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 is recommendedthat the Government take, inter alia, the followingactions:
(a) supplementthe administrativestaff of the HEN with adequately qualifiedpersonnel and provide training to existing staff, in particularto the planning unit, to enable them to gather reliable student, teacherand fellowshipdata needed for the proper management and budgetingof the system;
(b) continue and expand pre-service and in-serviceteacher training programs to improve the quality of the teaching;
(c) set enrollmentsat the secondaryand higher levels in accordancewith labor demand, and the availabilityof qualified teachingstaff and financial resources;
Cd) provide a more realisticshare of the resources to vocational/technicaltraining and thus assist overcome the prevailingshortages of intermediatelevel skills; and
(e) review budgetaryallocations to provide increasedresources for educationalmaterials, while reducing the present high outlays for fellowshipsfor higher education. The Governmentshould also establisha system of parents contributionto the financingof education (such as book users fees) and graduallytransfer the financingof pre-primaryeducation to parentsand communities. v. Chapter I of this report briefly describes the socia-economic characteristicsof the countrywith particularemphasis on its population and labor force. Chapter II reviews the MEN policies in the education sector and makes specific recommendationsfor its improvement. Among the recommendationsthe most importantare highlightedbelow:
A. Administration(para. 2.15 A, sections a, b, c). To reinforceits planning unit which at present includes only one qualified professional,the MEN, in addition to allocatingthe needed local staff, should obtain technicalassistance for the improvementof the data base and developmentof a long-termeducation plan.
B. Pre-PrimaryEducation (para. 2.15 B). As is :he practice in other African countries,the Comoros should have the parentsand communitiesabsorb the cost of pre-primaryeducation. Savings could be allocated to primary educationfor qualitative improvements. -ili-
C. Primary Education (para 2.15 C, sections a-m). The following measures are recommended:
(a) Annual enrollment growth should match the population growth of 3%. Such enrollment growth could be accommodated in existing facilities and facilities under construction (see C (c), (d), (e); D (c); and para. 2.13);
(b) As a first step to cost recovery, book user fees should be charged;
(c) The MEN should prepare a plan for the phased implementation of the 1981 School Mapping Exercise recommendations;
(d) To lower costs and the number of unqualified teachers, the pupil-teacher ratios (TPR) should be increased to 1:45 from the present 1:39;
(e) The MEN should experiment with qualified teachers teaching two student groups (instead of a single one) in return for a salary supplement;
(f) The Government should distribute the new teacher graduates according to needs, about 56% Grande Comore; 39% Anjouan and 5% lMoheli;
Cg) A teacher training plan, conducive to a college pre-service output of 90 and the upgrading of 100 training by inr-service p.a., should be implemented;
(h) To reduce high drop-out rates and improve qualitv, the first and sixth grades should be fully staffed with qualified teachers.
D. Secondary Education (para. 2.15 D, sections a-g). The following measures are recommended:
(a) To improve the quality and control costs, automatic and free access to secondary schools should be discontinued, while limiting enrollment growth to about 1% p.a. for the next few years;
(b) Stricter entrance rcquirements should be set and the quality control of secondary examinations should be improved with the assistance of an external examination board;
(c) The over 50 existing secondary schools should be consolidated into about 30 schools with an Arabic option included in the curriculum selected schools;
(d) Training of secondary teachers at Xvouni should be increased at the earliest to an output of 70 graduates p.a.; -iv-
(e) The Introductionof practicalsubjects in the secondaryschools should only be effected in a limited number of schools and this only when the facilities,equipment and staff are available.
E. Vocational/TechnicalEducation (para 2.15, section E). The Government'srecent efforts to improve agricultureand health trai- ing should be extended to the vocationaland technicaltraining programs,alsousing the modular system. A study recently prepared by the World Bank/UnescoCooperative Program recommendsupgrading of an existing vocational/technicalinstitution and the establishr ment of a business school to train intermediatestaff. The implementationof these proposalswould assist the country in meet- ing its manpower needs.
F. Higher Education (para 2.15 F). The main act:ity of the only higher institutionin the country, Mvouni, should be to train secondary teachers. A higher educationlong-term plan (minimum 5 years) should be prepared listing the programs,staffing and budgetaryimplications. Fellowshipswithin the country should be replaced by student loans and granted only to qualifiedstudents who lack the necessaryfinancial means. Fellowshipsabroad should be limited to those fully financedby external assistance,and their selectionshould be made strictly on the basis of high level manpowerneeds.
6. Chapter III is concernedwith externalassistance to educationin the country and the dorld Bank Group participationin the sector. Given the relativelvlarge number of donors supportingthe develoDmentof the education sector, it is importantthat ways be devised by the Government to improve the coordinationof external aid £or education. One practicalway would be for the Government to use this Sector Memorandum (once it has been finalizedtzking into account the Covernment'sconments) as background material for the next Donors' Roundtable(expected to take place later this year). Annex I providesa detailed descriptionof the country'seeucation system. THE COMOROS
EDUCATIONSECTOR MEMORANDUM
I. INTRODUCTION
Geographicand Soclo-EconomicSetting
1.01 The Country. The Comorosarchipelago, with a total area of 2,235 km2 is located in the northern tip of the MozambiqueChannel, at a distance of 280 km from the African continentat its closest point. It comprises four main islands:Grande Comore, Anjouan,Moheli and Mhayotte.The islands are mountainousof recent volcanic origin,with a tropicalmaritime climate and subject to occasionalcyclones and volcanic eruptions. The soils are generally rich and supporta lush vegetation. In its lower lands grow ylang-ylang,cloves and vanilla,providing the main export crops, intermingledwith coconut trees, cassava, and banana trees. Over the 500 meters level other food crops (cereals,beans, potatoes)are produced, while in the higher slopes, primary forests are found althoughvery much degradedwhen close to humane habitation.
L.02 The agriculturalland, virtuallythe sole natural resource in the islands, is extremelyscarce in relation to the population,and production techniquesare generallypoor. Fisheriesactivities are of a handicraft nature and there are no known mineral resources. The shortage of land is Particularlvserious in Anjouan where over-intensivecultivation has resulted in substantialerosion. The smallestof the islands,'Ioheli, because of its lower populationdensity, appears to have the best agriculturalprospects. However, inter-islandcommunications are difficult,shipping conditions in Grande Comore and .1oheliare unfavorable. These limitationsof natural resourcesand infrastructure have resulted in the Comoros being one of the least developedcountries in the world -G'4P per capita is estimatedat USS345 (1983).
1.03 Politicaland InstitutionalStructure. On Julv 6, 1975, the Conorian Parliamentunilaterally proclaimed the independenceof the archipelagofrom France. However, the deputies from lavottepetitioned Paris to remain tinderFrench administration.The French Parliament legislatedfor the independenceas a single nation of Crande Comore, Aniouanand Moheli and provided for a referendum'or M.ayottein which its continueddependence from France was reconfirmedby the voters 1/.
1.04 In October 1978 the Republic of the Comoroswas constitutedas a federal state composed of three independentgovernorships for Grande Comore,Anjouan and '.loheliunder the Presidentof the Republic. The Presidentis elected throughpopular vote and the governorssince 1982 are
1/ Unless otherwiseindicated in what followsin this report,Mayotte is excluded -2-
appointed by him, folloving proposals made by the Islands' Councils. The latter are elected by direct voting of the population. At the federal level the executive power is exerclsed by the President assisted by the cabinet appointed by him; the legislative power is entrusted in the Federal Assembly, elected by the population; and the judicial power operates under the authority of the Supreme Court.
1.05 An attempt to provide a broad autonomy to the governorshtps in the management of the islands' affairs run into serious difficulties because of the lack of parallel financial independence- the bulk of the financial resouzces for the islands has to be provided from the federal budget. A return to a somewhat more centralized administration since 1982 has improved the situation, in particular, reduced substantially the delays in the payment of salaries of civil servants.
1.06 The Population. Because of the succession of invasions of the islands by different ethnic groups, the inhabirants of the Comoros are of mixed origin, where the Bantu dominates, but where Arab, Malagasy or Indonesian are also in evidence. However, the population is united by a common language, Comorlan, closely related to Swahili, and a commn religion, Islam, taught to pre-primary school children in the Koranic schools. The Comorian language is very seldom used in written form while French is the official language of instruction and literacy.
1.07 In 1980, a population census was taken in the three islands under Comorlan administration.2/ A surary of the census results is as follows:
Population - 1980
Total Urban Age Grouo Dens_ty Island P?opulation (%) under 15 Ct) ner k'm2
Anjouann 135,958 31.6 52,' 321 Grande Comore 182,656 16.3 43.4 159 Moheli 16,536 32.7 45.9 57
Grand Total 335,150 23.3 47.2 180
Source: RecensementGE.Eral de la Population,1980
The above figures indicate that the population is young, mainly rural and that there is a serious population pressure over land resources. (The population density is one of the highest in Africa).
2/ The Country Economic Y-emorandum for the Comoros issued in 1985, contains extensive detailed information o& the general populacion and the labor force, extractedfron the 1980 census. 3
1.08 Comparing the 1980 data with the results of the 1966 census (preceding census), the following observations can be made: (a) the population has been growing at a very fast pace of 3.3% per year (3% if about 17,000 repatriates from Madagascar are excluded); (b) the share of urban population in the total has increased substantially (from 18% in 1966 to over 23% in 1980); (c) the population has become younger (the share of those under 15 years of age has gone up from 44% in 1966 to over 47% in 1980 and; (d) the pressure on the land has become more acute (the population density has increased from 114 per km2 in 1966 to 180 per km2 in 1980). The serious socio-economic implications of these intercensal developments in a country as poor as the Comoros can be easily understood.
1.09 Schooling and Educational Level. Census data for 1980 indicate that of the age group 6-14, only about 38% attended school, i.e. tuo out of three children of this age group were not in school 3/. Another element which confirms the low past and present school attendnnce is the fact that of the age group 12-19, oaly 38% could peak French, the language of instructionstarting up at primary school, while of the population 12 years and over only 18.3Z could speak it.
1.10 Literacy as defined in the 1980 census includes those who can write Frefrch or Comorian in Arabic characters. The following statvs of literacy onng persons 12 years and over -as registered in the census:
Literacy Rates (Z)
Literate Uliterate .ot Repor-ed Island (Z) (Z) (%)
Anjouan 55.5 41.2 3.3 Grande Comore 41.6 54.1 4.3 XMoheli 81.4 15.5 3.1
National 48.8 47.4 3.8
Source: Recensement G&airal de la Populacion, 1980
The literacy rate of close to 50% (54.5% for males and 40.0% for females) registered in the census may be overoptimistic in as much as it includes those who reported to be able to use the Arabic alphabet only. This group corresponds basically to those whose sole schooling has been two to three years of pre-primary Koranic school and who can hardly have become functionally literate. The higher literacy rate observed in Moheli is consistent with substantially higher enrollment ratios than in the other
3/ Note that this figure relatesstrictly to a particularage group and consecquently it is not directly comparable with gross enrollment-data. -4-
islands (Annex 1, para. 8). Finally, notwithstanding the possible underestimation of the 51Z illiteracy rate reported in the 1980 census, this compares unfavorably with the 45% registered in the 1966 census. This increasing trend in illiteracy is a matter of serious concern and has to be halted.
1.11 The census form included a question on the level of education attained by the literate population 12 year of age and over. Unfortunately, only less than half of the literate population answered such question. Having in mind this omission, which probably affects more strongly the lower levels of education attainment, the following distribution of school attainment can be derived from the reporting literate population:
Highest Level of Schooling Attained
Z of Literate Population Reporting
Level of Schooling Males Females Total (O) (Z) (%)
Post Secondary and Technical 1.8 neg. 1.4 Upper Secondary 3.0 1.8 2.3 Lower Secondary 24.0 16.9 21.3 Primary 44.5 39.8 42.3 Koranic School 26.7 41.5 32.7
Total | 100.0 . 100.0 100.0
Source: Recensement Ggndral de la Population,1980
Although the above figures may represent a situation more favorable than it actually exists in the country, even if approximately correct, they indicate that the level of education of the adult population is very low (only one-quarter of the literate population has had any schooling beyoad pr_mary level. Furthermore, the poor quality of education, in particular at the lower secondary level (Annex 1, para. 15) compounds the problem. The difficulty in finding qualified high and medium level staff both for the public and private sector is a direct reflectionof this situation.
1.12 Available information indicates that nutritionand health conditions in the Comoros are extremely poor. It is estimated that one half of all children die before reaching age four and most children suffer from malnutritionand intestinalparasites. About 80% of adults suffer from malaria and other diseases, such as tuberculosisand leprosy, are not uncommon. -5-
1.13 The Labor Force. Within the population 12 years and over. 99,463 (80% rural and 2QZ urban, 74% males and 26% females) were reported as active by the 1980 census. This number represents 29.7% of the total population, which would appear to be a relatively low share if compared with other countries in the region. However, this figure may underestimate the activity ratio in as much as it excludes housewives, who in rural areas perform part of the agricultural tasks. Regarding the employment situation of this active population, the picture is rather grim. Only 58% reported to be in permanent employment while the rest either did not report employment status (15Z), or reported to have had some sort of temporary employment (14%) or no employment at all (13%) during the last year. Urban unemployment, as it is the case in most developing countries, was substantially higher (19.3%) than rural unemployment (11.8Z). Improvement of this dismal situation will only be possible through economic development which in turn hinges considerably on raising the quality of education and training.
1.14 Of the active population recorded in the 1980 census and reporting their branch of activity (28% did not provide this information), almost three-fourta were engaged in agriculture and fisheries, about B% in industry and cons.ruction and the rest (about 17%) in services (commerce, transportation, finances, social and others). Regarding their type of employment, the reporting population was classified as follows:
Type of Emplovment - 1980
Numbers ' Distribution |
I Employers 468 0.6 | Self-emploved 46,856 64.4 "age and Salarv Earners and Trainees 15,623 21.5 Family Workers 9,S03 13.5
Tocal 73,010 100.0
Source: Recensement General de 'a ?opulation, 1-980
The self-employed grouD taker together with -amily *or';ersaccounts .or almost 80% of the active population- This -roup is consti;tuted rainly by people enoaged in the exploitation of small farms. For extension services to succeed in helning the groun iiprove their lot, it is extremely important for the farmers to have attained at least a minimum level of literacy and numeracy. Thus, the need to reinforce primary education is not only ar.issue of social equity but also an economic issue.
1.15 Among the -waae and salary earners, the most important group is Constituted by those en-aged in Government services, estimated at over 5,600 workers. Over 60% of these workers are in the categories support or contract labor, many of them redundant, while high and medium level managers and technicians are in dire shortage accross the board. Furthermore, among those occupying high and medium level positions, many are not qualified for the job, either because they have been trained in fields other than that of their present occupation or because they are simply underqualified. At the roots of this problem is the low quality of education in the country compounded with a lack of selectivity and control of those receiving external training. It may take as much as 8 years for a Comorian student to obtain a four-year college degree (para. 2.15-F). Once abroad, they often change the field of study, and if they return (many stay abroad), they may be uprooted and might have difficulty adjusting to the country conditions. The shortage of qualified medium level staff such as accountants or secretaries is also one of the factors contributing to the poor performance of some Government departments. The implications of this poor performance of the public sector and the urgency to correct the situation are well understood and a number of programs of training and technical assistance to cope with the situation are under preparation. For example, a Uorld Bank/Unesco Cooperative Program study which identifies training needs and proposes programs for the training of medium level (upper secondary equivalent) manpower in technical, commercial and managerial skills has been recently completed 4/. This study concludes that in order to cope with the manpower demand in the above fields, technical/industrial training programs should have a yearly output of about 80 trainees and managerial and commercial programs of about 50 trainees (para. 2.15 E).
1.16 Recent Developments and Prospects 5/. In recent years the economy has expanded at about 4% per year or about 1% Der year on a per capita basis. This growth has been basically generated bv investment related activities depending on i*nvestmenttotally financed from external sources. At the same time a number of distortions have been emerging, which iF not corrected in time could result in a reversing of the growth trend. Fiscal and balance of payment deficits have been increasing and the external debt service has attained alarming levels. To a great extent the distortions are a reflection of the Governsent's weak management and decision-making capacity. Crucial decisions on investments and budgetary allocations have been made disregarding national priorities and without an assessment of ulterior consequences.
1.17 Programs including extensive training for Covernment officials responsible for the decision-making and operation of the oublic sector, and temporarv technical assistance are being developed. If these programs are successfully implemented thev should contribute to strengthening public sector management capacit-yand ultimately to the correction of emerging distortions. Also iE the econonmyis to continue to grow, a steady inflow of external resources wceld be required in the foreseeable future.
4/ Emploi et Besoins en Main-d'Oeuvre Oualifi6e, February 1985 by Unesco, Paris, Division du Financement de lVEducation.
5/ For more detailed information on the subject see _conomic '.Memorandum issued in 1985. -7-
II. GOVERNMENTPOLICIES FOR THE SECTORAND PROPOSED
CORRECTIVEMEASURES
Bank's Knowledge of the Sector
2.01 Knowledge of the sector is basically limited to a 1979 Unesco Education Sector Memorandum (ES9M), a school mapping exercise also prepared with Unesco's assistance (1981) and the World Bank Staff Appraisal Report of the First EducationProject, dated November 16, 1981. Other than the informationprovided in the above report and which need to be updated, minimal documentation and a poor data base of the sector are available. As a result of that limited documentation and since this is the Bank's first ESM, this report includes a comprehensive description of the education system (Annex 1), updates statistical information, and reviews the policies and strategies of the Ministry of Education.
Education Financing
2.02 Budgetary Expenditures in Education. The expenditures of the Ministry of Education(MEN) are the most importantsingle item in the Government'srecurrent budget, accountingfor over one-fourthof the total. Furthermore,this YMENbudget excludes the salaries of expatriate teachers and some school material financedby bilateralassistance, the rental expendituresfor the provisionof housing for expatriate teachers (included under common expenditures) and the expenditures for specialized education under other ministries (agriculturaland health education). If all expenditures in the sector financed by the country budget are taken into account, the share of educationincreases to about 28%- which is high in comparisonto the 18.5% average for the region.
2.03 The very high share of the budget can be explainedby the following factors: (a) educationis free at all levels; (b) enrollments,in particular at the secondary level, are high; (c) student-teacherratios are lower than in many countriesin the region; (d) teachersalaries for pre-primaryeducation (Koranic schools) are Governmentfinanced; and (e) a substantialnumber of expensive (becauseof very high repetitionrates) scholarshipsare provided for higher education.
2.04 Because of the temporarydecentralization of island affairs (para. 1.05), budget data prior to 1984 are not comparablewith those of the last two years. The table -whichfollows indicatesthe distributionof the budget of the MEN, which includes the bulk of the Government's expendituresin education,in 1984 and 1985. -8-
Distribution of MEN Recurrent Expenditures, 1984-1985 (in % of total)
1984 1985 Final (Preliminary Level of Education Budget Budget)
Administration 9.7 8.6 Higher 21.9 20.2 Vocational/Technical 1, 2.2 2.0 Secondary 28.2 25.0 Primary and Koranic 38.0 46.2
Total 100.0 100.0
Memorandum Items I1EN as Z of total recurrent budget 25.0 25.5 MEN as x of GDP (projected) 3.8 4.0
1/ Includes primary teacher training.
Source: Annex 2, Table 2
2.05 The level of expenditures in education is a major concern in relation to limited Government revenues. In addition, the inefficient distribution of these expenditures within the sector is an even more serious problem. The above table indicates an alarming neglect for medium level vocational/technical training which is allocated onlv about 2% of the budget (para. 2.15 E), while higher education takes over 20% of the resources. Furthermore, within this level, fellowships payments account for about 852 of the expenditures. Although the Governmenc has indicated that it has halted the provision of fellowships abroad for high school graduates (in relation to manpower needs, there is a sufficient number of fully funded fellowsnips for high level training provided by bilateral donors or within specific projects), it appears that it has continued to provide substantial supplement for fellowships partially financed from abroad and has increased rapidly the number of generous fellowships for students attending the Ecole d'Enseignement Suxprieur de ".vouni. This has resulted in a higher total annual expenditure (para. 2.15-F) 6/. To correct this situation, as soon as present students complete their courses, all further budgetary financing of fellowships abroad should be discontinued; enrollment in Nvouni should be carefully controlled and students allowances restricted to those deserving students who have no Other source of financing. it is advisable that student assistance be provided through a bonding loan scheme.
6/ Fellowships granted to Mvouni students exceed the salaries paid to the majority of the primary and junior secondary teachers. -9-
2.06 With regard to secondary education, still a high share of the expenditures relates to fellowships for the upper level, although these have been reduced significantly in recent years. Furthermore, there are indications that in the revised l985 budget they may have been definitely eliminated 7/. This would represent an encouraging progress in reducing further the unit cost at the upper secondarylevel, which in 1980 was one of the highest in the region. On the other side of the balance, both for secondaryand primary education,there is a serious underfunding of educationalmaterials: only 5.4% of total expendituresin secondary education and 1.7% in primary education (excluding Koranic schools) are allocated to such materials. Notwithstanding some bilateral assistance in the provision of these education materials, if education at these levels is to jecome effective, allocations for these materials should be substantially increased: on a per student basis they should at least be tripled for primary education and doubled for secondary education.
2.07 Relating to the lower levels of education,the Government's financingof pre-primaryKoranic schools (tentativelyestimated to account for over 7% of total expendituresof the MEN) places a heavy burden on the budget, and extends Government'sresponsibility for providingbasic education for an unreasonablylong number of years. In most countries where pre-primaryKoranic education is provided, this is fully financed by parents and communities. Thus, financialassistance of these groups should be sought, and budgetarysavings applied to the improvementof the presentlyunderfunded primary education.
2.08 Teacher Salaries. Local teachers'salaries in the Comoros are among the lowest in East Africa. This reflects the generallow level of salaries prevailingin the country -no general salary increase has taken place since the late 1970s. However, withia the prevailinginternal salary structure teachers'salaries compare rather favorablyas is shown in the followingtable:
Average Annual Salaries
I'age and Salary Earners Teachers'Salaries (1980 Ceasus) (Preliminary1985 Budget) x Ratio Z Ratio Selected (000 FC) .NationalLevel of (000 FC) National, Groups Average Education Average
National Average 288 100.0 Primary Unqualified 352 122.2 Urban 342 118.7 Qualified 533 185.1 Rural 250 86.8 Secondary Government Service 350 121.5 Unqualified 353 122.6 I Qualified 1194 414.6
7/ The data for 1985 in Table 2 of Annex II relate to the preliminary budget whicb includes the fellowships. - 10 -
A problem which is probably more serious than the low level of salaries is the frequent delays in payments. These payments are made on the basis of promisory notes, the cashing of which may take three months or more. This requires continued visits to the Bank which are reflected in high teachers' absenteeism. The Government is making particular efforts in trying to correct this situation.
