oQunwntof TheWorld Bank FOROFFOCIAL USE ONLY Public Disclosure Authorized Rpw r. 9103 PROJECT COMPLETIONREPORT Public Disclosure Authorized HAITI THIRD EDUCATIONPROJECT (CREDIT 1305-HA) NOVEMBER 7, 1990 Public Disclosure Authorized Public Disclosure Authorized d Human ResourcesOperations Division tment III and the CaribbeanRegional Office restricteddistribution and may be usedby reciplentsonly In the perfornce of Its contertsmay not otherwisebe disclosedwitbout World Bank authorization. c,, - .,I r ., t- ,,,,,, * ' ,: 1 CARS Cooperative for Amrican Relief to Xveryone GTOIO General International Trading Company IDA International Developmant Association IDS Inter-Amical Development Bank INAOHIX National Institute for Management and International Higher Studies (Institut National de Gestion et Hautes Etudes Intornationals) IPN National Pedagogical Institute (Institut Pedagogique National) M0E Ministry of Education PIU Project Implementation Unit VNDP United Nations Development Program aNESCO United Nations Scientific and Cultural organization USAID United States Agency for International Development THEWORLD SANK FOROMCIL US ONy Washington.D.C. 20433 U.S A. OlhceCA OwDetw.Gt4 Op.tatmn, Evaluatim November 7, 1990 MEMORANDUMTO THE EXECUTIVE DIRECTORSAND THE PRESIDENT SUBJECT: Project Completion Report: HAITI - Third Education Proiect - (Credit 1305-HA) Attached, for information, is a copy of a report entitled "Project Completion Report: Haiti - Third Education Project (Credit 1305-HA)" prepared by the Latin America and the Caribbean Regional Office, with Part II of the report contributed by the Borrower. No audit of this project has been made by the Operations Evaluation Department at this tim-. Attachment This documenthas a restricteddistribution and may be NWdby recipientsonly in the performance of their officialduties. Its contentsmay not otherwisebe disclosedwithout World Bankauthorization. FOR OFFICIALUSE ONLY PROJECT COMPLETION REPORT HAITI THIRD EDUCATION PROJECT (CREDIT 1305-HA) TABLE OF CONTENTS Paae No. Preface ..................................................... Evaluation Summary ........................................... I. PROJECT REVIEW FROM IDA'S PERSPECTIVE ................... 1 Project Identity ........................................ 1 Background ........................................... 1 Sector Development Objectives ......................... 1 Policy Context ........................................ 1 Linkages Between Project, Sector and Macro Policy Objectives ............................. 2 Project Objectives and Description ...................... 2 Project Objectives ................. 2 Project Components ........... ........................ 3 Project Design and Organization ......................... 4 Project Implementation ....... ........................... 5 Critical Variances in Project Implementation .... ...... 5 Project Risks ......................................... 7 Major Results of Project ................................ 7 Project Objectives .................................... 7 Impact ani Sustainability of the Project .... .......... 7 IDA's Performance ....................................... 8 Major Strengths and Weaknesses ........................ 8 Lessons Learned ......... .............................. 8 Borrower Performance ........ ............................ 9 Major Strengths and Weaknesses ........................ 9 Leasons Learned ......... .............................. 9 Project Relationship ........ ............................ 9 IDA-Borrower Relationships ............................ 9 Consulting Services. 9 Project Documentation and Data .9 Availability of Relevant Data to PCR Mission .10 II. PROJECT REVIEW FROM BORROWER'S PERSPECTIVE .11 III. PROJECT PROFILE AT TIME OF COMPLETION ................... 15 ANNEX 1 - List of Schools Constructed and Rehabilitated and Housing Facilities ........................... 27 ANNEX 2 - Participant on Completion Mission and People Met ... 30 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. PROJECT COMPLETION REPORT HAITI THIRD EDUCATION PROJECT (CREDIT 1305-HA) PREFACE This is the Project Completion Report (PCR) for the Third Education Project in Haiti, for which Credit 1305-HA in the amount of SDR 8,400,000 (US$9 million equivalent) was approved on November 30, 1982. The credit was closed on December 31, 1987, one year behind schedule. It was fully disbursed, and the last disbursement was on February 3, 1988. The PCR was jointly prepared by the Human Resources Division of the Latin America and the Caribbean Regional Office, Department III (Preface, Evaluation Summary, Parts I and III), and the Borrower (Part II and some statistical information included