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PROJECT COMPLETION REPORT (PCR)

A. PROJECT DATA AND KEY DATES

I. BASIC INFORMATION

Project Number P-TD-IA0-001

Project Title: Strengthening of Technical Education and Vocational Training

Country: CHAD

Lending Instrument(s): ADF Sector: Education Environmental Classification: III

Original Commitment: Loan: UA 5,431,000; Grant: UA 1,300,000; Counterpart: UA 754 000 (10%)

Amount Cancelled: 0

Amount Disbursed: Loan: UA 4,288,995.97 Grant: UA 1,240,837.14

% of loan disbursed: 78.97%; Grant: 95.45%

Borrower: Government of the Republic of Chad

Executing Agency(ies) [List the main Ministries, Project Implementation Units, Agencies and civil society organizations responsible for implementing project activities.] The project is implemented by the Education Projects Monitoring Unit (CSPE) set up in March 1997 and placed under the supervision of the Director of Education Projects in the Ministry of National Education. The CSPE is supervised by a Steering Committee composed of the Technical Committee responsible for monitoring the Education/Training Sector Round-Table (established by Prime Ministerial Order No. 030/PM/2000 of 11 May 2000), and broadened to include component managers, the Coordinator, the Technical Pedagogical Adviser and the Project Architect.

Co-financiers and other External Partners [List all other sources and amounts of financing, technical assistance or other resources used in this project]: Almost the entire project is financed by the Bank. The Government provides a counterpart contribution of UA 754,000.

II. KEY DATES

Project Concept Note Cleared by Ops. Com. NA

Appraisal Report Cleared by Ops. Com. NA.

Board Approval 01/03/2001

Restructuring(s)

Original Date Actual Date Difference in months [between original date and actual date]

EFFECTIVENESS 31/12/2001 21/02/2002 2

MID-TERM REVIEW 01/12/2003 21/10 to 11/11/2006 35

CLOSING 31/12/2007 31/03/2011 39

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III. RATINGS SUMMARY

CRITERIA SUB-CRITERIA RATING

PROJECT OUTCOME

Achievement of Outputs 2

Achievement of Outcomes 3

Timeliness 1

OVERALL PROJECT OUTCOME 2

BANK PERFORMANCE

Design and Readiness 2

Supervision 3

OVERALL BANK PERFORMANCE 3

BORROWER PERFORMANCE

Design and Readiness 2

Implementation 2

OVERALL BORROWER PERFORMANCE 2

IV. RESPONSIBLE BANK STAFF

POSITIONS AT APPROVAL AT COMPLETION

Regional Director L.B.S CHAKROUN Marlene KANGA, Director ORCE

Sector Director L.B.S. CHAKROUN, Director OCDC A. SOUCAT, Director OSHD

Task Manager CM. GUEDEGBE, Education Analyst C.M.GUEDEGBE, Education Analyst OSHD2

PCR Team Leader T. DJOGOYE, Socio-Economist, TDFO

PCR Team Members

H. ABDELKADER RAMAD, Task Manager CSPE and A Consultant-Architect

B. PROJECT CONTEXT

Summarize the rationale for Bank assistance. State: - what development challenge the project addresses, - the borrower’s overall strategy for addressing it, - Bank activities in this country (ies) and sector over the past year and how they performed, and - ongoing Bank and other externally financed activities that complement, overlap with or relate to this project. Please cite relevant sources. Comment on the strength and coherence of the rationale. [300 words maximum. Any additional narrative about the project's origins and history, if needed, must be placed in Annex 6: Project Narrative]

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To support Chad’s development and combat poverty, the Government and its partners defined an Education and Training for Employment (EFE) Strategy in the early 1990s that was adopted at the EFE Sector Meeting organized in November 1990. The EFE Strategy lays the basis of the national education and training policy. The guidelines and objectives of this policy were confirmed at the Sector Roundtable of January 2000. The current project falls within the framework of the Education Sector Support Programme for 2000-2004. Its design is fully consistent with the Bank’s poverty reduction vision, and is in line with the Country Strategy Paper (CSP) for 1999-2001 which cites the development, revival and consolidation of technical and vocational training structures as the strategy retained by the Government to address the high school drop-out rate that undermines future employment prospects. It is also consistent with the country’s Poverty Reduction Strategy Guidelines. Education Project III, approved in 1989, was closed in 2000. The Secondary Education Improvement Project (Education IV) approved in August 1991 and closed in September 2004 has been implemented. Education Project V supplements previous projects, and will be implemented by the same PIU that has already accumulated some experience. Other external financing sources such as the UNDP, World Bank, French Cooperation, UNICEF, and Swiss Cooperation were operational at other levels of education.

C. PROJECT OBJECTIVES AND LOGICAL FRAMEWORK

1. State the Project Development Objective(s) (as set out in the appraisal report) The Project seeks to improve the supply and qualitative of technical education and vocational training (TEVT, as well as promote this form of education so that it can address the needs of the economy and the society and contribute to greater youth employment, and consequently to the country’s socio-economic development. More specifically, its objectives are: (i) to improve access to better infrastructure and improve TEVT learning and apprenticeship conditions; (ii) build national capacity for planning and management of TEVT for employment. 2. Describe the major project components and indicate how each will contribute to achieving the Project Development Objective(s).

The project has 4 (four) main components:

(i) Component No. 1: Strengthening of Technical and Vocational Secondary Education entails consolidating TEVT by increasing the intake capacity, providing technical and pedagogical material, preparing, updating and implementing teaching programmes, and training and skills development for the administrative, financial and teaching staff.

(ii) Component No. 2: Support for the Vocational Training and Skills Development Centre (CFPP) will transform the centre into a pilot institution for initial vocational training, skills development and retraining based on modular programmes.

