Eritrea - Support to the Education Sector Development ...

AFRICAN DEVELOPMENT FUND

ERITREA ORT TO THE EDUCATION SECTOVELOPMENT PROGRAMME

SUPPORT TO THE EION SECTOR DEVELOPMENT PROGRAMME SUPPORT TO THE EDUCATION CTOR DEVELOPMENT PROGRAMME

SUPPORT TO THE EDUCATION SECTOR DEVELOPMENT PROGRAMME

PROJECT COMPLETION REPORT

OSHD DEPARTMENT

1

COMPLETION REPORT OF THE SUPPORT TO THE EDUCATION SECTOR DEVELOPMENT PROGRAMME

A. PROJECT DATA AND KEY DATES

I. BASIC INFORMATION

Project Number Project Name Country (ies)

P-ER-IAZ-001

Support to the Education Sector Development Program (ESDP)

Eritrea

ID Number of all Lending Instrument(s) Department Environmental Classification

ADF Loan no. 2100150008794 ADF Grant no. 2100155003616

OSHD Category II

Original Commitment Amount Amount Cancelled Amount Disbursed Percent Disbursed

UA 20,400,000 Loan: UA 13,600,000 Grant: UA 5,030,000 Counterpart: UA 1,770,000

UA 41,313 (loan) UA 13,558,687 (loan) UA 5,030,000 (grant) UA 1,734,600 (counterpart)

99.7 % (loan) 100% (grant) 98% (counterpart)

Borrower

Government of the State of Eritrea (GoSE)

Executing Agency(ies) [List the main Ministries, Project Implementation Units, Agencies and civil society organizations responsible for implementing project activities.]

Ministry of Education (MoE)

Co-financers and other External Partners [List all other sources and amounts of financing, technical assistance or other resources used in this project]

Besides the Government of the State of Eritrea, multilateral development partners actively participating in financing the Education sector are World Bank (IDA) (Education Sector Investment Project), the European Union (EC) - Support to the Education Sector; Norway, and UNICEF. The amounts of contributed by the other players were not available at the time of conducting the PCR.

II. KEY DATES

Project Concept Note Cleared by Ops. Com. Appraisal Report Cleared Board Approval

NA June 2004 10 November 2004

Restructuring(s)

NA

Original Date MM/DD/YY

Actual Date MM/DD/YY

Difference in months

EFFECTIVENESS December 2004 03/02/05

3

MID-TERM REVIEW April 2007 NA

NA

CLOSING

06/30/2009

For ongoing projects enter date of 98% disb. Rate 30

12/31/2011

III. RATINGS SUMMARY

Insert notes from the relevant tables in the different sections of the PCR. For example, please insert the “Overall Output score” in Section D.I. in the “Achievement of Outputs” box below. CRITERIA SUB-CRITERIA RATING

PROJECT OUTCOME Achievement of Outputs (insert score from Section D.I.) 3

2

Achievement of Outcomes (insert score from Section D.II) 3

Timeliness (insert score from Section F.4) 2

OVERALL PROJECT OUTCOME [Score is calculated as an average of the ratings]

3

BANK PERFORMANCE

Design and Readiness (insert score from Section I.I) 3

Supervision (insert score from Section I.I) 3

OVERALL BANK PERFORMANCE [Score is calculated as an average of the ratings]

3

BORROWER PERFORMANCE

Design and Readiness (insert score from Section I.I) 3

Implementation (insert score from Section I.I) 3

OVERALL BORROWER PERFORMANCE [Score is calculated as an average of the ratings]

3

IV. RESPONSIBLE BANK STAFF

POSITIONS AT APPROVAL AT COMPLETION

Regional Director Mr. S. K. MLAMBO

Sector Director Ms. A. HAMER Ms. A. SOUCAT

Sector Manager Mr. A. KOMENAN Mr. B. SAVADOGO

Task Manager Mr. F. BONGJOH Mr. J. MUVAWALA

PCR Team Leader Mr. J. MUVAWALA

PCR Team Members Mr. B. ABDULAI, Mr. F. MKANDAWIRE, Ms. L.

CHATIZEMBWA, Mr. R. LINZATTI

B. PROJECT CONTEXT

Summarize the rationale for Bank assistance. State: -what development challenge the project addresses, -the Borrower's overall strategy for addressing it, -Bank activities in this country (ies) and sector over the past year and how they performed, and -ongoing Bank and other externally financed activities that complement, overlap with or relate to this project. Please cite relevant sources. Comment on the strength and coherence of the rationale.

3

[250 words maximum. Any additional narrative about the project's origins and history, if needed, must be placed in Annex 6: Project Narrative]

The development challenge that the project addressed was the low level of human capital development. This was in tune with the Government’s need to lay the basis for sustainable broad-based economic growth. Human development indicators in the education sector improved from very low levels during the twelve years after independence (1991/92-2003/04), although they still remain low. The 2002-2004 Country Strategy Paper (CSP) of the Bank identified low human resource development as a major constraint towards sustained and broad based growth. The national strategy is outlined in the ESDP whose objectives are to i) improve access and equity, ii) improve the quality, iii) promote science and technology; and iv) diversify provision of education. In line with the Millennium Development Goals agenda, these targets were to be achieved by 2015. The Bank has supported the education system through the Emergency Reconstruction Project (June 2001 - June 2003), financing the rehabilitation of one teacher training institute and the construction of 6 junior secondary schools. The project was rated as satisfactory. Currently, the Bank supports higher education through the support to Higher Education Development Project (UA 12.9 million, effective: May 2010) and the Development of Technical-Vocational Education and Training (TVET) through a grant amounting to UA 12.02 million. Along with the ADF support there were also other agencies engaged through parallel financing. Under the Education Sector Investment Project, the World Bank (IDA) was financing various aspects of all the four pillars of the ESDP. The European Commission (EC) also financed capacity building, access to basic education and teacher education. Norway financed a teacher education college at Mai Nefhi. UNICEF has supported the education sector policy, quality of education, and education in emergencies.

B. PROJECT OBJECTIVES AND LOGICAL FRAMEWORK

1. State the Project Development Objective(s) (as set out in the appraisal report)

Sector goal: Strengthened human resource capacity Project objective: Contribute toward increased access and quality education in Eritrea.

2. Describe the major project components and indicate how each were to contribute to achieving the Project Development Objective(s).

T he ADF project comprises the following three components which are in line with the ESDP.

a) Improved access to quality basic education – intended to support various actions in favour of elementary, middle-level and special needs education to address the low human capital development at this level.

b) Improved access to quality secondary education – intended to improve access and quality factors to meet the priority needs of beneficiary target groups. All those benefiting from increased access to secondary education will also be targeted for quality improvements. This component increased access to quality secondary education hindered through too few and inadequately equipped classrooms.

c) Capacity building –intended to meet priority capacity requirements not only for the education sector in general, but in particular those associated with the implementation of the Education Sector Development Program (ESDP). Capacities within the Ministry and the Project Management Unit (PMU) have been strengthened for them to be able to implement the ESDP.

4

The project objectives were to contribute to the objectives of the Millennium Development Goals, Education for All (EFA) goals, poverty reduction and equitable participation in development including enhancing economic growth through increased skills and worker productivity.

3. Provide a brief assessment (up to two sentences) of the project objectives along the following 3 dimensions. Insert a working score, using the scoring scale provided in Appendix 1.

PROJECT OBJECTIVES DIMENSIONS ASSESSMENT WORKING

SCORE

RELEVANT a) Relevant to the country's development priorities

The goals and objectives of the project were compatible with the ESDP objective, the Interim Poverty Reduction Strategy Paper (I-PRSP) and the 2002-2004 CSP which emphasized expansion of educational opportunities, especially through trained teachers, increased access to education, capacity building and elimination of disparities based on gender, region or any other parameters. It was fully aligned with the CSP 2002 -2004.

4

ACHIEVABLE

b) Objectives could in principle be achieved with the project inputs and in the expected timeframe

The project objectives were derived from the ESDP. They were thus achievable with availed project inputs. However, due to changes in government regulations and an escalation of costs of mainly construction works, an extension was requested and some classrooms construction was scaled down to contain the escalation of costs.

2

CONSISTENT

c) Consistent with the Bank's country or regional strategy

The program's objectives were entirely consistent with the CSP 2002-2004 where education has been identified as the sole sector of intervention.

4

d) Consistent with the Bank's corporate priorities

The project was fully consistent with the Bank's general priorities. The project was formulated and appraised using the Bank's Education Policy (2000) and benefited less advantaged areas of the country and students who are blind or deaf.

4

4. Summarize the log. frame. If a log. frame does not exist, complete the table below, indicating the overall project development objective, the major components of the project, the major activities of each component and their expected outputs, outcomes, and indicators for measuring the achievement of outcomes. Add additional rows for components, activities, outputs or outcomes if needed.

ADF Loan

Narrative Summary Objectively verifiable Indicators Means of Verification Major Assumptions/Risks

Sector goal Strengthened human resources capacity

By 2015 - Increase by 25% in the number of Eritreans with a complete basic education in the labour force; - 50% decrease in under-qualified persons in the labour force; - 25% increase in the number of employable persons in the active labour force; - An annual national average of 60% of students in secondary schools pass the Eritrea Secondary Education Certificate Examination (ESECE); - An annual national average of at least 40% of high school graduates find work as compared to 20% now; - At least 40% of high school graduates proceed to university, as compared with 20% now.

- MoE Annual Statistics - Min. of Labour Statistics and annual report

Risk - Continued Government commitment and political will. Mitigation measure - Inputs from other sectors, including health.

Project Objective Contribute to an increased access to quality education.

By 2015 - At least 60%, 20% and 25% of school-age children at appropriate levels have access to elementary, middle and secondary education respectively as opposed to 40%, 10.5% and 13.6% now; - Student repetition rates at elementary, middle and secondary schools decline from the current levels of 23%, 23%, and 29% to at least 10% at all levels; - Student dropout rates at elementary, middle, and secondary schools decline from the current rates of 6%, 10% and 9% to at least 5% at all levels; - Students-teacher ratios improve from the current levels of 45:1, 56:1 and 54:1 in elementary, middle and secondary schools to 42:1, 45:1 and 42:1, respectively.

- MOE statistical data and annual reports; - Min. of Labour & Human Welfare Statistics and annual reports

Risks - Continued government budgetary support for education; - Sufficient number of teachers for in-service training and candidates for pre-service training; -The sub-sector of higher education keeps pace with the development of the rest of the education system. Mitigation measures - Enhanced ownership of project outputs by concerned communities; - Development inputs from other development partners.

