AFRICAN DEVELOPMENT BANK
PROJECT COMPLETION REPORT
EDUCATION III PROJECT
REPUBLIC OF SEYCHELLES
(LOAN No ADB/B/SEY/EDU/91/4)
SOCIAL DEVELOPMENT DEPARTMENT ONSD NORTH, EAST & SOUTH REGION SEPTEMBER 2002
ii TABLE OF CONTENTS Page CURRENCY EQUIVALENTS, WEIGHTS AND MEASURES ABBREVIATIONS, GOS FISCAL YEAR, GOS ACADEMIC YEAR iv BASIC PROJECT DATA v PROJECT LOGFRAME xv EXECUTIVE SUMMARY xvi
1. INTRODUCTION 1 2. SECTOR GOALS AND PROJECT OBJECTIVES 2.1 Sector Goals 2 2.2 Project Objectives 2 2.3 Project Description 2
3. PROJECT FORMULATION 3.1 Origin 5 3.2 Preparation and Approval 5 3.3 Negotiation Approval 5
4. PROJECT EXECUTION- ACTIVITIES AND COMPONENTS 4.1 Effectiveness and Start-Up 6 4.2 Modifications 7 4.3 Implementation Schedule 7 4.4 Reporting 8 4.5 Procurement 8 4.6 Financial Sources and Disbursements 8
5. PROJECT PERFORMANCE AND RESULTS 5.1 Overall Assessment 12 5.2 Operating performance 12
6. INSTITUTIOANL PERFORMANCE AND RESULTS 6.1 Policy and Organization of Education in Seychelles 13 6.2 Performance of Consultants, Contractors, and Borrowers 14
7. SOCIAL AND ENVIRONMENTAL IMPACT 7.1 Social Impact 15 7.2 Environmental Impact 15 7.3 Gender Impact 15
8. SUSTAINABILITY 8.1 Sustainability 16
9. PERFORMANCE OF THE BANK 9.1 Project Objectives and Justification 17 9.2 Project Implementation ad Operating Outcomes 17
10. CONCLUSIONS, LESSONS LEARNED AND RECOMMENDATIONS 10.1 Conclusions 19 10.2 Lessons Learned 19 10.3 Recommendations 20 LIST OF TABLES
4.1 Sources of Finance as Agreed at Loan Negotiations (UA) 4.2 Financing Plan by Source and Category of Expenditure (UA) 4.3 Planned Expenditure per Year and Category of Expenditure (UA) 4.4 Actual Expenditure per year and by Category of Expenditure (UA) 4.5a Actual Disbursements per Year and by Category of Expenditure (Bank) (UA) 4.5b Actual Disbursements per Year and by Category of Expenditure (GOS) (UA) iii 4.6 Actual Financing by Source and by Category of Expenditure (UA) 4.7 Periods of Sanctions
LIST OF ANNEXES
1. Map of Seychelles and Location of Project Sites 2. Actual Costs and Financing of Project by Category of Expenditure 3. Yearly Disbursement by Funds 4. Performance Evaluation and Rating 5. Recommendations and Follow-up Actions 6. Sources of information
This report was prepared by Mr Baboucarr S. Sarr, Chief Education Analyst, a Consultant Education Specialist and a Consultant Architect, following their mission to Seychelles in September 2002. Enquiries should be addressed to Mr P. T. Seya, Ag. Manager, ONSD.1 (Extension 4932) or Mr Sarr, ONSD.1 (Extension 4928)
iv CURRENCY EQUIVALENTS
Currency Unit : SEYCHELLES RUPEE (SCR) 1 UA : SCR 7.23450 (August, 1991) 1 UA : SCR 7.10780 (September, 2002)
WEIGHTS AND MEASURES
1 metre = 3.28 feet 1 square metre = 10.76 square feet 1 km = 0.62 miles
ABBREVIATIONS
ADB : African Development Bank BPCR : Borrower’s Project Completion Report FE : Foreign Exchange GNP : Gross National Product GER : Gross Enrolment Ratio GOS : Government of Seychelles ICB : International Competitive Bidding IGCSE : International General Certificate of Secondary Education LC : Local Costs NCB : National Competitive Bidding MEY : Ministry of Education and Youth ESP : Education Strategic Plan SIP : School Improvement Programme PEC : Parent Educators Council RCM : Roman Catholic Mission PLF : Project Logical Framework NYS : National Youth Service PCR : Project Completion Report PIU : Project Implementation Unit SR : Seychelles Rupee UA : Unit(s) of Account
GOS FISCAL YEAR 1 January – 31 December
GOS ACADEMIC YEAR January – December
BASIC PROJECT DATA
1. Loan Number : ADB/B/SEY/EDU/91/4 2. Borrower : Government of Seychelles 3. Beneficiary : GOS 4. Executing Agency : Project Implementation Unit : Ministry of Education
A. LOANS : ADB
1. Loan Amount : 12.90 UA millions 2. Interest Rate : Variable 3. Repayment Period : 20 Years 4. Grace Period : 5 Years v 5. Loan Negotiation Date : October 1991 6. Loan Approval Date : 25 November 1991 7. Loan Signature Date : 19 December 1991 8. Loan Effectiveness : 14 August 1992
B. PROJECT DATA
Estimate (Negotiation) Actual Cost (PCR) FE LC Total FE LC Total
1.Total Cost (SCR mill.) 93.26 27.11 120.37 88.92 22.19 111.11 Total Cost (UA mill.) 12.90 3.15 16.05 12.50 3.07 15.57
2. Financing Plan (UA mill.) Estimate at Negotiation Actual Financ. at PCR
FE LC Total FE LC Total ADB 12.90 0.0 12.90 12.50 0.00 12.50
Government 0.0 3.15 3.15 0.00 3.07 3.07
3. Effective Date of First Disbursement : 15 December 1992 4. Effective Date of Last Disbursement : 01 November 2000 5. Commencement of Project Implementation Activities : 10 May 1992 6. Date of Completion of Project Implementation Activities : 31 December 1999
C. PERFORMANCE INDICATORS
1. Loan Savings (Bal. of UA 1.03m - UA 0.64m due GOS) : UA 0.40 mill 2. Time Over-run Slippage on Effectiveness : 6 months Slippage of Completion Date : 4 years Slippage on Last Disbursement : 3 years Number of extensions of Last Disbursement : 1 (3- year span) 3. Project Implementation Status : Complete 4. Verifiable Indicators and Levels of Achievement a.Civil Works : 100% complete b.Technical Services : 100% complete c.Furniture : 100% complete d.Equipment : 100% complete e.Textbooks : 100% complete f. Training : 100% complete g.Expert Services : 100% complete h.Operating Cost : 100% complete
5.Institutional Performance (Unsatisfactory/Fair/Satisfactory) The Bank : Satisfactory The Government : Satisfactory
6. Contractors Performance : Satisfactory 7. Consultants Performance : Satisfactory
vi D. MISSIONS No. of Persons Composition Man-days Dates Identification Preparation Appraisal 2 EA/ARC 32 07/08-22/08/91
Supervision 2 HA/ARC 24 19/07-30/07/92 2 EA/ARC 24 16/05-27/05/95 2 EA/ARC 24 20/04-01/05/98 1 ARC 14 26/11-09/12/99 1 EC 12 14/08-25/08/00 PCR 3 EA/ES/ARC 48 07/09-22/10/02
E. Disbursement (UA millions)
ADB: Negotiation Percentage Year Estimate Actual Disbursed 1992 2.23 0.15 1993 8.42 1.22 1994 2.07 3.00 1995 0.18 1.93 1996 2.33 1997 2.50 1998 0.50 1999 0.22 2000 0.02
Total Disbursed 12.90 11.87 92.0% Undisbursed Balance 1.03 Amount Cancelled 1.03
GOS Negotiation Percentage Year Estimate Actual Disbursed 1992 0.57 0.02 1993 2.12 0.37 1994 0.44 0.84 1995 0.02 0.74 1996 0.57 1997 0.38 1998 0.11 1999 0.03 2000 0.01
Total Disbursed 3.15 3.07 97.4% Undisbursed Balance 0.08 Amount Cancelled -
In place of the identification and preparation mission, the Bank provided Terms of Reference that served as the bases of a feasibility study that was financed and conducted by the GOS. vii F. CONTRACTORS
01 Company Name : Seychelles Construction Company Nationality : German-Swiss Responsibility : West Coast Grand Anse Mahe Secondary Commencement Date : 31/08/95 Programmed Completion : 14/10/96 Actual Completion Date : 06/03/98 Contract Amount : SCR 7,493,561.30 Final Contract Cost : SCR 10,077,339,.03
02 Company Name : Laxmanbhai & Company Ltd. Nationality : British Responsibility : Victoria ( Belonie) Secondary School Commencement Date : 10/05/93 Programmed Completion : 24/07/94 Actual Completion Date : 25/09/95 Contract Amount : SCR 5,465,651.50 Final Contract Cost : SCR 6,281,514.77
03 Company Name : Laxmanbhai & Company Ltd. Nationality : British Responsibility : Grand Anse Praslin Primary and Secondary Commencement Date : 16/06/93 Programmed Completion : 26/07/94 Actual Completion Date : 26/07/94 Contract Amount : SCR 5,897,493.00 Final Contract Cost : SCR 7,739,372.07
04 Company Name : Laxmanbhai & Company Ltd. Nationality : British Responsibility : Plaisance Primary & Creche Commencement Date : 09/09/93 Programmed Completion : 02/01/95 Actual Completion Date : 24/06/95 Contract Amount : SCR 10,136,358.50 Final Contract Cost : SCR 11,328,179.00
05 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : South West Anse Boileau Primary & Secondary Commencement Date : 03/04/95 Programmed Completion : 25/08/97 Actual Completion Date : 30/10/97 Contract Amount : SCR 7,088,168.00 Final Contract Cost : SCR 9,984,331.86
06 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : North West Beau Vallon Secondary School Commencement Date : 19/01/94 Programmed Completion : 28/10/94 Actual Completion Date : 30/06/95 Contract Amount : SCR 1,523,825.00 Final Contract Cost : SCR 1,783,507.31
07 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : East Central Plaisance Secondary School Commencement Date : 18/01/93 Programmed Completion : 25/11/93 Actual Completion Date : 09/03/94 viii Contract Amount : SCR 2,188,607.50 Final Contract Cost : SCR 2,246,389.14
08 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : East Coast Point Larue Secondary Commencement Date : 22/10/93 Programmed Completion : 03/10/94 Actual Completion Date : 03/10/94 Contract Amount : SCR 3,883,096.30 Final Contract Cost : SCR 5,144,312.66
09 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : Beau Vallon Primary School & Creche Commencement Date : 05/10/95 Programmed Completion : 21/01/97 Actual Completion Date : 29/09/97 Contract Amount : SCR 7,468,000.00 Final Contract Cost : SCR 8,432,031.89
10 Company Name : Herman Maria Company Ltd. Nationality : Seychellois Responsibility : Point Larue Primary & Creche Commencement Date : 23/05/94 Programmed Completion : 01/07/95 Actual Completion Date : 31/08/95 Contract Amount : SCR 5,626,657.50 Final Contract Cost : SCR 6,465,196.78
11 Company Name : Herman Maria Company Ltd. Nationality : Seychellois Responsibility : School for the Exceptional Child Commencement Date : 22/04/93 Programmed Completion : 19/11/93 Actual Completion Date : 06/03/94 Contract Amount : SCR 3,800,000.00 Final Contract Cost : SCR 3,821,737.92
12 Company Name : Herman Maria Company Ltd. Nationality : Seychellois Responsibility : Anse Royale Primary & Secondary Commencement Date : 14/06/95 Programmed Completion : 20/04/97 Actual Completion Date : 14/08/98 Contract Amount : SCR 11,600,000.00 Final Contract Cost : SCR 11,591,857.92
