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fiiL COPY REST V Report No. PE-Za

Public Disclosure Authorized This report wcis prepared for use within the Bank and its affiliated organizations. Thoy do not accept responsibility for its accuracy or completeness. The report may not be published nor may it be quoted as representing their views.

INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized

A ThllA -C A I ,I-%

AN EDUCATION PROJECT

IN

ZAM]3IA Public Disclosure Authorized

March 20, 1969 Public Disclosure Authorized

Education Projects Department C-TT1PPGURRENGY~~ 7\T(.JV E-QUIVALENT17'C'TTTV ATTP~MT'q

US$1.00 = Kwacha 0. 714 Kwacha 1.00 = US$1. 40 Kwacha 1,000, 000 = JTS$1, 400, 000 TABLE OF CONTENTS

Para.

BAS:LC DATA

SUMIARY (iY

I INTRODUCTION 1.01

II THE EDUCATION SYSTEM

Administration and Organization ...... 2.01 Primary Education ...... *.*...... 2.05 Secondary Education ...... *,...... *** .. *... 2.06 Teacher Training .*.*...... * ... *....**.. . 2.12 Technical Education and Training ...... 2.19 Agricultural Education and Training ...... ,... 2.25 Higher Education ...... 0 ...... **... 2.28

IiI COSTr AND FINANCING OF EDUCATION...... 3.01

IV EDUCATION ANfD TRAINING NEEDS

Existing manpo-wer situation ...... 4.01 Future dlevelooments ...... 4.03 Educational development needs ...... of.... 4.o8

V THE PROJECT

A. Technical features ...... 5.01 B= Gflt of the Project±. =.= === =751 C. Execiution of the Project ...... - 5.24

VI CONCLUSIONS AND RECOMMENDATIONS *...... *...... 6.01

This report is based on the findings of a mission to Zambia inAr:-l4'I aX, I''8 colo-- -- -of Messrs. P. P.- T)-nD4k (eoois,n C.. A. C. Hammerschmidt (architect) of the Bank and Messrs. J. C. Jones

tecUhnlcal ed-ULLcation)Iand O. ±1arkgLrL6Ien (gL,eneal UAUedUctVLJj, LJbUII JU LCL kl- ants to the Banlc. A N N E X E S

Annex No.

1 Oroanizatirn of education administration, 1967

23'Af PrIiitutueo t-n+- Edu.cationa n)of amid,lo:x. A s C19671 A7

)G^roTwth of the Zam.bian educatic:n system , ...... ioAn=1968 A~ 1147 ------1 nA7

5EnroLJ.JILlIre UCr.gLUet forLU[ ULi.ArUCL eLidUcion, L7IJ -9L7JV0 67 Enrolmn -aOt- -eo.a, -chos-196,-1980 o ---

7 Tea.chers in s ecoUnaIUCy sucioul - Uemandlu. aniu sUpJpJ±ly

8 Nortvher-n Technical College

9 Total National Expenditure on Education and. Traini±ng, 16UU

10 Recurrent expenditure,L96L/65 - i9c8

11 Recurrent expenditure by Ministry of Education

12 Projected recurrent expenditure,IvIinistry of Education,i900-1974

13 Capital expenditure,1964-1968

1i Educational attainment of Zambian labor force

15 Employment by industrial sectors,l954-1966

16 Proposed secondary schools - enrollments and class groups

17 Estimated, total cost of proposed. project

18 Average cost per square foot

19 Estimated Schedule of Construction and. Total Expenditures

Map of the Republic of Zambia - Location of project schools ZAT3IA

BASIC DA'TA - 19D8

Ceneral

Size off rnIntrr 29gOOnn sqnu2re miles

Total nponnpu.lion (est in ate) )flfCnooo

Ainnual rate of population go+:3 ,f

As,reradensit,y ofV population:i Lr ln s

1 Graross domestic4Cpronf' (n 9 $.?1,056 44.,.,+n

GIM per iLLLhabitat UJ U(196):

Go-vernmIJent, c-urren X re-reniue as percent,L of GDP: 0

Education

Population aged 7-13 715,000

Enrollment, in primary schools: 84% of 7-13 age group

Plopulation aged 14-18: 371,000

Enrollment in secondary schools: 10.5% of 14-18 age group

Education expenditure financed by Government:

as proportion of GDP: 6.2% as proportion of budget: recurrent 17.7co capital 9. 4%

Total education expenditure (including non-government):

as proportion of GDP: 7% per capita $21 APPRAISAL OF AN EDUCATION PROJECT IN ZAMBIA

Summary i. The Government of Zambia has requested Bank assistance in financing an education project. The! proposed project, as modified during appraisal, would consist of:

the construction, furnishing and equipping of: (a) nine new secondary schools;and

the improvement, extension, furnishing and equipping of: (b) 56 existing secondary schools, (c) two primary teacher training colleges, (d) two higher teacher training colleges, and (e) a technical college. ii. The educational attainment of the Zambian labor force is very low; most middle and high level positions are held by foreign staff. Present output from secondary and post-secondary institutions is insuf- ficient to meet the manpower demand of a growing economy and to assure a gradual replacement of foreign staff. The proposed project is directed towards quantitative expansion and qualitative improvement of those parts of the education system where manpower shortages are severe. In accordance with government policy, the project provides also for a gradual upgrading of the rural labcr force. iii. In quantitative terms-the proposed Drolect would constitute the major part of a projected expansion of secondary school enrollments from 39.000 niioils in 1968 to ahont.;0-000 in 197h. which onuld raise the percentage of the age group l4-18 years enrolled in secondary schools irom 1n0 5 to 17%= The proposedproject would contribute to this exp2nsiunfl by providing 35,700 new places in secondary schools; 28,800 of these wtould derive frOm better 11tiJiJAtion of existing school faMilities with little acdditional investment. iv. The teaching of science would be strengthened by providing equ.iipmen+t for 8n0§ of- all Qarcrn8r1yir% onenrclrma.ezt; practircal couirses~woul.dr be introcluced for all students in the junior cycle and diversified cur- ricula in the senlor cycle , where lh3% of the students will be enrollecl in the general arts and science sections and 57% in the pre-vocational 4ynd-ti, .,+,44rr1io+; o' ~, fn-lp.ior; ril(-III +ltnl.commeti4-i,vOM - cJ --1ni and}r I-_mIn~-,t-.mo reonr-micsn,-nlriJr -~,- ogseto+._ .r)nQoe -_- qoon ary schools, therefore, would prepare rnot only for further education but al9 for A' rct,nan er.ploynt

4 V . -/ Jj.".JOO'-A £Ia i n v. Thb~Tie~ prose extension~IJSlJ of .t-;w,oWJ primav,rn teachnnerV~LU traU 4J.Ani g CnollenE1e1S .~I aJ would double the existing capacity from 400 to 800 places and permit the goverr.meritu~UV~fILIJL1U toU retrainL~L,id±J most,IIU~ I ofUj. thiAi jJJ.-11IICJ±1-'.iayschool iU ±_L VV0ecer 0;.C LJ%VWO 4-LLi sr-,,4Cp.OULVA

-vi. TIhe proposed exvtensions of the higher teacher training colleges by 625 places wLould greatly increase the output of secondary school teachers and assist the government in meeting the total demaLod for secondary school teachers by Zambians in the later seventies. Until then secondary education will rely on foreign teachers, mainly from the U.K.; the government is taking st;eps to assure that an adequate member of such teachers will be available. vii. The proposed extension of thie technical college would provide training, in close cooperation with private industry, for about 210 engineering technicians a year at certificate and diploma level. viii. I'he annual recurrent budget of the Ministry of Education can be expected to increase from K 34.7 million in 1968 to K 71.5 million in 1974 of which K 7.6 million would result from the proposed project. It is not expected that the Government will encounter difficulties in meeting the capital cost not financecd by the Bank nor the recurrent costs of the project. ix. School dptsipn would be austere and consistent with functional needs. Estimated costs of construction, furniture and equipment are reasonnh1e Procume1nt.wunildl 'h bhy intenatrona]. competitive bidding in accordance with the Bank's "Guidelines Relating to Procurement", eXCC-!nt fOr Gonqt-iwetion ContrG be]hClOAnOnOn OW K wbhiCh wl,, d be awarded on the basis of domestic competitive bidding. x. I'he total cost of the project is estimated at $36.2 million, of *w.hich 1 is for site dev elopment, h)3% forf ost ritn(27% for acadermic buildings and 16% for dormitories and staff housing), 22% for furniture and equi-p-ent, 6forpofsioa feeg andA -I8% for" cnti+ngenciesQ and price increase allowances. The foreign exchange component is estimatec!

a+~~~mmiTLo, -1. or4 of t+L C)I8 4h-

AL. .The1 ViniLLLzj.iJ ofL £EOUducat.ion wouJLLd LIU theIeIV ULxL"cu agency for the project; a project unit with a full-time project director, project arciUte ctLjua UnJd.VrtLU.L sta ffL,.±L WUld Le estabLJ.is.LshediDL thIJe i-LLL.yV. The employment of private architects would also be required. xii. The project provides a suitable basis for a loan of $17.4 prUIiodof.LULJililO (t8Ud25 yeLar.to-L U iluhe est.L..eL a gaXoreg pro exhnec.,.oetof ten years. o period of 25 years including a grace period of ten years. A YT~TAT(~A? ^" A IT T' 'TTPi A Mr ^WV IT%n. TTrimM -rT T7 A W VT A Art IuLRAI UO EuCAT1JUUIONUiLJ r.UOAEA, INUJ L.RUYDIA

I - Intruouction

1.01 A Unesco project identification mission visited Zambia in Feb:rua- ryblrarch 1966 and identified priority needs for education. In February/ March 1968 a Unesco project preparation mission assisted the Government to prepare an education project based on tnose needs. Tnis was appraised by iaBank mission, composed of Messrs. C. P. van Dijk (economist), C. A. C. Hammerschnidt (architect), 0. Markgren (education specialist, consultant) and J. C. Jones (technical education specialist, consultant) in April/May, 1968.

1.020 The project, as submitted to the Bank, comprised the construction of :20 new and the expansion of 56 existing secondary schools, the construc- tion of three new primary teacher training colleges and a new secondary technical school, the expansion of a technical -ollege and the higher teacher training college, and the expansion of the University of Zambia's School of Natural Sciences, School of Engineering, School of Education and student hostels.

1.03 During appraisal it was found that, (a) not all of the 20 proposed new secondary schools could be justified by projected manpower needs and that the location of eleven of these schools was not in accordance with demographic and economic development patterns; the number of new schoo:Ls in the project was, therefore, reduced to nine; (b) there was insufficient justification for three additional primary teacher training colleges but two existing colleges should be expanded; (c) a new secondary technicaL school could be provided more economically by converting one of the 56 existing secondary schools to a multilateral secondary school with teclni- cal bias; (d) the need for an expansion of the University's School of Natural Sciences was not clear and the preparation of the other items in the University sub-project was insufficiently advanced and would have -to await the results of a comprehensive master plan for the University.

1.04 The remaining items were acceptable and, together with the expansion of the two primary teacher training colleges mentioned at para. 1.03 (b) above, constituted the proposed project. After appraisal, the government ac- quired an existiniz private school which was found suitable for the training of secondary school teachers. The expansion and equipping of this school was subseauentlv added to the Droposed Drolect.

Social and economic background

1.Q5 The Renublic of Zambia occunies a land-locked tsrritorv of about 290,000 square mi:Les on a plateau in the southern half of Africa. Population and economncm activity are ronnentrated Along the only rnilwav line tiwhierh runs from Rhodesia via Livingstone in the south through Lusaka in the centre to the Gopperbelt, centred -around Kitwe andeidola, in the north (See Map) Most of the main towns are situated along this line of rail. The industria:L centei of the country is at present the copper mining region in the North but a new industrial township is being constructed near Kafue.

1.06 The population in 1968 is estimated at 4.1 million. Approximately 55 Liio.L theL.LL JIAfrican L .L po-itoYUJLCLUL4U 1UJ L.J9blo L.tU.LLW CIJ0yaso Yt r UL ti gO.ge AUQIOLb.^2%i 4::/o Lb living in urban centers. The rural population is extremely scattered, 'I-;-. V ; _ S_ J L_ - - - 11.J. J4j r.sL L kkJi S..J±'.,- dO- _ -1.4L UU A l in 1966 of which a'bout 500,000 was in the rural subsistence sector.

1.07 Copper mining is the mainstay of the Zambian economy, accounting for about 1ulJo ofL OIA GDP, over 970% ofl totual exp Ur earnJlngs adtU LJ;d.ir-LLy 70% of government revenue. Development of other sectors, particularly the rural tcUVJonrWq is urgenbly needed to reduce Zambia' s economic vuiner- ability and expand employment opportunities for a rapidly rising supply oLf laboU.

II - The Education System

Administration and Organization

2.01 The Minister of Education is responsible for policy, control and supervision of primary and secondary schools and teacher training colleles. A newly created Directorate for Technical Education under a Mlnister of State controls all technical education outside the secondary schools. TChe Minister of AgricuLture is responsible for agricultural education except for agricultural courses in secondary schools. Control and supervision of the University of Zambia is vested in a Provisional Council.

2.02 The organization of the Ministry of Education is shown in Annex 1. The Minister and his Permanent Secretary are assisted by an advisory Na- tional Council of 'Education and by four main divisions of the ministry: Administration, Professional matters, Planning and the Inspectorate. Staff posi-tions in the Ministry are filled by competent officials but most are non-Zambians (main:Ly from the U.K.) and the turnover is high.

2.03 T'here is urgent need for a formulation of planning objectives and criteria, particularly as regards finance and manpower development, for the introduction of modern statistical methods and for integration between ministries. The Planning Unit is, however. under-staffed; it has not begun to flnction effectively and needs strengthening. The Inspectorate needs broader expertise in pre-vocational education. A specialist in agricultural education has been appointed recently; there will be need for specialists in technical secondary education. During negotiations assurances have been ob- tained that these two units will be expanded.The National Council of Educa- tion would be more effective if representatives of the private sector were added.

2.o4 There are nine administrative regions, each with a Chief Education Offiner and his staff of eduication officers. who are responsible for general supervision of policy implementation. Training of the regional staff is ur- gent:ly needed; assurances to that effeet have been obtained during negotiations.

Primary Ediui+i 1 on

2.05 Pr4mawr eAi,n+4a n 4 not "iO wpr., 44. eitc a is+.t of' leower tf-7le of 4 years and an ulpper cycle of 3 years (Annex 2). Enrollment has more thfan doubled from 279,780 pupils in 196O to 598,198 pupils in 1968 or about 84% of the 7-13 years age group (Annexes 3 and 4). Government projections show enrollment growing to 857,300 in 1975 and 974,900 in 1980. This latter figure approximates to universal primary education (Annex 5). Of the 10,655 primary school teachers in service in 1967, 92% are qualified. Many of these latter, however, had only one year of training after two years of secondary education and require further training (para. 2.14).

