World Bank Document · (vii) a study to rationalize the management training system. Project Content...

Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 4 7 0 3

PROJECT COMPLETION REPORT

TANZANIA FOURTH EDUCATION PROJECT

(CREDIT 3 7 1-TA)

S e p t e m b e r 1 5 , 1 9 8 3

E d u c a t i o n P r o j e c t s D i v i s i o n E a s t e r n A f r i c a R e g i o n a l O f f i c e

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

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FOR OFFICIAL USE ONLY

LIST OF ABBREVIATIONS

CEC - Community Education Center

CNE - College of National Education (primary teacher training college)

MNE - Ministry of National Education

PIU - Project Implementation Unit

VTC - Vocational Training Center

Government of Tanzania

Fiscal Year

July 1 - June 30

This document has a restricted distribution and may k used by recipients only in the performance of their official duties. its contents may not otherwise k disclosed without World Bank authorization.


TANZANIA : FOURTH EDUCATION PROJECT

TABLE OF CONTENTS

Page No . Preface ............................................................... i Key Projec t Data ...................................................... ii Highlights ............................................................ i v

I . SUMMARY AND CONCLUSIONS ..................................... 1

I1 . INTRODUCTION ................................................ 5

.......................................... 111 . PROJECT BACKGROUND 5

Socio-Economic Charac te r i s t i c s .............................. 5 Development St ra tegy ........................................ 6 The System of Education ..................................... 7 Projec t Formulation ........................................ 10 Projec t Objectives ........................................ 11 Projec t Components .......................................... 1 3

I V . PROJECT IMPLEMENTATION ...................................... 14

Overview .................................................... 14 Projec t Management .......................................... 15 S i t e s ....................................................... 16 Profess ional Services ....................................... 16 Archi tec tura l Designs ....................................... 17 Construction ................................................ 18 Furni ture ................................................... 19 Equipment ................................................... 19 Technical Assistance ........................................ 20 Covenants ................................................... 20 Bank Group Performance ...................................... 21

V . PROJECT COST AND FINANCING .................................. 21

Capi ta l Cost ................................................ 21 Space Allocat ions ........................................ 22

V I . PROJECT OPERATING OUTCOME ................................... 22

Primary Teacher Training .................................... 22 Vocational Training ......................................... 24 Community Education Centers ................................. 28 The Study of Management Education and Training .............. 33

............................................ Health Education 34

TABLE OF CONTENTS (Continued)

Page No.

Annexes

S t ruc tu re of Education, 1978 . . . . . . . . . . . . . , . . . , , , . , . , , , , . . 3 7 Tanzania Educational Pyramid - Comparative Data f o r Public Schools, 1961, 1971 and 1976..........,...,.,...,., 38 Time-Table f o r Primary Schools ( p r o p o s e d ) . , . , . . . , . , , . . , . , . 39 Time-Tables f o r Grade I I I a and Grade I I I c , General Courses i n Colleges of National Education, 1980 . . . . , . . . . . , 40 Time-Table f o r t h e Various Grade I I I a Subject Opt ions . , . . . 4 1 Role of Mwanza and Tanga VTCs Within t h e National Vocational Training Scheme . . . . . . . . . . . . . . , . . . . . . . , . . . . . , . , . 42 Education Ind ica to r s f o r Mpunguzi, Mlowa Barabarani, I d i f u and Mbabala CECs - Dodoma Region, 1978-81.. . . . . . . . . . 43 Planned and Actual Implementation S c h e d u l e . . . , . . , . . . . . . , , . 47 P ro jec t Implementation Sec t ion ............................ 48 Comparative Analysis of Estimated and Actual Provided Capacity and Flow Areas i n Square Mete r s . . . . . . , . . . . . . , . . . , 49 School Building Cost Index . . . . . .. . . . . . ., . . . . . , . , , . . . .. . . , 50 Technical Assis tance, Fellowships and Operat ional Costs t o t h e P ro jec t Unit (PIU) . .......... ....... .. . ... . .. ...... 51 Summary of Tota l P ro jec t Costs by Category .....,.,.,..,.. 52 Pro jec t Costs by Category of Expenditure Compared wi th Appraisal Estimates . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . , . . . . . . . 53 Schedule of Disbursements, i n US Dol lars , 1 9 7 4 - 8 1 , , , , , , , , , 54 Comparative Analysis of Estimated and Actual Areas and Costs per Place i n Square Meters and T.Shs. ...,,..,.,.,., 55

Attachment I : COMMENTS FROM THE BORROWER .......................... 5 7


TANZANIA FOURTH EDUCATION PROJECT (CREDIT 371-TA)

PREFACE

This is a Projec t Completion Report (PCR) on the Fourth Educa- t i o n Projec t i n Tanzania f o r which an IDA Credit of USS10.3 mi l l ion equiva- l e n t was approved i n March 1973. The Credit was closed i n December 1980, 18 months l a t e r than an t i c ipa ted and an undisbursed balance of US$100,000 was cancelled.

The repor t has been prepared by the Eastern Africa Pro jec t s Department on t h e b a s i s of a UNESCO mission which v i s i t e d Tanzania i n April/May 1981 and a desk review.

The d r a f t Projec t Completion Report was s e n t t o t h e Borrower on October 5, 1982, and comments received i n January 1983 were taken i n t o account by the Region i n rev i s ing the PCR. The Borrower's comments a r e reproduced a s Attachment I.

The Operations Evaluation Department did not undertake an a u d i t of t h i s p ro jec t .

KEY PROJECT DATA

Fourth Education Project, Credit 371-TA

Borrower : United Republic of Tanzania

Executing Agency : Ministry of National Education

Terms of Credit : Standard IDA

Kev Pro lect Data:

Total Project Cost (T.Shs. millions)

. Overrun . US$ equivalent (millions) . Underrun

Credit Amount: in US$ millions Cancelled: in US$ millions Date physical components completed

Other Pro iect Data:

~reparation/Appraisal Credit Agreement Effectiveness Closing Date Final disbursement

Allocation of Total Project Cost by Category (US$ 000s)

Original Actual (US$l = T.Shs. 7.14) (US$1 = T.Shs. 8.23)

- June 30, 1978 April 1978

1. Civil Works 10,369 (71%) 2. Furniture 538 ( 4%) 3. Equipment 1,107 ( 8%) 4. Technical Assistance 1,757 (12%) 5. Project Unit and Professional Fees 810 ( 5%)

10,200 0.1%

June 1982 (est.)

June 1972 April 13, 1973 July 2, 1973 Dec. 31, 1980 April 17, 1981

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TANZANIA FOURTH EDUCATION PROJECT (CREDIT 371-TA)

HIGHLIGHTS

The Cred i t Agreement f o r t h e Tanzania Fourth Education P ro jec t (Credi t 371-TA) signed on Apr i l 13 , 1973, provided f o r a c r e d i t of USS10.3 mi l l i on equiva lent t o (a ) expand lower secondary educat ion enrollment; (b) i nc rease t h e number of primary school teachers a s wel l a s upgrade t h e i r q u a l i f i c a t i o n s , p a r t i c u l a r l y i n mathematics and sc i ence ; (c ) r a i s e t h e output of s k i l l e d craftsmen f o r i ndus t ry ; (d) add t o t h e supply of doctors and provide supplementary t r a i n i n g i n r u r a l h e a l t h a c t i v i t i e s ; (e ) e s t a b l i s h community educat ion c e n t e r s f o r primary and a d u l t educat ion i n r u r a l a r e a s ; and ( f ) improve t h e count ry ' s management t r a i n i n g system. During implemen- t a t i o n , t h e p ro jec t was modified a s fol lows: ( a ) t h r e e genera l secondary schools were de le t ed because of c o s t overruns r e s u l t i n g from implementation de lays and h igher than expected i n f l a t i o n and (b) t h e o r i g i n a l p r o j e c t c los ing d a t e of June 30, 1978 was extended t o December 31, 1980.

The Fourth Education P ro jec t was t h e f i r s t t o r e q u i r e a substan- t i a l P ro jec t Implementation Unit (PIU). The P1U's e f f ec t iveness w a s i n i t i a l l y slowed by t h e delay i n t h e provis ion of b i l a t e r a l t echn ica l a s s i s t a n c e and t h e l a c k of p repa ra t ion of some p r o j e c t components a s wel l as by t h e i r va r i - e t y and geographic d i spe r s ion . However, a s t h e PIU gained experience, i t s performance improved, e s p e c i a l l y i n l i g h t of such unforeseen c o n s t r a i n t s a s high i n f l a t i o n and t h e Ugandan war. I n terms of q u a n t i t a t i v e outcomes, with t h e exception of t h e Community Education Centers (CECs) and t h e in- s e r v i c e primary teacher t r a i n i n g program, t h e r e s u l t s of t h e p r o j e c t were p o s i t i v e . The q u a l i t a t i v e performance of t he p r o j e c t has been l e s s good, p a r t i c u l a r l y wi th regard t o t h e CECs , t h e Colleges of National Education (CNE) and t h e Vocational Training Centers (VTC) because, - i n t e r -9 al ia of i n s u f f i c i e n t and inappropr ia te equipment, l ack of maintenance, and de lays i n t h e s t a r t -up of opera t ions of some i n s t i t u t i o n s . The h e a l t h educat ion p a r t of t h e p r o j e c t appears t o be opera t ing r e l a t i v e l y success fu l ly and t h e s tudy of management t r a i n i n g r e s u l t e d i n improving t h e r a t i o n a l i z a t i o n of t h i s system. With regard t o the Bank's performance, superv is ion missions tended t o be too s h o r t , i nappropr i a t e ly s t a f f e d , and attempted t o monitor too many p r o j e c t i tems without adequate s i t e inspec t ion .

Other po in t s of s p e c i a l i n t e r e s t a r e a s fol lows:

(a) l a c k of coordina t ion between program development and t h e prepa- r a t i o n of equipment l ists f o r t h e CNEs and t h e VTCs (para. 4.21);

(b) d i f f i c u l t y of ensur ing s u f f i c i e n t r ecu r ren t funding t o purchase raw m a t e r i a l s f o r t h e workshops i n t h e CECs (para. 6.37); and

(c> the success of t he Bagamoyo Rural Health Center i n i n t e g r a t i n g p r a c t i c a l r u r a l concerns i n t o formal h e a l t h t r a i n i n g (para . 6.54).

I - SUMMARY AND CONCLUSIONS

Project Objectives

1.01 The principal objectives of the Project included: (i) the expansion of lower secondary education for the achievement of self-sufficiency in high and middle-level manpower needs in most areas by the mid-1980s; (ii) an increase in the production of primary school teachers in view of the objective of universal primary education; (iii) an in-service training program for the qualitative improvement of primary teachers, particularly in the fields of mathematics and science; (iv) an increased output of skilled craftsmen to meet the growing needs of industry; (v) an expanded supply of doctors and their supplementary training in rural health activities; (vi) the establishment of community education centers on an experimental basis to provide both primary and adult education to improve the social-economic viability of the cooperative (Ujamaa) villages; and (vii) a study to rationalize the management training system.

Project Content

1.02 The Project as appraised consisted of the design, construction, furnishing and equipping of three general secondary schools, two pre-service primary teacher training colleges, two vocational training centers and eight community education centers. The Project also included the extension and supplementary furnishing and equipping of one in-service primary teacher training college, the Faculty of Medicine of the University of Dar es Salaam and the rural health center in Bagamoyo. Operational expenses for and supplementary furnishing and equipping of the Project Implementation Unit (PIU) were funded by the Project as were a total of about 49 man-years of technical assistance and 35 man-years of fellowships. In addition, a study of management training was to be carried out. However, during implementation the Project was modified as follows:

(i) the three general secondary schools were dropped from the Project due to cost overruns as a result of implementation delays and higher than expected inflation; and

(ii) the original Project Closing Date of June 30, 1978 was extended to December 31, 1980.

Project Implementation

1.03 The Fourth Education Project was the first to require a substantial PIU. The development of this unit, especially the provision of substantial technical assistance from a bilateral donor, did not occur until several months after Credit effectiveness and even then did not become productive immediately. However, the PIU became in time an effective and efficient organization and was assigned by Government to implement additional

p r o j e c t s , i nc lud ing t hose funded by o t h e r donors. Implementation of t h e Four th Educat ion P r o j e c t , however, s u f f e r e d d e l a y s t h a t were never recovered. I n a d d i t i o n , p r o j e c t p r e p a r a t i o n was not a s advanced i n some a r e a s a t a p p r a i s a l a s i t should have been; i n one ca se , t h e s p e c i f i c a t i o n of schedu'ss of accommodation was not completed u n t i l months a f t e r e f fec - t i v e n e s s . P r o j e c t implementat ion a l s o s u f f e r e d from t h e f a c t t h a t components were of such v a r i e t y and so geog raph i ca l l y d i spe r s ed . However, g iven t h e commitment of Government and t h e Bank t o e q u i t y c o n s i d e r a t i o n s and r u r a l development, t h i s d i s p e r s i o n w a s probably i n e v i t a b l e and w a s handled i n most c a s e s w i th i n c r e a s i n g e f f e c t i v e n e s s as t h e PIU gained exper ience.

1.04 The c o s t of t h e P r o j e c t a t a p p r a i s a l was es t imated a t US$ 14.6 mi l l i on . Ac tua l c o s t s were USS14.2 m i l l i o n o r about 2% lower t h a n t h e a p p r a i s a l e s t i m a t e a l though t h e c o s t i n Tanzania S h i l l i n g s (T.Shs.) was 13% above a p p r a i s a l due t o t h e a p p r e c i a t i o n of t h e US$.

1.05 Design and c o n s t r u c t i o n of p r o j e c t components was s a t i s f a c t o r y i n gene ra l , t h e excep t ions being t h e Muhumbili Hosp i t a l and some of t h e Com- munity Educat ion Cente rs (CECs). I n i t i a l d e s i g n d e f e c t s i n t h e school f u r n i t u r e provided t o t h e CECs were l a r g e l y overcome f o r o t h e r components such a s t h e Col leges of Nat iona l Educat ion (CNEs). The equipment provided t o t h e C N E s and t h e Voca t iona l T ra in ing Cente rs (VTCs) was i n s u f f i c i e n t and i n some ca se s i n a p p r o p r i a t e , hampering t h e implementat ion of i n s t r u c - t i o n a l programs. To overcome t h e s e d e f i c i e n c i e s , more equipment was provided under t h e S i x t h and Seventh Educat ion P r o j e c t s . Technica l a s s i s - t ance t o t h e h e a l t h educa t ion component was s u b s t a n t i a l l y reduced a l t hough t h i s d id not a f f e c t t h e r e l a t i v e l y s a t i s f a c t o r y outcome of t h i s p r o j e c t component.

P r o j e c t Opera t ing Outcome

1.06 I n terms of t h e o b j e c t i v e s and p r o j e c t con t en t , a s s t a t e d i n t h e a p p r a i s a l r e p o r t and t h e C r e d i t agreement a s compared t o a c t u a l outcomes, t h e p r o j e c t cannot be termed a complete success . Design of some components was i n a p p r o p r i a t e , t e c h n i c a l a s s i s t a n c e provided by a b i l a t e r a l donor was slow i n becoming e f f e c t i v e , t h e PIU could have used more bu i l d ing inspec- t o r s and equipment l i s t s were i n somecases no t provided when needed. I n a d d i t i o n , a l a c k of coo rd ina t i on e x i s t e d between equipment p r o v i s i o n and c o n s t r u c t i o n and Bank s u p e r v i s i o n miss ions were o f t e n t o o s h o r t , inap- p r o p r i a t e l y s t a f f e d , and t r i e d t o supe rv i s e t o o many p r o j e c t components wi thout s u f f i c i e n t a t t e n t i o n t o s i t e i n spec t i on . However, g iven t h e com- p l e x i t y of t h e p r o j e c t , t h e heavy workload imposed upon t h e PIU a s w e l l a s unforeseen and unavoidable c o n s t r a i n t s ( e s p e c i a l l y h igh i n f l a t i o n and t h e Ugandan war ) , i t i s probably remarkable t h a t t h e p r o j e c t outcome has been s a t i s f a c t o r y i n many i n s t a n c e s . The u l t i m a t e impact o f t h e p r o j e c t cannot be a s se s sed proper ly a t t h i s po in t . To d a t e , t h e r e s u l t s may be termed p o s i t i v e i n terms of q u a n t i t a t i v e outcomes w i t h t h e excep t ion of t h e C E C s and t h e i n - s e rv i ce primary t e ache r t r a i n i n g program (Bagamoyo). F i n a l eva lua t i on of q u a l i t a t i v e outcomes would be premature a t t h i s t ime a s t h e

d e f i c i e n c i e s p r e s e n t e d concern ing t h e CECs, CNEs and VTCs have no t y e t been overcome. F i n a l l y , i t would appear t h a t t h e r e s u l t s of t h e management s t u d y have a l r e a d y been u n u s u a l l y s u c c e s s f u l .

4.15 The p r o v i s i o n of t h r e e new secondary s c h o o l s i n o r d e r t o i n c r e a s e t h e o u t p u t of Form I V g r a d u a t e s was c a n c e l l e d due t o p r o j e c t c o s t e s c a l a - t i o n , a s w e l l a s t o t h e a n t i c i p a t i o n t h a t o t h e r s o u r c e s of f i n a n c i n g could be found f o r t h i s t y p e of p r o j e c t .

1.08 The two new CNEs have been o p e r a t i o n a l f o r t h r e e y e a r s . However, due t o s t a f f s h o r t a g e s and t h e l a c k of a p p r o p r i a t e equipment, t h e c o l l e g e s have been unab le t o o f f e r t h e p r e s c r i b e d program of s t u d i e s , o r t o promote a genu ine ly a c t i v e t e a c h i n g - l e a r n i n g p rocess . On t h e o t h e r hand, I n t e r n a l e f f i c i e n c y and e x t e r n a l p r o d u c t i v i t y i n t e rms of q u a n t i t a t i v e outprut and subsequent employment, a r e s a t i s f a c t o r y .

1.09 The upgrading of primary school t e a c h e r s i n t h e f i e l d s of mathe- m a t i c s and s c i e n c e a t t h e Bagamoyo CNE was n o t implemented when t h e UNESCO m i s s i o n v i s i t e d Tanzania. Thus, t h e s c i e n c e l a b o r a t o r i e s and equipment had no t been used. By agreement between t h e Government and t h e Bank, t h e s e courses were t o commence i n 1981182. Although t h e l o c a t i o n of t h e program a t Bagamoyo was cons idered advantageous a t t h e t ime of a p p r a i s a l , a r e c e n t Government r e p o r t s t a t e s t h e c o n t r a r y , a t l e a s t i n t e rms of t h e on-going c o u r s e s i n e d u c a t i o n a l management.

