~~ V ADocunent of

The World Bank

FOR OFFICIAL USE ONLY

MJICROFICHE COPYReport No. 10338-ANG

Report No. 103B8-ANG Type: (SAR)1(OUAG, i 7 X.35524 ,-' J7061 / AF3PH

STAFF APPRAISAL REPORT

PEOPLE'S REPUBLIC OF ANGOLA

FIRST EDUCATION PROJECT

MAY 4, 1992

Population and Human Resources Operations DivisionSouth Central and Indian Ocean DepartmentAfrica Region

This document has a restricted distribution and may be used bv recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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Currency Equivalents

Currency Unit = KWANZA (Kz)US$ 1 = Kz 550Kz 1,000 = US$ 1.8

Measures

Metric British/US Equivalent

1 meter (m) = 3.28 feet1 square meter (sq. m) = 10.76 square feet1 kilometer (km) = 0.62 mile1 square kilometer (sq. km) = 0.39 sq. mile

Glossary and Abbreviations

AfDB African Development BankANU Agostinho Neto UniversityBCT Basic Center for TrainingDCE Division of Construction and EquipmentEC European CommunityEDIMEL Empresa Regional de Aquisigao e Distribuigao de Equipamentos e

Material Didactico e Escolar de Luanda (Entreprise for the acquisitionand distribution of school equipment and teaching material in Luanda)

EMATEB Empresa de Material Escolar de Benguela (Entreprise for schoolmaterial In Benguela)

EMT Ensino Medio Technico (Technical Middle-Level Education)GEPP Gabinete de Estudos, Pianos e Projectos (Office of Studies, Planning

and Projects)HIES Higher Institute of Educational SciencesINIDE National Institute for Educational Research and DevelopmentMOE Ministry of EducationNCL National Center for LiteracyNIE National Institute of Education (Primary Teacher College)RSEE Reformulacao do Systema de Educacao e Ensino (Reform of the

Education System)PCC Project Coordination CommitteePIU Project Implementation UnitSOE Statement of ExpenditureTA Technical assistanceUNDP United Nations Development ProgramUNESCO United Nations Educational, Scientific and Cultural OrganiztionVTC Vocational Training Center

Fiscal Year School Year

January 1 - December 31 September-July

ANGOLA FOR OMCIAL USE ONLY

FIRST EDUCATIO PROJECT

Table of Content

CREDIT AND PROJEC SUMMARXY

I. IatLQduction ................................ 1

II. Ihe Education Sector ... 1.............. A. Generai characteristics ............ ................... .1B. SectoralIssues ................................ 3

1. Structure and Access to Education ........................... 32. Quality of Education .................................... 43. Education Management ............................... 54. Higher education ................................ 65. Financing, Budgeting and Costs ........................... 7

C. The Government's Sectoral Strategy and Investments . . 8D. Ihe Bank Group's Role .. 10

MI. The Priec .11A. Project Objectives and Description.. 11

1. Demonstration Model for Education .112. Educadonal fanagement .133. Higher Education ................................... 164. Studies and Preparation of Future nvestmens. 16

B. Project Costs and iancing .. 171. Project Costs. : 172. Project Financing .20

C. Project Management and .plemena..on. 211. Procurement .232. Special Accoui nt.263. Accounting, Audidng and Reporting .264. Disbursement .26

IV. Proiea Benefits and Risks .27

V. Ag.me Rehed and Reconmendatio .28

Tlis rpot is baud on the findin of an appaisl mission that visid Angola in NovemblDMecember 1991. Themission members wer Mosm. D. RPoua (Sr. Educator, Mision Leader), P. Ngomba (Economist), S. Diop(ratboob Specilist), T. Mlan (Hhwr Eduon Specialis, Conuat). L Hachd (ducation ManaganientSpecilis, Conultt), R. S4judo (Archict, Conulta), and L. Vandeveld, (Edcor, Conuanat).Mr. M. Zymlmn was Project Lead Adviser and wu pat of dh minion. T report wa prepaed by Mr.RouA with contribution from Mr. Ngomba oa editid by Mrs. Philli Roos. Ms. V. F_conir, Ms. P. Ducheeand Ms. K Li Tow Ngow povided secrtaidl ppo* in tie prpato of th rpor A Mr. A. Colloi and Mr. P.AguireSscaa aDn the Managing Divion Chief nd the Dea nalDiector respectively for the opued0n.

This document has a retricted distribution and may be used by recipients only in the perforrnanceof their offcial duties. Its contents may not otherwise be disclosed without World Bank authorization.

Table of Q =nt (Continued) - 2 -

1.1 Socio-Economic Background2.1 Organization Chart of Ministry of Education2.2 Chart of Current Education System2.3 Basic Data2.4 Education Facilides in Luanda Province2.5 Recent Economic Reforms and Wage Remonetization2.6 National Pedagogical Institute.(INIDE)2.7 Administration Traning Needs2.8 Information on Main Departments and Divisions of MOE4and the Provincial

Delegation2.9 Angola: Financing for the Adjustenat and Revytizton of the Education System3.1fa). Summary of New and Rehabilitated Schools3.1(b) Government Policy Statement3.2 Sumrmary Account by Project Component3.3 List of Specialist Services3.4. List of Training Abroad3.5 Project Supervision Summary3.6 Estimated Schedule of Disbursement3.7 Documents in Project File3.8 Estimated Schedule of Disbursement

Me: IBRD No. 23598

ANGOLA

FZSIED=IXAON PROJECT

CRED1T AND PROJECT SUJ MMARY

Borrower: People's Republic of Angola

Beneficjar=: Ministry of National Education -

Amount: SDR 19.9 million (US$27.1 million equivalent)

Standard, with 40 years' maturity

.1.0

Obives: The project objectives are to start correcting the major inefficiencies in theeducation sector and prepare a strategy for the overall rehabi' ation,revitalization and progressive expansion of the education system.

CQmpo - h: (a) Setti£n up of a demonstration model for education through improvementof the quality of inputs and adaptation of the education structure including: C')strengthening of the National bnstitute for Educational Research and Developmentto enable it to carry out Its fimctions of producing relevant curricula, teachingmaterials and examnadons and evaluation systems; (ii) provision of texbooks tothe demonstration and secondary schools; Ciii) establishment of a prototypePrimary Teacher College; and Civ) rehabilitation of seven and construction of sixprimary and secondary schools.

(b) StrenthezingofteMnistqofEducationsmanagMat aRaiythrough(i) training of sector adminators; and (d) strengthening of the central andprovincial institutions' capabilities for planning, budgeting, and human andmaterial resources management;

(c) Imrovement of the teachlng of economics and management of theuniversiIy through (i) training of staff and provision of quality inputs to thefaculty of economics and (ii) rationalizing and strengthening the universitymanagement information system; and

(d) Studies and pgaradon of fu investments to define the financialframework and pace for the reform, rehabilitation and expansion of the educationsystem, and develop a related investment program.

Benefits: The main benefits of this project would include: (i) establishing a capacity forand initiation of education quality improvement; (ii) strengthening themanagement capaci of the sector; and (Iii) preparing a strategy for the overallrehabilitation, revitalization and progressive expansion of the education system.The implementation of the project would provide the experience required for

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generalization of the education system reform. More specifically, the projectwould provide better teaching condifions to about 24,000 students in primary andsecondary education and in the faculty of economics.

hle main risk Is the weak mangement capacity throughout the education system,the scarcity of qualified staff, and inexperience with DA's implementation andprocurement procedures. This risk would be minimized, to the extent possible,through the detailed preparation of project components and activities and theprovision of specialist services and staff training and the use of sample biddingdocuments.

Estimated Cos: - US$ million -

Local Foreign TO

(a) Demonstration model 3.3 11.9 15.2(b) Education management' 1.5 6.7 8.2(c) Higher Education 0.2 3.2 3.4(d) Studies and preparation 0.0 0.4 0.4of future investments

Total base cost 5.0 22.2 27.2Physical contingencies 0.4 1.3 1.7Price contingencies 0.5 1.8 2.3

Total project costs

Fmancing Plan: US million -

Local Foreign Total

IDA 1.8 25.3 27.1Government Ax -_ ,;

5.9 25.3 31.2

'Including Project Management.

2 of which US$1 in taxes and duties

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1 _maqd disbursements: -US$ million

EX2g EXA EX2M E2 EPm EX2Amnual 3.4 9.0 10.4 2.6 1.6 0.1Cumulative 3.4 12.4 22.8 25.4 27.0 27.1

Economic Rate of Re : Not applicable

ANGOLA

FMST ETCAI'ON PROJEC

1. IN fRODUCI I

1.L.. The Government of Angola has requested IDA's assistance in financing the rehabilitation,revitalization and progressive expansion of its education system in relation to the country's newperspectives and challenges. The Goverment's purpose is, first, to start carrying out theadjustment and revitalization of the education system through aeaptation of its structure andcontent to the new conditions, along with improvement of the quality of inputs in the rehabilitatedand newly constructed schools at both the primary and secondary levels; and second, to preparethe conditions for the orderly generalization of the adjustment and expansion of the educationsystem through strengthening sector management and undertaking related development studies.The estimated project cost Is about US$31.2 milion, with a foreign exchange component ofUS$25.3 million (about 81 percent). US$1.0 million consists of taxes and duties. TheGovernment would contribute US$4.1 million, with the remaining US$27.1 million equivalentfanced by IDA. Background information on the country is provided in Annexc 1.1.

1.2 The proposed project would be IDA's first contribution to the rehabilitation andrevitalization of Angola's education system The project would help the Govermnent initiate theadjustment of the system and bring about progressive improvement in the quality of education.The project would also strengthen management capacity in tha sector and help undertake thestudies needed to determine the conditions, strategy and pace of the rehabilitation, revitalizationand expansion of the education system

H. ED ATION SECR

A. Geea Chamcteristcs

2.1 Mminsaion. Four levels of government are involved in the administration of theeducation system. At the central Il, the Ministry of Education (MOE) is responsible forpolicy, overall administration, and monitoring and evaluation of the education system. IheMinister of Educadon is assisted by two Vice-Ministers: the first is responsible for generaleducation, iecuding primary, secondary and adult educaton, as weU as extra curricular activities;the second Is responsible for technical and professional education and teacher training. Theuniversity repots directly to the Mini. At the provincial lmveL 18 Provincial Superintendentsof Schools (Delegados Provinciais) ruan the province offices and are subordinate to the Ministe ofEducation for )he educational aspe and to the Provinci Commissioner for the budgetary andgeneral administrative aspects. At the mundi" (163) and communal (532) levels, the localeducation offices implement and coordinate educational activities. The provincial and municipallevels are empowered with a relatively high level of decision-makdng authority with regard to

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budgeting, civil works, and the recruitment of teaching staff. The organiation chart of MOE isat Annex 2. l.

2.2 Strcturg and orgnigation. The structure of the education sys*em follows the Portuguesepattern: Pre-school lasts one year; Basig edcation consists of eight years, subdivided into threelevels: the first, which is compulsory, starts at age six and lasts four years with the focus onliteracy/numeracy taught by a single teacher and the second and third levels consist of two yearseach with the focus on a wider scope of general education taught by teachers specialized bysubject. General seconuary education is open to students who have completed basic education andconsists of a three-year pre-university program leading to higher edu -ntion. Teachgr training:teachers for the first level of basic education are recruited from graduates who have completed thesecond level of basic education and are trained for two years at the Basic Centers for Training(BCTs); teach.L. for the second and third levels are recruited from basic education graduates andare.trained for. four years at the Teacher Training Colleges (Normal Institutes of Education -NIEs). Teachers for general secondary education and the NEEs receive a five-year training at theHigher Institute of Educational Sciences (HIES). The Institute also offers correspondencecourses.

-2.3 Technical education consists of a public formal program, Technical Middle-LevelEducation (insino Medio Technico - EMT) under MOE, which collaborates for some trainingwith other technical ministries such as Agriculture or Industry. The EMT schools offer a four-year stream of secondary education, focusing during the first two years on general educationalong with initiation to practical work and during the last two years on spec.alization in atechnical field. Like general secondary education, EMT provides access to higher education.Vgcational Training Centers (VTCs) are run by different ministries and offer different types oftraining, including initial training (two-year programs) and upgrading (short-term trainingprograms) for youngsters and adults. A National Vocational Training Council, chaired by theMinister of Labor and including representatives of the relevant ministries and organizations, is incharge of defining the strategy and orientation of the national vocational training system.

2.4 Hisher and adult education. Agostinho Neto University, the country's only institution ofhigher education, was founded on November 26, 1976. It has three campuses: Luanda, Huambo,and Lubango. Luanda is the largest campus, with 70 percent of the students. The other studentsare at Huambo (10 percent), Lubango (7 percent), and in correspondence courses (13 percent).The Luanda campus comprises the Faculties of Law, Economics, Sciences, Engineering, andMedicine. The Huambo campus comprises the Faculties of Agronomy, Medicine, Economics,.and Law, while the Lubango campus comprises the Faculties of Economics and Law and theHigher Institute of Educational Sciences, which trains teachers for the National Institute ofEducation. Most of the higher education programs are structured in two levels: the first for threeyears and the second for two years (with the exception of Medicine and the Institute ofEducational Sciences, which have a six-year program). Agosdnho Neto University is under thedirect supervision of the Minister of Education. The university is headed by a Rector, assisted bya University Management Committee (in which faculty directors and the directors of the centralservices of the university are represented) and half a dozen central services (Planning, HumanResources, International Relations, Academic Affairs, Administraton & Budget, and Informationand Documentation). Each Faculty is headed by a Director assisted by a Deputy Director. InFebruary 1990 a Higher Education Reform Commission was set up to examine the present state ofthe university and make recommendations for reforms. Adteducation, which starts at theliteracy stage, has three levels (total of 12 semesters) corresponding to the three levels of basiceducation. The existing program includes Portuguese, mathematics, social sciences, and civic

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education. Graduates of the third level have access to secondary education. Adult education isoffered by the National Center for Literacy (NCL) and provided at night, using existing schools.AnnMe 2 2 shows the structure of the education system; basic data on the system are set out inAnnex 2.3.

B. Sectoat Issues

1. Structure and Access to Eduation

2.5 Structure of Basic education and teachers training. in 1988/89, enrollment in the fiElevel of basic education represented 87 percent of basic educatio students. Four years ofeducation are not enough to ensure permanent literacy, particularly when taking into account theprevailing poor learning conditions. Moreover, four years of education are not sufficient to takeliteracy and numeracy to a level of mastery at which they wil; be socially useful or make possiblefurther training. For the same year 1988/89, enrollment in the second level of basic education,which normally corresponds to the last two years of priJnary education, represented about 10percent of basic education while the third level represented about 3 percent. In the second level,teaching is organized along secondary education lines, with the teachers specialized in twosubjects, thus increasing artificially the qualification required of teachers at that level and, costs.Teaber training: BTCs and NIEs (para. 2.2) offer, along with professional training, a generaleducation which overlaps with the third level of basic education for the BTCs and with generalsecondary education for the NIEs.

2.6 Infrastructure and equipment. In 1987/88, for basic educaion the number of availableclassrooms was about 9,230 for the first level, 1,020 for the second and 150 for the third,resulting in a classroom/student ratio, nationwide, of 1:116, 1:121 and 1:256, respectively. Inthe Province of Luanda, the classroom/student ratio is 1:140 for the first level and 1:132 for therest of basic education. Because of the scarcity of classrooms in Luanda as well as in the rest ofthe country, practically all the schools operate on a three-shift basis. At the post-basic educationlevel, pre-university programs are provided in five autonomous schools and in nine schools sharedwith either the NIEs or EMTs. Because of their intensive use combined with a lack ofmaintenance, almost all the schools are in need of rehabilitation. School furniture is scarce andthere is no repair system. Equipment for the schools is practically nonexistent.

2.7 Access. Between 1970 and 1980, enrollment in basic educaoin increased rapidly fromabout 484,000 students to 1,518,000. There was a sharp decline thereafter, to about 1,011,100 in1985, mainly due to the intensification of the war, but enrollment has been growing since then,reaching about 1,230,000 students in 1989 and a gross enrollment rate of about 52 percent. Basiceducation enrollment is a pyramid with a wide base but very narrow summit, with in 1988/89 87percent of the students at the first level, 10 percent at the second and only 3 percent at the third.With the constraint of a narrow recruitment base, seonda edcation enrollment grew slowly,from about 2,720 to 4,600 students between 1981 and 1989 for the pre-university program, from2,390 to 6,080 for the teacher training program, and from 3,020 to 6,100 for the EMTs. Duringthe early eighties, war and economic problems intensified, with further consequences for basiceducation, i.e., reduced resource availability, school closing in rural areas, and a flood ofrefugees to urban areas, leading to severe overcrowding of classrooms (para. 2.6). Iheenrollment increases following independence and since 1986 reflect both the demand for andpriority given by the Government to education; however, the resulting growth during the firstperiod, through increases in the student/teacher ratio and number of schools operating in threedaily shifts, has overtaxed the capacity of the system in physical terms in ways that have made it

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unsustainable, particularly at tha basic education level. Annx24 providrs information on theeducational situation in Luanda Province.

2. Oualily f Education

2.8 The quality and efficiency of educadon are excepdonally low. Several factors adverselyaffect the quality of education. They relate to the physical conditions and time available for theteaching/learning process, the avdilability and relevance of curricula, teacher qualifications andsupervision, pedagogical suppoit, and textbooks. As a consequence, in basic education only about35 percent of the students complete the first level without repetition, 50 percent repeat at leastonce, and 40 percent drop out; only about 153 students out of a pohort of 1 000 reach the 6thgrade as compared to 599 in Sub-Saharan Africa (1983). For the second levr- caminationsuccess rate has averaged 29 percent for the past eight .years.

2.9 Teaching conditions and time. Ihe inadequate and inappropriate physical conditions ofthe teaching/learning process at all levels of the education system, described above, arecompounded at the basic education level by the daily triple-shift system used in the first threeyeas and the double-shift system thereafter. Consequently, the weekly time available for theteaching/learning process is reduced to about 17 hours in the first three years and to 21 in thefourth year, and to 25 hours in the second level and 25-30 hours in the last level. Theteacher/student ratios by level, although adequate (1:37 nadonaUy and 1:42 in Luanda in the firstlevel and 1:38 in the second and third) cannot compensate for the other factors.

2.10 Curricula and examinations. For the first level of basic education, curricula are notavailable and the schools have only a study plan that provides during the first three years less thantwo-thirds of the time to Portuguese and mathematics and less than half the time to those subjectsduring the last year. For the second level, detailed curricula for general subjects were developedat the central level but were not distnrbuted to the schools because of the scarcity of printingresources and distnbution difficulties. The study plan for this level allocates 40 percent of thetime to Portuguese and mathematics, 30 percent to social and natural sciences, and the rest toartistic and manual activities for which no content is defined. Examination success rates varywidely from one year to the next (for the 6th grade, the success rate for the last 8 years rangesfrom 18.6 to 41.4 percent); hence the validity of the examination items used and even theirrelevance to what is being taught can be questioned. The third level is more diversified, with theintroduction of a foreign language and clearly identified subject matter. The Teacher TrainingColleges' curricula, because of their emphasis on general education, have an unnecessarily longduration while limiting the level of teaching practice; their graduates (910 in 1989/90) chosewherever possible to enroU in highe- education.

