Document of The World Bank LE COp
FOR OFFICIAL USE ONLY Public Disclosure Authorized
Report No. 262la-TO
REPUBLIC OF TOGO Public Disclosure Authorized
STAFF APPRAISAL REPORT
FIRST EDUCATION PROJECT Public Disclosure Authorized April 18, 1980
Public Disclosure Authorized Projects Department Western Africa Regional Office Education Division
This document has a restricted distribution and may be used by recipients oniy in the perfor ..ian,'e Of their official duties. Its contentsmay not otherwisebe disclosedwithout World Bank authorization. CURRENCY EQUIVALENTS
Currency Unit = CFAF US$1.00 = CFAF 210
MEASURES
1m = 3.28 ft
1 m2 = 10.76 sq ft
1 km2 = 0.38 sq mi
FISCAL YEAR
January 1 - December 31 REPUBLIC OF TOGO FOR OFFICIAL USE ONLY
STAFF APPRAISAL REPORT
FIRST EDUCATION PROJECT
TABLE OF CONTENTS
Page No.
GLOSSARY AND ABBREVIATIONS
BASIC DATA
I. THE EDUCATION AND TRAINING SECTOR ...... 1
A. Social and Economic Factors Affecting the Sector ...... B. The Education Sector ...... Structure ...... (Organization...... 2 Access to Education ...... 2 InternalEfficiency ...... 4 Quality of Education ...... 4 Education Finance. . . 5 Manpower and Employment ...... 6 C. The Government's Education and Training Strategy.. 7 D. The Bank Group's Role in the Sector . . . 9
Il. THE PROJECT ...... 10
A. Project Summary ...... 10 B. Primary Education ...... 10 C. Agricultural Staff and Instructor Training ...... il D. Project Management and Preparation of Future Projects...... 12
III. COST OF THE PROJECT AND FINANCING PLAN ...... 13
IV. PROJECT IMPLEMENTATION...... 17
V. BENEFITS AND RISKS ...... 20
VI. AGREEMENTS REACHED AND RECOMMENDATIONS ...... 22
This report is based on the findings of an appraisal mission that visited Togo in October/November 1978. The mission members were Messrs. M. Meyer (econo- mist), J.C. Lair (general educator), 0. de Messieres (architect), and Mrs. M. Alexander (economist), all of the Bank; and Mr. J.J. Deheyn (consultant - Unesco). Ms. S. Lockwood (economist) of the Bank helped in the preparation of the report.
This document has a restricteddistribution and may be used by recipientsonly in the performance of their officiai duties. Its contents may not otherwise be disclosed without Worid Bank authorization. ANNEXES
1. Structure of the Education System
2.1 Comparative Education Indicators
2.2 Education Pyramid, 1977/78
2.3 Enrollments and Teachers, 1977/78
3. Recurrent Education Budget of the Central Government, 1970, 1974, 1978
4.1 Population, Work Force and Employment, 1961-1980
4.2 Training and Employment of Agricultural Staff
5.1 Cost Summary Table
5.2 Contingency Allowances
5.3 Financing Plan by Project Component and Disbursement Category
5.4 Summary of Specialist Services
5.5 Summary of Fellowships
6.1 Implementation Schedule
6.2 IDA Credit - Schedule of Disbursements
7. Disbursements Against Statements of Expenditure
8. List of Related Documents and Data Available in Project File
MAP No. IBRD 14426 R GLOSSARY/GLOSSAIRE
CAA Agricultural Apprenticeship Center Centre d'Apprentissage Agricole (lower section of CNFPA) (Section inférieure du CNFPA)
CNFPA Agricultural Staff Training Center Centre National de Formation in Tove' (to be renamed INFA) Professionnelle Agricole a Tove'
DIFOP Directorate of Educational Research Direction de la Formation Permanente and Teacher Training de l'Action et de la Recherche Pédagogique
ENA National Agricultural School Ecole Nationale d'Agriculture (higher section of CNFPA) (Section supérieure du CNFPA)
ENI Primary Teachers College Ecole Normale d'Instituteurs
ENS Secondary Teacher Training School Ecole Normale Supérieure
FAC French Aid Agency Fonds d'Aide et de Coopération
INFA National Institute of Agricultural Institut National de Formation Training Agricole
INSE National Institute of Educational Institut National des Sciences Science de l'Education
MDR Ministry of Rural Development Ministère du Développement Rural
MENRS Ministry of National Education and Ministère de l'Education Nationale Scientific Research et de la Recherche Scientifique
UNDP United Nations Development Program Programme des Nations Unies pour le Développement
USAID United States Agency for Inter- Agence des Etats-Unis d'Amérique * national Development pour le Développement Interna- tional
REPUBLIC OF TOGO
BASIC DATA
Population (1977) 2.4 million Population growth rate 2.7% Per capita GNP (1977) US$300
Enrollments (1978): No. of Students Age Group % of Age Group % Girls
Primary 421,436 6-11 73.8 37
Lower secondary 79,249 12-15 18.3 24 Upper secondary 9,160 16-18 2 16
Technical education and vocational training 7,867 12-18 2.2 26
Higher education 4,082 19-22 2.3 18
Literacy rate 18%
Public education expenditures (1978):
as % of GNP 5.5 as % of total government expenditures 26.5
Recurrent cost per student (1978):
Primary US$ 38 General secondary US$ 147 Technical secondary US$ 519 Teacher training US$ 1,398 University US$ 2,148
I. THE EDUCATIONAND TRAINING SECTOR
A. Social and Economic Factors Affecting the Sector
1.01 Togo has a land area of 57,000 km2 and a population of 2.4 million (1977 estimate),growing at 2.7% per year. About 50% of the population are below age 15 and life expectancy at birth is 41 years. Urbanizationhas acceleratedin recent years but is still moderate, with 16% of the population living in towns of more than 10,000 people. French is the official language.
1.02 GNP growth has averaged about 6% per year in real terms since 1970, led by exports of phosphate rock, cocoa and coffee and by construction. In 1976, agriculture,while employingabout 75% of the work force, had a share in GNP of only 27%; industry, includingmining, claimed 27% and the tertiary s'ctor 46%. GNP per capita reached about US$300 in 1977. With the most importanteconomic activities concentratedin the south and in towns, the traditionalincome gap between north and south and between urban and rural areas has probably widened. Rural incomes represent only about one-thirdof the national average, and about 40% of the rural population live in absolute poverty.
