Document of

The World Bank

FOR OFFICIAL USE ONLY

Report No. 4153-TUN

STAFF APPRAISAL REPORT

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

November 29, 1982

Education and Manpower Development DivisionEurope, Middle East and North Africa Region

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

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FOR OFFICIAL USE ONLY

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

STAFF APPRAISAL REPORT

Table of Contents

Page No.GLOSSARY

BASIC DATA

I. THE EDUCATION SECTOR . ................................. 1

A. Socio-Economic and Sector Background .1B. Education and Training Issues. 2

MOE Related Issues .3 -

MOA Related Issuess. 5C. Government Strategy. 8D. Bank Lending for Education. 9

II. THE PROJECT ............... 11

A. Project Objectives and Scope .11B. Project Description .13

Bureau of Agricultural Education Studies and Planning. 13National Agricultural Instructor Training Center .14Higher Level Agricultural Institutions .15Agrictultural Secondary Schools .15Agricultural Training Centers .16Primary Teacher Training Colleges .17Studies of Technician Education and Training Systems.. 18Technical Assistance .19

III. PROJECT COSTS AND FINANCING .................................. 20

A. Project Costs .20Basis of cost estimates .21Contingency allowance .22Foreign exchange component .22

B. Project Financing .22Recurrent costs .23

C. Procurement .23Disbursements .23

D. Accounts, Auditing and Reporting Requirements .24

This report is based on the findings of an appraisal mission to Tunisia inMarch 1982. The mission members were A. Zhiri, General Educator (MissionLeader), M. Wilson (Education Planner), M. Mahmoud (Architect), J. Quintero(Agricultural Educator), and N. McEvers (Economist, Consultant).

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

Table of Contents (Continued)

Page No.

IV. ORGANIZATION AND IMPLEMENTATION ......... .................... 25

A. Organization and Administration. 2

B. Implementation .............. 25C. Design and Supervision of Civil Works. 2D. Sites ... & 25E. Equipment Lists. 25

V. BENEFITS AND RISKS ....................................... 26

A. Benefits . ...................................... 26

B. Risks .......... ............................ 26

VYI. AGREEMENTS AND RECOMMENDATIONS ............ .................. 27

ANNEXES

A. Charts

1. Structure of the Education and Training System2. (a) Implementation Schedule for the Agricultural Education

Component(b) Implementation Schedule for the Four Primary Teacher

Training Colleges(c) Implementation Schedule for Planning and Technician

Education/Training Studies

B. Tables

1. Comparative EducatLon Indicators

2. Five-Year Plan; Selected Education Targets3. Primary School Teachers: Projected Demand and Supply 1982-199Y4. Fifth Education Project Institutions' Recurrent Expenditures,

1982-19915. Primary Teacher Training Colleges: Unit Cost and Gross Area

Per Student Place6. Summary of Estimated Project Cost7. Estimated Schedule of Disbursements *

MAP'

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

STAFF APPRAISAL REPORT

CGlossary

ATC Agricultural Training CenterAS Assistant EngineerAT Assistant TechnicianCE Chief EngineerDERV "Direction de l'Enseignement, de la Recherche et de la

Vulgarisation" (Directorate of Education, Research and

Extension)Ecole de Base The Nine-Year System of Basic EducationEEC European Economic CommunityENI "Ecole Normale d'Instituteurs" (Primary Teacher

Training College)ESIAT "Ecole Superieure des Industries Alimentaires de Tunis"

(Higher Level Institute of Food Industries of Tunis)NAITC National Agricultural Instructor Training CenterHLAI Higher Level Agricultural InstitutionINAT "Institut National d'Agriculture de Tunis" (National

Agricultural Institute of Tunis)ITM "Initiation aux Travaux Manuels" (Introduction to

Practical Work)MOA Ministry of AgricultureMOE Ministry of EducationMOHE Ministry of Higher EducationMOPF Ministry of Planning and FinanceOffice Office of Vocational Training and EmploymentPIU Project Implementation UnitPTTC Primary Teacher Training CollegeVTC Vocational Training Center

% a

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

STAFF APPRAISAL REPORT

Basic Data 1/

1. Population (estimate 1981)

Total 6.57 millionRate of growth (1975-80) 2.67O p.a.Rural population as 7. of total 48.17.GNP per capita (current prices 1981) US$1,420

2. Labor Force and Employment (estimate 1980)

Agriculture, Fishery and Forestry 551,700 35.0OMining and Energy 46,70U 3.07.Manufacturing 299,900 19.07.Construction 158,100 10.07.Services 248,200 15.77.Administration 213,200 13.5%Other 59,100 3.87.

Total Employment 1,576,900

1/ Reflects revised figures appearing in the Government's Sixth DevelopmentPlan.

Basic Data (Continued)

3. Education and Training (1981/82)

Level Grades Enrollments As % ot Age Group % Female

MOE and MOHE:

Primary 1- 6 1,080,036 lO 2/ 42Secondary 7-13 306,301 30 37

of which:Vocational 7- 9 63,288 32Technical 10-13 19,486 26(industrial/commercial)

Higher 14-18 32,832 N.A. N.A.

Agriculture (MOA);

Secondary 7- 9 2,70810-13 640

Post-Secondary 14-18 1,032

Vocational Training (Office);

VTC (Est.) 7- 9 7,200Apprenticeship 7- 8 18,000

Adult Literacy Rate (1980): Urban 65%; Rural 38%

4. Public Expenditure on Education and Training (MOE and MOHE only)

1979 1952 (est.)(Million DT)

(a) Total MOE/MOHE Recurrent Expenditures 139.0 241.3(b) Total Central Government Recurrent

ExpeiUiL LUL CO o01.9 l,072.0(a) as a % of (b) 23.1 22.5

(c) Total i vEiYiOHE Capital Expenditures 27.1 49.0(d) Total Central Government Capital

Expenditures 308.3 467.0(c) as a % of (d) 8.8 10.5

(e) Total MOE/MOHE Recurrent and CapitalExpenditures 166.1 290.3

(f) Total Central Government Recurrentand Capital Expenditures 910.2 1,539.0(e) as a % of (f) 18.2 19.0

(g) GDP (current prices) 2,935.0 4,607.0(h) Total MOE/MOHE Expendlitures

as a % of GDP 5.7 6.3

2/ Includes overaged students.

Basic Data (Continued)

5. Monetary Unit

Tunisian Dinar Rate (1982); US$1.00 = 0.56 DT

6. Fiscal Year

January 1 - December 31

7. School Year

September to June

I I

I. THE EDUCATION SECTOR

A. Socio-Economic and Sector Background

1.01 Tunisia has made considerable economic and social gains over the pastdecade and stands amongst the top third of less developed countries with a percapita GNP of US$1,420 (1981). Over the decade GNP growth has been surpassedin the region only by that of the capital surplus oil exporting countries and,in the North African sub-region, that of Algeria and Libya. Due to liberalpolicies emphasizing export promotion and allowing for more privateinitiative, the country's GDP rose in constant prices by 8.0% annually during1969-80, compared to 4% during the 1960's. In agriculture, stronger effortsto promote individual farming, together with favorable weather conditions,resulted in a near doubling of production, a remarkable turn-around from thecontinuous decline of the 1960's. Manufacturing grew rapidly and tourism waspromoted with marked success. There was also a comparatively rapiddevelopment of social infrastructure, especially the education and trainingsystem.

1.02 Tunisia's population (6.57 million in mid 1981) is now calculated tobe growing at a high average of 2.6% per annum. Emigration prospects whichmitigated some of the worst effects of rapid population growth are not ashealthy as they were and, for instance, European demand is expected to benegligible over coming years. The apparent reluctance of trained Tunisians toseek employment in Saudi Arabia and the Gulf States is reinforced bycompetition from South Asian personnel willing to work for lower salaries.Migration to Libya is subject to the political vicissitudes of inter-staterelations. Rapid population growth affects both employment and schooling.With total working age population increasing at a hign 3.4% per annum, and agrowing share of that population (particularly females) seeking salariedemployment, the number of new jobs would have to increase by around 4% perannum to absorb all new job seekers which is a difficult target to achieve(para. 1.03). Again, total school enrollments are expected to grow by 4.6%per annum during 1982-91, in contrast to 2% per annum over the past decade,the Government will have to provide inter alia sufficient, qualified teachersand other necessary inputs to consolidate gains already achieved especially inprimary schooling. These last considerations, respecting education andtraining, have been incorporated into measures programmed under the SixthNational Development Plan (1982-86) (paras. 1.21-1.23).

1.03 The Sixth Plan seeks to promote structural adjustment to thepost-hydrocarbon era and to sustain a GDP growth objective in the range of 5.9to 6.1%, depending on agricultural performance. The Plan calls for a varietyof measures including accelerating growth of the non-oil, directly productivesectors, and raising their labor intensities in order to alleviate growth inunemployment (employment creation is targeted at a 4% annual growth rate toresult in 300,000 new jobs). The Plan also aims at improving the quality andmatching the content of training with needs for trained manpower in thosesectors which have been assigned priority for investment, such as

agriculture. Agriculture, which accounts for a high 35% of the Tunisianworkforce, receives about 20% of the Sixth Plan investment (compared to 13%allocated under the Fifth Plan). Agricultural strategy aims at increasingoutput by 5.0% annually in constant 1980 prices (compared with 3.6% per annum

in 1972 prices achieved during 1972-81), towards the ends of reducing importdependency, gaining food self-sufficiency, and boosting exports of high

quality products to Mediterranean, Western European and Middle Eastern marketsin which Tunisia must maintain and enhance its competitive position. The PlanReview by the Bank endorses these objectives.

1.04 Tunisia has progressed remarkably since independence in establishingan education infrastructure quantitatively commensurate with national needs.By 1981/82, gross enrollment ratios stood at 100% for primary and 30% forsecondary schooling, female participation rates were 42% in primary and 37% insecondary, and Tunisianization of teaching staff was 100% in primary, 84% insecondary and 81% in tertiary, rates which compare favorably with those ofother countries in the region. The Ministry of Education (MOE) is responsiblefor formal education and training which include primary (six grades), lowerlevel general and vocational secondary (three grades), and upper level generaland technical secondary (four grades). Higher education under the Ministry ofHigher Education (MOHE) is provided by the University of Tunis and a number ofspecialized institutions. The Ministry of Agriculture (MOA) has succeeded insetting up an agricultural education and training infrastructure which, givenrevisions now underway in its offering and content (para. 1.23), will coverthe country's needs. Agricultural education suffers, however, from inadequateinstructional resources and from insufficient tailoring of courses andgraduates' profiles to changing needs. Improvement of instruction andimproved planning are, therefore, priorities.

1.05 Quantitative progress in education development has not been matched

by qualitative improvements (paras. 1.08-1.12). Moreover, laudable earlierattempts aimed at overcoming outmoded pedagogy, an insufficient supply ofqualified teachers, inadequate standards of didactic material andchronological retardation have had only a limited success in reducing highrates of grade repetition and dropouts, especially in primary schooling (AnnexB, Table 2). In a fresh effort in the previous plan (1977-81), the MOE haswith more success; (a) introduced practical subjects to provide primaryschool pupils in grades 5 and 6 with prevocational exposure; (b) grafted ontothe school system compensatory arrangements such as an extension of theprimary school cycle to grades 7 and 8 in order to give prospective schoolleavers vocational preparation; and (c) sought to reorient secondary schoolenrollments towards vocational courses (first cycle) and technical studies

(upper cycle), and to shift university enrollments towards science andtechnology (Annex B, Table 2).

B. Education and Training Issues

1.06 These, as they relate to general schooling and the agriculturalsector, are discussed below. However, management and planning constraintsrepresent one key issue common to both.

1.07 The education and training sub-systems require effective managerialdirection and the application of modern management and administrativetechniques/pratices at all levels especially as the scale and complexity oftheir operations grow. The absence of coordination between sectoral agenciesresponsible for education and training activities is widespread (despite adhoc inter-agency committees set up for this purpose); units within the sameagency fail to coordinate and even at times to communicate with one another.

On the other hand, implementing educati'-).al `I?forms of the kind contemplatedin Tunisia is a complex task requiring s,:-ong iLw,ititutional :i--angements and ahigher than present calibre of personnel trained in educationaladministration. Managerial problers of education/training require an in-depthinvestigation leading to a master plan of action for institutionaldevelopment. The planned studies of technician level training (para. 2.25)will pay close attention to the managerial and administrative implications ofa rationalization of programs at this level.

MOE Related Issues

1.08 These relate to internal and external efficiency, teacher trainingand education finance. Low internal efficiency of the primary scnools isreflected in high dropout and repeater rates, which reached an estimated 27%and 50%, respectively, in grade 6 in 1981. The Government is concerned aboutthe continued low completion rates in the system; 62% at primary level, 77%in lower secondary, and 48% of upper secondary general receiving thebaccalaureat. The flow of students leaving without formal qualificationsamounts to over 100,000 per year (80% from the primary level). The mainproblem at this level is the quality of teaching. Thus, one of its mainstrategies to increase internal efficiency is the improvement and expansion oftraining programs to replace substitute untrained teachers, the latter oftenrecruited from among unsuccessful secondary graduates or leavers who oftenlack the dedication and a sufficient base of general education to ensurecontinuity and quality of service. Poorer regions tend to suffer in theprovision of teachers, the more qualified and experienced teachers preferringposts in the urban areas. Consequently, government pol c,y is now to recruitand train primary teachers within the disadvantaged areas.