2.11 ITachers and supervision. The single most important factor contributing to the quality ofeducation is the qualification level of teachers. However, the Angolan education system, forhistorical reasons, is not well endowed in this respect. In basic education, 81 percent of first-level teachers have eight years of education or less; at the second level about 62 percent and atthe third about 50 percent are also under-qualified. School supervision and support to teachersare very limited because of the low level of qualifications of the directors, their lack of training inschool management and leadership, and the reduced number and low qualifications of theinspectors. MOE's recently created National Office for School Inspection has few resources,hence the current prospects for development of supervision and improvement of tea".ng arelimited. Moreover, the economic situation with its impact on the purchasing power of a teacher'ssalary, the scarcity of basic goods and the time needed to obtain them, as well as the poor

teaching conditions, have a negative effect on the commitment of teachers to their duties; this Inturn leads to a high level of absenteeism. However, recent measures taken by the Governmentregarding salary increases, through wage monetization, are expected to have a positive impact onthe teachers' commitment to their work. Annex2. provides information on the exchange rateand the Government's remonetization measures.

2.12 Eedag.Qgici naupor. The National Institute for Educational Research and Development(Instituto Nacional para a Investigagao e Desenvolvimento da Educacao - INIDE), attached to theMinistry of Education, was created In 1987 to develop curricula and related instructionalmaterials, pedagogical guides and textbooks, examinations and testing materials and to undertakemonitoring of the education system and pedagogical research. Because of its organizational andstaffing weaknesses, the Institute has not been able to accomplish much in these fields, except tosome extent for textbooks with bilateral assistance. 'Me current Pedagogical and ScientificCouncil, whose purpose is to set INDE's policy guidelines and programs and monitor Itsoutcomes, and the Directorate Council, which translates these guidelines and programs intooperating policies and projects, are composed of practically the same members under theleadership of INIDE's Director. At the substantive level, coUaboration between the Institute andtho-Ministry's Inspectorate and HIES is limited, and there is no involvement or consultation of=qualified teachers on INIDE's work. The number of qualified national staff is limited and the mixof skills quite narrow, with no specialists available for curriculum development, measurement andevaluation. Annex 2.6 provides additional information on INDE.

2.13 Textbooks are the second most important factor affecting the quality of education.However, in Angola they are scarce in the classrooms. Textbook availability in first-level schoolswas estimated at an average of five students per book. AU books prescribed for use are publishedby MOE through WDE, which has developed about 50 percent of the publishing program ofabout 68 titles for basic education, the number and relevance of which are questionable. Notextbooks have been published for post-basic education. INIDE, although responsible for writing

* and publishing textbooks, has no trained editors, designers or production managers. Mosttextbooks date from the immediate post-independence period and are in urgent need of revision.Two parastatal companies are responsible: the first (EDIMEL) for printing textbooks locally andabroad and for their distribution and sales in the country's 10 northern provinces, and the second(EMATEB) only for distributing and selling textbooks in the southern provinces. In 1988190about 3.3 million basic education textbooks were printed, of which about 0.5 million were printedloc'Iy; however, EDIMEL's capacity for procurement is limited. Official selling prices to thestudents were quite low (about US$0.75 for a textbook In Portuguese), but textbooks were moreavailable in the parallel market at higher prices (about US$15). However, it is expected that therecent devaluation will reduce these price distortions and make textbooks more accessible tostudents. In post-basic education, the lack of textbooks Is a serious problem for both students andteachers. Moreover, there are no school libraries. The university system operates almost withoutany textbooks.

3. Educatfon-Management

2.14 Since the country's independence in 1975, the education system has undergone a numberof evolutionary stages. From a highly centralized system, present-day arrangements allow for acertain amount of autonomy at the provincial and municipal levels (para. 2.1). Nonetheless, thesystem is large and complex, and managerial and planning capacities generally have not kept pacewith growth. Education managers, even at the central level, have limited trining in policyanalysis and management; central administrative entities suffer from an overlapping of

responsibilities and a limited defnitdon of administrative prccedures. Decisions are based oninsufficient quantitative and qualitative data and studies; MOE lacks a capacity for civil worksmonitoring and procurement and communications between the different management levels arepoor. As in many other sub-Saharan African countries, ineffective organizational structures,under- developed managerial and planning capacities, and poor information systems limit thecapacity to monitor both the efficiency and effectiveness of resource allocation and usage as wellas educational programs and to address identified issues.

2.15 Administrative staff. One of the main constraints facing management of the educationsector is the inadequate level of professional training of administrative staff, including schooldirectors and inspectors, with consequent inefficiencies at all levels of education administration -central, provincial, municipal and individual schools. Most staff with administrative functions areteachers nominated to these positions without relevant.additional training. In addition, access toschool inspector and director positions is not the result of selection and training. A school for thetraining of administrators was created in 1980 but is not ablc to function because of inadequatedefinition of objectives and design and a limited pool of training staff. Annex 2.7 provides basicdata on training needs.

2.16 Cenaa level. At the central level, the Ministry of Education has evolved from a smalldepai"ment to a large and complex institution responsible for primary, secondary and highereducation, teacher training, technical and vocational training, curriculum development,examinations, materials production, planning, project preparation and implementation, andmonitoring and evaluation. Preoccupation with the growth of the education system and its day-to-day management has meant that considerable time and effort have been spent on short-termproblems at the expense of policy analysis and longer-term planning and development. Thestatistical base of the Ministry, so critical for informing operational, policy and pl=a!Agdecisions, is particularly weak; it does not include data on the cost of education inputs other thanthat provided in published government budget figures. Moreover, there is little systematicinformation on aggregate efficiency measures s"ch as school attendance and dropout and repetitionrates. Furthermore, the capacity to monitor both the efficiency and effectiveness of the differentprograms and resources within the education system and to address the identified issues is weak.

2.17 Provincial and municipal delegations. At present, one of the main responsibilities of theregional delegations is to transmit information between the schools and MOE. Althoughdecentralization is a stated Government priority for the sector, clear objectives and an action planhave yet to be developed with regard to school mapping, financial management, management ofteacher assignments, in-service training, and leadership for quality improvement. A higher levelof delegation in these matters, combined with better-defined procedures and reliablecommunications, would tenainly improve local resource allocation and use and also createconditions for quality improvement. Annex 2.8 provides background information on the maindirectorates and provincial delegations of Luanda.

4. Higher education

2.18 Enrollment in AgstinhoNetoUnive (ANU) has grown from about 1,405 in 1975 to5,732 in 1986, at an annual tate of 13.6 percent. In 1989, total enrollment was about 6,250.However, because of the limited physical and teaching capacity, not all the demand for access isbeing met (70 percent acceptance rate in 1988). In 1989 the university produced 255 graduates,of whom 22 were from the Faculty of Economics and 32 from HES.

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2.19 The Faculty of Economics and the Faculty of Law are the only two faculties representedin all three campuses, Luanda, Huambo and Lubango. The Faculty of Economics In Luanda Isthe main faculty, with a total enrollment in 1990/91 of about 1,050 students (15 percent of theuniversity's total student population). The Faculties of Economics in Huambo and Lubangofunction precariously because of the low number of resident teachers compared to their needs,although teachers from Luanda are regularly dispatched to fill the gap through intensive courses.

2.20 The University is confronted with many problems. These Include a limited number offull-time teachers. In 1988/89 the teaching staff comprised about 452 Angolans and 200foreigners, of whom 170 and 20, respectively, worked part-time, and many classes were taughtby advanced students (monitores); moreover, from both an academic and professional point ofview, many of the teachers, both national and foreign, are underijualified. Courses, especially inthe liberal arts, lay heavy stress on ideology to the dettiment of analytic and technical skills; littlescientific or social research is undertaken or published by ANU's teaching staff. Compared todemand (para. 2.8), there are related shortages of classrooms and laboratories; libraries are few,wkh limited book selection, and much of the available �naterial is in foreign languages; hence,most of the reading material consists of class notes distributed by professors or of translatedex*rpts of relevant foreign books. Because of the low efficiency level of both primary andsecondary education, the average age of students is quite high and most of them (about 95percent) are part-time students and in many cases their previous schooling is not adequate.Meanwhile, though information on internal efficiency is very scarce, what exists suggests thatpromotion rates vary between 40 and 80 percent in different faculties. Also, the university'smanagement information system is not adequately organized to allow for a comprehensive'collection and processing of information relevant to policy analysis and related measures. TheFaculty of Economics shares most of these problems and particularly a traditional curriculum anda low number of qualified teachers: of Its 36 professors, only five have a PhD or Master'sdegree.

5. Financing. Bud,etin, and Costs

2.21 �gbliLflnan�mg. Angola provides free public education at all levels of study, includingsecondary technical education and higher education. Confronted with a rapidly increasing school-age population and a high social demand for education, the Government has been under pressureto allocate sufficient public funds to finance the rapidly growing education system. Yet, the warsituation in which the country was entangled for about 16 years did not allow the Government toallocate sufficient funds to the education sector. In 1991, MOE's recurrent budget was about Kz29.5 billion out of a total government recurrent budget of about Kz 236.6 billion (about 12.5percent of the total), a rise from 8.5 percent during the previous year. Meanwhile, in 1989 theinvestment budget allocation to MOE was Kz 1.2 billion out of a total government investmentbudget of Kz 24.2 billion (about 5 percent of the total investment budget). In 1991, only Kz 0.95billion has been allocated to MOE within the investment budget and this represents only about3.2 percent of the total government investment budget. Because of the Ministry's need for theimport of educational materials, furniture and equipment, and as Is the case for other ministries, asignificant fraction of its investment budget (11.3 percent) is in foreign exchange to be usedthrough the Ministry of Finance.

2.22 There is no cost recovery at the present time for either general or technical education, buta training levy for vocational training is under consideration. Meanwhile, in some sectors, effortshave been made to mobilize alternative resources for sector-specific training. This Is the case Inthe petroleum sector, for example, where the Ministry of Petroleum levies a tax on petroleum

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production for training; the rate of this tax is US$0.15 per barrel produced. For a totalproduction of about 500,000 barrels per day, revenues from this tax exceed US$20 million perannum, an amount that surpasses the training needs of the Ministry of Petroleum. The Ministryof Education Is trying to get a share of this revenue to improve its training programs. This issuewill be discussed with the Government under the manpower and training sector work.

2.23 Private financing and cost recovery. There is no effective policy framework to promotethe private financing of education, including shifting costs to the users. There are no registrationfees or school fees even though students are required to provide their own school materials. TheGovernment has expressed its willingness to encourage the private financing of education(para. 2.27).

2.24 Unit costs. Within the limitations of a distorted exchange rate, of US$1 for about Kz 60as compared to US$1 for Kz 780 in the parallel market, the UNESCO preparation mission'sestimates of unit costs per student for 1989/90 were as follows: for basic education, Kz 5,723 forthe first level, Kz 9,271 for the second and Kz 11,962 for the third, equivalent to about US$96,154 and 200 at the official exchange rate and about US$7.3, US$12 and US$15, respectively; forprimary teacher training, Kz 35,242 (US$587 and US$45) and for general secondary education,Kz 5,886 (US$18 and US$7.5). For higher education, the average unit cost for the universitywas estimated for 1984 at Kz 105,500, equivalent to US$3637 at an exchange rate at that time ofabout US$1 for Kz 29; at the parallel exchange rate, the unit cost was only US$132. All the realcosts are well below the corresponding average unit costs in Africa, which in 1983/84 amountedto US$48 for primary, US$223 for secondary and US$2,710 for higher education.

C. The Government's Sectoral Strategy and Investments

2.25 Thetatey. Considering the wide range of issues facing the education sector and itsimportance in the provision of much-needed trained human resources, in 1987 the country'spolitical authorities requested that MOE undertake studies for the development of a newframework for the education system. This was a first step in the development of a sectoralapproach to the adjustment of the education system and the rehabilitation, revitalization andprogressive expansion, which the country's re-established peace and prospective stability havenow made possible. In 1990, MOE finalized its Reform of the Education System (Reformulagaodo Systema de Educagao e Ensino - RSEE). The proposal consists of a new structure, describedbelow.

(a) Gend educ Primary education for six years, at the end of which there will bea national examination, followed by lower and upper secondary levels of education for three yearseach, at the end of which national examinations will be also taken.

(b) YocationaL and tchnical educatio: Vocational education for two years followingsuccessful completion of primary education, and two levels of technical education, the first forthree years following primary education and the second for three years following successfulcompletion of lower secondary education.

(c) Teacher training: Primary teacher training for three years following completion ofprimary education, with graduates qualified to teach only in the first four years of primaryeducation; medium-level teacher training for four years following successful completion of lowersecondary education, with graduates qualified to teach at both primary oast two years) and lower

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secondary; and finally upper secondary teacher training, provided at the university level, forthree and five years.

2.26 In 1990, a Presidential Decree created the Higher Education Reform Commission. headedby the Rector of Agostinho Neto University, with the objective of evaluating the utiversity,identifying the main issues, and making recommendations. Its work is still underway.

2.27 As part of the country's shift towards a liberalized economy, as well as the Government'sawareness of the enormous task posed by the rehabilitation and revitalization of the educationsystem, a Decree was issued in June 1991 allowing the creation of grivate educaon and settingthe conditions for its participation in the overall revitalization effort.

2.28 Assessment and financial feasiblit,,y of ie.sthergy. Assment. Although the proposedRSSE (para. 2.25) is basically sound, there were still some inefficient aspects remaining from theprevious system: first, the continued use of subject matter teachers in the last two years of thenew primary level and second, the level of recruitment and length of training of primary andlower secondary school teachers. These aspects were adjusted following discussions duringproect development as folows: use of one teacher for all subjects In primary and reduction ofteacher's training to one year for both primary and lower secondary; however, during thetransitory period between the current and new system secondary education system, the trainingwould be of two years, the first aiming at strengthening general education (para. 3.5). Financialfeasibility. Within the constraints of available data, particularly regarding the financial part, thebasic assumptions for computing the financial impact and overall feasibility of the Government'sstrategy over a 10-year period, discussed during project appraisal, are as follows: (a) the focus ofdevelopment of the new six-year primary school system would be on quality so as to reduce by 75percent the number of school years needed to produce a primary school graduate (para. 2.8); thiswould be achieved by decreasing repetition and dropout rates through the retraining of half theexisting under-qualified teachers (pm. 2.11), foUowed by a 30 percent increase in their salary;(b) aU new teachers would be required to be fully qualified; (c) more teaching materials would bemade available to students; and (d) the number of daily shifts would be reduced to two. Theintroduction of these measures requires a growth of 8.7 percent annually of the primary educationbudget. As a result of the need to develop the secondary education system and of the expectedgrowth and increase of Interna efficiency in primary education (enrollment would increase by 5percent and outputs by 13 percent yearly), the secondary education budget would expand by about6 percent per year. However, the university budget would increase by only about 1 percent sincethere are possibilities for a significant increase in efficiency, including through rationalization ofthe social expenditures on students, which amount to about 58 percent of the teaching budget.Assuming that in addition to the above the Government's total recurrent budget grows at 3 percentannually in real terms, the proposed sector srategy will caU for an increase of the educationsystem's budget share from the current 12.5 percent to about 16 percent by the year 2001, a ratiothat is average for the region. The investment budget needed to keep pace with populationgrowth and eliminate a third shift wil require, at today's construction prices (para. 3.19) aroundUS$15 million per year for the next five years and approximately US$25 million per year forsucceeding years. Because of the lack of information, these calculations do not take into accountthe potential growth and share of the private sector which should play an Important role ineducation development. These assumptions and results should be reviewed and adjusted alongwith the availability of updated economic and educational data. Funds are provided under theproject to improve the strategy frameworlk Amn 2.2 provides information on the computingmethodology and results.

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2.29 Investmept. MOE's current program of nvestments is composed of: (a) construction andequipping of a Middle-Level Economic Institute (Instituto Medio de Economia) in Luanda and aMiddle-Leve) Agriculture Institute (Instituto Medio Agrario) in Malange through a First EducationProject of US$22.0 million, financed by the African Development Bank (AfDB) and expected tobe completed by early 1992; (b) construction and equipping of a Normal Institute of Educadon inLubango and a Middle-Level Agriculture Institute (Instituto Medic, de Agrario) in Huambo, andrehabilitation of the Higher Institute of Educational Sciences (HIES) in Lubango, (c) strengtheningof the Distance Training Center in Luanda through a Second Education Project financed by AfDB; (d) rehabilitation, equipment and teacher traiing for the Mfiddle- Level Agriculture Institute(Instituto Medio Agrario) in Tchivinguir, and re-equipment, development of curricula and teacbertraining for the Middle-Level Industrial Institute (Instituto Medio Industrial) in Luanda through aproject to be financed by the European Community for an amount of US$8.0 million equivalent;and (e) equipment for 30 primary and secondary schools and teacher training colleges in theProvinces of Benguela, Bie, Cabinda and Luanda through possible Brazilian bilateral financing ofUS$40.0 million equivalent. The Ford Foundation is also financing the revision and updating ofthe Faculty of Economics curricula. In addition, MOE. benefits from small French, Portuguese,British and Australian financed projects targeted to improvement of the methodology for theteaching of their respective languages, and from UNDP for vocational training and UNFPA forpopulation education.

D. The Bank Group's Role

2.30 Cunt assistance strategy. As Angola only recently joined the Bank Group (inSeptember 1989), the relationship between the Bank Group and the Government is still at anincipient stage. Since then, however, three IDA credits have been approved, for a total ofUS$102.9 miUion equivalent: the Economic Management Capacity Building Project for US$23.0million, the Infrastructure Rehabilitation Engineering Project for US$37.7 million, and the LobitoBenguelta Urban, Environmental and Rehabilitation Project for US$42.2 million. The BankGroup's objectives in Angola are to help promote economic growth, improve the poor socialconditions of most of Angolan and ensure that the country's environment is protected. To achievethese goals, the Bank is following a strategy which emphasizes (a) building capacity in economicmanagement; (b) preparing studies to pave the way for investments which will help get theeconomy back on its feet; (c) helping rehabilitate the country's devastated infrastructure base; (d)promoting human capital development programs and activities to improve social condtitons for thepoor, especially women and children; (d) safeguarding the environment; and (e) supporting theprocess of economic reform by helping in the design and implementadon of macroeconomic andsector policies needed to stabilize and restore production incentives, particularly for the privatesector.

2.31 IDA's education lendinif strategy. The rehabilitation and development of the educationsector in Angola consdtute a major challenge, particularly during a period of much neededstabilization of the economy. The first priority (supported by the proposed first education project)is to eliminate major inefficiencies, build up the capacity of the Ministry of Education to managethe system and prepare a comprehensive rehabilitation program for the sector. Assuming goodprogress in the stabilization of the economy, and in the implementation of the three above 'firstpriority' objectives, MDA would then help mobilize resources from donors and private sector forthe large scale. rehabilitation, revitalization and expansion of the education system.

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m. THE PROJECT

A. project Objectives and Description

3.1 The project objectives are to help the Government start correcting the major inefficienciesin the education sector and prepare a strategy for its overali rehabilitation, revitalization andprogressive expansion. The Project would help Angola by (a) setting up a demonstration modelfor education through improvement of the quality of inputs aad physical conditions of teachingwhile implementing the new education structure; (b) enhancing sector management capacity; (c)improving the quality of economic training and strengthening the information system of theuniversity; and (4) preparing a strategy for the overall rehabilitation, revitalization andprogressive expansion of the education system and undertaking preparatory work for futureinvestments.