1.03 In recent years, the decline of phosphateprices, increase in public expenditures,and sizable external borrowings have led to expenditurelevels which cannot be sustained. Hence in 1979 the Governmentadopted an austerity program for public finance, includinga real decline in budgetary expenditures and cutbacks in commercialborrowing for the next three years. However, growth prospects for the next decade remain fair, based primarily on further expansionof the phosphate and cement-clinkerindustries and agricultural production,but depend to a great extent on success in reestablishingfinan- cial discipline.
1.04 The Government'sdevelopment strategy is to diversify the economy, exploit natural resources,expand food and cash crop production,and improve the country'stransport network. Its policies emphasize equity, employment and balanced regional development to raise incomesand productivityof the rural poor through integratedrural developmentprograms, and improvementof first-leveleducation. The Bank Group and other donors are supporting these objectives in their lending to Togo.
B. The Education Sector
Structure
1.05 The structureof formal education is modeled after the French system: six years of primary school starting at age 6, four years of lower secondaryschool, three years of upper secondary school, and higher studies of varying duration,mainly at the National University in Lome. Pre-primary educationhas been introduced in the main cities but is still modest in - 2 - scope. Each educational level leads to a diploma, and access to the next level is conditional on passing a selective entrance examination. A com- prehensive education reforim,adopted by the Government in 1975, is addressing problens of management, access, efficiency and quality. The structure of the education system is shown in the chart at Annex 1; statistical details are summarized in Annexes 2.1 - 2.3.
Organization
1.06 The Ministry of National Education and Scientific Research (MENRS) is responsible for all formal education and training, including agricultural training which are managed by technical ministries, with pedagogical oversight from the MENRS. Ilost services of the MENRS are centralized in the capital city, but the Government aims to decentralize education administration, particularly services relating to primary education and educational planning. Under the direction of the Minister and the Secretary-General of Education are several departnents, including the Educational Planning Department, the Directorate of Educational Research and Teacher Training (DIFOP) and a depart- ment for each level of education. The formulation of educational policy is the responsibility of the National Council of Education, composed of repre- sentatives of various ministries, political bodies and citizens groups; however, the MENRS has the decisive role in policy-making. The Department of Educational Planning prepares and implements the policies approved by the Council. It also coordinates project preparation, supervises educational investments, and is responsible for data collection and planning. Its school construction unit is responsible for selecting school sites, reviewing building designs and supervising construction; for large-scale construction, supervision has often been delegated to the Ministry of Public Works.
1.07 The Ministry of Rural Development (1lDR) is in charge of the training of extension workers. An Agricultural Training Unit has been created at the request of the IDA appraisal mission, and will be responsible for the training of extension workers and senior agricultural staff. It is headed by a director who will be assisted by an advisory council ("Conseil Supdrieur de Perfectionnement") composed of representatives of agricultural agencies, the teaching staff and the student body. The role of the Agricultural Train- ing Unit is to (a) provide advice, based on the Unit's periodic surveys, concerning program content, curricula and enrollments in the various sections of the National Institute of Agricultural Training (INFA); (b) maintain liaison between the INFA and employers; (c) assist in arranging for practical work assignments for students; and (d) assist in placing INFA graduates in jobs.
Access to Education
1.08 Primary education. With an enrollment of 74% of the 6-11 age group, Togo has one of the highest primary enrollment rates in West Africa. Since - 3 -
1960/61 the growth in student enrollment has been 8.7% per year, going from 103,400 primary school children in 1960/61 to 420,000 in 1977/78. In 1977/78, primary schools enrolled about 420,000 children, representing a net enrollment of 74% of the 6-11 age group. Private schools account for 25% of total primary enrollments. There are, however, considerable regional imbalances: enrollments are highest in Lome' and in the few regional cities, with net enrollment ratios close to 100%, and decrease toward the north where incomes are low and communications more difficult. In three northern districts, net enrollment ratios are below 35%. The growth in enrollments since Togo's independence has been fully supported by parents and village authorities, who have built schools and until 1975 paid for some of the teaching staff. About 30% of the classrooms consist of rough shelters that provide shade but lack walls; 15% are in traditional-type buildings and the remaining 55% are in more durable, low-cost structures.
1.09 Secondary education. The demand for secondary education has increased greatly in recent years as a result of the expansion of primary education and high expectations of returns to secondary schooling. In 1970/71, only 23% of the grade 6 students were admitted to secondary school but the progression rate increased to 52% in 1977/78. In response to demand the Government has liberalized admission standards and intends to introduce a system of automatic promotion from primary to secondary school. Increasing demand is reflected in the fact that from 1974/75 to 1977/78 the number of public secondary schools tripled, increasing from 77 to 223, and enrollments in lower secondary schools grew from about 40,000 to 79,000, representing 36% of the 12-15 age group, of whom 13% were in private schools. As a result of the liberalized admission standards and increased number of secondary schools, it is expected that in 1980 about 75% of sixth graders will enter secondary school either after their first year or repeated years in grade 6. As in the case of primary education, expansion of secondary education has been possible because of local participation in school construction and the hiring of unqualified teachers; only about a third of Togolese secondary school teachers have the normally required academic background.
1.10 At the lower secondary level there are few opportunities for pre- vocational or vocational training. In 1977/78, only about 3,100 students, representing 4% of total lower secondary enrollments, were undergoing such training at four industrial training centers, private commercial schools, and the lower section of the Agricultural Staff Training Center (CNFPA) in Tové. In contrast, of the approximately 13,700 upper secondary enrollments, about a third of the students are attending private commercial schools, two public technical lycées which are well equipped and offer both industrial and com- mercial courses, and vocational schools providing training in the health care, social work, teaching and agricultural fields.
1.11 Women. In Togo's 1970 census, the illiteracy rate for women was estimated at 93%, compared to 73% for men. However, access of women to education, while still low, is improving. By 1977, girls accounted for 37% of enrollments in primary schools, 23% in general secondary schools, 26% in schools providing technical education and vocational training (women students specialize mainly in the secretarial and accountancy fields), and 18% of university enrollments. A new functional literacy program, supported by - 4 -
Unesco and financed by the Norwegian Government, will pay particular attention to the role of women in rural areas.
