EDUCATION PROJECT Public Disclosure Authorized

Document of The WorldBank

FOR OFFICIAL USE ONLY Public Disclosure Authorized

Report No. 3493-COM

STAFF APPRAISAL REPORT

AN EDUCATION PROJECT Public Disclosure Authorized

IN THE

FEDERAL ISLAMIC REPUBLIC OF THE COMOROS Public Disclosure Authorized

November 16, 1981 Public Disclosure Authorized

Education Projects Division Eastern Africa Regional Office

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

Currency Unit = Franc (FCFA) US$1.00 = FCFA 230 US$0.04347 = FCFA 1.0 US$1.00 = SDR 0.874

MEASURES

1 meter (m) = 3.28 feet (ft) 1 square meter (m2) = 10.76 square feet (ft2) 1 kilometer (km) = 0.62 miles (mi) 1 square kilometer (km2) = 0.386 square miles(mi2)

ABBREVIATIONS

AfDB = African Development Bank BEPE = Education Projects Implementation Unit (Bureau d'Execution des Projets d-Education) CADER = Center for Assistance to Rural Development (Centre d-Appui au Developpement Rural) CEFADER = Federal Center for Assistance to Rural Development (Centre Federal d'Appui au Developpement Rural) FAG = French Technical Assistance Program (Fonds d'Aide et de Cooperation) INE = National Institute of Education (Institut National d'Education) MEN = Ministry of National Education, Culture, Youth,and Sports (Ministere de l'Education Nationale, de la Culture, de la Jeunesse, et des Sports)

FEDERAL ISLAMIC REPUBLIC OF THE COMOROS

FISCAL YEAR

January 1 - December 31 FOR OFFICIALUSE ONLY

COMOROS

STAFF APPRAISAL REPORT

FIRST EDUCATION PROJECT

Table of Contents

Page No.

BASIC DATA

1. SOCIO-ECONOMIC DEVELOPMENT AND PROSPECTS ...... I

Socio-Economic Setting ...... I Recent Developments and Prospects ...... 2

II. THE EDUCATION AND TRAINING SYSTEM ...... 4

Structure, Administration, and Planning ...... 4 Primary Education ...... 5 Secondary General Education ...... 7 Training of Low and Middle Level Manpower ...... 8 Financing of Education ...... 9 Summary of Government Policy and Sector Issues ...... 11 Bank Group Sector Knowledge and Lending Strategy . . 12

III. THE PROJECT ...... 13

Objectives and Project Components .. 13 Primary Education ...... 14 Teacher Training School ...... 14 In-Service Teacher Training .. i5...... Textbooks and Teaching Materials ...... 15 Agricultural Training .. 16 Health Training ...... 17 Monitoring of Education Policy .. 17 Female Participation in the Education System ...... 18 Suamary of Technical Assistance ...... 18

This report is based on the findings of a mission which visited the Comoros Islands in January-February 1981 and comprised Mr. L. Wolff (education plan- ner/mission leader), Ms. J. Vial (economist), Mr. R. Welter (architect), Mr. M. Cecere (agricultural educator), and Dr. T. Nacef (public health specialist/consultant).

This documont hu a restricted distribution and may be used by recipientsonly in the performanceofi theiroffiial duties.Its contents may not otherwise be disclosedwithout World Bank authorization. Page No.

IV. PROJECT COSTS AND FINANCIAL PLAN ...... 19

Project Cost ...... 19, Financial Plan ...... 21

V. PROJECT IMPLEMENTATION, PROCUREMENT, DISBURSEMENT, AND AUDITING...... 22

Implementation ...... 22 Procurement ...... 23 Disbursement ...... 24 Auditing ...... 25

VI. BENEFITS AND RISKS ...... 25

Benefits ...... 25 Risks ...... 25

V'II. AGREEMENTS REACHED AND RECOMMENDATION ...... 26

ANNEXES

Annex 1.. Tables and Charts

Tables

1. Comparative Education Indicators 2. Primary Teacher Requirements and Output, 1980-1990 3. Primary School Enrollments and Efficiency, 1980-1990 4. Health and Agriculture Manpower Needs, 1980-1990 5. Government Recurrent Expenditures in Education, 1980-1990 6. Summary of Estimated Project Costs 7. Estimated Project Cost by Category 8. Estimated Schedule of Disbursements

Charts

1. Structure of the Formal Education System 2. Organization of the Ministry of Education, Culture, Youth, and Sports 3. Implementation Schedule

Annex 2 Key Indicators for Project Implementation

Annex 3 Selected Documents and Data Available in the Project File

MAP - IBRD 15733 THE COMOROS

BASIC DATA, 1980

GENERAL

Area 1/ 1,800 km2 Population 1/ 355,000 Annual Population Growth Rate (est. 1975-80) 3.7% Life Expectancy (years) 48 Per Capita Income (1979) US$260 Annual GDP Growth Rate 1976-1978 3.5% 1978-1980 7.0%

EDUCATION

School Year October-June Literacy Rate (est. 1975) 20% Adult Gross Enrollment Ratios Primary 99.4% Lower Secondary 34.6% Upper Secondary 8.0% Total Secondary 20.7% Higher 1.4%

Expenditures on Education as a Percentge of Total Government Expenditures

Recurrent (est.) 29.1% Capital 13.0% Total 25.4%

Government Expenditures on Education as a Percentage of GDP

Recurrent 5.4% Capital 0.7% Total 6.1%

1/ Not including Mayotte. 2 ~~~~~~~~~~~~~~~~~~A COMOROS

APPRAISAL REPORT

I. SOCIO-ECONOMIC DEVELOPMENT AND PROSPECTS r

Socio-Economic Setting

1.01 The Comoros Archipelago, located at the northern end of the Mozambique Channel, consists of four islands, Grande Comore, Anjouan, Mayotte and Moheli. The Comorian Parliament declared unilateral independence from France for all four islands in 1975, but Mayotte (about 13% of the population), chose to remain as a French territory.(l) The population of the three islands is estimated at 355,000 in 1980 and the land area is 1800 km2. With an estimated per capita income of US$260 (1979), the Comoros is one of the poorest countries in the world. Two of the islands, Anjouan and Grande Comore, are densely populated with about 500 inhabitants per km2 of agricultural land for Anjouan and 460 per km2 in Grande Comore.

1.02 Notwithstanding its scarcity, agricultural land is the country's main economic asset. About 80% of the population derive their livelihood directly from agriculture, and the sector contributes nearly 40% of GDP and virtually all export earnings. For the most part, the sector is composed of smallholdings, including about 40,000 communal and private farms averaging about 1.3 hectares per farm. Farming techniques are primitive, fertilizers and improved seeds are not used, and agricultural and other related services are very poor. Production of basic food crops is particularly low and substantial food imports (notably rice, which accounts for more than 20% of total imports) are necessary. Poor farming methods and uncontrolled deforestation, resulting mainly from heavy population pressures, have caused serious soil erosion, and thus reduced even further the already limited productive agricultural land.

1. Unless otherwise indicated, future references to the Comoros in this report exclude Mayotte. -2-

1.03 Although statisticaldata are scanty, all available informat,n indicates that nutrition and health conditionsare extremely poor. It is estimated that one-half of all children die before reaching age four and most children suffer from malnutritionand intestinalparasites. About 80% of the adult populationsuffers from malaria, and very high indices of venereal diseases, tuberculosisand leprosy are also reported. The Minis- try of Health, Populationand Moslem Affairs is finding it difficult to cope with the situation,because of limited facilities and supplies, as well as a shortage of middle-levelqualified personnel to carry out health improvementprograms.

Recent Developmentsand Prospects

1.04 Since independencein July 1975, and until very recently, Comoros has suffered from political instabilitywith successivecoup d'etats in 1975 and 1978. Immediatelyafter independence,economic conditions were extremelydifficult as a result of the temporarywithdrawal of most French budgetaryand technicalaid prompted by the dispute over Mayotte-s independence. During the period 1975-1978, the administrationof public institutionsweakened dramaticallyand public serviceswere either sharply reduced or suspendedaltogether. Health and education services suffered the most, with public health deterioratingrapidly and the school system being disruptedby the temporaryclosing of schools.

1.05 After the present Government took power in 1978, the French Governmentresumed budgetary support and technicalassistance, and the economy of the Comoros experienceda rapid recovery. It is estimated that GDP growth acceleratedfrom about 3.5 p.a. in 1976-78 to almost 7% p.a. in 1978-80. Agriculturalproduction, Government services and public invest- ment increasedrapidly and there were unusuallyhigh export earnings in 1979.

1.06 The economic improvementallowed the Government to proceed to a rapid restorationof the administrativesystem. At independence,the civil service,with some 5,000 employees (includingpermanent civil ser- vants, contractualworkers and daily paid labor), was the largest employer (about one-thirdof total wage employment). In 1977, because of budgetary constraints,the Government dismissedabout 3,500 employees, seriously hampering the administrativeprocess. After 1978, administrationwas decentralizedand Governors of the three islandswere made responsiblefor the managementof public services at the island level. However the respectivefunctions of the federal and island Governmentshave not been fully defined. In addition,most of the island's financial resources originate from revenue-sharingof the federal budget but the required transferof funds has not proceeded in a systematicand timely manner. By the end of 1980, many of the employees dismissed in 1977 had been rein- stated. The Governmenthas also made some progress in improving the decentralizedsystem and places high priority on further improvements. -3-

1.07 The prospectsfor the future economic developmentof the country depend to a great extent on the external markets for the country'smain exports (ylang-ylang,vanilla, cloves, copra) and the country's ability to attract substantialexternal financialand technical assistance(e.g., France contributesover 30% of budgetary resources). In addition, the Governmentmust improve its management capacity through the reorganization of activities,upgrading of existing staff, and the hiring of qualified staff. In this respect, a Bank Group administeredUNDP financed project is assistingthe Ministry of Finance, Economy, and Planning to strengthen developmentplanning.

1.08 The main developmentpriority for the Comoros is in agricultural rehabilitationand expansion of productionof both basic foodstuffsand export crops. This would include (a) expansionof maize productionand other foodcropsto reduce imports of rice; (b) expansion of fishery and small livestockproduction both to reduce meat imports and to improve the protein intake of the population;and (c) productionof new export crops to replace those for which world-widedemand is low. Additionalhigh priority agricultureobjectives include strengtheningof export and marketing institutions,reforestation, soil erosion control, and regula- tion of land ownership rights.

1.09 The Ministry of Productionand Industry has initiatedactivities in all these areas. The cornerstoneof its strategy is the establishment, with UNDP and FAO assistance,of a Federal Center for Assistance to Rural Development(CEFADER) on Grande Comore Island and, in a first step, establishment of four regional extension Centers for Assistanceto Rural Development (CADER). Each CADER would cover about 20-25 villages,would be the focal point of various developmentactivities, and would be staffed with about 12 extensionofficers. The Governmentproposes to establish a total of 16 CADERS by 1990 to cover the entire rural population.

1.10 A second major developmentpriority is in public health. As noted above, the health and nutritionalstatus of the Comoros is among the lowest in the world. Populationgrowth is estimated at 3.7% p.a., which, if not reduced,would result in a doubling of the populationbefore the year 2000. In 1978, the Government establisheda national health plan with the goals of reducing infant mortality by 50% and raising life expectancy from 46 to 60 years of age. This objectivewould be accomplished through establishmentof 55 new rural health posts, programs of pre-maternalcare and vaccination,campaigns against malaria, tuberculosis and leprosy, strengtheningof hospitalizationservices, establishmentof a system of central health planning,and establishmentof a national para-medicaltraining school. While these plans are ambitious, the basic thrust is appropriate,and the Governmenthas attracted major support from WHO to implementits programs. To help carry out this program, the Governmentestablished in 1980 a separateMinistry of Health, Population, and Moslem Affairs. -4-

1.11 A third major developmentpriority is in education. While enrollment and participationrates are high compared to other African countries, the system is inefficientand costly. There are serious shortages of adequatelytrained personnel in agriculture,health, public administration, and industrywho are essential to accomplishthe Government's developmentpriorities.

II. THE EDUCATION AND TRAINING SYSTEM

Structure,Administration, and Planning

2.01 Structure of Education. The formal education system of the Comoros Islands consists of two years of pre-schooleducation in Koranic schools, six years of primary education,four years of lower secondary education (collegerural), and three years of upper secondary education. Upper secondary educationis provided in lycees and in specializedoccupation- ally oriented schools, most of which have recently been establishedor are in the process of being established. The Governmentalso recently established a post secondary institute for training teachers for lower secondary schools. With this minor exception all higher education is provided overseas,with a plurality of students in France and Algeria. Annex 1, T-1 provides comparativeeducation indicatorsand Annex l,C-1 indicates the structureof the formal education system.

2.02 Administrationand Planning. Since the Comoros Islands are based on a federal system, each of the island governmentsis responsiblefor primary and secondaryeducation, including hiring, paying, and supervision of teachers. The Ministry of National Education,Culture, Youth, and Sports (MEN) is responsiblefor overall organizationof the education system, and for examinations,curriculum, quality control, and planning, and is in direct control of teacher training and higher education. The Ministries of Production and Health control agricultureand health education, although the MEN is responsiblefor examinationsand award of certificates for these schools.

2.03 The present organizationalstructure of the MEN (Annex l,C-2) is excessivelycentralized around the Minister'soffice. The MEN is now consideringa new organizationalstructure, which includes an office responsiblefor planning, scholarships,statistics, budgeting, and school construction;offices responsiblefor supervisionand examinationof the primary and secondaryschool systems; and a National Institute of Educa- tion (INE) responsiblefor curriculumdevelopment, research, and teacher training and upgrading. The MEN is gradually filling its administrative posts but still lacks Comorian educationalplanners and needs to strengthenschool supervisionand to fill additionalposts at the INE. Expatriate specialistsfrom UNDP/Unescoand the French technical assistance program (FAC) are carrying out most of the needed national planning -5-

tasks. With UNDP/Unesco funds, two Comorians are being trained in educational planning and management. The MEN is expected to staff its planning unit with these Comorians and to improve its coordination with the Minis- try of Finance.