1. De n Model for Educatfon

3.2 To help improve the quatity and conditions of teaching while implementing the newedqcation structure, the project would (a) strergthen the National Institute for EducationalResearch and Development to enable it to carry out its functions of producing relevant curricula,teaching materials, examinations, and evaluation systems; (b) provide textbooks for thedemonstration model and secondary schools; (c) establish a prototype Primary Teachers collegeand (d) rehabilitate and construct primary and secondary schools, to be organized along the linesof the proposed new structure;

3.3 National Institute for Educational Research and 2evelolment aIND, The project wouldstrengthen INIDE's technical capacity to carry out the work needed to adapt the curricula to thenew structure, progressively develop the related teaching materials, and set up the examinationand evaluation systems. To this end, INDE would be reorganied to consist of an AdministrativeCouncil, responsible for overall management of the Institute, and a Scientific Council, responsiblefor reviewing the quality of INDE's output and for making related recommendations to theAdministrative Council. The Administrative Council would provide general orientation andreview the objectives, medium-term work plans, and annual work programs and olutcomes, aswell as budgets; it would be headed by the Vice-Minister for General Education and include therelevant Directors of the Ministry, a head of a provincial delegation, two inspectors, the Directorof HIES, and a representative of the Ministry of Finance. The Scientific Council would beheaded by the Director of INIDE and be composed of about 8-10 specialists and professionalsfrom HIES, the university, and inspectors and principals from each educational level. INIDEwould include the three functional departments of Studies and Evaluations; Curricula andTeaching Materials, which would include management of textbook production; andDocumentation, Information and Diffusion. INIDE's contribution to development of thedemonstration model would be undertaken through the timely realization of four programs: thefkL geared towards primary education, would consist of adaptation of the curricula, focusing onfumdamental subject matter (Portuguese, mathematics and sciences, including topics onenvironment, health and nutrition), and development of instuctional guidelines, teaching materiasand evaluation instruments; the eond and ,k programs would focus on lower and uppersecondary education, and the fouh on the Teacher Training CoUeges - all with the sameobjectives as the first program regarding their respective levels. The project would finance: (a) alimited rehabilitation of INIDE's offices; (b) furniture, equipment and vehicles; (c) specialistservices; (d) training localy and abroad; and (e) incremental operatig costs.

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3.4 Txtboolk. Taking into account the scarcity of trainable staff, the project would alsoassist INIDE in initiating the development,in phases, of a capacity to adapt and publish textbooksand instructional materials. The project would also provide textbools and library books for theproject's post-primary demonstration model schools and the new Primaiy Teachers College (para.3.5), as well as textbooks for the upper secondary schools. This assistance would be through atwofold approach: (a) development of a technical capability to establish pedagogical specificationsfor and evaluate textbooks; and (b) the procurement of textbooks and library books to meet theneeds of the project's post-primary demonstration schools, including the new Primary TeachersCollege, and textbooks for the upper secondary schools. Within this framework, INDE wouldestablish during the first year of the project a Teaching Materials Division within the Curriculaand Teaching Materials Department, and procure (a) Portuguese, mathematics, science, Englishand French textbooks for the lower secondary schools and the transition first grade (equivalent to9th grade) of the Teacher Training College; (b) Portuguese, mathematics, science, physics,chemistry, English and French textbooks for the upper secondary schools; these textbooks,expected to be used for about five years, would be rented yearly to students for the oquivalent ofone-fifth their cost, or an average of Kz 1,650 (about US$3), to be used for the procurement ofcollective teaching materials and for overall functioning of the schools, including routinem qjtenance; and (c) library books for the post-primary demonstration schools, including the newPrimary Teachers CoUege. INDE would train teachers in textbook use and in the establishingand functioning of school libraries. The technical assistant for textbooks would be responsible fortextbook tendering documentation and processing. The project would finance: (a) the acquisitionof about 53,000 textbooks and 6,500 library bools, (b) specialist services for textbookprocurement, and (c) training abroad in textbook evaluation and pedagogical specifications. SQato nQdationa, the government provided IDA with the draft of the legal text reorganizingINDE. During negotato, the Government gave assurances that it would (a) by January 31,1993 at the latest, assign to INDE three additional technical staff with qualifications acceptable toIDA; and (b) by December 31, 1993, provide IDA with the revised primary and teacher trainingcurricula, and by June 30, 1994, with the lower and upper secondary curricula. Prior to creditefectiveness, the Government would provide IDA with satisfactory evidence that INUDE has beenlegally reorganized, in accordance with terms agreed upon during negotiations.

3.5 Prm= teacher tinig. As part of the adjustment of the primary education system, theDireccao National de Forma;ao de Quadros de Ensino - DNFQE (Department of Training ofEducational Staff) would reorganize primary teacher training so as to focus on its primaryobjective, which is professional training (para. 2.11). Consequently, the current duration oftraining would be reduced to one year following recruitment of trainees at the end of the plannedlower secondary school (9th grade). During the transiton period between the existing andadjusted general education system, teacher trainees would be recruited at the end of basiceducation (8th grade) and training in the Primary Teachers Colleges would be for two years, thefirst to compensate for the 9th grade and the second for professional training, which wouldrepresent 80 percent of the available time per week, Including 24 percent for a hands-on class.To ensure teachers training practice, one of the project's rehabilitated primay schools is plannedto be the application school of the Primary Teachers College. The project would finance theconstruction, furnishing and equipping of a Primary Teachers College in Luanda and trainingabroad. hri n , the Government gave assurances that by September 30, 1993, itwould transmit to IMA the legal text establishing the statute for the new type of Primary TeachersColleges and related primary application schools.

3.6 School rehabilitation Ed constuction. To set the physical framework for both theimplementation of the new education structure and the improvement of teaching conditions while

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contributing to a limited expansion of enrollments, particularly at the post-primary level (para.2.7), the project would finance in Luanda Province: the rehabilitation of three and construction offour primay schools and provide their furniture and equipment; the rehabilitation of four andconstruction of one lower secondary school and the construction of one upper secondary school,together with their furniture and equipment. These schools are designed to meet the operatingrequirements of the education system's new structure; in addition, they would apply the newcurricula and examinations developed by INMDE, including limitation of the daily shifts to two. AtAnnex 3.1fa) is a list of all the schools and institutions tu be rehabilitated/constructed and theirsize Prior to negotiations, the Government provided IDA with a draft Policy Statement confirmingits commitment to (a) the adjustment of the education system along the lines agreed with IMAduring project appraisal; and (b) application of the new 6-3-3 structure in all the new schools,independently of their financing source, and limitation of the daily shifts to two shifts in theseschools. Prior to Board presentation, the Governmentprovided IDA with its Policy Statement onthe.education reform as agreed upon during negotiations.(Annex 3.1(b)).

2. Educational Management

3.7.. To strengthen the management capacity of the education sector, the project would:(a) develop a capacity for the training of the sector's administrators; (b) improve the centralinstitutions'capabiities for data collection, planning, budgeting and financial management, andmaterial and human resources management; and (c) assist MOE in its efforts towarddecentralization through strengthening the capacity of the provincial and municipal delegations forplanning and financial management. The project would strengthen the directorates and servicesresponsible for planning, budgeting and monitoring of expenditures, staff management, and themanagement information system of MOE. The program would start in Luanda Province;however, to ensure that the characteristics and constraints of the other provinces are taken intoaccount in the formulation and implementation of the project and that its benefits can subsequentlybe transferred to the other provinces, implementation is planned as of year 3 of projectimplementation in three provinces to be selected in accordance with criteria allowingrepresentation of the greatest possible geographical and social diversity. In light of the above, theproject would concentrate on the areas described below.

3.8 Training of administrative staff. To provide, first, for in-service and later the initialtraining of the administrative and pedagogical staff required for the revitalization andimprovement of overall management of the education system, the project would assist inestablishing a sector administrative training capacity. Specifically, this would be a capacity toundertake the training of targeted staff in specific knowledge and skills through (a) identificationof the priority functions, beneficiary groups and training needs, starting with the proposedproject's implementation needs; (b) definition of the objectives, time span, prerequisites, contentof training modules, and training organization; and (c) training, as needed, of prospective contractinstructors in specific managerial and pedagogical domains. In light of both the magnitude andurgency of the sector's needs (para. 2.15), the training should be well targeted and relativelyshort (3 to 6 months). It should be organized in two training streams of six months each foradministrators and inspectors, in parallel with two shorter and more specific training period (2 to6 weeks) that address specific needs. The main general training areas would include pedagogicalsupervision, school management and leadership; evaluation and examinations; education statisticsand planning; school mapping; budgeting; and provincial, municipal and school accounting. Alltechnical assistance and beneficiaries of training abroad financed under the project wouldcontribute to training. It is planned for training to start on an experimental basis as soon as theabove tasks are sufficiently advanced to allow it, even before completion of the Administrative

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Training Center described below. The project would finance: (a) the c. astruction, furnishing andequipping of an Administrative Training Center with a capacity of 120 places able toaccommodate four training streams at the same time (this center would also provide dormitoryspace for 60 trainees and share a library with the neauby new Primary Teachers College); (b)specialist services for the definition, packaging and organization of training; (c) training locallyand abroad for the center's management staff; and (d) incremental operating costs. D-uringDLhotiafigns, the Government gave assurances that it would (a) by February 1, 1993 at the latest,select an official, to head the Administrative Training Center, with qualifications acceptable toIDA; (b) by September 1, 1993, submit to MDA the training program for the first year of trainingoperations, as well as the proposed corresponding budget; and (c) ensure that all project contractsfor the recruitment of specialists include a covenant regarding their contribution to the training ofAngolan staff.

3.9.. Educationalplaning. In order to reinforce the capacity for policy analysis anddevelopment, educational planning, financial planning/cost monitoring, and the monitoring of theMOE program, the Planning Department would be organized and staffed to better assume thetasks stemning from its responsibilities and to follow up with the GEPP (para. 3.28) the studiesfiSced under the project and related policy analysis regarding the Government's strategy for thesector. The Planning Department needs to (a) develop a master chart for undertaking,contributing to and monitoring of the planned studies and operations in priority areas(improvement of educational statistics, school mapping related to the restructuring of theeducation system, cost and financing, specific sub-sectoral studi. R) and for identifying problems ofefficiency and effectiveness at the central and provincial levels; (b) define the objectives anddevelop a system for the collection and processing of data needed for the master chart, includingImprovement of the reliability and timing of the publication and analysis of education statistics; (c)plan a system for disseminating the processed data and outcome of the studies to ensure theirutilization in decision-making; and (d) formulate an operational plan for the development ofexpertise and skills in planning techniques and data processing for the planning staff. The projectwould finance specialist services, training abroad, equipment, and incremental operating costs forthe Department of Planning.

3. 10 Finamial managu=. To promote the budgeting function as a tool for the realization,within the annlal plan/budget, of the sector development priorities, the project would helpintroduce new budgeting practices on the basis of the following: (a) carrying out a study of thecurrent operations of the Budget directorate; (b) formulating a plan for the gradual developmentof functions and tasks falling within its mandate or functionally incumbent upon the BudgetDirectorate but not being carried out now; (c) preparing a plan for sharing responsibilities asregards budget planning and budget control between the ministerial level and the provincialeducation delegations; (d) developing a master chart for the monitoring and evaluation ofbudgedng operations and budget control at the central and provincial levels; and (e) training forpersonnel in the Budget Directorate in accounting and financial control techniques. The projectwould (a) help develop the technical know-how of personnel in the Budget Directorate; and (b)improve data collection and processing. The project would therefore finance specialist services,training abroad and locally, eqipment, and incremental operating costs. Durinz neoiatios theGovernment gave asurances that, by March 31, 1993, it would reinforce the MOE's BudgetDirectorate with two additional technical staff, with qualifications acceptable to IDA.

3.11 tHuman murwmanagemen. To strengthen the various aspects of personnelmanagement and thus increase the level of staff satisfaction while also ensuring the efficient use ofresources, MOE's Human Resources Department would (a) evaluate existing human resource

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management entities and processes, including those for data collection and processing, andpropose modifications or, as appropriate, necessary additions, including linkages with thePlanning Department; (b) on the basis of (a), plan the functdons of the Human ResourcesDepartment and its counterparts at the provincial and municipal levels; (c) formulate a draftgeneral policy progressively with the corresponding regulations, for the management of humanresources in education (administrative and teaching personnel), giving particular attention to thestaffing of schools, assignment standards, career and promotion opportunities, and workingconditions; and (d) formulate an operational plan for the development of expertise and skills inhuman resource management techniques for Department staff. The project would financespecialist services, training abroad and locally, equipment, and incremental operating costs.Puring negtiations, the Government gave assurances that by March 31, 1993, it would reinforceMOE's Human Resources Department with two additional technical staff, with qualificationsacceptable to IDA.

3.12 Pysicl ad material management. The responsibilities of the Office of Studies, Planningand Projects (Gabinete de Estudos, Planos e Projectos -. .GEPP), which is directly attached to theMinister, are essentially planning and coordination of all activities leading to the restructuring anddevelopment of the education system. It is also responsible for the preparation of investments,including those financed by external donors. However, no entity is responsible forimplementation and monitoring of the physical and material aspects of these projects, as well asthe management and maintenance of the Ministry's school infrastructure. Hence, GEPP would beenlarged to cater for these functions through the creation within it of a Division of Constructionand Equipment (DCE), which would be responsible for the implementation of the proposedproject. During preparation, the functions, responsibilities and staffing of DCE were defined inthis first step, mainly in relation to project implementation. However, the planned trainingprogram aims at preparing the conditions for frLther development. To strengthen GEPP's

* capacity for overall planning and management of the education reform, as well as for providingguidance in external financing, the project would finance 36 man-months of specialist services(Senior Advisor to the Director of GEPP). Because of the scarcity of housing in Luanda, theproject would also finance seven houses for the technical assistants (US$445,000 for works andequipment of which US$ 390,000 under PPF) in addition to the inputs for developing a projectimplementation capacity (para. 3.28).

3.13 Prvncial level. A main project goal is to strengthen decentralized managementcapacities by improving management at the provincial and municipal delegations of education topermit a better allocation of funds and control of resource use at the regional and school levels, asweU as better pedagogical support for teachers and better monitoring of the quality of instruction.The project therefore aims to: (a) establish a formal sharing of authority and responsibilitiesbetween the central and provincial levels on the basis of criteria of efficiency and effectiveness Inachieving the objectives of the education system, given the characteristics the Angolan situation;and (b) establish an action plan for progressively implementing this sharing of authority andresponsibilities. The project would (a) carry out a diagnostic study of the current span, level andconditions of decentralization, as well as further possibilities in the management of the of theeducation system's revitalization, and formulate the objectives, requirements and preconditions forimproving and/or expanding decentralization of responsibilities; and (b) formulate an action planfor experimentadon of the recommendations of the study and their gradual implementationfollowing the trial period.

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3. Higher education

3.14 In order to improve the teaching of economics and prepare for addressing developmentand efficiency issues in higher education, the project would increase the quality of inputs at thefaculty of economics and enhance the university management information system.

3.15 Faculty of Economics. The Government's recent move from a centrally planned to amarket-oriented economy implies major changes in the area of economics training; specifically,there is need to retrain teachers and reform curricula in the schools of economics. TheGovernment has already undertaken a reform of the Faculty of Economics curricula, which areplanned to be introduced in the 1992/93 school year. The Government has also begun theretraining of professors of economics through IDA's assistance Wider the Economic ManagementCapacity Building Project. The proposed project woul4 complement that effort by concentratingon upgrading the existing professors' qualifications and improving other quality inputs. It would:(a) undertake a program to upgrade the qualifications of the professors of the Faculty ofEconomics; (b) provide training for the Faculty's administrative staff; (c) reorganize the Facultylibrary and provide relevant books in economics and management, subscribe to internationaljougnals, and develop a computerized data-processing capability; and (d) provide firniture andequipment for classrooms, administrative offices and the Faculty library. The project wouldfinance specialist services, training locally and abroad, furniture and equipment, and incrementaloperating costs. Durine negotiations, the Government gave assurances that by February 1, 1993,at the latest, it would establish as the criteria for the award of the project long-term fellowships:previous full-time teaching in the Faculty of Economics for at least one year, commitment to fulltime teaching in the Faculty upon return from training for a period equivalent to tw;ce that of thetraining, and enrollment in a master's or doctorate program of study.

3.16 The university's management information system. To improve the information basis forpolicy analysis and decision-making at the university and to prepare the conditions for anincreased efficiency in the allocation and use of existing resources, the project would: (a)streamline the organization of its administrative and technical services; (b) rationalize the existingdata collection process and progressively expand it into an integrated management informationsystem; (c) provide training for administrative personnel; and (d) provide equipment for therelevant services. The project would finance specialist services, training locally and abroad,equipment, and incremental operating costs.

4. Studies and Preparation of Future Investments

3.17 Studies. The rehabilitation, revitalization and progressive expansion of the educationsystem in Angola constitute a huge task for the years ahead for both the Government and thedonor community. Efforts should be well coordinated and the development of the sector policyframework should be carried out while taking into account the need to involve or keep informedthe donor community. The project would provide funds to undertake (a) a review of theorganization and functioning of MOE and prepare recommendations for increased effectiveness;Considering the urgency of the task, this will be undertaken with PPF financing; (b) an analysisof higher education and development of the strategy, programs and main operational policies forits adjustment; (c) an assessment of the potential role and contribution of the private sector toeducational development and the institutional and financial arrangements to encourage it; (d) acost and financing study of the education sector, the updating and refinement of financingstrategies, and definition of the pace of the rehabilitation, revitalization and expansion of theeducation system; (e) a study of teacher training needs and the preparation of a program for the

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reorganization of the Teacher Training Colleges In accordance with the new structure; (f) a schoolmapping and pedagogical organization of the post-primary education system in relation to the newstructure; and (g) development of an investment program to be submitted to donors. Prearationof futurA investment rE,ot: In addition, the project would provide funds for the preparation offuture investment projects, some of which could be financed by IDA. During nlegotiations, theGovermment gave assurances that it would (a) state in its policy letter that it is committed to thereorganization of MOE along the recommendations of the related study; (b) undertake byNovember 1 of each year an annual GovernmentlIDA review of the draft investments andrecurrent education budgets to ensure the application and financing of the reform; (c) by May 30,1995 at the latest, undertake with IMA a mid-term review to assess progress in achieving theproject development objectives; and (d) to facilitate this review, prepare by April 15, 1995 at thelatest a mid-term project review document to be furnished four weeks prior to the review to IDAand all departments and agencies iAvolved in project im.plementation. During this review theresults and proposed strategies developed by the studies (b), (c) and (d) described above wouldalso be discussed.

