FILE COPY RESTRICTED Report No. TO-552b

Public Disclosure Authorized This report was prepared for use within the Bank and its affiliated organizations. They do not accept responsibility for its accuracy or completeness. The report may not be published nor may it be quoted as representing their views.

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTEIZNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized

APPRAISAL OF

AN EDUCATIONAL PROJECT

TUNISIA Public Disclosure Authorized

September 1, 1966 Public Disclosure Authorized

Projects Department CURRENCY EQUIVALENTS

Currency Unit: Tunisian Dinar

Since September 1964: U.S. $1 = 0. 525 Tunisian Dinar T.D. I = $1. 9o T. D. 1 000, 000 = $1. 90 million

Area

1 hectare = 2.471 acres TUNISIA

APPRAISAL OF AN EDUCATIONAL PROJECT

Table of Contents

Paragraphs

SUMMARY ...... i - vi

I. INTRODUCTION ...... 1 - 9

II. EDUCATION AND TRAINING ...... 1o - 4o

The Ministry of Education ...... 13 Primary Education ...... 14 -- 15 College Moyen...... , . . . 16 -- 17 Secondary Education ...... 18 -- 20 Teacher Training ...... 21 -- 26 Higher Education ...... 27 -- 30 Agricultural Education ...... 31 -- 36 Vocational Training for Industry ...... 37 -- 40

III. EANSION OF EDUCATION ...... 41-59

Primary School Enrolment and Expansion . . . 41 43-- College Moyen Enrolment and Expansion . . . 4-- 46 Secondary Education Enrolment and Expansion. 47 -- 50 Teachers Needed to Meet Expansion of Education ...... 51 -- 57 Repeaters and Drop-outs ...... 58 -- 59

IV. FINANCING EDUCATION ...... 60 - 68

V. MANPOWER AND EI'LOYMENT ...... 69 - 73

VI. SCHOOL PLANNING AND CONSTRUCTION . . . .74 - 80

Planning and Design ...... 74--75 Construction ...... , . 76 -- 79 Maintenance...... 8o

..2,

This report is based on the findings of a mission from February 24 to March 24, 1966, to Tunisia, composed of Messrs. Ahmad Tuqan and Gunter Naleppa of the Bank and Mr. J. C. Jones, consultant to the Bank. -2-

Paragraphs

VII. DESCRIPTION OF THE PROJECT ...... 81 - 99

General...... 81 -- 83 Details of the Project ...... 84-- 88 New Student Places Provided by the Project. 89 -- 92 Cost of the Project ...... 93 -- 94 Unit Costs...... 95 -- 96 Implementation of the Project ...... 97 -- 99

VIII. CONCLUSIONS AND RECOMMENDATIONS .. 100 - 108

ANNEXES

Annex 1 - Population distribution by age groups - 1956 census. " 2 - The structure of education, 1965/66. " 3 - Summary of weekly hours for College Mioyen. it 4 - Summary of weekly hours, first cycle, secondary education. it 5 - Summary of weekly hours for 4th - 6th classes, secondary education. " 6 - System of agricultural education. if 7 - Provision under the Ten-Year Program of Scolarisation. Number of students 1959/60 - 1968/69. z 8 - Educational pyramid. Enrolment in primary and secondary schools, 1965/66. 9 - Actual development of primary education in government schools, 1958/59 - 1965/66. " 10 - Primary school enrolment, 1965/66. 11 - Enrolment in the College Moyen System, 1965/66. " 12 - Enrolment in all types of full secondary education (except College Noyen), November 1965. " 13 - Teachers Salary Scales. t 14 - Distribution of Employment, 1964 and 1968. " 15 - Accommodation to be financed in schools to be entirely constructed or expanded. I 16- Student enrolment in schools included in the project. " 17 - The education project - breakdown of costs.

MAP OF TUNISIA showing location of existing colleges, lycees and agricultural centers of project schools. TUNISIA

APPRAISAL OF AN EDUCATIONAL PROJECT

SUMMARY i. In August 1965, the International Development Association was asked by the Tunisian government to help finance the construction and equipment of 31 multilateral secondary schools. Later, 3 agricultural centers were added to the application. ii. The project, as now recommended, will comprise construction and equipment for 15 secondary schools and 3 new agricultural training centers, and equipment only for a further 16 secondary schools. If approved, the project will constitute a second credit to Tunisia for the expansion of secondary education. The first credit (TUN-29), approved in September 1962, in the amount of $5.0 million, helped finance 6 schools with additional places for 3,920 students, the construction of which is now complete. iii. Arising from the first credit, the Bank participated in financing a study of secondary school building in Tunisia (London Group of Project Consultants) directed at achieving maximum economy in accommodation and cost: this and a further study simultaneously conducted by the Tunisian authorities have together resulted in significant economies of the order of 20 - 30% as compared with previous practice. iv. The estimated cost of the proposed project is $19.8 million. This includes $9.9 million for construction and equipment of 9 new schools, $3.7 million for expansion and equipment of 6 schools, $2.3 million for equipment only of 16 schools, $1.3 million for the construction and equipment of 3 new agricultural training centers, and $2.6 million for contingencies. v. The number of student places in the schools where both construction and equipment would be financed through the proposed IDA development credit would total 18,600 and, in the 16 remaining schools where equipment only is financed, a further 27,000 students would be given increased opportunities for scientific and technical training. In addition, the three agricultural training centers would provide accommodation and equipment for 1,100 trainees. vi. The proposed project constitutes an important part of Tunisia's educational development program. It is of high priority and fully justifiable. Additional teachers are available for staffing schools under the project as well as other schools to be newly constructed or expanded under the development program. French teachers will continue to be required and will be provided under bilateral agreement. The project represents a suitable basis for a proposed IDA development credit of $13.0 million, i.e., about 66% of the total cost of the project, and the Tunisian Government will provide the remainder. TUNISIA

APPRAISAL OF AN EDUCATIONAL PROJECT

I. INTRODUCTION

1. In August 1965, the Tunisian government applied to the International Development Association for a second credit to help finance the construction and equipment of 31 multilateral secondary schools urgently required for the country's education expansion program and the training of middle-level man- power as envisaged in the Development Plan for the period 1965-1968. An appraisal mission visited Tunisia from February 24 to March 24, 1966. Its members were Messrs. Ahmad Tuqan (secondary education), Gunter Naleppa (architect) and J. C. Jones (consultant, technical education).

2. A Bank economic mission visited Tunisia in 1965 to review the 1965- 1968 Development Plan. Its report (No. AF-39a) was distributed to the Execu- tive Directors on January 19, 1966. In particular, Volume VII on education was of value and served as a useful guide to the mission in its appraisal of Tunisia's present application as also were discussions with Unesco in Paris.

3. The application as originally received concerned 19 schools on which construction had not then started and 12 others where building had already commenced. It was found by the appraisal mission, however, that construction on some of the 19 schools had already commenced so as to accommodate new admissions in October 1966 and 1967. The mission therefore considered each school separately to determine whether modifications could be made to conform to the desired standards of economy recommended by the report of the London Group of Project Consultants engaged by the Bank and the Tunisian Government. (see para.82) This was not possible in all cases and, in the result, construction costs are included for 15 of the 31 schools.

4. In addition to the multilateral schools in the Ministry of Education plan, the Ministry of Agriculture, which is solely responsible for agricultural education and training, has requested assistance in the financing of three agricultural training centers. The present project consists, therefore, of the construction and equipment of three agricultural training centers, the construction and equipment of 15 multilateral schools either new or to be expanded, and the provision of equipment only for 16 schools now under construction.

5. In September 1962, the first development credit was made to Tunisia, marking the first IDA assistance to education. The credit, amounting to $5 million, was for the construction and equipment of a Normal School for the training of first-cycle secondary school teachers, a new technical lycee and the expansion of another, and three multilateral secondary schools. The credit is now almost fully withdrawn and the schools and lycees which it has helped to finance are in operation with an enrolment capacity of 3,920 students. The final costs fall within the range foreseen in the credit agreement. -2-

Social and Economic Background

6. Tunisia was a protectorate of France from 1880 until 1956. Since becoming independent in 1956 it has made considerable progress under the aegis of a stable government. Though it is not rich in natural resources, sub- stantial results have been obtained from exploitation of limited means. The economy has expanded and development programs have been relatively well conceived and executed. Gross domestic product (in 1960 prices) rose from D.330 million in 1960 to D.415 million in 1964 and is projected under the official plan to reach D.540 million by 1968, an average annual increase of 6.8%. New job creation is projected at a rate of about 2% per year.

7. Administratively, Tunisia is divided into 13 districts (governorates) with populations ranging between 220,000 and 700,000. Each district is sub- divided into from five to ten delegations according to its size. In all there are 94 delegations.

8. The present population is estimated at 4.5 million, and is increasing at a rate which is believed to be at least 2W per annum. The 1956 census showed that one-third of the population was rural and two-thirds urban. It was estimated in 1964 that Moslems formed 98.8% of the total population. The distribution of the population by age groups (1956 census) is given in ANNEX 1.

9. The status of women in Tunisia has changed remarkably since independence. Girls are attending co-educational schools at all levels of education and, though they are fewer than boys in school enrolment, a great deal has been accomplished to increase their number and length of stay in schools. Women's employment is on the increase in government offices, banks and private enterprises. - 3 -

II. EDUCATION AND TRAINING

10. During the French administration of Tunisia, schooling was provided for the European population and a limited number of Tunisians. In 1949, out of 27,500 non-Tunisians from 5-14 years of age, 26,000 (94%) were in school, but only 95,000 (12%) out of 775,000 Tunisians in the same age group. French was the language of instruction from the lowest primary grade with Arabic taught as a second language.

11. Since independence (1956) the education system has undergone con- siderable revision. Arabization of primary education has proceeded according to a reasonable plan in which French continues to be taught as a second language. Partial Arabization at the secondary school level is being under- taken gradually but there is no intention of abandoning French either as a second language or as a medium of instruction in certain subjects.