Primary Education

2.04 General. In 1980, about 59,000 children were enrolled in the primary school system in the Comoros Islands. This represents 99% of the estimated population aged 6 to 11, but it includes about 12,000 overaged children and about 14,000 repeaters. About 65% of all children entering the system complete the sixth grade. These participation and flow rates are high in comparison with other African countries (Annex 1, T-1), but the quality of primary education and the achievement level of students are low. The school related causes of low achievement appear to be a lack of adequate physical facilities, untrained and poorly motivated teachers, and shortages of and inappropriate textbooks. Another cause may be the very poor nutrition and health of children which impedes their learning capacity.

2.05 Physical Facilities. About 18% of all primary schools consist of mud and thatch structures, often with little protection against the ele- ments, and 8% of classrooms are privately owned. About 19% of all children attend school on triple shifts (three hours or less per day) and the rest attend on a double shift basis. A Unesco school mapping study completed in 1979 evaluated the physical conditions of all primary schools and catchment areas and has resulted in a project, supported by the African Development Bank (AfDB), to construct 54 primary school classrooms to reduce overcrowding and to replace inadequate facilities. This program will significantly improve infrastructure. Nonetheless, the Government estimates needs for an additional 300 classrooms through 1990.

2.06 Primary School Teachers. The student teacher ratio in 1980-81 was 45:1. This ratio is acceptable given the Comoros constrained fiscal situation and could be increased to about 50:1 without a significant further deterioration of student achievement. About 59% of all teachers have only a primary school certificate; an additional 21% have a lower secondary school certificate; and only 20% are fully qualified teachers. As a matter of policy, the island Governments should cease hiring untrained teachers; MEN officials agree with this policy and are estab- lishing guidelines for island hiring practices. The untrained teachers utilize very poor teaching methods and many lack basic knowledge of language and mathematics. At the same time many officially qualified teachers graduated from inadequate teacher training courses in the lycees.

2.07 Overall estimates for trained teachers are contained in Annex 1, T-2. Assuming modest growth of primary school enrollment, continuation of a 45:1 student teacher ratio, and 4% teacher dropout or promotion, about 87 new teachers per year are required through 1990. In addition, about 100 teachers per year need to be upgraded in order to provide a full complement of trained teachers by 1990. -6-

2.08 The MEN has recognized the essential need for improvement in the quality of primary school teachers and, in 1979, decided to centralize all primary teacher training in a single national teacher training school to be located in Anjouan. This institution began operations in January, 1981, with 30 second year students who transfered from the lycee in Moroni and 90 first year students. The school is located in the physical facilities of a temporarily closed vocational training center, which will resume operations shortly. The school is adequately staffed, principally with expatriate teachers, and has made a good start in its first year of operation.

2.09 The MEN has also initiated a program to utilize a combination of radio programs, correspondence, and vacation-time courses to upgrade untrained primary school teachers. In the first year of this program, about 150 teachers are studying to take the examination for the national certificate of education to become qualified primary school teachers. Thus far, about 80% of those originally enrolled are continuing in the program.

2.10 The MEN intends to strengthen and expand this training program, beginning with the 500 teachers who have lower secondary degrees but no teaching credentials. Learning will take place by radio programs (three hours per week), through the completion of a set of "homework" papers per month, through monthly meetings, and by attending a three week vacation course. Depending on their previous training and on their progress in the program, teachers would take the national teacher training examination between one and two years after initiation of their program of studies. FAC is providing the specialists necessary for the program and the Govern- ment is providing needed counterpart personnel, but additional assistance is needed for the purchase of radios, educational materials, and vehicles, and to cover incremental operating costs of the program.

2.11 Curriculum and Textbooks. The primary school curriculum focuses on French language instruction and on mathematics in the beginning grades and includes agriculture and social studies in the upper grades. The highest priority at the INE is to introduce aspects of Comorian life to the curriculum. In particular, the INE will concentrate on developing a social and environmental studies curriculum which will use examples from the Comorian environment. The INE is also strengthening the teaching of French as a second language through comparative studies of the syntax and grammar of the Comorian language. The INE does not propose to rewrite the language and mathematics curricula, which are based on standard francophone African textbooks, since this type of massive curriculum reform would result in excessive costs and delay, with limited improvement in student achievement. An experimental program to introduce school gardens into primary schools has also been initiated. The program has had initial success but its generalization may be costly and difficult to manage without continued technical assistance. -7-

2.12. In 1980, the MEN surveyed the number and type of textbooks in primary schools and it found a multiplicity of textbooks and types. On average, a French language textbook was available to about one in three children; however about 25% of the textbooks were in very poor condition and some are inappropriate to francophone Africa. About one in five teachers had teaching guides. About one in every six children in grades three to six had mathematics textbooks and on average there were one and a half dictionaries available per class. The Government has not made any major purchases of primary school textbooks since 1978 and the stock of existing books will be depleted in two or three years.

2.13 The MEN's primary school quality improvement program on the whole is a well conceived program to improve the quality of primary education. Assuming technical assistance continues and additional financing becomes available from other agencies, the program should succeed in its aims of improving learning achievement and efficiency in primary education. It is estimated that the flow of students through the system should improve from 65% in 1980 to 87% in 1990, with a corresponding reduction of repetition rates from 25% to 15% (Annex 1, T-3).

Secondary General Education

2.14 General. Enrollment in lower secondary education (college rural) of 11,700 students in 1980 was equivalent to a high 35% of the school age population. This percentage will drop since in 1981 the MEN admitted only 2,300 students to the colleges rurales, compared to 3,500 in 1980. The student-teacher ratio is 45:1, which is high but still within acceptable limits. Instruction usually takes place in facilities which were designed as community centers. While these facilities are sturdy, many buildings are unfinished and lack doors, windows, and in some cases, finished floors.

2.15 About 1900 students, equivalent to 8% of children aged 16 to 18, were enrolled in upper secondary education (lycee) in 1980-81. This enrollment ratio is among the highest in Africa. Lycee students constitute a privileged class in the Comoros. Until 1980 they all received ample scholarships, including full boarding. Those who passed the bac- calaureate examination were guaranteed overseas scholarships after com- pleting two years of compulsory teaching service. In 1980, the MEN eliminated boarding facilities and provided scholarships only to those students who commuted to school from island to island or traveled long distances on one island. At the higher education level, many students who study abroad do not return to the Comoros, and key development posts in sectors such as agriculture are undersubscribed.

2.16 In 1980, about 1200 students were enrolled in the first year of senior secondary education compared to about 500 in 1978; thus without -8-

control of intake, enrollmentswould shortly more than double, the output of general secondarygraduates would be far in excess of the available jobs, and the recurrentcost implicationswould be serious. In recogni- tion of this problem, the MEN restrictedthe number of first year entrants in 1981 to 950.

2.17 SecondarySchool Teachers. Nearly all lower secondary school teachers are untrained and most are teaching as part of a two year period of national servicebefore being awarded overseas scholarships. In 1980, MEN establisheda teacher training college for lower secondary teachers at Moroni in the Grande Comore Island. This school will enroll 60 students in a two year course which will qualify graduates to teach in lower secondary schools. With assistance from the AfDB, the MEN is introducing woodworking,home economics,and agricultureinto the curriculum. The high recurrentcosts of this type of program, as well as the fact that most teachersare untrained,will make its long term objectivesdifficult to achieve. At the upper secondary level the student teacher ratio is a very low 11:1 and 80% of the teachers are expatriatespaid through French, Belgian,Arab League, and other technicalassistance programs. All Comi- orian teachers at this level are trained overseas.

Training of Low and Middle Level Manpower

2.18 The Comoros has an excess of secondary school graduates and at the same time it lacks appropriatelytrained personnel in health, agriculture, commerce,industry, and public administration,as described below.

2.19 AgricultureSector. As noted above (para 1.09), with FAQ assistance, the Governmenthas establisheda federal center for agricultural supportand research (CEFADER)and four regional extensionand training centers (CADERS)on the three islands. The CADERS will gradually be increasedto 16 by the end of the 1980-s. In addition, external donor assistance is being provided to expand production in a number of different sub-sectors. A key to successful implementationof these programs will be the provisionof trained extensionworkers as well as higher level administrativeand managerial personnel. While numerous agencies are assistingin higher level scholarships,there is as yet no system for the training of field level extensionworkers.

2.20 About 40 agriculturalextension agents are working in the Ministry of Productionand Industry, and at least half of these need upgrading. Long term needs are for at least one agent per 500 farm families,or about 190 extensionworkers, as well as for 60 techniciansin research, forestry,and fisheriesand other internationallyfinanced agricultural projects (Annex 1, T-4).

2.21 As part of its agriculturedevelopment strategy (para. 1.08), the Government is proposing to establish an agriculturaltraining center on Moheli, which has the most fertile land of the three islands and is relatively underpopulated. The center would have a capacity of 40 and would -9-

train 20 extensionagents per year in a two year period. Because of Moheli's relative isolation,the managementand staffing of this center will be difficult in the short run; in the long run it could be a valuable impetus to agriculturaldevelopment on the island and could meet long term needs for all field extensionworkers.

2.22 Health Sector. In 1981, about 145 nurses and midwives, 53 nurses aides and small numbers of dental assistantsand laboratoryassistants were employed in the health sector. With the exception of nurses, these numbers are inadequateto meet present or projectedneeds (Annex 1, T-4). Through 1990, the Governmentplans to establishadditional health clinics, to run various vaccination,anti-malaria and other campaigns and to strengthenoverall hospital services. In order to meet these goals, about 110 nurses and midwives, 275 nurses and midwife aides, 30 dental assistants, and 25 laboratorytechnicians are estimated to be required. In addition,the existing para-medicalstaff needs to be upgraded and regular in-servicetraining programs need to be strengthened.

2.23 In recognitionof needs for the training of para-medicalpersonnel, in 1980 the Governmentestablished a national health school to train para-medicalpersonnel and to upgrade existing personnel. The school is under the direct control of the Ministry of Health although the MEN is responsiblefor academic standardsand the award of diplomas. The school now enrolls 36 studentswho were formerly in the health training stream of the Moroni lycee. Expansion of the school to 75, includingprograms to train 25 nur'sesfaides per year, is essentialfor the carrying out of the Government'slong term objectivesfor improved health in the Comoros (para. 1.10).

2.24 Other Low and Middle Level Manpower Needs. With ILO assistance the Ministry of Civil Service and Labor establisheda vocational/technical training school in Anjouan. The school was closed in 1978 because of politicalturmoil and problems of placing graduates. The ILO is now completinga labor market survey and is expected to assist in reopening this school,which at the outset would emphasize in-servicetraining. Needs are also significantin the area of commerce; thereforethe MEN plans to strengthenan existing secondary commercialschool, especiallyin the training of secretariesand bookkeepers. Additionalneeds have been identifiedfor managers and accountants,and scholarshipsfrom external donor agencies are available for these needs.

Financing of Education

2.25 Education in the Comoros is presentlyfree at all levels. In the past two years, recurrentexpenditures in the sector have accounted for about 29% of total governmentrecurrent expenditures,including the Federal Governmentand the three island governments (Annex 1, T-5). This is a relativelyhigh share of the budget compared with other countries in Africa. In addition, the French Governmentdirectly supports over 30% of total budgetaryexpenditures; thus the level of education expendituresis -10-

particularlyhigh in relation to domestic resources. The main reasons for these high expendituresare (a) the relatively high enrollment ratios at all levels of education; (b) high unit recurrent costs in upper secondary schools; and (c) the high cost of higher education scholarships.

2.26 The cost per student in the pre-primaryKoranic schools is about US$21 equivalent,and, in primary schools, is about US$47 equivalent. These costs are similar to those in other countries in Africa. The cost per student for lower secondaryeducation at US$37 equivalent is low because most of the teaching staff consists of secondary school graduates who are doing two years of national service before receiving scholarships abroad and who are paid a salary below a primary teacher's salary.

2.27 In 1979-80, the cost per student at the upper secondary level was US$940 and this level accounted for 20% of the Government'stotal recurrent educationbudget. The Government in 1980-81 discontinuedfree room and board for all students and replaced it by a system of scholarshipsto students based on the distance a student lived from school. The cost per student in upper secondary educationdropped to US$460 equivalent and the share of this level in total Government recurrent education expenditures fell to about 13%. This reduction represents an important step forward in the fiscal control of education expenditures. However, unit costs are still high, consideringthat most of the teaching staff at this level are expatriatesand their salaries are paid by donor agencies. Costs of upper secondaryeducation will increase significantlyunless the Government restrictsenrollment growth, further reduces scholarships,and increases the present low 11:1 student teacher ratio.

2.28 With regard to expenditureson scholarshipsabroad, these increased from 14% of total Government recurrent expendituresin education in 1980 to 23% in 1981. These high levels result from a policy of providing scholarshipsabroad to all students who succeed in the final examination of upper secondary education. However, many of these students do not study in areas essential to developmentand many do not return to the Comoros. The Governmenthas recognizedthe difficultproblems of financing, in particular,upper secondary and higher education, and is expected to formulate courses of action with the assistance of a strengthenedMEN planning unit, which would coordinate its activitieswith the Central Planning Unit of the Ministry of Finance, Economy and Planning (paras. 2.03 and 3.18).

2.29 Capital expendituresin educationfinanced from the Government budget were about US$600,000 equivalentp.a. in the past two years. These mainly cover school maintenanceand renewal programs and counterpart contributionsto projects financed by foreign donors. External assistance in educationhas been heavily concentratedin the provision of teaching staff. However,theAfDB project will provide about US$7.0 million equivalent, principallyfor school and office construction. -11-

2.30 ProjectedExpenditures Annex 1, T-5 summarizesthe estimatesof enrollmentsand expendituresto 1986 and 1991. The cost per student at the primary level is expected to rise because of the increases in the number of qualifiedteachers. In order to limit these increases, the Government should consider a policy of ensuring that the student/teacher ratio does not fall below its present 45:1. In lower secondaryeducation, the cost per student should increase significantlywith the replacementof unqualifiedteachers by qualifiedteachers graduating from the Secondary Teacher Training School. In this case the student teacher ratio could also be kept stable at 45:1.

