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12037347 01.Pdf PREFACE Japan International Cooperation Agency (JICA) decided to conduct the preparatory survey on “the Project for Construction of Secondary Schools in Amhara Region in the Federal Democratic Republic of Ethiopia” and entrust the said survey to Mohri, Architect & Associates, Inc. The survey team held a series of discussions with the officials concerned of the Government of Ethiopia, and conducted field investigations. As a result of further studies in Japan, the present report was finalized. I hope that this report will contribute to the promotion of the project and to the enhancement of friendly relations between our two countries. Finally, I wish to express my sincere appreciation to the officials concerned of the Government of Ethiopia for their close cooperation extended to the survey team. July, 2011 Nobuko Kayashima Director General, Human Development Department Japan International Cooperation Agency Summary 1. Outline of the Country The Federal Democratic Republic of Ethiopia (hereinafter referred to as “Ethiopia”) is a republic of 1.104 million km2 with a population of approximately 82.82 million (World Bank, 2009). Its population is the second largest amongst Sub-Sahara African nations. It is an in-land country bordered by Somalia on the east, by Sudan on the west, by Kenya on the south, by Eritrea on the north and also by Djibouti on the southeast. The Ethiopian Highland and other plateaus occupy the majority of the land, and those vary from 1,500 to 4,000 m above sea level. Ethiopia belongs to the tropical region however, the climate differs from one place to another. Addis Ababa, the capital city of Ethiopia, is located at 2,400 m above sea level, and the average annual temperature is 16C. The seasons in Ethiopia are mainly defined by a rainy season and a dry season. Furthermore, the former is divided into two: a small rainy season from January to April, and a main rainy season from June to September. During the main rainy season, the average annual rainfall becomes 3 to 11 times more than that during the small rainy season. Similarly, it becomes 5 to 12 times more than that of the dry season. Also, the rainfall increases as the height above sea level goes higher. The average annual rainfall in the highland is over 1,800 mm. The target areas of the Project are between 1,500 to 3,000 m above sea level, and the topography varies among the respective sites. The main industry of Ethiopia is agriculture which provides 85 % of the employment. The GNI per capita of Ethiopia is 330 USD (2009), and 45 % of it is agricultural industry. The Ethiopian economy heavily relies on the primary industry. The major export items are coffee and oil seeds which are prone to be affected by the global market and the climate. 2. Background and Outline of the Project The Government of Ethiopia has introduced the Education Sector Development Program (ESDP), which has been carried out since 1997. As the result of the Program, primary school Gross Enrollment Ratio (GER) has remarkably improved from 41.8 % (1997/98) to 94% (2008/09) while that of secondary school has improved from 8.8 % to 38.1% for G9-G10 and 6.0 % for G11-G12. However, regional and gender disparities of GER is a critical issue. Also, due to the rapid increase of access for primary schools, a lack of adequate teachers and classrooms, quality of education (school operation and lessons), and access to secondary education have become problematic. In Amhara, which is a target region of the Project, primary school GER is 98.4% (2008/09) while general secondary school (compulsory education) GER is 38.4% (2008/09). One of the i reasons for this significant problem is the lack of schools as well as lack of classrooms. There are 1,703 primary schools at which G8 are able to attend, while there are only 211 secondary schools at which G9 can do so in Amhara Region (2008/09). According to the Standards of secondary schools in this Region, Pupil Section Ratio (PSR) 1:40 should be the target whereas the actual situation is 1:67 (General Secondary: G9-10) and 1:56 (Preparatory Secondary: G11-12) in 2008/09. Furthermore, approximately 44% of secondary schools are implementing double shift schooling in 2009/10. Therefore, there is much room for improvement in terms of access and learning environments. Under the above-mentioned circumstances, a Grant Aid to construct primary and secondary schools was requested to Japan by the Government of Ethiopia initially. Through the site surveys and the discussions with the Amhara National Regional State Education Bureau (AREB), it was agreed that the Project will focus on the secondary schools due to emerging needs. Also it was agreed the Project would cover new school construction (8 schools), additional classroom construction and construction of libraries for the existing schools (9 schools) in eight target cities. 