B. Project Costs and Financing

-. Project Costs

3.18 Summnar of proiect costs. The project costs, including taxes and duties (para. 3.20), areestimated at Kz 17,176 million, or US$31.2 million equivalent, with a foreign exchangecomponent of US$25.3 million. Taxes and duties are estimated at US$1.0 million. These costsinclude civil works (rehabilitation and new construction) and related professional services;frniture, equipment, vehicles and textbooks; specialist services and training locally and abroad;incremental operating costs; and funds for studies and the preparation of fiiture investments. Theesdmated cost distrbution of costs by project component is shown in Table 3.1, and theFinancing Plan in Table 3.2. Tables showing the main project summary accounts are in AMnn

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TABLE-3L: Project Costs Summarv

A. DEMONSTRATION MODELFOR EDUCATION1. INIDE 0.1 0.8 0.9 93.5 3.22. Textbooks 0.2 0.7 0.9 73.0 3.33. INE 0.2 0.7 0.9 81.6 3.34. Construction & Rehab. 2.8 9.7 12.5 77.9 49.6

SUB-TOTAL 3.3 *- 11.9 15.2 78.3 55.7

B. EDUCATION MANAGEMENT1. Administ. Trng. Center 1.1 1.2 2.3 52.1 8.32. Strengthening MOE 0.1 3.1 3.2 96.2 11.7

SUB-TOTAL 1.2 4.3 5.5 78.1 20.1

C. HIGHER EDUCATION1. Fac. of Economics 0.1 2.0 2.1 94.8 7.92. MIS Higher Education 0.1 1.2 1.3 92.4 4.9

SUB-TOTAL 0.2 3.2 3.4 94.1 12.5

D. PRE-INVESTMENT STUDIES 0.0 0.4 0.4 91.2 1.6

E. PROJECT MANAGEMENT 0.3 2.4 2.7 88.5 10.1

TOTAL BASELINE COSTS 5.0 22.3 27.3 81.7 100.0

Physical Contingencies 0.4 1.3 1.6 77.7 5.9

Price Contingencfes 0.5 1.8 2.3 76.5 8.4

TOTAL PROJECT COSTS 5.9 25.3 31.2 81.1 114.3

3.19 Basis of cost estimates. Technical assistance (TA) costs (about 15.1 percent of projectcosts) are based on recent costs for comparable TA under UNDP standards for Angola. Thecosts are estimated as follows: (a) specialist services, US$150,000 per annum; consultants,US$15,000 per month; (b) fellowships abroad, US$25,800 for nine months; (c) round triptravel abroad, US$6,600; and (d) local training, US$25 per day and US$250 for travel. Thecosts of civil works for rehabilitation/construction are estimated by square meter: (a) for thenew primary and lower secondary schools, about US$515; for the new secondary schools,about US$525; for the Teacher Training College, about US$520, and for the Administrativetraining center, about US$532; (b) for rehabilitation of the primary and secondary schools,about US$358 and US$382, respectively. As these costs are relatively high compared tothose in other Portuguese speaking countries (US$300 per sq.m in Guinea-Bissau and aboutUS$200/280 in Mozambique), IDA reviewed the construction costs with local and foreignconstruction firms. The relatively high costs are due to a combination of factors: a distortedexchange rate, high import content of construction materials (about 50%), high proportion offoreign labor (50 percent on average in the large firms), inadequate tendering proceduresresulting in limited competition, and the Government's poor payment record which has ledcontractors to inflate prices. The size of the project's civil works and its systematic use ofinternational bidding procedures are expected to increase competition. IDA also reviewed thecost of equipment and furniture with MOE and AfDB project staff; these costs were

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complemented by prices and estimates used in other projects funded by other donors. Salariesfor local contract personnel were estimated using UNDP and other projects standards.

3.20 Customs duties and taxes. All items specifically imported for the project would beexempt from direct customs duties and taxes, in line with the standard practice of theGovernment, except for local materials to be used for the construction and furnishing ofclassrooms and for small purchases related to project operating costs. Of the estimated costsof construction and furnishing of classrooms and purchases related to project operations, aboutUS$1.0 million represents customs duties and taxes. During negotiations, the Governmentgave assulances that all items imported for the project would be exempt from direct customsduties and taxes.

3.21 Area and cost per student. The net areas allocated per student place are: between 1.1and.1.23 sq m. for the new primary classrooms, 1.28 sq m. for lower and 1.44 for uppersecondary classrooms, 1.86 for the Primary Teacher College, and 1.29 sq m. for theAdministrative Training Center. These ratios are in line with IDA's recommendations 1/.Utilization rates would still be high, even with the limitation in the number of daily shifts inthe.primary schools, because of continuing to use two shifts in all the project primary andlower secondary schools (ara. 3.6). The cost per new student place averages US$557 forcivil works in primary, US$648 in lower and US$1,241 in upper secondary, and US$2,025 inthe new Teacher Training College. The cost per rehabilitated student place averages US$394in primary and US$427 in lowver secondary. The cost per student for furniture/equipmentaverages US$170 for a primary place, US$247 for a lower secondary and US$355 for anupper secondary place, and US$4.0 for collective teaching materials in primary, US$20 inlower secondary and US$29 in upper secondary schools. The cost per student of textbooksand library books for the secondary schools and for the Primary Teachers College averagesUS$44.

3.22 Icremental gperatng costs. These costs are related to the maintenance of equipmentand furniture provided under the project, as well as to equipment and vehicle operation andoffice supplies for project management supported under the project. These operating costsinclude the salaries (about US$250,000) of local contract staff for the Project ImplementationUnit (accountant, specialist in civil works, secretaries, drivers and security guards).

3.23 Contingency allowances. The project costs include a contingency allowance forunforeseen physical additions (US$1.6 million), equal to about 6 percent of the project'sestimated baseline costs. Price contingencies between appraisal (November 1991) and projectcompletion are estimated at US$2.3 million equivalent, or about 8 percent of the baselinecosts. Total contingencies represent 14.2 percent of the baseline costs. Annual rates of priceincreases are estimated at 3.9 percent during project implementation (1992-98).

3.24 Foreign exchange com=nent. The foreign exchange component is esdmated asfollows: (a) civil works, 85 percent; (b) imported firniture, 100 percent; (c) locallymanufactured furniture, 30 percent; (d) equipment and vehicles, 100 percent; (e) textbooksand pedagogical materials, 83 percent; (f) training abroad, 100 percent; (g) local training, 15percent; (n) specialist services, 100 percent; and (i) incremental operating costs, 72 percent.

1/ Summary of Typical Accommodation/Construction Areas & Appropriate Design andConstruction Standards, World Bank, October 1975.

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The resulting foreign exchange component, Including contingencies, is estimated at US$25.3million, or about 81 percent of total project cost.

3.25 Additional recurrent costs. The average additional recurrent costs for the Governmentwould be Kz 346 million per year (about US$0.6 million), or about 2 percent of the educationbudget for 1991. It is expected that, with the end of the war, the MOE budget will increasesubstantally and therefore should pose no problem in meeting these additional expenses.During project implementation, MOE would monitor the adequacy of recurrent funds for themaintenance and operation of the project's facilities and programs.

2. h Lect ianF ine

3.26 The proposed IDA credit is for US$27.1 million, which would finance 100 percent ofthe foreign expenditure component of the project and 36.7 percent of local costs, excludingtaxes. The Govermnent would finance the balance of the project costs (US$4.1 million). TheGovernment's contribution would be in US dollars equivalent to avoid any shortfalls that mayarise In the amount of counterpart funds available during project implementation as the resultoftiuctuations between the official and parallel exchange rate. Meanwhile, to permit MOE tofinalize technical assistance agreements, construction/rehabilitation plans for educationfacilities, specifications and bidding documents, and to set other basic project start-upconditions (establishing GEPPfDCE, including rehabilitation of its premises, housing for TAstaff, and limited rehabilitadon of INDE), an advance under the Project Preparation Facilityof US$1.3 million has been requested for the project. Dudng negodations, the Governmentgave =auanm that not later than 30 days after credit effecdveness, it would (a) open andmaintain in a commercial bank an account (the Project Account) in US dollars or any otherconvertible currency, and make in this account an initial deposit of US$250,000 to finance itscontrbution to the project; and (b) deposit every four months into the Project Account therelevant amount in US doilars, or any other convertible currency, for its replenishment.

TABLE 3.2: Einancing PlaM by Disbursement Categoryci USS million)

IDA Government Total LocalAmnout Amount X Amount F for. (Excl. Duties

A. Civil Works 12.7 90.2 1.4 9.8 14.1 45.0 12.1 1.2 0.8S. Furniture 1.4 51.0 1.4 49.0 2.8 8.9 0.8 1.8 0.2C. Vehletls S

Equlpsent 1.9 100.0 0.0 0.0 1.9 6.1 1.9 0.0 0.00. Textbooks 4 Pedago-

gloat Naterfats 1.4 87.9 0.2 12.1 1.6 5.1 1.3 0.3 0.0E. Local TraIning 0.6 40.5 0.8 59.5 1.4 4.4 0.2 1.2 0.0F. Trafning Abroad 2.9 100.0 0.0 0.0 2.9 9.4 2.9 0.0 0.0C. Technical

Assistane 4.7 100.0 0.0 0.0 4.7 15.4 4.7 0.0 0.0H. Incremnntal

operating 1.5 80.0 0.4 20.0 1.9 6.1 1.4 0.5 0.0

Total Disbursement 27.1 86.8 4.1 13.2 31.2 100.0 25.3 4.9 1.0

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C. Proect Management and MJlementation

3.27 Stats of Roparation. The original project, identified in August 1989, was a SocialSector Rehabilitation project catering for both the education and health sectors; however, itscomplexity hampered preparation, hence the decision to develop two new and separateprojects. The education project was idendfied in October 1990, pre-appraised in June/July1991, and appraised in November 1991. Though it is the first in the education sector, itspreparation is progressing satisfactorily: all the new school sites have been identified and theprovisional titles of government ownership provided to IDA. The new study plans for theprimary and lower secondary schools and for the Teacher Training College were discussed indetai during appraisal. Worling papers, including the terms of reference for technicalassistance has been discussed with the national staff. The draft documents requested fornegotiations and for credit effectiveness were provided.and discussed during negotiations(leger of Sector Policy, draft legal texts reorganizing GEPP/DCE and INIDE andestablishing a Tenders Commission for MOE). Working papers for all components weredeveloped in collaboration with MOE and university staff. Following the setting up of a PPFadvance (para. 3.26), MOE is expected to carry out the process of contracting (a) the firsttecncal assistants for GEPPIDCE; (b) an engineering/architectural firm to prepare designsand construction drawings following related surveys; and (c) civil works for the rehabilitationof GEPP and for the housing of technical assistants.

3.28 Project In lementation UTnit. The project would be implemented in accordance withthe following arrangements agreed during appraisal:

(a) GEPlp would be responsible for overall project implementation andspecifically for procurement, finance and accounting, follow-up of civil worksand equipment, and relations with IDA and the Secretariat of the PCC.GEPPIDCE would be responsible for the preparation of bidding documentsand contracts and for the monitoring of civil works.

(b) A Project Cgordinating Committee (PCC), under the chairmanship of theVice-Minister for General Education, would provide guidance to and themonitoring of (J) annual work programs and related budgets, includingnational counterpart funds; and (Ui) semiannual progress and annual auditreports prior to sending them to MDA. The PCC would be composed of theDirector of GEPP, his Deputy, and the Heads of the project components(Departments of Planning, Human Resources Management, Educational stafftraining, Administration & Budget, INIDE, and the university).

(c) The Head of each component (chief of the relevant department) would beresponsible for its substantive aspects, the efficient use of acquired inputs, andtimely implementation within the agreed annual program.

To strengthen the technical capacity of GEPPIDCE, the project would finance therehabilitation of the GEPP/DCE premises, technical assince (architect or civil worksengineer, administrator/accountant, and procurement speciist); training abroad; furniture,vehicles and equipment; and incremental operating costs. Prior to Board presentation theGovernment designated, in its Policy Statement on the education reform (para 3.3), GEPP tobe responsible for project implementation. Prior to credit effectiveness the Governmentwould provide IDA with satisfictory evidence that (a) MOE has taken the appropriate legal

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and administrative measures to review GEPP's functional responsibilities to include a new* Division of Construction and Equipment (DCE), and establish the PCC with the functions,

responsibilities and staffing agreed with IDA; and (b) the Minister of Education has confirmedthe GEPP Director as the Project Director and the Head of DCE as his Deputy. Submissionto IDA of the standard bidding documents and draft e-ontracts to be used during projectimplementation would also be undertaken prior to credit effectiveness. During ne&tiations,the Government provided assurances that, during project implementation, it would consultwith MDA on the qualifications and experience of the Project Director and the head of DCEprior to their appointments.

3.29 Technical assistance and training abroad. All specialist services would be procuredunder contracts on terms and conditions acceptable to MDA in accordance with IMA'sguidelines for the use of consultants. A list of specialist services and training is at Annexes3.3 and 3.4. During negotiations, the Government confirmed its intention to apply IDA'sguidelines for the use of consultants.

3.30 Maintenance. The Government's record with regard to maintenance is less thansatifactory, as shown by the state of disrepair of most of the existing schools. This might beexplained by the war and overall situation in the country and, as well as by the low level ofavailable funds and lack of a specialized administration at both the central and decentralizedlevels to undertake the maintenance. The setting up of the new Division of Construction andEquipment within GEPP (para. 3.12) is a first step in a long process in building the technicalconditions for a maintenance system. During negotations. the Government gave assurancesthat it would budget a yearly amount, equivalent to at least US$1.5 million, for schoolmaintenance.

3.31 Eniromnental imact. This project is not expected to have any adverse effects on theenvironment because of the small size and urban sites of the construction involved.The adaptation of the primary and lower secondary curricula would include a consideration ofenvironmental issues.

3.32 Fema . Girls represent about 44.1 percent of basic education enrollments(44.6 percent in the first level, 41.4 ia the second and 38.9 in the third), which is about equalto the female participation rate at this level in Africa (1984). In higher education, theyrepresent about 4 percent, which is also equal to the average female participation rate inAfrica (1984). As a result of the non-systematic collection of educational statistics and otherdata, no information is available on female enrollments in upper secondary education or onthe percentage of women in the teaching cadre. The construction of new schools, particularlyat the post-primary level, would certainly increase the opportunities for access to this level. Inaddition, and as part of the improvement of educational statistics, an effort would be madeunder the project to collect relevant information on female participation; this would permit thepreparation of remedial action, as needed, in future education projects. In its education policystatement, the Government confirmed its commitment to the objective of ensuring equalgender access to education.

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1. procureme

3.33 The table below summarizes the project elements, their estimated cost, and proposedmethods of procurement.

TABLE 3.3: Summarv of Prooosed Prvcurement Arrangements(USS ilion quivalent)

ProcureMet Methods

.......... ~~~...::;... ..-.......... ...

1. Civil Works _

1.1 New construction 6.3 0.4 6.7(5.6) (0.4) (6.0)

1.2 RehabiLitatfon 6.2 0.2 6.4(5.7) (0.2) (5.9)

2. Goods _ _

2.1 Furniture 2.7 0.1 2.8(1.3) (0.1) _ (1.4)

1.6 0.1 1.92.2 Vehicles & Equipuent (1.8 (0.1) (1.9)

2.3 Textbooks & Pedagogical materales 1.6 1.6______________________________________ (1.4) ______ (.4)

3. Services Contracts

3.1 Architectural design, noineering 0.9 0.9and supervision ___ (0.9) bI (0-9)

4. Consultancies

4.1 TechnicaL assistance 4.7 4.7(4.7) c - C47)

4.2 Training V = 4.3 4.3__________ _________ _________ _________ _________(3 .4 ) 1(3 .4)

5. Niscellaneous

5.1 Incrumental operating costs 1.9 1.9- C~~~1.5)elf ______ 1.5)

TOTAL 18.6 0.8 11.8 31.2(15.8) (0.8) (10.5) (27.1)

ALL LCB of which USS0.39 militon under PPF (new constructions USS0.35; furniture andequpment USS0.04).

hi Of which USS0.08 under PPF.Of which USS0.17 under rPF.

SV The local trafning (USS0.5) would be undertaken by the ROE wIth technical a* sta nceapport. Tratning abroad CUSS2.9) would be awarded In accordance with IDA guidelines forthe use of consultants.

sy Of which USS0.03 under PPF.About USS1.3 for operating *penses nd about USS0.2 for saLeries of local contractualstaff for GEPP/DCE.

Notc: The figures in parenthess are the *mounts financed by IDA.

3.34 All procurement of civil works and goods under the proposed project would beprocured through ICB, except for construction of housing for technical assistants andrehabilitation works for GEPP and INDE which would be procured though LCB part of

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which financed under PPF. For ICB, tendering would be organized on a slice-and-packagebasis, with the exception of the new primary and secondary schools of Kilamba Kiaxi (samesite), and the Administrative Training Center and Primary Teachers College (same site andsome common facilities) to provide opportunities for small contractors to participate. Eligibledomestic contractors bidding on works contracts under ICB would receive a 7-1/2 percentpreference in bid evaluation. Contracts range in size from US$313,000 to 1,400,000 for civilworks; US$75,800 to 995,700 for flurniture; US$81,600 to 451,600 for vehicles andequipment; and US$55,600 to 324,000 for textbooks and school materials. Technicalassistance for architectural and engineering design, supervision of civil works, and stafftraining would be procured in accordance with IDA's guidelines for the use of consultants(para. 3.29). Civil works, equipment and furniture for the offices of the ProjectImplementation Unit (GEPP) and INDE and housing for the technical assistants, are beingprocured through LCB for an amount not to exceed US$750,000, part of which prior toeffectiveness, under PPF2/ (US$ 390,000). The items financed under operating costs(US$1.3 million) (such as vehicles and equipment operation and maintenance and officesupplies) under the project would be procured through local shopping, with at least three pricequotations from local suppliers. These contracts would be small in size (US$5,000-20,000)and_the items would be purchased over the life of the project in accordance withimplementation needs. The remainder of the incremental operating costs (US$0.2 million)will be used to finance salaries for local contractual staff (para. 3.22). IDA review ofprocurement documents would be required for works, goods and teaching materials, andtechnical assistance contracts equivalent or exceeding US$75,000. No cofinancing isanticipated.

3.35 The Gabinete de Estudos, Planos e Projectos (GEPP) and its new Division ofConstruction and Equipment (DCE) would be responsible for implementing the project,including procurement (para. 3.28). As this is the first IDA-supported project in theeducation sector, GEPP and DCE have no experience in either IDA procedures orprocurement; hence to minimize the risks, the project would provide 108 man-months oftechnical assistance (administrator, 60 months; architect/civil engineer, 42 months;consultancies for procurement, 6 months, and 24 man-months of training in administration,accounting and procurement). Under the PPF financing, the Government is expected torecruit a procurement consultant to prepare the standard bidding documents and contracts forthe project. Provision of these documents to IDA would be a condition of credit effectiveness(para. 3.28). Consultants would also be retained by GEPP during early projectimplementation to finalize the bidding documents for civil works, equipment and furniture andto assist GEPP in the tendering process. AU contracts would be in foreign currency.

3.36 A country procurement assessment report has not yet been prepared. While thestudies for the adjustment and establishment of acceptable national procurement guidelines arestill underway, all procurement would be in accordance with IDA's guidelines. In addition,MOE would establish a Tenders Commission for the review of bids and contract awards.This commission would be headed by the MOE's Director of planning and would becomposed of the Directors of GEPP, Administration & Budget, the Director of Education ofLuanda Province, and the concerned specialists from DCE (MOE), as well as representativesof the Ministries of Economy, Planning, Finance (National Bank, Customs), Public Works,

21 Rehabilitation works for GEPP (US$150,000), Construction of four houses (US$200,000),and funiture and equipment (US$40,000)

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and Commerce. Durin _ , the Government gave ances that it would applyIDA's guidelines for the procurement of civil worh and goods. Prior to credit effectiveness,the Government would provide IDA with satisfactory evidence that it has established theTenders Commission.