2.09 Unit Costs. The unit costs for primary and secondary education in 1985 have been tentatively estimated as follows:
Cost per Student - 1985
Level of Education FC US$
Primary 12,060 25 Lower Secondary 17,972 37 Upper Secondary 121,835 252 (excludingfellowships) 82,278 170
The above unit costs are among the lowest in the region. In addition to the comparativelylower salaries of the Comorian teachersas compared with those in other countriesand as indicatedearlier (para. 2.08), only negligibleamounts are spent in educationalmaterials. The particularly low unit cost in lower secondary educationis due to the fact that the majority of the teaching staff at this level consists of secondaryschool graduates, who are doing two years of national service prior to obtaining scholarships for higher education, and who are paid salaries comparable with those of the unqualifiedprimary teachers. From an educational point of view, the employment of these secondarygraduates as teachers has proven to be very deficient (para. 2.15 D). Because in upper secondaryeducation all teachers are qualified, the unit cost is notably higher and more in line with those of many countries in the region. A number of the teachers at this level are expatriatespaid by external donors, but they are housed by the Governmentat a cost similar to the salary of a qualified local teacher. As shown in the preceding table, if all fellowshipsfor upper secondary students 2.10 Projectionof Education Expenditures(Annex 2, Table 3). If the present policies regardingenrollment increases, student-teacher ratios, fellowshipsabroad, etc. were to remain unchanged,the quality of education would continue to deteriorate,while Governmentexpenditures in the sector would become unmanageable. For example, between 1985 and 1990 the proportionof unqualifiedteachers in secondaryeducation would increase from 53% to 62%. Regarding budgetary expenditures, those of the MENwould increase by over 25% in real terms bet-een the above two years, while under - 11 - the very optimistic assumptions, the total Government budget would increase at most by 15% In the same period. Thus within five years, the share of education in the total budget would increase from 25.5Z to about 28Z. 2.11 In contrast with the above, if the main change in policies proposed and substantiated in para. 2.15 of this report (summarized at the bottom of Annex 2, Table 3) were implemented, in 1990, with the same real resources allocated to the MEN in 1985, a more efficient educational system would be operating. This system would be more effective from the managerial, educational and pedagogical points of view; it would also be more consistent with manpower needs and more equitable. The distribution changes in allocation of resources from 1985 to 1990 resulting from the proposed policy changes are shown in the following table: Alternative Projections of Expenditures of the Ministry of Education - 1990 (in Million of FC at 1985 Prices) 1985 11990 7 Adjustment Xo Basic Incorporating | Level of Education Preliminary Change in Policy l Budget I Policies Recommendation FC I _ FC FC Million Z Million % Million Z . W ~ ~~I ~~~~~~~~~~~I Administration | 182 8.6 250 9.4 I 232 11.0 Higher Education 425 20.0 425 16.0 140 6.6 I Voc./Tech. Education i 41 1.9 1 46 1.7 83 3.9 Secondary Education 539 25.5 816 30.7 649 30.7 1 Primary Education 769 36.3 930 35.0 913 43.3 Koranic Educacion I 163 7.7 190 7.2 95 4.5 Total 2,119 100.0 2,657 100.0 ,112 100.0 Source: Annex 2, Table 3 The proposed policy changes would affect most strongly the primary education by allowing for an enrollment expansion which would halt the increase in the illiteracy rate and improve the quality ,i education by increasing the provision of educational materials per student. For secondary education, the proposals entail significant improvement in quality by limiting its expansion in a manner more consistent with the supply of qualified teachers and labor demand and. by also increasing the - 12- allocation of educational materials per student. Regarding the administration budget, provisions are made for the reinforcing of educational services through the provision of qualified addiditional staff. The technical/vocational education budget is proposed to be doubled in 1990 to provide the necessary financing for the efficient operation of programs which exist only in name and for the forthcoming new program for training medium level administrative staff. The resources for increasing allocations to the levels of education mentioned earlier should come from the elimination of Government wastefull financing of scholarships abroad (para. 2.05), reduction of overgenerous scholarships for students attending higher education courses at P1vouni (para. 2.15-F) and also the suggested gradual financial disengagement of the Government regarding Koranic schools. 2.12 Investment in Education. In the Comoros about 95% of the investment is financed through foreign grants or credits 8/. The Government's capital budget covers basically the Government's counterpart for this external assistance, while the external assistance itself is handled through extrabudgetary accounts which are beyond the control of the Treasury. It is estimated that extrabudgetary expenditures increased from 32% of GDP in 1980 to about 57Z in 1984. 2.13 The documents prepared for the 1984 Donors' Conference include estimated actuals of budgetary and extrabudgetary investment expenditures by sector for the period 1979 through 1982 as well as projections for the period 1983 through 1990. The data indicate that the share of education in the total, although increasing, is still very low: about 3% in 1979-1980, 6% in 1981-1982 and somewhat over 7% for the projection period 1983-1990. However, these percentages may understate the real share of education and training in as much as substantial training is provided under projects in other sectors. Table lA of Annex II lists education and self standing training projects (some of them already completed, others under implementation or programmed) describing briefly the individual project content and indicating the source of external financing, if already obtained. Among the on-going or completed projects major components are the provision of teachers, physical facilities, and technical assistance and fellowships for teacher training programs at the various levels. Aiong proposed projects for which external financing has yet to he obtained the most urgent would appear to be the establishment of a program for the training of medium level administrative staff (accountants, secretaries, etc). This particular program is being considered for IDA and possibly French financing. Other projects in this group, in particular those geared to the expansion of facilities for secondary education should be reevaluated in relation to proposed policy changes and in relation to a more precise definition ofpriorities. Regarding vocational education, it would appear of greater urgency to improve existing programs, rather than to create new ones. In this respect, because of the limitations of the labor market in the country, an assessment of specific manpower needs would be required prior to the introduction of new training programs. Finally, further expansion of the INE should be subject to a redefinition of its 8/ This excludes the direct budget support provided by France, which although declining steadily in 1984 still covered about 23% of the recurrent expenditu:res. - 13 - objectivesand functionsso its activitiesbecome coordinatedwith those of other departmentsof the MEN. In the case of primary schools, no expansion of physical facilitieswould be needed in the next few years. The classes under construction(para. 3.01), the recommendedincrease in student teacher ratio and the use of secondaryfacilities vacated through the consolidationof schools, should suffice to accomodatethe expected increase enrollment. GovernmentPolicies for the Sector 2.14 The educationand trainingsystem in Comoros replicatesthe traditionalFrench model (Annex 1) which is not fully adapted to the actual needs of a country with an extremelynarrow labor market, and severely deprived of natural resources. The newly independent country (1976) is placing much emphasis on the development and improvement of its education system. Largely due to its recent independenceand subsequentpolitical turmoil (1979-81),only the general frameworkof an educationpolicy has been delineatedin statementsof the Presidentof the Republic or the Minister of Education. These general statementsinclude the following: access to free primary educationis a privilegeof every citizenwhile preparingevery child for fullest integrationwithin the "milieu'9/; there is a need to improve the quality of instructionand increase the specializedor skilled trainingof the youth to better respond to the agriculturaland other developmentneeds of the country (the latter were stated as prioritiesin the July 1984 Donor's Conferencedocuments). Basically,the HEN administrationis based on general statementsand circular letters sent to schools. These circularshave yet to be compiled and issued as an integratedset of policies geared to meeting the country's socio-economicobjectives should be established. Moreover, ways and means to resolvemajor issues aad to rank priorities (e.g., universalizationof basic education;objectives, content, scope and linkage of secondary education,and vocational training;high cost of higher educationand fellowshipsabroad not fully responding to the country'sneeds; unit costs and financial constraints;increase in illiteracyrate, high repetitionand drop out rates) need to be expressed mbre clearly within an implementation plan. 2.15 This report reviews Government policies, the effects of these policies and, where applicable, recommends some possible actions. The policy issue section below is divided into the following headings: administration, pre-school, primary, secondary, vocational/technical and higher education levels. 9/ Integration within the -milieu- using subject matter related to Comorian environment and social practices. - 14 - 2.15 - A. EDUCATIONADMINISTRATION AND FINANCING Policy Issue/Actual Situation Effects of Policy and Recoeuendations a) Lack of nill formulated policies In the Without written officLal policies, administrative decisions are made education sector. During the last four years on an ad hoc basis. Urgently needed is assistance to the newly the Government, with consultant assistance, has appointed planner at the MEN to establish a sound collection of date prepared reports on policy proposals for and technical assistance co assist with the development of long-term literscy, pre-school education, distance plans and to help the Government implement Its policies. teaching, a school mapping exercise, and curriculum development; but the majority of these policies have not been formalized or implemented by the Governaent, pimarily because of the shortage of quallfied and experienced admtnistrators and planners. b) MEN activities and decision-making is When the Mnister is away from the MEN, alL dectsions and activities centered around the Minister. To improve the are at a standstill. Updated job descriptions for the directors of administration in 1984, following the primary, secondary and higher education, the education planner, centrulization of education administration of accountants, and other senior officials should be prepared at the the three islands, the MEN issued a circular earliest. The dencriptions should include both the administrattve and outlining the responsibilities of each diretion. financial responsibilities of each director. Also once agreed upon, the budget should be decentralized to the directors to speed up the implementstion process. The recent creation (January 1985) of the position of Secretaire d'Etat or Permanent Secretary should help with the day-to-day administration of MEN as long as the incumbent in the position delegates sufficient authority to the concerned Directors. c) MEN staff have little management and Major decisions are often based on personal impressions rather than on administrative experience/training. Compilation supporting data. With minimal data and records, the budgetary of records and filing of administrative data justification to the Ministry of Finance and request for assistance need strengthening. MEN should revtew data from donors are difficult to prepare. Following an analysis of the needed for efficient administration and decision data and records needed for sound administrationa list of skills making and assign staff responsible for their necessary to execute each task should be established and on that basis collection and routine updating, a training program of existing and new staff should be implemented in coordination with the Ministries of Finance and Planning and existing institutions. d) MEN concrol over tcs budget needs to be The MEN should begin preparing budgets based on unit costs and actual imoroved. The main issues needing attenMton are expenditures. MEN and the Ministry of Finance should agree on the preparation of budget and the allocation of formulas to cover inflationary increases in the cost of educational funds within the MEN budget. During the last materials. There should also be a basic student enrollment growth few years che MEN has prepared budgets on the policy and on that basis budget their teacher needs and related basis of ongoing needs but their allocations of expenditures. To assist the Government rationalize the situation. resources from the Ministry of Finance have been joint consultant assistance to MEN and the Ministry of Fltnanceshould smaller than required co operate specific new be considered at the earliest. SiuulEaneousLya craining program for and old programs. While receiving lower the MEN staff should be organized. The budgetary process should be allocations the MEN Ls often forced to accept reviewed in order to arrive at a more equitable distribution. Funds steady increases in enrollments. This approach from the higher and secondary education should be transferred to the of imposing increased enrollments on the one specialized training (vocational/technical)and primary education hand and not providing the necessary resources (para. 2.07). to operace the programs on the ocher. cannot continue since it results in the MEN overspending its budget every year. Allocation of MEN Budget. Budgetary allocatlons are inequitable. For example in 1984185 budgetary distribution was 202 for about 253 students enrolled at the higher education insEitution of Mvouni or studying abroad on fellowships.while only 25.5: was devoced for 18,684 secondary scudents and 36.3% for 61,905 primary pupils. 2.15 - B. PRE-SCHOOL EDUCATIONKORANIC SCHOOLS Policy Issue/Actual Sltuation Effects of Policy and Recoemendations a) Government is paying the cost of the Koranic Education costs are increased Without anuffticentparental pre-schools caught in Arabic. Teaching quality participation and, according to the Unesco Sector Report of 1979, and pedagogical methods are poor and do not without improving the children's performance in primary school. prepare pupils for primary schools while Comoros should, as in most countries, have pre-school costs covered by extending the basic education to 8 years. the parents. In the imediete future, the budgec for pr-_chool could Pre-schools operate independently, without be frozen, end plans should be prepared to Increase over a period of sufficient control of quality and teachee ten years parents and community contribution for both material costs qualifications. Comoroas Government is financing and teacher salaries until they absorb the total costs of Koranic pre-school education contrary to the majority of schools. Covernmenc could retain pre-school specialists at MEN to countries (developed or developing), assist interested parental groups upgrade teaching and adjust pedagogical content of the programs. Funds saved could gradually be transferred to cover student/teachermaterials in primary school educatlon, with a view to improve the quality of basic education. PRIMARY EDUCATION 2.15 - C. Most children attend school with the enrollment ratio in primary a) Primary Education is a right of every child school being 77X in 1983-84. Parents should be asked to cover part of with all the children attending free of charge. the costs by paying books user fees or assisting with the construction of classrooms. b) School entrance. The present policy La that The cost per graduate student is very high. On the basis of the all children should enter primary school by age 1983)84 transition rates, the Government has to pay 6,112 pupil years 8 and leave the system by age 15. The few instead of 2,238 (without repetition and drop-outs) to graduate 373 children who complete primary schooling take an primary pupils. Since in 1984 over 802 of grade one entry students average of 8.3 years. The system is ineffLcient were already of ages 6, 7 and 8, the Government should consider averaging 292 repetition and 10% drop-out enforcing its policy of not allowing children over 8 years of age to rates. The age range of 5 to 15 among first enter the system. For three years, overaged students would' be allowed grade enrollment is not conducive to effeccive to enter the system within special classes organized to accomodate learning, them in order to do away with the 5 to 15 age range presently enrolled in the first grade. After 3 years, all children would be expected Co begin their schooling prior to age eight. To reduce repeaters and drop outs, efforts should be made to improve the supply of educational materials to students and the upgradiag of unqualified teachers should remain a priority. c) Catchment area for a primarv schools has No teacher should teach more than three grades. Government should been defined as the area within 3 kilometers of implement recomendations of the mapping exercise (Unesco 1981) which a school where ac leasc 70 pupils reside. If a idencifies, on che basts of populatLon, the primary schools which school enrolls Less than 70 scudents. each should be closed and those to be expanded. Efforts to Lnvolve the teacher would be assigned two or three grades. population in the construction of classrooms should be considered However, at present too many small schools (Annex 2, Table 12 (a-b), lists the viable primary schools identified usually staffed with unqualified teachers are in by the mapping exercise by island and proposed scructure of primary operation. Low scudent-teacher ratios make them classrooms, enrollments). particuldrly expensive. Furchermore, otftenthe qualicy of instruction is poor, che facilities inferior, and serious shortages of furnicure and educational materials prevail. d) Teacher workload. The present policy states Student-teachercontact/instruction time varies from 12 to 22 hours that a teacher should ceach 22 hours weekly out weekly with most cases averaging about 15 hours weekly. Due to poorly of a 25 hour-week; school cimecabling with qualified teachers, high teacher absenteeism and lack of educational triple shift should be avoided. Teachers teach resources, iastruccionaltime is not used efficiently, resulting in only one group of students, but because of a poor quality of education. Efforts should be continued co eliminate shortage of classroom facilities two teachers all triple use of classrooms. The Government should consider usually share a classroom (87% of the classrooms reviewing its policy of assigning a teacher for every student group. are used for two and 17% for three student In an effort to reduce the number of unqualified teachers the groups), therefore they are unable to teach the Government should experiment with qualified teachers teaching two required 22 hours. groups of students. Each teacher would be expected co teach about 7 hours daily: 3! hours to each group in one classroom. In compensation the teacher would receive a salary supplement of 50 of its original salary. The total salary cost would remain about the same but with a higher percentage of student groups being taught by qualified teachers, increased teacher-studentcontact cime and the supply of more materials, the quality of instruction should be improved. -~ t6 - Policy IXssue/lcual Sincation Effects of Policy and Recdons a) e!Sherpupil ratio CTPZ). Gowernmc plan Reducioo it TPt has simply iLcreased the number of unqualified have be to gradually reduce TM. The 1:47 teachers and increased cosrs. The incree In number of unqualified ratio in 1980/81 has been reduced ro 1:39.5 in teachers appears to be retarding possible qualitative improvemencs 1983/84. Ths reductio increased costs with expected from the recent supply of textbooks. With TPR of 1:39.5. no evidence of Improvement of quality. Coooros's ratio is lower than the average 1982 TPB of 1:43 In the Eastern Africa countries. The TM should soc be lowered any more. but, in fact, could be increased up to 1:45. Such an increase would have in 1983/84 reduced the nmber of teachers required Erom 1.607 to 1.370; the result being chat 231 fewer unqualified teachers wou have Ieen emplored. With the average salary of unqualified teachers being 352.000 FC, about 81.312.000 EC ($168,350) could have been saved or -sed for mth needed teacher/pupl. macerials or construction. of cTsl,roous. f) SapplT of primary teachers* Because The CovervnAt should establish at DEPTrCan itake po0icy marchig the Governn recognized the med to improve the e for qualified teachers by island. Since t980, there h ben a quality of primary education and the need to reduction of teacher traineC from Grande Coeoce mid wobeli lslands train teachers it establibed a Naciosl Primary whbch bthave abou 70Z unqualified teachers, while enrollment from Teacher Training College (SETC). In 1983/8I Anjonan (which bas only 40: unqulified teachers) has inceased the College. iL teworay facilities. enrolled Government should sruct= he int ac Sp=C to fit each island's 90 teacber r-ainee. A school is being built teacber shortages during the next 10 Years. To meet the teacher with ITA assisctace which in 1986 sbould enroLl needs, the distribution of graduates from SPTC should be as follows: I90 teacher trainees. The output of the college 56 Grande Comore. 