12. Recent government policy indicates four major objectives; namely, (1) uniformity of the educational system, (2) "re-nationalization"T - to give to Arabic language, Islamic studies and Arabic history a proper emphasis, (3) adaptation of curricula to local needs, and (4) expansion of education at all levels. The policy also lays down the structure of education as a primary cycle followed by college moyen or full "secondary" education (ANNEX 2). A more detailed description of the system is given in the following paragraphs.

The Ministry of Education

13. The Minister and his senior officers have held office for many years, providing important continuity in policy. The Secretariat of the Ministry of Education includes sections for administration, planning, cultural affairs and youth counselling and sports. On the inspectorial level, technical edu- cation has a chief inspector and a group of assistants all of whom are competent and well experienced. There is a parallel section for general education and teacher training staffed by experienced personnel. District inspectorates with administrative and supervisory responsibilities at pro- vincial level discharge their duties efficiently and their work is well co- ordinated with the corresponding sections at headquarters.

Primary Education

1i. Admission to primary education (six years' duration) is open to children six years of age or over; the curriculum includes Arabic, French, arithmetic, history and geography, ethics and drawing. The government aims to achieve universal primary education as quickly as financial means permit and with this in view teachers and classrooms are being used to the maximum possible at present. In the lowest two grades, children attend for fifteen hours a week instead of the usual twenty-five or thirty hours, making it possible for teachers at this level to take two classes a day and for the classroom to be used on a double-shift basis. In grades three to six, children attend for twenty-five instead of thirty weekly hours so that five teachers can be responsible for six classes. The curtailed school program has been planned to give a well-rounded primary education by concentrating on the more important aspects of the curriculum. Considerable economy in teaching personnel has been achieved; while 6,200 teachers are normally required for 6,000 classes, the reduced program employs 5,300 teachers for 7,500 classes. The saving in classroom requirement is also considerable, 7,500 classes requiring only 4,400 classrooms. As the crash-program nears its end, the Ministry of Education intends progressively to increase the number of weekly hours.

15. Upon completion of the primary cycle, provision is made for some 40% of the graduates to take college moYen or secondary school studies: one- third to the former and two-thirds to the latter.

College Moyen

16. This course, of three years' duration, is intended for those leaving the primary schools at a late age (14 to 17 years) either because of delayed entry to the primary school or of repetition of classes. Such students are not considered able to pursue the more exacting program of the secondary school. The college moyen has three sections: general, commercial, and industrial, the curricula for which are summarized in ANNEX 3. With the weekly hours allotted to languages, essential in commercial training, the time spent in "special" studies is about 70%. In the industrial section, about 40% of the total weekly hours are spent in workshops and with the time allotted to ancillary subjects, about 70% of the timetable is spent in direct preparation for employment. In these two sections, the time allotted to training for a future career is appropriate.

17. The "general" section of the college moyen offers a curriculum not markedly different from that of the corresponding section of the secondary school but at a somewhat lower level. It can be regarded as a form of com- pensation for pupils who fail to gain admission to the secondary school but suffers the disadvantage that only exceptionally does it lead to higher channels of secondary education. In contrast with the commercial and technical sections of the college moyen, it offers little direct preparation for employ- ment. For these reasons the Four-Year Plan provides for an increase of 3% in the commerce intake at the expense of the general course giving a new distri- bution: general studies 17%, commercial studies 23%, and industrial studies 6o%.

Secondary Education

18. Secondary education extends over six years of study divided equally between first and second cycles. It has a dual aim: to provide the middle- level cadre, both technical and non-technical, and to prepare students for higher education suited to the country's higher manpower needs.

19. During a common first year students take practical workshop training and mechanical and artistic drawing, in addition to the usual general studies. They are under observation during the whole year and undergo systematic written and oral examinatio: s together with psycho-technical tests designed to ascertain intellectual and practical aptitudes. At the end of the first year, students are directed into one of three sections, general, economic or technical, for which weekly timetables are summarized in ANNEX 4. - 5 -

20. In the second cycle, each of the main sections is divided into separate specializations. The subjects and the number of weekly hours allotted to each specialization in the second cycle are summarized in ANNEX 5 and show that the programs are well-rounded and that the allocations to core subjects are generally satisfactory. Certain policies in particular are noted favorably:

(a) In the economics program general subjects are given more time than specialized subjects, it being assumed that most students will continue economic studies at the university level rather than enter upon immediate employment.

(b) In the technical section the applied mathematics program prepares students for higher training leading to an engineer- ing degree, whereas the industrial programs are intended to lead to direct employment.

Certain deficiencies in programs were observed during the appraisal, notably:

(a) that the mechanical engineering courses place greater emphasis on manipulative skills (appropriate to craft training) than on the laboratory and technological studies required for technician training;

(b) that opportunities for specialized training of girls in the industrial section are restricted, and

(c) that practical laboratory work in science teaching is often inadequate.

These deficiencies have been discussed with the Ministry of Education and the government has given assurances that corrective action will be taken.

Teacher Training

Primary Schools

21. Pupils wishing to be trained as primary school teachers are selected from among those completing the first cycle of secondary education. They receive an attractive government grant throughout the whole of their training embracing three years of general studies in the second cycle of secondary education together with a further year of pedagogical training and supervised periods of practice teaching. The course is residential to attract students and carries an obligation to serve as a government teacher for a minimum period of ten years. So far, the number of applications to enter the course has been sufficient to meet the target of 25% of those leaving the first cycle of the secondary school.

22. On completion of the formal course, the trainee passes through a probationary year of teaching service where he is subject to supervision and guidance from inspectors and professional colleagues. His appointment may be confirmed at the end of the year or, if performance has been less than satis- factory, may be deferred for one or more further probationary years. - 6 -

23. The Ministry also recruits graduates at first cycle secondary level from the traditional Zaituna (Islamic religious schools). After one year's supervised teaching their appointment as teachers of Arabic and related subjects is confirmed.

24. Finally, the Ministry publicly invites applications from all suitably qualified young persons to accept immediate appointments as emergency teachers. Those who are appointed undertake a short but effective summer course after which they are posted to schools where they are subject to the usual period of supervised teaching. It is clear that the government is following a very active policy in teacher recruitment and training.

First Cycle Secondary Schools and "College Moyen" System

25. Teachers for the first level of secondary education are trained in the Training College for Assistant Secondary School Teachers established with the aid of the IDA first credit and developed with technical assistance under a United Nations Development Program project. Selected at the end of the first secondary cycle, trainees take the general subjects of the second cycle with special reference to their needs as teachers rather than to the requirements of university entrance: two years of pedagogic training follow. Graduates from the school are still few in number but have achieved an excellent reputation for the quality of their work as teachers.

Second Cycle Secondary Schools

26. Secondary school teachers with university qualifications are recruited from the several faculties of the University of Tunis or under bi- lateral aid agreement from France. In order to maintain secondary education at a reasonably high level, this latter source of supply must continue for some time despite the higher salaries and other costs involved.

Higher Education

27. The decree establishing Tunis University was issued on March 31,1960; it has five faculties: Science, Letters, Law, Mloslem Theology, and Medicine.

28. The University faculties are modelled on those of France with instruction given in French except for the Faculty of Moslem Theology; a high percentage of the teaching staff consists of French nationals. The level of instruction is high and examination standards are satisfactory.

29. Engineering and agriculture faculties have not yet been established: those desiring to prepare for degrees in these subjects must study abroad. In 1964/65 approximately 5,000 students were studying at the University of Tunis and 3,500 students were studying abroad.

30. There are five other institutes of higher studies: (1) the Advanced Teacher Training College, (2) the Pedagogic Center, (3) the Advanced School of Law, (h) the College for Advanced Commercial Studies and (5) the Normal School for Assistant Secondary School Teachers. There are also four research centers for (1) economics and social studies, (2) studies of arid zones, (3) atomic - 7 - physics and (4) audiovisual aids. Establishment of a new school of Business Administration is under way.

Agricultural Education in Tunisia

31. In common with most other countries, specialized agricultural instruction is not given at the primary level but, in the rural schools at least, much more could be done by way of illustration from the everyday background of the children and by the introduction of extra-curricular work involving common agricultural procedures.

32. Formal agricultural education and training (ANNEX 6) begins at the college moyen level and is the responsibility of the Mlnistry of Agriculture. Courses of three years' duration are given in 16 of these colleges with entry from among pupils who have completed their primary education and are not less than 14 years of age. Upon leaving, some 60% of the pupils pass into a vocational training school from which they emerge two years later as junior technical assistants or as instructors in government or cooperative service: a further 25% secure direct employment in farms and other agricultural under- takings.

33. For the remaining 15% of those leaving the college moyen three agricultural schools (a fourth is under consideration) provide second cycle secondary education leading to employment as senior technical assistants, agricultural teachers, and farm managers. The course is of three years' duration and provides for equal intake from the first cycle of general second- ary education and from the agricultural college moyen; the former concentrates upon agricultural subjects during the first year of the course and the latter upon a general scientific training. During the second and third years, common courses are followed in one of three main streams: a) scientific, b) technical, and c) instructor training.

34. Some 75% of the graduates leaving with the diploma of secondary agricultural studies find immediate employment in government or other service while the remaining 25% enter the Ecole Nationale Superieure d'Agriculture de Tunis (E.N.S.A.T.) where they are joined by entrants from the end of the second cycle of general secondary education. The courses, of four years' and six years' duration, lead to diploma awards as agricultural engineers and agronomic engineers, respectively.

35. An entirely different path leads from the primary school to the Agricultural Vocational Training Center, of which twelve examples already exist and three more are requested under the project. Recruiting at 14 years or 15 years of age, the centers offer two-year courses leading to certificates marking the completion of elementary agricultural studies or of agricultural apprenticeship training.

