MINISTRY OF STATE, MINISTRY OF INTERIOR AND SECURITY THE REPUBLIC OF COTE D’IVOIRE

THE PROJECT ON HUMAN RESOURCE DEVELOPMENT FOR STRENGTHENING LOCAL ADMINISTRATION IN CENTRAL AND NORTHERN AREAS OF COTE D’IVOIRE (PCN-CI)

PROJECT COMPLETION REPORT

APRIL 2017

JAPAN INTERNATIONAL COOPERATION AGENCY

ORIENTAL CONSULTANTS GLOBAL CO., LTD. EI EARTH SYSTEM SCIENCE CO., LTD. JR 17-062

MINISTRY OF STATE, MINISTRY OF INTERIOR AND SECURITY THE REPUBLIC OF COTE D’IVOIRE

THE PROJECT ON HUMAN RESOURCE DEVELOPMENT FOR STRENGTHENING LOCAL ADMINISTRATION IN CENTRAL AND NORTHERN AREAS OF COTE D’IVOIRE (PCN-CI)

PROJECT COMPLETION REPORT

APRIL 2017

JAPAN INTERNATIONAL COOPERATION AGENCY

ORIENTAL CONSULTANTS GLOBAL CO., LTD. EARTH SYSTEM SCIENCE CO., LTD.

The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report

Table of Contents

Acronyms Page

Chapter 1 Introduction ...... 1-1 1.1 Background ...... 1-1 1.2 Framework of the Project ...... 1-1 1.2.1 Title of the Project ...... 1-2 1.2.2 Duration of the Project ...... 1-2 1.2.3 Target Area ...... 1-2 1.2.4 Overall Goal ...... 1-3 1.2.5 Project Purpose ...... 1-3 1.2.6 Outputs ...... 1-3 1.2.7 Activities ...... 1-3 1.3 Policies of the Project ...... 1-6 1.3.1 Feasible Models for Strengthening Local Administration ...... 1-6 1.3.2 Central Government’s Ownership of the Project ...... 1-6 1.3.3 Promotion of Cooperation and Collaboration between Communities and Local Governments ...... 1-7 1.4 Project Organization ...... 1-7 1.4.1 Project Management System ...... 1-7 1.4.2 Assignment of Counterparts ...... 1-8 1.4.3 JICA Expert Team ...... 1-11

Chapter 2 Achievement of the Project ...... 2-1 2.1 Achievement of Outputs...... 2-1 2.1.1 Infrastructure Component ...... 2-1 2.1.2 COGES Component ...... 2-4 2.2 Achievement toward Project Purpose ...... 2-6 2.2.1 Development of Models for Cote d’Ivoire ...... 2-6 2.2.2 Model Development in the Gbeke Region ...... 2-8

Chapter 3 Activities Concerning the Entire Project ...... 3-1 3.1 Discussion and Agreement on Work Plan ...... 3-1 3.1.1 Explanation of the Project Frameworks and Basic Approaches to Related Organizations ...... 3-1 3.1.2 Preparation of PDM and Detailed Work Plans ...... 3-2 3.2 Meetings on the Progress of the Activities ...... 3-3 3.3 Public Relations Activities ...... 3-11

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3.4 Implementation of Training Programs ...... 3-13 3.4.1 Training in Japan ...... 3-13 3.4.2 Training on Decentralization ...... 3-17 3.5 Experience Sharing Seminars ...... 3-18 3.5.1 Experience Sharing Seminars in Tonpki and Kabadougou Regions...... 3-18 3.5.2 Experience Sharing Seminar for ARDCI ...... 3-20 3.5.3 Experience Sharing Seminar in Bouake ...... 3-21 3.5.4 Experience Sharing Seminar for UVICOCI...... 3-22 3.5.5 Handover Ceremony ...... 3-23 3.5.6 Final Seminar ...... 3-24 3.6 Surveys ...... 3-25 3.6.1 Survey on Institutional and Financial Conditions of Local Governments ...... 3-25 3.6.2 Survey on People's Satisfaction with Community Activities (COGES and CGPE) and Basic Service Delivery by Local Governments ...... 3-25 3.7 An incident in the PCN-CI Bouake Office and Reestablishment of the Project Offices ...... 3-26 3.8 Establishment of Scientific Committee in Gbeke Region ...... 3-26 3.9 Preparation of Action Plans ...... 3-27

Chapter 4 Activities for the Component on Infrastructure Development and Management ...... 4-1 4.1 Surveys on Existing Condition of EPP and HV Infrastructure and Preparation of Sector Development Plans ...... 4-1 4.1.1 1st Phase of surveys, database management and planning for infrastructure development and management ...... 4-1 4.1.2 2nd Phase of surveys, database management and planning for infrastructure development and management ...... 4-10 4.2 Implementation of Pilot Projects on Construction and Rehabilitation of School Infrastructure ..... 4-13 4.2.1 Technical Assessment of EPP Facilities for Pilot Project Selection ...... 4-13 4.2.2 Preparation of Tender Documents for EPP Pilot Projects ...... 4-18 4.2.3 Implementation of Tenders for EPP Projects ...... 4-22 4.2.4 Implementation of EPP Projects ...... 4-25 4.2.5 Preparation of Maintenance Manual for EPP ...... 4-36 4.3 Implementation of Pilot Projects on Construction and Rehabilitation of HV Infrastructure ...... 4-38 4.3.1 Outline of Implementation Phase of HV Pilot Projects ...... 4-38 4.3.2 Activity History of Implementation Phase of HV Pilot Project ...... 4-39 4.3.3 Technical Assessment and Selection of Project Contents ...... 4-45 4.3.4 Preparation of Tender Documents for HV Pilot Projects ...... 4-51 4.3.5 Preparation and Signing of Conventions for HV Projects ...... 4-53 4.3.6 Tendering for HV Pilot Projects ...... 4-56 4.3.7 Results of HV Pilot Projects ...... 4-58 4.4 Implementation of Training Programs ...... 4-71 4.5 Development of Models of Basic Service Delivery Systems ...... 4-73

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4.5.1 Models for Development and Maintenance of HV and EPP Infrastructure to be examined through Pilot Project Implementation ...... 4-73 4.5.2 Discussion among High Officials of MEMIS, MIE and MEN ...... 4-78 4.5.3 Development of Model Documents on Development and Management of HV and EPP Infrastructure based on Experience of Pilot Project Implementation ...... 4-80

Chapter 5 Activities for the Component on Improvement of School Management by Strengthening COGES ...... 5-1 5.1 Baseline Survey on Schools and COGES ...... 5-1 5.2 Training in Niger on School Management ...... 5-2 5.3 Training on Democratic Establishment of COGES (Manual 1) ...... 5-4 5.3.1 Preparation of Manual 1 on Democratic Establishment of COGES ...... 5-4 5.3.2 Implementation of Training on Establishment of COGES ...... 5-4 5.4 Training on Participatory School Management by COGES (Manual 2) ...... 5-7 5.4.1 Preparation of Manual 2 on Participatory School Management by COGES ...... 5-7 5.4.2 Implementation of Training on Participatory School Management by COGES at Pilot IEPPs ...... 5-9 5.4.3 Implementation of Training on Participatory School Management by COGES at Non-Pilot IEPPs ...... 5-10 5.4.4 Implementation of Training on Revised Manual 2 ...... 5-12 5.5 Training on Establishment and Functionalization of U-COGES (Manual 3) ...... 5-14 5.5.1 Preparation of Manual 3 on Establishment and Functionalization of Union of COGES (U-COGES) ...... 5-14 5.5.2 Implementation of Training for COGES on Establishment and Functionalization of U-COGES ...... 5-15 5.6 Regional Forum on Education ...... 5-18 5.6.1 Preparation of Regional Forum ...... 5-18 5.6.2 Implementation of Regional Forum ...... 5-20 5.6.3 Follow-up of Regional Forum ...... 5-22 5.7 Monitoring of Activities of COGES ...... 5-25 5.7.1 Democratic Establishment of COGES ...... 5-25 5.7.2 School Year 2014/ 2015 ...... 5-25 5.7.3 School Year 2015/ 2016 ...... 5-26 5.7.4 School Year 2016/ 2017 ...... 5-27 5.8 Monitoring of Activities of U-COGES ...... 5-28 5.8.1 Establishment of U-COGES ...... 5-28 5.8.2 School Year 2015/ 2016 ...... 5-29 5.8.3 U-COGES Annual Meeting (2016) ...... 5-31 5.8.4 School Year 2016/ 2017 ...... 5-32 5.9 Training for COGES Counselors ...... 5-34 5.10 Development of Model for Improvement of School Management ...... 5-36 5.11 Survey of COGES after Commencement of Participatory School Management ...... 5-39

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5.12 Other Activities ...... 5-39 5.12.1 Participation in Regional Seminar for Sharing Experiences on School-Based Management 2015 in Niger ...... 5-39 5.12.2 Implementation of Training for the Elected People ...... 5-40

Chapter 6 Lessons Learned from the Project ...... 6-1 6.1 Lessons learned from the Project ...... 6-1 6.2 Recommendations toward achieving the overall goal ...... 6-2

Annexes

In French Appendix A Project Design Matrix (PDM) and Plan of Operation (PO) Appendix B Joint Coordination Committee (JCC) in Abidjan Appendix C Technical Working Group (TWG) in Bouake Appendix D Action Plans Appendix E Inputs of JICA Experts Appendix F List of Equipment

In English Appendix G Project Design Matrix (PDM) and Plan of Operation (PO) Appendix H Inputs of JICA Experts Appendix I List of Equipment

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List of Tables

Page Table 1.4.1 List of Counterparts (JCC members) ...... 1-9 Table 1.4.2 List of Counterparts (TWG members) ...... 1-10 Table 1.4.3 Member List of JICA Expert Team (JICA Experts) ...... 1-11 Table 1.4.4 Member List of JICA Expert Team (National Staff) ...... 1-12 Table 3.4.1 Participants in the Training in Japan ...... 3-14 Table 3.4.2 Schedule of 1st Training in Japan ...... 3-15 Table 3.4.3 Schedule of 2nd Training in Japan ...... 3-16 Table 3.4.4 Program of Training on Decentralization (Day-1) ...... 3-17 Table 3.5.1 Program for the Experience Sharing Seminars in Tonkpi and Kabadougou Regions ...... 3-19 Table 3.5.2 Program for the Experience Sharing Seminar and Site Visits (Example of the Man Department of Tonkpi Region) ...... 3-20 Table 3.5.3 Agenda of Experience Sharing Seminar for ARDCI on 11th October, 2016 ...... 3-21 Table 3.5.4 Agenda of Experience Sharing Seminar in Bouake on 21st October, 2016 ...... 3-22 Table 3.5.5 Program of Handover Ceremony on 29th November, 2016 ...... 3-23 Table 3.5.6 Agenda of the Final Seminar on 2nd March, 2017 ...... 3-24 Table 3.9.1 Summary of Action Plans ...... 3-28 Table 4.1.1 Conditions of EPP Facilities by Local Authority ...... 4-5 Table 4.1.2 Functioning of PMH by Local Authority ...... 4-5 Table 4.1.3 Number of Necessary Projects and Priority Projects ...... 4-6 Table 4.1.4 Selection Criteria for the Long Lists and the Short Lists of School Facilities ...... 4-7 Table 4.1.5 Number of Necessary Projects in HV ...... 4-9 Table 4.1.6 Number of Priority Villages by Local Authority ...... 4-9 Table 4.2.1 Criteria for Selection of Targets of Technical Assessment ...... 4-14 Table 4.2.2 Targets of Technical Assessment ...... 4-15 Table 4.2.3 Contents of Technical Assessment ...... 4-15 Table 4.2.4 Results of Technical Assessment ...... 4-16 Table 4.2.5 Criteria for Selection of Pilot Projects from Targets of Technical Assessment ...... 4-17 Table 4.2.6 List of Selected Pilot Projects ...... 4-17 Table 4.2.7 Comparison of Public Procurement Procedures ...... 4-18

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Table 4.2.8 Applicable Conditions of Public Procurement for EPP Pilot Projects...... 4-19 Table 4.2.9 Procurement Method for EPP Pilot Projects ...... 4-19 Table 4.2.10 Roles of the National Directorate of PCN-CI (MEMIS) and ATMO (the JICA Expert Team) for Capacity Development Activities in EPP Construction and Rehabilitation Agreements ...... 4-22 Table 4.2.11 List of Tender Results ...... 4-23 Table 4.2.12 Capacity of Local Government Officials for the Process from Tender Opening to Tender Evaluation ...... 4-24 Table 4.2.13 Information on Tender Implementation by Local Government ...... 4-25 Table 4.2.14 Issues of Construction Supervision, Activities of PCN-CI and Subjects of Further Examination for Solutions ...... 4-27 Table 4.2.15 Frequency of Participation of Local Government Officials in Supervision ...... 4-29 Table 4.2.16 Progress of EPP Pilot Projects ...... 4-32 Table 4.2.17 Conducted Community Meetings ...... 4-34 Table 4.3.1 Monitoring & Planning Phase and Implementation Phase of HV Pilot Projects ...... 4-38 Table 4.3.2 Contents of HV Pilot Projects after Technical Assessment ...... 4-40 Table 4.3.3 Contract Methodology for Geophysical Prospecting and HV Pilot Projects ...... 4-43 Table 4.3.4 Targets of Technical Assessment ...... 4-46 Table 4.3.5 Contents of Technical Assessment ...... 4-47 Table 4.3.6 Results of Phase 1 of the Technical Assessment ...... 4-48 Table 4.3.7 Management of PMH ...... 4-49 Table 4.3.8 Contents of HV Pilot Projects after Technical Assessment ...... 4-50 Table 4.3.9 Numbers of HV Pilot Project Sites by Local Government after Technical Assessment .... 4-50 Table 4.3.10 Cost Estimation of HV Pilot Projects after Technical Assessment...... 4-51 Table 4.3.11 Schedule for Implementation of Tenders for HV Projects ...... 4-52 Table 4.3.12 Obligations of Various Stakeholders Defined in the Framework Convention ...... 4-53 Table 4.3.13 Roles of stakeholders in the implementation of the Pilot Projects of the HV Component ...... 4-54 Table 4.3.14 Obligations of the Various Stakeholders Defined in the Specific Convention...... 4-55 Table 4.3.15 Roles of Stakeholders related to the Convention for Procurement and Execution of the “Drilling Agreement” ...... 4-55 Table 4.3.16 Procedure for the implementation of Tenders for a “Drilling agreement” ...... 4-57 Table 4.3.17 Member list of the Tender Opening and Evaluation Committee (COJO) ...... 4-57

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Table 4.3.18 Results of the tender for a “Drilling Agreement” ...... 4-58 Table 4.3.19 The Results of the Procurements ...... 4-58 Table 4.3.20 Problems with Functionality of PMH and CGPE upon Monitoring ...... 4-60 Table 4.3.21 Plan and Result of HV Pilot Projects ...... 4-61 Table 4.3.22 Contracts of HV Pilot Projects ...... 4-63 Table 4.3.23 Result of Drilling Works ...... 4-65 Table 4.3.24 Analysis of Well Construction Cost...... 4-65 Table 4.3.25 Characteristics of Drilled Wells ...... 4-66 Table 4.3.26 Quantity of Completed Works of New Well Construction ...... 4-68 Table 4.3.27 Quantity of Completed Works of Renewal and Rehabilitation of Existing PMH ...... 4-69 Table 4.3.28 Summary of Cost of Spare Parts for Rehabilitation of 47 PMH ...... 4-70 Table 4.4.1 Implemented training programs ...... 4-71 Table 4.5.1 Model of the System of Basic Service Delivery (Education Sector) ...... 4-79 Table 4.5.2 Model of the System of Basic Service Delivery (Rural Water Supply Sector) ...... 4-79 Table 4.5.3 Contents of Model Documents (EPP) ...... 4-81 Table 4.5.4 Roles of National Government (EPP) ...... 4-82 Table 4.5.5 Six Strategies to Improve the Rural Water Supply Services ...... 4-82 Table 4.5.6 Project Documents attached to the Model Document of Rural Water Supply Sector ...... 4-83 Table 5.1.1 Framework of Situational Survey of Schools and COGES ...... 5-1 Table 5.1.2 Items for Survey on Schools and COGES ...... 5-2 Table 5.2.1 Schedule and Training Contents ...... 5-3 Table 5.3.1 Content of Manual 1 ...... 5-4 Table 5.3.2 Summary of Training of Trainers (TOT) on Manual 1 ...... 5-5 Table 5.3.3 Actual Number of Participants of Training of Trainers for Manual 1 ...... 5-6 Table 5.3.4 Framework of the Director Training for Manual 1 ...... 5-6 Table 5.3.5 Summary of Implementation of the Director Training for Manual 1 ...... 5-7 Table 5.4.1 Content of Manual 2 ...... 5-8 Table 5.4.2 Participants of TOT for Pilot IEPPs ...... 5-9 Table 5.4.3 Training for COGES Members for Pilot IEPPs ...... 5-10 Table 5.4.4 Participants of TOT for Non-Pilot IEPPs ...... 5-11 Table 5.4.5 Training for COGES Members for Non-Pilot IEPPs ...... 5-12 Table 5.4.6 Content of Revised Manual 2 ...... 5-13

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Table 5.4.7 Participants of Training of Trainers for Revised Manual 2 ...... 5-13 Table 5.4.8 Training of COGES Members on Revised Manual 2 through U-COGES ...... 5-14 Table 5.5.1 Content of Manual 3 ...... 5-15 Table 5.5.2 Participants of Training regarding Manual 3 for Government Officials in Bouake ...... 5-16 Table 5.5.3 Training regarding Manual 3 for COGES Members ...... 5-17 Table 5.5.4 Training regarding Manual 3 for COGES Members (Second Round) ...... 5-18 Table 5.6.1 Meetings of Organization Committee ...... 5-19 Table 5.6.2 Participants of Regional Forum ...... 5-20 Table 5.6.3 Declared Commitments by Each Entity ...... 5-21 Table 5.6.4 Examples of Implemented Activities ...... 5-23 Table 5.6.5 Admission Rates in SY2014/ 2015 and SY2015/ 2016 ...... 5-24 Table 5.8.1 Establishment of U-COGES in Gbeke Region ...... 5-29 Table 5.8.2 Participants of U-COGES Annual Meeting ...... 5-31 Table 5.8.3 Proposed Activities for COGES and U-COGES ...... 5-32 Table 5.8.4 Planned Activities related to Results of Annual Meeting in U-COGES Action Plans ...... 5-33 Table 5.10.1 Characteristics of Model of Participatory School Management through COGES with Community (First Draft) ...... 5-37 Table 5.10.2 Characteristics of Model of Participatory School Management through COGES with the Community (Final) ...... 5-38 Table 5.12.1 Participants of Regional Seminar in Niger from Cote d’Ivoire ...... 5-40 Table 5.12.2 Framework of Training on COGES for the Elected People ...... 5-41 Table 5.12.3 Participants of Training for the Elected People ...... 5-41

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List of Figures

Page Figure 1.2.1 Structure of the Project ...... 1-2 Figure 1.2.2 Target Area ...... 1-5 Figure 1.4.1 Project Organization Chart ...... 1-8 Figure 3.3.1 Posters to Introduce Project Activities ...... 3-12 Figure 3.3.2 Sticker and Project Song’s CD Jacket ...... 3-13 Figure 4.1.1 Village Location Map of the Regional Council of Gbeke ...... 4-2 Figure 4.1.2 Questionnaire Sheet for the Baseline Survey ...... 4-4 Figure 4.1.3 Process of Pilot Project Selection ...... 4-6 Figure 4.1.4 Selection Criteria for Necessary and Priority Projects ...... 4-8 Figure 4.4.5 Support Activities of 2nd Baseline Survey by Local Governments ...... 4-10 Figure 4.2.1 Constructed School Buildings (during the reporting period) ...... 4-33 Figure 4.2.2 Example of School Furniture (EPP KOUBEBO-DAN) ...... 4-33 Figure 4.2.3 Community Meetings at EPP Telebopri (Diabo Commune), 16th of Dec. 2015 ...... 4-34 Figure 4.2.4 ODA Plate (EPP AHOKOKRO) ...... 4-35 Figure 4.2.5 Revised Design Drawing ...... 4-36 Figure 4.3.1 Process of HV Pilot Projects ...... 4-39 Figure 4.3.2 Time Schedule of Implementation Phase of HV Pilot Projects ...... 4-39 Figure 4.3.3 Implementation System of New Well Construction for HV Pilot Projects ...... 4-40 Figure 4.3.4 Implementation System of PMH Rehabilitation for HV Pilot Projects ...... 4-41 Figure 4.3.5 Contract Methodology of HV Pilot Projects ...... 4-42 Figure 4.3.6 Location Map of Completed Facilities of HV Pilot Projects ...... 4-62 Figure 4.3.7 Blown Yield of 29 Successful Wells ...... 4-66 Figure 4.3.8 Characteristics of Drilled Wells of HV Pilot Project ...... 4-67 Figure 4.5.1 Models of Implementation Systems for the Construction and Rehabilitation of EPP Facilities ...... 4-74 Figure 4.5.2 System of Pilot Project Implementation for EPP Facility Construction and Rehabilitation ...... 4-74 Figure 4.5.3 System of Pilot Project Implementation for EPP Facility Construction and Rehabilitation ...... 4-75

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Figure 4.5.4 Models of Implementation Systems for the Construction and Rehabilitation of HV Infrastructure ...... 4-76 Figure 4.5.5 Models for the Planning and Monitoring of HV Infrastructure ...... 4-77 Figure 4.5.6 Model of Minor Repairs of PMH by CGPE ...... 4-77 Figure 4.5.7 System for Pilot Project Implementation for HV Infrastructure Construction ...... 4-78

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Acronyms

Acronyms French English Assemblée des Régions et Districts de Association of Towns and Communes 1 ARDCI Côte d'Ivoire of Côte d'Ivoire 2 BEP Bureau d'Exécution des Projets Office of Project Implementation 3 CCC Comité Conjoint de Coordination Joint Coordination Committee 4 CLP Cadre Logique du Projet Project Design Matrix Cellule Nationale de Coordination des National Coordination Unit for 5 CNC-CGPE Comités de Gestion des Points d’Eau Management Committees of Water Points* Comité de Gestion des Etablissements 6 COGES School Management Committee Scolaires 7 CV Curriculum Vitae Curriculum Vitae Direction d’Animation, de Promotion et de Direction of Animation, Promotion and 8 DAPS-COGES Suivi des Comités de Gestion des Monitoring for COGES* Établissements Scolaires Publics 9 DDL Direction du Développement Local Direction of Local Development* Direction of Primary Schools, Secondary 10 DELC Direction des Ecoles, Lycées et Collèges Schools and Colleges* Direction de l'Exploitation et de la 11 DEM Direction of Operations and Maintenance* Maintenance 12 DEP Direction d'xecution des Projets Direction of Project Execution* Direction Générale de Décentralisation et General Direction of Decentralization and 13 DGDDL du Développement Local Local Development* Direction Générale des Infrastructures de General Direction of Human Water 14 DGIHH l'Hydraulique Humaine Infrastructure* Direction de l'Hydraulique Rurale et Directorate of Rural and Suburban Water 15 DHRP Périurbaine Supply* 16 DMP Direction des Marchés Publics Direction of Public Procurement* Direction du Personnel des Collectivités Direction of Human Resources of Local 17 DPCT Territoriales Government* Direction de la Planification de l'Evaluation Direction of Evaluation Planning and 18 DPES et des Statistiques Statistics* Direction Régionale de l'Education 19 DREN Regional Direction of National Education* Nationale Direction Régionale de l'Education Regional Direction of National Education 20 DRENET Nationale et l’Enseignement Technique and Technical Education* Direction des Stratégies, de la Planification Direction of Strategies, Planning and 21 DSPS et des Statistiques Statistics* Direction de la Tutelle Economique et Directorate of Economic and Financial 22 DTEF Financière Regulator 23 DTH Direction Territoriale de l'Hydraulique Territorial Director of Water* 24 EPP École Primaire Public Public Primary School 25 FST/ OJT Formation Sur le Tas On the Job Training 26 HV Hydraulique Villageoise Rural Water* 27 IEP Inspections d'Enseignement Primaire Inspections for Primary Education* Agence Japonaise de Coopération 28 JICA Internationale (Japan International Japan International Cooperation Agency Cooperation Agency) Ministère de l’Agriculture et de 29 MAH Ministry of Agriculture and Water* l’Hydraulique Ministère d'Etat, Ministère de l'Intérieur et Ministry of State, Ministry of Interior and 30 MEMIS de la Sécurité Security

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Acronyms French English 31 MEMPD Ministère du Plan et du Développement Ministry of Planning and Development 32 MEN Ministère de l'Éducation Nationale Ministry of National Education Ministère de l'Education Nationale et de Ministry of National Education and 33 MENET l'Enseignement Technique Technical Education* Ministère de l’Education Nationale, de Ministry of National Education and 34 MENETFP l’Enseignement Technique et de la Technical Education and Vocational Formation Professionnelle Training* 35 MIE Ministère des Infrastructures Economiques Ministry of Economic Infrastructure 36 ONEP Office National de l’Eau Potable National Office of Drinking Water* 37 ONG/ NGO Organisation Non Gouvernementale Non-Governmental Organizations Programme d'Hydraulique et Programme of Hydraulic and Sanitation for 38 PHAM d'Assainissement pour le Millénaire the Millennium 39 PMH Pompe à Motiricité Humaine Human Motorized Pump 40 PO Plan d’Opération Plan of Operation 41 PPP Partenariat Public-Privé Public Private Partnership Service of Primary Schools, Secondary 42 SELC Service des Ecoles Lycées et Collèges Schools and Colleges* Service de la Planification, de l'Evaluation Department of Planning, Evaluation and 43 SPES et des Statistique Statistics* Service National d'Animation, de National Service of Animation, Promotion 44 SNAPS-COGES Promotion et de Suivi des Comité de and Monitoring for COGES* Gestion des Etablissements Scolaires Union des Comités de Gestion des Union of School Management Committees 45 U-COGES Etablissements Scolaires (Union de (COGES Union) COGES) Union des VIlle et Commune de Côte Assembly of the Regions and Districts of 46 UVICOCI d'Ivoire Côte d'Ivoire *: Provisional translation by the Project Team.

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Chapter 1 Introduction

1.1 Background Cote d’Ivoire has seen a gradual return to stability in many parts of the country, including the Northern and Central parts following the post-electoral violence that ended in April, 2011. In the Northern and Central parts of the country, the division of the country after the crisis in 2002 had a significant impact on the region in terms of deterioration of socio-economic conditions, rule of law, and security. Indeed, the region experienced a drastic increase in poverty during the last ten years. The comparison of the poverty rates in 2002 and 2008 by district shows the following. Central-North: 32%/57%, North: 40%/77%, North-West: 52%/58%, North-East: 45%/54%. The return of the government into the regions is gradually reviving the essential services, including the education and health sectors. However, the state authority in each region faces immense challenges, including restoring essential service delivery, rebuilding basic infrastructure, reconstituting the judiciary, maintaining security, and above all confronting underdevelopment in the regions. In order to accelerate the post-crisis national reconstruction and reconciliation, the Government of Cote d’Ivoire prepared the Social Cohesion Program (2012-2015), and the National Development Plan (2012-2015). The project aims to support both the central government and local government in restoring and ameliorating the basic services in the conflict-affected regions through human resource development, targeting the northern and central part of the country, as these regions are in transition from emergency to development phases. Through reinstituting the basic services in these regions, the project aims to enhance inclusive development and social cohesion.

1.2 Framework of the Project Components of the Project and the relations among them are shown in Figure 1.2.1. The PDM (Project Design Matrix) and PO (Plan of Operation) are attached to Appendix A for the French version and K for the English version. The PDM can be changed based on agreements with all the stakeholders, if necessary.

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Overall Goal: Capacity of local administration in basic service delivery is enhanced in conflict-affected areas in Central and Northern Areas of Cote d’Ivoire.

Project Purpose: Models of basic service delivery systems for conflict-affected areas in Central and Northern Areas of Cote d’Ivoire are developed.

Models of Basic Service Delivery to be developed in the Project

Training for Government Officers of Implementation of pilot projects to improve central governments, regional directions basic service delivery and local governments Output 2 ： Effective cooperation and coordination mechanisms between Output 1 ： Skills and knowledge of communities and government are government officers responsible for basic established through implementation of pilot service delivery of the education sector projects in Gbeke Region. the rural water supply sector are improved in Gbeke Region.

Development of coordination mechanism for improvement of basic service delivery systems

Output 3：Mechanisms of coordination for the improvement of basic service delivery Sharing the models among offices in Central systems are developed in the Gbeke Region, and Northern areas and preparing for and the developed models are shared promotion of the models by the central among central government agencies and governments local administration agencies in the five target districts of Central and Northern Areas of Cote d’Ivoire.

Figure 1.2.1 Structure of the Project

The outline of the Project agreed upon in the first JCC is as shown below:

1.2.1 Title of the Project The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire.

1.2.2 Duration of the Project The duration of the Project will be three (3) years from the initial dispatch of the Japanese Expert Team in November, 2013.

1.2.3 Target Area The target areas of the project are twelve (12) regions in Central and Northern Areas of Cote d’Ivoire (Folon, Kabadougou, Bagoue, Poro, Tchologo, Gbeke, Hambol, Bafing, Bere, Worodougou, Bounkani, and Gontougo). However, pilot projects will be implemented only in Gbeke Region (See Figure 1.2.2).

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1.2.4 Overall Goal Capacity of local administration in basic service delivery is enhanced in conflict-affected areas in Central and Northern Areas of Cote d’Ivoire.

1.2.5 Project Purpose Models of basic service delivery systems for conflict-affected areas in Central and Northern Areas of Cote d’Ivoire are developed.

1.2.6 Outputs 1) Skills and knowledge of government officers responsible for basic service delivery of the education sector (officers of DREN, inspectors and advisers of COGES, and officers of Regional Council and Communes) and the rural water supply sector (officers of DTH, Regional Council and Communes) are improved in the Gbeke Region. 2) Effective cooperation and coordination mechanisms between communities and government (Regional Council and Communes, Prefect of Region and Prefects of Departments, DREN and DTH) are established through the implementation of pilot projects (for infrastructure development and rehabilitation, and communities’ activities for management of infrastructure and services) in the Gbeke Region. 3) Mechanisms of coordination for the improvement of basic service delivery systems are developed in the Gbeke Region, and the developed models are shared among central government agencies and local administration agencies in the five target districts of Central and Northern Areas of Cote d’Ivoire.

1.2.7 Activities 1-1. To identify issues on basic service delivery through workshops with the participation of central governments and their regional directions as well as local governments in the Gbeke Region 1-2. To develop training programs for concerned government officers to tackle issues identified through 1-1 1-3. To implement training programs for government officers of the rural water supply and education sectors in the Gbêkê Region 1-4. To implement training programs in third countries and in Japan for government officers of related central government agencies and their regional directions, as well as those of local governments in the Gbêkê Region for improvement of basic service delivery 2-1. To conduct present situational studies on socio-economy and administration in the Gbêkê Region 2-2. To conduct baseline surveys including the current situation of public facilities and service delivery 2-3. To select subjects and sites for pilot projects (for infrastructure development and rehabilitation, and communities’ activities for management of infrastructure and services)

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and conduct public consultation meetings for implementing pilot projects 2-4. To develop implementation plans for pilot projects, in which communities could participate in implementation and management 2-5. To implement pilot projects and conduct training programs for community-based organizations and private service providers (area mechanics, water management committees, pump repairers, and COGES) 2-6. To compile lessons learned from the implementation of the pilot projects. 3-1. To develop monitoring systems for implementation of pilot projects and implement monitoring of pilot projects 3-2. To clarify the processes of basic service delivery from planning to implementation and further to monitoring, as well as roles and responsibilities of concerned government agencies and communities 3-3. To develop guidelines/handbooks for the improvement of the basic service delivery systems 3-4. To share lessons from the implementation of the pilot projects among local administration agencies in the five target districts and central government agencies through seminars and workshops 3-5. To develop an action plan to develop basic service delivery systems in Central and Northern Areas

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Source: JICA Expert Team Figure 1.2.2 Target Area

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1.3 Policies of the Project

1.3.1 Feasible Models for Strengthening Local Administration The purpose of the Project is to develop “models of basic service delivery systems for conflict-affected areas in Central and Northern Areas of Cote d’Ivoire.” In order to attain this, it is essential to identify the supposed future vision of the public service delivery system by local administration agencies, clarify the steps to be taken to realise the vision, and acquire agreement from the organizations of concern. With the current situation of the local administration, it is difficult to develop a basic service delivery system relying solely on the local government as regulated in the current laws. In this project, in addition to discussing and examining the vision to be realised in the distant future, implementation mechanism models that need to be achieved in the near future will be identified. Pilot projects will be implemented with the implementation mechanism models, which should be realised in the near future and which will be feasible. Three potential implementation mechanism models can be raised as written below: Models A, B and C. “Model B” and “Model C” are preferable to “Model A” because in those models, more power is transferred toward decentralised areas with greater responsibilities given to local governments. In “Model A,” which has been taken so far, the central government and local agencies of central ministries have the most responsibilities. However, taking into consideration the fact that the country is in a transitional period from reconstruction to development, “Model B” will be taken as the implementation mechanism to be realised in the near future. It is conform to the current situation and enables quick implementation as well.

Model A: Implementation mechanism for quick reconstruction which relies mostly on the central government and local agencies of central ministries

Model B (selected): Implementation mechanism to enable both decentralization, which should be realised in the near future, as well as quick reconstruction

Model C: Implementation mechanism by local governments and residents’ organizations as main actors, which is steady and slow and based on local needs.

1.3.2 Central Government’s Ownership of the Project The central government plays key roles to promote the models in Central and Northern areas. Approaches will be taken through the process of the Project to increase the sense of ownership of MEMIS, MEN and MIE on model development in the Gbeke Region. At the end of the Project, it is expected that the responsible government agencies will be ready to take actions in order to move toward the model promotion. Officers of the central government agencies will be involved in the Project to discuss and make decisions on each stage of the model development, and to clarify the necessary actions to be taken by the ministries of concern. The following are roles to be played by the central government during and after the Project:  Agreement on roles and responsibilities of local administration agencies (regional directions of ministries and local governments)

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 Authorization of manuals and guidelines developed in the Project  Allocation of technical officers to local administration agencies  Preparation of training programs for local administration agencies, according to their roles and responsibilities clarified in the Project  Implementation of the training programs  Allocation of budgets to local administration agencies  Preparation of project proposals to get donor assistance

1.3.3 Promotion of Cooperation and Collaboration between Communities and Local Governments Cooperation and collaboration between communities and local governments are very important for the improvement of public service delivery when the capacity and resources of the local government is insufficient, in developing countries and especially in conflict-affected countries. In the Project, training programs concerning COGES will be conducted for re-electing members and chairmen of COGES and for activating the operation of COGES for the improvement of primary school management. In addition, the infrastructure components of the pilot projects (rehabilitation, reconstruction or extension of primary school buildings) will be conducted. COGES will be involved in planning, implementation, and supervision for these pilot projects. For the rural water supply sector, existing water management committees for HV infrastructure will be examined in terms of their presence and performance, and necessary training and monitoring will be implemented for the improvement of water management committees. In addition, the pilot projects for the construction of new HV infrastructure and rehabilitation of the existing HV infrastructure will be implemented. For these pilot projects for HV infrastructure, water management committees and villagers will be involved in planning, implementation, and supervision. In this way, in the pilot projects, both infrastructure development/rehabilitation and communities’ management capacity development will be implemented. In this process of implementing pilot projects, the JICA Project aims to transform the relationship of communities and local governments into a more collaborative and cooperative one than the existing situation. For the purpose of promoting this transformation process, necessary training and monitoring for both communities and local governments will be conducted.

1.4 Project Organization

1.4.1 Project Management System The project is managed at the two levels as shown in Figure 1.4.1. The Joint Coordination Committee (JCC) was established for the project management at the central level. For the regional level management, the Technical Working Group was established by the Prefect of the Gbeke Region. There is an idea of establishing two Sector Working Groups as a mechanism of coordination and collaboration among regional directions of central governments and local governments (Collectivités Territoriales).

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Joint Coordination Committee (JCC)

JICA Responsible Agency Central Government MEMIS MENET MIE JICA Expert Team MEMPD

Technical Working Group (TWG)

Préfet of Conseil Régional DTH Gbeke Region JICA Eight (8) Communes DRENET Expert Préfets of BEOUMI, BODOKRO, Team Departments BOTRO, DIABO, BOUAKE, Regional Direction of BROBO, DJEBONOUA, Planning and Development Sous-Preféts SAKASSOU Other Regional Directions

Sector Working Group: Education7 Sector Sector Working Group: Rural Water Supply Sector

Implementing Agencies

Figure 1.4.1 Project Organization Chart

1.4.2 Assignment of Counterparts Counterparts of the project including a project director, a project coordinator at the central level, a project manager, a project coordinator at the regional level, an assistant of the project manager and project leaders were officially assigned. Members of JCC and GTT were listed in Table 1.4.1 and Table 1.4.2. .

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Table 1.4.1 List of Counterparts (JCC members) Organization Title Name National Director of the Project DGDDL, MEMIS Counsellor of the General Director of Decentralization /MEMIS Mr. Gbala Gnato Raphael Coordinator of the Project DGDDL, MEMIS Assistant Director of Training and Training Courses / DGDDL Mr. Boka N’takpé Sylvain Project Manager Gbeke Region Prefect of the Gbeke Region Mr. Konin AKA Counterparts DGDDL, MEMIS Assistant Director in Charge of the Management of the Mr. TIEHI Titi Léocadie epse Kouamé Personnel of Local Governments, DPCT DGDDL, MEMIS Assistant Director of the Patrimony (assets), Equipments and Mr. DJAYA Kouamé Paul Works, DDL DGIHH, MIE Assistant Director, DGIHH Mr. Mamadou FEH ONEP, MIE Responsible for Operations Mr. Guibril Kamissoko CNC-CGPE, MIE Responsible for Capacity Building Ms. Adoh née Tagro Biali C. DSPS, MEN Head of Service School Mapping GIS, DSPS Mr. N'Guessan Koffi Kan Herve DSPS, MEN Officer in charge of local governments , DSPS Mr. Gabou Elisabeth DEP, MEN Technical Engineer, DEP Mr. Lida Gilbert DAPS-COGES, MEN Director of DAPS-COGES Mr. Kouadio Kouamé David DAPS-COGES, MEN Assistant Director, DAPS-COGES Ms. Effi Germaine DELC, MEN Assistant Director of Kinder Gardens and Primary School, Ms. Kouame née Aka Houman Jeannette DELC DELC, MEN Responsible for Studies at the Sub Direction of Kinder Mr. N’Guessan Kakou François Gardens and Primary School, DELC MEMPD Responsible for Studies Mr. Adam-Yéboua N’krumah Ministry of Finances - - and Economy

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Table 1.4.2 List of Counterparts (TWG members) Organization Title Name Coordinator of the Project DGDDL, MEMIS Assistant-Director of Training and Training Courses/ DGDDL Mr. Boka N’takpé Sylvain Project Manager Gbeke Region Prefect of the Gbeke Region Mr. Konin AKA Project Coordinator in Gbeke Region Prefecture of Bouake Secretary General of the Prefecture of Bouake Mr.Yokozo Zozoro Firmin Assistant of the Project Manager Prefecture of Bouake Chief of Staff Mr. Kouadio Jules Counterparts Department Prefect of the Department of Beoumi Mr. Kouamé Koffi Department Prefect of the Department of Botro Mr. Coulibaly Lamine Department Prefect of the Department of Sakassou Mr. Kouakou Wiha Ange Tchicaya Project Leader DREN 1 et 2 Director of DREN1 Mr. Kékémo Ahou Daniel DREN 1 et 2 Director of DREN2 Mr. Traoré Tiégoué Project Leader DTH Director of DTH Mr. Coulibaly Seydou Counterparts Regional Council President Mr. Kouassi Abonouan General Director of Administration Mr.Koffi Brou Noël Commune of Bouake Mayor Mr. Djibo Youssouf N Secretary General Mr. Lagouth Djé Ziao Commune of Brobo Mayor Mr. Kouamé Yao Séraphin Secretary General Mr. Gnali Emile Commune of Mayor Mr.Taiguin Koffi Edmond Djebonoua Secretary General Mr.Komenan Kouadio Bertin Commune of Sakassou Mayor Mr. Kouadio Kouamé Secretary General Mr. Droh Zégbé Commune of Bodokro Mayor Mr. Koffi Kouakou Secretary General Mr. Yao Kouacou Evariste Commune of Beoumi Mayor Mr. Konan Kouadio E Secretary General Mr. M’bra Kouassi Commune of Botro Mayor Mr. Yao N’zue Goumo Secretary General Mr. Douai Richard Commune of Diabo Mayor Mr. Koumoin Konan Secretary General Mr.Dahoué Metouba

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1.4.3 JICA Expert Team The JICA Experts and the national staff of the JICA Expert Team and their assignments are shown in Table 1.4.3 and Table 1.4.4.

Table 1.4.3 Member List of JICA Expert Team (JICA Experts) No. Assignment Name 1 Chief Adviser/ Local Administration Mr.Hideyuki Sasaki 2 Deputy Chief Adviser/ Community Development/ Public Service/ Conflict Ms.Junko Okamoto Prevention/ Gender Sensitivity 3 Deputy Chief Adviser/ Architecture Planning/ Cost Estimation (School Building)/ Mr.Tomoki Miyano Procurement Management 4 Deputy Chief Adviser/ Rural Water Supply/ Operation and Maintenance/ Mr.Masakazu Saito Construction Planning and Supervision (Rural Water Supply) 5 School Management/ Community Participation Ms.Harumi Tsukahara 6 Social Survey/ Conflict Prevention/ Gender Sensitivity Ms.Hisako Kobayashi 7 Rural Water Supply Facility Planning/ Procurement Management/ Cost Estimation/ Mr.Kan Shichijo Construction Planning and Supervision (Rural Water Supply) 8 Architecture Planning/ Procurement Conditions Ms.Izumi Kasai 9 Architecture Planning Mr.Kazuomi Okamura 10 Construction Planning and Supervision (School Buildings) Ms.Hiroko Ishikawa 11 Construction Supervision (School Buildings) Mr. Koichiro Seki 12 Database Management/ Baseline Survey Ms. Camille Armengaud 13 Architecture Planning Mr.Junya Umemura 14 Project Assistant/ Assistant on Local Administration/Training Management/ School Ms.Azusa Matsui, Mr. Koichiro Seki, Management Mr. Itaru Uema 15 Project Assistant / Assistant on Local Administration / Local Administrative System Mr.Keisuke Hattori 16 Interpreter Ms.Yasu Kikuchi

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Table 1.4.4 Member List of JICA Expert Team (National Staff) No. Assignment Name 1 National Coordinator / Public Administration Mr. Edouard Yao Kouassi 2 Public Relations and Security Mr. Diarrasouba Valy 3 Architecture Mr. Bassa Kouakou Ulrich-Donatien Kra 4 Architecture Mr. Memel Koffi Amary Félix 5 Architecture Ms. Tibe Glwadys Olga Mirelle 6 Architecture Mr. Kanga Adelphe Aristide 7 Architecture Mr. N’goran Innocent 8 Rural Water Supply Mr. Henri Jean-Marie Zida Zabsonre 9 Community Participation/Rural Water Supply Mr. N’goran Sylvanus Innocent 10 Rural Water Supply Mr. Kouadio Assoue Kouakou 11 Rural Water Supply Mr. Kouassi Louis Anderson 12 Rural Water Supply Mr. Boussou Konan Serge Wilfried 13 Community Participation/Rural Water Supply Mr. Goueli Ange Roland Guy Tirolien 14 Education Mr. Kandogona Soumaïla Ouattara 15 Education Mr. Coulibaly Nanga 16 ICT /Database /Public Relations and Security Mr. Manou Alain Pierre Claver Gahié 17 Interpreter/ Translator Mr. Alangba Koffi 18 Administrative Assistant Ms. Kassi Angoran Adjoua Sylvie 19 Assistant /Logistics Mr. Tan Kouakeu Aristide

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Chapter 2 Achievement of the Project

2.1 Achievement of Outputs In the period from November 2013 until the end of March 2016, activities of the Project were carried out along two components, namely the Infrastructure Component and the COGES Component.

2.1.1 Infrastructure Component Activities for the Infrastructure Component dealing with primary school infrastructure (EPP) and rural water supply infrastructure (HV) were conducted by taking the following steps:  Collection of village data and establishment of a database by the local governments, with assistance of the JICA Expert Team (mostly done by September 2014)  Formulation of sector development plans with projects prioritized by the local governments with the assistance of the JICA Expert Team (mostly done by September 2014)  Selection of pilot projects by the local governments with the assistance of the JICA Expert Team (mostly done by April 2015)  Preparation of pilot projects by the local government including consideration of contents of pilot projects and design of pilot projects (mostly done by April 2015)  Consideration of implementation system of the pilot projects by the local government (mostly done by April 2015)  Preparation and implementation of tenders for EPP pilot projects (done by September 2015)  Preparation and implementation of tenders for HV pilot projects (done by July 2015)  Implementation of EPP pilot projects and supervision of construction and rehabilitation works (Completed in May 2016)  Procurement of furniture for EPP pilot projects (Completed in August 2016)  Implementation of HV pilot projects and supervision of construction and rehabilitation works  Drilling works (Completed in February 2016)  Installation of PMH and appurtenant works for new wells (Completed in May 2016)  Rehabilitation of existing PMH (Completed in April 2016)  Establishment of CGPE for community-based water management (done by December 2015)  Training of CGPE on rural water management (done by April 2016)  Monitoring of CGPE on rural water management (done by July 2016)  Training of COGES on school infrastructure maintenance (done by November 2016)  Survey of area mechanics in Gbeke Region and training for area mechanics (done by March 2016)  Revision of the manual of surveys, database management and planning of HV and EPP

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infrastructure and training for the elected individuals and the officials of the local governments (done by May 2016)  Development of draft models on EPP and HV infrastructure development and management (done by March 2016)  Development of models on EPP and HV infrastructure development and management (done by September 2016)  Preparation of manuals on EPP and HV infrastructure development and management (done mostly by October 2016) These activities are related to Output 1, Output 2 and Output 3 of the Project.

(1) Achievement of Output 1

Various lectures, workshops and on-the-job training on the development and management of school and rural water supply infrastructure were provided to local government officials. They experienced many new activities through the pilot projects as follows: Surveys, database management and planning  Survey on existing conditions of HV and EPP infrastructure  Selection of priority projects in accordance with clear criteria  Renewal of village lists to be used for monitoring of HV and EPP infrastructure Procurement and project implementation  Preparation and implementation of tenders following the proper methods  Supervision of construction of new wells  Supervision of rehabilitation of PMH  Supervision of school building construction and rehabilitation in a proper way  Procurement of school furniture in a proper way  Organizing public consultation meetings for project implementation EPP and HV infrastructure management and community involvement  Conducting training for CGPE and monitoring of CGPE’s water management  Conducting training for COGES on school maintenance Skills and knowledge of local government officials including Technical and Socio-Cultural Services have been enhanced concerning surveys and planning and project implementation. The officials of Technical and Socio-Cultural Services also gained the skills to provide training to community organizations such as CGPE and COGES on water management and school infrastructure maintenance. The officers in the Gbeke Region gained skills on participatory approach to provide support to community organizations at the village level. The local government officials and some elected people understood the importance of conducting surveys to grasp the needs of the community properly, managing the database and prioritizing projects with clear criteria. Some local governments are trying to conduct surveys and prepare budgets. The local government officials recognized also the importance of the supervision of construction works at the site and also the school maintenance by the community (COGES).

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They started to consider realistic strategies to realize those activities in their routine works and extend the activities for capacity building of COGES and CGPE in the areas not covered by the project.

(2) Achievement of Output 2

All construction and rehabilitation works of HV and EPP pilot projects have been completed by May 2016. Training on rural water management was provided to 77 CGPE and monitoring was conducted by visiting the villages after the training. Training on school infrastructure maintenance was provided to COGES of 11 schools. According to the result of the monitoring, 71 % of CGPE collected water fees of more than 7,000 FCFA/month, which was the target amount of water fee to be collected per month at each site. A total of 49% of CGPE bureaus conducted monthly meetings, 38% maintained accounting books and 65% recorded the repairs in the notebooks of village repairers. In consideration that those activities were not conducted at most of the villages before the intervention of the project, big changes in village level water management were observed. Another change is the relationship between the local governments and the community developed through the site visits by the local government officials. The important goal is to sustain the water management by the newly established CGPE and enhance the capacity of the CGPE by providing continuous support to them by the local governments. The local government officials, as well as many elected people, understand the importance of community participation in water management. The monitoring of CGPE should be incorporated in their routine works by preparing budgets for site visits. The COGES have been involved in the school construction and rehabilitation projects through the monthly meetings and regular communication. Training on school infrastructure maintenance was provided to the COGES by the local government officials. Trough those activities, the relationships between the COGES and the local governments were developed and the COGES and the community became aware of their responsibility in maintenance of school buildings.

(3) Achievement of Output 3

The coordination among the stakeholders at the regional level was realized in the Project through project activities and meetings such as the Technical Working Group meetings, training, site visits, and community meetings. The local governments communicate with DREN, IEP, DTH and prefecture offices when they need information, e.g. when conducting surveys. The Project organized experience sharing seminars in Tonpki and Kabadougou Regions, in Abidjan for UVICOCI and ARDCI and in Bouake inviting representatives from regions in the northern and central parts of the county. The Project Director and the Project Coordinator of DGDDL, MEMIS, the directors and the officials of MENET and MIE, and the Secretary General 1 of the prefectural office of the Gbeke Region, and the local government officials have been giving maximum efforts to share their experiences in the seminars. The PCN-CI models were known in a wide range of stakeholders related to basic service delivery in education and rural water supply sectors from the regional level to the high officials of ministries.

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2.1.2 COGES Component Activities for the Component on Improvement of School Management by Strengthening of COGES (COGES Component) were conducted by taking the following steps:  Present situational survey on COGES (done by September 2014) and present situational analysis on COGES (done by April 2015)  Preparation of Manual 1 for Democratic Setting Up and Renewal of COGES (done by September 2014)  Implementation of Training of Trainers (TOT) using Manual 1 for Democratic Setting Up and Renewal of COGES (done by September 2014)  Implementation of Training for primary school directors using Manual 1 for Democratic Setting Up and Renewal of COGES (done by September 2014)  Implementation and Monitoring of elections of COGES members (done by April 2015)  Preparation of Manual 2 for Participatory School Management (done by April 2015)  Implementation of Training of Trainers (TOT) using Manual 2 for Participatory School Management (done by April 2015)  Implementation of Training for COGES using Manual 2 for Participatory School Management (done by April 2015)  Preparation of Manual 3 for Establishment and Functionalization of Union of COGES (U-COGES) (done by June 2015)  Implementation of Training of Trainers (TOT) using Manual 3 for Establishment and Functionalization of Union of COGES (U-COGES) (done by June 2015)  Implementation of Training for COGES using Manual 3 for Establishment and Functionalization of Union of COGES (U-COGES) (done by June 2015)  Implementation and Monitoring of elections of U-COGES members (done by September 2015)  Preparation and implementation of Regional Forum (done by October 2015)  Revision of Manual 2 and implementation of Training of Trainers (TOT) on revised Manual 2 (done by October 2015)  Implementation of Training for COGES on revised Manual 2 (done by November 2015)  Implementation of Training for COGES counselors on participatory approach (done by February 2016)  Monitoring of activities of COGES and U-COGES and follow up of the Regional Forum (done in October 2016)  Annual meeting of U-COGES representatives (done in September 2016)  Development of the model for improvement of school management (done by March 2016)  Training for the elected people (done in February 2017) These activities of the COGES Component are related to all three outputs of the Project (Output 1, Output 2 and Output 3).

(1) Achievement of Output 1 In the Project, various training programs were provided to the COGES counselors according to the manuals developed for each step of the introduction of participatory school management by COGES involving all community people. The COGES counselors improved their capacity in

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implementation of training for COGES through the experience of conducting trainings on Manuals 1, 2 and 3 and the revised Manual 2. They understand well the purpose and the methodology of participatory school management by COGES and they are motivated to work for the promotion of COGES activities. Training on how to apply a participatory approach in the promotion of participatory school management was also provided to COGES counselors, since most of them did not have much experience of visiting COGES and providing practical advice to members of the Executive Bureaus of COGES and the community people. The JICA Expert Team monitored the works of the COGES counselors, who were expected to apply the participatory approach in their works, according to the guidebook prepared for them. It was observed that some COGES counselors started visiting COGES more frequently than before and attending General Assemblies of COGES. Some of them provided support to COGES by applying the participatory approach and encouraging COGES Executive Bureau members, and also provided technical guidance specifically. It is necessary for the COGES counselors to continue learning and discussing among themselves to find better ways of working for the promotion of participatory school management.

(2) Achievement of Output 2 The COGES component aims at improving primary school education by promoting community participation in school management. The roles of the community in school management were clarified in the Project and the relationships between the communities and governments are being developed through the processes of introducing participatory school management. A mechanism of cooperation and coordination between the communities and the government was established by organizing U-COGES and the Regional Forum. These activities are directly related to the Output 2 of PCN-CI. According to the survey conducted in September 2016 targeting representatives from 83 COGES of 3 U-COGES, 90% of the COGES applied the participatory school management introduced by the PCN-CI, and 103 out of 117 respondents observed positive changes in school management. The positive changes include the improvement of the community mobilization, cooperation with and trust of COGES. A total of 90 % of COGES felt that they got more support from the IEP (COGES counselors). A total of 71 % of the COGES recognized the benefits to join U-COGES. A total of 90% of COGES conducted the new types of activities to improve school results, such as sensitization of parents on the importance of education, additional study courses, study clubs, awarding best students, etc. It seems that after the Regional Forum organized in October 2015, many COGES gradually started to apply the new approaches in earnest, prepared action plans by involving the community, and conducted new types of activities to improve school results. They got more support from the COGES counselors, although the communication between COGES and the local governments has not been improved much. Some active U-COGES are supporting COGES in implementation of COGES activities.

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Some local governments started supporting COGES and U-COGES, e.g. securing budget to support COGES activities through U-COGES and fundraising to construct social housing to be rented by teachers in remote areas. It is important to make efforts to promote and sustain the positive changes that have occurred in school management in the Gbeke Region. The COGES counselors should continue the monitoring of COGES and U-COGES by applying the participatory approach, and the mechanism of U-COGES and the Forum should be utilized effectively.

(3) Achievement of Output 3

The processes of introducing participatory school management, U-COGES and the Regional Forums are related to Output 3. Through these activities, coordination and cooperation between DREN/IEPs and local governments were developed. The process of preparation and the implementation of the Regional Forum provided opportunities for the Prefectural Corps, DREN and IEPs, and the local governments to develop relationships to collaborate in improvement of primary education. At the Regional Forum, different entities decided actions as commitments to achieve the common objective, namely “Improvement of School Results of Preparation Courses (Grade 1 and 2 of Primary Education) through Reading and Mathematics”. The collaborative relationship between the different organizations and entities including the Prefectural Corps, DREN and IEP, local governments, U-COCES, and COGES was developed through the Forum. The representatives of the entities organized a monitoring committee and they are sharing information regarding actions taken after the Forum and problems in implementing the commitments. An annual meeting of U-COGES representatives was organized in September 2016 instead of organizing the Forum. Such meeting can be used as an opportunity to share information among U-COGES and stakeholders. The experience of the Project and the models of participatory school management by COGES along with the community were shared in the experience sharing seminars in Tonpki and Kabadougou Regions, in Abidjan for UVICOCI and ARDCI and in Bouake inviting representatives from regions in the northern and central parts of the county.

2.2 Achievement toward Project Purpose

2.2.1 Development of Models for Cote d’Ivoire

(1) Infrastructure Component Various discussion sessions on the models of HV and EPP infrastructure development and management have been conducted with the different stakeholders including the local government representatives and officials, central level counterparts and the directors of related departments of MEMIS, MEN and MIE, the Directors of Cabinets and Ministers of the Ministries. The model document for the rural water supply sector has been prepared, which was developed based on the experiences of PCN-CI and by incorporating opinions of various stakeholders and key

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persons of MIE and MEMIS including the Director of the DHRP of ONEP, the Technical Advisor to the Minister of MIE, the Director of Cabinet of MIE, the PHAM and the Project Director of MEMIS. The model document covers not only HV but also HVA dealing with the whole rural water supply sector. It clarifies the roles of the community, local governments and the central governments and their regional directorates in the entire process for development and management of the rural water supply infrastructure. In the end, the Director of the Cabinet of MIE accepted the final version of the contents of the model document, and the summary document was explained to the Minister of MIE. The MIE prepared a draft decree with regard to the reorganization of MIE, in which the role of MIE to provide technical support (supervision, training and monitoring) to the local government is clearly mentioned. The model document of EPP infrastructure development and management was also prepared based on the experiences of PCN-CI and by incorporating opinions of various stakeholders and key persons. The improvement of the quality of school infrastructure was a difficult issue and it was not easy to find solutions through the experience of the pilot project implementation. A series of discussions were conducted with the directors of the related departments including DEP, the Director of the Cabinet of MEN. The stakeholders gradually came to recognize the importance of the quality improvement of school buildings constructed by the local governments. The JICA Expert Team prepared different options for the solutions and possible measures, and prepared the model document based on the results of the discussions, although some issues still need further trials and examination to reach conclusions, e.g. how to improve the capacity of local contractors and how to effectively conduct construction supervision by the limited staff with support of the community peoples. After the appointment of the new director of DEP of MEN, the DEP worked closely with the JICA Expert Team to develop the models and manuals related to the EPP Infrastructure. The roles of DEP in providing guidance and support to the local governments were recognized by the DEP and also agreed to by the Director of the Cabinet and the Technical Advisors of MIE. The PCN-CI models were explained to the Minister by the Director of the Cabinet and the Director of DEP together with MEMIS and the JICA Expert Team. The methodology of surveys, data management and planning were developed, and the manual was prepared. The local governments in the Gbeke Region started to conduct the surveys using their own resources by applying the simplified methodology. MEMIS, MEN and MIE prepared short term action plans to promote the PCN-CI models on school and rural water supply infrastructure.

(2) COGES Component The model on school management by COGES was developed and finalized based on the continuous discussions with stakeholders at regional and central levels. The contents of the models on the democratic setting up and renewal of COGES, participatory school management, establishment and functionalization of a Union of COGES as well as the Regional Forum were

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agreed on by the stakeholders. The summary of the model document was explained to the Minister of MEN by the Director of the Cabinet and the Director of DAPS-COGES together with MEMIS and the JICA Expert Team. The model on school management by COGES was placed in the hands of the stakeholders. The DAPS-COGES prepared a short term action plan to promote the models on participatory school management, toward introducing the models in all regions in the country. They are working on revision of laws related to COGES and planning to organize a national seminar targeting all DREN in the country.

2.2.2 Model Development in the Gbeke Region

(1) Clarification of roles and responsibilities of relevant government agencies and development of collaborative relationship among the government agencies Officials and the elected people of local governments, officials of DTH and DREN, and the Prefectural Corps in the Gbeke Region clearly understand the roles and responsibilities of different stakeholders in the primary education and rural water supply sectors. Through the experience of PCN-CI’s project activities including surveys, planning, project formulation, project implementation, and maintenance of school and rural water supply infrastructure, different actors recognized the importance of roles to be played by the local governments, and the necessity of collaboration between the decentralized and deconcentrated governments, in order to deliver better basic services. For example, some of the local governments in the Gbeke Region decided to conduct surveys on school and HV infrastructure, to provide training for communities on water management and to support COGES for participatory school management by using their own budgets. However, still various efforts should be made in order for the different actors to play their roles and to sustain the PCN-CI activities after the Project completes. At the national level, it is necessary for MEMIS and technical Ministries, namely MIE and MEN, to provide technical supports and official guidance to local governments as well as to consider strengthening finance and staffing for the local governments. At the regional level, the Prefect of the Gbeke Region should take the lead to maintain the Scientific Committee which was established to promote collaboration among the stakeholders and to find solutions at the regional level.

(2) Establishment of Database of School and Rural Water Supply Infrastructure and Preparation of Sector Development Plans

The local governments developed databases of school and HV infrastructure based on the results of field surveys conducted at all villages, and used the data for preparing sector development plans. Based on the experiences of surveys and planning, the methodology, questionnaire forms, and databases for the surveys and planning were revised and simplified, and the training was provided to the local governments by a simplified methodology. At present, the officials of technical and socio-cultural services of the local governments and some elected people in Gbeke Region understand how to conduct surveys, how to manage a database, and how to prioritize projects. Some of the local governments started the surveys to update their database. However they are facing difficulty of completing the surveys because of the lack of

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budget. The understanding of the elected people on the importance of surveys and a database has been improved by involving them in the project activities; however, this alone is not sufficient to sustain the activities. The national and the regional level stakeholders should discuss, collaborate and find solutions to ensure the sustainability of database management by the local governments.

(3) Building partnerships between communities and governments The Project provided a series of training on participatory school management for all COGES within Gbeke Region, on water management for CGPE of 77 villages and on school infrastructure maintenance of COGES of 11 schools in Gbeke Region. Community people and government officials understand clearly the roles and responsibilities of communities in primary education and rural water supply sectors. The officials of local governments, DREN, IEP, and DTH understand the importance of supporting COGES and CGPE for better water and school management. In the Project, various activities were carried out by involving community people, including HV and EPP infrastructure rehabilitation and constructions, training for CGPE and COGES, public consultation meetings, the Regional Forum on education, general assemblies of COGES and U-COGES, etc. Those activities encouraged the community people in participating in the school and water management, and positive changes were observed through the surveys conducted for the terminal evaluation. The next issue is how to sustain and promote community participation after the completion of the main activities of the Project. The local government officials and COGES counselors should continuously visit communities, monitor the management by CGPE and COGES, and provide necessary support to them. It is also important to strengthen the relationship among COGES through U-COGES (Union of COGES), in order to promote collaboration and support among the COGES.

(4) Trust in institutions of local administration According to the survey conducted in September 2016, the positive change in people’s trust of local governments was clearly observed. A total of 71 % of respondents thought that the communication between the community and local government officers was improved, and 81 % of respondents felt that the local governments understood the actual conditions and needs of the community. Generally, the social environment of the region has been improved in the past years after the resolution of the political crisis; therefore it is not easy to clarify to what extent the Project contributed to the positive changes in the trust in local administration in the Gbeke Region in the period. The Project targeted all local governments in the Gbeke Region in the infrastructure component, and all primary schools in the Gbeke Region in the participatory school management component. All local government officials of technical and socio-cultural services and all COGES councilors of DRENET and IEPP were the target of capacity building in the Project. Through various project activities, relationships between the community and the local administration were developed and very positive responses from the people were observed in such activities as meetings to explain the selected priority projects to village representatives, training of CGPE on water management, and the Regional Forum of the education sector. Local administrative officials, some elected people and

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prefects and sub-prefects in the Gbeke Region were greatly encouraged to improve the basic service delivery, organized a Scientific Committee, and prepared an action plan to be implemented after the Project completion. It is very important to sustain and expand the models introduced by the Project, in order to maintain and further improve the trust of the people after the project completion.

(5) Preparation of Acton Plans by Scientific Committee of Gbeke Region An action plan to sustain and promote activities of PCN-CI in Gbeke Region was prepared by the Scientific Committee of Gbeke Region. After the approval of the action plan at the Technical Working Group Meeting held in February 2017, the Scientific Committee members improved the action plan to clarify the evaluation criteria of each action. On 5th April, 2017, the Project Director and the Project Coordinator of MEMIS visited Gbeke Region and organized a meeting with the Scientific Committee to discuss the implementation of the action plan. It is expected that the Scientific Committee will continuously take initiatives to implement and monitor the action plan with support of the central government including MEMIS, MIE and MEN.

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Chapter 3 Activities Concerning the Entire Project

3.1 Discussion and Agreement on Work Plan

3.1.1 Explanation of the Project Frameworks and Basic Approaches to Related Organizations

(1) A series of Meetings with Related Organizations at the Central Level In November 2013, in the beginning of the project, MEMIS together with the JICA Expert Team and the JICA Cote d’Ivoire Office organized a series of meetings to explain the project frameworks and basic approaches to central level organizations. The organizations included DGDDL of MEMIS, SNAPS-COGES, DPES, BEP and DELC of MENET, ONEP, DGIHH and CNC-CGPE of MIE, and MEMPD. The meetings were held at least two times for each organization. Through the meetings, MEMIS and the JICA Expert Team clarified the organizations to be involved in the project at the central level. As a result, DPES, BEP, and DELC of MENET, and CNC-CGPE of MIE were included in the project organization in addition to those mentioned in the Record of Discussions signed before the project started.

(2) A Series of Meetings with Related Organizations at the Regional Level

In the beginning of December 2013, the JICA Expert Team together with the JICA headquarters and JICA Cote d’Ivoire Office visited various organizations and key persons related to the project at the regional level to explain the projects individually. The organizations and the key persons included the Regional Prefect of Gbeke, Prefects and some Sub-Prefects, DRENET 1 and DRENET 2, DTH, DRPD and DDPD, mayors of eight communes and the president of the Regional Council.

(3) Kick-off Meetings at Central and Regional Levels A kick-off meeting of the Project at the central level was held on 27th November 2013 at a meeting room of DGDDL of MEMIS. Counterpart agencies at the central level including DGDDL of MEMIS, DPES, BEP, SNAPS-COGES and DELC of MENET, DGDDL and ONEP of MIE and MEMPD gathered in the meeting, and discussed the project frameworks and the roles of counterpart agencies at the central level. Another kick-off meeting at the regional level was held on 5th December 2013 at the regional prefecture office of Gbeke. In total 72 people participated in the meeting, including representatives from DGDDL of MEMIS, Prefects of the Gbeke region and departments, Sub-Prefects, mayors and staff of communes, the president and staff of the Regional Council, directors and staff of DRENET1 and DRENET2, DTH, DPRD and DDRD, representatives from the JICA Headquarters and JICA

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Cote d’Ivoire Office, and the JICA Expert Team. It was the first meeting to explain about the project to related people all together at the regional level.

3.1.2 Preparation of PDM and Detailed Work Plans

(1) Workshop on PDM at Abidjan

DGDDL of MEMIS and the JICA Expert Team organized a workshop at a meeting room of DGDDL on 21st January, 2014. Counterparts from MEMIS, MIE, MENET and MEMPD participated in the workshop and discussed the contents of PDM, namely Project Purpose, Outputs, and Activities, Objectively Verifiable Indicators, Means of Verification, Inputs and Pre-Conditions. As a result, the 1st version of PDM was prepared and agreed on by the participants.

(2) Planning of the Rural Water Supply Component The JICA Expert Team organized a 2-day workshop at a meeting room of DGDDL on the 23rd and 24th January 2014 for the preparation of a detailed activity plan of the rural water supply component of the Project. Counterparts responsible for rural water supply at the central level, namely DGIHH, ONEP and CNC-CGPE, and DGDDL of MEMIS, participated in the workshop. Based on the Outputs and the Activities of the PDM, participants clarified more detailed activities and organized them according to the outputs, activities and sequences of implementation.

(3) Planning of the School Infrastructure Component As with the rural water supply component, a 2-day workshop was organized on 28th and 29th January 2014 at DELC of MENET for the preparation of a detailed activity plan of the school infrastructure component. Counterparts from DPES, BEP, SNAPS-COGES and DELC participated in the workshop together with the counterparts from DGDDL, MEMIS. Based on the Outputs and the Activities of the PDM, participants clarified more detailed activities and organized them according to the outputs, activities and sequences of implementation.

(4) Planning of the Activities of the School Management Component The JICA Expert Team organized a workshop with the officials of SNAPS-COGES for the planning of the activities of the component of “Improvement of School Management by Strengthening COGES” at a meeting room of DELC, MENET on 10th and 11th February 2014. In the workshop, based on the needs in terms of capacity building for the enhancement of COGES in Cote d’Ivoire as well as lessons learned from JICA’s experience of school management improvement in other West African countries, three training programs have been identified for school directors, COGES members and staff of local governments. The capacity building of expected trainers (SNAPS-COGES, DRENET and IEP) for these training programs has been also identified as important.

(5) Preparation of a Draft Work Plan Based on the discussions on the methodologies and approaches of the Project and the detailed activity plans through various meetings and workshops, the JICA Expert Team prepared a draft Work Plan and it was approved by the counterparts at the 1st JCC meeting.

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3.2 Meetings on the Progress of the Activities

(1) First Joint Coordination Committee Meeting DGDDL of MEMIS organized the 1st JCC Meeting on 30th January 2014 at a meeting room of DGDDL. Around 30 people from all related departments of MEMIS, MENET, MIE, MEMPD and the Ministry of Economy and Finance, the Embassy of Japan, the JICA Cote d’Ivoire Office and the JICA Expert Team participated in the meetings. The Directors of the Cabinets of MEMIS and MENET, the Ambassador of Japan, and the Resident Representatives of JICA Cote d’Ivoire Office made speeches at the beginning of the meeting. Following the speeches, the Project Director explained the draft Work Plan and the JICA Expert Team explained the PDM to the participants. The following points were discussed and agreed among the participants:  Basic approaches to be applied to the project  Counterpart organizations at the central level and the regional level (Departments of related ministries and their regional directions, prefects and sub-prefects and local governments)  Roles and responsibilities of counterpart organizations at different levels  Members of JCC and TWG, and counterparts other than the members of JCC and TWG  PDM and Plan of Operation  Detailed work items  Necessity of further discussion on budget allocation for the project by the Government of Cote d’Ivoire for smooth implementation of the project

(2) First Technical Working Group Meeting

The 1st Technical working Group Meeting was held at a conference room of Gbeke Regional Prefecture Office on 29th September 2014. The Prefect of Sakassou Department on behalf of the Prefect of the Gbeke Region chaired the meeting. In total, around 80 people participated in the meeting including the Project Coordinator from DGDDL of MEMIS, prefects and sub-prefects, General Secretary 1 of Gbeke Region, the mayor of Djebonoua Commune and the deputy mayor of Brobo Commune, staff of communes and the Regional Council, DRENET, DTH, the resident representative of the JICA Cote d’Ivoire Office, and the JICA Expert Team. In the meeting, the Project Coordinator explained the functions of the Technical Working Group to be set up for monitoring and decision making on the project at the regional level, and its members. In addition, the project coordinator shared the overall progress of the project activities. For a more detailed explanation on the project activities, the chief of Infrastructure Services of the Bouake Commune made a presentation on the results of baseline surveys and sector development plans, and the COGES Coordinator of DRENET 1 made a presentation on the manual development and school director’s training on the democratic establishment and renewal of COGES. The JICA Expert Team explained the next activities and issues. The participants listened to the presentations and actively participated in the discussions. The main points of the discussions were as follows:  It is important for all mayors and the president of the Regional Council to participate in TWG meetings, in order to achieve success on the project activities, and to promote the models in other regions in the future.

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 It is necessary to involve a prefectural corps in COGES elections, in case disputes occur in the process of elections.  It is necessary to improve communication and information sharing about the project activities among the participants.  Documents to explain the results and progress of the project activities, and the selected candidate sites for the pilot projects have to be distributed to all related people.  Local governments need to secure some budgets for the smooth implementation of project activities.

(3) Second Joint Coordination Committee Meeting The second JCC Meeting was held at a conference room of DGDDL of MEMIS on 2nd October 2014. The deputy director general of DGDDL chaired the meeting on behalf of the director general. In total 53 people participated in the meeting including the Project Director from DGDDL of MEMIS, a special advisor to the Minister of Economy and Finance, directors and counterparts of related departments of MEMIS, MENET, MIE and MEMPD, Regional Prefect of Gbeke Region, the resident representative of JICA Cote d’Ivoire Office, and the JICA Expert Team. The Project Director made a presentation on the overall progress of the project. The chief of Infrastructure Services of the Bouake Commune made a presentation on the results of baseline surveys and sector development plans, and the Assistant of the National Coordinator of SNAPS-COGES made a presentation on the manual development and school director’s training on the democratic establishment and renewal of COGES. The JICA Expert Team explained the next activities and issues. The participants discussed the importance of model development of baseline surveys and sector development planning for local governments. The JICA Expert Team explained that the methodology and the process of baseline surveys and sector development planning would be reviewed and improved as models, based on the experience of the activities carried out in this year. It was also explained that minor changes, e.g. to include kinder gardens’ conditions in the questionnaire sheets, could be considered in the model, and it is possible to apply the same methodology to other sectors in the future by the government of Cote d’Ivoire.

