World Bank Document...ICB International Competitive Bidding IDA International Development...

Document of

The World Bank

FOR OFFICIAL USE ONLY

Repot No. 8195

PROJECT COMPLETION REPORT

MALAWI

FOURTH EDUCATION PROJECT(CREDIT 1123-MAI)

NOVEMBER 27, 1989

Population and Human Resources Operations DivisionSouthern Africa DepartmentAfrica Regional Office

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

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ABBREVIATIONS

CFTC Commonwealth Fund for Technical Co-operation

DANIDA Danish International Development Agency

EPD Economic Planning Division (Office of the President and the Cabinet)

ICB International Competitive Bidding

IDA International Development Association

IPA Institute of Public Administration

JC Junior Certificate

JVOC Japan Volunteer Overseas Co-operation

MBC Malawi Broadcasting Corporation

MBS Malawi Book Service

MCDE Malawi Correspondence Distance Education

MCETB Malawi Central Examination and Testing Board

MIM Malawi Institute of Management

MOA Ministry of Agriculture

MOEC Ministry of Education and Culture

MOW Ministry of Works

MSCE Malawi School Certificate of Education

ODA Overseas Development Administration (UK)

PCR Project Completion Report

PIU Project Implementation Unit

PSLC Primary School Leaving Certificate

SDR Special Drawing Rights

FOR OMCIAL USE ONLYTHE WORLD SANK

WW4hongton ODC 20411USA

Oie ni O tCA.ctGCvt~Opfatuoons lValtual

November 27, 1989

MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT

SUBJECT: Project Completion Report: Malawi - Fourth EducationProiect (Credit 1123-MAI)

Attached, for information, is a copy of a report entitled"Project Completion Report: Malawi - Fourth Education Project(Credit 1123-MAI)" prepared by the Africa Regional Office. No audit ofthis project has been made by the Operations Evaluation Department atthis time.

Attachment

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

FOR OMCIL USE ONLY


MALAWI


TABLE OF CONTENTS

Page No.

Preface iBasic Data Sheet iiEvaluation Summary vi

Chapter I - Project Background 1

Socio-Economic Setting 1The Education Sector 1The Project Processing 3

Chapter U - Project Implementation 6

Overview 6Project Management 6Professional Services and Building Design 7Civil Works and Maintenance 9Furniture and Equipment 10Technical Assistance 11Covenants 11

Chapter m - Costs and Disbursements 12

Project Costs and Financing 12Unit Costs per Student Place 13Disbursements 13

Chapter IV - Educational Outcomes 14

Overview 14Access to Secondary Education 14The Quality of Secondary Education 14Impact on Secondary Teacher Education 16Studies and Evaluation 16Education Development Plan (1985 to 1995) 21

Chapter V - IDA Performance 23

Chapter VI - Lesons and Experience Gained 24

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed wihout World Bank authorization.

TABLE OF CONTENTS (cont'd)

1. Technical Assistance to the PIU2. Implementation Schedule3. Comparison between Appraisal and Actual Construction,

Places, Areas, Costs4. Compliance with Covenants5. Cost Comparison by Category6. Schedule of Disbursements7. Enrollment in Project Secondary Schools

CONMENTS PROM THE BORROUU

Attacbment I: Comments from the Ministry of Finance


MAIAWI


PREFACE

This is a Project Completion Report (PCR) on the Fourth EducationProject in Malawi, whose estimated cost of US$53.76 million equivalent wasfinanced by the International Development Association (IDA) Credit 1123-MAIof US$41.0 million (SDR 32.2 million), approved on March 26, 1981, and byGovernment funds amounting to US$12.76 million equivalent. The actual costwas US$33.3 million equivalent, 38% lower than the appraijal estimate. Thecost underrun was due mainly to the devaluation of the local currency. Theoriginal Closing Date of December 31, 1985, was postponed to December 31,1986, and the account was finally closed on July 30, 1987 when a undis-bursed balance of SDR 8.28 million (US$10.50 million) equivalent wascancelled.

The PCR was prepared, with the agreement of the Government ofMalawi, by UNESCO under the Bank-UNESCO Cooperative Program. It is basedon (a) evaluation and completion reports prepared by the Ministry ofEducation and Culture and the Project Implementation Unit; (b) a UNESCOfield mission in February-March 1988; and (c) information from IDA filesand intezviews with Government officials involved in the project.

This PCR was read by the Operations Evaluation Department. Thedraft PCR was sent to the Borrower and its agencies for comment onAugust 14, 1989. Comments received are reproduced as Attachment I.

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Project Completion Report

Fourth Education Poc(Credit 1123 - MAI)

BASIC DATAKey Project Data

AppraisalEstimate Actual

Total Project Cost

- in US$ million 53.76 33.301/- Underrun (%) - 38.1 1/- in Malawi Kwacha (million) 42.74 45.85-- Overrun(%) 7.3

Credit Amount

- in US$ million (equivalent) 41.00 41.00- in SDR million 32.20 32.20Disbursed (US$ million)(30 October 1987) - 25.20

(SDR million) - 23.92Cancelled (US$ million)(30 October 1987) - 10.50

(SDR million) - 8.28Repaid 2/Outstanding (US$ million) - 30.52-

Date Physical Components Completed 30 June 1985 June 1986

Proportion completed by above date (%) 95No. of months since Credit Signature 49 61Time Overrun (%) 27

Date of Overall Project Completion 30 June 1985 December 1986

Proportion Completed by the above date (%) 100 1U0No. of months since Credit Signature 49 67Time Overrun (%) - 37

Institutional Performance Good Good

Cumulative Estainated and Actul Disburement(Ln US$ISDR millions)

Ei EY82 MI wY84 FXu uY86 FY87

Appraisal Est. (US$) 0.50 9.00 25.0 37.00 41.00

Appraisal Est. (SDR) 0.39 7.07 19.63 29.06 32.20

Actual (US$) 4.37 11.00 18.10 23.00 24.57 25.20

Actual (SDR) 0.0 3.96 10.15 17.07 21.94 23.43 23.92

Actual as * Est. (USS) 48 44 49 56 60 61(SDR) 56 52 59 68 73 74

SDR EXchsnge Rates (Yearly Average) - DSY, SFS, Nov. 1989, p. 18

1/ The devaluation of the Malawian Kwacha during the project implementationperiod attributed to the difference in total project cost. When the CreditAgreement was signed in May 1981, the exchange rate was US$1 = MKO.895and when the Project was completed in December 1986, the rate was US$1= MK2.46

2/ Includes an exchange adjustment of US$ 5.3 million.

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Other Project Data

Original Revisions ActualPlan

First Mention in files April 1979Government's Application February 1980Negotiations - 14-16 January 1981Board Approval 26 March 1981Date of Credit Agreement 29 May 1981Effectiveness Date 27 August 1981 2 Oct 1981Closing Date 31 December 1985 31 Dec 1986 31 Decl986*

Borrower Republic of MalawiExecuting Agency Ministry of Education

and Culture

Fiscal Year of Borrower 1 April - 31 March

Follow on ProjectsName : Fifth Education First Education

Sector CreditCredit Number : 1330 - MAI 1767 - MAIAmount of Credit

- US$ (million) 35.761/ 27.0Credit Agreement Date: 5 May 1983 7 May 1987

Country Exchane Rate

Name of Currency : Malawi Kwacha (MK)

Exchange Rates : US$1 = MKO.795Appraisal Year 1980

Intervening Years (annual average):

1981 US$1 = MKO.8951982 US$1 = MK1.0551983 US$1 = MKI.1751984 US$1 = MK1.4131985 US$1 = MK1.719

Completion year: 1986 US$1 = MK2.46

1/ SDR million 30.9* The credit account was closed on July 30, 1987 when the

undisbursed balance of SDR 8.28 million was cancelled.

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MISSION DATA

Mission Sent Month/Year No.of No.of Staff Date ofby-_ Weeks Persons Weeks Report

Identification IDA June 1979 n.a n.a n.a July 1979Pre-Appraisal IDA Nov-Dec 1979 3.0 5(A,E,GE, 15.0 Jan 1980

AV,TVE, P)Appraisal IDA May-June 1980 n.a (E,EPL,A) n.a 18 Feb 1981

Total 15.0

Supervision-/ 1 IDA July 1981 1.0 3(EPL,E,A) 3.0 28 Sep 19812/Supervision3 2 IDA Nov-Dec 1981 1.1 3(E,A,TVE) 3.3 25 Jan 1982Supervisiont-V 3 IDA Jan-Feb 1982 0.5 1(EPL) 0.5 26 Apr 19824/Supervision- 4 IDA May-June 1982 1.0 3(EPL,E,A) 3.0 24 Aug 19825/Supervision- 5 IDA Oct-Nov 1982 0.5 2(E,EPL) 1.0 9 Dec 1982Supervision-6/ 6 IDA Feb 1983 0.1 2(EPL,A) 0.2 15 Apr 1983Supervisionr-/ 7 IDA Oct 1983 0.8 2(E,A) 1.6 29 Dec 1983Supervisionr-/ 8 IDA Feb-Mar 1984 0.7 2(E,A) 1.4 16 May 1984

7/Supervision_, 9 IDA Sept-Oct 1984 0.6 2(E,A) 1.2 21 Nov 1984Supervision- 10 IDA ily-Aug 1985 0.4 2(EPL,A) 0.8 15 Oct 1985Supervision- 11 IDA May-June 1986 1.0 4(E,A,GE) 4.0 28 Jul 1986Supervision- 12 IDA Dec. 1986 0.5 3(2E,A) 1.5 29 Dec 1986Supervision- 13 IDA April 1987 0.2 1(E) 1.2 17 Apr 1987

Sub-t otai 8.4 22.7

Completion Unesco Feb-Mar 1988 2.7 2(EPL,A) 5.4 (July 1988)-1/

Total 28.1+-

n.a. = not availabl. Some files were not available at the time of the mission.References:

A = . ^hitect AV = Audio-Visual specialistE = EconKLmist EPL = Education PlannerGE = General Educator P = Printing SpecialistTVE = Technical/Vocational

Specialist

1/ Combined with supervision of the Second and Third Education Projects and a reconnaissanceof the Fifth Education Project.

2/ Combined with supervision of the Third Education Project and preparation of PCR on theSecond Education Project.

3/ Combined with supervision of the Third Education Project and identification of the FifthEducation Project.