36. The curriculum includes general education and farm economics, together with technical subjects, selected according to the area served, which include irrigation, sheep farming, fruit farming, cattle rearing, forestry, commercial grasses, horticulture, agricultural machinery, fishing and rural feminine crafts. In addition to these full-time courses, producing practical farmers with a sound knowledge of modern methods and techniques, the centers - 8 - also provide upgrading courses of from one week to three months' duration for existing farm workers wishing to keep abreast of recent developments or to qualify for promotion.

Vocational Training for Industry

37. The Ministry of Social Affairs is concerned principally with apprenticeship and adult training but, to meet the needs of the many young people who have not completed even a primary education, pre-apprenticeship courses of one year's duration have been established in some sixty centers, a number which may be doubled in the near future. The courses, of one year's duration, serve the dual purpose of providing basic knowledge of Arabic, French, workshop calculations, technical science, and drawing, and of developi ing a range of practical skills (fifteen hours per week) upon which apprentice- ship can be successfully built. An intake of some 6,000 students per year is envisaged.

38. Adult training is given in some ten or twelve centers using accepted methods of accelerated training. Such courses normally extend over a period of six months and aim at achieving a high level of skill in a relatively narrow field; the volume of such training is closely geared to the estimated demand.

39. Additionally, refresher and upgrading courses of varying lengths are provided in five "centres de perfectionnement". The largest of these, the National Institute of Productivity and Vocational Training, Rades, is addition- ally concerned with the training of instructors for pre-apprenticeship and adult accelerated courses. In three years, it has produced some 150 instruc- tors, 200 workshop supervisors and 100 or more other upgraded personnel. In order to expand the work of this institute, the government has submitted to the United Nations Development Program a request for matching funds (50% of total cost) amounting to US$789,000 for new construction, equipment, expert services, scholarships, etc.

40. The training program under the Ministry of Social Welfare is quite substantial. Since the Ministry of Education has its own training program, particularly in the college moyen coordination between the two ministries is not as close as it should be. - 9 -

III. EXPANSION OF EDUCATION: EDUCATION DEVELOPMENT PLAN

Primary School Enrolment and Expansion

41. The Ten-Year Program for 1959-1969 (ANNEX 7 Col.l) envisaged an increase of primary school enrolment from 373,000 children in 1959/60 to 840,800 by 1968/69, the latter figure being raised to 848,6oo under the current 1965-1969 Four-Year Plan. The educational pyramid for primary and other levels of education for 1965/66 is shown in ANNEX 8.

42. ANNEX 9 gives a breakdown by grades of primary enrolment and shows that of the first grade entries in the years 1958/59/60, 59%, 63% and 70%, respectively, continued in attendance to the sixth grade. This improvement shows that the school system has become more stabilized and that the percentage of children leaving school before completing the full primary course is decreas- ing. Future enrolment forecasts take drop-outs and repeaters into account.

43. In 1965/66, the total number of children of primary school age was estimated to be 972,000 as compared with a school population of about 717,000. Thus about 73.7% of the primary age group was in school. For comparison with other countries, Morocco had 51.2% of the age group in 1963/64, in 1962/63 Nigeria's Western and Eastern Regions had 58% and 68%, respectively, and Jordan had about 81% in the school year 1962/63. Of the total number of children in Tunisian primary schools 65.9% are boys and 34.1% are girls. This inequality, common to many developing countries, is deeply rooted in local ways of life and tradition, and can only be remedied slowly.

College Moyen Enrolment and Expansion

44. Estimated enrolments in the college moyen over the period of the Ten-Year Program are shown in Col.2 of ANNEX 7. The current Four-Year Plan has lowered the 1968/69 enrolment target from 39,000 to 34,500. ANNEX 11 breaks down the enrolments (1965/66) by sex, year of study, and distribution by specialization. Enrolment in 1965/66 has increased to 2.6 times the enrolment in 1959/60 and is expected to increase to 3.9 times by 1968/69.

45. Government policy, requiring a ratio of 1:2 for new entrants to the college moyen and the secondary school, differs little from actual ratios varying between 1:2.2 and 1:2.5. On the other hand, present enrolments in the general, commercial, and industrial sections of the college moyen are in the ratios of 42:19:39 as contrasted with the recent official target of 17:23:60.

46. The enrolments for 1965/66 show that girls form 27.3% of the total, a percentage which, although small, compares favorably with that of most other countries at a similar stage of development. Further analysis shows that 38% of the girls were in the commercial section, 28.7% in the general section, and 25.5% in the industrial section. The relatively small percentage of girls in the industrial section results from the lack of choice of subject as contrasted with the wide choice open to boys. (See para.20). - 10 -

Secondary Education Enrolment and Expansion

47. The development of secondary education under the Ten-Year Program is shown in Col.3 of ANNEX 7. The target has been reduced from 97,500 to 87,900 in 1968/69, but the enrolment will still be 4.4 times what it was in 1959/60.

48. The distribution of the students by years of study and lines of specialization for the year 1965/66 is given in ANNEX 12. Out of a total of approximately 57,000 the first cycle claims some 411,000 students and the second only 16,000. The main reason for this disparity is that the effect of increased enrolments in the lower primary school since independence has still to be fully felt at the upper secondary level.

49. Comparison of enrolment by specialization (ANNEX 12) shows that about 25% of present second cycle students are taking liberal arts and languages and that a similar proportion is specializing in science and mathe- matics: the majority of future candidates for higher education will come from these two groups. The remaining 50% of the students in the second cycle is divided among teacher training (21%), commerce and related studies (14%), and technician courses (15%).

50. The total number of girls attending secondary schools in 1965/66 is given as 14,720 (25.7%) as compared with 42,624 boys (74.3%). The division between boys and girls in the secondary part of the education pyramid (ANNEX 8) has been based on this ratio.

Teachers Needed to Meet Expansion of Education

51. The following figures summarize expansion according to the Four- Year Plan:

Total Enrolment of Pupils 1965/66 - 1968/69 as Recently Revised

Year Primary Increase College Moyen Increase Secondary Increase

1965/66 715,000 - 23,000 - 57,300 - 1966/67 770,000 54,900 27,300 4,300 64,800 7,500 1967/68 827,000 57,000 30,700 3,400 75,600 10,800 1968/69 878,600 50.400 34,500 3.8oo 87,900 12.300

162,300 11,500 30,600

52. In primary education, the need for additional teachers has been estimated at 1,200 for each of the first three years of the Plan, but for October 1968, 1,500 new teachers will be needed to meet the increase in the number of weekly hours for sixth grade pupils from twenty-five to thirty. The yearly output from all primary teacher training sources has been relatively constant at 1,200 for a number of years, but will be increased in the future to meet the need for additional primary teachers under the Four-Year Plan. Admission to primary teacher training schools and to teacher training sections - 11 -

of secondary schools is expected to be as follows:

October 1965 ...... 1,3h0 (actually realized 1,366) " 1966 ...... 1,630 it 1967 ...... 1,650 1968 ...... 2,020 1969 ...... 2,220 "1970 ...... 2,480

53. In the celler mnoevi the number of additional teachers and instruc- tors required during the Four-Year Plan is estimated at 910, to be met from among graduates of the School for the Training of Assistant Secondary School Teachers (350), from technical lycees (300), from university graduates (90) and from foreign teachers, mostly French (100). The remaining shortage of 70 teachers will be met by supplementary hours of work undertaken by the exist- ing teaching staff against additional remuneration. This system is commonly practiced in Tunisia.

54. In secondary education the Plan calls for the recruitment of 2,100 additional teachers. It is estimated that university graduates sponsored by the Ministry of Education will provide 390 teachers, non-sponsored university students some 260 teachers, the School for the Training of Assistant Professors a further 350, and that some 120 graduates will be supplied from the Higher Teacher Training School. In addition it will be necessary to employ about 600 foreign teachers and to find the equivalent of the remaining 380 teachers by remunerated supplementary hours (on an average each of the 4,000 teachers then employed would give less than two remunerated supplementary hours per week). A recruitment of 600 foreign teachers does not appear over-optimistic, in view of the present French policy of exempting from military service those wishing to teach abroad.

55. So far, account has not been taken of attrition but, keeping in mind the young age of the teaching staff and the adequate salary scales, the present rate of attrition is low and is likely to remain so.

56. The above analysis shows that the supply of adequately qualified teaching staff should be sufficient to implement fully the Four-Year Plan for the expansion of education at primary and secondary levels.

57. In the primary cycle the average number of pupils per teacher is 58, the high ratio being due to the condensed program explained in paragraph 14, which permits one teacher to cope with more than one class-section every day. In the college moyen the average is 17 students per teacher, the comparatively low ratio being due to the smaller groups of students in workshops. In secondary education, taking first and second cycles together, the average is 25 students per teacher, which is a reasonable ratio.

Repeaters and Drop-Outs

58. As in other countries where the school system is modelled on the French pattern, promotion from one year to another requires the passing of a formal examination. Failure to pass is reflected in the high percentage of - 12 - those who must either repeat a class or drop out of the system. In the primary school, the average repeater rate is of the order of 25% with a drop-out rate of about 10%; higher rates are experienced in the upper classes; in the college moyen the corresponding rates are 15% and 10%. In the secondary school the rates have been estimated at 10-20% and 15-20%, respectively.

59. To ensure that available teaching strength, accommodation and finance are used more economically, the high repeater and drop-out rates should be reduced by modifying the promotion system which at present is based almost solely on the students' marks. The Tunisian authorities have indicated their intention to take this matter in hand. - 13 -

IV. FINANCING EDUCATION

60. Until recently, the cost of constructing and-equipping primary school buildings was shared between government and the local population but, as from 1963, these costs have been met entirely from public funds. Construction and equipment costs for the college moyen and for secondary education have always been so met. Tuition is free at all levels of public education.

