Chad - Education Sector Support Project (PASE) - Project ... · The project development objective...
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Translated document AFRICAN DEVELOPMENT FUND CHAD EDUCATION SECTOR SUPPORT PROJECT (PASE) PROJECT COMPLETION REPORT (PCR) OSHD DEPARTMENT September 2013
Transcript of Chad - Education Sector Support Project (PASE) - Project ... · The project development objective...
Translated document
AFRICAN DEVELOPMENT FUND
CHAD
EDUCATION SECTOR SUPPORT PROJECT (PASE)
PROJECT COMPLETION REPORT
(PCR)
OSHD DEPARTMENT
September 2013
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PROJECT COMPLETION REPORT
I Basic Data
A Report Data
Report date
Date of report: 14 February 2013
Mission date (if field mission) 11-20 January 2013
From: 9 January 2013 To: 28 January 2013
B Responsible Bank staff
Positions At Approval At Completion
Regional Director M. Kanga, Director, ORCE
Country Manager Michel-Cyr Djiena-Wembou, Resident Representative, TDFO
Sector Director Z. B. El Bakri, Director, OCSD A. Soucat, Director, OSHD
Sector Manager N. Safir, Manager, OCSD.3 M. B. Savadogo, Manager, OSHD. 2
Task Manager C.M. Guedegbe, OCSD.2 C.M. Guedegbe, OSHD.2
Alternate Task Manager T. Djogoye, TDFO
PCR Team Leader T. Djogoye, TDFO
PCR Team Members S. Maouloud, D. Tilengar, M. Laba, (TDFO),
A. Capo (Consultant); M. Outman, D. Nadji (CSPE)
C Project Data
Project Name: Education Sector Support Project (PASE)
Project Code: P-TD-IAZ-002 Instrument Number(s): ADF Grant 2100155002166 6540654000382 (OPEC Loan)
Project Type: Investment project Sector: Social
Country: CHAD Environmental Categorization (1-3): 2
Processing milestones - Bank approved
financing only (add/delete rows depending
on the number of financing sources)
Key Events (Bank approved financing only)
Disbursement and closing dates (Bank approved financing only)
Financing Source/Instrument 1: ADF Financing Source/Instrument 1: ADF Financing Source/Instrument 1: ADF
Date approved: March 31, 2004 Canceled amounts: UA 662,891.53 Original disbursement deadline: 04/05/2005
Date signed: 26 May 2004 Supplementary financing: 0 Original closing date: 30/06/2010
Date of entry into force: 14 February 2005 Restructuring: The project was not restructured
Revised disbursement deadline: 30/06/2012
Date effective for 1st disbursement: 4 May 2005 Extensions: 31/12/2011 30/06/2012
Revised closing date: 30/06/2012 31/12/2012
Date of actual 1st disbursement:
Financing Source/Instrument 2: Government Financing Source/instrument 2:
Government
Financing Source/Instrument 2:
Government: UA 320,000 UA
Date approved: 31 March 2004 Cancelled amounts: UA 00 Original disbursement deadline: 17 June 2008
Date signed: 26 May 2004 Supplementary financing: 0 Original closing date: 30/06/2010
Date of entry into force: 14 February 2005 Restructuring: The project was not restructured
Revised disbursement deadline: 31/12/2012
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Date effective for 1st disbursement: 1 October 2005
Extensions: 30/12/2011 30/06/2012
Revised closing date: 30/06/2010 31/12/2012
Date of actual 1st disbursement: 17 June 2008
Financing Source/Instrument 3:
OPEC Fund
Financing Source/Instrument 3:
OPEC Fund
Financing Source/Instrument 3:
OPEC Fund
Date approved: 16/05/2005 Canceled amounts Original disbursement deadline: 04/08/2009
Date signed: 08/05/2005 Supplementary financing: 0 Original closing date: 31/12/2010
Date of entry into force: 13/08/2007 Restructuring: The project was not restructured
Revised disbursement deadline: 30/11/2012
Date effective for 1st disbursement: 13/08/2007 Extensions: 23/03/2011 16/12/2011 31/07/2012
Revised closing date: 31/12/2011 30/06/2012 31/12/2012
Date of actual 1st disbursement: 2008
Financing Source (UA): Disbursed Amount (amount, UA):
Percentage Disbursed (%):
Undisbursed Amount (UA):
Percentage Undisbursed (%):
Financing Source/Instrument 1: ADF 1,737,108.01 72.38% 662,891.53 27.62%
Financing Source/Instrument 2: Government 289,024 92.32% 30,976 07.68%
Financing Source/Instrument 3: OPEC Fund 2,892,000 87.90 398,000 12.10%
TOTAL 4,918,132.01 81.83 1,091,867.99 18.17
Financing Source (UA): Committed Amount (UA):
Percentage Committed (%):
Uncommitted Amount (UA):
Percentage Uncommitted (%):
Financing Source/Instrument 1: ADF 2,400,000 72% 662,891.53 27.62%
Financing Source/Instrument 2: Government 320,000 90.32% 30,976 07.68%
Financing Source/Instrument 3: OPEC 3,290,000 87.90 398,000 12.10%
TOTAL 6,010,000 81.83 1,091,867.99 18.17
Co-financiers and other external partners: N/A
Executing and implementing agency(ies): Ministry of Education, Education Project Implementation and Monitoring Unit (CSPE)
D Management Review and Comments
Report reviewed by Name Date reviewed Comments
Country Manager M. Djiena-Wembou, Resident Representative, TDFO
31 May 2013 Report validated
Regional Director M. Kanga, Director, ORCE
Sector manager M. B. Savadogo, Manager, OSHD. 2 27 June 2013 Report validated
Sector Director A. Soucat, Director, OSHD 28 June 2013 Report validated
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II Project performance assessment
A Relevance
1. Relevance of Project Development Objective
Rating* Narrative Assessment
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The project development objective is to contribute to Chad's achieving the Education for All (EFA) objectives and the Millennium Development Goals (MDGs) for the sector. The Bank's interventions in regional member countries' education sector are based on country sector policies as well as the Bank's policies relating to the sector. The Bank recommends a holistic approach to the development of primary education. The education sector strategy at the time of Chad's assessment was based on the Education Reform Support Project (PARSET). The Government had adopted an education policy strategy based on: (i) increased access and equity; (ii) improved quality of teaching and learning conditions; and (iii) enhanced capacities to plan and manage Chad's education system. The overall goal of PARSET is to ensure quality universal primary education by 2015 so as to achieve EFA objectives and the MDGs. The present PASE project (Education VI) is fully consistent with the Bank's vision for poverty reduction and the Country Strategy Paper (CSP) for 2002-2004 period, which focuses on government capacity building in economic management and social services, with special emphasis on initial and continuing training of teachers and pedagogic control and monitoring staff. The Bank financed five projects in Chad over the 1976-2001 period. The two most recent are Education Project IV approved in 1991 and closed in 2001, and Education project V approved in March 2001 and closed on 31 March 2011. Other interventions financed by UNDP, World Bank, French Development Agency, UNICEF and Swiss Agency for Development and Cooperation are being implemented at various levels of the education system.