(4) Second Technical Working Group Meeting The second Technical Working Group Meeting was held at a conference room of the Gbeke Regional Prefecture Office on 27th January 2015. The Prefect of Gbeke Region chaired the meeting. In total, around 70 people participated in the meeting including the Project Coordinator from DGDDL of MEMIS, prefects, the secretary general of Bouake Prefecture, sub-prefects, mayors and deputy mayors, staff of communes and the Regional Council, DRENET, the representative of the JICA Cote d’Ivoire Office, and the JICA Expert Team. In the meeting, the Project Coordinator explained the progress of the project, and the process and the results of the pilot project selections. In addition, he explained the improved system of public service deliveries as models to be developed in the project, and the systems of pilot project implementation elaborated according to the models. For a more detailed explanation on the project activities, the chief of Socio-Cultural Services of the

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Brobo Commune made a presentation on the pilot project selections including the processes, selection criteria, and selection results. The COGES counselor of DRENET 2 made a presentation on the progress of the COGES component including the observations of the elections of COGES members, the development of manual 2 on participatory school management by COGES, and training on the manual 2 for COGES members in three pilot IEPs. The Prefect of the Gbeke Region emphasized that the PCN-CI process of pilot project selections was long but it was useful for the local governments to understand the improved methodology of planning and implementation of infrastructure development projects. The following points were discussed after the presentations:  Importance of community participation in the pilot project implementation  Importance of participation of local governments in the School Mapping system (It was confirmed that the selected pilot projects were already shared at the school mapping meetings and included in the lists of school mapping.)  Clarification of the roles and responsibilities of actors in the pilot project implementation system  The need for involvement of all communes in the HV project for capacity building

(5) Third Joint Coordination Committee Meeting The third JCC Meeting was held at a conference room of DGDDL of MEMIS on 30 January 2015. The Director of Administrative Supervisor, as a representative of DGDDL of MEMIS, chaired the meeting on behalf of the director general. In total, 40 people participated in the meeting including the Project Director from DGDDL of MEMIS, directors and counterparts of related departments of MEMIS, MENET, MIE, MEMPD, and the Ministry of Economy and Finance, a representative of the Embassy of Japan, the resident representative of JICA Cote d’Ivoire Office, and the JICA Expert Team. The Project Director made a presentation on the overall progress of the project, the pilot project selection, and the systems of pilot project implementation. The chief of Socio-Cultural Services of the Brobo Commune made a detailed presentation on the process and the results of pilot project selections, and the COGES counselor of DRENET 2 made a presentation on the progress of the COGES component including manual development and training of COGES members on participatory school management. The JICA Expert Team explained the next activities and difficulties and challenges of the Project. The chief advisor of the JICA Expert Team emphasized the importance of developing models of public service delivery by using the experience of the project, and the need for initiatives of the central government to develop models, and to establish national policies to apply and extend the models across the whole country after the model development. The participants agreed on the importance of the model development in line with the concept of Model B and the need for involvement of the decision makers in the Ministries as well as Mayors and the President of the Regional Council. They discussed the improvement of the information sharing and management of the project among the Ministries. It was shared among the participants that discussions with the high level officials such as directors

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of related departments and the Directors of Cabinets of the Ministries with regard to the proposed models and the systems of pilot project implementation have started and the process would continue. The director of DHRP of ONEP proposed to organize a meeting with all related directors in MIE in the following week. The participants approved the results of the pilot project selections in the meeting.

(6) Third Technical Working Group Meeting

The third Technical Working Group Meeting was held in a conference room of the Gbeke Regional Prefecture Office on 26th August 2015. The Prefect of Beoumi Department chaired the meeting as the representative of the Prefect of the Gbeke Region. In total, more than 100 people participated in the meeting including the Director of the Cabinet of MENET, the Technical Advisor to the Minister of MIE, the Project Director and the Project Coordinator from DGDDL of MEMIS, officials of DAPS-COGES of MENET, an official of ONEP of MIE, prefects, the secretary general of Bouake Prefecture, sub-prefects, the Mayor of Botro Commune, the deputy mayors of five communes, the vice president of the Regional Council, officials of communes and the Regional Council, DRENET, IEP, DTH, DMP, DRPD and DDPD, the representative of the JICA Cote d’Ivoire Office, the JICA Expert Team, and the media. The resident representative of the JICA Cote d’Ivoire Office, the Project Director of PCN-CI, and the Director of Cabinet of MENET gave speeches in the beginning of the meeting. After their speeches, the Project Coordinator explained the progress of the Project, and the achievements and issues of the Project. For a more detailed explanation on the project activities, the chief of Technical Services of the Sakassou Commune made a presentation on the implementation of EPP and HV pilot projects including the preparation of tender documents, the results of tenders and the progress of the construction and rehabilitation works. The Director of DRENET 1 made a presentation on the progress of the COGES component including the development of manual 2 on the participatory school management by COGES, training on the manual 2 for COGES members, the development of manual 3 on the Establishment and Functionalization of the Unions of COGES (U-COGES), and training on the manual 3 for COGES members.

The following points were discussed after the presentations:  Motivation of U-COGES and the applicability of the concept to the HV sector (U-CGPE).  Financial arrangements for ensuring the participation of local governments in the EPP and HV pilot project implementation.  Methods for the improvement of water management by CGPE  Improvement of financial management and transparency in school management by COGES.

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(7) Fourth Joint Coordination Committee Meeting

The fourth JCC Meeting was held in a conference room of DGDDL of MEMIS on 28th August 2015. The Deputy General Director, as representative of DGDDL of MEMIS, chaired the meeting on behalf of the Director General. In total, 49 people participated in the meeting including the Project Director from DGDDL of MEMIS, directors and counterparts of related departments of MEMIS, MENET, MIE, MEMPD, and the Ministry of Economy and Finance, the mayors of the Bodokro, Sakassou, Djebonoua Communes, the Resident Representative of JICA Cote d’Ivoire Office, and the JICA Expert Team. The Project Director made a presentation on the overall progress of the project, and the achievements and issues of the Project. The chief of Technical Services of the Sakassou Commune made a detailed presentation on the implementation of EPP and HV pilot projects including the results of tenders and the progress of the construction and rehabilitation works. The Assistant Director of the DAPS-COGES made a presentation on the progress of the COGES component including the development of the manuals and training of COGES members on the Establishment and Functionalization of the Union of COGES (U-COGES). The chief advisor of the JICA Expert Team explained the achievements of each component of PCN-CI and emphasized the importance of developing models of public service delivery by analyzing and modifying the methodology used for the pilot projects. He encouraged the participants to work on the creation of new COGES and U-COGES. He also mentioned U-CGPE, which would be studied in the training in Burkina Faso conducted in the beginning of the next year. The following points were discussed in the meeting:  Methodology of public procurement  Competence transfer to local government in the HV sector and roles of the local governments  Importance of water management and necessity of U-CGPE  Insufficient budget allocation to local governments  The Regional Forum of the education sector to be held in October 2015  Schedule management of construction works

(8) Fourth Technical Working Group Meeting

The fourth Technical Working Group Meeting was held in the conference room of the Gbeke Regional Prefecture Office on the 9th of December 2015. The Prefect of Gbeke Region chaired the meeting. In total, 74 people participated in the meeting including the JICA mission for the Mid-Term Review, the Program Director of the JICA Cote d’Ivoire Office, the Project Coordinator from DGDDL of MEMIS, the Secretary General of Bouake Prefecture, Sub-Prefects, four Mayors and the Vice President of the Regional Council, officials of Communes and the Regional Council, DRENET, IEP, DTH, the JICA Expert Team, and the media. The Program Director of the JICA Cote d’Ivoire Office and the Prefect of Gbeke Region gave speeches in the beginning of the meeting. After their speeches, the Project Coordinator explained the progress of the Project, and the achievements and issues of the Project. For more detailed explanation on the project activities, the Chiefs of Technical Services and Socio-Cultural Services of Djebonoua Commune made a presentation on the progress of the construction and rehabilitation

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works and the public involvement for the EPP and HV pilot projects. A COGES counselor made a presentation on the progress of the COGES component and explained the establishment of U-COGES and the organization of the Regional Forum. After three presentations on the progress of the project, the Mid-Term Review Mission explained the results of the mid-term evaluation and made some recommendations to the Project. The following points were discussed after the presentations:  Clarification of the results of the mid-term evaluation, especially the evaluation results based on five evaluation criteria  Participation of COGES in U-COGES  Necessity of public relations to promote publicity on the project experiences by using media  The need for training for officials of local governments to provide better services in the rural water supply sector  Involvement of Prefectural Corps in the Project After the discussions, the Chief Advisor of the JICA Expert Team made a presentation on activities to be carried out in the remaining period of the Project, emphasizing the importance of the institutionalization of the models developed by the Project. Finally, the Secretary General 1 of the Gbeke Region, the Regional-level Project Coordinator, made the closing remarks and promised to implement necessary actions according to the recommendations made by the Mid-Term Review Mission, and toward the institutionalization of the models.

(9) Fifth Joint Coordination Committee Meeting The fifth JCC Meeting was held in the conference room of DGDDL of MEMIS on 11th of December 2015. In total, 49 people participated in the meeting including the Director of the Cabinet of MEMIS, the Ambassador of Japan, the Resident Representative of the JICA Cote d’Ivoire Office, the Mid-Term Review Mission members, the Director of the administrative supervision of DGDDL of MEMIS, the Project Director from DGDDL of MEMIS, directors and counterparts of related departments of MEMIS, MENET, MIE, MEMPD, and the Ministry of Economy and Finance, the Mayors of two communes, the Secretary General 1 of Gbeke Region, representatives from PHAM, and the JICA Expert Team. The Resident Representative of JICA Cote d’Ivoire Office, the Ambassador of Japan, and the Director of Cabinet of MEMIS made speeches in the beginning of the meeting. The Director of the Cabinet of MEMIS suggested having a focal point in each local government in Gbeke Region, in consideration of the importance of sustaining basic service delivery systems introduced in Gbeke Region for future promotion of the models across the whole country. The Project Director made a presentation on the overall progress of the project and the achievements and issues. The Chief of Technical Services of the Djebonoua Commune made a detailed presentation on the implementation of EPP and HV pilot projects including the progress of construction and rehabilitation works and public involvement for EPP and HV pilot projects. The Assistant to the Director of the DAPS-COGES made a presentation on the progress of the COGES component including the establishment of U-COGES and the organization of the Regional Forum. After the presentations on the progress of the Project, the Mid-Term Review Mission explained the

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results of the evaluation of the Project and made some recommendations to the Project. At the end of the meeting, the Chief Advisor of the JICA Expert Team explained the coming activities in the remaining period of the Project and emphasized the importance of the institutionalization of models of public service delivery. The following points were discussed in the meeting:  Importance of ensuring the sustainability of activities introduced in Gbeke Region  Mission of U-COGES and their budget, and COGES’s participation in U-COGES  Clarification of the results of the evaluation of the Project  Difficulties in EPP pilot projects and poor contractors’ capacity in construction works  Capacity development of local government officials in the rural water supply sector  Collaboration between PHAM and PCN-CI in the rural water supply sector  Utilization of the National Institute for Capacity Development of Local Governments for the promotion of PCN-CI models

(10) Fifth Technical Working Group Meeting

The fifth Technical Working Group Meeting was held in the conference room of the Gbeke Regional Prefecture Office on the 30th of May 2016. The Prefect of Gbeke Region chaired the meeting. In total, 100 people participated in the meeting including the Project Director and the Project Coordinator from DGDDL of MEMIS, the Resident Representative of JICA Cote d’Ivoire Office, the Secretary General of Gbeke Prefecture, Prefects and Sub-Prefects, eight Mayors/Deputy Mayors, the Vice President of the Regional Council, officials of Communes and the Regional Council, DREN, IEP, DTH, and the JICA Expert Team. The Resident Representative of the JICA Cote d’Ivoire Office and the Prefect of Gbeke Region gave speeches in the beginning of the meeting. After their speeches, the Project Coordinator explained the progress of the Project, and the achievements and issues of the Project. For more detailed explanation on the project activities, the Chief of Technical Services of Beoumi Commune made a presentation on the progress of the construction and rehabilitation works of EPP and HV pilot projects, training and monitoring of CGPE, and training for officials of the local governments. The Secretary General of DREN 1 made a presentation on the progress of the COGES component including results of the monitoring of activities of COGES and U-COGES, training for COGES counselors and the development of a model of the participatory school management system. After the presentations, the Secretary General 1 of the Gbeke Prefecture made a speech on the importance of continuation of the PCN-CI activities after the project completion, and proposed how to continue the activities in Gbeke Region by appointing a focal point in each organization, which would play roles of monitoring and facilitating the activities according to the PCN-CI models. Following the speech, the JICA Expert Team explained the remaining activities until the end of the project and the schedule. The following points were discussed after the presentations:  Clarification of the democratic setting-up of COGES Executive Bureau by involving the whole community

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 Purpose of money collection by COGES and necessity of communication improvement to avoid any misunderstanding regarding use of money, while the education became compulsory.  Importance of establishment of CGPE for all villages and possibility of setting-up of U-CGPE (union of CGPE) in the next step.  How to sustain the PCN-CI activities such as supervision of construction projects, survey of existing situations, and monitoring and supporting of community activities. In response to the speech made by the Secretary General 1, the participants discussed the matter and decided to establish a scientific committee consisting of representatives of prefectures, local governments and regional directorates of central governments in Gbeke Region, which would prepare a report on the achievement of PCN-CI in Gbeke Region, the importance of continuation of the activities, and necessary supports from the related ministries. The prefect of the Gbeke Region concluded in his closing speech how important it was to establish the scientific committee and encouraged the participants to consider how to sustain PCN-CI activities in Gbeke region.

(11) Sixth Joint Coordination Committee Meeting

The sixth JCC Meeting was held in the conference room of DGDDL of MEMIS on the 3rd of June 2016. Around 35 people participated in the meeting including the Resident Representative of the JICA Cote d’Ivoire Office, the Project Director and the Project Coordinator from DGDDL of MEMIS, directors and counterparts of related departments of MEMIS, MEN, MIE, MEMPD, the Ministry of Economy and Finance, and the JICA Expert Team. The Resident Representative of JICA Cote d’Ivoire Office and the Project Director of MEMIS made speeches in the beginning of the meeting. The Project Director made a presentation on the overall progress of the project and the achievements and issues. The Chief of Technical Services of the Beoumi Commune made a detailed presentation on the implementation of EPP and HV pilot projects including the progress of the construction and rehabilitation works and public involvement in the EPP and HV pilot projects. The Assistant to the Director of the DAPS-COGES made a presentation on the progress of the COGES component including the results of the monitoring of the activities of COGES and U-COGES. After the presentations on the progress of the Project, the Project Coordinator explained the frameworks of the action plans that are to be prepared by the related ministries in order to sustain and promote the PCN-CI models after the project complete. At the end, the JICA Expert Team explained the remaining activities until the end of the project. The following points were discussed in the meeting:  Effective communication and public relations activities  Possibility of organizing an experience sharing seminar targeting all DREN in Cote d’Ivoire  Promotion of PCN-CI models in other regions

(12) Sixth Technical Working Group Meeting

The Sixth Technical Working Group Meeting was held in the wedding hall of Bouake Commune on the 21st of February 2017. The Prefect of Gbeke Region chaired the meeting. In total, 60 people

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participated in the meeting including the Project Coordinator from DGDDL of MEMIS, the Representative of JICA Cote d’Ivoire Office, Prefects and Sub-Prefects, eight Mayors/Deputy Mayors, the Vice President of the Regional Council, officials of Communes and the Regional Council, DREN, IEP, DTH, and the JICA Expert Team. The Representative of the JICA Cote d’Ivoire Office and the Prefect of Gbeke Region gave speeches in the beginning of the meeting. After their speeches, the Sub-Prefect of Diabo, representing the Scientific Committee, explained the contents of action plans prepared by the Scientific Committee to sustain the activities of PCN-CI after the Project completion. The following points were discussed after the presentation of the Sub-Prefect of Diabo:  Necessity of financial support to implement the action plans  Improvement of the Acton Plan to clarify outputs to be achieved by the actions  Clarification of responsibilities of different actors in training and monitoring of CGPE.  Preparation of budget by local government for immediate actions and for actions to be carried out in the next fiscal year.  Formalization of the Scientific Committee  Finalization and sharing of the action plan After the discussions, the action plan of Gbeke Region was basically approved by the participants. The JICA Expert Team and the Prefect of Gbake Region made speeches at the end of the meeting.

3.3 Public Relations Activities Public Viewing of FIFA World Cup PCN-CI participated in the public viewing events of FIFA World Cup organized by JICA and SONY. The events were organized from 14th June to 30th June 2014 at thirteen (13) communities in Abidjan, Yamoussoukro and the central area of Cote d’Ivoire. A total of 13,800 people participated in the event. In the Gbeke Region, the events were organized at four places, at Sakassou on 26th June, in Beoumi on 28th June, at Diabo on 29th June and at Brobo on 1st July. In the events, the commune officials together with JICA Expert Team explained about the PCN-CI to people, and made a performance of the project song, which sent massages of peace, development and good governance. Commune officials used these good opportunities to inform the residents about the project, and the project song was appreciated by the participants. Project Song

The JICA Expert Team, together with the local government officials, had developed a project song aiming at sending messages of peace, development and good governance to those that participated in the project activities and to the public. According to the concept of the project song, the JICA Expert Team designed stickers and CD jackets by incorporating opinions of counterparts and the JICA Cote d’Ivoire Office (See Figure 3.3.2). The JICA Expert Team and some local government officials made a recording of the project song, and made 500 CDs for distribution.

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Stickers A3-size and A5-size stickers were developed. Those are distributed at project activities such as seminars and public meetings of the Project. Video

A five-minute video has been created by the collaboration of JICA Cote d’Ivoire Office and the JICA Expert Team. The video was used for introducing major activities and outputs of PCN-CI to the Directors of Cabinets of ministries, as well as at a JCC meeting. In addition, the Project produced two DVD to explain models of EPP and HV infrastructure development and management and participatory school management by COGES. Media

The project is utilizing media such as local radio and TV for promotion of the Project. News of the project activities such as Technical Working Group Meetings, Experience Sharing Seminars and pilot projects implementation and handover ceremonies were broadcast by some local radio stations, written press and the National Television (RTI). Posters A3-size posters were developed to introduce the activities of the Project to a wider range of people. Those were distributed at the meetings of the Technical Working Group, Joint Coordination Committee and Experience Sharing Seminars, and the Handover Ceremony. (See Figure 3.3.1)

Figure 3.3.1 Posters to Introduce Project Activities

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Figure 3.3.2 Sticker and Project Song’s CD Jacket

3.4 Implementation of Training Programs

3.4.1 Training in Japan Training on Local Governance was conducted two times in Japan in 2014 and 2015 (See Table 3.4.1). The aim of the training was such that the participants would have opportunities to think and discuss about the following points by learning the Japanese local government system and compare it with the system of Cote d’Ivoire:  Future visions for the local government system in Cote d’Ivoire  Roles and functions of central and local governments for better service delivery  Public participation, which can be applied in Cote d’Ivoire  Roles to be played by each actor in the Project The specific objectives of the training were set as follows: 1. To learn about the local government system of Japan (central and local government relations, role sharing between prefectures and municipalities, local finance and tax system, and decentralization reform), roles of central government in strengthening local governments, and current issues of local governments 2. To learn about local public service employee and human resource development systems of Japan 3. To gain knowledge on actual conditions of municipalities of various scales such as organizational structures, functions and local finance, and their efforts in public service delivery and local development

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4. To gain knowledge on community participation in local development and collaboration between the community and local government The training program was composed of two parts. The first part, mainly conducted in Tokyo, focused on providing basic information and overall views on the local government systems of Japan. Lectures were given by officials of central ministries and their institutions and universities. The second part was mainly conducted in the Chugoku Region of Japan. It was composed of study visits to local governments of different administrative levels and to primary schools. At the end of the training program, the participants discussed the system of basic service delivery and prepared action plans to be implemented in Cote d’Ivoire after the training. (See Table 3.4.2 and Table 3.4.3) In the 1st Training in Japan, the participants realized the meaning of the autonomy of local governments by learning the Japanese local administration system, which was more decentralized than the systems of Cote d’Ivoire, and by learning the actual situations of local administrations in urban and rural areas. In addition, the participants learned the cases of local governments’ system of making collaborations with the community to promote local development and to provide better public services. In the 2nd Training in Japan, very high level officials and key persons of MEMIS, MENET and MIE discussed the roles and responsibilities of different actors in basic service delivery and showed clear conclusions on the necessity of collaboration between the central government and local governments. Table 3.4.1 Participants in the Training in Japan

1st Training in Japan 2nd Training in Japan Period 30th June to 11th July 2014 (excluding the days for travel between 6th to 17th July 2015 (excluding the days for travel between Cote Cote d’Ivoire and Japan) d’Ivoire and Japan) Participants 1. Mr. Gbala Gnato Raphael, Project Director, DGDDL of MEMIS 1. Mr. Bamba Cheick Daniel, Director of Cabinet, MEMIS 2. Mr. Guibril Kamssoko, ONEP, MIE 2. Mr. Kabran Assoumou, Director of Cabinet, MENET 3. Mr. Kouadio Kouamé David, National Coordinator of 3. Mr. Djaa Koffi Antoine, Technical Advisor to the Minister of MIE SNAPS-COGES, MENET 4. Mr. Gbala Gnato Raphael, Project Director, DGDDL of MEMIS 4. Mr. Konin Aka, Prefect of Gbeke Region 5. Mr. Berte Ibrahiman, General Director of ONEP, MIE 5. Mr. Kouassi Abonouan Jean, President of the Regional Council 6. Mr. Mamadou Fofana, Director of DSPS, MENET 6. Mr. Djibo Youssouf Nicolas, Mayor of Bouake Commune 7. Mr. Taiguain Koffi Edmond, Mayor of Djebonoua Commune 7. Mr. Koffi Kouakou, Mayor of Bodokro Commune

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Table 3.4.2 Schedule of 1st Training in Japan

Name of Trainer/Organization DateDay TimeTy pe Activity Venue Name Position/Organization 27/06 Fri ～ Leave Abidjan 28/06 Sat ～ Travel 29/06 Sun ～ Arrive at Tokyo 9:30 ～ 11:00 Lecture Briefing JICA Chugoku JICA Headquarters Lecture 30/06 Mon 11:00 ～ 12:30 Courtesy visit to JICA Economic Infrastructure Department, JICA JICA Headquarters Overview of the Ministry of Internal Affairs and Communications, the local Local Administration Bureau(LAB), Ministry of Internal 14:00 ～ 16:30 Lecture LAB, MIC administration system in Japan, assistance to local governments Affairs and Communications 9:30 ～ 10:30 Presentation Presentations on Local administration system in Cote d'Ivoire By trainees Meiji University Department of Public Management, School of Business 10:30 ～ 12:30 Lecture Decentralization reform of Japan Dr. Kikuchi Meiji University 01/07 Tue Administration, Maiji University Department of Public Management, School of Business 14:00 ～ 15:30 Lecture Local finance in Japan Dr. Kikuchi Meiji University Administration, Maiji University Department of Public Management, School of Business 10:00 ～ 12:00 Lecture Civil service system of Japan Dr. Kikuchi Meiji University Administration, Maiji University 02/07 Wed Researcher Emeritus & Fellow, The National Institute 14:00 ～ 17:00 Lecture Educational administration in Japan Dr. SAITO JICA Tokyo for Educational Policy Research of Japan Greeting, overview of Higashimurayama City, organization of the city, Director, Vice Mayor, the superintendent of education, 10:00 ～ 11:00 Lecture Higashimurayama City and educational administration Higashimurayama City

03/07 Thu 11:00 ～ 13:00 Field v isit Visit to a primary school and lunch with students Higashimurayama City 13:00 ～ 15:00 Field v isit Visit to public facility (an urban park or a waste disposal facility) Higashimurayama City 15:00 ～ 16:00 Lecture Keynote lecture: Public service and community participation Mayor, Higashimurayama City Higashimurayama City Role and functions of Local Autonomy College (LAC), Human resource 10:00 ～ 12:00 Lecture Mr.Ogawa Local Autonomy College (LAC) LAC development of local governments 04/07 Fri 14:30 ～ 16:30 Exercise Review of the first half of the training course PCN-CI Project Team JICA Tokyo 18:30 ～ Dinner with the Project Team Sightseeing in Tokyo 05/07 Sat

06/07 Sun Fly to Tottori Prefecture 9:30 ～ 10:00 Lecture The greeting by the mayor, the greeting from the Ivory Coast side Mr.Sakamoto Mayor, Nambu-town Nambu-town 10:00 ～ 12:00 Lecture Local administration in Nambu-town Mr.Sakamoto Mayor, Nambu-town Nambu-town 07/07 Mon 14:00 ～ 16:00 Field v isit Visit Fuyunosato Local Development Council Fuyunosato Local Development Council, Nambu-town Nambu-town Administration service with public participation- village revitalization 10:00 ～ 12:00 Lecture Planning section, Chizu-town, Tottori Prefecture Chizu-town movement 08/07 Tue 13:00 ～ 16:00 Field v isit Village revitalization movement Planning section, Chizu-town, Tottori Prefecture Chizu-town Chizu-town Roles of Hiroshima Prefecture in public service delivery in Decentralization Promotion Section, General Affairs 10:00 ～ 12:00 Lecture Mr.Hirakawa Hiroshima Prefecture decentralization policies Bureau, Hiroshima Prefecture 09/07 Wed Regional projects based on needs of water suppliers Mr.Kanemori 13:00 ～ 14:30 Lecture Municipal utility administrator, Hiroshima Prefecture Hiroshima Prefecture Explanation about the field visit Mr.Okada 15:00 ～ 16:30 Field v isit Visit to water facility of Hiroshima City Mr.Takahiro Waterworks Bureau, Hiroshima City Hiroshima city 9:30 ～ 12:00 Lecture Public participation in city development in Higashi-hiroshima City Higashi-hiroshima City Higashi-hiroshima City 10/07 Thu 14:00 ～ 16:00 Field v isit Visit to Hiroshima Peace Memorial Museum 17:40 ～ 18:40 Exercise Review of the training course PCN-CI Project Team JICA Chugoku 9:30 ～ 12:30 Exercise Preparation of action plans by trainees PCN-CI Project Team 13:30 ～ Presentation Presentations on the action plans PCN-CI Project Team 11/07 Fri Group discussion on how to improve the local administration system in JICA Chugoku ～ 15:00 Exercise Cote d'Ivoire through activities of PCN-CI 15:00 ～ 16:30 Presentation Evaluation 12/07 Sat Leave Tokyo 13/07 Sun Arrive at Abidjan

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Table 3.4.3 Schedule of 2nd Training in Japan

Date Time Content of the Program Venue Hall/Place July 5 Sunday Arrival in Japan 9:40 Depature from the hotel 10:00-11:30 Information Meeting(Briefing) JICA JICA Headquarter 11:30-12:30 Courtesy visit to JICA headquarter 6 Monday Mr.UEMURA Overview of the Ministry of Internal Affairs and Communications(MIC), and General Management of local branch Ministry of Internal Affairs and 14:00-16:00 explanation of the system of Japanese local government institutions, Director of International Communications (MIC) Affairs at MIC 9:30 Departure from the hotel Division of roles between the central and local administration and education in 10:00-10:30 Japan Ministry of Education, 10:30-11:00 The trend of school management by local communities and parents in Japan MEXT Culture, Sports, Science and 11:00-11:30 Financial resources of local authorities in the field of education Technology (MEXT) Division of roles between central and local government in the implementation of 7 Tuesday 11:30-12:00 construction and restoration of schools in Japan 14:00-14:25 Class room visit and observation Mr.Seiich FUKUDA 14:25-15:10 Exchange with students from CM2 Municipal Elementary School School principal 15:30-15:50 Presentation of the school by school principal Amanuma 15:50-16:20 Collaboration between the school and the local community Ms. Yukie IKUSHIGE 16:20-16:50 Q&A School Advice Network (NPO) 8:20 Departure from the hotel Mr. Joic hi ISHIZUKA 9:30-10:00 Courtesy visit Mayor of City of Matchida Ms.Astuko KITO and Ms.Keiko ISHII Division of Administrative Management, 10:10-11:10 Overview of the City of Matchida Department of General Affairs, 8 Wednesday City of Matchida Mayor of Matchida Mr.WATANABE Policy Development Division, 11:10-12:10 Roles of the City in the implementation of public services Department of Policy Management, City of Matchida 13:10-14:10 Plans and Roles of the Matchida City Council Mr.SUGIMOTO 14:10-14:40 Visit and observation of the City Council Secretary,Matchida City Council 9:30 Departure from the hotel Mr.Hiroaki INATSUGU 10:00-11:30 Local Finance in Japan Principal, 9 Thurseday 11:30-12:30 The System of National Public Officials in Japan I Faculty of Political and Economic Waseda University 13:30-14:30 The System of National Public Officials in Japan II Science, 14:00-16:00 Decentralization in Japan Waseda University 8:30 Departure from the hotel Mr. Kazuo MIWA 9:30-9:40 Arrival at the College of Local Autonomy Director of the College of Local 9:40-10:00 Courtesy visit Autonomy College of Local Autonomy 10 Friday 10:05-11:35 Presentation about College of Local Autonomy Mr.OKADA 11:35-12:00 School Tour Research Department of the College of Ms. OKAMOTO, Oriental Consultants 14:00-16:00 Review of the first half of the training TIC Global 11 Saturday 10:00 Departure from the hotel 12 Sunday 11:50-15:15 Moving from Tokyo to Okayama by train After 21:30 Mr. Bamba and Mr. Berte join the group 8:50 Departure from the hotel Mr.IWASAKI, Mayor of Tamano, 10:00-12:00 Role of the local authority in the performance of public services Human Resources Department Mayor of Tamano 13 Monday Observation of classes (students in the upper grade in the middle school ), cultural Mr.Takaaki KOJIMA, Mayor of Kurashiki, Municipal Primary School in 14:00-15:00 exchange, and school visit Department of Educational Planning Kurashiki 15:00-16:00 Plan and role of the education committee and General Affairs 9:40 Departure from the hotel Ms.Noriko NAKATANI 10:00-10:30 Overview of Okayama Prefecture Division of International Relations, 10:30-11:00 Collaborative work with locals Department of lives, 14 Tuesday 11:00-12:00 Tour at Prefectural Library Okayama Prefecture Okayama Prefecture 13:00-13:30 Visit to the Prefectural Assembly Ms.Noriko NAKATANI 14:00-15:00 Visit to the House of welfare, volunteer and NPO Division of International Relations, 15:20-16:10 Visit to the Korakuen Park Department of lives, 9:00 Departure from the hotel Mr.TAKIMOTO Toyofumi, Administrator, 9:30-9:40 Welcome speech Okayama Municipality Promotion Mr.FUKUMOTO Shinnosuke 9:40-10:40 Explanation of training for municipal officers Okayama Municipality Head of the Department of General 10:40-11:10 Observation of training Promotion Foundation 15 Wednesday Affairs and Promotion, Promotion 11:10-11:30 Q&A Corporation of Municipalities of the Department of Okayama Hiroshima Peace Memorial 15:00-17:00 Visit to the Hiroshima Peace Memorial Museum Museum 9:40 Departure from the hotel Regional Policy Section, Issues of the City of Higashi Hiroshima for the planning of the city in collaboration 10:00-12:00 Department of Project Development Mayor of Higashi-Hiroshima with residents 16 Thurseday 13:30-14:30 Review of training Ms.OKAMOTO JICA Chugoku 14:30-15:30 Presentation: "Ivorian model of the system of the basic local public services" Ms .ISHIKAW A SR5 15:30-16:30 Discussion on the presented model Oriental Consultants Global 9:30 Departure from the hotel Ms.OKAMOTO 10:00-12:00 Discussion on the presented model (Continued from yesterday) Ms .ISHIKAW A JICA Chugoku 13:30-16:00 Preparation and presentation of the action plan Oriental Consultants Global SR5 17 Friday 16:10-17:00 Evaluation of Training JICA 17:00-17:30 Closing ceremony JICA Chugoku, SR1,2 17:30-18:30 Reception 18 Saturday Departure from Japan

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3.4.2 Training on Decentralization DGDDL of MEMIS, in cooperation of MIE and MENET, implemented two training programs (Training on Decentralization I and II) together on 20th and 21st May 2014 at the Prefecture Office of the Gbeke Region. The objective of the training was to help the main development actors of the Gbêkê Region to understand different responsibilities in local development. Specific objectives of the training were set as follows:  To comprehend the competence transferring policy  To determine the tutelage exercise  To have a better knowledge of the current decentralization policy  To have a clear vision of the implementation of the decentralization policy in the area of water supply and school facilities. A same program was implemented for the first and second days, however the first day of the training targeted the prefectural corps in the Gbeke Region and the second day of the training targeted officials of local governments and regional directors of ministries, DRENT 1, DRENET 2, DTH and DRPD. The program of the first day is shown in Table 3.4.4. The Director of MEMIS was the main trainer of the two-day training, and a trainer from DPES/DRENET of MENET and a trainer from ONEP of MIE gave lectures on the implementation of competence transferring policies. DGDDL/MEMIS, SNAPS-COGES, DPES, BEP and DELC of MEMIS, DGIHH, and ONEP of MIE, MEMPD participated in the training programs as observers. Participants learned about the key roles to play at each level to implement the decentralization policy. The emphasis was put on the needs of continued collaboration among all local governments and the deconcentrated administrations. The participants also learned about the needs of public involvement in the development planning to ensure the success of actions taken by the local governments.

Table 3.4.4 Program of Training on Decentralization (Day-1) Time Contents Presentation / Facilitation 09h30-09h40 A Word of welcome and opening Prefect of Gbeke region Speech of workshop orientation (objective of workshop and expectations of 09h40-09h50 JET project team) Module 1 09h50-10h25 Dr. Tahet Noël, Director of MEMIS General policy of the Decentralization (30 min) 10h25-10h40 Coffee break (15 min) All Module 2 10h40-11h10 Transfer and allotment of competences from State to Local Authorities (30 Dr Tahet Noël, Director of MEMIS min) 11h10-11h35 Exchanges on module 1 and 2 All Module 3a : Implementation of the transfer of competencies from State to Local 11h35-11h55 MIE (ONEP) Authorities in the Hydraulic sector (20 min) Module 3b Implementation of the transfer of competencies from State to Local 11h55-12h15 MENET (DPES/DRENET) Authorities in the Primary Education sector (20 min) 12h15-12h35 Module 4 : Exchanges on module 3 (20 min) All 12h35-13h35 Lunch break (60 min) All 13h35-14h05 Module 5 : Administrative supervision on Local Authorities Dr Tahet Noël, Director of MEMIS 14h05-15h00 Practice exercise-discussion-group 1 Trainers /JET/participants 15h05 End of the first day

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3.5 Experience Sharing Seminars

3.5.1 Experience Sharing Seminars in Tonpki and Kabadougou Regions The project team organized a mission to share the experience of PCN-CI with key persons of basic service delivery in the Regions of Tonkpi and Kabadougou from 15th to 22nd February, 2016. The objectives of the seminars were to share the systems and the methods of basic service delivery developed in the Gbeke Region with key government agencies and communities in other regions, and to confirm the applicability of the PCN-CI models in those regions. The experience sharing seminars were organized in two departments in each region and site visits were conducted after the seminars. Counterparts from central ministries and from the Gbeke Region participated in the mission. The participants included the National Coordinator of PCN-CI from DGDDL, MEMIS, the Director and the Assistant to the Director of DAPS-COGES of MEN, an official in charge of projects from ONEP, MIE, the Regional Coordinator of PCN-CI/Secretary General 1 of the Prefecture of Gbeke Region, the Mayor of Botro Commune, the Chief of the Technical Service of Sakassou Commune, and the members of the JICA Expert Team. The participants from the regions included the Prefects of the regions and the departments, the Secretary Generals of the prefectural offices, Sub-prefects, Mayors and Deputy Mayors of communes, Vice Presidents of the Regional Councils, Secretary Generals and officials of Technical and Socio-cultural Services of local governments, DTH, DREN, IEP and COGES counselors. Participant lists are attached to the Appendix. The whole program of the mission is shown in Table 3.5.1 and a program in each department is shown in Table 3.5.2. In the programs, the National Coordinator of PCN-CI, the Chief of Technical Services of Sakassou Commune and the Assistant to the Director of DAPS-COGES made presentations on the project activities and the models of basic service delivery in the education and rural water supply sectors. The Secretary General 1 of the Prefecture of Gbeke Region, the Mayor of Botro Commune and the Director of DAPS-COGES made speeches about their experiences in the Project and their visions for the future. Discussions by the participants in the seminars are summarized as follows:  Public participation through COGES and CGPE is very important for sustaining better service delivery.  Methods for baseline surveys, identification of needs, and selection of the priority projects and the public involvement process are transparent and should be introduced in the regions.  Local governments should play more important roles in development.  Roles of Prefectural Corps are important to facilitate the collaboration among different actors.  Capacity of local governments in the rural water sector is limited. The capacity building in the sector is necessary.  Sustainability of the project activities and monitoring is very important.  Approaches for participatory school management by COGES should be applied. The mission confirmed the applicability and the necessity of the models of PCN-CI in other regions through the discussions in the seminars and the interviews with COGES, informal CGPE and

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village representatives for primary schools and PMH. It was also found that the needs in the departments are different from each other; for example the improvement of access roads to villages is the highest priority in the Man Department of the Tonkpi Region, while the rural water supply is the priority in the Madinani Department of the Kabadougou Region. The mission realized the need for application of the models of PCN-CI to sectors other than education and rural water supply, such as the road and health sectors.

Table 3.5.1 Program for the Experience Sharing Seminars in Tonkpi and Kabadougou Regions Date Program Number of Participants 15th February Mon Travel from Bouake to Man (a part of the team members by air and the remaining - members by road) 16th February Tue Seminar in Man Department, Tonkpi Region 60 persons Site visits and meetings with COGES and informal / formal CGPE  EPP Kpangouin 1  PMH of Sepleu village 17th February Wed Seminar in Biankouma Department, Tonkpi Region 44 persons Site visits and meetings with COGES and informal / formal CGPE  EPP Vesoul  PMH of Lema Gongouin village 18th February Thu Travel from Man to Odienne (a part of the team members by air and the remaining - members by road) 19th February Fri Seminar in Madinani Department, Kabadougou Region 53 persons Site visits and meetings with COGES and informal / formal CGPE  EPP Madinani  PMH of Sanaba village 20th February Sat Internal meeting of the Project Team (counterparts and the JICA Expert Team) - 21st February Sun - - 22nd February Mon Seminar in Odienne Department, Kabadougou Region 42 persons Travel from Korhogo to Abidjan by air (Counterparts and the National Coordinator of the JICA Expert Team) Travel from Odienne to Korhogo by road (the JICA Expert Team) 23rd February Tue Travel from Korhogo to Bouake by road (the JICA Expert Team) -

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Table 3.5.2 Program for the Experience Sharing Seminar and Site Visits (Example of the Man Department of Tonkpi Region) Time Contents Presenters 09h00-09h05 Opening remarks Prefect of Tonkpi Region 09h05-09h15 Introduction of participants All Explanation about objectives of the meeting and presentation on 09h15-09h40 National Coordinator of PCN-CI/ DGDDL, MEMIS the outline of PCN-CI and models Presentation on project experiences on infrastructure 09h40-09h50 Chief of Technical Services of Sakassou Commune development and management (HV and EPP) Presentation on project experiences on participatory school 09h50-10h00 Assistant to Director, DAPS-COGES, MEN management Regional Coordinator of PCN-CI/ SG 1 of Prefecture of 10h00-10h10 Roles and involvement of Deconcentrated Administration Gbeke Region 10h10-10h20 Experience of local government in PCN-CI Mayor of Botro Commune 10h20-10h30 Models of participatory school management by COGES Director of DAPS-COGES, MEN 10h30-10h45 Break 10h45-11h45 Discussions All 11h45-11h55 Conclusion National Coordinator of PCN-CI/ DGDDL, MEMIS 11h55-12h00 Closing remarks Prefect of Tonkpi Region 12h00-13h00 Lunch Field visits (HV and EPP infrastructure) and meeting with CGPE 13h00-15h00 and COGES

3.5.2 Experience Sharing Seminar for ARDCI The Experience Sharing Seminar for ARDCI was organized on 11th October, 2016 at the conference room of CRRAE-UMOA in Abidjan. A total of 86 people participated in the seminar including the vice president of ARDCI, former Minister of MIE, 39 representatives of the Regional Councils (ARDCI members), officials from Gbeke Region and the central government, and the Resident Representative of the JICA Cote d’Ivoire office. Four presentations on the components of PCN-CI models were made, namely 1) monitoring and planning of EPP and HV infrastructure, 2) improvement of rural water supply services, 3) school infrastructure management, and 4) participatory school management by COGES along with the community, by directors of key departments of the central government. In addition, three representatives of the Gbeke Region, the Secretary General of Djebonoua Commune, the President of the Regional Council of Gbeke, and the Secretary General 1 of Bouake Prefecture made speeches on the experience of PCN-CI and future actions to be taken (See Table 3.5.3). Since the time for the seminar was short in consideration of the participation of high officials, the discussion, it was difficult to allocate sufficient time for the participants to discuss in detail. However, participants realized the importance of the PCN-CI models and showed interest in introducing the models in their Regional Councils.

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Table 3.5.3 Agenda of Experience Sharing Seminar for ARDCI on 11th October, 2016 Time Contents Presenters 10h00-10h05 Welcome Speech of ARDCI Vice President of ARDCI 10h05-10h10 Speech of JICA Resident Representative of JICA Cote d’Ivoire Office 10h10-10h15 Opening remarks of MEMIS Representative of MEMIS 10h15-10h25 General Framework of PCN-CI National Director of PCN-CI Presentation of models of monitoring and planning of EPP and HV 10h25-10h35 National Coordinator of PCN-CI infrastructure Presentation of strategies for improvement of rural water supply 10h25-10h35 Director of DHRP of ONEP, MIE services 10h35-10h45 Presentation of models of EPP infrastructure management Director of DEP, MEN Presentation of models of participatory school management by 10h45-10h55 Director of DAPS-COGES, MEN COGES with community 10h55-11h10 Break - Presentation on the experience of community involvement in the 11h10-11h20 Secretary General of Djebonoua Commune management of EPP & HV infrastructures 11h20-11h30 Presentation on the experience of the Regional Council of Gbeke President of the Regional Council of Gbeke 11h30-11h40 Presentation on actions to be taken for sustaining PCN-CI activities Secretary General 1 of Bouake Prefecture 11h40-11h50 Speech of JICA Expert Team Chief Advisor of the JICA Expert Team 11h50-12h30 Discussions - 12h30-12h35 Closing remarks Representative of MEMIS 12h35-13h35 Lunch -

3.5.3 Experience Sharing Seminar in Bouake The Experience Sharing Seminar in Bouake was organized on 21st October, 2016 at Jacques Aka Cultural Center of Bouake. Mr. Dago Djahi Lazare, Technical Adviser of MEMIS, who became the General Director of DGDDL later on in the beginning of 2017, attended the Seminar on behalf of the Minister of MEMIS. The Director of Cabinet of MENET and the Technical Advisor to the Minister of MIE represented the MEN and MIE respectively. The Prefect of the Gbeke Region chaired the Seminar. Around 200 people participated in the seminar including 39 representatives (Prefects of Regions, Presidents of regional councils, Mayors, DREN, DTH) from Regions of Hambol, Bafing, Worodougou, Poro, Gontougo, Tonkpi and Kabadougou in the central and northern parts of the country, officials of the MEMIS, MIE and MEMIS, Prefects and Sub-Prefects, officials of local governments, DREN, DTH, DRPD and DMP of Gbeke Region, donors, traditional and community chiefs, and Resident Representative of the JICA Cote d’Ivoire Office. The Seminar was organized on the strong initiatives of the Prefecture Office of Gbeke Region and MIMIES with support of the national members of the JICA Expert Team, without participation of the Japanese Experts. The agenda of the seminar is shown in Table 3.5.4. The following were the major points of discussions in the Seminar:  Necessity of trainers from Gbeke Region or the central government to introduce some aspects of PCN-CI models in communes  Importance of PCN-CI models to deliver better basic services to the population, and

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importance of trying the models in their communes and the regions by participants’ own efforts.  Importance of community participation in decision making for better school management.  Importance of quality of school infrastructure by applying standard plans for school construction projects of local governments  Innovation of school management by U-COGES and COGES by using manuals developed by PCN-CI.

Table 3.5.4 Agenda of Experience Sharing Seminar in Bouake on 21st October, 2016 Time Contents Presenters 09h00-09h05 Welcome Speech Mayor of Bouake Commune 09h05-09h10 Speech of JICA Resident Representative of JICA Cote d’Ivoire Office 09h10-09h15 Speech of MEN Director of Cabinet of MEN 09h15-09h20 Speech of MIE Technical Advisor to the Minister of MIE 09h20-09h25 Speech of MEMIS Technical Advisor to the Minister of MEMIS 09h25-09h30 Opening remarks of MEMIS Prefect of the Gbeke Region 09h30-09h40 General Framework of PCN-CI National Director of PCN-CI 09h40-10h00 Discussion - Presentation of models of monitoring and planning of EPP and HV Chief of Socio Cultural and Human Promotion 10h00-10h10 infrastructure Services of Brobo Commune 10h10-10h30 Discussion - Chief of Socio Cultural and Human Promotion 10h30-10h40 Presentation of strategies for improvement of rural water supply services Services of Diabo Commune 10h40-11h00 Discussion - 11h00-11h10 Presentation of models of EPP infrastructure management Chief of Technical Services of Beoumi Commune 11h10-11h25 Break - 11h25-11h45 Discussion - Presentation of models of participatory school management by COGES 11h45-11h55 COGES Counselor of DREN 1 de Bouake with community 11h55-12h15 Discussion - Presentation on the experience of community involvement in the 12h15-12h25 Secretary General of Djebonoua Commune management of EPP & HV infrastructures 12h25-12h35 Presentation on the experience of the Regional Council of Gbeke President of the Regional Council of Gbeke 13h35-12h45 Presentation on actions to be taken for sustaining PCN-CI activities Secretary General 1 of Bouake Prefecture 12h45-13h45 Lunch - 13h45-14h15 Discussion - 14h15-14h45 Preparation of a final report All participants/ drafting committee 14h45-14h55 Sharing of the final report Rapporteur of the Seminar 14h55-15h00 Closing remarks Prefect of the Gbeke Region

3.5.4 Experience Sharing Seminar for UVICOCI The Experience Sharing Seminar for UVICOCI was held on 25th January, 2017 at the conference room of the Ministry of Foreign Affairs in Abidjan. A total of 121 people participated in the seminar including the 1st Vice President of the UVICOCI (the Mayor of Dimbokro Commune), 86 representatives of Communes (UVICOCI members), MEMIS, the Gbeke Region, and the JICA Cote d’Ivoire Office. The Seminar was organized on the initiatives of MIMIES with support of the national members of the JICA Expert Team, without participation of the Japanese Experts.

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The agenda was similar to the Experience Sharing Seminar for ARDCI mentioned above. The following are the major points of discussions in the Seminar:  Involvement of local governments in promoting participatory school management by COGES  Importance of school and rural water supply infrastructure maintenance and necessity of securing budget for daily activities in the triennial programs of local governments.  Difficulty in school construction projects and importance of effective supervision and legal procedures. Availability of standard plans and specifications for school construction projects of local governments.  Community involvement in construction projects  Application of the PCN-CI models in the basic service delivery of local governments

3.5.5 Handover Ceremony The Handover Ceremony was held on 29th November, 2016 at the Performance Hall of Carnival Palace of Bouake. Representatives of Ministers of MEMIS, MIE and MEN, National Director of PCN-CI, President of the Regional Council of Gbeke, the representative of the Mayor of Bouake Commune, the Councilor and the 1st Secretary of the Embassy of Japan, and Resident Representative of the JICA Cote d’Ivoire Office attended the Ceremony. Including community representatives, more than 300 people participated in the ceremony. The Seminar was organized on the initiatives of MIMIES with support of the national members of the JICA Expert Team. The Japanese Experts could not attend the Ceremony because of the uncertain security condition in the Gbeke Region.

Table 3.5.5 Program of Handover Ceremony on 29th November, 2016 Time Contents Presenters Cabinet Members, DGDDL, Central Directors, Prefects 09h00-10h30 Visits to the pilot project sites by officials and Japanese Delegation 09h30-11h00 Arrivals of invitees and officials at the venue of the ceremony Comité d’organisation 11h00-11h10 Welcome speech by Bouake Commune Maire de la Commune de Bouaké Presentation of the project National Director of PCN-CI 11h10-11h30  Project frameworks Regional Coordinator of PCN-CI (SG1 of the Bouake  Achievements of the Project Prefecture) 11h30-11h40 Speech of JICA Resident Representative of JICA Cote d’Ivoire Office Speech of the representative of local governments in Gbeke 11h40-11h50 Président du Conseil Régional Gbêkê Region Speech of representative of the Embassy of Japan in Cote 11h50-12h00 Councilor of Embassy of Japan in Cote d’Ivoire d’Ivoire 12h00-12h10 Speech of MIE Representative of Minister of MIE 12h10-12h20 Speech of MEN Representative of Minister of MEN 12h20-12h30 Speech of MEMIS Representative of Minister of MEMIS Signing the certificate of delivery of the achievements of 12h30-12h50 JICA / MEMIS PCN-CI and delivery to the Ministries Distribution of diplomas of participation in trainings of PCN-CI 12h50-13h00 MEMIS, MIE et MEN (Prefects and the elected people) 13h00 End of ceremony -

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3.5.6 Final Seminar The Final Seminar was organized on 21st October, 2016 at Jacques Aka Cultural Center of Bouake. Deputy Director of Cabinet of MEMIS chaired the Seminar on behalf of the Minister of MEMIS. The Director of Cabinet of MENET and the Technical Advisor to the Minister of MIE represented the MENETFP and MIE, respectively. Around 90 people participated in the seminar including officials from MEMIS, MIE, MENETFP, Prefects and Sub-Prefects, officials of local governments, DREN, DTH from Gbeke Region, Director of Office for Peace Building and Reconstruction of JICA and Resident Representative of the JICA Cote d’Ivoire Office. The agenda of the seminar is shown in Table 3.5.6. In the Seminar, the action plans for sustaining and promoting PCN-CI models were presented by the National Coordinator of PCN-CI of MEMIS, Director of DHRP of ONEP of MIE, Director of DEP of MENETFP, Director of DAPS-COGES of MENETFP and Rapporteur of Scientific Committee of Gbeke Region (Sub-Prefect of Diabo). Most of the participants were the counterparts of the Project. Through the speeches and presentation, the participants understood the actions to be taken by the different actors in the education and rural water supply sectors after the completion of the project. The Director of DGDDL concluded the seminar by emphasizing the importance of implementation of action plans and further promotion of the PCN-CI models in the country.

Table 3.5.6 Agenda of the Final Seminar on 2nd March, 2017 Time Contents Presenters 10h00-10h05 Welcome Speech M. le Maire du Plateau Director of Office for Peace Building and 10h05-10h10 Speech of JICA Reconstruction of JICA 10h10-10h15 Speech of First Secretary of Embassy of Japan in Cote d’Ivoire First Secretary of Embassy of Japan in Cote d’Ivoire 10h15-10h20 Speech of MIE Technical Advisor to the Minister of MIE 10h20-10h25 Speech of MENETFP Director of Cabinet of MENETFP 10h25-10h30 Opening remarks of MEMIS Deputy Director of Cabinet of MEMIS 10h30-10h50 Outline of PCN-CI National Director of PCN-CI 10h50-11h10 Break - Presentation on the action plan for sustaining and promotion of 11h10-11h20 National Coordinator of PCN-CI PCN-CI models Presentation on the action plan for sustaining and promoting PCN-CI 11h20-11h30 models: Development and management of rural water supply Director of DHRP of ONEP, MIE infrastructure Presentation on the action plan for sustaining and promoting PCN-CI 11h30-11h40 Director of DEP, MENETFP models: Development and management of school infrastructure Presentation on the action plan for sustaining and promoting PCN-CI 11h40-11h50 Director of DAPS-COGES, MENETFP models: Participatory school management by COGES with community Presentation on the action plan for sustaining and promoting PCN-CI 11h50-12h00 Rapporteur of Scientific Committee of Gbeke Region models in Gbeke Region 12h00-12h40 Discussion - 12h40-12h45 Speech of UVICOCI Representative of UVICOCI 12h45-12h50 Speech of ARDCI Representative of ARDCI (cancelled) Chief Advisor and Deputy Chief Advisor of JICA 12h50-12h55 Speech of JICA Expert Team Expert Team 12h55-13h00 Speech of JICA Resident Representative of JICA Cote d’Ivoire Office 13h00-13h10 Distribution of diplomas to participants - 13h10-13h15 Closing remarks Director of DGDDL of MEMIS 13h15-14h00 Lunch -

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3.6 Surveys

3.6.1 Survey on Institutional and Financial Conditions of Local Governments The JICA Expert Team conducted a survey to determine the institutional and financial conditions of local governments in the Gbeke Region in February and March 2016. The questionnaire for the survey consisted of questions related to 1) organization and human resources, 2) councils, 3) planning and budgeting and 4) Project Implementations. Targets of the survey are the councilors, including Deputy Mayors of Communes/Vice Presidents of the Regional Council, Director Generals/Secretary Generals, and Chiefs of Financial Services. The following were the main findings from the survey:  In some communes, communication and information sharing between the elected people and officials and among the officials of different services and departments are not done well.  All local governments participate in school mapping meetings of MENET  Some communes have budget for surveys. However the budgets are not used.  It is not allowed that local governments deal in cash. Therefore it is difficult for local government officials to manage small expenses such as per diem and transport for field visits. All payments should be made based on contracts with companies.  For small communes, it is possible to prepare budget for small scale surveys to grasp infrastructure conditions.  Timing of sessions and schedule of preparation and approval of 3-yaer program and budgets vary from local government to local government. Some local governments approve a 3-year program and budget by municipal council and submit them to prefects just before finishing the fiscal year. Some communes organize sessions periodically and prepare 3-year programs in the middle of a fiscal year.

3.6.2 Survey on People's Satisfaction with Community Activities (COGES and CGPE) and Basic Service Delivery by Local Governments The Project conducted a “Survey on People’s satisfaction with community activities (COGES and CGPE) and basic service delivery by local government”. The objectives of the survey were (1) to evaluate the satisfaction of residents regarding COGES and CGPE in the Gbeke region, (2) and to observe the changes in level of trust of local governments compared with the situation before the intervention of the PCN-CI project in the region. The survey was carried out from 19th September 2016 to 29th September 2016 in 31 villages of the target area (6 EPP pilot project villages, 10 HV pilot project villages, and 12 villages without any project intervention). Four ordinal residents in each village were selected for the interviews based on selection criteria set by the project. A total of 124 persons (62 male, 62 female) in total responded to the questions.

The responses to the questions show that the satisfaction of residents on COGES and CGPE in Gbeke region was certainly increased and the positive changes in trust of local governments were

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surely observed. However, it also needs to be mentioned that no significant difference was observed between the result of the pilot project sites and non-pilot project sites. This is thought to be due to the fact that the social environment of the region in general, not only the project sites, has been improved after the resolution of the political crisis and the limited number of responses also made it difficult to clearly distinguish the tendency of pilot project sites and non-pilot project sites.

3.7 An incident in the PCN-CI Bouake Office and Reestablishment of the Project Offices On 22nd July, 2016, the PCN-CI Bouake office was looted in a riot that grew out of a demonstration against the rise in electricity prices. In the few months before the office looting, the rise in the electricity prices by CiE (Compagnie Ivoirienne d'Électricité) had caused the dissatisfaction of customers in Côte d’Ivoire. This situation brought demonstrations and looting in several cities and towns of the country including Bouake.

In the morning of 22nd July, 2016, the rioters attacked the PCN-CI Bouake office located in the Prefecture Office of the Gbêkê Region. The targets for the looting in Bouake were mainly public service buildings; the Regional Council headquarters, the house of the mayor of Bouake, 3rd arrondissement of police, the prefecture office of the Gbeke Region, a tax office and two banks. The rioters stole, burned or destroyed all office equipment and project-related documents in the PCN-CI Bouake office. Fortunately, there were no injuries to any PCN-CI staff due to their quick evacuation from the office upon receiving a warning from CPS (the Joint Security Committee).

For security reasons, it was decided that Japanese experts were not allowed to go into Bouake, and activities by Japanese experts were limited to within Abidjan, while the PCN-CI national staffs would conduct activities remotely managed by the Japanese Expert. In Abidjan, MEMIS offered a room for the project office in the building of DGDDL. In Bouake, a room of the Bouake Commune Office was temporarily used for the project after the incident, and the new office was set up at a conference room of the Hotel Stade later. Both offices were set up with equipment required to continue the project by the end of August, 2016.

3.8 Establishment of Scientific Committee in Gbeke Region In the Gbeke Region, it was decided to establish a Scientific Committee in the 6th Technical Working Group Meeting held on 30th May of 2016, aiming at sustaining and promoting PCN-CI activities in the Gbeke Region. The Secretary General 1 (SG1) of Prefecture of Gbeke Region prepared a TOR of the Scientific Committee and a plan of meetings. According to the plan, the first meeting was organized on 20th July, 2016, of which the agenda was the following:

 Discussion and adoption of a long list of members of the enlarged Scientific Committee and a short list of members of the small Scientific Committee.  Preparation of a list of actions / activities to be carried out for ensuring the sustainability of achievements of the CPN-CI

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 Clarification of expected results to be brought by the actions / activities and timetable for implementation  Clarification of indicators of success of the action plan;  Roles of stakeholders However, because of the looting that happened on 22nd July, 2016 at the Prefecture Office of Gbeke Region in which the office buildings were severely damaged, the activities of the Scientific Committee stopped. The Prefecture was not functioning well until November, 2016, when the tentative office space was set-up in another place. The Prefecture and MEMIS tried to re-start the activities of the Scientific Committee, however the budget for meetings was not found until February 2017.

The Sub-Prefect of Diabo and the Mayor of Botro Commune with support of the Project Coordinator of MEMIS prepared a draft action plan of Gbeke Region in February 2017, based on the 1st draft prepared by the former SG1 of Prefecture of Gbeke Region, who was transferred to Dianra Department of Bere Region in the beginning of 2017.

In the morning on 21 February, before starting the Technical Working Group Meeting, the tentative Scientific Committee meeting in a small-scale was held at the wedding hall of Bouake Commune. The members of the small-scale committee were decided in consultation between MEMIS and the Prefecture as follows: New SG1, Sub-Prefect of Diabo, Chief of Cabinet of Prefecture, Vice-President of the Regional Council, Mayor of Botro, SG de Djebonoua Commune, Chief of Technical Service of Beoumi Commune, Deputy Mayor of Bouake, DTH, DREN 1 and 2, a COGES counselor, and the National Coordinator from MEMIS.

In the meeting, the members of the Scientific Committee discussed the draft action plan prepared by the Sub-Prefect of Diabo and the Mayor of Botro Commune, and improved the plan. The Sub-Prefect of Diabo, representing the Scientific Committee, presented the action plan in the Technical Working Group Meeting.

The National Coordinator explained the procedure of official establishment of the Scientific Committee in the Technical Working Group Meeting. The Scientific Committee is responsible for the monitoring of the action plan implementation.

3.9 Preparation of Action Plans The objective of the action plan preparation is to clarify the necessary steps to be taken by each stakeholder 1) to ensure the sustainability of PCN-CI activities in Gbeke Region, 2) to promote the models of PCN-CI in other regions, and 3) to institutionalize the models of PCN-CI. Action plans describe short term actions to be taken by the stakeholders of PCN-CI within one year after the project completion.

On the initiative of MEMIS, the following four action plans were prepared by the related organizations at the central and regional levels:

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 Action Plan of MEMIS (DGDDL)  Action Plan of MENET consisting of two parts, namely i) school infrastructure and ii) participatory school management by COGES along with the community (DAPS-COGES, DEP, DELC, DSPS)  Action Plan of MIE for the rural water supply sector (DGIHH, ONEP, CNC-CGPE)  Action Plan of Gbeke Region (Prefectures, DREN, DTH, local governments) Representatives of MEMIS, MENET, MIE and the Gbeke Region presented the action plans at the Final Seminar held on 2nd March. An Action Plan Document compiling all action plans was prepared and distributed at the Final Seminar.

The action plans were also presented to the Director of the Cabinet of MIE on 27th February, Director of Cabinet of MENET on 27th February, Minister of MENET on 28th February, DGDDL of MEMIS on 28th February, Director of Cabinet of MEMIS on 28 February, 2017 by the representatives of the counterparts from the Ministries.

Contents of the action plans are summarized in Table 3.9.1.

Table 3.9.1 Summary of Action Plans Action Major Contents Action Plan of MEMIS 1. Publication of the PCN-CI models  To define the section of website to publish the documents with the Communication Service of DGDDL on the DGDDL website  To organize documents for publication and submit them to the Communication Service  To prepare an official telegram to invite all local governments to download online documents 2. Awareness raising of local  To prepare an official telegram to be sent to the local governments of the Gbeke Region governments to include the  To send the official telegram as soon as it is signed to all the local governments and Prefects components in their budget lines to  To raise awareness of various parties to realize recommendations in the official telegram sustain PCN-CI activities 3. Promotion of the informal tender  To submit the simplified tender document to the DTEF / DGDDL to receive comments procedure developed by  To review the document in close collaboration with DMP of the Gbeke Region PCN-CI  To validate the document  To submit the document to the DMP in Abidjan for further validation  To follow-up the procedure at the level of the DMP in Abidjan  To popularize the validated procedure to local governments 4. Development of a project  To prepare a draft document document for a mini-capacity  To validate the document building program incorporating  To submit the document to development partners for funding PCN-CI models  To implement the training programs 5. Designation of sectorial focal points  To prepare a draft letter on the designation of focal points for monitoring the implementation  To validate the draft letter of commitments made by technical  To get signatures on the letters by the Deputy Director of Cabinet ministries.  To disseminate signed letters  To register designated focal points and organize follow-up meetings 6. Submission of the overall action  To prepare the draft document to be submitted to the PIP plan or sectorial action plans to be  To follow the different stages of registration of the program in PIP included in the Public Investment  To implement the PIP program Program (PIP) 7. Periodic evaluation of  To organize a mission to launch the implementation of the action plan at regional level implementation of action plans for  To prepare TOR for the evaluation of action plan implementation at the regional level the sustainability of PCN-CI  To validate TOR  To prepare the mission  To organize the first evaluation mission

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Action Major Contents Action Plan of MENETFP: School Infrastructure 1. Implementation of a local support  To prepare an action plan explaining the need for several deconcentrated DEP offices in the country policy for local governments  To have meetings with the Cabinet Director of MENETFP to defend the project to create decentralized offices of DEP 2. Update of standard plans and  To update standard plans and technical specifications of EPP and school equipment technical specifications of EPP  To update the catalog of standard plans & technical specifications for construction and maintenance of buildings and manuals school infrastructures and equipment to be implemented by local governments  To update regularly the construction supervision and maintenance manuals for school infrastructures and equipment 3. Dissemination of manuals  To edit manuals (catalog of plans, manuals for supervision and maintenance of school infrastructures and equipment).  To deliver copies of the manuals (digital and paper copies) to the DGDDL for dissemination. 4. Monitoring of application of norms  To monitor the application of norms and standards by local governments for implementation of school and standards for the construction infrastructure projects (construction & maintenance) by the DEP deconcentrated offices in collaboration and maintenance of school with the deconcentrated services of DELC and the DAPS-COGES. infrastructure and equipment  To monitor EPP construction and maintenance activities in the Gbêkê Region by DEP Action Plan of MENETFP: Participatory School Management by COGES with Community 1. Training of all DAPS-COGES staff on the PCN-CI project 2. Establishment of the pool of 30 trainers of the DAPS-COGES of which 22 are at the central level and 8 at the regional level 3. Organization of a model sharing seminar for all DRENETFPs in the country 4. Development of an evaluation grid for the 13 regions which have shown interest 5. Organization of a mission to identify and select 3 regions to be targeted for the implementation of the project in the Regional Directorates according to the following 3 axes: 1) BOUNDIALI, KORHOGO, FERKE, ODIENNE, 2) MAN, SEGUELA, GUIGLO, BONDOUKOU, DIMBOKRO, and 3) ABIDJAN A2,SOUBRE, SASSANDRA, SAN PEDRO 6. Elaboration of a timetable for the implementation of training in the 3 regions 7. Organization of training of trainers at the regional level on the modules according to the PCN-CI Manuals in the 3 selected DRENs and DDENs including the IEPPs 8. Organization of missions to follow up the training of actors and managers of the COGES of the 3 targeted regions 9. Development and implementation of an integrated communication plan on the new vision of COGES 10. Awareness raising of national and international journalists on the new vision of COGES 11. Development of a chronogram of revision of laws related to COGES and production of preliminary draft of the revised laws 12. Organization of a workshop to validate the draft laws related to COGES 13. Creation of an institutional film on the model of Participatory School Management (GPE) to promote the new vision of COGES 14. Follow-up of the implementation of the model of participatory school management in the 3 regions 15. Edition and dissemination of 500 manuals on participatory school management 16. Development and implementation of a monitoring plan and evaluation of achievements of the PCN-CI 17. Implementation of an internal impact study on the project 18. Organization of workshops for the restitution and sharing of the results of the impact study Action Plan of MIE: Rural Water Supply 5. Institutional strengthening to  To clarify roles and responsibilities of MIE for supporting local governments (Decree of reorganization of support local governments the MIE n ° 2016-596 3 August 2016)  To strengthen a system of collaboration between ONEP and DTH by establishing a partnership platform 6. Enhancement of DTH to provide  To plan and mobilize budget for 2018 activities technical support to local  To strengthen DTH (personnel and equipment) : for two DTH (Gbeke and another) governments  To update and disseminate training manuals to DTH 7. Capacity building of a technical  To develop a form for inventory of rural water infrastructure data pool by developing database and  To share the form in the Gbeke region information sharing systems  To test the inventory form in the Gbeke region  To prepare a rural water supply development plan  Preparation of a list of villages on the basis of RGPH 2014  Compilation of the existing infrastructure list 8. Project implementation by  To implement national projects using PCN-CI models applying construction and  Identification of rehabilitation and construction needs management models of rural  Advocacy for obtaining finance of the state or Technical and Financial Partners (PTF) water supply Infrastructure developed by the PCN-CI project

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Action Major Contents 9. Continuous training for area  To strengthen capacities of area mechanics of the Gbeke Region to maintain and repair the different mechanics types of PMHs  To assess the capacities of the area mechanics of the Gbeke Region in terms of preventive maintenance of PMHs (monitoring of their activities) 10. Monitoring of the functioning of  To manage regular community reports CGPEs  To organize two monitoring missions in a year and visit community to ensure good management of CGPE 11. Introduction of awards for  To coordinate with responsible organizations for the introduction of awards of excellence for CGPE and excellence for CGPEs and area area mechanics mechanics and awareness  To train speakers in local languages on maintenance and management of PMH raising by press in the local  To launch campaign for the awards for excellence language  To organize the dissemination of social mobilization messages through local news organizations  To organize an awards ceremony of excellence 12. Continuous training for local  To monitor the technical execution at sites government officials  To train local government officials to understand and use guide manuals developed by PCN-CI Action Plan of Gbeke Region 1. Taking a regulatory act to keep in mind and have respect for the commitments made by each party at the Regional Education Forum in October 2015 2. Establishment of a pool of PCN-CI trainers to ensure that there are capacity building programs developed based on the PCN-CI models 3. Implementation of training programs for local government officials and community-based organizations in the Gbeke Region 4. Implementation of surveys on school and rural water supply infrastructure conditions and update databases periodically (every 2 years) 5. Dissemination of guidelines and manuals developed by the PCN-CI 6. Organization of regular meetings with the different actors of the project 7. Maintaining cooperation and collaboration between the deconcentrated administration and local governments according to the PCN-CI approaches 8. Awareness raising of the elected people to apply the school mapping and criteria for allocation of rural water supply infrastructures 9. Allocation of budget line to implement the models developed by the CPN-CI (Infrastructure condition survey to update the database, Support to COGES and CGPE for the maintenance of school buildings and PMHs) 10. Application of the process of implementation, revitalization and capacity building for COGES and CGPE by local governments in order to extend the process of setting up or revitalization of COGES and CGPE in the remaining localities 11. Monitoring of COGES and U-COGES to ensure the proper functioning of COGES and U-COGES 12. Monitoring of CGPE to ensure proper management of PMHs

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Chapter 4 Activities for the Component on Infrastructure Development and Management

4.1 Surveys on Existing Condition of EPP and HV Infrastructure and Preparation of Sector Development Plans 4.1.1 1st Phase of surveys, database management and planning for infrastructure development and management

(1) Purpose of preparation of sector development plans and process of planning The Project aimed at preparing HV and EPP infrastructure development plans of local governments, which clarify needs and priority projects, and selecting candidate sites for pilot projects for the Project based on the prepared facility development plans. The purposes of preparing facility development plans are the following:  To understand needs of facility development within the territorial jurisdiction of a local government based on proper information of facility conditions.  To prioritize projects based on proper information of facility conditions and clear selection criteria.  To explain the selected priority projects with clear reasons to the public.  To attract external finance to implement facility development projects.

(2) Outline of activities During the period from March to October 2015, the Project supported local governments to conduct surveys on existing conditions of EPP and HV infrastructure, develop database and prepare sector development plans. The following activities were conducted in the process of planning.  Preparation of maps and village lists of the Gbeke Region and communes  Baseline surveys on existing conditions of EPP and HV infrastructure  Selection of priority projects  Public consultation meetings

(3) Preparation of maps and village lists of the Gbeke Region and communes Local governments did not have maps showing the exact boundaries of their territories. Therefore, the JICA Expert Team developed base maps by integrating map information from INS Census Map, INS MAP 2006 and CNTIG, using village lists collected from Sub-Prefectures, communes and the Regional Council, and confirming the locations of villages at meetings with local government

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officials and in the field. It was found that many villages have been moving to new locations to get better services and infrastructure, and some villages were planning to move to new sites. Since the base maps are essential for a local government to provide proper services to its population, it is necessary for them to update the village lists and the locations of villages periodically. The Project distributed GPS to all local governments and organized training on how to update the village location maps by GPS. The village location map of the Regional Council developed by the Project is shown in Figure 4.1.1.

Figure 4.1.1 Village Location Map of the Regional Council of Gbeke

(4) Baseline surveys on existing conditions of EPP and HV infrastructure The methodologies of the survey and database formats have been improved by doing several trials of data collection and analysis, and also confirmation of the data in the field. The steps were taken as follows: The initial idea of the methodology of the baseline survey

In the beginning of the project, the JICA Expert Team proposed a methodology of conducting the baseline survey by using existing data such as the education statistics, and by collecting information from related organizations such as IEP, DTH, sub-prefectures, etc. Such methodology was taken in consideration of the necessity of targeting all villages and quarters to grasp the conditions of the existing public facilities with the minimum required information for the preparation of facility development plans. The JICA Expert Team distributed Village Data Sheets together with the list of villages and the existing data of the education statistics and population, and explained the methodology of the survey to the officials of the local governments. The officials of technical services and socio-cultural and human promotion services of the local government tried to collect necessary data

4-2 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report according to the village data sheets from different sources. It was found that the existing data was not sufficient or not reliable enough to complete the survey, therefore some of them conducted field surveys additionally by using their own budgets. Planning work based on the collected data and field observation In the middle of April 2014, the planning work started using the village data sheets completed by the officials of the local governments. In order to identify the appropriate methodology of the planning of facility development, the planning exercises were started in seven small communes in the Gbeke Region. The development plans of school and rural water supply facilities were prepared and the priority projects were selected for the communes. However, in the process of checking the results of the prioritized projects in the field, the officials of communes together with the JICA Expert Team found that there were many differences between the conditions observed in the field and the data in the village data sheets. Improvement of the methodology of baseline surveys

For the Regional Council, it was difficult to complete the data input to the village data sheet, because there were 356 villages in their jurisdiction and reliable data was not available. The officials of the Regional Council planned to visit all fourteen sub-prefectures to collect information, and prepared draft questionnaire sheets to distribute to all villages. The JICA Expert Team, together with the officials of the Regional Council, developed the questionnaire sheet to collect information from villages. The first page of the questionnaire sheet is shown in Figure 4.1.2. It was decided to improve the methodology of the baseline survey and to conduct the questionnaire survey at all villages in the Regional Council as well as some communes of which the collected data was not reliable enough. For the communes of Beoumi, Bodokro, Diabo and Djebonoua, the questionnaire survey was not conducted, since the commune officials had already visited all villages by themselves and conducted field surveys to collect necessary data. The data was reliable compared with other communes. Quick surveys on school building conditions

For the Bouake Commune and the Regional Council, it was difficult to prioritize the projects even with the results of village questionnaire surveys, since the number of schools was large, and many of them need rehabilitation according to the questionnaire survey. Therefore it was decided to additionally conduct a quick survey on school building conditions for selected schools which needed rehabilitation. A total of 57 schools were selected as targets of the survey according to the criteria shown below:  Schools with needs of reconstruction of concrete classrooms  Schools with needs of rehabilitation, and having shanty classrooms with more than 30 students per classroom  School with needs of rehabilitation and with more than 50 students per classroom (60 students per classroom for urban areas of Bouake Commune) The degradation level of school buildings was evaluated in four ranks, by using the developed survey sheets for diagnosis of buildings.

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Figure 4.1.2 Questionnaire Sheet for the Baseline Survey

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A summary of the results of the baseline surveys is shown in Table 4.1.1 and Table 4.1.2.