1.09 The Government envisages improvements in the internal efficiency ofprimary schooling through reductions in class size and the introduction ofquasi-automatic grade promotion. Average class size was lowered from 37 in1979/80 to 34 in 1981/82; it is to be gradually reduced to 30 pupils per classunder the "Ecole de Base" (the nine-year system). However, during the FifthPlan period, similar reductions in size and in pupil-teacher ratios yielded noimprovement in recorded rates of internal efficiency. The experiment withquasi-automatic grade promotion that was carried out during the Fourth Planperiod led to a high concentration of repetition in the sixth year (the end ofthe primary program) and had no positive impact either on student learning oron attrition (which increased especially in the fifth year). Because ofbudgetary constraints, this measure was not accompanied by vital complementary

measures, e.g., appropriate pedagogical methods, in-service teacher training,remedial classes and supplies of better didactic materials. The Government isreconsidering this policy and will experiment with modest increases in classsize, investing the annual savings that result in textbooks and more qualifiedteachers. Promising strategies to reduce grade repetition and to limit"dropping out" could then be tested and evaluated during the first stage ofthe "Ecole de Base" installation (1984/85-1986/87).

1.10 Primary Teacher Supply. An immediate and urgent issue is the

shortage of qualified primary school teachers. The Government plans to expandprimary teacher training to ensure an adequate supply of qualified teachers tomeet the shortages of grade 1-6 teachers and of the subject teachers for

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grades 7-9 who will be required to implement the "Ecole de Base" (Annex B,Table 3). Enrollments in primary education (grades 1-6) have increased from957,000 in 1976/77 to 1,080,036 in 1981/82, and are expected to reach1,350,800 in 1986/87 and 1,673,000 in 1994/95. Therefore, an additional13,600 primary school teachers should be trained during the next five years tomeet the additional annual increase in enrollment and for the replacement ofteachers. Since 1977, the low numbers of qualified teachers produced by thesix existing Primary Teacher Training Colleges has led to heterogeneousrecruitment often directly from among the ranks of secondary school graduatesor leavers without pedagogical training. Consequently, the quality of primaryeducation has suffered. The current Development Plan clearly recognizes this,and stresses recruitment of teachers who have a solid secondary education plustheoretical and practical pedagogical training. This proposed projectaddresses this issue. In the meantime, a transition plan for the training of10,000 required teachers has been prepared by the Government and reviewed bythe Bank and will become effective as of October 1983 (para. 2.22). The

remaining 3,600 will be trained in the existing teacher colleges.

1.11 External Efficiency. The shift of emphasis from general to more

practical technical and scientific studies at the secondary level isfundamental to the process of growth and modernization. Specific vocationalcourses in a formal school setting are usually not effective. Courses riskbeing out-of-step with changing employment needs, because schools are not incontact with the world of work. This problem already exists in the MOE'slower secondary vocational courses and in its upper secondary technicalschools ("lyc6es techniques") whose graduates have faced difficulties infinding employment in recent years. This situation has arisen largely dueto: (a) the lack of contact between the schools and employers, leading toinadequate knowledge of labor market needs; and (b) courses that are too

job-specific and/or given to students who have neither the general educationbase which enhances. eventual re-training, nor the maturity to exerciseoccupational choice. Specific vocationally-oriented courses (for skilledworkers) would in the future be given outside the formal school in contextsmore in touch with the work place. For technicians, training would be givenin post-secondary technical institutions or specialized institutes on thebasis of solid general scientific aLnd technical studies acquired in secondaryschool. Consequently, studies related to needs for technician level training

for the productive sectors are required to identify the principal types oftraining and their place in the educational structure. The proposed projectwould support the studies (para. 2.25).

1.12 MOE Finance. During the past decade, the annual increase in totalschool enrollments at all levels averaged about 2.0% (less than in previousdecades). While the burden of education expenditure has declined somewhat,from 8.7% of GDP in 1970 to 6.0% in 1979, it is still heavy. The share oftotal government outlays absorbed by education and training also declined in

that period from 27.0% to 17.0%. Towards the end of the decade, however, thepace of enrollment growth quickened due in large measure to the expandedprogression of pupils upward from the primary through the secondary andtertiary levels of schooling. Total enrollments are now expected to grow by4.6% per annum during 1982-91. Enrollment growth, combined with the practiceof granting generous teacher salary raises under pressure from the unions,could raise education and training's share of GDP to 8% by 1986, exceeding200% of total government expenditure. The educational reform anddecentralization and equalization of educational opportunity/quality betweenregions will also impose additional costs. Consequently, the Government is

exploring measures to use resources more economically (e.g., improved schoollocation planning and utilization ef plant and teachers, and reduction of unitconstruction costs) based on results of the studies carried out with technicalassistance financed under the Bank's third education project. Also undercurrent examination by the Government are the possibilities of introducingschool fees at all levels, fixed according to ability to pay, and of reducinguniversity scholarship recipients from 80% to 60% of the student body.

MOA Related Issues

1.13 These issues relate to manpower needs and sources of technicallytrained personnel in agriculture.

1.14 Manpower Needs. The past decade has witnessed the emergence ofstructural diversification in agricultural production, increasing cropspecialization, and growing technical sophistication in farming methods andapplications, processes that will continue to characterize Tunisia'sagricultural production during the next two decades. In consequence, therewill continue to be mounting demands for technically specialized, trainedmanpower. In the school year 1981/82, Tunisia's agricultural training centersand schools could accept only 43.0% (11,662) of all the technicians, farmersand skilled workers who applied for specially tailored short courses ("stagesa la carte") including ad hoc refresher training. Completion rates for thesecourses, on the other hand, tend to be high: 80-90%. Much of this effectivedemand has stemmed from local farmers' desires to acquire new croptechniques. As for the public sector agencies, they are experiencingshortages in their technical services of middle-level agricultural technicianswho are specialized in areas such as irrigation works and hydrology, irrigatedcrop farming, agricultural mechanics, rural engineering and animal husbandry.These specialists are needed to back-up local extension agents and ensureeffective linkages between agricultural research, extension and thecooperative and private farming communities.

1.15 Except for those trained for the food processing industry, graduatesof formal agricultural secondary and tertiary education are employed largelyby the public sector, e.g., the MOA, the autonomous agencies (the "Offices")and the para-statal enterprises, The MOA's estimation of annual needs foragricultural technicians is based on the Government's financial capability toemploy as reflected in their annual "loi des cadres"--the rule that governsthe maximum establishment size of public sector agencies. Due to the lack ofadequate labor force and manpower data on the agricultural sector, theGovernment has been handicapped in adjusting the capacity of agriculturaltraining and extension and, hence, the financial parameters of the "loi descadres" to the demands of agricultural production. This lacuna, however, willbe remedied once the Bureau of Agricultural Education Studies and Planning,established under the proposed project within the MOA's Directorate ofEducation, Research and Extension (DERV) implements the required surveys andstudies (para. 2.04).

1.16 The Government intends to reorganize and strengthen its agriculturalextension and research services starting 1985, based on the work of the Bureauand on the findings of the feasibility studies to be financed under a Banktechnical assistance loan to Tunisia (President's Report No. P-3306-TUN ofAugust 26, 1982). While more precise estimates of trained manpower and itsdeployment must await the outcome of these studies, a recent employers' survey

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of the public sector requirements for the Sixth Plan period, based on projectsprogrammed under the Plan, reveals a demand for 5,440 technicians. Incontrast, estimated effective demand under the "loi des cadres" amounts to3,260 for the Sixth Plan period. Sixth Plan policy decisions also encompassredeployment of the existing extension agents, establishment of 200consolidated extension units or "Cellules Territoriales de Vulgarisation(CTVs)," and staffing of CTVs with agents who are selected on the basis ofaptitude testing and trained in extension methodology. Overall demand,therefore, would be greater than the annual estimated requirements under the"loi des cadres" for agricultural technicians as summarized below (Table 1);

Table 1: REQUIREMENTS FOR PUBLIC SECTOR AGRICULTURAL TECHNICIANS(1982-91) a/

Annual Annual AverageAverage Output from Manpower

Requirements System Balances

High-level technicians

Veterinarians 4 0 40Chief engineers 60 25 (-35)Public works engineers 12 0 120 _

Subtotal 220 185 -35

Middle-level technicians

Assistant engineers 190 145 (-45)Assistant technicians 235 195 (-40)

Subtotal 425 340 (-85)

TOTAL 645 525 (-120)

a/ SOURCE: MOA/Directorate of Administrative and Financial Affairs data, andmission estimates of MOA recurrent finances and "Loi des cadres"requirements. Estimates exclude forestry and fishery services.

1.17 Sources of Trained Manpower. The existing four agriculturalsecondary schools produce an average of 75 assistant technicians (ATs) perannum. These will be supplemented by approximately 120 graduates of theagricultural training centers (ATCs), making a total of 195 ATs. The ATCsoffer a three-year program, some of whose graduates (120) take special courses("stages") in the secondary schools to upgrade them to qualify as ATsspecializing in agricultural machinery, rural engineering and irrigated cropfarming. Requirements for assistant engineers (AEs) and for high-level

technicians will be met by the Higher Level Agricultural Institutes (HLAIs).However, a shortfall in field supervisory personnel in the chief engineer (CE)category is likely. These engineers are trained at the National Institute ofAgronomy of Tunis (Institut National d'Agriculture de Tunis--INAT). INAT'sprogram of studies has been revised to enable this HLAI to devote itselfexclusively to the training of CEs in a six-year course. Finally, for skilledworkers the ATCs are to produce an average annual output from their three-yearprograms of roughly 830. ATC graduates who opt for employment in the privatesector will be placed there by the Office of Vocational Training andEmployment (hereafter referred to as the Office) under contractualarrangements ("Contrat- Formation-Emploi") between the Office and employers.Such arrangements, heretofore made only with private industrial and commercialenterprises, have now been extended to agricultural employers; they provide aninitial year of on-the-job training as a preparation for permanent employment.

1.18 At present, however, as identified by the Bank/Unesco subsector studyof agricultural education and training (1980), there are serious qualitativedeficiencies which are addressed by this project. They are; (a) the poorquality of instruction and/of training programs; (b) the insufficient numberof qualified agricultural teachers/ instructors; (c) the lack of effectivelinkages between agricultural research, extension, and the cooperative andprivate farming communities; and (d) failure to monitor changing needs throughmanpower and educational analysis and planning. Consequently, the Governmentproposes to give priority to qualitative improvement of the existing trainingestablishments. To this end, it is taking measures which include;(a) improved curricula; (b) upgraded qualifications of teaching staff;(c) better management of school farms and facilities; and (d) remedy ofcurrent deficiencies in farming and didactic equipment.

1.19 The quality of teaching and training will be improved to enable the

HLAIs, Agricultural Secondary Schools and ATCs to meet needs for technicalpersonnel specialized in areas such as irrigation works and hydrology,irrigated crop farming, agricultural mechanics, rural engineering/maintenance,and animal husbandry. These subject-matter specialists are vitally needed toback-up the cadres of existing extension agents and thereby ensure operativelinkages between research, extension and the private, including cooperative,farming community. New programs are also needed to furnish the technical andextension services with qualified field supervisory personnel. Theseobjectives require significant upgrading of the instructional staff of theagricultural education/training system. Consequently, of the present totalfigure of more than 500 permanent agricultural teachers/instructors,in-service training will be organized for about 24% a year. In addition,about 300 rural, primary school teachers of "ITM" prevocational subjects inagriculture (grades 7, 8 and 9) will be trained per year on behalf of the MOEduring the Sixth Plan.

1.20 Recurrent costs of agricultural education and training have tended to

be high (15.7% of total MOA estimated recurrent outlays in 1982), due to theoperating expenses of school farms which are nevertheless an essentialcomponent of the practical studies. Existing regulations preclude the use ofschool farm revenues to offset school operating costs. However, the MOAintends to specify measures designed to make budgetary procedures moreflexible, permitting the proceeds from the sale of produce to meet the cost ofinput factors. Initially, this measure would be applied to all of the

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proposed project institutions (paira. 2.04). Other measures to rationalizeagricultural schooling costs are expected to lower its burden progressively toabout 12.3% and 8.0% of the MOA's recurrent outlays in 1986 and 1991,respectively (thereby freeing resources for the improvement of agriculturalextension and research). These other measures includez (a) a consolidationand streamlining of agricultural secondary schools whose number has beenreduced from 7 to 4 in 1981/82, with enrollments stabilizing at around 450 by1986; (b) a gradual phasing out of some of the ATCs (and their conversion toother uses such as research and experimentation) causing their full-timeenrollments to drop from 2,700 (1982) to 1,650 (1990); and (c) an increase inthe numbers of trainees in short, intensive practical courses ("a la carte")whose numbers, based on full-time equivalency, would rise between 1982 and1990 from 9.5% to 60.0% of the clientele served in secondary schools, and from50% to 60% of the clientele served in ATCs. This expansion of "a la carte"training will boost the rate of capacity utilization from 70% to over 80% by1990 in secondary schools and will maintain full utilization of ATC capacity.

C. Government Strategy

1.21 In the context of the Sixth Plan a major structural reform is beinglaunched to enhance the quality and external efficiency of education whilemaintaining qtantitative and equity targets in previous plans. The reform inrelation to s "'ooling aims to improve quality by ensuring mastery andretention of -1eracy and numeracy skills through a longer period of schooling(nine years :aiseaa of six years), thus giving students a better base("trainability") for further education and training. Specifically, thereform, beginning in 1984, would retain an average of 33,000 pupils per annumin school--who would otherwise leave the system--for an additional three yearsof education. However, the successful transformation of the six-year cycleinto a nine-year will depend on well-defined strategies at the school level toattain improved efficiency. Such measures are still on the drawing board.Consequently, the reform will be introduced gradually through a pilot phasewhich emphasizes systematic evaluation and allows for adjustments to be madeas necessary. The planning and development of new secondary schoolingstructures and content will be carefully orchestrated in coordination with theintroduction of the "Ecole de Base". Planning of the secondary level reformwill address curricula, and appropriate changes in the mix, the quantity andquality of school inputs, books and materials for students and teaching aidsfor teachers). It will also focus on the training and retraining of schooladministrators to implement improved management of the school system.