(iii) Component No. 3: The goal of agricultural vocational training, essentially through the Technical School of Agriculture (ETA) in Ba-Illi, is to strengthen the capacity of ETA Ba-Illi and thus help to build the country's agricultural vocational training capacity by rehabilitating 4 school buildings, the library and the ETA water distribution network in Ba-Illi.

(i) Component No. 4: Support for the management team of the National Education and Training for Employment (EFE) Programme, will help to build the human and material capacity of the team and facilitate the coordination and monitoring of actions carried out by various components of the TEVT sub-sector.

3. Provide a brief assessment (up to two sentences) of the project objectives along the following 3 dimensions. Insert a working score, using the scoring scale provided in Appendix 1.

PROJECT OBJECTIVES DIMENSIONS ASSESSMENT SCORE

RELEVANT a) Relevant to the country's development priorities

Chad lacks qualified human resources to promote the development of all sectors. Hence, the project objective is highly relevant. Moreover, it seeks to re-integrate school drop-outs into the economy.

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ACHIEVABLE b) Objectives could in principle be achieved with the project inputs and in the expected timeframe

The resources allocated to the project by the Bank (UA 6.731 million) and the period set for its implementation (5 years) are sufficient to attain the project objectives.

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CONSISTENT

c) Consistent with the Bank's country or regional strategy

Project design is fully consistent with the Bank’s poverty reduction vision, the Country Strategy Paper (CSP) for 1999-2001, and the National Poverty Reduction Strategy (NPRS) guidelines.

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d) Consistent with the Bank's corporate priorities

The project is in line with the Bank’s human development priorities. 4

4. Lay out the logical framework. If a log. frame does not exist, complete the table below, indicating the overall project development objective, the major components of the project, the major activities of each component and their expected outputs, outcomes, and indicators for measuring the achievement of outcomes. Please provide additional rows for components, activities, outputs or outcomes, if needed.

COMPONENTS ACTIVITIES OUTPUTS EXPECTED OUTCOMES

INDICATORS TO BE MEASURED

Component 1: Strengthening of Technical and Vocational Secondary Education

Activity 1: Construction and rehabilitation of 10 apprenticeship centres, extension of 2 high schools, rehabilitation of 1 high school and 1 technical college (CETIN).

Output 1: 10 ACs constructed or rehabilitated, 2 high schools extended and 1 CETIN rehabilitated.

Outcome 1: 300 girls and boys per year from the ACs, and 200 additional students in the industrial and commercial sections from 2007.

1. Extra number of trainees

and students enrolled and

number of graduates from the

schools.

Activity 2: Supply of furniture and equipment

Output 2: School and office furniture supplied; 10,000 technical and pedagogical books supplied; work materials supplied; 10 generators supplied, specialized equipment supplied.

Outcome 2: 10% increase in success rate thanks to improved learning and training conditions in the ACs and high schools

1. Class promotion rate;

2. Examination success rate.

Activity 3: Training and skills development

Output 3: Preparation of 20 employment references, 20 vocational training modular programmes; training of 90 teachers, 2 inspectors, 4 demonstrators, head-teachers and bursars, and 12 experts.

Outcome 3: Strengthening of planning and management capacities in Technical and Vocational Education for Employment.

1. Number of references prepared;

2. Number of modular programmes prepared;

3. Number of persons trained.

Component 2: Support for the Vocational Training and Skills Development Centre (CFPP)

Activity 1: Rehabilitation

Output 4: Rehabilitation of 4 buildings

Outcome 4: 100% increase in intake capacity and improvement of teaching conditions in the CFPP.

1. Number of trainees enrolled.

Activity 2: Supply of furniture and equipment

Output 5: Supply of teaching and office equipment to schools; equipment of workshops with technical teaching equipment; and procurement of a light vehicle.

Outcome 5: Improvement of learning and training conditions in the CFPP.

1. Amount of equipment and materials supplied;

2. Examination success rate.

Activity 3: Training and skills development

Output 6: Initial training of 14 trainers, 20 trainers of engineering for vocational training, 3 managers and 8 central administration senior staff; and procurement of

Outcome 6: Improvement of the quality of human resources in the CFPP.

1. Number of trainers trained;

2. Numbers of managers and administrative senior staff trained;

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1000 technical and pedagogical books.

3. Student-teacher ratio;

4. Reduction of work time;

5. Examination success rate.

Component 3: Support for agricultural vocational training

Activity 1: Rehabilitation

Output 7: Rehabilitation of 4 school buildings and the agricultural water management network.

Outcome 7: Improvement of training conditions at ETA and CFPR

1. Number of buildings

rehabilitated.

Activity 2: Supply of furniture and equipment

Output 8: Equipment of 4 classrooms and the library with furniture; supply of office and IT equipment, textbooks and technical books (1000) and 2 overhead projectors.

Outcome 8: Improvement of training conditions at ETA.

1. Amount of furniture and

equipment supplied;

2. Number of textbooks, technical and pedagogical books supplied; 3. Success rate for trainees.

Activity 3: Training Output 9: 8 trainers trained in engineering, 91 trainers trained in pedagogy, 35 head-teachers retrained in financial management.

Outcome 9: Better management of the Rural Development Training Centers (CFPRs); improved human resource qualification.

1. Number of trainers trained;

2. Number of head-teachers retrained; 3. Student-teacher ratio; 4. Number of technical and pedagogical books provided.

Component 4: Support for the EFE management team

Activity 1: Furniture and equipment

Output 10: Procurement of metallic cupboards, IT equipment, office equipment and a 4-wheel drive vehicle.

Outcome 10: Improvement of the working conditions of the EFE management team.

1. Amount of furniture and

equipment supplied;

2. 4-wheel drive vehicle

supplied;

3. Reduction of work time.

Activity 2: Training and skills development

Output 11: Study trip for 5 senior staff

Outcome 11: Improvement of the quality of human resources in CONEFE.