Table 4.1.1 Conditions of EPP Facilities by Local Authority Number of schools Shanty Less than 6 grades Number of classrooms / pupils > 100 and Department Commune pupils per Need for Number of new All schools (built out of absence of classroom > rehabilitation schools needed precarious school within 40 materials) 3 km 8 Communes BEOUMI 30 18312 1 BEOUMI BODOKRO 12 2542 0 BOTRO 16 6621 0 BOTRO DIABO 16 6410 0 BOUAKE (Quartiers) 100 76 51 4 0 0 BOUAKE (Villages) 62 18 26 13 0 4 BOUAKE BROBO 15 8540 2 DJEBONOUA 27 8290 0 SAKASSOU SAKASSOU 29 15 16 1 0 4 Sub-Total of 8 Communes 307 156 118 39 5 11 Regional Council Regional Council 205 78 89 74 2 16 Grand-Total 512 234 207 113 7 27 Ratio 100% 46% 40% 22% 1% 5%

Table 4.1.2 Functioning of PMH by Local Authority Need for Functioning Total need in Locality Population Broken PMH Total of PMH additional PMH PMH Sub-prefecture PMH Department

/ Communes Pumps Total Total Total Average Total Average Total Average Total Average Total Average Rate of functioning Rate of functioning 8 communes Beoumi 13 14.931 20 1,5 15 1,2 35 2,7 57% 35 2,7 16 1,2 Beoumi Bodokro 18 8.353 18 1 7 0,4 25 1,4 72% 24 1,3 7 0,4 Botro 15 6.623 20 1,3 4 0,3 24 1,6 83% 19 1,3 6 0,4 Botro Diabo 16 5.232 14 0,9 5 0,3 19 1,2 74% 17 1,1 7 0,4 Bouake 54 48.732 43 0,8 23 0,4 66 1,2 65% 121 2,2 82 1,5 Bouake Brobo 19 11.097 19 1 3 0,2 22 1,2 86% 31 1,6 13 0,7 Djébonoua 30 12.683 24 0,8 24 0,8 48 1,6 50% 42 1,4 18 0,6 Sakassou Sakassou 30 21.891 38 1,3 8 0,3 46 1,5 83% 60 2 24 0,8 Sub-total of 8 communes 195 129.542 196 1 89 0,5 285 1,5 69% 349 1,8 173 0,9 Sub-total of Regional 282 265.918 313 1,1 158 0,6 471 1,7 66% 654 2,3 371 1,3 Council Total 477 395.460 509 1,1 247 0,5 756 1,6 67% 1003 2,1 544 1,1

(5) Selection of priority projects and pilot project sites

The process of the pilot projects selection is shown in Figure 4.1.3. Based on the baseline survey, sector development plans of EPP and HV infrastructure were developed for each local government. A sector development plan consists of a list of necessary projects (a long list) and a list of priority

4-5 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report projects (a short list). From the list of priority projects, candidate sites for PCN-CI’s pilot projects are selected, and technical assessments were conducted for those candidate sites. Finally, the pilot project sites were selected based on the results of the technical assessment.

Preparation of Sector Technical Assessment Development Plans

List of necessary List of candidate Baseline Implementati projects (long list) project sites Survey on of construction and rehabilitation List of priority List of projects project projects (short list) selected for PCN-CI

Figure 4.1.3 Process of Pilot Project Selection

The sector development plans of HV infrastructure were prepared by September 2014. The sector development plans of EPP infrastructure were prepared by October 2014.

Sector Development Plan of EPP infrastructure In total, 160 projects were identified as priority projects in all local governments in Gbeke Region (See Table 4.1.3). The criteria for the selection of the necessary projects (long lists) and the priority projects (short lists) are shown in Table 4.1.4.

Table 4.1.3 Number of Necessary Projects and Priority Projects Schools Targeted Number of Number of Necessary for the Quick Check Department Commune Priority Projects Localities Schools Projects Survey of Building Condition 8 communes BEOUMI 21 30 22 - 6 BEOUMI BODOKRO 19 12 11 - 3 BOTRO 22 16 11 - 5 BOTRO DIABO 25 16 9 - 3 BOUAKE (CCDQ) 49 100 89 21 27 BOUAKE (Villages) 90 62 49 11 18 BOUAKE BROBO 27 15 12 - 7 DJEBONOUA 41 27 13 - 8 SAKASSOU SAKASSOU 56 29 27 - 9 S-Total des 8 Communes 350 307 243 32 86 Regional Council Regional Council 356 205 189 25 74 Grand-Total 706 512 432 57 160

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Table 4.1.4 Selection Criteria for the Long Lists and the Short Lists of School Facilities Criteria for long lists Condition of villages (New school)  Village without school within 3 km and no plan of village relocation Condition of schools (Rehabilitation, reconstruction, extension, completion or new school)  School with more than 40 students per classroom  School with needs of rehabilitation  School with needs of reconstruction  School with shanty classroom(s)  School with less than 6 grades and with more than 100 students, and no other 6 grades schools within 3 km Criteria for short lists Condition of villages (New school)  Village without school within 3km, with population of more than 600 people, and no plan of village relocation Condition of schools (Rehabilitation, reconstruction, extension, completion or new school)  School with more than 60 students per classroom (for urban areas of Bouake Commune, 100 students per classroom)  School with needs of heavy rehabilitation  School with shanty classroom(s) with more than 30 students per classroom  School with less than 6 grades and with more than 120 students, and no other 6 grades schools within 3 km

Sector Development Plan of HV infrastructure Selection criteria for the necessary projects for construction of new wells and rehabilitation of hand pumps are shown in Figure 4.1.4. The numbers of necessary projects of each local government are shown in Table 4.1.5. From the list of necessary projects, priority projects were selected based on the criteria shown in Figure 4.1.4, for which the technical evaluation was carried out. The numbers of target villages of the technical evaluation of local governments are shown in Table 4.1.6.

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1 Selection of Villages with Needs for New Wells and Prioritization

Selection Criteria : Being HV village and Prioritization Criteria : The number of additional necessary pumps >=1, and 1 The number of functioning pumps is total number of broken pumps=0 small 2 The number of additional necessary pumps is large 154 villages in Gbeke Region with needs for new 3 The population is large construction are selected

List of villages with needs for new construction of HV is prepared and prioritized

Selection of target villages for technical evaluation Max. 2 villages per commune Max. 4 villages for Regional Council 19 villages in total

2 Selection of Villages with Needs for Rehabilitation and Prioritization

Selection Criteria: Prioritization Criteria : Being HV village, and 1 The number of functioning Not having been selected as a village with need for new construction, pumps is small and 2 The number of additional (The number of functioning pumps is 0, or the number of additional necessary pumps is large necessary pumps >= 1) 3 The number of broken pumps is large 4 The population is large

177 villages in Gbeke Region with needs for rehabilitation are selected

List of villages with needs for rehabilitation of HV is prepared and prioritized

Selection of target villages for pilot projects of PCN-CI Max. 8 villages per commune Max. 16 villages for Regional Council 64 villages in total

Figure 4.1.4 Selection Criteria for Necessary and Priority Projects

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Table 4.1.5 Number of Necessary Projects in HV Number Villages with Villages with need for Department Communes of Population need for new constructions localities rehabilitation 8 communes Beoumi 13 14.931 2 8 Beoumi Bodokro 18 8.353 2 6 Botro 15 6.623 1 4 Botro Diabo 16 5.232 2 3 Bouake 54 48.732 24 21 Bouake Brobo 19 11.097 5 3 Djebonoua 30 12.683 3 21 Sakassou Sakassou 30 21.891 13 7 Subtotal of 8 communes 129.542 52 73 Subtotal of Conseil régional 265.918 102 104 Overall Total 395.460 154 177

Table 4.1.6 Number of Priority Villages by Local Authority new construction Rehabilitation Number of Number of HV Priority Villages Priority Villages Department Commune Necessary (Targets of Necessary (Targets of localities villages Projects Technical Projects Technical Evaluation) Evaluation) Beoumi 21 13 2 2 8 8 Beoumi Bodokro 19 18 2 2 6 6 Botro 22 15 1 1 4 4 Botro Diabo 25 16 2 2 3 3 Bouake 139 54 24 2 21 8 Bouake Brobo 27 19 5 2 3 3 Djebonoua 41 30 3 2 21 8 Sakassou Sakassou 56 30 13 2 7 7 Subtotal of 8 communes 350 195 52 15 73 47 Regional Council 356 282 102 4 104 17 Overall Total 706 477 154 19 177 64

(6) Public consultation meetings Village representative meetings were held in all communes to explain the results of the baseline survey and to get feedback from all villages regarding the sector development plans. For the Regional Council, department level meetings were held for the same purpose in cooperation with prefects of the departments. Officials of local governments made a presentation in the meetings to explain clearly the selection criteria and the results of the identification of priority projects. The participants appreciated the work of the local governments, and accepted the sector development plans. Officials of the communes as well as the JICA Expert Team realized the effects of organizing village representative meetings were a method of facilitating public involvement in the planning process.

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4.1.2 2nd Phase of surveys, database management and planning for infrastructure development and management

(1) Outline of activities During the period between April and September 2016, the PCN-CI project supported local governments to facilitate them to conduct monitoring and planning of EPP and HV by themselves after acquiring basic knowledge and skills through the pilot projects. Several support activities were carried out to implement the “2nd baseline survey of EPP and HV infrastructures” such as the following:  Revision of Manual for Baseline Survey and Sector Development Formulation  Renewal of Village List  Formulation of Schedule and Budget  Budget Securement  Supervision and Training on Survey Figure 4.4.5 shows the time schedule of the above activities and further details of each activity are described in the following clauses.

2016

Activity y jul ma jun aug sept Monitoring and Planning of Infrastructure Development (EPP and HV)

Revision of Manual for Baseline Survey and Sector Development Formulation ACT Training on Revised Manual for Baseline Survey 5/27

Verification of Completion of Renewal of Villages Lists by ACT ACT Training on Formulation of Schedule and Budget for the 2nd Baseline Survey Technical support for Budget Securement to ACT

ACT Supervision and Training on Baseline Survey 6/29 Brobo to be completed by ACT ACT Baseline Survey of EPP and HV infrastructure

Figure 4.4.5 Support Activities of 2nd Baseline Survey by Local Governments

(2) Revision of Manual for Baseline Survey and Preparation of Sector Development Plans

The manual formulated in May 2015 on the process of prioritization of projects (and taught to local government officers during a seminar) was revised in May 2016 in a more practical way in order to facilitate the officer’s understanding of the various steps of the prioritization process. In particular, new formats for survey questionnaires and databases for both HV and EPP infrastructure, with an additional sheet for primary schools, were introduced and attached to the manual. In addition, a simpler and faster method for selecting and prioritizing villages during the officer’s visits was introduced. Planning and budget methods for infrastructure monitoring were also explained. Training on the revised content was then provided to both the elected representatives and the officers of the 9 local governments.

(3) Renewal of Village List Local governments started the process of the renewal of village lists based on the lists of sub-prefectures of 2016 and according to the manual formulated in February 2016 with the support

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of the JICA Expert Team that closely monitored the completion of that activity in June 2016. The level of proficiency in Excel was unequal among the officers. However, practice can help increase their capacity. The mechanism of sharing of lists of sub-prefectures with local governments shall be strengthened and widely shared among the stakeholders.

(4) Formulation of Schedule and Budget Following the completion of the renewal of the village lists, a training session on formulation of scheduling and budgeting for the 2nd baseline survey of HV and EPP infrastructure was provided to local government officers at the end of June 2016 using the plan and budget example sheets that were included in the revised manual for project prioritization. A close follow-up of the formulation of those documents by the local governments was ensured by the JICA Expert Team at that time. The details of the schedules and budgets formulated by each local government are shown in the training report. A report, to be used as a reference document by local government officials, was formulated on planning and budget formulation on that occasion. The observations from the activities are as follows:  The officers of all local governments have a good general understanding of budget formulation and they formulated the budget according to their resources and the possibility of investment.

 The officers of small Communes formulated their schedule without too many difficulties thanks to the restricted amount of villages to visit and their good knowledge of village locations (most of the officers did not need to use the location maps). The officers scheduled 2 to 3 days of survey per week (2 days on average), with 1 to 3 villages visited per day of survey (2 villages on average).

 The officers of Sakassou Commune encountered more difficulties as the number of villages is higher than other Communes for the same amount of available human resources. Therefore, they scheduled 2 days of survey per week with a minimum of 3 villages visited per day of survey.

 Bouake Commune also encountered difficulties as the area to visit is quite large. However, since the officer participated in the baseline survey conducted in 2014, he did not encounter difficulties to formulate the schedule.

 Regarding the Regional Council, the area to visit is very large and the officers of local governments have little knowledge of the village locations. Therefore, it took more time for the officers to formulate the schedule per sub-prefecture and it was more difficult for them.

(5) Budget securement Contents

As budget securement represents a critical step in the infrastructure monitoring process, technical support was provided to local government officers from the end of June to the middle of July 2016 in order to facilitate budget submission to the elected people. On that occasion, the JICA Expert Team organized meetings with the elected people to explain about the PCN-CI project and local

4-11 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report governments’ roles and responsibilities to ensure sustainable monitoring and planning of EPP and HV infrastructure in the future. A report, to be used as a reference document by local government officials, was formulated on technical support for budget submission on that occasion. Observed issues

The issues observed by the JICA Expert Team during that activity are as follows:  The officers of Bouake Commune were poorly mobilized during baseline survey preparation since Mr. Toure was the only person available for the training. It seems that the officers are not well aware of the importance of that activity and/or too busy with other activities.  It was difficult for the PCN-CI team and the officers of Communes to get in touch with the mayors during the budget securement stage, causing delays in the process. This might be due to the fact that elected people were not involved in the project from the start as the officers were the main targets of activities and thus, there is little understanding of the importance of baseline survey activities and little ownership of monitoring and planning activities by the mayors. This might be also due to the poor communication between the officers and mayors regarding the project progress. Finally, the mayors are also busy with other activities.  After budget securement, the elected people did not actually transfer resources to their officers for the survey. According to mayors, even though they understand the importance of infrastructure monitoring, since those activities were not planned in the budget for this year they cannot allocate a budget for them in the end. Otherwise, the elected people stressed that budget can be accepted and allocated for the next baseline survey of 2018. As a result, only Brobo and Bouake Communes started the survey, at the end of June and middle of July respectively, and those surveys were discontinued before completion due to a lack of resources (4 villages visited for Brobo, 3 villages for Bouake). The Regional Council is planning to start the survey at the end of the year. Generally, local governments have few financial resources to implement the baseline survey as there is no special budget allocated for that activity. Since they did not plan and include a budget for this survey and seemed to ignore that they would conduct this 2nd survey with their own budget, they encounter some difficulties to finance it.  In addition, the Regional Council has a shortage of human resources to conduct baseline surveys across its wide area and needs to hire (in 1 week according to the Regional Council), train (1 day of training at the Regional Council), and supervise (4 days per week by the officers of Regional Council) surveyors in each sub-prefecture (a total of 28 surveyors, being 2 surveyors per each of the 14 active sub-prefectures of Gbeke). Output and Recommendations

At the end of the technical support, the elected people of the 9 local governments promised to allocate a budget for the baseline survey of 2016 as they understood the necessity of those activities and started discussions with Finance Departments and/or during Municipal Councils in order to include an additional new budget line into their budget for the baseline survey of 2018. However, budget was not secured by local governments in the end. The JICA Expert Team recommends that a budget line should be created and a system should be developed by MEMIS so the Planning and Technical Directorates (Regional Council) and the Technical Services (Communes) are obliged to

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include a budget allocated for baseline surveys in their three-year program in order to ensure budget securement for that activity.

(6) Supervision and Training on surveys Supervision of surveys was provided by the JICA Expert Team for Brobo Commune on 29 June in Sinanvessou, Ahokokro, Attiouakro, and Koyakro villages. The surveyor seemed to be familiar with the data related to hand pump condition while doing the survey and there were no particular issues observed regarding the HV component. Most of the issues encountered that day were related to EPP data acquisition. Observations and recommendations made by the JICA Expert Team during that activity are as follows:  The surveyor (chief of Sociocultural Service) seemed to be a bit unfamiliar at first with the various sheets of the questionnaire and needed a little time to fully understand the procedure to follow. After a short while, he became comfortable with it. This shows that officers may still need some time to adjust to the revised content and procedure of the questionnaire.

 The village could not inform the surveyor of the population data. As it is very important data for the scoring process, the head of the village shall prepare that data before the baseline survey begins on request of the officer.

 Since the survey period corresponds with a holiday period, the school director and COGES were on vacation. It was therefore difficult to get information regarding the EPP component (i.e. number of students between 5 and 11 years old). It would be easier in the future to conduct baseline surveys during school time, with a suggestion of the beginning of the year (January) by the JICA Expert Team as COGES as well as the directors are active and available during that time.

 School directors usually do not live in the village. Therefore, they should be informed at least 1 week in advance of the baseline survey by the officer in order to attend the survey. The school director should also prepare in advance the data needed for the questionnaire (for instance, number of classes, students etc.) and if the director cannot attend the baseline survey, he should communicate those data to the head of the village (or notables or COGES).

4.2 Implementation of Pilot Projects on Construction and Rehabilitation of School Infrastructure 4.2.1 Technical Assessment of EPP Facilities for Pilot Project Selection

(1) Purposes of the Technical Assessments The technical assessments have been conducted to select pilot projects for the Project from the priority projects in the Sector Development Plans of the local governments. A technical assessment is a process of selection of projects to be implemented by specific funds/projects such as the PCN-CI Project, or by local governments’ own budgets. Therefore, conditions of the funds/projects and the criteria of selection set by the funds/projects have to be considered when designing such technical assessment.

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The technical assessments aim at not only selecting pilot projects, but also at providing opportunities to officials of local governments to experience the process of project selection and formulation. The technical assessment consists of two parts, namely technical diagnoses and public consultations. The technical services and the socio-cultural services of local governments conducted the technical assessment with support of the JICA Expert Team.

(2) Contents of the Technical Assessment The technical assessment of EPP facilities was conducted during the period from November 3rd to 17th of December 2014. The targeted schools were selected based on information and data obtained from the baseline surveys and quick building condition surveys. Criteria shown in Table 4.2.1 were applied for the selection of targets of technical assessment. A total of 52 schools were selected for the technical assessments as shown in Table 4.2.2. The technical assessment of EPP facilities consists of the following three components: “Public consultation”, “Interview with COGES, community leaders and school directors”, and “Diagnosis/assessment of school buildings”. The contents of the technical assessments are shown in Table 4.2.3. Officials of local governments conducted the interviews according to the prepared questionnaire sheets and the school building diagnosis with support of the JICA Expert Team.

Table 4.2.1 Criteria for Selection of Targets of Technical Assessment Small Communes 1. All schools selected as priority projects, except new school construction projects Additional criteria for Djebonoua The following criteria were applied to the schools in the short list: 2. School with needs of rehabilitation (EPP Adjouassou is selected.) 3. School with shanty classrooms with more than 40 students per classroom (EPP Kouadio Pikro, EPP Djebonoua 3 and EPP Panango are selected) Bouake Commune 1. Schools shortlisted with needs of reconstruction due to heavy degradation (76 - 100% (Rural Area) of building is degraded). 2. Schools shortlisted with more than 50 students per classroom AND with needs of major rehabilitation (51 - 75% of building is degraded). 3. Schools shortlisted with shanty classroom only AND the number of shanty classrooms is 3 or more. Bouake Commune 1. Schools shortlisted with more than 100 students per classroom AND with needs of (Urban Area) reconstruction due to heavy degradation (76 - 100% of building is degraded). 2. Schools shortlisted with more than 100 students per classroom AND with needs of major rehabilitation (51 - 75% of building is degraded). Regional Council 1. Schools shortlisted with needs of reconstruction due to heavy degradation (76 - 100% of building is degraded).  EPP Alloukro is not selected because the village is moving to a new location. 2. Schools shortlisted with more than 50 students per classroom AND with needs of major rehabilitation (51 - 75% of building is degraded). 3. Schools shortlisted with shanty classrooms only AND the number of shanty classrooms is 3 or more.

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Table 4.2.2 Targets of Technical Assessment Pilot Project Candidates Necessary Priority (new EPP) Department Commune No. of Villages No. of Schools Projects Projects (new =Target of Technical (new EPP) EPP) Assessment 8 communes Beoumi Beoumi 21 30 22 (1) 6 (1) 5 (0) Bodokro 19 12 11(0) 3 (0) 3 (0) Botro Botro 22 16 11 (0) 5 (0) 5 (0) Diabo 25 16 9 (0) 3 (0) 3 (0) Bouake Bouaké 139 162 138 (4) 45 (4) 8 (0) Brobo 27 15 12 (2) 7 (2) 5 (0) Djebonoua 41 27 13 (0) 8 (0) 4 (0) Sakassou Sakassou 56 29 27 (4) 9 (4) 5 (0) Sub-total (8 communes) 350 307 243 (11) 86 (11) 38 (0) Regional Council Beoumi Department 108 76 69 (3) 23 (3) 7 (0) Botro Department 55 34 31 (2) 11 (2) 2 (0) Bouake Department 106 54 54 (7) 22 (7) 6 (0) Sakassou Department 87 41 35 (4) 18 (4) 3 (0) Sub-total 356 205 189 (16) 74 (16) 18 (0) (Regional Council) Total 706 512 432 (27) 160 (27) 56 (0)

Table 4.2.3 Contents of Technical Assessment Public Consultation Explanation by the local governments:  Selection of necessary projects and their prioritization  Future roles of local governments related to the monitoring and management of infrastructures  Contents of technical assessment  Process and schedule for selection of pilot projects  Importance of the management of EPP facilities by COGES Interview with COGES, Collection of the following information according to questionnaire sheets community leaders, and  Confirmation of the baseline survey information school directors  Land availability for new construction  Survey on social conditions (population, number of school age children)  Existence of other projects  Plans for village relocation  Current conditions of facility management by community  Intention of community to participate in the facility management (COGES, Village) Diagnosis/assessment of Collection of the following information in the field school buildings  Accessibility to the site  Survey on facility conditions  Cost estimation for rehabilitation  Cost estimation for new construction  Collection of GPS Data

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(3) Results of the Technical Assessment

Through the technical assessments, the necessary project was identified for each candidate school and the costs for the projects were estimated. Needs of rehabilitation, extension and reconstruction of the candidate schools found through the technical assessments are shown in Table 4.2.4.

Table 4.2.4 Results of Technical Assessment Pilot Project Number of Number of Number of classrooms Department Commune Candidates (new classrooms for classrooms for for reconstruction EPP) rehabilitation extension 8 Communes Beoumi Beoumi 5 (0) 12 13 2 Bodokro 3 (0) 61 3 Botro Botro 5 (0) 82 8 Diabo 3 (0) 36 4 Bouake Bouaké 8 (0) 9 28 12 Brobo 5 (0) 63 10 Djebonoua 4 (0) 34 8 Sakassou Sakassou 5 (0) 20 3 1 Sub-total (8 communes) 38 (0) 67 60 48 Regional Council Beoumi Department 7 (0) 62 27 Botro Department 2 (0) 00 8 Bouake Department 6 (0) 64 13 Sakassou Department 3 (0) 12 4 3 Sub-total (Regional Council) 18 (0) 24 10 51 Total 56 (0) 91 70 99

(4) Selection of Pilot Projects and the Project Design During the period from the 1st of December 2014 to the 22nd of January, 2015, the works for the selection of the pilot projects, the cost estimations and the preparation of pilot project plans were carried out by the JICA Expert Team together with the local governments. The training on pilot project selection was organized on the 5th of December 2014. The officials of socio-cultural services and technical services of local governments selected the pilot projects in the training session by using the information and data that they obtained from the technical assessments. After the training, the JICA Expert Team and the local governments continued discussions for around two weeks, and finally selected the projects. The following aspects were considered for the pilot projects selection and the criteria were set according to the aspects as shown in Table 4.2.5. Each of the local governments prepared an evaluation sheet and selected the pilot project. The selected pilot projects were shown in Table 4.2.6. Total 11 schools were selected.

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Table 4.2.5 Criteria for Selection of Pilot Projects from Targets of Technical Assessment

Essential conditions 1. Necessity of the project  Confirmation of needs corresponding to the reasons why they are selected as candidates  No plans of village relocation to location distant from the school  No overlap with other projects 2. Financial aspect  The project can be implemented within the budget 3. Technical aspect  Easy access to transport construction materials and equipment  Trucks can have access to the site in rainy season (for rehabilitation project)  Land is available (for extension or reconstruction project)  Construction can be completed in scheduled period

Other conditions 4. Sustainability  Community's intension to contribute to the project and facility maintenance 5. Urgency  Urgency of the project

Additional Criteria  Lager number of students applied for different  No other school in good condition in the same community local governments  Schools consist of only shanty classrooms  Risk of collapse of buildings (Reconstruction needs)

Table 4.2.6 List of Selected Pilot Projects Number of Number of Number of School Local Government Name of School Shanty Type of work Infrastructure students Classrooms Furniture Classrooms Beoumi Commune EPP TIENDEBO 247 5 2 Reconstruction / 2 classrooms / X Extension 1 classroom Bodokro Commune EPP AHOKOKRO 235 5 1 Reconstruction 3 classrooms +Office X Botro Commune EPP BOTRO 264 6 3 Reconstruction 3 classrooms X -KOUADIOKRO 2 Diabo Commune EPP TELEBOPRI 219 4 1 Reconstruction / 1 classrooms / X Extension 2 classroom Brobo Commune EPP DJAMALAKRO 187 6 3 Reconstruction 3 classrooms X Djebonoua Commune EPP DJEBONOUA 3 134 0 0 Extension 2 classrooms X EPP ADJOUASSOU 180 6 0 Rehabilitation 3 classrooms + Office - Bouake Commune EPP KANANKRO 2 318 6 0 Reconstruction 3 classrooms + Office X Sakassou Commune EPP RESIDENTIEL N/A 6 0 Rehabilitation 6 classrooms + Office X BAD Regional Council EPP KOUBEBO-DAN 252 6 6 Reconstruction 3 classrooms + Office X EPP BALEKRO 156 4 4 Reconstruction 3 classrooms + Office X Total 11 schools 35 Classrooms+6 Offices 10 sets (26 : construction, 9 : rehabilitation)

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4.2.2 Preparation of Tender Documents for EPP Pilot Projects

(1) Procurement methods and laws applicable to procurement for EPP pilot projects Methods of procurement for EPP pilot projects were carefully selected following the systems of public procurement in Cote d’Ivoire as much as possible, aiming at developing models of public procurement for EPP projects implemented by local governments. There are three types of procurement methods in Cote d’Ivoire, namely 1) open tender 2) local tender and 3) comparison of quotations, which are selected according to the cost of a project. According to the Public Procurement Code, there is no standard document for tenders below 30 million FCFA of project cost. However there are laws which define the contents of the tender documents. DMP carried out minor reform of tender documents in early 2015, and developed a simplified tender document applicable to open tenders for simple works regardless of project costs. A one-story school building with 3 classrooms and an office corresponds to simple works. Table 4.2.7 shows a comparison of the public procurement methods prepared in March 2015 by the JICA Expert Team. Table 4.2.7 Comparison of Public Procurement Procedures Public procurement Public procurement of Public procurement more than 30 million FCFA 10 -30 million FCFA less than 10 million FCFA Normal works Simple works Comparison of Procurement method Open tender Local tender quotations Standard Simplified Tender document No standard document exists No standard document exists document of DMP document of DMP DECRET N°2014-306 DECRET N°2014-306 DECRET-N°2014-306 Law (Code de Marchés Publics) ARRETE N°200, et 201 ARRETE N°200, 201 Application of the Public Public Procurement Code Not applicable Not applicable Procurement Code of DMP Approval of tender documents Necessary Not necessary Not necessary by DMP Minimum period required for a tender procedure 88 days / 59 days / 39 days / 47 days - (working days and calendar 109 days 67 days days) Source: JICA Expert Team, Tender Guide Version 2

The JICA Cote d’Ivoire Office shall be the client of the pilot projects in the JICA Project (PCN-CI). Therefore, the JICA Expert Team added the conditions that are applicable to JICA projects to the public procurement system of Cote d’Ivoire, and applied the procurement methods of Cote d’Ivoire according to the sizes of pilot projects as shown in Table 4.2.8. For local tenders, the JICA Expert Team developed a prototype of simplified tender documents based on the simplified document of DMP (Allégé), and used for EPP projects which cost between 10 million and 30 million FCFA. Table 4.2.9 shows the procurement methodology for each contract for EPP Pilot Projects.

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Table 4.2.8 Applicable Conditions of Public Procurement for EPP Pilot Projects Procurement procedure Public procurement Public procurement of Public procurement / by Amount of work more than 30 million FCFA 10 -30 million FCFA less than 10 million FCFA

Construction or rehabilitation Construction or rehabilitation Type of works Provision of school furniture of EPP of EPP

Comparison of Procurement method Open tender Local tender quotations Simplified document of PCN-CI Tender document Simplified document of DMP Simplified document of PCN-CI Pre-Qualification, Request of quotation DECRET N°2014-306 DECRET N°2014-306 DECRET-N°2014-306 Laws (Code de Marchés Publics) ARRETE N°200, et 201 ARRETE N°200, 201 Application of the Public Accordance with Public Accordance with Public Procurement Public Procurement Code Procurement Code of DMP Procurement Code Code Approval of tender documents DMP,MEMIS,JICA MEMIS, JICA MEMIS, JICA by …... Minimum period required for tender procedures (calendar Min 30 days Min 21 - 30 days days) Source: JICA Expert Team, Tender Guide Version 2

Table 4.2.9 Procurement Method for EPP Pilot Projects No Local government Name of School Contents Methods of procurement School construction and rehabilitation 1 Beoumi EPP Tiendiebo Reconstruction of 3 classrooms 2 Bodokro EPP Ahokokro Reconstruction of 3 classroom and an office 3 Botro EPP Botro-Kouadiokro 2 Reconstruction and extension of 3 classrooms 4 Diabo EPP Telebopri Reconstruction of 3 classrooms Local tender (based on the prototype of simplified 5 Brobo EPP Djamalakro Reconstruction of 3 classrooms tender documents of EPP Djebounoua 3 Extension of 2 classrooms PCN-CI) 6 Djebonoua EPP Adjouassou Rehabilitation of 3 classrooms and an office 7 Bouaké EPP Kanankro 2 Reconstruction of 3 classrooms and an office 8 Sakassou EPP Residential BAD Rehabilitation of 6 classrooms and an office EPP Koubebo-Dan Reconstruction of 3 classrooms and an office Open tender (based on the 9 Regional Council standard simplified tender EPP Balekro Reconstruction of 3 classrooms and an office documents of DMP) School furniture EPP Residential BAD, Desk and chairs: 160 1 Djébonoua, Sakassou EPP Djebounoua 3 Other furniture: 37 EPP Tiendiebo Pre-qualification and Regional Council, EPP Kanankro 2 Desk and chairs: 284 comparison of quotations 2 Beoumi, Bouaké EPP Koubebo-Dan Other furniture: 66 (based on the prototype of EPP Balekro documents for PQ and quotation comparison of EPP Ahokokro PCN-CI) Bodokro, Botro, Brobo, EPP Botro-Kouadiokro 2 Desk and chairs: 257 3 Diabo EPP Djamalakro Other furniture: 54 EPP Telebopri

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(2) Preparation of tender documents by local government officials

A Procurement Plan and a Tender Guide for EPP pilot projects were prepared by the JICA Expert Team to explain to local government officials how to apply each term of the Public Procurement Code to the EPP pilot projects. The officials of each local government tried to apply conditions of their pilot projects to the prototype of tender documents using these guides. Through the process of filling out uncompleted parts of the prototype of tender documents, such as conditions of different local governments, the details of procedures and focal points of each local government were clearly determined. It was not very difficult for the local government officials to fill out the prototype. However, almost none of the officials could modify the contents of the prototype such as articles related to contract terms and payment conditions, selection criteria of contractors, and technical documents such as specifications, bills of quantities (BQ) and drawings, by their own judgment of the technical conditions. Officials of Technical Services of local governments are weak in their ability to draft drawings for site plans and to modify the standard plans in accordance with the actual situations of the project sites. More training on how to use standard plans is necessary to improve the skills of the officials of Technical Services. All bids for the pilot projects were finished by early September, 2015. The JICA Expert Team started to analyze the tender processes and work on the following:  Pointing out and classifying problems related to the tenders for the pilot projects  Revision of the prototype of tender documents for EPP construction projects of local governments  Examination of countermeasures for low-price competition

(3) Application of the prototype of simplified tender documents and its improvement The JICA Expert Team developed a prototype of simplified tender documents to be used for EPP construction projects of local governments based on discussions and studies carried out with MEMIS, BEP and DMP. In addition, the JICA Expert Team confirmed conditions of the tender documents with DMP before each tender notice. Low-price competitions occurred from the first batch of tenders (Sakassou and Djebonoua Communes), and accelerated in the second batch (Bouake Commune and the Regional Council). Therefore, the amendments of the tender documents were made in the third and fourth batches, in order to control such low-price competitions, by getting feedback from the tenders already implemented. The following four amendments were made during the tender implementation for nine local governments:  First amendment (15 May, 2015, Djebounoua and Sakassou Communes): Add the definition of community meetings to technical specifications  Second amendment (18 June, 2015, the Regional Council and Bouake Commune): Reduce volume of tender documents; simplify descriptions for small-scale contractors to easily understand the tender documents, allow submission of additional documents within 24 hours after a tender to avoid disqualification of bidders which don’t satisfy minor requirements, e.g.

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submission of ID cards. At the second amendment, an information session was organized for bidders.  Third amendment (24 July, 2015, Beoumi and Bodokro Communes): Modify the lower limit of successful bid price by modifying the calculation formula, add technical criteria to require ownership of equipment by select contractors specialized in building construction, and to require performance bonds issued by a bank.  Fourth amendment (21 August, 2015, Botro, Diabo and Brobo Communes): Add conditions to tender documents to avoid unsuccessful bidding. Further improvement of the prototype is necessary so that local government officials and small-scale contractors could understand it well and use it easily. The conditions of JICA projects, i.e. where JICA is the client, should be eliminated from the current prototype to develop it as model to be used by local governments for their own school construction projects.

(4) Preparation of a prototype of tender document for school furniture Three groups of local governments were formed for procurement of school furniture, in order to efficiently select contractors. The following are the groups and the representing local government of each group to play roles as a delegated owner of the school furniture procurement:  LOT1 : Djebonoua and Sakkassou Communes (Maître d’ouvrage délégué : Sakassou Commune)  LOT2 : Beoumi Commune, Bouake Commune, the Conseil Regional (Maître d’ouvrage délégué : Beoumi Commune)  LOT3 : Botro, Bodokro, Diabo and Brobo Communes (Maître d’ouvrage délégué : Brobo Commune) According to the study conducted by the JICA Expert Team, it was found that additional orders or repair works are frequently required after procurement of school furniture, which COGES usually take care of. Therefore it was decided to limit the contractors to those in Gbeke Region, in order for COGES to easily manage the following orders. The JICA Expert Team proposed a two-stage selection method, namely a pre-qualification and a comparison of quotations, to obtain a list of good suppliers in the region. The JICA Expert Team elaborated a prototype tender document in May, 2015, based on discussions with MEMIS and BEP, and by getting advice from DMP. A pre-qualification was held on 25 June, 2015, which was considered to be a training workshop for local government officials, and it ended in failure. By incorporating the findings from the training workshop, the documents were modified in the end of June, 2015.

(5) Preparation and Signing of Conventions for EPP Projects In the agreements for construction and rehabilitation of EPP, the JICA Cote d’Ivoire Office is the project owner (Maître d’Ouvrage) and local governments are delegated project owners (Maître d’Ouvrage Délégué) of the EPP pilot projects. Activities for capacity development are carried out throughout the pilot project implementation, and the central government monitors the project implementation to learn from the pilot projects and develop models. In order to clarify the roles and responsibilities of the stakeholders including cost sharing in such special conditions of the pilot projects, and to achieve good collaboration among the stakeholders, convention documents were elaborated and signed among the stakeholders shown below:

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 Maître d’Ouvrage : JICA Cote d’Ivoire Office  Technical Assistance of Maître d’Ouvrage (ATMO) :JICA Expert Team  Delegated Maître d’Ouvrage : Regional Council of Gbeke  Maître d’Oeuvre : Technical Department of Regional Council of Gbeke  National Directorate of PCN-CI Nine conventions (corresponding with the eight Communes and the Regional Council of Gbeke) were signed. Roles of the National Directorate of PCN-CI (MEMIS) and ATMO (the JICA Expert Team) in the capacity development activities are shown in Table 4.2.10.

Table 4.2.10 Roles of the National Directorate of PCN-CI (MEMIS) and ATMO (the JICA Expert Team) for Capacity Development Activities in EPP Construction and Rehabilitation Agreements Activity National Directorate of PCN-CI Project ATMO Development of the Practical Tender Guide and provide Mobilization of counterparts and support 1. Bidding training on the development of tender documents, with the activities collaboration of MEMIS, DMP, BEP and DRENET. Development of an implementation plan for pilot projects 2. Supervision of Mobilization of counterparts and budgeting and training manual on supervision techniques of EPP Works for activities of local governments construction work, and provide lectures and field training with the assistance of MEMIS, the BEP and DRENET. Development of training manuals on maintenance of 3. Sensitization of Mobilization of counterparts and budgeting school infrastructure by COGES. Training of COGES in the COGES for activities of the counterparts field with the assistance of MEMIS, DAPS-COGES and BEP.

The contents of the conventions were described in the tender documents to inform bidders about the activity of capacity building to be carried out during the tender process and supervision of construction works. Mayors of communes and the president of the Regional Council, and the representatives of MEMIS, JICA Cote d’Ivoire Office, and the JICA Expert Team confirmed the contents of the conventions and signed the documents before the tender opening. (May 15 to 22, 2015)

4.2.3 Implementation of Tenders for EPP Projects Tender opening and evaluation of tenders for the EPP pilot projects of all the local governments were implemented in four batches, starting from Djabonoua Commune on 27th May, 2015 and ending with Brobo Commune on 3rd September, 2015. The results of the tenders are shown in Table 4.2.11.

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Table 4.2.11 List of Tender Results Tender Contents of the Agreed amount Date of signing Period of Local governments EPP Type of Works Successful bidder opening project (FCFA) on contract Execution DJEBONOUA 3 Extension 2 classrooms 4 months School 27 May DJEBONOUA 3 classrooms KOUASSI KAN 26,316,965 12 June, 2015 ADJOUASSOU Rehabilitation 3 months Infrastructure and office 1st batch 6 classrooms 28 May SAKASSOU RESIDENTIEL BAD Rehabilitation GEO-TOPO 25,053,612 12 June, 2015 3 months and office 3 classrooms 1 July BOUAKE KANANKRO 2 Reconstruction ETS DARCICO 21,587,703 29 July, 2015 4 months and office School 3classrooms Infrastructure KOUBEBO-DAN Reconstruction and office 2nd batch 2 July REGIONAL COUNCIL BURINFORT 42,087,278 29 July, 2015 4 months 3 classrooms BALEKRO Reconstruction and office Reconstruction/ 28 September, School 4 Aug. BEOUMI TIENDEBO 3 classrooms KAPIE 24,008,983 4 months Extension 2015 Infrastructure 3 classrooms 21 August, 3rd batch 5 Aug. BODOKRO AHOKOKRO Reconstruction SETRA-CI 25,357,230 4 months and office 2015 BOTRO- 24 October, 1 Sep. BOTRO Reconstruction 3 classrooms Groupe SANATA 22,715,159 4 months KOUADIOKRO 2 2015 School Reconstruction/ KADER-BAT ET 24 October, Infrastructure 1 Sep. DIABO TELEBOPRI 3 classrooms 23,493,671 4 months 4th batch Extension SERVICES Sarl 2015 24 October, 3 Sep. BROBO DJAMALAKRO Reconstruction 3 classrooms AMBRE 22,823,592 4 months 2015 34 Classes and 6 offices (25 Sous-total EPP classrooms for construction and 9 233,444,193 classrooms for rehabilitation) 160 bench Furniture DJEBONOUA, 17 July - Furniture tables and ETS.Y.K.S. Sarl 7,195,000 11 August 2 months LOT 1 SAKASSOU others 284 bench Furniture BEOUMI, BOUAKE, KADER BAT ET 17 July - Furniture tables and 12,522,000 15 September 4 months LOT 2 REGIONAL COUNCIL SERVICES Sarl others 257 bench Furniture BOTRO, BODOKRO, 17 July - Furniture tables and AGIR-CI 9,950,000 22 September 4 months LOT 3 DIABO, BROBO others Sous-total Furniture 29,667,000

The process from the preparation of tenders, until the implementation of tenders and conclusion of contracts are considered as training for the local government officials to improve their capacity through practice. The JICA Expert Team provided on-the-job training and supported the local government officials throughout the process. In addition to the on-the-job training, the JICA Expert Team organized 3-day training on tender documents on 8, 9 and 10 of April, 2015 during the tender preparation stage, and tender experience sharing workshops during the tender implementation stage. Process from tender opening to tender evaluation Table 4.2.12 shows the capacity of local government officials observed through the on-the-job training in the process from tender opening to tender evaluation. Currently only two or three local governments out of nine have the capacity to organize tender opening and meetings of a Tender Opening and Evaluation Committee without support. For training of the local governments, the JICA Expert Team gave verbal instruction, and showed actual examples in each step of the process. It is effective to combine training workshops and on-the-job training to complement each other, so that trainees can improve their capacity by understanding theories and gaining field experience. In the tender evaluation for the EPP pilot projects, many fake bidding documents were found in the documents submitted by bidders. In such condition, considerable years of experience are required to

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judge the authenticity. In the tender evaluation, officials from MEMIS, BEP and the JICA Cote d’Ivoire Office participated and showed the local government officials practical techniques to find counterfeit documents. Much more experience in overall construction and procurement processes is required for local governments to examine and diagnose technical documents for tender evaluation by themselves. Therefore, the support to local governments by experts of central governments is essential. The JICA Expert Team together with the central government officials will continue studying the criteria for bidding evaluation and contents of bidding documents more suitable for EPP projects of local governments. Local government officials had no experience in analyzing bills of quantities (BQ) in Excel format. The officials of DMP, MEMIS and the JICA Expert Team showed them how to check and modify a BQ as hands-on training. The biggest problem was that they were not familiar with the Excel software. It is recommended to conduct training on analysis of BQ by Excel. Skills in report writing of local governments differ from person to person. With a template and guidance from the JICA Expert Team, most of the Technical Service staff were able to prepare reports. Evaluation reports in Cote d’Ivoire usually have many pages, and there are duplicates of contents. The JICA Expert Team will study the current system and develop a template for a simplified tender report applicable for local tenders of local governments.

Table 4.2.12 Capacity of Local Government Officials for the Process from Tender Opening to Tender Evaluation Responsible Activities carried out as on-the-job Process sections of local Capacity level training governments* 1 Organization of a tender opening ceremony  Organizing, moderating and explaining TS, PD, FS, SC Possible the tender process  Support to bidders 2 Organization of meetings of Tender Opening  Organization of meetings of COJO TS, PD, FS, SC Possible with minimum and Evaluation Committee (COJO)  Reporting support 3 Tender evaluation (Administrative)  Analysis of the documents TS, PD, FS Possible with support of  Judgment BEP and MEMIS 4 Tender evaluation (Technical)  Analysis of the documents TS, PD, FS Difficult.  Judgment It would take several years to acquire the capability 5 Analysis of Bill of Quantities (BQ)  Analysis of BQ Excel table TS, PD, FS Possible with know-how  Modification of bidding price of the JICA Expert Team 6 Creating a tender evaluation report  Preparation of a tender evaluation TS, PD, FS Possible with templates report based on tender results, by and support using a report template provided by the JICA Expert Team *TS = Technical Services, PD= Procurement Directorate, FS= Finance services, SC= Socio-cultural and human development services

Table 4.2.13 shows the schedule of conducted tenders, number of participants in tender opening, and results of tender evaluation.

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Table 4.2.13 Information on Tender Implementation by Local Government Regional Djebonoua Sakassou Bouake Beoumi Bodokro Botro Diabo Brobo Council Tender Notice 4th May 4th May 3rd June 3rd June 3rd July 3rd July 6th Aug 6th Aug 10th Aug Q&A Response 15th May 15th May 18th June 18th June 20th July 20th July 17th Aug 17th Aug 24th Aug Amendment 15th May 15th May 18th June 18th June 24th July 24th July 20th Aug 20th Aug 24th Aug Preparation meeting - - 24th June 24th June 21st July 21st July 21st Aug 21st Aug 25th Aug Tender opening and evaluation date 27th May 27th May 1st July 2nd July 4th Aug 5th Aug 1st Sep 2nd Sep 3rd Sep Number of participants (Local 4 5 6 5 5 6 5 5 5 governments) Number of participants (MEMIS) 2 2 2 2 2 2 1 2 2 Number of participants (BEP) 0 0 1 1 1 1 1 1 1 Number of participants (DMP) 0 0 1 0 0 0 0 0 0 Number of participants (JICA) 1 1 2 2 1 1 1 1 1 Number of participants (JET) 6 4 5 6 3 3 4 4 2 Number of Tender documents 27 30 36 51 22 15 27 25 26 distributed Number of bidders 13 20 29 24 13 12 13 16 17 Number of Document review passing 2 464125 55 bidder Successful bid rate 95.0 88.0 77.7 75.0 98.36 87.89 92.39 90.17 96.79

4.2.4 Implementation of EPP Projects

(1) Negotiation and conclusion of contracts for school construction projects

After submission of tender evaluation reports to JICA by the JICA Expert Team on behalf of local governments such as Maître d’Ouvrage Délégué, JICA issued attribution letters to local governments. Officials of the Technical Services of local governments started to contact successful bidders to organize negotiation meetings, and also to prepare contracts. The JICA Expert Team, as the ATMO (the technical assistant to the project owner), supported the Technical Services and provided on-the-job training in the contracting stage. It was found that almost none of the officials could prepare contract documents by themselves, the same as for tender documents. The following four aspects were considered as weaknesses of local government officials in the contracting stage:  Insufficient comprehension of contents of tender documents and the public procurement code.  Poor experience of dealing with contract documents for construction projects.  Weak techniques to avoid disadvantage of the client on contacts caused by lack of experience in negotiations.  Limitation of competence and human resources for preparing documents

(2) Construction Works Commencement of Rehabilitation works Rehabilitation works began in Sakassou Commune on 19th June, 2015 and in Djebonoua Commune

4-25 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report on June 25, 2015. The works are not difficult for small-scale contractors since it is rehabilitation of existing buildings. They conducted the works without any significant problems, and the Technical Service officials of the local governments supervised the works according to the plan. Sakassou Commune held the completion ceremony on 28 September, 2015. At the end of each month, a monthly meeting was held at each site to assess the work performed, in which the local government officials (Maître d’Ouvrage Délégué), the contractor and the JICA Expert Team (ATMO: technical support to Maître d’Ouvrage) participated. A community meeting was also held to confirm the progress of works at the site and to encourage collaboration for the project implementation among the local governments, contractors and community people. Local government officials prepared minuets of meetings and submitted them to ATMO. In Djebonoua Commune, a payment was delayed after the confirmation of works performed at the end of the month because of a mistake in the procedure for a bank transfer. The contractor did not receive his monthly payment on time and faced troubles due to lack of funds. The works in Djebonoua Commune stopped for more than two weeks. Usually scales of construction works of local governments are small, and small-scale contractors are involved. For such small-scale contractors, it is important to make payments at the stated periods. Commencement of New construction works The construction works started on 25th June in Djebonoua Commune, and on 10th August in Bouake Commune and in the Regional Council. Mistakes in the construction works frequently happened at those three construction sites, such as wrong dimensions of a building, wrong structure positioning of wall and pillar, and mistakes with the reinforcement. Those mistakes arise from the low competence of the construction companies. The Technical Services of Bouake Commune sent a request to the contractor by letter for the replacement of the foreman of EPP Kanankro 2, and the new foreman was set for the project. Each time mistakes were found, the local government officials, under the guidance of ATMO, discussed with the construction company how to modify the mistakes, and instructed the methods of correction, and then construction work continued smoothly. The construction works in Djebonoua Commune restarted in the middle of September after settlement of the problem with the bank transfer. The work at EPP Djebonoua 3 advanced to the superstructure (concrete placement of beams). Issues of Construction Table 4.2.14 shows issues of the construction supervision that came into view through implementation of the pilot projects and activities of PCN-CI.

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Table 4.2.14 Issues of Construction Supervision, Activities of PCN-CI and Subjects of Further Examination for Solutions Subjects of further examination for Item Issues in construction supervision Activities of PCN-CI solutions  Insufficient number of technical staff 1) Technical Service officials 1) Realistic construction supervision  Lack of knowledge caused by the implement tenders and site manuals that reflect the current absence of specialized staff supervision with support of conditions of local governments will be  Poor experience with tenders, and the JICA Expert Team. prepared. Strengthening control and supervision of 2) Local government officials 2) As part of reorganization of MENET in capacity for construction works use JICA vehicles with JICA December 2014, BEP was upgraded to technical  Insufficient budget (logistics, Experts for site supervision. DEP (the Department of Project supervision for gasoline) causing absence of Implementation). The DEP plans to school construction substantial site supervision allocate technical staff to DRENET in the by small local future. Personnel assignment in Gbeke governments Region will be requested for implementation of PCN-CI. 3) Budget for control and supervision of construction should be secured by MEMIS.  Bidding by local government  By strict supervision of  A construction supervision check list will becomes a low-price competition, Technical Service of local be developed, that reflects the current small and medium-sized contractors governments and the JICA situation of construction executed by selected as successful bidder Expert Team, redo of small and medium-sized contractors  Almost none of the small and construction works occurred  Technical selection criteria and Low technical medium-sized contractors are at bad quality sites. procurement methods will be ability of specialized in construction. Owners  Owner of the contractor re-examined. small-scale of the companies hire staff on understood the increase of contractors and contract basis. cost, and he replaced the countermeasures  Quality of construction depends on foreman with an experienced the ability of the foreman one.  When the successful bid is at a low  Local government officials price, the contractor hires low-wage began to understand the engineers with less experience and it importance of the construction causes inferior quality. supervision.  Low price bid without considering  In the project, a successful bid  The PCN-CI will propose that DMP appropriate unit price is carried out. was low compared to the mandate the submission of breakdown of  Quality management becomes target price. bids (labor costs, material costs, Low-price difficult as a result of low-price  According to the analysis of administrative expenses, etc.). competition and competition. the breakdown of bid prices, countermeasures there are many doubts about the basis of the construction unit prices.

Local government officials carried out the following activities common in renovation and new construction projects as part of the on-the-job training provided by the JICA Expert Team (ATMO).  Construction supervision twice a week  Creating site recording diary  Organization of weekly on-site meetings and creating minutes of meetings  Organization of monthly on-site meetings (approbation of work performed)  Assessment of work performed  Community meeting once a month at each site (COGES and residents) Progress and Completion of Construction Work Construction and rehabilitation works on six EPP out of eleven were completed by the end of March 2016. Lot 1 of school furniture procurement was completed in January 2016.

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The rehabilitation works in Sakkasou and Djebonoua Communes were completed in October 2015 within three months after the commencement of the works as planned. At the sites for new construction of classrooms, mistakes and suspensions of construction works often happened due to the poor technical skills and the limitation of the financial capacity of the small-scale contractors. This caused significant delays in the schedules of construction works. In September and October 2015, the JICA Expert Team analyzed the causes of the mistakes and simplified the drawings to be easily understood and implemented in the construction by the less experienced small-scale contractors. An explanatory meeting on the changes to the drawings was held in Abidjan in October 2015 for all contractors of the pilot projects. The construction works in Djebonoua Commune was completed in December 2015, and those in Bouake Commune and the Regional Council were completed in February 2016. After completion of the construction of school buildings, school furniture such as table benches for the students, and easel boards, cupboards, tables and chairs for the teachers were installed in each school. Construction and rehabilitation works on all the EPP were completed by May 2016. Lot 1 of school furniture procurement was completed in January 2016, and Lots 2 and 3 were completed in August 2016.

At the sites for new construction of classrooms, mistakes and suspensions of construction works often happened due to the poor technical skills and the limitation of the financial capacity of the small-scale contractors. This caused significant delays; however, all construction works were completed. As for the furniture, there were also significant delays due to the same reasons.

(3) Supervision of construction works

The same as for renovation, it was planned to conduct construction supervision three times a week by the local governments. However, in effect, the local government officials visited once or twice a week, because of lack of means of transportation and budgets. In a small local government, only one person is engaged in Technical Services as a chief and he manages all technical works of the local government. For those local governments, insufficient human resources is a big issue. The JICA Expert team organized construction supervision teams to supervise site works together with the technical officers of local governments. Table 4.2.15 shows the frequency of site visits by local government officials for construction supervision.

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Table 4.2.15 Frequency of Participation of Local Government Officials in Supervision

Local REGIONAL DJEBONOUA SAKASSOU BOUAKE BEOUMI BODOKRO BOTRO DIABO BROBO Government COUNCIL New New New New New New New New Type of project construction Renovation construction construction construction construction construction construction construction (Ext.), Ren. (Rec.) (Rec.) (Rec./ Ext.) (Rec.) (Rec.) (Ext.) (Rec.)

Djebonoua 3, Kobebo-dan, Botro – EPP name Residential BAD Kanankro2 Tiendebo Ahokokro Telebopri Djamalakro Adjouassou Balekro Kouadiokro 2

Project 2 cls 3 Cls+ 1 office, 6 Cls+ 1 office 3 Cls+ 1 office 3 Cls 3 Cls+office 3 Cls 3 Cls 3 Cls contents 3 Cls+ 1 office 3 Cls+ 1 office

Person in Mr. Toraore, charge of site Mr.Nda Mr.Yao placide Mr. Asse, Mr.Koffi Mr.Kouacou, Mr.Soro, Mr.Ouattara Mr.Loukou Mr.Jean, supervision Mr.Boni or Trainee or Trainees Mr.N’goran Mr.Djah Mr.Tia M.Coulibaly (TS)*

Frequency of 1-2 times / 2 times / week 2 times / week 1-2 times / week 2 times / week 1 time / week 1 time / week 2 times / week 2 times / week participation week

During construction supervision, the teams supervised site works regarding schedule control, quality control and payment control, which are rarely supervised by the technical officers of the local governments in Gbeke Region in their own projects. The JICA Expert team kept putting in the effort for this supervision system till the completion of construction in May 2016. Schedule Control

A contractor is obliged to complete construction works within an agreed on contract period. However, the contractors for the EPP pilot projects delayed the construction schedule due to the lack of manpower, delay of delivery of materials and lack of proper site supervision. Most of contractors of the pilot projects are small-scale contractors. They do not have adequate capacity to prepare construction schedules and control the schedules by themselves. They do not consider the overall construction schedule or the necessity of schedule control. Their management for the site works is on a day-to-day basis without long-term scheduling. The construction supervision teams made efforts in supporting the contractors to prepare construction schedules to avoid delays of the works. A main reason for delays was the poor cash flow of the contractors. Once the contractors faced financial problems, payments to workers and procurement of materials were delayed and the site works were interrupted. The contractors resumed their works when they had the financial capacity to continue. Quality Control The construction supervision teams supervised the quality of the site works in accordance with contract drawings and the technical specifications. The following technical concerns which affected the quality of the construction were observed at the sites.  Incorrect proportion of mixed concrete and mortar  Low quality of materials  Mistakes in rebar arrangement  Lack of concrete cover

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 Improper temporary support of beams  Improper timing of removal of formworks and temporary scaffolding The contractors do not pay attention to the design drawings or the technical specifications. They sometimes work according to their own way and follow their previous work methods and their own ideas without technical considerations. It was necessary for the teams to make frequent supervision visits to the sites to find and rectify mistakes at the earliest possible moment to avoid delays of the works. Payment Control The Project pays the contractors every month based on the progress of the construction works. The contractors sometimes faced financial difficulties to buy construction materials. Hence, we assisted the contractors by the following countermeasures:  Coordination with JICA to pay the monthly billing immediately after the evaluation of the progress at the site.  Consideration of construction materials delivery on site as progress, because the material cost share has a high ratio in the construction cost.  Payments of additional billing upon contractor’s request if there was good progress observed at the site. The improvement of cash flow of the contractors is one of the key factors to avoid delays in construction work. Issues found through the construction supervision

 The contractor assigned only one supervisor at the site and all construction works are sublet to subcontractors. The contractor does not have skilled foremen or laborers in his company. They have only a limited staff in their companies and work with project-basis staff and subcontractors to complete the works.  Usually a subcontractor is an individual foreman with some assistant laborers. The construction quality is largely dependent on the individual foreman. Subcontractors have a limited number of laborers, and therefore, the contractors do not have the capacity to expedite the works when delayed.  Most contractors are based in Abidjan. Site supervisors from the Contractors do not have enough power to make important decisions. It is necessary to discuss problems with their presidents in Abidjan, who do not fully understand the progress and problems at the site over the telephone. This creates delays in implementation of the countermeasures necessary to solve problems encountered at the site.  It is required to make frequent visits for supervision to the site to improve the quality of construction. However, human resources and transport means of local governments are limited and technical officials of local governments cannot come to the sites on a timely basis.  It is required to pay more attention to the quality and the schedule of construction due to the poor technical skills of the contractors. Good quality of construction reduces maintenance

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costs in the future. A delay of service commencement day due to delay of construction works is a social loss. Awareness raising and capacity development of technical officers of local governments

 The officers of the local governments gained experience in proper construction supervision through the pilot projects and recognized the importance of conducting proper construction supervision by visiting sites at each step of the construction works in order to control the contractors and to ensure the quality of the school buildings.  The technical officers improved their skills and knowledge regarding proper construction supervision and changed their mind-set; especially those who did not have much experience in construction supervision in the past.  Not only the officers of the technical services/departments of local governments but also those of the socio-cultural services/departments became involved in EPP construction projects and worked cooperatively with the technical officers.  The officers became aware of the importance of construction supervision. However, budgets and transport means as well as human resources are not adequately allocated for conducting proper construction supervision. Awareness of the decision makers at the central and the regional levels on the issues should be strengthened in order to improve the conditions of local governments.

(4) Inspection and Acceptance General inspections and final acceptances were taking place for all school facilities and furniture in the presence of the JICA study team, technical services of the communes, and the contractor. Table 4.2.16 summarizes the construction and inspection of EPP pilot projects, and Figure 4.2.1 shows photographs of school buildings.

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Table 4.2.16 Progress of EPP Pilot Projects Start of Local Contents of Successful Date of Provisional General Final EPP Type of Works Construction governments the project bidder Contract Acceptance Inspection Acceptance Date School Building Construction DJEBONOUA 3 Extension 2 Cls 11 Dec 2015 10 Jun 2016 11 Jul 2016 DJEBONOUA KOUASSI KAN 12 Jun 2015 25 Jun 2015 ADJOUASSOU Rehabilitation 3 Cls+office 2 Oct 2015 10 Jun 2016 11 Jul 2016 SAKASSOU RESIDENTIEL BAD Rehabilitation 6 Cls+offce GEO-TOPO 12 Jun 2015 19 Jun 2015 6 Oct 2015 22 Mar 2016 8 Jul 2016 BOUAKE KANANKRO 2 Reconstruction 3 Cls+office ETS DARCICO 29 Jul 2015 10 Aug 2015 25 Feb 2016 10 Aug 2016 10 Aug 2016 REGIONAL KOUBEBO-DAN Reconstruction 3 Cls+office BURINFORT 29 Jul 2015 10 Aug 2015 29 Feb 2016 29 Jul 2016 1 Sep 2016 COUNCIL BALEKRO Reconstruction 3 Cls+office Reconstruction / BEOUMI TIENDEBO 3 Cls KAPIE 28 Sep 2015 29 Oct 2015 25 Apr 2016 20 Oct 2016 25 Nov 2016 Extension

BODOKRO AHOKOKRO Reconstruction 3 Cls+office SETRA-CI 21 Aug 2015 22 Sep 2015 25 Apr 2016 19 Oct 2016 18 Nov 2016

BOTRO- BOTRO Reconstruction 3 Cls Groupe SANATA 23 Oct 2015 20 Nov 2015 6 May 2016 20 Oct 2016 18 Nov 2016 KOUADIOKRO 2 Reconstruction / KADER-BAT ET DIABO TELEBOPRI 3 Cls 23 Oct 2015 19 Nov 2015 15 Apr 2016 6 Oct 2016 16 Nov 2016 Extension SERVICES Sarl

BROBO DJAMALAKRO Reconstruction 3 Cls AMBRE 23 Oct 2015 16 Nov 2015 15 Apr 2016 7 Oct 2016 10 Nov 2016 School Furniture LOT 1 160 bench 12-13 Apr DJEBONOUA - Furniture tables and ETS.Y.K.S. Sarl 11 Aug 2016 1 Sep 2016 12 Jan 2016 19 May 2016 2016 SAKASSOU others LOT 2 BEOUMI 284 bench KADER BAT ET BOUAKE - Furniture tables and 15 Sep 2016 22 Oct 2016 15 Aug 2016 24 Nov 2016 20 Jan 2017 SERVICES Sarl REGIONAL others COUNCIL LOT 3 BOTRO 257 bench BODOKRO - Furniture tables and AGIR-CI 22 Sep 2016 22 Oct 2016 17 Aug 2016 6 Dec 2016 19 Jan 2017 DIABO, others BROBO

Djebonoua (EPP Djebonoua 3) EPP Adjouassou (Djebonoua) Sakassou (EPP Residential BAD)

EPP Kanankro 2 (Bouake) Regional Council (EPP Kobebo-dan) Regional Council (EPP Balekro)

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BEOUMI, EPP TIENDEBO BODOKRO, EPP AHOKOKRO BOTRO, EPP BOTRO- KOUADIOKRO 2

DIABO, EPP TELEBOPRI BROBO, EPP DJAMALAKRO

Figure 4.2.1 Constructed School Buildings (during the reporting period)

Figure 4.2.2 Example of School Furniture (EPP KOUBEBO-DAN)

(5) Community meetings Community meetings were regularly organized at the site during the construction periods. All the local actors of the school system including COGES Executive Bureau, teachers, community people, representatives from community based organizations (Associations of Women and Youth, etc.), school authorities (DREN, IEP, Pedagogical Counselors, etc.), officials and the elected of local governments, representatives of construction companies and the JICA Expert Team members participated in those meetings. Besides being a sharing meeting on the state of progress of the works and the possible difficulties for finding solutions, the community meeting was helping assess, check and improve the level of mobilization and cooperation of all the actors for the smooth conduct of the project. Through the site visits organized during each community meeting, the Chiefs of the Socio-Cultural and Technical Services taught some important lessons on the implementation of works to the participants and mainly to COGES Executive Bureau members for them to be better

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equipped for the future maintenance after the completion of the works. Community meetings organized by the local governments are shown in Table 4.2.17. The Community meetings organized on the sites helped various participants to be more interested in the works of construction and rehabilitation. Community people and members of COGES Executive Bureau acquired the basic knowledge regarding school buildings by observing the buildings under construction, which would be useful for them to conduct better maintenance of the school facilities. They realized their roles in maintenance of the facilities and understood that there was a need for them to take ownership of the schools because they were its first managers. They also actively participated in the works by bringing their support to the enterprise in charge of the works.

Table 4.2.17 Conducted Community Meetings

Local REGIONAL DJEBONOUA SAKASSOU BOUAKE BEOUMI BODOKRO BOTRO DIABO BROBO Government COUNCIL

Djebonoua 3, Residential Kobebo-dan, Botro – EPP Kanankro2 Tiendebo Ahokokro Telebopri Djamalakro Adjouassou BAD Balekro Kouadiokro 2

2 cls 3 Cls+ 1 office, Project contents 6 Cls+ 1 office 3 Cls+ 1 office 3 Cls 3 Cls+ 1 office 3 Cls 3 Cls 3 Cls 3 Cls+ 1 office 3 Cls+ 1 office

Person in charge Mr.Adou Mr. Toure Ms. Ms. Essoh M. Amani Mr. Coulibaly Mr. Kone of Community Mr. Komenan Ms. Djè Bi Dongo Mory Anguemian Alida Adège Dougoufana Augustin meeting First meeting 8 AUG15 29 JUL15 16 SEP15 30 SEP 15 02 FEB 16 04 FEB 16 05 FEB 16 16 DEC 16 27 JAN 16 Second meeting 16 OCT 15 09 SEP 15 28 OCT15 05 NOV 15 - - - 27 JAN 16 3 FEB 16 Third - - - 02 DEC 15 - - - - - meeting Reception by - 28 SEP 15 - 29 FEB 16 - - - - - community

Figure 4.2.3 Community Meetings at EPP Telebopri (Diabo Commune), 16th of Dec. 2015

(6) Procurement of school furniture

The aim is that the local government officials learn the following works necessary for school furniture procurement through the pilot projects:

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 Procurement of school furniture by quotation competition  Quality control of school furniture  Procurement supervision and inspection of school furniture Pre-qualification was carried out on 25th June, 2015, as part of training workshops for tender evaluation with participation of local government officials. However, financial conditions of bidders defined in the initial tender documents were too strict and no bidder participated. In response, the JICA Expert Team reviewed and revised the conditions of the tender documents, and the pre-qualification was implemented again after a week. Seven companies participated and six companies were qualified by the COJO (Tender Opening and Evaluation Committee). After the pre-qualification, successful bidders for lot 1, lot 2 and lot 3 were determined by the quotation competition. Technical Services and Finance Services officials of local governments as Maître d’Ouvrage Délégué participated in the two processes of evaluation with the JICA Expert Team. There is a representative local government for each lot of school furniture procurement. For example, the Sakassou Commune represents the communes of Sakkasou and Djebonoua for the lot 1. The representative local governments conduct supervision and inspection of the school furniture while studying the quality control of school furniture in PCN-CI. To provide an opportunity for training to other local governments, the two steps of procurement, namely pre-qualification and the quotation competition, were organized as training workshops by inviting the officials of all local governments in Gbeke Region. Some of the school furniture was installed in the class rooms of EPP Residential BAD in Sakassou Commune.

(7) ODA Plate Installation In April 2016, when the construction works had almost been completed, the Project started preparing ODA name plates. A draft design was prepared and it was checked by MEMIS and JICA. At the same time, material, printing method and cost were examined. After receiving the quotations from 3 companies, one company was selected. After confirming the sample, the JICA Expert team visited the printing factory for final confirmation in June 2016. From the 15th to 17th of June, ODA plates were installed on the walls of the all 11 school buildings.

Figure 4.2.4 ODA Plate (EPP AHOKOKRO)

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(8) Revision of Design Drawings for EPP

After the Supervision Training N°3 (the control of the quality of concrete) held on 26th May 2016, the JICA Expert team started to modify the design drawings and prepare general notes. Major changes were to stop using cantilevers, change the dimensions of pillars and beams, and change the positions of doors. All changes contribute to make it easier for construction, as higher skills are not required.

According to the changes, structural calculations were again required; therefore the JICA Expert team and structural engineer conducted the calculations during this reporting period. Finally, the design drawings and general notes were completed as shown in the figure below.

Figure 4.2.5 Revised Design Drawing

4.2.5 Preparation of Maintenance Manual for EPP

(1) Objectives and contents of the Maintenance Manual “Maintenance” of buildings is very important to keep the building clean and in good condition. The maintenance manual is being prepared to adapt the actual situation of the local authorities and suggest appropriate maintenance measures for the communities. The Maintenance Manual has been designed to help the governmental structures, the local authorities, the COGES, the teachers, the students and the local populations in the development of the strategy of maintenance of school infrastructure to keep the school environment clean and healthy in order to prolong the life of the buildings. The objective of the establishment of an effective maintenance plan of school infrastructure is to achieve the following objectives:

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 Help the buildings to be useful for the use for which they were intended in safe conditions.  Prevent the failures that could interrupt the school activities  Maintaining a healthy and safe environment by keeping buildings and their components structurally sound and in good condition, and  Provide plans for cost-effective maintenance for the local community The maintenance manual is organized into the following 3 parts; 1) Introduction to the manual, explaining why the maintenance is necessary and how the maintenance should be carried out in collaboration with all the actors of education. 2) Daily or preventive maintenance. Introducing how to do the maintenance activities regularly. 3) Remedial maintenance (Repair) In addition, the annexes provide useful tools for the maintenance tasks with a view to facilitate the understanding of the frequency of necessary tasks to be carried out regularly and not to forget them.

(2) Preparation and adaptation to the Communes The maintenance manual targets not only newly built schools, but also applies to all schools. The 1st draft was competed in September 2016. Then, the JICA Expert team organized a workshop for the maintenance manual on the 21st of September with attendance of the technical officers of the communes. The JICA Expert team organized other workshops in the 6th and 7th of October 2016, which focus more on technical issues. In the central level, discussions with DEP, and related parties of MEN were held, then the maintenance manual was finalized. The JICA Expert team will organize the training program for the maintenance activities in October and November 2016 targeting the central level, local authority level, and community (with COGES) for dissemination and adaptation to the communes.

(3) Maintenance Training The JICA expert team planned to organize the maintenance training to promote the maintenance activities to all school facilities. Based on the contents of the maintenance manual, the following activities were done.  25th of October 2016: “Workshop about Maintenance Training of Trainers” held in Abidjan, DGDDL Conference Room  9th of November 2016: “ Training of Maintenance Trainers” held in Bouake Commune Wedding Room  From 14th to 23rd of November 2016: “Training of COGES Executive Offices (COGES BE)” held on the each pilot EPP Site, Gbeke Region.  2016-11-14: EPP DJEBONOUA 3, in DJEBONOUA COMMUNE  2016-11-14: EPP ADJOUASSOU, in DJEBONOUA COMMUNE  2016-11-16: EPP BOTRO-KOUADIOKRO 2, in BOTRO COMMUNE  2016-11-16: EPP DJAMALKRO, in BROBO COMMUNE

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 2016-11-16: EPP TELEBOPRI, in DIABO COMMUNE  2016-11-18: EPP TIENDIEBO, in BEOUMI COMMUNE  2016-11-21: EPP AHOKOKRO, in BODOKRO COMMUNE  2016-11-21: EPP KOUBEBO-DAN, in REGIONAL COUNCIL  2016-11-23: EPP BALEKRO, in REGIONAL COUNCIL  2016-11-23: EPP KANAKRO 2, in BOUAKE COMMUNE  2016-11-23: EPP RESIDENTIEL BAD, in SAKASSOU COMMUNE Through the training programs for the maintenance activities, it was concluded that all the communities trained were able to realize the importance of preventive maintenance which should enable them avoid intense curative maintenance activities. They have realized the savings they will make in carrying out other activities within the framework of participatory management of the school by making maintenance of infrastructures and equipment a priority.

4.3 Implementation of Pilot Projects on Construction and Rehabilitation of HV Infrastructure 4.3.1 Outline of Implementation Phase of HV Pilot Projects PCN-CI project divided pilot projects into two phases of 1) Monitoring & Planning Phase and 2) Implementation Phase. Table 4.3.1 shows the process of each phase. Activities of the monitoring & planning phase were described in 4.1 and this 4.3 describes the results of the activities of the implementation phase regarding new well construction, PMH rehabilitation and CGPE training.

Table 4.3.1 Monitoring & Planning Phase and Implementation Phase of HV Pilot Projects Monitoring & Planning Phase Implementation Phase  Technical Assessment and Selection of Target Villages New Well  Determination of Project Contents and Cost Estimation Construction  Geophysical Prospection for Selection of Drilling Points  Renewal of Village List  Selection of Contractor by Tendering and Construction Works  Monitoring of Infrastructure  Technical Assessment and Selection of Target Villages  Preparation of Long List (Necessary PMH  Determination of Project Contents and Cost Estimation Projects) Rehabilitation  Selection of Parts Supplier and Parts Procurement  Formulation of Sector Development  Rehabilitation Works by Area Mechanics (AR) Plan  Training Before Completion of Works CGPE Training  Training After Reception of PMH  Follow-up Training

Figure 4.3.1 shows the process of activities of the monitoring & planning phase and the implementation phase. This process will be followed by local governments for their future projects. In this regard, HV pilot projects were planned and conducted so that local government officers could acquire the basic knowledge and skills in order for them to start by themselves their own HV construction/rehabilitation projects.

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Monitoring & Planning Phase

Sector Monitorin Long List Renewal Developm Short List gof (Necessar of Village ent Plan (Priority Infrastruc y List Formulati Project) ture Projects) on

Rehabilitation and Construction Phase

Technical Selection Project Implemen Assement Geophysi of New Well Contents tation / cal Contrator Constructi / Cost Plan Selection Prospecti / on Estimatio Formulati of Target on Construct n on Villages ion

Technical Selection Project Implemen Assement of Parts PMH Contents tation / Supplier / Rehabilita / Cost Plan Selection Rehabilita tion Estimatio Formulati of Target tion by n on Villages AR Reception of PMH

Training of CGPE Follow-up

Figure 4.3.1 Process of HV Pilot Projects

4.3.2 Activity History of Implementation Phase of HV Pilot Project The implementation phase started in September 2014 by technical assessment of 83 priority villages which were selected based on the results of the baseline survey. The 83 villages consisted of 19 for new well construction and 64 for PMH rehabilitation. Figure 4.3.2 shows the time schedule of process of implementation phase of HV pilot projects.

2014 2015 2016 Actvitity jul jul sep oct dec jan feb apr jun aug sep oct dec jan feb apr jun aug sep oct dec nov mar nov mar nov may may Project Activities Technical Assessment / Formulation of Implementation Plan Determination of Contract Methods of Drilling Contract and Preparation of Tender Documents Tender of Drilling Contract and Other Three Contracts by OCG Construction and Rehabilitation Geophysical Survey Drilling Contract Drilling Works (29 Positive Wells) PMH Installation (29) PMH Renewal (1) Rehabilitation of Concrete Pad/Fence (27) Provisional Reception Final Reception Well Cleaning by Air-Lifting (18) Procurement of Spare Parts of PMH Rehabilitation of PMH (48) CGPE Training (Visit 1) CGPE Training (Visit 2) CGPE Training (Visit 3)

Figure 4.3.2 Time Schedule of Implementation Phase of HV Pilot Projects

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As a result of public consultation and detailed technical assessment of infrastructures at each target village, the contents of the project were finalized by February 2015 as shown in Table 4.3.2. Number of target villages was 71 of which 20 were for new well construction, 1 for renewal and 49 for PMH rehabilitation.

Table 4.3.2 Contents of HV Pilot Projects after Technical Assessment No. of Contents PMH Villages New Well Construction 20 - PMH Rehabilitation 51 51 Renewal 1 1 Procurement of Spare Parts and Rehabilitation (Excluding India Type) 49 49 Procurement of Spare Parts and Rehabilitation (India Type) 1 1 Well Cleaning by Air-Lifting 18 18 Rehabilitation of Fence/Concrete Pad 27 27

At the same time, an implementation plan for HV pilot projects was formulated. This plan included descriptions necessary for the implementation of HV pilot projects, such as a list of target villages with the types of works (new well construction, PMH renewal, PMH rehabilitation, well cleaning by air-lifting, rehabilitation of fence/concrete pad etc.), implementation system (see Figure 4.3.3 for new well construction and Figure 4.3.4 for PMH rehabilitation) and so on. These project contents were compiled in the HV model examination report together with the proposal for a future model of HV rural water service delivery. The model examination report was approved by the directors of the cabinet of MIE and MEMIS in February 2016.