Secondary Education

2.06 The secondary course comprises a 2-year junior section, leading to the junior secondary school leaving examination and a 3-year senior section which prepares for the Cambridge University Overseas School Certificate examinations giving access to the University of Zambia and other institutions of post-secondar:y education.

2.07 Present policy is to admit one-third of primarv school leavers to secondary education (which is high in comparison with other African coun- tries and to maintain a progression rate from junior into senior cycle of secondary education of two-thirds of the pupils. In 1968, the respec- tive percentages were 3Lt% and 57%. The prozression from junior to senior cycle is too high to provide the required proportion of manpower educated to these t-wo levels. The length of the iunior cycle of two years. moreover. is too short. The government therefore intends to convert the present structure. in which a 2-year iniior c;ycle is followed by a 3-year senior cycle (2:3 structure), into a 3:2 structure and to reduce the progression rate mid-way from two-thirds to one half. This will lead to an output of more matures and beitter educated young people at the end of the junior cycle and *to a sunply of mnnpower more in line with the pronictAd require- ments at both junior and senior level as shown in para. 1X.07. 2.08 The present curriculum is almos't entirely academic. During ap-- praisal y agIeement was reached on a new curriculum., %hirh wrull include 8 periods a week of practical work for all pupils in the junior cycle and, in +he senior cycle, would create prevocationa sections, wJith 10 periods a week allocated to industria'l subjects, agriculture, conmmerce or home economics, for 55e.6% of the s+udents. .4ttenAnce at these pre- vocational courses would not deny pupils access to higher education. 2.09 Eirollmentis in general secondary schools have increased sharply: fror.,.. CO,5L3Al,.$C. JnA.L .L7.JSJ1904 4toUI _JVJ7'38,997 77 f ±14n .LL_L1'768 'JV yLLJIJV.A(A---- 4).414 * TV± JL4the wvz;4 govern.,entLUJL V .lAJAshto ldd continue its present achission policy, total enrollment would rise to near].y-L!.L 7lJJ.I790,)0 u F±± 4ui]LLJ -inL7 ,1.7 j14 cdLIU-an LJt7,L1.LJY__near:Ly ±J4V' ri0OVJ,JJ.J inLi±0 1980n. * UVG-iventh I1,I l,,.iI. tation of the aciniistrative capacity to provide new places and the conra-nits:L1LJUJ VIo .inJcLLJLe aLJU UatetLIcIh sUJJ;J3ly, itU Ls ULJ,ke.l± Ly Uly ULIthtths increases will be realized. The output of secondary school graduates, moreover, w*ould exceed estimated manpojwer requi.rements.

2.10 ine government woulad be weli advised to reduce the admission rate to ab(ot 30% along with the reduction of mid-way progression to 50%. Enroliment would then reach about 80,000 pupils in 1974. Provided the - 4 - necessary teachers can be recruited, this figure is a reasonable target for 1974 (Annex 6).

2.11 Schoos are generally well staffed, the teacher-pupil ratio being 1:22, but almost 90% of the teaching force of 1776 is foreign, mostly from the United Kingdom. At the projected rate of growth in secondary school enrollments, the need for teachers would increase to 3160 in 1974 (Annex 7). Many headmasters are inexperienced. The Institute of Education of the University of Zambia. in cooperation with the Ministry of Education, is developing an urgently needed program for the training of headmasters.

Teacher Training

2.12 Primary school teachers are trained in 1 and 2 year courses after the first. qpondarv eyele (Form 2?); after 1970 all courses will be two years with a common curriculum and an examination controlled by the Ministry of R.rtlc-ati en.

2.13 Enrollments in the n colleges 2072 students. The teacher- pupil ratio of 1:15 is to be increased to 1:20 as soon as possible. Seventy eibgh.t of !.)-- teacher trainers- aree Zeambians.

2.11T Vsting capaciVy is +o.e-eurmens-vfcxn radtoa primary school teachers. There is, however, an urgent need to retrair the maUloityo theteachers now in se-ce~ and-+he -"isr->-eie - to-- extend twzo existing colleges for this purpose (para. 5.09-5.10).

2.15 Secondary teacher training is provided at the Higher Teacher Tranin.g Cf'Uo±l±lege in KnabUwe andU 4A1l 0JLL±VU± oU!JUUi.LULJ Uf the Ulmn Loe ,y U.f Zambia. A second Higher Teacher Training College in Kitwe will start oper- ati,.ng sooi. St ,cadentUs are a&U±litUed hlaving COIJlJOLetLed second^aJL duy cluca- tion. The 3-year diploma courses, started at Kabwe in 1967 for teachers in junior secondr,y classes, and t,o start in Xitwin n the near fut,ure, will be reduced to 2 years in 1969 to meet the urgent need for teachers. The colleges will also traIn teachers oL home economn.ics, co.,gmrerce, indust,rial arts and agriculture for both the junior and senior classes (para. 5.12). Present, nrollment at Rabwe is 124 but will increase to 750 in both colleges with an annual ouLtput of 325 teachers from 1974.

2.16 The School of Education of the University of Zambia provides teacher training courses for students enrolied in Humanities and Natural Sciences. The first group of 40 teachers will leave the University in 1971. The School plans an output of 500 teachers a year by 1975.

2. L7 The combined efforts of the two colleges and the University of Zambia should be able to meet the total demand for secondary school teachers by 1979, including the replacement of foreign teachers, if-expanded as planned (para. 4.13). For a number of years to come, however, secondary education wi:Ll reLy on foreign teachers (Annex 7).

2.18 During 1L968-1971 650 more foreign teachers will be needed than are now in service. The main source of supply has been the United Kingdom but the Ministry of Overseas Development has indicated that financial limitations wouild not allow further growth. The Zambian government is launching a recruit ment campaign amongst overseas sources of teacher supply, including continental 4European countries,L U.S0T CA Cnad`- an' Austra`lic. This '-'J~U.L VLJ~J~LJJ JydAiLAJL ..L) .M I , C. L J dLUd cIU ZiLi 1.L * i- campaign is meeting with an initial measure of success.

Technical Education and Training

2.19 Organized technical education and training exists only to a lim,ited extent but considderable grotrh 9i to be expected consequent upon the recent creation of a separate Directorate of Technical and Vocational Eduuation and Traiining under a Minister Of State directly responsible to the office of the Vice-President,and the proposal to establish National Advisory Councils at technician and craft levels.

2.20 At the pre-vocational level, the David Kaunda Secondary Techn- ical School (under the Ministry of Education) offers four-year courses preparing for apprenticeship in the engineering and building industries or for admission to full-time diploma and degree courses at the Northern Technical College and the University of Zambia, respectively. The school, the only one of its kind in Zambia, has an intake of 120 pupils per year.

2.21 Full-time courses in brickwork and carpentry are given in govern- ment Trade Schoolsat Livingstone, Lukashya, and M4ukobeko. Entry is re- stricted to trainees who are sponsored by industrial firms with whom they spend three months before entering upon the one-year trade school course. Selected trainees may return for an advanced course after completion of a minimum of one year in industry. A UNDP/ILO project presently has under conmd eration a revision of apprenticeship arrangements and the construction of 7-2 new vocational training centres,raising the output from the existing total of 272 to approximately 2,000 per year. The centres will also train selected craftsmen for supervisory posts.

2.22 Training at technician level is carried out at the Evelyn Hone College of Further Education (Lusaka) and the Northern Technical College (Ndola). The latter is concerned mainly with the engineering and building industries but is associated with "feeder" institutions at Kitwe and Luanshya where commercial and general education courses are offered (Annex 8). At Ndola a majority of the students are already in employment as apprentices or learners and are released by employers to attend full- time courses of six week's duration three times a year. Recently,full- time courses of two years' duration have been introduced at certificate technician level together with more advanced courses of four years' dura- tion at diploma technician level. The demand for these full-time courses is expected to increase with the economic development of the country and some of the craft training will eventually be transferred to other centres (Annex 8). At present the intake of new students is of the order of 250 to 300 per year; enrollment in 1967 was 636 full-time and 934 part-time stndents A feature of the work of the College is its close co-operation with industry in the conduct of block-release and full-time courses.

2.23 The Evelyn Hone College is responsible for work at a similar var-e-y nf levels bu+ malnly ln the fields of corum-ece, home cn.is the social services, and general and social education. In addition to a full=tlme enrol'ent of som,e 350 stu,dents, the College and its associQar ted institutions have an evening enrollment of about 2,000 students.

2.24 The University of Zambia is responsible for the traininq of technologists and engineers. Engineering students follow afive-year course, the first year being common with science courses.

Agricultural education and training

2.25 Post-secondary courses in agriculture are conducted by the Natr-'l 'Resources Colg-f0-11-l,en 4e,Ministry. oflgrclur.A - - ~ ~-J.. Ui'U- . V LUYJJIIILI U V.JL LIU 1 L J.L0JOU1. JJ. .''L ~ S~ a lower level the Zambia College of Agriculture in Monze has a Junior Techn-4cal1 Offcers course for studetriQ4-- 4of 4ecodaryear educa=,-.,- 1.1111aj I VIIICJ± .1 COAUAa 1 JL7 a U eLJU%l V.a.LALI IJWV YtJ CK 'JJ- OC; ~J tion and an Agricultural Assistants course for primary school leavers. 1z: L1 4- 1 _ Tr _2.- . 4. - .__A..._ - _4. -: __4--4- L &Ll UDarm d1 L LULXUU I bU5JUUU(UL U _IIULi UIRLJ IUUU UDUn c ours'sao.LUr UAJIJmJoLJ CLUOv. r and shorter in-service courses for students with primary education; the institutes also train farmers. TvUelve Farmer Training Centers give short courses to farmers and farmers' wives. Twelve other centers are under constructi 'on.

2.2< The University has established a School of Acriculture which hab neither sufficient staff nor accommodation. Seven students were enrolled this year to the School of Natural 5ciences but it seems likely that they will be sent abroad for further stucly.

2.27 Government plans for a rapid development of the agricultural sector would indicate that agricultural education and training should be expanded. The need for such expansion is not yet fully reflected in educational planning and in the proposed project, except for the introduc- tion of pre-vocational agricultural courses in secondary schools. An assessment of existin, agricultural training facilities and of the need for further expansion at all levels will be undertaken. Identified needs for further investment in agricultural training institutions could form part of a second education project in the near future.

Higher Education

2.28 The University of Zambia was opened in temporary accommodation in October, 1965 and permanent buildings are now being built some five miles from the center of Lusaka. When completed in the middle seventies,the new campus will offer teaching facilities and residential accommodaticn for 5,000 students at a total capital cost of K 27.3 million (US$39 million).

2.29 Admission requires appropriate credits in the Cambridge University School Certificate Examination (or its equivalent). Enrollment increased frc,m 312 in 1966 to 767 in 1968. Expansion is retarded by the shortage of qualified secondary school leavers, especially in science. Productivity is further affecte!d by the large number of "drop-outs".

2.30 The University is attempting to provide courses in too many fields affter only t,wo vears of existence. It has alreadv established eight fac- - 7 - ulties and two departments for extra-mural and correspondence studies. Enrollments in many -f 4-the facul are s-+--+ very lI j+In- lowstuden-t- staff ratios and high costs.

_ School Students Staff Staff ratio Administration 59 12 4.9 Agricultural Sciences 0 5 Education 101 15 6.7 Engineering 10 6 1.7 Humanities _48 41 8.5 Law 55 8 6.9 Medicine 12 6 2.0 Natural Sciences 182 26 7.0 TOTALS 767 119 6.5

2.31 Planning of the University's further development is deficient. There has been a series of master plans but none is now considered valid. Projections of student enrollments are virtually non-existent; actual numbers of qualified entrants have often been lower than expectations; projections made by various faculties are often inconsistent. Physical construction, consequently, cannot be accurately related to projected accommodation requirement. The utilization of present facilities is low; there appears to be an excess of smaller teaching spaces and a shortage of larger lecture theatres. Government is concerned about the high recur- rent cost of the University.

2.32 A major planning effort is needed to assure rational development of further expansion. Such a plan should be comprehensive and make real- istic projections of future enrollments in accordance with secondary school output and manpower requirements. It should assure maximum utilization of existing and new accommodation and recommend more functional and less -ost- ly construction standards. It should aim at a higher student-staff ratio and a corresponding reduction in recurrent expenditure.

III - COST ATD FThAN,7CIM OF EDUCATION

Fin: nrinc fEc.to

3.01 Finance for education is centralized in the budget of' the central government. The role played by private schools is negligible. Mission schDols, wnzhich are grant-=aided for 100% of recurrent and 75% of capital costs, are considered part of the public sector. - 8-

3.02 Income f-rom school fees is very low: for primarv and secondarr schools it is est:imated at K 300,000, or only 1% of government expendi-- ture on nrimarv and secondarv education. Tiition fees of K 36 p.a. and boarding fees of IC 162 p.a. are only charged in the small group of ex-1federal ghrbn1!s knn-&m ag "qrhPA,iPH1" schools. No fees are charged in the majority g:roup of "unscheduled" primary and secondary schools, the trade schools and secondary tech+.ical school (except for some small board- ing fees :in primary schools). Education is also free at the teacher t.ra:Ln4i nv o onl leae* -sin - AM +dn4-t. student -- rpott-+. monegand tra-ee allowances.

3.0.3 The Northern Technical College and Evelyn Hone College of Further Education are financed through a rgovernlment grant to +th-e Boards Of Gove-r nors and, to a small extent, throuah income from fees and donations. The Uni-ersl+.y of 7Iamlb.ia Js financed through a +iennial governmen'Vran;', which in 1968 covered nearly 90% of all recurrent expenditure; the rest 4~± ~iJ 4a,LULLJ,.-;o fee.1. o Tr 2 p. anO. _'4 tJar"i JL- 4. Ioee S 44. 4o 4181n frt. 1± (wh:ich are indirectly financed through government bursaries to students,) anAandoter o+1-,. income.-

3-01* 144 ~~currenJPwcu1rr -tL ~AJLUJ. exp-endture LiUU ornUL educationUl U-L LJ by,) otherUUL±1I MiitlsPiLIi.L0 L5± LU ~0 _LCiUJILLJ sol K 2.4 million or slightly over 7% of the recurrent expenditures by the A!: _ .:_L _-_ -X T _L__A_.L: __ I A__ ___ nN n _ _:1 -. __ _ _1 - - _3 _ - _. a 1 1_: L: _ _ - -44 1-1 lJ.L;i U'.Vy U1 ZUU1dUtUIII .k JU:7 7 . J ntUS-'LU1LRL dLIU ±LUA.;L atU.IVLJ l .LI±t0 t -- jJt:;LiL- ture on education is negligible; local communities assRst in the construc- tion of primary school buildings bDUt even here the major partv of the costs is borne by the central government.