1.22 The reform will address "'quality" issues also by continued expansionof prevocational primary school courses ("ITM") and grades 7 and 8post-primary programs, and continued orientation of secondary school studentsto vocational and technical programs of study (allocating 15% of the 136,000new student places to be created to these programs) and of university studentsto science and technology together with development of scientific andtechnological research capacity in higher education. It also envisagesexpansion and quality improvement of formal and non-formal trade trainingprograms sponsored by the Office to disadvantaged regions. All vocationaltraining infrastructure would be converted to short course and on-the-jobskill training under the Office (and linked by contract to employingenterprises), and would give trade/commercial training to all dropouts/schoolle8vers of the "Ecole de Base". Diplomas would be awarded to all completers

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of the full course of studies in primary and in secondary schools, whileprogression from the former to the latter (planned at the present rate of 45%of primary school graduates) would be controlled by a competitive entranceexamination, and flows to the three types of colleges would be adjustedaccording to projected manpower needs.

1.23 The reform, in relation to agricultural education, aims, inter alia,at a continued introduction of technological innovation into the productionprocess, refinement and diffusion of innovations already in place, extensionof physical infrastructure (particularly water conveyance and irrigationworks), more intensive cultivation for higher crop yields, expansion of animalhusbandry, greater research efforts reoriented to precise needs of thefarmers, decentralization of the Government's technical and extension servicesand an upgrading in the levels of their technician personnel. To stimulateprivate initiative, the Government plans to advance measures alreadyinstituted, such as distribution of state lands to graduates of agriculturaltraining centers and schools, and the expansion of the Agency for AgriculturalInvestment Promotion (APIA) which provides credit and technical assistance toenable trained young people to set themselves up as independent farmers.Agricultural development will depend increasingly upon the availability ofskilled and technical manpower who are appropriately trained. In response tothis requirement, the Government has initiated a reform of agriculturaleducation/training which has heretofore unduly emphasized formal vocationalschooling: formal secondary level enrollments are being reduced, and shortcourse training expanded to meet specific technical needs of farmers, whilegreater priority is being placed on producing senior technicians. Overall,the Sixth Plan strategy will generate requirements for a more highly qualifiedpool of manpower and a wider variety of applicable skills in the productivesectors.

D. Bank Lending for Education

1.24 Bank lending for education in Tunisia (two credits and two loans) hassupported the Government's objectives respecting the quality of primary andsecondary schooling, teacher training, the employability of school leavers,and formal and non-formal trade training for skilled workers in response tolabor market demands. The first project (Credit 29-TUN, US$5.0 million in

FY63) financed four new secondary schools, the expansion of another and anextension to a teachers' college for training lower secondary teachers. Thisproject was implemented satisfactorily and completed in February 1967. Thesecond project (Credit 94-TUN, US$13.0 million in FY67) financed nine newsecondary schools, expansion of six existing secondary schools and equipmentfor 16 secondary schools; savings, accrued from favorable contract prices,financed workshop equipment for an additional 11 secondary schools as well astechnical assistance to develop educational planning. The Project PerformanceAudit Report on this project (No. 2226 of September 29, 1978) found that itwas aligned with Tunisia's secondary education priorities, but that a still

greater vocational emphasis was needed. Physical implementation of the secondproject was satisfactory.

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1.25 The third project (Loar '.155-TUN, US$8.9 million in FY76) helped withthe introduction of practical work ("ITM") into grades 5 and 6, and associatedteacher training, and with an experimental grade 7 and 8 program (para.3.01). After the loan became effective, the Government decided to extend thepost-primary scheme to the entire system as resources would permit rather thanlimit it to an experimental run. The project was amended in March 1979, toadapt it to extension of the scheme rather than experimentation. The revisedproject provided workshops for 325 primary schools, the expansion and/orequipping of seven Primary Teacher Training Colleges (ENIs) to train practicalteachers for the workshops, and technical assistance for planning studiesaddressed inter alia to development of the "Ecole de Base" and to therelationship between education/training and employment. Implementation hasbeen generally satisfactory and the project funds are now 100% committed. Theproject is expected to be completed by the current closing date of March 31,1983.

1.26 The fourth project (Loan 1961-TUN, US$26.0 million in FY81) aimsspecifically at helping Tunisia carry out her strategy for developing formaland non-formal trade training. It: provides the "Office" with seven newvocational training centers (VTCs) and one new apprentice center, expansionand/or equipping of 17 existing VTCs and 3 existing apprentice centers, andrelated technical assistance to reinforce planning and coordinationactivities. Its implementation, which benefits from a competent ProjectImplementation Unit, is proceeding satisfactorily.

1.27 The proposed fifth education project (a loan of US$27.0 million)addressed the Government's Sixth Plan strategies for agricultural educationand training (paras. 1.17 to 1.19), and for primary schooling (para. 1.24).More specifically, the project will support: (a) the MOA in its plans forstreamlining and strengthening agricultural education and training to meetrising demands for technically trained manpower, through provision oftechnical assistance and equipment; (b) the MOE in its expansion of trainingfacilities for primary school teachers to ensure an adequate supply ofqualified personnel and to reduce the large number of unqualified teachers,through construction and equipping of four new Primary Teacher TrainingColleges; and (c) the MOPF by financing technical assistance for preinvestmentstudies related to prospective needs and appropriate modalities for techniciantraining for the industrial and allied commercial sectors.

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II. THE PROJECT

2.01 The proposed project was prepared by the Government with theassistance of a Bank preparation mission in October/November 1981. Theproject was appraised in March 1982. It is estimated to cost US$40.7 millioninclusive of contingencies, for which a loan of US$27.0 million, including thefront-end fee, is proposed.

A. Project Objectives and Scope

2.02 The proposed project is designed to support key Sixth Planobjectives, viz. the provision of needed skills and of appropriately trained,technical personnel to the Sixth Plan priority sectors of agriculture andindustry; and the expansion and improvement of primary teacher training.Accordingly, the project would:

(a) assist the MOA in strengthening and developing its programs for thedissemination of technical knowledge/ skills to local farmingcommunities and for the upgrading/refresher training of its technicalcadres including extension agents;

(b) help to improve the quality of agricultural education/training sothat the MOA can staff its technical, research and extension serviceswith technicians and field supervisory personnel who are wellgrounded in the techriical specializations that are now required foragricultural development;

(c) endow the MOA with a capability for manpower and education analysisand planning in the agricultural sector;

(d) provide urgently needed didactic and farm equipment to six existingHigher Level Agricultural Institutes, four Agricultural SecondarySchools, and fifteen Agricultural Training Centers, and technicalassistance and equipment to the newly created National AgriculturalInstructor Training Center and the Bureau of Agricultural EducationStudies and Planning;

(e) develop primary teacher training through the construction andequipment of four new Primary Teacher Training Colleges indisadvantaged regions, equipped to train grade 1-6 teachers; and

(f) assist in studies of technician level training for industry andrelated commercial sectors through financing of technical assistance.

The project would consist of the following components:

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Total EstimatedStudent Annual

Grades Places Output

(a) Ministry of Agriculture:

Re-equipping and furnishing of.

(i) a Bureau of AgriculturalEducation Studies andPlanning

(ii) a National Agricultural

Instructor Training Center All levels(NAITC) (in-service

training) 325 325(iii) six Higher Level Agricultural

Institutions (HLAIs) 14-19 760 260(iv) four Agricultural Secondary

Schools a) 10-13 500 196 1/b) Short up-gradingcourses - 13,208 2/

(v) fifteen Agricultural TrainingCenters (ATC) a) 3-year a)l,340 830

b) specializedcourses plus shortad hoc courses b) n.a. 14,500 2./

(vi) Technical assistance for thea) Bureau of Agricultural Educa-

tion Studies and Planning (a(i) above) -

b) National Agricultural InstructorTraining Center (a(ii) above) -

(b) Ministry of Education:

Construction, furniture and equipment for;

four Primary Teacher Training

Colleges (ENI) a) 10-14 1,000 900b) 14 1,600 1,450

2,600 2,350

(c) Ministry of Planning and Finance/Ministry of Education:

Technical assistance for:

Studies related to futureindustrial, commercial andservice technician training needs. -

1/ An additional average of about 65 graduates per annum, not included inthis figure, continue their studies in the Higher Level Institutions toqualify as Assistant Engineers (para 2.14).

2/ Total nutput from all types of short courses ("a la carte") to be attainedby 1990.

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B. Project Description

Bureau of Agricultural Education Studies and Planning

2.03 This proposed component would finance technical assistance, stafftraining and equipment and materials (estimated at US$0.9 million, net ofcontingencies) for the development of a recently established Bureau ofAgricultural Education Studies and Planning in the MOA's Directorate ofEducation, Research and Extension (DERV) which would improve linkages betweenformal education, research, extension, and continuing education in theagricultural sector.

2.04 The Bureau would define quantitative and qualitative needs in thesector for technical personnel, and would carry out studies to improve bothtraining activities and the reconciliation of resources with manpower/trainingneeds. It would closely coordinate its work with the MOA's Directorate ofPlanning. The Bureau would be responsible for (a) analyses of agriculturalmanpower stocks and future supply and demand, inclusive of profiles andfunctions of all agriculture-related occupations; (b) determination of thecontent and orientation of technical training of instructors at the NationalAgricultural Instructor Training Center; and (c) evaluation of agriculturaleducation and training programs including follow-up studies of formergraduates and surveys of present and potential employers in the public andprivate sectors, extension programs and school farm operations. Terms ofreference for the Bureau's initial program of studies have been formulatedjointly by the DERV, the Directorate of Planning and the Bank. Care has beentaken to contribute directly to the design of the national program ofagricultural research and extension, supported by the Bank under a technicalassistance loan (President's Report No. P-3306-TUN of August 26, 1982).Specific studies to be financed under the project, include: development of asector/ occupational matrix of the current stock of agricultural technicianmanpower; a detailed evaluation of the school farm operations (fermesd'exploitation) including specification of measures designed to make budgetaryprocedures more flexible, permitting the proceeds from the sale of produce tomeet the cost of input factors (inter alia, parts, maintenance, seeds,fertilizers); an inventory of precise farm practice opportunities ("stagespratiques") and the development of new monitoring and evaluation procedures;and a feasibility study relative to the inclusion of rural pedagogy andextension techniques in the secondary and higher agricultural schools. Thesestudies would be completed by December 1985. The MOA has agreed to financelocal costs of these studies from its five year plan allocations.

2.05 Qualified staff have already been appointed to the newly createdBureau. They include the director, the deputy director and the heads of itstwo major divisions (Statistics and Research/Planning). No difficulty isexpected in recruiting the remaining professional agriculturalists (about 10in total) by the end of 1982. Two of these staff would be seconded from theMOA's Directorate of Planning to ensure appropriate liaison. The Bureau willrequire the assistance of 52 man/months of expert services: manpowerplanning, education planning (applied to agricultural education and training),extension techniques and survey and evaluation methodology. Furthermore, 30man/months of fellowships would be provided for five trainees in manpowerplanning, education planning and statistics, curriculum development, andextension techniques. Total technical assistance costs are estimated at

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US$0.6 million, net of contingencies. The Bank will be consulted on the

selection of specialists and fellows.

National Agricultural Instructor Training Center (NAITC)

2.06 To improve the quality of agricultural instructors, both inpedagogical and technical matters, the proposed project would providefinancing for technical assistance, equipment, and furniture for a newNational Agricultural Instructor Training Center (NAITC). Costs are estimatedat US$1.0 million, net of contingencies. This Center would be located at SidiThabet, in existing training center facilities, situated 16 km. north ofTunis. The school has a physical facility well suited to the purpose of thisCenter. There are also boarding facilities for 70 trainees.

2.07 The Center would have an annual output of 325 trainees (about 10%women). These trainees will be staff or newly recruited instructors of theATCs and the agricultural secondary schools. The training would consist of;(i) full-time, in-service courses of one to two months in pedagogy andteaching methods plus teaching practice at nearby schools for about 60teachers per year; (ii) one year of full-time, pre-service training for about15 new teachers per year, who would include assistant technicians, assistantengineers, field engineers, and chief engineers, with special reference toextension work; (iii) short, in-service courses of up to a week focussing onnew technical developments to be offered to about 60 teachers and instructorsper year (these courses will be offered at the regional level, utilizing theAgricultural Training Centers (ATCs); and (iv) training and upgrading inresearch and extension methodologies for about 200 extensionists per annum.Other topics such as farm budgeting, project evaluation and newcrop/techniques would be offered on a demand basis.

2.08 The Government has agreed to appoint a director by June 1, 1983. Thedirector will be responsible to the DERV's deputy director for technicaltraining and supervision. The Center's staff of 26 instructors will be drawnfrom the agricultural services, with 13 assigned as full-time staff and 13 aspart-time specialists. They will have among their key functions.(a) pedagogical supervision of new agricultural school instructors;(b) organizing and implementing seminars in the ATCs; (c) evaluating anddeveloping different programs of agricultural training and education adaptedto the needs of the country; (d) developing, testing and producing didacticmaterials and (v) training and upgrading instructors of the agriculturalsecondary schools and the ATCs.

2.09 Under bilateral agreements with France, 12 full-time instructors willreceive training in agricultural teacher training techniques over four years.