Maître d'Ouvrage： JICA Local Government ・Management of implementation of works and ・Formulation of project contents procurement with consideration of habitants' Colaborati needs Supervision Contract on ・Promotion of community participation Maître d'ouvrage délégué: Regional Council ・Training and Management of ・Design, cost estimation, tendering ・Work supervision (quality and safety) ・Inspection on completed work quantities Technical and social support for capacity development of local Examinati government officers on PCN-CI Proje ct te am ONEP including: MEMIS, DGIHH, ONEP, CNC-CGPE, DTH

Technical support for work supervision Approval DMP Maître d'oeuvre: Technical Direction ・Examination of tender of Regional Council documents ・ Design, cost estimation, tendering Approval ・Approval of tender ・ Work supervision (quality and ・Approval of contract safety) ・ Inspection of completed work quantities Work contract DTH by tendering ・ Work Supervision Support for work supervision ・Approval of completed Contractor (drilling company or PMH work quantities rehabilitation company) ・ Works and Procurement Figure 4.3.3 Implementation System of New Well Construction for HV Pilot Projects

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JICA

JICA Expert Team Procurement of Spare Parts PCN-CI Project team Employment at including: each area MEMIS Maître d'ouvrage: Supplier of Area Mechanic DGIHH local gorvenment Spare Parts of (AR) ONEP PMH CNC-CGPE Delivery of DTH Seletion of Civil spare parts Contractor Technical and social Store of local support for capacity government PMH development of local Technical Civil Contractor Rehabilitation government officers Directorate of local Inventory Site of broken government PMH Rehabilitation of Fence/Concrete Supervision CGPE Pad Maintenance Training Socio-Cultural Directorate of local government Training and management of CGPE

Figure 4.3.4 Implementation System of PMH Rehabilitation for HV Pilot Projects

After the finalization of project contents, the contract methodology for each component of the HV pilot projects was determined as shown in Figure 4.3.5. As a result, it was decided that a part of the works would be contracted to private contractors and the remaining works would be carried out by the direct management by the PCN-CI project team.

Table 4.3.3 shows the contract methodology of each component of the HV pilot projects. Tendering for four (4) contracts was to be implemented. Tender documents for these four (4) contracts were prepared by May 2015.

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New Well Construction (20 villages) New Well Construction - 20 ・Drilling (Successful-20, Unsuccessful-15) ・Rehabilitation of Concrete Pad/Fence - 20 ・Procurement and Installation of PMH-20 Contract 2.1 New Well Construction, PMH Renewal and Rehabilitation of Fence/Concrete Pad Rehabilitation (51 Villages)

PMH Rehabilitation -1 Contract 2.2 Procurement of Spare Parts of 49 PMH (excluding India Type) Rehabilitation of Concrete Pad/Fence - 27

Procurement of Spare Parts, Transport to Villages and Rehabilitation (ecluding India Type) -49 Contract 2.4 Procurement of Spare Part of 1 Procurement of Spare Parts for 49 PMH (ecluding Intia Type) PMH (India Type)

Transport of Spare Parts to Local Governments Offices Contract 2.5 Transport of Spare Parts of 50 Transport of Spare Parts to Target Villages PMH from Local Governments Offices to Target Villages Rehabilitation of 49 PMH

Procurement of Spare Parts, Transport to Villages and Rehabilitation Contract 2.6 Rehabilitation of 50 PMH by (India Type) -1 Area Mechanics Procurement of Spare Parts and Transport to Office of Bodkro Commune Contract 2.3 Well Cleaning by Air-Lifting - Transport of Spare Parts to target village 18 PMH Rehabilitation of 1 PMH

Well Cleaning by Air-Lifting -18

Figure 4.3.5 Contract Methodology of HV Pilot Projects

4-42 Table 4.3.3 Contract Methodology for Geophysical Prospecting and HV Pilot Projects 1FCFA=0.216 JPN No. Contract Contents Selection Method Type of Contract Maître d’Ouvrage Estimated Cost 1 Geophysical Prospection  Information gathering, plotting on maps Nominated competitive  Payment on completed JICA expert team FCFA22,000,000 tendering according to work quantities JPN 4,752,000

 Selection of initial drilling points at 20 Administration Local forStrengthening Development Resource Human Projecton The JICA’s guideline villages by means of resistivity survey  Contract amount is Geophysical (horizontal and vertical) changeable 1 Prospection  Selection of alternative drilling points at 15 villages by means of resistivity survey (horizontal and vertical)  Reporting 2 HV Pilot Projects 4-43  New well construction (successful -20, National Tender  Payment on completed JICA’s Office in Cote FCFA 309,150,000

unsuccessful-15, procurement and according to public work quantities d’Ivoire JPN 66,776,400 (PCN-CI) ofCoted’Ivoire Areas Northern and in Central New Well contract law of Cote installation of 20 PMH, construction of 20  Contract amount is Construction, PMH fence/concrete pad) d’Ivoire 2.1 Renewal and changeable Rehabilitation of  Renewal of one (1) PMH including Fence/Concrete Pad procurement of PMH, rehabilitation of fence/concrete pad  Rehabilitation of 27 fence/concrete pad  Procurement of spare parts of 49 PMH Nominated competitive  Payment on delivered JICA expert team FCFA 37,644,395 Procurement of PMH tendering according to quantities JPN 8,131,189

 Transport of spare parts to stores of local Report Project Completion 2.2 Spare Parts JICA’s guideline (excluding India type) governments  Contract amount is changeable  Well cleaning by air-lifting at 18 PMH Nominated competitive  Payment on completed JICA expert team FCFA 19,753,200 tendering according to Well Cleaning by  Extraction of PMH before cleaning and work quantities JPN 4,266,691 2.3 JICA’s guideline Air-Lifting reinstallation of PMH after cleaning  Contract amount is changeable No. Contract Contents Selection Method Type of Contract Maître d’Ouvrage Estimated Cost Procurement of PMH  Procurement of spare parts of one (1) Direct purchase  Purchase from prefixed JICA expert team FCFA 230,100 2.4 Spare Parts (India PMH (India Type) company (agent of India JPN 49,702 Type) type PMH in Bouake) Transport of PMH  Transport of spare parts of 50 PMH from Direct purchase  Contract with several JICA expert team FCFA 2,572,950 Spare Parts from stores of local governments to target transport companies JPN 555,757 2.5 store of local villages Administration Local forStrengthening Development Resource Human Projecton The government to target villages  Rehabilitation of 50 PMH by area Direct employment  Contract with several JICA expert team FCFA 1,120,000 Rehabilitation of PMH mechanics area mechanics JPN 241,920 2.6 by Area Mechanics  Payment on completed work quantities FCFA 370,470,645

4-44 Total 2.1～2.6 HV Pilot Project JPN 80,021,659

in Central and Northern Areas of Cote d’Ivoire (PCN-CI) (PCN-CI) ofCoted’Ivoire Areas Northern and in Central Project Completion Report Project Completion The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report

In June and July 2015, tendering for four (4) contracts was opened. Geophysical prospecting for the selection of drilling points, works of well cleaning by air-lifting and procurement of PMH spare parts started in July 2015. Drilling works for new well construction started in August 2015. All the works of new well construction, renewal of PMH, rehabilitation of PMH and rehabilitation of fence/concrete pad were completed by the end of April 2016. In parallel with these works, CGPE training and monitoring was conducted until September 2016. HV pilot projects were completed in October 2016 at the time of the final reception of the “Drilling Contract”.

Several changes on project contents had occurred during the construction and rehabilitation due to physical, social and/or financial reasons. As a result, 29 new wells were constructed and 42 PMH were rehabilitated at 77 villages. However, seven (7) rehabilitated PMH were found to be nonfunctional upon the monitoring of CGPE which was conducted from June to September 2016. Therefore, the total number of PMH constructed or rehabilitated became 71 at 70 villages.

Following clauses 4.3.3 to 4.3.7, describe more details of the following subjects of the implementation phase of HV pilot projects:

 Technical Assessment and Selection of Project Contents  Preparation of Tender Documents  Preparation and Signing of Conventions  Tendering for Four (4) Contracts  New Well Construction and PMH Rehabilitation  Capacity Development of Local Government Officers, CGPE and Area Mechanics

4.3.3 Technical Assessment and Selection of Project Contents

(1) Purposes of the Technical Assessments of HV Facilities for Pilot Project Selection

A technical assessment is a process of selection of projects to be implemented by specific funds/projects such as the PCN-CI Project, or by local governments’ own budgets. Therefore, conditions of the funds/projects and the criteria of selection set by the funds/projects have to be considered when designing such technical assessment. The technical assessment for HV pilot projects was conducted to select the pilot projects from the target villages which were selected based on the results of the baseline survey with a detailed survey and evaluation at each site. At the same time, it was an occasion to provide opportunity to officials of local governments to experience the process of project selection and formulation. The technical assessment consisted of two parts, namely public consultations and technical diagnosis. The technical services and the socio-cultural services of local governments conducted the technical assessment with support of the JICA Expert Team.

(2) Contents of the Technical Assessment Officials of local governments with support of the JICA Expert Team and DTH conducted the technical assessment during the period from 26 September to 25 November, 2014. Based on the results of the baseline survey, 83 villages were selected as targets of the technical assessment,

4-45 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report among which, 19 villages were candidates for construction of new wells, and 64 villages were candidates for rehabilitation of PMH (See Table 4.3.4).

Table 4.3.4 Targets of Technical Assessment new construction Rehabilitation Number of Number of HV Department Commune localities villages Necessary Technical Necessary Technical Projects Evaluation Projects Evaluation Beoumi 21 13 2 2 8 8 Beoumi Bodokro 19 18 2 2 6 6 Botro 22 15 1 1 4 4 Botro Diabo 25 16 2 2 3 3 Bouake 139 54 24 2 21 8 Bouake Brobo 27 19 5 2 3 3 Djebonoua 41 30 3 2 21 8 Sakassou Sakassou 56 30 13 2 7 7 Subtotal of 8 communes 350 195 52 15 73 47 Regional Council 356 282 102 4 104 17 Overall Total 706 477 154 19 177 64

The technical assessment of HV facilities consists of two phases as shown below.  Phase 1: Public consultation and field observation (26th September -23rd October, 2014) - Public consultations and interviews with village people on conditions of PMH and water management - Site visits and observation of conditions of PMH - Selection of targets for technical diagnosis (Phase 2)

 Phase 2: Technical diagnosis (13th November -25th November, 2014) - Technical diagnosis - Cost estimation

The contents of the technical assessments are shown in Table 4.3.5. In Phase 1, the Project Team visited candidate sites for new construction of wells and confirmed the conditions of the existing water supply and assessed the existing water management system where there were PMH in the villages. The availability of sites for new construction was also confirmed. At the candidate sites for rehabilitation projects, the conditions of the PMH were evaluated based on three types, good, bad or broken-down by site observation. In phase 2, the diagnosis of PMH was conducted and spare parts to be replaced were identified by hiring area mechanics.

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Table 4.3.5 Contents of Technical Assessment Phase 1: Public consultation and field observation Public Consultation Explanation by the local governments regarding:  Selection of necessary projects and their prioritization  Future roles of local governments related to the monitoring and management of infrastructures  Contents of technical assessment  Process and schedule for selection of target villages for pilot Projects  Importance of the management of HV facilities by CGPE Interviews with villagers Collection of the following information using questionnaire sheets  Confirmation of information of baseline survey  The existence of other water supply projects  Number and condition of existing PMH  Organization and activities of HV facility management,  Conditions of well (water level and water quality)  Condition of fence and concrete pad  Availability of a site for new construction of a well  The village’s intension to set up a CGPE for HV facility management Field observation Collection of the following information in the field  Number of PMH  Geographical coordinates of each PMH  Primary diagnosis (good, bad, broken-down)  Condition of well (sustainability, water quality)  Condition of infrastructure (concrete pads, fences) Phase 2: Technical diagnosis Technical diagnosis  Spare parts to be replaced  Whether PMH shall be repaired or renewed (replacement by a new PMH)

(3) Results of the Technical Assessment The results of phase 1 of the technical assessment are shown in Table 4.3.6. If both PMH that are in good condition and PMH that are considered to be functioning, 60% of the PMH in the target villages would fall into that category. Only 34 % of the PMH are functional and in good condition but an additional 26% of the PMH, while in bad condition are still functioning at some level of service. As a result of phase 1 of the technical assessment, 55 villages were selected as targets of the technical diagnosis in Phase 2. The number of target PMH was 82 in total in the 55 villages. Among the PMH, 45 (55%) were the rod-type and 37 (45%) were the hydro-type.

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Table 4.3.6 Results of Phase 1 of the Technical Assessment Targets of technical Target of technical diagnosis Results of Phase 1 of technical assessment assessment (Phase 2 of technical assessment) Functioning Number of Functioning Number of Number of New Number Total rate candidate Rehabilit Good Bad Broken rate villages for PMH for construct of number of (good and villages for ation condition condition down (only good technical technical ion villages PMH bad new condition) diagnosis diagnosis condition) construction Beoumi Commune 2 8 10 24 9 5 10 38% 58% 2 7 15 Bodokro Commune 2 6 8 11 3 3 5 27% 55% 2 6 8 Botro Commune 1 4 5 6 1 1 4 17% 33% 2 3 5 Diabo Commune 2 3 5 5 0 3 2 0% 60% 2 3 5 Bouake Commune 2 8 10 9 1 6 2 11% 78% 2 7 8 Brobo Commune 2 3 5 6 2 1 3 33% 50% 2 4 4 Djebonoua Commune 2 8 10 17 7 5 5 41% 71% 2 7 10 Sakkassou Commune 2 7 9 18 12 2 4 67% 78% 2 5 6 Sub-Total (Commune) 15 47 62 96 35 26 35 36% 64% 16 42 61 Beoumi Department 1 4 5 12 0 3 9 0% 25% 1 4 12 Botro Department 1 5 6 5 1 2 2 20% 60% 1 4 4 Bouake Department 1 4 5 6 4 1 1 67% 83% 1 2 2 Sakassou Department 1 4 5 5 2 1 2 40% 60% 1 3 3 Sub-Total 4 17 21 28 7 7 14 25% 50% 4 13 21 (Regional Council) Total 19 64 83 124 42 33 49 34% 60% 20 55 82

Table 4.3.7 shows the result of the technical assessment on the existing conditions of HV facility management by CGPE. There were CGPE for HV facility management in 59 villages out of 84 villages (70% of surveyed villages). Among the 59 villages where CGPE exist, 78 % (46 villages) have conventional CGPE, and 20 % (12 villages) have feminized CGPE1 recently established according to the instruction of the government.

1 Feminized CGPEs are CGPEs which are composed of female members according to administrative guidance.

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Table 4.3.7 Management of PMH

Number of Existence of CGPE Type of CGPE Total water fees collected (thousand FCFA) Collection system Villages for No No. of Conve Femini More Not Sale of Periodical Technical CGPE Other Total Other Total 0-10 10-35 35-75 Total system CGPE ntional zed than 75 clear water collection Assessment 8 Communes BEOUMI 10 4 6 0 10 51 52 1 0 0 3 6 1 1 1 BODOKRO 8 1 6 1 8 60 62 2 0 1 1 6 4 0 2 BOTRO 5 1 4 0 5 31 41 0 0 2 1 4 6 0 0 DIABO 5 2 1 2 5 10 10 0 1 0 0 1 4 0 0 BOUAKE 10 2 8 0 10 80 81 3 1 0 3 8 1 0 0 BROBO 5 0 4 1 5 31 40 1 0 1 2 4 6 2 0 DJEBONOUA 11 1 10 0 11 46 103 4 2 1 1 11 4 0 0 SAKASSOU 9 0 8 1 9 62 102 1 2 2 2 9 10 0 1 Sub-Total 63 11 47 5 63 36 11 0 48 11 12 6 7 13 49 36 3 4 Regional Council BEOUMI 5 0 4 1 5 3131 2 0 1 0 4 9 0 0 BOTRO 6 2 3 1 6 21 32 0 0 0 1 3 4 0 0 BOUAKE 5 3 2 0 5 221 0 0 0 1 2 3 0 0 SAKASSOU 5 1 3 1 5 332 0 1 0 0 3 2 0 0 Sub-Total 21 6 12 3 21 10 1 11 6 2 1 1 2 12 18 - - Total 84 17 59 8 84 46 12 59 17 14 7 8 15 61 54 3 4

(4) Selection of Pilot Projects and the Project Design

Based on the data obtained through the technical assessment, the Project Team selected the pilot projects, estimated costs of the pilot projects, and prepared a pilot project plan. The works have been carried out during the period from 26 November, 2014 to 20 January 2015 by the JICA Expert Team together with the local governments. It was confirmed through the technical assessments that there were PMH that were in bad condition at some candidate villages for new construction projects. In such case, the villages were considered as candidates for rehabilitation projects. At some candidate villages for rehabilitation projects, it was found that the new construction of wells was required instead of rehabilitating the existing PMH, in consideration of the conditions of the PMH. As a conclusion, a total of 20 villages were selected for new construction projects; two in each commune and four in the Regional Council. Out of 55 candidate villages for rehabilitation projects, 4 were excluded from the candidates because the villages were considered as targets for new construction projects. Accordingly, 51 villages were selected for rehabilitation projects. Since the budget is not adequate to cover all PMH which require rehabilitation in the villages, the Project Team requested each village to choose one PMH. As a result, 51 PMH were selected for the rehabilitation projects. The Project Team designed the rehabilitation projects consisting of the following components:  Procurement of parts for rehabilitation of PMH  Rehabilitation works  Rehabilitation of concrete pads and fences  Cleaning of PMH by air-lift The targets for the cleaning of PMH were selected from the villages which were indicated in the questionnaire survey of the technical assessments as having a quantity and quality of water that

4-49 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report were not adequate. The targets for rehabilitation of concrete pads and fences were selected based on the information obtained from the field observation in Phase 1 of the technical assessment. The contents of the pilot projects and number of target sites are summarized in Table 4.3.8. The numbers of pilot projects by local government are shown in Table 4.3.9.

Table 4.3.8 Contents of HV Pilot Projects after Technical Assessment Contents of Pilot Projects Number of Villages Number of PMH New Construction 20 - Rehabilitation 51 51 Renewal of PMH 1 1 Overhaul of PMH and procurement of 49 49 parts (All types other than India Type) Overhaul of PMH and procurement of 1 1 parts (India Type) Cleaning of PMH by Air-Lift 18 18 Rehabilitation of Concrete Pads and 26 26 Fences

Table 4.3.9 Numbers of HV Pilot Project Sites by Local Government after Technical Assessment Number of Villages New Construction Rehabilitation BEOUMI Commune 10 2 8 BODOKRO Commune 6 2 4 BOTRO Commune 5 2 3 DIABO Commune 3 2 1 BROBO Commune 5 2 3 DJEBONOUA Commune 9 2 7 BOUAKE Commune 9 2 7 SAKASSOU Commune 7 2 5 Regional Council 17 4 13 Total 71 20 51

As a result of the technical assessment, the cost of the contracts for each operation of HV pilot project was estimated as shown in Table 4.3.10. Further examination was made on these prices in order to finalize the determination of the ceiling prices of the tenders before distribution of the tender documents.

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Table 4.3.10 Cost Estimation of HV Pilot Projects after Technical Assessment 1FCFA=0.1978 JPY Amount Amount Category (FCFA) (JPY) 1 Geophysical survey 22,000,000 4,351,600 2.1 Contract for new construction 309,150,000 61,149,870 2.2 Contract for spare parts procurement 37,644,395 7,446,061 2.3 Contract for air-lifting 19,753,200 3,907,183 2.4 Direct payment for parts for 1 PMH INDIA 230,100 45,514 2.5 Direct payment for transport of parts to villages 2,572,950 508,930 2.6 Direct payment for area mechanics for PMH Rehabilitation 1,120,000 221,536 Sub-Total 370,470,645 73,279,094 Grand-Total 1+2 392,470,645 77,630,694

4.3.4 Preparation of Tender Documents for HV Pilot Projects

(1) Practical Tender Guide for HV pilot projects In order for the local government officials in Gbeke Region to learn the methods of public procurements and elaboration of tender documents, the JICA Expert Team elaborated the “Practical Tender Guide” and “Procurement Plan for Construction Works and Spare Parts for Pilot Projects of the HV Component” in May 2015. The Procurement Plan describes various procurement methods for different contracts for HV pilot projects. Among those contracts, a tender document for ”Construction of twenty new deep wells with fences, equipped with PMH, renewal of one PMH and rehabilitation of concrete pads and fences of twenty seven PMH ” (“Drilling Agreement”) was elaborated according to the DMP standard tender document for open tenders in May, 2015. The Tender Guide mainly explained the following items:  Methodology of public procurement beginning with the preparation of tender documents, through publication of the tender and tender opening, to the signing of the agreement.  Convention between the project owner (Maître d’ouvrage) and the delegated project owner (Maître d’ouvrage délégué).  Unit Price Schedule (BPU) and Bill of Quantities (DQE).  Preparation of the tender document for the “Drilling Agreement” Finalization of tender documents for the “Drilling Agreement” was completed with the involvement of local governments and monitoring by central ministries. Preparation of tender documents was an opportunity for the local government officer to effectively learn the whole procedure.

(2) Preparation of the other procurement documents

In June, 2015, the other tender documents for procurement for “Hydrogeological and Geophysical Survey for twenty new deep wells in Gbeke Region”, “Cleaning by Air-Lifting of eighteen existing deep wells in Gbeke Region”, and “Provision of Spare Parts for forty nine PMH in Gbeke Region” were also finalized.

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(3) Procedure and schedule for the implementation of tenders for HV Projects

Procedure and the required periods for HV open tenders if the project owner (Maître d’Ouvrage) is (1) the government of Cote d’Ivoire or (2) JICA, were clarified and compared in Table 4.3.11. The “Drilling Agreement” for the HV pilot projects implemented in PCN-CI corresponds with type (2), namely open tender with JICA as Maitre d’Ouvrage, for which total required duration is 75 working days.

Table 4.3.11 Schedule for Implementation of Tenders for HV Projects Type (1) (2) Procurement method Open tender Open tender Type of work Normal work Normal work Government of Cote d’Ivoire Maitre d’Ouvrage JICA (MIE or local governments) Contract amount More than 30 million FCFA More than 30 million FCFA Required minimum number of bidders Without any limit Without any limit Working Working Activities Necessity Days Necessity Days days days Presentation of tender documents x 0 x 0 at DMP

Check of tender documents by x 5 x 5 Check and Approval of DMP 1 16 16 Tender documents Addenda of tender documents, x 3 x 3 if necessary

Approval of tender documents by x 3 x 3 DMP 2 Publication Tender notice x x Withdrawal of Tender documents x x Withdrawal of Tender Site visits x 30 30 x 30 30 3 documents and Submission of Proposals Clarification of tender documents x x Submission of proposals x x Tender opening x x Tender Opening and 4 8 11 8 11 Evaluation Tender evaluation x x Award of the contract x x Request for Non-Objection notification (ANO) by the Maitre x 3 x 3 Approval of Results of 5 d’Ouvrage 11 11 Award by DMP Check of Results of Award by x 5 x 5 DMP and publication of ANO Final Award of the contract x 0 x 0 Notification of Results of Award 19 19 of the Contract Notification of results of award x 3 x 3 Publication of results of award x 10 x 10

Signature of Agreement by the x 3 x (JICA) 3 Contractor Signature of Agreement 11 6 Signing of Agreement by the x 5 x (JICA) 1 Maitre d’Ouvrage and numbering Approval of Agreement Approval of agreement x 710x (JICA) 1 1 Notification of Approval of Notification of approval of x 3 4 x (JICA) 0 0 Agreement agreement Total duration (working days) 88 112 75 94

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4.3.5 Preparation and Signing of Conventions for HV Projects Two types of convention documents were elaborated and signed in May 2015 by the stakeholders of the Pilot Projects of the HV Component, namely the Framework and Specific Conventions.

(1) Contents of Framework Conventions The Framework Convention was elaborated in order for the stakeholders to collaborate on the implementation of HV pilot projects and to clarify the roles of stakeholders in the implementation of the HV pilot projects and in the activities of capacity building of local government officers to ensure that they are performed in good conditions. The Framework Convention deals with all the contracts for HV pilot projects shown below: 1. Hydrogeological and geophysical survey 2. Cleaning by Air-Lifting 3. Construction of new wells, renewal of PMH and rehabilitation of fences and concrete pads 4. Procurement of spare parts for PMH rehabilitation (except India type) 5. Procurement of spare parts for PMH rehabilitation (India type) 6. Transportation of spare parts for rehabilitation : from local governments to villages 7. PMH Rehabilitation work

Nine Framework Conventions (corresponding with the eight Communes and the Regional Council of Gbeke) were signed. Obligations of the various stakeholders are defined in the Convention as shown in Table 4.3.12.

Table 4.3.12 Obligations of Various Stakeholders Defined in the Framework Convention

Stakeholders Obligations JICA office is the client of the PCN-CI Project; it discusses and decides on the principles of the 1 JICA office in Cote d’Ivoire implementation of the Project with the National Directorate of PCN-CI Project. JET works with the counterparts of the PCN-CI Project, it regulates and technically supports the Project 2 JICA Expert Team (JET) activities at all stages. Local governments are fully involved in the PCN-CI Project process and mobilize their officers at all 3 Local governments stages. National Directorate of PCN-CI Project DNP advises on the principles of the implementation of the Project, mobilizes and technically supports 4 (DNP) the counterparts (budget).

The detailed roles of stakeholders in the implementation of the Pilot Projects of the HV component are shown in Table 4.3.13.

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Table 4.3.13 Roles of stakeholders in the implementation of the Pilot Projects of the HV Component National Contract JICA JICA Expert Team Local government Directorate of PCN-CI Project 1 Hydrogeological and geophysical Selection of contractor, Order, Public consultation Mobilization of survey Payment Technical training counterparts Preparation of documents for Implementation of technical training technical training Support to training implementation 2 Cleaning by Air-Lifting Selection of contractor, Order, Technical training Payment 3 Maître Support to procurement execution Support to work Mobilization of Construction of new wells, renewal d’Ouvrage, and procedure, work supervision supervision counterparts of PMH and rehabilitation of fences Payment Preparation of documents for Technical training Implementation of and concrete pads technical training Public consultation technical training Support to training CGPE management and implementation training 4 Procurement of spare parts for Selection of contractor, Order, Receipt of spare parts PMH rehabilitation (except for India Payment Technical training type) 5 Procurement of spare parts for Selection of contractor, Order, Receipt of spare parts PMH rehabilitation (India type) Payment Technical training 6 Transportation of spare parts for Selection of contractor, Order, Receipt of spare parts rehabilitation : from local Payment Technical training governments to villages 7 PMH Rehabilitation work Selection of area mechanics, Work supervision Order, Payment Technical training CGPE management and training - Technical training relating to HV Preparation of manuals Participation in training Mobilization of infrastructure development Preparation of documents for counterparts technical training Implementation of technical training

(2) Contents of the Specific Convention

The specific convention was elaborated in order for the stakeholders to collaborate on the implementation of the “Agreement on construction of twenty (20) new deep wells with fences, equipped with PMH, renewal of one (1) PMH and rehabilitation of concrete pads and fences of twenty seven (27) PMH ” (also referred as the “Drilling Agreement”) and to clarify the roles of stakeholders in the implementation of this agreement and in the activities of capacity building of local government officers to ensure that all the work is performed properly. One (1) Framework Convention was signed between the Regional Council of Gbeke and the other stakeholders, whose obligations were shown in the Convention as shown in Table 4.3.14.

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Table 4.3.14 Obligations of the Various Stakeholders Defined in the Specific Convention

No. Stakeholders Obligations 1 Maitre d’Ouvrage : JICA Cote d’Ivoire Office The Maître d’Ouvrage ensures the proper implementation of the "Drilling Agreement" and makes payments to the Contractor. As stated in the tender documents and agreement, it has appointed a delegated Maître d’Ouvrage and Maître d’Ouvrage. 2 Technical Assistance of Maître d’Ouvrage (ATMO) : ATMO provides technical advice to the Maître d’Ouvrage, delegated Maître d’Ouvrage JICA Expert Team (JET) and Maître d'Oeuvre in the procurement and implementation of the “Drilling Agreement”, in accordance with the JET contract with JICA as part of PCN-CI Project. In addition, ATMO is in charge of signing invoices, participating in field visits and providing necessary services for the capacity building of officers. 3 Delegated Maître d’Ouvrage : Regional Council of The delegated Maître d’Ouvrage performs services relating to the procurement and Gbeke monitoring of implementation of the “Drilling Agreement”, in accordance with tender documents and agreement provisions. 4 Maître d’Oeuvre : Technical Department of Regional DNP advises on principles of project implementation, mobilizes and technically supports Council of Gbeke the counterparts (budget). The Maître d’Oeuvre performs services for procurement and on site monitoring of implementation of the “Drilling Agreement”. In the case of a "Drilling Agreement", the head of the Technical Department of the Regional Council of Gbeke is also involved in the Maître d’Oeuvre during the works. 5 National Directorate of PCN-CI Project (DNP) DNP organizes and takes into account the counterparts for the smooth running of the procurement and implementation of the “Drilling Agreement”. It also takes into account PCN-CI activities relating to the “Drilling Agreement”, advises on the employment of subcontractors and participates in all stages of its implementation.

The detailed roles of stakeholders related to the Convention for procurement and execution of the “Drilling Agreement” are shown in Table 4.3.15.

Table 4.3.15 Roles of Stakeholders related to the Convention for Procurement and Execution of the “Drilling Agreement” Technical Maître d’Oeuvre : Maitre Delegated Maître National Assistance of Technical d’Ouvrage : d’Ouvrage : Directorate of Service Maître d’Ouvrage Department of JICA Cote d’Ivoire Regional Council PCN-CI (ATMO) : Regional Council office of Gbeke (DNP) JICA Expert Team of Gbeke Procurement and Tender document Support in the Publication of Elaboration of Opinion on tender Execution of confirmation and elaboration of tender tender and tender document, 1 document, «Drilling participation in tender document, procurement implementation of report on tender member of COJO Agreement » evaluation and tender evaluation procurement evaluation Signature and Notification of Signature Approval of Signature and approval Signature (witness) of approval, signature 2 (witness) of ”Drilling of agreement agreement (witness) of agreement Agreement ” agreement Support in the Amendment of elaboration of Signature Signature of Confirmation of Elaboration of 3 ”Drilling amendment project, (witness) of amendment amendment project amendment project Agreement ” signature of amendment amendment Support in the Issuance and Elaboration of Service order Confirmation of service 4 elaboration of service signature of service service order, issuance order order, signature order signature Technical support of Supervision 5 Supervision supervision by local Supervision management governments

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Technical Maître d’Oeuvre : Maitre Delegated Maître National Assistance of Technical d’Ouvrage : d’Ouvrage : Directorate of Service Maître d’Ouvrage Department of JICA Cote d’Ivoire Regional Council PCN-CI (ATMO) : Regional Council office of Gbeke (DNP) JICA Expert Team of Gbeke Monitoring with Participation in Monitoring and technical Implementation 6 Monitoring monitoring and control organization departments of monitoring of local governments other municipalities On-site inspection, Acknowledgment, confirmation of Acknowledgment of Confirmation of Acknowledgment of Approval and settlement 7 settlement, signature acknowledgment of settlement, Payment of monthly elaborated by and payment settlement, signature signature settlements Contractor, signature On-site inspection, Acknowledgment, confirmation of Acknowledgment of Confirmation of Acknowledgment of Approval and settlement 8 settlement, signature acknowledgment of settlement, Payment of final elaborated by and payment settlement, signature signature settlement Contractor, signature Monthly progress Support in the Submission of 9 Confirmation of Report Approval of report Opinion on report report elaboration of report report to MOD Acknowledgment of Acknowledgment of Temporary results of inspection, Support in inspection, On-site inspection, On-site 10 results of inspection, acceptance temporary acceptance, signature signature acknowledgment signature signature Acknowledgment of Acknowledgment of Final results of inspection, Support in inspection, On-site inspection, On-site 11 results of inspection, acceptance final acceptance, signature signature acknowledgment signature signature

4.3.6 Tendering for HV Pilot Projects

(1) Results of the tender for “Drilling Agreement” The procedure for the tender for a “Drilling Agreement” started in June, 2015. The procedure for the implementation of HV tender is shown in Table 4.3.16. Before starting the procedure, the local government officers learned the method of implementation of tenders for a “Drilling Agreement” by using the Tender Guide. Tender documents for the “Drilling Agreement” were published 8th June, 2015 and a contract was signed on 6th August, 2015 with FORACO-CI. The members of COJO who participated in the tender opening are shown in Table 4.3.17 and the results of selection of the company are shown in Table 4.3.18.

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Table 4.3.16 Procedure for the implementation of Tenders for a “Drilling agreement”

No Procedure Contents Actual date  Elaboration of tender documents by the Directorate of Technical Department of Regional Council of Gbeke 1 Preparation of Tender documents May, 2015  Notification of DNP by MEMIS  Approval by JICA  Presentation of tender documents at DMP by MOD  Check of tender documents by DMP 2 Check and Approval of Tender documents May-June, 2015  Addenda of tender documents, if necessary  Approval of tender documents by DMP Publication and Dissemination of Tender  Tender notice display on DMP website 3 8th June, 2015 documents  Tender notice display in public places by MOD  Withdrawal of tender documents at MOD Withdrawal of Tender documents and  Site visits Middle of June -Middle 4 Submission of Proposals  Clarification of tender documents of July, 2015  Submission of proposals  Tender opening 5 Tender Opening and Evaluation  Tender evaluation 23rd July, 2015  Award of the contract  Request of Non-Objection notification (ANO) by the Maitre 6 Approval of Results of Award by DMP d’Ouvrage 25th July, 2015  Check of Results of Award by DMP and publication of ANO  Final Award of the contract Notification of Results of Award of the 7  Notification of results of award 31st July, 2015 Contract by MOD  Publication of results of award by MOD and DMP  Signature of Agreement by the Contractor 8 Signature of Agreement 6th August, 2015  Signature of Agreement by the Maitre d’Ouvrage and numbering  Request of approval of agreement handed over by the Directorate 9 Approval of Agreement by JICA August, 2015 of PCN-CI Project Notification of Approval of Agreement by Notification of approval of agreement 10  September, 2015 MOD 11 Service Order by MOD  Issuance of service order to start the works by the Regional Council August, 2015

Table 4.3.17 Member list of the Tender Opening and Evaluation Committee (COJO) Name Position Organization 1 SIAFA MANINGA President of COJO Acting president of regional council 2 EIRO YONEZAKI member Chief of JICA ivory coast office 3 RAPHAEL GBALA GNATO member Chief of PCN-CI（MEMIS） 4 MASAKAZU SAITO member JICA expert team in PCN-CI project (in charge of HV) 5 SOUMAHORO MOUSSA member Direction des Services Financiers et de la Comptabilité 6 KONE ABOUBAKAR SIDIKI Secretary Director of service technique department in regional council 7 COULIBALY SEYDOU member Director of Bouake DTH 8 DAOUDA DIARRASSOUBA Observer Acting director of DMP

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Table 4.3.18 Results of the tender for a “Drilling Agreement”

Contract of drilling construction for HV Item exchange Amount Amount rate （Yen） （FCFA） Bid opening day 23rd July, 2015 First bargainer FORACO-CI Ceiling price 0.207 63,994,050 309,150,000 Contract price 0.207 52,203,879 252,192,650

(2) The results of the procurement for other agreements

Tender documents for the Hydrogeological and Geophysical Surveys were published in June, 2015 and a contract was signed with COFPS on 14th July, 2015. Tender documents for Cleaning by Air-Lifting were published in June, 2015 and a contract was signed with NOTHEA on 16th July, 2015. Tender documents for Procurement of Spare Parts for PMH were published in July, 2015 and a contract was signed with SAHER on 24th July, 2015. The results of the procurements are summarized in Table 4.3.19.

Table 4.3.19 The Results of the Procurements Hydrogeological and Geophysical Procurement of Spare Parts Cleaning by Air lifting Surveys for PMH Item exchange Amount Amount exchange Amount Amount exchange Amount Amount rate （Yen） （FCFA） rate （Yen） （FCFA） rate （Yen） （FCFA） Bid opening day 7th July, 2015 9th July, 2015 16th July, 2015 Contract date 14th July, 2015 16th July, 2015 24th July, 2015 Contractor COFPS NOTHEA SAHER Initial budget 0.21 4,620,000 22,000,000 0.21 4,609,080 21,948,000 0.206 7,754,745 37,644,393 Target price 0.207 4,243,500 20,500,000 0.207 4,088,912 19,753,200 0.207 6,894,963 33,309,001 Agreed amount 0.207 2,794,500 13,500,000 0.207 2,235,600 10,800,000 0.207 6,473,802 31,274,407

4.3.7 Results of HV Pilot Projects

(1) Summary Major Activities of HV Pilot Projects All the works of HV pilot projects were completed during the period between April 2016 and October 2016. The situation of each work is as described below:

 Drilling works of 29 successful water wells were completed by February 2016,  Construction of concrete pad/fence and PMH installation for 29 successful water wells were completed by April 2016,  Rehabilitation of 27 concrete pads and fences for existing PMH was completed by April 2016,  Renewal of an existing PMH was completed by April 2016,  The above works, which were included in the “Drilling Contract” between JICA and FORACO-CI, were provisionally received by JICA on 29 April 2016. After the six (6) month guarantee period and some repairing works by FORACO-CI, the final acceptance of the works was notified by JICA on 29 October 2017.

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 The rehabilitation of 48 existing PMH by hiring area mechanics were completed by April 2016,  The 1st village visits for the creation and installation of CGPE at 77 target villages were completed in December 2015, the 2nd village visits for the training of CGPE members at 77 target villages were completed by April 2016 and the 3rd village visits for the monitoring of CGPE were completed by September 2016.

(2) Achieved Quantities of HV Pilot Projects A total of 71 villages, of which 20 were for new well construction and 51 for rehabilitation or renewal were selected based on the results of the technical assessment which was conducted in September 2014. The quantity of the work at each village was planned to be one new well, one rehabilitation or one renewal of the PMH. During the implementation of the HV pilot projects some of these 71 villages were cancelled and some villages were added. Changes in the target villages and results of the works are described below:

 Two villages out of the 20 original villages (Ndakouro (West) of Bouake CM and Assieblenou of Botro Department of CR) were cancelled before the commencement of the works because of the installation of urban water systems. The alternative villages of the respective local governments were selected.  Because of the better results of drilling works regarding success rate and average depth than were expected, there was budget remaining after the success in obtaining 20 successful target wells. In addition to this remaining budget, JICA decided to add extra budget to increase the number of wells of the Drilling Contract by eight successful wells. For this purpose, the Drilling Contract was amended in December 2016 (1st amendment). Consequently, the additional eight wells were distributed to each local government except for Bouake commune, with the consideration of the agreed priority criteria for the selection of additional villages.  PMH rehabilitation at two villages (N’gbedjo-Broukro of CR and Badiokouamekro of Brobo CM) were cancelled, because the wells were found to be unusable after the well cleaning by air-lifting. These two villages were changed to be targets for new well construction and were covered in the above-mentioned additional eight wells.  After the completion of the PMH rehabilitation at Niamoutiekro village of CR, the discharge rate of PMH was found to be very low. JICA decided to accept further addition of one (1) well in the Drilling Contract at Niamoutiekro. Therefore, the number of wells came to be 29 at last.  The final number of target villages for new well construction was 29 and that for rehabilitation and renewal was 49. This resulted in 77 target villages in total, because Niamoutiekro received two PMH, one newly constructed and one rehabilitated.  Well cleaning by air-lifting was conducted at 18 villages under the contract with NOTHEA. In addition, additional well cleaning was conducted under the Drilling Contract with FORACO-CI (Assengou and N’gotran of Beoumi CM, and Niamoutiekro of CR).  Rehabilitation of fence/concrete pad at Kokoro of Bouake CM was cancelled, because it had been repaired before the work commenced. Therefore, completed number of rehabilitation of fence/concrete pads became 26.  At 77 target villages, joint teams of local government officers, JICA expert team members and

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eventually CNC-CGPE's officers trained CGPE in the course of three visits at each village. The 1st visit was for the creation and installation of CGPE, the 2nd for the training of CGPE members and the 3rd for monitoring of CGPE.  As a result of CGPE monitoring, there were found to be several problems on rehabilitated PMH at nine villages as follows: - At two villages, PMH was not functioning properly due to mechanical failures. After the monitoring, these problems were solved by means of repairing by CGPE. - At seven villages, PMH were not being operated properly by CGPE due to several reasons such as that the PMH was owned by a private owner, failure of wells etc. Among these seven villages, two CGPE were operating other PMH in the village. Another five CGPE were not functioning because they did not have any other PMH to be managed in the village. - Table 4.3.20 summarizes the above situation at nine villages. - At all 29 villages where new wells were constructed, PMH were properly functioning under the management of CGPE.

Table 4.3.20 Problems with Functionality of PMH and CGPE upon Monitoring Local Functionality of Functionality of Village PMH Situation Government PMH under CGPE CGPE CGPE not working - PMH retrieved by N'DORI-SAKASSOU Not Functioning Not Functioning owner, No PMH to be managed. OUAOUASSI CGPE not working - Turbid water Not Functioning Not Functioning Beoumi CM Discharge low and PMH is used by ZEDE-KAN school teachers, CGPE manages other Not Functioning Functioning PMH in the village Botro CM TELEBOKAN CGPE not working - turbid water Not Functioning Not Functioning CGPE not working - PMH is managed Bouake CM RAFFIEKRO Not Functioning Not Functioning by school teacher. Rusty water - CGPE manages other Djebonoua CM N'DOUAKRO Not Functioning Functioning PMH in the village Sakassou CM MAHOUOU-KROFOINSOU CGPE working - after rod was repaired Functioning Functioning CGPE is working after a hose was FITABRO Functioning Functioning installed. Regional Council CGPE not working - Discharge low, no ALLEKRO Not Functioning Not Functioning PMH to be managed.

Table 4.3.21 summarizes the above results of HV pilot projects and Figure 4.3.6 shows the location of complete facilities.

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Table 4.3.21 Plan and Result of HV Pilot Projects Result of CGPE Result of the Original Plan Training and Works Works Monitoring Remarks Village PMH Village PMH Village PMH New Well Construction 20 20 29 29 29 29 Total number of target villages came to be 77 (29 + 42 -1), in which 70 villages with 71 PMH Rehabilitation and Renewal 51 51 49 49 42 42 are functioning under CGPE, because Niamoutiekro village received two PMH. Renewal 1 1 11 1 1 Two villages were shifted to be targets for new Procurement of Spare well construction. Parts and 49 49 47 47 40 40 Seven villages were found in which PMH were Rehabilitation (except not functioning, due to the problem of wells or for India Type) the private ownership of PMH Procurement of Spare Parts and 1 1 1 1 1 1 Rehabilitation (India Type) Appurtenant Works related to PMH rehabilitation Besides 18 villages, additional air-lifting at three Well Cleaning by 18 18 18 18 - - villages were conducted under the Drilling Air-Lifting Contracts.

Rehabilitation of Rehabilitation of Fence/Concrete Pad at 27 27 26 26 - - Fence/Concrete Pad Kokokro of Bouake CM was cancelled.

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Figure 4.3.6 Location Map of Completed Facilities of HV Pilot Projects The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report

(3) Drilling Contract and Three Contracts of JICA Expert Team

After a series of activities before that were carried out before the implementation of the HV pilot projects such as the baseline survey from March to August 2014, technical assessment and implementation plan formulation from September 2014 to February 2015, determination of contract methodology and preparation of tender documents from March to May 2015, the contractors/suppliers for the four contracts shown in Table 4.3.22 were selected by tendering from June to July 2015. The major works of HV pilot projects including the geophysical survey, new well construction, well cleaning by air-lifting, renewal of existing PMH and rehabilitation of fences/concrete pads of existing PMH were carried out under these four contracts. Besides these contracts, rehabilitation of existing PMH was carried out by hiring area mechanics. Several changes on contents of works of the four contracts occurred during the implementation. Each time such changes were implemented, the contract was amended as shown in Table 4.3.22. Three of the four contracts, excluding a Drilling Contract, had been completed by February 2015. Regarding the Drilling Contract, the works of the contract were completed in April 2014 but the inspection for final acceptance of completed facilities by JICA was in October 2016 and final payment for this contract, that is the payment of retention for defect liability, was done in January 2017.

Table 4.3.22 Contracts of HV Pilot Projects Well Cleaning by Procurement of Spare Contract Drilling Contract Geophysical Survey Air-Lifting Parts of PMH Client JICA JICA Expert Team JICA Expert Team JICA Expert Team Regional Council of Delegated Client - - - Gbeke Contractor/Supplier FORACO-CI COFPS NOTHEA SAHER Date of Contract 2015/8/26 2015/7/13 2015/7/16 2015/7/24 Contract Amount 252,192,650 13,500,000 10,800,000 36,903,800 Work Commencement 2015/9/2 - - - Order 5 months from work Work Period commencement 2015/12/10 2015/8/25 2016/1/15 Initial order Contract Preparation of Site Location Map- 20 New Well Villages Construction - 20 Travel Distance - Procurement of Spare Geophysical Prospecting Renewal of PMH-1 500km Parts - 30,656,407 Work Contents (1st Phase) - 20 Rehabilitation of Well Cleaning by Transport - 618,000 Villages Fence/Concrete Air-Lifting- 18 Villages Total - 31,274,407 Geophysical Prospecting Pad-27 (2nd Phase) - 16 Villages Report - 1 lot

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Well Cleaning by Procurement of Spare Contract Drilling Contract Geophysical Survey Air-Lifting Parts of PMH Date of Contract 2016/12/10 2015/12/2 2015/8/25 2016/1/14 Contract Amount 328,454,600 18,560,000 10,758,160 no change Changed from 5 Work Period 2015/1/31 no change 2016/3/31 months to 7 months Preparation of Site 1st Location Map – 28 Travel Distance - Amendment Villages 458.16km Addition of Geophysical Prospecting Well Cleaning by Change of work period Work Contents construction of 8 new (1st Phase) - 28 Air-Lifting - 18 villages only wells (28 in total) Villages Price Adjustment Geophysical Prospection based on completed (2nd Phase) - 19 Villages work quantities Report - 2 lots Date of Contract 2016/2/15 2016/1/30 - 2016/2/5 Contract Amount no change 17,480,000 - 32,625,288 Work Period no change 2015/3/31 - no change Preparation of Site Location Map - Procurement of Spare 2nd 29Villages Parts - 31,865,288 Amendment Addition of one new Geophysical Prospecting Transport - 760,000 Work Contents well construction (29 (1st Phase) - 29 - Total - 32,625,288 in total) Villages Addition of 2nd Geophysical Prospecting Procurement of Spare (2nd Phase) - 11 Villages Parts Report - 2 lots Date of Contract 2016/3/25 2016/2/13 - 2016/2/20 Contract Amount no change 16,680,000 - 33,519,743 Changed from 7 Work Period no change - no change months to 8 months Preparation of Site Location Map - 29Villages Procurement of Spare 3rd Geophysical Prospecting Parts - 32,759,743 Amendment (1st Phase) - 29 Transport - 760,000 Villages Total - 33,519,743 Work Contents no change - Geophysical Prospecting Addition of 3rd (2nd Phase) - 7 Villages Procurement of Spare Report - 2 lots Parts (to be delivered Price Adjustment based to ONEP) on completed work quantities Date of Contract 2016/5/20 - - - Contract Amount 306,028,654 - - - 4th Work Period no change - - - Amendment Price adjustment Work Contents based on completed - - - work quantities Note: Unit of Contract Amount: FCFA excluding TVA

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(4) Results of New Well Construction Results of Drilling Works

The initial target number of successful wells was 20 but it was eventually increased to 29. The supplementary budget from JICA and the better drilling results than expected in success rate and average depth enabled the addition of nine successful wells. Table 4.3.23 shows the results of drilling works compared to the initial plan. The success rate is 66% and the average depth is 71m which were expected to be 57% and 90m respectively in the initial plan. Final contract amount is FCFA 306,028,654 which was 252,192,650 in the initial plan while the final amount excluding PMH renewal and fence/concrete pad rehabilitation is 260,848,400 which was 211,709,500 in the initial plan.

Table 4.3.23 Result of Drilling Works Item Initial Plan Result Number of Successful Wells 20 29 Number of Unsuccessful Wells 15 15 Total Number of Drillings 35 44 Success Rate (%) 57 66 Average Drilling Depth (m) 90 71 Total Contract Amount (FCFA) 252,192,650 306,028,654 Amount for Only New Well Construction (FCFA) 211,709,500 260,848,400

Table 4.3.24 shows the analysis of the well construction cost in the initial plan and the final actual cost. The cost of producing one successful well including the cost to cover the pro rata expense for the attempt to produce other wells that failed, and providing a PMH and fence/concrete pad was estimated to be 10.6 million FCFA in the initial plan and upon the completion of the works it was 9.0 million FCFA. This means the cost of a successful well was less than expected by 15 %.

Table 4.3.24 Analysis of Well Construction Cost Initial Plan Result Item Unit Price Amount Unit Price Qty. Qty. Amount (FCFA) (FCFA) (FCFA) (FCFA Successful Wells (including 20 7,904,300 158,086,000 29 7,345,600 213,022,400 PMH, Fence/Concrete Pad) Unsuccessful Wells 15 3,574,900 53,623,500 15 3,188,400 47,826,000 Total 35 10,585,500 211,709,500 44 8,994,800 260,848,400 Success Rate 57% 66% Cost of One Successful Well including Unsuccessful Wells, 10,585,500 8,994,800 PMH, Fence/Concrete Pad

Table 4.3.25 summarizes the characteristics of the 44 drilled wells. The major characteristics are as follows:  Average drilling depth is 70.2 m for successful wells while 97.6m for unsuccessful wells. This is because drilling is terminated immediately after the confirmation of enough well capacity (blown rate),  Average thickness of weathered layer is 21.1 m for successful well while 20.8m for

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unsuccessful well. There was no distinct difference between successful wells and unsuccessful wells.  Blown yield of 29 successful wells are between 0.4 and 21.6 m3/h. Average is 2.9 m3/h.

Table 4.3.25 Characteristics of Drilled Wells

Thickness of Weathered Blown Yield during Drilling Depth (m) Well Number Layer (m) Development (m3/h) Geology

Average Max. Min. Average Max. Min. Average Max. Min. Granit - 28, Successful Well 29 70.2 117.6 49.4 21.1 34.8 3.3 2.9 21.6 0.4 Schist -1 Unsuccessful Well 15 97.6 117.4 67.7 20.8 41.2 5.9 - - - Granit - 15 Total 44 79.6 117.6 49.4 21 41.2 3.3 - - - -

Figure 4.3.7 shows the distribution of blown yield of 29 successful wells. Its tendency is as described below:  Blown yield of 55.2 % of wells are below 2 m3/h and 75.9% are below 3 m3/h,  Remaining 24.1% exceed 4m3/h. They can be considered as the water source for HVA, if other conditions such as population density, electrification etc. are fulfilled,  Only 6.9% exceed 10m3/h.

88 8

7 6 6

5

4

3

Number of Well of Number 22 2 2 1 1 0000 0 0.4-1 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 >10 Blown Yield (m3/h) Blown Yield (m3/h) 0.4-1 1-2 2-3 3-4 4-5 5-6 6-7 7-8 8-9 9-10 >10 Number of Wells 88622100002 Percentage 27.6% 27.6% 20.7% 6.9% 6.9% 3.4% 0.0% 0.0% 0.0% 0.0% 6.9% Percentage (Accumlated) 27.6% 55.2% 75.9% 82.8% 89.7% 93.1% 93.1% 93.1% 93.1% 93.1% 100.0%

Figure 4.3.7 Blown Yield of 29 Successful Wells

Figure 4.3.8 shows the characteristics of drilled wells of HV pilot projects.

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Figure 4.3.8 Characteristics of Drilled Wells of HV Pilot Project The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report

Quantities of Works by Local Government

For all 29 successful wells, fences/concrete pads were constructed and PMH were installed. Each of the 29 villages received three courses of CGPE training by the joint teams of local government officers and the PCN-CI project team. Table 4.3.26 shows the quantities of completed works of new well construction. Upon the monitoring of CGPE during the 3rd village visits, it was found that all 29 PMH were functioning under the management of CGPE.

Table 4.3.26 Quantity of Completed Works of New Well Construction

Fence/Concrete CGPE Target Village Drilling Works Pad Training

Department Local Government Total Total Total Fence Fence Installation of PMH Concrete Pad 1st Village Visit 1st Village Visit Successful Wells Successful Success Rate (%) Success Rate (%) Installation of Door of Door Installation Unsuccessful Wells Non-functional PMH PMH Non-functional Non-functional CGPE CGPE Non-functional Additional Village (1st) Additional Village (2nd) Shifted from New Well Cancelled Shifted from New Well Cancelled New Well Construction Cancelled Villages for New Well Construction forVillages New Well Shifted from Rehabilitation Cancelled

BEOUMI BEOUMI CM 2 1 33 3 100.0 3 3 3 3 3 0 0 BEOUMI BODOKRO CM 2 1 3 3 1 4 75.0 3 3 3 3 3 0 0 BOTRO BOTRO CM 2 1 3 3 4 7 42.9 3 3 3 3 3 0 0 BOTRO DIABO CM 2 1 3 3 3 6 50.0 3 3 3 3 3 0 0 BOUAKE BOUAKE CM 1 1 1 2 2 2 4 50.0 2 2 2 2 2 0 0 BOUAKE BROBO CM 2 1 3 3 2 5 60.0 3 3 3 3 3 0 0 BOUAKE DJEBONOUA CM 2 1 3 3 2 5 60.0 3 3 3 3 3 0 0 SAKASSOU SAKASSOU CM 2 1 3 3 1 4 75.0 3 3 3 3 3 0 0 Sub-Total 8 communes 15 1 1 1 6 23 23 15 38 60.5 23 23 23 23 23 0 0 Regional Council 3 1 1 1 166 6 100.0 6 6 6 6 6 0 0 Total 18 2 2 2 6 1 29 29 15 44 65.9 29 29 29 29 29 0 0

(5) Results of Renewal and Rehabilitation of Existing PMH

Quantities of Works by Local Government Renewal of one PMH, rehabilitation of 48 PMH and rehabilitation of fence/concrete pad of 26 PMH were completed. Table 4.3.27 shows the quantities of completed works of renewal and rehabilitation of existing PMH. CGPE monitoring during the 3rd village visits proved that seven PMH were not functioning as described in Table 4.3.20. Therefore, 42 PMH that were renewed or rehabilitated are working.

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Table 4.3.27 Quantity of Completed Works of Renewal and Rehabilitation of Existing PMH

Renewal and Target Village CGPE Training Rehabilitation

Department Local Government Total Total new well cancelled cancelled completed completed pad completed pad completed Villages for renewal Non-functioning PMH PMH Non-functioning 1st to 3rd Village Visit Village1st to 3rd Visit Non-functioning CGPE CGPE Non-functioning Villages for rehabilitation Villages for rehabilitation Well cleaning by air-lifting Villages for rehabilitationand Rehabilitation of fence/concrete PMH Renewal and rehabilitation and rehabilitation PMH Renewal Villages for rehabilitation (INDIA) Rehabilitation of PMH completedRehabilitation of Delivery of spare parts completed completed parts of spare Delivery BEOUMI BEOUMI CM 8 0 008 0367 8 8 32 BEOUMI BODOKRO CM 3 1 004 0233 4 4 00 BOTRO BOTRO CM 3 0 003 0103 3 3 00 BOTRO DIABO CM 1 0 001 0111 1 1 11 BOUAKE BOUAKE CM 7 0 0 0 7 0 2 5 7 7 7 1 1 BOUAKE BROBO CM 1 0 012 1111 2 2 00 BOUAKE DJEBONOUA CM 7 0 007 0337 7 7 10 SAKASSOU SAKASSOU CM 5 0 0 0 5 0 2 2 5 5 5 0 0 Sous-Total 8 communes 35 1 0 1 37 1 15 21 34 37 37 6 4 Conseil Régional 11 0 1 0 12 1 3 6 12 12 12 1 1 Total 46 1 1 1 49 2 18 27 46 49 49 7 5

Procurement of Spare Parts and Rehabilitation of 47 PMH

 Renewal of one PMH at N’doumoukouassikro of Brobo CM was completed by FORACO-CI in April 2016,  Rehabilitation of one PMH of INDIA type at Kongossou-Ndrikoffikro of the Regional Council was completed by a local area mechanic in January 2016. The spare parts were procured by the JICA expert team,  Procurement of spare parts for 47 PMH was conducted under the contract between OCG and SAHER. Initially, it was for 49 PMH, however, two villages were cancelled and were shifted to those for new well construction.  Two tranches of procurement of spare parts were conducted. The 1st procurement was completed in October 2015 and the 1st visit to the 47 rehabilitation sites by area mechanics was carried out from December 2015 to January 2016. As the conditions of PMH had changed after the long interval since the technical assessment in September 2014, there was a need for additional spare parts at 28 villages out of 47 villages. For these 28 villages, a 2nd procurement was carried out by SAHER and the rehabilitation of all 47 PMH was completed by March 2016. Cost of Spare Parts for Rehabilitation of PMH

A total of 47 PMH were rehabilitated. Excluding the INDIA type there were three major types, those are ABI, ASM and HPV60. Table 4.3.28 summarizes the cost of spare parts purchased for the rehabilitation for each type. The unit price of spare parts for rehabilitation for ABI is the smallest and HPV60 is the highest. The average unit price is approximately FCFA 700,000. This unit price

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can be referred to for the planning of future PMH rehabilitation projects. Besides the cost of spare parts, cost for technical assessment, local area mechanics and supervision cost shall be considered.

Table 4.3.28 Summary of Cost of Spare Parts for Rehabilitation of 47 PMH Unit: FCFA excluding VAT Unit Price PMH including Qty. Amount Unit Price Type transport (103%) ABI 21 10,756,133 512,197 527,563 ASM 11 7,759,645 705,422 726,585 HPV60 15 13,349,510 889,967 916,666 Total 47 31,865,288 677,985 698,325

(6) CGPE Training Three village visits to the 77 target villages for CGPE training were carried out as follows:  1st visit: from 9 September 2015 to 30 December 2015  2nd visit: from 9 January 2016 to 27 April 2016  3rd visit: from 12 May 2016 to 7 September 2016 After the completion of the 3rd visit, the local government officers began compiling the results of CGPE monitoring under the assistance of the PCN-CI project team. Furthermore, the assistance for the CGPE monitoring by local governments was continued until February 2017.

(7) Area Mechanic Training The current status of area mechanics in Gbeke region were grasped by the survey conducted in September 2015. It proved that the number of area mechanics in Gbeke region was 17, they are aged (Average : 47 years old), they had received no proper training for many years. Technical seminars on PMH repairing skills took place in Bouake over the five (5) days from 8 to 12 February 2016. The target group was 17 existing area mechanics in Gbeke region in addition to two newly trained area mechanics. The local government officers participated in the class room lessons of this seminar during the first two (2) days. This seminar increased the technical level of area mechanics and the capacity of local government officers in their management of PMH repairing activities. At the same time, the methods of communication between area mechanics and local governments were clarified which would contribute to the more efficient PMH repairing management by local governments.

(8) Training for Local Government Officers PCN-CI team formulated PRC-HV (Capacity Development Program of HV Rural Water Supply) in which items to be learned by local government officers were systemized. This PRC-HV made visible a whole picture of the most important areas of learning by local government officers in order for them to conduct proper operation of HV infrastructure development and management. During HV pilot projects, local government officers experienced all the process of HV infrastructure development and management with the support of the PCN-CI team including JICA

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expert team and counterparts from central and regional organizations such as DGDDL/MEMIS, DGIHH, CNC-CGPE, ONEP, DTH etc. The PCN-CI team formulated manuals and/or reports which can be used by local government officers to learn how to conduct various process of HV infrastructure development and management such as infrastructure monitoring, development formulation, tendering, work supervision, public consultation, CGPE training, area mechanic training etc. These manuals and reports were compiled as HV project documents and distributed to the local governments in October 2017.

4.4 Implementation of Training Programs Throughout the project period, various training programs according to the process of infrastructure development and management from planning, implementation to maintenance were organized for officials of the local government and other related organizations. Implemented training programs are listed in Table 4.4.1. On-the-job trainings were also provided for each process of the project.

Table 4.4.1 Implemented training programs

Training Date Place Trainers Trainees Training on Facility Development Planning (Day 1): For DRENET and IEP on 10 March, 2014 Bouake DPES of MENET (3 people) DRENET (12 people) , IEP(10 people) Education Statistics and School Mapping System Training on Facility Development Planning (Day 2): IEP (2 people), DRENET(2 DRENET(12 people), IEP (10 people), For Local Government on 11 March, 2014 Bouake people), DPES of MENET (3 Commune (32 people), Regional Council (4 Education Statistics and School people) people) Mapping System Training on Facility MENET (3 people), DRENET(12 people), Development Planning (Day 3): IEP(10 people), ONEP(1 person), DTH(2 Facility Development Planning 12 March, 2014 Bouake JICA Expert Team people), Commune (32 people), Regional and Pilot Project Selection Council (4 people) (School Infrastructure) Training on Facility Development Planning (Day 4): Commune (32 people), Regional Council (4 Facility Development Planning 13 March, 2014 Bouake JICA Expert Team people) and Pilot Project Selection (Rural Water Supply) 62 people from local governments, Training on the Management of DRENET and IEP, DTH, DRCLAU, DRPD, School and Rural Water Supply 18-19 August, 2014 Bouake JICA Expert Team DRMP and all related departments of Facilities MEMIS, MENET and MIE. Training on Diagnosis of 12 officials of Technical Services of local 21-22 August, 2014 Bouake BEP (Observer: DRCLAU) Primary School Buildings governments Training on the process and the 5 of December, JICA Expert Team (Observer: methodology of baseline survey Bouake 13 officers of 9 local governments 2015 ONEP, DTH and DRENT) and pilot project selections 20 officers of 9 local governments of Gbeke Training on preparation of DMP, BEP, DTH, JICA Expert Region (2 per commune: technical and tender documents (EPP and 8-10 April, 2015 Bouake Team finance departments, 4 for Regional HV) Council) Training on baseline survey, 18 officers of 9 local governments of Gbeke database management, GIS Region (2 per municipality: sociocultural and 2-3 June, 2015 Bouake JICA Expert Team and selection of priority projects technical departments, 2 for Regional (HV) Council)

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Training Date Place Trainers Trainees 25 officers of 9 local governments of Gbeke Training on CGPE :1st session JICA Expert Team, DTH, Region (2 or more per commune: 4-5 June, 2015 Bouake (HV) CNC-CGPE sociocultural and technical departments, 3 for Regional Council) Workshop on Prequalification 15 officers of 9 local governments of Gbeke Tender Opening for COJO president , DMP, DRENET, Region (13 for communes: finance and 25 June, 2015 Bouake procurement of school furniture JICA Expert Team technical departments, 2 for Regional (EPP) Council) Workshop on Tender Opening COJO president, BEP, MEMIS, 9 officers of 5 communes of Gbeke Region of Open Tender for Regional 2 July, 2015 Bouake JICA Expert Team (finance and technical departments) Council (EPP) Workshop on Tender Opening, Analysis and Selection of COJO president , DMP, DRENET, 5 officers of 3 communes (Beoumi, Brobo suppliers Based on Quotations 17 July, 2015 Bouake and Sakassou) of Gbeke Region (finance for procurement of school JICA Expert Team and technical departments) furniture (EPP) 17 officers of 9 local governments of Gbeke Training on Pilot Project Region (14 for communes: sociocultural and 13, 14 August, 2015 Bouake JICA Expert Team Implementation (HV) technical departments, 3 for Regional Council) From 9 September, Bouake, Officers of local governments of 6 target Workshop on CGPE creation 2015(duration : 2 Sakassou, JICA Expert Team, CNC-CGPE villages (2 villages per commune: Bouake, and installation (HV) months) Beoumi Sakassou and Beoumi) Officers of 9 local governments of Gbeke 1st Training on construction 5 October, 2015 Bouake DEP and the JICA Expert Team Region (at least 2 officers per local supervision (EPP) government) Bouake and Officers of 9 local governments of Gbeke 2nd Training on construction EPP Balekro 25 November, 2015 DEP and the JICA Expert Team Region (at least 2 officers per local supervision (EPP) (Regional government) Council) Training on sustainable 25 officers of 9 local governments of Gbeke 17-19 November, management of CGPE for local Bouake JICA Expert Team, CNC-CGPE Region (at least 2 officers per local 2015 government officers (HV) government) Technical training for Area 8-12 February, ONEP, DTH, Area Mechanics in Area mechanic: total 19 persons Bouake Mechanics (HV) 2016 other regions Local government officers: total 13 persons Capacity Evaluation of local 19 officers of 9 local governments of Gbeke government officers (HV) 16 February, 2016 Bouake JICA Expert Team, DTH Region (at least 2 officers per local government) Training on the Renewal of the 9 local 37 officers of 9 local governments of Gbeke lists of villages for the baseline 25, 26, 29 February, governments JICA Expert Team Region (at least 2 officers per local survey of HV infrastructures of Gbeke 1-3 March, 2016 government) (HV) Region 3rd Training on construction Technical Officers of 9 local governments, supervision: Control of quality of 26 May, 2016 Bouake JICA Expert Team, DMP DEP, Contractors concrete (EPP) Training on baseline survey, 9 elected people, 21 officers of 9 local database construction and governments management, development plan 27 May 2016 Bouake JICA Expert Team formulation of EPP and HV infrastructure Training of local government 9 local governments: 18 officers 9 local officers on formulation of 16-23 June 2016 governments schedule and budget for 2nd and 5 July 2016 JICA Expert Team of Gbeke baseline survey of HV and EPP Region infrastructure Technical support to local 9 local Officers and elected people of 9 local 16 June to mid-July government officers for the governments JICA Expert Team governments 2016 submission of budget of 2nd of Gbeke

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Training Date Place Trainers Trainees baseline survey of EPP and HV Region infrastructure Officers of DAPS-COGES of MEN DEP, DAPS-COGES of MEN Training of Trainers on School Officers of DEP of MEN 25 October, 2016 Abidjan JICA Expert Team Infrastructure Maintenance Officers of Sub-Director of Infrastructure of MEMIS MEN The elected people of local governments Officers of Technical Services of local governments Officers of Socio-Cultural Services of local DEP, DAPS-COGES of MEN Training of Trainers on School governments 9 November, 2016 Bouake JICA Expert Team Infrastructure Maintenance Officers of the Director of Development and MEMIS the Planning of the Regional Council Officers of DREN 1 & 2 Officers of 10 IEP COGES Counselors

4.5 Development of Models of Basic Service Delivery Systems

4.5.1 Models for Development and Maintenance of HV and EPP Infrastructure to be examined through Pilot Project Implementation The models for development and maintenance of HV and EPP infrastructure were discussed in a series of meetings at the central level with the Directors of Cabinets and directors of MENET, MIE and MENET in January and February, 2015. The models had to be clarified in order to choose the systems of implementation to be examined through the pilot projects.

(1) Proposed models for development and maintenance of EPP infrastructure Authorities concerned with school facility development and maintenance have been transferred from MENET to the local governments. Therefore it is clear that the local governments are responsible for that, which is different from the situation of the HV sector. However the details of roles of local governments, division of roles between the community and the local government, and the roles of MENET in the system of decentralized EPP infrastructure development were not clearly understood among the actors. Therefore, the necessary collaborations among the actors have not been occurring in the service deliveries. The Project Team proposed the models for the following components of EPP infrastructure development and maintenance:  Monitoring and planning of EPP infrastructure  Construction of EPP infrastructure (new construction, extensions and reconstructions)  Rehabilitation of EPP infrastructure by the local government  Procurement of school furniture  Minor rehabilitation and Daily maintenance of school facilities and furniture. Figure 4.5.1 shows the models of implementation systems for the construction and rehabilitation of EPP infrastructure. Based on these models, the implementation systems for the pilot projects for construction and rehabilitation of EPP infrastructure were decided as shown in Figure 4.5.2. The model of minor repairs of EPP infrastructure was proposed as shown in Figure 4.5.3.

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Future situation (Informal tenders; Under 30 Million FCFA or Future situation (Open tenders; over 30 Million FCFA or project over 1.5 Million FCFA francs) with technical difficulties)

Client (Maître d’ouvrage)： ： DMP Client (Maître d’ouvrage) Local Governments DMP Local Governments Inspection - Procurement procedure - Implementation of works and procurement management Notification - Procurement procedure - Works and procurement management Information Information -Signing of a contract Approval Technical Service - Receiving tender - Review of CAD works - Approval of payments - Design・estimation ・contracting notification - Approval of tender - Monitoring (Quality, Safety) Support results BEP - Evaluation of progress Client (Maître d’ouvrage) ： Technical - Information and advisory generalization of standard Service Technich of Local Governments - Approval of payments design and technical - Design · estimation · Procurement Support standards (manual distribution) - Monitoring (Quality, Safety) Support BEP - Technical advice on - Progress Evaluation - Information and design, assessment and generalization of standard Contract Supervision of Technical works supervision design and technical Advisory standards (manual Contract Supervision of distribution) - Technical advice on

works design, assessment and Contractor supervision - Implementation of works and procurement - Work Management Contractor - Implementation of works and procurement - Work Management

Figure 4.5.1 Models of Implementation Systems for the Construction and Rehabilitation of EPP Facilities

Local Tender (less than 30 million FCFA) National Tender (more than 30 million FCFA)

Client (Maître d’ouvrage)： JICA JICA Study Team Equipe JICA Expert - Technical support and guidance on design, Client (Maître d’ouvrage)： JICA - Works and procurement management Support Suppoort -Technical support and guidance on estimation and contracting - Works and procurement management design, estimation and contracting - Approval of payments - Technical support and guidance on design and - Approval of payments supervision - Technical support and guidance on - Progress Evaluation design and supervision Agreement and Convention Agreement - Progress Evaluation Encadrement Collaboration and MEMIS Delegated Client (Maître d’ouvrage DMP Convention Encadrement Collaboratio Support délégué): Local Governents - Information of the Delegated Client (Maître n - Procurement procurement procedure d’ouvrage délégué): Local Support DMP - Confirmation of progress - Tender Notification Governents - Information of the procurement procedure Client: Service Technique of Encadrement - Procurement Contract - Review of CAD works Local Governents - Confirmation of progress - Approbation de résultat - Design, evaluation and procurement Inspection BEP d’appel d’offres support Support - Information and Client: Service Technique of - Approbation de marché - Monitoring (Quality, Safety) generalization of standard Contract Approval - Approval of tender results Technical - Evaluation of progress design and technical Local Governents advisory - Approval of tendes standards (manual - Design, evaluation and procurement distribution) support Support Supervision of - Technical advice on design, - Monitoring (Quality, Safety) BEP works assessment and - Evaluation of progress - Information and supervision Technical Advisory generalization of standard Contractor Supervision design and technical - Implementation of works and procurement of works standards (manual - Work Management distribution) - Technical advice on Contractor design, assessment and - Implementation of works and procurement supervision - Work Management

Figure 4.5.2 System of Pilot Project Implementation for EPP Facility Construction and Rehabilitation

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DAPS-COGES, COGES Counselors Promotion of COGES activities COGES Information sharing

 Daily maintenance, Socio-cultural services Monitoring inspections of local governments  Implementation of minor rehabilitations

Technical services of Guidance local governments Technical Support Carpenters, small Supplier construction of BEP companies, building  Guidelines on diagnosis Plumbers, materials of building Electricien, Artisans  Manuals of daily maintenance of EPP Monitoring facilities of Rehabilitation works supervision Sites of EPP

Local governments

Figure 4.5.3 System of Pilot Project Implementation for EPP Facility Construction and Rehabilitation

(2) Proposed models for development and maintenance of HV infrastructure The issue of the HV sector regarding identifying the future models is that authorities concerned with HV infrastructure development and maintenance have not been transferred to local governments by decrees to execute the laws of decentralization. The Project proposed the future models according to the concept of Model B, in which local governments play more roles, in order that the necessary services would be provided according to the actual conditions of facilities and the local needs. The roles of the government agencies and community organizations were discussed and clarified according to the following types of projects, which HV infrastructure development and management consist of:  Construction of new HV infrastructure  Minor repairs of PMH  Heavy repairs of PMH  Overhaul of PMH  Renewal of PMH  Daily maintenance of PMH Figure 4.5.4 shows the models of implementation systems for the construction and rehabilitation of HV infrastructure, Figure 4.5.5 shows the model for the planning and monitoring of HV infrastructure proposed by the Project, and Figure 4.5.6 shows the model for minor repairs of PMH by CGPE. Based on the models, the implementation system for the pilot projects for HV infrastructure construction was decided as shown in Figure 4.5.7.