3.05 The contribution of private industry is important although the exact amount is unknown. Participation comes in many forms, such as vocational training directly organized and financed by inclustry (partic- ularly the mining industry), the sponsoring of students in public schools, scholarships and donations. The total financial contribution of the mining industry is estimated at K 6 million in 196D8.

3.06 In aggregate it is estimated that in 1968 K 61.5 million or some 7% of GDP was spent on education (Annex 9):

in K million Recurrent Capital Total Ministry of Education (net) 34.0 15.3 49.3 Other MIinistries 2.5 2.9 5-4 Private sector 6.8 - 6.8

IT'OY A T. )In 4iR 9 I r

3.07 Gross recurrent eenditure by the Ministr of Education rose from KlJ 4. million in 196L4/55 to K 34.7 million in 1968, a growth rate of more +t,an 28%u per ann m,. T1Jth;t - -overmn,+v re rnt o,rnditure increasing at a rate of 19% per annum, the percentage share of education in the 4- 4-ro1 1,,A,-.-44-u t - - 12-- 4 4--o 17 7%I, w1h4 4i a relativl .Low roori ..VO..L U LIALUIC0 0 .L I IA. J ./0 Vp n(Annex L. low propcrtion (Annex 10). I V - 9 -

3.08 No major changes have occurred in the distribution pattern of recurrent e mrenditure during the last four years excepnt for the Univer- sity whose share has nearly doubled from 4.2% to 8% of the education brudget. Prima,ry P ntin…n elaims neanrlyir 50df ca-nn"r, edcaion s h or 25% (Annex 11).

Projections of future recurrent expenditure

3.09 On the basis of present expansion plans and assuming that salaries r.-.lillriss by abo,ut 2c5% over the next sJ yers gt i esti -tled that recurrent expenditure by the Ministry of Education (in constant

10A p will ri-se f.rom11 3l4 X-Ij±±±±onm in 1 O tK1.56LCJ 1. f L * ) m-13il"Lion in 1974, of which K 7.6 million would result from the proposed project.

This incLLJeIase J.L4,V .UVO prBJwouldCtLJLU2IJ ue considterl-abbly lowter UthaLJnC i Ll e last few years (Annex 12).

3.10 Without estimates of future government revenue and total recur- r Apend"iLures, it is not poUsibe bo ±L]UiLat what prUopt o the 197L budget would be devoted to education. The projected increase in education expenditure does not appear out of line with expected increases in other sectors of government expenditure, however, and can be considered feasIble.

Capital expenditure

3.11 The first National Development Plan 1966-1970 devoted K 79.5 million to education, accounting for more than 1h% of total public capital investment planned for the period. K 29.5 million (37j)was earmarked for secondary education, K 3.1 million (4%) for teacher train- ing, K 6.6 million (8)0j for technical and further education and K 16 million (200)for the University.

3.12 Realization of the planned rate of investment in education, at around K 20 million per year, has fallen short so far. Capital expendi- ture data for the first years of the plan are not yet available; but, judging from the budget estimates, capital expenditure by the Ministry of Education for the 21½ year period June 1966-December 1968 can be estimated at K 35 million. Annex 13 gives the annual capital expendi- ture figures since 1964 and a breakdown by level of education. The emphasis given to the development of secondary education and to the University is clearly shown.

IV - EDUCATION AN) TRAINING NEEDS

Existing manpower situation

4.Ol The total working population in 1965/66 was estimated at 805,900 persons wxith 305,900 in the modern sector of the economy and 500,000 in the rural subsistence sector. The educational level of the African labour force is low. Only a very small number of Africans havre 1-0i -

a University degree or a post-secondary diploma; even those who have finished secondary education constitute only 0.2% of the African labor force. In 1966, of 56,l50 positions requiring 2 years of secondary education or more, only 17% were filled by qualified ALfricans. That most; middle and high level positions are filled by non-Africans is shown at Annex 14.

4.02 Crucial shortages of qualified manpower exist in nearly every sector of the economy. Private enternris e e3nerienes sperious difficu1l- ties in recruiting trainable personnel with secondary or higher educa- tioni since most thool leapversu re dirHeci.tedi into t1he onhli c seetor. R.- fic:iency and produictivity in industry and commerce are low and further oront.h iq inhihifoedi hv t.his lack of' q+.tff andby the+h w level of educa- tioll of those who are available. The public sector, after filling 838 existing c-ivil service vacancies with newly reerui ted ePnatriates in January 1968 - most of them in the professional, administrative and executi'+r.T "rankc - s+t11 had L,6010 u nfilledi post in Mavy 1968 Frn 2100 of these posts, a completed secondary education or equivalent is required and foro )142 posts, n TTanivesity+dr egrnee Ilearly all tec.ners at+. connndAn,-r and post-secondary level are expatriates.

Future developments

4.03 The numb(er of young Zambians entering the labor market will

proL`JJ,ypoaL.J dobldOuLOAULke biUoleWIt UWeen -L7!J196 dCLJUand ±7QULjl98; IAit,.L.V-er 4to"ULA) UL n--,.brLJ.LIiLJU'z Ld.Acan I-tie esti-4 mated at 800,000 for the 15-year period. It is unlikely that more than L.L)5-7,'Q o.f Ulem wi±L J.f ±LJU MployVV,y1t::LJ U Ln tUhie moU'Ueni sector, eVenL ULJUner very optimistic growth expectations. The remainder will fall back on

opporr-uui-ituS for usefui employmrenvt in th-te rural UeutLUr of IA1 eco y, that is, small scale agriculture and closely related services. Unless employment outlets are greatly increased, the absorption oI the rapidly growing numbers of new entrants to the labor market could form the crux of the numan resource development problem in the near future. In the long run this problem might become more important than the severe shortage of qualified manpower at present.

4.04 In the rural sector, there is urgent need to increase production and raise income levels for several reasons, including the creation of additional employment, as is stressed in the First National Development Plan 1966-1970. MLanpower projections should therefore make provision for a gradual up-grading of the rural working population. Tne primary and secondary school system should adjust its orientation and offer better preparation for rural employment by teaching practical subjects, particu- larly agricultural science and industrial arts. Agreement has been reached with Government that steps to that effect would be taken (para. 5.U6).

4.05 In the modern sector, the demand for educated Zarnbians depends mainly upon (i) the rate of replacement of foreign personnel and (ii) the growth of total employment as a result of economic expansion. Govern- ment pressure to speed up the process of Zambianisation is strong and non-Zambians are being replaced at a faster rate than the supply of qualified Zambian manpower permits. Positions are frequently filled with - 11 -

personnel of inadequate education or experience and there is a danger that such unqualified incumbents will block the way for more highly qualified Zambians as these become available. To avoid long-lasting damage to labor productivity, the output of the education and training system should be increased without delay.

1.06 The growth of total employment in the modern sector of the economy has been considerable. Between 1964 and 1966, total employment rose from 268,700 to 332,900 or by 24%. mainly, in manufacturing, construction, trans- port and communications (Annex 15). The rate of expansion has probably decreased recently and present conditions, including uncertainty as to the future price of copper, on which the greater part of the economy depends, make it difficult to estimate future emplovment. It is believed that the rate of expansion is less than originally foreseen in the official manpower projections. the nresently estimated annual growth being 8% for the period 1965-1970 compared with original expectations of 11%. For the purposes of this appraisal. the 1966 governmcint manpower foreeasts have therefore been reduced correspondingly.

4.07 Projections of manpower requirements for the period 1966-198C, revised by the- mnission as i nated in pnras.c l.c and )4.fn6 hrnvr incdicnte a demand for the following numbers of new entrants to the labor market:

Degree-level 10,000

Diploma level 18,000 including: teachers 2,3_J0 technicians 1,500

Secondary (Form 5) level 52,000 incLuding: technicians 1,500

Junior secondary level 106,000 TOTAL 186,000

Educational DeveLopment Needs

4.08 The present output of the Zambian education system is insufficient ton meet+. +.'he mnrower needs oiu-tli-nedrI abrove. rAwit.1 a 'Form-t I evel t-noutputof only 1,600 graduates in 1967, the secondary school system is unable to feed institutions of post-secondary education and to meet labor market demands=

Expansion of the University and other post-secondary4 institutions is hampered by a lack of quiei f4 d canA . A raid in-rease n the out-ut. from secondary schools in the next few years - which can level off at a later stage is therefore requ-ired. In addition, h.e q,ality of the secondary school output, especially in science, should be improved.

4.09 Total enrollments in secondary schools should be increased from or00nrr in41968 to..4abou 80,00 in ]7;this wou"ld ra-ise the oupu fo the junior cycle! to 9,800 and from the senior cycle to 7,300 a year by 1974. T'his sub,stantial increase over the next six years should Se fCol owed - 12 - by a levelline off in the rate of expansion bevond 197h (Annex 6). Fo- reasons given in paras. 4.05 and 4.08 above, this rapid increase over the next fem years should be nreferred to a more even Prouth oath.

4.10 At this irate of g7rowth. the total outnut to the anhor market of students Leaving school at the end of the junior cycle or dropping out half way through 1he senior cvcle tduring the period 1966-1980 would be about 105,,300. The output of students with completed secondary education in

+.7hp ,-:io rnir irarmlto1 h1 7P 000n These ri+.-l+. e+simatne nare oroughlylr inY accordance with the requirement figures given above (para. 4.07).

4.1:L The secondary school program should be diversified to include pnrac",tical'. a bo^+th a juniolt n andsi j 'leve. qTo rpr sdl not only for further education but also for direct entry to the labor

.arketsaconda wry ,chools soueldn provide n pr-vocatlonal,, cnrsn,.en Vfln 4 r A, trial subjects, agriculture, comnmerce and home economics. Agreement on t-he int-roduc tion ofP suchu courses was reachleCd withb t1he G-overnment (p-Far a . 6 L4LL-.LLA74± SIn±LLS.,UL1 flel of priJary teacher ta.Ln1i newro invest 4J-en 4 -i;.

L4 -L.C. In uiie ±t±eL U.J kJ±1J.L.y bedLU , ISl .JiJ Liu L JtL ±L JV I~JJU1Is LJ.J regular pre-service courses are necessary but provision should be made for in-ser-v-ice cuarses to -up-grade the~ I.jar±uy of teachers now in post. 4. 13) As detailed in paras. 2.17-2.18 and 4.07, there is a considerable shortage of secondary school teachers. The training of secondary school teachers, botn at tne Higner Teacher Training Colleges at Kabwe and Kitwe and at the School of Education of the University of Zambia should therefore be greatly expanded to provide the number of teachers required for expansion of secondary education and to replace expatriates now in service before 1980.

4.14 Of high economic priority is the training of technicians and engi- neers, which has only recently started. Estimated requirements of tech- nicians are specified in para. 4.07. The Northern Technical College program to train engineering technicians at certificate and diploma level will assure an annual output of some 210 technicians, which is still below the country's requirements.

V - THE PROJECT

A. Technical features

General

5.01 The proposed project consists of:

the construction, furnishing and equipping of

(a) nine new secondary schools; the 'rprovement, exter.sLon, furnishing and equipping of

(b) 56 existing secondary schools of which one school will be a multilateral school with technical bias; - 13 -

(c) two primary teacher training colleges;

(d) two Higher Teacher Training Colleges;

(e) the Northern Technical College in Ndola;

5.02 The total number of new places to be provided in the project is 37,037 as follows:

- Enrollments -- - Maximum Project Schools No. 1968 1974 increase Annual Output New secondary schools 9 - 6890 6890 805 Existing secondayr schools 56 27722 e6505 28783 7035 Primary teacher training 2 407 825 418 115( Higher Teacher training 2 125 750 625 325 Northern Technical College 1 339 660 321 350 TOTAL 69 28593 65630 37037 9665

Secondary Schools

5.03 The proposed construction of nine new secondary schools and exten- sion of 56 existing secondary schools form the major part of a school ex- pansion program which will raise total enrollments in all secondary schools from 39,000 in 1968 to about 80,000 in 1974 (see para. 2.10); 35,600 new places would be provided by the project, and 5,600 places will accrue from 7 new schools at present under construction from government funds.

5.04 The 56 extensions would permit a major rationalization of the sec- ondary school system through more intensive use of existing accommodation. By changing from form-room to a subjiect-room operation, enrollments will be greatly increased with only minor additions to buildings. In most cases, only a limited number of snecial facilities;such as workshops and laborato- ries, will be added. Standards of equipment will be greatly improved for all nunils in the schools Cl1ass sizes will be raised to l40 pLupils in the junior and. 35 pupils in the senior cycle, leading to a redLction in teacher requirements and recurrent cost per rppil.

5.05n i nf theaA'63LnO situdeni-s ton 'be evnrolled i n t.he Al< pnr%oje_t scoolsn 28,400 will be boarding students but, by introducing double bunking, exist- ing f wouldities be better utilized and the -nmber new bo-di places to be provided is only 2,070. In a number of rural schools, staff housing i9 essential- to a,s4re thle avail.ab-ilitk.,y of teach.eros,; the project would provide for a minimum requirement of 124 teacher's houses and 15 other st-aff quarters.