61. The development of the Ministry of Education operational budget over the last four years is shown below:

Total education Total national % of education Education operational budget operational to total budget as Year (Dinars) budget (Dinars) operational budget % of GNP 1962/63 12,976,000 56,8oo,ooo 22.84% 3.14% 1963/64 14,844,000 59,950,000 24.76% 4.39% 1964/65 17,558,000 68,300,000 25.70% 4.65% 1965/66 20,573,000 77,636,000 26.49% 4.92%

For comparison, Italy in 1963 spent 4.3% of its GNP on education, Morocco and Ghana in 1964 spent 4.8% and 5%, respectively.

62. The table in the previous paragraph shows that while the country's total operational budget has increased by about 20.8 million dinars (36.7%) during the last four years, the Ministry of Education budget has increased by 7.6 million dinars (58.5%).

63. The following table shows a breakdown of the educational operational budgets for 1963/64 and 1965/66:

1963/64 1965/66 Budget Budget (Dinars) % (Dinars) %

Primary Education 8,465,000 57.1 11,209,000 54.5 Secondary Education 4,250,000 28.6 6,748,ooo 32.8 Higher Education 1,073,000 7.2 1,272,000 6.2 Administration 310,000 2.1 383,000 1.8 Scholarships and various grants 7h6,ooo 5.0 961,000 4.7

TOTAL IN DINARS 14,844,000 100.0 20,573,000 100.0

64. Primary and secondary education taken together are reasonably constant at about 86% of the total budget but the percentage allocation for primary education is decreasing in favor of secondary education.

65. The bulk of budget expenditure (1965/66) went to salaries (87.5%. Teachers' salary scales are shown in ANNEX 13, giving the starting and terminal - 14 -

salaries for Tunisian and expatriate teachers in each major category: terminal salaries are almost double those at commencement in order to retain teachers in the profession.

66. The Tunisian government is not responsible for the entire remunera- tion of French and Belgian teachers. The former, recruited under bilateral agreement, are paid two-thirds of their remuneration by the Tunisian government and the remainder by France. Despite this arrangement, the cost to Tunisia in respect of a French teacher in primary or secondary schools is about twice that of a Tunisian teacher. Belgian teachers recruited under bilateral agree- ment do not constitute an additional charge on the government since Tunisia pays them at almost the same rates as Tunisian teachers and the Belgian govern- ment meets the difference. All other foreign teachers, i.e., those recruited directly by Tunisia, receive salaries which, on the average, are 60% higher than Tunisian teachers of the same grades. As 1,400 (28%) of a total of 5,000 secondary school teachers are expatriates considerable economy would be achieved by an expansion of secondary teacher training facilities.

67. Total capital expenditure during the Four-Year Plan (1965/66 - 1968/69) is expected to reach 455 million dinars of which 36.4 million dinars are allotted to capital investment in education (9.8 million for primary education, 1 8.4 million for secondary education, and 8.2 million for higher education). It is significant that more than one-half of the total capital investment is in secondary education.

68. The recurrent education budget for 1965, the first year of the Plan, totals 20.57 million dinars and is estimated at 24.6 million dinars for 1966. Figures for the remaining two years of the Plan are not yet available but may be estimated at 27 million dinars for 1967 and 30 million dinars for 1968. These estimates provide fully for the increased recurrent costs of education arising from the expansion program including those generated by the project under consideration. In this case educational expenditure would be about 30% of the total recurrent budget in 1968 compared with 26.5% in 1965.(See para.61). There is, therefore, reason to believe that Tunisia will not find it possible to maintain the same rate of growth of its recurrent education budget for the years after 1968 and should take measures to slow down the rate of growth relative to the overall growth of the economy. The Tunisian authorities have given assurances that this will be done and will keep the Association informed of its progress. - 15 -

V. MANPa4ER AID EMIVPLOYMGNT

69. The total population of Tunisia was 3.943 million in 1956, reached an estimated 4.386 million in 1964, and is expected to increase to 4.929 million in 1968/69. The labor force is estimated to rise from 1,385,000 to 1,469,000 over the period 1964-1968.

70. As shown in ANINEX 14 the total of 1,226,000 employed persons in 1964 was divided into 695,000 (57%) in the agricultural and fishing sectors; 257,000 (21%) in the industrial sector; and 274,000 (22%) in the commercial and services sectors. The same table shows that for 1968, the expected total of 1,331,000 will be divided into 717,000 (54%) in the agricultural and fishing sectors; 314,000 (23.5%) in the industrial sector; and 300,000 (22.5%) in the commercial and services sectors.

71. These projections were based on surveys made in different produc- tive sectors pending the reorganization of the employment services which is under way and will provide in future a regular flow of manpower information. The surveys show that for the period 1966-1968, the output from government post-primary education and training will not provide the numbers of middle- level manpower needed to fill both the new jobs to be created during this period and to replace the workers who retire.

72. Assuming that after 1968/69 when the project is completed, the present 2% annual growth of employment is maintained, with a distribution similar to the pattern envisaged for the period 1965-1968, the additional supply and demand of labor can be estimated as follows:

1969-1971 Estimated Output Available for 1969-1971 Employment from Secondary Education Estimated Net (numbers) Additional Requirements Existing 34 Project Occupations (numbers) Schools Schools Total

Sub-Professionals (Secondary) 12,600 4,950 2,700 7,650

Clerks (Colleges Moyens) 10,900 7,100 3,000 10,100

Skilled Workers (Colleges Moyens) 23,500 4,500 4A800 9,300

Total 47,000 16,550 10,500 27,050 - 16 -

73. The estimated additional output of 4,800 skilled workers and 3,000 clerical workers from the agricultural training centers and the colleges moyens and 2,700 sub-professional workers from the secondary schools, indi- cates that the project will bring an important contribution towards the satisfaction of the manpcwer needs, but the supply of sub-professional and skilled workers will still remain well below the demand. As in the past, the remaining vacancies and those resulting from the retirement of workers will have to be filled by those who went through traditional apprenticeship or other in-service training schemes. It should be noted that an estimated 50% or 900 secondary graduates per year will ccntinue into higher education for periods of three to five years in training for high-level professional and managerial positions, of which secondary school teaching should form a sig- nificant part. - 17 -

VI. SCHOOL PLANNING AND CONSTRUCTION

Planning and Design

74. Determination of need for new schools, their size, number, and location is the responsibility of an education planning office within the Ministry of National Education but individual school design is normally undertaken by private architects whose work 's submitted for the approval of a Technical Commission chaired by the Ministry of Public Works and re- presentative of all ministries involved. The Planning Office is under- staffed and the government has agreed to take steps to strengthen it.

75. There is an adequate local supply of competent architects but, in the past, in the absence of prescribed and uniform school standards, design has often been wasteful. In the appraisal of the first education project it was observed that school construction costs were not only high but varied widely from case to case. A private firm, the London Group of Project Con- sultants, and two French school administrators were engaged in 1962 to assist the Tunisian government in developing uniform standards of design and im- proved organization with a view to standardization of criteria and a reduc- tion in costs. The London Group report was completed in July 1965 and pro- vided the basis for the Bank's appraisal of the proposed project and the selection of schools for financing as described more fully in para. 82.

Construction

76. The Ministry of Public Works is responsible for tendering pro- cedures and for technical supervision during construction. Traditionally, separate contracts are prepared for each specialist trade or firm involved but the number of general contractors capable of handling whole projects, though still small, is increasing. Lists of pre-qualified contractors of both types are maintained by the Ministry; there appears to be no discri- mination between local and foreign contractors.

77. Competitive tenders, based upon approximate quantities, are in- vited by press announcement for all construction work exceeding 1,000 dinars in value.

78. Most basic building materials, with the exception of timber, are available locally but such items as structural and reinforcing steel, sani- tary fittings, and electrical equipment have to be imported. For secondary school buildings the cost of imported items represents some 35% of the total construction cost.

79. Recent construction standards are satisfactory and show improved overall economy: costs normally range from 28 to 33 dinars per square meter ($5.0 to $5.80 per square foot) but exceptionally may reach 38 dinars - 18 -

($6.60 per square foot), due to regional differences in the cost of trans- portation of building materials and equipment. For comparison with Tunisia, costs per square foot for secondary schools in the United States are roughly three times as high and about twice as high in the United Kingdom. Maintenance

80. The Ministry of National Education is responsible for normal main- tenance work but major repair work is entrusted to the Ministry of Public Works. Standards of cleanliness and of maintenance are satisfactory. The rapid expansion in school buildings will call for increased maintenance pro- vision in the government budget. - 19 -

VII. DESCRIPTION OF THE PROJECT

81. The proposed project involves the construction and equipment of 9 new multilateral secondary schools, 6 extensions to existing secondary schools and 3 new agricultural training centers together with equipment only for 16 secondary schools already under construction. The locations of the 31 schools and the 3 new agricultural centers are shown in red on the map at the end of this report. The project provides about 18,575 new places in the Ministry of Education schools and about 1,100 new places in the agricultural centers, a total of 19,650 new student places. By pro- viding equipment to the 16 secondary schools a further 27,000 students will have improved teaching facilities. The total cost of the project, excluding sites, is estimated to be about $20 million.

82. The original request, to which 3 agricultural training centers were later added, comprised both construction and equipment of 31 multi- lateral secondary schools. On arrival in Tunisia, the appraisal mission found that to nzeet the urgent enrolment needs of the 1966/67 school session, construction of 18 schools had already begun on the basis of designs which were finalized before the completion of the London Group report. The government was advised that the Association would consider assistance only to schools (a) of which construction had not yet begun, and (b) whose de- sign standards were consistent with the recommendations of the London Group report. On the basis of these criteria the Association and the Tunisian authorities agreed upon a list of 15 schools for which assistance to con- struction would be considered. In addition, it was agreed to consider pro- vision of equipment for 16 of the schools whose construction had begun.

83. For the 15 schools whose construction would be assisted substan- tial savings will result from the application of the London Group recom- mendations (see para. 96). It is expected also that the economies to be aahieved in the proposed project will be extended to all future school construction.