1.10 A s w i t h t h e CNEs, t h e i n t e r n a l e f f i c i e n c y and e x t e r n a l p r o d u c t i v i t y of t h e two new VTCs have been s a t i s f a c t o r y and c o n t r i b u t e d s u b s t a n t i a l l y t o t h e n a t i o n a l o u t p u t of s k i l l e d l a b o r . On t h e o t h e r hand, i n s u f f i c i e n t , and i n some c a s e s , i n a p p r o p r i a t e equipment has hampered t h e implementat ion of t h e i n s t r u c t i o n a l program a s i n t h e c a s e of t h e CNEs.

1.11 The exper imenta l program i n formal and non-formal e d u c a t i o n through t h e CECs has o n l y been p a r t i a l l y s u c c e s s f u l t o d a t e . The programs of a d u l t e d u c a t i o n have no t been conducted a s planned i n some of t h e f o u r opera- t i o n a l CECs. I n t h i s connec t ion , f o u r of t h e CECs have y e t t o become o p e r a t i o n a l . Fur thermore, t h e r e a r e s e r i o u s maintenance problems a t t h e CECs. The l o c a t i n g of a l l e i g h t of t h e CECs i n one p a r t i c u l a r r e g i o n of t h e c o u n t r y was q u e s t i o n a b l e g i v e n t h e e x p e r i m e n t a l n a t u r e of t h e program. T h i s would be i n c o n t r a d i c t i o n w i t h pa ragraph 1.03 above ( t h e problem of g e o g r a p h i c a l d i s p e r s i o n ) u n l e s s some of t h e CECs had been l o c a t e d c l o s e t o o t h e r f a i r l y a c c e s s i b l e p r o j e c t i t e m s t o f a c i l i t a t e s u p e r v i s o r y coverage. I n any c a s e , i t appears t h a t t h e Government i n s i s t e d upon l o c a t i n g a l l t h e CECs i n t h e Dodoma reg ion . F i n a l l y , i t should be recognized t h a t t h e c o s t s involved i n t h i s i t e m p r o h i b i t i t s g e n e r a l i z a t i o n .

1.12 The h e a l t h e d u c a t i o n element a p p e a r s t o be o p e r a t i n g r e l a t i v e l y s u c c e s s f u l l y a l t h o u g h t h e non-completion o f t h e two o p e r a t i n g t h e a t r e s a t t h e Muhumbili H o s p i t a l has reduced t h e e f f e c t i v e n e s s of t h e i n s t r u c t i o n a l

program. Perhaps more important, it is reported that the conduit of electrical wires has not been properly installed and may jeopardize the reli- able functioning of instruments and equipment.

1.13 The improvement of the management training system as a result of the recommendations of the management training study appears to have been achieved. Thus, the component is considered to be very successful in meeting the objective of the rationalization of the system.

Recommendations

1.14 Government should closely monitor the utilization of science laboratories and equipment at the Bagamoyo CNE and the problems of staff shortages and lack of appropriate equipment at the two new CNEs and, in the case of equipment, at the VTCs.

1.15 The CECs have clearly failed as a general solution to formal and non-formal education because, inter alia, of high costs but other experi- ments should be tried in this area as the need remains. It appears thus far that the self-help aspect of the CECs has not been successful either with regard to construction or maintenance; the reasons for this should be evaluated and appropriate action taken especially with regard to urgent maintenance problems.

1.16 The deficiencies in the operating theatres of the Muhambili hospital, especially the electrical services, should be examined as soon as possible so that remedial action can be taken.

Lessons Learned

1.17 Project preparation was in some instances not well advanced at appraisal suggesting that in the future appraisal should exclude items not well prepared if there is a risk that preparation will not be accelerated early in project implementation.

1.18 The project required a significant strengthening of the PIU which was largely beyond the control of the Bank or Government since expatriate technical assistance was provided by a bilateral source. The Bank might have anticipated such a problem and taken a more aggressive approach to resolving it during project preparation.

1.19 In addition, the PIU suffered from its low administrative position; while it is a sensitive point, the Bank might have been more persuasive in its efforts to convince Government that the PIU should have been given the equivalent of departmental status due to its heavy responsibilities in project planning and implementation.

1.20 While the PIU has in most cases performed well, especially with regard to the hardware components of the project, it has been less successful with software; additional assistance is needed especially in the evaluation, procurement, and installation of equipment and furniture.

I1 - INTRODUCTION

2.01 This com~letion report is based on the findings of a UNESCO mission which visited Tanzania in ~~ril/May 1981 with the final report prepared in November 1981. The mission attempted to determine how the project was executed as compared with appraisal estimates and to analyze the impact on education and manpower development of project institutions. The methodology employed by the UNESCO mission included an analysis of World Bank and Government reports and correspondence, interviews with Government and Bank personnel and visits to all project sites. The UNESCO report was completed by a desk study of the project by Bank staff. This report repre- sents the views of the World Bank.

111 - PROJECT BACKGROUND

Socio-Economic Characteristics

3.01 Tanzania has a land area of 965,100 sq.km., some 18 million people (1980) and a population of about 19 inhabitants per sq.km. (Kenya +/- 19, Uganda +/- 51). Most Tanzanians live on family smallholdings in Ujamaa villages in rural areas with only 13 per cent living in urban areas. The population growth rate is 3.4% per annum and the GNP per capita was estimated at US$260 in 1980. Life expectancy averages 50 years and about 46% of the population is less than 15 years of age. Kiswahili is the national language and the medium of instruction in the primary schools. English is the medium in the secondary schools.

3.02 Some 90% of the total labor force works in agriculture, most in subsistence farming. About 10% of the total labor force is in the slowly growing wage employment sector; over two-thirds of the primary school leavers every year must seek a livelihood in the rural sector. On the other hand, there is a shortage of local skilled manpower. In 1969 when a comprehensive survey was carried out, Tanzanian citizens occupied only 34% of the posts requiring university or equivalent education and 85% of those requiring secondary education.

3.03 Agriculture, the main source of income and foreign exchange earn- ings, contributes 54% of Tanzania's GDP and 69% of its commodity exports. Manufacturing, mining, construction, transport and communications together account for 19% of GDP while public utilities, commerce, finance, government and other services account for 27%. Efforts to promote manufacturing

have no t a s y e t y i e lded s i g n i f i c a n t r e s u l t s ; growth of t h e economy depends h e a v i l y upon a g r i c u l t u r e .

Development S t r a t e g y

3.04 The Arusha D e c l a r a t i o n of 1967 d e f i n e s t h e broad aims of Tanzanian development: t o c r e a t e a s o c i a l i s t economy and s o c i e t y devoid of t r i b a l p r i v i l e g e and economic e x p l o i t a t i o n and t o a ch i eve r a p i d economic growth i n o r d e r t o improve t h e m a t e r i a l and s o c i a l well-being of t h e mass of t h e populat ion. Foundat ions f o r s o c i a l i s m and f o r economic growth a r e t o be e s t a b l i s h e d i n t h e r u r a l s e c t o r and s t r i c t p r i o r i t y i s t o be g iven t o r u r a l development. The s t r a t e g y f o r a ch i ev ing t h e s e aims c a l l s f o r : ( a ) reduc- t i o n of i n e q u a l i t i e s i n t h e d i s t r i b u t i o n of income; ( b ) p u b l i c ownership and c o n t r o l of a l l major companies and f i rms ; ( c ) modernizat ion of a g r i c u l - t u r e and r educ t i on i n t h e s i z e of t h e s u b s i s t e n c e s e c t o r ; and ( d ) growth of manufactur ing mainly t o suppor t r u r a l development.

3.05 I n con junc t ion w i t h o t h e r measures, a more e q u i t a b l e d i s t r i b u t i o n of income i s being sought th rough wage and p r i c e c o n t r o l s and by heavy t a x e s on h ighe r income groups. The Government now owns o r c o n t r o l s n e a r l y a l l important e n t e r p r i s e s . P r i v a t e investment has dec l i ned sha rp ly and many f o r e i g n e r s , a s u b s t a n t i a l number of whom were managers, have l e f t t h e country . A s a r e s u l t , t h e s h o r t a g e of manager ia l personnel f o r t h e p u b l i c and p a r a s t a t a l s e c t o r s has been aggravated.

3.06 Reorgan iza t ion of t h e r u r a l s e c t o r on a coope ra t i ve b a s i s i s progress ing ; i n h a b i t a n t s of d i s p e r s e d hamlets a r e moving i n t o Ujamaa v i l - l a g e s , forming mul t ipurpose a g r i c u l t u r a l coope ra t i ve s which would advance, a f t e r a per iod of Government a s s i s t a n c e , t o f i n a n c i a l s e l f - s u f f i c i e n c y . I t i s r epo r t ed t h a t t h e number o f U j a m a a v i l l a g e r s has now inc r ea sed t o 1 3 m i l l i o n , o r about 90% of Tanzania's e n t i r e r u r a l populat ion. An a r r a y of l e a r n i n g s e r v i c e s , e.g.. a g r i c u l t u r a l ex t ens ion , community development, a d u l t l i t e r a c y , c r a f t , h e a l t h and n u t r i t i o n t r a i n i n g , has been extended t o improve t h e v i l l a g e r ' s s k i l l s and c a p a b i l i t y f o r e a rn ing h i s l i v e l i h o o d and t o enab l e t h e primary school l e a v e r t o c r e a t e o p p o r t u n i t i e s f o r self-employment - i n s h o r t , t o deve lop r u r a l " s e l f - r e l i ance" .

3.07 Development planning p rov ide s f o r d i r e c t i n g i n d u s t r i a l inves tments t o des igna ted growth c e n t e r s i n t h e i n t e r i o r , which a r e t o a c t a s c a t a l y s t s f o r r u r a l development by gene ra t i ng demand f o r r u r a l goods, employing l a b o r from ad j acen t a r e a s , p rocess ing l o c a l p roduc ts and supply ing consumer goods t o l o c a l popula t ions and some material i n p u t s f o r a g r i c u l t u r e . New i nves t - ment i n manufacturing has r i s e n s u b s t a n t i a l l y and much of i t has been d i r e c t e d t o Mwanza, Tanga, Moshi and Arusha, which have become major r e g i o n a l growth c e n t e r s . However, t h e s h o r t a g e o f s k i l l e d l a b o r con t inues t o be a c o n s t r a i n t of t h e growth of manufactur ing ou tpu t .

The System of Educat ion

3.08 The emphasis of t h i s d e s c r i p t i o n of t h e sys tem i s upon t h e t y p e s and l e v e l s of fo rmal and non-formal e d u c a t i o n and t r a i n i n g p e r t i n e n t t o t h e Four th Educa t ion P r o j e c t . Aspec t s of pr imary, secondary and pr imary t e a c h e r e d u c a t i o n a r e b r i e f l y covered , fo l lowed by v o c a t i o n a l t r a i n i n g and a d u l t e d u c a t i o n i n t h e Community Educa t ion C e n t e r s (CECs).

3.09 The g e n e r a l e d u c a t i o n system c o n s i s t s of seven y e a r s of primary e d u c a t i o n ( S t a n d a r d s I - V I I ) , f o u r y e a r s of lower secondary (Forms I-IV), and two y e a r s of upper secondary (Forms V-VI). A f t e r t h e primary l e v e l , t h e r e a r e v a r i o u s t y p e s of t e c h n i c a l and t e a c h e r t r a i n i n g courses . The s t r u c t u r e of t h e sys tem i s p r e s e n t e d i n Annex 1.

3.10 Comparative enro l lment d a t a i n d i c a t e t h e r a p i d expansion of pr imary e d u c a t i o n due t o t h e p o l i c y t o r e a c h u n i v e r s a l primary e d u c a t i o n as soon a s p o s s i b l e (Annex 2 ) . I n 1980, pr imary s c h o o l enro l lment w a s r e p o r t e d a s 3,367,674 which r e p r e s e n t s a g r o s s enro l lment r a t i o of t h e 7-13 o l d age-group of 96.5% and a n e t r a t i o of 70.7%. A t t h e secondary l e v e l , en ro l lments grew r a p i d l y i n t h e p u b l i c s c h o o l s between 1961 and 1975 but s t a g n a t e d t h e r e a f t e r due t o f i n a n c i a l c o n s t r a i n t s , p a r t i a l l y because o f t h e c o s t l y s t u d e n t boarding t r a d i t i o n . Due t o s o c i a l demand, t h e s l a c k w a s t a k e n up by t h e i n c r e a s e of p r i v a t e schoo ls .

Secondary School Enrollment Trends

1 1 1961 1 1975 1 1980 1 I I----_--____--____------___------- I I I I I I 1 Forms I - I V 1 I I I I ---------- I I I I I I I I I 1 - Government 1 11,420 1 34,553 1 35,855 1 1 - P r i v a t e 1 1,500 1 14,631 1 25,227 1 I I I I I 1 Forms V-VI I I 1 I

1 - Government I 412 1 3,774 1 4,005 1 I - P r i v a t e I n . a . 1 189 1 n.a 1

3.11 The t ime- tab le of t h e primary s c h o o l is r e p o r t e d t o remain 'over 40 p e r i o d s p e r week, but under t h e c o n s o l i d a t i o n of e d u c a t i o n programs, i t i s envisaged t h a t t h i s w i l l soon be reduced (Annex 3 ) . T h i s i s impor tan t i n terms of t h e t ime- tab les o f t h e c o l l e g e s of n a t i o n a l e d u c a t i o n (CNEs: pr imary t e a c h e r t r a i n i n g c o l l e g e s ) which a r e a l s o over-loaded. According t o M i n i s t r y of Na t iona l Educa t ion (MNE) o f f i c i a l s , u n t i l t h e former t ime- tab le is reduced, t h o s e of t h e CNEs must remain as t h e y a r e (Annexes 4 and 5 ) .

3.12 I n 1980/81, t h e t o t a l number of primary school t e a c h e r s was 81,266 i nc lud ing 22,922 (28%) s t uden t - t e ache r s t r a i n i n g on-the-job under t h e D i s t a n t Learning Program (DLP). These s t uden t - t e ache r s a r e primary s choo l g r adua t e s who e n t e r i n t o t e ach ing w i thou t any p r o f e s s i o n a l t L a i n i n g . A f t e r t h r e e yea r s (1 ) of i n - s e rv i ce t r a i n i n g w h i l e t e ach ing par t - t ime, t h e s t u - den t - teachers q u a l i f y a s Grade IIIc t e a c h e r s . It i s r epo r t ed t h a t about 24% of t h e 1980/81 t o t a l t e ach ing s t a f f were g r adua t e s of Form I V o r above w i t h p r o f e s s i o n a l t r a i n i n g .

3.13 Cur r en t l y t h e r e a r e two pre -se rv ice programs f o r t h e t r a i n i n g of primary school t e ache r s . The Grade I I I a cou r se e n t r a n t s a r e Form I V g r adua t e s who, a s of 1981, r e c e i v e two y e a r s of t r a i n i n g i n s t e a d of one. The Grade I I I c course e n t r a n t s a r e primary school g radua tes r e c e i v i n g t h r e e yea r s of t r a i n i n g i n s t e a d of two, a l s o a s of 1981.

3.14 There are 36 CNEs w i t h one (Bagamoyo) devoted e n t i r e l y t o in - se rv ice t r a i n i n g . The o t h e r s have provided pre -se rv ice educa t i on f o r Grade I I I a o r Grade I I I c s t u d e n t s , o r both. I n a d d i t i o n , some CNEs o f f e r e d in -se rv ice t r a i n i n g courses . Under a r e o r g a n i z a t i o n p l an , t h e number of p re -se rv ice CNEs w i l l b e reduced s i n c e 12 of t h e l a r g e l y c-type CNEs a r e t o be conver ted i n t o fu l l - t ime i n - s e rv i ce t r a i n i n g i n s t i t u t i o n s . Th i s would seem t o imply an i n c r e a s e of p a r t i c i p a n t s i n t h e DLP w i t h a dec r ea se i n t h e annua l product ion of IIIa and I I I c t e a c h e r s , p a r t i c u l a r l y s i n c e each of t h e lat ter cou r se s has been leng thened by one year . I f t h e p l a n is c a r r i e d o u t , t h e need f o r new pre -se rv ice CNEs would appear t o be necessary.

3.15 Enrol lments i n t h e t h i r t y - f i v e CNEs t o t a l l e d 11,357 i n 1980/81 of whom 10,490 were being t r a i n e d as primary school t e a c h e r s wi th t h e remain- i n g being prepared as t e a c h e r s f o r t h e lower secondary l e v e l o r f o r home economics. Enrollment s t a t i s t i c s are confused by t h e f a c t t h a t t h e dura- t i o n s of t h e Grades I I I c and I I I a courses have r e c e n t l y been lengthened t o t h r e e and two y e a r s , r e s p e c t i v e l y , and t h a t t h e school y e a r s of t h e two courses are no t concur ren t ( I I I c : January-November; IIIa: J u l y t o May of t h e fo l lowing yea r ) .

3.16 Enrol lments i n May 1981 f o r t h e two p r o j e c t p re -se rv ice CNEs , Mtwara and Tukuyu, were 316 and 431 r e s p e c t i v e l y , i n both a-and c-type courses . Enrol lments a t both CNEs a r e l i k e l y t o r e ach planned c a p a c i t y (480 s t uden t p l a c e s ) i n t h e near f u t u r e s i n c e a t h i r d year of r e s i dence has been added t o t h e former two-year Grade c course , and a second year t o t h e p rev ious ly one-year Grade a course . Th i s i s l i k e l y t o l e ad t o a sho r t age of t each ing f a c i l i t i e s u n l e s s t h e r o t a t i o n schedul ing system is in t roduced and a maximum use of s p e c i a l i z e d f a c i l i t i e s f o r g e n e r a l courses i s included.

1. I n t h e t h i r d yea r , t h e s t uden t - t e ache r s spend s i x weeks i n r e s i dence a t a CNE.

3.17 The National Vocational Training Scheme operates under the close collaboration of Vocational Training Centers (VTCs) and the industrial sector. This was formalized in 1974 with the adoption of the National Vocational Training Act establishing the National Vocational Training Council which includes representatives of employers, employees and the Government.

3.18 Vocational training operates under the responsibility of the Divi- sion of Vocational Training (DVT) of the Ministry of Labor and Social Welfare. Vocational training consists of basic training of one year followed by three years of in-plant training under an apprenticeship contract. Trainees sit for trade tests after (a) the first year of in-plant training (Grade 111), (b) the second year (Grade 11), and (c) the third year (Grade I). In addition, on-the-job trainees without an appreticenship contract can prepare for the trade tests by attending evening classes in the VTCs. There are three VTCs, one at Dar-es-Salaam and the two project centers located at Mwanza and Tanga. Enrollments are given in Annex 6.

