AFRICAN DEVELOPMENT FUND Language: English Original: French

REPUBLIC OF NIGER

BASIC EDUCATION STRENGTHENING PROJECT (EDUCATION II)

APPRAISAL REPORT

NB: This document contains errata or corrigenda (see Annexes)

SOCIAL DEVELOPMENT DEPARTMENT (OCSD) CENTRAL & WEST REGION OCTOBER 2003

PROJECT INFORMATION SHEET, CURRENCIES AND MESURES, LIST OF TABLES, LIST OF ANNEXES, LIST OF ABBREVIATIONS, SOCIO-ECONOMIC INDICATORS, EXECUTIVE SUMMARY, PROJECT LOGICAL FRAMEWORK i-x

1. ORIGIN AND HISTORY OF THE PROJECT...... 1

2. THE SECTOR ...... 2

2.1 The Education System ...... 2 2.2 The Sector Institutional Framework ...... 3 2.3 The Government’s Education Policy ...... 3 2.4 Education Financing ...... 5 2.5 Intervention of Other Donors and Development Partners ...... 5 2.6 Sector Constraints...... 6

3. THE SUB-SECTOR ...... 7

3.1 Access and Equity in Basic Education...... 7 3.2 Quality and Relevance of Basic Education...... 8 3.3 School Health and the Fight Against STI/HIV/AIDS ...... 9 3.4 Nutrition and Basic Education…………………………………………………… ...... 10

4. THE PROJECT...... 10

4.1 Project Design and Formulation ...... 10 4.2 Project Zones and Beneficiaries...... 11 4.3 Strategic Context...... 12 4.4 Project Objectives...... 13 4.5 Description of Project Outcomes and Components ...... 13 4.6 Impact on the Environment...... 18 4.7 Project Cost ...... 19 4.8 Sources of Financing and Expenditure Schedule...... 20

5. PROJECT IMPLEMENTATION...... 23

5.1 Executing Agency……………………………………………...…...... ……23 5.2 Institutional Arrangements...... 24 5.3 Implementation and Supervision Schedule...... 24 5.4 Procurement Arrangements...... 25 5.5 Disbursements ...... 28 5.6 Accounting and Auditing ...... 29 5.7 Monitoring and Evaluation...... 29 5.8 Assistance Coordination...... 30

6. PROJECT SUSTAINABILITY AND RISKS...... 30

6.1 Recurrent Expenditure...... 30 6.2 Sustainability ...... 30 6.3 Major Risks and Mitigative Measures ...... 31

7. PROJECT BENEFITS ...... 31

7.1 Economic Benefits...... 31 7.2 Social Impact Analysis...... 32 7.3 Impact on Girls and Poverty Reduction...... 32

8. CONCLUSIONS AND RECOMMENDATIONS ...... 33

8.1 Conclusions ...... 33 8.2 Recommendations ...... 33

ANNEXES

This report was prepared following an appraisal mission to Niger from 25 August to 5 September 2003 by Mr. T.P. SEYA, Division Manager, OCSD.2 (Head of Mission), H. MRABET, Architect, OCSD.2 and a consultant. Mr. J. E. PORGO, Chief Education Analyst, OCSD.2 also contributed to the writing of the report. Questions on the document should be referred to Mrs. Z.B. El BAKRI (Director OCSD, Ext. 2045) or Mr. T.P. SEYA (Division Manager, OCSD.2, Ext. 2173)

CURRENCY EQUIVALENTS (September 2003)

Currency unit = CFA.F UA 1 = CFA.F 826.788 CFA.F 1 = UA 0.00121 UA 1 = US $ 1.37727 MEASURES

Metric system

FISCAL YEAR

1 January – 31 December

LIST OF TABLES Page Table 4.1 : Project Cost by Component 19 Table 4.2 : Project Cost by Expenditure Category 19 Table 4.3 : Project Cost by Source of Financing 20 Table 4.4 : Project Cost by Component and Source of Financing 20 Table 4.5 : Project Cost by Expenditure Category and Source of Financing 21 Table 4.6 : Expenditure Schedule by Component 21 Table 4.7 : Expenditure Schedule by Expenditure Category 21 Table 4.8 : Expenditure Schedule by Source of Financing 22 Table 5.1 : Implementation and Supervision Schedule 24 Table 5.2 : Procurement Arrangements 25

LIST OF ANNEXES Number of Pages

Annex 1 Administrative Map of Niger and the Project Zones 1 Annex 2 Operations Ongoing or Planned by Partners 2 Annex 3 Summary of Bank Operations in Niger 1 Annex 4 Summary of Project Socio-Environmental Arrangements 1 Annex 5 Summary of the Detailed Project Cost 2 Annex 6 List of Goods and Services 1 Annex 7 Implementation Schedule 1 Annex 8 BEPE Organization Charts 1

LIST OF ABBREVIATIONS

ADB African Development Bank ADEN Niger Education Revitalization Support Project ADF African Development Fund AEA Aide et Action (Aid and Action) AFD Agence française de Développement (French Development Agency) AFVP Association française des Volontaires du Progrès (French Association of Progress Volunteers ) AME Association des Mères Éducatrices (Association of Mother Educators) APE Association des Parents d’Élèves (Parent/Teacher Association) BEPE Bureau d’Exécution des Projets d’Education (Education Projects Executing Agency) BERESCOFI Bureau d’Études et de Recherches sur la Scolarisation des Filles (Agency for Studies and Research into Girls’ Enrolment) CAE Conseil d’Administration d’École (School Board) CAPED Cellule d’Animation Pédagogique (Center for Pedagogical Promotion) CEG Collège d’Enseignement Général (Comprehensive Secondary School) CEM Cellule École Milieu (School Environment Unit) CFA.F Communauté Financière Africaine (African Financial Community) Franc CFDC Centre de Formation en Développement Communautaire (Community Development Training Center) CFEPD Certificat de Fin d’Études du Premier Degré (First School Leaving Certificate) CIDA Canadian International Development Agency CM2 Cours Moyen deuxième année (Grade Six) CNE Conseil National de l’Éducation (National Council on Education) COGES Comité de Gestion de l’école (School Management Committee) DAF Direction des Affaires Financières (Directorate of Financial Affairs) DAFA Direction de l’Alphabétisation et de la Formation des Adultes (Directorate of Adult Literacy and Training) DECB Direction de l’Enseignement du Cycle de Base 1 (Directorate of Basic Education Cycle I) DEP Direction d’Étude et de Programmation (Directorate of Study and Programming) DGEB Direction Générale de l’Éducation de Base (General Directorate of Education) DGENF Direction Générale de l’Éducation Non Formelle (General Directorate of Non-formal Education) DREB Direction Régionale de l’Éducation de Base (Regional Directorate of Basic Education) DRESS Direction Régionale des Enseignements Secondaire et Supérieur (General Directorate of Secondary and Tertiary Education) EU European Union FRESH Focusing Resources on Effective School Health GDP Gross Domestic Product GER Gross Enrolment Rate GTZ Geseelschaft fûr teshnishe zusammarbeit (German Technical Assistance) HIPC Highly Indebted Poor Countries IAAFA Inspection d’Arrondissement de l’Alphabétisation et de la Formation des Adultes (Arrondissement [Administrative District] Adult Literacy and Training Inspectorate) IDA International Development Association IFAD International Fund for Agricultural Development IGA Income-Generating Activities MDG Millennium Development Goals MEB1/A Ministry of Basic Education and Literacy MESSRT Ministry of Secondary and Tertiary Education, Research and Technology NGO Non-Governmental Organization NIGETYPE Agence nigérienne des travaux d’Intérêt Public (Niger Public Works Agency) PADEB Basic Education Development Support Project PDDE Programme Décennal de Développement de l’Éducation (Ten-Year Education Development Program) PDE Projet de Développement de l’École (School Development Project) TFP Technical and Financial Partners UNICEF United Nations Children’s Fund VE Volontaire de l’Éducation (Education Volunteers) WB World Bank WFP World Food Program ( i )

AFRICAN DEVELOPMENT FUND

01 B.P. 1387 ABIDJAN 01/ COTE D’IVOIRE BP 323, 1002 Tunis Belvédère/TUNISIA Tel. (225) 20 20 48 12 / 20 20 54 47 Tel.: (216) 71 333 511 Fax (225) 20 20 57 10 Fax.:(216)71351933

PROJECT INFORMATION SHEET Date : September 2003 The following information aims to provide some general guidelines to all suppliers, contractors, consultants and any other persons interested in the procurement of goods and services for projects approved by the Board of Directors of the Bank Group. More detailed information can be obtained from the project executing agency.

1. COUNTRY : Republic of Niger 2. PROJECT NAME : Basic Education Strengthening Project (Education Project II) 3. LOCATION : The national territory for MEB1/A and MESSRT training and support. Maradi, Tahoua, Zinder and Tillaberi Regions for the improvement of access, equity, quality and institutional capacity. 4. BORROWER : Republic of Niger 5. EXECUTING AGENCY : The Education Projects Implementation Agency (Bureau d’Exécution des Projets Education, BEPE) in the Ministry of Basic Education 1 and Literacy (MEB1/A) 6. PROJECT DESCRIPTION : The project's sector goal is to contribute to the implementation of the Ten-Year Education Development Program (PDDE). The specific objectives include: (i) extending access and strengthening equity and quality of basic education cycles 1 and 2; (ii) improving school health and intensifying the fight against STI/HIV/AIDS; and (iii) building the institutional capacity of basic education. The project comprises four components: (i) improvement of access and quality of basic education cycles 1 and 2; (ii) support for girls’ enrolment and women’s literacy; (iii) improvement of school health and the fight against STI/HIV/AIDS in the school environment; and (iv) project management. 7. ESTIMATED COST: Foreign exchange : UA 05.62 million Local currency : UA 07.71 million Total : UA 13.33 million 8. PROPOSED FINANCING ADF (Loan) : UA 10.00 million ADF (Grant) : UA 02.00 million GOVERNMENT : UA 01.33 million ( ii )

PROBABLE DATE OF APPROVAL : December 2003 9. PROBABLE PROJECT START-UP DATE AND DURATION : July 2004, four years 10. PROCUREMENT OF GOODS AND SERVICES : Goods, works and services will be procured according to ADF rules of procedure as follows:

Works: (UA 5.43 million)

International competitive bidding for classroom construction works for base cycle 1, pedagogical sectors, offices and stores, latrines, school canteens, CEGs, glasswork workshop for the CNM and rehabilitation of laboratories.

Local competitive bidding for permanent education centers and latrines. The maximum amount per contract shall not exceed UA 100 000.

Goods: (UA 3.28 million)

International competitive bidding for the procurement of: (i) equipment for the CEG laboratories, the rehabilitated laboratories, the CNM maintenance workshop, school drugs, text books for libraries as well as text books on physical sciences, history and geography for Basic Cycle 2.

Local competitive bidding for the procurement of : (i) classroom furniture for Basic Cycle 1; (ii) offices and premises for the pedagogic sectors, the CEGs, classrooms, the school health agency and the permanent education centers; (iii) school kits for girls; (iv) office, computer and audiovisual hardware for the DEP, the CEGs, the DRESS, the school health agency and the BEPE; and (v) motorcycles for the pedagogical sectors and vehicles for the DRESS, the BEPE and the school health agency. The maximum amount per contract shall not exceed UA 200 000.

National shopping for the procurement of: (i) equipment and logistics for various training programs, in-service training and sensitization workshops; and (ii) sensitization/information radio and television programs. This procurement method is justified since the country has enough local suppliers and qualified representatives of foreign suppliers to guarantee competitive prices.

Direct negotiation with the General Directorate of Non-Formal Education for the procurement of teaching aids for the permanent education centers. The Directorate prepares and publishes these textbooks; it also coordinates all literacy activities nationwide.

Services (UA 3.88 million)

Competition on the basis of a short list for: (i) architectural and engineering studies, supervision of the construction work on schools, canteens, pedagogic sectors, laboratories, the CEG, the CNM glassworks workshop and the permanent education centers; (ii) training on learning evaluation for MEB1/A’s DEB1 and training on training engineering; (iii) training of members of the COGES offices; (iv) support for the restructuring of continuous training for CEG teachers; (v) training of teachers on “gender” approach and reproductive health; (vi) parents’ sensitization on girls’ enrolment; (vii) training of two managers abroad on school health; (viii) training of two staff on school health management; (ix) preparing a school health improvement strategy, studying the HIV/AIDS status in the school environment, and incorporating the HIV/AIDS issue into school programs, designing and producing picture boxes, and organizing medical visits for pupils in schools (UA 0.94 million); (x) evaluating the impact of canteens on girls’ enrolment and nomadic populations; (xi) project auditing; (xii) engaging the services of trainers and supervisors for skills improvement and training workshops coordinated by the ENS and the IPN; (xiii) engaging the ( iii ) services of lady instructors for women’s literacy; and (xiv) engaging the services of trainers and supervisors for sensitization and training workshops coordinated by the DLM.

Direct negotiation with: (i) the College of Education (Ecole Normale Supérieure, ENS) and the National Pedagogical Institute (Institut Pédagogique National, IPN) to organize the training for laboratory attendants; (ii) the National Pedagogic Institute to organize teachers’ and inspectors’ training and skills improvement; (iii) UNESCO to train two staff of the Planning Division in the Ministry of Finance and Economy on education planning; (iv) the General Directorate of Non- Formal Education through its departmental and divisional (arrondissement) inspectorates in charge of literacy to organize women’s literacy activities; (v) the Directorate of Disease Control (Direction de la lutte contre la maladie, DLM) in the Ministry of Public Health and Epidemic Control to inform and train headmasters and representatives of parent/teacher associations on the school health improvement strategy, plan hygiene and health activities in the school environment, organize a workshop to validate the study on school health improvement strategy and fight STI/HIV/AIDS, conduct mobilization and sensitization actions on HIV/AIDS in the school environment, organize radio and television programs on school health and STI/HIV/AIDS control.

Operations (UA 0.74 million):

Project operations (office supplies, fuel, etc.) will be covered through: (i) direct negotiation with suppliers for amounts below UA 20 000; and (ii) competitive bidding for contracts above UA 20 000.

11. CONSULTANCY SERVICES REQUIRED: Consultancy services will be required to conduct studies, provide training and undertake annual project auditing. ( iv )

EXECUTIVE SUMMARY

1. Background

Despite the heavy financial and human investments in education and the net progress recorded, the sector performance has remained weak. The gross enrolment rate, estimated at about 41.7% in 2002, is one of the lowest in the continent which averaged 80% over the period. Moreover, the repeater rate is extremely high especially in Grade 6, while the illiteracy rate (80% in 2000) is one of the world’s highest. This poor performance of the education system is attributable, among other things, to the very high population growth rate (3.6% from 1988 to 2001 compared with 3.38% for the 1977-1988 period), which has created several needs in various areas, including education, Niger’s population having practically doubled since 1997. Other reasons for the poor performance include the low domestic human resources mobilization and the declining trend in official development assistance. To rectify the situation, the Government initiated several actions, of which the recent Education Orientation Law passed on May 1998 and the Ten-Year (2003-2013) Education Development Program (PDDE) stemming therefrom.

Following an August 2002 request, the Bank plans to support the PDDE through the project under consideration which was identified in December 2002, prepared with UNESCO’s assistance in June 2003 and appraised in September 2003. The project takes into account the Millennium Development Goals, the global strategy and other donors’ commitments. It falls within the framework of Education For All/Fast-Track Initiative. The project is also in line with the Bank Group’s 2002- 2004 operating strategy in Niger which mainly consists in supporting rural development, human resources development, reforms and good governance.

2. Purpose of the Loan and the Grant

The project will be jointly financed by the ADF (through a UA 10 million loan and a UA 2 million grant) and the Government of Niger (UA 1.33 million). The ADF grant will fund all school health-related activities, including the fight against STI/HIV/AIDS in the school environment. 3. Project Objective The project sector goal is to contribute to the implementation of the PDDE. Specifically, the project will help to widen access and strengthen equity and quality at the Basic Education Cycles 1 and 2 level, even as it will strengthen the institutional capacity of basic education. 4. Project Outcomes

The project comprises four expenditure categories: A – Works; B – Goods; C – Services; and D – Operations. Under Component I, the project will construct and equip schools under Basic Cycles 1 and 2, set up school canteens, procure text books, train teachers, build the capacity of school management committees and provide institutional support to the MEB1/A. Component II will reinforce literacy activities through the construction of 60 permanent education centers to cater for nearly 5 400 women and promote girls’ enrolment into Cycle 2. Under Component III, the project, through the grant, will finance the implementation of an operating strategy in the school environment and sensitization campaigns on STI/HIV/AIDS, within the framework of school health improvement.

5. Project Cost

The total project cost, excluding taxes and customs duty, is estimated at UA 13.33 million, including UA 5.62 million and UA 7.71 million in foreign exchange and local currency, respectively. There is also provision to factor in 5% and 3% of the cost to cover contingencies and price escalation, in that order.

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6. Sources of Financing

The ADF and the Government of Niger will jointly finance the project. The ADF contribution (loan and grant) of UA 12 million will cover the total foreign exchange cost and 82.61% of the local currency cost. The ADF loan (UA 10 million) represents 75% of the total project cost and covers 75.97% of the foreign exchange cost and 74.18% of the local currency cost. The ADF loan resources will fund all expenditure categories of Components I, II and IV. The ADF grant will fully finance Component III on school health improvement and the fight against STI/HIV/AIDS. The Government’s contribution (UA 1.33 million) represents 10% of the total project cost, 10.71% (UA 1.2 million) of the loan and 6.10% (UA 0.13 million) of the grant. The counterpart contribution will finance part of the expenditure categories on “construction, equipment, furniture, training, sensitization and operations.”

7. Project Implementation

The mandate of the BEPE (Education Project Implementation Agency) set up under Education Project I which the Bank financed and is still ongoing, will be renewed for this project. The National Council on Education set up under the PDDE framework will supervise BEPE activities.

