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AFRICAN DEVELOPMENT FUND
SENEGAL VIRTUAL UNIVERSITY SUPPORT PROJECT (PAUVS)
COUNTRY : REPUBLIC OF SENEGAL
PROJECT APPRAISAL REPORT
OSHD DEPARTMENT
November 2013
Translated Document
TABLE OF CONTENTS
Currency Equivalents, Fiscal Year, Weights and Measures, Acronyms and Abbreviations, Project Brief,
Results-Based Logical Framework, Implementation Schedule…………………… i - viii
I. STRATEGIC THRUST AND RATIONALE............................................................................................ 1
1.1 PROJECT LINKAGES WITH COUNTRY STRATEGY AND OBJECTIVES ................................................................... 1
1.2 RATIONALE FOR BANK’S INVOLVEMENT ........................................................................................................ 1
1.3. AID COORDINATION ................................................................................................................................... 2
II. PROJECT DESCRIPTION ................................................................................................................... 3
2.1 PROJECT COMPONENTS ............................................................................................................................... 3
2.2 TECHNICAL SOLUTIONS ADOPTED AND ALTERNATIVES EXPLORED ................................................................. 4
2.3. PROJECT TYPE ........................................................................................................................................... 5
2.4. PROJECT COST AND FINANCING ARRANGEMENT ........................................................................................... 5
2.5. PROJECT TARGET AREA AND BENEFICIARIES ................................................................................................ 6
2.6. PARTICIPATORY APPROACH IN PROJECT IDENTIFICATION, DESIGN AND IMPLEMENTATION ............................. 7
2.7. BANK GROUP EXPERIENCE AND LESSONS REFLECTED IN PROJECT DESIGN ..................................................... 7
2.8. KEY PERFORMANCE INDICATORS.................................................................................................................. 8
III. PROJECT FEASIBILITY ...................................................................................................................... 8
3.1. ECONOMIC AND FINANCIAL PERFORMANCE .................................................................................................. 8
3.2 ENVIRONMENTAL AND SOCIAL IMPACT ......................................................................................................... 9
IV. IMPLEMENTATION ........................................................................................................................... 12
4.1. IMPLEMENTATION ARRANGEMENTS ............................................................................................................... 12
4.2 MONITORING ............................................................................................................................................. 13
4.3 GOVERNANCE ............................................................................................................................................ 14
4.4 SUSTAINABILITY ......................................................................................................................................... 15
4.5 RISK MANAGEMENT. ................................................................................................................................... 15
4.6 KNOWLEDGE BUILDING .............................................................................................................................. 16
V. LEGAL FRAMEWORK ......................................................................................................................... 16
5.1 LEGAL INSTRUMENT .................................................................................................................................. 16
5.2 CONDITIONS ASSOCIATED WITH BANK INTERVENTION ................................................................................. 16
5.3 COMPLIANCE WITH BANK POLICIES ............................................................................................................ 17
VI. RECOMMENDATION ............................................................................................................................. 17
i
Currency Equivalents
(October 2013)
Currency Unit = CFAF
UA 1 = CFAF 754.231
UA 1 = USD 1.53481
UA 1 = EUR 1.18190
Fiscal Year
1 January – 31 December
Weights and Measures
1 metric tonne = 2204 pounds
1 kilogramme (kg) = 2.200 pounds
1 metre (m) = 3.28 feet
1 millimetre (mm) = 0.03937 inch
1 kilometre (km) = 0.62 mile
1 hectare (ha) = 2.471 acres
ACRONYMS AND ABBREVIATIONS
ADF African Development Fund
AfDB African Development Bank
ADIE State Computer Technology Agency
AFD French Development Agency
ANAQ-Sup National Quality Assurance for Higher Education Authority
ANSD National Statistics and Demography Agency
APR Annual Performance Report
ARTP Post and Telecommunications Regulatory Authority
BD Bidding Documents
BoD Board of Directors
CCB Consolidated Capital Budget
CNAES National Consultation on the Future of Higher Education
CSP Country Strategy Paper
DEEC Directorate of the Environment and Classified Establishments
DGES General Directorate of Higher Education
DWSS Drinking Water Supply and Sanitation
EES Higher Education Institution
ENO Open Digital Space
ESMP Environmental and Social Management Plan
GAFSP Food Safety Support Project in the Louga, Matam and Kaffrine Regions
ICT Information and Communication Technologies
ICTE Information and Communication Technologies for Education
IDB Islamic Development Bank
IMF International Monetary Fund
KOICA Korea International Cooperation Agency
LCB Local Competitive Bidding
M&E Monitoring and Evaluation
MEF Ministry of Economy and Finance
MESR Ministry of Higher Education and Research
ii
PACICE Inclusive Growth and Economic Competitiveness Support Programme
PADERCA Project to Support Rural Development in Casamance
PADTICE Project to Support ICT Development for Capacity-Building to Implement the Bachelors-Masters-
PhD Reform in WAEMU-based Higher Education Institutions
PAPEJF Project to Support Skills Development and Women’s and Youth Entrepreneurship for Employment
Promotion
PAPIL Small Local Irrigation Support Project
PAPSP Private Sector Promotion Support Project
PATS Technical Administrative and Service Personnel
PAUVS Senegal Virtual University Support Project
PCMU Project Coordination and Monitoring Unit
PDESR Higher Education and Research Development Plan
PEPAM Millennium Drinking Water and Sanitation Programme
PER Teaching and Research Staff
PGF-Sup Results-Based Higher Education Governance and Financing Project
PNPM National Procurement Procedures
PP Procurement Plan
PPC/PNDL Community Roads Project in Support of the National Local Development Programme
PREFELAC Project to Restore the Ecological and Economic Functions of Lake Guiers
SADC Southern African Development Community
SNDES National Economic and Social Development Strategy
TFP Technical and Financial Partner
UA Unit of Account
UADB Alioune Diop University of Bambey
UASZ Assane Seck University of Ziguinchor
UCAD Cheikh Anta Diop University of Dakar
UGB Gaston Berger University of Saint Louis
UNESCO United Nations Educational, Scientific and Cultural Organization
USAID United States Agency for International Development
USSK Sine Saloum University of Kaolack
UT University of Thiès
UVA African Virtual University
UVS Senegal Virtual University
VPN Virtual Private Network
VSME Very Small- and Medium-Sized Enterprise
WAEMU West African Economic and Economic Union
WB World Bank
iii
Project Brief
Client____________________________________________________________________
BORROWER : Republic of Senegal
EXECUTING AGENCY : Ministry of Higher Education and Research
Financing Plan__________________________________________________________________
Source Amount (UA) Instrument
ADF
3,380,000
Loan
Government 1,100,000 Counterpart
contribution TOTAL COST 4,480,000
Important ADF Financial Information________________________________________
Loan Currency: UA
Type of Interest: NA
Interest Rate Margin: NA
Commitment Fee: 0.50%
Service Fee: 0.75%
Maturity: 50 years
Grace Period: 10 years
ERR; NPV (baseline scenario) :
Time Frame – Key Milestones
(expected)______________________________________________
Concept Note Approval
October 2013
Negotiations November 2013
Project Approval December 2013
Effectiveness January 2014
Completion December 2016
iv
PROJECT SUMMARY
Project Overview
The Senegal Virtual University Support Project (UVS) aims to promote the equitable
access of young GCE ‘A’ Level holders of both sexes to higher education in Senegal and
foster their professional integration. The UVS technology-based approach rests on the
intensive use of ICTs. The five (5) Open Digital Spaces (ENO) planned in this phase will
make it possible to reach youth in the Dakar suburbs, Saint Louis, Thiès, Kaolack and
Ziguinchor. Scheduled to span three years, this project will help to establish a technological
platform (UVS head office and five ENOs), continue the design of training modules and train
trainers. Its total cost is UA 4.48 million, financed by an ADF loan (UA 3.38 million) and a
counterpart contribution by the Government of Senegal (UA 1.10 million). A total of 6,000
students can be admitted yearly as soon as the infrastructure is in place. Project support
measures will enable 5,000 students to have laptop computers through the “one student, one
PC” programme. Student’s access to the Internet will be facilitated by conventions with
private telecommunication service providers and the State’s Computer Technology Agency
(ADIE).
Needs Assessment
State-sponsored higher education in Senegal faces a two-fold challenge: regional and
gender-based disparities in access and a high rate of unemployment among graduates,
standing at around 15.9%. Regions that are home to GCE “A” Level holders lack sufficient
higher education structures to accommodate all of them. Women represent only 33.23% of
student enrolments whereas they constitute 52% of the total population. Public higher
education institutions are saturated and the recent policy of transferring GCE ‘A’ level
holders to private establishments has not helped to satisfy growing needs. In this context, and
faced with the problem of unemployed graduates, alternatives must be found urgently to not
only increase higher education offer but also ensure its adequacy with job market needs.