3.19 An interesting pilot project component consists of eight CECs established in the Dodoma region. The underlying principle is to make the CECs the focal point of a Ujamaa village(2) thus integrating formal and non-formal education programs as well as providing basic services such as health, community development, agriculture and administrative services.

3.20 In terms of formal education, the CECs offer primary education (Standards I-VII) with a program similar to those of other primary schools but with more emphasis upon vocationally-oriented activities in the areas of agriculture, carpentry, masonry, tinsmithery and handicrafts. The non-formal adult education program includes the above areas of ski1.l training as well as literacy courses. Enrollments in the four completed CECs are given in Annex 7.

3.21 The Faculty of Medicine of the University of Dar-es-Salaam began medical training in 1969 using the clinical facilities at Muhumbuli Hospi- tal and classrooms previously used by the Medical Assistants School. The intake of medical students for the five year M.D. degree was 30-35 annually which was insufficient for the country's needs especially since the training of doctors abroad was often unsuccessful and inappropriate. Govern- ment's decision to double the output of doctors from the Faculty of Medicine was justified but required more adequate facilities for clinical

2. A Ujamaa (family) village consists of a collective society developed under the concepts of self-reliance and socialism and rural development. Scattered rural families are brought together to operate as a self-reliant economic unit. This collectivity also facilitates the provision of social services. A village committee is responsible for the operation of the local CEC.

training, particularly for training in community health, and additional a p p r o p r i a t e l y t r a i n e d f a c u l t y . In addition to the training of doctors, an expansion of the Faculty of Medicine and community health facilities would improve training of assistant medical officers, nurses and other medical auxiliaria, who would benefit from working in close association, a valuable experience for their future employment as members of rural medical aid teams. In addition to increasing the quantity of Tanzanian medical personnel, the project component attempted to make medical training more relevant to the health needs and the health care system in Tanzania by improving the curriculum and facilities for teaching notably in rural health and community medicine.

Project Formulation

3.22 Of the first three Education Projects, the First (Credit 45-TA) was signed in December 1963 and provided USS4.6 million for the expansion of general secondary education. The Second (Credit 149-TA), signed in May 1969, consisted of USS5.0 million for general secondary education, the expansion of primary teacher training and the Dar-es-Salaam technical college. The Third (Credit 232-TA), signed in February 1971, provided USS3.3 million for the expansion of agricultural training.

3.23 The World Bank appointed the Overseas Liaison Committee (OLC) of the American Council on Education to review the formal and non-formal education sectors in Tanzania and to identify project items suitable for Bank financing in a Fourth Education Project. The OLC team of seven members visited Tanzania in June/July 1971 and its report entitled: Tanzania - A Nation-Wide Learning System was submitted to the Bank in November 1971. In addition to reviewing the various aspects of education and training and proposing project items for financing, the OLC report paid particular attention to the development of an integrated learning system in Tanzania.

3.24 In January 1972, a Bank reconnaissance mission discussed the OLC report with the Tanzanian Government. The Government indicated that it was broadly in agreement with the conclusions and recommendations of the report. Priorities for possible Bank assistance were discussed and it was agreed that the following items would be included in project preparation and appraisal:

(a) two new primary teacher training colleges (CNEs);

(b) extension of facilities at the Bagamoyo CNE to provide for primary in-service teacher training;

(c) equipment for fifteen existing primary teacher training colleges for teaching practical subjects;

(d) four new diversified secondary schools;

(e) extensions to the Dar-es-Salaam technical college;

( f ) two new voca t iona l t r a i n i n g c e n t e r s ;

( g ) expansion of t h e f a c u l t y of medicine;

( h ) t e n - f i f t e e n model primary schools (CECs); and

( i ) t h e des ign of a r u r a l l e a r n i n g system and p repa ra t i on of a master p lan f o r para-medical t r a i n i n g .

The follow-up l e t te r from t h e Bank s t a t e d t h a t f i nanc ing of t h e proposed model primary schools would depend on agreement being reached between t h e concerned Government m i n i s t r i e s regard ing coord ina t ion .

3.25 The p r o j e c t was prepared(3) and appra i sed by a Bank mission i n June-July 1972. The a p p r a i s a l mission recommended t h e fol lowing changes t o t h e p r o j e c t i t ems i d e n t i f i e d :

( a ) f u r t h e r ex t ens ions t o t h e Dar-es-Salaam t e c h n i c a l c o l l e g e should be postponed u n t i l ex tens ions under Education I1 had been completed, p a r t i c u l a r l y i n view of under -s ta f f ing and poor management a t t h e co l l ege ;

(b ) i n t h e absence of any inventory , a d d i t i o n a l equipment f o r t h e f i f t e e n e x i s t i n g primary teacher t r a i n i n g c o l l e g e s could not be j u s t i f i e d ;

( c ) only t h r e e new secondary schools could be j u s t i f i e d on t h e b a s i s of Development P l an manpower p ro j ec t i ons ;

( d ) based on t h e l a c k of agreement between Government m i n i s t r i e s on coo rd ina t ion and j o i n t a c t i v i t i e s , t h e mission recommended t h e provis ion on a p i l o t b a s i s of e i g h t CECs i n t h e Dodoma Region d e f e r r i n g t h e s tudy t o des ign a r u r a l l e a rn ing system;

( e ) t h e para-medical s tudy should not be included s i n c e SIDA was i n t e r e s t e d i n f i nanc ing t h i s s tudy.

P r o j e c t Objec t ives

3.26 A s s t a t e d i n t h e a p p r a i s a l r e p o r t , t h e p r o j e c t was designed t o f u r t h e r t h e fol lowing o b j e c t i v e s of t h e Tanzanian educa t iona l s t r a t e g y al though not n e c e s s a r i l y w i t h i n t h e t ime frame t a r g e t e d by t h e Government:

3. Prel iminary p repa ra t i on f o r t h e f i r s t e i g h t i t ems was conducted l o c a l l y before t h e June-July 1972 p r e p a r a t i o n / a p p r a i s a l mission.

( a ) t o g ive every c h i l d a primary educat ion a s soon a s t h e f i n a n c i a l circumstances of t h e Government permit, then planned f o r 1989;

(b) t o provide voca t iona l t r a i n i n g s o a s t o achieve s e l f - su f f i c i ency a t a l l s k i l l l e v e l s of t h e economy by 1980;

( c ) t o provide secondary, t e c h n i c a l and u n i v e r s i t y educat ion only t o t h e ex t en t j u s t i f i e d by t h e est imated manpower requirements of t h e economy; and

(d) t o br ing programs of non-formal educat ion, on a cont inuing b a s i s , w i th in reach of t h e populat ion, p a r t i c u l a r l y i n r u r a l a r eas .

The proposed p ro j ec t would a s s i s t i n t h e r e a l i z a t i o n of t h e s e goa l s by providing a d d i t i o n a l f a c i l i t i e s f o r primary teacher t r a i n i n g , expanding secondary educat ion and voca t iona l t r a i n i n g , developing t h e Facul ty of Medicine a t t h e Univers i ty of Dar-es-Salaam, and by in t roducing experimen- t a l community educat ion c e n t e r s i n t o s e l ec t ed Ujamaa v i l l a g e s which would o f f e r both primary and a d u l t education.

P r o j e c t Components

3.27 The a p p r a i s a l r epo r t recommended t h e fol lowing p r o j e c t items:

( a ) Cons t ruc t ion , f u r n i t u r e and equipment f o r :

1 I Addi t iona l I S t a f f I I I S tudent I Boarding I Housing 1 1 1 Places I Places I Un i t s 1 I I ---------- 1 --------- I -------- I I 1 - 3 gene ra l secondary schools I 1 - 2 pre-service primary t eache r 1 t r a i n i n g co l l eges I I - ex tens ion t o 1 in - se rv i ce ( primary t eache r t r a i n i n g I c o l l e g e I 1 - 2 voca t iona l t r a i n i n g c e n t e r s I 1 - 8 community educat ion c e n t e r s I I - extens ions t o t h e Facu l ty of 1 Medicine, Un ive r s i t y of 1 Dar-es-Salaam and t h e I Bagamoyo Rural Heal th Center I I 1 TOTAL I

(b) A t o t a l of 49 man-years of t e c h n i c a l a s s i s t a n c e and 35 man-years of fe l lowships f o r ( i ) s t a f f development a t t h e Facul ty of Medicine; ( i i ) a s tudy of needs f o r development and coord ina t ion of management t r a i n i n g program; and ( i i i ) t h e s t r eng then ing of t h e P r o j e c t Implementation Unit (PIU).

3.28 The p ro j ec t was nego t i a t ed i n February 1973 and agreement was reached between t h e Government and t h e Bank Group without f u r t h e r substan- t i v e change. The only s p e c i a l cond i t i on of e f f e c t i v e n e s s was t h e appointment of a P ro j ec t Coordinator t o head t h e PIU. By l e t t e r of June 18, 1973, t h e Minis t ry of Educat ion advised t h e Bank of t h e appointment of t h e

Pro jec t Coordinator and t h e p ro j ec t was dec lared e f f e c t i v e on J u l y 2 , 1973, t e n days e a r l i e r than t h e e f f e c t i v e n e s s d a t e s p e c i f i e d i n t h e Credi t Agree- ment.

3.29 It should be noted t h a t t h e procedures f o r p ro j ec t formulat ion included t h e te lescoping of t h e prepara t ion and appra i sa l a c t i v i t i e s . This shor t -cu t t ing may have r e s u l t e d i n a less thorough and s p e c i f i c p ro j ec t formulat ion than i s normal, con t r ibu t ing t o t h e problems of implementing t h e p ro j ec t i n terms of t i m e de l ays , cos t overruns, and t o q u a l i t a t i v e shortcomings i n c e r t a i n p ro j ec t components such a s inadequate curr iculum development and t h e provis ion of i nappropr i a t e equipment.(4)

I V - PROJECT IMPLEMENTATION

Overview

4.01 The planned and a c t u a l implementation schedule (Annex 8) shows t h a t t h e completion of every component i n t h e p ro j ec t extended beyond t h e planned period and t h a t f i v e have ye t t o become f u l l y opera t iona l . (5) Some causes of t h e d i f f i c u l t i e s of implementation were unavoidable. Some of t h e problems of implementation could have been avoided i f t h e p ro j ec t had focused upon fewer s e c t o r s w i th t h e components less d ispersed throughout t h e country. Given t h e commitment of Government and t h e Bank t o equ i ty cons idera t ions and t o r u r a l development, however, i t is ques t ionable whether, f o r example, more i n t e n s i v e prepara t ion would have r e s u l t e d i n l e s s d i spe r s ion of t h e p ro j ec t components. Delays i n s t a f f i n g t h e expanded PIU wi th b i l a t e r a l t e c h n i c a l a s s i s t a n c e c e r t a i n l y cont r ibu ted t o t h e extended du ra t ion of t h e p ro j ec t . Fu r the r , many of t h e superv is ion m i s - s i ons ( s e e t h e Basic Data) were of t oo shor t du ra t ion and inadequately s t a f f e d t o f a c i l i t a t e t h e implementation process. I n add i t i on , superv is ion was sometimes combined wi th i d e n t i f i c a t i o n , prepara t ion and a p p r a i s a l a c t i v i t i e s a s w e l l a s coverage of e a r l i e r and l a t e r p r o j e c t s which com- pounded t h i s problem.

4. For example, a t a p p r a i s a l time t h e VTC component was s t i l l ill defined. No consensus was reached a s t o what t r a d e s t h e two VTCs should o f f e r , how t h e V T C s would be used when i n opera t ion , o r what t h e i n t e r r e l a t i o n s h i p between theory and shop p r a c t i c e would be. I n f a c t , whereas t h e Credi t became e f f e c t i v e i n J u l y 1973, a s l a t e a s November 1974 - t h a t i s , some 16 months a f t e r Credi t e f f e c t i v e n e s s - t h e r e was an exchange of correspondence between t h e Bank and t h e PIU a s t o t h e schedule of accommodation.

5. The Muhumbili Teaching Hospi ta l and t h e C E C s a t Huzi, Mondo, Bereko and Mkoka.

4.02 On t h e o t h e r hand, t h e UNESCO m i s s i o n w a s impressed w i t h t h e thorough manner i n which r e c o r d s a r e main ta ined i n b o t h t h e PIU and t h e World Bank's Regional O f f i c e i n Na i rob i . These r e c o r d s i n d i c a t e i n g e n e r a l t h a t t h e problems of implementa t ion were r e a l i s t i c a l l y i d e n t i f i e d and t h a t e f f o r t s t o r e s o l v e them were c o n s i s t e n t l y pursued i n s p i t e o f t h e heavy workload imposed upon b o t h u n i t s .

4.03 I f viewed s t r i c t l y from t h e s t a n d p o i n t of t h e a p p r a i s a l r e p o r t and C r e d i t Agreement, t h e implementat ion of t h e p r o j e c t cannot b e termed an u n q u a l i f i e d s u c c e s s . F i n a n c i a l c o n s t r a i n t s and c o s t over runs due t o long d e l a y s and h i g h e r t h a n a n t i c i p a t e d i n f l a t i o n l e d t o t h e t h r e e secondary s c h o o l s being dropped from t h e p r o j e c t . C e r t a i n covenan ts have y e t t o b e m e t . F u r t h e r t h e r e e x i s t o t h e r n e g a t i v e a s p e c t s concern ing p r o j e c t implementat ion such a s t h e fo l lowing . It i s r e p o r t e d t h a t i n a p p r o p r i a t e b u i l d i n g m a t e r i a l s a r e l i k e l y t o reduce t h e l i f e of t h e p h y s i c a l f a c i l i t i e s a t some of t h e C E C s i f t h e r e is no r e g u l a r maintenance. F i v e p r o j e c t i n s t i t u t i o n s have y e t t o become f u l l y o p e r a t i o n a l . The equipment p rov ided t o c e r t a i n i n s t i t u t i o n s such as t h e CNEs and VTCs was i n s u f f i c i e n t and i n some c a s e s i n a p p r o p r i a t e . I n one CNE t h e f u r n i t u r e and equipment were i n a p p r o p r i a t e l y d i s t r i b u t e d throughout t h e t e a c h i n g f a c i l i t y due t o t h e l a c k of l a y o u t p l a n s and p r o j e c t s u p e r v i s i o n . Two CNEs a r e s t i l l under- s t a f f e d a f t e r t h r e e y e a r s of o p e r a t i o n and one cannot o f f e r t h e p r e s c r i b e d program of s t u d i e s .

4.04 On t h e o t h e r hand, and a s noted above, t h e v a r i e t y and d i s p e r s i o n of t h e p r o j e c t components rendered implementat ion d i f f i c u l t . To t h i s i n h e r e n t problem, one must add t h o s e which cou ld not be a n t i c i p a t e d o r

avoided. F i n a l l y , i t should b e noted t h a t some of t h e equipment d e f i c i e n - c i e s i n t h e Four th P r o j e c t a r e be ing s u p p l i e d under t h e S i x t h (VTCs) and t h e Seventh (CNEs) World Bank Educa t ion P r o j e c t s .

P r o j e c t Management

4.05 The PIU was e s t a b l i s h e d under t h e Second Educat ion P r o j e c t which became e f f e c t i v e i n 1969. During t h e e a r l y y e a r s , most of t h e d e s i g n work and t h e s u p e r v i s i o n of c o n t r a c t o r s was c o n t r a c t e d o u t t o p r i v a t e c o n s u l t - a n t s . With t h e commencement of t h e Four th P r o j e c t i n 1973, PIU's respon- s i b i l i t i e s were g r e a t l y expanded. These i n c r e a s e d r e s p o n s i b i l i t i e s neces- s i t a t e d a s u b s t a n t i a l t e c h n i c a l a s s i s t a n c e i n p u t which was e v e n t u a l l y provided by DANIDA. However, t h e team a r r i v e d i n January 1974, some s i x months a f t e r t h e e f f e c t i v e d a t e of t h e C r e d i t and i ts e f f o r t s were s o d i f f u s e d d u r i n g t h e f i r s t t e n months of s e r v i c e , t h a t t h e implementat ion of t h e p r o j e c t was t h e r e b y de layed .

4.06 The c u r r e n t s t r u c t u r e of t h e PIU i s provided i n Annex 9. Under t h e P r o j e c t C o o r d i n a t o r , t h e r e a r e f o u r major s e c t i o n s : b u i l d i n g , procurement, accountancy, and a d m i n i s t r a t i o n . E x p a t r i a t e t e c h n i c a l a s s i s t a n c e

t o t a l s 26 , w i th 24 working i n t h e Bu i ld ing Sec t ion . (6 ) One problem was t h e s h o r t a g e of e x p a t r i a t e and n a t i o n a l b u i l d i n g i n s p e c t o r s du r ing most of t h e c o n s t r u c t i o n s t a g e . C u r r e n t l y t h e PIU is r e s p o n s i b l e f o r about 169 p r o j e c t s funded by s e v e r a l i n t e r n a t i o n a l and b i l a t e r a l sou rces a s w e l l a s f o r a l a r g e program of s choo l maintenance.

4.07 T h i s r a p i d growth of r e s p o n s i b i l i t y and consequent ly of s t a f f has l e d t o b u r e a u c r a t i c problems. According t o one r e c e n t s u p e r v i s i o n r e p o r t , ( 7 ) t h e P r o j e c t Coordina tor has t o go through t h r e e a d m i n i s t r a t i v e l e v e l s t o o b t a i n a d e c i s i o n from t h e P r i n c i p a l S e c r e t a r y . I n t h i s r e g a r d , d i f f i c u l t i e s are r e p o r t e d i n t h e r ec ru i tmen t and r e t e n t i o n of . q u a l i f i e d n a t i o n a l t e c h n i c i a n s due t o a l a c k of f l e x i b i l i t y i n t h e system of rewards and promotion.

S i t e s - 4.08 The s e l e c t i o n and procurement of sites a p p a r e n t l y d i d no t con- s t i t u t e a major problem, a l though t h r e e of t h o s e o r i g i n a l l y s e l e c t e d f o r t h e CECs were changed.

4.09 Concerning t h e expe r imen ta l , p i l o t CEC program, i t might have been b e t t e r i n t h i s c a s e t o r i s k t h e problems a s s o c i a t e d w i t h d i s p e r s i o n and t o l o c a t e some CECs i n r e g i o n s w i t h va ry ing economic and environmental c h a r a c t e r i s t i c s r a t h e r t h a n e s t a b l i s h them a l l i n t h e same a r e a w i t h t h e same c h a r a c t e r i s t i c s . Commenting on t h i s PCR, t h e Borrower made t h e same p o i n t . However, t h e c o n c e n t r a t i o n of a l l e i g h t CECs i n one r e g i o n was s p e c i f i c a l l y r eques t ed by Government. Government f e l t t h a t w i th i t s own commitment t o t h e development of Dodoma and t h e r e l a t i v e l y s t r o n g commitment of Dodoma l o c a l a u t h o r i t i e s and communities t o t h e i d e a , a well-supported l o c a l network of CECs had a b e t t e r chance of t a k i n g r o o t and forming an example f o r r e p l i c a t i o n e lsewhere . The a p p r a i s a l mi s s ion having v i s i t e d Dodoma accepted t h i s l i n e of t h i n k i n g .