1. Number of senior staff

trained;

2. Performance assessment.

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D. OUTPUTS AND OUTCOMES

I. ACHIEVEMENT OF OUTPUTS

In the table below, assess the achievement of actual vs. expected outputs for each major activity. Import the expected outputs from the log. frame in Section C. Score the extent to which the expected outputs were achieved. Weight the scores by the activities' approximate share of project costs. Weighted scores are auto-calculated by the computer. The overall output score will be auto-calculated as the sum of the weighted scores. Override the auto-calculated score, if desired, and provide justification.

MAJOR ACTIVITIES Working Score

Share of project costs (as stated in the Appraisal

Report)

Weighted Score (auto-calculated) Expected Outputs Actual Outputs

Output 1: 10 ACs constructed or rehabilitated, 1 high school rehabilitated; extension of 2 high schools; 4 CFPP buildings reconstructed; 4 ETA school buildings rehabilitated; ETA toilet and water management system rehabilitated.

7 ACs constructed and 3 ACs rehabilitated, 1 industrial technical college rehabilitated; extension of 2 high schools; 3 CFPP school buildings reconstructed; 4 ETA school buildings rehabilitated.

3 28.54 0.8562

Output 2: Supply of school and office furniture and equipment; supply of technical teaching equipment; supply of 12,000 technical and pedagogical books; supply of work material; procurement of 9 generators; procurement of specialized equipment; procurement of 2 4-wheel drive vehicles.

Supply of school and office furniture and equipment; effective supply of technical teaching equipment; effective supply of 9,401 technical and pedagogical books; partial supply of work material; procurement of ten 50 KVA generators; procurement of 2 4-wheel drive vehicles; specialized equipment was not supplied.

3 31.3 0.939

Output 3: Training: Preparation of 20 work references, 20 modular programmes; training of 90 teachers, 2 inspectors, 4 demonstrators, 35 head-teachers and bursars, 12 senior staff, 20 private sector trainers, 3 managers, and 8 central administration experts; 8 ETA trainers, retraining of 91 CFPR trainers; retraining of 35 head teachers; study trips for 5 CONEFE executives.

20 job references prepared, 27 vocational training programmes prepared, 8 engineering trainers trained, 90 pedagogy trainers trained, 35 head teachers retrained in financial management, 90 teachers trained, 2 inspectors trained, 4 demonstrators trained, 35 head-teachers and bursars trained, 12 executives trained, 10 CFPP trainers trained out of the 14 scheduled, 5 senior staff trained out of the scheduled 8, 20 private sector trainers trained, 3 managers trained, 8 central administration experts trained; 8 ETA trainers trained, 91 CFPR trainers trained; 35 heads of agricultural schools retrained; 8 CONEFE senior staff trained instead of the scheduled 5.

3 6.75

Total 3 66.59

OVERALL OUTPUT SCORE [Score is calculated as the sum of weighted scores] 2

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Check here to override the auto-calculated score Provide justification for over-riding the auto-calculated score

Insert the new score or re-enter the auto-calculated score 2

II. ACHIEVEMENT OF OUTCOMES

1. Using available monitoring data, assess the achievement of expected outcomes. Import the expected outcomes from the log. frame in Section C. Score the extent to which the expected outcomes were achieved. The overall outcome score will be auto-calculated as an average of the working scores. Override the auto-calculated score, if desired, and provide justification.

OUTCOMES Working Score

Expected Actual

Outcome 1: 300 girls and boys per year from the ACs, and 200 additional students in the industrial and commercial sections from 2007.

The first AC batches graduated in 2010: 240 graduates including 49 girls and 140 additional graduates from the industrial and commercial sections, including 56 girls.

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Outcome 2: 10% increase in success rate thanks to the improved learning and training conditions in technical schools.

25% increase in success rate. 4

Outcome 3: Strengthening of planning and management capacities in Technical and Vocational Education for Employment.

Planning capacity increased by 20% thanks to the training provided. 3

Outcome 4: 100% increase in intake capacity and improvement of teaching conditions in the CFPP.

Three workshops rehabilitated and ready to receive apprentices. 3

Outcome 5: Improvement of learning and training conditions in the CFPP.

Recruitment in the CFPP has not started because the reorganization text has not been adopted. Nevertheless, training is provided there with the support of the National Employment Promotion Authority (ONAPE), the National Vocational Training Fund (FONAP) and companies.

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Outcome 6: Improvement of the quality of human resources in the CFPP.

Training of 10 CFPP trainers and 5 senior staff improved the qualifications of human resources.

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Outcome 7: Improvement of training conditions at ETA and CFPR

Rehabilitation of 4 buildings at the ETA of Ba-Illi helped to improve training conditions.

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Outcome 8: Improvement of training conditions at ETA.

Equipment of ETA with furniture, office equipment, IT equipment, 1000 textbooks, a 4-wheel drive vehicle, technical books and 2 overhead projectors helps to improve training.

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Outcome 9: Better management of the Rural Development Training Centers (CFPRs); improvement of the qualification of human resources.

Training of 8 engineering trainers, 91 pedagogy trainers; 35 head-teachers retrained in financial management will improve education quality.

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Outcome 10: Improvement of the working conditions of the EFE management team.

Procurement of metallic cupboards, IT equipment, office equipment and a 4-wheel drive vehicle help to improve working conditions for the EFE management team.

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Outcome 11: Improvement of human resource Training of 8 experts abroad, instead of the 5 scheduled, 4

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qualifications in the EFE management team. helps to improve the qualification of human resources in the EFE management team.

OVERALL OUTPUT SCORE [Score is calculated as an average of the working scores]

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Check here to override the auto-calculated score.