8. Conclusions and Recommendations

The project will provide considerable support to the implementation of the Government’s new education policy through the strategic orientations of the Ten-Year Education Development Program (2003-2013). It will strengthen the enrolment capacity at the basic education level (3 560 additional pupils in Basic Cycle 1 and 1 280 pupils in Basic Cycle 2) while improving quality, equity and efficiency. Actions targeted, including support of training for teaching staff (3 500 headmasters, 500 physics and chemistry teachers, 25 laboratory attendants and 24 inspectors), members of parent/teacher associations (3 500), literacy activities (5 400 women), improvement of school health and the fight against STI/HIV/AIDS will go a long way to raise the qualification of graduates of the education system, narrow the gender gap, reduce unemployment, promote women, improve school health and fight poverty.

It is recommended that the Government of Niger be granted an ADF loan not exceeding UA 10 million and an ADF grant of UA 2 million to implement the project described in this report.

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REPUBLIC OF NIGER Basic Education Strengthening Project (Education II) PROJECT LOGICAL FRAMEWORK LOAN

Hierarchy of Objectives Objectively Verifiable Indicators Means of Verification Assumptions and Risks Sector Goal

1. The project sector goal is to contribute 1.1 The gross enrolment rates in Basic Cycles 1 1.1.1 Statistical Yearbook of the to the implementation of the Ten-Year and 2 increase from 41.7% and 13%, Ministry of Basic Education 1 Education Development Program. respectively, in 2002 to 100% and 36% in 2013 and Literacy and of the Ministry

in line with the PDDE objectives. of Secondary and Tertiary Education, Research and Technology

1.2 The gross girls’ enrolment rate increases 1.2.1 Statistical Yearbook of the from 28.9% in 2002 to 88% in 2013; the same Ministry of Basic Education 1 enrolment rate in the rural area increases from and Literacy and of the Ministry 38% to 90%; lastly, the proportion of girls of Secondary and Tertiary compared to total enrolment increases from Education, Research and 39.8% to 48% during the same period in line with Technology the PDDE objectives.

1.3 The literacy rate increases from 20% in 1.3.1 Statistical Yearbook of the 2000 to 38% in 2013. Ministry of Basic Education 1 and Literacy

1.4 In Basic Cycles 1 and 2, the repeater rate 1.4.1 Performance Report on the falls 10% and 19%, respectively in 2002 to 6% PDDE implementation and and 13% in 2013. Statistical Yearbook of the education ministries

Specific Objectives 1.1 Extend access and strengthen equity 1.1.1 From 2002 to 2008, the gross enrolment 1.1.1.1 Reports of MEB1/A and 1.1.1.1.1 Uninterrupted implementation of and quality of Basic Cycles 1 and 2 rate in Basic Cycle 1 increases as follows: (a) the Project Implementation Government’s education and training Maradi: from 40.8% [29% for girls] to 45% [40% Agency; policy underlying the PDEF for girls]; (b) Tahoua: from 36.7% [23.9% for girls] to 40.7% [33.9% for girls]; (c) Zinder: from 28.9% [23.2% for girls] to 32.9% [33.2% for girls]; and (d) Tillaberi: from 39% [30.12% for girls] to 42% [40% for girls]. ( vii )

Hierarchy of Objectives Objectively Verifiable Indicators Means of Verification Assumptions and Risks 1.1.1.2.1.1 Implementation of the Ten-Year 1.1.2 The gross enrolment rate in Basic Cycle 2 1.1.1.2.1 Reports of the MESSRT Education Development Program increases from 13% in 2002 to 15% in 2008 in and the Bank’s completion report; the project regions; and nationwide, the proportion of girls to total enrolment into Cycle 2 increases from 40% in 2002 to 50% in 2008. 1.1.1.3.1.1 Implementation of the Ten-Year 1.1.3 The literacy rate nationwide increases from 1.1.1.3.1Report of MEB1/A and Education Development Program 20% in 2000 to 23% in 2008. the project completion report;

1.1.4 In Basic Cycles 1 and 2, the repeater rate 1.1.1.4.1.1 Implementation of the Ten-Year falls respectively from 10% and 19% in 2002 to 1.1.1.4.1. Reports of MEB1/A, Education Development Program and 8% and 10% in 2008 in the project regions. the MESSRT and the project continuous support from development completion report; partners

2.1 Strengthen the institutional capacity of 2.1.1 The education system is better planned and 2.1.1 Project mid-term review 2.1.1.1 Implementation of the Ten-Year basic education managed and supervision reports; Education Development Program and continuous support from development partners

Output 2.1 Three hundred classrooms (89 new) 2.1.1 In 2008, nearly 3 560 additional pupils are 2.1.1.1 DEP and MEB1/A 2.1.1.1 Teachers assigned to the built enrolled each year at the basic education level in statistical yearbooks classrooms the project regions.

2.2 Thirty five (35) pedagogical centers 2.2.1 Regular pedagogic supervision in the 2.2.1.1 DEP and MEB1/A 2.2.1.1 Teachers assigned to the set up project regions by 2008. statistical yearbooks; classrooms

2.3 Eighteen (18) school canteens built; 2.3.1 Pupils in the project regions receive school 2.3.1.1 MEB1/A and Project 2.3.1.1 Implementation of the Ten-Year meals by 2008 Implementation Agency reports; Education Development Program and continuous support from development partners 2.4 Eight (8) new CEGs set up and 35 2.4.3 Nearly 1 200 additional pupils are enrolled 2.4.3.1 Bank’s project classrooms rehabilitated; each year into Basic Cycle 2 by the end of the supervision reports; 2008 academic year.

2.5 Fifteen (15) laboratories rehabilitated; 2.5.1 By 2008, pupils conduct practical 2.5.1.1 MESSRT statistical 24.3.1.1 The counterpart contribution put experiments in the laboratories built. yearbook at the project’s disposal

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Hierarchy of Objectives Objectively Verifiable Indicators Means of Verification Assumptions and Risks 2.6 60 permanent education centers set 2.6.1 In 2008, nearly 5 400 women are taught 2.6.1.1 DGENF report 2.5.1.1 The counterpart contribution put at up; literacy in the permanent education centers the project’s disposal

2.7 Two DEP staff trained in education 2.7.1 In 2008, the DEP has a qualified education 2.7.1.1 Report of the Project 2.6.1.1.1 The counterpart contribution put planning, 2 in training engineering and 2 planning, engineering and pedagogic evaluation Implementation Agency and at the project’s disposal others in learning evaluation; team. project supervision missions

2.8 Three thousand five hundred (3500) 2.8.1 In 2008, all COGES members in the 2.8.1.1 Progress report of the 2.7.1.1.1 Implementation of the Ten-Year COGES members trained to manage their project regions and most members of Project Implementation Agency, Education Development Program and committees; parent/teacher associations acquire the principles the DEP and MEB1/A continuous support from development of good school management. partners

2.9 Forty (40) laboratory assistants, 24 2.9.1 In 2008, the success rate of pupils in 2.9.1.1 Project Implementation 2.8.1.1.1 Implementation of the Ten-Year inspectors, 500 physics, chemistry and physics, chemistry and LES is higher by 10 Agency and the Bank supervision Education Development Program and LES (life and earth science teachers) points in the project regions compared to 2003. mission reports. continuous support from development teachers trained. partners

2.9.1.1.1 The counterpart contribution put at the project’s disposal Project Activities Resources (in UA million) 1. Conduct architectural and Contracts signed with consultants, suppliers and Reports of the BEPE, reports of engineering studies. contractors, and approved by the Bank. the ministries (MEB1/A and 2. Recruit technical assistance. Acceptance reports prepared to the satisfaction ESSRT) and Bank supervision 3. Set up the infrastructure of the Borrower and the Bank. missions 4. Procure equipment and furniture. 5. Conduct training. Source of Financing 6. Coordinate operations. F.E. L.C. Total 7. Ensure project management. ADF loan 4.27 5.72 10.00 Govt. 0.00 1.20 1.20 Total 4.27 6.92 11.20

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REPUBLIC OF NIGER Basic Education Strengthening Project (Education II) PROJECT LOGICAL FRAMEWORK GRANT

Hierarchy of Objectives Objectively Verifiable Indicators Means of Verification Assumptions and Risks Sector Goal 1 Contribute to the implementation of 1.1 The PDDE is put in place and contains a 1.1.1 Implementation report on the the Ten-Year Education Development national school health policy with a key Action Plan to Fight STI/HIV/AIDS Program (PDDE), especially the 2003- component on STI/HIV/AIDS control in the Education Sector 2003 Action Plan to Fight STI/HIV/AIDS in the Education Sector 1.2.1 Report of the Directorates of Studies and Planning in the education ministries

Specific Objectives of the Grant 1. Contribute to improving school health 1.1 The HIV/AIDS sero-prevalence rate in the 1.1.1 BEPE and Bank mission 1.1.1.1 Implementation of the Ten-Year and intensifying the fight against school environment falls from 1.4% and 0.10% progress reports Education Development Program and STI/HIV/AIDS in the school environment among high school teachers and students in continuous support from development 2003, respectively, to 0.80% and 0.05% in partners 2008, while the percentage of youths suffering from STIs reduces by 10 points;

1.2 The rate of condom use in the school 1.2.1 BEPE and Bank mission environment by both pupils and teachers progress reports 1.2.1.1 Implementation of the Ten-Year increases by 50% between 2003 and 2008, Education Development Program and leading to a 20% decline in school pregnancy continuous support from development over the period. partners

Outputs/Outcomes 1.1 In 2008, a school health improvement 1.1.1 Whereas it practically did not exist in 1.1.1.1 Reports of MEB1/A and the 1.1.1.1.1. Implementation of the Ten-Year strategy, including HIV/AIDS control, is 2003, the school health system is in place in MESSRT Education Development Program and put in place; hygiene and health activities 2008 and the school care policy implemented; continuous support from development in the school environment are better partners planned

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Hierarchy of Objectives Objectively Verifiable Indicators Means of Verification Assumptions and Risks 1.2 In 2008, issues related to 1.2.1 Whereas it practically did not exist in 1.2.1.1 Reports of the MEB1/A 1.2.1.1 Teachers assigned to run the STI/HIV/AIDS are integrated into Basic school programs in 2003, HIV/AIDS education Directorate of Studies and Planning schools are in place Cycles 1 and 2 programs is generalized at the basic cycles and health, hygiene, STI/HIV/AIDS concepts are taken into account in the basic cycle curriculum and in basic teacher training programs in 2008.

1.3 In 2008, nearly 6 248 headmasters and 1.3.1 Headmasters and basic cycle teachers 1.3.1.1 Project Implementation 1.3.1.1.1 Implementation of the Ten-Year 5 975 Basic Cycle 1 teachers are trained in provide health education in the respective Agency and Bank supervision Education Development Program and school health and planning of school schools in 2008. reports continuous support from development health activities in the school environment partners

1.4 Information and sensitization 1.4.1 In 2008, the adult Nigerien population is 1.4.1.1 Implementation report on 1.4.1.1.1 The counterpart contribution put campaigns on school health and sensitive to school health issues, including the Action Plan to Control at the project’s disposal STI/HIV/AIDS are broadcast on radio and STI/HIV/AIDS in the school. STI/HIV/AIDS in the Education television Sector

1.5 All the hundred or so sero-positive 1.5.1 In 2008, all sero-positive teachers receive 1.5.1.1 Implementation report on 1.5.1.1.1 Implementation of the Ten-Year teachers identified in the country receive anti-retroviral treatment. the Action Plan to Control Education Development Program and medical cover STI/HIV/AIDS in the Education continuous support from development Sector partners

Project Activities Resources (in UA million) 1. Recruit technical assistance Sources of Financing 2. Procure equipment/furniture/drugs 3. Coordinate operations F.E. L.C. Total

4. Provide training Grant 1.35 0.65 2.00

Govt. 0.00 0.13 0.13 Total 1.35 0.78 2.13

1. PROJECT ORIGIN AND HISTORY

1.1 Despite the significant outcome of the Government’s efforts to develop education, the sector’s performance is still weak. The gross enrolment rate, estimated at about 42% in 2001- 2002, remains one of the lowest in the continent which averaged 80% over the period. Worse still, the repeater rates, especially in Grade 6 (37% in 2001), are excessive and the illiteracy rate (80% in 2000) is one of the highest in the world.

1.2 These disappointing results of the education system are partly attributable to the country’s very high population growth rate (3.6% from 1988 to 2001, compared to an African average of 2.4%) which fosters a natural social demand for education, which is not easily absorbed by the national intake capacity in the sector. They are also rooted in the weak internal resources mobilization and the declining trend in official development assistance from US $ 34.8 per capita in 1990 to US $ 17.9 in 2000. To rectify the situation, the Government initiated several actions, including the recent Education Orientation Law adopted in May 1998 and the ensuing 2003-2013 Ten-Year Education Development Program (PDDE). The ten-year approach addresses Niger’s education and training concerns and is in line with the thrusts of the OAU Decade of Education, the United Nation’s Special Initiative for Africa and the Dakar Framework for Action: Education for All (EFA).

1.3 A single reference and coordination framework in support of the harmonious development of education in Niger, the PDDE aspires to promote quantitative and qualitative development of the country’s human potential. Specifically, by speeding up enrolment, reducing literacy and improving the education quality (the program’s strategic objectives), the PDDE seeks, first and foremost, to contribute to reducing poverty by offering the least favored groups, particularly children, girls and women in the rural area, the possibility for self-improvement and better preparation to meet life’s challenges. In support of the Government’s action, several technical and financial partners operating within the multilateral and bilateral framework and including the World Bank, the European Union, the IDB, OPEC, the CIDA and GTZ are backing the implementation of the PDDE. However, the implementation of the PDDE will require considerable resources that the Government cannot single-handedly mobilize. For that reason, it requested the assistance of the African Development Bank Group to provide it with the necessary technical and financial resources to meet its set objectives.

1.4 Following the August 2002 request, the Bank plans to support the PDDE through this project which was identified in December 2002, prepared in June 2003 with UNESCO’s assistance and appraised in September 2003. The World Food Program was closely associated with the project preparation and appraisal, at the end of which it was agreed that that Institution would support schools under the project by setting up school canteens within the framework of its 2004-2007 program which aims at providing the country’s schools with 29 901 tons of food products for an estimated US $ 17 318 848. The project takes into account the Millennium Development Goals and falls within the framework of the Education for All/Fast-Track Initiative. The project is also in line with the Bank Group’s 2002-2004 operations strategy in Niger whose focus is on supporting rural development, human resources development, reforms and good governance.

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2. THE SECTOR 2.1 The Education System 2.1.1 Niger’s formal education system operates on four levels: (i) preschool education; (ii) basic education; (iii) middle education; and (iv) tertiary education. Basic education which lasts ten years comprises: (i) Basic Cycle 1 which runs from Grade 1 to 6, with the mother tongue as the language of instruction and French taught as a subject from the first year; (ii) Basic Cycle 2 which runs from the seventh grade to the tenth grade incorporating general secondary, secondary technical and secondary vocational levels; French is the language of instruction and the mother tongue taught as a subject. Preschool education exists mostly in urban areas, and is a three-year cycle designed for children aged three and above. Preschoolers (barely 1% of children of corresponding age) pay fees. Niamey, the capital, alone accounts for 94 of the country’s 155 maternal and nursery schools. 2.1.2 Taught in public and private schools, the aim of Basic Cycle 1 is to prepare the child for active life and/or entry into Basic Cycle 2. It receives children aged 6 to 11 and offers three types of education: traditional French, Franco-Arab (Medersas) and bilingual (national languages, French). It comprises a six-year cycle at the end of which a Basic Cycle One Certificate (Certificat de fin du Premier Cycle) or a Franco-Arab Elementary Certificate (Certificat d’Etudes Primaires Elémentaires Franco-Arabe) is awarded. The Basic Cycle 2 covers the first four years of general secondary education and is dispensed in General Secondary Schools (Collèges d’Enseignement Général, CEG) which admit children aged 11 to 13 following an entrance examination at the end of the sixth grade. On successful completion, the BEPC certificate is awarded. Franco-Arab education (not to be confused with Koranic education) whose existence dates back to 1958 was officialized in 1966. This formal primary cycle education is dispensed in public and private schools (Medersas) most of which are located in major cities. Some courses are taught in French and others in Arabic, and at the end of the cycle, a Franco-Arab Studies Certificate (CEFA) is awarded. Koranic schools whose roots in the country date back to the ancient past only dispense religious instruction based on rote learning. The initial training for Basic Cycle 1 teachers is provided by four Teacher Training Colleges (Écoles Normales d’Instituteurs, ENI) located in Dosso, Maradi, Tahoua and Zinder. Candidates are admitted following a competitive entrance examination. 2.1.3 Middle education (second cycle of the secondary level) comprises two streams (general education and technical/vocational education). Instruction takes three years and is provided in high schools, leading to the award of the general baccalaureate for the general secondary stream, and the technical baccalaureate for the middle technical stream. 2.1.4 Tertiary education is offered at the Abdou Moumouni University, Niamey, the Say Islamic University and foreign university campuses. The Niamey College of Education (École Normale Supérieure, ENS) provides initial training for secondary level teachers; it also trains managers and supervisors for both levels. 2.1.5 In terms of non-formal education, the Directorate of Adult Literacy and Training (Direction de l’Alphabétisation et de la Formation des Adultes, DAFA), in collaboration with Government technical departments, NGOs and other partners working in the rural area currently run literacy programs in eight languages. The Directorate implements and monitors literacy activities with its 400 workers (all categories combined) spread across 8 departmental and 32 divisional (arrondissement) inspectorates.

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2.2 The Sector Institutional Framework Niger’s education and training sector is organized around two ministries. The Ministry of Basic Education 1 and Literacy (MEB1/A) is responsible for preschool, Basic Cycle 1 (public and private), literacy and non-formal education (literacy, Koranic schools), while the Ministry of Secondary and Tertiary Education, Research and Technology (MESSRT) oversees general secondary, technical, vocational (public and private) and university education, as well as national and international training and research centers located in Niger. Other ministries supervise schools and institutes dispensing various kinds of training. 2.3 The Government’s Education Policy: the Ten-Year Education Development Program (PDDE 2003-2013)

2.3.1 The Government’s education and training policy is based on the Education System Orientation Law promulgated in June 1998, the aim of which is to build an education system capable of developing human resources with a view to the country’s harmonious economic, social and cultural advancement. Under the said Law, the objectives of the education system include: (i) training women and men capable of adequately fulfilling their civic and professional responsibilities; (ii) training responsible men and women, capable of initiative, adaptation, creativity and solidarity; (iii) cultivating qualities that contribute to personal fulfillment, protection and defense of the community; (iv) guaranteeing all youths equitable access to education without discrimination; (v) eradicating illiteracy; (vi) developing sufficient high quality technical and vocational training to match the country’s social and economic environment; (vii) developing research in general and applied research in particular; and (viii) identifying and eradicating socio-economic and cultural impediments, pedagogical handicaps and other obstacles to girls’ and women’s education.