392 Anjoua-n and 5% .Yobell. Taking into is not presently being distribured aCcording to consideration the population growth of 3: p.a.. a TPE of 1:45. a priorities among the three islnds :teacher attrition of 4Z p_a. and an annual output of 90 quali£ied teachers froe MP=C. complemented by the upgrading of about 100 existing teachers through in-service program. cooons could by about 1994 have a fully certlfied contingency of prLMary teachers. If less costly Ln-service program 1/ (lower coat training/salaries) is not continued by the National Institute of Education (DMS) after 1986 (when presenc program ends), ehe Governmenc should plan to run at iPTTCboth a pre-service (during regular year) and in-service (during holidays) programs_ Output of teacher training will upgrade quaiity of primary education through increased knowledge and improved pedagogical nethods. The operation of the new colLege Ls expected to add about USS30.000 (FCL4.000.000) recurrent cost p.a. to MNM budget (esctiated coscs are drawn from present unit cost of $8000 per student for educational materials and eight salaries or about S2.7GO ?.a-) - g) Pri=arv teacher in-service programa Jich In .984. abouc 500 unqualif ed teachers were following courses_ IDA financing and French '._A-. an in-service la-service trainees :ust =omplete all courses and assl4nments and then program to upgrade present reacners is ongoiag. cake a certificaction exam. In 1983, 58 such reachers were certified usiag distance learning and summer holiday and another exam w-as scheduled at che end of 1985. In-service program courses for the upgradiag of unqualified is the most economical and fastest way to iaprove quality of teachers, teaching. SLnce ln 1984 only 21; of the primary teachers wexe qualified, the lowest percentage in East Africa. all efforts should be nade to continue the in-service progra2 until 1990, witcbthe purpose of upgrading about 100 ceachers p.a. Since salaries for teachers upgraded through in-service are much lower than for chose graduating from NPTIC (about FC580,000 versus 420,000 p.a_), in-service training of existing teachers is the best way to abtain qualitative improvements while keeping salary costs affordable to Comoros_ 1I Funded by IDA First Education Project. - O- PoliCy Issue/lcCual Situation Effects of Policy and Recoomendations h) Books and education materials. In 1984 Since Covernment will find it difficult to pay for the replenlshment books were supplied (one book for every 2 of educational materials, it has been advirsed to develop a policy of students). free of charge. Covernment's user fees to make replacement of textbooks possible. The MEM has contribution towards books and educational prepared such a policy but the Cabinet has yet to approve lt. If such materials has beea margimal. It has depended on user fee scheme Ls not approved. within a few years pupils viii again donor agencles or bilateral agencies to provide be without books since che maximmu life exr-ectancy of the books is these books. French. matbheatlcs and social three years. At thac time. it is likely that donors will be less studies books and radio. are being supplied to responsive to a request if no self-financing efforts have been primary schools through che DA Credit and demonatrated. The Government cannot continue to give free textbooks supplemented by the donation of French books by and materials; this system makes it dependent on donors for the French Government. Once these supply replenishment on a regnuar basls. A user fee should be charged, at efforts are completed, no potential the earliest to enable tte Government to replace the textbooks every replenishment is ln vLew, unless funds are three years. By charging each child only about 116 of the textbook obtained from either the users or ocher donors. value pa. while assuamLng two stude-ts would continue to share the Since donors' contribution of educational same books, the cOat to ths parents would be mini4al but replenlshect materials other than textbooks is very limited, would be secured. The schems should make allowances for those cses these are in short supply and are negatively where the parenta would be unable to pay the usage fee. Cowerimut affecting the qualLty of education. should therefore consider that its contrLbution could be about 5: of annuaL usage fees to cover for such eventuality. 1) Languace polcy. Teaching iL Koranic school The majority of Comorians for reLxfious reasons. have attended is in Arabic. Primary education is taught in Koranic schools (76: of the 4-5 years old in 1944) for7 two years. French. The Comorian language (unwritten) is Learning is based on memorization and usetery of Arabic script is spoken by the majoricy in daily transactions, miins-l. In 1980, 511 Comorians were considered illiterate. with the while French and Arab are the offlcial result thac a large percentage of the populatLon has no access to languages. French is used by the Covernmenc for printed materials and has limited understanding of official buslness, comercially and for all Governmentcpubliclcovisercial information. Considering thac the external contacts. Arab is Snly spoken by small ComorLan Language Is unwritten and its inclusion in the primary school elite groups and its teaching is noc mandacory would noc be advisable at this stage, the writing of the language (for at the secondary level although such pressure is about 400.000 inbabitants) would increase the people's isolation. In beiag made and 3 Arabic secondary schooLs are addition the cost of writing and prineing of books, etc., most likely being estabLished l/. To cake the situation could noc be met financially by -be country. The Linguistic isolation more difficult, differenc Comorian dialects are of the small population would make social, political, industrial and used in each island. coomercial contact asd the possibilicies of further studies abroad much more difficult. Also, since such a btgh percentage of the people are tlliterace, an effort should be made to launch a literacy cmpaiga in French. Out of such an experiment possibilities of lingulstic links of French to the Comorian Language night arise. The Ulteracy campaign could also be used as an avenue to collect. compile and record Comorian fablest hiscory, etc which could be integraced to che school programs taught in French. As far as Arabic is concerned. more attention should be given to pedagogical approaches to be used in teaching Arab language at the Karaaic schools and since i: is only che language of small elite it should continue to be taught as a language option ia secondary schools. laclusion of m;lieu scudv. rhe ELN is Since tee Government bas adopted this policy. they have obtained making efforts to develop sone locally adapced donors' assistance to escablish school gardens. Other programs are skills (in agriculturelhome care) among prinary established in name only. The lack of specific qualiLfications of the studenes. teachers to teach the required skills, combined with the shortage of equipment and materials. has made the iLplemencation of the policy extremely difficult. Also, funds that should be used for baslc education are often diverted for the purchase of equipment. or tools which receive limited use. Finally. parents resisc chis policy because chey want their children to learn the 3R's which give them more chc-ces to continue their education and to obtain future employment. The policy of relating the school activities to the social. cultural and economic environment is essential. Such integration can be done better by adjusting the content of the books, and concepts taught in respect to che milieu. The timited funds available to the Government should be spent on adaoting books co the ailteu, tratning teachers, and providing then with clear syllabi which specifically outline the locally based skills to be taught. 1/ Wich Saudi Arabia support. Policy I sse/Actual Situatlon Effects of Polley and Eecommendations k) COnDrOS Is experLencing hLgh drop-out and It ls essential that the Government reduce the drop-oue and repetition repetition rates at Primary level In 1983184 rates.t Ic £ r _ ded that Governe nt imdiately adopc arew the average rates were: drop-oucs 10: and promotion policy. That is that in normal circumstances. a ch£id be repetition Z9X. Such high rates are very costly allowed to repeat only once during the first tbrec crades co the Covernment, which Ls nw financing the (CPl-C22-CEl) and onc in the next three grades (C2-CNl-CX2) total of pr imry educatioc. Uslng these rates Sliultaneously. the MN could consider providing remedial teaching to in a single cohort of 1000 pupils, thce sysres students who are falling behind and Who would otherwise bee to demonstrates Its inefficiency, with Government abandon the system. Efforts should be de to reduce. over about a paying the cost of 16.4 popil years for each five-year period. the repetition rates from an average of 292 to about graduate. The total number of pupil-years used 102 and to reduce the drop-out rate from 10Z to (particularly in the by graduates Is 3,105 resulting in a 22.4Z of first grade which was 16% in 1983184) about 7: (Anne IT. Table 4). excesa years u-sd by graduates. ouc of the To achieve such reductions. qualtative Lmprovewnts are needed. cohort. 610 students drop out vhile using 3,006 These could be a establisig policy which wold agn on pupil-years (Annex 2. TabLe 4). a first priority basis only qualified teachers to grades l. Second prlocity for qualified teachers' assignment would be given to grades 6 and chird priority to grades 2. First grade enrollmet per clas should be limited to a axim of SO pupils. If possible grde I classe should be allocated a classroom with no double shift. Double shift use of classrooms and teachers should be Limited to grades 2-3-4-5. Grades one and 6. the t-wo levels with the highest repetition rate. would then obtain improved teaching and an i20edLate amelioration of the system would follow. L) Literac' in Coooros sust be Increased. If Government continues to limit irs enrollments grovth to abouc 1; according to the 1980 population ce5nus, ehe (ag done in the last two years) and no major adultlout-of school itseracs rare in Cm oros has been declining, literacy caMpaign is launched, the illiteracy rate will continue to It is estimated that in recent years literacy grow. Covernment should establish a policy tO increase its first year has grown at about 1.1: p.a. while the intake to macch the population growth of about 3Z, in order to give population growth has been about 3Z p.a. the majority of che population the opportunicy of baslc education. The growth of the first grade intake during the last five vears. has varied from 7: to less than 1:. Such variances are not conducive to rational planning of resources. Seeded is a specific intake poLicy =which would enable rhe .XE to better plan teachers, required facilities. educactonal materials and budgecary resources. n) Adaotacion of oroerans/textbooks. utch Adapted books should assist vLth nhe learning process since the best donor assistance. che French books have been transfer of knovledge is from che known to rhe unknown. Also, adapted and sucial studies books have been adapting concepts to the local environment will makP ir easier for the produced locally. These books are now being students to relate co vhat they are taught. The Governnent should distributed co the schools_ continue the less esgenSive process of adapting existing books to the local needs. Ir should preferably adapt other %frican books rather chan European. During the adaptation of books basic concepts of oooulation education including fanily size. resources needed to properly house, feed and educate the children should be included. To maximdize Che investment in books and lengthen their life, it should be envtsaged to supply schools with metal lockers (I per classroom) where b.j.k~can be stored. 2.15 - D. SECoNDAR EDWCATION Pollcy IssuelActual Situation Effects of Policy and Recoomeodations a) MEN established ln 1981 a policy to reduce The hlgh enrollment lacreases are resulting in poor quality education secondary enrolloment through bLgher encrance since over 53: of the teachers are unqualified, (80S of the qualified standards. Enrollments vere controlled in teachers are expatriates) and the facilities, equLpment and 198 18Z but during the last three years instructional materials are all inadequate for effective teachlig. increased by an average of 14Z at the juaLor Poor quality of secondary school is evidenced by the fact that over secondary and 32% at the senior secondary 60S of students studying abroad on fellowships fall their first year levels. The country enrolls about 41.3% of the of higher education study. MEN should continue to make the primary 12-16 and 12.7% of the 17-18 age groups for a completion examinatioas which control the entry to secondary schools secondary average of 39.7 J The corresponding more restrictive by demandiag from all students proficiency in each average rate was only 15% in other African subject, prior to their promotion. Enrollment growth in the next 5 to countries in 1982. 6 years should be Liiced to about 12 p.. and subsequently increased grdually to a rate consistent with the population growth. If enrollments continue to grow at their present high race, which implies their doubling about every seven year, the quality of secondary education would continue to deteriorate while their financing would become unmanageable to the Governme b) Students who pass the primary completion Promotion to secondary creates a bulge of students and lengthens the examination have automtic and free access to number of student years the counCry must pay. With the present secondary education. Because che primary promotion and repetition rates the average number of years spent at examination is udemanding and because secondary the junior secondary level is 7.3 instead of 4. ard 4 years instead of education is free che majority of the scudents 3 at the senLor level thus greatly increasing the costs. Promotion ro try to proceed to it with marginal preparation, secondary should be based on the student achievements, and due to its higher cost the selective group enrolled should pay book usage fees, and make contributions towards their education on che basis of their ability to pay. Secondary education should not be free and entry should be allowed onLy following a strict examination process. c) Cosc Reducing Measures. In 1982183 the ME14 The expansion of enrollments and the number of schools is caus:ng closed the free secondary boarding facilLties costs to increase in an unjustifiably manner and the qu-lity of and scopped paying for free transport co and secondary education to continue to decline. Analysis of similar from schools. The secondary costs were also to expansLon in ocher African countries has shown that in some cases even be reduced by L1ver student allowances the doubling in enrollments without additionaL qualitative inputs did (fellowships) based on special conditions -nd not produce an increase in output. The expenditures at the secondary distance from che schools. These costs were in level need to be better controlled and attention must be d1rected addicion to be lowered by reducing che student towards the qualitacive improvement of the system racher than its iacake and by the consolidation of smali expansion. Since che secondary scudents are already a privileged inefficiect schools. The consolidation would in group whose potential future earning capacity is Cwo folds (estimated turn reduce the number of teachers emploved and average for Afrira) chat of the primary graduates they should consequentlv the coscs. Government must be contribute towards the cost of their education. complInented for ::s efforts to reduce coscs but. che expected reduccion in expenditures resulting from rhe closiny of boarding The Governmenc should at the earliest implement che recoz3endactions of facilities and the reduction of transport the school mapping exercise and consolidate the schools (Annex II. allowance has not occurred as foreseen. The table 12). This consolidation should reduce the number of teachers potencial savings have been absorbed Jy needed and enable the .MEito better distribute the qualified teachers increased enrollments. The Government proposal to maximize the benefits to the enrolled scudents. A policy ouclinirg for the consolidacion of schools from a4 to 30 the acceptable student enrollment increases should be established to has noc vet occurred. On the contrary. new allow che Governemenc becter cost concrol. Finally the Government schools are being creaced thus increasing the should collect informaeton on employment opportunities available or number of secondary schools to over 50. This lack of such opportunities for the graduates. The civ'l service is implies uneconooicaL and inefficient schooLs. already overstaffed and the opportunities in the privace sector are very limiced. The overproduction of secondary graduates. particularly of the Baccalaureate (BAC) level, will only make che situation more difficult for the Government since these graduaces' expectartons from society are much higher. It might be worth consideri.g a policy of traxting some of the students wich exportable skills. Bur. to achieve this latter possibilicy important iaprovements in quality must be made. It is recommended that no secondary school should have less than 250 pupils. Following consolidation of the secondary system all the schools should enroll about 500 pupils and have TPR 's ranging from 1-35 to 1:1-.0 The present inadequace funds allocaced for maintenance of secondary schools could be becter ucilized enabling M4ENto improve the qualitative inputs. Finally, the present trend of establishing schools in name only (without adequace staff or equipmenC) cannot be continued. Schools should only be opened if funds co opersce. pay the teachers and supply the materials, are available. Policy Issue/Actual Sltuation Effects of Policy and Recom_endations d) Need to qualify National Comorian teachers The quality of secondary education Is very low and since enrollments for the secondarv schools. Since over 60Z of increase steadily more teachers and facilities are required. A the secondary teachers were unqualifled, the Government policy to qualify naelonal teachers is essential (Annex II. Government ln 1980/81 opened a pedagogical Table 6 projects teacher requirements under alternative enrollment section to train about 30 secondary teachers assumptions). For example, to arrive at a fully qualified secondary p.a. All the qualified teachers are assigned to teacher staffing in 1999, assuming a TPI of 1:35 and a 3Z ps. the senior level (lydee) and the last year of enrollaeot growth, the output of the Teacher Training Progras at junior secondary with the result that the Xvouni should be increased to 70 by 1987. To guarantee quality and to majorlty of the students attending the first glve the new Cosorian teachers a chance to acquire some experience; it three years of secondary school are taught by is reco mended that until 1998 the present number of expatriate unqualifled teachers (contract teachers drafted teachers be kept. It is also assumed that contract teachers will for ewo years of service), continue to fill che unqualifled teacher positions at the junior secondary level. but to improve the quality of their teaching it is recommended that their orientation session be lengthened and that their assignments in schools be interaingled with that of qualified teachers. Starting about 1998 the nuaber of expatriates would be reduced by about 20 yearly and by the year 2004 the total secondary teaching staff would be qualified Comorians. The replacenent of expatriate teachers by locals does not entall additional expenditures to the Government since the coat of housing them. which is its responsibility is equivalent to the cost of hiring a qualified local teacher. Thus, expenditures growth for secondary education would be related to enrollment expansion. This expansion has been recommended to take place at IZ p.a. for the next 5 to 6 years and co gradually catch up with population growth thereafter. e) Quality concrol of secondary examination_ The critical failure rate oE studencs going abroad following the BAC Control of examinations has been difficult. is sufficient proof that the quality and content of secondary particularly during che last few years when education requires attention. To upgrade the quality of examinations, responsibiliry for the administration of che che Comorian Government should again establish a link wich an external exai-nations has rested tocally upon the MEN, examination council. This examination body could help MEN prepare becter examinations. f) Iacroduction of Practical subjects. ith The Government has limited funds for the operation and supply of assistance from the African Development Bank practical workshops wich the result that these programs are not (AfDB) the MEN5is constructing and equipping functioning adequately. Where these programs have been organized they practical workshops at 