C /- 2-Document of

The World Bank

FOR OFFICIAL USE ONLY

MTICROFICHE Copy

Report No. :1089-GH Type: (SAR) Report No. 10869-GHT It e: TERTIARY EDUCATION PROJECTAuthor: BERK, DExt.:34897 Room:J6j65 Dept.:AF4PH

STAFF APPRAISAL REPORT

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

SEPTEMBER 30, 1992

Population and Human Resources DivisionWestern Africa DepartmentAfrica Region

This document has a restricted distribution and may be used by recipients only in the petformance oftheir official duties. Its contents may not otherwise be disclosed without World Bank aulthorization.,

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CURRENCY EQUIVALENTS(June 1992)

Currency Unit - Cedi

US$1 = C415¢100 = US$0.24

ABBREVIATIONS AND ACRONYMS

ADF - African Development FundCIDA - Canadian International Development AgencyCU - Coordinating Unit for Managing External FundingFUA - Fund Units of AccountHED - Higher Education DivisionIDA - International Development AssociationILO - International Labor OrganizationJSS - Junior Secondary SchoolMOE - Ministry of EducationNICTR - National Implementation Committee for Tertiary ReformODA - Overseas Development AdministrationPC - Personal ComputerPNDC - Provisional National Defence CouncilRECAAST - Regional Colleges for Applied Arts, Science and TechnologySOE - Statement of ExpenditureSSNIT - Social Security and National Insurance TrustSSS - Senior Secondary SchoolUC - University College (at Winneba)UCC - University of Cape CoastUG - University of GhanaUSAID - United States Agency for International DevelopmentUST - University of Science and Technology

FISCAL YEAR

January I - December 31

ACADEMIC YEAR

October I - June 30

FOR OFFICIAL USE ONLY

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

TABLE OF CONTENTS

Page No.

CREDIT AND PROJECT SUMMARY ............................. iv

1. INTRODUCTION. 1

H. EDUCATION IN GHANA WTh SPECIA REFERENCE TO TERTL4RYEDUCATION ................. 1 ,

A. The Education Sector. 1

B. Tertiary Education. 31. Institutions and Course Offerings. 32. Enrollments and Staffing. 43. Current Condition of Tertiary Education .54. Costs and Financing. 65. Supply of and Demand for Graduates. 86. IDA Role and Activities. 107. Other External Assistance .11

IM. THE GOVERNMENT'S TERTLARY EDUCATION PROGRAM .11

1. Introduction .112. Integration .123. Restructuring .124. Rehabilitation and Quality Improvement .145. Expansion. 156. Management .187. Efficiency, Costs and Financing .198. Reforms and Performance Monitoring .23

IV. THE PROJECT .24

1. Project History ...................................... 242. Project Objectives ............ 243. Summary Project Composition ............ 244. Project Description ................................... 245. Project Costs and Financing .28

This report is based on the findings of an appraisal mission in Ghana in March 1992, comprisingMessrs. D. Berk (Principal Economist and mission leader), N. Bennett (Principal Planner),V. Selvaratnam (Senior Educator), R. Lewis (Educator/consultant) and K. Brown (TechnicalEducator/consultant). Messrs. W. Saint (AFTED) and J. Salmi (PHREE) were peerreviewers/lead advisers for the operation. Messrs. I. Porter and E. Lim are the managingDivision Chief and the Department Director, respectively, for the operation.

of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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Table of Contents (cont'd) Page No.

V. PROJECTIMPLEM[ENTATION . ............................. 301. Process and Status of Preparation .......................... 302. Project Management and Coordination ....................... 303. Procurement .............. 334. Disbursements, Accounts and Audit ......................... 375. Environmental Aspects .......... ....................... 38

VI. PROJECT BENEFITS AND RISKS ............................ 38

1. Benefits . .......................................... 382. Risks ............................................. 39

VII. AGREEMENTS REACHED AND RECOMMENDATION ..... ........ 40

TEXT TABLES

1. Enrollments ............................................ 172. Recurrent Budgets for Education ......... ...................... 213. Project Cost Summary ..................................... 294. Summary of Proposed Procurement Arrangements ...... .............. 355. Allocation and Disbursement of the IDA Credit ...... ............... 37

CHARTS

1. Plan for Implementation of Structural Reform of Education2. Current Tertiary Institutions and Qualifications Awarded3. Proposed Tertiary Education System, Qualifications and Student Path

ANNEXES

2A-1 Comparative Education Indicators2A-2 Student Flows2A-3 Recurrent Expenditure on Education2A4 Public Investment Program in Education2A-5 Unit Costs by Level of Education and Institutions, 1989/90

2B-1 Tertiary Intakes and Enrollments2B-2 Staff at Tertiary Institutions2B-3 Scholarships/Bursaries/Loans Scheme for Students2B-4 Educated Manpower, 1960 and 19842B-5 Results of Tracer Study of Graduates, 1992

3-0 Letter of Higher Education Development Policy3-1 Tertiary Reform Program: Policy Matrix, 1991-19953-2 Courses at the Universities and Polytechnics, 1992/93-1995/963-3 Projected Enrollments, 1988-20003-4 Staffing Norms3-5 Projected Unit and Total Recurrent Costs, 1990/91-2000/013-6 Studeit Loan Scheme3-7 Public Investment Program in Tertiary Education, 1992-1994

Table of Contents (cont'd) - iii -

4-1 Central Component4-2 Institutions: Civil Works4-3 Institutions: Laboratory and WorkLhop Equipment and Equipment Maintenance4-4 Institutions: Core Textbooks, Library, Journals and Reference Books4-5 institutions: Computers4-6 Institutions: Vehicles4-7 Institutions: Staff Development4-8 Institutions: Rerearch Funding4-9 Institutions: Technical Assistance4-10 Project Cost Summary (Expetditures by Component)4-11 Project Cost Summary (Expenditures by Type)

5-1 Procurement5-2 Estimated Schedule of Disbursements5-3 Key Performance Indicators54 Proposed Supervision Plan5-5 Documents Contained in the Project File

MAP: IBRD 24061

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REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

CREDIT AND PROJECT SUMMARY

Boffower: Republic of Ghana

Beneficiaries: Ministry of EducationUniversities of Ghana, Science and Technology, and Cape CoastUniversity CollegeSix polytechnics

Credit Amunt: SDR 31.2 million (US$45 million equivalent)

T erms: Standard, with 46 years maturity

EojectDescription: The project will support the first phase (1992-96) of the Government's

tertiary education reform program, with stress on (a) attempted qualityimprovement in teaching and learning; (b) improved management; (c)increased autonomy with accountability for the universities; and (d) agradual expansion of enrollments. The two components of the projectwill be: (a) A central component for MOE and proposed new boardsfor accreditation, admissions and examinations, consisting of: (i) officeequipment, computers, and vehicles, (ii) staff development, (iii)technical assistance, (iv) studies, and (v) assistance in projectmanagement; and (b) An institutional component for each of thethree established universities, a proposed University College, and thesix existing polytechnics, consisting of: (i) civil works, involvingrehabilitation and selected new academic facilities, and facilities fornon-resident students, (ii) essential laboratory and workshopequipment and equipment maintenance, (iii) core textbooks, libraryjournals and reference books, (iv) computers, (v) vehicles, (vi) staffdevelopment, (vii) research funding (at the universities), and (viii)management and technical assistance.

Project Benefitsand Risks: The most important benefits will be in terms of quality, management

and expansion. Academic program overhaul, staff development, andthe rehabilitation or provision of most physical academic inputs willattempt to produce a substantial improvement in the quality of bothteaching and learning. Management assistance and training willincrease efficiency and help contain unit costs. The provision ofenough academic spaces and of facilities for more non-residentstudents will enable the Government and the educational institutions tomeet better the needs of an accelerating economy and expand access.

There is a risk that the political transition and possible personnelchanges in Ghana at the end of 1992 could change the Government'stertiary education program, but substantial change is consideredunlikely. The sector risks are that MOE could lose control of tertiaryenrollments, especially during the years 1994/95-1997/98 whengraduates from both old and new secondary school systems willconverge on tertiary education; that intended efficiency gains intertiary education will not be achieved; and therefore that there will bea budgetary explosion in tertiary education. The first will bemitigated by campaigns of public and political education, but remainsa cause for concern. The second is being addressed by the agreementsalready negotiated between the Government and the universities toimplement adjusted staffing norms, and by project and other actions toaccommodate larger numbers of non-resident students; but facultyresistance and student unrest remain significant risks. Tlhe budget riskwill be mitigated by the Government's strategy, and donorencouragement, to promote and safeguard appropriate levels ofeducation. The project risk is that MOE's implementation capacitywill be insufficient. It is being addressed through capitalizirg, VAMOE's implementation experience through a combined projectmanagement unit; covenants on initial project irmplementation staffing;use of personnel from educational institutions; and extensive i'se ofconsultants and procurement and other agents to assist MOE.

Estimated Proiect Costs: Lcal Foreign Diad~(UJS$ million)

Civil Works 8.7 5.8 14.5Equipment 0.0 12.5 12.5Books & Journals 0.0 3.7 3.7Computers 0.0 1.9 1.9Vehicles 0.0 1.0 1.0Staff Development 1.1 1.0 2.1Technical Assistance 0.7 2.5 3.2R.search 0.5 0.5 1.0Studies 0.5 0.1 0.6Incremental Re-

curren; Costs 1.9 0.2 2.1Taxes and Duties 1.4 0.0 1.4

Total Base Cost 14.8 29.2 44.0

Physical Contingencies 1.3 2.9 4.2Price Contingencies 1.0 2.2 3.2

Total Project Cost 17.1 34.3 51.4

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P;nancing Plan: LMca Foreign Tota

(US$ million)

IDA ,2.0 33.0 45.0Government of Ghana 5.1 1.3 6.4

Total 17,1 33A

Estimated IDA Disbursements:

IDA Fiscal Years 2. 29 25 26 97 29---- US$ million)

Annual 7.8 7.2 10.0 10.0 7.0 3.0Cumulative 7.8 15.0 25.0 35.0 42.0 45.0

Economic Rate of Return: Not applicable

MXW: EBRD 24061

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

I. INTRODUCTION

1.1 TTe Governmene of Ghana is extending its education sector reform program tothe tertiary education subsector. It has requested IDA assistance of SDR 31.2 million (US$45.0million equivalert) to finance a project for the subsector covering the years 1993-96.

II. MDUCATION IN GHANA WITH SPECIAL REFERENCETO TERTIARY EDUCATION

A. The Education Sector

2.1 Until the mid-1970s Ghana had one of the most highly-leveloped educationalsystems in West Africa. Along with the economic decline of the next decade, however, thequality of the system deteriorated and enrollment rat;, stagnated or fell. Public resources foreducation fell from 6.4% of GDP in 1976 to 1.4% in 1983. Government was no longer t )le toconstruct, complete and maintain educational facilities. At the same time, foreign exchange driedup, preventing the purchase of textbooks, library materials and other essential instructionalmaterials. The economic decline also led to a mass exodus of trained teachers, especiallyuniversity faculty and the more highly-trained and qualified school teachers.

2.2 Ghana's Economic Recovery Program has always stressed the importance ofeducation to produce people with the knowledge and skills required for development. It hassucceeded in reversing the precipitous fall in the provision of education services that precededits introduction. The Government launched a major multi-year, sector-wide educational reformin 1987. It had four principal objectives, corresponding to major problems of the system:

2.3 To reduce the previous inordinate length of pre-university education. This wastaking up to 17 years, against an international norm of 12 years, and consisted of short schooldays and years. This would have the effect of increasing access to secondaqy education, andwould also free up public resources;

2.4 To improve pedagogic efficiency and raise the quality and relevance ofeducational outcomes. The old curriculum emphasized rote recall; textbooks and otherinstructional materials were scarce; buildings were poorly maintained; the proportion of untrainedteachers was high; and school leavers received an academic training fitting them only for modernsector wage employment, which could not keep pace;

2.5 To contain and partially recover costs. Overstaffing was significant, especiallyof non-teaching staff and the untrained teachers; feeding and lodging costs of secondary andtertiary students accounted for a significant proportion of budgetary resources; c *st recovery fortextbooks was derisory; and funds were often misappropriated.

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2.6 TQ enhance sector management and budgetlng procedures. Physical and financialnorms did not exist or were not enforced; planning and budgeting were separated; budgetuncertainties hindered planning; management decisions resporded to crises; and rmonitoring wasin,sufficient, especially at school level.

2.7 The structure of the educational system was changed to six years of priniary,three years of junior secondary (JSS), three years of senior secondary (SSS), and (prospectively)four years of tertiary education. The reform program thus divided into phases: primary and JSSfrom 1987 to 1990; SSS from 1991 to 1993; while the tertiary reform program will cover thenext four years in its first phase and accommodate the first cohort from the new SSS from 1994.

2.8 Enrollment increases have accelerated at all levels of education after a long periodof stagnation. Nine years of basic education (primary plus JSS) are offered to all children. Theprimary gross enrollment ratio reached 82% in 1990/91, with the more rapid increases inpreviously under-served areas. JSS enrollments are 51% of the 12-14 age-group. Tertiaryenrollments are increasing significantly, but are still only a little under 1% of the 20-24 age-group.

2.9 The curriculum has been reformed at both primary and secondary levels to be lesstheoretical and more relevant to Ghana. Ghanaian languages and agriculture have been madecompulsory. All JSS offer one pre-vocational subject, to familiarize pupils with the use of handtools. SSS offer both a common core and some of five areas of focus for elective programoptions, with most SSS offering general arts and science and vocational options, half of themagriculture, and one-third of SSS technical options, to prepare children for both a wide range ofoccupations and post-secondary education and training. New textbooks have been written at allschool levels. All primary school children now have a full set of core textbooks. Pupils againhave exercise books, pencils etc. Equipment has been provided for prevocational and scienceteaching in JSS. A major effort in both pre-service and in-service teacher training, along withnew curricula, has reduced the proportions of untrained teachers to below 40% at primary, 30%at JSS, and only 10% at SSS.

2.10 Costs have been contained in several ways. The proportion of boarding studentsin secondary schools is being reduced through concentrating all newN investments in day schools.Staffing was regulated by a freeze on hiring between 1987 and 1992, and a maximum staffinglimit is still in force. About 13,000 non-teaching staff were laid off at secondary and tertiarylevels. Many pupil teachers were also not rehired. Costs have been partially recovered in anumber of areas. Food subsidies have been eliminated at both secondary and tertiary levels.School supplies are now sold at cost. There is partial cost recovery for textbooks in basiceducation, and full cost recovery at SSS. At t,4- tertiary level, an innovative student loan schemewas introduced in 1988 which though highij subsidized as in other countries provides for anelement of cost recovery.

2.1 1 Sector management, planning and budgeting have been improved by a gradualmerger of staff into a unified planning, programming, budgeting, monitoring and evaluationdivision. This has been provided with international technical assistance and has implemented anactive work program, including the development of physical and financial norms. Line unitsdealing with school and non-formal education have also built up their professional staffing.School supervision has also been enhanced.

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2.12 The Government has increased dramatically Its budgetary allocation to theeducation sector, from 1.4% of GDP in 1983 to 3.4% of GDP in 1990. Education's share of thenational recurrent budget has risen from 27% in 1984 to 37% from 1990. The allocation of thebudget has also improved substantially. The share of basic education has increased from 44%in 1984 to 62% or more every year since 1989. Allocations to non-wage recurrent items rosefrom less than 12% of the recurrent budget in 1986 to 22% by 1989.

2.13 Despite the impressive progress being made in formal education, two-thirds ofthe population remain functionally illiterate. Of those who have been to school, 40% have lapsedinto illiteracy for lack of appropriate reading materials. The Government therefore launched amass literacy program in 1991, to reduce illiteracy by 5.9 million persons by the year 2000.About 300,000 learners have enrolled already and program development is rapid.

2.14 Donors have provided considerable supportto the sector. The largest contributorshave been IDA and USAID. IDA has lent through the Health and Education RehabilitationProject (US$5 million, 1985); the first Education Sector Adjustment Credit (US$38.0 million,1986); the Second Education Sector Adjustment Credit (US$50 million, 1990); the CommunitySecondary School Construction Project (US$14.7 million, 1991); and the Literacy and FunctionalSkills Project (US$17.4 millicn, 1992>. USAID is lending $35 million over 5 years starting 1990to sJpport quality improvements in primary education. CIDA (Canada), ODA (United Kingdom)and Japan have also given significant amounts of aid. Progress under the IDA credits has beengood, with rapid disbursements, and the regular meeting of conditions for tranche ree.ases of the.adjustment operations with little delay.

B. Teri= ducation

1 . Institutions and Course Offerings

2.15 Institutions. The tertiary education subsector comprises the following educationalinstitutions, all in the public sector:

2.16 Universities - the University of Ghana (UG, established 1948), the Universityof Science and Technology (UST, 1951), the University of Cape Coast (UCC, 1962), and thenew University of the North (1992);

2.17 Polytechnics - six ihstitutions, established as Technical Institutes between 1952and 1963, and upgraded to polytechnics between 1963 and 1984. The Institute of ProfessionalStudies, which focuses on accountancy, is sometimes grouped with the polytechnics;

2.18 Diploma-aWarding college - seven institutions, training specialized teachers forsenior secondary schools and some post-secondary institutions;

2.19 Teacher training colleges - 38 in.tetutions, training teachers principally forprimary and junior secondary schools; and

2.20 Sector-specific institutions - especially for training agricultural and healthtechnical staff, but also institutions related to several other sectors.

2.21 There is also a public-sector Institute of Adult Education and some workers'colleges, and there has been very limited experience with specialized distance learning programs.

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2.22 A small number of private institutions have recently been licensed and startedoperating, offering computer and business studies. The Govermnent poses no special barriers toprivate institutions, but is wary of promoting them actively for fear that they will both attractgood faculty away from the public sector and that they will quickly seek public subsidies whichit is unwilling and/or unable to provide. However, it is willing to discuss further possibilities ofattracting high-quality foreign private institutions to set up campuses or associate with Ghanaianinstitutions.

2.23 Tle apex institution for the subsector is the Higher Education Division of theMinistry of Education, headed by a Deputy Secretary (minister). Since 1991, this Division hastaken over responsibility for polytechnics and other tertiary institutions under MOE. Ghana usedto have a National Council of Higher Education, which reported to the President; the Governmentfelt that the universities' interests dominated the Council, and that higher education should relateto MOE, and the Council was thus abolished in the early 1980's. Instead MOE set up in 1989a National Implementation Committee on Tertiary Reform (NICTR) on which all the tertiaryinstitutions are represented. MOE has been trying to uF, the NICTR to create a new andsystematic structure for Government-university relationships.

2.24 This report and the proposed project focus on the three established universities,the university college being formed by merging the diploma-awarding colleges, and the sixexisting polytechnics. Other tertiary institutions are discussed as necessary.

2.25 Course Offerings. The universities offer a range of three- to five-yearundergraduate degree programs through a total of 18 faculties (7 at UG, 7 at UST, and 4 atUCC). There are a few masters- and doctoral-level programs, but postgraduate education isrelatively undeveloped; specialization by institution has begun - UG for arts and economics, USTfor science and technology, and UCC for eduation, but postgraduate enrollments are diffused intoa large number of individually small programs. The universities still house a variety of sub-degree programs.

2.26 The diploma-awarding colleges currently offer a three-year diploma forcertificated teachers witi several years experience. A few direct entry students from secondaryschools are also accepted with A levels.

2.27 The polytechnics are still only partly tertiary institutions. A large proportion oftheir courses is still at advanced craft level; these are also offered in 30 MOE technical intstitutesand many other private and public colleges. The largest enrollments continue to be in theadvanced craft courses. Even the basic courses at technician (certificate) level -- for mechanical,electrical and civil engineering technicians - are not offered in all the polytechnics. A minorityof courses is at the diploma level, equivalent to the British Higher National Diploma.

2. Enrollments and Staffing

2.28 Enrollments in the three universities totaled 8,163 by 1977/78. They stagnatedthereafter until the start of a new phase of expansion in the late 1980s, risi.ag to 11,500 in1991/92. In 1991/92 the University of Ghana and the University of Science and Technology eachenroll about 4,500 students and the University of Cape Coast 2,50. The proportions studyingscience-based subjects, social sciences and humanities were 47%, 26% and 27% respectively in1989/90. Academic selectivity varied widely: one in two science applicants was accepted atuniversities, but only one in six social science applicants; the Universities of Ghana and of

Science and Technology were over-subscribed, but Cape Coast admitted almost all applicants.Women made up about 20% of enrollments. The proportion of postgraduate students was 5%.The intake of new students in 1991/92 was a record 4,500. The number of non-resident studentshas risen recently to ev- 10% of the total, but many of these are squatting in the dormitoriesillegally. Repetition and dropout rates at the universities are both below S%.

2.29 Enrollments at the seven diploma-awarding colleges totaled about 2,4C;, in1991/92. The three colleges currently at Winneba had enrollments totaling 1,300, against aresidential capacity of about 2,100. Another 500 students at two colleges are due to move toWinneba in the first phase of the: amalgamation.

2.30 Enrollments at the six polytechnics were about 10,000 in 1991/92. Only about4,000 were full-time students and the other 6,000 part-time students, a large proportion of whomwere taking secondary level courses.

2.31 Academic staffing at the three universities taken together totaled 1,361 in1989/90. The overall stude.nts-per-academic-staff ratio was 8:1 on a full-time student equivalentbasis. The academic qualifications of university staff are good, with 87% having advanceddegrees and only 13% with only a first degree. The universities have been weakened over manyyears by the brain drain from Ghana as a consequence of deteriorating real pay and workingconditions for both teaching and research. Nevertheless, the staff are still relatively wellrewarded by Ghanaian standards. The universities' non-academic staff actually outnumbered thestudents into the late 1980s; their numbers are still around 5,200 now despite the Government'sefforts at retrenchment.

2.32 Academic staffing at the seven diploma-awarding colleges taken together totaled164 in 1989/90. The overall students-staff ratio was 15:1. Some 23% of staff have postgraduatedegrees, and nearly all the rest have a first degree. However, the areas of specialization ofexisting staff do not match current needs in a large number of cases, especially for languages,mathematics and science.

2.33 Academic staff at the six polytechnics totaled 393 in 1989/90. The overallstudents-staff ratio was about 11:1 on a full-time student equivalent basis. The academicqualifications of teaching staff in polytechnics are low by international standards: only 2% haveadvanced degrees and only 21% have a first degree.

3. Current Condition of Tertiary Education

2.34 The Government has tackled the tertiary education reforms and problems withthe academic community in a determined manner, mixed with rewards, in the last few years. Ithas drawn up, albeit with considerable consultation, a vision and a program far removed fromtraditional conceptions of the role of the university, and imposed movement towards this visionwith difficulty but also with some success. Alongside the reform steps there have been massiveinfusions of budgetary resources, substantial salary increases, and a highly subsidized loanscheme for students' personal expenses.

2.35 The university community in Ghana can well remember the golden days of the1960's, when their prestige was high, resources and opportunities seemed unlimited, and theUniversity of Ghana was one. of the best in Africa. After a long deterioration, matters haveimproved somewhat since 1985. But the universities still feel unappreciated, rarely cowsulted on

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national development problems, squeezed for resources (albeit relatively), and yet expected tofollow Government directives. Academic staff feel cut off from colleagues elsewhere, rarely ableto do original research or have it published, and often unable to update their own knowledge.Students feel increasingly crowded in their hostels, and are worried that the educational reformswill further dilute the quality of their tertiary education. Courses are still theoretical and oftenout of date. Teaching is traditional. Textbooks are scarce and library journals far from current;and space to read and study is insufficient. Much equipment is out of date, non-functioning orabsent. Most campus buildings need rehabilitation because past maintenance was inadequatelyfunded; building projects drag on for years or even decades. Budget requests are cut usingcriteria only partly known to the universities, and releases of funds are irregular, making planningdifficult. Recently however there has been a gradual improvement in the funding situation; avery generous salary settlement in November 1991; and the prospect of donor assistance on asignificant scale.

2.36 The diploma colleges suffer from the effects of budgetary scarcity on bothrecurrent and capital account. The facilities at the proposed main campus at Winneba needrehabilitation, equipment, and library restocking, and the staff need updating.

2.37 The polytechnics share some of the universities' problems, but have others oftheir own. They are more willing to take part in the Government's reform program. Their staffare underqualified, and stand to gain knowledge, higher status and ultimately higher pay throughthe reforms. Many courses are not of tertiary level; many fields important for Ghana'sdevelopment are not offered widely or at all. Textbooks are very scarce. Equipment is absentor often not functioning. Crucial industrial visits and attachments are limited by transportationproblems. Facilities are cramped. Libraries are almost non-existent. Study or reading space oncampus hardly exists.

4. Costs and Financing

2.38 Almost the entire cost of tertiary education continues to be met from the centralgovernment budget. Cost recovery for services provided by the institutions remains minimal.Income generation by the institutions themselves is still in its infancy, although consultancyincome is growing. The student loan scheme provides substantial payments to students, but itis not designed to provide income to the educational institutions.

2.39 Tertiary Education Budget.

2.40 Recurrent Budget. The Government has devoted a high and growing share of thenational recurrent budget to education, rising from 27% in 1984 to 37% each year from 1990.Within the education budget, the universities are "subvented organizations", receiving blockgrants which they have been free to allocate internally. Polytechnics, on the other hand, haveuntil recently fallen under the responsibility of the Technical and Vocational Division of MOEand been included in that part of the regular MOE budget. As one indicator of the Government'sdesire to make them truly tertiary level institutions, responsibility for the polytechnics was shiftedto the Higher Education Division in 1991, as were their budgets. For 1992, the recurrentbudgets are c12.9 billion for universities, cl. 1 billion for the diploma-awarding colleges, and cO.5billion for the polytechnics. The personnel component is as high as 85% for the diploma-awarding colleges and 75% for the polytechnics.

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2.41 The universities have received a substantial share of the recurrent budget foreducation (10% in 1990, rising to 15% in 1992). In addition, the universities have used theirdirect access to decision-makers to achieve actual expenditures well above budgeted levels inrecent years - almost 40% higher in 1990, for example. Nevertheless, the universities haveconsistently regarded themselves as grossly underfunded.

2.42 Unit costs for university education in Ghana are relatively high by standards ofother developing countries at similar income levels, both in Africa and elsewhere. In 1989/90,they ranged from ¢668,000 at UCC to (2901,000 at UG (equivalent to US$1,600 to US$2,700).These figures exclude annual disbursements or subsidies on student loans (see below). Theproportion of these costs devoted to academic purposes varies from 24% to 40%. This allocationof funds, and the high unit costs, were caused partly by the costs for municipal services incurredby spacious self-contained campuses away from city centers; but this pattern of universitydevelopment is not unique to Ghana. Another major part of the reason for high unit costs hasbeen the historically generous student-to-academic-staff ratios. Even more important has beenthe extraordinary number of non-academic staff employed at the universities, a factor which isstill significant. Information on current unit costs by faculty or subject is not readily available.

2.43 Unit costs at the diploma-awarding colleges are about 80% of those atuniversi.ies, reflecting somewhat lower faculty qualifications and possibly a degree of budgetaryaieglect.

2.44 Unit costs at the polytechnics, by contrast, have always been remarkably low.This is largely because the academic staff, who in good part teach secondary level courses, havebeen paid on the same scales as secondary school teachers. They also have somewhat lessgenerous student-to-academic-staff ratios, and a much less generous number of non-academicstaff. Their campuses are generally in towns and relatively cramped. Unit costs at thepolytechnics were budgeted at about c70,000 per full-time equivalent student in 1989/90.

2.45 Capital Budget. The public investment program (PIP) in education is a rollingthree-year program which is financed from the domestic capital budget and by external donors.In p.ast years significant PIP resources were expended on importing equipment under barterarrangements with the former German Democratic Republic. Decisions on the size and allocationof the domestic capital budget are taken annually. In 1990 the budgeted sum for the universitieswas ¢2.0 billion. The diploma-awarding colleges between them were allocated only ¢0.3 billion,and the polytechnics only C0. 1 billion. The expenditure financed from the domestic capitalbudget is overwhelmingly for civil works (about 80% of the total), particularly at the universities.The universities are following master plans for their huge campuses laid out decades ago. Thecivil works programs today are a mixture of rehabilitation of existing buildings and attempts tocomplete other planned buildings, some of which were started many years ago; buildings atvarious stages of construction abound on which work has been suspended for long periods toconcentrate resources; and there are no, or almost no, new starts. The composition of theprograms does not appear to reflect current priorities adequately. Also, the programs contain toomany projects at a time, relative to the funds that realistically are going to become available, asa result of which few if any projects are completed and delays are ubiquitous. The Government'sprocedures for budgeting and for releasing funds also make it difficult for the institutions to planconstruction rationally and implement it successfully.

2.46 Cost Recovery. Tuition for regular courses is free at all levels of education inall Government institutions. Lodging in student hostels, which still house 90% of university

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students, almost all students at diploma-awarding colleges and a high proportion of full-timepolytechnic students, also remains free, despite earlier Government commitments to IDA tointroduce lodging fees. Municipal services are provided free to students and at heavily subsidizedrates to academic and other staff living on campus. Rents for staff housing are very low as forother public servants' housing, although they have risen recently with increased incomes, andin the past hardly served to cover maintenance costs. Few textbooks are sold in the universitybookstores. Only student feeding is on a self-financing basis, since it was privatized in 1988.

2.47 Student Loan Scheme. Scholarships and Bursaries. The Government introduceda loan scheme in 1988 to enable students to meet their costs for food, books and transportation.Any student in a tertiary course in a public institution is eligible to borrow, and almost all eligiblestudents borrow the maximum amnount. The maximum loan available was c50,000 in the firstyear and this has risen to c80,000 in 1991/92. The interest rate is a heavily subsidized 3% perannum. Ghana's scheme appears to be unique in its mechanism for, and timing of, repayments.The student pays nothing out of pocket while studying, nor does the graduate suffer any reductionin take-home pay during his/her working life. Instead his/her social security contributions (5%of salary, plus another 12 1/2% from the employer) during the first few years of employment aretreated automatically as repayments with interest until the loan is "paid off", with the result thathis/her pension entitlement at the end of working life is deferred by the length of time it hastaken to "pay off" the total loans. The Government capitalized the scheme initially with clbillion and so far no further Government infusion has been necessary. The Social Security andNational Insurance Trust (SSNIT) administers the scheme on behalf of the Government. In1990/91, 14,500 loans worth some c800 million were made to students, and by then SSNIT'sloans outstanding under the scheme had reached cl.6 billion.

2.48 There are also Government scholarships and bursaries. Scholarships in an amountequal to the maximum student loan are given automatically to the highest-achieving (top 4.5%)of students in all fields and to postgraduate students. Bursaries, at half the value of scholarships,are given to all students in certain fields the Government deems "critical" for nationa.development; and half bursaries for those in another set of fields it deems "essential". Post-graduate students may take both a loan and a scholarship/bursary. In 1991 awards totaled C48million.

5. Supply of and Demand for Graduates

2.49 The Government's plans for the expansion of tertiary education are not yet basedon reasonable projections of overall demand for educated manpower, nor on current labormarket data. There is some data on demand from certain sectors, especially large employers inthe public sector including MOE's own demand for teachers. MOE expects future graduates to.be more entrepreneurial and capable of productive self-employment. But the labor market pictureis seriously incomplete, and additional information is needed before actually expandingenrollments as much as is planned currently.

2.50 Stock of High- and Intermediate-Level Manpower. The latest data on Ghana'sstock of educated manpower and its distribution come from the last population census in 1984.In that year there were 47,000 professionals, up to half of whom had been produced by theuniversities, with a few coming from diploma-awarding colleges. On the basis of ILOclassifications, they included 17,000 persons working as managers, 13,000 teachers, and 9,000accountants/auditors, but only about 1,000 each engineers, agriculturists, scientists, doctors andpharmacists. There were 287,000 sub-professionals, a proportion of whom are produced by the

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polytechnics, teacher training co:leges, and sectoral institutions such as those for health-relatedoccupations, but most of whom are untrained. They included 100,000 rrimary school teachers,about 70,000 workers in public services, about 40,000 technicians (including nurses) in variousscience-based occupations, and 34,000 bookkeepers/cashiers. Skilled workers numbered 709,000,almost none of them trained anywhere.

2.51 Employment Experience of Tertiary Graduates. Data on unemployment arescarce and also unreliable since few unemployed persons register at labor offices. At the end of1991, MOE commissioned a tracer study to try to cover all graduates since 1988. The studycovered 1,295 employed (about one in six) and 257 unemployed graduates from the four cohortswhich left the universities during 1988-91. The unemployed tend to be somewhat younger, thehighest proportion of them being 25-29 years old. The subjects studied by both employed andunemployed more or less mirror the overall pattern among past graduates and present students.The employed were absorbed relatively quickly: about 71% on or within five months ofcompleting their national services. Among those left without immediate jobs, graduates inadministration and commerce took relatively longer to find jobs: 20% took more than a year.Liberal arts graduates were the quickest to find jobs, and only 7% took over a year. Aremarkable 61 % of the employed were absorbed by central government and another 27% by therest of the public sector, and only 3% by large private businesses; but the survey could not reachthe self-employed and those in smaller businesses or living outside regional capitals. Theunemployed were also seeking public sector employment. About half had considered establishinga business (import/export or farming, followed by consultancy), but felt that financial constraintsto doing so were a major obstacle. Some 15% had refused jobs because of low salaries or amismatch with their training. The unemployed were especially unwilling to consider jobs inteaching, farming, or the armed forces. Some 36% of the unemployed had been so for over ayear.