2.31 By 1986 and 1991, the Governmentwill incur additional expenditures for improvedquality of primary and lower secondary educationand for relativelyhigh cost specializededucation and training institutions in health, agriculture,primary teacher training, commerce,and industry. To control overall budgetary expenditures,the Government should restrict enrollmentsin both lower and upper secondaryschools. Additional economiescould be made through eliminatingand/or reducing scholarships at the upper secondary level and restrictingscholarships abroad to specific trainingneeds. If enrollmentgrowth is controlledand cost-savingmeasures are implemented,then the share of education in total projectedrecurrent expendituresof the Government could be maintained through 1990 at its present level of about 29%. If none of these measures are taken, the share is likely to increase to 35% or 40% of the total Governmentrecurrent budget.

2.32 During negotiations,various options for cost reductionwere discussed. The Governmentreported that it had raised entrance standards to secondaryeducation, with the result that the number of new entrants to lower secondary schoolshad declined to 2,300 in 1981-82, compared to 3,500 in 1980-81, and to upper secondaryschools had declined to 950, compared to 1,200 in 1980-81. The Governmentwas also now requiring parents to pay for the costs of expendibleprimary school materials such as exercise books and writing materialsand was experimentingwith increasingthe number of students per class at the upper secondary level. For the future the Government agreed to: (a) reduce the number of entrants to lower secondary schools to 2,000 in 1982-83; (b) permit no more than 950 students to enter upper secondaryschools for each of the next three years; (c) by April, 1982, introducea draft law to the General Assembly, limiting the availabilityof higher education fellowshipsto essentialmanpower needs; (d) by October, 1983, carry out a study on ways and means by which parents could participatein financing the costs of primary school textbooks;and (e) dependingon the results of a pilot study, increase the number of students per class in upper secondary schools from 35:1 to 45:1. Implementationof all these programs should enable the Government to maintain recurrenteducation expendituresat the present level. -12-

Summary of Government Policy and Sector Issues

2.33 The present Government inherited an excessively expensive educational system. At Government request, Unesco completed an education sector survey in April, 1979. The report details the problems described above of poor primary school quality, excessive costs and enrollment at the secondary level, excessive higher education scholarships, and weak administration. The main recommendations of the report are to establish a National Institute of Education in charge of curriculum and teacher training; to strengthen administration and management of education; to control the education budget; to rationalize secondary education; and to improve primary school infrastructure. With technical assistance, the Government has gradually moved to carry out these reforms. Since 1979, the Govern- ment has established a secondary teacher training school, a primary teacher training college, a health training school, and the INE, and has prepared a new administrative structure for the education system. The MEN has begun programs of radio education, primary and secondary in-service teacher training, establishment of primary school gardens, and provision of practical subjects at the junior secondary level. The Government has also moved to reduce education costs through the implementation of various cost-saving measures (para. 2.32).

2.34 These actions constitute an appropriate strategy and impressive progress towards renewing the educational system. With good planning, many of the programs are expected to succeed. While the Government depends excessively on expatriates for planning, management, and curriculum development, it is expanding recruitment of qualified Comorians and will staff an educational planning unit with two qualified Comorians (paras. 2.03 and 3.18). The Government has also made a good beginning on the restriction of enrollments and the control of education costs (para. 2.32).

Bank Group Sector Knowledge and Lending Strategy

2.35 Sector Knowledge. Over a period of three years, the Bank Group has developed a fairly comprehensive knowledge of the functioning and organization of the education sector and has established a good dialogue with education authorities. However, financial data on the education system are inadequate because of incomplete Government accounts. Until an ongoing ILO study is completed, precise information will also be lacking on overall labor market conditions.

2.36 Lending Strategy. The Bank Group lending strategy in education should be to support the Government's long term aims of improving the quality of the education system and to assist in the training of the key manpower needed for national social and economic development. Bank Group assistance should reinforce activities of other donor agencies to insure balanced development of the education system. At the primary school level, FAC is providing extensive technical assistance in curriculum -13-

developmentand teacher training. As part of a US$7.0 million equivalent credit, the AfDB is assisting in the constructionof 54 primary school classroomsas well as offices for the INE. There are needs to complement technicalassistance to cover needed equipmentand recurrent costs of in-service teacher training programs. In addition,while the primary teacher training school has been established,it is utilizing borrowed facilitiesat the temporarilyclosed vocational training center and new facilitiesare needed. An additionalkey area of assistance in primary educationis in textbooksand teachers guides, since funds are not available for purchase of textbooks,teachers guides, and new teaching materialswhich the INE is expected to develop.

2.37 In the area of training for manpower needs, WHO is providing technicalassistance for the recently establishedpara-medical training school,which is located in temporaryquarters on the grounds of the central hospital in Moroni. Financing is needed to constructa permanent facility for this school. FAO is providingtechnical assistanceand fellowshipsto establish the CADER system and, with FAC, is expected to provide teachers for the proposed agriculturaltraining center to be establishedin Moheli. The Bank Group should therefore provide financial assistance to establishpermanent facilitiesfor both the agricultural trainingcenter and the health training school (paras. 2.19 - 2.23).

2.38 UNDP/Unescois providing two experts in educationalplanning and curriculumdevelopment and FAC is providingan expert in educational administration. No additional foreign technicalassistance is needed at this level, and these agencies are expected to continue their supportand train counterparts.

III - THE PROJECT

Objectives and Project Components

3.01 The proposed projectwould assist the Government in its major developmentpriorities by improving the quality, efficiency,and relevance of primary education through training of teachers and the provisionof textbooksand teaching materials. It would also assist in providing manpower essential for the social and economic developmentof the Comoros, through support for new agriculturaland health training facilities. Specifically,the projectwould include the following:

Level and Objectives Item Direct Beneficiaries Primary Education - 1. Facilities for a new teacher 180 student teachers Improved learning, training school in Anjouan and 600 primary efficiency,and and adjacent demonstration school students relevance primary school; provision per year of fellowshipsfor teacher trainers -14-

2. In-servicetraining of 500 teachers over a teachers five year period

3. Provision of textbooks, 67,000 students and workbooks and teachers 1,500 teachers (1984) guides to primary schools

SecondaryLevel Agricultureand Health Training - Provision 4. Facilitiesfor an 40 students per year; and improvementof key agriculturaltraining in-service training agricultureand health center in Moheli; pro- for about 100 staff manpower vision of fellowships and 500 farmers for agriculturalteachers per year

5. Facilitiesfor a new 75 students per year; para-medicalschool in in-servicetraining Moroni for about 100

Primary Education

3.02 Teacher Training School. The proposed project includes provisions for the constructionof a new primary teacher training school to be located on the outskirtsof Mutsamudu, the capital of the island of Anjouan. The school would enroll 180 students in a two year course and would graduate 90 trained teachers per year. During the two month vacation period, the school would be utilized for in-service training of an additional100 untrained teachers. A demonstrationprimary school, to be located adjacent to the teacher training school which is in an area lacking primary school facilities,would enroll 600 children on a double shift basis in grades 1 to 6. The output of the teacher training school would meet the estimated annual needs for new trained teachers and would con- tribute to improved quality of primary education (paras. 2.06 - 2.08).

3.03 The project would provide academic and comunal facilitiescon- sisting of classrooms,teaching facilitiesfor science, home economics, and basic woodwork; administrativeoffices; boarding for 144 students; and three staff houses. AdditionalGovernment owned staff housing would be available a short distance from the school. The demonstrationprimary school would have six classrooms,an observationroom, and an administration block.

3.04 The new teacher training school requires eleven teachers,most of whom would initiallybe expatriatesprovided by other donor agencies. The Governmenthas provided assurancesthat the school would be staffed with qualifiedpersonnel. To assist in long term strengtheningof teacher education,the project would provide seven man-years of fellowshipsfor Comoriansto study for graduate degrees in teacher training to replace the expatriateteachers (para. 3.20). 3.05 In-serviceTeacher Training. The proposed project would support an in-servicetraining program initiatedin January, 1981. The program utilizes a combinationof radio, correspondence,and face to face instruction. Teachers will attend intensivethree week vacation courses to be held in Anjouan and Grande Comore island. The objectiveof the program is to enable about 500 unqualifiedteachers, who already have lower secondary degrees, to receive full teaching certificates. The program should reduce the number of unqualifiedteachers by more than 50%.

3.06 The project would support the incrementaloperating costs and the purchase of equipmentnecessary to implementthe in-servicetraining course. Specifically,the project would support: (a) boarding, per diem, and travel costs for teachers attending the three weeks vacation courses; (b) costs for materials preparationand production,honorariums for additional teaching by regular Comorian teachers,and operation of vehicles; (c) purchase of about 300 radios to be provided to all primary schools; and (d) purchase of four vehicles to be used by program coordinatorsas well as by school supervisors. The Governmentis committed to providing additionalpersonnel to ensure expansionof the in-servicetraining program.

3.07 Textbooks and Teaching Materials. The project would include provisionsfor about 59,000 textbooks,4,400 teachers guides, and 235,000 workbooks and booklets to primary school students and teachers. Most textbookswould be imported but the INE is expected to prepare supplemen- tary student and teachers guides and manuals.

3.08 INE officialshave already prepared a tentative list of required textbooksand teachers guides, all of which are appropriatefor French speaking African students. On the basis of their selections,one French language textbookwould be provided for every two primary school children, for a total of about 34,000 textbooks;one mathematicstextbook for every two children in grades three to six (21,000 books); accompanyingteachers guides in mathematicsand French; three science books for each class in grades three to six; two dictionariesper class; and one basic textbook in educationalpsychology and teaching methodology,designed for African school teachers,for every four teachers.

3.09 In order to make the curriculummore appropriateto the Comorian social and physical environment,the INE will prepare two workbooks for each student in grades 3 to 6, for a total of 90,000 workbooks. The workbookswould be printed at the INE printing facility to be set up under the AfDB project, and under the proposed project, financialassistance would be provided for the purchase of about 12,000 reams of paper and additionalink, stencil and offset materials needed for their printing. The INE expects to prepare the first set of workbooks for distribution during the 1983-84 school year to children in grade 3, and thereafter would produce a new set of workbooks for each subsequentyear. -16-

AgriculturalTraining

3.10 The project includes provisionsfor a new agriculturaltraining center with teaching and boarding for 40 students, in the town of Wanani, located in the center of the island of Moheli. The school would be located on the present site of a community center (moudiria)which would be be adapted for use as a school. Output of 20 extension agents per year would meet needs for personnel to work in the CADERs and in research, forestry,livestock, and other programs.

3.11 Specifically,the project would finance constructionof classrooms, administrativespace, boarding facilitiesfor 40 students (including space which could be used for up to 10 girls), four staff houses, and two overnightrooms. Farm equipmentwould be minimal since the agricultural facilitiesin the neighbouringCADER in Mibani would be used for all demonstrationsand field training. Two vehicles would be provided for studentand teacher transport.

3.12 The center would be under the direct control of the CEFADER and would depend administrativelyon the Ministry of Production. It would be operated in cooperationwith the CADER in Mibani, which is about eight kilometersaway. The training program at the center would be two years in length and minimum entrance requirementswould be completionof lower secondaryeducation. Ministry of Productionofficials have prepared a draft curriculumwhich includes language,mathematics, science, agricultural practices,animal husbandry,rural economics,and extension theory and practice. About six months of the second year of study would be carried out through supervisedwork on one of the CADERS. During vaca- tions and when students are on supervisedwork sessions, the center would be used to train local farmers in Moheli or to provide specializedupgrad- ing courses to Ministry staff.

3.13 The center would have two permanent staff and three to five part-time teachersequivalent to an additionaltwo full time staff. The director would teach half time in one of the major agriculturaldis- ciplines,and the second full time staff person would be expected to be an expert in agriculturalextension. General subjects would be taught through an arrangementwith the Moheli lycee. Because of the relative isolationof the island of Moheli, the program will have to be carefully planned to utilize part-timeagricultural teachers (who may have to come from another island). The Governmenthas provided to the Bank Group a satisfactoryplan for the staffing,organization, and financing of the operationsof the center.

3.14 The Governmenthas provided assurancesthat the school would be staffed by qualifiedpersonnel as set forth in the agreed plan (para. 3.13). In order to assist in long term staffing of the school, the projectwould provide three man-years of fellowshipsfor advanced studies in agriculturaleducation. -17-

Health Training

3.15 The project would provide facilities for a new health training school enrolling 75 students to be located on the grounds of the central hospital in Moroni on Grande Comore Island. The school is located now in temporary facilities borrowed from the hospital's maternity wing and enrolls 36 students in a three year nurses' training course. Through 1990 the school would train about 100 nurses and midwives, 300 nurse and midwife assistants, 25 laboratory technicians, and 25 dental assistants. During vacation months the school would serve as a center for in-service training for about 150 para-professionals per year to be up-graded in courses lasting about 15 days each. The school would therefore provide the personnel essential to implement the Government's long term health plan (para. 1.10). Specifically the project would provide for construction, furnishing, and equipping of classrooms, a demonstration room for nurses, a dental practice room, a laboratory analysis room, a library, a multipurpose cafeteria/meeting hall, boarding facilities for 50 students, and a headmistress's house. The specialized rooms and the multipurpose hall would also be jointly used by regular hospital staff.

3.16 In order to simplify the teaching program and ensure training of only those personnel needed by the health system, health authorities have established a schedule of training programs through 1990 which provides for recruitment and training of differing groups of students for the varying para-medical categories according to need. Each year the school would train 25 lower level nurses aides or midwife aides in one year courses. Minimum entrance requirements would be the satisfactory completion of primary education. The school would recruit new entrants for two year programs to train nurses, midwives, dental assistants, or laboratory assistants at the upper secondary level two out of every three years; therefore, at any one time, 50 students would be enrolled in these higher level courses, for a total enrollment at any one time of 75.

