 758 79 535 234271 _ - 31 296caOt rEel 202656 10 091 137 241 97 64 68 - 448 200Diffrence * 111 924 - 16 66 * 57 706 - 136 707 + 6*8 - + 16 904DlUErence9 * 123,36 - 62,29 + 72,55 - 58,35 - - * 3,92

Planificatlon Evabuation CB 16 W5 118 800 33730 - 169 025Evabuation Al 22 749 11690 7 20 - 211 689Coat rEal 20 U2 202 397 - 223109Diffirence - 2 297 + 60 907 - *7250 - 11 360Dlff4rence - 10,10 * 42,99 - 100,00 + 5,37

Administration Evaluatn CB_ 62 550 62 550Evaluation Al 78 300 n 300Codt r6el *2 328 - *2 328DiffErence + 42 328 78 300 - 35 972Diffrence - 100,00 - 45,90

Total Evaluatlon CB 817 318 65 680 362 825 583 875 33 750 62 550 1 95 998Evaluation Al 1 157 800 92 498 089 107 696 375 o7 250 78 300 2 561 330coat rEel 159550 66 170 965682 678944 87 57 - 3 314 103DlffErence + *36 730 - 26 328 + 476 575 - 17 431 - 38 493 - 78 300 + 752 773Diffrence9 * 37,72 - 28,46 + 97,44 - 2,30 - 81,47 - 100,00 +

I/ CB s coOt de b2/Al t avoc Imprvu

PROJECT KXPEDfTUJM BY CATEOOEYDEPENSES DU PRO3ET PAR CATEGORIE

TABLEAU COMPARATIF(En mIllfoes de FCFA et de $ E.U.)

GouvemeCrnt Banque mondiale TotalCategorie FCFA $ EU FCFA $ EU FCFA $EU %-

I.Ginlecivil Evaluation S20 2,31 637 2,83 1,157 5,14 45,2R&ee 718 2,53 877 3,09 1595 5,62 49,6Difierence + 199 + 0,22 + 240 + 0,26 + 438 * 0,48 + 9,3

2. Mobilier Evaluation 29 0,13 63 0,28 92 0,41 3,6R&el 6 0,03 60 0,23 66 0,26 2,3Difference - 23 - 0,10 - 3 - 0,05 - 26 - 0,15 - 36,6

3. Equipement Evaluation 47 0,21 442 1,96 489 2,17 19,1Reel 91 0,31 832 2,83 923 3,14 27,7Diff&ence + 44 + 0,10 390 + 0,87 434 + 0,97 + 44,7

4. Assistance technique Evaluation 139 0,62 557 2,48 696 3,10 2V,2Reel 136 0,42 543 1,69 679 2,11 18,6Difference - 3 - 0,20 - 14 - 0,79 - 17 - 0,99 - 31,9

S. Etudes Evaluation 9 0,04 38 0,17 47 0,21 1,8Reel 2 0,01 7 0,03 9 0,04 0,4Difference - 7 - 0,03 - 31 - 0,14 - 38 - 0,17 - 80,9

6. Administration Evaluation 24 0,11 54 0,24 78 0,35 3,1Reel 12 0,04 30 0,12 42 0,16 1,4Difference - 12 - 0,07 - 24 - 0,12 - 36 - 0,19 - S4,3

Tota Evaluation 768 3,42 1 791 7,96-1 2559 11,38 100,0Reel %5 3,34 2 349 7,99 3 314 11,33 100,0Difference + 197 - 0,08 . 558 + 0,03 + 755 - 0,05 - 0,44

Difference en % + 25,7 - 2,3 + 31,2 + 0,4 + 29,5 - 0,44

% du total 30,0 29,S 70,0 70,5 100,0 100,0

Source: Mission d'ach&vement

11 Estimation des coOts a P1valustior, arrondis a 8,00 pour raccord de pret.

ci-

PROJECT EPENDITURE BY SECTOR

DEPENSES DU PRO3ET PAR COMPOSANTE

TABLEAU COMPARATIF

(En tllions de FCFA et de $ E.U.)

Catigorle Gouvemement Banque rnadiale Total

FCFA EU FCFA $ EU FCFA $ EU 9

A. Ecole Normale dInstituteurs Evaluation 366 1,62 574 2,56 90 4,18 36,7(ENI) R6el 297 1,06 482 1,70 779 2,76 24,4

Difference - 69 -0,56 - 92 - 0,86 - 161 -1,42 - 34,0

B. Publications ducatives Evaluation 72 0,32 291 1,29 363 1,61 14,1(INRAP) Riel 157 0,53 646 2,15 803 2,68 23,6

Diff&rence + 85 + 0,21 + 355 + 0,86 + 440 .1,07 + 66,

C. Ecole Normale Sup6rieure Evaluation 163 0,72 373 1,6S 536 2,38 20,9de iEnseignement Technique R&el 330 1,14 689 2,36 1 019 3,50 ,0,9(ENSET) Diffcrence + 167 + 0,12 + 316 + 0,70 + 483 * 1,12 + 47,1

D. Ecole Forestiere Evaluation 104 0,47 327 1,45 431 1,92 16,9(ENEF) Riel 128 0,4 320 1,09 4U8 1,53 13,5

Difference + 24 - 0,03 - 7 - 0,36 + 17 -0,39 - 20,3

E. Planification de Mlducation Evaluation 41 0,18 171 0,76 212 0,94 8,3R&e1 40 0,13 183 0,57 223 0,70 6,2Difference - I - 0,05 + 12 - 0,19 + 11 - 0,24 - 25,5

F. Administrationdu Projet Evaluation 23 0,11 55 0,24 7n 0,35 3,1Reel 12 0,04 30 0,12 42 0,16 1,4Difference - II - 0,07 - 25 - 0,12 - 36 - 0,19 - S4,3 i

Total Evaluation 769 3,42 1 791 7,96 2 560 11,38 100,0R&l 964 3,34 2 350 7,99 3 314 11,33 100,0Difference + 195 - 0,08 + 5S9 + 0,03 + 754 - 0,0S - 0,44

Source t Mission d'achivement

DISBURSENEKN SCHEDULECALENDRIER DES DECAISSEMENTS

(En millions de $ E.U.)

Amie semestr!DD4ica ments csmes % du TotalIAra"e Semnestre Dasemn CUMUl6sEvaluat. Effectif Evaluat. Effectif Evaluat. Effectif

1977 1 -- --

2 0,46 _ 0,46 _ 5,75 -

1978 3 0,66 - 1.12 - 14,00 -4 1,90 0,05 3,02 0,05 37,75 0,62

1979 5 2,14 0,11 5,16 0,16 64,50 2,006 1,28 0,54 6,44 0,70 80,50 8,75

1980 7 0,56 0,12 7,00 0,82 87,50 10,258 0,39 0,35 7,39 1,17 92,38 14,63 p

1981 9 0,31 0,31 7,70 1,48 96,25 18,5010 0,22 1,07 7,92 2,55 99,00 31,88

1982 11 0,08 2,31 8,00 4,86 100,00 60,75

12 - 1,14 - 6,00 - 75,00

1983 13 - 0,80 - 6,80 - 85,0014 - 0,79 - 7,59 - 94,88

1984 15 _ 0,41 - 8,00 - 100,00

Source: Mission d'achzvement

DISBUFEMENT SCHEDULE

CALENDRIER DES DECAISSEMENTS

Decaissement.(millions $ E )

8.0 -l l l_________

l____________ _________ -- _________ cais:ements ___________ _ _ D6caissements7*oo. _ * _ v B~~~~~etim6s A- vrvls

6.oo__..+/ _Mise nvigueur //Date dedu pret v gu/ 4 8ture final _

5.00. ___ __ --- 4 - - - e _

Date del i I / _8cl6ture initi ie

3.00 _ _ _ _ _ ____.

