Document of The World Bank
FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No. 5443-_W Public Disclosure Authorized
BURKTNA
PRIMARYEDUCATION DEVELOPMENT PROJECT
STAFF APPRAISAL REPORT Public Disclosure Authorized
April 22, 1985 Public Disclosure Authorized Western Africa Projects Department Education Division
This documentbas a restricteddistribution and may be used by recipientsonly in the performanceof their official duties. Its contentsmay not otherwisebe disclosedwithout World Bank authorization. CURRENCY EQUIVALENTS
Currency Unit - CFA Franc (CFAF) US$1.0 = CFAF 490 CFAF 1 million - US$2,041
W EIGHTS AND MEASURES
Metric British/US Equivalents 1 meter (m) 3.28 feet (ft) 1 kilometer (km) = 0.62 miles 1 square kilometer (kM2) = 0.39 square miles
LIST OF ACRONYMS
AfDB - African Development Bank ("Banque Africaine de Developpement") BEPC - Lower secondary school certificate ("Brevet d'etudes du premier cycle") CFJA - Rural Youth Training Center ("Centre de formation des jeunes agriculteurs") DFONR - Directorate of Rural Training and Organization ("Directionde la formation et de l'organisationdu monde rural") DOB - Guidance and FellowshipsDirectorate ("Directionde l'orientation et des bourses") DPE - Educational Planning Directorate ("Directionde la planification de l'education") DPR - Education Project Directorate ("Directionde Projet Education") ENEP - National Primary Teachers College ("Ecole nationale des enseignants du primaire") FJA - Rural Youth Training ("Formationdes jeunes agriculteurs") IPB - Pedagogical Institute of Burkina ("Institutpedagogique du Burkina") MAE - Ministry of Agriculture and Livestock ("Ministere de l'agriculture et de l'elevage") MEN - Ministry of National Education ("Ministerede l1'ducation nationale") MESRS - Ministry of Higher Education and ScientificResearch ("Ministerede l'enseignementsuperieur et de la recherche scientifique")
FISCAL YEAR
January 1 - December 31 FOROMCIAL USE ONLY
BURKINA
PRIMARYEDUCATION DEVELOPMENT PROJECT
TABLE OF CONTENTS
Page
DOCUMENTSIN TRE PROJECT FILE ...... iii-iv
CREDIT AND PROJECT SUMMARY ...... v-viii
I. INTRODUCTION ...... 1
II. THE EDUCATION SECTOR ...... * * * * * * * * * * * * * 1
A. General Characteristics ...... 1 B. Issues in Primary Education Development...... 2 1. Access, Equity and Financial Constraints ...... 2 2. Quality ...... 4 3. InstitutionalWeaknesses.* ...... 5 C. The Government's Policy...... e ...... 5 D. The Bank Group's Role ...... 6 1. Previous Projects ...... 6 2. Future Approach to the Education Sector ...... 6
TIII THE PROJECT-...... -......
A. Project Objective and Description...... 7 1. Reduction of Primary Education Unit Costs ...... 7 2. InstitutionalDevelopment ...... 10 B. Project Cost and F inanein8...... Plan 13 C. Project Implementation ...... 13 i. Procurement ...... *.... o...... 14 2. Disbursements ...... 0...... 16 3. Special Account ...... 17 4. Accounting, Auditing and Reporting...... 17
IV. PROJECT BENEFITS AMI RISKS ...... 18
V. AGREEMENTS REACHEDAND RECOMMENDATIONS...... 18
This report is based on the findings of an TPA appraisal mission which visited Burkina in March 19P4 and was composed of Messrs. Rouag (mission leader), Thias (IDA staff), Abeille, Schaltegger,and Ms. Denning (Consultants). Ms. van Wingerden and Mrs. Monaghan assisted ir processing the report; Mrs. Angers and Mrs. Monaghan processed the data for the cost tables, and Ms. Roos advised on the overall presentationof the report.
IThis docmenthas a resuicddistribution and maybe used by recipientsonly in the peron=e of their ofriial duties.Its contentsmay not otherwisebe discdse withoutWorld Bankauthorization. - ii -
Table of Contents (continued)
ANNEXES
1-1 Socio-EconomicBackground 1-2 Basic Data
2-1 Structure of the Education and Training System 2-2 Enrollments by EducationalLevel, 1983 2-3 OrganizationChart of the Ministry of National Education 2-4 Primary Education Enrollments, 1974-83 2-5 Comparative Education Indicators 2-6 Current Government Teacher Salaries, Fellowships and Subsidies Policies 2-7 Education Expenditureby Sub-sector and Major Components, 1977-84 2-8 Unit Costs in Primary and Secondary Education in Selected West African Countries 2-9 Evolution of the Structure of the Primary Teaching Force 2-10 Primary Teacher Categories and Salary Scales 2-11 Ouagadougou Seminar: Main Primary Education Expansion Scenarios Discussed 2-12 Pedagogical Institute of Burkina and School Equipment Division Background Information 2-13 Status of the Main Planning and Management Institutionsand of the Primary School Construction Capabilities
3-1 Schedule of Textbook Adaptation, Development,Procurement and Distribution 3-2 Production and Procurement Targets for Textbooks and Teacher Guides 3-3 Suimmaryof Fellowships 3-4 Summary of Specialist Services 3-5 Teachers Employed in Project Schools by Category and Salaries 3-6 Alternative Solutions for the Pilot School Building Program 3-7 OrganizationChart of the Education Projects Directorate;List of Staff Financed by IDA Credit 3-8 Project Cost and Financing 3-9 ImplementationSchedule 3-10 Procurement Procedures 3-11 DisbursementProfile 3-12 Summary of Recurrent Expenditures Generated by the Project
MAP
IBRD No. 18294: Burkina - iii -
BURKINA
PRIMARY EDUCATION DEVELOPMENT PROJECT
DOCUMENTSIN THE PROJECT FILE
Ref. No. Documents Document Code 1. Ministere de l'Education nationale; Statistiques scolaires BF-500 1970-71 a 1982-83/Ministry of -National Education; Educational Statistics 1970-71 to 1982-83.
2. Ministere du Plan et de la Cooperation, Institut naticnal de BF-700 la Statistique et de la Demographie: (a) Fichier des v-illages, Decembre 1979; (b) Atlas des villages de Haute Volta, carte de localisation des villages de Haute Volta par district de recensement/Ministry of Planning and Cooperation, National Institute for Statistics and Demography: (a) Index of villages, December 1979; (b) Atlas of Upper Volta villages, map of Upper Volta villages by census districts.
3. Ministare des finances; Budget de l'Etat 1980, 1981, 1982/ BF-182 Ministry of Finance; State Budget 1980, 1981, 1982.
4. Unesco; Republique de la Haute Volta: Perspectives de BF-500 d6veloppement d'une education pour tous/Unesco; Development prospects for universal basic education, September 1982.
5. Fonds d'Aide et de Cooperation; couts et financement de Doc. No. 1'enseignement superieur en Haute Volta/Fonds d'Aide et de 221.927(5) Cooperation; Cost and Financing of Higher Education in Upper Volta, November 1982.
6. Costs et financement des services educatifs en Haute Volta; Doc. No. situation actuelle et perspectives/Cost and financing of 129.397 educational services in Upper Volta; present situation and perspectives, November 1982.
7. La carte scolaire en Haute Volta, Avril 1983/ Doc. No. School mapping in Upper Volta, April 1983. 129.264(0)
8. Rapport sur les organisations non-gouvernementales Doc. No. travaillant dans le domaine des techniques de construction 221.927(8) a cout reduit en Haute Volta, Mai 1983/Report on the non- governmental organizations working on low-cost construction in Upper Volta, May 1983.
9. Mobilier scolaire en Haute Volta, Juillet 1983. Doc. No. School Furniture in Upper Volta, July 1983. 200.050 BF-Cr956 - iv -
10. Direction du Projet Education; Constructiondes Ecoles Doc. No primaires en Haute Volta/EducationProject Directorate; 221.927(10) Construction of Primary Schools in Upper Volta, Octobre 1983.
11. Modale de simulationdu financement de l'enseignement:le cas Doc. No. de la Haute Volta/Simulationmodel of the financing of 221.927(11) education: the Upper Volta case, November 1983.
12. Note sur le financement de l'extension a long terme de Doc. No. l'enseignementprimaire/Note on financing in the long run of 221.927(12) the expansion of primary education, December 1983.
13. Rapport d'Evaluation: Manuels scolaires/EvaluationReport: Doc. No. Textbooks (Working Paper), March 1984 (2 vols.) 221.927(13)
14. Programme pilote de construction scolaires/PilotSchool Doc. No. Building program (Working Paper), April 1984. 221.927(14)
15. Construction de 150 ecoles/Constructionof 150 schools Doc. No. (Working Paper), April 1984. 221.927(15)
16. Services architecturaux,construction et passation des Doc. No. marches, d'etudes, de fournitures,de mat6riaux et de 221.927(16) main-d'oeuvre/ArchitecturalServices, Construction,and Procurement (Working Paper), April 1984.
17. Ecole nationale des enseignants du primaire de Loumbila/ Doc. No. National Primary Teacher Training College at Loumbila 221.927(17) (Working Paper), April 1984.
18. Institut Pedagogique de Burkina/PedagogicalInstitute Doc. No. of Burkina (Working Paper), April 1984. 221.927(18)
19. Division de l'Equipementscolaire/School Equipment Division Doc. No. (Working Paper), April 1984. 221.927(19)
20. Renforcementqualitatif de la formation des jeunes agricul- Doc. No. teurs/Strengtheningof the Quality in the Training of Young 221.927(20) Farmers (Works Paper), April 1984.
21. Direction de la Planification/EducationPlanning Directorate Doc. No. ,Working Paper), April 1984. 221.927(21)
22. Direction du Projet Education/EducationProject Directorate Doc. No. (Working Paper), April 1984. 221.927(22)
23. Direction de l'Orientationet des Bourses/Guidanceand Doc. No Fellowships Directorate (Working Paper), April 1984. 221.927(23) BURKINA
PRIMARYEDUCATION DEVELOPMENT PROJECT
CREDIT AND PROJECT SUMMARY
Borrower: Burkina Faso
Beneficiaries: - Ministry of National Education ("MinistJerede 1'education nationale" - MEN) - Ministry of Agriculture and Livestock ("Ministerede l'agricultureet de l'glevage"- MAE) - Ministry of Higher Education and Scientific Research ("Ministerede l'enseignementsuperieur et de la recherche scientifique"- MESRS)
IDA Credit Amount: SDR 21.8 million (US$21.6 million equivalent)
Terms: Standard
Project Description: The major objective of the project is to implement a sector financing strategy for accelerating the expansion of primary education through:
1. Reduction of primary education unit costs by means of:
(a) The restructuringof primary teacher training and the reclassificationof the main category of primary school teachers ("instituteurs-adjoints")at a lower entry level of the civil service, and related investment in the National Primary Teachers College in Loumbila;
(b) Cost-efficientprovision of primary school textbooks through (i) promotion of a national textbook development capability at the Pedagogical Institute of Burkina; and (ii) procurement and distributionof textbooks and other learning materials to meet short-term needs through assistance to the School Equipment Division of the Ministry of National Education; and - vi -
(c) Experimentationwith and introduction of low-cost primary school construction through (i) a pilot school building program designed to develop cost-efficientfacilities and to encourage, by establishing a system of matching contributions for constructioncosts and teacher salaries, regional and local initiatives in primary school construction and maintenance; and (ii) a primary school building program in seven disadvantaged provinces totalling 150 school units and related equipment, and development of a school maintenance and repair system.
2. Development of the central institutions' capabilities for planning, managing and controlling education costs, in order to maintain reduced unit costs over the long term and to reallocate resources among the various educational levels, thereby accelerating the expansion of prinary education, by:
(a) Reinforcing the planning capacity of the Educational Planning Directorate;
(b) Strengthening the management expertise of the Guidance and Fellowships Directorate within the Ministry of Higher Education and Scientific Research (MESRS);
(c) Improving the planning and monitoring capacity of the Directorate of Rural Training and Organization (DFOMR) within the Ministry of Agriculture and Livestock (MAE); and
(d) Expanding project preparation and implementationcapabilities iu the MEN through assistance to the Education Project Directorate. - vii -
Estimated Project Costs: (Net of taxes and duties from which the project would be exempt.)
Categories Local Foreign Total ------US$ million------
A. Reduction of Primary Education Unit Costs
Restructuring of Teacher Training 0.1 0.5 0.6 Textbook Development, Procurement and Distribution 0.3 2.2 2.5 Primary School Construction and Maintenance Program 4.5 4.7 9.2 Sub-total 4.9 7.4 12.3 B. InstitutionalDevelopment
Educational Planning 0.2 0.4 0.6 Management of Higher Education 0.1 0.4 0.5 Rural Youth Training Management 0.3 1.2 1.5 Project Management 0.4 2.1 2.5 Sub-total 1.0 4.1 5.1
Total Base Cost 5.9 11.5 17.4 Physical Contingencies 0.3 0.7 1.0 Price Contingencies 2.1 2.7 4.8
TOTAL PROJECT COSTS 8.3 14.9 23.2
Financing Plan:
Local Foreign Total. ------US$ million------
DA 6.7 14.9 21.6 Government 1.6 - 1.6
TOTAL 83 14.9 23.2 - viii -
Estimated Disbursements:
FY86 FY87 FY88 FY89 FY90 FY91 FY92 -- _ ----US$ mIl3Llon_--- - =-
Annual 1.6 3.0 3.7 4.3 3.9 3.0 2.1 Cumulative 1.6 4.6 8.3 12.6 16.5 19.5 21.6
Economic Rate of Return: Not Applicable
Project Benefits: The project would establish a framework for expanding primary education by (a) restructuring and reducing costs of primary schooling through implementingcost-efficient modes of providing the major inputs (teachers, textbooks and classrooms).and (b) assisting in institution-buildingefforts throughout the education system which would lead to a more efficient use of resources and make nossible a gradual reallocationof funds in favor of primarv education.
Risks: Risks include the inadequate technical capacities of the main institutionsresponsible for resource use planning In the sectorand the limited experience in school constructionand project implementationin the Ministryof National Education. A sizeable staff training program for the implementingagencies and the provision of specialiot services in kev areas are included In the project to help overcome these handlcaps.
Map: IBRD 18294, Burkina
WAPED Apri] 1985 SURICINA
PRIMARYEDUCATION DEVELOP?CzNT PROJECT
I. INTRODUCTION
1.01 The Government of Burkina has requested IDA's assistance In financing a project to expand and improve primary education. The estimated project cost Is US$23.2 million equivalent (not of taxes and duties). with a foreign exchange component of 642. The Government would contribute US$1.6 million equivalent to the project (in the form of salaries for national staff and counterpart contribution for school maintenance and repair), and the remainder of US$21.6 mlillon equivalent would be financed by IDA. The African Development Bank (AfDB) was requested to cofinance a part of the project, but was unable to do so.
1.02 The proposed project would be IDA's third contrSl'ution to the development of the education and tralning sector. and the first major operation In support of the Ministry of National Education ("NinIstlre de 1' ducation nationals" - MEN). Its major objective would be to Implement a sector financlng strategy for acceleratlng the expansion of primary education. DA Is In a privlleged position to assist In thiS effort, as over the past three years it has been engaged In a sector policy dialogue on education cost and financing Issues with the educational authorities. Detailed socio-economlc background Informtion Is provlded in Annex 1-1. The basic data bheet Is at Annex 1-2.
II TH! EDUCATION SECTOR
A. General Characteristics
2.01 The education system. Burkina's education and training system follows the pattern of other French-speakingcountrles In the region. A six-year prisary cycle starting at age 7 Is followed by four years of lower and three years of upper secondary school (general *nd technical) and higher education at the Unlverslty of Ouagadougou or abroad. In addltion to the forml education system, the country has developed rural youth training ("Formation don jounes agricultours" - FJA)* vhich compriseo a network of about 600 rural youth tralning centers ("Centres de formation des jounes agriculteurs" - C?JAs) with about 15.000 trainees. 102 of them girls. The throe-year course focuses on literacy training and basic agricultural skills. In 1983. private schools (religious and non-denominational) accounted for less than 102 of primary enrollmoet but dominated the secondary level, with 522 of all enrollments In secondary general and 722 In technical education. Burkina's poverty Is reflected in Its education system: after more than two decades of development efforts and substantial *nrolloent growth, thl system still lags behind that of scat other countrles and appears to be falling further behind. Nowhere Is this more In evidence than In prSuary education. At Annex 2-1 is a chart showlng the structure of the educatlon and training system. Annex 2-2 gives enrollmento by educational level. 2.02 OrRanizationand administration. The administrative responsibilities for education and training are divided among three ministries: the Ministry of National Education ('Ministirede l'Education nationale" - MEN) for primary and secondary schooling; the Ministry of Higher Education and Scientific Research ("MinistOre de l'enseignementsupfrieur et de la recherche scientifiquo"- MESRS) for university education, including studies abroad; and the Ministry of Agriculture and Livestock ("Minist?lrede l'agricultureat de l'flevage" - MAE) for the FJA system. In addition, several other ministries such as Public Works, organize their own pre- and in-service training programs. An organizationchart of the MEN is at Annex 2-3.
B. Issues in Primary Education Development
1. AcCesR. Equity and Financial Constraints
2.04 Access and equitv. Burkina's gross primary enrollment rate of about 19% of the 7-12 age group Is one of the lowest In Africa. Access to education is uneven. Rural areas nre at a disadvantage compared to urban areas, and girls fare worse than boys. Enrollment rates for the 35 inspectorates range from 5% (Danr in the Sahelian Region) to 71% (Bobo-Dloulasso). Girls account for 372 of primary enrollments,with onlv minor regional variations. Manv villages with populations of 1,500 to 2,000 (sizes that would justify six-classroomprlmary schools) do not have anv school: many others have schools with three or fewer classrooms. Annex 2-4 gives primary education enrollments for the vears 1974-83, and Annex 2-5 provides a table of comparative education Indicators showing how Burkina's education svstem compares to others.
2.05 Financial constraints. Tn 1983. the Government allocated CFAF 11.3 billion to the education sector, a figure equivalent to 2.1% of the country's GNP and aboxt 222 of the central Government budget. Capital Investment in education amounted to 7: of the total nectoral budget over the period 1977-83. While these percentages are not verv hi-h In the context of the other African countries, a comparison wi4ththe primary enrollment levels attained suggests severe constraints to further Rrowth.
7.06 Ihe uinsatisfactorvrelationship between efforts made and results achi-ved can be traced to two main factors: the relatively high cost of the main input (teachers) Into primary schoollng and anomalies of resource allocation in the rest of the education sector. Annex 2-6 provides background Informationon teacher salaries, fellowshlpN and subsidies policies. Annex 2-7 Rives education expenditures bv sector and main components for the vears 1977-84. Annex 2-8 showa unit costs in primarv and secondary education in selected West African countries, Annex ^-9 the evolution of the structure of the teaching force. and Annex 2-10 the teacher categories and salarv scales.
2.07 The primarv teacher work force consists mainly of two categories: the "instituteurs" flevel BI). recrulted from graduates of the upper secondary schools or throtzghexamination promotion from the "instituteur-adjoint"level. and the "Instirtiteurs-adjoints"(level R2). recruited from graduates of the lower secondarv schools and trained for two years. While primarv teacher salaries are modest l'v internationa1 comparlson (about USS2.10 for an "instituteuradjoint" in sld-career) rhev are high in comparlson to Burkina's income level (more than 10 -3 -
times the GNP per capita vs. 2.4 in Latin America and 2.6 in Asia). Liberal standards for promotion from the "instituteuradjoint" to the "instituteur" category (reflectedin :m average annual net increase of the latter between 1980 and 1984 of over 9%) add another element of escalation to primary education costs. Since maintenance of primarv schools in Burkina Is minimal and normally carried out directly by the village communities,the 'bulk (98Z) of the primary education budget goes for teacher salaries. Consequently,any attempt at improved cost management in the subsector would have to focus on this input. However, reduction of teacher costs per pupil through an increase in the pupil/teacher ratio is not a viable means: the national average of 65 being already high.
2.08 Two other components of the education budget-fellowships and subsidies to private education- stand out, both because of their size and their indiscriminateuse. The award of fellowships for higher education ignores criteria such as economic need, academic performance or labor market requirements, its only restrictive element being a rather generous age limit. As the number of secondary school leavers grows, so does the volume of university fellowships. Subsidies to religious secondary schools have been granted at the uniform rate of 50% of their budgetary requirements,again without taking account of the individual schools' needs or performance.
2.09 Thus, any major advance in primary education developmentwould require a restructuring of the primary teacher corps to reduce unit costs, and a revision of present fellowship and subsidy policies. This conclusionwas confirmed and developed in detail with the help of an education financing simulation model which has made a major contribution to the sector policy dialogue between the Government and IDA. Discussions have focused on a review of the major policy parameters in the education budgeting process. These parameters cover three areas: (a) inter-sectoralresource allocation (growth rate of the central government budget and of the education sector); (b) intra-sectoralresource allocation (growth rates of budgets of various education sub-sectors and of their major elements such as teacher salaries, fellowships,and subsidies); and (c) efficiency of resource use (unit constructioncosts, pupil/teacherratios, curriculum hours). These parameters were entered in the model which simulates the financial structure of Burkina's education system, and permits the effect of policy alternatives on the education budget to be projected. The model was presented during a policy seminar held in Ouagadougou in October 1983 with officials from the concernedMinistries (Education,Higher Education, Rural Development,Finance, Planning, Labor). Annex 2-11 shows the main scenarios for primary education expansionwhich were discussed at the seminar.