* For all ratings in the PCR, use the following scale: 4 (Highly Satisfactory), 3 (Satisfactory), 2 (Unsatisfactory), 1 (Highly Unsatisfactory)
2. Relevance of Project Design
Rating* Narrative assessment
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With assistance from its development partners, the Government prepared the Education and Training Action Programme (PAEF 2000-2003) and the Education Reform Support Project (PARSET 2004-2007), adopted in January 2000 and March 2002 respectively. The National Education for All Action Plan (PAN/EPT), the PAEF and the PARSET constitute the framework for education sector development actions for the 2002-2015 period. The Government submitted a request to the Bank for the Education VI Project (PASE). The project is the response to the Government's request for strengthening human resources in the education system and the social sectors. The project was prepared by Bank missions using a participatory approach that involved broad consultations with the authorities, civil society, community organizations, local administrations and parents of students. The project design took account of the policy implemented by the Government with assistance from the development partners, and addresses Goal 2 of the MDGs, i.e., universal primary education. The project incorporated experiences drawn from the PCR prepared for Education Project III in 2000 and Education Project IV closed in 2004. The project design provided a diagnosis of Chad's education system, reviewed the institutional framework, and consulted the National Strategy for Education, Training and Employment (EFE), the PAEF, the PARSET and the PAN/EPT. The shortage of teaching and supervisory staff was taken into account, and training was provided to many teachers and supervisors.
3. Lessons learned related to relevance
Key issues (max. 5; add rows as needed) Lessons learned Target audience
1. Given that the project contributed to the PARSET, which is also financed by the World Bank, there were changes with respect to the original identified sites, and the difficult access to certain sites resulted in increased costs. 2. Security risk. The events of February 2008 (looting, vandalism, theft, destruction of the Ministry and executing agency premises) caused significant delays in project implementation.
1. The selection of construction sites should be finalized prior to project start-up. 2. The Government should undertake to provide security for the project sites.
1. The Bank and the Borrower 2. Government
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B Effectiveness
1. Progress towards the project’s development objective (project purpose)
Comments
Provide a brief description of the project (components) and the context in which it was designed and implemented. State the project
development objective (usually the project purpose as set out in the RLF) and assess progress. Unanticipated outcomes should also
be accounted for, as well as specific reference of gender equality in the project. The consistency of the assumptions that link the
different levels of the results chain in the RLF should also be considered. Indicative max. length: 400 words.
The project development objective is to help Chad achieve the Education for All (EFA) objectives and the Millennium Development
Goals (MDGs) for the sector. This objective was to be achieved by: (i) improving the school infrastructure and environment so as to
increase the proportion of classrooms in the project areas made of durable materials by 75%; (ii) training teachers and pedagogic
supervisors so as to increase the number of primary education inspectors by 50% in 2010 and re-qualify 75% of secondary teachers;
(iii) managing the project with emphasis on financial and physical implementation. The project helped increase school infrastructure for
basic education and sustainably reinforced initial and continuing training structures for teachers as well as staff of the primary and
secondary supervision and inspection agency, the Higher Institute of Education (ISSED). It also helped strengthen the national and
decentralized pedagogic supervision and monitoring mechanisms. It improved institutional conditions for training qualified personnel in
the country for primary and secondary education institutions. In addition, the project helped enhance scientific and technical education
for girls by providing computer and science equipment to Am-Riguebe Girls' High School.
2. Outcome Reporting
Outcome indicators (as
per RLF; add more rows as needed)
Baseline Value
(year)
Most Recent Value
(A)
End Target
(B) (expected value at project
completion)
Progress towards Target
(% realized)
(A/B)
Narrative Assessment
(Indicative max. length: 50 words per outcome)
Core Sector Indicator
(Yes/No)
Outcome 1: Gross primary and secondary enrollment rate.
85% (51% girls)
(2001)
12% (Seconda
ry
94% (80% girls)
(2011)
23% (2011)
100% (2015)
30%
94%
76.6%
These increases are the result of concerted action through the PARSET.
Yes
Outcome 2: Number of girls admitted each year to the scientific baccalaureate programme at Am-Riguebe Girls’ High School
0
39
50
78%
The number of girls admitted each year to the scientific baccalaureate programme at Am-Riguebe Girls’ High School is highly erratic and varies from one year to the next.
Yes
Outcome 3. Ratios: -Student/teacher ratio
160/1 in 2004
63/1 in 2010/201
1
60/1 in 2015
95.24% The increased number of teacher training schools, and emphasis on the training of pedagogic staff under context of PARSET and PASE were crucial in the improved student/teacher ratio.
Yes
Outcome 4: Success rate of interns in training at ISSED
80% 95 99 95.95% The creation of improved teaching conditions at ISSED through provision of modern infrastructure and pedagogic materials produced satisfactory results.
Yes
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Rating (see IPR
methodology)*
Narrative Assessment
2 The baseline situation and outcomes could not be precisely defined for each outcome indicator due to weaknesses in monitoring and evaluation.
3. Output Reporting
Output Indicators (as
specified in the RLF; add more rows if needed)
Most Recent Value
(A)
End Target (B)
(expected value at project
completion)
Progress towards Target
(% realized) (A/B)
Narrative Assessment
(indicative max. length: 50 words per output)
Core Sector Indicator
(Yes/No)
Output 1: Number of new primary classrooms built
147 225 classrooms
65.33% The original plan provided for construction of 225 classrooms, but the objective was reduced to 147 classrooms in light of cost overruns due to increased costs of building materials.