Provide justification for over-riding the auto-calculated score

Insert the new score or re-enter the auto-calculated score 3

2. Additional outcomes: Comment on the project's additional outcomes not captured in the log. frame, including cross-cutting issues (e.g. gender).

Water supply in certain centres that were not connected to the local water supply network, such as in Mongo, Laï and Koumra, provided water to such centres and drinking water to surrounding communities, thus helping to increase drinking water access rate and reduce the distance covered by women to fetch drinking water. Furthermore, the water-borne disease rate declined.

3. Risks to sustained achievement of outcomes. State the factors that affect, or could affect, the long-run or sustained achievement of project outcomes. Indicate if any new action or institutional change is recommended to sustain outcomes. The analysis should be based on the sensitivity analysis in Annex 3, if relevant.

The risks to sustainability of the achieved outcomes are: (i) lack of training equipment in the various sectors, which tends to discourage trainees; (ii) shortage of teachers in vocational training centres; (iii) inadequate operating budgets; (iv) no awareness-raising for beneficiary communities of the project area; (v) no job opportunities in the labour market for young graduates from the vocational training centres and from the technical and commercial colleges and high schools; and (vi) low level of trainees.

E. PROJECT DESIGN AND READINESS FOR IMPLEMENTATION

1. State the extent to which the Bank and the Borrower ensured the programme was commensurate with the Borrower’s capacity to implement by designing it appropriately and by putting in place the necessary implementation arrangements. Consider all major design aspects, such as: Design aspects include: extent to which project design took into account lessons learned from previous PCRs in the sector or the country (please cite key PCRs); whether the project was informed by robust analytical work (please cite key documents); how well the Bank and Borrower assessed the capacity of the implementing agencies and/or Project Implementation Unit; scope of consultations and partnerships; economic rationale of project; and provisions made for technical assistance. [250 words maximum. Any additional narrative about implementation should be included in Annex 6: Project

Narrative.]

The project idea emerged from an education/training sector meeting of donors organized in January 2000 under the aegis of the Chadian Government, with the financial and technical support of the Bank, which is the education sector lead agency in Chad. The meeting itself is in line with the Geneva IV Round Table of 1998 during which four sectors were identified and supported by development partners, namely: (i) health; (ii) education/training; (iii) rural development; and (iv) infrastructure. During the meeting of January 2000, the Bank opted for technical education and vocational training (TEVT) which was the second sector priority after primary education and literacy. The project was prepared in September 2000 by a joint mission of the Bank and UNDP/ILO and appraised in November 2000 by a Bank mission in close consultation with the authorities and beneficiaries. The project took account of the experiences drawn from a completion report of Education Project III implemented in 2000 by using the same project implementation unit (PIU) instead of creating another. It is based on the strategy documents of the Geneva IV Round Table (1998) and the donors meeting on the education/training sector in January 2000. The project is placed under the supervision of the Ministry of National Education. Its implementation was entrusted to the Education Projects Monitoring Unit (CSPE) placed under the supervision of the Education Projects Department (DPE). The CSPE is the executing agency of the Bank’s Education Projects III and IV, and has acquired a certain amount of experience.

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2. For each dimension of project design and readiness for implementation, provide a brief assessment (up to two sentences). Insert a working score, using the scoring scale provided in Appendix 1.

PROJECT DESIGN AND READINESS FOR IMPLEMENTATION DIMENSIONS

ASSESSMENT Working Score

REALISM a) Project complexity is matched with country capacity and political commitment.

The project design is not complex. The most comprehensive situation analysis possible was conducted at the design stage. The country’s capacity and political will to implement the project are real.

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RISK ASSESSMENT AND MITIGATION

b) Project design includes adequate risk analysis.

Project design did not take into account the political risk of the country which experienced a devastating war that undermined the project whose property was looted in February 2008.

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USE OF COUNTRY SYSTEMS

c) Project procurement, financial management, monitoring and/or other systems were based on those already in use by Government and/or other partners.

Although there is a Chadian public procurement code, the project applies the Bank’s procurement and financial management rules within the Chadian national system to evaluate and award contracts.

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For the following dimensions, provide separate working scores for Bank performance and Borrower performance:

Working Score

Bank Borrower

CLARITY d) Responsibilities for project implementation are clearly defined.

The responsibilities of the parties are clearly defined, with regard to the Bank, the Government and other partners.

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PROCUREMENT READINESS

e) Necessary implementation documents (e.g. specifications, design, procurement documents) are ready at appraisal.

A PPF should have made it possible to obtain these documents, but this was not the case. Procurement documents for works, goods and services (mode of procurement, estimated budget) were available, but underestimated the costs.

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MONITORING READINESS

f) Monitoring indicators and monitoring plan are adopted.

The indicators defined in the appraisal report date back to 2000 and were only monitored with the new monitoring procedures prepared by the Bank.

2 2

BASELINE DATA

(g) Baseline data are available or are being collected.

Baseline data were collected at preparation and appraisal and through the studies conducted during project execution. 3 3

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F. IMPLEMENTATION

1. State the major characteristics of project implementation with reference to: adherence to schedules, quality of construction or other work, performance of consultants, effectiveness of Bank supervision, and effectiveness of Borrower oversight. Assess how well the Bank and the Borrower ensured compliance with safeguards.

[300 words maximum. Any additional narrative about implementation should be included in Annex 6: Project Narrative.]