176 1977 1978 1979 1980 1981 9l6 8

-45-Annex 14

COMPARATIVE UNIT COSTSTABLEAU COMPARATIF

COOTS UNITAIRES

Estimation/ Reel Diff&rence (%)

Indicateurs Projet FCFA $EU FCFA $EU FCFA $EU

(OOOs) (OOOs) (OOOs)

ENI 115 511 113 398 - 1,7 - 22,1

Gnie civil ENSET 84 373 165 586 + 97,6 + S7,1

CoOt/m2 ENEF 102 4SS 288-/ 1 0162/ + 182,3 + 123,3

INRAP 67 297 203 716 + 203,0 + 141,1

ENI 1 627 7 231 1 977 6 965 + 21,4 - 3,7nie clvii ENSET 1 S54 6 908 6 315 17 549 + 306,4 + 154,0

Cots/m2 ENEF 54 3 796 2 384 8 400 + 179,1 + 121,3

ENI 103 458 137 552 + 33,0 + 20,5Mobilier ENSET 97 430 73 252 - 24,7 - 41,4

CoOts/place ENEF 253 1 126 119 471 - 53,0 - S8,2

ENI 239 1 062 308 1 046 + 23,9 - 1,SEquipement ENSET 700 3 111 2 302 7 829 + 228,9 + 1l1,7

CoOt/place ENEF 787 3 496 1 615 5 490 + 57,0

ENI 14,16 17,50 + 23,90Surface hors oeuvre ENSET 18,50 30,00 + 62,16M2/place ENEF 8,35 8,27 - 1,00

Source: Mission d'achevement

1/ CoOts de base2/ Reparations incluses3I Y compris annexe de Ouesso

-46- Annex 15

OPERATIONAL COSTSCOOTS DE FONCTIONNEMENT

(en milliers de FCFA)

ENI ENEF INRAP ENSETMossendjo Ouesso

Salaires- Personnel enseignantl' 37 200 9 360 - 11 232- Personnel administratif 4 800 9 600 9 600 8 400- Personnel technique _ _ 9 360 -- Personnel de service 7 680 31 800 5 400 7 800

Enseignement- Frais de stage 3 000- Frais de recherche 2 000- Frais de mission des enseignants 3 500

Materiel et fournitures- Produits consommables- Fournitures et livres scolaires 66 227 500 6 388 18 500- Fournitures, administration 297 173 150 2 000 7 000

Service- Carburants et lubrifiants 1 442 219 325 880 2 000- Eau, telephone, electricite

Entretieni Vehicules 431 gg 100 616- Equipement 6 000- BAtiment, mobilier 1 000- Services techniques 1 000

Internat- Alimentation 330 330 _ _- Bourses 88 608 18 900 56 160- Medicaments 144 440- Arrieres (payes en fin d'annee)

Revenus (production)2' - + 3 375 - -

TOTAL 141 592 75 668 3S 244 123 020Nombre d'eleves (effectifs) 309 69 - 184

CoOt annuel par e'lve #51 1 097 .66

Source : Bureau du Projet, institutions et estimations de la missionLes estimations sont bas6es sur les budgets de fonctionnement 1983.

1/ Non compris les enseignants de l'assistance technique1/ Revenus de 1'ENEF utilises pour lelonctionnement de l'4cole.

TECHNICAL ASSISTAN1CE AND SCHOLARHIPS - RECAPITUTION OF EXEITE

ASSISTANCE TECHNIQUE ET BOURSES

1 - RECAP!TULATION DES 09PENSES(Sur la base des informations du Bureau du Projet, en nove~bre 1964)

- S E. U. -

EXPERTS BOURSES fONDS DE T 0 T A LCONTRATS PRC/UNESCO 0 A T E RESERVE

CoOt CoOt + Frals Coot CoOt + Frals CoOt CoOt + FrOls

Contrat 700 PRCIO 02/03/18 282 500 310 750 165 000 181 500 _ 447 500 492 250Contrat 700 PRCII 07/05/80 _ - 426 182 468 800 _ 426 182 468 800Contrat 700 PRC12 07/06/83 812 660 918 535 141 963 167 240 10 580 960 623 1 194 355

- T O T A L 1 095 160 1 229 285 739 145 817 450 108 580 1 834 305 2 155 405

2 - OePENSES TOTALES

(Calcul6es sur la base des d6calssements de la Banus MOndlale. novembre 1984)

NON CORRwG CORRIO

- Total des d6calssements IBRO 1 741 703 80 % 192 259

- Estimation des d6calssements RPC 435 426 20 % 423 065

- 0 TA L 2 177 129 100 % 2 115 324 I

3 - I*aP!TUtL!0P13389 D s1

(arr la base aee Iformations receillis 1'ALIOo en ftvrier 1985)

.OUTaUT _____a_ _a * P 5I _RA 0 F,8CONTR&T PUC/UNECO D A a 3 W as V T&- .U..a.U3IQ

SS PRCo D t E (8 It.U.) o ALXRESIU

coot CoOt + Prats Cot Colt Iralt cost cott P raia ¢ot . Pratse

Contrat 700 PRC1O 02/03/70 476 062 200 068 308 096 133 627 146 990 413 715 45S 096 _ 20 976 2/

Coatrat 700 PUCI 07/05/So 567 982 _ _ 309 645 340 830 309 645 340 830 227 152 1/

Contrait 700 PRC12 07/06/93 997 903 613 393 693 306 67 835 99 279 701 228 792 s85 30 69 2/ 74 529

- S O S A L 1 941 47 6"91 1 001 402 531 301 S7099 1 424 768 1 s68 501 30 689 322 657

21/ f2lquat retourn6 par logo an cupte ft burea Ge pro5. t Brax mlll.

2/ 9pert tmlquemnt.

SIQ, UNSCO/30 125.02.85)

.

RMM OF PRE SCW)OL 1.ACBEEFCtFMS K5 6StRE5 II ItEr M11

Stock d'efsg"OsCmWt tamu d'w dfpe"dtice des Effettofs d'omselgmmt f.,h (1974-1984)

offectUft d'enivwtts de 6 S lop m at prts1wnis tS9651993

t }'_ _st [IJ d'Ens 1-~~~~~~o rnstit- utette los. Odloat amiss D1c DF eb Tes aFts _AnIeA Ifftectit mmtsin" Stu thpdori.c q!mlem197P 319 101 62hw~ 5lmse- tSS 513 2 S s. IEI E3! ENI EIt Bc.Nd. N9kos 2 17 .. _ ,5

5 1'enselgo mwistdt se- tuteuir adjott et tolres Loubum Osmudc NauyoiZt Btz- Vile $or C..M clap6ld)

ter dsgrf (1) (2) (3) (4) (5) () (7) (8) (9) (10) (11)" (12) (13) (1-3

19746 330 14 61 506 3 716 2 538 1303 t -. . . _ . 661171' 319101 62 51 6 5 513 2 521 942 1 179 . . S91I74* 330 466 53 6 214 S90 26682 1134 186 BOB -

1979' 397618 53 6783 2603 3459 662 1099 169 - 142 262 - - 573 74;! 79* lS3018s Sy 6 788 2 203 3701 Sff m 146 - 131 282 - - 559 es

S! 1980 390 676 54 7 166 3316 3 257 SS5 S S0 - 123 785 - - 1 06 921962* 406 63 58 6 997 3 79 2 707 495 - 132 - 132 29 - - 5S6 93