P r o f e s s i o n a l S e r v i c e s

4.10 Consul tan t a r c h i t e c t s were appoin ted f o r t h e medical educa t ion p r o j e c t components i n J u l y 1973. The des igns produced by t h e c o n s u l t a n t s a r e cons idered a p p r o p r i a t e , but problems developed d u r i n g t h e c o n s t r u c t i o n phase wi th t h e r e s u l t t h a t t h e two new o p e r a t i n g t h e a t r e s a t t h e Muhumbili H o s p i t a l a r e not y e t i n use. The s i t e s u p e r v i s i o n by t h e h o s p i t a l consu l t - a n t a r c h i t e c t s has been l e s s t h a n s a t i s f a c t o r y . The c o n s u l t a n t s employed a ve ry competent mechanical and e l e c t r i c a l c o n s u l t a n t f u l l - t i m e i n t h e i r Dar-es-Salaam o f f i c e u n t i l about A p r i l 1979. The d e t a i l e d d e s i g n and s p e c i f i c a t i o n of t h e mechanical and e l e c t r i c a l eng inee r ing had been prepared by t h e c o n s u l t a n t s and it was p a r t of t h e i r r e s p o n s i b i l i t y t o s u p e r v i s e i t t o s a t i s f a c t o r y complet ion. During t h e l a s t two y e a r s t h i s s p e c i a l i s t s u p e r v i s i o n has been one v i s i t every s i x months o r SO, a l t hough Bank s t a f f and PIU had r e p e a t e d l y complained t h a t t h i s was not s u f f i c i e n t l y

6. The number v a r i e s from t ime t o t ime due t o d e p a r t u r e s and a r r i v a l s of expe r t s . The t o t a l s t a f f i s r e p o r t e d t o be ove r 80.

7. Report of October 17 , 1979, Annex l ( c ) . T h i s l e t t e r t o t h e Commission of Nat ional Educat ion s u g g e s t s t h a t t h e PIU be g iven a more autonomous s t a t u s such a s a department . No a c t i o n has been t aken i n t h i s regard .

f requent . The Bank a l s o recommended t h e replacement of t h e e l e c t r i c a l i n s t a l l a t i o n sub-cont rac tors , and and t h i s t r a n s p i r e d i n February 1981. The gene ra l c o n t r a c t o r had ob jec t ed but l a t e r accepted under p r o t e s t . The new i n s t a l l a t i o n c o n t r a c t o r found t h a t v i t a l swi tch gear and o t h e r spec i a l - i z ed e l e c t r i c a l items were needed before e i t h e r t h e l i g h t i n g o r t h e a i r -condi t ion ing could be completed f o r t h e two ope ra t i ng t h e a t r e s . The c o n s u l t a n t s o f f e r ed i n February 1981 t o o b t a i n a l l o f t h e s e items i n Europe and t o a i r f r e i g h t them out . The Bank agreed but apparen t ly t h e Tanzanian Treasury re fused t o s a n c t i o n t h i s unorthodox procedure e a r l y i n May 1981. The s i t u a t i o n i s now a s ta lemate .

4.11 I n order t o make up f o r l o s t t ime, s i n c e t h e PIU was working on t h e f i r s t t h r e e p r o j e c t s a s w e l l a s t h e f o u r t h , another consu l t an t a r c h i t e c t f i rm was appointed f o r t h e Bagamoyo in-serv ice CNE i n May 1974. These c o n s u l t a n t s f i n i s h e d t h e i r work w i t h i n t h e c o n t r a c t per iod; t h e i r per for - mance was very s a t i s f a c t o r y .

A r c h i t e c t u r a l Designs

4.12 During t h e development of de s ign drawings t h e r e were a number of changes from t h e b r i e f descr ibed i n t h e a p p r a i s a l r e p o r t and working papers , some of them q u i t e fundamental. These a r e descr ibed i n t h e foo t - no te t o Annex 10. The only pos t c o n t r a c t changes of any s i g n i f i c a n c e were t h e two CNEs i n November 1979 where e x t r a expendi ture , approved by t h e Bank, appears w e l l j u s t i f i e d .

4.13 During 1974, a major des ign problem a r o s e i n t h a t t h e bu i ld ing c o s t index r o s e d rama t i ca l l y due t o t h e o i l p r i c e i n c r e a s e s and t h e r e s u l t a n t world-wide i n f l a t i o n (Annex 11) . The Bank wrote t o t h e PIU i n December 1974 recommending complete rep lanning of a l l p r o j e c t i t e m s t o save money and thus t o avoid t h e e l i m i n a t i o n of e n t i r e bu i ld ings from t h e p r o j e c t . The PIU was urged t o re-examine every element of i t s des ign and compare c o s t i n g s of var ious m a t e r i a l s p e c i f i c a t i o n s . Ea r ly i n 1975 during a super- v i s i o n mission, i t w a s agreed t o omit from t h e p r o j e c t t h e t h r e e secondary schools and t o reduce a s necessary t h e c o n t r i b u t i o n of t h e C r e d i t t o medi- c a l fe l lowships so a s t o keep expendi ture w i t h i n bounds. Fu r the r c u t s a t t h i s s t a g e would have been necessary had it not been f o r t h e use of s tand- a rd ized bui ld ings .

4.14 I n t h i s l a t t e r connect ion, wh i l e t h e main body of t h e DANIDA team was being r e c r u i t e d , a smal l group of Danish a r c h i t e c t s a l r eady i n t h e PIU was designing a s tandard ized system of bu i ld ing c o n s t r u c t i o n f o r t h e e i g h t CECs. The systems was developed and extended f o r t h e two CNEs and two VTCs. The consu l t an t s f o r Bagamoyo CNE a l s o used t h e system wi th s l i g h t modi f ica t ions . The r e s u l t s a r e a p p r o p r i a t e and s u i t a b l e , providing a p l ea san t ambiance i n s i d e and out . The des ign g ives p leasan t w e l l - l i t c ro s s -ven t i l a t ed rooms wi th g r e a t f l e x i b i l i t y and i n t e r n a l sub-divis ions.

It i s w i th good reason t h a t t h e system has been used w i t h s l i g h t modif ica- t i o n s throughout t h e F i f t h and S i x t h World Bank Educat ion P r o j e c t s and is in tended t o be used i n t h e Seventh.(8)

4.15 The d i s p o s i t i o n of t h e b u i l d i n g s on t h e s i t e s i s g e n e r a l l y excel- l e n t . The s i t e s were u s u a l l y w e l l chosen and many of them were n a t u r a l l y sp lend id . The s e p a r a t e b u i l d i n g s had been s e n s i t i v e l y arranged t o enhance t h e c h a r a c t e r i s t i c s of t h e s i te and t o c r e a t e a n a t t r a c t i v e and p l e a s a n t ambiance. The b u i l d i n g s a r e u s u a l l y modest and s imple , a p p r o p r i a t e and s u i t a b l e . The a r c h i t e c t s were c a r e f u l t o avoid any wastage of money and any unnecessary expendi tu re on t h e b u i l d i n g s themselves.

4.16 However, i t i s cons idered t h a t t h e PIU was des ign ing f o r a more s o p h i s t i c a t e d way of l i f e t han i s a p p r o p r i a t e f o r a n e d u c a t i o n a l i n s t i t u - t i o n i n r u r a l Tanzania. WCs and water-borne s a n i t a t i o n u s u a l l y do not work t h e r e ; t h e u n r e l i a b i l i t y of t h e wate r supply, t h e absence of t o i l e t paper , t h e d i f f i c u l t i e s o f c l e a r i n g a blocked d r a i n , and f i n a n c i a l con- s i d e r a t i o n s a l l p o i n t t o t h e p r o v i s i o n of p i t l a t r i n e s . This conc lus ion i s d i spu t ed by t h e Borrower i n i t s comments on t h e PCR. Indeed, Bank supe rv i s i on r e p o r t s urged PIU t o p rov ide p i t l a t r i n e s i n s t e a d of water- borne sewage i n March 1977 and September 1977. I n a d d i t i o n , e l e c t r i c and gas - f i red k i t c h e n s a r e so unpopular and unsuccess fu l t h a t p rov i s i on is be ing made f o r f irewood cooking; t h e u n r e l i a b i l i t y of e l e c t r i c i t y and ga s s u p p l i e s , t h e p r e f e r ence f o r firewood-cooked food and t h e p r e d i l e c t i o n s of t h e cooks a l l m i l i t a t e a g a i n s t " ~ u r o p e a n i z a t i o n " of i n s t i t u t i o n a l cooking. F u r t h e r , t h e de s ign of s t a f f houses should pay much more r ega rd t o t h e Swahi l i t r a d i t i o n a l way of l i f e where cooking i s on J i k o (charcoa l cookers) and an open yard i s needed f o r t h e washing of c l o t h e s , maize pounding and t h e en t e r t a i nmen t of women and c h i l d r e n . The PIU d i d de s ign a very a t t r a c t i v e s p l i t l e v e l roofed bungalow which does n o t seem a p p r o p r i a t e f o r t h e t r a i n i n g c o l l e g e s t a f f .

Cons t ruc t ion

4.17 Tenders were ob ta ined and c o n t r a c t s s igned w i t h approved con t rac - t o r s and s u p p l i e r s accord ing t o Bank procedures .

8. There a r e , however, some de s ign d e f e c t s i n t h e VTCs and CNEs. A s a n example, t hose found i n t h e VTCs a r e as fol lows: ( i ) inadequa te s t o r a g e f a c i l i t i e s ; ( i i ) t o o generous a l l o c a t i o n of s t a f f rooms; ( i i i ) good c r o s s v e n t i l a t i o n , but r a i n may e n t e r workshops; ( i v ) windows not b u r g l a r p roof , had t o be r ep l aced ; ( v ) i n d i v i d u a l s t uden t l o c k e r s not f e a s i b l e , unused; ( v i ) "western t o i l e t s " not f e a s i b l e ; ( v i i ) no p rov i s i on o r i g i n a l l y f o r c u b l i c l e s f o r i n s t a l l a t i o n p r a c t i c e (added l a t e r on by t r a i n e e work); ( v i i i ) no f u n c t i o n a l grouping of workshop u n i t s i n one workshop b u i l d i n g (e -g . . combination of p r i n t i n g and f i t t i n g - t u r n i n g , o r fo rg ing /b lacksmi thy and ca rpen t ry ) ; and ( i x ) no p r o v i s i o n of exhaus t system f o r e i t h e r car- pen t ry o r foundry.

4.18 Superv is ion of t h e s i t e works proved t o be very d i f f i c u l t , par- t i c u l a r l y i n view of t h e sho r t age of bu i ld ing in spec to r s . With t h e excep-

t i o n of one i n Dar-es-Salaam and t h e two i n Bagamoyo, a l l s i t e v i s i t s r e q u i r e from two t o fou r days f o r t h e round t r i p . Of t h e s e l a t t e r , t h e v i s i t s involve on ly one s i t e per journey o t h e r t han t h e CECs. Fu r the r , journeys a r e o f t e n f r u s t r a t e d o r prolonged by r a i n , poor road cond i t i ons , v e h i c l e breakdowns, and t h e c a n c e l l a t i o n of scheduled f l i g h t s .

4.19 Under t he se cond i t i ons , i t i s d i f f i c u l t t o ensure a h igh s t anda rd of c o n s t r u c t i o n and of a p p r o p r i a t e f u r n i t u r e and equipment i n s t a l l a t i o n . Nevertheless , t h e s tandard of t h e c o n s t r u c t i o n was accep tab l e except a t t h e Muhumbili Hosp i t a l and c e r t a i n of t h e C E C s . I n a d d i t i o n t o t h e e lec- t r i c a l i n s t a l l a t i o n problem a t t h e h o s p i t a l , t h e roof l e a k s and v i r t u a l l y every t r a d e f i n i s h was below t h e accep tab l e s tandard f o r an ope ra t i ng t h e a t r e . The problem of s u i t a b l e bu i ld ing m a t e r i a l s and maintenanc~e a t some of t h e C E C s i s d iscussed elsewhere (pa ra . 6.36).

Fu rn i tu re

4.20 Much of t h e school f u r n i t u r e such a s c h a i r s , desks and l abo ra to ry was designed by PIU and cons t ruc t ed i n hardwood l o c a l l y . Improper des ign has r e s u l t e d i n many c h a i r s and desks a t t h e C E C s being damaged beyond use (50 t o 100 per c e n t e r ) . Had i t not been f o r t h e r e p a i r work i n t h e wood workshops, many more would be unusable. The des ign d e f i c i e n c i e s were remedied before s i m i l a r f u r n i t u r e was produced f o r t h e CNEs and VTCs. However, t h e r e have been many complaints t h a t t h e c h a i r s a r e uncomfortable, no tab ly because t h e backres t i s t o o low. The l a t e s t models have s l i g h t l y h igher backres t s . Although t h e PIU s t a t e d it had provided f u r n i t u r e lay-out p l ans t o each i n s t i t u t i o n , t h e PIU bui ld ing i n s p e c t o r and t h e o f f i c i a l s a t t he Mtwara CNE denied r ece iv ing such plans. A s a r e s u l t , i n t h e l a t t e r i n s t i t u t i o n , f u r n i t u r e and equipment a r e not p roper ly placed.

4.21 The f a i l u r e t o provide s u f f i c i e n t and app rop r i a t e equipment t o t h e CNEs and t h e VTCs under t h e Fourth Education P r o j e c t ( 9 ) has c r e a t e d s e r i o u s problems wi th in t h e s e i n s t i t u t i o n s (para . 6.04-6.07 and 6.24). Among the reasons c i t e d f o r t h i s a r e t h e l a c k of s p e c i f i c program of s t u d i e s a s a b a s i s f o r p r epa ra t i on of t h e d e t a i l e d l is ts , and t h e absence of s u f f i c i e n t a s s i s t a n c e t o t h e PIU from t h e p e r t i n e n t t e c h n i c a l departments w i t h i n MNE. According t o t h e P r o j e c t Coordinator , a t t h e t i m e when t h e equipment l is ts were prepared, more money could have been made a v a i l a b l e f o r a d d i t i o n a l equipment. I f t h i s i s c o r r e c t , l i b r a r y books, a d d i t i o n a l i n s t r u c t i o n a l equipment and t r a n s p o r t should have been procured.

9. Fur ther equipment i s t o be provided under t h e S i x t h P r o j e c t f o r t h e VTCs and under t h e Seventh f o r t he CNEs.

Technical Ass is tance

4.22 Technical a s s i s t a n c e cons i s t ed of e x p a t r i a t e s t a f f and fe l lowships f o r t h e h e a l t h educa t ion component and s t a f f f o r t h e p ro j ec t u n i t (Annex 12). Supervis ion r e p o r t s mention de lays i n t e c h n i c a l a s s i s t a n c e f o r t h e former due t o t h e indec is iveness of l o c a l medical a u t h o r i t i e s and l ack of coordinat ion with WHO. A s noted i n Annex 12, funds f o r such a s s i s t a n c e were d r a s t i c a l l y cu t . However, t h e t echn ica l a s s i s t a n c e component was adequate and succes s fu l except f o r t h e implementation of a short-term exchange program which, i n any case , d id not g r e a t l y a f f e c t t h e program's out come.

4.23 I n terms of t h e recrui tment of e x p a t r i a t e s t a f f f inanced by a b i l a t e r a l donor f o r t h e p ro j ec t u n i t , de lays i n recuitment and subsequent d i f f u s i o n of t h e i r work a c t i v i t i e s during t h e f i r s t t e n months cont r ibu ted s u b s t a n t i a l l y t o t h e de lay i n p r o j e c t implementation. On t h e o the r hand, t h e high q u a l i t y of t h e present s t a f f makes poss ib l e an e f f i c i e n t ope ra t ion i n s p i t e of a very heavy workload.

Covenants

4.24 Based upon t h e evidence a v a i l a b l e t o t h e mission, a l l Covenants have been s a t i s f a c t o r i l y f u l f i l l e d wi th t h e except ion of 3.09, 4.02, 4.03, and 4.04. I n t he case of 3.09 concerning mobile cons t ruc t ion u n i t s f o r t h e CECs, t h e r e i s only one mobile u n i t which moves from s i t e t o s i t e on a prolonged schedule b a s i s , repor ted ly due t o t h e s h o r t supply of s k i l l e d workers. This , along wi th o t h e r reasons, has r e s u l t e d i n s e r i o u s de lays i n p ro j ec t implementation and l e d t o c o s t overruns.

4.25 Regarding Sec t ion 4.02 on t h e app ropr i a t e ope ra t ion and management of p ro j ec t components, t h i s i s adequate except f o r the CNEs which are under-staffed and l ack funds f o r p r a c t i c e teaching. The in-service t r a i n - ing courses f o r t h e Bagamoyo CNE a r e s t i l l under prepara t ion . I n add i t i on , e s s e n t i a l equipment and books a r e lack ing a t CNEs so t h a t even i f s t a f f were a v a i l a b l e t h e program of s t u d i e s could not be followed. The l ack of equipment a t t h e VTCs a l s o makes i t impossible t o conduct v i a b l e courses i n c e r t a i n s p e c i a l i t i e s . Two ope ra t ing t h e a t r e s i n t h e teaching h o s p i t a l a r e not i n use , which c e r t a i n l y a f f e c t s t h e i n s t r u c t i o n a l program.

4.26 Sec t ion 4.03 r equ i r e s t h a t a maintenance program be e s t ab l i shed but i n i t i a l r e s u l t s a r e not ye t a v a i l a b l e . The l ack of app ropr i a t e maintenance t o d a t e is leading t o s e r i o u s problems a t t h e CECs and t h e CNEs.

4.27 According t o two Bank supe rv i s ion r e p o r t s , t h e s tudy of t he evalua- t i o n and r a t i o n a l i z a t i o n of t h e primary teacher t r a i n i n g program i n terms of optimal s i z e and l o c a t i o n and t h e l e n g t h and s t r u c t u r e of t h e program has been completed (Sec t ion 4.04). The repea ted e f f o r t s of t h e UNESCO mission t o ob ta in a copy of t h i s s tudy f a i l e d . A meeting wi th o f f i c i a l s of the PIU and the MNE i nd i ca t ed t h a t such a s tudy had not been c a r r i e d out.