2.10 The Center will require the additional assistance of 57 man/months ofexpert services--agro-pedagogy and rural communication and extension practicetechniques, plus short-term consultancies in evaluation of training andcurriculum development; and 60 man/months of fellowships in curriculumdevelopment, rural communication techniques, publications, audio-visual aids(Annex A, Chart 2(c)). The terms of reference of the specialists, their workprograms and the related timetable have been prepared by the MOA and reviewedby the Bank. The candidates and proposed programs of study for fellowshipswill be subject to prior Bank review.

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Higher Level Agricultural Institutions (HLAIs)

2.11 To help improve the quality of instruction and the type of trainingoffered at the HLAIs (para. 1.17), the project would finance additionalinstructional equipment, materials and furniture (estimated at US$5.0 million,net of contingencies) to support more modern and practice-oriented instructionin the six principal institutions of higher agriculture education: (i) theNational Institute of Agronomy of Tunis (INAT) which prepares chief engineersin a six-year university level program (para. 1.16); (ii) the HLAIs whichprepare agricultural engineers (irrigation and rural works, agriculturalmachinery and related disciplines) at Medjez El-Bab and horticulturalists atChott-Mariem through a four-year, post-secondary program; and the specializedinstitutes in Mateur (animal husbandry), in Kef (major crops), and in Tunis(food industries) which prepare technicians in two- and four-year,post-secondary programs. The additional equipment proposed would permit theimplementation of new and existing curricula which are now seriouslyhandicapped by lack of laboratory, civil engineering and farm equipment.

2.12 New courses to be introduced include pedagogy (INAT), extension

techniques (Chott Mariem), hydraulics, irrigation and drainage (Medjez ElBab), and extensive crop cultivation techniques (Kef). Other course offeringswould be reinforced: plant protection and rural engineering (INAT),horticulture (Chott Mariem) and animal husbandry (Mateur). Total enrollmentswill be about 760 students (608 for the six- and four-year programs and 152for the two-year program). The annual output will be about 260 (180 chief andfield engineers and 80 assistant engineers). Internal redistribution ofprofessors/instructors will help provide teaching staff for the newly

introduced and reinforced programs. In addition, the MOA has given assurancesthat 35 of 75 post-graduates trained in key fields under a bilateral programwith USAID due to return during 1983-85 will be assigned to these projectHLAIs.

Agricultural Secondary Schools

2.13 This component would finance the re-equipping and refurnishing of the

country's four agricultural secondary schools (estimated at US$2.4 million,net of contingencies) to assist in the qualitative improvement of technicianlevel and refresher upgrading programs. The institutions (grades 10-13) willhave a combined enrollment of about 450; they are located in; (a) Soukra at 8km. of Tunis; (b) Boucherik in the North East; (c) Thibar at 1 km. outside thetown of Thibar in the North West; and (d) Sidi Bouzid in central Tunisia. Thefirst is for girls, and the other three for boys.

2.14 The MOA's five-year plan for those agricultural secondary schoolsprovides for a four-year program that includes: (i) a basic three-year course(grades 10-12) of full-time study (70% theory and 30% practice); and (ii) an

additional year of supervised practical work and on-the-job training leadingto a diploma and qualification as assistant technician (AT) for employment inthe feed industry, food processing, animal pharmaceutical laboratories, MOAextension work, farm machinery maintenance, etc. Alternatively, graduates mayenter preparatory courses in the same school that qualify them for a two-yearcourse (grades 14 and 15) in the HLAIs leading to a technician diploma andqualification as assistant engineer (AE). About 50% of students complete the

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basic course leading to the AT diploma and the remainder (about 45%) proceedto the AE. The annual output of about 196 graduates (16% women) wouldcorrespond to about 83% of the 1982-91 average annual public sectorrequirements for assistant technicians (exclusive of fishery and forestryservices).

2.15 Whilst the program will continue to turn out needed middle leveltechnicians for the Government's agricultural services, provided it can beproperly equipped, these four project schools have also initiated importantprograms of ad hoc refresher and upgrading courses ("stages pratiques") intheir local communities. These courses also suffer from inadequate farm anddidactic equipment at present. Adequately equipped, these four secondaryschools will be able to carry out their plan to provide initially about 1,340trainees per year (former students and farmers) with the opportunity toreceive special courses offered simultaneously and after school hours coveringspecific regional and local needs for upgrading in new technical applicationsand skills. Those benefitting from such courses are expected to increaseannually through 1990 (para. 2.02).

2.16 The approximately 54 instructors required come from: (a) the existingstaff (70%), (b) on a part-time basis, from the private sector (20%), and(c) from other specialized institutions (10%). No additional teaching staffare required but a need is felt for training and upgrading of instructors.The Government has agreed that 18 to 20% of the staff be upgraded each year.The new as well as the junior staff will benefit from the pre-service andin-service training to be offered in the National Agricultural InstructorTraining Center (NAITC) and senior instructors will receive technicalupgrading as interns at the NAITC or via seminars and special extensioncourses offered at the HLAIs.

2.17 The Government has agreed to (a) designate by September 30, 1983 astaff member responsible for on-the-job training activities during schoolvacations who will implement the new program of "stages pratiques" to bedeveloped by each project school; (b) approve the receiving firm/farm beforesending trainees; (c) ensure that students are visited and evaluated duringtheir off-campus training; and (d) introduce a more flexible accountingprocedures for school farms in line with the recommendations of the PlanningBureau study (para. 2.04).

Agricultural Training Centers (ATCs)

2.18 The project would finance additional equipment and furniture for 15Agricultural Training Centers in order to assist in improvement of training inthe ATCs. Costs are estimated at US$6.7 million, net of contingencies. Nineof these centers are located in Tunisia's disadvantaged areas (four in theNorthwest, six in the Northeast, and five in the South). They also providecoverage of major climatic/crop zones. Government policy is to reduce thecurrent highly structured and rigid formal three-year courses in all ATCs andto expand their short, regionally focussed upgrading courses that promoteself-employment and employability, as well as upgrading existing agriculturalpersonnel (para. 1.11 and 1.12). The Centers would offer, according to thelocal and regional needs, specialized training in areas such as farm machineryoperation and maintenance (including hydraulics and electrical components),

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animal and plant production, horticulture, large and small grains, pasturesand legumes. Additionally, irrigation and drainage training programs would beoffered in priority areas. These flexibly designed programs would incorporateagricultural extension training as required in their ongoing upgrading andrefresher courses. All programs of the project ATCs have been reviewed by theBank and judged satisfactory.

2.19 The centers' annual output is expected to reach 830 graduates of theregular three year training programs and about 7,000 trainees per year in theshort, ad hoc training courses; by 1990,however, graduates will average 550and trainees 14,500 per annum. Boarding facilities of about 600 places areavailable to enable the participants to accommodate both interns and trainees("stagiaires," short courses). No additional staff is required for thevarious training programs of the centers. However, additional equipmentmaintenance personnel would be assigned as per the findings of the recent(1982) inventory. There is also a need for more teacher upgradingopportunities and the Government has given assurances that about 18 to 20% ofthese ATCs' staff would be upgraded each year in the NAITC (para. 2.06). Farmmachinery/equipment operation and maintenance instructors would be givenpriority in this upgrading.

Primary Teacher Training Colleges (PTTCs)

2.20 This component would help finance the construction, furniture andequipment for four new primary teacher training colleges (PTTCs) in Jendouba,Mateur (in the Northwest), Kasserine (Sbgitla) and Sidi Bouzid (in the centralregion). Costs are estimated at US$14.5 million, net of contingencies. Theproject objectives are: (i) to introduce and operate new programs to train thenew profile teachers required by the introduction of the "Ecole de Base"; and(ii) to implement government policy of training and placing teachers in theirhome regions. This policy is designed to meet existing shortages anddeficiencies of quality encountered in these regions (para. 1.19). Themajority of graduates of existing PTTCs are urban females (65%), posingdifficulties as far as their assignment to the disadvantaged zones far fromtheir native areas. A further problem which this project component will helpto resolve is the low quality of primary teachers: many are recruited at alevel which requires a training program combining secondary education courseswith pedagogical training in a four-year course. The result is often thatneither their level of education nor their training is adequate.

2.21 Programs offered in these project institutions would remain flexibleand responsive to primary school needs in the immediate locality. Above all,they would seek to redress existing training practice which has prevented theexisting teacher training colleges from fully carrying out their dualfunction: pre-service and in-service training. Consequently, they wouldinclude: (a) pre-service teacher training for new teachers, with particularreference to the training of teachers for the first six grades of the Ecole deBase; and (b) continuing education and upgrading for serving teachers toimprove their qualifications and effectiveness.

2.22 Their programs would be of three types: a new, formal one-yearpost-secondary pedagogical training course for qualified secondary schoolgraduates (grade 14); a four-year program following lower secondary education

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plus one year pedagogical training (grades 10-14); and an active in-serviceprogram to upgrade the qualifications and skills of serving teachers in eachregion concerned. Each project PTTC, would appoint one of the existinginstructors to be responsible for planning and organizing the in-servicecourses. The new one-year program is of paramount importance for implementingthe Ecole de Base. Since the reform will progress to the upper grades (7, 8,9) in the latter part of the decade, there will be a need for subject teacherswith a solid base of secondary education which will permit them to teach lowersecondary school-level subject matters, including elementary science andtechnology. The MOE is currently devising plans to convert existing secondarytraining facilities to meet these needs, starting in 1987/88. The emphasiswould be placed on intensive training during the Sixth Plan period in order toquickly increase the output of qualified primary teachers. The Government hasapproved a satisfactory MOE proposaL for a transition program providing oneyear of pedagogical training to carefully selected secondary school graduatesfor meeting shortages in primary teachers during 1982/83-1986/87 (para 1.24).

2.23 The four new colleges would enroll about 2,600 students in bothprograms (1,600 in the short programa and 1,000 in the long one) and they would

be co-educational. Trainees would be enrolled mostly from within each regionwith the objective of having teachers take up teaching posts in their ownregions. Since the regions are mainly rural with low population densities,boarding places would be provided. An annual output of about 1,500 of primaryschool teachers is expected starting in 1987/88 and increasing to 2,350 by1990/91 (Annex B, Table 3).

2.24 In view of the ready availability of well-qualified teacher trainersfor the four PTTCs, and the MOE's commitment for the success of theseinstitutions in the disadvantaged regions, no difficulty is expected inrecruiting the about 130 full-time trainers required, drawn from Universitygraduates and primary school inspectors. In addition, the full-time

equivalent of another 12 trainers would be needed to operate in-service,upgrading programs, to be largely drawn from experienced teachers in localschools and from the regional inspectorates of primary education.

Studies of Technician Education and Training Systems

2.25 Financing will also be provided for studies (estimated at

US$1.3 million, net of contingencies) of technician-level training for theindustrial, commercial,and service sectors. Vehicles and a small equipment(estimated at US$50,000) will also be provided to the team of experts. Thevarious technical training programs offered by several ministries andorganizations are fragmented and operate without the benefit of a coherenttraining plan. The objectives of these studies are to; (a) articulate andidentify the qualitative as well as quantitative needs (by sector andsub-sector) for intermediate through higher level technicians on the basis ofthe occupational structures of technician employment and of demand; (b) assessexisting training infrastructure (capacity, facilities, personnel, andprograms); (c) evaluate the feasibility of specific investment interventionsaimed at meeting the needs; and (d) identify possible projects commensuratewith the established criteria of feasibility (cost effectiveness, externalproductivity, and training content adapted to the qualitative and quantitativeneeds for technicians). The study would be initiated by the Government bymid-1983 beginning with the inventory to be assembled by a local task force,

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in order to arrive at a clearly identified and prepared technician trainingproject by the end of 1984 (which would serve as the basis for the preparationand appraisal of a sixth education project). Expected products would be;training program specifications, staffing requirements, equipment lists, space

allocations with educational specifications and critical path analysis ofproject implementation. In view of the multisectorial character of the study,the Ministry of Planning and Finance's (MOPF's) Directorate of Human Resourcesjointly with MOE would execute the study and would expand the team working toinclude specialists from the different technical ministries as well as frompublic and private consulting firms. The MOPF has agreed to designate a studycoordinator and establish an interministerial steering committee to monitorongoing work. The Bank will be consulted on the choice of the coordinator.The terms of reference and timetable of the studies and for individualspecialists have been agreed by the Government and the Bank.

2.26 The study would require 72 man-months of specialist services to be

financed under the project, about half of which would consist of Tunisiaspecialists from Tunisian consulting firms and the universities (Annex A,Chart 2(c)).

Technical Assistance (TA)

2.27 The project's TA would contribute to institution-building throughassisting the Government in; (a) establishing the country's first, permanentprogram of agricultural teacher training that employs modern pedagogicaltechniques and that serves all of the country's agricultural education andtraining institutions; (b) establishing an office with trained staff, aprogram of urgently needed planning studies, and permanent mechanisms formanpower and education planning/evaluation to guide future development of thecountry's agricultural education and training system; and (c) establishing thebasis of feasibility, designing appropriate policies and formulating aninvestment program for the future development of industrial, commercial andservice technician education/training, as an integral part of Tunisia'sreformed system of secondary and post-secondary schooling. Details of this TAand the timetable for its implementation are presented in Annex A, Chart2(c). The conditions of employment of all specialists, as well as the choiceof fellows and their places and programs of study will be subject to priorBank review.

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III. PROJECT COSTS, FINANCING AND DISBURSEMENTS

A. Project Costs

3.01 Total project cost is estimated at DT 22.8 million or US$40.7 million(including the front-end fee), of which US$27.0 million is foreign exchange.The breakdown of estimated costs by main project items is summarized below.

% of

DT Millions US$Millions BaselineLocal Foreign Total Local Foreign Total Cost

Ministry of Agriculture

Re-equipping, refurnish-ing and TA for existinginstitutions:

National Agri.