4/ Combined with supervision of the Third Education Project and appraisal of the FifthEducation Project.

5/ Combined with supervision of the Third Education Project and Post-appraisal of tne FifthEducation Project.

6/ Combined with supervision of the Third Education Project and discussions on implementationof the Fifth Education Project.

7/ Combined with supervision of the Third and Fifth Education Projects.8/ Combined with supervision of the Third and Fifth Education Projects and appraisal of the

First Education Sector Credit.9/ Combined with supervision of the Fifth Education Project.10/ Combined with supervision of the Fifth Education Project and discussions on the First

Education Sector Credit.11/ The number of staff weeks was estimated roughly on the basis of the number of projects

supervised.

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Allocation of Credit Proceeds

Amount ActualAl located Disbursement

Category (SDR equivalent) (SDR)

Civil Works 18,640,000 19,640,604.64Furniture 1,730,000 560,788.21Equipment 1,830,000 1,308,547.06Operating expenditure of PIU 400,000 926,279.89Consultants' Services

Parts A and B 1,970,000 1,409,540.03

Part C 70,000 77,345.85Unallocated 7,560,000

Total Disbursed 23,923,105.68

Cancelled (30 October 1987) 8,276,894.28

Total Credit 32,200,000 32,199,999.96

8STAFF IaPU

(Staff weeks)

Ex ?9 80 81 82 8S 84 8t 88 Total

Pre-appraisal 0.5 20.8 0.1 - - - - - - 21.4

Appraisal - 6.4 28.2 - - - - - - 34.6NegotiatLon - - 12.1 - - - - - - 12.1Supervision - - 0.1 15.0 10.0 12.0 8.1 9.1 5.5 0.1 59.9Other - - 0.2 - 1.5 0.5 - - - - 2.1

Total 0.5 27.3 40.6 15.0 11.4 12.5 8.1 9.1 5.5 0.1 130.1

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MALAWI

FOURTH EDUCATION PROJECT (CREDIT 1123-MAI)

EVALUATION QUMMARY

Introduction

1. The Fourth Education Project in £ialawi was first mentioned in adiscussion between Bank Group and Malawi Treasury officials in Washingtonin April 1979. Following project identification by an IDA mission inMalawi in June 1979, the project was prepared by the Government, with someIDA assistance. The original Government proposal was a much larger projectwith an estimated cost of US$50.3 million. This was well above the projectcost limit implicit in the proposed Credit ceiling of US$26.0 million tocover 80% of the project cost. The IDA pre-appraisal mission in November1979 assisted the Government in reformulating the project to focus on areason highest priority. The project was appraised in May-June 1980 with anestimated cost of US$53.76 million equivalent, including taxes of US$2.5million equivalent. The project was to be financed by an IDA Credit ofUS$41.0 million equivalent (SDR 32.20 million), and by Go~-...rnment fundstotalling US$12.76 million equivalent. The project was approved by theBoard on March 26, 1981 and, following Credit signing on May 29, 1981, theCredit became effective on October 2, 1981. Project completion wasscheduled for June 30, 1985 and the Closing Date was to be December 31,1985, which was subsequently extended to December 31, 1986. Actual projectcompletion was about June 1986, at the cost of US$33.3 million equivalentor 38% lower than the appraisal estimate, and MK45.85 million which was 7%above the appraisal estimate. The credit account was closed on July 30,1987 when the undisbursed balance of SDR 8.28 million was cancelled.

Objectives and Project Content

2. The main objective was to provide much needed middle-level man-power through the expansion and improvement of secondary education andtraining teachers. A subsidiary objective was to improve the quality ofprimary education and strengthen the civil service through feasibilitystudies on the establishment of a new teacher training college and anInstitute of Public Administration for training higher level Governmentstaff. The project would also finance the preparation of a national educa-tion plan. As agreed, the project comprised the following:

(a) To Provide Middle-Level Manpower. Construction, furnishing, andequipping of (i) 3,960 additional secondary school places, includ-ing expansion of six existing schools and construction of five newschools, each of tLe schools to accommodate 480 students; and (ii)168 additional places at Chancellor College for secondary teachertraining.

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(b) To Improve Primary Education Ouality. Carrying out pre-investmentstudies for a new teacher trainiing college.

(c) To Strengthen the Civil Service. Carrying out pre-investmentstudies for a new Institute of Public Administration in Lilongwe.

(d) To Improve the Education System. Preparation of a national educa-tion plan.

Implementation Exwerience

3. As this project was launched while the Third Education Project wasstill in progress, the same PIU was responsible for implementation.Malawian staff included the PIU Director, a procurement officer, anaccountant, three architectural assistants and a number of support staff.Expatriate staff provided by the Danish International Development Agency(DANIDA), the Commonwealth Fund for Technical Co-operation (CFTC), and theJapan Volunteer Overseas Co-operation (JVOC) comprised two senior archi-tects, five architects, two supervising engineers, and a quantity surveyor.Project start-up was slow because of difficulties in acquiring consultingservices for preparing tendor documents for secondary schools. The secon-dary school construction program was delayed by (i) the addition for exten-sion of two secondary schools transferred from the Third Education Project;(ii) unavailability of imported materials due to foreign exchange restric-tions (subsequently resolved by the Bank Group); (iii) shortage of localbricks; and (iv) tardy release of local funds. Construction delay was alsoexperienced at Chancellor College where work was completed in the 4thquarter of 1986, compared with the scheduled completion in June 1984.Overall, however, about 90% of construction was completed within theappraisal implementation schedule. The actual gross area constructed was24% more than the 64,300 sq. meters estimated at appraisal. Part of theincrease was due to the construction of new hostels, which was found to becheaper than renovating old hostels, and part was due to extensions in twoschools. The furniture supplied was generally satisfactory, and the equip-ment procure appeared adequate although some items were not relevant to thecurriculum. Technical assistance, which was provided by DANIDA, CFTC andJVOC, totalled 27 man-years instead of the 35 man-years envisaged atappraisal.

Results

4. The project objectives and the expected benefits were generallyachieved. While the pre-investment study on the teacher training collegewas transferred to the Fifth Education Project, that on the MalawiInstitute of Management required a year's extension of the Closing Date.Twelve studies, mostly transferred from the Third Education Project, wereundertaken, and a National Development Plan for Education (1985-1995) wasprepared. Despite a few shortcomings, these studies have provided valuableinformation for the deve opment of the education system. The NationalDevelopment Plan for Education has provided a framework for the developmentof education at all levels and for discussions between the Government andaid agencies, including the Bank Group. In 1987/88, enrollments in project

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secondary schools increased by about 4,370 compared with the project targetof 3,960. At Chancellor College, enrollment in the Faculty of Educationgrew from 314 in 1982/83 to 461 in 1986/87, and the 1986 output of 203secondary teachers was 56% higher than the pre-project output of 130.Technical assistance was implemented generally as planned and consultants'performance was satisfactory.

5. Some flaws were apparent in the design of the secondary schools.The elaborate design of the covered walkway with a width of 4.27 meters wasexcessive, but there was no covered walkway leading to the classrooms sothat in rainy weather students and staff would get drenched. Although noprovision was made In the appraisal worksheets, the teaching and adminis-trative areas included open patios which totalled 640 sq. meters or 21% ofthe total area. With no particular function, these open patios are waste-ful and have no precedent in Malawi school construction. These designflaws should have been discovered in the first two schools and not repeatedin every subsequent school. Remedial action has been taken in the FifthEducation Project.

Sustainability

6. The secondary schools are likely to be sustained as an integralpart of the secondary education system. Similarly, Chancellor College as aconstituent body of the University of Malawi will be sustained as long asthe university system is maintained. Thus, the question is not whether theinvestments made will be sustained, but at what level the project institu-tions will be sustained. Evidently there is no effective maintenanceprogram for the schools, in part because maintenance is a bureaucraticprocedure requiring action by the Ministry of Works, in part because fundshave been inadequate. The result is that cupboard doors are falling off,faucets and toilets are leaking, equipment is not functioning and cannot bereplaced, and many classrooms are without adequate furniture. If theseconditions are coupled with the shortage of textbooks and other teachingmaterials, it may be concluded that sustainability is unlikely to be at ahigh level.

Findings and Lessons

7. At appraisal, Malawi's secondary school enrollment of only 4% ofthe relevant age group was one of the lowest in the region. By wideningaccess to secondary education and expanding the output of secondary schoolgraduates, the project has helped to relieve the bottleneck in the develop-ment of middle- and higher-level manpower. The parallel expansion ofChancellor College was necessary to ensure an adequate supply of trainedsecondary teachers to manage the expansion of secondary schools. In theserespects the project was well designed. In retrospect, however, projectdesign was deficient in making no provision for strengthening theBorrower's project planning and management capability. After 20 years(1967-87) of implementing IDA-financed projects, the PIU has remained weakin technical personnel. The project should have included a staff develop-ment plan for the PIU and the necessary policy put in place to allow thePIU to recruit and retain highly skilled staff. Experience with this proj-ect also suggests the importance of the following:

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(a) Sufficient time should be given to develop and test a prototypearchitectural design intended for a number of schools before largescale construction is undertaken;

(b) Project planning should include verifying and taking the necessarysteps to ensure the availability of local buildings materials; and

(c) Provision should be made for in-service training of teachers inthe use of new equipment to be supplied under the project and ofprincipals in school management where qualitative and organiza-tional changes are expected as a result of the project.

L PROJECT BACKGROUND

Soio-Economic Setting

1.01 In 1979, when discussions on the Fourth Education Project were initiated,Malawi was among the least developed and most densely populated countriesin Africa. With a population estimated at 5.9 million and growing at 2.9 percent per annum, density averaged 136 persons per square kilometre of arableland. GNP per capita was approximately US$200 equivalent. Ninety per centof the population lived in rural areas and depended on subsistence farming.Government policy for economic aevelopment was to invest resources in directlyproductive sectors rather than the social sector. National planning and investmenttherefore were directed towards small-holder agriculture, infrastructure andpublic utilities, the major objective being to attract private investment. Despiteefforts to stimulate economic growth, the real growth rate of GDP declinedfrom 7.9 per cent in 1977 to 4.4 per cent in 19-i9 and to 0.6 per cent in 1980.The economy was adversely affected by poor weather conditions, high fuel costsand a 15 per cent drorp in the price of cured tobacco between 1979 and 1980.The annual growth rat' in agriculture - the mainstay of the Malawian economy- fell from 3.7 per cent in 1975 to 2.8 per cent in 1979.