Yes
Yes
Output 2:
Number of two-unit latrine blocks built for primary schools
49 75 two-unit latrine blocks
65.33% The original plan provided for construction of 75 two-unit latrine blocks, but the objective was reduced to 49 two-unit latrine blocks in light of cost overruns due to increased costs of building materials.
Yes
Output 3: Number of
wells sunk at primary schools
24 75 32% The original plan provided for 75 wells to be sunk, but the target was reduced to 24 wells in light of the reduced number of classrooms built.
Yes
Yes
Output 4:
Quantity of scientific and computer equipment purchased for the girls' high school
1 lot of scientific
equipment
20 computers
1 lot of scientific
equipment
20 computers
100%
100%
The scientific equipment for the student programme was purchased and made available to the students for science classes. 20 computers were purchased as planned.
Yes
Output 5:
Number of tables/benches and teachers’ desks purchased for the classrooms
2,016
96
5,000
225
40.32
42.66
Because of the lengthy procurement process, only 2,016 tables/benches and 96 teachers’ desks were delivered at project completion. The Government should provide payment for the equipment to be delivered after the project closing date of 29 June 2013.
Yes
Output 6: Number of
primary school pedagogic advisors and inspectors trained (initial training)
627 1,070 58.60 The competitive recruitment process did not produce the anticipated 1,070 pedagogic staff. However, a total of 627 candidates from all categories (teachers, pedagogic advisors, and inspectors) were recruited and trained.
Yes
Output 7:
Kits for pedagogic advisors and inspectors
630 700 90 630 of the 700 kits planned were purchased and made available to teachers.
Yes
Output 8:
New buildings completed at ISSED/ -Classrooms -Office -Language lab -Cartography lab -Computer room -Residence
5 1 1 1 1
150 places
5 1 1 1 1
96 places
100% 100% 100% 100% 100% 64%
The ISSED was provided with new infrastructure enabling it to fulfill its role as training institute.
Yes
Output 9:
ISSED infrastructure
The project renovated and equipped the badly aged ISSED infrastructure.
Yes
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rehabilitated -Classrooms -Offices -Library
8 12 1
8 12 1
100% 100% 100%
Output 10:
Scientific and didactic equipment purchased for ISSED 30 student workstations, 1 teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles library equipment, 250 sets of cutlery
30 student workstations, 1 teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles library equipment, 250 sets of cutlery, and kitchen refrigeration equipment
30 student workstations, 1 teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles library equipment, 250 sets of cutlery, and kitchen refrigeration equipment
100% 100% 100%
All the equipment planned for the various ISSED facilities (i.e., language laboratory, audiovisual room, classrooms, computer room, dormitories and canteen) was purchased and delivered.
Yes
Output 11: Institutional
study of ISSED completed
One study One study was
completed
100% The structural and pedagogic reform of ISSED is based on that study.
Yes
Output 12:
Secondary education programs revised
Education programmes
The education programmes
were prepared
100% This activity was conducted entirely by the National Curricula Centre (CNC), which received institutional strengthening in that context.
Yes
Output 13: MDG
indicator monitoring and evaluation put in place and operational -Study completed and indicators defined -Annual report produced, including sector MDGs
1 study
1 annual report
1
1 annual report
100%
100%
The MDG indicator monitoring and evaluation mechanism was put in place.
Yes
Rating (see IPR
methodology)*
Narrative Assessment
2 The expected results were not attained for certain indicators, particularly with respect to the number of classrooms to be built. However, the teacher training activities established the conditions for a lasting improvement in quality.
4. Development Objective (DO) rating
1
Development objective (DO) rating (derived
from updated IPR)*
Narrative assessment
2 The project contributed to progress towards achieving the MDGs for education (particularly basic education) by improving primary and secondary teacher training and improving secondary science education for girls.
1 For operations using the old supervision report and rating system in SAP, the DO rating for the PCR shall be calculated
using the IPR methodology.
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5. Beneficiaries (add rows as needed)
Actual (A) Planned (B) Progress towards Target
(% realized A/B)
% of Women Category (e.g., farmers,
students)
8000 12,000 primary school students,
girls and boys, from 2 priority areas representing
42.33% of total students
66.6% NA Students
647 1,070 primary and secondary
teachers, inspectors and pedagogic
advisors
60.4% NA Teachers and pedagogic supervisory staff
6. Unanticipated or Additional Outcomes (add rows as needed)
Description Type (e.g. gender,
climate change, social, other)
Positive or Negative
Impact on Project
(High, Medium, Low)
The wells provided by the project at certain schools represent a contribution to access to drinking water and lighten the burden of women who previously traveled longer distances every day to find water.
Social Positive Medium
7. Lessons learned related to effectiveness (add rows as needed)
Key Issues (max. 5; add rows as needed) Lessons Learned Target Audience
1. Inadequate harmonization of various complementary project activities (construction, rehabilitation and equipment) delayed the start of teacher training and the overall project implementation schedule.
1. Better programming at the outset and better planning of procurements are required for proper implementation of complementary activities.
1. The Bank and the Borrower
C Efficiency
1. Timeliness
Planned Project Duration – years (A)
(as per PAR)
Actual implementation time – years (B) (from effectiveness for 1st
disbursement)
Ratio of planned and actual implementation time (A/B)
Rating*
5 years 8 years 62.5% 2
Narrative Assessment (indicative max. length: 250 words)
There was a delay of more than two years with respect to the initial schedule. This was due to delays in start-up as well as the events of February 2008 (destruction and looting of the Ministry and Executing Agency offices), which necessitated rehabilitation of sites and equipment and reconstitution of files.
2. Resource Use Efficiency
Median% physical implementation of RLF outputs financed by all financiers
(A) (see II.B.3)
Commitment rate (%) (B)
(see Table 1.C – Total commitment rate of all financiers)
Ratio of the median percentage physical implementation and
commitment rate (A/B)
Rating*
80% 81.83% 97.76% 2
Narrative assessment (indicative max. length: 250 words)
The problem was more a matter of timeliness than resource use efficiency. The resources were used in proportion to the works completed, but the physical organization of works did not comply with the implementation schedule. The results obtained are commensurate with the resources mobilized by the partners.