2.3.2 Pursuant to the Law, the Government in 2002 adopted a Ten-Year Education Development Program (PDDE) for the 2003-2013 period, whose priority is to effect a quantitative and qualitative improvement of enrolment and training for the poorest social groups (rural dwellers and women) as a means of actively fighting poverty. The set strategic objectives are to: (i) build and develop institutional capacity in education ministries; (ii) develop an active and diversified partnership to promote the education system; (iii) accelerate enrolment especially in the rural area, with focus on girls; (iv) promote non-formal education particularly for youths and women; (v) strengthen and adapt education supply to demand in order to reduce regional, urban/rural and gender disparities; (vi) improve the quality of education by renovating the curricula; and (vii) strengthen and develop vocational and technical training methods. 2.3.3 The PDDE adopts a holistic approach in addressing education issue, taking into account the interaction among levels, sectors and types of instruction and all forms of education – preschool, primary, secondary, tertiary, non-formal and informal. It contains two sub-programs: (i) formal basic education (preschool, Koranic schools and Community Development Training Centers [Centre de Formation en Développement Communautaire, CFDC); and (iii) middle education, vocational/technical training and tertiary education. The PDDE gives priority to basic education (public, private and community) and non-formal education (literacy, CFDC and Koranic schools). The country’s new education policy is founded on accelerated enrolment and literacy, as well as improvement of the quality and relevance of education, vocational and technical training. 4

2.3.4 In operational terms, the PDDE objectives with regard to basic education are as follows: (i) at the Basic Cycle 1 level: raise the general base enrolment rate (BER) from 41.7% in 2002 to 60% in 2007 and 91% in 2013, the rural BER from 38% to 56% and 90% and girls’ BER from 28.9% to 52% and 88% for the same periods, respectively; (ii) at the Basic Cycle 2 level: increase the BER from 13% in 2002 to 24% in 2007 and 40% in 2013, private sector participation from 14% in 2002 to 16% in 2007 and 19% in 2013, high school enrolment and the proportion of rural high school enrolment to total enrolment into the cycle from 19% in 2001 to 40% in 2013; and (iii) at the non-formal education level: raise the literacy rate of persons aged 15 and above from 19.9% in 2000 to 38% in 2013. 2.3.5 To attain these goals, the Government has defined a strategic plan based on the following core actions: (i) recruitment of 9 213 contractual teachers and expanding their training capacity; (ii) promoting more relevant and better quality instruction mainly through program redesign, integration of health, hygiene and HIV/AIDS control concepts into the curriculum as well as provision of adequate teaching aids to schools; (iii) improvement of school infrastructure through the construction of 11 010 new classrooms, replacement of 3 500 thatched classrooms, rehabilitation of 3 500 classrooms in poor condition for Basic Cycle 1 and establishment of 128 CEGs for Basic Cycle 2; (iv) special support for the education of girls, women, handicapped children and child nomads; (v) community involvement in managing the human and material resources allocated to the sector (contractual teachers, school textbooks, supplies and infrastructure); and (vi) strict application of the school map in the planning and management of education supply. 2.3.6 The implementation of the PDDE has necessitated the setting up of an institutional framework to coordinate the program at two levels: (i) internal coordination based on boosting the activities to be implemented as well as the monitoring and control of the actual implementation of the action plans. The National Council on Education (Conseil National de l’Education, CNE) which acts as the PDDE steering committee and whose composition and mission are defined by decree is in charge of the coordination; and (ii) external coordination, ensuring liaison between the Government and the TFPs, conducted through the Partnership Framework. The said Framework set up in June 2003 is a dialogue mechanism between the Government, the TFPs and other social partners; it enables the harmonization and adjustment of various technical and financial assistance programs, and evaluates PDDE outcomes and possible arbitration. The Bank has formally joined the Partnership Framework which has Canada as the lead partner. 2.3.7 The PDDE in its entirety and the basic education sub-sector strategy in particular obtained the formal support of the TFPs which, in June 2002, invited Niger to participate in the Education for All/Fast-Track Initiative alongside 17 other developing countries. That initiative aimed at accelerating education for all with the assurance that donors will give considerable and coordinated support to countries committed to educating their children. Donors’ backing for the PDDE was restated in November 2002 during the International Meeting on Education for All in Paris and matched with a commitment to finance the program. However, the PDDE financing has still not been finalized. Indeed, the gap between the resources committed to basic education for the 2003-2005 period (about US $ 130 million by the Government of Niger and US $ 56 million by the TFPs) and the financing needs of the Education for All/Fast-Track Initiative amounts to US $ 67 million.

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2.4 Education Financing

2.4.1 Education is financed by the Government, parents and foreign aid. The share of the Government’s budget allocated to the education sector (nearly 12%) remained stable from 1998 to 2001. The basic education and literacy sub-sector budget alone represented 9.8% of Government’s general budget in 2002, clearly highlighting the priority given to the sub-sector. Of the US $ 78.73 million operating resources allocated to basic education, 49.19% went to Basic Cycle 1 and literacy, 24.45% to Basic Cycle 2 and 5% to administration. Tertiary education and vocational training received 16.24%, 2.78% and 2.25% of resources allocated to the education sector in 2001. In terms of the expenditure category, nearly 70% of the operating expenditure concern staff salaries, 17% fund means of transport and 13% go into subsidies and various supports. 2.4.2 The PDDE affirms free education, particularly basic education. However, parents contribute to the financing of certain aspects of education, including part of the school supplies, and pay symbolic contributions of between CFA.F 1 000 and CFA.F 2 000 per annum to parent/teacher associations (PTA) mostly used for school maintenance. Irrespective of the cycle, private sector education is, by definition, not free. Thus in the Basic Cycle 1 level, fees cost CFA.F63 000 yearly and range from CFA.F50 000 to CFA.F125 000 for Basic Cycle 2. 2.4.3 Under foreign aid, bilateral and multilateral cooperation agencies also contribute to funding Basic Cycles 1 and 2 through specific projects generally involving the construction of new schools or the rehabilitation of existing ones, including their equipment and furniture. NGOs also contribute to the financing of a few primary and secondary schools. 2.4.4 The Government of Niger has undertaken to earmark: (i) yearly, at least 4% of the GDP to education in general; (ii) 40% of resources (US $ 520.6 million, including US $ 37 million for the ADF) freed through debt relief within the HIPCI framework (Niger should reach the completion point in November 2003) to promote Education for All (EFA); and (iii) at least 50% of the education budget to primary education. These commitments raise the issue of the “sustainability” of education financing by the Government. Indeed, the State’s recurrent expenditure is structurally above the available resources. Various simulations have revealed a current deficit estimated at nearly US $ 29 million for the 2003-2005 period. To face this situation which puts the system at risk (since budgetary support is often linked to the trend of the country’s overall macro-economic environment), Niger will need the considerable and continuous support of the international community, in addition to furnishing more effort to mobilize resources locally. 2.5 Intervention of Other Donors and Development Partners 2.5.1 In support of Government’s effort, Niger’s education system has received considerable assistance from technical and financial partners (TFPs). With the advent of the PDDE, various operations proposed are better coordinated than in the past, thus avoiding duplication and enhancing synergies that maximize investments made. All bilateral and multilateral donors are committed to the successful implementation of the PDDE. Nonetheless, while operating within the general program framework, each partner targets those aspects that fit its strategic priorities. Apart from the Bank Group, the World Bank, the Islamic Development Bank (IDB), the Arab Bank for Economic Development in Africa (ABEDA), the European Union and bilateral cooperation with Canada, France, Germany and Japan support Niger’s effort to develop basic education. The OPEC Fund supports tertiary education, while the WFP throws its weight behind school canteens and girls in Basic Cycle 2 with a view to increasing girls’ enrolment. Belgium 6

has also announced its intentions to back the PDDE. Details on the areas of intervention, the amount of contribution of each partner and the periods covered are given as Annex II. 2.5.2 In the formal sector, especially Basic Cycles 1 and 2, the middle and tertiary levels, activities funded by the partners mostly concern school infrastructure construction and rehabilitation works, laboratories, infrastructure maintenance and training of teachers, inspectors and pedagogic advisors with a view to quality improvement. They also involve the implementation of studies on the trend of education system indicators. Lastly, the partners invest in the environment, school health, meals and promotion of girls’ enrolment. Operations in the non-formal sector mostly concern literacy activities (construction and equipment of training centers). 2.6 Sector Constraints 2.6.1 Four major constraints limit the development of Niger’s education system. The first concerns: (i) the very high population growth rate (3.6% compared to the African average of 2.4%) which is at the origin of the exceptional demand for education vis-à-vis the country’s low human, financial and material resources; and (ii) the inadequate budgetary resources allocated to education, therefore Niger’s inability to finance education infrastructure at all levels. The limited capacity of the education system resulting from this situation largely explains the country’s low enrolment rate. Thus in 2002, the gross enrolment rate (GER) estimated at 41.7% was among the lowest in the world, meaning that: (i) two [2] Nigerien children out of three [3] did not attend school and might never do so if no corrective measure is taken; and (ii) in terms of literacy, four [4] out of five [5] adults could neither read nor write. 2.6.2 The second group of constraints concern the internal inefficiency of the education system as reflected in the poor qualification of part of the teaching, supervisory and pedagogic evaluation staff for Basic Cycles 1 and 2, the unsuitability of the academic content of certain school programs to the country’s real needs, the lack of teaching aids especially library books, physical sciences, history and geography textbooks for Basic Cycle 2 and the absence of a school health policy. Consequently, for every 1 000 pupils enrolled in Basic Cycle 1, only 200 pass their final exams without repeating. In Basic Cycle 2, for every 1 000 pupils entering the seventh grade, only 160 successfully pass the BEPC exams at first try. Beyond these quantitative aspects, it should also be pointed out that due to the above constraints, knowledge acquired by the pupils especially in science, history and geography is very approximative and often falls short of the expectations of the society and the national economy. 2.6.3 The third group of constraints facing Niger’s education system is connected to the shortage of skills in education planning and the continuing centralization of school administration despite the Government’s stated desire to decentralize the system. These constraints are at the root of the characteristic inefficient management of the country’s education system, with the following principal consequences: (i) the imbalance in terms of the cost structure, with an excessive proportion of the operating budget allocated to staff salaries to the detriment of pedagogic chapters (teaching equipment and aids, maintenance, etc.); (ii) the unequal distribution of school infrastructure (with the resulting unequal access) between geographic region, rural and urban areas; and (iii) the gender distortion in enrolment. Poverty with its litany of financial and material destitution, ignorance, disease, famine and malnutrition is the fourth category of constraints affecting Niger’s education system: it stifles social demand for education among the least privileged groups (rural dwellers, women, girls and nomads). Indeed, the poverty that afflicts most Nigeriens often prevents families from catering to the material needs resulting from enrolment (pupils are required to procure school supplies and 7

other teaching aids even though public education is supposedly free). Moreover, poverty which underlies the widespread ignorance especially in the rural area is largely responsible for the negative attitude and reaction of several parents to schooling. Even when they favor the enrolment of their children, many families (particularly rural and among nomads) are unable to provide their offspring with regular and balanced meals from the nutritional point of view, whereas regular school attendance and the resulting intellectual challenges require a healthy mind in a healthy body. 3. THE SUB-SECTOR This project falls within the framework of the basic education sub-sector. This level of Niger’s education system comprises a formal and non-formal dimension. Formal basic education includes primary education (or Basic Cycle 1) and the first cycle of secondary education (or Basic Cycle 2). The second level incorporates general, technical and vocational streams. Non-formal basic education combines both general and functional literacy activities. The analysis below highlights the constraints and problems specific to each level as defined, and concern: (i) access; (ii) quality and relevance; (iii) health and HIV/AIDS in the school environment; and (iv) nutrition. These issues have been chosen because, although priorities in the PDDE, they have not received the attention that they merit from the TFPs despite commitments made by the latter under the Education for All/Fast-Track Initiative. Therefore, basic education in all its aspects constitutes a vast field where the Bank should continue to play a major role. 3.1 Access and Equity in Basic Education

3.1.1 An analysis of the indicators of Niger’s education system shows that despite progress in enrolment into the two basic cycles, serious concerns remain with regard to access and equity. Regarding access to Basic Cycle 1, the enrolment rate into the first year stood at 47% in 2002 (41% for girls), meaning that less than one Nigerien child of school age out of two receives schooling, compared with the African average of 8 children out of ten over the period. The country’s overall gross enrolment rate of 41.7% when broken down in gender terms stood at 28.9% for girls and 50% for boys, i.e. a 21 point gap. This unequal access to education clearly demonstrates that Niger will be unable to meet one of the millennium goals of eliminating gender disparity in primary education by 2005 without considerable assistance. The country is committed to tripling that rate by 2013 provided it receives the necessary support from the TFPs within the PDDE framework.

3.1.2 For Basic Cycles 1 and 2, the graduation rates stood respectively at 17.06% and 12.97% (2002). In terms of access, regional disparities exist. In Basic Cycle 1, for instance, the GER is below 40% in Zinder (28.9%), Tillaberi (39%) and Tahoua (36.7%) regions, compared to 94.5% in Niamey and 40.8% in Maradi. Moreover, enrolment is higher in the urban area (51.5%; rural area 38%). To attain the objectives of reducing gender and regional disparities within the PDDE framework, community actions have been planned to promote girls’ enrolment and training. These actions are contingent on the establishment and/or revitalization of Associations of Mother Educators (Associations des Mères Educatrices, AME) which are local girls’ enrolment and training support structures. To guarantee their effectiveness, AME members should receive appropriate training (currently difficult owing to the shortage of permanent education centers).

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3.1.3 The access constraint also affects the country’s ongoing literacy process. Indeed, despite considerable efforts, the illiteracy rate estimated at 80% in 2000 remains one of the highest in the world. The Government has initiated the fight against illiteracy by setting up permanent education centers (foyers d’éducation permanente, FEP). Self-managed community structures geared towards offering local development training opportunities through literacy actions, the FEPs operate with the support of local communities within the framework of activities of Village Development Councils (Conseils Villageois de Développement, CVD) among which literacy and/or post-literacy, village library, village press, technical and vocational training, encouragement to set up and adequately manage a structure of general interest, organization of cultural activities or campaigns on new farming, stockraising and marketing methods, etc. The FEPs are limited in their action due essentially to their inadequate number (100) compared to the needs expressed. 3.1.4 Inadequate infrastructure (schools, CEGs and laboratories) particularly in the rural area underlies difficulties regarding access to Basic Cycles 1 and 2 education and adult literacy. Furthermore, specific constraints often militate against girls’ schooling – long distance separating the family home from the school, lack of reception structure in schools that receive non-resident pupils, absence of school monitoring, emulation of program and textbook stereotypes as well as teachers’ attitudes and behavior usually to the detriment of girls. 3.1.5 The problem of access and equity in basic education has captured the Government’s attention to the point of becoming a PDDE priority. Government’s aim is to do its best not only to extend access in physical terms but also to improve accessibility (i.e. the institutional and sociological conditions that promote social demand for educational services). Moreover, special measures will be taken to stimulate the social demand for education, including free text books and health cover for pupils. Given their specific status, the PDDE accords special attention to girls and women. Thus, actions have been planned to promote girls’ enrolment through social mobilization campaigns and introduce a tutoring program aimed at improving girls’ learning and performance. To remedy the problem of distance from schools which pupils in general and, girls in particular face, the PDDE will experimentally establish reception centers for female junior secondary students and increase the number of school canteens, especially in rural areas. Concerning women’s literacy, the Government has designed a “Non-Formal Education” component which should contribute to reducing gender and regional disparities. 3.2 Quality and Relevance of Basic Education 3.2.1 Pedagogic evaluations conducted in recent years have shown that the education system in general and the basic education sub-sector in particular suffer certain weaknesses, principally: (i) the excessive focus on content and subjects without taking into consideration society’s concerns and the skills acquisition expected of learners; (ii) the inadequate programs and teaching methods, combined with the shortage of teaching aids [text books especially in natural sciences, history and geography for Basic Cycle 2) and teaching infrastructure (laboratories and libraries), all of which results in the poor internal and external performance (the National Center for Laboratory and School Equipment Maintenance is under-equipped); (iii) the compartmentalization of various education levels; (iv) the inadequate consideration of education needs induced by such current crosscutting issues as the environment, HIV/AIDS, population and development; and (v) the poor education system management and planning. 3.2.2 The inefficient education system resulting from these negative factors is reflected in the repeater and dropout rates compared to averages for the sub-region. Thus the overall survival rate at the end of the Basic Cycle 1 level (sixth grade) was estimated at 56% in 2002 (59% for girls), 9