Initially scheduled to close on 31/12/2007, the project was effectively closed on 31/03/2011, representing a time overrun of 39 months, after four extensions. The aim of the last two extensions (to 31/08/2010 and to 31/03/2011) was to enable the procurement of specialized equipment for technical education schools. Finally, this equipment could not be supplied because of the means of payment (which was by letter of credit) and the guarantee of reimbursement requested by the supplier. The construction quality meets the applicable school and technical architecture norms, although there is still insufficient space for students in each discipline. The quality of technical assistance and consultancy services for the conduct of studies and other activities was satisfactory on the whole. 15 supervision missions were conducted in 10 years, representing a rate of 1.5 missions per year. The missions are often composed of the Task Manager who is accompanied, every other time, by an architect (7 times). The opening of a Bank Office in Chad in 2007 improved supervision. However, the destruction of the PIU premises by the civil war of February 2008 had a negative impact on project progress. The number of projects monitored by the project Task Manager determines the quality of monitoring devoted to each project. The project was not closely supervised by the Borrower: Steering Committee meetings were irregular, the supply of work materials in technical schools was not closely monitored, and the shortcomings noted during the supervision missions were never reported. The installation and connection of generators procured under the project to the buildings were faulty. The ACs are plagued by a shortage of trainers, lack of equipment and working tools, lack of electricity and an insufficient funds to operate normally. Counterpart funds were not disbursed in time or as scheduled.

2. Comment on the role of other partners (e.g. donors, NGOs, contractors, etc.). Assess the effectiveness of co-financing arrangements and of donor coordination, if applicable.

The French Cooperation financed the extension and equipment of the ACs of Moundou and Abéché; training of technical and vocational education school trainers and teachers; additional equipment for LETIN in N'Djamena in the domains of air-conditioning, electronics and mechanical manufacturing. The parent-teacher association (PTA) contributes to the functioning of the ACs through registration fees and special contributions such as the one given to the AC of Laï.

3. Harmonization. State whether the Bank made explicit efforts to harmonize instruments, systems and/or approaches with other partners.

Procedures have not been harmonized within the guidelines of the Paris Declaration. PTFs follow the rules and procedures specific to their respective institutions. The Bank, as the lead agency for the education sector from 2000 to 2006, maintained close collaboration with the other partners from project preparation to implementation. It organized periodic consultative meetings for technical and financial partners, within the partnership framework. The Bank consulted other partners during the missions. However, harmonization focused more on monitoring mechanisms than on daily project management (disbursement and procurement procedures).

4. For each dimension of project implementation, assess the extent to which the project achieved the following. Provide a brief assessment (up to two sentences) and insert a working score, using the scoring scale provided in Appendix 1.

PROJECT IMPLEMENTATION DIMENSIONS ASSESSMENT Working Score

TIMELINESS

a) Extent of project adherence to the original closing date. If the number on the right is: below 12, "4" is automatically scored between 12.1 and 24, "3" is automatically scored between 24.1 and 36, "2" is automatically scored beyond 36.1, "1" is automatically scored

Difference in months between original closing date and actual closing date or date of 98% disbursement.

The project accumulated a time overrun of 39 months after 4 extensions.

1

39

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BANK PERFORMANCE

b) Bank complied with:

Environmental Safeguards

Since the project is classified under Category III, it has no significant impact on the environment. There is no deforestation or major excavation works to modify the topography of the project area.

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Fiduciary Requirements

Fiduciary arrangements were somehow disrupted following the destruction of accounting documents by the civil war of February 2008 in N’Djamena; the disbursement schedule was disrupted by delays in the conduct of account audits and financial management missions.

2

Project Covenants The Bank honoured its commitments to the Borrower. 4

c) Bank provided quality supervision in the form of skills mix provided and practicality of solutions.

The missions were often composed of the Task Manager alone, an education expert; and on every other occasion, the mission included an architect. Since it dealt with technical and vocational education, technical and vocational training experts should have been included.

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d) Bank provided quality management oversight.

The Bank was attentive to the fiduciary aspects of the project. However, monitoring of disbursements for specialized equipment was somehow inadequate.

3

BORROWER PERFORMANCE

e) Borrower complied with:

Environmental Safeguards The project has no significant impact on the environment. 4

Fiduciary Requirements

Account audits are often conducted late; ineligible expenditures were made and reimbursed after the fact; counterpart funds were disbursed late and were insufficient.

2

Project Covenants

All conditions precedent to first disbursement were fulfilled in February 2002. The other conditions were also fulfilled, except condition No. 3. 3

f) Borrower was responsive to Bank supervision findings and recommendations.

The recommendations of supervision missions and close monitoring meetings were not always implemented by the CSPE. 2

g) Borrower collected and used monitoring information for decision making.

Progress reports produced by the CSPE do not reflect all the information collected and necessary for decision-making. 2

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G. COMPLETION

1. Is the PCR delivered on a timely basis, in compliance with Bank policy?

Date project reached 98%

disbursement rate (or closing date, if applicable)

Date PCR was sent to pcr@afdb.org

Difference in months

WORKING SCORE If the difference is 6 months or less, a 4 is scored. If the difference is 6.1

or more, a 1 is scored (auto-calculated)

31/03/2011 6 4

Briefly describe the PCR Process. Describe the Borrower’s and co-financers' involvement in producing the document. Highlight any major differences of opinion concerning the assessments made in this PCR. Describe the team composition and confirm whether a site visit was undertaken. Mention any major collaboration from other development partners. State the extent of field office involvement in producing the report. Indicate whether comments from Peer Reviewers were received on time (provide names and positions of Peer Reviewers). [150 words maximum]

The completion report was prepared from 10 to 27 August 2001 by the Bank’s Office in Chad (TDFO) with the assistance of a Consultant Architect. The CSPE participated in the mission and also made logistical arrangements for the field mission to visit the project sites. The CFPP, the Industrial Technical High School, the Commercial Technical High School and the AC of N’Djamena; the ACs of N'Djamena, Bol, Mao, Bongor, Pala, Doba, Koumra, and Laï; the Commercial Technical High School of Moundou; representing 8 out of 10 ACs and 3 high schools, were visited by the PCR preparation team. The mission met the head teachers of the schools visited and held working sessions with them. 4 sites could not be visited because of poor access during the rainy season.