_ .o\J LL. PIpJJeI It WouL"Ul Ld LJb CaUoU a d Asut-antial div er f i ion oLf secondary education. The new secondary school curriculum, adopted by the gUVernmeJliul UULrn LJ0a d_. Ul> .L_ Wtl-l ULd._.LLILtU dlJU UJX.LUiAJIUU LAUWd% U0 ij.JiALUy ment opportunities of school leavers as well as further education. In the junior cycle, curric-ula for all students wlll incl-ude oneur more of the following practical subjects: industrial arts, agriculture, commerce and home economics. In rural schools the stress will be on agriculture, iln urban areas on industrial arts. The senior cycle will have industrial, - 14 - agricultural, commercial and home economic sections in addition to arts and science. The distribution of students among these sections is to be as follows:

PROJECT SCHOOLS

Upper cycle enrollment Maximum annual output % Arts 3360 1680 21.5

0-I ni. on -1 '7'1~^ e A, A, A, LJU '-1SULJ FZ: LX4l)U J_ Lf _) C4:eVr Technology 2940 1470 19.0 Agric-ul-iUUe -L4(UI0 7-° Comnerce 1750 875 11.0 nuo'ncnT mne,n' E~conomicsfl C- 23 - 351. _i r'. TOTAL 15680 7840 ILOOeG%

5.07 The enro:LLment structure of each of the schools is given in Annex 16. In one of the schools to be expanded under the project, the technical studies will be more advanced and equipment more sonhisticated than in the industrial sections of the other secondary schools; the curriculum wil:L be that of a technical secondary school. Students will be a'p-itted from all regions of the country, giving the school the character of a national

5.08 The 65 project schools will need 2388 teachers and 65 headmasters and will at first rely on expatriate teachers. A rapidly growing number of Zambian teLachers 1s now1 being trained and the fi rst of thesJ e will" b*eome available before the project schools start operating. Before 1980 teacher 4 4 dAnand and , rul y cn, ek bklancedA b-u,4- 4-bridge - - Jn 4-t-,-,her - y until then, the government has given assurance that adequate numbers of xF _e;gA 4e c,r A-U V- A__ - 4 ;5 AA MU-; 4-4., ; _SoP 4-1-X oenr -r. i La L~OIJ. L. _LJ LJ~ IU 'ZJ U L J.L V A J.ILLL.L LL.U_LCL_L IJ.I ULI~ r W ' f~',* ~I 1968 recruitment campaign would indicate that the government will be able to +n-.n.44-recru44t 4the re-qured,,44..1- .-.,.er ofL teachr.Apoa.---- A P- o terin;,f4,. 4-;-. V % I.LLLU UL±Z- L1IWIISU . L IJ~ LItZ±1- . M jP.JL'J I JfJ U.L- VLUL VIL LA '- school principals will be started before 1970.

Primary Teacher Training

5.09 A request for the financing of three new primary teacher training colleges was inclu,ded in the project proposal. During appraisal it was found that the existing colleges are uneconomically small and could be expanded without Tmuch additionai cost. However, there is io apparent need for a further expansion of regular courses in this field, since the total output of teachers from the existing colleges between 19008 and 1979 will be sufficient to meet the demand. There is, however, an urgent need to retrain the majority of teachers now in service.

5el0 hne proposed project item has been therefore amended. To meet the latter need, two existing teacher training colleges would be extended. One (in Chalimbana) would annually re-train 900 teachers in three 12-week courses for groups of 300, requiring the college to be extended to 300 places. This would enable the government, in the next decade, to retrain the majority of the 10,000 primary teachers now in service. The second college (n - 1i) -

Kitwe) would be extended to 525 places to replace the regular 2-year pre-service courses of the college in Chalimbana. Tne output from the 2-year course will be 250 primary school teachers a year.

5.11 The proposed project would provide nine classrooms, 15 laborato- ries and special rooms and boarding facilities for 340 students. Both colleges are fully boarding. No difficulties are foreseen in staffing the two colleges. Teacher training colleges are generally overstaffed at present and, with better utilization of the available teachers, little increase in staffing would be required for the modest expansion provided by the project.

Secondary Teacher Training

5.12 The two Higher Teacher Training Colleges at Kabwe and Kitwe will train teachers of academic subjects for the junior cycle of secondary schools and teachersof practical subjects for both the junior and senior cycles. The project would provide for an extension of the Colleges from 125 to 750 students. Teachers of industrial arts and agriculture for the senior cycle would receive additional training at the Northern Technical College and at the Natural Resources Development College of the Ministry of Agriculture. The maximum output of the 2-year course would be 325 teachers a year.

5.13 The proposed project would provide 13 classrooms and special workshops, boarding facilities for 3h0 students and five staff houses. All students will be boarders. The colleges would have to add about 4o teach- ers to their present .taf f of 13. The IT.K. Ministrv of Overseas Development has expressed interest in providing these teacher trainers. The (GnvPrnmPnt. is mnkingar rrnngnmentsn fnr thP recruiitment of' t.hP reniii rp-d number of teachers.

Technical Education

5.14 The project would provide for the extension of the Northern Techni- rnl Conllega frnm a n tenronn+.a lnt ofn- 60n -krelea?selnsfu%ll-tm hi students to about 1000 such students in 1974. Output of technicians, both at certificate an.d diploma level, would be increased from about 85 in 1968 to about 210 in 1974. The output of skilled craftsi5en will probably fall slihtly frmn 16, to 14t0 in the same peio_--- x ) 5.1 A+ pre)sent th'e college h;as a staff of 32 teachers wh-ich would -' * flU ~ OL&- Id Id*I 1100 UCL.L. A J. .JC_.'C . t1 ± 0, ULtlt. I Nt'L..L have to be increased to 56 in the next five years (Annex 8). The U.K. Gounci for" T eechn i cal- E-duiccattion and Irra in ingr- >-er,"se ('~~rr4-- 'v, P~d.v4 ~ 1~i,~, 4,, n. '1~ ,,,, ffor 4, - CoutreUO AU+-J I S 11_has expressed interest in assisting the Northern Technical College in recruit- ingaditioJa teaching stf.Assurances h1ave bDeen 0btained~-% tb.at theA7 college has taken the necessary steps to recruit the required number of 4teachers.

16 J ~ ~propose'projecJ wo-uld proVidLUe UteDLULUUoUIL, 20 labrtL,U- ries and workshops, together with boarding facilities for 80 students. - 16 -

.B. UL.L1 OF'UIL t'UPROJECT

5.17 The total cost of the project, is estimated at K 25.9 million of about, US$36.2 million. Annex 17 gives further details.

Estimated Estimated No. of Stuclent Cost Foreign exchange schools enrollment (US$ million) (US$ million) % I Secondary Schools -- new schools 9 6890 7.95 3.L9 hL% extensicins 56 56505 24.17 11.88 49cv

II Primary teacher training

- extensions 2 825 1.13 0.50 _1_

TTT TRitgher teacher training - extensions 2 750 1.16 0.53 46%

I.V Technical college --ex+ensions 1 6I0 1.82 1.00 55 Tot.al 70 65,630 36.23 17.1X0 48

A breakdown of the costs by major categories of expenditure for each of the items I-IV above is as follows:

(in US$ million)

I II III IV TOTAL % A. Construction A - , .c buildi.ngs 8 0.7 0 .2 0.72 98 2)7 Student hostels 3.61 0.28 0.32 0.09 4.30 12 C4.Lt'.o - I. I.Z r% r% - l It . SJ,d1J. L1hous.LJ9 -. 4u - . UL4 - 1.50 L4 Site development 3.77 0.12 0.07 0.07 4.03 11 ~~~~~~-P _ '711 nAlA -in I')A ( 11 Prole s,slna - 4ee 01 vl .9 5 I IUL J _,LJcL4.± L1~V=U I..LL -JLI 0.3J.J L.7U Sub-Total 19.25 0.77 0.77 1.01 21.80 60

B. Furniture 3.09 0.05 0.04 0.03 3.21 9

C. Equipment 4.12 O.LO 0.13 0.50 4.85 13 'Sub-Total 7.21 0.:L5 0.17 0.53 8.06 22

Unforeseen expenditures and price increase allowance 5.66 0.21 0.22 0.28 6.37 18 TOTAL COST OF PROJECT 32.12 1.:L3 1.16 1.82 36.23 100

5__18±('. estim.ates have bhpen bh sd on nprent buil dinn prices *in Zambia. These are somewhat high due to difficulties with transport of materials-, the limited nnmlber of craft.men and inperrvinrs in 7.bmhiq andi a r elining output by building workers coupled with an expanding building activity during the last three years. -z -.ZAvera-e -~ e,~~Sr~*o^-~~"~V^ costs per square&a footT)l+ary vtr bh+.etenen +.tmyp nof b,1m'd_ 17 -

ings and. als, bet regionan of the counry,+ Atidue + nadequate,i+ trnFra tion, poor supplies and absence of skilled manpower in remote areas (A.unex

_/* %LI UJ.U S ~ .L ... .A JLI%l.4 y. .L..AJ J..fl CJaLILi.L -_L.z tI'4 ,.-. - -13 must be considered as reasonable.

5.19 Most of the existing schools to be extended and altered are in needZ;of r epacIir s.In Som,e schoo-ls t.,.ere are rno ceilings iri thL'e classrooms and laboratories, and some workshops are not enclosed. Provision for these iIr,jprouvemr,eri's been included in the proposed prujecL. ±L1 cos oe sions and alterat:ions is included in the estimate and is acceptable.

5.20 The size of classrooms, laboratories and workshops has been reviewed ana standaras are austere. Estimates of furniture ana equipment costs assure satisfactory provision of these ite:.s at realistic costs. Boarding accommodation in secondary schools is based on double bunking; in the teacher training and technical colleges two students would share a bedroom. Agreement with the Government was reached on utmost economy in calculating circulation spaces and lay-out of buildings.

5.21 Site development costs have been estimated on the basis of austere standards, include external works and, where necessary, connection to ;nain services. In a number of existing schools which would be extended under the proposed project, the government has not constructed surface drains, roads and footpaths. Erosion is threatening the buildings. In a number of cases, the supply of water and electricity from the main supply is inad- equate for the proper functioning of the schools. Provision for site improve- ment and for electricity supply has been included in the proposed project. During negotiations assurances have been obtained from the government that schools will be provided with the necessary utilities.

5.22 The project cost estimate includes 12%o for physical contingencies and 15% for anticipated price increa.ses during the execution period. rhe latter percentage is based on actual price increases in the last three years. The former percentage is to cover normal contingencies and to account for extraordinary expenses which might arise from alterations of existing build- ings and transportation problems.

5.23 The foreign exchange component of the construction cost is about 37%. Clay and cement products are locally made but most other building materials. electric eauipment and sanitary fixtures are imported. Locally manufactured furniture has an indirect foreign exchange component of 60%. All instructional eouinment and books are imnorted. The foreign exchange component of professional services is estimated at 40%.

C. EXECUTION OF THE PROJECT

5.24 Site ac uisition. Sites for the nine new schools have been selected. Most are goverrnment oned but apnproval hy +he regional nnd town planning authorities and reservation by the Commissioner of Land will be required at least one ypear before constraction starts. A to this effect have been obtained during negotiations. Available sites of the existing schools are large enough for the ~planAned ex.nsos. e.2 SiQte plans ,ha-ve bn received- - 4 frA 8 new a.A e - ]8 - ary schools and for the Northern Technical College. Site plans for the remaining schools have been requested.

5.26 Project Unit. To coordinate, administer and supervise the execution of the project, a Project Unit woulcd be established in the Ministry of Edu- cation, headed by a full-time Projec:t Director, who would be acceptable to the Bank, assisted by an architect and supporting staff for equipment pro- curement and accounting. The architect, who would also be acceptable to the Bank, would be appointed by the Ministry of Public Works to form part of the Project Unit and would maintain close liaison between his Ministry and the Project Unit.

5.27 Properly qualified clerks of works would be engaged by the Project Unit and stationed in the provincial centers to supervise (under the direc- tion of the responsible architecturELl firms) the day-to-day construction work on a number of project items within range of their offices.

5.28 Architectural services. The Ministry of Works is understaffed and private firms of architects. engineeirs and quantity surveyors would there- fore, be engaged to execute the project. Such firms would be responsible for design, contract documents. contract arrangements and sunervision. To achieve eConomy through standardization, one firm of architects would be in charge of all seconndarv qe.hono.q new nnci pwtP.nq i on.q - Othpr firms could be employed for the three teacher training colleges and for the Northern Tech- nical College. OWf the local firm9 cqf a in 7Ambia2 only those with overseas affiliation would have the manpower to carry out the work. A suf- ficient nrmber of such firms are establiseidA in 7Zmhia +.o assuire proper execution of the project.

5.29 Building industry. Expansion of the building industry has been rapid4 ui6 the past- P-few J yea.-- Ue+ .1.a ik-4.t ---- +-A +1-+ wtaill be slower. To counteract cost increases, the Government has accepted assist- ance fromi 4JLDIhe vLugooslav Government iri seting Up, a largeLl cLUkOLconLs ct firm and this is in part the reason for the keen bidding lately on both civil nan UiLJLU.LL1.g works. 111te UcpecULUbV 0.oll £>eZaI,U,bia UL1L±±UJAI inLJdUstry isU J. s fl cient to handle the proposed volume of construction within the time period blased oU the proppos.ed tJu mletabdle atJ 'lInneX 19.7 LU iL ULJikeLJythavLI WV eru a contractors would wish to be employed on the project.

5.-E All contracts for construction of K 100,000 and above and f.u ±urniLL,u-re aniU UuLipmeutL wouulU be awarded orn tue Ua9is of LnternaticonLal competitive bidding.

5.31 For the execution of the project, contractors should be givern an overall government permit enabling them to recruit skilled expatriate per son- nel in key positions. Assurances to that effect have been obtained during negotiations.

5.32 Construction period. To keep annual construction work within the capacity of the building industry and to avoid inflationary pressures, it is recommended that the implementation of the project would be spread over 5 years including a preparation period of 15 months and a defects and lia- bility period of 12 months (Annex 1l)Y. As an incentive to builders, the pheLsing of construction should allow a continuous flow of work to be carried out in each region during the project period. - 19 -

5.33 :Disbursernents. The proposed loan of $17.4 million would fi7anrce: (a) 100% of the direct foreign exchange costs of the project, which are presently estimated at $ 4.9 million (instructional and other equipment and books), as well as (b) 40% of the remaining costs of the project, which is equivalent to the estiLmated foreign exchange component of these costs. Thus, the total amount of Bank financing would amount to 48% of the total cost of t:he project. The r4rccntape referred t.o at (b) above would be adjusted as necessary to ensure that disbursement vinuld be spread throughcut the neriod Af oxypmtion. Undinbursed amounts would he availahle for cancel- lation. In the event that expenditure ahreuld *xceed the rresr;nt estimaited nrneipret Gost 'if -. 3.'2 rn1llion- any xces.s wnould 'e met by the Zambian fzovern- merit.

VT - GNrTT.TT.STnA,T_ A_,TM pWrflTrn.TTION

The proposed project is directed towards quantitative rmnsion and qualitative inprovement of the education system at levels where manpower shortags are sr!ere. Th pro"^A-+ is therefore _ahigh. pr.ori_tr needl foryl achievement of the country's development objectives.

6.02 The secondary school expansion program, to which the proposed projsct wouldmke r.a co__4 4ribution would assure a better ev-catcd supyof ~ ~ 0. ~U0.JW.L 1.W&UXLAVI. .LVJUAIJ, _JJL O.A LA. 0. .' VI'.I "1 graduates in numbers sufficient to feed the expansion of higher education andUJto r.etVU JUabr1marketU Uder,ladsU (pL.r. %4oOL-4. JL4 j.