1.02 Manpower needs: In the past the Government had deliberately restrictedthe growth of secondary education to avoid having unemployed secondary schoolleavers. This action severely limited the supply of trained manpower to fill jobvacancies at the middle and upper levels. Economic expansion in the 1970sincreased the demand for trained Malawians. Consequently, large numbers ofexpatriates were employed to fill posts, especially at the middle and higher levels.The demand for trained personnel at these levels was projected by Bank staffto increase from 120,000 in 1979 to about 202,800 by 1990 - approximately 25per cent requiring University graduates, 33 per cent requiring upper secondarygraduates and 42 per cent requiring lower secondary graduates.

fhe Education Sector

1.03 Enrolment at primary level was 779,676 in 1979/80 - approximately 62per cent of the 6-13 age cohort. The problems and issues included excessivelylow teacher:pupil ratios (approximately 1:62) and high drop-out and repetitionrates, especially among girls and between Standard 1 (Grade 1) and StandardIV (Grade 4).

1.04 The upgrading and expansion of the sub-sector was being addressed bythe Third Education Project which included provision for (i) constructing,furnishing and equipping 1,000 classrooms and 500 teachers' houses and expandingone teachers' training college to accommodate an additional 120 trainees and(ii) procuring and distributing 2.2 million textbooks.

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1.05 Enrolment in secondary education grew at approximately 15.8 per centper annum from 3,100 in 1962 to 13,400 in 1972. After 1972, the averageenrolment growth rate slowed down to three per cent per annum and by 1979only 16,500 students or four per cent of the age group 14-17 were enrolled - 5,600in the 22 national boarding schools, 7,900 in the 28 'district day' schools and 3,000in Government-aided schools. Secondary school places were available for only14 per cent (5,210) of the children who passed the Primary School LeavingCertificate (PSLC) Examination. Low female enrolment in secondary schools(about 31 per cent) persisted over the years partly because of the high drop-outrates among girls at the primary level. The supply of secondary school graduatesto pursue post-secondary education and training remained inadequate to meetthe need for middle and higher level manpower.

1.06 Approximately 69 per cent of the students who entered the secondarysystem sat and passed the Junior Certificate (JC) examination, given at the endof the second year, and about 56 per cent of those who continued to the fourthyear (final year) passed the Malawi School Certificate of Education (MSCE)Examination. The secondary school curriculum was oriented towards languagearts, science and mathematics. In the 1970s, with some assistance from theFirst Education Project, the Government introduced some technical subjects(home economics, needlework and dressmaking, metalwork and woodwork) intoa number of secondary schools; however, in view of the high operational costsof technical education, the shortage of trained teachers and general lack of studentinterest in the skills areas, MOE decided not to expand the teaching of technicalsubjects in the secondary schools.

1.07 Although physical facilities were adequate in most boarding secondaryschools, many "district" schools had inadequate teaching facilities and makeshiftdormitories. Government policy in the 1970s was to provide full dormitory spacefor all "district" schools, except i..-<e located in the three major urban centreswhere dormitory space was restricted to 50 per cent of the total enrolment.MOE planned also to double the size of the 240-place schools so as to increaseenrolment at reasonable unit costs.

1.08 Over 90 per cent of the 800 secondary school teachers in 1980/81 weretrained. Expatriates comprised 25 per cent of the trained teachers. Secondaryteacher training was offered at the Chancellor College of the University of Malawi.The output of trained teachers declined from 40 in 1973 to 10 in 1979. The Collegeplanned to expand its secondary teacher training programme with an admissionof 155 new students in October 1980. It was estimated that the secondary systemwould need about 100 new teachers annually by 1984 and approximately 130 peryear by 1989.

1.09 At Chancellor College, the physical facilities were inadequate for theproposed student enrolment growth. The science laboratories were over-used,science equipment was stored in the haliway, and library and classroom facilitieswere inadequate. The staff:student ratio was 1:9. It was estimated that theCollege needed to increase its enrolment from 745 in 1979/80 to 1,200 by 1983/84so as to (i) increase the output of trained teachers and (ii) reduce the staff:studentratio and hence improve internal efficiency.

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1.iO Recurrent education expenditure in 1980/81 was K23.60 million, 11.37per cent of overall Government expenditure for that year and 2.02 per cent ofGDP. Primary education absorbed 39 per cent, secondary 14 per cent andUniversity education 25 per cent of the total education expenditure.

1.11 Objectives for the growth and development of Education during the 1970swere set-out in the Education Development Plan (1973-1980). The overallobjectives were to (i) improve internal efficiency of the education system, (ii)achieve a more equitable distribution of educational opportunities, and (iii)continue efforts to re-orient the curricuia. During the Plan period the Governmentsucceeded in expanding education at both primary and secondary levels. Theproblems of secondary education were to be addressed by expanding the secondaryteacher education facilities at Chancellor College and providing new school places.

1.12 The proposed project was first mentioned in a discussion between BankGroup and Malawi Treasury Officials in Washington in April 1979 and an IDAidentification mission visited Malawi in June 1979. The Government undertookproject preparation, using local resources and some assistance from IDA inspecialized areas. Originally the Government conceived of a project to

(a) construct, furnish and equip- 18 district wecondary schools (5,480 places)- One designated secondary school- One primary teachers' training college- 15 Malawi Correspondence College Satellite Centres,

(b) expand activities at Chancellor College of the University of Malawi forthe training of additional secondary school teachers (168 places),

(c) construct, furnish and equip an Institute of Public Administration, and

(d) upgrade facilities for the Malawi Central Examinations and Testing Board(MCETB),

with an estimated cost of US$50.3 million (MK40 million-/). This was well abovethe project cost limit of US$32.5 million implicit in the proposed credit ceilingof US$26.0 million to cover 80 per cent of the project cost.

1.13 A pre-appraisal mission visited Malawi in November 1979 and assistedthe Government in reformulating the project components and in selecting areasof highest priority. The Credit Application was made by the Government inthe first quarter of 1980 for a project comprising 3,960 "district" secondary schoolplaces, expansion of secondary teachertraining, pre-investment studies,development of a National Education Plan, 1985-1990 and the establishmentof an Institute of Public Administration (IPA). The Institute was subsequentlydeleted from the proposal and replaced by a pre-investment study for IPA andtwo secondary schools.

1/ 1 US$ = 0.795MK (1980).

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Table 1.1

Summary of Activities Desianed to Achieve Project ObJectives

ObJective Component Quantity

Expansion Provide additional secondary school places by 3,960 placesof secondary constructing, furnishing and equipping five new (1.849 for girls)

schools and expanding six existing schools.

Construct, furnish and equip 3,842 places(i) hostels, and 195 housing units.(ii) staff houses.

Expansion of Construct, furnish and equip the following 168 placessecondary laboratories and workshops at Chancellor Collegeteacher to provide additional places mainly for trainingtraining secondary school teachers, namely:facilities (i) Geography laboratory

(ii) Physical Sciences laboratory(iii) Biology laboratory(iv) Chemistry laboratory(v) Physics laboratory(vi) Science workshop

Construct houses for senior and technical staff 23 housing unitsof Chancellor Colleges

Pre-investment Preparation of architectural drawings for a new:studies (i) 420-place Primary Teacher Training College,

and(ii) 100-place Institute of Public Administration

in Lilongwe.

Improvement Preparation of a National Education Plan to provideof the educa- for the education and training system in Nalawition system up to 1990 (including an assessment of future

need for trained manpower, the financialimplications of the future growth in the educationsector and requirements for improvement in theorganisation of the sector). For this the Projectincluded US$ 100,000 equivalent for up to 12 monthsof consultant services. fellowships, travel andother expenses.

Studies Transferred from the Third Education Project

(i) Tracer studies of graduates of generalsecondary schools, teacher training programmesat the Chancellor College and commercialtraining programmes at the technical schools;

(ii) Studies to assist the preparation of aNational Plan and future education projects;and

(1ii) A study of the costs, durability and financingof primary school textbooks.

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1.14 The major project component was the provision of secondary schoolplaces. For more efficient implementation and because of cost constraints,there was an exchange of project components between the Third and the proposedFourth Education Proiects. Four secondary schools and five studies weretransferred from the Third to the proposed Fourth and the library expansionat Chancellor College proposed under both projects was consolidated andimplemented under the Third Project. Science facilities were combined underthe proposed Fourth Education Project.

1.15 The proposed project was appraised in May/June, 1980. No major changeswere made. Negotiations took place on 14-16 January, 1981 and the Projectwas presented to the Board in March of the same year. The Credit Agreementwas signed on 29 May, 1981 and became effective on 2 October, 1981.

1.16 At appraisal, it was assumed that (i) moderate growth in enrolment,(ii) improved teacher:student ratios, and (iii) continued upgrading of educationalfacilities would result in raising educational expenditure from 11 per cent oftotal Government expenditure in 1980/81 to 15 per cent in 1985/86 and 16 percent by 1990/91.

1.17 Project Objectives and Content. The agreed Project was designed (a)to expand and improve the Malawi secondary education programme through(i) the training of teachers and (ii) providing new secondary school places, and(b) to help to prepare a National Education Plan of expansion and improvementof the education system. The components intended to achieve these objectivesare summarized in Table 1.1. Overall the Project included 24 years ofprofessional services of architectural consultants for site layouts, cost estimatesand supervision and 11 years of specialist services for supervision of construction.

1.18 Project Benefits and Risks. The Appraisal Report identified the expectedbenefits of the proposed project as (i) improved access to secondary education,(ii) increased annual output of trained teachers for secondary schools, and (iii)support for the future development of the Malawi education and training systemthrough the preparation of a National Education Plan (1985-1990) and throughpre-investment studies. The only element of risk foreseen in the Report wasa shortage of trained secondary school teachers to meet the needs of theexpansion. This risk was minimized by including a requirement that ChancellorCollege prepare for review by the Bank Group an annual report of its teachertraining programmes, the recruitment and placement of secondary school teachersand proposals for any necessary revisions of its programme.