Teacher Trg. Center 0.1 0.5 0.6 0.1 0.9 1.0 3.2Bureau of Agri. Ed.Studies & Planning 0.1 0.4 0.5 0.1 0.8 0.9 2.8

4 Agri. Sec. Schools 0.1 1.2 1.3 0.3 2.1 2.4 7.66 Agri. Institutes 0.3 2.5 2.8 0.6 4.4 5.0 15.915 Agri. Trg. Centers 0.4 _3.1 3.5 0.7 5.7 6.4 20.3

Subtotal 1.0 7.7 8.7 1.8 13.9 15.7 49.8

Ministry of Education

Constr., furn., and equip.of new institutions

4 Primary Teacher

Trg. Colleges 4.8 _3.3 8.1 8.6 5.9 14.5 46.0

Subtotal 4.8 3.3 8.1 8.6 5.9 14.5 46.0

Ministry of Planning and Finance/Ministry of Education

Engineering Studies 0.1 0.3 0.4 0.1 0.5 0.6 2.0Studies of TechnicianEducation and TrainingSystems 0.1 0.3 0.4 0.1 0.6 0.7 2.2

Subtotal 0.2 0.6 0.8 0.2 1.1 1.3 4.2

Baseline Cost 6.0 11.6 17.6 10.6 20.9 31.5 100.0

Contingencies

Physical 0.6 1.3 1.9 1.0 2.3 3.3 10.5Price escalation 1.1 2.0 3.1 2.1 3.4 5.5 17.5

Subtotal 1.7 :3.3 5.0 3.1 5.7 8.8 28.0

Front-end fee -- 0.2 0.2 _ 0.4 0.4 1.2

Total project cost 7.7 15.1 22.8 13.7 27.0 40.7

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3.02 A breakdown of estimated project costs into local and foreign costelements by category of expenditure are as follows:

DT millions US$ millions % ofLocal Foreign Total Local Foreign Total Baseline

Cost

ConstructionAcademic and communal

facilities 1.7 0.7 2.4 3.0 1.2 4.2 13.3Boarding 2.0 0.9 2.9 3.6 1.6 5.2 16.5Staff housing 0.2 0.1 0.3 0.4 0.2 0.6 1.9Professional services 0.5 0.0 0.5 0.9 0.0 0.9 2.9

Sub-total 4.4 1.7 6.1 7.9 3.0 10.9 34.6

Furniture 0.4 0.9 1.3 0.7 1.7 2.4 7.6Equipment 0.9 7 8 8.7 1.6 14.0 15.6 49.5

Sub-total 1.3 8.7 10.0 2.3 15.7 18.3 57.1

Technical assistance 0.3 1.2 1.5 0.4 2.2 2.6 8.3

Baseline cost 6.0 11.6 17.6 10.6 20.9 31.5 100.0

Contingencies:Physical 0.6 1.3 1.9 1.0 2.3 3.3 10.5Price escalation 1.1 2.0 3.1 2.1 3.4 5.5 17.5

Sub-total 1.7 3.3 5.0 3.1 5.7 8.8 28.0

Front-end fee - 0.2 0.2 -- 0.4 0.4 1.2

Total project cost 7.7 15.1 22.8 13.7 27.0 40.7

3.03 Basis of Cost Estimates. Estimated costs for civil works exclude anyidentifiable taxes and are based on unit prices which are derived fromanalysis of current similar contracts for comparable works. Furniture andequipment costs are based on current CIF unit prices, and adjusted upward toinclude local transportation and installation. Educational equipment is taxexempt in Tunisia. Costs of the technical assistance are based on prevailinginternational fees for specialists and fellowships: (a) average cost perman-month of about US$8,640 for experts of which 80% would be foreign currencyand (b) of US$2,280 per man/month for fellowships, of which 100% would beforeign currency. Baseline cost estimates have been adjusted to reflectanticipated prices at the time of negotiations.

- 22 -

3.04 Contingency Allowances. The project cost includes a contingencyallowance for unforeseen physical conditions equal to 10% of the estimatedcosts for all categories except for technical assistance for which physicalcontingency was estimated at 5%. The project cost also includes contingenciesfor price escalation calculated for the period beginning at negotiations andin accordance with appropriate implementation schedule. For local costs,price escalation is calculated on the basis of annual increases of 9% for 1985and 8% for 1984 through 1986, while for foreign costs price escalation iscalculated on the basis of annual international price increases in US dollarsof 8.0% for 1982 and 1983, 7.5% for 1984, 7.0% for 1985 and 6.0% for 1986 and1987. Accordingly, aggregated price increases are estimated at 15.9% ofbaseline costs plus physical contingencies and total contingencies to be about28.0% of baseline costs.

3.05 Foreign Exchange Component. The estimated foreign exchange componentis US$27.0 million, or 66.3% of the total project cost. The calculation ofthe foreign exchange component is based on the expectation that: (a) all civilworks contracts and related professional services will be awarded to localfirms; (b) about 85% of the furniture will be procured by contracts to localsuppliers; (c) except for some simple didactic materials, all equipment willbe of foreign origin and about 90% will be directly imported; and(d) technical assistance will be principally from foreign sources. Theresulting foreign exchange content of each category of expenditure is asfollows: (a) civil works 30%; (b) furniture 70%; (c) equipment 90%;(d) professional fees 0%; (e) fellowships 100%; and (f) experts 80%.

B. Project Financing.

3.06 The proposed loan of US$27.0 million would finance 100% of thetotal estimated foreign exchange cost of the project. The Government wouldfinance the balance of the project costs. The proposed financing plan issummarized below:

Government IBRD TotalUS$ million US$ miliT on %

Construction 7.0 3.0 10.0 24.6Furniture 0.7 1.7 2.4 5.9Equipment 1.6 14.0 15.6 38.3Professional Services 0.9 0.0 0.9 2.2Technical Assistance 0.4 2.2 2.6 6.4

Baseline Cost 10.6 20.9 31.5 77.4

ContingenciesPhysical 1.0 2.3 3.3 8.1Price Increase 2.1 3.4 5.5 13.5

Sub-total 3.1 5.7 8.8 21.6

Front-end Fee -- 0.4 0.4 1.0

Total Project Cost 13.7 27.0 40.7 100.0

- 23 -

3.07 Recurrent Costs. When fully operational in 1986, the MOA and MOEproject institutions would incur recurrent costs totalling DT 8.0 million perannum, or 1.5% of estimated recurrent outlays of both ministries in thatyear. Their claim on the recurrent budgets would remain roughly at the samepercentage through 1991, and would represent a reasonable increase inrecurrent costs (para. 1.20). Based on conservative estimates of futurecurrent government income and allocations to MOA and MOE, it is expected thatthe recurrent costs of all project items would be met (Annex B, Table 4).

C. Procurement

3.08 Civil works contracts for the four Primary Teacher Training Colleges(averaging US$3.2 million each, including contingencies) will be awardedthrough international competitive bidding (ICB). Small, dispersedgovernment-financed extensions to agricultural institutions (shelters andsmall maintenance workshops estimated at US$50,000 each) will be erected bythe MOA or implemented by local contractors through normal governmentprocedures which are satisfactory to the Bank and do not exclude foreignbidders. The Bank would finance the fixed equipment for these extensions,estimated at US$328,000. These works are well within the capacity of the MOAand local firms and will be executed according to an agreed schedule. Thereare sufficient funds in the MOA budget to meet the Government's share of thecosts.

3.09 Detailed lists and specifications for furniture and equipment will bepresented to the Bank for review and approval prior to procurement. Furnitureand equipment items (amounting to US$23.0 million including contingencies)would be grouped to the extent possible in large packages to permit bulkprocurement with delivery coordinated with local works (para. 3.08).Contracts of furniture and equipment in excess of US$200,000 would be awardedin accordance with the Bank's guidelines for ICB. Small items or groups ofitems, estimated to cost less than the above figure or items of a specializednature, for which ICB would not be practical and items which must becompatible with other equipment procured under ICB, would be procured undernormal government procedures satisfactory to the Bank and would include, tothe extent possible, quotations from at least three manufacturers orsuppliers; the total value of furniture and equipment so procured would notexceed an aggregate total of US$2.0 million or about 8.7% of estimatedequipment and furniture costs including contingency allowance. For thepurpose of comparing foreign and local bids under ICB, local manufacturers offurniture and equipment would be allowed a margin of preference equal to theexisting rate of customs duties applicable to competing imports or 15% of theCIF price, whichever is lower. Draft tender and contract documents forfurniture and equipment would be forwarded on completion for Bank review andapproval. Bank approval of tender evaluation documents would be requiredprior to the award of all contracts for furniture and equipment under ICB aswell as all civil works contracts. Bank reimbursement of all contracts wouldbe contingent upon Bank approval of bid evaluation documents subsequent tocontract awards.

3.10 Disbursements (Annex B, Table 7). Disbursements would be fullydocumented and would be made on the basis of;

- 24 -

(a) Civil works (US$3.5 million): 30% of total expenditure

(b) Furniture and equipment (US$18.0 million):

(i) directly imported 100% of foreign expenditure

(ii) locally manufactured 100% of ex-factory cost,

(iii) locally procured (but foreign-manufactured) 85% of local expenditure

(c) Technical assistance:

(i) consultants (US$1.2 million) 100% of foreign expenditure80% of local expenditure

(ii) fellowships (US$0.3 million) 100% of total expenditure

(iii) technician studies (US$1.3 million) 100% of foreign expenditure80% of local expenditure

The amount of US$2.3 million would be earmarked for the unallocated categoryof the loan.

3.11 The disbursement schedule (Annex B, Table 7) is forecast on the basisof agreed implementation schedules considered appropriate and withinreasonable capacity of implementation for the Government and contractors. Thedominant proportion of equipment for existing schools in the project'scomposition, the standard civil worlks involved and the advanced stage ofpreparation of the bid documents, would result in a relatively shorter timefor completion. Disbursement period is hence estimated to be five years ortwo years shorter than the current revised sector disbursement profile foreducation in the EMENA region.

D. Accounts, Auditing amd Reporting Requirements

3.12 Separate accounts for the project's budgets and expenditures would bemaintained in MOA, MOE, and MOPF. The newly created PIU at MOA would have afull-time accountant and monitor expenditures under the Loan. Accounting forthe MOE component would be maintained by the PIU at MOE which is already incharge of accounts for the implementation of the third education project.

3.13 During negotiations, the Government provided assurances that:(a) accounts and financial statements for each fiscal year will be audited inaccordance with appropriate auditing principles consistently applied, byindependent auditors acceptable to the Bank; and (b) henceforth, theGovernment will furnish to the Bank, as soon as available, but in any case notlater than six months after the end of each fiscal year, certified copies ofthe separate project accounts and audit reports.

- 25 -

IV ORGANIZATION AND IMPLEMENTATION

4.01 Organization and administration. A new PIU is be established andwill be maintained at the Directorate of Agricultural Education, Research andExtension Services (DERV) at the MOA. It will be responsible for theimplementation of the project components of the MOA. It will be composed of adirector, an administrator and an accountant on a full-time basis. The MOAhas appointed the PIU director after review by the Bank. The existing PIU atthe MOE, which currently implements the third education project, will beresponsible for the implementation of the project components for thatministry. The Director of Primary Education in the Ministry will beresponsible for all aspects related to the proposed training programs. TheMOE's PIU is composed of experienced and competent staff within theDirectorate of Primary Education and its staff (architect, accountant,procurement specialist, educators, etc.) will be maintained in adequatenumbers. The Government has provided the Bank with assurances that the agreedstaffing and facilities will be maintained during the implementation period.Both PIUs at MOA and MOE will be expected to send regular progress reports tothe Bank at agreed intervals each year.

4.02 Implementation. The construction, furnishing and equipping for allthe project's institutions are scheduled for completion by June 1987 and thetechnical assistance component by December 1985 (Annex A). This schedule isconsidered commensurate with the project's execution capabilities of theGovernment and contractors. To allow sufficient time for submission andpayment of final withdrawal applications, the closing date will beDecember 31, 1987.

4.03 Design and supervision of civil works. For the design andsupervision of the civil works for the MOE component, architects have beenchosen by the Ministry. Preliminary drawings have been reviewed by the Bankduring negotiations. Extension to shelters for agricultural equipment andsmall maintenance workshops, to be government-financed, will be implemented inaccordance with standard specifications of the MOA, satisfactory to the Bank,and with the agreed schedule of implementation.

4.04 Sites. The Government has selected and acquired sites for theproject's four new Primary Teacher Training Colleges according to criteriaacceptable to the Bank. All sites have public utilities (water, electricityand sewerage) readily available. The cost of land acquisition has been bornby the Government and is not included in the project. All existinginstitutions of the MOE component have sufficient land to allow for possibleextensions.

4.05 Equipment lists. Detailed equipment lists for the MOA institutionshave been completed and reviewed by the Bank during negotiations. Theequipment lists for the MOE colleges are standard and were approved withregard to the primary teacher training component of the third project.

- 26 -

V. BENEFITS AND RISKS

Benefits

5.01 The main benefits expected to accrue from implementation of theproposed project include the following:

(a) a higher than present calibre of instructors and of teaching practicein Tunisia's agricultural schools and training centers;

(b) efficient, well-organized dissemination of up-to-date technicalknowledge and skills in modern agricultural applications to localfarming communities;

(c) a higher calibre of agricultural extension agents possessingcommunications skills, up-to-date technical information and soundtraining in extensionist methodology and practice;

(d) a cadre of agricultural technicians well-trained in the technicalspecializations required for Tunisia's agricultural development;

(e) an infrastructure of agricultural schools and training centersadequately equipped to train technical personnel essential forraising agricultural productivity;

(f) an institutional capacity for planning and policy formulation todevelop the agricultural sector's human resources;

(g) increased efficiency of the agricultural schools as a result ofbudgetary procedures;

(h) an investment strategy, feasibility assessment and project design forthe development of technician education/training for industrial andcommercial development in line with the goals of the SixthDevelopment Plan; and

(i) additional primary teacher training capacity (with an annual outputof 1,900 qualified teachers) and modern pedagogical trainingprograms, which will help meet the need for qualified primary schoolteachers, upgrade the qualifications and skills of the existingteachers, and support effective implementation of Tunisia's reform ofelementary schooling.