13 Company Name : Allied Builders Sey Ltd. Nationality : Mauritian-Seychellois Responsibility : La Digue Secondary School Commencement Date : 22/04/93 Programmed Completion : 03/04/94 Actual Completion Date : 02/06/94 Contract Amount : SCR 2,600,000.00 Final Contract Cost : SCR 2,820,991.69
14 Company Name : China Shenyang Corporation (Seychelles). Nationality : Chinese Responsibility : East Central Les Marmelles Creche Commencement Date : 02/02/95 ix Programmed Completion : 25/09/95 Actual Completion Date : 20/12/95 Contract Amount : SCR 1,673,234.64 Final Contract Cost : SCR 1,698,711.69
G SUPPLIERS
01 Company Name : Laxmanbhai & Co. (Sey) Ltd. Nationality : British Responsibility : Furniture for Grand Anse Mahe Secondary Date of Contract : 26/06/97 Contract Cost : SCR 298,310.00
02 Company Name : Laxmanbhai & Co. (Sey) Ltd. Nationality : British Responsibility : Furniture for La Digue Secondary School Date of Contract : 05/12/94 Contract Cost : SCR 277,980.00
03 Company Name : Laxmanbhai & Co. (Sey) Ltd. Nationality : British Responsibility : Furniture for Point Larue Secondary Date of Contract : 09/06/95 Contract Cost : SCR 308,970.00
04 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Grand Anse Mahe Secondary Date of Contract : 28/05/97 Contract Cost : SCR 244,560.00
05 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Victoria Secondary School Date of Contract : 25/09/95 Contract Cost : SCR 299,180.00
06 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Plaisance Secondary Date of Contract : 12/02/94 Contract Cost : SCR 135,980.00
07 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Praslin Primary & Secondary Date of Contract : 25/11/94 Contract Cost : SCR 455,675.00
08 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Anse Royale Primary & Secondary Date of Contract : 28/05/97 Contract Cost : SCR 238,371.00
09 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Beau Vallon Secondary Date of Contract : 06/03/95 Contract Cost : SCR 242,370.00
x 10 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture for Point Larue Secondary Date of Contract : 07/06/95 Contract Cost : SCR 265,730.00
11 Company Name : Ogilvy Amesbury. Nationality : Seychellois Responsibility : Furniture - School for the Exceptional Child Date of Contract : 11/10/93 Contract Cost : SCR 93,185.00
12 Company Name : China State Const . Engineering Corporation Nationality : Chinese Responsibility : Furniture for Anse Royale Primary & Secondary Date of Contract : 28/05/97 Contract Cost : SCR 310,400.00
13 Company Name : China State Const. Engineering Corporation Nationality : Chinese Responsibility : Furniture for Anse Boileau Primary & Secondary Date of Contract : 08/10/96 Contract Cost : SCR 252,272.00
14 Company Name : Sharaf Enterprise Nationality : Seychellois Responsibility : Furniture for Anse Boileau Primary & Secondary Date of Contract : 08/10/96 Contract Cost : SCR 256,863.75
15 Company Name : Herman Maria Co. Ltd. Nationality : Seychellois Responsibility : Furniture for Beau Vallon Secondary School Date of Contract : 06/03/95 Contract Cost : SCR 262,210.00
16 Company Name : Frannan Medical Ltd. Nationality : English Responsibility : Equipment & Chemical Supply Date of Contract : 24/11/93 Contract Cost : £ 713,433.22
17 Company Name : SPACE. Nationality : Seychellois Responsibility : Computers to Plaisance Secondary Date of Contract : 27/04/93 Contract Cost : SR 79,467.60
18 Company Name : SPACE Nationality : Seychellois Responsibility : Computers to School for the Exceptional Child Date of Contract : 22/06/94 Contract Cost : SR 25,291.00
19 Company Name : SPACE Nationality : Seychellois Responsibility : Computers to La Digue Secondary School Date of Contract : 18/11/94 Contract Cost : SR 86,240.00
20 Company Name : SPACE Nationality : Seychellois xi Responsibility : Computers to Praslin Secondary School Date of Contract : 18/11/94 Contract Cost : SR 90,360.90 21 Company Name : SPACE Nationality : Seychellois Responsibility : Computers to Victoria & Pointe Larue Sec. Date of Contract : 08/10/96 Contract Cost : SR 332,705.00
22 Company Name : SPACE Nationality : Seychellois Responsibility : Computers for Resource Centres Date of Contract : 08/10/96 Contract Cost : SR 196,065.00
23 Company Name : SPACE Nationality : Seychellois Responsibility : Duplicators for Curriculum Development Date of Contract : 08/10/96 Contract Cost : SR 269,200.00
24 Company Name : SPACE Nationality : Seychellois Responsibility : Computers & Laser Printers Date of Contract : 09/01/95 Contract Cost : SR 23,425.00
25 Company Name : Island Trading Co. Ltd. Nationality : Seychellois Responsibility : Steel Cabinets for Secondary Schools Date of Contract : 23/05/94 Contract Cost : SR 59,824.00
26 Company Name : Kim Koon & Co. Ltd. Nationality : Seychellois Responsibility : Equipment Supply Date of Contract : 11/10/95 Contract Cost : SR 548,671.85
27 Company Name : Kim Koon & Co. Ltd. Nationality : Seychellois Responsibility : Electronic Typewriter Date of Contract : 21/04/95 Contract Cost : SR 6,785.75
28 Company Name : Paradise Computer Services Nationality : Seychellois Responsibility : Computer Supply Date of Contract : 16/06/98 Contract Cost : SR 501,290.00
29 Company Name : SMI (Overseas) Ltd. Nationality : British Responsibility : Supply of Library Books Date of Contract : 05/08/92 Contract Cost : SR 277,127.94
H CONSULTANTS xii 01 Company Name : D.B.R. Blackburn Nationality : Seychellois Responsibility : Quantity Surveying Services Date of Contract : 15/04/92 Contract Cost : SR 260,000.00
02 Company Name : D.B.R. Blackburn Nationality : Seychellois Responsibility : Quantity Surveying Services Date of Contract : 09/10/92 Contract Cost : SR 241,400.00
03 Company Name : D.B.R. Blackburn Nationality : Seychellois Responsibility : Quantity Surveying Services Date of Contract : 01/08/94 Contract Cost : SR 37,000.00
04 Company Name : Jacques Renaud Nationality : Seychellois Responsibility : Quantity Surveying Services Date of Contract : 07/05/92 Contract Cost : SR 152,000.00
05 Company Name : Jacques Renaud Nationality : Seychellois Responsibility : Quantity Surveying Services Date of Contract : 09/10/92 Contract Cost : SR 618,000.00
06 Company Name : Lebon Land Surveyors Nationality : Seychellois Responsibility : Topographical Surveying Date of Contract : 14/04/94 Contract Cost : SR 15,000.00
xiii SEYCHELLES EDUCATION III PROJECT Retrospectively Constructed MPDE Matrix
NARRATIVE SUMMARY INDICATORS MEANS OF VERIFICATION ASSUMPTIONS Sector Goals By year 1995 Ministry of Education and Youth Development of an Integrated and Inclusive Improved educational facilities at all Statistical Data Education System; levels; Redefinition & Reconstruction of education & Adequate teaching materials and books; training system in line with concept of “Education Fully trained teaching staff in schools; for a Learning Society”. Project Objectives By year 1995 Ministry of Education and Youth Facilities upgraded to set minimum To improve the internal efficiency of basic Equity and access a reality in all Statistical data standards education through the provision of better training regions; Annual Reports Uniformity in facilities to teachers; Class size reduced to an average of 30; Recurrent costs met by GOS To increase access and equity in basic education Participation and performance rates at Teachers trained and retained provision in all regions, including the needs of satisfactory levels for both girls and Curriculum reviewed, reformed and the physically and mentally challenged; boys; improved To enhance the relevance of teaching and The learning needs of children with learning through curriculum enrichment; disabilities being adequately catered for; Suitably enriched curricula adequately delivered by competent teachers; Outputs By year 1995 Quarterly Progress Reports Project sites found and allocated Construction and / or alteration of Primary 4 new crèches, 4 new primary schools Supervision Missions Land survey and purchased schools and attached crèches; 1 new secondary, extensions to 8 Borrower’s PCR (BPCR) Timely preparation of designs Construction and /or extensions of secondary secondary, 2 primary schools PCR Designs approved and implemented schools; Schools furnished and provided with Timely procurement and distribution of Equipment of schools with furniture, textbooks equipment and library books; furniture, materials and equipment; and equipment; Construction of special school; Adequate sequencing of civil works Construction of a Special School; Teachers trained; completion and distribution of furniture, Curriculum development, management and Even distribution of textbooks and materials and equipment; training activities carried out; materials; Capacity of PIU increased to adequately PIU capacity enhanced; Management Capacity of PIU supervise project implementation; strengthened;
Activities Inputs (Project Budget (UA ADB Disbursement Records Timely implementation of the project Construction millions) GOS Disbursement Records GOS counter funding available Equipment Civil Works 12.28 Project Accounts Recurrent costs met Furniture Technical services 0.18 Annual Audit Reports GOS meets all conditions precedent to Project management Furniture 0.64 Quarterly Progress Reports project implementation and other general Training Equipment 1.28 Supervision Missions conditions Textbooks 0.34 GOS not under sanctions Training 0.86 Efficient technical supervision by PIU Expert Services 0.37 High-quality performance by contractors Operating Costs 0.13 Sources of Finance (UA millions) ADB 12.90m GOS 3.15m Total 16.05m
xiii EXECUTIVE SUMMARY
1. Since 1978 the African Development Bank has approved and implemented three education projects in the Seychelles amounting to U$ 21.66 million. The first two projects, approved in 1978 and 1989 respectively, focused on expanding and improving the quality of school facilities with additional provisions for furniture, equipment, technical assistance and training.