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IL PROJECT IMPLEMENTATION

Overview

2.01 The Project was originally scheduled to be completed on 30 June 1985(i.e. in 49 months) but was actually completed in December 1986 (in 67 months).The Closing Date of the Credit was extended primarily for the completion ofthe pre-investment study for the establishment of the Malawian Institute ofManagement. All Covenants have been fulfilled. Although there wereshortcomings in the design of the schools and some aspects of procurement, theProject as a whole has been satisfactorily completed and its objectives havebeen generally achieved.

2.02 Changes in the Project. The Development 1 redit Agreement was amendedin 1984 to include the expansion of two additional existing secondary schoolsnamely, Nkhotakota and Likoma Island. These schools were transferred to theFourth Education Project from the Third Education Project primarily becauseof insufficiency of funds under the Third Project. This change was expectedto improve the logistics of implementation as the Fourth Education Project wasconcentrated mainly on the development of secondary education. The numberof schools to be expanded, therefore, increased from six to eight and the totalnumber of planned new secondary places increased from 3,960 to 4,440. Thepre-investment study for the establishment of a primary teachers' training collegewas transferred to the Fifth Education Project which had primary teacher trainingas a major component.

Project Management

2.03 PIU Staffing and Organization. The PIU was established as the projectimplementation arm of the MOE Planning Unit, with responsibility for theimplementation of all education development projects. The PIU had satisfactorilycompleted the Second Education Project and was implementing the Third. Ithas since succesfully completed the Third, has implemented this Fourth EducationProject and is now implementing the Fifth Education Project and the First SectorCredit.

2.04 The PIU was under the direction of a Malawian project manager; however,all professional services for the Project were provided by expatriates from theDanish International Development Agency (DANIDA), the Commonwealth Fundfor Technical Co-operation (CFTC) and the Japan Volunteer Overseas Co-operation(JVOC). The expatriate technical staff comprised two senior architects, fivearchitects, two supervising engineers and a quantity surveyor (Annex 1). Upto the time of the completion mission no Malawian architects or quantity surveyors

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had been employed by the PIU (a Malawian architect on training was expectedto return in September 1988). A procurement specialist provided through theOverseas Development Administration (ODA) retired in September 1982 andwas replaced by a Malawian procurement officer. Other PIU staff included anaccountant (assigned by the Accountant General's Office), three architecturalassistants and a number of support staff. An assistant project manager wasappointed in June 1985. All professional staff associated with the Project hadleft the cout try by March 1988, except one DANIDA architect who was scheduledto leave in April 1988.

2.05 Over the long association with implementing IDA assisted projects, startingin 1967, a full range of prcject management capabilities could have been builtup with a well considered staff development strategy. To the extent that theFourth Education Project included nothing along these lines, it has to be consideredas flawed. There are two aspects of institution building in project managementunder this Project that deserve special mention. The first has to do witharchitectural and engineering services. It is inimical to institution building tohave so high a turnover of architects as occured in this Project (para. 2.04).Furthermore the exclusive dependence on expatriate professionals in architectureand engineering contributed to (a) the uneconomic open patios in all 13 schoolsand (b) some expensive construction detailing which was foreign to the Malawianconstruction industry and which was due to the unfamiliarity of expatriatearchitects with local construction practice. Thus the dependence on expatriateprofessionals has had a cost that needs to be addressed. Malawian architectsshould be employed by the PIU to steer the present professional practice towardsmore acceptable economic Malawian building approaches. It is clear that atappraisal the question of use of Malawian for these professional services shouldhave been examined and arrangements made to secure them. The second issuerelates to the upgrading of the capabilities of the Procurement Section and Projectmanagement generally. No fellowships were provided in procurement of projectmanagement although these were clearly needed.

2.06 The start-up of the Project was slow because the PIU experienceddifficulties in acquiring consulting services for the preparation of the tenderdocuments for secondary schools. Tender documents for the additional twoschools were completed without delay. Long delays were also experienced inthe overall construction programme regarding both the secondary schools andChancellor College and in procuring furniture and equipment (Annex 2).

Profesial Services and Builn Design

2.07 Sites. The sites for 10 of the proposed secondary schools were selectedbefore appraisal, the remaining site at Blantyre was selected well within theprogramme time. The two schools added to the programme were extensionsto existing schools and, therefore, did not present any site selection problems.There are some settlement problems on the walkways at Nkhotakota SecondarySchool which should be further examined. All schools have an adequate supplyof water and very good surface water drainage. Nine of the 10 secondary schoolsvisited have electricity. Vehicular access to the schools is adequate. All sitesare fenced and provided with an attractive "name wall" and entrance gates.Sufficient land had already been acquired for the expansion at Chancellor Collegeunder the Third Education Project.

2.08 DesiRn. For the secondary schools and related staff houses, the PIU preparedstanJard designs which received IDA approval at appraisal. The school designpro,vides intemal spaces with acceptable thermal comfort and adequate naturaland artificial lighting. The single spine layout of classrooms has produced apleasant e4nvironment with low noise level transfer which is desirable for secondaryeducation. The teaching areas are generally in accordance with the work-sheets,but the circulation in the administration area could have been improved if morespace had been provided. The covered walkway area is in accordance with thework-sheets but it does not provide cover up to the classrooms. The kitchenlayout of the home economics block will require further modification to allowthe pupils a clear view of the chalkboard, and the library layout does not allowany flexibility for book display. No areas are given in the worksheets for theopen patio attached to each teaching and administrative area. This may havebeen an oversight. The area of the open patios is approximately 640 m2 - 21per cent of the total area. The open patios are wasteful and have no precedentin Malawi school construction. The elaborate design of the walkway with a widthof 4.27 metres is also unfortunate. These design excesses should have beendiscovered in the first two schools and not repeated in every subsequent school.The PIU has removed the open patios from the design and reduced the widthof the covered walkway in the Fifth Education Project. In future, when a standarddesign is to be repeated, lead time needs to be given to construct a prototypebefore tendering the remainder.

2.09 The extensions to Chancellor College were designed around space standardssimilar to those of the existing buildings and the integration of new with existingbuildings was sklfully done. The relationship of scale and the juxtaposition ofthe buildings were suitably planned, giving an overall effect of aesthetic andfunctional accommodation.

2.10 The design for the teacher's house is spatially adequate and the staff aregenerally satisfied with the room arrangement. The houses, however, are veryhot, as there is no insulated ceiling under the corrugated metal roof.

2.11 User Participation. The design shortcomings suggest that there wasinsufficient dialogue between the users (headmasters, specialist teachers andschool inspectors) and the PIU during the planning of the schools. The commentsby the MOW Planning Unit in their report "Evaluation of the Third and the FourthEducation F.oject" dated January 1986 suggested also a lack of c3mmunicationbetween PIU architects and the users. For future projects, it is advisable thatMOEC appoint a steering committee for planning discussions with the PIUarchitects and co-opt, when necessary, department heads to discuss the designof special areas. It would also be useful in the future to arrange a pre-handoverinspection visit with MOEC supervisors and the headteach-cs in order to ensurethat the physical facilities function in the manner expected before the handoverof the schools.

2.12 Supervision. The PIU supervised the construction of five schools andemployed two consulting architectural firms to supervise the remaining eightschools. The consultants prepared site plans but utilized the PIU standard drawingsfor all buildings. Quantity surveyors were also employed by PIU for the preparationof bills of quantities and contract documents. There were no marked differences

in the quality of workmanship which was generally satisfactory. There are afew defects, however. At one school there are no counter-weights for the fumecupboard doors - a potential danger to students. The malfunctioning kitchenflue at the Phalombe school presents a fire hazard; the PIU is making arrangementsfor its repair. It is possible that the kitchen flues in the other schools have asimilar defect, even though, because these schools use mainly the electric cookers,defects of the wood fire cookers may not be readily evident.

2.13 Materials Specification. The material specification is generally suitablefor school construction. The quality of the stainless steel laboratory sinks,however, should be examined against the specification and redress obtained fromthe contractor for replacement, as these sinks are rusting after very limiteduse. The laboratory tables should have had two sinks instead of one; theirusefulness for practical classes is severely constrained with only one sink. Thelaminated timber used for construction was more expensive than solid timber.The PIU explained, however, that solid timber was unavailable.

Civil Wo*rs and lutmanoe

2.14 Construction. The civil works were delayed by the: (i) addition of twosecondary schools extensions to the programme, (ii) unavailability of importedmaterials which was due to foreign exchange restrictions (subsequently resolvedby the Bank Group Special Foreign Account Arrangement), and (iii) tardy releaseof local financing. The Project buildings were constructed during a period ofslow activity in the local construction industry, thus, benefitting from stableprices of labour and materials. The main difficulty experienced was the supplyof local bricks in the quantity and of the quality required. The village industrieswere not organized for producing such large amounts of bricks and the buildingcontractors had to assist with the transport of clay and firewood for firing thekilns. In addition, the quality of the bricks in some instances was below acceptablestandards. In anticipation of the demand for bricks, there should have been atraining programme for the village brickmakers to upgade their skills and asearch for more efficient kiln design to improve the hardness of the bricks.

2.15 Construction was carried out by Malawian based contractors, with foreignassociates and or parent companies, who all performed well. There are nooutstanding claims on the Project and adjustments for the devaluation of theMalawian kwacha have been settled within the contingency provision of thecontract conditions. About 90 per cent of the civil works was completed withinthe appraisal schedule (Annex 2). Overall, the 79,824 m2 actual gross areaconstructed was 24 per cent more than the 64,307 m2 estimated at appraisal(Annex 3), the reason being that (i) it was found to be more economical to buildnew hostels than to renovate the old hostels at the existing schools; and (ii) thetwo school extensions added to the Project increased the gross area by 9,915m2 - approximately 15 per cent. It was also found to be more economical torenovate some staff houses than to repair them. The physical facilities by typeof institution were provided in accordance with the appraisal estimates (Table2.1).