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3. Cost-benefit Analysis
Economic Rate of Return (at approval)
Updated Economic Rate of Return (at completion)
Rating*
NA NA 3
Narrative Assessment
The economic rate of return was not calculated under the project assessment due to the nature of the project.
4. Implementation Progress (IP)2
IP Rating (derived from updated IPR) *
Narrative comments (commenting specifically on those IP items that were rated Unsatisfactory or Highly Unsatisfactory, as per the last IPR)
2 The implementation of project activities, originally planned for five years, was delayed even with the two justified requests for extension granted by the Bank on 31 December 2011 and 29 June 2012. The original schedule was delayed by a total of 24 months. The mid-term review planned for June 2007 was not conducted until 8-17 December 2008, and the original closing date of 30 June 2010 was extended to 29 June 2012. The purpose of the two extensions was to make up for the delays and other setbacks, including the damage caused during the political events of 2008. However, the weak capacity of certain firms and the extent of the work uncompleted continue to have a negative effect on the expected results in terms of quality of construction work. Close monitoring of project activities by the Bank's Country Office in Chad from 2007 could have improved the situation, but weaknesses on the part of construction firms were a major handicap. The frequency of Steering Committee meetings and efforts of the inspection office did not provide the relevant monitoring to clearly identify weaknesses and failings in project implementation. The project helped strengthen national capacities in initial and continuing teacher training and trained primary and secondary teaching and pedagogic supervisory staff. The overall physical implementation rate may be estimated at 80% compared to a financial implementation rate of 72.38% (grant). The environmental safeguard measures were observed by most of the construction firms. People were not relocated.
5. Lessons learned related to efficiency
Key issues (max. 5; add rows as needed) Lessons learned Target audience
1. The number of classrooms to be built appeared too high in light of the distances between sites spread over several regions, the available resources and the cost of building materials in Chad. The executing agency reallocated resources to take account of actual circumstances.
1. Limit interventions of this type to modest proportions and to one or two clearly delimited regions, taking account of site accessibility.
1. The Bank and the Borrower
D Sustainability
1. Financial Sustainability
Rating* Narrative Assessment
2 The project is a social project. However, unless the Government takes charge of the outstanding construction work, financial sustainability will be compromised.
2. Institutional Sustainability and Strengthening of Capacities
Rating* Narrative Assessment
3 The project had a significant impact on strengthening institutional capacities and teacher training for primary and secondary education through institutional support for ISSED (infrastructure, equipment, technical assistance and effective implementation of the initial and continuing training programmes). As a result, ISSED will sustainably help provide Chad with the teachers it needs to improve access to quality education.
2 For operations using the old supervision reporting and rating system in SAP, the IP ratings need to be converted from the
old 0-3 scale used in SAP to the 1-4 scale used in the IPR.
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3. Ownership and Sustainability of Partnerships
Rating* Narrative assessment
3 Project implementation helped increase the involvement of beneficiaries (local authorities, parent associations) in site selection and the monitoring of construction works. The overall implementation context of the PARSET (multi-donor programme) to which the project contributed encouraged stakeholder participation, which will help ensure sustainability of project outcomes.
4. Environmental and Social Sustainability
Rating* Narrative Assessment
3 The project had no adverse effects on the environment. The environmental safeguard measures were observed by most of the construction firms. People were not relocated.
5. Lessons learned related to sustainability
Key Issues (max. 5; add rows as needed) Lessons Learned Target Audience
1) The performance and reliability of construction firms
The process of awarding construction contracts should accord considerable weight to the construction firms' financial and technical capacity in the area of civil engineering works.
Government
2) Need to continue teacher training to ensure steady improvement of the student/teacher ratio
The Government should continue teacher training at ISSED with its own resources in order to ensure continuity of training for secondary school teachers and achieve the objective of better student supervision.
Government
3) Maintenance of buildings constructed The school buildings should receive periodic maintenance from the Government in order to maintain satisfactory learning conditions. The local authorities and parent associations should be involved in this effort.
Government
III Performance of Stakeholders
A Relevance
1. Bank Performance
Rating* Narrative assessment by the Borrower on the Bank’s performance, as well as any other aspects of the project (both quantitative and qualitative). See guidance note on issues to cover.
3 The Government prepared the project completion report jointly with the Bank and appreciated the monitoring conducted by the Bank from project start-up. However, the Government criticized the delays in handling procurements.
Comments to be inserted by the Bank on its own performance (both quantitative and qualitative). See guidance note on issues to cover.
The project was designed in cooperation with the other development partners under PARSET. The Bank fulfilled its commitments to the Borrower. It disbursed the approved resources (OSHD and TDFO) and helped the Borrower resolve problems impacting on implementation. For example, following the events of February 2008 (looting, vandalism, theft, destruction of the Executing Agency’s equipment and documents), the Bank disbursed funds to enable the Executing Agency to resume operations. The opening of N'Djamena Country Office facilitated close monitoring of technical implementation by TDFO as from 2008. However, financial management was not monitored on a regular basis. The May 2011 financial management mission considered the project financial management unsatisfactory. Not all audit report recommendations were implemented. Supervision missions were conducted on a regular basis, but it should be noted that the teams generally did not include experts in fiduciary aspects. The sole procurement expert assigned to TDFO has too heavy a workload to process procurement documents on a timely basis.
Key issues (related to Bank performance, max. 5; add rows as
needed) Lessons learned
1. Composition of supervision missions. The project financial implementation revealed problems that could have been avoided through more rigorous financial monitoring.
The supervision teams should be required to include experts on fiduciary issues (FFCO, ORPF).
2. Delays by the Bank in processing procurement documents. Insufficient ORPF1 staffing resulted in delays in processing procurement document. The office staffs should include additional procurement experts.
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3. Borrower Performance
Rating* Narrative assessment on the Borrower performance to be inserted by the Bank (both quantitative and qualitative, depending on available information). See guidance note on issues to cover.
2 The Borrower's commitment to the project objectives was maintained throughout the implementation phase. However, frequent structural and institutional changes hampered continuity of ownership at the responsible Ministry. The counterpart contribution was not disbursed on a regular basis. There were numerous weaknesses in construction contract management, undermining discipline at the firms and resulting in uncompleted work. There were also non-eligible expenditures paid from the revolving capital, leading to rejections by the Bank and delays in renewing the special advance. The annual audits were not conducted on time, and the reports were submitted to the Bank late. The audit recommendations were only partially implemented.
