Document ofThe World Bank

FOR OMCIAL USE ONLY

RePo0t No. 5863

PROJECT COMPLETION REPORT

SUDAN - SECOND EDUCATION PROJECT(CREDIT 547-SU)

September 30, 1985

Education and Manpower Development DivisionEastern and Southern Africa Regional Office

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ABBREVIATIONS

BRTTI The Bahkt-er-Ruda Teacher Training Institute

CDC Curriculum Development Center

IDA international Development Association

IRECs Integrated Rural Education Centers

LWF Lutheran World Federation

MCPW The Ministry of Construction and Public Works

MOE The Ministry of Education

MOF The Ministry of Finance

NCR Norwegian Church Relief

PIU Project Inplementation Unit

TTI Teacher Training Institute

Wau VTC Wau Vocational Training Center

This documnt has a n:stricted distribution and maY be used by recpients GonY in te perfonnMnceof th6ir official dutil Its contents my not othe,wise be discised without Wod bok authorizatkO.

FOREWORD

This Report which refers to Credit 547-SU approved in May 1975 in thesum of US$10.0 million, is a restricted document prepared for the DemocraticRepublic of the Sudan, under the Co-operative Agreement between Unesco and theWorld Bank. The original Project Closing Date of 30 June 1982 was postponedtwice, the final date being fixed at 31 December 1983, but the disbursement offunds previously committed by this date s as honored until 28 4ugust 1984.

At the invitation of the Government, a Mission composed of Mr. M. Mason(General Educator and Mission Leader), and Mr. J. Antoniou (Architect, Consultant)visited the country for two weeks (2' March - 7 April 1984).

Before working in the country, the Mission made a one-weekcomprehensive study of the relevant project files held by the World Bank inWashington, D.C. and consulted with Bank officials involved with the Project.These provided an essential background for the Mission's field work in conjunctionwith discussions held with Government educational authorities involved with theProject, as well as consultations with international agencies involved ineducational developmerit in Sudan.

Subsequently, in May l984, the first draft of the Completion Report wasextensively discussed in Khartoum with the Project Director and other authoritiesand a revised draft was prepared and sent to the Bank. Educational data werelimited at the time of the Completion Mission. The Bank requested and receivedat a later date the most recent project data from the Project Director. In themeantime t.e Bank officials read the revised draft Completion Report andreturned it together with their comn;ents and the recent data received fromKhartoum or '.he Project. This final version of the Completion Report has beenprepared incorporating the data received from Khartoum and the comments andsuggestions of the Bank.

The major assignment of the Mission was to determine to what extent theProject objectives had been achieved and the expected benefits obtained, as statedin the Appraisal Report. Two limiting factors to the Mission's work were the closeof the school year (vacation) and the difficulty and security risk in traveling.Consequently, many project institutions were not visited.

This Report now presents the Mission's findings and conclusions.

Table of Contentspage 1 of 2

PROJECT COWLTIB ROT

SMDAN SECOND EDUCAION PRDJCT - CREDTr 547-S

TABLE OF CONTENTS

PalLe

Preface i

Basic Data ii

Mission Data v

Location of Project Institutions vi

lHighlights vii

Chapter I - Smumary aMI Reco ns I

Recommendations 3Lessons Leamed 4

Chapte H - nroduction S

Chater Im - Project ldcoud 7

Socio-Economic Setting 7Sector Setting 7Project Formulation SProject Justification 8Objectives 9Components 9A. Institutions 9

Integrated Rural Education Centers 9Junior Secondary Schools 10Bahkt-er-Ruda Teacher Training kIntitute 10Wau Vocational Training Center 10

B. Technical Assistance 11Expected Benefits 11

Table oO *.ontentspage 2 of 2

Pag

Chapter IV - Project Implementation 13

Changes in Project 13Project Management 13Physical mnplementation 14Sitcs 16Design 16

Changes to Site Layouts 17Changes to Construction 18Changes to Building Uses 18

Construction 18Fumiture 20Equipment 20Maintenance 20Technical Assistance 21

Specialists Services 21Fellowships 22

Covenants 22Risks Involved 22

Chaptr V - Project Costs 23

Capital Costs 23Areas and Costs per Student Places 24Disbursement 24

Chapter V - Intial Project Operatng Outcomes 25

Overview 25Integrated Rural Education Centers (IRECs) 27Secondary Education 28

Juba Day Secondary School (grades 10-12) 28f3ahkt-er-Ruda Teacher Training Institute 29Wau Vocational Training Center 30

Chapter VII - Bank Group Perfmnance 31

List of Annexe 33

(Annexes I - VI) 34-63

Coments from the Borrower 65

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PROJECT COMPLETION REPORT

SUDAN - SECOND EDUCATION PROJECT(CREDIT 547-SU)

PREFACE

This is a project completion report (PCR) of the Second EducationProject in the Democratic Republic of Sudan, for which Credit 547-SU wasapproved on April 29, 1975 in the sum of US$10.0 million. The originalJune 30, 1982 Closing Date was twice extended for a total of 18 months witha final Closing Date of December 31, 1983. The credit account was closedon August 28, 1984 resulting in full utilization of credit funds.

This PCR was prepared by UNESCO at the request of and with theassistance of the Government. It was reviewed by staff in the EducationProjects Division of the Eastern and Southern Africa Regional Office whoalso prepared the highlights.

In accordance with the revised procedures for project performanceauditing, this project completion report was read by the OperationsEvaluation Department (OED) but the project was not audited by OED staff asthe project was a comparatively simple one and the PCR gives a good accountof the project experience.

The draft PCR was sent to the Borrower and its agencies andcomments received have been reproduced in the final report as Attachment 1.

Proiect Completion Report

Second Education Proiect - Credit 547-SU

BASIC DATA

Key Project Data

Item Appraisal ActualExpectation

Total Project Cost (LS million) 7.534 13.068Total Project Cost (US$ million) 18.910 14.688

Underrun or Overrun (percentage) - 22 %Loan/Credit Amount (US$ million) 10.000 10.000

Disbursed !U.000 10.000Cancelled _ _Repaid toOutstanding to _

Date Physical Components Completed 30.6.1982 30.6.1984X'Proportion Completed by above date 100% North: 73

South: 44Proportion of Time Underrun or Overrun - 24 monthsRate of Retum n.a. na.Performance n.a. n.&Institutional Performance

MCPW FairPIU Good

Owher Project Data

Item Original ActualPlan

First mention in files or timetable 24.4.1973Govemment's application Reconnaissance 8

Reconnaissance 8-9.1973Identification NonePreparation/Appraisal 11-12.1973Completion of Appraisal 3-4.!974Discussions precedent to negotiations 11.1974

Negotiations 27-31.1.1975 27-31.1.1975Board approval 29.4.1975 29.4.1975Loarn/Credit Agreement Date 16.5.1975 16.S.1975Effectiveness Date 30.9.1975 30.9.1975Closing Date 30.6.1982 30.6.1983

Borrower The Democratic Republic of SudanExecuting Agency The Ministry of EducationFiscal Year of the Borrower 1 July to 30 June

1/ 30 June 1984 is an estimated date since no exact date was known. The Project Directorestimated between May and October 1984. Completed institutions: 7 IRECs and BRTTIin Northern Region; and 11 IRECs, Wau VTC, and 4 Secondary Schools in the SouthernRegion.

H i -

Effective Disirsemoentsas aTtrentage of Appraksa Estniates

(In USS Thousands)

(1) (2) 1(1)FY Apprasl1 Effective as

Estimates Disbursements Percentage

1976 234 100

I 1001977 2 100 100 100

3 200 400 2004 300 400 133

1 500 400 801978 2 700 400 57

3 1 000 500 50* 1 300 500 38

1 2 000 500 252 2 700 600 22

1979 3 3 500 700 204 4 300 2 200 51

I 5 100 2 900 4719 0 2 5 300 3 600 6298 3 6 500 4 500 69

4 7 100 4 500 63

1 77 00 4 700 611981 2 8 300 5 000 603 3 S00 5 000 57

4 9 300 5 200 56

1 9 600 5 200 541932 2 9 900 5 900 56

3 10 000 6 000 644 10 000 7 10C 71

1 7 300 731933 2 7 900 79

3 8 200 824 8 900 89

1 9 200 921984 2 9 600 963

4 10 000

Source :The World Bank.

EFC/16

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Alocation of Credit Proceds

(US$ Million)

Original Allocations Actualin Credit Agreement Disbursements

Civil Works S.1701- 6.979

Professional Services 0.330

Administration 0.090

Fumiture 0.215 1.459

Equipment 0.350 0.413

Technical Assistance 0.640 1.149

Unallocated 3.205

Total 10.000 10.000

Source: The World Bank.

Exchange Rates: Appraisal (1975) 1 LS = US$2.51Present (1984) 1 LS = US$G.741

1/ Civil Works consists of Credit Agreement categories (1), (2) and (7).

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MISSION DATA

Mlssion Sent BY Month/Year No.of No. of No. of Date of Places ViLsitedWeeks Persons Man-Meeks kmert

Reconnaissance IDA 8-9/73 1.0 n.a.- u.n. -

Identification - - - - - -

Prepratiaon/Approsial IDA 11-12/73 4.0 U.s. n-a. -

Completion of Appraisl IDA 3-4174 na. na. .s n. 26.03.75

Conditions Precedentto Negotiations IDA 11/74 u.s. n.-. nU.. -

Sub-Total

Supervision I IDA 4-5/75 1.0 1 (DC 9' 1 5.01.75 hartoum

Supervision II IDA 6/75 2.0 1 (A) 2 7.23.75 Khartoum

Supervision III IDA 10/75 2.0 1 (A) 2 12. 15.75 Khartoum

Supervislon NV IDA 2176 2.0 2 (A; TE) 4 3.05.75 Khartoum

Supervislon V IDA 5/76 2.0 1 (A) 2 6.11.76 Jubs and Xhartoum

Supervision VI IDA 10(76 2.0 1 (A) 2 12.08.76 Kbartoum

Supervislon VII IDA 1V77 1.0 2 (A; EC) 2 3.02.77 Khartoum

Supervision VIII IDA 3/77 1.0 1 (A) 1 5.05.77 Xhartoum

Supervision IX IDA 6/77 2.0 1 (A) 2 7.21.77 Khartoum

Supervision X IDA 10/77 2.0 1 (A) 2 12.06.77 Khartoum

Supervislon XI IDA 12/77 1.0 1 (A) 1 2.27.78 Khartoum

Supervision XII IDA 3/78 2.0 1 (A) 2 5.26.78 Khartoum, Jubs, Malakal.Torit. Wau

Supervision XIII IDA 8/78 2.0 1 (A) 2 10.11.78 Khartoum and Juba

Supervision XIV IDA 12/78 2.0 4 (A; DC; E) £ 2.20.79 Khartoum

Supervision XV IDA 4/79 0.5 2 (AE) 1 5.03.79 Khartoum

Supervision XVI IDA 9/79 3.0 3 (AE; A; E) 9 11.06.79 Kbartoum and Babkt-er-Ruda

Supervision XVII IDA 3/80 1.0 1 (AE) 1 4.08.80 Xhartoum and Bahkt-er-Ruda

Supervision XVIII IDA 7/80 1.5 2 (AE; A) 3 8.18-80 Khartoum and Bahkt-er-Ruda

Supervision XrX IDA 8-9/51 1.0 1 (A) 1 3.16.81 Khartous, Jub andBahkt-er-Ruda

Supervision XX IDA 11/81 1.0 1 (A) 1 9.28.81 Khartoum and Jubs

Supervision XXI IDA 1-2/82 2.0 2 (A; AE) 4 3.25.82 Khartoum, Jubs. Cedaref(North), Bahr Mean (South)

Supervision XXII IDA 5/82 1.0 1 (AE) 1 6.28.82 Xhartoum

Supervision XXIII IDA 10/82 2.0 1 (AE) 2 12.06.82 Khartoum and BShkt-er-Ruda

Supervision XXIV IDA 1/83 1.5 2 (AE A) 3 3. 16.83 Khartoum

Supervision XXV IDA 10/83 2.0 2 (AE; A) 4 11.30.83 Khartoum. Maridi andBahkt-er-Ruda

T 0 T A L ;'

I/ i.s. Not Available

2/ A ArchitectAt Agrlcultural EducatorDC Division ChiefE EducatorEC EconomistTE Technical Educator

- VI-

LOCATION OF PROJECT INSTffUTIONS

SUDAN m| ARAB *REUt IC S r j.