Created by Decree No. 2013-1294 of 25 September 2013, UVS bases itself on the national
ICT-friendly context to propose alternatives.
Bank’s Value Added
The Bank has several education sector interventions whose useful lessons are reflected in
this operation. The project supplements the four projects already financed by the Bank in the
education/training sector in Senegal (Education Projects I, II, III and IV) and which
contributed to improving primary and secondary access and quality. The Bank’s portfolio
performance in Senegal was deemed satisfactory overall (scoring 2.49 on a scale from 0 to 3).
The main lessons reflected in this project’s design concern the need to not only tailor
curricula to real job market needs, but to also strengthen the quality and relevance of the
training of trainers and emphasize the need to monitor construction works. Further, the
project’s design also benefited from experience acquired regionally through various projects
designed to support the African Virtual University (AVU), Higher Education in WAEMU
countries and the development of distance training in Southern African countries (SADC), all
of which have virtual education components. The national context is conducive since Senegal
has good international connectivity and solid network infrastructure nationally. This project
also supplements the Youth and Women’s Employment Promotion Support Project (PAPEJF)
approved in 2013, since UVS contributes to the employability of youths and women who, as
project developers, can also be eligible to PAPEJF financing.
v
Knowledge Building
The project design process offers a source of knowledge for the Bank in terms of setting
up a virtual university in a national context. This experience supplements the one acquired
through regional operations (UVA projects and SADC Project). This operation, undertaken in
a country that is doing much to implement the ICTs, will be of help in adapting similar
interventions to less favourable contexts. Information on this experience will be put at the
disposal of the public via the Bank’s communication channels.
vi
Senegal: Senegal Virtual University Support Project (PAUVS)
Results-Based Logical Framework
Country and Project Name: Senegal Virtual University Support Project
Project Goal: To contribute to the development of human capital through certificate-based and efficient training that favours better integration of young graduates
Results Chain PERFORMANCE INDICATORS MEANS OF
VERIFICATION
RISKS/
MITIGATION MEASURES Indicator (including CSIs) Baseline
Situation
Target
IMP
AC
T
Improvement of the socio-
professional integration of young
graduates
1.Unemployment rate of higher education graduates
2. Integration rate of UVS graduates three years on
15.9% in 2011
NA* in 2013
12% in 2020
80% of graduates in 2020 (85% among girls)
- Higher Education Statistical Directory
- Employment study and survey
reports - Surveys on graduates
EF
FE
CT
S
1.
Admission of freshmen into EES increases
1. Proportion of new students enrolled in UVS (including % of girls)
2. Number of higher education students
per 100,000 people
0 in 2013
906 students /100,000
people in 2012
8% (including 40% of
girls) in 2016
1,414 students for 100,000
people in 2018
Higher Education Statistical
Directory
Risk: Inadequacy between training and
job market needs
Mitigation measure: Selection of
training streams with high employability
potential
2.
Young UVS graduates are better
integrated in professional life
1.Pass rate among UVS final year students
(Bachelors Y3)
2. Percentage of UVS graduates having
found employment 12 months after graduation (including percentage of girls)
Non-existent in
2013
NA in 2013
75% in 2018, or 77%
among girls in 2018
50% of graduates in 2018
(60% among girls)
Higher Education Statistical
Directory
OU
TC
OM
ES
Component 1: Establishment of the UVS Platform
1. 1 Central structure of UVS and 5 ENOs are
established
1. Central structure operational
2. ENOs operational
3. UVS strategic plan finalized
1. Non-existent in
2013
2. 0 in 2013
3. Non-existent in
2013
1. 01 in 2014 2. 05 in 2015
3. 01 in 2014
UVS progress reports
Risk: Delays in building the ENOs and
the central structure
Mitigation measure: Early design of
BDs for selection of a specialized
consulting firm and control bureau for
construction works
Risk: An unstable electricity network
may prevent permanent access to good
connection
Mitigation measure: There are plans by
ENO to procure a power generator
1..2. Creation of digital
library
1) Number of FO digital libraries
2) Percentage of UVS students having a
laptop computer (including % of girls)
1) 0 in 2014
2) 0 in 2013
1) 01 in 2016
2) 100% (including 40%
of girls) in 2016 Higher Education
Statistical Directory
Component 2: Capacity-Building
2.1. Legal framework Adoption of instruments on UVS Decree adopted
in 2013
All implementing
instruments of the
decree in 2014
Official Gazette
vii
2.2. The capacity of higher education staff is
strengthened
1. Percentage of UVS PER (including %
of women) having participated in at least 3
seminars on distance education 2. Percentage of UVS PAT (including
percentage of women) trained in the
design of distance education modules
1) 0% in 2013
2) 0% in 2013
1) 100% (including 40%
of women) in 2016;
2) 60% (40% women) in
2016
UGP progress reports,
ANSD surveys
Risk: Teachers are slow/reticent to
adjust to new approaches
Mitigation measure:
Sensitization and training
2.3. Access to electronic
resources is facilitated for various socio-professional
groups in regional
development poles
1. Percentage of students in public and
private universities using the electronic resources of UVS;
2. Percentage of socio-economic groupings of ENO-based localities using
UVS’s electronic resources
1) 0% in 2013
2) 0% in 2013
1. 30% in 2016
3. 30% in 2016
Progress reports; surveys
Component 3: Management and Coordination
3.1. Project coordination
and management
1. Contract staff recruited
2. Equipment procured
3. Periodic reports produced 4. Audit reports produced
1. NA in 2013
2. NA in 2013 3. NA in 2013
4. NA in 2013
In 2014
1. 100% contract staff
2. 100% of equipment 3. 4 reports yearly
4. 1 report yearly
Progress and audit reports
COMPONENTS RESOURCES
Component 1: Establishment of UVS platform ADF: UA 3.38 million: Government: UA 1.10 million
Comp.1: 3.82
Comp.2: 0.22 Comp. 3: 0.44
Component 2: Capacity-building
Component 3: Project coordination and management
*NA = Not Applicable
viii
Project Implementation Schedule
1
REPORT AND RECOMMENDATION OF MANAGEMENT CONCERNING A PROPOSAL
TO GRANT A LOAN TO THE REPUBLIC OF SENEGAL TO FINANCE THE SENEGAL
VIRTUAL UNIVERSITY SUPPORT PROJECT
Management hereby submits this report and recommendations concerning a proposal to grant
an ADF loan of UA 3.38 million to the Republic of Senegal, to finance the Senegal Virtual
University Support Project (PAUVS).
I STRATEGIC THRUST AND RATIONALE
1.1 Project Linkages with Country Strategy and Objectives
1.1.1 The project is consistent with Government’s objective of making higher
education the main lever for socio-economic development. It is based on Priority I
(“employment, SME/SMI development, infrastructure and food security”) of the National
Economic and Social Development Strategy (SNDES, 2013-2017) centred on growth,
productivity and wealth-creation, Priority 2 of same (“human capital, social protection and
sustainable development”) and Pillar I of CSP 2010-2015 (“support for inclusive growth
through diversification and economic integration”), revised at mid-term. It is against this
backdrop that Senegal in April 2013 organized a National Consultation on the Future of
Higher Education (CNAES), which led to the Higher Education and Research Development
Programme (PDESR 2013-2017). The Presidential Decisions on higher education and
research give precise guidelines on the implementation of PDESR, focusing particularly on
practical training better tailored to employment.
1.1.2 Disparities at the level of higher education
access and the high unemployment rate of
graduates are the two main worries of higher
education in Senegal. Current student enrolments are
estimated at over ninety thousand (90,000 of which
33.23% women) in the public sector and about 35,000
in the private sector, with a rapid increase in the
current number of GCE “A” Level holders from
secondary education eligible for higher education.
Higher education offer is unevenly distributed
nationwide. With regard to gender, women are under-
represented in public universities (33.23% of
enrolments on average) whereas they constitute close
to 52% of the country’s population. Besides, the rate
of unemployment of higher education graduates
(close to 16%) is the highest in the education and training system. UVS aims to contribute to
the solution of these two thorny issues.
1.2 Rationale for Bank’s Involvement
1.2.1 UVS constitutes a key link in the operationalization of PDESR as far as fairer
access and professionalization are concerned. The current situation stems from the poor
diversification of offer, which leaves young ‘A’ Level holders with few options and limits
their employability after school. Public offer of education is mainly based on long-duration
general training (BA/Masters) in general streams, with very few short-duration professional
5
4
3
2
1
#DIV/0! 8,6%11,8%
13,9%12,7%15,9%
0,0%
10,0%
20,0%
30,0%
40,0%
50,0%
60,0%
70,0%
Combined unemployment
and under-employment
rate
Figure 1: The more educated, the higher the unemployment rate, 2011 (ANSD and calculations)
Source: ANSD et calculs des auteurs, à partir des données de l'ESPS de 2011.