12 schools to teach lack: a) facilities; b) materials or equipment and; c) qualified home-economics, woodworkicarpentry and ceachers. In most cases che learning process is only theoretical thus agriculture. Government plans to have all the defeating the whole purpose of exposing the students to practical secondary schools reach practical subjects. skiLls. Governament should be aware that it is insufficient to establish programs if the resources to operace them do not exist. It is unfair co the students and results In unproductive expenditures for the country. Some exposure to practical sktlls is recognized as beneficial if such exposure is relaced to the local needs. To establish practical workshops ac every secondary school in the Comoros is neicher feasible budgetwise nor from a priority ranking point of view advisable. To reduce costs all training at the secondars level should avoid the purchase of expensive equipmenc and tools and be limited to hand tools. Ihe decision to establish a practical workshop ac every school should be reviewed and the .MENshould look at the options which follow. The first one would be to purchase mobile workshops to be used ac a number of schools in order to give all the studencs an exposure to practical skills. This option is only possible if the MEN has strong administracivecapabilicies and organization, the recurrent funds for petrol, staff and maintenance. The second opcion would be to build praccical facilities at a limited number of secondary schools (2 Grand Comore, 2 Anjouan and I Moheli) J 1. tO distribuce students to these schools according to opcions desired. This option would require the transportation of students on a 1/2 day basis, thus. it would require the purchase and maintenance of vehicles, and an adequate supply of pecrol. Distances travelled by the pupils should be limited to one hour one way. The third option would be not to offer any practical subjects until the end of grade 10. In this case, following entrance tests the students would be assigned co about 2 or 3 well equipped and staffed vocational schools. Each school should have a minimum enrollments of 250 students and would only teach termioal vocational programs. Due to the limited market demand in certain skills the vocational schools would operate on a nodular system. Largely due to the shortages of recurrent funds and qualified teachers the third option would be considered the most appropriate at chis time. Pollcy Issue/Actual Situation Effects of Polic and Racommandatlons g) Secondary TPR should not exceed 1:40. The Other than MEU clrculara, the inspeetcrate and MEN staff do not have a TPa policy appears to be applied on an ad hoc handbook which specifies the acceptable TPI. teaching hours for each fashion. No formalized administrative trailing course or program offered in the schools. Also required are La available for the MEN officials, che clarifications in respect to the qualifications required by teachers inspectorate or school principals. Such a and adminlstrators. The number and types of programs allowed to tralning is important to help these staff operate in a school should be based on a creditation system which understand better Government policies and takes into account the schools results and qualification of the acquire the skills needed for their effective staff. Until a clear modus operandi is defined. qualltative implementation, Improvements of secondary education will be difficult. Urgently needed La the reinforcement of MEN secondary education administrative department. Also technical assistance should be recruited to help the department develop, test, print and distribute to every school an official handbook outlining pollcies and the operatlon of the schools. Some of the above referred staff could be obtained from the INK. In fact, to avoid duplication of staff and reduce cost, part of the staff of the INE should be re-Integrated to the MEN Ln the primary, secondary and teacher trainang divislon. 2.15 - E. VOCATIONAL/TECHNICAL EWUCATION PoLicy 1ssue/Actual Situation Effects of Policy and Recommendaclons a) Goverment needs to increase ics The actual situation is improving but the country's vague policieLs vocational/technical trainint capacity to better need to be reviewed. The new;y organized schools for the training of respond to the shortages of skilled manpower health and agricultural personnel supplemented by on-the-job training needed for the development of the country. will assist the respective sectors in better responding to the staff Covernment, wlth donor assistance. has made needs within the near future. Because of the poor performance of the major efforts to improve its training capacity vocational technical training institutions, skilled manpower needs for of skilled manpover. With IDA assistance, an construction and maintenance (refrigeration/appliance. vehicles and agricultural school with a potential outpuc of buildings), commercial and secretarial jobs are not being satisfied. 20 p.a. will begin operating in September A study prepared by FAC, the conclusions of the July 1984 Donors' 1985. In addition, training to upgrade staff Conference and a report by the World Bank/UNESCO Cooperative Program and fellowships abroad are being supplied under of February, 1985 indicare that a shortage of mid-level staff is an IDA rural developkent project, and French and seriously retarding the country's development in the productive UNDP projects. A health school operating on a sectors. As noted in the Bank/UNESCO report, the Government urgently nodular basis in cemporary premises is now requires the assistanceof a training specialist to help then training 68 nurses. mid-wives and medical establish an administrativescructure for vocftech programs and a assistants. A new school is being built and coordinating mechanism with employers. On the basis of the manpower equipped with IDA assistance. In addition, an needs identified in che report, a trainiag scrategy can be in-service trainlag program of the existing established. The training programs should secure thac their outpuc senior personnel and a fellovship training has acquired the knowledge and practical proficiency needed to perform program are being supported by WHO and IDA at the tradesmen and craftnen levels. The worst result of poor health projects. A rocational program ac the training is that the country might still have to rely on expensive Lyc&e of .Mutsasuduin Aniouan enrolled in 1984 expatriates to do the work. It is therefore essential to develop about 120 trainees in trades (mechanics. qualitative voc/tech and business training programs for mid-level building trades and electricity) but due to the staff at che earliest. All courses offered should have direct links shortage of facilities, equipment. and with employment opportunities. technically qualified staff, the quality of the programs is poor and consists almost exclusively of theorecical courses. The banks and hocel industry have partially resolved their personnel problems by undertaking their own training programs. b) MIanyemplovers prefer to train their own if the country is to imDrove che training and reduce the shortage of personnel putting lnto question the skills mid-level personnel. particularly for the productive sectors, it acquired at the vocational institutions. The snould be willing to increase Lts budgetary allocation (para. 2.11) Public Service Comoission (PSC) with ILO for voc/cech training. The Bank/UXESCO report identifies the basic Pollcy Lssue/Ahtual Sltuation (Cont'd) Effects of Policy and Recommendations (Cont't) assistanee built a vocational school in Ousni to need for upgrading the Ecole Technique at Mutsamudu (to enroll about upgrade apprentLce carpenters. masons and 285 traiLnees) and to establish a business school to train about 120 electricians. Due to Laternal couatry problems, trainees in secretarial and juaior accountancy skills. The Government this school was unfortunately closed Ln 1979 and should also devise program to traln trainers. To help cover the never reopened. The PSC also operates a recurrent costs of the voc/tech lnstitutions, the schools could search business school in Noromi, for about 180 for financial assistance from employers and contract jobs in the local trainees but. due to the lack of facilities. comamnLties. In this manner, the school -ould st mltaneously earn equLpoment. and teachers the program is virtually funds to cover some of Lts recurrent costs, vhLle giving the trainees lamited to the traLning of typlsts. Ax the practical experience and. if possible, fni- to purchase their own higher LnstiLutLon of Nvouni a management tooLs. Because of the size of the country and limited need of skilled training course (bigher level staff) and a one persoannel ln specific skills. the Government's policy to operate the time course Eor journalists and radLio announcers vocltech and specialization institutlon on the modular system should have been started to respond to known sbortages be supported. Sn personnel and to enable the country to have its own newspaper and improve lts radio broadcasting. Major isaues that need attention in the voc/tech areas are: lack of coordinLation between employers and the training lnstitutions; lack of administrative structur to manage vocJtech matters by the Covernmenr (now integrated to the task of the Direccor of Secondary Education); inadequacy of programs to needs and their overly theoretical nature; shortage of qualified traiaing personnel; absence of on-the-job training stages durLng which the trainees can apply thelr skills; and finally the shortage of equipment, facilities, and materials required for the proper operation of the programs. 2.15 - F. HIGHER EDUCATION Policy IssuelAccual Situation Effects of Policv and Recoioendatlons a) Organizacional. In order to reduce che Sitce .1vouni opened, about 40 teachers have been qualLfied and shortage of business management skills. according to che director of the institucton about 95Z of chese journalist/comaunication (radio) specialists and graduates are ceaching. The insticution can concrlbuce to the inspectors (pedagogical advisors) cthe scope of qualitative improvenenr of the secondary education. Mvounl's main .1vouni. the only higher education instttution in activity should remain tbe training of secondary teachers. As the Cosoros was expanded. In 1983184 .Lvouni outLined in (para. Z.15, Section D) on secondary policies, the teacher enrollments were: 77 in teacher training. 16 tn training program for secondary teachers should enroll about 150 pedagogical supervision, 23 in business trainees in 1987. Assuming S; repetition rate at ivouni the program management and 16 in journalism. The ceacher should by 1987 have an intake of about 80 teacher tralnees with an training and business management courses are expected output of 70 teachers p.a. The business management course on-goiag programs while the educacion should benefit the Government and che private sector but the Lmpact of supervision and journalism are one time two-year the graduates would be marginal if they are not supported by efficient programs. Jr. accountants. clerks and secretaries. Training opportunities need to be available both, at the jr. and sr. levels. There is a need co establish sound programs to train junior level staff. Future trainees in management at Itvounishould be recruited primarily from the junior level of servlce personnel with experience. At the end of 19d5 the (35-40) studeat places used for the pedagogical and ,ournalism courses should be transferred to teacher trainiag. b) Secondarv teacher training at higher The ceacher trainLng program In existing facilities enrolls about 120 institution. A course to train abouc 30 trainiees. An analysis of facilIties at Mvouni should be made at the secondary teachers was estabLished in .Mvouni earLiest so that by 1987 Mvouni would have the required facilities to - 1980/81. Until 1983/D4 the institution had operace an enrollment of about 150 teachers trainees and 20 business difficulty recruicing candidates since all che management trainees. studencs who passed the SAC were granced automacically fellowships abroad. Since these have been limited more candidates are applying (about 140 to dace for 1985). The caliber of students is poor since those applying are usually the ones who have Little hope of obtaining a fellowship abroad. Policy Issue/Actual Situation Effects of Policy and Recommendations c) ReLlance on foreign teaching staff at Mvouni The expatriate staff appears to be giving good quality instruction and and developmen: of a long term training strategy to be able to obtaln support mterials/books that enhance the for Mvouni. The pollcy of having over 90Z of operation of the institution. A long term plan (5 t. 10 years) should the staff being expatriates is a reasonable be prepared listing program . staffing and budgetary implications of policy until qualified and experienced Comorians ethe Institution. Government should prepare a program for the gradual are available. Since their salaries are paid by replacement of expatriate staff. Training needs beyond the BAC level donors, it reduces the cost to the Comoros* should be taken lato consideration when preparing such plan. The Governmenc needs to develop at earliest * long services of a higher education speciallst should be sought at the term staffing program for lvousi. earliest. d) In 1982/83 Gov't stated that the number of In 1985, 85Z of the budget allocated for higher education was for fellowships abroad would be greatly reduced and fellowships. Government is still trying to secure a fellowship for limited to those paid by bilateral/multilateral every student who completes the BAC- Since the number of BAC agencies. Slnce 1983/84 only bigher education graduates is increasing, the cost continues to rise. Government has fellowships paid by bilateral and multilateral to further review and rationalize the situation and accept that a agencies have been granted. Government La fellowship beyond the BAC is a prI.-:iege. It now takes up to 8 years continuing to pay the fellowships of the for a reciplent of a fellowship abroad to complete a four-year students who had started their training abroad course. Students are not sufflciently prepared. The allocation of prior to that period. The highest expenditure fellowships should be thoroughly reviewed and fellowships should only incurred are for the fellowships abroad where be given to the most deserving students and in accordance to specific the Comorian Government has to supplement the country needs. Beyond junior secondary the students should receive fellowship by covering the cost of transport and Loans rather than free fellowships. All students going abroad should lodging of the students. Although fellowshlp be bonded and asked to repay the fellowship if they do not return to allocations abroad were reduced slightly, the the country. While the shortage of secondary teachers prevails, total expenditures incurred by the Government teacher graduates from Mvouni could have their loans reduced by 2OZ have not declined since generous fellowships (FC for each year they teach. Qualification requirements for fellowships 40.000 per month) are now given to the students should be raised and. in cooperation with recipient universlties, the in vouani. The number of fellowships at ?vouni needed standards should be set. For the adminiscracion of fellowships increased from about 45 in 1982/83 to about 107 the Government should establish an interministerial commictee in 1983/8b. At present over 60% of responsible for the review of all awards. All awards should be based the students going abroad Eail the first year. on manpower identified priority needs. The practice of having Itcis not unknown to have students receiving individual Miniscries allocating fellowships should be halted. fellowship assistance for 6 to 8 years for a Furthermore,Government should limit fellowships to those paid in full four-year course. Students receiving by external donors so thac no supplementary government financing is fellowships abroad are noc always controlled required. 'rom the Comoros. Often students already abroad receiveassistanceac the expense of deserving students still at hone. Students who fail more chan once are not always asked to return home and they often change programs. It Is estimated thac almost 50Z of the students who complece thetr studies abroad fail to return to the country. They 4re not bonded and their salary prospects in the Comoros are unfavorable. - 24 - III. AREAS FOR WORLDBANK GROUP INVOLVEMENT External Assitance to the Sector 3.01 Besides the World Bank Group (WBG) assitance to education described below the Comoros are receiving support from several other donors. The main donor is France, which in addition to the general budgetary support (para. 2.12), is assisting the MIE, secondary and higher education with teaching and advisory staff, while providing textbooks for the primary level. It is expected that France's leading role in the sector will be maintained. Saudi Arabia is funding the construction of an administrative block at Mvouni, primary classrooms and providing technical assistance in the teaching of Arabic; Belgium and Canada are providing secondary teachers and school equipment; Unicef is helping with school gardens and pre-school programs; Holland is assisting women organizations; and the African Development Bank is assisting with the construction of 54 primary classrooms and the upgrading/renovation of 13 secondary schools. Given the relatively large number of donors supporting the development of the education sector, it is important that ways be devised by the Government to improve the coordination of external aid for education. One practical way would be for the Government to use this Sector Memorandum (once it has been finalized takiriginto account the Government's comments) as background material for the next Donors' Roundtable (expected to take place later this year). W4orldBank Group (WdBG)Assistance to the Sector 3.02 Tne WBG has supported Comoros' education sector through one education project, emphasizing teacher training, agriculture and health training and the supply of educational -aterials, primarily textbooks for primary schools. The First Education Project (Credit 1195-COMLfor US$6.0 million equivalent) was approved on December 15, 198' and became effective on July 30, 1982. Implementation of the project, despite earlier delavs is proceeding in a satisfactorv manner due to good project administration, backed by an experienced team of technical specialists. 3earing major unforeseen difficulties it anpears that the project will be comDleted on schedule. Sector Support Strategy 3.03 Future WBG support should be geared to meeting the most urgent priorities bv assisting the Government in: (a) improving the policv development, planning and management of the education system; (b) establishing specific programs for middle level adninistration and technical personnel; and (c) upgrading the quality of education (para. 3.04). It is also crucial that the on-going dialogue between the Government and the WBG regarding the financing of education be continued emphasizing the need to: (a) control recurrent expenditures to a level consistent with the country's financial capacity; (b) allocate resources in - 25 - a more efficientand equitablemanner; (c) provide secondaryvocational and higher educationsolely in accordancewith the manpower needs; (d) avoid wastage of resourcesthrough the provisionof unproductiveand unecessary scholarshipsfor students in higher education;and (e) look for the participationof the communitiesand recipientsin the financingof education,in particularat the pre-primarylevel. 3.04 During a reconnaissancemission in October 1984, WBG reviewed the list of sector prioritiesprepared for the July 1984 Donor's Conferenceand discussedpotential future support to the sector. Potentialactivities for a second educationproject, tentativelyscheduled for appraisalin FY86 are: support to MEN to improve its planning and administrativecapacity; assistance to vocational/technicalprograms; teacher in-servicetraining; qualitativeinput to schools (books,chalk, boards); and organizationof a business school to train secretaries,and junior accountants. Sector Work Priorities 3.05 Fut-xresector work should include studies which would focus on: (a) formulationand implementationof appropriatepolicies and institutionalbuilding in educationalplanning and administration;(b) strategiesand programs for secondaryeducation; (c) analysisof cost recovery schemes; and (d) review of vocational/technicaland higher educationprograms. Future Bank Group sector work should includea study of the higher educationand fellowshipsprograms and an assessmenton the progress of the PEN in the implementationof appropriatepolicies. -26 - ANNEX I Page 1 of 12 COMOROS EDUCATIONSECTOR MEMORANDUM THE EDUCATIONAND TRAINING SYSTEM 1. Structure of Education. The formal education system of the Comoros Islands consistsof two years of pre-school education in Koranic schools, six years of primary education,four years of lower secondary education(college rural), and three years of upper secondaryeducation. Upper secondaryeducation is provided in lycees and in specialized occupationallyoriented schools,most of which have recentlybeen establishedor are in the process of being established. The Government also recently establisheda national primary teacher trainingcollege and a post-secondaryinstitution to train teachersfor secondaryschools, educationinspectors and business managers. With this minor exceptionan higher educationis providedoverseas, with a pluralityof students in France and Algeria. Charts t and 2 show the structureof the formal educationsystem, and the educationpyramid, respectively. 