3.17 At present the school has a Comorian director and two WHO teachers. The teaching staff will expand to about five full time staff, with hospital staff providing additional part time teachers. WHO is expected to provide all needed teachers as well as fellowships for the training of Comorian health educators. The Government has provided assurances that the school would be staffed with qualified personnel.

Monitoring of Education Policy

3.18 To assist in improving the quality, efficiency and relevance of the Comorian education and training system, the Bank Group would establish a regular dialogue with the appropriate Government agencies including a system to monitor progress on changes in education policy. In this respect, agreement has been reached with the Government on (a) steps to be taken by the Government to control the growth of education expenditures (paras. 2.31 - 2.32); and (b) ways and means of measuring the achievement -18-

of educationalobjectives (para. 5.03). The Governmenthas also provided assurancesthat (a) two qualifiedComorians would be assigned to the MEN educationplanning unit by not later than October 1, 1982 and they would coordinateeducation planning with the Ministry of Finance (para. 2.03); (b) the Governmentwould review its provisionsof scholarshipsfor higher education students and by not later than December 1, 1982 (i) establish a specific policy for such provision based on essential manpower needs, particularlyin the areas of agriculture,health, public administration and accounting,and (ii) establish contractualarrangements acceptable to the Bank Group to ensure the return of graduates to the Comoros; (c) by not later than October 1, 1983, the Governmentwould establish a fund to replace primary school textbooksand educationalmaterials; and (d) on an annual basis starting about one year from the signing of the Development Credit Agreement and until completionof the Project, the Governmentwould review with the Bank Group the accomplishmentsand proposals for future action to control the growth of education expenditures(paras. 2.31 - 2.32).

Female Participationin the Education System

3.19 Female participationin the education system has increased rapidly over the past 10 years and is now equivalentto 42% of primary enrollment and 39% at the secondary level. However, girls are still slightly more likely than boys to drop out of school. The project therefore should help to continue the improvementin girls participationat the primary level. The teaching training school normally has about 50% female enrollmentand the health school has 80-90% female enrollment. While at present all agriculturalextension workers are male, the new center would have provisions for enrollmentof a small number of girls.

Summary of TechnicalAssistance

3.20 The project would provide seven man-years of fellowship training for teacher trainers and three man-years of fellowshiptraining for agriculturaleducators (paras. 3.14-3.17). UNDP/Unesco,FAC, WHO, and AfDB would provide essential complementarytechnical assistance (paras. 2.36-2.38,3.04, 3,14 and 3.17). For project administration,specialists services consistingof three man-years for an architect,two man-years for an equipment specialist,and three man-monthsfor a textbook specialist are included (para. 5.02). All specialistswould have qualificationsand experienceand be employed on terms and conditionssatisfactory to the Bank Group. By June 30, 1982, the Governmentwould prepare a plan acceptable to the Bank for providing overseas fellowshipsto teachers at the agriculturaltraining center and the teacher training school (paras. 3.04 and 3.14). Fellowshipcandidates, type of training,and participating institutionswould be acceptableto the Bank Group. Specialistswould be selected in accordancewith Bank Group guidelines. -19-

IV. PROJECT COSTS AND FINANCIAL PLAN

Project Cost

4.01 The total cost of the project is estimated at US$6.5 million equivalent. Taxes are negligible since all items imported specifically for the project would be exempt from customs duties and taxes. The estimated costs and foreign exchange components by project items and category are given in Annex 1, T-6, and T-7 respectively and are summarized below:

Francs CFA (Millions) US$ (Millions) X of Local Foreign Total Local Foreign Total Base Cost

Civil Works, Furniture, Equipment and Vehicles

(a) Primary Teacher 142.60 193.20 335.80 0.62 0.84 1.46 30 Training

(b) Agricultural Training 32.20 59.80 92.00 0.14 0.26 0.40 8

Sub-Total (1) 269.10 395.60 664.70 1.17 1.72 2.89 59

2. Textbooks and Teaching 13.80 117.30 131.10 0.06 0.51 0.57 12 Materials for Primary School Students

3. In-service Training of 11.50 34.50 46.00 0.05 0.15 0.20 4 Primary School Teachers

4. Technical Assistance 13.80 128.80 142.60 0.06 0.56 0.62 13

5. Professional Services 11.50 50.60 62.10 0.05 0.22 0.27 5

6. Project Administration 32.20 41.40 73.60 0.14 0.18 0.32 7

Total Base Cost (1-6) 351.90 768.20 1120.10 1.53 3.34 4.87 100% (Oct. 1981)

7. Contingencies

(a) Physical Increase (7%) 29.90 52.90 82.80 0.13 0.23 0.36

(b) Price Increase (24%) 96.60 195.50 292.10 0.42 0.85 1.27

Sub Total (7) 126.50 248.40 374.90 0.55 1.08 1.63

Total Project Cost (1-9) 478.40 1016.60 1495.00 2.08 4.42 6.50 4.02 Cost estimates for civil works, furnitureand printing materials are based on recent corntracts awarded by the Ministry of Works and other Government agencies and on-a review of civil works recently undertaken by locally establishedcontractors. Equipment and vehicle costs are based on internationalprices adjusted for transportationto the Comoros islands. Costs of textbooksare based on a preliminarylist prepared by the Govern- ment as well as official publlshers prices. The October, 1981 base constructioncost is estimated at US$350 per square meter for the three A schools to be financed under the project. This cost compares well with costs for similar facilities in Malawi, US$390 (1981); Kenya, US$330-400 (1981); and Tanzania, US$325 (.1979). The base cost per student place for academic and communal facilities is estimated at US$2,900 for the teacher training school, and US$1,400 for the agricultural school, not including existingfacilities. The cost Der student place for the health school, at US$8,800, is relativeiy high due to the specialized training involved and lack of available facilities in the adjoining hospital which would normally be jointly used. Schedules of accommodation are functional and appropriate for the educational objectives of the project institutions. Total project costs do not include the US$200,000 equivalent estimated value of existing unused facilities on the site of the proposed teacher training school in AnJouan. These facilities, originally constructed as a community center, consist of about 840 m2 of classrooms and offices most of them without adequate roofs, doors, and windows. Project costs also do not include the estimated US$200,000 value of community center facilities in the town of Wanani in Moheli, which are partially occupied by local administrative officials and which will be vacated and converted into classrooms and administrative space for the proposed agricultural training center.

4.03 The technical assistance component (para. 3.20), consisting of about 63 man-months of expatriate specialist services, is estimated at an average cost of US$7,500 per month, which includes salaries, housing, travel and allowances. The average cost of fellowships is estimated at US$15,000 per year. Professional services (para. 5.04) equivalent to about 55 man-months of architectural and engineering services are estimated at an average rate of US$5,500 per man-month based on 12% of construction costs, which include salaries, fees and overhead.

4.04 Contingencies Allowances. For physical increases, 10% has been added to the base costs of civil works and professional services and 5% has been added to base costs for all other items. Estimated price increases, from the base cost date (October, 1981), have been applied in accordance with the implementation schedule (Annex 1, C-3) at the following annual rates:

iS98 1982 1983/86

Foreign 9.0% 8.5% 7.5% Local 10.0% 10.0% 10.0% -21-

The estimated price increases for constructionare based on recent trends and forecastsby the Ministry of Works and private contractorsbased in the Comoros. These rates have been reviewed by Bank Group staff and found appropriate.

4.05 Foreign exchange component. The foreign exchange component has been calculatedas follows: (a) civil works, 55%; (b) furniture, 45%; (c) equipment,vehicles, textbooks,and teaching materials, 90%; (d) in-servicetraining, 65%; (e) technical assistance,90%; (f) professional services,80%; and (g) project administration,55%. Including contingencies, the foreign exchange component is estimated at US$4.4 million equivalent or 68% of the total project cost.

FinancialPlan

4.06 An IDA Credit of SDR 5.3 million (US$6.0million equivalent)would represent 92% of the total cost of the project. The Credit would finance the foreign exchange costs and 76% of local costs. The Government con- tributionwould include US$350,000 for civil works as well as US$150,000 equivalentfor salaries of project unit personnel. Existing facilities on the sites of the teacher training school and the agriculturaltraining school, valued at about US400,000,would be converted to classroomsand offices. The overall financingplan, not includingthe value of these facilities,would be as follows:

US$ Million Equivalent Government IDA Total

1. Civil Works 0.35 1.89 2.24

2. Furniture,Equipment, and Vehicles - 0.65 0.65

3. Textbooks and Teaching materials - 0.57 0.57

4. TechnicalAssistance - 0.62 0.62

5. ProfessionalServices - 0.27 0.27

6. In-serviceTraining - 0.20 0.20

7. ProjectAdministration 0.15 0.17 0.32

8. Contingencies - 1.63 1.63

TOTAL 0.50 6.00 6.50 -22-

4.07 In any year during project implementation,the maximum Government counterpartcontribution would be about US$150,000 equivalent. Incremen- tal recurrent costs generatedby the institutionsincluded in the project are estimated at US$170,000 equivalentper year or 2% of the education budget in 1987. The continuationof in-service teacher training and textbookprovision would result in additionalrecurrent costs of about US$160,000 equivalent per annum or an additional2% of the budget.

4.08 Project PreparationFacility (PPF). A PPF of US$205,000 was approved in February 5, 1981 for preliminaryarchitectural design work, minor constructionfor a project unit office, includingmiscellaneous equipment, and initial costs of technicalassistance specialists. The cost of this PPF is included in the cost of the project.

V. PROJECT IMPLEMENTATION,PROCUREMENT, DISBURSEMENT AND AUDITING

Implementation

5.01 The project would be implementedover a period of five years and is expected to be completedby December 31, 1986 with a closing date of June 30, 1987, which includes six months for the completion of payments and withdrawals (Annex 1, C-3). This implementationperiod is realistic and takes into considerationthe start-up period required to implementa first project. The Government is utilizing the PPF funds to accelerate implementation. In addition,the in-servicetraining program has already begun on an experimentalbasis.

5.02 Administration. The proposed project would be administeredby the Education Projects ImplementationUnit (BEPE) of the MEN. This office, to be responsiblefor the implementationof the projects financed by AfDB and the Bank Group, has already begun operationsbut its establishmentby official decree would be a condition of credit effectiveness. The Minis- tries of Health and Productionwould appoint qualified officials respon- sible for ensuring implementationof aspects of the Project related to their respectiveministries and for coordinatingoperations with the BEPE. The professionalstaff of the BEPE would include a full-time Comorian director,an accountant,and two draftsmen. The expatriate technical assistancespecialists financed under the proposed project would include an architect (three man-years),an equipmentspecialist (two man-years), and a textbook specialist (three man-months)(para. 3.20). The project director,the accountant and the specialistswould have qualifications satisfactoryto the Bank Group. The INE would implement the in-service training and textbook production componentsbut would report to the Bank Group through the BEPE. The proposed project includes the cost of two vehicles as well as incrementaloperating costs of the BEPE. The BEPE would maintain separate accounts for implementationof the proposed project. The Government has already selected a director of the BEPE who is acceptable to the Bank Group. -23-

5.03 Reporting and Evaluation. Progress reports on implementation would be submittedto the Bank Group by the BEPE on a semi-annualbasis within two months after each period following a mutually agreed upon format. The Ministries of Health and Productionwould submit semi-annual reports to the BEPE on educationalaspects of the project to be incor- porated in the BEPE Report. Not later than six months after the Credit Closing Date, the Governmentwould provide the Bank Group with a report evaluating the execution, initial operations, costs and benefits of the project, and the performanceof the Governmentand the Bank Group, including lessons learned during project implementation. The education research unit of the INE would assist in evaluating educationaspects of the project in accordancewith the objectivesand measurementsproposed in Annex 2, which were discussed and agreed upon with the Government during negotiations. An amount of US$25,000 equivalent is included under the project administrationcategory to assist the Government in carrying out project evaluation.

5.04 ProfessionalServices (architectural/engineering).For preparation of designs, constructiondocuments, and supervisionof construction, consultantswould be selected and appointedon terms and conditions mutually agreeableto the Government and the Bank Group. A satisfactory locally establishedfirm has already been selected for this work which is initiallybeing financed under the PPF (para. 4.08), and sketch designs are under preparation.

5.05 Site Selection. Satisfactorysites of the agriculturaland teacher training schools have been selected on Government-ownedproperty. Three alternativesites, both acceptableto the Bank Group and both Government owned, are under considerationfor the health training school. By not later than March 31, 1982, the Governmentwould advise the Bank Group of its final selection.

Procurement

5.06 Contracts for civil works, furniture, equipment,and vehicles would be awarded on the basis of internationalcompetitive bidding in accordancewith the Bank Group's guidelines for procurement,except for contractscosting less than US$50,000 equivalent each. Such contracts would be awarded following competitivebidding advertised locally and in accordancewith proceduresacceptable to the Bank Group. The aggregate cost of these contractswould not exceed US$400,000 equivalent includng contingencies. Because of copyrightconsiderations, contracts for imported textbooks,estimated at US$600,000 equivalentincluding contingencies, would be negotiated directly with the publishers. Contracts expected to be awarded by ICB consisting of civil works, furniture, equipment and vehicles are estimated at US$4.0 million equivalent. -24$

5.07 SkacT designs5 draft tender documents, and master lists of furniture, eqipmeflC-, vehicles, and textbooks, including proposed grouping, would 'De r-eview,ed by the Bank Group. Items would be grouped to the extent practicable to perm-Lt buk procurement. Review of tender evaluation documents by the Zar.k Group prior to award would not be required for civil works, fur.iture, equiTiment, and vehicles contracts costing less than US$5,>00C each.