W 19S2- n.d. n.d. n.d n.d. n.d. n.d. * 184 - - 6 296 - 1 90 ...133' 443143 n.d. n.d n.d. n.d. n.d. - 262 204 - 731 140 - 1337 ...1984 (496 437) n.d. r.d n.d. n.d. in 64 - 570 t55 - 927

1985 (470 130) (S5) ( 5484 (69) (43) - (611) (142) - (865) ...19S6 (484 234) (SS) (8 804 (9d) (11) - .. (131) (554) ... 76BI967 (498 761) (SS) (9 06d (13S) (134) - *-- (176) (57?4 ... 792S 198 (513 724 (SS) (9 340 US 105 - ... ... ... (280) ... 8161969 (529 136) (55) (9 621 17S 1S0 ... ... ... (260) ... 641

i! 1990 (545 010) (SS) (9 909 U7 105 - (26)0 ... 86f 1991 (561 360 (SS) (10201I 171 105 - (260) ... 693

1992 (572 01) (SS) (10 S1 105 - (280)4 ... 91V1993 (595 547) (SS) (t1 175 105 - (2601a ...

p.s. : W buso1n em neweux easelgets ne tie1met Pat cape do dificit netal (li po 1982-63 ct 84). II soot cslculhs Su 1 base de lcolssIt t de pepulatif scolefre @tsw la derditi on des effectlfs d'enseiguts.

* :Aue pwr tot les do_ods stattstlqoes soot di1oitbles.

m.d.: non dtspombles

Soe: Elbord poor Is elision d 'c_vemut. dec. 1964.

NUMBR AND PROJECTIOIS OF PRIMAlY SCHOOL PUPIISEFFECTIFS ET PROJECTIONS DU PREMIER DEGRE

Notr,'eaux TotalEntrants Fl F2 F3 F4 F5 F6 de Fl a F6 TotalN.E. TotalF I Pl/Ent Total/F6 P3/F2(2) a* (7)

(1) (2) (3) (4) (5) (6) (7) (8) (8) t (1) (8): (2) (2) : (1) (8) t (7) (4): (3)

1973* 49 196 72 413 54 983 52 624 39 631 35 629 38 218 293 138 59 4 00 1 47 767 5961974* 50 72 73 967 6 439 57 122 43 592 37 326 38 248 307 194 6 07 4 15 1 46 8 03 1 011975* 51 671 74 811 59 208 59 655 47 98 39896 37 583 319 101 6 17 4 20 1 45 8 17 1 011976* 54 467 76 479 9 393 64 989 0 479 442 144 36 973 330 456 6 08 4 32 1 40 8a9 1 091977* 55 809 77 251 60 176 68 511 55 867 45 025 38 906 345 736 6 19 4 48 1 38 8 89 1 1*1978* 55 169 76 99 60 206 70 428 58 703 47 962 44 463 358 761 6 50 4 66 1 40 8 07 1 171979* 58 67 79 414 62 958 77 432 62 556 53 57 47 080 383 018 6 54 * 82 1 36 8 14 1 231980* 60 576 82 504 63 104 77 263 65 605 5 230 49 70 390 676 6 49 4 74 1 36 8 32 1 221981° 62 367 86 660 65 150 81868 66 97 57 519 48 141 406 835 6 52 * 70 1 39 8 41 24*1932* nd nd nd nd nd nd nd nd n d nd nd nd n d1983* (66165) 97 068 72 481 89 956 n 972 60 012 50 654 443 143 (6 69) 4 S7 (I 47) 8 75 1 24

1984 (68 150) (456 437)1985 (70 194) (470 130)1986 (n7300) (48* 234)1987 (7* 469) (498 61)1988 (76 703) (513 n4)1989 (79 004) (529 136)1990 (81 37*) (545 010)1991 (83815) (561 360)1992 (86 330) (57201)1993 (8 920) (595547) (6 69)

Source s Mission cfAdivement, Die 1984.

: Anns e pour laquelle les donnees statistiques sont reelles et disponibles( ) Valeurs probables calculees par la missionn d * non disponibles

.

NUMBER OF PRIMARY SCHOOL TEACHERS AND PUPIIS BY PERCENTAGE, RATIO AND REPETITION RATE

EFFECTIFS DES MAITRES ET ELEVES

POURCENTAGES. RATIOS ET TAUX DE REDOUBLEMENT DU PREMIER DEGRE

% de' gion Effectifs % par Effectifs % par Ratio redoublement

Elves region Ense1gnants region EIeves/Ens. au 1.1.1982

Kuilu 73 852 18,1S 1093 1S,62 68 27,77

Niari 37 344 9,18 652 9,32 57 31,99

Bonizza 42 333 10,41 658 9,40 64 30,57

Lekoumou 12 899 3,17 352 5,03 37 35,14

Pool 57 96 14,26 1 080 I5,44 54 24,57

Brazzaville 105 225 2S,86 1 464 20,13 72 22,12

Plateaux 27 796 6,83 577 8,05 48 35,12

Cuvette 30 033 8,12 677 9,68 49 35,14

Likouala 8 431 2,07 252 3,60 32 29,76

Sangha 7 926 1,95 192 2,74 44 20,40

Total 406 835 100,00 6997 100,00 58 27,89

Source : Etabli par la mission d'achevement

- 52 - Annex 20

TNE OWARDO Ul T?NETA3LE BY 4CLAS. DMPA9lT4M? AND 8UEJECSECOLE NORNAU D'OWANDO (CUVETT)

DISTIDUTION DE L'ORAIRE PAR CLASSE D!PARtENEVT ST DISCIPLINE

. UAUN -.

1 2 3 TOTAL

1. ccIECs

1.1 x thEn.tiquea 4 3 3 101.2 Pnyoique 4 2 2 61.3 Chiaio 2 2 2 61.4 3±o0109± 2 2 2 6

80U8-TOTAL 1 10 1 9 | 9 | 28

2. SCI!U DE L'UDUCTI"ON

2.1 Psychologie 2 2 2 62.2 P4dagogie gGndrale 2 3 3 82.3 P4dagoie Sp6ciale 4 2 2 82.4 Histoire oe l'Educoation _ _ 1 12.5 LOgislation 1 1 1 32.6 D0oetologoe 1 1 1 32.7 Alphabftitaticn 1 1 1 3

80U8r-TOtL 2 11 I 10 I 11 f 32

3. Sciences Socialos

3.1 Philosophi b±so te 2 2 2 63.2 X.N.p. I 1 1 3

8OU8-TOTAL 3 3 1 3 s 3 9

4. LESSTR8 - V 0STOM - S60BAPO !3 _

4 1 .rr i O1 3 3 3 94.2 Nistoir 2 1 1 44.3 SiogtSpOik 2 1 1 4

Sou-TOM 4 7 IL 5 17

S. CLSTR - ART - SPoRT - 2

5 1 Nusique 1 25.2 Doessin 1 35.3 B.P.8. 2 2 2 6

-8US-TOTAL 5 1 3 1 4 1 4 | 11

6. ACTIVISt PRODUCTIVB8 J j

6.1 Agriculture 2 2 2 66.2 Art Wndager 2 2 | 2 | 66.3 Nagon - Venuisior I11 1 3

SOUS-TOTAL 6 1 5 1 5 1- 5 1 is

NORSP NEBDONADAIRE f 39 | 36 37 112

7. STAE PnATIgU | -

7.1 activ±t4s-stagOs pratiques - iso iso ( 360

- cycle de 3 ans, A rsisOn de 26 somaines/an- Total dGe houres de courst 12 s 26 - 4032 n

hour"s de stages IO h4212 b

- Proportion dA noeures dactivitds productivos- Cet horaire est austi val¶*le pour 1'EHS at Loubono- Los ENI Gdpendont de la D.C8S.P., D.O.E.S.