2. Administrationand Planning. Until 1983 the Governmentof each island (gouvernorate)was responsiblefor primary and secondaryeducation includinghiring, paying,and supervisingteachers. Since January 1984, all the above functionshave been centralizedin the capital and are handledby the Ministry of NationalEducation (MEN). The MEN is responsiblefor overall organizationof the educationsystem, and for curriculum,examinations, quality control,and planning,and is in direct controlof teachertraining and higher education. The Xinistriesof Productionand Health control agricultureand health education, respectively,although the ZEN is responsiblefor examinationsand award of certificatesfor the students of their schools. The secretariatof the Civil Service also organizesprofessional training for civil servants. They administer two centers to train mechanics,welders, masons and carpenters. The first located in Ouani, in Anjouanwas only able to train about 920trr-nees prior ot its being closed during the 1977 turmoils. It has not reopened. The second, locatedin Moroni, lacks equipment,teachers and operates in temporarvquarters. Its main objectiveis to train office employeesbut its activitieshave been limited to the trainingof typists. 3. The present organizationalstructure of the MEN (Chart 3) is excessivelycentralized around the Minister'soffice. The ,MENincludes the following directions;General Administrationand Finance, Pre-schooland PrimaryEducation; an office responsiblefor planning,scholarships, statistics;offices responsiblefor examinationsof the primary and -27- ANNEXI Page 2 of 12 secondaryschool systems;a National Institute of Education (INE) responsiblefor curriculum developmentresearch, teacher in-service training and distance teaching;an office for the administrationof education projects, a National Primary Teacher Training College (NPTTC) and the Higher Education Institution, Mvouni. 4. The MEN is gradually filling its administrative posts and has staffed the planning office with a recent graduate but, generallyall directions of MENare understaffed and ill-equipped. The management of the entire MEN rests on a few persons. Reliable recordson enrollments, salaries,policies are greatly lacking with the result that the sector is administeredlargely at the whim of a few officials rather than following specific national policies. Urgently needed is the strengtheningof the MEN management, planning, and supervisory capacity (para. 2.15 A). 5. Literacy Rate. The 1980 population census indicatesthat 51% of adult Comorianswere identifiedas illiterate. Considering that the populationgrowth of 3% p.a. exceeds the growth in literacy estimatedat about 1.1% p.a., unless dramatic attentionis given to basic literacy the number of illiterateswill continue to grow. In fact, in 1983 it is estimated that 23,235 children were not attendingschool and likely to join the ranks of illiterates. Added to that is the high drop-out rate during the first year of school (16%) when another 2,200 students will drop-out and presumablyjoin the ranks of illiterates. 6. Koranic Schools. The primary system in Comoros is well establishedwith about 19,139 attendingKoranic schools in 1984 (70% of age group 4 and 5). The attendanceis almost a pre-requisiteto entry in primary school. Teaching is done in Arabic and about 600 teachersare employed and paid by the Government. The pedagogicalmethods being used in these pre-primaryschools appear to be poor (para. 2.15 B). Primary Education 7. General. In 1983-84,about 61,905 children were enrolled (42.6% girls, which compares favorablywith other countriesin the region) in the primary school system in the Comoros Islands. This would correspondto 76.6% of the estimatedpopulation aged 6 to 11, but, in fact, it includes about 8,050 (13%) overaged children. Percentageattendance has been increasingyearly since 1972-73,when attendancewas only about 25% of the age group. By island, the age group attendance,including overage, in 1984 was Grand Comore 76.9Z, Anjouan 71.7% and N4oheli85Z. The same year the teacher pupil ratio by island was: Grand Comore 1:43, Anjouan 1:32, and Moheli 1:34 for an overallaverage of 1:39.5 (the region average in 1982 was 1:43) Less than 40% of all childrenentering the system complete the - 28 - ANNES I Page 3 of 12 sixth grade. These participationand flow rates are high in comparison with other African countriesbut the quality of primary educationand the achievementlevel of students are low (para. 2.15 C). The school related causes of low achievementappear to be a lack of adequate facilities, untrainedand poorly motivated teachers,and shortagesof education materials and textbooks. Another cause may be the very poor nutrition and health of children which affects their learning capacity. 8. Physical Facilities. In 1983-84, 831 classrooms existed (to serve 2,016 student groups) of which 46% consisted of poor mud and thatch structures. The MENestimated that in 1983-84, 172 of the primary children attend school on triple shifts (less than two hours of class per day) and the rest attend on double shifts (about 2.5 hours of class per day). Following the UNESCOschool mapping study completed in 1981, it was estimated by the Government that classroom needs, to allow for double shift for all groups, would exceed three hundred by 1990. The African DevelopmentBank (AfDB) and the Saudi Fund to reduce overcrowding have agreed to construct57 and 15 classrooms,respectively or a total of 72. The majority of the existing classrooms lack adequate chalkboardsand there are seven pupils to every student seat. The worst situationis found in Ioheli. 9. Primary School Teachers. The national average pupil teacher ratio (TPR) in 1983-84was 39.5:1. This ratio is acceptablegiven the Comorost constrainedfiscal situationand could be increased co about 45:1 with probably no effect on student achievement. About 56% of all teachers have only a primary school certificate;an additional23% have a lower secondaryschool certificate;and only 21% are fully qualifiedteachers. The untrained teachersutilize very poor teachingmethods and many lack basic knowledgeof the French languageand of mathematics. At the same time many officiallyqualified teachers graduatedfrom inadequateteacher trainingcourses in the lycees. In 1984, the proportionof unqualified teachers by island was as follows: Grande Comore 82%, Anjouan 682, and Moheli 86%. 10. In 1963-84, in spite of the fact that about 83% of the classrooms were used for double or triple shift, the teachers taught only one class with the result that the majority of the teachersdid not teach the full Z2.5 hours requiredat the primary level. Overall estimatesfor trained teachersfor the next ten years using 1:40, 1:45 and 1:50 ratios are containedin Annex II, Table 7. Assuming a growth of primary school enrollmentlimited to the populationgrowth (3 p.a.) and increasingthe pupil teacher ratio to 45:1 with a 4% attritionand with an annual output of about 90 pre-serviceand 100 in-servicenew teachersgraduating yearly, it would requireabout 10 years to arrive at a full complementof trained primary teachers. In 1982, the MEN with World Bank assistanceinitiated an - 29 - ANNEXI Page 4 of 12 in-service program utilizinga combinationof distance teaching, correspondence and vacation-time courses to upgrade untrained primary school teachers. This program will upgrade about 1,000 teachers over three years. These teachers will have to pass an examination to become certified. At the end of the second year, the program certified 58 teachers and a second examinationtook place in 1984 with MEN expecting to upgrade about 200-300 teachers by 1986. 11. Curriculum and Textbooks. The language of instruction at the primary level is French. During the first four years of school, emphasis is placed on language and mathematics with social studies and agriculture added in the upper grades. The French books have been adapted to the milieu with French assistance and are now being supplied to the schools (one for every two pupils) under projects with external financing from France and the World Bank. The World Bank financed project is also supplying mathematics books and printing locally, social studies and agriculturebooklets and teachers'guides. It is expected that the teacher in-service program now underway combined with the supply of textbooks will improve the learning achievement and efficiency in primary education. But, these positive effects will remain marginal until a higher percentage of teachers are qualified. 12. From the 1983-84 flow data on primarystudents (average repetition rate of 29.5%, and dropout rare of 16%), it can be observed that it takes a pupil in Comoros 8.3 years to complete 6 years of primary education. Using the above rates and projecting a cohort of 1,000 students, it is estimated that about 37.3% of the cohort who enter grade one ever graduate. With the actual rates it would take 3,105 pupil years to graduate 373 pupils when in fact they would 'ave requiredwithout repetitiononly 2,238 pupil years. Using the present rates 868 pupil years in excess are used to graduate 373 pupils. In addition,about 3,006 pupil years are used by dropoutswith the result that a total of about 3,873 pupil years are paid by the Government with little evidence of results. The system is very inefficientand for instance,if the repetitionrate were reduced to about 10 and the drop-out rate to 8%, the system would graduate 60.b% or b06 pupils, an increase of 231 graduates (Annex II, Table 4). 13. National Instituteof Education(INE). This institutionwas establishedin 1981 with French TA and facilitiesand equipmentwere provided by the African DevelopmentBank. IiNEis responsiblefor the adaptationof programs to the localmili"2u, the distance teaching program and in-serviceprogram for primary unqualifiedteachers. This institution in part duplicates the work of the Directionsof Primary and Secondary - 30 - ANNEX I Page 5 of 12 Education and the integration of part of its staff to these directions would reduce costs, reduce duplication and improve administrative efficiency in the sector. Secondaryv General Education 14. General. Enrollment in lower secondary education (college rural) of 15,072 students in 1983184 was equivalent to a high 41.3Z of the school age population (ages 12 to 15 inclusively). This percentage dropped in 1981 as the MEN Admitted only 2,300 students to the colleges ruraux, compared to 3,500 in 1980. But that trend was short lived because in 1983/84 eight uew arabic colleges were being established and the college Intake was up to 4,409. Secondary enrollmaers grew at an average of 7.5Z from 1972-73 to 1980-81 with girl participation experiencing a small increase from 35X to 38%. But during the last four years, these enrollments grew at 14X in junior secondary schools and 32% in senior secondary scnools. Such rates are too high and are seriously affecting the quality and cost of this level of education. Largely due to the fact that almost all the teachers of the first three years are unqualified, the instructional quality is poor with a high promotion rate averaging 72%. During these three years, the repetition rate was about 16Z and drop-outs averaged 12Z, while in the fourth and last year of junior secondary, promotion to senior secondary averaged 41Z with repetition being 25% and drop-out 34%. It takes on average 7.35 studeat years for a student to complete the four years of junior secondary resulting in an efficiency rate of only 53Z. The student-teacher ratio of 34:1 is within acceptable limits. Instruction usually takes place in faclities which were designed as community centers. While these facilities are sturdy, many buildings are unfinished and lack doors, windows, and in some cases, finished floors. Government has initiated the teaching of practical subjects woodwork, agriculture and hone-economics in eleven secoadary schools and with the assistance of the AfDB is building workshops. To date, the workshops are inadequately supplied with equipment and no ?ocal teachers are qualified to teach these subjects. In the few schools where expatriates teachers have been recruited, the practical programs are not functioning well due to a shortage of recurrent funds to operate the workshops. Basically, most of the practical subjects are established in name only and largely only theoretical teaching occurs. This puts in cuestion such programs which entail high material expenditures and place the student unit cost at about FC 218,562 (US$452). Such expenditures are hard to justify ir relation to the low quality output of these institutions. 15. About 3,068 students, equivalent to 12.7% of children aged 16 to 18, were enrolled in upper secondary education (lycee) in 1983-84. This enrollment ratio is high in comparison to other countries in Africa. In -31- ANNEK I Page 6 of 12 1982/83 upper secondarypromotion rates averaged 77Z during the first two years and 40X in the final year. Repetition rates averaged 17% the first two years and a high 25% the third year. Government finances 8.23 years instead of 3 per graduate. Lycee students constitute a privileged class in the Comoros and until 1980 they all received ample scholarships, including futl boarding. Those who passed the baccalaureate examination were guaranteed overseas scholarships after completing one year of compulsory teaching service. In 1982, the MENeliminated boarding facilities and provided scholarships only to those students who attended school in an island other than their home island or traveled long distances within their island. 16. In 1984, about 1,425 students were enrolled in the first year of senior secondary education, compared to about 500 in 1978; thus without control of intake, enrollments would shortly more than triple and the output of general secondary graduates would be far in excess of the available jobs, and the recurrent cost implications would be serious. In recognitionof this problem, the MEN restricted the number of first year entrants in 1981 to 950, but this control was not continued. The major problem with the lycees is the poor quality of the system, its high repetition rate and less than 30Z of the students being able to pass the final examination. Due to limited alternative training opportunities in Comoros most students try to attend lycfes. 17. Secondary School Teachers. The majority of the 377 lower secondary school teachers are untrained with 46% teaching as part of a two-year period of national service before being awarded overseas scholarships. Largely because of the high number of unqualified teachers at the junior secondary level, almost all the teacher positions of the first three years are staffed by unqualified national service persons with the result that the quality of education has been seriously affected. In 1980, MEN established a teacher training college for lower secondary teachers at Xouvni in the Grande Comore Island. This school now enrolLs about 60 students in a two-year course to qualify them to teach in lower secondary schools. At the upper secondary level the teacher racio is a very low 1:19 with 119 out of 160 teachers or 75% being expatriates paid through French, Belgian,Arab League, and other technical assistance programs. All Comorian teachers at this level are qualified with overseas training. Vocational/Technical and Professional Training 18. Vocational technical programs under the supervision of the Director of Secondary Educatioa are not receiving the proper attention regardingplanning and programming, and are underfunded. Attention given to this type of training has been marginal and a few specialized schools have been onLy recently established. The World Bank's First Education Project is replacing the unsuitable facilities and equipment at the Health, -32- ANNX I Page 7 of 12 Agriculture and Teacher Training Institutions with the last two now operating in temporary quarters. In 1983-84, these institutions' enrollments were health 68, teacher training 90, business school 180 (including part-time students), and Voc./Tech. 120, for a total of 458 rrainees. According to the World Bank/UNESCO Cooperative Program report of February, 1985, the number of trainees is sufficient but the quality of the training programs, facilities and equipment need to be urgently upgraded. They are also in dire need of additional spectalized teachers. The vocational school in Anjouan, opened with assistance from the ILO, was closed during the late 1970's due to national turmoil and never reopened. Graduates of these schools in many cases have not acquired the skills they were to have mastered since most of their learning was theoretical. Training of Low and Middle Level Manpower 19. The Comoros has an excess of secondary school graduates and at the same tine ic lacks appropriately trained personnel in health, agriculture, commerce, industry, and public administration, as described below. 20. Agriculture Sector. With FAO and UNDP assistance the Government established in 1980, the framework of a system of rural extension and services. The CEFADER, with its CADERsprovides the structure through which rural develooment aztivities can be directed. Nine CADERshave been established so far, with the construction of two more, envisaged under the !DA financed Rural Services Project. The entire rural population will be covered by the CADERnetwork. Each CADERwill be staffed with 10 field extension agents, one livestock assistant, one forestry/land conservation assistant and 2-3 home-economists. There are at present approximately 60 extension agents, most of whom have little formal trainingand low skill levels. There will be a total of about 60 technicians in research, forestry, livestock production, and fisheries. External donor assistance is being provided to expand production in a number of different sub-sectors. A key to successful imDlenentation of these programs will be the provisionof trained extensionworkers as well as higher level administrativeand managerial personnel. Numerous agencies are assisting in higher level scholarships, and regular monthly training sessions are being provided through the Rural Sexvice Project, which is also financing overseas training for veterinaryand livestockassistants. However, provisionfor the trainiagof field level extensionworkers will only begin during 1985 when the agriculturalschool is ooened. 21. As part of the Government'sagriculture development strategy, an agriculturaltraining center financed under the First EducationProject is being developedin Moheli, which has the most fertile land of the three islands and is relativelyunderpopulated. The center would have a capacity of 40 traineesand would have an output of 20 extensionagents per year. Because of Moheli's relative isolation,the management and staffing of this - 33 - ANNE I Page 8 of 12 center will be difficult iu the short run; however it would meet long term needs for all field extension workers and will also provide in-service training to upgrade the skills of the more motivated existing staff. It is expected to open in September 1985 with an intake of 20 students, 10 for initial training and 10 for in-service training. Teaching assistance is likely to be provided by Moroccan aid, with CEFADER.staff providing some specialized teaching. The Agriculture Sector Memorandum made the following analysis of staff training requirements: Existing Existing Staff 'Net' Assigned Summary of Not Assigned Incremental Staff Requirements to CADERs Requirements Graduate/Diploma Level 21 8 2 9 Technical Level 8 23 11 14 Cert./Prac./Training 95 72 39 43 Prac. Training 15+ - 22. A list of all steps required for training the staff for the Ministry of Agriculture was provided as one of the conditions of project effectiveness of the IDA Rural Development Project; however, with the opening of new CADERs, and development of several donor-financed programs, the situation is very fluid. The training/extension division of the CEFADERis preparing personnel files for all staff members detailing their formal qualifications and experience. This should help to clarify the existing situation and training needs. What is clear, however, is that in the Rural Services network, where there are at present twice as many expatriates as Comorian graduates, despite the large number of staff on the payroll there is still a very severe shortage of adequately trained staff at all levels, while staff supervision is very poor. rTere is, furthermore, no clearly established system of selection or promotion based on merit, and no effective uniform salary structure. Health Sector 23. In 1983 chere were about 600 people working in the Comoros' government health services. Only about 120 of them have received formal professional training,either at medical and nursing schools abroad, or at the National Health School (2HS). This nuamber includes about fifteen Comorian and twenty expatriate doctors and dentists. All the Comorians are in Moroni and Mutsaiudu; peripheral facilities are staffed by UN volunteers and Laval Universitydoctors. The trained medical and paramedicalstaff are outnumberedby the roughly480 workers with little or no formal training who have a confusing array of titles -nurse, health technician, auxiliary nurse, auxiliary midwife, nurse aide, itinerant worker, etc.