H. LESSONS LEARNED

Summarize key lessons for the Bank and the Borrower suggested by the project’s outcomes. [300 words maximum. Any additional narrative about implementation should be included in Annex 6: Project Narrative.]

Lessons for the Bank: The budget available for project activities was insufficient due to an initial underestimation, the unduly long project implementation period and the depreciation of the CFA.F to the UA (UA1= CFA.F 997 in 2003) compared to an average of CFA.F 740 between 2003 and 2011.

This situation led to a reduction of the number of workshops per AC from 4 to 3 and transfer of the gap to the Borrower who did not fully address it. Hence, specialized equipment could not be procured because of delays in starting the procurement process and in mobilizing the additional resources needed and also because of difficulties related to disbursement by letter of credit (requested by the supplier) and guarantee of reimbursement. In this context, the lessons learned are the following:

- The need to target technical educational and vocational training operations accurately. The project, which covered technical secondary education and 3 aspects of vocational training, was too large in scope for the limited resources available. The project scope should have been limited to technical secondary education or vocational training to generate a greater impact.

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- The need to allow for a wide inflation margin in order to offset the rise in the cost of technical education equipment.

- The need to periodically update the implementation schedule for additional activities (construction, working material, electrical equipment and connection, and technical and pedagogical equipment) and the procurement plan to ensure strict consistency in procurements.

- The need for the Government and the supplier to retain the most appropriate mode of payment taking into account any difficulties related to the various payment modes accepted by the Bank.

Lessons for the Government: Disbursements were very erratic and insufficient; this undermined the smooth implementation of the project. Only 78% of the counterpart funds were disbursed. The budget allocated to the ACs is very insufficient. The provision of work materials and tools is insufficient and poorly planned. The CFPP is not operational because a reorganization instrument has not been adopted; the staff trained by the CFPP have not been absorbed.

Recommendations: For the Bank:

Improve quality at project start-up by creating a project preparation fund (PPF) to speed up the preparation of procurement documents;

Resort to a price list, if there is one, and apply a surcharge adjusted to the inflation rate, when estimating prices;

Ensure consistency in the implementation of various additional activities (construction, equipment, various supplies) for a technical education and vocational training project in order to guarantee the functioning of the created schools before the end of the project.

For the Government:

Take measures to provide schools with the technical and pedagogical equipment that is not supplied;

Post duly qualified teachers to the various schools;

Have a price list for cost estimation;

Ensure the regular mobilization of counterpart funds;

Allocate substantial operating credits to the schools;

Adopt laws and regulations to give a legal status to training schools;

Retain the most efficient mode of payment, which is direct payment in this case.

I. PROJECT RATINGS SUMMARY

All working scores and ratings are auto-generated by the computer from the relevant section in the PCR.

CRITERIA SUB-CRITERIA Working Score

PROJECT OUTCOME

Achievement of outputs 2

Achievement of outcomes 3

Timeliness 1

OVERALL PROJECT OUTCOME SCORE 2

BANK PERFORMANCE

Design and Readiness

Project Objectives are relevant to country development priorities. 4

Project Objectives could in principle be achieved with the project inputs and in the expected time frame.

3

14

Project Objectives are consistent with the Bank’s country or regional strategy 4

Project Objectives are consistent with the Bank’s corporate priorities 4

The log frame presents a logical causal chain for achieving the project development objectives. 3

The log frame expresses objectives and outcomes in a way that is measurable and quantifiable. 2

The log frame states the risks and key assumptions. 3

Project complexity is matched with country capacity and political commitment. 3

Project design includes adequate risk analysis. 2

Project procurement, financial management, monitoring and/or other processes are based on those already in use by government and/or other partners 3

Responsibilities for project implementation are clearly defined. 4

Necessary implementation documents (e.g. specifications, design, procurement documents) are ready at appraisal. 2

Monitoring indicators and monitoring plan are adopted. 2

Baseline data were available or were collected during design. 3

PROJECT DESIGN AND READINESS SUB-SCORE 3

Supervision:

Bank complied with:

Environmental Safeguards 4

Fiduciary Requirements 2

Project Covenants 4

Bank provided quality supervision in the form of skills mix provided and practicality of solutions.

3

Bank provided quality management oversight. 3

PCR was delivered on a timely basis 4

SUPERVISION SUB-SCORE 3

OVERALL BANK PERFORMANCE SCORE 3

BORROWER PERFORMANCE

Design and Readiness

Responsibilities for project implementation are clearly defined. 4

Necessary implementation documents (e.g. specifications, design, procurement documents) are ready at appraisal.

2

Monitoring indicators and monitoring plan are agreed upon and baseline data are available or are being collected

2

PROJECT DESIGN AND READINESS SCORE 3

Implementation

Borrower complied with:

Environmental Safeguards 4

Fiduciary Requirements 2

Project Covenants 3

Borrower was responsive to Bank supervision findings and recommendations. 2

Borrower collected and used of monitoring information for decision-making. 2

IMPLEMENTATION SUB-SCORE 3

OVERALL BORROWER PERFORMANCE SCORE 3

15

J. PROCESSING

STEP SIGNATURE AND COMMENTS DATE

Sector Manager Clearance Boukary SAVADOGO 6/09/2011

Regional Director Clearance Marlène KANGA 28/09/2011

Sector Director Approval Agnès SOUCAT 29/09/2011

Annex 1

Table 1 Summary of Project Costs by Component

Components CFA.F (million) UA (million) %

F.E. L.C Total F.E. L.C Total F.E.