SECOND EDUCATION PROJECT OF EGPT

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somimm CENTRAL N a.

ml 141ch S1 V"t (trletced in sor) 813 AU>-klunk (deleted)In Sh 2 yllygbrer (relocated to Malkal area) SU4 Mnyngok

3 Sielat n D br.bufu (relocated In HIlk-l are) SU _k Jr. Sc SchoolToke4r Cu_der construction) 24 :AUt (relocted in eor) *lk Avil Jr. Sec Sc oo

8 bulacheU 25 lmlelk S17 PtOor Jr. Sec. Scboollpa ti_ Tonst (deleted) *U8 Y_ Vocational Training Centerl Ddor (undedr censtrucciroe) 27 C-nruk *Vg Juba Day Secondry Schoeol

1O Zeltiag Coder eeut^"ructlee) Xk Otck (relocated ic XlMl lal rms)u burm ns ami.ir t Zs addition there

WMV10 aI Dc ami Bbr-llc_ *20 w suervnision boser to Juba TowsE11 Ib t--r-kuda 3rry1 Atlekul (deleted) 213 Project Implemenatiogeaidt

S Tocer TSndur corctinute S Glal Cr i S Ju. S ult b t itr

o( Crnctr ction aed kOlc cakrke

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SUDAN

Second Education Project (Credit 547-SU)

Highlights

A Development Credit Agreement providing US$10.0 million to theSudan for a Second Education Project was signed on May 16, 1975. Theproject was basically intended to redress the existing acute imbalances ineducational opportunities between the North and South and among Provincesby (a) providing training facilities for out-of-school youth and adults;(b) upgrading and providing facilities for Primary and Junior Secondaryeducation; (c) strengthening teacher education and curriculum development;(d) expanding training of skilled workers and (e) assisting a nationwidesector review. In this endeavour, the project as designed included thefollowing components:

(1) Forty New Integrated Rural Education Centers (IREC) locatedboth in the North and in the South, in areas most deprived ofeducational facilities.

(2) Three new Junior Secondary Schools in the South.

(3) Extension to one Primary Teacher Training Institute, in theNorthern Region.

(4) Extension to one Vocational Training Center in the SouthernRegion.

(5) A nationwide Education Sector Review.

Project implementation was extended by 18 months due mainly toslow project start-up, caused by weak management. Causes of further delaysinclude: shortages of Government counterpart funds; weak localconstruction industry, aggravated by shortages of material andtransportation difficulties; and more recently security problems in theSouth. (para 1.3). Construction and transportation problems caused theproject to be modified to reduce the 40 IRECs to 24, adding an unplannedSenior Secondary school in Juba, because of its easier access compared toother locations in the South. Of the 24 IRECs, 14 were to be built in theSouth. However, security problems in the Region delayed work to such anextent that three of the 14 IRECs for which prefabricated elements wereprovided by the contractor, could not be assembled. Government is nowplanning to have them built by provincial authorities. As a result, theproject will eventually provide only about 60% of the planned studentplaces (para. 6.1; Annex I; Annex IV.1)

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Project implementation must be viewed in the light of the generalsituation prevailing in the country and in particular, of the securityproblems in tie Southern Region. Under such circumstances even the reducedcompletion of planned physical facilities represents a significantachievement. An evaluation of the educational objectives at this stage ispremature, and both the Association and Borrower should considerundertaking a review to determine educational results after a period ofthree to five years, at which time most of the project institutions shouldhave produced their first output (paras 1.15-1.16).

Lessons learned point out to a) the importance of adequatelystaffing the PIU; b) the importance of requiring suppliers to deliver goodsto final destination in order to overcome transportation problems; c) needto establish a revolving fund (Project Advance Account) under PIU control.

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IKOJICT cCKPutIoU mm"S

SE~D ESCLsT HoncT - cEDIr 547-W

CHAPTER I

SUMMARY AND RECOMMENDATIONS

Oview

1.1 The Project, which was the second Bank Group operation supportingeeucation in Sudan, include; five components: (i) 40 New Integrated RuralEducation Centers (IRECs) located in areas most deprived of educational facilities,and were to provide 12,000 primary student places; (ii) three New Junior and oneNew Senior Secondary Schools with 600 and 540 student places, respectively; (iii)extension to one Primary .zacher Training Institute for 160 additional studentplaces composed the third; (iv) extensions to one Vocational Training Center for anadditional 140 student places; and (v) a nationwide education sector review. TheProject's main objective was to redress the existing acute imbalances ineducational opportunities between the North and the South and among Provinces,resulting partly from the 17 year civil disturbances. Of the original 40 IRECs 18have actually been completed, one of which has been temporarily occupied by theArmy and another converted into a secondary senior high z.ool (both in theSouthem Region). The other 16 provide 4,800 student places, btit according toavailable data only 352 places in 3 IRECs in the North are knowr to have beenoccupied. The Juba Day Senior Secondary School in the South has 137 per centoccupancy and the IREC at Malek (South) converted to a Senior Secondary Schoolhas 350 students, a 117 per cent occupancy. Data were not available on the other 3completed junior secondary schools, BRTTI, and the Wau Vocational TrainingCenter. kistitutions completed and the number of student places provided aregiven in Annex I After project implementation the present known outcomes arebelow excpectations at Appraisal, but the educational objectives are expected to beachieved within a few years of full operation of all project institutions. Majorfactors contributing to low achievement of educational targets include: (i)dispersed nature of project sites; (ii) management weaknesses of contractor; (iii)transportation difficulties; and (iv) security problems. The Project was expectedto provide skilled manpower for rural rehabilitation programmes. This benefit isbeing attained through the Wau Vocational Training Center which is in operation.The benefit in terms of reducing the imbalance in educational opportunities in theSouth, especially for secondary students is being achieved as evidenced by theoverflow of students at Juba Day arnd the IREC Secondarv School at Malek. Thebenefit of reorienting education in tune with the socio-economic needs of theSudan is being realized through the IRECs, based upon the curriculum developed atBRTM.

1.2 Project lmplementation was extended by one year (30 June 1982 -30 3une1983) while some project components remained unfinished at the time of theCompletion Mission (March 1984), nine nrr.ths after the extended Closing Date.However, considering the dispersed nature of the sites in both North and Southregions and the logistical difficulties involved in a country with a weakconstruction indus+.,, the overall performance of the PIU was adequate.

1.3 The delays in Project knplementation were due to slow project start-upcaused by unco-ordinated project management between two project units, one foreducational matters within the Ministry of Education, and the other for technicalaffairs within the Ministry of Construction and Public Works. Both units wereinadequately staffed and the Government logistical support was unsatisfactory.Management remained weak until the two project units were amalgamated in 1980.

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Main causes of further delays in implementation include: (a) shortage ofGovemment counterpart funds; (b) management weaknesses of contractor; (c)general poor condition of the construction industry, aggravated by a chronicshortage of materials, transportation difficulties, and emigration of skilled andsemi-skiliAd labour to nearby oil-producing countries; and (d) recent secjrityproblems- . However, there was no cost overrun because the Project was reducedin scope.

1.4 Sorme major changes in project scope and use of facilities were madeincluding: (a) reducing the 40 IRECs (10 in the North) to 24 when it was evidentthat IRECs expected to be constructed by villagers in the South under a low-costself-help scheme would not materialize because of poor response by the people; (b)deletion of 3 IRECs in the South in order to avoid cost overrun after undue delaycaused by security risks; (c) reduction of the proposed expansion of Wau VocationalTraining Center by 35 per cent after the Federal Republic of Germany, which wasexpected to equip and fumish the Center, reduced its funds from US$600,000 atAppraisal to US$97,000; (d) addition of Juba Day Senior Secondary School uponGovernment's request when the decision was made to reduce the IRECs in theSouth from 30 to 14; (e) conversion of a classroom at BRTTI into a staff room andseminar room; and (f) conversion of the IREC at Malek in the South to a SeniorSecondary School with 350 students.

1.5 The design for all buildings was done by MCPW, and project components inthe Northern Region were constructed by MCPW using force account method.After a few construction altematives did not prove economical, the Borrowerproposed and the Association approved the use of a pre-fabricated building systemfor all project components in the Southem Region, and negotiated with aPortuguese Firm of Contractors, being the lowest evaluated bidder. Fumiture waspurchased through international competitive bidding, and equipment was purchasedthrough UNICEF. PIU reported that all schools have received equipment andfumiture, including the three under construction in the North, and the threedeleted in the South. The Government has allocated LS430 thousand to completethe three IRECs under construction in the North, according to recent data receivedfrom the PIU, the authorities in the South were negotiating with the contractor tobuild the three deleted against local payments.

1.6 Maintenance is already needed on some buildings, including the IREC atOtek, where some panels have been blown off by the wind. Measures need to betaken for timely and proper maintenance of ail facilities.

1.7 The Technical Assistance component was executed satisfactorily by Unescoand the performance of the specialists and consultants was adequate. Of the 25man-years of specialists services allocated, only the procurement post (8 man-years) was cancelled, and the senior rural educator (2 man-years) was notrecruited. Although 6 man-years of fellowship were allocated for three teachersfrom BRTTI to receive overseas training in curriculum development, teaching aidsand materials, and rural education, i total of 7 persons benefited from theprogramme using only 5.3 man-years. However, only 2 of those trained were stillat BRTTI at the time of the Completion Mission. All covenants were compliedwith.

1/ The Borrower holds the view that there were no security problems in theearly years of project implementation and had contractor's managementbeen adequate, most civil works would have been completed prior to thesecurity problems now existing.