Internal Efficiency
1.12 About 60% of the students entering grade 1 reach grade 6 and 40% receive a completion certificate. About 80% of the students entering lower secondary school reach grade 10 and 50% graduate. However, the investment required for achieving these results is heavy because of high repetition rates, varying between regions from 20% to 40% in primary school and from 15% to 30% in the lower secondary cycle. It takes 15 student-years instead of the optimum six to produce a primary school graduate, and eight additional student- years for each graduate of the four-year lower secondary cycle. Both the dropout and repetition rates are high in the three-year upper secondary cycle, with less than 50% of grade Il students reaching grade 13 and only about 35% receiving a secondary school diploma.
Quality of Education
1.13 The recent expansion of primary and secondary education has been achieved at the expense of the quality of instruction, which is relatively low. One reason for this is that training for lower secondary and primary teachers, concentrated at the Secondary Teacher Training School (ENS) in Atakpame, is insufficient with an annual output of about 80 lower secondary and 35 primary school teachers. The primary teacher output covers less than 10% of annual teacher requirements. Only 5% of the 7,250 primary school teachers employed in 1977 had received preemployment training. Most of the primary school teachers are recruited from primary and secondary schools; 57% hold a primary school certificate and 43% a lower secondary diploma. In 1977/78, expatriates comprised 12% of the teaching staff in secondary education and 38% in higher education. It is expected that output of teachers for upper secondary schools from the National Univereity will meet future demand.
1.14 The Government is attempting to compensate for the inadequate preparation of primary school teachers through in-service training programs organized by the ENS and the DIFOP and at the district level by school super- visors. On an irregular basis, the DIFOP provides radio broadcasts and correspondence courses for teachers and publishes a monthly pedagogical journal with a circulation of about 500. Due to inadequate staffing and equipment, the DIFOP has not been able to produce pedagogical materials with a wide subject coverage nor to coordinate the use of different media and orga- nize in-service programs on a national scale. Moreover, the exclusive reli- ance on distance-learning has thus far yielded poor results because of logis- tical problems, the inadequate qualifications of the teachers, and the difficulty in designing programs that take account of differences in the teachers' general educational background.
1.15 Taking into account the difficult conditions in primary schools resulting fron untrained teaching staff, overcrowded classrooms, and often inadequate classrooms (para. 1.08), the MENRS has strictly programmed the curricula and teaching methods. Teaching is in French and the curricula - 5 -
are modeled after the French system, which prepares students for further studies but has little relevance to their environment. Similarly, the curricula remain largely academic in general secondary schools, although there are trends toward more practically-oriented science and agricultural subjects, and in some schools agricultural field work has been introduced. These trends toward a more practical orientation are hampered by the lack of qualified teachers.
1.16 The CNFPA in Tové, the only school in Togo which trains junior and middle-level staff for the agricultural sector (including animal husbandry, forestry and small rural civil works) has a good reputation. In recent years, however, several factors have caused concern: (a) enrollments have grown rapidly and this has led to overcrowding of facilities and a lack of teaching and agricultural equipment; (b) management and teaching staff have changed frequently; and (c) pedagogical supervision and in-service training of teachers have been neglected.
Education Finance
1.17 Public expenditures on education were a relatively high 6.5% of GNP in 1978. Private contributions to education were also a relatively high 1.0% of GNP. Despite the rapid expansion of all levels of the formal education system in recent years, the sector's share of the central Government budget increased only moderately, from 24% in 1974 to 27% in 1978, because the Government experienced an overall rapid growth in budgetary expenditures. During this period of expansion of the formal education system, unit costs in Togo have remained relatively low for West Africa; this is attributable mainly to high student/teacher ratios (60:1 in public primary and 48:1 in public secondary schools) and to low teachers' salaries. The median annual salary for primary teachers is US$1,900, representing six times GNP per capita, and US$2,700 for secondary school teachers, representing nine times GNP per capita. As a result, recurrent budget expenditures per student-year are low compared with those in other West African countries, particularly for primary and general secondary education: US$35 for primary and US$139 for general secondary school, US$520 -1,550 for technical/vocational training, and US$2,125 (including scholarships) for higher education. Annex 3 gives details on the central Government recurrent budget for education.
1.18 The central Government budget is the main source of education finance; but parents and, to a lesser extent, municipalities and district governments also contribute to the financing of recurrent and capital expend- itures. Parents pay annual school fees amounting to US$2 - 3 per student in primary school, US$8 in public and US$57 in private secondary school, and US$23 in higher education. They also finance most of the pedagogical mater- ials, at an annual average cost (in 1978) ranging from US$8 per student in public primary to US$49 in private secondary school. In the past, parents and local communities contributed significantly to primary school expansion by hiring unqualified teachers ("moniteurs de village, moniteurs de circon- scription") when the Government could not provide a teacher. In 1970/71 these locally hired teachers comprised 38% of primary teachers in public schools. The parents' share of recurrent cost financing has been declining in recent years and this trend is expected to continue, as (a) the Government is dis- couraging the local hiring of teachers because of the burden this places on the poorest communities (in 1977/78 locally financed teachers represented 6% of public primary teaching staff), (b) fees in public schools are not being increased, and (c) the rapid growth of public school facilities has resulted in a relative decrease in private school enrollments. On the other hand, the importance of local contributions to the financing of capital expenditures has grown: primary schools have always been built by local communities, sometimes with construction materials provided by the Government. This local contri- bution has been extended in recent years to the construction of lower secondary schools and has contributed to the expansion of enrollments (para. 1.09).
1.19 The role of external assistance in complementing national resources has diminished in recent years. In 1973, about 30% of recurrent and 60% of capital expenditures were financed by external sources, but in 1978 these sources financed only 12% of recurrent and 6% of capital expenditures. There are two main reasons for this decline: (a) large externally-financed invest- ment programs, particularly for the National University and financed mostly by French aid, were completed by the mid-1970s, while new investments (e.g., for a technical secondary school in Lome and complementary facilities for higher education) have been financed by the Government or by short-term credits; and (b) expatriate teachers are being replaced by Togolese teachers in secondary and higher education, resulting in a decrease of French technical assistance from US$3.9 (CFAF 865) million in 1975 to US$1.2 (CFAF 274) million in 1978. Nevertheless, France remains the most important donor, accounting for about 40% of total external financing in 1978 (compared with 64% in 1975), followed by the United States (22%), Federal Republic of Germany (12%), European Development Fund (8%) and UNDP (7%), with the remainder financed by other bilateral donors. Fellowships account for 48% of external aid, technical assistance for 43%, and capital expenditures for 9%.