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Client (Maître d'ouvrage)： MIE Case 1: ・Management of procurement and National Project construction works as Client ・Approval of payment

Convention Delegated Client (Maître d'ouvrage DMP Examin délégué): ONEP ・Examination of tender ation ・Design, cost estimation and tenders documents ・Supervision of works (quality, safety) ・Approval of tenders ・Inspection of progress of works ・Providing the number Approval of contract

Construct

Maître d'oeuvre： ONEP ・ Support of design, cost DTH estimation and tenders ・Support of supervision ・ Supervision of design and Contract of construction works construction works ・Approval of progress ・Inspection of progress of of works works Approval

Supervision of works Contractor (Drilling company or pump repair company) - Procurement and implementation of works

Client (Maître d'ouvrage)： MIE Case 2: ・Management of procurement and construction works as Client Local Government ・Approval of payment Project Convention

Delegated Client (Maître d'ouvrage délégué): DMP Examin Regional Council ・Examination of tender ation ・Design, cost estimation and tenders documents ・Supervision of works (quality, safety) ・Approval of tenders ・Inspection of progress of works ・Providing the number Approval of contract

Construct

Maître d'oeuvre： ONEP (or DTH DTH in special cases) ・Support of supervision ・ Support of design, cost of construction works estimation and tenders ・Approval of progress Contract ・ Supervision of design and of works construction works Approval ・Inspection of progress of works

Supervision of works

Contractor (Drilling company or pump repair company) - Procurement and implementation of works

Figure 4.5.4 Models of Implementation Systems for the Construction and Rehabilitation of HV Infrastructure

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Local Governments Formulation of platform for capacity Central governments related ・Monitoring of HV facility conditions and development of local governments to HV preparation of sector development plans and sharing information ・MEMIS ・Sharing information of HV facilities with ・DGIHH, ONPE, CNC-CGPE, ONEP DTH of MIE ・Sharing information of CGPE with CNC- CGPE Provision of information of facility conditions and local needs

Figure 4.5.5 Models for the Planning and Monitoring of HV Infrastructure

Socil-Cultural Training on CGPE Service of Local CGPE Governments Training of maintenance request for quotarions and Comparison of repair works quotarions and Procurement of selections PMH parts Manufacturers / Suppliers of Area Mechanics Small the PMH parts construction company

Technical Service of Local Governments Rehabilitation Repair of PMH of concret pads Surport of supervision of Site of PMH of bad repair works

Local Governments

Figure 4.5.6 Model of Minor Repairs of PMH by CGPE

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Communes Client (Maître d'ouvrage)： JICA ・Identification of ・Management of procurement and construction community needs works as Client ・Public involvement ・Approval of payment ・Training and monitoring of CGPE Convention Collab oration Delegated Client (Maître d'ouvrage délégué): Support for Capacity Regional Council Develoepmt ・Design, cost estimation and tenders PCN-CI Project Team: ・ Supervision of works (quality, safety) MEMIS, DGIHH, ONEP, ・Inspection of progress of works CNC-CGPE, DTH

ONEP Examin ation Technical Support Approval DMP Maître d'oeuvre： Technical ・Examination of tender Service of Regional Council documents ・ Support of design, cost ・Approval of tenders estimation and tenders ・Providing the number ・ Supervision of design and Contract of contract construction works Approval ・Inspection of progress of works

DTH ・Support of supervision Supervision of works of construction works ・Approval of progress Contractor (Drilling company or pump repair of works company) - Procurement and implementation of works

Figure 4.5.7 System for Pilot Project Implementation for HV Infrastructure Construction

4.5.2 Discussion among High Officials of MEMIS, MIE and MEN Very high level officials and key persons of three ministries and local governments including Directors of Cabinets of MEMIS and MENET, Technical Advisor to the Minister of MIE, Project Director, General Director of ONEP, Director of DSPS, MENET and Mayor of Djebonoua Commune discussed the roles and responsibilities of different actors in basic service delivery and showed clear conclusions. The results of the discussions are shown in Table 4.5.1 and Table 4.5.2.

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Table 4.5.1 Model of the System of Basic Service Delivery (Education Sector) Roles of central governments Roles of local governments Roles of the community and their regional directorates Monitoring of conditions of EPP • Compilation of statistical data by • Conducting surveys • Residents: Provision of facilities IEP • Database management information • School directors: Provision of information Planning for EPP facility • Organization of meetings for • Preparation of development plans • Preparation of action development and maintenance school mapping based on the data on existing plans by COGES conditions of EPP facilities • Mayors and the presidents of regional councils participate in meetings for school mapping Selection of EPP facilities for - • Selection of project sites - specific projects Implementation of construction and - • Implementation of projects - rehabilitation projects Maintenance of EPP facilities - • Major rehabilitation • Minor rehabilitation and daily maintenance School Management - • Providing training for and support to • Organization and COGES operation of COGES • Implementation of activities Note: The JICA prepared the table according to the discussions held by the participants in the training.

Table 4.5.2 Model of the System of Basic Service Delivery (Rural Water Supply Sector) Roles of central governments and Roles of local governments Roles of the community their regional directorates Monitoring of conditions of HV • Supervision of monitoring works • Conducting surveys • Residents: Provision of facilities by local government • Preparation of HV facility lists with information • Providing technical support to information of condition • Area mechanics: local governments • Sharing information with ONEP Provision of information • Collection of data from local governments Planning for HV facility • Capacity development of • Selection of priority projects based on • Preparation of development and maintenance technical services of local the data on the existing conditions of maintenance plan by governments HV facilities CGPE • Coordination between sector • Preparation of sector development development plans of local plans governments and national plans Selection of HV facilities for • Capacity development of local • Selection of project sites • Needs specific projects governments by ONEP • Sharing information with villages • Providing support to local through public consultation governments • Implementation of technical assessments Implementation of construction • MIE: Maître d’Ouvrage • Implementation of projects as the - and rehabilitation projects • ONEP: Maître d’Ouvrage Délégué project owner, when budgets are or Maître d’œuvre prepared. Maintenance of HV facilities • CNC-CGPE: Providing training on • Providing support and training on • Establishment of CGPE establishment of CGPE and establishment of CGPE • Maintenance of HV support to community • Supervision of establishment of CGPE facilities by CGEP • Selection of private operators • Supervision of rehabilitation works • Monitoring of HV facilities Water management - • Providing training for and support to • Water management by CGPE CGPE Note: The JICA prepared the table according to the discussions held by the participants in the training.

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4.5.3 Development of Model Documents on Development and Management of HV and EPP Infrastructure based on Experience of Pilot Project Implementation Preparation of 1st draft of the models

The Project started reviewing pilot projects and organizing frameworks of basic service delivery systems and necessary measures to be taken by the central government and local governments. In February and March of 2016, the JICA Expert Team prepared the first draft of the models of HV and EPP infrastructure development and management, and organized meetings to share the draft models with various stakeholders including the Director of the Cabinet and directors of MEN, the Technical Advisor to the Minister and directors of MIE, and representatives of UVICOCI and ARDCI. Through the discussions in the meetings, the participants agreed on the importance of improving the quality of school buildings constructed by local governments. In addition, they realized that the improvement of capacity of construction companies and establishment of a database of construction companies were important issues. Basic ideas of the proposed rural water sector’s models were agreed among the participants, which include the policy on the decentralization of HV infrastructure development and management, the necessity of support to the local governments by the central government, and the roles of the community in PMH management. Preparation of 2nd draft of the models and finalization of model documents The second draft of the models has been prepared through various meetings and workshops held in June and September 2016. Major contents of the models were discussed with the officials of Technical Services of all local governments, DTH, DRENET, and prefectural corps of the Gbeke Region, the Director of Cabinet and directors of MENET, the Director of Cabinet, the Technical Advisor to the Minister, and directors of MIE, and the Director of Cabinet of MEMIS. It was confirmed that DEP of MENET was the right department to play roles to provide technical support and guidance to local governments. Based on the discussions mentioned above, the model document for the EPP infrastructure sector has been prepared and finalized by the JICA Expert Team and DEP of MENET. The Contents of the model document of the EPP infrastructure Sector is shown in Table 4.5.3. A model document for the rural water supply sector was also prepared and finalized. Different from the 1st draft prepared in February 2015, the model document covers not only village hydraulics (HV) but also improved village hydraulics (HVA), because local governments should prepare sector development plans for the rural water supply sector in consideration of both HV and HVA infrastructures. The model document clarified six strategies to improve the rural water supply services (See Table 4.5.5). The project documents such as plans, guides, manuals, and reports as shown in Table 4.5.6, are compiled as attachments to the model document, which serve to help local government officers to implement the rural water supply model.

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Table 4.5.3 Contents of Model Documents (EPP)

1) [Planning Stage] Monitoring, Data Management, and Planning Strategy 1-A: Monitoring of EPP Infrastructure by Local Government Strategy 1-B: Securing Monitoring Budget Strategy 1-C: Selection of Priority Projects Strategy 1-D: Commission of School Mapping Strategy 1-E: Technical Assessment for Rehabilitation 2) [Designing Stage] What is the design of the EPP model? Strategy 2-A: Standard of Design Strategy 2-B: Promotion of Standard 3) [Procurement Stage] How to select good contractors? Strategy 3-A: Improvement of Tender Documents and Standardization Strategy 3-B: Pre-qualification and Establishment of Database Strategy 3-C: Observer Strategy 3-D: Surprise Visits Strategy 3-E: Improvement of skills of Local Governments 4) [Constriction Stage] 1: Constriction Supervision (LA side): Establishment of Supervision System by Local Government Strategy 4-1-A: Person in charge of Supervision (Site Supervisor or Communities’ Support) Strategy 4-1-B: Timing of Supervision by Local Authority Strategy 4-1-C: System for Construction Supervision Strategy 4-1-D: Improvement of Technical Capacity Strategy 4-1-E: Securing Necessary Budget 5) [Constriction Stage] 2: Contractor’s capacity: Improvement of Technical Capacity of Local Contractor Strategy 4-2-A: improvement of Contractor’s Capacity Strategy 4-2-B: Introducing Qualification System 6) [Furniture]: Improvement of Quality of School Furniture Strategy 5-A: Standardization of Furniture Design Strategy 5-B: Improvement of Procurement Procedure Strategy 5-C: Supervision (Check the quality of furniture) Strategy 5-D: Improvement of Capacity of Local Furniture Factory / Carpenter 7) [Maintenance Stage]: Promotion of Maintenance Activities Strategy 6-A: Responsibility of COGES and Local Governments Strategy 6-B: Responsibility of MEN (DEP)

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Table 4.5.4 Roles of National Government (EPP)

MEMIS  To lead a technical committee at central level for EPP Design Model, Supervision and Maintenance Manual with MEN.  To allocate necessary budgets for local government monitoring (including surveys) and planning.  To instruct elected members of local governments to conduct monitoring and planning officially.  To take responsibility for training of the elected people and officers of local governments in construction and rehabilitation of EPP infrastructure, as well as monitoring and planning.

MENET - DEP  To take responsibility for monitoring of quality of EPP infrastructures constructed by local governments.  To provide standards for EPP infrastructure to be constructed by local governments.  To provide technical support to MEMIS in conducting training to local governments.  To hire additional staff (or allocate existing staff) and allocate budgets for the technical support to MEMIS.

MENET - DAF  To do monitoring of the investment in School Facilities constructed by local governments.

MCU  MCU is responsible for establishing a database system of contractors to avoid paper companies.  MCU is responsible for registration of Civil Engineers and Senior Technicians.

Ministère de l’Entrepreneuriat  Responsible for providing local construction companies and skilled laborers with proper training on National, de l’Artisanat et de la building construction with the support of MCU Promotion des PME

Prime Minister’s Office  Responsible for registration of Work Completion Minutes or Certificate of all Construction Works in Cote d’Ivoire

MEF  DMP of MEF should be involved in informal tenders conducted by local governments as observers.  MEF should instruct the Municipal or Regional Treasurer to reduce the delay of payments to contractors. By doing so, various types (Large or Small, Abidjan or Local, etc.) of Contractors can have the opportunity to participate in the tender.

Prefectural Corps  Ensure compliance with the school map by local governments.  Take responsibility for supporting local governments in communication with communities for EPP infrastructure development and management.  Prefectural corps are responsible for supporting communities in communication with local governments for EPP infrastructure development and management.  Prefectural corps should facilitate communication between local governments for EPP infrastructure development and management.  Prefectural corps should facilitate communication between local governments and deconcentrated/central administration.

Table 4.5.5 Six Strategies to Improve the Rural Water Supply Services

1. Establishment of a system of monitoring of infrastructure and preparation of sector development plans by local governments 2. Promotion of infrastructure development by implementing local government projects as well as MIE’s national projects based on sector development plans prepared by the local governments. 3. Strengthening of the maintenance system by developing capacity of technical officials of local governments regarding training and monitoring of CGPE and area mechanics and mutualisation of water funds (establishing unions of CGPE, professionalization, etc.), and by establishing spare parts sales networks. 4. Clarifying roles and responsibilities of stakeholders (MEMIS, DGIHH, DTH, ONEP, CNC-CGPE of MIE, Prefectural Corps, local governments and CGPE) 5. Development of capacity of local governments and allocation of budgets to the local governments for development and management of rural water supply infrastructure 6. Strengthening the technical support system of the central government and deconcentrated administration for local governments.

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Table 4.5.6 Project Documents attached to the Model Document of Rural Water Supply Sector N° Title Contents Principal Documents Model of System (Final) HR (HV and HVA) improvement strategies were developed on the Rural Water (HR) Service Improvement basis of the experience of the PCN-CI Project in Gbeke Region A1.1 Model Examination Report (The HR Model and proposed implementation models. This is a revised version of Document) the review report on HV public service delivery models dated February 2015. Monitoring/ Development Plan Formulation Q-GIS free software user guide to generate and update village A2.1 Q-GIS Manual location maps. Practical Guide for Renewal of Village List for Practical guide on the renewal of village lists to prepare before A2.2 Baseline Survey of HV infrastructure baseline survey studies. Practical Guide for Renewal of Village Practical guide to obtain village coordinates and renew village A2.3 Location Map for Baseline Survey using GPS location maps using GPS. Guide for Implementation of Situation Survey Guide for the conduct of the baseline survey study and the A2.4 and Formulation of Sector Development Plan formulation of HV and EPP sector development plans. of HV and EPP Technical Assessment Technical assessment plan of HV pilot projects of the PCN-CI A3.1 Technical Assessment Plan of HV Project. Report on the result of technical assessment of pilot projects of the A3.2 Report of Technical Assessment of HV PCN-CI Project. Project Implementation Explanatory document on the content of activities of new A4.1 HV Pilot Projects Implementation Plan construction and hand pump rehabilitation, AR management and training, and CGPE management and training. Supervision Manual of Works of New Guide for works supervision of the construction of new wells A4.2 Construction of Wells with PMH and equipped with hand pumps and hand pump rehabilitation as part Rehabilitation of PMH of the pilot projects of the PCN-CI Project. CGPE (Water Point Management Committee) A5.1 Practical Guide for CGPE Practical Guide for CGPE committee on CGPE operation. Manual for the Training of Local Government A5.2 Officers for the Sustainable Management of Guide for ACT on CGPE management and training. CGPE AR (Area Mechanics) Technical Manual of Repairing of PMH for A6.1 Technical manual for AR on hand pump repair. Area Mechanics Selection of Contractor Review document on contracting methodology for 1. The construction of new wells, 2. the rehabilitation of concrete Plan of Methodology of Contracts for pads, 3. the procurement of hand pump spare parts, 4. the hand A7.1 Construction and Spare Parts Procurement pump rehabilitation, 5. the geophysical study and 6. the cleaning of HV Pilot Projects by Air-Lifting carried out as part of the pilot projects of the PCN-CI Project. Practical Guide for Implementation of Tender Tender documents contents and practical guide for bidding A7.2 for "Well Construction Contract" of HV Pilot procedures of the drilling agreement for the pilot projects of the Projects. PCN-CI Project.

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N° Title Contents Reference Documents Model of System (Initial) Report of Examination of Models of Public Review document of HV public service delivery models before the Service Delivery of HV based on the Results AR1.1 start of pilot projects of the PCN-CI Project agreed with of the Situation Survey and the Technical counterparts. Assessment Capacity Development Analysis report on the results of the anonymous multiple choice Seminar Report of Knowledge Evaluation examination (5 choices per question) conducted to assess the AR2.1 related to PRC-HV (Capacity Development impact of ACT capacity strengthening implemented as part of pilot Program in HV) projects of the PCN-CI Project. Monitoring/ Development Plan Formulation Provisional Report of Activity of HV Report on the result of baseline survey studies conducted as part AR3.1 Infrastructure Component of pilot projects of the PCN-CI Project. Seminar Report on Renewal of Village List Report on the seminar on practical guide for the renewal of AR3.2 for Situation Survey of HV for Local villages lists. Governments Officers Seminar Report on Preparation of Schedule Training report of ACT on the formulation of schedule and budget AR3.3 and Budget Plan of 2nd Situation Survey of of the 2nd baseline survey study. HV and EPP for Local Government Officers Seminar Report on Submission Budget Plan Report on technical support activities provided to ACT during AR3.4 of 2nd Situation Survey of HV and EPP to the budget submission to elected officials for the 2nd baseline survey Elected for Local Government Officers study. CGPE (Water Point Management Committee) Seminar Report on Creation and Installation Report on seminar on the manual for CGPE creation and AR4.1 of CGPE for Local Governments Officers establishment. Seminar Report on Sustainable Management AR4.2 Report on seminar on CGPE sustainable management. of CGPE for Local Government Officers Report on CGPE creation and establishment activities in 77 AR4.3 Report on Creation and Installation of CGPE villages. AR4.4 Report on Training of CGPE offices Training report of CGPE committees of the 77 villages. AR4.5 Report on Monitoring of CGPE Monitoring report of CGPE committees of the 77 villages. AR (Area Mechanic) Training report of AR on hand pump repair techniques. Nine AR AR5.1 Report on Training on PMH Repairing for AR and the officers of technical departments of the local governments attended the training. Tender Document Construction of Twenty Wells with Fences, Tender documents for drilling works (open tender type); Maitre Equipped with Hand Pumps, renewal of One d'Ouvrage : JICA ; Delegated Maitre d'œuvre : CT of Gbeke AR6.1 Hand Pump , and Rehabilitation of Twenty Region, Maitre d'Œuvre : Technical Directorate of the Regional Seven Concrete Pads and Fences. Council of Gbeke. Tender Documents for Hydrogeological and Tender documents for geophysical surveys (JICA system) ; Maitre AR6.2 Geophysical Survey for Twenty Deep Wells d'Ouvrage : Oriental Consultants Global in Gbeke Region Tender Documents for Cleaning by Air-Lifting Tender documents for the cleaning by Air-Lifting (JICA system) ; AR6.3 of Eighteen Existing Deep Wells in Gbeke Maitre d'Ouvrage : Oriental Consultants Global Region Tender Documents for Supply of Spare Parts Tender documents for the procurement of hand pump spare parts AR6.4 for Forty Nine Man Powered Pumps (PMH) (JICA system) ; Maitre d'Ouvrage : Oriental Consultants Global in Gbeke Region

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Chapter 5 Activities for the Component on Improvement of School Management by Strengthening COGES

5.1 Baseline Survey on Schools and COGES In order to understand the present situations of schools and COGES of Gbeke Region, the situational survey was designed and field interviews with the survey targets were conducted from June to July 2014. The framework of the survey is as follows.

Table 5.1.1 Framework of Situational Survey of Schools and COGES Objective  To understand the present situations of public primary schools and COGES in Gbeke Region Targets  80 COGES under IEPP Air France (18), IEPP Beoumi 1 (38), and IEPP Koko (24)  Focus group discussions using the prepared questionnaires at targeted COGES Methodologies  3 focus groups (School directors, Parent members of COGES, and Community people) at each COGES  2 survey teams Surveyors  1 team consisting of national staff of the JICA expert team, COGES counselor of DRENET2 1 or 2 and COGES counselor of relevant IEPP  IEPP Air France: 10th June – 17th June Schedule of field  IEPP Beoumi 1: 18th June – 28th June interviews  IEPP Koko: 30th June – 5th July

As it is shown, the total number of surveyed COGES is 80, which represents almost 20% of all the COGES of the Gbeke Region (364 COGES for the 588 schools according to 2012-2013 educational statistics). The surveyed items through the prepared questionnaires are listed below.

2 During the project period, counterpart organizations mentioned in the text changed their names several times due to their organizational changes as follows. SNAPS-COGES became DAPS-COGES in February 2015. MENET became MEN and DRENET became DREN in January 2016. MEN became MENETFP and DREN became DRENETFP in January 2017. Although their names changed, the basic compositions of these organizations did not change a lot during the project period.

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Table 5.1.2 Items for Survey on Schools and COGES  Relationship of schools with school related stakeholders (who, how, for what, etc.)  Types and degrees of community involvement with school management/ school activities, why, how (through COGES?, through village?, etc.) and challenges/possibilities  School management (by whom, how, what, challenges, etc.)  COGES (composition, selection method, etc.) and COGES activities (what, how, by who, when, etc.)  Educational situations at school (# of students, # of teachers, enrolment, drop-outs, completion, exam results, etc.)  Teaching at school (teaching materials, teaching time, teacher’s qualifications, etc.)  Extra school activities  School facilities (what, lacking items, etc.)  School maintenance and environment (including school safety) (how, by who, etc.)  Children’ situation (studying time, availability of exercise books, harassment/ignorance by teachers/parents, etc.)  Teachers’ situation (working conditions, housing availability, teaching material, teaching hours, etc.)

After the field interviews, all the collected information was input in Excel for analyses. Looking at the input data, the preliminary findings were listed for “situations of primary schools” and “COGES (school management)” (attached to the report). Since the time for development of Manual 1 and Manual 2 was very limited, utilizing problems and challenges in the preliminary findings, the present problems regarding these two themes were analyzed by problem tree analyses. As a result, it is found that the main challenge of primary schools is that “the internal efficiency of schools is not good”. Also, the main challenge of COGES is found to be that “COGES could not implement planned activities due to lack of trust of COGES by the people”. The results of the analyses were referred to and considered during the development of Manual 1 and Manual 2. The complete results were compiled as a report.

5.2 Training in Niger on School Management A study trip was conducted to Niger for the COGES component as an experience-sharing meeting for both countries (Niger and Cote d’Ivoire) in August 2014. JICA has implemented a project for strengthening school management in Niger for years, the so called “Ecole pour Tous (School for All)” project and therefore, the plan was to learn various things from their experience. In this study trip, special focus was put on the following three points, which are essential for the success of the project: first, what was learned from the Niger experience in terms of reinforcement of COGES and improvement of schools; second, experience sharing between Cote d’Ivoire and Niger on COGES activities for a better management of COGES and the improvement of schools; and third, how and what experience of Niger can be applied in Cote d’Ivoire. Participants were eight people from SNAPS-COGES, DRENET and IEPP of Gbeke Region, one from DGDDL/ MEMIS and two people from local authorities in the Gbeke Region. They were supported by a team of three members of the JICA Expert Team and the Director of Operation of JICA in Cote d’Ivoire. The trip was implemented based on the following:

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Table 5.2.1 Schedule and Training Contents Days Activities 2 August (Sat)  Travel from Cote d’Ivoire to Niger (by air) 3 August (Sun)  Induction of the participants and sharing the program of the study trip 4 August (Mon)  Meeting with the Ministry of Education of Niger (Courtesy Call, Explanation of Niger project)  Presentation made by the Ivoirian side  Presentation by the Niger side 5 August (Tue)  Site visit and interview (communes, COGES, COGES forum) 6 August (Wed)  Explanation and discussions related to the sites visit  Site visit and interview (COGES) 7 August (Thu)  Participation in the National workshop on experience sharing  Development of action plan 8 August (Fri)  Finalization of manual 1 on democratic establishment of COGES  Development and sharing of an action plan on applicability of the Niger experience in the context of Cote d’Ivoire 9 August (Sat)  Participation in the meeting of the regional executive committee of the forum  Finalization of manual 1 on democratic establishment of COGES  Travel to Cote d’Ivoire (by air)

The Niger study trip encouraged Ivoirian officials to introduce a new approach to COGES in three main points, which were discussed and integrated at the time of development of the fundamental manuals:  Improvement of community participation on COGES activities: The JICA Expert Team has previously discussed with SNAPS-COGES about the possibility of more community involvement at the election process of COGES organizations as candidates and voters. Based on the experience in Niger, the Ivoirian officials agreed on the fact that the acceptance of community people as voters could improve community participation in COGES activities. A decision was made during the Niger trip that community members can vote in an election for certain positions but cannot be candidates. They can also participate in the General Assembly of the COGES.  Transparency on the management of COGES resources: the importance of the following matters was agreed: better information sharing between MENET, MEMIS and the Ministry of Finance, a greater involvement of the community on COGES management, the setting up and clarification of criteria and process for allocation and use of subsidy or other resource of COGES, the improvement of the reporting process and content can bring transparency to the management of COGES resources.  Setting up of a coordination framework: it was agreed that the setting up of a coordination framework between all the concerned ministries and services related to school management both at the central and local level can be very helpful for the monitoring of COGES activities and school management. For this purpose, the kind of coordination framework which can be applied in Cote d’Ivoire is to be discussed.

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5.3 Training on Democratic Establishment of COGES (Manual 1)

5.3.1 Preparation of Manual 1 on Democratic Establishment of COGES The development of the manuals is a long consultative process, with a lot of engagement of SNAPS-COGES officials at the central level. This process started in the middle of February 2014 with almost all staff of SNAPS-COGES. First of all, three divisions of SNAPS-COGES worked on three different topics and developed the first draft of the manuals, referring to the manuals of other West African countries. Then, on 28th February 2014, a workshop with SNAPS-COGES was held, where drafts of the manuals which were prepared by SNAPS-COGES staff and which covered three different topics (establishment of COGES, participatory school management by COGES and monitoring of COGES activities) were presented, discussed and modified. Through several working sessions with SNAPS-COGES after the workshop, the draft manuals were revised by the end of March. Furthermore, considering the initial results of the COGES situational survey and lessons learned through the Niger study trip, the first manual (Manual 1 for democratic establishment of COGES) out of three separate manuals was finalized in August 2014. On the basis of the finalized Manual 1, new approaches were experimented with as follows:  For election of the members of the organs of COGES, not only the students’ parents but also all the community will be invited to be present;  Election of the parent members will be voted on by all the community, not only students’ parents; and  The three students’ parent members, who did not have a fixed position before, will now be in charge of specific activities and will be elected among the youth, women and village/quartier chief representatives.  The election process will be more clarified and precise. As a result, the content of Manual 1 became as follows.

Table 5.3.1 Content of Manual 1  Module 1: Conceptual framework of public school management committee (COGES)  Module 2: Process of democratic establishment of COGES  Module 3: Roles and responsibilities of actors/ partners of school

5.3.2 Implementation of Training on Establishment of COGES

(1) Development of Training Along with the development of Manual 1, a training plan for the manual was developed. After development of the draft of the manual on the democratic establishment of COGES, the training plan was drafted by SNAPS-COGES officials in close discussion with JICA Expert Team and based on the finalized manual, the training plan was also finalized.

(2) Training of Trainers Two training programs on the manual on the democratic establishment of COGES were implemented for SNAPS-COGES, DRENET and IEPP to make them trainers of the manual 1

5-4 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report training. The first training can be described as capacity building activities for the four SNAPS-COGES officials who were assigned as trainers of training of trainers (TOT) of the Manual 1 training program, through several working sessions in Abidjan for approximately a week including two day sessions to conduct a simulation of TOT. The second one was targeting the COGES Counselors of DRENET and IEPP as well as officials of local authorities in the Gbeke Region. The second training was conducted in August 2014 as described in the table below. This training also included officials of local authorities because they are supposed to play important roles for school management. This training gave an opportunity for COGES related officers from DRENET and IEPP and also from local authorities to discuss their understanding on how COGES must be set up or renewed. Table 5.3.2 Summary of Training of Trainers (TOT) on Manual 1 Training Title Training of Trainers for the Manual 1: Democratic establishment / Renewal of COGES Date August 13th, 2014 Venue Meeting room of Gbeke Prefecture office Objectives  To train trainers on the training contents of the manual,  To give to the attendees knowledge on the concept of COGES, on the setting up of COGES and on the concerned personnel of schools  To train attendees to apply the democratic setting up of organs of COGES  To give opportunity to think about COGES for concerned officers especially in communes Regional Counsel Trainers (planned)  Staff of SNAPS-COGES (4 people) Observers (planned)  DGDDL/ MEMIS (1 person)  SNAPS-COGES/ MENET (1 person)  DELC/ MENET (1 person)  Prefecture of Gbeke (1 person) Target (planned)  DRENET: Directors (2 people), staff of SELC (2 people), regional Counselors of COGES (4 people)  IEPP: Inspectors (10 people), COGES Counselors (15 people)  Local authorities : President or Chief of Cabinet and Regional Counsel, Mayors or Chef de Cabinet of communes (10 people), Staff in charge of education (10 people)

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Table 5.3.3 Actual Number of Participants of Training of Trainers for Manual 1 Expected Designations attendees number Participants DRENET Directors/ DRENET 2 2 SELC staff/ DRENET 2 1 Regional COGES Counselors/ DRENET 4 4 IEPP Inspectors/ IEPP 10 6 IEPP COGES Counselors/ IEPP 15 14 Regional Counsel / President or Chief of Cabinet 10 8 / Mayors/ Local authorities Staff in charge of education/ Local authorities 10 9 Others 0 6 Sub-total 53 50 Observers DGDDL/ MEMIS 1 1 SNAPS-COGES/ MENET 1 2 DELC/ MENET 1 1 JICA 1 1 Others observers (NGO) - 1 Sub-total 4 6 TOTAL 57 61

(3) Training for School Directors Following the training of trainers described above, training for the school directors for Manual 1 was implemented, which are summarized in the two tables below. Since there are a huge number of primary schools in Gbeke, the training is arranged by IEPP. Therefore, ten training (in reality, eleven training sessions, because IEPP Gonfreville was divided into two) sessions were conducted and school directors attended the training sessions organized by IEPP which supervises their own schools. Table 5.3.4 Framework of the Director Training for Manual 1 Training for public primary school directors on the manual on democratic establishment of Title COGES Objective  To train participants in democratic setting up and renewal of COGES  To provide participants with necessary information for active participation of communities in the process of democratic setting up and renewal of COGES Trainers  COGES Counselors in IEPP (train for their own IEPP)  COGES Counselors in DRENET (two counselors for each training)  Supervision by SNAPS-COGES (3 or 4 trainers for each IEPP/ session in total) Trainees All the school directors of all the public primary schools in the Gbeke Region (682 school directors) Training hours 9:00-16:45

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Table 5.3.5 Summary of Implementation of the Director Training for Manual 1 Expected Directors Expected COGES Date IEPP Location Directors Present COGES Present Aug 28 Koko Prefecture of Bouake 89 62 34 29 Belleville GS Annex of Bouake 63 56 26 23 Aug 29 Sakassou Cultural Center of Sakassou 69 61 57 51 Gonfreville (group 1) GS Walebo of Bouake 67 56(*1) 30 26 Sep 3 Gonfreville (group 2) GS Walebo of Bouake 51 39 32 29 Air-France GS TSF Bassa of Bouake 58 46 25 24 Sep 4 Beoumi 1 GS Beoumi 1 60 45 53 40 Ngatakro GS Saint Viateur of Bouake 98 74 49 44 Sep 5 Brobo GS Brobo 39 35 33 29 Beoumi 2 GS Botro Wadaud of Botro 41 39 33 32 Sep 8 Bodokro EPP Bodokro Plateau 50 44(*2) 44 39 Total 682 557 416 366 Note (*1): One school director in IEPP Gonfreville was replaced by a newly assigned successor after this training. Note (*2): In IEPP Bodokro, representatives of directors were attending from seven schools. The forty four includes these representatives. Based on Note (*1) and (*2), the total number of absent directors are 133.

The topic of the training was on how to establish or renew COGES in a democratic way through election. Based on the newly prepared manual, the new composition of COGES, roles of each member, as well as the measures and processes to realize a democratic election, were explained. The quality of the training was good in general in terms of the facilitation by trainers and the understanding of participants. Some of the trainers from IEPP participated in the training for other IEPPs before conducting their trainings. Debriefing sessions were conducted at the end of all trainings. The quality of the training was improved day by day. However, some trainers from IEPP could not play their full role as trainers and required a lot of support from the trainers from DRENET. It is necessary for DRENET and IEPP to work together to assist IEPPs which turned out to be in need of support for future training sessions. In addition, since the training period was during the summer break period for primary schools, or some directors were not assigned at the time of the training, the participation rate was not as high as expected (133 directors were absent, according to the Table 5.3.5 and the Notes (*1) and (*2)). Additional training sessions were conducted in the middle of September 2014, in order to cover these absent directors. These additional sessions covered 89 school directors from 41 COGESs. In total, 646 school directors from 407 COGESs (more than 95% of all COGESs) participated in the training. The election process of COGES members followed this training utilizing the methods delivered.

5.4 Training on Participatory School Management by COGES (Manual 2)

5.4.1 Preparation of Manual 2 on Participatory School Management by COGES The very first draft of Manual 2 (Participatory School Management by COGES) was developed in February and March 2014 with SNAPS-COGES. The draft was developed referring to the same

5-7 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report types of manuals for other West African countries which implemented “School for All” projects. Therefore, the development of Manual 2 started with reviewing the first draft. The development of Manual 2 was done jointly with DAPS-COGES at the central level, but also with COGES counselors in Gbeke from time to time. Basically, the table of contents remained the same as the first draft. However, considering the timing of the next training on Manual 3, which was planned for June 2015, the module about monitoring and evaluation of action plans of COGES was shifted to Manual 2 from Manual 3. In terms of the detailed contents, every module was carefully examined and revised, referring to what the Project Team learned in Niger as well as the preliminary results of the situational survey. When revising, the following was considered.  To ensure that COGES Executive Bureau would acquire trust from COGES members (transparency of activities)  To fit the contents to the context of Cote d’Ivoire  To be as simple as possible, but include all the necessary information at the same time  To be in a logical order  To provide unified formats As a result, the developed Manual 2 brought the following.  Introduction of a three-year action plan and one-year action plan with goals  Detailed explanation of steps for development of the plans at each COGES  Clarification and explanation of administrative and financial tasks of COGES with necessary forms  Explanation of monitoring of COGES activities with necessary forms Particularly, the manual requires the COGES executive bureau to develop action plans and monitor the progress of the action plans together with COGES members including community people. This would ensure the transparency of activities of the COGES executive bureau and promote winning the peoples’ trust towards COGES. At last, the content of Manual 2 became as follows. Table 5.4.1 Content of Manual 2  Module 1: Administration management  Module 2: Concept of PAT and PAAB  Module 3: Development steps of PAT and PAAB  Module 4: Resource mobilization  Module 5: Financial and material management  Module 6: Audit  Module 7: Monitoring system of COGES

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5.4.2 Implementation of Training on Participatory School Management by COGES at Pilot IEPPs

(1) Development of Training Based on the developed manual, a detailed training session plan was developed. The training objectives are “to provide knowledge about participatory school management and action plans” and “to train participants to develop action plans in a participatory manner”. The training is for three days and targets COGES members. The training consists of seven modules as Manual 2. The Project Team tried to make the training participatory as much as possible by including group works, simulations and role playing so that the participants can have opportunities to experience and practice the training contents. Especially, the part regarding development of action plans includes both group work and simulation to maximize the participation.

(2) Training of Trainers The training of trainers (TOT) for Manual 2 for pilot IEPPs was conducted on the 11th, 12th, and 13th December 2014 at the Conference room of the Prefecture of Gbeke. The trainers for the training were one national staff of the JICA Expert Team and one staff of DAPS-COGES. The participants of the training were DAPS-COGES staff members who were candidates to become trainers for the next TOT, COGES counselors of DRENETs, COGES counselors of pilot IEPPs and municipal counselors and socio-cultural staff members of local governments where pilot IEPPs were located (Regional Council, Bouake Commune and Beoumi Commune). The number of participants from different entities is shown in the table below.

Table 5.4.2 Participants of TOT for Pilot IEPPs Number of Organization Designation of Participants Participants DAPS-COGES IT officer, Training officer, Officer for elected people 3 DRENET 1 COGES counselor 2 DRENET 2 COGES counselor 2 IEPP Air France COGES counselor 2 IEPP Beoumi 1 COGES counselor 2 IEPP Koko COGES counselor 2 Bouake Commune Staff of socio-cultural service, Municipal counselor 2 Beoumi Commune Staff of socio-cultural service, Municipal counselor 2 Regional Council Staff of socio-cultural service, Regional counselor 2 Total 19

(3) Training for COGES Members After the above mentioned TOT, the training for COGES members on Participatory School Management by COGES (Manual 2) was conducted at pilot IEPPs in January and February 2015. The trainers were COGES counselors of DRENET and IEPPs which implemented the training. The targets of the training were three people from each COGES (Vice-president of General Assembly

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(school director), President of Executive Bureau (student parent), and Treasurer of the Executive Bureau (student parent) under the pilot IEPPs. The summary of the trainings is shown in the table below.

Table 5.4.3 Training for COGES Members for Pilot IEPPs Number of Participants IEPP Date Venue Trainers (Participating COGES) 3 trainers (1 COGES counselor of 61-69* 14, 15, 16 Angoua Tanoukro IEPP Air France DRENET 1, 2 COGES counselors (25 out of 25 January School Group of IEPP Air France) COGES) 5 trainers (1 COGES counselor of Meeting Room of DRENET 1, 2 COGES counselors 142-148 3, 4, 5 IEPP Beoumi 2 IEPP Beoumi 1 of DRENET 2, 2 COGES (52 out of 54 February Commune Hall of counselors of IEPP Beoumi 1) COGES) Beoumi Commune 3 trainers (1 COGES counselor of 90-98 19, 20, 21 Conference Room of IEPP Koko DRENET 2, 2 COGES counselors (35 out of 36 January Prefecture of Gbeke off IEPP Koko) COGES) *: Because there were three days for each training, the number of participants varied from day to day.

It should be noted that, in addition to the assigned trainers, several COGES counselors supported the above training voluntarily.

5.4.3 Implementation of Training on Participatory School Management by COGES at Non-Pilot IEPPs

(1) Revision of Manual and Session Plan Based on the observations of trainings at pilot IEPPs, the contents of Manual 2 were reviewed and revised. The major revised part was the part about steps for development of a three-year action plan, by simplifying the process. In addition, minor revisions such as corrections of wording and sentences and revisions of formats were done. In terms of the training, the major framework remained the same. The training was adjusted according to the change of the contents of Manual 2. Furthermore, in order to fully deliver how to develop a three-year action plan, the time for the simulation of development of the three-year action plan increased greatly and the group work for the three-year action plan was deleted instead.

(2) Training of Trainers The training of trainers (TOT) of Manual 2 for non-pilot IEPPs was conducted on the 3rd, 4th and 5th March 2015. At this time, the training objective was not only for training of future trainers but also for training of relevant government officials in Gbeke Region. Therefore, representatives of DRENETs and inspectors of IEPPs were also invited to the training. Also, although the TOT was for non-pilot IEPPs, it invited COGES counselors of pilot IEPPs because they were supposed to support the COGES training for non-pilot IEPPs and therefore, they needed to understand the revised Manual 2 and training. As a result, the number of participants was 36. The compositions of the participants are shown below.

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Table 5.4.4 Participants of TOT for Non-Pilot IEPPs Number of Organization Designation of Participants Participants DRENET 1 General secretary, COGES counselor 2 DRENET 2 General secretary, COGES counselor 3 IEPP Belleville Inspector, COGES counselor 2 IEPP Brobo* COGES counselor 1 IEPP Gonfreville Inspector, COGES counselor 2 IEPP N’gattakro Inspector, COGES counselor 2 IEPP Beoumi 2 Inspector, COGES counselor 2 IEPP Bodokro Inspector, COGES counselor 2 IEPP Sakassou Inspector, COGES counselor 3 IEPP Air France Inspector, COGES counselor 3 IEPP Beoumi 1 Inspector, COGES counselor 2 IEPP Koko COGES counselor 2 Bodokro Commune Staff of socio-cultural service 1 Botro Commune Staff of socio-cultural service, Municipal counselor 2 Brobo Commune Staff of socio-cultural service, Municipal counselor 2 Djebonoua Commune Staff of socio-cultural service 1 Diabo Commune Staff of administration service, Municipal counselor 2 Sakassou Commune Staff of socio-cultural service, Municipal counselor 2 Total 36 *: Inspector of IEPP Belleville is in charge of IEPP Brobo, too.

The trainers for the TOT were 4 members of DAPS-COGES, who had participated in the TOT of Manual 2 for pilot IEPP in December 2014. In order to make the trainers ready for the TOT, a meeting where the training contents were reviewed by the trainers together with the JICA Expert Team was held in Abidjan before the TOT.

(3) Training for COGES Members

The training on Manual 2 (Participatory School Management by COGES) for COGES members under Non-Pilot IEPPs started in March 2015 and continued through April 2015. The trainers for the training were COGES counselors of DRENETs and IEPPs and socio-cultural staff of local authorities. The training targets were three people from each COGES the same as the previous training at Pilot IEPPs, which were Vice-President of General Assembly (school director), President of Executive Bureau (student parent), and Treasurer of the Executive Bureau (student parent). The summary of the training is shown in Table 5.4.5.

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Table 5.4.5 Training for COGES Members for Non-Pilot IEPPs Number of Participants IEPP Date Venue (Participating COGES) Ceremony Room of 76-77* Brobo 25, 26, 27 March Brobo Commune (31 out of 35 COGES) 31 March, 1, 2 Commune Hall of 111-113 Bodokro April Bodokro Commune (40 out of 45 COGES) St Viateur School Group 100-114 N’gattakro 15, 16, 17 April Commune Hall of (36 out of 50 COGES) Djebonoua Commune Cultural Center 134-141 Sakassou 15, 16, 17 April Ceremony Room of (54 out of 56 COGES) Sakassou Commune 76-78 Beoumi 2 20, 21, 22 April IEPP Beoumi 2 (32 out of 34 COGES) 55-57 Belleville 20, 21, 22 April Annexe School Group (24 out of 26 COGES) Ceremony Room of Diabo Commune 144-157 Gonfreville 20, 21, 22 April Ahougnanfoutou School (59 out of 63 COGES) Group Walebo School Group *: Because there were three days for each training, the number of participants varied from day to day.

As shown in the table above, several COGESs under each IEPP did not take part in the training. COGES counselors of each IEPP reached these COGESs to give them Manual 2 with an explanation of its contents.

5.4.4 Implementation of Training on Revised Manual 2

(1) Revision of Manual 2 Through the monitoring of activities of COGESs under Pilot IEPPs, it was found that many COGESs had some difficulty to develop PATs (Plan d’Actions Triennal: Three-year Action Plan) and PAABs (Programme d’Activités Annuel Budgetisé: Budgeted Annual Activity Program). Therefore, it was decided to revise Manual 2 (participatory school management by COGES). The major revision was to simplify the process of action planning and to demand COGESs to develop just one-year action plans called PACC (Plan d’Actions Communautaires du COGES: Community Action Plan of COGES). In the previous version of Manual 2, COGESs were required to develop both PATs and PAABs, but, in this version, COGESs need to develop just PACC. In addition, the step of problem analyses in general assemblies was skipped because the step took a lot of time. Rather, COGESs start thinking about what they need to do in the school year based on the actual situation of their schools. Considering the major change, the relevant parts of Manual 2 (such as the concept of PACC, instead of the concept of PAT and PAAB, and the format for PACC) were also revised. The revised content is shown below.

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Table 5.4.6 Content of Revised Manual 2  Module 1: Administration management  Module 2: Concept of PACC  Module 3: Development steps of PACC  Module 4: Resource mobilization  Module 5: Financial and material management  Module 6: Audit  Module 7: Monitoring system of COGES

(2) Development of Training Based on the revised Manual 2, a training program was developed. Since the revision was just a part of the manual, the training program was also designed only for the revised parts, which were Modules 2 and 3 of the latest Manual 2. In addition, the module to stress the importance of information sharing at U-COGES and COGES was developed together with the others. The training was for 3 hours and 30 minutes (a half day).

(3) Training of Government Officials as Trainers

In order to train trainers who would conduct training for COGES members on the revised Manual 2, the training of trainers was implemented on the 29th of October 2015 in the Bouake Prefecture Office. The targets were COGES counselors at DRENETs and IEPPs and socio-cultural service staff of local authorities. The trainers of the training were national consultants of the JICA Expert Team of PCN-CI. The number of participants was 24 people as shown below.

Table 5.4.7 Participants of Training of Trainers for Revised Manual 2 Number of Category Designation of Participants Participants DRENETs COGES counselor 3 IEPPs COGES counselor 14 Local Authorities Staff of socio-cultural service 7 Total 24

In addition to these targeted people, the General Secretary 1 of DRENET 1 of Bouaké opened the training as a representative of the DRENETs.

(4) Training for COGES Members The training for the revised Manual 2 was not originally planned. Therefore, the opportunities presented in the general assemblies of U-COGESs were utilized for the training because representatives of many COGESs were supposed to gather at the general assemblies. Basically, the morning part of the day of the general assemblies was used for the general assembly of the U-COGES and the afternoon was used for the training. The trainers for the trainings were COGES counselors at DRENETs and IEPPs and socio-cultural service staff of local authorities as mentioned above. The implemented trainings are shown in the table below.

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Table 5.4.8 Training of COGES Members on Revised Manual 2 through U-COGES Date of Expected Number of Coverage U-COGES General Venue Number of Participating Rate (%) Assembly COGES COGES U-COGES 1 (Kondrobo) Nov. 6 Koyarabo 8 8 100 U-COGES 2 (Beoumi Nord) Nov. 18 GS Béoumi 1 24 24 100 U-COGES 3 (Beoumi Sud) Nov. 12 EPP PTT 23 23 100 U-COGES 4 (Ando-Kekrenou) Nov. 18 Kékrénou 11 11 100 U-COGES 5 (Ayau-Sran/ Nov. 18 Sranbodossou 8 8 100 Toumodi-Sakassou) U-COGES 6 (Marabadjassa) Nov. 7 GS Marabadiassa 16 12 75 U-COGES 7 (Bodokro) Nov. 11 GS Bodokro 29 29 100 U-COGES 8 (Botro) Nov. 18 GS Botro Wado 23 17 73.91 U-COGES 9 (Sakassou Nord) Nov. 20 GS Sakassou Centre 17 9 52.94 U-COGES 10 (Sakassou Sud) Nov. 20 Sakassou Centre 23 18 78.26 U-COGES 11 (Diabo) Nov. 21 GS Diabo 1 36 34 94.44 U-COGES 12 (Asrikro) Nov. 10 Asrikro 9 9 100 U-COGES 13 (Bouake A) Nov. 11 GS Koko 1 37 26 70.27 U-COGES 14 (Bouake B) Nov. 18 GS Koko 1 23 18 78.26 U-COGES 15 (Bouake C) Nov. 14 GS Reine Pokou 23 18 78.26 U-COGES 16 (Bouake D) Nov. 21 EPP BASSA 32 25 78.13 U-COGES 17 (Bouake E) Nov. 4 GS Annex 22 13 59.09 Djebonoua Foyer des U-COGES 18 (Djebonoua) Nov. 14 28 27 96.43 jeunes U-COGES 19 (Mamini) Nov. 11 EPP Mamini 15 11 73.33 U-COGES 20 (Brobo) Nov. 4 GS Brobo 1 20 16 80 Total 427 356 83.37

As shown above, the overall participation rate was around 83%. The COGESs which did not participate in the trainings would be individually followed up by COGES counselors so that they became able to develop the new action plans.

5.5 Training on Establishment and Functionalization of U-COGES (Manual 3)

5.5.1 Preparation of Manual 3 on Establishment and Functionalization of Union of COGES (U-COGES) The first draft of Manual 3 was developed at the beginning of the Project in February and March 2014 with SNAPS-COGES, referring to other countries’ examples. The first draft was about the establishment of a coordinating framework among COGESs, IEPPs and local authorities because the form of “coordinating framework” among educational stakeholders seemed more relevant to the context of Cote d’Ivoire compared to the form of “federation/ union” of COGESs, it was decided after a long discussion. However, when the representatives of the government of Cote d’Ivoire participated in the regional seminar on school-based management in Niger in March 2015, the participants were inspired by the experience of Senegal and decided to establish a “union” of COGESs (U-COGES) rather than “coordinating framework” as their action plan. This was because

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what COGES in Cote d’Ivoire needed more was to communicate with neighboring COGESs and help each other, rather to have a regular discussion with local authorities which do not have sufficient means to support COGESs at present. Therefore, the main focus of Manual 3 should be changed to the establishment of unions of COGESs. When considering about the establishment of unions of COGESs, the big discussion was about the boundaries of the unions. There were several possible options such as the utilization of local authorities’ boundaries, IEPP (MENET administrative) boundaries, and sub-prefecture boundaries. Considering the purpose of unions of COGESs (community-based organizations for self-help improvement), the ease of gathering of members of the unions should be prioritized. As a result, the sub-prefecture boundaries were selected as a basic foundation for the establishment of unions of COGESs. Basically, one union of COGESs covered one sub-prefecture. However, for relatively big sub-prefectures such as Bouake and Beoumi, the sub-prefectures were divided into several units. On the other hand, for relatively small sub-prefectures, they were combined with neighboring sub-prefectures to create one union. As a result, it was suggested to create 20 U-COGES in Gbeke Region. Another characteristic of the U-COGES is the voluntary participation. Since the U-COGES is a community-based self-help organization and requires its members to contribute for its operation, the participation in the U-COGES depends on each COGES. If a COGES thinks it is worth being a member of U-COGES, it will join the U-COGES and send their representatives (president and general secretary of executive bureau of COGES) to the U-COGES. At last, Manual 3 was finalized in June 2015 and it consisted of the following contents. Table 5.5.1 Content of Manual 3  Module 1: Concept of U-COGES  Module 2: Process of establishment of U-COGES  Module 3: Functionalization of U-COGES

5.5.2 Implementation of Training for COGES on Establishment and Functionalization of U-COGES

(1) Development of Training Based on the developed Manual 3, a training session plan for the manual was developed. The training is for presidents and general secretaries of executive bureaus of each COGES, who are supposed to be representatives of each COGES for U-COGES. The length of the training is just one day, covering all three modules of Manual 3. According to the training session plan, the training tools included items such as a suggested list of COGESs for each U-COGES.

(2) Training of Government Officials The training of government officials for Manual 3 was conducted twice. The first training was conducted in Abidjan for staff members of DAPS-COGES on the 4th June 2015. The Project has not conducted formal training to staff members of DAPS-COGES for Manual 1 and 2. Rather, the Project trained just expected trainers by explaining the contents of the manuals and sharing the

5-15 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report training session plans with some practices. However, the concept of U-COGES (the main topic of Manual 3) was new to Cote d’Ivoire and DAPS-COGES wanted not only expected trainers but also their other staff members to understand the contents of Manual 3. Therefore, the first training session was conducted in Abidjan and the trainers for the training were national staff members of the JICA Expert Team of PCN-CI. There were 19 participants from DAPS-COGES for the training. Right after the training in Abidjan, another training of government officials was organized in Bouake (Bouake Prefecture Office) on the 11th June 2015. The trainers were 4 staff members of DAPS-COGES who got the training in Abidjan. In addition, one person from DGDDL/ MEMIS came to Bouake to observe the training. The training targeted government officials of DRENETs, IEPPs and local authorities in Gbeke Region who had relationships with COGESs amongst their tasks. There were 35 participants in total and the type of the participants is shown in Table 5.5.2.

Table 5.5.2 Participants of Training regarding Manual 3 for Government Officials in Bouake Number of Organization Designation of Participants Participants DRENET 1 COGES counselor 2 DRENET 2 COGES counselor 2 IEPP Belleville Inspector (Representative), COGES counselor 2 IEPP Brobo* COGES counselor 1 IEPP Gonfreville Inspector (Representative), COGES counselor 3 IEPP N’gattakro COGES counselor 1 IEPP Beoumi 2 COGES counselor 1 IEPP Bodokro COGES counselor 1 IEPP Sakassou COGES counselor 2 IEPP Air France COGES counselor 2 IEPP Beoumi 1 COGES counselor 2 IEPP Koko COGES counselor 2 Beoumi Commune Staff of socio-cultural service 1 Bodokro Commune Mayor (Representative), Staff of socio-cultural service 2 Botro Commune Staff of socio-cultural service, Municipal counselor 2 Bouake Commune Staff of socio-cultural service 1 Brobo Commune Staff of socio-cultural service, Municipal counselor 2 Djebonoua Commune Staff of socio-cultural service 1 Diabo Commune Staff of administration service 1 Sakassou Commune Mayor (Representative), Staff of socio-cultural service 2 President (Representative), Staff of socio cultural Regional Council 2 department Total 35 *: Inspector of IEPP Belleville is also in charge of IEPP Brobo.

The Project invited directors and other relevant officials of DRENETs and inspectors of IEPPs. However, most of them did not attend the training as shown above. That was because the training was conducted in the middle of the final examinations of public primary schools and they were busy with the preparation for them.

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(3) Training for COGES Members

Training of Manual 3 for COGES members started on the 19th June 2015 and continued until the 30th June 2015. The unit of the training was the administrative unit of IEPP as in the previous training. The targeted trainees for the training were presidents and general secretaries of the executive bureau of COGESs and the trainers for the training were COGES counselors from DRENETs and IEPPs as well as staff members of socio-cultural services of local authorities. Table 5.5.3 below shows the participants in the training. Table 5.5.3 Training regarding Manual 3 for COGES Members Number of Number of Number of Number of Organization Expected COGES Participating COGES Participants Participants IEPP Belleville 26 52 18 (69%) 31 (60%) IEPP Brobo 35 70 25 (71%) 39 (56%) IEPP Gonfreville 63 126 55 (87%) 96 (76%) IEPP N’gattakro 50 100 37 (74%) 63 (63%) IEPP Beoumi 2 35 70 31 (89%) 52 (74%) IEPP Bodokro 45 90 41 (91%) 79 (88%) IEPP Sakassou 57 114 36 (63%) 61 (54%) IEPP Air France 25 50 18 (72%) 33 (66%) IEPP Beoumi 1 54 108 46 (85%) 83 (77%) IEPP Koko 34 68 30 (88%) 60 (88%) Total 424 848 337 (79%) 597 (70%)

As shown in the table above, the overall participation rate in terms of COGES was 79%. The timing of the training was just around the beginning of summer vacations and many teachers started leaving for their own localities. Therefore, the participation rate was not as good as expected. In order to train the remaining 20% of all COGESs, the second round of the training was organized in July and August (from the 5th July to the 5th August). Table 5.5.4 shows the number of newly trained COGESs at the second round and the total number of trained COGESs after the second round. As shown, 95% of all COGESs in Gbeke Region were trained regarding Manual 3 after the second round and 20 COGESs remained. As for the 20 COGESs, COGES counselors of each IEPP met them individually to provide them with Manual 3 with explanations.

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Table 5.5.4 Training regarding Manual 3 for COGES Members (Second Round) Number of Trained Number of Newly Total Number of Organization Number of COGES COGES Trained COGES Trained COGES IEPP Belleville 26 18 5 23 (88%) IEPP Brobo 35 25 8 33 (94%) IEPP Gonfreville 63 55 6 61 (97%) IEPP N’gattakro 50 37 10 47 (94%) IEPP Beoumi 2 35 31 2 33 (94%) IEPP Bodokro 45 41 4 45 (100%) IEPP Sakassou 57 36 16 52 (91%) IEPP Air France 25 18 6 24 (96%) IEPP Beoumi 1 54 46 6 52 (96%) IEPP Koko 34 30 4 34 (100%) Total 424 337 87 404 (95%)

5.6 Regional Forum on Education

5.6.1 Preparation of Regional Forum In order to share and discuss the concept of the regional forum with higher officials of MENET including the director of the Cabinet, the JICA Expert Team of PCN-CI together with DAPS-COGES gave a presentation to them at the beginning of June 2015. The participants basically understood the basic idea of the regional forum well and agreed on the implementation of the regional forum as well as their support towards the implementation. Since it was necessary to understand the educational situation of Gbeke Region in order to consider the appropriate theme for the regional forum, the information collection started in July 2015. Educational data available at DRENETs and IEPPs (such as the number of students, the number of students who passed the final exam of each grade, the number of repeaters, the rate of success of the final exam, etc.) was collected. Basically, these data were compiled by IEPP. In addition, several discussions with educators in Bouake and Abidjan were conducted on current issues of primary education in Gbeke and Cote d’Ivoire in general. Based on these data and the discussions, it was assumed that the access to primary education would be reasonably good in Cote d’Ivoire and Bouake. However, the internal efficiency of primary education seemed relatively bad if we looked at the rates of success of the final exams and the number of repeaters. Therefore, it was discussed preliminary among the JICA Expert Team of PCN-CI that the theme of the regional forum could be something related to the improvement of educational quality. In the middle of August 2015, one Senegalese educational consultant who has a lot of experience in implementing regional education forums in Senegal under PAES23 came to Cote d’Ivoire to join the JICA Expert Team of PCN-CI for about two weeks. By learning about the Senegalese experience from the consultant, many discussions on how to prepare for and conduct the regional forums were carried out among the JICA Expert Team and DAPS-COGES officials. Then it was decided that the organization committee for the regional forum would be established and the

3 Projet d’amélioration de l’environnement scolaire – Phase II

5-18 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report committee members would prepare for the forum intensively. The terms of reference of the organization committee were developed, shared with relevant people at MENET and DRENET and the organization committee members were nominated at both the central and regional levels. The organization committee consists of five commissions, one at the central level and the remaining at Bouake. They are a “supervision commission” (central level), “scientific commission”, “communication commission”, “logistics commission” and “monitoring and evaluation commission”. The number of members of the organization committee was around 10 at the central level and around 40 at the regional level. The first meeting of the supervision commission at the central level was conducted on the 1st September 2015 and mainly discussed the theme of the forum. Then the first meeting at the regional level was conducted on the 4th September 2015. In the meeting, members of four regional commissions were identified. From that day, each commission started its own tasks. Table 5.6.1 shows the meetings conducted for the preparation of the regional forum. In addition to the meetings listed, each commission had its own meetings once or twice a week based on their own needs.

Table 5.6.1 Meetings of Organization Committee Meeting Location Contents Date  Sharing the explanation of regional forum  Confirmation of the members of the 1st Meeting of organization committee Abidjan Sep. 1 Supervision Commission  Discussing about a possible theme for the forum  Discussing about the participants of the forum  Sharing the explanation of a regional forum  Explaining about how to prepare for the forum 1st Regional Preparation  Discussing about the members of 4 Bouake Sep. 4 Meeting commissions  Discussing about the terms of reference of the forum  Discussing about the terms of reference of the 2nd Regional Preparation Bouake forum for finalization Sep. 9 Meeting  Planning of activities of each commission  Sharing the progress of each commission (discussion about the participants, grouping for 3rd Regional Preparation Bouake group work, introductory report, evaluation Sep. 15 Meeting sheet, logistical preparation, posters and banners, radio broadcasts, invitations, etc.) 2nd Meeting of  Sharing the progress of the preparation at the Abidjan Sep. 25 Supervision Commission regional level  Sharing the progress of each commission 4th Regional Preparation Bouake (introductory report, format for final resolution, Sep. 28 Meeting table of contents of final report, etc.)  Sharing the progress of each commission 5th Regional Preparation Bouake (introductory report) Oct. 2 Meeting  Selecting a moderator of the forum

As a part of the preparation, the information about the regional forum was broadcast through local radio stations. The broadcasts were conducted on the 3rd and 5th of October through Radio Phenix (at Bouake) and Radio Walebo Sakassou. The several members of the organization committee including directors of DRENETs went to the radio stations on the days to explain about the regional

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forum. On October 6th, one day before the regional forum, the appointed members of the organization committee gathered at the prefecture office where the regional forum would be held and conducted the final preparation. They set up the venues, reviewed the agenda and confirmed the flow, and prepared for the necessary documents.

5.6.2 Implementation of Regional Forum The regional forum on education was conducted on the 7th October 2015 at the big conference hall of the prefecture office in Bouake. The theme for the forum was set by the organization committee as “Improvement of School Results of Preparation Courses (Grade 1 and 2 of Primary Education) through Reading and Mathematics”, which was approved by the participants on the day of the forum. There were 187 participants. The participants included the director of the cabinet of MENET, the general inspector of MENET who was in charge of pedagogical matters, the director of DAPS-COGES of MENET, the representative of DGDDL of MEMIS, and the prefect of Gbeke Region. The types of the participants are shown in the table below.

Table 5.6.2 Participants of Regional Forum Number of Entity Participants Prefectural Corps 13 Personnel of DRENET and Inspectors of IEPP 23 Local Authorities 18 Personnel of IEPP (excluding Inspectors) 36 Representatives of U-COGES 40 School Directors 7 Teachers’ Unions 6 Traditional and Religious Leaders 6 Technical and Financial Partners 8 Clubs of Mothers of Female Students 2 Supervision Commission of Organization Committee 11 Media 6 JICA Expert Team of PCN-CI 11 Total 187

The forum was opened by the prefect of Gbeke Region. After the opening, the contents of the introductory report were presented by directors of DRENET Bouake 1 and 2. The presentation focused on the current educational situation of Gbeke and the current challenges, which were that the quality of education was not good and the school results (admission rates of the final exams of each grade) were not good as a result. The presentation also shared the three assumed major reasons for these problems along with several pieces of backup data; 1) lack of respect for fixed teaching time at school, 2) insufficiency of quality of teaching and learning at school, and 3) lack of monitoring of children outside of classes. Then, in order to improve the situation, it was suggested that each entity should implement whatever they could do. Considering the three major reasons, three strategic axes, which were A) “respect for teaching time at school”, B) “improvement of

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learning quality at school” and C) “improvement of quality of monitoring of children outside of classes”, were preliminarily set in the introductory report and possible improvement actions for each strategic axis for each entity were also proposed. This was the final part of the presentation of the introductory report. After the presentation, each entity formed a group and discussed what they could do to improve the situation. Then, they decided to implement several actions and declared the actions as their commitments. Here are their declared commitments.

Table 5.6.3 Declared Commitments by Each Entity Entity Axis Commitments  Make arrangements for teachers to comply with the working hours ;  Ensure the actual resumption of classes by teachers after holidays; A  Help abandon practices consisting in involving teachers and students in protests during school time. Prefectural Corps  Commit to clean the immediate physical environment of the school during the school year by COGES and by the community in holidays B  Ensure the safety of the equipment and school furniture during the academic year and the holidays. C  Commit to sensitize parents to the necessity of monitoring children outside classes.  Ensure the effective respect of the planned timing for the beginning and end of courses; A  Make sure the school calendar and time-table are complied with (the teaching time planned for each subject), and the actual teaching time. Personnel of DRENET  Commit initial classes (CP classes) to teachers with experience; and Inspectors of IEPP B  Ensure the pedagogical support of teachers by providing them with the essential educational tools.  Propose homework C  Encourage parents to monitor the academic work of the children.  Sensitize the communities to build or rehabilitate social housing that can be rented by teachers; A  Make the access to villages with schools easier.  Build or rehabilitate classrooms and equipment; Local Governments B  Organize “excellence days”.  Create literate communities for better monitoring; C  Organize study groups through COGES. A  Organize catch up sessions for courses not held. Personnel of IEPP  Organize regular training sessions for teachers on Wednesdays in reading didactics and B (excluding Inspectors) mathematics. C  Ask teachers to give exercises to do at home and to be checked the following morning;  Sensitize parents to be interested in their children's attendance at school; A Create and operate a Community observatory of teaching hours.  Rewards in order of priority the best pupils in mathematics and reading; COGES through B  Help pupils to acquire their books. U-COGES  Organize supervised study at school on non-working days under the supervision of a teacher ; C  Organize meetings of sensitization of pupils’ parents on the monitoring of their children during studies at home.  Make sure the time-table is respected ; A  Visit classrooms. School Directors  Implement monitoring of the method used by teachers ; B  Give three quizzes in the classroom on a daily basis (mathematics, reading and others). C  Give homework to be checked the following day.

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Entity Axis Commitments  Sensitize teachers on the respect of the schedule; A  Involve teachers in punctuality and attendance  Enforce the curriculum and teaching methods ; Teachers’ Unions B  Enforce the teaching hours.  Sensitize parents to monitor their children ; C  Ask Directors to support unions to sensitize parents to monitor their children. A  Attend all meetings and activities concerning school. Traditional and B  Sensitize communities on the problems plaguing school. Religious Leaders C  Sensitize parents to monitor children outside school.  Establish a watch structure (supporting the reactivation of the sectorial education group in the A region).  Sensitize all players regarding the need for the creation of reading clubs and community Technical and libraries and technically support the capacity building of the coordinators and the reading B Financial Partners and mathematics clubs  Support the communities for the rehabilitation and construction of schools.  Support the literacy of the parents; C  Support the extra-curricular activities A  Monitor the adherence to the schedule. Clubs of Mothers of B  Build classrooms. Female Students C  Participate in the monitoring of children after school.

At the end of the day, all the participants agreed on one resolution with the commitments above and the forum was closed. One of the major expected functions of the forum was that the resolutions could be spread to all COGESs in the region through U-COGES networks since representatives of all U-COGESs participated in the forum. In order to ensure this, on the next day of the forum, the representatives of U-COGESs were invited again to review their declared commitments and discuss how they could realize them at the level of COGESs and how they delivered the messages to member COGESs. COGES counselors at IEPPs and DRENETs and Socio-cultural staff of local authorities also participated in the session because they were supposed to support the implementation of activities by U-COGESs and COGESs.

5.6.3 Follow-up of Regional Forum After the regional forum, the final meeting of the organization committee was held on the 21st of October 2015 in Bouake. By that day, the members of the monitoring and evaluation commission had developed a report. Therefore, the draft report was shared with the other members of the organization committee at the meeting. Also, they discussed how to monitor the implementation of the commitments declared on the day of the forum. The JICA Expert Team of PCN-CI and the members of the monitoring and evaluation commission discussed further the system for monitoring the commitments and they decided to create a monitoring committee for the commitments. On the day of the regional forum, each entity which declared their commitments appointed some people who became responsible for monitoring of implementation of the commitments. These appointed people became members of the monitoring committee. The first meeting of the monitoring committee was held on the 14th of January 2016. The members of the monitoring and evaluation commission explained the monitoring activities to

5-22 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report them at the meeting and distributed monitoring formats to them. The members of the monitoring committee of the commitments collected the information of their responsible entity based on the formats. Then, the meeting of the monitoring committee of the commitments was held on the 17th of March 2016 and members of the committee reported what had been done regarding their commitments. All the entities started the implementations to some degree and they faced some problems and challenges. Some examples of the problems were “lack of financial resources”, “lack of people’s awareness” and “large target area (difficulty in reaching all)”. At the end of the meeting, they agreed on the schedule of the monitoring from that time; the next meeting would be in the middle of May before the final school examinations and the final meeting would be in September. The second meeting of the monitoring committee was held on the 25th May 2016 at Bouake Prefecture Office. Representatives of eight out of the ten entities gathered and shared the progress of the implementation of their commitments. Although many entities tried to grasp the progress of implementation of their own commitments, it was difficult for most of them to have an overall picture because of a lack of means (financial and human) for monitoring. In order to make the monitoring function better, it was necessary to find a better way as well as to sensitize decision makers on the importance of the monitoring to allocate necessary budget. The table below shows the examples of the actually implemented activities by several entities based on their commitments at the forum. Table 5.6.4 Examples of Implemented Activities Entity Examples of Implemented Activities  Discussion with IEPP on school management  Awareness meeting with teachers for the respect of teaching time  Field visits to schools  Control of the Registry of teacher attendance after the holidays  Information meeting and sensitization to stop engaging students or teachers for Prefectural Corps non-educational endeavors during class hours  A decision to give instructions to stop using children for activities other than learning during school hours  Meeting with village chiefs, presidents of youth and women and COGES representatives about the monitoring of students outside school  Organization of competitions in lectures and mathematics Personnel of DRENs  Monitoring of the assignment of qualified teachers for CP levels and Inspectors of IEPP  Control of the use of teachers during teaching time  Monitoring of insufficient hours by an observation book during the pedagogical visits Personnel of IEPP  Pedagogical activities of Sector (APS) in readings (excluding Inspectors)  Confirmation of homework notebooks during pedagogical visits  Creation of reading clubs  Organization of additional study courses for students presented by teachers or some COGES through community members U-COGES  Organization of competitions among students in reading and mathematics  Giving awards to the best students to motivate all students for improvement of overall results School Directors  Regular and sudden checks of attendance book

The third meeting of the monitoring committee of the commitments was planned to be held in September 2016. However, it was not implemented. This could be due to the looting of the prefecture office which happened in July 2016 as well as the transfers of the directors of both

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DRENs, which made it difficult to involve strong leaders (Prefect of Gbeke Region and Directors of DRENs) of implementation of the commitments in the activity. In view of the fact that the Regional theme set by the Forum was “Improvement of School Results of Preparation Courses (Grade 1 and 2 of Primary Education) through Reading and Mathematics”, the overall school results were compiled at the end of the school year 2015-2016. The table below shows the admission rates of each grade of primary education for the school year 2015/ 2016 and the school year 2014/ 2015 by IEPP. The differences between these school years are also shown.

Table 5.6.5 Admission Rates in SY2014/ 2015 and SY2015/ 2016 CP1 (Grade 1) CP2 (Grade 2) CE1 (Grade 3) IEPP 2014/ 2015/ 2014/ 2015/ 2014/ 2015/ Difference Difference Difference 2015 2016 2015 2016 2015 2016 BODOKRO 80.6 52.3 -28.3 65.6 64.0 -1.6 83.3 57.0 -26.4 GONFREVILLE 87.1 85.5 -1.5 89.5 84.8 -4.7 88.9 86.2 -2.7 N'GATTAKRO 80.2 82.8 2.6 82.9 85.5 2.6 79.2 80.6 1.4 BEOUMI 1 76.7 79.1 2.3 80.5 79.1 -1.4 72.7 76.9 4.3 SAKASSOU 75.9 78.0 2.2 80.9 83.4 2.5 75.3 80.9 5.6 BEOUMI 2 69.4 70.0 0.6 74.3 75.6 1.2 64.9 69.9 5.1 KOKO 80.1 83.1 3.0 83.1 87.3 4.1 79.5 81.0 1.5 BROBO 75.7 76.6 0.9 62.9 79.6 16.8 62.8 79.5 16.7 BELLEVILLE 86.7 92.5 5.7 89.7 96.4 6.7 92.0 93.6 1.6 AIR-FRANCE 81.3 75.9 -5.4 83.1 82.6 -0.5 77.0 75.7 -1.3

CE2 (Grade 4) CM1 (Grade 5) CM2 (Grade 6) IEPP 2014/ 2015/ 2014/ 2015/ 2014/ 2015/ Difference Difference Difference 2015 2016 2015 2016 2015 2016 BODOKRO 82.8 63.4 -19.4 87.7 56.7 -31.0 70.0 62.0 -8.0 GONFREVILLE 89.1 81.8 -7.3 86.4 84.0 -2.3 83.2 82.5 -0.7 N'GATTAKRO 77.7 79.8 2.0 76.5 78.4 2.0 94.8 79.7 -15.0 BEOUMI 1 74.7 79.0 4.3 66.3 73.7 7.4 64.9 82.7 17.8 SAKASSOU 78.3 80.3 2.0 80.2 79.3 -0.8 90.6 77.0 -13.7 BEOUMI 2 67.7 74.6 6.9 75.5 70.7 -4.8 70.1 69.2 -0.9 KOKO 77.6 78.6 1.1 71.5 74.7 3.2 82.6 88.0 5.4 BROBO 61.3 78.5 17.3 70.4 77.3 6.9 83.9 88.3 4.5 BELLEVILLE 90.9 91.4 0.5 89.5 91.2 1.8 86.8 94.2 7.4 AIR-FRANCE 79.9 74.2 -5.7 75.3 83.9 8.6 88.2 91.4 3.2

As shown in the table, the results differ from IEPP to IEPP and some IEPPs did not succeed in improving their admission rates. Because the school results are the results from various aspects/ activities (i.e.: teachers’ qualities and motivations, availabilities of teaching and learning materials, and study time at and outside schools), it cannot be said that COGESs and U-COGESs under IEPPs which could not raise their admission rates were not working well for achieving the theme. However, there is one thing we can say in common, which is that there is still room for

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improvement and therefore, COGESs need to continue working for improving their school results in the next school year. The above results were shared with representatives of U-COGESs at the U-COGES annual meeting.

5.7 Monitoring of Activities of COGES

5.7.1 Democratic Establishment of COGES By the end of September 2014, the director training for Manual 1 (Democratic Setting Up and Renewal of COGES) was implemented at all IEPPs in Gbeke Region. As a result, 407 COGES out of 421 COGES (97%) participated in the training. Looking at the participation by the number of primary schools, 646 primary schools out of 684 (94%) attended the training. The 14 COGES which did not attend the training were followed up by COGES counselors of the responsible IEPPs. After the director training and issuance of the letter from DAPS-COGES on the commencement of COGES election, each COGES started the process of setting up/ renewal of COGES and all COGESs in the region finished their elections. It was supposed that the support and monitoring of the election process would be done by COGES counselors of IEPPs and personnel of local authorities. In order to promote their monitoring activities, the necessary monitoring sheets were developed and distributed to them, which were included in Manual 1.

5.7.2 School Year 2014/ 2015 After the implementation of Manual 2 training for COGES members under Pilot IEPPs, the JICA Expert Team of PCN-CI tried to monitor the activities conducted by COGESs although the team was basically occupied by other activities. Since there are more than 400 COGESs in Gbeke Region, the monitoring was done through communications with COGES counselors of IEPPs. When the Team had opportunities to talk with COGES executive bureau members directly, the Team got information directly from them, too. Through the analyses of the contents of PATs (Plan d’Action Triennel: Three-year Action Plan) and PAABs (Programme d’Activite Annuel Budgetise: Budgeted Annual Activity Program) of COGESs under Pilot IEPPS, it was found that the COGESs started to use the new formats of PAT and PAAB introduced by the Project for planning their activities. However, it was also found that the contents of PATs and the contents of PAABs did not correspond to each other for many COGESs. There might be two major reasons for this. First of all, PAT development took much more time than expected and as a result, there was no time for PAAB development at General Assemblies. That was because COGESs had not developed three-year plans before and therefore, they were not used to developing such kinds of plans. Also, the development process of PATs introduced by Manual 2 was a long process and required a lot of discussions at each step. Furthermore, it was the first trial for COGESs to develop the plans together with many people because the draft plan was prepared by the executive bureau of COGESs in the previous method. In addition, Manual 2 did not explain in detail about how to relate between PATs and PAABs in the planning process. Therefore, it could be assumed that COGESs followed the procedure introduced by Manual 2 for PATs, but COGESs applied the previous procedure for development of PAABs.