in Part III). Part I is based, inter alia, on the Staff Appraisal Report; the Development Credit Agreement and its amendment; supervision reports; correspondence between IDA and the Borrower; internal IDA memoranda; and a mission to the country in December 1989. Part II was prepared by the staff of the Project Implementation Unit and submitted by the Government of Haiti. - iii - PROJECT COMPLETION REPORT HAITI THIRD EDUCATION PROJECT (CREDIT 1305-HA) EVALUATION SUMMARY Proiect Obiectives and Content 1. The principal objectives were to implement important elements of the Government's program of educational reform, involving curriculum change, including greater use of Creole in primary schools, and improved access to the lower primary education cycle; and to enhance efficiency, quality and management of primary education. The project was also designed to improve the training of accountants and to introduce a uniform examination for profes- sional qualification at the National Institute for Management and International Higher Studies (INAGHEI). The initial design of the project included: (a) constructing, furnishing and equipping schools for grades 1-4 totaling 180 classrooms covering 45 schools, including also a pre-school center and a family education room in each school to be used for literacy classes for young adults and for community meetings, and the provision of housing facilities for four teachers in all 45 schools; (b) accountants training at INAGHEI; (c) the support of the educational reform by improving the National Pedagogical Institute's (IPN) Curriculum Development Unit; and (d) the provision of technical assistance by the United Nations Scientific and Cultural Organization (UNESCO) under the United Nations Development Program (UNDP) financed country assistance program. The project also financed ataff salaries of the Project Implementation Unit (PIU) and the Education Reform Committee, monitoring and evaluation studies, and technical assistance. Delays in project implementation, mainly the civil works aspects, and the need to limit recurrent expenditures, in view of austerity imposed on the budget by weak economic performance, forced the Government to request an amendment in project design. In June 1986 the credit was amended to: (a) limit construction to 11 schools or 81 classrooms instead of 45 schools, to construct ai,d furnish accommodations for 18 teachers instead of 180; (b) repair and expand 20 existing schools and rehabilitate 78 schools damaged during social disturbances of February 1986; (c) add a computer Laboratory at INAGHEI for use of private schools; dnd (d) increase the percentage of disbursement for construction from 65% to 99% due to the chronic lack of counterpart funds. By the end of the project, 11 new schools were finished, 20 existing schools were rehabilitated, 64 instead of 78 schools built under tho First and Second Education Projects were rehabilitated and accommodations for eight teachers only (two housing facilities) were constructed. Implementation Experience 2. The project encountered numerous difficulties that tended to reduce overall impact. Main entities responsible for project implementation were the Ministry of Education (MOE) and IPN. Lack of counterpart funds caused delays in the start up of civil works, and due to cost escalation the project had to be scaled down. An Education Reform Committee formed by representatives of the sector was created to develop a strategy to implement the reform and supervise its execution. However, frequent changes of ministers and turnover of high level personnel at MOE resulted in the dismantling of the committee after a few months. Lack of full consensus for the reform program by all concerned levels of the Goverunent, especially the policy for greater use of Creols, may have also contributed to lower public acceptance of the new methods. In addition, the MOE had not clearly instructed or prepared public school.directors and inspectors to implement the reform. Government officials judged that a gradual and successful introduction of the reform in the public schools would result in its acceptance by the important private sector (enrolling about 52% of students), which was not entirely the case. By the end of project implementation, of a total of 1,003 public schools only 7% introduced the integral reform program and 38% adopted it partially; in total the reform was introduced in 45% of the public sector. Of a total of 3,813 private schools, 2% adopted the reform program in full and 6% adopted it partially, i.e. 8% of the private sector adopted the reform program. 3. The lack of capability for planning and weak management at MOE and IPN, aggravated by frequent