Manpower and Employment
1.20 Togo's work force totals about 900,000 persons, of whom about 75% (670,000) work in the agricultural sector, mostly in traditional smallholding farming. The modern sector employs about 50,000 persons, or 6% of the work force, of which 65% are employed in the public and parapublic sector and 35% in the private sector. The informal urban sector and the unemployed account for the remaining 19% of the total work force. Annex 4.1 gives details on the composition of the work force.
1.21 Because of the rapid growth of enrollments in the formal education system (paras. 1.08 and 1.09) and only.limited expansion of the modern sector, the employment prospects for school-leavers are changing: a larger number must seek employment outside the modern sector. By 1980, about 25,000 mostly unskilled school-leavers, who will have reached at a minimum the last grade of primary school, will enter the job market to compete for the 6,000 jobs in the modern sector. A major concern of the Government is the linkage between education and the traditional rural sector where the balance of school leavers will have to seek employment. A better linkage will be sought through the introduction of agricultural and farm-related subjects in the general education curricula (para. 1.15) to encourage students to consider the possibilities of self-employment in rural areas. In addition, the Government's agricultural policies and investments which aim to improve incomes and access to basic services for the rural poor (para. 1.04) will enhance the attractiveness of farming and farm-related activities. Present Government measures to expand training are expected to result during the 1980s in an adequate supply of skilled manpower for modern sector employment in industry, trade/coiamerce,and health care. However, shortages are expected to persist for agriculture and education,particularly for the extension services. Upgrading and expanding these services to achieve the Government's rural development objectives require increasing the number of qualified staff, particularly at the extension worker and middle level.
1.22 Under the proposed first education project, the CNFPA in Toveè (paras. 1.10 and 1.16) would be expanded and renamed the National Institute of Agricultural Training (INFA) to meet staff training requirements at all levels and particularly at the extension worker and middle levels, as summarized below and detailed in Annex 4.2.
Training Requirements and Supply for Agricultural Staff
-- Demand 1978-1990 --- Supply 1/ Civil Actual Attrition Service Staff Staff Staff and Cumulative Category Level 1977 Growth Promotion Total 1978-1990 Deficit 2/
A2 Senior field 120 320 180 500 380 120 staff
B Supervisors 310 560 440 1,000 730 270
C Extension workers 320 560 320 880 550 330
1/ Including proposed expansion under the first education project. 2/ Requirements not met by the proposed education project.
The proposed increase in capacity takes account of surveys of projected demand, current financial constraints, the Government's program for recruiting students and hiring graduates, and leaves room for further expansion of training at these levels as employment needs are firmed up.
C. The Government's Education and Training Strategy
1.23 Togo belongs to a small group of West African countries where universal primary schooling is feasible over the next decade. However, the system is now at a transitional point and the Government is shifting the emphasis of its efforts from expansion of the general education system to issues of quality and specialized training, particularly through teacher training, training for the agricultural sector and rural development, and adoption of an education reform of the formal education system. Education reform proposals were approved by the Council of Ministers in 1975. The general objectives of the reform are to (a) increase the quality of education through measures to improve teacher training and curricula; and (b) create an equitable education system, ensuring universal first-level education for children and providing adults with opportunities for training; and (c) adapt education and training to the country's manpower needs.
1.24 To achieve these objectives, the Government has adopted the following strategy:
(a) a mandatory basic education cycle of 10 years, allowing students to leave school at an age when they can enter the work force;
(b) introduction of Ewe and Kabie, the two main national languages, at the primary level to replace French as the language of in- struction;
(c) at the primary and secondary levels, revision of the curricula to provide a practical orientation, with a stress on natural science and agricultural subjects at the secondary level;
(d) expansion of teacher training and upgrading programs;
(e) provision of skill training and basic education for adults and out-of-school youths; and
(f) more systematic management by the MENRS of all education and training programs.
1.25 First steps in implementing the education reform are underway. Committees set up by the National Council of Education have studied curriculum reform for primary education and some innovations have already been introduced or are under experimentation. The foeus of curriculum development is on (a) defining a new curriculum outline, (b) conducting research on the two main national languages and, on a trial basis, using them instead of French in primary schools; (c) experimenting with the teaching of simple science and health care courses; and (d) setting up workshops and school gardens on an experimental basis. Successful implementation of the reform of primary education over the long term requires (a) the upgrading and retraining of teachers, particularly with regard to the teaching of science and agricultural subjects and the use of the local languages in the classroom; (b) improved management and supervision of the schools; and (c) coordination of the teacher training and research programs. The Government is concentrating preparatory efforts for the reform of primary education in the DIFOP, which will coordinate curriculum development with the training of teachers and school supervisors. In January 1979, a program to train instructors for future teachers colleges started at the DIFOP, assisted by the National Institute of Educational Science (INSE). A Presidential decree was issued in April 1979 to provide the DIFOP with the authority to carry out these functions. - 9 -
1.26 The Government's goals are sound and its strategy to implement them is reasonable. The shift toward improvements in the quality of primary education is justified, as Togo has already made considerable progress in improving access (para. 1.08). The emphasis on practical subjects in both primary and secondary education is appropriate because the modern sector can employ only a limited number of graduates (para. 1.21) and students should be prepared for self-employment in the informal urban and rural sectors. As almost everyone in Togo speaks either Ewe or Kabie, their introduction as the language of instruction in primary school should increase the relevance and efficiency of the education system, particularly in those geographical areas where French is rarely spoken. Given the scarity of resources available for educational expenditures, the expansion of primary education from six to ten years and the provision of basic education to adults may be ambitious.
1.27 Several external agencies are expected to provide aid to the Government to assist in reaching its goals. FAC is continuing substantial assistance to the National University of Lome and finances teachers for secondary and technical education. Two industrial training centers at the lower secondary level will be built in Dapaon and Kpalime, financed by the African Development Fund; this project includes training for technical instructors and a planning unit for technical education.
D. The Bank Group's Role in the Sector
1.28 The Bank Group should address three issues in its long term strategy that would enable Togo to meet its development objectives (para. 1.04). First, the quality of and access to the educational system, particularly in rural areas, should be improved. Second, an increase in the supply of skilled manpower for high priority sectors is needed. Third, the management capabili- ties within the educational system need to be strengthened.