- ar.d a variety of backgrounds. The majority of the health posts are staffed - 34 - ANNEX I Page 9 of 12 by such workers, most of whom can perform only a small number of tasks. In the large health facilities, the few trained personnel often provide direct services instead of supervising and managing the lower level staff. The NHS, which was established in 1980, provides three-year courses for nurses and technicians, and in-service training for all paramedical staff. About 30 nurses and technicians graduate annually. When the new NES building, which is being financed under the IDA First Education Project, is completed in 1985, a one-year course for nursing assistance will be added. To date, most of the instructors have been furnished by WHO,but there are several future Comorian instructors now in training abroad. The NES training programs need to be better adapted to the needs of the Comoros' health system: there is iusufficient practical training, and the programs and curricula need to be more related to the health workers' actual responsibilities and skill requirements. There are about 40 Comorians now receiving medical, nursing, and related training abroad. In the past, very few such students have returned to Comoros. The Government is now exploring ways to encourage their return. Transport 24. The institutional framework is generally weak, stemming mainly from a severe shortage of trained and educated local personnel and critical dependence in the secror oa external technical assistance. The State Secretariate responsible for the marine and air transport has only one senior position and the roads department has only two Comorian engineers thus, transport is heavily dependent upon expatriate assistance. Offices, such as the Office of the National Ports, have been establishedby Governmentbut are inoperativebecause of rheir lack of personnelwith managementand maintenancecapabilities. As stated in the Transport Sector Memorandumdated June 13, 1983, there is virtuallyno Comorian staff qualifiedto scrucinizevarious studies carriedout for a number of projects. But to make things worse there is a lack of potential local counterparts which could gain from on-the-job training from the few expatriates used to operate the transport system. To overcome the serious bottleneck, the Transport Sector Memorandum recommends that a long-term systematic training program of Comorian staff under technical assistance aid programs be developedat the earliest in that sector. The training program should cover aostly the needed basic expertise:civi1 and mechanicalengineering, transport economists, financial analysts, senior and junior accountants,maintenance and support personnel. Civil Service 25. The civil serviceemploys about 6,000 Comoriansand as ideatified in a 1983 report by FAC (Mrs. Besse and Mr Martory) the trainingneeds in management,technical specialities and of the iatermediatelevel staff - 35 - ANNEXI Page 10 of 12 requires immediate attention if the performance of the civil service and small private sector is to improve. They identified the need to organize an institution to train mid-level staff for the hotel industry, banks, public finance, transport, island government administrations and agricultural projects. They indicated that particular attention should be given to the training of: (a) secretarial, clerical, junior accountant and support staff; (b) existing managers through upgrading courses in management; and (c) planning and macro-economic training of the senior government officials. The training programs of the managers could be organized at earliest using existing facilities and institutions but to better respond to the major shortages of mid-level staff and upgrading of the existing one, Government should consider establishing a business/secretarial/jr. accountant school. This school should simultaneously train personnel for all Government Ministries and the private sector. The school should be placed under the supervision of a management board composed of representatives from the key ministries CFinance, Education, Planning) and private sector representatives. Such an institution should preferably be under the administration of an organization such as the Caisse Centrale or Chamber of Commerce which could tap resources from the private industry and educational institutions. The above ttaining needs were confirmed as a priority during the Donors' Conference held in Moroni July 1984. The Bank group supports this initiative. 26. The organization of a business school could respond to the long term training needs of mid-level staff but until that objective is realized iimmediate efforts should be initiated to upgrade the present staff particularly those dealing with planning, administrative and financial tasks. The Government should consider employing training consultants to begin at the earliest the training of the existing staff. The cousultants would review -with the Ministries involved the mid-level staff and skill needs on the basis of the couatry's annual planning and budget cycle. The consultantswould prepare related training programs divided in three-month slots to give to the trainees the required skills to perform their duties for that period. The organization of the program would be as follows: one or two month prior to the yearly cycle consultants would during one/two weeks teach the skills required co perform the tasks for the next quarter. Once the courses are completed only one full time training consultant would remain to assist the trainees. The trainees would prepare the quarter's budget or planning work for their own Ministry or Department and the last week of that period they would spend one week reviewing/improving/ finalizing their work with the trainers. They would then be trained for the activities of the next quarter. Occasionally one or two day seminars would be held by the consultant or senior Comorian officials when special problems would occur. This cycle would continue for two years and at the end of the program the trainees would have to pass an exam and obtain a - 36 - ANNEXI Page 11 of 12 certificate. This training approach could greatly improve the mid-level skills in all the Ministries, assist with the standardization of budget and planning activities and finally could be used to eliminate the employees unable to perform the required tasks. This program would also give guidance to the proposed business school on what skills and programs need to be taught. 27. Since insufficientdetails on the actual skills needed by the civil servants are avaLlable at this time, the WBG in a PPF for the proposed Technical Assistance project will review the training and upgrading needs of that staff. This study should be undertaken by mid-1985. Also a Unesco team reviewed the vocational/technical and business training needs early 1985. The proposed on-the- ob civil service training program would be organized on the basis of the above studies. Higher Education 28. In 1983-84, 168 students in higher education were studying abroad many of whom might not be returning to the Comoros because of the low salaries and the ledckof opportunities (Annex II, Table 10). It is estimated by MEN*nat over 60% of the trainees fail their first year of fellowship abroad due to the poor foundation they have received. The weak system is further demonstrated by the requirement that at la Raunlon students take two catch-up years prior to being able to proceed with further studies. The dilemma of the poor quality of the secondary system demonstrates that Comoros is getting a very low return for the free secondary education given and that tighter entrance and quality coatrol are required. In 1983, about 89 students were receiving bilateral assistance to study in Europe while the Government of Comoros was paying the lodging and transport cost for about 57 students studying in African countries. This high expense is considered a high drain on the national treasury. As stated in paragraph 18 of this annex. the Government established at Mouvni a College to train nationally about 60 teachers for the secondary level. This institution has also added courses to train 30 education inspectors/advisors, 16 journalists and 23 management specialists, enrolling in 1983-84, 142 students. Mbuvni appears to be a stop-gap situation for the graduates from the Lycees who were unable to obtain fellowships abroad. These trainees receive a fellowship of 40,000 FC per month and Lhe Government has thus greatly increased higher education programs and costs without sufficient analysis of manpower shortages. At .Yvouni they have established training programs to respond to an identified needs and once these needs are satisfied they are to replace these courses by needed ones. The training of about 30 inspectors/advisors and 16 journalists/radio specialists is being done using that principle. Although Mvouni claims to be working on a modular system answering specific needs, - 37 - ANNEXI Page 12 of 12 it does not have a long-term training plan. It appears that many decisions are made on an ad-hoc manner. It also appears that Government plans to expand Mvouni to accommodate the lycee students who do not obtain fellowshipsabroad. Such a move would further increase costs unjustifiably and badly affect the instructionalquality. The country should not guarantee automatic higher education to the priviledged group who reaches the lycee. Students at Mvouni should be given loans rather than free fellowships(para. 2.15 F) and that it should concentratepreferably, and as a priority,in the training secondaryteachers. 0 -38 - XNNEII Table I CODOROS EDUCAIIDN SECTOR MEMHRANDUX SUMIAKYor 1S83/84 ENROLIE.SIS Koranic Male 8,613 Female 10,526 Total 19,139 Primary Grade Ll/CP1 Z/CP2 3/CE1 4/CE2 5/CM1 6/CM2 Tocal 1 Male 7,753 5,840 6,165 5,567 5,014 5,197 35,536 57 Femle 5,663 4,455 4,635 4,269 4,010 3,337 26,369 43 Total 13,416 10.295 10.800 9.836 9,024 8.534 61.905 100 Junior Secondarv 4 Grade 7/6'm sjsa. 9/ es 10/3ame Total a Hale 2.726 2,303 2,176 2,333 9,538 63 Female 1,683 1,562 1,073 1,216 5.534 37 Total 4,409 3.865 3,249 3,549 15,072 l10 Senior Secondary Grade l1/Second 12/Preuidre 13/Terminale Total : Wale 961 538 669 2,168 7C.6 Fe=ale 464 215 Z21 900 Z9.4 Tocal L,425 753 890 3,068 100 Ecole Polvvalente/Vocational School | _ LTypeof Training Students Eleetticity | I II CConstruction J .otal I =ale 3 ZL23 7130 12116 97 Total 123 21 123 81 31 14120 laO Gestion/Susiness program I/ Tvpe of Trainlng - Students .Administration Commerce Total | : Miale 26 10 36 1,3 | Temale 67 1 22 89 7z 2 Total 93 32 1 ! 100 Narional Primary Teacher Training Colleqe Year I II Tocal 2 Male 28 32 50 55.5 Female 9 21 30 44.5 Total 37 53 90 100 Higher Education/clvouni 2/ Teacher Inspector Iraining Traiaing Administration Journalism wale 39 16 3/ 23 16 3: 'cale 38 Total 77 16 Z3 16 Source: National Ninistry of Education 11Ixcluding par:-t'3e students 2/ Distributcon bv sex available only for teacher training. 3/ Wodularcourse offered only once. - 39 - ANNEX II Table 2 COOOROS EDUCATION SECT5' MEMORANDUM RECURRENT BUDGET OF THE MINISTRY OF EDUCATION, 1984/1985 (IN MILLION FC) 1984 1985 Level of Education (Final (Preliminary Budget) Budget) Education Adm. 173.5 182.1 Higher 391.5 425.2 of which fellowships abroad (300.0) (285.0) Voc./Tech. Education 38.7 41.3 Secondary (lower and upper) 503.4 525.3 Primary and Koraaic I/ 679.0 931.5 of which: Grande Comore (282.0) (446.0) Anjouan (325.9) (425.0) Moh4li (71.1) (60.5) 1_ No updated data are available on expenditures on Koranic schools. For 1985 on the basis of partial information, these have been tentatively estimated at about 17% of total expenditures for this level of education. Source: Ministry of Economy and Finance -40- ANMEX II Table 3 COHOROS EDUCATIONSECTOR HEZORANDUH ALTZRNATIVIPROJECTIONS OF EXPENDITURES OF THE MINISTRY OF EDUCATION- 1990 (In Million FC at 1985 prices) 1985 1/ 1990 Adjusced No Basic Incorporating Prolitdinary Change in PoLicy Level of Education Budget Pollcies Racoumandatlonu FC FC FC million 1 million T million Administration 182 8.6 250 9.4 232 L1.0 Higher Educatlon 425 20.0 425 16.0 140 6.6 Voc./Tech. EdueAtion 41 1.9 46 1.7 83 3.9 Secondary EducatLon 539 25.5 816 30.7 649 30.7 Primary EducAtlon 769 36.3 930 35.0 913 43.3 Koranie Education 163 7.7 190 7.2 95 4.5 Total 2.119 100.0 2,657 100.0 Z*112 100.0 1I Budget of the MUE adjuseed to exclude feLlowshLpsbut include rental expenditures for foreign teachers at the secondary Level. 21 Assumes no change in relative prices and also assumes chat reachers' salaries maintain their purchasing value at the different levels of qualification. The numbers of qualified teachers are the same for both alternacivesand have been projected on the basis of availabilityof training programs and appropriace actrition rates. The numbers of unqualified teachers are obtained as the balance of requirements determined by the enroLlments and studenc-teacher ratios assumed. Other assumptions underlying expenditure projections are as follows: IncorooratinE Poliev Level of Education No Basic Change in Policies Recommendations Administraction Crows at the same rate as Crows at 5t per year. enrollments. Higher Education Any reducions in Scholarships abroad f-nanced scholarships abroad are by Governmenc are halced and compensated by increases in those in the councr:y those in the country. reduced. Savings from the latter cover some increases in enrollments in 1vouni. Voc./Tech. Education Crows at trend rate of 2: 100% increase from its 1985 p.a. level. Secondary Education Enrollments continue to grow Enrollments grow at 1: p.a.: at 16% p.a. and present studenc-ceacherractio is student-teacherratio of 34:1 35:1; education material per is maintained. Education studenc are FC 4.000. materials per student maintain their 1985 level of FC 1,525. Primary Education Enrollments grow at 3% p.a.; Enrollments grow at 3: a. Student-teacher ratio is student-teacher ratio maintained at *O:1; education increases to .5:1;- materials are also maintained educacional nacerials are FC at FC 204 per scudent. 1,000 per student. Koranic Educat'on Grows ac 3: p.a. and is Grows at 3% p.a. buc is totally paid by the increasinglyfinanced by the Government. communitv (50% in 1990). lICliAlDYI WNiIS PIWJ lflIIfl flVL'321 MWWI Illlli! EMi."! blullIg m pday mjactLaw o ttanlla Itfr a ail.i 5 imi. Alyulam ldtuAatsa1 nacest of 1,01 a41$ aalg 1talma gentian, nyatlgLna ad Awn nr t au do aps'^ pwf - dfSemy. inu mIt1 I*AWmm MW WIUI HIM"WIin tPII*F M?IIW. AIllS 19111/84 IU2tTITIhE,11 Mier,it) 0 213 JITIM N En 1DI SimTmIW 901tItD fL l 31s lien! hv:Lj II-mts ft'a b ru Iknjrsasts Pnaa k- te!!W4 gp ?-mad _ -m D lAIII Vatlclju-imr Hae l toW - Pmnhrei3sautIc1 3.LN- astleIptIas his I.1 - Acipatim lis. l.l O - ittiAptia PA.L byr/CrI SY 0.D110 0.16 0.6KO o.2a 0.1MM 0.690 0.150 0.160 0.140 O.Ot3 0.160 oam ctWOLIOD Iyi/Cr2 O.Wi 0.3M 0.o1O 0o.17 0.200 M.0O1 0.810 0.150 0.040 0.860 0.o.oo.040 oOJ60 0.100 0 lyritC) 0.6414 0.290 O.0 0.730 .311) 0.0W0 0.780 0.150 0.0J0 0.680 o.jm0 o.wo0 0aa30 ai1. 0.070 9yr/Ikr4 0.14') 0.260 O.D40 0.76O1 0.23t) 0.011) 0.80 0.150 0.040 0160 0.IC0 CM040 0.80 0.0 L O.O lOyr/CS A.Nth 0.210 O.UO 0.720 0.203 0.1110 0.110 0.150 0.130 0.820 Q100 0.60 0l20 0.180 4,1(0 Ilyr/14b 01).450 0.to 0.190 0.630 0.2o11 0.190 o.e60 0.50 0.190 0.120 0.ICO 0.190 0.8 0.o00 0.30 I. .4443 i%Wir , ul1tl'I-ysure gail by (a Mastarn 6111 51 53 5173 m3 2. n, oudor f asr.e3tatstpt(Oitaa4 urrr 13 yrur 11) 450 4US 4t 2. Nr-cfL 1 ;ofa 01 nlakIt ei .tt.lif CJAI.a tilmA. .a gtFAIsttu V. 1 45.(1 43.51 49.8 Wi.ll 4. Mmidorof 3i43ll-ywri, Slf01 (fr gjr.AIa' 16.4 12.3 11.3 10.4 9.1 S. Ilulasthijsial ngutl - I ysurs pjrtirAlI ul ywira (6) iatyrl. 2.1iMI 2A3 3.89 1.73 3.53 0. 6. T.,u1l *t,-r nl ImjJI--ysurs ist by gnalfultea IS 3A61 * 31354 3317 - I. Avvr.sjv immr of yaara toil by d amjr.idtt lat %6,. mlari 8.1 7.5 . 7.1 6.7 6.7 11. li IIIkOrtat,US trsiU hWaby nrahluat. &A1 MS Sl 7'02 4 9. Knvrtt.sWu of tAcolus yrare tril by gr.blat 22.4t 22.Zt. 19.11 1i52S 21.12 111. I161i apd.ir of 41,,(Fb,iita 1ast (I.3 cwl,t bill 324Y'M SW 34 It. laul ia.attr of 3eagJ1-ysu .Ail by .Ina tz 221VIA 20s 1% Isal 1. AV'.ag.. 1ammadLA yurs Sibyitspot a al aI.. ,yts e 4.1 b l 31 3.7 11. IK,ntll.igt *11 *'ta.utm yaUaa saul lay Awlt alt. 11.12 71. ' 90.3 LAS 78.1 II.! Law,ioa trIll .133 at Itashrlu:\m, witllua \ i tilI.l * t ItItemm rt. tnLa .S lil.t1. Au iNt? .J-,vettLIst pr%,l rate, it.. iu,-0lf11114 III II.?ala31.mI Imtoh- al 1133lil ya'-rh, it tL' 'rail.1. Iirtt aI Itttj' 11 tri lam mrt.o lay jiabltit- (Isalao. ttf ra-jatft let). It. t i.ftrip .1 (1f .DIs ,staI,3l \-! tla at- au l [Al.w pn\l t' la1l s (toliil iwtiilt II 9~~~~~~~~ I P 5 .4~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. - 42 - ANNEXII Table 5 Page 1 of 3 COMOROS EDUCATIONSECTOR MEMORANDUM ENROLLMENTPROJECTIONS - PRIMARYSCHOOLS Note: AlternativeI Assumes a constant efficiencyrate (t ratio of number of graduates to number of entrants in a cohort) of 38Z (present)and an enrollmentgrowth of 3% p.a. which should halt illiteracyincrease. AlternativeII Assumes an increasingefficiency rate which would attain 100% by 1996 and enrollment growth of 3% p.a. Under this alternativethe number of graduatesby 1994 would be 14,161 as compared to only 4,625 under the first alternative. AlternativeIII Assumes an increasingefficiency rate attaining 100% by 2006 and an enrollmentgrowth of 1% p.a. Under this alternativeand notwithstandingthe lower growth in enrollment,the number of graduates by 1994 would be more than double that under the first alternative: 9,380 as comparedwith 4,625. Therefore, the first priority for the Government is to improve the quality of education. I. RecommendedEnrollment Growth Year CPI CP2 CEI CE2 CMi CN2 Grads. 1984 15908.0 9993.0 10133.0 9469.0 9321.0 8938.0 4022.1 1985 16385.2 11229.3 9733.8 8947.1 9145.0 9276.3 4174.3 1986 16876.8 11828.4 10458.7 8555.9 8732.1 9283.7 4177.7 1987 17383.1 12256.6 11076.3 8918.1 8346.8 9018.0 4058.1 1988 17904.6 12644.9 11546.7 9407.6 8496.3 8671.9 3902.3 1989 18441.7 13030.0 11947.1 9835.8 8879.3 8644.5 3890.0 1990 18995.0 13422.5 12325.1 10203.4 9282.5 8883.5 3997.6 1991 19564.8 13825.6 12701.6 10540.9 9648.7 9231.7 4154.3 1992 20151.8 14240.5 13084.9 10869.7 9983.8 9595.0 4317.8 1993 20756.3 14667.8 13478.2 11200.4 10304.4 9943.7 4474.7 1994 21379.0 15107.8 13882.8 11538.2 10622.5 10277.6 4624.9 Annual growth factor for Grade 1: 1.030 constant efficiency is .3790888and remains constant. -43- ANNEX II Table 5 Page 2 of 3 COMOROS EDUCATION SECTOR MEMORANDUM ENROLLMENTPROJECTIONS - PRIMARY SCHOOLS II. Improving Efficiecy with Recommended Enrollment Growth Year CPI CP2 CE1 CE2 Cmi CM2 Grads. 1984 15908.0 9993.0 10133.0 9469.0 9321.0 8938.0 4022.1 1985 16385.2 11229.3 9733.8 8947.1 9145.0 9276.3 4174.3 1986 16876.8 11828.4 10458.7 8555.9 8732.1 9283.7 4177.7 1987 17383.1 13180.7 11226.7 9226.2 8388.6 8960.8 5018.1 1988 17904.6 14516.2 12565.0 10175.3 8904.3 8574.1 5556.0 1989 18441.7 15677.1 14003.5 11603.5 9843.3 8889.1 6385.9 1990 18995.0 16689.4 15285.6 13174.4 11266.3 9742.9 7548.1 1991 19564.8 17600.8 16392.0 14604.9 12876.0 11123.5 9118.8 1992 20151.8 18446.2 17370.5 15840.5 14367.7 12744.4 10906.9 1993 20756.3 19248.7 18264.7 16922.8 15657.4 14275.2 12628.7 1994 21379.0 20023.9 19103.9 17899.8 16780.3 15600.2 14160.7 Annual growth factor for Grade 1: 1.030 constant and time horizon for 100% efficiency improvement: 10 years, after 1986. Efficiency for Year '84 is 0.379 and the # of Student-Years/Grad. are 15.82 Efficiency for Year '85 remains constant Efficiency for Year '86 is 0.496 and the # of Student-Years/Grad. are 12.09 Efficiency for Year '87 is 0.593 and the # of Student-Years/Grad. are 10.11 Efficiency for Year '88 is 0.672 and the # of Student-Years/Grad. are 8.92 Efficiency for Year '89 is 0.737 and the $ of Student-Years/Grad. are 8.140001 Efficiency for Year '90 is 0.789 and the # ot Student-Years/Grad. are 7.6 Efficiency for Year '91 is 0.830 and the Y of Student-Years/Grad. are 7.22 Efficiency for Year '92 is 0.864 and the # of Student-Years/Grad. are 6.94 Efficiency for Year '93 is 0.891 and the # of Student-Years/Grad. are 6.73 - 44 - ANNEX II Table 5 Page-3 of 3 COMOROS EDUCAIION SECTOR ,M0ORANDUM ENROLLNENTPROJECTIONS - PRrMARY SCHOOLS III. Improving Efficiency with Present Enrollment Growth Year CP1 CP2 CE1 CEZ Cli 0M2 Grads. 1984 15908.0 9993.0 10133.0 9469.0 9321.0 8938.0 4022.1 1985 16067.1 11229.3 9733.8 8947.1 9145.0 9276.3 4174.3 1986 16227.8 11659.8 10458.7 8555.9 8732.1 9283.7 4177.7 1987 16390.0 12301.7 11031.5 9072.2 8367.7 8989.4 4539.6 1988 16553.9 12940.4 11704.4 9725.33 8697.6 8616.8 4778.0 1989 16719.5 13523.4 12396.1 10476.0 9310.3 8739.8 5235.6 1990 16886.7 14048.1 13042.8 11255.2 10063.3 9236.7 5903.6 1991 17055.5 14522.8 13627.1 11998.2 10865.8 19947.0 6716.5 1992 17226.1 14956.5 14153.2 12677.8 11644.4 110747.8 7606.3 1993 17398.3 15356.7 14630.5 13292.8 12362.4 11545.7 8508.4 1994 17572.3 15729.3 15067.7 13850.9 13850.9 13013.0 9379.6 Annual growth factor 'or Grade 1: 1.010 constant and time horizon for 1002 efficiency improvement: 20 years, after 1986. Efficiency for Year '84 is 0.379 and the # of Stadent-Years/Grad. are 15.82 Efficiency for Year '85 remains constant Efficiency for Year '86 is 0.437 and the # of Student-Years/Grad. are 13.73 Efficiencyfor Year '87 is 0.490 and the " of Student-Years/Grad.are 12.23 Efficiencyfor Year '88 is 0.539 and the # of Student-Years/Grad.are 11.13 Efficiencyfor Year '89 is 0.583 and the # of Student-Years/Grad.are 10.28 Efficiency for Year '90 is 0.624 and the -tof Student-Years/Grad.are 9.62 Efficiency for Year '91 is 0.660 and the # of Student-Years/Grad.are 9.08 Efficiency for Year '92 is 0.693 and the # of Student-Years/Grad.are 8.649999 Efficiency for Year '93 is 0.723 and the # of Student-Years/Grad.are 8.29 _ 45 - ANNEX II Table 6 COMOROS EDUCAIION SECTOR M&MORANDUM PRIMARY TEACHRS DISTRIBUTION BY QUALIFICATION 1981/82 1982/83 1983/84 1984/85 Island No. z No. 2 No. Z No. z Grande Comore 738 100.0 818 100.0 796 100.0 813 100.0 Au=. II 514 69.6 586 71.6 548 68.8 526 65.0 Aux. III 121 16.4 124 15.2 127 16.0 146 18.0 Gr. Teachers 103 14.0 108 13.2 121 15.2 141 17.0 Anjouan 627 100.0 685 100.0 700 100.0 722 100.0 Aix. II 268 42.7 272 39.7 268 38.3 269 37.0 Aix. III 196 31.3 244 35.6 226 32.3 229 32.0 Gr. Teachers 163 26.0 169 24.7 206 29.4 224 31.0 Moheli 97 100.0 115 100.0 111 100.0 116 100-0 Aux. II 64 65.9 80 69.5 78 70.3 77 66.0 Aux. III 21 21.7 21 18.3 21 18.9 23 20.0 Gr. Teachers 12 12.4 14 12.! 