Documentof The World Bank Public Disclosure Authorized

Repot No. 13568-CV

STAFF APPRAISAL REPORT

REPUBLIC OF CAPE VERDE Public Disclosure Authorized

BASIC EDUCATION AND TRAINING PROJECT

DECEMBER 19, 1994 Public Disclosure Authorized

Population and Human Resources

Public Disclosure Authorized Operations Division Western Africa Department Africa Region CURRENCY EQUIVALENT

Currency Unit = Cape Verdian Escudo / US$1 = 82 Esc

FISCAL YEAR

July I - June 30

SCHOOL YEAR

September - June

ACRONYMS

AfDB African Development Bank CENFA Center for Administrative Training and Upgrading CFN Maritime Training School DGA Directorate General for Administration (MOES) DGE Directorate General for Education (MOES) DGEX Directorate General for Education and Non Formal Education DL Department of Labor (MLYSA) EBC Complementary Basic Education (Ensino Bdsico Complementrar):Grades 5 and 6 EBE Elementary Basic Education (EnsinioBasico Elementtar): Grades 1-4 EBI Integrated Basic Education (Ensino Bdsico Itntegrado): Grades 1-6 EC Executive Committee (TSF) ECIM Industrial and Commercial School of Mindelo (Lycee Technique) ESC Complementary Secondary Education (Ensino Secundirio Complenentlar): Grades 10-12 ESG General Secondary Education (EnsinloSecunded(irio Gerail): Grades 7-9 FEE Textbook Revolving Fund (Fondo EdimaioEscolar) GEP Cabinet of Planning and Research (MOES) GOCV Government of Cape Verde IAPSO Inter-Agency Procurement Services Office ICASE Cape Verdean Institute for Social Action ICR Implementation Completion Report IET Institute for Employment and Training (MLYSA) IFAP Institute for Professional Training and Upgrading IG General Inspectorate (MOES) INAG National School for Management and Administration INIDA Agricultural Training Center IP Pedagogic Institute (MOES) MLYSA Ministry of Labor, Youth and Social Affairs MOES Ministry of Education and Sports MOI Ministry of Infrastructure MOJL Ministry of Justice and Labor MfD Movement for Democracy NACET National Advisory Council for Employment and Training NRCV Non-Resident Cape Verdians PCU Project Coordinating Unit PPF Project Preparation Facility PREBA Basic Education Project (Coordinating Unit) SA Special Account SSA Sub-Saharan Africa SSE Secretary Of State for Employment TSF Training Support Fund UNICEF United Nations International Children's Fund WFP World Food Program REPUBLIC OF CAPE VERDE

BASIC EDUCATION AND TRAINING PROJECT

TABLE OF CONTENTS

CREDIT AND PROJECT SUMMARY ...... i-iv

1. INTRODUCTION ...... I

11. SECTORAL CONTEXT ...... 2 A. Country Background ...... ,.2 B. Macro-economic Conditions and Policies...... 2 C. Population, Employment, and the Labor Force ...... ,.,,,,.. 3 D. The Education and Training Syslem ...... 5 1. Existing System...... 5 2. Cost and Financing ...... 7 3. Issues in Education ...... 7 4. Issues in Training and Employment ...... 9 5. Issues in Management and Coordination ...... 10 E. Government Strategy ...... 11 F. The Bank Group's Role ...... 11

I1 THEPROJECT .12 A. Project Objectives and Scope...... 12 B. Project Support ...... 13 1. Establish nationwide the Integrated Basic Education System ...... 14 2. Improve the Relevance of Technical Education and Training ...... 17 3. Enhance the Institutional Capacity to Develop and Implement Policies and Programs ...... 20 C. Project Cost and Financing ...... 24

IV. PROJECT IMPLEMENTATION ...... 25 A. Status of Project Preparation and Readiness . 25 B. Project Coordination and Management ...... 26 C. Monitoring and Evaluation ...... 26 D. Procurement and Disbursement...... 26 E. Accounting, Auditing and Reporting ...... 31

V PROJECT BENEFITS AND RISKS .. 31 A. Benefits .31 B. Risks.32

VI. AGREEMENTS REACHED ...... 32

This report is based on the findings of a World Bank appraisal mission consisting of Messrs. Shaheddine Ben- Halima (Task Manager, Operations Officer/AF5PH), Joseph Bredie (Sr. Education Specialist/), and Sakhavar Diop (Textbook Specialist/AFTHR), Alastair Rodd (Economist, Consultant), and Amokrane Galou (Technical Education, Consultant). Mr. Rene Vaurs (Sr. Economist/MNlCO), participated in the preparation. The Peer Reviewers are Messrs. Berkman (AFTHR) and Holsinger (ESP). Ms. Celine Gavach (Staff Assistant) participated in the processing and Ms. Janine Leygonie (Sr. Staff Assistant/AF5PH) finalized the report. Mr. Jean Louis Sarbib is the Department Director and Mr. Ok Pannenborg is the managing Division Chief for this operation. TABLE OF CONTENTS (Cont'd)

ANNEXES

1. Policy letter, Monitoring indicators ...... 35 2. Basic Data ...... 41 3. Profile and recruitment process for Pedagogic Advisors and Directors ...... 44 4. Textbooks distribution system ...... 47 5. MOES Organization Chart ...... 49 6. Technical Education - assessment of current system...... 50 7. Training Support Fund Statute ...... 54 8. Apprenticeship...... 58 9. Professional Training ...... 60 10. General description of TSF ...... 64 11. School Feeding ...... 67 12. Summary Project Cost and Financing ...... 72 13. TOR for PCU ...... 86 14. Project Monitoring and Supervision Plan ...... 91 15. Procurement schedule ...... 93 16. Review Threshold ...... 95 17. Disbursement profile ...... 96

Map: IBRD 26149 REPUBLIC OF CAPE VERDE

BASIC EDUCATIONAND TRAiNG PROJECT

CREDIT AND PROJECT SUMMARY

Borrower: Republic of Cape Verde

Beneficiaries: Ministryof Educationand Sports and the Ministry of Labor, Youth and Social Affairs

Credit Amount: SDR7.8million(US$11.5 million)

Terms: Standard, with 40 years maturity

ProjectObjectives Key elementsof the Government's mediumto long-termstrategy to and Description: promote economicgrowth are to foster private sector development and promote sectors that best exploitthe country's human resource potential such as fisheries, tourism, export processing and services. Realizing that low educational attainmentof the populationcombined with a shortage of skilled labor in specific sectors is a serious bottleneck to successful implementationof this strategy, the Government is committedto pursuing the developmentof its human resources at all levels. In a Human Resource Development Strategy presented at a Donor Round Table in November 1992, the Governmentproposed enhancing the lower and medium-levelskills of the active populationand the productivity of its labor force in three ways. First, by ensuring that all children receive at least six years of quality schooling, through the introduction, beginning in September 1994, of an integrated primary education cycle (EBI), that combines the two existing cycles, and expand a new curriculum. Second, by extending the coverage of secondary education and revising the content of the general academiccurriculum to increase the science and mathematics content. Third, by improving the relevance and quality of technical, vocational and professional training, in conjunctionwith improvingthe efficiencyof the labor markets.

The proposed project would assist the Government in implementingthis strategy by: (i) supporting the infrastructural, pedagogic, and managerial improvements needed to introduce the revised integrated primary cycle nationally; (ii) improvingthe quality and relevance of the technical, vocational and professional training system to provide skills relevant to the labor market; and (iii) strengthening the institutional capacity to develop policies and implement programs for education, training, and employment. An African Development Bankproject is addressingquality improvementsin general secondary education. Specifically,the project would:

1. Establish nationwide the Integrated Basic Education System (EBI) by: (i) upgrading school infrastructure through a classroom construction and rehabilitation program, including the replacement of rented classrooms; (ii) upgrading and deploying primary school teachers; and (iii) establishing a sustainabletextbook supplyand distribution system. ii

2. Improve the relevance of Technical Education and Training by: (i) improving the quality and relevance of technical secondary education by raising the entry level to completion of the first cycle of secondary education and supporting curricula changes and teacher training; (ii) improving the effectiveness of training programs through the provision of incentives to develop market-oriented training courses in existing training institutions and in businesses; and (iii) supporting pilot programs to strengthen apprenticeship and professional programs with affiliated overseas Universities.

3. Develop the Institutional Capacity to Develop Programs and Implement Policies by: (i) reinforcing MOES planning, implementation and managerial capacity at the central and regional levels; and (ii) developing the institutional capacity to monitor training and employment activities, including strengthening the employment centers.

Benefits By project end, Cape Verde will be the first Sahelian country to achieve and Risks: universal primary education with ebout 98% net enrollment ratio. The introduction of compulsory basic education, combined with quality improvements, would ensure that about 85% of students entering in Grade 1 will pass the primary school leavers' exam. Furthermore, the new curriculum would ensure that primary education graduates will be better prepared for continuing education and provided with general life skills including improved health practices and environmental awareness. Training Fund-supported programs, apprenticeships, and correspondence courses will provide training and the acquisition of skills for about 1,000 people annually, including an estimated 20% of the labor market entrants. The Fund would encourage the growth of still- nascent private sector and decentralization of training opportunities to rural areas and provide incentives to improve the flexibility of planning and management of all training centers and strengthening their links with employers, increasing efficiency in resource use. Improvements in employment services will respond to the need to fill skill-deficient pockets of market demand.

There are three main risks: First, the generalization of EBI could be threatened by the limited planning and management capacity to implement the recommendations of the school map, designed to promote rational use of classrooms and deployment of teachers. This will be mitigated by intensive support for the Directorate of Planning during the transition period, and continuing strengthening of all MOES Directorates throughout the project. Second, the training institutions may be slow to adjust their programs to changes in labor market demands. This will be mitigated by establishing an effective monitoring system that will provide the signals required to rapidly adjust training programs to labor market demand by providing incentives and support to demand driven training, and by the involving the private sector in the design and delivery of programs. Third, the Government may be unable to meet the recurrent cost implications of the program for both primary education and professional training. For EBI, increased salary expenditures will be partially offset by a reduction in expenditures for rented classrooms, by cost recovery for textbooks and by a minimal growth in the teaching force. For the training sector, the project will cover some of the initial burden until financial participation of the private sector in specific training programs increases. iii

Environmental No environmental risks are foreseen. The limited primary school Risks: construction will largely be at existing sites and will meet national environmental standards. None will be displaced.

Economic Rate of Not applicable. Return: iv

SUMMARY OF PRO.IECT COST ESTIMATES (Net of Taxes and Duties)

Local Foreign TOTAL (US$ M\illion)

1. Establish nationwide the Integrated Basic Education 5.0 5.3 10.3 System (EBI)

2. Improve the Relevance of Technical Education and 1.0 1.0 2.0 Training

3. Develop Institutional Capacity to Develop and 0.7 1.5 2.2 Implement Policies and Programs

Total Base Costs 6.7 7.8 14.5

Physical Contingencies 0.2 0.4 0.5 Price Contingencies 0.3 0.5 0.8

TOTAL PROJECT COSTS 7.1 8.7 15.8

FINANCING PLAN (in US$ million)

IDA 11.5 Government 4.3

TOTAL 15.8

Estimated Credit Disbursements (in US$ million)

IDA Fiscal Year 1995 1996 1997 1998 1999 2000

Annual 0.6 2.3 3.1 2.7 2.9 0.8 Cumulative 0.6 2.9 6.0 8.7 10.7 11.5 REPUBLIC OF CAPE VERDE

BASIC EDUCATION AND TRAINING PROJECT

I. INTRODUCTION

1.1 Realizing that low educational attainment of the population combined with a shortage of skilled labor in specific sectors is a serious bottleneck to successful implementation of their long- term strategy to promote economic growth, the Government of Cape Verde (GOCV) has requested IDA's assistance in financing a project designed to improve the quality and effective utilization of the country's human resources. In a Human Resource Development Strategy presented at a Donor Round Table in November 1992, the Government proposed enhancing the skills of the active population in three ways. First, by providing a minimum of six-years of basic education to all children through the introduction of an integrated basic education cycle (EBI). Second, by improving the quality and extending the coverage of secondary education. Third, by improving the relevance and quality of the training system, in conjunction with improving the efficiency of the labor markets. The proposed project would assist the Government in implementing this strategy by supporting the infrastructural, pedagogic, and managerial improvements needed to achieve universal primary enrollment and by developing a more effective and coherent training system linked to employment demand.

1.2 The proposed project would be the second IDA-financed operation in support of the development of basic education in Cape Verde. It would be the first to support training and labor market operations. It would extend to all Cape Verdean children the benefits of the investments of the first operation (Primary Education Upgrading Project Cr. 1853-CV, SDR 3.3 million, 1988) which piloted a revised curriculum and supporting services designed to provide Cape Verde's children with the basic competencies necessary to be active members of society. In light of the requirements of the economy in terms of technicians and mid-level management, the proposed project provides incentives and assistance to strengthen the training system to better respond to market demands for specific skills and upgrade the quality and relevance of technical education. The project was developed by the Government through extensive discussions with the private sector, IDA, and other donors over the course of 18 months and supported by an advance from a project preparation facility (PPF).

1.3 Total project costs are estimated at US$15.8 million equivalent, net of taxes and duties, of which IDA would finance US$11.5 million. The Government of Cape Verde will contribute US$4.3million equivalent, which would include US$3.5 million to cover incremental teachers' salaries and direct budgetary support from the Government of the Netherlands and the Calouste Gulbenkian Foundation under already secured arrangements. 2

11. SECTORAL CONTEXT

A. Country Background 5 2.1 The Republic of Cape Verde consists of an archipelago of ten islands (nine inhabited) about 650 km off the coast of Senegal. Poor natural resources, adverse climatic conditions, and limited domestic markets have created austere conditions for the estimated 344,000 inhabitants (1990 census) and encouraged a strikingly high level of emigration. There are twice as many Cape Verdeans living abroad as are resident in the country, and their remittances account for nearly 20% of GNP. Despite the physical constraints, Cape Verde has the best social indicators in the Sahelian region and among the best in Sub-Saharan Africa (SSA). Life expectancy is 65 years (compared with 52 for SSA), primary school gross enrollment (ages 7-12) is 85% (68% for SSA), adult literacy rate is 52% (49% for SSA) and infant mortality is around 55 per 1,000 live births (104 for SSA). These indicators, however, hide wide differences in poverty levels between islands and between rural and urban areas. These differences are primarily due to the concentration of economic opportunities in the two major towns (Praia and Mindelo).

B. Macroeconomic Conditions and Policies

2.2 After independence in 1975, the GOCV adopted a dominant entrepreneurial role in the economy to make up for the weak and small private sector. Prudent economic management combined with substantial investments in social services, infrastructure, and public enterprises providing distribution, communication, and transportation services, contributed to an average 6% annual growth in GDP from 1980-88. However, by 1988, world-wide economic stagnation, persistent drought, and a decline in demand for international maritime and aviation services contributed to a slowdown in economic growth. Structural deficiencies resulting from Government intervention (limited competition, limited private investment, a weak financial system) prevented the economy from responding adequately to the situation. As a result, the Government began to rethink its development policies. Chief among these was political reform, and a transition to multi-party democracy was peacefully accomplished with the election of the opposition party (Movement for Democracy - MpD) in early 1991. The new Government has begun to implement the objective of minimizing the Government's role in the economy.

2.3 To promote the emergence of the private sector and ensure future sustainable growth, the Government is withdrawing from direct intervention in the market place. Reforms are being introduced to: (i) streamline public administration and reduce unwieldy administrative procedures; (ii) transfer the government's portfolio of public enterprises to the private sector; (iii) develop the government's policy-making and analytical capacity; and (iv) limit government investment to basic infrastructure and social services. These reforms are accompanied by policies to promote specific sectors that take advantage of the country's resources; fisheries, tourism, export- processing and services (trans-shipment, maritime, aviation, and, in the future, data processing, teleport and off-shore banking). These actions place a heavy demand on the country's abundant but insufficiently trained human resources and on the inefficient labor markets. Improvements in the capacities of the workers and in the labor market are necessary to support the country's macroeconomic program. 3

C. Population. Employment, and the Labor Force

2.4 Population. The population of Cape Verde, estimated at 344,000 in the 1990 census, is growing at a rate of 2.7%, but at only 1.5% if adjusted for emigration. As a result of this population growth and high level of emigration (mostly young men), 64.5% of the population is under 25 and women represent 53% of the population. Inter-island migration is also high, particularly to urban areas which are growing at annual rate of nearly 4%. Over half of the population lives on the main island, Santiago, with nearly 75,000 in Praia, the administrative capital.

2.5 Employment. The active labor force is estimated to be about 135,000, equivalent to 73% of the active population (ages 15 to 65). Unemployment reached 27% in 1991 and is structural. The primary sector is small (24% of employed population). Prolonged drought and high seasonality has created severe under-employment in agriculture. Fishing is largely artisanal. The secondary sector is also small (26%), although infrastructure development and private construction is contributing to the growth of informal employment in this sector. The tertiary sector is the basis of the economy and the most dynamic sector, employing 33% of the active population and contributing 60% to GDP (1991). Commerce and transportation services provide the bulk of jobs, with banking and tourism-related services also providing employment opportunities.

Distribution of Employment and GDP by sector (1991) % of Contribution Employed Employment to GDP Primary 26,000 24 15 Secondary 27,600 26 20 Construction 21,300 20 10 Manufacturing 6,300 6 10 Tertiary 34,900 33 60 11,500 11 13 Administration Commerce 11,700 11 20 Transport 6,400 6 12 Other 5,300 5 15 Undefined 19,000 18 a (informal sector) TOTAL 107 500 100 95b In addition 27,000 unemployed a: not determined h: Indirect taxesrepresent 5% of GDP Source: GovernmentCensus (1990); UpdatedEconomic Note, AFSCO (1992); Emploi et Marche du Travail (auCap Vert, Harold Lubell (1993)

2.6 Labor Ouality. It is estimated that 26.5% of the active workforce has less than a primary education, 51 % has completed only primary, and a further 3.5% graduated from adult literacy programs. About 6% have completed the lower secondary education cycle (Grade 9), only 2% completed the upper secondary cycle (Grade 12), and a mere 1% have a tertiary degree. Illiteracy and low educational attainment are prevalent among rural and older workers, but even in the urban and industrial areas there is a lack of middle and higher level skills. This is reflected in an acute shortage of qualified candidates for managerial, marketing and technical positions. In response, public and private sector enterprises such as Cabnave (boat repair) or Shell Oil (fuel supply) train their workers (including accountants and managers) on-the-job. However, the high costs and risk involved discoLurageall but a few large firms from undertaking such training. 4

2.7 The generally low quality of the labor force can be attributed to structural inefficiencies in the education and training system and in the labor market. Until recently primary education was divided into two cycles (para. 2.11) with 40% of students dropping out after the first 4-year cycle. As a result of the inappropriate and poor quality of primary curriculum and insufficient secondary school places, less than 20% of the relevant age-group attends secondary schools. Opportunities for secondary technical education (one school) and training (four public and three private institutions offering places for 2,200 trainees annually) are limited. Apart from a secondary teacher training school and maritime training school, higher and professional education is undertaken overseas. However, management of the scholarship program is weak and many students fail to return.

2.8 Labor Sutpply. Until reforms in the education and training system are fully implemented (para. 2.15 and 2.16 ), two-thirds of labor market entrants will continue to be primary school completers. Broad estimates suggest that there will be about 6,000 new entrants to the labor market annually from 1994. Initially, 4,000 would enter after the end of the primary cycle (Of the estimated 8,000 students in Grade Six, 3,000 would continue to secondary school. Of the remaining 5,000, approximately 1,000 girls are not expected to seek employment outside of the home). About 800 would join the workforce after completion of the lower cycle of secondary education, 500 after the end of secondary education, and 300 from the technical education and training system. The remaining 400 would consist of returning emigrants and scholarship recipients.

2.9 Labor Demand. Between 1980 and 1990 less than 2,100 jobs were created each year, with most of these being temporary jobs in the civil service and public-sector financed infrastructure projects. However, it is estimated that private and public sector investments, natural attrition of the labor force and emigration could combine to create between 3,000 and 3,500 jobs annually over the next decade. The job creation projections provide an order of magnitude and are indicative only. Public and private sector investments would create an estimated 2,250 positions annually. The primary sector is expected to remain small, with only 150 jobs created annually in fishing (primarily domestic fleet expansion). The secondary sector would create 1,500 positions annually, approximately 800 in construction (temporary) and 700 in light manufacturing for export and artisanal production. The formal tertiary sector would create 600 jobs annually, 350 in airport, financial and information processing services and 250 in tourism related activities (including restaurants). The natural attrition of the labor force (equivalent to 3% of the estimated 20,000 members of the labor force over the age of 35) would generate a further 600 vacancies each year. Because of tighter restrictions from recipient countries, traditional emigration would no longer represent a major source of employment. However, specific contracts negotiated with recipient countries could generate from 500 to 1,000 overseas employment opportunities annually. The informal sector and Government-sponsoredl work fronts (food-for-work programs) would continue to absorb the excess lahor supply.

2.10 Labor Markets. In addition to a problem of aggregate demand for employment (about 4,000 positions for 6,000 labor market entrants), there are structural imbalances in the labor market. Labor laws and regulations are complex and although they do not seriously restrain labor mobility, employers complain about arbitrary application of rules when retrenching workers. As one of the larger employers, the Government has been setting standards for wages including minimum wages. Only recently has the Government conferred with employers and unions to start a process of collective bargaining. Profit margins in the private sector and labor productivity are low, so there is pressure to lower minimum wages and allow greater flexibility in remuneration and benefit levels. The Government, lacking capacity to analyze employment regulations and conditions, has not been successful in convincing employers to form a partnership to work to improve productivity, training 5 and finding a balanced approach to remuneration and benefit issues. In addition, lack of media and geographic isolation limits the flow of information on employment opportunities and distorts the flow of labor (encourages migration to saturated urban areas). Job information remains restricted to specific islands and small networks of families and friends who guard information about the few available formal sector jobs. The informal sector is rapidly expanding but is not well monitored and there is a high and irregular outflow of low- and semi-skilled workers due to emigration (construction, maritime, housekeepers).

D. The Education and Training System

1. Existing System

2.11 The Ministry of Education and Sports (MOES) is responsible for formal, non-formal and technical education. The formal education system consists of six years of primary education divided into a four-year elementary cycle (Elementary Basic Education - EBE: Grades 1-4) followed by a two-year complementary cycle (Complementary Basic Education - EBC: Grades 5-6), six years of secondary education divided into a three-year general cycle (General Secondary Education - ESG: Grades 7-9) followed by a two-year complementary cycle (Complementary Secondary Education - ESC: Grades 10-Il) and a final preparatory year for further studies. The only local post-secondary education takes place in the secondary-teacher training school. Other post-secondary education is available through Government and donor-funded overseas scholarships. In SY92, 56,900 students were enrolled in 363 EBE schools, 16,600 enrolled in 25 EBC schools, 12,500 in nine secondary schools. Annex 2 provides statistical data on the coverage, enrollments by municipality, and efficiency of the system. The private sector, including non-government organizations, offers pre- school facilities and limited primary and secondary general education facilities. Exact enrollments and achievements are not known because of the lack of monitoring capacity in the MOES.

2.12 Teacher training is carried out by the Pedagogic Institute (IP) in two poles: Praia and Mindelo. A decree issued in February 1992 defined the structure of the IP and assigned to it, in addition to the pre-service training task, the responsibility for in-service training and participation in the design of curriculae and pedagogical materials as well as the organization of experimental and evaluation activities. The decree also provided for the increase of the entry level of the students, who must be selected among those who passed to tenth grade. Graduation is granted after two years of courses in the IP, followed by one year of practical teaching in a class. Training of the first promotion comprising 120 students, selected under these new criteria, started on October 1992. The MOES-administered Industrial and Commercial Training school in Mindelo (ECIM), offers three years of technical training to 1,200 students starting at Grade 7, in general administration and commerce (which can be followed by a two year accounting course), mechanical, electrical and construction trades, and handicrafts (concentrating on graphic arts, weaving, sculpture and ceramics). A second technical school, under construction in Praia, is expected to open in 1995 and would offer similar streams including advanced studies in technical and commercial areas. Private sector technical education is provided by a Technical Training Center, established by a dozen teachers from the ECIM, which offers the same courses as ECIM but with less restrictive entrance requirements.

2.13 The current education system has structural problems. Less than 50% of students entering Grade I complete six years of schooling and only 25% continue to lower secondary education. The primary cause of this inefficiency is a primary structure that provides basic literacy and numeracy skills for four years (EBE) and then prematurely introduces secondary curriculum and teaching techniques in Grades 5 and 6 (EBC). In addition to the inequity of the system, students are not well prepared for the change and, consequently, dropout from Grades 4 to 6 is around 35%. At 6 the end of EBE, students are expected to transfer to separate EBC schools to conclude the primary cycle. There are few of these schools and they are concentratedin urban areas, often a prohibitive distance for rural children to attend. Because there is no tertiary education in Cape Verde, the secondary cycle is final. It does not adequately prepare students for either the labor market or continuingeducation overseas. The science and mathematicscontent of the curriculum is weak and the end-of-cycle qualification must be supplemented with an additional year of schooling to be recognized internationally. The inequality in the system is further reinforced; some islands have no secondaryschool, and only three islands having an upper-secondarycycle.

2.14 Introductionof a unified six-year primary cycle. In order to provide all children with six years of basic education, improve the curriculum to provide students with more relevant life skills, refocus the community toward the school, and increase the efficiency of resource use, the Government has decided to introduce a reform which would replace the two cycles of primary education--commonto former Portuguese colonies--witha unified six-year cycle (known as EBI - Ensino Basico Integrado), the most common primary education structure worldwide. The reform includes restructuring the curriculum and its content, and fundamentally changes the manner in which primary education is provided. School attendancewould be compulsorythroughout the cycle (previously compulsory for four years only), all six grades would be held in one physical location (as opposed to separate schools for Grades 5 and 6), and teachers would be required to teach all subjects in all six grades (as opposed to subject specialists in Grades 5 and 6). New teaching techniques, includingteaching Portuguese as a second language in the first two Grades, and the use of locally available materials as teaching aids would be introduced. Preparation for this transition was begun under the ongoing IDA-supportedproject (Cr. 1853-CV), in which the new curriculum was developedand tested, new textbooks were written, and training programs were designed for all teachers. In comparativetests of a pilot program, students in EBI classes consistentlyoutperformed students in the existing system. The new system will be introducednationwide, with Grades 1, 3, and 5 in September 1994 and Grades 2, 4, and 6 in September 1995.