2.10 One of the main alternatives considered was a policy of non-intervention,i.e., holding the policy parameters constant at the base year (1982) levels while assuming a continuationof recent total budgetary growth. This course of action would raise the gross enrollment rate only slightly from about 19% to 27%. The unit cost remaining constant, the growth would be in proportion to the overall budgetary growth.
2.11 By contrast, the other alternativespostulated policy changes in several areas, with the understanding that any budgetary savings in the system would be channelled into the development of primary education. One scenario of moderate interventionon a number of parameterswas particularly instructive. It would (a) combine a slight increase in the share of the education sector budget in the total Governmentbudget with a decrease in the budget for secondary and higher education -4-
fellowships, an increase in the remaining budget for secondary and higher education at an annual rate slightly lower than that for the total Government budget, and an increase in the subsidies to private education at the same rate as the Government budget increase; and (b) include the reclassificationof the main category of primary school teachers ("instituteurs-adjoints")from level B2 to Cl which would decrease significantly the primary education unit costs (from US$38 to USS29 equivalent in constant 1982 US dollars). As a result, the primary gross enrollment rate would increase to about 66% by the year 2000, a level in line with the Government'sunofficial target (para 2.19).
2.12 These simulations demonstrate that a substantial increase in primary school enrollmentsbefore the end of this century is possible, provided the Government introduces a new category of lower-paid teachers (recruitmentat level C1) to fill the additional posts and increases the budget for primary education through the reallocation of funds to and within the education sector.
2. Quality
2.13 Quantitativeand qualitativ- shortcomingsaffect the two key inputs into primary education-teachers and textbooks. While the general educational level of newly recruited primary school teachers is acceptable, the insufficiencyof training facilities (240 places at two secondary schools) has resulted in a shortfall of qualified teacher training graduates. Over the past three years an average of 180 primary classrooms remn-inedvacant during part or all of the school year for want of qualified teachers.
2.14 Moreover, the poorly balanced teacher training program emphasizes general subjects at the expense of pedagogical training and practice, training methods are inadequate, and pedagogical support to primary school teachers, particularly in rural areas, is weak, mainly because of inadequate transportation. With the opening, in October 1985, of the new National Primary Teachers College ("Ecole nationale des enseignants du primaire" - ENEP) in Loumbila (para 3.02), the physical basis for restructuringprimti,ry teacher training will become available.
2.15 Primary school textbooks are scarce, costly, heterogeneous and of limited relevance. Some stem from foreign donations spread unevenly over the country and showing undesirable diversity. The same holds true for commercially provided textbooks, which in addition are costly and therefore out of the reach of most families, particularly those in rural areas. Moreover, all textbooks are either directly imported or only slightly adapted to conditions in Burkina, thus curtailing their relevance and comprehensibility. Since October 1984, the Government has standardizedthe prices of textbooks and teaching materials throughout the country, and has selected a set of textbooks to be used in all primary schools. Nevertheless, even the reduced prices (e.g., US$14.55 equivalent for all textbooks required for Grade 6) entail a considerableburden for most families. The organizationalstructures for the development, production and distribution of teaching materials are already in place. The Pedagogical Institute of Burkina ("Institut pedagogique du Burkina" - IPB) and the School Equipment Division of the Primary Education Directorate share responsibilitiesin this area. Annex 2-12 provides background information on these institutions. -5-
2.16 As a result of inadequate and inappropriateinputs, the primary education system suffers from low internal efficiency. Repetition averages more than 18% over the six-year cycle and is as high as 45% in Grade 6. Within the normal time of six years, only a quarter of all entrants pass the final examination,which is not a qualifying examination for secondary school and therefore reflects achievement rather than a scarcity of secondary school places. It takes more than 13 student years to produce a primary school graduate in Burkina.
3. InstitutionalWeaknesses
2.17 While the simulation exercise (paras 2.09-2.11) has demonstrated the possibility of a significant expansion of primary education through a policy of reallocation of the education budget and efficient use of resources and mobilization of incremental resources, two impediments stand in the way of its implementation. The first is the inadequate technical capacity of the main institutions responsible for the planning of resource use in the sector: the Educational Planning Directorate, the Guidance and Fellowships Directorate, and the Directorate of Rural Training and Organization ("Directionde la formation et de l'organisationdu monde rural" - DFOMR), in MEN, MESRS and MAE, respectively. The other impediment is the limited experience in school constructionand project impleme.itationof the newly created Education Projects Directorate in MEN. A strengthening of these institutionsis tmperative if the large and difficult task of reallocatingand managing resources for primary education expansion is to succeed. Annex 2-13 gives the status of the main planning and management institutions.
C. The Government's Policy
2.18 Burkina's ed-fcationsystem, very small at independence,began to develop in response to urgent needs for middle-level and professionalmanpower. By the late 1960s, the task of developing basic education throughout the country came to be seen as increasingly important. The Government chose the vehicle of nonformal rural training to combine literacy training with the teaching of basic agriculturalskills (para 2.01). In recent years, however, the Government has come to realize that this alternative system is no substitute for widespread primary education, mainly because of the educationalpreferences of most rural families, the substantial physical requirements of the FJA system and, due to the necessarily small size of trainee groups, its considerableunit costs, amounting to about US$143 per trainee year, versus US$38 in primary education.
2.19 The Government is now embarking upon the rapid expansion of primary schooling as its foremost sectoral objective, having established a tentative enrollment target of 60% for the year 2000. It realizes that this will require major policy modifications,particularly general resource reallocationswithin the sector and a gradual restructuringof the primary teacher corps in order to lower average salaries. Signale of this awareness are: the assignment of about 900 members of the recently establishedNational Civil Service to teach for one year in primary schools - an expedient that avoids long-term budgetary commitments (but whose educationalmerits are still untested); a shift in university scholarshipswherever possible from the more expensive foreign institutionsto 0uagadougou University; a drastic curtailmentof subsidies to private secondary -6-
schools; a curb on the further expansion of the network of public secondary schools; and a rethinking of fellowship policies. These new initiatives are expected to coalesce and take more concrete form in the forthcoming Development Plan for the five-year period 1986-90.
D. The Bank Group's Role
1. Previous Projects
2.20 Previous Bank Group r.ss4stanceto education and training in Burkina focused on the FJA, with supplementary investments in other areas. The First Education Project (Cr. 430-UV, signed in June 1973, for US$2.85 million) aimed at strengthening the FJA system In three of the country's eleven regions. In addition, the IDA Credit included funds for building and equipping 22 secondary school science laboratories. Following a one-year extension of the Closing Date, Cr. 430-UV was fully disbursed and all components--with the exception of the scier.celaboratories-were completed, albeit on a reduced scale because of cost increases and adverse rate-of-exchangefluctuations. (PPAR No. 3839, March 1, 1982.)
2.21 The Second Education Project (Cr. 956-UV), signed in October 1979, for US$14.0 million) continued to provide support of the FJA system and also gave assistance to the Public Works Training Center. The project has experienced initial delays and difficulties due to changes in administrativeresponsibilities, but performance has improved significantlyover the past two years. After an initial one-year extension of the original Closing Date and a second extension of six months, the IDA Credit will be closed on December 31, 1985.
2. Future Approach to the Education Sector
2.22 Recognizing that a broad base of literacy, particularly among the rural population, is an essential condition for sustained socio-economicdevelopment, the Bank Group considers support for Burkina's basic education the first priority for continued lending to the sector. Given the non-replicabilityon a large scale of the FJA system to provide basic education, future assistance would pursue this aim through the expansion of primary schooling. However, care should be taken to harmonize the entire system of basic education (primary and FJA) to avoid waste of resources. Support should be provided directly (through the provision of critical inputs to primary education) and indirectly (through participation in the efforts to restructure the financing of the education system). More specifically,the Bank Group's involvementwill address the following areas: (a) cost-efficiencyof post-primary education; (b) institutionaldevelopment and assistance to the management of the education system, particularly for the management of costs and the promotion of a cost-recovery system for post-primary education; and (c) support of efforts to develop suitable modes of primary education in sparsely populated areas. -7-
III. THE PROJECT
A. Project Objective and Description
3.01 The project has as its main objective the implementationof a financing strategy designed to accelerate the expansion of primary education through reduction of primary education unit costs, and development of the central institutions' capabilitiesfor planning, managing and controlling education costs. In order to reduce unit costs, the main category of primary school teachers ("instituteurs-adjoints")would be recruited at a lower salary level, and the internal efficiency of primary education would be improved through better focused training of teachers, combined with the development of a textbook production, procurement and distributioncapability. To reduce primary school construction costs, low-cost designs for classrooms, as well as ways to encourage local initiatives in school building, would be developed and introduced through a pilot school building program. By the same token, a system of periodic school maintenance and repair would be established in the project area. To develop the central institutions'capabilities for planning, managing and controlling education costs, with a view to maintain reduced unit costs over the long-term and to carry out the necessary resource allocations within the sector, the project would strengthen the Educational Planning Directorate and the Education Project Directorate in MEN, the Guidance and Fellowships Directorate in MESRS, and the Rural Youth Training Directorate in MAE.
1. Reduction of Primary Education Unit Costs
3.02 Restructuring of teacher training. In order to reduce primary education unit costs and thereby alleviate the financial constraints to primary education expansion, the project would help to reclassify the new category of primary school teachers ("instructeurs-adjoints"),who would still be recruited with a lower secondary school diploma (BEPC) but integrated into the civil service at level Cl instead of B2. It would also help to upgrade the promotion examination for all primary school teachers in order to introduce a measure of selectivity and slow down the overall rate of promotion. The new "instituteurs-adjoints"who would comprise the standard teacher category in primary educatlon, would be trained for one year at the National Primary Teachers College in Loumbila (para 2.14). The training course, an outline of which is already available, would have a course content comprising pedagogical training (about 40%), general subjects (40Z), and complementary courses such as agriculture and physical education (20X). The primary teacher promotion examinationwould be upgraded by introducing general subjects. Promotion requirementswould thereby be tightened and the overall rate of promotion slowed.
3.03 The National Primary Teachers College is being established with assistance from the Netherlands (US$1.4 million for civil works). Construction started in early 1984 and is expected to be completed by mid-1985. The ENEP will have an enrollment of about 340 students, which would be sufficient to meet the requirement for primary school teachers training over the next five to ten years. The proposed IDA credit would finance: civil works (additionalhousing for 12 staff); furniture and equipment; fellowships;and incremental operating costs (operation and maintenance of facilities, equipment and materials). - 8 -
3.04 During negotiations, the Government submitted to IDA the decree establishing the National Primary Teachers College and reclassifying the main category of primary schools teachers ("instituteurs-adjoints")from level B2 to Cl, thus ensuring the timely introduction of the new teacher training program and obviating a previously sought condition of credit effectiveness.
3.05 During negotiations, the Government gave assurances that it will issue, prior to December 31, 1986, a decree upgrading the primary teacher promotion examination.
3.06 Textbook development,1 rocurement and distribution. The project would provide assistance to the Ministry of Rational Education to develop a capability to produce, adapt, procure and distribute low-cost textbooks and teacher guides for the primary schools. This assistance not only would help the Ministry to meet the urgent short-term needs for textbooks and reduce their cost (para 2.15), but would also, over the long term, improve the internal efficiency of primary education and curtail any side effects of the introductionof the new category of teachers (para 3.02) on the quality of primary education. This textbook component would encompass three activities: (a) development, over the medium term, of a managerial and technical capability within the Pedagogical Institute of Burkina (IPB) to adapt suitable imported materials in the less culturally biased subjects (math and science) and to produce national textbooks in French for Grades 1-3; (b) strengthening the capabilitiesof the School Equipment Division to procure and distribute textbooks and other teaching materials; and (c) assistance in the provision of about 800,000 textbooks and teacher guides. Annex 3-1 provides the s*chedulefor textbook adaptation, development, procurement and distribution. Production and procurement targets for textbooks and for teacher guides are shown in Annex 3-2.
3.07 Assistance to the Pedagogical Institute of Burkina (IPB) would focus on the reorganizationof the Teaching Materials Production Department during the first year of project implementationin order to establish an Editing Division staffed with 10 writers and three editors and a Production Division staffed with two textbook production specialists,one layout and one graphics designer, and 11 skilled printers (all nationals). The School Equipment Division would receive seven additional staff to strengthen its distribution and storage facilities. The textbook provision program would encompass the production of about 180,000 textbooks each for math and science (Grades 3-6), 155,000 textbooks for French (Grades 1-3), and 6,000 teacher guides for each of these subjects. For reasons of economy, expediency and quality, the prin_ing of the textbooks would be done abroad, but the teachers guides would be printed locally. To meet urgent requirements that cannot, in the short term, be satisfied through national efforts, the program would also include the importation of about 260,000 textbooks and 8,500 teacher guides in French for Grades 1-6, distribution of the combined stocks of the locally adapted and imported textbooks, and monitoring of their use. Distribution of the textbooks would be carried out in two stages: from the School Equipment Division to the Primary School Inspectorates,and thence to the primary schools. Transportationwould be handled by private contractors. Textbooks which are expected to last for three years, would be loaned free of charge to the primary school students.
3.08 The proposed IDA credit would finance: (a) civil works to rehabili- tate/modify the IPB library, conference room and former printing shop into offices for the Editing Division and to build an adjacent printing shop and a central -9-
warehouse and rehabilitatetwo inspectoratewarehouses for the School Equipment Division; (b) furniture, equipment and vehicles; (c) the acquisition of adaptation rights for textbooks, the production costs of textbooks and teacher guides, and the procurement of imported textbooks and teacher guides; (d) staff training and specialist services; and (e) incremental operating expenditures (operation and maintenance of equipment and facilities and distribution costs). During negotia- tions, the Government gave assurances that, no later than June 30, 1986, the IPB's Teaching Materials Production Department will be reorganized to establish an Editing Division and a Production Division, with staffing in numbers and with qualificationssatisfactory to the Government and to IDA. Annexes 3-3 and 3-4 give details of the staff training and specialist services programs.
3.09 Primary school constructionand maintenance. In order to reduce primary school building costs, encourage local initiatives in school constructionand maintenance, and increase the number of school units, the project would: (a) conduct a pilot program for identifying cost-efficientmodes of primary school construction; (b) establish a fund to encourage village constructionof schools through matching contributions;and (c) implement a loi-cost primary school constructionprogram, based on the pilot program, which would increase the total number of school units by about 12Z and would be carried out in seven disadvantaged provinces. This program would also aim at establishinga village-based system of school maintenance (para 3.11).
3.10 For the pilot school building program, the Education Project Directorate would be provided assistance in constructing 30 classrooms and supplementary facilities to experiment with various building standards, with economy and ease of maintenance as important criteria in identifying suitable modes. To facilitate supervision of the program and also to provide an adequate number of teaching practice schools for the National Primary Teachers College (para 3.02), some of the experimentalclassrooms would be located near Loumbila, which is about 30 km northeast of Ouagadougou. During project implementationthe Education Projects Directorate would conduct a systematic evaluation of the pilot school building program, using criteria agreed with IDA, and the Directorate's findings and recommendationswould be submitted to IDA for review. The matching contributions would help (a) complete local school building efforts in villages where most of the necessary investment has already been made without help from the Government; and (b) defray the cost of the salaries of teachers to staff the classrooms provided under the pilot school building program and in cases where villages have built or are willing to build a school. These matching contributionswould serve as incentives for local authorities and villagers to build and maintain schools and would help to develop the organizationalpattern for such initiatives. The identificationof participatingvillages would be made by the primary school inspectors, who would turn over the candidacies to the Education Project Directorate for further processing. For the primary school constructionprogram, the Education Projects Directorate would be provided assistance in constructing about 450 classrooms and teachers houses in 150 villages located in the provinces of Bam, Gnagna, Gourma, Namentenga, Sanmatenga,Tapoa and Yatenga. The villages were selected mainly on the basis of a school mapping exercise conducted by the Educational Planning Directorate. Normally, a three-classroomunit, supplemented by three teachers houses and a well, would be built in a village lacking a school building; in a few cases, additional classrooms would be provided for large villages where there is an acute shortage of student places. For each classroom, one housing unit would be provided because the lack of adequate teack -housing - 10 -
has been a major constraint to educational development in the rural areas. The organization of civil works would be based on experience gained in other rural projects, particularly in buildlng Rural Youth Training Centers (CFJAs) under Cr. 956-UV (pars 2.21). To adapt classroom and ataff housing designs to local conditions and to the availability of local building materials, as well as to assess alternatives for organizing the work (especiallyways to permit the participation of villagers), a trial run comprising 10 school units is being implemented in 1984/85, financed under Cr. 956-UV. Prior to the start of the main construction program's first annual tranche (scheduled for October 1985), the results of this trial run would be evaluated for application in the main program. As an incentive to the Government to further reduce constructioncosts, any savings that it may realize in the primary school constructionprogram would be made available for building additional classrooms. Annex 3-5 shows the number of teachers employed in project schools by category and salaries. Annex 3-6 shows the alternative solutions for the pilot school building program.
3.11 In light of the Government's budgetary constraints and in order to prevent rapid deterioration of the school infrastructure,as part of the pilot school building program, cost-efficientmethods of improving primary school maintenance would be developed and applied throughout the primary school system. Taking into account the experience gained in the pilot program, both with regard to low maintenance modes of school building and the mobilization of village efforts, the Education Projects Directorate would establish a school maintenance system that would be largely village-based and require minimal financial support from the Government.
3.12 The proposed IDA credit would finance: (a) a lump sum of US$1.1 million for the pilot program, with an estimated US$0.3 million for matching salaries; (b) civil works (450 classrooms and teachers houses and 150 wells) and professional fees; (c) equipment and furniture for the 450 new classrooms and their distribution costs; (d) salaries of teachers for those classrooms; and (e) funds to develop a svstem of school maintenance and repair and to implement this system in the prolect area.
3.13 During negotiations, the Government discussed with IDA how it plans to organize future primary school maintenance, with emphasis on village participation and disengagement of the central Government, and gave assurances that it will prepare and submit to IDA not later than December 31, 1985, a proposal for the financing and organizationof periodic maintenance and repair of primary schools.
2. InstitutionalDevelopment
3.14 To enable the Government to implement a sector financing strategy for accelerating the expansion of primary education, the central Institutions responsiblc for planning, managing and controlling educatiun costs would be strengthenedand developed under the project. Specifically, the project would reinforce the planning capacity of the Educational Planning Directorate, strengthen the management expertise of the Guidance and Fellowships Directorate, improve the planning and monitoring capacity of the Rural Youth Training Directorate, and strengthen the operational capabilitiesof the new Education Project Directorate. The major functions of these four Directorates, their proposed work programs and staffing, and the assistance to be provided by the project are described below. - 11 -
3.15 Educational planning. To develop a capacity for primary and secondary eadcationalplanning and for financial planning and cost monitoring, and to improve decision-makingin the reallocation of resources available to the sector and ensure their efficient use, the Educational Planning Directorate (para 2.17) would be organized and staffed to be able, in addition to its current main responsibilities,to prepare, follow up and review the implementationof policy meaEures relating to the financing of the expansion of primary education. The Directorate would, in addition to its regular administrativetasks, have to undertake to: (a) improve the reliabilityand timing of the analysis and publication of educational statistics; (b) complete a country-wideschool mapping exercise for primary education; (c) carry out, in collsborationwith the Pedagogical Tnstitute of Burkina, a study on the introductionof a double-shift system for primary schools; (d) conduct an organizationand management study of the Ministry of National Education; (e) define the criteria for subsidies to private education in regard to total level of subsidies, subsidy level per student, and selection of the recipient schools; and (f) prepare, on an annual basis, a review of the education sector budget, aimed at increasing the trend line of budgetary allocations to primary education through a combination of measures. These measures would include an increase in the allocations for education at a slightly higher annual rate than the Government's overall budgetary increases, a decrease in the budget for fellowships for secondary and higher education, and an increase in the remaining budget for those two levels, at an annual rate slightly lower than the Government'soverall budgetary increases. During project implementation,additional staff would be assigned to DPE in numbers and qualificationsagreed upon between the Government and IDA (Annexes 2-6 and 2-11).
3.16 The proposed IDA credit would finance: (a) constructionof an office building, to be shared with the Education Project Directorate (para 3.23), furniture, equipment and vehicles; (b) staff training and short-term specialist services; and (d) incremental operating expenditures (Annexes 3-3 and 3-4).
3.17 During negotiations, the Government submitted a decree reforming the system of subsidies to religious secondary schools. The subsidies will now consist of a flat fee paid for each student enrolled by the Government in those schools. In addition, the Government gave assurances that it will (a) define in a directive to be agreed upon with IDA and to be issued not later than June 30. 1986, the level of Government subsidies to private educatior; and (b) undertake with IDA, not later than April 30 of each year, an annual review of the expendituresand financing needs of the education sector with a view to providing for a reallocationof education budget resources in favor of, or an increase in funds allocated to, primary education.