3.37 The project implementation schedule is shown in Table 3.4 below, from which theestimated disbursement schedule has been derived (Annex 3.6). The project is expected to becompleted by March 31, 1997, and closed by September 30, 1997.

TABLE 3.4: PrQ3ect lmlementation Schedule

- (USSmillion equivalent)

Pre- TotalProject Element project 1 2 3 4 5 payment

Loan TimingSign/Effec/Close s *s

Civi Works1. Construction 0.7 7.7 4.7 - - 13.1 ICB

(0.6) (7.0) (4.3) (11.9) LCB (PPF)Goods

1. Furniture 0.2 0.1 1.4 1.1 - 2.8 ICB(0.1) (0.05) (0.7) (0.55) - (1.4) LCB (PPF)

2. Equipment 0.9 0.3 0.6 0.1 - 1.9 ICB(0.9) (0.3) (0.6) (0.1) - (1.9) ICB (PPF)

3. Textbooks & 0.2 1.0 0.3 0.1 - 1.6Pedag. Mater (0.18) (0.9) (0.27) (0.09) - (1.4) ICB

Services Contracts1. Archit.Design 0.6 0.3 0.9

(0.6) (0.3) (0.9)2. Tech. Assistance 1.4 1.5 1.1 0.6 0.1 4.7

(1.4) (1.5) (1.1) (0.6) (0.1) (4.7)

3. Training3.1 Abroad 0.8 0.6 0.5 0.6 0.4 2.9 Invitation

(0.8) (0.6) (0.5) (0.6) (0.4) (2.9)

3.2 Locally 0.1 0.2 0.2 0.3 0.5 1.4 Others(0.04) (0.08) (0.08) (0.12) (0.2) (0.5)

Miscellaneous1. Operating Costs 0.2 0.3 0.S 0.5 0.4 1.9 Others

(0.16) (0.24) (0.4) (0.4) (0.3) (1.5)

5.1 12.0 9.3 3.4 1.6 31.2(4.7) (10.9) (8.0) (2.5) (1.0) 27.1

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3.38 Because of the inexperience of GEPP/DCE in procurement, during implementation allIDA-financed contracts above a threshold of USS75,000 would be subject to IMA's priorreview.

3.39 Procurement information would be collected and recorded as follows:

(a) Prompt reporting of contract award information by the Borrower;

(b) Comprehensive semiannual reports to IDA by the Borrower (assisted byconsultants), indicating: (i) revised cost estimates for individual contracts andthe total project, including best estimates of allowances for physical and pricecontingencies; (ii) revised timing of procurement actions, includingadvertising, bidding, contract awards, .and completion time for individualcontracts; and (iii) compliance with aggregate limits on specified methods ofprocurement.

2. Secial Account

3.40 To facilitate disbursement, US$1.3 million equivalent would be advanced from theDA credit and deposited in a commercial bank acceptable to IDA. That amount is estimatedto cover about three months of expenses for all project expenditures financed by the MDAcredit.

3. Accounting. Auditing and Re=orting

3.41 The Project Director would maintain separate accounts for the IDA credit and theGovernment's counterpart funds. These accounts would be subdivided into expenditures foreach component. During negotiations, the Government gave assurancs that (a) IDA projectaccounts, including disbursements against Statements of Expenditures (SOEs), wil be auditedannually by an independent auditor acceptable to MDA; audit reports will be submitted yearlyto IDA within six months following the end of the Borrower's fiscal year, beginning in 1992;(b) the Project Director will submit to IMA semiannual reports on project implementation,including procurement information, and on expenditures by April 30 and October 31 of eachyear, beginning in 1993; and (c) a cornpletion report will be prepared within three months ofthe closing date of the IDA credit. A project supervision summary is at Annex 3.5.

4. Disbursements

3.42 Disbursement under the IDA credit would be on the basis of the categories andpercentages shown in Table 3.5 below. The credit would be disbursed on the basis of fullydocumented withdrawal applications, except for operating costs and expenses related tocontracts valued at less than US$20,000 equivalent, which would be reimbursed againstcertified Statements of Expenditure (SOEs), for which the documentation would be retained atGEPP/DCE for review by IDA supervision missions and for annual audits. Applications forthe replenishment of the special account would also include a bank statement of the accounttransactions since the last applications, with the balance certified by the bank holding theaccount. The esdmated quarterly disbursement schedule is shown in Anne 3.6.

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TABLE 3.5: Allocation and Disbursement of the IDA Credit- (US$000) -

(1) Civit works 10.000 90

(2) FurnIture 1.000 100 of foreignexpendituresnd50 of

tocal expendi-- ~~~tures

(3) Equipment and vehicles 1.500 100

C4 Textbooks andPedagogical materials 1.000 90

(5) TraIning(a) Abroad 2,500 100(b) Locally 400 40

(5) Specialist services 3 500 100

(7) Incremental operatingcosts 1.000 80

(8) Repayment of PPF 670 _

(9) Unallocated 57300

IV. BENEFiTS AND RISKS

A. Benefits

4.1 The main benefits of this project would include: (i) establishing the conditions forimproving the quality of education; (ii) strengthening the maiagement capacity of thesector;(iii) imprtoving the quality of training of economists and preparing a strategy for theoverall rehabilitation, revitalization and progressive expansion of the education system. Theseare the basic conditions and framework for development of an investment program to meet thesector's needs and for coordination of the donors community in its financing. Theimplementation of the project would provide the experience required for generalization of theimprovement of the education system. More specifically, the project would provide betterteaching conditions to about 24,000 students in primary and secondary education and in thefaculty of economics.

B. Risks.

4.2 The main risk relates to the w,sk management capacity throughout the educationsystem, the scarcity of qualified staff, and inexperience with IDA's implementation andprocurement procedures. This risk would be minimized, to the extent possible, through thedetailed preparation of project components and activities and the provision of specialistservices and staff training.

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V. AGREEMENT TO BE REACHED AND RECOMMENDATIONS

5.1 During negotiations. the Government gave assurances that it would:

(a) (i) By January 1, 1993 at the latest, assign to INDE three additional technicalstaff with qualifications acceptable to IDA; and (ii) by December 31, 1993,provide IDA with the revised primary and teacher training curricula, and by June30, 1994, with the lower and upper secondary curricula (para. 3.4);

(b) By September 30, 1993, transmit to IDA the legal text establishing the statute forthe new type of Primary Teachers CoUeges and related primary applicationschools (para. 3.5);

(c) (i) By January 1, 1993 at the latest, select an official to head the AdministrativeTraining Center, with qualifications acceptable to IDA; (ii) by September 1,1993, submit to IDA the training program for the first year of trainingoperations, as well as the proposed corresponding budget; and (iii) ensure that allproject contracts for the recruitment of specialists include a covenant regardingtheir contribution to the training of Angolan staff (para. 3.8);

(d) By March 31, 1993, reinforce MOE's Budget Directorate and Human ResourcesDepartment, each with two additional technical staff, with qualificationsacceptable to IDA (paras. 3.10 and 3.11);

(e) By February 1, 1993 at the latest, establish as the criteria for the award of theproject long-term fellowships: previous full-time teaching in the Faculty ofEconomics for at least one year, commitment to full-time teaching in the Facultyupon return from training for a period equivalent to twice that of the training,and enrollment in a Master's or doctorate program of study (para. 3.15);

(f) (i) By November 1 of each year, undertake an annual Government/IDA reviewof the draft investments and recurrent education budgets to ensure the applicationand financing of the reform; (ii) by May 30, 1995 at the latest, undertake withIDA a mid-term review to assess progress in achieving the project developmentobjectives; and (iii) to facilitate this review, prepare by April 15, 1995 at thelatest a mid-term project review document to be firnished four weeks prior to thereview to IDA and all departments and agencies involved in projectimplementation (para. 3.17);

(g) Exempt from direct customs duties and taxes all items imported for the project(para. 3.20);

(h) Q) Not later then 30 days after credit effectiveness, open and maintain in acommercial bank an account (the Project Account) in US dollars or any otherconvertible currency, and make in this account an initial deposit of US$250,000to finance its contribution to the project; and (ii) deposit every four months intothe Project AccouLt the relevant amount in US dollars, or any other convertiblecurrency, for its rep lenishment (para. 3.26);

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(i) During project implementation, consult with IDA on the qualifications andexperience of the Project Director and the Head of DCE prior to theirappointments;(para 3.28)

0) Budget a yearly amount, equivalent to at least US$1.5 million, for schoolmaintenance (para. 3.30);

(k) (i) Apply MDA's guidelines for the procurement of civil works, goods andconsultants (paras. 3.29 and 3.36);

) IDA project accounts, including disbursements against Statements ofExpenditures (SOEs), will be audited annually by an' independent auditoracceptable to MDA; Audit reports would be submitted yearly to IDA within sixmonths following the end of the Borrower's fiscal year, beginning in 1992; andthe Project Director wil submit to IDA semianmlal reports on projectimplementation, including procurement infQrmation, and on expenditures byApril 30 and October 31 of each year, beginning in 1992, and a completionreport will be prepared within three months of the closing date of the IDA credit(para. 3.41); and

(m) Implement the proposed project in accordance with the procedures forprocurement and accounting, auditing and reporting agreed upon duringnegotiations (para. 5.3).

5.2 During ngotations, the Government and IDA agreed on the procurementarrangements for the project (paras. 3.33, 3.34, 3.35 and 3.36) and on the content of theGoverment Policy Statement (paras. 3.6, 3.17 and 3.32).

5.3 Priorg BLoa etation. the Government provided IDA with a formal PolicyStatement on the education reform, and measures and commitments agreed upon duringnegotiations (para. 3.6).

5.4 Conditions of credit effectiveness, would be that the Government:

(a) Provide IDA with satisfactory evidence that (i) INIDE has been legallyreorganized, in accordance with the terms and conditions agreed with IDA (para.3.4); C() MOE has taken the appropriate legal and administrative measures toreview GEPP's fiucional responsibilities to include a new Division ofConstruction and Equipment (DCI), and establish the PCC with the functions,responsibilities and staffing agreed with IDA; Ciii) MOE has confirmed the GEPPDirector as the Project Director and the Head of DCE as his Deputy (para.3.28); and Civ) that the tenders commission has been legally established (para.3.36)

(b) Submit to IDA the standard bidding documents and draft contracts to be usedduring project implementation (para. 3.28).

5.5 Subject to the above agreements and conditions, the project constitutes a suitable basisfor an IDA credit of SDR19.9 million (US$27.1 milion equivalent) to the People's Republicof Angola.

-30- ANNEX l IPage 1 of 2

ANGOLA

FIRST EDUCATION PROJECT

SOCIO-ECONOMIC BACKGROUND

A. THE COUN=I

I. Angola is situated in the western part of Southern Africa. Its area is 1,246,700 sqkm, with a seacoast of 1,650 km. The country is bordered on the north and east by Congo,Zaire and Zambia and on the south by Namibia. Geographically, the country is characterizedby six zones: the coastal strip, the intermediate plains, the great inland plateau, the basin ofZaire, and the basins of Cunene and Cubango. The inland plateau occupies 61 percent of theterritory, constituting a bastion sloping slowly towards the east and breaking up into theatlantic. Two thirds of the country's territory lies at an aldtude between 1,000 and 1,600meters.

2. The country is well endowed with natural resources: forests in the north, extensiveareas suitable for grazing in the south, plendful arable land with estimates ranging from fiveto eight million hectares, a coast rich in fish, waterways suitable for hydraulic powergeneration, and considerable sub-soil resources such as petroleum, iron, manganese anddiamonds.

B. THE POPULATION

3. Angola's population was estimated at about 10 million in 1990, with an annual growthrate of 2.8 percent. Life expectancy at birth is estimated at 44 years. Nearly 45 percent ofthe population is under 15 year of age. During the 1980s, the urban population grew at about7.6 percent per year, as compared to a rural growth rate of 0.8 percent Thus the urbanpopulation increased from 1.8 million in 1980 to 2.8 million in 1986 and was expected toreach 4.0 million or about 40 percent of the total population in 1990. The population ofLuanda, the capital, was estimated in 1990 at about 1.6 million. The age structure of thepopulation, its rapid growth rate, and urbanization have played heavy stress on the educationsystem.

C. THE ECONOMY

4. Angola is one of the richest countries in terms of land and mineral endowment. Inthe years since independence in 1975, however, the economy has become highly distortedbecause of the mass exodus of Portuguese skilled manpower, a debilitating civil war, and war-induced rationing and economic policies. The oil industry, developed as an enclave, hasgrown rapidly and now represents about half of the GDP. In 1990, oil export earnings were

- 31 -

ANNEX 1.1Page 2 of 2

about USS 3.0 billion equivalent for more than 90 percent of the country's total exportearnings. By contrast, the non-oil sector's performance has been poor since independence. Itis estimated that the non-oil sectors' output growth per capita has been negative since theearly 1980s. The performance of agriculture is a case in point: an important net exporter ofagricultural products before independence, Angola in recent years has been increasinglydependent on food imports and aid to feed its urban population; the manufacturing industries,the lack of inputs, spare parts and maintenance services, as well as the distorted policyenvironrment, has severely affected their capacity utilization; and the capacity utilizationmanufacturing industries has been severaly affected by the lack of inputs, spare parts andmaintenance services, as well as by a distorted policy environmnt.

5. The Government's inability to revive the economy after independence is largelyattributed to three factors: (a) 15 years of civil war, which made much of the countryside tooinsecure for agricultural production and transport, required heavy military expenditures, anddestroyed a substantial part of the economic and social. infrastructure; (b) severe humanresources constraints, due to the massive exodus of the Portuguese settlers after independence;and (c) misguided economic policies that created a highly distorted system with a largelyformal urban economy characterized by a high degree of central control, and a large parallelinformal economy.

D. RECENT DEVELOPMENTS

6. Recognizing that the economic distortion and imbalances were due in large part toinappropriate economic policies, the Government in 1987 announced that it would undertakean ambitious program of economic and financial restructuring. The basic objectives of theprogram are to stabilize and improve production incentives by adjusting price levels,including the exchange rate, in the formal economy. While the overall direction of theproposed reforms is appropriate, tee measures generally do not go far enough in addressingthe main structural distortions, notably in the exchange rate. Between 1988 and mid 1991,several laws were enacted that aimed to provide a broad framework for structural reform, butmost of them have not been applied. However, in mid november 1991 the governmentinstituted a number of inter-related reforms focused on the exchange regime, public sectorwages, and a reduction of consumer subsidies. Although it wiUl take time to assess thepractical impact of the November 1991 reforms in redressing the enormous distortions inAngola's economy, the measures are clearly important and have the economy now moving inthe right direction.

-32-

An=e 2.1XPage I of 2

ANOLA

FTRST EDUATIONI EROlECT

ORGANIZATIONAL CHAR OF MIMSTRY OF EDUATI O1

MINIuSTER Of EDUCATIONlg

YIfce MInisteRe for un { versty Vice finfster for toechnicfl|crat Educa ton vocatfonh trlafnft

Activitiet lEduca ti on s EUcainOtF H Eu WriinUi

int,L Ratotton.s unReititn

[Studfes Plamning and Le lunft|gProjcts UnUtni

tlDel~inovelatfons

l trf~~~~~nftf

Dept. t Ex Dept. o vf nca Dpt. o tf qDen of EducmtfnRsorc|

ActivAtlesF -fc pdcton Euat Dtiton o dct

-33-

Annex 2.1Page 2 of 2

X

1 . X ~~~~~~~~~~~~~~~~~~~~~~~~~3

X _eX-J

4.~~~~~~~~3- 34 -

Ab=E 2.2page 1 of 2

AI;QLA

FIST EDVUCATION PROlECT

CEIR I OF CURRENT E1pUCAT ION SYSTEg

.S4mO SUPRICOR. NuVL dLvI (cU5SO SUPORJS a

.IHfL §S AO6IIS O5ARM.

~A. _ '__ __ __.4? SlMESTrRE, 1C0?-isros tioeosi

U e 1 X SEMI4gRE I I.' CWt S TEi I I saRsrRE * Cwe'U . *SSE . CLASM

I I ___ ThCIO~OM .__ -_______ .___._

I lgcwal~~~~~a 1 1-1 U? OCsahtgsTREH

I {1 1 s I a I rtrstC~~~Owa"; I J4m

I ~ ~I I Acoeors

CLASSg D

QUAUPICAPOJOAO@6 OUTO

P@RMA.&O RIO WQR

1 ' . . .~~~~~~~~ams

- 35-

page 2 of 2

E=.S HEALTH PR&OJECT

CHART OF TEI PROPOSED EDUCATION SYSTEM

903- G3aMA.P0

2ia 311 30

itas

4.

.Sfd 2ar ---- --i. -2 J -aha

. _ ?4cnfca 11141. EU * Uceficlaot

. Io ,,t. o .a st C _ It CeCLO:

e~~~~~~~F rica *2 c

-Tcnc slt [as c L_c.- Id

43 0 de ,0 i i sogn,] v cr

- 36 -

ANNEX 2.3Page 1 of 1

FIRST ]EDUCATION PROJEC

BA DATA

A. GENERAL

Land area 1,246,700Population : 10,284,100Population growth : 2.8%

B..-"EDUCATION DATA (1988/89)

Basic %ofEducation Total % Female Total

1-4 1,067,906 87 476,958 44,65-6 123,528 10 51,158 41,47-8 38,513 03 14,988 38,9

1,229,941 100 543,104 44,1

Pre-university 4,633Normal Education 61,090Technical Education 6,107Higher Education 6,250(1990-91) 6,454 279 4

Basic Education Number % of Angolan 32157

14 31,9535-6 3,2247-8 1,125

Pre-university 171Normal Education 300Technical Education 286Higher Education 652 69

F n Financing

Government recurrent expenditures on education (1991): NKz 29.5 billionAs a percentage of total recurrent Governmt apenditur: 12.5%

- 37 -

ANNEX 2.4Page 1 of 1

ANGOLA

FIRST ED2UCAT-UN PROJEC

EDUCATION FACILMTES IN LUANDA PROVINCE

UmCIPum mUNID h. Of b. a hft. h.Ot h. o h. P tOftl h.OFIIUtIX uIO iOS wW tIMtCIL mmW PW. Or

AS I E llm U IM ll SIm SCIOLS m1. 5m1. SltOLS6-18 GUDES man GRADEScoOOJ 1-2-34 5-6 i-a

___... .f..C*l.affln..n. ................................

IEGUO?& 50611 21 3 2 1 I 35-EArAIGA 83708 21 4 2 1um 61414 is. 29IEZICIG 6400 23 1 1 iSCZII 11131 39 3 1 43glUmZ I 61294 16 3 1 20SAul 27S53 16 1 1 I 19aCA=: 21831 IS 1 I 17I11 42279 23 1 1 25

1o071 S3M1 214 it 11 3 1 1 241

Imms: tuti1l tz 1990Ijecto n/19/019 toUef a p hllil lua a d omJo olpicfteladal Dlelu oa Lua

- 38 -

ANE2.SPage l of 2

ANGOLA

FIRST EDUCATION PROJE

Recent Economic Reforms and Wage Remonetization

1. On November 15, 1991, the Angolan Government launched a policy reform packagethat Included a major devaluation of the Kwanza, substantial price liberalization and wageremonetization. The Kwanza was officily devalued by 50 percent, moving from 60

* CKwanzas = US$1 to 90 Kwanzas = US$1 but this new basic exchange rate only applied toofficial financial transactions, to imports of Government and imports of "basic entitlements"as-well as to imports and exports of the economic enclaves (petroleum and diamonds). Atemorary mechanism of two nominally fixed surcharges (sobretaxas camblais) operated forthe rest. Ihe first applied on raw materials and military imports was 90 kwanzas, and thesecond to be applied to other goods and services was 460 Kwanzas over and above the basicexchange rate. So in practice, three exchange rates were in operation: (1) 90 Kwanzas =US$1 exchange rat for official transactions and for Imports of essential commodities; (i) 180Kwanzas - US$1 for raw materials and military imports; and (ii) 550 Kwanzas = US$1 forimports of all other goods and ser-fices.