Details of the Project

84. The teaching accommodation provided in each project item is shown in ANNlEX 15, giving a total of 276 ordinary classrooms, 174 specialized rooms (i.e., science laboratories, science lecture rooms, rooms for history, geography and drawing), 66 workshops, 112 administration rooms and 9 gym- nasia. In planning full and economical use of accommodation, a work-load of 34 hours per week has been taken for classrooms and specialized rooms and 40 hours per week for workshops. The 6 extensions to existing schools will not only contribute to the total number of new places, but will also offer to these schools improved teaching facilities in the form of speci- alized rooms and workshops not at present available. - 20 -

85. Hostel accommodation would be provided for a total of 6,200 students, representing about 28p of the new places in secondary schools and 100l in the agricultural training centers, the latter being more isolated and having to serve larger catchment areas. In both cases the amount of hostel accommodation has been calculated as the minimum essen- tial to meet the needs of the school districts, taking into account all possibilities for daily commuting. The standard of accommodation has also been kept modest and economic, substantial savings having been in- troduced by double bunking. Hostel accommodation represents approximately 27% of the cost of the project. Dining and kitchen facilities will serve not only the resident students but also provide a noon meal for day students. The adoption of two-shift meal-serving has made substantial savings from previous practice. The number of dining places is therefore fixed at one-half of the total student places. The facilities themselves are of economical design.

86. In the secondary schools, the boarding sections are economically run by the school administration with funds obtained, (i) from the Ministry of Education in respect of subsidized students, (ii) from a welfare organi- zation known as the National Committee of Solidarity which, among other activities, assists students from its collected funds, and (iii) from fees paid by students' parents. The average cost of maintaining each boarding student is about 60 dinars ($114) a year. In a sample involving more than 3,000 boarders from 10 different schools, it was found that 41% of the total boarding cost was met from government subsidies, 24% from the National Committee of Solidarity, and 35% from fees paid by parents.

87. The project includes 52 staff houses and 28 one- or two-room flats, an average of slightly more than three units per school. They are provided only for those persons whose duties require their residence at the schools, namely, the headmaster, the chief supervisor of the boarding section, and the bursar, with an additional supervisor's house at schools where boarding accommodation exists for both boys and girls. Junior supervisors are given accommodation within the dormitories. Otherwise, apart from a small number of service staff required to live on the school premises, accommodation is not provided for staff or teachers. Staff housing represents 4.7% of the cost of the project.

88. AiN\EX 15, Part C, refers to the three new agricultural training centers to be administered by the Ministry of Agriculture. These are to be lccated in the districts of Kairouan, Cap Bon, and Kasserine; they will each accommodate 360 students, all boarders, recruited from the pri- mary school for two years of training essentially practical in character. As in other such centers, existing farms have been acquired with their buildings, but additional construction of a modest character will be necessary to provide classrooms, and dining and hostel facilities.

New Student Places Provided by the Project

89. In school year 1968/69, the last in the Four-Year Plan, 20.6% of the 14-20 age group will be attending the college moyen, secondary schools - 21 -

and agricultural centers. The increase in the number of students over the 1965/66 enrolments will be 7.5% of the relevant age group and the part pro- vided by the proposed project will be 3.2%.

90. ANNEX 16 indicates that a total of 19,650 new places will be pro- vided under the project, representing 42.6% of the government's planned expansion in this field from 1965/66 to 1968/69. Of the total, 4,560 places (39.8% of the government-planned expansion) will be allocated to college moyen, 14,010 places (44.7%) to secondary schools and 1,080 places (31.8%) to agricultural training centers. The project provides 13,460 places for boys and 6,190 for girls. Of the 6,212 boarding places, 4,274 are for boys and 1,938 for girls.

91. About 27,000 students (17,800 boys and 9,200 girls) will be attending the 16 schools for which equipment only is to be provided. This number is divided among college moyen (8,000), first cycle secondary courses (14,000) and second cycle secondary courses (5,000).

92. The lists of equipment required for all project schools have been examined and amended where necessary. As they now stand, they are adequate to the needs of the curricula, but not excessive.

Cost of the Project

93. The cost of construction, professional fees, and equipment for each project item is shown in ANNEX 17. The total cost, including 15% allowance for contingencies, amounts to 10.4 million dinars ($19.8 million). The following abstract gives the breakdown for each major project group: Cost in Dinars

Furniture Professional Project Item Construction & Equipment Fees Total 9 new multilateral schools 3,803,000 1,241,000 170,000 5,21h,000 Expansion of 6 schools 1,332,000 541,000 96,000 1,969,000 Equipment of 16 multilateral schools - 1,183,000 - 1,183,000 3 new agricultural training centers 549,000 111,000 12,000 672,000

5,684,00o* 3,076,000* 278,000 9,038,000 Contingencies, 15% 1,356,000

TOTAL DINARS 10,394,000

EQUIVALENT U.S.$ $19,749,000 Say $19.8 million * Including foreign exchange component of about 20% for construction and about 60% for furniture and equipment. - 22 -

94. The cost estimates for construction are realistic; they are based on standard costs per square meter, to which have been added the costs of external works, special foundations where required, and fixed installations. The estimates take recent building experience and tenders into account.

Unit Costs

95. Considering construction only and taking the 9 complete multi- lateral schools with 12,460 students of whom 4,392 are boarders, the average cost per student-place is about 300 dinars ($570). If the costs of furni- ture, equipment, and professional fees are added, the average cost per student-place is 417 dinars ($792). Construction costs per pupil for teach- ing accommodations and boarding accommodations are 190 dinars ($361) and 325 dinars ($618), respectively. In the three agricultural training centers where all students are boarders, the overall cost per student-place is 620 dinars ($1,176).

96. A comparison of the cost per secondary school place with that of similar schools in the first credit is of interest. In the first credit the average construction cost, based on present enrolment, was in excess of 400 dinars per place whereas the cost per place for new schools in the present project is estimated at 300 dinars. A true comparison requires that allowance should be made for the lower ratio of boarding accommoda- tion and the increased cost of materials and wages in the later project. With these corrections, the present project shows a saving of some 25% in construction costs per student-place. On this basis, construction cost of the 15 schools has been reduced by about $2.7 million. Implementation of Projects

97. Sketch plans have been prepared for all schools, for some of which completed plans were available and tendering had already taken place. Con- struction work on all secondary schools in the proposed project could begin not later than October 1966 and the building of the three agricultural training centers could commence early in 1967. 98. Sites are available for all schools within the project and have been acquired by appropriation of state-domain land, by purchase from local funds, and by gift.

99. The proposed project is expected to be completed in three years, with expenditure phased as follows:

First year, 1966/67 Tunisian Dinars 3.12 million, or 30% Second year, 1967/68 Tunisian Dinars 4.68 million, or 45% Third year, 1968/69 Tunisian Dinars 2.60 million, or 25%

TOTAL PROJECT COST Tunisian Dinars 10.40 million ($19.8 million)

The I4inistry of Public Works is quite capable of handling and supervising the building program. Procurement will be consistent with Bank/IDA guide- lines and regulations for international competitive bidding. - 23 -

VIII. CONCLUSIOiNS AND RECOIENDATIONS

100. Tunisia has made outstanding progress in the expansion of pri- mary education, the effect of which is apparent in the increasing number of qualified primary school leavers for whom additional secondary school facilities have to be provided (paras. 41-43).

101. The Four-Year Development Plan (1965/66-1968/69) env-saging ex- pansion of college moyen enrolment from 23,000 to 34,500 and secondary enrolment from 57,000 to 88,000 is realistic, and will help to meet the country's requirements in middle- and higher-level trained manpower (paras. 72, 73). The percentage of students in the general sections of the college moyen is to be reduced and the percentage in commercial and industrial sec- tions increased (para. 17).

102. The school system is based on the French pattern, with the French language retaining its importance in the secondary cycle, although Arabi- zation is proceeding gradually. The need to recruit expatriate teachers, mainly French, will continue for a number of years. The prospect for re- cruiting these teachers is favorable. However, a major effort will be made to train local replacements as rapidly as possible (paras. 25, 26, 53, 54, 66).

103. Despite recent progress, a significant feature of the school system remains the high rate of repeaters and drop-outs (paras. 42, 58, 59). The government has pledged to increase its efforts to reduce the rate of drop-outs and repeaters.

10h. In school construction considerable economy has been achieved as a result of the studies made by the Tunisian authorities and recommenda- tions contained in the London Group report which the Bank helped finance. The space standards now adopted are satisfactory. Compared with the first credit, the cost per student-place has been reduced by about 25% (para. 96).

105. The School Planning Division in the Ministry of Education is in- adequately staffed. The government has given assurances it will strengthen the staff of this Division (para. 74). 106. In general, the educational standards, curricula, organization, and teaching practices of the Tunisian educational system are sound. The government has agreed to take corrective action with regard to certain specific deficiencies which were noted (paras. 20, 31, 40).

107. Educational developments to date under the 1959-69 Ten-Year Program have claimed an increasing share of government resources (para. 61) and the financial implications of the current 1965-69 Four-Year Plan are that this trend will continue (para. 68). The government recognizes that this trend cannot continue indefinitely and will initiate a review immediately to reduce the growth in educational. expenditure to a rate not greater than the growth of the national product. The Association will be kept fully informed of the progress and results of the review.

108. In view of the assurances referred to above, the proposed project provides a suitable basis for an IDA development credit. The proposed credit in the amount of $13 million would cover approximately two-thirds of the total cost of the project including professional fees and contingencies.

