UNCU.SSIFIED CLASSIF ICATIciN Report Cancrol PHOJECT EVALUATION SUMMARY (PES) - PART I Symbol l}.4I; 7 1. ?RO:ECT TITLE 12. PROJECT NU/Y'BER 3. M,SSION/AIO/W OF f' ICE ;..gri.cul cural Economic Research and i 664-237.1 , 664-228 I anc 66!.-!. 7.::! Pl2nni~g (664-0237.1) 1':'. E V,.l.L.\.J':"7l0f\.; NuMBER (enter tn a numoer m8tnl.all"lec OY tne Lcono8ics Lducation (664-0237.2) reporting \..Init e.Q . . COuntry or AIOM Administrati .... e COde, Fae,1 Yeor, Sdrlol No. beginning """n NC\. 1 each FY) 32-2 ~~nagemenr Education (664-0228) I 1 E:nd of ?roj ect ----- I L Rx,§O(KmEVALUATION 0 SPECIAL EVALUATION

5. .;,,) ??:) _ E C T I."~? L EM E '" T ;.. T i C:--" 0;' T E S II c. EST 1M;, TEO FRO j E C T 1 7, i' E RIO 0 CO" ERE 0 BYE Y A L u A T ION A F , r11 B. Final C. Final FUNDING I From (month/yr.) '961--____ ?i'!O·;'C; ::>r Ooli~3tion in" ... t I A. TOlal S 9 ? 70 000 ' 1 981 EC:; .."Hvalent Expecte-c Delivery , • I To (montt\/yr.) , ;:v-.iL7 ry--'L8 FY 8. U.S, s 5,055,000 'CateofEValu.tlon 1982 ______• I IRevlew July. , 8. ACTION DECISIOr-;S APPROVED BY MISSION OR AIO.W OFFICE OIRECTOR

B. NAME OF A. ltSt ~C I:\IOfH lnfl/Ol unresol .... eCl Iss~es. ; Cite thos.~ items neeo,nQ furt('\t!f SC"\.. Hly. C. 0,\ Te .l.CT ION OFFICER : N OT E: Mluion oecis.lons whiCh anticipate Al DI W or reg_oral oH'ce a.:tlon should TO BE RESPONS 18 I..E COMPLETED

;, . A.=,J .. 5houl~ consider support co locally published !, .=CL!~:1aJ..5, :-'.0: -.J nl:: :: 0 i.nc-;:ease cCC=:L!:1icatio n a nd i , ':':-:'::cr:aci:-,g- 3::10n:' c::e. ".ern; vces_'~~ c';. "n .. d~S-~ ';'"'1~ ., -'~:1e reci?ient I! I' - II country and :: 0 p r0 v i~e a :or~~ to test 3~j re~&:J t~ei~ I ::' ~c a s~nd ;:Jer:2?cions, ~ ut 2.1so tu Drovide '" ':Jasis for iL.brarv exchangEj. J . ." ..' =- ":-::J;"-~ !' :-:;;: .:; CC;... ··~·1= ;\. 7S 7:: 3E . ~ = \r ·$c a ?~~ .:..SC:... :: OEC ~SI O"'S ~ If}. ALTE~NATIVE wEC lSiONS :J N FUTURE I O F PROJECT :mplemf""'Itdt;on Pla n ::>rCI\!C! ~a~·; r ~ rl t!.;j , . C? ! ,'\;t!tV.I)(If. 01r,er ; ::;p~eify\ I A . Continue Wltnout Chanq9 ~ L~ 0 Prc:ec~ n'--.J 1", I U F i ndnc :a l ?t3n r' J ~O / T ! B. 0 Change Prolecl DUlon and/or r-l Chan" .. ImplementAtion PI.n , i '_og lc"l F 'ar,"'IO~vork P.,JiC Otnvr !SP9C:ly) 1' 0 "--' C.J 0 I C ? r o ,Ect Agreement [J ?IOIP IC. 0 Discontinue ProJecl I I • 1: . ~"C;c EC; :::lFc :C!::n AND "OST C:JUNTRY OR OTrlER RANo<. : ~.G P;'.i1T ~ ~S ~ r·pqCPR!A7E ( NarrH!! dnc 7!tles)

, T 'I D~C N 3""3 I I

.~u.ch t e t' / ~ " , ! .~ 4. Participants shoul d be selecced befvre de parture for placemenL in specific ppsitions, f o r which they are :~en trained. Both the host government and the participants should be comrr.itted to final placem~nt in the target positions for at least a certain minimum period oi tiI::e (e. g. five years). Thi.s corn.mitment to a position and institutio~ should be continuously reaffirmed (e.g. by participant­ employer contracts) throughout the training period. Failure to meet this co~nitment should result in a penalty (i.e. repayment to the U.S. government) unless A.I.D. concurs in the departure from the project pLm.

5. Cu l :ural orientation sessions before departing the home ccuntry are very i~portant. For8er students who have studied in the U.S. should partici?at2 in this orientation.

G. Candidates for training in the U.S. should be carefully screened for emo tional rna turi ty. They should normally possess at 1e2.s t the "maitrise" (o r B.A. equivalent).

I. c.s. degree equivalency should be established as a prerequisite to cny tra:"ning ?rograus where the posst:ssion of a recognized degree is a nor~l prerequisite to professional use of the training received. ?rojects should not be used as levers to trigger changes in a country's degree accreditation system. -]-

This " end-cf-projeet" evaluation exacined three participant training prcjeets ',;hieh wtre funded by the USAID/Tunisia mission from 1967-1978. Each of the projects was intended to increase the institutional capabilities of the Government of Tunisia in eccnomics education and agriculture. They each involved the training of Tuni5ians in the U.S. at the graduate level and technical assistance including class room teaching by U.S. professors in Tunisia. Specifically, the Education Economics and Management Education projects aimed at introducing modern busines,<; and management practices on the America:) model and neo- classical econoITlic principles into the curriculum of the University of Tunis. The Ministry of Agriculture project aimed at developing effective agriculture sector policies based on economic analysis to achieve sustained agricultural growth. Because of the similarity of project purpose and projected outputs among the three they were evaluated simultaneously. The evaluation was divided into two parts. The first part: included an examination of the perception of the U.S. universities toward the projects. This part was conducted by Dr. Galen Hull of the Pragma Corporation. The second pe.rt was focused on the degree to which the projects achieved cheir stated purposes . This part was conducted in T~nisia by Dr. Tahar El Amouri and Dr. Abderrazak ~lar of the El Anouri Institute of Applied Psychology, a Tunisian consulting fi=~. The strategy of contracting with a loca l consulting firm ~nd a U.S.-based fir~ under an rQc arrangement to work together pi_ved to be effeccive.

The three projects produ c ~ d so~e notable research efforts, beth within the institutions and by individuals. Generally speaking, however. (~~ l~yel ~i research aod ?ublieation is still far below ~hat the forcer ;::5::-:i.:i;n:1cs t:-te:::selves \';oulc 11;';'e. CT.1e ;:esul t is that. 2.t the pur-pose lc\'c~) :':--.12 USc c: ~c!er~ eX? l icir.ly-3.r:~ct!lat2 · ~ c?(.or.ocic a~alysis tec:-::-i:'ques in ;overn::ier:::, business, and agricultural policy for::.ation is noc yet ?ervasive. The techniques are, howeve::-, becoming more " ' ld Bore w:'des?read and ::aught in a g;:ow ing nc.coer of schools. If more and better resca:-c:-, :'5 ?!'"ocL:cc::a, ~ore USE: ·,.;i1.1 ~e \:.ace of it. Unforcunacely, there are f e '.J i :'. C e:1 t i'.} e s ~ 0 d 0 res e 3. r c: h, g :>; en the d e rr:.a n d sen : i r.J.e 0 f fa cuI t y members of heavy ceaching loads and the scarcity o f research resources. ~ny former ?articipants sai.d they fel.t cut off from new developments within their disciplines, especially those in the Englj~h-speaking world.

Each of the three projects i~tended to or ga nize a specialized. :echnical library irl the field .... hich it services: agricultural economics, business manage:nent and gener.:!l econooics . At the Institut Superieur de Gestion, the USAID project not only provided most of the books written in English available to the Institute but also a Tunisian participant who had received a rr.asters degree in library scie:1ce. However, the library lacks the periodicals and r efe rence books one find s in U.S. business schools a~d ne~ acquisitions have s:o .... ed si~c e the end of the project. The twO ~~nnescta projects have 2ont r~jc[~d :) jui:ding cp the University of Tunis' lib;:ary .... ith books in ~n glish a f jroad theoretical scope as well as t ho se focusing on agricc~cural 3nci ~evelo?men t eccno2ics. 3ecause they are i~ ~ng :ish , it appears :~ ~~ the tacks a re ~asic a i:y used b y :Jr=er ;Jr:;: 2c: ;.'a~tic:?ants i:\ [he ?re?3. :-,lc: ,:::~ of :heir COur~2S o r reSE:ar ·::!--,, JUC ar2 ~c: very u3eful ~o c~e ;e~2ra: S:U~2~C ~cdy. -4-

In general, it was observed that the financial a~d technical assistance provided by the projects were quite satisfactory. The majority of students ~' '': r e qui t e p 1 e as e d '..i i t h the i r ? 1 ace me n tin U. S. un i v e r sit i e s . Th e rna j 0 r i t y felt that the financial support received vhile in the U.S. was adequate. Those who tended to believe ,it was insufficient were married. They also felt that t~eir project was administered ve r y efficiently while in the U.S. Their scholarship payments arrived on ti~e and they were provided good backstopping services. Appreciation of the quality of teaching at U.S. universities was ~l~ost universally positive.

however, co~plaints concerning the nature and quality of technical assis[an~e in TU~lsia were :egistered by both contractors and Tunisians. In :972, [SAID cut (he :~nnesota education ecoDo=ics ?roject budget in half, :25 '~:"::"~~:':1 t::-.2 2.~55 of the cnly 12:1~-ccr= :o.c~l:y ?osition ac the ~?art~n: .J: :::':~:1C::i(:5. Fro!: t~2n on, the instituticr;al relations bet~'/I;een :!innesoc:a and the L'n:i.versity of Tunis were lioi.ted to occasional short-cern visits and the sending of books and equip~ent.

TLe technical assistance of the University of Illinois tqthe ISG was cri:icized for being too young and inexperienced. A.I .D. budget cuts from 1976 onward were not met by the GOT, with a ~esulting adverse effect on the i~s[i:ution's gro~th~

:"2 c:. "ons Lea ~ned

10 These t~rce projects clearly demonstrate the diffe::ence bet'deen general pa rticipant t-aining efforts and projects aimed at institution building. The :' a tter are des:g:1ed with "target po sitions" for the returning participants '~':'c !; i:l the fledglL.z instit~tion(s). ''';ith long-term craining it becoces very ~:'~~:'~ult to keep both the host governcent and the participant focussed on Ie=p:a::'ons for :~2 scude:lt arise in the [.5. in : c ~::.:; : ~ -:...;:-- : ";-,2:" S [ '.J C::, 2.::':-2': : i \' c2 j -.] C: 'J:: e r s .) ~, ~ 0 S S ~ J 1 y, r:.a "C :- i a g t2. 0:; : h c ~,~~: ; ,:\'cr:--::-.e::"':,: 3:'~e :'~l~:e .3ft2 ) ::2:: o r 53.:-~i :2L:'.:;na.l (:hang~s t,.;hi.cn el.i:::i:1a:e : ~2 J r:'gi~a: :a= ~2 t ?cs:'tions ~ = =ore ?r2ssi~g needs ~~ velop ~or t~e returning ?a=:i ~ip a~: e:':~er ~i:hin the organizat:~n or e lse~here ~ithin the government. 0: [~2Se chree ?r~~e;:[s, certainly the Agricultural E:conocics project sur:erec =osc in this regard. I~ ~ould see~ chat the coCumit~ent of both the g~ ver~=ent and the ~artic~? a nt to retur:l and ~ork in the targec position for .:1: :eas t a mini~Lj[:1 time (eog . t·.... o to five years) needs to '::Je reinforced in

::he project agreemen r 0 One ',Jay !1l.ight be to agloee wi::h the government that all deviations from the project tar ge t positions, undertaken ~ithout prior AID consultation and approval, will require the government to reimburse A ~ D for the :i71aoci31 5Up?Ort ~i'.'en in educati:1g ::-:i5 incividual. 01e hose .5:JV2:-~::ent ::1ight encer i:1(o a s:'~il.a~ agreer::ent ~J i:h ~he ?arr.icipant. -5-

2. This problem is also aggravated when undergraduate t~aining progra~~ are attempted. The emoticnal I:laturiey and comrn...icrnent to project objectives are understandably less a"ong 18 and 19 year old participants than among those going abroad for gradua.-.e degrees or training programs. In any case, all participants should be carefu].ly screened fo~ emotional maturity as well as acadecic and English language qualifications.

U.S. cultural orientation sessions should be given in the hose coun:ry utilizing former participants before departure for the U.S. A lot of misunderstandings and apprehensions regarding per diem, course intensity, housing etc. could be met head-on and resolved. The orientation sessions given lIpan ar:-ival in the U.S. are too late if there is any resulting change of heart by an individual student.

3. Specific government support for the institution building effort should be outlined in the project agreement. The effore should be seen to be a host count ry effort \/i th a limi ted U. S. input. The host country contribution (including budget) should be indicated for the period of the project life and for several years beyond the PACD.

4. Finally, the issue of degree equivalency should be examined and resolved before the participant leaves for the States. To do this, his/her curriculu~ ~ill have to be explained in detail to the appropriate ~linistry of ~~ ucatio n official . If the possibility exists that the participant~ . ~.S. de;:ee ~ill ~Ot be recognized upon h is return, the issue of equivalency should ~e resolved beiore departure for the V.S.