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Table 2.1

Physical Facilities by Type of Institution

New Extension TotalFacilities to

Type of Institution Facilities

Appraisal Actual Appraisal Actual Appraisal Actual

Secondary Schools 5 5 6 8 11 13Staff Houses 195 195 - - 193 195

Chancellor CollegeAcademic - - 1 1 1 1Cafeteria - - 1 1 1 1Post-Graduate Hall 1 1 - - 1 1Hostels - - - 3 - 3Staff Houses 23 23 - - 23 23

2.16 Maintenatice. There is no effective maintenance programme for theschools - cupboard doors are falling off, faucets and W.C.s are leaking and thereare broken hose reels. Under the present arrangement, the headmaster makeshis request for repairs to MOE which, in turn, transmits it to MOW for action.This procedure takes a long time and even when the request is acknowledged,MOW may lack the funds to undertake the repair work. Urgent attendon shouldbe given to corrective and preventive maintenance in order to avoid prematuredeterioration of the building and equipment. At least one handyman, equippedwith work bench, hand tools and a small shed, is needed at each secondary schoolsite to carry out minor maintenance on school buildings, dormitories and furniture.Students in residence can assist with maintenar.ce as a part of theirextra-curricular activities. At appraisal more consideration was needed of theestablishmont of an adequate maintenance programme. There are no maintenancemanuals at the schools. PIU should correct this omiss.' ,n by preparing, for eachschool, a manual comprising (i) a site plan of the school, (ii) a furniture layoutfor each room, (iii) the location of switch panels and supply and drainage pipes,(iv) a list of all equipment supplied, (v) user manuals from manufacturers of theequipment and machinery, and (vii) directions on the maintenance of floors, walls,timber and .paint surfaces.

Furniture and Equipment

2.17 Tenders for the supply of furniture and equipment were invited (inaccordance with ICB procedures) on lists prepared by the PIU in consultationwith MOE. The standard of furniture is generally satisfactory but the laboratorystools are poorly designed and made. The seats are made with timber slats of4 cm width glued together; and they are failing apart at the glued joints. Atthe time of the mission, approximately 40 per cent of the stools were brokenat each school. For future projects, the PIU should keep a control sample ofall furniture against which deliveries can be checked. The equipment supplied

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* appears adequate for the purpose but there are some items which are not relevantto the present curriculum. It is doubtful whether the sophisticated hot watersystem to the dover stoves in the home economics kitchens will ever be used.There was an inventory of science equipment at only one of the ten schools visited.The headteacher/bursar of each school did not receive a master list of allequipment and furniture ordered, as a basis for verifying the quantities suppliedand for subsequent inventory control.

Technical Assistance

2.18 As expected at appraisal, the PIU obtained specialist services to assistwith site plans, cost estimates, post-contract and construction supervision.DANIDA, the primary source for professional services, provided two seniorarchitects, one architect and two supervising engineers. One shortcoming onthe part of DANIDA was its slowness in replacing its consultants, when necessary.There was a gap of two years between the departure of one DANIDA seniorarchitect and the arrival of a replacement. The CFTC provided one quantitysurveyor and two architects, while the JVOC supplied two volunteer architects.The PIU employed the services of three architectural firms for contract supervisionof eight school extensions. For supervision of the extensions to Chancellor College,a UK based firm (the original architects for the University) was contracted.This latter contract explained why the extensions to Chancellor Coliege wereskilfully integrated with the original buildings. Overall the services of theconsultants were satisfactory. However, the total of years of services financedunder the Project was approximately 27, instead of the 35 envisaged at appraisal(Annex 1).

2.19 With regard to the consultancy services to assist in preparing the EducationPlan, one and a half years of technical assistance was provided instead of oneyear which wLs originally envisaged (see para. 4.27).

Covenants

2.20 All covenants have been fulfilled (Annex 4). In the initial stages of projectimplementation, the PIU was slow in sending to IDA the annual audits, but thisproblem was subsequently overcome.

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m. COSTS AND DI8BURSEMENTS

Project Casts and Finaning

3.01 The total estimated cost of the P!oject (including contingencies and taxes)at appraisal was US$53.8 million (MK 42.7 million); and taxes were estimatedat US$2.5 Iyillion. The IDA financing of SDR 32.2 million (US$41.0 millionequivalent)-S was expected to cover 80 per cent of the total project cost netof taxes. es implemented, the final cost of the Project was US$33.3 million(MK 45.85p), about 38 per cent below the appraisal estimate in US dollar termsand seven per cent above in Kwacha terms. The sum of SDR 23.9 million, 80per cent of the actual cost, was disbursed. Considering the items added to theProject during implementation and the deletion of one item, the cost overrunwas MK 3.1 million. Final disbursement was made on 30 October 1987 and thesum of SDR 8,276,894.28 (26 per cent of the original Credit proceeds) wascancelled.

3.02 A detailed comparison of appraisal estimates and actual cost by categoriesand items expressed in local currency and US dollars is given in Table 3.1.

Table 3.1

Project Cost by Category in Millions(including taxes)

Category Appraisal %ctual % DifferenceMK US$ MK US$ MK US$

Civil Works 33.68 42.37 38.33 27.85 + 14 - 34Furniture 2.44 3.07 1.07 0.77 - 56 - 75Equipment 2.55 3.21 2.00 1.45 - 22 - 55Professional Services 2.35 2.95 2.55 1.85 + 9 - 37Project Administration 0.64 0.81 1.71 1.25 +167 + 54Pre-investment Studies 1.07 1.35 .18 0.13 - 83 - 90

Rounded Total]! 42.74 53.76 45.85 33.30 + 7 - 38

3.03 As shown in Table 3.1, three categories had cost overruns in local currencyterms (see also Annex 5), whereas in US dollar terms five categories had costunderruns, with an overrun only in the project administration category. Althoughthe scope of the Project was increased by the addition of two school extensionsat a cost of MK 5.11 million, there were still overall substantial cost underrunsin US dollar terms and only seven per cent increase in local currency terms. Thedifferences in costs in currency terms were due to the devaluation of the Malawiankwacha relative to the US dollar during project implementation.

1/ SDR1.00 =US$1.275, 19802/ US$1.00 = MK 2.46, 1986I/ Errors due to rounding off.

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Unit Costs

3.04 In terms of local currency, the actual cost per student place at secondaryschools was approximate to the appraisal estimate MK 7,232 at appraisal as againstMK 7,273 actual, with the increased price of imported materials in terms of thedevaluated kwacha offsetting the overestimate of cost. The cost per m2 wasabout 12 per cent below the appraisal estimate. On the other hand, the ChancellorCollege unit costs were generally only about 20% above appraised estimates,whether in regard to square metres (18 per cent) or in regard to places (19.8 percent).

Disbusements

3.05 Final disbursement was made and the Credit Account closed on 30 October1987. The sum of SDR 23,923,045.56 was disbursed out of a Credit of SDR32,200,000.00. The rate of disbursement lagged behind appraisal estimates fromthe third year of implementation (1984) onward mainly because of the devaluationof the Malawian kwacha (Annex 6).

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IV. EDUCATIONAL OUTCOMES

Overview

4.01 Overall, the objectives of the Project were achieved. The intended 4,440places were provided by 1987/88 and enrolment in project secondary schoolsincreased by 4,366 (Annex 7). Actual female enrolment feU short by 5.5 percent. The distribution of females among the schools is, however, quite uneven.In six schools there were vacancies in the female hostels while in some otherschools five females were put in hostel rooms designed to accommodate four.The percentage of secondary students passing the MSCE examination has increasedin the project schools, thus providing more students qualified for post-secondaryeducation and training. The new facilities provided at Chancellor CoUege, inparticular for the Faculty of Education, were completed and brought into usein 1982/82. In the teacher training programme at the Colege, enrolment increasedby 37 per cent and output by 56 per cent between 1982 and 1986.

4.02 The Education Development Plan was completed in 1985. The Plan outlinesGovernment policies and makes proposals for development in all aspects ofeducation. Twelve studies, approved by IDA, were undertaken during the projectimplementation period.

Access to Secondary Eduation

4.03 The Project provided 4,440 "district day secondary" school places (Annex7). Total enrolment in this category of schools (includin,, the project schools)grew from about 7,400 in 1979/80 to 11,677 in 1985/86- - an increase of 58per cent, compared, to the 50 per cent increase estimated at appraisal. Overthe same period, overal secondary school enrolment increased by 52 per centfrom 16,431 to 24,894, slightly above the appraisal estimates.

The Quality of Secondary Education

4.04 It is too early to assess the impact of the Project on the quality of educationin the secondary system as a whole or in the project schools. If studentperformance on the final examination (MSCE) is used as an indication ofachievement, then all but one of the project schools have improved pass rates.Table 4.1 shows that the number of successful students from project schoolsincreased from 257 in 1984 to 789 in 1987. The Project schools had a 170 percent increase in candidates by comparison with a 25 per cent increase overalfor Malawi. Thus the project schools are helping to expand the pool of studentsavailable for further education and training. During the period 1984 to 1987,the MSCE examination annual pass rate in the project schools improved from54 per cent to 62 per cent. However, in all secondary schools the improvementwas from 56 per cent to 74 per cent. The mission was unable to review thesituation in non-project schools, but, on the face of it, there appears to be muchroom for improvement in the performance of students in the project secondaryschools.

1/ Enrolment data for "district day secondary" schools were not available for1986/87 and 1987/88.

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Table 4.1

Suary of Performmoe of Project Schools in NSCE 1984 and 1987

1984 1987Teacher:

Project Pupil No. of No. S No. of No. %Schools Ratio Candidates Successful Pass Candidates Successful Pass

St. MPchaels 1:23 none 117 83 71Chitipa 1:25 50 24 48 112 79 71Euthini 1:29 31 10 32 97 71 73Dzenza n.a. 41 22 54 117 78 67Mitundu n.a. 42 25 60 111 58 52Ntcheu 1:26 46 32 70 84 65 77Balaka 1:25 72 40 56 114 82 72Lunzu 1:24 new 112 39 35Chiradzulu 1:29 64 40 63 107 70 65Mulanje 1:26 83 42 51 74 61 82Nkhotakota 1:23 44 22 50 75 41 55Likoma Island 1:40 none 31 16 52Mulunguzi new 116 46 40

Total 473 257 54 1,267 789 62

Overall nationalfigures forcomparison 3,617 2,026 56 4,501 3,330 74

n.a. : Not AvailableSource : MSCE examination results, Malawi National Examination Board.

4.05 Textbooks are in short supply in subject areas such as geography, historyand science. The Ministry of Education provided science "student books" manyof which are worn and need replacement. Students in the Home Economics areasneed textbooks which demonstrate the preparation of meals from foods whichare indigenous to Malawi. Many items of science and home economics equipmentsupplied by the Project have remained unused and some are still unpacked aftertwo years. Teaching aids such as charts and models are virtually absent fromlaboratories and classrooms. Teachers have justifiably complained of theinadequacy of the supply of some teaching materials; however, there is littleindication of improvization by teachers. The Project might have minimizedsome of these problems if it had included an in-service teacher educationcomponent, designed to train teachers how to use the new equipment and howto improvize when certain types of equipment/material were not available.