12 10.8 16 14.0 Republic of Comoros 1462 100.0 1618 100.0 1607 100.0 1651 100.0 Aux. II 846 57.9 938 58.0 894 55.6 872 53.0 ,ux. III 338 23.1 389 24.0 374 23.3 398 24.0 Gr. Teachers 278 19.0 291 18.0 339 71.1 381 23.0 Source: MEN EDU)IC(ATIOI(N SECT'OR MIEIMO5RAND)UM Pl1IMARY 'TAIIIACIRH3 I) ISTR LIIul I.ON ANI) VORECAST 40 1ti iaredl urilriiried teacher qual tea unqualtea total tea AAL11iu 01 IScAEnt11 r3 int tea.II ,I ' L'..iIhtu lJ. i I4fk Ig. u1.I)i,Lg.LgL_!ao tLl D . GuIpilIot o.ulput need cost cosi cosl 194.bOS i3762- 15's 59q 111 .2' 3/ 66 / )'j 4 Il' 130 0 207287 3 91 42 4 6/ bi8711 1905.0 b5675 I5o44 e41 946 - 4u II)( 140 49 . 344855 350240 695091 1986.07 bb645 1691 7al U'I5/ 34 9v 100 190 73 405613 327360 732973 1481.00 69674 1)42 921 76b'7 30 0) IQJU 190 59 490893 288992 779885 19UU.b'i 71765 1794 1014 661 43 26 9u WvIU 190 59 572442 253440 8258b2 5909.10 735l8 1048 5225 568 49 '!3 Su IOU 190 59 650793 220704 971497 1990.71 76135 19ui 1362 481 54 19 9v 100 190 60 725946 190432 916378 961058 1911).9 79119 17i0 1498 422 60 17 9' ILOU 190 40 790434 562624 ! 199''.9'380772 21 9 1628 345 65 14 'I 100 190 46 867724 137632 1005356 1993.94 83195 2010 1753 2/! 70 11 90 100 190 50 934349 115104 5049453 94699 1092997 1994.95 85695 2142 1873 216 15 9 S0 100 190 53 998309 77098 1136692 l 149$.9b 88'62 22v7 I8DS 6u0 00 6 90 IOu 190 59 1059604 65600 1179834 1996.91 90909 2('v8 113 84 5 59012i3 62 1118234 1597.9d 93637 2341 24 10 III) 3 qo 70 160 67 1174732 40224 1222956 IMM8.99 96446 2411 2276 L4 91 3 it) 64 154 71 1213150 47520 1260628 50698 191i9.20 99339 2483 J3S3 kMi i4 3 l5) L3 ISO 76 1246697 1297375 20L'U.5 5210319 25Me 2 0 7 96 3 73 Ib356 82 1280799 54560 1335359 2vb05u 57@05389 ThIS 1410 19 t' 1 169 oh 1316510 5080 1374590 '2y0; 100551 2714 7540 83 k12 3 95 173 9S 1353820 61248 1415060 1456A31 2vo 3, 1115807 2795 26511 0 104 4 90 550 it70 96 1395663 64763 2,lv4,i5 115161 2U?7 $5 I519:' 4 182 102 1431105 66239 1499393. I/ 'roaleswLr-5luil)[I ritio of 1:40. 2; IniilI elaS o asstiiiniiig a 3% growtlh In unrolhiiunts pal. 3 4% aLLrLLioti di/ Out:put NUtt;OI111'luaCIhur 'Iarii njl1UCoil ege 5/ aliseIon1 avUer;gC (Ita;f iud uteaCIer uIlary of l'C533,OO0 P,a. 6/ Ilaseulon averagu uniqtualifict Le teacher s alry of 5FC352,000 I),a. (Teaclier-pupi S ratio of 1:45 is reco:itinoteidot) Note: The number of qualLfied teachers is arrived at by adding tbe college and In-service outputs to tine previouis year's total minus LIhoattrttion. The number of unqualified teachers is obtained as a residual between thiototal number of teaclhers needed and the qualified teachers available. In bothi cases cost Is arriveh itt by multiplying thie total numberof staff by an average annual salary of thc group. : : X \: 01~~~~~~~~~~~~~~~~111IOO (:Ot1)14.4.) * I~~~~~~~~~~~~~~~~~~~DCll(ATl'[(N',7ECT'R(1MlEMORlANDlUM PRlMAUY TIKAURl:ll:SD)ISTILEBUTION ANI) FOI1ECAST 4i; / 1Iit, dliItf IUJLIWII 4i1J,liQ 1l;tquo1I LiLl IVi$ tri i dll MEAR if i Iil tiElt Itt'AI.tI.. t iiltd,( 1t.i'...&k:i lLJ,i:Otai--I (JiuIIqUi il*IfEA lii.0At 11.Vit . it IIL'J cost Cost cliCi I 6,85637622 Z/ 1417 53i t 1 , 3I /i T i7 IJI 130 0 2872871Ž1391424 6. 678711 I9gs5,o 65675S 1459 jS? 146 26 i3 40 100 1/0 -134 344851 285824 630675 1906.87 67645 1503 70j 674 30 27 90 too 190 68 405S13 261184 666797 1981.D8 69674 15Me 921 5UQ 37 24 90 104 190 39 490693 220704 711597 1088.89 71765 1595 1174 47i 43 19 96 10). 190 42 572442 183392 755834 1989.90 73918 IS43 1.'.1 ; 49 IS 9o too 190 39 650793 148544 797337 I990.91 76135 1671 1362 292 54 12 90 Ib0 190 l9 725946 11616J 642106 1991.72 70419 1I43 1498 .13 60 9 90) 100 190 27 196434 96240 994674 1I72.93 80772 17i5 1628 13L 65 5 100I 190 31 867724 58784 926506 1A93.i4 0''95 1049 1153 701 2 90 6I2, 152 34 934349 33792 968141 1994.i5 35691 1904 1835 3. 73 I 90 32 | 122 37 918055 24268 1002343 1995.96 88262 1961 1304 3; 75 1 90 ;6 126 41 1004172 27104 1031276 1996.97 90909 2020 1935 40 ?7 2 9u 40 ISO 45 1031355 25920 1061275 H957.98 93637 2VIl III8I1.; a., 2 90 43 133 50 1059604 32736 1012340 199a.99 96446 2143 204l 43 B2 2 to 48 138 54 1087853 35904 112375? 1999.20 99319 2269 2691 52 34 * 90 52 142 59 1117701 39072 1156773 0o0.61 102319 2274 2155 ? 8a2 2 90 57 147 62 1140615 41888 1190503 26l01.02 105389 2j42 22116 ou 699 i60 15sI 66 1161128 44352. 1225480 . .I3 108551 2412 '!27'7 64 91 3 9u 64 154 71 1213641 47520 1261161 20L3.(14 111907 2 r4s5 !'4tu so 94 3 0o 66 155 77 1247220 51040 1298260 2604.05 115161 25517 2114 74 3 iv 74 164 81 1281332 54560 1335692 1/ Teacher-Pupl.lratio of 1:45. 2/ In this case assumiiinga 3% growtih in cnrollimentsp.a. 3/ 4Z attrition 7i Outtut National Teaiciler 'rraining College 5/ Based on average qualifiedteaciher salary of 'C533,000p.a. 6/ Based oinaverage unqtialifled toaciher salary of FC352,000p.a. (reacher-pupil.ratio of 1:45 is recominendedl) t . NoLe: N TeIO nitmber of qualitled teachIersIs arrived at by adding the college and in-service outputs to tihe previous year's total minlis tihe attrition. TIle nuimber of unqualifted teachers is obtained as a residuaL between the total number of teachers needed and the qualified teachers available. In both casas cost Is arrivedat by multiplying the total number of staff by an averageaniniual salary of the group. HIICA'IATIONSE(C'lTOR M101O0HANIMIJM P'1RIMAIMY THltA(:lCllURs D)1FlU1IIIIBJUTION ANI) FO1tECAS'r 5, ti w d,.il,,.airlwrit teacher qual lea unaua3tea tUal tea . LA+la.AL~L-_ L9,!dLJlaL.tWlALj.wA ll.1a, attuL IJJeit, riled cost Foit CO t £i.l,L,L4.u 1t S LM.it, o;bd.it ;_IpUU.1275 i.!_rb6 110 0 2972871 391424 7/97711 I1985.UO 656b5 1il3 647 94b 2 38 40 100 140 -208 344951 234432 579283 190b.8i 61645 1353 7i3 528 I. 1 100 190 64 405613 208384 613997 3M87.U8 69674 1393 i'!l 45v ;8 90 10q) 190 22 490893 166144 657037 u90B.99 71165 1435 1074 136 43 13s0 l00 190 25 572442 127072 699514 939.99L 73919 1470 13'21 ';5 49 9 90 100 190 22 650793 90464 741257 lii0.91 7M335 1523 1;62 139 54 6 90 100 190 22 725946 56672 782619 1379I 78Y41 1568 |4SU J(55 2 5SS 145 IS 798434 24640 923074 s. 93 BOJ8072 1615 1Isa5 Is b; I 90 13 103 19 843739 11264 855003 1992.94 d;l95 1664 146; la I 90 36 105 23 865059 14432 879491 1994.95 85691 1714 3loo7 .2 I i) 22 112 26 087978 16896 904874 HI95,16 88262 W7S lil I's D8 I A, 95 115 29 911963 19009 930971 19961,97 90909 1018 158 2.3 10 1 90 2i lie 32 937014 21120 959134 3f,'78 J;7 IJ7; 1816 3 72 139 33 121 36 962599 23584 986392 I 98.l 96446 99 1921 1DI,S is 71 1 90 35 325 3q 989715 26048 101476'3 1V9,l. MP99339 198/7 3906 ;0 /6 2 90 38 138 45 303589a 26512 1044410 2uv.01 3u7319 2'46 39JA 41 78 2 90 41 131 47 1043614 30976 1074590 201.1"2 3t,5389 23'!8 2'33 45 GU 2 90 45 135 52 1071863 34144 1106007 d0(l.V3 18551 2171 2.'16 51) 83 2 90 so 140 55 1101178 36960 1138139 hU;.04 111807 Z236 S2; 315 2 9') 53 143 60 1131559 39776 1171335 2004.05 115161 23)3 JY ' 3 2 90 58 148 64 3362473 42944 1205417 I/ Teacher-l'upilratio of 1:50. 11 In this case assuminga 3% growLI)in enrollnietitsp.a. 3/ 4% attrition 4/ Output National Teacher Training College 5/ Based on averagequalifited tenclher saliary of FC533,00o p.a. 6/ Based on avora8eunqualified teacher salary of FtC352,000p.a. (Tlnclier-pupilrAtio of I:45 is reco:inimiL.nded) ,' Note: oJH 0 The ntumberof qJualifiet1toachers Is arrivedat by adding the collegeand In-serviceoutputs to the previousyear'l totulminiuis the attritlon. The numberof unqualifledteachers Is obtainedas a residualbetween the total ntmiberof teachersneeded and the qualifiedteachers avallable. In both casus cost is arrived at by multiplyingthe totalnumber of staff by an iverage annual salary of the grouip. KIHICl(A'TEON SiHC(TOR MI*I0IOANI)IIM HN141)1.MIIl'NT 'I.laEC'"riONS - .1INICIR SECONI)AItY Ilual tnilln liaidu (Iriade (Gradeu (Gradeu ToNn I lit3ginillng Grade Grade Grade Grade Total Yuair 7 I 1) 10( Ioatils Einrs. Yutar 7 8 9 10 Grads Enrs. A* I4u..i ommi id ud pIoB. Gradual Growthi 5'slgl6." ; a "9.i Ji4:2. ') 14uJ.a I5Id.0 104 50'd6.0 322.0 3059.0 3422.0 1403.0 15129.0 buSSIJ 5 llP-u SIII4.J 3.Ju.l 13.6./ IBi4u.l 19'iS 5124.5 795.0 3111.0 3240.7 13123.7154563 l!1.121,a' 4I.S ;di.ld.I S:;t.I 1 1d.t, 52'29,1 4093.0 33eb.1 3239.1 1320.015949.1 517a.; 415.or 541114.53451'.9 1411.9 16219.1 lie? 5333.6 4101.2 3510.5 3450.9 l414.916476.3 9J 5!".I414/.9 Si.2.4 5su.7 ,I1d.116491.u 196e 544u.34265.b 3592.3 3601.0 1416.4 1399.1 I'lilt 44 416b.5 ;StU.I I"io.5 116.17 16692.4 19i'9 5549.1 4351.u 3666.2 1742.2 1517.9 172i. 5 1 1 423!;1.4 S SLui ." 3f.10 I' 1 .9 16670.1 599SSbO.I66 4439.0 319.11 3185.2 1551.9 11623.1 1'1 Sij5.i 4/41.1 3642.J l731.i15;.2 I/)11.? 5113.3 4526.d 3011.7 3963.4 1594.0 17918.1 Po0 It W,5412.41J16.4 3616.0 515.3 1547.9 1/21'1.9 1992 5989.9 4611.3 3091.0 3941.3 1615.919339.4 IYIJ 549n.9 4351.6 StI .& 381S.3 1563.i 11385.3S j13 1 6006.5 4109.7 3961.54020.3 16419.3157u5.3 1'194t1.151 a 441o.'2 3 57.17I 351. 1519.117551.' I 19IS 6126.1 4303.9 4048.2 4100.9 1911.3 19079.5 t 9IIIlI IJbhIIIllFACIOR FUh GRADE I: 1.010CIIIISIAIII IAIIIIIIALGhOUIII FACIOR FOR GRACE I1 1.020COIISIAIII I h6ILlIlaLIS . l/171S ;111hlIIiIYS CrlIl IAl |I dEFFICIEIIC1IS .30)1275 AIIDREMAINS COIISIAIII j.P uI'I at lull Cruu.Lla 1). ReconnienidedOptioni with Iniproved Efficiency 15d4 ' 3522.1' 3'(I .0 3422.u 14'iS.u 15126.0 1904 5026.0 3622.0 3050.0 1122.0 1403.0 15129.0 1hu5 5I/la. ;Y!S 1114.', i!4o.) 1320d.115506.6 I85. 5v1b.3 3975.0 3114.0 3240.1 132E.7 15t6.I1 s;'.S;; 41'le. ;;dId ffI;i l l1;:t.t0 16095.8 I196 5121.0 459.I 3396.1 3239.1 1329.015911.4 1901 5Ji'.u 12I.7.1 ;51.t 3450.9 1414.9113t.7 1981 5178.3 4310.1 3599.5 3438.0 1815,2 16525.9 II.U 5 0 4305.5 1652.L 3421.2 1 94.1 116lb.2 19Hl 5230.1 45317.1 3920.0 3647.1 2267.2 17139.9 IIJI ::5 a.5 45172 ; 1 ;64.1)54.;3 1539.3 1hub2.') I99 5292,4 4125.2 4217.3 3144.7 2153.1 19169.5 ,191, ;iti-I.3S 452.77 11/.22 134.5 159.5 14S1.7 1410 5335.2 4992.6 4465.9 4241.2 3211.2 19924.7 1991 b611.; 417i'. ; ,3.6 3192.0 16£;.1 139Wo.':' 1991 5369., 5017.2 4672.9 4491.4 3623.1 1957o.0 ItyFWai63.d I 't A.9 4111.14 4193.2 )6,. 4 l95t9.- ISt2 5442.4 5134.9 4417.1 4691.1 59l1.1 20122.6 IS; :"/.'.1 5 d1 l2536.7a 11i7.1 2u1lS.4 1993 5496.9 5239.4 4997.7 4970.3 4267.7 204.04.3 199I 6,4. S : ;. i43;.v 4Jo3.i Id)i. 2018.9 1994 5551.9 SJ34.0 5128.6 5017.5 4520.9 2103?2. I oiilillIll FIA11/ihlilli fdh Cilbhl6II I ClillilAilil I AIIIIUALGRONIH FACIOR FOR GRADE II 1.010E1 ISTAIII I 01,l001lL . Wi 2/5 ilib 14IIitii6011961ilil ,lsme II IIZUaitfOr 900%Elid encylprovement: 10 )itsJildiltl 19h9 IL isa ruCIcuaaIuaidtutilth1 it dalril4g thlu nuxt five yeaars(l"e-I991) enrollnnunt Browtl at thte junior secondary level be I lni ull tZ10I t1il aL11LI I)I iiLULIS#u-(I tllLiI I L Inatt Ii sS paptIli l oio LroiltII. , i IL SlutuIlcil haWaaoLt.talalL prujurlt. bi I) ltsilg Cthu IZ rucoii'iuiianded ErowtIawitlh improved efficiency (78Z in 1991) would gAiila"L,u 20(91IIguV autiLiIuvitLsLlilll aL tlhu pruauuit ufflulenicy rate used in optLon/ A. 0 * I I 9 t~~~~~~~~~~~~~~~~~~~~~~~~~" 110!.U 'I'ON 8e0H1 3?1.1M14flxmiinimmim 3*3I3OI.I.M,l11,I'CPROJC.I ONS" N3 - Sl1NI(33iSHCOOAI)AUY Si) L'ufl . I'*L-II. Tc.i.- 5L3COI. Pro,m. Term. II llhlilhu ( Irluju Glradu IrnalIu To : a I ughaullu,lM oraile Grratle Grade Tot4l Y(tntr I1 12 1 Griulls 'lIu l . Yen r 11 12 13 Crads Enra. A. At:(iILI I .lijL.I I B. l4ecullunuuii(ledOption Jnsl liS@,v 310I4.V ,U,.U1 34.8 JSdl.0 IVOI 3t91.0 t104.0 787.0 334.8 5555-0 l1JSJ .'JIv 1 uJ4.3 I3U..J IIIU,9 454I.6 3995 1714.0 135U4.3 1002.3 400.9 4020.5 2'0a.9I ItU' 1328. 0 4`s.5 5891.5 3986 17311.1 IW.I 122N.3 111.5 143o.0 13Y'.u MM IU.S 651,6 7/i9.1 Iq9 1714934 1115.9 1313.3 527.3 4432.6 5152.1 290. u .1ud3.8 03u3.5 102104., 3988 1165.9 1330.2 1354.0 541.6 4500.0 I9jS IPIv. 3II i.a 214/.1 I099.1 134a1.4 3989 1783.6 1394.0 1313.& 549.4 4551.2 i'u di 6.f 53/.31 332L.2 1459.5 11/1.2 1990 3841.1 14U9.0 1308.9 555,6 4590.3 MI IIJifn5 S'2a.5 4/5.4 313. 1 ib1I4 1 3991 1819.1 l122.1 1403.2 561.3 4644.7 I99' 15iiI.3J iSiUJ.t t31d.0 !'5s.2 JuSl2.S S192 1831.6 143. 3 3431.4 566.9 4693.3 l8M{ ! . 1'143 I d!d.v OS33./ 3335.9 40M1.2 I'9J3 3856.0 1450.1 3433.6 572.6 13S8.2 IY1 I IA'54. I IvtitB.4 43.4 SL /L/ Iv94 1014.5 145W.2 3445.9 578.4 1185.6 I 0IIiil3ilU1113il FAiWDH11ih0I0i 1: 1. I.'V3:01116ll I3 I AIIIIUA18ROWIII FACIOR fOR GRADE 11 1.010COIISTAIII I itHL"' 1S , i .5S/o UIi6 115CllilililU 1 I33fFICI(IECi IS * 36/56166110 6ElAIIIS COIISI0111 O (ruwi C, lu U. Itucoll,nandod Option, wItLi I,iiprovad Efficiaency I5J jai/l.i u104.u UI. J114.68 ;SSb.O 3994 3697.0 10714.0 197.0 314.8 3558.0 hiG5 0J41. IIUJ.S3 (wJ. I I 4su.' lu'i.S 5 1905 1314.0 3104.3 1002.3 400.9 402U.5 I3l9d& I Ui..3 I 1371.2 I'.u:. 491.5 44u.3 3986 1131.1 134.31 1221i.9 491.5 4300.0 lid) Ilbl.44 34136.2 1S 5.a 531.2 416b.1 1987 1748.141439.9 1324.2 698.6 4511.6 Itb8 191U.v I i'w.2 I 96.0 b8.l 41/65.J :9339 1765.9 151'.3 1420,6 975.1 4705.6 10') 1941.J L'.LL 141,fi4 5)/,i 4913.9 Ii); 17893.S 1585.5 1506.6 1043.9 4935.7 1.1'1 :!ib. S 354i.2 1ibU. 5,95.3 506,1 IS'/U 1901.4 1340.7 1577.4 1199.7 5019.5 lVIl '"id). I'l4.6 'JSS.2 Si.3 S 419 1991 1319.4 1687,9 3635.5 1314.0 5142.1 I't92 ?I1t.3 1. 42. 51 1S1 iS371.5 1992 t397.6 IJ2.9.7 3694. 4 3439.4 5?50.1 1' IHJ .) 11'6./ 6b:.7 5522.6 IStJ 1956.0 I/,S5.0 1726.4 1509.2 534i7.4 IYH3/4a2ulli'.S 175, 5 6/3).2 5698.6 1 194 1814.5 I191.9 1763.4 1595.9 5435.5 I nilIlili 4 ~l111HIII3 tiult uuhtLi3,uhUllnI 1 IUIO 0IflId1l I AIIIIIIALGRO4IH FACIOR FOR GRlADE 11 1.010COIISIANI I 633ILIIIIL';313E13.V 3 ,3IIJ)~S3 IS; 6 S COIIbIiidIi I I:&, IluraZwiIIIrJr 00Z El3fluery IaPrJoveenti 10 years3 Aller 1955 Dl11) Lo) Liu I il3l3L uLi U1111IUOy11ulIL olil(3 rctull IL6c, IL IY runollillunlicd LIIUCtdlurJilg the noxt five years uuirtllul 1rowL3a BIiIuu.bu I JiJIUilu LO 1;Zj1l f1l IUwJJl tilut to Bu Icraucudurlgradually tS) eventually ciisit6l pupoI a LItIll gIrwoLII. ll lt,ur p rLjuu Llou1I) tcl3lig tlet 1% rLconuhlutludIIeJgrowtlh withs Iioproved uf fleluniiy (uilul. 7UX Ill 19''1), LI,uru would tiju753 iu'ru graduates tiiiu untiderprojection B JilUIIJi I(IQ LIIU 111tdLUIIL UfflU1)liLY e ULL'. I, cottmitos 4IlJ1CAT'10NSECTOR MEMORANDUM SlICONI)ARYTlCACIIERS l)lSTlItIBUTION AND PROJECTIONI/ oiT Ir()Nl: P'rosunit Rntto 14 .Iti,illed 2' uiatiiied 31 letbier qual tea unqualtea tltal tei 4/ kii UI LUE,IIlI ratio ILj a,iwid tea.uAtrdin tei.uwastle leausiataqe col outPut inser.output tot.autput need cost cost cost 11114.9vS It729168l 5W ?SI "la?1 a 22 27 0 27 0 2985Q0 101311 397911 1965.Ob 216i) 631 Z69 ?65 11 II 60 0 30 103 3211vb 129904 451090 1l06.97 2;141 139 "M9 351 12 14 60 0 30 94 313972 159203 50075 199711.0 271b41ti 119 423 12 11 60 0 30 129 it5364 194856 560220 I11109 339 " 935 ;24 SIB5o3 21 70 0 70 153 386956 236563 62i717 1967?.9) 3.943 1154 5il 629 IS 5 70 0 70 144 454714 272869 727783 1990.91 455i2 1339 436 7/2 17 27 70 0 70 ISO 520594 318759 6l7.34J 111l.72 5M15 1553 409 874 20 ;5 70 0 190 593966 375592 957459 1792.73 tl'J61254 It, 539 127 22 il 70 0 70 234 643566 445939 1091405 1993.74 71055I)S710 57 11122 23 49 70 0 70 281 700818 530559 1231437 1994.75 92423 2'4.4 iJ4 1451 25 58 70 0 70 336 756o76 631870 M3EM066 1995.16 95611 2812 /b7 1/32 2) 69 10 0 70 401 810726 752949 156365s 1116.77 117I 11 32i6 122 2116i 29 el 70 0 70 476 862069 996620 1752689 1991.98 I''P654 3134 1763 2451 31 98 70 0 70 564 911022 1066413 19771435i 11M0.99 li7759 4i3o R2 ?925 32 117 70 0 70 664 957589 1266211 2223z77 tn '!101l.'l0( 11;117 5092 840 34i0 A4 139 70 0 70 792 1002960 1500956 2503916 I7M79.00) 7;08h16 5906 876 4111 35 165 70 0 70 Il7 1045744 1775590 29715m34 2vu0.lI 5237146 6051 11 41165 36 195 70 0 70 1075 1081734 2096920 3184554 2)1.02 210219 7948 945 /45 38 230 70 0 70 12s 1128330 24720159 3600399 .1'02.u3 313452. 9219 977 6737 37 271 70 0 70 1467 1166539 2909426 4075964 '.i..'3.(1I 3636So5/ 116746,' ltlO 1/971 4u 319 70 0 70 1715 1203552 3417158 4622!10 1/ S'wirco: HII'N. ivlicites teichlers fro,, colleges and lycees. 21/ Attritiou/wilatLge of 4% p.n. of qualified teachiers. 3/ Attritlon/wuatiago of 6% p.n. of unqtiiilifted teacihers. 4/ tisinig averago yoierly salary of FC 560,250 for qualified teaciters atid FC 351,000 for the unqualified. 5/ Assutmiing 162 enroliuinicut growtb. NmihberNu/ of teachierts reqluired for I:34 teaclier pupil ratio. Notel Tite nuimber of qualifled teachers Is arrived at by addLng the college outputs to the previousyear's 0 total minuls the attrition. Tbe cost of unquialifiedteachers 18 arrivedat by adding to the previous year's total tileteaciher needis minus the attrition. In both asets,cost to arrived at by 0 inhiltililylutg the total numlllberof staff by tlhvyearly average salary of the group. I *I CXIOIMRS 15)1UATLIUN S1UTUI41,NI1IUHtAOIUM SECUNDARYrEACliltRS DISTRIIU'TlON ANI) PROJECTION1/ Dl"TIUN IL: 1cco:i,iiienleed growth ;5 trained 2/ untraiined3/ teacher qual tea unqtial tea total tet 4| AM114 enrolIAEnt ratio LEl. Iaiiied tel.unitair, tea.dIastdqetea.wasltie-col output Inser.output tot.outpul need cost cost cost 1984.05 18684 5314 250 281 8 22 27 0 271 0 29500 101311 399111 1985.06 168)1 539 b69 '65 11 I1 60 0 30 5 321186 93545 414731 198b.81 11)bt) 545 288 257 12 10 60 0 30 -2 343072 91427 43529? 1987.00 19'!50 550 3146 237 12 9 60 0 30 7 365364 93661 449025 1989.07 19443 556 324 2"6 13 9 70 0 70 6 396956 79718 466634 1987.9) 19637 561 "SI 214 15 9 70 0 70 -34 454914 75542 530456 1490.91 17US3 5W1 431 162 17 6 70 0 70 -31 520594 57106 577770 1991.'97' 2"230 519 409 125 20 5 70 0 70 -36 593966 44125 6279?1 1972.9; 20635 59.' 539 0J 22 5 70 0 70 -33 643566 29652 673219 1911.94 21041 hul 508 49 23 2 70 0 70 -34 700878 16914 717822 1 1994.95 21468 613 634 12 25 0 70 0 70 -33 756976 4236 761212 uq 1975.96 2;112 632 679 -21 27 -I 70 *21 70 -26 810126 -7413 905313 . It96.9, 22116 65' 722 -25 29 *1 70 -7t 70 -46 862069 -9925 953243 17971.10 ';J''7459 6 763 -45 ;1 -2 70 -45 70 -41 911022 -15995 995137 1978.99 24163 69u1 002 -46 32 -? 70 -46 70 -66 957569 -16239 941350 '161)1).10 24688 !I1 l40 64 34 -;3 7 -64 70 -65 1002760 -22592 980369 1979.d00 156J4 13? 076 -6? 35 -2 70 -62 70 -92 1045144 -21896 1024059 di09Jll.ul 2603l l 4 911 -0Ot *6 -3 70 -80 70 -77 1097734 -29240 1059494 ','W..02 21195 177 945 -74 38 -3 70 -74 70 -94 1126330 -26122 1102209 '!v02.s13 ?A'?I a1"C 917 -91 3' -1 10 91 70 -96 1166530 -32123 1134415 'ul00.1 M29a525/ 861 6/ lliB -82 40 -3 70 -82 70 -102 1203552 -29946 1174606 1/ Source: MEN. InIcludese teahelers from collegesg iid lycecs. 2/ Attritioii/wistage of 4% pI.. of qualifiedl teacliers. 3/ Attritioi:/wastnile of 6% 1.n. of itiqitinlifiecl teaclhers. 41 UsIng average yearly salary of FC 560,250 for qualLfead teacliers and FC 351,000 for tlhe unzqualified. A/sAssuiming 1l1e fol lowiig enro IaIliont growtIIs; 1X to 1991, 2% to 1995 and 3X tilereafter. / Nuimberof teLacIters reai(iaIred for 1:35 Locier pupil ratIo, Note: The ntmiber of qualitied teachters Is arrived at by adding the collegp outputs to the previous year's " - tntal miilts tile attritioni. 'hle cost of unqualified teachiers is arrived at by adding to the 0g previous year's total tbe teacher needs minus the attrition. In both cases, cost Is arrived at by N multiplying tlhe total number of staff by the yearly average salary of the group. ot |HH Pi %n COMIOROS RiD)UCI1l'IONtSECTOi MEMORANDUM sUCONDARY'l1ACllERS DISTRLBUTION AND PROJECTIN01/ OPTION l11: Mtchtingi po1utldaiongrowcl: IS aleed 2/ uitrali,ed3/ Leaschur qual teA UnqualteA total tea 4/ It L.,I,iolli iwl itIu lea.lrainit.dtea.uili ai: lea.ifastAqe tea.tieastaecol output inser.output tol.output rieed cost cost cost 1?91.d5 106B4 '.n71 250 297 a 22 27 0 27 0 279500 101311 395511 5175.16 17245 550 269 265 11 II 60 0 30 16 321116 99193 170379 `1906.81 P9022 Sbi :ee 270 12 It 60 0 30 I 342912 99534 412006 1981.83 20411 58; ;I3b '2516 12 10 6b 0 S3o 21 365364 97771 4631451i 1500.89 21029 601 *24 251 13 I0 70 0 70 20 396856 9779I 484637 19871.90 21660 619 381 IS7 15 10 10 0 70 -19 454914 94014 53979 59¶".1I 2231i 63? 436 219 17 9 70 0 70 -17 520s59 70953 571537 IY'11.7! 22'97Y 657 489 192 20 t 70 0 70 -24 513966 59304 643170 19T72h! 23669 S76 59 160 22 6 10 0 70 -23 643566 49361 619927 I9't;.94 24378 69? 587 131 23 5 70 0 70 -21 700979 39830 739709 1i94q95 25110 117 134 [OS 25 4 70 0 70 -2t 756796 29299 7967i95 11'5.96 25863 1739 b? 17 27 3 70 0 70 -19 91072k 21150 9315996 1996.97 266'1 '5 7122 St 29 2 10 0 70 -19 862069 13767 815935 1997.1b9 118 IN14 763 37 31 I 70 0 70 -6 9511022 7413 919435 5119.9ii 7961 J.7- 02 2') 32 1 70 0 70 -15 957598 1765 95735'3 I ' Ok.''.i0( 291t09 832 840 4 34 0 70 0 ?n -12 1002760 -2924 1000136 157i.011 21182 957 976 -9 35 0 70 -r10 -11 5eJ45944 -6707 1037237 w 2t00t.'.uS Jogs. 82 7II -II 36 0 10 -1i 70 -19 1097734 -10737 10774977 | MI. I I 311Okl 90?7 945 -18 39 -I 70 -I9 70 -19 1128330 -12709 555S522 2w2.'j3; 1)763 't3i VI -11 39 1 70 -17 70 -24 1166539 -14473 11i2065 700J %,4 3/145 5/ 964 6/ k1t'9S 23 46 -5 70 -23 70 -21 1203552 -15532 1190297 I/ Stuutcc 115ME.mu elSdes teacihers frain colleges and lycees. 2/ AttritLLoan/1sta1geof 4X p.a. of qualLfied tenchers. 3/ Attrition/wastapeof 6Z p.a. of utquitalifiedteachers. / lJsiiigaveraige yuairlysalary of FC 560,250 for qIualified teachers and FC 351,000 for the unqualified. S/ Assumiiip a 3% wurollmant growth. 