7he .~s::ic'Jltural Economic Research and Planning Project 664-0237.1

:·:'1.S project '.;as isple:nented through the University of Minnesota. Its :-.ajor Ol!t put ',.;as co train approximately 25 Tunisians to the H.S. level aad up to f::. '.;e t-J the Ph.D. level in agricultural econo!llics and to employ them in :~e Ji'lision for ?lanning , Statistics a:1d :::'conomic Analysis (DPSAE) of til e :..IJ. ;list:-y of Agriculture. 3y the ti::1e of the evaluation there were 30 '..Iho !--lad cor.;pl.eted :heir ~.s. or ~.A. ar:d one who had received a Ph.D. 1""'0 '".;ere still ~orking on their doc torate. Only five of these were working '".;ithin DPSAE. Several othe:s had '.."ec Ked within DPSAE after their return from the U.S . but have since gone on to better-paying jobs. At least seven other pr ojtO:c t participants are wor;';'ing ·... ,'it~1in the ~inistry of Agricult'.lre a nd other ano ther six are employed in areas di:ectly related to agriculture. As :~.dny 25 10 :-..3y C'Jrrcr1tly ~e outside :'unisia, two of whom are ",:orking on ?~l. J. 's . T:--:i5 poor ?error::.ar.Ce in ce::lS Ot outpur:-level achieveoent ( i.tO:, ?:ac2=enc in chtO: DPSAE) is due co nu=erQUS iac:ors: 1) unrealistic 28j tO:c::i':e-se::ing jurin3 ?rojcct desl:?,=,; 2) !.ac'r:. of follor.:-through by the >:inistry or. .~gricu':'::ure in assigni;)g g:-aciu 2teS to theil.· target positions; and 3) lac;" of c OIT.I:';ic:;,.enr nn the part of :'::--:2 participants to the project ?urpose. The fact t hat sa:aries in the ~inis::ry of Agric'.llture are r e latively l ow cocpare~ t o other ~inistr~e~, the ?riV2C2 sector and in education a:so c c n::ri~u~~d ::0 the r et~ncicn ?ro~12c . -6-

The Minnesota project was instrumental in setting up an integrated system for [he collection of agricultural statistics. In the sous­ dj.rection for budget and project evaluation of the DPSAE, some of the former participants have been involved in the preparation of the agricultur~l sector commission studies for the sixth Five Year Plan.

It is impossible to say whether the project has directly contributed to the goal of develupment of the Tunisian agricultural sector.

The Economics Education and Research Project 664-0237.~

This project was also implemented through the University of Minnesota. It anticipated a total of 18 participants trained to the Ph.D. level. At the time of the evaluation there ~ere 13 who had completed their doctorate and three ~ho completed an ~!.s. or ~·LA. Of these, there \;lere six teaching within the Department of Economics at the University of Tunis. Two were teaching at the Institut Superieur de Gestion and one teaching at the Institut des Hautes Etudes Commerciales where another serves as the Director. The participants tratned under this project represent the dominant element within the Department of Economics, although they are still a numerical minority. Only about three of the participants from this project are currently outside of Tunisia, probably in the U.S. Individual ~mbers of the faculty in the Department of Economics have undertaken long-range r ,-:sea rch efforts in the field of economic modeling and national development. Some of the curriculum content of courses has bee~ changed to reflect modern economics. This i s in accord with the GOT movement toward making the entire educational system more practical to the development needs of the nation. One o~ the project participants is now working in the Ministry of Planning and has been directly involved in elaborati ng the economic model on t..;hich the sixth (eve Year Plan is based. Another alunmus of the project was recently appoinled chief of regional planning with the ~1.inistry and also serves on the com.r:lission for the reform of education. The long rar,ge effect of the project, however, is likely to be felt in the teaching of scucents at the: undergraduau.: J.;d mascers ':'evels in economics.

T.'1is ;;roject ',,:.15 i::plemenled through the University of Illinois. It originally anticipated a tocal o ~ 12 to 13 :unisians trained and teaching ac the graduat e schoel of busines s, che Institut Superieur de Gestion (lSC) of che University of Tunis. However, it was extended so that by the time of this evaluacion, a total of 21 had compleced advance degre~s in the U.S.: 1:2 Ph.D.'s and 9 ~1.BA's and M.A' s . Of these, a total of 8 were teaching at ISG, che project's target institution, or at the Faculty of Economics and ~~nagement at Sfax. Four others were re parted to have returned to Tunisia and are employe d in teaching (s omc'..;h e r e ). The remaining 9 were reported -7-

to be teachiilg in Canada or working/studying in the u.s. Although project participants do not make up a numerical majority of the teaching staff at either ISG or Sfax, they are r..learly the dom.i:nant element. One participant was the founder of both the ISG/Tunis and the Faculty of Economics and Management at Sfax. The ISG of the University of Tunisia is the most visible result of AID-financed institution-building. It is the first graduate school of business in North Africa. A curriculum of business 'lanagement patterned on the u.s. system is firmly established. As with the Education Economics project, the long range effect of this p~oject is likely to be felt in the teaching of students at the ur'.der.gradua te and grf!d 1la te levels in management, of which there are no\.,' about 3,500. It is sGlfe to say, howe\'~r, that the purpose-level objective of this project - the introduction of modern business ::.anage=ent ?ractices iilto the acac;r:cic, governt:lent and business .:.:~::i:~:2: ~f. ~~!.:..i5ia. - is ':2i~£ a..:~.ic\?cc.. .~\ continuing ?rob12= ... - :'~a':'c:~ ·-s:2 f2.~i~i :ic5 E.[ ISG re=.3.i::s t~~ :-e:5?o:1si:,ilit:y or cn€; wI. IMPACT EVALUATION OF THREE PROJECTS IN AGRICULTURAL ECONOMIC RESEARCH & PLANNING EDUCATION ECONOMICS MANAGEMENT EDUCATION IN TUNISIA

FEBRUARY 19, 19[2 Submitted to USAID/Tunisia IMPACT EVALUATION OF THREE PROJECTS IN

AGRICULT~RAL ECONOMIC RESEARCH & PLANNING EDUCATION ECONOMICS MANAGEMENT EDUCATION IN TUNISIA

FEBRUARY 19, 1982 Submitted to USAID/Tunisia TUNISIA IMPACT EVALUATION

TABLE OF CONTENTS

I. EXECUTIVE SUMMARY

A. Nature of the Evaluation 1. The Evaluation Team 2. Scope of Work and Methodology

B. Summary of Findings and Conclusions

C. Description of Projects Evaluated 1. Agricultural Economic Research and Planning Ministry of Agriculture 2. Education Economics - University of Tunis 3. Management Edt:.cation - InstitUl: Superieur de Gestion

II. EXTERNAL FACTORS

A. Political Events B. Education Reform C. Agricultural Reform

Ill. INPUTS

IV. OUTPUTS

v. PURPOSE

VI. GOM

VII. BENEFICIARIES

VIII. UNPLANNED EFFECTS

IX. LESSONS LEARNED

X. APPENDICES A. Bibliography B. Chronology of Events/Issues of November 1981 C. List of Participants D. Schedule of Interviews ir. Tunisia and in the U.S. E. List of Contractor Technical Assistants F. Scope of Work (U.S. Contr~ctor) LIST 0: A13PKEVIATIONS

BlAT Banque Internatio~ale Arabe de Tunisie.

:r3IRD Bap~ue ~nternationale de la Reconstruction et du Developpement. (\~orld Bank) CA.t1SED Center for Advanced Management Studies and Education (presently ISG) CEFAG CPontre de Formation d'Assistants en Gestion. CNEA Centre National des Etudes Agricoles. CRDA Corrunjssariat Regional au Developpement Agricole.

CTRD Central Tunisia Ru~al Development. DPSAE Direction de la Planlfication, des Statistiques et des Analyses Economiques. DiIT Ecole Nationale des Ingenieurs de Tunis. ENSAT Ecole Nationale Superieure d'Agriculture de Tunis (now INAT). GOT Government of Tunisia. HEC Hautes Etudes Corrunerciales. IHEC Institut des Hautes Etudes Comrnerciales. INAT Institut National Agronomique de Tunis.

INPGE Institut Natio~al de Productiv~-e et Gestion des Entreprises (presently ISG). ISG II:s tit u t Superieur de Ge s t ion. ,- OEP Office de l'Elevage et des Pat~rages. t)l-f,'PI Office de Mise en Valeur des Perimetres Irregues

OMVAN Office de la ~1ise en ':2] p'lr de Nabhana.

OMVVl·! Office de la Mise en Valeur de la Vall~e de la MedjErda.

OTD Office des Terres Domaniale~. PAVA Production Ar.iruble et Vulgarisation Agricole. UCP Union Couperative de Production.

-i- UNIVERSITY OF TUNIS

I - Facultes

Faculte des Lettres et des Sciences Humaines.

Faculte de Droit, des Sciences Politiques et. Economiques

Faculte des Sciences Mathematiques, Physiques et Naturelles

Facult~ de Theologie et des Sciences Religieuses

Faculte de Medecine de Tunis

Faculte de Medecine de Sfax

Facult~ de Medecine de Sousse

Faculte des Sciences Econoniques et de Gestion ~ Sfax

II - Ecoles Superieures

Ecole Nationale d'Ingenieurs de Tunis (E.N.I.T.)

Ecole Nornale Superieure (E.;J. S. )

Ecole Normale Superieure de L'Enseignenent Technique

III - Tnstituts

Institut Superieur de Gestion (I.S.G.)

Centre de Focmation des Assistants en Gesrion de Tunis

Institur des Hautes Etudes COr.1P.1erciales (I.H.E.C.) lnstjtut de Presse et des Sciences de l'Information (I.P.S.I.)

Institut 30urguiba des Langues Vivantes (I.B.L.V.)

IV - Centres de Recherche

Centre d'Etudes et de Recherches Economiques et Sociales (C.C.R.E.S.) lnst~tut de Recherches Scientlfiques et :echniques (I.R.S.T.)

Institut National des Sciences de l'Educari~n (I.N.S.E.) -it- TUNISIA IMPACT EVALUATION

I. EXECUTIVE StniHARY

A. Nature of the Evaluation

In May 1981, the U2,AID/Tunisia mission i!1formed AID/Washingto~ Gf its plans to cordu~t Bn1-of-p[~ject evalu­ ations of three participc.."lt c.t'd;·""'9 pro:iE?cts: (1, i he;;; iCl1l·· tural Economi~ R~search arJ ~~~Lnj:; ~6EI-0237.1), :2) ~Ju~~­ tion E:;;momics '6(;,i-·0237 • .t", ~,J0 '.3) ~anc."'2:,'ent t~du.~" .:.ic.\ ~664-J=':',8;. B-::CEh~"'2 of t' 2. 5i::,dlc;.""it.·,~" project pur'pcat.::: ~;~'l pI.·je(' ,:." C':)'~~'''LS ~lI;1':\g :'hc thrE.'e, ij~)AID prop':Jsec: that p,,,,'y b"! P.i" ,. ~1 ~:' .. , J:.taneouslv, and ~_ha' +:-.h~y be corrti.:led ,ito Ci'(' ",'0'1'::-'.. ,~,J.Ui:'lt.:.on Surr:mary (PE')'. ~~i'3;,ion sc.J'-i,-egy '-'~r tIle Cq~r::~.:: .',. 'dlS' evaluation was to:Hvide it in two pa:..i.:s. The lir:.t. P~\-:t would take p1ac3 _.~ ~.he United States and in~'ude ae ex~,i~ation 0~ 'e perc~~t~on of the U.S. universities toward th~ pr( The second part wo~ld be contracted to a InCd 1. T~! 3ulting firm and focus on the degree to 'iihic:ii tl.c prG ... , c',cl.ieved their ~tatec1 purposes. The cont ract. J&1 Fd:: ,"'d1gement.s were not worked out until November. It \;,'as a~iree«~ that the order in which parts one and two would be cdr~ied out should be reversed. Rence, the field evaluation beg~n on November 23 in Tunis and the U.S. portion was condu~ted in late December/early January.

1. The Evaluation Team. ~he USAID miss~on con­ tracted wi;~h El A:nouri Institl'te of Tunis to be primarily responsible for the Tunisia portion of the evaluation. The Institute, under the direction of Dr. Tahar El Amouri, is a private consulting firm in Tunis which specializes in applied psychology ~nd organizational development. Members of the El Amouri staff had recently compleLed an evaluation of Save the Children activities in Tunisia and also eval­ uated the USAIO-funded Central Tunisia Rural Development Project (CTRD) in mid-1981. The mission requested that AID/Washington seek the services of an Indefinite Quantity Contractor (IQC) to be responsible for the U.S. portion of the evaluation. The office of NE/DP/PAE proposed that the Pragma Corporation 0: Falls Church, VA, ~e selected for this role. Pragffi2 is a development consulting firm with experience in the implementation and evaluation of AID projects. The individual chosen by Pragma to participate in the Tunisia evaluation, Galen Hull, had taught at the National University in Zaire and recently evaluated AID-funded

- 1 - ~r~jects in Jpper Volta, Kenya, and Zaire.

2. Scope of Work and Evaluation Methodology. initiaJly, there was somA concern as to the two-part strategy Pl':'poscd by t.he mission. 'rhe use of twc separate evaluation t~~ms, one in the United States and one in Tunisia, was troubling to NE/DP/PAE. It was proposed that at least one ~valuator serve on both teams and that the two teams be sCheduled so that the Tunisian team have available the findings of Lhe U.S. team, When the decision was reached to reverse the 0rder of the two parts, it was agreed that the findings of the in-country portion would be made available to the U.S. evaluator. At the conclusion of both phases, Pragma w'as made responsible for combining the data into a final report. The scopes of work for the U.S. contractor is included in the appendices.

Upon the arrival of Mr. Hull in Tunis, a meeting was held with the mission program officer, Mr. Bill Kaschak, his assistant, Ms. Greta Cherchad, and Messrs. Tahar El Amouri and Abderazzak Ammar of El ~~ouri Institute. An agenda for conducting the evaluation was established according to which Hull would work directly with the El Amouri team. The mission agreed that El Amouri would submit its own report on the in-country portion of the evaluation; its findings and recommendations were then to be incorporated into a final report which this document represents.

It should be noted that Ms. Cherchad provided an e~tremely useful coordinating function for the evaluation exercise. In the first place, she represented a "living link" with the three projects under consideration, having worked in , the ~ssion during the latter years of their operation. She L _ had conducted an extensive search of the whereabouts of the project partl~ipants, the results of which were included in a report of April 1981. This became the basic cata base :rom which the evaluation team's interview sample was drawu. Ms. Cherchad provided invaluable assistance in contacting returned participants and arrang~ng interviews with them.

The evaluation team consisted of three persons: Drs. Ammar, EI Amouri, and Hull. We used the EI Amouri Institute office on Rue Hijaz as our base of operations. The first few days were spent in devising an interview schedule and in getting acquainted. It was cLear from the outset that there was good "chemistry" among us, in terms of personality,

- 2 - professional st:anorlrds, an, especially the desire to make the evaluation a team 2ffort. W~enever possible the interview was conducted by two evaluators, one American and one Tunisian. At the end of each day we met at the Institute and discussed the activities of the day and re,"iewed plans for the following day. A listing of those interviewed is included in the appendix.

