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World Bank Document 2-ocumnen of The World Bank FOR OMJCIL USE ONLY Rhmt Ne.5598-COK Public Disclosure Authorized COMOROS Public Disclosure Authorized EDUCATION SECTOR %,1EMORANDUM June 25, 1985 Public Disclosure Authorized Public Disclosure Authorized Education and Manpower Development Division Easte-rn and Southe-rn Africa Regional Office _Tb1, I w a TsU daow mmabee y epkts _1-yIn te pmwf of ther eail m lb fso "m _ftf be dban vItd_ WW Boo mjd_r CURRENCYEQUIVALENTS US$1 FCCFA 483 (October, 1984) ABBREVIATIONS AfDB African Development Bank BAC Baccalaureate BEPE = Education Projects Implementation Unit (Bureau d'Execution des Projets d'Education) CADER - Center for Assistance to Rural Development (Centre d'Appui au Developpement Rural) CEFADER = Federal Center for Assistance to Rural Development (Centre Federal d'Appui au Developpement Rural) FAC = French Technical Assistance Program (Fonds d'Aide et de Cooperation) INE - lational Institute of Education (Institut National d'Education) HEN Ministry of National Education, Culture, Youth, and Sports (Ministare de l'Education Nationale, de la Culture, de la Jeunesse, et des Sports) eEDERAI Ii-AMIC REPUBLIC OF THE COMOROS FISCAL YEAR January 1 - December 31 COMOROS EDUCAIION SECTOR MEMORANDUM TABLE OF CONTENTS Pae No BASIC DATA PREFACE Summary and Recommendations ............................... i I. INTRODUCTION ......................................... 1 Geographic and Socio-Economic Setting .... ............1 - The Country ........................................ I - Political and Institutional Structure .I - The Population ..................... ,,, 2 - Schooling and Educational Level. 3 - The Labor Force. 5 - Recent Development and Prospects. 6 II. GOVERM!ENT POLICIES FOR THE SECTOR AND PROPOSED POLICIES COR-RECTIVEMEASURES. 7 Bank's Knowledge of the Sector .7 Education Financin. 7 - Budgetary Expenditures in Education. 7 - Aeacher Salaries . - 'unit Costs . ........................................ 10 - Projection of Education Expenditures .... ...........iO - Investment in Education ....... ..................... 12 Government Policies for the Sector ..... ..............13 - Education Administration and Financing .... .........14 - Pre-School Education 'oranic Schools ............... 15 - Primary Education ......... ......................... 15 - Secondary Education ........ ........................ 19 - Vocational/Technical Education ..................... 21 - Higher Education ......... .......................... 22 III. AREAS FOR WORLD BARK GROUP INVOLVEMENT ............... 24 External Assistance to the Sector ...... ..............24 World Bank Group Assistance to the Sector .b 24 Sector Support Strategy .............................. 24 Sector Work Priorities ............................... 25 ANNEXI The Education and Training System ANNEXII Table 1 Summary of 1983/84 Enrollments. Primary/Secondary/ Vocational/Teacher/Higher Table 2 Recurrent Budget of Ministry of Education, 1984/85 Table 3 Alternative Projections of Expenditures of the Ministry of Education, 1990 Table 4 Efficiency Anlysis of Primary Level Table 5 Enrollment Projections, Primary Schools Table 6 Primary Teachers Distribution by Qualification Table 7 Primary Teachers Distribution and Forecast Table 8 Enrollment Projections Junior and Senior Secondary Table 9 Secondary Teachers Distribution and Projection Table 10 Higher Education of Fellowships Abroad Table 11 Distribution of Islands' Active Population by Economic Sector and Urban or Rural Employment Table 12-A List of Viable Primary Schools Table 12-B Proposed Structure of Primary Schools Table 13 Proposed Consolidation of Secondary Schools Table 14 Education Investment Projects Submitted to the 1984 Donors' Coaference ALNNEX III Selected Documents Chart 1 Education Pyramid Chart 2 Structure of the Education and Training System Chart 3 Structure of the Ministry of National Educacion This Sector Miemorandumwas prepared by Mr. A. Aime (Sr. Education Planner) and Hs. J. Vial (Sr. Economist). COMOROS EDUCATION SECTOR MEMORANDUM BASIC DATA 1/ POPULATION Area 1,861 km2 Population: total (1984) 377.000 growth rate p.a. 3.0Z density 203 GNP per capita (1983) US$345 Literacy rate (1980 Census) 49% Rural population 77% EDUCATION (1983/84) Establishments Enrollments Z Girls Preschool/Koranic 600 19,139 55% Primary (G 1-6) 1,607 61,905 43% Jr. secondary (C 7-10) 582 15,072 37% Sr. secondary (GI'-13) General 3,068 29 Tecnnical 368 21 36Z Teacher Training 90 34% Higher Education: Moroni ] Abroad 2253 35% Gross Enrollment Teacher/Student % Teachers Ratio Ratio Oualified Primary (ages 6-11) 76.6% 1:$0 21% Jr. secondary (ages 12-15) 41.32 1:34 t,6 Sr. secondary (ages 16-18) 12.7% 1:19 l00Z 3/ Higher education 0.6% 1:12 100% 4/ 1/ 1983/84 unless otherwise stated. Data relate to Grande Comore, Aknjouanand MLoheli. 