6.03 The proposed project, moreover, would contribute to qualitati'v improvement of secondary education by assuring a fully qualified Zambian teaching force before 1980, by providing better equipment for uu0 ol all secondary enrollments, by strengthening the teaching of science and by contributing towards a properly trained staff of school headmasters, edu- cation officers and inspectors. In addition, the project would bring abou-t a greater diversification of the secondary school curriculum and an orienta- tion towards more practical work. It would also lead to a better utilizaticl! of existing school facilities (paras. 5.04 - 5.06, 5.12).

6.04 in the field of teacher training, the proposed project would enau.le the government to re-train the majority of insufficiently trained primary school teachers now in service. At a higher level, the project would enacile the higher teacher training colleges to attain an adequate output of Eeccrt:n.;iY school teachers (paras. 5.10-5.13).

6.05 In technical education the proposed project would expand the traxi ing of industrial technicians at the Northern Technical College. Training would still remain below the country's estimated requirements and further invest.ment would be needed at a later stage (paras. 4.14, 5.14-5.16).

6.06 The suppily of candidates for admission to the schools is ample (paras. 2.07, 2.10 and Annex 6), but the supply of qualified entrants to the higher teacher training colleges and the NIorthern Technical College iS dcpend- ent on thie further expansion and improvement of secondary education (para.i.Oa)

6.07 The accommodation schedules are acceptable and, given the present level of building prices in Zambia, reasonable in cost (paras. 5.18-5.22). - to0 -

6.C'8 The Ministry of Education is drawing up equipment lists for the secondary schools and teacher training colleges. Equipment lists for the other institutions included in the project have been prepared. Estimates of equipmient costs included in the project cost estimate assure reasonable provision of eauipment at realistic cost (para. 5.20).

6.09 Contracts for civil works cf K100;000 and above and for furniture and equipment will be awarded in accordance with procedures of international comnetitivphbiddino (-nqra- 530' Arnhit turl, pnainp,nrina anc blib dinz contracting services of satisfactory quality are available (para. 5.28 and 5.29)

6 lo The share of the capital cost of the project which will be borne by the Zambian government and the recurrent costs generated by the project wnou'ld 'ha mit.Mri +-he fP;inaneial capaci~+vy of +hef-^on+ paras 3.103.1').

6-.*11 To en- eessf-the- ' ;I,plementation of the project, gover,lmen assurances were obtained that the educational planning services will be strengthened 'and thle training o fJ1pr0ofessi.on.A.lJ. st0lJO.., 4ncluA,1in e-ab-,s, wil:L be expanded. To meet the shortfall in available Zambian teachers,

-- AA., AVA.. F D04 0Q L .LAW LAWJ1J~01 VJJ. JU.± 0 L$J LAJIJI, OVt LCV110. U LJUU1J U0.XI n to recruit foreign personnel in sufficient numbers. For the execution of +h1e Irje-,the government ,1 erploy nceW areh±U-tecu-ral P-iIn and qualified clerks of works and will permit contractors to hire expatriate S U,Lf. Le-sheneed'ed'

£ -1 l A ~ fl I 2 fl- - 1*D - - -±t --- I --- 1 6 .-L .12 A conuiujunlur efUc. eclUiveness of the proposed loan will Ub Liht establishment of a project unit in the Ministry of Education consisting of a full-timTe project director a full-time project architect and supporting staf'f for administration, equipment procurement and accounts.

6.1:3 The project provides a suitable basis for a proposed loan of 'uS±L.4 million for 25 years, incluCting a grace period of ten years.

March 20, 1969. ZAMBIA: ORGANIZATION OF EDUCATION ADMINISTRATION, 1967

MINISTER

_ _ I__ _ _ _

PARLIAMENTARY PERMANENT c NAT[ONAL COUNCIL SECRETARIES (2) E SECRETARY tOF EDUCATION

UNDER SECRETARY UNDE:R SECRETARY PLANNItIG CHIEF INSPECTOR ADMINISTRATION PROFESSIONAL L LN _GOF SCHOOLS

_~ _- _ --

_ _ _URTHEXAhtNATIONS RTHER EDUCATI _OFESEARC:H AND X INSPECTORS LADMINISTRATrION K XMNTOSTCHNICAL AND A~ PLAN1NING ISETR 1

FINANCI } PUBL-ICATIONS BURSARIES DEVRLOAMENT [ AOACCOUNTS KPROGRAMMES-j PiYCHOLOGIST

r ET^BSH.*T 1 r CIL Iii F ROAOCAETING AN l _MAPWE1 ESTAPL:SHIVENT .EGISLATiON I-U -VSA MEQUINEMENT L AND STAFFING AND REGULATIONS EDUCATION REQUIREMENTS

LICY FOR CIVIL AND TEACHIING SERVI,CE L.M.A.T. AND GRANT LIBRARIESLIRRISCDEINDTR CAP'ITAL ESTIMATE3 LAND RECRUITMENT AIDED STAFFIING - _ N X E DT R S-___

REGIONAL TEACHING REGIONAL COUNCIL REGIONAL CHIEf REGIONAL TECHNICAL: COLLE.GESAND RVICE COMMITT f EUCATION EDUCATION OFFICERS (91 INSPECTOFRATE LGOVERNMENT SCHOOLS]

LEDUA.O SEVCEl OF'DCATO CATIOTACERTNINN

OUCIS ADL'-OVE=PMN

_ _ -_ I I I I

F~~~~~~~~~~~A IN A( N.I

OF ANAGERSATO CF MANAATEOSOF 1 LC AASSSNANT IICHOOLS L SCrIOULD j BJLSINS SUIOERVIUSRUj

I~~~~~~~ Ilz

1 tIDEA SCHOOLSD LCUNAIOEI S C HOOLS SCNSI ARY bSrepO nsO ble for techn d"I and tro.n.n|

| iOURCE: Ministry oF EducobnIAR Zonbio I _ _ _ _ _ J| _~~~~~~~~~~~~- I 1968 AJULY (R)18RD-3971 | X ZAMBIA: STRUCTURE. OF EDUCATION, 1967

- PRIMARY LEVEL- . -SECONDARY LEVEL- -HIGHER EDUCATION

-_ _ - DEGREE LEVEL- .- VPOSTGRADUATE

PRIMARY SCHOOLS SECONDARY SCHOOLS UNIVERSITY OF ZAMBIA JUNIOR LEVEL SENIOR LEVEL JUNIOR CYCLE SENIOR CYCLE __9 { 0 __mt t 9 e t [ eSARTS AND SCIENCE[Sj

h96 ~~ENGINEERINGS

PRIMARY TEACHER 11GHER TEACHIER I} 9®ENIERN TRADE SCHOOLS TRAINING COLLIEGE TRAININGi COLLIEGES

FARM INSTITUT ES 1-Li (J IJUpperPrr.oary School Leaving Certificate (Grode 7). _ RESOURCES 2 Junior Secondary School Leaving Certificate (Form 1). ZAMIBIA COLLEGE OF AGRICULTURE DEVELOPMENT~~~~~~~~~~~~~~~~~~~~~~NATURAL COLLEGE O Cambridge Overseas SchoolLeaving Certificate. Teochers' Certificate (tor Teachers in Primary Schools). () Degreesi, Humanities and Social Sciences (B.A.), Naturall Sciences (B.Sc.), Education, Administration, Low. COLLEGE FOR FURTHER EDUCATION ® Degree in Engineering. - [ -F ODegree in Medicine. ® Teachers' Certificate (for Teachers in Secmndary Schools). TTechnical Certificate. NOFtTHERN TECHNI1CAL COLLEG3E @) Postgroduiate Cerlificate olf Education. 0 Certifcotet in Agriculture. @ Oiplomas in Agrculture, Acimal Management and Agricultural Commerce.

AGE 7 a 9 i ) I 12 13 14 15 16 17 18 19 20 21 22 23 24 25

z rrz SOURCE: MiMistry of Education, Zambia (2R) IBRD)- 3972t ZAMBIA: EDUCATIONAL PYRAMID, 1967 HIGHER I 3

2 i ] ] ] j 1 237 39

SECONDARY 1

5 1,4413 328

44 21081 . 1,121

:3 IBOYS 4,74 1622 GIRLS

2 76678 .*3,073

PRIN:ARY l | 9,83361E9 5,522 PRIMAARY

*7 27 781 4,192

6 35,388 21,324

36,795 24,806

4 43,076 *...... 34,723

;3 4 5, 2 15 39,087

;2 1 1 Si2,635 .*. 48,375

44 .59... ___ . , 56,159t. 70,000 60,000 !50,000 40,000 3i0,000 20,000 10,000 0 10,000 20,0010 30,000 40,0010 50,000 60,000 130YS GIRLS SOURCE: Ministry of Education, Zambia l rr! (R)18RI)-397'0 | _ _ _ _ _ o'~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~C, ANNEX !s

GRCWTH OF THE ZAMBIAN EDUCATION SYSTEM 1l960 - 1968

SE CO N D A R Y L E V E L P O S T -S EC O N D A R Y 1, E V E L Total Teacher Trade Northern College University Kabwe YEAR Primary General Training Schools Total Technical of further of Higher Total College Education Zambia TT(

1960 27978() 2543 1156 i445 5144 - - -

1961 296264 3724 1211 i!28 6363 - - -

1962 3290883 5187 1203 1381 7771 223 - - 22.3

1963 337961 6922 1251 628 8801 184 - - -18

1964 365565 13250 1283 841 15374 519 848 - 1367

1965 397110 16738 1429 L486 18653 14h4 - 1272 - 271.6

1966 47333L 23799 1510 621 25930 1239 1727 312 3278

1967 53930() 34i139 1857 287 36283 1570 1/ 2000 1/ 536 5)6 4162

1968 598198 38997 2072 302 41371 n.a. n.a. 767 124 n.a.

1/ Includes evening-class,s, 1967 figures for College of Further Education estimated by Min. of Ed.

Source: Ministry of Education, Zambia ANNEX 5

ENROLLMENT TAHRETS FOR PRIMARY EDUCATION - 1967-1980

TOTAL TOTAL ITOTALJ TOTAL | PRIMARY G R A D E GLAERD E | UPPER BOTH AGE-ROUP ENROLLMENTS YEA R ~GE6 1 'V I(V ! 7 1 ' VDQ AI PRC" 2 l l 3 CVCLEl 4 l 5 1 6 1 7 1 1 | | ~~~~~OF7-13 YRS.| I______]|_ AGE-G ROUP 1967 1 115,903 101,010 8LI,3102 77,799 397,014 61,6011 56,712 I 41,973 160,286 539,3001 683,000 79.0

1968 - 121,801 114,083 98,'20 83,735 d18,139 64,165 60,676 1 55,218 1180,059 598,198 715,000 83.7

1969 122M.000 )20600 1 97.A00 )i3.10I 67.000 A3.OO 60.100 190.600 61,1.700 753,000 85.5

1970 112>,000 120,800119,OO 111,900 481,100h 78,000 66,300 62,900 207,200 688,300 794i,OOO 86.7

1971 13(,000 1O27,700 119,600 118,200 1 495,5001 89,5001 77,200 65,600 1232,3001727,8001 832,000 1 87.5

8 6 6 1972 1 u32,00012 ,70012 ,700I 1 118,400u ,5 9L4, 00 93,600! 76,700 259,6001765,100 865,000 R88.3

1973 l13L,000 130,700 127,600 125,100 517,200 96,700 93,700 87,700 276,100 793,300 899,000 88.3

197TL 136)OOO 132,700 129,L600 126,100 524,200 112,600 193,800 92,800 1299,200 823,400 925,000 89.0

1975 139,000 134,600 131,400 128,100 533,1001 119,8001111,500 92,900 324,2001857,300 950,000 90.2

1980 15,00151,500 144,000 139,800 59L,300 I130,900 126,800 1122,900 380,600 976,90011,051,)O0 1 92.7

1/ Actual figures.

Source: Mi:.ist.J y of Educatior., Zambia ANNEx 6 RPOILLKENTTARCETS FOR SECONDARYP2SCHOOTLS IN 1000 ' S

FROU"I OF OTOTPUT M TOTAL EKIROLL:;.:TS YEAR PRI FRO;I PR14. F 0 R M TOTAI, AGE-GROUP A3 PERCE7ih-> SCIIOOLS SCHOOLS TO 14 - Lti Ati GROUF SEC. SCHOOLS 1 2 3 4 5 YEARS__

1967, 1t2.0 - 1.7 15.0 10.7 4.2 2.6 1.6 J 34.1 357 9.6

1968 55.2 34.0 14.3 1 3.L4 b6.2 J .2 1.9 J3.0 3i.