4.06 None of the principals at the ten schools visited had been trained in schooladministration and one principal was pursuing the M.Ed course at ChancellorCollege. The Ministry of Education conducts a one-week training programmefor princ:pals of secondary schools and primary teacher training colleges (TTCs)once every two years. This period of training seems inadequate for principals

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who have not otherwise been trained in school administration. Among theshortcomings observed in school management were: a) the lack of scienceequipment inventories in nine of the ten schools visited and deficiencies inlaboratory management and b) the fact that not all principals were aware thatpractical classes were not being conducted in science and home economicsdisciplines. A staff development programme was not evident in the schools andfew principals were aware of the staff training needs. In retrospect it is clearthat the Project design should have included in-service training for the principalsover two or three long vacation periods and also allowed for the developmentof an adequate orientation programme for individuals designated to head secondaryschools.

Impact an Suidary Teasher Bducation

4.07 At appraisal it was estimated that, at full capacity, 500 students wouldbe enrolled in secondary teacher training programmes in the Faculty of Education,Chancellor College (with an annual output of about 130 trained teachers - 55from the three-year diploma programme, 55 from the five-year degree courseand 20 from the two-year upgrading courses for diploma level secondary schcolteachers - para. 4.08). These targets were not achieved mainly because, inresponse to a request by MOEC, the of Education utilized some 20 per cent ofits teacher training capacity to ino-year utroduce a diploma programme forthe training of teaching staff for the TTCs. Nevertheless, in terms of numbers,the enrolment in the Faculty of Education .ncreased from 314 in 1982/83, whenthe new facilities were completed, to 461 in 1986/87 and the output of 203 teachersin 1986 exceeded the project target by 73. It is too early to assess adequatelythe impact of the graduates on the quality of secondary education. Nevertheless,there are indications of quantitative achievement - between 1983/84 and 1986/87,the number of expatriate secondary teachers dacined from 292 to 261 - (areduction made possible by the inflow of 186 trained Malawians over the period).

4.08 Concerning the suitability of the graduates for teaching in rural schools,the University lecturers have recognized some shortcomings, especially inpedagogical skills. The University has proposed to MOEC the restructuring ofFaculty Programmes, r.amely replacing the Diploma in Education and the five-yearB.Ed degree programmes and by a four-year B.Ed degree programme, whichwill provide adequate traininig. The Faculty of Education has had majordifficulties trying to supervise students placed far afield for teaching practiceand at the same time to conduct lectures at the University - a problem furtheraggravated by the inadequacy of transportation. One solution would have beenthe co-operation of MOEC staff and MIE with the University in establishing-field supervisory arrangements. At appraisal, the problems in this area werenot envisaged and therefore the need for reform requiring collaboration amongMIE, MOEC and the Faculty of Education was not recognized.

Studies and Evaluation

4.09 The twelve studies undertaken, with the approval of IDA, were intendedto provide MOEC with useful planning data and to offer recommendations thatwould contribute towards new policies for the development of education. Thesestudies were:

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(i) Costs and durability of primary school Textbooks,(ii) Primary school attendance survey,

(iii) Chancellor College Tracer Studies,(iv) Evaluation of the Second Education Project,(v) Impact of the increase in school fees on primary school enrolment

in 1983,(vi) Evaluation of the Primary School Self-help Construction programme,(vii) Secondary school Development Guidelines - the question of Boarding

Schools in Malawi, 1986,(viii) Secondary teacher education programme in Malawi, 1985,(ix) Costs and Efficiency of University and other post-primary education

in Malawi, 1982/83,(x) Secondary school teacher needs: 1985/86 - 1994/95,

(xi) A Proposal for the creation of the Malawi Institute of Management,1986 and

(xii) Issues in Financing of Recurrent Expenditure on Education in Malawi.

4.10 (1) Costs and Durability of Primary School Textbooks: Except for one aspect,the study fulfils the requirements of the terms of reference. It gives a fulldescription of the costs of the primary school textbooks and of the problem whicharose with IDA in regard to the local publishing company. The lack of appropriatestorage facilities is identified as a major contributor to the premature destructionof books. The indications are that the school books will not last five years underthe existing patterns of use which the Report outlines. The terms of reference,unfortunately, did not require investigation of the suitability of the books fromthe curriculum perspective and the Report did not include projections of theannual recurrent costs for maintaining the provision of textbooks. These datawould have contributed to planning for the expansion of the textbook programme.

4.11 (ii) Primary School Attendance Survey: This study was undertaken in orderto shed light on the poor attendance patterns which existed in primary schools.The base line information for the study was the 1979 enrolment. The surveywas undertaken in 1981 and, by the time the Report was written in 1985, it islikely that the information was out-of-date. The Report carries an in-depthdescription of school attendance patterns in the regions but does not identifyreasons for poor attendance and therefore fails short of making recommendationsfur improvement.

4.12 (iii) Chancellor College - Tracer Studies: These studies were undertakento determine the activities of graduates of the teacher training programmes,and to assist in revising curricula and salary and other incentives for secondaryschool teachers. The surveys were carried out in 1982, 1983 and 1984 respectively.In the initial survey, 60 per cent of the graduates responded, but the responserate was reduced to 43 per cent and 36 per cent in the second and third surveysrespectively. The overall response rate, therefore, limits the extent to whichthe findings can be generalized for graduates, since the sample is not a trulyrandom sample. The study identified the following main reasons for dissatisfactionamong teachers: (a) the difference in salary of degree holders and diplomateswhich is a disincentive to diplomates whose entry point on the salary scale (K1,851)

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is much lower than that of the graduates (K3,576); (b) assigment of teachersto teach subjects which they were not trained to teach; (c) the scarcity ofopportunities for promotion; (d) the over-burdening of some teachers and (e)the fact that many teachers dislike teaching in rural schools. The Tracer study,1983, indicates that some graduate teachers remained unemployed for two tothree months subsequent to their graduation, but does not offer reasons for theirunemployment. To date there is no indication that the findings of these studieshave influenced the conditions of service of teachers. The MOEC needs todetermine whether tracer studies will be utilized in its efforts to improve theeducation system.

4.13 (iv) Evaluation of the Second Education Project, 1984: The evaluationexercise, undertaken by MOEC, was in fulfilment cf a covenant of the IDA CreditAgreement for the Fourth Education Project. The Report outlines the objectivesof the Second Education Project and indicates the extent to which they havebeen achieved. It wes too early after completion of project implementationto evaluate the impact of the Teachers' College and the model schools.Consequently, the evaluation was carried out mainly on the physical infrastructure.Suggestions made in the Report to provide less elaborate technical/vocationaleducation and to increase the utilization of the computer centre were, takeninto consideration when subsequent projects were prepared. There was somefollow-up on the recommendation to improve the design of the language laboratoryin that, at the suggestion of the users, laboratories constructed in the new teachers'colleges have sound cubicles along the walls, leaving the centre of the roomfor movable furniture. Nevertheless, problems have remained with the laboratoriesin that the tutors' cubicles are wrongly positioned and there is no ceiling to reducethe noise factor.

4.14 (v) Impact of the Increase in School Fees on Primary Enrolment in 1983:Between 1980/81 and 1982/83, MOEC increased primary school fees by 22-28per cent and this study, undertaken in 1985, was to determine the impact ofthe higher school fees on enrolment. The Report attributes the decrease inenrolment in Standard I classes in 1982/83 (the first decrease since 1966) to theincrease in school fees. This observation might be correct; however, the studyis limited in terms of sampling and the control of extraneous variables. Thefindings are therefore restricted to the sample and a carefully designed follow-upstudy would have to be undertaken to determine the potential for cost recoveryfrom primary schools.

4.15 (vi) Evaluation of the Primary School Self-Help Construction Programme:Under the Third Education Project, there were two programmes for theconstruction of primary schools: (a) programme fully financed by governmentwhich was implemented mainly in urban areas and (b) a community self-helpprogramme implemented in rural areas. This study was intended to evaluatethe cost effectiveness of the schools in the self-help programmes for which thecommunities provided bricks free of charge to the project and unskilled labourfor which MOEC paid. The evaluation focused inter alia on (a) the quality anddurability of the structures erected by the coRimmuniiities compared with thatof the other programmes and (b) the difference in costs, including hidden costsof project administration. The study attributed the 18-month delay inimplementation of the self-help programme to the fact that this aspect was"poorly conceived and inadequately managed" - a justified criticism. The Reportwas in favour of contracting primary school buildings to "reputable contractors".

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It suggested, however, that if Government continued the self-help constructionprogramme as an approach to building primary schools, for future projects the(i) magnitude of the programme should be reduced to avoid overwhelming theexisting resources, (ii) a special technical unit should be established to co-ordinatethe programme, and (iii) consideration should be given to providing the basicstructure (roof and floor) and leaving the completion of the building to the schoolcommunity.

4.16 It is advisable that the Government continue to build rural primary schoolsthrough the community self-help programme, as it allows for the integrationof MOEC and the community in providing school buildings and lessens thetendencies towards school vandalism which is becoming a problem in Malawi.However, as the study recommended, In order for the programme to be efficientlyimplemented, its scope, organization and management need to be changed.

4.17 (vii) Secondary School Development Guidelines - The Question of BoardingSchools in Malawi, 1986: The main objective of the study was to determine thefeasibility of establishing non-residential secondary schools. At the time ofthe completion mission, the first draft of the study had been completed and wasbeing revised by MOEC. The study contains a wealth of interesting information;however, its organization and presentation could be strengthened. The studycompares costs and academic performance of students in the various types ofsecondary schools - government boarding, government day, aided boarding andaided day. ft undertakes a population analysis and recommends the thresholdpopulation required to sustain schools of various sizes. It proposes that a 160-placeday secondary school is the minimum size capable of generating economies ofscale; however, it does not discuss whether these schools can economically offerthe sciences and practical areas at a level comparable to the larger secondaryschools. This study accepts that boarding schools will continue to be necessaryin Malawi, but that MOEC will need to chcnge its policies so that students wholive within walking distance from the school can be non-residents.