3. Summary of the Survey and the Contents of the Project In response to the afore-explained request, JICA carried out the Field Survey I from July 11 to July 31, 2010 and Field SurveyⅡ from November 11 to December 17, 2010. Finally, the plan was drawn up through in-house analysis, and the explanation of the draft report survey from March 27 to April 15, 2011 followed by the explanation of the technical reference for tender document from June 20 to July 1 and from July 9 to July 20, 2011. 3-1. Facility plan and setting class size The facility contents are shown below. Newly Classrooms, Chemistry laboratory, Physics laboratory, Biology laboratory, library, IT established center, administration office, staff room, resource center, satellite receiver room, school mini-media room, janitor room and latrine Existing Library school Classrooms Following the Standard of Secondary Education (SSE) as well as the Amhara National Regional State School Construction Standards (ARSCS), a size of forty students per class will be used for the Project. ii 3-2. Facility components (1) Newly established schools As mentioned above, the required facilities to operate secondary schools will be constructed. The maximum number of each classroom will be thirty-two, the requested number from the Ethiopian side, considering effective operational size of the school. Breakdown of the Newly Established Schools Zone Woreda Site (Kebele) Planned Components North Gondar Gondar Kebele 18 32 Classrooms and other facilities Bahir Dar Bahir Dar Kebele 14 32 Classrooms and other facilities South Wollo Dessie Boru Selasie K.14 32 Classrooms and other facilities East Gojjam Debre Markos Kebele 3 32 Classrooms and other facilities North Shoa Debre Birhan Kebele 6 32 Classrooms and other facilities North Wollo Woldia Defrega Kibi Kebele 32 Classrooms and other facilities South Gondar Debre Tabor Debre Tabor Eyesus 32 Classrooms and other facilities West Gojjam Gonji Kolela Gonji Kolela 32 Classrooms and other facilities (2) Existing schools A new library and additional classrooms will be constructed for the respective existing schools. In Ethiopia, libraries are considered to be essential to facilitate students’ self-study and improve the quality of education. Currently, it is observed that all existing schools are facing critical shortages of library seats. Under this Project, one school located in the center of each of the three Woreda will have a library with a seating capacity of 300 (three schools total), while the remaining schools will have a library with a seating capacity of 150 (six schools total). Similarly, it was found that all the schools lack classrooms. Under the Project, four classrooms per school will be built. iii Breakdown of Existing Schools Zone Woreda School Name Planned Dimension T4:300 seats, Tana Secondary School T5:4 classrooms T4:150 seats, Bahir Dar Bahir Dar Ghion Secondary School T5:4 classrooms T4:150 seats, Fasilo Secondary School T5:5 classrooms T4:300 seats, Fasilo Secondary School T5:4 classrooms T4:150 seats, North Gondar Gondar Edgit Feleg Secondary School T5:4 classrooms T4:150 seats, Azezo Secondary School T5:4 classrooms T4:300 seats, Hottie Secondary School T5:4 classrooms T4:150 seats, South Wollo Dessie Niguse Michael Secondary School T5:4 classrooms T4:150 seats, Kidame Gebya Secondary School T5:4 classrooms 3-3. School furniture and equipment components The minimum required furniture for both newly established schools and the existing schools will be provided. The apparatus for distance learning curriculum, which is indispensable for secondary education in Ethiopia, will be also provided. 3-4. Soft components The community, led by the PTA, has been already supporting schools both financially and physically through provision of labor for small-scale facility maintenance. The same kind of active support by the community is expected for the facilities constructed by the Project. Thus there is no planned soft component in this Project. 4. Implementation Schedule and Cost Estimation After concluding the Procurement Management Contract and the Consultant Supervision Contract, preparing tender documents to select contractors, conducting tenders and tender evaluation, negotiating the contract, and obtaining those approvals from the concerned parties, construction contracts will be concluded. This process is assumed to take five months. It is estimated to take nine months to construct the new schools before opening them partially (one-storied buildings). On the other hand, for two-storied and three-storied buildings, the estimated schedule is twelve and fourteen months respectively. iv Correspondingly, to construct classrooms and libraries for existing schools, it is estimated to take nine months for one-storied buildings and twelve months for two-storied buildings. Therefore, the construction work will be divided into two groups: ①new schools and ② existing schools (construction of additional classrooms and libraries). It will take twenty-two months from the time of the contract conclusion till the Construction Supervision Office can be closed down.
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