Key issues (related to borrower performance, max. 5; add rows as
needed ) Lessons learned
1) The performance of the Project executing Agency was not satisfactory.
2) The counterpart funds were not disbursed on a regular basis.
1) Members of the Project Executing Agency should be recruited based on performance criteria and evaluated each year.
2) The disbursement of counterpart funds should be better planned.
4. Performance of other Stakeholders
Rating* Narrative assessment on the performance of other stakeholders, including co-financiers, contractors and service providers. See guidance note on issues to cover. (indicative max. length: 250 words)
3 The project was prepared in cooperation with the World Bank under the PARSET 2004-2007. The World Bank provided for the wells drilled at two of the AfDB school sites (Mourrakatchine and Assartini). The AfDB and World Bank missions are not joint missions, but they exchange information relating to two complementary projects. The World Bank faced the same problem of cost overruns. The parents’ associations were very cooperative in monitoring the classroom construction works. Certain civil engineering firms played a negative role in not cooperating with the Government and not producing quality of work. The OPEC Fund contributed substantially to financing the classroom and ISSED infrastructure. In the absence of a local representative of the OPEC Fund, communication between the Bank and the OPEC Fund was somewhat problematic.
Key issues (related to performance of
other stakeholders, max. 5; add rows as needed)
Lessons learned (max. 5) Target audience (for
lessons learned)
1) Coordination of monitoring. The absence of an OPEC representative in N'Djamena hampered effective coordination of technical and financial implementation. The Bank implemented the OPEC payroll disbursement procedures; the payments were often late.
2) Certain firms lacked the financial capacity and technical expertise required for the construction works.
1) The Bank and OPEC should arrange for joint technical monitoring in order to develop a consistent perception of progress that facilitates management of the OPEC loan.
2) Construction firms should be hired on the basis of criteria compatible with the public procurement code.
Bank, OPEC, Government Government, Bank
IV. Summary of key lessons learned and recommendations
1. Key lessons learned
Key issues (max. 5; add rows as needed) Key lessons learned Target audience
1. Security risk. The events of February 2008 (looting, vandalism, theft, destruction of the Ministry and Executing Agency offices) caused significant delays in project implementation.
1. The Government should undertake to provide security for project sites.
Government
2. A large number of classrooms were not completed. This construction is financed with the OPEC loan.
2. Cover the cost of completing the works with own resources or OPEC resources.
Government
3. Coordination of monitoring. The absence of an OPEC 3. The Bank and OPEC should arrange for Bank, OPEC
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representative in N'Djamena hampered proper coordination of technical and financial implementation. The Bank implemented the OPEC payroll disbursement procedures; the payments were often late.
joint technical monitoring to develop a consistent perception of progress that facilitates management of the OPEC loan.
4. Composition of supervision missions. The project financial implementation recorded problems that could have been avoided through more rigorous financial monitoring.
4. The supervision teams should include experts in fiduciary issues (FFCO, ORPF).
Bank
2. Key Recommendations (with particular emphasis on ensuring the sustainability of project
benefits)
Key Issues (max. 10; add rows as needed) Key Recommendations Responsible Deadline
1. Actual costs greatly exceeded the forecasts. 1. Provide a larger margin for inflation during project design.
Bank -
-
2. The monitoring of construction works by the Executing Agency and consulting was deficient.
2. Systematize technical audits for projects including infrastructure components.
Bank
3. The long distances between sites hampered the implementation and monitoring of works.
3. Clearly delimit the project area and refrain from selecting sites located far apart.
Government -
4. A large number of tasks were assigned to a single firm that lacked the requisite capacities.
4. The selection of firms should be based on their effective capacity and performance on similar projects.
Government, Bank -
5. Composition of supervision missions. The project financial implementation revealed recorded that could have been avoided through more rigorous financial monitoring.
5. The supervision teams should include experts in fiduciary issues (FFCO, ORPF).
Bank -
6. A large number of classrooms were not completed. This construction is financed with the OPEC loan.
6. Cover the cost of completing the works with own resources or OPEC resources.
Government End 2013
V Overall PCR rating
Dimensions and criteria Rating*
DIMENSION A: RELEVANCE 3
Relevance of project development objective (II.A.1) 3
Relevance of project design (II.A.2) 3
DIMENSION B: EFFECTIVENESS 2
Development objective (DO) (II.B.4) 2
DIMENSION C: EFFICIENCY 2.25
Timeliness (II.C.1) 2
Resource use efficiency (II.C.2) 2
Cost-benefit analysis (II.C.3) 3
Implementation progress (IP) (II.C.4) 2
DIMENSION D: SUSTAINABILITY 2.75
Financial sustainability (II.D.1) 2
Institutional sustainability and strengthening of capacities (II.D.2) 3
Ownership and sustainability of partnerships (II.D.3) 3
Environmental and social sustainability (II.D.4) 3
OVERALL PROJECT COMPLETION RATING 2.62
12
VI Acronyms
Acronym (add rows as needed) Description
BEPC: First Cycle Certificate (Brevet d’études du premier cycle) IDB: Islamic Development Bank CAP: Vocational Proficiency Certificate (Certificat d’aptitude professionnel) CAPEL: Teacher Certification (Certificat d’aptitude au professorat de l’enseignement littéraire) CEG: General Secondary School (Collège d’enseignement général) CEPE: Primary School Leaving Certificate (Certificat d’études primaires élémentaires) CONEFE: National Education, Training and Employment Committee (Comité National pour l'Education et la Formation en liaison avec l'Emploi) CET: Technical Secondary School (Collège d'Enseignement Technique) CNC: National Curricula Centre CPES: Secondary Education Pedagogic Advisor (Conseiller pédagogique de l’enseignement secondaire) CPOP: Practical Education Pedagogic Advisor (Conseiller pédagogique à orientation pratique) CSPE: ADF Education Projects Monitoring Unit (Cellule de suivi des projets Education FAD) BD: Bidding Documents DREN: Regional National Education Delegate (Délégué régional de l’éducation nationale) PRSP: Poverty