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1.8 The final cost of the Project as implemented was LS13.068 million, orabout US$14.688 million, about 70 per cent more or 22 per cent less than Appraisalestimates, respectively. Substantial reduction in project scope, as stated earlier,contributed to lower project cost.

Recommendations

1.9 At the time of Appraisal in 1975, the Association and the Governmentdecided that the services of the Ministry of Construction and Public Works wouldbe utilized for the design, preparation of construction documents and supervision ofconstruction, with the understanding that should an increased workload delayproject implementation, then consultants would be selected and appointed. Afterpoor response by contractors to bids for construction, the Govemment proposedand the Association approved construction in the Northem Region by MCPWutilizing force account method. Supervision proved inadequate and contributed toproject delay, but consultants were not selected and appointed to take over projectsupervision. In future projects, PIU should undertake direct control of civil works,with its own resident engineers to supervise and implement project components, asin the case of Mileh IREC and the Extension to the Bahkt-er-Ruda Primary TeacherTraining Institute where improved management was observed. Contractualarrangements should include the careful monitoring of variations and changes tobuilding, both in terms of design and cost.

1.10 In analysing tenders for appointing contractors to undertake major projectsof this magnitude. particular attention should not only be given to cost but also tomanagemc't ability. The contractor used had no experience in a country likeSudan, did not visit the South before bidding, and his office was under-staffed.

1.11 Advisory services with financial and logistical support should be providedto heads of schools and regional education authorities as to the management andmaintenance of buildings, fumiture and equipment. Each of the authorities in theEducational Units in the Regional Ministries for Services should consider thefeasibility of assigning a technician the responsibility of maintaining projectinstitutions and provide the funds and logistical support for such services. Themaintenance of buildings, even already occupied over three years, was still theresponsibility of the contractor. Some buildings now need urgent repairs.

1.12 In undertaking similar projects in future, the P1U should be strengthenedthrough the provision of a deputy director, an accountant, and a procurementspecialist, as a minimum provision for improved efficiency and effectiveimplementation. It is suggested that the deputy director should have qualificationsand experience in administration and education with the view to monitoring theeducational aspects of the Project. Considering the lack of available nationals forthe above mentioned post, consideration should be given to providing specialistsservices in the respective areas to the PIU with the view to training localcounterparts, who can take over work by the end of the specialist's contract. Thisimplies a minimum of change of counterparts during the specialist"s contracturalperiod.

1.13 Measures need be taken by the Borrower and the Association to improvethe conditions of employment and career prospects of nationals with the view toretaining them for a long period of time in their positions, thereby stimulating theinstitutionaT capacity building of the Borrower and in order to have an efficientlocal staff after the departure of specialists. In this respect, the Borrower oughtto give serious consideration to augmenting the salaries of IREC teachers by 25 percent as recommended at the National 1978 and 1981 conferences, by virtue of theexceptional nature of their responsibilities and in order to attract new teachers andretain the employed ones.

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1.14 As much as is possible, the arrival of specialists should be harmonized withthe work and building programme. Delays in construiction adversely affected theproductivity of some specialists, who left when they were most needed.

1.1 Since it is not possible at this time to attain educational benefits, attentionshould be given by the Borrower and the Association to planning methods ofdetermnining the educational effects in the first few years of full operation of theProject institutions. In the meantime, data on enrolments, dropouts and promotionrates, seeds distribution, farm production, impact in homes (health condition, childcare, food preparation) teachers' suggestions about the curriculum, and the overallimpact (output) of the IRECs on the community and economy should be accuratelycollected 1/ and be readily available.

1.16 Parallel with the full implementation of the IREC curriculum, anexamination based upon the programme, should be developed including all practicalaspects. Parents, teachers and students should be made to understand that thenational examination given to the traditional school students will be modified forthe IRECs to include the practical aspects of their programme, but that thischange will in no way prevent the children who are capable from pursuing furthereducation. With such understanding, the emphasis on passing the standard nationalexamination could be minimized without defeating the purpose of the IRECs.

Lessoni Learned

1.17 The Borrower is very aware that its lack of counterpart funds was a majorhandicap to the implementation of the Project. Therefore, appropriate measuresneed to be found (e.g. a revolving fund or a special fund) to resolve the problem ofshortage of Government counterpart funds and to strengthen the capability of thePIU by providing the number and calibre of staff needed for effective piojectimplementation. An inadequately staffed PIU imposed an undue responsibility uponthe Director, and without a deputy director, administrative matters were greatlydelayed in the absence of the Director.

1.18 Difficulties encountered by the Borrower in transporting fumiture,equipment, and other commodities to the sites have convinced the Borrower that infuture projects Ven. rs should be required to deliver their goods to the respectivesites in correctly pa *ed and labelled containers. Project funds should cover thisrequirement.

1.19 Although there were criteria upon which site selections for the IRECs weremade, there was not sufficient firmness by the Association in maintaining the useof some sites, once the decision was made. Consequently, Ministerial and Regionalauthorities shifted many sites, owing to political expediency. One JuniorSecondary School site was changed to what is now considered a very unsuitablelocation.

1.20 The force account method did not work smoothly in the North. Animprovement to management was noted at Mileh and Bahkt-er-Ruda where the PIUhad complete control of the programme and funds. This experience and outputshould be considered in future projects.

1/ Mr. A. G. 1. Mohammed did his master's degree thesis in education on theexperimental schools (Annex VI.4). Perhaps it would be appropriate toassign this task to him at this early stage of the operation of the IRECs, asa part of his responsibilities at BRTTI.

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CHAPTER 1I

INTRODUCTION

2.1 The preparation of this Project Completion Report (PCR) has been basedlargely upon data collected by a two-man mission to the Sudan during two weeks inMarch - April 1984 and data available in the Bank Group files. At the time of theCompletion Mission there were limited clata on civil works and educationalstatistics due to the fact that only a few of the educational institutions wereoperating and it was difficult to send availabie data to Khartoum. The Missiontravelled by car and visited the Bahkt-er-Ruda Teacher Training Institute, theexperimental school at El Talha and the Mileh IREC in the North, the only one thatwas operating at the time, but all schools were closed for the annual vacation.Later the architect-consultant remained at the P[U in Khartoum and collected dataon civil works and project implementation, and held discussions with therepresentative of the contractor for the South, while the general educator flew byUNICEF airplane to Juba where he visited the Juba Day School, the PIU Unit andstaff houses, and consulted with the resident representative of Condaco, thecontractors for project components in the South. Discussions were also held withthe Minister of Education for Equatorial Province in the South. Because of thehigh security risk and the long distances of the completed IRECs from Juba, thevisit was limited to Juba city. It was not possible to visit the Wau VocationalTraining Center because the UNICEF plane stopped at Wau en route to Juba whereit remained until the third day before returning North and this schedule was once aweek.

2.2 Before going to the Sudan, the Mission made a one-week study of the-_.evant project files held by the World Bank in Washington, D.C., and consulted

with officials involved with the Project. The files include supervision reports,quarterly progress reports, correspondance with the Borrowier and other documentswhich had to be prepared during the generation of the Project and itsimplementation. Since Unesco was the executing agency for the TechnicalAssistance Component, its files were consulted for relevant data on specialists andconsultants services and fellowships. The first draft of the Completion Report wasextensively discussed in Khartoum with the Project Director and other authoritiesand a revised draft was prepared and sent to the Bank. Since educational datawere limited at the time of the Completion Mission, the Bank requested by cableand in return received on 28 November 1984 the most recent project data availablefrom the Project Director. In the meantime the Bank officials read the reviseddraft Completion Report and returned it together with their comments and therecent data received from Khartoum on the Project. This final version of theCompletion Report has been prepared incorporating the data received fromKhartoum and the comments and suggestions of the Bank.

I 1s

J tIII

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CHAPTER m

PRO3ECT BACKGROUND

Socio-Ec6omic Settig

3.1 The Democratic Republic of the Sudan is the largest country in Africa andhas an area of approximately 2.5 million square kilometers (1,000,000 squaremiles). At the time of the Project Appraisal in 1975, the population was estimatedto have been 16.5 million in 1973, growing at about 2.8 per cent per annum. Duringthe decade 1970-1980, the population grew at an estimated rate of about 3.1 percent per annum and is estimated to have been 19.2 million in 1981, but with a lowpopulation density of 7.5 persons per square kilometer. Much of the country isdesert cr semi-desert and 50 per cent of the population is concentrated on 15 percent of the land. Sudan is divided generally into Northem Sudan with 6 regions and12 provinces and Southern Sudan with 3 regions and 6 provinces. The GNP percapita in 1981 was estimated at US$380.

Sector Settin

3.2 This Project was an effort to redress some major existing problems of theeducation and training sector of Sudan at Appraisal. Enrolments of the eligible agegroups in school were about 38 per cent in primary (grades I - 6), 11 per cent injunior secondary (grades 7 - 9) and 5 per cent in upper secondary (grades 10 - 12).Only about 5,000 students out of 191,000 enroled at the secondary level were intechniail and vocational courses. At the post secondary and higher education levelfacilities were provided for 16,000 students.

3.3 The above low enrolment ratio reflected a major weakness which was theshortage of facilities for the training of adults and out-of-school youths. It wasforeseen that the lack of these facilities would deprive this group of the pre-requisite skills needed for active and effective participation in increasedagricultural production and improved living standards in rural areas at the timewhen the Government was expected to give highest priority to agriculture and tothe infrastructure required for rural development. These included the training ofteachers and resource personnel for community development with the view to usingproperly equipped and well supplied primary schools as focal points for communitydevelopment activities.

3.4 Furthermore, there were severe imbalances in educational opportunitiesbetween provinces, with only about 10 per cent of the eligible children in theSouthem Region being enrolled in primary schools, compared to 47 per cent in therest of the country. At the secondary level, enrolment in junior secondary schoolswas less than 6 per cent and about 5 per cent in upper secondary. Vocationaltraining in the Southem Region was in an early stage, and facilities were veryinadequate.

3.5 In general education, the curriculum was basically literary and essentially apreparation for proceeding from one level to the next. As a result, drop-outs andschool leavers joined the labour force without the required basic skills andattitudes on which to build on-the-job training and experience. Being inadequatelytrained and unwilling to return to rural areas, gave rise to social and economicproblems. On the other hand, the technical and vocational institutes were toosmall (with enrolment capacity varying from 18 to 100 students) to accommodatetiis large unprepared group. Moreover, the institutes did not liaise with industry;consequently, their graduates did not meet employers' expectations.

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3.6 These problem areas were given high priority in the development of a long-term strategy for educational investment as described below under justification.

Proiect Formulation

3.7 The Project was formulated over a period of about 24 months and wassigned in 1975 and completed on 30 June 1984, some 24 months beyond the originalclosing date, 30 June 1982. It provided US$10 million for establishing a system ofhtegrated Rural Education Centers (IRECs), secondary schools, a primary teachertraining institute and expansion of a vocational training center.