2.52 Wage Movements. The Govermnent has made a major effort over the past fewyears to widen wage differentials substantially in the public service, so that higher skills can bemuch better rewarded, and the public sector made more competitive with the private sector.Personal income tax rates have also been reduced greatly over the same period. Differentialsbetween the top and the bottom salaries in the civil service, which were about 5:1 pre-tax in1988, had been increased to about 10:1 pre-tax and 9:1 post-tax by 1991. When account is takenof non-salary benefits, these figures are both substantially higher. Private wage rates are stillrather higher at the top levels. University graduates entering employment ;eceived a salary ofabout c275,000 per annum in 1990/91, but perhaps as much as three times that amount the nextyear after large wage increases and the consolidation of allowances into salaries. Graduates oftertiary education have been major beneficiaries of the Government's income and tax policies.This could have stimulated the demand from students for tertiary education, by increasing theprivate rate of return to such education, but may not have done much to increase employmentprospects for them in the private sector.

2.53 Projected Demand for Educated Manpower. Some projections have been madeavailable to MOE by the Ministries of Agriculture and of Health. The latter, which call forsubstantial increases in personnel, are under review within the Ministry concerned and should betreated as provisional. MOE has also projected the demand for teachers at all levels consistentwith its plans for the expansion of student flows and for staffing norms. These are relevant forthe universities (especially UCC), the diploma-awarding colleges, and teacher training colleges.They project increases in the numbers of teachers needed at senior secondary schools and higherlevels. In addition, there is need to train or replace the (one-third of) senior secondary school

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teachers who are insufficiently qualified, and to replace teachers who will be lost through attrition- departure, retirement, dismissal or death; the increases in demand for teachers will varysomewhat by school subject. Overall, an annual output of some 800 teachers per annum fromdiploma-awarding colleges will be needed during the 1990s, provided the projected flow ofuniversity graduates is forthcoming.

2.54 Apart from considering the demand from formal sector employers, MOE isdetermined and confident that the revision of academic programs that it is starting up will resultin producing graduates whose knowledge is much more attractive to employers, and who aremuch more entrepreneurial and capable of productive self-employment, than in the past. Inaddition, all students at polytechnics are to take courses in entrepreneurship.

6. IDA Role and Activities

2.55 Past Lending for Tertiary Education. Under the Education Sector AdjustmentCredit (Cr. 1744-GH, approved in December 1986), $1.5 million was disbursed to providesimple equipment, books and journal subscriptions for the universities. In this phase of itseducation sector program, the Government banned further recruitment of non-teaching staff inuniversities; 3,000 were paid for retrenchment, but the net decline in their numbers by ely 1990was only 800. It also froze the number of teaching posts from 1987 to 1990. Subsidies forstudents' food were eliminated at the tertiary level. In December 1988 an ingenious subsidizedloan scheme was introduced to help tertiary-level students pay for food, books and transportation.In connection with the release of the third tranche, the Government assured IDA that shortly itwould implement a scheme to recover the costs of lodging tertiary students; this step has not beentaken to date, but other related reforms were undertaken.

2.56 The Government was to study cost savings in tertiary institutions and produce aplan of action for university development for second tranche release, and thereafter implementthose aspects of the plan agreed with IDA. In view of the extensive consultation processundertaken, and the extension of the analysis to polytechnics, a university rationalization studywas ready - two years late - only in March 1989. A study on upgrading the polytechnics wascompleted in June 1990. The Government approved a White Paper incorporating a medium-termplan to reform tertiary education in August 1990. Its implementation will provide the policy andinstitutional context for the proposed project.

2.57 Under the Second Education Sector Adjustment Credit (Cr. 2140-GH, approvedin May 1990), a further $3 million has been earmarked for the universities. It is being disbursedin good part on an initial set of requirements for computers and on books and journalsubscriptions.

2.58 Lessons of Experience. The general experience under earlier projects with MOEhas been good, in terms of both reform implementation and project implementation/creditdisbursements, but these have been mostly for other areas of the education system and with otherparts of MOE. The major lessons from past tertiary reforms and the limited portion of past IDAsupport directed to tertiary education have been two. First, it has proven difficult to reform theuniversities, despite strong pressure from MOE to set up a new system and ground rules for thewrelationship. Second, MOE's staffing has needed reinforcement to implement the kind ofcomprehensive reform program it is embarking on now. The project design reflects theselessons, incorporating policy reforms negotiated between the Government and the institutions

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(especially the universities) and a strengthening of MOE's implementation capacity, as well asvarious measures to simplify implementation.

2.59 Strateg. IDA's strategy is to support the Government's own strategy in tertiaryeducation, which is appropriate to Ghana's economic and educational circumstances. At the sametime, IDA's role is to assist the Government to keep the program within the limits of budgetaryand other resources, and implementation capacity, and v courage consideration of labor marketdemand for graduates. Thus it has helped the Government to prioritize actions for inclusion inthe first phase of the ilrogram; to identify total costs of the program, and explore the limits tobudgetary resources for it, in view of the claims of other sectors of the economy and othersubsectors of education; to promote diversification of the sources of financing; and in generalpromote financial sustainability, and to undertake a first tracer study of graduates. It is alsoassisting the Ministry of Education to both develop and supplement its implementation capacity.IDA will keep its own financing lirited to a select group of items, to simplify projectimplementation and speed credit disbursements. IDA will be prepared to consider assistance forthe second phase of the program in three to four years time.

7. Other External Assistance

2.60 Ghana's tertiary education system has received individually small amounts ofassistance from bilateral donors, and recently a large credit from the Africa Development Fund.Recent or forthcoming bilateral aid to tertiary education includes about US$1.5 million fromJapan for science laboratories at the University of Ghana. The tertiary institudons have alsomanaged to maintain and benefit from a number of bilateral links with insttutions anddepartments abroad.

2.61 The African Development Fund (ADF) approved a FUA 15 million (US$20million) credit in June 1991, which is to be signed shordy but may only become effective in early1993, to help finance a FUA 17.4 million project for Ghana's universities and polytechnics. Theproject provides about FUA 10 million for the universities, FUA 7 million for the polytechnics,and FUA 0.4 million for project management. At each of the universities the ADF will financeone large building project. At the polytechnics the credit will finance the rehabilitation and re-equipping of 32 laboratories and workshops, and the construction of 18 new ones and 6 libraries.For project management the ADF will finance start-up requirements and several consultants. Iteproposed IDA-financed project will be closely coordinated with the ADF operation, which coversthe same institutions. MOE has arranged a su.table division of financing between the two donors.

HI. THE GOVERNMENT'S TERTIARY EDUCATION PROGRAM

-1. Introduction

3.1 The Government proposes to establish an integrated tertiary education systemmade up of all post-secondary pre-service training institutions. Major program componentsinclude: restructuring and upgrading of institutions; review of course offerings and curricula,leading to increased curriculum relevance; revival of research; rehabilitation of facilities andupgrading of staff; expansion of the whole system to increase access and equity; improvedmanagement; greater efficiency and control of unit costs; and diversification of finding sources.

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3.2 The Government has already made considerable progress in its reform program.t has drawn up, approved, and is implementing a medium-term reform plan. The main actions

taken to date include: establishment and operation of a national implementation committee(NICIR); establishment of target staffing and financial norms for universities; establishment ofplanning units in universities; operation of a freeze on academic staff employment; some netretrenchment of non-academic staff; expansion in nmbers of non-residential students; theremoval of feeding subsidies; and the establishment of an innovative student loan scheme.

3.3 The Government's longer-term objectives are set out in its White Paper on theReforms to the Tertiary Education System, issued in August 1990. A policy matrix showing keyactions under the program and their timing is at Annex 3-1. Experience so far has shown thatsome reforms at Ghana's universities can be introduced by Government fiat alone. However,faculty and student resistance has clearly limited the scope of Government action. TheGovernment is trying hard now to build support for the reforms. The work of staff of the tetaryinstitutions in preparing the proposed project has shown that they are eager to improve their

institutions and the education they can provide.

2. lntegrntion

3.4 The Government is bringing all tertiary institutions, even those currendycontrolled by other ministries, into the program and effectively under the control of MOE, so thatit can create a unified system. This will permit planning for all institutions on the basis ofcommon criteria, setting priorities, restructuring where necessary, and financing according tocommon principles. It will assist also in providing pathways through the system for students whowish to pursue further studies but presently find it difficult to enter higher-level courses sincetheir existing qualifications are not easily recognized.

3. Restructurn

3.5 Subsector-wide Institutions. MOE believes that, in this crucial phase of itstertiary education reform program, it needs to maintain control of the process, even though it willoperate on the basis of consensus to the extent possible. It therefore intends to implement thispbase of the program through the existing NICrR.

3.6 Ghanm's new constitution provdes that the President will appoint a NationalCommission for Higher Education. The Government plans to prepare a number of scenaios bythe end of 1992, for Its successor to determine the best arrangements for the long-termgovernance of tertiary education. It should be possible to establish the agreed arrangement wellbefore the end of 1995. International experience suggests that the Government should move overthe next few years to operating the tertiary education system on a more decentralized basis, withgreater autonomy (including both academic and financial autonomy) for the institutions withinoverall Government policies and parameters.

3.7 MOE further plans to create new national boards to handle the accreditation ofacademic programs, the admission of students into tertiary education, and the conduct of technicaland professional examinations. The admissions board wil be entirely new, while theaccreditation board will grow out of and replace part of the MOE, and the examinations boardwill replace part of the Ghana Education Service.

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3.8 The Government and institutions are starting a process of reviewing and revisingacademic course offerings. This process wul be treated as conferring an initial at-reditation onthe programs. For the future, however, an organization will be needed to accredit newinstitutions and courses, and to conduct a periodic re-accreditation of existing institutions andcourses. MOE expects a law establishing the Board of Accreditation to pass during 1992.

3.9 At present each institution handles its own admissions process as well as makingits own admission decisions. Students are thus forced to make multiple applications. MOEexpects a law establishing a Joint Admissions and Matriculation Board to be passed in 1993, andfor all admissions to be processed by the Board starting with those for the academic year1994/95.

3.10 'The timetable for passing a law establishing a separate Board for Technical andProfessional kExaminations is also 1993. Tkis board will inherit the responsibility for theexaminations for polytechnic students from its predecessor unit.

3.11 Educational Institutions. MOE has drafted or is preparing new laws forpolytechnics, the establishment of a University College to group the diploma-awarding colleges,and (ater) the establishment of Regional Colleges of Applied Arts, Science and Technology(RECAAST). These laws will establish or update the functions, powers, autonomy andgoverning structures of the various institutions. The laws for the polytechnics and UniversityCollege have both been drafted and MOE expects them to be passed during 1992 (but see para.3.13).

3.12 The universities will be restructured and upgraded over time in a number ofways. Many of their existing sub-degree programs will be transferred to the polytechnics orpossibly taken over by the sector agencies for which they have been specifically mounted. Anumber of new undergraduate programs will be started in fields of emerging importance fordevelopment. Postgraduate programs will be started in more fields and expanded significantly.

3.13 The seven diploma-awarding colleges will be brought together on one campus andintegrated as a new institution, the University College at Winneba, established in September1992. The capital cost involved will be offset by economies of scale in teaching common courseslike education and English and in administration, library and other facilities. The College willalso be upgraded so that some of its students can be awarded UCC degrees, but with a morepractical orientation, matching the level attained by teachers of other subjects who study at UCCitself, and providing an avenue for serving teachers to earn degrees quickly while still working.Preparatory work is well underway, and implementation of the first phase will begin in November1992. Interviews for a principal of the University College have been held. Two more collegeswill move to Winneba, to join the three there already, in this phase. Moving the remaining twocolleges is presently foreseen for October 1994.

3.14 The polytechnics too will be upgraded and their course offerings restructured inseveral ways in the first phase of the program. Nine advanced craft courses will be transferredprogressively to secondary level institutions, freeing up to 2,000 places for higher-level courses.Technician courses in 14 areas will become the main focus of course offerings and will be spreadmore widely through the polytechnics, and some new ones added. Existing diploma courses alsowill be spread more widely, and a set of new ones introduced in areas closely relevant to Ghana'snatural resource endowment and industrial future (Annex 3-2). Training in entrepreneurship is

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to be offered to all students to reflect the changed balance of employment opportunities in theeconomy.

3.1S This phase of the Government's program, and therefore this report and theproposed project, focus on the universities, proposed university college, and polytechnics.

4. Rehabilitation and Ouality Improvement

Rebabilitation

3.16 Buildings. Virtually every building needs rehabilitation, as well as a largenumber of Infrastructure systems such as water, power, and telephones. The currentimplementation of these rehabilitation projects leaves much to be desired. An inability and lackof power of university management to plan, prioritize, and impose these priorities to finish asmall number of schemes; irregular funding; and possibly loose supervision allow schemes tolinger on uncomplkted for years. The campuses are littered with abandoned buildings and withothers which after years if not decades are still not completed. The current public investmentiprogram in education, which covers 1992-1994, has been revised with the Government's currentprogram priorities in mind. These are:

(a) Projects expected to promote and expand academic facilities (classrooms,laboratories, lecture theaters, workshops, libraries, studios), in view of theimpending expansion in enrollments;

0b) Facilities for non-resident students; and

(c) Improvement of campus sanitary facilities.

3.17 Laboratory and Workshop Equipment. The Government's program provides forthe re-equipment of a large number of laboratories and workshops at the universities andpolytechnics. At the universities alone 100 laboratories will need re-equipment, as well as 37workshops. This is not complete re-equipping, as nearly all of these facilities have someequipment in working order - but most require provision of at least 50% of needed equipment.Some new laboratories and workshops will need equipping from scratch. The equipping and re-equipping will be done to the extent possible, at least at the polytechnics, on the basis of standardlists of equipment required to teach the courses using that laboratory or workshop. As the focusis on teaching, nearly alI of which is at undergraduate level or below, the individual items ofequipment are mostly of modest cost.

3.18 Several of the universities and polytechnics have workshops in which they carryout some equipment maintenance. There are also a few arrangements with suppliers or theiragents to service more complex items. These arrangements have not proved ver., satisfactory,however, as evidenced by the high percentage of non-functioning equipment. To try to ensurethat a high proportion of the new equipment expected to arrive under the program is keptfunctioning, the Government and the institutions have negotiated increased budgets formaintenance, and are preparing proposals for improved equipment maintenance in future whichwere presented in preliminary form at negotiations.

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Ouality Improvement

3.19 Several components of the Government's program address the need to improvethe quality of tertiary education. Among these are proposals for new and upgraded courses withcontent more relevant to Ghana's development problems, staff development, increased availabilityof textbooks and library materials, and the devotion of a higher proportion of available financialresources to academic purposes. The Government also plans to stimulate research activities inways which will also improve their quality.

3.20 Courses. The universities and other tertiary institutions are adapting their courseofferings to the arrival of the new senior secondary school graduates in October 1994. Thesestudents will have studied significantly different material from the present 'A"-level graduates.To accommodate them, most undergraduate degree courses are expected to be lengthened by ayear, to a standard four years for most arts and social science courses.

3.21 Including but going beyond this, the Government and some of the tertiaryinstitutions have embarked on a large-scale exercise to update and upgrade their course offeringsand increase their relevance to Ghana's development problems, including the requirements ofmodern manufacturing and service industries. The Government has been trying to complete theprocess at the University College before the beginning of the 1992/93 academic year, while theuniversities and polytechnics are expected to take another year.

3.22 Finally, the Government's plans to increase the proportion of university studentswho are postgraduates to 10% by 1995 will require decisions on specialization by institution, toachieve a critical mass in each discipline at the institution(s) selected, and in some cases on courseofferings and curricula. This is linked also to the revival of research (see below).

3.23 Staff Development. The Government's program envisages large-scale staffdevelopment activities for all institutions in the subsector. The strategy and types of activitiesdepend on the type of institution. For universities, the emphasis will be on increasing thepedagogical effectiveness of staff. For the University College, the broad aim is to increase theproportion of postgraduate degree holders over time. For the polytechnics, the broad aim andmain focus of staff development will be to bring all staff capable of such studies to first degreelevel over time, mostiy at Ghanaian universities but a certain number abroad mostiy in newfields, so that on return they can teach diploma courses. Staff development activities will alsocover specialized staff including administrators.

3.24 Instructionai Materials. The availability of textbooks, and of core journals andreference books in the library, have a considerable influence on the quality of students' learningexperiences. The Government is counting on making enough textbooks available to all studentsright from the start of the program to end the current textbook famine and give an early boostto quality. Since students are not in a financial position to buy more than a very small numberof books each year, the principle will be to stock the library with multiple cepies of keytextbooks and lend them short-term to large numbers of students; photocopying facilities will alsobe expanded. Bookstore seedstocks in small numbers will also be provided for those universitystudents who do wish to buy. The Government also plans to continue and roughly doubleexisting subscriptions at universities to the core journals in each field, and to establish a limitednumber of subscriptions to core journais at the University College and the polytechnics.

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3.25 Resource Allocation. To strengthen academic standards, the Government hasdeveloped norms for the allocation of universities' budgets among alternative uses. These willrequire a movement over time to spending as much as 70% of the budget on teaching, librariesand research. The proportions of total expenditures allocated for municipal services, staff andstudent welfare, and administration would have to be reduced correspondingly. The Governmentplans to have institutions' budget allocations fully in line with these norms starting in 1995/96,with transitional levels introduced starting in 1993/94. IDA plans to monitor two areas ofinstitutions' expenditures as key performance indicators:

(a) an increase in the proportion of total recurrent expenditures devoted to libraryacquisitions until it reaches 5% in 1995; and

(b) an increase in the proportion of total recurrent expenditures devoted tomaintenance expenditures until it reaches 5% in 1995,

and these provisions lave been incorporated in the Government's Letter of Higher EducationDevelopment Policy and memoranda of understanding with individual universities, which havebeen provided to IDA as the basis for support through the proposed project (Jpra. 3.57).

3.26 Research. Only the universities presently conduct research, partly through asmall number of specialized units and partly through teaching departments. The volume ofresearch, although growing, is still small due to lack of facilities, funds, and the opportunity topublish and to interact with other scholars in Ghana or abroad. The Government's program willbegin with the creation of a research fund (1993); establishment of a system to supportpublication and dissemination of research findings (1993); the establishment of pilot centers ofspecialization, to prevent dilution of effort and create critical masses of scholars and facilities(1994); staff training in research techniques (1994); and a focus on applied research relevant toGhana's problems.

5. Expansion

3.27 The Government wishes to expand the tertiary education system rapidly for threemajor reasons:

(a) To meet the increased requirements of educated manpower to lead the economyto sustained and if possible accelerated growth;

(b) To expand access to tertiary education to include a wider social range of capablestudents; and

(c) To respond to the large increase in the social demand for tertiary educationexpected to emerge when the much larger cohorts now in the new seniorsecondary schools complete their studies there.

3.28 The Ministry of Education has made projections of tertiary enrollments to theacademic year 2000/01 (Annex 3-3). These projections reflect reasonable assumptions about thenumber of graduates of secondary education who need to go into teaching, to staff the expansionof other levels of the education system, and about the prospects for expansion of full-time placesat the polytechnics for courses with good employment potential. Given the state of informationabout the labor market, the hardest subsector for which to plan is the universities; but this is also

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the subsector with both the strongest social demand for places and the highest unit costs in thesystem. Given the results of a 1991/92 tracer study, the projections assume the existence ofsufficient demand from employers for a certain increase in the numbers of university graduates,and that the ones not so employed will find gainfil self-employment. The demand side may becompared with the flows of potential tertiary candidates arising from the expansion of lowerlevels of the system. The phasing out of the current "A"-4evel exmination only in mid-1996,well aiter the start of the new senior secondary school leaving examination at the end of 1993,will give rise to four years of intake based on two streams of secondary graduates (1994/95-1997/98). MOE's projections show that in the mid-1990s just under 10% of senior secondaryschool graduates will be able to enter universities, about 5% to enter polytechnics and theUniversity College taken together, and 15% to enter other tertiary institutions (mostly teachertraining colleges), for a total of about 30%. The proportion of the 20-24 year age group enrolledin tertiary education is expected to rise from slightly under 1% now to about 29% by the year2000.

Table I

UniversitiesIntake Universitiem College lzhnic

i992/93 4,500 14,500 2,500 10,5001993/94 4,500 15,500 2,800 11,0001994/95 5,500 17,250 2,800 11,5001995/96 5,500 18,500 2,800 12,0001996/97 5,500 19,500 2,800 13,0001997/98 5,500 20,000 2,800 14,000

3.29 University intakes which have expanded rapidly in the last 2-3 years have strainedthe existing facilities. They will therefore remain at the 4,500 level reached in 1991/92 for thenext two years, then rise to provide some extra opportunities - but only to 5,500 - in each yearof the double intake (1994/95 to 1997/98). Even so, the momentum of past increases in intakeswill cause total university enrollments to rise considerably, from 13,000 now to a little over17,000 in 1994/95 and to 20,000 in 1997/98. The proportion of postgraduate students isexpected to reach 10% by 1994/95 and remain there through the year 2000. The numbers inTable I have been incorporated in the Government's Letter of Higher Education DevelopmentPolicy.

3.30 To enable these numbers to be accommodated, the Govermnent is trying to increasethe number and proportion of non-residential students at the universities. Already it has raisedthe numbers from virtually none in 1989 to over 2,500 in 1991/92. It expects that another 1,000non-residential students could be admitted through 1995. To this end, certain special facilitesfor non-residents will be provided on campus such as lockers. The Government plans to carryout a socio-economic study on non-resident students in 1993, to evolve a policy and to agree withall the institutions in 1993 on targets for numbers of officially non-resident students, and forequitable space and sanitation and standards in student hostels. Finally, it hopes that a first off-campus (and non-Government) student housing program will be completed in 1994.

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3.31 University College intakes are expected to increase only slightly to about 1,000(taking the seven constituent colleges together), and to remain at this level throughout the period.Enrollments will stabilize at some 2,800 students.

3.32 Polytechnic intakes are expected to be such as to gradually increase the number offull-time students, while the number of part-time students stays constant at its present 6,000.Enrollments of full-time students will increase from 4,000 now to about 5,500 in 1994/95 andabout 8,000 in the year 1997/98. Not more than 500 students will be enrolled in Higher NationalDiploma courses in 1995/96, in line with absorptive capacity. Polytechnics already have a highproportion of non-resident students, especially among part-time students.

3.33 Intakes into other tertiary institutions are dominated by those to teacher trainingcolleges, training graduates for primary and junior secondary schools. Enrollr onts at theseschools are expanding rapidly. The Government is also training or replacing the 30% of existingteachers who are untrained to improve the quality of instruction. The demand for more trainedteachers will only be offset in part by expected increases in class sizes. Sectoral institutions(primarily agriculture and health) are not expected to expand intakes significantly in this period.Total intakes at other tertiary institutions will be about 10,000 per annum, and will raise totalenrollments at these institutions from 18,500 now to 26,500 in 1994/95 and to 30,000 in 1997/98.

3.34 In view of the crucial importance of enrollment numbers for both the quality of theeducation provided and its budgetary cost, the Government has agreed, and cause the institutionsto ensure, that intakes and enrollments of the tertiary institutions shown in Table 1 will notexceed the numbers shown in that table for each of the years 1992/93 to 1997/98. These limitsare justified in the short term to preserve quality in the face of strong social demand for tertiaryeducation, especially in the years of double-intake. The Government will carry out a manpowersurvey to improve information on labor market trends and prospects for tertiary graduates. Inaddition, the Government is undertaking a study on the potential for distance learning, with aview to setting up pilot programs in 1993. The Government should also encourage a greater rolefor the private sector, to relieve its own burden and provide greater choice for students. Theproposed project will include a study on private provision of tertiary education.

3.35 The Government is trying to move the enrollment balance at universities (takentogether) from the present 42% in science-based subjects to 60%. The constraint in the shortterm is the number of eligible science entrants, although this can possibly be alleviated byremedial science courses which have recently been piloted successfully at one university.

3.36 The Government is also trying to increase the female share of enrollments, whichis currently about 20% in the universities. It plans to require the universities to reach a 25%share in 1992/93 and a 30% share in 1994/95. To facilitate the change, the universities areprogressively increasing the proportion of hostel space available to female students. Theproposed project include a study under the project on the reasons for low female participation andrecommendations on measures to increase it.

6. ManaMent

3.37 The PNDC Deputy Secretary for Higher Education and her Acting Chief Directorhave been the only two central government persons continuously involved in the conception andmanagement of the reform program for five years. This continuity may be broken with thepolitcal transition at the end of 1992.

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3.38 At the institutional level, two of the three universities have new Vice-Chancellorsas of early 1992, and the third Vice-Chancellor will be new as of November 1992. Newdirectors of the polytechnics were selected ana others reappointed recently, to ensure that theywill be capable of leading those institutions with their enhanced future roles. These new chiefexecutives will need induction training and - depending on their previous experience - somefamiliarization with the reform program. There could be some loss of momentum at theinstitutional level for a few months in late 1992. The universities have new planning units todevelop the management information systems needed for institutional and sectoral management;new appointees are being recruited at polytechnics to play the same role. They will also play animportant role in the proposed move to centralized timetabling at each institution, to improve theutilization of existing facilities and staff. All the managerial and senior administrative personnelof the institutions will need training in the new ways.

7. ;fficiency. Costs and Financing

Unit Costs

3.39 The most important policy measure that the Government plans to introduce toincrease efficiency is the use of student-staff norms which are rather less generous than the ratiosthat have prevailed hitherto. MOE has drawn up a comprehensive set of such norms for bothacaiemic and non-academic staff of universities (Annex 3-4). They govern in particular thenumbers of students per academic staff, and are differentiated by faculty, namely 8 for humanand veterinary medicine, 12 for other science-based subjects, 15 for education, and 18 for thehumanities, yielding an intended average of about 15. Other norms define the staffing structureand staffing levels of both academic and other departments, and the numbers of non-academicstaff. Given the expected increases in student numbers over the next few years, the effect as thenorms are introduced progressively will be to keep academic staff numbers in the universitiesclose to their present levels through 1995. Non-academic staff numbers will need to be a littleover 5,000 by 1995. Per-student recurrent costs of university education are projected to increasefrom an estimated c554,000 (equivalent to about US$2,500) in 1990 to about c724,000 (in 1991prices) in the period 1995-2000, even while applying MOE's norms.

3.40 Staffing norms do not yet exist for the University College and the polytechnics. TheGovernment will develop such norms - at least for the polytechnics - in time for the start ofthe tighter norm-based budgeting process described below, i.e. some time in 1993. However,the projections assume that the overall student-to-academic staff ratio at the polytechnics willincrease from about 11 now to 18 from 1997.

3.41 The Government and the institutions have agreed that staff numbers at theuniversities and polytechnics will be based on the agreed student-staff norms, starting with the1995/96 academic year. The Government has agreed, and will cause the universities to ensure,that the universities will reach Government norms for student-to-academic-staff rations at latestin 1995/96. Junior staff numbers (technical plus administrative) will be at or below 30% ofstudent enrollments at latest in 1995/96. Annual intermediate targets have been incorporated ina memorandum of understanding with the universities.

3.42 To keep down unit costs, while supporting the higher throughput of studems in thefuture, there will have to be more intensive utilization of time, existing facilities, and staff, aswell as expansion. The Government has lengthened the academic year nominally, from 24 weeks(excluding examinations) to 32 weeks (including them) in the course of moving to a semester

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system over the last few years, with the last institution changing to the semester system as of1992/93.

3.43 Information on the present intensity of utilization of facilities is partial. At theuniversities, there is a tendency to confine classroom use to the mornings and laboratories to theafternoons. Many teaching spaces belong to particular departments, which may limit flexibilityin their use. Library hours could be extended somewhat and classrooms could be held open Inthe evenings, to alleviate the severe shortage of study space. The polytechnics could extend theirhours in some cases. The Government is considering such options. It has negotiated with theuniversities that weekly hours of opening or use will be extended to 90 hours for the library and75 hours for classrooms, laboratories and workshops, starting in the academic year 1992/93; andthat centralized timetabling of all academic spaces will start in the academic year 1993/94. Theseprovisions have been incorporated in the Government's Letter of Higher Education DevelopmentPolicy.

Fan.

3.44 Government Budget. The Government and IDA review the recurrent budget andpublic expenditure program for education each year under ongoing operations. In addition, MOEhas projected education costs, including those fer tertiary education, through the year 2000 (Table2 and Annex 3-5 - to be revised). The projections are based on the student flows and transitionrates discussed above, the best available information and assumptions on salaries and other costs,and the progressive applicaton of MOE's staffing and expenditure norms.

3.45 B Budget. The approved recurrent budget subventions to universities for1992 total c12.9 billion. The large increase from 1991 levels is needed to accommodate the largesalary increase for university staff agreed at the end of 1991.

3.46 The projections through the year 2000/01 show that per-student recurrent cost inuniversities will be c724,000 in 1991 prices (equivalent to US$1,930) by 1995/96, when theGoverment's norms are intended to apply fully. The equivalent figure for polytechnics will bec210,000 (US$560). The reasons for the continuing disparity will be, as in the past, mainly thelower qualifications of faculty and the lower levels of courses they teach. The numbers forunivesities will still be relatively high by international standards, but it is not clear that anythingcan reasonably be done to reduce them further. The unit costs for other institutions and levelsof education are and will remain much more reasonable.

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Table 2

Recuffent Budget for Education

iz 1226

Total (1991 c bn) 82 111% of Recurrent Budget 37 41

Shae (96)

Primary 44 40JiS 20 21SSS 18 14Tertiary 17 18Non-Formal 1 6

Note: Excluding Government contributions for student loans.

3.47 The projections show further that, assuming economic growth continues at 5% perannum in real terms in Ghana in the 1990s as under the Government's program so far, and withoverall real budget growth at 3% per annum, the share of education in the Government'srecurrent budget will need to increase from 37% in 1991 to a peak of 41% in 1996.

3.48 To protect the lower levels of the education system, which have great importancein its sector strategy, the Government has agreed that the share of tertiary education in the totalrecurrent budget and actual expenditures for education will not exceed 18.3% through 1996. Forthis purpose, tertiary education will inchide universities, the University College, the polytechnics,MOE "RECAAST" institutions, distance education, and any Government compensation to SSNITfor interest foregone on student loans should this be required. This provision on the share oftertiary education has been incorporated in the Government's Letter of Higher EducationDevelopment Policy.

3.49 Public Investment Program. The Government's three-year rolling publicinvestment program (PIP) now covers 1992-94. MOE and the institutions have reviewed theprogram together and with IDA at the end of 1991 and it has been harnessed more closely to theobjectives of the sector reform program (Annex 3-7). In the final version of the 1992 domesticcapital budget, however, the share of tertiary education is a relatively high 44%. About one-fifthof this is for the new University of the North, which is intended to emphasize education relatingto savannah zone agriculure, produce middle le-vel medical manpower, and studies of thedevelopment and sociological problems of this most backward area of Ghana. It will alsocontribute to regional equity objectives, and has powerful political sponsorship, but should notbe allowed to distort overall resource allocation.

3.50 The Government has agreed to review and agree its public expenditure programsfor tertiary education with IDA annually through 1996. Actual expenditures each year will besatisfactory to IDA (thus maintaining the type of conditionality agreed under previous IDA-financed education operations, but with its scope limited to tertiary education). This will beimplemented dtrough the Govenment's annual overall public expenditure reviews with IDA, aslong as those continue, and separately thereafter. It has also been agreed that budgets and actual

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expenditures each year will not diverge by more than 10% (except for changes resulting fromunanticipated salary increases). Capital expenditures on the University of the North fromGovernment resources will not excesd US$1.5 million equivalent in any one year, and a total ofUS$4 million equivalent, in the period 1993-96. This provision has been incorporated in theGovernment's Letter of Higher Education Development Policy.

3.51 Cost qRecoery. The prospective expansion of enrollments and the budgetaryimplications have induced MOE to plan to increase cost recovery for tertiary education. Currentlyonly low application fees and full costs for student feeding services are charged, or under 10%of total direct costs, and the vast proportion of these payments is financed by subsidized loans.Given the higher percentages of costs recovered at primary and secondary levels (in the ranges5-10% and 15-50% respectively), the high costs of a rapidly expanding tertiary sector, and theprivate returns to tertiary education, Ghana should move faster on increasing the percentage ofcost recovery in tertiary education. However, new charges should be preceded by a carefully-planned campaign of public education as to the general nec, ssity of charging, and the particularjustification of the specific charges proposed. In the near term, the main stress will be placedon hostel fees, being a payment for a non-academic item with potential for substantial yield. Thelevel of long-term cost recovery should take account of the findings of a study which theGoverment will carry out under the project, on the socioeconomic composition of the studentbody including the ability of students and their families to pay for tertiary education.

3.52 Given the political transition taking place in Ghana at the end of 1992 and indeedalready underway, the sensitivity of charges to students, and the fact that improvements inconditions in tertiary education will not take place in time, there is no prospect of additional costrecovery being agreed for 1992/93.

3.53 To increase the financial sustainability of its plans for tertiary education, theGovernment has agreed to, and cause the institutions to, implement cost-recovery mechanisms:

(a) Introduce student hostel fees, starting with the academic year 1993/94, to coverthe full cost, including the annualized capital cost; and

(b) Ensure that through a range of application, registration, and other charges, 5% oftertiary academic recurrent costs will be borne by students by the academic year1995/96.

Tlese provisions bave been incorporated in the Government's Letter of Higher EducationDevelopment Policy. The Government also plans to set application fees for universities atc4,000, and for other tertiary institutions at c2,000, for the academic year 1993/94, and toincrease them annually thereafter in line with inflation.