1.29 The Bank Group's first involvement in this sector should be to assist the Government to (a) improve the quality of primary education, (b) provide skilled manpower for agricultural development, and (c) strengthen the institutions responsible for primary education and for the training of agri- cultural manpower. Improvement in the quality of primary education was selected for two reasons. First, the primary school provides the foundation for the whole education system and its quality affects the standards of the higher levels. Second, the Government and parents' associations have made great improvements in the access to primary education (para. 1.08) and can be expected to continue their efforts. Although Togo has a shortage of both agricultural and industrial skilled manpower, the Bank should focus on the development of skilled agricultural manpower because the Government has given a high priority to its rural agricultural development and because the African Development Bank is assisting industrial training. The institutions that are responsible for primary education and agricultural training need to be strengthened to be able to carry out their responsibilities. Therefore, the Bank Group should provide them with the technical expertise and fellowships for the Togolese staff. - 10 -
II. THE PROJECT
A. Project Summary
2.01 The project would be implemented over the five-year period 1980-84 and would comprise the following components:
(a) Primary education
(i) construction and equipping of two primary teachers colleges, each with 360 student places;
(ii) construction, equipment, technical assistance, fellow- ships and start-up costs for in-service teacher training, training of school supervisors and instructors for teachers colleges, and curriculum development by the DIFOP.
(b) Agricultural staff and instructor training
Construction, equipment, technical assistance and fellowships to expand the CNFPA in Tové (to be renamed INFA), increasing the number of student places from 290 to 430, to train agricultural staff, teachers of agriculture for secondary schools, and agricul- tural advisers for primary schools.
(c) Project preparation
Technical assistance, fellowships and operating costs to prepare education projects suitable for external financing.
(d) Project management
Equipment, technical assistance, fellowships and operating costs for the Project Unit.
B. Primary Education
2.02 Primary teachers colleges. The project would finance construction, furniture and equipment for two primary teachers colleges ("Ecoles Normale d'Instituteurs" - ENI), each with 240 places for pre-service training and 120 places for in-service training. The colleges would be located in Notsé (Plateaux Region) and Lama-Kara (Kara Region). Students would be selected from among lower secondary school graduates and would follow a two-year academic and practical course, followed by supervised working periods in the third year. The DIFOP would be responsible for establishing the curricula and, with the support of the National Institute of Educational Science (INSE), would organize training programs for ENI instructors. Training for a first group of ENI instructors started in January 1979 and by the time the two colleges are operational, all the instructors will have been trained. Their training would be supervised by the DIFOP and financed by the Government. - il -
2.03 Curriculum development and teacher upgrading. The project would finance the expansion of the DIFOP buildings at the National University and additional furniture and equipment, mostly for the DIFOP print shop and for audio-visual facilities. In addition to training ENI instructors, the DIFOP would be responsible for preparing curricula for teacher training and for primary education; it would also coordinate in-service training of primary school teachers, prepare teaching aids, and train supervisory staff. To support these activities, the DIFOP would increase its staff. The project would finance the services of a pedagogical adviser to the DIFOP director for three years and nine fellowships for the upgrading of the Directorate's Togolese staff. The DIFOP would also receive technical assistance, totalling seven specialists, from France and the UNIP. The decree for the DIFOP (para. 1.25) has been amended to provide the DIFOP with the authority to set up programs for pre-service teacher training.
2.04 In-service training for primary school teachers would be provided through short courses, lasting about three months, at the two new teachers colleges. To facilitate the upgrading program, the project would finance salaries for about 200 substitute teachers, to be recruited from among lower secondary graduates. They would replace the primary school teachers attending the in-service training course, and would themselves be eligible for upgrading courses after two years in their substitute role. About 660 teachers annually would attend these courses, and it is expected that all primary school teachers will have received pre-service or in-service training within about 20 years. To provide additional support for in-service training, the DIFOP would operate a distance-learning scheme, using correspondence courses, radio broadcasts and a monthly publication. In addition, short training sessions, under DIFOP's direction, would be given by school directors and supervisors.
C. Agricultural Staff and Instructor Training
2.05 The project would finance construction, furniture and equipment to upgrade and expand the INFA (para 1.22) in Tové, increasing the number of student places from the present 290 to about 430. Training at the INFA would be upgraded by raising present recruitment standards and expanded by including training for senior field staff ("ingénieurs de travaux") and teachers of agriculture for secondary schools. The Government has drafted a Presidential decree, acceptable to IDA, assigning the additional functions to the INFA.
2.06 Under its new program, the INFA would provide training at the following levels:
(a) 120 student places would be provided to train 36 senior staff annually in either a two- or three-year course specializing in agriculture, small rural civil works and forestry. Recruits would be selected from among agricultural supervisors with working experience ("ingénieurs adjoints") and from among secondary school graduates; - 12 -
(b) 176 student places would be provided to train 50 supervisors annually ("ingénieurs adjoints"), including a small number of agri- cultural advisers to school inspectors in a three-year course. Recruits would be selected from among agricultural ext:ension workers and from among lower secondary graduates. In addition to the existing specializations in agriculture, animai husbandry and forestry, new courses would be added to train agricultural mechanics and agricultural advisers to primary schools;
(c) 120 student places would be provided to train 54 extension workers annually in an 18-month course; half of the training would be given at the INFA in Tové' and the other half in agricultural agencies. Recruits would be selected mostly from among lower secondary graduates.
(d) 72 student places would be provided to train annually 27 teachers of agriculture for secondary schools in a two-year course. It is expected that the trainees will be recruited from among senior agricultural staff and supervisors.
2.07 The project would finance one agricultural educator and a media specialist (total of 4 man-years) to help prepare curricula and teaching aids for agricultural subjects to be taught in secondary schools. Four man-months of consultant services would also be financed to plan the most appropriate use of the INFA school farm and to provide in-service training for INFA instructors. The project would also finance 20 fellowships (12 man-years) to train and upgrade Togolese instructors for the INFA. A condi- tion for disbursement for this component would be the issuance of a decree establishing the INFA.
2.08 The project would also finance a vehicle and office equipment for the MDR's Agricultural Training lJnit (para. 1.07).
D. Project Management and Preparation of Future Projects
2.09 The project would finance equipment, vehicles and operating expenditures for the Project Unit, which was established within the Educa- tional Planning Department of the MENRS during project preparation to implement the proposed project. The services of a school construction specialist (3 man-years), to assist in the preparation of architectural designs and supervision of construction, would also be financed under the project. Two fellowships, financed under the project, would be provided to Togolese project staff to study the methods of project management for similar projects in West Africa and to enhance their skills in school design and construction. The project would also finance four man-years of specialist services, two fellowships, and training and other operating expenditures for the preparation of education projects suitable for external financing. - 13 -
III. COST OF THE PROJECT AND FINANCING PLAN
Cost of the Project
3.01 The net-of-tax cost of the project is estimated at US$16.8 million. The total project cost, including taxes of US$3.2 million, is estimated at US$20.0 million with a foreign exchange component of US$10.0 million. The breakdown of cost by project component is detailed in Annex 5.1 and summarized below.