1969 60.1 30.0 I 16.6 I13.6 8.8 5.6 2.9 47.5 387 1]2.3 1970 62.9 30.0 18.0 15.8 9.0 7.9 5.0 f 55.7 1402 13.9 1971 6(5.6 30.0 18.9 17.1 15.0 8.1 7.1' 66.2 4 430 15.4 1972 6. - 30 0 19.7 18. .. 7. 5 f 7.3 683.7 L50 f 1-5. 3

1973 f37.7 30.0 22.9 18.7 1.7.1 8.1 6.8 73.6 1459 16.9

197IM 92.8 30.0 26.3 21.7 1.7.8 8.6 7.3 81.7 1481 17.0

__1I - 't - ~~~z ~~ " - ,.- Z O I. IOn1' I 1975 | 92.9 280v. 26.0 25.o c:Zo.6 8.9 1 7.5 8208 1 1. 40.u eu.v If~ ~~ K1mA ~ 1976 lLO.14 [ 28.0 26.0 14.7 23.7 0.3 .u j 9 536 17.3

1977 117.14 25 30.9 24.7 23.5 11.9 9.3 100.3 569 17.6

1978 119.3 25 32.8 29.4 23.52 11.8 10.7 J 108.2 595 18.2

1979 121.2 I 25 33.4 31.2 27.9 11.8 10.6 1114.9 618 18.6

19e0f 122.9 25 33.9 31.7 2?9.6 14.0 10.6 119.8 638 i8.8

1/ Enrollment in Form 4 equivalent to 50% of the output frorn Form 3 (Junior cycle) Source: Bank Mission oo r - ANNEX 7

ZAMBIA

TEACHERS IN SECC21DARY SCHOOLS DEMAND AND SUPPLY

YEAR ENROLLMENTS | i Z A M B I A N T E A C H E R S NUMBER OF EXPATRIATES |YEAR I PENROROJLECTMIENOTNSS|I'EACHERS 1| OUTPUT FROM [ TOTAL BY EXPATRIAT + increase [j O °°° IONEEDED IN POST 1HT.TT .C.7 UNIVERSIY END OF YEAR REQUIRED - decrease 194-o 1~ ''4C39. 177A 19o 1578 I I ± ~~~~~~~~~~~~~~~~~~~~~~61 1969 47.5 1837 198 1639 I + ~~~~~~~~~~~~~~~~~~~~~~~~~~~318 1970 55.7 2155 198 1371 335 1957 1971 66.2 2561 335 _8 240 463 2226 32

1972 1 68.7 2658 463 150 80 693 2195 1973 73.6 28h7 693 1',0 120 983 2152

1974 81.7 3160o 983 325 230 1538 2177 + -

1975 88.2 3412 1538 32,5 360 2223 1874 1 1 1 ~~~~~~~~~~~~~-511 1976 92.7 3586 2223 325 500 3048 1 363

00- 0 0" ~~~~~~~~~~~~~~-531 1977 200.3 3880 3048 325 50 3873 83

-L.uu uu~~~~~~~~~~~~~~~~~- 519 1978 108.2 4186 I 3873 325 500 24698 313

1979 114.9 24445 24698 32)5 500 5523 - 1980 -129.8 b63h 5523 f 325 j 500 J 63 2B8- ______

Source: Bank Mission estimates ANNEX 8. Page 1 NO1'EnNEfTECHNICAL CULLr.E

Table "A"

Enrolments at the Northern Technical College. and associated institutions, 1967

Courses~1 Full-time & block release Art-tme cday & evening Course.s~ ~ A_ I IG I P. I F I r. A I B I C I D I F, I FI

Automobile engineering 110 Electrical engineering 147 Fabrication engineering 81 H MIechanical eng,ineering `40i Te2ecoTmmunication engin. JL39 I Commercial & pen. edc. I 2 I I I I Ri 126 11 7 311381 I Apprentice introuctory 75 | 30 517 99 1 20 1 1 1 1 1 96 1409 11731166 63 1 12 115

U)~~~~~~~~~~) ~~~~~7 )L4J

Key: A=Ndola; B=Kitwe; C=Chingola; D=Mufulira E=Luanshya; F=Kabwe; G=Lusaka.

Table "B"

Projections of Future Enrollments

|_____ Enrollments _ 3rTpe of course 1968 '69 '70 1'71 '72 j73 | '74 FI I 0 I I I I |Block--release|526|570 |610 4 660 680 680 Part-time day/evening I Ie ateI t Total enrcllment 6316 ! 7 04! 805 880 945 ! 990 ! 0oi0

|Maximum day load 339 | 419 | 500 |560 |615 |650 |6 ANNEX 8 Page 2

Table C

Projected Output of Craftsmen and Technicians

fr0alif ietion II Annrox. Annual Output 1 | e 1968 1 1974 Craft H 165 | 140 Technician 85 210

Note.- It is ver;y difficult to estimate the "output" of the Northern Technical College, a majority of whose students will be industry-based and may leave at any point in a caarse of from one to four years duration. Moreover, a course may commence with a craft bias and terminate at the technician level. In the following approximation it has been assumed that, for most courses, stuldents who leave at a "half-way" stage can be included in the craft output.

Table D

Present Teaching Staff

_- Teacher training L Qualification Trained _JUntrained__ otal l Degree or equivalent qualification | 7 | 2 9 National diploma or certificate (TTJK=) 2 7 9 City & Guilds of London Institute 1 5

TOTALS 11 21 32

Table E

Staff Requirements

{ | tARI ~~|TT~~1T-I tAq § t~~~~~~7n 1 t71-7 I1 ,79-7 1 ' 7; 1 7).If | Max. day loading |45 500 560 615 | 50 | 6 Equi-v. no. of classes 23 27 32 399 No. of teaching staff 32 38 45 51 55 56 56 .!!lab . &L WffSshop ~~~0 . - LaL,ec I 601 6 7 i~~~~~~~~~~ Student/teacher ratio 10.6 11.4 11.1 11.0 11.2 11.8 11.8

Source: Ncrthern Technical Gollege, Ndola ANNEX 9 TOTAL NATIONAL EXPENDITURE ON EIIUCATION AND TRAINING - 1968 (in K loon)

------PUBLIC SECTOR------PRIVATE SECrOR--- Mirnistry of Civil Ser-vice Ministry of MInistr. of Other Private Private Education Training Agriculture Health Ministries Companies Persons Total tfee3)

Recurrent, expenditure

Administration, etc. 2210.4 2210.l Primary education 16571.6 16571.6 Second. education 8727.4 8727.L Teacher training 1320.4 1320.Lt Technical & further 1266.4 336.0 1168.4 257.6 673.5 6000.0 151.0 9852.9 Adult education 920.6 920.6 University of Zambia 1968 grant 1ibOO.O l400.0 transfe rq 1 _88 2 388.2 bursaries 600.0 ,600.0 Other expenditure 283.2 283.2 Total Ministry of Education 34688.2 Fees 660.0 _ 660.0 -- Total recurrent 34028.2 336.0 1168.4 257.6 673.5 6000.0 811.0 43274.7

Cpital expenditure 15868.5 100.0 550.0 770.0 1510.0 ...... 18798.5 kminus bursaries,) - 600.0 _ _ , - 600.0 Total 49296.7 436.o 1718 .4 1027.6 2183.5 6000.0 811.0 61L73.2

Source: Estimates of Revenue and Expenditure, 1968 AMTh1W.Y10

RECURRENT EXPENDITURE 1964/65 - 1968 (ln K 000)

1964/65 1965/6S6 1966/67 1967 I, L968

1. Total recurrent government account/budget * 152,074.6 214,383.0 244,474.2 124,169.0 249,790.7

2. Minus: Ancronriations from general revenue to capital 46,472.0 75,000.0 80,000.0 24,000.0 54,000.0

3. Net recurrent expenditure 105,602.6 139,383.0 164,474.2 100,169.0 19,,790.7

4. Budget Min. of Edacation 14,148.4 19,583.8 25,166.2 15,650.00 32,700.0

5. add: Bursaries *** 212.4 569.6 732.0 270.0 600.0

6. Transfer Univ. grant + 69.4 p80.6 770 + 1,388.2

7. Rernirrmnt exnenditure

Min. of Eclucation 14,360.8 20,222.8 25,017.6 15,343.0 34,688.2 =do - as a % of 3 13.6% T-T1.-2%T 15.3% 17.7%

*t Including "Constitutional and Statutory expenditure" **s Six months' period July - December 1967 iHp* Bursar:les are included in the capital budget of the Ministry of Education.

Source: Financial Reports 1964/65 and 1965/66 Estimates of Revenue and Expenditure 1966/67, 1 9 6 7 II and 1968 ANNEX 11

RECURRENT EXPENDITIJRE BY MINISTRY OF EDUCATION

(budget estimates)

1966/67 1967 II 1968 K'OOO K'OOO % K'O%

Administration, etc. 1967.6 7.9 1078.2 7.0 2210.4 6.3 Primary education 11937.2 1X7.7 7097.L 46.3 16571.6 47.8 Secondary education 6497.6 26.0 4257.0 27.7 8727.4 25.2 Teacher training 866.2 3.' 476.2 3.1 1320.4 3.9 Technical & further edluc. 1015.6 4.0 760.0 4.9 1266.4 3.6 Adult education 715.8 2.8 495.8 3.2 920.6 2.7 Univers:Lty 1043.4 4.2 775.0 5.1 2788.2 8.0 Bursaries to students 732.0 2.9 270.0 1.8 60o.0 1.7 Other expenditure 242.2 1.0 133.4 0.9 283.2 0.8

TOTAL 25017.6 100.0 15343.0 100.0 3h688.2 100.0

IJNIT COSTS IN KWACHAS

DA(1968) iuLi. JI uS± Boarding Total per Staff Other Total Cost boarding student

Primary education 20.6 L.L 25.0 10.7 5 7 Secondary education ' 139.0 23.0 162.0 59.0 221.0 Teacher training 301.7 195.2 L96.9 10h.2 601.1 University 1912.7 1185.7 3098.4 378.4 3476.8

(197)4)

Primary education 32.0 10-7 1027 Secondary education 180.0 59.0 239.0 Teacher training 6F; i76n1 -67 University 2170.0 300.0 2)470.0

* Un-scheduled schools only.

Source: EstL mtes of P.ovonue -d Exenditure 1966/67, 1967TT and 1968 Ministry of Education, Zambia Uni'Lve rstL UyofL' Za.bia, Rlecurr-entL Dudgeet' .L79) PROJECTED RECURRENT EXPENDITURE MINISTRY OF EDUCATION

1.968 - 1974 K'ooo

(in constant 1968 prices)

1968 % 1974 %

Adainistration, etc 2210.4 6.3 4000.0 5.6

Primary education 16571.6 47.8 28792.3 40.2

Secondary education 8727.4 25.2 18512.8 25.9

Teacher training 1320.4 3.9 1847.9 2.6

Technica.l and further education 1266.4 3.6 2218.7 3.1

Adult education 920.6 2.7 1500.0 2.1

University of Zambia 1400.0

- - 2788.2 8.0 12760.5 17.8

Bursaries ( 600.o)* 1.7 1500.0 2.1

Other expenditure 283.2 0.8 400.0 0.6

Total budget 'Kin. of Education 32700.0 100.0 71532.2 100.0

Adjustments ( 1988.2)* - - -

AdAj;stedA-- ' A.-.A-. . , '17 -^ &0A. n \\. V-J U>: US:V %, XJVUL |VV W_). UV

Source: Bank Mission estimate

* Adjustments to correct 1968 budget figures by the addition of recurrent expenditures not shown in the budget. ANJ N J!¢A 13

LYflWIMfTr 19TD/CADTrPAT4 - 1968

(Vtv :1 oonnvvv

---Actual Expenditure------Budget Estimates -----

- uuly De.

1964/65 1965/66 1966 - 1967, 1968

1. Total government capital expen,144-re 3530 66941n7. 6)2.

2. CutajL d± expendu4L IUre Min. of Education 4285.2 16440.8 19161.3 15868.5

-do- as a % of 1 14% 25% 12% 9. 4 %

3. of which for: ------

Primary education 1333.6 2493.4 7957.5

Secondary eduhcation 2038.4 10252.2 153R34.6

Teacher training 16.2 923.6 1052.0

Technical, adult, etc. 660.8 693.2 1984.0

University --- 2000.0 5150.0

Other 23.6 78.4 1949.7

Bursaries (recurrent) 212.4 569.6 1602.0

Source: Financial Reports 1964/65 and 1965/66 Estimates of Revenue and Expenditure 1966/67 and 1968 ANEX 14

EDUCATIONAL ATTAINMENT OF ZAMBIAN LABOUR FORCE 1965/1966

(percentages show educational attainment as percentage of total labour force)

Africans % Non-Africans % Total % DegreEt i50- 3,499 iu.5 O,Ly U. Diploma or 517 0.1 5,944 17.0 6,1461 0.8 A-level Secondary 1,516 0.2 11,965 34.3 13,1481 1.7

Lower secondary 7,282 0.9 11,409 32.7 18,691 2.3

Below Form 2 261,681 33.9 1,944 5.5 263,625 32.7 Total Modern 271,1 46 35.1 34,761 100.0 305,5;07 38.0 Sector Be'low F'or-i- 2 (subsistence) 500,000 64.9 - 500,000 62.0 Total labour 771,146 100.0 34,761 100.0 805,5907 100.0 force

(percentages show proportion African Non-African for each educational level)

Ara Non-Afrlcas'Al % Tota.i %_ Degree 150 4.0 3,499 96.o 3,6149 100.0 Diploma or 517 8.0 5,944 92.0 6,1461 1oo.o A-level Secondary 1,516 11.0 11,965 89.0 13,4i31 100.0 (O-level) Tower ,secondary 7,282 397.0 W70.L. U 0l,609l iO.O (F2) Below Form 2 256.I 99.0 Il9141.0 263,62- 100.0 Total Modern 271,146 34,761 305,907 100.0 Sector Below Form 2 ksubsi s'sen ce) 5U10JjoW 100.0 - -500,020 100.0 Total 'labour f'orces 771,146 96.0 34,761 4.0 805,907 100.0

Source: Manpower Report, Zambia Government 1965/66 ANND 15

EMPLOYMENT BY INDUSTRIAL SECTORS. 1954 - 1966 (EXGTJUDTNr, RURAT. SUBSTSTENCE SECTOR)

1954 % 1964 % 1966 % 1. Agriculture, forzestry and Il I N a fishing 39,500 15 35,500 13 || 33,500 j 10 2. Mining and quarrying 50,900 19 || 50,600 19 || 55,000 17

3- Ma.nufacturing 17,800 77| 20,900 8 || 31,600 9

14. Construction 59,200 22 || 31,000 11 || 70,3(0 21

15. Electricity, water and K. sanitary services 2,400 1 1 f 2,200 1f 3,4)00 1 2 7 0 6. Commerce! a 17,100 y7f 20,900 8 ,1( 8

T.ransport and3 1140 4 240 6 communications 9,000 3 11,1400 4 21,4(0 6

8. Private domestic service 29,600 | 11 | 35,500 | 13 || 35,0(0 11

19. Other services 39,600 | 15i 61,300 23 || 55,7(0 17

TOTAL 0 100 ||_268,700 100 332,900 |100

of whom: LI i ll -

A-rianAf,- r i cL4 12oloI ' L4r )./ ~ 91-L 1lII 23,000JS_') I ,V' |~I%J 88 |l3380|9iV .tv I 7

L Non-^tricion |1. 2770 | 9 l 31,7I0' I 12 || 29,, 9

I EnomicIrcJUJ Report, R c I 7 19 _ambia _7

Source: Economic Report, Republic of Zambia 1967 000000ED SF0CC10087S021D01 - 00001L280TSAND CLASS 000UP0

0000112408 000000 F0RIMI 000 2 200 3 001000 0001 0 70o 5 ...... : 40 02 000- ART S,. 1 . I

010 a08220 - 2oo/5 200/5 20/5 T-0 105/3 100/3 ½1 ½~ I

102 00HINSA.1 620 1.80 160/4 10/6b 16o/b 0-80 70/2 70/2½ ½ - ½ ½ io, Bio ~ ~ ~~~~~-20015 2lw5 200/5 T.0-H0 005/3 105/3 ½ o

01o2 67Y0A 620 460 160A1 160/b 160/b T-HE 70/2 70/2½ ½ ½ - ½ - 005 KlIVE 930 - 21.0/A 210/6 2h0/6 T-C-HE 1005/3 105/3 ½