(Direction Ge 1'onselgote nt secondaire set protessionnel)(Direction de l'Osoignfaont s*oondait et sup rleur)

92aQULM - Nisslon d'achnve_ot, dGeeabro 1984.

Number of Students and Staff at the ENI(Effectifs de 1'ENI

Annie lnstit. etScolaire 1980/81 1981/82 1982/83 1983/84 1984/9SInst.adj. 1985/86 1986/87 1987/88

Classe promus

G 159 37 29 82 64 70 70 7019 F 64 21 22 S3 70 50 50 50

Sous/total 223 58 51 135 134 120 120 120

G - 156 41 27 78 63 65 6522 F - 57 26 ll 22 372/ 67 45 45

Sous total - 213 67 49 115 130 110 110

G - - 148 39 23 187 70 60 6230 F - -56 25 20 81 35 63 43

Sous/total - - 204 64 43 268 105 123 105

G 159 193 218 148 165 203 195 197Effectif total F 64 78 104 100 127 152 158 138"a IENI Total 223 271 322 248 292 35 S-5 I 353 335

Source: Elabore par la mission.

11 Anomalie dans l'effectif feminin car 26 devraient venir des 21 effectifs entrants et passants, augmentes deseffectifs redoublants ; ceux-ci se chiffreraient "a 7 - 56 = ! ; d'ou 21 +1 = 22 !

2/ Taux de redoublement extraordinairement eleve pour M'ENI, effectif feminin: les 53 entrants (1983/84) sedistribuent en 37 passant (au secondaire) plus 16 redoublements (au m) ; d'ou taux de redoublement 30 %.

3/ Les effectifs 1984/85 s'4t1vent a 309 (275 internes et 34 externes), chiffre qui est adopte ailleurs comme rIel etofficieL

41 Cet effectif total est superieur a la capacite d'internat (320); on compte sur 10 % de filles externes en moyenne.

Stock of Paper Required for Book Printing (Prisary). 1985Stock de umpier n6eessafre & I" lageu.iom Ges livres

des classes dm fntsmintal lIr 8mgr. en 1985

(1) (2) (3) (14) (5)

CMasses dui Nombre de pagesM~ Effectifs Quantit6 d'unit6s 1) Calcul de 1'6quivalent pages Al par tonAne de papier.scolaris6s requises

ler degr6 (unit6s de 50 pages) en 1985 (pr visions) (3) x (2)

1 kg de papier A 80 g/m2 repr6sente 3.00 2,5 5m2*80

Pi 2,0 102.979 205.958 1 feuiille Ala mesuare 21 cn x 30 em 630 en?

12 2,5 76.895 192.238 - 0,0630 in?.

13 3,0 95.14314 286.3o2 kg de p pierA80 g/u2 repr6sente: 12'5198 pages Al. 0,0630 j

114 3,5 TT.1416 2T0.956

15 14,o 63.66T 2514.668 En d6compossnt 10 % de d6chet76 5,0 53.T39 268.695 1 kg de papier repr6sente 180 pages format Al.

20,0 470.130 1.478.817 ~~~~2) Nombre de feuilles Al. n6cessaires pour coiavrir les20,0 1470.130 1.1478.817 ~~~~besoins de (14) :1.626.700 x 50 20.333.750 feujilles.

24

x 1,1 ~3) Polds do papier requis A stocker,avant Impression

1 feuille Al 14 pages A34/2 imprimdies. u1.626.700dslve ufuaena e er 95.

unIt6s 04 ~ 20.333.T50 =112.965 kg, soit environ 113 toimes.180

50 pages A14/2 A 2.000 $/t - 226.000 $, soit 101.700.000 FCFA.

:labor6 par l.a mission d 'ach&vement, d6cembre 19814.

lumber of Students and Teacbers in CETs and Teebmical LYceesEffectifs d4l4ves et enseignants dans lts CET et lycees techniques

_______ ~~~COLLEGES T E CHNN IQ0UES LYCEES E C N NI QUE S T 0 T A Lvisions du Chif fres r6ees et projections a partir Par&lwons -hit Ires reels et Projections EfletfectisProjet de 1978/79 du Projet ; pertir de 1978179 E&-ves Enseignants

Eleves Enseignants Eves Enseignants11 N a I Prev./ Rieelset Prev.1 Reels et:>p <4 G F Total Accr. Besoin Accr. g s G F Total Accr. 3sin Accr Besoin Eval. Besoin Eval..0 U An(% StoAn( %n(%) An(%l Stock An(%

1969/70 - - 506 339 845 343 82 425 1 2901970/71 - - 53 536 1 089 29 513 84 W 44 1 686l971/72 _ _ S89 774 1 363 2S 614 20S 819 37 2 1821972173 - - 693 685 1 378 1 785 284 1 069 30 2 447

1973/74 1 900 125 1 114 786 1 900 38 1 433 86 951 321 1 272 19 3 333 3 172 221

1974/75 2070 138 1 128 993 2 121 12 1 560 92 1 127 445 1 572 2 3630 3693 2301975/76 2 260 151 1 308 1 546 2 854 35 1 700 100 1 627 663 2 290 3 960 5 144 2511976/77 2 460 164 1 602 2 407 4 009 40 1 860 116 1 901 882 2 723 4 320 6 732 2801977/78 2 690 179 1 838 3 075 4 913 23 2 020 126 2907 1 175 3 272 4 700 8 185 305

(289) (183) (472)

1978/79 2 920 195 2 079 3 380 5 459 11 364 2 200 138 2 323 1 420 3 743 1 267 5 120 - 9 202 333 631

1979(80 3 190 213 5 950 9 397 33 2400 160 4 080 291 24 5 590 10 030 373 68t1980/81 3 470 231 6 486 9 432 35 2 620 175 4 447 317 26 6 090 10 933 406 7491981/82 3 790 253 7 070 9 471 39 2 60 191 4 847 346 29 6 600 11 917 444 8171982183 4 130 275 7 076 9 514 43 3 110 222 5 289 377 31 7 240 12 365 49? 8911983/84 4 500 300 8 399 9 560 46 3 400 243 759 411 34 7 900 15 158 543 971

1984/85 4 900 327 9 155 9 610 50 3 700 264 6 277 448 37 8 600 15 432 91 1 058

1985/86 5 340 356 9 979 9 S65 55 4 030 288 6 842 489 41 9 370 16 821 644 1 1541986/87 5 821 388 10 877 9 725 60 4 393 314 7 458 S33 44 10 214 18 335 702 1 251987/88 6 344 423 11 856 9 790 65 4 788 342 8 129 581 48 11 132 19 985 765 1 3711988/89 6915 461 4921 8002 12923 9 862 72 5219 373 5500 3361 8861 633 52 12134 21784 a34 1495

1989M90 7 379 503 9 498 5 689 407 366 13 068 9091990/91 8 216 548 9 6 201 443 14 417 9911991/92 8 956 598 9 6 759 483 i5 355 1 0801992/93 9 762 652 9 7 367 526 17 129 1 1771"9319* 10 641 710 9 9 030 574 to 671 1 283 1994/95 11 S 714 8 753 626 351 36 316 1 399 2 4921994/9 119 77 .9 .