3.18 Management of higher education. In order to improve management of higher education with the aim of improving the criteria for the award of fellowships and formulatinga strategy for post-primary educational development, the project would strengthen the Guidance and FellowshipsDirectorate (para 2.17) in MESRS. This assistance would help to (a) establish a modern data storage/retrievalsystem to expedite the administrationof fellowships and permit a more differentiatedfellowship policy, and (b) carry out a study of national manpower needs and of post-primary educational development. The main tasks of the Directorate during project implementationwould be to improve the organizationand management of the fellowship files and the procedures linklingstudent school attendance and achievement to fellowships;propose new criteria for fellowship awards; analyze higher education costs and contribute to the preparation of the Government-IDAannual review of the education sector budget (para 3.17); and - 12 -
undertekea manpowerstudy and formulatea post-primarydevelopment strategy in collaborationwith the Ministriesof NationalEducation, Agriculture and Livestock,and Planning. To this end, five additionalhigh-level staff members would be recruitedduring the first two years of the project. 3.19 The proposedIDA creditwould finance: (a) furniture,equipment and vehiclesfor the Directorateof Guidanceand Fellowships;(b) staff trainingand short-termspecialist services; and (c) incrementalexpenditures for the operation and maintenanceof equipment(Annexes 3-3 and 3-4). 3.20 Rural Youth Training(FJA) management. In order to continue strengtheningthe FJA administrationat the centraland regionallevels so that existingresources may be used more efficiently,develop the productionand distributionof learningmaterials, establish a monitoringand evaluationsystem, and initiatestudies for the futureharmonization of the basic educationsystem (primaryeducation and FJA), the projectwould provideassistance to the Directorateof Rural Trainingand Organization(para 2.17). Duringproject implementation,the Directorate'smain task would be to establishan FJA managementperformance monitoring system; contribute to the preparationof the manpowerstudy (para3.18); collect, analyze and publishon a regularbasis statisticsan the FJA systemand completean evaluationof rural trainingthrough a sampleof the FJA Centers;produce and distributeabout 11.3 millionleaflets and other learningmaterials; and organize,lead and providetechnical informationto a NationalCommission, which would directa study on ways to harmonizethe basic educationsystem (para 2.22). 3.21 The proposedIDA creditwould finance: (a) furniture,equipment and vehiclesfor the Directorateof Rural Trainingand Organization;(b) staff trainingand short-termspecialist services; (c) salariesof two additionalstaff; and (d) incrementaloperating and monitoringexpenditures. During negotiations, the Government gave assurances that it will (a) establish, not later than June 30, 1986, a National Comnission under the auspices of the Minister of Agriculture and Livestock to review ways to harmonize the systems of primary education and of rural youth training, taking into accountthe new objectivesassigned to r17oMR; and (b) discusswith IDA not later than June 30, 1987, the resultsof the above- mentionedreview.
3.22 Projectmanagement. To strengthenthe operationalcapabilities of the new EducationProject Directorate (DPR), the Directoratewould receiveassistance in the implementationand preparationof projects. At its full development,which is expectedto be achievedby late 1985, it would comprise14 technical/adminis- trativeand 14 supportstaff; they would be organizedinto an Administration Divisionand a Constructionand EquipmentDivision. Becauseof the wide geographicdispersion of the classroomconstruction sites (para3.10), three provincialcells, with a staff of nine technicians(including three Dutch volunteers)for directon-site supervision of civil works and supplymanagement, would be attachedto the Constructionand EquipmentDivision. An important functionof the Directoratewould be to identifyand prepareprojects both for investmentby the Governmentitself and by externalagencies. Annex 3-7 provides an organizationchart of the EducationProject Directorate and the list of staff to be financedby the IDA credit. - 13 -
3.23 The proposed IDA credit would finance (a) construction of an office building, to be shared with the Educational Planning Directorate (para 3.16), a central storage facility in Ouagadougou,and three regional posts which would serve as headquarters for the provincial cells and as regionnl storage points; (b) furniture, equipment and vehicles; (c) staff training and specialist services; (d) the salaries of 25 national contract personnel; (d) operational expenditures; and (e) funds for project preparation work (feasibilitystudies, requirements surveys, architecturaldesigns, and development of equipment lists).
B. Project Cost and Financing Plan
3.24 The total project cost over the six years of implementationis estimated at US$23.2 million equivalent (net of taxes and duties), with a foreign exchange component of Us$14.9 million (64Z). Base cost estimates are in Feb.uary 1985 prices. The project would be financed by IDA (US$21.6 million, or 93% of total project cost) and the Government (US$1.6 million, in the form of incremental staff salaries and counterpart contributionsfor school maintenance and repair). The major assumptions in arriving at the cost estimates, as well as the detailed project costs by component and cost category and the way these would be financed, are given in Annex 3-8.
3.25 Recurrent costs. When fully developed, the project components under the responsibilityof MEN would require annual budgetary allocations on the order of CFAF 530 million (US$1.1 million), in constant 1984 prices, to continue operation of the schools and institutionsestablished or expanded under the project. These incremental costs would be equivalent to 7% of the Ministry's 1984 recurrent budget. While such an increase is feasible, the expected continued expansion of primary education will require stringent control of the entire education budget (paras 2.09-2.11). The recurrent budgetary implicationsof the components under the responsibilityof MAE and MESRS are estimated at CFAF 60 million and CFAF 10 million (US$0.12 million and US$0.02 million) annually, or 2.4% and 0.3%. respectively, of their 1984 recurrent budgets.
C. Project Implementation
3.26 Preparation. Each project component is supported by a detailed working paper, and educational specificationsfor the National Primary Teachers College have been prepared. Initial experience with the logistics of rural classroom construction is being obtained, and start-up of the proposed project is being facilitated,under Cr. 956-UV (Second Education Project). Under that project, US$1.3 million is being used to finance: initial operating costs and the purchase of start-up vehicles; furniture and equipment for the Education Project Directorate; early recruitment of two specialists for the Directorate; priority fellowships for staff of the Educational Planning Directorate and the IPB; architecturaldesign work and bidding documents for the proposed project facilities which are to be completed by June 1985, and the constructionof 10 primary school units in 1984/85 as a trial run.
3.27 Sites. Suitable sites are already available for civil works to be undertaken as part of the textbook development, educational planning, and project management components. Warehousing facilities for the textbook and primary school - 14 -
constructioncomponents wjuld be built on the groundsof the Lyche Zendsin Ouagadougou.Suitab3e sites for the three regionalcells at Fada N'gourma,Kaya and Ouabigouyahave been made available. The 150 villagesto be includedin the primary schoolbuilding program have been identifled(para 3.10),and the provisionof suitablesltes in the villagesdoes not appear to presenta problem. 3.28 Implementationresponsibility. The main responsibilityfor the technicalaspects of projectimplementation would be given to the relevant Directorates/DirectoratesGeneral in the three participatingMinistries. The largestproject component, the primaryschool construction and maintenanceprogram (para 3.09),would be under the-directsupervision of the EducationProject Directorate,as would the primaryteacher training component (para 3.02) and futureproject preparation. The ProjectDirectorate would serve as liaison between IDA and the implementingagencies and would supportall of them (except the FJA Directorate)in the areas of procurement,financial administration, documentation,monitoring and reporting. In view of the familiarityof the FJA Directoratewith projectimplementation procedures, the role of the Education ProjectDirectorate via-a-vis the FJA component(para 3.20)would be limitedto liaison with IDA. Annex 3-9 shows the project implementationschedule. 3.29 Specialistservices and fellowships.The projectwould financea total of 209.5 monthsof specialistservices and 402 months of foreignfellowships. Terms of referencefor the specialistposts have been agreedwith the Government. as have the scope and contentof the fellowshipprogram. During negotiations,the Governmentgave assurancesthat it will cause all staff having receivedtraining abroadfinanced under the projectto remain in their assignmentsfor a periodof at least threeyears followingthe completionof training. (Detailsare in Annexes3-3 and 3-4.) 1. Procurement
3.30 The followingprocurement arrangements would apply,with the figuresin parenthesesshowing amounts to be financedby IDA:
(Footnotescontinued from facingpage) h/ Local shoppingand directcontracting on the basis of quotationsfrom at least three reliablesuppliers for items that cannotbe groupedinto bid packagesof at least US$500. 1/ Comparativeshopping and directcontracting on the basis of quotationsfrom at least three reliablesuppliers. / Foreignprinting of textbooks. kl Direct contractswith publishersof suitabletexcbooks for adaptationrights and textbookpurchases. 1/ Contractsfor specialistservices valued at US$2.9million equivalent and fellowshipsabroad: World Bank Guidelinesfor the Use of Consultants(April 1981). ml In-country fellowships. nl Including US$0.5 million for matching salaries under the pilot school building program. oX Contracts for office materials,spare parts,gasoline, other consumablesand building maintenance that can be grouped into bid packages of at least US$15,000. - 15 -
Amounts and Methods of Procurement (USS million)
Project Element ProcurementMethods
Category ICB LCB Other N/A Total
Civil Works and 3.0 b/ 2.9 c/ 2.5 d/ -- 8.4 Profeassonal Fees J/ (3.0) (2.99) (2.5) (8.4)
Matching Contributions */ 0.2 bt 0.6 c/ 0.2 d/ -- 1.0 (0.2) (0.6) (0.2) (1.0)
Furniture, Equipment 0.5 f/ 1.3 L/ 0.07 hl -- 1.9 and Vehicles (0.5) (1.3) (0.07) (1.9)
Periodic Malntenance -- -- 1.2 11 1.2 and Repair (0.6) (0.6)
Textbooks 0.5 / -- 1.3 kI - 1.8 (0.5) (1.3) (1.8)
Specialist Services -- -- 4.0 1/ 0.3 m/ 4.3 and Fellowships (4.0) (0.3) (4.3)
Salaries n/ I/ Projectstaff -- -- 0.8 0.8 _ =_ __ (0.4) (0.4) 2/ Teachers -- - -- 1.8 1.8 -1.2) (1.2)
OperatingCosts 1.5 o/ 0.5 d/ -- 2.0 (1.5) (0.) (2L0)
Total 4.2 6.3 9.8 2.9 23.2
a/ Contracts awarded during preparation (1984) after local prequalification. b/ Contracts for constructionmaterials valued at more than US$50,000. cl Contracts for construction, constructionmaterials, labor and transportation valued at between US$15,000 and USS50,000. d/ Comparative shopping and direct contracting on the basis of quotations from at least three reliable suppliers for items that cannot be grouped into bid packages of at least US$15,000. e/ US$1 million for constructingabout 75 classrooms and supplementary facilities to experiment with various building standards under the pilot school building program and for financing civil vorks. wells, furniture and equipment to complete local school building efforts (para 3.10). f/ Contracts of US$0.5 million for equipment, Including vehicles, grouped into bid packages valued at more than US$50,000. All contracts for furniture (valued at USSI.3 million) and contracts for equipment that can be grouped into bid packages valued at between USS15,000 and US$50,000. - 16 -
3.31 Because of thelr relativelysmall ize and vide dispersionIn remote areams civil works contracts would not attract overmeas foreignfirms, and would be procuredafter local competitivebidding (LCb)according to procedures acceptableto IDA. However,construction materials, equipment, vehicles and foreignprinting of textbookswould be groupedto the extentpracticable to facilitatecompetition in bidding,and packagesof US$50,000equivalent or more would be awardedafter Internationalcompetitive bidding (ICB)according to proceduresacceptable to IDA. Goods manufacturedlocally would be given a preferencemrgin of up to 152 or the applicablecumtons duty, whicheverio loss. Procurementpackages (announcements, bidding documents and proposedawards) exceedingUS$50,000 equivalent would be subjectto TDA's prior review. For contractsvalued at betweenUS$15,000 and US$50,000equivalent, two conformed copiesof each contractvould be subjectto post revlewby IDA beforevithdrawal of funds from the CreditAccount. Contractsvalued at less than US$15,000 equivalentwould be held by the Borrowerfor randomreview by IDA supervision missionsand for the audit. Duringnegotiations, the Governmenthas confirmedIts intentlonto apply the procurementprocedures outlined in Annex 3-10. 2. Disbursements
3.32 The draft disbursementschedule has been aggregatedfrom estimatesfor the individualcomponents. The followingdisbursement percentages would apply: Allocationand Disbursementof DA Credit
Amount X of Expenditures 7tem (USS'000) to be Financed
a) Civil works anl professional fees 6,060 100
b) Matchingcontrlbutlons 810 I1O
c) Furniture, equipment *nd vehicles 1,340 100
d) School maintenance and repair 410 45 e) Textbooks 1,410 100
f) Specialist services and fellovships 3,530 100
g) Salaries (i) Project implementationstaff 290 100 (ii) Teachers in project primary schools 820 65
h) Other operating costs 1,590 85
l) UTnallocated 5,340
Total 21 600 - 17 -
3.33 The disbursementrate for "Othe.operating costs" refets to expenditure includingtaxes and duties,to avoid cumbersomedocumentation. Annex 3-11 shovs the disbursementprofile, and Annex 3-12 a sumary of Governmentcontributions to the project. 3. SpecialAccount 3.34 To facilitatethe prefinancingof expendituresby the Government,an amountof US$750,000would be advancedfrom the proposedIDA creditand deposited in a SpecialAccount held in a local bank under the controlof the Project Director. The SpecialAccount would cover about threemonths of expendituresfor: (a) daily allowancesand reimbursementof travel costs for nationalsattending seminarsor undergoingtraining abroad; (b) teachersalaries; (c) purchaseand transportof buildingmaterials; (d) labor contractsfor civilworks; (e) small civil works includingschool maintenance and repair,and furnitureand equipment contracts;(f) operatingcosts of the total project;and (g) purchaseof teacher manualsand transportof textbooks.
3.35 All expendituresfrom the SpecialAccount, except for "otheroperating cost8,"would be reimbursedby IDA on a net-of-taxbasis. Reimbursement applicationsto IDA would be groupedinto packagesof at least US$30,000 equivalentand would be fully documented,except for expensesrelated to in-countrytraining, staff salaries,and contractsvalued at less than US$15,000 equivalent. These expenseswould be reimbursedagainst certified statements of expenditures,for which documentationwould be retainedfor reviewby IDA supervisionmissions and the projectauditors. Reimbursementapplications would also comprisea statementof accountmovements since the last application,with the balancecertified by the local bank holding the account,and a reconciliation showingthat the balancerepresents the originalamount deposited in the account less paymentsawaiting reimbursement, or small workingadvances. Shouldany disbursementsmade subsequentlybe dissllowedby IDA, the Governmentwould redepositthe correspondingamount.
4. Accounting,Auditing and Reporting 3.36 The EducationProject Directorate would establishaccounts for the individualproject components and recordall projectexpenditures in accordance with sound accounting practices. During negotiations, the Government gave assurances that these project accounts will be audited annually by an independent auditoracceptable to IDA and that certifiedcopies of the accountsand the auditor'sreport will be forwardedto IDA for reviewby September30 of each year. The auditor'sreports will certifythat funds disbursedagainst statements of expenditureswere used for the purposesfor which they were provided. 3.37 Duringnegotiations, the Governmentgave assurancesthat the Project Directorwill (a) submitto IDA semi-annualprogress reports throughout the projectimplementation period, the first reportbeing due by January31, 1986; and (b) submitto IDA withinsix monthsof the ClosingDate (June30, 1992) a final reportsummarizing the projectoutcomes and identifyingproblems that would be relevantfor futureprojects. - 18 -
IV. PROJECT BENEFITS AND RISKS
4.01 Benefits. The projectwould establisha frameworkfor expandingprimary educationby (a)irestructuringand reducingcosts of primaryschooling through implementingcost-efficient modes of providingthe major inputs(teachers, textbooksand classrooms),and (b) assistingin i:istitution-buildingefforts throughoutthe educationsystem which would lead to a more efficientuse of resourcesand make possiblea gradualreallocation of furdai.t favorof primary education. 4.02 The directphysical impact of the projecton the primaryeducation systemwould amounttc sn expansionof existingcapacities by about 13%. However, a more importantlong-range contribution would be iL.5demonstration effect: the adoptionof low-costbuilding techniques would kesp the investmentcosts necessary to achievethe 60% enrollmenttarget for the year 2000 withina manageablesize (aboutUS$3.4 million annually by the end of the period,and less if the process of tappinglocal resources can be carriedfurther than is at presentenvisaged), and the more cost-efficientcombiuation of lower-paidteachers supported by adequatelearning materials would mean a stabilizationof recurrentunit costs at a level of slightlyunder US$30 per studentby the year 2000. 4.03 Risks includethe inadequatetechnical capacities of the maln institutionsresponsible for resourceuse planningin the sector,and the limited experiencein schoolconstruction and projectimrlementation in the Ministryof NationalEducation. A sizeablestaff trainingprogram for the implementing agenciesand specialistservices in key areas are includedin the projectto help overcomethese handicaps.
V. ACGREEMENTSREACHED AND RECOMMENDATIONS
5.01 Duringnegotiations, the Governmentgave assurancesthat it will:
(a) prior to December31, 1986,issue a decreeupgrading the primaryteacher promotionexamination (para 3.05); (b) not later than June 30, 1986,reorganize the TeachingMaterials ProductionDepartment of the PedagogicalInstitute of Burkinato establishan EditingDivision and a ProductionDivision with staffingin numberand with qualificationssatisfactory to the Governmentand to IDA (para 3.08);
(c) not later than December31, 1985,prepare and submitto IDA a proposal for the flencing and organizatlonof periodicmaintenance and repairof primaryschools (para 3.13);
(d) definein a directiveto be agreedupon with IDA and to be issuedno later than June 30, 1986, the level of Governmentsubsidies to private education; and undertakewith IDA, not later than April 30 of each year. an annualreview of the expendituresand financingneeds of the educationbudget resourcesin favor of, or an increasein funds allocatedto, primaryeducation (para 3.17); - 19 -
(e) establish, not later than June 30, 1986, a National Commission under the auspices of the Minister of Agriculture and Livestock to review ways to harmonize the systems of primary education and of rural youth training, taking into account the new objectives assigned to the Directorate of Rural Training and Organization; and discuss with IDA, not later than June 30, 1987, the results of the above-mentionedreview (para 3.21);
(f) cause all staff having received training abroad financed under the project to remain in their assignments for a period of at least three years following the completion of training (para 3.29);
(g) carry out, by means of an independent auditor acceptable to IDA, an annual audit of the project accounts, and forward to IDA for review certified copies of the accounts and the auditor's report by September 30 of each year (para 3.36); and
(h) submit to IDA semi-annualprogress reports throughout the project implementationperiod, the first one being due by January 31, 1986, and submit within six months of the Closing Date (June 30, 1992) a final report summarizing the project outcomes and identifying problems that would be relevant for future projects (para 3.37).
5.02 Subject to the above assurances, the project constitutes a suitable basis for an IDA credit of US$21.6 million equivalent to Burkina Faso.
WAPED April 1985 - 20 -
ANNE 1-1 Page 1 of 2
BURKINA
PRIMARYEDUCATION DEVELOPMENT PROJECT
SOCIO-ECONOMICBACKGROUND
The Country 1. Burkinais one of the poorestcountries in the world,and its poverty,as in most of the Saheliancountries, has its originin the naturalenvironment. Rainfall varies highly from regionto regionand from year to year, rangingfrom 100 mm in the far north,to 1200 mm in the southwest, with most cultivated land receiving between 600 mu and 900 mm. Soil qualityis also highly disparate,although generally betterin the southwest. Most of the availableagricultural land consistsof shallowsoils, which are easilyeroded and depletedof organic matter by traditional methods of cultivation. Few river systems have water throughoutthe year; the potentialfor irrigationand hydroelectricpower is thereforevery limitedand costlyto develop. Mining of known deposits,mainly zinc, manganese,phosphates and massive sulfide,is also costlyand exacerbatedby the country'slandlocked position,some 600 km from the sea. Given its poor physicalresources, Burkina'smost importantproductive asset are the people.
The Population
2. With an estimatedpopulation of 6.5 millionin 1983 and an area of some 270.000k1M 2, the averagepopulation density is about 25 persons/km2. This varies greatly,however, with the southwest,north, and southeastbeing virtuallyunpopulated and densityreaching 80 persons/km2 in parts of the centralplateau. Ninetypercent of the populationlives in rural areas,spread over more than 7000 villages, 70% of them having less than 1000 people. This extreme dispersion poses considerable problems for the provision of basic social services such as primary education.
3. Burkina's population has had an estimated annual growth of 2.6Z in recentyears. About one third of the naturalincrease has been offsetby migrationto neighboringcountries-in particular to the Ivory Coast-a processwhich relievedpopulation pressure on the central plateauand contributedsignificantly to Burkina'sGNP.
4. As with all rapidly growing populations, the number of young people is ratherhigh. Accordingto the 1975 census,45% of the populationwas below the age of 15 and 172 belongedto the primary educationage group (7 to 12 year olds). At present,some 200,000 children reach primary school age each year. - 21 - AM= 1-1 Page 2 of 2
The Economy
5. Over 902 of the population derive their livelihood from agriculture and animal husbandry, a sector threatened by periodic droughts. Wage employmentis insignificant(less than 50,000in 1976) and largely accounted for by the services sector, In particularthe Government.