3.8 Preliminary talks regarding this Project were held between theGovemment and the Bardc during a Bank Supervision Mission of Education I in April1973, followed by a Reconnaissance Mission in August/September 1973 duringwhich the Project was estimated at US$13 million with US$9 million in foreignexchange. A Preparation/Appraisal Mission followed in November/December 1973.However, a Completion of Appraisal Mission was undertaken in March/April 1974followed by a final meeting in Khartoum in November 1974 to discuss the tconditions precedent to negotiations which took place 27 - 31 January 1975. Nomajor issues which would have negatively affected project implementation wereraised during negotiation. In fact only minor modifications were made to theProject before Board approval on 29 April 1975 and signing date was 16 May 1975.The Credit became effective on 30 September 1975.

3.9 The Project prepared was in harmony with the country's education needsand with the Governments objectives and development strategy.

Project Justiiction

3.10 The Project provided financial and Technical Assistance to assist Sudan'seducation and training system to becornu- more responsive to socio-economicdevelopment strategy by providing appropriate leaming opportunities to out-of-school youths and adults to enable them to participate more actively in ruraldevelopment and to redress imbalances which existed in educational opportunitiesbetween the Northem and Southem Regions and among the Provinces.

3.11 Since 90 per cent of the population lives in rural areas, it was essentialthat any development strategy includes measures for the efficient mobilization andproductive utilization of available resources for rural transformation through anintegrated approach. Emanating from this conviction was the concept of theIntegrated Rural Education Center which would become the focal point fordevelopment of village life by providing both formal and non-formal education andtraining geared to the needs of rural regeneration.

3.12 The IREC Primary School was to offer orimary school programmesappropriate to education needs of rural children, including using the localenvironment as a basic source of curriculum content, and observation, analysis,discovery and problem-solving as the essence of the teaching methods. Parentsand other members of the community with special knowledge and skills were toserve as resource persons and aids to the teachers. Although practical subjectssuch as home economics, rural education and workshop practice were included inthe programme, the amount of time allocated to the various academic subjects wasto be the same. This was to ensure that the IREC would not be a second-rateprogramme.

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3.13 Non-formnal education and training activities for out-of-school youths andadults were to be based upon leeming needs in terms of knowledge, skills, andattitudes which could be obtained from the local community, govemmental andnon-govemmental agencies serving in rural areas. 'The acquisition of knowledgewas to be aided by lectures on various subjects by knowledgeable and experiencedpersons and through film shows by extension workers. Through participation inpractical work stituations sk-ilLs were to be developed, and attitudes orientatedthrough group discussions, group decision-making, role-playing, and problem-solvingactivities related to immediate daily problems at home and in the rural community.

3.14 Two expected outcomes of the IRECs were (i) an output of 1,800 primaryschool graduates per annum and (ii) an increase in the eaming potential of farmersin the community.

3.15 The civil disturbances caused many junior secondary schools to be badlydamaged in the Southem Region; this Project was an effort to also redress thiscondition, as well as to provide increased qualified manpower needed for nationaldevelopment by expanding the Wau Vocational Training Center. Curriculumdevelopment includih-g innovative methods for rural education and continuousevaluation led to an eptension of the BRTTI.

zbjectives

3.16 The overall objective of the Project as stated at Appraisal was to assistSudan's education investment programme aimed at expanding and improvingeducation in the most deprived areas of the country by:

(a) providing training facilities for out-of-school youths and adults,(b) upgrading and providing facilities for primary and junior secondary

education,(C) strengthening teacher education and curriculum development,(d) expanding training of skilled workers, andie) assisting a nationwide education sector review.

Coamponents

3.17 Part A of the Project was desigrned to increase basic education and traiingplaces from pre-project 640 to 13,600 by adding 12,960 new places.

3.18 The Project content at Appraisal consisted of the construction or extensionand equipping of the institutions briefly described below:

A. Institutions

Integrated Rural Education Centers QIRECs)

3.19 Forty new Integrated Rural Education Centers (IRECs) were to beconstructed, providing 12,000 student places thereby increasing basic educationenrolment by 10 per cent in the Southem Provinces and by 10 per cent in Kassala,and 20 per cent in Darfur and Kordofan Provinces. The total annual outputexpected was 1,800 students.

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3.20 Other services to be provided by the IRECs included (a) a dispensary whichwould fumish essential medicines and vaccines for the school children and thepeople of the rural areas; organize community activities for cleaning the villagesand their surroundings, and provide services for pregnant women; (b) a farm wherestudents would practice and observe in order to develop useful skills for growingcrops and raising farm animals and cultivate the right attitude to agriculture;farmers would be assisted through demonstrations how to use new techniques inplant and animal growth and development suitable to their respective areas; (c) astore to stock improved seeds and other agricultural inputs such as pesticides andinsecticides for distribution to the local farmers at appropriate seasonal periods. Itwould also serve as the office of the agriculture teacher where he would receivevisiting farmers and discuss their farming problems with them; and (d) a workshopto provide pre-vocational leaming opportunities for the pupils of the school todevelop appropriate manual skills and would also be used by youths and adults inthe aftemoons and evenings for vocational training.

Junior Secondary Schools

3.21 Three new Junior Secondary Schools (grades 7 - 9) were to be built in areasin the Southem Regions where none existed, providing a total capacity of 600student places and an expected annual output of 180. These facilities were toassist the Govemment in providing places for 5 per cent of the relevant age-groupin the South compared with 14 per cent in the rest of the country, and at the sametime lay the foundation for meeting the enrolment for upper secondary levelinstitutions.

Bahkt-er-Ruda Teacher Training Enstitutes (BRTTI)

3.22 This institute (Northem Region) with an existing capacity of 480 placeswas selected by the Govemment as the headquarters for curriculum developmentand promotion of innovative methods of pre-service and in-service training forrural education. The Project was to provide an extension to the institute including160 student places for IREC type school teachers and a Curriculum DevelopmentCenter where continuous up-dating and evaluation of primary and secondaryschools curricula would be carried out, and where IREC teachers would be trained.

Wau Vocational Training Center (Wau VTC)

3.23 During the period of the civil war, much skilled manpower in the SouthernProvinces fled to neighbouring countries. Therefore in 1972 when a special BankEconomic Mission visited Southern Sudan, the former reported an acute shortage ofskilled manpower needed to implement Govemment rural rehabilitation andreconstruction programmes in the Southem Region, and recommended theexpansion of Wau VTC, then the only existing facility of its kind in the Region,from 3 capacity of 160 to 360, where carpenters, mechanics, bricklayers,electricians and such other skilled workers would be trained to meet the pressingdemand for skilled workers. Instructional equipment and training personnel for theCenter were to be provided by the Govemment of the Federal Republic ofGermany.

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B. Technical Assistance

3.24 The Project also provided for the cost of 25 man-years of specialists'services and 6 man-years of over-seas fellowships for training 3 staff membersfrom the BRTTI, the total Technical Assistance component being US$1.3 millionfor: (a) teacher education, curriculum development, rural education and farmercooperatives; (b) planning and carrying out a nationwide education sector review,and (c) project administration and implementation including design and supervisionof construction.

Expected Benefits

3.25 According to the Appraisal Report, it was expected that:

(a) the foundation for supplying the minimum manpower and humanresources needs for the rehabilitation and developmentprogrammes for the poorest areas of the country would be flrmlylaid through the development of skills of diverse levels and types,especially in the Southem Regions;

(b) a reduction in the imbalance in educational opportunities betweenthe project provinces and the rest of the country would be made.For example, the 7 - 12 year age-group would have 30 per centmore available primary school places as against only 16 per cent in1973; and junior secondary students (aged 13 - 15) would have 8 percent more places in 1980 as against 4 per cent in 1973;

(c) the reorientation of education to attune the content of instruction(BRTTI) to the socio-economic needs of the Sudan would beattained through the development of skills of small farmers(IRECs) reorienting the role of the primary school teachers tomake them community development agents (IRECs), and byproviding skilled workers (Wau VTC) for t6he rural rehabilitationprogramme.

It

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CHAPTER IV

PROJECT IMPLEMENTATION

a~.aiie 1in Project

4.1 A number of major changes were made during project implementation,including the following:

(a) changes to the building components,(b) changes to the method of administration,(c) changes to the provision of professional services,(d) changes to the closing date of the Agreement.

4.2 Building components were allocated as ten IRECs in the North while,project schools in the South were reduced from 30 IRECs (intended for "self-help"construction) to 14. The location of one of the junior secondary school waschanged from Akobo to Pibor and a senior secondary school (with seven staffhouses) was added at Juba (decisions taken December 1978).

4.3 The first change made to project administration was under Amendment I of20 December 1976 when the Government wished to have two project units, one foreducational matters, within the Ministry of Education, and the other for technicalaffairs established within the MCPW. However, on 2 November 1980, the twoproject units were amalgamnated into one PIU.

4.4 In practice, contrary to provisions in the Agreement, professional serviceswere provided by MCPW, without charge to PIU. Amendment 11 of 10 September1979 approved the reallocation of the withdrawal of proceeds.

4.5 The official closing date was 30 June 1982. Due to delays and lack ofprogress in the civil works, the closing date was extended to 31 December 1983, byAmendment m of 18 May 1982, but disbursement of funds previously committedwas until 28 August 1984.

Poc M

4.6 Based upon the experience with the Project Implementation Unit (PIU) forthe first project, the Association recognized the need to strengthen theadministrative capability of the Borrower's PIU and appropriate measures wereproposed, but they did not seem to have fully materialized. Consequently,implenentation was delayed by one year and inflation caused the Project to bereduced in scope (Annex III). However, PIU based in Khartoum providedmanagement and administration and recognised basic differences betweenconditions and coordination in the North and South of Sudan.

4.7 It was therefore decided to use the force account method in the North withthe MCPW constructing the IRECs with local materials. Management for projectschool building required the construction of IRECs to be undertaken in terms ofdirect labour on actual costs as a special project entrusted to the regional divisionsof MCPW in each locality. PlI in Khartoum worked in coordination with MCPWdivisions and was responsible for the supervision and progress of work. Reportswere received and discussed at the PIU, and decisions as when to continue workwere taken locally depending upon the availability of funds. Bahkt-er-Ruda

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Primary Teacher Training Institute and one IREC at Mileh were also constructed bydirect labour on actual costs, but under a resident engineer responsible directly toPIU (decisions taken on 10 September 1979). The Resident Engineer and his workforce were paid by PIU. This method proved to be the most effective way ofmanaging the Project in North Sudan.

4.8 Construction in South Sudan was undertaken under a fixed sum contract,utilizing a prefabricated building system and a contractor. This decision wassubject to detailed discussion and it was believed to have been the fastest methodto build in the South in the shortest possible time with the view to avoiding asmuch as possible price escalation. Unfortunately at that time, neither theBorrower, nor the Association understood the magnitude of the complexity of theproblem of logistics in getting the prefabricated buildings from abroad, coupledwith long and difficult transportation problems, compounded by a scarcity of semi-and skilled manpower.