Because of the fact that there were three different projects being examined at the same time, the team w~s ahlA tc adopt a comparative methodology. There were three main 'l'unisian institutions assistf'd under t!le projects of"\d two principal U.s. cc ~racting universities. To the extent Lhat comparability (; data allows, we have attempted to make comparative str ~ts in our conclusions.

This evaluation took piace several years ~fter the th~ee projects had ceased to receive ~ID fundinq, although so~e of the individual participants were receiving assistance until recently. The USAID/Tunisia mission ce,es not presently have any pa~ticipant training projects in higher education. The purpos':! of the 2valuation was to measure the effectiveness of U.S.-financed inputs toward aCjieving the purpose of the projects. The two University of Tunis projects aimed at introducing modern business and economic principles into the curriculum. The Ml!~""3t.ry of A9riculture project aimed at developing effective asriculture s~ctor policies to achieve sustained agricultural growth.

1. General Conclusions. Our general conclusions drawn from ':'nterv iews wi th partie ipan~.s, Tunis ian author i ties, and U.S. university contract personnel may be divided into the following categories.

a. Participants

• The Tunisian participants selected for training in the U.S. were of generally high caliber and performed well in their studies, especially in quantitative and analytic subjects.

• The participants enjnyed a favorable academic and personal experience in the United States, with a few n0~able exceptions.

- j • They expressed a high degree of appreciation for the U.S. system of education, its practical approacb to problem-solving and emphasis on effjciency.

• Slightly more than half of the participants have returned to work in ttl~ targeted insti tutions or i n related areas. o Most participants expressed some degree of 6ifficulty in adjusting to personal and professional life in Tunisia, but were convinced that the effects of their educational experience were generally positive.

b. Tunisian Institutions

• The th ~ ee projects taken together have had a modest, but tangible, effect on Tunisian institutions.

• The education management project had the most pronounced effect because "gestion"--management--is widely considered an "American" discipline. The project involved the establishment of North Africa's first graduate business school.

• The economic education project had the least impact because it trained fewer participants and had the smallest technical assi.stance co __.ponent. Still, the French model of economics is being successfully challenged: a U.S. curriculum is taking root.

• The agricultural research and planning project faced the greatest resistance to institutional change. Al~hough the planning unit of the Ministry of Agriculture is now fully recognized, its effect is still limited by resources, and incentives for its cadres are meager.

• The equivalence of diploma problem which was so prevalent among the first participants to return to Tunisia is now greatly diminished. The U.S. degree is now widely accepted in Tunisian universities, although to a lesser extent within government ministries.

• The Government of Tunisia is now elaborating its sixth Five Year Plan. Several of the particip&nts are directly involved in this process, both in agriculture and education.

- 4 - • Tunisian authorities in all three institu­ tions served by the projects expressed regret that AID support for advanced training (recyclage), library development, and institutional exchange with U.S. universities was not avail­ able. • The Tunisian system of education is under­ going a challenge both from those who would make it more Islamic and those who would make it more "democratic" and responsive to technological innovation. • Today Tunisian authorities are generally receptive to U.S. models of education and technulogy. C. Description of Projects Evaluated.

The eva]\lation examined three participant training pro­ jects which wer~ funded by the USAID/Tunisia ~ssion from 1967 to 1978. The first two were managed by the University of Minnesota and the third by the University of Illinois. Each of the projects aimed at increasing the institutional capabilities of the Government of Tunisia in the realm of education and agri­ culture. They each involved the training of Tunisians in the U.S. at the graduate level and technical assistance of U.S. pro­ fessors in Tunisia.

1. ~icu~tural Economic Research and Planning 664-0237.1

This project was originally developed in 1966 following a survey of agriculture in Tunisia conducted by Dr. John Blackmore, Director of International Agricultural Pro­ grams at the University of Minnesota, in February of that year. The report of that mission identified the problems of the agri­ cultural sector and concluded that the area of greatert pos­ sible interest for Minnesot~ would be that of research. It was also noted that a long term research effort should be comple­ mented by the training of Tunisians in agriculture.

The original Project Agreement was signed on March 27, 1967, and a contract between AID and the regents of the University of Minnesota was signed on May 1. The contract covered an initial period of ten years. In 1976 the project life was extended through FY 1978. The purpose of the project was "to assist the Ministry of Agriculture to develop a central institutional capacity, principally in the Division for Plan­ ning, Statistics and Economic Analysis (DPSAE), for data accumulation, applied agricultural economic research and planning necessary for determining GOT policy and strategy in the agricultural sector, and for planning development programs." The DPSAE consisted of three sub-divisions: (a) planning, (b) statistics and agricultural employment, and (c) development budget and project evaluation.

The logical framework, written in July 1973, indi­ cated that by the eud of project life "approximately 25 Tuni­ sians would be trained to the M.S. level and up to five to the Ph.D. level in agricultural economics, and employed in the DPSAE." The final obligation was in FY 1978 and the final input delivered in FY 1980. The final evaluation conducted in March 1978 indicated that 22 Tunisians had been trained to the M.S. level; seven were still studying in the U.S., and three

- ~ - were expected to beg in training soon. Two participants '."ho had received M.S. degrees h~d returned to tne U.S. ~or Ph.D. train­ ing. At the time of the evaluation t~ere were ~ight partici­ pants working within DPSAE, althouq~ 11 other~ were in impor­ tant positions in agriculture or the Ministry of National Economy. The evaluation concluded that the purpose of the pro­ ject had been achieved since the DPSAE was recognized by the Ministry as the source of official production and other data, as well as expertise in agricultural economics and anlysis. The GOT, it stated, "now recognizes that U.S. agricultural training at the gradu~te level is highly appropriate and relevant to Tunisia's needs."

2. Education Econom~cs - 664-0237.2

The education ecc-nomics project was the second portion of contract No. AID/AFR-469, signed on May 1, 1967, between the regents of the University of Minnesota and AID. The project was initiated at the request of Mr. , who was at the time Professor of Economics and Dean of the Faculty of Law and Economics. He then became Minister of the National Economy. The purpose of this part vf the Minnesota contract was to assist the University of Tunis by providing short-term staff on assignment in Tunisia to offer seminars in such subjects as econometrics, agricultural economics, and public finance, and to train Tunisian students in economics at the University of Minnesota. The contract was subseq~ently amended to provide for one long-term professor from Mi~~esota to teach economics at the Univer~ity of Tunis.

The Faculty of Law and Economics offered a four-year program of studies in economics and business administration leading to a license degree (B.A. or B.S. 1. At the time the project was initiated, students could choose between two options: management/business administration and planning. The Economics Department (Section d'Economie1, however, had no official existence: it consisted of 15 to 20 members of faculty who taught courses in economics, mathematics, and statistics, and met irregularly to discuss scheduling arrangements and teaching assignments. All other n~tters inclu~ing financial resources and recruitment were decided by the Dean of the Faculty. As Jean-Claude Koeune pointed out in his report (19741, after three years of teaching at the faculty under the Minnesota contract, the "lawyers" outnumbered the "economists" on the Faculty Council, reflecting the traditional French university system. He stressed the fact that the Economics Department did not request assistance under the contract since it had no decision-making authority. The only Tunisian Professor of Economics, Dr. AYARI, was also Dean of the Faculty. He had been trained in but had been

- 7 - exposed to American economics and was most receptive to project objectives. The remainder of the economics faculty members were still technically graduate students writing their doctoral dissertations for a French university.

The economics education project aimed at training a total of 18 Tunisians to the level of Ph.D. in economics. The first group of six students were sent to the U.S. in 1969 while the final group went in 1972. According to the University of Minnesota's final report on the project in August 1978 of the total of )8 students who went to ~he 0.5. under the pro:ject, eight had completed their Ph.D. degree, two terminated at the M.A. level, one was deceased, two returned to Tunisia befo~e completing the M.A., ?nd the remaining six were still working on the Ph.D.

An evaluati0n conducted in 1971 observed that the quality of teachina perfurmed by the contractor's sta~f was "outstanding" and tnat OSAID was satisfied with Minnesota's procedure for selecting high calibre students for training in the U.S. The evaluation concluded that the backstopping sup­ port given by the Minnesota campus coordinator was quite adequate. USAID conc~rred with the contractor's policy of placing some participants in other leading graduate schools of economics. In December 1972, AID decided to cut the project budget by 50 percent. Thus, the long-term faculty position was eliminated.

3. Management Economics - 664-0228

The contract No. AID/AFR-550 signed b~tween AID and the University of Illinois in June 1968, pr~vided for technical advice and assistance requested by the GOT to develop a graduate school of business in Tunisia. The contractor, through its College of Commerce and Business Administration, agreed to assist in a long-term program of management education and development of Tunisia's public and private e~terprises. Initially, the University of Illinois assisted in planning and development of the Management Division of the National Insti­ tute for Productivity and Management of Enterprises (INPGE) of the host government. However, in 1970 the GOT separated the purely academic activities from the INPGE and assigne0 them to a newly established Institut Superieur de Gestion IISG). The latter was established as a graduate school of business within the University of Tunis, the first such institutio:l in North Africa. The primary ':ocus of all contract activity was placed on the develoment of a viable graduate program equivalent to an MBA in U.S. universities. The objectives of the project were to assist in the planning needs of ISG, help plan management seminars for middle-level managers, assist in the selection and training of Tunisians in graduate management education in the U.S., provide short-term consult~ng services to Tunisian firms, and assist in the preparation of case studies and research activities. In July 1974, the University of Illinois's direct contribution to the operation of the ISG was terminated as the last member of the contract team left Tunisia. From 1974 to 1978, the con­ tractor continued to assist ISG by furnishing the services of three short-term consultants, assistance in the selection and procurement of books for the ISG library, and the continued counseling of Tunisian graduate students in the U.S.

The first class of a two-year MBA program ~as admitted to ISG in the fall of 1969, with half of the classes being taught by the University of Illinois contract team. During the period of the contract, three new four-year under­ grajuate programs in business were begun: one within the Economics Department of the University of Tunis (see project 664-0237.2), an independent institute at Sfax, and the under­ graduate ?rogra~ at ISG itself. By ~977 ISG had an enrollment of 700 students; the sraduate pro9ram had an enrollment of 96, with an &verage of 15 to 30 graduates per year (University of Illinois, Final Report, June 1978). By t~e end of the contract period, the contractor had assisted in th\~ selection and placement of "~proximately 25 Tunisian students in American graduate institutions." Of these, 17 completed a masters degree and seven completed a Ph.D .. There were six students still working on their doctorates in the U.S.

In March 1976, an evaluation of the Illinois project rated the ~ontractor's performance against proposed objectives as outstanding. It report~d that out of 17 professors teaching at ISG, 13 were former U.S.-trained participants (11 Ph.D.s and two MBAs). gight of these had been financed under project 664-0237.2). However, the original output target was for 12 to l~ Tunisians to have received the Ph.D. and be teaching at ISG.) The ISG was consldered to be an established and recognized institution within the University of Tun~~. There were no major problems confronting ISG, according to the evaluation report, other than inadequate facilities.

_ c _ II. EXTERNAL FACTORS

A. Political Events

On November 1, 1981, the Destourian Socialist Party, headed by Prime Minister and its electoral ally, the Tunisian Labor Union Federation t won all 136 seats in the national assembly in a national election. It was the first time since Tunisia became independent in 1956 that President had allowed opposition groups to run for election. Because of the President's advanced age (80) and repor.ted ill health, th~ question of his successor had become the subject of considerable sp~cu­ lation i~ recent years. Onder Tunisian law, the Prime Minister is to become acting Presidellt upon the death of the President, until an election could be held. Mr. Mzali's position had been challenged both by rivals within the government and by increasingly active opposition groups such as the Movement of Social Democra~s and the ~ovement of Islamic Tendency (M.T.I.) The latter movement was the subject of a government crack d)wn in September, after militants made ant~.-Bourquiba speeches in mosques. Sixty­ eight fundamentalist lea6ers were tried, found guilty of defaming the President, and sentenced to prison. The M.T.I. enjoyed substantial support among ~niversity st~dents who demanded that a new mosque be const~ucted on campus (New York Times, Nov. 15, 1981).

Mr. Mzali clearly hoped that by opening up the political system to opposition groups the election process would be viewed by the populace as a step toward "authentic democracy." Howeve" the rMnner in which the elections were conducted left ~he governmept open to criticism. The M.T.I. was forbidden to par~icipate at all. There were charges from the other opposition parties of rigging the balloting and of sending Destourian Party militiamen to intimidate voters. In the wake of the government's overwhelming victory at the polls, there were charges by opposition groups that the ruling party had no intention of allowing any effecti~e power sharing.

Opposition candidates poir-ted out that the inflation rate had risen to 25 percent per year, that agricultural production was declining, and urban unemployment rates were unacceptable. Candidates on the left questioned Tunisia's increasingly cordial relationship with the United States,arguing that the government was not

, , ~V sufficiently pro-Arab on Middle East issues. Nevertheless, the very fact that criticism of the government was permitted on state-run television and radic networks was a measure of pluralism not enjoyed in many countries. Opposition newspapers were on sale at news stands alongside that of the ruling party. The performance of the Tunisian economy CQuld b',? viewed as the drinking glass that was either half empty or half full, depending upon one's interpretation. Although the avorage Tunisian was feeling the pinc~ of inflation, the goverment ~ould boast of several healthy economic indica­ tors. The tourist jndustry was earning $550 million a year, the oil industry $600 million, and the sale of phoslJhates another $250 million. Tunisia's balance of payments dEficit of S 300 mi 111 on a year was qui te modest compared to many Third World countries. In October 1981, two major oil deposits were d~scovered in the Chntt Jerid dry lake and near Sfax. Until recently, economists had predicted that the country's known reserves would be exhausted by 1984 (New York Times, Nov. 6, 1981).

United Stales interests in Tunisia have been fairly limited, compared with other nations in the region. The U.S. supplies only about S~ of total Tunisian imports, although it ranks fourth behind France, Italy, and West Germany. U.S. purchases of oil represent over 95 percent of total U.S. imports from Tunisia. Cereals make up about half of all Tunisian imports from the U.S. Large amounts of U.S. venture capital have been invested in the oil explor­ ation which resulted in the recent discoveries. American companies tend to point out the nisincentives to investment in Tunisia: a market of only six million people, a business language that is French, and poor transportation links to and from the U.S. One sector that appears to enjoy good pros?scts for increased U.S. involvement is engineering services. A team of U.S. engineers visited Tunisia in 1979 to discuss possibilities for joint ventures with Tunisian firms (American Embassy Tunis, Review of U.S.-Tunisian Commercial Relations for 1980).