3.54 Income Generation. The Government and the institutions plan an expansion ofthese activities which are still little developed. The Government plans a study in 1993 under theproposed project which will evaluate the several schemes already put forward by the institutions,some of which reportedly have been carefully drawn up. These are largely additional to thedevelopment of consultancy business, for which there is considerable scope in principle, bothwithin Ghana and abroad. After the study the Government plans to set targets for incomegeneration, in light of the seed capital which can reasonably be expected to be forthcoming for

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these ventures. Indications are that income generation can only be expected to amount to a fewpercentage points of recurrent costs at the institutions for many years to come.

3.55 Student Loan Scheme. SSNIT has projected the finances of the student loanscheme through the year 2000/01 using MOE's assumptions about student flows. SSNIT'sintermediate scenario prepared in July 1992 is summarized at Annex 3-6. Annual disbursementsto students are projected to rise from cO.9 billion in 1990/91 to c12.2 billion in the year 2000/01.To sustain the present loan terms without adversely affecting SSNIT's own finances, it isprojected that the Government will need to provide SSNIT with a further cO.4-0.5 billion perannum from 1998 to the year 2000. The Government has undertaken in its Letter of HigherEducation Development Policy to provide further resources to SSN1T in the period 1996 to 1998when and if required.

3.56 The Government and SSNIT have thus ensured the financial sustainability of thescheme on the present terms. As part of the action plan for the future, to enable students to payincreased charges and to encourage non-residentiality, the Government in its Letter has alsoindicated its intention to extend the loan scheme to mitigate some of the additional costs tostudents. It is expected to increase the maximum amounts of student loans as follows:

(a) For non-resident students, to cover up to 100% of additional imputed rent coststhey incur, starting in the academic year 1992/93 (SSNIT's projections providec13,500);

(b) For resident students, to cover up to 50% of student hostel fees, starting in theacademic year 1993/94 (SSNIT's projections provide c13,500); and

(c) For all students, to cover up to 100% of further increases in charges, starting inthe academic year 1993/94 (SSNIT's projections provide c5,000).

The Government has agreed to implement, and to cause SSNIT to implement, the plan.

8. Reforms and Performance Monitoring

3.57 The proposed project is an investment project. Nevertheless, because of theimportance of the subsectoral reforms which the Government is undertaking, both in themselvesand for the success of the project, the Government has provided IDA with a Letter of HigherEducation Development Policy (Annex 3-0). The letter covers the intentions of both theGovernment and the educational institutions. Since the universities are autonomous institutions,each of them has entered into an individual memorandum of understanding, as well as a Jointmemorandum, with the Government, together setting out its intended actions in the policy areasdiscussed in Part II! of this report. When it has been formally established, the University Collegewill enter into a sir.!lar memorandum of understanding with the Government satisfactoty to IDA,as a condition of disbursement on project items for the College. IDA is relying on the Letter ofHigher Education Development Policy in making the proposed credit. The Government and IDAwill monitor performance under the program with special focus on a small set of crucial policyand institutional actions to be undertaken by the Government and by the institutions during theproject period through 1996. These actions have been spelled out in individual sections of thispart of this report; the expected levels and phasing are set out in Annex 5-3. 'he indicators tobe monitored are lIsted for convenience in paragraph 5.15. Performance in these areas will alsobe the major basis for a joint mid-term review of the project.

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IV. THE R

1. Proiect History

4.1 The Government first requested IDA assistance for a project fully devoted totertiary education in 1989. It presented Its first complete proposals to an identification missionin July 1991. Appraisal took place in March 1992. During this period the Government alsopresented proposals to finance other tertiary education expenditures to the African DevelopmentFund (ADF), which approved a FUA 15 million credit in June 1991 that has recently beensigned. The proposed project will be coordinated with the ADF-financed project wherevernecessary.

2. Project Objectives

4.2 The proposed project ai'ns to provide support to the first phase of theGovernment's tertiary education program. This phase will cover the years 1993-1996. Theproject and its associated conditionality will support all the major objectives of the program:restructuring; upgrading; rehabilitation; quality improvement; expansion; improved management;increased efficiency; and diversification of financing. Within this broad canvas, the stress in thefirst phase will be on (a) rehabilitation and quality improvement in teaching and learning; (b)improved management; (c) a system combining autonomy with accountability for the universities;and (given the uncertainty about manpower demand) (d) a gradual expansion of enrollments.

3. Summary Project Composition

4.3 The proposed project has two components:

(a) A central component for the Ministry of Education and the proposed new boardsfor accreditation, admissions and examinations, consisting of: (i) officeequipment, computers, and vehicles; (i) staff development; (iii) technicalassistance; (iv) studies; and (v) assistanceinprojectmanagement (US$5.1 million);and

(b) An institutional component for each of the three established universities, theproposed University College and the six existing polytechnics, consisting of: (i)civil works, (ii) laboratory and workshop equipment and equipment maintenance,(iii) textbooks, library journals and reference books, Civ) computers, (v) vehicles,(vi) staff development, (vii) research finding (at the universities), and (viii)management and technical assistance (US$46.3 million).

4. Project Description

(a) Central Component

(i) Cffice Equipment. Computers and Vehicles.

4.4 The project provides for most of the project-related requirements of theCoordinating Unit for Managing External Funding (CU) to be established by MOE (para. 5.19),the balance being financed by ADF. The IDA-financed items are mostly being purchased undera Project Preparation Facility advance for the proposed project. The project will also finance thestart-up needs of the proposed new boards for accreditation, admissions and examinations.

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a Project Preparation Facility advance for the proposed project. The project will also finance thestart-up needs of the proposed new boards for accreditation, admissions and examinations.

(ii) Staff Development.

4.5 Under the project, top officers of MOE Higher Education Division, the newboards, and CU will receive management and project-related training, and participate inatachments, seminars and workshops.

(iii) Technical Assistance.

4.6 The project will finance consultant assistance: (i) to MOE in managementinformation systems, and for the studies under the project (next section); and (ii) to the newboards as required for their establishment and early operation. Terms of reference for the TAfor MIS and for the boards were reviewed at negotiations and are set out in Annex 4-1.

(iv) Studies.

4.7 The project will finance studies in the following areas: (i) a manpower survey; (ii)the socioeconomic composition of the student body (and the ability of students and their familiesto pay for tertiary education); (iii) private provision of tertiary education; (iv) income generationby universities; and (v) female participation in tertiary education. Outline terms of referencewere reviewed at negotiations and are set out in Annex 4-1. The studies will be completed bythe end of 1994.

(v) Assistance in Project Management.

4.8 Activities in areas needed for project start-up are being financed in part by anadvance from the Project Preparation Facility (para. 5.2). The project will also finance theservices of a number of local consultants serving in and required by the CU. Finally, the projectwil finance technical assistance and other expenses of preparing the second phase of theGovermnent's tertiary education reform program.

(b) Institutional Component

4.9 Ihe three universities and six polytechnics included in the project are existinginstitutions. The University College will be established by a merger of the existing diplomaawarding colleges. Candidates for the position of principal have been interviewed; and amemorandum of understanding between the Government and the College has been drafted. Asthe project benefits depend on the merger actually taking place in practice, the Government hasagreed that expenditures for the University College will only be financed from the proposed creditonce It has been formally established; the principal has been appointed; and the Government andthe University College have signed a memorandum of understanding satisfactory to IDA,reflecting the latter's obligations under the program.

(i) Civil Works.

4.10 At the universities, the project will provide for the construction and rehabilitationof libraries, lecture theaters, laboratories, workshops, campus facilities for non-resident students,ad sanitary facilities. At the University College, the project will provide for completion of the

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workshops, classrooms, campus facilities for non-resident students, and sanitary facilities.Understandings have been reached on the individual works to be included (Annex 4-2).

(ii) Laboratory and Workshop Eguipment and Equipment Maintenance.

4.11 At the universities, the project will finance the re-equipping of a wide range oflaboratories and workshops. At the University College, the project will provide equipment forscience and language laboratories. At the polytechnics, the project will finance the re-equippingof the laboratories and workshops for all courses, except for automotive engineering which ADFwill assist. Understandings have been reached on the individual laboratories and workshops tobe included (Annex 4-3).

4.12 Equipment purchases will be based on a comparison of standard lists by subject,at least in the polytechnics, with existing stocks of equipment which is either in working conditionor is reparable. A repair exercise will also be carried out in the polytechnics early in the project;if successful, it could be extended to the universities.

4.13 MOE and the institutions brought to negotiations their proposals to ensure betterequipment maintenance, which need some further work to become sufficiently operational. Theproject will include the establishment of suitable arrangements and the provision of equipmentand training for equipment maintenance.

(iii) Core Textbooks. Library Journals and Reference Books.

4.14 The aim under the project is to provide students in all subjects at each universityand polytechnic, and those in certain priority fields at the University College, with sufficientaccess to the most important learning resources they require. Thus the project will provide forthe library multiple copies of the three most important textbooks for each course: one copy for5 students of the key textbook and one copy for 15 students of each of the other two. Thesebooks are expected to be kept in special areas of the institutions' libraries for short-termborrowing. The project will also provide university bookstores with one copy for each 10students of the key textbook as a seedstock, to cater on a sustainable basis to those students whowish and can afford to purchase books. Understandings have been reached on these guidelines.The library and bookstore stocks taken together are expected to end the current textbook famineand make possible a substantial improvement in both teaching and learning. The institutions areexpected to keep these recommended textbooks for their courses for five years.

4.15 Students and academic staff, especially in the universities, also need to keep upwith major developments in their field worldwide through reading key journals. The project willextend the support being provided through 1992 under several previous IDA credits, by providingsubscriptions for the period 1993-95 to the current 200 core journals per university, a further 200jonrnals per university, and about 50 journals per polytechnic. As t'e institutions' libraryacquisition expenditures rise, they will take over financing these journal subscriptions starting in1996.

4.16 Finally, each university's library will be provided with a collection of the keyreference books for each subject. The project provisien of textbooks, library journals andreference books is summarized in Annex 4-4.

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(iv) Computers.

4.17 The universities have hitherto possessed only a single roomful of personalcomputers each. The polytechnics have had none at all. The new planning units at universitiesstarted operations with one PC each, and the polytechnics each received one machine, inSeptember 1992. An initial large order of PCs for the teaching of basic computer science at eachuniversity has been financed recently from EdSAC II. The project will finance the next phaseof computer requirements for the universities, for the administration, library, teachingdepartments especially science-based, and a computer pool. At the polytechnics, it will financecomputers for the administration, business studies courses and computer maintenance/repaircourses. Understandings have been reached on guidelines for identifying the computers to beacquired, and the project provision is set out in Annex 4-5.

(v) Vehicles.

4.18 At the universities and University College, the project will finance vehicles for theadministration and the planning units (pick-ups) and for students' field visits (medium and largebuses). At the polytechnics, the same types of vehicles will serve for the administration and forstudents' industrial visits. The project provision is set out in Annex 4-6.

(vi) Staff Development.

4.19 The need for a major program of staff development derives from several factors:the brain drain of the past which has not yet ended, the desire to introduce new courses, the needto teach newly upgraded courses, the need to offset attrition through retirements, and themedium- and long-term need for more faculty due to the projected expansion of studentenrollments.

4.20 At the universities, the project will finance foreign travel for faculty, forfellowships, conferences, workshops and attachments. The University of Cape Coast will providecourse training and in-service methodology training of faculty. Equipment maintenance staff willalso be trained further. At the University College, 10 tutors will pursue degree studies under theproject. At the polytechnics, the project will finance 45 academic staff for degree studies - 10abroad and 35 in Ghana - who will be able to teach the proposed new and upgraded courses ontheir return. There will also be in-service training programs for academic staff, to update theirknowledge, as well as for laboratory technicians and workshop assistants. Special workshops willbe organized for entrepreneurship development, industrial liaison, and staff development officers.The overall training program is set out in Annex 4-7. The scope of the first year program hasbeen agreed at negotiations, and the Government will provide shortly the details of individualtraining. The institutions will prepare annual training programs for the following academic yearsatisfactory to IDA by January 31 each year.

(vii) Research Funding.

4.21 The proposed credit will provide US$1 million to support research at theuniversities. A first draft of the Govenment's proposals for this component (Annex 4-8) wasdiscussed at negotiations and will be elaborated further. It provides for a broadly representativemanaging committee, with subject panels to assist it in reviewing proposals. There would bemaximum amounts of funding for individuals' proposals, group proposals, and requests for

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special equipment, to ensure that a substantial number of research proposals can be funded. TheGovernment and IDA will agree, as a condition of disbursement for this component, on thearrangements for managing the fund, and on the criteria to be used in selecting research proposalsfor funding. The Government wilt include an annual report on the Research Fund in theappropriate progress report to IDA on the project. The project will also finance training andattachments in research methods and skills.

(viii) Management nId Technical Assigmne.

4.22 At the universities, the project will provide assistance in management including amanagement information system at each institution, centralized timetabling with efficient spaceallocation at each institution, new approaches to university teaching, curriculum development, andcareer advisory services.

4.23 For the polytechnics, consultants will provide assistance in the supervision of civilworks; and the installation and commissioning of project equipment and training, especiallypractical training, in mechanical and electrical engineering areas. The technical assistanceprogram for the institutions, including terms of reference for the universities which werereviewed at negotiations, is set out in Annex 4-9.

5. Pro3ect Costs and Financin

4.24 The total cost of the project is estimated at US$51.4 million equivalent, includingUS$1.4 million in duties and taxes. The cost by type of recipient institution is as follows: MOEand Boards: US$5.1 million; Universities: US$29.2 million; Polytechnics: US$14.3 million;University College: US$1.4 million. Breakdown of the total cost by category of expenditure arein Table 3 below.

4.25 Basis of Cost Estimates. MOE contracted local architecs and an IDA consultanthave updated the project civil works estimates to August 1992. Estmated costs for textbooks andlibrary journals and books reflect recent experience in a number of Bank Group-assisted projectsas well as in Ghana. Estimated costs for equipment reflect current catalogue prices of majorsuppliers. Estimated costs for otier goods reflect recent experience under other IDA-assistedprojects in Ghana. Local and foreign fellowship costs reflect charges of typical host institutions.Foreign and local consultancy costs are bas;4 on current rates. Base costs have been adjustedto June 1992.

4.26 Estimated project costs include physical contingencies equivalent in total to 10%of base costs. Price contingencies are estimated on the basis of the implementation schedule andexpected annual price increases as follows: local 8% for 1992 and 5% per annum during 1993-97; and foreign 2.8% for 1992, 3.9% per annum for 1993-94, and 3.8% for 1995-97.

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Tale 3

Project Cost Summary

Costs by Category of Expenditure (US$ Million)

Categoryof ExpendIUtu LocI Foreign Totaw

Civil Works 8.7 5.7 14.4Equipment 0.0 12.5 12.5Books & Journals 0.0 3.7 3.7Computers 0.0 1.9 * 1.9Vehicles 0.0 1.0 1.0Staff Development 1.1 1.0 2.1Technical Assistance 2.3 2.5 4.8Research 0.5 0.5 1.0Studies 0.5 0.1 0.6Incremental Recurrent

Costs 0.3 0.3 0.6Duties and taxes 1.4 1 14

Base Cost 14.8 29.2 44.0

Physical Contingencies 1.3 2.9 4.2Price Contingencies Lo 322

Total Project Cost 17.1 34.3 51.4

4.27 Financing Pjan. The total project cost of US$51.4 million equivalent, includingUS$34.3 million in foreign costs and US$17.1 million in local costs, will be financed by:

(a) the proposed IDA credit of US$45.0 million, which will finance US$33.0 million(96%) of foreign costs and US$12.0 million (70%) of local costs, and 88% of totalproject costs;

(b) US$6.4 million from the Government, which will finance US$1.3 million inforeign costs and US$5.1 million in local costs and 12% of total project costs.

4.28 The project budget for 1993 was agreed at negotiations. To channel itscontributions to the project, the Government has agreed to establish a tertiary educationproject account to be operated by MOE, and to deposit the counterpart funds required by theproject for the first quarter of 1993 in this account as a condition of credit effectiveness. Theamount required for effectiveness is US$70,000 equivalent. The Government has also agreedto review the budgetary requirements of the project annually with IDA and, after the initialdeposit, to deposit the counterpart funds required by the project into the account quarterly inadvance.

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4.29 The recurrent cost implications of the project, and hence its financial sustainabUlity,are part of the larger picture of education sector expansion and its financing. Tbe proposedIDA credit would finance only a small amount (US$300,000) of incremental recurrent costs ofsupplies, vehicle operation and maintenance, and salaries of contract staff for CU.Discussion of the recurrent costs of the education program is in Part m of this report.

V. ERWEaJ

1. Process Nd Status of Enaratign

5.1 MOE requested proposals from the tertiary institutions for inclusion in theproposed project in mid-1990. It worked these proposals, and others for system-widedevelopments and expenditures, into an integrated and coherent proposal for tertiary educationreform and development, and presented this to the IDA identification mission in July 1991.MOE and the institutions worked further on preparation activities discussed with theidentification, preappraisal and appraisal missions. The project was appraised in March 1992and negotiations were held in August 1992. MOE is continuing work on the UniversityCollege, the research and equipment maintenance components of the project, and procurementplanning.

5.2 MOE is using a Project Preparation Facility advance of US$580,000, approved inOctober 1991, to strengthen project management arrangements; to continue work on theestablishment of the proposed new boards; to launch reviews of the academic programs in theuniversities, polytechnics and diploma-awarding colleges; to retain consultants forarchitectural services, equipment selection and maintenance, MIS design for projectmanagement, a tracer study of graduates, and research strengthening; and for training in

project management, planning and procurement.

2. Prject Managen and Cordination

5.3 The institutions and units that will be responsible for the Government's subsectorprogram, and for the ADF- and IDA-financed projects within it, are intertwined and have tobe considered together.

5.4 At the center, the subsector program and related projects are being managed by theMinistry of Education. Several units are closely involved in the program, under the overallmanagement of the PNDC Deputy Secretary for Higher Education, who will also have a smallgroup of educational advisers/consultants on secondment from universities for limited periods.These units are:

(a) Higher Education Division (HED) - this is the line unit for normal running ofhigher education, headed by an Acting Chief Director, the highest civil servicerank; it has recently recruited several additional professionals but will remainsmall, dealing largely with tldministrative matters. I can draw on many personswithin the subsector to asist it, as well as the:

(b) Coordinating Unit for Managing External Funding (CU) -- this new unit (para.5.8) will not manage the reform program, but only physical project implementationactivities for higher education as well as the other divisions of MOE. It will

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enable the recruitment of a sufficient number of suitable persons dn a short-termconsultant basis. It will be responsible for the IDA-financed project, as well asintr AU those for tertiary education financed or to be financed by other donors.It will handle the client's side of implementation such as civil works, goodsprocurement, disbursements, accounts, logistics, and project monitoring; and

(c) MOE's Planning, Budgeting, Monitoring and Evaluation Division - this unit willmonitor the application of staffing and financial norms in tertiary education, aswell as progress in meeting the projections and targets implied by theGovernment's tertiary education policy.

5.5 To coordinate the subsector program, MOE will continue to make use of theNational Implementation Committee for Tertiary Reform (NICTR). This committee meetsquarterly on matters requiring plenary action. It has created several sub-committees fordifferent aspects of the program, as well as for preparation of the major components of theproposed project. Thus large numbers of experts from the tertiary institutions themselvesparticipate in developing the program, supplementing MOE's internal resources, and enrichtheir own institutions as well.

5.6 At the tertiary institutions, a senior official is the representative on the NICTR:Pro-Vice-Chancellors for the universities, Directors for the polytechnics. The newly-appointed heads of the planning units created recently at each university will play amonitoring role in the program; at the polytechnics, officials analogous to university registrarsare being recruited who may play this role. The universities each have one staff member withexperience of private ,ector procurement. MOE further plans to make considerable use of,and to build up, capacity within the institutions.

5.7 For its project management activities since 198t, MOE has developed a ProjectManagement Unit which is functioning successfully with responsibility for the IDA-financedEdSAC, EdSAC II, and Community Secondary School projects and the USAID-financedprimary education project, all of which are managed by the School Education Division ofMOE. The PMU has demonstrated impressive commitment and organization capabilitythroughout the program. The staff have gained considerable experience in different types ofeducation investments. It has at times been overextended in terms of handling procurement,given a heavy burden of EdSAC II activities and some staff attrition. The PMU has anefficient accounting and payment system. Additional staff in the Non-Formal EducationDivision are working on the new Literacy and Functional Skills program/project. In thecourse of preparing the proposed tertiary education projects for ADF and IDA financing, andin anticipation of project implementation, MOE has assigned, recruited and employed on aconsultancy basis a number of both civil servants and persons from education institutions (nextparagraph). These persons make up a valuable and needed supplement to the resourcesavailable to handle MOE's total project worldoad.

5.8 To benefit from the experience of the existing PMU staff and from economies ofscale, as well as to avoid an inefficient proliferation of project management units within asingle Ministry, MOE will unify responsibility for all project implementation activities, at alllevels of the education system. It will establish a new Coordinating Unit for ManagingExternal Funding (CU) under acceptable terms of reference as a condition of effectiveness.The MOE's present plans are that CU will be headed by a senior official in the office of theSecretary for Education. There will be coordinators for school education, non-formal

- 32 -

education and tertiary education. Staff will be organized in functional units dealing withprocurement, financial matters, and support and logistics, each of which will deal with thewhole range of education projects.

5.9 MOE's staffing specifically for tertiary education project implementation will be asfollows. A consultant to MOE is in place for academic programs and training, which coversthe universities; and civil servants in HED for polytechnics and the University College. Thecoordinator for tertiary education in CU will work with staff for civil works; goodsprocurement; accounts and disbursements; and logistics and administration. MOE hasdesignated as coordinator an experienced university administrator, who has just retired assecretary of the University of Ghana Medical School. He has been on the job full-time sinceJanuary 1992. ADF has agreed with the Government that it will finance a deputycoordinator/architect, civil engineer and accountant; candidates have been selected andproposed to ADF. One experienced procurement officer is already working on tertiaryeducation project matters.

5.10 To ensure that enough key staff are in place, MOE will staff CU with personnelwith acceptable qualifications and experience as a condition of effectiveness. TheGovernment has agreed to maintain such staffing throughout the project.

5.11 CU staff and consultants who will work on the proposed proje" will receivetraining in procurement and other areas of project management, financed out of the already-approved PPF; they will participate in seminars on procurement and disbursements givenperiodically by specialized Bank staff visiting Ghana; and they will participate in a projectlaunch workshop.

5.12 To assist it in project implementation, and in view of the complexity of certainaspects, MOE will employ specialized agents or consultants for procurement (see below), aswell as for the establishment of a project management information system, and the audit of theproject accounts.

5.13 Coordination among MOE, the African Development Fund and IDA alreadycovers these specific items each institution will finance, while the project implementationarrangements, and their financing, covering the needs of both projects have also beenestablished. The three parties will also hold annual consultations, convened by theGovernment, during.project implementation for continuing coordination. ADF and IDA areexpected to be involved in financing similar activities Cm particular, civil works andequipment) at the universities and polytechnics. Ideally the arrangements should be the same,but for supervision of civil works, ADF may expect a stronger role for CU staff than doesIDA; IDA will require a competitive selection process for architectural consultants in thedifferent regions, while ADF has agreed to the use of the development offices at theuniversities and the public sector Architectural and Engineering Services Corporation at thepolytechnics. Procurement of goods is expected to be easier to coordinate, as MOE hasagreed to use the sample bidding documents developed jointly by the World Bank and ADB,country eligibility apart.

5.14 Monitoring eporting and Evaluation. The project coordinator will beresponsible for preparing semiannual progress reports on the project and providing them toIDA. These will to the extent possible reflect the CU's own management information systemfor tracking and managing the progress of the project. The Government and IDA have agreed

- 33 -

to hold a mid-term review of the project between September 30, 1994 and March 31, 1995.To the ext-nt necessary to ensure the effective implementation of the project and theGovernment's program set out in its Letter of Higher Education Development Policy, theGovernment will prepare an action plan acceptable to IDA and then implement it. Finally,MOE will provide Part I of a project completion report to IDA within six months of theClosing Date.

5.15 The Goverment and IDA have agreed at negotiations to monitor indicators ofGovernment and institutional actions in ten key areas, to judge the progress of the tertiaryeducation reform program. They will be the main focus of the mid-term review, along withthe effectiveness of technical assistance under the project in skill transfer. The indicators arethe following:

(a) For Government:

(i) Intakes/enrollments in project institutions;(ii) Tertiary education's share of MOE's actual recurrent budget and

expenditures;(iii) Tertiary education's budgeted share of the public investment program in

education;(iv) Student loans; and(v) Cost recovery measures.

(b) For educational institutions:

(i) Overall students-to-academic-staff ratio;(ii) Non-academic staff numbers;(iii) Time/space/facility utilization;(iv) Library acquisitions budget; and(v) Maintenance budget.

5.16 The levels and phasing for these indicators, for joint monitoring, are those containedin the Government's Letter of Higher Education Development Policy and action plan on thestudent loan scheme; those for institutional action X-8 al,o reflected in the memoranda ofunderstanding negotiated between the Government and the Insitions (para. 3.57 and Annex5-4).

3. Procurement

(a) Proiect Elements. Estimated Co. and Mods of Procu

5.17 Methods of procurement by type of expenditure are set out below, andsummarized with the amounts involved in Table 4. An attempt will be made to harmonizeprocurement procedures and documentation under the proposed project with those under theADF-financed project to the extent possible, to minImize the load on MOE and theeducational institutions.

5.18 Civil Works. Civil works are inclusive of architectural/engineering consultantservices. Works at the universities will be bid in one package with several lots to be awardedindividually or grouped to make the least cost combination. Works at any one polytechnic

- 34 -

and the University College, being individually small, will be grouped to make one largercontract per institution. Contracts over US$1 million equivalent may interest foreign biddersand will be awarded on the basis of international competitive bidding. Local contractors willbe allowed a preference margin of 7 1/2% in bid evaluation under ICB. Smaller contracts notexceeding an aggregate amount of US$3 million equivalent will be awarded after localcompetitive bidding under current Government procedures, which are satisfactory to IDA andinclude advertising in local newspapers, public bid opening, clear evaluation criteria, andaward of contract to the lowest evaluated bidder; foreign frms will be eligible to bid. Thesesmaller contracts will be fixed-price, fixed-term contracts to overcome problems of delay andescalation frequently encountered in Ghana.

5.19 Equipment. Computers and Vehicles. Laboratory and workshop items forregular teaching will be standardized to the extent possible through the use of standard listsfor each course at polytechnics. Related equipment items, and computers and vehicles, willbe grouped into larger bid packages to promote wider competition. These items will beprocured on the basis of international competitive bidding in accordance with Bank guidelines.Domestic suppliers will be given a margin of preference of 15% of the c.i.f. price ofcompeting imports or the actual customs duty, whichever is lower. in bid evaluation underICB. Procurement through ICB will be exempt from price verification during pre-shipmentinspection. More specialized equipment items, possibly including some required forindividual research projects, costing US$50,000 or less will be procured individually over anextended period; these will be procured on the basis of limited international bidding to ensureadequate competition, with the list of firms approved by IDA, up to an aggregate amount ofUS$1,000,000. Small contracts for office and other equipment valued at US$50,000 or lesswill be procured through local competitive bidding, up to an aggregate amount ofUlS$500,000. Contracts valued at US$20,000 or less will be procured on the basis of threep ice quotations from eligible suppliers, up to an aggregate amount of US$500,000.Contracts valued at US$10,000 or less for proprietary accessories and spare parts forequipment will be procured on the basis of direct contracting, up to an aggregate amount ofUS$100,000. Equipment will be procured through procurement agents selacted competitivelyin accordance with Bank Guidelines. Clearing and forwarding services will be bid forseparately.

5.20 Textbooks, Library Journals and Reference Books. Textbooks required forsimilar courses will be standardized to the extent possible, in particular at the polytechnics,and multiple copies of each textbook will be bought. Textbooks, library journals andreference books will be supplied through distributors, who will be recruited by MOE throughinternational competitive bidding on the basis of the discount they will provide frompublishers' listed prices, with post-review of their experience and capability.

5.21 Overseas and Local Traininng. Fellowship candidates will be selected in line withthe strategies discussed in para. 3.23 above. They will be placed in institutions mainly on thebasis of the relevance and quality of the programs offered, but also costs and priorexperience. Local training under the project will be managed by the University of CapeCoast.

5.22 Consultant Services. Architectural and any other consultants not previouslymentioned will be selected and employed in accordance with the Guidelines for the Use ofConsultants by World Bank Borrowers. Terms of reference for management consultants andotier technical assistance have been agreed at negotiations. Standard Bank documents will beused. All technical assistance are considered as part of the capacity-building process.

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TAhbl2 4

(US$ Million, including coningencies)

Procurement Method TotalProject Eemaent ICB LCB UIB OTHEIt N.B.F. cost

1. Wor h 14.1 3.7 17.8(11.3) (3.0) (14.3)

2. fis

2.1 Equipment 12.9 0.5 0.5 0.6 14.5(12.9) (0.5) (0.5) (0.6) (14.5)

2.2 Books and Journals 4.3 4.3(4.3) (4.3)

2.3 Computes 2.2 2.2(2.2) (2.2)

2.4 Vehicles 1.2 1.2(1.2) (1.2)

3.

3.1 Staff Delavopment 2.3 2.3(2.3) (2.3)

3.2 Technical AssIstance 4.8 0.6 5.4(4.8) (0.0) (4.8)

3.3 Studies 0.7 0.7(0.1) (0.1)

3.4 Incremental Recurrentcosts 0.3 0.3 0.6

(0.3) (0.0) (0.3)4. dnslrsu

4.1 Reseurch Expenditures 0.5 0.5 1.0(0.5) (0.5) (1.0)

4.2 Duties and Taxes 1.4 1.4(0.0) (0-0)

TOWal 34.7 4.2 1.0 9.2 2.3 51.4IlDA-Inandng (31.9) 0.5) (1.0) (84) (0.0) (4.0)

Notes: FIgues in par enwheses are th repecthiv amounts finanxed by the IDA crediLN.B.F.: Not IlDA-Financed

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(b) The Implementing Agencies

5.23 Project procurement will be carried out by MOE's CU assisted byprocurement agents. MOE is currently recruiting an architect and civil engineer to handletertiary education civil works. It has one procurement officer who is experienced inprocurement in education projects according to Bank guidelines.

MOE will also hire consultants and others as mentioned above to assist itwith:

(a) Architectural and engineering services (one or more firms, to cover the threezones into which MOE has grouped the project works); and

(b) Equipment (and computers and vehicles) procurement; clearing andforwarding.

5.24 To speed up project implementation, MOE brought first drafts of biddingdocuments for recruiting some of these agents and consultants to negotiations. Selection offirms/agencies for architectural and engineering services (one or more firms as needed),procurement of equipment, and of textbooks and reference books, acceptable to IDA will beconditions of effectiveness. As mentioned above, standard bidding documents will be usedwherever available.

(c) Borrower's Procurement Procedures and Regulations

5.25 Ghana's local competitive bidding procedures are acceptable if they includeprovision for advertising, public bid opening and the award of contract to the lowest evaluatedbidder. These provisions have been agreed at negotiations.

(d) Procurement Timetable

5.26 Procurement schedule is at Annex 5-1.

(e) Procurement Supervision

5.27 For civil works, IDA will review the bidding documents and contract awardfor contracts exceeding US$250,000 equivalent, which will involve prior IDA review ofalmost all of the value of civil works procurement. For equipment, computers, and vehicles,IDA will review the degree of standardization achieved in equipment lists, the bid packaging,the lists of suppliers proposed under LIB, the procurement documents and contract awards forall contracts for $100,000 or more, which will involve prior IDA review of about 75% of thevalue of such procurement. IDA will also carry out a selective post-review of smallercontracs for specialized equipment. IDA will review annually the proposed list of fellowshipcandidates and their study programs for the next year. IDA will also review the biddingdocuments for, and selection of, all distributors (for books and journals) and consultant firms.

(f) Recording of Procurement Information

5.28 MOE will maintain adequate records on procurement progress, includingarchitects' reports on field/site visits; the timing of goods procurement; and compliance with

-37 -

agreed methods of procurement, and use them ini its own project monitoring system. It willsum up progress in proctrement quarterly, and update the project cost estimates annually, andreport them to IDA.

4. Disbursements. Accounts and Audit

5.29 The proposed credit of US$45.0 million equivalent will be disbursed over fiveyears, with a Closing Date of December 31, 1997 (Annex 5-3). This compares with thehistorical average for PHR projects in the Africa Region of eight years, and for all projects inGhana of seven years. More rapid disbursement than these historical averages is expectedbecause of the Government's intention to supplement its own capacity with extenive use ofprocurement agents, some to be recruited before credit effectiveness; and to prepare asubstantial amount of procurement documentation (using Bank standard documents) beforeeffectiveness. Additional factors which should speed up implementation and disbursementsare the bulking of equipment and a portion of textbook purchases, for procurement early inthe project period; and the repetitive nature of library journal subscriptions.