September 1, 1966. ANI2EX 1

TUNISIA

POPULATION DISTRIBUTION BY AGE GROUPS

ACCORDING TO THE 1956 CENSUS

Age Group Males Females Total %

O - 5 years 357,000 350,600 707,600 20.0 6 - 9 192,200 190,600 382,800 10.8

10 - 14 193,600 192,500 386,100 10.9

15 - 19 165,500 146,500 312,000 8.8

20 - 24 147,000 146,500 293,500 8.3 25 & over 703,000 759,000 1,462,000 11.2

TOTALS 1,758,300 1,785,700 3,544,000 10O.C%

April 1966 ANNEX 2 TUNISIA: THE STRUCTURE OF EDUCATION, 1965/66

SCHOOL YEAR 1 2 3 4 5 6 7 8 9 10 1I 12

"COLLEGE MOYEN" GENERAL

COMMERCIAL

INDUSTRIAL

PRIMARY EDUCATION

SECONDARY EDUCATION

TECHNICAL APPLIED MATHEMATICS

A ENTRANCE EXAMINATION O "COLLEGE MOYEN" BREVET * SECONDARY EDUCATION, INDUSTRIAL AND COMMERCIAL BREVET COMMERCIAL HIGHER 0 SECONDARY EDUCATION, BACCALAUREAT EDUCATION O PRIMARY TEACHERS DIPLOMA

GENERAL LIBERAL ARTS

SCIENCES

MATHEMATICS

TEACHER TRAINING

PRIMARY SECONDARY (R) IBRD-3007 ANNEX 3

TUNISIA

SNiMAUfY OF THE NUMBER OF WEEIKY HOURS

IN THE "COLLEGE MOYEN" RANGING FROM CLASS I TO III

SUBJECTS GENJERAL C01MERCIAL INDUSTRIAL (BOYS) INDUSTRIAL (GIRLS)

Languages 13 13-12 8-6 8-6

Mathematics & Science 7 6-3 5-7 5

History,.Geography 4 4-3 3 3 & Civics

Drawing, Practical Training & Physical Education 6-8 4-2

Commercial Training -- 4-15 -- --

Workshop, Technology & Drawing -- -- 24-27 22-26

Home Management, Child Care ------2-1

TOTAL 30-32 31-35 40-43 40-41. ANNEX 4 TUNISIA

Eirst Cycle of Secondary Education

Summary of the Nurmber of' Weekly Hours Ranging from Class I-III

SUBJECTS GENERAL ECOUOI7IIC TECHNICAL

Languages 14-15 14-15 14-13

Mathematics & Science 6 6 6-7

History, Geography & Civics & Physical Education 7 7 7-5

Workshop, M4echanical Drawing, Art Drawing & Technology 5-3 6-1 5-14

Commercial Subjects -- 0-5 --

TOTAL 32-31 33-34 32-39 ANNEX 5.

SECONDARY EDUCATION

Summary of Wieekly Hours for 4th-6th Classes

General Section

Primary Modern Classical Teacher Languages Arabic Science Maths Training Section Section Section Section Section

Languages 16-8 14-7 12-2 12-2 14-6 Maths and Sciences 7-6 7-6 12-18 11-20 7-9 History, Geography and Civics 4 5 4 4 5-4 Philosophy and Moslem Thought 0-9 0-10 0-5 0-5 0-9 Drawing, Workshop, Phys. Ed. and Music 5-3 5-3 5-3 5-3 9-5

TOTAL 32-30 31 33-32 32-34 35-33

Economic Section

Secretarial Accounting Economics

Languages 12-8 9-6 12-5 Maths and Sciences 1-0 2-4 8-7 General Subjects 7-6 7-3 7-14 Specialization 14-21 12-23 5-7

TOTAL 34-35 30-36 32-33

Industrial Section

Asstt Lab. Ladies Mechanical Electrical Radio Chemist Asstt Dressmaking

General Subjects 5-3 5-3 5-3 5-3 5-3 6-4 Maths 6-5 6-5 6-5 6-5 6-5 3-2 Physics and Chemistry - - 2 23-28 11-14 3 Workshop 14-18 12-8 8 - 8-4h Dressmaking - - - - - 21-20 Technical Subjects 13-12 17-24 17-22 2-4 8-12 5-7

TOTAL 38 40 4o 4o 38 36 TUNISIA: SYSTEM OF AGRICULTURAL EDUCATION

AGRICULTURAL TRAINING CENTER

IE) 2 OUTPUT.- (2) SKILLED FARMER ® JUNIOR TECHNICAL ASSISTANT ADMINISTRATION- © SENIOR TECHNICAL ASSISTANT MINISTRY OF NATIONAL EDUCATION AGRICULTURAL ENGINEER MINISTRY OF AGRICULTURE AGRICULTURAL © AGRONOMIC ENGINEER 46COLLEGE MOYEN"

AGRICULTURAL SECONDARY SCHOOL HIGHER NATIONAL SCHOOL (2nd CYCLE) OF AGRICULTURE

I I I

l~~~~~ I I r-n r-n r-nI r-n r-n r-i I L I i- -i 2 I - 3 - 4 I---I 5 I--' 6 1--j

k______PRIMARY >k SECONDARY_ HIGHER _ EDUCATION EDUCATION EDUCATION z z m IBRD- 300 Ai,PihX 7 TUNISIA

PROVISION UNDER THE TEN-YEAR PROGRAM OF SCOLARISATION

Number of students 1959/60 - 1968/69

(1) (2) (3) Primary "College Moyen" Secondary Total

1959/60 372,948 8,942 20,041 401,931 1960/61 428,071 10,119 214,8140 463,030

1961/62 484,961 ll,417 30,220 526,598 1962/63 522,600 14,915 33,120 570,635

1963/614 577,800 17,005 39,780 6314,585

19614/65 627,100 19,475 47,010 693,585

1965/66 717,093. 23,037 57,34 797,474 1966/67 738,500 28,670 67,880 835,050

1967/68 788,200 33,690 79,830 901,720

1968/69 8440,800 39,020 97,530 977,350

The Tunisian Government has modified the figures for the three years 1966/67, 1967/68 and 1968/69 more realistically, as follows: 1966/67 770,049 27,345 64,806 862,200

1967/68 827,021 30,680 75,625 933,326

1968/69 878,649 314,1495 87,916 1,001,060

April 1966 TUNISIA: EDUCATIONAL PYRAMID ENROLLMENT IN PRIMARY AND SECONDARY SCHOOLS, 1965/66

2nd CYCLE -SECONDARY

12 2,428 838

l 1 4,481 1,547

10 5,342 1,845

Ist CYCLE-SECONDARY AND "COLLEGE MOYEN"

9 10,764 3,848

8 BOYS 15,345 5'345 GIRLS

7 21,017 7 815

PRIMARY

6 55,109 ' ]19,106

I ~~102,344 67,432

100,000 80,000 60,000 40,000 20,000 0 20,000 40,000 60,000 80,000 BOYS GIRLS z

IBRD -3006 X ANNEX 9 TUNISIA

ACTUAL DEVELOPMENT OF PRIMARY EDUCATION IN GOVERNMENT SCHOOLS 1958/59 - 1965/66

Grades 1958/59 1959/60 1960/61 1961/62 1962/63 1963/64 196h/65 1965/66

1 88,4o8 100,044 105,993 119,697 142,322 153,197 164,408 169,776

2 67,437 72,501 84,595 95,081 105,159 119,763 128,890 139,458 3 60,969 66,994 74,831 86,421 94,067 106,803 119,930 128,363

4 42,768 53,740 62,505 69,421 77,802 87,842 99,594 110,733 5 33,803 39,129 48,872 57,994 64,280 73,254 83,178 94,448 6 26,977 29,127 31,962 37,822 43,743 52,200 62,766 74,315

TOTAL 320,362 361,532 408,758 465,577 527,373 593,059 658,766 717,093

No.of schools 889 993 1,108 1,316 1,521 1,713 1,845 1,929

No.of class- sections 7,474 8,903 9,984 11,255 12,816 14,409 15,787 17,333

No.of teachers 5,358 6,155 7,128 7,736 9,095 10,562 11,564 Average No. 12,342 of pupils per teacher (60) (59) (57) (60) (58) (56) (57) (58)

April 1966 ANNEX 10

TUNISIA

PRIMARY SCHOOL ENROLMENT 1965/1966

Taken November 1965

Boys Girls Total

Grade 1 102,344 67,432 169,776

Grade 2 88,229 51,229 139,458

Grade 3 84,045 44,318 128,363

Grade 4 75,748 34,985 110,733

Grade 5 66,695 27,753 94,448

Grade 6 55,209 19,106 74,315 TOTALS 472,270 244,823 717,093 65.9% 34.1% 100% No. of Primary Schools . . . . . 1,929

No. of Class-sections . . . . . 17,333

No. of Classrooms...... 9,154

No. of Teachers...... 12,342

Average No. of pupils per class-section - 41

it ," it classroom - 7

"t ,,"t tF"t teacher - 5a

April 1966 TUNISIA ENROLMENT IN THE COLLEGE MOYIEN SYSTEM, - 1965-1966 ANNE 11

15 November 1965

General Commercial Industrial Total Grand Boys Girls Tot Boys Girls Total Boys Girls Total Boys Girls Total

1st year 2875 1220 4095 1508 513 2021 2816 1076 3892 7,199 2809 10,008

2nd year 2217 857 3074 1059 378 1437 2251 719 2970 5527 1954 7,481 3rd year 1795 701 2496 656 335 991 1576 485 2061 4027 1521 5,548

TC1rALS 6887 2778 9665 3223 1226 444h9 6643 2280 8923 16753 6284 23.,037

42.0% 19.3% 38.7% 100%

April 1966 TUNISIA ANNEX 12 ENROLMENT IN ALL TYPES CF FULL SECONDARY EDUCATION (except "College Moyen") as at November 15, 1965

Mathe- Liberal matics & Indus- Tea- Trad. Arts & Sciences Econo- Techni - trial cher Zaitouna Lan- & iM4athe- mics cal sub- Sec- Train- (Islamic Year Common General guages matics Section jects tion ing Studies) TOTAL Boys Girls 3/

1st 18,324 - - - _ _ - 266 1/ - 18,590 13,818 4,772

2nd - 9,631 - - 1,609 (1,662) 291 1/ 16 13,209 9,818 3,391

3rd - 6,741 - - 1,239 (1,072) - 12 9,o64 6,737 2,327

TOTAL 18,324 16,372 - - 2,848 (2,734) 557 28 40,863 30,373 10,490 lst______Cycle

4th - - 1,970 1,758 1,016 243 807 1,375 18 7,187 5,342 1,845

5th - - 1,460 1,526 913 236 739 1,LhO 14 6,028 4,481 1,547

6th - - 576 795 364 123 365 899 144 2/ 3266 2,428 838

TOTAL - - 14,oo6 4,079 2,293 602 1,911 3,414 176 16,481 12,251 4,230 2nd _ _ Cycle

TOTAL 18,324 16,372 4,oo6 4,079 5,141 (5,247) 3,971 204 57,344 42,624 1h,720 4/

Sec. _ Educ.