Risks

5.02 The MOA/DERV has not administered an education and training projectof this magnitude before, nor has DERV had previous experience with a Bankproject. To attenuate this risk, the MOA has (a) appointed a PIU director whohas sound experience in carrying out internationally aided developmentprojects; (b) made provision for establishing an appropriately staffed PIUwhich will, in fact, become the key management unit for the formalagricultural training subsector as far as physical implementation andlogistics are concerned; and (c) instructed its Directorate of Administrativeand Financial Affairs to give priority to the financial management of thisproject.

- 27 -

VI. AGREEMENTS REACHED AND RECOMNENDATIONS

6.01 At negotiations, the following implementation actions and documentswere presented to the Bank: (a) detailed equipment lists with specificationsfor the MOA institutions (para. 4.05); and (b) preliminary designs for thefour primary teacher training colleges (para. 4.03).

6.02 Agreements were reached on the following:

(a) Completion of MOA Bureau's specific studies (para. 2.04) according tothe agreed implementation schedule;

(b) The appointment of a staff member responsible for on-the-job trainingactivities for each agricultural secondary school bySeptember 30, 1983 to organize, supervise and evaluatestudents'practical off-campus training during school vacations onapproved farms or firms (para. 2.17);

(c) The appointment of a director for the NAITC by June 1, 1983(para. 2.08);

(d) The MOE's PIU to be maintained to implement the primary teachertraining component of the proposed project (para. 4.01);

(e) A coordinator for the studies of technician education and trainingsystems be appointed by June 30, 1983 (para. 2.25);

(f) Establishing and maintaining an interministerial committee to reviewprogress in the carrying out of the studies (para. 2.25);

(g) The Bank to review and agree the qualifications and conditions ofemployment of all specialists as well as the choice of fellows andtheir places and programs of study. All fellows to be appointed byDecember 31, 1984 (paras. 2.05, 2.10 and 2.27);

(h) Auditing of accounts in accordance with appropriate auditingprinciples (para. 3.13) and certified copies of the project'sfinancial statements and audit reports to be furnished to the Banknot later than six months from the end of each fiscal year; and

(i) Separate accounts for the project's budget and expenditures to bemaintained in MOA, MOE and MOPF (para. 3.12).

6.03 This project provides a suitable basis for a Bank loan ofUS$27.0 million to the Republic of Tunisia for a term of 17 years, including agrace period of 4 years.

- 28 -

ANNEX AChart 1

REPIJBLIC OF TUNISIASTRUCTURE OF THE EDUCATION AND TRAINING SYSTEM, 1982

Priecarv Edccation Secondary Education Higher Ed-catio-

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Economics Tech. Institutes, Tech. Teacher Trg

Vocational lSchools 5 Industrial ~~~~~~~~~~High,,Tcniin

3 EHb - }~~ ~ ~ 5 Letters Univerity

P ~~~~~~~~~ ~~Socia Scienc, Dentisty,T-ahe Trg

jScienc & Math

{ H F i : X H ; H 1 t ~~~~~~~~~~~~~~~Medicine, Pharmay

Em--rnc Exaimintin . Tech. Sci--esTechnicl Diploma. App-t"_hi

O Voca.tional School CerificaeTa.mg _ A Sprcial prep-rtory y... for

enterig high., education

1yTh. primany cycle is leing -it-edd to grades 7 & 8i II I ILto p-oide pre-oati ... training for those notproceding to -ebod.,y scol.Agricultural Schools Agriclt-rl Insitute

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

IMPLEMENTATION SCHEDULE

AGRICULTURAL EDUCATION COMPONENT

1982 1983 1984 1985 1986 19.871 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

CIVIL WORKS *

- Awarding author. & signat.

- Construction period

FURNITURE AND EQUIPMENT

- Prep. of preliminary lists -

- Prep. of final lists

- Prep. of specs. & bid doc.

- Advertising submittal period ......- Evaluation-recommend. period _ -

- Awarding author. & signat.

- Manufacturing period _- Delivery and installation

NEGOTIATIONS

r*-

*Small government-financed hangars.

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

IMPLEMENTATION SCHEDULE

FOUR PRIMARY TEACHER TRAINING COLLEGES

C.Y. 1982 1983 1984 1985 1986 1987

ITEMS 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

CIVIL WORKS

-Prep. of schematic drawings -

- Prep. of preliminary designs o

- Prep. of constr. drawings

- Prep. of bidding documents

- Advertising-submittal period- EvaluationL-recommend. period

- Awarding author. & signat.

- Construction period

FURNITURE AND EQUIPMENT

- Prep. of preliminary lists- Prep. of final lists

- Prep. of specs. & bid lists

- Advertising submittal period- Evaluation-recommend. period -

- Awarding author. & signat.

- Manufacturing period

- Delivery and installation-Guarantee period _ _

NEGOTIATIONScr

-31- ANNEX AChart 2 Cc)

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

STAFF APPRAISAL Ri!PORT

Implementation Schedule

Planning and Technician Education/Traininp Studies

1982 1 1983 1 1984 1 19Ll

Tasks/Components CY: 4 1 2 3 4 1 2 3 4 1 2 3 4

A. Planning Studies (MOA) (Part A(6) and (7) of the Project)

i. Study of School Fates:agriculturalists (2); irrigation specialist (1) (b nlm)rainfed crop specialist (I); legal specialist (I) (3 m/m)

it. Agricultural education studyagricultural educator (1) (9 r/m)consultants (3) (9 r/m)

Ils. Study of human resources in agrxculture _ - j7agriculture manpower economist (1) (12 m/m)consultants (3) (9 m/r)

iv. Fellowships (b)education planning (2)rural pedagogy (1) ) (30 m/m)agricultural education (2)

B. National Agricultural Instructor Training Center (MOA)(Part A()) of the Project)

i. Specialistsagricultural educator (24 W/m)rural communication (24 m/m)consultants (3) (9 r/m)rn

ii. Fellowships (b) (hO) r/m)

C. Studies of technician education and training systemsMOE/MOPF) (Part C of the Project)

i. Formulate detailed terms of reference, including budgetand implementation plan. _

ii. Official appointment of a studies coordinator

iii. Finalize organization for conduct of studies; institu-tional and administrative arrangements 2; appointmentof staff; allocation of resources.

iv. Activity/Outputs;

first reportsecond reportthird reportfourth report (invest. programs & final recommendations)

v. Specialists

senior technical educator (18 m/m)specialist consultants 3/ (38 r/m)rnmanpower survey(s) (lb m/m)fellowships (6 m/m)

V Review by the Bank/MOE/MOPF or MOA

1/ Not later than March 31, 1983.2/ Including establishment of interministerial coordinating committee.3/ Consultants in the areas of industrial management training, technical teacher training, comsaercial studies, business administration,

technical education planning, on-the-job training.

-32 ANNEX B

Table 1COMFRATI EDCAIIN IPICAORSPage 1.of 2pages

S~E 20011FF 7, 19'8

* . 1 S~~OOT. 1* . 1009~~~~~~~:X. 0FF: PRI, :FIESUHFEN1! :SEC.* . ~~~~~~~~~EDO. AS: EDU1C0010F :L. ITE FRI. . . OFPL 0 S.TUJ-O:NI1 C001 IF'FIOOOE2S 127 1 ST.] II 51 1(40

* . . 1~~~~~~~~~~~~% TTL . : )COF'FENNI .:LCy OFFN OLL 11IFF DEFF1S19FCIM. UP, C4 I 001R0I LOF13LIDELNISTEFOO'!LLGN0FFFl I SSP 1CENTFOL:EXr ALLOCATED RA ER F TL 001I 00 TIA F OF FElT :AS Z ONFF'1'FFISO? P IT .16AT100 19E17 11: [00

00001 F'OE OAF PITO 000V0 T001'] 0001. C To: : 1 F INET P90 I01- -A IL C.F F] CArIT 1 1 C N TOL0 [L1F 61011,'SYR MILLS. I 0) TO: £113. FEX. CFPRI . 60E7C.H FF.10 , DL TS) 1 C(SF CL LYIOF1

IF 19/9F I]1979): ' F1926) C

Fl) 1 2)1 (3F I 4) 1 (5F I 6) 1]7) CS1) (9F0] lo 110'(12 :(1FF FlOE4

DFEVEL0F[D COUNTRIES

AUSTRAL1IA 00 14. 08780, 6.30 10. -- - 100 1030 100 2 20 ')C000 8ALI 1 23.7, 9,6500 1 7.70 10.509 300? 340?~ 230? 099 1060 100 2000A1O C2 'l,oGERMANO T..79 61.0 1270 40 99 … … … OA 10 O9 901A0NETHFFLAN[FO 79 141 11004 .9 5. -2 35 2 99? 90 90 8 0 (43 9 . 4]NEW 700AL1'N 0 3.2 0,081 050 13.0 IF 31 70 99 100 100 24 I1)I()092:8x0300 rEN 79 9.3 12,803 9.0 10.2 31 10 10 990 990 0 TOO 90 19" I -. 0 10 2' 00

EAST 0N 090010

1100200N0 80 0.08` 72001 0.39. 19.3 40 20 351? 4 1022* 2 1F S I20BURUNDI 01 4. 2350 - E.0l 19. 4 3, 2 25 _6 35 (F22O I420*0000 00 0.40 20 0 6.50 25.0 40 20 1 -- 9X 6 4, 1.000 I -i0 .00DJIBOUTI 0 1 0,3 460I 5.4 32.0 60 40 10 12 -. 0019 5CE_THIOPI A 80 31.0 1300 9 1 1 40 - 10 8 F1l 10 ,KENYA 79 15.3 390 5.90W 18.0p 1 1 4 4 74. 40 IS .0 - I0

LEFCIOEHI 10 1.2 410 1 .231 21.0 11 2 3 52 044 4 ) �461 -I .. 9 0FFADA0000AO 77 0~~~~~~~ ~~~~~ ~~~~~ ~~~ ~~~~~ ~~~~ ~~ ~~ ~ ~~~~~~~.5 330 4.0W 24.0 53 "80233"1 10

MALAWI 00 0.8 000 3.01FW 10.28 401 is8 "311 25 (9400 17 02 8011 ii 4X 'B 030MAURITFO 79 0.9 10000 0.9 1.69 "OT 1 ? 719 1 56FFOOFFiA 80 0.00 2008 32 21.3 02 17 : 11 231' 00 2 4 1. 4X ISOMALIA 70 3. 1000 2.0 110 1 1 1 501 21 7 20.4 10 400 1SF 1000000FF 70 17.9 .050 4.0 1:9.9 481 36 16 0F 00 4 30 4. 23 10 10 1 7SW AZI LANE, 78 0,5 505 7,1 12.2 36 33 18 6511 3009 490 30 7 .7 0 33000 -00 00

TANZANIA 80 11,5 ~~~~~~~~260 5.9 17.7 47 10 16 798 988 87 21 11.0 190 3 200A 0010UjGANDA so0 12.6011 3001 -r- I1L.1 230, 370 200D 40 540 61 34 --- 12 5 23 0602Z0A 70 2 27.5I 2100l 6.06 22.0 49 26 35 10 84Y 44 420 ---- 41 03 2 10110BZAMBIA1 s 00 278 5660 4.5F 11.1 48 23 22 448 95 s0 43 12.9 19 10 2" 1 002M08A0WE 01 7.71 70011 0.1 19.5 0232 6 441 90 05 39 20.0 5 1, 2 ~ 0501

PENIN 7 3 .48, 3200 6.50W 35.0C 43 21 , 1011 42 3 0 46 10.0 30 11 03 1 000O""09000F 70 0.2 590 2.99, 10,09 330 430 208 74Y 450 00Y 11.80 , I4~ 200

A.0., 79 2. 20 3.00 2000 -- -A- -- - 6509 o: Or70yCZAD 76 4.4 120 .40 0 217 - -… 15 209 77 ---. 21 "092001 F 3 1060 9.000 2.70 -- --- - - - --- 069 10 400000000FF 77 _:0.6 3.420 3.709 0.40 … -. 46110Y 19119 0000G0MB10 77 0.6 2210 3.30W 0.08 46 250 60 1011 40119 90A 2/Ely 44.70 4 8109X 17GH ANA 70 11.3 400 4.00 15.187110 710 100 'GUINEA 77 5.3 270 4.389r 20,08 300) 310) 30A 2 341100 1611 3911 31.19 lOST5X 2 11B00009CAS 1003 0 0211 1.0708 00.0 45.0 33 46 13 300, 60 86 43 20.0 030 6XY,9009LIBERIA 80 1.9 520 4.6 19.'6 43 2 3 24 30 52 32 35 20.0 7,20 190MALI 77 6.711 1800 .21 217' 450 7 8A 10 2810 -- 43110 500l 6 9000

UIRRITANIA 78 1.60 3208 55 16. 33 3 2 1711 32 00 44A 52. 10 C) 32'NIGER 78 5.2 300 4.309 16.0Y 520A 430 50 17 160 1 3 8.:70 19CYF00NIGERI 77 826 910 4.10 9.6 --- …O- .-- 1 21/0I'ENE0AL 77 3.5, 450 5.0 23.0 46 34 20 10 34000X - 4300"1 " 08SIERRA LEONE 77 24 250 4.08 16.1 -- .11 7 0 X " 68TOGD 78 2.4 400 6.530 26.50 300 200 210 I8 74 40 5411Y 38.0 000RX 48F1 63111