2. The third education project, the subject of this PCR, was approved in 1991. It comprised five components and complemented the first two projects by expanding facilities while at the same time paying greater attention to quality and relevance of educational content. The project included the extension of two primary schools, construction of four new primary schools, three of which had associated crèches; and the construction of one crèche. Under the project, one secondary school was constructed; eight were renovated and extended, furniture provided to nine schools, and ten schools received textbooks and equipment. In addition, a special school for children with disabilities was constructed and equipped. The project also supported curriculum development, management and training activities. The capacity of the Project Implementation Unit was also strengthened.
3. Despite some modifications to original civil works plans and changes in modes of procurement, the project is complete and operational and largely conforms to the project objectives and plans at appraisal. Overall, it has had a positive impact on pedagogy, equity, as well as the teaching and learning environment in schools.
4. The physical structures and facilities in project schools are of a high standard, which are comparable with those found at the Independent School, the main private school in Seychelles. Additional classroom space and laboratory facilities have boosted the morale of both teachers and pupils, and have enhanced the capacity of schools to teach new subjects in the expanded curriculum
5. The construction and equipping of the School for the Exceptional Child for children living with disabilities merits special mention for addressing an important equity concern. While the school still needs additional facilities and specialized staff to deal with diverse disabilities, its existence is a significant step towards providing a structured framework to address the educational needs of children living with disabilities.
6. The teacher-training component of the Education III project has had a multiplier effect with an impact on both the quantity and quality of teachers. The school-based teacher development programme introduced by government is consolidating these gains.
7. Despite the satisfactory implementation and overall positive social, educational, and institutional impact of the project, there were some significantly notable attendant problems with operational implications.
xiv 8. Delays in project implementation are largely attributed to weak observance of implementation and disbursement schedules and requirements. This calls for thesettingof realistic targets and schedules during project appraisal, improvements incommunication between the Bank and borrower, as well as regular supervision.
9. The underachievement of boys in schools at different levels is a gender and equity issue, which has not been fully addressed. The results of government initiated research into the underlying causes of boys’ underachievement should be used to inform policy but also to structure remedial measures at the school level.
10. The School Improvement Programme (SIP), a recent and on-going major government initiative, is proving particularly useful in instilling school development and school effectiveness measures; as well as in promoting parent/school partnerships.
11. Following the abolition of the National Youth Service (NYS) in 1998, the secondary school curriculum was expanded to meet diverse needs and to accommodate the teaching of both academic and technical subjects. While the material and infrastructure needs for this change have largely been met, the human resource needs for specialized subjects remain a challenge, as does the removal of prejudice and misperceptions about the technical subjects.
12. The Education Strategic Plan (2002-2006) was recently completed with the assistance of the Bank, which has taken the lead in support to the education sector in the Seychelles. Preparation of the plan with the assistance of a consultant, in many ways represents a logical progression of Bank support to the sector. The Education Strategic Plan provides a framework to address strategic and quality gaps, particularly in the areas of teacher training, teaching resources, and institutional support.
13. The project was implemented with its allocated budget at the end of December 2001, with a loan balance of UA 1,030,601.11, which was subsequently cancelled by the Bank to prevent the accumulation of commitment and other charges.
14. The experience of implementing this project has yielded lessons with a bearing on the scope for refining institutional and procedural processes relating to project appraisal, project design and implementation. Such improvements would consist of ensuring greater congruence between appraised components and implemented project components, regular project supervision and follow-up actions, that would minimize delays and cost overruns.
xvi 1. INTRODUCTION
1.1 Since 1978 the African Development Bank has approved and implemented three education projects in the Seychelles amounting to U$ 21.66 million. Correspondingly, the education system in the Seychelles underwent significant changes during this period as the government sought to achieve several objectives:
Improvement in the quality of education; Expansion of physical infrastructure; Increase in access to educational opportunities Equitable distribution of educational facilities Improvement of the cost effectiveness of education.
1.2 The first two projects, approved in 1978 and 1989 respectively, mainly focused on expanding facilities with additional provisions for furniture, equipment, technical assistance, and training.
1.3 Building on the achievements of the first two projects, the Education III project, in addition to infrastructure development, responded to a shift in GOS educational priorities towards the enhancement of educational quality. To this end, the project made a crucial contribution in the form of facilities, equipment and institutional support.
1.4 An ADB project completion mission visited the Seychelles in September 2002, to carry out preparatory work for the Education III Project Completion Report. The mission met with key government officials, held discussions with head teachers and a range of stakeholders and beneficiaries. In addition, the mission visited project schools. The outcome of these various activities was an overall assessment of the social and educational impact of the project, outstanding challenges, as well opportunities to consolidate project outcomes.
1.5 The project has been successfully implemented in conformity with the objectives and plans at appraisal. The delays experienced during implementation and modifications to some of the original plans for civil works to avoid site-related problems have not undermined the overall positive social and educational impact of the project.
2. SECTOR GOALS AND PROJECT OBJECTIVES
2.1 Sector Goals 2.1.1 During the past two decades the education system in the Seychelles has made considerable progress towards meeting its overall goal for an integrated and inclusive education. Universal access has been achieved, new infrastructure have been built, and since 1991, the process of reconstruction and redefinition of the education and training system has been accelerated to coincide with the policy drive towards “Education for a Learning Society”.
2.1.2 The Mission of the Ministry of Education is “to build a coherent and comprehensive system of quality education and training, reflecting the shared universal and national values, which will promote the integrated development of the person and empower him/her to participate fully in social and economic development”.
2.1.3 At appraisal, the education system consisted of two years of pre-primary, followed by six years of free compulsory primary schooling, and then followed by four years of lower secondary (S1-S4). One year in NYS after lower secondary led to lower secondary education certification. Two or three years of education and training were then offered at the Polytechnic.
2.1.4 Education reforms since 1998 have brought about significant changes in the education system, especially in terms of structure and content of education. Following the phasing out of NYS, the secondary school curriculum has been extensively revised to provide for a wider range of subject options that combine academic and technical subjects at the upper secondary level.
Project Objectives 2.2.1 The overall objective of the project was geared towards improvements in the quality of basic education, which in the Seychelles comprised of ten years of formal schooling.
2.2.2 The specific objectives of the project were:
To improve the internal efficiency of basic education by providing adequate training for teachers; To increase access and equity of basic education by providing enough student places on a regional basis, as well as to the physically and mentally disadvantaged; To make instruction relevant by enriching the curriculum to respond to needs in the world of work.
2.3 Project Description 2.3.1 The Education III Project consisted of five (5) components:
1. Primary Education and Creches Extension of two schools, and construction of four new primary schools, three with combined crèches.
2. Secondary Education Alteration of eight schools, the construction of one school and the provision of furniture and equipment to ten schools.
3. Special Education Construction of one new school; provision of furniture and equipment.
4. Curriculum Development and Management Strengthening of the Central Curriculum Division of the Ministry of Education through the provision of equipment, training and scholarships, expert services and operating costs.
5. Project Implementation Unit Strengthening the PIU by supporting additional staff, providing equipment and covering operating costs.
Implementation of these components required different categories of expenditure: Civil Works (Construction) Technical Services
2 Furniture Equipment Textbooks Training Expert Services Operating Cost
2.3.2 Civil Works Civil works consisted of the construction of four primary schools, three with their attached crèches; the construction of one crèche, and a special school. In addition, civil works also covered the alteration of two secondary schools and the alteration and extension of two primary schools and six secondary schools.
It is important to note that changes were made to the civil works component of the project.
2.3.3 Equipment The supply of equipment under the project for schools and the PIU included computers, and accessories, laser printers, electric type-writers, fans, photocopiers as well as science laboratory equipment and materials for home science.
2.3.4 Furniture Under the project furniture was to be provided to nine secondary schools and for the School for the Exceptional Child.
2.3.5 Textbooks Textbooks, library books, teachers’ handbooks, workbooks were distributed among the ten regional secondary schools. The books were mainly for S4 pupils and the package consisted of books on core subjects and vocational subjects.
2.3.6 Training One-year training was to be provided 40 teachers of core subjects, and 6 months for two assessment officers.
It is important to note that savings from civil works were allocated to training, resulting in the following changes: twenty core teachers were trained for 2 years in conformity with the ongoing B.Ed training programme conducted at the University of Sussex; the number of assessment officers was increased to six people in place of two people for shorter courses of three months, and one person followed a post graduate course in Assessment; additions made to this component included the training of one person on Educational Planning and one person in Building Technology for 24 man months.
2.3.6 Management The activities concerning the existing PIU included the employment of two draughtsmen and a building supervisor as well as the purchase of equipment.
2.3.7 Expert Services Provision was made at appraisal for technical assistance in the areas of pre-vocational subjects, computer education, training of assessment officers and management training. Such expert services were subsequently foregone, with the decision to scale down on the related activities and adjustments made to the component in question.
3 3. PROJECT FORMULATION
3.1 Origin At the time of appraisal the thrust of GOS educational development interest was guided by the need to expand access, provide for adequate staffing and management needs, and the development of a curriculum geared towards eliminating illiteracy. There were several constraints to achieving the functional education system that was envisaged i.e. consisting of distinctive levels of achievement and better attuned to opportunities in the world of work. These included shortage of trained personnel, large class sizes and dilapidated buildings.
Preparation and Appraisal 3.2.1 Initially the GOS envisaged a project that would alleviate human resource problems and provide the additional primary schools and facilities at the two NYS villages.
3.2.2 On the basis of a report by an ADB mission to Seychelles in October 1990, the GOS undertook a feasibility study to examine various options for the most cost effective implementation of its 1991 Education Reform programme.
3.2.3 The result of the feasibility study was a formal proposal by GOS to the Bank in July 1991 for financing of a project that addressed key education priority areas including, access and equity, institutional development, and curriculum and human resource development.
3.3 Negotiations and Approval 3.3.1 During negotiations, the GOS representatives argued that foreign exchange component was insufficient and should be increased especially with respect to civil works where materials needed for construction would have to be imported.
3.3.2 The proposed changes to the budget were agreed to by the Bank and the budget revised accordingly on November 8th 1991, while maintaining the total project cost of UA 16.051 million as agreed at appraisal.
3.3.3 The Board approved the project on November 25th 1991. The conditions precedent to the first disbursement as stipulated in the Loan Agreement signed on December 19th 1991 were fulfilled by April 24th 1992.
3.3.4 The loan did not become effective however, until the other general loan conditions relating to legal opinion, lists of Goods and Services and specimen signatures of authorized persons were fulfilled on July 21st 1992. The loan then became effective on August 14th 1992. Consequently, almost one year after the Loan was signed, the first disbursement was made on December 15th 1992.