2
and technical training courses1. In most public universities in the country, the traditional
method of teaching and training is based on physical presence, despite the clear benefits of
the virtual approach. UVS’s action is underpinned by several levers, including: (i) the
opening of short-duration professional training streams2; and (ii) the creation of para-
scientific courses that will receive students from the arts series and train them in
technical/scientific trades. Additional information on training streams is attached as
Technical Annex B1.2.
1.2.2 The national context is favourable to the development of e-learning. Senegal has
good international connectivity and solid networking infrastructure nationally. As part of
UVS, a partnership agreement was signed with the State Computer Technology Agency,
(ADIE), which manages Government intranet whose optic fibre network covers 75% of the
country and will offer its services to UVS. The country also has a good number of private
telecommunication service providers, including mobile services, which can offer quality
services to UVS. It also has experience in distance education: (i) through its cooperation with
Agence Universitaire de la Francophone (Francophone University Association - AUF); (ii) at
UGB where the African Virtual University Centre is established; and (iii) with the African
Distance Education Network (RESEFAD) by using e-learning to improve the quality of
continuing training of lecturers, and several initiatives at the level of UCAD, Ecole des
Bibiliothécaires et des Archivistes [Institute of Librarians and Archivists] (EBAD) and
CESAG. Lessons from these experiences were reflected in the design of PAUVS.
1.2.3 The project is in line with the Bank’s strategies and strengthens its role as the
country’s key stakeholder in skills development. UVS seeks to impart life skills to the
youths – which is consistent with the “Skills and technology” operational priority of the
Bank’s Long-Term Strategy 2013-2022. This project also supplements PAPEJF since UVS
contributes to the employability of youths and women who, as project developers, can
become eligible for PAPEJF financing. The Bank plays an essential catalytic role by
supporting the establishment of UVS’s central structure and the first 5 ENOs.
1.3 Aid Coordination
Several development partners are involved in education – particularly higher
education and training. Dialogue with Government is within the enlarged G-50 Group that
the Bank currently co-chairs with USAID. The Bank also regularly takes part in the
Education Thematic Group, chaired by USAID and comprising the Government and technical
and financial partners (TFPs). Several on-going operations financed by TFPs offer a potential
of synergy with UVS. The Results-Based Higher Education Governance and Financing
Project (PGF-Sup) financed by the World Bank supports governance reforms, quality
assurance, greater access, the upgrading of existing networks, the establishment of a
centralized information system and balancing of the budget for universities. The same is true
of Canada’s budget support operation to implement new reforms in the sector. Further, the
Education and Agriculture Research Project (ERA) financed by USAID centres on
agriculture-based higher education training, research and governance. The following table
presents the main amounts currently committed in higher education in Senegal.
1 National Consultation on the Development of Higher Education in Senegal (April 2013) 2 Several training streams were defined based on the needs identified. These are short-duration training courses (professional BA) aimed
at giving basic notions in sustained streams for the development of skills corresponding to job market needs (cf. Technical Annex
B.1.2).
3
Table 1
Development Partners’ Contribution
Sector or sub-sector* Scope
GDP Exports Labour
Higher educ. sub-sector 7.2% 19% (2011) Approx. 70%
Stakeholders – Public Expenditure (on-going programmes or projects)
Government Donors Amounts (CFAF billion) Period
CFAF 102.5 to 141 billion
(2014-2017)
AfDB 20
Active Portfolio
2009-2013
WB 50 Portfolio 2012-2016
Other TFPs
(Canada, IDB,
Commodity
Aid, KOIKA)
78.7
Active Portfolio
2014-2018
Level of Aid Coordination
Existence of thematic working groups Yes
Existence of a comprehensive sector-based programme Yes, PAQUET prepared
II. PROJECT DESCRIPTION
2.1 Project Components
2.1.1 The overall objective of the project is to contribute to human capital
development through efficient training that leads to qualification, to foster better
integration of young graduates. Specifically, the project aims to establish the UVS, its
physical terminals and the ENOs so as to increase access to higher education and strengthen
the professionalization of teaching and training.
2.1.2 Project implementation will span three years. Its components and activities are
summarized in the following table.
Table 2:1 : Project Components Component Cost Description
1. Establishment
of the UVS
platform
UA 3.824 million This component seeks to build and equip the UVS head office and the 5 Open
Digital Spaces (ENOs). The main activity areas are: construction and
equipment of the UVS head office; construction and equipment of the ENOs;
opening of a digital library to facilitate access of public and private university
students to electronic resources.
2. Capacity
building
UA 0.22 million The concern here is to put in place the UVS institutional and pedagogic
framework, pursuant to the decree establishing the UVS adopted on
23/09/2013. The main activity areas are: draft instruments governing these
new degrees; design new curricula and training benchmarks; train teaching
and research staff (PER) and technical administrative and service staff
(PATS) in distance education; sensitize and train socio-economic groups on
the use of ENO resources (men and women).
3. Project
coordination
and
management
UA 0.44 million
This component seeks to establish an appropriate arrangement to coordinate
and monitor project implementation and ensure its sound operation. The main
activity areas for project implementation are: staff recruitment; equipment;
technical assistance; monitoring/evaluation; audit; operation of the executing
agency; capacity-building of the executing agency and other stakeholders
involved; communication.
4
2.1.3 The UVS head office will be constructed in Cité du Savoir (“City of
Knowledge”) at Diamniadio (30 km from Dakar). UVS is a public university created by
decree and enjoys the same advantages as other State universities. Its programmes are aligned
on the national BMD programmes. The Cité du Savoir3 will accommodate public and private
institutions. The new General Directorate of Higher Education (DGES) and the National
Authority for Quality Assurance in Higher Education (ANAQ-Sup) are expected to be
constructed there in 2014 with PGF-Sup financing (World Bank). The UVS head office will
benefit from a State intranet connection managed by ADIE (covering over 75% of the
country), facilitating its link with the ENOs.
2.1.4 The location of the first ENOs to be constructed primarily considers the
geographic distribution of most GCE “A” Level holders having UVS as their first
choice. Further, State intranet is available in these zones. Measures are being taken to extend
Intranet coverage to virtually the whole country in 2014. The platform of national private
operators is expected to be used in zones not covered by Intranet.
2.1.5 The UVS technological platform operates on the basis of the following general
principles:
Pedagogic content produced at the UVS head office is dispatched via the
ADIE Data Centre where the UVS infrastructure is hosted. The UVS head
office and the ENOs are linked by ADIE’s Virtual Private Network (VPN).
Students access the UVS data platform through their laptop computers
connected by 3G key to the ADIE network. The specificity of this network is
that it does not depend on the Internet. It involves ADIE’s high-speed Intranet
network and guarantees the free flow of communication. Students can also
occasionally go to their ENOs to work.
ADIE is connected to the Internet via SONATEL, meaning that through their
3G key, students’ Internet access requests will be properly routed. In this way,
they can access digital libraries and other resources not hosted on the ADIE
Data Centre.
2.2 Technical Solutions Adopted and Alternatives Explored
The technical solution adopted aims to increase and diversify the public offer of
higher education (mostly for GCE “A” Level holders). The planned diversification is
underpinned by training courses that can improve the employability of youths through
identified value chains. The following table presents alternatives explored and reasons for
their rejection.
3 A Smart City that is eco-friendly and sustainable, combining ICTs and renewable energies
5
Table 2.2
Project Alternatives Explored and Reasons for their Rejection
Alternative Solution Brief Description Reason for Rejection Continuation of
Government’s policy
of transferring GCE
“A” Level holders to
private higher
education institutions
Confronted by
saturated public
universities, the
State has recently
been transferring
new “A” Level
holders to private
institutions, paying
their fees along
with scholarships
like all others.
Although conducive to private sector development, this
approach is not viable since it is very costly and hampers
the development of public universities. Further, since
most private establishments are located in Dakar and its
environs, this option does not favour social inclusion
because it does not facilitate access to higher education
for GCE “A” level holders from distant areas.
Increase the higher
education offer
generally
Construct new
universities and
offer training using
the traditional
method
This option does not consider the worldwide revolutions
underway in terms of higher education offer and the role
of ICTs in improving access, effectiveness and
efficiency.
2.3 Project Type
This is an autonomous investment project. This method was adopted (instead of
budget support, for instance) due to the project’s innovative and specific nature, and the
specific activities to be implemented (contracts to be awarded) over an average duration with
private sector involvement - which calls for pro-activeness and strict monitoring.