The officials did state that from time to time various studies have been conducted, but apparently these were not the in-depth comprehensive study called for in the covenant. A survey of educational facilities in secondary schools and the CNEs is presently being conducted under the Fifth Education Project. The survey is unlikely to be completed prior to the departure of the two expatriate experts working on it. In any case, the survey does not deal with the problem of curricular reform called for in the covenant. Finally, there was a study of primary teacher training conducted by a combined national and UNESCO group for the May 1981 UNESCO Sector Study on the future development of education. This report indicates the need for curriculum development and reform in this sub-sector of education as stated in Section 4.04 of the Credit Agreement.

Bank Grou~ Performance

4.28 The project was supervised by 16 missions excluding the completion mission. The intervals between missions were between two and nine months with two thirds in the five to seven month bracket. Supervision missions which were essentially staffed from the Bank's Regional Mission in Nairobi, averaged two persons for about two weeks although other projects were being concurrently supervised in many instances. Architects participated in 13 of the missions, general educators in eight, technical educators in four and a medical educator in two. The Bank was most successful in the supervision of the construction components of the project and less successful in the software components, particularly equipment and furniture. On the whole, Bank Group staff supervising the project and Government officials established and maintained a good relationship which allowed them to anticipate and solve problems. This is particularly true of the close collaboration in reshaping the design of many project components as a result of higher than expected inflation in 1974 and in keeping costs essentially in line thereafter. However, it appears that supervision missions were too short and not adequately staffed to supervise the numerous, separate and varied project components. In retrospect it would seem that a more intense supervision, more frequent site inspection and better coordination of hardware and software parts of project components would have improved project execution and outcome considerably.

V - PROJECT COST AND FINANCING

Capital Cost

5.01 Annex 13 shows that the final cost is T.Shs. 117,273,000 compared with the appraisal total of T.Shs. 104,110,000 or 13% above the appraisal estimate. In US$ however, the deflation of the Tanzanian currency during the period of project implementation reverses the picture. The final cost in dollars is expected to be US$14,249,000 or 2% lower than the appraisal

e s t i m a t e of US$14,581,000. Annex 14 g i v e s t h e d e t a i l e d breakdown of p r o j e c t c o s t . A much l a r g e r over run w a s avoided by o m i t t i n g a l t o g e t h e r t h r e e new secondary s choo l s and by reducing t h e expend i t u r e on medical s p e c i a l i s t s and f e l l owsh ip s . Th i s was agreed upon w i th t h e Bank e a r l y i n 1975. T h e f a c t t h a t c o s t s have been c o n t r o l l e d s i n c e t h a t d a t e and t h a t no f u r t h e r omiss ions were needed is ev idence of t h e c a r e and r e s t r a i n t of t h e PIU. Annex 11 shows t h a t t h e r e w a s ano the r important wave of i n f l a t i o n i n 1980. Annex 1 5 p r e s e n t s t h e a c t u a l d isbursements compared t o t h e a p p r a i s a l f o r e c a s t year-by-year. T h i s i s shown i n g r aph i c form i n Annex 8. Actua l d isbursements fol lowed a very s i m i l a r p a t t e r n t o t h e a p p r a i s a l f o r e c a s t , a l though they were delayed f o r t h e r e a sons a l r e a d y g iven (pa r a s . 4.05-4.07).

Space A l l o c a t i o n s

5.02 Space a l l o c a t i o n s p e r s t u d e n t shown i n Annex 10 are commendably c l o s e t o a p p r a i s a l expec t a t i ons . The excep t i ons a r e po in ted o u t and exp la ined by t h e foo tno t e s . C a l c u l a t i o n s of g r o s s a r e a s p e r s t u d e n t p l a c e a r e no t a p p l i c a b l e f o r t h e medical f a c i l i t i e s and have t h e r e f o r e been omi t ted from t h e annex. Annex 16 shows a g a i n how f l o o r a r eaa and s t uden t c a p a c i t i e s as b u i l t were c l o s e t o a p p r a i s a l e s t ima t e s . I nc r ea sed c o s t s a r e l a r g e l y t h e r e s u l t of i n f l a t i o n .

V I - PROJECT OPERATING OUTCOME

Primary Teacher T ra in ing

6.01 Mtwara and Tukuyu. The e s t ab l i shmen t of t h e s e two new pre -se rv ice CNEs t o expand t h e p roduc t ion of primary school t e a c h e r s was c e r t a i n l y j u s t i f i e d i n view of t h e ~overnment ' s o b j e c t i v e t o ach ieve u n i v e r s a l -

primary educat ion. F u r t h e r , i t was expected t h a t t h e i nc r ea sed produc t ion would l e a d t o a r educ t i on i n t h e ou tpu t of t h e DLP and hence t o a progres- s i v e improvement i n t h e q u a l i t y o f t h e t e ach ing s t a f f . I f t h e q u a l i t y of i n s t r u c t i o n has s u f f e r e d from t h e l a c k of s t a f f and equipment, t h e i n t e r n a l e f f i c i e n c y and e x t e r n a l p r o d u c t i v i t y o f t h e two CNEs a r e s a t i s f a c t o r y . Drop-outs and f a i l u r e s are few and t h e r e i s no problem of employment f o r t h e g radua tes . F u r t h e r , en ro l lmen t s should r each t h e designed c a p a c i t y i n t h e nea r f u t u r e .

6.02 The Mtwara CNE i s one of f i v e CNEs which a r e supposed t o o f f e r s p e c i a l i s t cou r se s i n r e l a t e d f i e l d s (Annex 5) . I n t h e c a s e of Mtwara, t h e f i e l d is mathematics and s c i ence . However, a f t e r t h r e e yea r s o f ope ra t i on , t h e CNE has been unable t o conduct t h i s b i a s and has o f f e r e d t h e g e n e r a l course i n s t e a d (Annex 4 ) . Th i s i s due t o t h e l a c k of s u f f i c i e n t and a p p r o p r i a t e s t a f f and equipment.

6.03 Although both of t h e CNEs a r e supposed t o have a teaching s t a f f of 24, when they opened i n J u l y 1979, Mtwara and Tukuyu had s t a f f s of 5 and 8 r e spec t ive ly . A s of A p r i l 1981, Mtwara had 18 p ro fe s s iona l s t a f f and Tukuyu 17. These f i g u r e s i nc lude four admin i s t r a to r s who t each part-t ime. I n f a c t , due t o s t a f f sho r t ages , t h e admin i s t r a to r s t each up t o 26 hours weekly.

6.04 The sho r t age of app ropr i a t e and s u f f i c i e n t equipment and of l i b r a r y books has not only had an adverse e f f e c t on program con ten t , but on teaching methods which a r e l a r g e l y r e s t r i c t e d t o l e c t u r e s . The small amount of s c i ence equipment a t Mtwara appears t o have been v i r t u a l l y unused, poss ib ly because i t i s t o o s o p h i s t i c a t e d , p a r t i c u l a r l y f o r grade I I I c teaching candida tes . The e l e c t r i c a l k i t chen and laundry equipment f o r home-economics c e r t a i n l y i s t o o e l a b o r a t e f o r t h e candida tes , most of whom w i l l t each i n r u r a l v i l l a g e s . Th i s equipment has not been used s i n c e i t was placed i n t h e needlework room where t h e r e a r e no e l e c t r i c a l o u t l e t s . Also unused a r e 40 typewr i t e r s and t h e r e l a t e d "shorthand-typing" rooms i s used a s a genera l classroom.

6.05 A t Mtwara, t h e i n s t r u c t i o n a l equipment and school f u r n i t u r e were s c a t t e r e d i n a hodge-podge manner. For example, l abo ra to ry and genera l classroom f u r n i t u r e were d i spe r sed a t random throughout t h e teaching a reas . I n add i t i on , t h e audio-visual and sc i ence l abo ra to ry p repa ra t ion rooms were being used a s s t a f f o f f i c e s . I n explana t ion , c o l l e g e o f f i c i a l s a s we l l a s t h e l o c a l PIU bui ld ing in spec to r s a i d they had never received a blue p r i n t of t h e school p l an t nor room plans f o r t h e placement of equipment o r furn i - t u r e , which i s repor ted t o be normally provided by t h e PIU. I n t h e l a t t e r connect ion, school f u r n i t u r e appears t o be of good q u a l i t y , a l though t h e r e a r e complaints t h a t t h e c h a i r s a r e uncomfortable.

6.06 I n add i t i on , such sc i ence l abo ra to ry needs a s a wash bas in and gas burning equipment have never been i n s t a l l e d a t Mtwara s o t h a t t h e pos- s i b i l i t i e s f o r s tudent p r a c t i c a l work a r e s eve re ly r e s t r i c t e d .

6.07 I n terms of communal equipment, t h e two CNEs were provided e l e c t r i - c a l k i t chen equipment which n e i t h e r t h e cooks nor t h e s tuden t s 1ik.e. Hence, new outdoor-type k i t chens a r e being cons t ruc ted a t both CNEs .

6.08 Again a t Mtwara, cupboards f o r s t a f f houses a r e s t o r e d i n covered open a r e a s i n t h e teaching f a c i l i t y r a t h e r than being used a s intended. They were intended t o be assembled i n s i d e of t h e houses but they were assembled o u t s i d e and a r e t oo l a r g e t o pass through t h e doors.

6.09 The q u a l i t y of cons t ruc t ion a t Mtwara appears t o be s a t i s f a c t o r y , but t h e r e a r e maintenance problems. For example, t h e c e i l i n g of o.ne c l a s s - room was broken and i n danger of co l l aps ing i f r e p a i r s were put of f much longer. Although t h e r e a r e a ca rpen te r and plumber on t h e s t a f f , they have been used a s k i t chen he lp i n s t e a d of maintenance men.

6.10 F i n a l l y , a t Mtwara, t h e r e i s a s e r i o u s problem i n t h a t t h e sewage f r equen t ly backs up i n t o s t a f f housing s a n i t a r y f a c i l i t i e s .

6.11 When queried about t h e obvious in su f f i c i ency and inappropr ia teness of t h e i n s t r u c t i o n a l equipment and t h e l a c k of l i b r a r y books, PIU personnel gave a s t h e cause t h e f a i l u r e of t h e MNE t o spec i fy a f i rm program of s t u d i e s p r i o r t o t h e prepara t ion of t h e equipment l is ts . While t h i s explanat ion may be p a r t i a l l y c o r r e c t , i t cannot account f o r t h e absence of procuring obvious needs i n gene ra l sc ience , home-economics, audio-visual equipment, l i b r a r y books, f u r n i t u r e , and vehicles .

6.12 Bagamoyo. The extens ion t o t h e Bagamoyo in-service CNE was aimed a t s t a f f q u a l i t a t i v e improvement, notably i n t h e f i e l d s of s c i ence and mathematics. This has ye t t o be implemented. The f a c i l i t i e s have been used exclus ive ly f o r courses i n educat ional admin i s t r a t ion a s s i s t e d under t h e S ix th Education P ro jec t . Thus, t h e sc ience l a b o r a t o r i e s and equipment have never been used. However, according t o MNE o f f i c i a l s , t h e primary in-service t r a i n i n g courses w i l l begin i n J u l y 1981 with 240 places r e t a ined f o r t h i s purpose and 80 places f o r t h e continuing courses i n educat ional adminis t ra t ion . The new course w i l l be i n t h e f i e l d of sc ience with a du ra t ion of t h r e e months given t h r e e times a year. Hence, 720 t eachers should pass through t h e course annually. When asked about s t a f f recrui tment , MNE o f f i c i a l s s t a t e d t h a t they w i l l be se l ec t ed from t h e s t a f f s of o the r CNEs. This may pose a problem given e x i s t i n g s t a f f shor tages i n some of t h e CNEs.

6.13 Although t h e courses i n educat ional adminis t ra t ion appear t o be successfu l , a MNE r epor t i n d i c a t e s t h e r e are o rgan iza t iona l c o n f l i c t s r e s u l t i n g from t h e merger of t h e two programs under a s i n g l e adminis t ra t ion wi th in t h e CNE. Fur ther , t h e r epor t i s c r i t i c a l of t h e choice of Bagamoyo f o r t h e program c i t i n g such d i f f i c u l t i e s as t r a n s p o r t t o and from Dar-es-Salaam, communications and t h e under-development of t h e town i n r e l a t i o n t o many o thers . These same problems could be applied t o t h e in-service teacher t r a i n i n g program. The Bank's a p p r a i s a l repor t (para. 5.07) cites t h e proximity of Bagamoyo t o Dar-es-Salaam a s an advantage.

Vocational Training

6.14 The e x t e r n a l p roduc t iv i ty of t h e VTCs i s shown i n two t a b l e s below. These t a b l e s demonstrate t h a t immediately a f t e r commissioning, t h e VTCs went i n t o f u l l opera t ion f o r bas i c t r a i n i n g , and the year t h e r e a f t e r f o r n ight c l a s s e s ( i . e . a t a time when t r a i n e e s f o r night c l a s s e s would be a v a i l a b l e i n adequate numbers owing t o t h e f i r s t year bas i c t r a i n e e s being i n in-plant t r a i n i n g ) . For t h e yea r s 1977178 t o 1979180 i nc lus ive , t h e r o l e of t h e two VTCs can be summarized a s follows:

1 I X n a t i o n a l t o t a l of bas i c 1 I Trade (X = Bank a s s i s t e d ) 1 t r a i n i n g provided by ........................ I I I Mwanza and Tanga VTCs I--------------------------- I I 1 i I 1 1. Fi t t ing- turn ing and f i t t i n g maintenance X 1 1 2. P r i n t i n g X I 1 3 . E l e c t r i c i t y X I 1 4 . Carpentry X 1 5. Plumbing X

I I

1 6 . Welding X I 1 7 . Bricklaying 1 1 8 . Pa in t ing and s i g n w r i t i n g X I 1 9 . Blacksmithy X I 1 10 . Motor veh ic l e mechanics ( 1 s t i n t ake 1979180) 1

I Tota l I 46 .0 I I I I

6.15 For t h e evening courses organized f o r t h e t r a i n e e s during t h e i r in-plant t r a i n i n g , t h e p i c t u r e i s a s follows:

I I X na t iona l t o t a l of bas i c I I Trade (X = Bank a s s i s t e d ) 1 t r a i n i n g provided VTCs 1 I ......................... I I I 1 Mwanza and Tanga I--------------------------- I I I I I I 1 1 . F i t t ing-turning and f i t t i n g maintenance I 47.4 1 2 . P r i n t i n g X

I I no n ight c l a s s e s

37.9 I

1 3 . E l e c t r i c i t y X I I 1 4 . Carpentry X I 30.2 1 5 . Plumbing X

I I 15.7

1 6 . Welding X I

I 38.0 I 1 7 . Bricklaying I 23.3 1 8 . Pain t ing and s i g n w r i t i n g X

I I 32.9

1 9. Blacksmithy X I

I 39.7 1 1 0 . Motor veh ic l e mechanics

I I 19.6 I

I I I I I I I To ta l I 31.8 I

I I I

6.16 The two VTCs have thus assumed an important p lace wi th in t h e na t iona l voca t ional t r a i n i n g scheme. The reason f o r t h i s i s s a i d t o be twofold: ( a ) t h e urgent demand f o r s k i l l e d workers made it imperat ive t h a t

t h e f a c i l i t i e s be used immediately, even i f t h e equipment was not ye t f u l l y adequate; and (b ) t r a i n e e s and i n s t r u c t o r s a l i k e show such d e d i c a t i o n t o voca t i ona l t r a i n i n g t h a t i n i t i a l shortcomings a r e e i t h e r accepted a s some- t h i n g unavoidable , o r a s c o r r e c t a b l e wi th t h e means a t t h e d i s p o s a l of VTCs (Annex 6 ) .

6.17 There i s , however, a l e s s p o s i t i v e development t o be noted. The number of t r a i n e e s dropped a f t e r t h e f i r s t year of ope ra t i ons :

1 I I I I 1 I 1 1977/78 1 1978179 1 1979/80 1 1980181

~-------------~--------------~--------------~--"------~-w-- I

I I 1 VTC 1 I I I I I 1 I I I 1 N o . ) % 1 NO.) % 1 N O . ) % I N O - ) % I I ----------- I------/------ I ------ I ------- I ------ 1 ----"--I ----w," I ------- I I I I 1 I I I I I I 1 MWANZA 1 256 1 100 1 203 1 79.3 1 208 1 81.3 1 206 1 80.5 1

i I I I I I I i I I I TANGA 1 271 1 100 1 225 1 83.3 1 236 1 81.1 1 229 1 84.5 1 I I I I 1 I I 1 I I

% = X of i n t a k e 1977/78

The p i c t u r e r e l a t i v e t o n i g h t c l a s s e s i s less c l e a r , a s t h e s e t a k e a longer t i m e t o develop.

6.18 From a pure ly q u a n t i t a t i v e viewpoint , i t appears t h a t t h e VTC Tanga i s performing s l i g h t l y b e t t e r t han t h e VTC Mwanza both w i th regard t o day courses and t o n igh t courses .

6.19 The VTCs main ta in c o n t a c t wi th employers dur ing t h e t ime of t h e t ra inee ' s in-plant t r a i n i n g . Th i s way, they a r e w e l l informed about t h e placement of t r a i n e e s , and t h e i r performance; i n f a c t , p r a c t i c a l l y a l l t r a i n e e s have been p laced , and are r epo r t ed t o be performing t o t h e s a t i s - f a c t i o n of employers. The e x t e r n a l p r o d u c t i v i t y of t h e two VTCs must, t h e r e f o r e , be cons idered e n t i r e l y s a t i s f ac to ry . ( lO)

6.20 I n terms of e f f e c t i v e n e s s , t h e o p e r a t i o n of t h e Tanga and Mwanza VTCs put t h e n a t i o n a l v o c a t i o n a l t r a i n i n g scheme t o t h e test: would t h e

10. A follow-up s tudy of g r adua t e s from Nat iona l Voca t iona l T ra in ing Center had been undertaken i n 1977, i.e. p r i o r t o t h e o p e r a t i o n of t h e Tanga and Mwanza VTCs. The s tudy demonstrated t h e h igh degree of employers' s a t i s - f a c t i o n w i t h t h e r e s u l t s of VTC t r a i n i n g . Based upon in formal e n q u i r i e s , t h i s s a t i s f a c t i o n cont inues w i t h t h e t h r e e VTCs i n o p e r a t i o n ( i nc lud ing t h e Dar-es-Salaam VTC).

c e n t r a l i z e d arrangements f o r f i n a n c i n g , r e c r u i t i n g and t r a i n i n g of t r a i n e e s and i n s t r u c t o r s , t h a t were c l e a r l y f e a s i b l e dur ing a t i m e when t h e r e was b u t one VTC ( i . e . t h a t of Dar-es-Salaam) a l s o work when t h e scheme was expanded t o o t h e r p a r t s of t h e count ry? The r e s u l t s ob t a ined t h u s f a r show t h a t i t is.