4.9 In spite of a regional project unit at Juba, attempts to monitor and controlthe building programme remained unsuccessful mainly due to the wide distributionof project schools, often located in remote areas, where roads were non-existent orimpassable during rainy seasons. Consequently, project management was largelyoutside the control of PIU (as well as the Unit Office established at Juba) and inthe hands of the contractor who, while working under difficult conditions, wasinitially unable to apply the necessary management skills to complete the work inhand. Prefabricated system panels and other materials were transported fromEurope into East Africa (Mombasa, Kenya) and then across Sudan to allocated sites.Construction and assembly on site were remarkably quick, often carried out in amatter of weeks.

4.10 As a result of these limitations, project management remained weak untilthe two project units were unified in November 1980 and real progress in the Southwas not made until 1982. Aspects of the constraints and difficulties encounteredare reflected in this Report under respective components. However, it should beemphasized here that the achievements in the construction of school buildings inthe South is largely due to the determination of the Portuguese contractor tocomplete as much as possible of his contract. Moreover, the use of a letter ofcredit to allocate local funds directly to the Project (although not extended overthe whole implemnentation period) assisted to a degree in providing some financialliquidity. It is also of significance to note that accounts of projects in the Northwere kept in Arabic by the local engineer. On the other hand, accounts of projectsin the South were in English, and were therefore kept by the quantity surveyor(expatriate), who was returned as a consultant for one month to finalize theaccounts for the contract in the South only. His return was planned to meet thecontractor and both agree?d on and signed the final account.

Physical luplementation

4.11 Considering the dispersed nature of the sites in both North and SouthRegions and the logistical difficulties involved in a country with a weakconstruction industry, the overall performance of the PIU was adequate. However,a one year extension period had to be agreed with the Association, while someproject components remained unfinished at the time of the Completion Mission,nine months after the extended Closing Date.

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4.12 Of the 10 IRECs undertaken in the North, seven have been completed andthe other three are under construction. According to the Project Director, theGovemment has approved LS430 thousand in the remaining portion of 198S FiscalYear to co-mplete their construction. At the time of the Completion Mission theBahkt-er-Ruda Primary Teacher Training Center had also been completed. ThePIJ Engineer responsible for activities in the North was able to visit fromKhartoum a number of times the Bahkt-er-Ruda Primary Teacher TrainingInstitute, but visits to the IRECs were more limited due to reasons given inparagraph 4.1 1.

4.13 Of the fourteen IRECs undertaken in the South (para. 4.2), eleven werebuilt and three have been deleted. However, the local authorities were negotiatingwith the contractor to complete them with the understanding that payment wouldbe made from local funds, according to the Project Director. At the time of theCompletion Mission these three had been abandoned as a result of securityproblems. However, the extension to the Vocational Training Center at Wau hasbeen completed. Similarly, the three Junior Secondary Schools have been erectedand an additional senior secondary school has been built in Juba, together withseven staff houses. All completed buildings have been handed over to theGovemment.

4.14 Delays in implementation and lack of project completion haev beenattributed to a number of factors including:

(a) uncoordinated project management during the early stages(including inadequate staffing);

(b) cancellation of two previous calls for tenders relating to buildingmaterials and civil works (see para. 4.21);

(C) cumbersome local tender procedures (see pars. ;.21 - 4.22);

(d) insufficient counterpart funds whether in foreign or localcurrencies creating project payment problems)];

(e) lack of control by the PIU over locatio . of project building sites;

(f) general poor condition of the cor.struction ndustry, aggravated bya chronic shortage of materials and skilled labour;

(g) high inflation, threatening to caux major project cost overrunswhich in tum necessitated a reduction in project scope;

(h) logistic problems in procurement and distribution where, materialswere ordererd in bulk for all sites in the North, with no indicationof quantities required at individual sites2/;

(i) security problems in the South created transportation difficultiesand further reduced accessibility to remote sites;

(j) limitations in transporting across the country importedconstruction materials from Port Sudan (some of whichdeteriorated, or were subsequently lost).

1/ In the North, where only the import of major building materials was fundedby the Association, it was difficult for MCPW to maintain a buildingprogramme with the receipt of small intermittant funding.

2/ Consequently, some basic materials were purchased locally to carry onwith the building work while imported materials were subsequently sold topay for road transportation and overcome financial liquidity problems.

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4.15 Three aspects of site albocation are relevant to the project schools:regional distributlon, accessibility, and local locations of school buildingsi/. Atthe beginning of the Project, regional distribution was undertaken according to alist of criteria by governors of districts and executive council of districts.Locations for project institutions were made according to the distribution ofexisting schools and the education and training needs of catchment areas. Thelocations of IRECs were proposed in areas lacking educational opportunities,placing considerable emphasis on the Southem Region; IRECs were also proposed toserve as focal points for development of village life offering education and trainingfacilities for adults, as well as formal primary school needs. Therefore, in theearly stages of the Project, the selection of sites was considered important to thesuccess of the school in the community, and was, therefore, determined by regionalauthorities. All layouts were done by the PIU except four in the South because oftheir inability to get tnere due to the rainy season and security risk. The JuniorSecondary School sites were chosen for provinces where most schools weredestroyed or damaged during the political disturbances in the Southem Region.

4.16 In reality, allocation of the 24 IREC school sites on a regional basis wasundertaken partly according to political expediency and partly for reasons ofsecurity and hence accessibility in the Southem Region where at least five siteswere repositioned three times either for reasons of security or politicalexpediency. Consequently, a number of schools have been provided in remote andinaccessible areas, including the Junior Secondary School at Pibor, where there is avillage of only a few huts and one or two solid houses. The nearest village is some30 km away. Vehicles visit Pibor once a month during the dry season only. Similarconditions exist at the IREC sites of Gumnruk and Bahr Naam (the latter locatedsome 10 km from Maridi with no other village in the vicinity). In contrast, oneIREC has been sited at Malek, located 30 km from Bor, with a regular bus service.Two other IRECs have been constructed inside Bor Town. Moreover, standardisedsite layouts designed by MCPW were not prepared for individual sites. Standardplans were provided for the whole of Sudan regardless of regional differences.

4.17 MCPW was responsible for design of all buildings. Plans for a typical IRECprovided a full six class primary school (one stream) with additional facilities forrural education and inforrmal programmes. Facilities also included a workshop withstores and an administration block (all incorporated within a site of SOm x 32m asshown in Annex IV.2). Each center included facilities to support courses for adultsin domestic science, health, village crafts and agriculture (incorporating a 4 ha.farm). Sets of 25 standard drawings were prepared showing elementary plans,

I/ A further issue is related to the regional distribution of IRECs specifically.Sites widely scattered rnay be allocated according to needs and/or politicalexpediency. A concentration of sites may provide opportunities for regionalbalance and the monitoring of experience for future expansion. The level ofaccessibility is relevant to the catchment area which the school facilitiesserve as well as offering opportunities for transporting building materials andlabour during the construction period. Local site allocation is related to therole school buildings are to play in the community and the facilities available.

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elevations and some details all of which assume traditional methods ofconstruction. According to discussions with members of the PIU in Khartoum,MCPW normally produces drawings according to the requirements of the sponsors.When preparing these drawings, reference is sometimes made to old standarddrawings and minor or major changes are introduced to suit the particular project.At other times, completely new drawings are made. In the case of the drawings ofIDA 2, they were completely new and were approved by all parties concerned. TheMission reviewed the drawings for the North at the local Resident Engineer's officeat BRTTI. In many instances, standard toilets were badly sited and inappropriateto the surrounding conditions and the customs of the people.

4.18 The gross areas provided from the architectural worksheets relate actualconstruction areas for the indiviciual IRECs (6 per cent more) and Bahkt-er-RudaPrimary Teacher Training Institute (2 per cent more). There is considerabledifference between appraisal estimates and actual areas as built in the JuniorSecondary Schools provided at Pibor (130 per cent increase) and Aweil (90 per centincrease). Rumbek was reduced by 5 per cent in area, while the extension to theVocational Training Center at Wau was reduced by 35 per cent. The increases toPibor and Aweil schools and the additional secondary school, with seven staffhouses for Juba Day Secondary School comply with the wishes of the regionalauthorities (see Annex IV.3).

4.19 If any changes in drawings during construction were needed this wasreferred to MCPW's office for amendment where proper drawings were produced tosuit the changes needed. However, no system of revising and reissuing drawingsaccording to amendments was devised by MCPW (major changes were conveyed tothe PIU either verbally or in written form, but were not recorded graphically). In aproject of this magnitude, it is important to monitor amendments made to standarddrawings, in order to introduce changes and update designs, thus reflecting moreconcisely the needs of the Ministry of Education. More accurate drawings based onregional differences and site requirements are also likely to reduce the cost ofexternal works and expenditure on project implementation generally. In addition,once buildings are complete, advice should be made available to the relevantrepresentatives of the Ministry of Education as to the kind of additions andimprovements that can be introduced (shaded areas, wind breaks, planting anddecoration) by the school, utilising local participation, thus allowing greatercommunity involvement.

4.20 In relating the standard designs prepared to the schools actually built,three kinds of changes have been noted:

(a) Changes to Site Layouts

The standard layouts provided by MCPW, as shown in Annex IV.2,were adapted by the Resident Engineer in the North or by the contractor in theSouth to fit the topography of the individual allocated sites or according to thefunction of a particular unit, upon the request of the users. For example, at MilehIREC, the dispensary was moved from the center of the site (adjacent to fourclassrooms) to near the boundary so as to avoid the noise and other distractions tostudents caused by patients attending the clinic. The layout of dormitories anddining hall at Bahkt-er-Ruda was changed upon the request of the BRTTIauthorities and referred in writing by the Resident Engineer to the PIU inKhartoum for approval. However, site plan changes, either by resident engineersor the contractor, were made purely on construction criteria withoutenvironmental considerations.

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(b) Changes to Construction

The standard working drawings were adapted according to themeans of construction in the region. At Mileh IREC and the Bahkt-er-RudaPrimary Teacher Training Institutes, the window details were changed from timberto metall/ due to the presence of termites, while the cotton soil requiredconsiderable variation to foundation design!/. This being a force account withMCPW, construction changes agreed upon were not recorded on drawings. In theSouth the standard drawings were adapted for a prefabricated system by thecontractor.

(c) Changes to Building Uses

A number of changes were made by representatives of the Ministryof Education to the uses allocated on standard plans, without reference to PIU.Such changes occurred during the course of construction or after the schoolbuildings were handed over to the Ministry of Education. These changes include: (i)reducing the capacity of Dormitory A at BRTTI from 40 to 20 by using single bedsrather than bunk beds as specified, and from 32 to 16 in Dormitory B for the samereason; (ii) eliminating the store to the kitchen at BRTTI by removing the wallbetween the kitchen and the store so as to provide a larger kitchen; (iii) convertinga classroom at the Training Center at BRTTI into a staff room and seminar room;and (iv) conversion of the IREC at Malek into a senior secondary school, with 350students, both in the South.

i.21 In the course of the contract period, several alternative constructionmethods were considered for both Northem and So hem Regions. In the NorthernRegion, civil works for the Teacher Training Institute in Bahkt-er-Ruda weresubmitted twice for tendering with no response from contractors. Therefore theBorrower and the Association decided that imported building materials should beput to tender and all project components in the Northern Region should beconstructed by the MCPW utilizing force account method. All bids for importedbuilding materials received for the first tender in 1977 were rejected due toinconsistent documents. Revised tender documents were prepared and reviewed bythe Association before being submitted for retendering. Bids were received inMarch 1978 and evaluated by the Tender Board Committee including arepresentative from the Ministry of Finance (MOF). The lowest bids in each of the12 tender groups were, according to Govemment's regulation, submitted to theMOF for final approval. As a result of delays for final approval (the end of August1978), some bidders refused to accept a contract since the bid validity periodexpired in June 1978. Successive bidders were awarded contracts in 9 out of 12tender groups, for supply of building materials.