6. In the absenceof widespreadurbanization, kinship networks are still intact. While poverty affects most people and the food balanceIs alwaysprecarious-requiring periodic rellef effortsfrom abroad-thereare no population groups living In a state of permanent destitution.However, continuous population growth and, possibly, diminishingprospects for migration could upset this tenuousbalance in the foreseeablefuture.
7. Burkina'sdevelopment perspectives are constrainedby her meagerknown naturalresources, her landlockedlocation, her poor level of human capital development, and the remoteness from major markets. Mineral deposits, notably of zinc and manganese, may offer some possibilitiesfor non-agriculturaldevelopment, but for the lnediate futurethe furthergrowth and siprovementof the agriculturalsector and the continuedabsorption of part of the excesslabor force by neighboringeconomies appear to offer the sost realisticdevelopment prospects.
8. Althoughthe economy has grown approximately three percent annually for the last two decades, it will be difficultto increase or perhaps even to maintain this rate given the weak and deteriorating physical resource base and the severeimbalance between the quality of human capital and the economy's need for it. To improve its long-term development prospects even modestly, the country will have to raise the productivity of Its own resources and develop human capital whether for domestic employment or for vork abroad. In the agricultural sector, further increases In production will require the reflnement of existing and adoption of new farming systems which combine Improved inputs with soil and water conservation and aim for the Integratlon of livestock raising with crop cultivation. This approach will place a premiu on trained manpower to disseminate the new farming techniques and on a minimally educated farm population to apply them. The gradual broadening of the country's slim Industrial base will also depend partly on the availabilityof a trainedlabor force.
JAPED January 1985 - 22 - ANNEX 1-2 Page 1 of 2
BURtKINA
PRIMARY EDUCATION DEVELOPMENT PROJECT
BASIC DATA
General
GNP per capita (1982) US$ 210 Land area 274.000 km 2 Population (1983) 6.5 million Population growth rate (natural) 2.6% p.a. Urban population growth rate 4.0% p.a. Life expectancy at birth 43 years
Education and Training
Gross enrollment in 1983 in public and private institutions:
Z of Age Level Number % Female Group Enrolled
Primary 251,269 37 18.4 Rural Youth Training (FJA) 15,634 9 - Secondary general 27,618 32 2.6 Technical and vocational 4,738 42 2.6 Teachertraining 262 22 -- Higher education - University of Ouagadougou 3,086 22 0.06 - Abroad 1,318 n.a. 0.03
Teachers
Primary 4.410 21 Rural Youth Training (FJA) 752 n.a. Secondary 757 - n.a. Technical 352 n.a. University (1982) 177 n.a.
a/ Teachers in private schools estimated. - 23 - ANNEX 1-2 Page.2 of 2
Education Financing (1982)
Central Government recurrent expenditures on education:
As a percentage of GNP: 2.1 As a percentage of total reyurrent Government expenditure:a 21.7
Recurrent Costs per Student CUS$, 1982) a/
Primary 38 Rural Youth Training (FJA) 143 Secondary general 334 Secondary technical 369 bI Higher education 1,734 -
a/ Public schools only. b/ Estimated.
WAPED April 1985 BURKINA PRIlARY,XDUCATION DEVELOPMENTPROJECT,PROJET DE DEVELOPPEMENTDE L'ENSEIGNEINT PRIMAIRE
STRUCTUREOF THE EDUCATION ANDTRAINING SYSTEM/STRUCTURE 0R L#ENSEIGNEMENTET DE LA FORKATION
Ado thE4tIqt 1 g * to10 2l 2 14 Isii t o UlUo2553 22 2n
4~~~~~~~~~~~~astesde *1e e t_ -
Vkal smrieuqu de lacitei.s at tcr-etlgt bIm
floo kfnel Fearstauof
ornsinApiowIUIet k&t
leeoles) of F.veewak.
w~~~~~~~~~~~~~~~~~~~~t. SwelgieC1 -asbciqesIIas6ta6ti ... tiUei.,, . |~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~elPastitIeus E3er,0w ftp.k.tago_{ mlolasaeete
Age 15 16 1? ^|"Wpitls IV 31i |*t_te"'. o
VI 't~ -0 riie -0~~US:Crstsa US:ftnpEmti esfe ofiste EHdl clltls |j_est':1r; I P FmahimtS t lc|ee td
fv bul. tf al~ l.u:le.teeSaIgmeC tI migh Se. Tech. Ije.: Tas. Ipede
V - E H wj~~~~~~~~lCatle.^ deee.Aeee. lteq:Ct VIIji 1w t."Se toeb.i £dmc.z litCaste seem. 4 WI_ttS Pelmp _t*ace Telel od II tFemeleetdee J _ A*Ir;_ins lteusu @ 3 be ti eth tra-l_ l g tt t
ix Mft: S,,etlves Autleate d*iudee 4. ifeel.,cylell CS: 11iiE S e Xt tutm fsfttC CtitlEteem I
!I we r._.d - leeslge.iE p* tleIPetllc 1he51 l,.ui
AgePED,Janury 195 -25- ANNEX 2-2
BURKINA
PRIMARYEDUCATION DEVELOPENT PROJECT/ PROJET DE DEVELOPPENENTDE L'ENSEIGNEMENTPRIKAIRE
E ULG NTS BY EDUCATIONALLEME, 1983/ EFFECTIFS PAR NIVEAU D'ENSEIGNEMENT. 1983
Public % eemale Private % Female Total % Female % Private Level/wlvean Publlque% Fllle Prlve % Filles Totaux % Fillee % Priv6
PrS arv/Prlsire 229,661 37 21,608 40 251,269 37 9
Secondary/SecondDevri
General/CGural 13,065 26 14,553 38 27,618 32 52 lver/PremierCycle (10,078) (27) (11,813) (39) (21,891) (31) Hliger/Deuxl&meCycle (2,967) (22) (2,71W0) (32) (5,727) (27)
Tecbnical/Techblque 1,309 (24) 3,364 49 4,673 43 72 Lower/PrcmlerCycle (782) (17) (2.602) (52) (3,384) (41) Higber/DeuxlieCycle (527) (34) (762) (42) (1,289) (39)
Te_aher Trainiug/Normal 262 22 ...... 262 22
RisherEducation m EneSeunesentaupriLeur
oniversityof Ouagadougou/ 3,086 22 .... 3,086 22 UnIversite de Ouaspdougou
StudentsAbroad/Bouralera 1,318 a.& . ... 1,318 n.a. A l'dtranger
RuralYouth TraininglForm_tlon 15,234 9 . 15,234 9 deo leunes *Rrlculteurs (FJA)
Sources: NO, MSURS,MAE/FJA:
January198S BWRKINA PRIMARYEDUCATON DEVELOPMENT PROJECT/ PROJETDE DEVELOPPEMENT DELENSEIGNEMET PRIMAIRE Organization Chcxtof the Mlnty of National Educatlon/ Oganigmme du Mlncsmre de rEducatlonnattnole
Corwmnce Mnsr4* e _du_h__C__l____I__d____qmoc jahonoeACtnCreci cw*tiosecxv diucSwn gi
Adn*mstrotionand1 Fiwo" crwla/ ofAh NatlI C saT *r U/ . ____ _ iTh EducaionPsc D10_ ct4 ______I _ .__ idn T lan W*gW d Fbdogo0c~hwtihl f o e ~~.9*U*~~~~~id~~cmgIc dk*km k Ukhcvor' A _~ ~. ~ ~ ~ a.b~viA1_. _ - --- _. Dmctot/O/dScn do l of de Fom do Au deal 5 ph Foff>w-__io fpmw _*A ShxftLC and-fficlAo Pailigoglical Lde rbweiwrem pimnW__ _EmkM DkWfcwta/ion____ . [__ | Meb ~~~~~~~~RVuad Pod k &AXcbmeSo*WO9cfbiodo remewwri,i lph _ . noduction I et du pi4scdoL An| Ocdad.te d Sobo- [ j WorUdB*-26M52 -27- ANNEX2-4 BURKINA PRIMARYEDUCATIONAL DEVELOPMENT PROJECT/ PROJET DE DEVELOPPEMENTDE L'ENSEIGNEMENTPRLNAIRE PRIMARYEDUCATION ENROLLMENTS, 1974-83/ EFFECTIFS DE LMENSEIGNEMENT PRIMAIRE, 1974-83 Year Public Schoo.s 1974 Private Sc1ools 1974 Totals 1974 Annee Ecoles publiques -100 Ecoles privEs -100 Totaux -100 1974 118,885 100 8.081 100 124,966 100 1975 124,848 105.0 8,259 102.2 133,614 106.9 1976 131,472 110.6 10,227 126.6 141,699 133.4 1977 138,542 116.5 10,728 132.8 149,270 119.4 1978 147,352 123.9 13,176 163.0 159,948 128.0 1979 157,359 132.4 14.148 175.1 171,506 137.2 1980 170,773 143.6 14,885 184.2 185.688 148.6 1981 184,759 155.4 17,568 217.4 202,327 161.9 1982 203,566 171.2 21,004 259.9 224,570 179.7 1983 229,661 193.2 21,608 267.4 251,269 201.1 Source: Ministry of National Education/Ministarede 1' ducation nationale. WAPED January 1985 'gVlt - LI aquC - Ut - a~~~~~~~~~~~~~~~~cIEm - - - 'nu~~~~~~6-t Ar:, ai,tt 9nI I UtTAD aou*LE - 3q~~~U199 - it 3 t0 95 -I %Vs l OOtti *1 ML AWIfliml - 9£ ii~~~~z a 9 Wal CC l Vs fie or 11 VIP As-l Aqri Glec ri IC vu319 oWxiMiu AntI at aL at m'1* Ss to Ulf St SI Cs V9it Ic CooatI rig1 UNm EU WUi Li it i artL VI It to 911 at 41 ZIP rwt A In Ml'* Ir' 69 t Si £909 aqut*K AlIl1 Aqu E%m nitl A411Z - -qia 41w LI ELI U?? 'qmfltE aaeCr RUSSCI q tf VtL 1993 - ~~ wgttqv -- - RIC 91 aqim *3. - - - 46993 MqlL qohy qvtz Ulf VLIUIU 01DEl i Vi lot 5i* 99P CI Us Cs ii at 99 .OLi-L 13ont 1 t%9 am ODIUMk awno C e SIV to [l t q3 uV61 £3406 09StE Vl IL3E £q9i 19 a.S* U vtz Ut 's38S9 Wur lt of MEW tgl IV or as qig , a so AuWL AWt OCT qrs UVcmVI Aq t - AM445 - - MA4C - a. - - -- s,m*uI Aqtrm unS nol 91 iVMh Awl,. Aq&i LaqsI be - Aqb - 6.49 - - -V Wit1 Aer? 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VI v 9?t if 9 NMI%' Ik .. St IV -- U'( 40Kv 'at'b US NUVIW Mel'I it qtl quom qa "Ie %Um 'ati JUL 4's qVW 'ai b'Ui %,I mint i6'i ii il --- .- ; - itf~~~' Motsu 'aE 'Vt Ut't e. (III,I v'u at UMlulAm1 fl*63 j v9 y 0.9I Ut ZIP ELI qit It If l's 1.11 ICL uz ilt ai16 UN 3099mm ann It tv at'I PiE Z VI?Ut £9 V I UV St fi'll 0.9 0uvU'I 'at'I UN3 91fE1,ilUU ut'U II 9 II 691. 13 LE it qsi£ i1 93 UtL 9.11 I'L qUIt ~I'W EU IISVI AW'LtE' Li 91 mL 695 4611 CL 34956 II oi Ut El. v,91 W499 lOcE I'Mw ZI UVJhiVLuO9 c I oEVt It trbE tm 91 ES It9 93 bE I1 OVUI AM'1 UFA ('It Si VA*99 %rtu W9 'PI te I'Mt LV got At Iit ut a. St mL'V db'1 ilvl 1 3Zlt IV IEdvJEl3 IV,U bE 0i UV~ tlim 63 iut i ..." vt Lit mEtl U.S 633 v'63 93iEIU li's I IEI KL ZI ru. 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ISv:j 'dud SW MNIIEUN AWOA'sUgNmAbiMeIdAUIN MRSLVa AIVUIWS £995139d £3195d A1515V 9M11WIbI£ISddMNMMLt" MSiMd SV ~ Mld dUO uiijtn AI iLNLio MOiS JJ.1idDUI.VMAID N Z JO I We '1 itM&M S-Z KINKY. -29- ANNEX2-5 *u~~ ic. asia ~PaRe 2 of 2 I ~~~~~~~~Un.CSTA PSI a TR3A CfWIFP1Ll3311'f5C4 Ta a31119 PUM.L. IMP579111ICWA1 PSINYP541 Iii P54 N3EIuhIhN 41194W.117A91`111I. (3919) 114115) KmucAI4U SxIPSU3 fi) lf) (3993C) CO T) Ar.VS rI1P/CiP,IT "*3 (23 W9d!01t ('3 (a) (3) (1) (9) ~~~~ ~~~~(B) ~~~~~(S)(73 (Al (53 (0 3) lii 17 9 P"IqA PI ouh.0- vo- 1.6 4.1 M713 o n 3 2 . F n I .1 Knm ~~~i 15. S .w.1 22 19.4 90&a le 11i HAIAVIaA 3 N2h S~il S2 2ob32.41 ow o a2*DP7w 57 PAP"".G. m 7.I a 1.9 15.n Il7 - 3n7"IM.4 77 1. 21t 1 P"ILIPINKI 1i 44l *on' 3.3' 39.0 AG11d- 7 % i.1 Om39 w RIW.~. an 2.A 442 . 9.1. 4,6 WI 6 a )I 9.1 IN99 .i IUA3IAJN - *7.1Ii 7279P 1.9 20.9 29 IS I MNi 99 - 7 -;.1 1 is 21 9Z*141 IAi]EIC3b 75 93*311 on **3p 140.1*9 51 3? is 339 9 1 - `1 7.9 - 39 m7A *AgTO* I/ W 1.2 gol LB II." - - - l0 12 ------INDIA if 979.9 230 2.51, %.5u - - 191724',I" - --- i'3lu WWAL 4 1 *nb I7d% 3.9 - - loS 70 - 35 -- 32 21 1.11.- P.93319* 19 79,7 270 3.9u' 1.1' 19 29, 27 39 %111 ml" 95 eS1 S3 221n RmiSarM ;M7. -b 3. . 7 Is is a 2 739' #A in - a ti... I."" ALaIEEIA 79 35.1 31147 1.108 12.1 SAO iMe 218 11 32 9M" I.F11 j7 i4. 19 I.10, "0Pr Al 91.114 9108 9.9. 1.0 13* Ile 29 9 73. wis Ili eu ml. 4 Its3 I 1.40 053113 19~~~~~793 9.190 2.96 111.99 2? Ps 23I OM -- 399 9.27 -- 19. 27k. I I juvii IRAN 79 39.9 - S.Iffy 39.1. - - - 10 1419 Ila12 - --- 49m4ft 6.4man INN 79 12.9 2,110 9.3111 %.low - low-' I am --- :%6 5Iftwo I W3MANW 93 1.9k 9,941 9.1*' I33.f.7 -an- f el 9 2' -f I 39 13.400 .1053*40 a3 2.26 1.70~ 4.9* 303 39 44 in lob low9 11 13a 1.7 53hi 17 tamsI 3J13989 7' 2.7 - - 39*amer - - -_ -- 4491 - Is - --- 9' --- 27.unev M150 WIt 10. 793 6.11100 21.19 39 44 20 M 79ev35A 21 3 as n 25 Ia 9.713 aemuN I2 flosk S.9 0 3.19' 32.7' - - - W3197 lIE 971 31 - as II 391 FORMA7UL 7 9.J9 3,49 7.9 22.2 7313 25 3 7M el an 3ts 32.3 man AN- Its 5,:4. 5411051 ?m 32.3 2.1hn, S*.Iy 9.21 - -- -- 93 349 - I a - 3W SAk 22' 311,910. ffAl3 lB 11.0 9.910 71v3 3947Y - - 99 - 299 - - 1.19 - 4io MIA 7e 4.4, 3*70 *p 0.1 DO IS 29 'A 9799 WI t79 An 933w 73I 2I2.94 T511339 79 9.9 **1330 7J1p 39.4 923129 is 929 30 job35 32.0 30 VP4 Sn4 9. 166131 *j~~~~~l lb 3*999 3.3 29.2 - -- -- 739b I3ON Om 26 7*9 Iain 744 9,74 Au3.m. an 9.3 920 7.1 3m2.9 99 7 1 DID 17 Its 1Sf 91.0 as 1 an 1.14 1141 F.b.S. ml 71.4k 920k 7.96 9.7 99 3I" as 33 93 19 it 22.0., 419 II 34 2.11n EM T cosmottlef AU 99 n 0 9 by is go 99 994 92 12 go 1B 457 Rowe. (I.9 3.7- le- (17 (2- c1b- (31. (32- (II- (1.1- (9~ (1- (9 (.- 10.0) 9303 914) 461 19) "1) 339) "9. IF) 97.0) 593 393 WI) 39.4 Omrtilm.t Uppers 1.9 30.1 Si 1 23 14 ea PS, 91 30 as 97 1 3(1i.9. gallantg 9.0 315.1 93 27 le 72 as 90 1S1 I6 92 77 3 3k.1 Loweri 3.0 30.11 17 to IN 39 19 31 ay 7 an II im j.n Quart le halatletIuq 2.3 .1. 7.11 9.0 9.0 33.0 39.7 221,7 7.7 A.9 22.7 I7.7 R.% 9.1 Poage 9.1 39.3 992 to 71 71 93n 39 39 94 13 23 9.S qmtantrd ue1.t3.. 3.9 7.9 33 to 1 In 29 as II II 21 37 1 P.9 3.11453 9.0 311.1 91 as to Si as A3I I1 Il 93 34 72 1.1 - 3T13 UU99IAILNU A MAIl P510 In 391 19A* A - 53445799 OF XIUMIC9YIfS114) fULl -WORTUh11L953nlt IUNW3IOU. a. 3910 MM36BUSII 1* BiM 101 T - M* O siTsli313 O111POWWnUY LY 7 3910 0U3y1493Z a * 5087 PIC111 U - 1051.NMftmyTPR1' ow.. 0 330.0 P*31'.?39 UIUUlUA P -4-11 S t$-383.M3 IW3P..Wt 3171061 108u103 351340 301133. P IAGIM 4P1731999TOIL' 0.ls 3 .. d 2o 4w6ld Is Alla or 3W Ugulmw. 0.wtummuIt isINS,1 3Wdem1.m. GS.wsAm. 9.1s9 9.9/e fos..k littImtia 1.05399. Cuaveativs 11douem.l Data am. smusl la the nol.mintilon .1 -sme uues9um s70tus OMl amlygim of v..ttlws 5wago of u1sr93ema oloelosome motere wo,mm wSnttluU. thwr. em the BUse of 19. grein"u dm9. *tsu-mt9Im1 .sm4aumt eBtuli or aWfumebw a9019 are" esutI. Noto p.susb.d les 9...1mso akI. %mov burns cogllete leausIp by amal mglmeam from susvm.e s.eqs.ua tL- ?sM*90.r a,. Gtulf .etle.e.Or 41.9 ft.. 604su4. SYfm.tfIowow,...bee 590 .3.mdmofra. dofstletLes, .9d. 90t193. 1190t.. to oessma39ain seo s, .1yo"a. sole. waa.et9.lft. 9.19, data we otall Ioweft to s..ta isujurt. anl 196 lemB le wasele to awrow. 1955 eersu.3s3el -an 196 ala.at1eemsfi os mml.. sue. to.ago "Mn of 196.. data. t95 f.3m oHtogm.11 s.on at-madh bepno toIt and (33 -EAueatturn as dftrA In 19. 1.92.aging3aft .II si.wmim amg tinonh9N 331h formal .90 u.s-aml3. (2) Pr39fe education. rtwutu. is dmctle. at t96 flEet tawul .90 -oeuesuh ojusetI. rsfsqm t. &13 a0msa.11,ua .1 Iis .e.msrv 1-1e rm59rdlse, of lvi. (e.g., Sueneal. t.9l.deai. GW=1.ultuvl. (1) LlimeyV Manns C.1.!. 9) OMusftes BtAIMI lv.. aiN.1r7 mu . 1. sAeP 0uuMVI.s na6y. are Salev eP.10 3.. Me1 iti d.setwf.. 1-thgs our ol.,. dsfa1l113.. of 'literate Imm Rouse f.ll39d nos.s1.sust1. (9 -rouse1 .ee.uitsu to sle.ai3 (e'W.1. aMIII vatime.t 1oi3 eupiteR G"0 sn.guwwsa .g..ulhiu. ie.sS t. .04gratte 9. ..931e a.' .rIe9 903.11... M7 '1mes3Is1 r1..C Scale. 7. 3: me 3*3 if.4m to wammo poe MI ait9. anmumIw of e31u19l. .91l91. .. etsa19 .m 3-flu 351.co 9erm.e1. secloo3* inbIle M"0 pvl.to by lessi. 1.., mm 60"s1 MISubjc toa 90dt msup of .inv Is1.afd&OmsaaIp omltmin. MIre to nowIllinem 1. 214 accu.racy of Inor fAt cl.a.. owgee net 3.0.1, :am .90 ognownto). lAnisAlmu rimer" tvom srl am. Damon, None t9. swmbier stud.ents .rct..1 3 la ecIn6.3 Oea.t-wd s190.81. wh.e loclopgha le 2disItud by terminab mUala m Inflae.t. res.,mi.5 -30- ANNEX 2-6 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT CURRENTGOVERNMENT TEACHER SALARIES, FELLOWSHIPSAND SUBSIDIES POLICIES 1. Teacher*alarles make up practicallythe entireprimary education budget (98%). While they are modestby internationalstandards (only about US$2,400 equivalentfor an "iastituteuradjolnt" In mid-career),they are high (morethan 11 timesthe GNP per capita)in comparisonto Burkina'sincome level. These relativelyhigh salariesare attributableto: (a) legislationenacted in 1978 promotingthe "instituteur-adjoint"category from the level Cl to B2. making this type of teacherthe highestpaid civil servantat this level of qualification;and (b) liberalstandards of promotionfrom the rank of "instituteuradjoint" to "instituteur,"1/ vhich Increasedthe percentageof higb-levelteachers between 1975 and 1982 from 23Z to 362 of the total teachlngforce, without an assuredgain in generalqualifications. 2. In 1982,the total cost of fellowshipsto studentsat the secondaryand highereducational levels amounted to 35% of the educationbudget-an amount higher than the total budgetaryallocation for primaryeducatlon. Whereas at the secondarylevel fellowshipawards are linkedto the generalcriteria of age and need, for highereducation (except for a not very stringentage limitation)the awardsdo not have any built-inrestrictlons, lgnorlig such criteriaas economic need, educationalperformance, and choiceof faculty. This fellowshippolicy was appropriateat independencewhen the countryneeded to increasethe numberof nationalprofessional staff; however, It is no longerfittl 1, glven the financial constraints,the changedsocio-economic situation characterized by rising unemploymentof universitygraduates, and an enrollmentprofile that favorsthe humanities(702 of all domesticenrollments). 