106 01H0001.0 030 . '10/6 210/A 21.0/6 T-C-H0 105/3 105/3 ½5 ½I

007 800I. 620 - 60/A 160/4 060/L 2-0 00/2 20/2½ ½ ½ ½ - -

100 KW1A 620 100 160/1. 060h 060/4. T-HE 70/2 il/S ½l ½ 105, KABW0 930 - 210/6 21.0/6 21.0/6 T--HE 1000/3 105/3 ½I

200 50018 930 .665 21.0/6 200/6 240/6 T-A 105/S 105/S ½2 ½9 I - 1

202 lOOIOA 030 11.0 21.0/6 21.0/6 210/6 T-A 1006/3 1005/3 ½I - 0 203 COINSAo2 530 700 21.0/6 210/6 21.0/6 T-A 105/3 105/3 ½I - I 201. 06080 930 665 200/6 260/6 01.0/A 0-00 205/3 105/3 I 1

206 -000 002 930 080/7 260/7 200/2 T.H-A 1.0/1. 11.0/1. 0 1 ½5 - I 206 1PO200010 1020 930 280/7 280/7 280/7 T.00.0 510/A 01.0/1. 0 0 ½I 207 L0 'I0 12000 930 080/7 280/7 280/7 T-0E-A 14o/b mo/b 1 0 ½I 208 C012E00 735 595 075/S 025/5 175/5 T-A 1005/3 005/3 ½ 1 209 LIVIN800108E 930 - 21.0/6 21.0/A 210/A T-0H-0 005/3 105/3 I

20 H0.2CR.T0, 1070 528 21.0/A 240/6 200/6 T-0 075/S 175/5 - 3 01 211 06100 0020 030 200/7 280/7 280/7 5-0-0 1./1 "1./1 0 1 ½. - 0 ½~

212 8829461A 1020 930 280/7 280/7 260/7 7-30E.0 I10/4 1WA/1 0 1 ½ - 0 213 MN650 735 595 175/5 075/5 175/5 5.A 105/3 105/3 ½

210. CH8210A 1120 930 280/7 280/2 280/7 T-HE-A 11.0/1 mbo/b I I I ½.

205 09110010 735 595 175/5 175/5 175/5 T-A 105/3 005/3 ½ 1

206 1LUN0AZI 1020 930 280/7 280/7 280/7 T-HE-6, 1400/ mho/b 1 1 ½I 207 PETA0KE 1020 730 200/7 280/7 280/7 T-00-0 mbo/b m0/L. I 1 ½I ½ 208 MASI. 1005 - 215/7 215/7 245/7 T-0-H0 01.0/1. 01.0/1 0 0 ½ 215 C05in0DU 930 - 240/6 210/6 24.0/6 5-1-lE 105/3 105/3 ½I ½~ - 220 68210002J1 11002 280/7 5180/7 250/7 T-0-50 01.0/1. 1.0/4 0 0 ½ ½ I -

220 CHIWA10A 930 735 240/6 21./6 210/6 T-A 005/3 105/3 ½ - -

222 0/7AN018A (BOY05 1120 - 280/7 280/7 280/7 T-C 13.0/1. mS0/I 0 0 0 0 -

223 00028210U 930 -- 210/6 21.0/6 210/0 T-0-H0 105/3 105/3 ½ ½ ½ 1 ½ -

221. 008A1A2TE06PE 930 - 24C0/6 210/6 240/A T-C 105/3 105/3 I

225 LUANSHTA5 930 - 21.0/6 240/6 24.0/6 0-90 105/3 1005/3 ½I I 226 01T0 0350S) 1102- 280/7 280/7 250/7 T-C 14.0/1 mO/1. I 0 0 10

227 01I00 (01IRI07 1010 21.0/7 205/7 21.8/7 1-00 1.0/1. mo/b I I - 0

228 018*8701. 530 - 210/6 21.0/6 27,0/6 5-0-80 105/3 105/3 ½1 It ½1 0 227 000770 235 175/0 175/5 175/5 T-C 105/7 105/3 ½1 ½, 1 1

230 000001.0 620 - 160/1. 160/A 160/I 0-50 70/2 70/2 ½ ½ - i 230 M00UL.280 31.0 - 320/8 320/0 720/8 T-0-00 010/1 mo0/I o 0 ½ ½ 0

232 00782A5051 1120 - 20/7 090/7 I60/8¶ TC01071n01. 1,0 2 233 0-5001 1210 320/0 320/8 320/0 0-0-0 1L0/1. mo/b I

231. CH5021. 0120 - 280,'7 280/7 250/7 T-C-86 1.0/1. mbo/I oI 1 -

235 0818L10081 1120 - 280/7 280/7 280/0 T-C-80 IL0/1. mLo/1 1 1 ½I

236 C811L01.007800 1120C 200/7 280/7 280/7 T-C-H0 i1.o/4 000/b 0 5 1 - 237 0*102 1020 970 280/7 280/7 260/7 T-0H- mo./I mo/I 0 I ½I 230 8880008 0020 930 280/7 280/7 2805/7 T-H0-8 1W0/ mo/ I I ½I 239 0K2M01L0 800 895 200/S 200/5 200/5 T-A 1005/3 105/3 ½ - 0 210 SENAN80 0120 930 280/2 200/7 200/7 T-80-8 01.0/1. mo0/4 0 1 ½s 241 0000000 0120 930 280/7 280/7 200/7 T-8E-A mho/I 01.0/1 1 0 ½s I

2o2 0.8WAM4WA 730 595 175/5 175/5 ' 750/5 T.A 100/8 1o05/ 0. 2. 1 - 213 K0020S81 810 630 200/5 200/7 200/5 0-00 1005/3 1000/3 ½ 1 0 211. 19483 930 330 21.0/6 210/6 21.0/6 T-A 105/3 105/3 ½ ½ 0 - - 1 21 87703382 0020 970 260/7 280/7 280/2 2-80-A mbo/I 11./110 0 1 ½ 21.6 080010 1120 970 280/7 205/7 280/7 T-K10- mo./b 100/1.0 0 1 ½

21. 0010861 1120 90o 2000/ 200/1? 2/ 1', THEACO I'on W '2o,I.,0.I 2 21.8 MW081120811 1120 970 280/7 280/7 ;80/7 2-80-0 mLo/b mo/b 21.9 10D020Z1 735 595 58/ 175/5 175/5 275/505/7 005/3105113-

250 0S0021E 930 665 MAb 20/6 2 40/6 T1/-A 005/3 105/3½ ½ 0 - - 0

251 ~IOJUM3WA 0128 970 280/7 200/7 280/7 5-H1-A mo0/I mho/4h 0 ½j -

253 1.00AL8 930 - 2b0/6 24,0/6 010/A 2-0 105/3 10513 ½ 0

201 16A1U0008 0020 - 280/8 280/8 280/8 T-C 1110/0 010/b I 0 I I

255 087'iA 01120 - 280/8 280/5 760/8 T-C-so mho/I 110/1. I 10 256 289AL1 0015 770 21./7 205/7 215/S T-C mho/I moa/b I 1 0I

enroOtusoto ~~~6339528908 15905 05905 15905 201.0 7840 .l.s poop. 1.07 1.07 107 221. 224 08 1.9 2 25 39 20

T *Flior. h-oo In col 02do Polo 0-5 hOo noabr o stdents/cl.ss V0900 -oPs-tO-4. o2vDRNmr OF ZAM~BIAM)UCkTION PROJECT ANNEX 17 (pars W_ SUM(ARTOF ESTThATEPRO3JECT COSTS ( in 'O0OJ 1 2 3, 4 5 6 7 89 10 U1 12 13 14. 35 1.6 17 Site Develop- ,et and Teaching 2&Co=asMa3 Staff Pro- Total, coat Total, coat Sob-Total Incmease External Niild- 'umi- Equip- Boarding Houaing fessional. of of 3 to 10 in 2/ Unforesaean Total costa I/ Cods Nm.s Places BDxrdera Works ng ture sct Daldngs iture Buld Servlcea Bildn Furnitu:re _ ___ coat expnttures K~acha. j.

K. K. K. K. K. K. K. K. K. K. K. K.

lot. Kaasma 810 - 58.0 234..4 33.3 50.9 - - - 34..6 234.41 33.3 4.07.2 53.4. 38.8 4.99.1. 108 Chbm,sali 620 1.60 116.6 207.3 20.6 1.1.6 151.1. 28.0 14.8.2 2,.8 506.9 4.8.6 791.5 112.0 83.8 987.3 103 Cbi7,ata 810 - 38.3 255.3 36.1. 56.3 - - - 35.2 255.3 36.4. 421.5 54..8 39.!. 515.7 101. Nylisba 620 4.80 125.0 223.9 20.6 1.9.4. 165.6 30.0 154..1 80.2 54.3.6 50.6 81.8.8 119.9 89.9 1058.6 105 KiWe 930 - 31.8 211.8 30.1 56.6 - -- 29.2 211.8 30.1 359.5 1.5.. 32.7 4.37.6 1065 Chlnagola 930 - 31.8 21-1.8 30.1 56.6 - -- 29.2 211.8 30.1 359.5 4.5.4. 32.7 4.37.6 1017 Ndola 620 - 22.1. 019.6 20.4. 39.1. - - - 20.6 17,9.6 20.1. 252.1. 32.0 23.1 307.5 108 Mm.,sa 620 1.80 115.1 206.7 19.0 1.9.1. 152.9 27.7 14.2.3 74..1 501.9 1.6.7 787.5 110.7 83.0 981.2 1019 Kahn, - 930 33.1. 222.1. 31.6 56 - -6 30.7 222.1. 31.6 3 4..7 4.7.7 31.41 456 _____

Sob-rotals 6890 1.1.0 568.7 1923.2 21.2.i 1.59.8 1.69.9 85.7 444.1.6 108.6 2037.7 327.8 4.6o2.6 621.3 4.57.8 5681.7 7951..!

Exteaiso,,a ofSeodr Sholal

201 Isooa 930 665 1.3.6 116.3 6.6 32.8 28.7 4.3.8 1.7.0 28.3 192.0 50.4. 31..1 1.7.2 31.7 1.26.0' 20:2 Imngvi 930 71.0 36.5 95.1 5.2 35.5 55.7 1.2.1 7.8 23.!. 158.6 1.7.3 301.3 39.9 26.2 367.1 203 Chinsali 930 71.0 1.6.7 61.8 4..1 37.9 86.1. 1.3.1. 54..8 30.0 203.0 1.7.5 365.1 1.9.1 33.6 WA17. 20!, Kaa.-a 930 665 36.6 71.1. 7.0 28.0 25.0 4.2.6 62.6 23.5 159.G 1.9.6 296.7 1.0.3 26.3 363.3 20!5 4ba,la 1120 930 7.8 21..3 1.2 38.0 23.6 52.2 - 6.7 4.7.9 53.1. 153.8 17.1 7.5 178.7 2065 Mparoakoo 1120 930 7.8 21..3 1.2 38.1. 23.6 52.2 -6.7 4.7.9 53.1. 151..2 17.1. 7.5 179.1 2017 l.r.irg 1120 930 7.8 21..3 1.2 4.0.6 23.6 52.2 - 6.7 4.7.9 53.1. 156.1. 17.1. 7.5 181.3 2013 Cbi~pspo 735 595 1.2.4. 98.1 8.5 41.o 31.1. 36.6 51..8 27.2 181..3 4.5.1 31O.0O 1.4.9 30.5 1.15.1 209? LfrLngstoo 930 - 8.1 80.9 32.3 4.0.4. - - - 10.7 80.9 U2.3 152.!. 16.8 1.2.0 181.2 21.2 NilLoret 2070 528 23.8 167.3 10.7 1.2.5 86.0 l1..0 - 33.3 253.1. 24..7 377.7 50.3 473165., 211 Kalan 1320 930 6.6 20.1. 0.0 38.0 19.8 1.3.9 - 5.6 4.0.2 1.1.9 135.3 14..6 6.3 156.2' 212 Nanaoala 1320 930 7.8 20.3 1.2 37.7 23.6 52.2 - 6.7 4.7.9 53.1. 153.5 17.1. 7.5 178.1. 21.3 Nmone 735 595 19.5 58.2 2.9 27.6 32.6 30.0 19.7 12.7 86.5 32.9 179.2 22.7 11..2 216.i 27,4 Chalize. 1120 930 8.0 25.3 1.2 1.0.2 21..5 54..3 - 6.9 4.9.8 55.5 160.5 18.0 7.8 186.3 2115 Chtzongse 735 595 31.6 80.1 4..5 36.8 23.7 38.0 32.6 20.3 137.1. 42.5 268.6 31..8 22.7 326.3 216 lamlazi 1120 930 8.1 25.3 1.2 39.0 20.5 51..3 - 6.9 4.9.8 55.5 159.3 18.0 7.8 185.1 21`7 retsoke 1120 930 8.0 25.3 0.2 39.7 24..5 54..3 - 6.9 1.9.8 55.5 160.0 18.0 7.8 185.8 2113 Macala 1015 - 21.0 91.1 11.7 1.0.0 - - - 13.5 91.1 11.7 177.3 20.6 15.1 213.C 219~ Chitubu 930 - 1-1.0 73.6 32.5 37.3 - - - 10.2 73.6 12.5 11.1.6 16.1 11.1 172.1 -221) K-se"Ai1120 - 6.3 1.2.3 5.2 23.6 - - - 5.8 1.2.3 5.2 83.2 6. - 6.5 ____ 8_____

Sub-Totals 19950 12563 389.2 3226.7 100.6 735.0 537.3 706.1 279.3 2912.0 2043.3 806.7 4.266.2 529.8 32'7.2 5123.2 7171.9

0/ Total 3tolo0plos l1andl15. Z/ 12% of3, 1., 7, 9, 10. 3/ 151 of 3 to 5plus 7tolo,. 0 '0A)flfl0)VHJ) C''S C'C'C' 00 000000)000000000 Ii I 00000000000000000000000000000000ft300

l 0WO*1mC' -b

o p.r 0. 04 04op. b'1ffhVn 0 - C St 0 . *0 3401-'o C ' 0

0 6 S S, a A)-' I.C

U 00000 ).noOOOO 00 000000000no 000 00

1w 0' -J 'C'O '004'C'C)A'C'O -J -4 "31 I ,-i-Ju\--3--3--J--3'0'C00'C00l I I',ISIIlI*I*i 0 ' 0) 0 00") 0000 0 '0oO'"Oo '0 Ii