5

Outputs 1. Improved access to quality basic education 2. Improved access to quality secondary education 3. Capacity built for the education system 3.2 Capacity built for the Project Management Unit (PMU)

By 2009

- 134 elementary-level classrooms, constructed, furnished and equipped;

- 190 middle-level classrooms constructed, furnished and equipped; - 25 special needs classrooms (with a total intake capacity of over 600 student places) established and equipped with special learning materials and equipment; - Two (2) hostels for girls up to middle school (with an intake capacity of over 500 student places) constructed, and equipped; - 5,040 textbooks for each of 19 elementary schools (i.e. 95,760 volumes for all schools), 3,500 textbooks for 15 middle schools (i.e. a total of 52,500 for all schools), 1,000 units of sports equipment for elementary schools, 500 units of sports equipment for middle schools, 700 units of fine art equipment for elementary schools, 500 units of fine art equipment for middle schools procured and distributed. By 2009: -188 new classrooms constructed, furnished and equipped; - 2 existing secondary schools rehabilitated; -10 schools equipped with 30 science laboratories and 20 schools equipped with 40 workshops; -20 schools equipped with 20 computer laboratories and 400 sets of computers; - 50 schools equipped with at least 30,000 volumes of library books (6,000 volumes per school) and 400 volumes/units of reference books and teaching aids per school. - Computer and office equipment procured for use by 4 persons in the PMU; - Resources provided to meet operating costs in respect of internal traveling, telecommunications, office consumables, sundries, etc.

- Quarterly project progress reports; - Supervision missions; - Audit reports; - Country Portfolio Performance Review mission report; Annual Portfolio Performance Review reports; - Mid-term reviews; -Borrower Project Completion Report; - Project file and related records; - Data entries in SAP; - ADF Project Completion Report.

Risks: - Recurrent costs met by the Government; - Timely procurement of goods. Mitigation Measures: -Ownership of project outputs by concerned communities; -Capacity strengthened within the PMU.

Activities (Inputs)

Procurement/execution of works

Procurement of goods

Procurement/provision of services

Use of resources to meet operating costs

Project budget

Cost estimates by component Component Cost Est % (Million UA) 1. Access to Q.B.E* 8.00 39.2 2. Access to Q.S.E** 11.35 55.6 3. Capacity Building 1.05 5.2 Total 20.40 100.0 * Quality Basic Education ** Quality Secondary Education

Sources of Finance (loan highlighted) Source Amount % (Million UA) ADF Loan 13.60 66.6 ADF Grant 5.03 24.7 GoSE 1.77 8.7 Total 20.40 100.0

Project loan budget (UA)

Source FE % LC % TOTAL % ADF LOAN 9.71 100 3.89 71.9 13.60 90.0 GoSE 0 0.0 1.51 28.1 1.51 10.0 Total 9.71 100.0 5.40 100.0 15.11 100.0

- ADF loan and grant disbursement records; - GOE disbursement records; - Annual audit reports; - Quarterly project progress reports; - Supervision missions

Risks - Timely implementation of the project; - GOE counterpart funds available. Mitigation Measures: -Ownership of project outputs by concerned communities; -Capacity strengthened within the PMU.

ADF Grant

Narrative Summary Objectively verifiable Indicators Means of Verification Major Assumptions/Risks

Sector goal Strengthened human resources capacity.

By 2015 - Increase by 25% in the number of Eritreans with a complete basic education in the labour force; - 50% decrease in under-qualified persons in the labour force; - 25% increase in the number of employable persons in the active labour force; - An annual national average of 60% of students in secondary schools pass the Eritrea Secondary Education Certificate Examination (ESECE); - An annual national average of at least 40% of high school graduates find work as compared to 20% now; - At least 40% of high school graduates proceed to university, as compared with 20% now.

- MoE Annual Statistics. - Min. of Labour & Human Welfare Statistics and annual report

Risk - Continued Government commitment and political will Mitigation measure - Inputs from other sectors, including health

6

Project Objective Contribute to an increased access to quality education.

By 2015 - At least 60%, 20% and 25% of school-age children at appropriate levels have access to elementary, middle and secondary education respectively as opposed to 40%, 10.5% and 13.6% now; - Student repetition rates at elementary, middle and secondary schools respectively decline from the current levels of 23%, 23% and 29% to at least 10% at all levels; - Student dropout rates at elementary, middle and secondary schools respectively decline from the current rates of 6%, 10% and 9% to at least 10% at all levels; - students-teacher ratios improve from the current levels of 45 :1, 56 :1 and 54:1 in elementary, middle and secondary schools respectively to 35:1, 45 :1 and 42 :1, respectively; By 2009 - Some 6,800 and 11,600 additional students in the elementary and middle-level subsystems respectively have access to quality basic education.

- MoE statistical data and annual reports; - Ministry of Labour & Human Welfare Statistics and annual report

Risks - Continued government budgetary support for education; - Sufficient number of teachers for in-service training and candidates for pre-service training; -The sub-sector of higher education keeps pace with the development of the rest of the education system. Mitigation measures - Enhanced ownership of project outputs by concerned communities; - Development inputs from other development partners.

Outputs 1. Improved access to quality basic education 2. Improved access to quality secondary education 3. Capacity built for the education system 3.1 Capacity built for the Education sector 3.2 Capacity built for the Project Management Unit

By 2007

- A total of 300 unqualified and under-qualified teachers upgraded through in-

service training;

- A total of 100 elementary school teachers in pre-service teacher training

colleges (from vulnerable backgrounds) trained through scholarships provided

under the project.

By 2009

- As from 2009, a total of some 30, 000 students from vulnerable backgrounds in

basic education (girls, youth, refugees, internally displaced persons, returnees,

demobilized soldiers, etc.) have access to Information-Education-Communication

(IEC) programs with special emphasis on HIV/AIDS, life skills, etc.

- As from 2006 at least some 30 000 students from vulnerable backgrounds in

Eritrea annually have access to quality secondary education with the phased

recruitment of 450 qualified secondary school teachers as a transition measure –

pending the training of teachers of Eritrean nationality.

- By 2009, at least 30 persons trained to manage the implementation of the

ESDP;

- As from 2006 in-country teacher training scholarships provided for 200 elementary school teachers; - By 2009 at least a total of 60 persons trained abroad or in Eritrea to fill capacity gaps in the education sector. By the beginning of 2005: - The PMU strengthened with the recruitment of one procurement specialist, one monitoring and evaluation specialist and one accountant; - The PMU strengthened with 4 additional positions identified on the basis of a capacity assessment study; - one audit firm recruited to audit project accounts on an annual basis.

- Quarterly project progress reports/semi-annual reports; - Supervision missions; - Mid-term reviews; - Borrower Project Completion Report; -ADF Project Completion Report - Site inspection minutes

Risks: - Recurrent costs met by the Government; - Timely procurement of goods. Mitigation Measures: -Ownership of project outputs by concerned communities; -Capacity strengthened within the PMU

Activities (Inputs)

Procurement/execution of works

Procurement of goods

Procurement/provision of services

Use of resources to meet operating costs

Project budget

Cost estimates by component Component Cost Est % (million UA) 1. Access to Q.B.E* 8.00 39.2 2. Access to Q.S.E** 11.35 55.6 3. Capacity Build. 1.05 5.2 Total 20.40 100.0 * Quality Basic Education ** Quality Secondary Education

Sources of Finance (grant highlighted) Source Amount % (million UA) ADF Loan 13.60 66.6 ADF Grant 5.03 24.7 Gov’t 1.77 8.7 Total 20.4 100.0

Project grant budget (UA) Source FE % LC % TOTAL % ADF GRANT 4.64 100 0.39 60.0 5.03 95.0 GOVT 0 0.0 0.26 40.0 0.26 5.0 Total 4.64 100 0.65 100.0 5.29 100.0

-ADF loan and grant disbursement records; - GoSE disbursement records; - Annual audit reports; - Quarterly project progress reports; - Supervision missions

Risks - Timely implementation of the project; - GoSE counterpart funds available. Mitigation Measures: -Ownership of project outputs by concerned communities; -Capacity strengthened within the PMU.

7

5. For each dimension of the log. frame, provide a brief assessment (up to two sentences) of the extent to which the log. frame achieved the following. Insert a working score, using the scoring scale provided in Appendix 1. If no log. frame exists, score this section as a 1 (one).

LOG. FRAME DIMENSIONS ASSESSMENT WORKING

SCORE

LOGICAL

a) Presents a logical causal chain for achieving the project development objectives

The framework clearly identified the activities to be undertaken and linked them to expected outputs and outcomes in a reasonable and logical manner with regards to the achievement of project’s objectives. However some of the targets set such as net enrolment ratio (NER) and pupils/ teacher (P/T) ratio were beyond the project scope.

3

MEASURABLE b) Expresses objectives and outcomes in a way that is measurable and quantifiable

Most of the objectives regarding the project’s outputs were expressed in a way that was measurable and quantifiable. However, some outputs such as fine arts and basic learning materials were difficult to measure.

3

THOROUGH c) States the risks and key assumptions

Risks and assumptions were well enumerated in the framework and helped in devising strategies utilized during implementation. However, risks of rising prices for construction materials were not analysed to the level required.

3

D. OUTPUTS AND OUTCOMES

I. ACHIEVEMENT OF OUTPUTS

In the table below, assess the achievement of actual vs. expected outputs for each major activity. Import the expected outputs from the log. frame in Section C. Score the extent to which the expected outputs were achieved. Weight the scores by the activities' approximate share of project costs. Weighted scores are auto-calculated by the computer. The overall output score must be calculated as the sum of the weighted scores. Override the calculated score, if desired, and provide justification.

MAJOR ACTIVITIES Working Score

Share of Project Costs in percentage

(as stated in Appraisal Report)

Weighted Score

Expected Outputs Actual Outputs

1. Improved access to basic education

Construction and furnishing of 134 elementary level classrooms, 190 middle-level classrooms, 25 special needs classrooms and two hostels for girls to middle school

5,040 textbooks for each of 19 elementary schools (i.e. 95,760 volumes for all schools), 3500 textbooks for 15 middle schools (i.e. a total of 52,500 for all schools),

1000 units of sports equipment for elementary schools, 500 units of sports equipment for middle schools

700 units of fine art equipment for elementary schools, 500 units of fine art equipment for middle schools procured and distributed

300 unqualified and under qualified teachers upgraded through in-service training

80 elementary level classrooms, 120 middle level classrooms and 25 special needs classrooms constructed and furnished, i.e. 11,250 pupils will benefit annually (average classroom size of 50 pupils per classroom) One girl’s hostel has reached about 90% of completion (May 2012).