2. The reform package also contained incomes policy reform including substantial priceliberalization and almost complete wage remonetzation. The price system was considerablyliberated from administrative controls. Prices officially controlled are now affecting onlyfourteen products out of the thirty-five previously controlled prices. These fourteen productswhich are stiUl controlled include five products constituting the "basic endtlement" (cartaobasico) - rice, sugar, soap, cooking oil and powdered milk. Meanwhile, with few exceptions,enterprises are now free to fix their own prices. Specialty shops, which allowed Governmentofficials the privilege of imported luxury goods at heavy subsidized prices, as well as aUration-card stores were also eliminated (except for the special shops catering to foreign oil-company employees and one such store for the diplomatic commiw V-). This priceliberalization was also accompanied by wage remonetization.

3. Prior to these reforms, official wages represented only a small part of totalremuneration. Wages were paid in three ways: (i by direct nominal payment; Cii) byentitlement to purchase goods at artificially low prices; and (di) through various fingebenefits. As a result of both the paralle market premium and the scarcity of products atofficial shops, workers got into the habit of selling most, if not all, of their incomes receivedin kind or through ndttlemt in parallel markets. In fact, the money nominal wagerepresented less than 5 percent of the workers total income and the basic entidementaccounted for about 40 percent of the average workers total income before the reforms.

4. With the reforms, the wages system has changed towards almost total moneycompensation and the removal of quantity entitlement except for the "basic entidement"(cauaobasico) to which every public employee has access (including those in State enterprises) but

- 39 -

ANNEX 2S5Page 2 of 2

measures, rent-seeking activities that used these labor remuneration instuments will tend todisappear. As a compensation for the elimination of the complementary and specialentitlement, workers received an increase in money wages in order to adjust salaries to theunsubsidized prices which Angolans now have to pay. The wage bill multiplied by a factor ofabout four but the money wage of higher level employee increased proportionally more thanthose of lower level employees.

,4

- 40 -

ANNZ2,6Page I of I

ANGQLt '

F:IRST EDUCATION PROJECr

1. The Instituto National para a Invesdgaqao e Desenvolvimiento do Educa9ao (INIDE)was created by Decree No 9 of May 30, 1987. Is mainn objectives are defmnd as to developCuqrAcua and Teaching guides and matials, Examinton and tests and undertakepeaogicalt research. The Decree organized INIDE in four departments: General Education,Technical Education, Social Educadon and Research aud two offices for alministation andDocumentadon and Translations. Its overall management and monitoring of the insdtuto arethq.responsibility of the Scientific Council and the Directorat Council consdtitu ofpractically the same members under the chairmanship of the Director of the Institute.

2. The insttuto currTeny comprise two departments and two offices: (a) Generaleducation wih 12 sections and 15 staff part of which are part time. This department benefitsfrom three technical assistants; (b) pedagogical resarch with one staff; (c) nnoffice with 13 staff and (d) documetaton and reproduction with 12 staff. Technical capacityof existing staff for curriculum development, textboom and teaching materidal development orappreciation for pwcum measurement and evaluation as well as for the instituteadministration is limited.

-41-ANNEX 2.7Page I of I

ANGsOLA

MtuL Dt ucIo IRIk fl As. iIytos r j t# gi TOTALFlI?L A FO~R aa

Gtstor do R t-uro Huwan2 x 3 *Cx11) 26 a 2 a I a O

G#st4r 4d OreutaRte F Pil. 3 ac2xif) 36 i .31 I 1.. - ,- . , -, .a

PL#AiftIea44r#u.4# [4ucact 5 (lxgif 34. I II of L 70

Est:tatic Is4at I 5 a j, s L * tof 3.52C4t~~~~~ - *J4A -, I . .._....2

Car¶& Eao44 at 2 * sa6 ., - - 2..

A4>0+lf.* J * rg.a.... . a I ,~~~I LI ' * s

SAb4t?f4urs 1#44ollets S * a t o L2l .

Sue-etrc4r5g t4. fit Ia.I aS a $9' * a 629

S$-4t,tr. R 4 .gtc.s t 31 I t to I .29

C44rdtfabJrf 4t OLS4citt 1(tsl90216 '($xlI; sn t tS2it0 I$X 540

no94It Aiu,4t gattuoe o ' ' . 't a L32

SUN-TOTAL L4as 504i 374 - 3 42 Ce0 i9zz.~~~ ~ ~~~~~ ._ = . * a

NOt T A- Ites sort e. uai Paer pr eUA8,0 a a I ro1 da CU CMUL 3t 3U*DR@1.Do oftrt #1., 5l. ns UM oP@II I ooNJS welA0 .aa fore3ff 73A3O DE 33 S St "I" e, UR ete

tfwat es yaadas i. Dlvot umloipal a du 06eela p?INtIa8 Bob. oil easela PvViloa.Ia beja

em isoelu r .gt.naIa. As a" esIdas osUaaa i stoS miwel. *tlgua me RP .Ix,auia. Somte

os seertonaIovs ad isLlLma 4ap o 4. oo810'e/ CI.!.

3Iy4etGodf#md u tln so~ILpt Clots.____________________________________

. .~. a a 162

Wo t8 t II a I 6enaLtouas do as latis F ri 4 260

lo40 toma PrU m 4.~ r1n&o# 4* olsS _, -- ;- _ - 4If 3

Y>"^rtu ~~~~ . . mm OO9

_ SUN-TOTAL *

I TOTAL i 142 504 : 374: 342 13691 11tael

- 42 -

ANNEX2.

ANGOLA

FlRS-ED-UCAT-TQN PRO.lEC

Information on main Denartments and Divisions of

MOE and the Provincial Delegfation

Planning Department:

1... The planning Department comes under the direct authority of the Minister and isformally responsible for undertaking planning activities for the whole education system. TheDepartment Depends functionally of the Ministry of Planning. In theory it has a triplemandate: (a) data collection, processing, analysis and dissemination; (b) Educational planningal coordination of studies and (c) financial including the development of investmentsprograms and plans for the supplies of equipment and materials. ro dhis end the departmentis divided into three divisions: (a) the Division of Stadstics and information, with a staff ofthree (two of which with an education at technician level), dealing mainly with data collectionand publication, (b) the division of studies and planning, with a staff of three (two of whichwith an education at technician level), which focus on the analysis of this provincial annualreports and preparation of the MOE's supplies and equipment and materials needs, and (c) thedivision of financial planning with a staff of five (four with higher education and the fifthaccounting training), in charge of the development of the MOE's investments and managementof the MOE foreign exchange budget.

2. The department capacity for planning is limited because of the following: (a) limitedtraining of staff in education statistics and overall planning technics, (b) lack of an articulateadministrative and planning framework delineating the responsibilities between central andprovincial levels and related processes as well as the overall budgeting relations between theMinistries of Education and Finance and (c) management of tasks which would be bettercarried out by other MOE departments. Consequently much of the operational planningactivities are carried out, with little guidance from the center, by the provinces, through thebudgeting process, in direct collaboration with the Ministry of Finance's provincialrepresentatives. The Planning Cabinet of MOE only plays a marginal role in this process.Meanwhile, the provincial planning cabinets as well as that of MOE, depend on the Ministryof Planning for their methods and procedures as well as important decisions. As a result, thePlanning Department plays currently a very marginal role in the process of policydevelopment, decision-making and orientation of the system.

3. For all the reasons above the Ministry of education has created the Cabinete de planoy proyectos (GEPP) to handle the operationalization of the reform, and follow up ofexternally financed project as well as the internal reorganization and monitoring of the sectoroverall activities. The cabinet has two high caliber staff, an intermediate level staff and threesecretaries.

- 43 -

ANNEX 2.8

Human Resources Degartment

4. The Departnent of Human Resou:ces is one of the five departments of the GeneralDirectorate of Administration. It has two main divisions, (a) the Management Diyision, and(b) the Training Division. Though in theory, the main responsibilities of this new departmentinclude management of labor relations, training and personnel management. In practice onlya small fraction of these responsibilities are actually carried out, to the extent that, as anorganizational function, it is de &cto inexistant at both the Ministry level and the provincialdelegations. At present, the Department of Human Resources undertake the following duties:(a) Approval of appointments, salary adjustments, pension, inter-provincial transfers, alreadydecided at the provincial level: (b) manage non-tertiary level scholarships granted within theeducation sector. The weakness of the Department of Human Resources is due mainly to theshortage of qualified personnel to fill vacant positions.in this Department. Moreover, there isno general policy and corresponding regulations on matters concerning personnel emoluments,transfer of staff, career development, promotion, work distribution, personnel evaluation andremuneration.

The Budget Department

5. Though the Budget Department performs a vital activity for the system, its workprocedures and methodology are determined by the Ministry of Finance. Since 1980, theMinistry of Finance has centralized within itself the process for planning, developing andconsolidating the national education budgets using information obtained directly fromprovincial administration, autonomous schools and the university. In fact, these activities nolonger pass through the Ministry of Education. The Budget Department in MOE, which isonly responsible for the planning, developing and implementing of MOE (central organs)budget, has very little say in the elaboration of provincial budgets and exercises only nominalcontrol over their implementation. All budget planning, management and control is done atthe provincial level except for the foreign exchange investment budget which is under thecontrol of the Ministry of Planning.

The Luanda Provincial Delegation:

6. Although the Angolan education system is de jure centralized, de facto it isdecentralized. Much authority is delegated to the provincial, municipal and communal levelsand even to some schools (autonomous secondary schools). There are 18 provincialdelegations of education each headed by a provincial delegate. Each of these has severalmunicipal delegations. The provincial delegation in Luanda is one of the biggest of theprovincial delegations and it has the same structure as the MOE. It has a Planning Cabinet, aBudget Department and a Human Resources Department that face the same type of problemslike the MOE. At this level though, the shortage of skilled manpower is even morepronounced.

7. The component of this project aimed at strengthening management was designed forimplementation only in the MOE and the provincial delegation in Luanda province.However, in order to ensure that the characteristics and constraints of the other provinces aretaken into account in the formulation and implementation of the project and that its benefitscan be subsequently transferred to the other provinces, simulated implementation is planned inthree other provinces to be selected in accordance with criteria seeking representation of thegreatest possible geographical and social diversity in the country.

- 4'

ANNEX K.9Page 1 of 4

ANGOLA

FIRST EDUCQION PROJECI

ANGOLA: FINANCING FOR THE ADJUSTMENT ANDREVITALIZATION OE TEIE EDUCATION SYSTEM

A..A. MeibodQingy

1. One of the appraisal mission's objectives was to ascertain whether the adjustmentstrategy adopted by the Angolan Government and discussed during the identification and pre-appraisalmissions was financially viable. The overall methodology was based on a simulation of the impactand financial feasibility of various implementation scenarios, using the EDFISIMO model. In orderto simulate the development of primary education, the model requires data on numbExrs of first-yearstudents registered, numbers of students per year, repeater and dropout rates, student/teacher andstuLdent/classroom ratios, timetables, the costs of teaching materials, administradve costs, numbers ofteachers and their distnbution over the salary structure, and the national budget estimates andappropriations for the various education subsectors other than primary education.

2. Data for Angola are fragmentary. Financial data relating to the primary andsecondary levels are mixed together and difficult to separate. Repeater and dropout rates are based onincomplete and discontinuous data and only the information on Luanda Is reliable. The salarystucture has very recently been changed, and the distnbution of teachers within this structure Is atpresent difficult to ascertain. The 'real' national budget is also difficult to assess, because of thedrastic devaluations that have occurred. The situation is in a constant state of flux, and therefore themission decided that the following modifications should be made to the EDFISIMO model:

(a) Instead of taking the local currency as the reference point (since its value isfluctuating, and is likely to continue to do so), it was decided to use instead the salarylevel of the least qualified primary teachers (I.e. those with an incomplete training),assigning to it a value of 100. Consequently, under the proposed new salarystructure, a filly trained primary-school teacher's salary would be rated at 190.

(b) The costs of the other factors were calculated as percentages of this reference pointFor example, the cost of teaching materials per individual student is 0.1, i.e. one-thousandth of the salary of a teacher with an incomplete training. Admistrativecosts are 10% of such a salary.

(c) The budget for secondary education was calculated by multiplying the number ofstudents by the unit cost for the seventh through twelft grades. The unit cost wasregarded as a multiple of that for primary education, the laUer being based oncomparative data prepared by the UNESCO project preparation mission.

- 45 -

ANNA 2.9Page 2 of 4

(d) The budget for higher educadon was calculated on the basis of this sector's share ofthe total education budget. The same method was used for calculatlii the budget ofthe central admnisttion.

3. Essentially, the advantage of this method is that, because in the new salary structurethe relationships among the various categories of teacher remain unchanged (at least in the mediumterm) and teachers' salaries constitute at least 90% of the total cost of education, the possible growthrate calculated using the new reference point will be closer to the sftem's real growth rate.

B. The Financing Strategy

4. The strategy adopted for developing the new six-year primary cycle aims at improvingeducation rather than expanding it. Consequently, the number of entrant Into primary education willIncrease by only 4% per year, a rate that is only slightly higher than the demographic growth rate forthe cqbort corsisting of seven-year-old children.

S. Currently, available data indicate that it is necessary to provide about 80 student-yearsat primary level in order to pau one single stdent through the entire cycle. The assumption is that,if quality is improved, thus halving repeater and dropout rates In one decade, the same result can beachieved with only 20 student-years. The repeater and dropout rates wi be reduced over the decadeby retraining half of the 30,000 teachers who are curenatly under-qualified and ensuring that all newlyhired teachers are qualified, by increasing the supervision of teachers and supplying studen withmore teach materials, and by elimina the third shi n additon, retrained teachers wouldrecive a 30% salary increase.

6. The above measures would require an 8.7% amnnal increase In the primary educationbudgetL They would also result in a 13% annual increase In the number of students completig theprimwy cycle, and secondary education would have to grow by 6% per year. Because of theinefficiency of the university system and the level of expnditu on student services that are notstrictly academic (consttutng about 58% of the education budget), it has been decided th22 theuniversity budget should Increase by only 1% per year over the period.

7. Currey, about 12% of the Governmens recurrent expenditures are allocated toeducadon. Assumi that the nationl budget increases by an annual 3% in real terms, the abovestratogy would require an increase from 12% to 16% of the share allocated to education by the year2000. This percentage fails weU within the average for the region. a light of current constuctionco (US$500 per mi), the capital budget necessary for meetng the needs of demographic growth andelimint the third shift would be about US$15 million per year over the next five years, andthencefrth about US$25 miion per year..

* SUIRY *** EDUUATION FINANCE SiIHELAION MODEL FOR PRIMARY SCNOOL

TEA UDGET INVEST UNIT CoSt STUDENTS ENR.RATE1 ENR.RATEZ ENT.TEACHER TEACNEtS CGADUATES1 S4,601,490 *52,302 S3.293 1,397,250 66.1X 76.5X 447 54,911 IS*oo2 $4,872,412 $213,791 S3.435 1,418,629 64.92 76.9X 1,061 35.465 14,133 $5.292,571 508W,750 S3.602 1,469,504 64.9X 77.3 1,799 36. no8 113724 S5,827,719 S727,298 S3.779 . 1,542.234 65.82 77.62 2.353 38,556 21,5415 56,479,471 S951,506 S3.957 1,637,385 67.52 76.0X 2,9Z6 40,935 24,7746 S7,265,934 $1,208U468 S4.133 1,758,232 70.1X 78.42 3,586 43,956 26,1247 $8,203,233 $1,493,408 S4.300 1,907,572 73.52 78.82 4,321 47,689 27,9978 *9,249.769 51,655,659 54.455 2,076,138 77.2X 79.2X 4,849 51,903 32,5639 S10,223,398 S1,498,361 S4.593 2,225,974 80.OX 79.5S 4,432 55,649 40,57110 $11,077,361 S1,305.660 S4.701 2,356,540 81.86 79.9X 3,997 58,914 50,29111 S11,857,819 S1,124,075 S4.803 2,468,948 82.8J 80.32 3,585 61,724 60,61612 S12,591,165 S1,000,194 S4.901 2.568,967 83.32 60.72 3.312 64,224 69,55013 513,320,018 $966,389 S4.997 2,665,606 83.52 81.1% 3,262 66.640 75,59014 $14,081,866 S1,010,353 S5.090 2,766,641 83.72 81.52 3.405 69,166 78,7291S *14 ,87,345 S1,075,207 WS. 1O 2,874,162 84.02 81.9X 3,601 71,854 81,0910.09 0.05 0.05 0.13

..................................................................................................................................................

PALAMIERS: Initial Governent Budget (tOU GO) ....... SOInitilt Primry Shool Budget IXW PRIN) .... SOShare of Education in G OGM (ALF) ------------- O.O2Rate of Growth of SUD COY (RATE RU1N) -- 00------ 002Initial Budget Activiy I (BUD .)........... .SOinitial Budget Activity 2 (Ei2) SO.Initial Budget ActivIty 3 l -) ------ t.o- Initial Budget Activity 4 (IID-4) ---- SOInitlal Budgt Activity 5 (9UD-5) ---- SOinitial Budget Acti ty 6 (OUD-6) .............. SOInitial Budget ActivIty 7(WY) --------------- SOinitial Budget Actl.i.y 6 ().".. tSOInitial Budget ActIvity 9 (3139).SOInitial Budget Activity 10 soW 6 10) SORote of Growth Activity 1 (RAtE ..t) 0. 0.02

late of Act ty ~~~~~~~~0.02lete of rowth ActIvity 2 (RE2) .- -Itate of Growth Activity 3 (EATE.3).O.OXlate of Groth Activity 4 (E4)-.OX

Rate of Gemth Activity 6 (RATE 6) .0.--------- ooxRate of Grouth Activity 7 (PAE 7) 0--------- OOXNote of Arowth ctivity 8 (R..E.8). -0.0Olote of Arowth ActiVity 9 (ATE.9).0.02. OOXRate of Arowth ActiVity 10 (T.E 10) - 0.0Initial IMit Cost Per Student (lilT tXDDST) $3.20Cost of Aibinistration per teacher ICPT $0.00Cost of Maeteril per Student (COWS) .- -0.100Cost Construction per Student (CCPS) $10.00Prop. of leach. Shilfting Sol. Scale at Step 3 (X 3) 0.00Prop. of Teach. Shifting Sol. Scale at Step 6 (X 6) 0.00Prop. of Teacb. Shifting Sel. Scale at Step 9 (X-9) 10QInitial Number of Students In Priv. School (SPRYl) 0Linear growth Coefficlent of SPRVO (RSPRV) 0.00Init. Numb. of Entering Stud. In Priv. Sch. (ESPRVO O

oLinear Growth Coefficient of ESPRVO (RESPRY) 0.00Classroom Hours (C HOUR) ------------I----- -------- 20.004Classroom Sixe (C IIZE) ------.-------------.-- - 40.00moHws lought by leachers (HOUR TEC) -------------- 20.0X Of Entering Teachers to Salary Scale A (PCT A) 0.02X of Entering leachers to Salary Sceale 0 (PCI ) o.OxX of Enterins Teachers to Salary Seale C (PC C) 100.0XX of Enterins Teachers to Stlary Scale D (PCTJ)) O.OX

DATE IlCEtIS IwGETSEC Kw6Eane SCEIAIIS TOTALED UIGEICOY E(w/O PalmTO1TAL SECIIO06991 4,451,680 1,000,00N 2,000,00 130.00 7.553,680 6s,000,000 0.117 o.s9 0.

ssz 4,60,490 1,060,000 2,020,000 133,900 7015 390 66f950O000 0.117 0.59 0.