4. PROJECT EXECUTION – PROJECT ACTIVITIES AND COMPONENTS 4.1 Effectiveness and Start-up 4.1.1 Precedent to the entry into force of the Loan and Grant Agreement, GOS had to fulfill two sets of conditions. There were four aspects to the first set of conditions:
4 training, availability and suitability of land for project sites and management capacity.
4.1.2 GOS had to make an undertaking to maintain the existing Sussex-based Secondary School teacher training programme as a source for the supply of teachers for the project. Second, the government had to provide satisfactory evidence of land acquisition for the project. Third, the government had to provide evidence that the capacity of the PIU, set up in 1989 and charged with implementing the project, had been strengthened through additional staff, namely Two (2) Building Supervisors, two (2) Draughtsmen and a secretary. Finally, the government had to provide evidence that the necessary topographical surveys of new project sites had been undertaken. These conditions were fulfilled early in the 2nd quarter of 1992, following loan approval on 25th November 1991.
4.1.3 The second set of conditions the government was required to fulfill were related to procedural and operational issues.
4.1.4 The first condition required the government to submit to the Bank for prior approval not later than six (6) months after the signature of the loan agreement a comprehensive document giving a detailed plan concerning a) the various levels of training both in Seychelles and abroad; b) the content of each training programme and the dates and venue of each training course; and c) the local and foreign persons or organizations involved in the training.
4.1.4 The second condition required the government to submit to the Bank, not later than six (6) months after the entry into force of the loan, a confirmation that the contract of the Project Architect assigned to the PIU on bilateral assistance had been renewed for two years. Alternatively, the government had to provide evidence that a suitably qualified candidate had occupied the post of Project Architect.
4.1.5 The third condition required the government to submit to the Bank for prior approval the list of candidates selected for training and their respective curriculum vitae.
4.1.6 Other conditions precedent to the First Disbursement, as stipulated in the Loan Agreement signed on 19th December 1991, were: legal opinion regarding the Loan; a list of Goods and Services to be procured under the Loan; and specimen signatures of authorized persons for the defrayment of the loan.
All the conditions were fulfilled and the necessary documents submitted albeit after a delay of eight (8) months, which affected loan effectiveness by six (6) months.
4.2 Modifications 4.2.1 The revision of the List of Goods and Services (LOGS) was effected with the approval of the Bank in February 1995. The main changes to the original LOGS involved a well-considered scaling down of the Curriculum Development and Management component, without necessarily impinging on its intended objectives. This permitted a necessary increase in the foreign exchange allocation for civil works.
4.2.2 In a number of cases, primary and secondary schools were amalgamated for purposes of convenience as well as cost efficiency. For example, South-West Anse Boileau secondary and primary schools and South-East Anse Royale secondary and
5 primary schools were amalgamated to attain cost efficiency. This is due to the fact that the estimates for their individual secondary schools at appraisal of about UA 20,000 and UA 34,000 respectively were on the low side. In the case of Grand Anse Praslin Secondary, amalgamation with the primary school was designed to facilitate supervision and management of the project, since one contractor was constructing both schools.
4.2.3 Many factors, including the smallness of sites, the unsuitability of sites after soil tests, site problems concerning ownership of the land acquired and rocky terrain, resulted in changes being effected in the components of the project. To this effect, two (2) primary schools were extended and four (4) new ones of which three (3) had crèches attached were constructed, as well as one (1) new crèche as opposed to one (1) primary school, five (5) new primary schools and the construction of one crèche agreed at appraisal. By the same token eight (8) secondary schools underwent extensions and two (2) were constructed as opposed to six (6) secondary schools being extended and one (1) being constructed.
4.3 Implementation Schedule
4.3.1 At appraisal the expected period for project implementation was three years, October 1992 to October 1995. However, as the following schedules reveal there was a discrepancy between appraisal schedules and actual implementation schedules:
Activity Appraisal Actual Loan Signature Dec 1991 Dec 1991 Loan Effectiveness Mar 1992 Aug 1992 First Tender Documents Approved Mar 1992 Nov 1992 First Invitation To Bid Apr 1992 Dec 1992 First Contract Awarded Sep 1992 Jan 1993 Commencement Of Construction Oct 1992 Jan 1993 Construction Completed Apr 1994 Aug 1998 End Of Project Oct 1995 Dec 1999
Of the fourteen (14) sites only four (4) were completed by the contractual completion date. There were about four (4) cases of delays spanning between six and eight months and one case of eighteen months delay. The delays were attributed to unanticipated site-related problems such as rocky terrain and sites that were in a depression and required filling prior to construction.
4.4 Reporting
4.4.1 Reporting on project implementation by the PIU during the project cycle was regular and comprehensive. There were twenty-nine Quarterly Project Progress Reports that adhered to Bank reporting format. They covered the period October 1992 to December 1999 and provided information on all aspects of the project including disbursement and expenditure.
However, by comparison, there were delays in the submission of audit reports; with most of them received by the Bank after the agreed six-month deadline.
4.4.3 On the part of the Bank, there was an inadequate level of project field
6 supervision; a fact which constituted lost opportunities for the timely detection and resolution of emergent problems. Significantly, there was only one financial supervision mission in June 2000. However, regular internal audits were carried out, as well as external audits by the Auditor General.
4.5 Procurement
4.5.1 At project start-up, the main issue in relation to procurement was the appropriateness of procurement procedures agreed to at appraisal. The case for replacing ICB by NCB procurement procedures for Civil Works was presented and accepted by the Bank, because of the cost involved in mobilizing the necessary heavy equipment and supervision implications of retaining the former method of procurement.
4.5.2 Bank flexibility in approving requested changes in procurement method, to accommodate local conditions, facilitated the successful implementation of the project. Significantly, however, this fact must also be seen as a commentary on the untenable decision (on the part of both the GOS and the Bank) that was made at appraisal in recommending ICB.
4.6 Financial Sources and Disbursements
4.6.1 The sources of finance and the financing plan in the Appraisal report were modified during loan negotiations. The ADB loan amount was increased from UA 12.30 million to UA 12.90 million and the counterpart funding from GOS reduced from UA 3.75 million to UA 3.15 million. In February 1995 when about 40% of the project had been executed, the List of Goods and Services was revised reducing project cost from UA16.05 to UA15.97. Scaling down the Curriculum Development and Training Component and using part of the savings on civil works enabled this reduction. The agreed financial disbursements are presented in the tables below:
Table 4.1 Sources of Finance as Agreed at Loan Negotiations (UA millions)
FE %FE LC %LC TOTAL % ADB 12.900 100% 0.000 0.0% 12.900 80.4 GOS 0.000 0.0% 3.150 100% 3.150 19.6 TOTAL 12.900 100% 3.150 100% 16.050 100% % OF 80.4% 19.6% 100% LOAN
Table 4.2 Financing Plan by Source and Category of Expenditure (UA millions) 7 AT APPRAISAL LOAN NEGOTIATIONS REVISED LOGS CATEGORIES ADB GOS TOTAL ADB GOS TOTAL ADB GOS TOTAL A.Civil Works 9.200 3.080 12.280 9.880 2.490 12.370 10.120 2.530 12.650 B.Tech. 0.000 0.180 0.180 0.000 0.180 0.180 0.000 0.180 0.180 Services C.Furniture 0.320 0.320 0.640 0.300 0.320 0.620 0.310 0.310 0.620 D.Equipment 1.280 0.000 1.280 1.300 0.000 1.300 1.310 0.000 1.310 E.Textbooks 0.340 0.000 0.340 0.340 0.000 0.340 0.300 0.000 0.300 F.Training 0.860 0.000 0.860 0.810 0.000 0.810 0.700 0.000 0.700 G.Expert 0.270 0.070 0.340 0.250 0.070 0.320 0.040 0.010 0.050 Service H.Operat. 0.030 0.100 0.130 0.020 0.090 0.110 0.030 0.130 0.160 Cost TOTAL COST 12.300 3.750 16.050 12.900 3.150 16.050 12.810 3.160 15.970 % OF LOAN 76.6% 23.4% 100% 80.4% 19.6% 100% 80% 20% 100%
4.6.2 The next two tables show the planned and actual expenditure per year and by category. Some of the savings resulted from the revision of the Curriculum and Training Component as mentioned in 4.6.1 as well as from the revision and repackaging of the Primary School/ Crèche and Secondary School components.
Table 4.3 Planned Expenditure per Year and by Category (UA millions)
CATEGORY 1992 1993 1994 1995 Total A. Civil Works 1.960 8.850 1.850 0.000 12.660 B. Technical Services 0.090 0.090 0.00 0.000 0.180 C. Furniture 0.090 0.440 0.110 0.000 0.640 D. Equipment 0.060 0.980 0.290 0.000 1.330 E. Textbooks 0.300 0.000 0.000 0.000 0.300 F. Training 0.140 0.280 0.230 0.080 0.720 G. Expert Services 0.000 0.020 0.220 0.080 0.050 H.Operating Cost 0.040 0.050 0.050 0.030 0.170 TOTAL 2.680 10.710 2.540 0.120 16.050 % OF TOTAL 16.65% 66.93% 15.77% 0.65% 100%
Table 4.4 Actual Expenditure per year and by Category of Expenditure (UA millions)
1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL
8 A.Civil 1.511 3.756 2.019 2.328 2.123 0.466 0.019 12.222 Works B.Tech. 0.015 0.040 0.146 0.320 0.047 0.004 0.002 0.019 0.593 Serv. C.Furniture 0.046 0.232 0.124 0.106 0.096 0.008 0.612 D.Equipment 0.011 0.025 0.070 0.680 0.069 0.009 0.020 0.884 E.Textbooks 0.150 0.145 0.007 0.302 F.Training 0.181 0.438 0.028 0.019 0.200 0.866 G Expert Serv. H.Op. Cost 0.005 0.009 0.011 0.019 0.019 0.015 0.007 0.004 0.002 0.091 TOTAL 0.170 1.716 3.966 2.796 3.026 2.956 0.659 0.251 0.030 15.570
4.6.3 Actual disbursements from the Bank and GOS are shown in table 4.5 a/b below.
Table 4.5a Actual Disbursements per year and by Category of Expenditure (BANK) (UA millions)
ADB 1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL A.Civil 1.062 2.895 1.444 1.733 1.731 0.363 9.228 Works B.Tech. 0.073 0.160 0.023 0.009 0.265 Serv. C.Furniture 0.023 0.116 0.062 0.053 0.048 0.302 D.Equipment 0.011 0.025 0.070 0.680 0.069 0.009 0.020 0.884 E.Textbooks 0.150 0.145 0.007 0.302 F.Training 0.181 0.438 0.028 0.019 0.200 0.866 G Expert Serv. H.Op. Cost 0.002 0.002 0.004 0.004 0.008 0.001 0.002 0.023 TOTAL 0.150 1.220 3.000 1.930 2.330 2.500 0.500 0.220 0.020 11.870
Table 4.5b Actual Disbursements per year and by Category of Expenditure (GOS) (UA millions)
GOS 1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL A.Civil 0.323 0.735 0.449 0.469 0.316 0.054 0.019 2.365 Works
9 B.Tech. 0.015 0.040 0.073 0.160 0.024 0.004 0.002 0.009 0.327 Serv. C.Furniture 0.023 0.116 0.062 0.053 0.048 0.008 0.310 D.Equipment E.Textbooks F.Training G Expert Serv. H.Op. Cost 0.005 0.007 0.009 0.015 0.015 0.007 0.006 0.002 0.002 0.068 TOTAL 0.020 0.370 0.840 0.740 0.570 0.380 0.110 0.030 0.010 3.070
4.6.4 The figures in Table 4.6 indicate the Government has financed 80.2% of the project cost, which corresponds to the figure agreed during loan negotiations.