400,557 volumes of textbooks for all elementary schools and 2,475,952 volumes of textbooks for middle schools printed and distributed.

5,863 units of sports equipment for elementary schools and 2,489 units of sports equipment for middle schools.

29,850 units of fine arts equipment for elementary schools and 9,340 units of fine art equipment for middle schools procured and distributed.15,932 reference materials procured and distributed to all secondary schools.

1,449 unqualified and under qualified teachers upgraded through in-service training.

3 .39 1.17

8

100 elementary school teachers in pre-service teacher training colleges (from vulnerable backgrounds) trained through scholarships provided under the project

A total of some 30, 000 students from vulnerable backgrounds in basic education (girls, youth, refugees, internally displaced persons, returnees, demobilized soldiers, etc.) have access to IEC programs with special emphasis on HIV/AIDS, life skills, etc.

IEC Programs conducted for about 45,000 teachers and students.

2 Improved access to secondary school

Construct, furnish and equip 188 new classrooms, rehabilitation of 2 secondary schools

Equip 10 schools with 30 science laboratories and 20 schools with 40 workshops

20 schools equipped with 20 computer laboratories and 400 sets of computers;

50 schools equipped with at least 30,000 volumes of library books (6000 volumes per school) and 400 volumes/units of reference books and teaching aids per school;

Construct and equip 20 multipurpose rooms in 20 secondary schools.

132 new classrooms constructed, furnished and equipped (6,600 students will benefit annually); two secondary schools rehabilitated

86 secondary schools equipped with chemicals, charts and models; and 20 schools with 40 workshops.

25 schools equipped with 25 computer laboratories and 750 sets of computers and 750 computer chairs. Reference materials distributed to all secondary schools as per the need of each school

Reference and library books as well as teaching aids have been delivered to 50 schools.

16 multipurpose rooms have been constructed (instead of the planned 40 workshops)

The program has supported financing salaries of 450 ex-pat teachers for meeting the need of secondary school teachers

3 .56 1.68

3 Capacity building

Procure computer and office equipment for use by 4 persons in the PMU;

Provide resources to meet operating costs in respect of internal traveling, telecommunications, office consumables, sundries, etc.

30 persons trained to manage the implementation of the ESDP

In-country teacher training scholarships provided for 200 elementary school teachers

Computers and office equipment procured

Resources provided to meet operating costs in respect of consumables, sundries, etc.

60 persons (including MoE HQ staff) provided with different types of training to manage programme implementation.

please refer to the outputs under

3 .05 .15

9

The existing project management unit (PMU) established by the Ministry of Education strengthened with the recruitment of one procurement specialist, one monitoring and evaluation specialist and one accountant;

The existing PMU strengthened with 4 additional positions identified on the basis of a capacity assessment study;

One audit firm recruited to audit project

Component I);

The project has recruited one procurement specialist, one monitoring and evaluation specialist, and one accountant for strengthening the program implementation.

One audit firm rendered audit service for the project on annual basis..

OVERALL OUTPUT SCORE [Score is calculated as the sum of weighted scores]

3

Check here to override the calculated score

Provide justification for over-riding the calculated score

Insert the new score or re-enter the calculated score 0

II. ACHIEVEMENT OF OUTCOMES 1. Using available monitoring data, assess the achievement of expected outcomes. Import the expected outcomes from the log. frame in Section C. Score the extent to which the expected outcomes were achieved. The overall outcome score must be calculated as an average of the working scores. Override the calculated score, if desired, and provide justification.

OUTCOMES Working Score Expected Actual

1 At least 60%, 20% and 25% of school-aged children at appropriate levels have access to elementary, middle and secondary education respectively as opposed to 40%, 10.5% and 13.6% now;

Primary School Gross Enrolment Rate is 72.5% (SY 10/11) NER (SY2011/12): Elementary 56.7% Middle 34.8% Secondary 15.7%

3

2. Student repetition rates at elementary, middle and secondary schools decline from the current levels of 23%, 23% and 29% to at least 10% at all levels;

Repetition rates (SY2010/11): Elementary 11.3% Middle 10.9% Secondary 10.6%

3

3. Student dropout rates at elementary, middle and secondary schools decline from the current rates of 6%, 10% and 9% to at least 5% at all levels; and

Dropout rates (SY2010/11): Elementary 4.9% Middle 5.5% Secondary 7.8%

3

4 Students-teacher ratios improve from the current levels of 45 :1, 56 :1 and 54:1 in elementary, middle and secondary schools respectively to 42:1, 45 :1 and 42 :1.

Pupil/Teacher ratio (SY2011/12): Elementary 41:1 Middle 43:1 Secondary 34:1

4

OVERALL OUTCOME SCORE [Score is calculated as an average of the working scores]

3

Check here to override the calculated score

Provide justification for over-riding the calculated score

Insert the new score or re-enter the calculated score 0

2. Additional outcomes. Comment on the project's additional outcomes not captured in the log. frame, including cross-cutting issues (e.g., gender).

The project has made a positive contribution towards increasing access both at the middle and secondary school levels. Moreover, the project has helped in reducing the distance travelled and the opportunity costs for learners. Gender equity might be a long term goal as the project’s goal was to delivering the outcomes enumerated above. The new schools constructed have reduced average distance to school and overcrowding, this is expected to have enormous positive impact on improving the quality of education which in turn will contribute to the country’s overall poverty reduction endeavours.

10

3. Risks to sustained achievement of outcomes. State the factors that affect, or could affect, the long-run or sustained achievement of project outcomes. Indicate if any new activity or institutional change is recommended to help sustain outcomes. The analysis should draw upon the sensitivity analysis in Annex 3, where appropriate.

The major risk that can befall the sustainability of the project is the decline in the continuous flow of funds and the transfer of the project management skills that were available within the PMU. The PMU staff should be retained at the MoE to ensure that standard project management practices are followed. Costs for maintenance and repair could prove unbearable for some local communities if sufficient funds are not allocated for that purpose by the central treasury. However, the PCR mission has been assured that the government is committed to increasing the capital and recurrent budget for the education sector. In order to sustain the achievements, the Government has expressed in its Cabinet of Ministers meetings (April 2012) that it will boost the budget for education.

E. PROJECT DESIGN AND READINESS FOR IMPLEMENTATION

1. State the extent to which the Bank and the Borrower ensured the project was commensurate with the Borrower’s capacity to implement by designing the project appropriately and by putting in place the necessary implementation arrangements. Consider all major design aspects, such as extent to which project design took into account lessons learned from previous PCRs in the sector or the country (please cite key PCRs); whether the project was informed by robust analytical work (please cite key documents); how well Bank and Borrower assessed the capacity of the implementing agencies and/or Project Implementation Unit; scope of consultations and partnerships; economic rationale of project; and provisions made for technical assistance. [200 words maximum. Any additional narrative about implementation should be included at Annex 6: Project Narrative]

The project was formulated on the basis of the integrated five-year ESDP for the period 2003/04 –2008/09, the policy framework and strategies outlined in the Concept Paper on Transformation of Eritrean Education System (CPTEES), and the complementary actions of other supports. The background for the project design and its readiness for implementation were well reflected in the project appraisal report. The ESDP is pivotal in achieving the human development and to the poverty reduction goal articulated in the I-PRSP and is consistent with the spirit of sectorial reforms as articulated in the National Economic Policy Framework and Programme (NEPFP). The project design was participatory and the outcomes and objectives were taken from ESDP. Delays experienced in the preparations and fulfilling the conditions placed by development partners; the emphasis on the need for a coordinated approach to implementation through the harmonization of procedures negatively affected the project design and readiness for implementation and affected the project’s first disbursement. The condition placed by the ADF on the project to have its separate Procurement, M&E and Finance officers also delayed project start-up Two joint supervision mission/reviews by all development partners and subsequently reviews of the status of implementation

of the ESDP as a package contributed to delays in implementation. .. The project, however, benefited from its

predecessor the Eritrea Education Sector Investment Project (EESIP) as project management was already operational and approved school designs were already in place.

2. For each dimension of project design and readiness for implementation, provide a brief assessment (up to two sentences). Insert a working score, using the scoring scale provided in Appendix 1.

PROJECT DESIGN AND READINESS FOR IMPLEMENTATION DIMENSIONS

ASSESSMENT WORKING

SCORE

REALISM

a) Project complexity is matched with country capacity and political commitment.

The project is well matched with country capacity, in case of lack of capacity the project attempted to address it by incorporating an essential capacity building element. Eritrea’s political commitment on improving the education sector is illustrated in the I-PRSP which addresses the dual challenge of

4

11

having to increase access to education and training, while at the same time improving the quality, relevance and efficiency of the system. The project was consistent with this strategy.

RISK ASSESSMENT AND MITIGATION

b) Project design includes adequate risk analysis.

The risk analysis was adequate. In order to mitigate risks, the PMU was strengthened with appropriate professionals to work with an existing Steering Committee and to monitor the trend of recurrent budget allocations on an annual basis. However, the risk of cost overrun was underestimated.

3

USE OF COUNTRY SYSTEMS

c) Project procurement, financial management, monitoring and/or other systems are based on those already in use by government and/or other partners.

All procurement of goods, works and acquisition of consulting services financed by the Fund were undertaken in accordance with the relevant Bank rules. However, the PMU was confronted with different rules from different donors. 4

For the following dimensions, provide separate working scores for Bank performance and Borrower performance: WORKING SCORE

Bank Borrower

CLARITY

d) Responsibilities for project implementation were clearly defined.

Responsibility for project implementation were clearly defined in the Project Appraisal Report and the Aide memoire signed between the Bank and the government as well as the constituent working documents between the different partners. The PMU and partners were responsible for project activities implementation. The financial management, procurement and monitoring systems of the financing partners were applied during project implementation. Actual implementation was the responsibility of the departments in the MoE while PMU played the role of facilitation and reporting.

4 4

PROCUREMENT READINESS

e) Necessary implementation documents (e.g. specifications, design, procurement documents) were ready at appraisal.

The project benefited from its predecessor (EESIP) as approved designs were already in place. Training on procurement procedures of ADF projects was given to PMU staff and they were provided with the necessary procurement documents. While specification for most of the procurement was prepared fairly easily, specification for some goods, like basic learning materials and fine arts education materials were not clearly defined at the initial period of project implementation. The need for consultancy should have been foreseen.