while the repeat rate for the same cycle and the same year stood at 10%. Performance at the Basic Cycle 2 level are no better: the overall survival rate was 52% in 2002 (56% for girls), the repeater rate 19% and the average BEPC success rate 28%. The performance at the non-formal education level is equally appalling since only an estimated 47% of learners successfully completed the full literacy cycle in 2002. 3.2.3 Under the PDDE, the Government foresees a net qualitative improvement in basic education performance. The Basic Cycle 1 survival rate would increase to 93% by 2013, the repeater rate would fall to 6% and the cycle completion rate would rise to 93% over the same period. For Basic Cycle 2, the survival rate would rise to 76% by 2013, the repeat rate would fall to 7% and the BEPC success rate would increase to 70% over the period under consideration. In order to attain these goals, the Government plans to take the following measures: (i) provide pupils and teachers with enough quality text books and teaching aids; (ii) improve the initial and continuous training of teachers, educators and supervisors; (iii) set up a permanent quality control mechanism; and (iv) experiment pedagogic innovations. 3.3 School Health and STI/HIV/AIDS Control 3.3.1 The general poor health cover, the population’s difficulty in having access to health centers and poverty aggravate the people’s overall health condition and impact on schooling. The authorities’ interest in this regard emanates from the scientific fact establishing that primary school programs which improve pupils’ health and nutrition can promote learning and enhance school results. Conclusive experiments conducted by the WHO, UNICEF, UNESCO and the World Bank suggest the existence of gainful activities that could lay the foundation for joint action in favor of school health. The partnership set up by these agencies while launching the FRESH (Focusing Resources on Effective School Health) Program in the wake of the April 2000 World Education Forum reflects the importance that countries should give to the development and implementation of a school health program. Sensitized on the issue, the Government of Niger took the component into account under the PDDE. 3.3.2 Indeed, the school environment registers cases of respiratory infections, anemia, intestinal infections, micronutrient deficiencies, etc. Diseases like schistosomiasis, diarrhea, malaria, conjunctivitis, bucco-dental infections and guinea worm also affect pupils, disrupting their studies and contributing to the inefficiency of the education system. According to recent studies, Niger has a sero-prevalence rate of 0.87% (1.4% and 0.10% among high school teachers and students, respectively). According to certain sources, 23 out of 853 pupils and students tested were positive, and urban Niamey could have a 6% sero-prevalence rate. The same sources state that the sero-prevalence rate increased from 1.4% in 1992 to 5% in 1999 among pregnant women in Tahoua, and from 0.6% in 1994 to 2% in 2001 in Zinder. Moreover, it is reported that at Firdji (a village at the border with Nigeria) in Maradi District, the sero-prevalence rate among prostitutes reached 35% in 2000. Although these statistics are partial, they not only indicate the effective presence of the AIDS pandemic in Niger but also its rapid spread. 3.3.3 Although the Government has taken a series of actions to sanitize the school environment, the results have been poor due, among other things, to the absence of a concrete policy in that regard. For nutrition, the WFP (which already supports the Government) will pursue its action alongside this project by providing food to pupils in schools to be built or rehabilitated. An “AIDS control in the school environment program” steering committee was set up in 2000, followed by several sub-committees established at the Basic Cycle 1 level. However, the education sector HIV/AIDS control action plan on the basis of which activities were to be conducted is not integrated into the general school health strategy nor does it have an institutional 10

niche for its implementation in the education ministries. Moreover, the Government’s approach is at times at variance with FRESH recommendations that for reasons of effectiveness, school health issues should be addressed in logically connected stages. In order to improve school health, including STI/HIV/AIDS at pupils’ and teachers’ level, there is need to strengthen activities in that connection. 3.4 Nutrition and Basic Education Nutritional deficit (in 1998, 35.8% of children were iodine-deficient and 5.7% had a visible goiter) is one of the demonstrating factors of Niger’s weak education. In some regions of the country, the inhabitants (mostly nomadic stockraisers) leave their main settlements from November to June to lead their herd to better pastures. During such transhumance, children are withdrawn from school. However, it has been noted that when school canteens offer daily balanced meals, parents more easily accept to leave their children to continue schooling under the supervision of sedentary members of the group and teachers. Since the canteens practically operate as hostels, they become focalpoints for the children who have the possibility of sleeping at school or with the remaining members of the community. However, since regions where these communities are found face food-related difficulties, the communities are sometimes unable to adequately feed children in their care. Canteens are a solution to this problem and should encourage the children’s continued schooling during their parents’ absence. They not only offer answers to catering difficulties facing several children but also provide them balanced and healthy nutrition. Unfortunately, the country has a very limited number of canteens.

4 THE PROJECT 4.1 Project Design and Formulation 4.1.1 The project was designed and formulated to contribute to the PDDE implementation by limiting itself to the basic education sub-sector to which the Government has given priority. Taking into account the constraints of the education system, it will seek to address issues pertaining to access, quality, relevance and equity of basic education as well as health and STI/HIV/AIDS in the school environment. Both the Government and the TFPs consider these matters as the key challenges that Niger’s basic education shall have to face in the next decade. The project’s content also took account of crosscutting issues, particularly those relating to gender and the population to which the PDDE accords great importance. 4.1.2 The project was prepared and appraised using the participatory approach. Its current formulation is the outcome of discussions involving various Niger education stakeholders (public authorities, direct beneficiaries, civil society and NGOs). These consultations enabled various parties to own the operation, each according to its expectations. The popular interest generated by the project permitted the definition of relevant actions in tune with the needs of the target groups concerned. 4.1.3 Discussions over project design also concerned other education sector actors organized within the Partnership Framework. Indeed, various aspects of the project (components, planned activities and implementation modalities) were discussed and validated with other members of the structure, notably the WFP, the UNDP, the World Bank, the IDB, the EU and bilateral cooperation agencies active in Niger (Canadian, French, German and Swiss). Discussions within the Partnership Framework also permitted the coordination of projected operations, thus avoiding duplication and maximizing chances for attaining the set objectives. As with other TFPs, the Bank’s operation fits into a program approach but with its own procedures. 11

4.1.4 The Bank’s discussions with the WFP within the Partnership Framework enabled it to persuade the WFP to channel its Basic Education Support Program for 2004-2007 to schools retained under the project as much as possible, within a parallel action context. Thus, pupils in the project schools could benefit from part of the 29 901 tons of food products estimated to cost US $ 17 318 848 which the WFP plans to provide Niger under its new program. 4.1.5 The project is a continuity of Education Project I (ongoing) with which it shares similar components and objectives. Supervision reports indicate that Education Project I (whose implementation is currently satisfactory) suffered certain weaknesses in the past, among which: (i) Government’s delay in fulfilling conditions for entry into force of the loan and first disbursement; (ii) the slow pace of construction work under the management of NIGETYPE (public works implementation agency) recruited as the project’s delegate contracting authority; and (iii) inadequate project ownership by various stakeholders (local communities, pupils, teachers, NGOs, parents, TFPs, etc.). That experience produced useful lessons for the smooth implementation of the current project, namely: (i) the need to retain very few but conditions essential to smooth project operation; (ii) the need to avoid directly delegating contracting authority to certain agencies without prior guarantees over their real capacity to perform; and (iii) the importance of broad participation of stakeholders in project management. 4.1.6 These lessons were taken into account in formulating this project, with a view to guaranteeing its performance. Thus, the conditions precedent to entry into force and first disbursement were trimmed to the essential. Furthermore, it was decided that the construction works would be implemented through competitive bidding in order to have a broader choice of competent and reliable firms. Lastly, the composition of the steering committee consciously involved the stakeholders in the project’s active management, among which the local communities, NGOs, parents, teachers, etc. (see Chapter 5). 4.2 Project Zones and Beneficiaries Project Zones

4.2.1 The project’s priority zones – Tillaberi, Maradi, Tahoua and Zinder - are among those specified by the Government within the PDDE framework. These zones are characterized by very low enrolment rates, worrying HIV/AIDS prevalent rates and a high poverty index. Moreover, these regions hardly benefit from TFP operations compared to other regions. Indeed, these reasons explain why they were retained among the ongoing Bank-funded Education Project I zones. In 2002 when the national gross enrolment rate for Basic Cycle 1 stood at 41.7%, the level was 40.8% for Maradi, 36.7% for Tahoua, 28.9% for Zinder and 39% for Tillaberi. The GER for girls in these regions during the same year stood at 29%, 23.9%, 23.2% and 30.12%, in that order. These statistics clearly demonstrate the amount of effort needed in terms of enrolment to support these zones, enable them to reach the MDGs and strengthen the achievements of the previous operation in the sector. Some aspects of this project could promote synergy with actions (sensitization, social mobilization, extension, etc.) undertaken within the framework of the Bank’s agricultural sector interventions in Tahoua and Zinder regions.

4.2.2 Other worrying social indicators (concerning literacy and HIV/AIDS) in the said zones explain why the project has given them attention. Indeed in 2002, the literacy rate stood at 20.2% (7.4% for women) in Zinder, 17.7% (7.7% for women) in Maradi, 16.3% (7.8% for women) in Tillaberi and 11.5% (6.3% for women) in Tahoua. These rates are generally below the national average (18%). The project zone is also increasingly affected by 12 the HIV/AIDS pandemic: in Tahoua, the sero-prevalence rate among pregnant women increased from 1.4% in 1992 to 5% in 1999; in Zinder, the rate rose from 0.6% in 1994 to 2% in 2001. At Firdji village which is at the border with Nigeria, the sero-prevalence rate among pregnant women stood at 35% (2000). If not checked, the spread of AIDS could most likely jeopardize the development process in general and education development in particular, with several pupils and teacher contaminated or affected one way or another. Project Beneficiaries 4.2.3 School age children in the project zones are its key beneficiaries. Indeed, at the Basic Cycle 1 level, the project will favor nearly 3 560 additional children and 1 280 in Basic Cycle 2. Moreover, it will put at the disposal of Basic Cycle 1 pupils school canteens with a view to improving their nutritional conditions. Illiterate women in regions covered by the project (nearly 5 400) are the second beneficiary group through the functional literacy programs to be implemented. In addition, parents (3 500) will receive training for running their committees even as schoolgirls in the project zones will benefit from special lessons (tutorials) to maximize their chances for academic success. Furthermore, the project will benefit headmasters (2 500) in connection with gender approach, physics and chemistry teachers (500), other teachers (360) with regard to project preparation and management, laboratory attendants (25) and education inspectors (24) working in the project regions, even as it will satisfy the needs of managers of central and regional departments in charge of directing TFP-funded projects. Lastly, with the “HIV/AIDS” component, the project will address all the country’s secondary pupils and high school students, sensitizing them to the ravages of the pandemic within the school environment. Hence, the project has a high social content insofar as the interests of a vast range of social groups are taken into account, without losing sight of gender issues and the need to address the specific concerns of the key education actors. 4.3 Strategic Context

4.3.1 The project’s immediate strategic context is the 2003-2013 PDDE. The sole education policy reference framework, the PDDE aims primarily at contributing to improving access to formal and non-formal basic education and improving the quality of that education sub-sector. Beyond the sector objective, the PDDE also aims at contributing to improving the living standard of the Nigerien population by giving them access to quality education. Its implementation comes at a time when Niger is about to reach the HIPCI completion point and after the first year of satisfactorily implementing (so said the June 2003 donors’ forum) its poverty reduction strategy.

4.3.2 The project will also be implemented at a time of Niger’s admission into the group of 18 country’s selected for the Education for All/Fast-Track Initiative (Niger is awaiting the initial fund disbursement scheduled before the end of 2003 to start the operation). This context will improve the budgetary conditions for implementing the project under consideration, given the additional financial resources that the Government may obtain. The PDDE objectives are key elements of the Government’s poverty reduction strategy, the main thrusts of which are in harmony with the Bank’s Poverty Reduction Paper for Niger. Thanks to the strategy, the Institution plans to contribute to a 50% reduction in the number of the country’s poor by 2015 by, among other things, strengthening the poor’s access to quality social services, with pride of place to basic education. Rooted as it is on the PDDE and, by extension, its harmonization with the country’s poverty reduction objectives, the project seeks to attain the Millennium Development Goals (MDGs) which underlie the Government’s development action.

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4.4 Project Objectives

The project’s sector objective is to contribute to the implementation of the PDDE. The specific objectives are to: (i) extend access and strengthen equity and quality of Basic Cycles 1 and 2 education; (ii) improve school health and intensify the fight against STI/HIV/AIDS in the school environment; and (iii) strengthen the institutional capacity of basic education. 4.5 Description of Project Outcomes and Components 4.5.1 Consistent with the PDDE objectives, operations lined up by other TFPs with a view to its implementation, the thrusts of the Bank’s PRSP and CSP, the project is expected to: (i) improve access to and quality of Basic Cycles 1 and 2 education; (ii) support girls enrolment and adult literacy, especially women; (iii) improve school health and strengthen the fight against STI/HIV/AIDS in the school environment; and (iv) strengthen the project management unit. The implementation of the first three components will require recourse to the following expenditure categories: A: Works; B: Goods; C: Services and D: Operations. The following description gives details of the project outcomes and activities by component and expenditure category. Component1 : Improvement of Access to and Quality of Basic Cycles I and 2 Education 4.5.2 This component aims partly at increasing the formal and non-formal education intake capacity in the project’s four regions through the construction of schools and school canteens, pedagogic sectors, extension of the National Center for Laboratory and School Equipment Maintenance and procurement of goods, on the one hand, and human potential development through the implementation of a series of training programs for teachers, members of the School Management Committees, teachers, laboratory attendants and inspectors, on the other hand. It also includes provision to procure goods for the planned infrastructure and the Regional Directorates for Secondary and Tertiary Education. Furthermore, the project provides for WFP support to school canteens within the framework of that Institution’s program in Niger. Indeed, in concert with the Bank, the WFP plans to put at the disposal of the project schools part of the 29 901 tons of food products (estimated to cost US $ 17 318 848) that it will supply the country over the 2004-2007 period. The aim of the WFP program is to enable 26 000 pupils, mostly girls, to receive daily balanced and regular meals in school canteens, in addition to offering dry rations to mothers of hardworking girls during the bridging period. I. Basic Cycle 1 Education 4.5.3 Works: provision has been made to build 300 classrooms (89 new and 211 to replace classrooms in poor condition), 68 latrines, 35 offices/stores for headmasters, 35 (16% of needs under PDDE Phase I running from 2003 to 2007) pedagogic sectors each comprising 1 office, 1 housing unit, 1 kitchen and 1 latrine, and 15 (2.72% of needs) school canteens each containing a catering hall, a kitchen and a store room. The construction works represent nearly 8% of the programmed needs of Basic Cycle 1 under the PDDE Phase I covering 2003 to 2007 (about 1.55% of new classrooms and 5.95% of rehabilitation work). Plots of land on which new classrooms are to be built are available but await administrative documents allocating them to the project. For classrooms slated for rehabilitation, the issue of land does not arise since such rehabilitation works will be carried out on the sites of existing schools. Six months before the start of each new classroom construction, the Government shall show to the ADF proof that the plots of land necessary for such construction had been allocated to the project. The selection of 14

sites for the new classrooms will be subject to the school map criteria. Classrooms for rehabilitation will be chosen in collaboration with the General Directorate of Basic Education 1 (DEB 1) and the MEBA1/A Directorate of Studies and Planning. 4.5.4 Goods: the project will finance classroom and teachers’ furniture, as well as 35 motorcycles (15.98% of needs under PDDE Phase 1) for transporting pedagogic advisors, i.e. one motorcycle per pedagogic sector. In addition, it will finance computer and office hardware for the MEB1/A Directorate of Studies and Planning. 4.5.5 Services: the project will ensure the implementation of architectural and engineering studies (adaptation of existing plans under the Education Project I) and supervision of construction work. To reinforce the human resources capacity in the Ministry of Basic Education 1 and Literacy, the project will finance training abroad in education planning for two staff of the Directorate of Studies and Planning, and two staff of the General Directorate of Basic Education 1 in training engineering and leaning evaluation. In order to strengthen parents’ capacity, the project will cover the cost of training them to effectively run their committees. Such training by consulting firms will benefit 3 500 persons (7% of the projected needs) nationwide, with priority given to schools jointly targeted by the ADF and the WFP. The training will be organized in two three-day sessions and will enable members of the School Management Committees to play their role (implementation of local action plans, preventive maintenance of infrastructure, furniture and equipment) more effectively. This component will also cover trainers’ fees, training modules (including a module on school canteen management), per diem for learners and remuneration for supervisors. Furthermore, the project will fund the technical assistance support on training and learning evaluation to the Directorate of Studies and Planning in the Ministry of Basic Education 1 and Literacy, until the return of staff sent for training abroad. II Basic Cycle 2 Education 4.5.6 Works: the project will finance the construction of 8 CEGs, i.e. nearly 9.37% of new classrooms slated for PDDE Phase I. To meet the requirements of the ongoing program, each CEG will comprise 6 normal classrooms, 2 specialized classrooms, 1 preparation room, 1 computer room, 1 library, 1 administrative block, 2 blocks of 3 latrines and 1 four-room housing unit. Furthermore, the project will finance the cost of works to replace 35 thatched classrooms (28.2% of needs under PDDE Phase I), the rehabilitation of 15 existing laboratories and the extension of the premises of the National Maintenance Center in Niamey (construction of a glasswork workshop). Plots of land exist for the new CEGs to be built, but administrative documents allocating them to the project have not yet been issued. For classrooms to be replaced, the problem of land does not arise since the classrooms are already in existing CEGs. Six months before the start of each site, the Government shall show to the ADF proof of allocating to the project plots of land necessary for the construction of the new CEGs. 4.5.7 Goods: the project will finance the procurement of furniture for the CEGs and computer and office equipment for the 8 secondary schools and the 4 Regional Directorates of Secondary and Tertiary Education (Directions Régionales des Enseignements Secondaire et Supérieur, DRESS) under the Ministry of Secondary and Tertiary Education, Research and Technology, as well as a complete set of tools and consumables for the glasswork workshop at the National Maintenance Center. In addition, 4 double-cabin all-terrain vehicles will be procured with ADF resources; the pedagogic inspectors and advisors will use the vehicles for pedagogic supervision of teachers. The vehicles are necessary, given the long distances that separate the regions. Furthermore, the project will fund the procurement of physical science, history and geography text books for the Basic Cycle 2 level, as well as teaching aids for each of the 8 secondary schools, including an initial allocation of text books for the libraries. For each of the 8 15