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As a result, when COGESs developed PAABs, they had to include requests from school directors and teachers and even school administrators, which were not directly related to the contents of PATs. This assumption is supported by the following observation. Activities on many PAABs were the same types of activities that COGESs used to do for a long time, such as minor repairs of school buildings, purchases of teaching materials, supports for canteen establishments, etc. Also, it was found that COGESs under Non-Pilot IEPPs basically did not use the new formats of PAT and PAAB yet because the training for them was in April when the school year was almost over. They planned to utilize the new formats from the next school year. Another finding was that documents of COGESs (PATs, PAABs, and summary of activities) were not well shared with COGES counselors. Therefore, sometimes, it was difficult for the Project to get the information regarding the COGESs. In order for COGES counselors to support COGESs better, it would be important to share these documents properly between COGESs and COGES counselors. Monitoring showed us that the activities of COGESs were changing as described above. However, the previous practices were still widely spread at the same time. Continuous encouragement of COGES counselors as well as improvement of the newly introduced system were needed in order to ensure that the changes the Project tried to initiate would actually be employed.

5.7.3 School Year 2015/ 2016 After the regional forum and 1st general assemblies of U-COGESs, practical activities by U-COGESs and COGESs for the school year 2015/ 2016 started. This school year was the first year when all U-COGESs and COGESs in Gbeke started to implement the methods that the Project had newly introduced through the manuals and trainings. It was found through the monitoring that many changes from the previous practices at the COGES level happened. The biggest obvious change was that there were many participants at the general assemblies; the contents of the action plans were shared and discussed with the participants at the general assemblies, which contributed to increase the satisfaction of the participants. New types of activities for COGESs, such as the organization of additional study courses, were also implemented. It was found through the monitoring that many COGESs tried to implement activities which aimed to improve students’ results and did not cost a lot, in addition to activities which had been implemented for a long time. For instance, additional study courses on Wednesdays or Saturdays and night study courses supported by the community were implemented. Furthermore, some COGESs awarded best students in the middle or the end of the school year. These COGESs mentioned that this type of activity could show the real activities of COGES executive bureaus to the community people with solid results (by students’ academic results) and could facilitate collaboration with community people. As described, gradually, the activities of COGESs became activities for the people around schools rather than activities for just executive bureau members of COGESs. Although the changes were happening, difficulties were also found. For example, there were COGESs which followed the previous procedure because the executive bureau members did not participate in the training or because the executive bureau members just did not want to follow the

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new procedure. Also, many COGESs did not submit their action plans (PACCs) to IEPPs due to several reasons such as they simply did not develop the action plans; or, they could not get signatures from local authorities or IEPPs; or, they forgot to submit the action plans to IEPPs because it was not common before. It was also found that many COGESs did not implement the 2nd general assemblies on time even if they followed the new school management procedure. One of the new activities for COGES that the Project introduced was the 2nd general assembly, which is supposed to be held in the middle of a school year (around February) to share the progress of implementation of PACC (Plan d’Actions Communautaires du COGES: Community Action Plan of COGES). However, many COGESs tried to conduct the 2nd general assemblies in April or even in May and others did not have plans to conduct the 2nd general assemblies. This happened due to several reasons: for example, this was simply new to COGESs and they did not plan them; developments of PACCs were delayed at many COGESs because of the Regional Forum of Education; and, people were busy with harvests. The JICA Expert Team tried to convince COGESs to conduct the 2nd general assemblies, whenever it had a chance. Also, the JICA Expert Team asked COGES counselors to encourage COGESs. Although many COGESs had some difficulties to conduct the 2nd general assemblies, COGESs which conducted the 2nd general assemblies said that the 2nd general assemblies were really helpful to elevate people’s understanding regarding activities of COGES executive bureaus in the middle of a school year and to make it easier to get their additional support from the time of the assemblies until the end of the school year. They said that the 2nd general assemblies would enhance the transparency of COGES executive bureaus. Through the monitoring of COGESs, the JICA Expert Team also had a chance to see how COGES counselors and staff of local authorities worked with COGESs. Although the ways of working of COGES counselors differ from one to another, it can be said that most COGES counselors visited COGESs more often in this school year than in the previous year. The relationship between COGESs and COGES counselors also changed. COGES counselors supported COGES activities rather than ordered COGESs what to do. In terms of staff of local authorities, unlike COGES counselors, they did not show up often even at general assemblies. However, compared to the previous year, they attended many more general assemblies. They utilized the general assemblies to share information on what the local authorities planned/ implemented in the field of education with a lot of people who attended general assemblies.

5.7.4 School Year 2016/ 2017 The school year 2016/ 2017 is the second year since the participatory school management by COGES was implemented. It seems that more COGESs are familiar with the newly introduced school management method. Many COGES executive bureaus shared the results of the U-COGES annual meeting and U-COGES general assemblies and developed their PACCs by sharing the current situations of their schools with the community people. According to several COGES executive bureaus, COGES members, especially the students’ parents and community people, became much more interested in COGES after experiencing the first year of the participatory school management. COGES members knew the contents of their action plans and the results of the implementation of their action plans through their general assemblies. Moreover,

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COGES members saw the improvement of their schools by the work of COGES executive bureaus. Then, COGES members started to trust their COGES executive bureau members and rely on them to improve their schools. Since COGES executive bureau members became trusted, they felt honored and tried to work harder for their schools. Also, relationships with local authorities improved, according to them. They attended general assemblies more often and they supported COGESs more. It should be noted, however, that the strike of governmental officials (including teachers) that started in January 2017 would stop the activities of COGESs for a while, which would affect the results of schools and COGESs in the future.

5.8 Monitoring of Activities of U-COGES

5.8.1 Establishment of U-COGES The establishment of U-COGESs through the elections of executive bureau members of U-COGESs were planned around the beginning of July 2015 right after the training regarding Manual 3 for COGES members. However, as mentioned in the previous section, the participation rate of the training was less than 100%. Besides, the schools entered their vacations around that time and many teachers were not around their schools anymore. Therefore, the establishments of U-COGESs were rescheduled for the middle of September 2015, right before the next school year (school year 2015-2016) started. The elections of executive bureau members of U-COGESs were supposed to be organized by COGES counselors. Therefore, one COGES counselor was allocated to be responsible for each U-COGES election. As shown in Table 5.8.1, all the elections were conducted in September 2015 and 20 U-COGESs were created in Gbeke Region as a result.

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Table 5.8.1 Establishment of U-COGES in Gbeke Region Responsible COGES Election Number of U-COGES Venue Counselor Date COGES allocated OUATTARA Nahoua (IEPP U-COGES 1 (Kondrobo) Sep. 15 Akindè-Dan 08 Béoumi 1) OUATTARA Nahoua (IEPP Beoumi 1 School Group U-COGES 2 (Beoumi Nord) Sep. 16 24 Béoumi 1) KONAN KOFFI (IEPP U-COGES 3 (Beoumi Sud) Sep. 17 Beoumi 1 School Group 23 Béoumi 1) KONE Assouma (IEPP Air Ando-Kérénou school U-COGES 4 (Ando-Kekrenou) Sep. 18 11 France) Group U-COGES 5 (Ayau-Sran/ KOFFI Brou Camille (IEPP Sep. 18 Sranbodossou 8 Toumodi-Sakassou) Sakassou) KOFFI Konan André (IEPP Marabadiassa 1 Primary U-COGES 6 (Marabadjassa) Sep. 16 16 Bodokro) School KOFFI Konan André (IEPP Bodokro Plateau Primary U-COGES 7 (Bodokro) Sep. 18 29 Bodokro) School YAO Kouamé Denis (IEPP Botro Wado School U-COGES 8 (Botro) Sep. 18 23 Béoumi 2) Group KOFFI Brou Camille (IEPP Sakassou Centre School U-COGES 9 (Sakassou Nord) Sep. 18 17 Sakassou) Group ANGOU Yao Gaston (IEPP Sakassou Centre School U-COGES 10 (Sakassou Sud) Sep. 18 23 Sakassou) Group ALLE Adon Isidore (IEPP U-COGES 11 (Diabo) Sep. 18 Diabo 1 School Group 36 Gonfréville) KONE Assouma (IEPP Air Sakassou Centre School U-COGES 12 (Asrikro) Sep. 18 09 France) Group Seydou OUATTARA (IEPP U-COGES 13 (Bouake A) Sep. 23 Koko 1 School Group 37 Koko) U-COGES 14 (Bouake B) SORO Tionro (IEPP Koko) Sep. 26 Koko 1 School Group 23 KOUADIO Kouassi Benjamin U-COGES 15 (Bouake C) Sep. 18 Walèbo 23 (IEPP Gonfréville) COULIBALY Elise (IEPP Air U-COGES 16 (Bouake D) Sep. 18 Bassa Primary School 30 France) DOGBO Josette (IEPP U-COGES 17 (Bouake E) Sep. 26 Annex School Group 22 Belleville) Adama KARAMOKO (IEPP U-COGES 18 (Djebonoua) Sep. 17 Foyer Djebonoua 28 N’gattakro) ALLALI Amani François U-COGES 19 (Mamini) Sep. 18 Mamini Primary School 15 (IEPP Brobo) ALLALI Amani François U-COGES 20 (Brobo) Sep. 19 Brobo1 Primary School 20 (IEPP Brobo)

5.8.2 School Year 2015/ 2016 Right after the establishment of U-COGESs, the JICA Expert Team of PCN-CI started monitoring the activities of U-COGESs. It was found through the monitoring that the degree of activity differed from U-COGES to U-COGES. Since U-COGES is a new initiative in Cote d’Ivoire introduced by the Project, each U-COGES tried to implement their action plans in their own way and some U-COGESs succeeded and others did not.

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In terms of the general assemblies of U-COGESs, some U-COGESs faced difficulties to collect member COGESs at the meetings. Unlike COGESs, members are not close to each other and communications among members are therefore more difficult as well as cost more. For instance, if COGES executive bureaus want to have their internal meeting, they can collect members through one SMS message. Even if the members are not sure whether the meeting is really going to be held or not, they can come to school to check by themselves whether the meeting is being held because it is very close to their houses. Or COGES executive bureau members are called on the day if they do not show up at the appointed time. But, as for U-COGES meetings, it could not be like this. If U-COGES executive bureaus do the same to have general assemblies, many member COGESs might not come on the day as well as member COGESs cannot be called on the meeting day because it is far from their houses. Then these U-COGESs discussed, among themselves, how to improve the communications with member COGESs; for example, they discussed that one solution could be that executive bureaus of U-COGESs needed to contact more than 3 people of each member COGES rather than to send just one SMS message to one person of each member COGES. Also, they discussed that U-COGESs need to allocate sufficient budgets for communicating with member COGESs. Regarding the activities of U-COGESs, many U-COGESs supported member COGESs for the development of PACCs. Some U-COGESs also supported member COGESs for the implementation of their own activities. At the end of the school year, several U-COGESs organized ceremonies to award the best students of the member COGESs. For example, U-COGES 20 (Brobo) decided to award best students of pre-school, 1st grade and 2nd grade of each member COGES and organized a ceremony which was partly supported by several politicians in the area. Furthermore, one U-COGES asked member COGESs to support the implementation of the final examinations and provide lunches during the examination in order to have better results. As shown here, certain U-COGESs implemented their activities. But, at the same time, some U-COGESs could not implement any activities on their action plans because they could not collect any contributions from member COGESs and did not know from what they could start their activities. In fact, most of the U-COGESs faced difficulties in collecting contributions from member COGESs on time and it is necessary to consider what U-COGESs should do to improve the situation. Finally, some U-COGESs started activities on their own initiative beyond the project’s expectations. U-COGES 16 (Bouake) started issuing newsletters for their own member COGESs and sharing information among them. Also, several U-COGESs which are close to each other visited each other and helped each other through sharing their experiences. The relationships between U-COGESs and COGES counselors and staff of local authorities has just started with the establishment of U-COGESs. Therefore, every entity tries to find what kind of relationships they can make. Since many COGES counselors are close to U-COGES executive bureau members, COGES counselors are basically at U-COGES general assemblies. It seems that U-COGES executive bureau members consult COGES counselors when they have some problems/ difficulties. On the other hand, relationships between U-COGESs and local authorities are still limited and many U-COGES general assemblies were held without the attendance of local authority representatives. It should be noted, however, that some local authorities supported U-COGES

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activities (i.e.: financing awarding ceremonies) and therefore, there must be more possibilities for local authorities and U-COGESs to collaborate together.

5.8.3 U-COGES Annual Meeting (2016) Although it was not planned, it was decided to hold a U-COGES meeting where representatives of all U-COGESs gathered for discussions. It was found through the monitoring of U-COGESs that they did not have any way to know what other U-COGESs were doing and therefore, each U-COGES needed to make its own efforts to implement its activities by itself. They also did not have any way to exchange thoughts regarding their problems with other U-COGESs although many of them had the same problems in fact. When the JICA Expert Team had the chance, it shared experiences of other U-COGESs. But, it strongly felt that it would be necessary to have a place where U-COGESs can get to know each other and discuss the common topics. The U-COGES meeting was considered as a part of the COGES model. Considering the sustainability of the meeting, it was decided that the meeting would be held once a year when a regional forum would not be held. Although the meeting expenses were covered by the Project this time, it is assumed that the meeting cost could be covered by DRENs and/or Local Authorities for documents and lunches as well as U-COGESs for their transportation if the meeting is held just once a year. Since the general agenda of the meeting would be sharing conducted activities and problems of one school year and setting common goals for the next school year, it was decided to hold the meeting at the beginning of the school year (around the end of September). The U-COGES annual meeting was held on the 21st September 2016 for one day at the wedding hall of Bouake Commune. The objectives of the meeting were as follows:  To share activities conducted by U-COGESs and member COGESs during the last school year  To discuss how to improve activities of U-COGES and COGES for the coming school year  To share school results of the region of the last school year  To share national educational themes and set regional themes for the coming school year  To discuss major activities of U-COGES and COGES for the coming school year The major participants were 2 representatives of each U-COGES, COGES counselors of DREN and IEPP, Socio-cultural staff and the elected members of Local Authorities. In addition, the Prefect of the Region, Directors of DRENs and Inspectors of IEPP were also participants. The table below shows the actual participants of the meeting. In addition, the Director of DAPS-COGES participated in the meeting for monitoring purposes.

Table 5.8.2 Participants of U-COGES Annual Meeting Category Number of Participants Prefecture 1 DRENs 9 IEPPs 21 Local Authorities 11 Representatives of U-COGES 35 Total 77

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In the meeting, the participants shared information regarding implemented activities and problems and made recommendations to improve the situation as follows.  For COGES and U-COGES - For community mobilization: to associate with the prefectural corps - For resource mobilization: to create income-generating activities, to develop consensual action plans - For having benefits of external support to COGES and U-COGES: to open general assemblies to opinion leaders of politics, educational administration and civil society - In order to mobilize resources early for the implementation of activities: to develop PACC at the beginning of the school year - For better collaboration among COGES, U-COGES and Local Authorities and for appropriate support to education: to involve the elected more in school management of COGES In addition, the participants set the regional educational theme for the school year 2016/ 2017, considering the national theme which is “success for all in the quality education system”. The regional theme was set as “support of the education community to improve the quality of learning in reading and mathematics for better school results”. In order to achieve the theme, the participants discussed what COGES and U-COGES needed to do. The table below shows the results of the discussion. Table 5.8.3 Proposed Activities for COGES and U-COGES Entity Proposed Activities  Establishment of reading clubs and monitoring of the activities  Organization of competitions of reading and mathematics  Provision of textbooks of French and Mathematics for all students COGES  Motivation of students, teachers and parents to be excellent  Organization of school life improvement activities in relation to reading and mathematics  Sensitization of member COGESs to establish reading clubs  Monitoring of activities of reading clubs  Organization of competitions for reading and mathematics U-COGES  Motivation of students, teachers and parents to be excellent  Technical support to member COGES to implement the activities mentioned above

5.8.4 School Year 2016/ 2017 After the U-COGES annual meeting, many U-COGESs held the 1st general assemblies of the school year and shared the meeting results and developed their action plans. They planned their activities following the proposals made at the U-COGES annual meeting. Their planned activities are shown in the table below.

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Table 5.8.4 Planned Activities related to Results of Annual Meeting in U-COGES Action Plans Total Budget (FCFA) U-COGES Planned Activities (Contribution per member COGES)  Sensitization and monitoring of COGES for 207,000 U-COGES 1 (Kondrobo) establishment of reading and mathematics clubs (25,875)  Awarding best students at CP  Sensitization of COGES for establishing reading and 430,000 U-COGES 2 (Beoumi Nord) mathematics clubs (13,437)  Establishment of reading and mathematics clubs 485,760 U-COGES 3 (Beoumi Sud) (19,000)  Sensitization of COGES for establishing reading and 127,000 U-COGES 4 (Ando-Kekrenou) mathematics clubs at CP (10,000) U-COGES 5 (Ayau-Sran/ N/A N/A Toumodi-Sakassou)  Encouragement of COGES to sensitize parents to monitor their children in reading and mathematics 211,000 U-COGES 6 (Marabadjassa)  Awarding the top 6 students in reading (10,550)  Awarding the top 6 students in mathematics  Sensitization of COGES for establishing different clubs 358,400 U-COGES 7 (Bodokro) (reading, mathematics) (11,200)  Organization of a ceremony to award 12 students  Sensitization and monitoring of COGES for 511,000 U-COGES 8 (Botro) establishing reading and mathematics clubs (18,250)  Awarding best students at CP  Sensitization of COGES to organize supervised study time 170,000 U-COGES 9 (Sakassou Nord)  Sensitization of COGES to help students to have (10,000) access to books  Sensitization of COGES to award best students  Sensitization of member COGES for establishing of reading clubs 240,000 U-COGES 10 (Sakassou Sud)  Monitoring of reading clubs (10,000)  Awarding of best students  Monitoring of establishing reading clubs by COGES 403,500 U-COGES 11 (Diabo)  Organization of awarding best students (7,000)  Sensitization of education community to be involved in study of reading and mathematics 149,200 U-COGES 12 (Asrikro)  Organization of competitions on reading and (10,000) mathematics  Awarding the top 3 students per class at CP U-COGES 13 (Bouake A) N/A N/A U-COGES 14 (Bouake B) N/A N/A  Encouraging COGES to sensitize parents for monitoring their children at home 496,000 U-COGES 15 (Bouake C)  Encouraging COGES to awarding for reading (9,500)  Awarding best students  Monitoring of COGES  Awarding the best student of each school at CM2  Awarding 10 best teachers 624,600 U-COGES 16 (Bouake D)  Awarding 5 best COGES (10,000)  Day of compulsory canteen  Promotion of activities of the U-COGES

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Total Budget (FCFA) U-COGES Planned Activities (Contribution per member COGES) U-COGES 17 (Bouake E) N/A N/A U-COGES 18 (Djebonoua) N/A N/A  Sensitization on establishing reading and mathematics clubs 269,100 U-COGES 19 (Mamini)  Sensitization of COGES to organize competitions of (14,950) reading  Awarding best 12 students  Sensitization of COGES about diligence of their children  Advocacy with good will to provide books  Sensitize COGES regarding the importance of 158,000 U-COGES 20 (Brobo) organizing meetings with parents regarding monitoring (6,400) their children at the time of study at home  Sensitization of COGES for establishing of reading and mathematics clubs  Supporting COGES to sensitize parents

Additionally, it should be mentioned that one COGES counselor utilized U-COGESs (U-COGES 19 and U-COGES 20) to train COGESs on PACC because he found some COGESs faced difficulties at the time of development of PACC. It is also noted that U-COGES 16 continues issuing newsletters to its member COGES in order to share the information. Moreover, communications among U-COGES has started. As the second year of U-COGES installation, bureau executive members of many U-COGESs came to know each other and started to communicate and visit among themselves whenever necessary (when they have problems, when they have information to be shared, when they want to learn something, etc.). They started to think that it would be necessary to have a bigger framework than U-COGES (such as federation/ association) so that several U-COGESs could gather, exchange their ideas and share their experience from time to time, which could be done through the annual meeting of U-COGES.

5.9 Training for COGES Counselors

(1) Development of Guide for COGES Counselors

The JICA Expert Team of PCN-CI had worked with COGES counselors in Gbeke Region since the beginning of the Project. While working with the COGES counselors, it was found that COGES counselors had difficulty in supporting COGESs, especially regarding the system that PCN-CI tried to introduce, because they were not familiar with participatory approaches and facilitation of community development activities. Therefore, the JICA Expert Team of PCN-CI developed a guide for COGES counselors in February 2016, which explained “participatory school management”, “the role of COGES counselors in the promotion of the usage of participatory methods in the school management”, and the “key competencies and knowledge of COGES counselors”. The guide focused on how COGES counselors could support COGESs to promote participatory school management. The guide also included what they need to do through a school year and how they need to behave during visits to COGESs.

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(2) Training for COGES Counselors

Based on the guide developed for COGES counselors, a one-day training program was developed. Utilizing that training program, one-day training was conducted for COGES counselors on the 9th of February 2016 in the Bouake Prefecture Office. The trainers of the training were national consultants of the JICA Expert Team of PCN-CI. The training targets were COGES counselors at DRENETs and IEPPs and there were 18 participants (4 from DRENETs and 14 from IEPPs out of 20 COGES counselors in total in the Region) on the day of the training.

(3) Monitoring of Activities of COGES Counselors After the training in February 2016, the JICA Expert Team of PCN-CI started monitoring the activities of COGES counselors. In order to understand how they usually worked, the JICA Expert Team observed daily works of several COGES counselors from the beginning till the end of one day. The following were found through the observations:  There is no standard way of working for COGES counselors. Each COGES counselor tries to find his/her way of working. When they try to find their own ways, they refer to the guide for COGES counselors that was developed by the Project.  Many COGES counselors try to visit COGES more often to see how the COGES is functioning. (Previously, they just waited until COGES visited their offices. Actually, it was found as well through the observations that many motivated COGESs visited offices of COGES counselors to share their issues and ask for help.)  Some COGES counselors do not know how to communicate with COGES executive bureau members. Although it became better than before, they do not make appointments with COGESs properly and they do not encourage COGESs but order/ instruct COGESs to work properly during their visits. As a result, some COGESs are afraid of COGES counselors’ visits. (Regarding the matter, one COGES counselor mentioned that he could visit COGESs with a much more relaxed feeling after he took the training conducted by the Project, which means that he visited COGESs with a tense feeling before.)  When they check PACCs, they focus more on financial and administrative matters than on activities and the feasibility of implementations.  When they find common difficulties among COGESs, they try to organize supplemental training for those COGESs on their own initiatives. (i.e.: how to develop PACC and how to fill out a Summary Sheet) As a whole, it seems that the model introduced by the Project requires COGES counselors to change not only their ways of working but also their behaviors and attitudes towards their tasks, especially relationships with COGES executive bureaus. Therefore, at present, COGES counselors are trying to change themselves to be supporters for COGESs. It was also found that COGESs tended to function better under COGES counselors who believed in the capabilities of the executive bureau members, communicated with COGESs regularly and kept encouraging them to follow the manuals. This means that COGES counselors played important roles in developing the good functions of COGESs. It is very important to build the capacities of COGES counselors in order to enhance the capacities of COGESs. At the time of completion of the Project, the Project asked 12 COGES counselors of IEPP, who

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worked in Gbeke as COGES counselors from the beginning of the Project, about their feelings towards their tasks. All of them answered that they thought that they were improved as COGES counselors through the Project. They said that they were improved because they were trained on different manuals and they knew how to support COGESs and how to work with the community. Furthermore, they said that they became more confident with their own tasks. All of them also answered that their working ways were changed. They became able to train COGES executive bureau members more easily and better with manuals and tools developed by the Project. Besides, they better understood their own tasks because of using the necessary formats. At the same time, they could rely on COGESs and the community more. Relationships between the COGES counselors and COGESs changed, they answered. They were closer and friendlier than before and they communicated more often. Many of them said that their motivations as COGES counselors increased through the Project. They were more motivated because they had tools (manuals and formats) for their work. Some said that they were motivated because COGESs and the community became interested in COGES. COGESs and the community knew what to do and the counselors could communicate with COGESs and community better and more often. They answered that they felt happy when they saw COGESs could implement what they planned. Although many of them said that they became more motivated, some of them answered that they decreased their motivations compared to before. That would not come from the work with COGESs, though. Rather, they felt difficulties to do their tasks due to insufficient understanding of IEPPs and their colleagues towards COGESs. In terms of their relationships with Local Authorities, they seem to be much improved for many of them. More participation of local authorities in COGES activities was observed and better collaborations with socio-cultural and technical service staff were there.

5.10 Development of Model for Improvement of School Management

(1) Development of Draft Model Based on what the Project had implemented in Gbeke since the beginning of the Project, the JICA Expert Team started compiling its experience to develop a model for revitalizing COGESs. In order to revitalize COGESs, the Project introduced the participatory approach to every step of school management done by COGESs to make COGESs a voluntary and proactive school management organization. The major problem of COGES was a lack of people’s trust towards the executive bureau members of COGESs because they could not show the students’ parents what it was that they had implemented even though they had collected contributions (money) from the students’ parents and as a result, the students’ parents were afraid that their contributions were not used for their schools and therefore, the students’ parents were not willing to pay any more contributions. The participatory approach was expected to break out of the negative cycle and create trust between the COGES executive bureau members and the people associated with the schools such as the parents of the students, teachers, community people, and the students themselves. Since these were the major characteristics of the model, the model was named “Participatory School Management through COGES with Community”.

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Here are the characteristics of the model.

Table 5.10.1 Characteristics of Model of Participatory School Management through COGES with Community (First Draft) Characteristic Brief Explanation  It will strengthen ownership and transparency and contribute to create a sense of trust towards COGES.  Community people can vote for the election of members of executive 1. Participatory Approaches to School bureaus of COGES. Management  Promotion of intense participation at general assemblies  Planning, implementation, and monitoring of activities of COGES should be done in participatory manner.  The number of general assemblies will be 3 times per year.  COGES should include all activities which would improve school results in 2. New Types of Activities by COGES their PACC and implement them as their main activities. 3. Introduction of Union of COGES  In order to learn and help each other for overall improvement, a Union of (U-COGES) COGES will be created for each sub-prefecture.  Three technical manuals with standard formats were developed. 4. Clarified and Improved Activity Procedures  The roles of three parent members of the executive bureau of COGES are for School Management clarified. 5. Capacity Building Program for  Training programs for the manuals are prepared. Guides and training for Establishment and Management of COGES COGES counselors are prepared. and U-COGES 6. Clear Roles of Actors in School  Actors associated with COGES are clarified and their roles in participatory Management school management are also clarified.

The very first model developed by the JICA Expert Team was shared with DAPS-COGES and they improved the contents together to make the draft model which would be shared with the stakeholders. The very first model was also shared with DGDDL/MEMIS, the main counterpart of the Project.

(2) Sharing of Draft Model

The draft model of “Participatory School Management through COGES with the Community” was shared with the stakeholders both in Bouake and Abidjan. The first meeting for sharing the model was held in Bouake on the 17th of March 2016 at Bouake Prefecture Office. There were 38 participants and the participants included SG1 of the Prefect of Bouake Prefecture, director of DREN 1, representatives of heads of local authorities, inspectors of IEPPs, COGES counselors and socio-cultural service staff of local authorities. After the meeting in Bouake, the second meeting was held in Abidjan on the 23rd of March 2016 at MEN. The number of the participants was 21 and the participants included the director of the Cabinet of MEN and directors of major directorates of MEN in addition to the major counterparts of the Project, DAPS-COGES of MEN and DGDDL of MEMIS. At both meetings, the basic concepts of the model were welcomed by the participants and various discussions and comments were made on the draft model to improve it. Especially in Abidjan, many participants insisted that the regional forum on education was a great development that came out of the Project and should be a part of the model. In addition, the JICA Expert Team pointed out that the systems of unequal distributions of subsidies and money collections from COGESs would

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hinder the implementation of the model and therefore, they should be seriously reviewed and straightened. The participants from the Ivoirian government understood the issues clearly and said that they would seriously consider implementing necessary arrangements in order to realize the practical implementation of the model.

(3) Finalization of the Model At the meetings on the model in Bouake and Abidjan in March 2016, many discussions and comments were made. Referring to these discussions and comments, the model of “Participatory School Management through COGES with the Communities” was revised. The major revision point was to integrate the Regional Forum on Education as a part of the model. Since the Forum was integrated into the model, it became one characteristic of the model and there became seven characteristics as shown below. Other minor parts were also revised.

Table 5.10.2 Characteristics of Model of Participatory School Management through COGES with the Community (Final) 1. Participatory Approaches to School Management 2. New Types of Activities by COGES 3. Introduction of Union of COGES (U-COGES) 4. Regional Forum on Education for Boosting Activities of COGES and U-COGES 5. Clarified and improved Activity Procedures of School Management 6. Capacity Building Program for Establishment and Management of COGES and U-COGES 7. Clear Roles of Actors in School Management

The revised model was shared with DGDDL/ MEMIS and DAPS-COGES/ MEN first for discussion. Then, the model was shared with the Director of the Cabinet of MEN on the 23rd June 2016 when the Project reported the progresses of the project activities. Through these meetings, the revised model was discussed and agreed and other revision points were raised and discussed. The major point to be revised was that it would be necessary to have an opportunity where educational administrations and U-COGES representatives could meet regularly in order to exchange information regarding the situations of each side if the Forum is not held annually. In order to realize this, the U-COGES annual meeting was proposed and it was decided that the meeting would be piloted in Gbeke and if it worked well, the meeting would be included in the model. Another revised part was to review and elaborate the roles of various actors in the model. Especially, the roles of Local Authorities in the model were elaborated and defined more precisely. Also, the Prefect of the Department and the Prefect of the Region were added as actors of the model and the roles related to the implementation of the Regional Forum on Education were added to various actors. Compiling these revised points, the second revised model was made in September 2016 as a final version. In order to make all the manuals and the guide that were developed by the Project as a part of the model, all manuals and the guide were reviewed at this time. Checking the logic throughout the manuals and guide as well as reflecting the realities found through the implementation, these manuals and guide were revised and made as final versions.

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5.11 Survey of COGES after Commencement of Participatory School Management In order to see how COGESs implemented what the Project introduced and what they thought about it, the JICA Expert Team of PCN-CI implemented a quick survey. The data was collected through questionnaires as well as group discussions. In order to get the data, the JICA Expert Team organized three U-COGES meetings, which were U-COGES 16 (in Bouake), U-COGES 11 (in Diabo and Languibonou) and U-COGES 6 (in Marabadiassa). At each U-COGES meeting, questionnaires were distributed first and each member COGES answered the questionnaire there. Then, group discussions were conducted based on the prepared questions. The meetings were held around the end of September 2016. The member COGESs which did not attend their U-COGES meetings were followed up individually. At last, the survey covered 83 COGESs, which is about 20% of all COGESs in the region. Here are some results. 90% of the surveyed COGESs answered that they implemented the participatory school management which the Project newly introduced. Through the implementation of the participatory school management, 69% of the surveyed COGESs said that it became easier to mobilize people to general assemblies and 60% indicated that they collected more contributions than before. Most of them said that the introduction of the participatory school management brought positive changes; such as, more people understood the situations of schools and COGESs and the transparency of school management by COGES improved. 86% of the surveyed COGESs said that they had action plans (PACCs) which were developed with the participation of the people. In addition, 90% of them answered that they implemented activities which directly improved school results. Many of them conducted “sensitization of parents on the importance of education”. Also, 36 COGESs implemented “awarding best students”. Furthermore, more than 15 COGESs mentioned that they implemented either an “additional study course” or “study club”. The surveyed COGES said that the activities of improving school results would motivate students and teachers, increase support from community members, and motivate COGES executive bureau members. Regarding the relationships with outside partners, 71% of the surveyed COGES said that they got benefits as a member of U-COGES through “getting technical advice regarding PACC development”, “getting information of good examples of other COGES”, “finding solutions to problems”, and so on. Relationships with local government personnel (staff of IEPPs and local authorities) and COGESs seemed improved because the number of contacts among them increased more or less.

5.12 Other Activities

5.12.1 Participation in Regional Seminar for Sharing Experiences on School-Based Management 2015 in Niger The 6th regional seminar for sharing experiences on school-based management was planned to be held in Niger in March 2015 and representatives from Cote d’Ivoire were invited to the seminar for the first time. So, the government of Cote d’Ivoire, supported by JICA Cote d’Ivoire Office, sent

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representatives to Niger and the JICA Expert Team joined them to participate in the seminar together. The participants from Cote d’Ivoire were as follows.

Table 5.12.1 Participants of Regional Seminar in Niger from Cote d’Ivoire Name Organization Position Gbala Gnato Raphael MEMIS Counselor of Director of DG/DDL YAO N'zue Goumo Célestin Botro Commune Mayor Kouadio Kouamé David MENET Director of DAPS-COGES KOUAME Aka Houaman jeannette MENET Deputy Director of DELC FATOGOMA Coulibaly MENET Deputy Director of DPFC Jo Ogawa JICA Cote d’Ivoire Program Director Junko Okamoto PCN-CI/ JICA Deputy Chief Advisor Expert (School Management/ Harumi Tsukahara PCN-CI/ JICA Community Participation) Ouattara Kandogona Soumaïla PCN-CI/ JICA National Staff in charge of Education

Since the participants were asked to prepare a presentation to introduce the school management situation in Cote d’Ivoire, they developed the presentation and practiced the presentation at the preparatory meeting in Abidjan. The seminar was from the 10th to 13th March 2015 in Niamey, Niger. The topics of the seminar were “educational development through a synergy of actions among stakeholders in the context of the decentralization”, “appropriate management and efficient use of school grants”, and “improving the quality of learning through community participation”. The countries participating in the seminar were Burkina Faso, Cote d'Ivoire, Madagascar, Mali, Senegal, and Niger. In addition, some international education experts working for Africa were invited. At the end of the seminar, representatives from each participating country developed its action plan, which would be implemented after going back to their country. The participants from Cote d’Ivoire developed the action plan for starting the initiative of setting up U-COGES to accelerate COGES activities.

5.12.2 Implementation of Training for the Elected People In the school management by COGES, the elected people including Mayors and the President of the Regional Council need to play important roles. Therefore, whenever the training programs related to COGES were implemented by the Project, several elected people from each local authority were invited. However, their participation was not so good. As a result, many of them do not understand well their roles in the school management and do not sometimes provide expected supports. Considering the situation, the National Director of the Project decided to implement a training program for the elected people in Gbeke on the school management by COGES, utilizing their own budget. DGDDL/ MEMIS in consultation with DAPS-COGES/ MEN and the JICA Expert Team developed the training framework shown below.

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Table 5.12.2 Framework of Training on COGES for the Elected People Training Title Training of Local Authorities on Participatory School Management by COGES Objective To train local authorities on participatory school management by COGES in order for them to play their roles related to COGES and schools adequately Expected  The targets are trained effectively on participatory school management by COGES Outputs  The targets understand the importance of their presence related to COGES as presidents of general assemblies of COGES and their supporters.  The targets know what should be done by each position and what local authorities should do to support, facilitate and monitor participatory school management by COGES and U-COGES.  The targets practice to chair and facilitate general assemblies of COGES and U-COGES (election, action plan development and review of activities) as well as monitor them daily. Contents  Role of local authorities in the field of education  Model of participatory school management through COGES with the community  Role of local authorities in the democratic establishment of COGES  Role of local authorities in the participatory school management by COGES  Role of local authorities in the establishment and functionalization of U-COGES Trainers  DGDDL/ MEMIS  DAPS-COGES/ MEN Targets  Local authorities: President of Regional Council and Mayors, 2-3 Regional/ Municipal Counselors, 1-2 staff of socio-cultural services)  Department: Prefects

The training framework was developed in June 2016 in order to implement the training in August 2016. However, due to the looting of the Prefecture Office, the training was postponed. At last, the training was implemented on the 1st February 2017 at the wedding hall of Bouake Commune. The number of participants was 43 and the distribution of the participants is as shown in the table below. It should be noted that Mayors themselves participated in the training from Botro Commune and Diabo commune and they sensitized other local authorities about their roles for COGESs and schools. Other local authorities sent to the training representatives of Mayors and the President who were in charge of COGES. Unfortunately, nobody participated from Departments due to the delay of the invitations to them. Table 5.12.3 Participants of Training for the Elected People Number of Organization Participants Beoumi Commune 1 Bodokro Commune 2 Botro Commune 9 Bouake Commune 3 Brobo Commune 2 Djebonoua Commune 4 Diabo Commune 3 Sakassou Commune 10 Regional Council 5 Department 0 DREN (COGES Counsellors) 4 Total 43

In terms of trainers and observers from the central government, 3 people from DGDDL/ MEMIS and 3 people from DAPS-COGES/ MENETFP attended the training.

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Chapter 6 Lessons Learned from the Project

6.1 Lessons learned from the Project  It is effective to involve very high officials of ministries such as the Director of Cabinets, Technical Advisors and Ministers, aiming at dissemination, promotion and institutionalization of the models after the model development.  It is very important to involve the elected people from the beginning of the project in all activities and training, in order to maintain the same understanding level between the elected and officers of local governments.  Having a completely transparent planning process including field surveys on infrastructure, database management, priority project selection with the clear criteria and public consultation is the most important and effective method for local governments to gain the trust of the people since it is difficult for the local governments to satisfy all the needs of the community with the current scale of budget.  It is difficult but necessary to simulate projects in consideration of the actual conditions of local governments, in order to develop practical models for local governments.  In the school infrastructure component, each local government implemented a tender for a pilot project. Nine contracts were made between JICA and the contractors for nine local government’s pilot projects. The local governments played roles as delegated project owners. The work volume increased due to the many small contracts to be dealt with. However, by applying this approach, the typical and real problems of local government projects in Cote d’Ivoire, usually small in scale and in which small-scale contractors were engaged, were experienced and understood.  The JICA Expert Team quickly learned that the very low capacity of the contractors in the beginning stage of school construction and rehabilitation works was worse than imagined. Therefore the JICA Expert Team organized several supervision teams by hiring national engineers and technicians and conducted very intensive construction supervision, in order to ensure the minimum quality of construction works. As a result, high quality school buildings were constructed with very high costs for supervision in comparison with the typical cases of local government projects. By taking such approach, the model of construction supervision, which is realistic and applicable to local government projects was not sufficiently examined and tested.  The community can play important roles in school infrastructure maintenance and water management if the necessary training and technical support are provided to them. The local governments are suitable and capable for providing training and support to the community if they are properly trained. Such activities motivate the local government officials to work for the public and create good relationships between the local governments and the community.

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 A Regional Forum is an effective tool to encourage different actors to take actions toward achieving the same goals.  When introducing participatory school management by COGES in a region, all COGES should be targeted at the same time, in order to introduce the information sharing system through the establishment of U-COGES and organization of the Regional Forum.  Similarly, it is very effective to involve all stakeholders in a region including all local governments, all related deconcentrated administrative institutions, and all prefects and sub-prefects in order to create good collaborative relationships among all stakeholders in the region, learn from each other, and to give momentum to promote the developed models within the existing administrative system of the entire region.  It is good to deal with several sectors together, such as the rural water supply and education sectors, when introducing capacity development programs for local government officials, since the same officials work for different sectors and common approaches can be applied to the sectors. In addition, officials of MIE and MENETFP can learn and influence each other by conducting similar activities in the two sectors.

6.2 Recommendations toward achieving the overall goal Models of basic service delivery systems were developed in the Project by conducting pilot projects in Gbeke Region. The issue in the next step toward achieving the overall goal is how to disseminate and promote the models in wider areas and throughout the country. The same approaches taken in the Gbeke Region cannot be applied in the next step which targets a greater number of officers in the regions. In order to enhance the capacity of the local administration in the country by applying the PCN-CI models, the following actions should be taken:

 Establishment of systems to provide training to local governments and deconcentrated offices of the central government.  Examination and development of training programs to be provided to the elected people and officials of local governments and officials of deconcentrated administration who are responsible for basic service delivery.  Development of collaborative relationships between technical ministries (MENNETFP and MIE) and MEMIS in preparation and implementation of training programs.  Involvement of all departments of DGDDL of MEMIS (Departments of Administrative Tutorship, Economic and Financial Tutorship, Personnel of Local Governments, and Local Development) to promote PCN-CI models.  Enhancement of the capacity of technical ministries (MENETFP and MIE) and MEMIS to provide technical support to local governments as follows:  Capacity development of officials of departments of DGDDL, MEMIS on approaches and methodologies of PCN-CI models in order to provide appropriate support and instruction to local governments  Capacity development of officials of DAPS-COGES and DEP of MEMETFP and

6-2 The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire (PCN-CI) Project Completion Report

DGDDL, ONEP and CNC-CGEP of MIE to increase the number of central level trainers  Capacity development of the ministries on planning and preparation of training programs for local governments  Capacity development of MIE to provide necessary technical information and guidance to local governments (potential of water resources, policies on rural water supply including HV and HVA and urban water supply, etc.)  Providing training to prefecture corps in order for them to provide effective guides to regional and local organizations to deliver better basic services according to the PCN-CI models  Providing training to IEPs in order for them to provide effective guides to officials of IEP offices to promote participatory school management by COGES  Improvement of the financial capacity of local government and human resources step by step In addition, it is necessary to further develop the PCN-CI models in the following aspects:

 Improvement of the methodology for preparing development plans for the rural water supply sector in consideration of HV, HVA and urban water supply.  Development of models to enhance the water management system by covering a group of HVs.  Development of models of management and maintenance of HVA  Development of practical models of construction supervision by local governments in collaboration with the community  Identification of possible measures to improve the capacity of local construction companies  Encouraging interaction and mutual learning among COGES and among U-COGES  Improvement of the capacity of COGES counselors on the participatory approach  Improvement of systems of money collection and subsidies for school management

6-3 Appendice A Cadre Logique du Projet (CLP) et Plan des Opérations (PO) Annexe 2-2 Cadre Logique du Projet (PDM) Intitulé du Projet：Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Durée ：Novembre 2013 - Novembre 2015 (3 ans) Bénéficiaires directs : Agents de l'administration locale des secteurs de l'éducation et de l'hydraulique villageoise de la Région de Gbêkê Zones cibles : 12 régions (Folon, Kabadougou, Bagoué, Poro, Tchologo, Gbêkê, Hambol, Bafing, Béré, Worodougou, Bounkani et ainsi que fournisseurs de services et populations participant aux projets pilotes Gontougo) Bénéficiaires indirects : Populations de la Région de Gbêkê et agents de l'administration locale des secteurs de l'éducation et de l'hydraulique villageoise des 12 régions PDM：Ver.2 Date d'élaboration : 11 décembre 2015 Finalité : La confiance de la population vis-à-vis de l'administration locale est renforcée en Côte d'Ivoire Objectif Global Indicateurs objectivement vérifiables Moyens de vérification Hypothèses importantes La capacité de l’administration locale à fournir les services de base est renforcée dans les zones affectées par le conflit du centre et 1. Les modèles de fourniture de services publics de base développés par le Projet sont appliqués dans chacune des régions du 1. Etudes auprès des structures des gouvernements locaux (enquêtes, interviews) du nord de Côte d’Ivoire. Centre et du Nord de Côte d'Ivoire. 2. Etudes auprès de leaders de communautés, organisations de population et gouvernements 1-1 Les directives/manuels/guides élaborés par le Projet sont utilisés locaux du Centre et du Nord de Côte d'Ivoire 1-2 Les services publics sont fournis par chacune des structures de l'administration locale conformément à leurs rôles et 3. Etat de mise en œuvre des Plans d'Actions responsabilités définis. 2. La confiance envers les structures des gouvernements locaux est restaurée dans la Région de Gbêkê. 3. Les plans d'actions développés par le MEMIS, le MIE et le MENET sont mis en oeuvre.

Objectif du Projet Indicateurs objectivement vérifiables Moyens de vérification Les modèles de systèmes de fourniture des services de base dans les zones affectées par le conflit du nord et du centre de Côte 1 . Le niveau de satisfaction de la fourniture de services publics est amélioré. 1. Résultat des études (enquêtes au moyen de questionnaire et interviews auprès de leaders - La situation sociopolitique dans les zones d’Ivoire sont développés. 2. Les rôles et responsabilités des structures concernées par l'administration locale sont devenus clairs et compris par leurs de communautés et organisations de populations), rapport d'état d'avancement du Projet cibles n'est pas radicalement altérée. agents respectifs (agents de DRENET, inspecteurs et conseillers des COGES, agents de la DTH et agents du Conseil Régional 2. Directives, Rapport du Projet et des Communes). 3. Procès-verbaux signés par les autorités concernées 3. Le système et les méthodes de fourniture de services publics sont approuvés.

Extrants Indicateurs objectivement vérifiables Moyens de vérification 1. Les compétences et les connaissances des agents du gouvernement responsables pour la fourniture de services de base 1-1 Les formations sont dispensées sur la base du plan de formations établi. 1-1. Plan de formations et rapport d'exécution de formation - La situation sociopolitique dans la Région dans le secteur de l’éducation (agents de DRENET, inspecteurs et conseillers de COGES et agents du Conseil Régional et des 1-2 Les agents des gouvernements locaux (Conseil Régional et Communes) acquièrent les techniques et connaissances 1-2. Résultat d'enquêtes au moyen de questionnaire et interviews auprès d'agents du Conseil de Gbêkê n'est pas radicalement altérée. Communes) et du secteur de l'hydraulique villageoise (agents de la DTH, du Conseil Régional et des Communes) sont améliorées adéquates en matière de réhabilitation et construction neuve des infrastructures. Régional et des Communes dans la Région de Gbêkê. 1-3 Les agents des gouvernements locaux acquièrent les techniques et connaissances en matière de participation de 1-3. Résultat d'enquêtes au moyen de questionnaire et interviews auprès d'agents du Conseil - La réforme institutionnelle n'affecte pas populations Régional et des Communes considérablement. 1-4 Les agents des ministères concernés du niveau central et de leurs structures déconcentrées acquièrent les techniques et 1-4. Résultat d'enquêtes au moyen de questionnaire et interviews auprès d'agents ayant connaissances pour encadrer le Conseil Régional et les Communes dispensé les formations en faveur du Conseil Régional et des Communes 1-5. Les conseillers de COGES et agents des gouvernements locaux en charge de COGES acquièrent les techniques et 1-5. Résultat d'enquêtes au moyen de questionnaire et interviews auprès des inspecteurs et connaissances en matière d'encadrement et suivi de COGES agents en charge de COGES

2. Les mécanismes de coopération et de coordination efficaces entre les communautés et le gouvernement (Conseil Régional et 2-1 Le Conseil Régional et les Communes de la Région de Gbêkê élaborent les plans de développement des infrastructures 2-1. Plans de développement des infrastructures élaborés par le Conseil Régional et les Communes, Préfet de la Région et Préfets de Départements, DRENET, DTH) sont mis en place à travers la mise en œuvre de (écoles primaires et hydraulique villageoise) sur la base des informations équitables. Communes projets pilotes (pour l'aménagement des infrastructures et la réhabilitation, et les activités communautaires pour la gestion des 2-2 Les projets pilots sont déterminés sur la base du consentement obtenu à travers les consultations publiques. 2-2. Résultats d'interviews auprès d'agents d'administration et populations, procès-verbaux de infrastructures et services) dans la Région de Gbêkê. 2-3 La planification, le processus d'appel d'offres et la supervision des travaux des projets pilotes sont mis en œuvre de façon consultations publiques pertinente. 2-3. Plan de projets pilotes, dossiers d'appel d'offres, rapports de processus de sélection 2-4 Les COGES et CGPE mettent en œuvre les activités sur la base du consensus entre les membres avec l'appui des agents d'entreprises, rapport d'avancement du Projet de l'administration locale (Conseillers COGES, Communes, Conseil Régional). 2-4. Rapports annuels des COGES, résultat d'enquêtes au moyen de questionnaire et 2.5 Les U-COGES sont mises en place et le mécanisme de coopération avec l'administration locale est mis en place pour interviews auprès de COGES et CGPE revitaliser les COGES. 2-5. Procès-verbaux de réunions du comité de coordination 2-6 Le système de gestion et de contrôle des artisans réparateurs de la Région de Gbêkê est mis en place. 2-6. Rapports de suivi des artisans réparateurs

3. Les mécanismes de coordination pour améliorer le système de fourniture de services de base sont développés dans la Région 3-1 L'information sur les infrastructures d'hydraulique villageoise et celles scolaires est partagée entre le Conseil Régional, les 3-1. Etat d'utilisation des outils d'information tels que base de données développée, plan de de Gbêkê, et les modèles développés sont partagés entre les structures du gouvernement central et les structures de Communes et les structures déconcentrées. développement sectoriel, etc. l'administration locale des 5 districts cibles des zones Centre et Nord de Côte d'Ivoire 3-2 Les réunions de coordination et de suivi, auxquelles participent les agents/employés des structures du gouvernement 3-2. Procès-verbaux de réunions pour la coordination et le suivi central, du Conseil Régional et des Communes, les Préfets de la Région, les agents de DRENET et de DTH, sont tenues au 3.3. Cadre proposé moins 2 fois par an dans la Région de Gbêkê. 3-3. Rapports de séminaires, rapport d'état d'avancement du Projet (état d'avancement du 3-3 Le système et les méthodes de services publics sont développés. Projet et nombre d'exemplaires distribués de directives/manuels/guide) 3.4 Les leçons tirées du Projet sont partagées dans les 5 districts du Centre et du Nord de Côte d'Ivoire à travers les séminaires et la distribution des directives, manuels et guides élaborés. 3.5 Les Plans d'Actions à suivre par le MEMIS, le MIE et le MENET sont développés.

Activités Intrants 1-1. Identifier les problèmes de fourniture de services de base à travers les ateliers, études et interviews avec la participation du ＜Parties Japonaise＞ ＜Partie Ivoirienne＞ Le système de décentralisation et de gouvernement central et de ses directions régionales ainsi que des collectivités territoriales, dans la Région de Gbêkê. 1) Experts 1) Affectation du personnel déconcentration ainsi que les attributions de ・Conseiller en chef/ Administration locale ・Directeur de projet chacune des structures concernées ne ・ ・ 1-2. Développer les programmes de formation pour les agents du gouvernement concernés afin de s’attaquer aux problèmes Conseiller en chef adjoint 1/ Développement des communautés/ Service public/Prévention de conflit/Sensibilité au genre 2 Coordinateur de projet subissent pas de changement brusque ・ ・ identifiés au 1-1 Conseiller en chef adjoint / Planification architecturale 2/ Estimation des coûts (réhabilitation d'écoles)/ Gestion des Chefs de projet marchés ・Coordinateur de projet local 1-3. Mettre en œuvre les programmes de formation pour les agents du gouvernement concernés dans les secteurs de l’hydraulique ・Conseiller en chef adjoint / Hydraulique villageoise/ Opération et maintenance ・Leaders de projet villageoise et de l’éducation de la Région de Gbêkê. ・Gestion d’école/Participation communautaire ・Homologues 1-4. Mettre en œuvre les programmes de formation dans les pays tiers et au Japon pour les agents des organismes du ・Études sociales/ Prévention des conflits /Sensibilité au genre 1 gouvernement central concernés et leurs directions régionales ainsi que ceux des collectivités territoriales de la Région de Gbêkê ・Planification des équipements d'hydraulique villageoise l/ Gestion des marchés/ Estimation de coûts 2) Mise à disposition de locaux et équipements pour l’amélioration de la fourniture de services de base. ・Planification architecturale 1/ Conditions d’Approvisionnement) ・Espace bureau approprié avec équipements et commodités nécessaires (électricité, ・Planification architecturale 3 eau, Internet, climatiseur etc.) 2-1. Réaliser les études sur la situation actuelle dans les domaines socio-économique et administratif dans la Région de Gbêkê. ・Planification et supervision de construction (réhabilitation d'écoles) ・Véhicules du Projet ・Planification et supervision de construction (hydraulique villageoise) ・Assistant de projet/ Assistant d’administration locale/plan des formations 3) Prises de dispositions, arrangements 2-2. Réaliser les études d'état des lieux incluant la situation actuelle des installations publiques et de fourniture de service. ・Interprète ・Accès aux informations nécessaires, permis d'entreprendre des activités de projets et Conditions préalables 2) Fourniture d'équipements et de machines garantie de sécurité 2-3. Sélectionner les sujets et sites pour les projets pilotes (pour le développement et la réhabilitation des infrastructures, et les ・Véhicules ・Information et soutien pour obtenir des services médicaux ・La sécurité dans les communes cibles activités des communautés pour la gestion des infrastructures et des services) et tenir les réunions de consultations publiques pour ・Equipements du bureau (ordinateurs personnels, photocopieuse, imprimante) ・Carte d'identité pour des experts Japonais n'est pas altérée mettre en œuvre les projets pilotes. 3) Formation ・Les éléments convenus dans le procès- 2-4. Développer les plans de mise en œuvre des projets pilotes auxquels les communautés peuvent participer à la mise en œuvre ・Formation au Japon (6 personnes ou plus x 1 fois) 4) Frais généraux du Projet (redevance d'électricité et eau, etc.) verbal des discussions sont respectés par et à la gestion. 4) Autres ・Dotation budgétaire pour homologues les deux pays ・ ・ 2-5. Mettre ne œuvre les projets pilotes et réaliser les programmes de formation pour les organisations de communauté et les Dépenses pour les projets pilotes Frais de fonctionnement et d'entretien d'équipements fournis et d'installations mis à ・ fournisseurs de services privés (artisans réparateurs, Comités de Gestion de l’Eau, réparateurs de pompes et COGES) Equipements et matériels de formation disposition ・Prise en charge financière des agents affectés au Projet 2-6. Compiler les leçons tirées de la mise en œuvre des projets pilotes. 3-1. Développer les systèmes de suivi de la mise en œuvre des projets pilotes et mettre en œuvre le suivi des projets pilotes

3-2. Clarifier les processus de fourniture des services de base de la planification à la mise en œuvre et au suivi, ainsi que les rôles et les responsabilités des organismes gouvernementaux et des communautés concernés

3-3. Développer les directives/manuels/guides pour l'amélioration des systèmes de fourniture des services de base.

3-4. Mettre en commun les leçons tirées de la mise en œuvre des projets pilotes entre les organismes de l’administration locale des cinq districts cibles et les organismes du gouvernement central à travers les séminaires et ateliers

3-5. Créer un plan d’action afin de développer les systèmes de fourniture des services de base dans les zones centre et nord.

A-1 Plan d'Opération (PO) 2013 2014 2015 2016 2017 Activités Acteurs Principaux Nov Déc Jan Fév Mar Avr Mai Juin Jui Aoû Sep Oct Nov Déc Jan Fév Mar Avr Mai Juin Jui Aoû Sep Oct Nov Déc Jan Fév Mar Avr Mai Juin Jui Aoû Sep Oct Nov Déc Jan Fév Mar Avr 0. Gestion de Projets MEMIS, Ministère de l'Education, Terminal Evaluation Plan Ministère des Infrastructures 0-1 Réunions Conjointes de Coordination CCC CCC CCC CCC CCC CCC CCC Economiques, Ministère du Planning et du Réel Développement, Equipe d'Experts JICA CCC CCC CCC CCC CCC CCC Terminal Evaluation CCC Version provisoire du Plan de Travail Rapport d'Achèvement du Projet Plan Préparation de Plan de Travail, Rapports d'Avancement et Rapport Tous les Organismes Homologues et 0-2 Version Finale de Plan de Travail Rapport d'Avancement 1 Rapport d'Avancement 2 Rapport d'Avancement 3 Rapport d'Avancement 4 Rapport d'Avancement 5 Rapport d'Achèvement du Pro jet (brouillon) d'Achèvement du Projet Equipe d'Experts JICA Réel Rapport d'Avancement 1 Rapport d'Avancement 2 Rapport d'Avancement 3 Rapport d'Avancement 4 Rapport d'Avancement 5 Rapport d'Achèvement du Projet

Plan MEMIS, Préfet de la Région de Gbèkè, 0-3 Activités de Relations Publiques Equipe d'Experts JICA Réel

Extrant 1.Les compétences et les connaissances des agents du gouvernement responsables de la fourniture de services de base dans le secteur de l’éducation (agents de DRENET, inspecteurs et conseillers de COGES et agents du conseil régional et des communes) et du secteur de l'hydraulique villageoise (agents de la DTH, du conseil régional et des communes) sont améliorées dans la région du Gbèkè.

Identifier les problèmes de fourniture de services de base à travers les Plan ateliers, études et interviews avec la participation du gouvernement Tous les Organismes Homologues et 1-1 central et de ses directions régionales ainsi que des collectivités Equipe d'Experts JICA Réel territoriales, dans la région du Gbèkè Développer les programmes de formation pour les agents du MEMIS, Ministère de l'Education, Plan gouvernement concernés afin de s’attaquer aux problèmes identifiés 1-2 Ministère des Infrastructures au Economiques, Equipe d'Experts JICA Réel 1-1 MEMIS, Ministère de l'Education, Mettre en œuvre les programmes de formation pour les agents du Ministère des Infrastructures Plan Formation de formateurs Formation de formateurs pour 1-3 gouvernement concernés dans les secteurs de l’hydraulique villageoise Economiques, DRENET, DTH, pour gestion scolaire pour gestion scolaire et de l’éducation de la région du Gbèkè Conseil Régional et Communes, Equipe Réel d'Experts JICA

Mettre en œuvre les programmes de formation dans les pays tiers et MEMIS, Ministère de l'Education, Plan Formation dans un pays tiers (Education) Formation au Japon (Administration locale) Formation dans un pays tiers (alimentation en eau en milieu rural) au Japon pour les agents des organismes du gouvernement central Ministère des Infrastructures 1-4 concernés et leurs directions régionales ainsi que ceux des Economiques, DRENET, DTH, collectivités territoriales de la région du Gbèkè pour l’amélioration de la Conseil Régional et Communes, Equipe Réel Formation dans un pays tiers (Education) Formation au Japon (Administration locale) fourniture de services de base d'Experts JICA Formation au Japon (Administration locale)

Extrant 2. Les mécanismes de coopération et de coordination efficaces entre les communautés et le gouvernement (conseil régional et communes, préfet de région et préfets de départements, DRENET, DTH) sont mis en place à travers la mise en œuvre de projets pilotes (pour l'aménagement des infrastructures et réhabilitation, et activités communautaires pour la gestion des infrastructures et services) dans la région du Gbèkè.

Préfet de la Région de Gbèkè, DRENET, Réaliser les études sur la situation actuelle dans les domaines socio- Plan 2-1 DTH, Conseil Régional et Communes, économique et administratif dans la région du Gbèkè Equipe d'Experts JICA Réel

Préfet de la Région de Gbèkè, DRENET, Réaliser les études d'état des lieux incluant la situation actuelle des Plan 2-2 DTH, Conseil Régional et Communes, installations publiques et de fourniture de service Equipe d'Experts JICA Réel

Sélectionner les sujets et sites pour les projets pilotes (pour le Plan développement et la réhabilitation des infrastructures, et les activités Préfet de la Région de Gbèkè, DRENET, 2-3 des communautés pour la gestion des infrastructures et des services) DTH, Conseil Régional et Communes, et tenir les réunions de consultations publiques pour mettre en œuvre Equipe d'Experts JICA Réel les projets pilotes

Développer les plans de mise en œuvre pour les projets pilotes dans Préfet de la Région de Gbèkè, DRENET, Plan 2-4 lesquels les communautés peuvent participer à la mise en œuvre et à DTH, Conseil Régional et Communes, la gestion Equipe d'Experts JICA Réel

Projet Pilote (Education, 1ére tranche) Approvisionnement Exécution Plan Projet Pilote (Education, 2ème tranche) Approvisionnement Exécution Projet Pilote (l'Hydraulique Villageoise) Approvisionnement Exécution Mettre ne œuvre les projets pilotes et réaliser les programmes de Préfet de la Région de Gbèkè, DRENET, Activités de communauté pour la gestion des infrastructures et services formation pour les organisations de communauté et les fournisseurs de 2-5 DTH, Conseil Régional et Communes, services privés (artisans réparateurs, Comités de Gestion de l’Eau, Equipe d'Experts JICA réparateurs de pompes et COGES) Réel

Composante du renforcement des COGES Formation sur le Manuel 1 Formation pilote sur le Manuel 2 Formation pilote sur le Manuel 2

Préfet de la Région de Gbèkè, DRENET, Plan 2-6 Compiler les leçons tirées de la mise en œuvre des projets pilotes DTH, Conseil Régional et Communes, Equipe d'Experts JICA Réel

Extrant 3. Les mécanismes de coordination pour améliorer le système de fourniture de services de base sont développés dans la région du Gbèkè, et les modèles développés sont partagés entre les organismes de gouvernement central et les organismes d'administration locale des 5 districts cibles des zones Centre et Nord de Côte d'Ivoire.

Plan Développer les systèmes de suivi de la mise en œuvre des projets 3-1 pilotes et mettre en œuvre le suivi des projets pilotes Réel GTT Clarifier les processus de fourniture des services de base de la GTT GTT GTT GTT GTT Préfet de la Région de Gbèkè, DRENET, Plan planification à la mise en œuvre et au suivi, ainsi que les rôles et les 3-2 DTH, Conseil Régional et Communes, responsabilités des organismes gouvernementaux et des Equipe d'Experts JICA Réel communautés concernés Réunion entre MENET et MEMIS, et MIE et MEMIS Réunion entre MEN et MEMIS, et MIE Réunion entre MEN et MEMIS, et MIE Réunion entre MEN et MEMIS, et M

Plan Développer les directives/manuels/guides pour l'amélioration des DRENET, DTH, Conseil Régional et 3-3 systèmes de fourniture des services de base Communes, Equipe d'Experts JICA Réel Modèle pour une meilleure fourniture des services publics Mettre en commun les leçons tirées de la mise en œuvre des projets Tous les organismes homologues et Plan Séminaire de Partage d'Expériences Séminaire de Partage d'Expérience Atelierspour Approbation de ModSéminaire de Partage d'Expérience pilotes entre les organismes de l’administration locale des cinq districts 3-4 Equipe d'Experts JICA Séminaires de Partage d’Expérience dans les Régions du Tonkpi et du Kabadougou Séminaires de Partage d’Expérience(Bouak cibles et les organismes du gouvernement central à travers les Réel séminaires et ateliers Séminaires de Partage d’Expérience(Bouaké) MEMIS, Ministère de l'Education, Plan Créer un plan d’action afin de développer les systèmes de fourniture Ministère des Infrastructures 3-5 des services de base dans les zones centre et nord Economiques, Ministère du Planning et du Réel Développement, Equipe d'Experts JICA

A-2 Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Plan des opérations de l'hydraulique villageoise (brouillon)

Année 2013 2014 2015 2016 2017 Extrant Activité Jul Jul Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Fév Sep Sep Sep Avr Avr Avr Avr Mai Dèc Mai Dèc Mai Dèc Dèc Mar Mar Mar Mar Nov Aôu Aôu Aôu Nov Nov Nov Plan CCC1 CCC2 CCC3 CCC4 CCC5 ࠙0.1ࠚ Comité Conjoint de Coordination (CCC) Révision CCC1 CCC2 CCC3 CCC4 CCC5 CCC6 CCC7 Préparation de Plan de Travail, Rapports d'Avancement Plan PT RA1 RA2 RA3 RA4 RA5 RA6 RFP RF ࠙0.2ࠚ et Rapport d'Achèvement du Projet projet Révision Plan 0 Géstion du ࠙0.3ࠚ Activités de Relations Publiques Révision

Identifier les problèmes de fourniture de services de base Plan à travers les ateliers, études et interviews avec la ࠙1.1ࠚ participation du gouvernement central et de ses directions régionales ainsi que des collectivités territoriales, dans la région du Gbèkè. Révision

Collect d'informations et analyse du système administratif Plan ࠙1.1.1ࠚ local actuel et de sa fonction, de la situation générale ainsi que de la situation de l'éducation primaire et de l'HV Révision Plan ࠙1.1.2ࠚ Mise en oevure d'ateliers dans la région de Gbèkè etAbidjan Révision Plan ࠙1.1.3ࠚ (HV) Elaboration d'un plan des activités de projet de l'HV Révision Développer les programmes de formation pour les agents Plan ࠙1.2ࠚ du gouvernement concernés afin de s’attaquer aux problèmes identifiés au 1-1 Révision (HV) Développement des programmes de formation pour les Plan ࠙1.2.1hࠚ agents du gouvernement Révision (HV) Développement des matériels pédagogiques de Plan ࠙1.2.2hࠚ formation Révision Mettre en œuvre les programmes de formation pour les Plan agents du gouvernement concernés dans les secteurs de ࠙1.3ࠚ l’hydraulique villageoise et de l’éducation de la région du Révision Gbèkè. Formation des fonctionnaires sur le sytème décentralisé et Plan ࠙1.3.1ࠚ rôles des collectivités territoriales Révision (HV) Formation des fonctionnaires sur l'élaboration des listes Plan ࠙1.3.2hࠚ de villages Révision (HV) Formation des fonctionnaires sur l'élaboration des listes Plan ࠙1.3.3hࠚ de PMHs Révision Extrant 1 (HV) Formation des fonctionnaires sur l'élaboration des plans Plan ࠙1.3.4hࠚ stratégiques de développement Révision (HV) Formation des fonctionnaires sur la gestion de Plan ࠙1.3.5hࠚ l'aménagement des infrastructures d'HV Révision (HV) Formation des fonctionnaires sur la strucure et Plan ࠙1.3.6hࠚ l'entretien des PMHs Révision (HV) Formation des fonctionnaires sur l'élaboration de DAO Plan ࠙1.3.7hࠚ pour la nouveau construction de forages et réhabilitation de Révision (HV) Formation des fonctionnaires sur l'institution, la Plan ࠙1.3.8hࠚ redynamisation, gestion et formation de CGPEs Révision (HV) Formation des fonctionnaires sur la gestion et formation Plan ࠙1.3.9hࠚ des Ars Révision (HV) Formation des fonctionnaires sur la gestion et formation Plan ࠙1.3.10hࠚ des réparateurs villageois Révision

Mettre en œuvre les programmes de formation dans les Plan pays tiers et au Japon pour les agents des organismes du gouvernement central concernés et leurs directions ࠙1.4ࠚ régionales ainsi que ceux des collectivités territoriales de la région du Gbèkè pour l’amélioration de la fourniture de services de base. Révision

Plan ࠙1.4.1ࠚ Formation au Japon Révision Plan ࠙1.4.2ࠚ (HV) Formation dans un pays tiers Révision Plan ࠙1.4.2ࠚ (HV) Formation dans un pays tiers Révision Réaliser les études sur la situation actuelle dans les Plan ࠙2.1ࠚ domaines socio-économique et administratif dans la Révision région du Gbèkè Etude socio-économique et administrative dans la région du Plan ࠙2.1.1ࠚ Gbèkè Révision (HV) Etude de l'état des lieux pour la population, pauvreté, les Plan ࠙2.1.2ࠚ infrastructures d'HV, les CGPEs et l'Ars Révision Situation de la coopération d'autres partenaires au Plan ࠙2.1.3ࠚ dévelopment Révision

Réaliser les études d'état des lieux incluant la situation Plan ࠙2.2ࠚ actuelle des installations publiques et de fourniture de service. Révision Détermination des critères détaillées pour la sélection des Plan ࠙2.2.1ࠚ projets pilotes Révision Plan ࠙2.2.2ࠚ Etude d'état des lieux Révision Elaboration et publification d'un plan stratégique de Plan ࠙2.2.3ࠚ développement et de la priorités des projets de développement Révision Discussions et accord sur les crtères de sélection par GTT Plan ࠙2.2.4ࠚ (Groupe de Travail Technique) Révision Plan ࠙2.2.5hࠚ (HV) Sélection de villages cibles pour l'expertise technique Révision (HV) Réunions de consultations publiques aux villages cibles Plan ࠙2.2.7hࠚ pour l'expertise technique Révision Plan ࠙2.2.8hࠚ (HV) Mise en oeuvre de l'expertise technique Révision

A-3 Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Plan des opérations de l'hydraulique villageoise (brouillon)

Année 2013 2014 2015 2016 2017 Extrant Activité Jul Jul Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Fév Sep Sep Sep Avr Avr Avr Avr Mai Mai Dèc Mai Dèc Dèc Dèc Mar Mar Mar Mar Aôu Nov Aôu Aôu Nov Nov Nov

Sélectionner les sujets et sites pour les projets pilotes Plan (pour le développement et la réhabilitation des infrastructures, et les activités des communautés pour la ࠙2.3ࠚ gestion des infrastructures et des services) et tenir les réunions de consultations publiques pour mettre en œuvre les projets pilotes. Révision

Plan ࠙2.3.1hࠚ (HV) Sélection de villages cibles pour les projets pilotes Révision Plan ࠙2.3.2hࠚ (HV) Processus d'accord pour les projets pilotes selectionés Révision (HV) Réunion de consultations publiques pour le partage des Plan ࠙2.3.3hࠚ résultats de sélection des projets pilotes et demande de Révision (HV) Instruction pour l'installation et la redynamisation des Plan ࠙2.3.4hࠚ comités villageois Révision Développer les plans de mise en oeuvre pour les projets Plan ࠙2.4ࠚ pilotes dans lesquels les communautés peuvent participer à la mise en œuvre et à la gestion Révision (HV) Elaboration d'un plan de la mise en oeuvre des projets Plan ࠙2.4.1hࠚ pilotes Révision (HV) Elaboration d'un document de demande des quotations Plan ࠙2.4.2hࠚ de l'étude géophysique Révision Plan ࠙2.4.3hࠚ (HV) Sélection de l'entreprise de l'étude géophysique Révision (HV) Mise en oeuvre de l'étude géophysique et l'intérpretation Plan ࠙2.4.4hࠚ des données Révision

Renforcer la capacité des agents du gouvernement Plan

Extrant 2 responsables pour la fourniture de services de base pour ࠙2.5ࠚ la gestion de l'aménagement des infrastructures par la mise en oeuvre des projets pilotes Révision (HV) Elaboration d'un DAO de la construction des forages, Plan ࠙2.5.1hࠚ renouvellement de PMH et réhabilitation des margelles et Révision Plan ࠙2.5.1.2hࠚ(HV) Constatation du DAO par la siège sociale de la JICA Révision (HV) Processus de l'appel d'offre relatifs à la réalisation de Plan ࠙2.5.1.3hࠚ forage. Révision Plan ࠙2.5.1.4hࠚ(HV) Mise en oeuvre de la réalisation de forages Révision (HV) Mise en oeuvre de renouvellement de PMH et Plan ࠙2.5.1.5hࠚ réhabilitation de clôture/margelle Révision Plan ࠙2.5.1.6hࠚ(HV) Inspection de défauts des travaux Révision (HV) Ravitaillement en pièces de rechange pour la Plan ࠙2.5.2hࠚ réhabilitation des PMH Révision Plan ࠙2.5.2.2hࠚ(HV) Constatation du DAO par la siège sociale de la JICA Révision (HV) Sélection de la fournisseur des pièces de rechanges de Plan ࠙2.5.2.3hࠚ PMH Révision (HV) Ravitaillement en pièces de rechange de PMH y Plan ࠙2.5.2.4hࠚ compris transport Révision (HV) Elaboration d'un document de demande des quotations Plan ࠙2.5.3hࠚ du soufflage d'air-lift Révision Plan ࠙2.5.3.2hࠚ(HV) Sélection de l'entreprise du soufflage d'air-lift Révision Plan ࠙2.5.3.3hࠚ(HV) Mise en oeuvre du soufflage d'air-lift Révision Plan ࠙2.5.4hࠚ (HV) Ravitaillement en pièces de rechange d'une PMH India Révision (HV) Transport des pièces de rechange de PMH entre déport Plan ࠙2.5.5hࠚ de la collectivité et des villages Révision Plan ࠙2.5.6hࠚ (HV) Réhabilitation des PMH Révision Plan ࠙2.5.7hࠚ (HV) Reception des ouvrages Révision (HV) Clarifier les rôles et résponsabilités entre les administrations locales, les communautés et les Plan ࠙2.5aࠚ fournisseurs de services privées et renforcer les capacités nécessaires des chaque parties par la mise en oeuvre des Révision projets pilotes Plan ࠙2.5a.1hࠚ(HV) Développement de plan de formation des ARs Révision Plan ࠙2.5a.2hࠚ(HV) Formation des artisants réparateurs à Bouaké Révision Plan ࠙2.5a.3hࠚ(HV) Dévéloeppement de plan de formation des CGPEs Révision (HV) Formation de la nécessité de CGPEs aux villages cibles Plan ࠙2.5a.4hࠚ des projets pilotes Révision (HV) Formation de l'installation de CGPE, Formation des Plan ࠙2.5a.5hࠚ membres de CGPE et Suivi et évaluation de CGPE aux Révision Plan ࠙2.5a.6hࠚ(HV) Formation des répresentans des CGPEs à Bouaké Révision

Développer les systèmes de suivi de la mise en œuvre des Plan ࠙3.1ࠚ projets pilotes et mettre en œuvre le suivi des projets pilotes Révision

Plan ࠙3.1.1ࠚ Mise en oeuvre de GTT Révision GTT1 GTT2 GTT3 GTT4 GTT5 GTT6 Plan ࠙3.1.2hࠚ (HV) Mise en place de GTTHV (Groupe de Travail de l'HV) Révision Plan ࠙3.1.3hࠚ (HV) Mise en place du suivi de déroulement des travaux Révision

A-4 Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Plan des opérations de l'hydraulique villageoise (brouillon)

Année 2013 2014 2015 2016 2017 Extrant Activité Jul Jul Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Fév Sep Sep Sep Avr Avr Avr Avr Mai Mai Dèc Mai Dèc Dèc Dèc Mar Mar Mar Mar Aôu Nov Aôu Aôu Nov Nov Nov (HV) Mise en place d'un mécanisme de contrôle et formation Plan ࠙3.1.4hࠚ des ARs Révision (HV) Mise en place d'un mécanisme de contrôle et formations Plan ࠙3.1.5hࠚ des CGPEs Révision Plan ࠙3.1.6hࠚ (HV) Mise en oeuvre du suivi de déroulement des travaux Révision (HV) Mise en oeuvre du suivi de la condition des Plan ࠙3.1.7hࠚ infrastructures d'HV Révision Plan ࠙3.1.8hࠚ (HV) Mise en oeuvre du suivi des Ars Révision Plan ࠙3.1.9hࠚ (HV) Mise en oeuvre du suivi des CGPEs Révision Compiler les leçons tirées de la mise en œuvre des projets Plan ࠙3.1aࠚ pilotes. Révision Préparation des documents des rôles et résponsabilités des Plan ࠙3.1a.1ࠚ acteurs et compilation des leçons tirées du projets pilotes Révision

Extrant 3 Elaboration des directives/guides relatifs aux rôles et Plan ࠙3.1a.2ࠚ résponsabilités administratives en vue de renforcements de la Révision

Clarifier les processus de fourniture des services de base Plan de la planification à la mise en œuvre et au suivi, ainsi que ࠙3.2ࠚ les rôles et les responsabilités des organismes gouvernementaux et des communautés concernés Révision Développer les directives/manuels/guides pour Plan ࠙3.3ࠚ l'amélioration des systèmes de fourniture des services de base. Révision Mettre en commun les leçons tirées de la mise en œuvre Plan des projets pilotes entre les organismes de ࠙3.4ࠚ l’administration locale des cinq districts cibles et les organismes du gouvernement central à travers les séminaires et ateliers Révision

Compilation des leçons pour l'amélioration de la fourniture de Plan ࠙3.4.1ࠚ services de base dans la région de Gbèkè Révision Plan ࠙3.4.2ࠚ Tenu des ateliers visant la valisdation de modèles Révision Plan ࠙3.4.3ࠚ Tenu de séminaires pour le partage d'expériences Révision Créer un plan d’action afin de développer les systèmes de Plan ࠙3.5ࠚ fourniture des services de base dans les zones centre et Révision nord.