E 0 8 E TNumber of StudeftU at the BT. 1983S84-2g64/8

Nfrtetft 1q/ - 2*b-Ig

Eftetift - t - rem_|blmti IM-2M - 2383-290

1982 - 1983 1983 - 1984 Efectift rels 1983-19814 Effectits r6els .1984-1985

Effectifs Promus Redout'l. Effeetifa Pro Redoubl. lire 2me1 31.e Total 1Are 21.e 3&e Total

Teehniques industrIelles i

dnie eivll (GC) FA 5 5 - 7 7 - 20 4 - 28 1 6 - 27lnie Smcanique (am) Fi 4 4 - 12 12 - 21 T - 28 17 5 - 22GIne electrotee (GE1) F2 3 2 1 3 3 - 10 12 - 22 22 12 - 34Gnielectroe . (E2) F3 0 0 - 0 0 - 14 - - 14 17 4 - 21

Sm-total 12 11 1 22 22 -1 65 23 - 88 67 27 - 91

Techniques non Industriellen U'

Adainistratio I(STA) t;t 3 2 1 4 4 - 16 3 - 19 13 3 - 16

Comerce (STE) 3 1 2 2 2 - 24 7 - 31 28 22 - 50- Gestlon C2 - - - - - - (6) (5) - () (12) - -

- vente 03 - _ _ _ _ _ t(18) (2) - (20) - (10) -

Sciences ociales (SF8)

- Nutritlon 06 - - - (4) (4) _ (6) - _ _ - (7) -

- Coupe & cout G5 - - - (3) (3) - (15) - - (3) -

- Ecoude ftwml. -!- - - - - - (6) - -9 4 5 7 7 T 21 5 - 26 8 16 - 24

Sm-total 15 7 8 13 13 - 61 15 - 76 49 41 - 90

n2 18 9 35 35 - 226 3B - 26S4 336 68 - 284

Notes Pas de rentree en diectronique, car dans les CET 11 nly a pas de debouc=Ms.

El&ve rborjent6. *

' En eas ie mque de postes dans la production CER. ces 2hves. apr6s deux amn, ecc&Ieratent atu titre de TS et sertsient llbres d'entrerdans l'ittdustrie pnivde.

-57- Annex 25

Annual Student Growth Rate in the CETs and Technical Lyc6es

192470-1978/79X tan 4'aeeoise..t aute i.e ef1.tItt itwulan gde$ T *t U as anC d 1%9-1910 a 1916-1979.

2W~~~~~~~~~~~~~~~~

200'. 23

I

156+ 2

-X t

1x69 70 +1 /1 73 74 75 76 77 W it so &I/ Px !~~~~~~~~~~~~~~~~~~~

+/ , .~~~~~~~~~~~~~~~~~~~~~~

/ / '~~~~~~~~~~~~~~~~~~~~~~~~~

w - /+v+~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

ty 349t~~~~~~~~~~~~~~~~~~~~~~~~~~~~//~~~~~~~~~~~~~~~~~~~~~~~~~~~~

/

t f . . . . !4 t~~~~~~~~~~~~~~~~~~~~~

1969 t tI n t' * w5 ^ ww n n o 1~~~~~~~~~~~~~~~~~~

lE? - NUMBER OF STUNDENTh, 1984/85ECOLE NATIONALE DES EAUX ET FORETS

PROJET EDUCATION It

EFFECTIFS VE L'ANNEE 1984/1985

ANNEE --t PR° US ED UeL NT S 7 TPEDAQOG CUE i Fonct.1 *lit.i FPillsITotal Iarcons I Filas| Totat arconsI Fonct. mlit.1 Fil TotalI SIA 1114 1 0 I t I 1 1s11 I I I 1 2 11 15 I 0 1 1 2 1 18

.#: . S-tI 1113 10 1 1 1 1 I15 11 2 1 1 3 11 15 1 0 I t 1 2 1 18

SOUS TO'AL 1127 1 0 1 2 1 2 1311 a1 2 1 5 11 30 1 .0 1 2 1 413

* 2Oms: S2 II 8 1 3 1 1 1 2 1 14 11 a I 01 e 1 3 1 1 1 2 1 22

3&m: S3 II 9 1 t I 1 0 1 lt 11 0I OI OII 9 1 0 1p lt

T O T A L II44 1 4 1 4 1 4 1 56 11l 1 21 13 11 55 1 4 1 4 1 5 1

Mission ..achbvenont. dic~e 1964.

Sm: "1sS1 d't. r- 19".~~~~~~~~~~~~~~~~~~~~~~

- 59 -

Annex 27ENEF

TIMETABLE BY CLASS AND SUBJECTDISTRIBUTION HORAIRE PAR CLASSE iTDISCIPLINE

TAnnde Scolaire lire 26me 3eme 0

ADiscipline S 81A 81B 82 83 L

1 Nathimatiques 2+ 1 2 + 1 2+ 1 2 82 Physique 2 2 2* 2 63 Chimie 1 1 1 1 34 Zoologie 2 2 - - 25 Physiologie vigitale 1 + 1 (+) - - 26 Botanique 2 2 - - 27 Pidologie 1 1 - - 18 Dessin Industriel 2 2 2 - 49 Kicanique 2 2 2 - 410 Frangais 2 2 2 2* 611 Anglais 1 1 1 1 312 Topograph./cartographie 2 2 2 2 613 Techn. Forestilres 2 2 2 + 3 2 914 T.P.S. 1 1 1 1 315 Topographie appliquee - - 2 - 216 Pisciculture - - 2 2 417 Ecole sylviculture - - 2 2 418 Cygenetique - - - 2 219 Inventaires - - - 2 220 Ligislation Forestiere - - - 2 221 Comptabi1ite - Gestion - - - 2 222 Sciences Sociales 2 2 - 2 423 Systematique - - 2 - 224 Industrie du Bois - - - 1 125 Technologie du bois 2 2 2 2 626 Technologie bois appl. - - . 2 227 Travail productif 2* 2* 2* 2* 6*28 Travaux pratiques 6 6 6 6 1829 Sports collectifs (2) (2) 2' 2* 4*

TOTAL 37 37 41 42 120

Notes:

- a : Cours donnis de 15h A 17h.- (2): Heures probablement oubllies dans le releve.- Le cycle de trois (3) ans comporte 120h x 26 a 3120 heures.

(26 semaines de cours effectues) soit 1040h moyenne/sem.- S1A et 818 t la premiere annie a itd ideoublie en 1984/85.

- 60 - Annex 28

REPUBLIQUE POPULAIRE DU CONGOPROJET EDUCATION II

ENEF

PRACTICAL WORK AND TECHNICAL SUBJECTSEVOLUTION PROGRESSIVE DU TEMPS DEVOLU AUX

ACTIVITES PRATIQUES ET AUX NATIERES TECHNIQUES

ANNEE MATIERES ET ACTIVITES 1980 EK 1983/4 1984/5

Education generale 18 (20) 17 17 + 21 Education techniQue 19 J (20) L20 20

Total horaire 37 (40) 39 39

Education gen6rale 22 (19) 16 132 Education technique et pratique 21E j21j 28


Education generale 20 (17) 15 143 Education technique et pratique -22 l23) 11. . 3


Notes:

BK : r6commendations faites par Mr. EL Krief, Unesco, EFD, lors de la missionde 1981

1983/84 : en vigueur lors de la mission de supervision, ddcembre 1983, et cit6epar Nr Gooday, Banque Nondiale

1984/85 : consign6 dans le "Rapport de rentree scolaire 1984/85" du DG de1'ENEF, Mr. Bibi

Rapport en Pourcentage:

Enseianement Techniaue: 50% (53%) 60% 62%Total Horaire

Source: Mission d'ach6vement, ddcembre 1984.