6993 4,872,412 1.,12.6W 2,040,280 137,917 o .174129 66,955,soo 0.119 0.60 0.

1m 5,292,576 1,1W1 016 2,060,602 142,055 8,686 244 71,027,255 0.122 0.61 0.

*9 S,827,719 1.Z62.47 2,001,200 146,316 9,317,720 73.158O0o3 0.127 0.63 0.

1996 6.479.471 1 3360226 Z,1z0202 100,706 10.070.422 75,352.815 0.134 0.64 .

1997 7,265,934 1,416,S19 2,123 ,o0 1SS,227 10.962721 77,613,399 0.141 0.66 0.

199 ,203,233 1,503,630 2,144:276 59,8& 12,0l1,017 n9n4 o0 0.1S0 0.6 0.

l9m 9,249,769 ,593846 2,165,713 164,650 13,174.010 52 340.0SS 0.160 0.7O 0.

2000 10,22,39 ,669,479 ?7:187371 169,621 14,269,86 84,110,257 0.168 0.72 0.

2001 11,057.s59 1.1 ,a4U 2 206.244 17470 16,032,620 87,354,565 0.164 0.74 0.

2002 12,591,165 160299 2,236,33? I7t,956 16,910,751 09,975,202 0.1in 0.75 0.

2003 13,320,015 2 062 196 2,25650 165,39 17,711.213 92,674,*58 0.192 0.75 0

2M04 14,08,66 2,132,925 2,276.167 190,9 . 161.896 95,454,69n 0.196 0.75 0.

2005 14,667.34S 2 260.904 2,296946 1V6,637 19,643,834 91,310,332 0.200 0.76 0. -

2006 14,887345 2396,558 2,321,938 202.S36 l,80m.3 101,267.882 0.196 0.75 .

0.054 0.0 0.010 . .M 0.06 0.030

4I.

0 5%

48 SJNEx~At=3.1 (a)-48 - PageIof I

b .................. , , m , , , , _ , , f

It", Spclficatiluo Uit TOTSL Cost Tur ofla. and le/lo. h. of Capacity Total Net lt ar Cost COST for tIlau

sulcipality Clussua pir coread clasts e La 11 5 etudt tatiotshift Al ua stdnt 1s (0003 11 IS$ [II

TOTALS 214 cuSUCL OOD 25335 10626,5............................... ,,.,.. ......._.............. _..........._-

TOTAL Iw 83 CUSSRO 2400 1008 52U8,6

__ TOTAL P11tWLf. 36 CUwSSI S 1lO0 1899 515 2006,1 551

I ULARN 11t 11 600 Z300 143 1,23 668,9 3- 8 2 CUAZU 12 400 1300 741 1,23 668,9 3

I3 SADUIA 12 600 1300 743 1,23 668.9 3

TOTAL sEcoiuT lst. 12 CUSS1oOIS 600 ISIO 51S 777,1 648

* I KIU AU 1llST 12 100 IS0 773 1,28 777,1 3

"TOL OTIEN 35 CUSSROOW 4690 526 2464,6. ......... . . . ......

I S9ICwNu 2t.cycl 20 900 2126 1300 1,44 t11C,6 1241 32 "0nu CIoI 9 320 1247 591 1,16 648,0 1025 23 TurI cTu [21 6 20 1317 310 1,2w 70J,0 2911 2

TOTAL mu. 131 CUaSAONS 6430 15U26 . 5378,0

TOTUL Psnut 8 CUIONoS 3400 742 358 2682,1 394

1 U1I1 ho. 4 U n00 1304 721 1,21 556,9 2 2* 2111 1 U= h. 11 I t00 1705 1027 1,14 675,8 t

3 Krum D J11o.176 20 1000 2397 1215 1,21 741,5 I4 1111 o.196 It 900 2076 104 1,16 707,8 2

0TOL SZCOIDART lst cycle 63 CL SSO 3030 6766 382 2585,9 427

I TfunA 12 600 1608 725 1,20 685,7 2I tuI NuA ZI TAIU 12 480 938 55 1,09. 313,0 1

3 IIGWOUTA *.lCt 18 900 2091 1041 1,15 758,9 14 cZum O.L 21 1050 21l2 1126 1,116 828,3 2

TOtAl 989 III ll0,0 0

toTs m Mu. 214 . U533 106t6,5

IryuX id Secoday lst.c.179 CUSSIM 1830 19456 8052,0

AIl PrLuay 104 5200 IUIO 4689.0All Seoa lst.ycls 75 3630 8276 3363,0.

Al othet 35 1460 5679 '25746-. ... a.e........e.................... ..........

Naks: III for Primar ad scondary lst.ccle, two skAIts[i1 lacliude haidia faciltlu

-49-

ANNEX 31 LbPage 1 of 3

Government policy letter (English translation)May 4, 1992

People's Republic of AngolaMinistry of EducationCabinet of the Minister

Mr. Francisco Aguirre-SacasaDirectorSout-Central and Indian Ocean DepartmentWashingtn, D.C.

Dear SLr:

I write to inform you of the Government's intended policy for the educationsector. As you know, the primary and secondary education sector has been the subject of in-depth studies since 1987. These studies were intended primarily to assess the sector's situation,and subsequently to identify the adjments needed to improve its qualitative aspects and ensureits gradual development, so that It can meet both the social demand for basic education and thedemand for trainig. This process has led to an overhaul of the education system at this level.

This overhaul of the system consists essentally of a structura reform and arstement of objectives. It aims first and foremost to increase the period of primary educationto six years, a step which, combined with qualitative support measures-curriculum adaptation andan increase in the wedey teacher education and training period-would enable students to acquirereading and writing md other basic skills, and to Improve performance at this level. Next, itwould help develop a lower secondary cycle to serve as a basis for an upper secondary cycle, aswell as for the various mid-level training programs that are lacking today. In particular, andwhere teacher aining Is concerned, the reform incorporates a program to train primary schoolteachers In one year following lower secondary education. However, during the transition periodbetween the two systems, training would take place over two years, so as to expand the generalknowledge of the fi*tre primary school teachers. TrWning of lower secondary teachers wouldtak place in one year after completion of upper secondary education, using the same two-yearsystem during the transit period. For the moment, the training of teachers for upper secondarywould contnue to be provided as before at the Instit Suprieur des Sciences de l'Education,pending the results of the ongoing and fure studies geard to higher education reform

This sctural reform wil be accompanied by quative measures, designed inparticular to make programs and examinations at the different education and training levels

p -~~~~~~~~~50-

ANEX 3.1 02)Page 2 of 3

relevant to the new situation and to present-day needs. While the new structure will naturally beused in the demonstration model schools, it will also be set up in all the new institutions, aspreparations are made to lay the bases for universal application of the new system. As you know,human resources represent one of the key factors of development, and Angola, for varioushistorical reasons, is still handicapped in this area, despite the efforts it has made under thedifficult conditions prevailing since independence. The new circumstances will certainly enable usto bring a more systematic approach to the task of developing education and training-as witnessthe structural reform mentioned above and the ongoing studies of higher education-and to be ableto call upon a larger volume of resources.

For the next decade, our priorities in terms of resource allocation in the sectorwill be ranked as follows: prflmary, secondary, and tertiary education, and, for each of thoselevels, improvement in the conditions and quality of education within the framework of the newstrdeture. In quantitative terms, the lack of available data makes it difficult to give estimates forall three levels beyond those already arrived at by the Angolan and Bank experts during theirappraisal of the financial feasibility of the reform process: specifically, an 8.5% rise in theprimary education budget (making it possible to bring up the enrollment rate from the present52% to 81% by the end of the decade), an increase in the secondary and higher education budgetsof, respectively, 6% and 1%, and, in more global terms, an increase in the overall share ofeducation in the Government budget from 12.5% to around 16% over the decade, this being themaximum in view of the large contribution we expect from private education. We anticipate that,with support from the project, we shall be able to determine these quantitative aspects withgreater accuracy, also incorporating the results of the ongoing studies on technical and vocationaltraining, and the recommendations contained in the higher education studies. This matter will bediscussed at the mid-term project review in May 1995. In any case, our objective is to workwithin our financial limitations to implement the reform of the system, in particular its qualitativeaspects, and to increase access to the different levels of education, the education of girls being asubject of prime concern.

The tasks facing us in the coming years are immense, and will demand the fulmobilization of all our potential. Within this framework, the decree of June 2, 1991 once againallows private education, and we intend to make a major effort, based on the private educationstudy to be conducted under the project, to take appropriate measures to facilitate and encourageit, development. Also, for the effective performance of all these tasks, it will be necessary toimprove and simplify the organization of the Ministry of Education. We shall tackle this aspectas soon as the results of the pertinent study are available.

One of the problems facing us is that of rehabilitation and maintenance of theeducational infrastructure. Since the time of independence we have not been able, for financial,technical and secudty-related reasons, to achieve our objectives in this area, despite our efforts,with the result that this infastructure is in serious need of rehabilitation. Now that the securityconstraint has been lifted, the problem of rehabilitation, whose long-term solution demandsspecific studies and strategies, is essentially a problem of absorptive capacity and of trade-offsbetween rehabilitation and new construction taking into account the trends in civil engineeringcosts. On the other hand, it is now possible to strengthen this infrastructure and to graduallywork toward the universal application of a maintenance system, for which the Division of

- 51 -

ANNKX A. Page 3 of 3

Construction, Iastucture and Maintenance would be responsible. The annual budget formaintenance discussed during negotiatons wll also be allocated. However, the settng up of anefftve mintenae system is a long and difficult proceSs, as you know, and we hope that, aftrthis initil phase, it wll receive a specific attention as part of a new project. One of our consntconcers wi be to reduce the high costs of constuction, to which end we shall pay parflarattention to the construction standards and technologies used for the new Institutions.

.L

In addition, I confirm that the Department of Studies, Planning and Projects is tobe responsible for Implemeaion of the First Education Project .Tus, Mr. Pinda Simao wi bein eharge, and conseqently ProJect Director. Mr. Narciso Damasilo Dos Santos Beneto wi beChief of the Construction, Equipment and Maintenance Division and wil be his deputy.

Sincery,

Antonio Burity da Silva NetoMInister of Education

/

Ii..**...*... ............. ............ ........ ...... 0-040 ........ .........................

reS tO9 C.I lo 1 re All res so 9ROW %qsla~sire. 0O ge WeO 06 .04 o*0 e*o reO re t'.O -awGot re S's ti2 SE 91 VS 05 S9 9L i a nUN 1wm put5

* . E.g~II Ile &IN a's Ile so4l SO6 too re3nb3$l f r re a's. s** 0*. O*S reS 9'S 1996All tI ro eam mum .. s.................. ......... .............

gee . a.s as. re 'S 5 00 re0 60 50 SMIUMAMBO el

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~o... . .......... _^w^

*a re rt WI rz r re sre sr gost usesqIs...... O... ---------------. ..................*4 6 00 0 1r Ole re 00 S W re SO_UN

ze 6 @0 * * r r | a-1

os to tI ' t-l a ll tee a's sl' so- We o a * .

se os6 sl i's Ise el res s0 Pe Wo so aim m suu3din r~~te We. t's elf reSO 0 reS I'S We l's fi i uma It

10.9 Vol~~~~~~~~~~~~~~~~~~~~~~u ume,Uh '31am0 mama ts rae ma4 zooai 3* 30 too re ulUmwlallu aI's tooi I,4 tooa Wemm reuuw reus le$ s11 ma 0 01 lmam

I's r re * re le * * 33 * a1mi1 n'**

C u s*t *r t-1~ 'A M't Mae *311 @ s 1 11111

* ** ~~~- *3 es

WAAN113Ine Sq Omsss Amoni30MI mam rie

VIMl-e - ts W.l . *s ** * * t* ;** @e @- "§"01 t

- 53 -

ANNEX 3.2Page 2 of 4

ANGOLAFIRST EDUCATION PROJECT

summary Accounts Cost Summary

._. .. ........ ' ei

,.,.. INV,,EN C. ________

A. Civil Work 1.7 9.5 11.2 85.0 40.9

B. Fumiture 1.6 - 0.7 2.3 30.0 8.3

C. Equipment & Vehicles 0.0 1.7 1.7 100.0 6.3

-V. Pedagogical Materia 0.2 1.2 1.4 82.6 5.2

E. Technical Awistance 0.0 4.4 4.4 100.0 16.1

F. Training1. LOcal 1.0 0.2 1.2 15.0 4.42. Foreign 0.0 2.7 2.7 100.0 9.8

Sub-Total 1.0 2.9 3.9 73.7 14.20. Honorares 0.0 0.8 0.8 100.0 3.0

TOTAL INVESTMENT COSTS 4.S 21.2 25.7 82.3 94.1.~~~~~

A. Operation & Mainnance 0.5 1.2 1.6 71.4 5.9

Total BASELINE COSTS 5.0 22.3 27.3 81.7 100.0Physical Contingencies 0.4 1.3 1.6 77.7 5.9Price Cotngencies 0.5I 1.8 2.3 76.S 8.4

Total PROJECTS COSTS 5 S.9 25.3 31.2 81.1 114.3

Values scaled by 1000000.0 - 1/16/1992 12:58

- 54 - 54 &NN~~~AEX 3.2

Page 3 of 4

ANGOLAFIRST DUCATION PROJECT

ffnenelng Ptan by Disbursent CategoryUS,,

IDA 6ov*rnment Total Local..... .-.--.------. ..... e ;--- ..................... -For. (Exet. Duties

-Amount Am t 2 Aimt X Exch. Taxes) LTax.

A. CIVIL WORKS 12.7 90.2 1.4 .9.8 14.1 45.0 12.1 1.2 0.8S. FURNITURE 1.4 51.0 1.4 49.0 2.8 8.9 0.8 1.8 0.2C. VEHICULtE EQUIPMENT 1.9 100.0 0.0 0.0 1.9 6.1 1.9 0.0 0.00. PEDA00GICAL MATERIAL 1.4 87.9 0.2 12.1 1.6 5.1 1.3 0.3 0.0E. LOCAL TRAINING 0.6 40.5 0.8 59.5 1.4 4.4 0.2 1.2 0.0F. TRAINING ABROAD 2.9 100.0 0.0 0.0 2.9 9.4 2.9 0.0 0.0G. TECHNICAL ASSISTANCE 4.7 100.0 0.0 0.0 4.7 15.1 4.7 0.0 0.0N. INCREW'TAL OPERATING 1.5 80.0 0.4 20.0 1.9 6.1 1.4 0.5 0.0

....... ..... i:........:.......... ........................................................

Total Disbursement 27.1 86.8 4.1 13.2 31.2 100.0 25.3 4.9 1.0

............................................................................................................

Values Scaled by 1000000.0 1/16/1992 12:58

~ 55 ~ ANNEX 3.2Page 4 of 4

ANGOLAFIRST EDUCATION PROJECT

Ffnancing Ptan by Project CanpanenesU#S,

tOA Covernenwt Total . Local................ - ...... .................. For. (Excl. Duties

Amount X Amount X Amount X Exch. Taxes) Tax.

A. PRIMARY ED.:ACCESS Z 6.1 84.7 1.1 15.3 7.2 23.1 5.6 1.2 0.4B. SEC. ED.:ACCESS * 6.4 83.8 1.2 16.2 7.6 24.3 5.6 1.4 0.4C. INIQ: CURRtCIJLA & EVAL. 0.9 9S.2 0.0 4.8 1.0 3.1 0.9 0.1 0.0J. IN1bE: TEXTBCOKS 0.8 81.0 0.2 19.0 1.0 3.2 0.7 0.3 0.0E. INE (TEACHER TRAINtNG) 0.9 86.8 0.1 13.2 1.0 3.4 0.8. 0.1 0.1F. ECONOMICS FACULTY 2.3 96.2 0.1 3.6 2.4 7.6 2.2 0.1 0.0C. M'NENT TRAINING CEITER 1.7 66.2 0.9 33.8 2.6 8.3 1.3 1.2 0.1H. STRENGTHENING MED 3.4 97.2 0.1 2.8 3.5 11.3 3.4 0.1 0.0t. OEV. OF MIS AT NIGHER 1.4 94.6 0.1 5.4 1.5 4.7 1.3 0.1 0.0J. PRE-INVESTMENT STUDIES 0.4 94.2 0.0 S.8 0.5 1.5 0.4 0.0 0.0K. PROJECT MANAGEMENT 2.7 91.5 0.3 8.5 3.0 9.6 2.6 0.3 0.0

Total Disbursaunnt 27.1 86.8 4.1 13.2 31.2 100.0 25.3 4.9 1.0

..............................e. 1................................................................Vatu*s 5cated by 1000000.0 1/16;1l.M2 1,2,:58

_ 56 -

ANNOC.3,Page I of 4

1. LITO OSLAT

A. StIng ap gf a eosrtion Model bEdatn

* * 1 EialIlmQncand Cnstucto .. . ................. .... ..-2.