B. Educational Reform

As early as 1958, Presid6nt Bourguiba recognized the need for reform of toe Tunisian system of education. He expressed the broad lines of reform which were to give education "a national chcracter" and to "unify and democra­ tize it." In 1967, a high level commissi.on on education was formed. The task of the commision was defined as examini.ng the entire system from primary to university and making

..L.l - recommendatious to make it more efficient and relevant. The report of the commission concluded that the university should be brought into harmony with the economic and social development of the nation. It was recommend~d that teaching methods be w~de more practical, that professors be more accessible to students, and that interdisciplinary research be encouraged among the faculties. These and other pro­ posals were submitted to a university council and in January 1969, a law providing for the re-organization of higher education was passed. Henceforth, the university was to dedicate itself to furnishing the cadres needed for the social and economic development of the nation (Spraieb, 1974, pp. 249-269).

In April 1981, a p=ogram of reform was again brought u~der consideration. Within the Economics Depart­ ment of the Faculty of Law and Econ0mics, a project for reform was elaborated and submitted to the faculty council for debate. The proposals concerned ma.inly the organi zation of courses and curriculum. The following propositi~ns emerged: (Le Ternes, AprilS, 1981)

(1) Organi7.ation of Studies. The program in economics at the Faculty is presently designed to prepare students in two options: planning and management. The reform proposed a third option: applied economics and statistics. A second proposal provided for a change in the organization of "cycles" or levels of study. The license (B.A.) degree would still require four years of study, but the first ~ycle (two years) would consist of a common required course resulting in a diel$me universitaire d'€tudes economiques et de gestion, on the order of an associate degree in U.S. colleges. A third proposal called for the establishment of a semester system rather than an annual academic calendar. Finally, it WaS proposed that attendance at some classes in practical stlldies (~ravaux eractigues) be made obligatory.

(2) Grades and Exams. The current system pro­ vides for grading the student only on the basis of a final examination, with a second exam set for those who fail at the first session. The new systeill would provide for grades at the end of each semester as well as grades for reports and oral presentations.

(3) Curriculum. During the first cycle, all the common courses are obligatory. The reform proposed the introduction of several new practical studies, and

- .Lc:. - others were elevated to a level of mati~res or fermal studies. Meanwhile, the Minister of Education decided to appoint a commissioD to examine the overall system of educa­ tion in Tunisia. The commission was constituted by April 1981, and the first meetings were held the followjng month. Membel's of the commission, includin,] Dr. Mondher GARGOURI (former participant under AID project 664-0237.2), were charged with identifying the broad themes to be examined and with establishing a plan of action. The plan for a final report covered a broad spectrum 0: subjects from the reasons for the need to reform to the socio-economic environment of the entire educational system. At the time of the eval~­ ation which is the subject of this report, the c~mmission was still deliherating.

By the end of 1981, however, many of the issues of edusational reform remained unresolved. AL the beginning of tre 1981-892 academic year, teaching assistants and ma!tr€s assistants, acting through their union, refused to assure snpplemer.tal teaching duties for which they con­ sidered themselves to be underp~id. Many cou:ses, particu­ la~ly in economics, remained untaught. ~he Minister of Education met with representatives of the teachers' union in October and agreed in principle to revievl the entire system. With elections approaching, the issues of reform were linked to demands for the PG~itical system to be opened up and made more democratic Ode of the key issues 'tmong teachers was the lack of uniformity of diplomas from one institution to another. A second issue raised by assist:ants and maitre assistants was their status as teachers. In most facul­ ties, couises could only be taught by those with the rank of maitre de conference or professor. Assistancs and maitresassistants described this as-a"Mandarin" system in wh i ch proi:' es '3or s taugh t ,-.'ours mag i straux (lectL:.re courses) to bllLdreds of students in largE~ amphitheaters while assistants we~e assigned to oversee travaux pratiques (practical studies) in small groups~hey con­ sidered that the consequences of divorcing the theoretical from the pr~c~ical were disastrous.

A chronology of events and issues during November 198~ is included in Appendix B.

c . Agricultural Plann.. ~ During 1959-1961, when the initial planning for the 1962-1971 development decade was done in Tur,isia, agri~ul~ure provided the sole source of employmer~ for more than 70 percent of the population. Agriculture ~~oduced 29 percent of the gross domestic product, 28 percent of the value of all goods and services for do~estic consumption, and 22 percent of exports. Agricultura4 sector objectives called for--among others--the diversific8tion of production, achievement of self-sufficiency in food production, the elevation of the levels of living of agric'lltural work.ers and small farm owners, and the participation of the agricul­ tural sector in the cr~atic, of ~ther sectors such as food processing. At the end of the second decade of development, agricultural analysts concluded that the L~sults were fairly good for the sector. In the draft document on t.he prepara­ tion of the sixth Five Year Plan (July 1981), it was suggested that an effective strategy for agricultural development should focus on r.egionalization and correcting the disparities among the regions. This strategy would decentralize activities involving agricultural ~roduction, marketing, and data collection in an attempt to lessen the bottleneck in the Ministry of Tunis. The social objectives of this strategy would be to decrease the inequalities between rural and urban dwellers. The plan will therefore focus on creating employment in the agrjcultural sector. III. INPUTS

The overall impression from intecviews with partici­ pants and Tunisian authorities alike was that financial and technical assistarlce to the three projects was quite satis­ factory during the early stages of implementation. However, [rom 1972 onward, there were com?laints by the contractors of AID budget cuts that hampered project success. There were also long delays in the arrival of pedagogical equip­ ment and books. Tl-.e following is a surrunary of the relative quality and adequacy of project inputs:

• Selection and Placement. The majority of parti­ cipants were quite pleased with their placement in U.S. universities. After the initial problems of selection during the early years, the process of screening candidates in Tunisia and providing initial training in English and remedial courses became more smoother and more streamlined. The one major problem appears to have been the placement of the last eight participants to come tnrough the University of Illinois project. With low scores on the special exam for entrance to graduate busines~ schools in the U.S., the participants were nearly obliged to return to Tunisia. Most of them stayed, however, after an extended English course and efforts on behalf of Illinois to place them.

~ Student allowances in the U.S. The majority of participants felt that the financial support received while in the U.S. was adequate. Those who tended to believe it was insufficient were married. ~hey were also pleased with the occasion afforded them during vacation to attend con­ ferences and seminars at AID expense. o Dr.iversity administrative support. Most of the participants said that their project ~as administered very efficiently while in the C.S. Their scholarShip payments arrived on time and ~hey were provided with gcod backstop­ ping servicps. Inquiries and requests for assistance were usual:y ~cdlt with quickly and eff~ciently.

o Academic facilities. The participants inter­ viewed were- nearly unanimous in their praise of the physical and academic facilities they enjoyed at their respective universities. They frequently mentioned exc(llent libra­ ries, computer time, a:1d dormitories. $ Li brary mater ial s, teaching aids. Both con tr ac-­ tors experienced difficulties in the shipment of :ibrary books and teaching mate':"idls, partia.lly due to confasion concerning the mailing address and also to usuaJ delays in international handling. However, both the ~ri_'.·ersity of Tunis and ISG received books in English whict. he1t-'ed re­ turned participants in their preparation of courses. In his report on a consultant vi~it to ISG in 1975, Professor Ross Trump noted that the library was one of several bright spots. It had a collpction of 8,000 books, of whic~ half were in English. The use of these ~ooks in EDglish by stud­ ents appears to be quite limited, however. The videotape equipment sent by Minnesota for the economics education project proved to be difficult to assemble because of the electrical system.

~ Teaching/technical assistance. ~ppreciation of the quality of :'caching at U.S. universities was almost univ~rsally ~ositive among the participants interviewed. They v~l~ed the easy access afforded them by their professors and the seminar approach to graduate study. Some related problems wi~h thesis commit~ees owing to personality conf li cts wi th 1 n the COlnmi t tee and frequent change of composition. However, complaints concerning the nature and quality of technical assistance in Tunisia were registered by both contrac~ors and Tu~isians.

In 1972, USAID cut the Minnesota education economics budget in half (abruptly and without prior consul­ tation with the University, according to the final report). This resulted ill the loss of the only long-term faculty position at the Department of Economics under the prnject-­ despite the fact that Professor Koeune had been highly regarded by his peers and students. From then on, the institutional relations between Minnesota and the University of Tunis were limited to occasional short-term visi~s and the sending of books and equipment. The presence of Minnesota faculty within the Ministry of Agriculture's Bureau of Planning, by contrast, was much more pronounced. The Minnesota team produced several special studies and reports whcih helped to establish a model for the retuning participants.

The technical assistance of the University of Illinois to th~ ISG in Tunis was the subject of criticism and debate leveled by both sides. The former dean of ISG

l ~ charged that the Illinois team was gen9rally too young and inexperienced, not a niveau for the task of teaching graduate students. -He considered that the Tunisian parti­ cipants who returned from training in the U.S. were be~ter professors. The AID budget cuts from 1976 onward left the yo~ng i~stitution ~at the age of puberty", the most diffi­ cult pe_~od in its growth. The Illinois spokesmen, for their part, argued that some of the senior professors proposed for Tunisia were arbitrarily turned down by the Tunisians.

o USAID/Tunisia administrative support. During the long tenure of l-1s. L~i la Mogannum in the USAID/Tunis office until 1976, the pre-departure briefings of partici­ pants were very thoro~gh. From that time on, however, the USAID staff in Tunis was cut back and the counselor position ceased to be funded through the projects. The level of atten­ tion which the mission could devote to the participant train­ ing projects was severely reduced. The university contrac­ tors complained of a lack of USAID backstopping on the one hand, and unsolicited intervention in project management on the other. Some of the Minnesota team, for example, were critical of t~e attempts of JSAID personnel to give Tunisian stuGents aQvi~e on curricular and other academic matters without und"". 3.nding them. A report by Prof. David Miller of ~he Columbia University Graduate School of Business on his Tunisia visit in early 1977 revealed disappointment with the USAID mission. Prof. Miller, who carne on a consultant assiy~ment under the Illinois contract to provide advice on the development of ISG, observed that while he was cordially received by the Tunisian authorities, he was not contacted by anyone from USAID during his three-week stay (Miller, Report on AID-Sponsored Mission to ISG, January 15 to February 8, 1977).

o Contractor project implementati~. From the USAI~/Tunisia perspective, the universities tended to take advantage of their contracts by not insisting that participants finish their degree programs in a timely manner. Whenever a partlcipant's stay in the U.S. was prolonged, this occ~sioned additiona~ financing from USAID funds, without any guarantee that he/she would return to Tunisia. The university/contractors were suspected of attempting to make more overhead on these prolonged stays if they happened to be on their OWE campus. To this charge, the university administrators poinc8d out, somewhat wryly, that if they were really out to make a prof it, they would not be doing business with AID! One administrator remarked that his university got into the project "out of patriotic duty". On balance, the Tunisia project(s) appeared to have been a positive experience for Minnesota, whereas for r:'J.inois the pluses were outweighed by the minrses, in so ~.ar as relations wit.h the USAID mission were concerned.

"1 C. IV. OUTPUTS The primary category of outputs anticipated by these three projects was Tunisians trained at the PhD and M.S. level working within the specified institutions. Clearly the major issue at stake is the degree to which the partici­ pants returned to those institutions, were employed in other sectors in Tunisia, or faiied to return to Tunisia. The list of participants included in appendix A represents the best estimate of the status of the participants as of the end of 1981.

A. PARTICIPA.NTS TRAINED AT GRADUATE LEVEL:

Ministry of Agriculture. The Ag~icultural Economic Research & Planning Project anticipated a total of 30 participants trained in the rJ.S.: 25 to the M.S. level and five to the PhD level. By the end of 1981 there were 30 who had completed an M.S. or M.A. and one who had received a PhD. Two of the 30 were still working on their doctorate. Only five of these were workin~ within DPSAE (the planning department of the Ministry) at the time of the evaluation. Several others worked within DPSAE after their return from the U.S., but have gone on to beter paying jobs. For example, within the sous-direction of statistics there were initially four Minnesota returnees and now there is only one. Still, project participants have always provided the majority of the department's staff and their approach to problem-solving is the dominant one. At least seven other project participants are work- 109 within the Ministry of Agriculture and another six are employed in areas directly related to agriculture. One of those who worked within DPSAE upo~ his return from the U.S. is now director of the department of overseas relations at a ma jor bank in Tuni s . There may present ly as many as 10 who are outside of Tun~sia, but two of them are working on doctorates in agricultural economics.

University of Tunis/Department of Economics. The Economics Education and Research Project anticipated a total of 18 participants trained to the PhD level. At the time of the evaluation there were 13 who had completed their doc­ torate and three who completed an M.S. or M.A. Of these, there were six teaching within the department of economics at the University of Tunis. Two were teaching at ISG, one teaching at IHEC, and another served as director of IHEC. Some of these have taught at the department of economics before moving to <-t.i1er positions. The participants trained under this project represent the dominant element within the

..1. -< - department, although they are still a numerical minority.Within the Faculty of Law, Economics, and Political Science, the economics department is gaining in enrollment and courses offered but is still overshadowed by the more traditional discipline of law. Our best estimate is that only three of the participants from this project are currently outside of Tunisia, probably in the U.3.

Institut Sup~rieur de Gestion (ISG). The Manage­ ment Education Project anticipated a total of 12 to 14 T~nisians trained and teaching at the ~raduate school of business (ISG). As in the case of the other two projects, the management education p~oject life was extended for two years, which accounts for the fact that a total of 21 had completed advanced degrees in the U.S. by 1981: 12 doc­ torates and 9 MBAs or MAs. Of these, a total of eight were teaching at I5G, the project's target institution, or at the Faculty of Economics and Management at Sfax. Only four others were reported to have returned to Tunisia and be employed outside of teaching. The remainder were reported to be teaching in Canada or working/studying in the U.S. Six other participants - t~0 from the Minnesota project - from AID-funded projects were teachers or administrators at either ISG or Sfax. Although project participants did not make up a numerical majority of the teaching staff at either ISG or Sfax, they were clearly the dominant element. Dean Abdel1atif KHEMAKHEM was the founder of both the ISG/Tunis and the Faculty of Economics and Management at Sfax, and was intimately involved in the management of the Illinois pro­ ject.

B. Specialized Libraries Established.

Each of the three projects aimed at organizing and maintaining specialized, technical libraries in the fields w~ich they serviced: agricultural economics, business management, and general economics. At ISG, the project not only provided most of the books in English but also a T~nisian participant who had received a masters degree in library science from the University of Minnesota. The library lacked the periodicals and reference books one finds in U.s. business schools, and the effort to maintain new acquisitions has slowed since the end of the project. The Minnesota economics education projects also contributed to building up the University of Tunis' library with books in English of broad theoretical scope as well as those focuses on agricultural and development economics. One of the most frequent suggestions among the participants interviewed was

- L .. .i - for additional ~ID asistance to maintain these libraries. The key question concerning the libraries which could not be addressed in the brief period of the evaluatioD was the extent of use of English language publications by students. It appeared that the books were basically used by former project participant] in the preparation of their courses or research.