1/ - Moniteurs; 2/ - Mostly classical; 3/ - Proportionate division; 4/ - Actual figures.

April 1966 TUNISIA AIMEX 13

TEACHERS SALARY SCALES

(in Dinars per annum)

Holders of University University Primary School First Cycle Holders of Postgraduate Assistant Full Teachers Sec. Teachers Univ.Degrees Degrees Professors Professors Initial Final Initial Final Initial Final Initial Final Initial Final Initial Final

1. Tunisians 612 1,192 657 1,247 858 1,656 1,162 1,985 981 2,009 1,671 2,259

2. French engaged under the Franco-Tunisian agreement 1,154 2,409 1,223 2,916 1,635 3,784 2,073 4,828 1,781 3,011 3,784 4,818

3. Belgians engaged under the Belgian-Tunisian agreement 710 1,415 779 1,495 1,025 1,995 1,391 2,390 1,167 2,41h 2,010 3,530

4. Foreign teachers outside bilateral agreement 979 1,936 1,120 2,302 1,253 2,895 1,663 3,933 1,550 2,462 3,273 3,942

N.B. - The salaries given above for French and Belgian expatriates represent the Tunisian share only.

Vay 1966 TUNISIA ANNEX 14

DISTRIBUTION OF EMLOYMENT

in 1964 and 1968

(A) (B) 1964 1968

Agriculture 680,000 700,OCO Fishing 15,500 17,000

Sub-total 695,500 717,OC0

Extractive industries 18,000 23,C00 Food processing 25,000 33,000 Textiles and clothings 70,000 80,000 Woodworking and furniture 6,500 8,500 Paper and cellulose industries 1,300 2,000 Printing and bookbinding 2,000 3,5co Leather and footwear 6,o0o 8,000 Chemicals and rubber 4,000 7,000 Ceramics and glass 8,000 11,000 Mechanical and electrical industries 15,000 23,000 Miscellaneous Industries 10,000 13,000 Building industry and public works 85,000 94,000 Water and electricity 6,000 8,ooo Sub-total 256,800 314,COO

Commerce 87,000 90,o000 Banking, insurance 5,000 6,000 Transportation and communication 31,000 34,000 Other services 65,000 77,000 Administration 86,oco 93,000

Sub-total 274,000 300,000

TOTAL 1,226,3CO 1,331,000

May 1966 TUNISIA ANNEX 15 ACCOMi1'ODATION TO BE FDTANCED IN SCHOOLS TO BE ENTIRE:LY CONSTRUCTED OR EXPANDED PART A

Number of Number of Kitchen Ordinary Specialized Number of Admin. Dormitory and Dining New Staff Schools Classrooms Rooms Workshops Rooms Gym Accommodations Accommodations Houses 1. Akouda-Kalaa 20 9 6 8 1 360 660 4 2. Dubosville 20 9 6 8 1 480 780 ). 4 Houmt-Souk 40 24 6 8 1 864 1,464 4 4 * Kebili 13 6 3 8 1 480 880 4 5. Kerkennah 13 6 3 8 1 240 640 6. Mateur 4 20 9 6 8 1 720 1,120 4 Mt.oknine 19 9 6 8 1 288 8. Sidi Bouzid 638 4 20 9 6 8 1 480 780 4 9. Souk E1 Arbaa 19 9 6 8 1 480 780 4 TOTAL 184 90 48 72 9 4,392(boarders) 7,742 (diners) 36 Extensions PART B 10. Gabes - Lycee Boys 20 18 5 6 - 360 660 3 11. Gabes - College Moyen 10 7 6 5 - - _ 3 12. Kairouan - 24 6 - _- - 13. Menzel Bourguiba 8 12 1 4 - 380 640 1 14. Rades 22 13 - 7 - - 15. Rhalia Park 20 4 _ _ _ _ TOTAL 80 78 18 22 - 740 1,300 7 PART C AGRICULTURAL CENTERS Sbihou 16. 4 2 - 6 - 360 360 3+ 6 flats 17. Sbeitla 4 2 - 6 - 360 360 18. Takelsa 3+ 6 flats 4 2 _ 6 360 360 3+16 flats TOTAL 12 6 - 18 - 1,080 1,080 9+28 flats (of 1 or 2 rooms) GRANiD TOTAL 276 174 66 112 9 6,212 10,122 52+28 flats (of 1 or 2 rooms) ANNEX 16

TUNISIA

STUDENT ENROLLMENT IN THE SCHOOLS INCLUDED IN THE PROJtCT

(Number of Students/Number of Classes)

SECONDARY "COLLEGE MOYEN" First Cycle Second Cycle GRAND of whom Boarders Half CATEGORY A - NEWSCHOOLS General Industrial Comznercial Total General Technical Economic Total General Technical Economic Total TOTAL Boys Girls Boys Girls Boarders

1. Akouda_Kalaa 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/73 - lhOO/38 950 450 240 120 300 2. Dubosville 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/23 - 14)0/38 950 450 360 120 300 3. Htoumt-Souk - - - - 600/16 140/4 140/4 880/24 820/24 410/12 410/12 1640/48 2520/72 1670 850 480 384 600 4. Kebili 110/3 110/3 110/3 330/9 410/11 70/2 70/2 550/15 - - - - 880/24 600 280 360 120 400 5. Kerkennah 110/3 110/3 110/3 330/9 410/11 70/2 70/2 550/15 - - - - 880/24 600 280 120 120 400 6. Mateur 110/3 330/c 110/3 550/15 710/19 70/2 70/2 850/23 - - - - 11400/38 950 450 480 240 400 7. Moknine 110/3 330/9 110/3 550/15 600/16 70/2 70/2 740/20 - - - - 1290/35 900 390 144 144 350 8. Sidi-Bouzid 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/23 - - - - 1.400/38 950 450 360 120 300 9. Souk-el_Arbaa - (Girls) 110/3 330/9 110/3 55o/15 600/16 70/2 70/2 740/20 - - - - 1290/35 - 1290 - 480 300

TOrAL CATEGORYA 880/24 2200/60 880/24 3960/108 5460/I46 700/20 700/20 6860/186 820/24 410/12 410/12 16o40/8 7570 4890 25h44 1848 3350 ______- - ~~~~~~~~~~~~~~~~~~~~~~~~~~~121460/3142-4392)

CATEGORY B - EXTENSION OF EXISTING SCHOOLS

10. Gabes _ Boys Lycee ------50o/l55 550/15 300/8 1400/38 1400/38 11400 360 - 300 11. Gabes _ College Moyen 100/3 100/3 140/12 600/18 - _ _ 600/18 600 - - _ _ 12. Kairouan - - - - 300/9 70/2 70/2 440/13 410/12 205/6 205/6 820/24 1260/37 1260 - - - 13. Menzel-Bourguiha ------580/17 - 220/6 800/23 800/23 550 250 290 90 260 14. Rades - Technical Lycee - - - - _ - - 350/10 200/6 450/13 1000/29 1000/29 1000 - - - 15. Rhalia Park - - - - 300/9 - 400/12 700/21 200/6 - 150/4 350/10 1050/31 - 1050 - - _

TOTAL CATEGORY B 100/3 100/3 1OO/12 600/18 600/18 70/2 470/14 1140/34 2090/60 955/27 1325/37 4370/124 64810 1300 650 90 560

CATEGORY C - SCHOOLS TO BE PROVIDED WITII EQUIPMENT ONLY

16. Bardo 110/3 330/9 110/3 55o/i5 600/16 70/2 70/2 740/20 - - - - 1290/35 - 1290 17. Djebeniana 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/23 - - - - 114u0/38 950 450 18. Glabes - (Girls) 110/3 330/9 110/3 550/15 600/16 70/2 70/2 740/20 - - - - 1290/35 950 340 19. Hamman Lif - (Girls) 110/3 330/9 110/3 55o/15 600/16 70/2 70/2 740/20 - - - _ 1290/35 - 1290 20. Kasserine 110/3 330/9 110/3 550/15 600/16 70/2 70/2 740/20 - - - - 1290/35 900 390 21. Mahares 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/23 _ - - - 1400/38 950 450 22. Muhdia 110/3 220/6 110/3 440/12 1450/12 140/lA 140/4 730/20 620/18 310/9 310/9 1240/36 21410/68 1580 830 23. Maktar 110/3 330/9 110/3 550/15 710/19 70/2 70/2 850/23 - - - - 1400/38 950 450 24. Medenine 110/3 330/9 110/3 550/15 600/16 70/2 70/2 740/20 - - - - 1290/35 900 390 25. Nabeul 110/3 220/6 110/3 440/12 450/12 140/4 140/4 730/20 620/18 310/9 310/9 1240/36 2410/68 1580 830 26. Souk-el-Arbaa (Boys) 110/3 420/1? 110/3 6h0/18 810/22 140/4 140/4 1090/30 - - - - 1730/48 1730 - 27. Sousse Lycee - - - - 1600/44 - 340/10 19140/54 960/32 - 650/21 1610/53 3550/107 3450 100 28. Sousse 1]0/3 330/9 110/3 550/15 600/16 70/2 70/2 740/20 _ - - - 1290/35 900 390 29. Tozeur 110/3 330/9 110/3 550o/5 600/16 70/2 70/2 740/20 - - - - 1290/35 900 390 30. Tunis - Bab_el-Khadrs 220/6 540/15 220/6 980/27 790/21 140/4 140/4 1070/29 - - _ _ 2050/56 2050 - 31. Filnas - M,,ntfleury _ - - - 590/16 - 210/6 800/22 490/15 - 290/9 780/24 1580/46 - 1580