Student Numbers sand School Camacities - Forecasts and ActualSituation in Project Schools. 1984/85

F.zeCTiz3 et CesaClte d'aCCUellPrivlslon et sltuation r6el1e des lestablissemns du PRolt

U1984(85)

Places dilives Diffrence en % Promotion mnnuslieEtabiLssement du Elfe prVf 1 Effectif (4): fournie en *Prolletprewu 1"49848 () 3 1983/84 (7) : (8)Projet (1) (2) (3) (4) (5) (6) (7) (a) (9)

ENId'Owando Total 320 320 320 309 97 97 105 38i/ 55Internes 320 320 320 27531 85 85 - - -

Ecole Natlonale desEaux et Forkts 75 85 so (69) (92) (86) 25 22 88ENEF de Mossendjo 612/ 81 6OPPET - ENS 29 1)(7)| azSavl|le 120 120 120 |(20) (174) -171) | 0 35 70frebapt1si : ENSET) 14 5 5

Total 51J 523 520 (370) 101 10 ISO _520

Source : Elabo par a mission

1/ Capacite pr4vue au rapport d'evahuation, 19762/ Capacte dlinternat3/ 34 jews filles sont externes etant mariees et/ou futures meres,14 La premlwre promotion (ann&e scolaire d'entr6e 1980/SI) avait enreg1strZ 204 promus, Instituteurs et lnstitueurs adjoints sur conselljde Ia Banqte mondialet'effectif a t "it le deux 190s aires sulvantes, d'of une formation infirieure au quota,U porleS, annges 1982183 et 1983/84 pe5J Y compris 4 fonctiomaires et 4 militaires de rAPN6/ Si on y inclut des ensc4nants qui suivent des cours de recYclage (cours de mise a niveau)

- 4 ?-

<' 7,1y '/e 9' r/v e ~I/

- 63 -

CONKINTS FROM THE BORROWER ATTACHMENT I(page 1 of 14)

E-565/86 January 27, 1985French (Congo)OED EGB:ner

The People's Republic of the CongoMinistry of Secondary and Higher Education

Office of the DirectorOffice of Education Projects

No. 074/MESS-CAB-BPE Brazzaville, December 26, 1985

Subject: Project Completion Report 1349-COB

Director. Operations Evaluation DepartmentWorld BankWashington, D.C.

Dear Sir:

I am sending herewith my comments on Project Completion Report 1349-COB.Also enclosed is a copy of the final report prepared by the Office ofEducation Projects, which I believe attests to the work that we have done.

Sincerely yours,

/8/ G. Komlan Dos SantosDirector

-64 -ATTACHMENT I(page 2 of 14)

The People's Republic of the CongoOffice of Education Projects

PROJECT COMPLETION REPORTSECOND EDUCATION PROJECT

THE PEOPLE'S REPUBLIC OF THE CONGO(Loan 1349-COB)

With regard to the spirit of the subject report, we share some of theviews expressed therein, but we regret the provocative attitude of the reportwhich does not contribute much to the objectives laid down in the loanagreement. We have found it apropriate to refer to that agreement in a numberof cases to avoid a wearisome exposition which will not clarify the facts ofthe matter.

As much as we admired the Aujame report on the first project (becausewe were there), so we deplore the present report.

Basically, we feel that a completion report should containcomprehensive and objective judgments making it possible to bring out orsummarize the strong and weak points of the actions undertaken with a view tofurther study and the successful implementation of a future project.

It is not because the Project Office lacked an accountant that theproject was delayed. The reference documents, for both the first and thesecond projects (Report 1217-COB; Loan Agreement 1349-COB), are silent on thismatter. The staff of the Project Office was augmented by only one engineerwho rendered substantial and valued services. Contrary to what the completionreport says, the Project Office experienced an unprecedented turnover ofstaff. Those who remained received only on-the-job training and learned theirpredecessor's lessons and work methods well.

While bookkeeping was limited to a chronological recording ofoperations, the reason is that we found only this method, which we inheritedin 1971 from qualified specialists who are now working in highly regardedinstitutions. Nonetheless, we tried to improve the system (see our activityreports Nos. 1-13) without being asked. Unfortunately, we were obliged toabandon this improved method pursuant to the instructions we received duringsupervision missions 4 and 5. We were limited to filling out the well-knowncost record sheet which we are still trying to understand today, havingreceived neither training nor information on how to prepare it. We alsobelieve that chronological bookkeeping is not the reason why we could providethe information in our final report; whatever may be said, the World Bank hasno model accounting system that would enable project offices to carry out thistask acceptably.

Moreover, the functions of each staff member of the Project Officeare stated clearly in the project documents (loan agreement, orders and Report1217-COB). At no time did we depart from that system.

- 65 -

ATTACHMENT I(page 3 of 14)

The errors in classification are not the fault of the Project Office,but rather of the Payments Division. We have available for inspectiondocuments which I must say only confirm this situation. Mistakes were madeparticularly in connection with locally manufactured furniture and a paymentpertaining to technical assistance.

Needless to say, without anyone telling us we regret the errors inour first final report, sent - it is true - a little hastily. However, weconfirm and reiterate the figures and findings contained in our second draft,which I am enclosing with this document. Nevertheless, the Project Officeremains the source of all documentation.

In the matter of project coordination our comments are presented inChapter I, paragraph 2.5.

CHAPTER IC. Proiect Administration

2.2 Contrary to what is stated, the project staff has had a highturnover. The situation is explained sufficiently on pages 66 and 68 of ourfinal report.

2.4 Supervision of sites was performed solely by the Project Office.

2.5 The problem of the accountant and the lack of a procurementspecialist; are due to an oversight in the negotiations for the two projects.But it was not their absence that hindered the progress of the project untilits completion. We should like to point out that the entire responsibilityfor implementation was ultimately placed on three individuals who were presentat all times (the Director, Engineer, and Educational Adviser to the Office ofthe Education Project). We humbly feel that we have fulfilled our mission inthe management, implementation and coordination of the project.

The project, which began in 1976, was continually mouified at higherlevels.

CHAPTER IIIE. EquiDment

3.10 The lists, specifications and amounts were prepared by a World Bankmission. They were merely put in proper form by the Project Office.

3.12 If the Project Office had not coordinated the installation ofequipment, the completion mission would not have found a place to work in theProject Office.

3.13 At the Owando ENI, it was the furniture delivered by PAC in thesecond lot that was refused, and not the laboratory and shop equipmentdelivered by Societe Pierron.

- 66 -ATTACHMENT I(page 4 of 14)

The INRAP boat has been replaced and is berthed in Brazzaville.

No reduction in equipment for ENSET was ordered. When the bids wereopened we found that the suppliers had not tendered for the mechanicalmetrology laboratory and that the bids submitted for the other equipmentexceeded the forecasts. We waited for an appropriate time to correct thismajor deficiency, which we did with the complementary OPEC loan. The languagelaboratory was furnished in accordance with the descriptive statement by theMakadi company.

We would like to point out that INRAP has the same problem (operatingsupplies).

For the Ouesso branch of ENEF, three vehicles and the barge have beenpurchased to solve the transportation problem. It is not the lack oftransportation facilities that has kept this module from being used; theproblem lies elsewhere (operation).

C. Technical Assistance

3.14-19 In our opinion, this is the crucial aspect of the project and has notbeen addressed sufficiently. If UNESCO had made the needed personnelavailable to the project in 1978, the completion report would have readdifferently.

We discussed this in our final report, pages 57-63*and page 67* lastparagraph. Our views have not changed and will not change.