I. Strengthening of ESTP 2 905.417 1 668.754 4 574.172 2.914 1.674 4.588 63.52%

II. Support for CFPP 404.480 276.944 681.424 0.406 0.278 0.683 59.36%

III. Support for agricultural vocational

training (AVT) 113.331 99.640 212.971 0.114 0.100 0.214 53.21%

IV. Support for the EFE management

team 218.053 74.187 292.240 0.219 0.074 0.293 74.61%

Project Management 534.802 427.098 961.900 0.536 0.428 0.965 55.60%

Baseline cost 4 176.083 2 546.624 6 722.707 4.189 2.554 6.743 62.12%

Contingency costs 208.804 127.331 336.135 0.209 0.128 0.337 62.12%

Price escalation 252.035 151.674 403.709 0.253 0.152 0.405 62.43%

Total project costs 4 636.922 2 825.629 7 462.551 4.651 2.834 7.485 62.14%

Percentage of Project Cost 62.14% 37.86% 100.00% 62.14% 37.86% 100.00%

Table 2 Project Costs by Source of Finance and Component (in UA million)

Components ADF TAF GVT Total % by

F.E. L.C Total F.E. L.C F.E. L.C Total component

I. Strengthening of ESTP 2.644 1.381 4.024 0.593 0.477 3.237 1.857 5.094 68.06%

II. Support for CFPP 0.302 0.220 0.522 0.149 0.088 0.451 0.308 0.759 10.14%

III. Support for agricultural

vocational training

0.094 0.089 0.184 0.032 0.022 0.126 0.111 0.237 3.17%

IV. Support for the EFE

management team

0.064 0.057 0.121 0.178 0.025 0.242 0.083 0.325 4.34%

Project Management 0.246 0.333 0.579 0.348 0.142 0.594 0.475 1.070 14.29%

Total

cost

3.351 2.081 5.431 1.300 0.754 4.651 2.834 7.485 100.00%

Annex 2

Bank Inputs Preparation, Appraisal, Launching and Supervision Missions for Education Project V

No. Dates Mission Composition

1 16-21 January 2000 Donors’ Round Table on Education N. Safir, P. Dougna et C. M. Guédegbé

2 18 April-02 May 2000 Round Table of 17 to 21 January 2000 Finalisation of conceptual framework, TORs of preparation mission and initial matrix of Education Project V.

C. M. Guédegbé

3 31 Oct – 14 Nov 2000 Appraisal mission C. M. Guédegbé + M. Fayçal (Consultant Architect)

4 06 -14 August 2001 Discussions on the sidelines to speed up Education Project V implementation

C. M. Guédegbé

5 04-19 December 2001 Launching mission C. M. Guédegbé

June

05 – 12 June 2002 1st Supervision Mission Edu IV and V C. M. Guédegbé and Cissé (Architect)

7 16-20 Dec. 2002 2nd Supervision Mission Edu IV and V C. M. Guédegbé

8 10-23 Sept 2003 3rd Supervision Mission C. M. Guédegbé + A. CAPO (Consultant Architect)

9 12-24 Feb. 2004 4th Supervision Mission C. M. Guédegbé

10 16-30 Sept 2004 5th Supervision Mission C. M. Guédegbé + Cissé (Architect)

11 08 – 20 March 2005 6th Supervision Mission C. M. Guédegbé

12 23 Oct. to 03 November 2005 7th Supervision Mission C. M. Guédegbé

13 31 Oct to 11 November 2006: Mid-Term Review C. M. Guédegbé + A. CAPO (Consultant Architect))

14 10 to 24 June 2007 8th Supervision Mission C. M. Guédegbé + T. Djogoye

15 08-17 December 08 9th Supervision Mission C. M. Guédegbé et T. Djogoye + Consultant - Architect (DIENG)

16 25 May-04 June 2009 10th Supervision Mission C.M. Guédegbé + T. Djogoye

17 12-29 December 2009 11th Supervision Mission T. Djogoye + Proc. Assistant + Consultant Architect

18 21 April to 1 May 2010 12th Supervision Mission Guédegbé + Djogoye

19 24 November to 06 December 2010 13th Supervision Mission T. Djogoye + Consultant Architect

20 10 to 27 August 2011 Completion Report Preparation Mission T. Djogoye + A. Djidda (Consultant-Architect) + H. Abdelkader Ramat, CSPE member

Annex 3

Ratings for Last Supervision Mission (22 November-6 December 2010)

INDICATORS

RATINGS

Preceding Reports This report

22.11.2010 08.12.2008 25.05.2009 15.12.2009 21.04.2010

A. PROJECT IMPLEMENTATION

Compliance with loan conditions precedent

to entry into force 3 3 3 3 3

Compliance with General Conditions 3 3 3 3 3

Compliance with Other Conditions 1 1 1 1 1

B. PROCUREMENT PERFORMANCE

Procurement of Consultancy Services 2 2 2 2 2

Procurement of Goods and Works 2 2 2 2 2

C. FINANCIAL PERFORMANCE

Availability of Foreign Exchange 2 2 2 2 2

Availability of Local Currency 2 2 2 2 2

Disbursement Flows 2 2 2 2 2

Cost Management 2 2 2 2 2

Performance of Co-Financiers

D. ACTIVITIES AND WORKS

Adherence to implementation schedule 1 1 1 1 1

Performance of Consultants or Technical

Assistance 2 2 2 2 2

Performance of Contractors 2 2 2 2 2

Performance of Project Management 2 2 1 1 2

E. IMPACT ON DEVELOPMENT

Likelihood of achieving development

Objectives 2 2 2 2 2

Likelihood that benefits will be realized and

sustained 2 2 2 2 2

Likely contribution of the project towards an

increase 2 2 2 2 2

Current Rate of Return

F. OVERALL PROJECT ASSESMENT

Current Supervision Average 2.00 2.00 1.94 1.94 2.00

Current Trend over time 1.98

RATINGS: 3 = Highly Satisfactory, 2 = Satisfactory, 1 = Unsatisfactory, 0 = Highly Unsatisfactory, ‘‘= Not applicable