3 3

MONITORING READINESS

f) Monitoring indicators and monitoring plan were agreed upon before project launch.

The Monitoring indicators as reflected in the LFA format were clear and SMART. There are clear Objectively Verifiable indicators that are logical and easy to track against baselines from the year 2003/2004. However some indicators were sectorial in nature and hence beyond project scope, such as NER and P/T ratio. The supervision and review processes included a thorough assessment of the project’s achievements against targets set in the project log frame matrix, implementation schedule and project detailed costs.

3 3

BASELINE DATA h) Baseline data were available or were collected during project design.

Baseline data for most of the indicators were available. There was not separate baseline document specifically targeting the ADB project.

3 3

F. IMPLEMENTATION

1. State the major characteristics of project implementation with reference to: adherence to schedules, quality of construction or other work, performance of consultants, effectiveness of Bank supervision, and effectiveness of Borrower oversight. Assess how well the Bank and the Borrower ensured compliance with safeguards. [200 words maximum. [Any additional narrative about implementation should be included at Annex 6: Project Narrative.]

12

Adherence to schedules: The project was confronted with a number of delays that hampered the execution of activities within the originally drawn action plan. However all activities were successfully executed. Delays were mainly due to a change of the rules and regulations that govern the construction industry. Quality of construction or other work: The quality of the newly constructed schools is generally assessed to be satisfactory though it vary slightly between different modalities and Zobas (administrative regions). Performance of consultants: There was only one consultancy service rendered for this project apart from this PCR, a consultant for the Arts Education. The supervision of civil works was covered by the Ministry of Public Works (MoPW). The performance of the consultant is rated highly satisfactory. Effectiveness of Bank Supervision and Client oversight: The Bank undertook 12 supervision missions and these were highly rated in terms of their effect on expediting implementation and engaging in mutual discussions with high Government officials on issues that were delaying the project. Supervision missions by the PMU and MoPW also fared well in addressing quality control issues as well as improving coordination between the high authorities and the project staff. Compliance with safeguards: all construction works adhered to standard safeguards including but not limited to: environment, health, financial, procurement as well as designs. There were clear documents for each of the stated safeguard elements within the ESDP and all implementation followed the safeguard manuals. For additional information, please see Annex 6.

2. Comment on the role of other partners (e.g. donors, NGOs, contractors, etc.). Assess the effectiveness of co-financing arrangements and of donor coordination, if applicable.

The overall role of other players is assessed to be satisfactory nonetheless, protracted delays were noticed in some construction companies, most of which has to do with the lack of construction materials.

3. Harmonization. State whether the Bank made explicit efforts to harmonize instruments, systems and/or approaches with other partners.

Two joint supervision mission/review missions of all development partners were undertaken.

4. For each dimension of project implementation, assess the extent to which the project achieved the following. Provide a brief assessment (up to two sentences) and insert a working score, using the scoring scale provided in Appendix 1.

PROJECT IMPLEMENTATION DIMENSIONS ASSESSMENT WORKING

SCORE

TIMELINESS

a) Extent of project adherence to the original closing date. If the number on the right is: below 12, "4" is scored between 12.1 to 24, "3" is scored between 24.1 to 36, "2" is scored beyond 36.1, "1" is scored

Difference in months between original closing date and actual closing date or date of 98% disb. rate.

Project was extended for 30 months for reasons mentioned above. The ratio is 1.6.

2

30

BANK PERFORMANCE

b) Bank complied with:

Environmental Safeguards

Although enough care was given to the environment and Safeguards during the design stage, there was weak follow-up and reporting of the Environmental and Social Management Plan and Bank SM did not include environmental experts.

3

Fiduciary Requirements

All Bank fiduciary safeguard measures were respected and no major flaws can be cited. 4

Project Covenants

The aide memoires and the project appraisal report provide the basic tenets of project management. All stakeholders understand their roles and responsibilities and there was no major deviation from agreed procedures and practices.

4

c) Bank provided quality supervision in the form of skills mix and practicality of solutions

Bank’s SMs were effective and provided practical solutions; Bank teams were flexible enough to allow the project to move on despite some challenges. The inclusion of environmental expert would have had an added value for the environmental safeguards.

3

d) Bank provided quality management oversight

The Bank’s management and oversight of the project was excellent, although there were some delays in responding to client requests. 3

13


e) Borrower complied with:

Environmental Safeguards

Site selection was done in collaboration with the department of Land Water and Environment, Environmental awareness workshops were conducted in all Zobas with special emphasis to school construction activities (with the help of co-financers).

4

Fiduciary Requirements

The Client adhered to fiduciary safeguards in all procurement operations. 4

Project Covenants Government adhered to most of project covenants. 3

f) Borrower was responsive to Bank supervision findings and recommendations

Bank’s findings and recommendations were helpful to the success of the project, and Government was responsive to the comments and suggestions of SM’s.

4

g) Borrower collected and used monitoring information for decision making

The Government was implementing a rather broader ESDP. With lack of harmonization, it proved to be quite a cumbersome job to monitor and evaluate independent projects. Although processing and analysing of project outcomes was a bit complex the PMU was capable of collecting, analysing and reporting output data.

3

G. COMPLETION 1. IS THE PCR DELIVERED ON A TIMELY BASIS, IN COMPLIANCE WITH BANK POLICY?

Date project reached 98% disb. Rate (or closing date if applicable)

Date PCR was sent to [email protected]

Difference in months

WORKING SCORE if the difference is 6 months or less, a 4 is scored. If the difference is 6.1 or more, a 1 is scored

12/31/2011 06/28/2012 6 4

2. Briefly describe the PCR Process. Describe the Borrower’s and co-financers' involvement in producing the document. Highlight any major differences of opinion concerning the assessments made in this PCR. Describe the team composition and confirm whether a site visit was undertaken. Mention any major collaboration from other development partners. State the extent of field office involvement in producing the report. Indicate whether comments from Peer Reviewers were received on time (provide names and positions of Peer Reviewers). [100 words maximum]

The first draft of this PCR was prepared by the PMU and was submitted it to a multidisciplinary PCR mission team which included education sector, financial, portfolio and procurement specialists. Working session with the relevant government officials and other development partners as well as site visits were undertaken to inform the process.. Assessments were broadly shared between the Government and the mission. The PCR was peer reviewed by Mr. G. Weiers, Principal Results Officer, Ms. M. Mdachi, Senior Education Analyst, and Ms. A. Vergnes, Senior Country Economist. Comments from peer reviewers were received on time.

H. LESSONS LEARNED

Summarize key lessons for the Bank and the Borrower suggested by the project’s outcomes [250 words maximum. Any additional narrative about lessons learned, if needed, must be placed in Annex 6: Project Narrative]

For the Borrower:

The project should have identified project specific indicators in line with the project duration. Indicators like NER and student to teacher ratios are outside of the scope of the project as they are sectorial in nature.

School designs should have been site specific, despite time and cost implications.

The condition for first disbursement of the project could have been expedited by deploying the required additional staff at the PMU.

The project used the cost estimates drawn in 2003. These should have been revised as time in which they were relevant has passed..

The Project Implementation Plan could have been more detailed and should have incorporated a CPA (Critical Path Analysis).

14

Lack of adequate transportation facilities especially at the beginning stages of implementation had a negative impact on the completion period for the project.

The active participation of all stakeholders in all phases of the project cycle, including in site selection and school design, is essential.

Force account has worked well and proved effective in Eritrea. This could merit commissioning a separate study so as to share the lessons learned.

For the Bank:

The outcomes were defined sectorial and it was not easy to assess Bank’s contribution to the outcomes.

Given the lengths of the implementation period, the project would have benefited strongly from a mid-term review.

Bank supervision missions should have included environmental and social safeguards experts.

Several development partners supported the ESDP. However, no donor coordination took place from which implementation should have benefited. The PMU was obliged to abide by different reporting, financial, and procurement policies which strained their resources.

I. PROJECT RATINGS SUMMARY

All working scores and ratings must be found in the relevant section in the PCR. For example, please insert the “Overall Output score” in Section D.I. in the “Achievement of Outputs” box below.

CRITERIA SUB-CRITERIA WORKING

SCORE

PROJECT OUTCOME

Achievement of outputs (insert score from Section D.I.) 3

Achievement of outcomes (insert score from Section D.I.) 3

Timeliness (insert score from Section F.4.) 2

OVERALL PROJECT OUTCOME SCORE (score average) 3

BANK PERFORMANCE

Design and Readiness

Project Objectives were relevant to country development priorities. (insert score from Section C.3.)

4

Project Objectives could in principle be achieved with the project inputs and in the expected time frame. (insert score from Section C.3.)

3

Project Objectives were consistent with the Bank’s country or regional strategy (insert score from Section C.3.)

4

Project Objectives were consistent with the Bank’s corporate priorities (insert score from Section C.3.) 4

The log frame presents a logical causal chain for achieving the project development objectives. (insert score from Section C.5.) 3

The log frame expresses objectives and outcomes in a way that is measurable and quantifiable. (insert score from Section C.5.) 3

The log frame states the risks and key assumptions. (insert score from Section C.5.) 3

Project complexity was matched with country capacity and political commitment. (insert score from Section E.2.) 3

Project design includes adequate risk analysis. (insert score from Section E.2.) 3

Project procurement, financial management, monitoring and/or other systems were based on those already in use by government and/or other partners. (insert score from Section E.2.)

4

Responsibilities for project implementation were clearly defined. (insert score from Section E.2.) 4

Necessary implementation documents (e.g. specifications, design, procurement documents) were ready at appraisal. (insert score from Section E.2.) 3

Monitoring indicators and monitoring plan were agreed upon during design. (insert score from Section E.2.) 3

Baseline data was available or were collected during design. (insert score from Section E.2.) 3

PROJECT DESIGN AND READINESS SUB-SCORE (score average) 3

Supervision:

Bank complied with:

Environmental Safeguards (insert score from Section F.4.) 3

Fiduciary Requirements (insert score from Section F.4.) 3

15

Project Covenants (insert score from Section F.4.) 4

Bank provided quality supervision in the form of skills mix provided and practicality of solutions. (insert score from Section F.4.)