OFFER OOLT8 78 5.~~~~-6 180 3.0 9.309 31 16 32 -- 159 2 530 55? 0392

L-ATIN AMERICA AND, FOE CARIBBEAN0

ARGENTINA 70 27.3 7,10 2.7 10.91 430 314 184 930 89 52 17o7 3 2301BAHAMAS 79 0.2 2,770 1. 9. 6" 36" 11 931' 99Y 97 27 7' GBARBHDOS 78 02 2.8 0.5A0 2 2.1 430 310 1A 99 100 99A _70 19. 9f00 '011301010 80 5.4 550 4.109 30 .50 … 63 740 --- 1260YBRAZIL 79? 106.5 1,270 3.0IB 6. 2 53 14 76 7300AY30 4.50? 610 (5A9 1400Y16201HIF-FIE 76 1009 1890 3.211 13.01 - -- … -~11110 - 34110 55-1XY '010BY 20

..L.OI 30 2.0 1,81 2.3 25.0 35 20 20 8111 78 36 32 6.6 "0l1" 020C,C01T0 FICA s0 2.8 .100 04 31.1 40 27 353 90 93 77 33 5.5 1400208 23 8. o- . 11.0 … 96 1 121109 90 18110Y --- 5 1100Y 15 1'1 020000000820FF REF978 5.2 1,030 2.19 13.90 --- --- 67 -EC UADOR 00 8.411 1,010 6.09 36.7 45 31 16 81 . 105 36 12.6 c, 4 16 292C0E-L 00L00500 77 4.4 640 34.40 23111 64 0 27 62 0210 32 39 -00 70 790G3010M0L0 78 6.E 1,010 1.700 12.68 - -- - 69009x 35110 69 5E000 19110 .501300ANA 76 0. 630 0.111 12.080 …----- 998100 - -- 3200 0011)--- OB0Al111R 30 5.001 E 230 3.:400 7.0 65 9 6 2311 50"X 20, 41ll)9.07 801HONIURA 78 3.6 520 351 14.3110 62 1 1 19A 6 910 309 41119 12.80 0 1 0

3000100 30 2.1~~~~- 1,11 6.5 137 37 43 20 90 98 98 40) 2.3 9 I305MEXICO 80 65.5 1,880 4.7 1700 46 39 15 92 90 53 44 9.1 86 56 I? 030NICARAGUA 78 2.08 61011 3.000 14.00 - … 001 8511 24 371 -11 301PANAMA 78 1.88, 1,55011 S5.5000 21.38 420 130) 13 8211 0195B -- 25110 11.6 820) 50110 2780 21.40119

90000000 79 3.0 1140 1.40 14.2 42 17 20 84 83 32 28 3.10 20 72 12 0709000 00L 16.6 0000 36 143 53 I15 19 (0 FF3 56 39 9. 09 39 2 4.409TRINIDIAD 0 T. 77 1.1 3, 910 4.819 B .0898B 48 32 70 95 90 01 30 10.,50 49 62' 24UUUAY 78 2. 2500 25 9.4-4 051 -41' -- 640X -,-- 17.10AY

VEN0Z00L0 78 14.4 3,440 5.19 18.98 -. 82 106110 … 28 -- - 3880X 17 21.100

- 33- ANNEX BTable 1

COMFASATIVE EDUJCATION 1NDICATnRS,INDICATORS=========== Page 2 of 2 pages

SEPTEMBER 7, 1982

: . . :CENTrFAL I . . .: . : I GOVT.: : . . . : .GOVT,: . . :EXP. ON: . : . :PRI. :RECURRENT: :SEC. 1: . . IEDU. AS: EDIJCATION :LITER- FRI. ICOMPILE - :STU -UNIT CoST:PROGRESSI SEC. STU- :HIGHER:: . . T: TTL. IRECURRENT :ACY IENROLL:TION IDENTS:PRIO. ED.:lION RATE :FNROLL:DENTS:ENROLL:: .:UHF' S GNFR :CENTRAL :FX ALLOCATEDI: RATE :RATIO IRATE FOR:PER :AS X GNF/:FROM PRI.:RATIO :TER :RATIO

SASE:`0F IECAPSPITAI T)JTET': GOVT. : TO: :IT [IF : NET :F`R.SCH.:rCACH- CAPITA :TO SEC. I NET :TEACH- GROSS:YR:RILLO. I TTO:BI TOD EGU. I ... IFR]]. SEC. HTI.IAIIUT TE: T (T7 :CYCLE() 'ER I (: I) (z) IER TX)

:(TV7VT)1(979T1 , . 1)1)76)' .9 :l 6

(IT:I (ITT 1 (3 1 01 1 (5 I (U) 1 (7) 1 (TO : (9) 1 (10 i 12): (13) :(14)

EAST ASIA ANR THE F'ACIFIC

CHINA 79 981 . 260 3.3 6.6 T9 34 27 66 93 64 27 0.0 83 47 19 2.8OINDONESIA 81 142.9 370 3.0 9.16AW U 39 - 32 944 68 34 1.4 44 23T 16 2,OOAKOREA 78 371.0 1,510 2. 7ET 17.4BT 35 29 36 93B 100By 94 4SF - - 91 69EY 398 12.40BYNALTAYSIA ST 14. 20 14600 5.2 22.0 3) 32 13 6SF 960 94 28 - 584 V 27 3.70'AFUA N.G. 79 2.9 760 9.4w 16.4W- - SOx 73 31 1.0 --- 64BX 23 --

FHILIPFINES 79 45.3B 69TH 2.8w 14.0 U4 36*8- 75s 84 65 31 '.I 89 55 36 21.00L3INGAFORE 80 2.4 4,420 2.7 6.7 39 40 16 83 92 02 31 8.8 96 S5 22 8.00SOLOMON ISL. 80 0.2 460 4.2PW 10OA 41 34 20 -_ 60 S0 26 -- 3 18--THAILAND BO 47.38 723s 3.4 20.9 59 15 13 46S 96 - 17 9.3 59 58 22 4.00

SOUTH A90A

BANGLArESH T92.3B 0 90 IiF 10.1A6 LT 17 20 22B 63Y -- 5- 3 5.6 -- 14 23 1.43INDIA 77 656 7) 79 9.90-7 - - 36 790 -- 41 --- -- 2s8 --- 8.3049NEPAL G0 14.3B 1400 2.4 9.9 27 18 36 19 S8x 30 38A --- 64 14AX 20A 2.084rPA9ISTAN 79 79.7 270 2.0WT 55i.T 39 26 27 24 . 96x 808 48 6.5 51 20X 17 6.00

EUROFE, MIDDLF EAsT AND NORTH AFRICA

AFGHANISTAN 77 12.5 - 1.7 3.7 47 19 15 12 318Y 69 37B --- 62 8 22BY 1,00YALGERIA 79 18.3 1,770 3.86 12.3 344 26A 21A 35 83Y 45A 37 '.0' 5sA 2TY 26 3.70YCGYPT 78 38.9 500 P.894 8.8P 31 35 26 44 74BX 80 34B 9.8 83 478X 258 15.00GREECE 76 9.3 4,140 2.64 10.68 37 26 21 -- 9780 -- 294 6.2? 9 7 soBYIRAN 79 36.9 - 9.7AY 14 1AY -- --- 50 IOIAX :-- 32A -- 44AX 27T 417.AYIRAa 79 12.6 2,710 4.340 6.949 - -- - 1000 --- 28 -- 4SAY 29A 9.30AYIRELAND 51 3.4B 4,480 6.3AY4 11.8A -- - - 98 93 94 29 --- 98 8l 14 11.00.JORDAN 79 7.2 1.200 4.36 7.2 19 44 1 708 97x 85 32 7.2 94 44X 20 14.00_EDANON 79 2.3 ---- 18.6AS4---9-6 -_ -- 6x ---- 19 --- --- 46X --- 27.804YMOROCCO 80 19.5 740 6.3AW 17.5A 36 44 20 28 56AT 35 39 19.7 40 2sx 21 4.50OMAN 79 0.9 3,530 3.7AWY 4.9Ay-- --- --- 4 - - 23A --- --- 7X 9- _-PORTJGAL 77 9.88 2,100B 4.0 15.4 41 21 15 70 92Y 60 19 --- 75 30Y 238 10.809ROMANIA /S 22.1 2,100 3.0 6.20… I X …98 10680 --- 238 --- 98 84BX 22B 10.60BYSGAIN 76 37.0 4,920 2.1T 16. --- --- -- 98BY --- 29B --- --- 67BY . --- 24.10BYSYRIA 78 8.6 0,170 4.45 10.3 39 25 26 58 87BY 80 35B --- 68 41BY 218 12.60TUNISIA 79 6.4 1,130 7.0F 19.0 42 39 0S 628 IOOX 80 39B 12.8 30 30X 30 6.00TURREY 79 4.3 1,380 3.6A4Y 10.6 ------- 60 105AX --- 30A --- ---- 41X 27 7.07AYYEMEN A.R. 80 6.8 420 O.OPW 12.0 94 7 7 21B 37 124 38Y 67.0 85 3 20 1.10

,YEMEN P.D.R. 80 1.9 424 6.0 10.5 63 14 8 408 65 53 24 22.4 81 22 16 2.50

SUMMARY FOR DEVELOPING COUNTRIES:

NUMBER OF COUNTRIES: 80 94 66 65 63 73 55 57 91 54 67 46 83 84

RANGE: (1.4- (2.0- (19- (7- (5- (8- (15- (12- (17- (1.1- (6- (2- (8- (0.02-10.0) 45.0) 94) 46) 36) 99) 105) 991 77) 67.0) 99) 81) 48) 29.0)

QUARTILES: UPPER: 5.5 19.9 51 35 21 80 995 8 41 20 84 55 26 10.6EDIAN: 3.9 15.0 43 28 18 50 82 62 35 12 60 22 22 3.1

LOWER 2.9 10.5 36 18 13 23 50 36 28 7 38 11 Is 0.9

SYMBOLS: FOOTNOTES:DATUM UNAVAILABLE A - DATUM PRIOR TO BASE YEARM,, MAGNITUDE NIL OR NEGLIGIBLE B DATUM MORE RECENT THAN BASE YEAR-DATUM QUESTIONABLE N CURRENT PRICES

S INCLUDES PART-TIME STUDENTS P GDF55 COMBINED WITH PRIMARY U0 INCLUDES FOREIGN AID

Om5 COMNED WITN HIGHER R CENTRAL GOVERNMENT ONLY5 MI2NISTRY OF EDUCATION (HOE) ONLYT MOE AND STATE GOVERNMENT ONLYU . EXCLUDES CENTRAL GOVERNMENTH INCLUDES PFRIVATE EXPENDITUREU ' PUBL'rC EXPENDITURE ONLYX . INCLUDES OVER-AGE STUDENTSY UNESCO SOURCES

COLUMNS I AND 2: WORLD BANK ATLAS OR IBRD MISSIONS.COLUMNS 3 TO 141 I8RD MISSIONS AND/OR UNESCO STATISTICAL YEARBOOK.

COMPARATIVE EDUCATION DATA ARE USEFUL IN THE EVALU-ATION OF VARIOUS EDUCATION SYSTEMS AD ANALYSIS DF RELATIVE STAO4E OF EWUATINALDEVELOPNENT BETWEEN VARIOUS COUNTRIES. HOVEVER, ON THE BASIS OF THE PRESENT DATA. CROSS-NATIONAL COMPARISON SHOULD SE APPROACHEDWITH GREAT C^UTION. DATA PRESENTED IN THE ABOVE TABLE HAVE BEEn COLLECTED LAROELY BY BANK MISSIONS PROM GOVERNHENT SOURICESI THERENAINSER ARE STAFF ESTINATES OR DATA FROM UNESCO. EFFORTS HAVE BEEN MADE TO STANDARDIZE DEFINITIONS AND, WITHIN LIMITS, TO CHECKTHE ACCURACY OF THE DATA. NEVERTHELESS, SUCH DATA ArE STILL IMPERFECT IN SEVERAL RESPECTS AND THE BAN 19 ISWRKING TO IMPROVE THEMPOMRESSIVELY ON THE OCCASIDN OF ITS OPERATIONS WORE. IN THE USE OF THESE DATA, THE FOLLOWING GUALIFICATIONS SHOULD BE EEPT INMIND: '

T1) 'EDUCATION' As DEFINED IN THE TABLE INCLUDES ALL EDUCATION AND TRAINING, BOTH FORMAL AD NON-FORMAL.

(2) 'PRIMARY' EDUCATION REFERS TO EDUCATION AT THE FIRST LEVEL AND 'SECONDARY' EDUCATION REFERS TO ALL EDUCATION AT THESECONDART LEVEL REGARDLESS OF TYPE (E.0. GENERAL, TECHNICAL, AGRICULTURAL).

(3) 'LITERACY RATES' (COL. 6) ARE OFTEN OBTAINED FROM COUNTRtY CENSUSES. IN MNY COUNTRIES THEY ARE ONLY APPROXIMATIONS ANDIT Is DOUBTFUL THAT ANY ULIFORM DEFINITION OF 'LITERATE' NABS DEE FOLLOWED CONISTENTLY.

4) *PUDLIC EXPENSITUNE IN EDUCATION' (COLS. 4 AND 50 REFER TO ALL CAPITAL AM tECURRENT EXPEfNOTURES DEVOTED To EDUCATION-.- FUBLtC ANfD DUAI-PUDLIC AGENCIES.