CEG laboratories and the 15 laboratories to be rehabilitated, the project will fund the procurement of teaching aids for the science rooms (physical sciences, biology/geology and technology). 4.5.8 Services: provision has been made to finance studies and supervise construction works. In order to strengthen the capacity of Basic Cycle 2 staff, the project will fund the local training of 25 laboratory assistants (2 sessions), eight-day in-service training (7 sessions) for 500 (68% of training scheduled up to 2007) chemistry, life and earth sciences on the handling of scientific equipment and the preparation of teaching aids. In addition, 24 inspectors (44.44% of training needs under PDDE Phase I) will be trained in one ten-day session, 360 teachers on preparation and implementation of educative action projects, especially school projects which comprise a set of consistent activities to implement in and around the school over a given period following a collective reflection of various actors (teachers, parents, pupils, etc.). The school project comprises a compulsory component (a pedagogic project built around the pupil and his/her learning experiences within a wider educational/cultural dimension and integrating partnership actions as the case may be). The education action projects will contribute to breathing enthusiasm into teachers and improve their quality, ensuring higher girls’ enrolment and encouraging parents’ participation in school activities. The training will be organized in three sessions each lasting six days. The College of Education (Ecole Normale Supérieure) and the National Teacher’s Institute (Institut Pédagogique National) will organize the training of laboratory attendants and refresher courses for physics, chemistry, life and earth science teachers, in addition to training them on the preparation of education project activities. The National Teacher’s Institute will also mount in-service courses for inspectors. Furthermore, the project will cover trainers’ fees, the cost of training modules, per diem for learners and remuneration for the supervisors. Moreover, it will fund the technical assistance required for the continuous training of secondary school teachers and the preparation of a continuous training module, as well as cover the cost for the services of 1 specialist in learning evaluation and teaching aids design. A workshop to validate the outcome of the study on continuous training design will be organized in each region (4 days), as well as another one 5-day national workshop bringing together all partners concerned (about 600), namely teachers, inspectors, head masters, parents and the private sector. 16

Component 2: Support for Girls’ Enrolment and Women’s Literacy 4.5.9 This component aims at contributing to the development of non-formal education, especially increasing adult women’s literacy rate by providing the population in the project zones with permanent education centers. Furthermore, it seeks to promote girls’ enrolment through sensitization campaigns, supply of school kits and improvement of nutrition for girls in schools covered. In that regard and using ADF loan resources, the project will undertake construction works, procure goods, provide training and conduct sensitization campaigns for the benefit of the population. 4.5.10 Works: in each of the four zones covered by the project, provision has been made to build 60 permanent education centers (i.e. 8.33% of such construction under PDDE Phase I), each with one block of latrines. Each center will measure nearly 50 m2; simple construction materials will be used in order to facilitate subsequent maintenance by the community. Plots of land necessary for the construction of the permanent education centers are available and the Government will take the necessary steps to allocate them to the project. The General Directorate of Non-Formal Education will choose the location of the centers, depending on the current sites of the ADF-funded Education Project I and the Poverty Reduction Project. 4.5.11 Goods: the project will finance the procurement of furniture needed by the permanent education centers as well as literacy textbooks in national languages and/or French for each of the centers. In a bid to promote girls’ enrolment especially into Basic Cycle 2, the project will fund the procurement of 10 000 school kits. The kits comprising note books, school supplies and school bags will be given to the least privileged girls enrolled in the future CEGs. Such pupils will be selected by parent/teacher associations in the respective CEGs. 4.5.12 Services: the project will finance studies and supervision of the permanent education center construction works and implementation of literacy activities benefiting nearly 5 400 women in the project’s four regions. Therefore, the private sector (especially consulting firms) will be invited to adapt plans from previous projects and to supervise the construction work. However, the General Directorate of Non-Formal Education will oversee literacy activities through its District and Divisional (arrondissement) Inspectorates. In order to mobilize the population to support literacy programs, the district and divisional inspectorates in charge of literacy in the project zone will precede each campaign with a sensitization drive. The literacy campaigns will be conducted in national languages and French, depending on the specific needs of each locality. Emphasis will be laid on such issues as family planning, childhood marriages, etc. In addition, the project will fund the training of 500 (12.73% of projections under PDDE Phase I) teachers on gender and reproductive health issues. The training to be dispensed by a consultant will also incorporate family planning and early childhood marriage-related issues (already raised in the “Country Gender Profile for Niger” conducted by the Bank in August 2002). To supplement the literacy activities in the project’s four regions, the WFP will provide meals to girls and dry rations to mothers. Sensitization campaigns on the need to enroll girls in Basic Cycles 1 and 2 will be organized for communities in the project zone. Such campaigns will be conducted by the Directorate of Girls’ Enrolment in the Ministry of Basic Education 1 and Literacy through the Regional Directorates, in collaboration with Parent/Teacher Associations, as well as by direct contact with the population, radio and television broadcasts. The Directorate of Non-Formal Education will organize follow-up/evaluation missions.

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Component 3: Improvement of School Health and the Fight Against STI/HIV/AIDS 4.5.13 Entirely financed with grant resources, this component aims at assisting the Government in developing a school health strategy with a view to improving its school health policy. It also seeks to provide resources for covering the cost of drugs for all sero-positive teachers in the project zone, services (study, sensitization campaigns on STI/HIV/AIDS, integration of STI/HIV/AIDS-related issues into school programs and medical visits to pupils in the project regions) and operating resources to strengthen institutional capacity in school health (school health management training, training of teachers and parents on the school health improvement strategy). Furthermore, the project will implement school health preventive and curative activities with specific focus on STI/HIV/AIDS. 4.5.14 Goods: the project will finance goods (office furniture, computer and office equipment, audiovisual equipment and a vehicle) needed by staff assigned to oversee school health activities. The financing of the vehicle is justified by the long distances between schools in a country as vast as Niger. In addition, the project will provide health cover to about 100 sero-positive teachers (all teaching in the project zone) for four years and procure a batch of essential first-aid drugs for pupils in the schools concerned. 4.5.15 Services: in support of school health improvement, the project will finance the cost of technical assistance necessary for conducting a study on the school health and hygiene improvement strategy and another study on the HIV/AIDS situation in the school environment. The outcome of the study will provide ample information necessary for improving the national school health policy. Furthermore, the project will cover the cost of production of radio and television broadcasts on school health, including STI/HIV/AIDS, by the Ministry of Public Health and Disease Control. These thirty-minute programs will be produced in five languages and broadcast at least once monthly for three years. The project will also fund the design and production of a picture box on HIV/AIDS in the school environment through technical assistance. This operation will involve the preparation of a box of 20 different pictures to be printed in 3 500 copies and used as support for activities to inform and train pupils and teachers. A brochure containing scientific, technical and social information on HIV/AIDS specifically addressed to teachers will also be put together. 4.5.16 Technical assistance services for the introduction of the STI/HIV/AIDS component into the curriculum and training of 3 500 teachers (9.68% of teachers to train under PDDE Phase 1) on its use will be funded under this component. In addition, the project will cover the cost of services provided by the private sector, especially NGOs and/or consulting firms, with a view to conducting medical visits (once every year) in schools covered by the project. In addition, it will fund the training of 2 staff on school health management and two study missions for two other staff responsible for school health to inquire into other countries’ operating experience in that regard. Furthermore, the project will cover the cost of training 3 227 head masters and 273 managers as well as 3 500 parent representatives from the project zone on the strategy to improve school health and plan health and hygiene activities in the school environment. The training, to be conducted by the Ministry of Public Health and Disease Control, represents 66.38% of the training needs on teachers’ skills improvement in the area of school health under PDDE Phase I. The project will also fund the cost of training two staff abroad in school health management. 4.5.17 Operations: the project will cover the operating charges (fuel, lubricants, travel expenses, vehicle insurance and maintenance cost, etc.) for supervising school health strengthening activities. 18

Component 4: Project Management 4.5.18 This component will provide support for the Education Projects Implementation Agency (Bureau d’Exécution des Projets Education, BEPE) which is currently responsible for managing Education and whose mandate will be renewed for the project under consideration. Using the resources of the ADF loan, provision will be made for the procurement of goods and services as well as coverage of BEPE’s operating expenses. 4.5.19 Goods: the project includes provision to procure computer hardware and additional office equipment for the BEPE (2 computers, 2 printers, 2 stabilizers, 1 photocopying machine, 1 telephone/fax machine and a batch of consumables) and 2 vehicles (1 double cabin all-terrain liaison vehicle and 1 all-terrain wagon) with counterpart funds. The BEPE needs this equipment to function effectively (particularly for activity monitoring, given the long distances that separate the sites). 4.5.20 Services: to strengthen the Human Resources Division in charge of education projects management in the Ministry of Finance and Economy, the project will fund the cost of training two staff abroad on education planning. UNESCO, which has considerable experience in that field, will provide the training. In addition, the project will fund the fees of the project auditing firm. Technical assistance will also be provided for evaluating the impact of school canteens on girls’ enrolment and the nomadic population three years following its implementation. 4.5.21 Operations: the project will finance the BEPE’s operating charges (office suppliers, mail, bid publication, fuel, lubricants, insurance and maintenance expenses), as well as mission expenses within the country (supervision activities) and to the Bank’s headquarters. Furthermore, the project will also cover staff allowances (1 director and 4 regional representatives) and contract staff salaries of which 1 training specialist, 1 accounting manager, 1 accounting assistant, 1 architect, 2 senior building technicians and the support staff. 4.6 Impact on the Environment

4.6.1 Although the project is classified under Environment Category II and includes a construction component, it will have a limited impact on the environment since the newly built areas are few. Moreover, the bidding documents will incorporate technical measures aimed at avoiding erosion, gullying and water stagnation problems. The project also provides for latrines, thus protecting the ground water tables around the schools from pollution. With regard to laboratories (where chemicals will be handled), provision will be made to, among other things, process the resulting wastes.

4.6.2 The environmental measures planned by the bidders will form part of the criteria for analyzing the construction works bids. Furthermore, environmental measures will be integrated into the bidding documents, requiring that: (i) environmental assessment be conducted during infrastructure construction in order to identify the mitigative or optimization measure to take; and (ii) firms awarded infrastructure construction contracts take into account the mitigative or optimization measures prescribed in the book of specifications by the contracting authority, depending on the physical characteristics of the sites selected. Furthermore, BEPE and COGES staff will be sensitized on environmental regulations (planting of trees on sites selected for the construction of school infrastructure, compliance with the regional architectural plan, utilization of local construction methods and materials, garbage management, evacuation and processing of liquid and solid waste, management of wet facilities, protection of the ground water table) with follow-up in view. 19

They will be assisted in that regard by staff working in buildings set up by the project and by the Bank’s experts during bid analysis, supervision and follow-up missions. Annex 4 of this report summarizes the project’s socio-environmental arrangements.

4. 7 Project Cost

The total project cost, excluding taxes and customs duty, is estimated at UA 13.33 million. The cost comprises UA 5.62 million in foreign exchange (41.16%) and UA 7.71 million in local currency (57.84%), most of which is indirect foreign exchange. The cost includes an average yearly provision of 5% and 3% for contingencies and price escalation, respectively. The cost estimate was prepared during the appraisal mission based on information obtained from the MFE, the MEB1/A, the MESSRT, the BEPE and other technical and financial partners. The cost details are given as Annex V. Tables 4.1 and 4.2 below summarize the project cost breakdown by component and expenditure category. 20

Table 4.1: Project Cost by Component (in UA million)

UA Million XOF Million COMPONENTS For. Exc. L.C. Total For. Exc. L.C. Total % TC

1 Improved access and quality of Basic Cycles 1 and 2 education 2 968.33 4 347.41 7 315.74 3.59 5.26 8.85 66.39 %

2 Support for girls’ enrolment and women’s literacy 123.77 538.24 662.01 0.15 0.65 0.80 5.92 %

Improvement of school health and the fight against 3 1 019.57 490.12 1 509.69 1.23 0.59 1.83 13.72 % STI/HIV/AIDS

4 Project management 193.73 507.38 701.11 0.23 0.61 0.85 6.37 %

Total base cost 4 305.41 5 883.14 10 188.55 5.21 7.12 12.32 92.40 %

Contingencies 215.23 294.19 509.43 0.26 0.36 0.62 4.65 %

Price escalation 129.24 193.18 322.43 0.16 0.23 0.39 2.95 %

Total project cost 4 649.88 6 370.52 11 020.40 5.62 7.71 13.33 100 %

1 UA = XOF 826.788

Table 4.2: Project Cost by Expenditure Category (in UA Million)

XOF Million UA Million

EXPENDITURE CATEGORIES For. Exc. L.C. Total For. Exc. L.C. Total % TC

A Works 862.56 3 296.48 4 159.03 1.04 3.99 5.03 37.75% B Goods 1 998.45 543.15 2 541.60 2.42 0.66 3.07 23.04 % C Services 1 400.35 1 536.13 2 936.48 1.69 1.86 3.55 26.63 % D Operations 44.06 507.38 551.44 0.05 0.61 0.67 4.98 %

Total base cost 4 305.41 5 883.1410 188.55 5.21 7.12 12.32 92.40 % Contingencies 215.23 294.19 509.43 0.26 0.36 0.62 4.65 % Price escalation 129.24 193.18 322.43 0.16 0.23 0.39 2.95 % Total project cost 4 649.88 6 370.5211 020.40 5.62 7.71 13.33 100 %

4.8 Sources of Financing and Expenditure Schedule

4.8.1 The project will be jointly financed by the ADF and the Government of Niger. ADF’s total contribution (loan and grant) of UA 12 million will cover the total foreign exchange and 82.61% of the local currency cost. The ADF loan (UA 10 million) represents 75% of the total project cost and covers 75.97% of the foreign exchange and 74.18% of the local currency cost. The ADF loan resources will finance all expenditure categories under Components I, II and IV. The ADF grant (UA 2 million) represents 15% of the total project cost and covers 24.03% and 8.43% of the local currency costs, respectively. The ADF grant resources will finance Component III (improvement of school health and the fight against STI/HIV/AIDS).

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4.8.2 Government’s participation (UA 1.33 million) represents 10% of the total project cost, 10.71% (UA 1.2 million) of the loan and 6.10% (UA 0.13 million) of the grant. The counterpart resources will finance part of the expenditure category on “construction, equipment, furniture, training, sensitization and operations.” 4.8.3 The list of goods and services presented in the table in Annex VI as well as on Tables 4.3, 4.4 and 4.5 below summarizes the total cost of the project by source of financing, foreign exchange and local currency, component and expenditure category.

Table 4.3: Source of Financing (in UA million)

% Government SOURCES FOR. EXC. L.C. TOTAL % TOTAL Loan Grant ADF loan 4.27 5.72 10.00 75 - ADF grant 1.35 0.65 2.00 15 - Government 0.00 1.33 1.33 10 10.71 06.10 Total 5.62 7.71 13.33 100 100.00 100.00

Table 4.4: Project Cost by Component and Source of Financing (in UA Million)

ADF LOAN ADF GRANT GVT TOTAL %

COMPONENTS F.E. L.C. Total F.E. L.C. Total L.C. F.E. L.C. Total Comp.

Improved access and quality of Basic Cycles 1 and 1 3.85 4.64 8.50 0.00 0.00 0.00 1.01 3.85 5.65 9.51 71.32% 2 education

2 Support for girls’ enrolment and women’s literacy 0.16 0.62 0.79 0.00 0.00 0.00 0.09 0.16 0.72 0.88 6.61%

Improvement of school health and the fight 0.00 0.00 0.00 1.35 0.65 2.00 0.00 1.35 0.65 2.00 15.00% 3 against STI/HIV/AIDS

4 Project management 0.26 0.46 0.71 0.00 0.00 0.00 0.23 0.26 0.69 0.94 7.07%

Total project cost 4.27 5.72 10.00 1.35 0.65 2.00 1.33 5.62 7.71 13.33 100%

Table 4.5: Project Cost by Expenditure Category and Source of Financing (in UA million)

ADF LOAN ADF GRANT TOTAL %

EXPENDITURE For. Exc. L.C. Total For. Exc. L.C. Total L.C. For. Exc. L.C. Total Categ. CATEGORIES A Works 1.13 3.27 4.40 0.00 0.00 0.00 1.03 1.13 4.30 5.43 40.75% B Goods 2.21 0.63 2.84 0.37 0.00 0.37 0.07 2.58 0.70 3.28 24.60% C Services 0.88 1.37 2.24 0.98 0.65 1.63 0.00 1.86 2.02 3.88 29.10% D Operations 0.06 0.45 0.51 0.00 0.00 0.00 0.23 0.06 0.68 0.74 5.56%

Total cost 4.27 5.72 10.00 1.35 0.65 2.00 1.33 5.62 7.71 13.33 100% 22

Table 4.6: Expenditure Schedule by Component (in UA million)

Year COMPONENTS Total % 2004 2005 2006 2007 2008

Improved access and quality of Basic Cycles 1 1 0.11 1.65 2.63 2.96 2.15 9.51 71.32 and 2 education

Support for girls’ enrolment and women’s 2 0.18 0.16 0.21 0.21 0.13 0.88 6.61 literacy

Improvement of school health and the fight 3 0.12 0.57 0.55 0.48 0.28 2.00 15.00 against STI/HIV/AIDS

4 Project management 0.12 0.27 0.22 0.22 0.11 0.94 7.07

Total project cost 0.53 2.65 3.61 3.87 2.67 13.33 100.00 Percentage/year 4.01% 19.85% 27.10% 29.01% 20.04% 100%

Table 4.7: Expenditure Schedule by Expenditure Category (in UA million)

Year CATEGORIES Total % 2004 2005 2006 2007 2008

A Works 0.00 1.09 1.63 1.63 1.09 5.43 40.75

B Goods 0.21 0.18 0.64 1.14 1.10 3.28 24.60

C Services 0.24 1.19 1.15 0.91 0.39 3.88 29.10

D Operations 0.09 0.19 0.19 0.19 0.10 0.74 5.56

Total project cost 0.53 2.65 3.61 3.87 2.67 13.33 100.00 Percentage/year 4.01% 19.85% 27.10% 29.01% 20.04% 100%

Table 4.8: Expenditure Schedule by Source of Financing (in UA million)

Year SOURCES OF FINANCING Total 2004 2005 2006 2007 2008 ADF LOAN 0.40 1.98 2.71 2.90 2.00 10.00 ADF GRANT 0.08 0.40 0.54 0.58 0.40 2.00 GOVERNMENT 0.05 0.26 0.36 0.39 0.27 1.33 TOTAL 0.53 2.65 3.61 3.87 2.67 13.33 Percentage/year 4.01% 19.85% 27.10% 29.01% 20.04% 100%

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5. PROJECT IMPLEMENTATION

5.1 Executing Agency

5.1.1 In the absence of a single structure to implement the entire PDDE, the project will be implemented by the Education Projects Implementation Agency (BEPE) set up within the Ministry of Basic Education 1 and Literacy (MEB1/A) to oversee the implementation of the ongoing Bank-funded Education Project I. The Government shall show to the ADF proof of appointing the BEPE as the executing agency of the Basic Education Strengthening Project, with staff comprising a director, 4 regional representatives, a training specialist, two building technicians, an accounting manager, an accounting assistant, an architect and support staff. The agency will come under the supervision of the National Council on Education (CNE) which is the overall PDDE steering organ. Selected for their expertise in specific project areas, the CNE members retained to direct the project will be limited to a representative of the Ministry of Finance and Economy, the Ministry of Youth, Sports and Culture, the Ministry of Social Development, Population, Women’s Development and Child Protection, the Ministry of Public Health and Disease Control, a representative of each PDDE regional monitoring council, two representatives of parent/teacher associations designated by their colleagues, a representative of each teachers’ union designated by their colleagues, two representatives of NGOs specialized in the basic education sub-sector, one representative each of the Christian and Muslim community, two representatives of the technical and financial partners, two representatives of women’s associations, the MEB1/A Secretary-General (or his/her representative) who will also serve as the CNE’s Executive Secretary and four regional council representatives. Within the framework of its project supervision and coordination mission, the CNE will take decisions concerning programming and the annual budgets, address issues requiring arbitration and issue guidelines to the BEPE to ensure smooth project operation. The Government shall show to the ADF proof of appointing the National Council on Education as the project’s steering committee. At the decentralized level, the Regional Council on Education presided by the Prefect will steer District project activities.