A-5 Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Plan des opérations de l'hydraulique villageoise (brouillon) 2017/03/31

Année 2013 2014 2015 2016 2017 Extrant Activité Jul Jul Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Sep Feb Avr Sep Avr Sep Avr Apr Mai Dèc Dèc Mai Dec Dèc Mai Mar Mar Mar Mar Aôu Nov Nov Nov Aôu Nov Aôu Plan ࠙0.1ࠚ Comité Conjoint de Coordination (CCC) Révisoin Préparation de Plan de Travail, Rapports d'Avancement et Plan ࠙0.2ࠚ Rapport d'Achèvement du Projet projet Révisoin Plan 0 Géstion du Géstion 0 ࠙0.3ࠚ Activités de Relations Publiques Révisoin Identifier les problèmes de fourniture de services de base à Plan ࠙1.1ࠚ travers les ateliers, études et interviews avec la Révisoin Collect d'informations et analyse du système administratif Plan ࠙1.1.1ࠚ local actuel et de sa fonction, de la situation générale ainsi que Révisoin Plan ࠙1.1.2ࠚ Mise en oevure d'ateliers dans la région de Gbèkè etAbidjan Révisoin Développer les programmes de formation pour les agents Plan ࠙1.2ࠚ de l'administration concernés afin de s’attaquer aux Révisoin Plan ࠙1.2.1eࠚ (EPP) Elaboration et validation du plan de formation Révisoin Plan ࠙1.2.2eࠚ (EPP) Développement des programmes de formation Révisoin Mettre en œuvre les programmes de formation pour les Plan ࠙1.3ࠚ agents de l'administration concernés dans les secteurs de Révisoin Formation des fonctionnaires sur le sytème décentralisé et Plan ࠙1.3.1ࠚ

1 Extrant 1 Extrant 1 rôles des collectivités territoriales Révisoin Plan ࠙1.3.2eࠚ (EPP) Formation sur la Carte scolaire Révisoin (EPP) Formation sur le réhabilitation des Ecoles Primaires, Plan ࠙1.3.3eࠚ Formation au (diagnostic des infrastructures) Révisoin (EPP) Formation sur l'aménagement des infrastructures de Plan ࠙1.3.4eࠚ l'EPP Révisoin (EPP) Formation sur l'entretien des bâtiments de l'EPP par Plan ࠙1.3.5eࠚ COGES Révisoin Mettre en œuvre les programmes de formation dans les Plan ࠙1.4ࠚ pays tiers et au Japon pour les agents des organismes du Révisoin Plan ࠙1.4.1ࠚ Formation au Japon Révisoin Plan ࠙1.4.2ࠚ Révisoin Réaliser les études sur la situation actuelle dans les Plan ࠙2.1ࠚ domaines socio-économique et administratif dans la région Révisoin Etude socio-économique et administrative dans la région du Plan ࠙2.1.1ࠚ Gbèkè Révisoin Plan ࠙2.1.2ࠚ Révisoin Situation de la coopération d'autres partenaires au Plan ࠙2.1.3ࠚ dévelopment Révisoin Réaliser les études d'état des lieux incluant la situation Plan ࠙2.2ࠚ actuelle des installations publiques et de fourniture de Révisoin Détermination des critères détaillées pour la sélection des Plan ࠙2.2.1ࠚ projets pilotes Révisoin Plan ࠙2.2.2ࠚ Etude d'état des lieux Révisoin Elaboration et publification d'un plan stratégique de Plan ࠙2.2.3ࠚ développement et de la priorités des projets de développement Révisoin Discussions et accord sur les crtères de sélection par GTT Plan ࠙2.2.4ࠚ (Groupe de Travail Technique) Révisoin Plan ࠙2.2.5eࠚ (EPP) Sélection des villages cibles pour l'expertise technique Révisoin (EPP) Organisation de consultations publiques pour expliquer Plan ࠙2.2.7eࠚ les projets pilotes sur les sites candidats Révisoin (EPP) Mise en œuvre de l'expertise technique (Les cibles Plan ࠙2.2.8eࠚ seront les sites candidats de projets pilotes pour les Révisoin

Activité Mois Jul Jul Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Avr Avr Sep Feb Sep Avr Sep Apr Dèc Mai Dèc Mai Dèc Dec Mai Mar Mar Mar Mar Nov Nov Nov Aôu Aôu Nov Aôu Sélectionner les sujets et sites pour les projets pilotes (pour Plan ࠙2.3ࠚ le développement et la réhabilitation des infrastructures, et Révisoin Plan ࠙2.3.1eࠚ (EPP) Sélection des projets pilotes Révisoin (EPP) Démarches pour obtenir le consentement sur les projets Plan ࠙2.3.2eࠚ pilotes sélectionnés (communautés villageoises y compris les Révisoin (EPP) Clarification des rôles et responsabilités des Plan ࠙2.3.3eࠚ organisations communautaires (villages, COGES ?) Révisoin (EPP) Consultations publiques pour expliquer les résultats de Plan ࠙2.3.4eࠚ Extrant 2 Extrant sélection des projets pilotes et demande de collaboration pour Révisoin Développer les plans de mise en oeuvre pour les projets Plan ࠙2.4ࠚ pilotes dans lesquels les communautés peuvent participer à Révisoin Plan ࠙2.4.1eࠚ (EPP) Avant-projet sommaire et estimation des coûts Révisoin Plan ࠙2.4.3eࠚ (EPP) Mesures des infrastructures existantes Révisoin Plan ࠙2.4.4eࠚ (EPP) Avant-projet détaillé et estimation des coûts Révisoin (EPP) Elaboration du DAO pour les travaux de réhabilitation Plan ࠙2.4.5eࠚ des infrastructures d'écoles primaires Révisoin (EPP) Procedures de l'appel d'offre et contract avec le bureau Plan ࠙2.4.6eࠚ d'étude Révisoin (EPP) Gestion des travaux et prestations confiés à des Plan ࠙2.4.7eࠚ consultants Révisoin Plan ࠙2.4.8eࠚ (EPP) Mise en place du système de suivi Révisoin Renforcer la capacité des agents de l'administration Plan ࠙2.5ࠚ responsables pour la fourniture de services de base pour la Révisoin (EPP) Mise en œuvre des travaux de réhabilitation des Plan ࠙2.5.1eࠚ infrastructures d'écoles primaires Révisoin Plan ࠙2.5.2eࠚ (EPP) Suivi d'état d'avancement des travaux Révisoin Plan ࠙2.5.3eࠚ (EPP) Contre-mesures pour les problèmes rencontrés Révisoin (EPP) Formations en matière d'entretien en faveur des Plan ࠙2.5.4eࠚ organisations communautaires (villages, COGES ?) Révisoin Plan ࠙2.5.5eࠚ (EPP) Contrôles à l'achèvement des travaux et réception Révisoin Plan ࠙2.5.6eࠚ (EPP) Contrôles de défauts Révisoin

A-6 Le Projet de développement des ressources humaines pour le renforcement de l'administration locale dans les zones Centre et Nord de la Côte d'Ivoire. Plan des opérations de l'hydraulique villageoise (brouillon) 2017/03/31

Année 2013 2014 2015 2016 2017 Extrant Activité Jul Jul Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Fév Feb Sep Avr Sep Avr Sep Avr Apr Mai Dèc Dèc Mai Dec Dèc Mai Mar Mar Mar Mar Aôu Nov Nov Nov Aôu Nov Aôu Jul Jul Activité Mois Jul Jan Jan Jan Jan Jun Jun Jun Oct Oct Oct Fév Fév Sep Feb Fév Sep Sep Avr Avr Apr Avr Dèc Dèc Mai Dec Dèc Mai Mai Mar Mar Mar Mar Nov Nov Aôu Nov Aôu Nov Aôu Développer les systèmes de suivi de la mise en œuvre des Plan ࠙3.1ࠚ projets pilotes et mettre en œuvre le suivi des projets Révisoin Plan ࠙3.1.1ࠚ Mise en oeuvre de GTT Révisoin (EPP) Mise en place du groupe de travail pour chacun des Plan ࠙3.1.2eࠚ secteurs Révisoin (EPP) Mise en place du mécanisme d'entretien et suivi et mise Plan ࠙3.1.3eࠚ en œuvre de ceux-ci Révisoin (EPP) Mise en œuvre des activités d'entretien et encadrement Plan ࠙3.1.4eࠚ des organisations communautaires Révisoin (EPP) Mise en place du système de suivi et mise en œuvre de Plan ࠙3.1.5eࠚ celui-ci Révisoin Compiler les leçons tirées de la mise en œuvre des projets Plan ࠙3.1aࠚ pilotes. Révisoin Préparation des documents des rôles et résponsabilités des Plan ࠙3.1a.1ࠚ acteurs et compilation des leçons tirées du projets pilotes Révisoin Elaboration des directives/guides relatifs aux rôles et Plan ࠙3.1a.2ࠚ Extrant 3 Extrant résponsabilités administratives en vue de renforcements de la Révisoin Clarifier les processus de fourniture des services de base de Plan ࠙3.2ࠚ la planification à la mise en œuvre et au suivi, ainsi que les Révisoin Développer les directives/manuels/guides pour Plan ࠙3.3ࠚ l'amélioration des systèmes de fourniture des services de Révisoin Mettre en commun les leçons tirées de la mise en œuvre des Plan ࠙3.4ࠚ projets pilotes entre les organismes de l’administration Révisoin Compilation des leçons pour l'amélioration de la fourniture de Plan ࠙3.4.1ࠚ services de base dans la région de Gbèkè Révisoin Plan ࠙3.4.2ࠚ Tenu des ateliers visant la valisdation de modèles Révisoin Plan ࠙3.4.3ࠚ Tenu de séminaires pour le partage d'expériences Révisoin Créer un plan d’action afin de développer les systèmes de Plan ࠙3.5ࠚ fourniture des services de base dans les zones centre et Révisoin

A-7 2014 2015 2016 2017 Activités Mar Avr Mai Jun Jul Aou Sep Oct Nov Déc Jan Fév Mar Avr Mai Jun Jul Aou Sep Oct Nov Déc Jan Fév Mar Avr Mai Juin Juil Aou Sep Oct Nov Dec Jan Fév Mar Avr Extrant 1

Prévue 1-1: Confirmation des lois et pratiques existantes Realisée

Prévue 1-2: Elaboration de manuel relatif à la mise en place démocratique du COGES Realisée

1-3: Elaboration de contenus de formation Prévue sur la mise en place démocratique du COGES Realisée

Prévue 1-4: Formation des formateurs (DRENET et IEP) Realisée

Prévue 1-5: Formation des Directeurs d'école sur la mise en place démocratique des COGES Realisée

Prévue 1-6: Mise en place des COGES Realisée

Extrant 2

Prévue 2-1: Confirmation des lois et pratiques existantes Realisée

Prévue 2-2: Observation des expériences des autres pays Realisée

Prévue 2-3: Elaboration du draft de manuel relatif à la gestion participative des écoles Realisée

Prévue 2-4: Revision du draft basée sur les résultats de la phase pilote Realisée

Prévue 2-5: Formation des formateurs (DRENET et IEP) Realisée

Prévue 2-6: Formation des membres des COGES basée sur la gestion participative des écoles Realisée

Prévue 2-7: Elaboration de projet d'école et plan d'actions de chaque COGES Realisée

Prévue 2-8: Mise en œuvre du plan d'actions de chaque COGES Realisée

Extrant 3

Prévue 3-1: Confirmation de la pratique actuelle en matière de suivi des COGES Realisée

Prévue 3-2: Observation de l'expérience d'autres pays Realisée

Prévue 3-3: Elaboration du draft de manuel relatif au système de suivi Realisée

Prévue 3-4: Revision du draft de manuel basée sur les résultats de la phase pilote Realisée

Prévue 3-5: Formation des formateurs (DRENET et IEP) Realisée

Prévue 3-6: Formation des membres des COGES sur le système de suivi Realisée

Prévue 3-7: Mise en place du Cadre de Coordination Realisée

Prévue 3-8: Réunions régulières du Cadre de Coordination Realisée

Extrant 4

Prévue 4-1: Suivi des activités pour les résultats 1, 2 et 3 Realisée

4-2: Forum de partage d'expérience de la Prévue Région de Gbêkê et echanges sur les planifications futures Realisée

Prévue 4-3: Revision des manuels et élaboration d'un modèle Realisée

Prévue 4-4: Partage du modèle avec les populations concernées et finalisation du modèle Realisée

Prévue 4-5: Partage des modèle et manuels avec les zones centre et nord Realisée

A-8 Appendice B Comité Conjoint de Coordination (CCC) à Abidjan B-1 B-2 B-3 B-4 B-5 B-6 B-7 Ministère d’État, Ministère de l’Intérieur et de la Sécurité Agence Japonaise de Coopération Internationale (JICA)

Le Projet de Développement des Ressources Humaines pour le Renforcement de l’Administration Locale dans les Zones Centre et Nord de la Côte d’Ivoire

1e Comité Conjoint de Coordination

Date : 30 janvier 2014 Heure : 10:30 – 12:10 (enregistrement des participants à partir de 10h00) Lieu : Salle de Conférence, Direction Générale de la Décentralisation et du Développement Local (DGDDL) Ordre du jour : 1) Approbation du plan de travail et du cadre logique du Projet; 2) Approbation du cadre organique des homologues; 3) Divers. Agenda :

Horaire Contenus Intervenants Enregistrement et installation des 10:00-10:30 Le Comité d’accueil participants Allocution d’encouragement de Mr le 10:30-10:40 Représentant Résident de la JICA en Côte Monsieur Eiro Yonezaki d’Ivoire Allocution de soutien de l’Ambassadeur Son Excellence Monsieur 10:40-10:50 Extraordinaire et Plénipotentiaire du Japon Susumu Inoue en Côte d’Ivoire Allocution du Directeur de Cabinet du 10:50-11:00 Ministre de l’Education Nationale et de Monsieur Kabran ASSOUMOU l’Enseignement Technique Allocution d’ouverture du Directeur de 11:00-11:10 Cabinet du Ministre d’Etat, Ministre de Monsieur Daniel Cheick BAMBA l’Intérieur et de la Sécurité Présentation du Plan de Travail par le 11:10-11:25 Monsieur Raphaël Gbala Gnato Directeur du Projet Présentation du Cadre Logique par le 11:25-11:40 Monsieur Hideyuki Sasaki Conseiller en Chef du Projet Approbation du cadre organique des 11:40-11:50 Monsieur Raphaël Gbala Gnato homologues 11:50-12:20 Echange sur l’ensemble des présentations Tous

12:20-12:25 Mot de clôture Le Préfet Parfait Gohourou

12:25-13:00 Cocktail Service restauration

B-8 ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IIVVOIRE

REUNION DU COMITE CONJOINT DE COORDINATION (CCC)

Date: 02 Octobre 2014 Heure : 10h00 – 13h00 Lieu: DGDDL, MEMIS Objectif: Rapport d’Avancement, Activités à venir et Discussions

Programme

Heure Contenu Présentateur / Facilitateur 09h30‐10h00 Enregistrement des invités Services de la DGDDL (30min)) 10h00‐10h05 Discours du Représenttant de la JICA M. Eiro Yonezaki (5 min) Représentant Résident de la JICA 10h05‐10h10 Mot de bienvenue et d'ouverture M. Gohourou Parfait (5 min)) Directeur Général de la DGDDL 10h10‐10h25 Avancement du projet M. GGbala Gnato Raphael (15 min) Directeurr National du projet/DGDDL M.Mamadou Sanogo Etude d’Etat des Lieux et Plan Sectoriel de Chef des Services Infrastructures de la 10h25‐10h45 Développement (20 min) Mairie de Bouaké/Représentant des Collectivités Territoriales 10h‐45‐11h00 Présentation du Bilan à mi‐parcours des activités de SNAPS COGES la Composante Coges (15 min) 11h00‐11h05 Mot du Manager Régional du projet M. Aka Konin (5min) Préfet de Région de Gbêkê 11h05‐11h25 Echanges portant sur l’ensemble des présentations Tous (20 min) 11h25‐11h40 Activités à venir Equipe des Experts de la JICA (15 min) 11h40‐11h55 Echanges sur les activités à venir Tous (15 min) 11h55‐12h00 Mot de clôture (5 min) M. Gohourou Parfait Directeur Général de la DGDDL 12h00‐13h00 Déjeuner (60 min) Tous

B-9 ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

3ème REUNION DU COMITE CONJOINT DE COORDINATION (CCC)

Date: 30 janvier 2015 Heure : 10h00 – 13h15 Lieu : Salle de conférences de la DGDDL/MEMIS Objectif : Avancement du projet, sélection des projets pilotes et activités à venir

Programme

Heure Contenu Présentateur / Facilitateur

Enregistrement des invités 09h30‐10h00 Services de la DGDDL (30min) Discours du Représentant de l’Ambassade du Japon 10h00‐10h05 Représentant de la JICA (5 min)

10h05‐10h10 Discours du Représentant de la JICA (5 min) Représentant de la JICA

10h10‐10h15 Mot de bienvenue et d’ouverture (5 min) MEMIS

Avancement du projet et plan de projets pilots de l’HV M. Gbala Gnato Raphael 10h15‐10h30 et de l’EPP (15 min) Directeur National du projet/DGDDL Présentation de la sélection des projets pilotes Représentant des collectivités 10h30‐10h45 (15 min) territoriales Présentation de l’avancement de la composante COGES 10h45‐11h00 DAPS‐COGES (15 min)

11h00‐11h40 Echanges (40 min) Tous les participants

11h40‐11h55 Présentation des activités à venir (15 min) Equipe des Experts de la JICA

11h55‐12h10 Echanges (15 min) Tous les participants

12h10‐12h15 Mot de clôture (5 min) MEMIS

12h15‐13h15 Déjeuner Tous les participants

B-10 ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

4ème Réunion du Comité Conjoint de Coordination (CCC)

Date: 28 Août 2015 Heure : 9h30 – 12h00 Lieu: Salle de Conférence de la DGDDL/Abidjan Plateau Objectif: Avancement du PCN-CI et mise en œuvre des projets pilotes

Programme

Heure Contenu Allocutions/Présentateurs 9h30-10h00 Arrivée et installation des invités (30mn) DGDDL 10h00-10h05 Mot du Représentant de la JICA (5 min) M. le Représentant Résident 10h05-10h10 Mot d’ouverture (5mn) DGDDL 10h10-10h25 Etat d’avancement du PCN-CI (15 mn) M. le Directeur National Présentation du plan de mise en œuvre des projets Collectivités 10h25-10h45 pilotes (infrastructures EPP & HV) (20mn) CST mairie de Sakassou Présentation de l’Avancement des activités de la 10h45-11h00 DAPS COGES composante COGES (15 mn) 11h00-11h30 Echanges et Discussions (30 mn) Tous 11h30-11h45 Intervention de l’Equipe des Experts (15mn) Le Conseiller en Chef 11h45-11h55 Discussions Tous 11h55-12h00 Mot de clôture DGDDL 12h00-13h00 Déjeuner Tous

B-11 ＰＣＮ－ＣＩ

Agence Internationale de Coopération Japonaise (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

5ème Réunion du Comité Conjoint de Coordination (CCC)

Date: 11 December 2015 Heure : 9h30 – 12h55 Lieu: Salle de Conférence de la DGDDL Objectif: Avancement et Evaluation à mi-parcours du PCN-CI

Programme du jour

Heure Contenu Allocutions/Présentateurs 9h30-10h00 Arrivée et installation des invités DGDDL/EEJ 10h00-10h05 Mot du Représentant de la JICA (5 mn) M. le Représentant Résident de la JICA 10h05-10h10 Mot de l’Ambassade du Japon (5 mn) M. l’Ambassadeur du Japon 10h010-10h15 Mot de la DGDDL et ouverture M. le DGDDL ou son Représentant 10h15-10h25 Etat d’avancement du PCN-CI (10mn) M. le Directeur National Etat d’avancement des projets pilotes M. les Chefs des Services socio-culturel et 10h25-10h35 (infrastructures EPP & HV) (10mn) technique de la Mairie de Djébonoua Etat d’avancement des activités de la composante COGES 10h35-10h45 MENET/DAPS-COGES (10mn) 10h45-11h15 Présentation du rapport d’évaluation à mi-parcours (30mn) Mission d’évaluation JICA 11h15-11h45 Echanges et Discussions (30 mn) Tous 11h45-11h55 Mot de l’EEJ (10mn) M. le Conseiller en chef de l’EEJ 11h55-12h00 Mot de clôture M. le DGDDL ou son Représentant 12h55-13h00 Déjeuner Tous

B-12 ＰＣＮ－ＣＩ

Agence Internationale de Coopération Japonaise (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE (PCN-CI)

6 ème Réunion du Comité Conjoint de Coordination (CCC)

Date: 3 Juin 2016 Heure : 10h00 – 13h00 Lieu: Salle de Conférence de la DGDDL/MEMIS Objectif: Etat d’avancement du PCN‐CI

Programme du jour

Heure Contenu Allocutions/Présentateurs 09h30‐10h00 Arrivée et installation des invités DGDDL/EEJ M. Tsutomu IIMURA, 10h00‐10h05 Mot du Représentant de la JICA (5 mn) Représentant Résident de la JICA Mot du représentant du MEMIS et ouverture des travaux M. Houndje Luc 10h05‐10h10 (5 mn) Directeur Général Adjoint de la DGDDL M. Gbala Gnato 10h10‐10h20 Etat d’avancement du PCN‐CI (10mn) Directeur National PCN‐CI M. Koffi N’goran Etat d’avancement des projets pilotes (infrastructures EPP 10h20‐10h30 Chef des Services techniques de la & HV) (10mn) Mairie de Beoumi Etat d’avancement des activités de la composante COGES M. Kouadio David, Directeur 10h30‐10h40 (10mn) DAPS‐COGES/MEN Mme Okamoto 10h40‐10h50 Présentation des activités à venir (10 min) Conseillère en Chef Adjointe M. Yokozo Zozoro Firmin (représentant par Kouadio David, Rapport du GTT: Decision la question du maintien des 10h50‐11h00 DAPS COGES) modèles du PCN‐CI dans le Gbêkê (10 mn) Coordonnateur en Région PCN‐CI/SG1 de la Préfecture de Bouaké Préparation des plans d’action des trois (3) Ministères M. Boka Sylvain 11h00‐11h10 (MEMIS/MEN/MIE) pour la promotion des modèles PCN‐CI Coordonnateur National PCN‐CI (10 mn) 11h10‐11h50 Echanges et Discussions (40 mn) Tous M. Houndje Luc 11h50‐11h55 Mot de clôture et fin des travaux (5 min) Directeur Général Adjoint de la DGDDL 11h55 Déjeuner Tous

B-13 Appendice C Groupe Technique de Travail (GTT) à Bouake ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

REUNION DU GROUPE TECHNIQUE DE TRAVAIL (GTT)

Date: 29 Septembre 2014 Heure : 09h00 – 12h00 Lieu: SALLE DE CONFERENCE DE LA PREFECTURE DE GBÊKÊ Objectif: Rapport d’Avancement, Activités à venir et Discussions

Programme

Heure Contenu Présentateur / Facilitateur

08h30‐09h00 Enregistrement des invités Services de la Préfecture M. Eiro Yonezaki 09h00‐09h05 Mot du Représentant de la JICA Repprésentant Résident de la JJICA M. Aka Konin 09h05‐09h10 Mot de bienvenue et d'ouverture Préfet de Région de Gbêkê M. Boka Sylvain 09h10‐09h30 Avancement du Projet (20 mn) Coordonnateur National du PCN‐CI M.Mamadou Sanogo Chef des Services Etude d’Etat des Lieux et Plan Sectoriel de Infrastrructures de la Mairie de 09h30‐10h00 Développement (30 mn) Bouaké/Représentant des Collectivités Territoriales

10h00‐10h20 Discussions (20 mn) Tous

M. Atafi André Présentation du Bilan à mi‐parcours des activités de 10h20‐10h35 Cooordonnateur Coges la Composante CCoges (15 mn) DRENET 1

10h35‐10h55 Discussions (20 mn) Tous

10h55‐11h25 Calendrier des activités à venir (30 mn) Equipe des Experts de la JICA

11h25‐11h55 Discussions (30 mn) Tous

M. Aka Konin 11h55‐12h00 Mot de clôtuure (5 mn) Préfet de Région de Gbêkê

C-1 ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOUURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

2ème REUNION DU GROUPE TECHNIQUE DE TRAVAIL (GTT)

Date : 27 janvier 2015 Heure : 09h30 – 12h00 Lieu : Salle de conférence de la Préfectture de la Région de Gbêkê Objectif : Avancement du projet, sélection des projets pilotes et activités à venir

Programme

Heure Contenu Présenntateur / Facilitateur

9h00‐9hh30 Enregistrement des participants (30 min) Serviices de la Préfecture

9h30‐9hh35 Mot du Représentant de la JICCA (5 min) Reprrésentant de la JICA

M. Aka Konin 9h35‐9hh40 Mot de bienvenue et d'ouverture (5 min) Préfet de Région de Gbêkê M. Boka Sylvain Avancement du projet et plan de projets pilotes de 9h40‐10h05 Coordonnateur National du l’HV et de l’EPP (25 min) PCN‐CI Présentation de la sélection des projets pilotes Représentant des collectivités 10h05‐10h30 (25 min) territoriales Présentation de l’avancement de la composante 10h30‐10h50 DRENET COGES (20 min)

10h50‐111h30 Echanges (40 min) Tous les participants

11h30‐111h45 Présentation des activités à venir (15 min) Equipee des Experts de la JICA

11h45‐111h55 Echanges (10 min) Tous les participants

M. Aka Konin 11h55‐122h00 Mot de clôture (5 min) Préfet de Région de Gbêkê

C-2 ＰＣＮ－ＣＩ

Agence Internationale de Coopération Japonaise (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

3ème Réunion du Groupe Technique de Travail (GTT)

Date: 26 Août 2015 Heure : 9h00 – 12h00 Lieu: Salle de Conférence de la Préfecture de Région Objectif: Avancement du PCN-CI et mise en œuvre des projets pilotes

Programme

Heure Contenu Allocutions/Présentateurs 8h30-9h00 Arrivée et installation des invités Préfecture/EEJ 9h00-9h05 Mot du Représentant de la JICA (5mn) M. le Représentant Résident 9h05-9h10 Mot du Directeur National du PCN-CI (5mn) M. le Directeur du PCN-CI 9h10-9h15 Mot du MENET M. le Directeur de Cabinet 9h15-9h20 Ouverture par le Manager Régional du PCN-CI (5mn) M. le Préfet de Région M. le Coordonnateur National 9h20-9h40 Etat d’avancement du PCN-CI (20 mn) du PCN-CI Présentation du plan de mise en œuvre des projets Collectivités Territoriales 9h40-10h00 pilotes (infrastructures EPP & HV) (20 mn) CST mairie de Sakassou Présentation de l’Avancement des activités de la 10h00-10h20 DRENET composante COGES (20mn) 10h20-10h50 Echanges et Discussions (30 mn) Tous 10h50-11h05 Mot de l’EEJ (15mn) M. le Conseiller en Chef 11h05-11h20 Brève restitution de la formation au Japon (15mn) M. le Directeur du PCN-CI 11h20-11h40 Echanges et discussions (20mn) Tous 11h40-11h55 Intervention du Dir Cab (15mn) M. le Directeur de Cabinet 11h55-12h00 Mot de clôture (5mn) Le Préfet de Région 12h00-13h00 Déjeuner Tous

Participants  Cabinet du MENET (3)  MIE(2)  Direction du PCN-CI (2)  DAPS COGES (3)  Préfecture de Région de Gbêkê (4)  Préfets de Département de Gbêkê(3)  Sous-préfets de la Région de Gbêkê(14)  Le Président du Conseil Régional (1)  Les Maires des 8 communes de Gbêkê (8)  DTH de Bouaké (1)  DRENET 1 & 2 et Staffs(12)  IEPs de la Région de Gbêkê (9)  Fonctionnaires et Agents des 9 collectivités de Gbêkê (18)  JICA (3)  Equipe des Experts de la JICA (16) (109) personnes

C-3 ＰＣＮ－ＣＩ

Agence Internationale de Coopération Japonaise (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

4ème Réunion du Groupe Technique de Travail (GTT)

Date: 09 December 2015 Heure : 8h30 – 12h25 Lieu: Salle de Conférence de la Préfecture de Région Objectif: Avancement et Evaluation à mi‐parcours du PCN‐CI

Programme du jour

Heure Contenu Allocutions/Présentateurs 8h30‐9h00 Arrivée et installation des invités PREFECTURE/EEJ 9h00‐9h05 Mot de la JICA (5 mn) Mme la Directrice des programmes 9h05‐9h10 Mot du Manager Régional du PCN‐CI (5mn) et ouverture M. le Préfet de Région 9h10‐9h25 Etat d’avancement du PCN‐CI (15mn) M. le Coordonnateur National M. les Chefs des Services socio‐culturel et Etat d’avancement des projets pilotes (infrastructures 9h25‐9h40 technique de la Mairie de Djébonoua EPP & HV) (15mn)

Etat d’avancement des activités de la composante 9h40‐09h55 DRENET/COGES COGES (15mn) Présentation du rapport d’évaluation à mi‐parcours 09h55‐10h25 Mission d’évaluation JICA (30mn) 10h25‐11h05 Echanges et Discussions (40 mn) Tous 11h05‐11h20 Mot de l’EEJ (15mn) M. le Conseiller en chef de l’EEJ 11h20‐11h25 Mot de clôture (5mn) M. le Préfet de Région 11h25‐12h25 Déjeuner Tous

Participants  Direction du PCN‐CI (2)  Préfecture de Région de Gbêkê (2)  Préfets de Département de Gbêkê(3)  Sous‐préfets de la Région de Gbêkê(14)  Le Président du Conseil Régional (1)  Les Maires des 8 communes de Gbêkê (8)  DTH de Bouaké (1)  DRENET 1 & 2 et Staffs (12)  IEPs de la Région de Gbêkê (9)  Fonctionnaires et Agents des 9 collectivités de Gbêkê (27)  JICA (5)  Equipe des Experts de la JICA (16) TOTAL 100 personnes

C-4 ＰＣＮ－ＣＩ

Agence Internationale de Coopération Japonaise (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE (PCN-CI)

5ème Réunion du Groupe Technique de Travail (GTT)

Date: 31 Mai 2016 Heure : 8h30 – 12h30 Lieu: Salle de Conférence de la Préfecture de Région Objectif: Etat d’avancement du PCN-CI

Programme du jour

Heure Contenu Allocutions/Présentateurs 08h30-09h00 Arrivée et installation des invités PREFECTURE/EEJ M. Tsutomu IIMURA 09h00-09h05 Mot de la JICA (5 mn) Représentant Résident M. Aka Konin 09h05-09h10 Mot du Manager Régional du PCN-CI et ouverture (5mn) Préfet de Région / Manager en région PCN-CI M. Boka Sylvain 09h10-09h30 Etat d’avancement du PCN-CI (20 mn) Coordonnateur National M. Koffi N’goran Etat d’avancement des projets pilotes (infrastructures 09h30-09h45 Chef des Services Techniques de la Mairie de EPP & HV) (15mn) Béoumi Etat d’avancement des activités de la composante 09h45-10h00 DREN/COGES COGES (15mn) 10h00-10h40 Echanges et Discussions (40 mn) Tous Mme Okamoto 10h40-10h50 Présentation des activités à venir (10 min) Conseillère en Chef Adjointe M. Yokozo Zozoro Firmin SG1 de la Importance du maintien des activités du PCN-CI et les 10h40-10h50 Préfecture de Bouaké / Coordonnateur en actions à mener dans le Gbêkê (10 mn) Région PCN-CI 10h50-11h25 Discussions et conclusion (35 mn) Tous M. Aka Konin 11h25-11h30 Mot de clôture (5mn) Préfet de Région / Manager en région PCN-CI 11h30 Déjeuner Tous

Participants  Direction du PCN-CI (2)  Préfecture de Région de Gbêkê (2)  Préfets de Département de Gbêkê(3)  Sous-préfets de la Région de Gbêkê(14)  Le Président du Conseil Régional (1)  Les Maires des 8 communes de Gbêkê (8)  DTH de Bouaké (1)  DRENET 1 & 2 et Staffs (12)  IEPs de la Région de Gbêkê (9)  Fonctionnaires et Agents des 9 collectivités de Gbêkê (27)  JICA (2)  Equipe des Experts de la JICA (16) TOTAL 100 personnes

C-5 ＰＣＮ－ＣＩ

Agence Japonaise de Coopération Internationale (JICA)

PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

Réunion du Comité Scientifique Date: 21 Février 2017 Heure : 09h00 – 10h30 Lieu: Salle de mariage de la Mairie de Bouaké Objectif: Adoption du Plan d’actions pour la Pérénisation et la promotion des Modèles PCN‐CI dans la région de Gbêkê

Heure Contenu Allocutions/Présentateurs 08h30‐09h00 Arrivée et installation des invités Comité d’organisation 09h00‐09h05 Mot du Préfet et ouverture (5 mn) M. le Préfet de Région Cadre et contexte du Comité Scientifique M le Coordonnateur National du 09h05‐09h15 (membres, rôles, réunions etc…) (10 mn) PCN‐CI Explication du projet du plan d’action pour la pérénisation et la 09h15‐09h30 M. le Sous‐Prefet de Diabo promotion des Modèles PCN‐CI dans la région de Gbêkê (15 mn) 09h30‐10h15 Discussions (45 mn) Tous M. le Coordonnateur National du 10h15‐10h25 Conclusion (10 mn) PCN‐CI 10h25‐10h30 Clôture (5 mn) M. le Préfet de Région

6ème Groupe de Travail Technique du PCN-CI

Date: 21 Février 2017 Heure : 11h00 – 12h30 Lieu: Salle de mariage de la Mairie de Bouaké Objectif: Acquis et plan d’action pour la pérénisation du PCN‐CI

AGENDA DE LA RENCONTRE

Heure Contenu Allocutions/Présentateurs 10h30‐11h00 Arrivée et installation des invités Comité d’organisation 11h00‐11h05 Mot de la JICA (5 mn) Mme la Directrice des Programmes 11h05‐11h10 Mot du Préfet et ouverture (5 mn) M. le Préfet de Région Explication du projet du plan d’action pour la pérénisation et la 11h10‐11h25 promotion des Modèles PCN‐CI dans la région de Gbêkê (15 Le Rapporteur du Comité Scientifique mn) 11h25‐12h15 Discussions (50 mn) Tous 12h15‐12h25 Mot du MEMIS (10 mn) M le Coordonnateur National du PCN‐CI 12h25‐12h35 Mot de la JICA Expert Team (10mn) M. le Conseiller en Chef de l’EEJ 12h35‐12h40 Clôture (5 mn) M. le Préfet de région 12h40‐13h40 Déjeuner (1h) Tous

C-6

Appendice D Plans d'action ᳊Ჽ ᳈Ყ Ჽ ᳃

MINISTERE D’ETAT, MINISTERE DE L’INTERIEUR ET DE LA SECURITE ------AGENCE JAPONAISE DE COOPÉRATION INTERNATIONALE (JICA)

REPUBLIQUE DE CÔTE D’IVOIRE Union - Discipline - Travail

Projet de Développement des Ressources Humaines pour le Renforcement de l’Administration Locale dans les Zones Centre et Nord de la Côte d’Ivoire

Projet de Plan d’Action pour la promotion et la D-1 pérennisation des Modèles PCN-CI du PCN-CI

Ministère d’Etat, Ministère de l’Intérieur et de Sécurité Ministère des Infrastructures Economiques Ministère de l’Education Nationale, de l’Enseignement Technique et de la Formation Professionnelle Région de Gbêkê

Mars 2017

Projet de Plan d’Action pour la promotion et la pérennisation des Modèles PCN-CI du PCN-CI

D-2 Ministère d’Etat, Ministère de l’Intérieur et de Sécurité (MEMIS)

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE PLAN D’ACTION DU MINISTERE D’ETAT, MINISTERE DE L’INTEIEUR ET DE LA SECURITE ------Titre de l’action : Publier les modèles PCN-CI/JICA sur le site internet de la DGDDL But : Permettre à toutes les personnes intéressées, notamment les collectivités locales de se l’approprier facilement Résultat(s) attendu(s) : Les documents sont disponibles et accessibles à tous Public ou population cible : Les élus locaux, les agents des collectivités locales, les communautés Lieu de mise en œuvre : Abidjan Période : Dès la finalisation de la mouture finale des documents Organisme ou service responsable :

D-3 Direction Nationale du PCN-CI ; Service Communication de la DGDDL Collaborateurs extérieurs : Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Récupérer la version électronique des NEANT Le Coordonnateur documents auprès de l’EEJ National PCN-CI

2 Définir avec le Service Communication Le Directeur National de la DGDDL la Rubrique devant PCN-CI recevoir les documents 3 Mettre les documents à la disposition du Le Coordonnateur Service Com. pour publication National PCN-CI

4 Elaborer un TO invitant les collectivités Le Coordonnateur territoriales à consulter et à télécharger National PCN-CI les documents en ligne

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : Sensibiliser les collectivités locales à inscrire dans les documents budgétaires des lignes de crédits destinées à la prise en charge des volets liés à la pérennisation du PCN- CI But : Permettre l’appropriation, l’application et la perrenisation des acquis du projet Résultat(s) attendu(s) : Les collectivités territoriales de la Région de Gbêkê ont dégagé une ligne de crédits en lien avec des activités prescrites par le projet PCN-CI Public ou population cible : Les élus locaux, Direction nationale PCN-CI Lieu de mise en œuvre : Région de Gbêkê / Abidjan Période : Lors de l’élaboration des documents budgétaires Organisme ou service responsable : Collectivités locales ; Direction Nationale du PCN-CI ; Préfectures et DGDDL (DTEF) Collaborateurs extérieurs :

Répartition de l'action, les responsables et le calendrier N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Elaborer un TO à l’attention des NEANT Le Coordonnateur collectivités territoriales de la Région de National PCN-CI D-4 Gbêkê dans un premier temps 2 Envoyer le TO dès sa signature à Le Directeur National l’ensemble des collectivités locales et au PCN-CI Préfets 3 Sensibiliser les différentes parties à la Le Directeur National mise en oeuvre des recommandations PCN-CI / DGDDL du TO - Préfets de Département de la Région de Gbêkê

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : Vulgariser la procédure de concurrence informelle de passation des marchés édictée par le PCN-CI/JICA But : Permettre l’appropriation du document par la DMP et les collectivités territoriales Résultat(s) attendu(s) : La DMP et les collectivités territoriales se sont appropriés la procédure et l’appliquent au quotidien Public ou population cible : Les élus locaux, Direction des Marchés Publiques Lieu de mise en œuvre : Région de Gbêkê / Niveau National Période : Organisme ou service responsable : Collectivités locales ; DGDDL/MEMIS ; Collaborateurs extérieurs : DMP

Répartition de l'action, les responsables et le calendrier N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Soumettre le document (DAO simplifié) Le Directeur National à la DTEF/DGDDL pour observations PCN-CI / DTEF D-5

2 Prendre attache avec le responsable de Le Directeur National la DMP de la Région de Gbêkê pour PCN-CI examiner le document 3 Valider le Document soumis Le Directeur National PCN-CI / DMP Région Gbêkê

4 Soumettre le Document à la DMP à DMP Région Gbêkê / Abidjan pour la suite de la procedure de Direction PCN-CI validation 5 Suivi de la procedure au niveau de la Le Directeur National DMP à Abidjan PCN-CI

6 Vulgarisation de la procedure validée DGDDL/MEMIS auprès des CT

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : Elaborer un document projet pour un mini-programme de renforcement de capacités avec les modèles PCN-CI/JICA But : Trouver des financements extérieurs en vue de former les acteurs du développement local sur les modèles PCN-CI Résultat(s) attendu(s) : Un document projet est disponible et prêt à être soumis à des partenaires au developpement Public ou population cible Lieu de mise en œuvre : Période : 2017-2018 Organisme ou service responsable : DGDDL/MEMIS Collaborateurs extérieurs :

Répartition de l'action, les responsables et le calendrier N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Faire un projet de document - Directeur National PCN- CI D-6 - Coordonnateur PCN-CI 2 Validation du document - DGDDL - Directeur National PCN- CI - JICA 3 Soumettre le Document à des DGDDL partenaires au développement pour financement 4 Mise en œuvre des programmes de DPCT / DDL/ POOL formation FORMATEURS PCN-CI au niveau régional

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : Désigner des points focaux sectoriels pour le suivi de la mise en œuvre des engagements pris par les ministères techniques. But : mettre en place un comité de suivi des engagements pris par les parties prenantes Résultat(s) attendu(s) : Respect et mis en œuvre effective de l’ensemble des engagements pris au niveau du plan d’action national Public ou population cible : Lieu de mise en œuvre : Période : Organisme ou service responsable : DGDDL/MEMIS / MIE (DGIHH ; ONEP ; CNC-CGPE ) ; MENETFP (DEP ; DAPS-COGES ; DSPS ; DELC) ; Collaborateurs extérieurs :

Répartition de l'action, les responsables et le calendrier N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Préparer le projet de lettre d’invitation à Coordonnateur Adjoint la désignation des points focaux PCN-CI D-7 2 Validation du projet de lettre - Directeur National PCN- CI - DGDDL 3 Signature du projet de lettre DCA1/MEMIS

4 Diffusion de la lettre signée Coordonnateur Adjoint PCN-CI 5 Enregistrement des points focaux Coordonnateur Adjoint désignés et organisation des rencontres PCN-CI de suivi

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

Titre de l’action : Verser le plan d’actions global ou les plans d’actions sectoriels afférents à la matrice de Programmation des Investissements Publics (PIP)

But : Permettre la planification et la prise en charge des activités par les ressources de l’Etat Résultat(s) attendu(s) : Le plan d’action global est inscrit au PIP Public ou population cible : Lieu de mise en œuvre : Côte d’Ivoire Période : 2017-2018 Organisme ou service responsable : DGDDL D-8 Collaborateurs extérieurs : MENETFP, MIE Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Elaborer le projet de document à NEANT Le Coordonnateur soumettre au PIP National PCN-CI (DGDDL)

2 Suivre les différentes étapes Le Directeur National d’inscription du programme au PIP PCN-CI (DGDDL)

3 Mettre en œuvre le programme inscrit DGDDL (MEMIS) ; au PIP MENETFP, MIE

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : Mission d’évaluation périodique de la mise en œuvre du plan d’action en vue de la pérennisation du PCN-CI But : S’assurer de la mise en œuvre du plan d’action au niveau régional Résultat(s) attendu(s) : Une évaluation du respect des engagements des parties prenantes est faite Public ou population cible : Les élus locaux de la Région de Gbêkê, Direction nationale PCN-CI, Corps préfectoral de la Région de Gbêkê Lieu de mise en œuvre : Région de Gbêkê Période : Chaque semestre à compter de mars 2017 Organisme ou service responsable : Collectivités locales ; Direction Nationale du PCN-CI (DGDD); Préfectures Collaborateurs extérieurs :

Répartition de l'action, les responsables et le calendrier N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Organiser une mission pour le Directeur National PCN-CI lancement de la mise en œuvre du plan D-9 d’action au niveau régional Préfet de Région 2 Préparer les TDR portant sur Coordonnateur National l’évaluation de la mise en œuvre du plan PCN-CI d’action au niveau régional Valider les TDR Directeur National PCN-C

Préfet de Région Préparer la mission Directeur National PCN-C

Préfet de Région 3 Organiser la première mission Le Directeur National d’évaluation PCN-CI / DGDDL

Préfets de Départements et élus locaux de la Région de Gbêkê

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Projet de Plan d’Action pour la promotion et la pérennisation des Modèles PCN-CI du PCN-CI D-10 Ministère des Infrastructures Economiques (MIE)

Secteur de l’Hydraulique Rurale

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

SCHEMA PROBABLE D’ELABORATION DU PLAN D’ACTION DE LA PARTIE IVOIRIENNE ------Titre de l’action : RENFORCEMENT INSTITUTIONNEL But : Pérennisation des modèles de construction et de gestion des Infrastructures d’Hydraulique Rurale développés par le projet PCN-CI Résultat(s) attendu(s) : Les rôles et responsabilité du MIE en matière d’appui aux CT sont identifiés et la collaboration ONEP/DTH est établie Public ou population cible : DGIHH/ONEP/DTH Lieu de mise en œuvre : ABIDJAN Période : Mars à Juillet 2017 Organisme ou service responsable : Structures qualifiées du MIE (DGIHH, ONEP) Collaborateurs extérieurs :

D-11 Répartition de l'action, les responsables et le calendrier Ressources ou Personnes N° Activités à mener Coût source Janv Fev Mars Avril Mai Juin Juill Août Sept Oct Nov Dec responsables de financement Clarification des rôles et responsabilités du MIE 1 pour l’appui aux CT (décret de reorganisation du NA DGIHH DGIHH Déjà en vigueur MIE n° 2016-596 3 août 2016) Renforcement d’un système de collaboration entre DGIHH /ONE 2 l’ONEP et la DTH par l’établissement d’une NA DGIHH /ONEP P plateforme de partenariat

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

Titre de l’action : RENFORCEMENT DES CAPACITES D’UN POOL TECHNIQUE But : Pérennisation des modèles de construction et de gestion des Infrastructures d’Hydraulique Rurale développés par le projet PCN-CI Résultat(s) attendu(s) : Une base de données est créée, un système de partage d’informations est élaboré. Public ou population cible : DGIHH, ONEP, DTH, CT Lieu de mise en œuvre : Abidjan et Gbêkê Période : Mai à Novembre 2017 Organisme ou service responsable : DGIHH-DTH, ONEP Collaborateurs extérieurs : INS, CNTIG

Répartition de l'action, les responsables et le calendrier Ressources ou source Personnes Oc N° Activités à mener Coût Janv Fev Mars Avril Mai Juin Juill Août Sept Nov Dec D-13 de responsables t financement Elaboration d’un formulaire pour un inventaire A ONEP ONEP 1 des données des infrastructures d’hydraulique déterminer DGIHH DGIHH rurale Partager le formulaire avec la région de A ONEP ONEP 2 Gbêkê, les saisir à titre expérimental dans la déterminer DGIHH DGIHH région de Gbêkê Exécuter à titre expérimental sur la base de ONEP ONEP A 3 formulaire élaboré l’inventaire dans la région DGIHH DGIHH déterminer de GBEKE CT CT Préparation d’un plan directeur national de l’HR Elaboration d’une liste des ONEP A ONEP 4 villages sur la base de RGPH DGIHH déterminer DGIHH 2014 Compilation de la liste existante des infrastructures

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE Titre de l’action : EXECUTION DES PROJETS But : Pérennisation des modèles de construction et de gestion des Infrastructures d’Hydraulique Rurale développés par le projet PCN-CI Résultat(s) attendu(s) : Des besoins sont identifiés et les financements disponibles. Public ou population cible : CT Lieu de mise en œuvre : Côte d’Ivoire Période : Mars à Décembre 2017 Organisme ou service responsable : DGIHH, ONEP, CNC-CGPE, DTH, CT Collaborateurs extérieurs :

Répartition de l'action, les responsables et le calendrier

Ressources ou Personnes Ao N° Activités à mener Coût source Janv Fev Mars Avril Mai Juin Juill Sept Oct Nov Dec responsables ût D-14 de financement Mise en œuvre des projets nationaux en s’appuyant sur les ONEP modèles PCN-CI A ONEP DGIHH 1 Identification des besoins en réhabilitation et déterminer DGIHH CNC-CGPE construction d’ouvrage PTF DTH Plaidoyer pour l’obtention du financement de CT l’Etat ou PTF

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

SCHEMA PROBABLE D’ELABORATION DU PLAN D’ACTION DE LA PARTIE IVOIRIENNE ------Titre de l’action : formation continue des AR But : Mettre à niveau les AR sur les nouvelles technologies des PMH Résultat(s) attendu(s) : Les AR ont leur capacité renforcée en matière de réparation et de maintenance des PMH. Public ou population cible : Les Artisans réparateurs Lieu de mise en œuvre : Région de GBÊKË Période : Mars 2017/Décembre 2017 Organisme ou service responsable : ONEP/DTH Collaborateurs extérieurs : CT Répartition de l'action, les responsables et le calendrier D-15

Ressources ou source Personnes N° Activités à mener Coût Janv Fev Mars Avril Mai juin Juillet Août Sept Oct Nov Dec de financement responsables Renforcer les capacités des AR (Regroupement) de la Région de 1 Gbêkê à la maintenance et à la ONEP/DTH/CT réparation des différents types de pompe 3 350 000 Evaluer les capacités des AR de 2 la Région de Gbêkê en matière ONEP/DTH/CT de maintenance préventive des PMH (suivi de leur Activité)

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE

SCHEMA PROBABLE D’ELABORATION DU PLAN D’ACTION DE LA PARTIE IVOIRIENNE ------Titre de l’action : suivi du fonctionnement des CGPE But : s’assurer du bon fonctionnement des CGPE/redynamiser les CGPE Résultat(s) attendu(s) : Tous les CGPE sont opérationnels Public ou population cible : les membres de CGPE et les agents techniques et socio culturels Lieu de mise en œuvre : Région de GBÊKÊ Période : Mars 2017/Décembre 2017 Organisme ou service responsable : CNC-CGPE/DTH Collaborateurs extérieurs : D-16 CT/DGDDL Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Gestion des rapports périodiques CNC CGPE des collectivités 2 Organiser 2 missions de suivi et 1 150 000 d’accompagnement des CNC CGPE Collectivités pour s’assurer de la bonne gestion des CGPE 3

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE SCHEMA PROBABLE D’ELABORATION DU PLAN D’ACTION DE LA PARTIE IVOIRIENNE ------Titre de l’action : Mobilisation sociale par l’instauration de prix d’excellence des CGPE ET DES AR et sensibilisation des populations par presses en langue locale But : Amener les populations à adopter les bonnes pratiques à l’utilisation de l’eau potable Résultat(s) attendu(s) : Les communautés rurales observent un bon comportement dans la gestion et l’utilisation de l’eau potable Public ou population cible : Communauté rurale Lieu de mise en œuvre : Région de GBÊKÊ Période : Mars 2017/Décembre 2017 Organisme ou service responsable : DGIHH/ONEP/CNC-CGPE Collaborateurs extérieurs : Corps préfectoral/ CT/Elu

D-17 Répartition de l'action, les responsables et le calendrier

Ressources ou N° Activités à mener Coût source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement Concertation des structures DGIHH/ONEP/CNC-CGPE 1 responsables pour l’instauration d’un prix d’excellence. Former les speakers en langues sur DGIHH/ONEP/CNC-CGPE 2 la maintenance et la gestion des points d’eau 5 160 000 3 Lancer la compagne pour le prix DGIHH/ONEP/CNC-CGPE d’excellence Organiser la diffusion des messages DGIHH/ONEP/CNC-CGPE 4 de mobilisation sociale à travers les organes de presse locale 5 Organiser une cérémonie de remise DGIHH/ONEP/CNC-CGPE de prix d’excellence

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE SCHEMA PROBABLE D’ELABORATION DU PLAN D’ACTION DE LA PARTIE IVOIRIENNE ------Titre de l’action : Formation continue des agents des CT But : Renforcer les capacités des agents des CT Résultat(s) attendu(s) : les agents des CT maitrisent les techniques de mise en place des infrastructures d’hydraulique en milieu rural Public ou population cible : les DT des CT Lieu de mise en œuvre : Région de GBÊKË Période : Mars 2017/Décembre 2017 Organisme ou service responsable : DGIHH/ONEP/CNC-CGPE Collaborateurs extérieurs : Répartition de l'action, les responsables et le calendrier

D-18 Ressources ou N° Activités à mener Coût source Personnes responsables Janv Fev Mars Avril Mai Juin Juillet Août Sept Oct Nov Dec de financement 1 Suivre l’exécution technique du DGIHH/ONEP/CNC CGPE chantier 2 Former les CT à la bonne 2 100 000 compréhension et exploitation DGIHH/ONEP/CNC CGPE des guides et manuels élaborés 3

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Projet de Plan d’Action pour la promotion et la pérennisation des Modèles PCN-CI du PCN-CI

D-19 Ministère de l’Education Nationale, de l’Enseignement Technique et de la Formation Professionnelle (MENETFP)

Infrastructures d’écoles primaires

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE PLAN D’ACTION POUR LE DEVELOPPEMENT ET LA GESTION DES INFRASTRUCTRES ET EQUIPEMENTS SCOALIRES, MINISTERE DE L’EDUCATION NATIONALE, DE L’ENSEIGNEMENT TECHNIQUE ET DE LA FORMATION PROFESSIONNELLE ------Titre de l’action 1: Mise en place d’une politique d’appui de proximité aux Collectivités Territoriales (Plaidoyer pour la mise en place de services déconcentrés de la DEP dans certaines DRENETFP (en charge d’un groupe de régions) en vue d’un appui aux services techniques des collectivités territoriales en matière de construction & maintenance des équipements et infrastructures scolaires). But : Avoir quelques antennes ou services déconcentrés de la DEP dans certaines régions de la Côte d’ Ivoire en vue Résultat(s) attendu(s) : Les collectivités territoriales bénéficient d’une assistance de proximité dans la mise en place et la gestion des infrastructures et équipements scolaires Public ou population cible : Les élus locaux, les agents des collectivités territoriales, les communautés Lieu de mise en œuvre : Côte d’Ivoire Période : D’avril 2017 à Septembre 2017 Organisme ou service responsable : MENETFP/DEP D-20 Collaborateurs extérieurs : MEMIS/DGDDL, ARDCI et UVICOCI Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Avril Mai Juin Juillet Août Sept Oct Nov Dec Jan Fev Mars de financement 1 Produire un plan d’action montrant la NEANT MENETFP/DEP DEP nécessité d’avoir quelques bureaux déconcentrés de la DEP à l’intérieur du pays. 2 Rencontrer le Directeur de Cabinet du NEANT MENETFP/DEP DEP MENETFP pour défendre le projet de création de bureaux déconcentrés.

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE PLAN D’ACTION POUR LE DEVELOPPEMENT ET LA GESTION DES INFRASTRUCTRES ET EQUIPEMENTS SCOALIRES, MINISTERE DE L’EDUCATION NATIONALE, DE L’ENSEIGNEMENT TECHNIQUE ET DE LA FORMATION PROFESSIONNELLE ------

Titre de l’action 2: Mis-à-jour des plans standards et spécifications techniques des Bâtiments d’EPP et des manuels But : Mettre à la disposition des collectivités territoriales un catalogue de plans standards et spécifications techniques pour la mise en œuvre des activités de construction et de maintenance des infrastructures et équipements scolaires. Résultat(s) attendu(s) : Les collectivités territoriales disposent du catalogue (copies numérique & papier) de plans et spécifications standards pour la mise en œuvre des activités de construction et de maintenance des infrastructures et équipements scolaires. Public ou population cible : Les élus locaux, les agents des collectivités territoriales Lieu de mise en œuvre : Côte d’Ivoire Période : D’avril 2017 à Juillet 2017 D-21 Organisme ou service responsable : MENETFP/DEP, MENETFP/DELC, MENETFP/DAPS-COGES Collaborateurs extérieurs : MEMIS/DGDDL, MCLAU, ARDCI et UVICOCI Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Avril Mai Juin Juillet Août Sept Oct Nov Dec Jan Fev Mars de financement 1 Actualisation des plans standards & Budget de MENETFP/DEP DEP spécifications techniques des EPP et fonctionnem équipements scolaires. ent

2 Actualisation du catalogue de plans Budget de MENETFP/DEP DEP standard & des spécifications fonctionnem techniques pour la construction et la ent maintenance des infrastructures et équipements scolaires à mettre en œuvre par les collectivités territoriales. 3 Mis-à-jour régulière des manuels de Budget de MENETFP/DEP DEP supervision et de maintenance des fonctionnem DELC infrastructures et équipements scolaires ent DAPS-COGES

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Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE PLAN D’ACTION POUR LE DEVELOPPEMENT ET LA GESTION DES INFRASTRUCTRES ET EQUIPEMENTS SCOALIRES, MINISTERE DE L’EDUCATION NATIONALE, DE L’ENSEIGNEMENT TECHNIQUE ET DE LA FORMATION PROFESSIONNELLE ------

Titre de l’action 3: Diffusion des manuels But : Editer les manuels (catalogue de plan standards et de spécifications techniques, manuel de supervision, manuel de maintenance) des infrastructures et équipements scolaires et remettre les exemplaires (copies papier et numérique) à la DGDDL. Résultat(s) attendu(s) : La DGDDL dispose des copies des différents manuels élaborés, les publie sur son site internet et en fonction de ses besoins fait imprimer des copies des différents manuels pour les élus et les agents des collectivités territoriales. Public ou population cible : La DGDDL, Les élus locaux, les agents des collectivités territoriales Lieu de mise en œuvre : Côte d’Ivoire Période : De juillet 2017 à Octobre 2017 D-22 Organisme ou service responsable : MENETFP/DEP, MEMIS/DGDDL Collaborateurs extérieurs : MEMIS/DGDDL, ARDCI et UVICOCI Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Avril Mai Juin Juillet Août Sept Oct Nov Dec Jan Fev Mars de financement 1 Edition des manuels (catalogue de Budget de MENETFP/DEP DEP plans, manuel de supervision et de fonctionnem MEMIS/DGDDL DGDDL maintenance des infrastructures et ent équipements scolaires).

2 Remise d’exemplaires des manuels NEANT MENETFP/DEP DEP (copies numérique et papier) à la DGDDL pour diffusion.

3 ᳊Ჽ᳈ᲧᲽ᳃

Agence Japonaise de Coopération Internationale(JICA) PROJET DE DEVELOPPEMENT DES RESSOURCES HUMAINES POUR LE RENFORCEMENT DE L’ADMINISTRATION LOCALE DANS LES ZONES CENTRE ET NORD DE LA COTE D’IVOIRE PLAN D’ACTION POUR LE DEVELOPPEMENT ET LA GESTION DES INFRASTRUCTRES ET EQUIPEMENTS SCOALIRES, MINISTERE DE L’EDUCATION NATIONALE, DE L’ENSEIGNEMENT TECHNIQUE ET DE LA FORMATION PROFESSIONNELLE ------

Titre de l’action 4: Suivi de l’application des normes et standards de construction et de maintenance des infrastructures et équipements scolaires But : Faire respecter les plans standards et normes de mise en place et de gestion des infrastructures et équipements scolaires par les collectivités territoriales. Résultat(s) attendu(s) : Les élus et agents des collectivités territoriales se conforment aux normes et standards en vigueur pour toute activité de construction et de maintenance des infrastructures et équipements scolaires. Public ou population cible : Les élus locaux, les agents des collectivités territoriales Lieu de mise en œuvre : Côte d’Ivoire Période : D’Avril 2017 à Mars 2018 Organisme ou service responsable : MENETFP/DEP, MENETFP/DELC, MENETFP/DAPS-COGES D-23 Collaborateurs extérieurs : MEMIS/DGDDL, ARDCI et UVICOCI Répartition de l'action, les responsables et le calendrier

N° Activités à mener Coût Ressources ou source Personnes responsables Avril Mai Juin Juillet Août Sept Oct Nov Dec Jan Fev Mars de financement 1 Suivi de proximité de l’application des Budget de MENETFP/DEP DEP normes et standards par les collectivités fonctionnem MENETFP/DELC DELC territoriales dans le cadre de l’exécution ent MENETFP/DAPS- DAPS-COGES des projets d’infrastructures scolaires COGES (construction & maintenance) par les bureaux déconcentrés de la DEP en collaboration avec les services déconcentrés de la DELC et la DAPS- COGES.

2 Suivi des activités de construction et de Budget de MENETFP/DEP DEP maintenance d’EPP dans la Région de fonctionnem MENETFP/DELC DELC Gbêkê par la Direction de la DEP. ent MENETFP/DAPS- DAPS-COGES COGES

4

Projet de Plan d’Action pour la promotion et la pérennisation des Modèles PCN-CI du PCN-CI

Ministère de l’Education Nationale, de l’Enseignement

D-24 Technique et de la Formation Professionnelle

(MENETFP)

Gestion participative de l’école à travers les COGES avec la Communauté

PLAN D'ACTIONS DE LA PARTIE IVOIRIENNE Titre de l'action: Matrice d'actions de la DAPS-COGES Buts: Pérennisation du Projet Centre Nord - Cote d'Ivoire (PCN-CI) Résultats attendus: Puplic cible ou Population cible: Communauté Educative Lieu de mise en œuvre: Côte d'Ivoire Periode: février 2017 à avril 2018 Organisme ou Service Responsable: DAPS-COGES Collaborateurs extérieurs: Partenaires extérieurs Répartition de l'action, les responsables et le calendrier

Ressources ou Sources de Personnes/Structures 2017 2018 Activités à mener Cout financement Responsables JFM AvMJJtAoSO N D JFM Av Formation de l’ensemble du personnel de la DAPS- COGES sur le projet PCN-CI 630,000 DAPS-COGES DAPS-COGES Mise en place du pool de 30 formateurs de la DAPS- COGES dont 22 en Centrale et 8 déconcentré - DAPS-COGES DAPS-COGES Séminaire de partage du modèle avec tous les D-25 3 981 000 DAPS-COGES/DGDDL DAPS-COGES DRENETFP de la CI Elaboration d’une grille d’évaluation des 13 régions - DAPS-COGES ayant manifesté un intérêt

Mission de repérage et de sélection des 3 régions à cibler pour l’implémentation du projet dans les DAPS- Directions Régionales selon les 3 axes suivants : - 1 500 000 COGES/DGDDL/DRENET DAPS-COGES BOUNDIALI, KORHOGO, FERKE, ODIENNE -MAN, FP SEGUELA, GUIGLO, BONDOUKOU, DIMBOKRO, - ABIDJAN A2,SOUBRE, SASSANDRA, SAN PEDRO Elaboration d’un chronogramme de mise en œuvre des formations dans les 3 régions - DAPS-COGES DAPS-COGES Formation des formateurs au niveau régional sur les 1 125 000 (formateurs)5 modules relatifs aux Manuels PCN-CI dans les 3 090 910 (prise en charge DREN DDEN CT DAPS- DAPS-COGES DRENs et DDEN sélectionnées y compris les IEPP des personnes formées) COGES DGDDL/MEMIS Missions de suivi des formations des acteurs et 1 083 500 DAPS-COGES DAPS-COGES gestionnaires des COGES des 3 régions ciblées Elaboration et mise en œuvre d’un plan intégré de - communication sur la nouvelle vision des COGES DAPS-COGES DAPS-COGES Sensibilisation des journalistes nationaux et 600,000 internationaux sur la nouvelle vision des COGES Développement du chronogramme de révision des DAPS-COGES textes régissant les COGES et production des avant- - DAPS-COGES projets de textes DGDDL/MEMIS

㻝 Ressources ou Sources de Personnes/Structures 2017 2018 Activités à mener Cout financement Responsables JFM AvMJJtAoSO N D JFM Av Atelier de validation du projet de textes régissant les CABINET/DAPS- 6,000,000 DAPS-COGES COGES COGES/DAJ/IGEN Réalisation d’un film institutionnel sur le modèle de Gestion Participative de l’Ecole (GPE) pour la 1,000,000 promotion de la nouvelle vision du COGES DAPS-COGES DAPS-COGES Suivi de l’implantation du modèle de gestion participative de l’école dans les 3 régions de la Côte 3,660,000 DRENETFP/CT DAPS-COGES d’Ivoire Edition et diffusion de 500 manuels de la gestion 4,375,000 MENETFP/MEMIS DAPS-COGES/DGDDL participative de l’école Elaboration et mise en œuvre d’un plan de Suivi - DAPS-COGES DAPS-COGES Evaluation des acquis du PCN-CI Réalisation d’une étude d’impact interne sur le projet 1,000,000 DAPS-COGES DAPS-COGES Atelier de restitution et de partage des résultats de l’é 2,000,000 DAPS-COGES DAPS-COGES tude d’impact D-26

㻞

Projet de Plan d’Action pour la promotion et la

D-27 pérennisation des Modèles PCN-CI du PCN-CI

Région de Gbêkê

Page 1

I- OBJECTIF DU PLAN D’ACTIONS

Le présent plan d'actions vise à assurer la pérennité des activités du PCN -CI dans la Région de Gbêkê.

II- DES PARTIES PRENANTES AU PLAN D’ACTIONS Il s’agit de : - Ministère d’Etat, Ministère de l’Intérieur et de la Sécurité (Direction Nationale du PCN-CI), D-28 - Ministère de l’Education Nationale (DREN 1 et 2 de la Région de Gbêkê), - Ministère des Infrastructures Economiques (DTH de la Région de Gbêkê), et - Région de Gbêkê (Préfectures, Collectivités Territoriales).

Page 2

III- LISTES DES ACTIONS A METTRE EN ŒUVRE AU PLAN REGIONAL

ACTIONS OBJECTIF RATTACHE 1- Prendre un ’acte réglementaire portant rappel et respect des engagements Garantir le respect par chaque partie des engagements pris au forum pris par chaque partie lors du forum sur l’Education au Primaire d’octobre 2015.