5.08 Wheh !CB proc dures are used, (a) domestic manufacturers would be allowed a pre4erence of 15%. or the existing applicable rate of import duties 3 -Yhi.cheear i-s lower, over the c.i.f. price of competing foreign s-ppl-ierS; and OD) quall.fied domestic civil works contractors would be allowed a preferentLal margin of 7-1/2% over the bid prices of competing foreign contractors5

5.0 The Construction Industry. About six locally established construction firms are active in the Comoros and have the capacity to implement the construction components. Competition among the locally established firms isekeen ar.ndas a result prices are competitive (para. 4.02). For- eign fir ms nor already established in the Comoros are not expected to be interested because of the small size of contracts and the remote location of the Comoros rslands,

Disbur sement

5.10 Disbursement (.Annex1, T-8) would be on the basis of (a) 85% of civil works (b) 100% of furniture, equipment, books, vehicles, fellowships, professional services, technical assistance, and in-service training; and Cc) 100% of the operating costs of project administration, excluding salaries of 1localpersonnel, which would be covered by the Government. Disbursements for local expenditures for project administration and for in-service teacher training (estimated at US$260,000) would be made aga>1Lst statements of expenditure, documentation for which would not be submitted f or review, but retained by the Borrower and made available for inspectLon by the Bank Group during the course of project super- Vision missions. The Bank Group would review the qualifications and experience of the project accountant (para. 5.02) and would discuss the establishirient and maintenance of adequate records. Based on experience witb osther projects fin.ancedby the Bank Group in the Comoros, as well as on the q-alifications of proposed project personnel, the BEPE is expected to have satisfactory 4-nstitutional capacity to use the statement of expen- d7itures oroceaure.

l evolv.ng~ ;- Fand. A revolving fund would be established to cover the ope-rat"'.-gcosts of the in-service training program and of administration acti-4t-'esof the BEPE. The fund would be established with an I.Titial daposi. by the Bank Group of US$50,000, covering about six months of oroiect operation. The project unit would request reimbursement for expeinditures iP.curred after about one half of the revolving fund has been disbu'sedt and this procedure would continue throughout the life of the proposed project, As a condition of Credit effectiveness, the Government wouid open aspecial account for the project revolving fund. -25-

Auditing

5.12 Annual auditing would be required for all expenditures financed under the project, in particular for those expenditures reimbursed under statements of expenditure. About US$25,000 equivalent would be included under project administration to finance auditing to be performed by inde- pendent auditors acceptable to the Bank Group applying satisfactory auditing procedures. Auditing reports would be submitted to the Bank Group for review within six months following the end of each fiscal year.

VI. BENEFITS AND RISKS

Benefits

6.01 The project would support the Government's policy of improving the quality, efficiency, and relevance of primary education. Specifically, the project would enable the Government to train and upgrade primary school teachers and provide essential textbooks, workbooks, teachers guides and reference books. The long-term effects of this assistance would be reduced dropout and repetition and improved learning at the primary level. As reported by studies in other countries, improvement in primary education could result in greater agricultural productivity and over the long-term assist in reducing population growth.

6.02 The project would also assist in providing health and agricultural manpower essential for economic and social development. The proposed para-medical school to be financed under the project would train about 275 lower level personnel and 175 middle level personnel through 1990. With complementary inputs of improved management of the health sector and provision of essential drugs, the output of the school would help to improve the present extremely poor health conditions in the Comoros Islands. Through 1990, the proposed agricultural training center would train 180 agricultural extension agents who would work in CADERS, special agriculture projects, and research, fisheries, forestry, and livestock programs, thus providing the manpower essential for expanded production of basic foodstuffs and expanded agricultural exports.

Risks

6.03 No major risks are foreseen. The risk of inadequate project management is judged low since the Government has already selected a project director and since adequate technical assistance would be provided. The establishment of a revolving fund (para. 5.11) would help to ensure timely provision of funds. -26-

6.04 The main risk to achieving the long-termgoals of the Project is related to the high cost of education and the Government'slimited financial resources. To reduce the risk of inadequateGovernment financing, agreementhas been reached that the Governmentand the Bank Group would jointly review educationalexpenditures and agree on steps to be taken to maintain expenditureswithin reasonable limits (para. 3.18). Also the Governmentwould establish a small planning unit within the MEN to assist in making the educationalsystem appropriateto the Comoros Islands (para. 3.18).) A Bank-Groupexecuted UNDP-financedproject to strengtheneconomic planning in the Ministry of Finance should also assist in this respect (para. 1.07).

VII. AGREEMENTSREACHED AND RECOMMENDATION

7.01 The Government and the Bank Group agreed on: (a) steps to be taken by the Government to control the growth of education expenditures(para. 2.32); and (b) ways and means of measuring the achievement of project educationalobjectives (para. 5.03 and Annex 2.).

7.02 The Government provided assuranceson: (a) staffing of project schoolswith qualifiedpersonnel (paras. 3.04, 3.14, and 3,17; (b) staffing of an educationalplanning unit in MEN (Para. 3.18); (c) establishment of a new policy for provisionof higher education scholarships(para. 3.18); (d) an annual review with the Bank Group of actions, taken and proposed, to control the growth of education expenditures(para. 3.18); (e) establishmentof a fund to finance replacementof primary school textbooksand teaching materials (para. 3.18); (f) preparationof a plan to provide overseas fellowshipsto future teachers at the agricultural training center and the teacher training school (para. 3.20); (g) preparation of a project completionreport (para. 5.03); (h) selection of a site for the health training school (para. 5.05); and (i) preparationof an annual audit report of project expenditures(para. 5.12).

7.03 As conditionsof Credit effectiveness,the Governmentwould: (a) establishby official decree the BEPE (para. 5.02); and (b) open a special account for the revolving fund (para. 5.11).

7.04 Subject to the above conditions,the proposed project constitutes a suitable basis for a Credit of SDR 5.3 million (US$6.0 million equivalent) on standard IDA terms to the Federal Islamic Republic of the Com- oros. :27. COMPARATIVE EDUCATION INDICATORS ...... AM=I ?able 1 Peg. 1 af 2 SEPTEMIBER 30, 1981

* . . .~~~CENTRAL' * . . . sour. : : .GOVT. I I ONP/ : IEXP. 0N: I I PRI. :.RECURRENT: 1 SEC. :CAPITA: :EDU. AS: EDUCATIOIN :LITER- I PRI. :COMPLE- :STU- :UNIT COSTI.PROGRESS-ISEC. 'STU- INHBIHERI * AT : IX TTL, :IRECURRENT 'ACY IENR0LL:TIGN IDENTSIPRIM. EO.IIDN RATE IENROLLODENTSIENROLL: :MARKETI'0 GNP :CENTRAL:EXP ALLOCATED: RATE 'RATIO :RATE POR:PER :AS 1 GNP/:FROM PRI. IRATID PER RATIO POP. IPRIrEs- DEVOITED: GOVT. I TO: 1(0 OP ' NET IPRI.6C9. ITEACH: CAPITA ITO SEC. IMET TEACN- GROSS: YR:MILLS.: (U.,B); TO EDU.: EXP. IPRI. SEC. HI.:ADULTS): (0) ICCE()EZ::I) 'XER z)

ADVANCED

AUSTRIA 74 7.59 7,520H 5.ID) 9.9K 24Y 51Y 15Y 99 99 93C 26 1D.7C 99C SiC 19C 16.95? CANADA 78 23.5 8.670 8.1 4.3K 25 39 23 99 100 100 21 17.6 100 92 18 22.00 GERMANY F.REP.75 61.3 10,300 4.80 8.4L...... 99 ... 1D0 100..o 94 226 12.00? JAPAN 75 114.9H 7,700H 4.30W ... 40U? 37UY 11UT 99 990 998 25 ... 996 950T 20B 24.69Y NETHERLANDS 78 13.9 9,200 9.3 13.SL 20 35 24 99 96 93 19 17.8 99 92 13 12.00 NEW ZEALAND 73 3.29 5,530H 5.2W 13,8K 39 24 29 99 99 99 26 19.4 99 67 19 24.00 NORWAT 76 4.09 9.560 7.2 9.30 54 24- 15 99 99 99 16 15.8 99E 62 11 11.00 SWEDEN 78 8.3 10,540 S.BFW 10.11L 37 11 10 99 99 100 lAP 22.7 100 79 13F 30.00B U.K. 78 56.0 4,5960 5.6 2.6K 26 39 22 99 99 100 24 12.1 100 65 17 20.6 U.S.A. 78 218,5 9,770. 7.1 2.9K ... 5789 18 99 98 99 220 ... 99 97 190 41.00 EUROPE

GREECE 76 9.49 4,35DH 2.6W 10.6H 37 26 21 86A 99 82C 31 6.2? 70D 80 27 15.00 IRELAND 74 3.29 3.9109 5.IW ... 43Y 41Y 14Y 98 1085? 990 35 ... 95A 65XY 19 15.47? P'ORTUGAL 77 9.89 1.9409 3.6W 1O.7E 41 21. 15 713 92 608 19 7.8? 758 35 12 5.00 ROMANIA 75 21.99 1.650H 4.0 1.9K 16 19 13 98 1010 ... 21 ... 98 49 22 1D.00 SPAIN 74 37.19 3.9609 2.4A 8.0K 49?Y 22Y 15?. 909 1150? .. 58 ...... 78XY 30 17.68Y

APRI CA,

ALGERIA 79 18.2 1,450H 7.1W . 34K 26K 21K 35H 94XK 45K? 37K 11.9 52K? 33K? 37K 5.00KX BENIN 74 3.39 2219 7.2NW 470, 230 100 11p 441? 708 53? 48.2A 438 110? 398 0.74? BOTSWANA 79 0.8 720 6.7 19.3 48 28 15 35 94 74 32, 22.0 33 20 18 1.50 BURUNBiI 79 4.0 180 2.BL 20.68 44> 33L 22L 25 218 34 35 11.0 17 2.5X 17 0.9 CAMEROON 76 8.14 4904 3,7W 13.6K 33 43 20 ... 60 45 52 11.8 20 9D 24 0.90CY C.A.F<. 74 1.99 2709 3.OCW ... 56B' 198 ...... , 791Y 25 69? 21.5A 18 80? 278)' 0.21? CHAD 71 4.39 1509 3.0W 13.5F 70 22 ... 15 2908? 30 658Y ... 8 2K8? 30 0.018? COMOROS SI 0.4 260K 6.5 25.4L 40 28 14 201 199X 65 45 16:0 58 21 30 1.4 CORGOCA) 74 1.14 5009 6.0W ... 40 32 21 50? 1330 63 63 13.3A 48 331 22 3.40 EGYPT 78 38.7 400 1.1 10.39 30 3S 26 440 73 80 30? ... 82 49 17? 15.00 ETHIOPIA 79 31.0 130 2.21 11.50...... 15 38 ,.. 59 ...... 9 41 GABON 74 0.69 3,370H 5.0DW ... 250 95 110 ... 100? 25C 46C 4.7?7 1SA 31? 21C 0.29? GAMBIA 76 0.614 1809 3.3W 6.59 46 25 6 10 27 90 33 44.7 92 13 25 GHANA 74 11.09 1800 ... 15.0K 43Y 22? 20Y0 .. 605? 628 30Y ... 149 3510 tACT 1.09? - *GUINEA 76 5.19 2609 4.19NQ ... 30 11 30 ., 300 64 45 31.1? 06 131 26 4.00. IVORY COAST 76 7.89 950H 6.8W . 33 46 13 99 50 86 43 19.7 47 17XY 26 1.64? KENYA 79 15.3 380 5.9W 17.9K 71 11 14 45 92 74 40 15.8 41 19 28 1.0 LESOTHO 79 1.1 140 4.1 21.30, 41 291 20 52 68 32 49 8.0 61 12 23 0.90 LIBERIA 77 1.79 4619 3.1W 11.9L 20 13 26 30 510 -. 54 27.9? 76 240 16 MAIiAGASCAR 77 8.09 2109 4.0W 15.3C 51 28 19 50 90 33 44 ... 33 14 23 17 MALAWI 79 5.9 201 2.2HW 8.7K 40 23 23 251 59 179 62N 10.00 50E 60 21 .. MALI 71 6.39 1109 4,2MW 21.7K 45E 37E iRE I ~223E ., 491E . 50E0 65Y 21 MAURITANIA 71 1.19 2709 4.1?W 10.4K .106 170? .Y 22 ., ,. 24A MAURYTIUS 76 0.99 9209H 4.7W 17.5K 5 26 6 86 94 99 24 19.5? 9 41 32 1.50 MORO Cco 05 1.5 74 0 6.1W 17.5K 36 44 20 28 72X 35 39 19.7 40 25X 21 4.50 NIGER 7 5.09 2409 2.80 23.10 52 43 5 8 17 50 39 38.7 35 2 24 NIGERlA 74 80.69 6009 4,1CY 960 23? 16? 42?Y . 49XY 4C .. .. 0? 0?y.8 ;: RWANDA 80 .0 400 3.2 290.7 62 17 it 2 466 62 40? 140 6 1 0.48 SENEGAL 77 5.49 3629 5.0 1B,9E 46 34 20 10 32 ... 49 21.68 20 10 21 1. SIERRA LEOINE 71 3.39 2309 3.4W 06.0 1H1 361 30 15' 34X 45 32 13.7C 68 130 21 0.530? SOMALI A 70 3,79 1809 2.0W 9.19H 55 10 21 50 44 ... 32 20.4 40 5 15 1,00 SUDAN 76 17.49 3409? 458 .2 48 36 16 20 34 74 33 46.78 33 14 24 1.24 SWAZILANU 78 059 000 6.1le 21.40 37 33 23 61 920 49 37 7,7 66 321 20 2.000 TANZANIA 78171 230 6.89W9 11.3K 43 19 10 66? 96 8I8F11 9 4 20U 0.38 TOGO 77 2.49 3209 5.5W 11.71 30 28 21 18 74 40 58 11.30 52 - 44 2.00 TUNISIA 79 6.4 1,20 9.8 16.9 41D 36[t 20 62 100X 80. 39D 12.8 30 30I 30A 6.00 UGANDA 71 12.49 12809H' 3.4C .. 340 400 220? 25A 535 .. 34? ,, 148 608 218 0.06Y UPPFER VOLTA 77 5.69 109 3.4 1.4K 31 16 32 S 3 23 1 521.S? 19 2 25 1.0 ZAIRE 76 26.89 2409', 6.06 ... 49 26 25 15 860 44 420 20.08 45 110 27 5.000 ZAMBI A 80 5.7 566 5.6 11.11- 48 23. 22 44 95 80 48 12.9 19 16 22 1.50