3. The Governmentprovides subsidies only to religiot-,private secondary schools. In 1982. theseamounted to about 32 of the total educationsector budget. The allocationswere made on the basis of financinlhalf the annual deficitof an Individualreligious school. 1/ For level B1, the promotionexamination consists of a dissertationon a pedagogicaltheme and evaluationof the individual'steaching skills, and If successfullycompleted, results in an IncreaseIn the averageannual salary levelby about CFAF 110,800or USS 260. WAPED January 1985 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT/PROJET DE DEVELOPPEMENTDE L'ENSEIVNEMENTPRIMAIRE EDUCATIONEXPENDITURE BY SUB-SECTORAND MAJOR COMPONENTS, 1977-84/ DEPENSESD'ENSEIGNEMENT PAR SOUS-SECTEURET COMPOSANTESPRINCIPAUX, 1977-84 (CFAFbillion/FCFA milliard) Ministryand Sector/ Ministareet Secteur 1977 1978 1979 1980 1981 1982 1983 1984 I. Ministry of NationalEducation/ Ministerede l'Education nationale Primary/Primaire 1.8 2.15 2.3 2.5 2.9 2.9 4.2 4.3' (Salaries/Salaires) (1.75) (2.1) (2.2) (2.3) (2.9) (2.9) (4.1) (4.2) Secondary/Secondaire 1.0 1.1 1.0 1.5 1.6 2.0 2.8 2.7 (Fellowship/Bourses) (0.25) (0.25) (0.3) (0.5) (0.5) (0.8) (0.8) tl.1) (Subsidies/Subventions) (0.15) (0.1) (n.a.) (0.2) (0.25) (0.3) (0.3) (0.2) Administrationand Other/ Administrationet autres 0.2 0.4 0.3 0.4 0.4 0.4 0.6 0.6 II. Ministryof Higher Education and ScientificResearch/Minis- tare de 1'EnseignembntSuperieur et de la RechercheScientifigue University/Universitg 1.5 2.1 2.7 3.15 2.8 3.5 2.7 3.2 (Fellowships/Bourses) (1.2) (2.0) (2.35) (2.2) (1.8) (2.6) (2.4) (2.7) III.Ministryof Agriculture& Live- stock/MinistOrede l'Agriculture et de 1'Elevage Rural Youth Training/F3A n.a. n.a. n.a. n.a. n.a. 0.95 1.0 1.1 (Salaries/Salaires) (n.a.) (n,a.) (n.&.) (n.a.) (n.a.) (0.9) (1.0) (1.0) TOTAL/TOTAUX 447 ZA WAPED January 1985 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT/PROJET DE DEVELOPPEKENTDE L'ENSEIGNEHENT PRIMAIRE UNIT COSTS IN PRIMARYAND SECONDARYEDUCATION IN SELECTED WEST AFRICAN COUNTRIES/ COUTS UNITAIRES DE L'ENSEIGNEHENT PRIMAIRE ET SECONDAIREDANS QUELQUESPAYS DE L-AFRIQUE DE L'OUEST Annual Recurrent Cost per Student/ Dipenses Ricurrentes Annuelles par Ellve as Z of GNP per capita/ in US Dpllars/en dollars E.U. en X du PNB per capita GNP per Primary Secondary General Primary Secondary General capita/ Education/ Education/ Education/ Education/ Year/ PNB per Enseignement Enseigneuent Enselgnesent Enseigaueent Country/Pays Annde capita Prisaire GCniral Secondaire Prisaire Gin6ral Secondaire Burkina ^/ 1982 210 38 334 18 159 C.A.R. 1981 298 55 117 18 39 1 Guinea 1979 290 54 203 18 70 Mali 1981 180 30 395 15 207 Mauritania 1978 270 142 797 52 295 Senegal 1980 420 67 ;70 16 88 Sierra Leone 1980 270 68 216 25 b/ 80 Togo 1983 380 28 82 c/ 7 221c Source: World Bank missions/Missions Banque Mondiale a/ Public Schools/Ecoles publiques. b!/ Estimates/Estimations. c/' Lover secondary only/Premier cycle secondaraire seulement. WA.3ED, April 1985 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT/PROJET DE DEVELOPPEHINTDE L'ENSEIGNEHENTPRiXAIRE EVOLUTIONOF THE STRUCTUREOF THE PUBL.ICPRIMARY TEACHING FORCE/ EVOLUTIONDE LA STRUCTUREDES ENSEIGNANTSDU PRINAIREPUBLIC Instituteurs/Teachers Instituteurs-adJoint boniteurs Number/ Number/ Number/ Year/Annie Noubre % Noubre 2 Noubre 2 Total 1975/76 614 23 1,895 71 160 6 2,669 1976/77 687 25 1,895 69 137 5 2,719 1977/78 722 26 1,917 69 139 5 2,778 t 1978/79 845 29 1,952 67 117 4 2,914 1979/80 940 31 2,002 66 91 3 3,033 1980/81 1,232 37 2,031 61 67 2 3,330 1981/82 1,259 36 2,210 63 62 2 3,531 WAPED January1985 l BURKINA PRIMARYEDIICATION DEVELOPMENT PROJECT/PROJET DE. DFV.ELOPPEIENT DE L'ENSEIGNEMFSTPRIMAIRE PURLIC PRIVARYTEACHER CATEGORIESAND SALARYSCALES/CATFCORIFS ET GRILLEDES SATAIRFS DES ENSEIGNANTSPt' PRI1WAIRE PUBLIC Hierarchical Levels/ Tnstituteurs lnatitutenrs-ad.oint Instructeurs -/ Moniteurs Echelonnement hierarchique CatIsgorieRI Catfgorie B2 Catfgorie Cl Cat6gorie Dl Gross Salary (CFAF) Cross Salary (CFAF) Gross Salary (CFAF) Gross Salary (CFAF) Initial Grade/Grade initial Index Salaire brut (FCFA) Index Salaire brut (FCFA) Index Salaire brut (FCIA) Index Salaire brut (FCFA) 1st level/le 6chelon 330 703,560 295 628,940 255 543,660 190 405,080 2nd level/2e 8chelon 360 763,520 320 6F2,200 265 564,980 195 £15,740 3rd level/3e fchelon '80 810,160 345 735,540 275 586,300 205 437,060 4th level/4e $cheJon 400 852,800 370 788,840 290 618.280 220 469,040 Intermediate Grade/Grade Intermidiaire 1st level/le echelon 460 980,720 420 895,440 320 682,240 245 522,340 2nd level/2e echelon 49n 1,044,680 440 938,080 335 714,220 265 564,980 3rd level/3e echelon 510 1,087,320 460 980,720 345 735,540 275 586,300 Terminal Grade/Grade Terminal 1st level/le 6chelon 585 1,247,220 510 1,087,320 385 820,820 305 650,260 2nd level/2e Ochelon 605 1,289,860 535 1,140,620 395 842,140 315 671,580 3rd level/3c echelon 625 1,332,500 555 1,183,260 415 884,780 335 714,220 Exceptional Class/Class excepti4nnelle 655 1,396,460 585 1,247,220 425 906,100 350 746,200 I/ Proposed new category of teachers/louvelle cat(gorie d'enseignants propos6e. WAPFD January 1985 -35- ANNEX 2-11 Page 1 of 3 BURKrINA PRIMARYEDUCATION DEVELOPMT PROJECT OUAGADOUGOUSEMINAR: MAINPRIMARY EDUCATION EXPANSION SCENARIOS DISCUSSED 1. The main objective of the seminar held in Ouagadougou from October 12 to 14, 1983, was to introduceto the officialsof the interestedministries the problems of financingeducational development and, in particular,to discussand simulatewith the help of a policymodel the effectof alternative policypackages aiming at reallocatingresources within the educationsector in favor of primary education expansion. 2. The major lessonderived from the simulationswas that the unofficial60Z enrollmenttarget for the year 2000 could be attained,and indeedsurpassed, while realizingsimultaneous quality improvements through an increase of teaching materials. None of the required policy changes would involvea drasticbreak with previouspolicies but ratherconstitute changes at the marginwhich, when combined,would producethe necessaryresource shiftsin favor of primaryeducation expansion. On the otherhand, a policy of completelaissez-faire would permit only a minor increaseof the primary enrollmentrate (to 27Z by the year 2000). 3. The most importantpart of the policypackage in supportof primary educationexpansion would be, in the short run, the introductionof a new type of primaryteacher to be trained in a one-year course, to be placednot higher than level Cl of the civil service1/ (initialannual gross salary CFAF 544,000),instead of the present"instituteurs adjoints" 2/ who start at CFAF 629,000)and of a promotionpolicy for all teachersthat would entaila greaterdegree of discretionthan is presentpractice and would lead to a gradualreduction in averageteacher salaries. 1/ It is expectedthat the creationof this new categoryof teacherswill have no adverseeffect on the qualityof education. Indeed,the teachers will continueto be recruitedat the same academiclevel (junior secondary education degree),trained for one year througha more focused training program and assisted in their tasks in the field througb the provision of textbooks and teaching materials, regular pedagogical support,and a gradualdecrease of class sizes. In addition,the primary educationexpansion would widen the promotionopportunities for current experiencedteachers in urban areas (schooldirectors, pedagogic counselors),thereby facilitating the mobilityof qualifiedteachers. 2/- The Governmenteventually decided not to createa new categoryof teachers,but insteadto decreaseto level Cl the entrancepoint for newly recruited"instituteurs-adjoints." -36- ANNEX 2-11 Page 2 of 3 4. In the longer run. this measure vould be supplemented by policy changes aiming at a reduced growth (not an absolute reduction) of expenditures for secondary and higher education. This slowdown would be brought about mainly through a curtailing of the total allocation for secondary and higher education scholarships (introducing criteria such as economic need, academic performance and manpower requiresents) and the introduction of a tighter policy for subsidies to private secondary schools. 5. This more stringent use of resources within the education sector would be combined with a gradual increase of the sector's share in the Government budget. Again, the model siulations did not postulate an absolute reductionof budgetaryallocations for other Governmentactivities, but rather a preferentialallocation of incrementalresources to the educationsector. 6. The graph on the followingpage gives in sumary form the resultsof four alternative policy packages in terms of primaryenrollment rates (7-12 age group), entrance enrollment rates, primary education budget, and primary education unit costs. 7. It appearsthat changesin the curriculumload would offer further scope for loweringprimary education costs. At present,Grades 1 through6 have uniform loads of 30 periods per veek. A gradual increase in the number of weekly periods over the six-year cycle would be responsive to obvious differences in physical and mental development vithin the primary age group and at the same time would permit teachers to instruct more than one grade. MORT SNUT1011 O 0 P lIUOJ O0£ KVlOPPhlT 5 L'S36IC31 DUDI OUADOO SEI: RAI IRDIM EDUCATtOWUIAISow SCfiU06 DISW55SD/ IDIAIu n w 0 In0~uc SVI I IOS DI !U S LU'AllE fiDgLLS3IUDE lDAlUZ * S 0O15G:A01 s 10 15 20 10 1 20 M1 5 .~~~ A I *.~~~~~~.-~~~~.-- le~~~ rir .riedl 1e- - Ir P S 5 . S de ereIwrjvlwTrrIrdubI -~ f ~ ***CoA _ -lr of.>~- ef tbo Cewnt b* rojeetlewwitboat1C 0 103 20 1tAS 10of er ef20 1te 3 101 20 himary Iducatia,* 0 0015S a;t draseter dauset das/hus *ie TeCr Gds a.1 trtimz si ost bugej setlew mo ftuer Ibv Crbua lC)lrsta m de U a asTuSu ereldoe duabu4etto dca Umietatra Kaegrte A * 0 A 0.001S oOt mitare dcc fumuQurasecoleirA IS~ ~ ~ ~ ~ 'zms~~~I d.03 2{' Pl)t efre ler do ef baoi te t ielde csP64da.liDDucj Fet kesaof rsurse d'iutorvstriaas WptII Roy(Leve teachra Cl~/ RI tea10r (Leel20) CS * Clas sis 20tissss-Elv20 1 IIS 0 03 Sea~~~~~~~urde crelessana du badgesdol fauermstie e e 31mr * Projctin.-0.02nwthotCS 3kg1 *tiw* 0.010.055IA alw ts tmyVn - Rate of"rGosmal Incrsea of thle sedutinfiouisetry edtlee/ ot USudge* 0mmtPvmr Tom3 Scu 0eSaaiaLsds "tatlaxBa d etrlte otfiat ni ussuies4' MD0.02* &ateweatiasNouveuxMD~~~~t* eosoeu.atsTaus -0.02a t ireAgsdde croisseace 'EO- du budget doeIoueeoelt ftml tranfrts U - 0 38 * 0.02~~~~~~~~~~~tiir 51 * 0.03 (Iivee oI)o Ratrincreaqste of Policy * 0.541 001 * I 0.541tiao orivatuel eduatnt susdis Aw * ipO A * -00OOIS Cd s croissantdec seubventiooece l'ssina rsires AI*5.4' C *L 54.aeo4ic"oo teGvrmia cg hAlED~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ecossned B-0.01 B " "IDS 0.01 ~~~Tu tga oS-mn RUtroebruars * 1985 00 RWJ * !r o .3 A -tt fiirueo te h daio Co ogt CsD * 0.02 U0 * -0.02RD aeo ceaeorua otiriinhdg/ RJO * RS~~~wl* 0..02iular Nauvesuz* soign, eslauveuw eTseignants (Niveunl (Nvsu I) - 38- ANNEX 2-12 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT PEDAGOGICALINSTITUTE OF BURKINAAND SCHOOLEQUIPMENT DIVISION BACKGROUNDINFORMATION 1. The organizationalstructures for the development, production and distribution of teaching materials are already in place. The Pedagogical Institute of Burkina ("Institut pedagogique du Burkina" - IPB) is responsible for (a) developing and evaluating programs, methods, and achievements in primary education; (b) training and upgrading primary education supervisors;and (c) developing and producing teaching materials. Its staff presently totals about 145, of vhom 26 are assigned to the Teaching Materials Production Department. Most of the IPB staff lack sufficient training and experience in textbook development, production and evaluation, and printing techniques. Moreover, the IPB's facilities are inadequate and do not have sufficient furniture and equipment. The School Equipment Division of the Primary Education Directorate (with a staff of 12) is responsible for the procurement, storage and distribution of school furniture, equipment, textbooks and other teaching materials, including those produced by IPB. It faces severe physical constraints: a lack of adequate storage facilities and a lack of funds for importing textbooks and for procuring equipment and teaching materials for the primary schools. Its staff needs training In some key areas (procurement,stock management, and organization of storage). WAPED January 1985 -39- ANNME 2-13 Page 1 of 2 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT STATUS OF THE MAIN PLANNINGAND MANAGEMENTINSTITUTIONS AND OF THE PRIMARYSCHOOL CONSTRUCTION CAPABILITIES 1. EducationalPlanning Directorate ("Direction de la planifi- cationde l'education"- D°E). This Directorate'scurrent main responsibil.itiesare to (a) collect,analyze and publisheducation statistics,and (b) carry out studiesfor schoolmapping and for the planningof educationaldevelopment, including its costs. Its present staff of 16 is inadequateand most are not sufficientlytrained and experiencedto tacklethe tasks of educationalplanning, particularly schoolmapping, budgeting, and cost monitoring. In addition,the Directoratelacks basic equipmentand officefacilities. 2. Guidanceand FellowshilpsDirectorate ("Direction de l'orientationet des bourses"- DOB). This Directorate'smain responsibilitiesare to (a) provideguidance and follow-upon student attendance,both in Burkinaand abroad; (b) administerthe fellowship program;(c) collect,analyze and publishstatistics on highereducation in collaborationwith the EducationalPlanning Directorate of the MEN; and Cd) carry out planningand cost and financingstudies related to highereducation. While the presentstaff of 38 is adequate,requiring only minor additions,some areas (e.g.,educational and manpower planning,career informationand guidance,and fellowshipadminis- tration)call for an upgradingof staff. In addition,the Directorate lacks adequate furniture and equipment. 3. Directoratefor Rural Trainingand Organization("Direction de la Formationet de l'Organisationdu Monde Rural"- DFOMR). This Directorate'smain responsibilitiesin operatingthe FJA Include: (a) the development,planning and evaluationof the system;(b) the training of instructorsand regionalsupervisors; and (c) the provisionand distributionof instructionalmaterials. The total FJA staff is 1,106, of whom 46 are supervisorsand only 12 agriculturalprofessionals. The staff shortcomingsare in specificareas of expertise--notably, agronomy,pedagogy, evaluation, and maintenance-anda lack of up-to-date knowledge on the part of the instructors and supervisory staff. In addition, a shortage of funds for supervision,and for production of institutional materials, as well as insufficient equipment,reduces the efficiencyof the FJA system. 4. Beyond the immediateneeds of the FJA, the futureorientation of Rural Youth Trainingneeds examining. As the expansionof primary education proceeds,the FJA system'soriginal rationale (the provision of a less costlyalternative to primaryeducation) will be weakened, its unit costs being more than three times higher than those for primary -40- ANNEX 2-13 Pag 2 of 2 education. To avoid a costlyduplication of efforts,a reassess_nstof the role of the FJA and a dovetailingwith primaryeducation has become inevitable. 