5.30 The proposed IDA credit will be disbursed against various categories ofexpenditure as follows:

rable 5

Allocation and Disbursement of the IDA Credit

Proposed IDAAllocations % of Expenditures

Categga of Expenditures (US$ Million) Filanced bv IDA

1. Civil Works 12.0 80%

2. Equipment, Computers 15.9 100% foreignExpenditures and Vehicles 90% local

3. Books and Journals 3.9 100% foreign

4. Training 2.2 100%

5. Technical Assistance 4.1 100%

6. Research Fund 1.0 100%Sub-Project Expenditures

7. Studies 0.1 100% foreign

8. University College 1.3 100% forIgiExpenditures 90% local

9. Incremental Recurrent Costs 0.3 90%

10. Project Preparation Facility 0.6

11. Unallocated 3

Total Credit Amoumt 45.0

- 38 -

5.31 Retroactive financing will be permitted in a maximum amount of SDR 700,000(about 2% of the proposed credit), for payments made for expenditutes incurred after July 1,1992 and before credit signing for civil works, equipment, books and journals, staff development,and technical assistance, provided they have been procured and selected in accordance with Bankguidelines and with prior IDA approval. Such expenditures will permit maintaining themomentum of project preparation and starting the first group of fellowships this academic yearrather than only in October 1993.

5.32 Withdrawal applications relating to contracts for works, goods and services withan individual contract value equivalent to or exceeding US$50,000 will be supported by fulldocumentation. Disbursements against smaller contracts, and for all training and projectmanagement expenditures, will be made on the basis of statements of expenditure (SOE), withsupporting documents retained by MOE for inspection by Bank supervision missions and auditors.The CU will prepare withdrawal applications, aggregate them into amounts of at least $100,000,and then submit them to IDA.

5.33 To expedite disbursements against eligible expenditures, MOE will establish aSpecial Account in U.S. dollars in a commercial bank. MOE will operate this account and use itto make payments against all categories of expenditure. IDA will make an initial deposit of US$3million into the account, representing the estimated maximum four-month requirement. MOE willapply for replenishment quarterly or whenever the balance is reduced to one-third of the originalamount, whichever occurs earlier. The Government will set up the Special Account beforeeffectiveness.

5.34 The Government will also open a tertiary education project account in localcurrency, into which it will pay its counterpart contributions (estimated at US$6.4 millionequivalent over the project life). These funds will be used only for project expenditures.

5.35 MOE will maintain project accounts for all transactions under the project. It willbe responsible for disbursing all project funds. The proJect accounts, the Special Account andstatements of expenditure will be audited annually by independent auditors acceptable to IDA.The audited accounts and long form auditors' report, including a separate opinion on statementsof expenditures, will be submitted to IDA within six months of the close of each fiscal year.

5. Environmental Aspect

5.36 There will be construction of new buildings and additional sanitary facilities. IDAhas verified that there is in place in Ghana a satisfactory process for environmental review of thebuilding plans and for monitoring of construction under the project.

VI. PROJECT BENEFITS AND RIK1. Bene

6.1 The benefits of the proposed project will accrue in terms of all of the majorobjectives of the Government's tertiary education program: integration; restructuring; upgrading;

-39 -

rehabilitation; quality improvement; expansion; improved management; increased efficiency; anddiversification of financing. Within this broad canvas, the stress in the first phase of theprogram, and therefore the primary area of benefits from the proposed project, is on theimprovement of quality in the processes of teaching and learning.

6.2 The project will help to bring about a substantial improvement in the quality ofteaching and learning in the universities, the University College and the polytechnics. Animportant part of the impact will come from physical inputs. The enormously increasedaccessibility of key textbooks, in particular, will enable a substantial improvement in students'learning. They will benefit greatly, too, in practical subjects from being able both to seedemonstrated and to carry out themselves the experiments, projects and practical work requiredby the syllabi, as a result of the provision of laboratory and workshop equipment under theproject. The other key improvement will be in the teaching input. Academic program review;curriculum updating as well as increased practicality and relevance to development andemployment; and vital staff development to enable academic staff to deliver the new material withgreater impact will all play important parts.

6.3 The second major benefit of the project will be to enable Ghana to prepare for andhandle a reasonable and controlled expansion of the intakes into the universities and polytechnicsover the next several years, in response to the needs of the economy as it grows, on the one hand,and the supply of candidates from the new secondary school system. The project will make twomain contributions in this area. First will be the provision of additional academic spaces, to theextent these are needed after increasing the utilization of existing facilities wherever possible.The project is expected to provide, in particular, large lecture theaters, common classroom blocksand additional reading/study spaces. Second will be a stress on providing facilities which enable amajor expansion in the number of non-residential students.

6.4 Any significant expansion of such a system requires an assurance of sustahnabiity.The project will make an important contribution to the effort the Government is making to ensurethat the program will be sustainable in terms of policies, through the political transition and overthe long term. The Government is involving all the educational institutions more and more in theprogram's development and implementation; improving communications with the academiccommunity; and bringing it the tools it needs, to do the better job that it wants to do, through theproposed project (and that being financed by the African Development Fund). The proposedproject will also address direcdy the second crucial area of suEtainability, that of financialsustainabiity. It will do this by providing for: relating the expansion undertaken to certain limitson future budget shares for tertiary education; helping Government and institutions to implementphased improvements in staffing norms to increase efficiency; and increasing cost recovery,through new charges and tightening of the student loan scheme as necessary.

2. Eibks

6.5 There is a risk that the political transition and possible personnel changes inGhana at the end of 1992 could change the Government's tertiary education policy. However,substantial change is considered unlikely. The major sector risk to the Government's reformprogram, and to the success of the proposed project, is that the Ministry of Education could losecontrol of tertiary enrollments - especially university enrollments - in the face of the socialdemand for higher education. This risk is particularly severe in the four academic years 1994/95-1997/98, which are years of double intake to tertiary education. The old secondary system willbe producing up to 8,000 final year students ("A"-level candidates) annually, while the new senior

- 40 -

secondary schools will be producing another 50-70,000 annually, a total 7-10 times larger thanhitherto. Tlese pupils will be pressing on a tertiary system which can only absorb some 30% ofsuccessful graduates in total, including not more than 10% at the universities. A suddenexplosion of enrollments would have a disastrous impact on the quality of tertiary education. Thisrisk will be mitigated by campaigns of political and public education, but remains a cause ofconcern.

6.6 A second risk is of not achieving the intended efficiency gains in tertiaryeducation, especially the increases in students-to-academic-staff ratios and in the proportion ofnon-residential students. The first would keep up unit costs on the recurrent side, while thesecond if it led to a renewed hostel building program would direct resources away from neededacademic spaces. The first risk amounts to the Government never getting control of the universitysystem. It will be mitigad further by a MOE campaign of consensus-bu,iding and negotiationaround the norms, as well as its partial control of the numbers of academic and non-academicstaff funded. The second risk could involve student protests caused by increasing hostel densities,on a larger scale than occurred already in 1991192 at the University of Science and Technology inKumasi. ThhI risk will be mitigated by improvements in sanitary facilities in hostels under theproject; by MOE's and the institutions' proposed program of making non-residentiality moreattractive by constructing on-campus facilities for non-residential students, some under theproposed project; and by the proposed study on their conditions.

6.7 Associated in part with the enrollments risk, and in part with the risk of notachieving the intended efficiency gains, is the risk of a budget explosion in tertiary education.Since the Government will limit education's share of the national budget so as not to constrainother sectors unduly, uncontrolled growth of spending on tertiary education could seriously harmexpansion and quality improvements underway at lower levels of education. This risk will bemitigated by the Government's sector strategy, and by encouragement from donors, primarilyIDA and USAID, to promote and safeguard primary and/or basic (primary plus junior secondary)education.

6.8 The most significant project risk is that MOE's implementation capacity will beinsufficient. This risk is being mitigated by p.oposed covenants to ensure adequate staffing fromthe start; by consultancy arrangements for the CU itself; by use of personnel from the educationalinsttutions; by training; and by extensive use of consultants and procurement agents.

VII. AGREEMENTS REACH AND

7.1 The following agreements have been reached:

(a) The Government and the insttutions will:

Q) control intakes and enrollments (para. 3.34);

(ii) limit tertary education's share of Government budgets and actualexpenditures on education (para. 3.48);

- 41 -

(iii) implement cost recovery mechanisms (para. 3.53); and

(iv) adjust student-academic staff ratios (para. 3.41);

(b) The Government will review and agree its public expenditure program for tertiaryeducation (recurrent and investments) with IDA annually through 1996, within theframework of the overall public expenditure reviews while those continue andseparately thereafter; and will agree that budgets and actual expenditures each yearwill not diverge by more than 10% (except as a result of unanticipated salaryincreases) (para. 3.50);

(c) The Government and SSNIT will implement the agreed action plan for the studentloan scheme (para. 3.56);

(d) To ensure the timely and sufficient funding of the project, the Government will(para. 4.30):

(i) Review the budgetary requirements of the project annually by September30 with IDA; and

(ii) Deposit sufficient counterpart funds in the Project Account quarterly inadvance;

(e) Procurement through international competitive bidding will be exempt from priceverification (para. 5.19); and

(f) A joint mid-term review of the project will be held between September 30, 1994and March 31, 1995, with special focus on the indicators of key policy actions bythe Government and the institutions under the program (para. 5.14).

7.2 The following will be conditions of effectiveness:

(a) Establishment of MOE's Coordinating Unit for Managing External Funding withsufficient staffing for project implementation (paras. 5.8 and 5.10);

(b) Establishment of the Project Account and deposit of counterpart funds (US$70,000equivalent) required for the first quarter of 1993 (para. 4.30); and

(c) Selection of organizations to assist MOE in procurement (para. 5.24):

(i) Ghana Supply Commission or other procurement agent, for equipment;

(ii) A firm of distributors, for textbooks and reference books; and

(iii) A firm or firms of architectural and engineering consultants, for civilworks;

-4

7.3 lhe following will be c

(a) Against research expenditum (pam 4.23):

The Government will agree with IDA on:

(i) Arangement for managing the Research Fund; ad(ii) Criteria for slecting research proposs for fiding; and

(b) Against expenditures for the Univer4ty Colloge (p 4.9):

) It has been formally established;

(ii) The principal has been appointed; and

(ii) Tbe College has provided a signed m rn of undertanding withGoveroment sadsfactory to IDA, reflectdg ts obligation under theprogram.

7.5 On the basis of the foregoing agreements, the project is suitble for an crodi ofSDR 31.2 million, equivalent to $45.0 million, to the Republic of Ghau on stnard IDA trmwith a matuty of 40 years.

Western Afrba DepartmentPopulation and Human Resources Operations DivisionSeptember 30, 1992

REPUBLIC OF GIANA

TERTIARY EDUCATION PROJECT

Plan for Implementation of Structural Reform of Education

IN GHANA: 1987-2000ACACEI$61I6 7 8 9 to 11 12 13 14 15 16 1? 18 19 20 21 22

195UD Pt P3 P P S PS ISSI 4t~ 14 44 SmI si 53 (E SiD. is ii us ss

1989/90 Fp7l m9xill3li19mW m< <l

1991191P P1. PS *P6 S JSSI S

£99219) PS Pt P3 u

1 94195 P PPS S S S S I

996/9P iSit SS3 N 7Cm ICt rC3

1997/IS P Pt 3 P4 P 6 TSI 1$ S3 55 i 5S i C C C CI

1998199 P83 Pt P3 P P P SS l S 13 SS SSS 5 S XC ICt C

O O SY5TE W(6# *4*S*) 1. COMMOj ENlERANCE ENDS MARCH; 19 9EW SYS IE Us 6*3,)CD 2. MNDSOO 4 ENDS AUGUST, 1990 0 .P PRIMAnY 'O t E C P: PRIMARY

KEY MIDDLE 3* . LEVEl. ENOS JUNE. 8994 C)KEY: Ji. S.! FJW"iOdeCVNm sOOocS SECOtIDARY .. 'A LEVEC EHCS JUNE. 1996 S. S. S. s SEHIR SECmIIM SC0DW16: LOWER ,6 J.S I S. TES. R4MHAL(WftO.DOnWAI)) N. S. : NATIONAL SERVICt

U6 UPPER 6 &6. $ S.fSS. TERMINAL1W.iOOFWI) 1. C. THIRO CYCLE

7. T 1.i C. I ERMINAL (*OloD Of WOK) _

RWVUBLIC 0. G0,

rERTIARY EDUCATION PROJECT

Current Tertiary Institutions and Qualifications Awarded

: ~~~~~~~~CURRENT n1 ERTURY EDUCATION SYSTEM

UNWVERStES DIP- OMA COLLEGES . OLYTECHNICS AGrICUlIUIEAICI COllEGES

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REPUBLIC OF CIIANA:,:

TERTIARY EDUCATION PROJECT

Propoded Tertiary Education System, Qualifications and Student Path

4..~~~:

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P ROroSED TERTINYXI)WATINoHsYsU

AMUD ARTS. SC.ENCE. TECHNOLOG

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-46-

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECTPae1o2

Comparative Education Indicators

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I m.u M 37 ai 26 Jo 3 3 2 4 0 0 diluap it 36 6 23 I Is I 12 0 1 . 24 4 43

4 samali 10 .. 131 2 .. £0 3 56 .. 2S bamllmadh 49 so 35 49 13 Is 2 55 I s .. 62 i6 LAD PD 40 110 30 95 2 27 1 22 0 j .. 3 37 277 Malawi 4 72 32 a,' 2 4 1 2 0 1 Ss SIpeS20 36 4 57 5 30 1 17' 1 $ . 6

9 ~~3' $1 IS 29 I 0 2 1 .. 38 33SODBarud" 26 70 Is so 5 4 1 .3 0 1 .. 46 40 a2II Siam l.o, 29 53 21 40 5 15 3 a. 0 1. . .3 2 . .SMadap-aw 65 97 59 95 19 S 19 I 4 66 71 4013Niilni 32 62 24 41 S 16 3 7 0 . . . . 33 39S4 upd 67 77 so so 4 a 2 8 0 1 .. s 33 30is Zam 70 76 45 di 5 22 2 14 0 37 371I Maui 24 21 16 17 4 6 2 4 0 1 Is 1 46 isI7 Ipr I 11 30 7 21 I 7 0 4 1 . . 42 '5is au*iamPUG 12 32 5 Z46 I 6 I 4 0 1 .. 27 47 diS9ORWmad 53 64 43 66 2 6 I S 0 0 64 67 57lO Iulha 74 99 57 a3 27 41 13 29 5 . 4221 Cz. 89 13' . 126 24 4 .. 37 0 2 too0 . 2332Maid so a? 44 1 5 19 3 1 ? 0 *423 Kean St 93 40 91 4 23 2 19 412 24 Pakd= 40 40 20 25 II 19 5 11 2 S 35 4253mm11 3' 63 25 43 3 16 2 9 0 30o dt 326 CinuuAftiamRMP6 54 67 28 SI 2 I11 I 6 5 49 54 7027 Gbm= 69 73 57 66 53 39 7 30 1 2 32 2428 Topo 55 101 32 71 3 24 2 12 0 3 73 so 5229 Zsatria 23 9? 46 92 7 . . 3 .. 2 . . . SI 4?30 Ouinm 31 30 19 19 5 9 2 4 0 I .. 23 d.e431 SuiLanka 93 107 56 103 35 71 35 74 2 4 .. 50 1432 Ladso 94 112 114 12 4 Zs 4 30 0- 4 .. .. 57 54

33n.lia 72 119 es il7 12 48 7 43 5 .. 2 00 . . 28,3'Mwuimnia 13 32 6 43 1 18 0 10 .. 3 . . 20 so~: ASA WNaSnM 16 . . S . . 2 . . I . . 0 .. .. .. 5365A.su' 7 26 1 20 0 5 . 2 .. . . . * 3737k.ycAaD.s 77 . . 56 *. 9 .. .. . . . 48-33U isa41 35 23 5 .. 3 . . I 3 .39. Afyv~ ~71 10o 65 10 is I1 21 I .

d0 sudwm 29 49 21 20 2 5 248

M5ddObxmei=umw 92 w104 w 36 w102 w 26 w UV 23 .5So 7 17 w.. 39w 36 w 23.t--u.ldeIua8 9 w 103 w S1lwIOI 25. w Sw 225w 54w 7TV 17.. . Stw 38.2w D

42 39 .9 26 * 5 .. 4 .. 0 .. .43 3o1via 73 91 60 a1 18 3753S is 5 is 73 42 23 2" 3Wpt. Amb Rep. 75 g0 60 ;9 26 *p ts 55 7 20 .. .. 39 Jo4SSins111 40 59 29 49 1 16 3 50 I.3 s.o5 43 3446 Yem.R P5e 3 . . 3 . . 3 .. 5 .. . . . .. 4

47 ZLmbsbwe 150 123 92 126 6 St 5 42 0 4... v1a . . Jo48 toi 113 110 III III 41 71 40 71 19 23 95 93 31 33

so Doadflk RqL 17 11 87 103 52 74 12 . . 2 .. . 3 53 3St maam ST5 7 35 II1 36 S 30 1 1 7 S 39SlhfpuaNiwGamim 44. 71 35 45 4 U3 2 9 .. 2 . . . 19 353lloandmo s0 ICE 79 101 50 32 9 1 9 9.. 91S4sa umsam so 77 45 10 3 21 7 : 2 9 53 .. 33 Ss Coops. .qIaSRp 114 . . 94 . . 50 . . s '. I 8 a 60 6Si SytinAaAblp 73 520 52 104 28 5T U3 47 3 15 37 99 36 57 Camsaas 94 I1l 75 l 16 5 27 2 21 0 3 GP 10 47 Ss Pm 99' .. 90 . . 25 . . 21 . . 8 26 .. 659 &=dr 91 117 a3 116 17 34 56 57 3 26 73 . 37 60 Namuibi61 s&zayib 1si ii Id ** *i b ii * *

62 aSI"Admr 52 10 79 85I 17 29 57 31 2 57 .. 72 3' 4543 cooIaibj 34 1141S6 115.-17 SO 16 56 3 14 .. 73 36 ZP66 T112112u1 73 57 74 . . 14 23 551 . . 2 Id 35 5,SIuimwj= l09 503 506 505 St 63 so 61 3 4 id97 .M6Tunisia 91 11d 65 505 56 44 9 38 2 7 as 15 5 0

Nw: Pwdam uupmISS.ymu ~m& imdma tahaam no.FipemwMaSisaWMf0r7"ndw baass SPSML -----

47

ANNEX 2A-1PaSW'-2of 2

low lm 7w i-m I%$ im im im im im67 101 117 83 IM 16 44 9 34 4 1 1 . . 84 46 3168 65 116 71 119 3 I . 3 Ss 97 40 3269 iofdm 95 . . n . . 33 23 2 . . . . . . 38 is70 PUMM 102 106 99 104 34 59 36 63 7 28 IT 90 30 2271 Chdg -124 im 122 101 34 74 36 76 6 18 94 90-- 52 . .i- costa Pin 106 100 105 24 41 25 42 6 24 92 as 27 3273 patud 104 IOD 102 99 0 81 69 93 is 20 96 99 28 1674 MsLaidu lot 105 97 105 26 53 is J3 3 2 82 95 316 2375 M44co 92 III 90 its 17 33 U 53 4 Is 99 47 3176 Argeadn 101 dt IM 114 n 74 31 78 14 41 20 . .77 MWSYSU 90 lm 84 102 28 57 22 57 2 7 . . 2178 Al#" 69 96 53 87 7 62 5 53 1 9 77 89 43 2379 = 103 104 tO2 103 $4 75 is 76 17 25 96 9t 23 17

106 . . 93 . . 26 . . 20 . . 1498 102 97 103 66 92 66 % a

NI-8- 0 99 0 lod 14 4i 13 58 2 8 65 76 34 nUpp--Wddk-1, 98 104 w 94 w 103 w 28 w 58 w 24 w 33 w 6 w 16 w 30 w 90 w 32 w 26 w

93 Vencauft 94 106 94 107 V 54 28 59 7 27 1111 89 34 2684 South AMC& 90 . . n 13 . . 14 . . A . .83 Drug 108 tod 103 16 32 16 45 2 1 186 Hunpjy 101 96 IOD 97 71 . . 72 13 Is 93 23 14P Uruguy 106 109 106 lot 77 46 . . 8 48 77 . . 2388 Yugoslavia 106 94 (03 94 6s so 59 79 13 ts 3 I . .99 cabott 134 . . in . . I I . . 5 . 5 39 4690 Irass. hi, 63 116 40 109 Is S3 t ! 2 7 96 32 29!2. 82 34 85 - I S. 87 88 34 24.91 Tnaidad md bmp 93 iw 90 lw 3692 Czedwslovakia 99 94 97 9.9 29 85 33 88 14 is 23 2193 PartugM ad 126 23 127 42 59 34 63 5 Is 9 1 100 32 . .94 KOM36 Rep. tot 104 99 104 33 87 25 84 6 37 100 62 3695 Om" . . too . . 95 . . 42 . 334 4 n n . . 2796 Libn 78 . . 44 . . 14 . . 4 31 . .97 Gnme tio 102 109 102 49 gy 41 91 10 28 36 ?i98 lmq 74 96 AS 87 28 47 14 37 4 14 79 84 n 23" ROOmotia 101 07 lw . . 39 79 n m 10 10 . . 23 . .LOW. ud 73 w IOS w 63 w 97 w 22 w 42 w 14 w 36 w 3 w 8 w 99 w 39 w 29 w

41 w 67 v 31 w 60 w 4 v 18 w 2 w 14 w 0 w 2 w 47 w 4 w 4 wLst Aslis 88 w 123 w . . W w 23 w 46 w . . 41 w I w S w 100 w U wsowh Ads 68 w 90 w $2 w 76 v 24 w 37 w 12 tv 26 w 4 w . .Surom K&x4 ONAbin 85 v 27 w w.98 w 73 w 92 w 32 w 60 w a w I so 14 35IA& Amain & careban 98 w 107 w 96 v 108 r 19 w 48 w 19 w C w 4 w 17 w 86 w 36 w 28 wSeves* bddKW 97 w 10) w 93 w 100 w 27 w 54 w ZS v 9 w I w 19 w N w ' 89 w 34 w V v

104 w la w 106 w to w SI r 93 w 9 w 94 w 21 w 40 w 1111 w % w 25 w 19 w1016 w 103 w 106 w 103 w 63 w 95 w 61 w 96w 21 w 41 w N w 96 w ZS w 19 w88 w 89 w TS w 86 w 37 w C w 32 w 9 w 7 w 17 w 72 w 63 w 28 w 20 w

100 tS=& Ambil 24 71 1 1 a 4 44 1 is I 13 42 56 22 16101 tmbad 108 lot 108 101 51 98 50 102 12 2s 91 V . . 27102 Inain its III lit Ila 38 la 29 III 6 n 100 lw 34 25103 Tfi�wd 95 9s ;S 97 49 83 SI 87 20 34 19loit tHang 103 106 99 105 29 74 25 76 s . . k : : '29' 27103 tsimsom M III loo tio 45 0 41 70 to . . 100 . . 29 26106 , Ne�w T-1-4 106 106 IOIL 105 TS 97 74 n is 36 too loo 22 19107 AUSWJk 106 106 62 99 61 tot 16 2P ge 98 28 17log uniw mvkm 92 107 92 107 66 a 66 84 12 23 97 im . . 20109 [WY 112 95 tio 91 47 76 41 76 1 1 26 97 . . 22 a1 10 Methatizods 104 117 1019 II? 61 M 37 102 17 32 91 too 31 17III tKuvmk 116 93 103 92 52 U 43 79 . . 17 a ;9 23 18112 imom 109 100 108 lw 73 99 72 IM Is 13 . . as 21 Is113 Ausaft 106 102 105 101 52 80 52 82 9 31 89 1 91 20 It114 Fman 04 114 133 10 36 94 59 98 to 3s 98 100 30 21US tUniud Amb gmimn . . lot . . toiL . . 62 . . 69 0 9 93 Is116 cars" los 105 lot 106 56 los Ss 106 26 42 97 17It? C-12MMY 105 . . la . . 96 . . 92 1 1 32 90 24 17its Dawwk 97 99 99 13 tol a Jos 14 31 I I t 1119 Uchd SCON; too im . . lm . . 98 . . 40 do 25 21M S .1 a 95 101 96 101 62 90, 60 92 13 it too Ica 30 16121 FirkM 92 100 p 100 76 108. 80 116 it 40 . . 23 . .122 Nomy 97 97 98 97 69 94 dz 96 11 is too 96 21 Id123 kW 100 lm 100 101 82 11I 96 13 30 too 29 22124 Surientsiewl 17 97 37 8 25Otborecooon" 103 w IOS w 103 w 100 w 70 w. 98 w 77 w 90 w V w 23 w 96 v 12 w to wwwm 85 w 104 w 74 w 98 w 31w 54V VW w tv 16 w 84 w 91 w 33 w, 26 v

Oa apw"n (OWL UM So w 87 w 37 w It v ltv 40v Tv 34 w I v 12 v 73 v N w B w 27 w

261

- 48 -

AUX 21i-2

Page 1 of 1

PtUBL!C OP 2 aw

ZRSY~R NDUC&STON PRO3NCT

STUDUT P9L , 1990

PRIMARY ('000)

0 Intake to P1 82

P1 421

P2 362

Ps 333

P4 303

P5 276

P6 252

Total Primary 1945

Gross Uarollmant Rate * 82

JUN=:C SrCONDARY

Transition Rat. P6 - JSa1 94

7131 201

.S82 197

JS83 175

Total J7SS 572

aross ZnroLlmlnt Rat. 51

Total all Sear Sleondary 199

Total UViaLiti.s 12

Total PolyteAhnic 10

Full-Tim 4

Part-Tim 6

Dipma Colleges 2

lutus RICASS InatltmtLons 19

- 49 -

ANNEX 2A-3Page 1 of 2

RECURRENT EXPENDITURE ON EDUCATIONAT CURRENT PRICES 1986-92 IN MILLIONS OF CEDIS

Expenditure % of Total Expenditure % of TotalYear on Government on Higher Education

Education Recurrent % of GDP Education* ExpenditureExpenditure

1986A 18,804 23.9 3.3 2,673 11.2

1987A 23,005 26.9 3.6 2,673 11.6

1988A 30,809 26.5 3.5 2,230 7.5

1989A 43,572 24.3 3.4 4,759 10.9

1990B 52,338 - - 5,403 10.3

1991B 72,033 6,822 9.5

1992B _87,387 _ 14,566 16.7

*Excludes Diploma Awarding College/Polytechnic until they were brought under MOE HigherEducation Division in 1990.

A - ActualB - Budget

Source: MOE.

- 50 -

ANNEX 2A--3Page 2 of 2

RECURRENT BUDGET FOR HIGHER EDUCATION, 1992(¢ Million)

ItmI Items 2-5 Tot(Personnel) (Non-Personnel)

Universities 11,243.4 1,662.5 12,905.9

Polytechnics 397.0 130.6 527.6

Diploma Colleges 977.0 155.9 1,132.9

TOTAL 12.617.4 1.949.0 14.566.4

BUDGETED AND ACTUAL UNIVERSITY EXPENDrIURES, 1988-90(Q Million)

I8 Mn1282 i62

Budget 3,026.6 4,759.0 5,387.1

Actual 3,664.4 6,030.3 7,381.5

Sou: MOE.

- 51 -

ANNEX 2A-4

E?UBLC f HANA

TERTIARY EDUCATION PROJECT

Public Investe Etrgram in Education. 1989-90

I | ¢ Millions % of Total

1989 1990 1989 1990

Primary Education 14.4 16.4 0.4 0.2JSS/Middle Education - 6.0 - 0.2Secondary Education 244.2 1,274.0 7.3 16.8Teacher Education 9.9 221.6 0.3 2.9Technical Education 18.6 146.0 0.6 1.9"'ocational Education 30.3 272.0 0.9 3.6Specialist Teacher Training Education 81.0 237.0 31.4 34.2Institute of the Handicapped 74.0 60.0 2.2 0.8Higher Education 1,038.8 2,594.2 31.4 34.2

Administation:Ministry of Education (Hqrs.) 133.3 352.8 4.0 4.7Ghana Education Service (Hqrs.) 1,479.0 2,136.0 44.7 28.2Ghana Education Service (Reg.) 192.0 257.0 5.8 3.4

TOTAL 3,312.1 7,573.0 100.0 100.0

Public Investment Program in Higher Education. 1989-90((Z million)

1989 1990COMPONENT CIVIL WORKS EQUIPMENT TOTAL CIVIL WORKS EQUIPMENT TOTAL

1. UG 275.1 13.4 288.5 279.2 87.0 369.92 UST 441.3 42.1 483.5 385.9 104.2 490.13. UCC 464.4 14.8 479.2 584.1 75.3 658.5Total Universities 1,180.8 70.3 1,251.2 1,249.2 266.5 1,518.54. Polytechnics 39.7 7.1 46.8 113.6 8.3 121.8S. Diploma Colleges 60.7 N/A 60.7 179.3 N/A 179.3

Grand-Total 1,281.2 77.4 1,358.7 1,542.1 274.8 1,819.6

- 52 -

ANNEX2&

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Unit Costs by Level of Education and Institutions(1989/90)

INST. ENROLMENT ACTUAL RECURRENT UNIT COSTEXPENDITURE PER STUDENT

UG 3,564 C3.21b ¢900,673

UST 3,562 _2.49b C699,045

UCC 1,483 ¢O.99b ¢667,565

DIP. COL. 1,797 _ 527.87m ¢293,750

POLYS 10,941 e269.53m e24,643

TOTAL 21,347 __ r L L

Source: MOE/IHED Internal Records.

Note: Private expenditures are excluded from above costs (example catering students, pay for the inputsin their course work).

- 53 -

ANNEX 2B-lPage 1 of 6

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Tertiary Intakes and Enrollments

H. ENROLMENT/ADMISSION

1. Total/Distribution of Enrolment by Institution. Enrolment in the three componentsduring 1989 was 21,347.

Erirollment in Tertiary Institutions 1989

NUMBER OF PNSTrUTONS_ ENROLMENT

COMPONENT 1989 1990 1989 1990 1991

University 3 3 8,609 11,502 13,124

Diploma 7 7 11797 2,200 2,388

olytechnics 6 6 10,588 10,108 -

Total 16 16 21,347

Source: MOE.

Note: 1. The Relatively large part-time component in Polytechnics were convertedto then full-time equivalence.

2. N.A.: Not Available.

- 54 -

ANNEX 2B-1Page 2 of 6

3. Enrolment by Discipline

Enrolment by Discipline in Tertiary Institutions 1990

DISCIPLINE UNIVERSITIES DIPLOMAS POLYS TOTAL % TOTAL

Arts/Social Sc. 3,677 3,677 15.7

Agriculture 783 . 783 3.4

Business/Mgt. 534 . 2,835 3,369 14.4

Education 921 2,316 - 3,237 18.8

Engineering 844 - 7,211 8,055 34.4

Env. Studies 264 264 1.1

Fine Art 327 213 540 2.3

Law 44 - 44 0.2

Medical/Health Science 893 - 893 3.8

Sciences 1,371 1,061 2,432 10.4(Basic/Applied) _

Renewable Resources 188 _ 188 0.5

Total 9,776 2,316 11,320 23,412 100.0

Source: MOE/HED G.E.S. Internal Records.

- 55 _

ANNEX 2B-1Page 3 of 6

Admission Seiectivity Indices by SelectedDisciplines for some Tertiary Institutions

1989/90

DISCIPLINE UG UST UCC ACCRA POLY

Agriculture 1:3 1:4 1:1 __-__

Arts/Humanities 1:2 _ _1:1

Business/Mgt. 1:4 - 1:1.6

Education 1:1

Engineering/Tech. 1:2 - 1:1.5

Env. Studies __1:3 l

Law 1:6 _

Medical/Health Sciences 1:5 1:4

Social Sc. 1:8 1:6 1:4

Science (Pure/Applied) 1:2 1:2 n.a. 1:1.6

Fine Art 1:1 -

Renewable Natural Resource 1:3

Source: MOE/HED Internal Records.

Note: Accra Polytechnic is an Average of both Part and Full-Time Courses.