C. Curriculum of U.S. Educational Model Introduced.

with regard to the two projects at the University of Tunis, one of the objectives was to introduce courses into the curriculum that promote modern business management and economics. At ISG, the~e was never a major issue regarding course content since the project itself was on the ground floor of its establishment. The courses taught from the outset were virtually identical to those of a U.S. two-year ~ffiA program, with the addition of required English classes the first year. Since it is generally acknowledged that gestion - management - is a uniquely "American" discipline, there was ready acceptance of the practical approach to education. An important part of the curriculum is the case study, both from the textbook and in internship3 with busi­ ness enlerprises, which is called cas vivant. Some of the U.S.-trained faculty try to use computer ap?lications in their courses but are handicapped by the fact that the only computer accessible is at the University campus which is several miles away. The professors characterized the French approach to computer science as too theoretical, with li~tle application to management information systems. The only resistance to the U.S. orientation is from assistants who do not grasp the approach but are obliged to teach it, and students whose level of English is ~ot sufficient to read the English texts. At the Department of Economics, the introduction of a U.S. curriculum model was rather more difficult since there were already long years of French tradition en­ trenched. As in management, the French approach t~ economi2s was characterized by the participants interviewed as being narrowly theoretical, not geared to practical appli­ cation. The introduction of more quantitative methods in economics was not so much resisted overtly by the Facult§, but rather ~as been slowly absorbed on a modest scale. The problems involved in breaking down the prevailing French notion of "economics as a form of culture: not something to be used in any practical way, but something to be knowledge­ able about" are aptly described in Koeune's 1974 report. It js worth noting, however, that the current Dean of the FacuJ.':~, BEN SLAMA, has embraced the ne l"; approa::h and has been instrumental in setting up a masters level program - Dipleme d'Etudes~profondies - which includes an option in applied economics and quan~itative methods. The refo~m of educatioral curricula is of course the subject of intense detate, as was noted earlier in this report. D. Pedagogy Introduced.

The traditional French system of educa~ion is centered on cours magistraux - lecture courses - in which a senior professor typically lectures to an audience of several hundred students. Proposals for reform have often centered on introducing the seminar approach whenever feasible within the constraints of budget and manpower. Nearly everyone we spoke with ~ndorsed the seminar approach and contended that it was in use to the extent possible. Without being able to confirm the following observations, it is worth quoting from the Miller report of 1977 on the sub ject of the qual i ty of t.eachi ng at ISG, (p. 5): Following a lengthy meeting with three students who were candidates for the MBA degree at ISG, Prof. Miller noted that he had heard of: • Professors who have no syllabus, who come to class without notes, who speak off the top of their head with such total disorganization that no student is able to even take notes from the lectures;

~ Professors who read their lectures and will not accept any questions whatsoe~er, either during or after classes;

® Professors who are unapproachable outside class and are never availahle to answer any student questions; e Professors who never explain or discuss any of the t~eory which underlies their course, instead referring the students to books in the library, all of which are in English and which most of the students can only read wi~h great difficulty. These professors then defend this practice by claiming that t.his is the "American" way and that that is what they are supposed to do. This, of course, has led the students to conclude that they would very much prefer the "French" way.

The students interviewed by Prof. Miller esti­ w~ted that half of their courses were tota.ly worthless to them because of one or another of these practices. As evidence of the justice of their claims, they cited the fact

- ~c:. - that out of the initial 56 members of their class, only 20 remainedo The evaluation team of 1981 was unable to under­ take interviews with students, initially because they were on strike, and then because the academic authorities sug­ gested politely that it would not be a good time to do so when classes resumed. It is clear, however, that many of the issues that were raised by the students in 1977 still obtain and were on the agenda for reform in the fall of 1981. (See Appendix B)

E. Research Published

The ~hree projects under consideration produced some notable researcb efforts, both within the institutions and by individuals. ISG, for example, produc~s an annual publication called African Management Review. The partici­ pants now teaching in the Department of Economics, headed by Mustapha NABLI, are involved in a long-range research pro­ ject on the Tunisian economy using advanced quantitative methods. The Minnesota team of technlcians produced several studies from 1970 to 1976 on such subjects as wheat price policy, agricultural development strategies for Tunisia, and plans for interfacing the agricultural sector model into the national planning process. The staff of the DPSAE ~t the Ministry of Agriculture have recently been involved in the preparation of the sixth Five Year Plan, working for the national commission on the agricultural sector. Indi~ative of the wide range of areas of research in which former participants are currently engaged are the efforts of Dr. Ezzedine LARBO, consultant to the Bureau of Plann:ng in the Ministry of Infonnatir,). In early 1981, Dr. LARBI designed what was probably Tu·.isia's first "Gallup Poll" to determine the attitudes of the population of Tunis toward Arab ar.d public media: television, radio, and news­ papers.

Generally speaking, however, the level of resear~h and publi~ation is still far below what the former participants themselves would like. They complained that there were few incentives to do research, given the demands on time by heavy teaching loads and the scarcity of resources. Many of those who had studied in the U.S. said they felt cut off from new deve)~?ments within their disci­ plines, especially those in the English-speaking world.

- c ..~ - V. PURPOSE The objective of this evaluation is to measure the efi~ctiveness of AID-financed inputs toward achieving the purpose for each of the three projects. They were stated in the scope of work as follows:

• Management economics - the introduction of modern business management practices into the academic, government and business communities of Tunisia.

• Economics education - the int~od~ction of ~odern economic prir.ciplc:s (e.g., COb!". be'1E'!fi.t and mark~:!t .:onsider-­ ations) into Tunisian planning.

• Agriculturai economic research and plan1ing - the improvement of agricultural planning in Tunisia.

Each of these project purposes was aimed at increasing the instituti~nal capabilities of the Tunisian government in either education or agriculture. It is possible to identify the institutional impacts, but more difficult to show any direct effects of these on the planning process. The end-of-project indicators of the achievement of objectives begin with the presence of a qualified Tunisian staff capable of doing agricultural/economic research and, in the case of the University, capable of effective teachi~g. The second set of indicators specifies a fully functioning institution which follows modern, efficient principles of research and planning. All three of the projects can be considered "successful" in that they have left tangible effects on the following areas.

A. General ImEact:§

@ Tunisian staff/teachers. In each of the institutions examined, the staff and/or teaching faculty consistec entirely of Tunisian nationals, with the slight exception of a few Moroccans in the Ministry of Agricul­ ture's planning department. Even though the returned participants from these projects represented a minority in their respective institutions, they clearly were the domi­ nant voice in so far as research methodology and analysis were concerned. The only institution where this generali­ zation might be questioned was the Department of Economics where the traditional French approach still contended fo~ dominance. • Equivalence of Diploma. This is a rather co mp 1 e xis sue t hat i s 0 n-J. y par': i all y res 0 1 v e d . As a s y rn b 0 :;

- 2~ - of the standard by which one's academic credentials were measured, it was in the early years a de facto means of maintaining the French sy.:;;tem which Tunisians inherited from the colonial era. Today the U.S. degree is generally recognized as equal to that of the French degree. And in the fields of economics and management, it is safe to argue that the U.S. degree may be valued higher. Certainly AID­ financed participants who have returned to Tunisia and dis­ tinguished themselves in their jobs have contributed to this change. The fact that the Ministry of Education has decided to send as many as 1,000 Tunisian students to study engineer­ ing in the U.S. at the undergraduate level is an indication that the American educational system is held in high esteem by the Tunisian authorities. (The problem of equivalence of diploma is treated ill detail in the El Amouri Report)

The U.S. graduate degree has proved to be of more value to those in education rather than to those working in the Ministry of Agriculture where tenure is a more important consideration than academic credentials. The degree e1uivalence problem has been overshadowed by that of standards for job promotion. In the university it is the system of concours d'agr~gation which is an oral presentation by a candidate to a jury that decides on promotion to a tenured position. The traditional system has been criticized for being too sUbjective. Some have fought to abolish it altogether. The issue of equivalence of degrees within the Tunisian educational system is still hotly debated.

$ Curriculum and Methods of Research. Each of the three projects assisted in establishing curricula in modern economics and methods of research which remain in use today. This is in accord with the movement toward makiny the entire educational system more practical to the develop­ ment needs of the na~ion.

o Intellectual effect. This is the least tan- g i b 1 e. but per hap s t!1 e mo s t s i g n i fie ant, i mp act 0 f the s e three projects in the long run. Some ~f the participants interviewed suggested that the projects had not really had institutional impac~s, even though some of the curriculum content of courses had been changed to reflect modern economics. They contended that the greatest effects were personal, that the graduate experience gave one an entirely new way of viewing problem solving which was not in accord with that of the system. As one director of an institute remarked, "on est toujours prisonier du syst~me." - one isalways a prisoner of the system. Thus, even though government authorities at the top level are showing an inter- est in the U.S. system of education, those adrnini3trators and assistant professors at the middle and lower levels resist change. They are threatened by the new generation of U.S.-trained teachers and technicians, both intellectually and in terms of job security. ~t is still far simpler to ar­ range for the visit of a French technician or professor to Tunisia than that of an American. It is simpler to send a Tunisian professor to France rather than to the U.S.A. for advanced studies. With the resurgence of Islamic fundamentalism in Tunisia, the challenge to U.S. influence comes fro~ the Muslim world as well as from Europe.

B. Project Specific Impacts

• Ministry of Agriculture: Statistical & Planning Capabilities. The Minnesota project was instru­ mental in setting up an integrated system for the collection of agricultural statistics. This system is organized accord­ ing to the 18 regional centers in the country in each gouvernat; each center has a staff of seven researcher/ana­ lysts. This function was formerly carried out by the Office of Statistics (INS) which did not have any special knowledge of agriculture. Baving collected the data, the department then analyzes it and makes the data base available to other agencies of the GOT and to international agencies. These surveys include information on soils, crops, forests, farm labor, the use of fertilizer and insecticides, and other agricultural st~tistics. The department's planning capabil­ ities are somewhat limited, owing in large part to the rapid turnover of personnel in that department. This is generally attributed to the relatively low salaries of the Ministry compared to other ministries and the private sector. At the time of the evaluation there was nnly one professional in the sous-direction for plannins. In the sous-direction for budget and project evaluation some of the former participants have been involved in the preparation of t~e agricultural sector commission studies for the sixth Five Year Plan, (see full citation in bibliography).

® Department of Economics/University of Tunis: Eco­ nomic Planning Capabilitie~. Individual members of the fac­ ulty in the Department of Economics have undertaken long­ range research efforts in the field of economic modeling and national development. T~2 Faculte has a Centre d'Etudes de Recherches et de publication (CERP) which publishes economic research and documentation. One of the project participants is now working in the Ministry of Planning and has been directly involved in elaborating the economic model on which the sixth Five Year Plan is Das~d. Another alu~lus of the project, Dr. GARGOURI, was recently appointed chief of regional planning with the Mini}try and also serves on the commission for che reform of education. The long range effect of this project, however, is likely to be felt in the teaching of students at the undergraduate and masters level in economics. o Institute Superieur de Gestion: Business Manage­ ment Capabilities. The ISG is th~ most visible result of AID-financed institution-building. However, management is also taught at the IJniversity of TUllis and at Sfax, as well as undergraduate institutes such as IHEe. Altogether, there are about 3,500 students in management course~ of study at both the graduate and undergraduate levels. Here a curriculum of business management patterned on the U.S. system is f:rmly established. There are also linkages with the Tunisian business conununity: businessmen who sit on juries, students who do internships with companies, and grad­ uates of the business schools now working in various companies.

-. ..., - c:, - 'VI . GOAL ACH I EVEMENT All three of these projects were designed in the late 1960s, before the U.S. Congress legislated the Ne~ Directions mandate for AID. That mandate was to direct pro­ grams of development assistance to t.he poor majority wit.hin the countries in which AID operated. The projects in question were not designed with a view toward directly assisting the rural poor. Rather their goals were to help develop effective institutions for policy planning in agri­ cult~re, other economic sectors in order to achieve sustained growth. The prospects for goal achievement must therefore be seen in that light. Tunisia has enjoyed rela­ tively stable economic growth during the last few years. While most of the rest of the developing world has suffered serious reversals since 1973, the Tunisian economy lIas grown at a 6 to 7 per(~nt rate. It enjoys close access to European mP-~~ets, has an indigenous entrepreneurial class, and is a fairly manageable size. Since 1969, the government authorities have turned toward a program of economic liberal­ ization, which has brought both blessings and difficulties. It has stimulated the growth of the privat~ sector and has at the same time made national planning more complex. The creation of a freer market economy increases the difficulty of strong central planning. It would be indeed presumptous to conclude that the successful achievement of the purposes of these projects caused the upturn in the Tunisian economy. Numerous factors have contributed to th~ gro~~h: a booming tourist trade, modest exports of petroleum products and agricultural commodities, and a relatively strong human resource base. Tunisia today is nevertheless beset by serious problems common to most countries: a high rate of inflation;, grow­ ing unemployment, and an outdated educational and social in­ frastructure. The Bourguiba government is committed to a process of secularization vlhich challenges some of the funda­ mental premises of the Islamic culture. There is a growing movement of Islamic fundamentalism in Tunisia ;'ih.lch considers the p~ocess of modernization and Westernization to be an anathema. This clash of values is now bein~ fought in the political arena, where attempts to open up the system to opposition parties recently yielded dubious results.

- 2EJ - The agricultural sector is referred to by Tunisian authorities as the priority for develop~2nt. There is now a fully functioning bureau of planning within the Ministry of Agriculture whose purpose is to map out strategies for devel­ opment. There are also well-established schools of business in Tunis and Sfax as well as a Department of Economics at the University, all assisted by AID. As Koeune notes in his report, however, "it is far from evident that trainirq good economists should be a part of a country's developme. _ effort" if one considers the large number of English econo­ mists and the present state of the British economy! In the case of Tunisia, it is clear that the authorities believe that there is an important role for economists to play. It cannot yet be said, however, that they have had a major impact on the economic development of the co~ntry.