5. Primaryschool construction. During the past few years. about 100-150primary school classrooms have betn built each year In Surkina's rural areas,most of them with externalassistance from bilateralor non-governmental sources compleamented by village contributions. However this numberof constructionwas too low to speed up primaryeducation expansion. Apart from the villagesthemselves, soveral non-governmental organizationshave been involvedIn the construction of primaryschool classrooms.Except for the subsequent staffing of the new classrooms, the Government has not been involved In this effort, nor until recently did it have an appropriate adidnistrative structure to deal with this aspect of primary educatlon expansion. An additional difficulty was the lack of teacherhousing In rural areas, which frequently delayed the postingof teachersto newly built schools. The limitedand late involvement of the Government In primary school constructlonhbs led to (a) uncoordinated growth of facilitiesreflectiag a regional distribution of non-governmental organiztions' activities rather than a nationwide approach to primary school constructlon; and (b) has impeded the development of low-cost construction and maintenance standards. However the nev Government co_ittmnt to primary education expansion encompass the danger of the central government bearing all costs of construction.To overcome this danger Increase of local lnvolvement should be sought. 6. The Education Projects Directorate, created in September 1983 within the MEN, provides the administrative focus for an enlarged and coordinated school construction effort. In addition to Implementation of school construction programs and project adtinistration and financial management, the Directorate's ualn responsibilities are to deflne annual operationalobjectives and the timingof project implementation, and to undertakeor coordlate and evaluateimplementation activities and make adjustmentswhere necessary. The Directoratepresently has 12 staff. Its major shortcomingsare insufficientexpertise In the areas of financialmanagement and schoolconstructlon, *nadequate4 and poorly equippedfacilities, and lack of an iuplementa.ionstructure at the regionallevel. WAPED January1985 mini ci mmcci ~,unn. uuui. w_IIAnn ,zsuiiniimi c *@nru-,~ . . n ML. me I~t mi~L'mmi ~ ?Uflooa/Punw nAscciAIa------._ , - -u- 1 - - _ -'fl 'UI'J*ii jI '13,>b1J()I1, K f¶:P J 1i JlPl,rtrt.J:L'I'Ju]u 'u: !ULJULbLJL'J 'JLUJU J'uiL-J2'JJrJ NEJL'JEVXJ'J -- -______…__ _ -, Igtbg ,ti*Cd,,. , M,mIIIIIII uhuuinmuhuin|uiniumuhuminmhh**EUUEUE*EhUiiiUEiU**iEUEiEiUiiiUEU**i -ig ------i--iiiiiili-ii-i------ii--- - fiisktim &sdaflh.imaLtmAfe UUEiEUUiliiiiiiiiiiiiii i i'ii ii1111iiiii11 j-j , wnQIQX er cii I ----- alEn=------.DuihwJr,.4ag ....£/L .. ,IR a aa uumummmmmmaummmmguuuuuuuUuuumuuuuu*u-- ____iiiiilliiiiiiiiiiiitiiii t;j _ * EIEEEEUUEUEIU!!!EUEEEUEUwuumwmm.uuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii E u***uuu* Adep.tifor Grae )IDJatatepor~ JiIII.. . LI~E. -- m.imu u d| -Nasew (Natha£Ieimsg-)dllszIr * LL-L----LLL-L--L--.------…------_ w - IIIII======* U---- .- ..------11I1I===:iII ------i 1h3flE1fl flfl IIlI I I I I 111111 * ------nnsuT tavvuTIOl MrmwM W/non w9DEMAM OnTt D L@"SltCX801 nuxa SCIRU O TEIS 1 t It O, OMElM1, PXXNOW lt AM D0ISMURTal (C=tlD}{ CAumpi wAmn tUta Dl W.m mm D'Act w ot oDsmwri m mss A J (w ) TLn SIXV/L=S SCOIAIUS __M Slm uXn _ Develolmnt for Grad II/O"Iolpmwat p-r Ct}ll IIII Wlll1 . 1 n I IlIII lI[ - I{riawticalimtresbton (Ctl rr:m I:I n.mI 1. z lllL .-_::lop g__l fo :fd 2j #vlGpVwllj r :nrlTlm..Z .11-iF Dlsrtibutioe/DlstriWtion (CR2)_ _ _. ._ I m r . II LT. _ tristi ress~~~~~~ie«{tI i;X l _._. Ui . 1 . ; TTTT;LlLrrr 1 ~~~~~~~~~~~~~~~~~~~~ :1:I1111TZT~~~~~~~~~~~~~~~~~0 DURIINA FRINAUYFDUCATION DEVELOPHINT PROJECT/PROJET DE DEVELOPPD4ENWDE L'INSEICGNEIMTP3tDAIUE TEXTSOOKPRODUCTION AND YROCUUDEHNT TARGSTS/ODU CTIFS D'ACHATCT DE PRODUCTIONDE KAJUlS SCOIATIES Imuber of Textbooks/lo.bre de Manuels scolaires A. Textbook Procurennt/Achat de Manuels 1985/86 1986/87 1987/88 1988/89 1989/90 Total Grade I/CP1 (French/Franuals) 41,300 41,300 Crede 2/CP2 (French/Francois) 62,100 62,100 Grade 3/CCI (Vrr=ueblrFncsis) 37,900 37,900 Grade A/CU2 (French/Franeate) 31,000 27,600 58,600 Grede 5/C4I (French/Francois) 25,600 25,600 Crade 6/042 (French/Francais) 34,100 34,100 Subtotal/Sous-total 103,400 68,900 59,700 27,600 259,600 *. TextbookAdaptation/Adaptation 4d Nanuels Grade 3/CI (Nathematics) 35,800 45,700 81,500 (Science.) 35,800 45,700 61,500 Grade 4/C12 (Matheatics) 33,000 33,000 (Sciences) 33,000 33.000 Grade 5/04I (Hathemwtice) 27,100 27,100 (secences) 27,100 27,100 Grade 6/042 (Matheotices) 36,200 36,200 (Sciences) 36,200 36,186 Subtotal/Sous-total (Mathematics) ... 35,800 33,000 63,300 45,700 177,600 (Sciences) 35,800 33,000 63,300 45,700 177,600 C. TextbookDeveloamnt/D*veloppement de Manuele Grade I/CPI(French/Francais) 57,900 57,900 Credo 2/CP2 (French/Francals) 51,000 51,000 Crsde 3/CFI (Irench/Francais) 45.700 45,700 Subtotal/soue-totel .. 57,900 51,000 45,700 154,600 TOTAL 177L0 VAPED 15 January1985 ^1% IOUINA PIINMY1DUCATION DIvmOPHT FOJZCT/PUOJZT Dg DEL01PDTCm Dt L'uS IIUTnDIAals TIACHING GUIDE PRODUCTION AID ?UOCOUDIT TAICITS/OMICTIFSD'ACHAT IT PRODUCTIONDC GUIDES DI MAITRE NIuer of Teachina GuldWh/o.bre de Guides du Hattie A. Guide tPocureuetlAchat de CuGdee 1965/86 1986/87 1987/U 198/89 1989/90 Total Crade I/Ctl (Freoub/Francaia) 1,700 1,700 Grade 2/CF2 (frmncb/froncars) 1,600 1,600 Crade 3/C1t (Fr.ocb/?raocals) 1,400 1.400 Crade 4/Cl? (Iruoc1./1;..^aie) 1,400 1,400 Grade 5/Ca1 (Fre,ch/Franga;l) 1,100 1,100 Grade 6/C02 (French/Frangaie) 1.300 1,300 Sub-total/Soue-total 3,300 2.800 2,400 6,S00 2. Guide Developut/D&.1opoc_ont de Guidee (for adapted textbookslpour anulo adaptec) Crcdo 3/Cu1 (Natbr.tics) 1,600 1,600 (Science.) 1,600 1,600 Grads 4/C92 (Nstbeutic.) 1,500 I,S00 (sciences) !,500 1.500 Grade S/Oil (NatbenaticS) 1,200 1,200 (Sciences) 1,200 1,200 Grade 6/OI; (Nathbe.:ic) 1.,00 I,500 (Science.) 1,500 1,500 Subtotal/Soue-total (Nathemtcs) . 1,600 1,500 2,700 5,B00 (sciences) ... 1,600 1,50 2,700 5,800 C. Guide Develo,eet/Divlo.,unrt do Cuides (for oewly developedtexttoobspour nouveau unuele dOveloppi.) Grade I/Cul (Frencb/FVan;a1s) 2,300 2,300 Grade 2/C?? (Froheb/Frnecats) 2,000 2,000 Grade 3/CCI (Frencb/Vrnecaia) 1,700 1.700 Subtotal/Sous-total ...... * 2,300 1,700 *.000 TOTAL 17I .. Q .11Qa Jauary 1985 . .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~9 nlaXH nCaldm DommLONIT PioJECasczU D6 DosILOPPEH DE L'INS1CXNIS, n1=x4 UMOT 01 1FLfLOVS/?ABLRAD SOMIU DNS BOMBS DISPEJICZOUT 11u Total hotat Qmlitictlm statte Alroe/ Ihatba/ TStal CosU/ of Trainees/ Daut/ FeojestDuuiptiaa/ yield of Stdy, 3Aor/ ISI_ tt Total colts tota qQsllftcettc. de Dote di SU_ of bopat btlitSoa/ it tdo Violet tlot ilituio eStb A l'dtrauz Is-ko (008)3) baa do. bormstoew d4mn DevhttM nauaOIAbil1tdh L^tLc. of felmey Sinstioa gait Ono/ Ud..tidos ctta mtairos deaodsLvmsj Usteeturtaq of yrtmyy tomober Cmral teoesbs mthodhleu/ 4 A 40 U1,O0Adumoe dos to educ- 10I65 TS_bor traian staft (MI)/ tvo1uiAfsttucturtioc de i lbtodologto de l' _aoigont teo. and epruteue in Vorbml eauotont de I'm fontatiin dos,mitres de pvtmalr Wgbnnokselmoucs de l'ddWsteom at eqirteue de I'as"4oit lnlustIc. am abeegattea I A 10 22,000 Adrednalg Ik educ- 10/65 Teecher training scoff (UM)/ toebiqu/lkhbcbqueo dd,o- tie. en aertowto Frooml betiwot deoI' tuatlon St 4'b4peuryttoin tc4schfnllt e m u4tma de lldwtton St rOLM dedo I'dfett_1'ouotpemmt t sqfec Ltbrortan/bcsinmetalistt 1 A 0 14.000 eaoebarfrutitutow 10/65 M stff/hroaml li Sktol tam/matlAhAls- 2 A 2 20,000 Director ad Dquty wilgs Director i kFto DtyOtor tratic de 1'4a0_Dommt Dinretor for twde.l/ of /Htrectaw et Dhrettar- Ditretzr et Diutear- Adjoitt de I'M Mdjidt dol ituisa Twtboo& dolapmmt/ Uhttin Dtrecter/Dirctour de 1 a S 14,000 vaced dg tein eue- 10/65 Stff of the luatituto of 3t.orattc. de mm_le l'ditia. tto and erteoco of Uefom ad fedgoisal ActLoo/ edittng/StudesOn aeeieo fhr oael do 1'IgActttt do TUOVIn de 1'duacont at upd- et d'ntio pddee .(q_ etce de ldd4.4on fdttdLs ttte 2 A 10 44,000 Adancod ,tgte In tdo10/IS/ Stu of the tntituto of tict nd p crarmeel atom and hftd tan l Uttos, edittng/Icuioan uct Fototeh l de Il'natitet de rifom de l'6ddesto. at asp- at dlactic. pddgsgiq rimec de l'tditico Lay out ArttatAqtist. I A 4 10,100 OrwSbt mnabip studieos 01/Id Staff of tho Ilstttut. of nd proctical ozprtieca/ bbfos al felagical Actteo/ Etudes dc datto at sql- orecuol de 'lustitut de r fo m ionce protiqw et d'agtite pdda4o0 o I DUNUm PAlA! EDUCATIOtDYOPIHlXMrI PIOJECT/PROJIT DE DlKVLPPMfiT Dl L'MISRICItU PRIlIU SUIEAY 0 1RLL0IMUIP8/TABLEAUSOWISUR DES KESS DE PIUrCTIOINEIT (continued/suito) latal Total fete Qualificattion startles Abroad/ _NthI/ total Ccte/ of ftat^a/ Datof r,oct Dmeeiti.ft tisld of stogy/ _mborl LoaolinSt bo l Cate totin Q.allfisatiisn d Date 4.f U ot bsqoolblitItss/ andate de klet t talitul br. A l'dtTeaauv Ibte-_m. (USUSM) bass dUa lavet _ darmn DeLmttm dos ru,t_ aulIltde Textbooks deelopeut/ C ic I .t t 1 & 10 22,0m0 k tatiip o e 1*0/SI stagf of the hatituto of lushorattom de amsels na girtc dallp saer- Rehm and Pedaageal Att/ £ee/ltus de dosaoa at ersunel de 'Ilatittt de rEf.f zpitms pratiqo de et daseime ddqgtq pahimm d'Uitiao 3ao&hLsdeUrJ_r~ 1 A I 7,600 Prastical exariee of 01/3 Iuff of t t lutitote Of bacik.epiaaj14rt _ e e 1111 Wl 1d1gieAl AtteM/ pratle_r den.?t fqaap l'Pamsl d 1'letitut d r1fem 0t 4.Gtio pddgqiqr VIeai&p-far/Qa- mating tte/OicLtjftedtizte I A 2 7,00CO?sctci of 11 pzrXt- 01/54 ltuff of te lmtitue of £/!.Stetzem de lour p.fru cl Pdsmical 4*t11/ primita DU Pareomal de l'lntitU Ue rudfer et d'eettoe pudqcgtque Printing tochnileailthama- 1 A 2 7,t00 S dueit.l of W1grist- 011/St taff of thuta tLtet. of - ebog/~~~~~~~~~~~~~~~~~aM4teAicfoo de I'b- 1staomad.mlooVadglal Aetlc./ pwriine MP Peronnel do I't?strtht Ue rhfoT. at d'acttoa pi4asoliqu !aatboo& pdetlee*/koeduetioe 2 A 20 44,000 Ad ceutnddSe in adUA- IA/SI luff af the Iatitote of ttbac ml cportia of t ifer &nd loodagogle1 Action/ tn.thoob pode..tiw hTaremo do lIlntit,t de dfOe Ditl' - ecta... do et i*eattic ,ddcqe"o I'docatlee et oqiriin do la I cioctiae do _1e fteleetlAceelatleo 1 A 10 22,0C0 Ad eeeddp' La sda- I0/SS Staff Of the lhtiguto of tt. mpod huouloda lofom mldPtdag l Action/ of SUttsis.t/em pl' - leuucinal de 'lotit t d rif.to. cctabn. de l'dwaatLa. at d'aotioo pdd4 plque w et asmikem "a ou.sto - tiutiqm to feeatba prcuremntr ml Wro o It/Cet1 A S 1,000 lod baste tesbokl edo- 0/lI Scool Iptpoest t311.1m dletftbuttoo/Atat at di*e eotr de stocken satin ml eaat*utlta staf/lp"ocmml de 1 Ditueito tu*stato oe _mels eqrtin _l ferattm do 1*qnipit tImui at t dod ll'ati tntim PRIKARTEDUCATION DEVILORIMT PWIOICT/fROJIT DE DhY3LP1M3 DO L'IShICIT PIm&xIZ smwmvoir umLSipS/TABLBA SQU&3RD DU 30R31 DE PnICT!ON12T (Continued4suite) Latal 2!tal Basic mllfateit nes starens hbrr.l / mtI*I Total Costs/ of Trsltem/ Dto/ project Doaeriptia.l y/eld of 3tut/ 3iar/ Leel_nmt Total Coats tot. q.lIfteatios 4 Date 4a _ar of l.spolbilttlea/ 1icnlts to Prolet 3.12t dedhi Haisr A l'dtiriar mlie4eon (UXS/Wf) 4em des boanier. dmna etetnfi.nDoer des nawtlitf 2 lutitutioual Dkveleo,ot/Ddyalogog -nnteutitu. Il R*AttiaOa&91mut4/PUAt- SUdztitaal 1intnghhat- I A 2N #,000 Dhe In ee_o of ads- 10155 Uwatten l nPIrina H - ffcat I de lddwutiam fiCatimO 4 1'dd4nAt uutet1/tIas eqirwotm tout. *t ff/j_o..l de to m doo_Somia 1 IseatLos Dtrectim de Is PImifutim hducational _uaoat/lOr- 3 A 10 G6,000 Dip. In hfdor aWoe- 10/55 Ueattenmal fIoIag Dine- nleatim at adklaLatratios time/Dfpl_ *ts.l1- torututaff/P* erUnol 4. Is ont spulear Dlreetlono 1t PlasifatttL k.ogvae&yjDbqrqbla 1 A tO 22,000 Dkgie in bi*er .ied.- 10/i hdataial Mlalas DSire- tton a goadbaiti torat taff/Penrwoil de la binlidp of "tt_ties/ Diestio d ldI. Pmanifiesti DiPI& 4. I lwmgmt s41w at, h|E ftl;4t% st.%wa t- uafi,ino desuatbdati- Scboolaqylag/CirUt. eleire 2 A 6 14,000 Dsp. tonbLoru edit- 101/5 Uloatitma I SlagStKre- ti am ood kii outentsstff/Paornl do Is t.oled of vatanitical Dtiutine ds Ua tlzanftcat2 Dtplf de 1mtmlist .qoirU at bosem am- sate,o d. mtM_mtt- r4wational stattitics/ 2 A 12 28,00 Offtian with repom- 10/55 Uaeteim nLaam Di- statiitl'ive dI lidusatoi bilitia tdwatioaln teots dtff/l_14 U aUtiattestitte4t- Diruetfl de la1. Plifatfm nsagdeoinivlif des .ta- _tnarn for prnasfiai le/ 3 * 3 301000 AOsteiitnateoni m age- O"/U Uu.esotal Pltii Dr e- "Snatm pgr profeastofm- etleiste of tLh dine- toute atmf/flural de la nAle trmtU/JMiewtritoom Dirstietm d la Pndfifeatitm St q4etalatoo des Is diritia. Udatioa l statisties/ (40) L 390 stmal iupetor l 01/U6 Eduatioal PIn-og Dire- stt itt:Ip de 'duI a tlee gets r tdgia tant. staif/Fonrol de U DrMtton de la " Mlfiutioc Soal iung/cart. eolair (40) L I t,W aggiml ipa.e"o/ 01/7 dUattioml IIil Dir.e- lapieCtn rditiema touet. taff/mior_l de Is trctim de la Flaficfatiom PRIKUT IEDUCATIOIID6V6LOIUS; PIJC/PIJT BE DE8MYLOIPUNTDE L'USl!ICNZ3 nfnAU SMIIT oF iSMSU /UBTABALUVI0WAI DIS IoOUIs DE IfIZC!IOlUU - ~~~~(coutlauedleultt) 14oal total lUsic Qmltfcnttun startig Abroad/ P1inpeal/ Tol Coste/ of .Eess9/ keel Projfit Dkeeritfo/ Field of Etui/ 3Aor/ Wtalnt Total CeUtatet qunltttnttoaa de hoa do ary of bsnttilttLn./ 112te 0 irolt &Wet d'dtie FgArs A 1*'twinmr thtn-le (_I/*) ban. 11nStarnhafo idmrra.e kR1atilee des puinnniltde Iooganst of iSvI diductial pl7a1 l"NIza 2 A al 4,000 Dupe tn oa_h of .1.- 09/U5 Gtdec ed tIllwhtpe Dhme- dAtattoaGtesutt de ohftcnt1o dei 'dwntlao entloo/Itudn aqdrirora toyrter staff/Pue l de I I'tuai_mat Mdrhmr Go dtomie di 1'4dwati DiOtho. de 1'Outant to. at 4n Su.a Cars" ptdeace/IatafuatiAs I A 10 12,000 A ed doeste ei en. 09/Si a tdews nleIbipee ir- at oestattes miteltnhmu tor with uqoztrlem of torou staifftnlt de In th edeotin qst_ oGr- Direett. de' 0ttentatto et .EzntIin/Einaa aelmc des kwns de l'ddtatu_m ms ed- wItene due I'ovetoettm di qostb de lMofttoa i_er plSni/PlMsifiea- I A S2 28,00 Due en _o ofd edn- 01/*7 oldeses mFell l e Dim- tt, do Ir Mtn d'oesn" ton/Itudat mftmWe em tout s tsff/Fm1l de In dofa do 1'1estim Dtrmatt de I'OreMtttIM et Udwr odatiin statistice/ 2 A + Up00 It*tntteCe officre of the 01V66f OMia hllinblV Hm,- ItAt.titlquee i l'teip at Diretot tenout_pnanh totomeeuff/Pnl de Is - stsetitt do lairoth_. do I'Odrtatti et Dimatfam di 1eroes htltow&te edotaietr ltt I A 4 U,100 hetllnme t rdoutore 01/i at6sm a nd fltht . DKrc- Adaitratim doe boe of die Dtreoatnou/was- tonts stnff/eroml de In "notes de Loolnintro- Direaettm de .'Orttetm et tCe de bise de to du b . Di tfae $asire for poeutoe.uls/ S A S 50,000 Abemtrotom od reft- 10/2165 Xtdom NWieltwis Dine- iNot Ire pow pfefseomes lItu of the Otztorte/ etent *mf l do IA t rCLttAT0 eat "l- UeezfMedo *loi' stu *t eialtatoodo In iettem du _ouress ieel yosth ttatng/ G_esl dte Eneptosltel/ S A 10 150,00 2o,olCrl teutL.n/i/ 00/65 Sl 1 pWip Diutaem femiles du j-ea fmtur as twav apn cols fuchalfa apteate etoff/fereaml de I DIYUI. eptieitme dG l'Upint bma tutuhn toehr, (935) 1 - 117,6 Offie with tmahteil 10/U isaii p4mt Diwtom edts, aeetateat tedia ad adenintuti" eteff/ uenl do la iWiteM iltIt foh_tim rISIVI nue"_itbtUtti IA e de 1I 3 p'i t eeeillu, uscluaes ettlftersssel qmt de tee9 seatdo _t_bS at a-to- tetiom adei Fo ~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~m wanmvb~ as &mm~ ~~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~Sam ",.DOMwnrim ZMFOM swa -9. PM "OJlw3333SI3gU -Ws._bPas-PM *_omm a"wo minle SW" I _oipw I -a-d - _ , -316I 9 116VP13 NSp, OjI)6J3S 35 fin -p -mm11J 3MsmInGPWNMp9 quptsmu Ifwmmm "aain, at -nmx WI 69INIMSNJUWSU inm m a3)/3 335iS nui~3 -- MMT-.1 o1 MP op _I)t o-P #o ^tnm wmaamwo " fa E- . * _zm 99 GP tomen -an RA3upq_ PM ornow 39 o o po Po 00 ensue /inI~inbge£~591 _ aM3 ^q /T 3~69)3WJf1~S-_J a181J169 333 W~ 3Uw P /~ ~9138 ~S13inISUO. -~~~~~~S 113u 33 13in0 1US1 /"U I3 _ n4-_X_ gVtOms S33_90l3 * * T13363 -SNWI6iinUinj/5UI w .S"E=81oMMI V " pmmwm -wn. "gm Upb33US3333 S UPi69 U1M wn"___~~~~~~~~~~~~~~~~~~~ 2U33334 US)~ In"l WJ3W m1 W so MOON'R _ _Tw~~S3~~SUp~Si" I I JPp n1u311 /Uq3I pm muzapmiql_pno ~ nuam~ ~ -.a*pMjmqN63TOZD _lvauziwr in"IU me Tomuu -m,Vl69mP3j o wi 3m 9i~ wT3' ~~~~uuu _iqilotu36 3iaum 36lPt -iw*a~U0UY @1IU *E.U P AlRMAYDUCATION DEMLOY T ltO.PulTcr/IOwJ 3S DZoYv PSOT DS L'SUSSIZET nUAR UUNT 01 SPICIALIST S1TICUS/TABLAU S&Alln DU JUVICIS DE SPICIALZSTU ant 1sr of Local 1.tl catimstm/ itauti 1,atlists £bredl Vial*/ lattottlo Data/ Preiset C_aWeuts( titls/ N"m de lacalmmat lata die aians Data de auy Job keuuit / glsamegi do h.eit flta AdistallatmA l'sammt bta-hom _nolSW oTi kcttm summ dit tia11O k. t1 of trly 1datlm galIt Catu/ Imidttm du asito wittatm dMa llssidnat 1i' agtt rmztbu& bul1m2t, t Iditig _Sualit/ I £ U Z.fh li/JS eutbsatl a to e iI4zmbe of te"- hwwit dad bt - Mhtisa _so1mal sal tustw* Afaifa*iml h1l_w d of Datrtkttau/ t* at, ittul IIf=if do sow at I tim, mAt at Gafes/ Cit _a a It41 ttim d distrttbim "a _ti sIkUftat tedtta1 do wswet. - telmime iW, toqe du m i at u loe sditMatl ido posajeasdi ale. Tett_eb hediatim 1malSaI A 12 In,=@ li eitat to I t_r * I rt _ w tt_e dw ves Fistlad ,sdis lnmt, eftl a rpiatia spoid.ftoame of -mmta Itmalag atais gssmaim bagtrimm a to mi -_U1 I,dtd d'dtilt m et de pseatim dlabseatfmdi. sw6uUiawas t _uqm4'fquuwie et a t Ptdift- MAIS attmail #A gm.ii rddtiertim mwaimo. cmOltmt cmt fIgA a7i9 t a A 7 70,OO hiS ost-ttsgp _IMt=t fdM Ot Fqt_C tm mt _ alsutm dat1/ at taate* tiim eq2_ ft mltmt V l'tIle" dM miet d_matr _ 1w uaa emitstd'agtmthi. as _1tm tamiMt a own tcome PM t - et Is min -0 pint 4w ratim da dntuite v " d*o'fta agacdMd'dtilintlee. pw lIamt dio enited's5meim doe male et 1tae*tttlm. CowtEti U *et*b Ga 2 1.5 23,U00 tom nn-co mintl ue tw ura VtW - _ t ad t-tte of mm d erzatim_ oft _ dtatrt1at^tm/tap ow tint tEmagw tI pigat_m du laa et la sudki et Is immits d'tql doftuso pow ledat di t tllttm *s male. do mame *t l'wimtt1m do at_sgs sof wimul at de Is ditmtil.