2.15 Restructuration of secondary education. The unified six-year primary cycle will sharply increase the number of primary school graduates and subsequent demand for secondary education. In anticipationof this demand, the Government has, with assistance from the African DevelopmentBank, begun to construct additional secondary schools and improve the science and mathematicscontent of the curriculum. In addition, the Governmenthas adopted a new secondary structure that would replace the existingthree years of lower secondarygeneral or technical, and two years upper secondary general with a structure comprisedof a two year general cycle, followed by a four year academicor technical cycle. The Governmenthas begun nationaldiscussions on the option of introducinga technical/commercialoption at end of the first cycle of secondary education (para. 2.24)

2.16 Vocationaltraining is offered by four specializedvocational schools run by technical ministries, two NGO-run vocational schools and four small private for-profit centers. The Center for Public AdministrationTraining (CENFA), financedby the Ministry of Public Administrationand ParliamentaryAffairs, offers courses for about 200 public sector employeesannually in computers, public relations, accounting, secretarial and local administration. The Professional Training and Upgrading Institute (IFAP), financed under the budget of the Secretary of State for Employment, offers courses in English, typing, bookkeeping, administrationand secretarial skills for about 220 private sector individuals.Given the overlappingtraining objectives, the Governmentplans to merge CENFA and IFAP into one school (National School of Managementand Administration- INAG). The Agricultural Training Center (INIDA), financed by the Ministry of Fisheries, Agriculture and Rural Animation, trains about 120 agricultural technicians and extension agents annually. A Maritime Training School (CFN), administered by the Ministry of Infrastructure and Transport, 7 offers four years of training leading to the equivalent of a baccalaureate diploma programs for about 150 to prepare engineering officers, bridge officers, communications officers and planning and administration managers for the maritime transport sector. In addition, the Manuel Olimpio (Praia) and Hugo Barros (Mindelo) Nursing Schools, under the supervision of the Ministry of Health, train about 50 qualified midwives and nurses annually. The two NGO centers provide training for youth in carpentry, basic mechanics and artisanal production. Two private schools provide undergraduate courses in accounting and law in cooperation with overseas Universities. Two small computer firms offer basic software training classes.

2.17 In-house industrial training is provided by the National Bank and National Airlines (TACV), usually through correspondence courses with affiliated institutions abroad, and by Cabnave, a large boat repair yard that provides extensive upgrading courses (8 weeks of theory followed by 8 months of on-the-job training) for its employees in boat repair and maintenance. In addition, the Leeward Islands Commercial Association (ACS), formed in 1918 and now with 120 members, has hired 10 temporary teachers to run courses in bookkeeping, computers, marketing, import/export management, and English for its members and their employees.

2. Cost and Financing

2.18 In 1993, budgeted total recurrent expenditures for education were ESC 1.3 billion (US$15.8 million), equivalent to 18% of the Government's recurrent budget, compared to 15% in 1986. Of the recurrent education budget, 41.6% was allocated to EBE, 20.3% to EBC (i.e. 62% to primary education), 19.4% to secondary schools, 3.7% to other institutions and scholarships, and 15% to central and regional administration. Of the recurrent budget, personnel salaries represent 94% of expenditures. Expenditures per student, excluding central and regional administrative expenditures, are approximately $107 for EBE, $187 for EBC, and $237 for secondary education. For EBE, this represents a three-fold increase in per-student expenditures since 1986, and is a reflection of increased primary teacher salaries. Government investment expenditures and counterpart funding to donor projects were ESC 140 million (US$1.7 million). Total donor support to MOES in 1993, including direct budgetary support was ESC 1.22 billion (US$14.9 million) of which 84% was in the form of grants.

2.19 Budgeted recurrent expenditures for the Secretary of State for Employment (SSE), before its dissolution, were ESC 8 million (US$0.1 million). The two employment centers are financed under the Department of Labor (DL), which was allocated ESC 14 million (US$0.2 million). Combined, the budgets of the SSE and DL represented 9% of the recurrent budget of the Ministry of Justice and Labor.

3. Issues in Education

a. Current schooling arrangements are inappropriate for EBI

2.20 Unsuitable infrastructure. The current school infrastructure does not meet the pedagogic and enrollment needs of the EBI structure. Schools would need to be modified to provide all six grades of primary education in one location. Seventy percent of the existing 363 EBE schools (Grades 1-4) have one or two classrooms, whereas the average size of the 25 EBC schools (Grades 5-6) is 12 classrooms, with I1 having more than 16 classrooms. Existing schools need to be restructured and new classrooms to be built to adapt available school capacity to the size of the population of school age. As a basis for this restructuring, the Government has developed a school map which also identifies 154 rented classrooms that should be replaced. The majority of these rented rooms provide an inappropriate pedagogic environment, and are a drain on the MOES limited 8 recurrent budget. A number of core schools that would serve as focal points for school clusters would need additional administrative buildings.

2.21 Shortage of textbooks and teachers' guides. The existing basic education textbooks are produced or purchased off-the-shelf by MOES. They are sold in bookshops and regional education directorates at prices ranging from 44 to 178 CV Esc. (US$0.54 to US$2.1). However, the current retail system is inadequate to supply all children with books: many students do not have access to bookshops (especially in rural areas) and, of those who do, many cannot afford to purchase books. During SY92/93, the MOES decided to start a cost recovery scheme by opening a bank account managed by a three-person committee, in which proceeds from the selling of textbooks to private bookshops and through regional education directorates were deposited. The limited revenue was so far used for editorial work and distribution rather than reprinting costs, resulting in an inadequate supply. A new system is necessary to assure a regular supply of books.

2.22 Inappropriate qualifications of existing teaching force. The new EBI curriculum is organized around four subject groups (Portuguese, Mathematics, Integrated Sciences, and Artistic Expressions) to be taught in Grades 1-6. None of the existing teaching force (2,960) is qualified to teach these subjects in all six grades because they have either been trained to teach only in Grades I to 4 (2,120 former EBE teachers) or because they have been trained as subject specialists in Grades 5 and 6 (740 former EBC teachers). Both categories require training in content and methodology to be able to teach the entire EBI curriculum.

b. Technicalsecondary educationproduces graduates of low quality

2.23 With financial support from the AfDB and other donors, the one technical school, ECIM, is now equipped to provide basic technical and commercial skills in core occupations. However, a low level of entry for technical education reduces the effectiveness of these investments. ECIM admits graduates from primary education (completion of Grade 6) who fail to qualify or gain access to a general secondary school. The young students need remedial general education which reduces curriculum time committed to technical and scientific subjects and subsequently reduces the skills and trainability of the graduates. Moreover, the technical, and to a lesser extent, the commercial subjects, attempt to prepare trainees for formal modern sector jobs of which few exist and over 90% of technical students return to general secondary education rather than finding employment in the skills for which they were trained. Since the cost of equipment, materials and technical professors is high, the unit cost for technical students is estimated at five times that for general education students, but in the three-year course, 80% of the first year and nearly half of the following two year's curriculum is general education rather than technical subjects. In view of the low relevance and external efficiency, it is generally agreed that ECIM's programs need to change.

2.24 The implementation of a plan to restructure general secondary education is being supported by the AfDB (para 2.15). In conjunction with this plan, the Government has embarked on a comprehensive review of its technical education program. Given the nature of the Cape Verdean decision-making process, a plan would be developed in conjunction with members of the business community and other social partners. The draft plan, discussed and agreed upon, in principle, with the Bank, would focus on: (i) converting the trade-specific training courses into a technical/commercial stream providing a general preparation to be complemented by on-the-job or job-specific training after completion of the secondary cycle; (ii) reducing the number of students in the stream to be in line with the demands of the labor market; (iii) introducing admission standards to the technical stream including a selection exam to be offered on completion of Grade 8 (end of first cycle of secondary education); and (iv) introducing certification similar and recognizably comparable to international institutions (e.g. polytechnics in Portugal or Brazil). 9

4. Issues in Training and Employment

a. Structural imbalances in the labor market

2.25 The supplyof mostly unskilledlabor, far exceeds demand, and despite the high level of unemployment(27%), the private sector (and government) cannot find workers with the right skills and competencies, because the educational attainment of the workforce is low (para 2.6). Technical education and training can prepare for employment and upgrade skill levels, but the system depends on efficient labor market institutions for employment information, placement and incentives for skill development. The formal sector is constrained by a rigid wage structure determinedby a legacyof Governmentwage-setting in a public-sectordominated economy. There is a near complete absence of labor market informationwhich impedes individual's job search. The two small employment centers (5 staff) in Mindelo and Praia lack organizationaland management capacity to collect and analyze informationto matchjob seekers with employer demand. They have few resources (human, financial, and logistical) and are little used by either employers or job seekers. They do not provide counseling services, have limited knowledgeof training opportunities and are ill-equipped, in terms of materials and personnel, to provide advice on necessary skills upgrading to match potential applicants with jobs prospective. Their limited geographic coverage combined with difficulty of inter-island communication constrains their ability to gather and disseminate information on available opportunities. Job information remains restricted to specific islands and small networks of family and friends.

b. Unresponsive training system

2.26 Presently, the level of training of new entrants to the work force, as well as of employed workers, is low. The training system is small, not responsive to demand, and there is limited diversity in the programs offered by training institutions. The institutionsare relatively well- endowed with trainers and equipment, but the relevance of, and demand for, the courses offered varies considerably. Two of four public centers supply skills training to specific sectors of the economy (agriculture and maritime), although, with the right incentives, they could adapt their existing programs to other demands on a temporary basis and sufficient autonomy. However, the public centers continue to offer the same courses to a declinir.g number of trainees. As publicly- funded centers, they lack the incentive to adjust to demand, and since the labor exchangeshave been ineffective (para 2.23) they have no access to information about labor market conditions or job opportunities,essential to decide which training to offer.

2.27 The small private sector could have a capacity to adapt to the changing demands for training and to expand, but it has been limitedby the relatively high cost of providing training and a lack of labor market information on which to base decisions. NGO vocational training centers, which focus on unemployedyouth, provide practical hands-on training, placement services, and some assistance to self-employment. The courses in these centers are of long duration because they also provide remedial academic training. The centers also have a potential capacity to design and implement programs for informal sector enterprises, women and unemployed youth, but the relationshipbetween training centers and existing businesses is weak, which leads to an inadequate use of training center's capacities to upgrade workers' skills. Legal statute limits the activities to teaching time of training staff to 18 hours per week, without providing for time to contact and establish relationships with businesses or provide consulting services on an ad hoc basis. While many businesses have been reluctant to acknowledgethe benefits of training for their employees, there is increasing awareness and demand for on-the-job training services (para. 2.16). For the majority of the training centers, management and administration is weak. The concepts of lo operational budgets, curriculum acaptation and service to businesses are not understood and thus not applied. However, the public and private training centers could be used more effectively if: (i) they are provided with incentives to become responsive to demand; (ii) employers become more involved in program design and financing; and (iii) labor market information is available.

5. Issues in Management and Coordination

a. Inefficient planning and implementation capacity within MOES

2.28 Implementation capacity of Ministry of Education Directorates is weak. The delineation of tasks and responsibilities among Directorates is unclear. The absence of well-defined responsibilities has led to the creation of two project coordination units, notably for the primary education upgrading project (IDA) and the secondary education project (AfDB), which are physically placed outside of the Ministry and are using the resources at their disposal to become implementing units. The MOES is overly centralized which impedes its ability to provide effective administrative and pedagogic support to schools. The regional education offices, which are to take on greater responsibility in accordance with the Government-mandated deconcentration of administrative power to local levels, have not been given well-defined tasks and have limited resources. The central control of schools by the MOES and project units has reduced community involvement in schools. Finally, at all levels of the MOES, administrative skills are weak, since most of the staff are trained teachers and not administrators.

2.29 The MOES is ccmposed of: the Departments of Education (DGE) and Non-formal Education (DGEX), which provide operational support to schools and literacy programs through nine regional offices; an Inspectorate (IG) responsible for supervision; and an Administrative Departments (DGA) and a Studies and Planning Office (GEP) that provide technical support. In addition, two affiliated autonomous institutions administer overseas scholarships and school feeding programs. The MOES faces four major constraints to effectively implementing its programs: (i) there is substantial duplication of responsibilities among central Departments, notably school support, deployment and training of teachers; (ii) the MOES is overly centralized, and the Government has decided to decentralize administrative (promotion and deployment of teachers) and pedagogic (control of pedagogic advisors, promotion of students) responsibilities to regional offices. However, the regional offices have only a few staff who are poorly trained in administrative responsibilities; (iii) temporary Project Implementation Units have assumed implementing roles in place of the responsible Departments weakening the capacities of those Departments; and (iv) information on students, schools, and teachers is not well managed. The GEP has begun to develop a school map which was used to define the need for additional classrooms and training of teachers, but it needs to be integrated into a permanent system to annually collect and analyze information.

b. Weak coordination of training and employment and labor market institutions

2.30 Technical and vocational training has traditionally been undertaken with little planning and coordination of the different programs run by the public and private sector organizations. There has been no coherent Government strategy for the evolution of the role of training in the economy, and no institution to develop policies that create a favorable environment for the labor market. In 1992, the Cabinet of the Secretary of State for Employment (SSE) was created under the Ministry of Justice and Labor to oversee and coordinate vocational and professional training and its links with the labor market. In January 1994, these functions were transferred to an Institute for Employment and Training (IET) in a new Ministry for Labor, Youth and Social Affairs. The IET is expected to coordinate training with employment, manage the staff at Ii two employment centers, and take responsibility for policy analysis and relations with employers. However, the IET is a weak, underfunded organization, without full-time professional staff to evaluate and coordinate training programs and manage employment centers. It has yet to develop a system to collect, analyze and disseminate information on training and the labor market. There is no effective system responsible for providing the Government with policy advice on the development of national training and employment policies and strategies.

E. Government Strategv

2.31 Key elements of the Government's medium to long-term strategy to promote economic gro,wthare to foster private sector development and promote sectors that best exploit the country's human resources (fishing, tourism, and services). To this end, the Government proposed, in accordance with the Human Resources Development Strategy presented at a Donor Round Table held in November 1992, to enhance the lower and medium-level skills of the active population and the productivity of its labor force in three ways, First, by providing a minimum of six years of basic education to all children through the introduction of an integrated basic education cycle (EBI). Second, by improving the quality and extending the coverage of secondary education. Third, by improving the relevance and quality of the vocational and tcchnical training system, in conjunction with improving the efficiency of the labor markets.

2.32 The Government strategy is described in a letter of sector development (Annex 1) that includes a five year action plan and indicators and targets to measure progress in achieving qualitative and quantitative objectives of the project. The contents of this letter were reviewed during appraisal. The Letter and indicators have been agreed upon at negotiations, and adopted by tht Government prior to Board presentation (para. 6.3 a.).. At negotiations, the Government gave assurances (para. 6.2 a.) that it will publish, by July 31, 1995, a ministerial decree to implement the policies of compulsory education for six grades and automatic promotion within cycles. The proposed project would support the Government's strategy by financing infrastructural, pedagogic and managerial improvements needed to introduce EBI nationally, reform secondary technical education and to promote a flexible and coherent training system with better links to the labor market.

F. The Bank Group's Role

2.33 Rationale for IDA Involvement. Cape Verde faces a difficult development agenda. There are few economies of scale in production, infrastructure or services provided to the domestic market. IDA's economic report of June 1993, on Cape Verde and the Country Assistance Strategy (CAS) which was reviewed by the Board in March 1993, outlines IDA's objectives and priorities to support the Government. Long-term poverty alleviation, consolidating and improving on the remarkable achievements in social indicators, financial sector development and infrastructure improvements are major objectives. The strategy rests on five building blocks: (i) building public and private sector institutions to promote private sector growth; (ii) addressing long-term human resource issues; (iii) removing infrastructure bottlenecks; (iv) helping Cape Verde integrate into the regional and world economy: and (v) increasing the efficiency of public resource management. The proposed project forms an integral part of this strategy by strengthening human resources and removing bottlenecks to private sector development especially through: (i) targeting training programs to better respond to market demands: (ii) supporting ongoing restructuring measures of the primary education sector; and (iii) increasing the quality of general and technical secondary education. 12

2.34 Lessons learned from Previous Proiects. This project was designed on the basis of lessons learned from seven previous IDA-supported operations in Cape Verde, the ongoing education sector project, and education projects from both within and outside the Region. The design is in line with policies expressed in the Bank sector policy papers on primary education and on technical education and vocational training. Other than the Port of Praia Project that was implemented ahead of schedule, IDA-financed projects in Cape Verde were delayed as a result of poor coordination among implementing agencies, procurement and disbursement difficulties associated with unfamiliarity with Bank procedures, and weak accounting. Inter-agency coordination has improved with the creation of a Ministry for Economic Coordination and would be strengthened by a project coordinator in this Ministry to oversee project activities. Standard bidding documents would be used and, building on the base of a disbursement seminar for project coordinators held in Lisbon (November 1993), a further seminar on procurement and disbursement would be held after project effectiveness. A computerized accounting system would be established by project effectiveness with support from specialized assistance. The project expands upon the achievements of the ongoing education project, especially in the design of teacher training and the publishing and printing of textbooks. The school construction component is based on adapted standard designs and mechanisms used in other Sahelian countries. By strengthening basic education, introducing applied technical non-job-specific subjects in secondary technical education, and by supporting on-the-job training, the project emphasizes Bank policy for the training sector.

2.35 Donor Assistance and Coordination. Cape Verde receives support from a large number of bilateral donors and NGOs. During the preparation of this project, IDA has been careful to develop a program that takes into account existing and future donor contributions to the education and training sectors. The following donors agreed to provide budgetary support to the Government to offset their counter-part contribution: (a) the Gulbenkian Foundation, to assist the development of teacher training modules, evaluation systems, and strengthening the central administration; (b) the Netherlands, to support the construction of 60 classrooms in 1995. The following donors have expressed support for the policy content of the project and are exploring financing possibilities through direct budgetary support: (a) Germany, for school construction in Fogo; (b) Switzerland, for the development of micro-enterprises; (c) USAID, for the training fund; and (d) Austria for an employment center. The AfDB has supported secondary school construction in the past, and will support quality improvements in secondary education in a future operation under preparation. In addition, UNESCO, UNICEF and the WFP provide significant support to school feeding programs. In training. and employment, the European Development Bank is supporting the construction of a technical school in Praia (para. 2.12), and has agreed to the proposed policy for technical education. In addition, Portuguese. Austrian, Swiss, and German bilateral agencies provide limited support for labor market analysis and small job-creation programs. The Government will coordinate these interventions in training and employment through a National Advisory Council for Employment and Training (NACET) to be established under the project.

Ill. TIIE PRO.!ECT

A. Project Objeclives and Scope

3.1 Ohiectives. The proposed project would be a specific investment credit operating within an agreed policy framework established in the Policy letter and designed with the specific development objectives to (a) achieve universal primary enrollment by year 1999, while maintaining equity between boys and girls, by providing a minimum of six years of basic education to all children through the introduction of an integrated basic education cycle (EBI), (b) increase the skill levels of labor market '3 entrants and the productivity of the workforce by developing a more effective and coherent training system linked to employment demand through support to demand driven and on-the-job training programs and involvement of the private sector in training activities and policy making, and (c) enhance the institutional capacity to develop and implement policies and programs in education, training and the labor market by supporting the Ministry of Education through the reinforcement of its planning, implementation and managerial capacity at the central and regional levels, and supporting the Ministry of Labor through the strengthening of its capacity to monitor training and labor market. Progress in achieving the project's objectives would be assessed against monitoring indicators, developed and agreed upon with the Government, which include annual targets for teacher recruitment and deployment, , textbook printing and distribution, implementation of quality surveys and sectoral reforms, and apprenticeship and training programs.

3.2 Project Scope. To achieve the above objectives, the project would finance an investment program to: (a) establish nationwide the integrated basic education system nationwide by: (i) upgrading the primary school infrastructure through a classroom construction and equipment and rehabilitation program, (ii) upgrading and deploying primary school teachers, and (iii) establishing a sustainable textbook supply through the setting of an efficient distribution system and the establishment of a textbook revolving fund where proceeds from the sale of books and the Government subsidies will be placed and used exclusively for financing of reprinting services; (b) improve the relevance of technical education and training by (i) improving the quality and relevance of technical secondary education through the upgrading of entrance requirement, the development of new curricula and upgrading of technical teachers, (ii) improving the effectiveness of vocational training programs through the establishment of a Training Support Fund (TSF) to support on-the-job and demand driven training, and (iii) expanding apprenticeships and professional education programs; and (c) develop the institutional capacity to design programs and implement policies by: (i) strengthening the planning and programming capacity of the Ministry of Education at the central and regional levels, (ii) strengthening the institutional capacity of the Ministry of Labor to monitor training- and employment-related services, and (iii) supporting project management and coordination.

B. Project Support

3.3 The proposed project would support the development and implementation of policies and investments as summarized in the following table:

PROJECT CONIPONENTS

1. ESTABLISH NATIONVII)F TlE INTEGRATED BASIC EDUCATION SYSTENI (EBI) (US$11.3 million) (i) upgrade school infrastructure through a classroom construction and rehabilitation program; (ii) upgrade and deploy primary school teachers; and (iii) establish a sustainable textbook supply and distribution system;

2. IINPROVET IIERELEVANCE OF TECIINICAI. EDUCATION ANI) TRAINING (US$2.1 million) (i) improve the quality and relevance of technical secondary education; (ii) improve the effectiveness of training programs; and (iii) expand apprenticeships and professional education programs; and

3. ENIIANCE TIIE INSTITUTIONAI. CAIPACI'IY TO DEVELOP ANI) INIPLEMENT POLICIES AND PROGRANMS(US$2.4 million) (i) reinforce NIOES planning, implementation and managerial capacity at the central and regional levels; (ii) strengthen institutional capacity to monitor training and employment activities; and (iii) support project coordination. 14

1. Establish nationwide the Integrated Basic Education System (EBI) (US$11.3million)

3.4 Objectives. This componentwould provide infrastructural and pedagogic support to the nationwideintroduction of universal and compulsorysix grade of primary education. To achieve this would mean increasing enrollment from 75,500 to 80,300 students, resulting a Net Enrollment Ratio (NER) of 98% in 1999, requiring the constructionof 154 new classrooms, and the upgrading of about 2,500 teachers as well as the recruitmentof 560 new qualified teachers. This component would finance(a) classroomconstruction, (b) teacher upgrading, and (c) pedagogicmaterials.

a. Upgrade school infrastructure through a classroom construction and rehabilitation program including the replacement of rented classrooms (US$6.7 million)

3.5 Scope and Objectives. The objective of this subcomponentis to adapt the primary school infrastructureto conform with EBI requirements. The project would support this objective by: (a) building, upgrading, and equipping additional classrooms for EBE schools; (b) replacing rented classrooms;and (c) restructuringand rehabilitatingexisting EBC schools.

3.6 Background. Under EBI, all classes for six grades will be held in one school. To achieve this, the Governmentwould need to add classroomsto rural schools to accommodateGrade 5 and 6 students. The 25 EBC schools, with an average of 12 classes per school, would need to be converted either to EBI schools or to lower secondary schools. The Government rents 220 rooms, which are not suited for teaching purposes. Where land is available, classrooms would be constructedto replace rented classrooms. Classroomconstruction in Cape Verde has been of a good standard, with brick and stone the most commonlyused materials, but Government expenditureson maintenanceand rehabilitation have been low. In addition, skilled stone masons are becoming scarce. It is estimated that nearly half of the classroomsare in need of repair. Some schools lack amenitiessuch as sanitary facilities, recreationalareas, or canteensto provide school meals.

3.7 Description. The redistribution of students from EBC to EBI schools, increased enrollments resulting from the policy of compulsory education and expected population growth, would require an estimated 154 new classrooms. Using school maps, the MOES has identified EBE schools which would require additional classrooms to accommodate Grade 5 and 6 students. Available land adjacent to existing schools would permit the replacement of 146 of the 220 rented classrooms. IDA would finance the constructionof 300 new classrooms , 200 classrooms and the necessary amenitieswhere they are lacking. Ten EBC schools would be remodeled to accommodate standard EBI classrooms. The remaining 15 EBC schools would be converted to lower secondary schools, partly financed by the AfDB. During the transition period, and before additional classroomsare constructedto accommodatestudents, transitional measures, including the grouping of Grade 5 and 6 students from schools in close proximity, would be implemented. These "pole schools" have been identified, and will receive priority for classroom construction. A program for the rehabilitation and conversion of EBC schools, for preparation of standard designs for EBI classrooms and for managing classroom construction has been developed. The Government has provided to IDA the names of the sites for classrooms to be constructed in the first year of the project. The Government has furnished evidence that land is assigned to the project first year classroomsconstruction program and provideda five year classroomconstruction program (para. 6.1 b.). 15

3.8 Project Support. The IDA credit will finance: (a) the construction of 300 classrooms and amenities (154 additional and 146 to replace rented classrooms); (b) the rehabilitation of 10 EBC schools; (c) supply and distribution of furniture for 200 classrooms; (d) basic pedagogical supplies for 250 classrooms; and (e) support to the Administration Department (DGA), in charge of the implementation of this component, for contract management and site supervision of classroom construction. The Government would cover the cost of rehabilitating 250 existing classrooms.

b. Upgrade and deploy primary school teachers (US$3.8 million)

3.9 Scope and Obiectives. The objective of this subcomponent is to provide the necessary qualified teachers to support the EBI curriculum. The project will support: (a) an assessment of the qualifications of existing primary school teachers; (b) an upgrading program, to be implemented during calendar years 1995 and 1996, to ensure that all existing teachers are familiar with EBI curriculum and textbooks; (c) a deployment plan for teachers taking into account existing qualifications; and (d) the development of core teams of pedagogic advisors to provide continuous on-the-job training to teachers for the life of the project.

3.10 Background. There are 2,960 primary teachers, of whom 2,120 currently teach all subjects in Grades 1-4 (EBE) and 740 who teach subject specialties in Grades 5-6 (EBC). All of the former EBE teachers and about half of the EBC teachers will need to be trained to teach EBI (four subjects in six grades) and deployed to EBI schools. Training has started for 700 EBE teachers who will be qualified to teach Grades 1, 3, and 5 in September 1994 (and Grades 2, 4, and 6 in September 1995). The remaining EBE teachers and half of the EBC teachers will be trained during 1995-6. A survey to evaluate the qualifications of the other half of the EBC teachers and their willingness to move will be used as a basis for their redeployment to lower secondary schools or appointment and training as pedagogic advisors.

3.11 As a result of voluntary departures and reclassification to other duties of existing teachers, about 500 new primary teachers will be needed by September 1996. Teacher requirements after 1996 will be based on enrollment growth and attrition. The Pedagogic Institute (IP) will produce 120 graduate teachers in September 1994, and 210 annually to 1996, sufficient to meet requirements for September 1996. Output of new teachers will be reduced to an estimated 140 new teachers annually after 1996, and the excess training capacity will be used for teacher upgrading and periodic curriculum reviews. A proposal for the recruitment and deployment of teachers has been finalized during negotiations (para. 6.2 b.), and the Government gave assurances that it will implement the agreed upon plan.

3.12 Under the ongoing project, a new building for the IP with extensive facilities to fulfill training and research functions, was constructed in Praia. However, the extent of collaboration between teaching and research staff remains poorly defined due to the lack of a comprehensive statute. A revised organizational chart for the IP detailing the functions and staffing of the various services was reviewed at appraisal and incorporated in texts defining the statute of the IP. The Government has sent the texts defining the statute of the IP and provided proof that it has promulgated the statute of the IP. Annual programs to meet pre-service, in-service and research needs have been developed, and costed. These have been reviewed and found acceptable by IDA. The Government gave assurances during negotiations (para. 6.2 c.) that it will provide sufficient resources to cover the annual recurrent budget of the IP.

3.13 Description. The project will complete the upgrading of teachers started under the ongoing project. By September 1996, all teachers will have received a practical introduction to the 16 curriculum and materials of EBI. Upgrading will take place in regional centers, using a cascade method of training. Thirty three teams of four EBC teachers will receive initial training, and then conduct one week seminars for groups of 20 teachers. After providing initial teacher upgrading, these teams will be seconded to regional delegates as pedagogic advisors. They will provide school- based instruction to individuals and small groups in subject matter knowledge, lesson design, classroom management, innovative use of local materials, administration of tests, etc. At the end of the project, they will be integrated into lower secondary education. A draft profile and qualifications for the pedagogic advisors was reviewed during appraisal, and a program to appoint and compensate pedagogic advisors has been reviewed by IDA and found acceptable. The IP will provide pre- service teacher training to 140 new EBI teachers annually, and annual teacher upgrading programs which will supplement the school-based support by pedagogic advisors.