STATUS

Implementation Progress (IP) = 2.00 Development Objectives (DO) = 2.00

OVERALL STATUS : NON PROBLEMATIC PROJECT / NON POTENTIALY PROBLEMATIC PROJECT /

JUSTIFICATION OF RATINGS

Annex 4

Scoring Scale

SCORE EXPLANATION

4 Very Good – Fully achieved with no shortcomings

3 Good – Mostly achieved despite a few shortcomings

2 Fair – Partially achieved. Shortcomings and achievements are roughly balanced

1 Poor – Very limited achievements with extensive shortcomings

NA Not Applicable

Annex 5

List of Persons Met

No. Full Name Position Contact

1 Dono Horngar Neldita Secretary-General of MEN 66 29 17 69

2 Ahmed Mahamat ELIYE Director-General of External Resources and Programming 252 00 87 / 99 27 43 35

3 Mahamat ISSA HALIKIMI Director of Education Projects 22 51 60 51 // 66 15 31 31

// 66 09 23 23 // 99 75 06 66

4 Fatimé Gattibé Tabo Assistant Director of Education Projects

5 Alboukhari Adam Barka, Coordinator of PARSET

6 Ferdinand Mando Principal of the Industrial Technical High School – N’Djaména

7 Youssouf Oumarou Principal of the Commercial Technical High School –

N’Djaména

8 Mahamat Hamat Ahmat Director CFTP – Bol 66 30 82 40

9 Ngossi Nabia Coordinator of the Pool of Inspectors- Bol

10 Mrs. Djimadoum Suzanne Assistant Director 66 26 95 06

11 Rataingué Nanitom Head of Centre 66 26 40 46

12 Bernard RUBI Cooperation Officer 22 52 25 76

13 Ali Abakar Kayaye Departmental Inspector – Mao 99 17 67 87

14 Moumsengar Gododjingarti CFTP Planner - Mao 66 86 17 90

15 Ali Mbodou Trainer in joinery 99 25 46 23

16 Abdéramane Director of CFTP – Bongor 66 21 00 96

17 Mahamat Abgoudja Moussa DREN - Bongor 66 33 46 06 // 99 46 80 56

18 Alladoumbaye Laurent Director of CFTP - Pala 66 78 07 00

19 Mogrou Service CFTP Workshop Head - Pala 66 83 00 02

20 Foba Soonebou DREN Delegate - Pala 66 38 29 03

21 Linkréo Marandi Officer in charge of Education and Works Orders 66 77 23 77

22 Foba Yleda Jean Director of CFTP - Laï 66 37 60 48/99 47 50 86

23 Adoumbeye Guideyanan

Djiadingué

Workshop Head - Laï 66 23 55 77/99 94 66 88

24 Mbaïnaïssem Ndotar Principal of the Commercial Technical High School in Moundou

66 24 47 57

25 Onossa Bandiang Bursar LETCO - Moundou 66 70 74 56

26 Djedouboum le Boreou Vice Principal LETCO - Moundou 66 37 75 32

27 Bananeh Kalpamne Director of CFTP - Doba 66 26 78 95/99 11 22 91

28 Boling Bangre Koumabas Workshop Head - Doba 66 99 18 49

29 Memti Nodjidoumgoto Lecturer - Doba 66 47 34 15

30 Rémadji Lundi Lecturer - Doba 66 37 72 68

31 Tabo Asdé Daniel IDEN.P - Doba 66 25 56 48

32 Bémadjingar Kianré Trainer/CFPP - Koumra 66 45 32 87

33 Dénémadji Toïdé Denise Head of Hum. Res. Div.-DREN - Koumra 66 77 95 64

34 Mariam Laouguira Bureau Head of IDEN – MDLOR - Koumra 66 63 14 84/99 36 90 92

35 Alyo Nguendeng Elysée Director of CFTP/R - Koumra 66 38 96 51

Annex 6

ACRONYMS AND ABBREVIATIONS

ADB African Development Bank

ADF African Development Fund

BD Apprenticeship Centre

CCC Consultation and Coordination Unit

CETIN Industrial Technical College

CFAF CFA Franc

CFPA Vocational Training and Apprenticeship Centre

CFPP Vocational Training and Skills Development Centre

CFPR Rural Development Training Centre

CONEFE National Committee on Education and Training for Employment

CPRCDR Skills Development and Refresher Training Centre for Rural Development Experts

CSPE Education Projects Monitoring Unit

CTAP Technical Apprenticeship and Skills Development Centre

DEAFRP Directorate of Agricultural Education, Training and Rural Development

DESTP Directorate of Technical and Vocational Secondary Education

DFPP Directorate of Vocational Training and Skills Development

DPE Directorate of Education Projects

DPEN Prefectural Delegation for National Education

EFE Education and Training for Employment (strategy)

ETA Technical School of Agriculture

FONAP National Vocational Training Support Fund

FSLC First School Leaving Certificate

GSE General Secondary Education

ISSED Higher Institute of Educational Sciences

LETCO Commercial Technical High School

LETIN Industrial Technical High School

MA Ministry of Agriculture

MEN Ministry of National Education

MFPTPEM Ministry of Public Service, Labour, Job Promotion and Modernization

NGO Non-governmental organization

OBSEFE Education, Training and Employment Observatory

ONAPE National Employment Promotion Authority

PTA Parent-Teacher Associations

TEVT Technical Education and Vocational Training

UA Unit of Account

UNDP United Nations Development Program

UNICEF United Nations Children’s Fund

WFP World Food Programme