- c: '-! - VII. BENEFICIARIES

The direct beneficiaries of the three project~ were the 70 or so participants \\'tw completed their M.A,s, MBAs, and PhDs ~n the United States over the period of a decade. The indirect beneficiaries are the students whom they are teaching now at the University of Tu~is, JSG, the Economics Faculty at Sfax, and other Tunisian institutions. They are also the farmers and rural entrepreneurs w"[lose li velihood depends upon wise agricnltural economic planning. Of course, in an institutional sense the beneficiaries are the Ministry of Agriculture and the University. The list does not stup there, if we define benefi­ ciaries in a broader sense. Many of the participants returned horne to Tunisia to work in those institutions and t~en moved on to other jobs. A good many of them are in positions of influence and importance. In fact, it was occa­ sionally asserted that those who got out of teaching or the government and i!1to the pr i '.late sector ... /ere the mure ambitious and capable. We cannot confirm this contention. Certainly they have benefitted those companies and institutions where they work, often with sorely needed economic analysis skills. It should be pointed out that the USAID mission in Tunis was disturbed by the fact that some participants had taken advantage of their assistance under the projects by prolonging their stay ~n the U.S., obtaining employment while on scholarship, ernd in several instances never r.:!turn­ ing to Tunisia. This might be expected with so many pa~tici­ pants i~volved over so long a period of time. In these cases the individuals were the sole beneficiaries and Tunisia the loser. They became part of the well-known phe­ nomenon called the "brain drain". It is true, however, that some of those who remained outside Tunisia for nearly ten years finally did return home, while others returned after a certain period of work to complete their doctorates in the U.S.A. VIII. UNPLANNED EFFECTS

The most obvious unplanned effect of these projects was the number of particlpants who did not return to Tunisia, or having returned, left after a period of employ­ ment. The reasons for this are numerous. Some Tunisians married u.S. citizens and took up permanent residence. Others went to Canada and are teaching in schools of business manaqement there. Some were initially under one of the projects and decided to finish their studies on their own expense or that of other donors. A few have gone to work in the Gulf states for oil companies and other multi­ nationals. Among those who have returned home to work, the ones most likely to leave the target instjtution were in the Ministry of Agriculture where salaries are generally lower than in education. IX. LESSONS LEARNED o DSAID/University/lnstitutional Relations. Despite the generally favorable results of the three pr0jects evaluated, it is clear that during the latter years of project implementation relations among USAID/Tunisia, the contracting universities, and the Tunisian institutions were strained. This was due in part to the reduction in USAID staffing and to limited funds available. From the point of view of Tunisian authorities, the decline in AID assistance came at a critical time in the development of their institu­ tions. They hoped for follow-on assistance in maintaining institutional linkages with U.S. universities, building library capabilities, and occasional study visits by Tunisian faculty/staff in the U.S. From the point of view of ~;le university contractors USAID was sometimes too parsi­ monious in its approval of expenditures and overly involved in trying to establish guidelines for curriculum content and pressing them to arrange admission of participants in U.S. universities. By pressing graduate admissions office to admit some participants wi~h mar~i_nal academic/language skills, the university contractors felt that they had to use up valuable "institutional capital" with their sister universities.

From the USAID/Tunlsia point of view, the projects were being extended beyond the originally projected comple­ tion date and taxing their own staff capabilities to backstop them. Under pressure to show tangible results from ~he projects, USAID was anxious to see the participants returning to Tunisia and taking their place in the target in­ stitutions. A general critique lodged against the university contractors was their tendency to be more concerned with academic research than with other aspects of proJect implementation. During the course of the decade in which the projects were implemented, there was a general shift in AI~ programming toward rural development projects and a lesser emphasis on training. Mission resources were thus pulled away toward other types of projects.

JL - o Evaluation methodology. The idea of contracting with a local consulting firm and a U.S.-based firm under an IQC arrangement proved to be very fruitful for both. Both parties on the evaluation team were able to benefit from the other's background and experience. El Amouri team members provided an intimate familiarity with Tunisian society and the educational system as well as prior exposure to USAID/Tunisia programs. The Pragma team member brought experience in other francophone African countrie~ and knowledge of their educational systems as well as familiarity with U.S. universities. We were able to learn from each other and thereby provide a more informed inquiry than would have been the case if only one party had conducted the evaluation. APPENDIX A - EIBLIOGRAFP.Y

BIE L =OCR.~..FHY

A. General Reference

Ecole Nationale d'Administration. 1974. ~ Politique EconomiC;'..le de -'-a Tunisie. Tunis: Centre de Recherches et d'C:udes Administratives.

Minist~re de l'Agriculture, 1981. Preparation du VI~ D~an de J~ve:oDoe­ ment Economique et Social: Agriculture et Pec~e (documen: provisoire). Tunis. July.

Minist~re du Plan et des Finances. 1980. Note d'Orientati~n pour 1a III~me Decennie de Developpef1ent~le \'I~~~ ?:'a:1. :-..;ni.s. Nover.lber.

Sraieb, Noureddine. 1974. Colonisation, Decolonisation et Ense:=neme~:: l'Exer.lple Tunisien. : Centre National de 1a Recher~~e ScieDtifique.

B. Project Specific Documents

During the course of the evaluation process numerous project agreements, project papers, eval~ations, and reports were consulted. These ~~s:ed ~e:cw represent the major dc,cuments consu:" ted eoncerr,ing Each pro.~ ee[.

o Educa:ior. Economics

Office of International Programs, University of ~innesota. Report on the Development of the Department of Eeon0mi~s: Fac~::v o~ Law, Politlca: Science and Economics at t~e Cniversitv o~ :u~:s. Augus [ J 1 .

Koeur,e, .;ea:l-C':'aude. 197 .... "Teaching [conor.Jics in ':'ur.isia: on a Three-Year Dpisonal Experience and Sugges~ions ~or F~:~re

~niversi~y of ~innesota. ~innesota Pro~ects in Tunisia: Reports (1971-1976).

c Agricu2.tural Research and Planning

Ministere de l'Agriculture. Preparation du IVeme Plan: Sec:orlelie de l'Agricu:ture et de !a Peche ex~:oi:a[ion) . (no date;.

University of ~innesota. 1976. o Management Education

David W. 1977. "Report on AID Sponsored !-'issior. ::'0 the i.r.stitut Sup~rieur de Gestion, Tunis, Tunisia, from January 15 to February 8, 1977."

Trump, Ross.~. 1975 (?). "Report on a Visit to Tunisia £or the Study o£ the Instit,,'te Superieur de Gestlon." (no date).

University of Illinois. 1978. Final~rt: The Development of the Graduate School of Business at the University of Tunis - ~une 1968 to June 1978. Co':'lege of Cor'"f1erce ar.d Business Ad:n:.r.is:ratior.. June. Appendix B. CHRONOLOGY OF EVENTS/ISSUES OF NOVEMBER 1981

In November, several events occurred which in turn had repercussions throughout the system of higher education (Le Maghreb, Nov. 21, 1981): November 13 - The Faculty of Management and Economic Sciences at Sfax was closed following a protest by students and some teachers over the appointment of a new dear.. They argued that the dean had been imposed by the authorities, rather than named by the scientific council of the faculty. A show of "solidarity" was made by students in other faculties and institutes, such as the Ecole Nationale des Ingenieurs de Tunis (ENIT). Students at the campus of the University of Tunis went on strike against the Ras Tabia restaurant conditions. This became the rallying point for a ~eneral assembly in the restaurant attended by some 1,500 students. November 14 - Police intervened during a meeting of students on the University of Tunis campus, arresting several students. This incident in turn became the rallying cause for other general assemblies of students and faculty members. November 19 - Professors and maitres assistants called a strike, meeting in a general assembly at ENIT to debate problems relating to their conditions of employment and the university in general. November 24 - The Ras Tabia restaurant was reopened and the protest began to subside (La Presse, November 24, 1981). The protest in many respects represented the con­ tinuation of a struggle to redefine the nature and purpose of education over the past two decades. Some of the issues were of a personal and political nature. For the teaching faculty, the issues revolved around questions of profes­ sional status and conditions of employment. A summary of the grievances that emerged from the November 19 assembly at ENIT appeared in several different forms in the press, as follows: • Equivalence of remuneration and unifor­ mity of dl£l~. The issue here is that the value of degrees granted by the various institutions of higher educa­ nion in Tunisia varies markedly. The demand is that these diplomas be recognized on an equal level and that salaries be made uniform according to one's degree.

• Promotion of professional standing. In broad terms this issue has to do with guarantees for im­ proved scientific research and job satisfaction. Teaching and research conditions are not considered amenable to good production and pedagogy. This entails establishing criteria for being promoted from one rank to another within the university, based on objective rather than arbitrary stan­ dards.

• Supplemental courses. The teachers union has demanded for a long time a reconsideration of the rate of pay for teaching hours above the number officially attributed. The complaint is that the assistant or pro­ fessor is obliged to do supplemental teaching to the detri­ ment of his research.

The interpretation of these events and the demands made by the professors varied according to the source. La Presse (Nov. 24, 1981), the official organ of the Destourian Party pointed out that the strikes undertaken by students and faculty were illegal. It would deprive students of their right to study and lead to a spirit of disorder and anarchy in the educational institutions. Opposition papers such as l'Avenir (Nov. 27, 1981), on the other hand, published the proceedings of the general assem­ blies in detail and gave the strikes a ;ery sympathetic hear­ ing. Le Maghreb magazine (Nov. 21, 1981) examined the strikes in the larger context of the elections, saying that legislative pluralism had suffered a blow and that the protests were a manifestation of general discontent. The reform of the university, according to this perspective, was the need to "democratize" its structures, This would in­ volve, it was argued, the legitimate representation of students in the functioning of the university. AI'I'FNIlI X C - LI ST OF I'A!{Tl C I PANTS

PARTICIPANT LIST ACRICliLTURAL ECONOt-lIC RESEARCH & PLANNING 664-0237.1----"--

NA!-1E UNIVERSITY DEGREE DATE __ 1.~T_LE/~)P:~:_.1_98_1 ______

A. !-1iIlt_s..t_~),__.<:l.f_~g~} t~l!lt \l r (': \) i vis i onJu.r._I~).'llH~~ng.L_S ~a t}_ s_~~~~~L .Ec_c:nomi c A!~~1J~:!"~.JDPS~_~)

1. flEIlOUI, Chebil !-1i11Ilt_'sola !-1S Ag EC(l(1l1mics 1973 Chef De IJivison: Bu:lget

2. REN MlAR, Badr 1-1i 11 Jl E' ~,0 t a !-1S Ag Economics 1976 Chef De Divison: Planning

J. til, RI_IUT , Rached OregoIl State 1'1S Ag Economi cs 1975 Chef de Sprvice: Statistics

4. BO\!CIlANMI, Ilouclne Kellt.ucky !-1S Ag Economics 1980 Ingenieur Principal

') . ZFC;II I n I , Khaled Tc'x:ls A (, M MS Ag Economics 1979 Ingenieur Principal: Evaluation

H. ~1i n is t ry.. oJ Ag r i ,- I J 1 t II r p : Other DivisiuIls fl. I'lA/lf-1()IIR1, Fatma HillTlVS(Jta !-1S Ag Econllmics 1973 Chef de Service: International ('n,,!w,.-,'tion

( ~11s. L t\ RIII )

( 11J F f-?F F L L!, T r a bpI s i Wl' S t (' r!1 ! 1 1 j no i s i'1A At; F.(" () n U Tn j C s 1 4 "17 J n g e n j e u r d f' T r a v C! u x del / Eta t VulgClrisClt)on de Hasse H. H F N I) III FA J. 1.All, Mok h tar () k I a . S t it t e t-IS AI', Education 1979 Union Coopl'rative de Production

() }. I, AJ I L I, Hed i ()kl.l. St,1te !-1S Ag Education 197Y lIlg('nieur Principal: CRDA/Nabeul

1 (). I iAr'l!'-lA R I, Hed i t-1i IIIH'sot a t-IS Ag F,'ullomi c s 1973 Commjs~;aiIe Agricole/Le Kef

11. IIMJH(I\lNI, Latifa ~lid1if;

L'. (IlFHIL, Abtit'rra7dk C(.1,1l-ddo Stat!' I-IS Ag EC(llllllllics 1971 lIIlknown

C. Other Flllplox ment i II T\llli~;ia lL SI.M1.r'\ , Ahde I TIli'J i d t-1i II n (, S () t a MS Ag E"OIllllIl i c s 1972 Ingeniellr PIincipal Djrecteur of CNEA

1/, _ 1l/\~lI1()IINI , td,delh:lk illl t-li,-hig:lI1 State !-lS Ag Fr'()I1()rni (' S 1976 Dirf'ctellr C;pnera] Adjoint of OTD

I') . I '; ~;Ill, l1:1h i b t-l i II fI (' ~;() t il 1'1S Ag F, unomiC's 1975 Prt'sidcIlt i)irecteur (;('n (' r a 1 of mlVl'l

; h , Iq-N r·L\ 1\lW K , /\1><1(,1371 z t-l i lilli' -, () t il w; Ag F,-ofl(ll1li cs 1974 llirectellr Ad;ojnt of O~IVAN PARTIClPANT LIST i\C;RICULTUEAL FCONOHIC RESEARCH & PLANNING - 664-0237.1 ------.-- .. --_ .. __._----- .~-----.-----.---- ..... ------" .. _--_.. _- N.\I·IE UNIVERS1TY !lEGHEE DATE TITI.E/DEC. IfJ81

17. :;AIll, Mohamed Wash. Stale NS Ag Ecol)omi c s 11)76 Chef de Division: Etudes et Developpements/ Elevage IS. BEN BRAIIIH, Ahmed Mi llll{'sot a MS Ag Economics 1976 SOLIS D i r l' c t pur: Ministry of NaLiona1 Economy

19. SAl DANE, Ezedine Minllesota t-IS Ag Economics 1974 Di.n:ctellr du Departement de l'Etranger at BLAT

::0. AYEll, Ahdeljelil M.1rvl'llId !'IS Ag E,'

21. BEN SENIA, Hohall1ed I (l \..' a State PhD Ag Economics 1981 Recent1y returned to Tunisia

C. Abroad

'22. Al'IMlOU, flab;" I'li Il!1L'S(ll a t-1S Ag Economics 1974 PhD C'andiJate at Minnesota

11. HEN RFllJ ER , Taotllik 1'1i l1!H'SOt a HS Ag Economics 1972 Self EI1II)I oyC'd in Minnesota

2 {, . A(nIN, AbdC'ssalem Kentucky ~lSAg Ecoll()mi C's 1980 United States (? )

:''i . (;i\PClUI, Ahdcrrazak Orcgtln State !'IS Ag Statistics 1980 Unftf'd States ( ? )

.J () • TI,:\f\ F!.S I , Brahim Kentlwky HS Ag E('onomics 1980 United States ( ? )

.) 7 . !l fU\()U I , Hedia 1'1i nil!' S () t a HS Ag F"COllomi rs 1973 Ninllesota Department of Agric\I]ture

:>R. ~lt\NC;()llR, Aj,clessa 1 em Mimwsota MS Ag Economics 1974 Kuwaiti !.lank (?)