6.21 Concerning c o s t s , t h e c e n t r a l accounts f o r v o c a t i o n a l t r a i n i n g t h a t a r e kep t i n Dar-es-Salaam a r e not a r ranged i n such a way a s t o permit t h e e s t ab l i shmen t of u n i t c o s t s f o r e i t h e r VTC f u l l - t i m e t r a i n i n g o r n i g h t c l a s s e s . Th i s i s i n l i n e w i t h t h e a p p r a i s a l r e p o r t which does not c o n t a i n estimates of u n i t c o s t s f o r VTCs.

6.22 There a r e i n d i c a t i o n s , however, t h a t i n t e r n a l e f f i c i e n c y is dec r ea s ing somewhat as t h e number of t r a i n e e s dec r ea se s and t h a t o f i n s t r u c t o r s i n c r e a s e s , r e s u l t i n g i n less f avo rab l e i n s t r u c t 0 r : t r a i n e e r a t i o s :

I I I 1 Mwanza I

I Tanga I I I I Both I V T C s

I I T r a inee s 1 256 1 2 03 I n s t r u c t o r s 1 17 I 2 0 Rat io I 15.1 I 10.1

I I T r a inee s 1 271 1 225 ~ n s t r u c t o r s 1 17 1 22 Rat io I 15.9 1 10.2

I I I I I T r a inee s 1 527 1 428 I 444 1 435

34 4 2 I

~ n s t r u c t o r s I I I 4 5 I 5 2 I I Rat io I 15.5 1 10.2 1 9.9 1 8.4 1 I I I I I I

6.23 Again under t h e a s p e c t of i n t e r n a l e f f i c i e n c y , t h e VTC Tanga appears t o perform s l i g h t l y b e t t e r than t h a t of Mwanza. Th i s i s thought t o be i n d i c a t i v e of a somewhat more advanced i n d u s t r i a l environment i n Tanga as compared t o Mwanza w i th a consequence t h a t t h e former ha s s l i g h t l y more t r a i n e e s t han t h e l a t e r .

6.24 A s i n t h e c a s e of t h e CNEs, t h e r e e x i s t equipment problems. For example, t h e power t o o l s a r e t o o l i g h t g e n e r a l l y , and no t adequa te f o r heavy du ty usage i n VTCs ( t h i s goes i n p a r t i c u l a r f o r t h e machine shop and t h e c a r p e n t r y shop) . E l e c t r i c a l equipment (motors, e t c . ) have no t been procured due t o an o v e r s i g h t . The plumbing shop i s equipped f o r p ipe f i t t i n g on ly , and n o t , as cur r icu lum would c a l l f o r , a l s o f o r s h e e t m e t a l work. The p r i n t shop o f f e r s on ly a very l i m i t e d range of p r a c t i c a l t r a i n - i n g p o s s i b i l i t i e s ( o f f s e t on ly , bu t wi thout p l a t e making f a c i l i t i e s ) . The foundry workshop i s one i n name on ly s i n c e t h e r e is no foundry equipment.

The c i v i l eng ineer ing l a b and mechanical e l e c t r i c a l eng ineer ing l a b can be used f o r g e n e r a l s c i ences on ly (mainly by u s ing t h e blackboard f o r demon- s t r a t i o n s ) owing t o l a c k of m a t e r i a l s s i n c e i t i s no t equipped f o r t h e s t o r a g e of gene ra l school m a t e r i a l s and components. The drawing o f f i c e can be used f o r free-hand ske t ch ing on ly due t o l a c k of T-squares. Audio-visual a i d s a r e s t o r e d i n a way t h a t makes t h e i r use by i n s t r u c t o r s d i f f i c u l t . The d u p l i c a t i n g room ( i n t h e b u i l d i n g drawings i n d i c a t e d as t h e p r i n t i n g room) has no equipment and t hus cannot be used.

Community Educat ion Cente rs

6.25 The o b j e c t i v e s of t h e CECs embrace bo th formal and non-formal educa t ion programs. The i nnova t ive approach of us ing CECs i n suppor t of Government development programs f o r Ujamaa v i l l a g e s was designed t o be implemented on a p i l o t b a s i s i n c e r t a i n s e l e c t e d v i l l a g e s and, depending upon t h e outcome, was t o be e v e n t u a l l y expanded ac ros s t h e na t i on . Hence t h e CEC p r o j e c t component was exper imenta l i n n a t u r e , both from t h e p o i n t of view of t h e program of s t u d i e s and p r o j e c t implementation. The la t ter was t o r e l y heav i ly on s e l f - h e l p schemes whereby members o f t h e community would be mobilized t o p rov ide f r e e l abo r and l i m i t e d m a t e r i a l f o r t h e c o n s t r u c t i o n of p r o j e c t b u i l d i n g s . ( l l )

6.26 A t t h e t i m e of a p p r a i s a l , e i g h t s i tes f o r t h e c e n t e r s were t en t a - t i v e l y chosen i n t h e Dodoma Region which was be l ieved t o have a concentra- t i o n of r e l a t i v e l y s u c c e s s f u l l y organized Ujamaa v i l l a g e s . S ince then t h r e e of t h e sites had t o be changed ( w i t h i n t h e same reg ion) t o more conducive a r e a s , namely, Bereko, Mondo and Mkoka.

6.27 Upon completion of t h e p r o j e c t , e x i s t i n g primary s choo l s were t o be moved i n t o t h e newly e s t a b l i s h e d CECs. The c o n s t r u c t i o n of t h e CECs was t o be undertaken by a bu i l d ing team comprising a bu i ld ing i n spec to r , e i g h t masons and t e n c a r p e n t e r s , a l l of whom would be t r a i n e d a t t h e Rura l Train- i n g Center i n Dodoma. L a t e r , t h e number of masons and c a r p e n t e r s was increased t o 10 and 12, r e s p e c t i v e l y . A s r ega rds u n s k i l l e d l a b o r , 80 t o 100 would be t r a i n e d on t h e job f o r each c e n t e r and would provide a c o r e of workers who would a s s i s t u n t i l t h e c e n t e r was completed. The masons, c a r p e n t e r s and t h e b u i l d i n g i n s p e c t o r on completion of t h e i r r e s p e c t i v e t a s k s would move from c e n t e r t o c e n t e r u n t i l a l l e i g h t c e n t e r s were con- s t r u c t e d . Four CECs (Mpunguzi, Mlowa Uarabarani , I d i f u , and Mbabala) were cons t ruc t ed under t h i s scheme, a f t e r which t h e semi-ski l led l a b o r e r s were s p l i t i n t o f o u r groups cover ing t h e remaining f o u r c e n t e r s where they are s t i l l working a t p r e sen t .

11. I n 1973 it w a s e s t ima ted t h a t one CEC could be cons t ruc t ed , fu rn i shed and equipped a t a c o s t of T.Shs. 436,000 w i t h l o c a l c o n t r i b u t i o n through s e l f -he lp , and T.Shs. 871,900 wi thout it.

6.28 There was no problem anticipated in staffing the CECs at the time of appraisal. The primary school teachers were to conduct the regular academic program as well as part of the community adult education programs, primarily in literacy.

6.29 The eight CECs are directly administered by PIU/MNE at the national level, bypassing the Dodoma Regional Administrative and/or Educational Offices. The PIU has one administrator who is exclusively assigned to the follow--up and supervision of the implementation of the CECs. The administration is usually involved in expediting the release of project funds, award of local tenders, purchase and delivery of construction materials, equipment and furniture, as well as field supervision. The actual construction is supervised by a project architect who is posted at the PIU and, at the local level, by a building inspector.

6.30 In retrospect, the management responsibilities of this component should have been largely delegated to the regional authorities in order to try to make significant savings on construction costs and in time, In some of the centers (Mondo, Bereko) the biggest obstacle which caused considerable delays in construction was the unavailability of the necessary unskilled labor. In the project preparation phase, under the Government policy of self-help, it was assumed that the community contributions would be forthcoming. However, the result has not been satisfactory. The project completion date for the Mondo CEC had to be postponed four times in order to allow more time for finalization. To date, the center has still not been completed. In other cases, such as the Bereko CEC, the construction of buildings requiring production of soil-cement bricks coincided with the peak agricultural season, causing a delay of three months at one time. Taking into consideration these and other similar localized problems, it appears that the regional office would have been in a better position to initiate and mobilize participation of the villagers.

6.31 Another factor which inadvertently contributed to delays and increased cost is the decision to stagger the construction of the CECs over a period of about six years. There were two main advantages in using this approach. Firstly, it would enable the use of the same masons and car- penters in all centers, thereby ensuring the availability of skilled and/or semi-skilled labor which might have been in short supply at the time of appraisal. Secondly, the PIU could deliver construction materials to one site at a time without overburdening its limited transport facilities as compared to delivering to four or five sites at a time.

6.32 Looking at the present status of the four incomplete CECs, it is clear that the cost overrun did not justify the staggering of construction. The first four CECs which were constructed prior to 1978 were completed more or less within the appraisal cost estimates of about T.Shs. 400,000 (US$50,000)- However, the estimated completion cost for Mondo and Bereko is T.Shs. 1,068,481 (US$$133,685) and for Mkoka T.Shs. 1,084,126 (US$135,515), respectively. Additional expenditure to complete the Huzi CEC will require T.Shs 68,942 (US$8,617) according to PIU estimates. This

would seem t o i n d i c a t e t h a t had t h e c o n s t r u c t i o n of a l l e i g h t CECs been completed w i t h i n t h e f i r s t f o u r y e a r s , most of t h e c o s t over run i n d i c a t e d above might have been avoided. I n any ca se , it should be noted t h a t t h e h igh c o s t s o f , t h e C E C s p reven t g e n e r a l i z a t i o n of t h e p r e sen t scheme. T h i s cou ld r e p r e s e n t a p o s i t i v e outcome i n t h a t t h i s r e a l i z a t i o n cou ld l e ad t o a new s t r a t e g y t o a ch i eve s i m i l a r o b j e c t i v e s wi th l e s s f i n a n c i a l c o s t .

6.33 Three CECs, namely, Mpunguzi, MlowaBarabarani, and I d i f u , have been equipped and fu rn i shed 100%. It should be noted t h a t equipment and f u r n i - t u r e provided f o r i n t h e p r o j e c t w e r e determined on t h e b a s i s of 375 primary p u p i l s i n each of t h e CECs. However, at p r e s e n t , enro l lment h a s i nc r ea sed by 50% t o 250% over and above t h i s e s t i m a t e , t h u s c r e a t i n g an acu t e s h o r t a g e of equipment and f u r n i t u r e .

S t a t u s of Equipment and F u r n i t u r e De l i ve ry

I Center

I I Equipment

I I I I F u r n i t u r e I

I Mpunzuzi I De l ivered I 1 Mlowa Barabani I Del ivered I 1 I d i f u I Del ivered I 1 Mbabala I 30% Del ivered I I 1 70% awa i t i ng t r a n s f e r 1 I I from Bihawana I I Huzi I Ordered I 1 Mondo I Ordered I 1 Bereko I Ordered I 1 Mkoka I Ordered I

De l i ve r ed I Del ivered I Del ivered 1

I De l ivered 1

I De l ivered 1 Ordered I Ordered I Ordered I

Source: PIU/MNE

6.34 By and l a r g e , t h e equipment d e l i v e r e d was r e l e v a n t t o t h e l e a r n i n g program and i n accordance w i t h t h e p r o j e c t o b j e c t i v e s . I n p a r t i c u l a r , t h e wood workshop ( ca rpen t ry ) and, t o some e x t e n t , t h e domest ic s c i e n c e f a c i l i t i e s have been p roduc t i ve ly used i n manufactur ing f u r n i t u r e f o r o t h e r primary s choo l s and i n t h e p roce s s , c o n t r i b u t e d t o t h e t r a i n i n g of semi-sk i l l ed a d u l t workers from t h e i r r e s p e c t i v e U jamaa v i l l a g e s (Mpunguzi, Mbabala). The meta l workshops have been less u t i l i z e d because of l a c k of raw m a t e r i a l s t o work w i t h a n d . i n two c a s e s ( I d i f u and Mbabala) u n a v a i l a b i l i t y of q u a l i f i e d ( t e c h n i c a l ) i n s t r u c t o r s . I n I d i f u CEC, a l l workshop equipment is s t i l l unpacked from i t s c r a t e , hence never used s i n c e i t s d e l i v e r y i n 1977.

6.35 School f u r n i t u r e appears t o be poorly designed. Some of t h e c h a i r s and desks (50 t o 100 i n each c e n t e r ) have been damaged and a r e out of use. Had i t not been f o r t h e r e p a i r work i n t h e wood workshops, many more would have been ruined. The main d e f e c t s i n t h e des ign a r e t h e use of t o o many pro t ruding j o i n t s which can cause acc iden t s and a l s o t h e use of s h o r t screws which e a s i l y come o f f when t h e f u r n i t u r e i s moved around. The j u s t i f i c a t i o n f o r t h e des ign was based on c o s t sav ings and easy packing and assembling, which i n t h e long run proving t o be unacceptable. These d e f e c t s appear t o have been l a r g e l y e l imina ted through re-designing t h e f u r n i t u r e f o r t h e CNEs and V T C s .

6.36 Ear ly CEC c o n s t r u c t i o n used f i r e d b r i c k s u n t i l i t was r e a l i z e d t h a t t h e use of t r e e s f o r f u e l was des t roying t h e ecology of t he a r ea . Soil-cement b r i cks were accepted a s an a l t e r n a t i v e . Although more f requent maintenance i s requi red f o r s o i l cement bu i ld ings a f t e r each r a i n y season, t h e m a t e r i a l s a r e a t hand and v i l l a g e s u sua l ly regard t h i s maintenance a s rou t ine . The maintenance of p r o j e c t bu i ld ings wi th r e spec t t o C E C s , however, p re sen t s a s e r i o u s problem which must be redressed immediately. The Mlowa Barabarani CEC i s a l ready f ac ing maintenance problems with which o t h e r CECs w i l l be confronted i n t h e near fu ture . A t Mlowa Barabarani , t h e r e a r e s e r i o u s doubts about t h e d u r a b i l i t y of soil-cement, i f not maintained annual ly , once t h e cement wa l l p l a s t e r f a l l s o f f and is exposed d i r e c t l y t o r a in . I n t h i s c e n t e r t h e exposed w a l l s and columns a r e i n t he process of crumbling. This would i n d i c a t e t h a t maintenance work should be undertaken a s soon a s c racks develop on t h e w a l l p l a s t e r . Hence, i t becomes ev ident t h a t un le s s a s e r i o u s e f f o r t i s made t o provide adequate r ecu r ren t expendi- t u r e f o r maintenance (no allowance hs s been made so f a r ) t h e longevi ty of t h e CECs ' phys ica l i n f r a s t r u c t u r e would be cons iderably reduced. Moreover, t h e community should be mobilized t o a s s i s t i n t h i s e f f o r t i n t h e s p i r i t of s e l f - r e l i ance .

6.37 I n terms of sof tware i n p u t s , t h e weakest p a r t of t h e CEC program appears t o be t h e a d u l t educa t ion component. I n one CEC ( I d i f u ) no a d u l t educat ion programs o ther than l i t e r a c y have been s t a r t e d (Annex 7) . I n Mbabala and Mlowa Barabarani , t h e metal workshops have n o t been used due t o l ack of working m a t e r i a l and q u a l i f i e d teachers . Recurrent expendi ture needed f o r t h e purchase of raw m a t e r i a l t o be used i n t h e workshop i s t o t a l l y lack ing i n four CECs. I n t h e c e n t e r s (except I d i f u ) , t he wood workshop (carpent ry) has been r e l a t i v e l y w e l l u t i l i z e d i n t r a i n i n g a d u l t s and i n t h e process of manufacturing school f u r n i t u r e under consignment f o r o the r primary schools and r e p a i r i n g broken p r o j e c t f u r n i t u r e .

6.38 There is doubt a s t o whether o r no t t h e a d u l t s t r a i n e d a t t h e c e n t e r s have acquired t h e kind of s k i l l s they could p r o f i t a b l y u t i l i z e i n t h e Ujamaa v i l l a g e s . It has been r epor t ed t h a t t h e s e t r a i n e e s do not ea rn t h e i r l i v i n g by using these s k i l l s because t h e s tandard of l i v i n g of t h e v i l l a g e r s is so low t h a t they cannot a f f o r d t o pay f o r t h e kind of goods and s e r v i c e s t h a t t hese s k i l l e d t r a i n e e s could render. Under t h e s e circum- s t ances i t w i l l not be s u r p r i s i n g t o f i n d t h a t a ma jo r i t y of t hese t r a i n e e s migrate t o t h e more prosperous urban cen te r s .

6.39 The informal a d u l t educat ion program should have been heav i ly biased t o t h e major economic a c t i v i t y which i s a g r i c u l t u r e . The Ministry of Agr icul ture through i t s extens ion s e r v i c e should be c lose ly involved i n developing t h e type of educat ional program t h a t w i l l have p o s i t i v e r e s u l t s on increased p roduc t iv i ty through t h e in t roduc t ion of improved c u l t u r a l p r a c t i c e s , providing modern inpu t s such as f e r t i l i z e r s and insec- t i c i d e s , and in t roduc t ion of in te rmedia te technology. A t p resent a l l of t he f o u r opera t ing c e n t e r s a r e v i s i t e d occas ional ly by an a g r i c u l t u r a l coordinator . Two of t h e CECs (Mpunguzi and Mbabala) have extens ion agents posted. However, t h e i r presence has not brought any s i g n i f i c a n t impact on production.

6.40 On t h e o the r hand, t h e h e a l t h educat ion and t r a i n i n g programs seem t o be progressing s a t i s f a c t o r i l y i n a l l fou r centers . The center 's dispen- sa ry is used t o provide b a s i c medical s e r v i c e s and an educat ional program f o r incoming pa t i en t s . Topics covered include: motherlchi ld h e a l t h , n u t r i t i o n , midwifery, b a s i c hygiene, vacc ina t ion , etc. I n the Mbabala CEC, it was reported t h a t an average of 2,500 ind iv idua l s a r e exposed t o such educat ional programs each month. I n o the r c e n t e r s , v i l l a g e p a r t i c i p a n t s meet a t t h e cen te r t h r e e t i m e s a week f o r about an hour t o undertake orien- t a t i o n courses i n h e a l t h educat ion a s w e l l a s p o l i t i c a l education. I n genera l , although p a r t i c i p a t i o n i n such a c t i v i t i e s appears t o be encourag- ing, t h e r e is a need t o determine t h e ex ten t of t h e e f f ec t iveness of t h e program i n meeting t h e f e l t needs of t h e community.