5.1.2 The selection of the BEPE is justified by its experience in managing the previous project. Indeed, following the sanctions period which delayed the project implementation, the BEPE was able to take the necessary steps to resume the project. The implementation has remained smooth so far. Furthermore, it regularly prepared and forwarded progress reports, even as it demonstrated a sound knowledge of the Bank’s rules of procedure. To enable it to effectively manage the new operation, the BEPE will be strengthened with two building technicians and provided with two vehicles, the procurement of which is justified by the frequent and lengthy journeys that regular project monitoring requires. The BEPE will be saddled with two projects (the ongoing Education Project I is scheduled to end in December 2004 while the one under consideration should start in June 2004). The BEPE’s capacity will enable it to meet the demands of simultaneous management during that period. In any event, within the new education institutional context, the BEPE is a temporary structure which, although useful in the PDDE’s current transitional phase, is bound to merge into the institutional framework which is gradually taking shape.

5.1.3 Under the supervision of the steering committee, the BEPE (for the organization chart, please see Annex VIII) will be charged with the following: (i) coordinate all project activities with the relevant technical departments, especially the decentralized services; (ii) ensure liaison with the Bank; (iii) oversee the administrative management of the project and all its components; (iv) prepare and forward to the ADF quarterly and annual reports; (v) 24

check and forward disbursement requests to the ADF; and (vi) prepare performance and evaluation criteria for various service providers and technical departments involved in project implementation.

5.2 Institutional Arrangements

5.2.1 The CNE will be responsible for coordinating all BEPE activities, in addition to steering, coordinating, monitoring and evaluating the PDDE. Its core missions will be to coordinate and supervise all project activities. Given its composition, the CNE is an appropriate framework for directing and monitoring all project activities in relation to the PDDE objectives, as well as multilateral and bilateral commitments and agreements as contained in the PRSP, the PRS macro-economic targeting, the public expenditure adjustment credit, the HIPCI, the Education Policy Letter and the PDDE medium-term budgetary targeting. It will meet at least once a month and as often as necessary.

5.2.2 The sites for new schools will be selected, using the school map criteria. Schools to be rehabilitated, school canteens to set up and construction programming will be decided by the steering committee in concert with the decentralized structures (Regional Directorates of Basic Education 1 and Literacy, Basic Cycle 1 inspectorates, MEB1/A and literacy inspectorates as well as the MEESRT directorates and communal inspectorates) in the four regions concerned. The studies, works follow-up and monitoring will be conducted by the private sector through specialized consulting firms. The BEPE’s technical team and the Bank’s experts will conduct scheduled project monitoring and supervision.

5.2.3 Various types of training will be conducted under the supervision of the training specialist and BEPE officers in charge of “Basic Cycle 1 and 2.” The evaluation of the impact of school canteens on girls’ enrolment will be carried out within the general framework of this component. The College of Education (Ecole Normale Supérieure, ENS) will, with the support of consultants, provide teachers’ continuous training, drawing on the content of the training and methodological mechanism put in place under the ongoing Education Project I, the experience of which has been satisfactory. The literacy activities will be coordinated by the DGENF (through its decentralized structures) whose mission is to coordinate the implementation of literacy activities in Niger. The sensitization and social mobilization actions with a view to improving school health, including the fight against STI/HIV/AIDS in the school environment, will be conducted by the Ministry of Public Health and Disease Control, in collaboration with the MEB1/A and MEERST AIDS committees, and the support of individual consultants. The project will also take advantage of the satisfactory performance of the literacy and sensitization component under Education Project I. In the absence of a PDDE implementation manual, the project will be executed in accordance with provisions contained in the Education Project I implementation manual which will be amended to take into account the content of the new project.

5.3 Implementation and Supervision Schedule

5.3.1 The project will be implemented over a four-year period. The projected implementation schedule (see details in Annex 7) is summarized below:

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Table 5.1: Implementation and Supervision Schedule

ACTIVITIES DATES RESPONSIBILITY Board approval December 2003 ADF Entry into force May 2004 Government/ADF Start-up mission June 2004 ADF Preparation of construction bidding documents September 2004 to July BEPE/consulting 2005 firms Bid invitation for construction works August 2004 to March ADF/BEPE 2005 Construction/infrastructure works September 2004 to May ADF/BEPE 2007 Procurement of furniture and equipment October 2004 to June 2007 ADF/BEPE Training/sensitization March 2004 to June 2008 BEPE Mid-term review mission June 2006 ADF/ Government Audit August 2006 to January BEPE/auditing 2008 firms Operations July 2004 to June 2008 ADF/ Government Government completion report June 2008 Government ADF completion report September 2008 ADF/ Government

5.3.2 Following the loan approval, the ADF will organize a start-up mission to assist the Government in fulfilling the conditions precedent to entry into force and first disbursement. The ADF will also conduct supervision and mid-term review missions as outlined below:

Year Type of Mission Number of Mission Composition Missions Start-up and assistance 1 1 Supervision 2 Project officer/PPRU/FFCO/ CIMM 2 Supervision 2 Project officer/Architect/ CIMM Mid-term review 1 Project officer /Architect/ CIMM/Consultants/ TFP 3 Supervision 2 Project officer/Architect/CIMM 4 Supervision 2 Project officer/Architect/ CIMM Completion 1 Project officer/Architect/ CIMM/TFP

5.4 Procurement of Works, Goods and Services

5.4.1 The arrangements for the procurement of goods and services are summarized in Table 5.2 below and detailed by list of goods and services in Annex VI. All procurement of goods, works and services financed by the ADF (loan and grant) shall comply with the Bank’s rules of procedure for the procurement of goods and works or for the use of consultants, using the appropriate standard Bank bidding document.

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Table 5.2: Procurement Arrangements (in UA million)

International Competitive Local Competitive EXPENDITURE CATEGORIES Others Short List Total Bidding Bidding A. Works A.1. Constructions/Rehabilitation in Basic Cycle 1: 2.92 2.92 300 classrooms, 68 latrines, 35 offices/stores [2.36] {0.55} 35 pedagogic sectors and 15 school canteens Construction of 8 secondary schools in Basic Cycle 2; A. 2. 2.11 2.11 rehabilitation of 15 laboratories, replacement of 35 classrooms/straw huts [1.71] {0.40} And construction of a glasswork workshop for the CNM A. 3. Construction of 60 permanent education centers 0.41 0.41 And 60 latrines [0.33] {0.08}

B Good B.1. Base Cycle 1 equipment and furniture: 300 classrooms 0.44 0.44 35 offices and 35 pedagogic sectors [0.41] {0.03} Equipment and furniture for 8 CEGs, 35 classrooms to B.2. 0.23 [0.23] 0.23 replace straw huts, 60 FEPs and the school health agency B.3. Office/computer equipment for the 8 CEGs, 0.43 0.43 the school health agency, the BEPE, the DEP and the 4 [0.42] (0.01) DRESS Transport equipment: 35 motorcycles for the pedagogic B.4. 0.24 (0.03) 0.24 sectors and 7 vehicles for the 4 DRESS, the BEPE and the school health agency [0.16] {0.04} Laboratory equipment for the 8 CEGs, the 15 laboratories B.5. 1.09 [1.09] 1.09 and the CNM maintenance workshop B.6. Essential school drugs 0.32 (0.32) 0.32 B.7. Textbooks for libraries and the 8 CEGs 0.29 [0.29] 0.29 B.8. Physical science, history and geography 0.24 [0.24] 0.24 textbooks for secondary schools

B.9. Office and computer consumables 0.024** 0.024

[0.023] (0.001) B.10. School kit for girls 0.12 [0.12] 0.12

C Services C.1. Studies and supervision of schools, offices/stores, 0.23 [0.23] 0.23 canteens, latrines and pedagogic sectors Studies and supervision of the CEGs; laboratories, CNM C.2. 0.20 [0.20] 0.20 glasswork workshop and the FEPs C.3. Training and sensitization 1.43* 0.30** 0.18 1.91 [1.08] (0.65) [0.13] (0.05) C.4. Technical assistance 1.45 1.45 [0.51] (0.94) C.5. Audit 0.07 [0.07] 0.07

D Operations 0.74** 0.74 [0.50] {0.23}

Total Project Cost 6.96 1.75 2.49 2.13 13.33

ADF loan [ ] [5.69] [1.55] [1.60] [1.14] [10.00] (2.00 Grant ( ) (0.32) (0.05) (0.65) (0.99) ) Government { } {0.95} {0.15} {0.23} {1.33}

** National shopping * Direct negotiation; ADF financing: [ ] = Loan and ( ) = Grant ; { } Government financing

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5.4.2 Works: (UA 5.43 million)

International competitive bidding for the following works: (i) construction of 300 Basic Cycle 1 classrooms, 35 pedagogic centers, 35 offices and stores, 68 latrines and 15 school canteens (UA 2.92 million); (ii) construction of 8 CEGs, 35 classrooms, a glasswork workshop for the CNM and rehabilitation of 15 laboratories (UA 2.11 million).

Local competitive bidding for construction work on 60 permanent education centers and 60 latrines (UA 0.41 million). The maximum amount per contract shall not exceed UA 100 000.

5.4.3 Goods: (UA 3.28 million)

International competitive bidding for the procurement of: (i) laboratory equipment for the 8 CEGs, 15 rehabilitated laboratories and the CNM maintenance workshop (UA 1.09 million), (ii) essential drugs for schools (UA 0.32 million); (iii) textbooks for libraries (UA 0.29 million); and (iv) physical sciences, history and geography textbooks for Basic Cycle 2 (UA 0.24 million).

Local competitive bidding for the procurement of: (i) furniture for 300 Basic Cycle 1 classrooms, 35 offices and pedagogical sector premises (UA 0.44 million); (ii) furniture for 8 CEGs, 35 classrooms, the school health agency and 60 permanent education centers (0.23 million); (iii) school kit for girls (UA 0.12 million); (iv) office, computer and audiovisual equipment for the DEP, the 8 CEGs, the 4 DRESS, the school health agency and the BEPE (UA 0.43 million); (v) 35 motorcycles for the pedagogic centers and 7 vehicles for the 4 DRESS, the BEPE and the school health agency (UA 0.24 million). The maximum amount per contract shall not exceed UA 200 000.

Local shopping for the procurement of: (i) equipment and logistics for various training, refresher and sensitization workshops (UA 0.12 million); and (ii) radio and television programs on sensitization and information (UA 0.18 million). This procurement method is justified since the country has enough local suppliers and approved representatives of foreign suppliers to guarantee competitive prices. Direct Negotiation with the General Directorate of Non-Formal Education for the procurement of teaching aids for the permanent education centers (UA 0.09 million). These textbooks are prepared and published by the Directorate which is also in charge of coordinating literacy activities nationwide.

5.4.4 Services (UA 3.88 million)

Competition on the basis of a short list for: (i) implementation of the architectural and engineering studies, supervision of the construction of schools, canteens and pedagogic centers (UA 0.23 million), 15 laboratories, 8 CEGs and the CNM glasswork workshop (UA 0.017 million) and 60 permanent education centers (UA 0.003 million); (ii) learners’ training on evaluation for DEB1 and MEB1/A (UA 0.23 million); (iii) training of members of the COGES offices (UA 0.50 million); (iv) support to restructure continuous training of CEG teachers (UA 0.26 million); (v) training of teachers on “gender” approach and reproductive health (UA 0.03 million); (vi) sensitization of parents on girls’ enrolment (UA 0.02 million); (vii) training abroad of two school health officers (UA 0.005 million); (viii) training of two staff on school health management (UA 0.01 million); (ix) preparation of a school health improvement strategy, study on the HIV/AIDS situation in the school environment, development of the HIV/AIDS question in school programs, design and production of picture 28

boxes as well as medical visits to schools (UA 0.94 million); (x) evaluation of the impact of canteens on girls’ enrolment and nomadic populations (UA 0.05 million); (xi) project audit (UA 0.07 million); (xii) trainers’ and supervisors’ services for refresher and training workshops coordinated by the ENS and the IPN (UA 0.02 million); (xiii) the services of lady instructors for women’s literacy (UA 0.03 million); (xiv) the services of trainers and supervisors for sensitization and training workshops coordinated by the DLM (UA 0.03 million).

Direct negotiation with: (i) the College of Education (Ecole Normale Supérieure, ENS) and the National Teachers’ Institute (Institut Pédagogique National, IPN) to organize training for laboratory attendants (UA 0.02 million); (ii) the National Teachers’ Institute to organize refresher/training for teachers and inspectors (UA 0.38 million); (iii) UNESCO for the training of 2 staff from the Planning Division of the Ministry of Finance and Economy on education planning (UA 0.026 million). The choice of UNESCO is justified since that Institution is the United Nations system agency in charge of education planning issues and has considerable relevant experience; (iv) the General Directorate of Non-Formal Education through the district (departmental) and division (arrondissement) literacy inspectorates to organize women’s literacy activities (UA 0.07 million). This is the only national structure responsible for coordinating literacy activities; (v) the Directorate of Disease Control (Direction de la lutte contre la maladie, DLM) in the Ministry of Public Health and Disease Control for activities to inform and train headmasters and parents’ representatives on the school health improvement strategy and planning of hygiene and health activities in the school environment, organization of the study validation workshop on the school health improvement and STI/HIV/AIDS control strategy, mobilization and sensitization activities on HIV/AIDS in the school environment, organization of radio and television broadcasts on school health, and the fight against STI/HIV/AIDS in the school environment (UA 0.48 million).

5.4.5 Operations (UA 0.74 million):

The project operations (office supplies, fuel, etc.) will be met as follows: (i) direct shopping for amounts below UA 20 000; and (ii) competitive bidding for contracts above UA 20 000. General Procurement Notice (GPN): the General Procurement Notice (GPN) approved by the borrower during loan negotiations shall be issued for publication in Development Business immediately following the Board’s approval of the loan proposal. Review procedures: the following documents shall be submitted to the ADF before publication: special information note on procurements; short lists and bid invitations; bidding documents; bid analysis reports comprising contract award recommendations; draft contracts where the contracts in the bidding documents had been modified. 5.5 Disbursements

5.5.1 The ADF will make disbursements as indicated on the expenditure schedule. In that regard, three special accounts will be opened in a commercial bank acceptable to the ADF: the first will receive the loan resources, the second the grant resources and the third the counterpart contribution. Operations from these accounts will be subject to the double signature of the Project Manager and the Accountant. Each year, the Government will make timely payment of its contribution to finance activities programmed for that year. 29

5.5.2 Resources paid by the ADF into the special account will be used to finance 4 months of project recurrent expenditure. The decision to replenish the resources will be based on the presentation of an activity program acceptable to the ADF and justifications for the use of the previous payment, if necessary. Direct payments to contractors, suppliers and consultants will follow usual Bank procedures. 5.6 Accounting and Auditing

5.6.1 The BEPE accounting manager and the accounting assistant (the BEPE operates a computerized accounting system) will keep the project accounts in a manner allowing for operations monitoring by component, expenditure category and source of financing. Each year, an international auditing firm approved by the ADF and the Government will conduct a mission to audit the project. The audit will cover all aspects of implementation, especially the annual audit and verification of accounts, project management and procurement of goods and services in accordance with ADF procurement rules. 5.7 Monitoring and Evaluation

Activity Reports

5.7.1 All project structures will prepare and forward to the BEPE quarterly and annual reports on their activities within the project framework. The BEPE will compile these reports, prepare a synthesis report and forward it to the ADF. All reports should comply with the ADF format. On project completion, the BEPE will prepare and forward a completion report to the ADF. Reports will be prepared quarterly and yearly in line with the relevant Bank guidelines, and will be submitted to MEB1/A, the MESSRT and the Bank. In that regard, the BEPE Director and the contracts manager will visit the Bank’s headquarters soon after assuming duty to familiarize themselves with the Institution’s procedures. The PDEF performance indicators will provide the basis for project monitoring.

Supervision

5.7.2 Following the loan and grant approval, the Bank will organize a mission to Niger to assist the Government in fulfilling the loan conditions. The CNE will coordinate the project while the BEPE will provide regular monitoring. At the start of the implementation phase, a project start-up workshop will be organized with the participation of ADF experts. During start-up, a seminar will be organized during which the roles of various actors will be determined. The ADF will conduct scheduled missions (at least twice yearly) to various project sectors and sites. The mission teams will comprise multi-disciplinary expertise (education, architecture, procurement, works and services, information technology, etc.) to address the needs of diverse project components. Copies of mission reports will be given to the authorities to enable them to take the necessary measures.