CENTRAL AMERICA 590i THE CARIBBEAN

BAHAMASS 7? 0.2 2:780 6.59 '23.1K 36 36 11 93 99X 97 24 ... 7 71 1?, .. BARBAEDO 76 0.2 2.0809 8.1W 21.7K 43 31 16 99 1061 99 21 19.9F 99? 940 17 COSTA RIC s0 2.2 1,010 8.4 38.1 40 27 33 90 93 77 33 5,5 77 40 27 14.00 CUBA 70 9 7 1.00 8.0 .. 96 98 98 22 .. 98 65 15 11.0 DOMIHNOCAN REI' 72 5.19 9009 1.0 11.0F 42 24' 22 51 80 17 54 4.58 63 14 24 7.00 ELP SALVAGOR 77 4.3 6409 4.0 19:3L 64 8 27 62 880 32 19 ... 41 21 21 7.00 GUATEMALA. 71 6.69 9309 1.9 12.6K 55 23 14 47 64 26 35 .. . 69 8 25 4.09? HA ITI 76 4.89H 2409 1.0 61 21 1,1 230 25F 13 560U 8.6 61 4 .. .7 HO NDURAS 70 3.4 4810 4.2F 17.8K 62F 15F 19?F 60E 78 30 35 12.8?? 68 11 1 4.00 JAMAICA 50 2.2 1. 240 K 6.5 18.40 37 43 20 90 98 98 40 2.1 95 81 22 8.00 ME XICo 80 67.4 1.81 5.0 18.70 46 39 15 92 98 53 44 9.5 86 5 6 17 50,30 MI CARAGOB 78 2.1 660 3.0"W 16.9? 610 130 130 90L 61 24 44 7.30 935, 4L 37 7.000, PANAMA 783 1. 126 0 5.4 12.7K 420 130 13 750 97 820 320 11.6 856 49 140 20.00 TR INIDiAD I T. 77 1.19 3,5019H 4,5 11.7K 48 32 20 95 99 911 30 10.5? 49 62 24 ..

SOUTH AMERICA

ARGENTINA 78 26.7H 1,910O 4.4W 383K 430 31? 190 93 89 52 17 ... 87 31 8 23.00 BOLIVIA 76 5.39 511 5.6 05K. . . 42L 90 29C 24 .. .. 4 18 BRAZIL 75 19.59 15108 2.8GW .K 402022 4 8 . 278? .. .. 6 10 .O CHILE 75 10.791 14709 3.9R9 13.09 23Y 10? 509 ,.. 11X? . 35? 8.9?A ... 485)' ... 16.55? COLPMBIAl 74 25.69 9009H 33CY ... 44C? 22b?Y 11? 79C 1050? 20 339 . 1.OA 90 36X? 144 6.67? ECUAD OR 80 8.4 1.369P 6.0? .. :. 45 31 164 81 105 48 36 12.6 86 47 16 20.70 GUYAN A 74 0.89 5609 5.BN 1.9 47 35 14 036 92X 39 33 19.90 19 62X 24 1.00 PARA80UA? 79 3.0 9209 1.4 12.6K 42 17 20 04 32 32 29 3.iR 75 22 12 7.00 PER U 75 16.89 6809 4.2CY 11.1L 40? 22? 15Y '72 1110? 39 39CY I1.OA 70 480? 23CY 14.41? URUGUAY 75 2.99H 1, 7909 2,5 9.4K 46 34 20 i94 93K . 24 12.3E 83 .. 1 VNZUL 73 14.09 2,B509H 6 19.98 300 289 350 ,77A 91 .. 3 .. .. 3 ., 126C -28- CIIMPARATIIJE EDUCAT'ION INDICATORS (CONTOI ...... ~~~~~ANNEXI Table I. SEPTEMBER 30, 1981 Page 2 of 2

* . ' I~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I I * , . ~~~~~~~~~~CENTRAL:.: I I I : I: * , , ~~~~~~~~~:GOVT.: : :. * .ONP/ I IEXP. ON. X OP PUBLIC 1 FRI * :RECURREN T: : S(EE ICAPTTA? tEOU, AS. EDtUCATION IL.TER- I P5(1. t CIMFPLE-- STU- :UNTT COST1PRDSR'ESS'4: SEC. STU-- HIUIIEIUt * ,AT I : I/ TTL. IRECURKRENT' :8119 E NROLLI TION IIDENTO:PRIM. E1. 1.'1ON K'AEIE RL.fETIN LL (MARKET: % ONFP ICENTRALIEXP ALLOCATED? RATE IRATIO IRATE: FORI PER' tAG I SNP/: FROM P8:1. IRATEDI E9R, RATIO P0P. IPRICES: DEVOTED: GOVT.I TOI I(% OF I NEIT 1P9? .SCH.lITEAC;HI CAPITA 11T1 SEC. I NETI :TEACH9 GR0OSS1 YIIIMILLS., 1US$): TI) EDU.4 EXF'. (PR:: SEC. HI, tAD5A.TS: IFY) CYCLE(Z)KER I X 1%) HER I

LI: 2) I 3) 141 I I) I 61 1~ 17) (B 1 9 (9) 111 1 i I. (121 II 3) :1.14)

A5 I A AND' DILAII1

AFGHANISIAN 77 14.69 161)9 1.13 .. 47 1 9 10. 1 2 2911 69 37 13.a 62., ex 17 I,1)( 0891G.AI'EIiI 79 92. 9M 9PO 1 .LP 14. 9C 01 1? 20 2211 71.1 . .. 53 6.29, . I . 1411 23 1..42 CH)NO 7'9 971. 0 256 3.15 6.6 34 36 311 66 93 64 27 8.0 83 El'11 19 2.81) 1 NEI] 75 643.9H1 1809 2. 6Y 1 .9K...... 298 60XY .. ,. 43A ., . 291Y 20)8Y 2,341 Y 191.1191818 7 41 316 .09 340 2.4W ... 260 3213 1513 6 2 92 455 32 ,,. 7) 1.9 17 2,111 IRAN 73 30.89 12.2H 3,3W 12,2H 5005 11.153 1211 00 77 74A 5108.B( 24 321 4,32C1: ITRAIl 70' 1 2,2 H 1.51)9E 6. 7CW ...... 2612 91111 .... 2. 30~19x 261 1,47Y .JORDIAN 795 2,2.21I1801 6,13 10,89 19 44 18E 70( 978 5 3 . 94 60 21 1 4.00 K1188A 78 36,.6 1, 310 2.1BW 16 .5K 30 29 36 93 10211 94 49 8. 60 91 60 405 11B.00( LEBANON 72 3.09PI... 3,0W ... 39 40 10 651 86 65 19 7923 63 260. 20 23 . 00 MALAYSIA 76 1 5393 1.,I 009 6.75W 21.71K 42 34 10F 6051 90 93 7' 6 61D 711 45 213 3 .00 NEPFA L El0 14,.3 140 1 * 1WF 9. 9 299 209 419 19F 099 255 31F ... 649 1 49 2 49 0 .1F 1)M8N 72 .131H2, 790)9 1. 7NW 0,1IK 96 -. 20 2411 99 27F9 2"' 0 ? ... 0,4X 9 .. FAKIS) AN 79~ 79,0 270 2.0 2.5K 39 26 27 24 06X1i 451 6_5 .... 2011 17 6,005: P89P)A 8,0. 75 2. 99 6209 5. 4LW 17,0OK 351 16 24 32 07? 731, 31 2'[R 0? 90 1.21? 24 0. 90" PH131L,IPFYlI N E) 79 46, 8 600 2.13W 10,.7K 64 36*** 711 84 65 31, .0 89 05 3 6 2:1,,00 SINGAPORE 74 2,39 3,26011 2.7YW 14.98 39Y 39Y 179 728 10911 72 319 / 48 998A 44119 24 7.611Y SYRi A 78i 7.9' 9609 4.4 6. 39 39 20 26 05 8911 10 30 7.7K 613 401X 2.1 12,.60 T THAILtA NDE 77 44. 5 0510 4.OVW 19.9K 0 5 30 10 514F 133 30 3 5 1ID. 0C 7 0 28B 2 5 3,00O I URKK9Y 73 43.I1H13 25014 5 ,609W 10. 6K ... ,,... 105Y 349 7.28 4 249 27119 5,81.t YEMEN 73 5 .69 4:109i 0 0rW 10.51K 405 35:' 23P 10 101 151 36 1 9. 3 75.211 19 0,:0519B YEME'N 9.11.R. 76 1.49 45109 6.6W . .. 57 28 13 40K 8911 40 30 1.11,6 94 2111 24 0,10(

SUMMARYF(I8 [EIVEL-OPIRI COUNTRIES:

8114811 IF: COUNTRI 15: 10:3 82 139 90 90 9 4 10(1 51. I011 71. 85 1I 9O9I 137

KI N d: (11.0- 11.9.'- 1:10 151 (3- II5- 1 13- 131:- 11 6- 1:. 1 13- 14- B11- 1J.0- 9.9 130.0) 96 173) 101 99) 13311) 99 I3 69 152. 1 991 95 45) 41.0)

QUARTILES:ULIPPER 1 5. 6 17. 5 49 35I 22 516 98 91. 42 9 9.1 48 2!5 51.0 MV0IDANI 4,.2 13. 0 42 26 18a 60 512. 65 34 13 651 24 22 3.4 LDWER' 3. 0 9. 9 34 21 13 25 0 6 33 29 20 41 11I 18R 1.0

SY M ,(JLS ... , DATUM UNAVAILABLE 8=1971 OR BEFORE. N=CUrRFE:NTPRICES SOUJRCES: -MAGNITUDE NIL. OR NEI)LIGI8LE B-=1972 P=GDP OILESTIONASJLE C3=1973 O=-INCLUDING FOREIGN AID COLUMNS:1 AND, 2 WORLD BANK ATLAS *INCLUDES PART-TIME STUDiENTS D=1974 R=CENTRAL GOVT. ONLY OR' IR80 MISSIOINS KBCOMBINED WITH PRIMARY E=1975) S=MINISTRY 09 EDUCATIOIN (MOE) ONL.Y 3 TO 14 EB80 MISSIONS **COMBINED WITH HIGHER F=1976 T=MOE AND ST'ATE GOVT. ONLY AND/OR UNESCO 8=1977 U=EX1CLUDING CENTRAL GO0VT. STATISTICAL. 9=19751 V=INCLUDINO PRIVATE EXPENDITURE YEARBOOIK K=1979 W=PUIBLIC EXIPENDITUIREONLY L.=1950 X1=INCLUDIING OVERAGEDtSTUDEENTS 8=19n1 Y=UNESCD SOURCES

CDMFARATIVE EDUCATION DATA ARE USEFUL. IN THE- EVALUATION OF VARIOUS EDUCATION SYSTEMS AND ANALYSIS O9 RELATIVE STAGES OF EDUCATIONAL. DEVELOPMENT BE'TWEEN VARIOUS COUJNTRIES. HOWEVER.ON THE BASIS OF THE PRESENT' DATA.CROSS-NATIDNAL COMPARISON SHOULD BE APPRO3ACHED,WIT1H GREAiT CAUTION. DATA PRESENTEDt IN T'HE ABOVE TABLE HAVE BEEN COLLECTED LARGE-LY BY THAEBANK MISSIONS FROM GOVERNMENTSOURCES;, THE: REMAINDER ARZESTAFF ESTIMATES OR DATA PROIMUNESCO. EFFORTS HAVE BEENMMADE TO STANDARDIlZE DEFINITIONS ANDI WITHIN LIMITS, TO) CHECK THE: ACCUIRACYOF THiE DATA. NEVERTHELESS.GUCH DATA ARE STILL IMP'ERFECT' IN SEVERAL RESPECTS ANI' THE BANK IS WOIRKINGTTO IM PROVE THEM PORESSIVELY ON THE OCCASION OF IT OPRAIOALWOE.INTHESE OTHG DATA. THE FULLOW BNOUALIFI CATEIONS SHOULD BE BORNE IN

11)'EKDUCATION' AS DEFINED IN THE TABL-E INCLUDtES ALL EDUCATION AND TRAINING, FORMAL AND NON-FORMAtS; 12) 'PRIMARY EDUCATION REF-ERS TO EDUCATION AT THE FIRST LEVEL AND, 'SECONDARY' EDUCATION REFERS TO ALL. EDUCATION AT' THE SECONDARY LEVEL REGARDLESS OF TYP.E (E.G. GENERAL, TECHNICAL. AGRICULTURAL)S 131'LITERACY RATES'(COL..6) ARE OFTEN OBTAINED FRO3MCOUNTRY CENSUSES. SN MANY COUNTRIES THEY ARE ONLY APP'ROXIMAT'IONS AND IT Is DOUBTFUL THAT ANY UNIFORM DIEFINITION OF 'LITERATE' HAS BEEN FOLLOWED CDNSISTENTLY; 141'PUIBLIC EXPENDITURE IN EDUCATION' (COL.S 4 AND 0) REFERS TO AL.L. CAFITAL AND RECURRENT EXPENDITURES DEVOTED TO EDUCATION ElY P'USLIC AND 005181--PUBLIC AGENCIES; 101'ENROLLiMENT RATIOS' ICOLS 7. 12 AND) 14) REFER TO SCHOOL.YEAR ANDi MEAN THE PERCENTAGE SF EIGIBDL.E CHILDtREN ENROLLED FUrL-TIME IN THE APPFROPRIATESCHOOL, PUBLIC ANDi PRIVATE BtY LEVEL.* THE7YARE: OFTEN SUBJECT TO A WIDtE MARGIN OP ERROR IN THiE DEVELOPING COOUNTRIESOWING TO) VARIATION IN THE ACCURACY OF' BASIC DATAI1.E7. AGE-SPECIFIC POPULATION AND ENROLLMENTS). ENROLLMENT FIGIIUREKI FREOUENTLY ARE HIGHER THAN THE NUMBER OF STUDENTS ACTUALLY IN SCHOOL. OVERAGED STUDIENTS WHOSE INCLUSIOIN IS INDICATED, BY FOOTNOTES ALSO CAN INFLATE THE RATIOS, COMOROS