2/ Including part-time students. 3/ With 119 expatriates teachers out of a cotal of 160. 4/ All expatriate staff except the director, 2 teachers, and the support staff. GOVERNMENTEXPENDITURE IN EDUCATION Recurrent (1985 preliminary budget) Share of Education in Total Recurrent Expenditure 28.0Z Capital (average 1981-85) Share of Education in Total Capital Expenditure 7.52 Distribution of MEN Recurrent Expenditure (1985 preliminary budget, adjusted) % Administration 8.6 Koranic Education 7.7 Primary Education 36.3 Secondary Education 25.5 Voc./Tech. Education 1.9 Higher Education 20.0 Total 100.0 Cost per Student (1985 estimate) USS ecuiv. Primary Education 25 Secondary Education Lower 37 Upper (including fellowships) 252 Upper (excluding fellowships) 17n THE COMOROS EDUCATION SECTOR IMEHRANDUM PREFACE The Governmentof the Comoros has yet to prepare a comprehensive document consolidatingits policieswith regards to education(para. 2.14). Chapcer II of this report lists and reviewsmain Government policies in education,makes recommendationsfor changesrequired for a sounder administrationand operationof the educationsystem and analyses the financialimplications of such recommendations. It is importantto note that the Governmentof the Comoros, during the last four years, has undertakena number of actions geared to the rationalizationand containmentof education expenditures. Among them the followingcan be listed: (a) increasedthe student-teacherratio in upper secondaryeducation; (b) eliminatedall primaryand secondary boarding and; (c) eliminatedthe provisionof new Governmentfully funded scholarshipsabroad. The Bank staff initiatedsector discussionswith the Directorsof the Ministry of Education,Central Planning and Ministry of Finance during the November 1983 and September L984 visits to the Comoros. The issues presentedin this report and the potentialsolutions were largelyderived from these discussionsand the dialogue establishedwith other donor agencies, in particularwith the French Assistancewhich has a leading role in the sector. During the last nuarter of FY1985 a Bank educationmission plans to visit the Comoros to discuss with the appropriateGovernment officials tht content of this draft Sector '.emorandum.During this =ission,efforts wfillbe made to establishwith Governmenta sector strategyemphasizing ways to improve the qualityand ecuity of the country'seducation system. THE COMOROS EDUCATION SECTOR NEMORANDUM SUMMARYAND RECOMMENDATIONS 1. This Education Sector Memorandum (ESM) should serve as a basis for dialogue among the Government, World Bank and other donors. The review of the issues included in this document should assist the Government to develop rational sector policies for the Comoros education and training system. 2. World Bank dialogue in the sector has been ongoing since the appraisal of the First Education Project in 1981. During the last four years the Government has made effort to improve its control and reduce the costs of the education system by eliminating some student allowances, centralizing the budget, and increasing teacher-pupil ratios at the secondary level. In spite of the latter efforts, prospects of continued economic difficulties and the foreseeable doubling of the population within the next 25 years (leading to vastly increased numbers demanding education, training and jobs) would continue to create severe financial difficulties unless the most cost-effective use of resources is established and the overall operating efficiency of the system is substantially increased. The improvement of education and training according to well defined priorities should coatribute to increased agricultural productivity which would secure food supply, foster output in other productive sectors, raise the quality of social services, and last but not least strengthen the management capacity of the Government and small industries. 3. Government needs to develop at the earliest possible, education policy priorities conducive to the optimization in the use of available resources and improvement of the low quality and low efficiency of the education system. In this endeavour the Government would have to: (a) strengthen the management and planning capacity of the Ministry of Education (MEN); (b) upgrade the teaching staff and provide the necessary educational materials; (c) establish stricter entrance, promotion and selection criteria for the students; (d) adjust vocational/technical training programs to better suit labor market demands; and -ii- (e) reallocatefinancial resources within the sector to achieve their more efficientand equitabledistribution, while looking for possible contributionsfrom education recipientsand the communities. 4. In order to accomplish the above, it
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