4.18 (viii) Secondary Teacher Education Programme in Malawi, 1985. Overall,this study gives a comprehensive view of the organization and content of theteacher training programmes of the University, identifies problems relating tothe: a) long duration (five years) of the Bachelor of Education (B.Ed) programmes,b) shortage of personnel for supervising teaching practice, and c) low calibreof students who are selected for teacher training in science and mathematicseducation. The Report recommends: (a) reducing the duration of the B.Ed.programme to four years, (b) closer collaboration among the University, MIEand MOEC so as to alleviate many of the problems of supervising teachingpractice, and (c) strategies by which MOEC and the University together canimprove the quality of science and mathematics education.

4.19 In order to show that some of the problems of secondary school teachingare outside the scope of teacher training, the study analyses the conditions ofservice of teachers. Some of the anomalies identified include (a) the "wide gap"between the entry point on the salary scale for diplomates and graduates, (b)the disparity in teaching loads, and (c) poor personnel relations. The Reportrecommends the establishment of a Teaching Service Commission to see to appointments,promotions and training awards in the teaching service. The University, inconjunction with MOEC, should review the recommendations of this study, manyof which are realistic and, if implemented, will alleviate some of the problemsof teacher education.

- 20 -

4.20 (ix) The Costs and Efficiency of University and other Post-Primary Educa.ionin Malawi, 1982-1983: This study was intended to provide baseline data for t.-epreparation of the National Educational Development Plan. Accordingly, it iscomprehensive and gives a detailed analysis of costs and efficiency in educationalins.itutions. The Report includes supporting tables showing disagegated costsand compares overall costs with other African countries suich as Kenya andTanzania. The economic efficiency of the system is discussed in terms ofstaff:student ratios, costs per graduate and space utilization. Recommendationsoffered are on the whole realistic and some can be implemented in the mediumand long term at little additional cost. The Report does not discuss one itemimportant for educational planning - the likely impact of efficiency measureson the quality of education. This omission, however, was a shortcoming of theterms of reference.

4.21 (x) Secondary School Teacher Needs : 1985/86 - 1994/95: This study wasintended to inform MOEC as to the qualifications and numbers of teachers neededfor the development of secondary education. The Report provides data on thepresent number of teachers in the system and the shortfall and surplus by subjectareas. On the basis of the Education Development Plan, the study projects supplyand demand for teachers. Its most important finding concerns the deploymentof teaching staff - that 269 teachers are teaching subjects which they were nottrained to teach. MOEC should follow up on this finding, especially as somefield education officers have expressed dissatisfaction with the performanceof secondary school teachers.

4.22 (xi) A proposal for the creation of the Malawi Institute of Management(MIM), 1986: This study was undertaken in response to a Government requestfor assistance to establish the Malawi Institute of Management (MIM). ThisInstitute is being planned to provide training in managerial skills for middle andhigher level managers in the civil service, parastatals and private firms. TheReport confirms the need for management training in Malawi and proposes thatthe Institute:

(a) provide short term training programmes which will focus on the managerialand personnel needs of the Malawian workplace;

(b) provide management consultancy services to the Malawian GovernmentMinistries and Departments, Statutory Boards and Corporations and privatesector firms;

(c) have a residential staff of approximately nine persons, six of whom willbe expatriates;

(d) be located in Lilongwe approximately 16 kilometres from the City centre.

The Report recommends a wide range of training programmes including personnelmanagement, communication, policy formation and analysis, performance auditingand project management and that MIM provide consulting services to firms wishingto improve their organizational efficiency.

4.23 Although this study is comprehensive and addresses some key areasregarding the development of a management institution, there are some issueswhich have been left unresolved. The aim of relating training closely to theworkplace would suggest that a plan is needed so achieve ful nationalizationof staff as soon as possible, certainly within five years, even though some short

- 21 -

term consultants from outside may be needed. The Report does not describeand analyse the market for such an Institute. It is expected that the Institutewill receive approximately 79 per cent of its revenue from Government budgetbut it is not expected that it will be financialy viable. There is mention ofcollaboration with the management centre at the Polytechnic, but this relationship,below the level of board membership, will be of "an informal nature". If thisrelationship is not structured in the planning stages, there is likely to be duplicationand waste of resources during operation.

4.24 It is unlikely that the Institute will be capable of maintaining a firstclass hotel facility. Consequently, consideration shoudd be given to having suchaccommodation managed as an independent entity on a commercial basis withthe training/conference centre having priority in the use of its services. In thisway, the hotel complex could more advantageously be located away from thetraining centre Pethough in proximity. Overall, the Report does not presentalternative strategies and related costs for training managers in Malawi.

4.25 (xii) Issues in Financing of Recurrent Expenditure on Education in Malawi:This study was undertaken to determine the imbalance in education recurrentexpenditure among the various levels of education. The Report describes thepattern of recurrent financing and the costs of future provision fcr educationand makes comparisons between the secondary and primary sub-sectors. Thestudy estimates the cost per graduate of regular secondary school (K 549), nightschool (K 650) and the Malawi Correspondence Distance Education (MCDE)programme (K1,086) and, therefore, draws attention to the competition for fundsbetween relatively efficient day schools and the relatively inefficient MCDEprogramme. Introduction of the shift system is recommended in the study butthere is no discussion of the supporting sub-system which will make a shift systemfunction effectively.

4.26 General Conclusion. Despite the shortcomings of some studies, thiscomponent of the Project was fairly well implemented. The number of studiesundertaken was the direct result of having a studies co-ordinator with two researchassistants and an economist posted in the Planning Unit. Of the 12 studies carriedout, three only were undertaken by foreign consultants, three by local consultantsand the remaining six were carried out under the supervision of the studiesco-ordinator. The establishment of a research unit was a commendable effort,on the part of MOEC and IDA staff, towards improving the standard of educationalresearch in MOEC.

Bducaton DeRvelopment Plan (1985 to 1995)

4.27 According to the Credit Agreement, the National Education Plan wasintended to guide the development of Malawi education and training systemsup to 1990 - later extended to 1995. The agreed completion date was December1982. The plan was ,-ventually completed in 1985; this delay was due in partto a six-month delay in recruiting the consultant and, in part, to the fact thatthe original timetable was unrealistic.

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4.28 The Government of Malawi and IDA staff envisaged that the Plan wouldprimarily (a) review and summarize the progress made in education, (b) focuson the need for trained manpower, (c) address "teacher needs", (d) project growthand change in the education system up to 1995, and (e) assess the financialimplications of growth of the education system. The Plan was expected tocomprise mainly two parts (a) those aspects of education under direct controlof MOEC to be undertaken by a studies co-ordinator which was provided to MOECby UNDP, and (b) those aspects of education that were under the aegis of theother Government departments.

4.29 The Plan covers all levels of the education system and projects enrolmentexpansion, output and costs and financing on the basis of stated Governmentpolicies for education development. However, a few are s of concern are worthnoting. There is no evidence that a comprehensive study was undertaken showingthe status of education in Malawi, its historical performance and potential forgrowth in the light of the economic changes. Some studies intended to providedata for the Plan were undertaken almost simultaneously with its preparationand were therefore of limited usefulness as a basis for the Plan. Finally, thePlan assumes much more favourable financial trends than appear to be justified.Nevertheless, the Plan provides a good base for education planners in MOECand it is for them to undertake the necessary revisions and organize the areasin order of priority for implementation in the medium and long term, particularlyin the light of findings of the studies undertaken under the Project. The Planalso provides a suitable basis for discussion of projects and instruments betweenthe Governmant and the donor community.

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V. IDA PERFORMANCE

5.01 The Fourth Education Project was generated over a period of two years.Its emphasis on the development of secondary education was directly relatedto the manpower demand for trained personnel for middle and higher level jobs.The inclusion of a teacher training component was intended to ensure a supplyof teachers for the secondary education expansion programme. In these respectsthe appraisal was well conducted.

5.02 After 20 years (1967-87) of implementing IDA financed projects, Malawidoes not have a local permanent implementation capacity. This deficiency mustbe regarded as the principal weakness in the design of the Fourth and earlierEducation Projects. The Fourth Project shoudd have included provision for bringingabout a rapid end to Malawi's dependence on expatriate services for implementingeducation projects. A staff development plan for the PIU should have been putin place and policy changes needed to have been recommended to allow the PIUto recruit and retain highly skilled staff.

5.03 An in-service training component was needed in the area of schooladministration and management, utilization of the new equipment and maintenanceof school buildings and furniture, and a more indepth analysis of the qualitativeaspect of the secondary school programme was needed. Some problemsexperienced with the supervision of teacher trainees would have been alleviatedif, at appraisal, the importance of closer collaboration among MIE, MOEC andthe University of Malawi had been explored.

5.04 Supervision by IDA was generally good. Shortcomings of the standardarchitectural design were evident after the structural work of the first schoolwas completed or nearing completion (even if not clearly before). The failureof the IDA to review thoroughly the designs in the early stages and to adviseon corrective measures after the programme was underway has to be seen asa deficiency. To some extent, the review of the appropriateness of the equipmentand books to be supplied to the project schools needed also to have been morethorough.

5.05 IDA recognized the need for educational research in Malawi and approvedapproximately twelve educational studies. Many of these studies providedinformation and recommendations which were incorporated in the Fifth and SixthEducation Projects. The quality of the studies can be improved if the researchersare better briefed as to the purpose of the research, and the terms of referencewritten so that there is no ambiguity about the scope and focus of the study.

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VI. LESSON8 AND EXPERIENCE GAINED

Experience with the Project highlights the importance of:

1. close review of architectural plans to ensure economy and suitability tolocal conditions (para. 2.08),

2. verifying at the planning stage, the availability of building materials (inthis case bricks and aggregates) in areas where the supplies will be purchasedfrom the village communities (para. 2.14),

3. taking measures to build up local project management capacity (para. 2.06),

4. involving end users in the building design stage and equipment selection,and providing inventories of equipment supplied to schools (paras 2.11,4.13),

5. establishing a programme of training in the maintenance of buildings,furniture and equipment and providing the means necessary for suchmaintenance (para. 2.16),

6. making provisicn for an in-service teacher training programme in the useof new teaching equipment supplied under the Project (para. 4.05).

7. Establishing training for principals in school management (para. 4.06)especially where qualitative and organizational changes to the schoolprogrammes are expected as a result of the project investment.