3.14 Proiect Support. The IDA credit will finance: (a) a teacher upgrading training program for 1995 and 1996; (b) three-week in-service teacher training programs for 1997-1999; (c) training of and support to pedagogic advisors; (d) 20 man-months of local specialist services to support IP staff in the development of in-service training programs; and (e) the local costs of specialist services to assist in the development of pre-service training modules materials provided by the Gulbenkian Foundation. The Government will finance the travel costs of participants to in- service training seminars, and the cost of recruiting new teachers needed during the project.

c. Establish a sustainable textbook supply and distribution system (US$0.7 million)

3.15 Objective. This subcomponent aims to ensure that: (a) every pupil has the necessary textbooks for EBI classes; (b) every teacher has teaching guides; and (c) a system for regular and sustainable supply of books is established.

3.16 Background. The publishing program of the ongoing project consists of 37 titles (18 textbooks and 19 teachers' guides) for a total print-run of about 440,000 copies. Its implementation has iecldedthe folloNvingresults: (a) two titles (Mathematics books for Grades I and 3) were printed at 84,000 copies through ICB. Some of these books have been used to test the EBI book distribution system during the school year 1993-94; (b) six textbooks titles and nine guides were printed at 257,500 copies, and delivered in August 1994; (c) 18 titles (nine textbooks and the corresponding guides) are being tested, and will be produced under the ongoing project.

3.17 Description. To renew the stock acquired under the ongoing education project, textbooks and teachers' guides for Grades 1, 3, and 5 \vill be rcprinted in 1997-98, and those for Grades 2. 4, and 6, in 1998-99. Reprinting services \%illbe purchascd through ICB. Half of the books wvillbe sold to private sector retail stores (primarily in Praia and 1indelo. the two largest towns). The other half wvillbe sold to the Cape Verdean Institute of Social Action (ICASE) which wvillrent them to students. The Government has presented to IDA a draft agreement with ICASE. This agreement defines the responsibility of ICASE for textbook distribution, describes the rental scheme to be put in place, and indicates the Government's commitment to provide ICASE with adequate subsidies for the purchase of textbooks. Proceeds from the sale of books and the Government subsidies will be placed in the established commercial bank account of the Textbook Revolving Fund (FEE - Fondo Editao Escolar) and left to accrue over the life of the project. The Government has submitted to IDA for reviev and comment the draft ministerial decree governing the Textbook Revolving Fund. This decree states that the proceeds from the sale and the Governmcnt subsidies should be used exclusively for financing the reprinting services of students' textbooks. It also states that the audit of the Project's accounts wvillinclude a review of the Revolving Fund. Annex 4 describes the details of this subcomponent, The Government ' 7 has provided evidence of: (i) the entering into effect of the agreement betwveenthe MOES and ICASE, and (ii) the promulgation of the ministerial decree governing the Textbook Revolving Fund.

3.18 Project Support. The IDA credit would finance: (a) the cost of reprinting 18 textbooks and 19 teacher's guides at a total print-run of 377,500 copies and the delivcrv costs; and (b) the cost of teachers' reference library sets to be provided in 180 "pole schools".

2. Improve the Relevance of Technical Education and Training (US$2.1 million)

3.19 Objectives. The objectives of this component are to increase the skill levels of labor market entrants and the productivity of the workforce. To achieve these objectives, the project would support measures to: (a) improve the relevance and quality of secondary technical education; (b) address the lack of incentives for skill development, productivity improvement and training for employment; and (c) provide opportunities for professional education and apprenticeship training.

a. Improve the quality and relevance of technical secondary education (US$0.3 million)

3.20 Obiectives. This subcomponent would support ongoing reforms to improve the quality and relevance of secondary education by: (i) upgrading the entrance requirements to technical streams from completion of primary to completion of lower secondary education; (ii) developing curricula for the new programs; and (iii) upgrading the technical teachers.

3.21 Background. The technical and commercial programs offered by ECIM for primary school leavers are not relevant to the available jobs and only a small percentage of graduates find employment. The majority return to upper secondary education. As part of the reform of secondary education, admission to ECIM will be raised from Grade 7 to 9 and the Government is planning to increase the technical content of the courses to bring the skills development in line with the requirements of the labor market. The revised admission standards and shorter courses will also be introduced in the second technical school that is under construction in Praia to serve the islands of Santiago, Maio, Brava and Fogo. ECIM would continue to serve the Leeward islands. Continuing skills development would be available though apprenticeship, on-the-job and professional training programs. The reform of technical education and the link with training are presently under review by MOES, and a comprehensive proposal will be submitted to IDA no later than 15 months after project effectiveness.

3.22 Description. A draft plan for the reform of technical secondary education prepared by MOES was discussed during appraisal. The policy proposals in the plan will be finalized with special attention to the linkage between academic and technical/commercial education, and will be adopted by the Government within an agreed upon timetable enabling to start the implementation of the reform by October 1996. On the basis of the approved policies and plans, the MOES will prepare an action program for the transition from the present system to the one proposed in the plan. This transition will include: (i) the development of entrance examinations; (ii) revision of the curricula; identification of learning materials and instructional equipment, if necessary; (iii) in- service retraining ot teachers, including short in-industry internships; and (iv) establishment of advisory committees with local employers and the employment centers. The action program will also include an implementation timetable. The Government has prepared a timetable of activities and dialogues leading to the development of a revised technical education structure by June 1995, and new curriculum and admission standards by June 1996 (para. 6.2 c.). During negotiations, the 18

Government gave assurances that it will take appropriate regulatory measures to implement the technical education reform by October 1996 (para. 6.2 f.).

3.23 Proiect Support. The IDA credit will finance: (a) the cost of three man-tnonths of local specialist services to assist with the preparation of the reform plan and the ECIM's transition plan; (b) the cost of two workshops to define measures to complement the reform plan; (c) the cost of purchasing new textbooks and teachers' guides; and (d) procurement of tools and computers.

b. Improve the effectiveness of training programs (US$0.4 million)

3.24 Obiectives. This subcomponent would support the Government's objectives to improve the quality and relevance of training programs, encourage the growth of private sector training institutions and on-the-job training by private enterprises, and improve the responsiveness of public training agencies.

3.25 Background. Public vocational training centers provide long duration pre- employment training programs for which there is limited demand (para. 2.26). Because they are publicly funded, they have little incentive to adapt to demand. Private training centers are responsive to market demand, but the cost of their programs is relatively high because training equipment has to be imported and qualified trainers are rare and thus expensive (para. 2.27). There is very little on-the-job training, either in the formal or informal sector. In order to promote the private sector by supplying qualified skilled workers and encourage regional equity in the availability of opportunities, the Government has decided to provide incentives to training centers to develop demand-driven training programs.

3.26 Description. A Training Support Fund (TSF) which has the objective to support demand-driven training, will be used to finance the costs of training services provided by public and private providers, including enterprises and NGOs, which meet eligibility criteria established in the Procedural Manual. The TSF will provide support to: (i) enterprise-based, on-the-job training, and (ii) demand-driven training programs in public, private and NGO training centers. On-the-job training will be supported because enterprise-specific skills are best developed through work experience and the training costs are usually lower than pre-employment training. Market distortions in Cape Verde (high cost of training, small private sector and limited information on benefits) have discouraged the use of on-the-job training. Demand-driven training would be supported because this method: (i) encourages public-sector institutions to establish links with employers and employment centers to adjust curriculum, plan staff development, and adjust enrollments; (ii) provides incentives for the growth of the still-nascent private sector and decentralization of training opportunities through NGO participation; and (iii) promotes short-term, job-specific training better able to respond to unexpected demands of the labor market.

3.27 The TSF would be expected to annually finance approximately 12 short-term vocational training programs with between 15 and 20 trainees. Criteria outlined in the Procedural Manual will tavor short-term and on-the-job programs that train for identified employment opportunities (locally or overseas), provide training opportunities for youngsters who do not meet standard qualifications and who would otherwise be denied training opportunities (NGO-based), and promote the skills of pre-identified disadvantaged groups (women, unemployed youth).

3.28 The TSF would be managed by an Executive Committee (EC) with equal representation from private business, social sectors (Trade union or NGO) and the Government (Annex 7). Application forms and guidance for training support will be available from the Institute f JFnipl1ornent ;an(dTraining (in the Ministry of Labor, Youth and Social Affairs) and the '9

employmentcenters and will be prepared jointly by enterprises, other groups or individuals,with the participatingtraining institutions,with the assistanceof the employmentcenters, if necessary (Annex 1Q). These applications will be evaluated for technical content and compliance with eligibility criteria outlined in the Procedural Manual and presented to the EC for approval. The first four requests for TSF financing would be sent to IDA for prior review. It is expected that financial support will average about US$5,000, with a maximum of US$15,000. The Procedural Manual specifies cost-sharing, maximum level of subsidy and declining scale, as well as conditions for liquidation of the TSF. Training contracts from the Fund would be managed by the Component Coordinator in the Project Coordinating Unit (para. 3.54). The Government has provided the statutes for the ExecutiveCommittee (EC) and the Procedural Manual for the operation of the TSF, which have been reviewed and found acceptable to IDA. As a condition for negotiations the Government has promulgated the statutes for the EC, prepared TORs for the recruitment of a technical auditor and adopted the Procedural Manual (para. 6.1 g.). During negotiations, the Governmentgave assurances that it will: (i) operate the TSF in accordance with modalities spelled out in the Procedural Manual which should be acceptable to IDA at all times during the project implementation(para. 6.2 j.), and (ii) no later than December 31, 1996, cause an in-depth review of the TSF operations to be carried out; if it appears that the TSF is not performing adequately, IDA will withhold its financing (para. 6.2.h). As a condition of effectiveness, the Government has provided proof that it has: adopted the operating manual for Project Implementation and the Procedural Manual for operation of the TSF (para 6.4 a); (ii) appointed an external auditor to conduct semi-annual financial and technical audits of the TSF (para 6.4 b); and (iii) designated membersof the EC (para. 6.4 b ).

3.29 Proiect Sunport. The TSF is expected to finance about 60 vocational training programs. Operating costs for the Fund would be financed from a petty cash account, covering expensesfor no more than one month, managedby the ComponentCoordinator.

C. Expand apprenticeships and professional training (US$1.2 million)

3.30 Scope and Obiectives. This subcomponent would support the Government's objectives to facilitate the school-to-work transition, promote the informal sector, and build professionalcapacity for private sector development.

3.31 Background. Apprenticeshiptraining in Cape Verde is small (100 total registered apprentices in Praia and Mindelo) but effective. Most apprentices remain with their employer after completing training, or start their own business. Apprenticeshiptraining is not well organized or coordinated, there is no formal contract between the apprentice and employer, there is no inspectorateto assess the validity and the quality of the training, and there is no organized center- based training component. However, based on the results of the 1992 and 1993 pilot programs, the demand for apprenticeship training by school leavers and employers is high and apprenticeship training deservesto be expandedand improved.

3.32 The private professional training centers are able to attract fee-paying students for correspondencecourses in economicsand management. Two private training centers are developing programs combining accredited programs and materials from overseas universities with local qualified teachers. Based on interviewswith employers and employees,there is considerablepent-up demand for professional education in economics, management,accounting and engineering in the public and private sector which is not met by the ineffective Government and donor-sponsored overseas-scholarshipprogram. Local professional education programs through correspondenceor cooperativeeducation could address the need more effectively. 20

3.33 Description. To expand and improve apprenticeship training, about 200 apprentices would be chosen annually from qualifying candidates country-wide and placed in small and medium size enterprises (Annex 8). Groups of apprentices would be supervised by instructors from training centers who would also provide the theoretical training. The contract between the apprentice or his or her representative, the employer and the training center would be supervised by the local employment centers. The project would cover the cost of supervision and center-based training of apprentices and work stipends (about US$40 per month) for the apprentices.

3.34 To expand local capacity in scarce professional skills, a scholarship program would be established to finance local professional education programs provided by private schools offering bonafide diplomas in cooperation with schools and universities abroad (Annex 9). Eligibility criteria would favor the upgrading of employed workers, in strategic fields of study (law, management, finance, and compuIter programming, for example) who can contribute to the cost of their studies. The program would be managed by the EC, and administered by the Component Coordinator according to the plan of operation prepared by the Government. The Project would support the advisory costs to participating centers of establishing new programs with overseas institutions after reaching agreement on admission, enrollment, and certification criteria. Total cost will not exceed US$5,000.00 per annum per student or 80% of the cost. The number of students is limited to 20 per year.

3.35 Proiect Support. The project would finance: (i) the cost (US$0.6 million) of 900 apprentices including center-based training and inspection; (ii) five professional education programs for about 20 young protessionals annually (US$0.5 million); and (iii) costs to manage and supervise the two programs.

3. Enhance the Institulional Capacity to Develop and Implement Policies and Programs (US$2.5 million)

3.36 Objectives. The objective of this component is to strengthen the existing capacity to formulate policies and implement programs in education, training, and the labor markets.

a. Reiniforce AMOESplanning, implementation and managerial capacity at the central and regional levels (US$0.5 million)

3.37 Obiectives. This subcomponent will: (i) provide support to improve planning, implementation and administration at the central and local levels of the MOES; (ii) support the Government's policy to transfer technical and administrative responsibilities to regional education offices (delegates); and (iii) strengthen the relationship between the school and the community. This will be achieved by: (a) completing the school map and MIS system begun under the ongoing Primary Education Upgrading Project; (b) providing training for MOE Directorates, regional delegates and school directors; (c) suLpportingschool-level monitoring and evaluation of student achievement; and (d) improving the effectiveness of school feeding programs.

3.38 Background. The MOES faces four major constraints to effectively implementing its programs: (i) there is sUbstantial duplication of responsibilities among central Departments; (ii) the MOES is overly centralized; (iii) temporary project implementation units have assumed implementing roles in place of the responsible Departments weakening the capacities of those Departments; and (iv) information on students, schools, and teachers is not well managed. 21

3.39 Currently, school directors are ill-prepared for managing schools in the new system, which requires, in addition to managing teachers and students, encouraging community participation in school affairs. Once appointed, it is difficult to replace Directors. Therefore it is important to review the current selection process for school directors which is not based on clearly defined profiles and competencies for the position. Often Directors are unfamiliar with the administrative and motivational skills needed to effectively manage a school within a community.

3.40 School-level monitoring of student achievement is important in the context of automatic promotion within EBI two-year cycles (para. 2.14). The IP, in conjunction with GEP, is responsible for testing and evaluation. Thus far, the IP has only prepared standard criterion- referenced tests for EBI Math (Grades I and 3) which would be used to determine student promotion between the two year cycles, but not evaluate student progress within the cycles. The Government is considering developing tests for all EBI subjects to be administered by teachers. The Government is also considering having IP develop a selection exam to replace the system of 'natural selection' currently used, where EBC graduates are ineligible to proceed because they are too old (a function of the high repetition rates) or are unable to attend one of the nine secondary schools because they live too far from the school. With EBI, more students are expected to be eligible to advance to the limited number of places in secondary education, and a selection mechanism needs to be implemented.

3.41 Development of school nutrition and health programs. The school canteen program has been in operation since 1978 and now covers every primary school in the country. Food is provided by the World Food Program, distributed by ICASE and prepared in schools by parent committees. While evaluations of the program have indicated its value in terms of primary student health and learning capacity, it is costly and may be difficult to sustain because meals are provided to all children regardless of need (Annex 11). The WFP has indicated the likelihood of reductions in contributions to school feeding programs in the future, as it is faced with competing demands for emergency food aid elsewhere. The Government should be prepared to take the necessary actions to tackle with feeding demand on a needs basis.

3.42 Description. The duplication of MOES responsibilities will be addressed through a review of Departmental profiles and reallocation of personnel. Task profile manuals developed with AtDB funding but never used would serve as the basis for the review. In addition, the position of Secretary General will be created in the Ministry, with responsibility for organizing regular planning meetings with department directors and ensuring overall coordination of the Government program for the education sector. The management and implementation of donor-financed projects will be gradually transferred from Implementing Units to responsible Departments, where specific individuals will be responsible for their implementation. A Component Coordinator will monitor the education investments and advise Departments on implementation planning and administrative procedures and will work closely with the Ministry of Economic Coordination which will be strengthened to coordinate project activities (para. 3.54). Nomination and appointment of individuals responsible for program implementation in the responsible Departments was a condition of effectiveness (para. 6.4. c.).

3.43 A comprehensive training program addressing administrative and managerial weaknesses among staff in both the central and regional administrative offices will be implemented. Administrative training will be provided by a local training center (CENFA) with specialist support (possibly a NRCV). Over the life of this project, the existing management information system will be strengthened, connecting regional delegates with the Cabinet of Planning and Research (GEP) and developing school-level information that will allow monitoring of teacher qualifications and experience, school facilities, and the progression and health status of students. At the school level, a 22 revised system will be introduced to recruit Directors in the 197 "pole schools" subject to confirmation of their ability to manage. Directors will receive a responsibilities allowance based on the functions of the position. As a condition of negotiations the Government has formalized the proposal to identify, recruit and compensate EBI directors reviewed during appraisal. An action plan to revise the MOES organizational structure will be presented at the mid-term review (para. 6.1 h.).

3.44 The IP will produce tests to determine promotion between cycles and sample tests for teachers to administer within cycles to determine the need for remedial instruction. Using the design developed under the ongoing project, a bank of questions will be developed and the end-of-cycle examination will be revised to reflect curricula changes in EBI and the demands of secondary education. As a condition of negotiations, the Government has established criteria governing the conditions for promotion between the three two-year primary education cycles (para. 6.1 i..).

3.45 The project will support improvement in the provision of school lunches and the implementation of a pilot program to monitor the health of school children. A recent Bank-financed review of school feeding in Cape Verde suggested: (i) evaluating the existing program with a view to identifying whether a targeted feeding program might be effective and desirable; and (ii) establishing the potential for increased community participation in the program. The same study also identified areas where school-based health care could be introduced. Some preparatory operational research will be financed under the proposed project to evaluate the effectiveness of deworming interventions and health screening by teachers. Depending on the outcomes of the above evaluation and research, IDA may provide support in this area under a planned Social Sector Development Project (FY97). A specific module in basic health care practices will be incorporated in the teacher upgrading courses, and the pilot program will be launched after teachers have received this training.

3.46 Project Support. The IDA credit will finance: (a) 20 man-months of local training and 10 man-months of overseas training for MOE personnel in planning, budgeting and financial administration, and annual local training seminars for the members of the 15 regional delegate and sub-delegate offices; (b) travel and logistical costs of training for school directors; (c) seven months of specialist services to: update the school map; analyze MOES functions; and conduct a pilot operation to improve the school feeding program; (d) the local costs of specialist services provided by the Gulbenkian Foundation to strengthen the MOES, develop continuous assessment tests, revise the end-of-cycle examination and design locally-relevant pedagogical materials; and (e) the basic education component coordinator.

b. Strengthen the institutional capacityto monitor training and provide employmentservices (US$1.2 million)

3.47 Scope and Obiectives. This subcomponent contributes to the Government's objective to promote a coherent training system linked to the labor market and to reduce the structural imbalances in the labor market by improving the existing employment centers. The project will support this through: (i) the strengthening of the capacity of the Institute for Employment and Training in the Ministry of Labor, Youth and Social Affairs to undertake surveys of the labor market and training trends and issues, to produce and disseminate reports to public and private sector employers and training providers, and to inform national and local decision makers; and (ii) rehabilitating and equipping the existing employment center in Praia, constructing and equipping a new Employment Center in Mindelo, and equipping the two new Employment Centers to be constructed by the Government in Ponta do sol and Sao Filipe. To guide the development of national policies toward employment and training, the Government will establish a National 23

Advisory Council for Employment and Training (NACET) with representatives from the major social partners with an interest in training and employment.

3.48 Background. There is no system in Cape Verde that compiles and disseminates information on labor market and employment trends, nor is there a mechanism to evaluate the training system, its quality and relevance to labor market demands. In 1992, the Government created a Secretaryof State for Employment(SSE) within the Ministryof Justice and Labor (MOJL) to provide information on employmentopportunities and link the diverse training activities with labor demand. The main functions of the SSE were to manage periodic collective bargaining, resolve labor disputes, and provide employmentservices through two EmploymentCenters, one in each principal city (Praia and Mindelo). The Centers are under-served in terms of resources (human, financial, and logistical) and therefore provide only very limited services to the Government or employers in providing employmentinformation to local or national decision makers. They do not provide counseling services, have limited knowledge of training opportunities, and are ill- equipped to provide advice on employmentpromotion strategies or opportunities. In March 1994, the functionsof the SSE and supervisionof the labor exchangeswere transferred to the Institute for Employmentand Training (IET) in a newly created Ministry of Labor, Youth and Social Affairs (MLYSA). The IET has units responsible for all functions relating to labor inspection and arbitration, collectivebargaining agreements and labor market legislation.

3.49 Description. Under the project, the IET will be strengthened to enable it to undertake surveys of the labor market in conjunction with the National Institute of Statistics, disseminatethe informationto the public, provide policy advice to the NACET and technical advice to the EC of the TSF, and among employers and training centers. Because of the current lack of qualified personnel in the Government, contracts will be offered to qualified nationals who, by the end of the project, will have trained Government personnel or converted to civil servants. In addition, the lET will be responsible for developing the capacities of the Employment Centers to analyze and report on local employmentand training issues and trends.

3.50 The Government has submitted to IDA the decree creating the IET, describing its functions and providing terms of reference for key professional staff. The Government has presented to IDA: (i) a three-year action plan for the IET; (ii) evidence that it has identified candidates for the two specialists positions (Employment/LaborMarket and Training); and (iii) a decree establishing the NACET. The Government gave assurances to provide by FY1996 the necessary resources to fulfill the agreed-upon action plan for the IET (para. 6.2 i.). The decree establishingNACET has been promulgatedPara. 6. L.c.).

3.51 The Governmenthas proposed to revise the functions of the EmploymentCenters in order to provide them with a more pro-active role in the labor market. The Centers will be given the following responsibilities: (i) periodically collect employment information from the local employer organizations, businesses and municipalitiesand to disseminate this information through local media; (ii) help training centers identify both training needs and trends; (iii) provide employmentinformation to local Governmentand responsibleorganizations; and (iv) identify and aid small businesses and informal sector entrepreneurswith access to apprentices and training. In the context of the project, these centers, in conjunction with training institutions, identify candidates eligible for support from a Training Support Fund (para 3.28).

3.52 Project Support. To strengthen the IET, the IDA credit would finance: (a) renovationof suitablefacilities for the IET; (b) equipmentand furniture for the IET; (c) labor market and employmentstudies and the cost of their disseminationand publication; (d) six man-monthsof overseas training for JET staff; (e) six man-monthsof specialist services to help the restructuring 24 and/or evaluation of training programs and undertake an evaluation of opportunities to establish distance education programs; (f) operating costs for the IET (office supplies, equipment maintenance, and travel costs); (g) contracts for two senior personnel in the IET and the Training Component Coordinator.

3.53 To extend the coverage and quality of decentralized employment monitoring services, the Credit would finance: (a) the construction of premises for the employment center in Mindelo and the renovation of the center in Praia, including equipment; (b) six months of training seminars for employment center staff; and (c) the salaries of four technical staff of the Employment Centers on a declining basis. The Government will finance the construction of two new centers in Sao Antao and Fogo. Austria and Germany have agreed to cover, through direct budget support, the operating costs of the two new training centers.

c. Project coordination (US$0.7 million)

3.54 Description. To promote inter-agency cooperation during project implementation and coordinate implementation of the proposed project, the existing project coordination unit established in the Ministry of Economic Coordination for monitoring the implementation of bilateral and multilateral cofinanced projects would be strengthened with a project coordinator and an accountant. The Project Coordinator would be responsible for overall coordination, administration and financial matters. Two Component Coordinators, one to monitor the implementation of the education components, review bidding procedures and provide advice to implementors in the MOES Directorates and a second to monitor the implementation of the training component, review relevant procurement issues and administer the TSF and professional scholarship program would be based in the respective line Ministries, but would work closely with the Project Coordinator. In addition, the PCU would contract the services of a full-time accountant, who would be supported by occasional assistance from a qualified accounting firm meeting international standards. All personnel would be recruited locally. Where suitable candidates do not exist, contracts would be offered internationally. The Government has: (i) presented the TOR for the four identified staff of the PCU; and (ii) presented evidence of provision of suitable office space for the PCU (Annex 13). Before Board presentation (para. 6.3 d.), the Government has appointed the Project Coordinator and two Component Coordinators acceptable to IDA (para. 4.15). As a condition for credit effectiveness (para. 6.4 d), the Government would appoint an independent auditor under a multi-year contract, acceptable to IDA (para. 4.15).

3.55 Project Support. The credit would finance: (a) contracts of the Project Coordinator and an accountant; (b) support from a qualified accounting firm and an external auditor; (c) office equipment and furniture; and (d) incremental operating costs. The Government would finance the cost of the facilities to house the PCU.

C. Project Cost and Financing

3.56 Project Cost. The total cost of the project, net of taxes, is estimated at about US$15.8 million, with a base cost of US$14.5 million and a foreign exchange component of US$7.1 million. Price contingencies, estimated at US$0.7 million, assume an annual domestic inflation rate of 7% and a foreign inflation rate of 3%. Physical contingencies are estimated at about US$0.5 million (3% of base costs). IDA would finance about 73% of total project costs (US$11.5 million). The Government would contribute US$4.3 million equivalent, of which US$0.8 million would be direct budgetary support from the Netherlands and Gulbenkian Foundation. Detailed project costs are provided in Annex 12. 25

3.57 Recurrent Cost Implications. In primary education, the principal recurrent cost impact of the project would be related to teachers' salaries. The restructuring of the system would have a significant impact on the distribution and remuneration of teachers. By 1999, the project is expected to have had the following annual impact: (a) savings of CVE 42 million resulting from the reduction in the number of primary teachers (EBI) needed; (b) increased expenditures of CVE 54 million for the 996 former EBE teachers that became qualified under the ongoing project; (c) increased expenditures of CVE 49 million for the 809 former EBE teachers expected to become qualified under this project; (d) increased expenditures of CVE 6.5 million for 250 former EBC teachers expected to be promoted to lower-secondary education; (e) increased expenditures of CVE 20 million for 150 former EBC teachers promoted to school director; and (f) CVE 7 million for 120 former teachers upgraded to pedagogic advisors. In addition the project would generate savings of at least CVE 8 million annually from the replacement of rented classrooms. By the end of the project period, it is expected that an annual increase in recurrent expenditures of CVE 86 million would have been generated. This is equivalent to 7% of the 1994 education budget. This is a reasonable increase, assuming a 3% growth in the Government's annual budget and a constant share of this budget being allocated to the education sector. These assumptions are not unreasonable, given annual increases in education budget of 8.3% since 1992.

3.58 For training and employment, the project would generate increased expenditures of CVE 8 million for salaries and operating costs of the two new Employment Centers. This represents a 100% increase over 1994 allocations to the SSE, whose functions have now been replaced by the IEP in the MLYSA. This increase is sustainable because the Government has given high priority to the training and employment sector, and has already ear marked funds for the institutions.