6/ Numibiharof Loachiers requiredi for 1035 teacher pupil ratio. Notes Tbe ntimber of qualified tencheru is arrived at by adding the college outputs to the previous year's total mlinus thei attrition. T11!cost of unqualified teachers Is arrived at by adding to the lireviouis year'atotal the teacher nteedsminus the attrition. In both cases,cost is arrived at by m w multilitying the total nuiaiabr of staff by the yearly average salary of thte group. L S o H *~~~ ~ ~ ~ * COMOROS I)LICAT'lON SECTOR HEMORANDIUM SEI)CNI)ARYTACHIERS13STRIBUT1ON AND PROJECTION1/ OPTIrONIV Incruaisetl Ratio Iu1 tII.ined 2/ untrained 3/ Leiche: qua!tea unqualle totalteA 4/ 1EAR eii olIen st-nt rat1o lea.Alauiledtea.u1ir amn telaaastage tea,watidqe col output iinier.output lot.output need coDt cost cOal 11r4.95 6694 46 25'5 2097 9 22 21 0 27 0 27350) 909311 3199! I195.09 19245 401 %9 265 11 11 60 0 30 -53 321196 74936 376022 1986.07 19022 439 ?09 201 12 5 60 0 ,0 1 3439)2 73124 411276 1997.a9 20411 so 3o6 192 1 9 60 0 30 12 365364 72012 431376 196.099 21079 526 3 4 196 13 9 10 0 70 94 395656 71306 453162 9991.90 21660 541 Al lob6 15 7 70 0 70 -26 454914 56490 591394 19971.I 22310 559 9136 146 17 6 70 0 70 -24 520564 43066 563650 1991.92 229/9 5/4 i49 116 20 5 70 0 70 -31 59e386 30005 £139?1 17721i3 23668 592 531 au 22 3 10 0 70 -27 643556 19707 662275 19993.94 Z43) 609 Jo! jo 23 2 70 0 10 -29 7lt*91b 7156 705614 17/4.95 262.:8 64 20 25 1 70 0 70 -26 756976 -2119 754691 lVVi.V,6 ,5663 64/ 6;'1 , 21 0 70 -7 10 -25 910726 -11296 791100 996.9)71 2b63S 666 .I., -25 29 -I 70 -25 70 -31 162709 -39169 Sli;M I I91.9a 211430 sob U -30 31 -I 70 -30 70 -47 911022 -27151 58llo4U 199.99 Z83l 'u1 9o2 -46 ;2 -2 70 -46 70 -49 95159 -33535 124953 a- 2t0'.'O 291099 79aoi3 -47 34 -2 70 -47 70 -65 1002960 -39536 163424 1 19n;.i.) 2i62 7ISu 676 -63 35 -3 70 -63 70 -63 1OO4544 -44479 1001466 7(1o,1.'l A10992 112 911 4 36 -1 70 -60 70 -71 109O734 -41061 102117 2-0lI.v2 09O.0 195 94% 719 31 -3 70 -77 70 -13 1129330 -521S0 107539) 2L'0.'J3 32!63 9l1 91U -70 39 -3 10 -70 70 -99 1166538 -55774 M91M4 2003i.04 33)45 5/ 844 6/ iciOS -95 40 -3 70 -95 70 -79 903552 -57192 1145660 70 1/ Source: lIEN. Iil ueil s tcalchiers froin colleges and Iycees. 2/ Attritlal/wait;oge of 4% p.n. of qtialified teachiers. '3/ Attrttion/wnastngu of 62 p.a. of unettinlified teachers. 7#/ UsiIng 'iverage y3arly unlary of Fc 560,250 for qualified teachers and FC 351,000 for the unqualified. 5/ AssuIing a 3% cnr I Sineout growthi. 6/ Numiber of tLnchIIurs requtiiredl for 1:40 toacher pupil ratio. Note The nuimber of quiallfied teachers ts arrived at by adding the college outputs to the previous year's i total minuts the attrition. The cost of unqualified teachers is arrived at by adding to the r previous year's total the teacher needls minus the attrition. In both: cases, cost is arrived at by -m I multiplying the total niumber of staff by the yearly average salary of the group. oa COMOROS ANNEX II lable 1U EDUCATIONSECTOR HEU-ORANDUM HIGHE EDUCATIONFELLOWSHIPS ABROAD REPARTITION DES BOURSIERS A L' ETRANGER 1983/84 C . ~~~~~~~ ~~~FRACEEURCPE MAGHEEB AFRIQUE :AUTRES - ~~~~~~~~NOIRE : ~~~~~~~~~~~:, ) TOTAL Sciences NaturellesBiojogj&."..*.e.. 4 )1 lo EdlucationPhysique ...... CPsychologie...... e...... 2 2 Tfioit ...... aaaaaa*caaaa***...... 7 5 : 8 : I 21 (z',c. Feco. Gestion *...... 19 :7 : 29 (Adm.Eco. et Soc...... 18 *) 18 (Sc. Pali. Administrative ...... 14214... 3 (Commerce...... Touzrisme H8tel ...... 2 Cinter-oretariat ...... 2 1 )4 (Journalisme ...... 2 59 1 (Informnatique...... 2 . (ElCictzro-ElectricitC...... 9 3 : 2 2 L6 ( El.ctrarnique ...... 8 :*8 CArchitecture...... 7 3 CPsychologieBioch-imie Chimie 7...... 8 C36canique ...... 2.) 94 -45 19 10 168 11 Eastern Block: Speciakty Unknown. Pays de 1'Est: Etudes non corinues. Source: MEN - 56 - COMOROS EDUCATIONSECTOR MEMORANDUM ANNEX I- Table 11 DISTRIBUTION OF THE ISLANDS' ACTIVE POPULATION BY ECONOMICSECTOR AND URBANOR RURAL EMPLOYMENT (IN X OF REPORTINGPOPULATION) Anjouan Gde Comore Mohdl± Urban Rural Total Economic Sector Primary Sector 83.2 66.9 72.6 40.6 80.9 74.0 Secondary Sector 6.3 13.4 10.3 16.6 8.9 10.3 Tertiary Sector 10.5 19.7 17.0 42.8 10.2 15.7 Total 100.0 100.0 100.0 100.0 100.0 100.0 Type of Employment Employer 0.6 0.6 1.3 0.9 0.6 0.6 Self-employed 67.3 62.6 59.7 44.5 68.9 64.4 Wage and Salary Earner 13.9 24.6 27.6 46.2 14.4 20.3 Trainee 0.6 1.8 0.5 2.2 1.0 1.2 Family Worker 17.6 10.4 10.8 6.2 15.1 13.5 Total 100.0 100.0 100.0 100.0 100.0 100.0 Soutrce:Recensement General de la Population, 1980 - 57 - COMOROS lablEXrII EDUCATIONSECTOR MEMORANDUM Page 1 ot 8 LIST OF VIABLEPRIMARY SCROOLS The recomendations of thu Unesco school mapping exercise of 1981 were tnat a schoolcannot be builtwhere the populationis less than 470 inhabitants and within a recruitmentradius of 3kn. The densityof populationmust be at least50 inhabitants/1m2.The followingtable indicatescatchment areas in relationto gross enrollmentrate reachedand where scho3lsshould exist in each island. A. GrandComore - Region BAJAINI Enrollment aCatchmentarea Densitv Rate 2 class-i 3 cLass- Withina 3 km radius Within a 5 km radius schools Schon's comlete 3 - Complete rooas Coplete (6 qrades) r__ m..q 79,25 % 470 _ 1._ z_80 50 100 t8 36 1 82% 451 1.54 2.710 48 96 t8 35 85 X 435 1.306 2.612 46 92 17 33 90% 412 1.232 .2.468 44 87 16 31 95% 1390 1.170 2.340 42 83 15 30 100 % 370 1.1o 2.220 40 | 79 14 28 -______Retion MORONI-SUD______School Sotal School School Localities~~Tot-al age Sch.ool Localities Pon. age Localities PODU- pop. sizes L l e sizes __la~~±on I o - _ _ _ _ _ 3A41BANI 6a2 151 2 CL:SSES Xo-NDZAZv!B30INI1.391 305 CCHML=-.E 3I-HGI-ducu 1.296 276 3 SALIMS YOUNT 2.693 615 CCMP-LzE 3CUZNI 1.090 237 3 SALLZS N'DROUNYMI 795 185 2 S-uLLZ-S CHOUANI t.062 213 3 SALLZS NIOCMAflZARA 2.015 375 CCI2.TE=M- DJCUMOICHONGO 1.378 323 COMPLETT5 SALIUMAII 1.031 240 3 SALTZS DZAHADJOV 2.439 490 CC1PLZ-.E SZLZA 1.046 240 3 SALLZS HETSA 583 127 2 CLASSES S2ITGANI 1.509 451 COMPL SE ICONI 5.777 .221 C0caP* = 0UVOZLI 2 .124 479 CCe PLS MORONI 20.112 .620 COMPLETE M3OUDADjOU 570 124 2 CLASSES MDE 2.322 536 COPLETET X'DJOIEZI 2.315 589 CCMPLETE MITSOUDjE 2. 57 574 COKPL STS j 3_666_1. 0 1 2 IC1'RL.ZTE _ _ I - 58 - ANNEX II Table ;--A Page 2 of 8; Region MORONI-NORD Localities School- Loam-litles chool pop P sizesch1o Pop. I sizes BAHANI 706 1 J 2 CLASSES IEVAN 450 13 Z CLaASSE BANDAHADJI-ISANDRA 551 13 2 CLASSES MOR0NI 1z12 4620 COGP5=E BANG,N! 833 18 6 GRADES 1TS;ANGADJOU 1.010 252 3 SALLES 3ATSA 1.219 273 SALLES icsAHDou o0itEI 703 168 2 CLASSES- BIBAVOU 510 It 2 CLASSS 1 ORALE 9361 256 3 SALLES !CwoM.ON1 600 174 Z 5'!T;Z 13TSOMDJINT a. 59%j c I4pLT=E DIBOINI| 450 12 CL.SS OuzH-r_S.DRF 764 157 2 c,.-SSEs ZZAHADJU 50 1 C 1SSS OUSSIVO 964 236 3 SALLES DJAEAI II 950 2311 3 S,LLES Si;.LMaJI 1.480 385 COMPL= FAHCTA 2.3' 628! COP- S.;.aODON 9360 2373 3 SAiLBS EA 133CUGLCz. 610 13)1 2 CL-;SSE SI O6H 850 220 5 S, L.68 EAW;,S.:'%GU I GO 231 3 S^E--- 430°s5 11D5 2 C:S=S-S IRCE. {1 3.30 251; COtMPLZ40SS .OCLI ; 11 7 L-SSES ITSA,DP: MDZJnI *1.840 4 COYeTL I SIDjE 2.2161 571 CO!0LTE jTSM-lMOLDIDT.688 37rd zo N -1.220 323 3 S;.L ; -1.44eO 31 VAMZWO.DJU 6801 a C! .SSES ->0._ 70515 20C4 2 CL..SSESJ ZIV .JDANI '501 v ______. _Z__D_ SI_ i _ r - 59 - ANEX II 'E 12-A Page 3 of 8 Region H0RDI-NORD E Toalles g sihes Total Sch. School Localities lxmuLatior age sczoo Localities POP- age sizes ______pap ______j op. I_ _ _ _ BAJIGOI-OlS N: 1.840o CON2cmLE mDJA4w=DE 1.200 2603 S..:S ATSA 500 130 2 CLASSES INTS 2.25 475 COMiPZE F 500 -125 f- CLASESINTSll;AGUE.7EM&W1TE I 12a.8855455 fCOM TP !wi860 | 0 3 SdS E_5TIDZI 1.5345 j 30 3 SALLS D--JA I 825 215|3SALS IAI 880 275 3 SALLES VIEMIDOU 845 220 v3 SALLES MDROE 650 i6%5 2 CLAsS MITEAMIOULI I 4.2610 0 i C0IGI:iS ICil- 516: 160 2 CLASSES zVoDZE -1.165 250 3 M ;3ABDANI 99102 45 3 SAL r0UlDi.LAH-IsITSAMI0Z 2785 2 10 2 CASIIBO ! 7451 185 12 ClASSES OlELL }5 5CliKIGMZ 2.275 j 430 I C 01sLEE jS=LEL | 8101 190 t3 SALL-S 0UG0ZI 575 135 I 2 CLASSESDl(DjCU I 770j 185 12 CLASSS OUZO 1.175 275 3 C-ASSZESEzSOUIIZ 800a 180 3 SALLIM ?=!3jAX-B.4GC7LnAF. 920 250; 3 SAL3M j S.iDZ3!I 1.015 240 3 SALLES 2AMLZ j 625 15O Z CLASSMS MzJ, 4.285 1.000 CCNPL5E DioJASI 1.766 360 cP- z I-0uc-u 8201 195 3 SALLES DJONGE 120I50 2 C-ASS3 MCSIjA 1.,200 250 3 SALL-S XCXCNZTA BC5r)E 830 | 170 s S';Z :i&c. ;3'I 630 195 2 CLASSES D30N- 1 .015 265 3 Si;I33 2.220 585 COMPF AWZDZA 1.14&0 270 3 SAILL MAO =ES 7 4 5 160 2 CA.s3.s=_s_ - 60 - ANNEX II LabL-e LZ-s Page 4 of 8 -AqoUANUU Region .OUANI- Local.iteT age| school TLtaL age School -- o- l_t__ es__ _age __size_ Local t-es pop. po sz - speoop-sz BANDWl-MARALS 1.500 350 Complute WOl 1.806 420 Compl&te 3550 lCo OAteMAKI ,7.050 319o5rmL;tes ______; ______, B<3..OCO j850 tCompIte pATS 589 1L I______Ts:a~5Classes _~~~~~~1-3 !j 92 1jCa I CEiAYDRA I,.,,o tQi CoIpLite isTSEZMEK5.5 j6601 0 jc 2- CawpLetes DINDRE i3.600 .000 _Couiete SOEAKOL 910 2801 3 Clas6es --- - ____- L_j* - _ E______GNANMIUTNGA 1.070 j 2 ja3l30 es j AjO=O. 1i.12 |285 13 _salles | I J1ILfl. V695 J 10 ccOICte - - - - 61 - ANNEX II Table I2-A Page. 5 of 8 Regtion MUTSAMUDU Locali±ies fTotal Sch. TotalSC!,. |Localities poap. age School Localities poP age School l l pop. sizes . sizes A.ABAKI 717 250 3 Classes KAAOUha j 535 150 2 Classes s I @~I B&NDRANI-MMANGA 2.388 590 'Comp].te VNT5 4.450 11.500 2comaletes CMMONJCA9A i 11300 >031;oz34 te MJAMAOUE 520 180 a classes CHITOUNI 1.570 385 Ca=lite MJINDRA 580 190 *a classes EAMPANGA 2.200 600 CaosplUte HO0IMHiI 80 240 2 classes CMGSANGANI 2.380 620 Complte MUTSA:-Uu 11.188 4.260 5 complites iPAGE 655 |215 2 completes - 62 - ANNEXII Table 12-A -Page 6 of 8 .Regiou RNIOTMAKELE S *,..~oclile Total ageoo School. Total Scge school t|POP. | pwop.asizes Localities jpop. oge. sizes ADDA - .485 1.350 CoaLi te C.070 1.050 coapl&te BIANDBAMDMl 1.605 4l50 3 salles rJ:l |1.610 3851 3 sales CEAAOII 500 120 3 salles NIAZBOILRO 1.aoo 260. 3 salles KOIUII 1.710 365 IsaleONGO 41200 1 zlte DZi | 1.O0 a40 j3 satles SjDAPOa 1.105 250 3 salles HAMCHA 9.50 24O 12 classes DAJi 1.180 2751 3 sales NGAT 72.250 oGO pCo=l&te N|S0 * .'00| la ea5 0 3 5 a e .%MWI4 | 2.71-0 | 250 CoPli-te|l -~~~~~ ::{.z ______- 63 - ANNEX II- Table 12-A Page 7 of 8 Region DOMDNI TotalI Sch. School Total SC School Localities P . age I size Localities p op. size BAK-O-MSANG&A,2.314 650 Complate ONGONI 925 250 alles Dow n 7660 2.300 2 completes GUZINI - -60- Classes KoIGANI 1 .265 t 35 0 3 salles SiANI 90090 0 2 Claszes R&CHIBDiDA 6605 160 2 classes BU=u=UN 900 215 2 Classes ______I ~~~~~soil KOKIDJDJ0o 3.380 1.085 Complete FL;G '.NiSS-M 1.157 3CS 3 Salles ;3G.DZARE 2.1180 750 Coa=lite | l ,_ -64 ,- ,ANNEX II _ Table 12-A Page 8 of-5 C MOHELI ______s_h__School__TotaI- Localities TCotal -h School pop.Sp._ age siLze LocaliLties Topa- ppaachsLz BANDARSALANA4.50 110 2 Classes abGg 50 13 Clse 130IGOMA 425 | tOO Z Cla feS| DR0DROKI 665 1 ?O DJOIEZI 1.343 350 Corplite .670c 350 CoCAcsoTite OEONI 5.563 |1.350 3 Corolites |51RQU0- 550 20 2 Classes MOAZ( 1520 130 3 Classes | 'M! 450_ 130 3 ;alles ITSTi4A | 100 2 Classes 450- 125EDk 2 Cl-szes NG"I !°05 t05 I!2 Classes I 6 KIIANID "v00 105 jZClas3es t(B.55SE 550 j150 :3Classes i 61; 3 10 Clas.-es ~TA~C0UDJ* *6 ! _ _ - 65 - ANNEX II Table AI;- COMOROS EDUCATIONSECTOR MEMORANDUM PROPOSEDSTRUCTURE OF PRIMARYSCHOOLS One Classroom School Two Classroom School Three Classroom School Grades Grades Grades I 2 31-2-3 1 4-5-6 1 12 3-41S-6 One Teacher Two Teachers Three Teachers No. of Pupils No. of Pupils No. of Pupils |Xin. | ax.| Min. | lax. min. Max.| 25 60 50 120 90 ISO0 Four Classroom School Five Classroom School Six Classroom School Grades Grades Grades 1 12-314-516 1 1 2 1 3-4 15 161 1 2 3 14 5 6 Four Teachers Five Teachers Six Teachers N1o. of Pupils No. of Pupils No. of Pupils Min. i .tax.l lMinm. Max. |Min |Max. ISO 225 300 270 360 For schools with larger enrollment the administration would use the full six-classroom primary model plus one of the above models -which would provide accommodation for the additional pupils. This type of policy would help the MEN standardize the allocation of teachers. EVIUCATIONSECTOR. HIIORANVUUi plitoplolel) CONSOLIDATIONOF SECONDARYSCHOOLS GRAtIDECOMIORE * Selucted acilools witli workshops u Selected schools without workshops xxxxxxxxxxxx 0 Scliosls not rotained after consolidation STIIIIN'1I'EN llOI.lMEN'TS TOU11 rOTA. CLASSROOMS TOTAL NUJMBIERANI) - Dl)U- llACll OT LOCALITIES WHERESTUDENTS, POPTLA- NAM1~~oL scuooi. I)J~~~-~HACIF NOT ~~ ENROLLEDAT TUEHSCIIOOL, PPL NAbILlOL? SCHlO(l. 6&ea 5ama ijme 3Ums IOTL PAk'L'1'IS; USED USED) ro_ ENROlL TION 1. COUlEE 198 165 103 - 466 8 7 8 1 - l1RONI ET lAlVIROH5 .0.111 2. .D!L 54 63 33 41 185 5 7 _ 0 4 DACIIH- K'VOl'lI-1,K.Z-IlAVIi1G(UH1I 7.83L 1 3. Q§h 13 33 26 23 125 4 4 3 . 0 3 DZhlt.ltI II-t:IT0UDJDthI-S'3..DtCOD4'111 70111 DrxIIDJOU-DUM1LAI1l-II4A-9.'J:I -_ ------__ D~A:IA.DJn)U-s.;:C SKCtNX - 4. tjzjl 36 15 30 - 81 3 3 3 1 4 x ?IDJ8LIIII-BO!:I-SImA-uINt.- 6.3w ______- ______- - - DJOO-ItVThU!I-D:J;:ncwDZIY.:UI - 5. ICOHI 100 116 liDDo 31 28? 7 7 5 1 6 ICxHI-aR ACIllhLEl;OmNDZAZA-HDROUAril- 9.0e i_HOINI 6. ITSANDRA 43 38 31 38 150 4 5 4 0 1 TIMlDRA'-11TA(.UDDINI 4.284 7. 1129xx3 43 4to 30 - 113 3 4 3 1 4 ITBIKOUD!-IfIA^HOU-0OUIhIAtI-?S.T8.IC)OO- 4.14I ______- - _ - - - - _ _ - - . SIHA-IIAISUDJE 8. IIAUAYA 55 38 19 17 129 4 7 3 1 4 HAhIATA-OU3IVO-YBAIIG.'.II-BIDA.VCU- 57045 BOURIEINDI 9. KOIHBA1II 35 -io 28 - 103 3 3 3 0 3 Kt,IHBANI,hvllOHOllI-SADMIr-IROIIE-BOEI2 3.68$, IIAIIlCU-OICIILI 10. HDf1ODJOU 107 92 56 71 326 8 6 10 2 12 HIT!SOUDJE-oHO:OtI-DI-.lGOI-tlKClhIOhII- S33 DJOUNOIXCNOII0O - - -- ~ _ - - .- . - 11. DOUF 248 193 2 - 616 3 13 13 1.4 9 ItOlt Ml ET- 3VIRoH t0 H ,, ,_ _N_ SlNlel_.M:NT r'OTALT Al.AI CLASSROOMS NUMBER ANI) 1 I)1- l'ElACII LOCALITIES WIHIERESTUDENTS, TOTAL NAMEIOF SCIOOI, . PART- LIUS NOT TO- ENROLLED AT TIIE SCIIOOL, POPULA- 6amc 5am .arn1o 34m. TOWTLMENTt USED USE!) TAL COME FROM TION' _ ~~~~ _ 12lI110111ADzAhlA 62 46 46 50 a04 5 5 1 6 HIOUlDSD3AIIA-h!TSO.DJE-SALIIIAlI- 6.5go .______. _ _ . _ SBELEA 13.11TSOlDJIIJI 65 65 1.3 50 !23 7 5 4 2 6 IT.1!DnA-IITSlI:DJIII-SAHBAKOUNI 7?.140 ______l_ - _ 1- , - - - - D.AI:DAIADJI-DZ:.II.hlll _-_ 14.8ALVtIA1l lao 72 36 4go 188 5 4 4 1 5 8AL!li.'.I-T8IDJ& H.%OENI-BAiDA 5.83 ---- _ IIADJI 19.SThO.AhI! 32 75 38 58 203 5 3 0 5 SZliol5.111-I.DJOIL'ZI-I)ZfIlADJOU-BAlIlA1NI7.5'40 16.VAllAIIB6111 -60| 31 33 31- - 4 | 3 1 4YlA 290-OlI)-lAt-lT8IV111'-5 0UBLLAl4TII;4JlDA.8-BAJTU 17.Qg]iTt7T U1 3U 2 6 6 5 5 -2 SYOUVOUtI-DOUIIVl:lI,N-llDE-BOhDI 9.460 N-O!IIDZZAS 1U.aCEDEt3IOIT 5a 52 39 _ T5 9 4 4 0USLLA1I-DA1R1OI-K"UhhI-OU" DATBA-KOllA IC-IYI- 7.115 7SW '. yeQ - 54T*G9 -F 3-- 1,57 4 31j 4 4 :llSAI-hlhlT5..TII!DZI-1IDRC0IDE-1110;IIA-7.260 x9ifffli 1lILIMA-IADJOIl@thI-IVOINI-HOIDJA- ______~~~~~~~~~~~~~~~~IIADJAI1h30U 20.HMENI 69 2T61 70 8 lIII HEt i) 1_ThIflILI-IFO"l.lDIllE1II 9 19.3 8ATOU.UELECAlIl-IT:3AIlDZEII-hlADJAi4BOU 21.XIT'lTIlIItlI 128 139 15 to9 561 9 10- 2 1t2 IITSAt4lilULI-: IDZ.At'ilE-NEPXlDlJA-OUHOZI 9 *780 DW11IrAN!-llS.$101)JOU-I;TrADJWNI 2a.IlTGAOUENT W4 96 3 00 a * NTflAOhllE-IVEDDI!-DJOHMIItlT3OR.1LI9 355 IIOIDJA-DJONaOO.1r-KUtIA-D4IIOhII-CIU,SiLE ,1. tv~~~~~~~~I _ . . S'l'lJI)II~NTIENROL.I.MN'' L'T1 OH O.ASOM..--. NUBIIERANI) - _ IOT)A-iOEACL _ S . LOCALITIES WHERESTUDENTS, TOTAL NANkEO1F' SCIIUOOL 6^u. 5a. ,.a. ,a TO- PA3N'RTERS USED NOT1DTOT'AL ENROLLEDAT TlE SCIIOOL, POPULA- TAL lfeffr'S USED USED) COMEFROM TION 23- i;§9yX 57 53 29 _ 139 5 7 3 3 6 Cl;IllDuIII-cUROVn1Ir-sI.AB"dKI- 6.267 2DA11 DJOU1-HA;KcJU-IFUNDIHINANDENI _ . _ _. _ _ . _ D~~~~~~~~~!:.:lD:.:i2DJI , 4 2 ..FOUIWBOUhlI 86 117 66 _ 269 7 8 7 3 10 FO XW2Utlhl-IALS--KOV-VDIDJO!NI-DARX- 8.57S :sAL.IIA-KTIIBANI-E0!IIDAI;I-KOURlANZ- 25 .40110O10 81 62 37 _ 180 5 5 4 O 4 t!C'UIORO-NIOUHADZ.Il.A-BAIIDAkADJI- 6.7 z - PIDJANIX-UCONI 26. oUZIONT 75 40 _io - 5 7O- 3 T 3 0 3 OUZ!C'NI-SIIA-HROURiNTBIHA_BISS 0 -U8^A;rr~- - _l. . I.KOURIANI0IIKAI:OA-IIADZISs'.NI-DZOI2OU- DZOIDJOU-DOIIOI-H.DJAIIK?.OOI 24. _4 4 1 3 II 0 3,_ DEtD2lI-T5IN!liOI'l0tIGlO-KANDZILEN :IWIUDE-HBOINI-ITSOUNDZOU-Pt.JIDA SLtidelitS enrolled at lRtical Schlools, willch must be consolldated, will have prioricy for enrol Iment at Rural Scihools located within their domicile. 0 m j5 tn ANJOUAN LEO..IliL8 | -- Selected sclhools wili workslhops Selectedl scIools witihout workshops XXXXXXXXXxX Sa-.ools niot retLlinetd after consolidatlon STIII -T- -.ENR0TeS TOTATTOnAL -T SR LOCALITIES WIERE STUDENTS, TOTAL NUMBERAND - DE- rEACII NOT OTAL ENROLLED AT THlE SCIIOOL, POPULA- 4 NAIMEOF SCIIOoi. 6amo 51me 8me 3ime TOT$'L LART- LIjS USED USED COMEFROM 28-.ARKH 52 78 38 168 3 3 2 3 5 fAZIMIN:I-KOKI-PATSY-nlAiDn.liLIAIAL3 6.e IO 29. PHi 89 39 41 _ 169 4 5 3 0 3 DtdIDRAffI-NDJ.u:A'aun.I: .0.i - .51 5, ______- ~~~~~~~~93C11ROHCAI4BAII! 30. HOiiBO 29B 2i5 1i5i E69 -7 _GiIG. 153 _ IT12T1 RU Thu- }M: ll7l- 14, -1 TYAG-HOx;Or-AK.;D.'Iz-I:JI:l.'IDRA. 31. )HUONTSY g511 65 45 125 289 9 5 7 0 7 IIUTSlAi4UnU-i;IROlITSY-oL;.IIIJ-D!2INIINI14.1; ? 32. CUANIll r 2%T--ETb -y2Ti -1 -1F* 13 2 i3 OUlAflz-BAAKAIII-PArT5Y--Irn:BO 9.k.o 33. POIIOMI-- -- 100 61 50 - 211 6 5 4 0 4 P0140111I-POYA-NIIID.I1-LIt:aoCIi-DARSALA-12.o' 0 33.- POMOHI------I I~~~~~~~~~~A-V0L'AhII-V:.JS5Y.DIJDflI 314. SIHA -i -68 -65" I o0 ' 1102 7 6 - 0 G 8I11A-911i3I11I_iI!t1t-K.'V1:J- _------j- -. _ IJPIIIEP,"T-DflLHSOt,ifII 55--___TS__M_g 50 66 53 65 234 7 5 4 0 4 TCEiOU-CI!:D'.-DI;1PfI-D1!DRA- 17.1.5 36. 50 25 23 - 98 3 5 3 37 6 1AI4D.:.0-flE-0;COlG!I-Ht.C'IPI11DA- 9.' .5 .~~~ . _ _ IIIAHWRO-HRO#@;DJI-K011IDJ0 WO - 3 Q 43 37 29 - 109 3 5 3 2 5 RMAIANI-C'IOUENI-DZA11I-11rUiIGA-KITO6.. ,9 3 i?OHiY -225 1-2- i35- 3fF W14 f5 7 BBDRonI 7oT[iO 39. LIWARA _ 3F WTPMNI-= IL I NOJII!.,1 I.OCATION1OF RUltAIISCIIOOLS As acmefficient measure, the coiisolidatloin of four Rural Schools into two sclhools is necessary. The two selected schools would be provided iiltlworksHops. kian :DEG _ u Selected sclhools witlh workshops after consolidation XXXXXXXxxx u ScIIoo1ls ot retained after consolidation 9-55D5NT INRO11M NTS TOTATrOTAI. T 'sRfnL LOCALITIES WIERE STUDENTS, TOTAL NUMJBERAND T lD1- LEACII Not TO- ENROLLEDAT TIIE SCHOOL, . POPULA- NANIEOl' SCllOOl. 64me S&ne 4&ae )& eTOT^I>1 1 3NgrTeRS USED USEI) ORL COMEFROM TION 40). 28 30 24 - 82 3 3 3 0 3 VAIII.II-ZIRO'lID.'Jl-.lAG.".OXNo0DA- 1.690 X I?ra*iIA 41. FOHIONI 125 8'l 79 - 288 7 ? 7 2 9 FOHB-:NI-BO0IOI1A-DZCIfLI-IOANI 7.950 /i2 HIOUMAQUOI 18 35 23 - 76 3 3 3 0 3 1IuI0IAcuoI-IIIRCI:cl: I-WoELLAU- 3.296 NDRO:DRONI-RMIA 2.280 15 25 2'e - 64 3 3 3 0 3 VMIA1I!Di.I:Oh111IDAT8E-NThEUnA- 3AUD.J15ALAIEA OIH c:oIIiskiss vJAWAIO:''tN SEt,l'll 11011,1CANIM1 EIlUt'A'1'1tlN INVES'If1t'lT I'KRtKlEtS SUtmi 'II TJ TIIE JUI.Y 19f4 UNOI'S CONFERENCE tin1 DO I DioeI WC 3 SlCTIUI xN NOlDV tlDltT mgticali UTtlW COITIS rFuKOOr .,:.~~~~~~S 41 . . . .. a ....S..L...... ;;;;:..41 4..1.44414* ...... 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DONtiLlaab IS. 4N! 11160 I 3116161 131116It IODNATIOMCONEiIlUC ebgb D1r!11111 1311061111 ID16i666 11111 N114 I NATIONALltCT DC1N1S101 DSlt1maliem doe iseaIlla, 11 eel,l,g tJmI. ,s 111 961 AIll,, HIl tor llfl It Ililtoof ID t l 111il ISII I N At '.111INSTITU' 9 1TOlO'DCIN tultt IIaNlostIll, ildloole IJ Iallee 1111 M fill.D.itketall cINff) 1 litl-s it *leilla t'.lulet11, aeolel 1'1111. 1t16 1010 III*isola Ill SAIN19111111 111 I AIIT: OtL,51U .II.47T ZtOVILI." 1`OIIL!3' I-or1 0 ~4 a-&Eentleetl, 1IL - 74 - ANNEX III COMOROS EPUCATIOU qCTI, 17 !JAYM SEIECTED DOCUENTS 1. Islamic Republic of Comoros - Education in Perspective. Diagnostic and Priority. Education Memorandum 1979. UNESCO. 2. School Mapping Report - Xoroni, 1981. UNESCOIMEN. 3. Ministry of Education, Culture and Sports - Annual Statistics, 1981 and 1982. Education Planning Office. 4. The Bursary System in the Islamic Republic of the Comoros. Pierre Verin, FAC, October 1982. 5. Analysis of Primary Teachers Situation, November 15, 1983. Mr. Cassisa, Advisor MEN. 6. Program for the Higher Education Institute in Xvouni - MEN, 1983. 7. Snmnary of IEN Personnel for Years 1983 and 1984. 8. Documents of First Donors? Conference held in 'ioroni July 1984. Planning Office. 9. Study on Organization of Non-Formal Education *n the Islamic Republic of the Coaoros. N. Samba Yacine Cisse. 10. Bulletin on National Education, February 1984, l!inistryof National Education (MEE). 11. 1984, Federal 3udget. Ministry of Finances. 12. 1985, Preliminarv Federal Budget. :linistryof Finance. COMOROS _ _ _ EducailonSector Memofandum EducallonPytormid 1983/84 q, 3 j luvD GICA4 Au _Al| ja E E IG 21 G f 8 21 mI2ut t 2 | f WIQ Io-1 .94 1_ 14 II~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~U14 I 'VIa 1wVLWWqdId t _; _61_ Mlg . Y___ __. Il A,. . IbmI a I8I 22 tII 164 U I b l Y ItA1i4"}'1.9.4 bb1o .3 3. a1.1!. a iult4Y1a11zl.4bt1itIC'Il4ii'lll'a1^t~ [email protected] lItl ilaV /.1 ll-I|jI it4 4GIO1al6 IA4 .. IIU,IkMI I) I,VJ4tojullA iiIk I.' II A( thI1 W.W"tf ,.1 .Ik& e COMOROS EducationSclto Memorondum Slructuroof Ilte FormalEducallon System 1984 PREfl4IMARY PRNIMARY MCONfAY HIGI*R - I 4 _I -H1 1I 4 -_ . . * | I L44*U kjcauAvy IeCWVkIwrjScc4 IIMU* AAAUhIky brfKIx FF-13HiI-fI1--UHTh-EJ-ta~~~~~~~~~~~~~~~~~~~~~~~121-fil-fl-El 1gi kmlkmi {31}(3E14~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -B{[3+ lWoguk:nlSclZ 14goLncoxns @4 I~~~ v 9lCbsl"d~ ~ ~ ~ ~ ~ ~ Avjlx 70 4 ~~**I,*JY,.dI.1 I~~~~~~~~~~~~~~~.j 6 8 9~~~~ III II Id Ii 14 I!, 1eA ti is 19 20 , ~~~ *.eIt.. .*~. liii k~,,lnfd.an, 1.i, tqqIsM~ ug I.#i.MmySpa soids1 willI bishIKIks I,UIt.11j,615 I., I~~~~~~~~~~~~~~~~~~~~~~~~ COMOROS EducallonSector Memorandum Mlnishtyof Educallon OrganizalionalChad 1984 L%likillivijaI _ I _ G Il I&xIwlk:C9 u IonhiIulo ILIIS.IlMA E&.li, dCc#Iol%j 'inSuravc . 4F. u t.llt I t I WQlil littV -2tM5~IilKANi It114.81Atlus IIcnumj I Ills~ u,~ ~ ~ ~ ~~~~~~~~~~~~~Iiolc DI'loquic .4~~~~~~i.*.~~~~~~~~~ 1.111 III ~~~~~~~~~~~~~~~~~Wcokli kMik-2696!,