I- - 0 ICOtlO 0 0 )-'H)' ''"''-''"' '0 '0ooo-g--g a-o-j ''oooUoKi, 'a

10 '0-4'000H440)'0 0 0'0C'-H0V4O'al" r)000'4-'00--J-4 - j' E1

j g.C' F0"000000 0000 0W00J'0 -J fl 0 '0 '0 --IgH a- o- '0O"CHH)0)-½-'Hl-'0-oC-'*-'CH0C0-J 0 0 '0 -4 0' 0)'aO)-400-JC)0400000cC00)CO 0'0'00.'CC'aOHO0).4C'-4l-')-'0 0' '0 F0)'0'0 J)C)C'0 C''4C'440' 0)O'00'00)'0'0 OJ0-4C'0'.J0)fr'0'0 HO' 0

V -Wa I * 0 f J! '0 I 6mg,tdo0X0U&dP&S-F'O'b6'fr'iggug,ggggs,gg, o '0 0' IH0)-')'H')')' O03000000 C vj F

_ _

0' H - - p. '0 H0'HC)C'C'UC'C'C'C'HV)'0 C''0C'C' I 'C C"C000'-OO,'0'0'0 C' 0 '0 '0 'JC)-O'00'00)'00'000'O)O00))0I' - '0H30000O' "JC) 0-40)0 0 I H H I- F 0 0 0'0000J000000'0'a'000000)C'C''0'00'0)C0J0 52 2 21 * '0 a- P1 '0 C"0VIC"0'0I-½-' "'I")-' I a HCJH-"0'0'0'0V))0-O a-o'o-'o -o'c W4t - 1 0 I 00'C0I)-)0O'00000'0'a4-''0'00'0A'0'C'0C''aC0l-JC.Jl--' H"J S S

- I Co 0 C' 10 ______I A

"I '0 3 bb--Z4-Z, I

* r '0HOO'J0'0" '0-4C'0Co00'000C'hJ0'a0)C0)0'0'0H0'0 0'

0 '0 Ztrat 00)0'0t0 " r ft: '0 '00 0C"0'00 '0OCAOOO'0'000'0'C'0'0'0)-0000'00'C''J'0'0H'C'0'C' 0 '00

-4 0' AI"3'00 22WSt2Z

0'40"J0'0'0 '00'0'0'0'0'0C"0'J'000''0I""3 P'0O'0"ZO C'00'O0"4 0 0' 0 '00 )-.0400) OH' 0'0 CC'0'0'00 0-3 -40 0'0 '0000)0)00400')-' 0'0'0 -40 0

0' 0' IAkI

0! C icz 03VERDEBNT OF ZAMBIA EDUCATIONPNOJECT r4AwEx 17

OUSIARYOF ESTIXLTED PROIJECT OOSTS( in '000 p 1 2 3 4* 1 '5~3 7 8 oi 215 40 15 16 Site Develop- sent aid Teaching &Co=ur nal Staff Pro- Total cost Total cost Sub-Total Increase Code Nenle Placss Boarders ternL build- FuirnLp- Boarig Housing fesseLla of of 3 to 1S Ln 3/ Unforeseen 2/ Total coots Code Nreer PacenWOrks - ings tBure Buildingsiit Furniture Buildigs Services Buildings Furntare cost exnedLibres K.ach US K. K. K. K. K. K. K. K. K. K. K. K. K.

Exteionms Or Prisar Ter Tra feges

401 Kitve 525 5'25 56.5 139.5 10.0 42.1 106.0 12.2 - h2.3 215.5 22.2 108.9 55.0 b1.3 505.2 402 Chalibabna, Ntitcol. 300 3100 30.5 _ 5.8 h.6 :27.0 96.3 7.5 - 25.4 L51.1 12.1 216.1 32.9 2L.8 _ 303.8

1.3b-Tota1s 825 825 87.0 19h.3 Lh.6 69.h 202.3 19.7 - 67.7 396.6 3h.3 655.0 57.9 66.1 1309.0 1132.6

Extnsi-ns of HiLhar Teacher TrairnRg collee!S

501 K.b-o b5o LSO 26.6 90.1 5.6 17.9 87.3 8.8 - 28.6 177.1b l.b 29h.5 '7.1 27.9 359.9

502 Kit-, St. Fra-cio 300 300 25.5 79.6 6.2 12.1 11b.I 11.3 31.3 39.3 255.0 17.5 379.b 5o.6 38.1 168.b

Sub-Totals 750 750 52.1 169.7 11.8 90.0 231.1 20.1 31.3 67.9 132.h 31.9 67b.3 87.7 66.3 828.3 1159.6

Extersion of the Northern TechrLcal Collegs

601 North Technical NdoLa 660 100 52.5 516.2 11.7 359.3 65.8 5.3 - 88.8 582.0 17.,0 1099.6 lJl.1 86.8 1297.5 1816.5

Grand Totls 6563C 310893 2883.1 7C61.7 631.8 3158.9 3080.5 1656.6 1075.7 1178.9 11217.9 2291.4 21330.2 26EO.9 1669.8 2''860.9 J6233.3

37% 37% 60% 100% 37% 60% 37% Lo% 37% 6o% - _ Foreign Exchange 1066.7 2612.8 380.9 3h58.9 1139.8 991.0 398.0 591.6 b150.6 1371.9 106b2.7 1077.6 697.1 12b17.1 1738b.1

1/ Total 3 to 10 ploo 11 and 15. 2/ 12% of 3, h, 7, 9, 10. ,/ 15% of 3 to 5 plus 7 to 10. ANNEX 18

CONSTRUCTION COST ESTIMATES

.A _. - -

aiverage cost per sq. fi'. kgru,;j

Kwacha US$ Secondary schools and teacher training colleges teaching accommodation 4.5 6.4 dormitory buildings 4 . 4 6.1 staff housing 5.8 8.1

Northern Technical College teaching accommodation 8.5 11.9 hostels 7.0 9.8

Note:

The above nrices do not include nrofessional fees: built-in furniture is inclucded, other furniture is shown separately.

Prices apply to Lusaka and other major cities along the railway line, excluding TjirnErton. For Linrvtone nnri nt.her +town-ships nlnna the railway line 5% has been added. Prices for the rural areas (expressed as n pntage o?f Takiac nriGe) are as fonl I ^ws

Central province 110% Wester provnce 100% Southern province 125% Northern province 125% Eastern province TLiTua-upula 120% Barotseland 130% Kabwe region 120% flWfl¶Teprovn 12of0%

4 4 - T'h A4 ffP---n-- -"i un t costs i8 e=F1'ainedA bky the tv..ries of canSr .,ac 4-4 n tL*~.J~4. ~A~LJ~ LAJ LAL. U %.i. i i J L .LJi i 1 .4 U U. U WjJ 4 employed, one-storied rural and suburban type buildings for the schools %andcleec A.LUr," UUUu 1lI'.JVotyD Lj ULLUULreLiV eo .1 fu-soriedI'U - uJ LV structursfrteTcicakU. for'J tL~Le..LJ, Co:Llege. Furthermore, the magnitude and complexity of built-in furniture aJnd O;L V.V.:WO VCL.FLQ r U-L.y UUUWCLJ ULitZ 6 *UU. L1s ±UW I.UD Vi UVL11_LLUO, buildings is accounted for by dormitories being large empty spaces and corce-iinraUted toilet, facLlitiee9. ILIe h1UUtels are sImaLL LUrIRIJ With bui.Lt-in furniture and grouped toilet. Annex 19 Page 1 Governmnt of Zambia fdnca:ion Project Eetinated Schedule of Conatruction and Tot& E3penditurea (US$ in 1000).

Construction Phla* Nonthe 3 9 15 21 27 | 33 39 14b 1 157 63 | 69 75 178

Luavula Region

246Smfya ------_ 1 108 Mansa .I - 1 ------1

242 Klawar .... ------

245 Nchola*lge /it - ====

243 !bereshi .... | //P - -- - - ~

2414Mwense .... ------6-

Total Radon L260.8 30.5 125.6 1229.0 1212.3 1302.2 205.6 155.6

Norther Region

205 fr'; a * - - V/ ------206 Mporokos,D .i| /zx|------

207 Luwingu ...

202 Munga. ... ------

.U4 n8aamGuxrl.s -----

101 Kasama B2ys ... ------

201 Ieoka -----

203 Chineali Boys30 ------

102 Ubhiwns Girls I'''' ''F''- ~ --..... 1------

Total Region 6316.5 35.9 167.1 1326.b 1752.3 24b6.o 347.7 2bl.1

FAstern Region 215 ChIzongwe ... -///||------… 1| 216 Lenda2i ... / ' [… 103 rhipata ... ------

214 Chadiza| // --- t--- IIII 217 Petauke - - …------

104 Nyiba *------__

Sub-ToLals 4b982.7 97.7 1432.0 3918.2 1 h102.1 5117.29 747.7 1 567.8

Legend: ..... Survey.-. - Deign wvki- drains, spciictin bi- of crwn is, contract documents, prequalification of contractors, internatinal tender. ro m Construction. ------Guarantee period. /// Ipnrovement to baildings and sites ahead of constraction. Goverrnmet of Zainbia E(dlcation Project Anne:c 19 rage 2 EstLmated Schedule of Construction and Total xpernditiwes (US$ in 000).

Constructioni Phase Monthn 3| 9 15 | 21 27 j 33 39 j 45 5 |57 63 | 69 75f 178

Balance Foreard 14982.7 97.7 432.0 3918.2 4102.1 5117.2 747.4 567. j

Southern Region | 4 -

212 Nasiwala */f.

213 Monze _-_----_

208 Chipepo | ...

209 Livingstone Day ... ------

210 Hillcreat Tech. 1/j

211 Kalomo ___ **------Total Rlegion 3039.h 11.9f 56.1 j 706.4 1243.2 | 858.3 123.2 40.3 r

Barptas Rarg ll|

239 Ksarbale ... ------240 Son8nga *--I ------t---- I- 241 Setsheke ... i-1

238 Mankoya *------

Total Region 2450.8 12.2 62.8 1217.8 1008.1 139.5 10.4

North Western Region L

247 Balovales//

248 Mwinilunga //------~~~4 ------4l

249 Solwezi * 3 ------1

Total Region 14W4l.7 7.7 45.1 o6o.o 64t.7 99.1 29.1

Chingola Area - Western Reglon

236 Chililaobw--e . .- 234 Chikola ... [ | /--__,______|.///

233 Chigola *' ~ || //mt______106 Chingola **4- , xjcx ------

Total 151.0.9 11.9 47.6 353.4 420.7 528.2 105.8 43.3

Sub-Totals 231468.5 141.4 643.6 6851.8 7421.8 67h2.3 | 1016.2 651.4

Legend: .. .. Survey. -D Design, working drawings, specification, bills of quantities, contract documoerts, prequalification of contractors, international tender. jc Dmcy. Construction. ------&aarantee period. I. m'//rovement to buildings and s; tes ahead of construction. Government of Zambia Fducation Project Ainfex 19 P-g. 3 .tiaated Schecole of Construction and Total Upenditures (US$ in '000).

Construction Ph-.- M,-,t,. 3 I 9 1S 121 27 3A1 39 I hS l 57O 63 | 69 75 1 78

Balance For.ard 23468.5 1Jd.1L 643.6 6851 8 7421.0 6742.3 I0UI6. 6 51. 4

Mufulira and Kitwe Area-W.atern Rogion | j1

232 Kantanshi .... ------226 Kitve (Boys) .... ------227 Kitwe (GirLa) ... .----- … 105 Kitwe

502 Kitne; St. Franets

235 Kaliilusht .-

228 Chanboli// 228 Chanboli . .. 1L | /// -~------| 229 ukIuba ... i/i I

230 Mindolo ... /

401 Kitme ... / ------

Total 1104.0 35. 156.8 1094.9 | 163.2 | 1262.3 294.0 | 97.0

Lunb and hdola Area-Western Begionl I I

222 Luanshyn (Boys) ... ------

223 1tpatamalu *...

221 Roan AnteloDpe _7_ --. *~~ ~~ ~ ~~~~~~~~~~~~~xx3--1------. l 225 Luanahya ... | | / x m j.]

218 Masai. ... _----- 220 Kansenji -|- ---

219 Chifubu'v 221 ChiwaLa ______a___I * * 1 *1 1 /// xxl ~~~------II 107 Ndola rz2 1 x Lj *--1 1 1 ~ ~ ~~~~------~ ~ ~~~1-

601 Norta Technical Ndola ** *| |------i-- |---

Total b5l42.6 36.9 160.1 1324.5 2107.41 664.2 219.0

Total WaZt. Region I1157 5 8h -6 36h' 5 2772.8 3691.3 2h511.7 61. A 170.8

Sub-Totals 32115.1 2 L4.1 960.5 9271.2 10692.4 8668.8 1529.2 778.9

Legend: .. .. Survey. - Design, working drawings, specifcation, bius of quantities, contract documonts, prequalification of contractors, international tender.

_ -A= Cons truction. ___-_--t----__ tbuilding a t h f tc //Improvem4t -t-o-b'uildings and sites ahead of constructi^n. Govermiment of Zamibia Education Prolect ----. 10

Rstimated Schedule of Construction and Total Ezpenditares (US$ in '000).

Construction Phase mont1s 3 | 9 15 |21 27 33 39 45 51 | 57 63 75569 78

Balance Forward 32115.1 211r.1 960.5 9271.2 l0692.4 8668.8 1529.2 778.9

Kabwe Area-Central Region

251 Mumbwa ...

252 rLAshi ...

250 Serenje j/'_ ------| 109 Kabwe ...I ------l-

501 Zabve * * , *-- ...... _ ___ .

Total 2552.7 17.5 8h.l 778.0 872.9 591.5 163.2 [5.5

Lusaka Area-Central Region | 1_ 1.

253 Libala ... /// x …------

25h iabulonga ... I // x

255 Keaiwala * ------

256 HmaLi ...

Lo2 Ch-Lin)mns, Ni,stc2,1 .. _. |[======------I..

Total 1565.5 1 2 562' 1 q1 1 SL2 1,716 02.

Total Central Region I,118.2 30.7 | O.3 1127.1 lL15.li 1063.1 263.8 77.8

10o% 1% 3% 29% 33% 27% 5% 2% Grand Totals 36233.3 2bhr.8 1100.8 10398.3 12107.8 9731.9 1793.0 856.7

36233.3

I t - t 33583 f61 ! | La Mldl3ion6

I/ 1 11-20 Mill

117ti3.9

32113h5 0 ,6 10 Mi_llion

Legend: .. .. Survey. Design, working drawings, snecification, bills of quantities, -ontract docmeents. creoualification of cont,ractors, international tender. xxxxxxxcxxxxxxn: Construction ------Guarantee neri od. ///' Emorovermnt to bu4.ldings and sites ahead of construction. | THE REPUBLIC OF ZAMBIA

E-DUCATION PROJECT P>lCUp\ ,.GE,

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