IV. PROJECT INIPLEMENTATION

A. Status of Project Preparation and Readiness

4.1 The primary education component of the project was prepared by the technical staff of the MOES, with external assistance provided by the Gulbenkian Foundation, and, where necessary, financed by proceeds from the ongoing project. Technical specifications for school construction (identification of EBC schools to be renovated, identification of standard design for EBI classrooms) have been completed. The contents of the emergency training program for primary teachers for the transition period was finalized in May 1994, and upgrading classes for teachers of Grades 1, 3, and 5 will be held between June and September 1994. These will be used as a basis for future training programs. A school mapping exercise has been completed, with extensive data available in six regional districts, and sufficient information to identify needs for deployment of teachers.

4.2 The technical training and employment component was prepared by the Secretary of State for Employment with assistance provided by France and Portugal, and financed, in part, by a PPF advance. Draft terms of reference for the NACET and JET have been received and are acceptable to IDA. The final versions will be submitted to IDA prior to negotiations. A draft Procedural Manual governing the TSF has been received, modifications were discussed during appraisal and the final version will also be submitted prior to negotiations. Throughout project preparation, close contact was maintained with interested donors to agree upon sector strategy and coordinate program support. 26

B. Project Coordination and Nianagement

4.3 Day-to-day management of the primary education component of the project will be undertaken by existing Departments within the Ministry of Education, as follows: (i) the Administration Department (DGA) will be responsible for textbook delivery and, with support from the Public Works department in the Ministry of Infrastructure and a locally recruited consultant, for school construction; (ii) the Pedagogic Institute (IP) will be responsible for teacher training and student evaluation; and (iii) the Education Department (DGE) will be responsible for policy implementation, including the reform of technical education, and coordination of regional delegates and school directors. Day-to-day implementation of the training and employment component will be the responsibility of the IET in the MLYSA. The Training Support Fund would be overseen by the EC and administered by the Training Component Coordinator with technical support provided by the IET, but financial management will be done by the PCU.

4.4 Coordination and consolidation of financial accounts, monitoring of project implementation outcomes and inter-agency coordination will be the responsibility of Project Coordinator in the Ministry of Economic Coordination. The PCU will: (a) coordinate the preparation of annual work programs and budgets for all project components; (b) procure goods and services, and recruit consultants; (c) maintain and consolidate all project accounts including the special account; (d) prepare the necessary documentation for withdrawal of proceeds from the Credit account; (e) make arrangements for the audit of project accounts and SOEs; and (f) organize annual and mid-term reviews of project implementation.

C. Monitoring and Evaluation

4.5 Monitoring and evaluation of project performance and outcomes will be carried out by the implementing units over the life of the project, with the PCU playing a coordinating role. Key monitoring indicators, based on the Government's action plan, are shown in annex of the letter of Sector Policy (Annex 1). In its role as project coordinator, the PCU will organize, in May of each year, beginning in 1995, a joint IDA-Government review of project implementation, based on the progress reports and expenditure statements of the past year, and annual work programs and budgets for the next year. In addition, the PCU will prepare a mid-term review of project implementation, to be conducted jointly by IDA and the Government in November 1997. In conjunction with this review, a performance review of the TSF will be carried out. Details of the Bank's supervision plan and on the annual and mid-term reviews, are provided in Annex 14. The results of the mid-term review will be incorporated in an action plan, acceptable to IDA, for further implementation of the project. In addition, the Government will, within six months of Credit closing, submit an implementation completion report (ICR), in accordance with the guidelines for the preparation of completion reports applicable at that time. During negotiations, the Government gave assurances to this effect (para. 6.2 k.).

D. Procurement and Disbursement

4.6 Table 2 summarizes the project cost by disbursement category and proposed procurement method. A detailed procurement plan and timetable are given in Annex 15. Cape Verde's procurement laws and regulations conform to IDA procurement guidelines. No special exemptions, permits or licenses need to be specified in Credit documents for international competitive bidding (ICB), as Cape Verde's procurement regulations allow IDA procedures to take precedence over any contrary provisions in local regulations. 27

4.7 Civil Works. The civil works program financed by IDA (US$4.8 million) concerns the rehabilitation of existing schools to make them conform to EBI infrastructure requirements. This includes: (i) the addition of 200 new classrooms and amenities to former EBE schools; (ii) the restructuration of 10 EBC schools; and (iii) the construction of 100 new classrooms and amenities to replace otherwise rented space. In addition, the credit will finance the rehabilitation of one existing employment center and the facilities of the IET, and the construction of one new employment center to replace the rented facility. Civil works contracts financed under the Credit will be awarded through LCB in accordance with procedures acceptable to IDA. Due to their small size, geographic spread and high transportation costs, these civil works contracts are unlikely to attract foreign or large firms that use modern equipment. However, foreign bidders would not be precluded from submitting bids. Contracts will be grouped, to the extend practical, into packages estimated to cost at least US$100,000 equivalent each. In that event, ICB procedures would apply.

4.8 Goods. Goods financed under the credit (US$2.2 million) include pedagogical equipment, office equipment and supplies, school and office furniture, vehicles, textbooks and teachers guides. Goods will be grouped into packages of at least US$100,000 each and procured through ICB in accordance with the Bank's Guidelines for Procurement under IBRD Loans and IDA Credits (May 1992). Standard bidding documents developed by the Bank will be used. A preferential margin of 15% or the applicable customs duty, whichever is less, over the c.i.f. prices of competing goods for all ICB procurement will be given to domestic firms in accordance with the Bank's guidelines. Since foreign bidders are unlikely to be interested in school furniture, because of the size of the contracts, averaging US$75,000, resulting from each of the five yearly batches and due to the additional costs inherent to the geography and remoteness of Cape Verde) and local firms can produce below the market prices, primary school furniture financed by the Credit (US$0.8 million) will be procured through LCB in accordance with procedures acceptable to IDA. Textbooks: Reprinting services (US$0.6 million) will be procured through ICB. Small quantities of goods such as office supplies, pedagogic equipment, consumable materials and spare parts, which are available off-the-shelf and cannot be grouped into bid packages of at least US$50,000 may be procured through prudent international and local shopping, based on price quotations of at least three reliable suppliers, or through the UNDP's Inter-Agency Procurement Services Office (IAPSO) especially for office equipment and vehicles, provided that the aggregate amount of such procurement does not exceed US$150,000 equivalent. All bids will be submitted on a c.i.f. basis for imported goods and on an ex-factory basis for locally manufactured goods.

4.9 Training Support Fund. The TSF (US$0.4 million), which aims at supporting demand-driven training, will finance the costs of training services by public and private providers, including enterprises and NGOs, which meet eligibility criteria established in a Procedural Manual. The TSF would provide support to: (i) enterprise-based on-the-job training, and (ii) demand-driven training programs in public, private, and NGO training centers. The TSF (US$0.4 million) would be expected to annually finance approximately 12 short-term vocational training programs with 15-20 trainees. The TSF would be managed by an Executive Committee, with equal representation from the private and social sectors (Trade Union or NGO) and the Government. Applications would be evaluated for technical content and compliance with the eligibility criteria outlined in a Procedural Manual and presented to the EC for approval. The first four requests for TSF financing would be sent to IDA for prior review. It is expected that financial support will average about US$5,000, with a maximum of US$15,000. Training contracts from the Fund would be managed by the Component Coordinator in the Project Coordinating Unit (para. 3.54).

4.10 Consultant services. The project has not provided for long-term resident technical assistance. International and local consultants providing specialist services financed by IDA (US$1.4 million) will be contracted in accordance with the Bank's Guidelines for the Use of Consultants 28

(August 1992). The standard Letter of Invitation and Form of Contract for appointment of consultants as developed by the Bank will be used. Simplified contracts will be used for short-term assignments, i.e. not exceeding six months, carried out by individual consultants. Services to be contracted include technical consultancy, training, architectural services for the design of the employment center construction and school rehabilitation, and auditing and assistance to the accountant. Construction management services including field supervision (not to exceed US$0.2 million equivalent) will be carried out by a locally recruited consultant and the Department of Civil Works in the Ministry of Infrastructure (MOI) because contracts with foreign firms will be more expensive and the MOI has qualified staff and facilities and wide knowledge of the country ensuring adequate coverage of the operations. The project has provided for funds from the Credit to defray the costs incurred by the MOI staff in carrying out the aforementioned duties.

4.11 Review by IDA. IDA-financed contracts for works and goods above a threshold value of US$100,000 equivalent will be subject to IDA's prior review procedures. The review process would cover 80% of the total value of the amount contracted for goods and 40% of the amount contracted for civil works. Selective post-review of awarded contracts below the threshold levels will apply to about one in three contracts. Draft standard bidding documents for LCB will be reviewed by and agreed upon with IDA. Prior IDA review will not apply to contracts for the recruitment of consulting firms and individuals estimated to cost less than US$75,000 and US$35,000 equivalent respectively. However, the exception to prior IDA review will not apply to the Terms of Reference of such contracts, regardless of value, to single-source hiring of firms, to assignments of a critical nature as determined by IDA, and to amendments of contracts raising the contract value above the prior-review threshold (Annex 16). In order to maintain acceptable procedures and ensure that the general objectives and criteria established for the TSF (Training Support Fund) are being met, the first four proposals accepted for funding will require prior IDA approval. Thereafter, approvals will be given by the EC, with a posteriori control by IDA, except for contracts which exceed US$15,000 equivalent which will require prior review by IDA. 29

Table 2: Summaryof Proposed ProcurementArrangements (US$ '000 equivalent, includingcontingencies)

ProcurementMethod International Local Competitive Competitive Consulting Bidding Bidding Other Services N.B.F. Total A. Civil Works 1. New Construction - 4,370 - b/ 110 4,480 a/(4,370) (-) (4,370) 2. Rehabilitation - 46 - - 46 (48) (46) 3. Rehabilitation(Schools) - 418 - 708 1,126 (418) (-) (418) B. Equipment 1. PedagogicalEquipment 401 - 100 - - 501 (401) (100) (501) 2. Office Equipment and Supplies 103 - 26 - - 128 (103) (26) (128) 3. Vehicles - 119 -119 (119) (119) C. Furniture 1. School Furniture - 838 - - - 838 (838) (838) 2. Office Furniture 23 - - - 23 (23) (23) D. Textbooks 1. Textbooks 637 - - 637 (637) (637) 2. TeachingKits

E. Training 1. Localtraining 1,701 - 1,701 (1,701) (1,701) 2. Overseas training 194 194 (194) (194) F. Support Fund - - 450 - - 450 (450) (450) G. Specialist Services 1. Local Specialist - - - 634 - 634 (634) (634) 2. Foreign Specialist - 279 - 279 (279) (279) 3. Audit and Accounting - - - 198 198 (198) (198) 4. Architectural Engineering Services - - - 314 - 314 (314) (314) H. Incremental Operating Costs - - 31 - 9 40 (31) (-) (31) I. Project Operating Costs - 568 - - 568 (568) (568) J. Incremental Recurrent Costs - - - 3,499 3,499

(-) (-) Total 1,163 5,792 3,070 1,425 4,326 15,776 (1,163) (5,792) (3,070) (1,425) (-) (11,450) (a) Figuresin parenthesisare the respectiveamounts financed by IDA (b) Fiinancedby the Government. 30

4.12 Procurement Status of Ongoing Projects and Proposed Arrangements. Although disbursements under the ongoing project are behind schedule, this was due to unfamiliarity with Bank procedures in the beginning. After a seminar on the use of Bank standard bidding documents, disbursement has accelerated. During negotiations, agreement was reached on the proper monitoring of the procurement, as well as the use of the Bank's Standard Bidding Documents for ICB, and standard procurement documents for LCB to be developed, reviewed by, and agreed upon with IDA. The Government submitted to IDA for review: (a) a draft procurement plan; (b) a draft Procedural Manual for management and procurement; and (c) draft bidding document for the construction program and major equipment, as well as draft letters of invitation for consultants services, financed by IDA (para.6.1 1.) The Government submitted to IDA the final versions of these documents and gave assurances at negotiations that it would apply the procurement procedures and arrangements outlined in the above documents.

4.13 Disbursements. The project is expected to be completed over a five-year period, with the IDA Credit disbursed over six years, according to the categories shown in Table 3 below. The estimated disbursement profile is shown in Annex 17. Disbursement of the Credit will be fully documented except for expenditures valued at less than US$20,000 equivalent which would be made against Statements of Expenditures (SOEs). Documentation for withdrawals under SOEs would be retained by the PCU for review by IDA supervision missions and for semi-annual audits. Disbursements for contracts for training programs and services that meet the eligibility criteria established under the TSF are expected to be made on the basis of SOEs as they are anticipated to be valued to a maximum of US$15,000 equivalent, with relevant documentation also retained by the PCU for review by IDA supervision missions and external auditors.

Table 3: Allocations and Disbursement of the IDA Credit

Categ,orvof Expenditure ProposedIDA Allocation % of Expenditure (US$ million)

1. Civil Works 4.1 100 2. Equipment, furniture 1.3 100 3. Textbooks 0.6 100 4. Training 1.6 100 5. Specialists Services 1.1 100 6. Support Fund 0.4 100 7. Project Operating Costs 0.5 100 8. Incremental Operating Costs 0.1 80* 9. PPF 0.5 100 10. Unallocated 1.3

TOTAL 11.5

* on a declining basis (100 % the first2 years, 65 % year 3, and 35% thereafter) 3'

E. Accounting, Auditing and Reporting

4.14 Special Account. To facilitate disbursements, the Government will open a Special Account (SA), in a commercial bank in Praia to cover IDA's share of eligible expenditures, managed by the PCU. The authorized allocation for the SA would be US$250,000 equivalent. IDA will make an initial deposit of US$150,000 equivalent into the SA upon credit effectiveness and will replenish the SA upon receipt of satisfactory proof of incurred eligible expenditures. Replenishment will be accompanied by up-to-date bank statements and reconciliations of the SA. To expedite the implementation of day-to-day activities and effect small payments for local training programs involving frequent expenditures in local currency, each component coordinator will operate a petty cash account in escudos to cover expenses for no more than one month. Accounts will be reconciled every month with the PCU accountant and funds made against eligible expenditures will be replenished through the project account. Justifications of expenditures eligibility will be handed over to the project accountant and kept as supporting documents for the use of the SOE procedure.

4.15 The PCU would establish and maintain its accounts in accordance with International Accounting Standards (IAS), and would conserve all the documentation related to project expenditures. A detailed proposal on the accountingsystem and procedures to be followed, profile of personnel needed and equipmentrequired would be prepared by consultantsunder PPF financing. The terms of reference for the consultantsto be recruited to establish the accounting and financial managementsystem of the project have been reviewed and agreed upon at negotiations (para. 6.1 m.), and the establishment of a financial management and accounting system for the project, acceptableto IDA, would be a condition of effectiveness(para 6.4 d (ii).). The PCU would at all times keep financial records in accordancewith sound accountingpractices to reflect its operations and financial position. These records would be made available to visiting Bank missions and independent auditors. The project's accounts will be audited annually, in accordance with International Standard of Auditing (ISA), by independent external auditors acceptable to IDA. In addition to financial audits, the TSF would be subject to half yearly management and technical audits. The audited accounts and the auditor's report, including the Management Letter (Long Form), and a statement as to whetheror not IDA funds had been used for their intendedpurpose and a separate opinion with respect to statement of expenditures and the Special Account, would be submittedto IDA within three months of the end of the close of each semester, with respect to the TSF, and within six months of the end of the fiscal year for the Project. Furthermore, an interim audit of the TSF operations would be carried out no later than December 31, 1996. Assurances to this effect were reached at negotiations(para. 6.2 h.). Agreementwas reached at negotiationson the terms of reference, the shortlist of firms and the selection procedures for audit contracts (para. 6.1 m.), and a multi-year contract award for auditing the Project and TSF accounts, acceptable to the Association,would be a conditionof credit effectiveness(para. 6.4 b (i)).

V. PROJECT BENEFITS AND RISKS

A. Benefits

5.1 By project end, Cape Verde would be the first Sahelian country to achieve universal primary education, with 98% net enrollment ratio. The introduction of compulsory basic education, combined with quality improvements, would ensure that about 85% of students entering in Grade 1 will pass the primary school leavers' exam. Furthermore, the new curriculum will ensure that primary education graduates will be better prepared for continuing education and provided with general life skills including improved health practices and environmental awareness. Training Fund- supported programs, apprenticeships and correspondence courses will provide training and skills 32 acquisition for about 1,000 people annually. The Fund would encourage the growth of the still- nascent private sector, promote the decentralization of training opportunities, and provide incentives to improve planning and management of training centers and strengthen their links with employers, thereby increasing efficiency in resource use. Improvements in employment services would respond to the need to provide information about market demand and employment trends and issues.

B. Risks

5.2 There are three main risks: First, the generalization of EBI could be threatened by the limited planning and management capacity within the MOES to implement the programs that promote the rational use of classrooms and deployment of teachers. This will be mitigated by intensive support for the Directorate of Planning during the transition period, and continuous strengthening of MOES Directorates throughout the project. Second, training institutions may be slow to adjust their programs to changes in labor market demands. This will be mitigated by establishing an effective monitoring system that will provide the signals required to adjust training programs to labor market demand and by involving the private sector in the design and delivery of training programs. Third, the Government may not be able to fully meet the recurrent cost implications of the program for both primary education and professional training. For EBI, increased salary expenditures will be partially offset by a reduction in expenditures for rented classrooms, by cost recovery for textbooks and by a minimal growth in the teaching force. For the training sector, the project will cover some of the initial burden, and trainees will also share some of the costs. In addition, the private sector is scheduled to increase its financial participation in the training programs.

Vi. AGREEMENTS REACHED

6. I The Government has met conditions of negotiations by furnishing the following documents for discussion and finalization during negotiations:

(a) the draft letter of sector policy (para. 2.32);

(b) a five-year classroom construction program including the names of the sites for classrooms to be constructed in the first year of the project (para. 3.7);

(c) a draft statute of the IP (para. 3.12);

(d) a program acceptable to IDA to appoint and compensate pedagogic advisors (para. 3.13);

(e) (i) a draft agreement with ICASE outlining its role with respect to textbook distribution and management of a textbook rental scheme; (ii) a draft ministerial decree (decreto- lei) governing the Textbook Revolving Fund indicating that proceeds from the sales should be used for exclusively financing the reprinting services for students' textbooks, and the Fund will be audited annually (para 3.17);

(f) a timetable of activities and dialogues leading to the development of a revised technical education structure. curriculum and admission standards (para. 3.22);

(g) evidence that it has promulgated the terms of reference for the EC, and the TORs for the recruitment of a technical auditor (para. 3.28); 33

(h) a proposal to identify, recruit and compensate EBI directors (para. 3.43);

(i) criteria governing the conditions for promotion between primary education cycles (para. 3.44);

(j) (i) a three-year action plan for the IET; (ii) evidence that it has identified candidates for the two specialists positions (Employment/Labor Market and Training); and (iii) a decree establishing the NACET (para. 3.50);

(k) the TOR for the four identified staff of the PCU, and present evidence of provision of suitable office space for the PCU (para. 3.54);

(I) draft procurement plan, Procedural Manual for management, procurement and bidding documents for the construction program, and letters of invitation for consultant services (para. 4.12);and

(m) (i) the terms of reference for the consultants to he recruited to establish the accounting and financial management system of the project; and (ii) the terms of reference, the shortlist of firms and the selection procedures for audit contracts (para. 4.15).

6.2 During negotiations, the Government gave assurances that it would:

(a) issue, by July 31, 1995, regulations to implement the policies of compulsory education for six grades contained in Law No 103-111-90and automatic promotion within cycles (para. 2.32);

(b) implement the agreed upon plan for the recruitment and deployment of teachers (para. 3.11);

(c) provide sufficient resources to meet the annual recurrent budget of the IP (para. 3.12);

(d) ensure that the decreto-lei establishing the FEE provides for the reinvestment of textbook sales proceeds in reprinting and related services (para. 3.17);

(e) no later than June 30, 1996, prepare a transition plan to develop and introduce the revised technical education structure, curriculum and admission standards (para. 3.22);

(f) no later than October 30, 1996, take appropriate regulatory measures to implement the technical education reform (para. 3.22);

(g) operate the TSF in accordance with modalities spelled out in the Procedural Manual which should be acceptable to IDA at all times during the project implementation (para. 3.28);

(h) no later than December 31, 1996, cause an in-depth review of the TSF operations to be carried out; if it appears that the TSF is not performing adequately, IDA will withhold its financing (para. 3.28);

(i) provide by FY96 the necessary financial and human resources to fulfill the agreed-upon action plan for the IET (para. 3.50); 34

(j) ensure that, at all times during the project implementation, the Project Coordinator and the two component coordinators positions shall be maintained and staffed by qualified staff acceptable to IDA (para. 3.54).

(k) submit an Implementation Completion Report (ICR) within six months of the Credit closing (para. 4.5);and

(I) submit to IDA audit reports of reasonable scope and detail within six months of the end of each fiscal year (para. 4.15);

6.3 As a condition for Board Presentation, the Government has:

(a) formally adopted the Letter of Sector Development Policy including the monitoring indicators to be agreed upon during negotiations (para 2.32).

(b) furnished evidence that land is assigned to the Project first year classroom construction program (para. 3.7);

(c) promulgated the statutes of the IP (para. 3.12);and

(d) appointed the Project Coordinator and two component coordinators (para. 3.54)

6.4 The following will be conditions of credit effectiveness:

(a) adoption of the Operating Manual for Project Implementation and of the Procedural Manual for operation of the TSF (para. 3.28)

(b) proof that the Government has (i) appointed an external auditor under a multi-year contract to conduct semi-annual technical audits of the TSF (para. 3.54); and (ii) designated members of the EC (para. 3.28);

(c) nomination and appointment of individuals responsible for program implementation within the responsible Departments of MOES (para. 3.42); and

(d) (i) appointment of an independent auditor under a multi-year contract, acceptable to IDA (para. 3.54, 4.15); and (ii) establishment of a financial management and accounting system for the Project as well as selection of a qualified accountant in the PCU acceptable to IDA, who will be in place (para. 3.54);

6.5 Recommendations. Subject to the above terms and conditions, the proposed project would be suitable for an IDA credit of US$11.5 million equivalent on standard IDA terms. 35

Annex 1 Pave 1 of 6

REPUBLIC OF CAPE VERDE MINISTRY OF ECONOMIC COORDINATION

Praia,

To

The President International Development Association 1818 H Street, N.W. Washington, D.C. 20433 USA

On behalf of the Government, I am hereby presenting the objectives that the Republic of Cape Verde aims to achieve in the education sector by the year 2000, as well as the strategies and the action plan which will be implemented starting in 1994.

I. General Orientation

1. The Third National Development Plan was presented during the Round Table held in November 1992, within the framework of dialogue meetings which Cape Verde has been developing for a decade with its development partners. The strategic objectives of this Plan are the promotion of the private sector in the economy, the development of national infrastructures, regional development and decentralization, and the strengthening of human resources.

2. The Human Resources Development Strategy put forth in the Third Development Plan focuses on: (i) the generalization of basic education; (ii) the expansion of general and technical secondary education and vocational training structures; and (iii) the development of an integrated vocational training system and the coordination of training activities across all sectors.

H. Implementation Strategy

A. Basic Education

3. In order to ensure that all children have the abilities necessary for active participation in society and in the economy, the Government has decided to replace the two existing cycles of primary education by a six-year integrated cycle (known as IBE - Integrated Basic Education). The objectives of this reform are to provide six years of basic education to all children, improve the curriculum to ensure a better match between the skills acquired in school and those required for an active life, increase community interest in school life, and improve the efficiency of resource use.

4. To support this reform, the Government intends to: (a) introduce, nationwide, a revised curriculum based on a six -year basic education system divided into three two-year cycles and centered on four subjects (Portuguese, mathematics, integrated sciences, and artistic/cultural activities); (b) introduce compulsory education for the first six years; (c) increase internal efficiency by improving quality, introducing automatic promotion within each two-year cycle, and gradually limiting the repetition rate to 5 % over a period of four years, starting in 1995; (d) revise the conditions of employment of primary education teachers to better reflect the responsibilities stemming from the new curriculum; and (e) revise the evaluation system between cycles and at the end of the last cycle of IBE. 36

Annex 1 Page 2 of 6

B. Secondary Education

5. The Government will support the development of a secondary education system which would allow equity in access as well as prepare future school leavers to meet labor market demands, particularly with regard to mid-level technicians, and adapt to the increasing technological demands of the international market.

6. To fulfill these objectives, the Government intends (i) for general secondary education: (a) to increase enrollment opportunities for lower secondary education, bearing in mind equity between islands; (b) to adapt the lower secondary education curriculum to allow a smooth transition and curricular continuity between IBE and secondary education; and (c) to increase the duration of secondary education from five to six years, divided into three two-year cycles, to better prepare the students for the labor market or for further studies; (ii) for technical and commercial education, in order to improve its relevance and quality: (a) to raise the minimum entry requirement for technical education to completion of lower secondary education; (b) to replace the current training program for skilled workers by one for mid-level technicians, providing them with the skills, based on a solid knowledge of science and technology as applied to a wide range of professional activities, necessary for future on- the-job specialization; and (c) to increase private sector participation in training program design.

C. VocationalTraining and Employment

7. In order to support the private sector, respond rapidly and efficiently to skilled manpower demands, enhance the productivity of skilled manpower, and tackle the issue of high unemployment, the Government will support a program aimed at improving the relevance of the vocational training system and the efficiency of labor market mechanisms.

8. With a view to improving the relevance of the vocational training system, the Government intends to: (a) promote employer participation in the design, implementation and funancing of training programs as well as in apprenticeships; (b) establish an institutional capacity for policy formulation, planning, and coordination of technical and vocational training programs with the labor market; and (c) improve methods of information dissemination, analysis and monitoring of employment and hiring opportunities.

D. Coordination and Management

9. To ensure successful implementation of the strategies in the various sectors of education and training, the Government intends to strengthen the administrative and institutional structures in order to improve education management, planning and administrative capacities and establish an institutional capacity for the coordination of technical and vocational training programs. 37

Annex 1 Page 3 of 6

IH. Action Plan

Measures to be undertaken

1. Generalization of Basic Education

(i) Adapt infrastructures through a program of construction and conversion of classrooms and the promotion of community participation in schools rehabilitation.

(ii) Improve the quality of education through teacher upgrading programs, the provision of pedagogical support in the classroom, the provision to all students of textbooks at an affordable cost, and the distribution of pedagogical materials in each school.

(iii) Improve efficiency in resource use through the redeployment of teachers, the planned recruitment of new teachers, the extension of multigrade teaching and the revision of weekly teaching schedules.

(iv) Revise and strengthen the evaluation system (examinations) to reflect IBE objectives, through the definition of criteria for promotion from one two-year cycle to the next, the training of teachers in the administration and use of criteria-based tests, and the introduction, by the 1996/97 school year, of an examination (for selection and/or certification) at the end of the primary education cycle.

2. Strengthening of General and Technical Secondary Education

(i) Ensure eNuity in access through the implementation of a school construction program for lower secondary education, including the conversion of EBC schools on islands where secondary education is not available.

(ii) Revise the lower secondary education program through the adaptation of the seventh-grade curriculum (taking into account student achievements at the IBE level), the preparation of the necessary pedagogical support for the adapted curriculum, and the implementation of teacher on-the-job training programs. The revised curriculum would be introduced by the 1996/97 school year.

(iii) Improve the quality of upper secondary education school leavers through the establishment of second and third cycles of secondary education as defined in the law establishing the basic organization of the education system. The curricula will be reviewed and adapted in relation to the new courses of study, and the teachers of these two cycles will receive skills upgrading and training in the application of the new programs.