3

Bank provided quality management oversight. (insert score from Section F.4.) 3

PCR was delivered on a timely basis (insert score from Section G) 4

SUPERVISION SUB-SCORE (score average) 3

OVERALL BANK PERFORMANCE SCORE (score average) 3


Design and Readiness

Responsibilities for project implementation are clearly defined. (insert score from Section E.2) 3

Necessary implementation documents (e.g. specifications, design, procurement documents) are ready at appraisal. (insert score from Section E.2)

3

Monitoring indicators and monitoring plan are agreed upon. (insert score from Section E.2) 3

Baseline data are available or are being collected. (insert score from Section E.2) 3

PROJECT DESIGN AND READINESS SCORE (score average) 3

Implementation

Borrower complied with:

Environmental Safeguards (insert score from Section F.4) 3

Fiduciary Requirements (insert score from Section F.4) 3

Project Covenants (insert score from Section F.4) 3

Borrower was responsive to Bank supervision findings and recommendations. (insert score from Section F.4)

4

Borrower collected and used of monitoring information for decision-making. (insert score from Section F.4)

3

IMPLEMENTATION SUB-SCORE (score average) 3

OVERALL BORROWER PERFORMANCE SCORE (score average) 3

J. PROCESSING STEP SIGNATURE AND COMMENTS DATE

Sector Manager Clearance Boukary Savadogo 05 June 2012

Regional Director Clearance Kupukile Mlambo 25 June 2012

Sector Director Approval Agnès Soucat 26 June 2012

I

APPENDIX 1

Scale for Working Scores and Ratings

SCORE EXPLANATION

4 Very Good- Fully achieved with no shortcomings

3 Good- Mostly achieved despite a few shortcomings

2 Fair- Partially achieved. Shortcomings and achievements are roughly balanced

1 Poor- Very limited achievement with extensive shortcomings

NA Non Applicable

II

Note: The formulas round up or down for decimal points. Only whole numbers are computed.

LIST OF ANNEXES

Mandatory

1. Project Costs and Financing a. Project costs by component b. Financing by sources of funds

2. Bank Inputs. List the key team members, and their specialties, during preparation and supervision. Provide a consolidated list of Preparation, Supervision and Completion Missions in chronological order. Provide the date and ratings of the last supervision report.

3. Economic Analysis (ERR) and Financial Analysis, if appropriate Re-estimate the economic rates of return based on costs and benefits at completion, and compare with appraisal estimates. Break down by components as appropriate. Analyse the sensitivity of the ERR to key assumptions. Present a financial analysis for project beneficiary entities.

4. Procurement Plan. Please attached the most recent Procurement Plan

5. List of Supporting Documents

6. Project Narrative. Key factors not covered in the main template that affected the design and implementation of the project. Such factors, both positive and negative, could include: climate and weather, political changes, contractual or personnel matters, technical issues, procurement processes, and interactions with other partners. If any of these factors is significant enough to affect the evaluation ratings, it should be noted in the template with a reference to this annex.

III

Annex 1: Project Costs and Financing

A) Project Costs by Component

B) Sources of Finance (UA million)

Component Total project Budget in UA

1. Improved Access to Quality Basic Education 11,621,264

2. Improved Access to Quality Secondary Education 16,484,361

3. Capacity Building and Project Management 1,511,488

TOTAL COST 29,617,113

SOURCE F.E. % L.C. % TOT %

ADF LOAN 14.09 67.7 5.65 64.3 19.74 66.7

ADF GRANT 6.74 32.3 .57 6.5 7.30 24.7

GOVERNMENT CONTRIBUTION

0.00 0.0 2.57 29.2 2.57 8.6

TOTAL 20.82 100.0 8.80 100.0 29.61 100.0

% 70.3 29.7 100.0

IV

Annex 2: Bank Inputs

Overview of AfDB Missions to Eritrea with regards to the Project

Appraisal Mission

17.05.2004-04.06.2004 Mr. Felix Bongjoh (TTL), Chief Education Analyst Supervision Missions

11.09.2006-22.09.2006 Mr. A. Younis (TTL), Chief Education Analyst








01.11.2010-15.11.2010 Mr. A. Younis (TTL), Chief Education Analyst, Mr. J. Muvawala, Principal Education Economist

05.05.2011-23.05.2011 Mr. J. Muvawala (TTL), Principal Education Economist, Ms. L. Chatizembwa, Senior Portfolio Data Analyst

08.08.2011-19.08.2011

Mr. J. Muvawala (TTL), Principal Education Economist, Mr. B. Abdulai, Principal Procurement Officer, Ms. L. Chatizembwa, Senior Portfolio Data Analyst

31.10.2011-04.11-2011 Mr. J. Muvawala (TTL), Principal Education Economist, Ms. L. Chatizembwa, Senior Portfolio Data Analyst

PCR Mission

23.04.2012-05.05-2012

Mr. J. Muvawala (TTL), Principal Education Economist, Mr. B. Abdulai, Principal Procurement Officer, Mr. F. Mkandawire, Principal Regional Financial Mgt. Coordinator, Ms. L. Chatizembwa, Senior Portfolio Data Analyst, Mr. R. Linzatti, YP

Current Supervision Average: 2.38, Non PP/ Non PPP

V

Annex 3: Economic Analysis (ERR) and Financial Analysis, if appropriate

Not available

Annex 4: Procurement Plan 3. NCB

4. International Shopping

5. National Shopping

6.

3. Procurement Packages with Methods and Time Schedule

BASIC DATA

Description of Contract Lot

Number Estimated

Amount in UA Estimated

Amount in USD Procurement

Method Pre-or Post

Qualification

Dom/Reg. Preference

(Y/N)

Prior or Post

Review

Expected Date Issue of

Bid Docs

Expected Bid closing Date

Appraisal report UA/USD Sep 09 1,56606

2.1 Furniture for basic and secondary education 458 000,00 717 255,48 NCB Post N Prior 19-Sep-09 3-Nov-09

Packages

Elementary schools

Provision of furniture for new elementary classrooms Zoba Maakel

3 34 243,84 53 627,90 NCB Post N Prior 30-Nov-09 14-Jan-10

Provision of furniture for new elementary classrooms Zoba Anseba

4 41 096,16 64 359,06 NCB post N Prior 20/Dec/09 3/Feb/10

Provision of furniture for new elementary classrooms Zoba Debub

5 53 816,83 84 280,38 NCB post N Prior 20/Dec/09 3/Feb/10

Provision of furniture for new elementary classrooms Zoba Gash-Barka

4 41 096,16 64 359,06 NCB post N Prior 20-Dec-09 3-Feb-10

Provision of furniture for new elementary classrooms Zoba NRS

6 60 669 95 011,54 NCB post N Prior 20-Dec-09 3-Feb-10

Provision of furniture for new elementary classrooms Zoba SRS

4 38 161,99 59 763,97 NCB post N Prior 20-Dec-09 3-Feb-10

Middle schools

Provision of furniture for Bet- Gebriel 1 63 736,27 99 814,82 NCB Post N Prior 12-Apr-10 27-May-10

Provision of furniture for Tessenay 1 63 736,27 99 814,82 NCB post N Prior 12/Apr/10 27/May/10

Provision of furniture for Gerenfit 1 35 196,42 55 119,71 NCB post N Prior 12/Apr/10 27/May/10

Provision of furniture for Endlal 1 35 196,42 55 119,71 NCB post N Prior 12-Apr-10 27-May-10

Provision of furniture for Keren 1 63 736 99 815 NCB post N Prior 12-Apr-10 27-May-10

Provision of furniture for Adi-Guadad 1 63 736,27 99 814,82 NCB post N Prior 12-Apr-10 27-May-10

Provision of furniture for Girls Hosetls 1 95 781,77 150 000,00 NCB post N Prior 12-Apr-11 27-May-11

Secondary schools

Provision of furniture for Hagaz 1 45 166,42 70 733,33 NCB Post N Prior 12-Apr-10 27-May-10

Provision of furniture for Senafe 1 69 786,60 109 290,00 NCB post N Prior 12/Apr/10 27/May/10

Provision of furniture for Qoatit 1 45 166,42 70 733,33 NCB post N Prior 12-Apr-10 27-May-10

Provision of furniture for Barentu 1 69 786,60 109 290,00 NCB post N Prior 12-Apr-10 27-May-10

Provision of furniture for Tsabra 1 45 166,42 70 733,33 NCB post N Prior 12-Apr-10 27-May-10

Appraisal report

Basic learning & Special learning and Fine art materials

151 000,00 236 475,06 NCB Post N Prior 9/Sep/09 9/Oct/09

Packages

Provision of Basic learning and fine art materials for new class rooms -Elementary level

1 98 846,79 154 800,00 NCB Post N Prior 9/Sep/09 9/Oct/09

VI

Provision of Basic Learning and Fine art Materials for new classrooms-Middle level schools

1 69 069,51 108 167,00 NCB post N Prior 9-Sep-09 9-Oct-09

Appraisal report

Printing of Text books 1 651 000,00 2 585 565,06 LIB Post N Prior

1 036 523,71

Elementary Level

Packages

previous packages elemenatry 196 475,83 294 713,75

196 475,83 294 713,75

Printing of supplementary reading materials for elementary scholls

1 153 333,33 230 000,00 LIB Post N Prior 29/Mar/09 28/May/09

50 668,67 76 003,00

Production of suplimentary materials and audio cassete for citizenship education book one

1 20 114,17 31 500,00 LIB post N Prior 20/Jul/09 19/Aug/09

Production of suplimentary materials and audio cassete for citizenship education book two

1 35 439,26 55 500,00 LIB post N Prior 20/Jul/09 19/Aug/09

Procurement of Supplimentary reading materials 1 22 349,08 35 000,00 LIB post N Prior 17/Sep/09 17/Oct/09

Printing of Grade five English language trial edition TB&TG

31 927,26 50 000,00 LIB post N Prior 1/Jan/10 31/Jan/10

Printing of Arts Education Grade one upto Grade eight 71 261,64 111 600,00 LIB post N Prior 1/Jan/10 15/Feb/10

Production of English language audio cassette for Grade 5 & 8

12 770,90 20 000,00 LIB post N Prior 20/Jul/09 19/Aug/09

Production of English language audio cassette for Grade 3 & 4

12 770,90 20 000,00 LIB post N Prior 20/Dec/09 19/Jan/10

Middle level

previous packages 290 886,18 436 329,27

290 886,18 436 329,27

Printing of Grade 8 English TextBooks 78 157,92 122 400,00 LIB post N Prior 7-Mar-10 21-Apr-10

Printing Citizenship Education Grade 6, 7 and 8 210 719,90 330 000,00 LIB post N Prior 4-Jun-10 3-Aug-10