TOTAL CATEGOFY C 1650/145 4700/129 1650/45 8000/219 1260/36 1810/52 2690/83 620/18 156(/48 4870/149 17790 9170 - = - 11020/296 - 114090/384 - = 26960/752 = -

'ATEGORY D - PGRICULTUhIAL TRAINING CENTEPS

Number of Students (All Boys)

32. Sbihou 360 33. Sbeltla 360 314. Takelsa 360

TOTAL CATEGORY D lo0O TUNISIA - Education P_o1ect

Breakdown of Costs

Location Type of school Total en.. of whom of whom Total estima- Constructilm (Gouvernorat) Professional Furniture rollment boarders half-boarders ted capital cost of buildLngs fees &equipment 1/ g/ ~'3/ W

CATEGDRYA (New schools, construction and equipment)

I Akouda.Kalaa (Sousse) Coll.Sec.M.Mixte 1.400 360 300 524.600 373.000 15.000 136.600 2 Dubosville (Tunis) Coll.Sec.M.Mixte l.800 [80 300 506.000 348.500 13.000 3 Hfoumt-Souk (Medenine) Lycee Maxte 1I44.500 2.500 864 600 1.086.100 802.500 50.000 233.600 4 Kebali (Gabes) Coll.Sec M.Pgixte 900 480 400 492.700 358.000 16.000 118.700 S Kerkennah (Sfax) Coll.Sec.M.Mixte 900 240 400 489.8DO 370.500 11.O00 105.3co 6 Mateur (Bizerte) Coll.Sec.MJiaxte 1.400 720 o00 570.300 4o01.500 15.000 153.800 7 Moknine (Sousse) Coll.Sec M4ixte 1.300 288 350 509.500 360.000 16.000 133.500 8 Sidi-Bousid (Gafsa) Coll.Sec.M.Mixte 1.O00 480 300 548.000 387.000 17.000 l14h.000 9 Souk-el-Arbaa (Souk_el_Arbaa) Coll.Sec.M.J.Filles 1.300 480 300 486.500 402.000 11.000 70.500 Sub-total T.D. 5.213.500 3.803.000 170.000 1.2hO.500 CATE3CtY B (Extensions, construction and equipment)

10 Gabes (Gahes) Lycee Garcons 1.400 360 300 571.500 359.500 30.000 182.000 11 Gabes (Gabes) Coll.Moyen Garcons 600 - - 292.400 186.000 12.300 91.100 12 Kalrouan (Kaircuan) Lycee Garcons 1.260 - - 392.800 209.000 16.000 167.8DO 13 Menzel-Bourguiba (Bizerte) Lycee Mixte 800 380 260 310.000 241.D0O 20.000 49.ooo 14 Rades (Tunis) Lycee Technique 1.000 - - 283.600 234.000 12.000 37.600 15 Rhalis Parc (Tunis) Lycee J.Filles 1.050 - - 118.600 102.000 6.ooo 10.600 Sub-total T.D. 1.968.900 1.331.500 96.30_ 541.100 CATEOtRY C (Equipment only)

16 Bardo (Tunis) Coll.See.H.J.Filles 1.300 - - 33.000 - - 33.000 17 Djebeniana (Sfax) Coll.Sec.MJq2xte 1.400 - - 93-500 - - 93-500 18 Gabes (Gabes) Coll.Sec.14.J.Filles 1.300 - - 33-000 - - 33-000 19 Harmma.Lif (Tunis) Coll.Sec.M.J.Filles 1.300 - - 33.000 . - 33.000 20 Kasserine (Kasserine) Coll.Sec.M.Mixte 1.300 - - 93.500 - - 93.500 21 Kahares (Sfax) Coll.Sec.MJMixte 1.400 - - 93.500 - - 93.500 22 Mahdia (Sousse) Lycee Mixte 2.400 - - 7.400 - - 7.400 23 Maktar (Le Kef) Coll.Sec.M.Mixte .100 - - 93.600 -_ 93.600 27 Medenine (Medenine) Coll.Sec.M.Jixte 1.300 - - 93.700 - - 93.700 25 Nabeul (Nabeul) Lycee Garcons 2..00 - - 177.800 _ - 177.8DO 26 Souk-el-Arbaa (Souk-elArbaa) Coll.Sec.M.Oarcons 1.700 - - 84.500 _ _ 8.500 27 Sousse (Sousse) Lycee Garcons 3.550 - - 16.000 - - 16.COO 28 Sousse (Sousse) Coll.Sec.M.Mixte 1.300 T - - 104.700 - _ 104.700 29 ozeur (Gafsa) Coll.Sec.M.Mixte 1.300 - - 105.300 - - 30 umis-Bab-El Khadra (Tunis) Coll.Sec.M.Uarcons 105.300 T 2.000 - - 105.500 - - 105.500 31 unis Montfleury (Tunis) Lycee JJFilles 1.580 - - 15.000 - 15.000 Sub-total T.D. 1.183.000 - - 1.183.000

CATELCMYD (Agricultural Centers, construction and equipment)

32 Sbihou (Kairouan) C.F.P.A.6/ 360 360 _ 219.900 179.000 4.ooo 36.9007V 33 Sbeitla (Kasserane) C.F.P.A. 360 360 _ 219.900 179.000 4.ooo 36.900t/ 314 Takelsa (Cap Bun) C.F.P.A. 360 360 _ 231S6 6 o 190.9801 4.000 36.9001/ Sub-total T.D. 67.0 1890 12.000 110.700

Total T.D. 9.037.000 5.683.400 278.300 3.075.300

Contingencies 15% 1.355.500 T Grand otal Tunisian Dinars 10.392.500 , say Tumnsian Dinars 10.14 million

1/ In Category B : added enrollment, ln Category C total number of students utilizing equapment 2/ a .e. nenv-suon of meals but not of lodgang 3/ Excluding contingencies bT/ Including costs of sDecia3 foundations, eytera-l works and faxed inqtallatLons 5/ Tn Category C: excluding furniture Ce:tre de, -- itsoa resson.ie Apr-cola 7/ Includanrs farm er apment E X IS T I N G S C H OO L S SCHOOLSIN PROJECT CGNSWUCTIONEBUJIPEBOA IS ESIA!PEBT ONLY , A Q MIXED (D o i

LYCEE 8 COLLEGE BOYS BUOURGUIA

0 0) 5 MATEURO TECHNICAL LYCEE ( 0 2 SANMABTH

BOYS ~~~~~~~~~~~~~ L~~~~~~DT*BOb..b UNIS >,:A YS AI EA . * OULETTEj ~~ ~ ~ MNEL FIRST CYCLE GIL LiDAHIM AM A W Z-

SECONDARY SCHOOLS _°A * MIXED rn SOUK A EJE2 ELGRA ,OG MBALIA

BOYS 13 13 n EL ARBA FIRST CYCLE SECONDARY a GIRLS F2 A M IJ OZAGOUAN COLLEGE MOYEN P.._ "d-AMMAMET F.I,. MIXED E3 [M AA 7

OYS A A, *LE KEF - , COLLEGE MOYEN GIRLS A OA A A

MIXED &s AKOUD i) El [ DA IKAL^ A/\ .A, i MEN OMAKTAR 0 A AA OUSSE TEACHER TRAINING CENTERS ,R 0 'MzNAS\IROT WOMEN W~~~~iKAIROUAN* MSAKEN SR HELLALrI 1 ~~~~~~~~~~~~~~~~7

AGRICULTURAL TRAINING CENTERS A A HAFFOUZO A OJEMAML KONNEF El

GAMMARTH E MAHOIAW ( TUNIIKLAMARSA A A S A B rSN/ I / <, X 510~~~~~~~~~~~~~~~~~~~SDALI BE14 TUNIS AREA 0 HAGE A' - N3AASRALLALE

A ~~~~~~~~~~~~~~~~KASSERIE

[) 1@ t t t AF3 GOULETTE KASSERINE |I| Q AOQA A . m ODJEBINIANA

=00 00 i I J SIDIBOUZID - A rt rt,^ ~~RAGES i@ A\~~~~~~~ 0 K N A

o~~~~~~~~~~~~~~m,MAHARES METLAOUIA GAFSA

TOZEUR 0

~~~~ ~ ~~~~~~~~~~~~~~ABESHOUMET-SOUK ) °IAsU A AA 0 KEBILI -

A AO|ZARZIS

,EJA MEDENINE DISTRICT SUB-OISRCT pop .Ot.T,oN '5 .

I BEJA 9 305000 2 BIZERTE 6 292000 / I A 3GABES 7 224000TU5 GABEs 7 224000 ~~~~~~~~~~~~~U N I S I A ~~~~T 4 GAFSA 10 315000

5 KAIROUAN 7 265000 GEOGRAPHICAL DISTRIBUTION 6 KASSERINE 5 247000 7 LE KEF a 323000 OF B MEDENINE a 305000

9 NABEUL 9 3010O0 EXISTING COLLEGES & LYCEES la SPAX 7 427000 11 SOUKEL ARBA S 247000 MINISTRY OF EDUCATION 12 SOUSSE 10 566000 1965

10 TUNIS 2 714000 20 40 so Bo loo

TOTAL 94 4491000 KILO.ETE.3

IBRD 1769 R xlLY 1966