Mid-Term Review 5.7.3 A mid-term review will be organized about 24 months into the implementation phase. The review will aim at assessing the implementation progress against the development objectives and proposing corrective measures where necessary. It will concern all parties involved in the implementation, including beneficiary representatives, civil society organizations and development partners. The project will also be assessed during the portfolio review exercise. The 30

reports and conclusions from these missions will be presented to the project executing agencies to enable them to take appropriate measures. 5.8 Assistance Coordination 5.8.1 The Ministry of Economy and Finance coordinates all donor interventions in the country. With regard to the education sector, a Partnership Framework brings together all technical and financial partners (TFPs) willing to support the Government in implementing the PDDE. That consultative structure in which the Bank became a formal member in June 2003 lays down the working modalities between the PTF and the Ministry of Basic Education and Literacy (MEB1/A) in order to attain the goals set under the basic education promotion strategy within the PDDE framework. Other TFP members include the CIDA, the World Bank, the IDB, UNICEF, the UNDP, the UNFPA, UNESCO, the WFP, the AFD, the GTZ and bilateral cooperation between Niger and France, Switzerland, Belgium, Canada and Holland. 5.8.2 The Bank effectively used the Partnership Framework during the identification, preparation and appraisal mission to validate activities that it planned to undertake with other TFPs under this project. It intends to use the same structure to ensure harmonious project implementation by participating in all joint annual review and supervision missions, in addition to participating in all other activities it considers as contributing to smooth project execution. The presence of TFP members in the steering committee will facilitate action coordination with the Partnership Framework and collaboration between the Bank and other TFPs.

6. PROJECT SUSTAINABILITY AND RISKS 6.1 Recurrent Expenditure

6.1.1 The project’s recurrent expenditure concerns the salaries of teachers to be recruited for the proposed primary and secondary schools, as well as the salaries of lady instructors for the permanent education centers. The annual recurrent expenditure on new salaries (89 teachers for Base Cycle 1, 80 teachers for Base Cycle 2 and 60 instructors for the permanent education centers) is estimated at UA 0.14 million. The average cost of maintaining equipment, furniture and infrastructure is estimated at UA 0.65 million. The recurrent operating expenditure on the new structures will stand at UA 0.02 million.

6.1.2 The project’s yearly recurrent charges will amount to UA 0.82 million, representing 0.26% of the Government’s 2003 operating budget and 1.93% of the education sector budget. The Government will cover the project’s recurrent expenditure since it is a beneficiary of HIPC resources (US $ 520.6 million in net current value as at end 1999, including the Bank Group’s contribution of US $ 37 million) and the education sector is slated to receive 40% of those resources. Furthermore, local governments and the population will participate in maintaining equipment and furniture within the decentralization framework.

6.2 Sustainability 6.2.1 The sustainability of project actions is primarily contingent on its ownership by all education system actors and partners through actual participation in its design and formulation, and on investments made in human resources training (enhancing the quality of the teaching staff whose skills should improve, thus inducing a positive impact on the education quality). Apart from improving their individual skills, all persons trained in various specialties will henceforth 31

become potential trainers and guarantors of the continuity of sound knowledge and professional practice. The school infrastructure to be set up and equipped will be used for several years and will contribute to education improvement. Furthermore, community and private sector participation in implementing school health activities, including HIV/AIDS prevention in the school environment, will contribute to project ownership by the population and its sustainability. 6.2.2 The school canteens set up under the project will encourage parents to enroll their children and maintain them in school. Furthermore, the dry rations will advance girls’ enrolment and constitute income transfer to beneficiary mothers. School meals will have an even more positive effect on the pupils’ learning capacity. The community’s participation in the selection of operations, works and maintenance will be given close attention during the implementation of all project activities. Furthermore, greater emphasis will be given to strengthening community management capacity through functional literacy, thus ensuring the sustainability of activities in all sectors of intervention. The projected output in terms of girls’ enrolment would only last if the activity were conducted long enough to enable the education of a whole generation of women. Women so educated would also ensure that their female children go to school, even without food aid. Lastly, infrastructure maintenance by the community and the population will guarantee their sustainability. Such maintenance would indeed be effective particularly because parents will be sensitized on the issue through training programs tailored for them. 6.3 Major Risks and Mitigative Measures

6.3.1 The success of the project depends on the continued implementation of the Government’s education and training policy which underlies the PDDE, on the one hand, and partners’ support to the development of the sector. There are principally three risk levels: (i) suspension of the PDDE implementation; (ii) possible delay in making teachers available for the proposed primary and secondary schools; and (iii) irregular availability of the counterpart contribution.

6.3.2 The first risk is mitigated by the commitment taken by the technical and financial partners to support the Government in implementing the PDDE. The commitment will take off with the November 2003 meeting in Stockholm within the “Fast-Track” framework. The second risk is also mitigated by the Government’s commitment to the TFPs to successfully implement the PDDE, including execution of the voluntary teachers’ recruitment policy supported by the Fourth Structural Adjustment Program (SAP-IV) which already contains provision to recruit nearly 2 000 volunteers over the 2003-2004 period. In addition to these measure, the Government is expected to hand over the list of teachers assigned to the new primary schools and CEGs built and put in service by the project not later than 31 August of each academic year, on the one hand, and to allocate 40% of HIPC resources (i.e. US $ 208.24 million) for the implementation of the Fast-Track initiative, on the other hand. The availability of these resources should enable the Government to regularly disburse the counterpart contribution.

7. PROJECT BENEFITS 7.1 Economic Benefits

7.1.1 Considerable financial resources will be injected into Niger’s economy through the proposed investments. The private sector will be a major beneficiary, especially for the implementation of architectural and engineering studies, execution of construction works and procurement of goods. Thus, jobs will be created, goods and services consumed, not to 32

mention the long-term impact of human investment through beneficiary education and training. Small and medium-sized industries will win contracts and create jobs. 7.1.2 Moreover, the project will contribute to the implementation of the Ten-Year Education Development Program which is a major step in Niger’s human resources development. Indeed, the country not only has to catch up by increasing access to various education levels and improving education quality, but must also develop its human resources potential as a factor for economic and social advancement, within an international trade context driven by globalization. By raising the skills level, the long-term impact of implementing the ten-year program should engender the emergence of new types of employment (national, regional and international), thus contributing to poverty reduction.

7.1.3 It should be noted that the production potential is closely linked to the quantity and productivity of available labor. HIV/AIDS is a real economic development obstacle since it strikes during life’s most productive years, thereby worsening household and community poverty. Labor productivity and growth fall even as health expenses increase significantly. On the one hand, HIV/AIDS contract available labor (by reducing the life expectancy of persons affected), and on the other hand, render persons affected unable to work as soon as their status is declared. The decline in the potential labor force is worsened by the fact that quite often, certain members of the family have to care for the ill full time and, for that reason, are no longer able to play a productive role in society. The same phenomenon is observable among the teaching corps from whom the HIV/AIDS scourge has exacted a heavy toll. The project under consideration will seek to mitigate the damage by supporting health improvement and the fight against STI/HIV/AIDS in the school environment.

7.2 Social Impact Analysis

By falling within the ambit of the PDDE which, in turn, is integrated into the PRSP, all project components will contribute to the fight against poverty. Therefore, the project will play a role in helping to reach the goals set out in that policy document, notably by increasing access to social services and improving their quality. With the construction of 89 new primary schools, 8 CEGs and 60 permanent education centers, the project will permit the extension of the Basic Cycle 1 reception capacity by nearly 3 560 additional places and 1 280 slots in Basic Cycle 2, in addition to providing literacy classes for about 5 400 women. On completion, the project will help to raise the gross enrolment rate in Basic Cycle 1 from 2002 to 2008 as follows: (a) Maradi: 40.8% to 45%; (b) Tahoua: 36.7% to 40.7%; (c) Zinder: 28.9% to 32.9%; and (d) Tillaberi from 39% to 42%. The gross enrolment rate in Basic Cycle 2 will increase from about 13% in 2002 to 14% in 2008, and literacy from 20% to 21% over the same period. In both Basic Cycles 1 and 2, the repeat percentage will be reduced from 10% and 19% to 8% and 17%, respectively. School health is also expected to improve, thanks to the definition and implementation of an adequate school health strategy, relevant sensitization and information on hygiene, STI/HIV/AIDS and other diseases for teachers and pupils, as well as integration of school health issues into school programs. Similarly, family planning activities will be undertaken with a view to reducing the country’s excessive population growth rate.

7.3 Impact on Girls and Poverty Reduction

By extending the reception capacity at the basic education level through the construction of hundreds of new classrooms and school canteens (thanks to the WFP), the latter mostly targeting girls, the project will contribute to the positive evolution of girls’ enrolment and 33

will help to increase their gross enrolment rate (Basic Cycle 1) in the selected regions as follows: (i) in Maradi, from 29% to 40%; (ii) in Tahoua, from 23.9% to 33.9%; (iii) in Zinder, from 23.2% to 33.2%; and (iv) in Tillaberi, from 7.8% to 17.2%. In Basic Cycle 2, the proportion of girls to overall enrolment will increase from 40% in 2002 to nearly 50% at the national level in 2008. The project’s contribution to girls’ educational development is reflected not only in terms of increasing access but also in quality improvement, a higher success rate, continued schooling and a higher capacity to integrate harmoniously into various spheres of social existence. Indeed, the project will contribute to girls’ educational success at various education system levels even as it will raise the marital age (thereby reducing early maternity) and lead to greater democratization of the society, with women given the pride of place in running the community and sharing national wealth. Maternal and child health will also improve, thanks to the project. Furthermore, given the fact that educated persons, in general, and education women, in particular, tend to encourage the education of their own children (gender notwithstanding) far more than illiterates, the project will give a boost to the emancipation of the Nigerien woman. 8. CONCLUSIONS AND RECOMMENDATIONS 8.1 Conclusions 8.1.1 The project will offer core support towards the implementation of the Government’s new education policy as outlined in the strategic thrusts of the Ten-Year Education Development Program (2002-2013), although the investment volume is relatively small compared to the PDDE needs. It will build up the intake capacity at the basic cycle level (3 560 additional pupils in Basic Cycle 1 and 1 280 in Basic Cycle 2), improve quality, equity and efficiency. The choices made in terms of activities to implement, including support for teachers’ training (3 500 headmasters, 500 physics and chemistry teachers, 25 laboratory attendants and 24 inspectors), training of parent/teacher association members (3 500), literacy (5 400 women), improvement of school and reproductive health, and the fight against STI/HIV/AIDS will contribute to raising the qualification of school system graduates, narrowing the gender disparity, reducing unemployment, promoting women, improving school health, supporting family planning and the fight against poverty. 8.1.2 Within that framework, the project is a key tool for reaching the millennium development goals, especially those connected to primary education for all and elimination of gender disparities at the primary and secondary education level by 2015. The chances of implementing project activities are bolstered by the fact that the intervention was designed and formulated on a participatory basis that ensured the actual involvement of various stakeholders (beneficiaries, public authorities, civil society, NGOs) and the close collaboration of Niger’s education sector technical and financial partners. Furthermore, lessons learned by the Bank in the education sector were taken into account in defining the project’s management system as well as the technical and institutional provisions necessary to guarantee good performance.

8.2 Recommendations and Conditions for Extending the ADF Loan and Grant

8.2.1 It is recommended that the Government of Niger be extended an ADF loan not exceeding UA 10 million and a grant not exceeding UA 2 million for use in implementing the project described in this report. The loan and grant shall be subject to the following special conditions:

A. Conditions Precedent to Entry into Force of the ADF Loan and Grant

8.2.2 Entry into force of the loan agreement and the grant protocol agreement shall be 34

subject to the Borrower fulfilling the relevant provisions of the General Conditions Applicable to Loan Agreements and Guarantee Agreements of the Fund and the General Conditions Applicable to Grant Protocols. B. Conditions Precedent to the First Disbursement

8.2.3 The ADF shall make the first disbursement of the loan and grant resources only after the entry into force of the Loan Agreement and the Grant Protocol, as well as the Borrower’s fulfillment of the following special conditions:

(i) Provide ADF with evidence of the designation of the Education Projects Implementation Agency (BEPE) in the Ministry of Basic Education and Literacy (MEB1/A), its staff comprising a director, 4 regional representatives, 1 training specialist, 2 building technicians, 1 accounting manager, 1 accounting assistant, 1 architect and the support staff as the project implementation agency (paragraph 5.1.1);

(ii) Provide the Fund with evidence of the designation of the National Council on Education as the project steering committee (paragraph 5.1.1);

(iii) Provide ADF with evidence of the opening of three (3) accounts in a commercial bank in Niger: the first to receive ADF loan resources, the second ADF grant resources and the third the Borrower’s counterpart contribution (paragraph 5.5.1);

C. Other Conditions

In addition, the Borrower shall:

(i) Submit to ADF, not later than 31 August of each academic year, the list of teachers to be assigned to the new primary schools and CEGs built and commissioned by the project (paragraph 6.3.2); (ii) Provide ADF, six months before the start of work on each site, with evidence that the plots of land necessary for each new school infrastructure (primary schools, CEGs and permanent education centers) have been allocated to the project (paragraphs 4.5.3, 4.5.6 and 4.5.10).

ANNEX I Page 1/1

REPUBLIC OF NIGER

STRENGTHENING OF BASIC EDUCATION (EDUCATION PROJECT II)

ADMINISTRATIVE MAP OF NIGER AND THE PROJECT ZONES

This map is provided by the African Development Bank Group for the exclusive use of the report to which it is attached. The names used and the borders shown do not imply on the part of the Bank and its members any judgment concerning the legal status of a territory nor any approval or acceptance of these borders. ANNEX II Page 1/2

REPUBLIC OF NIGER BASIC EDUCATION STRENGTHENING (EDUCATION PROJECT II) Operations Ongoing or Projected by Partners

Project Financing Period Activities Planned Cost Estimate 1- WFP School Meals Campaign WFP 2004-2007 Provision of school canteens with food items Distribution of dry rations to mothers of enrolled girls Deworming in the school environment (pupils, teachers and auxiliary staff) FCFA 8 857 242 060 2-School Rehabilitation and Infrastructure CIDA 2000-2004 Construction and equipment of 260 classrooms Support Project (PAREIS) Supervision and monitoring of the NIGETIP CIDA follow-up and monitoring FCFA 1 249 824 461 3-School and Health Project II Luxemburg 2002-2004 Construction of 77 classrooms and 341 latrines Reduction of the health risks relating to the environment Training FCFA 1 249 824 461 4-Education Project I ADF 1999-2004 Construction of 180 primary classrooms Rehabilitation of 16 laboratories (11 CEGs and 5 high schools) Rehabilitation of 180 primary school classrooms Construction of 240 latrines Classroom furniture (primary, CEG, literacy) Teaching aids and laboratory equipment Various training programs Various studies on the education system reform FCFA 8 871 929 000 5-Basic Education School Map Project EU 2002-2004 Rehabilitation of the premises of the regional school map departments Equipment Training Operation of the regional departments FCFA 808 720 000 6-Franco-Arab Education Support Project IDB 1999-2007 Training of 15 administrators and 718 teachers Recruitment of 310 volunteers and 16 pedagogic advisors Publication of 26 600 textbooks Procurement of 200 schoolbags Infrastructure, including 140 classrooms and 4 CEGs Institution building FCFA 2 644 465 200 7-Basic Education/Bilingual Education GTZ 2003 - Teaching aids Promotion Project - Creation of a literate environment - Implementation of the communication plan - Training FCFA 114 500 000 8- Girls’ Enrolment Research and Action CIDA 2000-2004 - 360 activities (CAE, CSRE, CRE) Agency (Bureau d’Équipe de Recherche et - Regional action plans: management/coordination/follow-up d’Action pour la Scolarisation des Filles, FCFA 1 652 734 000 BERASCOFI) 9-Basic Education Project OPEC 2002-2004 Construction and equipment of 360 primary school classrooms Support to the project implementation unit, monitoring and follow-up FCFA 5 341 587 775 10-Basic Education Support Project IDA 2003-2007 Construction of 340 classrooms in non-temporary materials, 600 improved straw huts and 940 latrines Promotion of girls’ enrolment, women’s and youth literacy (65 000 participants) School textbooks ANNEX II Page 2/2

Project Financing Period Activities Planned Cost Estimate MEB1/A restructuring and organizational change Human resources strengthening and staff management modernization Strengthening of the planning and fiduciary management at the central and decentralized level Promotion and ownership of the COGES Support to the preparation of the of PDDE Phase II and preparatory studies FCFA 15 600 000 000 11-Basic Education Support Project AFD 2003-2006 600 new classrooms built and equipped Shortage of table/benches absorbed (75%); 100 solar panels installed 100 blocks of 4 latrines and 200 offices/stores built Social mobilization and school subvention Training of teachers per sector or CAPED group Training of members of more than 1 000 structures (APE, COGES, canton committees, etc.) FCFA 6 999 650 000 12-Support for the Coordination of Operations CIDA 2003-2007 Development and coordination of a program approach in the Basic Education Sector (ACEB) Administrative, financial, logistics and material support Evaluation of project output and impact CAD 1 300 000 13- Non-Formal Education Development CIDA 2001-2005 Training of 224 staff and operators Support Project ( PADENF) Literacy for 24 000 learners Project implementation support FCFA 1 590 909 000 14- Basic Education Support Project (8th EU 2002-2005 Adaptation of teachers’ training EDF) Integration of schools into the environment FCFA 5 706 825 900 15- Education Sector Support ABEDA 2003-2005 Construction and equipment of 15 classrooms, 2 laboratories, 2 administrative blocks, 25 literacy centers and 5 housing units Procurement of a vehicle and a PC with accessories FCFA 1 830 000 000 16- Primary Education Project II KFW Construction and equipment of 450 classrooms and 230 latrines Teaching aids Sensitization and training Supervision, monitoring and maintenance FCFA 3 182 723 110 17- Classroom Construction Project Japan 2004-2005 Construction and equipment of 165 primary schools at Tahoua and 85 primary school classrooms at Dosso Yen 77 100 000 18- Community Nurseries Pilot Project Japan 2002-2004 Human resources and training Equipment Yen 283 360 000 19- University Infrastructure Program OPEC 2004-2007 Construction and ITU equipment FCFA 6 000 000 000

ANNEX III Page 1/1

REPUBLIC OF NIGER BASIC EDUCATION STRENGTHENING (EDUCATION PROJECT II) Summary of Bank Group Operations in Niger Niger: Active Portfolio (as at 30 July 2003) Date of Final Date of Date of Entry into Disbursement Amount Amount Amount Net Amount PROJECT NAME Approval Signature Force Date Approved Signed Cancelled Commitments Disbursed