Table 4.6 Actual Financing by Source and Category of Expenditure (UA millions) CATEGORIES ADB GOS Total A. Civil Works 9.858 2.365 12.223 B. Technical Services 0.265 0.327 0.592 C. Furniture 0.302 0.310 0.612 D. Equipment 0.884 - 0.884 E. Textbooks 0.302 - 0.302 F. Training & Scholarship 0.866 - 0.866 G. Expert Services - - - H. Operations Cost 0.023 0.068 0.091 Total 12.300 3.070 15.570 Percentage of Total 80.2% 19.8%
Loan Balance 4.6.5 Towards the end of project implementation, it was clear that there would be savings. The PIU, as the implementing agency, requested that the deadline for the last disbursement June 30th 2000 be extended to June 30th 2001, and that part of the loan balance be used for additional civil works and training.
The civil works proposed included: the construction of a new kitchen for preparing school lunch to serve West Coast schools in Mahe, a multi-purpose dining room, and a 2- classroom block for South-West Anse Boileau Secondary School, the renovation of the existing crèche at Anse Royale Primary School. The training proposed was for a member of the PIU staff in Procurement.
4.6.6 The last date for disbursement was 30th June 2000 but as of 31st December the outstanding claims of the GOS stood at SCR 4,642,702.78 approximately UA 644,819.83. Of this amount claims for reimbursement of GOS pre-financed activities amount to approximately UA 429,865.25, and had not yet been submitted to the Bank as at 31st December 2001. However, since the country was under sanctions beginning in February 2000, the Bank cancelled the uncommitted loan balance of UA 1,030,601.11 to avert the accumulation of commitment and other charges. 10 4.6.7 The table below shows the pattern of sanctions by the Bank against Seychelles during the period 1997 to 2002.
Table 4.7 PERIODS OF SANCTIONS ( shaded areas)
YEAR JA FE MA AP MA JU JU AUG S OC NO DE N B R R Y N L E T V C P 1997 1998 1999 2000 2001 2002
5. Project Performance and Results
5.1 Overall Assessment The completed project conforms to the expectations at appraisal, and therefore, can be said to have achieved its objectives. For example, secondary school enrolment has substantially increased from 6041 pupils in 1991 to 7527 in 2002.
All civil works have been executed and the facilities provided under the project are being well-utilized. One exception to this optimal use of facilities is the primary school at Grand Anse Mahe, which occupies premises originally designed for a secondary school. Approximately 235 pupils are enrolled in the school, a number that is not sufficiently large to make optimal use of the space available. Discussions with the head teacher revealed that while the numbers in the school fluctuate, there is little prospect of a substantial increase in enrollment; indicating that under-utilization is likely to be a long- term reality. The reasons have to do with the zoning policy that determines the catchment area of schools. In this particular case, the location of the school and the range of economic activities available to its communities are unlikely to attract a flow of new residents.
5.2 Operating Performance 5.2.1 Problems were experienced at project outset in relation to land ownership disputes that necessitated the acquisition of new sites, as well problems with sites that were structurally difficult to develop. These problems were overcome with modifications to designs as well as construction site changes that did not affect the quality of civil works.
5.2.2 The physical quality of primary schools and crèches has been greatly enhanced. The layout of most schools provides students with easy access to classroom facilities and common areas. Administrative offices are strategically located to provide head teachers with a good view of points of entry and exit from the school, as well as 11 classrooms for purposes of student monitoring and supervision. Despite the fact that most schools have been completed six to eight years ago, they are in very good condition with few signs of deterioration.
5.2.3 While access to universal free primary education in Seychelles has long been achieved, the standardization of facilities in project schools represents an important step in the direction of equality of educational opportunity, particularly at secondary school level.
5.2.4 Accordingly, the BPCR suggests that there is a relationship between improved facilities and the general improvement in students’ performance as reflected generally in national examinations, and at the end of the junior and secondary cycles.
5.2.5 Teacher availability at both primary and secondary school levels have been enhanced. On average, class sizes stand at 30 – 35 students with minimal variations according to streams and grades. The rise in the number of teachers further illustrates quantitative benefits of the project. In 1992 there were 173 crèche teachers, 471 primary school teachers and 397 secondary school teachers. Currently there are 202 crèche teachers, 693 primary school teachers and 540 secondary school teachers.
5.2.6 The pupil /teacher ratio in primary and secondary schools has been enhanced with the rise in the number of trained teachers. Currently, the pupil/teacher ratio in primary and secondary is approximately 17 to 1. However, in secondary schools, there is an unmet demand for teachers for special and technical subjects. Most secondary schools invariably resort to expatriate recruitment for the teaching of particular subjects.
5.2.7 The buildings constructed under the project are still in a commendable state despite some minor infrastructure deterioration involving a few of the schools caused by roof leaks, rust, leaking roof gutters in some crèches and damage to portions of floor screed.
5.2.8 The maintenance and improvements to the facilities provided under the project have been partly facilitated by parents. Although the culture of parent participation is still not strong and widespread enough, the existence of relatively active PTAs in some schools has started to have an impact on school improvement and maintenance. But it may prove necessary in the short to medium term for a full-fledged school maintenance programme to be developed and implemented with consistency.
5.2.9 Most secondary schools are experiencing space shortages for school administrative purposes and for multi-purpose use, which could be attributed to plans that did not take into account projected increases in enrollment. The new additional school facilities constructed by GOS have attempted, in their design, to address this oversight by incorporating multi-purpose halls, larger library facilities, as well as additional classes for specialist subjects.
5.2.10 Despite start-up problems, the capacity of the PIU was incrementally strengthened to cope with the task of initially managing the Education II project and Education III simultaneously.
5.2.11 Although the information provided in the Bank and GOS ledger sheets indicate that most disbursements were made within the prescribed time frame of
12 90 days, there were several disbursement-related problems highlighted in the Borrower’s PCR and audit reports.
5.2.12 The education sector is undergoing changes as GOS seeks to consolidate gains in educational access by enhancing the quality of education. At the school level, the School Improvement Programme complements the provisions under the project by focusing on curriculum development, teacher development, and other curriculum related weaknesses in schools. Designed to bring about qualitative improvements in pupil learning by empowering staff to take a more proactive role in managing change and improvements, SIP provides a framework for a more focused and coordinated approach to the planning of school development.
6. Project Outcomes 6.1 Policy and Organization of Education in Seychelles 6.1.1 The Ministry of Education and Youth has overall responsibility for the planning and management of education. Guided by its mission, the ministry is responsible for translating the principles of equity, quality, accountability, education for empowerment, education for productivity, education for social cohesion and education for global participation into operational goals and education programmes.
6.1.2 The Ministry is organized into four main divisions: Administration and Finance, Education Planning, Schools, and Further Education. Each division is headed by a Director General.
6.1.3 While changes in the structure and organization of the education sector were not part of the direct objectives of the project, it could be said that the nature of the project has contributed to bringing about certain provisions in the administration and management of the sector. Correspondingly, the Ministry has undergone restructuring and reorganization aimed at enhancing the effectiveness of educational planning and management, and its adaptation to needs at the national and school levels.
6.1.4 At the national level, the two key divisions in the Ministry of Education, the School Division and Further Education have become attuned to the need for long-term planning. Support for School improvement has been strengthened through the establishment of two key institutions, the National Institute of Education created in 1999 through the merging of the Curriculum Development section and School of Education.
6.1.5 A quality assurance service with agreed criteria for evaluating schools has been set up in response to the need for external evaluation of schools.
6.1.6 At the school level, the reorganization effected at the national level has resulted in a form of decentralized responsibility and participation by teachers and parents in curriculum development and management. The introduction of school-based teacher development courses in areas that range from Special Needs Education to classroom management, serves to respond to particular school needs, as well as providing for on-going teacher development.
6.1.7 The need to develop strong leadership skills among head teachers in the process of school improvement has been recognized by Government. Under an on-going
13 management training programme, forty percent (40%) of head teachers have been trained and five more head teachers are due to undergo training this year.
6.2 Performance of Consultants, Contractors, Suppliers and Borrower
Consultants 6.2.1 Local Quantity and Land Surveying firms provided the consultancy services. The work done by the Land Surveyor at the Beau Vallon Primary School site was particularly commended. According to the Borrower’s PCR the performance of the Quantity Surveyor at the pre-contract stage was satisfactory. However, at the post-contract stage his performance was unsatisfactory due to frequent absences from site meetings.
Contractors 6.2.2 There were initial problems with sites involving difficult terrain, ownership and unsuitable soils. These caused delays of up to two years during which time new sites were being sought, or rock blasting or filling of a site was taking place. The quality of construction was by and large high. There was general satisfaction with the performance of Contractors on the Education III project.
Suppliers 6.2.3 According to the Borrower’s PCR all the supplies for the project including computers, books, furniture and equipment, were of good quality; and the suppliers contracted to provide them performed satisfactorily.
Borrower 6.2.4 At appraisal, the PIU in the Ministry of Education and Youth, responsible for project implementation and co-ordination including design, preparation of tender documents, and liaising with the Bank did not have the capacity to manage the work under the project as scheduled. With the recruitment of additional staff, both technical and support, as well as the purchase of equipment, the capacity of the PIU was suitably enhanced to meet the attendant and growing demands of implementation.
6.2.5 It has to be noted that there was a general lack of adherence to the terms and conditions of the project by GOS, in terms of timely submission of GOS commitments and accountability procedures, resulting in disbursement delays and periodic sanctions.
7. Social and Environmental Impact Social Impact 7.1.1 The alteration and expansion of primary and secondary schools as well as the construction of the school for the Exceptional Child has had both direct and indirect social benefits.
7.1.2 Curriculum development, including improvements in the teaching of technical subjects has made education curricula at the secondary level relevant to the livelihood needs of pupils who may not be academically inclined or may want immediate employment. In the long run, the enhancement of the skills and capabilities of students at this level will contribute to GOS long-term social and economic development goals.