--- CFAF (million)------US$ (million)----- % of Taxes in Project Item Local Foreign Total Local Foreign Total Base Cost Total (US$ million)
Primary education a. Teachers colleges 915.6 792.0 1,707.6 4.3 3.8 8.1 53.0 1.6 b. Curriculum develop- ment and teacher upgrading 191.3 244.3 435.6 0.9 1.2 2.1 13.7 0.1
Sub-total 1,106.9 1,036.3 2,143.2 5.2 5.0 10.2 66.7 1.7
Agricultural staff and instructor training 408.9 458.7 867.6 2.0 2.1 4.1 26.8 0.7
Preparation future project 22.4 68.6 91.0 0.1 0.3 0.4 2.6 0.1
Project management 60.2 59.0 119.2 0.3 0.3 0.6 3.9 0.1
Base cost: 1,598.4 1,622.6 3,221.0 7.6 7.7 15.3 100.0 2.6
Physical contingencies (9%) 146.33 142.7 289.0 0.8 0.6 1.4 - 0.2
Expected price increases (20%) 333.4 356.6 690.0 1.6 1.7 3.3 - 0.4
Total Project Cost 2,078.1 2,121.9 4,200.0 10.0 10.0 20.0 - 3.2 - 14 -
3.02 Estimated project costs by category of expenditure are shown below.
Category of ---CFAF (million)------US$ (million)--- % of Taxes in Expenditure Local Foreign Total Local Foreign Total Base Cost Total (US$m) Civil Works 1,125.7 888.4 2,010.1 5.4 4.2 9.6 62.7 2.2
Furniture 98.6 68.6 167.2 0.5 0.3 0.8 5.2 0.1
Eqliipment& Materials 30.0 381.6 411.6 0.1 1.8 1.9 12.4 0.1
Architectural Fees 116.7 - 116.7 0.5 - 0.5 3.3 -
Technical Assistance 73.7 221.1 294.8 0.4 1.0 1.4 9.2 -
Fellowships - 55.5 55.5 - 0.3 0.3 2.0 -
Operating Costs 153.7 11.4 165.1 0.7 0.1 0.8 5.2 0.1
Base Cost 1,598.4 1,622.6 3,221.0 7.6 7.7 15.3 100.0 2.5
Phts ical Contingencies (9%) 146.3 142.7 289.0 0.8 0.6 1.4 0.2
Expected Price [ncreases (20%) 333.4 356.6 690.0 1.6 1.7 3.3 0.5
Total Project Cost 2,078.1 2,121.9 4,200.0 10.0 10.0 20.0 3.2 - 15 -
3.03 The base cost estimates for civil works are for March 1980 and are based on an analysis of the construction contracts for similar buildings in Togo. The estimated average cost of construction (excluding site development) for academic and communal facilities for the teacher training schools is US$310 per square meter; this is relatively low for projects in West Africa because of the good accessibility of the sites, a competitive industry and an expected decrease in the volume of construction. The cost of staff housing (US$210 per square meter) is likewise low, because the Government intends to restrict construction to the use of local methods and materials. The cost of technical assistance, based on recent Bank Group recruitment experience in education projects in comparable West African countries, is estimated at between US$90,000 and US$95,000 per man-year.
3.04 The project costs include physical contingencies of 10% of the base cost of civil works, furniture and equipment. The overall allowance for price escalation is about 20% of base cost plus physical contingencies, and is calculated on the basis of the following expected annual price increases over the project implementation period: construction and furni- ture, 10.5% in 1980, 9% in 1981, 8% in 1982 and 7% in 1983-85; and equip- ment, technical assistance, fellowships and other costs, 11% in 1980-85.
3.05 The estimated foreign exchange component of US$10.0 million represents 50% of the total project cost of US$20.0 million. It is cal- culated as follows: civil works, 44%; furniture, 38%; equipment, 95%; specialist services, 53%; fellowships, 100%; and operating costs, 13%. Local currency expenditures amount to US$10.0 million, including US$3.2 million for taxes.
Financing Plan
3.06 The proposed IDA credit would be for US$11.0 million and the Government would finance US$3.9 million, of which US$3.2 million would be for taxes. The Government has obtained parallel financing for the remaining US$5.1 million. The French Aid Agency (FAC) has agreed to make a grant to cover the expenditures for all net-of-tax costs incurred in providing technical assistance and fellowships for agricultural education at the INFA (para 2.07) and expanding DIFOP's curriculum development and teacher upgrading activities (paras. 2.03 and 2.04). These expenditures are estimated in the project financing plan to be US$3.1 million. An exchange of letters between FAC and the Government will confirm this agreement. Saudi Arabia has agreed to make a grant of US$2.0 million to cover construc- tion costs, except staff housing, for a primary teachers college (para 2.02). The effectiveness of the FAC and Saudi Arabian grants should be conditions for effectiveness of the IDA credit.
3.07 It is proposed that the following items be financed by the IDA credit of US$11.0 million: - 16 -
(a) Primary education: furniture, equipment and architectural fees for primary teachers colleges at Notsé and Lama-Kara, all construction at Notsé, and staff housing at Lama-Kara- total US$6.1 million.
(b) Agricultural education: construction, furniture, equipment, and architectural fees for the INFA - total US$3.5 million.
(c) Project management and project preparation: furniture, equipment, technical assistance, fellowships, audit financing, training and other operating costs - total US$1.4 million.
The proposed financing plan is detailed in Annex 5.3 and summarized below.