79. TIIAHFT, [\(l\lbaker 1'1i lllll' sot a t-1S fig EC'ollumics 1975 PhD Candidate at Oklahome State

30. Sr\SSI, Salem Ok1.dIOIW Slilte Hs fig F('ollomics 1980 Ingenieur PrIncipal/CTRD until reC'ently; said to be in the U,S. 11. l\liIlFLKEFl, I\('lliassen t-Ilclilgan Stilte t-1S Ag Economics 1977 Unknown

1(\11\1, NIINIlER OF TUNISIAN ANTICIPATED TltAINED AT M.S. OH PhD LEVEL AND El'lI'LOYED AT Dl'SAE:* 30 1';11 t icil'i1llts who ("olllp]p!pd t-1.S. or M.A. 30 l';lltJ(ip;lnls wjIC) completpJ PhD 1 Pdf t icil'dllts \wrkillg withill I)],SAE, Dec. 1981 ')

0 1 ;1 I I lei p; III r S \J l> [ k i 11 gill Mj Jl j s try 0 fAg ric u 1 t. \J r e, 0 rAg ,-pIa t (' d J 2

,\ 1\" ,) I " i 11 g t (l 1,0 g i ( a] era Ill(' \J () r k, 0 f ,J lily I J, 1 9 7 3 . PARTICIPANT LIST ECON01'-IICS EllllCATJON AND RESEARCH 664-0237.1 OTHER NAHE UNIVERSITY DEGREE DATE TITLE/DEC 1981 EMPLOYMENT -_._----_._---_. ---.~-. ---

t\. F~3_~y~tL_~_y:.~_o_nyTTII._l'.:; (lI.n}y~r_t.'jtY. y f. Tun is

l. ROUCIlEZALIA, Hongi ~1inlll'Sota Economics Phil 1916 Maitre Assistant

2. CARCOll R I , 1'-londher C()rllP 11 Economics PhD 1972 Haitre Conference Min Plan ( part time) (Chief Regional Plan) '3. LAKllOUA, Faycal Hichigan State F('OllUmi cs PhD 1910 Haltre Assistant

4. NAHLI , 1'-lustapha [leLA Ecollnmics I'h 0 1975 Haitre Conference

~). RlflANE, Abderr,. 1975 A~sistant

b. ~!\FRA, Hongi ~lichi gan Economics PhIl 1975 !-ld it re Assistant

R. 01 her Emp.1.oyt1l_f:'!lt in T \lfd s j;)

7 . l"FRU1IOll, Pidha Michigan State Ecol1omics Phil lY74 Director I BEC

R. /\RBI, Fzzedine llel.A Econnmics PhD 1976 Maitre Conference IHEC (Collsultant to !-1in Information II r:fUCHFNE. Nnurerldine lWLA Economics PhD 1980 SOlls-j)irecteur Institut d'Ecunolllie Quant it at i ve 10. 11;\IU'l(lllL, Alaya NYU Economi,'s PhD 1977 Administ ratell!' CTN

I I. !\i\1 .R()11SS1, Romdhane !-1i Illlt'sot a Ecollomics MS 1972 Prt.>sident Dirt-'c'ellr Suciete Regiullille

iI, FFiJiEiI. H,,jlanlt:'d St;!1!ford ECCl!lOmics PhD 1976 Hilitre A~;sisti3nt ISG

11. L\1I011EL fI i1! V;l r d Econ()mics PhD 1980 Mattre Assistant ISG

c. Ahrnad

I 14 , I.:I L\ ()! Ie H, H a h i b i Hi 1III('Sot i3 El',JI1()mi(s ~lA 1972 !Ill i t t~dStates ( ? ) \~orkillgdil PhD

1 r). !'lll\l:;:;A. ll.lssouna I,j i I]; I , > S () t il Ec()n()mics PhD 197R Un it pJ Stdtes ( ? ) F

II! . ,\ t~ 1\ I, d (',. ,; it t :1 r ~1 lll)('~;(\t ~~ l/;, IS, i ;1 F~(Hl(lfll i (' S Ph \l 1919 1in i t I,d S I ;1 r (, en

1 11 1,\1. !W~'J;"R(II 11,\(lIl!'JC I-AI:III'1), IN Inl~'llr'I('~)ANTICI),A],ID IN 1'J;(l.ILLT 1';\I'J:I{ 18 1'.11'( il il',1I11', hill) ""111,1, II·d l'lll) II j':llticil':llltS who "("III'I,'I"d ~1.S.or M.A. '3

1'.11 (i(il).llll~;1(·.lllrtl!)', .iI F,Il lilty ()f F( \>\llllIilc's, Il('l. l'lnl f, PARTICIPANT LlST* MANACEMENT EDUCATION 664-0228 ... __.------. -"-- -"- OTHER NAt-!r . lJNIVU\SLTY._. [)ECREE DATE TITLE/DEC 1981 EMPLOYMENT

A. r-'a cult), 3. t_1 S(~._-::.. !~1s ~i t II t _Super! "\I r (~~..0.l'~t.~5:)n / Tun is I. RRIK El IlANACIlI,SaJah CoLlinbia I'llD BusillPSS 1979 Maitre Assistant

.) FL YOUNS 1, He('l1ir Northwestern phn Financl:' 1974 Maitre Conference IHEC

3 . TH!~li\R, Ahmed 1111nllis Ph [) Finance 1972 Maitre Assistant IHEC (ISe part time)

4. (IlAIlED, Raclled Wisconsin MBA 1971 Assistant

'i. Ch;,()tICh, Tijnni ~linnpsut a ~!IlA 1979 AssiSti1l1t h. H!\ N 1l()\1 S , BO\Jr;1()ui Illin(>1s HilA 1971 Assistant CEFAG (part time)

I . HEN J\F [A, Khelil I II i Ill' i s 1'111) Bus I ness 1980 Uncertain somewhere in U.S.

H. TIIRK I , Hed! 111innis I'!BA Accounting 1980 ISG

<) Li. ~lIR,Ali I 11 i (j() i s Phil Finance 1974 On sabhat ieal from ISG in Yugoslavia

B. Faculty.of.Ec.()Ilornic'.s I> M:]niIgeme~t/~Xa.y: In.IUH1Al., Tpuf!k Wisconsin PhD Quantitative 1974 t-laitre Assistant Analysis !l.T()IIRKl, Rac'hid III innis I'llI> Business 1972 Haitre l.OnfClel1Ce (part time)

('. nther Employment In Tunisia

l2 ,1\!\CCOUCllE, ~luStilpha III inois M.S. Accollnt ing 1970 Self-employed in Tunis

"P,-rived from p;lrticipant list in F.inal H~~p()rtof 1978, suhmitted to AID by 1I. of Illinois. That list !(\(ill,'d I', pdr! icjpants, of w!t'lIll 4 -,-turl1ed 110me without an advall(,l'd degr'ec dnd others finished degrl'Ps \,'ilil.· Il

1'.11\(~;ill L-;Jst l':ntLl11y fUlld,'d Iinder 0218 who ale not included ill the li1inois list. PART:\:iPANT LIST M.IIN,\C I·:m NT r.1l1J( XI' i ON - fd)!1 - 02? H OTHER NM1E UN I V E I{ S [ TY DI':CI

11. BEN Dflli\, SCldok Alabama MBA Marketlng[979 \~orkingfor Petroleum company in Tunis

It,. ellA I Fe, t-1nllamcd J I I i !1(l is MBA ~lark,~ t i [Ig I

IS. I.A7.(;11AH, Salem lIi: LA ['hD Linguistics 1978 S()urguiba S<'I1001, Tunis, Ma[tre Confercl1('e

D. Abr,)ad

16. BFN AFIA, Khelil I I Ii 11.) f s PhD Bll:; iness 1980 Wher<:'abollts in U.S. uncertain

17. BEI.KHAOU I, Ahml'd Sy Llcuse PhD AY()Il!lti[lg 1972 At t.he University of Sherbruuk, Canada

[fl. CllF:IKllfWUHlll], t-loncef LJC/Ilnkelt'y PI!DApplied IlJn Director, lnstitut de FinClnce de Ec ()[j()nJ i c s Deveioppemt'nt Tuniso-Algerian Project

19. D.JARRAYA, Mohamed [11 inuis PhD husi[H'SS 1980 flEe t-lontre:ll

2(). FLAT I, HohClmed Ohill StClte HilA 1971 With the Cumpanie de Gafsa

~l. SAIIlANA, Hassine r 11 i!lois MBA 1972 Uncertain, but might be with AT&T in New York

TlllAL NUt-mER t'F TEACHING FACULTY ANTICIPATED iN PROJECT PAPER 12-14

Participants who completed Mi\ or HI:IA 9 Parr icipants whl) ('ompleted PhD L2 Part i"ipants teaching at ISG or Sfax, l)P(,l'l1lbl'r 1981 8

"e_" ____ • ______• ______PAInlCIPANT LIST t-IANAn:HENT EDUCATION

liSA TIl/Tun is i a l,i_~~_(:L~,~r,tjci l';~n tS_llIl(~e r Jlr,o.i ~~~_6,6_~-0 2),~_~~~,~_.~~l~~~~.,~y_11 ~i!_l,~~:

NAME UNIVFHSITY DECREE DATE PRESENT PUSITION --_.. _--_ .. _------~- ... _------

1. HEN AHAR, l'-luhnmed Wisconsin PhD Marketing 1970 Maitre Assistant, ISG

'J '- . HEN Ml0R, Amenallan Col11mhia PhD Finance 1973 University of Sherbrook, Canada

,. HEN HA:~SlNE,Ahmed Americnn ll. PhD ProducUol1 1971 University of Montreal l'-b 11 a gemE:'n t

4. HACC()UR, .'.bde I maj i d Illinois PhD Plarket il1?, 1971 Saudi Arabia, Commericial l'-lanager

') . CllOllTKA, Abdelhai Col\lmbia PhD Finance 1981 Maitre Assistant at ISG h. (;AI(;l, Noun!r l-linllt'sota 1-lA Library Science 1971 Arab Ligue, Tunis

7. " II nlAK Ii E1-1, Abdellatif Ohi!l State PhD ManCigempnt 1966 Dean of Faculty of Economics/Sfax Control

H. TRIKI, t-iai1moud (lhin State PhD Markpt ing 1973 Director of Scientifjc Mission and UnIversity BIlI'eatl, Tllnisian Embassy, Washinglon, D.C. APPENDIX D - SCHEDlJLE OF INTERVIElJS

HL'LL. TL'NIS LA EVALUATION SCHEJL'Lc

Monday, November 23

Initial meeting with Mr. Kaschak of the Program Office, Mdme. Greta Cherchad, also of the Program Office, and Messrs. Tahar [1 Amouri and Abderrazak Ammar of the Institut E1 Arnouri. General overview of the collaborative effort and time-table for evaluatiun. Agreement that El Amouri would submit its OWTt report on first portion of evaluation, to be incorporated into final report by Pragma.

Tuesday, NoveQber 2~

A.!1. Interview with Mr. Abdessatar GRISSA, Direc::or of ISG, Li view 0: fact that classes were not being held, it was concluded that interviews l.Jith faculty members ;)f ISG would be ::or:ductec cur-ir.g week of Dec. 7-11.

Inter-view with Mr. Moncef BEN SLAI1A, l)ean of Facul::y of Law, [conoQics, and Political Science at University of TUDis: Dean agreed to assist in contact~ng members of Faculty for interviews.

P.!"!. Elaboration of an interview questionnaire [0 be used i~ determining attitudes of project participants towar-o experience in C.S. ar:~ consequent impact on Tunisia; agree~enc t~at questions would be open-ended to allow ~lexible res~onse.

Wednesday, ~ovember 25

A.:1. Jiscussion with Mr. [dmund Auchter, Program Of~ice~, anc Kas::~a~, concerning CSAID objectives in evaluation.

Review of project files in CSAID ot!~ce.

~hursda~, ~overeber 26 (:hanksgivi~g)

Friday, ~ovember 27

A.M. Interview with Dr. Mondher GARGOURI, Chief of Regional Planning, Ministry of Plan; conducted by E1 ,:\ITlouri and Cherchaci; c;:O"Jerec overall aspects of 237.2 project; GARGO~R= agr-eed :~ second ~eec~ng.

P.!"!. Intervie~ ~ith Dr. Ridha FERCHIO~, DireCC0! :~ ~he lnsr~t~: ces Ha:.Jts Etudes COTlllnercia"~_es at Car:ha?E:, " =J~.>; Jr. E22e:::-,2 :"'/\R3I, ~..{u3i-tre de Cor.ference: a: =H~= 122--'.=} Sa turday, Novr'mber 28

Visit to various bookstores in Tunis and the research cen:er of the University of Tunis for docume~tation.

Honday, November 30

A.M. Second interview with GARGOURI, Ministry of Plan, to administf­ questionnaire; conducted with El Amouri.

P.X. Interview with Mr. Moshen BOUJEBEL, Director of Di'Jision of Planning, Ministry of Agricul'~'.Jre; conducted with Ammar and Kaschak.

Review of project files in USAID office.

Tuesday, December 1

A.M. ILcerview with 11r. Ezzedine SAIDA."iE, Director of the Foreign Affairs Department, Banque Internationale Arabe de Tunisie (BlAT), (237.1), conducted with Ammar.

P.M. Interview with Dr. Noureddine KRICHE~E, Ministry of Plan, Office of Studies (237.2); discussion of :he GOT sixth five year plan; cond uc t ed wi t:l Am.'T.ar.

Review of project files in USAID office.

Wed~Esday, December 2

A.M. Interview with Mr. KhaJ.ed ZEGHIDI, Chef de Service, DPSAE, Ministry of Agriculture (237.1).

Interview with Mr. Mohamed SAID, Chef J2 Divislon, Etudes et Developpement/Elevage, Ministry of Agriculture, (237.1)

P.M. Interview with l1r. Badr BEN AJ1AR, Sous-Ihrecteur, ::lPSAE (Planning), ~1i,;is::ry of Agriculture, (237.1)

Llterview with Mr. Chebil BEDOt.:I, Sous-Directeur, JPS,:''': (3udge: and Projects); (237.1); conducted Io.'irh Am.;nar.

Thursday, December)

A.M. Interview with Mr. Rached .~ROUT, DPSAE (Statistics), Ministry of Agriculture (237.1); conducted '..Jith Arnmar.