Reduction Strategy Paper CSP: Country Strategy Paper ETE: Education-Training-Employment (Strategy) ENI: Teacher Training School (Ecole normale d’instituteurs) ADF: African Development Fund GTZ: German Cooperation IEE: Primary Education Inspector IGES: Secondary Education Inspector INSE: National Institute of Education (Institut national des sciences de l’Éducation) IPEN: National Primary Education Inspectorate (Inspection primaire de l’éducation nationale) ISSED: National Institute of Education (Institut National des Sciences de l’Éducation) LOC: West Logone Region LOR: East Logone Region MEN: Ministry of National Education MEPEC: Ministry of Primary and Civic Education MESRSFP: Ministry of Tertiary Education, Scientific Research and Vocational Training NICT: New Information and Communication Technologies MDG Millennium Development Goals OPEC: Organization of Petroleum Exporting Countries PAEF: Education and Training Action Programme (Programme d’action pour l’éducation et la formation) PAN/EPT: National Education for All Action Plan PARSET: Chad Education Reform Support Project (Projet d’appui à la réforme de l’éducation au Tchad) PDDEA: Ten-year Education and Literacy Development Plan (Plan décennal de développement de l'éducation et de
l'alphabétisation) UNDP: United Nations Development Program SE/CONEFE: Executive Secretariat of the National Committee on Education, Training and Employment SIPEA: Interim Education and Literacy Strategy (Stratégie intérimaire pour l’éducation et l’alphabétisation) NPRS: National Poverty Reduction Strategy EU: European Union
I
Annex 1: Supervision Missions
No. Missions
Start
End
1
2
3
4
5
6
7
8
9
10
11
12
13
14
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
MID-TERM REVIEW
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
SUPERVISION
03/08/2005
10/23/2005
10/31/2006
06/10/2007
12/08/2008
05/25/2009
12/15/2009
04/21/2010
11/22/2010
05/02/2011
06/27/2011
12/01/2011
03/01/2012
06/18/2012
03/16/2005
11/02/2005
11/11/2006
06/24/2007
12/17/2008
06/04/2009
12/30/2009
04/30/2010
12/06/2010
05/13/2011
06/30/2011
12/09/2011
03/10/2012
06/22/2012
II
Annex 2: Implementation Progress and Results (IPR) Report
A Summary of report and proposed actions
Report data
Type of report:
Report date: 05/23/2013 Mission date (if field mission)
Start-up/field supervision mission/MTR/summary review/other (specify): Project completion report
From: 01/09/2013 A:01/28/2013
Prepared by: Talansadi Djogoye
Project Manager: Corbin Michel Guedegbe
Alternate Project Manager: Talansadi Djogoye
Division Manager: Boukary Savadogo
Project data
Project Code: P-TD-IAZ-002 Instrument Number(s):
2100155002166 (grant)
Project Title: Education Sector Support Project (PASE) Country: CHAD Sector: EDUCATION
Processing milestones - Bank approved financing only
(add/delete rows depending on the number of financing sources
Key Events (Bank approved financing only)
Disbursement and closing dates (Bank approved financing only)
Financing source/instrument 1:
ADF Grant: UA 2,400,000 Date approved: 03/31/2004 Date signed: 05/26/2004 Date of entry into force: 02/14/2005 Date effective for 1st disbursement: 4 May 2005 Date effective for 1st disbursement: 4 May 2005
Financing source/instrument 1: ADF
Grant: UA 2,400,000 Canceled amounts: UA 662,891.53 Supplementary financing: NA Restructuring (specify date and amount involved): NA
Extensions (specify dates): 12/31/2011 06/30/2012
Financing source/instrument 1: ADF
Grant: UA 2,400,000 Original disbursement deadline: 06/30/2010 Original closing date: 06/30/2010 Revised disbursement deadline (if applicable): 12/31/2011 Revised closing date (if applicable): 06/30/2012
Financing source/instrument 2: UA
320,000 Date approved: 03/31/2004 Date signed: 26 May 2004 Date of entry into force: 14 February 2005 Date effective for 1st disbursement: 1 October 2005 Date effective for 1st disbursement: October 1, 2005
Financing source/instrument 2: UA
320,000 Canceled amounts: 0 Supplementary financing: SO Restructuring (specify date and amount involved): SO Extensions (specify dates):
12/31/2011 06/30/2012
Financing source/instrument 2: UA 320,000
Original disbursement deadline: 06/30/2010 Original closing date: 06/30/2010 Revised disbursement deadline (if applicable): 12/31/2011 Revised closing date (if applicable): 06/30/2012
Financing source/instrument (add/delete rows depending on the number of financing sources):
Foreign currency (UA) Local currency (AU):
TOTAL (UA)
Financing source/instrument 1: ADF Grant: UA 2,400,000
1,500,000 900,000 2,400,000
Financing source/instrument 2: Government: UA 320,000
SO 320,000 320,000
OPEC Fund: UA 3,290,000 2,870,000 420,000 3,290,000
TOTAL: 4,370,000 1,650,000 6,000,000
Financing source/instrument(add/delete rows depending on the number of financing sources):
Disbursed amount (amount,
UA):
Disbursed to date (%):
Undisbursed to date (amount,
UA):
Undisbursed to date (%):
Financing source/instrument 1: UA 2,400,000
1,737,108.01 72.38 662,891.53 UA 37.62
Financing source/instrument 2: UA 320,000
289,024 90.32 30,976 07.68
Financing source/instrument 3: UA 3,290,000
2,892,000 87.90 398,000 12.10
TOTAL: 4,918,132.01 81.96 1,081,860 18.04
III
Executing and implementing agency(ies):
MINISTRY OF NATIONAL EDUCATION, EDUCATION PROJECTS MONITORING UNIT (CSPE)
Co-financiers and other external partners:
<ENTER HERE>
Project Performance
Progress towards the development objective
Development objective (DO) rating
Performance rating Summary of Main Conclusions
Current Previous The project development objective is to help Chad achieve the Education for All (EFA) objectives and the Millennium Development Goals (MDGs) for the sector. This objective was to be achieved by: (i) improving the school infrastructure and environment so as to increase the proportion of classrooms in the project areas made of durable materials by 75%; (ii) training teachers and pedagogic supervisors so as to increase the number of primary education inspectors by 50% in 2010 and re-qualify 75% of secondary teachers; (iii) managing the project with emphasis on financial and physical implementation. The project helped increase school infrastructure for basic education and sustainably reinforced initial and continuing training structures for teachers as well as staff of the primary and secondary supervision and inspection agency, the Higher Institute of Education (ISSED). It also helped strengthen the national and decentralized pedagogic supervision and monitoring mechanisms. It improved institutional conditions for training qualified personnel in the country for primary and secondary education institutions. In addition, the project helped enhance scientific and technical education for girls by providing computer and science equipment to Am-Riguebe Girls' High School.