- 56 -

ANNEX 2B-1Page 4 of 6

New Entrants and Enrollment by Faculties of Universities, 1989-90

New Entrants EnrolmentFaculty Male Female Total % Male Female Total % Norms

1. Science Baseda. Science 548 111 659 16.6 1,319 232 1,551 16.3b. Agriculture 159 26 185 4.7 495 71 566 5.9c. Home Science 0 19 19 0.5 5 34 39 0.4d. Medical Science 87 19 106 2.7 454 123 577 6.1e. Engineering 182 6 188 4.7 675 15 690 7.2f. E.D.S. 97 11 108 2.7 252 23 275 2.9g. Coll. of Art 101 27 128 3.2 279 71 350 3.7h. Ren. Nat. Res. 46 6 52 1.3 106 12 118 1.2i. Min. & Mine Eng. 19 0 19 0.5 94 0 94 1.0j. Pharmacy 44 17 61 1.5 161 47 208 2.2

Subtotal 1283 242 1525 38.4 3840 628 4468 46.9 655

2. Social Sciencesa. Social Sciences 881 246 1,127 1,933 555 2,488

Subtotal 881 246 1,127 28.5 1,933 555 2,488 26.2 25%

3. Humanitiesa. Arts 529 167 696 17.6 1,000 351 1,351 14.2b. Law 29 13 42 1.1 74 34 108 1.1c. School of Admin. 196 37 233 5.9 444 79 523. 5.5d. School of Comm. 22 10 32 0.8 22 10 32 0.3e. Education 154 55 209 5.3 335 83 418 4.4f. African Studies 5 2 7 0.2 7 2 9 0.1g. Inter Affairs 7 2 9 0.2 7 2 9 0.1h. R.I.P.S. 33 5 38 1.0 33 5 38 0.4i. Performing Arts 26 16 42 1.1 44 27 71 0.8

Subtotal 1,001 307 1,308 33 1,966 593 2,559 26.9 10%

Number 3,165 795 3,960 100.0 7,739 1,776 9,515 100.0 100

Grand Total % 79.9 20.1 100 81.3 18.7 100

Norms 50 50 100 50 50 100- = - - - - - . - _ m

Full-Time and Part-Time Enrollment by Gender in Six Polytechnics, 1989-90

FULL-TM STUENTS PART-TUMDSTUDEMf

__ _ -r I I - LTOTAL BYNAME OF I~rrr ST YEAR 2ND YEAR 3RD 4TH TOTAL TOTAL SE RN TOTALYEAR YEAR BY SEX BY SEX

M F M FM FM F M F IM F M FkmnaaiPleytccbnic 404 104 125 41 28 4 S27 149 363 429 890 578 1468

Coau Polytechnc 66 28 38 5 104 33 81 63 185 96 281amalePolytxhnc 609 73 279 38 8 0 0 888 111 376 14 1264 125 1389

A Pblytdechic 601 178 203 89 2 24 0 0 806 291 1060 S06 1866 797 2663HoNPyxschric 374 165 176 61 18 44 20 17 588 287 4SS 106 1043 393 1436

akooadiFPblytchic 746 153 21S 92 0 0 0 0 961 245 1422 693 2383 938 3321NATIO}KNAUL1TOTAL 2800 701 1036 326 48 72 20 17 3874 1116 3757 1811 7631 2927 10558

0 w00 z

- 58 -

ANNEX 2B-1Page 6 of 6

Distribution of Diploma Awarding Colleges andEnrolment by Gender and Region, 1989-90

NO. OF ENROLMENT STUDENT!TEACHERRATIOREGION/COLLEGE COLLEGE NO. OF TEACHERS

AshantiK.A.T.T.C 2 269 39 308 31 10:1St. Andtewe 164 9 173 18 10:1

Regional Total 2 433 48 481 49 10:1

centralA.T.T.C. 437 90 S27 38 14:1N.A.M. 173 36 209 22 10:1S.T.C. 4 120 88 208 42 5:1S.G.L. 230 69 299 31 10:1

Regional Total 4 960 283 1243 133 9:1

EasterC.S.E. I 88 26 114 16 7:1

Regional Total 1 88 26 114 16 :1

National Total 7 1481 357 1838 198 9:1

Note: K.T.T.C. - Kumasi Technical Teachers' CollegeSt. Andrewe' - St Andrnw.' CollegeA.T.T.C. - Advanced Teachers' Training CollegeN.A.M. - National Academy of MuaicS.T.C. - Specialist Training CollegeS.G.L. - School of Ghana LanguagesC.S.E. - College of Special Education

- 59 -

AN9JEX 2B-2Pag; 1 of 4

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJEC

Staff at Tertiary Institutions

III. ACADEMIC STAFF

1. Total/staff distribution by component/qualifications. The total number of academicstaff in the sixteen institutions making up the tertiary system was 1890 in 1989.Out of this 70% belong to the universities, 22% to the polytechnic aMd 8% for thediploma colleges.

Distribution of Academic Staff byComponent/Qualifications

POST- FIRST DIPLOMA % OFCOMPONENT GRADUATE DEGREE /ETC. TOTAL TOTAL

University 1168 165 - 1333 70%

Diploma College 38 121 5 164 8%

Polytechnics 8 86 299 393 22%

Total 1214 372 304 1890 100%

Note: First Degree holders in the Universities are National Servicemen.

Source: MOE/HED Internal Records.

Percentage Distribution of Academic Staff byQualification within Components 1989

COMPONENT POST-GRADUATE FIRST DEGREE DIPLOMA/ETC. TOTAL

University 87% 13% - 100%

Diploma 23% 73% 4% 100%College |

Polytechnics 2% 21% 76% 100%

Source: Computed from Table 1.5.

- 60 -

ANNEX2B-2Page 2 of 4

Academic and Non-Academic Staff of Three Universities, 1989/90

Academie Units Academic Senior Senior Junior Junior TotW.__________________ _____________ Adnin. Tech. Tech. Non-Tech

Science 203 14 67 141 147 572Agdoulture 137 9 38 52 162 398Home Science 6 0 1 3 5 iSMedical Sciences 134 27 85 16 127 433Engineering 8S 7 37 91 264 466E.D.S. 67 0 9 10 62 148College of Acts 67 3 7 19 35 131R.N.R. 3S 0 4 1 9 49Min. of Mino En8. 19 3 2 4 11 39Pharnmey 41 0 10 18 17 86Social Scienceg 186 19 23 62 83 373Arts 132 18 16 18 51 235Law I1 1 1 7 6 26School of Admin. 3S 15 IS 33 33 131School of Comm. S 0 0 4 1 10Education 62 22 27 67 106 284African Studies 16 6 12 42 16 92Inter AffairsRIPS 7 3 4 20 1 35Performing Art 13 1 9 9 24 56

Subtotal 1,261 148 367 617 1,160 3,579

Research Centres 100 11 95 146 453 80S

Admin Support Units 241 482 1,868 3,390 5,981

Grand Total 1,361 400 4 2,675 4,98S 10;65

- 61 -

ANNEX BPage 3 of 4

Student/Academic Staff Ratio by Faculties of Three Universities, 1989/90

Faculty Enrolment No. of S/S Ratio FrE FrE S/S Norms RemarksStaff Students Ratio

Science 1,551 203 8:1 1,489 7:1 12:1 (0)Agriculture 566 137 4:1 S48 4:1 12:1 (-)Home Science 39 6 7:1 37 6:1 12:1 (-)Medical Sciences S77 134 8:1 713 5:1 8:1 (-)Engineering 690 85 8:1 644 8:1 12:1 (-)E.D.S. 275 67 4:1 284 4:1 12:1 (-)College of Arts 350 67 5:1 346 5:1 12:1 (-)R.N.R. 118 35 3:1 112 3:1 12:1 (-)Min. & Min Eng 94 19 5:1 84 4:1 12:1 (-)Pharmacy 208 41 5:1 205 5:1 12:1 (-)Social Sciences 2,488 186 13:1 2,43, 13:1 18:1 (-)Arta 1,351 132 10:1 1,322 10:1 18 1 ()Law 108 11 10:1 84 8:1 18:1 (-)School of Admin. 523 35 15:1 523 15:1 18:1 (-)School of Conmm. 32 5 6:1 32 5:1 18:1 (-)Education 418 62 7:1 537 9:1 20:1 (.)African Studies 9 16 1:1 9 1:1 18:1 (-)Inter Affairs 9 9RIPS 38 7 5:1 38 5:1 18:1 (-)Performing Arts 71 13 5:1 66 5:1 18:1 (-)

Total 9,515 | 1,261 6:1 9,517 8:1 15:1

in the Remarks Col. shows excess teaching capacity.

- 62 -

ANNEX2BPage 4 of 4

Teawhing Staff by Qualification and Gender in Six Polytechnics, 1989-90

| Technician GrandM.Sc./M.A. B.Sc./M.A. Diploma Certificate Others Total by Sex Total

JIlatitUof M M F M F M F M FM F M F m

Kumsi Polytlcic 14 1 16 4 28 13 58 18 76Cap Coat Polytehic 6 0 S 0 S 0 14 0 14Tamal Polyechnic 6 0 10 0 49 5 65 5 70Acca Polytclc 18 8 13 8 24 4 55 20 75Ho Polytemic 1 1 4 2 11 0 38 13 54 16 70Tak i Polyechnic 14 S 9 10 42 8 65 23 88

National Total 1 1 62 16 64 22 1_ 43 0 311 82 393

- 63 -

ANNEX 2B-3Page 1 of 6

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Scholarships/Bursaries/Loans Scheme for Students

1. The Ministry of Education wishes to inform the general public, especially parents andguardians of students in tertiary institutions and heads of tertiary institutions, that as indicatedwhen the scheme was first initiated an extensive review of the scheme has taken place. Inreviewing the scheme observations on implementation bottlenecks as well as variousrepresentations received from individuals, institutions and identifiable groups were taken intoaccount.

2. The Social Security and National Insurance Trust (SSNIT) which administers the loanscheme, and the Scholarships Secretariat which administers the Scholarships and BursariesScheme will very soon issue detailed statements regarding the schemes under their purview.

3. In the meantime the Ministry of Education would like to announce that during the1991/92 academic year the following guidelines wi:l govern the operation of the Scholarships/Bursaries/Loan Scheme.

(a) Loans Scheme. All students pursuing tertiary-level courses in any of theunderlisted public institutions:

3 University of Ghana3 University of Cape Coast* University of Science and Technology* UST School of Mines, Tarkwa* Polytechnics (Accra, Kumasi, Takoradi)* Institute of Professional Studies (IPS)* Ghana Institute of Journalism (GU)* National Film and Television Institute (NAFTI)* School of Translators (GIL)* Ghana Law School T* All Diploma-Awarding Teacher Training Colleges

bhall be eligible for a maximum loan of C80,000 from SSN1T except studentswho are staff of organizations which do not contribute to the Social SecurityScheme. (Such organizations are advised to evolve their own schemes.)

(i) Students on study leave with pay who are contributors to the socialsecurity scheme shall be entided to 50 percent of the loan. Repaymentshall start immediately with social security contribution.

(ii) Contributing workers pursuing approved part-time courses of not lessthan 15 hours per week shall be entitled to 50 percent of the loan.Repayment shall start immediately with social security contribution.

- 64 -

ANNEX 2B-3Page 2 of 6

(iii) Full-time workers on courses in tertiary institutions shall be entitled totake a loan of IZ40,000 (i.e., 50 percent of the full loan). Repaymentwill start immediately with social security contribution.

(iv) Postgraduate students on scholarship shall have the option of benefittingfrom a full loan for a maximum of three years.

(v) Severely disabled students will have the option of taking the full amountof the loan in addition to being granted scholarships.

(b) Government Grants. Government has reorganized and streamlined thedisbursement of grants through the Scholarships Secretariat. Grants in varioussums will be paid directly to relevant institutions upon the due submission ofaudited lists of students to cover the following:

(i) Long courses which are run beyond 32 weeks in any given year (C750per student per additional week).

(ii) Field allowances to cover transport and other costs during approved fieldtrips (e500 per student per week while on field trip).

(iii) Seed money to enable institutions to procure essential kit and equipmentfor sale to students in a restricted number of courses.

(iv) Examination fees in respect of non-optional examinations set by bodiesexternal to given institutions will be paid at rates not higher than thosepaid in respect of equivalent local examinations. For examinationsorg, ized by the institutions itself the cost should be embodied in theinstitution's annual estimates and claimed from the parent Ministry asappropriate. No claims for internal examinations would be paid by theScholarships Secretariat.

(v) thesis/project allowance (universities only) will be paid to completingstudents at the following levels:

a. Diploma students I2,500 per studentb. Degree students I5,000 per studentc. Graduate certificate/diploma/

1-year master's students ¢8,000 per studentd. 2-year master's/M.Phil. students C10,000 per studente. PhD students C30,000 per student

(c) Scholarships. These are to be provided at the rate of e80,000 per student perannum for the following categories of beneficiaries:

(i) postgraduate students(ii) metit award for outstanding (top 4.5 percent) students in all fields(iii) severely disabled students.

- 65 -

ANNEX2BPage 3 of 6

(d) Bursaries

(i) Full bursaries valued at QZ40,000 per anium will be awarded to allstudents in good standing pursuing courses in areas deemed to be criticalfor national development (see Schedule A attached).

(ii) Partial bursar valued at eZ2O,OOO per student per annum will be awardedto all students in good standing pursuing courses in areas deemed to beessential for national development (see Schedule B attached).

(e) Bond. Government continues to bear the cost of tuition and the provision of allinstitutional facilities. All students are therefore to sign bonds in respect of thissponsorship. The implications of the bond are that the students would beexpected to serve the Ghana Government for a period of two years for each yearof sponsorship received or for a period of five years for sponsorship beyond twoyears. To facilitate the implementation of the bond scheme all freshmen havehad certificates of sponsorship mailed to them for execution before reporting atthe institutions. Ongoing students who have received previous awards and havetherefore signed bonds need no sign fresh bonds if they are renominated forscholarships during subsequent years.

(f) The student funding scheme will continue to be subject to an annual review.

- 66 -

ANNEX2B-3Page 4 of 6

List of Subjects in Critical wid Essential Areas

Schedule A Schedule B(fulL bursary) (partfal bursary)

1. Agriculture /a Engineering

2. Science--pure sciences, maths, physics, chemistry, zoology, botany Book ;ndustry

3. Mining & mineral engineering Rural art

4. GeologicaL engineering/geology Architecture

5. Mining survey Pharmacy

6. Laboratory technology Et

7. Education /c Medicine

8. Mineral technology Home science

9. Statistics Banking

10. Adult education Accounting

11. Ghanaian languages

12. Mechanical engineering technician Part III /d

13. Electrical engineering technician Part 111 Ld

14. Construction technician Part 111 Ld

15. Dispensing technician Pbrt III /d

16. Motor vehicle technician Part III Ld17. Renewable natural resources

18. Comqputer science

Note: All postgraduate students will be granted scholarships.

/a Including agricultural economics./b Both polytechnic and UCC students.ic All students in UCC and diploma-awarding teacher training colleges./d Polytechnic courses only.

cumu-Cw _u- lative

No of Loan Annual lative Expected Expected inter-stu- Dis- out- amount dis- interest interest est due

Aca- dents Loan burse- Amount stand- Calen- dis- burse- from from fromdemic bene- amount ment repaid ing dar bursed ment students Govt. Govt.year fiting (e) (Ce M) (e M) se o year (e M) (Ce M) Ce M) (e M) (e M)

1988/89 7,322 50,000 407.5 407.5 1989 408 408 7.5 41.94 41.94

1989/90 11,235 60,000 658.6 80.1 986.0 1990 1,012 1,420 26.3 156.28 198.22

1990/91 13,088 72,000 889.6 223.2 1,652.4 1991 1.080 2,500 5U.6 312.56 510.78

- 67 -

ANNEX 23-3Page 5 of 6

Scholarships SecretariatAwards Made to Tertiary Institutions Since 1988/89 and Projections to 1996

Name of 1989/90 1990/91 1991/ Projections 1995/

Institutions Eligible Awarded Eligible Awarded 92 1992/93 1993/94 1994/95 96

Postvoaduato scholarships 379 187 418 219 416 602 607 667 773

Univer it of Undergraduate scholarships 144 15 158 173 190 209 229 251Ghana(Legon) Undergraduate bursearies 763 68 839 27 922 1.014 1,115 1,226 1.348

Undergraduate bursaHes 984 1 1,082 _ 1,190 1,309 1,439 1,682 1,740

Univwrsktyof Postgraduate scholarships 123 40 135 135 148 162 178 195 214

Science & Undergraduate scholarships 160 10 176 1 5 193 212 233 256 281Technology Undergraduate bursarles 1,122 11 1,234 10 1,357 1.492 1,641 1.806 1.985(Kumasi)

IUndergrad. partial bursaries 1,094 1,203 - 1,323 1.456 1,600 1,760 1.936

Postgraduate scholarships 59 41 64 84 70 77 84 92 101

University of Undergraduate scholarships 65 19 71 15 77 84 92 101 111

Cape Coast Undergraduate bursarles 1,369 93 1,494 10 1.643 1.807 1,987 2,185 2,403

Undergrad. partial bursaries nil nil nil nil nil nil nil nil nil

Postgraduate scholarships 6 Forms 6 nil 7 8 9 10 11were

UST School Undergraduate scholarships 13 bumed 14 15 16 17 18 19of Mines Undergraduate bursaries 256 281 309 339 372 409 449

Undergrad. partial bursaries nil nil nil nil nil nil nil nil

Postgraduate scholarships nil nil nil nil nil nil nil nil nil

University of Undergraduate scholarships 11 nil 12 nil 13 14 15 16 17Ghana LawSchool Undergraduate bursarles n/a nil n/a nil nil nil nil nil nil

Undergrad. partial buraarles n/a nil n/a nil nil nil nil nil nil

Scholarships 11 1 12 13 14 15 16 17

Accr i Bursaries 213 2 234 257 282 310 341 375

Partial bursaries nil 2 nil nil nil nil nil nil

Scholarships 6 - 6 7 8 9 10 11

Takoradli Sursare 113 124 134 147 161 177 194Polytechnbc

Partia' burearies nfl nN nil nil nil nil nil

Scholarships 11 12 3 13 14 15 16 17

Kuraoli Bursades 226 248 81 272 299 328 360 396Polytechnic

Partial bursaries nil nil nil nil ni nf nil

Scholarships 23 25 27 29 31 34 37

IPS ILegon) 8ursadec ni n nil nil nil nil n nil

Parial buraaHes 470 517 568 624 686 754 829

Ghana Scholarhips 13 2 14 1S 16 17 18 19Institute of Furnares n/a 7 n/a nfl nil nil nil nil nfJournalim Partial bumaries n/a n/a nil nil nii nil nil fl

Scholarships 2 2 2 2 3 4 5 6 7

Schoolaor 8ursaHes n/a n/a nil nil nil nil nilTransistors

Partial bumaHes n/aI n/a nil nil nil nil nil

Schoolof Scholarships 13 13 14 15 16 17 18 19Languages Bursaris n/a n/a nil nil nil nf nil nil

(Ajumakol Partial bursarHes n/a n/a nil nil nil nil nii nil

- 68 -

ANNEX 2B-3Page 6 of 6

Nane of 1989/90 1990/91 1991/ Projections 1 11995/institutions Eligible Awarded Eligible Awarded 92 1992/93 1993/94 1994/95 96

Scholarship 2 1 2 2 3 4 6 6 7NAFTI uraades n/a n/a nil nil nil nil nil

Partial burearies n/a _ n/a nil nil nil nil nil

College of Scholarships 5 7 8 9 10 11 12Speoial Burradres n/a n/0 121 133 146 160 176 193Education Partial bunaries n/a nil nil nil nil nil nil nil

National Scholarships 5 5 5 6 7 8 9 10Academy of Bursaries nil nil nil nil nil nil nil nilMusic Partial burades nil nil nil nil nil nil nil nil

Specalist Scholarships 10 10 11 11 12 13 14 15 16Training iursades n/a 234 nil nil nil nil nilCollege(Winneba) Partial bunarieo n/a nil nil nil nil nil nil nilAdvanced Scholarships 27 27 32 32 35 38 41 45 49TeacherTraining 6urnaries n/a n/a nla nil nil nil nil nilCollege(Winnebal Partial buroaries n/a n/a n/a rill nil nil nil nilAdvanced Scholarships 12 12 13 12 14 15 16 17 18TechnicalTeacher's Sureiades n/ n/a ni nil nil nil nilCoKueae Partial buadees n/a n/a - nil nil nil nil nil

St. Andrews Scholarships 7 7 8 8 nil nil nil nil nilTrainingCoilge 8ursariea nia nl nil nil nil nil nil nil

Hampong) Partial bumades n/ nil nil nil nil nil nil nil ni

Scholarships and Bursaries-Actuals

1990 1991

I 28,845,000 IZ48,080,000

-69 - ANNEX2B-4Page 1 of 2

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Educated Manpower. 1960 and 1984

PROFESSIONALS 1960 1984

A - ENGINEERING 546 1,228

B - PHYSICAL SCIENCES 38 229

C - ARCHITECTS/TOWN PLANNERS/SURVEYORS 232 1,429

D - BIOLOGICAL SCIENCES 198 907

E - SOCIAL SCIENTISTS 17 881

F - MATHS/STATISTICAL 9 195

G - LEGAL AND OTHER PRACTICING PROFESSIONALS 491 10,085

H - ADMINISTRATORS/MANAGERIAL GROUP 4,029 16,902

I - MEDICAL GROUP 626 1,982

J - TEACHERS 1,445 13,283

GRAND TOTAL A-J 7,631 47,121

SUB-PROFESSIONALS l

A - ENGINEERING TECHNICIANS 1,262 6,686

B - MEDICAL TECHNICINS 2,950 13,586

C - BIOLOGICAL/AGRICULTURAL TECHNICIANS 385 14,641

D - AERCNAUTICAL/MARINE RELATED 67 443

E - ARCHITECTURAL/PLANNING TECHNICIANS 339 3,365

F - PRIMARY SCHOOL TEACHERS 12,900 100,281

G - OTHER SOCIAL AND RELATED WORKERS - 22,025

H - MASS COMMUNICATIONS/THE ARTS & RELATED - 10,593WORKERS _

I - CLERICAL & RELATED OFFICIALS - 42,519

J - SALES WORKERS - 1,413

K - SECURITY/SERVICE WORKERS - 71,196

GRAND TOTAL 17,903 286,748

-70- ANEX2B4Page 2 of 2

SKILLED

A - TRANSPORT & COMMUNICATION 1,050 17,625

B - BEAUTICIANS - 11,386

C - FORESTRY, AGRICULTURE AND 2,580 521,957FISHERY WORKERS

D - ELECTRICAL/ELECTRONICS 2,237 29,680

E - MEDICAL - 22,572

P - SECRETARIAL - 105,584

GRAND TOTAL 5,867 708,804

- 71 -

ANNEX 2B-5Page 1 of 5

REPUBLIC OF-iHANA

TERTIARY EDUCATION PROJECT

Graduat TraerStudy

a Study of Emloyed

Unemployed Graduates in Ghana

Report Prepared by

Z.K.M. BatseOware Gyekye

on behalf of the

Institute of Statistical, Social and Economic Research

University of Ghana, Legon

Ministry of Education, Higher

Education Division

August, 1992

- 72 -

ANNEX 2B-5Page 2 of 5

SUMMARY OF FINDINGS

The Report is based on a total of 1295 employed graduates and 257unemployed graduates whose completed questionnaires were at hand at the end of April,1992.

1.1 Background of Graduates

a. Sex Ratio

There is a large preponderance of males over females among both the employed andunemployed graduates. With 86.7 percent employed male graduates as against 13.3 percentfemales and 93.4 percent unemployed male graduates as against 6.6 percent females.

b. AU

Most of the employed graduates are within the 25 - 34 age groups being 96.4 percentand 82.4 percent respectively.

c. Subject/Course Combinations (subject-bias)

Five categories of courses/subjects (subject-bias) have been identified for the presentpurposes. These are:

1. Physical Sciences, 2. Biological Sciences,3. Administration/Commerce, 4. Social Sciences and5. Liberal Arts.

Over 50 percent of the respondents were trained at Legon, 36.2 at Kumasi; 4.3 atCape Coast and 8.5 from the tertiary institutions in and outside Ghana.

The data indicate that graduates and diplomates in the social science and liberal artspredominate in the country among both employed and unemployed graduates.

The percentages as obtained from the analysis shows the following trends; physicalscience 25.3 percent; biological sciences 16.4 percent, administration/commerce 1 1.5 percent;social sciences 28.9 percent; and liberal arts 17.1 percent.

Most of graduates in the physical sciences are products of the University of Scienceand Technology whereas Legon produces most of the graduates in the social sciences andliberal arts.

About 80 percent of the graduates have a Bachelor's degree (BA or BSc.) followed bynon-degree diplomas (about 12 percent) and a few post graduate qualifications.

1.2 Considerations in looking for job after graduation

It was found that among both the employed and unemployed graduates, the firstpriority consideration was that the job must be related to university or academic training. The

- 73 -

ANNEX 21B-5Page 3 of 5

next two considerations equally ranking very high, were prospects for further professionaltraining and specific salary.

1.3 Qpinion on the Job Market

About 85 percent of the employed and 85.6% unemployed graduates respectivelystrongly agreed or agreed to one assertion that getting a suitable job depends on "whom youknow".

An equally large percentage of the respondents (12.0 percent) strongly agreed that jobseekers are often discriminated against on ethnic grounds.

A high proportion of them about (39.5 percent) disagreed that the subjectcombinations studied do not meet the skill requirements of employers.

EMPLOYED GRADUATES

2.1 Ease of entry into the job market by emloyed grduates

The data indicates that 31.9 percent of the employed graduates obtained their first jobseither before the end of their national service or work at the same place they did their nationalservice or within three months after the completion of their national service.

Altogether about 59 percent obtained their first jobs within five months of thecompletion of national service.

About 12.2 percent have immediate employment because they were already on studyleave from existing jobs.

One fifth (20.1 percent) took 10 or more months to obtain their first jobs.

There is no significant difference in the proportion of graduates from the physicalsciences, social sciences and liberal arts who obtain their first jobs within 3 months ofcompletion of national service.

About 30.0 percent of liberal arts graduates and social sciences graduates respectivelytoo 3-5 months to obtain their first jobs. This compares with 17.0 percent of biologicalsciences graduates, 13.9 percent of graduates in administration (management, accounting,commerce etc.) and 26.7 percent of graduates in the physical sciences.

2.2 Distribution of employed graduates by sector

It was found out that the central government is by far the largest employer ofgraduates (60.6 percent) followed by public boards and corporations 27.4 percent.

Large private businesses employ about 2.8 percent of the graduates.

2.3 Information flow about jobs

- 74 -

ANNEX 2B-5Page 4 of 5

About 41.0 percent of graduates apply directly for jobs while 25.3 percent got toknow about the jobs through the news and print media: 9.3 percent through direct personalcontact; 5.5 percent through friends working at the same place/elsewhere, and 3.3 percentthrough relatives working at the same place or elsewhere.

2.4 Work exerig=n

For 76.2 percent of the graduates current job is the first since the completion of theirnational service. The graduates were employed for 20.6 persons-months and unemployed for4.6 person-months.

2.5 Satisfaction with present job

For most employed graduates, the work they are currently d.ing is not what theywant. A corresponding 34.9 percent said the jobs they haver are exactly what they wanted.For 45.2 percent ho'vever, the jobs meet only partially what they wanted and for 7.1 percentthe job is not at all, what they wanted. About 13 percent did not respond to this question.

2.6 Reasons for accepting jobs that they did not want

Most of the respondents (41.6 percent) stated that they had no choice but to accept thejobs they are doing just for survival and meet financial obligations (18.6 percent).

2.7 Monthly incomes

A large proportion of graduates (88.5 percent) consider their monthly incomes as'inadequate'. About 95 percent of employees of the central government considered theirincomes inadequate compared with 81.1 percent of employees with the publicboards/corporations. Only those working with international organizations or self employedconsider their salaries as adequate.

THE UNEMPLOYED GRADUATES

There is some evidence that unemployment is not always involuntary.

3.1 Servige was done

Out of the 257 unemployed graduates, 121 or 47.1 jprcent of them sought for fulltime employment with such establishments while the remaining 136 or 52.9 percent did not.An almost equal number of graduates from the other universities also sought for full timeemployment with these.

Only a few graduates from the university of Cape Coast sought full time employmentbecause most are teachers who already have jobs waiting for them.

Also only 23.1 percent of the graduates who sought for full time employment at theplace they did national service were successful.

- 75 -

ANNEX 2B-5Page 5 of 5

About 26.1 percent were observed to have worked before, since they finished servingtheir national service. The remaining 73.9 percent had never worked before.

Out of the 257 unemployed graduates, 39 of them (15.2 percent) had been offeredsome form of employment which they refused to accept. The poor salary offered was a majorreason for declining the offer. Another reason was that the jo+b was not related to theiracademic training.

3.2 Duration of unemployment of currently unemployed graduates

The length of period graduates stayed unemployed since completion of their nationalservice ranged from less than 3 months to twelve months and above, with the majority (about42.5 percent) falling within the longest duration. 94.5 percent of unemployed graduates hadmade some effort to find a job in the last month before the survey began.

About 61.7 percent made efforts to find jobs during the last month before the surveythrough writing applications; and 27.6 percent did so through direct personal contacts.

3.3 Reasons given by employers for not offering iobs

The two major reasons given by employers for not employing the ur.employedgraduates were: no vacancy, 58.9 percent and no experience, 14.6 percent.

3.4 Self employment

About half of the unemployed graduates considered'establishing their own businesswhile 45.6 percent did not.

Among those who considered establishing their own business more than 86%mentioned financial constraints as a major obstacle to the implementation of any programmethey had in mind. Equally those who did not consider establishing their own businessattributed it mainly to lack of finances.

3.5 Financiol supgor

Parents only or parents and other relatives together provide most of the financialsupport for the unemployed graduates.

- 76 -

ANNEX 30Page 1 of 4

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Letter of Higher Education Development Policy

Ministry of Finance and EconomicPlanning

P. O. Box M.40Accra, Ghana16th S&;ptember, 1992

Mr. Lewis T. PrestonPresident, the World Bank1818 H Street, N.W.Washington, D.C. 20433, TJSA

Dear Mr. Preston:

GHANA - TERTIARY EDUCATION PROJECTLEIEROF HIGHER EDU0ATION DEVELOPMENT POLICY

I am writing to you with regard to the proposed Tertiary Education Project, to informthe International Development Association of the reforms that have taken place in the tertiaryeducation subsector since the start of our education reform program in 1987, and to outline thefurther adjustments that will take place in this area over the coming years to ensure that tertiaryeducation will become a vibrant, mpulti-faceted system serving both the needs of a rapidlyexpanding economy, and the aspirations of Ghanaians.

The reforms of the tertiary system were started under the first Education SectorAdjustment Credit, supported through the Second Education Sector Adjustment Credit and werefurther elaborated in the 1991 White Paper on Tertiary Education.

Education has been central to Ghana's development effort. It has therefore been a keybeneficiary of the assistanwe under the Economic Recovery Program which has been implementedwith support from World Bank and the IMF. The implementation of the ERP has led toimprovement in the balar of payments, sustained and substantial GDP growths, animprovement in the private actor environment, and substantial increases in the budgetaryallocations for the social sectors, particularly for education.

The achievements in the educational system over the past five years have beenextraordinary. The structure of the system has been changed from a 6:4:5:2 (17 years) to a 6:3:3(12 years); curricula and teaching materials have been revised and made more relevant;educational input has been more readily available especially a. the basic and secondary levels.

A new cost-sharing system has been put in place to ensure continuous supply of booksand journals and educational materials, while freeing the institutions of non-educational concerns;also considerable increase in effici'-ncy has been brought about ihrough an increase in student

- 77 -

ANNEN3X3Page 2 of 4

staff ratio and reduction in non-teaching staff numbers, and rapid increases in intakes andenrollments at all levels of education.

More specifically at the tertiary education level:

o feeding subsidies were removed in 1988;

* an innovative student loan system was introduced at the end of 1988;

* and the semester system was implemented in all universities, polytechnics andother tertiary institutions;

* intakes into undergraduate courses have increased by 34.6 percent, from 3,344in 1989 to 4,500 in 1991;

* the number of non-resident university students increased from virtually none in1989 to 2,651 in the 1991/92 acade,.Ac year;

3 overall student:academlic staff ratio increased from 6:1 in 1987 to 10:1 in 1991;and 2,8( out of 8,000 non-teaching staff have been redeployed since 1987; and

- most importantly of all, a university rationalization study was completed, whichrecommended the recognition of all post-secondary institutions as tertiary andfurther rscommended that these should constitute a unified system withappropriate linkages to optimize services offered. These .nclude the threeuniversities, six polytechnics, seven diploma-awarding colleg, s (to be merged asa new university college at Winneba) and around (60) post-secondary teachertraining, nursing training, and agricultural training colleges (which will bemerged into (10) regional colleges of applied arts, science and technology-RECAAST).

The study also recommended the creation of apex organizations to deal with tertiary-leveladmissions, accreditation and the conduct of technical and professional examinations. It finallyrecommended the revamping of selected facilities to support the reform program. All theserecommendations were accepted by Government and embodied in the 1991 White Paper.

Though much has been done, much still remains to be done if the tertiary educationsystem is to become an engine for accelerated growth. Special efforts will have to be made toprotect the improved system to ersure a balanced development over the coming five or six years.We realize that quality educational program offerings can only be achieved if enrollments do notexceed the capacity of both existing academic and technical staff, as well as that of the existingphysical facilities. In fulfillment of the national policy of ensuring social justice througheducation the opportunity of a particular age group to tertiary education must not fall to a levellower than existed at the beginning of the reform. This is particularly important in the next fouryears when there will be an intake from traditional and the new senior secondary school systems.Enrollments and intakes during this difficult period are reflected in Table 1.

One of the biggest potential problems to be faced by the education sector in the comingfive years will be the tremendous pressure on government resources, from the successes of the

- 78 -

ANNEX"Page 3 of 4

Table 1: Enrollment and hitake Projections

Yer. . nonts..: iB. . : . i , : * :.. .......

1992/93 4,500 14,500 2,500 10,500

1993/94 4,500 15,500 2,800 11,000

1994/95 5,500 17,250 2,800 11,000

1995/96 5,500 18,500 2,800 12,000

1996/97 5,500 19,500 2,800 13,000

1997/98 5,500 20,000 2,800 14,000

reform program and the demand that thus generates for access to further education especially atthe tertiary level. While recognizing this demand for larger numbe . Government will continueto observe the proportional budgeted share of educational resources reaching 18.30% in 1996 and20.61 percent by the year 2000, based on present projections. However, in order to remainwithin these projections of educational recurrent expenditures, Govermnent will:

ensure that both universities and polytechnics comply with the approved studentstaff ratio norms at the latest by the 1995/96 academic year, namely, 8 formedicine, 12 for other science based subjects, 15 for education, and 18 for thehumanities;

* ensure tiiat hostel fees will cover the full cost of running the hostel by the1993/94 academic year. These fees will also include the annualized capital costof a hostel place; and

* ensure that through a range of application, registration, and other charges, 5percent of the tertiary academic recurrent costs will be borne by students by the1995/96 academic year.