1/ Not regarded by the Resident Engineer a. constituting a major change inconstruction.

2/ Regarded as a major change in construction.

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4.22 In the Southem Region, construction would have been undertaken throughself help to minimise costs, ensure relevance to local conditions and encourageparticipation of the population. Lack of interest in self-help created a possiblecost overrun. Civil works for Wau Vocational Training Center were submitted fortender without response from contractors. Consequently, the Borrower proposedthe use of a prefabricated building system for all project components to be locatedin the Southem Region and documents were prepared and submitted for tendering.However, the initial tender documents were released without review by theAssociation and were incomplete, and as a result, the bids received were rejected.Revised documents were prepared and reviewed by the Association before beingsubmitted for retendering and bids were received in November 1978, followed bythe Tender Board Committee's evaluation. At that time, the Regional Minister ofEducation for the Southern Region expressed a strong reservation about the use ofprefabricated materials and felt they would be totally alien to the concepts ofrural education. The MCPW, the representatives of other Ministries, including theMinistry of Housing and Public Utilities of the Southem Region as well asspecialists of other agencies maintained that the use of a prefabricated buildingsystem was t - only feasible solution to carry out a construction programme of thesize envisaged within the next three to five years. The Govemment and inparticular the Regional Ministry of Education in Juba discussed the possibility ofhaving some of the IRECs in the Southern Region built by Voluntary Agencies, suchas the Lutheran World Federation (LWF) and the Norwegian Church Relief (NCR),with the result that a cost estimate from each of these Voluntary Agencies wassubmitted. However, the Govemment decided rnot to use the services of the abovetwo agencies because their cost estimate for each IREC was higher than pricessubmitted for the prefabricated building system. The Regional Minister ofEducation later agreed to the use of prefabrication. The Govemrnment negotiatedwith a Portuguese firm of contractors, being the lowest evaluated bidder.

4.23 The schools visited by the Completion Mission in the North were generallywell constructed. Farefaced brickwork was in good condition and concrete workadequate. Steel roof trusses were assembled on site and erected into position. Thecotton soil of the Region requih ed expensive piling (in some places 2.20m in depth).The cement floor finish was generally adequate. At the Juba Secondary School inthe South, the floor finish was inappropriately rubber tiles, a number becomingunstuck as a result of the hot climate (the school is without electricity, whileelectric fans have been installed). Prefabricated elements in the South consistedof galvanised steel perimeter pillars, spaced at modular distances which receivedpanels (4 cm thick of insulation material, wrapped by steel sheets) for internal orextemal walls. The overall superstructure was light and was calculated t resistcertain forces.

4.24 However, the general lack of surveys undertaken for schools in both Northand South Regions increased the cost of external works and hence the cost offoundations in difficult soils. This aspect was not reflected in the standard workingdrawings prepared by the MC PW.

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Fumiture

4.25 The PIU procured all necessary furniture items and fully furnished theproject schools through three contracts with the main supplier, the Greek MetalFurniture Industry, as a result of international tendering. Furniture consignmentshave also been delivered to the three schools under construction and sufficientwere purchased even for the three schools deleted in the South. In the schoolsvisited by the Completion Mission, some 10 - 15 per cent of fumiture was damagedin transit, mainly blackboards, desks and chairs. Wood work and metal workbenches were inadequate and more appropriate fumiture was produced locally inthe workshop at Bahkt-er-Ruda. The latter was more functional and stronger thanthat imported. Fumiture was generally of good quality and sufficient, although thequality of wood and methods of assembly were already causing maintenanceproblems. No provision is made for maintenance of fumiture in the schools andaccording to one head master, repairs are to be carried out by the pupils undersupervision. Heavier work would be sent for repair to Bahkt-er-Ruda. If thefumiture is to survive over any length of time, regular maintenance and supervisionwill be necessary. Metal cupboards at Bahkt-er-Ruda and at Mileh remained emptyand significantly under used.

Equipment

4.26 All equipment was procured and delivered to PIU, Khartoum, fordistribution including that for the Wau Vocational Training Center and workshopequipment for all 24 IRECs which was ordered through UNICEF. Unescoconsultants assisted in the preparation of final lists. The equipment for theprojects schools in Southern Sudan was sent to Juba for distribution. In the North,equipment was distributed to sites from Khartoum. At the time of the CompletionMission, all equipment had been delivered to the different sites. Equipment at theschool sites visited (including the Bahkt-er-Ruda Primary Teacher TrainingInstitute) remained underused and badly stored (although the Training Institute hasbeen in use for over a year). Some of the equipment, such as soldering irons, werecumbersome and heavy for young children to use, while others, such as pressurecookers, were inappropriate in villages without water and elec ricity.

Maintenarnce

4.27 Maintenance of buildings, fumiture and equipment is the responsibility ofthe different Ministries involved. The maintenance of buildings is undertaken byMCPW. As a rule, repairs to buildings are carried out every three years. In thecase of structure problems in any building (such as the significance of the cottonsoil at Bahkt-er-Ruda) estimates are made immediately and funds are requested formaintenance. The Director of Education is also able to undertake minor repairs tobuildings which can be absorbed within his own budget. At Bahkt-er-Ruda(particularly in the teachers' dormitories) there is already an urgent need forrepairs, with all toilets either broken or not working. Similarly, the prefabricatedbuilding system in the South will need to be maintained once the contractor hesleft the country (up to now, the contractor has voluntarily carried out repairs). Forexample, the two IRECs built in Bor Town need painting and that at Otek requiresrepairs where some panels have been blown off by the wind. In particular, althoughnot included in the Project, fencing is urgently needed at Juba Day School toprevent villagers from free access to the ablution areas which have been closed fora long time.

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Technical Assistance

4.28 In order to effectively implement the proposed reforms in education,including curriculum development, teacher education, project implementation andimplementation of the IREC programmes, the Project included 25 man-years ofspecialists services, and 6 man-years of overseas fellowships in order to raise theprofessional level of teachers at BRTTI. The combined cost of this component wasestimated to be US$1,326,000.

4.29 Under a contract signed in December 1976, and revised in 1978, betweenUnesco and the Govemment, the former carried out the Technical Assistanceprogramme which was completed in 1981. It was not always possible to harmonizethe arrival of specialists with the work programme, and in such cases specialistsleft when they were most needed. By and large, however, most of the specialistsarrived at the proper time and performed satisfactorily. Of the 25 man-yearsallocated, only th.e procurement post (2 man-years) was cancelled, and the seniorrural educator (3 man-years) was not recruited. However, the duration ofspecialists services were adjusted according to felt needs during implementationand therefore were not always in accordance with Appraisal time allocation.Although six man-years of fellowships were allocated for three fellows fromBRTTI, only 5.3 years were used, but seven persons received specialized training.Employment status of the seven fellows at the time of the Completion Mission was:BRTTI 2; Ministry of Education Headquarters 1; Balla Ahmed El Abid SecondarySchool 1; one each seconded to Yemen and Saudia Arabia; one in Saudia Arabia.Five fellows studied in the United Kingdom; one each in Canada, and Italy. Furtherdetails are presented in Annex NV.5. Due to an extension of the quantity surveyors'contract by two years and assigning a quantity sur eyor to Juba PIU cost estimateswere exceeded by about 6 per cent totaling US$1,410,000. The quantity surveyorlater returned as a consultant to close the accounts for the Southem Projectcomnponents. Details of the original allocated man-years and actual specialistsservices are given in Annex IV.6. Listed below are the actual specialists andfellowships as compared with the original estimate.

Technical Assistance Programme

A. Specialists Services

Type of Institutions Proposed Actual(man-years) (man-years)

Ministry of Education 8 5.8Technical Training Institute 4 5.0Higher Technical Teacher Training

Institute 3 3.0Ministry of Construction and

Public Works 6 6.0Project Unit (Khartoum) 4 6.0Project Unit (Juba) 0 0.7

Total 25 26.5

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B. Fellowships

Areas of Study Man-Years Number of Fellows

Appraisal Actual Appraisal Actual

1. CurriculumDevelopment 24 24 1 2

2. TeW.ching Aids andMaterials 24 21 1 3

3. Rural Education 24 18 1 2

Total 72 63 3 7

4.30 An effective component of any future Technical Assistance programmewould be the assignment of technical staff to provide basic instructions as to thecorrect use, method of storage and maintenance of fumiture, equipment andmaterials with the view to maximizing the life and use of them at a lowmaintenance cost.

Covenants

4.31 In the early stages, due to management problems and lack of appropriatestaff, the Borrower had difficulties in carrying out the Project efficiently. At thefinal stages, however, strong efforts were made to overcome many obstacles andcomply with the Association's conditions. Credit conditions have been compliedwith in accordance with the Agreement (see Annex IV.6).

Risks Involved

4.32 The three major risks involved in the Project (Appraisal Report, paragraph6.04) were: (i) fear that transportation difficulties would cause more seriousproblems and delays than foreseen at Appraisal; (ii) impracticality of the self-helpscheme in the South; and (iii) interministerial coordination difficulties inimplementing the IREC programme. The solution proposed in the Appraisal Reportto the transportation problems anticipated in the Sudan was the establishment of asub-project unit at 3uba. This proved to be of some value but could not adequatelycope with the scale of supervision needed in remote and inaccessible areas. Self-help was most effective in the South at a time (prior to project Appraisal) whenmany communities participated in the expansion of existing schools from four tosix classroom. However, when asked to build schools on new sites as dictated bycentralized govemment authorities with IDA involvement, communities were notmotivated to take part. In the event, self help, as a method of construction had tobe abandoned (para. 4.22) and (reluctantly) a prefabricated system was usedthroughout the Southern Region. Attemps to provide fnterministerial coordinationwere successful. However, extensive delays in the construction period, eventuallylead to loss of interest and momentum in cooperation between the variousdepartments. Nevertheless, although solutions had limited success in extenuatingcircumstances, the risks involved were correctly identified in the Appraisal Report.

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CHAPTER V

PRO3ECT COSTS

CapiSa Costs

5.1 As implemented the final cost of the Project was LS 13.068 million, orabout US$14.688 million, about 70 per cent more (or 22 per cent less calculated inUS$) than Appraisal Estimates (see para. 4.12 and 4.13).