Interview with Dr. 110n;i Saira, ~1aitre assistar.t, Facu~::e de Sciences [conor:iiques, (237.::).

P.M. Revie~ of,project files in CSAlD of~ice. Friday, December 4

A.M. Interview with Mr. Abdelaziz BE~ MABROL~, Sous-Directeur, Office de Mise en Valeur/Nabhana at Sousse, Ministry of Agriculture, (237.1)

P.M. Interview with Dr. Adbellatif KHEM.A..K.HE~!, Dean of the Faculte de Sciences Economiques et de Gestion at Sfax, founder of ISG at Tunis, and one of first :unisians to receive PhD from U.S. university; also interviewed Dr. Taoufik JEMMAL, Haitre Assistant at Sfa>:; conducted with Amrnar.

Saturday, December 5

Returned to Tunis.

Monday, December 7

A.M. Interviewed Dr. Mohamed Salah REDJEB, Haitre Assistant at ISG, Tunis, (237.2); although participant under econoQics project, now teaching in manageQent; conducted with Amrnar.

P.M. Interview '",ith Dr. Mus'.:apha :--iABLI, Maitre de ::onferences, Faculte de Sciences Economiques, (237.2); also interviewed Mr. Abderraouf RIDP_'lE, Assistant, Facu' -2 de Sciences Econor::iques; (237.2); conducted a:'01.'".

Tuesday, DecembE: 8

Meeting set for ISG faculty postponed.

P.M. Interview with Dr~ Ahmed ~emmar, Mai:re de Conferences, :SG, (228), and with Mr. Tijani CHAOUCE-BOUF~OCI, Assistant at :SG, (223) ; conducted alone.

Wednesday, December 9

Revie'..;ed prc~ect files and interv:ev,: notes at [1 Am()'ir::'.

Thursday, Dece~ber 10

A.M. Inter-view with Dr. Faycal LAKf1m':A, !1aitre Assistant ot Faculte Je Sciences Economiques- (237.2); also final discussion with Dean BEN SLAJ1A.

P.M. Revie..;ed project files at CSAID office.

Fr::'day, December 11

A. ~1. lnterv~ew with Dr. Abdelhai G:()t'~~.\, soor; to De na:nec ~~aitre Assistant at ISC; conciuctec w,::::-. Mr:l2.c. Friday, December 11

P.M. Roundtable discussion of project impact at ISG with following persons:

GRISSA, Director of ISG AYED, Assistant, trained in Tunisia MANSOUR, Assistant, trained in France CHAOUCH, Assistant (228) DAOUS, Assistant, trained in Tunisia HANACHI, Maitre Asslstant, (228)

Final suoll'nary review of intecview findings with E1 .ilJnouri and A.i1lJ1laL

Saturcay, December 12

Departure from Tunis. HULL DOMESTIC EVALUATION SCi1EDULE

December 30, 1981

Meeting at Oklahoma State University with \villiam Abbott, Director of International Programs, and two of his administrative staff. Discussed project 664-0237.1 (Minnesota contract), under which three Tunisians studied agricultural education and economics at OSU. ~lso discussed tec~.­ nology transfer project: seven Tunisians enrolled in engineerin8 at lJ.lder­ grad level.

January 4, 1982

Meeti~g at International Accounting Center on campus of University of Illinois at Champaign-Urbana. Interviewed Prof. Peter Holtzer, Chief of Party of Illinois project (664-0228) in Tunis from 1970 to 1974. Also interviewed Dean Zimmerman of the School of Business Administration, the Illinois official responsible for contract administration.

Jan ua r y 5 - 7, 1982

International Agricultural Programs, University of Minnesota/St. Paul campus. Meeting with persons involved in both Minnesota contracts (66~-0237.1 and 664-0237.2). Those interviewed included:

Prof. Malcolm Purvis, Assistant Dean for International Agricultural Programs, College of Agriculture, and Chief of Par:y for project 0237.1 from 1970 to 1971.

Peof. Terry Roe, Agricultural Economist, Tunisia tea~ member

Prof. Reynold ~ahl, Agricultural Economist, first COP, 1967-1970

Prof. Burt Sundquist, Production [cono~ics and Poiley, Head cf )e~~. from 1971 to 1979

Prof. Vernon Ruttan, Agricultural Economist

Prof. Jerry Hammond, Agricultural Economist, Chief of Party, 1970-72, currently gcaduate studies director.

Habib Arnarnou, PhD student from ':"unisia under 0237.1 CO:ltract initia':':"]' as M.S. student.

Prof. William Wright, Director of Cen~er for Austrian Stu~ies, formerly Assistant to Vice President for In~ernationa: Pro2ra~s and responsible for proj~ct 0237.2 at Minnesota.

Prof. ~;.]. Simler, Department of Econorr.ics, forr:ler C~air::-.ar. Dr. James Sentz, Training Officer, International Affairs/Agriculture, coordinator of foreign student programs since 1971.

Dr. Edward Schuh, Chairman of Department, College of Agriculture, former Under Secretary of Agriculture. APPE;-iDIX _. - LIST OF UNIVERSITY CONTRAClOR TECHNICAL ASSIS:' ..'ISTS

UNIVERSITY OF ILLINOIS PERSO~NEL

Center staff connected with the contract were: Dr. Vernon K. Zimmerman, Dean of the College of Commerce and Business Administration and Director of the Center for International Education and Research in Accounting, was Campus Coordinator of the contract from its beginning in 1968 through 1975. Dr. H. Peter Holzer, Professor of Accountancy, was Campus Coordinator of the Contract from 1975 until it was terminated in June, 1978. They were assisted by Mrs. Fonda Warren, Secretary of the Center, and by a one-quarter time graduate research assistant.

A. Contractor Staff Assignments in Tunisia

During the contract period the folloWing Contractor staff members completed assignments in Tunisia:

1 . Dr. Edward L. Elliott, July 18, 1968 , through Chief of Party August 6, 1970 (~niversity of Illinois)

2. Mr. Donald J. Patton October 1, 1969, t~.rough (Indiana University) September 30, !970

3. Dr. H. Peter l-iolzer August 6, :970, t:--.rcugr. Chief of Party August 31 197 ... (University of Illinois)

...! Dr. Alfred L. Kahl August 1970, t.h~O!.Jg~ 10; '1 (~~iversity of Ceorgia) A"Jgust 31 6. ...- I _

5. Septem'c>er (Cniversity of ~innesota) August 1.'.

t. Dr. Coria Tremblay June 15, 19-: I :~rou?~ (~aval Cniversity) :\'jgust 31, ;0; ...

B. Short-Term Consultants who Visited Tunisia Under the Co~:!act

1 . Dr. Robert Downs, Dean Emeritus School of Library Science Un i v e r sit~' 0 f III i no i sat U r b a" a - Champai.gn ILL:NOIS PERSONNE~

2. Dr. Ross M. Trump, Dean Emeritus June 20 - July ;23, School of Business and Public 1 975 Administration Washington University, St. Louis

3. Dr. Kendrith M. Rowland January 12-28, 1976 Professor of Business Administration University of Illinois at Urbana­ Champaign

4 . Dr. David W. Miller January 15 - Professor of Quantit~tive Met~ods February 8, 1977 Columbia Cniversity MINNESOTA STAFF SERVICE IN TUNISIA AGRICULTL~ PROJECT

Months in Dates h'hen Nar:le Rank As s ignmen t ':'unisia Party Chief

Al-Zand, Osarna Assistant Olive SeCLH 37 Professor

Dahl, R. p, . Professor Cereals Sector 37 8;67 - 9;'70

Daves, Thomas Assistant Irrigated Sector 40 8/7'2 - 4/73 Professor

Donker, John Professor Agricultural Re- 12 sea,-ch Planning

i1 8'7') Hammond, Jerome Associate Prices, Horticul- 24 9/I ' - - j , - Professor ture Sector

Klein, Harold Associate Annual Planning 18 Professor

9 i -, p'Jrvis, tA.alco:':n Associate Project Analysis 39 9,70 - ; / ... Professor

Reeser, Robert Professor Institutional 31 :.../73 - ]i 7 5 Development

Roe, Terry Associate Sector Analys is 24 Professor

.. -,. .,.." ...... ' );' Schamper, ...; ..... 11.' Assista[',c Sector Ana::; s is l~ Profess.:.',

StH.:kley, The;r.a 5 Associate Credit 29 ~;75 - 3/76 Professor

Van \~e rsch, Herman Assistant Livestock Sector 4: Professor

WiCK, Pascal Assistant Waler Pricing 1_':1 r Professor APPENDIX . - SCOPE OF W0RK

TUNISIA EVAUATION

SCOPE OF WORK I. General

The contractor will prepare a deta~led report to assist the AID Mission in Tunisia prepare a final evaluation for three participant training projects: (1) Hanagelilent Education (664-0228); (2) Education E~onomics (664-0237.2); and (3) Agricultural Econo~ics Research and Planning (664-0237.1).

This re~ort will examine the components of the A.I.D. assistance describei in the PP for each of the three projects. Particular attenti~n will be given to how the followi~g elements were executed, and th~ elements contributions co the lmpact of the three projects taken t:ogether:

A. Management Education (664-0223)

- development of HBA program \.;ieh curricula. - selection, placement, and training of ~arricipants. - provision of corunodities (for librar~.') - provision of technical assistance to Tunisian ~~nagement Institute (IGS) - development of management se~inars. - short term consulting services to Tunisian firms

B. Education Economics (664-0237.2)

prevision of commodities (bOOKS and teactnng equipment) - selection, placement and training of participan~s - proviSion of lo~g term advisor and visiting lecturers

C. Agricultural Economics Kesearch and Planning (66~-0237.1)

- se:ec~ion and placement of Tunisians in l.S. un~versi:ies - specialized short term training. - provision of commodities. provision of technical assistance.

II. Objecti'le oj: the Evaluation

This evaluation is to measure the effectiv~ness of C.S. finance~ inputs toward achieving the purpose fOl each pro~ect. This meascre­ ment must include calcu.iating the exte!1t to w~ic~ t:'e ma~or out;Ju: was reached. These purposes and ou:pU[S were:

K. Manageme!1t Ecoromics:

1. Purpose: Introduction of mode:-!1 ·::'·~C::.ne55 :nanage.'1e!1t :Jract:.::es into the academic, government anc ~~~:ne5s .::ommuni::es o~ ~unisia. 2. Major Output: Development. of a Graduate School cf !3usint:ss Adninistration with a modern MBA curricu.Luf').

B. Economics Education

1. Purpose: Introduction of modern Economic principles (e.g. cost benefit and market considerations) into Tunisian planning. 2. Major Output: Improve the quality of instruction in the undergraduate economics program in the Faculty of Law, Economics and Political Science of the University of Tunis.

C. Agriculture Economic Research and Planning

1. Purpose: Improve Agri2ultural Planning in Tunisia 2. ~~jor Output: Development of a Directorate of Pl2nning Statistics and Project Analysis within the Ministry of Agriculture t.o carry out the applied agricultural economic research, analysis and planning n~cessary for deternining GOT policy and strategy in the agriculture sector and for planning development programs.

III. Description of Servi~~~

A. Composition of Contractor Team

The U.S. contractor will furnish one individua: with a graduate degree in either Economics or Business Administratjon and professional experience in the fornulation of university curricula for planning and ~~nagement. The incumbent ~ill work with a second person, representing a local research institute, whose services will be secured under a separate ~1i5sion issued contract.

The C.S. contractor's representative will serve as the Chief of Party for this combined team.

B. Evalua:ion Phasing and Sch~duling of Services

The eva:uation will be divided into two phases. Phase On~ will be conducted in Tunisia. It will focus on the development 81 an eva:uati8n research methodology, co~lection of data - beth :::.terature review and open ended interviews with members of the two faculties (Management Institute, and Law Econo~l:s and Philosophy of the University of Tunis) and Ministry of Agriculture's Planning Unit involved with the project. Phase One will include also structured interviews wlth a sample of the participants trained under the three projects. ,\mO!lg t:'e ::.terlS to be included in this phase of the evaluation are:

quality (teachi!lg ability and p:acement of trainees) of C.S. technica: assistance provided - relevance of cocrmodities (teaching and library material) :urnishec '- relevance 0': both long and short term training - selection process employed for both long and short term participants - equivalency recognition of degrees earned in l, S, universit ies - participants appraisal of relevancy of study progra~s and adequacy of maintenance allowances while abroad participants appraisa~ of employment arrangements prior co departure and job satisfaction upon return - proportion of participants who dropped out of the programs and why - proportion of participants who either did not return to Tunisia upon completion of degree or who did return and subsequently left and why - proportion of participants who are not employed in the Institutions as outlined in the agree~ents for each project

The bulk of the data collection and the preli~inary analysis of the inforna tion will be conduc ted by the local con t rae tor. Phase One responsibilities of the U.S. contractor will focus on literature review, design of research rnethodolog: and limited participation in primary data collection. In addition to an orientation of one working day in Washington the U.S. contractor will have ten working days in Tunisia to complete this task.

Phase Two of the evaluation will take ~lace in the U.S. and will start while the local contractor is completing data collection and preliminary analysis of infonnation under Phase One. Its purpose is to appraise the performance of the main U,S. university facu~cies involved with each project. The U,S. contractor will ~e responsib:e for gathering and analizing the data that will make up this phase of the evaluation. Such information will be obtained ~-om a review of documents avd inte.rviews with faculty members involved wit~ the training of the participants. Among the items to be examined are:

- rr~nner in which programs of study for participants were developed - participant workload on a semester basis - language, academic agricultural adjustment prcblems encountered by participants - frequency of faculty advisory services involvement of participants in academic activities (e.g. research and teaching) not directly related to their course of study - faculty monitoring of participants progress and report~ng on such progress to A.I.D. and host country officials.

A total of 22 different U.S. universities were involved with the training of participants among the three projects--a complete list appears as Annex III. It is not expected that faculty me:c.bers fro!:', each university be contacted. However, the V.S, contractor will interview, in person, faculty members ::Jf appropriate from the lead university (University of Illinois for Managemenc Economics 66,,-C:23) and the University of Minnesota for Agriculture Economics Researc~ and Planning 664-0237. l. In addition the contractor will contact faculty members fr0~ appropriate departments of three other (secondary) universities associated with each project. These contacts need not be done in person (it is preferable that they will be in cases in which the secondary faculty is in close proximity to the primary university) but can take place via the telephone.

At the conclusion of both phases the U.S. contractor will be responsible for combining the data of Phases One and Two i~to a final report that will be submitted in English to AID.