- CLurrculum dgvelopwmN ... o.......... **...... .. ........ 30- Consultantn(auadon,teacetll, ealinatull ........... 6: . 1. o _ ............ 0 .... 9....... ... 6B. NuuouLaagu

3- Edm Maa ,W ............ ......... ........... ,CthMME

- Consultant for die defliniton and packaftn of training,-lblow up training of tnals and evaluatn. ................... IS

2. W t

- EAucado n ........ ..... 36

*AdIflltaOImODtDt( E P.... . . .. .. 600 Architect(GEPP)a*....9.99......9..... .... 90...9.9...42- PECronirm etpeaist (GEpp) . 6a Audit (GEPP. ... *..........9....9999999.99..99999999 -

C. er FAIC-

- Taches for the Falty of Ewcozs* . . 24a Condltan for mangmt ifmton aud orgaion any8,

systan d=elp dnin; lrpeealn * O*. . *, e. . .. 14

- 57 -

ANNEX 3.3Page 2 of 4

A. Terms of References

1. Setting up of a demonstration model

&Ahiaea signand ngjaosdg. Survey the sites, prepare the workingdrawings, describe the works and establish qantitdes for new constructions andrehabilitations; contribute to preparation of the bidding documents and Invitationfor bids; Organize supervision meetings ith the contractors during execution ofworks and participate in reception of works; certify aUl payments to thecontractors (Consultant firm selected from short list);

Criculum Deveigment Contribute to the definition of the objectives, anddevelop the methodology, and organize the adaptaion of the curricula of primayand secondary education as well for teachen training; Participate to theelaboration of an evaluation framework for the demonstration model andcontribute to the development and application of related instuments; Contibuteto the definition of teaching materials and to elaboration; traing of local staff;(Firm, university or individual selected from short list);

EUgIgn. Develop an evaluation framework for the demonation modelincluding an evaluation schedule and detailed guidelines for the daboration of themain instruments and their application. Conribution to the preparaton of theevaluation intumenft. ( University or individuals sdeccte from short Ust)

Teaesa _==. Define for the teacher training college the organization andtraining principles and deveop its broad objectives, study plan and podagogicalcontent, organization of teaching ad of classroom prcico, and eaminaonsystem (University or individual sdected from short list)

Teaching material. Review aeistng teaching materials, paticularly txbookstogether with the curriculum specialist, streamline their mnmber and propose newprintng standards to reduce cosu, prepare program and methodology for thedevelopment of teaching guides and contribute to training of the staff.(University Or individual selected from short list);

ProcuremetoLf.tebooks. Define texbooks procurement proce, steps andcontent for local staff, and prepare the procurment documents for texbooks andlibrary books; monitor the min steps of the process and review related contrat.(firm or individual slected) dirctdy);

-58-

ANNEX 3.3Page 3 of 4

2. Wd ._fl__

1ni:ng of staL Analysi of t needs in priority area;Deinion of tra objectives, conten and orgaization; Implemenaton andcontrbuton to fit taining and their eluadon (Firm or educatioAdministrative Training Center selectod from short list);

= . Definition of oducaion management component workprogm ad coordination; daboration with the financing consultant of long rangesratey for the sctor ad daled Investme proam; responsibility forstrenthening human resources managemae (Firm or Ididual selcted fromshort list);

* onau1fanL (organization, stastcs,plg,budgt). Orgizaonal analyis ofMOE and recommedations; review ad vlopt of statistical eonnairand training of local staff in anaysi and publication; eaboradon of a longstroW for the g iczaton of the rorm and prepuaron of detailldInvestm program. irm or Idvidua selected from short list);

Accuan. Responsibility for projec accounting and flnnes.(Firm orhIdividual list)

AcAhkz Responsiblty for finaiation of biddig documen d advs onprocadure, qaty of sevces ad ci wodr provied by archcal deipconsultants and constructon firms, and for athering data on constucion cos.(m sdected from short lst);

3 Prepartion of stadards biding documents and Ut of staff onIDA procedur; moniorn of first prcmnt to nosure th proceduresImpl Ion while training local staff. (Firm or Idiitd sdected from short

list);

Audk. Review of accout system ad procedures and audin of prjectaccounts. (irm selcted from short list);

3. l

E o. Teain of coonomcs nd ma -angt at the factwhile nadion teachers are on trainn aod. (Univesity or Indid sdelctdfrom dsort lst).

_orgma=and ognizatn nalyss anddevelopmen. Andysis of the university min orani andmctoni and decision makg alysis of tWpe d modkis of Informadon

codcdon and use and prepo of a program for th progre developmeof a manageme ionf aibon system. (Univas sdeected om a short lit).

- 59 -

ANNEX 3.3Page 4 of 4

4. SjUdies

- Organization and functionning of MOE. Analysis of the organization,functionning and staffing of MOE in relation to main functions and proposals toimprove organizational efficiency.( Firm or individual selected from short list);

- Analysis of higher education and development of strategy for adjustment. Reviewof the sub-sector qualitative, quantitative and cost efficiency issues anddevelopment of objectives, measures, programs and time-frame to addressthem.(Firm selected from short list);

- Role and potential of private sector in education. Undertake a review of the statusof the education private sector, and analysis of the constraints and issueshampering its development. Prepare specific recommendations to provide aincentives and a facilitating environment to the private sector.( Firm or individualselected from short list);

- Cost and fing. Carry out a cost and financing study of the educationsector,identify the inefficiencies and propose related improvement measures;develop scenarios regarding the education growth along takig into account theabove measures and the role of the private sector and their financial impact.andmake recommendations with regard to feasibility.(firm or individual selected fromshort list);

- Resturaucnffrmanm= teacbhe trining. Review the estimations of trainingneeds stemming from the new primary and lower secondary education structureand teachers upgrading needs and undertake the reorganization of the existingteachers training school and their map.(Firm or individual selected from shortlist);

- School ma=pg. Develop the methodology for primary school reorganzation andundertake the exercise in one municipality to serve as case study for training andtrain the administrators; carry out the school mapping for reorganizing secondaryeducation in close liaison with the teacher training study. (Firm or individualselected from short list);

B. Procurement.

- In order to streamline the procurement process, it is suggested that the GEPPproceed to the regroupement, to the extent possible, of the above technical assistance by typeof field and prepare related procurement document. Examples of such groupings could be:(a) curriculum development, evaluation, teachers training, and teaching material; (b) alltechnical assistance related to administrative training an management withill the MOEincluding school mapping; (c) grouping of technical assistance for the university. ITe sameapproach could be used for contracting the training in annex 3.4.

- 60 -

A&NNEX 3.4

ANGOLA

FIRST EDUCATION PROJECT

LIST OF -TRAINING ABROAD

A. Development of a demonstration ModelMan/Months

1. Rehabilitation and Construction

2. National Pedagogical Institute & Textbooks

- Curriculum development . ................ 12- Measurement and evaluation .9..... : . 9- Textbooks design and specifications .. 9- Textbooks evaluation.. 9

3. Primary teacher training

- School Management. 3

B. Educational Management

.1. Training of Administrative Staff

- Adult training and management .12

2. Educational management

- Planning .95- Budgeting .98- Human resources .85

3. GEPp

- Administration/Management .10- Procurement .12- Accounting. 6

C. Higher Eeducaffon

3. Faculty of Economics

- Refresher courses .................. 110- Post-graduate fellowships .216- Administrativetraining .2..... .24

- Statistics, management, accounting,library organization .24

- 61 -

ANNEX 3.5Page 1 of 6

ANGQLA

FIRST EDUCATION PROJECT

A.SUPERVISIO. SUMMARY

1. Bank Supervision input. Regular supervision needs are described in table 1 below. Inaddition, specific tasks such as review of progress reports, procurement and disbursement actions,audit review, etc.. .are estimated to require an average of twelve staff weeks of various specialistsinputs per annum.

2. Borrower's contribution to supervision

(a) Progress reports will be submitted twice a year, in April and October; they willcomprise a summary of implementation under each project component, as well as financial tables.The GEPP will collect inputs from each responsible head of component and prepare the reportswhich will be reviewed by the PCC before sending them to IDA.

(b) Once a year, in November 1 at the latest, a joint Government/IDA mission would beundertaken to review the draft investment and recurrent education budgets to ensure theapplication and financing of the reform; in addition, and by May 30, 1995 at the latest, aGovernment/IDA mid-term review would be undertaken to assess progress in achieving theproject development objectives; to facilitate this review, the Government will prepare by April 15,1995 at the latest, a mid-term project review document to be furnished, four weeks prior to thereview, to IDA and all the departments and agencies involved in project implementation.

(c) The GEPP will be responsible for coordinating arrangements for IDA supervisionmissions and for providing information to them.

(d) Mission briefing and wrap up meetings will be chaired by the Vice-Minister ofGeneral Education and, in his/her absence, by the Director of GEPP and will include all heads ofdepartments and agencies concerned.

- 62 -

ANNEX 3.5Page 2 of 6

Table 1: IDA supervision and input into key activitiesStaff

Schedule Activities Skill requirements weeks

06/92 Review of conditions of Educator 4effectiveness Architect

11/92 First Supervision Educator 8First review of PIP/PEP Economist

Management specialistArchitect

05/93 Supervision Educator 6Management specialistArchitect

11/93 Supervision Educator 8Second review of PIP/PEP Architect

Management specialistEconomist

05/94 Supervision Educator 6Management specialistArchitect

10/94 Supervision Educator 6Third review of PIP/PEP Management specialist

Architect

05/95 Supervision Educator 8Mid-term review Management specialist

ArchitectEconomist

11/95 Supervision Educator 6Fourth review of PIP/PEP Management specialist

Economist

05/96 Supervision Educator 4Managent specialist

10/96 Supervision Educator 6Fifth review of PIP/PEP Management specialist

Economist

- 63 -

ANNEX 3.5Page 3 of 6

05/97 Supervision Educator 6Management specialistArchitect

01/98 Completion iiducator 10Architect

- 64 -

ANNEX 3.5Page 4 of 6

B. PROJECT OBJECTII AND EVALUATION

Objectives. The project objectives are to start correcting the major inefficiencies in theeducation sector and prepare a strategy for the overall rehabilitation, revitalization and progressiveexpansion of the education system by:

(a) improving the quality of education through (i) strengthening the national Institutefor Educational Research and Developmewnt to enable it to carry out its functionsof producing relevant curricula, teaching materials, examinations and evaluationsystems;(ii) provision of textbooks for the demonstration and secondary schools;(iii) establishing a prototype Primary Teachers college; and (iv) rehabilitating andconstructing primary and secondary schools to be organized along the new 6-3-3structure;

(b) strengthening the management capacity of the education sector by:developing a capacity for the training of the sector's administrators; (b) improvethe central institutions capabilities for data collection, planning, budgeting andfinancial managesment; and (c) assisting MOE in its efforts towarddecentralization;

(c) improving the teaching of economics and prepare for addressing development andefficiency issues in higher education by: (i) increasing the quality of inputs at thefaculty of economics and (ii) enhancing the universitymanagement information system.

(d) studies and preparation of future investments

C. KEY PERPFOMANC,E IND IATORS

For monitoring progress with regard to these changes, the government and the Bank haveagreed on the following key performance indicators. They will form the basis of progress reportsand be jointly reviewed bu the Government and the bank on an annual basis and on the occasionof the mid-term review.

Pefrance IngdiatOrs

.91 92 93 9 95 96 197 95

a) S_ucte SW sebina time in dem on hools o wA.:- hnple_at of tw edbe ucation aRmau inanl arocla $J IN ALL NEW SCHOOLS

- Reducton of dal to two in ame primary a.nIowa SnIdu7 wbola Di ALL NEW SCHOOLS

b) Cwfv.k- Ct,mpbo and hbcdoao of th adaptd primary,

towe and uppe icoadary curicb ulan al mw olb DBC DiW IN ALL NEW SCHOOLS

- NumbU of textbooks dalibued to th deamaxigraand upFW acandary coob 23500

- Toal aI_ of libra books proided gosccndary Kcoob and to the Fulty of Ecommics 1750 1?

- Impkm4kation of the m coma of admnaislon,duato of tiiug and uawiculm. S

2. SW t- Comypklo of reabiiation of GEPP DEC

Nuber of prm and scoalry schools rhabtadand co_sunucted ONNumber of pimy and ecodary whoob powvided wihRhrture equiwand eduml namia -: 5Cao bioD of ie INIDE, Pamay Twa Taing ;Colege d the Center for Taining of Adniiniatra .SEf

and thOa cquiprori _

3. StaffDcv hoomer.-NumberofamaxsaWad type of local traiS.ngpMcbd for AdladaM nwvEd and comiphlcdll ft-y 6 1$ 30 34 34 34- Number of mamodhs of overea fellowsi,psawnrd 30 , 105 70 12

- Number of manluths of coeauftants, fiom odter thanthe admm o taining cener, uted snam alyfor taini of locl aff ,i ____

4. Studies- Number of studi co_un d and cosnpeed 1 3/ 2 115 2 _1- Sdies folow up and deciom '__.:

10Lfl

0

- Sbn. of gi aetsic. mnedm budget is dkn. tetgov P-mem w bdg 12.5

- SbU. of dacadtm -aWpl budgahe i o .d WAsoy c_ei_eaSgdd .NIA* Pagcwauaof lwd.cadmI-a su budget aflacatdSo qualky hetaL trx*ob and wwtrncl aeodd%

_sac I t ing mpevk CSOW I poubly by

- AMOS of beeSha Ncn et bgd laooed Soachod mietmue NrA 1.5 IS S4 1.5 5 I.S 1.5

'ear of Oim-" reviewIf Of wih SOW It X FPamy of Ecou_icaZI To be defad acbyou

34oHghe UAteaf m d EAacsbmc Peivteecoit cost and Iomaca, Nowo axkatyV Teactai aId pci a acoybod i1u aid prcMZI Tobe db4 bd ea year

0

asVW

AINEX 3. 6- 67 -

ANGOLA

FIRST EDUCATION PROJECT

ESTIMATED SCNEDULE OF DISBURSEMENT

(In USS mitlian)

URTER DISSURSEJENTS ACCUMULATED UNDISURSEDl _____________________ ____________________ _ D I SWRSENENTS BALANCE

FY93 __ l

2 1.7 1.7 2,.4

3 0.7 2.4 24.7

4 1.0 3.4 23.7

F Y94 _________

1 1.3 4.7 22.4

2 2.') 6.7 20.4

3 2.7 9.4 17.7

l4 3.0 12.4 14.7

FY95 _ _ _ ___ ___

1 3.2 15.6 11.9

2 3.5 19.1 7.4

3 2.5 21.6 5.5

4 1.2 22.8 4.3

FY96___________

1 0.7 23.5 3.6

2 0.7 24.2 2.9

3 0.6 24.8 2.3

4~ 0.6 25.4 1.7

FY97

1 0.6 26.0 1.1

2 0.5 26.5 0.6

3 0.3 26.8 0.3

4 0.2 27.0 0.1

FY98

1 0.1 27.1 0.0

- 68 - ANNEX3

Page 1 of 2

ANGOLA

FIRST EDUCATION PROJECT

STAFF APPRAISAL REPORT

DOCUMENTS IN PROJECT FILES

REF NO DOCUMENTS

GEPNERAL

1. Ministerio da Educagao; situagao actual da Educacao e Ensino e medida deemergencia, Luanda, 1984/ Ministry of Education; current situation of education and teachingandways and means of adressing them, Luanda, 1984.

2. Ministerio da Educacao; relatorio de balango do trabalho realizado pelo grupo depron6stico do Ministerio da Educagao da Republica Popular de Angola do mes de marco aomes de junho de 1986/ Ministry of Education; report of the evaluation task force Ministry'sof Education of A.ngola; 1986.

3. Ministerio da Educawao; orientagoes do Mlnisterio de Educaao para as tarefasprioritArias a desenvolver no Ensino de Base Regular;19871 Ministry's of Education guidanceregarding the priority tasks for the development of Basic Education; 1987.

4. Fundagao Callouste Gulbelian; Universidade Agostinho Neto, estudo global; Maio1987/Callouste Gulbekian Foundation; Agostiho Neto University's global study; May 1987.

5. World Bank; Angola: Education Sector Report; March 1988;

6. Ministerio da Educacao; Reformula;ao do sistema de educacao e ensino; Setembro19901 Ministry of Education; Reformllation of the Education System; September 1990.

7. Ministerio da Educacao; Universidad Agostinho Neto; Proposta de ReformnIa;ao desactividades academicas da faculdade de economia da Universidad Agosinho Neto; Setembro19901 Ministry of Education; Agostinho Neto University; Proposed project for the up daftgof the academic acivities of the department of economics of the Agostinho Neto University;September 1990.

8. Mlnistre de L'Educatios; Projet de Renforcement des Secteurs Sociaux, voleteducation; requ8te du Gouvernement; Juin 1991/ Ministry of Education; Social SectorRehabilitation Project; education component; Government request; June 1991.

-69 - AN 3.7

Page 2 of 2

WC)RRING PAPERS

9. Ministere de I'Education; Premier Projet Education: aspects quaitaifs du modtle dedemonstation; Decembre 19911 Ministry of Education; First Education Project quaitativeaspects of the demonstration model; December 1991.

10. Ministere de I'Education; Premier Projet Education: Architecture et genie cii;Decembre 1991/ Ministry of Education; First Education Project Architectare and civil works;December 1991.

11. Minisre de l'Education; Premier Projet Education: Istut Pedagogique National;Decembre 1991/ Mnisty of National Education; First Education Project NationalPesIagogical Intitute; December 1991.

12. Ministbre de l'Education; Premier Projet Education: Instit t National de l'Education;Decembre 1991;/ Ministry of Education; First Educaion Project National stitute ofEducation; December 1991.

13. Ministbre de l'Education; Premier Projet Education Education: AmElioration desCapacites de Gestion du Ministbre; Decembre 1991/ Ministry of Education; First EducationProject; Improvement of the Ministry's Management Capacity; December 1991.

14. Ministbre de lIEducation; Premier Projet Education: Centre de formaion desadmini S du sectur; Dembre 19911 Ministry of Education; First Education Project;Center for the trang of the secto-'s administrars; Decemberl991.

15. Mnistere de MTducation; Premier Projet Education: Renorcement du Systmed'informaion et de gesgdon de l'UnITenite; Decembre 1991/ Ministry of Education; FirstEducation Project; Strengthening of the University's information and management system;December 1991.

16. M1nistbre de lEducation; Universite Agostinho Neto; Premier Projet Education:Amelioration ualtative de la aculte d'economie; Dcembre 1991/ Ministry of Educaion;University Agostnho Neto: Qualitative improvement of the faculty of economics, Decmber1991.

17. Mlnistbre de lEtducation Nationale; Cabinet d'Etudes, de Planification et des Projets:Division des Const-ucions et des Equipemens; Decembre 1991/ Ministry of Education;Office of Studies, planing and Projects: Division of Constuction and Equipment; December1991.

- 70 -AiNNEXR 3.8

ANGOLA

FRT EDUCATTON PROJECT

ESTIMATED SChEDTULE OF DISBURSEMENT

(In `USS milion)

ACCUMULATED UNDISBURSEDQUARTER DISBURSEMENT DISBURSEMENTS BALANCE

FYi93

2 1.7 1.7 25.43 0.7 2.4 24.74 1.0 3.4 23.7

FY941 1.3 4.7 22.42 2.0 6.7 20.43 2.7 9.4 17.74 3.0 12.4 14.7

FY95

1 3.8 16.2 10.92 3.5 19.7 7.43 2.0 21.7 5.44 1.1 22.8 4.3

FY96

1 0.7 23.5 3.62 0.7 24.2 2.93 0.6 24.8 2.34 0.6 25.4 1.7

FY97-

1 0.6 26.0 1.12 0.5 ;..5 0.63 0.3 26.8 0.34 0.2 27.0 0.1

FY98

1 0.1 27.1 0.0

KENYA w A 9a ^ ANGOLA IBRO 23598

FIRST EDUCATION PROJECTZAIRE TANZANIA PROJECT ELEMENTS: Al in LUANDA ex':p, ph oi:ir c,., n*OD

1, DEVELOPMENT OF A DEMONSTRATION MODEL FOR 0 SELECTED TOWNSMALAWJ EDUCATION:

SCHOOLREHABILTATIONANDCONSTRUCTION ® PROVINCE CAPITALS

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a 0 o _SvvCONGO e_n r I^ *16 UNNrESITYSMANAOEM ENTINFORMATIONSYSTEM PROVINCE BOUNDARIES

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