CHAPTER IV

The accounting system of the present Project Office is not differentfrom that of the Project Office for 237-COB L. The data provided by thissystem were the source of the specific information given to the member of thecompletion mission.

With regard to the requests for reimbursement issued by the Office ofEducation Projects, here again it is necessary to clarify the matter since thepayments were made in Washington. It is risky to calculate the portionfinanced by the Government from percentages based on disbursements when weknow that some payments were made without any information whatever beingprovided to the Office of Education Projects. We still do not understand thecalculations made by the Payments Division for the furniture.

We fully agreed with the project completion report to the effect thatfuture Offices of Education Projects should be provided with an accountantsince neither the Director nor his colleagues have training in this difficultarea.

In fourteen years of implementation of the two projects, we know ofonly one visit by a member of the Payments Division, in 1978.

* pages 69-76 in the present report.

-67 -ATTACHMENT I(page 5 of 14)

We wish that the completion report had said something about theUNESCO accounting system. Two years after the end of the project we findUNESCO still continuing to administer funds that belong to the CongoleseState.

CHAPTER V

The problems mentioned in this chapter have been discussed at lengthwith members of the supervision missions.

CHAPTER VI

Annex 0

Mr. J.A. Malonga is not Coordinator of the Project Office butEducational Adviser, as was Mr. Bordier who, by the way, trained him.

Mr. N. Gomat is not Engineer of the Project Office, but a specialistin construction seconded to the project by the Congolese Government.

We find that the members of the completion mission did not makespecific contacts with the Payments Division. As at UNESCO, the meetings werequite lim4 ted (two persons, one of whom had seen the project in the field).

Annex 5: Technical Assistance and Fellowships

The chronology as presented in the completion report obscures certainfacts that should be brought out.

The signing of the second UNESCO/Congo Contract 700 PRC ll could nothave taken place before the letter from the Minister of National Education.

CONCLUSION

The Office of the Education Project has not changed its work methodsfor the coordination and administration of Project 1349-COB. They are thesame as those used by our predecessors. Certainly there were somedeficiencies during the implementation of the project, especially in relationsbetween the present occupants of DFPET/ENSET. We find this normal, and it hasneither impeded nor prevented the completion of the project as defined in theloan agreement.

In our humble opinion, the immediate and long-term tasks entrusted tothe officials of the Project Office, as stipulated in the loan agreement or inLaw No. , have been carried out -- it should be stressed by four persons,without any feeling of satisfaction on their part.

- 68 - ATTACHHENT I

(page 6 of 14)

In future projects the People's Republic of the Congo should avoidrigid, binding contracts that may inpinge on its sovereignty. For ten yearswe have asked ourselves who was running the project, since orders ordirectives came to by the Project Office from everywhere except the Ministerof National Education.

OPEC granted us a loan as large as that from the World Bank, and wehave nothing but praise for the procedures and attitude of that agency'srepresentatives.

Also in the future our country should have a voice in deciding onthose who are tc be sent here as experts, supervisors or high-levelspecialists.

In the matter of technical assistance, experience has amplydemonstrated that it is better to deal with friendly countries in the contextof bilateral cooperation than to call on agencies that often lack thepersonnel needed to assist the requesting countries quickly.

The People's Republic of the Congo did not request the assistance ofUNESCO at the outset. We were advised to call upon that agency and we believethat our advisers were sincere.

Enclosure:

One copy of the final report prepared by the Office of EducationProjects.l/

1/ Only those pages (57-68) under reference, with some editorial changes,are attached. The original French version of the Government reportmentioned above is available in OED Files.

- 69 -

(An English translation of the pages 57-68 ATTACHMENT Iof the final report prepared by the Government (page 7 of 14)of the People's Republic of the Congo)

TECHNICAL ASSISTANCE

The project has received assistance from six experts:

(a) This expert was:

- to conduct a survey of teaching and training institutions and draw upan inventory of available resources;

- to analyze the present system of education and training -- structure,efficiency, relationship to the requirements for labor, and financialconstraints -- and to propose various courses of action to providefor the education and training made necessary by the increase in thelabor force;

- to evaluate existing education and training programs in order todetermine the extent to which they correspond to the objectivessought, and to propose any changes that may be necessary;

- to take part in the preparation of a national plan for development ofthe education and training system;

- to give advice aimed at effective links between education andtraining institutions and employers, and to draw up directives toestablish the legal and administrative context wherein their mutualroles are determined;

- to assist in determining requirements for capital and operatingexpenditures for all of the proposed plans.

(b) This expert was to perform the same functions as the expert in (a);he also had the mission of reviewing basic data for the preparation of amedium- and long-term plan and operations.

Unfortunately, these two experts visited only Brazzaville, eventhough all logistical facilities were placed at their disposal. We are stillwaiting for their report and for concrete proposals that will enable theDepartment of Education to implement thi reform.

Summing up, then, the contribution of these two experts has beensero. We have been the victims of an "intellectual swindle."

(c) 1. Position of this expert: Educational adviser for training offorestry technicians (P5)

2. Place of assignment: Mossendjo (People's Republic of the Congo)

3. Related institutions:National Forestry School (ENEF) under the Directorate of TradeSchools (Directorate of Technical and Vocational Schools).

4. Background: (see annex)

- 70 - ATTACHMENT I

(page 8 of 14)

5. Functions:Under the responsibility of the Director of ENEF and the supervisionof the International Coordinator of Educational Development Projectsin the Congo, to assist in:

(a) curriculum development and coordination of teaching staff atENEF;

(b) preparation of instructional materials;(c) formulation and implementation of a training strategy;

Others:

(d) to train local counterparts;(e) to prepare technical documents in his field (manuals, guides,

pamphlets, etc.) which will be made available to the nationalauthorities;

(f) to carry out all other activities in his field of competence.

(d) 1. Position of this expert:Adviser on training of technical education teachers (P5)

2. Place of assignment: Brazzaville (People's Republic of the Congo)

3. Related institutions: Department of Training of Technical EducationTeachers, Higher Institute of Educational Sciences (INSSED).


5. Functions:Under the responsibility of the Director of INSSED and thesupervision of the International Coordinator of EducationalDevelopment Projects in the Congo, to assist in:

(a) introduction of new forms of organization and new programs forthe future Technical Teacher Training Institute (ENSET);

(b) formulation of a strategy for the basic and advanced trainingof technical education teachers;

(c) administrative and pedagogical organization of the institution.

Others:


pamphlets, etc.) which will be made availible to the nationalauthorities;


(e) 1. Position of this expert:Specialist in educational publications

- 71 -


2. Place of assianment: Brazzaville, with visits to the interior ofthe country (People's Republic of the Congo)

3. Related institution: National Institute of Curriculum Development(INRAP)


5. Functions:Under the responsibility of the Director of INRAP and thesupervision of the International Coordinator of EducationalDevelopment Projects in the Congo:

(a) to assist the Director of the Department of EducationalPublications in the planning and organization of publishingactivities;

(b) to provide liaison between the department and the other INRAPoffices that prepare manuscripts;

(c) to supervise the work of clerical personnel, illustrators,cartographers, graphic artists and model builders, in both thetechnical and pedagogical areas;

(d) to supervise the distribution of publications prepared by theNational Office of Public Libraries (ONLP) and to coordinaterelations between the ONLP distribution centers and theregional educational directorates.