2.4 Project Cost and Financing Arrangement
2.4.1 The total cost of the project, net of taxes and customs duties, is estimated at UA
4.48 million, of which UA 2.24 million (50%) in foreign exchange and UA 2.24 million
(50%) in local currency. This cost is financed by an ADF loan of UA 3.38 million (75.4%)
and by the Government of Senegal for UA 1.10 million (24.6%). The ADF financing includes
UA 1.94 million from the ADF 12 country allocation and UA 1.44 million from cancelled
loans.
2.4.2 Costs were determined based on information obtained from official structures,
various national procurement stakeholders and ICT operators. A price escalation
provision of 1.5% and 3% was made for foreign exchange and local currency costs,
respectively, as well as for physical contingencies ranging from 3 to 4%, depending on the
category. Tables 2.3, 2.4 and 2.5 below present the project costs by component, source of
financing and expenditure category, and Table 2.6, the expenditure schedule by component.
The detailed costs are attached as Technical Annex B.2.
6
Table 2.3
Project Cost by Component COMPONENTS (CFAF Million) (UA Million) %
L.C. For. Exch. Total L.C.
For.
Exch. Total
For.
Exch.
Establishment of the UVS
technological platform 1,187.13 1,470.24 2,657.37 1.59 1.97 3.57 55
Capacity building 126.60 30.40 157.00 0.17 0.04 0.21 19
Project coordination and
management 249.24 56.06 305.30 0.33 0.08 0.41 18
Total Base Cost 1,562.97 1,556.70 3,119.67 2.10 2.09 4.19 50
Physical contingencies 53.10 56.94 110.04 0.07 0.08 0.15 52
Price escalation 53.89 56.25 110.15 0.07 0.08 0.15 51
Total Cost 1,669.96 1,669.90 3,339.86 2.24 2.24 4.48 50
Table 2.4
Source of Financing (UA Million)
Sources of Financing L.C. For. Exch. Total
%
of Total
ADF 2.24 1.14 3.38 75.4
Government 0.00 1.10 1.10 24.6
Total Cost 2.24 2.24 4.48 100.0
Table 2.5
Project Cost by Expenditure Category (UA Million)*
For. Exch. L.C.
Total
% For.
Exch.
1. WORKS 1.00 1.30 2.30 44
2. GOODS 0.96 0.27 1.23 78
3. SERVICES 0.08 0.31 0.39 20
4. OPERATING COST 0.05 0.21 0.27 20
Base Cost 2.09 2.10 4.19 50
Physical contingencies 0.08 0.07 0.15 52
Price escalation 0.08 0.07 0.15 51
Total Cost 2.24 2.24 4.48 50
Table 2.6
Expenditure Schedule by Component (UA Million)
COMPONENTS 2014 2015 2016 Total
Establishment of UVS technological platform 1.36 2.31 0.15 3.82
Capacity building 0.08 0.07 0.07 0.22
Project coordination and management 0.17 0.14 0.13 0.44
Total Cost 1.62 2.51 0.35 4.48
2.4.4 The ADF will finance all foreign exchange costs and participate in funding all
expenditure categories, while the Government will partly finance goods (vehicles), works and
operating costs. Table B.2.2.6 (Technical Annex B.2) summarizes activities by expenditure
category and source of financing.
2.5 Project Target Area and Beneficiaries
2.5.1 The zones of implantation of the five ENOs are: Dakar suburbs, Saint-Louis,
Thiès, Kaolack and Ziguinchor. The UVS head office (central administration) will be inside
the Cité du Savoir at Diamniadio (30 km from Dakar). The zones of implantation of the
ENOs were defined based on the strategic guidelines of the steering committee set up during
the National Consultations on the Future of Higher Education in Senegal and discussions
7
with interested stakeholders. A total of 6,000 students could be admitted therein yearly as
soon as the infrastructure is in place. The project support measures will allow for providing
laptop computers to 5,000 students through the SAMA PC (“My PC”) Programme
2.5.2 While targeting young GCE “A” Level holders essentially, the project offers the
opportunity of higher education access to several socio-economic categories. In fact, the
university map currently comprises 5 public universities. Baccalauréat examination results
for the 2000-2012 period have shown that GCE A Level holders are mainly concentrated in
the West of the country in Dakar, Thiès, Ziguinchor, Saint-Louis and Kaolack regions. It is
noteworthy that 37.89 % of students come from the Dakar region and 85% of students from
public schools attend UCAD, whose intake capacity has already been exceeded. The other
beneficiary socio-economic categories are: (i) educated women who see in UVS a model that
can receive and maintain them in higher education; (ii) GCE A Level holders (admission in
L1) and “A” Level+2 certificate holders wishing to further their studies (admission in L3);
(iii) professionals in active service, either on a private basis or as part of training contracts
based on multiple modalities: certifying or certificate-based training; development of
experience acquired; validation of professional and personal achievements; (iv) special
categories of persons with difficulties in being physically present in school: people with
disabilities (mobility impairment, etc.), people far from large urban centres; people who are
subject to high geographic mobility; and (v) the international public, as part of training or
capacity-building programmes. In the medium term, the UVS aims to be a regional training
establishment.
2.6 Participatory Approach in Project Identification, Design and Implementation
The project design benefited from the fruits of the consultative process that
culminated in the PDESR, the 23 September 2013 decree and the results of the
Presidential Council of October 2013. The UVS concept was adopted after the national
consultations that led to PDESR 2013-2017 in April 2013. Bank missions consulted key
stakeholders, namely: ministries, the Chairperson of the UVS Steering Committee, higher
education institutions already involved in e-learning, private higher education, ICT and
development partners. These consultations allowed for understanding stakeholders’
expectations, past experiences, successes obtained, difficulties encountered and best
practices. They also helped to identify possible synergies with the interventions of other TFPs
that support higher education (the World Bank, USAID, IDB, Indian Cooperation) or hope to
do so, such as Korean Cooperation (KOICA) and private sector interests (SONATEL, Korean
Telecom) interested in accompanying the Government in implementing the UVS project.
2.7 Bank Group Experience and Lessons Reflected in Project Design
2.7.1 The Bank already had a number of education sector interventions whose
implementation provided useful lessons for this operation. The project supplements the
four projects already financed by the Bank in the education/training sector in Senegal
(Education Project I, II, III and IV) and that contributed to improving primary and secondary
education access and quality. The performance of the Bank’s portfolio in Senegal is deemed
satisfactory overall. Lessons from these operations that will be reflected in this project
concern the need to adapt curricula to real employment needs, strengthen the quality and
relevance of trainers’ training and emphasize the monitoring of construction works.
2.7.2 The Bank also has experience in the design, financing and monitoring of higher
education projects, particularly in ICT-based distance education. The following on-going
regional projects can be mentioned in that regard: Support for the African Virtual University
8
(AVU), Support for Higher Education in WAEMU Countries and Development of Distance
Training in Southern African Countries (SADC), which all have virtual education
components. These were reflected in this project’s design. Besides, Senegal builds on
experience garnered in distance and virtual education as summarized in paragraph 1.2.2 of
this report. Lessons from these experiences, reflected in this project’s design, include: (i)
effectiveness of ICTs in improving access to higher education; (ii) impact of such an ICT-
driven project on the design and adoption of national ICT policies; and (iii) existence of an
untapped potential of African university lecturers in designing content and applying distance
training methods.
2.7.3 The experience of other partners supporting higher education was also useful in
the project design. Worthy of note is the PGF-Sup Project already presented above, which
provides comprehensive higher education support in Senegal. The main lesson here is the
importance of institutionalizing project implementation in the relevant technical directorate of
MESR (DGES) and involving national institutions in implementing activities concerning
them at the local level. Further, all past and recent experiences accumulated by other partners
involved in distance education/training projects in Senegal were explored and lessons learned
were reflected in the project design.
2.8 Key Performance Indicators
The logical framework specifies the project’s performance indicators in light of
the objectives of SNDES and PDESR 2013-2017. Impact indicator: (i) unemployment rate
of higher education graduates; (ii) rate of integration of UVS graduates three years after their
graduation. Effect indicator: (i) proportion of new GCE “A” Level holders enrolled in the
UVS (including percentage of girls); (ii) number of higher education students for 100,000
people; (iii) success rate of final year UVS students; (iv) number of UVS graduates who find
employment within 12 months of graduation (including percentage of girls). Outcome
indicators: (i) central structure operational; (ii) ENOs operational; (iii) strategic plan of the
UVS finalized; (iv) number of FO digital libraries; (v) percentage of UVS students with a PC;
(including percentage of girls); (vi) adoption of texts on the UVS; (vii) percentage of PER
(including percentage of women) intervening on behalf of the UVS having participated in at
least 3 seminars on distance education; (viii) percentage of UVS’s PAT (including percentage
of women) trained in the design of distance education modules; (ix) percentage of public and
private university students using the electronic resources of the UVS; and (x) percentage of
socio-economic groupings of ENO localities using the electronic resources of the UVS
Implementation monitoring will be based on an effective monitoring and evaluation system
(MES), which will facilitate decision-taking in critical cases for sound project management.