Production of English Language Audio cassette for Grade 7

2 982,01 4 670,00 LIB post N Prior 20-Dec-09 19-Jan-10

Appraisal report

Sports equipment and Fine Arts for Elementary 330 000,00 516 799,80 Post N Prior

Previous packages of Sport Equipment 109 702,00 164 553,00 LIB post N Prior

109 702,00 164 553,00

Procurement of sports equipment for middle schools 63 854,51 100 000,00 SHOPPING post N Prior 24-Jan-09 12-Mar-09

75 007,34 117 466,00

Appraisal report

Lab equipment for Secondary schools 495 000,00 775 199,70 Post N Prior

Secondary

Previous packages lab equipment 215 063,33 322 595,00 ICB post N Prior

215 063,33 322 595,00

Biology Lab chemicals, Models and charts 95 781,77 150 000,00 LIB post N Prior 7-Mar-09 6-May-09

92 925,00 92 925,00

Chemistry Lab chemicals, Models and charts batch 2 95 781,77 150 000,00 LIB post N Prior 7-Mar-09 6-May-09

46 265,79 72 455,00

Appraisal report

Teaching aid Materials for secondary schools 124 000,00 194 191,44 Post N Prior

Previous packages of teaching aid materials 16 405,33 24 608,00

15 713,32 24 608,00

Teaching Aid Materials for Secondary schools 95 781,77 150 000,00 LIB post N Prior 26-May-09 25-Jul-09

98 390,23 154 085,00

Appraisal report

Reference and Library books for Secondary schools 310 000,00 485 478,60 ICB Post N Prior

Provision of Reference and Library books for 50 schools 287 345,31 450 000,00 ICB post N Prior 11-Nov-09 10-Jan-10

Total Cost 3 252 096,77

1 191 097,69

Budget at appraisal

4 700 000,00

VII

Bid Documents Bidding Period Bid Evaluation Contract Award Contract Implementation

Plan vs. Actual

Transmission Bid Docs

Date

No-objection Date

Bid Invitation Date

Bid Closing-Opening

Bid Evaluation

Report

No-objection

Date

Contract Amount in

UA(000)

Contract Award Dat

Contract Signature Date

Start Date End Date

Plan 30-Aug-09 14-Sep-09 19-Sep-09 3-Nov-09 3-Dec-09 18-Dec-09 23-Dec-09 13-Jan-10 20-Jan-10 21-Mar-10

Actual

Plan 10-Nov-09 25-Nov-09 30-Nov-09 14-Jan-10 4-Feb-10 19-Feb-10 24-Feb-10 17-Mar-10 24-Mar-10 23-May-10

Actual

Plan 30-Nov-09 15-Dec-09 20-Dec-09 3-Feb-10 5-Mar-10 20-Mar-10 25-Mar-10 15-Apr-10 22-Apr-10 21-Jun-10

Actual


Actual


Actual


Actual


Actual

Plan 23-Mar-10 7-Apr-10 12-Apr-10 27-May-10 26-Jun-10 11-Jul-10 16-Jul-10 6-Aug-10 13-Aug-10 9-Feb-11

Actual

Plan 23-Mar-10 7-Apr-10 12-Apr-10 27-May-10 26-Jun-10 11-Jul-10 16-Jul-10 6-Aug-10 13-Aug-10 11-Nov-10

Actual


Actual


Actual


Actual


Actual

Plan 23-Mar-11 7-Apr-11 12-Apr-11 27-May-11 26-Jun-11 11-Jul-11 16-Jul-11 6-Aug-11 13-Aug-11 11-Dec-11

Actual


Actual


Actual


Actual


Actual


Actual

Plan 20-Aug-09 4-Sep-09 9-Sep-09 9-Oct-09 8-Nov-09 23-Nov-09 28-Nov-09 26-Dec-09 26-Dec-09 24-Feb-10

Actual


Actual


Actual

Plan

Actual

Actual

Plan 9-Mar-09 24-Mar-09 29-Mar-09 28-May-09 27-Jun-09 12-Jul-09 17-Jul-09 14-Aug-09 14-Aug-09 13-Oct-09

Actual

Plan 30-Jun-09 15-Jul-09 20-Jul-09 19-Aug-09 26-Aug-09 10-Sep-09 15-Sep-09 20-Sep-09 20-Sep-09 19-Nov-09

Actual

VIII


Actual

Plan 28-Aug-09 12-Sep-09 17-Sep-09 17-Oct-09 16-Nov-09 1-Dec-09 6-Dec-09 3-Jan-10 3-Jan-10 4-Mar-10

Actual

Plan 12-Dec-09 27-Dec-09 1-Jan-10 31-Jan-10 2-Mar-10 17-Mar-10 22-Mar-10 19-Apr-10 19-Apr-10 18-Jun-10

Actual

Plan 12-Dec-09 27-Dec-09 1-Jan-10 15-Feb-10 22-Feb-10 9-Mar-10 14-Mar-10 19-Mar-10 19-Mar-10 18-May-10

Actual


Actual

Plan 30-Nov-09 15-Dec-09 20-Dec-09 19-Jan-10 26-Jan-10 10-Feb-10 15-Feb-10 20-Feb-10 20-Feb-10 21-Apr-10

Actual

Actual

Plan 15-Feb-10 2-Mar-10 7-Mar-10 21-Apr-10 28-Apr-10 13-May-10 18-May-10 23-May-10 23-May-10 22-Jul-10

Plan 15-May-10 30-May-10 4-Jun-10 3-Aug-10 2-Sep-10 17-Sep-10 22-Sep-10 20-Oct-10 20-Oct-10 19-Dec-10

Actual

Plan 30-Nov-09 15-Dec-09 20-Dec-09 19-Jan-10 26-Jan-10 10-Feb-10 15-Feb-10 20-Feb-10 20-Feb-10 21-Apr-10

Actual

Plan

Actual

Plan

Actual

Plan 2-Jan-09 17-Jan-09 24-Jan-09 12-Mar-09 11-Apr-09 26-Apr-09 1-May-09 29-May-09 29-May-09 27-Aug-09

Actual

Plan

Actual

Plan

Actual

Plan 15-Feb-09 2-Mar-09 7-Mar-09 6-May-09 5-Jun-09 20-Jun-09 27-Jun-09 25-Jul-09 25-Jul-09 22-Nov-09

Actual

Plan 15-Feb-09 2-Mar-09 7-Mar-09 6-May-09 5-Jun-09 20-Jun-09 27-Jun-09 25-Jul-09 25-Jul-09 22-Nov-09

Actual

Plan

Actual

Actual

Plan 6-May-09 21-May-09 26-May-09 25-Jul-09 24-Aug-09 8-Sep-09 13-Oct-09 10-Nov-09 10-Nov-09 8-Feb-10

Actual

Plan

Actual

Plan 27-Sep-09 12-Oct-09 11-Nov-09 10-Jan-10 9-Feb-10 24-Feb-10 3-Mar-10 31-Mar-10 31-Mar-10 29-Jun-10

Actual

Plan #REF!

Actual #REF!

IX

Procurement Packages with Methods and Time Schedule

Basic Data

Description of Contract Lot

Number

Estimated Amount in

UA

Estimated Amount in USD (000)

Estimated Amount in ERN (000)

Procurement

Method

Pre-or Post

Qualification

Dom/Reg.

Preference

(Y/N)

Prior or Post

Review

Lumpsum or Bill of

Quantities

Expected Date

Issue of Bid Docs

Expected Bid

closing Date

Appraisal report UA/USD Sep

09 1,56606

UA/ERN Sep

09 23,8824

Construction for basic education under FA 1 623 000

2 541 715,38

38 761 135,20

NCB Post N Prior Lumpsum 19-Sep-09 3-Nov-

09

Packages

ZOBA MAEKEL

Construction of Geremi Elementary School

61 107,36 95 697,80 1 459 390,49 post N Prior Lumpsum

61 107,36 95 697,80 1 459 390,49

Construction of Shemangus Laelay Elementary school


61 107,36 95 697,80 1 459 390,49

Construction of 5 (Five) Special needs education in Asmara schools


43 461,14 68 062,76 1 037 956,40

ANSEBA

Construction of Lokoyev Elementary school

97 631,81 152

897,28 2 331 682,01

FA post N Prior Lumpsum

97 631,81 152

897,28 2 331 682,01

Construction of Gelet Elementary School

79 653,71 124

742,48 1 902 321,66


79 653,71 124

742,48 1 902 321,66

Contruction of Balwa Elementary School

77 535,02 121

424,50 1 851 722,47


77 535,02 121

424,50 1 851 722,47

Construction of Special needs Educaion in Keren, Elaberead, Adi-Tekelezan and geleb Schools

46 380,16 72 634,11 1 107 669,47 FA post N Prior Lumpsum

46 380,16 72 634,11 1 107 669,47

DEBUB

Construction of Tseaeda Adi Elmentary school

71 429,23 111

862,45 1 705 901,35


71 429,23 111

862,45 1 705 901,35

Construction of Mai Harish Elmentary school

70 329,40 110

140,07 1 679 634,96


70 329,40 110

140,07 1 679 634,96

Construction of Tseretsir Elmentary school

72 095,44 112

905,79 1 721 812,20


72 095,44 112

905,79 1 721 812,20

Construction of Azaihe Elmentary school

67 191,82 105

226,42 1 604 701,87


67 191,82 105

226,42 1 604 701,87

Construction of Special needs Education in Senafe, Adi Keih,Mendefera,Mai- Dima and Adi Quala schools


55 360,35 86 697,62 1 322 137,92

GASH BARKA

Construction of Indraib Elementary School

68 549,06 107

351,94 1 637 116,11


68 549,06 107

351,94 1 637 116,11

FA

Construction of Adebara Elementary schools

73 011,22 114

339,95 1 743 683,10


73 011,22 114

339,95 1 743 683,10

FA

Construction of Adi Tekelihaimanot Elmentary schools

69 862,36 109

408,65 1 668 480,83


69 862,36 109

408,65 1 668 480,83

FA

Construction of Special needs Education in Barentu, Tesenay, Dige and Mogolo schools