(iv) Improve the quality and relevance of technical education through its restructuring and resizing, with the sole aim of providing skills corresponding to labor market demand for medium-level staff, and through the improvement of the quality and content of training streams. To this end, the Government will organize, around the technical education restructuring project, a national dialogue between teachers and professionals from different sectors of economic activity leading to the establishment of an implementation plan. The latter will define modalities for the transition, including a schedule for the design of training contents, the recruitment and/or training of teachers and the identification of the necessary means and resources. 38

Annex 1 Page 4 of 6

3. Promotionof VocationalTraining

(i) Improve relevance of vocational training programs through the establishment of a Support Fund to finance: (a) short vocational training programs designed to respond to the needs of priority sectors (tourism, transportation, services, infrastructure); (b) distance and correspondence training programs delivered by local training institutions in cooperation with internationally recognized correspondents.

(ii) Promote private sector RarticiRation in the apprenticeship and on-the-job training programs in local enterprises through subsidization of these programs.

(iii) Irnrove collection and dissemination of information on the labor market through the restructuring of the employment centers and the extension of their geographic coverage, the revision of the centers' functions, and the training of staff to carry out surveys of employment and provide advice on training opportunities.

4. System Management and Coordination

(i) Enhance capacity for the management. Rlanning and administration of education through (a) a review of the definition of tasks in the various departments of the Ministry of Education and Sports; (b) training of MES administrative staff; (c) training of regional delegates in administrative management; and (d) the implementation of a training program for school principals.

(ii) Establish institutional capacity for the coordination of technical and professional trainine Rrograms through the creation of a multi-sectoral commission (including the private sector) capable of providing sectoral policy advice to the Government, as well as through the establishment, within the Institute for Employment and Training under the aegis of the Ministry of Labor, Youth and Social Promotion, of a unit comprising the necessary resources for (a) the collection, consolidation and analysis of data on the status of training and the current labor market, and (b) the provision of support to the Executive Committee of the Support Fund.

Sincerely yours,

Dr. Jose Tomas Wahnon de Carvalho Veiga Minister of Economic Coordination 39

Annex 1 Page,5 of 6

Matrix of Actions and Monitoring Indicators

Year of implementation 1995 1996 1997 1998 1999 Actionsand Indicators 1- Generalizationof Basic Education - Constructionof classrooms 80 91 60 60 10 -Teachers' guides (reprinting) 13,500 13,500 - Textbooks(reprinting) 171,000 180,000 - Teacherupgrading 0 0 600 600 600 - Implementationof redeploymentplan for teachersin post x June - Training and recruitmentof new teachers 210 210 140 140 140 - Settingup of a systemto evaluatestudent achievementsand objectives x x x x x - Introductionof an examinationat the end of June IBE 2- Strengtheningof general and technical secondaryeducation 2.1 Strengtheningof secondaryeducation - Expansionof 1stcycle x - Program design for 2nd &3rd cycles x x x x June 2.2 Restructuringof technical education - Implementationplan June - Designof new curricula June - Projectlaunch = October 3- Promotionof VocationalTraining 3.1 TrainingSupport Fund L ____l - Numberof ongoingtraining projects 5 12 12 12 12 3.2 Promotionof apprenticeship L - Numberof young people in apprenticeship 50-60 150-200 150-200 150-200 150-200 3.3 Distance Education - Numberof workers in training 10-15 20 20 20 20 3.4 Information on Employmentand Training - Creationof 2 employmentcenters December - Entreprisedirectory publication updating updating - File of Training center data sheets publication updating updating - Tracer studies results updating - Directoryof jobs and professions publication 40

Annex 1 Page 6 or 6

Year of implementation 19 1999 1997 1998 1999 Actions and Indicators _ _ _ _ _ 4- Strengtheningof lnsdtutionalcapacity _ _ _ i_ _ 4.1 Education management and administration - Reorganizationof central MES stiuctures January - Trainingof MES and Regional Delegation at personnel(statistics and school mapping) effectiveness . - Annualstatistical back-to-school survey November November November November November - Publicationof statisticaldata June June June June - Schoolmap (creationand updatingof school data sheet files) x x x x x 4.2 National Advisory Council for at Employmentand Training (establishment) effectiveness 4.3 Executive Committee of the Training at Support Fund (establishment) effectiveness 41

Annex 2 Pafe 1 of 3

Republic of Cape Verde

Basic Education and Training Project

Basic Social Data (1991)

Land Area (kM2) 4,035.5 Per Capita Income (US$) 750

Total Population('000) ('90 census) 344 urban (%) 44 under 14 (%) 45 PopulationGrowth Rate (%) 2.7 with emigration 1.5 urban areas 4.0 PopulationDensity 86

Life Expectancy(years) 65 Infant Mortality(per 1'000 live births) 55

AdultLiteracy Rate (over 18) 52

ActivePopulation ('000) 180 Unemploymentrate (%) 26 42

Annex 2 Pa2e 2 of 3

Basic Education Data (1992/3)

Enrollments EBE (Grades 1-4) 56,910 of which girls (%) 49 EBC (Grades 5-6) 16,615 of which girls (5) 50 Secondary (Grades 7-11) 12,511 Repetition Rates (%) EBE 20 EBC 19 Dropout Rates (9) in EBE 20 in EBC 33 Promotion to Secondary from EBC completers (%) 52 Secondary Graduates 2,205 Number of Teachers EBE 1907 EBC 569 Secondary 337

Student/Teachers Ratio EBE 30 EBC 29 Secondary 37

Number of Classrooms 1,278 EBE 720 EBC 272 Rented (EBE) 286 43

Annex 2 Paae 3 of 3

School Infrastructure for EBE and EBC schools combined, by Municipality (SY1993-94)

Municipality/ Nunber of Number of Students/ Number of Classes/ Rented As % of all Conselho Students schools school Classes school Classes dasses

Boavista 740 9 82 19 2.1 0 0% Brava 1426 1 1 130 34 3.1 3 9% Mosteiros 2076 12 173 33 2.8 7 21% S. Filipe 5374 28 192 100 3.6 26 26% Maio 1299 12 108 29 2.4 3 10% Sal 2100 6 350 36 6.0 4 11% Praia 19721 68 290 324 4.8 60 19% S. Catarina 8989 51 176 170 3.3 38 22% S. Cruz 6188 34 182 104 3.1 15 14% Tarrafal 5619 33 170 94 2.8 7 7% R. Grande 4341 31 140 90 2.9 14 16% Paul 1705 12 142 34 2.8 4 12% Porto Novo 3249 30 108 71 2.4 12 17% S. Nicolau 2663 23 116 62 2.7 3 5% S. Vicente 12326 29 425 202 7.0 24 12% TOTAL 77816 389 200 1402 3.6 220 16% Source:Cenario de Generalizacao da Reforma do Ensino Basico; GEP, MOES.

Student Enrollments by Conselho (SY 92/3 and 93/94)

Municipality/ Enrollments Enrollments % Change Conselho 1992/1993 1993/1994

Boavista 754 740 (1.9) Brava 1386 1426 2.9 Fogo 7048 7373 4.6 Maio 1241 1299 4.7 Sal 2088 2100 0.6 Praia 18698 19721 5.5 S. Catarina 8338 8989 7.8 S. Cruz 5747 6188 7.7 Tarrafal 5442 5619 3.2 Paul 1686 1705 1.1 P. Novo 3048 3249 6.6 R. Grande 4031 4341 7.7 S. Nicolau 2564 2663 3.9 S. Vicente 11453 12326 7.6 TOTAL 73,524 77,739 5.7

44

Annex3 Page I of 3

PROFILE AND RECRUITMENT PROCESS FOR PEDAGOGIC COORDINATORSAND DIRECTORS

SUPERVISIONIN THE INTEGRATEDBASIC EDUCATIONSYSTEM (EBI)

Specifications for the New Coordinator and Director Roles

I - Coordinators

1. During the experimental phase

1.1 Justification for the supervision process

This supervisory role has been established specifically to maintain the level of scientific quality in the various subjects during the experimental phase. Indeed, several pedagogical options introduced through the EBI system make these precautionary measures appropriate:

(a) The integrated education approach. Before the reforms, a relatively precarious mastery of a subject on the teacher's part was less detrimental than today, in so far as the teacher could closely follow a textbook for teachers on the subject, the same as those for students, but with the answers to exercises. The teacher took no initiative; his task was narrowly, but very precisely, defined. Each subject matter had its guidebook and digressions from it were the exception. In the EBI system, by contrast, the teacher is constantly called upon to adapt himself to his class's level of understanding, and to emphasize the overall nature of the learning taking place. Sometimes this learning loses its formal and systematic character, as with grammar or verb conjugations, and becomes circumstantial and casual. This new teaching method demands a much more permanent readiness and better subject knowledge on the teacher's part.

(b) The EBI system requires that all teachers be able to teach from the 1st to 6th grades in all subjects. Even in the third cycle, the EBI system introduces the principle of one teacher only per classroom where, up until now, the teacher was responsible for only one subject and for a two-year program (EBC). This entails expanded pedagogical training and requires greater knowledge.

(c) The introduction of an automatic assessment system within each cycle and of standardized testing between cycles requires that careful attention be given to preparing predictive diagnostic tests at the end of every other year, so that subsequent collective deficiencies may be identified and corrected. The possibility of exposing the whole class to the risk of having difficulty with the end-of-cycle standardized tests must at all costs be avoided.

1.2 Coordinators' profile

For the reasons stated above, and to justify the supervision, coordinators used to be teachers with a generally much deeper scientific background than other primary school teachers. They were sometimes teachers trained at the Pedagogic Institute or Secondary Teachers' Training School and the majority had a bachelor's or associate's degree. Consequently, the scientific "supervision", in the strict sense of the word, was satisfactory, but experience has shown that pedagogical supervision, especially direct help with methodology, has not always occurred. The latter was sometimes limited to a progress check within the program and to verification of the exactness of the material, without any teaching assistance in the strict sense of the word. Only three subjects were covered by this supervision: Portuguese, Mathematics and General Science, which means that none of the expressive activities (Physical Education, Sculpture and Music) benefited from it. 45

Annex 3 Page 2 of 3

2. During the generalization phase

2.1 The need to maintainsupervision

Current conditions are no longer comparableto the situation at the beginning of the experimentalphase. Today, every teacher appointedto teach in the 1st, 3rd and 5th grades beginning in September, 1994 has received the trainingneeded to teach at the level of studies in question. The same will be true in September, 1995 for the three other grades. This does not mean, however, that supervisionbecomes useless, but that the needs are different.

Obviously, the risk of subject-relatederrors being made in teachingis not eliminated, but it has been reduced as comparedto the past. On the other hand, in the area of pedagogicalsupport, constructivehelp remains essential (as regards not only the program's relative progress, but especiallyits pertinence, taking into accountthe pupils' actual skills). This supervision through personalized counseling should be maintained throughout the EBI consolidationproject period so as to permit the introduction of a program to evaluate the actual performance profiles for thosepupils leaving the programin 1996, 97 and 98, with adjustmentsbeing made as necessary.

Furthermore, the assistancegiven by the Coordinatorsshould be extended to all of the EBI program's sections, not only Portuguese, Mathematicsand General Science, but also the areas of Physical Education, Music and Plastic Arts. To neglect these aspects of educationwould bolster the feeling (alreadytoo widespread)that there are 'noble' branches of learning and lesser ones or, in any event, that some subjects merit more attention than others. Because no one reacted against these distinctions during basic education, entire segments of the educationalsystem remainpermanently neglected for childrenwhose family environmentdoes not compensatefor the school's failings.

2.2 DesirableRrofile - Recruitine terms - Lengthof contract

2.2.1 Profile elements

Ideally, a Coordinator should from the start have demonstrated undisputed pedagogical qualities, and also displayeda sufficientmastery of the varioussubjects at different levels of the EBI program. Moreover, he should have developedan interest or shown a particular skill in a specific field. This latter aspect of the profile is justified by the fact that the Coordinatorshould to some extent appear, at the Concelholevel, to be the resource person for a specificsubject, while also being, of course, an accomplishedgeneralist.

2.2.2 Recruitmentconditions

The idea would be to offer a special training program designed to confirm in their role of "trainers", under the title 'Coordinator", those 'Teacher-tutors" who successfullycarry out their mission in 1994 and 1995 and on whom a rapid assessmentcould be made. If the number of candidatesmeeting the requirementsassociated with this training program exceeded demand, those graduatesnot immediatelyappointed would make up a priority reserve pool for later recruiting.

II -Directors

1. Justification for the position

An educationalestablishment's good operation, the motivationand qualificationsof its personnel and their good relationshipswith the pupils' parents and other membersof the community, as well as the quality of teaching, dependsto a great extent on its director's skills and human qualities. 46

Annex 3 Page 3 or 3

In particular, the generalizationof EBI reforms considerablyincreases the responsibilitiesin terms of managing human resources,as well as technicalequipment and even the school's own resources.

2. Need for training

The days are gone when the position of school director was de facto, if not de jure, awarded to the most experiencedteachers without creating any major problems for the school's administration. Nothing could be more erroneousthan to suppose that it is enough to have been an excellent teacher in order to make a good director. Managementcannot be improvisedany more in teaching than in business. Performingthe job requires at least a grounding in administrativemanagement as well as pedagogicalmanagement. These needs exist all over the world, and today training content and methods schemes are widely circulated through written documents, seminars, and most recently, long-distancevideo-teaching processes, associatedwith other actions. UNESCO, notably, has produced a methodologyguide that, with the necessary adaptations to the educational system in question, serves both as a frame of reference for managingschools on a daily basis and as a support for the training and self-trainingof the personnel involved. A technicalnote regardingpossible organization in the form of modules, description of course contents and of the practical knowledgeenvisaged, along with an execution schedule,is now being produced. (UNDP-UnescoProposal)

3. The School Director's job within the EBI system

The supervisorypersonnel presently assigned to an EBE or an EBC school are intended to merge into the EBI system of completeschools for up to six years of study. Today, the definition of 'school" is hardly clear. "The school" does not necessarilycorrespond to one geographiclocation. It frequentlyhappens that several "annexes", even when relatively dispersed, togethermake up one school. The only rule is that as soon as there is an EBE level and an EBC level, there are necessarilytwo "schools".

This situation is intended to change. A socio-architecturalstudy will examinehow to progressivelycarry out the conversionof sites as a function of the educationalsystem's new structure and school demographics. It stands to reason, however, that establishmentswill be far from uniform because of the very large variations in population density. Everything supports the belief that in many places schools will continue to occupy two or three locations, while large educational complexeswill multiply in and around a few large urban centers. In this regard, everythingshould be done to limit a school to a maximumof twelve classrooms. Anything larger than this norm has particularlyharmful effectson education.

Large differencesin student numbers can pose cost problems, taking into account the custom that the director's job is a full-time one. For the moment it could be assumed that the director performs no teaching duties in schools with six or more classes (with a maximum of twelve). When a school has less than six classes, the director would collect the director's bonus, but he would also have to teach one class.

So as to guaranteemaximum flexibility, it would be beneficialfor the director's job to be set up on an indefinite basis, with renewablecontracts.

ISee the note relative to "Updatingthe Trainingof the 1,250 teachersselected to take over the 1st, 3rd or 5th EBI grades in September, 1994", the so-called"Emergency" training. Projecto de Renovacaoe Extensaodo Ensino BasicoII (PREBAII), table No 13, page 35.

47

Annex 4 Page I of 2

REPUBLIC OF CAPE VERDE

TEXTBOOK COMPONENT OF THE

SECOND EDUCATIONPROJECT

Context of the component:

1. The books currently used in basic educationare produced or bought on the market by the Ministry of Education and Sports (MES). They are deposited with the Education Delegations (DEs) and with private bookstores and are sold to the students for between 49 and 70% of their purchase price. The books are neverthelessbeyond the reach of most pupils and are only available in the cities of Praia and Mindelo. Basic teachingsuffers as a consequencefrom a lack of textbooksdue to the relativelyhigh prices and the shortcomings of the distributionnetwork. The lack is especiallyacute among children from low-incomefamilies in both cities and rural areas.

2. In order to support the EBI programs whose introductionin the 1st, 3rd and 5th grades was postponed until September, 1994, the textbooks componentin the first educationproject provided, among other objectives, for the production and distribution of 35 titles. This program represents a total printing of around 440,000 volumes. Its executionresulted in the following:

(a) after internationalcompetitive bidding 2 student textbookswere printed in 84,000 copiesand delivered in August, 1993. A portion of this printing served to test the distributionnetwork for EBI books during the 1993/94school year.

(b) 6 student textbooks and 9 teachers' guides are being printed. The total run is 257,500 copies and deliveryis expectedin August, 1994.

(c) 9 student textbooks and the correspondingteachers' guides are being tried out. As a result of the extensionof Loan 1853 CV, 184,500copies will be printed and distributedin September, 1995.

Comionent objectives:

3. The textbooks component of the second education project proposes: (a) to proceed with the first reprinting of the textbooks and teachers' guides produced as part of the first project; (b) to increase the availabilityof books and to improve their accessibility; (c) to improve the organization and functioningof the SchoolPublishing Fund (FES); and (d) to train and/or upgrade the personnel of the ProductionUnit for Technical Material (UPMD)in the field of educationalbook publishing.

Actions to be taken:

4. To attain the objectiveset above, the followingactions will be taken:

4.1 Reprinting: To replenish the inventory acquired under the first education project, the textbooks and teachers' guides for mathematics,Portuguese and generalscience for the Ist, 3rd, and 5th grades will be reprinted in 1997/1998and those for the 2nd, 4th and 6th grades in 1998-1999. Printing services will be procured through intemational competitive bidding, beginning with the film of the first editions. Before the Credit becomes effective, the Govemmentwill assure that the originals, diskettes and the film of the books for the 1st, 3rd, and 5th grades have been recoveredand stored in an suitablelocation. 48

Annex 4 Page 2 of 2

4.2 Availabilityand accessibility: To improve the availabilityof books and bring them within reach of most pupils, the secondeducation project will take the followingmeasures:

(a) The books will be delivered, as under the current project, to the MES stores at Praia and Mindelo. The Praia store will place a portion of its inventoryin the SotaventoIslands DE and the Mindelo store will do the same for the BarlaventoIslands. The shippingcosts of the books from the ports of Praia and Mindelo to the MES stores and from these to the DEs will be financedby the project.

(b) To make the books more accessible,the prices will be set as follows:

(i) At the MES stores at Praia, Mindelo and at the DEs, the books will be sold at cost as obtained through international competitive bids plus 7% to cover domestic shipping and handling. This price will apply to the followingcustomers:

. Privatebookstores; . Schoolsthat buy in minimumlots of 40 copies;and . the Cape Verde Institutefor SocialAction (ICASE).

(ii) The cost of shippingthe books to the MES and DE stores and to private bookstoresand schoolswill be borne by these customers.

(iii) The bookstoresales price (or public price) will be the selling price to the MES stores and the DEs plus 15% to cover the bookstores' distribution margin. To avoid the numerous arrears of payments experienced by MES in the past, the books will be remitted to the bookstores upon presentation of a payment receipt on the FES account at the end of each trimester.

(iv) On those islands where there are private bookstores, the DEs will not be able to sell books to individuals. In those islands where there are no private bookstores, they will be authorizedto sell books at the public price and to keep 15% of the revenues to improve their operations. They will remit the other 85% to the FES accountat the end of each trimester. (v) To allow needy pupils (who representabout 50% of the student body) to obtain books, about 50% of the printings will be sold to the ICASE. This sale will be financed by the ICASE's own funds, supplementedby a governmentsubsidy, and the total will be depositedin the FES account. The ICASE will make the books available to the pupils through a rental system. (vi) A part of the teachers' guides will be distributedto the schools which will lend them to the teacherson a yearly basis. The other part will be sold to teacherswho wish to have their own personal copies. The accounts for the revenues resulting from this sale will be separate from thoseof the FES revenues.

(c) The FES's organization and operation: All the revenues resulting from the sale of students' books acquired under the first and second education projects and the subsidies granted by the government will be depositedin the FES account. Given that the first reprinting of the books will be financedby the second project, the sums depositedin the accountwill be used to financeonly the subsequentreprintings.

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Annex 6 Page I of 4

REPUBLIC OF CAPE VERDE

BASIC EDUCATIONAND TRAINING PROJECT

RESTRUCTURINGTECHNICAL EDUCATION

1. Backgroundfor reference.

There is only one school for technical education at Cape Verde, the Industrial and Business School at Mindelo. A similar school is being constructed in Praia. Its stated objective is to train young people who have finished their supplementary basic education to become skilled workers over three years.

The establishment's organizational standards and operating rules are of a strictly academic nature. Far removed from the realities of the workplace, of whose qualitative and quantitative needs it is unaware, it is conceived and set up solely to complement the curriculum of the primary schools. That explains: (a) a constant increase in the number of students in training (from 550 in 1989 to 1,260 in 1993) that is not justified by the needs of the labor market, (b) a lengthening of the training period, of which over two thirds is devoted to an academic curriculum; (c) reintegration of the majority of graduates into the general educational system; and finally, (d) the fact that less than 25% of the graduates find jobs, which are not always in the sector and at the level for which they were trained.

A survey of about fifteen companies (see the analysis of the results attached) revealed that their need for skilled workers was largely met, either by the various existing training centers or by their own means. On the other hand, their needs for general technicians are not being properly met; this training is not ensured by any establishment, and they do not provide it themselves because of organizational and financial constraints.

Law #103-III-90 of December, 1990 established the general organization of Cape Verde's educational system. Within this framework, technical education is part of secondary education, which is divided into three cycles of two years each, the first cycle being a common-core syllabus (7th and 8th grades), and the following two comprising a general course and a technical course (9th and 10th grades, then 1thI and 12th grades). Access to technical education follows upon graduation from the 8th grade.

Graduates from the new Basic Integrated School, given the cumulative effect of the introduction of automatic promotion and the increase in the percentage of children in full-time education, will exert more and more pressure on secondary education as implementation of the EBI becomes general.

2. Restructuring principles and modes.

a) Training of skilled workers at the Mindelo school will be halted by its progressive phasing out beginning with the 1995/1996 school year. Equipment and teaching personnel that served exclusively for this training will be transferred to professional training centers, public or private. This type of training should not be started in the future Praia school, as envisaged in the original plan. On the other hand, some common core syllabus classes in general education for the 7th and 8th grades will be opened there at the beginning of the 95/96 school year. b) Technical education will be reserved exclusively for training intermediate technicians in existing or planned programs and for whom equipment is currently available, in part or in full: electrical, general mechanics, civil engineering, data processing and business. 5S

Annex 6 Page 2 of 4 c) Admission will be through competitive examination for students graduating from the 8th grade and going into the 9th grade, i.e. since entry into this grade is a prerequisite for an orientation to technical education, it is this orientationthat is determinedby the examinationresults, not entry into the grade. d) The need for intermediatetechnicians remains limited in a quantitativesense; hence, in order to control the matriculationand graduationflows, and thus avoid the risk of an increasein students not justified by the need for qualified personnel, the principle of a numerusclausus must be introduced. For the duration of the project and basedon availableinformation, the combinedflow from the two establishmentswill be limited to 120 - 130 graduatesper year, given that there will be 20 to 24 studentsper class, one class per year and per subjectand three specialitiesin each of the establishments,namely 480 studentsin all.

3. Organization of technical education schools.

Those students enteringthe 9th grade and selected through competitiveexamination for technical education will all follow a one-year core syllabus in which they will receive the scientific grounding and technologicaland methodologicalintroduction that will enable them to continue the training, via successivespecializations, towards their choice of professionalfields of endeavor,beginning in the 10th grade.

The Mindelo School's theoreticalcapacity limit is 1,200 and that of the future Praia School will be 720. The student body in technical education having been limited to 240 for each school, there will, therefore, be significantspace available for allocation to general education which will permit the reduction of overcrowding among students returning to secondary schools in the two largest urban centers. The technical schools will thereby becomemulti-purpose high schools that, beginning in the 1995/1996school year, will offer core syllabus classes in general education for the 7th and 8th grades. The new technical education system should be implementedat the beginningof the 1996/1997school year. 52

Annex 6 Page 3 of4

REPUBLIC OF CAPE VERDE

BASIC EDUCATIONAND TRAINING PROJECT

COMPANYSURVEY: ANALYSISOF THE RESULTS

1. The survey: Scope and objectives.

During its visit in May, 1993, the appraisal mission decided to conduct a survey through interviews with a number of employers to: (i) obtain a better appreciationof their labor needs; (ii) seek their views of problems with training; and (iii) test the hypothesesthat inspiredthe technicaleducation restructuring project.

Fifteen companiesfrom various business sectors were randomlychosen in Praia from an exhaustivelist recently drawn up by the Ministry of Labor, Youth and Social Affairs. Thirteen could be reached. Most of the interviews took place with the head of personnel, sometimeswith the managingdirector. An interview guide was set up for informationonly, to give somestructure to the discussions.

2. The results.

The divisionof qualificationsinto three levels (senior staff, intermediate-levelemployees and operatives)is almost uiniversalin the form of a more or less regular pyramid. To all appearances,these companieshave the necessary human resources. In fact, the figures presentedare deceptive, for one must distinguishbetween the division ot iobs by qualificationlevel and the allocation of people accordingto their real qualifications. For example, a senior position is not necessarilyoccupied by someonewho has the correspondingqualifications.

2.1. Training for general technicians.

This discrepancyis particularlysignificant among intermediate-levelemployees. Excludinga travel companyand shipping agency whose training needs are very specificand are satisfied in-house, in the other companiesnearly all of the middle technicianjobs are filled by persons without the requisite qualifications. Most employers allocate(or would like to allocate)a lot of time, energy and money to completetheir training, most often abroad, since the scope for trainingat this level in Cape Verde is limited. The Caixa Economica,for example, offers its employeesa correspondencecourse in bank training. Two-thirdsof the course content is general training in such subjectsas business,accounting, data-processing techniques, languages, etc.

It is in business, broadly speaking(accounting, management,banking, insurance), and to a lesser extent in the civil engineeringsector, that managersappear to be the most sensitiveto training issues. They address them in a more effectiveway than in other sectors by researchingand proposingsolutions better adaptedto their needs.

Hence, not only do they want to contribute to the planning of the training system but demand the right to participatein its implementation(defining goals, producingthe content, testing the results, etc.).

In every case, as regardsthe training of general technicians,they want trainingschools, whose specialtythis is, to be responsiblefor all training that constitutesa general base of knowledgecommon to an entire branch of activity (business,civil engineering). On this base the companiesthemselves can in various ways develop a specialization adaptedto their own specificneeds. 53

Annex 6 Pare 4 of4

2.2. Trainingof operatives

All the managersagree that their companiesdo not have any particular difficulties in training their operatives. Either they are satisfied with the qualifications of people graduating from training centers such that at San Jorginho, particularly for some basic trades (woodworkers, electricians, masons..), or they offer on-the-job trainingthemselves.

2.3 Trainingsenior staff

Companiesdo not encountermajor problems in recruiting senior staff. Cape Verde has been able, up until now, to cover its needs in different sectors by intensive use of training scholarshipsabroad. Despite the losses that have occurred among the mass of studentssent abroad for training, a significantportion is recoveredfor the good of the economyand the society.