In order to mitigate some of these additional costs that will have to be financed bystudents, Government plans to extend the student loan scheme, while at the same time ensuringits long-term sustainability. Government has made an advance payment of QL.08 billion to theSocial Security and National Iizsurance Trust as a subsidy toward interest payments of studentloans. This is not likely to be exhausted until 1997 on present projections. A new injection ofan advance will be made between 1996 and 1998 when and if required.

It is also agreed that the bulk of the investment budgets to be made available over theperiod for tertiary education will be devoted to the rehabilitation of existing facilities in thetertiary institutions and that priority wIll be atached to projects which complement the capitalinvestments made under this funding proposal. In addition over the periods 1992 to 1995

- 79 -

ANNE2X 3Page 4 of 4

inclusive, not more than US$4 million equivalent of Government's own investment resources (orUS$1.5 million in any one year) will be devoted to the new University of the North.

The main efficiency and quality improvement in the tertiary education subsystem will takeplace through specific concrete actions at each of the 10 institutions covered by this first phaseof the reform program. The Governmeiit has thus reached agreement with all 10 institutions(reflected in memoranda of understanding with the three autonomous universities) that:

(a) by the beginning of the 1995/96 academic year all grades and types of juniorstaff will not exceed 30 percent of full-time equivalent student enrollments;

(b) in the 1992/93 academic year all libraries will be open for at least 90 hours perweek; and all classrooms, laboratories and workshops will be open at least 75hours a week. In addition by the 1993/94 academic year centralized utilizationof all teaching spaces would have started;

(c) by 1995 expenditures for library acquisitions (books and journals) will not be lessthan 5 percent of total recurrent budgets or subventions for each tertiaryinstitutions; and

(d) by 1995 expenditure on maintenance of buildings, plant and equipment at eachproject institution will not be less than 5 percent of total recurrent budgets orsubventions for each tertiary institution.

Planning is under way to ensure that tertiary institutions, especially universities, haveadjusted their curriculum to enable them to take the graduates of the new senior secondary scloolsystem in 1994. In all cases it will involve a complete overhaul of existing courses to bring themin line with the development potential of the country and with new trends'in the SSS system.During the period steps will be taken to thoroughly examine innovative schemes for educationdelivery such as Distance Education and to set up pilot schemes which will enable Governmentto improve the capacity of the system even further in succeeding years. During the four years(1994-97), there will also be increased intakes into degree courses at the new university college,and into diploma programs in polytechnics.

In order to ensure rapid and effective project implementation and disbursements,Goverment is committed to providing adequate staffing to the Higher Education Division, andsupport the creation of a common Project Management Unit to provide effective coordination forall credits and grants to education in Ghana. Government is also committed to providing thenecessary counterpart funds.

I hope that these details will help clarify for you the main direction of our tertiaryeducation reform program over the next several years. We will of course be ready to provideyou with additional information as may he required.

Yours sincerely,(signed)

Dr. Kwesi BotchweyPNDC Secretary for

Finance and Economic Planning

- 80 -ANE3-Page 1 of 2

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- 82 -

ANNEX 3-2Page 1 of 6

REPUBLIC OF GHANA

TERTIARY EDUCAT1ON PROJECT

Courses at the Universities and Polytechnics. 1992/93-1995/96

OUESTIONNAIRE FOR INTRODUCING NEW COURSE AT UNINVERSITIES

(1) Program title

(2) Type of accreditation required (select one)

a. Initial accreditationb. Re-accreditationc. If re-accreditation is selected, indicate date of

initial accreditation, supported by evidence

(3) Brief historical background (to cover institution and program of study)

(4) Institution and Particular Establishment of the Institution to offer/offeringProgram of study

a. Institution

i) Name of Institutionii) Date of establishment of Institution

iii) Name and qualification of Head of Institutioniv) Structure and organ zation of Institutionv) Faculty/College/Institute within which the particular Establishment

operates (if applicable)

b. Faculty/College/Institute/Department

i) Name of Faculty/College/School/Institute/ Department (selectrelevant one)

ii) Date of tst,blishmentiii) Name and qualification of Headiv) Structure and Organization of Faculty/

College/School/Institute/Department (select relevant one)

(5) Rationale, Goals and Objectives of the Program of Study

a. Rationaleb. Goalsc. Objectives

(6) Employment prospects of graduate and how they will fit into the country'soccupational structure (note: evidence is required from prospectiveemployers)

- 83 -

ANNEX 3-2Page 2 of 6

(7) Requirements for graduation

a. Total credits requiredb. Breakdown of total credits into major curriculum subdivisionsc. Any additional requirements for graduation, eg. attendance requirements

(8) Components of the Program of Study

a. Required course(s)b. Elective course(s)c. Research componentd. Practical training, internship, Clinical experience, etc.e. Semester-by-semester layout of courses, showing the credit value of each

course

(9) Short description of courses in the program

(10) Entry requirements for admission of students

(11) Regulations governing assessment of students' mastery learning/performance

(12) Academic and academic-support staff requirements

a. Existing staff: academic and academic-supportb. Additional staff required: academic and academic

support

(13) Existing staff strength and competence

For each staff member, indicate:

a. Name of staffb. Level of academic/professional training of staff, including

qualification(s) indicating awarding institution(s) with datesc. Additional qualification(s) required (if applicable)d. Teaching and other relevant experiencese. Course(s) in the program of study taught/to be taughtf. Other responsibilities: extra-curricular activities - institutional and non-

institutional

(14) Details of existing staff current work load as well as anticipated work load

For each staff member and for each course taught indicate the work loadsemester-bisemester as follows:

a. Course(s) taught/to be taughtb. No. of students taught/to be taughtc. Contact hours/week

- 84 -

ANNX32Page 3 of 6

i) lectureii) tutorialiii) practical

(15) Proposed staff development program to upgrade staff and/or improvecompetence of staff.

(16) Technical assistance required

(17) Physical facilities (teaching accommodation) and teaching resource, etc.,needed for mounting the program of study

(18) Summary of financial requirements for mounting the program of study,showing breakdown and total

a. For Capitalization

i) Civil worksi.) Equipmentiii) Other T-aching Resource (e.g. audio visual materialsiv) Furniturev) etc.

b. For Technical Assistance and Training

i) Technical Assistanceii) Overseas Trainingiii) Local Training

c Running Cost

i) Staff Salariesii) Maintenance of farm equipmentiii) Maintenance of workshop equipmentiv) Maintenance of office equipmentv) Library requirements and maintenance

vi) Academic operational expenses

(19) Sources for meeting flnancial requirements

a. Expected Government subventionb. Contributions from Income generation activitiesc. Endowment fundd. Other charges

- 85 -

ANNEX 3-2Page 4 of 6

CRAFT COURSES TO BE PHASED OUTIIHE POLYTECHNICS

In the process of the up-grading of the polytechnics, the following Craft Coursescurrently being run by the polytechnics are to be phased out:

1. Welding and Fabrication (Advanced Craft)

2. Block-laying and Concreting

3. Carpentry and Joinery

4. Painting and Decorating

5. Plumbing

6. Electrical Installation Work (Course 'C'

7. Furniture Craft

8. Catering

9. Fashion/Dressmaking

- 86 -

ANNEX 3-2Page 5 of 6

TECHNICIAN COURSES TO BE RETAINED IN THE POLYTECHNICSlLL FURTHER NTllCE

1. Agricultural Engineering Technician Part I and II

2. Mechanical Engineering Technician Parts I, II and MI

3. Motor Vehicle Technician parts I, II and III

4. Dispensing Technician Parts I, II and m

5. Electrical Engineering Technici.n Parts I, II and III

6. Construction Technician Course Parts I and II

7. Refrigeration and Air-Conditioning Technician

8. Science Laboratory Technician

9. Diploma in Business Studies (Accounting Option)

10. Diploma in Business Studies (Secretarial Option)

11. Institute of Chartered Accountants (ICA) Intermediate

12. Institute of Chartered Accountants (Final I and II)

13. Institute of Chartered Secretaries and Administrators (ICSA)

14. Institutional Management Diploma OMD)

- 87 - ANNEX3-2Page 6 of 6

POLYTCHNICS

PROPOSED NW COURSES

NEW SUBJECTS/COURSES ADDITIONAL YEAR LEVEL SITESTAFF

Marketing 1 1992/93 H.N.C. Technician APurchasing 1 1992/93 AStatistics 2 1992/93Computer Operator Course 2 1993/94 ABusiness System Equip. Maint. 2 1994/95 KTComputer Hardware Maint. 2 ATRadio/Electronics and TV 2Metallurgy and Foundry 3 ' ATKInstrumentation and Control 3 a ATKInformation Technology 3 U ATKIndustrial Design 3 a ATKDispensing Technology HND KEstate Management a HND K

TOTAL 28

LEGEND: A - Accra K = Kumasi T = Takoradi

REPUBLIC OF GHANA

TERTIAY EDUCATION PROJECT

Projected Enrollments, 1988-2000

TETARY I - Ur ITES

YEAR SSSW PERTAGE YRI TR2 TR3 YR4 YR$ YR6 TOTAL GRAD POST-CAD TERTIARY I(PASS) hTAIKE ENRC&WENT EWhXMENT ENROLMENT

0 1 2 3 4 S 6 7 a 9 10 11

1990 4.427 3.660 3.166 2.711 1.228 112 85 10.962 540 1i1502I99l 4.500 4.475 3.477 2.691 1.220 553 50 12.466 658 13.1241992 5.134 4.475 4.251 2.955 1.211 549 249 13.690 913 14A031993 5.741 4 475 4.251 3.614 1.330 545 247 14.462 1.168 15.6S301994 57.096 :.:::.=|5I0U 4 251 3.614 1.626 598 245 15,835 1.423 17.2581995 59.877 5500 1 .626 732 269 16.966 1.678 18.6441996 64.433 5500 5.225 4 6 732 329 17.592 1.933 19.5251997 62.666 5.500 5,225 4.180 672 732 329 1;.,638 1.960 19.5981998 69.068 6,000 5.225 4.180 1.672 ' .669 329 18.075 2.008 200831999 76.123 6.500 5.700 4.180 1.672 669 .V4 268: 18.988 2.110 21.0982000 83.900 7.000 6.175 4.560 1.672 669 268 20.343 2.260 22.603

2000/19921 1634 156 145 154 138 122 too 149 248 155

e NDTES. 1. Proaectans for Tertiary Sector hove been prepared under four streams as follows: 1a) Tertiary I - Universitiesb) Tertiary a - Polytechnksc) Tertiary llt - Dipbom Awarding Institutionsd) Tertiary IV - Teocher Training Colleges

2. intake for 1992 ond 1993 hos been rlKed ot 1991 level ond then increosed to5.500 students in 1994 oalow for leasble bulging in lirst double intake yeor of 1994.Intake from 1995 to 1997 has been kept constant ot 1994 level. Thereafter.it has been increased annually by 500 students.

3. For projection pufposes, flow rate hos been ossumed equal to95 S between the fhst and second year

4. In taking into consideration second yeoa diploma groduotes, flot rote of 85 Xis used between the second and the third year fnom 1990 to 1995 under the old system.

5. Flow rote between the second and third year is assumed to be 80 .from 1996 to the year 2000 in the New System. .

6. For students in yeor 3 onwards under old system, observed 45 % flow rate hasbeen assumed to toke account of differences in course lengths during 1990 to 199f 0

7. in the new system, fow rate for students in year 3 onwards is expected to reduce tc40 2 because of new short term middle Level progrommes that are expected to be

introduced. 08. It is expected that post graduate enrolment wil grow gradually from its level oa wof 5.014. of Tertiory I enrolment in 1991 to 10 % of Tertiary I enrolnent Inby 1997 when SSS3 graduates will be in their fourth year of tertiary educotion.From 1992 and onwords, post-graduate enrolment is ossumed to grow at therate of 255 students per annum unU 1997.

TERTIARY 11- POLYTECHNICS

YEAR YRI YR2 YR3 YR4 TOTAL PART TOTALFULL TIMETIME

0 1 2 3 4 5 6 7

1988 2.751 1.488 370 38 4.647 4,551 9.1981989 3.501 1.362 120 37 5,020 5.568 10.5881990 1.741 1.732 486 131 4,090 6.018 10.1081991 4,000 6.000 10,0001992 4,500 6.000 10.5001993 5.000 6.000 1 I .0001994 5,500 6.000 11.5001995 6,000 6.000 12.0001996 7,000 6.000 13.0001997 8,000 6,000 14.0001998 9,000 6.000 15.0001999 10,000 6,000 16,0002000 11,000 6,000 17.000INDEX

(2000/19921 244 100 162

NOTES 1. Tolol enrolment from 1991 to the year 2000 has been fixed as in COLs. 5 and 6for Full Time and Part Time students.

2. Actual enrolment has been used from 1988 to 1990. (COLs. 1 to 7).

c 0wo

uI.

- 90 -

ANNEX 3-3TERTIARY III- DIPLOMA AWARDING INSTITUTIONS (DAI I Page 3 of 5

YEAR ANNUAL SUPPLY OF SUPPLY OF ESTIMATEDDEMAND FOR TEACHERS TEACHERS ENROLMENT

SSS TEACHERS BY UNIV. BY DAI IN DAI

0 1 2 3 4

1992 1.188 588 600 2.1001993 1,57., 873 700 2.4501994 1.'98 798 800 2.8001995 1,625 825 800 2.8001996 1.295 495 800 2.8001997 1.321 521 800 2.8001998 1.348 548 800 2.8001999 1.375 575 800 2.8002000 1.402 602 800 2.800

INDEX2000/19921 118 102 133 133

NOTE' 1. COL 1 is derived from Docunr.e.it Number 87. page 52. Supply of teachers by Diploma Awording Institutions

has been fixed from 1992 to 2000 as in COL. 3.3. The difference in demand for teachers will be supplied

by the Universities (COL. I minus COL. 3) as shown in COL. 2.4. Total enrolment in Diplomo Awarding Institutions is estimated

by multiplying the output figures in COL. 3 by 3.5. The resultis presented in COL. 4.

STUDENT FLOWS BY LEVELS/TYPES OF EDUCATION IN GHANA. 1992 - 2000

TERTIARY IV - RECAAST INSTITUTIONS

YEAR ANNUAL ESTIMATEDDEMAND FOR ENROLMENT

RECAAST INRECAASTOUTPUTS

0 1 21991 18.5001992 8,543 23.5001993 8.523 25.0001994 8.378 26.5001995 8.009 28.0321996 8.682 .0.3871997 8,582 30.0371998 8.809 30.8321999 7.811 27.3392000 a 028 28.098

INDEX12000/19921 94 120

NOTE, 1. COL 1 is derived from Document Number 87. page 20.2. In COL 2. estimated enrolment in RECAAST has been

fixed from 1991 to 1994 based on policy decision.From 1995 and onwards. COL. 1 is multiplied by 3.5to obtain COL. 2.

6

UNIVERSITIES, POLYTECIHNICS, DIPLOMA AWARDING INSTITUTIONS AND RECAAST

YEAR UNIVERSITIES POLYTECHINICS DIPLOMA RECAAST TOTALAWARDING TERTIARY I

INSTITUTIONS 11 II & IVENROLMENT

0 1 2 3 4 5

1992 14.603 10.500 2,100 23,500 50.7031993 15,630 11.000 2.450 25,000 54.0801994 17,258 11,500 2,800 26,500 58.0581995 18,644 12.000 2,800 28.032 61.4751996 19,525 13.000 2,800 30,387 65,7121997 19,598 14.000 2,800 30.037 66.435

-s 1998 20,083 15.000 2.800 30,832 68.7151999 21.098 16,000 2,800 27.339 67.2362000 22,603 17.000 2,800 28,098 70.501INDEX

(2000/1992) 155 162 133 120 139

I.

PROJECTIONS OF ENROLMENT BY LEVELS/TYPES OF EDUCATION IN QIANA, 1992-2000

YEAR PRIJARY JSS SSS TERTLARY TERTIARY TERTIARY TERTIARY NON FORMAL TOTALU Il IV

IFUL-TIME I0 1 2 3 4 5 6 7 a 9

1992 2.235.501 641.609 253,895 14,603 4.500 2,100 23.500 270.000 3,445,7091993 2.369.245 693.583 238.913 15.630 5.000 2,450 25,000 270,000 3,619,8211994 2.492.507 749.253 219,041 17.258 5.500 2,800 26,500 400,000 3.912.8581995 2.606.921 806,902 229.918 18.644 6.000 2,800 28,032 500.000 4.199.2171996 2.693.813 867.136 244.129 19.525 7.000 2,800 30,387 800.000 4,664.7911997 2.789,538 952.073 269.068 19.598 8.000 2,800 30.037 800,000 4,871,1141998 2.892.831 1.027,149 296.555 20,083 9.000 2,800 30.832 750.000 5.029.2501999 3.004.898 1.094.023 326.851 21,098 10.000 2.800 27.339 700.000 5,187.0082000 3.125,274 1,131.368 360.241 22.603 11.000 2,800 28.098 710,000 5.391.384

2000/19921 140 176 142 155 244 133 120 263 156

NOTES, 1. Data on lormal system of educotion is based on projections given in Tables I to 7.2. the number of learners to be covered by the National Literacy Programme is estimated

at 5.2 million from 1992 to 2000.3. 270.000 tearners out of those enrolled in 1991 are expected to repeat in 1992.4. ndex of Crowith has been cakuated an the basis of data in 1992 and 2000.5. Tertiry I - Universities

Tertiary a - PoytechnicsTertiary W - Diplokm Awarding InstitutionsTertiary IV - Teacher Trainng Colleges and RECAAST

oV

- 93 -

ANNEX 3-4

REPUBLIC OE GHANA

IERTIARY ElUCATION EROJECT

Staffing Norms

Departrnent Student/Teacher Ratio

Administration 18:1Agriculture 12:1Arts 18:1Education 15:1Engineering/Technology 12:1Environmental Studies 12:1Law 18:1Medicine 8:1Pharmacy 12:1Science 12:1Social Sciences 18:1Veterinary Medicine 8:1Earth and Mineral Sciences 12:1

The current elaboration of junior staff projections agreed with the universities in theMemoranda of Understanding will be operated until the mid-term review (end 1994 - 1stquarter 1995). At that point the projections will be reviewed with respect to the continuedapplicability of the target for all junior staff in the Policy Letter.

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Projected Unit and Total Recurrent Costs, 1990/91-2000/01PROJECTED CtRENT COST PER PUP" I T BY LEVELS/TTPES OFEDUCAT0IM IN G(ANA. 1991 TO THE YEAR 2000.

tat 1991 pices)IER PRIAARY JSS SSS TERTIARY TERTLARY TERTlARY TRTIARY NON FORMAL

I 1 In IV

0 1 2 3 4 5 6 7 8

1991 18.883 29,990 80,540 553,642 80,000 80.000 80,000 8,2951992 18.858 30,172 78.258 596.232 94,333 94.333 94.333 8.2951993 18,834 30.338 75,976 638,821 108,667 108.667 108.667 8.2951994 18.814 30.492 73.693 681.411 123,000 123,000 123.000 8,2951995 18,796 30.634 71.411 724,000 137,333 137.333 137,333 8.2951996 18.002 29.493 69.129 724,000 151,667 151.667 151,667 8,2951997 17.273 28.434 66.847 724.000 166,000 166.000 166.000 8,2951998 16.601 27.449 64.565 724.000 180.333 180.333 180.333 8,2951999 15.979 26.530 62.282 724.000 194.667 194.667 194.667 8.2952000 15.402 25.670 60.000 724.000 209.000 209.000 209.000 8,295

-c12000/19921 82 85 77 121 222 222 222 100

0 Source: MORNOTE I. See Table 4 on page 4 of Document Kurmber 80.

2. Unit Cost in Tertiory 1. DI. 111 and IV ha. been kept at 80,000 in 1991 andgradually increased to 209,000 in the year 2000.

I. a4 .

PROJECTED CRUREN1 COSTS BY LEVELS/TYPES OF EDUCATION IN GIANA.1992 TO TK YEAR 2000.

I In millon at 1981 psica ITEAR PRARYT iSS BASKC SSS TERTIARY TERTIARY TERTIARY TERTIARY TERTIARY NON-FORMAL TOTAL FOR

EDUCATION I II III IV I+II.+WIV EDUCATION EDUCATION

0 1 2 3 4 5 6 7 8 9 10 11

1992 42.157 19,359 61,516 19.869 8.707 425 198 2.217 11.546 2,240 95,1711993 44,622 21.042 65.664 18.152 9,985 543 266 2.717 13,511 2.240 99,5661994 46,894 22,846 69,740 16,142 11,760 677 344 3,260 16.040 3,318 105.2401995 49,000 24.719 73,718 16,419 13,498 824 385 3.850 18.556 4,148 112,8411996 48,494 25.574 74,068 16.876 14.136 1.062 425 4,60S 20,231 6.636 117.8121997 48,184 27,071 75,255 17,986 14,189 1,328 465 4,986 20.968 6.636 120,8451998 48.024 28,194 76.218 19,147 14,540 1,623 505 5.560 22.228 6.221 123.8151999 48,015 29.024 77.040 20,357 15,275 1,947 545 5,322 23.089 5,807 126.2922000 48.135 29.042 77.178 21.614 16.365 2,299 585 5.872 25.122 5.889_ 129,80xam

2000/1992 114 150 125 109 188 542 295 265 218 263 136

'0

wo .E

PROJECTED CtUtRENT COSTS BY LEVELS/TYPES OF EDtUCATION IN GIANA.1992 TO HIE YEAR 2000.

_ In thmillionat 991 pvscusI

YEAR PRIJARY JSS BASIC SSS TERiiARY TERTIARY TERTIARY TERTIARY TERTIARY NOWFORMAL TOTAL FOREDUCATMION I II I IV I.I1.IIIV EDUCATION A

0 1 2 3 4 5 6 7 89 t II

1992 44.30 20.34 64.64 20.88 9.15 0.45 0.21 2.33 12.13 2.35 100.00

1993 44.82 21.13 65.95 18.23 10.03 0.55 0.27 2.73 13.57 2.25 100.00

1994 44.56 21.71 66.27 15.34 11.17 0.64 0.33 3.10 15.24 3.15 100.00

1995 43.42 21.91 65.33 14.55 11.96 0.73 0.34 3.41 16.44 3.68 100.00

1996 41.16 21.71 62.87 14.32 12.00 0.90 0.36 3.91 17.17 5.63 100.001997 39.87 22.40 62.27 14.88 11.74 1.10 0.38 4.13 17.35 5.49 100.001998 38.79 22.77 61.56 15.46 11.74 1.31 0.41 4.49 17.95 5.02 100.00

1999 38.02 22.98 61.00 16.12 12.09 1.54 0.43 4.21 18.28 4.60 100.00

2000 37.08 22.37 59.46 16.65 12.61 1.77 0.45 4.52 19.35 4.54 100.00

2000/1992 84 110 92 80 138 397 217 194 160 193 100

It VItQf

CJRRENT EDUCATION EXPENDITURE AS A PERCENTAGE OF TOTAL CURRENT BUDGET AND GDP.1991 TO THE YEAR 2000.

Atl 1991 Pricei)YEAR CURRENT CURRENT GROSS CURRENT EDUC CURRENT EDUC.

EDUCATION GOVERNMENT DOMESTIC EXP. AS % OF EXP. AS % OFEXPENDITURE EXPENDITURE PRODUCT CURR. GOVT GDP

IsMI fM4) (MI EXPENDITURE0 1 2 3 4 5

1991 85,854 231.105 2,949.000 37.15 2.911992 95.171 238,038 3,096,450 39.98 3.071993 99.566 245.179 3,251.273 40.61 3.061994 105,240 252.535 3.413.836 41.67 3.081995 112.841 260.111 3.584.528 43.38 3.151996 117,812 267.914 .3.763.754 43.97 3.131997 120.845 275,951 3,951,942 43.79 3.061998 123.815 284.230 4.149.539 43.56 2.981999 126,292 292.757 4,357.016 43.14 2.902000 129,803 301.540 4.574.867 43.05 2.84

INDEX2000/1992 136 127 !48 108 92

gD.

-98- ANNEX 3-6REPUBLIC OF GHANA

- -~~~ Pagel1of 4

TERTIARY EDUCAT-ON PROJECT

- Student Loan Scheme

. ? -* EMBASSY orO GHANAmumuse xo o^rc or rmis I!LLg?Tg "UlOUt5 OUOse I 0 2460 16 rm STRCCT, N. W.

OUR RcF. NQ .99 WA'HINGtON, 0. C. 20009YOUR Rcvr. No.

August 21, 1992

Dear Mr. Berk,

Students Loan Scheme

This is to confirm the action plan of the government dasignated toenable students to pay increased charges.

The plan involves increases in the SSNIT loan smuats made to students.The specific alements of such loaus are the following:

(a) for non-resident students, to cover up to 100l of additionalimputed rent costs they incur,, starting in the academic year1992/93;

(b) for resident students, to cover up to SO of student hostelcharges, starting in the academic year 1993/94; and

(c) for all students, to cover up to lOO of further increases incharges, starting in the academic year 1993/94.

Yours sincerely,

Esi Sutherland-Ady (Mrs.)P.N.P.C.

Deputy Secretary (bED)

Mr. David BorkThe World Bank

_ 99 _ANNEX 3-6

Page 2 of 4

raw= OF incViMm MM 086u1 S ( %set - *610;- _mi n 5

mA Nu~zO. or o A .am 2 m

C I o Co000 I a'i C 1 (Zm Cehl {6 C N)

Devils 6.12s 5e0,008 - 408.5 407.5

0/to 12,403 so,ooo 250.0 69.0 605.4 *77.

90/51 14.542 72,000 275.8 245.0 626.6 1,565.7

91/52 15,461 80,000 600.0 1,414.4 1,262.7 1,504.0

2/523 16,662 54,080 6°0.0 1,658.9 1,946,1 1,565.1

93.94 20,547 115.200 606.8 2,360.5 2,400.5 1,477.1

94159 24,2*2 136,240 1,064.. -2,140z -1 ;S05.6 2,242.6

oil" 26,562 165,866 1,171.2 2,723.1 4,267.4 3,056.0

36157 26,557 159,064 1,265.4 4,624.0 5,66.$ 5 4,20.4

07/so 25,934 225,95S 1,417.2 6,462.2 7,029.5 5,557.7

6s/ 21.431 283,264 1,555.0 6,470.5 6,457.3 7,4 4.2

5512000 33,002 202,7$4 1,714.5 7,75.7 I Y,12.9 9,055.4

2000/2001 34,652 346,167 1,666.4 6,951.3 12,234.4 13,143.7

200512002 24,2so 400,252 2,075.0 102630.6 14,712.3 17,516.3

200V2/003 32,204 440,431 2,252.5 11,541.3 16,971.4 22,546.3

200312084 40,115 464#474 2,510.7 15,792.2 19,577.7 26,321.6

2004oo205 42,10 5 22,522 2,761.8 15,530.0 22,52 4.7 24,956.5

2005/20o0 44,229 586,214 2,826.0 18,359.1 26,054.2 43,641.8

2086/2001 44,437 644,635 2,341.6 21,261.0 30,057.2 $1,447.7

2007/2006 46,789 708,321 3,276.0 24,544.9 34,476.0 61,576.8

20861205 S1,211 760,351 4,843.6 28,345.4 40,005.3 72,224.6

2009/2010 5S.7S7 826,276 4,447.5 22,742.S 46,154.5 o6,64S.6

_sa

1. 15M6UO 010/l9 62 RZS%V02 e UMS

2. 60. OF 820in1 VMMID 5? FWS @1 20or 82020K 1952/93 20 1997/15589

3. ZOO6 IAUOUa AMU292L 182M rMm 1092.

4. 0S MOM 36. (L2 20.005 (1509192 -. 96/971

(±) 15.085 (179se - 2001/02)