5.2 Comparison of the Project costs and implementation schedule, asestimated at Appraisal and as actually implemented, is shown in Annexes V.1 andV.2. At Appraisal, total estimated cost including contingencies, taxes and financialcontributions by other agencies was LS 7.534 million or US$ 18.910 million1 /. Asappraised, the Bank group financing of US$ 10 million was to amount to 53 per centof the project cost. As implemented, the Credit financed 70 per cent of the finalcost 2 l. The financial participation of other agencies was limited to US$ 97,2753/in place of US$ 600,000, amounting to 84 per cent less than Appraisal estimates(para. 4.18 and 6.18).

5.3 A comparison of Appraisal estimates and actual costs, by category, isshown in Annex V.3.

5.4 As compared with the Appraisal estimates, including contingencies,fumiture and administration categories had major overrun costs, of which furniturewas the most significant, as shown in Annex V.3. The overrun on fumiture costswas increased because the lowest bidder's price was about US$ 500,000 higher thanallocated in the Agreement. The Govemment subsequently reduced the fumiturequantity by about 25 per cent. This meant that 30 to 50 per cent of class roomsbuilt were not provided with desks and chairs. The PIU was authorized by theAssociation to fully furnish the project schools through a further contract, byutilizing part of the remaining uncommitted credit funds. The cost increase forProject Administration (between +200 and +70 per cent) is explained by theincrease of work load due to project extensions of 24 months from the CreditClosing Date. Increased cost for Technical Assistance is also mainly due to theextension of the quantity survey contract in accordance with revised projectcompletion dates (para. 4.29). Professional services were not charged to theProject as these were undertaken by MCPW throughout the implementation period.The other categories showed reduction. The reduced cost for equipment (between-68 and -78 per cent respectively) arose from revised lists for procurement andthe reduced grant from the Government of the Republic of Germany for tie WauVocational Training Center4/; conceming the civil works (between -9 and -28 percent respectively), the reduction in cost is mainly due to a diminishing number ofIRECs in the South. It should be noted that for individual IRECs, Appraisalestimates were lower than actual costs.

1/ Appraisal, overall estimates include US$ 1.9 million equivalent as taxes.2/ Calculated in US$.3/ Equivalent to DM 208,380.4/ The Sudan Government decided to reduce the overall enrolment capacity

from 360 to 300 student places (decision taken 18 May 1976).

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5.5 In comparision with Appraisal estimates, the proportion of funds spent onconstruction, fumiture and equipment were as follows:

Percentage Allocation

Construction Furniture Equipment Ot;her

Appraisal Estimates 78% 3% 7% 12%Actual Spent 73% 11% 2% 13%

Areas and Costs per Student Places

5.6 Average cost per square meter and cost per student compared withAppraisal Estimates are shown in Annex V.4.

5.7 Comparison of gross areas per institution between Appraisal Estimates andactual are shown in Annex IV.3.

5.8 The cost per student place_/ for IRECs in the North is only 9 per centbelow Appraisal and 77.2/ per cent above in the South. The latter is attributed tothe high overall cost of ultimately building only 11 IRECs by a prefabricatedbuilding system (including materials abandoned on 3 other sites) and the increase infurniture costs. The cost per student for the Bahkt-er-Ruda Primary TeacherTraining Institute is 40 per cent below Appraisal as a result of reduced buildingcosts 3 / and equipment. The cost per student place for the three Junior SecondarySchools at Rumbek, Aweil and Pibor were -35, +19 and +34 respectively in relationto Appraisal estimates. The areas of the two latter schools were substantiallyincreased. In the case of the Wau Vocational Training Center, the cost reduction ismainly due to the reduction of area and equipment.

Disbursenient

5.9 Disbursements from Credit were completed in August 1984. A comparisonof the actual and estimated disbursement is in Annex V.5. A comparision oi theoriginal and actual allocation of the Credit proceeds by category is shown in theBasic Data (page ii).

1/ An important element in the actual cost figures is the devaluation of LS inrelation to US$, as can be seen in the footnote of Annex V.3.

2/ On the basis of 14 IRECs, cost per student place of IRECs in South is 40per cent above Appraisal Estimate.

3/ Project construction undertaken by the Project Implementation Unit,therefore, directs monitoring of costs.

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CHAPTER VI

INITt IAL PRO3ECT OPERATING OUTCOMES

Overview

6.1 The Project was developed with four major objectives: ti) provision oftraining facilities for out-of-school youths and adults by establishing fortyIntegrated Rural Education Centers which were to becorme focal points fordevelopment of village life, and centers of adult education and training in areaswhere fewest educational opportunities were available; tii) up-rading andproviding facilities for primary and junior secondary education by developingprimary school programmes at the IRECs and establishing three junior secondaryschools in areas in the Southem Region where none existed as a result of damagescaused by the civil disturbances; (iii) strengthening teacher education andcurriculum development by expanding the BR.TI and providing it with aCurriculum Development Center where prototype teaching materials would bedeveloped and innovative methods of pre-service and in-service training for ruraleducation would be promoted; and (iv) expanding the training of skiled workers byexpanding the Wau Vocational Training Center to provide the type of techniciansneeded for the implementation of Govemment reconstruction and rehabilitationprogrammes resulting from the civil disturbances when many people fled toneighbouring countries. Available data are very limited due to communicationproblems in remote areas where most of the institutions are located and wheresecurity risk is high. However, the overall achievement in terms of institutionsbuilt and enrolment11 as compared with planned are presented in the table below:

Enrolment %Type of Institutions Ins°titf Forecast Actual Diff. of

In stis. 1975 1984 Achieve-ment

IREC:- Planned 40 12,000 352 - 11,648 3%

- Actually serving as IREC 16 4,800 352 - 4,448 7% 6- Converted to Secondary

School 1 300 350 + 50 117%- Occupied by the Army I n.a. n.a.

- Actually completed 18

Junior Secondary Schools 3 600 na.

Senior Secondary School(Forecast 1978) 1 540 742 + 202 13796

BRTTI 1 640 na.

Wau V.T.C. 1 360 na. (reduced to 300see para. 6.19)

North only* See para. 4.2.

1/ These reflect what was obtained and not necessarily what actually exists.

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6.2 The main problem the Sudan faced at the time of project gestation was anacute shortage of skilled manpower at the sub-professional and teacher traininglevels. The Govemment was, therefore, faced with the need for teadjustments inits training, and use of human resources and for developing a national learningsystem which would take into account the wide ecological and ethnical differencesin the country, regional imbalances between supply and requirements ofeducational outputs especially among secondary school leavers and dropouts whojoined the labour force without the required basic skills and attitudes on which tobuild on-the-job training and experience, and development of a long-term strategyfor rural development taking into consideration the agricultural character andpotential of the country's economy and society.

6.3 The general acute shortage of skilled manpower needed for nationalreconstruction also affected the Project in that it suffered from transfer ofpersonnel by the Govemrnment and migration from Govemrnment jobs to Gulf States.In this connection, the PIU lost five engineers (one being a Deputy Director), twoforemen, all of whom left Grrernment employment. On the other hand, twoaccountants and three educationalists were transferred. An expatriate wasrequired to execute the World Bank procedures and had to return as a Unescoconsultant to close the books (see also paras. 4.10 and 4.29). There has been noprocurement specialist in the PiU. Nevertheless, the Project has causedmarnagement expertise to improve.

6.4 The Project has provided the Sudan with an increased training potential atboth the sub-professional and teacher training levels, expanded basic educationalopportunities to remote areas, and laid the foundation for meeting enrolment forupper secondary and university level institutions. However, it is practicallyimpossible at this atage to estimate the extent to which original project objectiveswill be met although project concept and design were sound and in accordance withthe country's education needs and with Government's objectives and developmentstrategy. Major factors which militated against early achievement of projectobjectives include: (i) transportation difficulties resulting in delay in construction;(ii) chronic shortage of construction materials and skilled labour; (iii) location ofinstitutions in widely scattered and thinly populated remote areas; and (iv) securityproblems in the South causing delays resulting in abandonment and eventuallydeletion of three project IRECs due to cost overruns. Some other elements whichaffected project implementation and initial outcomes were: (i) creation of twoPlUs and four years later amalgamating them for greater efficiency; (ii) reductionof 30 IRECs, in the South, to 14 after it became clear that the plan to have themconstructed on a "self-help" basis would not materialize; (iii) relocation of AkoboJunior Secondary School to Pibor; (iv) relocation, in the South, of 4 IRECs forsecurity reasons (para. 4.16), and (v) the addition of Juba Secondary Day School tothe Project. Consequently, some of the IRECs have started operating onlyrecently, three are still under construction in the North, and three were deleted inthe South (paras. 4.12 and 4.13).

6.5 As a resuslt of the above factors, data are not easily available andcollection is difficult. Therefore, project achievements would have to bemonitored over a period of about three to five years, at which time most of theproject institutions should have produced their first output. This exercise wouldinvolve the systematic collection of data on enrolment, drop-outs, promotion andrepetition rates, teacher availability and qualification, curriculum development,development and production of teaching materials, production and eamings offarmers involved in the Project, dispensary attendance, the impact of healthactivities in the community and, in general, adult activities, attendance andoutcomes, etc.

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ttezrated Rural Education Centers CIRECs)

6.6 At the time of project generation, the Govemment decided that sinceabout 90 jier cent of the population was rural, the most appropriate developmentstrategy for rural transformation was the establishment of IRECs which wouldbecome the focal point of village life by providing 12,000 new places in basiceducation and training to children of regular school age and to out-of-school youthsand adults. However, as a result of the many problems encountered during projectimplementation, 16 of the 30 which were to be built in the South under self-helpscheme, were deleted because of poor response by villagers, and later, after muchdelay, 3 of the remaining 14 were also deleted because of inflation which wouldhave led to cost overrun; 3 of the 10 in the North are still under construction (para.4.12 and 4.13). Therefore only a total of 18 of the original 40 have been completed- 7 in the North and 11 in the South. The total loss in student places resulting fromthe above circumstances is 6,600, leaving 5,400 of the original 12,000 studentplaces.

6.7 The total annual output expected was 1,800 students, representing a 10 percent increase in the Southern Provinces and more student places in the areas of theprovinces of Kassala in the North East, where only 10 per cent of eligible primaryschool children found places and 20 per cent in Darfur and Kodojan Provinces in theNorth West. Although 18 IRECs have been completed, only 16 are serving theiroriginai purpose. The army has temporarily occupied the Danger Shufu IREC (5-3)in the South and the one at Malek (S-5) has been converted to a Senior SecondarySchool with 350 students. Therefore only 4,800 (40 per cent) student places areavailable of which 352 are known to have been occupied as shown below:

IREC Schools Operating in the North!/

Schools Grades No. of No. of- ~Students Teachers

Sinka 1 55 4

El Shuwak 1 602 6 0!