Furthermore, the equitable regional distribution of educational opportunities at the
14 secondary level addresses issues of inequality and underpins the GOS social welfare- oriented policies.
7.1.3 The provision of facilities, particularly in the area of science and technology, has enhanced the capacity of schools to teach an expanded curriculum in which the teaching of health-related issues and the environment will have a positive spin-off effect on society and the economy.
7.1.4 Growing parental contribution in aspects of school life, as an unintended consequence of shortfalls in recurrent budget allocation to schools, is contributing to their empowerment in a constructive manner. New structures at the national and school levels, namely the Parent Educators’ Council (PEC) and the School improvement Programme, are built on the concept of partnership between parents, schools and government in the educational enterprise.
It is important to note however, that while increased parent participation in schools engenders a sense of ownership of school projects with both social and pedagogical benefits, the capacity of schools to mobilize parental contributions and the ability of parents to make financial contributions vary. Therefore, reliance of schools on parental contributions as a form of financing if not managed through set guidelines could undermine the principle of equal educational provision in schools.
7.1.5 The construction of the school for the Exceptional Child has benefited parents of children with disabilities. The increase in enrollment, 86 children in 2002 compared to 60 children in 1994, is attributed to a general appreciation of quality of education provided by the schools and which has enabled many of them to make appreciable progress in skills development and in overcoming to varying degrees their physical and psycho-social constraints. It can be said that the work and achievements of the school are helping to dissipate the unfounded assumptions and pre-conceived notions associated with the educational and developmental potential of children with disabilities.
7.2 Environmental Impact 7.2.1 The project has not had any adverse effect on the environment. As envisaged at appraisal the construction of schools has adhered to the government’s environmental guidelines, preserving most of the natural environment and making optimal use of the space available. To this end the School Improvement Programme has been instrumental in promoting a culture for environmental protection among students and most schools have well laid out and maintained grounds.
7.2.2 The Ministry of Education and Youth has worked very closely with the Ministry of Environment to promote environmental awareness in schools through activities to commemorate environmental theme days. Last year, the Ministry launched the school beautification project aimed at “greening” schools as well encouraging them to use their natural surroundings as an outdoor classroom.
7.3 Gender Impact 7.3.1 In contrast to other countries in Africa, girls’ participation in education in the Seychelles is high and their overall achievement at different levels is higher than their male counterparts.
7.3.2 While the barriers to boys’ achievement in education are not structural, it is
15 attaining a serious level of persistence. The underlying causes of boys’ underachievement are currently the subject of government studies. Factors related to the socio-cultural specificity of the Seychelles offer pointers to the possible reasons for the underachievement of boys.
7.3.3 There are relatively few male teachers and administrators in schools. For example in the 15 schools visited (crèches, primary and secondary) there were only two male head teachers. Another factor that might explain boys’ underachievement was gleaned from conversations with head teachers and teachers who claimed that boys are generally regarded as troublesome and are usually “negatively singled out” by the predominantly female teacher population from as early as the crèche level. This assessment then becomes a self-fulfilling prophecy, with most boys conforming to the stereotype; a matter not helped by unofficial streaming (between P1 and P4) which tends to band boys together in the lower streams.
7.3.4 Clearly, the under-achievement of boys represents an equity concern that needs immediate redress with implications for teacher classroom practices, school management and curricular review. It is therefore notable that the GOS is conscious of the need to suitably address this peculiarity of their education system.
8. Sustainability 8.1 Most infrastructure and facilities are still in a good state but there is a range of sustainability issues that revolve around the budgetary provision for routine maintenance. The Ministry of Education is responsible for major maintenance work in schools. To date, the Ministry has carried out maintenance work on project schools that range from major works such as the re-roofing of school buildings to minor repair works on floors. However, the main sustainability issues with respect to the project relate to schools’ recurrent budgets for regular routine maintenance.
8.2 The budgetary allocation to schools for minor repairs ranges from SR4,500 (U$900.00) to SR25,000 (U$5,000) per year, which according to most head teachers is inadequate to meet recurrent maintenance expenditures. In schools close to the sea the effects of salinity on metal structures and instructional equipment call for regular preventive and protective measures and maintenance.
8.3 Increasingly, schools are relying on funds raised by parent bodies and other fundraising drives to meet minor maintenance costs. In other cases, these funds are used to carry out considerable improvements to school facilities, the purchase of equipment, and the tiling of floors. Voluntary assistance from the military is often available for maintenance and the painting of school buildings. It is clear that the continued availability of recurrent funding for such purposes will be crucial to maintaining facilities in a desirable state.
9. Performance of the Bank 9.1 Project Objective and Justification 9.1.1 The overall objectives of the project were consistent at the time with the Bank’s approach to supporting educational development i.e. expansion of access, promotion of equity and improvement in quality.
16 9.1.2 Bank support was justified and consistent with the requirements for expansion and qualitative improvements at different levels of the education system in Seychelles; crèche, primary, and secondary. By appraisal, compulsory universal free primary education had been attained but there was a need to improve on quality as well as to provide equal regional distribution of secondary education.
9.1.3 To this end the five project components were justified. The project resulted in the construction of four new primary schools, three with attendant crèches, one crèche, and one secondary school, as well as the alteration and extension of two primary schools and six secondary schools. In addition, furniture, equipment and textbooks were provided to ten schools. Furthermore, the support to curriculum development and management and the training of teachers have proven to be judicious strategies for enhancing educational management and educational quality.
9.2 Project Implementation and Operating Outcomes 9.2.1 The Education III Project was approved on November 15, 1991 for a loan amount of UA16,050,000.00. The loan was signed on December 19, 1991 and became effective on August 14, 1992. However, due to changes in project components and the sites for civil works, there was a slippage of approximately four years between the initial completion date and the actual completion of the project.
9.2.2 On the part of the Bank, there are specific problems with slow communication and lack of follow-up. On the part of the borrower, delays could be attributed to inadequate attention and rigor in reporting, accountability, and repayment processes.
9.2.3 It is clear that the views of stakeholders were not necessarily sought at appraisal. Consequently, the project design lacked mechanisms for participatory planning to ensure appropriateness of components and project sustainability. While the School Improvement Programme has begun to help address this oversight, there is, nonetheless, a need to strengthen participatory project planning as an important dimension of sustainability.
9.2.4 The efforts of the Government of Seychelles in using its own resources to settle most of the outstanding payments that resulted from variations on contracts and during periods of sanction is noted and recognized.
10. Conclusion, Lessons Learned and Recommendations 10.1 Conclusion 10.1.1 With all the project schools operational and effective use being made of facilities, its objectives have clearly been achieved. Despite delays in its implementation schedule, the outputs of the Education III project have resulted in marked improvements in school facilities and overall teaching and learning environment in crèches, primary and secondary schools.
10.1.2 However, some instructive shortcomings need to be noted here for future reference. At the preparation and appraisal stages, the issue of site characteristics and ownership did not feature at all among the potential risks or assumptions. Furthermore, the lack of regular Bank supervision meant that project-related problems were not always resolved in a timely fashion.
17 10.1.3 The teaching of technical subjects received a boost under Education III. However, there is need to review the scope, content, and the time allocated to the teaching of technical subjects in the secondary school curriculum.
10.1.4 Despite the tremendous achievements in the area of providing a structured response to the needs of children with disabilities, the mission noted that there are three outstanding challenges; a) the type and quantity of audio-visual and other facilities provided in the School for the Exceptional Child; b) the need for more specialized training to cater for the needs of the children with active disabilities, and c) a follow-up programme for children leaving the School for the Exceptional Child.
10.1.5 Useful lessons can be drawn from all aspects of the project’s implementation, with implications for both sides within the context of on-going reforms in education. The completion of the Education Strategic Plan (2002-2006) (ESP), developed with the financial and technical assistance of the Bank, provides an entry point for future project support as well as a framework for broadening and deepening project outcomes in line with GOS broad objectives for the sector.
It is necessary to point out that the ESP provides for a useful set of intervention options that reflect both the stage reached in the development of the GOS education system, as well as their consistency with preceding improvements. Four key concerns and directions are worth highlighting: continued teacher development; curriculum development and enrichment; availability of sufficient and quality instructional and learning materials; enhanced quality of educational management and administration.
The following project ideas contained in the ESP are illustrative of the above:
. the plan to establish a center for the production of instructional materials in support of the implementation of the national curriculum;
. the development of multi-media education programmes;
. the strengthening of the teacher-inservice system at all levels;
. the provision of access to a variety of IT equipment in support of special needs education;
. the enhancement of the use of information, communication and technology resources in secondary education;
. the plan to enhance the efficiency and effectiveness of educational planning and management through the development and implementation of multi-user client server applications for education management purposes and for supporting administrative processes.
18 10.2 Lessons Learned 10.2.1 The project was completed to a high standard, with facilities, training and institutional support significantly contributing to equal regional distribution of educational access. These achievements notwithstanding, there are several implementation issues with cost and efficiency implications that require strengthening.
10.2.2 The need to strengthen and improve upon both the regularity and quality of project supervision with missions comprising teams with relevant competencies and expertise to encourage on-going organizational learning.
10.2.3 Follow-up actions are an important dimension of Bank/Borrower dialogue that facilitate communication, prompt remedial actions, and reduces delays.
10.2.4 The need to carry out extensive site assessments as well as other context- specific building requirements prior to project implementation.
10.2.5 The need to make a thorough assessment at appraisal of the economic and market factors that guide the choice of proposed procurement methods.
10.2.6 The failure to take account of the views of beneficiary groups and stakeholders, even if no material input is expected of them in project implementation, can create eventual problems of participation and contribution to the upkeep of project facilities.
10.3 Recommendations
10.3.1 Bank project appraisals need to stress the financial and operational importance of consistency between appraised components and implemented project components.
10.3.2 It is crucial to ensure that at both the Bank and Borrower levels, arrangements for channelling disbursements, on one hand, and financial accounting and liquidation processes, on the other, are sufficiently streamlined to ensure timely payments.
10.3.3 Regular project supervision and consistent financial follow-up actions should form part of the monitoring and evaluation tools and indicators. These need to be clearly defined at project appraisal, and consistently used as quality benchmarks throughout the project cycle to assess progress, track problems, as well as to identify best practices.
10.3.4 Both the Bank and the Borrower should ensure that project documents include the recurrent cost implications of projects and clear indications of the likely source of the needed financing.
10.3.5 With respect to the choice of sites, the problems encountered during implementation suggest that assessments of terrain, soil composition and overall appropriateness, need to be thorougly made during the appraisal stage of future projects to avoid inaccurate estimates. While political changes may have been partly responsible for land ownership disputes, the lack of clarity on land ownership of agreed sites contributed to delays.