3. Placing EICM graduates.

Assessmentsof the graduatesfrom the Industrialand CommercialSchool of Mindelo vary, but whether eulogistic or critical, they are always accompaniedby one significant reservation. Recruitmentof these graduates is not easy, for there is a differenceof opinion between the employer and the applicant as to his classificationin the qualificationsscale and, consequently,in the salary scale. For the company,taking into account the trainingplan set up by the School,they are skilled workers. The graduate, however, has higher pretensionsdue to his level of general education and the length of his training, which was artificially extended to increasethe age at which he graduatesfrom school. He believesthat he would be under-qualifiedfor a job as a skilled worker, and aspires to a position as a supervisor or general technician. Generally, he ends up getting his way because the company actually needs middle-levelstaff. For want of anything better, it accepts these individualsand assigns them to jobs as general technicianswhere, through practice and additional training, they end up performing satisfactorily and meeting thejob requirements. 54

Annex 7 Page 1 Of 4

CAPE VERDE BASIC EDUCATIONAND TRAINING PROJECT

Proposed Articlesof Establishmentof TSF TOR for ExecutiveCommittee and functionsof Fund administrationincluded in Chapter III

INTRODUCTION

The Training and EmploymentPromotion Fund, hereinafter referred to as the Fund, is hereby established as a juridical person with administrative,technical and financialautonomy, with the objectiveto increaseemployment through: the financingof training projects.

GENERAL

Article 1 The Fund shall perform its activitiespursuant to the Legislationof the Republicof Cape Verde and to this statute. The domicileof the Fund is the city of Praia. Its activity will be extended over the entire territory of the Republic of Cape Verde and it may open offices in other cities within Cape Verde as necessary.

CHAPTER I Fund's Activities

Article 2 The Fund will promote and finance different projects for job training and insertion, contracting with different juridical persons for this purpose. The financingof these projects, conditionsrelated to the following points shall be met:

1. The durationof skills training; 2. The contentof this training;and 3. Placementof the trainedpeople.

Artide 3 The Fund will promoteand financedifferent projects for training. The projects will be subjectto requirementson the duration of skills training to be providedby the training organizationand on placementguarantees and other technicalrequirements to be foreseenin the related contracts of the Fund.

Article 4 The fund may finance other projects than those describedin Articles 2 and 3 of this statue, by decision of its Board, provided that these projects will serve to achieve the objectives of the Fund and are subject to the conditionsstated in the Regulationsand the Status.

Artide 5 The Fund will decide to finance different projects after analyzing project proposals initiated by public and/or privatejuridical persons. The executionof the projects financedby the Fund is the responsibilityof the private or public juridical person contracted for that purpose. The fund, however, will exercise technical and financial supervisionto ensure projects are implementedas agreed. 55

Annex 7 Pane 2 of 4

Article 6 In order to perform its activities, the Fund may delegate someof these functions to Regional EmploymentOffices of the Ministry of Labor, Youth and SocialAffairs, by mutualagreement.

CHAPTER 11 The Sources

Artide 7 The Fund's revenuesand resourcesare: Resourcesassigned by IDA;

Artide 8 The financial resources of the Fund are deposited in independent back accounts in Cape Verde Escudos and foreign currencyand will be distributedto different projects.

CHAPTER m Fund's Organizational Structure

Artide 9 Tle governingbodies of the Fund are: 1. The ExecutiveCommittee; 2. The President of the Executive Committee; 3. The Institutefor Employmentand Training, to act as the Secretariat.

Artide 10 The Executive Committee,heretofore referred to as "the Committee",shall be composedas follows: 1. The Minister for Labor, Youth and SocialAffairs; 2. The Minister of Education; 3. The Minister of Commerce,Tourism, Industry and Energy; 4. Four representatives of private entrepreneurs nominated by the two largest private entrepreneurs organizations; 5. Four representativesof the Labor Union non govemmentOrganizations.

Committeemembers shall receive no remunerationfor their servicesexcept for direct costs of traveland per diem associatedwith attendanceat Fund meetingswhich will be providedby the Fund itself.

Artide 11 The Committeeholds it ordinary meetingsevery monthon the initiativeand the directionof the President of the ExecutiveCommittee his alternate. The extraordinarymeetings are held as often as necessaryon the initiativeof the Chairman.

Meetings will be held with the attendanceof at least five (5) committeemembers and decisions will be taken by majorityof votes.

The Committee may invite the representativesof other public and private agencies to its meetings. Such representativesshould have voice but no vote.

Artide 12 The Committeeshall have the followingduties: 56

Annex 7 Page 3 of 4

1. approvethe Regulationsof the Fund and its structure; 2. approvethe policiesand general guidelinesregulating the Fund's activities; 3. approve project financingproposals for amountsexceeding the correspondingvalue in escudos of US$ 5,000; 4. approve the Fund's annualbudget; 5. approve the annual financialreport; 6. authorizecertain persons to negotiateon behalf of the Fund; 7. enter into agreementswith the Government of Cape Verde and international financial institutions as necessaryto achieveits purposes.

Article13 The Training Component Coordinator (the Coordinator) in the Project Coordination Unit of the Ministry of EconomicCoordination shall have the followingduties:

1. approve the project financingproposals up to correspondingamount in escudos of US$ 5,000. For this purpose only, meetings will be held in the presence of all Committee membersand decisions shall be taken by the majority of the votes. In case there is no majority, the decision shall be taken by the Director. 2. prepare and propose to the Committeethe implementingRegulations of the Fund for approval.

Article 14 'Te Director shall be the highest executiveauthority of the Fund, shall be named and removed by the Executive Committeeand shall meet the professionalrequirements related to his function.

Article 15 The Director shall have the followingduties:

1. hold the Fund's legal representation; 2. direct the operationsof the Fund and implementthe decisionsof the Executive Committee; 3. managethe resourcesof the Fund; 4. sign the pertinentcontracts for professionaland technicalservices; and 5. contract with the Executive Comrnittee'sauthorization extemal auditors to control the financialactivity of the Fund.

The other duties of the Director shall be assignedby the Regulationsof the Fund.

Article 16 The work relations of the staff shall be regulatedby the clausesof the signedprofessional and technicalcontracts, which shall be subjectto Cape Verdianlaw.

Staff expensesshall be financedwith the Fund's resources.

CHAPTER V

Article17 Internal auditing shall be carried out by the Fund's auditors who are responsible for monitoring the Fund's budgetaryimplementation and financialoperations. The internalauditors shall be headedby a Chief Auditor directly appointedby the Ministerfor Labor, Youth and Social Affairs, and he shall report directly to the ExecutiveCommittee. The InternalAuditors of the Fund shall have the followingduties: 57

Annex 7 Page 4 of 4

1. submit quarterly reports to the ExecutiveCommittee on the results of their investigationswith respect to each Fund's financingactivity; 2. report monthlyto the ExecutiveCommittee on the implementationof the administrativebudget; 3. submit suggestionsto the ExecutiveCommittee on the operations of the accountingsystem so that it takes the actionsit deemsconvenience; and 4. perform monitoringactions, without placing obstacleson the decision-makingprocess, restricting itself to making suggestionsit deemsconvenient in the quarterly reports.

Artide 18 The Fund shall be subjectto extemal auditingby independentinternational auditors. Reports from the Extemal Auditors shall be reviewedby the Executive Committeefor the correspondinglegal action.

CHAPTER VI Final and Temporary Provisions

Artide 19 The Fund shall be exempt from any type of taxes, fees in case this is a provision into govemment agreementsfor financingthe activitiesof this Fund.

Article 20 By the proposal of the Director, the ExecutiveCommittee can decide on changesin this status, except for Articles 1, 6, 9, 11, 13/c, d, 15/1, 20/a, 22, 23, which can be changedonly by the decision of the Council of Ministers proposedby the Ministry for Labor, Youth and Social Affairs. The proposals for changingthe status have to be motivated. They have to be approvedby the ExecutiveCommittee by a two-thirdsmajority of votes.

Artide 21 The Executive Committeemay decide to dissolve the Fund and submit this decision to the Council of Ministers for their approval. For this purpose only, the extraordinarymeeting will be held with the presence of all the membersof the Executive Committeeand the decision shall be taken by a three-fourths of the majority of the votes. If the Fund is to be dissolved, the Minister for Labor, Youth and Social Affairs should constitute a Committeeto liquidateit, which shall have the followingduties:

1. transfer to the pertinent governmentalbodies or institutions, with the projects not yet completed to comply with all pendingresponsibilities; 2. transfer all the financialresources and all other assets from the Fund to the correspondinggovernmental bodies; and 3. submit the report of its activities to the Minister for Labor, Youth and Social Affairs and to the agencies he deemsconvenient. 58

Annex 8 Page 1 of 2

REPUBLIC OF CAPE VERDE

BASIC EDUCATIONAND TRAINING PROJECT

APPRENTICESHIP

The role and importanceof apprenticeshiphas long been recognizedby Cape Verdian leaders; Law 51 A/89 of June 20, 1089 and its revision 101/IV/93 of December 31, 1993 contain the provisions needed for the organization and development of this form of training, which had, until recently, had been relatively marginalized.

Since the publicationof this law, two experimentshave been carried out by the former Secretariatof State for Employment,with Governmentfinancing. The results have been positive in the main. These two experiments provide a significantreference base for launching an apprenticeshipdevelopment program as part of the Basic Educationand Training Project.

1. The objectivesof the new apprenticeshipdevelopment program:

Comparedto the earlierexperiments, the apprenticeshipprogram will be more extensiveand more diversified:

(a) geographically,it will have to involve islands other than Santiago and Sao Vicente, particularly the islands of Fogo, Santoantao, Brava and Maio;

(b) sectorally, it will have to focus on a larger number of economic sectors, both in the structured modem sector and in the informal traditional sector; while pursuing actions aimed at job-related training, the emphasiswill be placedon those that will facilitateself-employment;

(c) quantitatively,it will have to serve 900 young people, i.e. 150-200 apprenticesper year, the average contractlength being 18 months, with variationsranging between six and 30 months.

2. Procedures for operating the program:

Under the superv-sion of the Bureau de Planification de I'Emploi et de la Formation (the Bureau), the EmploymentCenters will be responsiblefor implementingthe program and, in particular, for: (a) drawing up apprenticeshipcontracts between the host agency(the employer)and the apprentice,(b) drawingup contractswith the Training Centersfor the pedagogicalmonitoring of the youngpeople in training, (c) checkingon statementsof expensesand the applicationof the payment and disbursementprocedures, (d) preparingquarterly balance sheets on the basis of reports of visits by supervisorsand reports from the Training Centers. The young people will be divided into groups of 10 to 12 apprenticesunder the supervisionof a trainer, who will be in charge of the pedagogicalmonitoring of each of them, from the setting of training objectives and the drawingup of the apprenticeshipplan through to the final evaluation.

Each Center will also be responsiblefor bringing its group together for one hour per day, one hour per week or one week per month, depending on the possibilities and constraints of the individual centers, in order to supplementand strengthenwhat has been learnedfrom the apprenticeshipwith generalclassroom training.

3. Implementation of the activities:

The activitieswill be carried out in four phases: 59

Annex 8 Pae 2 or 2

(a) preparation phase: data collection and developmentof procedures; this will essentially involve the Bureauand the EmploymentCenters;

(b) programmingphase: identificationof accommodationand training capacity, mobilizationof resources, signatureof contracts; this will be handled entirelyby the EmploymentCenters:

(c) execution phase: placement of apprentices and launching of operations; the Training Centers with supervisorsare mobilizedaround the EmploymentCenters;

(d) monitoringand supervisionphase: periodic inspectionand status reports; the supervisorson a monthly basis, the Training Centers and EmploymentCenters on a quarterly basis, and the Bureauon a weekly basis, will keep track of the program's progress.

4. Reguirements for 300 apprenticeships:

Islandsinvolved No. of No. of apprenticeship No. of supervisors apprenticesover two- sites year period Santiago 100 20 3 Sao Vincente 100 20 3 Fogo 40 8 2 Sao Antao 40 8 2 Brava 10 2 1 Maio 10 2 1

TOTAL 300 60 12 60

Annex 9 Page I of 4

REPUBLIC OF CAPE VERDE

BASIC EDUCATIONAND TRAINING PROJECT

Local Professional Training Scholarship Programs

Introduction

1. The Government,in order to make the private sector the engine of economicgrowth,. has embarkedon a program of privatizing public sector enterprises (Technical Assistanceand Privatization Project, Cr. -V) and reforming the public sector and building capacity (Public Sector Reform and Capacity Building Project, Cr. ). Historically,the private sectorin Cape Verdehas been active on a limited scale in commerce,fishing and services only, primarily linked with commercialinterests in Portugal. The Governmenthas been taking a dominant role and invested in the social sectors, infrastructure and public sector enterprises to provide essential distribution, communicationsand transport services. With the withdrawal of the Government from transport, distribution, manufacturingand commercial services. the private sector is beginning to build-up capacity, including the capacityand expertiseof its personnel, to take over these functions. However,. expansionof the private sector is likely to requiresubstantial skill developmentand labor marketpolicies are beginning to adopt this orientation.

2. Cape Verde has only one post-secondary(Professional) schools and no university and the private sector is encounteringdifficulties in trainingits personnel,or recruiting already trained middle or higher level professional personnel. Surveys of employmentand enterprisesshow that intermediatelevel personnel represent only 1 % of the work force. Interviewswith enterprisesindicate that they are unable to find suitably qualified professionals, particularly at the intermediatelevel. This shortage is becoming a serious handicap in building private sector capacity. Presently, the primary source for professional personnel is the Government supported overseas scholarshipprogram for middle and higher level personnel for essential public services such as education, health and economicmanagement. However,the program is ineffectiveand poorly managedand shortagescontinue in the public as well as the privatesectors becausemany studentsdo not return.

3. Recently, two private proprietary professional schools have opened up (with Govemnmentfinancial assistance)and attracted fee-payingstudents for correspondenceand cooperativeprograms with accreditedschools and universitiesabroad, using local specialistsas teachers. However, the programs are small (10 to 12 students each), expensive (USSl.000.OO/monthper student), locatedonly in Mindelo, and available in two fields of study (managementand economics). The substantial pent-up demand for professionally education in commercial. business and technologicalfields can not be met by the two existing schools (and the Government scholarship program). To address this situation. the Governmentintends to support the establishmentof new professional schools through a scholarshipprograms in strategic areas. The scholarshipswould be essentially local or in- country to avoid the problems of overseas ones and would compensatefor the high costs of cooperativeprograms and for the lack of publiclysupported post-secondary and universityprograms. 61

Annex 9 Page 2 of4

4. The local scholarship professional education programs would be primarily for upgrading the skills of already employed private (or public) sector workers or for new entrants to the labor force in cases where there is a proven demand and employment opportunities. The organization of the programs and the links with overseas accredited programs would be left to the initiative of local education entrepreneurs on the one hand, and individuals, enterprises or groups on the other hand. The Government will be responsible for informing the public about the program, determining cost-sharing contributions, establishing transparent procedures and eligibility criteria. and disbursing scholarship contributions on the basis of performance, adherence to criteria and completion of programs of studies.

OBJECTIVE, PROCEDURES. ELIGIBILITY CRITERIA AND CONTRIBUTIONS.

ProIram Objective.

5. The objective of the professional training scholarship program is to support new local professional education programs to be provided by the existing or new private schools offering bona-fide diplomas in cooperation with schools and universities abroad to qualifying individuals or groups. The program would support the upgrading of employed workers in strategic fields -for instance, law, management, finance, science, engineering and computer science- on the basis of eligibility and cost-sharing criteria.

Pedure.

Functional Responsibilities.

6. The Government has assigned the responsibility for the administration of the program to the Director of the Institute for Employment and Training (IET) in the Ministry of Labor, Youth and Social Promotion (MLYSP). However, determining eligibility, allocation and awarding scholarships would be the responsibility of the tripartite Executive Committee of the Training Fund established under the project. Payments would be made by the Project Coordinator in the Ministry of Economic Coordination upon the request of the IET Director together with proof of eligibility, progress and performance.

Information and Application Procedures.

7. The Director of the IET would ensure that education entrepreneurs, individuals and enterprises would be informed about the program through public information and advertisement directed at municipalities, enterprises, schools and the public at large. He would make available a information prckage to interested parties which would include: a description of the application procedures, eligibility criteria, performance indicators and potential financial cost-sharing contributions.

8. The existing private schools or educational entrepreneurs qualified and capable to establish new private schools, would submit applications to form new professional education programs (for a minimum of four students per program) to the Director of the IET. The Director would review the applications and make recommendations to the Executive Committee (EC) on the basis of Governrmentpolicies regarding regional distributions, sectoral priorities, demand for skill development and availability of funds. He would however not have the authority to reject or exclude applications. 62

Annex 9 Page 3 of 4

Evaluationand Award Procedures.

9. The EC would evaluate the applicationsand the recommendationfrom the Director, review conformity with policies and eligibility criteria, level of financing requested and availability of funds, and decide to contribute to the program by voting. A majority vote would be required for financingof programs from project funds. The EC may request that applications which did not receive a majority vote but otherwise merit reconsiderationbe changed by the applicantsto meet policy and eligibility criteria. The Director would inform the applicantof the decisionof the EC and prepare a contract for each program for signatureby the private school and the EC.

Monitoring. Paymentand EvaluationProcedures.

10. The Director of the IET would monitor progress and performanceof studentsin programs periodically, preferablyon a semester or semi-annualbasis. He would prepare and submit monitoring reports to the Project Coordinator with recommendationsfor payments, and to the EC for information or decisions to adjust or terminateprograms. The Project Coordinatorwould make paymentsto the private schools providing the training on the basis of the conditionsspelled out in the contract.

EligibilityCriteria.

11. The following criteria would guide selection and contributions by the Executive Committee for professionaleducation programs proposed and delivered by private schools.

(a) Program Proposal EvaluationCriteria.

- Content: the program must follow a syllabusleading to a recognizeddiploma or certificate for which there is a defined need in private or public sector enterprises. - Placement: students must be employed or be employed upon completion by a sponsoring enterprise. - Duration: programs must not be longer than two years, a third year may be allowed by the ExecutiveCommittee on an exceptionalbasis. - Proeram Strateey: a preparatoryyear may be allowed on an exceptionalbasis if the student does not meet entry requirements. Support for a second or third year in that case would be subjectto above averagepass on annual exams. - Support Services: the provider or private school must have qualified management, financial control and local support servicesfor delivery, evaluationand follow-up.

(b) Contributionand Cost-sharingCriteria.

- Total Contribution:the total contribution may not exceed US$5,000.00 per student per annum or 80% of the program annual tuition fees per student whichever is less. The total number of students may not exceed 20 students per annum with a minimum of four students per new program. - Cost-sharing: the student, sponsor or private school must demonstrate that he or she as beneficiaryor sponsorpays at least20 percent of the total annual costs of the program- 63

Annex 9 Pae 4 of4

(c) Reimbursable costs.

- The costs that may be included for reimbursement are: salaries for local and foreign teaching and administrative staff; costs of instructional materials and books; the cost of overseas studies at the cooperating school or university for no more than one semester for research, final project or thesis if this can not be done in Cape Verde.

(d) Administration.

- The Director of the IET will review applications and make recommendations concerning eligibility and level of contributions. - The Executive Committee will evaluate applications and recommendations, vote on eligibility and level - of contributions. - The Director of the IET will monitor and report on progress and performance and verify requests for payments by the private schools. - The Project Coordinator will process payments to the schools on the basis of the verification of eligibility by the Director. Payments will be made on a monthly or semester basis for each student in an approves program who has met performance and program standards.

118. Promoting Professional Education.

- maximum 3-year program (average 2 years); - collaborate with Bonafide, established institutions; - award Recognized Diploma; - meet Manpower/skillneeds; - annual funding depending on success/passing exams; - total cost per student; - regional distribution; - student must meet entry requirements (Fund may pay for preparatory year); - nomination from local, municipalities, Employment centers.

119. Cost Estimates (based on 100 students)

Ist 2nd 3rd 4th 5th 6th Number of request 1 15 1S 20 20 70st/year 2 12 12 16 16 56st/year 3 3 3 4 4 14st/vear 140st/year

Assumption; dropout 20 %; only 1/4 of program has a third year.

Eligible programs: management (MBA); Accounting; Mechanical, Electrical, Electronics; Teachers (secondary); public Administration; Planning, Architecture and Engineering; Banking and Finance. 64

Annex 10 Page 1 of 3

REPUBLIC OF CAPE VERDE

BASIC EDUCATION, TRAINING AND LABOR MARKET DEVELOPMENT PROJECT

CRITERIA ANDREIMBURSABLE ACTIVITIES TO BE FINANCEDBY THE TRANING SUPrPoRT FuND (TSF)

GENERAL DESCRIPTION OF THE TSF

20. The TSF will be used to purchase training services. The TSF would be established as an autonomous agency created by the Council of Ministers. Its structure would include a tripartite committee acting as Board of Directors -the Executive Committee for Training and Employment Promotion (ECTEP)- to review and approve the activities of the TSF. The technical staff of the Institute for Employment and Training (IET) in the Ministry of Labor, Youth and Social Affairs, would provide technical evaluations of proposals to the ECTEP. Programs would be administrated by the Training Component Coordinator in the Project Coordination Unit.

21. The ECTEP would be independent but closely linked to the Employment Centers and training institutions under the Ministry of Labor, Youth and Social Affairs. For employment and training policies, the ECTEP would consult the National Council for the Promotion of Employment and Training (NCPET), a tripartite council which makes policy recommendations to the GOVC. As mentioned above the ECTEP would be able to use the technical staff of IET for proposal evaluation and would use the Employment Centers as a channel for TSF proposals and evaluation of sponsored activities. The Employment Centers located in Praia, Mindelo, S. Felipe and S. Antao are closely linked to the municipalities, employers, training institutions and local organizations and would assist qualifying organizations and individuals in formulating proposals for the TSF. The Employment Centers would also disseminate information about the TSF to interested organizations ant the public,

22. The Project would provide financing for local consultants, and per diem for ECTEP member. The ECTEP would in principle meet every month but, after an initial six months period, the frequency of meetings would be adjusted to needs.

PROMOTION OF TRAINING ACTIVITIES

DESCRIPTION, CRITERIA AND TRAINING ACTIVITIES TO BE FINANCED BY THE TSF

23. Description of the Training Activities. The TSF funds will be used to procure training services from public and private providers including enterprises and Non-Governmental Organizations (NGOs), which offer training for employment, meeting the criteria of the TSF. The TSF is intended to promote the growth of private training agencies, particularly in professional fields where the need is high and the supply limited. Mechanism, but not financing, used in the TSF, would also be used to promote the restructuring of public training agencies and the expansion of informal and special (e.g. for women, youth, emigrants, etc.) training. 65

Annex 10 Pa,e 2 of 3

BASIC VOCATIONALTRAINING

24. Procedures for Initiating Proposals for Basic Vocational Training. Proposals may be initiated by the Employment Centers which will locally market TSF opportunities, and would assist with the preparation of contract proposals. Proposals may also be initiated by municipalities, training institutions, enterprises or other autonomous and registered organizations. All proposals would be reviewed by Employment Centers staff to ensure consistency with TSF criteria and regulations, and meet minimum standards. The Executive Committee would make all funding decisions on projects.

25. The following criteria would guide the selection and financing of basic training programs which would be proposed and delivered by private and public training institutions, enterprises and other registered organizations:

(a) Proposal Content and Evaluation Criteria.

- Content: the proposal must contain a training plan (syllabus) and evidence of demand for the skills to be taught.

- Placement: the proposal must include an agreement that would guarantee employment to 60% of the trainees for a period of at least one year.

- Duration: the training program would be on average 8 weeks long but will not exceed 12 months in duration.

- Training Strategy: must allow some flexibility in entry/exit of trainees.

- Support Services: there must be evidence that the proposer has qualified management, training, staff, facilities and equipment, financial control, and ability to evaluate performance, follow-up and placement of trainees.

- Unit Cost: must be clearly defined.

- Cost recovery and sharing: ability of trainees to pay and the cost born by the proposers must be defined.

(b) Reimbursable Costs.

- Training and administrative personnel. - Consumable materials used in instruction. - Rent and utilities. - Stipends for trainees. - Small equipment and tool kits for trainees up to a limit of US$150.00 per kit. - Depreciation on capital equipment (limited to 20 % per year). 66

Annex 10 Pae 3 of 3

(c) Administration

- The Executive Committee will approve contracts. - The Employment Centers will screen trainees. - The Employment Centers will provide on-site supervision of training services and collect performance data for monitoring and evaluation. - Training providers will be reimbursed on a monthly basis for the number of trainees on-site during that month.

PROMOTION OF TRAINING (BASIC AND SECONDARY LEVEL)

26. Objectives:

- Short, responsive, directly for employment - obligation to insert in employment - Compete for resources - Regional distribution - Evaluation on the basis of national strategy - Special needs, women, emigrants - Information, local, municipalities, employment centers

27. Cost estimates:

Number of requests: 12 programs/year Size of the Program: 15 trainees Average duration: 8 weeks, maximum 52 weeks

Estimated operating expenditures in US$ per programlmonth: Fixed: Equipement US$ 1,000.00 Tools US$ 750.00 Materials US$ 750.00 US$ 2,500.00

Recurrent cost: Facilities US$ 250.00/month Adm. & Tech. staff US$ 1,000.00/month Stipends US$ 600.00/month Transport US$ 300.00/month US$ 2,150.00/month

Rec. cost/year program 12 x 2 month x 2,150.00 = 51,600.00 Fix. cost/year program 12 x 2,500 = 30,000.00 Total cost sub-component 5 years 5 x 81,600 = 408,000.00

67 Annex 11 Page 1 of 5 Republic of Cape Verde Basic Education and Training Project Nutrition Component

Background and Surmmary

1. Children's School Performance and Learning Capacity. Studies demonstrate that health and nutrition problems in school children contribute to lower rates of school enrollment, retention, attendance and to lesser performance. Short-term hunger results in a lack of attentiveness and diminished problem-solving capacity. Linear growth of malnourishedchildren is slowed; and low height for age is a determinant of poor school performance. Parasitic infection, which is particularly prevalent among school aged children, contributes to malnutrition, and causes weakness and fatigue, physical conditions that have a negativeinfluence on the ability of studentsto concentrate in school and to obtain optimal benefits from formal education.

2. Since primary school enrollment in Cape Verde is almost 100% and the enrollment rate for girls is nearly as high as that for boys, efforts in the education sector require less emphasis on school access and more on the problems of repetition and dropout rates, the need to improve the quality of teaching, and to enhance children's learning capacity. To address the latter need, a nutrition component is included which will contribute to the effectivenessof the primary education effort in Cape Verde, while also correcting health and nutrition problems of public health significance.

3. Nutrition and Health Setting. Two principal, related problems threaten the nutrition and health of Cape Verdean children: the lack of sufficient agricultural production and scarcity of water. There is little hope for food self-sufficiencyin the foreseeablefuture, and indeed donors have been providing nearly two-thirds of the food basket, including food for all school children. The severe shortage of water adversely affects agriculture and poses very serious sanitation and hygiene problems. Inadequate waste disposal threatens family and child health.

4. It is generally recognized that donor food has probably saved children from higher rates of acute malnutritionbut negativeenvironmental factors and inadequatechild care have resulted in relatively high rates of stunted linear growth. Chronic malnutritionstarts early. and, according to the most recent national survey, increased from 15 to 22% in preschool children between 1983 and 1990. The last national survey data on school age children showed 13% stunted and 9% wasted. Past surveys have indicated deficiencies in iron, Vitamin A and iodine. UNICEF has assumed responsibilityfor updating surveys of Vitamin A and iron deficiencies, and its medical staff note that current iodization of salt should provide iodine sufficiency. Information from medical sources and health facilities is that there is a high prevalence of giardia and intestinal worms, principally roundworm and whipworm. The health of most infants and toddlers is followed in health centers over the period of vaccinations,but tend to be lost to health surveillance after that, from about two 68 Annex 11 Page 2 of 5 years of age. By the time children enter school, they are frequently in need of health attention for various disabilities, skin and other infections.