*im. 2. ruubiaiksni tll_lyliint f mst ttgula EBe_tiii Fl in / OsamiatM fatst t hel t i. 7 A U uo,eoo 10/Si eat-tam amIltaU ibr sadetl w"tf,. gimuusatto. 4d1wa:tUm. sUttstis. me se_ l ietig", _ tial statistiso. tun itng d nalaw meting me prepnoame Ufupinieg. giiei*o etlnasisa of Wi goetm is Wiedttw SW qr edetn ml stafr at th srp1mntte. i menum/Osatu Een pew le OA euv t of as Enmazatyof Ubsoadm/ eantS alSmt", lI" eumtheu4eso Cosellwati A gout team gin Im "v"e ectlihiru, I" atst et flewsammto "I"oli, Ia" autiati -P doi dt'dbautm o Igrointm at lee ie de to Is gwmmtow at RWatme.du asia rileiw it Il'rpisthiait la dI dtom at llr'timstlei do titat ti pitist. de lMdsagtin. nfiRA IDUCATION DEVILOIW T IZW/CT/ SJI W DRZLOPFDWK DE L'USEIGUEIT nIAz IMULY Of SPECILI! ST .WXcIS4TABSLEA IGEAKh DE0 UUYICIS DS SVlCIALISIS (coatlnudiul{ta) ewf taeil Iota! bet_tmt/ Stardia vft.jtt C_omaata/ Title/ Ipoop Ilemest Total 4W C t te de S m x Jib kat4 W/ t1_. go palat. ntm bdelahtaa tAdtimi, kbl!-!Me (6/w MEMO Dueia:ta somme dun taibia Uf2 s wntm atesoaaust/ oamltata hi imrovmet oilfthe A A tO 1,0o0 1/ S ert-ta emiatt hr ib oiaetin afnti" de 1'ab.paat meteuto Nd hi*_ _oetta o the puma. me fellovA4 Utin..tuat rspdriar. htllemabpS os_st ompufetta ad htl15. as t mi milpel. of out of hllwt p ailso, d1o_mmt of ad fISnao% f atom a4atwafm_ml- tIltaI d attintb ertwtis, teo tate & eown-tan pw 1'inUsUm de ad flsa-hg al"hi of tgdherdo- ls dinatfa do u 'atot at do ea /eaaltit. VWi l'adutmn- baw".a do t^ de suk ats4W ba tun do l'.tumatai eat to &ata at pow I'1ty dW *m at fimmt do ltmstims et do bgua de de l'm.ipmtm dIuW. I'amit_wi svrtar, Poipul- natti dW Ila,, "a bamfente, It di,glqppin doedUrsa d'att,t- bowm du rmes et l'dt *u. *Ota et do ftt tmd I'doa- _m _I -amt ou .qht_rt * s,wOhX _ * _ U * a CouultaU for a a-porn mdaid 4 A 1 250.00 0l/116 Nqmi mado astu dymeiibanim of .tad ml dm1t of. aput- a a.oadozo ad WOW s.tfgm doulep- Piimq a atta t_togty/ mm stilntoJI 4as beodo a m ontsulta "W l'4ad.t lea beaa dlea.m at td_ltppin d4_ atm- do mab-d'oaw. at la dit,_Maint t et. 1_r ocatim a .otinmte Vs ntttdo 1'ohett ' otqa . hni TatI Tntiaiu/ i consultanoste pttia ad 3 As ttl to/t4 lt-t4n, e tMt LW eWAtIn Totuttoa dss jatas mo ia_nat, developqt of tt.cbtm ad _nust of the hil Yook Dtroc- ptaltaro "t.itata ad eveluatts/cAul- tonts ad mitheuim to tts dulop- tat. p 1'wiar tiutm at *st tef blag maa ad walntlm/ pasta,o enucuptm deoWaqota camautest a gmn-et'. P ew pddaeos et fiuatia. aatim a' llmh_iutio do la patia do Is t~tmidu jJ_m sautin . 1l agtitbgttei & 10dt4bortta. do ai- pas #_pdlqo at ptw I'dlt_tt. Projait 14q_mt/ I q rtil £alratmat/Cesttcmta I A 46 4U0,0OD 07/65 0 mal omtat of thU puoj et/Ostti uSie. dt po iet. imala do Wojat. Anhitet/Azebitrta A Al UDODD 07/64 Wptuta of InUtutoal 4.11 mt puot eati" at du eatlwtiou. Cao.eltata for moiittbgjItossltmnts A - 15001061S Aait:is of nou psojat. axmmi/wdLtfisa- Jmtz1r1f6tit e"tes de5tt. t5e dee d pre!t W&M Jymm ULZ BURKINA PRIMARY EDUCATIONDEVELOPMENT PROJECT/PROJETDE DEVELOPPEMENTDE L'lESEIGNEMENTPRIMAIRE TEACHERS EMPLOYED IN PROJECT SCHOOLS La BY CATEGORY AND SALARIES/ ENSEIGNANTSEHPLOYES DANS LES ECOLES DU PROJET La PAR CATEGORIEET SALAIRES Teachers/ b/ Salaries/ Teachers/ h/ Salaries/ Teachers/ b/ Salaries/ Enselgnants Salaires Enseignants Salaires Enseignants Salaires FY B2 (CFAF '000) C1 (CFAF '000) B2 & Cl (CFAF '000) 86 10 6,289.4 -- -- 10 6,289.4 87 40 25,157.6 10 5,436.6 50 30,594.2 88 70 44,558.8 50 27,183.0 120 71,741.8 89 100 65,026.0 110 60,015.8 210 125,041.8 90 130 86,026.2 170 93,488.2 300 179,514.4 91 160 108,092.4 230 127,600.2 390 235,692.6 Totals/ Totaux 2i M7jLO 22 37A j4£ 287 a/ Schools In Primary School ConstructionProgram only/Ecolesdu progrume de constructiondes icoles primaires seulement. b/ Teacher-year/Annees d'enselgnants. January 1985 -53- ANNEX 3-6 page I of 2 BUREThA PRIMARYEDUCATION DEVELOPMENT PROJECT ALTERNATIVESOLUTIONS FOR THE PILOT SCHOOLBUILDING PROGRAM In order to develop an adequate construction system, the Government would experiment with various standards/ways of financing and organizing rural schools through the contruction of 30 classrooms and relatedfacilities. The chartwhich follows provides information on the experimentalprogram and indicatesthree alternativesat elevendifferent levels,such as financing,payment, decision making, architectural design, type of contracts,procurement, supervising, surveying, techniques, construction materials and maintenanceprogram. The alternativessuggested to the Government can be suizarized as follovs: (a) Alternative 1: Direct payments from Bank to general contractors; building decilsion taken by Government according to a school map; PIU provides plan, supervision and survey; semi-industrial techniquesusing concreteand metal sheets. (b) Alternative 2: Payments from Special Account to small contractors, craftsmen, construction material suppliers and transporters; building declsion taken by Government according to a school map; PIU provides plans, supervision and surveys through technical regional cells; semi-industrial techniques using concreteand metal sheetsor improvedlocal techniquesusing localmaterial and intensivelabor. (c) Alternative3: Matchingfunds to regionalauthorities who are motivatedenough to make the decisionto build with local contributions;local authoritieshiring craftsmenand buying constructionmaterials; PIU providesplans or randomtechnical assistancethrough technical regional cells; local technique using localmaterial and Intensivelabor. -54- ANNEX 3-6 PagR 2 of 2 BURKINA PRIMARY EDUCATION DFVELOPMENT PROJECT/PROJET DE DEVELOPPEWENTDE L' ENSRICNMENT PRIMATRE ALTERNATIVE SOLUTIONS FOR THE PILOT SCHOOL BUILDINC PROGRAM/ SOLUTIONS ALTERNATIVES POUR LE PROGRAMMEPILOTE De CONSTRUCTION D ECOLES stag/1 Activity/ Alternative 1/ Alternative 2/ Alternattve 3/ Niveau Activiti Solution I Solution 2 Solution 3 1 Financing/ 100l Government 4 Bankl IOO Government & Bank/ Users & Matching Funds/ Financement Couversnemnt 6 Banque Couvernmenet & Banque Utilijataurs * subventions 2 Payment/ Directly Bank/ Special Account/ Local Authorities/ Paiement Directemnt Banque Compta special Autorit6e locales 3 Decision uaking/ School sop/ School map/ Local authorities/ Prime dFc!slon Carte scolaire Corte mcolaire Autorit6a localee 4 Architectural design/ Standard/ Standard/ (a) Standard/Standard Plan architectural Standard Standard (b) as local/conow local 5 Type of cpntract/ General contractor/ (a) Small contractors/ (a) Force account.,PIU/ Type de contrat Entreprie. gFnfrale Petitea entreprimes.gie, Bureau projet (b) Force Account/ (b) Craftenn/ Rlgie Artisans 6 Procurement ICB/ (a) LCU/ NeRotiated contracts/ Procedure murchi A.O. international A.O. local Marchft nIgocifs (b) Negotiated contractsl March#s nAgocilfs 7 Supervision/ PIM/ PIU 4 Regional cells/ (a) Local authorities & Supervision Bureau projet bureau projet & Cellules Rrglonal cells/ rfglonales Aurorit6s locales 4 Cel lul es rfgionales (b) Local authorities/ Auroritfs locales 8 Surveying/ PIUi/ PIU 6 Regional cells/ (a) Random visit by Controle Bureau projet Bureau projet & reg,ional cells/ Cellules rfrionales Visite cellules r6glon. (b) none/aucun 9 Techniques/ Semi-industrlal/ (a) Seml-industrial/ (a) Local and Improved/ Techniques semi-Induetriell-s Sesi-industrielles Locales et &mliorie. (b) Local and Improved/ (b) Local/Locales Locales et .m&liorfes 10 Construction Concrete. Iron work & (a) Concrete, iron work & (a) Clay & metal aheets/ Materials/ metal *heets/ metal sheets? Terre & couverture Mat6riaux B*ton. charpente et BEton, charpente 6 mltallique construction couverture uftallique couverture mntallique (b) Locel/Locaux (b) Clay & metal sheets Terre 6 couvertire ndtallique 11 Maintenance program/ PIN/ PIU & Regional cell?/ (a) Tocal authoritles 6 Programe entretien Bureau projer Bureau projet & regional calls/ Collulee rlgionales AutoritFs locales & cellules r gionalee (b) Local suthorities/ Autorit6s locale- WAPED Janus-y 1985 ANNEX3-7 Page 1 of 2 .9 X iiI i111 1 1/l, -1 FE2t X -56- ANE 3-7 aq 2 of 2 IUUITNA PRIMRYTEDUCATION DEVELOPMENT PROJECT/ PROJETDE DEVELOPPE PMDE L'ENSEIGNEMFNTPRIIRE LIST OF STAF FINANCEDNY IDA CUEDITL LISTE DU PERSONNEL ITNANCEPAR CREDIT IDA Cross Salary/Salaire brat Unit/Unitd Staff/Personnel (CFAP'F000/,e&r/CVA000 *unse) Project Directorate/ Accountant/Coptable 2,400.0 Direction du Projet Director's SecretarylSecretaire de Direction 1.660.0 itTypt/ds.yLogr.'mV S6.0 to Assistant 5.-,smtant/Aidm-comptmble 705.5 huulding Tecbnician (6)/Techniciens du bitl nt (6) 1,200.0 to OrderlylPlanton 332.6 Storekeeper/lMagnler 403.5 Drivers ()/Chauffeurs (4) 403.5 Driver and Nelper (2)1Chauffeur et Aide (2) 403.5 of Watchman(2)/Gardien (2) 322.3 DFOPR Acccountant/Co ptable 12,00.0 Procurmeent Specialist/Spfciallste des m*rchis 1,680.0 Asaistant Accountant/Aide-co ptable 705.5 Go Printer/Typographer 705.3 to Director's Secretary/Secretaire de Direction 1.680.0 AuPED January 1985 -57- AMNU 3-8 Page 1 of 4 BURKINA PRIMARYEDUCATION DEVELOPrENT RPOJECT PROJECTCOST AND FTNANChNG 1. Physical contingencies of 102 ver. applied for all expenditure Items except expert services, national staff salaries and recurrent cost. Allowances for annual price scalations are as follows: for foreign costs, 92 for 1985-87; 7.52 for 1988 and 1989; and 62 for the years thereafter; for local costs,a unlform rate of 10! per year. 2. Cost estimtes for office bulldings and warehousesare based on recently constructed comparablebuildings, and estlmatesfor primary schoolson the ongoing experience of the SecondEducation Project. For the choolsand teacherstaff houses,a mzaxu use of local resources(village labor, sand, gravel)was sought. As a resultand notwithstandingthe dearth of building mterials in Burkina and the distance from major foreign suppliers, primry school building cost* vere held at an acceptable level: uS$100 per classroom place and US$70 per u2 of teacber housing. These figures are 222 and 20S respectlvely of the median cost in Bank Group education projects approved during the period FY81-FY83. 3. Cost estimates for the other expenditures *re bs"ed on recent experience with the Second Education Project and supple snted by specific enquiries made to suppliers. The average cost per amonths of Internationally recruited specialist servlces Is estimted at US$10,000, wichb Is In line with present UNDPcomparator prices. Fellowship cost estlmtes are basd on Unesco benchbmrk figures, and national staff salary estimates on the public service pay scales in Burkina. oi all. muuciiazisvmum ~uo iW INUIIOIII'JILOtIis FNIS. 33!t~m i- 1W1I1!fTI1" KVLLWIFt call~ ~ ~ ~ ~ ~ ~ l - - ~~~~~mIital laIwI WM. NIWARWMA 1AF1P M. TOIN atW1 A.2A44N1W CO IMII N W7IIin .92.3 . 20.0 - 2,.2 42.4 - 47.3 h N. .7 Cs PUWMIHISI Fin t0 0.3 9.3 - 5.m 0.7 - 521 3. 0U 4.4 I. flElfm 23.0 3.0 2.6 -354.0 2.0 7.3 2.2 .1. oP.? 10.0 40.4 1. (MOUNT 51.0 14.7 I5.5 - 29.0 5.0 9.4 74.9 12.9 WrI 10.0 2 _J F. IlU1n l11. 349.3 - - - 91, . 0. 49.2 U. TWIIIcI. UPITsE 11.5l 10.6 * 29i1s.M9 . 4 74.- 46.9 31.7 t0.0 0.9 N. FE1.FIMW 41.0 0. 4. - - 0.4 1 -0.) 1. 447.3 ".t 440. t. FBJPllti 1103.7 1.0. 4 - 2.. 1.4 93.0 10.0 9. fotal 14111611CMI 23.7 M92. 465.2 394.7 3,034.3 207. 225.3 359. 31. 604i4.4 0.2 1211 a.1M t . 73.5 11.7 3KI.4 4-J 1.3 31.1 40.3 Sze.] 2.3 0.0 0.0 . KIIC IIVAU W a 1 - Jn 44.1- - - - 442.1 lo. 0.0 C. 01M Kr"-in COSTS 0.3 14.4 74.; 19.9 73.7 21.3 343.9 200.7 7.1 . 0.0 TeW rMi Calls N.) 0.2 9.% 332.4-943 79.0 12.4 Met 329.0- ,1n.9 0.0 0.9 et" al i5 cuSts 314.0 742.0 494.4 SIf. 3,933.1 217. 247.7 743.5 1,217.9 315M4.3 6.1 052. twecl CIltftZmiJ 23.4 12.0 39.15 39.5 30e. 14.4 e.? 21.3 20.0 3..5 9.0 0.0 PrieoCstiinewies 47.3 Ives5 V7. 39.9 2,27.9 12.2 C5., W. 31M.3 NM73. 5.2 115.4 ~~~~~~~._. __...... __.__ .. .___ r,bl...... *e.l "Mut wgts ".2 l.5 1t2.4 "4.3 n. £.e r. b.F >,>. . .v ~ SI TSUIPUS.CT CallS 364.4 9V.3 423.3 765.5 35132.5 3572 319.9 Met 2,176. J33in.0 3.7 £44.0 ------t^: Zl^| 1E - X 7^." -aM11a1.a s"e.^ N maim.sn.l . ms ln. Lammaa-m- 227.& *7.7---- . t4IS-- W-3o-r12217 t.sH.X a..1 525..§m [email protected] illtlz 52. n.s n.s X1*t l.e ^. tJ.I 22. B.5 #.0 .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~A Fetu tCwUo 9.? M4 5l.l 71. 2.# 2e1.t 2n3.7 7M.1 b12P.1 7,303.9 6.0 437.0 PRIKiRYEV^ICATTr PMJELOIT POJECT PROJECTCOST I94IPRY (CFAMHillion) (Us$'1001 I Total ...... - .. *------.----.------Foreign 30se Local Forium Tot.) LocalForelsn Total Erchmot rostf iguau uul- .azuaau *U2Ua *U:3u2J; Ua :JU rW2a2u~~ ?. 31--r A. REUCTIONOF PRIWNRY EDUCM1" LWIT COSTS . .... _.. ------RESIRUCTURINGOFTEACMER TRAINING 73.9 240.0 314.0 15t'.V 499.8 640.7 76 4 TEXTBOOKDEWLOPNEPN 106.0 636,9 742.8 216.3hX1,6 16515.9 86 9 TEXTiCOKUROOJWENl AED DISTRI31TIDr 37.1 457.6 494.6 75.7 933.81,009,5 93 6 PILO 9CHOOLOUILDINS PRERbM 360.3 716,0 ',77.1 735.4 442*4 J,177,7 38 7 PRIMYSKMOO CONSTRIICTION PRoGoAm lIJ,1 21,00.03931.1 307778 49245.0 9,027.8 53 46 &Ab-TotslRIUUCTION OFPRIWRY WEJCATION UNITCOSTS 2420.43,131. P6059.6tl9 70410.6?5. 1J2366.5 60 71 to INSTITUTtONL DIWlOMIENT EIUCATIOI.LUI ING 78.2 209.4 n7.6 159.6 427.4 587.0 73 3 N6IET OFHIEM UUCTION 36,7 231,0 747.7 71.0 471.4 16.4 96 3 RUN OTH TMAINING 1 6EIWhT 136.6 604.8 741.5 278.8 1,234.419513.2 8! 9 PJCT KMAE1EN 225.4 "2.5 1,217.9 460,0?sO5,5 2,405.5 et 14 Sub-TotalINSTITUTI. DIEULOIPENT 476.92s037. 2P514.7 9733 44197 s5137.0 e! 29 U Total3ASELINE COSTS 2M,90.35.669.0 8,524.3 5,9294. 1J1549.3 17,49946 66 100 PluuicalContinirncis 161,6 363.8 575.e 329.9 742,51,077.4 69 6 PriceContlnipiis 1,007.11,271.1 20778.2 7,055.3 2,59.'..J 4w649.4 56 27 Total PROECTCOSTS 4,074.179303.9 11,378.0 0,314.4 149(6.0 23,220.4 64 133 0I n,.W PtIK*Y E[ATI eEWELOPIENTMP.CT rT ACCOUTSCOST S;RY (CFAFfilliun) (USi '0001 Z Total ...... 2.ZForeiin lase Local Forui Total Local Foitulsn Total Enchanr.t Cr.ts v3usauz::a=:u _:Zz--= :=32 --- t. IIUS1IINT COSTS Al ITCHIU CUNTRIWTIOMS 177.9 216.8 394.7 363.1 442.4 905.6 55 5 e CIVILVN 1067.0 1139.6 2,M0M. 2,177.6 3,74.6 !