6.41 An adu l t l i t e r a c y program is being coordinated by a l l t h e opera- t i o n a l CECs (Annex 7 ) . The c e n t e r s themselves conduct only one o r two c l a s s e s ; most a r e organized wi th in t h e Ujamaa v i l l a g e s using such f a c i l i t i e s a s may be a v a i l a b l e , i . e . under a t r e e , borrowed rooms, e t c . It is reported t h a t t h e average at tendance is about 30% of t h e i n i t i a l en ro l l ees .

6.42 The CECs provide o the r r e l a t e d u s e f u l funct ions f o r t h e community and a r e gradual ly becoming t h e main focus of Ujamaa v i l l a g e a c t i v i t y . Among o the r s , t he c e n t e r s provide day-care c e n t e r s f o r pre-school age chi ldren , a primary school f o r c h i l d r e n of school age, metal/woodwork shops and home-economics c e n t e r s f o r a d u l t s , v i l l a g e shop, dispensary, v i l l a g e adminis t ra t ive o f f i c e , assembly h a l l and community l i b r a r y .

6.43 It w i l l be r e c a l l e d t h a t a l l e igh t CECs i n t h e p ro jec t a r e loca ted i n t h e Dodoma region. A s i nd ica t ed e a r l i e r , t h i s was done mainly t o com- plement t h e increased v i l l a g i z a t i o n o r Ujamaa movement launched by t h e Government a t t h e time of appra i sa l . Consequently, t h e experience gained i n e s t a b l i s h i n g CECs a s p i l o t p r o j e c t s has been l imi t ed t o t h i s p a r t i c u l a r a r e a which i s charac ter ized by sparse populat ion, semi-arid c l imate and low economic po ten t i a l . It now appears t h a t some of t h e C E C s should have been e s t ab l i shed i n o the r reg ions wi th d i f f e r e n t economic and environmental c h a r a c t e r i s t i c s i n order t o f i n d out whether o r not t h e CEC concept is more

readily adaptable under different circumstances. However, it appears that this localization was demanded by the Government.

6.44 The present sites on which the CECs are located are in agricul- turally marginal areas with an average annual rainfall of about 500 mil- limeters and for the most part, sandy clay soil. It appears that a careful study should have been undertaken prior to site selection.

6.45 In retrospect, it may have been that the CECs were not successful because of design faults in the implementation (the emphasis on self-help) rather than because of the overall CEC conception. It would therefore seem appropriate for Government to conduct other CEC pilot projects using a different self-help scheme or other means of construction.

The Study of Management Education and Training

6.46 The objective of this study was to evaluate of the needs of the various training programs, especially the award system, and to make recommendations. By way of background, it should be noted that since Independ- ence, governmental, parastatal and cooperative agencies, and the university have established and/or expanded management training programs in response to long term as well as ad hoc demands. While the rapid growth of these activities is indicative of the importance the Government attaches to public management, the creation of institutions and the programs has not been adequately coordinated. As noted in the study group's report, this has lead to duplication and over-lapping which affects the optimal use of scarce teaching resources.

6.47 The recommendations of the Report are related to six general issues :

(a) the coordination of management training;

(b) the relationship between the training institutions and their clients;

(c) the relationship between management and accountancy training;

(d) the position regarding management teachers;

(e) the role of consultancy and research; and

(f) the issue of awards (degrees, diplomas and certificates).

6.48 After receipt of the Report, the Government conducted an in-depth analysis of the recommendations and issued an official document re-stating these recommendations followed by, in each case, the Government's decision on what action to take. This document states that "the Government has on the whole accepted the MTS (Management Training Study) recommendations..."

6.49 One of the major recommendations was to establish a Public Manage- ment Development Council (PMDC) to be chaired by the Principal Secretary to the President. While such a body was not established in this form, a unit with similar functions has been created. As explained in the Govern- ment's Statement of August 27, 1976, the creation of the PMDC would "... constitute a duplication of the newly created Ministry of Manpower Develop- ment (MMD) which has a whole division to coordinate Training including Management Training." However, the Government did establish The National Management Development Advisory Council (NMDAC) within the MMD to review regularly the planning, development, operations, education and specialized needs of management training.

6.50 Within the NMDAC, the Standing Committee on Awards (SCOA) was established in June 1478 with the following terms of reference:(12)

(i) To ensure that the standardized classification of awards is adhered to and maintained and to keep NMDAC informed on the matter.

(ii) To propose and analyze proposals on awards for new and revised training courses.

(iii) To ensure the quality of syllabi and teaching is commensurate with the set standards of awards.

6.51 Based upon the available evidence this project component appears to have been quite successful, probably due to the Government's commitment to the rationalization of management training as well as to the Report's quality.

Health Education

6.52 The broad goals of the medical evaluation component were to increase and improve resources of the Faculty of Medicine and thereby increase the output of Tanzanian physicians and the relevance of their training to national health problems. This overall goal has been achieved. The annual intake of medical students has increased from 30 to 50 students. The quality of students remains good and attrition is minimal (2-5 students per 5 years of training). The faculty has increased in number and is predominantly Tanzanian with a large proportion having completed good

12. Staff Circular No. 2 of 1978, Courses, the Issue of Awards and the Establishment of the Standing Committee on Awards, Ministry of Manpower Development, June 12, 1978, 3 pp. + Appendix. The latter is a table which shows the standardization of awards by type and level of course. The table also indicates the minimum entry qualification (academic level and work experience) for each type of course.

t r a i n i n g programs abroad. Bank-sponsored c o n s t r u c t i o n of f a c u l t y and s tuden t l i v i n g q u a r t e r s and of classrooms have con t r ibu t ed t o t h e increased number of s t u d e n t s and f a c u l t y who could be accommodated. Recruitment of good f a c u l t y , i nc lud ing short- term e x p a t r i a t e f a c u l t y has been f a c i l i t a t e d by provis ion of t h e s e q u a r t e r s and classrooms. The f a c i l i t i e s themselves a r e f u n c t i o n a l , and though s p a r t a n , equ iva l en t t o o t h e r f a c i l i t i e s a t t h e medical c e n t e r . Without t h i s cons t ruc t ion , i t i s u n l i k e l y t h a t s t uden t and f a c u l t y numbers could have been increased without compromising educa t iona l q u a l i t y . The u t i l i z a t i o n of t h e ope ra t i ng t h e a t r e s cont inues t o be a problem.

6.53 The f a c u l t y t r a i n i n g support and support f o r e x p a t r i a t e f a c u l t y have been somewhat less s u c c e s s f u l , a l though they have con t r ibu t ed t o t h e o v e r a l l improvement i n educa t ion . Fewer Tanzanian pos tdoc to ra l fe l lows received t r a i n i n g abroad than was o r i g i n a l l y envisaged, and t h e number of f o r e i g n n a t i o n a l s f i l l i n g short-term teaching p o s i t i o n s was a l s o less than a n t i c i p a t e d . Moreover, a g r e a t e r emphasis on community medicine and primary c a r e was a n t i c i p a t e d i n t h e t r a i n i n g programs than t h e a c t u a l i z e d emphasis on medical and s u r g i c a l s p e c i a l i t i e s . Nevertheless , t h e r e has been a remarkable i n c r e a s e i n t h e numbers and q u a l i t y of Tanzanian f a c u l t y t r a i n e d abroad and r e t u r n i n g t o t h e educa t iona l and r e f e r r a l c e n t e r s . However, o t h e r support mechanisms were a v a i l a b l e t o t h e Government, thereby d i l u t i n g t h e e f f e c t of t h e Bank's support and t h e a b i l i t y t o a t t r i b u t e f a c u l t y improvement s p e c i f i c a l l y t o t h i s program.

6 . 5 4 The development of t h e Bagamoyo Rural Hea l th Center f o r t e ach ing community h e a l t h p r a c t i c e s i s a resounding success . The s i t i n g of t h e c l i n i c i s important. It i s w i t h i n two t o t h r e e hours veh icu l a r t i m e from t h e school , ye t i n an a r e a of a u t h e n t i c r u r a l h e a l t h needs. While t h e r e have been some c o n s t r u c t i o n problems, t h e gene ra l de s ign is f u n c t i o n a l and a t t r a c t i v e . Tra in ing a t t h i s s i t e i s an i n t e g r a l p a r t of t h e medical s t uden t curr iculum, and has been e n t h u s i a s t i c a l l y rece ived by t h e s tudents . The s tuden t experience a t Bagamoyo f u l f i l l s an important need i n t h e medi- c a l curr iculum f o r t r a i n i n g i n community h e a l t h problems and teaching and u t i l i z a t i o n of medical a u x i l i a r i e s .

Annex 1

TANZANIA EDUCATIONAL PYRAMID COMPARATIVE DATA FOR PUBLIC SCHOOLS

1961.1971 81 1976

KEYTOFIGURES KEY TO FIGURES

BOYS ENROLLMENT N W W k H S I N TnOUSANDS GIRLS

The 1976 total for girls STD I Is missing, k t 18 ertiaartod by the Werion as about 237,000.

Annex 3

TIME-'PABTE r n R PRIMARY SCEIDOLS (proposed)

Souroe: Basis Facts about Education in T a n a a , Ministry of National Eduoation, 1980; Appendix B.

t

SubJe c t

Kirmahili

b t h a ~ t i c s

A r t

Home ~conomias/ Health Science

Pbysical Education

Handicrafts

Re l i eon

Science/~gricul tural Science

English

Po l i t i aa l Education

hograpby

History

Total

Notes : 1/ This is the t o t a l given i n the Souroe: actual tots1 of sub - - jec t oomponentu is 3.

2/ This is the t o t a l given i n the Source: actual total of sub - Jec t components i s x.

Periods per Week (5 Daya)

Standards 1-11

12

8 4

1

2

1

2

- - - - - 3

S-s V-VI

7 7 3

2

2

2

2

4

4 2

2

2

4021

'Standards 111-Iv

9 7 3

2

2

1

2

2

4 2

2

- 35;'

Standard VXI

6 8

3

2

2

2

2

4 4 2

2

2

4021

Annex 4

TIME-TABTES FOR GFUiDE 1118 AND GR#E IIIc COURSES IN CO- OF NATIONAL El)UCATIONB 1980

Source: ksomo Ns Vipindi: Vjru - o Vya Derrojs IIIa Na 1110, Department of Teaoher Tra in ing . -

SubJeats

Eduaation

Polit iosl Education

Swahili m e

i&ngli& Iangusee

Saienae and Agriaulture

kthamatics

OeoPPW Ellstorg

Domo~tia Soience

~ l c ud A r t s

mugion PfVsionl Education

hrta and Crack

Tanuhing Aids

Tots1

Hu~ber of PeciodS per Week

Grade IIIa

8 2

6 4

5 4

3 3 2

2

2

2

2

1

46

Qmde IIIc

8 2

6 4

5 4

3 3 2

2

2

2

2

1

46

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NO. of Period. p r Yoak

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2

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46

No. of Period. pmr Uook

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3-1 WOM Na Viplndlt m o Vra h m J a 111. Na 1110, Dmphent of h a o h o r Trnining.

N o L ~ I m e l a the t o t a l glvan i n the sou roe^ ec t ru l total of #ubJect compmentm i8 47. -

No. of Period. p r Uook

6

5 6

2

1

2

1

1

1 2

2

2

1 3 1

6

46

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No. or parlodm p r Week

20

2

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1 2

2

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6

46

Annex 6

4 ; i d , 5 43 g - 0

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Annex 7 page 3

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s U r z : i .. -

I

- ---

I

Q

& 3 a

0 E: e

O.l 74

d h . 2 g ? ? X * z

Source; Compiled by the Unes co mission.

Note : C = Class; M = Male; F = Female; T - Totall P = Primary; 5-T = Student Teaaher.

L/ Only one c lass operatea in the Centre (56 children).

PLANKED AM) ACTUAL IMPLEMEWATION SCHEDULE

Actual - Anticipated ,:.. . '.. '. .'. . .. ',. ................. I

CREDIT AGIWNIDTC

by Consultants f o r "E"

Construction: A . Muhumbili Teaching Hospital B. Bagamoyo Teaching Unit C. Mtwara PTTC D . Tukuyu PTl'C E. Bagamoyo FTI'C/CNE F. Mwanza VTC

4 Supervision Miseiona by IDA Nairobi Off ice ,e 0 0 o o 0 0 o 0 0 0 0 0 0 0 0

Vis i t s and Reports by Dr . William R. Harlan 4 4 I

Notes: 1. Iden t i f i ca t ion Mission 2. Reconnaissance 3 . DANIDA staff being reorui ted 4. Furniture & Equipment Mat ing s t a r t e d 5. Furniture designer joined PPS

6. A l l Works (except kitohen, d ining room & op. t hea t r e ) completed. 7. Student dining room and kitchen oompleted. 8. Operating t hea t r e s expected t o be completed. 9. Esld of C iv i l Works guarantee periods. 5

10. Appraisnl estimate of disbursements. E m

11. Aotusl disbursements.

Souroe: World Bank s u p e r v i s i o n r e p o r t s and PIU/MNE

PROJECT' IMPLEMENTAT I O N S E C T I O N

5t 1J101< PFir3CUhEt4ENl OFF1 CEF.. ]F ' ; (Oj iC l kCCOJPiTkNT ' PROJECT ADM I 141 ST H&T;TCrJ

4

I I . CONTRACT M4INTANANCE MBEYA TECH. C Q NE HAL PROIE CT

CCKMKXNATO R C-~~-JNAT~R C O M R U C T ION DMINIST RATION L .-. TOR F-I

ARCH1 T ECTS

ITAFX* ELECTMC. INSPECTORS AL ENGINEERS

ZONAL. 'MAINTENANCE I21 ARVSl-iA

1 S T A F F I Source: PIUIMinistry of Education

Annex I0

'E Z . % .

LnY rl

.. g i 2 J 2 0 6 5

a a 4

2 . 5::5

8 r a o a Y Z C . 2 g x S r i O '

C . R . 001: d a a r E v . ( Y

a u 4 J m O L Y

5 3 5 5 0 z 2 % 2 ~ ~ ? 9 k ~ ~ 2 ~ 4 *::= ;%-:

2 S P P L B m S 2

Annex 11

Source: ministry of National Education.

Notes : 1. 2.

Time of Appraisal Estimates - March 1973. World in f l a t i on due t o increased pr ice of o i l . Devaluetion of Tanzanian currency by 15%. Increase i n p r i ce of cement from Shs. 290 t o Shs. 720. Devaluation of Tanzanian currency by lo$. Increase i n p r i ce of o i l . Shortages of materiels, e.g. cement, reinforcement sanitary f i t t i n g s and d i e s e l o i l .

Increase i n pr ices of cement (m* fuel, roof sheeting timber and other rraterials.

Increase in minimum wage from Shs. t o Shs. 480 per month.

-cnL ASSISTANCE, PLZ~~JSHIPS AND OFTBITIONAL COSTS M TI[E m o m m

I - Technical Assistance Funded from 4 t h Dl Project adminiatered by 'hH0 -. -

1. Dr. Mustafa

2. Dr. N. %mza

j. ~ r . n. ~ w o n i g l e

4. DP. P. Yorh

5. m. P. ph i l i p

5. Vacmt

Total

( I . Dr. D. ~ y - 4 Phslmacsutics I Wtrin ( A-t 1977 - July 1979 1 24 1 f 8,240 1 1 1 9 . m 1

?hysiology

Paedla t r ics

Pharmacology

~ i o m b i o l o g y

Medical surgery

M d o a l duoa at ion Methodologist

Pellowshtp Holder

1 . Dr. I. Funhi

2. Dr. M. K a l s i

3. Dr. S. Maselle

3. C . Kimahia

. :- . 3. Basin&

5. *. J. Sangawe

7. Dr.. I N S U ~

8. *. J. ~1n.m 9. Dr. J.A. Salim

Tota l

- . -

Aueust 1977 - Ju ly 1979 Septoabsr 1977 -3eptsmb.r 1

n u Month.

6 5

24 11

'2 24 24 12

24

143

!lame o f BellcwsNp

1 4. Dr. U . Mahalu I Surgery 1HtrinIDeombarl977-Decwbar1978[ 12 1 E 2,655 1 9,997.51

Septamb.r19?7

F e t n u ~ r y 1977 May 1976 Doombar l¶7

June 1978 Januuy 1978- D e c m h r 1979

~ e l d of study

Obat/Gp a a c o l o g ~

Obst/Gynaocology

MicmWology

ParMltolOgy

Nephmlogy

ophtrlmology

Ccmnunlty Health

? m i t o l o w

P h a r m a o o m . ~

~ o t a l cos t

PI - Tec;inical Assistance and Operational Coats t o t he ProJect Unit

17.6 14.7

37 18 24

24

137.3

~ l a o a

Nigeria

Nigeria

rru\

India

USA

.... Nigoria

' 'US $

4,709 4,650

12,950 6,828 9,980

11,200

18,506

8,993 18.2%

%,62

Hc lder Pield of Study

5. Dr. .A. Mtand..

Tota l

Period

J a m y 1975 - July 1975 J a n u ~ r y 1975 - July 1975

Sx5tainSwt.snber 1975 - A u y a t 1977

October 1975 - 3eptmb.r 1 9 6 Junel976-June1977 J U ~ Y 1975 - ~ u n . 1978

Soptwber 1975 - Ausust 1978

Septsmtmr 1976 -0otob.r 1977

May 1977 -May 1979

T.Sha.

37.672 37.20Q

103.600 54,624 79,840 eg,6Q,

1W,048

71.94

145,608

758.3%

Place Perlod

Engineera

Quantity Surveyor

Building Inspectors

Design Administrator

Ctrief Architect

Senior Architect

PmJect b i n e e r

Suilding Inspectors

50.548

43,166 9l.972 55.553 n,62l

107,000

43,993

Months

Ophtalmology

Description

1 . Chief Architect

2. Architects

1 1 . PmJect ?ec.Mcal Cquiwent Specia l is t

485.10~ 345,326 763,776 w.664

580,958

856,000

3*495,92a

$ o r E 1 T. 5hs M d

I 12. PmJect lccountant I : I L~IDU~~ I 1

Total Cost

India

No.

1

4 ,

January 19'78 - Deceabm 1979

Donor

WNID4

3 N I W

1 :. Management Training Study ( M S

14. ProJect Unit ~xpenaes/?<&?agcment Trz1ni.x Studf

Total

Amount

24

95

Source: Compiled by t h e Unesco miss ion from d a t a provided by t h e PIU, D r . ~ a r l a n ' s r e p o r t and s u p e r v i s i o n r e p o r t s .

8 1 LXAL

34

:ill

7:,645.0&

13.245.0%

$ 15,000 120,OCO

515.012

SUMMAFtY OF TOTAL PROJECT COSTS BY CATEaORY IN T.Shs. AND $.US (000s)

Souroe: Appraisal Report and PIU/Ministry of National Education and World Bank supervision reports.