19 10.3.6 The GOS needs to consistently pursue and incrementally diversify the scope and functions of the School Improvement Programme (SIP) to meet challenges related to quality and equity in schools in the areas of curriculum development, the teaching of mathematics and science, as well as special needs education. 10.3.7 The Education III project has greatly contributed to the further development of the Seychelles education system. The Bank has gone a step further in its collaboration with the GOS, through making a crucial technical contribution to the development of the 2002-2006 Education Strategic Plan. Future interventions in the education sector can be usefully and readily based on the orientations and framework of this plan.
20 ANNEX 1
SEYCHELLES EDUCATION III PROJECT
Areas of Main Map
African IS Mahé 1. Eagle 1. Amirante Ile Desroches Isles Poivre IS Platte 1. Marie Louise 1.
Alphonse 1. Bijoutier 1. Coetivy 1. Saint François 1.
SEYCHELLES
Aldabra Aride Island Island Saint Pierre 1. Providence 1. Cosmoledo Cerf 1. Group Farouhar Astove 1. Group
Curieuse 1. Fast Sister Praslin Iles Glorieuses INDIANOCEAN West Sister France Island Félicité 1. North 384 Cousin MADAGASCAR Marie Anne South Cousin Island La Digue North 1 Island
INDIANOCEAN
Silhouette 1. Mamelle Island
De Quincy Recif Frigate 1. Village Sainte Anne Island Belle Ombre L’Ilot Victoria 905 Cerf Island
Conception 1. PortGlaud Anonyme 1. Misère Seychelles Thérèse 1. International Airport Cascade Anse Boileau Mahé Island 518 Anse Royale
Takamaka
SEYCHELLES (Principal Groug)
National capital Road
Spot elevations in meters Scale 1:500.000 0 5 10 kilometers This map has been prepared by the ADB Group’s staff exclusively for the convenience0 of the readers5 of10 the Miles report to which it is attached. The denominations used and the boundaries shown on this map do not imply, on the part of the Group and its affiliates, any judgement on the legal status of any territory or any endorsement or acceptance of such boundaries. ANNEX 2 Page 1 of 3
FINANCIAL TABLES
Sources of Finance as Agreed at Loan Negotiations (SCR millions)
FE %FE LC %LC TOTAL % ADB 93.26 100% 0.00 0.0% 93.26 80.4 GOS 0.00 0.O% 22.77 100% 22.77 19.6 TOTAL 93.26 100% 22.77 100% 116.03 100% % OF 80.4% 19.6% 100% LOAN
Financing Plan by Source and Category of Expenditure (SCR millions)
AT APPRAISAL LOAN NEGOTIATIONS REVISED LOGS CATEGORIES ADB GOS TOTAL ADB GOS TOTAL ADB GOS TOTAL A.Civil Works 66.51 22.26 88.77 71.43 18.00 89.43 73.16 18.29 91.45 B.Tech. 0.OO 1.30 1.30 0.00 1.30 1.30 0.00 1.30 1.30 Services C.Furniture 2.31 2.31 4.62 2.17 2.31 4.48 2.24 2.24 4.48 D.Equipment 9.25 0.00 9.25 9.40 0.00 9.40 9.47 0.00 9.47 E.Textbooks 2.45 0.00 2.45 2.45 0.00 2.45 2.17 0.00 2.17 F.Training 6.21 0.00 6.21 5.85 0.00 5.85 5.06 0.00 5.06 G.Expert 1.95 0.50 2.45 1.80 0.50 2.30 0.28 0.07 0.35 Service H.Operat. 0.21 0.72 0.93 0.14 0.65 0.79 0.21 0.93 1.14 Cost TOTAL COST 88.89 27.09 115.98 93.29 22.76 116.05 92.59 22.83 115.42 % OF LOAN 76.6% 23.4% 100% 80.4% 19.6% 100% 80% 20% 100%
Planned Expenditure per Year and by Category (SCR millions)
CATEGORY 1992 1993 1994 1995 Total A. Civil Works 14.09 63.98 13.37 0.00 91.44 B. Technical Services 0.65 0.65 0.00 0.00 1.30 C. Furniture 0.65 3.10 0.72 0.00 4.47 D. Equipment 0.43 7.01 2.02 0.00 9.46 E. Textbooks 2.17 0.00 0.00 0.00 2.17 F. Training 0.94 2.02 1.59 0.50 5.05 G. Expert Services 0.00 0.14 0.14 0.07 0.35 H.Operating Cost 0.39 0.36 0.36 0.14 1.25 TOTAL 19.32 77.26 18.20 0.71 115.49 % OF TOTAL 16.65 66.93 15.77 0.65 100%
ANNEX 2 Page 2 of 3 Actual Expenditure per Year and by Category of Expenditure (SCR millions)
ADB 1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL A.Civil Works 10.21 26.70 13.88 16.12 15.00 3.01 0.14 85.06 B.Tech. Serv. 0.11 0.49 1.05 2.31 0.34 0.02 0.01 0.13 4.46 C.Furniture 0.33 1.67 0.89 0.76 0.69 0.05 4.39 D.Equipment 0.08 0.20 0.50 4.91 0.50 0.06 0.14 6.39 E.Textbooks 1.08 1.04 0.05 2.17 F.Training 1.30 3.16 0.20 0.13 1.44 6.23 G Expert Serv. H.Op. Cost 0.03 0.06 0.08 0.13 0.13 0.10 0.05 0.03 0.01 0.62 TOTAL 1.22 11.88 28.21 19.49 21.14 20.99 4.39 1.80 0.20 109.32
Actual Disbursements per year and by Category of Expenditure (SCR millions)
ADB 1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL A.Civil Works 7.67 20.93 10.44 12.53 12.51 2.62 66.70 B.Tech. Serv. 0.52 1.15 0.16 0.06 1.89 C.Furniture 0.16 0.83 0.44 0.38 0.34 2.15 D.Equipment 0.08 0.18 0.50 4.91 0.50 0.06 0.14 6.37 E.Textbooks 1.08 1.04 0.05 2.17 F.Training 1.30 3.16 0.20 0.13 1.44 6.23 G Expert Serv. H.Op. Cost 0.01 0.01 0.03 0.03 0.05 0.01 0.01 0.15 TOTAL 1.08 8.80 21.67 13.93 16.82 18.05 3.60 1.57 0.14 85.66
GOS 1992 1993 1994 1995 1996 1997 1998 1999 2000 TOTAL A.Civil Works 2.33 5.31 3.24 3.39 2.28 0.39 0.13 17.07 B.Tech. Serv. 0.10 0.29 0.52 1.15 0.17 0.03 0.01 0.06 2.33 C.Furniture 0.16 0.83 0.44 0.38 0.34 0.05 2.20 D.Equipment E.Textbooks F.Training G Expert Serv. H.Op. Cost 0.03 0.05 0.06 0.10 0.10 0.05 0.04 0.01 0.01 0.45 TOTAL 0.13 2.67 6.05 5.32 4.10 2.74 0.78 0.20 0.06 22.05
ANNEX 2 Page 3 of 3
Actual Financing by Source and Category of Expenditure (SCR millions)
CATEGORIES ADB GOS Total A. Civil Works 66.71 17.09 83.80 B. Technical Services 1.91 2.36 4.27 C. Furniture 2.18 2.24 4.42 D. Equipment 6.39 - 6.39 E. Textbooks 2.18 - 2.18 F. Training & Scholarship 6.26 - 6.26 G. Expert Services - - - H. Operations Cost 0.16 0.49 0.65 Total 85.79 22.18 107.97 79.5% 20.5%
ANNEX 3 YEARLY DISBURSEMENTS
Yearly Disbursements by Source of Funds (UA millions)
1992 1993 1994 1995 1996 1997 1998 1999 2000 Total
ADB 0.150 1.220 3.000 1.930 2.330 2.500 0.500 0.220 0.020 11.870
GOS 0.020 0.370 0.840 0.740 0.570 0.380 0.110 0.030 0.010 3.070
Total 0.170 1.590 3.840 2.670 2.900 2.880 0.610 0.250 0.030 14.940
ANNEX 4A
IMPLEMENTATION PERFORMANCE Component Indicators Score Remarks (1 to 4 1. Adherence to Time Schedule 1 Site problems and political changes account for delays 2. Adherence to Cost Schedule 4 Repackaging of project components maximized efficient use of resources 3. Compliance with Covenants 3 Project output responds to objectives 4. Adequacy of Monitoring, Evaluation and Reporting 3 Reporting was very good. More supervisory missions should have been sent by Bank 5. Satisfactory Operations (if applicable) TOTAL 11 Overall Assessment of Implementation Performance S
ANNEX 4B
BANK PERFORMANCE
Component Indicators Score Remarks (1 to 4 The project falls within framework of 1. At Identification 3 Government’s Development Plans and the CSP of the Bank 2. At Preparation of Project 3 Objectives clearly defined There was no project 3. At Appraisal 2.5 matrix resulting in risks and assumptions not being clearly defined Project should have been supervised more 4. At Supervision 2.5 regularly. Six (6) missions were sent by the Bank between 1992 and 2000. 5. Satisfactory Operations (if applicable) TOTAL Overall Assessment of Implementation Performance S
ANNEX 4C
PROJECT OUTCOME
No. Component Indicators Score REMARKS (1 to 4) 1 Relevance and Achievement Highly of Objectives Satisfactory i) Macro-economic Policy 3 Project falls within context of National Development Strategies ii) Sector Policy 3 Expansion and diversification oriented thus pertinent and in harmony with project goals iii) Physical (incl. Production) 4 All project buildings and associated categories were successfully completed iv) Financial 4 Resources were efficiently managed resulting in some savings accruing v) Poverty Alleviation & Social 3 Equity and access assured through and Gender geographical location of schools. Girls consistently show higher levels of performance at all levels of the Seychelles school system. vi) Environment 3 No negative impact of project on the environment. vii) Private Sector Development viii) Other (Specify) 2 Institutional Development (ID) i) Institutional framework The management development Including restructuring aspects of the project, as well as the scope of the project had an effect on rationales for restructuring of educational administration and management ii) Financial and Management Information Systems including Audit Systems iii) Transfer of Technology iv) Staffing by qualified persons (incl. turnover), training & counter-part staff 3 Sustainability Satisfactory i) Continued Borrower 2 Government presently under Commitment sanctions because of loan repayment arrears ii) Environmental Policy 3 Sound and relevant given peculiar geographical setting and difficult terrain iii) Institutional Framework 3 Education Strategic Plan is indicative of a conducive framework iv) Technical Viability and 3 More attention needs to be paid to Staffing keeping teachers in the profession as well as their training v) Financial Viability including Cost recovery systems vi) Economic Viability vii) Environmental Viability viii) O&M facilitation (availability Of recurrent funding 4 Economic Internal Rate of Return TOTAL Overall Assessment of Outcome ANNEX 5
RECOMMENDATIONS AND FOLLOW-UP MATRIX
MAIN FINDINGS AND CONCLUSIONS LESSONS LEARNED/ FOLLOW-UP ACTIONS RESPONSIBILITY RECOMMENDATIONS Formulation and Project Rationale Detailed studies should be carried out Relevant portions on policy Bank on project locations to minimize documents should be revised Government repackaging of components; with the objective of achieving Governments should put emphasis on better results the practicability and achievability of projects to avoid pitfalls Project Implementation There should be a feedback to A time frame should be Bank Governments on issues raised in aide- enforced with respect to memoires. Schedule of implementation responses to issues raised should take into consideration risks and assumptions
Compliance with Loan Conditions Disbursement applications by All concerned should be Government And Covenants Governments should be prepared reminded of the necessity to without errors or omissions to avoid follow laid down procedures delays Performance Evaluation & Project Performance and project outputs could Recommendations should be Government Outcome have been better if site studies had made on ways and means of Bank been more detailed and risks and carrying out more detailed assumptions had been considered surveys on project sites Sustainability Parents should contribute more actively The controlling body of PTA’s Parents Education Council towards the up-keep of school the Parents Education Council infrastructure. The idea should be should organize seminars on Government incorporated in the School Improvement the subject Programme.