III. PROJECT FEASIBILITY
3.1 Economic and Financial Performance
3.1.1 The project will have a significant impact on the development of Senegal since
it will offer a diversified and efficient alternative to the traditional approach to training
human resources at the higher level. Due to the nature of this project, the analysis of
development prospects were adopted over standard quantitative methods (updated net value,
internal economic rate of return). This approach stems from the difficulties involved in
assessing project benefits since the unit costs of all students trained (graduates) will be
homogenous for training in each ENO. However, the graduates can enter different job
markets. Calculations made using data obtained from a study conducted in Senegal in 2007
indicate that in the formal sector, workers having undergone higher education earn 58% times
9
more than those limited to secondary education, and that in the informal sector, the difference
is slightly more pronounced and stands at 60%4. The social and economic benefits are
presented in paragraphs 3.2.3 to 3.2.8.
3.1.2 The preliminary
feasibility analyses indicate that
the UVS is more viable
compared to other university
models. The UVS is a public
university created by decree and,
like all other universities, benefits
from State subsidies based on a
performance contract. According
to forecasts, State subsidies to the
UVS will rapidly stabilize in
2015, then fall as from 2016/2017. Equity resources (coming from miscellaneous services)
are expected to represent 68% of the UVS sources of financing as from 2016/2017. Its unit
costs are projected to be relatively low initially (almost two times lower than the national
average, and nearly four times less than UGB or UADB - see Figure 2). Later, the trend will
be downward (nearly 34% in 2014/2015). The difference between the unit costs of 2013/2014
and those of succeeding years stems from the weight of start-up costs (those borne during the
first fiscal year).
3.2 Environmental and Social Impact
Environment
3.2.1 The project is classified in Environmental Category 2, pursuant to Bank’s
conservation policies. An environmental assessment was conducted, which clearly identified
the negative impacts of works and proposed mitigation measures. During the construction
phase, these measures include: (i) ensuring materials and rubble management, and tackling
possible nuisances (dust, noise); (ii) making arrangements for appropriate facilities (ramps,
board) to facilitate access to buildings for blind people or those with impaired mobility; and
(iii) using eco-friendly technologies that can improve the energy efficiency of the ENOs. In
the operation phase of the ENOs, the concern will also be to keep the premises clean by
putting in place an adequate arrangement for collection and elimination of garbage and liquid
wastes. The ENOs will be equipped with security arrangements comprising an emergency
evacuation plan and first intervention equipment (fire extinguishers, other tools and first aid
box). ENO staff will be trained to activate the evacuation plan and use intervention tools. All
advocated measures and means for implementing them are detailed in the Environmental and
Social Management Plan whose summary is attached to this report as Technical Annex B.8.
The Directorate of the Environment and Establishments (DEEC) will support the project by
supervising the ESMP implementation. The financial impact of ESMP implementation was
estimated at CFAF 10,000,000 (ten million) and incorporated in the project cost under
monitoring and evaluation cost.
4 Senegal: Research and Employment – Path to Prosperity , Country Economic Memorandum, (World Bank, PREM 4 Africa Region,
September 2007)
420 000
1 009 471
850 000
600 000
242 764
0
200 000
400 000
600 000
800 000
1 000 000
1 200 000
Nationalaverage
UGB UADB EPES (Private) Simulation ofthe UVS
operatingbudget
Fig 2 : Comparison of Unit Operating Costs
10
Climate Change
3.2.2 The small surface areas of the UVS and the ENOs will not significantly raise
Senegal’s greenhouse gas emissions. According to official reports, per capita CO2 emission
levels in Senegal are the lowest in the world. Changes in CO2 emissions therein will
normally be very slow and, with the implementation of this project, impact on climate change
will not be significant. For IT and communication equipment, thin clients which consume
less energy and can use solar power are expected, alongside laptop computers. In the same
vein, cloud computing will allow for limiting to the minimum the use of heavy equipment
(servers). It will be recalled that the UVS head office will be built in Cité du Savoir (a smart,
eco-friendly and sustainable city combining ICTs with renewable energies).
Gender
3.2.3 The project will foster the access of over 40% of young female “A” Level
holders to higher education and contribute to greater inclusion. Women constitute 52% of
the total population and 48% of the labour force, most of whom live below the poverty line,
especially in rural areas. About 28% of households headed by a woman are extremely poor,
against 25% for households headed by a man. There are wide regional disparities, except for
the Dakar region where there are more girl “A” level holders than boys. Girls are also under-
represented in public universities (33.23% of enrolments on average). The UVS takes into
account some major constraints confronting women in the pursuit of their studies and which
explain their poor representation in higher education. In particular, these include constraints
linked to long distances and the absence of accommodation for those having to go to town
where they have no one (not to mention married women and/or those raising children).
3.2.4 Therefore, the project will help to widen girls’ access to higher education
through several incentive measures. These measures include the granting of scholarships to
girls from underprivileged social backgrounds and the provision of appropriate pedagogic
and digital equipment. The UVS will offer flexible study spaces and the possibility for
married girls to study at home or in an ENO situated in their locality of residence. Since girls
in Senegal are more inclined to vocational training (3 years at most after the “A” level), the
UVS training programmes will attract them, with opportunities for acquiring skills to
improve their employability. These measures will be implemented concurrently with a series
of actions geared towards improving the upstream information and guidance system for
steering girls towards the more promising science, technology and professional streams. With
regard to quality, the UVS will establish a gender-sensitive quality assurance arrangement in
institutional and academic practices. The training plan of lecturers and trainers will include
gender modules. An internal assessment will be conducted every two years to measure the
effectiveness of the system.
3.2.5 Further, the UVS will negotiate corporate internship positions during training
in partnership with the private sector, the priority being to integrate female graduates.
The latter will in turn contribute to sensitize and mentor other girls wishing to enrol in the
UVS. In the long run, the system will help to ensure a higher integration rate for girls. Lastly,
by offering training to female students and female workers wishing to upgrade their level of
qualification, the UVS will catalyse access to opportunities for women’s social inclusion.
11
Social and Economic Impact
3.2.6 The project will allow for fairer access to higher education. As indicated above,
the implantation zones of the ENOs are those with the greatest number of “A” Level holders.
The 5 ENOs will contribute to address the growing demand, allowing at the outset for the
yearly admission of 5,000 high school leavers into the public higher education system.
Hence, the project will help to keep youths in their regions of origin by promoting income-
generating activities and the creation of VSME, on the one hand, and mitigate student
demands and frequent social tensions caused by the non-guidance of new “A” level holders
for want of space, on the other. The project will also contribute to the quantitative and
qualitative development of higher education in Senegal, making it possible to open up,
decentralize and diversify the supply of training. The UVS will absorb close to 20,000
students by 2018, thus helping to standardize university enrolments and improve the quality
of pedagogic supervision. It will also lessen pressure on traditional public universities whose
intake capacity has stretched to saturation point. In view of the country’s economic fabric that
does not allow for offering sufficient quality jobs to higher education graduates, the project is
based on the promotion of entrepreneurship as a sure lever for innovation, competiveness and
self-employment. This thrust will help to boost the internal and external efficiency, especially
by raising the quality of teaching and relations with the labour community.
3.2.7 Through the promotion of ICTs, the UVS will contribute to Senegal’s transition to
the information society. In fact, the information society opens untold prospects in many
fields of daily life. For this to materialize, access to the digital culture must be widespread.
Schools, in general, and universities, in particular, as basis of the “information society”, can
make a decisive contribution in this regard. The concern for education and training is not only
inclusion in the information society (e-inclusion) but also consideration of new skills needs –
essential for competitiveness – and the innovative capacity of national economies, notably the
mastery of the use of ICT in the professional context. The UVS provides such a context since
it allows for: (i) devising a public strategy of support to innovation and assistance to digital
development; (ii) providing an appropriate response to the challenge posed to higher
education by the new digital environment, and geared toward the production of digital skills;
(iii) proposing an appropriate and relevant establishment model for the “digital native”
generation; (iv) proposing a tool for training quality human resources; (v) tackling the
demographic pressure suffered by standard higher education establishments; and (vi) having
a regional development tool.