EDUCATION PROJECT

PRIMARY TEACHER REQUIREMENTS AND OUTPUT, 1980-90

Year Enrollment Pupil/Teacher Teachers No. of No. of Teacher No, of add. Output of Output of Ratio Required Trained Untrained Wastage Teachers Teacher In-Service in Post Teachers Teachers (4%) Needed in Training Training Following College Year

1980-81 59600 45:1 1335 281 1064 53 83 30 1981-82 61400 45:1 1365 300 1065 55 97 90 1982-83 63300 45:1 1407 378 1029 56 107 90 100 1983-84 65600 45:1 1.458 553 905 58 93 90 100 1984-85 67200 45:1 1493 721 772 60 78 90 100 1985-86 68000 45:1 1511 882 629 60 69 90 100 1986-87 68400 45:1 1520 1036 484 61 77 90 100 1987-88 69100 45:1 1536 1184 352 61 81 90 100 1988-89 70000 45:1 1556 1326 230 62 88 90 100 1989-90 71200 45:1 1582 1463 119 63 94 90 100

1990-91 72600 45:1 1613 1594 19 65 TOTALS 654 867 840 800 Source: Government proposals and mission estimates

April 2, 1981 Z rnx M X -30-

ANNEX 1 Table 3

COMOROS

EDUCATION PROJECT

Primary School Enrollments and Efficiency, 1980-1990

Year and Grade Enrollments Promotion Dropout Repetition

1980

Grade 1 15200 59 14 27 Grade 2 13000 68 10 22 Grade 3 10800 70 1 29 Grade 4 6500 76 1 23 Grade 5 7300 73 1 26 Grade 6 6800

Total 59600

% of entering cohort who complete grade 6 65

School years to produce one graduate 9.3

1990

Grade 1 14300 80 5 15 Grade 2 13100 80 5 15 Grade 3 12000 84 1 15 Grade 4 11500 84 1 15 Grade 5 11000 84 1 15 Grade 6 10600

Total 72600

% of entering cohort who complete grade 6 87

School years to produce one graduate 7.5

Source: Government statistics and Bank staff estimates

May 6, 1981 -31- ANNEX 1 COMOROS Table 4

EDUCATION PROJECT

Health and Agricultural Manpower Needs, 1980-1990

Health Existing Required Training Needs Basis of Needs Personnel, Personnel Replacement Expansion Total 1990 Needs Needs

Nurses aides 53 211 17 158 228 9 per hospital; 7 per medical center; 1-2 per health post.

Midwife aides 7 51 3 44 47 2 per hospital and medical center; 2 per rural maternity center.

Nurses 118 118 66 - 66 4-6 per hospital and medical center; 1 per health post.

Midwives 27 51 15 24 39 4 per hospital; 2 per medical center; 1 per rural maternity center.

Laboratory technicians 16 30 10 14 24 4-6 per hospital; 1-2 per medical center.

Dental Assistants 7 35 4 24 28 2-3 per hospital and medical 228 492 115 264 432 center.

Agriculture

Extension Workers 40 192 24 142 166 12 per CADER or 1 per 500 farm

Agricultural Research 5 20 3 15 18 CEFADER staffing needs. Technicians

Forestry Technicians 5 20 3 15 18 Proposed project.

Fisheries Technicians 5 20 3 15 18 Proposed Project. 55 252 33 187 220

Source: Government and Bank staff estimates, May 7, 1981 0300 000n00 P023

(ir. o,iOOtt, CFAF3

K9U-s . Ott) 0980 0h in6rotOYtat. 10)00 020 009309(0 r(1.t24,8O) 3.0x,0000 Co0 p00h,, Coo, 0220 Oo.osbo 2,.tt ,,. 2200, 02000pe.

lo,o3 IQ 102"co 9 "on, I C,i 220 ,220 13,0ano Oopot9t22o .221011 1 00820 Y:.ttic022 Oohoi - 1002 20,13 4,030 60 20,000 tl6,630 123 I 22.000 23, Z14.00 4.900

Yri ,&Oy 00322222 S3. 5f,,Lb 0 '30 04i 3'i,210 13,031 81fi 00,000 02,800 9b6 /22.o0 13,300

2.oror Ott 0n.r Stlo,O.a IGo 10,92n to ow I ov 1.,,3. .,10 lGi 1222,200 03,200 195 01.200 1608.30

Optorr 00222222233 0.eI,oo28 2201 0,200 216,7SD 202 1,830 000(,000 232 22,100 230,300o 232 2,100 200,000

PF,mi-, Tt.n..r- T-lalin S h,, I 235 120 20B,350 36 000 2]0.030 38 160 210.000

In ScrYlse T-0h- Trfi,J2030 30 30 30 t* LLO.O, er5-y -mo.orat •230"15) (00.(3 ) O te-l2h tc6o Z6 30 1223,100 30 15 302000 30 75 00,00

Oo:2,oOtol E hoo,- 03 180 350,000 63 ISO 338,00

08r0ctit00t0 000000,0 22,22,22 14 30 3350,000 10 'I0 308,080

-- WerX6Schiol 20 ISO IllG,o) 2o 380 llG.GG0

000h-r 020A-0ti- 1S8 365 312 291 0,22. '0,0,22, 0-03.808 0,00220 283) 60 1.3133,0 (00) 00 2.030,080 t000 00 0.380.080 322003***0003AbrnA , 0088) (285) 0570) 0232)

STotl 0S.I36G 1,0 0YY7 2,028

0*0220000nt tP_di-_rtg (Pt).) 4,6G0 5,520 6,4G0 ?,4o(l Ed-oa_ 000S0 in 0ov0000,300 0.0,00000000 T 29.30 29.0S 31.20 29.40 44,G00 GDP t0 P0 i-02 24.700 28,350 35.500

6d-fttio SS-te in G0P0 5.83 5.7% 5.6f 4.9X

GtocrtA -00k S0if3 e-t0,**0e* fnd ytojoottono 0*000 to, 0fooratla p-lo&dod by 0h0 0i2l0t2y of N.tog.0A Edt Lion,oop C-ltO0,. 3,0 aod 3p ; 3,t2Adth0 MLinifr' 0 f i t . 02-o,tAc -d Pl0nnin.

0-1 o,0*, 8000 t F -hO,,ttie,t buat

(a> Otoroxnbo Schoola: 5UX of th . I rd 6 Yetr- 0Id -0* -. 1oltod. 00) jPrOono 0,800003 100X f th. 70 22022f 00 Oflf.d -,d thc 00oD,02hitO 0I*P-300; ( I)boor Kc. oIcreaseI.-.. .002200itit i000000 intiki (.b-t0 3,500) r6i-t-i.. 808ooTo (0 d) 5, 00r0h-l1: 0022c,i0g It 80000,0 int te (fo- bt-o 1,200 tY obogt d803 but oooenbdon rst OnpooV2 f0d (0) 00h00 Ing00tntiDo0: 8s p0, GtOOnmooO prop-oolo.

il. 2,0t gtr S00d_23 A800-*pti- I: 00) 022,,0220,0803,N0.220-08 03 ,oo -,0; 000000I, 0O... 3 P0,0,0,0. b 0n. of iOOPOO..0 000. 00'380020002 O)2o3 *20*00oo 0 0 higb-nc thD aif ir .l966 .. d 99I r(dpe tar .bceu :ibgetit b: -2g. -egDLfibt tc)- f_ c-hip2 -, i d 20X91 b c o*ponootodby t tn'tt 0 tle00 00 o08 0 .00 t- th* 0tt00008 o- t(0)f T S-1.9. t bo Tft-* 000 0 -00h -Iir0

oP 0h6 80000 300000. 00 excludine,0 o o Oa,o CPA92 0S0,000 p00 oOtodo o 003 Aoth00t00r000003 er: I0*i:00 eooool00000; 08) T'tchntco3tosOooit.oOo. toOone300tot l SooO,an 20, Ototo0080t00*o onootod0Q 0030 00000 (0)Cfoootl S,Oo,,-228,2200;-hd 000 *0*33I-0 003,00 0,002233 ooo-darjAonoho Tonia.Pn tenolot08000(h) coste coApoEnt3tderett; basi of tgp2rtd ccistsl(i) CttEgrctAl Schglljc-nzr7 Xhehzh.-d- Y123 as Itppl- y . ij ) n a hD.0eIfine f Abooo 507 booon*o of ood-ccion 00 tbo toatt p-DW,O0,O f,or .a.h ,hYOro-bip,

I21. 0ther 2090 AY0tt22000 0 (*A000;OoOeo; Oat. hy g*0*0 *0 08* o * 0f *3.1 other 4 000 * 3 orn,too- 0b.0) t33bo03 8h22b0n 00 tooto in .0.I t-00 .*d yo Goel3entt rcuw0r 0t.,d0tur0,3 gr2thtf3X 08! m- .a 00i tt} 1n09 00 dhN0by ott,, by, 300 b t9i T.0980 .8 002.

On, 02222000,022 000*0* 800*00~~gl-lof 35 P..o1.. Inco tou 0.- b-o, -03-0, 22 GDP804 yoto .80 P.t. 0.- -w 0000022 COfDOS Table 6 FIRST E4UCATION PROJC

00A068Y 0OF iTiATED FBOJFCT COSTS In Pranno 2FA TOOT) nd 0 Dollar- (00)

No. ProJet Iton, Student Groes Area Sie, Acadeeoi Buildin.g Stff Tct1 Tota1 20OJSCT TOTAL. PlacK o Equip=ent Civil Works Technicnl of Develo- - nd Boarding ho-cing Profeafinnal .. .cSrvioe PrcJect Coietrnntion Civil Work. Furnit-re Vehicle.- Frniture ir =ent CoNoOnal & Ad6istan-c Service- Tr-ining Adodi=.tr-tion B-0kg Zqgip=ent PCFA (000') US$ (0001) in M2

1. zl-Prtry Teoh-er Tr-in- 180 3,750 43,700 405,800 89,700 24,150 219,650 263,350 26,450 ine College, AnJouan 46,ooo 335,800 - 32,200 - - 368.000 1,600 2. TI-Serice Training of ------Primary 17,250 Teachers 17,250 - - 28,750 - 4t5 200 3. Tetbhooke end Teaching _ _ _ _ - _ _ fterials for Pri.ry 131,100 131,100 - - - - 131,100 School Students 70

4. Par-.Medicel Tr-ining 75 1,830 29,910 85,100 59,340 2,760 147,200 177,100 18,400 School, Mooni 41,400' 236.900 - 20,700 - - 257,600 1,110 5. Agrioult-ral Traning 40 1,050 12,650 18,400 11,960 30,590 60,950 73,600 8,050 Center, Sbhnli 10,350 92,000 - 9,200 _- 101,200 600 6. Teh"nical A..i.eince ------142,600 - - 142,600 7. Project A&i.iatr 620 tion ------1,150 5,750 ,9OO - - - 66.700 5,600 320

Ble Coat in CFAF 68,630 86,250 209,300 161,000 57,5OO 427,800 (0ct, 1981) 514,050 54,050 251,850 819,950 142,600 62,100 28,750 66,700 in0* 1,120,100 -t 375 910 700 250 1,860 2,235 235 1,095 3,565 620 270 125 Contlng .. oe. 290 4,870

Py)00yeia iF 10% 5% 5% 5% 0 99 5% in CrA 51,750 2,300 12,650 66.7o0 6.900 6,210 1,380 2,760 83,950 in Os 225 10 55 290 27 6 12 (b) Price creae 61) 365

in CPA 133,4o0 13.800 65,550 212,750 36,800 16,100 8,050 18,400 in US 292,100 5860 60 205 925 160 70 35 80 S.b-Tot.l 1,270

it CFA 185,150 16,100 78,200 279,450 43,700 22,310 9,430 21,160 in us$ 376,050 805 70 340 1,215 190 97 41 PUJsXCT TOTAL 92 1,635

in CFA 699,200 70,L50 330,050 1,099,400 186,300 84,410 38,180 87,860 1,496,150 in Us* 3,040 305 1,435 4,780 SIO 367 166 382 6,0 -34- AlNNEX1 Table 7

COMOROS

FIRST EDUCATION PROJECT

Estimated Project Cost by Category

Local Foreign Total Local Foreign Total % of Base Cost

1. Civil Works

(a) Site Development 39.10 48.30 87.40 0.17 0.21 0.38 8% (b) Academic and Communal 94.30 115.00 209.30 0.41 0.50 0.91 19% (2) Boarding 71.30 89.70 161.00 0.31 0.39 0.70 14% (d) Staff Housing 25.30 32.20 57.50 0.11 0.14 0.25 5%

230.00 285.20 515.20 1.00 1.24 2.24 46%

2. Furniture 29.90 23.00 52.90 0.13 0.10 0.23 5*

3. Equipment and Vehicles 9.20 87.40 96.60 0.04 0.38 o.42 8%

Sub-Total (1-3) 269.10 395.60 664.70 1.17 1.72 2.89 59%

1. Textbooks and Teaching Materials 13.80 117.30 131.10 o.o6 0.51 0.57 12% for Primary School Students

5. In-Service Training of Primary 11.50 34.50 46.oo 0.05 0.15 0.20 4% School Teachers

6. Technical Assistance 13.80 128.80 142.60 o.o6 o.56 o.62 13%

7. lrofessional Services 11.50 50.60 62.10 0.05 0.22 0.27 5*

8. :ProjectAdministration 32.20 41.40 73.60 0.14 0.18 0.32 70 Base Cost (1-8) (Oct. 1981) 351.90 768.20 1120.10 1.53 3.34 4.87 10%

5. Contingencies (a) Physical increase (7%) 29.9d 52.90 82.80 0.13 0.23 0.36 (I) Price increase (24%) 96.60 195.50 292.10 o.42 o.85 1.27

Sub-total (9) 126.50 248.40 374.90 0.55 1.08 1.63

Total Project Cost 478.40 1016.60 1495.00 2.08 4.42 6.50 (1-9) ======ANNEX 1 Table 8 - 35 -

COMOROS

EDUCATION PROJECT

Estimated Schedule of Disbursements CUS$ million)

l/ Accumulated Undisbursed Quarters Disbursements Disbursements Balance 2/ 6.00 1 0.20 0.20 5.80 2 0.05 0.25 5.75 3 0.15 0.40 5.60 4 0.15 0.55 5.45 5 0.20 0.75 5.25 6 0.30 1.05 4.95 7 0.35 1.40 4.60 8 0.50 1.90 4.10 9 0.65 2.55 3.45 10 0.75 3.30 2.70 11 0.60 3.90 2.10 12 0.55 4.45 1.55 13 0.50 i.95 L.05 14 0.40 5.35 ).65 15 0.20 5.55 3.45 16- 0.15 5.70 0.30 17 0.10 3.80 0.20 18 0.10 5.90 0.10 19 0.05 5.95 0.05 20 0.05 6.00 0.00

1/ From date of effectiveness 2/ Includes PPF funds I

I -36-

COMOROS EDUCATION PROJECT Structure of the Formal Education System

PRE-PRIMARY PRE-PIMRPRIMARY I SECONDARY HIGHER

Upper Secondary Secondary Teacher Lower Secondary Academic Schools Training School Koranic School (College Rurale) (Lycee) {

Primry TachrTrinig Scool Overseas Colleges and Universities

Paraodicac chool

Traini ng CeniterV1

|Schooll/

Commercial School!]