Financing Plan (US$ million)
Total Cost IDA FAC Saudi Arabia Govt. of Togo
Primary education
(a) Teachers colleges 8.2 4.7 - 1.5 2.0 (b) Curriculum development 2.0 - 1.9 - 0.1 Sub-total 10.2 4.7 1.9 1.5 2.1
Agricultural staff and instructor training 4.1 2.8 0.6 - 0.7
Preparation future project 0.4 0.4 - -
Project management 0.6 0.5 - - 0.1 Total base cost 15.3 8.4 2.5 1.5 2.9
Contingencies 1.4 0.8 0.1 0.2 0.3
Price escalation 3.3 1.8 0.5 0.3 0.7
Total Cost 20.0 11.0 3.1 2.0 3.9
3.08 The proposed IDA credit of US$11.0 million would finance 65% of the total project cost, net of taxes, and together with parallel financing would cover 95% of the net-of-tax cost. The external financing of US$16.1 million would cover 100% of the foreign exchange and 90% of the local costs. The Government would finance the balance of US$0.7 million, plus taxes, totalling US$3.2 million. - 17 -
Project Recurrent Costs
3.09 By 1985, when all project-assisted institutions would be fully operational, the Governnent's annual recurrent expenditure would increase by about US$1.8 (CFAF 400) million in 1978 prices. This would correspond to about 8% of the recurrent expenditures projected for that time. The table below shows the incremental recurrent expenditures expected to be generated by each project component.
Annual Cost Annual Cost Responsible CFAF US$ per Student Component Ministry million '000 US$
Primary education: Teacher training MENRS 265 1,204 1,700 Curriculum development MENRS 54 245 790 1/ and teacher upgrading
Agricultural staff and instructor training MDR 70 318 1,260
Total: 389 1,767
1/ Cost of upgrading a teacher in a three-month course.
3.10 The MENRS would absorb about US$1.5 (CFAF 320) million of annual incremental costs, representing about 3,% of its projected total recurrent budget in 1985. Project components under the authority of the Ministry of Rural Development (MDR) would create incremental expenditures amounting to US$318,000 (CFAF 70 million) per year, representing about 4% of the MDR's projected recurrent budget in 1985. To make adequate budgetary provisions for the operation and maintenance of all project-assisted institutions, the Government gave assurances that it will discuss and agree with IDA on budgetary provisions for the two teachers colleges and for the INFA during the budget year prior to the opening of the new facilities.
IV. PROJECT IMPLEHENTATION
Project Preparation and Implementation
4.01 Project preparation has been financed with a US$414,000 advance from the Project Preparation Facility (PPF). This PPF advance has been used mainly to finance the salary of a school construction specialist, the cost of the preparation of preliminary designs, and some equipment for the DIFOP to start the training of teachers for the primary teacher training colleges. Educa- tional specifications and architectural programs for all project institutions were prepared prior to project appraisal. Locally established architects, - 18 - assisted by a school constructionspecialist, are preparing architectural designs for the two primary teachers colleges. The School ConstructionUnit of the MENRS' Division of EducationalPlanning is responsiblefor designs for the INFA. Designs for the buildings for the DIFOP are being financed and monitored by FAC. Schematicdrawings for one teacher training college and the INFA were available during negotiations,those for the other teacher training college are well advanced,and drawings for DIFOP are under review. Bidding documents for most of the project constructionshould be completed before the effective date of the IDA credit. Bidding periods have been staggered to ease the load on the technicalstaff of the School Construction Unit and to encourage competitive conditions. Construction should start on INFA's boarding facilities about December 1980. Construction of DIFOP's and INFA's academic facilities should start in April 1981. Construction starts on the two teachers colleges are scheduled to be staggered throughout 1981. Construction is expected to be completed during the summer of 1982 except for the two teachers colleges, scheduled to be completed by the spring of 1983. Provision of specialist services, fellowships and operational support would continue until June 1984, when the entire project is expected to be completed.
Project Management
4.02 To administer the project as well as other externally financed education projects, a Project Unit was established within the MENRS Educational Planning Department in April 1978 (para. 2.09). Until completion of the project, the Project Unit should, at a minimum, consist of a project director, satisfactory to IDA, and an accountant, and should have powers and responsi- bilities satisfactory to IDA. The Project Unit will be assisted by the School Construction Unit, which is already established under the Educational Planning Department. Until completion of the project, the School Construction Unit will consist of a chief and a staff of draftsmen, and, as long as required, a school construction specialist. The MDR has designated the chief of its Agricultural Training Unit (para. 1.07) to maintain liaison with the Project Unit on the components for which the MDR is repsonsible.
Specialist Services and Fellowships
4.03 The project would finance about 14 man-years and 4 man-months of specialist services (Annex 5.4) to (a) coordinate activities of the DIFOP (para. 2.03); (b) help to establish the pedagogical sections of the INFA and improve management (para. 2.07); and (c) reinforce the Project Unit and prepare education projects suitable for external financing (para. 2.09). FAC would finance the specialist services for the DIFOP and the INFA, and IDA would finance the specialist services for the Project Unit and for project preparation. During negotiations, the Government gave assurances that the qualifications, experience, and terms and conditions of employment of the specialists financed by the IDA credit are to be acceptable to IDA.
4.04 The project would provide about 33 fellowships (Annex 5.5) to (a) upgrade DIFOP staff (para. 2.03); (b) train and upgrade INFA instructors (para. 2.07); and (c) send Project Unit staff to another West African country to study how similar projects have been implemented, and send national staff abroad for training in the preparation of externally financed education projects (para. 2.09). FAC would finance the fellowships for the DIFOP and the INFA, and IDA would finance fellowships for the Project Unit - 19 - and for project preparation. During negotiations, assurances were obtained from the Government that it will award the fellowships financed by the IDA credit to suitably qualified persons for training programs acceptable to IDA, before October 1981, and that it will consult with IDA with respect to the program and selection criteria for the fellowships financed by FAC.
Sites
4.05 Suitable sites have been selected and agreed for all project- assisted institutions. During negotiations, the Government gave assurances that it will acquire legal title to the sites not later than May 31, 1980, six months prior to the expected start of construction.
Procurement
4.06 Civil works contracts valued at US$9.3 million, and furniture and equipment contracts valued at US$2.1 million would be procured on the basis of international competitive bidding in accordance with the Bank Group's guidelines. Domestic contractors for civil works would be allowed a preferential margin of 7-1/2% over the bid prices of competing foreign contractors. Domestic manu- facturers of furniture and equipment would be allowed a preferential margin of 15% of the CIF price of competing imports, or the currently applicable customs duties and import taxes, whichever is lower. Local competitive bidding, following procedures acceptable to IDA, would be used for any contract for furniture and equipment estimated to cost between US$10,000 and US$50,000 but not exceeding an aggregate of US$0.3 million. Furniture and equipment estimated to cost less than US$10,000, but not exceeding an aggregate of US$0.3 million, would be procured through negotiated purchase on the basis of the quotations from at least three reliable suppliers or manufacturers. Procurement of civil works, furniture and equipment, and technical specialist services, estimated at US$5.2 million, would be carried out in accordance with the respective procurement procedures of FAC and Saudi Arabia. Architectural services and technical specialist services, estimated at US$1.6 million and financed by IDA, would be obtained in accordance with procedures acceptable to IDA. The remaining costs, amounting to US$1.2 million, comprise operating and admini- strative costs and fellowships.