3.2.8 The project contributes to the country’s economic development by
strengthening the professionalization of higher education and its accessibility to various
segments of society. Diversifying higher education offer through short- and medium-
duration (3 years) certificate-based training courses accessible to the public and in streams
responding to market needs will strengthen the employability of youths and improve the
quality of human capital needed to achieve the production objectives assigned in the SNDES.
The capacity of higher education staff will be strengthened for 100% of PER (40% of them
women) as well as for 60% of PATs (40% of them women). The ENOs will also be open
spaces, user-friendly work places that will offer their resources to students and other society
stakeholders. Technical Annex B.1.2 presents the list of streams and the corresponding
trades.
3.2.9 The UVS offers Senegal an efficient model that can be replicated for skills
development in higher education. The innovative university model proposed by the project
will also enable the Government to standardize this approach which will ultimately make it
possible to obtain substantial savings on expenditure items related to heavy infrastructure
12
(faculties, libraries…). As a flexible, hands-on and economical solution for accessing
knowledge and opportunities for skills development, the UVS will enable thousands of young
Senegalese to develop their know-how, strengthen their employability and find a job.
Forceful Resettlement
3.2.10. The project activities will not lead to any forceful population displacement.
They will have no impact or restrict access to goods or to means of livelihood.
IV. IMPLEMENTATION
4.1 Implementation Arrangement
Executing Agency
4.1.1 The project will be supervised by the Ministry of Higher Education and
Research (MESR) and implemented by the General Directorate of Higher Education
(DGES), which coordinates higher education projects, including the PGF-Sup project
(World Bank). DGES’s capacity in the technical and financial management of projects was
assessed. This assessment, details of which are attached as Technical Annex B5.3, indicates
that DGES has experience in implementing sector projects and that it can satisfactorily
coordinate the implementation of this project. However, to enable it cope with the additional
specific tasks under this new project, it will be strengthened with a light team led by a
coordinator whose appointment must be submitted for Bank approval. The project
coordinator will establish an adequate fiduciary framework and operational arrangement and
will be responsible for monitoring and evaluation. He/she will benefit from the support of an
accountant and procurement expert to be recruited on a competitive basis.
Steering Committee
4.1.2 The Government will set up a steering committee to conduct the UVS design phase.
The committee will be chaired by the Minister of Higher Education and comprise
representatives of the private higher education sector, employers, representatives of
ministries, universities and higher education institutions as well as institutions responsible for
ICT regulation and management. This steering committee will ensure compliance with the
general orientation of the project and facilitate consultations. It will validate annual work
plans and the corresponding budget, and approve the technical and financial reports of each
year.
Procurement Arrangement
4.1.3 Procurements financed by Bank resources will be done pursuant to national
procedures for local competitive bidding (goods and works), in accordance with Decree
No. 2011-1048 of 27 July 2011 instituting the Public Procurement Code. This provision
arises from the conclusions of the assessment of Senegal’s national procurement procedures
conducted by the Bank in March 2010. Procurements will comply with Bank Rules and
Procedures (May 2008 edition, revised in July 2012) and will use standard Bank documents
for international competitive bidding (goods and works) and consultations by shortlist
(services). The project’s procurement plan (PP) was drafted for a period of 18 months based
on the Bank’s model. A summary of procurement methods is given in Annex IV, while the
details and the PP are attached as Technical Annex 5.
13
Disbursement Arrangements and Financial Management
4.1.4 Loan resources will be disbursed using three methods: special account, direct
payment and reimbursement. The Government will open: (i) a special account in the name
of the project to receive the ADF loan resources meant to finance recurrent operating and
training expenses; and (ii) an account bearing the project’s name into which counterpart
funds are transferred. The Letter of Disbursement will specify additional instructions and
detailed procedures to be complied with for the withdrawal of funds. The Bank reserves the
right to take precautionary measures pursuant to the General Conditions for, among other
things, the suspension of disbursement of funds in case of non-compliance with its fiduciary
requirements.
Financial Management
4.1.5 An accounting system will be put in place. It must at least comprise modules of
budgetary accounting, general accounting and cost accounting. The executing agency will
keep project books and accounts, in conformity with the principles of double entry
commitment accounting, while taking into account the specificities of development projects.
As soon as the financing is approved, the Ministry of Higher Education and Research will
engage the following actions: (i) establishment of the project management team within the
General Directorate of Higher Education (DGES) and appointment of the unit coordinator;
(ii) recruitment of financial management and procurement experts; (iii) design of the
administrative, financial and accounting procedures manual; (iv) procurement of the
accounting software (multi-projects), configuration of the software and training of staff; (v)
recruitment of an external auditor; and (vi) opening of a special account in a commercial
bank acceptable to the Bank. Detailed data on financial management and disbursement are
provided in Annex B.6.
Audit
4.1.6 Annual financial statements prepared by the executing agency as well as the internal
control system will be audited by an audit firm in line with terms of reference approved by
the Bank. The executing agency must submit accounts audit and internal control reports to
the Bank within six months of the end of the financial year.
4.2 Monitoring
4.2.1 Project activities and indicators defined in the project logical framework will be
monitored internally by the Project Manager, who should have monitoring/evaluation
skills. The executing agency shall draft quarterly progress and annual reports, and submit
same to the Bank. All reports must be compliant with the Bank’s formats. On project
completion, the executing agency will, with the support of a consultant, draft and forward a
completion report to the Bank. Quarterly and annual reports will be prepared pursuant to the
relevant Bank guidelines. Gender-disaggregated data will be provided in the reports.
Complementary basic data will be collected where applicable, according to the performance
indicators adopted for the project. Monitoring of the ESMP will be included in quarterly and
annual reports.
4.2.2 The external monitoring/evaluation system will be designed based on the output
and outcome indicators defined in the logical framework. The Bank will undertake at least
two (2) supervision missions each year. The Banks’ Field Office in Senegal (SNFO) will
14
coordinate monitoring missions and also closely oversee the project implementation. After
fifteen (15) months of implementation, the project will be subject to a mid-term review that
will consider the progress achieved in relation to the logical framework indicators and annual
activity plans.
4.2.3 Impact assessment will be an integral part of monitoring/evaluation through
surveys scheduled as a means of verifying the indicators. In this regard, the project will
support the establishment of a system to help collect relevant data as activities are
implemented. Impact will also be measured by comparing performance in terms of academic
results, on the one hand, and the employability (integration rate) of graduates of traditional
universities and the UVS, on the other. The project completion report will be prepared jointly
by the Borrower and the Bank. The implementation schedule of the main activities is
summarized as follows.
Table 4.2
Implementation Schedule of Main Monitoring Activities
Activities Period Responsibility
Loan Approval December 2013 ADF
General Procurement Note December 2013 ADF
Signature of Loan Agreement January 2014 ADF/GOV
Loan Effectiveness January 2014 ADF
Start-up of Project Mission February 2014 ADF/GOV/PROJECT TEAM
Mid-term Review Mission July 2015 ADF/GOV/PROJECT TEAM
Recruitment of CF for UVS and ENO Studies March 2014 PROJECT TEAM
Design Studies and BD May 2014 PROJECT TEAM
Publication of Works Pre-selection Notice June 2014 PROJECT TEAM
Implementation of Works Nov. 2014 – May 2016
BETWEEN../FIRMS/PROJECT
TEAM
Design BD for equipment of UVS Head Office and the ENOs March 2014 PROJECT TEAM
Publication of BDs June 2014 PROJECT TEAM
Submission, Evaluation of Bids and Contract Award August 2014 PROJECT TEAM
Equipment Delivery December 2014 SUPPLIERS/ PROJECT TEAM
PER and PATS Training April 2014 – June 2015 SPECIALIZED INSTITUTIONS
Annual Audit Missions From March 2015 AUDIT FIRM
4.3 Governance
4.3.1 Since the advent of the second changeover in March 2012, the State of Senegal
has been working in earnest to clean up public finances and gradually put in place
institutional mechanisms to improve political, economic and financial governance. This
enabled the country to improve its ranking on the Corruption Perception Index 2012, moving
from the 124th
position in 2011 to 94th
in 2012. The Bank also notes that the management of
projects has improved and that control mechanisms in force are deemed satisfactory overall.
The overall score of the Bank portfolio rose from 2.01 in 2009 to 2.49 in 2012 on a scale of 0
to 3. The assessment of the national procurement system conducted by the Bank in 2011 led
to the conclusion that Senegal’s national procurement procedures are generally satisfactory.
4.3.2 In the specific area of higher education, profound reforms are being
implemented under PDESR with World Bank support. PGF-Sup supports reforms dealing
with the following and other aspects: quality assurance; wider access; upgrading of existing
ICT networks; installation of a centralized information system and balancing of university
budgets. Established in 2013, the CampuSen platform allows for the online registration of
students (after the GCE A Level), and an efficient centralized management of flows including
scholarships, making stricter and more transparent monitoring possible. All these reforms
contribute to strengthening governance in the sector.