.lL) 10.005 aRM 2002

S. a m ZAL 6MoU * 0,0o0

S. aMML =MAO" 8Z"aw 5 * 10.00%

7. aVm AIN= nsoRD ZS MWO mM

8. 51001 01 =AO 4820 * Is.00S

9. 1110foan oF S 5 WA _ WWUe2 SCO0U55A * 5.0%

10. 59013"9 or mz U cog,~ MO or baib. 2.0,

U. usmon Or _S S*1 z. 1220310o - 70.05

12. SI2= AUIWMM 18 522212W. 523F * 13,500

13. 3122& MIO4MOR 1 909-=31 $Z1L 12 3 *3 1,00

14. coS= e2 C 5AMS

* ~~~~~~~~~~~~~~~~S.S.N.I.?.

- 100 - ANNEX 3-6

'Page 3 of.4.

. .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~a

AVVM= 221 3U_.13 13225 MMSI S@ T A 500 >WMS (1903- 2G10:)sZlNMIMM 1CUZI 0

UbCw M5A IU ZWZQ cUITJIY cMN AIIYI Mon CMMZA^=Vg =DlS M8 MSQW < SIIRSIS SNSDS Ms

IhA oDISJWISUD 053U352 VIDWOIIMS 51 PA 10M " * . GM.- -

(C. K=Ou) (C' NU.&b0M) (c' N"iCu) (0C xazo ) (@C IZS (C' MH==OU)

lost 401 408 7.5 13.605 41.34 41.341og0 1,012 1,420 26.3 23.505 156.28 196.221931 1,060 2,500 52.6. 30.005- 312.S6 510.7519V2 1,363 1,504 10.S 16.005 542.61 1,053.40

2333 1,346 156 33.0. 17.10%.- 437.07 1,430.44194 2,453 1,677 105.3 16.205 476.46 1,966.9413og 3,504 2,243 136.5 15.305 $53.85 2,526.6013ot 4,57 3,057 173.6 14.405 662.61 3,203.401S97 5,860 4,230 235.5 13.505 625.47 4,034.67l3og 7,030 3,655 301.6 12.605 365.24 5,000.11l933 0,457 7,444 377.8 11.705 1,035.56 4,095.673000 10,173 3,653 473.6 10.605 1,231.31 7,336.952001 12,235 13,143 $53.6 3.305 1,372.54 8,699.5S

2002 14,712 17,516 756.2 3.005 1,512.41 10,211.922003 16,971 22,546 943.0 9.005 1,865.97 12,097.62004 19,570 28,332 1,156.0 3.005 2,316.00 14,413.692005 22,565 34,996 1,405.5 3.00% 2,011.07 17,224.962006 26,054 42,642 1,690.5 9.00% 3,361.05 20,606.022007 30,057 51,446 2,016.7 3.005 4,037.30 24,643.322005 34,476 61,573 2,394.5 3.005 4,792.92 29,436.242003 40,005 72,235 2,031.5 9.005 5,662.36 35,033.232010 46,155 56,646 3,332.4 3.005 6,664.88 41,764.11

1. SUMM uRNini MU MS 35 M AMU

2. oDmXRi DISR M IS W PUZYAD.S T-1 RA TAS 35

- 101 -

ANNEX 3-6

Page 4 of 4

@ ~ ~~~~~~~~~ ..w,inu Ii sJU~ nz. ua v mmui w w2sx. ezo v=

01.06 211.2M ML' 1M 3MU Ousll - 0321m181 6vxIM10MS C D 3 t a Z

70 23 I. UI24S D l U.) 633 0 87 m 3t D ,.07S~~~~~~~~~~ CIl D Pt3aS FlItWU S16

1163~ ~~~~~~<113 31,060 1.00 W SUA S

1161 1.603 212.34 41.34 1,251.30 0.00 3,125 11,0731130 23.500 216.20 156.23 13.133.8 0.00 12,483 11.633

I131 *0.00o 414.34 313.56 1,494.20 0.00 14,342 12,3151132 18.000 253.58 342.31 1,}230.4 0.00 15,401 12,825

1193 17.101 209.71 219.00 1,050.25 0.00 18,3S3 12,4471934 &O.300 170.14 330.71 631.83 0.00 20,S47 14,14011ss 1S.300 13U.1c 216.03 700.43 0.00 34,231 14,8471916 14.403 100.37 264.35 435.02 0.00 2,3562 15.3261137 13.503 35.72 415.13 77.SS 0.00 2M,57 164,26

13 13.600 3. 7 43.JS (351.02) 351.02 33,324 17,167

11s3 1.703 . _ - 45.833 32,431 18,0472000 10.603 4 7 - 474.89 33,002 13,3432001 3.03 - _ . 464.7S 24,853 11,649

2002 .003 - _ 464.17 38,35 230,3t12003 3.00 - _ _ 57.56 36,204 21,3282004 9.003 - _ 594.47 40,114 32,0222005 3.003 - _ 657.43 42,120 34,1643004 1.003 _ . 727.u 44,226 23,3332007 .00. _ - 04.25 44,427 26,463

o00 9.00 - _ - 0636 46,75 27,334

2003 3.00 - _ 34.11 51,17t 21,3962010 3.003 -- 1,066.66 53,75? 20,466

(1) mmomY 0 S a6e or _1.06t t 61 =War= AT CRVSVAZZ ssZA= _B 2Ar t .oDA

(2) D T Ul S l nuhf SS_ o0;

m=r.LR m U , aawUU01Z's mImi a 1937W01 m ZDARnQl 1FOR 91530 VATHIM. ZS a Ia

* . MUW WUIE IMO Gllam= u .

*(2) UUIU (r) MlW T AyOSZ nf*M 00 1M=MGnmI Arm so gUW2br at Or bMMM .

(4) M& 36W130M5 00UL 0W7I2X*UC s3 %R1S W.S .N 10.

S.S.N.I.T.

- 102 -

ANNEX 3-7

BUPILICW HAN4A

Public Investment Prouram in Tertiary Education. 1992-94(Z million)

INSTITUTION PIP IMPLEMENTATION BUDGET BUDGET BUDGET TOTALCODE PERIOD ALLOCATION ALLOCATION ALLOCATION 1992-1994

1992 1993 1994

University ofGhana 013/88 1987-94 859 42 427 1,718

U.S.T. 014/88 1987-95? 856 420 491 1,767

U.C.C. 01S/8& 1987-93 1,235 378 - 1,613

DiplomaColleges 008/88 1987-93 333 200 5 533

Polytecbnics 017M 1990-95? 1,087 N/A v N/A 1,087+

University ofthe North 018/90 1990-? 381? N/A N/A 381+

TOTAL 4,751? 1,430+ 918+ 7,099+

; .; _ ., .- =,., .,

- 103 -

ANNE;XAALPage I of 18

REPUBLIC OF GHANA

TIERTARY ElUCATION PROJEC

Centrl Component: MIS Technical Assistance and Studies

1. The office of the Project Coordinator will require an information system flexible enoughto enable him to track the entire tertiary reform project, both policy indicators and disbursements.The time scale in which the project is implemented will also have to be taken into account. Thedetails which need to appear in the quarterly reports must be discussed, settled and included inthe package.

2. The tertiary reform project is a US$50 million activity with IDA flnancing US$45 millionand Government of Ghana US$5 million. The funds which apply over the period 1992-97 coverthe following items of expenditure in the underlisted institutions:

* civil works,* laboratory/workshop equipment,* textbooks, reference books and journals,* computers,* vehicles (saloon, pick-ups, 16-seater and 33 sector buses),* staff development (training: local and foreign),* technical assistance (ocal and foreign),* research (in universities only),* studies,* national boards,3 project implementation unit.

(a) the institutions are the University of Ghana, University of Science andTechnology, and University of Cape Coast;

(b) Accra Polytechnic, Kumasi Polytechnic, Takoradi Polytechnic, Ho Polytechnic,Cape Coast Polytechnic, and Tamale Polytechnic; and

(c) the University College of Education at Winneba.

3. In addition to the above, part of the Management Informat;on System should cover thefinancial transactions covering the Project Management Unit, i.e., the incremental operating costsof the Unit. A powerful on-line accounting package is required.

4. There are also specific areas of the reforms which are of special significance to theProject Management Unit and therefore need very close monitoring. These include:

(a) application of staffing norms in the institutions;

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ANNEX Page 2 of 18

(b) application of financial norms in the institutions;

(c) physical facilities utilization (ibrary, classroom/laboratory/workshop utilizationover time;

(d) student numbers by course by sec (including non-resident/resident students);

(e) annual agreed budget (government institutions) for both education and highereducation, and the percentage of the allocations in terms of nation.d budgetincluding the interest foregone on students' loans;

(t) the expenditure on the University for Development Studies

The package should allow the office to monitor these.

S. There should be four systems linked, i.e., networking:

(a) personnel information system;(b) general accounting system;(c) students' registration system; and(d) government expenditure on institution system.

6. The analyst should be able to design, text, install and train staff to run the system whichshould be fully operational by December 1992.

7. The cost of designing, installation, training and maintenance, including amendments, isUS$8,000.

Tenms ofpaymenrt

(a) US$2,000 initially;(b) US$3,000 deigning and installation;(c) US$1,000 testing training; and(d) US$2,000 maintenance.

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ANEX 4-1Page 3 of 18

Management Information Systems Project

A. Introduction

1. The task of management and planning within the educational sector is rapidly changingin nature, with several factors playing together to complicate issues. In the midst of dwindlingresources and other competing needs, there is the need to critically examine the operations of thesector with a view to preparing it for the challenges ahead.

2. One major component to such an attempt is the existence of an accurate up-to-date andrelevant management information system at the various levels: sub-institutional, institutional andnational levels.

3. This is an attempt at developing a relevant MIS for the three universities that will linkup to the Ministry of Education (PBME).

B. Objectives

4. The main objective of this project is to assist in the design, development andimplementation of a Management Information System for the three universities in Ghana that willlink up to the Ministry of Education.

C. Present Situation

S. The universities have used computer facilities for various aspects of their operations overthe years. Most of these have been specific to the particular need and have therefore not easilyintegrated with other subsystems. This makes it difficult for management to take advantage ofthe information in its decision-making process.

6. Planning units have been established in all three universities, and part of their functionsis to plan, design and implement a Management Information System for the institutions.

7. In furtherance of this, the Ministry of Education has ordered a number of computerfacilities to be used in implementing the MIS. These are scheduled to be delivered by October1992.

8. There is therefore a need to develop and implement the software systems to ensuremaximum benefit through the most cost-effective way.

D. Post-Project Situation

9. At the end of the project, it is expected that an integrated on-line ManagementInformation System covering the major areas of university management would have beendeveloped and implemented to enhance management capabilities at all levels.

10. Accurate, relevant and up-to-date information will thus be available for effective decision-making at the sub-institutional, institutional and national levels. It is expected that in the longrun the facilities will be linked together in a network.

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ANNEX 41Page 4 of 18

E. Strategy

11. The United Kingdom universities have recently developed a Management InformationSystem under the Management Administrative Computing (MAC) initiative. Since theeducational system in Ghana is basically modeled on the typical British system the idea is to tapthe expertise developed in that exercise for the development of appropriate systems for theuniversities in Ghana.

F. Goal 1

12. To examine the relevance and appropriateness of the software packages developedrecently in the UK to the Ghanaian situation/

G. Activities

13. Identify the areas of MIS that need to be developed in each university, prioritized.

14. Arrange a demonstration of the relevant packages to members of the three universities.

15. Examine the adaptability and flexibility of the systems.

16. Agree on the systems that will be relevant for each university.

H. Output

17. A detailed description of the systems that could be adapted from the UK system with littleor no modifications.

I. Goal 2

18. To acquire the relevant packages for use in the Ghanaian universities.

J. Activities

19. Arrange visits of technical personnel from the three universities to visit the UK to workunder supervision of computer professionals, with a view to understudying the operations of thesystems.

20. Acquire the appropriate packages.

21. Adapt identified systems to local conditions.

22. Identify other areas not covered in the above where UK experts could assist.

23. Evaluate the adapted/developed systems.

24. Arrange a visit of a computer professional from a software development house in the UKto assist with any emerging problems.

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ANNEX 4-1Page 5 of 18

25. Develop user manuals.

26. Train end users on the various systems developed.

K. Output

27. Software packages to cover the major aspects of university planning and management.

L. Goal 3

28. Provide further training to staff of the three universities to enable them to be selfsustaining in the design and development of subsequent systems.

M. Outputs

29. Six MA graduates in MIS or related fields for computer professionals and six practicalattachments in software development for computer professionals.

N. Activities

30. Provide training in MIS to master's degree level for computer professionals in planningunits and data processing center/computer centers.

31. Provide professional training (including practical) attachment in software development fortwo staff of the DPC/Computer Center, each for a period of three months.

0. Inputs

32. The details of the inputs required could be refined on consultation with appropriate UKinstitutions. Before the exercise can start the ORACLE package would have been acquired forthe three universities ($100,000).

P. Work Plan

33. To be elaborated.

Q. Funding

34. The British Council and the Ministry of Education (through World Bank funding) areprepared to bear the cost of the project.

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ANNEX 4-1Page 6 of 18

Esdtmated Budget(In Dollars)

Demonstraion (1) 7,000 __ l_l_| 7,000Study tour (9) _ ____ 60,000 60,000Pracilcal attachment (6) 15,000 15,000 30,000Masters' degree (6) _ __ 60,000 60,000 120,000Consultancy (2) 5,000 5,000 10,000Software packages 100,000 100,000 200,000Air passage (24) 1,000 16,000 6,000 1,000 24,000

. ... bi'AA . .

- 109 -

ANNEX 41Page 7 of 18

Ministry of EducationTechnical Assistance for Joint Service Boards:

Joint Admissions and matriculation boardNational Board of Accreditation

Board for Technical and Professional Examination

1. Title and posts to be filled:

(a) Adviser for the Establishment of Joint Admissions and Matriculation Board;

(b) Adviser for the Establishment of National Board for Accreditation; and

(c) Adviser for the Establishment of Board of Technical and ProfessionalExamination.

2. Background/Justification:

(a) As part of the tertiary reforms it has been accepted by Government that certainboards should be established to provide joint services for tertiary institutions.Three of the four boards which should be established without delay are:

(i) Joint Admissions and Matriculation Board (JAMB);(ii) National Board of Accreditation (NBA); and(iii) Board of Technical and professional Examination (BIPE).

(b) Joint Admissions and Matriculation Board:

(i) It has been recognized that, through JAMB, admissions into tertiary willbecome more efficient and less costly for both the tertiary institutions andcandidates who apply for admission to them.

(ii) Since each candidate will complete one admission form, candidates willsave money from buying multiple application forms.

(iii) Placement of candidates who meet mninimum entry requirements will bedone with efficiency as a unified exercise through JAMB. The exercisewill also take into consideration manpower requirements as determinedby national policy and priorities in relation to national development.Another factor to consider will be that preferences expressed orotherwise indicated by candidates for certain institutions and programswill be considered as a unified exercise by institutions concerned. Withthe irminent graduation of students from the SSS system it is necessaryfor work to proceed on the JAMB immediately.

(iv) JAMB will have a permanent secretariat headed by an executive secretarywith the requisite technical personnel. Also, the Board will have threefunctional units to cater to the diverse needs of the universities, thepolytechnics and similar institutions and the regional colleges. There isneed to clarify how these units will work both separately and together.

- 110 -

ANNEX 4:1Page 8 of 18

(v) The mechanism for joint admission in the tertiary educational system hasbeen the exception rather than the rule. Thus, the design of a feasiblesystem has to be worked out. The choice is between the JAMB actingas a clearinghouse or selecting students on behalf of institutions. Ineither case, institutional participation is essential.

(vi) Technical assistance will be required in the design of a feasible system.All the personnel to be involved in the work of JAMB will also requiretraining in operating the system, including knowledge of computer-basedadmissions.

(c) National Board of Accreditation (NBA):

(i) It is recognized that the setting up of NBA would ensure the quality ofinstruction and training given in any tertiary institution in the country.Thus, it would be possible to ascertain the equivalences or otherwise ofcertificates, diplomas and degrees awarded, both within the country andoutside it, and allow for possible transfers of credits from one institutionto another in the tertiary system.

(ii) The practice of accreditation is not completely new in Ghana. Theerstwhile National Council for Higher Education (NHE) instituted anaccreditation system for the approval of new programs and newdepartments before implementation. However, the process ofaccreditation did not lead to the establishment of equivalences to allowfor possible transfers of credits and easy recognition of qualifications,particularly those earned by candidates outside the country.

(Mii) Another important factor which was not stressed by NCHE is the conceptof peer evaluation and counseling as the key element in the accreditationexercise. This concept will feature very much in the accreditationprogram proposed for the cwuntry.

(iv) Proposals on the structure, objectives, membership, functions andconduct of the accreditation exercise have been approved by the Nationalimplementation Committee for Tertiary Reforms. The Act establishingthe National Board of Accreditation is being awaited. After thepromulgation of the NBA Act the Board will have to be established.This being so, preparations including specific guidelines will have to betaken up to put the Board into operation. Technical assistance will beneeded for advice on the establishment of the board and preparation ofthe operational guidelines.

(d) National Board for Technical and Professional Examinations (NBTPE):

(i) Currentdy, there exists a Technical Examinations Unit (MFU) of theGhana Education Service. The Unit is responsible for the conduct ofexaminations for certain polytechnic programs.

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ANNEXALLr3b 9 of 18

(ii) The plan is to expand the functions of TEU to include professionale aninations of non-university institutions. When this is done and theNBTPE is established, the Board will coordinate the examination ofcandidates in the non-university sector of the tertiary education system.The purpose is to ensure the maintenance of appropriate standards andto see that equivalences within and between institutions exist.

(iii) It has been recommended that in establishing the NBTPE knowledgeablepersons in the study areas concerned, and in the operations of suchnational examinations, should be consulted. Relevant professional bodiesshould also provide input into the setting up of the Board.

(iv) In view of the above it is noticeable that the establishment and operationof the Board involves complex decisions. Technical assistance to provideadvice on setting up the Board is needed.

3. Objectives:

(a) Immediate:

(i) To advise on the establishment of the Boards.

(ii) To advise on the operational structure of the Boards, particularly on theorganization of the various secretariats, and the type and numbers of theadministrative and technical personnel to run the secretariats.

(iii) To contribute to the preparation of manuals dealing with guidelines foroperation of the Boards, secretariats and other functional units of theBoards.

(iv) To train the staff to carry out the functions of the Boards efficiently andeffectively.

(b) Long Term: To ensure that the Boards will operate collectively to ensure thesmooth running and better management of tertiary education in the countrythrough proper coordination and streamlining of admissions, accreditation andtechnical and professional examinations in the tertiary system.

4. Specific Terms of Reference and Duties of Experts: The terms of reference and dutiesof experts to be recruited are stated below:

(a) For Joint Admissions and Matriculation Board (JAMH):

(i) Review the admission policies of the three groups of tertiary institutions,that is, universities, polytechnics and RECAAST institutions to find outthe similarities and differences in the admission policies.

- 112 -

ANNEX 41Page 10 of 18

(ii) Help the different institutions either in their various groups or asinstitutions in the tertiary system to harmonize their admission policies,as far as possible.

(iii) Advise in the establishment of JAMH, its secretariat and other functionalunits; also to advise on the staffing of the secretariat and other functionalunits.

(iv) Help the institutions to prepare for the operation of JAMB as a jointservice board in the tertiary system.

(v) In the light of (i) and (ii) above, to contribute to the preparation ofguidelines to joint admissions and matriculation of candidates.

(vi) Train personnel who will be directly involved in the admissions exerciseat the institutional and Board levels.

(b) For National Board of Accreditation (NBA):

(i) Study the proposal on accreditation as approved by the NationalImplementation Committee on Tertiary Reforms.

(ii) Suggest for consideration additional factors on accreditation that willcontribute to improvement of the proposals, in the light of theirsuitability for Ghana.

(iii) Advise on the establishment of NBA, its secretariat and its operationalmechanisms.

(iv) Develop guidelines for accreditation exercise based on peer evaluationand guidance.

(v) Train the staff of the secretariat and groups of experts likely to serve onpanels to use the guidelines and test their validity.

(c) For National Board of Technical a.J professional Examinations (NBTPE):

(i) Advise on regulations on progression of candidates, to include:

a. way(s) in which students can progress through a program, andidentify elements that are compulsory, optional or alternative;

b. where attendance is compulsory for certain elements, details ofattendance requirements to be clarified;

c. details of formal arrangements to monitor students' progress; andd. assessments which do not formally contribute to recommendation

for an award-to specify what form assessment should take.

(ii) Advise on regulations on assessment for an award. Factors to note are:

- 113 -

ANNE& -1Page 11 of 18

a. basis on which students will be assessed for an award;b. all elements that should be assessed, including supervised work

experience,c. when and how each element will be assessed by internal and

external examiners;d. the elements which must be passed to obtain an award, and the

weighing each element must carry;e. minimum and maximum number of elements to be attempted;

also compulsory elements that should be attempted;f. criteria for recommendation of each award or level of award to

which a program may lead;g. regulations on reassessment after initial failure; andh. composition and terms of reference of Board of Examiners.

(iii) Prepare a manual on Regulations on Progression and Assessment for useby internal and external examiners.

(iv) Train internal examiners and external examiners to use the Manual.

5. Qualifications and Experience of Expert Required:

(a) For Joint Admissions and Matriculation Board. The expert should have hadexperience in the operation of joint admissions and matriculation of candidatesfor admission into more than one set of tertiary institutions at the national level.Also, the expert should be knowledgeable about computer-based admissions andthe organization of various measures, including examinations, for admissionpurposes. Experience in a developing country will be an advantage.

(b) For National Board of Accreditation. The expert should have been involved inthe work of a Board of Accreditation supervising as office of the secretariat ofsuch a Board with hands-on experience. Experience in determining theequivalences between qualifications earned locally and in a foreign country willbe an import qualification required of the expert. A further requirement wouldbe familiarity with computer applications to the work of such a board.

(c) For National Btard of Technical and Professional Examinations. The expertshould have been involved either as an internal or external examiner or both innational assessment activities for programs geared to the education/training ofmiddle-level manpower. Advanced qualification in testing in particular andeducational measurement and evaluation will be an advantage.

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Page 12 of 18

Manpower SurveyTerms of Reference

Background and Justification

1. For nearly two decades the national institutional arrangements for assessing the natureof Ghana's manpower and for projecting its evolution have become more and more feeble,leading to the current situation where hardly any such structure exists.

2. Consequent upon the above situation available data is scattered and restricted to veryspecific activities of institutions on sectors which generate raw data or which call for arudimentary analysis of such data.

3. The government commitment to reforming the entire educational system raised verypoignantly the question of lack of reliable, nationally collated data on manpower, and the absenceof institutional arrangements for continuous monitoring of the demand and supply of educationmanpower as well as the lack of a coordinated policy analysis system for manpower-relatedpolicies.

4. While available information was sufficient to guide the MOE in arriving at a basis formaking broad fundamental changes in the philosophy and structure of education, fine tuning thepolicy in a sustainable manner in the area of tertiary education has been and will continue to beinefficient without increasing the national capacity to handle information on manpower trends.The MOE has had to capture data from the major sectors based on sector plans and projectionsand has also caused a study to be made based on the last population census of 1984.

5. It is clear that a real impetus will have to be provided to galvanize the restructuring ofthe national system. While this will inevitably provide critical data for a wide range of planningactivities, it is vital as a source of reliable data for the fine tuning and confirming fundamentalreforms being undertaken in tertiary education which is expected to respond much moresensitively to changes in manpower requirements throughout the society and the economy.

Development Objective

6. To assist the Government of Ghana (GOG) in strengthening its capability for theplanning, administration and implementation of manpower development policies and programswith particular emphasis on tertiary-level manpower, thereby contributing to the efficientutilization of the country's human resources and its overall socioeconomic development.

unmediate Objectives

7. Review MOE Paper on Social Demand for Higher Education.

8. Estimate size, structure and characteristics of current stock of middle- and high-levelmanpower, including vacancies.

9. Project medium-term needs and demand for skilled manpower with particular respect tooccupations requiring tertiary-level education and training, identifying any potential imbalancesbetween demand and supply and recommending appropriate policy measures.

- 115 -

ANNEX+_1Page 13 of 18

10. Identify and assess critical factors influencing the market for tertiary manpower, includingnational development plans and policies: personnel policies (including incentive structure) inpublic and private sector institutions; and recommend appropriate measures for correcting anyimbalances that may be due to these factors.

11. Explore and identify areas of potential employment opportunity for job-seekers.

12. Strengthen capabilities and coordination among national institutions involved in thedevelopment of manpower and the utilization of human resources (e.g., National DevelopmentPlanning Commission [NDPD], Ministry of Education [MOE], and Ministry of Mobilization andSocial Welfare [MMSWJ), and design long-term policies for the development and implementationof the modern functions of employment services including manpower planning at national,regional, district and enterprise levels, employment market information and vocational guidanceand counseling.

13. Strengthen the system and procedures for employment market information collection,processing, evaluation analysis and dissemination as a precondition for efficient manpowerplanning.

14. Design and implement comprehensive training programs in all aspects of employmentservices for appropriate staff of .clevant institutions.

Outputs

15. Report on the size structure and characteristics of the current stock of middle- and high-level manpower indicating critical factors including policy which influence manpower andinvolving projections of medium-term needs and demands for such manpower; identifyingpotential imbalances and recommending appropriate policy measures.

Inputs

16. The planning and initiation of a program to strengthen instituticnal capabilities as statedin the above. These will be determined in detail later but may include:

(a) Personnel: experts in manpower/labor economics, employment marketinformation systems and statistics; trainers and lecturers in manpower planningand employment services.

(b) Equipment: books and materials for training and operations for manpowerplanning and employment services.

(c) )taning: overseas and in-country courses in manpower planning andemployment services for personnel in both public and private sector institutions.

nstitutional Framework

17. The Project will be directed by the National Development Planning Commission (NDPC),and implemented in collaboration with the Ministry of Mobilization and Social Welfare (MMSW),the Ministry of Education (MOE), and Ghana Statistical Services (GSS). It will also involve

- 116 -

ANNEX 4:1Page 14 of 18

other national-level public, private and other organizadons Involved in manpower developmentand utilization such as Association of Ghana Industries (AGI) Employers' Association and TradeUnion Congress (IUC).

- 117 -

ANNEX 4-1Page 15 of 18

Study of Socioeconomic Backgror nd of Students

Terms of ReferenceBrief

1. Among the key goals of the Ghanaian Education Reform Program are the promotion ofequity and the sustainability of quality. These have resulted in cost-sharing policies which placethe burden of student maintenance on the students and their guardians. University education inparticular is experiencing the most fundamental change since it has since its inception in thecountry involved full sponsorship of all students.

2. Given the decision to apply the policy of cost sharing throughout the educational systemit has become necessary to devise various means of assisting needy students who cannotsupplement what they received from existing scholarship and loan schemes.

3. The purpose of the study would be to map out the socioeconomic background of studentsand to devise a means test that will work in the Ghanaian situation.

4. Specifically consultants are expected to:

(a) identify the modes of financing of university education (e.g., loan, self-financing,parental, scholarship, etc.);

(b) examine relationship between sponsors and student (e.g., employers);

(c) examine economic and social characteristics of sponsors (both parental andinstitutions);

(d) estimate the level of support required by each student;

(e) suggest and pretest system for identifying students who require special support;and

(t) suggest, given the financial constraints of Government, schemes for fullsponsorship of needy students.

- 118 -

ANNE 4-1Page 16 of 18

Developing Fveasible Str&tegies to IncreaseFemale Particpation in Tertiary Education,

Particularly in Science and Technology

Terms of Reference

Brief

1. The story of female participation in education in Ghana is by and large similar to othersworldwide. Generally there is lower participation of females than males. The ratio of femalesdecreases as we move up the educational ladder with a high dropout rate among girls aged 8-15years. Also typically, fewer females are found in science and technology throughout the systemwhile there are pockets of concentration in the field such as catering, dressmaking, the arts,nursing, etc.

2. The Government of Ghana's Education Reform Program, individual institution of higherlearning, as well as the National Council of Women and Development (NCWD), and a numberof non-governmental organizations have sought over the past 12 years to intensify formal andinformal programs to change the patern described above. Currently, two key policies are beingapplied as part of the Educational Reform Program:

(a) the entire school curriculum is gender-neutral; and

(b) the goal is to arrive at 50-50 female/male participation in all subject areas.

3. At the tertiary level, female participation currently ranges from 46 percent in teachertraining to 22 percent in the polytechnics and 19 percent in the universities.

4. Institutions are employing diverse means to encourage female participation. Statistics,however, show that out of all eligible candidates for university education, for example, onlyabout 25 percent are female.

5. Instilutions are therefore very much limited currently because of the small pool of eligiblecandidates.

6. It is obvious that special interventions are required at the pre-tertiary level not only toencourage more females to complete both first and second cycles of education but to guide theminto a broader range of fields, especially in science and technology.

7. A study is therefore required to match data with current policies and activities, and mapout feasible strategies to increase the total number of eligible females for tertiary education,especially in science and technology.

8. SpecIicaly, the consultants will be expected to:

(a) collage data on female participation in education with existing policies of theMinistry of Education as well as governmental and non-governmentalorganizations on this subject;

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ANNEXLIPage 17 of 18

(b) isolate the main problems of implementation;

(c) build case studies of successful interventions in the Ghanaian context;

(d) highlight key strategies which could be pursued over the next 5-10 years,indicating major players and partnerships, possible mode of organization andcosts;

(e) ensure that policymakers and key players are brought together in a workshop onthe proposals in (d) above with a view to assessing their feasibility andcommitting themselves to the main policy thrust; and

(f) assess the willingness of the donor community to commit funds to a special 6-12year drive aimed at increasing significantly the pool of females eligible fortertiary education, particularly in management, science and technology.

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ANNEX 41Page 18 of 18

Income Generation in Ghana's Tertiary Institutions

Terms of Reference

A Brie

Ihe three Universities of Ghana have been engaged in income generation activities sincegovernment encouragement to them to do so as a means of supplementing their subvention (WhitePaper 1989).

These activities were to be undertaken without detriment to academic output.

Government wishes to review its decision by an assessment of those activities already inoperation and by assessing the feasibilities of those yet to be undertaken.

A study is required therefore to do the following:

Terms of Reference

The study will among other things

1. Assess the current financial position of each university.

2. Outline critical areas of underfunding.

3. Determine the viability of university functions for income generations.

4. Assess present levels of fee income and determine adequate fee-income levels,taking into consideration socio-economic background of beneficiaries.

S. Evaliuate university activities already commercialized to generate income or tobecome self-financing.

6. Make recommendations for review of Government policy to encourage tertiaryinstitutions to diversify sources of income.

The consultants are required to present technical and financial proposals including aworkplan, for consideration by the PNDC Secretary (Higher Education).

- 121 -

amia 4-2

ZI?BL OC 0F ORa A

UM!RY ZDUCATION PROJC$

Tom Or cot,i TO

ana -iba yxteL 1.24 0Coma l1actoe te -te celetios 1 715 etoa-reideat feOllitLes Now 0.423 0otudeat hostel ,eSciltel New 0.322

Zoonooca lebabiUtati, 0.241 oAguiceltu,e fle,eAIsitati 0.206 0Xudael school sanitation ReoVatis L

4.720

solet.e S L*ba e 1.n7 sobechology studeat hostel faciltes 0 111

P easma ey Rehabilitation 0220 0oUmn-g.sident tfaUilties Now 0.636 30

hsaiet buildig Rebabilitio 0.643 0UiOloGioal science Rebabiit otiu LIM 0

4.060

Cap Coast wou-geaideotial facilitiee Now 0.342 0tudent hostel faoilites yew 0.226 0

Scenae faeulty RebabilLtation 1 132 65acte faaulty block Coletion 1e .00a s0

Socia science bloak CoeletAon XI2U3.994

Sub-total Univresstie 12.L74

5orixa science Bloack C-letLon 0.226tbziha (snefusbisbng S atesLoa) RehabIiteti. 0. *243

SaLtation facilities ino 0L0200.43S

MEo& 0.263 0.430Cape Coast 0.290 0.1363o 0.466 0.629Zuasi 1.73 1.741Takoradi 0.552 0.430

feSale a 0

Sub-Total Polytechnic. aO

TO se M

- 122 -

REPUBLIC OF GHANA ANNEX 4-3Page 1 of 3

TERTIARY EDUCATION PROJECT

Institutions: Laboratory, Workshop Eauinmentand Eauinment Maintenance

INSTITUTION FACULTY/DEPARTMENT COST TOTAL COST($'000) ($'000)

EQUIPMENT - SUMMARY

UNSVERSITIE8

Ghana 1,700science & Technology 4,167Cap. Coast 884

Sub-Total 6.751

POLYTECHNICS

Accra 755Cape Coast 544Ho 635Kumasi 677Takoradi 648

Sub-Total 3.259

UNIVERSITY COLLEGE

Sciences and Languages 200

TOTAL COST (Current Prices) 10.210

15% Spares 1,530

TOTAL BASE COST (F.O.B.) 11.740

- 123 -

ANNEX 4-3Page 2 of 3

INSTITUTION FACULTY/DEPARTNENT COST TOTAL COST($'000) ($'OO0)

UNIVERSITIES

Ghana Agric Science 225BiochomLstry 149Botany 353Mathematics 24Nutrition/Food Science 254oceanography 93Physics 93UGMS 400 1,591

Social Science 42 42Modern Languages 56music 11 67

Sub-Total 1,700

Science & Tchnoloov Biochemistry 134Biological Sclences 59Buildlng Tech 740Chemical Eng 47Chemistry 1,026Civil Eng 274Electrical Eng 301Mechanical Science 239Pharm. ChemLstry 266Pharmaceutices 278Pharmacology 298Physics 272 3,934

Art 233

Sub-Total 4,167

- 124 -

Page 3 of 3

XSSTZTUTSON FACULTY/DcEPARATHE COST TOTAL COST... __'OOO $000

CaDg coas Botany 106Chemiatry 245Physics 160zoology 163 674

education 73XEPA 12Sociology 12 95

Arts l1S 115

Sub-Total 884

TOTAL UNUVRSITZSX 6,751

acira Electrical Eng 101Civil eng 146Mechanical Eng 251Applied Science 30Catering/Hotel Mgt 30Business Studlos 46Refrigeration 30accounting 24Radio/TV 37Furniture 60

Cape Coast Surveying 29Civil eng 146Electrical eng 101Mechanical Eng 251Science Lab 17 LA

92 Agricultural Eng 191Mechanical Eng 221Electrical Eng 116Buildlng/civll Eng 16Catering/Hotel Hgt 24Fashion 67

Kumali Mechanical eng 161Caterlng/Hotel Mgt 30Duildlng/Civil 59surveying 96Faahion 83Forging/WeldLng 40Dispensing Tech 40Electrical eng 106Furniture Design 60 6

nkoradl Mechanical Eng 251Science Lab Tech 54Plunbing/SanitatLon 51Caterlng/Hotel Mgt 30Electrical Eng 101Fashion 60Welding/Forging 25Maintenance 16Furniture Design 60 La4

Total Polytechnics 3259

- 125 -

ZNSTZTMG3NW OUTOWUAUlnattule-uen 0..ttt.k ibr rw 7ournal.ad fllfar eno float

9AUs 2ETOOM

ahi Lior" 1003eo.h.op 11

Total 135

LOeaiun S Gechnology Slb:aqy 378

TO%&& 440

Cape eoaet Library 74olkaabp ai

Sotga t

5ub-Total Vm±versitt m7

Uh1DI.am OLOS Library 30Dooahop 20

Sub-Total Uoiversity Colle o

&car &Cape Coast 33so 47

Takoradi 57Tamale 76

Sub-total lolytehihnOa "I

:-AD SOSIAZi 114

tosrun o oo:tztiIt?mov cs

Woo)}

IDRARY JOUR S AND R2_ NAIRIAL

Ghana 700sience , t..bnology 802Cape Coast 748

Sub-Total VnLvo..LtL. ran

Acra 127Cape Coast 55so 75MmaLi 113Takoradi 115Samb 104

sub-Total Polyteao

GR tOAM TOA

Lirary soak 1 Ia S satudat(20/100 students)Book 2 1$15 student( 7/100 student.)beok 3 13 s wttvdat( 7/100 students)

Sookbmp baook I 1.10 student(10i120 atudent.)143/100 atudanta)

Core Textboak* - Library 1011- ookahapa 137

ourals and Reference Mateials 29500

USX cost

- 126 -

Peg. 1 of 2

SYTAYB ? SSTABA 1*O3L.

A.s MO * OARON

IWSTITUTIOu 366 464 *RSRSSR UpS 364 464 PRINTSR USS TOTAL

(Unit Cost ()) 2000 3000 1000 1000

N0O 4 2 2 12000 0 2000 2000 16000

ACCRIOZTATZO3 1 1 1 2000 0 1000 1000 4000

JaS 1 1 2 2 2000 3000 2000 2000 9000

3STP 1 1 1 2000 0 1000 1000 4000

TOTAL 9 1 6 4 16000 3000 6000 4000 33000

SOWIWARN 10 VP, 10 Lotus, 10 D-3..., 10 windows 12000

TOTAL _SOOO

S. UUIV3S!Y135

1. CRITERIA

I * for central adainaitxatioa2 3 tor library3 pull provision for *olnCe-based. with a few exc-ptlone4 5 for social scienoo and *rt. faeultiesS pull Provision for coaputar pool6 OGit deprtment4l (adal)

2. CONPOUNTs

==_ UZ _ * _ __ COSTSSTAB/ STAB/

ZUSTSTUTIOU 366 486 PR131nS UPS 36U 464 PRWSZ UPS TOmAL

(Vant Cost (6)) 2000 3000 1000 1000

UST 62 43 29 29 124000 129000 29000 29000 311000

V5 96 9 39 39 196000 21000 39000 39000 301000

UCC 65 0 23 23 130000 0 23000 23000 176000

TOTAL 225 52 91 91 450000 156000 91000 91000 706000

SOftWARE 330 UP, 165 Lotus, 165 D-8Sa., 330 Window. + otheg 416000

03332 TOTAL 1206000

C. POLTYECUXSe

1. CRITERIA

1 2 for oentral adaLLaittation

2 20 for lusLnese Studies

3 10 for bardvaro roepair/aint.nancae cesun

- 127 -

2. COMPONENT AINNX 4-5Page 2 of 2

________ UNITS _ _ _ _ __ _ _ __COSTS_ _ _ _ _ _

STAB/ STAR/

INSTITUTION 386 486 PRINTER UPS 386 466 PRINTZR UPS TOTAL

(Unit Cost ($)) 2000 3000 1000 1000

Aora 32 9 9 64000 0 9000 9000 82000

Cape Coaat 22 5 5 44000 0 5000 5000 54000

Ho 22 5 5 44000 0 5000 5000 54000

Kusaci 32 9 9 64000 0 9000 9000 82000

Takoradi 32 9 9 64000 0 9000 9000 62000

Tezalo 22 5 5 44000 0 5000 5000 54000

TOTAL 162 0 42 42 324000 0 42000 42000 408000

SOFTVAtA 135 WP, 75 Lotus, 75 D-saa-, 162 Windows 106000

TOTAL 514000

GRAND TOTAL (BASS COST) 17 °

- 128 -

IM I r m mx &.A

ow~~~mui ow mia,

mUSA COSTI

XITS1flSOU CM PIC=-1UPi4WO MM (15) 3UJ (33) CAR PC=-UP 3u3 (15) MM18 (33) TOMS

UnIt coset () 16.00-0 22500 2S000 31000

mg 3 4 45000 90000 0 0 135000aoreditation 1 15000 0 0 0 15000

nufm 1 15000 0 0 0 15000Izaalnationa 1 15000 0 0 0 15000

Sub-Total Central 6 4 0 0 0000 90000 0 0 0soooo

Ghana 1 1 1 22500 25000 35000 62500Snin a T.bnology 1 1 1 22500 25000 35000 63500Cape Coast 1 1 1 22S00 25000 35000 62100

Sub-TotaL ALvorte 3 3 3 67500 75000 105000 247500

Aeora 1 1 0 22500 0 35000 57S00Cape coat 1 I 0 22500 0 35000 57500Io 1 1 0 22500 0 35000 $7500Mmai1 1 1 0 22500 0 35000 S7S00Takorad. 1 1 0 22500 0 35000 57500TaMal 1 1 0 22500 0 35000 57500

Sub-Total ab LyteAom s 0 6 0 6 0 135000 0 210000 345000

OMWD TO=TTi 6 13 3 9 90000 292500 7S000 315000 772500

- 129 -

ANNEX 4iPage 1 of 6

REUBLIC GHANA

TEARYUAInQN PROJECT

Institutions: Staff Development

I}ackground

1. As part of the tertiary reforms a higk. degree of effective management and administrationis expected throughout the tertiary system. This applies therefore to the institutions in the systemand the Ministry of Education.

2. At the level of the Ministry of Education the organs actively involved in theimplementation of the tertiary reforms are the Higher Education Division and the ProjectManagement Unit of the Higher Education Division. Also, in furtherance of better managementof tertiary education it will be required that the processes for admissions, accreditation andprofessional and technical examinations are streamlined and improved. It is for this reason thatthe following bodies are being established:

D Joint Admissions and Matriculation Board;3 National Board of Accreditation; and* Board for professional and Technical Examinatiens.

3. All the officers of the administrative division unit and boards mentioned above will needtraining and the right type of orientation to provide support at the center for the tertiaryinstitutions to function effectively and efficientiy. The training anticipated for the officers andthe allocation of funds are indicated below.

Eternal

(a) Attachments for five top officers of Higher Education Division $.... 52,000(b) Attachments for four top officers of PMU/HED/MOE .... ..... $41,600(c) Attachments for six top officers of Boards ..... ............. $62,400

Total .................................. $156,000

Local

Seminars/workshops for middle-level management personnel .... ...... $44,000

GRAND TOTAL .......................... $Z0.

4. Table 1, cost table, follows:

- 130 -

ANNEXIAlPage 2 of 6

Mlnfstry of EducatfonOfficers of H.ED/MOE, PMU/H.ED/MOE and Boards

Staff DevelopmentAllocation: S200,000

rXusntltIes (11S...... X .,.B.: .E X v * W w Co#t tt. ... :.-.. . ............

E^t~~~~~~~~~~~~~Ui gran

1.Attachments for S top officers of m/rn 10 10Q 20 2.6 26.0 26.0 - 52.0HED/MOE

2. Attachments for 4 top officers of rn/r 8 8 16 2.6 20.8 20.8 - 41.6PMUl/NED/MOE

3. Attachments for 6 top officers of rn/r 12 12 - 24 2.6 31.2 31.2 62.4boards

~~~~~~~~~~~~~~... _..._ _ _ _

Subtotal 7 8.0 78.0t 156.0 78Local _

Md dle-level management personnel p/l 40 30 18 88 0.5 20.0 15.0 9 44.0seminars & workshop

Subtotal 20.0 15.0 9 44.0 22=~~ ~ ~ -- - -\m -g - -x 4 r E X w X

- 131 -

ANNEX 47Page 3 of 6

UniversitiesStaff Development

Allocation: $500,000

Background

1. The importance of upgrading the administrative, academic and academic support staff ofthe universities cannot be over-emphasized. There is a need for faculty renewal throughretraining of existing staff. The retraining program will take the form of:

(a) upgrading courses overseas for administrative and academic staff;

(b) workshops and seminars on New Approaches to Teaching and Research foracademic staff;

(c) refresher courses for academic support staff; and

(d) overseas conferences to be attended by academic staff. Approval will be limitedto science/technology/development-related conferences.