2 2.33
Implementation progress
Implementation Progress (IP)
Performance Rating Summary of Main Conclusions
Current Previous The implementation of project activities, originally planned for five years, was delayed even with the two justified requests for extension granted by the Bank on 31 December 2011 and 29 June 2012. The original schedule was delayed by a total of 24 months. The mid-term review planned for June 2007 was not conducted until 8-17 December 2008, and the original closing date of 30 June 2010 was extended to 29 June 2012. The purpose of the two extensions was to make up for the delays and other setbacks, including the damage caused during the political events of 2008. However, the weak capacity of certain firms and the extent of the work uncompleted continue to have a negative effect on the expected results in terms of quality of construction work. Close monitoring of project activities by the Bank's Country Office in Chad from 2007 could have improved the situation, but weaknesses on the part of construction firms were a major handicap. The frequency of Steering Committee meetings and efforts of the inspection office did not provide the relevant monitoring to clearly identify weaknesses and failings in project implementation. The project helped strengthen national capacities in initial and continuing teacher training and trained primary and secondary teaching and pedagogic supervisory staff. The overall physical implementation rate may be estimated at 80% compared to a financial implementation rate of 72.38% (grant). The environmental safeguard measures were observed by most of the construction firms. People were not relocated.
2 2.14
Overall Performance Classification
Overall project performance classification (PP, PPP or NPPP)
Project Status Summary of Main Conclusions
Current Previous At the closing date, the project was neither a potentially problematic project nor a problem project. Not PPP, Not
PP Not PPP, Not
PP
IV
Problems, risks and measures submitted for management review
Problems affecting project implementation (Identify main obstacles to project implementation and measures submitted to management's attention)
Key problems Corrective measures Responsible Deadline
Cost overruns: The depreciation of the Bank's Unit of Account (UA), which was CFAF 847 at appraisal and averaged CFAF 740 over the 2005-2010 period, and the increased costs of building materials led to a reduction of the works and equipment planned.
The volume of works was reduced. Provide a larger margin for inflation during project design.
Bank/Government Ongoing
Unbalanced, ill-advised award of public contracts: A single firm (Al Mourque) was awarded three lots of classroom construction, or 105 of the total 147 classrooms (71.42%) compared to only 45 classrooms awarded to two other firms.
Close monitoring of the defaulting firm. The lesson for the future is not to award multiple lots to a single firm.
Government/Bank Ongoing
Long delays in the procurement process: Delays
ranging from 16 to 24 months were observed in the procurement process. This was due to slow administrative action in reviewing bidding documents and in routing contracts for sign-off.
Enforce the deadlines prescribed in the public procurement code.
Government Ongoing
Key risks and mitigation measures
(Identify main risks to project implementation and measures submitted to management)
Risks Mitigating measures applied or proposed
Responsible Deadline
The Government could record delays in taking charge of the completion of unfinished classrooms
A formal recommendation was made to the Government to take over responsibility for the unfinished works.
Ministry of Education
December 2013
Lack of maintenance of the completed buildings could result in rapid deterioration
Institution managers and parents’ associations (APEs) are made aware and involved in maintenance.
Institution managers, parents’ associations, MEN
Ongoing
An insufficient number of teachers to provide good student-teacher coverage.
Maintain the pace of teacher training.
Ministry of Education
Ongoing
Education statistics are not produced on a regular basis
Support INSEED in its role as source of data.
Government/Bank Ongoing
Management review and comments
Report reviewed by
Name Date of Review
Comments
Res.Rep Michel-Cyr Djiena Wembou 05/31/2013 Report validated
Regional Director Marlène Kanga <DD/MM/YYY
Y> <ENTER HERE>
Sector Manager Boukary Savadogo <DD/MM/YYY
Y> <ENTER HERE>
Sector Director Agnès Soucat <DD/MM/YYY
Y> <ENTER HERE>
V
B Results Reporting and Assessment
Progress towards the project's development objective (project purpose)
State the project development objective (usually the project purpose as set out in the RLF) and assess progress
The project aims to contribute to the achievement of the Education For All (EFA) objectives for sustainable human development. This objective will be achieved by: (i) improving the school infrastructure and environment, (ii) enhancing the quality of teachers and pedagogic supervisors, and (iii) improving the capacity of the education system to monitor and evaluate performance.
Outcome Reporting
Outcome Indicators (as specified in
the RLF; add more rows as needed)
Reference value
Most recent value
Final target
(value expected at project completio
n)
Progress towards target (% realized)
Assessment
Outcome 1: Gross primary and secondary enrollment rate.
85% (51% girls) (2001)
12%
(Secondary
94% (80% girls) (2011)
23% (2011
100% (2015)
30%
94%
76.6%
The increase in the gross primary and secondary enrollment rate is the combined effect of all education sector projects.
Outcome 2: Number of girls admitted each year to the scientific baccalaureate programme at Am-Riguebe Girls’ High School
0
39
50
78%
The number of girls admitted each year to the scientific baccalaureate programme at Am-Riguebe Girls’ High School is highly erratic and varies from one year to the next.
Outcome 3. Ratio: Student/teacher ratio
160/1 in 2004
63/1 in 201/2011
60/1 in 2015
95.24% The increased ratio is the combined effect of sector projects in general.
Outcome 4: Success rate of interns in training at ISSED
80% 95 99 95.95% The interns' high success rate is attributable to the favorable learning conditions.
Outcomes Rating
Project Outcomes Rating
This report Previous report
Justification:
(A rating of 2 or 1, and the remedial measures proposed, should be discussed in the section on Issues, risks and measures submitted for management review).
2 - Progress towards the outcomes was achieved, particularly through the training of teachers and pedagogic supervisory staff. However, since fewer classrooms were completed than originally planned, the projected level of access was not achieved.