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Annex 1

PROJECT COMSPLETION REPORT1NAI 1S FORYM EDUC3TION PROJECT! (CREDIT 1123-lAI)

Tectnical Aslstenc Expert Services Provided to the PIU

Approx. 1/Approx. N0 of years

duration in financed byAgency Position years new project

DANIDA Project Architect1979-1984 5 3

Supervising Engineer1979-1986 7 5

Supervising Engineer1979-1985 6 4

Project Architect1983-1988 5 5

Senior ProjectArchitect1978-1985 7 4

CFTC Project QuantitySurveyor1981-1983 2 2

Project Architect1976-1982 6 2

JVOC Two Architects1982-1984 2 4

40 29

1/ Some of the financing of these experts was provided under the Third Project.It can be taker that all tenure from 1981 (after credit effectiveness) wasfinanced under the Fourth Project.

Source: Project Implementation Unit

APPRAISALPROJECT COMPLETION REPORT - MMAWI FOURTH EDUCATION PROJECT (CREDIT 1123-MAI) ACTUAL

IMPLEMENTATION 8SCHEDULE

CALENDAR YEAR 1981 19 82 19 83 19 84 19 as 19 86

FY 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 L 1 2 3 2 3 '

SECONDARY SCHOOLS 1_12DESIGN PROPOSAL I I DARE VIEW

WORIKING DRAWINGS TENDERDOCUMENlS _ _ _ _ .

TENDER INVITAIION I AWARD 12 3 _ S 6 7 8 9 10 _1 213

CONSTRUCTION

FURNITURE a EOUIPMENT - _ -

CHANCELLOR. COLLEGE

SKETCH PLANS It DA REVIEW

WORKING DRAWINGS ITENDER -DOCUMENTS - -

TENDER INVITATION

CONSTRUCTION

0o I)M HOI 5.4P. j AD MIC FURNITURE EQUIPMENT =

source.Preparedy t I - - - - -p = == m -

Source: Prepared by the Completion mission.

PROJECT COMPLETION REPORT - MALAWI FOURTH EDUCATION PROJECT (CREDIT 1123-MAI)

COMPARISON BETWE APPRAISAL AND ACTUAL CONSTRUCTION, PLACES, AREAS, COSTS

Student Gross Area Construction Cost Per Cost Per

Places m2 Cost m2 (MK) Student Comments

(NK millions -/) Place (MK)

Project Item Appr. Act. Appr. Act. Diff.% Appr. Act. Diff.% Appr. Act. Diff.% Appr. Act. D1ff.%

Secondary Schools 55,598 70,962 + 27.63 28.64 32.29 + 12.4 515 455 - 11.6 7,232 7,272 + 0.6

5 - newTeaching/Boarding 2,400 2,400 22,365 24.440 + 9.28

Excludes furniture

(1,680 boarding) equipment and

Staff Housing 110 8,065 8,439 4.64 professional services.

Sub-total new schools 30,430 32,879 + 8.04 14.97 13.11 - 12.4 492 399 - 18.9 6,238 5,463 -12.4

8 - Extensions,-Teaching/Boarding 1,560 2,0402/ 19.841 31,422 + 62.45

Excludes furniture, N

(2,162 boarding) equipment and

Staff Housing 85 5J327 6,661 + 25.04 professional services. £

Sub-total extension 25,168 38,083 + 51.31 13.67 19.18 + 40.3 543 503 - 7.4 8,763 9,402 + 7.3

Chancellor College 8,709 8,862 + 1.8 5.04 6.04 + 19.8 578 682 + 18.0 3.000 3.595 + 19.8

Teaching/Communal 168 168 3,843 3.445 - 10.4 2.69 4.17 + 55.0 700 1,210 + 72.9 1,601 2,482 + 55.0 Ercludes furniture

Boarding - - 2,160 2,665 + 23.4 1.24 1.12 - 9.7 574 420 - 26.8 - equipment, and

Staff Housing 2,706 2,752 + 1.7 1.11 0.75 - 32.4 410 273 - 33.4 professional services

Total 64.307 79,824 + 24.12 33.68 38.33 + 13.8

1/ US$1 1 4K 0.795

2/ Nkhotakota and Likoma School Extensions (480 places), added to the programme, increased the number of school extensions to eight. I!

Source: Prepared by the mission.

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Annex 4

PROTECT COMPLETION REPORTKMlaIW POURTE UDUCXTION POZCT (CRUDIT 1123-MI)

CWLIDIICE UI1H COVNANTS

(CREDIT 1123-MAI)

Section Expectedof Credit Completion

Covenant Agreement Date Status

1. PIU should be adequately staffed 3.02 Continuous Condition not fully met.Procurement and accountingneed strengthening.

2. Borrower shall engage qualified 3.03 Continuous Condition met.architects and engineers

3. Borrower shall complete the 3.08 (a) 31 Dec 1982 Condition met.National Educj1ional Plan The plan was completed(1985 - 1990)t in May 1985 and approved

by the Government in 1986.

4. Borrower shall review with Associa- 3.08 (b) June 1982 and Condition met.tion the adequacy of the education each year afterbudget to carry out long tenn for a period ofeducation objectives four years

S. Borrowr shall prepare annual audit 4.01 (c) Nine months after Condition met.report-/ 31 March of each All audit reports have

year been prepared and sentto IDA.

6. Borrower shall increase number of 4.03 1985 and 1990 Condition fully met.secondary teacher training graduates In 1986/87, the outputto 100 by 1985 and 130 by 1990 of secondary teachers

was 130.

7. Borrower shall report to the 4.03 (i) October 1982 and Condition met.Association on secondary teacher each year after-training programme at Chancellor ward for a periodCollege of five years

8. Borrower shall prepare completion 3.05 (d) Three months after Completion report wasreport Closing Date (31 sent to IDA in April, 1988

Dec. 1985) 16 months after theclosing date which wasextended to 31 December1986.

I/ The Plan period was later extended to 1995.

2/ The Project became effective 2 October 1981.

Source: Prepared by mission.

MROWECTr COXPLZYZON REPORTKRLW! FOURTH DBUCATION PROECT (CREDI 112 3-

COST COMPARISON BY CATEGORY

MALAWI KWACHA (THOUSANDS)

AppraisalEstimates Final Actual

Category 1981 Costs 1987 Variations

Civil Works (Construction of 13 Secondary Schoolsand Chancellor College Phase II) 33,683.0 38,334.0 +4,651.0

Furniture (including PIU Computer) 3,191.0 1,070.4 -2,120.6

Equipment 2,436.0 2,001.2 -434.8

Project Administration (including salaries,wages, T.T., misc. Others) 1,144.0 1,712.4 +568.4

Consult Serv. Parts A and B' 4,105.0 2,550.9 -1,554.1

Consult Serv. Part C 223.0 176.6 -46.4

44,782.0 45,845.5 + 1,063.5

Source: Project Implementation Unit, MOEC

en

PROJECT COMPLETION REPORT - MAIAVI FOURTH EDUCATION PROJECT (CREDIT 1123-M&flS C HE D UL E O F D I S B U R S EM E N T S

rY 1 981 1982 1983 19 8 4 19 8 5 19 86 - 1987

OUA RTR 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 . 2 3 4 1 2 3 4

32 Po __iqt n_e _ t.

26 - - - -

24 A-Cl- -n

22--20~~~~~~~~~~~~~~~~~

18 - -

0~~~~~~~~~~~~~~~~~~~~~~~~~

12

0 0~~~~~~ O-Ot 0-S 0,40 t-57 3.1 t,.71 1.06 9 t.2 *56t6 Its19-63 2235 47 2tX 0 XPe 9.t0 362 32.2 l arIanSat. OOb 2-O7 3 9S 5S-1 7 30 9 78 tOlS 13.20 St.9 |16-40 17-07 18-99 1S99 rt,5 293 211.3 2255|723-29 23,0 t3.6 2340p3-9t| |ACt,t

8 - - - - -~~~~'l6- 231. 2.S- 30 90 S. 3- 816. M 7- 7. 143A 1

- 31 -Annex 7

llTCY COMPLETXON DRPORtTM1%UWI IOIIRT E1DORTXON PROJECT (CREDT 1123-JMIAI

Enrolment In Project Seco2ary Schods

1987/881981 Project Target Actual

Secondary Enrolment EnrolmentSchool Male Female Male Female Total Male Female Total

1. St.IVichael's - 120 - 360 360 - 495 495

2. Chitipa 240 - 80 160 240 339 93 432

3. Euthini - - 320 160 480 315 128 443

4. Dzenza - - 320 160 480 299 176 475

5. Mitundu 180 60 140 100 240 335 161 496

6. Ntcheu 240 - 80 160 240 350 150 500

7. Balaka 189 51 131 109 240 315 183 498

8. Lunzu - - 320 160 480 327 162 489

9. Chiradzulu 240 - 80 160 240 347 135 482

10. Mulanje - - 320 160 480 337 145 482

11. Mulunguzi - - 320 160 480 338 164 502

Sub Total 1,089 231 2,111 1,849 3,960 3,302 1,992 5,294

(aorigial Project schools)

(S3%) (47%) (100%) (62%) (38%) (100%)

12. Nkhotakota-/ 261 320 160 240 363 103 466

13. Likoma Islardi'- 79 200 120 240 246 20 266

Total 1,429 231 2,631 2,129 4,440 3,911 2,115 6,026

I/ Transferred from the Third Education Project in 1984.

Source: Compiled hy mission from Education statistics, MOEC.

- 33- &TU& zCOMMENTS FROM THE BORROWER In2relyplewquoeN o28./

Tewanams: FWA Liloa= MINIRY OF FINANCETetephow: one U731311 P.O. BOX 3049

Cmk*toU sbOm he diru* le LILONGWE 3lb.oeen, Sw.y S! Ti tMALAWI

25th October, 1989

The World Bank,1818H Street N.W.,Washington D.C. 20433,U.S.A.

Attention: (Chief Agriculture and Human Resources DivisionOperations Evaluations Department)

M4ALAWI: THIRD EDUCATION PRCJECT (CR-910-MAI)FOuRTH EDUCATION PROJECT (CR.1123-MAI)DRAFT, PROJECT COMPLETION REPORTS.

Please refer to your letter of 14th August, 1989 in whichyou enclosed PCRs constituting the primary documents for theevaluation process.

I wish to advise you that the reports are acceptableo

The delay in conveying the message is greatly regrettable.

Yours faithfully,

for: SECRETARY TO THE TREASURY

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