Disbursements
4.07 The proceeds of the IDA credit would be disbursed against the project items listed in para 3.08, as follows:
(a) 70% of total expenditures for civil works - US$5.5 million;
(b) 80% of total expenditures for furniture - US$0.4 million;
(c) 95% of expenditures for equipment and materials - US$1.6 million;
(d) 100% of total expenditures for architectural services - US$0.3 million; - 20 -
(e) 100% of total expenditures for technical assistance - US$0.6 million;
(f) 100% of total expenditures for fellowships - US$0.1 million;
(g) 80% of total incremental operating expenditures for project management and project preparation - US$0.2 million;
(h) 100% of withdrawn PPF funds - US$0.4 million; and
(i) US$1.9 million would be unallocated.
4.08 All IDA disbursements would be fully documented except for staff salaries and operating expenses of the Project Unit, which would be disbursed against a certified statement of expenditures, the documentation for which would not be submitted to IDA but held by the Project Unit for review by supervision missions (Annex 7). The Project Unit includes an accountant who maintains the accounts and records. The schedules of implementation and dis- bursements are at Annexes 6.1 and 6.2.
4.09 The Government and IDA have agreed that by December 1, 1980, the Government will open a separate account in the name of the Project Unit and deposit US$100,000. A deposit of that amount should be a condition for effectiveness of the IDA credit, to insure that the Project Unit has adequate operating capital.
Accounts and Audits
4.10 The Project Unit would establish accounts for the project, in accordance with accepted accounting practices, to record all project expenditures. During negotiations, the Government gave assurances that (a) project accounts will be audited by independent auditors acceptable to IDA, (b) the project accounts and the audit report will be submitted to IDA for review and comment within six months after the end of each fiscal year, and (c) the accounts and the audit report will be of such scope and in such detail as IDA shall reasonably request, including a separate opinion whether the expenditures have been used for the purposes for which they were provided under the project. The IDA credit would finance the audit fees.
V. BENEFITS AND RISKS
5.01 The major benefits of the project would be to (a) improve the foundation of the educational system by upgrading the quality of primary education, (b) help the Government implement its high priority rural develop- ment plan by training skilled agricultural manpower and by introducing agricultural subjects into secondary schools, and (c) strengthen the institu- tions responsible for improving primary education, training agricultural manpower, and administering the project. - 21 -
5.02 The project would improve the quality of the primary school system, and thereby the quality of the entire system, by increasing the number of qualified primary teachers, by improving the curricula and by producing more teaching materials. The project would increase the number of qualified primary teachers by creating facilities to provide pre-service training to 240 prospective teachers and in-service training to 660 practicing teachers annually. As a result, within about 20 years all primary school teachers would receive either pre-service or in-service training. Curricula and teaching materials for primary schools are to be produced by DIFOP using the buildings, equipment and specialist services provided by the project. Reduc- tions in the high dropout and repetition rates are expected to result from improvements in the quality of primary education.
5.03 Although the Government has placed a high priority on rural development, its plans have been hindered by a shortage of skilled agri- cultural manpower. The project would help the Government to implement its rural development strategy by training agricultural staff and by developing curricula and teaching materials to upgrade and augment the training programs. The number of qualified agricultural staff would be increased by an annual output of about 36 senior field staff, 50 supervisors, and 54 extension workers. By 1990, about two-thirds of the skilled agricultural manpower would have been trained in these additional facilities. In addition, the curriculum of the secondary schools would be given a more practical focus with the annual addition of about 30 secondary school teachers of agriculture produced by the INFA.
5.04 The project is designed to strengthen the administrative capabili- ties of those institutions which are responsible for primary education, agricultural education and project management. Technical expertise would be provided to help the DIFOP, the INFA and the Project Unit to carry out their responsibilities, and Togolese personnel would be given fellowships to learn the administrative skills needed to manage these institutions.
5.05 The success of the project depends on (a) the ability of the DIFOP, the INFA and the Project Unit to handle their additional responsibilities, and (b) the ability of the Government to finance the additional recurrent costs. The Government's commitment to the project, and to the institutions selected to execute it, is perhaps the best assurance that they will successfully manage these responsibilities. This commitment is demonstrated by its estab- lishment of a Project Unit two years ago and by the advanced state of project preparation. As early as 1970 the Government began to examine its education and training system and by 1975 instituted an educational reform that stresses the upgrading of primary education. To implement this program, the Government has given the DIFOP additional authority and resources. Rural development is also a concern of the Government, and improving the quality and number of INFA graduates is seen as central to its rural development program. - 22 -
VI. AGREEMENTSREACHED AND RECOMMENDATIONS
6.01 During negotiations, the Government gave assurances that:
(a) it will discuss and agree with IDA on budgetary provisions for the two teachers colleges and for the INFA during the budget year prior to the opening of the new facilities (para. 3.10);
(b) the qualifications, experience, and terms and conditions of employment of the specialists financed under the project are to be acceptable to IDA (para. 4.03);
(c) the fellowships provided under the project will be awarded to suitably qualified persons for training programs acceptable to IDA and the Government will consult with IDA with respect to the program and selection criteria for the fellowships financed by FAC (para. 4.04);
(d) the Government will acquire legal title to the project sites not later than June 30, 1980 (para. 4.05); and
(e) the project accounts will be audited by independent auditors acceptable to IDA, the accounts and audit report will be submitted to IDA for review within six months after the end of each fiscal year, and the accounts and audit report will be of such scope and in such detail as IDA shall reasonably request (para. 4.10).
6.02 As conditions for effectiveness of the IDA credit, the Government should submit evidence that (a) it has entered into agreements with FAC and the Saudi Government, satisfactory to IDA (para. 3.06); and (b) it has deposited US$100,000 in the separate account which it agreed to open in the name of the Project Unit (para. 4.09).
6.03 As a condition for disbursement for the INFA component, the Govern- ment should submit evidence that it has issued a decree establishing the INFA (para. 2.07).
6.04 Subject to the above assurances and conditions, the project con- stitutes a suitable basis for the proposed IDA credit of US$11.0 million to the Republic of Togo. A O mm r > n> n>m m- m>
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