VI
Output Reporting
Output Indicators (as
specified in the RLF; add more rows as needed)
Most recent value
Annual target
(cumulative
value expected at the end of
the year covered
in the report)
Final target
(cumulative value
expected at
completion)
Progress towards target (% realized)
Progress towards
the project's
final target (% realized)
Assessment
Output 1:
Number of new primary school classrooms built
147 225 classrooms
65.33 Due to increased costs of building materials, the number of classrooms to be built (225) was reduced to 147.
Output 2:
Number of primary school two-unit latrine blocks built
49 75 two-unit latrine blocks
65.33 Due to increased costs of building materials, the number of two-unit latrine blocks to be built (75) was reduced to 49.
Output 3: Number of
wells sunk at primary schools
24 75 32 The number of wells initially planned (75) was reduced to 49 in light of the reduced number of schools, but only 24 could be constructed.
Output 4:
Quantity of scientific and computer equipment purchased for the girls' high school
1 lot of scientific
equipment
20 computers
1 lot of scientific
equipment
20 computers
100
100
The scientific equipment provided for was purchased and delivered to Am-Riguebe Girls’ High School.
Output 5:
Number of tables/benches and teachers’ desks purchased for classrooms
2,016
96
5,000
225
40.32
42.66
The reduction in the number of classrooms to be built led to a reduction in the number of tables/benches and desks to be delivered.
Output 6: Number of
primary school pedagogic advisors and inspectors trained (initial training)
627 1,070 58.60 The competitive recruitment of training candidates did not produce the anticipated staff of 1,070.
Output 7:
Kits for pedagogic advisors and inspectors
630 700 90
Output 8:
New buildings completed at the ISSED/ -Classrooms -Office -Language lab -Cartography lab -Computer room -Residence
5 1 1 1 1
150 places
5 1 1 1 1
96 places
100 100 100 100 100 64
Output 9:
ISSED infrastructure rehabilitated -Classrooms -Offices -library
8 12 1
8 12 1
100 100 100
VII
Output 10:
Scientific and didactic equipment purchased for ISSED 30 student workstations, one teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles library equipment, 250 sets of cutlery
30 student workstations, one teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles
library equipment, 250 sets of cutlery,
and kitchen
refrigeration
equipment.
30 student workstations, one teacher control station, 11 video recorders. 1 lot of laboratory equipment, 2 generator units, transportation equipment vehicles library equipment, 250 sets of cutlery, and kitchen refrigeration equipment.
100
100
100
100
100
100
Output 11: Institutional study of ISSED completed
One study One study was completed
100
Output 12: Secondary education programmes revised
Education programm
es
The education programmes were prepared
100
Outputs rating
Project outputs rating
This report Previous report Justification
(A rating of 2 or 1, and the remedial measures proposed, should be addressed in the section on Issues, risks and measures submitted for management review).
2 - Certain outputs fell short of the quantities planned (e.g., classrooms, latrine blocks, wells, teachers and supervisory staff).
Development Objective (DO) rating
Development Objective (DO) rating
This report Previous report Justification (A rating of 2 or 1, and the remedial measures proposed, should be discussed in the section on Issues, risks and measures submitted for management review)
2 - <see staff guidance>
VIII
C Project implementation progress report and assessment
Compliance with Clauses
Criteria Number/percentage of
conditions met
Rating Assessment Accompanied by explanations of (a) ratings of 2 or 1 and (b) ratings below those of the
previous report
This report
Previous report
Compliance with project clauses (Complete report on compliance to be provided in Annex 2)
100% 4 - All other conditions precedent to entry into force, to first disbursement and Other conditions were fully met.
Compliance with environmental and social safeguards clauses (Complete report on compliance with safeguards clauses to be provided in Annex 3)
100% 4 - The environmental safeguard measures were observed by most of the construction firms. People were not relocated.
Compliance with audit clauses
75 3 - Six of the eight reports to be produced by the Executing Agency were prepared and transmitted to the Bank.
Project systems and procedures
Criteria Rating Assessment Accompanied by explanations of (a) ratings of
2 or 1 and (b) ratings below those of the previous report
This report Previous
report
Procurement of goods and services 2 - There were many difficulties with procurements conducted by the Executing Agency, particularly those involving certain civil engineering firms.
Financial management
1 - There were delays in conducting the audits of the annual project financial statements. The 2011 and closing financial statements have yet to be audited. The project also made ineligible expenditures that were reimbursed on the recommendation of the Bank's supervision missions.
Monitoring and evaluation
1 - The Executing Agency does not include an individual responsible for monitoring and evaluation. As a result, the coordinator performs the monitoring and evaluation function himself.
IX
Project implementation and financing
Criteria Total amount
(a) UA
Cumulative
amount to date
(b)
Cumulative amount at beginning of year (c)
Annual projection (cumulated
amount expected at year end)
(d)
Progress towards
the annual
projection (%
realized) (b-c)/(d-
c)
Progress towards the total projectio
n (% realized)
Rating
This report
Previous report
Disbursements (Bank approved financing only)
1,737,108.01
1,737,108.01
1,737,108.01
72.38% 3 -
Budget commitments (Bank approved financing only)
Disbursements of counterpart funds
289,024 289,024 90.32% 3 -
Disbursements of co-financing funds
2,892,000 2,892,000 87.90 3
Criteria Assessment With explanation for (a) ratings of 2 or 1 and (b) ratings lower than in the previous report
Disbursements (Bank approved financing only)
Bank disbursements proceed without difficulties if the donor complies with Bank procedures.
Budget commitments (Bank approved financing only)
<see staff guidance>
Disbursements of counterpart funds The Government did not disburse all the counterpart funds. Moreover, the disbursements made were irregular, and this sometimes delayed the implementation of activities financed with counterpart funds.
Disbursements of co-financing funds The OPEC Fund is the co-financier, but the Bank administers the funds. There were some communication problems between the OPEC Fund and the Bank and between the Government and the OPEC Fund.
Overall Implementation Progress (IP) rating
IP rating
This report Previous
report
Justification
(A rating of 2 or 1, and the remedial measures proposed, should be discussed in the section on Issues, risks and measures submitted for management review)
2 - The implementation of project activities, originally planned over five years, was delayed even with the two justified requests for extension granted by the Bank on 31 December 2011 and 29 June 2012. The original schedule was delayed by a total of 24 months. The overall physical implementation rate is estimated at 80%.