Others:




(f) 1. Position of this expert: Specialist in the production of educationalmanuals, adviser in management and production

2. Place of assignment: Brazzaville, with visits to the interior ofthe country (People's Republic of the Congo)

3. Related institution: National Institute of Curriculum Development(INRAP)

4. Background:(see annex)

5. Functions:Under the responsibility of the Director of INRAP and thesupervision of the International Coordinator of EducationalDevelopment Projects in the Congo, in conjunction with the expert ineducational publications,


(a) to assist the Director of the Department of EducationaiPublications of INRA? in planning and organizing thatdepartment's technical activities;

(b) to provide liaison between that department and the documentproduction service;

(c) to calculate the unit and total costs of each item;(d) to see to planning and the issuance of orders;(e) to see to the organization and management of stocks in

accordance with the publication plan;(f) to monitor distribution.

Others:

(g) to train local counterparts;(h) to prepare technical documents in his field (manuals, guides,


(i) to carry out all other activities in his field of competence.

As a general comment, we deplore the exceedingly late arrival of thetechnical assistance and the small number of experts. Three specialists wereneeded for reasonable periods at ENSET, four at ENEP, five in the PlanningOffice and two at INRAP. But there was only one at ENSET for 18 months, oneat ENEF for 18 months, two at the Planning Office for 24 months each and twoat INRAP for 24 months. As a result, difficulties in some technical fieldshampered the project.

Moreover, while the experts now on boaLd are performingsatisfactorily, both in their work procedures and in their personalrelationships, we cannot say much in favor of experts in positions (a)and (b) whose major report we are still awaiting so that we can set up theEcole du Peuple.

** Subject to approval of funds.*** Particularly to Pointe-Noire to have items released from customs and take

delivery.

- 73 -


CONCLUSIONS

Our comments will focus on the main factors that hindered thesuccessful implementation of the project that has just been completed.

A. Invitations to Tender

l. Civil engineering

Everything was normal for the Owando ENI and ENEF. The differenceswith IBRD have concerned DFPET and INRAP.

Two foreign companies decided to send letters of protest to IBRDconcerning the procedure for opening bids. The Division is aware of theproblem and the implementation of these two components was nearly two yearslate.

It was necessary to give explanations and, particularly, convincingarguments to the Division. Unfortunately, this required laboriousnegotiations. We appreciate the understanding shown by officials of theDivision who concurred in our views rather than those of the foreign companies;in fact, the IBRD guidelines were scrupulously observed, as were the provisionsof Decree 59/61 of March 9, 1959.

The delay in starting with ENSET and INRAP resulted in elimination ofthe residence planned for the Director of ENSET.

2. Furniture and equipment

The invitations to bid were issued a little early, pursuant toinstructions. It was necessary to wait for the civil engineering works to bewell advanced. The Project Office became a depot for suppliers who compliedwith delivery periods.

We were very sorry to find that these invitations to bid did not gainthe international acceptance that we expected. We had to be content with the"black sheep," with all the consequences that we are now experiencing (partialdeliveries, furniture of mediocre quality, etc.).

We are still receiving bids from foreign suppliers. What this meansis that we should have waited to take delivery of the buildings before issuingthe invitations to bid; or lengthen the bidding periods. The competitionwould have been interesting and would have benefited the project greatly.

B. Supervision

We always welcomed supervision missions, because they gave us anopportunity to take stock and correct the errors found, and to start afresh inthe right direction.


While the supervision missions of the Educational Advisor and theProject Architect have been of substantial help to us, we were disappointedthat an official of the Disbursement Division visited the project only onceduring its implementation. At that level many problems could have beenavoided concerning payments in proper categories, reconciliation of figures,punctual submission of accounting documents, etc.

In future, several visits by a member of the Payments Division duringthe execution of the project would be highly desirable.

C. Disbursements

We found that some payments were issued directly by the PaymentsDivision during the execution of the project without any request from us,especially in connection with technical assistance and fellowships, which wefound difficult to control. Furthermore, the notation "furniture" in the IBRDrecapitulati-tn tells us nothing at all, like the itcms of consultant services,furniture. We have no precise information on the use of the item"nonallocated," which certainly would have enabled us to take an analyticalapproach to all data.

In the case of the Congolese counterpart (OPEC loan) we encounteredthe same problems as in the implementation of Project 237/COB. With theOffice of the Director of Development Financing, it is and always has beendifficult to obtain precise information. We "sailed in the fog" with them tothe point that the figures are provided subject to all reservations.

D. Structures

By struct.tres we understand the services, installations and otherresources required for the efficient operation of the project.

Project Office

Loan Agreement 1349/COB stipulated (Article III, Section 3.02 a, b,c) that the Project Office was to be staffed at all times with qualified andexperienced support personnel and was to have the services, facilities andother resources necessary for its efficient operation.

In the event, the Project Office had an unprecedented turnover ofpersonnel. Apart from the Director and the Educational Advisor who remain,there was sometimes no Coordinator, Architect or Project Engineer.

After the retirement of the Coordinator from the establishment ofthe Office, a replacement was appointed, however his tenure was brief (sixmonths). He departed without leaving an address.

The Architect of the Project Office also left for a better positionabroad. He worked in the project for about ten months.


The Engineer of the Project Office carried out his contract fullyand we value his services highly. This young expatriate specialist devotedhimself unstintingly to the total success of the project.

In summary, we suffered from the continuous parade of projectarchitects, and this turnover had an impact on the structures established.

Buildings

The overall results in this category are good. The problem ofmaintenance persists. The Project Office does not have the capability tomanage these buildings; its role is that of adviser and we have not hesitatedto perform it at any time.

All schedules were met, but we were harmed by the turnover ofarchitects in the Project Office: each came in with his own ideas and theadditional work or changes only worsened the financial situation of thiscomponent.

The buildings at Owando, like those at Loubomo should not beremodeled. We encountered serious problems -- either a lack of sufficientlyprepared initial studies, or a need to take emergency or relief measures inorder to proceed.

Furniture

The quality of th*. furniture supplied for the project is quitemediocre, especially at Owando. Again, everything was ordered hastily(premature opening of institutions, difficult routing of furniture, improperhandling, etc.). As in the previous project, the Project Office is notsatisfied with the local suppliers.

In future, an international invitation to bid with a very long periodfor submission should attract more conscientious suppliers.

Equipment

Overall, the equipment delivered is good. We were surprised onopening the bids to see the very high prices offered. As a result, not all ofthe DFPET shops could be equipped properly. We were obliged -- using theunexpended balance of the OPEC loan -- to do all we could to alleviate thisvexing problem.

The initial appraisal of the project was made with a rather shortprojection period. Price increases and contingencies should easily reach the25% figure.


Technical Assistance and Scholarships

We would say that within the context of a socio-economic developmentproject, if some officials at UNESCO headquarters do not change their workingmethods, nothing concrete will come from that agency.

Fellowships

Unlike the first education project, the second had the benefit of asubstantial number of training and study fellowships for each component of theproject. Planning, 14 fellowships; ENEF, 6; DFPET, 8; INRAP, 12.

These fellowships earmarked for components were sufficient and madeit possible to proceed normally.

However, the implementation of the fellowships under UNESCO wasdifficult from the standpoint of placement because of the list of countriesthat would accept the awardees. The selection had to be extended to severalfrancophone countries, some in Africa.

Of the 33 fellowship students that we sent to France, three are still.there and perhaps will not return.

30 awardees have returned to the Congo to stay; of that number, 12have left their original organizations for others where salaries are better.These losses to the Ministry of National Education are grievous.

We therefore feel that these fellowships, whose recipients shouldhave dynamized their organizations, did not benefit the project because of theexodus to other institutions (except in DFPET, where all fellowship studentsreturned to their posts).

World Bank Document · 2016. 8. 5. · Cooperative Program between Unesco and the World Bank. It is...

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