15
4.4 Sustainability
4.4.1 The sustainability of the UVS rests on the fact that the technological platform is
based on a well-established national network and on the contributory potential of
national and international partners. Government made the UVS an integral part of the
national public higher education system and the higher education reform programme.
Moreover, through ADIE and SONATEL, the national infrastructure in place facilitates
students’ and lecturers’ access to UVS’s digital resources. The memorandum of
understanding signed with Korean Telecom offers bright prospects for consolidating the
technology platform and training of trainers.
4.4.2 The involvement of private stakeholders at various levels contributes to the
relevance and sustainability of the UVS. The UVS design is the fruit of collaboration
between national stakeholders from higher education, ICT and production sectors with a high
job-creating potential (represented by employers). All these stakeholders are part of the
Steering Committee put in place by the Government to define the institutional and academic
framework of the UVS (including identification of trades and hence, the necessary skills and
streams). Private telecommunication operators are indispensable partners for the development
of the UVS for which ICTs are the backbone. The partnership with private stakeholders will
be continued through their involvement in the steering committee, their participation in
periodic needs reviews and training programmes, the organization of industrial internships,
assistance in setting up incubators, and the offer of scholarships and equipment. This
partnership will also be extended to all production stakeholders wishing to contribute to and
benefit from local skills development.
4.4.3 Support measures are implemented by the Government to back the UVS
approach. One of these measures with a decisive impact on the sustainability of the UVS is
the “one student, one PC” programme put in place by universities with Government support.
This will enable students to easily procure a subsidized laptop. The PC is subsidizes 50% by
the State and the remaining 50% balance is reimbursed by instalment by students over 24
months. There are plans to strengthen this national programme called “one student, one PC”,
which will facilitate students’ access to the internet and the UVS programme. Further, the
Government will exceptionally grant scholarships to students from poor backgrounds
alongside a special reduction of registration fees for girls. These social benefits will help to
boost access to the UVS and encourage the target categories to remain in the training system
until they obtain their certificates.
4.4.4 After initial capital costs, the UVS unit costs will be lower than those of
traditional universities. As indicated earlier (paragraph 3.1.2), forecasts and comparisons of
unit costs show that costs at the UVS are by far lower than in current universities. In addition
to allowing for greater access to higher education, UVS represents a less costly approach.
4.5 Risk Management
To ensure the success of the project, mitigation measures are planned to
address the risks identified. The main risks presented in the following table are indicated in
the results-based logical framework matrix.
16
Table 4.5
Risks and Mitigation Measures
Risk Level Mitigation Measure
Inadequacy between training and
employment needs
Moderate Selection of training streams with a high
potential in terms of employability
Delay in the construction of the
ENOs and the central structure
Moderate Early design of BDs for the selection of a
specialized consulting firm to monitor
the construction works
Unstable electricity network
preventing permanent access to
good connection
Moderate There are plans by the ENO to procure a
power generator; the students are
provided with PCs with extensive battery
autonomy
Lecturers are slow/unwilling to
adapt
Moderate Sensitization and training
4.6 Knowledge Building
This project design process offers the Bank a source of knowledge on putting in
place a virtual university in a national context. This experience supplements those
acquired through regional operations (AVU projects and the SADC Project). Undertaken in a
country where efforts are being made in the ICT sector, this operation could help to adapt
similar interventions in a less favourable context. Information on this experience will be
available to the public via the Bank’s communication channels.
V. LEGAL FRAMEWORK
5.1 Legal Instrument
The project will be financed by an ADF (the Fund) loan of UA 3.38 million and a
UA 1.10 million counterpart contribution from the Republic of Senegal (the Borrower). The
project’s legal framework will be a Loan Agreement to be concluded between the Republic of
Senegal and the Bank.
5.2 Conditions Associated with the Bank’s Intervention
5.2.1 Conditions precedent to effectiveness. Effectiveness of the Loan Agreement shall be
subject to fulfilment by the Borrower of the conditions defined in Section 12.01 of the General
Conditions Applicable to Loan Agreements and Guarantee Agreements (sovereign entities).
5.2.2 Conditions precedent to first disbursement of loan resources. The obligation for the
Fund to effect the first disbursement of the loan shall be subject to effectiveness of the Loan
Agreement, pursuant to the provisions of paragraph 5.2.1 above, and to evidence of fulfilment,
to the satisfaction of the Bank both in form and substance, of the following specific conditions:
i) Submit to the Fund evidence of opening an account in a bank or banks deemed
acceptable by the Fund, meant to receive a part of loan resources intended to
finance operating costs.
17
5.2.3 Other conditions: The Borrower shall also submit to the Fund:
i) At most three (3) months after first disbursement of the loan, the project
administrative and financial procedures manual; and
ii) Not later than three (3) months following effectiveness, evidence of recruiting
senior staff of the project team, comprising a Project Coordinator, an
Accountant and a Procurement Specialist whose qualifications and experience
shall be approved beforehand by the Fund. (4.1.1).
5.2.4 Commitments. In addition, the Borrower undertakes to:
(i) Implement the Environmental and Social Management Plan (ESMP), and
submit in a form acceptable to the Fund, quarterly reports on the
implementation progress of this plan.
5.3 Compliance with Bank Policies
This project complies with all applicable Bank policies. It will be implemented as
part of the Bank’s intervention strategy in Senegal defined in the CSP (2010-2015), reviewed
at mid-term and approved by the Board in April 2013 as well as the Bank’s (2013-2022) Ten-
Year Strategy.
VI. RECOMMENDATION
By contributing to improving the access of youths (girls and boys) to higher
education through the use of ICTs at the national level and by strengthening their
employability through training adapted to market needs, the project constitutes a major
support to Senegal as it strives to build a knowledge-based economy and greater social
inclusion. Management hereby recommends that the Board of Directors approve the proposal
to grant a loan of UA 3.38 million to the Government of Senegal for the purpose and under
the terms defined in this report.
Annex I
Country’s Comparative Socio-Economic Indicators
Year Senegal Africa
Develo-
ping
Countries
Develo-
ped
Countries
Basic Indicators
Area ( '000 Km²) 2011 197 30 323 98 458 35 811Total Population (millions) 2012 13,7 1 070,1 0,0 0,0Urban Population (% of Total) 2012 42,8 40,8 47,1 78,0Population Density (per Km²) 2012 64,9 34,5 69,8 23,5GNI per Capita (US $) 2012 1 040 1 604 3 795 37 653Labor Force Participation - Total (%) 2012 40,5 37,8 68,7 72,0Labor Force Participation - Female (%) 2012 43,9 42,5 38,9 44,5Gender -Related Dev elopment Index Value 2007-2011 0,457 0,525 0,694 0,911Human Dev elop. Index (Rank among 187 countries)2008-2012 154 ... ... ...Popul. Liv ing Below $ 1.25 a Day (% of Population)2009-2011 29,6 40,0 20,6 ...