(,932,2 63 34 C. OfESSIOIWFEES 49.4 14.2 63.6 100.9 29.0 129.9 22 1 to FlUITUfl 233.2 170.5 403 476.0 3i7.9 6)3.9 42 5 E. EuWIf - 252.7 232,7 - ?1d.7 51S.7 100 3 F.TUlIKI S 51.6 60.8 692o3 105.X1W3O.7 19413.0 93 a . TECHNICALASSISTNICE - 1,19.?7IA89.7 - 29429.072420.0 100 14 NoFEILOMIPS MM - 447.9 447.3 - 913.1 913.1 100 5 1. FU.LUIPSlWUUN1 37.3 51.8 93.0 76.1 1131. 119,9 60 1 Tatal I1TNEN COSTS 1,66.S 4,928.0 644.4 3#291.9 9#813.01XI,51.9 75 ?5 11, CIJNTCOSIS A.M IIIES 909.3 - 9.3 1m,S5.6 - lIm,.i t It 3.fMIIIIC NAINTEICEAND REPAIR 239.1 23.0 442.1 46.9 414.4 02.3 46 C amO REODET COSTS 140,5 63910 773.5 26.7 1,30.0 IS511.7 92 9 Totl U NT COSTm 1t2M 8.18.0 2129.92.630.3 1,716.3 4460.7 39 25 Total #111i COSTS 29M.3 5,669.0 8t574.3 5v99.2 11,549.3 17M4926 66 t00 fYwicalContin nicias 161.6 363.8 525.5 329.9 742.S 1,072.4 69 I Prlce CantinImncin 1M00711V271.1 ?2.2 ?2S5.3 7,!W4.1 4d4ff.4 56 27 Total FOSCTCO5'S 4,074.1 79303.91.3?11.0 ,314.4 149"/.0 71',0.4 64 13 VAPriD April 1985 a BURKINA PRIMARtYCDUCATtON OEWLOZPN PTOJICTJPPDAJTDE DIVILOPPIMNT DI L'ENSEIGNECENTPRIAIEU IltQUrATlON SaKDUIX/CALENDIERD' EXECUTION 1. REDUCTIONiof PRlZSU IDUCRTIONUltIT CO SSTS / t1998 1 1i87 |1985 1499 -L 129-° 1ee 18WCTIOlt DS COUTSUNITAIUS DE L'ZNSIlCRE _Tt _ __ s I U9x - A. d1lamainatsAtional Pry dutrimairTeacher Colltac/EcoleNp) Norml -| ...... - -.....------f- - - -u I oll _ _ _ _a I I I I I I II I I II I I I 1111 1 1 1 1 1 1 11 _z z _ z _Hi_l _ _ _. _ _ _ I -, EquilOnti!Suipment______. Z | |_3 3. 1.Textoo Derlen deopsn de ol _m - Fllovships abroad/Bourses a letranger Citvil w.ggs/Cgnie civil=_ - Incremntal operatinI costs/Fri de_ CiS S.TxtbokDedvocuent Fdo ap t andora, pittribdtoou - T hnical eltceeiec technique __ - ellowch(pe abrord/lsurses IL l'dtranter___ - Inrezentel operating costc;Fraia de=__ fonciddtl onnmnt. bdditvionnelc tC8 _n_vr tre rcmltdi Y5(rprto) Pronctiuon duent dd 'cppneled'frr pe 'free trbto cnnh u*hvee 8 pEaei 2mx Bldiboo drocuremntoand disriutr on/Applhd'tt et atrblocQ -n liddingkdocurenentu andardu/appeli d_ffe at a ttributions. f |0fi0 f l| f f i{|§| ||||| 1} WAFID 198' January 1985 d BURKINA PRUAR'YEDUCATION DEVELOPMIENT FROJECTIPROJET DE DEVELOPPEMEITDE L'ENSEIGNEMEN?PRIDAIRE IMPLENINTATIONSCHEDULS/CALEIDRIEU D'EXECUtION0 (continued/suite) . . !l5I3 t86 - } l S7 191 8 S }8 1 Ig_|X1 1991 1 NDJPN 1 r'ND7 A J.ASaN A J 0 DJI JJA OED N .1AI FYQ A _ A_ I1 AISIDIN DIS10 J FMI'W S OIN@D131FIKAIM i AISIO|N|D5JIFlg| KJ|ASoNFj|>:JIAISIOINlDiJ A S 0 C. Pilot and Prima School Construction Pro rams__ .. |-- - Progree pilte et construction d'Gcoles Priairea I I I I H I I I I I I I 1. Pilot School Building Protram/Programe Pilot. .(NatchinzContributions/Fonds de contrapartie) Clvl vorks/ ienl.ivilII - Salaris/Salaires -Furniture/Kobilier Eq£uipmnt/Euipagent - Cntrtal store-Civil~~~ a w.l/atfacilitia/a~ ~ y2k a aninn ~Ptstock fel/Y .ii.ut . lllll R- lot aIcII o/^R ellules rfaiLn lo s . . . . a, 11. INSTITUTIONALDEVELOPENIT/DEVELOPPEXENT INSTITUtONNEL A. Educational.lanni,g,Planification de l'Education - civilvorks/CGnie civil! - fqupnctiEqnnaent Idllonl I/ Bidding document,bid invitation andavard process started or completed in 1Y85 (preparation)/ Proceduresdocument d'appel d'offrea, appel d'offres at attribution cocncds ou achevisen 11s5(preparation). 2/ Consultants. Bidding docijmnts and awards/appelsd'offres et attribution. :w VAPED January 1985 BURXINA PRIMARYEDUCATION DELOPHENT PROJECT/PROJETDE DEVEDPPEHiUrDE L'ENSEIGNEIMENPRU4AIME INPLEVENTATIONSQIEDUI/CALINDRIER D'EECUrlON (continuedl?uite) I al7 I ; 7 vZ 595 I I 109 Y 29I 8501s IFI AaHJIJ MI U15LOINDl J Ff hA13J A S t n D J F H A C J JIA 151°PNgDlJl Fl KAI J JIAISIOIN D J {F iADts^R{2Jls SOIIl o mFJRA - Teuhnituemba ioaee/A i tac IehiuI - Equip«ent/Equipenent /Zl l X == == = i||||||| - -_- echni -II assistance/Assistance technique _||||L...I = A LI T.. 1 HIM~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~"1 IIIIIJIIIJ 4l - Fellowships abroad/BoursesI l'etranger ____IW ; - lncrtmeaentl operating costs/Fernta23toonsonede TII; I 1=_ DroiectionnRoment additionndpels - iS 1ii--i 7 FF B.rcsieduentdofumtent Educatiedon rest,o dpeldofeetatbuinc nc oihv nFBS(rpain) Blasiddne _- Technicl ocmentassistancelAssistancesupndrierdapeadft technique eIL.L1tatibio.LL.._.1_11llllllllllL l1111 - Follov hip abToadftoursee Ik l'etranaer_ __3 ___ _ .1 - Incremlental operating coeeFam d e -lLIE;I|||||1|IIII==la--||| Janaorc nsteent/Gdstion. proLe. IInns-~~~~~~~~~~~~~~~~I - Civil w=rks/Cdn 1 civill 111111£1 L = I X ITIl Inoceremeta doueranit t'optel Fd'oEEree,.p 'tree trbto oonEo eeEe Y5(rprto wzm Bidding documents and awards/appets d'oEtrts et attributions. 9| WAPED January I§85 l -64- ANNEX 3-10 Page 1 of 5 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT PROCUREMENTPROCEDURES A. Civil Works 1. t.ivilworks contractsfor the constructionof administrative buildingsand for the extensionof the NationalPrimary Teacher College of Loumbila,together valued at about US$0.65million equivalent, which are not likelyto attractoverseas foreign firms, would be procured afterLocal CompetitiveBidding (LCB), according to procedures acceptableto IDA. 2. Civil works for the construction of rural primary classrooms, teacher housesand wells, scatteredin remoteareas, totalling about US$7.5million equivalent, vhich are unsuitablefor competitivebidding, would be carriedout under force accountwith and under separate contractsfor labor,construction materials and transportation,as follows: (i) through International Competitive Bidding (ICB), in accordancewith the IDA's guidelines,for all purchasesof construction -materialsvalued at more than US$50,000equivalent, totalling about US$3.0million equivalent; (ii) throughLCB accordingto procedures acceptableto IDA for contractsvalued betweenUS$15,000 and 50,000 equivalent,totalling about US$2.0 million equivalent; (iii) through comparativeshopping and directcontracting on the basis of at least three quotations,according to proceduresacceptable to IDA for contractsvalued at less than US$15,000equivalent, provided the aggregateamount of such procurementshall not exceedUS$2.5 million. B. Equipment 3. Equipment,including vehicles, valued at aboutUS$0.5 million wouldbe procuredthrough ICB. Domesticmanufacturers would be allowed a preferencemargin of 15Z of competingimports or the total applicable customsduties and taxes,whichever is lower. All goodswould be grouped,wherever possible, into bid packagesof US$50,000equivalent or more. 4. Items that can be groupedto form packagesvalued between US$500and US$50,000equivalent, totalling about US$100,000 equivalent would be procuredthrough LCB proceduresacceptable to IDA. 5. Items that cannotbe groupedto form packagesof at least US$500equivalent, would be procuredthrough comparative shopping and directcontracting on the basis of at least threequotations, according to proceduresacceptable to IDA, providedthe aggregateamount of such procurementshall not exceedUS$70,000 equivalent. -65- ANNEK 3-10 Page 2 of 5 C. Furniture 6. Furniture,valued at US$1.2equivalent, would be procured throughLCB accordingto proceduresacceptable to IDA. D. Specialist Services 7. Specialist services, technical assistance and audit services, valuedat US$2.9 million equivalent, would be contracted In accordance with the IDA'sguidelines. E. Textbooks S. Foreign printing of textbooks, valued at about US$0.5 million, would be procured through ICB. The purchase of textbooks and of adaptationrights would be procured after contract negotiations with the publisherswhose titleshave been found suitable(US$1.3 million). F. Other OperatingCosts 9. Other operating costs (office materials, spare parts, gasoline, other consumables, and building maintenance), valued at about US$2.0 million equivalent, vould be procured through LCB according to procedures acceptable to IDA. All goods or services would be grouped, wherever possible, into bid packages of at least US$15,000 equivalent, totalling about US$1.5 million equivalent. 10. Items which cannot be grouped in bid packages of at least US$15,000 equivalent would be procured through comparative shopping and direct contracting on the basis of at least three quotations, according to procedures acceptable to IDA, provided the aggregate amount of such procurement shall not exceed US$0.5 million equivalent. C. Contract Review Prior Review 11. For all contracts or bid packagea of at least US$50,000 equivalent, each of the following stages in the procurement process would be subject to IDA's prior review and commented upon by IDA staff before they are implemented and finalized: - Advertisement - Prequalification (if called for) - Bidding documents and addenda - Bid evaluation and proposal for award of contract - Contract documents - Subsequent major modifications of the contract -66- AMNEX3-10 Page 3 of 5 InitialReview 12. For all contractsvalued at up to US$50,000equivalent, an initialreview by Bank staffwould be requiredfor standarddocuments which are coimonto a number of procurementoperations, for example: - the generalformat of advertisementsand theircirculation; - the pre-qualificationquestionnaire and methodof evaluation; - standingregisters of pre-qualifiedcontractors; and - standardbidding documents, including instruction to bidders,general conditions of contract,and in some instancestechnical specifications. Post Reviev 13. For all contractsor biddingpackages valued at between US$15,000and US$50,000equivalent, two copiesof the finalcontracts, togetherwith the bid evaluationand the award decision,would be furnishedto IDA for post reviewbefore the first applicationfor withdrawalof loan funds againstthese contracts. RandomReview 14. All contractsvalued at under US$15,000equivalent would be subjectto randomreview by IDA duringsupervision missions. Contracts would not be submittedto IDA, but held by the ProjectDirectorate for such reviewand for auditing. H. Marginsof Preference 15. The preferenceallowed by Bank for local manufacturersin the award of contractsunder ICB does not apply to LCB even in caseswhere foreignfirms, including in the four neighboringcountries, are permittedto bid. DomesticPreference for Goods 16. For goods procuredunder ICB, a marginof preferencewould be grantedto bids offeringgoods which are manufacturedto a substantial extentin BurkinaFaso, in accordancewith, and subjectto, the followingprovisions: (a) biddersare requiredto state in theirbid the c.i.f. (port of entry) price of imported goods and the ex-factory price of locallymanufactured goods; (b) except to the extent hereinafter provided, bids will be compared on the basis of their ex-factoryor c.i.f. (portof entry) price, excluding any customs duties and other import taxes on goods to be imported and any sales and similar taxes on locally manufactured goods; -67- ANNEX3-10 Page 4 of 5 (c) after evaluation,responsive bids will be classifiedinto one of the following groups: Group A: bids offering goods manufactured in Burkina, if the bidder shall have established that the manufacturing cost of such goods includes a value added in Burkina equal to at least 202 of the ex-factory bid price of such goods; Group B: bids offering goods manufactured in Burkina Faso other than bids classified in Group A; Group C: bids offering asy other goods; (d) all bids In each group will be first compared among themselves,to determinethe lowestevaluated bid in each group. The lowest evaluatedbids of each groupwill then be compared vith each other and if, as a result of this comparison, an evaluated bid from Group A or Group B is the lowest, it will be selected for the purposeof award; (e) if the lowest evaluated bid in the comparison under paragraph (d) above is a bid from Group C, all Group C bids will be further compared with the lowest bid from Group A, as determined under paragraph (d) above. For the purpose of this comparison only, each Group C bid will be compared on the basis of the sum of its c.i.f. (port of entry) price adjusted in accordance with the provisions of paragraph (b) above, and an amount equal to the smaller of (i) the amount of customs duties and other import taxes which a non-exempt importer would have to pay for the importation of goods offered in such Group C bid; or (ii) 152 of the c.i.f. bid price of such goods. If the Group A evaluated bid in such further comparison is the lowest.it shall be selected for the purpose of award; if not, the lowest evaluated bid from Group C, as determined under paragraph (d) above, shall be selected. I. Participation by Foreign Firms 17. Most of the contracts would be procured through LCB according to procedures acceptable to IDA; if foreignfirms wish to participate under these circumstances, they should be allowed to do so in accordance with local procedures. -68- ANNEX 3-10 page 5 of 5 PROCUREMENTPROFILE OF VALUE/NUMBEROF CONTRACTS Threshold No. of Contracts Cumuletive Cumulative (US$ '000) Above Threshold Value (USS '000) Value 2 (Number Z) A. Works 500 0 0 0 (0.0) 100 24 4,000 49.5 (5.3) 50 31 4,400 54.2 (6.8) 15 51 5S100 70.4 (11.3) 5 3S1 8.000 '99.0 (77.8) 0 451 8,200 100.0 (100.0) B. Equipment 500 0 0 0 (0.0) 100 0 0 0 (0.0) 50 10 600 87.5 (38.5) 15 16 600 98.8 (61.5) 5 26 700 100.0 (100.0) *9 ~~~~26 70 10. C. Furniture 500 0 0 0 (0.0) 100 0 0 0 (0.0) 50 0 0 0 (0.0) 15 4 120 10.2 (21.0) 5 19 1 080 100.0 (100.0) - 19 18.0 (100.0) WAPED February1985 BURKMMA PRtUAt1EDUCATISN OEVKLOPHENT PROJECT/PROJET DE DEVELOPPEHEITD L'ERNSEZICNENTPRIMAIRE DISBURSEENTPROFILE/PROFIL DES DEDOURSEHENTS Estimted Credit Disburseoent/ S Estimatifdes diboursementsdu IDA Fiscal Years Cridit RegionalSector Profile/- E stimatedCredit disburse- and Quarters/ ProfilA l'Echelle ent Profile/Profili IDA Annes ficsa- By Quarter/ Cumulative/ rdgionale estimetifdes dfbour- les at trimestres Par trimestre Cumulatif (US Million) sesentsdu CrEdit 1986 I 0.2 0.2 u II 0.4 0.6 & III 0.5 1.1 IV 0.5 1.6 1.5 e 1987 I 0.7 2.3 II 0.6 2.9 -- - Regional Sector III 0.9 3.8 Profile/Profil IV ~~~0.8 4.6 4.3 4rfie/roi 19880.8 1 5.4 1988 I 0.8 Su4 / ~~~~~~~~~~~~~~~~~~duIl'chellesecteurI II0.8 6.2 b rEgionale III 1.1 7.3 0. IV 1.0 8.3 8.2 1989 1 1.0 9.3 a II 1.0 10.3 / III 1.1 11.4 is- IV 1.2 12.6 12.7 / 1990 I 1.1 13.7 II 0.0 14.6 86 87 8i 89 90 91 92 IV 0.9 16.5 16.4 FiscalYears'Annfes fiscales 1991 1 0.8 17.3 it 0.7 18.0 III 0.7 18.7 AssumedDate of Credit IV 0.8 19.5 19.1 Effectiveness:July 1985/ Date probablede mismen 19920.6 20.7 vigueur:juillet 198' II 0.6 20.7 i- III 0.5 21.2 IV 0.4 21.6 20.9 WAFED February1985 BURKINA PRIMARYEDUCATION DEVELOPMENT PROJECT/PROJET DE DEVELOPPEMENTDE L'ENSEIGNEMENTPRIMAIRE SUM4ARYOF PECURRENTEXPENDITURES GENERATED BY TIlE PROJECT (CFAPHILLION) RESUMEDES DEPENSESCOURANTES DECOULANT DU PROJET (FCFA NILLION) Salaries/ Operation,Maintenance, Repairs/ Others Totals/ Activities/Activites Salaires Fonctionnement, maintien,reparations Autres /a Totaux 1. Reduction of PrimaryEducation Unit Cost/REduction des coats unitairesdu primaire. (a) PrimaryTeacher Training/ Enseignemnt normal -- 12.0 3.0 15.0 (b) Textbook Development/ Developpementdes manuels 10.7 13.0 4.8 28.5 1 (c) Sclool Construction/ 0 Constructionsscolaires 440.7 116.4 -- 557.1 II. InstitutionalDevelopment/ Ddveloppementinstitutionnel (a) Resource Planning//b Planificationdes resources 21.1 52.6 13.6 87.3 (b) Project Management/ Cestion des projets 26.1 27.6 10.8 64.5 TOTALS/TOTAUX 498.6 221.6 32.2 752.4 mu."...... m ...... /a Office supplie..staff travel,outside services/ Fournituresde bureau, diplacements,services regus. /b MEN, NESRS, HAE WAPED W January 1985 IBID1294 _ ,r i BURKINA .- /' r PRIMARY EDUCATIONDEVELOPMENT fr *x NIGER I PROJECT , S 8 8 % ffi gSA~~~~~~~HEL ..__ Ii.~~~~~os [ ;.< _ . *_ t s\3 4 BENINN.A om aw~~~~~~~~~~ b CN mHOLI.. 0 ~ ~ ~ o.a 9. / KOMO ?qs0 /~~~~~~~~~~~~~~W~w0w< 0 100owcoh Zpm (si @ Pu'ik _ I? , jr / ~~~~~~~~PONI Z z Tdr_ T. _. CM ° "af- °o "o 0 (INI. . IVORY COAST \ ( r r w r . w | r 1' o 19 r~' .~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~1 i .r lug..