2- Constituer un pool de formateurs PCN-CI Assurer le développement de programmes de renforcement de capacités s’appuyant sur le modèle PCN-CI

D-29 3- Mettre en œuvre les programmes de formation Développer des modules de formation du personnel fonctionnaire des administrations centrales, des agents des collectivités territoriales et des organisations à base communautaire de la Région de Gbêkê

4- Réaliser des études d’état des lieux et mettre à jour périodiquement les Mettre à jour périodiquement ( chaque 2 ans) la base de données et utiliser bases de données relatives aux infrastructures d’écoles primaires, lesdites données pour la planification du développement local d’hydrauliques villageoises

5- Diffuser les directives, manuels de procédure, guides et résolutions issus Faire connaître les acquis à tous les acteurs du développement local de la du PCN-CI Région et les appliquer

6- Organiser des rencontres périodiques entre les différents acteurs du projet Partager des expériences de la pérennisation des acquis du PCN-CI et renforcer les compétences

7- Instituer une coopération et une collaboration entre l’administration Sensibiliser les communautés et maintenir des relations pour une compréhension mutuelle des acquis en vue de se les approprier et améliorer centrale déconcentrée et les collectivités territoriales l’offre de services

Page 3

8- Sensibiliser les élus à appliquer la carte scolaire et les critères d’attribution Garantir le respect de la carte scolaire et des besoins en eau potable des des infrastructures hydrauliques populations

9- Affecter une ligne budgétaire dédiée à la prise en charge des modèles Disposer de ressources pour le financement des activités développés par le PCN-CI (Etude d’Etat des lieux en vue de l’actualisation de la base de données, Appui aux COGES et CGPE pour l’entretien des bâtiments scolaires et des pompes) 10- Conduire à terme le processus de mise en place, de redynamisation et de Etendre le processus de mise en place ou de redynamisation des COGES et renforcement des capacités (COGES, CGPE) par les collectivités territoriales. CGPE aux autres localités restantes

11- Suivre les COGES et U-COGES S’assurer du bon fonctionnement des COGES et U-COGES

12- Suivre les CGPE S’assurer du bon fonctionnement des pompes D-30

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IV- TABLEAU DES TACHES ET DES RESPONSABILITES

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE

ère 1. Prendre un acte réglementaire portant rappel - DREN 1 ET 2 Elaboration du projet d’acte - 1 quinzaine de Mars 2017 et respect des engagements pris par chaque (Arrêtés) partie lors du forum sur l’Education au Primaire - SG1 de la Préfecture de Bouaké d’octobre 2015

ère D-31 Préfet de Région Signature des actes - 1 quinzaine de Mars 2017

- Préfecture de Région Diffusion des actes - 2ème quinzaine de Mars 2017 - Préfectures - collectivités territoriales - DREN 1 & 2

Page 5

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 2- Mettre en place dans la Région de Gbêkê, un - SG1 de la Préfecture de Bouaké Elaboration du projet d’arrêté - 1ère quinzaine de Mars 2017 pool de formateurs sur les modèles PCN-CI. - DREN 1 et 2 portant désignation des formateurs - Sous-Prefet de Diabo - Maire de la Commune de Botro

Préfet de Région Signature du projet d’arrêté - 1ère quinzaine de Mars 2017

- Préfecture de Région Diffusion des actes - 2ème quinzaine de Mars 2017

- DREN 1 & 2

D-32

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ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 3- Mettre en œuvre les programmes de Préfet de Région Coordination - formation

Formateurs désignés Administre la formation -

Elus locaux Apporte l’appui matériel et financier -

D-33

Page 7

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 4- Réaliser des études d’état des lieux et mettre - Responsables des Services Elaboration des TDR - 2ème quinzaine de Mai 2017 à jour périodiquement les bases de données Socioculturels et de Promotion relatives aux infrastructures d’écoles primaires, Humaines d’hydrauliques villageoises - Responsables des Services Techniques - DTH Validation des TDR et mise à - 1ère quinzaine de Juin 2017 - DREN 1 et 2 disposition du budget - Président du CR et le Conseil Régional - Maires et Conseils Municipaux D-34 - Responsables des Services Mise en œuvre de l’activité - 2ème quinzaine de Juin, Juillet et Socioculturels et de Promotion Août 2017 Humaines

- Responsables des Services Techniques

Page 8

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 5- Diffuser les directives, manuels de CSSPH (CR et Communes) Préparer les TDR relatifs à cette - procédure, guides et résolutions issus du activité PCN-CI

Maires, Président du Conseil Validation des TDR et mise à - Régional et Conseils Municipaux et disposition des ressources Régionaux CSSPH (CR et Communes) Duplication des manuels et Guides - D-35

CSSPH (CR et Communes) Diffusion -

Page 9

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 6- Organiser des rencontres périodiques entre Préfecture de Région Elaboration des TDR les différents acteurs du projet DGDDL (Direction du Développement Local)

Préfecture de Région Convocation des parties prenantes DGDDL (Direction du Développement Local)

D-36 Préfecture de Région Animation de la rencontre

DGDDL (Direction du Développement Local)

Page 10

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 7- Instituer une coopération et une collaboration Corps préfectoral Préparation des tournées entre l’administration centrale déconcentrée, les collectivités territoriales et les Communautés

- Corps Préfectoral Organisation des tournés d’information - Elus locaux et de sensibilisation - Responsables des services déconcentrés

D-37

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ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 8- Sensibiliser les élus à appliquer la carte DTH Préparation d’un arrêté rappelant la scolaire et et les critéres d’attribution des nécessité du respect de la carte infrastructures hydrauliques DREN 1 et 2 scolaire

PREFECTURE DE REGION PREFET DE REGION Signature de l’arrêté

DTH Diffusion de l’arrêté signé

DREN 1 et 2

D-38 PREFECTURE DE REGION DTH Mise à disposition des données de la carte scolaire DREN 1 et 2

PREFECTURES - Elus locaux Prise en compte des données de la - CSSPH carte scolaire dans la réalisation des - CST infrastructures scolaires

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ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 9- Affecter une ligne budgétaire dédiée à la - Elus Locaux Inscription de(s) lignes dans les prise en charge des modèles développés par le documents budgétaires et leur PCN-CI (Etude d’Etat des lieux en vue de - Conseils Municipaux validation l’actualisation de la base de données, Appui aux COGES et CGPE pour l’entretien des - Conseil Régional bâtiments scolaires et des pompes) - DGDDL (DDL et DTEF) Approbation des documents budgétaires - Préfectures de Bouake, Beoumi, Sakassou et Botro

D-39 Elus Locaux Exécution du budget

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ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 10- Conduite à terme du processus de mise en Responsables des Services Elaboration des TDR - Début Mars 2017 (1 semaine) place, de redynamisation et de renforcement Socioculturels et de Promotion des capacités (COGES, CGPE) par les Humaine et Techniques collectivités territoriales. - DTH Validation des TDR et mise à - 1ère quinzaine de Mars 2017 - DREN 1 et 2 disposition du budget - Président du CR et le Conseil Régional - Maires et Conseils Municipaux Responsables des Services Mise en œuvre de l’activité - Avril 2017 D-40 Socioculturels et de Promotion Humaine et Techniques

Page 14

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 11- Suivre les COGES et U-COGES DREN 1 et 2 Des visites d’évaluation

Collectivités territoriales

DREN 1 et 2 Organisation et animation de réunions bilan Collectivités territoriales DREN 1 et 2 Production de rapport ou PV de rencontre

D-41 Collectivités territoriales DREN 1 et 2 Partage des documents avec la DAPS-COGES et d’autres acteurs Collectivités territoriales

Page 15

ACTION ACTEURS TÂCHES DELAIS DE MISE EN OEUVRE 12- Suivre des CGPE Des visites d’évaluation Collectivités territoriales avec appui de la DTH

Collectivités territoriales avec appui Organisation et animation de de la DTH réunions bilan Collectivités territoriales avec appui Production de rapport ou PV de de la DTH rencontre Collectivités territoriales avec appui Partage des documents avec la

D-42 de la DTH CNC-CGPE et d’autres acteurs

Page 16

Appendice E Apports des Experts de la JICA Apports des Experts de la JICA

2013 2014 2015 2016 Totale Assignment Nom FY2013 EF2014 EF2015 EF2016 Nov Déc Jan Fév Mar Avr Mai Juin Juil Août Sep Oct Nov Déc Jan Feb Mar Avr Mai Juin Juil Août Sep Oct Nov Déc Jan Feb Mar Avr Mai Juin Juil Août Sep Oct Nov Déc Jan Feb Mar Avr Côte d'Ivoire Japon

Plannifié 7.87

d'Ivoire Conseiller en chef/ M. Hideyuki 20(0.67) 35(1.17) 4(0.13) 6(0.20) 8(0.27) 17(0.57) 24(0.8) 25(0.83) 11(0.37) 10(0.23) 16(0.53) 15(0.5) 15(0.5) 15(0.5) 15(0.5) Administration locale Sasaki 11/17 12/6 1/11 2/14 3/4 3/7 7/26 7/318/26 9/2 9/26 10/12 1/23 2/15 4/24 5/18 8/18,8/20-29 10/4 10/13 11/28 12/13 2/24-2/28,3/1,3-7 6/21 6/27 8/3 9/17-26,9/28-29,10/1-5 2/21, 2/25-3/4 Réalisé MM Total 7.57 20(0.67) 35(1.17) 4(0.13) 6(0.20) 8(0.27) 17(0.57) 24(0.8) 25(0.83) 11(0.37) 10(0.23) 16(0.53) 12(0.4) 5(0.17) 7(0.23) 1(0.03) 17(0.57) 9(0.3) MM total utilisé à la fin de Avril 7.40 Conseiller en chef adjoint 1/ Plannifié Développement des 14.83 Mme. Junko 29(0.97) 23(0.76) 44(1.47) 47(1.57) 28(0.93) 37(1.23) 7(0.23) 22(0.73) 38(1.27) 37(1.23) 35(1.17) 40(1.33) 35(1.17) 23(0.77) communautés/ Service Okamoto 11/17 12/15 1/14 2/2 2/12-14 4/14 6/3 8/18 10/3 11/17 12/14 1/10 2/15 3/9 3/15 4/18 5/9 8/15 9/21 11/6 12/12 1/31 3/6 5/10 6/15 9/7 10/14 2/12 3/5 publique/Prévention des conflits Réalisé MM Total 14.83 2 /Sensibilité au genre 2 29(0.97) 23(0.76) 44(1.47) 47(1.57) 28(0.93) 37(1.23) 7(0.23) 22(0.73) 38(1.27) 37(1.23) 36(1.2) 37(1.23) 38(1.27) 22(0.73) MM total utilisé à la fin de Avril 14.67 Leader du group d'aménagement des Plannifié 5.30 infrastructures/ Conseiller en M. Tomoki 45(1.5) 31(1.03) 53(1.77) 30(1.0) chef adjoint 2/ Planification Miyano 2/1 3/17 4/25 5/25 7/20 9/10 10/20 11/18 architecturale 2/ Estimation des Réalisé MM Total 5.30 coûts (Bâtiments scolaires)/ 45(1.5) 31(1.03) 53(1.77) 30(1.0) MM total utilisé à la fin de Avril 5.30 Leader du group d'aménagement des Plannifié 17.00 infrastructures 2/Alimentation en M. Masakazu 30(1.0) 47(1.57) 70(2.33) 41(1.37) 33(1.1) 51(1.7) 30(1.0) 63(2.1) 36(1.2) 34(1.13) 30(1.0) 30(1.0) 15(0.5) eau en milieu rural/ Opération et Saito 11/16 12/15 1/7 2/22 4/25 7/3 8/24 10/3 11/9 12/11 1/10 3/1 3/21 4/19 6/15 8/16 11/17 12/22 1/20 2/22 6/6 7/5 9/8 10/7 2/19 3/5 maintenance/ Gestion de base Réalisé MM Total 17.00 de données 30(1.0) 47(1.57) 70(2.33) 41(1.37) 33(1.1) 51(1.7) 30(1.0) 63(2.1) 36(1.2) 34(1.13) 30(1.0) 30(1.0) 15(0.5) MM total utilisé à la fin de Avril 16.83

Plannifié 16.30 Gestion d’école/Participation Mme. Harumi 24(0.8) 54(1.8) 37(1.23) 44(1.47) 60(2.0) 51(1.7) 36(1.2) 72(2.4) 21(0.7) 21(0.7) 21(0.7) 32(1.07) 16(0.53) communautaire Tsukahara 11/29 12/22 2/2 3/27 5/15 6/20 7/6 8/18 9/29 11/27 1/27 3/18 5/12 6/16 8/3 10/13 11/30 12/20 3/6 3/25 6/15 7/4 9/11 10/14 2/18 3/5 Réalisé MM Total 16.30 24(0.8) 54(1.8) 37(1.23) 44(1.47) 60(2.0) 51(1.7) 36(1.2) 72(2.4) 21(0.7) 20(0.67) 20(0.67) 34(1.13) 16(0.53) MM total utilisé à la fin de Avril 16.13 1/11 2/24 Plannifié 1.50 Études sociales/ Prévention des Mme.Hisako 45(1.5) conflits 1/Sensibilité au genre 1 Kobayashi 1/11 2/24 Réalisé MM Total 1.50 45(1.5) MM total utilisé à la fin de Avril 1.50

Côte Planification des équipements Plannifié 14.80 d’alimentation en eau en milieu 36(1.2) 70(2.33) 37(1.23) 47(1.57) 75(2.5) 31(1.03) 34(1.13) 60(2.0) 30(1.0) 24(0.8) M. Kan Shichijo rural/ Gestion des marchés 2/10 3/17 6/15 8/23 11/16 12/22 1/15 3/2 3/28 6/10 9/25 10/25 11/11 12/14 1/5 2/20 4/13 6/2 7/1 7/16 publics/ Estimation de coûts Réalisé MM Total 14.80 36(1.2) 70(2.33) 37(1.23) 47(1.57) 75(2.5) 31(1.03) 34(1.13) 47(1.57) 51(1.7) 16(0.53) MM total utilisé à la fin de Avril 14.80

Plannifié Planification architecturale 1/ 8.47 Mme. Izumi 29(0.97) 15(0.5) 37(1.23) 34(1.13) 30(1.0) 48(1.6) 32(1.07) 29(0.97) Conditions Kasai 11/17 12/15 1/7 1/21 4/21 5/27 3/24 4/26 6/23 7/22 8/23 10/9 11/22 12/23 1/13 2/10 d’Approvisionnement) Réalisé MM Total 8.47 29(0.97) 15(0.5) 37(1.23) 34(1.13) 30(1.0) 48(1.6) 32(1.07) 29(0.97) MM total utilisé à la fin de Avril 8.47

Plannifié 3.07 M. Kazuomi 24(0.8) 23(0.77) 22(0.73) 23(0.77) Planification architecturale 3 Okamura 1/25 2/17 1/18 2/9 5/9 5/30 9/12 10/4 Réalisé MM Total 3.07 24(0.8) 23(0.77) 22(0.73) 23(0.77) MM total utilisé à la fin de Avril 3.07 Leader du group d'aménagement des Plannifié 12.07 infrastructures/ Planification Mme. Hiroko 28(0.93) 39(1.3) 35(1.17) 44(1.47) 33(1.1) 55(1.83) 39(1.3) 46(1.53) 27(0.9) 16(0.53) architecturale 4/ Estimation des Ishikawa 5/17 6/18 7/26 9/2 11/17 12/21 1/17 3/1 3/24 4/25 5/14 7/7 8/1 9/8 10/13 11/27 1/5 1/31 2/21 3/7 coûts (Bâtiments scolaires)/ Réalisé MM Total 12.07 Gestion des marchés publics 2 28(0.93) 39(1.3) 35(1.17) 44(1.47) 33(1.1) 55(1.83) 39(1.3) 46(1.53) 27(0.9) 16(0.53) MM total utilisé à la fin de Avril 12.07 Leader du group d'aménagement des Plannifié 3.50 infrastructures 3/ Planification M. Koichiro 54(1.8) 21(0.7) 30(1.0) architecturale 5/ Seki 1/5 2/27 4/9 4/29 5/17 6/15 Gestion de la construction Réalisé MM Total 3.50 (Bâtiments scolaires) 54(1.8) 21(0.7) 30(1.0) MM total utilisé à la fin de Avril 3.50

Plannifié 2.13 M. Junya 25(0.83) 23(0.93) 16(0.53) Planification architecturale 6 Umemura 5/25 6/18 9/10 10/5 2/18-3/5 Réalisé MM Total 2.53 en 25(0.83) 26(0.87) 16(0.53) MM total utilisé à la fin de Avril 2.07

Plannifié 3.33 Gestion de base de données/ Mme. Camille 40(1.33) 30(1.0) 30(1.0) Etude d’etat des lieux Armengaud 5/2 6/10 2/1 3/1 6/6 7/5 Réalisé MM Total 3.33 40(1.33) 30(1.0) 30(1.0) MM total utilisé à la fin de Avril 3.33

Plannifié Assistant de projet/ Assistant 3.03 Mme.Azusa 30(1.0) 30(1.0) 24(0.8) 31(1.03) d’administration locale/Gestion Matsui 11/16 12/15 1/10 2/8 2/9 3/4 8/26 9/25 des formations Réalisé MM Total 3.03 30(1.0) 30(1.0) 24(0.8) 31(1.03) MM total utilisé à la fin de Avril 3.03

Plannifié Assistant de projet/ Assistant 2.53 M. Koichiro 28(0.93) 30(1.0) 18(0.6) d’administration locale/Gestion Seki 11/8 12/5 3/3 4/1 7/3 7/20 des formations Réalisé MM Total 2.53 28(0.93) 30(1.0) 18(0.6) MM total utilisé à la fin de Avril 2.53

Plannifié Assistant de projet 2/ Assistant 5.37 M. Itaru 16(0.53) 38(0.9) 37(1.23) 24(0.9) 20(0.67) 11(0.37) 15(0.5) d’administration locale Uema 7/3 7/18 11/7 12/14 1/31 3/7 3/23 4/15 5/27-6/14, 6/23 8/27 9/6 10/22 2/12 2/26 2/14 2/Gestion des formations 2 Réalisé MM Total 5.37 16(0.53) 38(0.9) 37(1.23) 24(0.8) 20(0.67) 11(0.37) 15(0.5) MM total utilisé à la fin de Avril 5.38

Plannifié Assistant de projet 3/ Assistant 0.40 M.Keisuke 12(0.4) d’administration locale Hattori 8/27 9/7 10/22 3/Gestion des formations 2 Réalisé MM Total 0.40 12(0.4) MM total utilisé à la fin de Avril 0.40

Plannifié Mme. Yasu 29(0.97) 31(1.03) 30(1.0) 27(0.9) 27(0.9) 26(0.87) 15(0.5) (6.17) Interprète Kikuchi 11/17 12/15 1/7 2/6 8/18 9/16 1/10 2/5 11/17 12/13 9/17 10/11 2/18 3/5 Réalisé MM Total (6.17) MM total utilisé à la fin de Avril Travailler 29(0.97) 31(1.03) 30(1.0) 27(0.9) 27(0.9) 25(0.83) 16(0.53) (6.17) MM total in Cote d'Ivire (Plannifié) 121.50 Total used MM as of end of Avril (Réalisé) 116.50 Japon

Plannifié 0.50 Conseiller en chef/ M. Hideyuki 2(0.1) 2(0.1) 3(0.15) 3(0.15) Administration locale Sasaki 12/22, 12/24 1/8, 1/9 5/25-27 8/24,30 9/5 10/24-25 12/1,16 Réalisé 1/4-5 0.80 2(0.1) 2(0.1) 3(0.15) 2(0.1) 1(0.05) 2(0.1) 2(0.1) 2(0.1) 0.80 1(0.05) 1(0.05) Conseiller en chef adjoint 1/ Plannifié Développement des 2.25 Mme. Junko 2(0.1) 2(0.1) 5(0.25) 7(0.35) 10(0.5) 3(0.15) 16(0.8) communautés/ Service Okamoto 12/18, 12/22 1/8, 1/9 5/25-29 6/8-12,18-1 7/4-8, 7/11-15 12/22,24,25 3/14,15 7/1,4,5,7,8 9/1,2,5,6 10/17-18 11/28,29,30 1/4-6 2/1-2/2 publique/Prévention des conflits Réalisé 2.25 2 /Sensibilité au genre 2 2(0.1) 2(0.1) 5(0.25) 7(0.35) 10(0.5) 3(0.15) 2(0.1) 5(0.25) 4(0.2) 2(0.1) 3(0.15) 3(0.15) 2(0.1) 2.50 Leader du group d'aménagement des Plannifié 1.10 infrastructures/ Conseiller en 2(0.1) 2(0.1) 2(0.1) 2(0.1) 2(0.1) 10(0.5) **** chef adjoint 2/ Planification 12/22, 12/24 1/8, 1/9 5/2,5/4 7/29, 7/30 12/7,12/8 3/9,11,14,15,16,18,23,24,25,29 10/7,11 architecturale 2/ Estimation des Réalisé 1.10 coûts (Bâtiments scolaires)/ 2(0.1) 2(0.1) 2(0.1) 2(0.1) 2(0.1) 10(0.5) 2(0.1) 1.10 au Leader du group J d'aménagement des Plannifié 1.00 infrastructures 2/Alimentation en M. Masakazu 2(0.1) 2(0.1) 5(0.25) 6(0.3) 5(0.25) eau en milieu rural/ Opération et Saito 12/22, 12/24 1/8, 1/9 5/18-19,21-22,256/3-5,7-9 10/24,25,26,28,31 maintenance/ Gestion de base Réalisé 1.00 de données 2(0.1) 2(0.1) 5(0.25) 6(0.3) 5(0.25) 1.00

Plannifié 0,55 M. Kazuomi 3(0.15) 8(0.4) Planification architecturale 3 Okamura 7/8-7/10 Réalisé 0.55 3(0.15) 3(0.20) 0.15

Assistant de projet/ Assistant Plannifié 1.00 10(0.5) 10(0.5) d’administration locale/Gestion **** 7/6-7/10, 7/13-7/17 10/26-28 1/5-9 2/1-2 des formations Réalisé 1.00 10(0.5) 3(0.15) 5(0.25) 2(0.1) 1.00 MM total in Japon (Plannifié) 6.30 Total used MM as of end of Avril (Réalisé) 6.55

△ △△△△△△ Rapport Période de soumission WP PR1 PR2 PR3 PR4 PR5 F/R Travailler Travailler en 121.50 6.30 Phase d'étude et Total Côte d'Ivoire (Plannifié) Travailler au 127.80 Japon

Travailler en 120.47 6.55 Phase d'étude et Total Côte d'Ivoire (Réalisé) Travailler au 127.02 Japon

Légende: Le travail en Côte d'Ivoire Le travail au Japon Travail en Côte d'Ivoire (Plan avenir basé sur Calendrier Actual) A la charge des entreprises

E-1 Appendice F Liste des Equipements Liste des équipements du PCN‐CI Liste des EquipementsPerdus

No. SUJET SPECIFICATIONS Date d'achat Quantité Détenu (e)par 1 Climatiseur 2 Cheveaux Power Cool 2015/09/09 1 JET 2 Climatiseur Midea 2014/06/25 1 JET 3 Serveur Buffalo 2015/11/05 1 JET 4 Etagère Frabriqué en bois 2014/03/10 4 JET 5 Etagère Frabriqué en bois 2014.7/8 2 JET 6 Etagère Frabriqué en bois 2015/12/02 2 JET 7 Chaise Frabriqué en bois 2014/07/14 4 JET

8 Coffre fort coffre fort D450 2015/09/02 1 JET

9 Conductivity measurement lid 7258070K 2014/04/09 2 DTH Bouaké

10 Condutivity measurement CM ‐ 31P 2014/04/09 1 DTH Bouaké

11 Condutivity measurement Box ODA00001 2014/04/09 1 DTH Bouaké

12 Digital Caliper Made in china 2015/03/05 13 JET

13 Appareil photo numérique Olympus stylus 2014/04/09 2 JET Appareil photo numérique, chargeur et batterie Fujifilm funijinon lens 14 2014/12/08 3 JET inclus Camera 15 Drilling water‐level probe 200pm 200m 2014/04/09 2 DTH Bouaké

16 Ventilateur Campus 2014/04/28 1 JET

17 Flipchrt (small) 45cmx90cm 2014/02/20 1 JET

18 Flipchrt (small) with marker+eraser 60 cm x 45 2015/04/24 20 JET

19 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

20 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

21 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

22 GPS GARMIN Dakota TM20 2014/12/27 1 JET

23 GPS GARMIN Dakota TM20 2014/10/31 1 Conseil Regional

24 Casque ‐ 2015/07/01 19 JET

25 Casque ‐ 2015/07/01 2 Conseil Regional

26 Casque ‐ 2015/07/01 1 Brobo CM

27 Casque ‐ 2015/07/01 1 Botro CM

28 Casque ‐ 2015/07/01 1 Djébonoua CM

29 Casque ‐ 2015/07/01 1 Bodokro CM

30 Casque ‐ 2015/07/01 1 Sakassou CM

31 Casque ‐ 2015/07/01 1 Diabo CM

32 Casque ‐ 2015/07/01 1 Béoumi CM

33 Incubator UI‐50 2014/04/09 1 DTH Bouaké

34 Iron Door 100 x 201, 150x210 2014/12/24 1 JET

35 Ordinateur portable HP 1515.6 "Pavillon core 15" 2014/11/10 1 JET

36 Ordinateur portable HP 1515.6 "Pavillon core 15" 2014/11/10 1 JET

37 Ordinateur portable HP 1515.6 "Pavillon core 15" 2015/07/09 1 JET

38 Ordinateur portable HP 1515.6 "Pavillon core 15" 1Conseil régional 2014/3/4

F-1 7 Chaise Frabriqué en bois 2014/07/14 4 JET

39 Liquid conductivity measurement 2014/04/09 1 DTH Bouaké

40 Mètre 5m tape measure 2014/10/16 2 JET

41 Mètre 50m tape measure 2014/10/16 1 JET 42 Mètre galaxy II 5m x 19mm 2014/08/19 1 JET 43 Mètre PGN 60m 2014/08/19 1 JET 44 Mètre ‐ 2015/07/01 10 JET 45 Microphone ‐2014/01/31 1 JET 46 Souris pour ordinateur portable 2014/01/27 1 JET 47 Système d'exploitation pour ordinateur portable Microsoft Office 2013 1JET 2014/12/19 48 Système d'exploitation pour ordinateur portable Microsoft Office 2013 1JET 2014/12/19 49 Système d'exploitation pour ordinateur portable Microsoft Office 2013 2015/07/08 1 JET 50 Serveur Buffalo 2015/11/03 1 JET 51 pH measurement HM‐30P 2014/04/09 1 DTH Bouaké 52 pH meter liquid measurement (pH4,01) 10‐01 2014/04/09 1 DTH Bouaké 53 pH meter liquid measurement (pH6,86) 10‐02 2014/04/09 1 DTH Bouaké 54 Opointeur pour video projecteur Smart Pointer 2013/11/29 1 JET 55 Imprimante HP Laser Jet Pro P 1102 2014/03/04 1 Conseil régional 56 Imprimante HP Laser Jet Pro P 1606dn 2014/03/04 1 JET 57 Imprimante HP Laser Jet Pro P 1102(400) 2014/03/04 1 JET HP Color Laser Jet CP5225 dn 58 Imprimante 2016/02/08 1 JET HP Color Laser Jet CP5225 dn 59 Imprimante 2014/01/30 1 JET 60 Imprimante Canon Image Runner 2520 2014/05/10 1 JET 61 Imprimante HP OfficeJet Pro 8610 2015/10/22 1 JET Designjet T520 Eprinter 36 62 Imprimante inches AO 2014/12/10 1 DTH

HP 7500A Wireless 63 Imprimante 2014/12/10 1 DTH Multifunction 64 Projecteur EPSON EB‐S11 2014/02/13 1 JET 65 Projecteur EPSON EB‐X02 2013/11/29 1 JET 66 Chaussure de sécurité (botte) ‐ 2015/07/01 6 JET 67 Chaussure de sécurité (botte) ‐ 2015/07/01 2 Conseil Regional 68 Chargeur de batterie de appareil photo Fujifilm 2015/11/03 1 JET 69 Téléphone satellitaire THURUYA 2014/02/14 2 JET 70 Téléphone satellitaire THURUYA 2014/02/26 1 JET 71 Téléphone satellitaire THURUYA ‐ 1JET(JICA CI) 72 Carte mémoire ‐ 2014/12/09 3 JET Set of chemical analysis ‐ Amoniacal nitrogen (0 à 73 WAK‐NH4 2014/04/09 2 DTH Bouaké 100ppm) 74 Set of chemical analysis ‐ Bacteria SC ‐ 3 2014/04/09 1 DTH Bouaké 75 Set of chemical analysis ‐ Chloride WAK ‐ CI(300) 2014/04/09 2 DTH Bouaké 76 Set of chemical analysis ‐ COD (0 à 100ppm) WAK‐COD 2014/04/09 2 DTH Bouaké 77 Set of chemical analysis ‐ E‐coli SC ‐ 6 2014/04/09 1 DTH Bouaké 78 Set of chemical analysis ‐ Iron WAK ‐ Fe 2014/04/09 2 DTH Bouaké 79 Set of chemical analysis ‐ Nitrate (0 à 900ppm) WAK‐NO3 2014/04/09 2 DTH Bouaké 80 Baffe pour micro DP‐297L 2014/01/31 1 JET 81 Chargeur de batterie de appareil photo Fujifilm 2015/11/03 1 JET 82 Chargeur de batterie de appareil photo olympus 2015/11/03 1 JET 83 Chargeur de batterie de appareil photo olympus 2015/11/03 2 JET 84 Onduleur UPS Nitram PB650 ELCD 2014/01/30 1 JET 85 Onduleur UPS Nitram PB650 ELCD 2014/03/05 1 Conseil régional 86 UV (ultraviolet) lamp UV‐5A 2014/04/09 1 DTH Bouaké 87 Caméra IVIS HF R52 2014/04/09 1 JET 88 Tableau blanc PRT1436 2014/05/09 1 JET 89 Système d'exploitation pour ordinateur portable Microsoft Office 2013 1Conseil régional 2014/12/19 90 Antivirus pour ordinateur Kaspersky 2pc 2014/1/23 2 Installed on all PC 91 Antivirus pour ordinateur Kaspersky 2pc 2014/2/13 3 Installed on all PC 92 Antivirus pour ordinateur Kaspersky 2pc 2‐14/3/4 3 Installed on all PC 93 Antivirus pour ordinateur Kaspersky3pc 2014/12/10 1 Installed on all PC 94 Antivirus pour ordinateur Kaspersky3pc 2015/1/28 6 Installed on all PC 95 Antivirus pour ordinateur Kaspersky3pc 2015/7/8 1 Installed on all PC

F-2 7 Chaise Frabriqué en bois 2014/07/14 4 JET 1Ordinateur Portable HP 1515.6 "Pavillon core 15" 2014/1/23 1MEMIS 2Ordinateur Portable HP 1515.6 "Pavillon core 15" 2014/1/23 1DTH 3Ordinateur Portable HP 1515.6 "Pavillon core 15" 2014/1/23 1 Commune de Bouaké 4Ordinateur Portable HP 1515.6 "Pavillon core 15" 2014/1/23 1Préfecture de Région de Gbêkê 5Ordinateur Portable HP 1515.6 "Pavillon core 15" 2014/3/4 1 MENETFP 6Ordinateur Portable HP 1515.6 "Pavillon core 15" 2015/10/22 1MIE 7Ordinateur Portable HP 1515.6 "Pavillon core 15" 2015/10/22 1Conseil régional 8 logiciel MS office Microsoft Office 2013 2014/12/19 1MEMIS 9 logiciel MS office Microsoft Office 2013 2014/12/19 1DTH 10 logiciel MS office Microsoft Office 2013 2014/12/19 1Préfecture de Région de Gbêkê 11 logiciel MS office Microsoft Office 2013 2014/12/19 1 Commune de Bouaké 12 logiciel MS office Microsoft Office 2013 2014/12/19 1 MENETFP 13 logiciel MS office Microsoft Office 2013 2015/10/22 1MIE 14 logiciel MS office Microsoft Office 2013 2015/10/22 1Conseil régional 15 Véhicule du Projet 4x4 Mitsubishi Pajero ‐ 1MEMIS 16 Véhicule du Projet 4x4 Mitsubishi Pajero ‐1Conseil régional Buffalo Drive station turbo PC fpr Préfecture de Région de Gbêkê 17 Backup HD (banque de données) 2016/09/02 2 USB 3.0 HDLC2OU3BK MEMIS Préfecture de Région de Gbêkê, 18 Camera Numérique IXY 180 SL 2016/09/05 2 MEMIS 19 GPS Garmin Etrex 30X(English) 2016/09/02 1 ONEP 20 Ordinateur Portable HP 15 15.6 " Pavillon core i5 2016/08/30 1 Conseil régional 21 logiciel MS office Microsoft Office 2013 2016/08/30 1 Conseil régional 22 Banque de Stockage liée au réseau(HDD) Buffalo linkstation 2TB LS210D0201C 2016/09/01 2 MEMIS 23 antivirus d'ordinateur Kaspersky Internet Security 2PC 2016/08/30 1 Conseil régional 24 Pointeur Logitech Laser Pointer (15M) 2016/08/30 1 MEMIS 25 Imprimante HP Color Laser Jet Pro CP5225n 2016/08/30 1 Préfecture de Région de Gbêkê 26 Imprimante HP Color Laser Jet Pro CP5225n 2016/09/02 1 Commune de Bouaké 27 Projecteur EPSON EB‐S11 2016/08/30 1 Préfecture de Région de Gbêkê Préfecture de Région de Gbêkê, 28 Scanner Fujitsu Scansnap iX100 2016/09/02 2 MEMIS Préfecture de Région de Gbêkê, 29 Carte mémoire SD SunDisk SDSDB 016G B35 2016/09/01 4 MEMIS 30 Etagère en bois en bois 2016/09/21 2 Préfecture de Région de Gbêkê 31 Petit Papier Padex 60 cm x 45 2016/10/20 1 Préfecture de Région de Gbêkê 32 UPS (onduleur) UPS Nitram3KVA OLS/NS 2016/08/30 1 Préfecture de Région de Gbêkê 33 UPS (onduleur) UPS Nitram3KVA OLS/NS 2016/09/02 1 MEMIS 34 Enregistreur Vidéo canon ivis F R72 2016/09/01 2 MENETFP(DAPS COGES),MEMIS

F-3 Appendix G Project Design Matrix (PDM) and Plan of Operation (PO) Annex 2-2 Project Design Matrix Title: The Project on Human Resource Development for Strengthening Local Administration in Central and Northern Areas of Cote d’Ivoire Duration: November 2013 - November 2016 (three years) Direct Beneficiary: Officers of local administration agencies responsible for basic service delivery of the rural water supply and education sectors in Gbeke Region and service providers and people participating in the pilot projects Target Areas: Bandama Valley, Denguele, Savanes, Woroba, Zanzan Districts

Indirect Beneficiary: People in Gbeke Region and officers of local administration agencies responsible for basic service delivery of the rural water supply and education sectors in the 5 target districts PDM: Ver.2 11 12月 2015

Super Goal: Trust in local administration is enhanced by population in Cote d'Ivoire Overall goal Objectively Verifiable Indicators Means of Verification Important Assumption Capacity of local administration in basic service delivery is enhanced in conflict-affected areas in Central and Northern Areas of 1. The models of basic public service delivery developed in the Project are applied in each region 1. Studies of organizations of local government (surveys, interviews) Cote d’Ivoire. of Central and Northern Areas of the country 2. Studies of community leaders, community organizations, and regional 1-1 The guidelines/handbooks developed in the project are used governments of Central and Northern Cote d'Ivoire 1-2 Public services are delibered by according to the defined roles and responsibilities by each 3. Implementation status of Action Plans local authority. 2. Trust in institutions of local government is restored in Gbeke Region. 3. Action plans developed by MEMIS, MIE and MENET are implemented.

Project purpose Objectively Verifiable Indicators Means of Verification Models of basic service delivery systems for conflict-affected areas in Central and Northern Areas of Cote d’Ivoire are developed. 1 .Satisfaction level of delivering of public services is improved. 1. Result of studies (surveys using questionnaires and interviews with -The socio-political situation in 2. Roles and responsibility of institutions related to local administration becomes clear and are community leaders and community organizations), Project report target areas is not significantly understood by themselves (officers of DRENET, inspectors and COGES Counsellors, officers of progress deteriorated. DTH, and officers of Conseil Régional and communes) . 2. Guideline, Project report 3. System and methods of public service delivery are approved. 3. Signed minutes by relevant authorities

Outputs Objectively Verifiable Indicators Means of Verification 1. Skills and knowledge of government officers responsible for basic service delivery of the education sector (officers of DRENET, 1-1 Trainings are offered based on the established training plan. 1-1. Training plan and training implementation report -The socio-political situation in inspectors and COGES Counsellors, and officers of Conseil Régional and communes) and the rural water supply sector (officers 1-2 Officials of local governents (Conseil Régional and communes) acquire the skills and 1-2. Result of studies conducted through questionnaires and interviews Gbeke region is not of DTH, Conseil Régional and communes) are improved in Gbeke Region. knowledge appropriate for rehabilitation and new construction of infrastructure. with officials of the Conseil Régional and communes significantly deteriorated. 1-3 Officials of the local governments acquire the skills and knowledge on public participation 1-3. Result of studies conducted through questionnaires and interviews 1-4 Officials of relevant central ministries and their decentralized structures acquire the skills and with officials of the Conseil Régional and communes - Institutional reform does not knowledge to guide the Conseil Régional and the communes 1-4. Result of studies conducted through questionnaires and interviews affect significantly. 1-5. COGES Counsellers and local government officers in charge of COGES acquire skills and with staff that provided the training to regional and municipal council knowledge for leading and monitoring COGES 1-5. Result of studies conducted through questionnaire and interviews with inspectors and officers in charge of COGES

2. Effective cooperation and coordination mechanisms between communities and government (Conseil Régional and communes, 2-1 The Conseil Régional and the communes in Gbeke region prepare infrastructure 2-1. Infrastructure development plans prepared by the Conseil Régional Préfet of Region and Préfets of Departments, DRENET and DTH) are established through implementation of pilot projects (for development plans (primary schools and rural hydraulic installations) based on objective and the communes infrastructure development and rehabilitation, and communities' activities for management of infrastructure and services) in Gbeke information 2-2. Results of interviews with administration officials and populations, Region. 2-2 Pilot projects are determined based on the consent obtained through public consultations minutes of public consultation sessions 2-3 Planning, the tendering and construction supervision of the pilot projects are implemented 2-3. Pilot project plans, bidding documents, reports on subcontractor appropriately selection process, Project progress report 2-4 COGES and CGPE are implenting activities based on the consensus among members 2-4. Annual reports of COGES, results of studies conducted through supported by officials of local administration (COGES Counsellors, Commune, Conseil Régional). questionnaires and interviews with COGES and CGPE 2-5 U-COGES are established and cooperation mechanism is installed with local administaraion 2-5. Minutes of meetings of the coordination committee to revitalize COGES 2-6. Monitoring reports of Area Mechanics 2-6 The management and control system of Area Mechanics of the Gbeke region is established.

3. Mechanisms of coordination for improvement of basic service delivery systems are developed in Gbeke Region, and the 3-1 Information is shared on rural water supply facilities and school infrastructure among the 3-1. Status of utilities of information tools such as developed database, developed models are shared among central government agencies and local administration agencies in the five target districts of Conseil Régional, communes, and deconcentration entities. sectoral development plan, etc. Central and Northern Areas of Cote d’Ivoire. 3-2 Coordination and monitoring meetings are held at least twice a year in the Gbeke region. 3-2. Minutes of coordination and monitoring meetings Participants to these meetings are officers/employees of: central government agencies, the 3-3. Proposed Framework Conseil Régional, the communes, the region's prefects, DRENET and DTH. 3-4. Seminar reports, Project progress report (progress of Project and 3-3 System and methods of public services is developed. number of copies of guidelines / handbooks distributed) 3-4 The lessons learned from the Project are shared among the 5 districts of the Central and Northern areas of Cote d'Ivoire through seminars and distribution of developed guidelines and handbooks. 3-5. Action plans on wayforward for MEMIS, MIE, MENET are developed.

Activities Inputs 1-1. Identify issues on basic service delivery through workshops, studies and interviews with the participation of the central ＜Japanese side＞ ＜Ivoirian Side＞ -The decentralization system government, its regional directions, and the local governments in the Gbeke Region 1) Experts 1) Personnel assignment as well as the affectation of -Chief Adviser/ Local Administration -Project Director each of the structures of 1-2. Develop training programmes for government officials for addressing issues identified in 1-1 -Deputy Chief Adviser 1/ Community Development/ Public Service/ Conflict Prevention 2 and -Project Coordinator concern are not subject to Gender Sensitivity 2 -Project Managers significant changes. 1-3. Implement training programmes for government officials involved in rural water supply and education in the Gbeke Region -Deputy Chief Adviser 2/ Architecture Planning 2/ Cost Estimation (School Rehabilitation)/ -Local Project Coordinator Procurement Management -Project Leaders 1-4. Implement training programmes in third countries and in Japan for employees of relevant central government agencies and -Deputy Chief Adviser 3/ Rural Water Supply/ Operation and Maintenance -Counterparts their regional directions, and local governments in the Gbeke Region for the improvement of basic service delivery -School Management/ Community Participation -Social Survey/ Conflict Prevention and Gender Sensitivity 1 2) Provision of facility and equipment 2-1. Conduct studies on the socio-economy and administration situation in the Gbeke Region -Rural Water Supply Facility Planning 1/ Procurement Management/ Cost Estimation - Suitable office space with necessary equipment and utilities Required Conditions -Architecture Planning 1/ Procurement Conditions (Electricity, water, internet, air conditioners etc.) 2-2. Conduct baseline surveys including the current situation of public facilities and service delivery -Architecture Planning 3 - Vehicles -Security in the target -Construction Planning and Supervision (School Rehabilitation) communes is not deteriorated. -Construction Planning and Supervision (Rural Water Supply) 3) Arrangements -Elements agreed upon in 2-3. Select sites for pilot projects (for the construction and rehabilitation of infrastructure and for the community activities of -Project Assistant/ Assistant on Local Administration/Training Management - Access to necessary information, permission to implement project meeting minutes are respected management of infrastructure and services) and hold public consultation meetings to implement pilot projects -Interpreter activities, and provision of safety measures by both countries - Information as well as support for obtaining medical services 2-4. Develop implementation plans for pilot projects, in the implementation and management of which communities can participate - Identification cards for the Japanese experts 2) Provision of machinery and equipment 2-5. Implement pilot projects and conduct training programmes for community-based organisations and private service providers -Vehicles 4) General expenses of the Project (water bill, etc.) (area mechanics, water management committees, pump repairers, and COGES) -Office equipment (personal computers, copy machines, printer) - Allocation of counterpart budget - Operation and maintenance cost of provided equipment and facilities 3) Training - Financial support for the personnel assigned to the Project -Training in Japan (6 or more people x 1 time)

3-1. Develop monitoring systems for implementation of pilot projects and implement monitoring of pilot projects 4) Others -Expenses for pilot projects -Training equipment and materials 3-2. Clarify the processes of basic service delivery from planning to implementation and monitoring, as well as roles and responsibilities of relevant government agencies and communities

3-3. Develop guidelines/handbooks for improvement of basic service delivery systems by compiling lessons learned from the implementation of the pilot projects

3-4. Share lessons learned from implementation of the pilot projects among local administration agencies in the five target districts and central government agencies through seminars and workshops

3-5. Develop an action plan to develop basic service delivery systems in Central and Northern Areas

G-1 Plan of Operation (PO) 2013 2014 2015 2016 2017 Activities Main Actors Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr 0. Project management Terminal Evaluation MEMIS, Ministry of Education, MIE, Plan 0-1 Joint Coordination Meetings Ministry of Planning and Development, JCC JCC JCC JCC JCC JCC JCC JET Actual JCC JCC JCC JCC JCC JCC Terminal Evaluation JCC Provisional version of WP Project Completion Report Plan Final version of WP Preparation of a Work Plan, Progress Reports, and a Project 0-2 All Counterpart Agencies and JET Progress report 1 Progress report 2 Progress report 3 Progress report 4 Progress report 5 Project Completion Report(Draft) Completion Report Actual Progress report 1 Progress report 2 Progress report 3 Progress report 4 Progress report 5 Project Completion Report(Draft)

Plan 0-3 Public relations activities MEMIS, Préfet of Gbeke Region, JET Actual

Output 1. Skills and knowledge of government officers responsible for basic service delivery of the education sector (officers of DRENET, inspectors and advisers of COGES, and officers of Conseil Régional and communes) and the rural water supply sector (officers of DTH, Conseil Régional and communes) are improved in Gbeke Region.

To identify issues on basic service delivery through workshops with the Plan 1-1 participation of central governments and their regional directions as All Counterpart Agencies and JET well as local governments in Gbeke Region Actual

Plan To develop training programmes for concerned government officers to 1-2 MEMIS, Ministry of Education, MIE, JET tackle issues identified through 1-1 Actual

MEMIS, Ministry of Education, MIE, Plan TOT for TOT for To implement training programmes for government officers of the rural 1-3 DRENET, DTH, Conseil Régional and School Management School Management water supply and education sectors in Gbeke Region Communes, JET Actual

Plan Training in the 3rd Country (Education) Training in Japan (Local Administration) Training in the 3rd Country (Rural Water Supply) To implement training programmes in third countries and in Japan for MEMIS, Ministry of Education, MIE, government officers of related central government agencies and their 1-4 DRENET, DTH, Conseil Régional and regional directions, as well as those of local governments in Gbeke Communes, JET Actual Training in the 3rd Country (Education) Training in Japan( (Local Administration) Region for improvement of basic service delivery Training in Japan (Local Administration)

Output 2. Effective cooperation and coordination mechanisms between communities and government (Conseil Régional and communes, Préfets of Region and Préfets of Departments, DRENET and DTH) are established through implementation of pilot projects (for infrastructure development and rehabilitation, and communities' activities for management of infrastructure and services) in Gbeke Region.

Plan To conduct present situational studies on socio-economy and Préfet of Gbeke Region, DRENET, DTH, 2-1 administration in Gbeke Region Conseil Régional and Communes, JET Actual

Plan To conduct baseline surveys including the current situation of public Préfet of Gbeke Region, DRENET, DTH, 2-2 facilities and service delivery Conseil Régional and Communes, JET Actual

To select subjects and sites for pilot projects (for infrastructure Plan development and rehabilitation, and communities’ activities for Préfet of Gbeke Region, DRENET, DTH, 2-3 management of infrastructure and services) and conduct public Conseil Régional and Communes, JET Actual consultation meetings for implementing pilot projects

Plan To develop implementation plans for pilot projects, in which Préfet of Gbeke Region, DRENET, DTH, 2-4 communities could participate in implementation and management Conseil Régional and Communes, JET Actual

Pilot Project (Education, 1st butch) Procurement Implementation Plan Pilot Project (Education, 2nd butch) Procurement Implementation Pilot Project (Rural Water Supply) Procurement Implementation To implement pilot projects and conduct training programmes for Communities’ activities for management of infrastructure and services community-based organisations and private service providers (area Préfet of Gbeke Region, DRENET, DTH, 2-5 mechanics, water management committees, pump repairers, and Conseil Régional and Communes, JET COGES) Actual

COGES Component Training on Manual 1 Pilot training on Manual 2 Training in Manual 2

Plan To compile lessons learned from the implementation of the pilot Préfet of Gbeke Region, DRENET, DTH, 2-6 projects Conseil Régional and Communes, JET Actual

Output 3. Mechanisms of coordination for improvement of basic service delivery systems are developed in Gbeke Region, and the developed models are shared among central government agencies and local administration agencies in the five target districts of Central and Northern Areas of Cote d’Ivoire.

Plan To develop monitoring systems for implementation of pilot projects and Préfet of Gbeke Region, DRENET, DTH, 3-1 implement monitoring of pilot projects Conseil Régional and Communes, JET Actual TWG TWG TWG TWG TWG TWG

To clarify the processes of basic service delivery from planning to Plan Préfet of Gbeke Region, DRENET, DTH, 3-2 implementation and further to monitoring, as well as roles and Conseil Régional and Communes, JET responsibilities of concerned government agencies and communities Actual Meetings between MENET and MEMIS, and MIE and MENET Meetings between MEN and MEMIS, and MIE Meetings between MEN and MEMIS, and MMeetings between MEN and MEMIS, and MIE

Plan To develop guidelines/handbooks for improvement of the basic service DRENET, DTH, Conseil Régional and 3-3 delivery systems Communes, JET Actual Models of public service delivery systems

To share lessons from implementation of the pilot projects among local Plan Experience Sharing Seminar Experience Sharing Seminar Workshopsfor approval of the moExperience Sharing Seminar 3-4 administration agencies in the five target districts and central All counterpart agencies and JET Experience Sharing Seminar(Tonkpi and Kabadougou Regions) Experience Sharing Seminar in Abidjan(UVICOCI) government agencies through seminars and workshops Actual Experience Sharing Seminar in Bouake/ Experience Seminar in Abidjan(ARDCI)

MEMIS, Ministry of Education, MIE, Plan To develop an action plan to develop basic service delivery systems in 3-5 Ministry of Planning and Development, Central and Northern Areas JET Actual

G-2 Appendix H Inputs of JICA Experts Annex 3 Assignment Schedule of JICA Experts

Input of JICA Experts

2013 2014 2015 2016 Total Assignment Name FY2013 FY2014 FY2015 FY2016 Nov Dec Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Jan Feb Mar Apr Site Japan

Plan 7.87

d'Ivoire Chief Adviser/ Local Mr. Hideyuki 20(0.67) 35(1.17) 4(0.13) 6(0.20) 8(0.27) 17(0.57) 24(0.8) 25(0.83) 11(0.37) 10(0.23) 16(0.53) 15(0.5) 15(0.5) 15(0.5) 15(0.5) Administration Sasaki 11/17 12/6 1/11 2/14 3/4 3/7 7/26 7/31 8/26 9/2 9/26 10/12 1/23 2/15 4/24 5/18 8/18,8/20-29 10/4 10/13 11/28 12/13 2/24-2/28,3/1,3-7 6/21 6/27 8/3 9/17-26,9/28-29,10/1-5 * Switched 6 days of work in CI to 4 days of work in Japan (12/1) Actual * Switched 3 days of work in CI to 2 days of work in Jap2/21, 2/25-3/4 Total MM 7.57 20(0.67) 35(1.17) 4(0.13) 6(0.20) 8(0.27) 17(0.57) 24(0.8) 25(0.83) 11(0.37) 10(0.23) 16(0.53) 12(0.4) 5(0.17) 7(0.23) 1(0.03) 17(0.57) 9(0.3) Total MM at the end of March 7.40

Deputy Chief Adviser 1/ Plan 14.83 Community Development/ Public Ms. Junko 29(0.97) 23(0.76) 44(1.47) 47(1.57) 28(0.93) 37(1.23) 7(0.23) 22(0.73) 38(1.27) 37(1.23) 35(1.17) 40(1.33) 35(1.17) 23(0.77) Service/ Conflict Prevention 2 and Okamoto 11/17 12/15 1/14 2/2 2/12-14 4/14 6/3 8/18 10/3 11/17 12/14 1/10 2/15 3/9 3/15 4/18 5/9 8/15 9/21 11/6 12/12 1/31 3/6 5/10 6/15 9/7 10/14 2/12 3/5 Gender Sensitivity 2 Actual Total MM 14.83 29(0.97) 23(0.76) 44(1.47) 47(1.57) 28(0.93) 37(1.23) 7(0.23) 22(0.73) 38(1.27) 37(1.23) 36(1.2) 37(1.23) 38(1.27) 22(0.73) Total MM at the end of March 14.67

Deputy Chief Adviser 2/ Plan 5.30 Architecture Planning 2/ Cost Mr. Tomoki 45(1.5) 31(1.03) 53(1.77) 30(1.0) Estimation (School Building)/ Miyano 2/1 3/17 4/25 5/25 7/20 9/10 10/20 11/18 Procurement Management Actual Total MM 5.30 45(1.5) 31(1.03) 53(1.77) 30(1.0) Total MM at the end of March 5.30

Plan 17.00 Rural Water Supply/ Operation Mr. Masakazu 30(1.0) 47(1.57) 70(2.33) 41(1.37) 33(1.1) 51(1.7) 30(1.0) 63(2.1) 36(1.2) 34(1.13) 30(1.0) 30(1.0) 15(0.5) and Maintenance Saito 11/16 12/15 1/7 2/22 4/25 7/3 8/24 10/3 11/9 12/11 1/10 3/1 3/21 4/19 6/15 8/16 11/17 12/22 1/20 2/22 6/6 7/5 9/8 10/7 2/19 3/5 Actual Total MM 17.00 30(1.0) 47(1.57) 70(2.33) 41(1.37) 33(1.1) 51(1.7) 30(1.0) 63(2.1) 36(1.2) 34(1.13) 30(1.0) 30(1.0) 15(0.5) Total MM at the end of March 16.83

Plan 16.30 School Management/ Community Ms. Harumi 24(0.8) 54(1.8) 37(1.23) 44(1.47) 60(2.0) 51(1.7) 36(1.2) 72(2.4) 21(0.7) 21(0.7) 21(0.7) 32(1.07) 16(0.53) Participation Tsukahara 11/29 12/22 2/2 3/27 5/15 6/20 7/6 8/18 9/29 11/27 1/27 3/18 5/12 6/16 8/3 10/13 11/30 12/20 3/6 3/25 6/15 7/4 9/11 10/14 2/18 3/5 Actual Total MM 16.30 24(0.8) 54(1.8) 37(1.23) 44(1.47) 60(2.0) 51(1.7) 36(1.2) 72(2.4) 21(0.7) 20(0.67) 20(0.67) 34(1.13) 16(0.53) Total MM at the end of March 16.13 1/11 2/24 Plan 1.50 Social Survey/ Conflict Prevention Ms. Hisako 45(1.5) 1 and Gender Sensitivity 1 Kobayashi 1/11 2/24 Actual Total MM 1.50 45(1.5) Total MM at the end of March 1.50

Plan 14.80 Cote Rural Water Supply Facility Mr. Kan 36(1.2) 70(2.33) 37(1.23) 47(1.57) 75(2.5) 31(1.03) 34(1.13) 60(2.0) 30(1.0) 24(0.8) Planning/ Procurement Shichijo 2/10 3/17 6/15 8/23 11/16 12/22 1/15 3/2 3/28 6/10 9/25 10/25 11/11 12/14 1/5 2/20 4/13 5/ 6/2 7/1 7/16 Management/ Cost Estimation Actual Total MM 14.80 36(1.2) 70(2.33) 37(1.23) 47(1.57) 75(2.5) 31(1.03) 34(1.13) 47(1.57) 51(1.7) 16(0.53) Total MM at the end of March 14.80

Plan 8.47 Architecture Planning 1/ Ms. Izumi 29(0.97) 15(0.5) 37(1.23) 34(1.13) 30(1.0) 48(1.6) 32(1.07) 29(0.97) Procurement Conditions Kasai 11/17 12/15 1/7 1/21 4/21 5/27 3/24 4/26 6/23 7/22 8/23 10/9 11/22 12/23 1/13 2/10 Actual Total MM 8.47 29(0.97) 15(0.5) 37(1.23) 34(1.13) 30(1.0) 48(1.6) 32(1.07) 29(0.97) Total MM at the end of March 8.47

Plan 3.07 Mr. Kazuomi 24(0.8) 23(0.77) 22(0.73) 23(0.77) Architecture Planning 3 Okamura 1/25 2/17 1/18 2/9 5/9 5/30 9/12 10/4 Actual Total MM 3.07 24(0.8) 23(0.77) 22(0.73) 23(0.77) Total MM at the end of March 3.07

Infrastructure Group Leader/ Plan 12.07 Architecture Planning 4/ Cost Ms. Hiroko 28(0.93) 39(1.3) 35(1.17) 44(1.47) 33(1.1) 55(1.83) 39(1.3) 46(1.53) 27(0.9) 16(0.53) Estimation (School Building)/ Ishikawa 5/17 6/18 7/26 9/2 11/17 12/21 1/17 3/1 3/24 4/25 5/14 7/7 8/1 9/8 10/13 11/27 1/5 1/31 2/21 3/7 Procurement Management 2 Actual Total MM 12.07 28(0.93) 39(1.3) 35(1.17) 44(1.47) 33(1.1) 55(1.83) 39(1.3) 46(1.53) 27(0.9) 16(0.53) Total MM at the end of March 12.07

Infrastructure Group Leader3/ Plan 3.50 Architecture Planning Mr. Koichiro 54(1.8) 21(0.7) 30(1.0) 5/Construction Supervision Seki 1/5 2/27 4/9 4/29 5/17 6/15 (School Buildings) Actual Total MM 3.50 54(1.8) 21(0.7) 30(1.0) Total MM at the end of March 3.50

Plan 2.13 Ms. Camille 25(0.83) 23(0.93) 16(0.53) Architecture Planning 6 Armengaud 5/25 6/18 9/10 10/5 * Switched 3 days of work in CI to 2 days of work in Japan Actual 2/18-3/5 Total MM 2.53 25(0.83) 26(0.87) 16(0.53) Total MM at the end of March 2.07 in

Plan 3.33 Database Management/ Ms. Camille 40(1.33) 30(1.0) 30(1.0) Baseline Survey Armengaud 5/2 6/10 2/1 3/1 6/6 7/5 Actual Total MM 3.33 40(1.33) 30(1.0) 30(1.0) Total MM at the end of March 3.33

Project Assistant/ Assistant on Plan 3.03 Ms. Azusa 30(1.0) 30(1.0) 24(0.8) 31(1.03) Local Administration/ Training Matsui 11/16 12/15 1/10 2/8 2/9 3/4 8/26 9/25 Management Actual Total MM 3.03 30(1.0) 30(1.0) 24(0.8) 31(1.03) Total MM at the end of March 3.03

Project Assistant/ Assistant on Plan 2.53 Mr. Koichiro 28(0.93) 30(1.0) 18(0.6) Local Administration/ Training Seki 11/8 12/5 3/3 4/1 7/3 7/20 Management Actual Total MM 2.53 28(0.93) 30(1.0) 18(0.6) Total MM at the end of March 2.53

Project Assistant 2/ Assistant on Plan 5.37 Mr. Itaru 16(0.53) 38(0.9) 37(1.23) 24(0.9) 20(0.67) 11(0.37) 15(0.5) Local Administration 2/ Training Uema 7/3 7/18 11/7 12/14 1/31 3/7 3/23 4/15 5/27-6/14, 6/23 8/27 9/6 10/22 2/12 2/26 2/14 Management 2 Actual Total MM 5.37 16(0.53) 38(0.9) 37(1.23) 24(0.8) 20(0.67) 11(0.37) 15(0.5) Total MM at the end of March 5.38

Project Assistant 3/ Assistant on Plan 0.40 Mr.Keisuke 12(0.4) Local Administration 3/ Local Hattori 8/27 9/7 10/22 Administrative System Actual Total MM 0.40 12(0.4) Total MM at the end of March 0.40

Plan Ms. Yasu 29(0.97) 31(1.03) 30(1.0) 27(0.9) 27(0.9) 26(0.87) 15(0.5) Interpreter (6.17) Kikuchi 11/17 12/15 1/7 2/6 8/18 9/16 1/10 2/5 11/17 12/13 9/17 10/11 2/18 3/5 Actual Total MM (6.17) Total MM at the end of March Work 29(0.97) 31(1.03) 30(1.0) 27(0.9) 27(0.9) 25(0.83) 16(0.53) (6.17) Total MM in Cote d'Ivoire (Plan) 121.50 Total used MM as of end of March (Actual) 116.50 Japan

Plan 0.50 Chief Adviser/ Local Mr. Hideyuki 2(0.1) 2(0.1) 3(0.15) 3(0.15) * Switched 3 days of work in CI to 2 days of work in Japan (10/1) Administration Sasaki 12/22, 12/24 1/8, 1/9 5/25-27 8/24,30 9/5 10/24-25 12/1,16 * Switched 6 days of work in CI to 4 days of work in Actual 1/4-5 Total MM 0.80 2(0.1) 2(0.1) 3(0.15) 2(0.1) 1(0.05) 2(0.1) 2(0.1) 2(0.1) Total MM at the end of March 0.80 1(0.05) 1(0.05) Deputy Chief Advisor 1/ Community Development/ Plan 2.25 Ms. Junko 2(0.1) 2(0.1) 5(0.25) 7(0.35) 10(0.5) 3(0.15) 16(0.8) Public Service/ Conflict Okamoto 12/18, 12/22 1/8, 1/9 5/25-29 6/8-12,18-19 7/4-8, 7/11-15 12/22,24,25 3/14,15 7/1,4,5,7,8 9/1,2,5,6 10/17-18 11/28,29,30 1/4-6 2/1-2/2 Prevention 2 and Gender Actual Total MM 2.25 Sensitibity 2 2(0.1) 2(0.1) 5(0.25) 7(0.35) 10(0.5) 3(0.15) 2(0.1) 5(0.25) 4(0.2) 2(0.1) 3(0.15) 3(0.15) 2(0.1) Total MM at the end of March 2.50

Infrastructure Group Leader/ Plan 1.10 Architecture Planning 2/ Cost 2(0.1) 2(0.1) 2(0.1) 2(0.1) 2(0.1) 10(0.5) **** Estimation (School Building)/ 12/22, 12/24 1/8, 1/9 5/2,5/4 7/29, 7/30 12/7,12/8 3/9,11,14,15,16,18,23,24,25,29 10/7,11 Procurement Management Actual * Switched 3days of work in CI to 2days of work in Japan Total MM 1.10 2(0.1) 2(0.1) 2(0.1) 2(0.1) 2(0.1) 10(0.5) 2(0.1) Total MM at the end of March 1.10 in Infrastructure Group Leader 2/ Plan 1.00 Rural Water Supply/ Operation Mr. Masakazu 2(0.1) 2(0.1) 5(0.25) 6(0.3) 5(0.25) and Maintenance/ Database Saito 12/22, 12/24 1/8, 1/9 5/18-19,21-22,25 6/3-5,7-9 10/24,25,26,28,31 Management Actual Total MM 1.00 2(0.1) 2(0.1) 5(0.25) 6(0.3) 5(0.25) Total MM at the end of March 1.00

Plan 0,55 Mr. Kazuomi 3(0.15) 8(0.4) Architecture Planning 3 Okamura 7/8-7/10 Actual Total MM 0.55 3(0.15) 3(0.20) Total MM at the end of March 0.15

Project Assistant/ Assistant on Plan 1.00 10(0.5) 10(0.5) Local Administration/ Training **** 7/6-7/10, 7/13-7/17 10/26-28 1/5-9 2/1-2 Management Actual Total MM 1.00 10(0.5) 3(0.15) 5(0.25) 2(0.1) Total MM at the end of March 1.00 Total MM in Japan (Plan) Total MM in Japan (Plan) 6.30 Total used MM as of end of March (Actual) Total used MM as of end of March (Actual) 6.55

△ △△△△△△ Report Timing of Submission WP PR1 PR2 PR3 PR4 PR5 F/R Work Work in Cote 121.50 6.30 Study Phase and Total d'Ivoire (Plan) Work in Japan 127.80

Work in Cote 120.47 6.55 Study Phase and Total d'Ivoire (Actual) Work in Japan 127.02

Legend: Work in Cote d'Ivoire Work in Japan Work in Cote d'Ivoire ( Future Plan basedon Actual Schedule) Borne by the companiese

H-1 Appendix I List of Equipment List of Equipment for PCN‐CI

Lost by Accident on July, 2017

TOPICS SPECIFICATIONS Date of Purchase Quantity Hold by Air Conditioner 1 2 Horses Power Cool 2015/09/09 1 JET Air Conditioner 2 Midea 2014/06/25 1 JET

3 Backup HD Buffalo 2015/11/05 1 JET

4 Book shelf Made of Wood 2014/03/10 4 JET

5 Book shelf Made of Wood 2014.7/8 2 JET

6 Book shelf Made of Wood 2015/12/02 2 JET

7 Chair Made of Wood 2014/07/14 4 JET

8 Collectible coffre fort D450 2015/09/02 1 JET

9 Conductivity measurement lid 7258070K 2014/04/09 2 DTH Bouaké

10 Condutivity measurement CM ‐ 31P 2014/04/09 1 DTH Bouaké

11 Condutivity measurement Box ODA00001 2014/04/09 1 DTH Bouaké

12 Digital Caliper Made in china 2015/03/05 13 JET

13 Digital Camera with GPS Olympus stylus 2014/04/09 2 JET Digital Camera( with charger and battery Fujifilm funijinon lens 14 2014/12/08 3 JET included) Camera 15 Drilling water‐level probe 200pm 200m 2014/04/09 2 DTH Bouaké

16 Fan Campus 2014/04/28 1 JET

17 Flipchrt (small) 45cmx90cm 2014/02/20 1 JET

18 Flipchrt (small) with marker+eraser 60 cm x 45 2015/04/24 20 JET

19 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

20 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

21 GPS GARMIN Dakota TM20 2014/12/27 1 DTH

22 GPS GARMIN Dakota TM20 2014/12/27 1 JET

23 GPS GARMIN Dakota TM20 2014/10/31 1 Conseil Regional

24 Helmet ‐ 2015/07/01 19 JET

25 Helmet ‐ 2015/07/01 2 Conseil Regional

26 Helmet ‐ 2015/07/01 1 Brobo CM

27 Helmet ‐ 2015/07/01 1 Botro CM

28 Helmet ‐ 2015/07/01 1 Djébonoua CM

29 Helmet ‐ 2015/07/01 1 Bodokro CM

30 Helmet ‐ 2015/07/01 1 Sakassou CM

31 Helmet ‐ 2015/07/01 1 Diabo CM

32 Helmet ‐ 2015/07/01 1 Béoumi CM

33 Incubator UI‐50 2014/04/09 1 DTH Bouaké

34 Iron Door 100 x 201, 150x210 2014/12/24 1 JET

35 Lap top HP 1515.6 "Pavillon core 15" 2014/11/10 1 JET

36 Lap top HP 1515.6 "Pavillon core 15" 2014/11/10 1 JET

37 Lap top HP 1515.6 "Pavillon core 15" 2015/07/09 1 JET

38 Lap top HP 1515.6 "Pavillon core 15" 1 Conseil régional 2014/3/4 39 Liquid conductivity measurement 2014/04/09 1 DTH Bouaké

40 Measure 5m tape measure 2014/10/16 2 JET

41 Measure 50m tape measure 2014/10/16 1 JET

42 Measure galaxy II 5m x 19mm 2014/08/19 1 JET

43 Measure PGN 60m 2014/08/19 1 JET

44 Measure ‐ 2015/07/01 10 JET

45 Microphone ‐ 2014/01/31 1 JET

46 mouse for PC 2014/01/27 1 JET

47 MS office software Microsoft Office 2013 1JET 2014/12/19 48 MS office software Microsoft Office 2013 1JET 2014/12/19 49 MS office software Microsoft Office 2013 2015/07/08 1 JET

I-1 TOPICS SPECIFICATIONS Date of Purchase Quantity Hold by

50 Network Attached Storage(HDD) Buffalo 2015/11/03 1 JET

51 pH measurement HM‐30P 2014/04/09 1 DTH Bouaké

52 pH meter liquid measurement (pH4,01) 10‐01 2014/04/09 1 DTH Bouaké

53 pH meter liquid measurement (pH6,86) 10‐02 2014/04/09 1 DTH Bouaké

54 Pointer for projector Smart Pointer 2013/11/29 1 JET

55 Printer HP Laser Jet Pro P 1102 2014/03/04 1 Conseil régional

56 Printer HP Laser Jet Pro P 1606dn 2014/03/04 1 JET

57 Printer HP Laser Jet Pro P 1102(400) 2014/03/04 1 JET HP Color Laser Jet CP5225 dn 58 Printer 2016/02/08 1 JET HP Color Laser Jet CP5225 dn 59 Printer 2014/01/30 1 JET

60 Printer Canon Image Runner 2520 2014/05/10 1 JET

61 Printer HP OfficeJet Pro 8610 2015/10/22 1 JET Designjet T520 Eprinter 36 62 Printer inches AO 2014/12/10 1 DTH HP 7500A Wireless 63 Printer 2014/12/10 1 DTH Multifunction 64 Projector EPSON EB‐S11 2014/02/13 1 JET

65 Projector EPSON EB‐X02 2013/11/29 1 JET

66 Safety Boots ‐ 2015/07/01 6 JET

67 Safety Boots ‐ 2015/07/01 2 Conseil Regional

68 Sapre :battery dor fujifilm Fujifilm 2015/11/03 1 JET

69 Satellite phone THURUYA 2014/02/14 2 JET

70 Satellite phone THURUYA 2014/02/26 1 JET

71 Satellite phone THURUYA ‐ 1JET(JICA CI)

72 SD Memory caed ‐ 2014/12/09 3 JET Set of chemical analysis ‐ Amoniacal nitrogen (0 à 73 WAK‐NH4 2014/04/09 2 DTH Bouaké 100ppm) 74 Set of chemical analysis ‐ Bacteria SC ‐ 3 2014/04/09 1 DTH Bouaké

75 Set of chemical analysis ‐ Chloride WAK ‐ CI(300) 2014/04/09 2 DTH Bouaké

76 Set of chemical analysis ‐ COD (0 à 100ppm) WAK‐COD 2014/04/09 2 DTH Bouaké

77 Set of chemical analysis ‐ E‐coli SC ‐ 6 2014/04/09 1 DTH Bouaké

78 Set of chemical analysis ‐ Iron WAK ‐ Fe 2014/04/09 2 DTH Bouaké

79 Set of chemical analysis ‐ Nitrate (0 à 900ppm) WAK‐NO3 2014/04/09 2 DTH Bouaké

80 Sound System with microphone DP‐297L 2014/01/31 1 JET

81 Spare: battery charger for Fujifilm Fujifilm 2015/11/03 1 JET

82 Spare: battery charger for olympus olympus 2015/11/03 1 JET

83 Spare: battery for canon video olympus 2015/11/03 2 JET

84 UPS UPS Nitram PB650 ELCD 2014/01/30 1 JET

85 UPS UPS Nitram PB650 ELCD 2014/03/05 1 Conseil régional

86 UV (ultraviolet) lamp UV‐5A 2014/04/09 1 DTH Bouaké

87 Video recorder IVIS HF R52 2014/04/09 1 JET

88 Whiteboard PRT1436 2014/05/09 1 JET

89 MS office software Microsoft Office 2013 1 Conseil régional 2014/12/19 90 Antivirus Softwarw Kaspersky 2pc 2 Installed on all PC 2014/1/23 91 Antivirus Softwarw Kaspersky 2pc 3 Installed on all PC 2014/2/13 92 Antivirus Softwarw Kaspersky 2pc 3 Installed on all PC 2‐14/3/4 93 Antivirus Softwarw Kaspersky3pc 1 Installed on all PC 2014/12/10 94 Antivirus Softwarw Kaspersky3pc 6 Installed on all PC 2015/1/28 95 Antivirus Softwarw Kaspersky3pc 1 Installed on all PC 2015/7/8

I-2 TOPICS SPECIFICATIONS Date of Purchase Quantity Hold by

1 Furniture Made of Wood 2014/07/16 1 SNAPS‐COGES

2GPSGARMIN Dakota TM20 2014/10/21 1 Brobo CM

3GPSGARMIN Dakota TM20 2014/10/21 1 Botro CM

4GPSGARMIN Dakota TM20 2014/10/21 1 Djébonoua CM

5GPSGARMIN Dakota TM20 2014/10/21 1 Bodokro CM

6GPSGARMIN Dakota TM20 2014/10/21 1 Sakassou CM

7GPSGARMIN Dakota TM20 2014/10/31 1 Bouaké CM

8GPSGARMIN Dakota TM20 2014/10/31 1 Diabo CM

9GPSGARMIN Dakota TM20 2014/10/31 1 Béoumi CM

10 GPS GARMIN Dakota TM20 2014/10/31 1 ONEP

11 GPS GARMIN Dakota TM20 2014/12/27 1 ONEP

12 Helmet ‐ 2015/07/01 2 Bouake Commune

13 Lap top HP 1515.6 "Pavillon core 15" 1Brobo CM 2014/2/13 14 Lap top HP 1515.6 "Pavillon core 15" 1Botro CM 2014/2/13 15 Lap top HP 1515.6 "Pavillon core 15" 1 Djébonoua CM 2014/2/13 16 Lap top HP 1515.6 "Pavillon core 15" 1 Bodokro CM 2014/2/13 17 Lap top HP 1515.6 "Pavillon core 15" 1 Sakassou CM 2014/2/13 18 Lap top HP 1515.6 "Pavillon core 15" 1 Bouaké CM 2014/2/13 19 Lap top HP 1515.6 "Pavillon core 15" 1Diabo CM 2014/3/4 20 Lap top HP 1515.6 "Pavillon core 15" 1Béoumi CM 2014/3/4 21 Lap top HP 1515.6 "Pavillon core 15" 1MEMIS 2014/1/23 22 Lap top HP 1515.6 "Pavillon core 15" 1DTH 2014/1/23 23 Lap top HP 1515.6 "Pavillon core 15" 1Prefecture of Gbeke Region 2014/1/23 24 Lap top HP 1515.6 "Pavillon core 15" 1Prefecture of Gbeke Region 2014/1/23 25 Lap top HP 1515.6 "Pavillon core 15" 1 MENETFP 2014/3/4 26 Lap top HP 1515.6 "Pavillon core 15" 1JICA 2015/10/22 27 Lap top HP 1515.6 "Pavillon core 15" 1MIE 2015/10/22 28 Lap top HP 1515.6 "Pavillon core 15" 1 Conseil régional 2015/10/22 29 Lap top HP 1515.6 "Pavillon core 15" 1ONEP 2014/1/31 30 Lap top HP 1515.6 "Pavillon core 15" 1DTH 2014/1/31 31 MS office software Microsoft Office 2013 1Brobo CM 2014/12/19 32 MS office software Microsoft Office 2013 1Botro CM 2014/12/19 33 MS office software Microsoft Office 2013 1 Djébonoua CM 2014/12/19 34 MS office software Microsoft Office 2013 1 Bodokro CM 2014/12/19 35 MS office software Microsoft Office 2013 1 Sakassou CM 2014/12/19 36 MS office software Microsoft Office 2013 1 Bouaké CM 2014/12/19 37 MS office software Microsoft Office 2013 1Diabo CM 2014/12/19 38 MS office software Microsoft Office 2013 1Béoumi CM 2014/12/19 39 MS office software Microsoft Office 2013 1MEMIS 2014/12/19 40 MS office software Microsoft Office 2013 1DTH 2014/12/19 41 MS office software Microsoft Office 2013 1Prefecture of Gbeke Region 2014/12/19 42 MS office software Microsoft Office 2013 1 Bouake 2014/12/19 43 MS office software Microsoft Office 2013 1 MENETFP 2014/12/19 44 MS office software Microsoft Office 2013 1JICA 2015/10/22 45 MS office software Microsoft Office 2013 1MIE 2015/10/22 46 MS office software Microsoft Office 2013 1 Conseil régional 2015/10/22 47 MS office software Microsoft Office 2013 1ONEP 2014/12/19 48 MS office software Microsoft Office 2013 1DTH 2014/12/19 49 Printer HP Laser Jet Pro P 1102 2014/01/31 1 Brobo CM

50 Printer HP Laser Jet Pro P 1102 2014/01/31 1 Botro CM

51 Printer HP Laser Jet Pro P 1102 2014/01/31 1 Djébonoua CM

I-3 TOPICS SPECIFICATIONS Date of Purchase Quantity Hold by

52 Printer HP Laser Jet Pro P 1102 2014/01/31 1 Bodokro CM

53 Printer HP Laser Jet Pro P 1102 2014/01/31 1 Sakassou CM

54 Printer HP Laser Jet Pro P 1102 2014/03/04 1 Bouaké CM

55 Printer HP Laser Jet Pro P 1102 2014/03/04 1 Diabo CM

56 Printer HP Laser Jet Pro P 1102 2014/03/04 1 Béoumi CM Designjet T520 Eprinter 36 57 Printer inches AO 2014/12/10 1 ONEP HP 7500A Wireless 58 Printer 2014/12/10 1 ONEP Multifunction 59 Project car 4x4 Mitsubishi Pajero 128 MD 39 ‐ 1JET(JICA CI)

60 Project car 4x4 Mitsubishi Pajero 128 MD 36 ‐ 1JET(JICA CI)

61 Project car 4x4 Mitsubishi Pajero 128 MD 37 ‐ 1JET(JICA CI)

62 Safety Boots ‐ 2015/07/01 2 Bouake CM

63 Safety Boots ‐ 2015/07/01 1 Brobo CM

64 Safety Boots ‐ 2015/07/01 1 Botro CM

65 Safety Boots ‐ 2015/07/01 1 Djébonoua CM

66 Safety Boots ‐ 2015/09/18 1 Bodokro CM

67 Safety Boots ‐ 2015/09/18 1 Sakassou CM

68 Safety Boots ‐ 2015/09/18 1 Diabo CM

69 Safety Boots ‐ 2015/09/18 1 Béoumi CM

70 UPS UPS Nitram PB650 ELCD 2014/03/05 1 Brobo CM

71 UPS UPS Nitram PB650 ELCD 2014/03/06 1 Botro CM

72 UPS UPS Nitram PB650 ELCD 2014/03/07 1 Djébonoua CM

73 UPS UPS Nitram PB650 ELCD 2014/03/08 1 Bodokro CM

74 UPS UPS Nitram PB650 ELCD 2014/03/09 1 Sakassou CM

75 UPS UPS Nitram PB650 ELCD 2014/03/10 1 Bouaké CM

76 UPS UPS Nitram PB650 ELCD 2014/03/11 1 Diabo CM

77 UPS UPS Nitram PB650 ELCD 2014/03/12 1 Béoumi CM Buffalo Drive station turbo PC fpr USB 3.0 78 Backup HD 2016/09/02 2 Prefecture of Gbeke Region, MEMIS HDLC2OU3BK 79 Digital Camera IXY 180 SL 2016/09/05 2 Prefecture of Gbeke Region, MEMIS

80 GPS Garmin Etrex 30X(English) 2016/09/02 1 ONEP

81 Lap top HP 15 15.6 " Pavillon core i5 2016/08/30 1 Conseil régional

82 MS office software Microsoft Office 2013 2016/08/30 1 Conseil régional

83 Network Attached Storage(HDD) Buffalo linkstation 2TB LS210D0201C 2016/09/01 2 MEMIS

84 PC antivirus Kaspersky Internet Security 2PC 2016/08/30 1 Conseil régional

85 Pointer Logitech Laser Pointer (15M) 2016/08/30 1 DTH

86 Printer HP Color Laser Jet Pro CP5225n 2016/08/30 1 Prefecture of Gbeke Region

87 Printer HP Color Laser Jet Pro CP5225n 2016/09/02 1 Bouake

88 Projector EPSON EB‐S11 2016/08/30 1 Prefecture of Gbeke Region

89 Scanner Fujitsu Scansnap iX100 2016/09/02 2 Prefecture of Gbeke Region, MEMIS

90 SD Memory caed SunDisk SDSDB 016G B35 2016/09/01 4 Prefecture of Gbeke Region, MEMIS

91 Shelves Made of Wood 2016/09/21 2 Prefecture of Gbeke Region

92 Small Flip chart 60 cm x 45 2016/10/20 1 Prefecture of Gbeke Region

93 UPS UPS Nitram3KVA OLS/NS 2016/08/30 1 Prefecture of Gbeke Region

94 UPS UPS Nitram3KVA OLS/NS 2016/09/02 1 MEMIS

95 Video recorder canon ivis F R72 2016/09/01 2 MEMIS

96 AntiVirus software Kaspersky Internet Security for 3PC 2015/01/21 6 JICA

I-4