Demographic Indicators
Population Grow th Rate - Total (%) 2012 2,9 2,3 1,3 0,3Population Grow th Rate - Urban (%) 2012 3,6 3,4 2,6 0,7Population < 15 y ears (%) 2012 43,5 40,0 28,5 16,4Population >= 65 y ears (%) 2012 3,0 3,6 6,0 16,6Dependency Ratio (%) 2012 84,3 77,3 52,6 49,2Sex Ratio (per 100 female) 2012 96,1 100,0 103,3 94,3Female Population 15-49 y ears (% of total population) 2012 24,4 49,8 53,3 45,6Life Ex pectancy at Birth - Total (y ears) 2012 63,3 58,1 68,2 77,7Life Ex pectancy at Birth - Female (y ears) 2012 64,7 59,1 70,1 81,1Crude Birth Rate (per 1,000) 2012 38,1 33,3 21,4 11,3Crude Death Rate (per 1,000) 2012 7,7 10,9 7,6 10,3Infant Mortality Rate (per 1,000) 2012 49,6 71,4 40,9 5,6Child Mortality Rate (per 1,000) 2012 74,3 111,3 57,7 6,7Total Fertility Rate (per w oman) 2012 5,0 4,2 2,6 1,7Maternal Mortality Rate (per 100,000) 2006-2010 370,0 415,3 240,0 16,0Women Using Contraception (%) 2012 13,9 34,5 62,4 71,4
Health & Nutrition Indicators
Phy sicians (per 100,000 people) 2004-2010 5,9 49,2 103,7 291,9Nurses (per 100,000 people)* 2004-2009 42,0 133,0 168,7 734,3Births attended by Trained Health Personnel (%) 2006-2010 65,1 53,7 64,3 ...Access to Safe Water (% of Population) 2011 73,4 67,8 86,5 99,1Access to Health Serv ices (% of Population) 2000 90,0 65,2 80,0 100,0Access to Sanitation (% of Population) 2011 51,4 40,2 56,8 96,1Percent. of Adults (aged 15-49) Liv ing w ith HIV/AIDS 2011 0,7 4,6 0,9 0,5Incidence of Tuberculosis (per 100,000) 2011 136,0 234,6 146,0 23,0Child Immunization Against Tuberculosis (%) 2011 95,0 81,6 83,9 95,4Child Immunization Against Measles (%) 2011 82,0 76,5 83,7 93,5Underw eight Children (% of children under 5 y ears) 2006-2011 19,2 19,8 17,0 1,4Daily Calorie Supply per Capita 2009 2 479 2 481 2 675 3 285Public Ex penditure on Health (as % of GDP) 2010-2011 3,5 5,9 2,9 7,4
Education Indicators
Gross Enrolment Ratio (%)
Primary School - Total 2009-2012 86,2 107,0 107,8 102,7 Primary School - Female 2009-2012 89,0 103,1 106,2 102,3 Secondary School - Total 2009-2012 42,1 46,3 66,4 100,4 Secondary School - Female 2009-2012 40,3 41,9 65,1 100,0Primary School Female Teaching Staff (% of Total) 2009-2012 30,6 39,2 58,6 81,3Adult literacy Rate - Total (%) 2009 49,7 71,5 80,2 …Adult literacy Rate - Male (%) 2009 61,8 78,4 85,9 …Adult literacy Rate - Female (%) 2009 38,7 64,9 74,8 …Percentage of GDP Spent on Education 2008-2010 5,6 5,3 4,5 5,5
Environmental Indicators
Land Use (Arable Land as % of Total Land Area) 2011 20,0 7,6 10,7 10,8Annual Rate of Deforestation (%) 2000-2009 0,7 0,6 0,4 -0,2Forest (As % of Land Area) 2011 43,8 23,0 28,7 40,4Per Capita CO2 Emissions (metric tons) 2009 0,4 1,2 3,0 11,6
Sources : AfDB Statistics Department Databases; World Bank: World Development Indicators; last update :
UNAIDS; UNSD; WHO, UNICEF, WRI, UNDP; Country Reports.
Note : n.a. : Not Applicable ; … : Data Not Available.
COMPARATIVE SOCIO-ECONOMIC INDICATORS
Senegal
october 2013
0102030405060708090
2004
2005
2006
2007
2008
2009
2010
2011
2012
Infant Mortality Rate( Per 1000 )
Senegal Africa
0
200
400
600
800
1000
1200
1400
1600
1800
2003
2004
2005
2006
2007
2008
2009
2010
2011
GNI Per Capita US $
Senegal Africa
0,0
0,5
1,0
1,5
2,0
2,5
3,0
3,5
2004
2005
2006
2007
2008
2009
2010
2011
2012
Population Growth Rate (%)
Senegal Africa
111213141516171
2004
2005
2006
2007
2008
2009
2010
2011
2012
Life Expectancy at Birth (years)
Senegal Africa
Annex II
Table of the Bank’s Public Sector Portfolio in Senegal
(Portfolio of Active National Projects as at 23 October 2013)
Sector
Project Name
Approval
Date
Amount
(UA) Type
Disbursement
Rate Classification*
1
TRANSPORT
Dakar – Diamniadio Highway
15/07/2009 45,000,000 ADF
Loan 96.9 Non PP/Non PPP
2
3
WATER AND SANITATION
Second Rural DWSS Sub-programme
(PEPAM II)
Project to Improve the Management and
Value of Sludge in Ziguinchor
18/02/2009
23/04/2013
30,000,000
1,395,086
ADF
Loan
AWF
Grant
71.9
-
Non PP/Non PPP
-
4
5
6
7
8
AGRICULTURE
Small Local Irrigation Support Project
(PAPIL) – supplementary loan
Rural Development Support Project in
Casamance (PADERCA)
Food Security Support Project in the
Louga, Matam and Kaffrine Regions
(GAFSP)
Community Roads Project in Support of
the National Local Development
Programme (PPC/PNDL)
Project to Restore the Ecological and
Economic Functions of Lake Guiers
(PREFELAC)
31/01/2011
19/10/2005
26/04/2013
17/07/2013
04/09/2013
8,400,000
20,000,000
2,000,000
15,000,000
15,000,000
ADF
Loan
ADF
Loan
ADF
Loan
ADF
Loan
ADF
Loan
59.4
75.2
-
-
-
Non PP/Non PPP
Non PP/Non PPP
-
-
-
9
ENERGY
Rural Electrification Project
13/10/2004 9,580,000 ADF
Loan 38.3 PPP
10
SOCIAL
Project to Support Skills Development
and Youth and Women’s
Entrepreneurship for the Promotion of
Employment (PAPJEF)
23/10/2013 21,190,000 ADF
Loan - -
11
12
GOVERNANCE
Private Sector Promotion Support Project
(PAPSP)
Inclusive Growth and Economic
Competitiveness Support Programme
(PACICE)
10/09/2012
19/06/2013
4,040,000
25,540,000
ADF
Loan
ADF
Loan
5.0
-
Non PP/ Non PPP
Non PP/ Non PPP
TOTAL 197,145,087 45.2 1 ARP / 12
* Classification (extracted from SAP): PP Problematic Project
PPP Potentially Problematic Project
ARP At-Risk Project (project classified as PP or PPP)
Annex III
Key Interventions of the State and Development
Partners in Higher Education Relevant to the UVS
Partners Project or
Document
Amounts
(CFAF)
Spheres of Activity Period
State of Senegal CCB 800 million Project counterpart with AfDB
2014
1.2 billion For UVS equipment
400 million Interconnection (UVS will benefit
from this just as other the
universities)
1.5 billion Cité du savoir (UVS will benefit
from this just like other
universities)
1 billion One Student - One Computer
Project (UVS will benefit from
this just like the other universities)
200 million New budget chapter for the
recruitment of a consulting or
assistance firm (UVS will benefit
from this just like the other
universities)
World Bank PGF-Sup 50 billion UVS will also benefit from the
following activities :
– Higher education governance
and financing
– Interconnection
– ICT development
2012-
2016
IDB Request
submitted
2,500,000,000 Construction of ENO From
2014
KOICA Request
submitted
- Construction of ENO From …
Korean telecom MOU - Support for the establishment of a
Cloud Computing Centre
Construction of Cité du savoir –
City of Knowledge
Construction of ENO
As from
2014
Seoul Cyber University - Pedagogic support
Capacity-building
2014
Commodity Aid (ITALY) Financing
Agreement
500,000,000 Construction of ENO 2014
China (Huawei) Technical support
Construction of ENO
-
India - - Provision of professional training
courses in diverse fields
2014
Sonatel, Tigo, Expresso - - Interconnection -
ADIE - - Technical support +
interconnection
-
ARTP Agreement - Technical support -
UVA - - Support -
UNESCO (Project to Support ICT
Development in Higher Education
Institutions of WAEMU countries -
PADTICE)
- - Technical support and equipment
(UVS will benefit from this just
like the other universities)
-
Annex IV
Diagram of UVS Technological Platform
Annex V
Summary of Procurement Modalities
Project Expenditure Categories UA Million
Use of National
Procurement
Arrangements
Use of Bank
Rules and
Procedures
Contracts
Financed by
the Bank
Total
WORKS
Construction of the UVS Head Office and the ENOs 2.46 (1.40) 2.46 (1.40)
GOODS
IT Equipment
1.1 (1.1)
1.1 (1.1)
Office Furniture and Equipment 0.23 (0.23) 0.23 (0.23)
SERVICES
Study and Works Control 0.07 0.07)
0.07 (0.07)
Strategic Plan and Business Plan 0.03 (0.03) 0.03 (0.03)
Individual Consultants 0.23 0.23) 0.23 (0.23)
Monitoring/Evaluation 0.03 (0.03) 0.03 (0.03)
Audit (0.05) 0.05 (0.05)
Operating Costs 0.28 (0.28) 0.28 (0.28)
Total 2.97 (1.91) 1.51 (1.51)
4.48 (3.38)
Note: Figures in parenthesis ( ) concern amounts financed by ADF
Annex VI
Administrative Map of Senegal with Intervention Zones
This map is provided by the African Development Bank exclusively for the use of the readers of the report to which it is attached. The names used
and the borders shown do not imply on the part of the Bank and its members any judgment concerning the legal status of the territory nor any
approval or acceptance of these borders.