36 051,24 56 458,40 860 990,05 FA post N Prior Lumpsum

36 051,24 56 458,40 860 990,05 FA

X

NRS

Construction of Mariet Elementary school

73 450,62 115

028,08 1 754 177,13


73 450,62 115

028,08 1 754 177,13

FA

Construction of Beyan Elementary school

71 141,68 111

412,13 1 699 033,98


71 141,68 111

412,13 1 699 033,98

FA

Construction of Tsaret Elementary school


63 379,99 99 256,87 1 513 666,26 FA

Construction of Engiel Ela Elementary school

69 176,45 108

334,47 1 652 099,68


69 176,45 108

334,47 1 652 099,68

FA

Construction of Diluh Elementary school

68 865,63 107

847,71 1 644 676,56

FA post N Lumpsum

68 865,63 107

847,71 1 644 676,56

FA

Construction of Special Needs Education in Ghindae, Massawa, Afabet and Gel'alo schools

39 014,72 61 099,39 931 765,16 FA post N Lumpsum

39 014,72 61 099,39 931 765,16 FA

SRS

Construction of Beilul elementary

66 628,70 104

344,55 1 591 253,36

FA post N Lumpsum

66 628,70 104

344,55 1 591 253,36

FA

Construction of Ferer elementary

86 719,33 135

807,67 2 071 065,65

FA post N Lumpsum

86 719,33 135

807,67 2 071 065,65

FA

Construction of Meedr elementary

86 121,27 134

871,08 2 056 782,72

FA post N Lumpsum

86 121,27 134

871,08 2 056 782,72

FA

Construction of special needs Education in Asseb, Tio and Edi elementary

32 914,28 51 545,75 786 072,12 FA post N Lumpsum

32 914,28 51 545,75 786 072,12 FA

Appraisal report

Construction for middle education under NCB 3 245 000

5 081 864,70

77 498 388,00


09

Packages

Bet Gabriel Middle School

1 412 770,89 646

423,98 9 857 959,55

NCB post N Prior Lumpsum 4-Feb-09 7-Apr-09

1 412 770,89 646

423,98 9 857 959,55

Teseney Middle School

1 442 890,18 693

592,60 10 577 280,48 NCB post N Prior Lumpsum 4-Feb-09 8-Apr-09

1 442 890,18 693

592,60 10 577 280,48

Gerenfit Middle School

1 253 017,54 396

240,65 6 042 666,14


1 253 017,54 396

240,65 6 042 666,14

Endlal Middle School

1 356 059,89 557

611,15 8 503 564,66


1 356 059,89 557

611,15 8 503 564,66

Keren Middle School

1 457 907,60 717

110,78 10 935 932,57 NCB post N Prior Lumpsum 22-Apr-09 8-Jun-09

1 457 907,60 717

110,78 10 935 932,57

Adi Quadad Middle School

1 400 828,75 627

721,87 9 572 752,52

NCB post N Prior Lumpsum 22-Apr-09 8-Jun-09

1 400 828,75 627

721,87 9 572 752,52

Construction of Girls Hostel (Tsabra/Nakfa/NRS)

638 545,14 1 000

000,00 15 249 990,42 NCB post N Lumpsum 22-Dec-09

20-Feb-10

XI

Appraisal report

Construction for secondary education under NCB 2 964 000

4 641 801,84


09

Packages

Hagaz Secondary School

1 496 409,07 777


1 496 409,07 777

406,39 11 855 440,01

Senafe Secondary School

1 692 153,68 1 083


1 692 153,68 1 083

954,20 16 530 291,11

Koatit Secondary School

1 441 886,16 692


1 441 886,16 692

020,24 10 553 302,10

Barentu Secondary School

1 755 996,58 1 183


1 755 996,58 1 183

936,00 18 055 012,70 NCB post N

Tsabra Secondary School

1 472 518,09 739


1 472 518,09 739

991,68 11 284 865,99 NCB

Appraisal report

Construction for secondary education under FA 1 482 000

2 320 900,92


09

Packages

Rehabilitation of two secondary schools ( Gogne & Dekemhare)

153 123,12 239

800,00 3 656 947,70

FA post FA Lumpsum

155 380,13 243

334,60 3 710 850,32

FA FA

Construction of 20 blocks: science lab/workshop/ computer lab in Secondary schools

1 532 508,33 2 400

000,00 36 599 977,01 FA post N Lumpsum

FA

Total Cost Plan 9 214 784,40

Actual 7 045 987,93

Budget at appraisal

9 314 000

Bid Documents Bidding Period Bid Evaluation Contract Award Contract Implementation

Plan vs. Actual

Transmission Bid Docs

Date

No-objection Date

Bid Invitation Date

Bid Closing-Opening

Bid Evaluation

Report

No-objection Date

Contract Amount in

UA(000)

Contract Award Date

Contract Signature

Date Start Date End Date


Actual

Plan 2-Feb-09 27-Feb-09 61107,36 15-Mar-09 3-Jul-09 30-Mar-10

Actual 61107,36

Plan 2-Feb-09 27-Feb-09 61107,36 15-Mar-09 3-Jul-09 30-Dec-09

Actual 61107,36

Plan 2-Feb-09 27-Feb-09 43461,14 15-Mar-09 3-Jul-09 30-Dec-09

Actual 43461,14

Plan 2-Feb-09 27-Feb-09 97631,81 15-Mar-09 14-Jan-10 13-Jul-10

Actual 97631,81


Actual 79653,71


Actual 77535,02


Actual 46380,16


Actual 71429,23


Actual 70329,40


XII

Actual 72095,44


Actual 67191,82


Actual 55360,35


Actual 68549,06


Actual 73011,22


Actual 69862,36


Actual 36051,24


Actual 73450,62


Actual 71141,68


Actual 63379,99


Actual 69176,45


Actual 68865,63


Actual 39014,72


Actual 66628,70


Actual 86719,33


Actual 86121,27


Actual 32914,28


Actual

Plan 4-Feb-09 7-Apr-09 7-May-09 26-May-09 31-May-09 30-Jun-09 14-Aug-09 5-Feb-11

Actual

Plan 4-Feb-09 8-Apr-09 8-May-09 28-May-09 2-Jun-09 2-Jul-09 16-Aug-09 7-Feb-11

Actual

Plan 4-Feb-09 8-Apr-09 8-May-09 28-May-09 2-Jun-09 2-Jul-09 16-Aug-09 9-Nov-10

Actual

Plan 4-Feb-09 8-Apr-09 8-May-09 26-May-09 31-May-09 30-Jun-09 14-Aug-09 7-Nov-10

Actual

Plan 22-Apr-09 8-Jun-09 15-Jun-09 25-Jun-09 30-Jun-09 30-Jul-09 13-Sep-09 3-Sep-11

Actual

Plan 22-Apr-09 8-Jun-09 15-Jun-09 25-Jun-09 30-Jun-09 30-Jul-09 13-Sep-09 3-Sep-11

Actual

Plan 30-Nov-09 15-Dec-09 22-Dec-09 20-Feb-10 22-Mar-10 6-Apr-10 13-Apr-10 13-May-10 12-Jun-10 4-Dec-11

Actual


Actual


Actual

Plan 4-Feb-09 7-Apr-09 7-May-09 26-May-09 31-May-09 30-Jun-09 14-Aug-09 4-Aug-11

Actual


XIII

Actual

Plan 4-Feb-09 8-Apr-09 8-May-09 28-May-09 2-Jun-09 2-Jul-09 16-Aug-09 6-Aug-11

Actual


Actual


Actual

Plan 11-Aug-09 1-Sep-09 1-Oct-09 30-Nov-09 27-Aug-10

Actual

Plan 30-Dec-09 20-Jan-10 19-Feb-10 20-Apr-10 20-Apr-11

Actual

Plan 1 708 169,36 Actual 1 708 169,36

Note 1. '(Supplementary information concerning Procurement of Goods and Non-Consultancy services, such as Pre-qualification or any other Special Procurement Arrangement

XIV

Annex 5: List of Supporting Documents

1. Appraisal Report, Education Sector Development Program-Eritrea, ONSD, June 2004 2. Revised Guidelines on Project Completion Report, OPEV, May 2001 3. Annual Progress Reports for 2008,2009,2010 and 20011 4. Aide Memoires 5. ESDP Document, 2005. 6. ADF Website : www.afdb.org 7. Eritrea: Essential Education Indicators 2000/2001-2009/2010 8. Eritrea: Basic Education Statistics 2000/2001-2009/2010 9. Loan agreement between the GOSE and the ADF, Loan Number 2100150008794, 2004/2005? 10. Grant agreement between the GOSE and the ADF, Grant Number 2100155003616, 2004/2005?

11. Annual Work Plan and Budget: 2007-2011.

http://www.afdb.org/

XV

Annex 6: Project Narrative

1. Introduction

Low human capital development was identified by the Government and the Bank as a major obstacle towards broad

based growth. The gross enrolment ratio for pre-primary increased from 4% to about 9% for the 5-6 age groups.

Enrolments at elementary level more than doubled from 150,000 students to 375,000 students in 2003/4. Over the same

period enrolments at middle school level more than quadrupled from 28,000 to 123,000 students. High school

enrolments increased by two and a half times from 28,000 to just over 69,000 students.

2. Summary of Implementation by component

Component I: Improving Access to Quality Basic Education

With a view of improving access to quality basic education, the project has supported various activities for elementary,

middle and special needs education. It has also contributed to the strengthening of the teaching force in order to meet

the demand for teachers engendered by rising enrolments.

Targets

Construction and furnishing of 134 elementary level classrooms, 190 middle-level classrooms, 25 special needs classrooms and two hostels for girls,

5,040 textbooks for each of 19 elementary schools (i.e. 95,760 volumes for all schools), 3500 textbooks for 15 middle schools (i.e. a total of 52,500 for all schools),

1,000 units of sports equipment for elementary schools, 500 units of sports equipment for middle schools

700 units of fine art equipment for elementary schools, 500 units of fine art equipment for middle schools procured and distributed,

300 unqualified and under qualified teachers upgraded through in-service training,

100 elementary school teachers in pre-service teacher training colleges (from vulnerable backgrounds) trained through scholarships provided under the project, and

A total of some 30, 000 students from vulnerable backgrounds in basic education (girls, youth, refugees, internally displaced persons, returnees, demobilized soldiers, etc.) have access to IEC programs with special emphasis on HIV/AIDS, life skills, etc.