1sF 'EnR1DILNENT RATIos- (COLS. 7, 12 AND 14) REFER TO SCHOOL TEAR AN ME THE PESCERYASE OF ELIGIBLE CHILDREN ENROLLED FILL-TINEIN THE APROPrIATE smomL. PrSLIC AND PRIVATE DY LEVEL. THEY AtE OFTEN SUECT TO A WDE nAlIN Or EROR IN TME DEVELOPINCOUNTRIES ONINS TO VARIATIONS IN TIE ACCICY OF SIC DATA (I.E. GE-SPECIFIC POPLMATIS ANM EILL"RTSD. EROLLMENTFIGUlES FREQETLY ARE NI TNAN THE 2WOEB OF STUDENTS ACTUALLY IN SCHOL. OV_ER-AD STUDENTS WHS INCLUSION ISINRICATEn DY FOSTROTES ALSO CS IWLATE THE RAT4IOS.

- 34 -

ANNEX B

Table 2

REPUBiLIC OF TUNISIA

Fifth Education Project

Five-Year Plan: Selected Education Targets

Fifth Plan Sixth Plan

1977-81 1982-86Target Performance Target

(i) Gross Enrollment Ratios, %

Primary 99.0 98.0 100.0 (1990/91)Secondary 32.0 30.0 35.0

(ii) Female Participation Rates, %

Primary 41.0 42.0 45.0Secondary 35.0 37.0 41.4

(iii) Primary Schooling, Grade 6, %Repetition 42.0 48.4 30.0Dropout 25.0 26.6 11.0

(iv) Primary School Completion Rate, % 82.5 62.3 85.0

(v) Primary Education, %Grades 5 and 6 in "IITM" 14.0 14.3 25;0

(vi) Pass Rate, %, SecondarySchool Entrance Exam 40.0 45.0 45.0

(vii) Secondary-Education, % EnrolledLower Vocational 28.5 30.0 30.0Upper Science/Math/Technical 70.0 73.0 73.0

(viii) No. of Registered Apprentices 18,000 18,000 36,000

(ix) Trainer; Apprentice Ratio 1;100 1;200 1;100

(x) University Enrollment, % inScience and Technology 50.0 52.0 55.0

Source; Ministare de l'Education Nationale, Rapport Sur le VIeme Plan de

l'Education, 1982-86, Tunis, Novembre, 1981.

REPUBLIC OF TUNISIA

Fifth Education Project

Primary School Teachers (Grades 1-6):

Projected Demand and Supply

1982-1995 1/

1981/82 1982/83 1983/84 1984/85 1985/86 1986/87 1987/88 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/9z

I. Teaching Posts 25,400 2/ 26,360 27,400 28,b40 29,630 30,630 31,440 32,150 32,800

33,490 34,180 34,890 35,630 36,400

II. Additional Needs

(a) for enrollmentincreases 960 1,040 1,240 990 1,000 950 850 760 850 850 900 900 900

(b) for replacement 3/ 1,04U 1,770 1,800 1,860 1,97U 1,340 1,400 1,470 1,5UU 1,55V 1,600 1,70U 1,750

(c) Total 2,000 2,810 3,040 2,850 2,970 2,290 2,250 2,230 2,35U 2,400 2,500 2,6UU 2,00U

III. Output 4/

(a) existing Primary

Teacher Training Colleges(PTTCs) 1,000 1,000 900 900 900 900 900 900 700 700 700 700 700 '

(b) project PTTCs - - - - - 1,500 1,500 1, 2,35 2,35U 2,3

(c) ToLal 1,000 1,000 900 900 900 2,400 2,400 2,400 3,050 3,050 3,050 3,050 J,0)0

IV. Balance 5/ - 1,00U -1,810 -2,140 -1,950 -2,0/0 +llU +150 +170 + 70O + 650 + 550 + 45U + 400

1/ Source; Ministry of Education (MOE).2/ Approximately 10% of serving teachers are judged by MOE to be unqualified academically and pedagogically.3/ The 500 secondary school graduates recruited each year under the Emergency Plan (from 1982/83 to 1986/87) will be given upgrading training beginning in

1987/88. Annual attrition averages 3%, due inter alia to (a) the reassignment of teachers to other duties in the education administration, and (b) the

decision of some serving teachers to enter university.4/ The progression rates in the four-year program of teacher training are 85% during the first two years and 95X the second two years.5/ The Government has approved an MOE proposal for a crash program providing one year of pedagogical training to carefully selected secondary school

graduates for meeting part of the deficit in teachers during 1982/83-1986/87. The rest of the backlog will be covered subsequently by outputs from theproposed project PTTCs. The surplus starting in 1987/88 is only apparent, since the MOE intends to retrain and promote an as yet undetermined number ofsenior teachers to teach general subjects in the grades 7, 8, and 9 of the "Ecole de Base."

~31fD'

- 36 - ANNEX B

Table 4

REPUBLIC OF TUNISIA

Fifth EdLucation Project

Project Institutions' Recurrent Expenditures, 1982-91

1982 1986 1991

GDP (at market prices) 4,607.0 8,398.0 16,398.3

Government Recurrent Expenditures 998.8 1,907.7 3,870.4(% of GDP) (21.6) (22.7) (23.6)

MOA Recurrent Expenditures 56.6 114.0 240.0

(% of Government) (5.7) (6.0) (6.2)

Education and Training:

* Project Institutions 4.2 6.8 10.3Other Institutions 1.6 2.3 2.7

School Farms 3.1 4.9 7.0

Sub-Total 8.9 14.0 20.0(% of MOA) (15.7) (12.3) (8.0)

Other Services/Administration 47.7 100.0 220.0

MOE Recurrent Expenditures 196.9 433.3 675.0(% of Goverment) (20.0) (22.7) (17.5)

Primary Education 82.6 156.0 213.0

(% of MOE) (42.0) (36.0) (32.0

Secondary Education (General Vocational,Technical 87.5 218.1 367.2

(Z of MOE) (44.4) (50.3) (54.4)

Primary Teacher Training

* Four Project ENI 1.2 2.3

Other Institutions 1.5 2.5 4.5

Sub-Total 1.5 3.7 6.8(% of MOE) (0.8) (0.9) (1.0)

Other Services/Administration 25.3 55.5 88.0

- 37 -ANNEX BTable 5

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

PRIMARY TEAChER TRAINING COLLEGES. UNIT CAPITAL COST a/AND AREAS PER STUDENT

Gross Area Buildings &

Per Student Site Work b/ Furniture Equipment TotalType of Facilities (mL) …-US$-

4 Primary TeacherTraining Institutesz

Academic & Communal 8.6 c/ 2170 f/ 393 857 / 3,420Boarding 9.5 d/ 2,580 f/ 428 107 3,115Staff Housing 118.0 e/ 31,250 - - 31,250

a/ Based on unit cost prices without including professional fees andcontingencies.

b/ Cost of site works is estimated at about 15% of building cost.

c/ Bank median value for the same type of facilities for projects implemented

in FY 78/80 is 8.9 m2/student. Areas do not include covered sheds.

d/ Bank median value for the same type of facilities for projects implemented

in FY78/80 is 10.0 m2/student. Areas do not include covered sheds.

ei Director's house has 148 m 2; three staff houses have 108 m2 each.

f/ Cost of covered sheds included.

g/ Including kitchen equipment.

TIN IS 11~~~~~~~~~~~~~~~~~~~.-I1

F.-lan T.I.1 L,1 F.-, ,.I L-I fonJ&~ -. 1 T-1 Ic-O T-Ol OF Tltl1 6-iC. -t1 ZqCOSTS

TI M ... 3 6 9 16 145 16~~~~ 85 85 61 2 4 3 10, 80 479 559 5 32loo ao37 o16coc atto O loat

EI-11- ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~CItrtRt:05 .6cs

trooccog Coctat - - - 1 ~ ~~ ~ ~ ~~~ ~~~~~~~~~~~ 6 9 16 145 161 41 - I 95 61 2121 37I 74 119 459 5 28 33 16 73 101 Ill 596 691 1.244

StoccoacySccOcls - - - TO~~~~~~~~~~~~~~~~~2 4t 6t 129 1,134 l1t?8 - 149 1,202 1.350 15 120 135 75 183 212 066 1.509 1.693 3.13

coarlcotta - - ~~ ~ ~~~~~~~ ~~~~~ ~~~~~~~42 99 140 266 21.1394 2.660- -308 2,492 2.100 31 149 280 53 396 439 392 3.127 3.519 6.202

56 132 188 357 3,010 3,36~~~~~~~~~~~~~~~~~~ 1~13 3,142 3.555 41 533 5276 71 516 599 515 4,195 4,720 6,427

lab-Total oorccolrccc ~~~~ ~~~~ ~~~~ ~ ~~~130 29 al41 783 6.8 7I 1631 - - - 7j 103 lt 465 1 0.03 ,30 0.5 3 9 7 964 1,040 199 1.249 1.429 1.100 la9 1 1TITToTTo2,07

.10cMI OF ETCU4OTol

FootP ,oc Occob-Oolrc ColiTta 3.920 0.610 5.600 216 644 92 108 911 21.161 490 - Is. -…_j84 3.296 8.190 418 130 919 963 524 0.339 6,2_217 4,19l.2T0.0

tccorco,, Fccarcloc - - -- -- - 10 296 370 70 296 370 4 05 I9 16 St 71 90 166 460 821

Otohclool crrdt -- - - 9 3 51 301 564 17 316 193 4 16 20 16 59 35 91 191 060 911~~~~~~~~~~~~~~~~~~9 1130 34 7 36 13 1 201659 5 7 91 8387

lob-Totl 9FF 9… 9 150 603 754 151 612 163 a 51 1-9 12 10 10 191 12 9069

Aoo Coa }L20 1,6980 1,600 400 900 1 1334 890 2-820 jj 410 4800 1 16 130 067 1 060 135 I's a29- L 16-3002- 5-91 583 1_3 23 1.939 1_172 1_937 3.100 7_118 1902.69039

Flyoloal Cocttcttrclsa ~~~~ ~~392 168 560 40 93 103 99 1.002 1,091 09 10 0 I 10 564 68 383 1,321 1,900

t

,l,, 8ocrtct 37 3124 1,160 69 145 210 053 1,244 1,991 61 62 - 6 26 16 199 210 1,127 1 .931 71.110

MATOL FEIROECT C050 5,149 2,172 7,311 5Ot 1,112 1,681 1.133 10.066 11.199 590 - 590 - 70 170 3317 1.320 1 ,611 7.718 14.900 22.618

E5, -Eqo -act 92.7 1,879 13.070 909 7.091 3.001 2.023 17_9u! L9_Ž299 1,053 - 1,053 - 303 303 601 2 .3517 2 ,9568 13,129 26.601 40P379

- 39 -

ANNEX BTable 7

REPUBLIC OF TUNISIA

FIFTH EDUCATION PROJECT

Estimated Schedule of Disbursements

(in US$Millions)

Accumulated UndisbursedCalendar Fiscal Year Disbursements Disbursements BalanceYear and Semester Amount % Amount X Amount %

---1983---- -

1/1 - 1983

2nd 0.6 2.2 0.6 2.2 26.4 97.8

----1984-----

1st 1.3 4.8 1.9 7.0 25.1 93.01/1 - 1984

2nd 3.6 13.3 5.5 20.4 21.5 79.6

---- 1985…

1st 4.3 15.9 9.8 36.3 17.2 63.71/1 - 1985

2nd 5.3 19.6 15.1 55.9 11.9 44.1

----1986--

Ist 4.1 15.2 19.2 71.1 7.8 28.91/1 - 1986

2nd 4.0 14.8 23.2 85.9 3.8 14.1

1987 ---------…………----

1st 2.8 10.4 26.0 96.3 1.0 3.71/1 - 1987

2nd 1.0 3.7 27.0 100.0 0.0 0.0

(Closing-----------------------------December--------------31-------1987_----__-

(Closing Date: December 31, 1987)

I BRD 16786mo 90 1OQ I'loNOVEMBER 1982

TUNISIA

FIFTH EDUCATION PROJECTer te,~ ~ ~ ~~~~~~~~~v ,E & D I T E R R A PV E A A, E A

t New Primary Teacher Training Colleges

B 7 Equipment to Existing Agriculturol Secondary Schools M o Guf of Tinis 37.

Equipment to Existing Higher Level Agricultural Institutes G of Tui

C Equipment to Existing Hgr Level A gricultural iCenter iue Mat/TT NIS N $°

Equipment to Existing National Agriclltural . sotet aInstructor Training Center (Sidi bTabet) Belo . El Bob MnxoI Bo7 e lfa

0 Provincial Capitals ., Bau SLiernY\0

Salt Lakes Jendouba. 0 Tnhibor 7 r r Nabeul

Ports q.. Ghardimou G _ - Zoghouan

- Internotional Airports t /

Provincial Boundories - K/Internotional Boundaries i El Kef

|Sers i Siaona Gulf of Hammamnet-36'

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~36-

{ J > Ko m,ons X gA/rouon

El 2 Kassel nes ;g ~ ~ ~~ Madia

l \KSsousi0~~~~~~~~~~~~~5

--35 35oso /' Sa

G u f o f G b e s

-34- ' ' . - 1 1 C D .\ 346°

j4~ Tozeur, SDegr1v Z-

Hou Souk

(c T;E uh- -- obe

FRANCE GVIA

^ 1 . 9 . < , % , ~~~~~~ ~ ~~~~~33, "TO rgtocume J.3?-

/;;5 P AN CA-T- \f

/ ) S ~~~~~~MAtTA\KILOMETERS

\ ,r) f \ 0 20 ~~~~~~~~~~~~~40 <,0 80 100/

A L G E R I A

1 L I B Y A \ jncceptance Of such bdundsr/ ts 9t stattrB of ant territory tL I B 'Y' A