Notee: I/ Includes contingencies and Foreign Ewhange Variation. - 2/ Totals anticipated by PI13 as at April 18, 1981. -

Appraisal

$ of Total

D

71 4

8

11

1

3 2

Actual

Category $US (000s) ~.3hqy7.14

Column able 4

E

C

o 0

Q

1. Civil Works

2. Furniture

3. Equipment

4. Technical Assistance: ( 1) Medioal Specialists ( 11 )Pellowships

( iii )Management Training Study

5. (1) Pro Jeot Unit Operating Costg ( ii )Professional Fees

Financing

100 Total ProJeot Costs -

J

6,M3

\ 2.632

590 -

1 1,015 10,m

T.Shs(000e) 8.2%) $ U8 -

F

75.497

6 037

13, 305

[ 4,779

U 1 104,110 1 14.581 1 100 I V 1 117.2n 1 14,249

A

B

F

F

P

P

P K

K

9,110

- 282

- 9 -

1 , 1%

3,949

$US (0008) T.Shsi8.23

0

9,173

733 1,617

581

- B

74,037

3,844 7,903

111.864

677

3,145 2,640

(Done locally)

$ of Total

H

64

12

4 1 - 1,682

4 3

-- C

10,369

538 1,107

1,662

95 440 370

Q L

-

l 2 3 13,845 3,810

Annex 15

SCHEDULE OF DISBURSEMENTS IN US$ 'OOOS, 1974-1981

. --

Source: World Bank Reports and PI~/Ministry of National Education.

R e d sed Estimates 12.6.80

4

9.500

l0,W

12.31.80

Revised Estimates 5.14.80

LA&-.

7, 800

9 , P l0,00O

108m

12 -31.79

*m/mFisoal Msbvrssmenta Estimates P

( 1+2xlOO)

11 13

8 15

14 'I0

56 62

3.03

92 87

93

99.5

Year and Semester

1974 1s t 2I&

m 1st 2nd

1976 1st 2nd

lPTl 1s t 2nd

1978 1s t 2nd

3m 1s t 2nd

1980 1st 2nd

1981 1st f~an. 1 & ~pr.17)

Closing Date

N i l N i l

125 243

334 782

985 3,545

5,162 6,408

7,019 8,009

8,552 8,705

10,200

12.31.80

N i l m

1, I60 1,810

4,020 5, rn

7, 110 8 , g ~ '

9,250 lo,m

6 . 3 . 7 8

CCMPARATIVE ANALYSIS OF ESTIMATED AND AC;TUAL AREAS A N D COSTS PER PIACE

I N S&UARG METRES ANDT. She.

Source: Appraisal Report and ~ ~ ~ h i n i s t r y o f National Eduoation. - Note: 1/ Inoludes contingenoy sum and foreign exohange allouanoe. - -

COMMENTS FROM THE BORROWER ATTACHMENT I (Page 1 of 12)

THE LWITED REPliBLIC OF T/rh'ZANIA

MINISTRY 01: SATION AL EDUCATION

rc!cgmrns: "EI.IN~'", DIR C.S SALAAM. ?.. I clrphonr : 2521 1-9.

1'1.rli. Cc~c'rc!. 2Ww. Chid l iuil~l. ' L l i ~ t . 2012. ()I... . si.r,.. 2:)?23.

SZCTORAL PLA\W!XG ~ I ' A ' L T S I E ~ T .

)'Ro.IL<.'I's I3f PL.CX1I.N CAI IOX SKCT~O:.(. P.O. Box 9121,

DAR ES SAIMM, in reply plettse quote:

ED/~/4th IDA/GEN/POL. 11/34. Ref. No. ..... ...... ................... .... jlst December 1982

The Director Operat ions Wlal-t ion Department The World Bank 18l8 H Street NOWc WgsIIIJnON D. C. 20431 ( ~ t t . Shiv S, K ~ ~ U C )

U. S. A.

&r 03laMmS ON 4th IDA CREDIT XO.371-TA PROJEST PWH)RIW?CE REPORT IN TANZANIA,

we refer t o your l e t t e r of October 5, 1982.

- Please find, herewith enolosed, two oopies of our comments on the Project Performance Report on 4th IDA Credit No, 371-'PA.

The item Nos. in my oommats mrrespond t o your numbering in your report,

It is regretted tha t our oomments could be sent in time a we were involved in travel l ing both &oad and in the country and the heavy schedule of work at t h i s time of the year.

Youra sincerely,

Pro j eot Co-ordinatar

for Prhaipal Secretary

0.0. Mr. G Berlin The World Bank P. 0. Box 30577 NAIROBI

ATTACHMENT I- (Page 2 of 12)

PBOEJCT COWLETION REPORT ON TANZANIA

4TE EDUCATION PROJECT CREDIT NO- 371-TA

COHMENTS ON THE DBAFT BEPOKT

1. Page 1

C i v i l Works: The a p p r a i s a l c o s t e s t i m a t e s g iven as

T.sh.10,369,000 and a c t u a l e x p e n d i t u r e a s T,sh.9,173,000. It shou ld be no ted

t h a t t h i s does no t r e p r e s e n t t h e a c t u a l p r o j e c t c o s t a s a number of p r o j e c t

i t ems were n o t completed a t t h e t ime o f e v a l u a t i o n - namely Muhimbili , Mtwara

CNE, and t h e Community Edua t ion C e n t r e s of Huzi, Mondo Bereko and Mkoka. The

o u t s t a n d i n g works w i l l mean h i g h e r c o s t s t o t h e Government.

T e c h n i c a l A s s i s t a n c e

Whereas t h e c o s t e s t i m a t e s of Tsh. 1,757,000 were a v a i l a b i e t h e PIU

was i n s t r u c t e d t o c u t down t h e number of e x p e r t s and f e l l o w s h i p s i n o r d e r t o

s a v e f o r o t h e r p r o j e c t components.

P r o j e c t Uni t Expenses

A p p r a i s a l c o s t e s t i m a t e s were sh.810,000; t h e a c t u a l c o s t of

sh.2,145,000 could be accounted f o r by i n f l a t i o n c o s t s , o i l p r i c e s and

d i s p e r s i o n of c e n t r e s l e a d i n g t o h i g h e r t r a n s p o r t c o s t s of equipment and

f u r n i t u r e .

ATTACHMENT I (Page 3 of 12 )

Some of t h e a d d i t i o n a l equipment and v e h i c l e s under t h e

S i x t h Educa t ion P r o j e c t were pruchased and charged under P r o j e c t Uni t

expenses subvote .

2 . Para . 1.03

The d e l a y i n p r o j e c t implementat ion ha s mainly been caused by d e l a y

i n de s ign work and l a t e r by sho r t ages of m a t e r i a l s .

3 . Pa ra . 1 .04

The lower a c t u a l c o s t noted a t t h e t ime of e v a l u a t i o n of USS14.2

m i l l i o n does n o t i n any way r e p r e s e n t t h e a c t u a l c o s t of t h e

p r o j e c t due t o ongoing un f in i shed works.

4. Pa r a . 1.08

The d e f i c i e n c i e s a f f e c t i n g t h e t each ing- lea rn ing process i n CNEs

p o i n t t o t h e improper a p p r a i s a l of t h e p r o j e c t . The a p p r a i s a l

r e p o r t was n o t comprehensive enough t o determine t h e r e a l needs of

t h e f a c i l i t i e s r e q u i r e d . Th i s inadequacy of a p p r a i s a l ha s made i t

impe ra t i ve t o i n c l u d e t h i s component i n t h e Seventh Educat ion

P r o j e c t a t a much h i g h e r c o s t and a consequent s t r a i n on t h e

economy of t h e c l i e n t .

ATTACHMENT I (Page 4 of 12)

5. Para. 1.09

The location of Bagamoyo In-Service Teachers Centre was and is

still advantageous. The later decision to locate education

management courses (Mantep, 6th IDA) has affected the full

utilization of the in-service facilities. Experience has shown the

difficulties of running two institutions at one centre due to

administrative problems, social distance and financing of recurrent

costs. There have been discussions of moving Mantep to another

location. And this has led to delays in implementation of Mantep

under the Sixth Education Project. All this points to the problem

of inadequacy of appraisal.

6. Para. 1.10

The inadequate provision of equipment was rectified under the Sixth

Project, which arose to meet the real needs of the curriculum. If

there is inadequacy now it is very minimal.

7. Para. 1.11

The location of all 8 CECs in one region (Dodoma) with adverse

environmental and economic conditions was very unfortunate. It has

denied this important pilot project a proper comparative

evauation. The implementation of this project was hampered by

problems of water, low productivity and lack of community

participation. Villagers are more preoccupied with their own


survival problems than voluntary participation in construction of

the units as envisaged in the project concept. A wide geographical

dispersion would have provided a worthy comparative assessment for

duplication in other areas.

8. Para. 1.20

Though the performance of PIU has been satisfactory against all the

odds, problems in concept and organization and future projections

were not fully taken into account. The role the Unit has been

called upon to play has grown tremendously more than it is capable

to undertake under the present set up. The PIU was set up as a

convenient point of contact and accountability. But very little

support was given to it in terms of technical staff and training of

local personnel.

9. Para. 3.07

It should be noted that besides the industrial foci mentioned new

ones have emerged in Mbeya, Tabora, Morogoro and Musoma.

10. Para 3.25

The omission of three new secondary schools on the basis of

manpower projections were not correct. There is still a great

demand for manpower in secondary education. The social demand

for secondary education was and still is on overriding factor in


provision of education facilities. In fact this omission was

rectified in Seventh Education Project where additional secondary

schools facilities were provided but at a much higher cost.

Para. 4.01

It is not true that the dispersion of the projects was a major

factor in implementation. Mwanza and Tanga VTC, Bagamoyo and

Tukuyu CNE were completed within the time schedule though

dispersed. Muhimbili Operation had all the advantages of close

supervision and yet to-date is not completed. The CECs located in

the same area have seriously delayed in implementation.

It should be noted that the dispersion of education facilities is

very important for equitable distribution of opportunities and

hence socio-economic development. The location of education

facilities, which have pan-territorial intakes, has an important

impact on the surrounding areas.

12. Para. 4.03

The widespread distribution of equipment and furniture at Mtwara CNE

noted in your report was unfortunate. This is rather an

administrative problem. On the other hand it reflects lack of

coordination of the various project activities. What happened was

that the equipment and furniture were ordered and delivered before

the buildings were completed resulting in lack of storage

space. We wish t o inform you t h a t a l l t h e f u r n i t u r e has been

proper ly i n s t a l l e d s i n c e then.

13. Para . 4.15

Though our des igns a r e gene ra l ly good, t h e r e i s more room f o r

improvment. There a r e problems repor ted i n bui ld ings i n

use--bedrooms and f u r n i t u r e a r e s ing led ou t . We s t i l l can produce

cheaper and accep tab le des igns us ing l o c a l m a t e r i a l s a s f a r a s

poss ib le . The present des igns use imported m a t e r i a l s which a r e not

a v a i l a b l e i n t h e country l ead ing t o s e r i o u s de l ays i n p r o j e c t

implementation.

14. Para . 4.16

The sugges t ions advanced here a r e unacceptable and r e t r o g r e s s i v e .

Tanzania l i k e any o t h e r country i s s t r i v i n g f o r changes i n t h e way

of l i f e f o r t he b e t t e r . To deny t h e country f o r t he changes i s

unacceptable and misconception. Development e n t a i l s problems

because of l i m i t e d resources . These problems should be solved a s

one advances r a t h e r than stem t h e tempo of development. The

p ropos i t i on t h a t western W.C.s and s a n i t a t i o n f a c i l i t i e s a r e not

accep tab le i s a s e r i o u s propos i t ion . The problems of water and

l a c k of t o i l e t paper a r e temporary ones due t o t he present adverse

economic cond i t i ons .


The allegation that electricity and gas-fired kitchens are

unpopular and unsuccessful is not true. What is true is that there

are problems of electricity and gas. The allegation that

firewood-cooked food is preferred to electricity and gas-cooked

food is a misconception. On the contrary, firewood cooking is

cumbersome and troublesome. Cooks keep "crying" because of smoke,

they smell of smoke, covered with soot and food smells of smoke.

The proposition that designs should provide 'jiko' cooking, washing

place and maize pounding and entertainment for women is not true

under the present living conditions where even in rural areas

villages own milling machines.

It puzzles us where the Bank evaluation team obtained these very

serious, ill-conceived ideas. This section should be omitted

all-together. A better statement should be "that because of

problems of water supply, gas and electricity, pit latrines and

firewood kitchens should be provided as emergency solutions."

15. Para. 4.27

The point on reorganization and rationalization of training of

teachers at both levels has been dealt with from time to time. The

question is also dealt with in the Presidential Commission on

Education.


16. Para . 6.04

The u n d e r u t i l i z a t i o n of f a c i l i t i e s provided i s accounted f o r by

l a c k of q u a l i f i e d t e a c h e r s r a t h e r t han i n a p p r o p r i a t e n e s s of

equipment. What i s s o s o p h i s t i c a t e d about t y p e w r i t e r s and

needlework? C e r t a i n l y t h e s e f a c i l i t i e s a r e u s e f u l f o r primary

s choo l t e ache r s .

17. Para . 6.05

The problems of s c a t t e r e d f u r n i t u r e and equipment have been

r e c t i f i e d . The u se of c e r t a i n s c i e n c e rooms a s s t a f f rooms

r e f l e c t s f a u l t i n p r e p a r a t i o n of s chedu l e of accommodation. No

s t a f f rooms were provided i n t h e de s igns . Th is s i t u a t i o n has been

r e c t i f i e d by p a r t i t i o n i n g t h e l o c k e r space i n t h e a d m i n i s t r a t i o n

c lassroom block i n t o s t a f f room and t e a c h e r s ' o f f i c e s . The

f u r n i t u r e l a y o u t i s normally i s s u e d t o t h e f u r n i t u r e s u p p l i e r who

assembles t h e f u r n i t u r e components and i n s t a l l s i t accord ing t o t h e

l ayou t . That f u r n i t u r e was found s t a cked i n c o r r i d o r s was due t o

t h e f a c t t h a t t h e f u r n i t u r e s u p p l i e r completed h i s work when c i v i l

works were n o t ready. This was due t o c o n s i d e r a b l e d e l a y i n

c o n s t r u c t i o n works.

18. Pa ra . 6.06

The problem of l a b o r a t o r y f i t t i n g s and gas f i t t i n g s w a s

un fo r tuna t e . Th i s i s u s u a l l y t h e r e s p o n s i b i l i t y of t h e main

ATTACHMENT I (Page 1 0 of 12)

c o n t r a c t o r . Why t h i s was n o t f i t t e d i s something I f a i l t o

unders tand , on t h e p a r t of t h e a r c h i t e c t s .

19 . Para . 6.07

I t i s t r u e t h a t cooks and s t u d e n t s do no t l i k e t h e e l e c t r i c a l

k i t c h e n euqipment. The g e n e r a l problem is i n s u f f i c i e n t power

supply and l a c k of funds f o r l i g h t i n g and c a t e r i n g s e r v i c e s . The

firewood k i t c h e n s provided a r e meant t o s o l v e t h e above problems a s

emergency p rov i s i ons .

20. Pa r a . 6.08

The cupboards a r e a l r e a d y i n s t a l l e d i n t h e s t a f f houses. The

assembly o u t s i d e was because t h e houses were n o t completed when t h e

f u r n i t u r e assembly was i n p rogress .

21. Pa r a . 6.10

I wonder why t h e sewage system should on ly be a problem t o s t a f f

houses and n o t i n d o r m i t o r i e s and t e ach ing a r ea s? Something must

be wrong somewhere!

22. Para . 6.11

I would hope t h e program of s t u d i e s f o r t h e f a c i l i t i e s t o be

provided a r e determined i n p r o j e c t p r e p a r a t i o n and confirmed i n t h e

ATTACHMENT I (Page 11 of 12 )

subsequen t a p p r a i s a l r e p o r t . On t h e b a s i s of t h i s l i s t o f

equipment , books and o t h e r s o f t w a r e s u p p l i e s a r e p repared i n

r e l a t i o n t o t h e f a c i l i t i e s provided.

The omiss ion observed i s n o t c l e a r l y unders tood . Something was

wrong i n p r o j e c t c o n c e p t i o n , a p p r a i s a l and subsequen t

implementat ion.

23. Para . 6 .13

T h i s p o i n t i s d e a l t w i t h i n my e a r l i e r comment. However I, do n o t

a g r e e t h a t t h e i n - s e r v i c e c o u r s e s e x p e r i e n c e t h e same problems a s

Mantep. T h i s i s because management c o u r s e s need c o n t a c t w i t h

s i m i l a r i n s t i t u t i o n s and o t h e r e s t a b l i s h m e n t s t o s t u d y management

p r a c t i c e s , whereas i n - s e r v i c e t r a i n i n g i s supposed t o b e i n t e n s i v e

and p r a c t i c a l i n n a t u r e r e q u i r i n g a calm atmosphere w i t h l e s s

i n t e r f e r e n c e which makes Bagamoyo i d e a l .

24 . Para . 6 .24

The inadequacy of equipment t o VTC p o i n t s t o t h e l a c k of c a r e f u l

a ssessment of t h e needs of t h e c u r r i c u l u m d u r i n g a p p r a i s a l . On t h e

o t h e r hand t h i s cou ld be l a c k of q u a l i f i e d s p e c i a l i s t s i n drawing

up s p e c i f i c a t i o n s f o r equipment.


25. Para. 6.30

The sugges t ion t h a t t he cons t ruc t ion of CECs could probably be

b e t t e r done by reg ions has l i t t l e evidence. This i s because under

t he F i f t h Education P ro jec t t h e r e g i o n s / d i s t r i c t s were g iven t h e

r e s p o n s i b i l i t y of cons t ruc t ing s t a f f houses under a se l f -he lp

scheme. Out of 1,500 f o r VMTP only 325 were completed a t t he c l o s e

of t h e c r e d i t i n June 1982.

26. Para. 6.38

The observa t ion here po in t s t o t h e mistake of l o c a t i n g t h e CECs i n

one a rea . There i s a danger of gene ra l i za t ion . Both t h e c e n t r e s

a r e loca ted i n a low product ive and low-income a rea . The

experience could have been otherwise had t h e CECs been d ispersed .

27. Para. 6.39

It should be noted t h a t Mlowa Barabarani and Mpunguzi have

f r equen t ly been chosen t h e bes t v i l l a g e s i n t h e Dodoma' region.

This p o i n t s t o t h e f a c t t h a t p o s i t i v e success can be drawn from

t h i s p i l o t p r o j e c t .

World Bank Document · (vii) a study to rationalize the management training system. Project Content...

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