5. Cage Verde's School Feeding Program. The World Food Programme (WFP) assures 100% coverage of primary school children with a school feeding program (SFP) that is small as country programs go in terms of beneficiaries. However, it is expensive and without external aid, unlikely to be sustained. Dependency is already a central issue. WFP has provided commoditiesfor Cape Verdean school children since 1978. When the previously unserved Islands of Maio and Brava and the fourth Council of Santiago --Santa Cruz-- were added to the school feeding program in 1987, coverage of school children in the first six grades became universal. WFP's ongoing program runs through academic year 1994-95, providing meals for 73,000 primary students and incentive foods for 900 cooks. The meal provides foods to 370 schools throughoutthe nine inhabited islands of the archipelago. The principal managementproblems have been maintainingstandards of hygiene and sanitation in the absence of an adequate water supply. There is a lack of space and furniture for eating, and toilet facilities continue to be insufficient. Though seven foods, an unusual variety, are supplied by WFP, cooks who are given incentivepay bnly, often do not provide highly acceptable meals due to water problems and lack of training. But the major program concern given consideration here is its high cost and the unlikelihood that it can be sustainable without donor food. Decliningcommunity participationin support of education and the lack of plans and resources for promoting such participation characterize the past several years.

6. School Feeding Costs. At an annual cost of US$5 million per year, or US$68 per beneficiary 1, the Cape Verde SFP is one of the highest per beneficiary costs among WFP school feeding programs and among those in the world, despite its small size. Several costly WFP foods--cannedmeat, milk and CSM--contributeto a meal that is protein-rich compared with many SFPs. One hundred percent of daily protein requirements are met through the school meal, while only 35-40% of daily calories needed are provided. FAO nutritionists have recommendedthe current school meal ingredients based on the assumption that little or no protein is provided at home. Nevertheless,it is believed that savings could be realized

l This rigurmincludes thc cost of food for teachertraining Jupport which amounts to about 3 Mts a year out of the 4000 Mts provided. 69 Annex 11 page 3 of 5 by eliminating the more expensive foods such as pears and canned meat, while still maintaininga rich protein meal.2 Because the foods are 'free" there has been little incentiveto come up with a nutritious but more parsimoniousselection of food. Many SFPs offer three or four commoditiesincluding a high-proteinsoy-based food such as Corn-Soya- Blend (CSB)and a high protein legume such as lentils or chickpeas with the bulk of calories from oil and cereals. In the Cape Verde SFP, food is the major cost which along with ocean transport, constitutes 78% of total program budget. Intra-island transport is burdensome, costing many times more than that in many SFPs, and constituting 13% of the budget. However, it would not be feasible to monetize the donated foods in urban Santiago Island and send the proceeds for local food Durchasesbecause of food scarcity. The barebone program costs are high and they omit large contributions in support of the SFP, notably World Bank contributionsto the buildingof school canteens and UNICEF provision of much of the equipment and utensils.

7. Global demands on Food aid threaten the maintenance of school feeding levels. Given the current heavy demands on food donor agencies to respond to emergencies and the higherpriority assigned to non-schoolbeneficiaries who are more physiologicallyvulnerable, i.e., preschool children and pregnant/nursingwomen, there is a trend toward capping school feeding programs, which means the normal annual increases in enrolled students would be unmet needs. The continued favored status of food-deficit Cape Verde in the donor

2 To illustrate (but not proposc) how the selection of foods could be changed to a 40 percent reduction in cost, providing more calories, and slightly less protein, the foUowing current daily foods provided for children in grades 1-4 is shown with illustrative replacement foods:

Current Grams Illustrative Replacement Grams

ricc* 50 150 CSB 50 70 Milk 30 20 Meat 40 Vegoil 1S 15 Sugar 10 20 Dried fruit 20 Total grams 215 275

Calories 758.5 1006.5 Proteins 32.5 30.3 Cost" $S18 S.113

*rice and othcr cereal **The cost per 100 grams of the foods now provided by WFP are shown below:

rice S-028 meat .210 veg.oil .080 sugar .030 CSB .030 dried fruit .190 milk .160 70 Annex 11 Pagze4 of 5 community, the relative smallness of the beneficiary numbers, and the expectation of full SFP approvals for the immediate future during the initiation of the educational reform, all make reductionsor phase-down of food aid for the SFP program unlikely for the short term. However, WFP school feeding program plans and evaluations are written with the assumptionthat food aid for school feeding in Cape Verde, as elsewhere in the world, is expected to decrease and end in the medium or long term.

8. Evaluation of Impact. The most recent evaluation, which was a qualitative one carried out in 1990jointly by WFP, UNESCO and FAO team, notes that the SFP, because it alleviates the burden of education costs, has a positive impact on parents in keeping their children in school, particularly in rural areas. That perception of the benefits of school feeding is shared by Education administratorsand most program observers. Data exist to confirm the likelihood of this perception. In other countries, multi-variate analyses have demonstratedthat the presence of a school canteen has a positiverelationship with enrollment and performance on tests.3 No quantitative studies have been made in Cape Verde to confirm the effect of the school canteen on educational indicators, though there are opportunitiesfor comparing served and unserved schools because of the progressive phase-in cf different parts of the country. Retrospective studies could compare data on rates of enrollment, dropouts, repetitions, and attendance in areas without canteens with areas that had canteens.

9. Nutrition Component. Building on the government/Education Ministry/ICASE commitment to the improved physical well-being of primary school children, the nutrition component is designed to protect and improve the cost-effectivenessof the school canteen program and to complementthe canteen service with health interventionsto reduce parasite infestation and provide student health surveillance and referral. The goal is to improve children's learning capacity, and thereby improve the effectiveness and efficiency of the education sector. The component consists of the following sub-components:

(a) institutionalstrengthening of ICASE with respect to school health surveillance and managementof feeding options;

(b) improving the viability of the school canteen program, through:

- identifying avenues for increasing community support; and sponsoring pilot efforts;

selecting cost-effectiveoptions for school meal ingredients while maintaining appropriate levels of nutrients and diversity of menus;

3 Jcan Pierre Jarousse and Alain Mingat of the Dijon Research Institute, IREDU, have demonstratedthe relationship between higher enrollmentand school canteenpresence in rural Morocco, and the relationshipbetween achievement and the presence of schoolcanteens in rural Togo, Benin and BurkinaFaso, in studies made in 1991and 1993. 71 Annex11 Page 5 of s establishing scenarios for targeting based on different criteria including geographical (areas of lowest attendance, high dropouts, low passing, poor nutritional status), milieu (rural, urban), age (1-4 grades only omitting 5-6), socioeconomic(geographical or within-school);

- quantifying potential impact on school indicators;

(c) operational research in a parasitic treatment intervention in schools on Santiago Island and generalization throughout the country; and a school preventive health program with parasitic treatment as the centerpiece;

(d) pilot testing and generalizationof a student medical screening and surveillance system which would identify and treat common health problems and provide teacher guidance for handling hearing, visual and other student disabilities.

Republic of Cae Verde Basic Educationund TrulningProt d Relevarice of Vocatinal nd Expnditure Accounts by Components -Tots Technical Training (USS 000) OaneFalIazthe tegrdaed Primary Support Expand Develop instutIonal Cacity Education System Targeted Apprentcehip Strengthen Upgrade Establish a and and MOES Planning InsItutinal and Suslainable Strengthen Efickent Professional and Capacity tor Support Adapt School Deploy Textbook Technica Training Educatlon lmplementation Trainn and Project htnrasdLcture teachers System Education Programs Programs Capacity Employment Coordination Total 1. wedstmentCoats A. ClvS Works NoswContdo C16 4.315 4,480 Reablon Sdcook) 1,120 - - - 1.126 Rehablition - - - 46 - 46 Subtoa CN Wos 5,441 - - - - 212 - 5,653 B. Equipmen Pedagolcx Equ rx 164 - 47 269 - - - - 501 Ollb Equnt nd Spps - - - - - 92 36 126 Veh - - - - - 104 1e 1t9 Subtota Eqdpment- 164 - 47 269 - - - 196 52 746 C. Funiture School Funitur 63 ------U8 Otke Furnur - - - - - 20 3 23 Subto l Fumture 66 - - - - - 20 3 861 0. Textbooks T edoks(EBI) - 637 - - - - - 637 E. Training LocmTssIing 32-0 1.174 117 20 17011 Owxee TTraing - - - 66s 126 - 194 SubtdotalTraeing - 390 - - 1.174 164 148 - 1.895 F. Trann Support Fund - - - - 450 - - 450 0. SpeilIt Serv ANhdckas modEng qerg SOoea 3141 - - - - 314 AC wd Ac eoui - - - - ' - - 196 19l LocalpSpechs 71 - 10 - _3 54 273 142 634 Fstrlgn Sp-WM - el-6_ - 136 60 279 Subtdol Speildst Sevkies 314 132 - 10 863 192 353 340 t,425 TOt Ihvent Costs 6.756 522 664 299 450 1.257 376 929 394 11,669 L RAcurrwntCosts A. Pr.OtOpM* C.b - . - 5 - 1n 155 222 56s B. Incremnl OptCas - - - - - 40 40 C. hnueuwal Rcuwe.t Costb - 3,309 - - - 104 67 3499 Total Recurret Costs - 33- 5 - - 16 299 306 4107 Tol PROJECT COSTS 6.756 3.631 664 304 450 1,257 562 1.226 703 15.776

Ton------ForeI ExotFg 5.106 194 664 296 360 377 402 76 466 6,657 fo

EXCMTFS.XLSabh 923194 04:44 PM

Republicof CapeVerde Basic Educationand Training Prolect % % Total Conponents Project Cost Surrnmary (Escudos '000) (US$'@00) Foreign Base Local Foreign Total Local Forelgn Total Exchange Costs A. Generalize the Integrated Primry Educa 1. Adapt Schoollnfrasticture 115,709 371,976 487,685 1,411 4,536 5,947 76 41 2. Upgradean Deployteachers 291,100 14,400 305.500 3,550 176 3,726 5 26 3. Edablshs SustainableTexdbook System - 51,120 51,120 - 623 623 100 4 Subtotal Generalize the Integrated Primry 406,809 437,496 844,305 4,961 5,335 10,296 52 71 B. Relvance of Vocational andTechnkal T 1. StrenwghanTechnicl Education 605 22,545 23.150 7 275 282 97 2 2. SupportTargeted and Effcent Tmkhh P 7,380 29,520 36,900 90 360 450 80 3 3. Exp nd Apprenilceshipand Professa 71281 30 549 101i830 869 373 ,242 30 9 Subtotal Revance of Vocational and Tech 79,266 82,614 161,880 967 1,007 1,974 51 14 C. Develop Insdltutional Capacity 1. Stregbhn MOES Planningand mpene 11,480 29,948 41,428 140 365 505 72 3 2. insuMlonalCapacity for Tran and Em 31,975 57,485 89,460 390 701 1,091 64 8 3. SupportPred Coordnto 16260 35,120 51380 198 428 627 68 4 Subtotal DevelopInsItutIonal Capacity 59715 122,553 182268 728 1,495 2,2 67 15 Total BASELINECOSTS 545,789 642,664 1,188,453 6,656 7,837 14,493 54 100 PhysicalContingencies 12,223 29,319 41,543 149 358 507 71 3 Prbe Contingencies 25,779 37,870 63,649 314 462 776 59 5 Tot PROJECTCOSTS 583,792 709,853 1,293,645 7,119 8,657 15,776 55 109 w

SUMCOM5.XLSsbh 9/23194 04:45PM

Republic of Cape Verde Basic Education and Training Project Components by Fiancbirs Local (US$000) The Govemment IDA Total For. (Exd. Duties & Amount % Amount % Amount % Exch. Taxes) Taxes A. Genralize the Integrated Primary Educa 1. Adapt Schoollnfrastructure 708 10.5 6,050 89.5 6,758 42.8 5,106 1,651 2. Upgradeand Deployteachems 3,309 86.4 522 13.6 3,831 24.3 194 3,636 3. Establish a Susainable Textbook System - - 684 100.0 684 4.3 684 - Subtotal Generalize thetntgrated Prkmry 4,017 35.6 7,256 64.4 11,272 71.5 5,984 5,288 B. Relevance of Vocational and Technical T 1. StrengthenTechnical Education 0 - 304 100.0 304 1.9 296 8 2. Suppot Targetedand Effcient Training P - - 450 100.0 450 2.9 360 90 3. Expad Apprenticeshipand Professnl 0 - 1,257 100.0 16257 8.0 377 880 SubtotalRelevanceofVocational andTech 0 - 2,011 100.0 2,011 12.7 1,033 978 C. Develop Inituonal Capacity 1. Stengmn MOES Planningand Impleme 0 - 562 100.0 562 3.6 402 160 2. Instittonal Capacityfor Trainingand Em 223 18.2 1,005 81.8 1,228 7.8 769 459 3. Support Project CodInation 87 12.3 616 87.7 703 4.5 468 235 Subtotal Develop Institutonal Capacity 310 12.4 2183 87.6 2,492 15.8 1,639 853 Totl D lsbusemet 4,326 27.4 11,450 72.6 15,776 100.0 8,657 7,119 -

DIsuswnt Accounts by Financi Local (USS 000) The Govennt IDA Totl For. (ExcL Dute & Amount % Amount % Amount % Exch. Taxes) Taxes

CMl Works 818 14.5 4834 85.5 5653 35.8 4175 1478 Equimnt, Materials, Vehics and Supplies - - 1504 100 1504 9.5 1409 95 Textboolk - - 742 100 742 4.7 742 0 - Training - - 1895 100 1895 12 699 1197 Supporl Fund - - 450 100 450 2.9 360 90 Specalist Services - - 1425 100 1425 9 615 610 lnrentc Operting Cods 9 22 31 78 40 0.3 8 32 -p > Project OpaingCosts - - 568 100 568 3.6 450 118 - InlcrementaRecunrent Costs 3499 100 - - 3499 22.2 - 3499 -X Total 4326 27.4 11450 72.6 15776 100 8657 7119 - o

COMFIN.XLS51sbh 1211)94

Rpubic of CapeVerde BasicEducation and Training Poec ExpenditureAccounts by Years - Totals lnclu (US$ 00) Totals Including Contingencles 1995 1996 1997 1998 1999 Total L Investent Costs A. CMI Works New Constucion 1,537 1,161 878 904 - 4,480 RedoIation (Sdcools) 134 343 354 146 150 1,126 RehablUtaon 35 11 - - 4 Subtotal Cli Works 1.705 1,516 1,232 1,050 150 5,653 B. Equpmnt PedagogicalEqiipnwt - 247 254 - - 501 Ota EqulpuntandSupples - 128 - - - 128 Vehils - 119 - - - 119 Subtotal Equpment - 495 254 - - 748 C. FurnIbr SchoolFurnhure - 201 207 212 218 838 Ollce Funlt - 23 - - - 23 SuMol Furnluwe - 224 207 212 218 861 D. Taxbooks Tuiboolk (EBI) - - 304 - 333 637 E. Trabtn LocalTrekig 218 347 384 397 355 1,701 Oversea.sTuulg - 67 69 57 - 194 Subtot Trabtlng 218 415 453 454 355 1,895 F.TrinhigSiq porFund 90 90 90 g0 90 450 0. Spelist SrIc Ahlsctiid arndEnrnea SenvlSos 68 70 72 75 29 314 AudiEudAoowaZi 44 45 35 36 37 198 LocalSpeclkts 129 121 125 129 131 634 ForUSpecaUst 72 100 86 11 11 279 Subtolal Specal ServIces 312 336 318 250 208 1,425 Total hwevsbnt Cods 2,326 3,075 2,857 2,057 1,354 11,669 L Recurrnt Cost A.PmjtOperaOlw Coosd 100 119 119 122 109 568 B. IncremeaOpraUtngCosts 7 8 8 8 9 40 C. InckrremidRecurrent Costs 803 860 608 612 616 3,499 Total RecurrentCods 911 987 735 742 733 4,107 Total PROJECTCOSTS 3,237 4,062 3,592 2,799 2,087 15,776 x

04:43PM

EAYRTS.XLss 9/2314

Republic odCape Verde Basic Educaton nd Trainn Pnud Table 1.1 Adapt School lrfasbucture Dealed Costs (U1S$WM0 Om bllease cost TatbleBiciudl Contingleclee UnM 1996 1996 1997 19 1999 Toal Unt Coat 15 W196 1997 1996 1990 Toalt 1996 196 1997 196 19n Totl

A. ClVN Wollia NOwClaeagAsu ClmIoom 10 30 30 30 100 12.S22 120 379 379 379 1,262 136 427 439 452 1,456 RepaCe CR Cdne#eoom 10 30 30 30 100 12622 126 379 379 379 - 1,282 136 427 430 452 1.450 CR _dlypro 1mI meoamm 41 - - - 41 1z=2 51 - - - - 515 56 - -s CR wly progrm 2 COmeoomn 50 10 - 60 12622i- 631 126 - - - 757 692 142 - S34 R_anldealegtEDC School - 5 5 - - 10 36565 13 163 36 - 26 212 - 416 Reh _ CleemmniJb clm_ sno0 50 50 S0 S0 250 Z430 122 122 122 122 122 610 134 137 141 146 150 706 6._ Chll Wa 1.523 1,1M 1,062 679 122 4.775 1.671 1.33 1,232 1.00 150 54441 IL E*dw_ Pedgoglcal Kiln 125 125 - 250 Mal 76 76 152 - *1 63 164 C. PirAthie SdFwdFt Wso - S0 so50 SD So 20D 3.SJ9 , 13 11S 163 183 732 261 207 212 216

1. Loal pedet Cebd os_ mmuM _ 1 1 1 I (LS 4.5 S0 50 S0 S0 S0 25 225 52 53 55 57 29 246 FledlSupervisionIs erF 1 1 1 1 -4 15.654 16 16 la Is - as is 17 17 16 so9 6l*wLa _pe 6e as es 4S 25 26 a 70 72 75 20 314 T_el 1,560 1,513 1,367 1,126 330 404f 1 15.1 1,504 1.367 397 6.756 ba hrdhg a , o lms _ __ 6 ilurned by Wo 00ak111010 ic b_ab,hatr do d chi, _A c_bmd U APO- 0W. DOA1wf I awmmomW eqipueb

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_lee9qpo- _PI _ I - - * 2 3737e 37 -- 73 2 40 - - - 7 wealwoobdi Pe._babd. MI . - I I 3 n. - 73n 73 2270 -3 - 6 2*7 SuppedP A.T . 1 I I_I I 4 t2166 12 12 12 12 - 40 1a 3 14 14 - 54 Ushadd Lead Tnh 4 69 a0 Uss 73 341 63 e7 tno * ma Tom bedau,d Cash is 76 1tO 104 91 4t7 at 04 124 122 L fts.md Coash oil 62 A. kbuu.add ft....d Cawsh TY _"p. _Ah.ah.bd.gi p_ -. 2 2 2 2 a 24.3 - 40 4 4 40 ns 6D G6 66 U2 m3 Nhwbdwmusued. 2100 to n 143 s4 366 766 7 S12 662 612 3 766 76* 61. 62 612 3n TOW _a m cs 7ub_6*?a l 6l 66 t T 76 24SJ 670 62 £ 7 3 Toed 4 *s372 03 971 m ou 64 s07 634 664 e 3.631

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Rpubkb of Cqm VanS Bask Edadon mnd T,unn Pwold Tabl. 21. T.cA.lc Saondwy Edusinca D*Wl*d Cosd (us V) Quanntls Uuni Base Cot Total Including Conetngencls Unit 19n 19K9 on? igi 1t" Todl Cost 195 I" 17 I" 1m Totl 19" 1t" 17 1 19t Tol 1.Inv.bet Costs A. Equipment Spadmizd qu a t bl - 73 - - 73 - - 8 , 80 Cmnpubl - 9_ - - 98 104 -_- - 104 SaiWW F4WPOA- 98 73 M - 104 0 - 164 BRTashosA Ta.gxoko andTeah Okk4 Mt 37 at - 9O - 39 8r * * C. .kibswk 1.I 4ociSaMca b 8a TadL EdRt m Plan m m 3 3 3049 9 - - 9 10 - _ -- 1 0 TOWbN CdCash 9 134 134 - - 2 10 143 146 - 2K v. Itacumlt Coats A. Poojd Opcarda Costalb

NtonA dhlog k tap t 1 . 2 2Z439 2 2 - - 5 3 3 - - _ 5 T.l Rllast4 Cvts 2 2 - - 5 3 3 5 TOW 12 137 134 262 13 145 14 - - 304

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iii q Raps*k of Cap. V.68 Sa8. Eduwas andTINktPiW ue TaM. 2.3.Appan*nhf6 aVdPed9ana E&dufn Detedld Cmub IUSSM'00)QanhI'U. n cost Totai. kncuding Cordingencies U.n MeO Ill IN?7 SW tWO TOd caw in$ SW 1 INS IWO Tat i IW tWa till is" to" laid L bwadaed CashA A. Ld sptTr dke

EmudelddpmgenowWa3 3 3 S 0.61 - 2 2 2 - S 2 2 2 5 D.pe..M9ehhmSWO- 12 12 12 12 12 so 1.22 la is is IS is 73 is 15l 150 I Is 17 SmabioldLOWd U.dess Is S IS Is Is is IS 17 I? Is Is 83 T3T.dEk,

Appummw*ola WowC no ISO ISO 18 Wo 5.744 134 134 134 134 134 670 134 134 134 134 134 gm0 P.bt wimWEdue~ ppormo a a a S 2 24.29 - 122 122 122 122 4*8 - I24 124 124 124 4W4 E_,p_mmMdI _wUsm - 2 2 2 5 0.*15 - 2 2 2 - 6 - 2 2 2 - _Load- 1 134 225 25O 5i 2 2S0 261 258 1_114 .G" P 141ff 274 274 274 - 12221242 4 V27 27 24 1.267 to k*uW be.Ia em amo 2Uh.~ 2U U 2d 2Si2 tM7

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Regx*lc d Ca" Verde BSasEdibn ewdT.ahk& Piesd Tl 3 1. Slthan MOES DetailedCosts tkmDO Quanides BaseCod TotelsIncludhi Con11nganles Unit 1995 1s"6 1n 7 19 19n9 Total Unit Cosd 19 199 7 19 1" Ttdal 1 1996 1997 1999 19m Total L hnvestnintCost A. SpecaisaNuSarivce 1. Lad specilist 6di wigaMI* am 2 - - 2 1.ff3 3 - - 3- 3 - 33 6d1nadaIan wd _hasmu per Yw 1 1 I I 1 5 1.711 9 9 9 g 44 10 10 10 11 Il SI _u alal Local Spedmaish 12 9 9 9 9 47 13 10 10 11 11 54 2. Foodig SpachalMa Uppoi SdwdUpMmN 2 - - - 2 12.195 24 24 26 . 26 awy "OE8tauim Ini - 2 - - - 2 12.195 - 24 - 24 2- 21 WoFaedk Pgu man - 2 1 - - 3 12.195 - 24 12 - - 37 - 27 14 - 40 Achk% At Tomb b wm I I I I I 5 3.049 3 3 3 3 3 i5 3 3 3 4 4 17 PegMd w1 Osbpin mm - - 2 - - 2 12A195 - 24 - 24 - 27 _ 27 Sutasld Foe SPckalsb 27 52 40 3 3 125 29 57 45 4 4 138 _ubli SpecI*ss Uwtks 39 61 48 12 12 172 42 67 55 14 15 192 IL Trak" 1. Local Tlnig MOE Olrdolbs punndlla aWIN 4 4 4 4 4 20 0 976 4 4 4 4 4 20 4 4 4 5 5 22 Rago Ddqegotkm Pwam aanmkw I 1 I I 1 5 2.439 2 2 2 2 2 12 3 3 3 3 3 14 Schtoci 1ckm /a Wwlhope 3 3 - 3 - 9 E.195 25 25 - 25 - 74 26 27 . 29 82 _tTb Lcalnh Trak" 31 31 6 31 6 105 33 34 7 36 a 117 2 OvanmasTmaiI4 MOCE0redtotaPslmuN I wn - 4 4 2 - 10 6.098 - 24 24 12 - 61 - 26 27 14 68 S*bltai TrainIn 31 55 31 43 6 166 33 60 34 50 8 184 Totad d_estnaa Code 70 116 79 55 is 338 75 126 89 64 22 3786 IL R.cunw Costa A. PToad OpefaUngCosta E&-bm Cor-n Cowrnd pwrye I I I I I 5 24.39 24 24 24 24 24 122 26 27 28 28 29 139 lndmetot_9hedthpiktop perye- 1 1 3 15 - Is 15 15 - 45 - 16 16 16 - 47 Toa Racasi Coset 24 39 39 39 24 167 26 43 43 44 29 186 Toeal 94 155 119 94 43 505 101 169 132 108 52 562

a ob e nmwe d by CASEand hida* Ih pnia d milonnod ford rtmi*i pII Worpilbn tb tAV tblon hI Cap Verds qt _daItls praided by Gelab n Fo lb n babaln hi p,w bus4i and hlid _ t*llrio Id eruslmaan rp p a di lat 15urinddolde I $10x7 da x 1s20Patkpint V $1500bw taai + 5120at dap Oxper dn* b*In bto

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Repbf of Cap Vad. abe E Olbon_d Takdni P,oed Table 3.2 T7mkil and Employmai sarvce Detailed C_ab Toasl khcludingCoft"*m*s CLMW4 Ouan__"_Da" Cm Unit tI tIN tll low 19T81 1 UnWCod I95 It" 1817 16 it" Total 19 itg I"? 19N 196 Total

L khv_sIMa Ceaw k ClWvWaqS 1. NIa. Ce_abucin 49 S5 55 - - Now Effpnmd CAK .M a 100 100 0 .4tU . -49 . - . g , 110 * - *, Io NwE ,o1nadCmSwu aqm * 200 - . 2C0 0.48U 96 - - 146 186 - - 1 Subotal NM ca& a. 148 - 10 11 . . 11 R Emp waC1 la * 1 - . 1 10 - 10 . 32 35 . 35 Ram oa haMLYS Ad *ur 32 - 42 35 11 - 46 8i10 PA*WbiUbaM 32 10 - - 1" 35 17 . - 212 _ C*bcm Wia 32 15t B. Ehalma a.am..o*m amd aqplm 24 26 - . . 20 CAumSarebw D_p_wo4d Labr As so S- 13 '.040 - 24 5 . 5 . . 5 Na backCmnpAm w D.pm idaatoq we8 * 2 . 2 2.439 S . 34 - - 34 ComptMhIN Ermp m cadm ad . 4 - . 4 8.040 32 32 . 10 . 10 ONsEipwd bDap wautdLabor * 1 - . tI 9.75 * 10 - - 10 - I s 17 _ . 7 Clm .hI _btEwEpI pr-ImC- .g ad 4 - 4 3.1Y2 la _ 1 . 32 . - * *2 8._ Of_asa dpmas madva" m . 7 . 87 L Furhuim A, 13 - 15 - * * 15 Fw mbu Dqhsw.dLaborA ad - 1I - - 1 13415 - 13 5 . 5 * - Fwnwa OU EmpEmouwp d C _ ad - 2 . 2 Z439 8_ PwAsi 18 . - 1SIs 20 . 8. VaNcka 4 20 21 . * 21 VaPdabbImD _pabnadLaha ad 1 1 19.512 - 20 . 78 83 - ___*_ U3 VbfdddawEmpiwanmiCaris AA a - 4 - *- 4 19.512 * 7 -- f *6 104 * - - 104 sma*t V - 211 . 21 - 218 sI w - - C. Spcalst Sauk. t. Llo 0_w 117 25 2C 27 28 29 156 Labor padtad YO M I I 6 23.415 23 23 23 23 23 117 25 26S 7 2n 29 156 TfS_P-W PW 1 1 1 1 1 5 23.415 23 23 23 23 23 234 51 53 56 So 5 273 8.*li WL&8p_ad 47 47 47 47 47 2. FPaip Ipadal_. - 37 13 13 14 - 40 Labor hd WEspp m SpachS Km 1 1 1 * 3 12.105 12 12 12 - * 37 13 13 14 * * 40 T _po nDI 1 1 1 . . 3 12.196 12 12 12 - 73 26 27 27 0o Saiih fae_ S _PaC 24 24 24 47 47 307 77 79 82 58 59o 3 8.t 8a8a 1.a 71 71 71