Allocation of Funds

2. A total amount of $500,000 is earmarked over the 3-year period for staff developmentin the universities, distributed as follows:

(a) 150 man/months at US$2,000 a month, that is, a total of US$300,000 forupgrading courses overseas for administrative, technical and academic staff;

(b) US$80,000 set aside to support workshops on New Approaches to Teaching andResearch in the universities;

(c) US$50,000 to support refresher courses tor academic support staff, particularlytechnical staff; and

(d) approval for attendance at conferences will be limited to science/technology/development-related conferences. US$70,000 will be set aside for conferences.

3. Table 2, cost table, follows.

- 132 -

ANNEXA4-7Page 4 of 6

UnivereftfesStaff Denltment

Aloes tion: 1 Un0 000

Exterwl_

Upgrading courses overseas for m/m 60 45 45 150 2 120 90 90 300 60technical admfinistrative andacademic staff

Local

a. Worksbiops and seminars on New p/w 60 50 50 160 5 30 25 25 80 16Approaches to Teaching andResearch

b. Refresher courses for academic p/w 40 30 30 100 5 20 15 15 50 10support staff

Conferences

Attendence at Science/Technology/ m/m 6 4 4 14 5 30 20 20 70 14Development-related conferences/workshops/seminars

Tht',.:t<: 20 .................0....... C:R:: ... Xi..150 .................................. QoG

- 133 -

ANNEX 4-7Page 5 of 6

PolytechnicsStaff Development

Allocation: $1,300,000

Background

1. Information available shows that most of the staff in the polytechnics are not qualifiedto teach up to the HNC/HND levels. Only 94 out of the 393 academic staff are qualified to teachat the levels indicated above. This means that the majority of the staff, numbering 299, willrequire upgrading to be able to teach in the polytechnics.

2. The staff development program, which will be made up of overseas courses and localfull-time courses as well as workshops and seminars, will be geared to updating and upgradingthe knowledge and skill base of the majority of the staff to first-degreo level, to enable them toteach at the sub-degree diploma level. Those with postgraduate and first degree will also requirefurther training plus industrial attachment for practical experience.

3. It will be necessary to upgrade some of the staff to advanced degree level so that they canserve as counterparts in a work-study training program that will be mounted for the bulk of thestaff with support from technical assistance.

Allocation of Funds

4. External Training. US$774,000 is allocated to external training. The distribution is asfollows:

(a) 2-year programs for 10 tutors (240 m/in) ...... .......... $480,000(b) 3-year programs for 3 tutors (108 m/m) ....... .......... $216,000(c) 3-month short courses for administrative and technical support staff . $78,000

Total .... $774,000

5. Local

(a) Upgrading of 16 tutors in local institutions for a total of 576 m/m . $346,000(b) Workshop for tutors (in-service training) .... $90,000(c) Workshop for laboratory technicians and workshop assistance .... $9,000

Total .... $526,000

6. Details of the distribution of US$1,300,000 set aside for staff development forpolytechnics are shown in Table 3:

- 134 -

ANNEX 47Page 6 of 6

Staff DevelopmentAllocation: S1,300,000

External

a. 2-year programs for 10 tutors rmn 120 120 - '40 2.0 240.0 240.0 . 480 37b. 3-year programS for 3 tutors m/m 36 36 36 108 2.0 72.0 72.0 72.0 216 17c. 3-month short courses (for m/m 12 9 9 30 2.6 31.2 23.4 23.4 78 6

administrative and technicalsupport staff)

Subtotal 343.2 335.4 95.4 774 60

Local

a. Upgrading of 16 tutors n/m 192 192 192 576 0.6 115.2 115.2 115.2 346 26b. Workshop fur tutors p/w 60 60 60 180 0.5 30.0 30.0 30.0 90 7c. Workshop for lab. technicians and p/w 60 60 60 180 0.5 30.0 30.0 30.0 90 7

workshop assistants

Subtotal 175.2 175.2 175.2 526 40t t .. ;. m1 - e-..

- 135 -

ANNEX 48Page 1 of 3

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Institutions: Research Funding

BACKGROUND

A major contributory factor to the paucity of research conducted in the universities has beenidentified as inadequacy of the funding. Research institutes have been provided with thebarest minimum of funding which covers only operating costs. In teaching departments,while commissioned research is on the upsurge in a few areas, the universities have generallybeen unable to fund basic research and publications which form critical prerequisite forassessing the quality of work in the institutions. This condition has adversely affected theprovision of retsources, like equipment, materials, and journals to support the research effortby the staff of the Universities. One serious consequence of this state of affairs has been anunhealthy staffing configuration with a very broad base of lectures and a sharp pinnacle of theprofessorial rank. In order to reach the desirable position according to national normseverything must be done over 5 - 10 years to improve the situation.

Approved and Existing (1989/90) Chart

**APPROVED ***EXISTING ACTUALSTAFFING CHART STAFFING CHART NUMBER OF

____ ____ ____ STAFF

PROFESSOR 1 1.6 63

ASSOCIATE 1 1 39PROFESSOR l

SENIOR 3 6.7 263LECTURER l

LECTURER, 5 23.0 896ASST. LECT. &OTHER

SOURCE: ** Development, Design and use of National Digests for the ThreeUniversities and the Tarkwa School of Mines, 1989/90 (PMBEMarch, 1992)

*** Projections of Students, Teachers and Costs of Education in Ghana,1991-2000 (PMBE December, 1q91)

- 136 -

ANNEX 4-8Page 2 of 3

It is also necessary for adequate research facilities and resources to be provided for anenhanced post-graduate program. Currently, post graduates constitute only 8% of the studentpopulation. This is definitely detrimental to the growth of university programs and to theirrelevance.

To ensure an upsurge of research activities leading to:

a. upgrading of staff;

b. strengthening of post-graduate programs;

c. improvement in the general quality of academic output.

A special research fund of US$1 million is being proposed.

NATURE OF RESEARCH FUNDUS$1 million is being proposed.

1. The fund will be a common Endowment Fund for the universities.

2. Total amount to be invested US$1 million.

3. Plans for investment -

i. Purchase of government bonds expected yield 16%

ii. Sustainability of scheme without replenishment 10 years.iii. Maximum individual grant C 5 million.

iv. Maximum group/interdisciplinary grant (US$ and over) a: 20 million.

v. Maximum special equipment grant 50,000 USD.

The secretariat for the Fund will be located in the office of the Secretary to the NationalImplementation Committee for Tertiary Reform.

MANAGEMENT OF RESEARCH FUND

The Research Fund will be managed by a Committee with the following membership:

1. Chairman - to be appointed by Government (a prominent citizen knowledgeable aboutapplied and innovative research).

2. Pro-Vice-Chancellor - University of Ghana - Member

3. Pro-Vice-Chancellor - University of Cape Coast - Member

4. Pro-Vice-Chancellor - University of Science andTechnology - Member

- 137 _

ANNEX"tPage 3 of 3

5. Director-General - C.S.I.R - Member

6. Chief Director - Higher Education/MOE - Member

7. Investment Specialist - Merchant Bank (Ghana) - Member

8. Project Officer - Programs & Training - Member/PMU/HED/MOE Secretary

CRITERIA FOR AWARDS

The following criteria will be used to determine research which should be supported from thefund:

1. the research should be relevant to Ghana's socio-economic development;

2. the research proposal should be of high quality and have a high probability ofproducing results within a 1-5 year period;

3. the research should have the potential of making a significant addition to the field ofknowledge and/or being immediately applicable;

4. the university/applicant/interdisciplinary group should have the expertise to undertakethe research.

USE OF AWARDS

Funds provided for carrying out research should cover:

1. equipment and materials;

2. transport as well as out-station accommodation and meals; in well justified casestransportation should include travels within Africa;

3. maintenance and fees for support staff;

4. publication and dissemination of the end product.

SELECTION OF PROCEDURES

The management board will appoint ad hoc panels of experts as and when required to adviseon projects submitted.

- 138 -

AN=X 4-Page 1 of 10

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Institutions: Technical Assistance

University Teaching and Learning Improvement Prograzen

Title and Post to be Filled

1. Staff Development Adviser

Background

2. The staff of the universities rely very heavily on lecture as the method of instruction.During lectures students assume a passive role since the teaching-learning process is teacherdominated. The very limited participation of students in the teaching-learning process militatesagainst effective and efficient learning.

3. But the need for in-service training for the staff of the universities on different approachesto university teaching other than the lecture was recognized in the 1970s. However, the programcould not be sustained because of lack of a dynamic institutional base for the program.

4. Recendy, however, the universities have begun to show concern about the quality ofteaching in their institutions. It is known that th University of Ghana has obtained some videosprepared by the staff development unit of the Committee of Vice Chancellors and Principals ofthe UK to help introduce new forms of teaching to the staff. The two medical schools organizeda workshop on teaching methodology recently, and as a follow-up, plan to establish a medicaleducation unit within each school to support staff development programs for effective teaching.Equally important is the effort being made by the Institute of Technical Education of theUniversity of Science and Technology (UST) to organize a trainer of trainers workshop to preparefacilitators for staff training seminars.

5. The interest shown so far in training the university staff on new approaches to teachingwould be enhanced through technical assistance.

Objectives

6. Immediate:

(a) Enable staff to:

(i) be conversant with more effective modes of instruction other thanlecture. Effective modes of instruction should emphasize the problem-solving approach to learning;

- 139 -

ANEXA-2Page 2 of 10

(ii) use effective assessment techniques by developing the ability to setrelevant and high-order questions;

(iii) understand what is involved in continuous assessment and use it as acontributor to the teaching-learning process;

(iv) accept that the subject matter of instruction continues to undergo changesand improvement, and hence the need for staff to upgrade theirknowledge in subject matter; and

(v) realize that research contributes to the upgrading of knowledge of staff.

(b) To incorporate the factor of student experience into assessment in order to:

(i) enable each university to set up a staff development unit; and

(ii) strengthen the University of Cape Coast (UCC) to provide courses inhigher education pedagogy.

7. L4ong Term. The long-term objective is to improve the overall quality of the teachingstaff.

Specific Terms of Reference and Duties of the Expert

8. The expert will be expected to:

(a) assist the universities to establish an operational structure, both at national andinstitutional levels, within which university teaching and learning improvementactivities will take place;

(b) assist in the training of trainers, made up of selected staff of the universities, whowill implement the university teaching and learning improvement program at theinstitutional level as well as the national level;

(c) assist in the planning and organization of workshops and seminars for staffimprovement;

(d) liaise with the universities, individually and collectively, in the organization ofsubject matter for teaching purposes; and

(e) assist the universities with the introduction of a valid and reliable scheme ofinternal assessment in the various discipline areas.

Qualifications and Experience of Expert

9. The expert should have had considerable experience in implementing innovative programsat the university. The person should have rich experience in the pedagogy of a specializedsubject area. Previous experience in organizing a university teaching methods scheme,

- 140 -

ANNEX 4-9Page 3 of 10

particularly In a developing country, will be an advantage. The expert should preferably havea doctorate qualification, with curriculum and instruction as a major field of study.

- 141 -

ANNEX 4-9Page 4 of 10

University of Ghana: Technical Assistance In Curriculum DevelopmentTo Support University Programs of Study

Title and Post to be Filled

1. University Curriculum Development Expert.

Background

2. The universities in Ghana have embarked on curriculum development. The objective isto restructure/reform their courses of study to meet the requirements of national development toprepare for admitting senior secondary school (SSS) graduates in the 1994/95 academic year.This is in line with the directives contained in the White Paper on the Reforms to the TertiaryEducation System, which stipulate that all tertiary education institutions be required to:

(a) periodically review all programs and courses with a view to upgrading andensure continued relevance to national net Is;

(b) introduce new programs and courses in relation to national developmentpriorities, as required;

(c) rationalize existing programs and courses within the institution as a whole asrequired; and

(d) make provision for practical training by attachment of students to industry or byworking within appropriate income-generating activities of the tertiary institutionas required.

3. In formulating programs to meet the needs of the SSS graduates, and even the A-levelcandidates whom the universities have been recruiting all these years for study, it is anticipatedthat additional/new programs can be cowstructed by restructuring or reforming existing programsoffered by the universities. Furthermore, it should be noted that the process of curriculumdevelopment should be seen as a rather exhaustive one, whose outcome of improved,restructured/reformed programs of study should provide the basis for major inputs, suoh astextbooks, journals, reference books and equipment, as well as staffing needs and staffdevelopment programs.

4. Another important concern that should be considered is the expectation that linkages willbe established between tha programs of study of the universities and those of the other tertiaryinstitutions, particularly those awarding diplomas, to permit easy transfer of students from thenon-university institutions to the universities. Currently, there is no established scheme forlinking the programs of the non-university institutions with those of the universities.

5. Furthermore, such flexibility is expected to enable the universities themselves to offer awider range of opportunities to students with respect to programs' subject course nations.

6. The exercise on program restructuring and change should also focus on the question ofaccreditation. The accreditation process that was being pursued by the erstwhile National Councilfor Higher Education has been in abeyance for some time. But now that the universities are

- 142 -

ANNEX S9Page 5 of 10

embarking on curriculum development it is important that steps ;- e taken to proceed withaccreditation of programs of study according to the guidelines worked out by the NationalImplementation Committee on Tertiary Reforms and its Accreditation Sub-Committee.

Objectives

7. Immediate:

(a) to examine academic programs of the universities and agree on guidelines to usefor restructuring existing programs; and for formulating new programs;

(b) to identify program areas of study in the context of major factors which areindicative of national development goals and which reflect the changing needs ofall categories of students in view of the changing cultural and socioeconomicconditions of the country and the world; and

(c) to become thoroughly conversant with the accreditation process to the point ofcontributing to successful application of program/institutional accreditation.

S. Long Term:

(a) to appreciate that curriculum plays a major role in determining instruction; and

(b) to identify and understand for implementation the various elements in curriculumplanning and implementation, namely, definition of objectives, selection andorganization of content, methods or procedures of implementation and evaluation.

Specific Terms of Reference and Duties of the Expert

9. The expert will be expected to:

(a) assist the universities in examining their academic programs and assess thepossibilities for restructuring/reforming them;

.

(b) define the guidelines to use for restructuring existing programs and forformulation of new programs for consideration and agreement with theuniversities, and then assist them to apply the guidelines in formulating programsof study;

(c) review the SSS syllabuses in relation to objectives and programs of study of theuniversities, and advise on the structure and the programs of study suitable forsuch graduates, including the first-year foundation courses.

(d) work with the Accreditation Sub-Committee of the National ImplementationCommittee for Tertiary Reforms on the modifications needed to establish linkagesbetween programs of study of similar disciplines in use in various tertiaryinstitutions; and

- 143 -

ANNEX-4A2Page 6 of 10

(e) mount periodic seminars to train the staff of the universities in the process ofcurriculum development and research activities in curriculum evaluation forassessing the effectiveness of curricula.

Quallfications and Experience of Expert Required

10. The expert should preferably have obtained a Ph.D in Curriculum Studies, withspecialization in Curriculum Theory and IPractice applicable to higher education.

11. The expert should have had experience working in a university system linked to a junior(community) college. He/she should also have been involved in developing programs in aflexible system of education preferably the semester/course system. In this connection his/herinvolvement in the coordination of curricula of a university in relation to those of a junior collegewill be an advantage. The coordinating role of the expert should have involved securingaccreditation for programs of study. Experience in implementing innovative programs will bean advantage.

- 144 -

ANNEXI -2Page 7 of 10

University of Ghana: Technical Assistance To Support Centralized Timetablingwith Efficient Space Allocation for Universities

Title and Post to be Filled

1. Centralized Timetabling and Space Allocation Expert.

Jistirication for Technical Assistance

2. The reforms taking place in education from the basic level, through secondary school tothe tertiary level, would call for the enhancement of accessibility to tertiary institutions. Forinstance, it is planned to increase the present level of enrollments in the universities from 12,747to 18,500 by the 1994/95 academic year when senior secondary school graduates will enter theuniversities. This increase in planned enrollments will call for maximization of utilization offacilities in the universities, particularly classrooms, laboratories, studies and workshops.

3. At present, in the universities, time and space allocation for academic work is inefficientbecause it is not centrally done, but by individual departments and/or faculties. The purpose ofthe project is to ensure that timetables for course work and practical work of all faculties of eachof the three universities will be prepared centrally.

Details of the Project

4. In carrying out the project, it will be necessary to:

(a) assess the adequacy of facilities based on pertinent design standards;

(b) apply space standards as a guide to more efficient utilization of teaching facilities;and

(c) train university personnel in computer-assisted centralized timetabling.

5. The design -f the centralized timetables for maximization of space utilization will dependon the availability of appropriate computing facilities. There are plans to provide such facilitiesfor each university. These facilities will be available for use by planning officers and staff of theacademic registrars' offices of the universities. All the officers named here would requiretraining in computer-assisted central timetabling.

6. The training should start with a seminar in computerized central timetabling. This wouldbe followed by visits of the expert to the individual universities to design the centralizedtimetabling schedules for each university. The planning officers will be the counterparts in theproject.

Objectives

7. Immediate:

(a) to assist the universities to prepare computerized central timetables to promotemaximization in the use of academic facilities in the universities; and

- 145 -

ANNEX 49Page 8 of 10

(b) to train planning officers and selected staff of the academic registrars' offices ofthe universities to prepare computerized central timetables.

S. Long Term: To enable the universities to adopt centralized timetabling of academicfacilities and to enable them to benefit from the pooling of all lecture rooms, laboratories,workshops, studios, etc., in the various departments and faculties.

Spedfic Terms of Reference and Duties of the Expert

9. The Centralized Timetabling and Space Utilization Expert will be responsible for:

(a) reviewing the course structure of the universities, particularly the bi-semester andthe modular academic coursework that has been introduced into the tertiarysystem of education in the country to determine their impact on timed spaceutilization;

(b) assessing the current capacity utilization of a teacher's time and teaching spacewithin the across departments and faculties and determine the constraints in thecurrent system in relation to the course structures;

(c) designing for implementation centralized schedules for coursework and spaceutilization for the universities, taking into account the peculiarities of eachinstitution;

(d) training personnel in the universities in the art of computerized centraltimetabling and efficient allocation of space and the application of the schedulesdescribed in (c) above; and

(e) monitoring, and where necessary assisting in the modification of the schedulesto ensure their effective and efficient implementation.

Qualtications and Experience of Expert Required

10. The expert should have had experience in the operation of the bi-semestral academic yearin a university and implementation of modular course structure. Also, the person should havehad experience in the preparation of central timetables for a university and should have beeninvolved in making space and time allocation of academic facilities for teaching purposes.Experience in a developing country will be an advantage.

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ANN2 49Page 9 of 10

University of Ghana: Technical Assistance for Career Advisory Services

Title and Post to be Filled

1. Advisor on Career Services for students.

Background/Justification

2. Currently the universities in Ghana do not play active roles in job placement of studentsafter graduation. In fact, the universities do not have a functional placement service unit. Evenwhere a placement service unit exists its activities are limited to documentation of informationon career prospects for graduates. The information, which is usually out-of-date, has beensupplied by the departments.

3. The list of career prospects therefore does not reflect the current socioeconomicdevelopment needs of the country. Also, the career prospects listed are devoid of a jobdescription for e.-eh manpower area for which students may be interested. Finally there appearsto be very little interaction with industry and the business community in general. Thus, what isneeded in each university is a career advisory center, which will offer free and confidential careercounseling services. In its career education activity, the center will provide the right type ofinformation which can guide students in the development of appropriate knowledge and skills tofacilitate students' choice of carers and enhance their employability. it should also act as a liaisonoffice with industry.

Objectives

4. Immediate:

(a) to train staff in a variety of student advisory skills;

(b) to encourage students to identify their needs and capabilities;

(c) to relate the above information available on occupations in the country;

(d) to support students either to look and apply for jobs or to create jobs forthemselves; and

(e) to put industry and employers in general into contact with students.

5. Long Term: To set up career advisory centers in the universities to help students withtheir career planning and the achievement of their career objectives and to facilitate an interactionbetween the business community and the universities.

Specific Terms of Reference anid Duties of the Expert

6. ITe expert will be required to:

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ANNOPage 10 of 10

(a) review the structure and operation of career advisory services that exist in theuniversities and elsewhere in the country to determine the constraints militatingagainst their effectiveness;

(b) in light of the above, help designated officers of the universities to establishcareer advisory centers in the universities to provide guidance for students to planand achieve their occupational goals;

(c) train for each university at least two career advisory officers to implement aneffective career advisory service for students;

(d) write for use by career advisory officers an operational advisory manual oncareer advising adopted for Ghana; and

(f) hold a seminar on career advisory services for representatives of all tertiaryinstitutions in the country, including the universities, the polytechnics, theuniversity colleges and institutions of the RECAAST System toward the end ofthe assignment.

7. The topics to be considered include:

(a) student personnel services;(b) industrial liaison;(c) job identification;(d) planning and searching for occupation; and(e) preparing operational advisory manual.

Qualifications and Experience of Expert Required

8. The expert should have had experience as a career advisory officer in a university. Theperson should have been involved in the implementation of a job placement program for studentsin a university. Experience in a developing country will be an advantage. The expert shouldhave a higher degree in fields related to career advising and job placement.

- 148 -

ANNEX 5-1

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Procurement Schedule

ITEM 1992 1 m 1994 1995 1996

CIVIL WORKS

Selectarchitects/engineers xxx xxx

Rehabilitation xxx xxxxxxxxxxxx xxxxxxxxxxxx

Sanitation facilities xxx xxxxxxxxx

New butldlngs/Cwnvletions xxxxxx xxxxxxxxxxxx xxxxxxxxxxxx xxxxxx

EQUIPMENT

Procurement agents xxx

First terider XXXXXXXXX_ =

Second tender xxxxxxxxxxxx

Third tender xxxxxxxxxxxx

Fourth tender x_x_xxxxxxsa

COMPUTERS

First tender xxxxxrxxxxxx

Second tender xxxxxxxxxxxx

Third tender xxxxxxxxxxxx

VEHICLES

First tender xxxxxxxxxxxx

TEXTBOC(S AND REFERENCEBOOKS

Distributor xxx xxx

First tender xxxxxx xxxxxxxxx

Second tender xxxxxx xxxxxxxxx

LIBRARY JOURNALS

Distributor xxx xxx

Arnual subscrIDtions xxx xxx xxx

OTHER CONSULTANT SERVICES

TA to MME and Boards xxxxxxxxvxxx xxxxxxxxxxxx

Studies xxxxxxxxxxxx xxxxxxxxxxxx

TA to Universities xxxxxxxxxxxx xxxxxxxxxxxx xxxxxx

TA to University/College xxxxxxxxxxxx xxxxxxxxxxxx xxxxxx

TA to Pot.technic - xwxx x xxxxx xxxxxx

- 149 -

ANNEX. 5-2

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Estimatet Maeule of Disbursements(in US$ millions)

projected DLabuza.nta lroporetLoa Disbursed

Y-ar and _ _s8 ester sexester cuul-ative S-Reatr Cunulative

1993 lot 5.8 5.8 12.; 12.92nd 2.0 7.8 4.4 17.3

1994 lst 3.2 11.0 7.1 24.42nd 4.0 15.0 6.9 33.3

1995 lot 5.0 20.0 11.1 44.42nd 5.0 25.0 11.1 53.6

1996 tat 5.0 30.0 11.1 66.72nd 5.0 35.0 il.1 77.8

1997 lot 4.0 39.0 8.9 86.72nd 3.0 42.0 6.7 93.3

1996 lst 3.0 45.0 6.7 100.0

- 150 -ANNEX 5-3

SDREMM.UUM

Eav P.fforaanea 2ndlo«tpia

1992 1993 1994 1995 1996

Tertiary/votalRecurrent 16.3

1991/92 1992/93 1993/94 1994/95 1995/96

Coat RecoverysApplliatlon Few a Univ.. 1500-2000 4000

Others 1000 1000 2000

oustel Vese/Costs * 0 0 100 100 100

RgIstration +Application ftme/Acedenlo Costs * 5

Student Loanm (n) a aoesndmt 6oooo 90000on-Resident 80000

Other .

=S tMZMB

1991/92 1992/93 1993/94 1994/95 1995/96 1996/97 1997/98

Zntakes No. goUS!DCCTotal Unlvs. 4475 4500 4500 5S00 5500 3500 5500

Znrollasnte NO. goUS!DCCTot d nLv.. 13124 14500 15500 17250 16500 19500 20000UC 2400 2500 2600 2600 2600 2800 2800Total Polys 10000 10500 11000 11500 12000 13000 14000

students/Academic Staff No. us 1s(Average) US! 15

VCC 15totell olys 11 11 12 13 14 15

Non-Acadsmoastaff/studmts u Us 30

US! 30UCC 30

1992 1993 1994 1995 1996

Library AcquIs-ltlon/total go SPaReczrnt I US! 5

MaintananosTotal Recurrent I go

US! 5BCC 5

- 151 -

ANN EX 5-4Page 1 of 2

,RBPUBLC 0-F aHA

IERWtYEDUCATION POIC

Prgposed Sugersidon Pl«

Obiec utiv es hff

Oct 1992 1. Coordinating unit Task Manager2. Procurement agents

Dec 1992 1.Project lmch Task Maager2.Procurement agents Planner (Accra)3.Effectiveness PHR Officer (Accr)4.Workl/budget 1993

Mar 1993 l.Architects Task Mmnager2.Procurement Planner (Accra)3.Disbursement Architect

conditions Pouement spec.4.Polytechnics TA Technical Education Spec.

Total PY93 18

Jul 1993 I.Procurement Task Manager2.Training 1993/94 PHR Officer (Accra)3.Studies 1993 Procurement spec.4.Fees/student loans

Nov 1993 1.PER Task Mmager2.lntakes/0rollments PHR Office (Acc)3.Work/budget 1994 Higher Education Spec.4.Procurement Economist

May 1994 l.Procurement Task Mnager2.Training 1994/95 PHR Officer (Accra)3.Studies 1994 Technical Education Spec.

Totsl PY94 15

- 152 -

AMX 4Pag. 2 of 2

Nov 1994 I.Mid-Term Review Task Manager2.PER PHR Officer (Accra)3.Work/budget 199S Higher Education Spec.4.Procurement Economist

May 199s I.Procurement Task Manager2.Training 199S/96 PHR Officer (Aeera)

Technical Education Spec.

Total FY95 15

Nov 1995 1.PER Task Manager2.Intakes/enrolhments PHR Officer (Acorn)3.Staffing Economist4.Wokc/budget 1996_.Procurement

May 1996 I.Procurement Task Manager2.Training 1996/97 PHR Officer (Acor)

Tota FY96 15

Nov 1996 I.Intakes/enrollments Task Manager2.Work/budget 1997

(wind-up activities)

May 1997 l.Final disbursments Task Manager

Total FY97 6

Nov 1997 1.TUtakes/enroltments Task Manager2.Final SPN PHR Officer (Accra)3.PCR Evaluation Spec.

May 1998 l.Finatize PCR Task Manager

Total FY98 10

Grand Total 79

- 153 -

ANNEX s-sPage 1 of 2

REPUBLIC OF GHANA

TERTIARY EDUCATION PROJECT

Documents Contained in the Project File

Sector Documents

1. Ministry of Education, "University Rationalization Study' Volume I, Interim Report,December 1987

2. Ministry of Education, 'University Rationalization Study" Volume II, Final Report,January 1988

3. White Paper on the Reforms to the Tertiary Education System, Command No.0001/97, August 1990

4. Medium-Term Implementation Plan, April 1991

5. Ministry of Education, "Upgrading Ghanaian Polytechnics to Tertiary Level", June1990

6. Ministry nf Education, "Special Accreditation Study", August 1990

7. Ministry of Educat;on, UNDP/UNESCO, "Module 1: Developing a Programme-Linked Budget for the University System of Ghana", April 1991

S. Ministry of Education, "Strengthening Administration of Non-University TertiaryInstitutions", August 1991

9. Ministry of Education, "Revised Projections of Student Flows and Current Cost ofEducation in Ghana, 1992-2000', April 1992

10. Ministry of Education, 'Establishment of University College of Education atWinneba, September 1992", April 1992

11. Ministry of Finance and Economic Planning, "Public Investment Programma 1992-1994", April 1992

12. SSNIT, "Report on Social Security and National Insurance Trust Students LoanScheme", April and July 1992

- 154 -

ANNEX5-Page 2 of 2

13. Ministry of Education, "Report on Workshop on Maintenance of Scientific Equipmentin our Higher Educational and Research Institutions", October 1991

hJmect-Related Dcuments

1. Ministry of Education, "Strategies and Funding Proposals for Tertiary Education",June 1991

2. Ministry of Education, "Strategies and Funding Proposals for Tertiary EducationScenario I", November 199Y

3. Ministry of Education, "Strategies and Funding Proposals for Tertiary EducationScenario U", November 1991

4. Appraisal Mission Documents, March-April 1992:

(a) Report by R.W. Lewis(b) Report by V. Selvaratnam(c) Technical Consultant's Report on the Tour of Polytechnics, K. Brown(d) Estimated Cost of Polytechnic Reform Program - Ghana, K. Brown

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