Achievements

80 elementary level classrooms, 120 middle level classrooms and 25 special needs classrooms constructed and furnished, and one girls’ hostel has reached 90% of completion,

400,557 volumes of textbooks for all elementary schools and 2,475,952 volumes of textbooks for middle schools printed and distributed,

5,863 units of sports equipment for elementary schools and 2,489 units of sports equipment for middle schools,

29,850 units of fine arts equipment for elementary schools and 9,340 units of fine art equipment for middle schools procured and distributed,

1,449 unqualified and under qualified teachers upgraded through in-service training,

About 534 teachers trained on consolidation of teaching practice in ATEI (Pre-service), and

IEC programs conducted about 45,000 teachers and students. Component II: Improving Access to Quality Secondary Education

Targets

Construct, furnish and equip 188 new classrooms, rehabilitation of 2 secondary schools,

Equip 10 schools with 30 science laboratories and 20 schools with 40 workshops,

20 schools equipped with 20 computer laboratories and 400 sets of computers,

XVI

50 schools equipped with at least 30,000 volumes of library books (6000 volumes per school) and 400 volumes/units of reference books and teaching aids per school, and

As from 2006 at least some 30 000 students from vulnerable backgrounds in Eritrea annually have access to quality secondary education with the phased recruitment of 450 qualified secondary school teachers as a transition measure – pending the training of teachers of Eritrean nationality.

Achievements

132 new classrooms constructed, furnished and equipped; two secondary schools rehabilitated

86 secondary schools equipped with science laboratories and 40 Schools with workshops.

25 schools equipped with 25 computer laboratories and 750 sets of computers and 750 computer chairs (support services i.e. installation of the procured computers, LAN network provision, and procurement of servers initially was not considered in the project costing provided to the Labs.)

15,932 reference materials distributed to all secondary schools as per the need of each schools

The program has supported financing salaries of 450 ex-pat teachers for meeting the need of secondary school teachers

Component III: Building Capacity for the Education System

The project supports the implementation of the Capacity Development Plan prepared earlier by the MoE. This

component aims at improving the service delivery capacity of the sector including project management.

Targets

Procure computer and office equipment for use by 4 persons in the PMU;

Provide resources to meet operating costs in respect of internal traveling, telecommunications, office consumables, sundries, etc.

30 persons trained to manage the implementation of the Education Sector Development Program[ESDP]

in-country teacher training scholarships provided for 200 elementary school teachers;

the existing project management unit (PMU) established by the Ministry of Education strengthened with the recruitment of one procurement specialist, one monitoring and evaluation specialist and one accountant;

The existing PMU strengthened with 4 additional positions identified on the basis of a capacity assessment study;

One audit firm recruited to audit project accounts on an annual basis.

Construct 20 multipurpose rooms in 20 secondary schools

Achievements

Computers and office equipment have been procured to strengthen the capacity of the MOE.

Operating costs for the project management was partially financed by the project in (such costs include staff salaries, consumables, sundries, etc.)

60 persons (including MoE staffs) were provided with different types of training to boost their Program Management capacity.

The project has recruited one procurement specialist, one monitoring and evaluation specialist and one accountant for strengthening the program implementation.

Training on Eagle Pint was given to PMU engineers.

One audit firm has given an audit service for the project on annual basis.

16 multipurpose rooms were constructed.

XVII

3. Challenges and Lessons Learnt

Design and Take-off stages

The design of the project was participatory and in line with the country’s strategic plan as it was taken from

ESDP. However, the project could have identified project specific indicators in line with the project duration.

Indicators like NER and Student to Teacher Ratios are outside of the scope of the project as they are sectorial

indicators. Monitoring and Evaluation of the project would have been greatly augmented by inclusion of project

specific indicators like number of student places created by the project financed school construction.

School designs could have been site specific. The argument against site specific designs was time and cost

implications. Yet, the project could have drawn specific site adaptation plans with budget projections where

adaptation is required. The designs were generic in nature with broad categorization for lowland and Highland

areas. This created a serious challenge as one Zoba (administrative region) may have lowland and Highland

areas at the same time. (This is true for almost all the Zobas, with the exception of the Southern Red Sea).

Generic designs fail to accommodate some externalities that might affect the physical infrastructure in the long

run. There were a few incidents where roof tops were blown-away as a result of strong wind in some areas.

Other more specific flaws of generic designs might be identified such as: differentiation between cities and

villages. Row block structure is not advisable to use in cities as it takes more land and is not attractive and

coherent with the buildings nearby. The lesson learned in this area was the need to include detailed site

adaptation plans along with budget projects.

The co-ordination between the different stakeholders in site selection could have been improved, especially in

as much as the relationship between master Plans and site selection is concerned. Master Plan for cities and

towns are prepared with the participation of all ministries. However when it came to site selection for schools,

the site selection often lacked coherence with the Master Plan.

The first disbursement of the project could have been expedited by deploying the required additional staff at the

PMU. The ADF conditions required a separate a separate team of Finance, M&E, and Procurement officers.

This has delayed first disbursement.

The project used the cost estimates drawn in 2003. These cost estimates should have been revised in the

course of time. For a project of this scale, MTR would have been much more relevant and instrumental in fine-

tuning costs and essential indicators. The costs of construction might have been understated at the beginning,

since the appraisal team has very little time to go into detailed cost breakdowns. The cost estimate for the

construction of two Girls’ Hostels, for example, was extremely under estimated; the same is true with the

furniture for the Hostels. This could have been avoided with more detailed planning. Nevertheless, the chief

factor was the unprecedented sharp increase in the cost of construction.

Implementation Stage

The implementation of the project experienced a protracted delay mainly because the government was

reviewing the rules and regulations that govern the construction industry. Eventually however project

implementation increased pace and most deliverables were achieved as of this PCR.

Centralized procurement, especially of construction materials, has also contributed to the delay in the

construction of schools.

XVIII

The Project Implementation Plan could have been more detailed and should have incorporated a CPA (Critical

Path Analysis). Some activities were cancelled (Viz. Capacity Building, Internal Scholarships for teachers,

Training for PMU staff, etc.) to accommodate other outstanding priorities identified later by the MoE. This had

much to do with the overlap of planned activities in the other projects under the ESDP.

Lack of adequate transportation facilities, especially at the beginning stage, had its own impact on the project.

It is worth noting, however, that all the stakeholders of the project worked very hard to attain the project outputs

and outcomes.

Key lessons learnt

Conducting the mid-term review (MTR) would have been of much benefit to the project, which had to deal with

severe price fluctuations.

Strict adherence to the environmental and social safeguard requirements, coupled with careful follow-up,

supervision and monitoring of project implementation, guarantees the attainment of stated objectives.

Co-ordination among the key stakeholders is crucial factor for attaining the project’s objectives and outcomes.

The active participation of all stakeholders in all phases of the project cycle, including in site selection and

school design is essential.

A harmonized approach by all partners expedites project implementation, reduces costs and facilitates

operational procedures. However, the failure of the external development partners to agree to harmonize their

respective procedures had hampered project implementation to a certain extent. Specific examples include,

different supervision missions, ADB insisting on recruiting its own staff for the Project, use of different reporting

templates.

Both Bank and Government had shown extraordinary flexibility in the implementation of the project. In many

countries there are several doubts that relate to the use of force account arrangements. Force account has

worked exceptionally well and proved effective in Eritrea. This could merit commissioning a separate study so

as to share the lessons learned.

The Regional administration’s demonstrated exceptional commitment in ensuring the full execution of project

activities. There were instances, where costs exceeded the original plans in an attempt to adapt them to the

selected sites. Sometimes, the regional administrations had to cover these cost overruns from their own

budgets.

The Bank was very cooperative in approving budget reallocations the Bank was also flexible enough to allow

MoE to use part of the funds for financing expatriate teachers by relaxing its usual conditions, since this was

seen as a stop gap measure to tackle the acute shortage of teachers in secondary schools.

4. Implementation

Adherence to schedules: The project was confronted with a number of delays that hampered the execution of

activities within the originally drawn action plan. The project became effective in the end of 2005 followed by

first disbursements in May 2006 (Loan) and August 2006 (Grant), respectively. All activities were successfully

executed despite the delays experienced since its start. There are a number of explanations for the delays

experienced including late approval and starting of the project and the construction works were delayed for 2.5

years as the rules and regulations that govern the construction industry were under review by the Government.

XIX

As a result, project execution was very slow at the beginning leading to the extension of the closing date for two

years and half years (from June 2009 to December 2011) in order for the project to deliver its development

objectives.

Quality of construction or other work: The quality of the newly constructed schools is generally assessed to

be satisfactory though it may vary slightly between different modalities and Zobas (administrative region).

Performance of consultants: There was only one consultancy service rendered for this project apart from this

PCR, a consultant for the Arts Education. The supervision of civil works was covered by the Ministry of Public

Works (MoPW). The performance of the consultant is rated highly satisfactory.

Effectiveness of Bank Supervision and Client oversight: Bank staff undertook 12 supervision missions

(SM). Taking place twice a year, all SMs were timely. Bank supervision is highly rated in terms of its effect on

expediting implementation and engaging in mutual discussions with high Government officials on issues that

were delaying the project. These frequent SMs were necessitated by the existence of other bank supported

projects in the country (Bank team usually follow on all the projects during their stay). SM team members were

highly professional and flexible enough to speed up implementation. Supervision missions by the PMU and

MoPW also fared well in quality control as well as liaising between the high authorities.

Compliance with safeguards: all construction works adhered to standard safeguards including but not limited

to: environment, health, financial, procurement as well as designs. There were clear documents for each of the

stated safeguard elements within the ESDP and all implementation followed the safeguard manuals.

The project delivered most of the targets particularly at an output level while results at an outcome level are to

be assessed in the future. The project has also experienced escalation of costs in the categories of goods and

works by 30%, with a result that only 60% of the construction of classrooms could be realized (see section

below on the achievements of outputs). Resources under the project have been revised to implement and meet

the desired goals. The project managed the price fluctuations observed by reducing the number of classrooms

to be constructed at primary and middle school levels. The number of classrooms for the elementary and middle

schools was down scaled from 134 and 190 classrooms to 80 and 120 classrooms respectively. Moreover, the

plan to construct two girls’ hostels was also down scaled to one girls’ hostel while the target to construct 25

special needs classrooms was met.

In some areas, such as providing access to IEC programs to students from vulnerable backgrounds or the

procurement of text books, there have been over achievements. This is due to increased quantities as a

consequence of cheaper procurement of goods and services due to currency depreciation. In order to meet an

acute shortfall of secondary school teachers, it was agreed for the project to support the salaries of 450 ex-pat

teachers over 5 years, which was not originally planned. Ex-pat teachers will be replaced by national teachers.

Eritrea - Support to the Education Sector Development ...

Documents

Transcript of Eritrea - Support to the Education Sector Development ...