1. Lacd Tt_li - - 20 - * 30 FL La_ Eh MM Pan * 6 - * 6 2.227 - * 1S- 2. 0 Trahg 4 39 - 1* 1 7 42 43 44 125 For OL M W *5 * 24 4.878 . 3 30 135 * 42 82 44 148 _?r 1. - 39 57 30 932 112 514 144 100 Go 929 T _abvaoad 4 Comb 409 126 * 47 IL RlMwit Com A. PTUSadOpang Coda 122 26 27 26 28 20 139 ri ah coipwtcooAdh G put 1 1 1 1 5 24.30 24 24 24 24 24 3 Is 3 3 3 3 4 I7 Pujh ud Dbaamklendbhumulon pinPYOM 1 1 1 5 2.127 3 3 3 3 27 27 137 20 30 31 32 33 155 itbli P,4ae OPalf cog" 27 27 27 11 hkwasnb Oparing Coab 1. IACon01bUUofl

Fac S f EIPO Per 1 0 a 06a 0.5 3.95 3.902 4 4 3 3 2 15 4 4 4 3 2 16 OUMmmpp8..IINDL PYr 1 1 0.o 0.65 0.5 3.5 2Z927 3 3 2 2 1 12 3 3 3 2 2 13 4ub ll DACoebumi 7 7 5 4 3 27 7 a a 5 4 31 2 0.ot C.eIbeio Fcm to ETPO p nY- 0.2 0.35 0 5 1.05 3.902 1 1 2 4 1 2 2 5 ON"lSuppitro Dl. pr Y - 0.2 0.35 0.5 1.05 2.927 - i I 1 3 - - I 1 2 4 S4MM GewtCenbIbi * 1 2 3 7 2 3 4 a t4M6IUI t Op t6l Comb 7 7 7 7 7 54 7 S a a 9 40 C. b ReaMed C_b T.dIAl SItNofEOMmCU mb to_ 1 1 1 I 1 5 15.61 16 10 16 16 Is 78 11 16 is 19 20 92 A h*Ped SW d ElPO PW YW I 1 1 I 1 5 1.951 2 2 2 2 2 10 2 2 2 2 2 12 5ub eI _tl R.Csnwi Ct6 la I 16 1 18 8a 19 20 21 22 22 104 TOM_RAIwUCNdS 52 52 52 52 52 259 58 5se 0 0 2 64 290 TOW 155 521 180 Ut se 1,091 1ti 672 204 162 122 1,226

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R_eAf d cq Vwd ck Ellen wd T.abd. Pi4 Tf. 33 Pn4sd C4CdnuIon scdAw Ceab (LAO000 o.am .sm Bae" coo Tows IecI.dlmg Conlin.esclas Uni 1t 1t1" 18? 13W 1m T;oad UB Cod 138 1"6 1m7 IN 1m Tol 1M 1" 1"T 139 1m To L lavetmee Ce4 A. SVpCdIU Sendees 1. Lad aWd Accmuidi per tI I I It 24 36 24 24 24 24 24 122 28 27 26 29 30 142 L Adt _d Aeiuuid Segkes AcaIm hngFimlI nwn 2 2 1 1 1 7 9.764 20 20 10 10 10 60 20 20 10 11 1 72 Edwnl Adl mm I I I I I 65 I 1707 12 12 12 12 12 59 12 12 13 13 13 63 TIIMd ofdT8Fh mmn I 1 1 1 I 6 11.707 12 12 12 12 12 59 12 12 13 I3 13 63 Subb AdMfand Aesmum Seidke 43 43 33 33 33 185 44 45 35 36 37 1 3uI_ Speck"l Sevke 6 e67 56 56 58 307 70 72 64 66 6U 340 IL Eqlpuseto 1. OflS equlpom d supplies Canpm r bf PUJkt so 3 - - 3 .049 - 24 24 26 . - 26 OU6*fq PaMd sI. 1 - - - 0.756 - 10 -10 -10 --. 0 _ubt CUamequIpem andsawpl - 34 - - 34 - 36 - 3- L Fw_w is FuAw sI tPCU 1 - - 1 21439 2 . . 2 - 3 * * 3 3. VekkdaaN Vdi s wth 1 - - I 14,634 Is - - 15 16si s 6 sb6 - S - - - S1 _ _ 54 - - 54 TOW _ _b,.aoC.W 67 III 5 66 56 356 70 127 64 88 s 364 N. Rasswnet C..f c A- PvaK Opesudag Cos n Fp CmwdonUMwoM PUYa I I I I t 6 24.39 24 24 24 24 24 122 26 27 28 28 28 139 Opng- C oli parp_ 1 I I I I 65 .756 10 t0 10 10 10 49 10 Il 11 11 12 55 Camwbu_ J doIMemipp ps VW I I I 1 1 6 4.676 5 5 5 5 5 24 5 5 6 6* 26 s._ ,ap s opmadagcee 30 30 39 30 39 106 42 43 44 40 47 m L _amm Rtaeanwt C C BP _ aid us _ p vow I I I I 1 5 14.634 15 15 15 15 1e 7.n Is 17 17 16 19 67 Told Reinum Co 54 54 54 54 64 266 56 0o 62 64 N 3 tOM 121 172 II Ill III ay27 13 IN 125 128 133 703

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86

Anna 13 Pare 1 of S REPUBLIC OF CAPE VERDE BASIC EDUCATIONAND TRAININGPROJECT

TERMS OF REFERENCE FOR THE PROJECT COORDINATINGUNIT OF THE BASIC EDUCATION AND TRAININGPROJECT

1.1 Objectives. To help the Government accomplish its objectives, the project, through the Project Coordinating Unit, will provide assistance to the Ministry of Education and Sports and to the Ministry of Labor, Youth and Social Affairs with the management of funds and the coordination and monitoring of the project, the various components of which are to be implemented by their own departments or by executing agencies, such as the Ministry of Infrastructure, to which it will delegate responsibility for execution of the work.

1.2 Responsibilities. Having responsibility for executing the project and for evaluating the qualitative and quantitative results, the PCU will supervise and coordinate the project activities and the project staff, including all liaison with the various departments of the Ministries of Education and Labor, the other Ministries and Government departments involved in the project, and the project donors. The PCU's day-to-day activities will include special responsibility for the following:

(a) coordinating all aspects of project implementation among the various Government departments involved; (b) ensuring that the coordinators of each component perform their responsibilities effectively; (c) organizing the delegation of hiring of contractors to execute the civil engineering works and monitoring the physical and financial implementation of the works contracts on behalf of the Ministry; (d) organizing the hiring of executing agents to carry out certain components of the project and monitoring their implementation; (e) organizing the procurement of furniture and equipment, particularly by preparing or helping to prepare the bidding invitation documents, screening the bids, and submitting recommendations for awarding contracts, and by ensuring that contracts are awarded in accordance with the guidelines issued by IDA or other donors; (f) ensuring that the supplies purchased under the project are delivered to their destinations and recorded in the central register of assets; (g) organizing the hiring of specialists and administering technical assistance agreements and study fellowship programs; (h) monitoring and checking on completion dates and costs of acquisitions; (i) ensuring a satisfactory and timely flow of funds to the various project components. (j) keep the project's accounts in accordance with generally accepted accounting methods; (k) drawing up requests for disbursements of funds from the IDA credit; (1) ensuring the timely payment, by the Government, of counterpart funds for the project; (m) doing the bookkeeping, including taking care of the financial records relating to the project; (n) preparing regular progress reports and other reports to be submitted to heads of Ministry units and to donors; (o) organizing the preparation of future projects.

1.3 Resources: The PCU is attached to the Ministry of Economic Coordination; it is headed by a full-time Project Coordinator, assisted by staff comprising: a Coordinator for the Basic Education component and a Coordinator for the Training component, an accountant and appropriate support staff consisting of three secretaries, an aide and a driver. 87

Annex 13 Page 2 of'5 TERMS OF REFERENCE FOR THE PROJECT COORDINATOR OF THE BASIC EDUCATIONAND TRAINING PROJ.ECT

DescriRtion of duties 1.1 The Project Coordinator of the PCU shall be responsible for the efficient management and coordination of the project. To this end, he will ensure that the project resources are used as efficiently as possible so as to accomplish the set objectives in terms of outcomes, in accordance with the agreements signed with the donors.

1.2 More specifically, the Project Coordinator shall be responsible for the following: (a) arranging for the adequate distribution of documentation relating to the project (evaluation reports, progress reports, credit agreements, working documents, donor directives); (b) preparing all the documentation needed for the annual midterm reviews and action plans in conjunction with the donors; (c) assisting those in charge of the components with the preparation of their work plans and their annual budgets; (d) Coordinating all aspects of project implementation and providing appropriate motivation as needed; (e) ensuring that those in charge of the various components perform their duties efficiently; (f) supervising the components and the management, procurement and accounting units of the PCU to ensure that the resources earmarked for the project (goods, works and services) are delivered in accordance with the programs drawn up, in terms of the financial and qualitative aspects and in keeping with acceptable procedures; (g) making sure that the local counterpart or cofinancing funds are made available; (h) approving the movement of funds; (i) ensuring that all the project accounts are kept in accordance with recording procedures that are acceptable to the donors; (j) signing all the documents necessary for requesting withdrawal of funds from the credit accounts, the working fund and the special accounts; (k) making all the arrangements needed to ensure that the verification of accounts is effected in accordance with the stipulations contained in the credit agreements; (1) seeing that all the required project documentation is available and sent to the donors in accordance with their directives. Oualifications required 1.3 Candidates shall have at least the following qualifications: - university-level training in economics or education planning; - at least five years' experience in a post with equivalent responsibility in a management or public or private administration function; - experience during the last five years in the field of programming and financial and human resource management; - a good knowledge of the education sector; - references from the last five years confirming an aptitude for work organization, coordinating various teams and professional integrity. Conditions of emtnlovment 1.4 The conditions of employment will be contained in a two-year renewable contract to be negotiated with the Government. The Project Coordinator may be a civil servant, but the contract, in this case, may not be financed out of the proceeds of the IDA credit. Assignment location: Praia Term of contract: Two years, renewable (with a maximum term of five years). 88

Annex 13 Page 3of TERMS OF REFERENCE FOR THE ACCOUNTANT OF THE BASIC EDUCATIONAND TRADNNGPROJECT

Description of duties: 1.1 Under the authority of the Project Coordinator of the Project, and with the collaboration of the component coordinators, the PCU accountant shall be responsible for keeping the day-to-day accounts of the project and for preparing for the audits of the accounts relating to project implementation. During project implementation, the accountant shall benefit from the support and advice of an accounting firm.

1.2 More specifically, the Accountant's duties shall include the following: (a) ensuring that the accounts are appropriately funded for the prompt settlement of expenditures incurred under the project; (b) regularly keeping the financial documents up to date (journals and ledgers) and detailed accounts for each category of costs, component and sub-component; (c) drawing up and tracking payment requests; (d) preparing requests for withdrawals of funds and all documentation needed for disbursements, in keeping with IDA guidelines; (e) drawing up monthly bank reconciliation statements for the project account and issuing the financial position of each component; (f) supervising the activities of the accounting staff person assigned to the project; (g) keeping computerized accounts and issuing reports that properly present the accounts, statements and management charts for the project.

Oualifications required 1.3 Candidates must have at least the following qualifications: - A university-level education; - At least five years' experience in an accounting department handling an equivalent annual work flow; - Familiarity and/or experience with the disbursement rules and procedures for projects financed by the World Bank or similar projects, comprising several components and sub-components, is desirable but not essential; - A good knowledge of the use of micro-computers, in general, and of accounting software, in particular; - A reference from the last five years confirming an aptitude for work organization and possession of professional integrity.

Terms of employment: 1.4 The terms of employment will be contained in a renewable two-year contract, to be negotiated with the Government. This is a contractual position. Candidates may not belong to the civil service.

Location of assignment: Praia Duration of contract: Two years - renewable (with a maximum term of.five years Date of entry on duty: 89

Annex 13 Page 4 of 5 TERMS OF REFERENCE FOR THE EDUCATION COMPONENT COORDINATOR

Description of duties 1.1 Under the authority of the Project Coordinator of the PCU, the Education Component Coordinator will be responsible for coordinating the activities planned in the Basic Education component of the project. In this capacity the Coordinator will supervise the preparation of all the documents for informnationand approval relating to the programming, monitoring and implementation of the activities planned by the project.

1.2 More specifically, the Education Component Coordinator will be responsible for the following: (a) ensuring that the activities of each of the parties (the directorates of the MES, IPN and MIC) involved in the implementation of the component are geared to the assigned objectives as formulated in the description of each sub-component. (b) ensuring that there is compliance with the implementation programs and schedules; (c) preparing all the documentation relating to the education component needed for the annual reviews of progress and action plans with the donors; (d) assisting the component managers with the preparation of their work plans and annual budgets; (e) ensuring the consistency of the activities and the complementarity of the resources utilized; (f) ensuring the coordination of the activities of the specialist services planned under the project and giving advice on the selection of experts and consultants; (g) ensuring the monitoring of the training given locally and abroad and coordinating the activities involved in the selection of fellowship candidates; (h) preparing periodic reports on the progress of activities, which may contain recommendations for the authorities and for the Project Coordinator. (i) contributing to the preparation of future projects.

1.3 Candidates must have at least the following qualifications: - a university education (training related to economics, planning of education; - at least three years' experience in a post of equivalent responsibility in management or public or private administration functions; - experience during the last three years in the area of programming and financial and human resource management; - a good knowledge of the education sector; - references from the last three years confirming an aptitude for work organization, coordinating various teams and the possession of professional integrity.

Terms of employment 1.4 The terms of employment will be contained in a two-year renewable contract to be negotiated with the Government. The Coordinator may be a civil servant but the contract, in this case, may not be financed from the proceeds of the IDA credit.

Location of assignment: Praia Term of contract: Two years, renewable (with a maximum term of five years) Date of entry on duty: 90

Annex13

TERMS OF REFERENCE FOR THE TRAINING COMPONENTCOORDINATOR

1.1 Under the authority of the Project Coordinator of the PCU, the Training Component Coordinatorwill be responsible for monitoring and coordinating the activities planned in the training component of the project, working in collaboration with the Institute for Employment and Training (IET). In this capacity the Training Component Coordinator will oversee the preparation of all documents for information and approval relating to the programming, monitoring and implementation of the actions planned under the project.

1.2 More specifically, the Training Component Coordinator will be responsible for the following: (a) ensuring that the activities of each of the parties (CCNEF, the Directorates of the MTJAS and the IET) involved in the implementation of the component contribute to the accomplishment of the objectives set, as formulated in the description of each sub-component; (b) ensuring compliance with the implementation programs and schedules, which he shall update regularly; (c) preparing all the documentation relating to the training component needed for the annual reviews of progress and action plans with the donors; (d) assisting the leaders of the TSF Executive Committee and component managers with the preparation of their work plans and their annual budgets; (e) monitoring the meetings of the National Consultative Council for Employment and Training (CCNEF) and the TSF Executive Committee and reporting on the follow-up of their decisions. (f) coordinating the activities of consulting services planned under the project and requesting assistance from IET in advising on the selection of specialists and consultants; (g) Monitoring, with the assistance of IET, the training given locally and abroad and coordinating the activities for the selection of scholarship candidates; (h) Preparing periodic activity progress reports, with possible recommendations, for the authorities and the Project Coordinator of the project. (i) Helping to prepare future projects.

Qualifications required 1.3 The candidate must have at least the following qualifications: - a university-level education (training related to economics, planning or training; - at least three years' experience in a post of equivalent responsibility in management or public or private administration functions; - experience during the last three years in the field of financial and human resource programming and management; - a good knowledge of the education, training and employment sector; - references from the last three years confirming an aptitude for work organization, coordinating various teams and possession of professional integrity.

Terms of employment: 1.4 The terms of employment will be contained in a two-year renewable contract to be negotiated with the Government. The Coordinator may be a civil servant, but the contract, in this case, may not be financed from the proceeds of the IDA credit.

Assignment location: Praia Term of contract: Two years, renewable (with a maximum term of five years) Date of entry on duty:

91

Annex 14 Page 1 of 2

REPUBLIC OF CAPE VERDE

BASIC EDUCATION AND TRAINING PROTECT

Supervision Plan

1. Bank support in the area of supervision. Normal supervision requirements are described in the table below. Certain additional tasks, such as the review of progress reports on the project, procurement and disbursement, auditing, etc. will probably require the services of various specialists for a total of four weeks each year.

2. Borrower's role where supervision is concerned

(a) Progress reports on the project shall be submitted twice a year, i.e. in April and October; these will comprise a summary of the implementation of each project component, together with financial tables. The Manager-Coordinator of the Project Coordination Unit (PCU) will gather contributions from the Component Coordinators and prepare the reports. (b) The coordination, monitoring and evaluation of the project shall be the responsibility of the PCU.

(c) Once a year, in October, a joint meeting of the Government and donors will be held to examine all aspects of the project on the basis of a report prepared one month beforehand by the PCU. The joint annual reviews will be chaired by the Director of Planning of the Ministry of Economic Coordination. A comprehensive review of the progress made in project implementation will be made in November 1997;

(d) The PCU will be responsible for coordinating the arrangements to be made for IDA's supervision missions and for providing these missions with the necessary information. The heads of the agencies involved will accompany the missions in the field.

(e) Information meetings for the missions, on both their arrival and departure, will be chaired by the Director of Planning of MEC and attended by PCU staff and the directors of administration representing the implementing agencies.

3. Role of other donors where supervision is concerned. The other donors shall be consulted concerning supervision activities and shall be invited to participate in these. They will be kept informed of terms of reference, aide-memoires and the findings of IDA supervision missions. There are plans for donors to participate in the joint annual review in April and for them to add their expertise to the supervision missions. 92

Annex 14 Pagze 2of2 SCHEDULE OF WORLD BANK SUPERVISION MISSIONS

ARoroximate dates Activities Area of Expertise Staff time (month/year) (man-week) April 1995 Project kick-off seminar Project Officer 10 and first supervision Procurement Expert mission to examine Vocational Training project start-up. Specialist School-Planning Specialist Specialist in the Administration of Education Services December 1995 Supervision mission Project Officer 6 Procurement Expert =______Financial ___ Analyst May 1995 Supervision Mission Project Officer 6 Procurement Specialist l______Civil Engineering Expert November 1996 Supervision/First Joint Project Officer 6 Review Performance of Training Specialist TSF. School Planning Specialist May 1997 Supervision mission Project Officer 4 Procurement Expert _ NMbec 1998 Supervision Project Officer 8 mismreviewTraining Specialist School Planning Specialist ______Cilvil Engineeing Expert March 1998 Supervision mission Project Officer 6 Training Specialist School Planning

______Specialist November 1998 Supervision mission Project Officer 6

May 1999 Supervision mission Project Officer 4 Procurement Expert November 1999 Supervision/third joint Project officer 4 review Civil Engineering Expert May 2000 Supervision mission/ICR Project Officer 6 Financial Analyst Procurement Expert Annex 15 Page 1 of 2

PROCUREMENTARRANOEMENTS IMPLEMENTATIONSCHEDUJLE

Pro project ______Prolect Year ______Total Procure Iof ______1994 1995 1986 1997 1998 1999 Payment -mewnt Packages ProjectElements\Quarters ... 2..3....1l..I...... 3....l..I..I...I....3.....I...... 000 UJS* Method Contracts Board X

Slgnature/Effectiveress/Closlng______X X______X ______A. WORKS 5653 1. School Conetruaonh 5441 1.1. New Classrooms dd dddddbbe dddddbbe dddddbbe IDA 1 - Acmw wwwwwwwAc wwwwwwwAc wwwwwwwAc wwwww 2912 LCB 30 IDA 2 ddbbecwwww wwww 1402 LCB i5 1.2. ClassroomsRehabilitation dddddbbe wwwwww708 NBF/G 30 1.3. Schools Rehabitatlon ______dddddbbe Acmwwwwww Acmwwwwwww______419 LCB 10 2. Other Infraat,ucturee 1 ~~~~~~~~~~~~~~212 2.1. New Employment Centers dddddbbe Mkidelo ~Acmw wwwww I56 LCB 1 Fogo and Sao Antao ddbbecwwwww 110 NBF/G 2 2.2 Rehabilitation dddddbbe Praia Employment Center -Acmw wwwww 12 LCB 1 Offices in MLYSA ______wwwww _ ____35 LCB B. EQUIPMENT 748 1. PedegogloalEqu4nmnt S0W 1.1. Teachtng Kkts/Schoolend dod AbbeA AbbeA Teachers reference library cmmww www cmrmw www 211 ICB 2 1.2. Technical EduicationEqpt dod AbbeA 184 Ice 2 Textbooks /reacters' guides ______cmmwww wwwwww 106 ICB 1 2. Offioe Equipt & Suappba dod AbbeA 128 2.1. For MLYSA and PCU ______cmmwww www _ ____128 ICB 1 3. Vehlciee 120 3.1.F-or Employmeknt Centers ddd AbboA 83 For Dept of Labor wan PCU ______cmmww ______37 ICB 1 C. FURNITURE 861 1. School Furniure dd Abb.A Abb.A AbbeA AbbeA AbbeA For 200 Classrooms cmmwww cmmnwww cmmwww cmmwww cmmnwww 838 LCB 12 2. Office Furniture ddd Abb.A F-or the DL/Empl. Ctrs and PCU ______cmmww ______231 1 D. TEXTBOOKS 637 For EBI stuidenvts(reprlnts) IddAbbeA cnfiw ddAbbeAcnnIww 3 C

r: recruitmentof consultant- d: bid docslLoilTdr- b: biddinigperiod - e: evaluation- A: approval(Bank/Govt) - NBF/G:Financed by Government

c: contract signature- m: mobilization/manufacturing - w: works, suppl[Anstallation or execution of services ______CVPROSCH.XLS-12/1/94-1 1:00 AM

Annex 15 Page2 of 2

Pro project Project Year Total Procure S of 1994 1995 1996 1997 1998 1999 Payment -mrent Package Project Elemants\Quarters .1.1..2.-...3..1.4.,.1.I..2..1..3..1.4.. .11.1..2..1..3..1.4.. .1.1-..2..1..3..1.4.. .1.12--.3..1.4.. 1.2..1..3..1.4. 000 US$ Method Contracts E. TRAINING 1895 1. Local Tr,Iin 1701 Comp. 1.2: UpgradeEBI teachers ww wwwwww 390 OTH n.a. Conp. 2.3: Apprenticeships wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 670 OTH n.a. aid Profesional Education wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 504 OTH n.a. Comp. 3.1: MOESStaff/lanning ww ww 117 OTH n.s. 2 Corn.3. : Empl. Center Staff _w 20 OTH n.s. 2. OverseasTrainng 194 Comp. 3.1: MOESStaff/Planning ww www 66 OTH n.a. Cornp.3.2: Dir. of Labor Staff www www www 128 OTH n.s. F. TRAIN. SUP. FUND wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 450 OTH n.a. 0. SPECIAUSTS SERVICES/STUDIES 1425 LO/TOFW/Sh.L. for Aproval dde dde dde dde 514rn.mth Award/Contact review by IDA Sc sc aac Sa h total 1. Aroh/Eng./Supvn 314 Comp. 1.1: DAO/Superv. worka wwwwww wwwwwwww wwwwwwww wwwwwwww wwwww 314 OTH n.a. 2. Audkad Aoo_midn, 198 n.a. Set accourtingsvtemn/Suppot wwwwww w w w n.a. 4 Annuwleudita/Project C.U./TSF www www www www 198 OTH n.a. 3. Spec. or LoealSvies 634 n.a. Conri. 1.2: EBI teacher upgrade ww 72 OTH n.a. Camp. 2.1: Tea. Ed. ReformPlan wwwwww 10 OTH n.a. Comp. 2.3: Apprent. Supevisr wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 83 OTH n.n. Comp. 3.1: School map. samnwr ww 3 OTH n.a. and NutntionjHeahhSurveys wwwwwww 51 OTH Comp. 3.2: Labor narket and OTH TrainingSpecialists/lET support wwwww wwwwwwww wwwwwwww wwwwwwww wwwww 273 OTH n.e. Comrp. 3.3: PCU Accountant wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 142 OTH 4. Speak"t A rntommi 27z n.a. Comps1.2: EBI teacher. upgrade wwwww www 61 OTH n.a. Comp. 3.1: School mnp ww 26 OTH n.s. Survey MOESfunctions wwww 27 OTH n.a. Schoolfeading pilt program wwww wwww 40 OTH n.s. Achievementtaste www www www www www 17 OTH n.a. Padagogicmateris deveopmt wwww 28 OTH n.a. Comp.3.2: Labor mrktlTrng Sp. I wwww wwww I _ I _ 80 OTH n.s. OPERATINGCOSTS n.a. IDA wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 699 OTH n.a. GOVT wwwwwwww wwwwwwww wwwwwwww wwwwwwww wwwwwwww 3499 NBF/G n.a. TOTAL IDA 11460 NBF 4326 TOTAL COST I__ 15776 _ r: recruitment of consultant - d: bid docs/Loi/Tdr - b: bidding period - e: evaluation - a: approval (Bank/Govtl - NBF/G: Financed by Government c: contract signature - m: mobilization/manufacturing - w: works, supplyrinstallation or execution of services CVPROSCH.XLS-12/1/94-11:03 AM

95 Annex 16 Page 1 of 1

Prior Review Threshold, Contract Profile by Value/Number

Estimated Cumulative Percentage Rangeof value (no.) of value (no.) of total Contract values contracts within above value (no.) (incl. Contingencies) each range threshold above (US thousand) (US million) (US million) threshold 1 2 3 4

GOODS

Value Number Value Number Value Number

200 and above 0.8 (3) 0.8 (3) 36% (9%) 100 to 199 0.9 (9) 1.7 (12) 77% (38%) Threshold 50 to 99 0.3 (15) 2.0 (27) 91% (84%) 0 to 49 0.2 (5) 2.2 (32) 100% (100%)

Duration of procurementis about four years

WORKS

Value Number Value Number Value Number

300 and above 0.3 (1) 0.3 (1) 6% (1%) 200 to 299 0.7 (3) 1.0 (4) 21 % (2%) 100 to 199 0.9 (7) 1.9 (11) 40% (6%) Threshold 30 to 99 1.6 (50) 3.5 (61) 73% (34%) 0 to 29 1.3 (120) 4.8 (181) 100% (100%)

Duration of procurement is about four years

* Thresholdselection correspondto a desirable percentagecoverage of contract value (around 77% for goods and 40% for works)

CVTHRES3.XLS12/1/94/

CAPE VERDE BASIC EDUCATION AND TRAINIG PROJECT (BETP)

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