ANNEX 6
SOURCES OF INFORMATION
Appraisal Report: Seychelles Education III Project African Development Bank, ADB/BD/WP/91/141, October 1991 Project Completion Report: Seychelles Education III Project African Development Bank, ADB/DP/IF/98/170, August 1998 Borrower’s PCR: Seychelles Education III Project, March 2002 Education Strategic Plan: Government of Seychelles, August 2000 Education for a Learning Society: Policy Statement MOEY, April 2000 English in the National Curriculum: MOEY, January 2001 MOE Teachers’ Scheme of service (TTS) Mont Fleuri, Mahe: Ministry of Education (MOE), January 2002 Disciplinary Policy procedures for Schools, Mont Fleuri, Mahe, Ministry of Education (MOE) 2001 General Information on Education in Seychelles, Mont Fleuri, Mahe Planning and Statistics Section, MOE February 2001 Building a Person – Centered School. Report of Education Conference. Mont Fleuri, Mahe, February 2001 Looking at our School: Towards a Shared Framework for School Education, Quality Assurance Service. Mount Fleuri, Mahe MOE February 2001 Education for a Learning Society School Improvement Programmes in Small States (SIPSS) ANNEX 7 Page 1 of 2
LIST OF PERSONS CONSULTED
Ministry of Foreign Affairs Ms. Vivianne Fock-TaveDirector of International Economic Affairs Ms. Beryl Samson Senior Economist Mrs. Laurette Miller Senior Project Accountant
Ministry of Education and Youth Mr. Charles Confait Director-General Education Planning Mr. Jeffrey Lagrenade Director of Secondary Schools Dr. Andre Leste Director - Research, Evaluation, and Curriculum Planning National Institute of Education Mrs. Purvis Director - National Institute of Education Mr. Souffe Alex Assistant Director of Studies Mrs Elva Gedeon Assistant Director - Curriculum
Project Planning and Implementation Division (PIU) Mr. Yves Choppy Director
SCHOOLS
Victoria Secondary School (Belonie) Mrs. Doris Bick Headteacher Mrs. Linda Barallon Deputy Headteacher (Curriculum) Mrs. Flavie Laporte Curriculum Co-ordinator
Les Marmelles Crèche Mrs. Rocksy Croisee Teacher-in-charge
Beau Vallon Primary School And Crèche Mrs. Marina Cetoupe Headteacher Ms. Monica Uzice Teacher-in-charge Mrs. Bernedette La Bosse Mrs. Mari Rose Burka
Beau Vallon Secondary School Mrs. S. Stravens Deputy Headteacher
School For The Exceptional Child Mrs. M. Manes Headteacher ANNEX 7 Page 2 of 2
Plaisance Primary School and Crèche Ms. Odile Octave Headteacher Anse Royale Primary and Secondary Schools Mr. Philip Belle Headteacher -Primary Ms. Marie-Claire Henriette Headteacher -Secondary
Grand-Anse Mahe Primary School Ms. Jemma Roberts Headteacher
Point Larue Primary School and Crèche Mrs. Fatima Agathine Headteacher Mrs. Christianne Nibourette Curriculum Coordinator Ms. Luciana Ameda Teacher-In-Charge
Point Larue Secondary School Mrs. Ramona Esparon Headteacher
Anse Boileau Primary and Secondary Schools Mr. Berard Esparon Headteacher-Secondary Mrs. Veronique Figaro Headteacher - Primary
Grande Anse Praslin Primary and Secondary Schools Mrs. Monica Thoreau Headteacher-Secondary Ms. Edna Bellard Headteacher-Primary
Independent School – Seychelles Zotique E. Pragassen Director
La Rosiliere Primary School (Non- project School) Mrs. Marie France Mounack Headteacher
BENEFICIARIES’ CONSULTATIONS
Parents Educators Council (PEC) Mr. Christian Cafrine Secretary-Parents Educators Council Mrs. M. Pardiwalla Director - School Improvement Programme Mrs. Elsid Hoareau Parent/Teacher - Plaisance Primary Mrs. Anne-Marie Ernesta Parent/Teacher - School For The Exceptional Child Mrs. Tessie Akemie Parent/Teacher - Anse Royale Secondary
Roman Catholic Mission Mgr. Denis Wiehe Bishop of Victoria Mgr. Edwin Mathiot Vicar General Fr. John Gappy Mr. Sam Andrade ANNEX 8 Page 1 of 2
GOVERNMENT OF SEYCHELLES COMMENTS ON BANK PCR
No. PCR Ref. Comments 1 Page v B. PROJECT DATA. From the figures summarized as GOS payments in your document, I see that you have considered payments up to June 2000. However after having reviewed our records again I note that in November 2000, GOS disbursed under the civil works category two final payment certificates in respect of Anse Boileau Primary & Secondary project (SR636,739.56) and Beau Vallon Primary & crèche project (SR 974,890.24). GOS had to cover 100% of these civil works claims, as sanctions had not been lifted before deadline for disbursement. These two payments amount to SR 1,611,629.80 or approx. UA 222,770.03. In table B hence the GOS LC (local contribution) should be 3.29 instead of 3.07. 2 Page vi Section E GOS disbursement should be corrected as per No.1, i.e. for yr.2000, actual GOS should be 0.23 instead of 0.01 3 Annex 2 Correction of GOS disbursements from No.1 should follow accordingly in the tables of this annex;
In table for “Actual disbursements per year by category of expenditure-GOS” A.Civil works for yr. 2000 should be 1.61 and the sums corrected accordingly.
In the Table “Actual financing by source and category of expenditure”, GOS column at A.Civil works should be 18.7 instead of 17.09 and the sums corrected accordingly.
In the table for “Yearly disbursements by source of funds”, the GOS contribution for yr.2000 should be 0.23 instead of 0.01 and the sums corrected accordingly. 4 Table 4.5b GOS Civil works contribution for 2000 should be 0.22 and the sums corrected accordingly. 5 Page 10 4.6.4, the last sentence of the page, “Table 4.6 indicate the Bank has financed 80.2%” 6 Table 4.6 GOS component of Civil works short by 0.22 million UA.
7 Page 3 Section 2.3, (1 & 2), 2.3.2, can you clarify whether these are the appraised or the achieved activities/projects. I observe some small discrepancies in the primary and secondary civil works components. I just summaries below the appraised and achieved activities/projects for civil works;
c-crèche APPRAISED ACHIEVED Primary Primary Extension of 1 school (Grand Anse Extension of 2 schools (Grand Anse P-primary Praslin P) Praslin P, Anse Boileau P)
P+C-primary Construction of 5 schools (Plaisance Construction of 4 schools, 3 with crèche P+C, Beau Vallon P+C, Anse Boileau attached crèches (Plaisance P+C, P+C, Anse Royale P+C, Pointe Larue Beau Vallon P+C, Anse Royale P, P+C) Pointe Larue P+C) S-secondary Construction of 1 crèche (Les Construction of 1 crèche (Les Mamelles) Mamelles)
Secondary Secondary Alteration & extension of 8 Alteration & extension of 7 schools (Anse Royale S, Anse schools (, Anse Boileau S, Boileau S, Belonie S, Beau Belonie S, Beau Vallon S, Vallon S, Plaisance S, Pointe Plaisance S, Pointe Larue S, Larue S, Praslin S, La Digue S) Praslin S, La Digue S)
Construction of 1 school (Grand Construction of 2 schools (Grand Anse Anse Mahe S) Mahe S, Anse Royale S) 8 Page 10 Table 4.4, should the values of this table not be equal to the sum of respective values from tables 4.5a/b? 9 Page 12 Section 5.1, paragraph 2, Under the new secondary education structure introduced in the 1999 education reforms, O’Levels are taught in secondary schools. From a human resource point of view it is not economical to run O’Level courses in a small secondary school (4 streams like Grand Anse Mahe) as teachers specializing in the individual subjects are underutilized. The phasing out of Grand Anse Mahe secondary and using the facilities for a primary school, though not optimum space wise currently, is however optimum human resource wise. Furthermore this district was in need of a new primary school hence utilizing these existing facilities has economical benefits. These justifications for GOS decision to phase out this secondary school we feel should be stated in the PCR. 10 Page 13 Section 5.2.9 The shortages in space for administrative and staff room space is due mainly to the change in school management structure after 1999 reforms, and the increased number of teachers required per secondary schools as a result of introduction of O’Level courses and not as a result of increased enrollment. The shortage of multi- purpose space (eg. Halls) is because these facilities were not part of the norms used for conceiving the project.
11 Page 15 Section 6.2.1 2 different Quantity Surveyors were used during the project, they both had the same shortcomings hence the quantity surveyors should be referred to in plural. 12 Page 16 Section 7.1.4 Government is not relying on parental contributions as a form of financing and does not intend to do so in future. The last sentence should hence be deleted. 13 Page 22 Section 10.3.5 Lack of clarity of site ownership is stressed as reason for delays. Out of 3 schools for which the agreed sites were changed and this resulted in delays to start of construction, were; Anse Royale Primary – site soil capacity not suitable for construction Beau Vallon primary & crèche-political changes meant the site had to be returned Anse Boileau-Ministry of Agriculture and Marine resources given priority of the site identified. Only at Anse Boileau can it be considered that there was lack of clarity of ownership. Even in this case however, the ownership of the land by Government was clear and it was rather a question of which Ministry had Priority on the site. There should not be stress that lack of clarity of site ownership was a dominant factor that contributed to delays.