Labor Force

School Year 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Age 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Examiniations

<) Primary School Completion Certificate (CFEP)

First Cycle Diploma (BEPC) rt Secondary School Diploma (Baccalaureat)

D To be supported under project 1/ Institutions to be established World Bank - 22697 I

I ANNEX 1 Chart 2

-37-

COMOROS EDUCATION PROJECT Organization of the Ministry of National Education, Culture, Youth and Sports

Minister

Cabinet

Pre-Primary National Youth and General and Primary Institute of Sports Administration Education Education

Secondary and Projects Technical Implementation Culture Education Unit Personnel Personnel ~Guidance

Planning Office Scholarships

World Bank-23376 AN~NEX1 -38- i~~~~~~~~~~~~~Cbart3

COMOROS FIRSTEDUCATION PROJECT IMPLEMENTATIONAND EXPENDITURESCHEDULE DATE OF EFFETVEESCLOSING OATE YER 1981 19821 1983 1984 198E 1996 1987 QUARtTEL 31 43 4 1 3 14j 2 1 1

(a esignr end Construction Docunments J

b)Tender and AwntardAwr

H)Equiptnent LndtFuendDocuLents I)Tender endAward ()EquipmentanFmtuProcurement L

2 00KERICTFAINDECING OPRMAFYTERALS ERS

b)Tender end Award

ProcEureimentroculaer endt qigrn

4. TARABOLKCALD TRAINING SCTEOOLS

1.5 Tende eit ndContrction Award

Elb Tender end Aaerd

ill Eq-iment fPaeandurirEqPourement

5. AGRICULTURAL TRAINING SCENTER

.i Desion end Construction Documents O dbi Tender end Award in -r

Ici Construction (d) Equipment end Furnitur Lists

le) Tender end Award if) Equipment end Furniture Procurement E. TECHICULUALASITRAINCEIND ELLOWHIP

(. i PrcrmndCtrSpeiaistsg umnt

ci~ Teutuouk ~ ~Procurement ~~Expert~ ~ ~~ ~~ ~~~~~~~~~~~~~~~~~~~~~~~~~uaa Prid dci Fe-osh-ips......

7.PROJECT ADMINISTRATION~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ uaaneePeio

6.IECHNICALASSISTANCE ELWHP jN

fURENITURE 10HE2UL

SNO FEILWOWKSHIPS0 - - - - 50 4 40 40 45 290 E70 1300 460. E 40120oio 43 it 10 190 -

S PROFESSIONAL SERVICES 20 - - 25t 25! 25 251 25 25, 251 20 20 201 - r20 20 - - -

7 PROJECT ADMINISTRATION 290 - 10 15 15 15 15m 15 15. 15 15 115 .15 15 .15 1 15 15 1 5 15 115 11

1IASE COST 1-8 4,87 -. 10 55 1401150 115 545 550 149 545 580 455 555 405 330 145 35 125 115 25 20 OUARTERLY% 00 0.2 1.1 2.9 3.9 2.2 11.2 i.E 10. 11.2 11.9 S9A 11. IE.3 5.6 0.9 10.7 .2.6 2A1 1 0.5 04 S. CONTINGENCIES I 15620 5S5 65 35 1501.301 1518 195 11501 185 135 116 lIE10 1 40 0 0i

TOTAL PROJECT COST 00- 1 010255 145 725 121SQ720 75 50 74 5040 IleI 5115 3 31 COtOROS

FIRST EDUCATIONPROJECT

_ily Indicatora f or Project I=Pletentation Ondicatoro of Project F.drttl S ctOves

DATA WHENMEASURED BASE LINE OBJECTIVE HOWMfEASURED COMPONENT

A. Friary Educotion stodentt completo Hrodr sir Oe to tix yours oftor 1980-81 66.9% of estoriog through the primry Officiol stutirtico on dropout. siE todent pFoss the primry All Sob-Oteas 1. ,--eate flow of stodent compiotio of Project 51.0% oC grade ond repetition ond puss rote. esunsattos 24.6% of oll school ytom, i.e.. redoc dropout (1986). school corriicots r-petltioo aod icreoso graduats.r ttdents ore repestitog the sohool yur. studooto pFos the prieary Oet t ix yenrs after 1980-81 51.0% of gradr six of Scorns 00 primy school school c-ettfitato exeDiontion vhich r-quiras 2. Isprove learniog and o-hite-enrt tiott- completion of project cortifi-Scotr o-ei liceracy osd -t-errcy. ,tudrnts. (1986). a mintmo of bhoic covers only bhtao lasguoge and One to Dit yours ofter E-aitation of stodeots Review of c-rric-lse and ctcence and no socIal otodien 3. MRke Ir-iog ord ochievement copletion of projert -uthetios No to their enviroonant. -seiootion co-tert. -nvirostet. more releoIst (1986). teloted to C-vorias seon-d ocftc 1980-81 30 stodent teuchern ore e- tetiog their Records of toucher training col- One to two yeart 1. Pluce 90 trtised teachort in the primary year of training. o) PFitsry Tonulor os oubher of gead-aten completion of school sohool system per yer. legs T-siniog Sohool plecod in prtiry tohoolt. (1986). Miost teschers both trained and ustrai-ed, are ad cooret of teacher.Oe ttwo o ynr aftec 2. Improve k-owledge. tenchiog methodology Scorest reported to have lov motiv-tion asd to one o-rtifioste (CAR). copletios of chool. 1985. ond motiv-tios of teacher. trsintig poor teachiog ethodology. Esamisation m inititRtd with 150 A.socl1y octil to years 1980-81 Eperi=.enral progr- to qoslifild levl. R.coeds ond scoras on CAB No exiisa tios results available b) Os-Service Prima-y 1. Upgcado 500 teschert after co-pletios of the tche.. estimntion too limited. Teachee Tmsising progru= (1989). but progr-m eppeate Eusminstios contest iE vary r-dinstmry. Contest of CAE es..inution. 2. Ipro-- knowledge, mthodoIogy. and motivcttoo of teachern. Fr-soh lasgsage: oe book for every 2.6 stu- statistis.. A...nIly until completioo 1980-81 ith adeqoate nuabhr of Recordt and official 23% Os poor cosdition; one o) Primtry Toxtbooks and I. Provide childres of the program (1986). dents of hich two studests)osd 5.4 teachers. Te-ehing Materials tstbhootk (0e f-or every teechert gide Bor every len-isg materialsaed roachisg tith essential gutdsa ardresnormtia. goiden 1980-81 No a1ience or social ttdien books or officiol statistics, At co-platioo of the 2. Mke testbooks and learoiag material sore Rncordt. based on the Co-orias esIrom-ent. review of ontent. progrtm (1986). oppenpeiate to rorcioslom snd childeos'a and osoit-oment. e ...sans1t. hg; mIdwives 27 One to five years vftee 1981 Pereonsel in ser memhsrb of para-aedio- Rerords of National HeaIth aides 53; midwife aides 7; demtal B. Health Education 1. Place the following end of pro.Jtr'(1986). sara. personsel in governuept service fSem 1981 ichool. a.eitants 7; laboratory technicias 16. to 1990: nure.e 66; nurses tide. 228; midwios.. 34; midwife aides 67; dental esatetaste 28; laborotory tchimictane 24. Mast peemonmel re reperted to be poorly smabera aud One to five yearn after 1981 knowledge, motivation and R.cords on tnmied and otivated. 2. Improve the of pars- end of peoject (1986). funotioniog of pra-edicrl prsosnel. qualifioatioss medical peesoonel and on activities of clinics end hospital. 300 pee thos-and; reeds death One to five years after 1981 Inf-nt -orttlity statistics- RH.ooed and soresys. 3. Improve oerall health and of project (1986) raet 20 per th.se.nd;

aft.? tflt go senenn agents is service Records of agritclt-eal Om. o fi-e year. 1. Place 20 agrlroltsoel acensls.. agents (1964). C. Edirultalucative training costar opening of seh.nl pee pean in go srait sareire. or a total of 180 thenugh 1990. 191 Vb inforeation on actioities of One to fL-e yrs after I pree the kaIladge, mtiv-tion. nd Records 2. agents, ed af peajiet (19.6). f_aeti_istg of extasios sXets. mtenion million of rice imparted, 343 T-n tE ten ye-rs a[fi i981Be EA 1050 pesdactivity Pd Records and orveys. Eiiiliem of met i ported. Fihimg catch 3. Iprom egrirolt-rjl opeming of arhoel (1944) 10 kg per pereos. output *

it pre..ntly .reeied Oetrbee 1. 1982. 1981 All pl-nnIng eack in ERN ith fepoeting. empettiine. a) Idaratlasal 1, Staff e1tnning upit nut by three nepinti two qsmlIfi d C-eiams. 19iO Rerrrent a-p ndittsee ow duca.tim ar nf bhdgat sad A nully. the growth of the d-uc-tism Re-ie 29.1% af total Gnoeront apnditure. b) iEductiol 1. Control peeditsee.. budger. i1%0samis bremkdoen in 1979 1. 192 i9d1 520 students overea" Severnseet repents a ibe_r 2%; 1. prside .eh1l.rehip. based as earls- Ul follows htqitieie 20%; soie.os O) Bisgh-r sAatiem ow geadaate. ed sIally th-ere dminirteati-n ii as; nsure retul of dat Law 5%; enonomlos esd bhtMelsee Aahalarship. -ono ftn 13%; wedsine 13%; 4Dn-rinR 10%; publin W graduates. dainietrton 11%; others 26%. ANNEX 3

COMOROS

EDUCzATIONPROJECT

Selected Documents and Data Aailable in the Project File

A. Reports and Studies Related to Education and Manpower in the Comoros

A.1. African Development Bank, "Evaluation d'un Projet d'Education aux Comores," Abidjan, 1980.

A.2. UNESCO, "Republique Federal Islamique des Comores. L'education en perspective. Diagnostlque et priorites." Paris, April, 1979.

B. Reports Related to the Project

B.1. Comoros Government, Ministere des Affaires Sociales, Secteur de 'Education, "Programme a Court et Moyen Termes," Moroni, April, 1980

B.2. Comoros Government, "Projet de Requete du Gouvernement de la Republique Federal Islamique des Comores a la Banque Mondiale, Premier Projet d'Education," loroni, December 1980.

B.3. Comoros Government, "Plan for Staffing, Organizing and Financing the Agricultural Training Center in Moheli," October, 1981.

B.4. Comoros Government, Statistics and Data on Enrollments and Textbook Availability, 1980.

C. Working Papers and Tables

C.I. Educational and Architectural Working papers, including Indicators for Project Supervision.

C.2. T. Nacef (consultant), "Rapport de Mission en Republique Federal Islamique des Comores (janvier-fevrier 1981), Formation de Personnel de Sante," Tunis, March 1981. IBRD 15733

430 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~APRIL19811 PARA-MEDICAL TRAINING SCHOOL. MOR (GRANDE COMORE) AGRICULTURAL TRAINING CENTER. WANANI e MitsoosiooIi-=~tR; IMOHELI) PRIMARY TEACHER TRAINING COLLEGE. MUTSAMUDU (ANJOUAN) Ie-Tb-i GRANDE COMORE < CAPITAL CITY

Habooia J °0 OTHER TOWNS

/_____ MEXISTING ROADS r; Koibasb-ni L ROADS UNDER CONSTRUCTION MORONI ar > J tr PORTS AIRPORTS

CB t:ourobouni DOsmboniw

O1 20 40 60 KILOMETERS I bOI

M o} .- .n b i c,. '! a MILES I Ia 120 -120 -12' fili o m b ~~ ~~~~~~~~~~~~~~~~010 20 31240

MOHELI Bambo

0 FOMBONI TWorMf h.nk oIf pso- by Oh. MirIngon- Chis r hs Btf rsi~r.Iy fr t ' + Moys (M Renani

thwoeapotaWnh,oh d5ir0 ttnd unnacCj ANJOUAN TB. dooo. -0o.d-od tabav I& OUENEFOU dohornd -oO 1.piy. tfsh on a.on pat thc ofmaptb. CANZONJ fS. Would lBok .0d it, ffuW*.t, WYt C S n f e I tudgmwa 0 th. 1.g01OUgt Of 43 WY Iyt-wy or- Wndo,act 43 r atr. of -orh bou-dWosn.

s kTPeN

MAURITUS FIRSTEDUCATION PROJECT SaUDZI

SOUTHAI\ 440 450