AGRICULTURE

MICRO-INFRASTRUCTURE PROJECT 14.12.1993 16.12.1993 18.07.1997 31.12.2003 10.85 10.85 0.00 10.85 6.46

DIFFA DEVELOPMENT STUDY 12.11.1997 17.12.1997 23.04.1999 31.12.2003 0.70 0.70 0.00 0.70 0.39

TAHOUA DEPT. WATER MOBIL. 15.07.1998 12.11.1998 07.04.1999 31.12.2004 7.95 7.95 0.00 7.95 2.90

DOSSO-TILABERRI WATER MOBIL. STUDY 03.09.2001 10.10.2001 18.02.2002 31.12.2003 0.44 0.44 0.00 0.44 0.14

ZINDER DEVELOP. 18.10.2001 23.11.2001 10.10.2002 31.12.2007 5.80 5.80 0.00 5.80 0.18

RURAL WATER PROG. STUDY 07.03.2001 30.05.2001 10.09.2001 31.12.2003 0.96 0.96 0.00 0.96 0.32

NATURAL RES. MANAGEMENT 17.09.1998 12.11.1998 19.07.1999 31.12.2004 9.30 9.30 0.00 9.30 3.48

DOSSO DEV. SUPPORT 14.12.1993 15.12.1993 20.08.1997 31.12.2003 10.00 10.00 0.00 10.00 7.42

MARADI WATER MOB. STUDY 10.09.2003 - - 0.85 - - 0.85 00

Total AGRICULTURE 46.85 46.00 0.00 46.85 21.29

TRANSPORT

ROAD PROG. STUDY 18.05.2001 30.05.2001 16.01.2002 31.12.2004 1.38 1.38 0.00 1.38 0.00

Total TRANSPORT 1.38 1.38 0.00 1.38 0.00

ENERGY

NATIONAL ENERGY PLAN 03.07.2002 27.08.2002 28.08.1998 31.12.2005 0.65 0.65 0.00 0.65 0.00

Total ENERGY 0.65 0.65 0.00 0.65 0.00

SOCIAL

EDUCATION PROJECT 10.09.1998 12.11.1998 02.11.1999 31.12.2004 10.00 10.00 0.00 10.00 3.90

HEALTH QUALITY IMPROVEMENT 18.10.2001 23.11.2001 05.11.2002 31.12.2007 15.95 15.95 0.00 15.95 0.00

18.10.2001 23.11.2001 05.11.2002 31.12.2007 0.40 0.40 0.00 0.40 0.00

WATER SECTOR STRENGTHENING 14.12.1993 15.12.1993 16.12.1993 31.12.2003 9.23 9.23 0.00 9.23 6.33

POVERTY REDUCTION 28.10.1998 12.11.1998 30.06.1999 31.12.2004 5.50 5.50 0.00 5.50 1.35

28.10.1998 12.11.1998 30.06.1999 31.12.2004 1.20 1.20 0.00 1.20 0.08

Total SOCIAL 42.28 42.28 0.00 42.28 11.66 TOTAL 91.16 90.31 0.00 91.16 32.95

ANNEX IV Page 1/1

REPUBLIC OF NIGER

BASIC EDUCATION STRENGTHENING (EDUCATION PROJECT II) Summary of Project’s Socio-Environmental Arrangements

(a) Description of the Project and the Major Socio-Environmental Components In order to increase and improve access to basic education, the project provides, among other activities, for the construction and rehabilitation of school infrastructure (primary and secondary schools, canteens, pedagogical sectors) as well as the construction of latrines and water points.

(b) Major Socio-Environmental Impacts The project is classified under Environmental Category II, given its minor impact on the environment.

(c) Protection Program and Mitigative Measures The project implementation manuals contain measures aimed at: (i) conducting the environmental assessment of infrastructural sub-projects in order to identify the measures to take; (ii) stating in the book of specifications the infrastructure construction and rehabilitation works to implement, the mitigative or optimization measures that the contractor must take into account.

(d) Monitoring Program and Additional Activities The BEPE managers, the COGES and MEB1/A and MESSRT regional managers will be responsible for conducting the environmental monitoring. They will oversee the selection of sites to prevent the felling of trees, the selection of construction materials to avoid the artisanal firing of earth bricks and the selection of wood used on the sites to avoid the unregulated felling of trees.

(e) Institutional Arrangements and Capacity Building The target population will be provided with infrastructure adapted to environmental standards. In connection with educational activities, special provision will be made to mitigate the negative impact of displaced persons on the environment. The training component will include the sensitization of youths, women, teachers and parents on the need to protect the environment (environmental hygiene, sanitation, energy savings, waste treatment, bush fire control and the fight against uncontrolled deforestation).

(f) Public Consultation and Access to Information Various activity reports containing information on environmental protect are accessible to various partners participating in the project implementation.

(g) Implementation Schedule and Reports The environmental follow-up will be conducted permanently and continuously since it forms an integral part of project implementation. The BEPE’s quarterly progress reports and the project supervision reports will be produced in accordance with the project implementation schedule.

ANNEX V Page 1/2 REPUBLIC OF NIGER

STRENGTHENING OF BASIC EDUCATION (EDUCATION PROJECT II)

Summary of Detailed Project Cost

COMPONENT I: IMPROVEMENT OF ACCESS AND QUALITY OF BASIC CYCLE 1 EDUCATION I – BASE CYCLE I Total in FCFA Million Total in UA Million A/- Works Construction of 89 classrooms 471.14 0.57 Construction of 68 three-block latrines 178.90 0.22 Rehabilitation of 211 classrooms 1.124.02 1.36 Construction of 35 offices/stores 72.90 0.09 Construction of 35 pedagogical sectors 302.29 0.37 Construction of 15 canteens 88.13 0.11 Base cost 2 237.38 2.71 Contingencies 111.87 0.14 Price escalation 63.15 0.08 Sub-total works 2 412.40 2.92 B/- Good Classroom furniture 330.62 0.40 Office/store furniture 4.83 0.00 Pedagogic sector furniture 4.83 0.00 Office equipment 4.30 0.01 Computer hardware 4.70 0.01 Transport Equipment 79.63 0.09 Base cost 428.91 0.52 Contingencies 21.45 Price escalation 4.49 0.03 Sub-total goods 454.85 0.55 C/- Services Studies and supervision 192.62 0.23 Training/sensitization 451.77 0.55 Technical assistance 161.00 0.19 Sub-total services 805.39 0.97 II – BASE CYCLE II A/- Works Construction of 8 secondary schools 1 179.76 1.43 Rehabilitation of 15 laboratories 220.50 0.27 Replacement of 35 thatched classrooms 209.50 0.25 Construction of glasswork workshop at the CNM 4.40 0.01 Base cost 1 614.16 1.95 Contingencies 80.71 0.10 Price escalation 45.56 0.06 Sub-total works 1 740.43 2.11 B/- Goods Secondary school and thatched classroom furniture 126.84 0.15 Office equipment 51.60 0.06 Computer hardware 56.40 0.07 CNM workshop equipment 20.00 0.02 Transport equipment 48.00 0.06 Library fund and school textbooks 104.00 0.13 Common teaching aids and textbooks 185.00 1.29 Laboratory equipment 828.00 1.00 Computer hardware for secondary schools 203.20 0.25 Base cost 1 623.04 1.95 Contingencies 81.15 Price escalation 16.99 Sub-total goods 1 721.18 2.08 C/- Services Studies and supervision 141.28 0.17 Training/sensitization 369.81 0.45 Technical assistance 214.67 0.26 Sub-total services 725.75 0.88 Total Cost Component I 7 315.74 8.85 Contingencies 5 % 365.79 0.44 Price escalation 3 % 178.46 0.22 TOTAL COST COMPONENT I 7 859.99 9.51

ANNEX V Page 2/2 COMPONENT II: SUPPORT TO GIRLS’ ENROLMENT AND WOMEN’S LITERACY Total in FCFA Million Total in UA Million A/- Works Construction of 60 permanent education centers 253.60 0.31 Construction of 60 one-cabin latrines 53.89 0.07 Base cost 307.49 0.37 Contingencies 15.37 0.02 Price escalation 14.70 0.02 Sub-total works 337.57 0.41 B/- Goods Furniture for 60 permanent education centers 51.00 0.06 School kits and textbooks for 60 permanent education centers 121.02 0.05 Base cost 172.02 0.21 Contingencies 8.60 0.01 Price escalation 8.49 0.01 Sub-total goods 189.11 0.23 C/- Services Studies and supervision 26.58 0.03 Training/sensitization 175.17 0.21 Sub-total services 201.75 0.24 Base Cost Component II 662.01 0.80 Contingencies 5 % 33.10 0.04 Price escalation 3 % 33.32 0.04 TOTAL COST COMPONENT II 728.43 0.88 COMPONENT III: IMPROVEMENT OF SCHOOL HEALTH AND THE FIGHT AGAINST STI/HIV/AIDS Total in FCFA Million Total in UA Million B/- Goods Furniture 0.61 0.00 Office equipment 4.30 0.01 Computer hardware 4.90 0.01 Transport Equipment 24.00 0.03 Audiovisual equipment 2.00 0.00 Drug allocations 241.12 0.29 Base cost 276.93 0.33 Contingencies 13.85 Price escalation 11.78 Sub-total goods 302.56 0.37 C/- Services Training/sensitization 571.81 0.69 Technical assistance 778.90 0.94 Sub-total services 1 350.72 1.63 Base Cost Component III 1 509.69 1.83 Contingencies 5 % 75.48 0.09 Price escalation 3 % 68.10 0.08 TOTAL COST COMPONENT III 1 653.28 2.00 COMPONENT IV: PROJECT MANAGEMENT Total in FCFA Million Total in UA Million B/- Goods Office equipment 4.30 0.01 Computer hardware 4.40 0.01 Transport Equipment 32.00 0.04 Base cost 40.70 0.04 Contingencies 2.04 Price escalation 0.86 0.01 Sub-total goods 43.59 0.05 C/- Services Technical assistance 45.26 0.05 Training/sensitization 21.75 0.02 Audit 55.80 0.06 Sub-total services 122.82 0.15 D/- Operations Administrative expenses 78.40 0.09 Transport equipment costs 60.00 0.07 Mission and travel expenses 68.40 0.08 Staff salaries and allowances 344.64 0.42 Base cost 551.44 0.67 Contingencies 27.57 0.03 Price escalation 33.29 0.04 Sub-total goods 612.30 0.74 Base Cost Component IV 701.11 0.85 Contingencies 5 % 35.06 0.04 Price escalation 3 % 42.55 0.05 TOTAL COST COMPONENT IV 778.71 0.94 THE PROJECT Total in FCFA Million Total in UA Million Base Cost Components I, II, III and IV 10 188.55 12.32 Contingencies 5 % 509.43 0.62 Price escalation 3 % 322.43 0.39 TOTAL COST COMPONENTS I, II, III and IV 11 020.40 13.33

ANNEX VI Page 1/1

REPUBLIC OF NIGER STRENGTHENING OF BASIC EDUCATION (EDUCATION PROJECT II) LIST OF GOODS AND SERVICES

1 UC =826,788 XOF XOF Million UA Million Cofinanciers (UA Million) ADF ADF Categories F.E. L.C. Total F.E. L.C. Total GVT Total LOAN GRANT 1. Works 1.1. Construct/rehab. BC 862.56 3,296.48 4,159.03 1.04 3.99 5.03 4.08 0.00 0.95 5.03 Contingencies 43.13 164.82 207.95 0.05 0.20 0.25 0.20 0.00 0.05 0.25 Price escalation 26.15 97.26 123.41 0.03 0.12 0.15 0.12 0.00 0.03 0.15 Total cost 931.83 3,558.55 4,490.39 1.13 4.30 5.43 4.40 0.00 1.03 5.43 2. Goods 2.1. Equip/Furn/Vehicles BC 1,998.45 543.15 2,541.60 2.42 0.66 3.07 2.67 0.33 0.07 3.07 Contingencies 99.92 27.16 127.08 0.12 0.03 0.15 0.13 0.02 0.00 0.15 Price escalation 30.85 11.76 42.61 0.04 0.01 0.05 0.04 0.01 0.00 0.05 Total cost 2,129.22 582.07 2,711.29 2.58 0.70 3.28 2.84 0.37 0.07 3.28 3. C. Services 3.1. C. Studies and supervision BC 100.46 234.41 334.87 0.12 0.28 0.41 0.41 0.00 0.00 0.41 Contingencies 5.02 11.72 16.74 0.01 0.01 0.02 0.02 0.00 0.00 0.02 Price escalation 2.66 6.20 8.86 0.00 0.01 0.01 0.01 0.00 0.00 0.01 Total cost 108.14 252.33 360.48 0.13 0.31 0.44 0.44 0.00 0.00 0.44 3.2. Training/sensitization BC 193.93 1,269.32 1,463.25 0.23 1.54 1.77 1.14 0.63 0.00 1.77 Contingencies 9.75 63.41 73.16 0.01 0.08 0.09 0.06 0.03 0.00 0.09 Price escalation 10.29 43.62 53.91 0.01 0.05 0.07 0.03 0.03 0.00 0.07 Total cost 213.96 1,376.36 1,590.32 0.26 1.66 1.92 1.23 0.69 0.00 1.92 3.3. Technical assistance BC 1,054.56 34.19 1,088.75 1.28 0.04 1.32 0.45 0.86 0.00 1.32 Contingencies 52.73 1.71 54.44 0.06 0.00 0.07 0.02 0.04 0.00 0.07 Price escalation 52.92 3.72 56.64 0.06 0.00 0.07 0.03 0.04 0.00 0.07 Total cost 1,160.22 39.62 1,199.83 1.40 0.05 1.45 0.51 0.94 0.00 1.45 3.4. Audit BC 49.61 0.00 49.61 0.06 0.00 0.06 0.06 0.00 0.00 0.06 Contingencies 2.48 0.00 2.48 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Price escalation 3.71 0.00 3.71 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Total cost 55.80 0.00 55.80 0.07 0.00 0.07 0.07 0.00 0.00 0.067 4. Operating cost 4.1. 0.00 CB 44.06 507.38 551.44 0.05 0.61 0.67 0.46 0.00 0.21 0.67 Contingencies 2.20 25.37 27.57 0.00 0.03 0.03 0.02 0.00 0.01 0.03 Price escalation 2.66 30.63 33.29 0.00 0.04 0.04 0.03 0.00 0.01 0.04 Total cost 48.92 563.38 612.30 0.06 0.68 0.74 0.51 0.00 0.23 0.74 Total base cost 4,303.62 5,884.93 10,188.55 5.21 7.12 12.32 9.27 1.83 1.23 12.32 Contingencies (+5.0%) 215.23 294.19 509.43 0.26 0.36 0.62 0.46 0.09 0.06 0.62 Price escalation (+3.0%) 129.24 193.18 322.43 0.16 0.23 0.39 0.27 0.08 0.04 0.39 Total project cost 4,648.10 6,372.31 11,020.40 5.62 7.71 13.33 10.00 2.00 1.33 13.33

ANNEX VII Page 1/1 REPUBLIC OF NIGER STRENGTHENING OF BASIC EDUCATION (EDUCATION PROJECT II) PROJECT IMPLEMENTATION SCHEDULE

ANNEX VIII Page 1/1

REPUBLIC OF NIGER STRENGTHENING OF BASIC EDUCATION (EDUCATION PROJECT II) BEPE ORGANIZATION CHART

MINISTRY OF BASIC MINISTRY OF SECONDARY AND TERTIARY EDUCATION 1 AND LITERACY EDUCATION, RESEARCH AND TECHNOLOGY

MEB1/A GENERAL MESSRT GENERAL SECRETARIAT SECRETARIAT

NATIONAL COUNCIL ON EDUCATION

PROJECT Secretariat MANAGER

Training Specialist Architect Accounting Manager

Senior Accounting Building Assistant Technicians Regional Representatives Functional Link

Reporting Link

Annex CONFIDENTIAL

AFRICAN DEVELOPMENT FUND ADF/BD/WP/2003/153/Corr.1 1 December 2003 Prepared by: OCSD Original: French Translated by : E. Alexander (28/11/2003)

Probable Date of Board Presentation: FOR CONSIDERATION 3 December 2003

MEMORANDUM

TO : THE BOARD OF DIRECTORS

FROM : Cheikh I. FALL Secretary General

SUBJECT : NIGER: PROPOSAL FOR THE AWARD OF AN ADF LOAN OF UA 10 MILLION AND AN ADF GRANT OF UA 2 MILLION TO FINANCE THE BASIC EDUCATION STRENGTHENING PROJECT (EDUCATION II)

CORRIGENDUM*

Please find attached, a corrigendum relating to the above- mentioned document.

Attach

Cc: The President

* Questions on this document should be referred to:

Mrs. Z. B. EL BAKRI Director OCSD Ext. 3733 Mr. P. T. SEYA Division Manager OCSD.2 Ext. 2173 Mr. J. E. PORGO Chief Education Analyst OCSD.2 Ext. 2563 Mrs. H. MRABET Senior Architect OCSD.2 Ext. 3681

SCCD:N.A. NIGER: BASIC EDUCATION STRENGTHENING PROJECT (EDUCATION II)

CORRIGENDUM

Page vi, paragraph 1.1.1: instead of “32.9% [33.2% for girls]” read “33.2% [32.9% for girls]”;

Page 5, paragraph 2.4.1, fifth sentence: instead of “tertiary education and vocational training received…” read “tertiary education, vocational training and administrative type public institutions (établissements publics à caractère administratif, EPA) received … ”.

Throughout the report: replace (i) PDEF with PDDE; (ii) DEB1 by DGEB1; and (iii) National Teachers’ Institute with “National Pedagogical Inspectorate”.

Page 13: paragraph 4.5.2, first sentence: delete “and non-formal”;

Page 31, paragraph 7.3: instead of “(iv) in Tillaberi, from 7.8% to 17.2%” read “(iv) in Tillaberi, from 30.12% to 42%”.

Page 32, paragraph 8.1.1, third line: instead of “2002-2013”, read “2003-2013”.