Milh 1 572 62 93 65

Total 352 19

6.8 It is too early to know what the annual output wili be from this number.The Government should be urged to monitor accurately the progress of these IRECsand others that may open later, over a period of about six years when a first classwould have completed the primary education cycle of six years. If the successfultwo-year experimental IREC programme can be used as a predictable yardstick,then the future of the IRECs is promising. However, a note of caution should besounded conceming IRECs especially in the South, where population density isabout 7 persons per square kilometer, and where villages are widely dispersed onlywith family groups scattered on their farms. A synopsis of the experimentalprogramme is given in Annex VI.2.

1/ According to the latest data provided by the Project Director, November1 981..

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Seondarv EhMcation

6.9 Several junior secondary schools (grades 7 - 9) we-e badly damaged in theSouthern Region during the civil distrubances. As a result only about 17 per centof students who completed primary school could find places in junior secondaryschools. Therefore at the time of project generation, the Bank proposed to assistthe Government in its rehabilitation of some of those damaged schools by providingthree new schools with a total capacity of 600 students and an expected output of180 per annum in areas where no junior secondary schools existed. This number ofstudent places was to increase total new places provided by the Govemment andmultilateral agencies to 2,000, thereby providing places for about 5 per cent of therelevant age-group in the South compared with 14 per cent in the rest of thecountry. At the same time these 2,000 places were intended to lay the foundationfor the development of high and middle level manpower by meeting enrolmentrequirements of upper secondary level institutions and subsequently universityentrance. These schools have been built, equipped and fumiture has been installed.Nevertheless, they were not functioning and no further information about them wasavailable to the Mission, with the exception that: (a) the site at Akobo was changedto Pibor and (b) the top of one dormitory unit was blown off by the wind. No actionhad been taken to repair it because of the high security risk involved (para. 4.2).

Zuba Day Secondary School (grades 10 - 12)

6.t0 This school was not included in the original project. However, when thedecision to reduce the 30 IRECs in the South to 14 was taken in December 1978,the Bank agreed, upon the Government's request, to build the Juba Day SecondarySchool and seven staff houses (para. 4.2), in order to provide educationalopportunities for students who otherwise had nowhere to go to further theireducation.

6.11 3uba Day Secondary School is an academic secondary school and operatesin two shifts with the third year class operating in the morning and the first andsecond year classes attending in the afternoon from 12:45 to 5:30. There are twolaboratories: one chemistry-physics and one biology, but lecture-demonstration isthe method mostly used in teaching. Laboratory equipment is not used very muchbecause (a) there is no electricity and (b) practicals are not required on theexaminations. Therefore teachers do not bother about conducting experirrents,even those that could be improvised.

6.12 Although built for a capacity of 540 students, the school began with 800 (14per cent girls) in its third year of operation (1983/84) and ended the year with 742students reflecting a drop-out rate of 7.25 per cent. 393 students sat for theNational Examination, but the results have not been made available to theCompletion Mission.

6.13 The authorities wish to make this school a MODEL for the region;community participation is encouraging, and the school has potential for thefuture. However, the general qualification of the staff seems somewhat weak foran academic senior secondary as shown below:

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Staff Qualification Percentage

Master's Degree 7.6Bachelor's Degree 30.8Diplomas 38.5Certificates 23.1

Total 100.0

3uba Day Secondary School could become the model school desired provided thefollowing measures are taken as soon as possible: (a) up-grading of staff; (b)improvements in science teaching; (c) library development; (d) stronger financialsupport from the Regional Ministry of Servicesil; (e) closer cooperation with theUniversity of Juba; and (f) establishment of a good maintenance programme.Further details on 3uba Day Secondary School are given in Annex V1.3.

6.14 Since no data concerning the three new junior secondary schools areavailable, the Borrower should be requested to follow-up progress when possibleand provide the Association with data about enrolment, curriculum, drop-outs andrepetition rates, teachers available and their qualifications, and other internalefficiency elements. This data collection should also include Juba Senior SecondarySchool, and the Senior Secondary School which was converted from the IREC atMalek (para. 4.20 (c) ).

Bahkt-er-Ruda Teacher Tran Institute (BRTTJ)

6.15 This institute was selected by the Government to become the headquartersfor curriculum development and promotion of innovative methods of pr-serviceand in-service training for rural education. At -* time of project generation, itwas recognized that without properly trained teadiers the IRECs would not providethe type of educational programme envisaged for rural transformation. TheProject, therefore, provided an extension to the BRTTI including 160 student placesfor IREC type school teachers to be trained and a Curriculum Development Centerwhere continuous up-dating and evaluation of primary and secondary schoolcurricula would be carried out, and prototype teaching materials would bedeveloped. One IREC was to be established in an appropriate village accessible toBRTTI to serve as laboratory for teacher trainees. In this connection, the Projectprovided for two man-years each for a curriculum development specialist and arural education specialist to assist in planning, organizing and supervising theprogramme of the proposed CDC and to help the training of primary and juniorsecondary school teachers in rural education. In addition, six man-years offellowship were provided for training three staff members of the BRTTI indevelopment of curricula, teaching aids and materials, and rural education.

1/ The Minister guaranteed (future) Regional support, but emphasized that thecity has out-grown the facilities - electricity, water and other services -and budgeting contraints are very acute.

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6.16 The CDC was established and a full-time director, who was still in postduring the visit af tne Completion Mission, was appointed. All heads ofdepartments at BRTTI are members of the Center. The IREC experimentalcurriculum was developed and tried out in two schools, El Talha and El Banjadeed(Annex V.l.) and based upon feedback the final version was published in Arabic in1983 (Annex VI.5). The 2Mission visited the IREC experimental school at El Talha,and talked with some villagers, who expressed their satisfaction with theagricultural programme and cultural activities.

6.17 The IREC curriculum has practical subjects and therefore requires at leasttwo specially trained teachers - one in home science and the other in pre-vocational subjects, making a total of ten teachers as compared with eightteachers in the ordinary primary school. The new IREC curriculum is now beingused in the IRECs, and 35 per cent of the weekly periods is deroted to practicalsubjects including community development, basic agriculture, applied homescience, health and sanitation and metal and wood work.

6.18 The seven fellows who benefited from the overseas fellowship hadreturned, but only two were employed at the institution (para. 4.29), and the one inTeaching Aids was away on holiday. Therefore, the Mission did not see theteaching aids and materials produced, despite all efforts made to visit theproduction unit. However, some teacher guides, references, and pupil bookletsproduced were seen by the Mission in the Director's Office. They are all in Arabicand their English translated titles are listed in Annex VI.7. The specialists incurriculum development and rural education assisted in developing the IREC trialcurriculum, participated in supervising its implementation and producing the finalversion, and helped in training the first group of IREC teachers.

Wau Vocational Trahing Center (Wau VTC)

6.19 During the period of the civil war, much skilled manpower in the SouthemProvinces fled to neighbouring countries. Therefore in 1972 when a special BankEconomic Mission visited Southem Sudan the former reported an acute shortage ofskilled manpower needed to implement Government rural rehabilitation andreconstruction programmes in the Southern Region, and recommended theexpansion of Wau VTC, then the only existing facility of its kind in the Region,from a capacity of 160 to 360, where carpenters, mechanics, bricklayers,electricians and such other skilled w.orkers would be trained to meet the pressingdemand for skilled workers. Instructional equipment for the Center was to beprovided by the Govemment of the Federal Republic of Germany, which laterreduced its grant for the Center from US$600,000 at Appraisal to about US$97,000.The Sudan Government, therefore, decided in May 1976 to reduce the extension tothe Center by 35 per cent and student overall enrolment capacity from 360 to 300student places. This meant providing only 140 new places rather than 200.

6.20 The revised expansion was made and the facilities are being fully used,according to the Juba PIU Director. Originally this Center was under the Ministryof Public Service, but since regionalisation it has been placed under the Ministry ofFinance with the view to obtaining necessary funds more quickly for its operation.No data were available to the Mission and because of difficulty and uncertainty intravel schedules, the Mission did not visit Wau.

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CHAPTER VHl

BANK GROUP PERFORMANCE

7.1 The overall performance of the Bank was appropriate to the circumstancesprevailing at Appraisal and implementation.

7.2 The Government and IDA established an intensive and healthy dialogue atthe very beginning of project generation and maintained clear communicationthroughout the life of the Project.

7.3 Details of the 25 IDA Supervision and other missions can be found underMission Data (page v).

7.4 The interval between missions was about five months, but with the range ofintervals varying from two to twelve months, with an exceptional 13-month (July1980 - August/September 1981) interval. A mission averaged seven days in thecountry. Sixty-two per cent of the missions were in the 3-4 months bracket and 21per cent were in the 5-6 months period. All missions had to visit Khartoum; Bahkt-er-Ruda was visited 6 times, Juba 4 and 6 other places!/ once each.

7.5 Supervision missions monitored the physical implementation progress, anddespite the many missions in Khartoum at the Ministry of Education and MCPW,they could do very little to solve the vexing financial problems; managerialproblems were improved by the amalgamation of the two project units, butmanagement weaknesses of the contractor remained until the Project was 15months behind the original implementation period at which time the Governmenttook a strong stand in April 1981. Of the 25 Supervision Missions, 12 were by anarchitect, 4 by the Agricultural Educator, 4 by the Architect and AgriculturalEducator together, and the other 5 were composed of various combinations ofpersonnel.

7.6 The IREC concept was new to Sudan and without a model. Thereforelengthy discussions and explanations were necessary before project agreement wasreached. Although this was a new type of educational facility, a pilot scheme wasnot undertaken. Rather the 40 IRECs were located all over the country in anattempt to reduce as quickly as possible the existing educational imbalances.However, the approved standard design, prepared by MCPW, did not take intoconsideration Regional differences. The concept and design of the secondaryschools were more appropriate to Sudan's conditions.

7.7 The IDA adopted a flexible attitude in its attempt to assist the Borrower inmeeting the basic project objectives by approving reallocation of proceeds amongCredit Categories, extending the Closing Date until 30 June 1983, and thedisbursement period to 30 June 1984. Site changes, which were approved by MA,were not always to the advantage of the contractor, but neither the Borrower norIDA could do anything since the Regional authorities had more influence over suchchanges (see also para. 4.15 and 4.16).

7.8 In summary, the overall performance of the Bank can be considered asbeing good and a proper working relationship was established with the Borrower.

i/ Maridi, Bahr Naam, Gedaref, Wau, Malakal and Tortit.

V4)

(I'

ItAd

%S

- 33 -

PROJECT COMPLETION REPORT

Second Education Project - Credit 547-SU

LIST OF ANNEXES

Annex Nos.

I Institutions Completed and Student Places Provided

11 None

m Amendments to che Credit Agreement

IV.A The Level of the Completion of the Project

IV.2 Integrated Rural Education Centers - Site Plan

IV.3 Comparison of Originally Estimated and Actually Provided GrossConstruction Area

IV.4 Detail Analysis of Construction - Progress at Mileh IREC, WhiteNile Province

IV.5 Technical Assistance

IV.6 Compliance with Credit Conditions (Covenants in the LoanlCreditAgreement)

V.1 Comparision of Originally Estimated Costs and Actual Costs

V.2 Implementation Schedule

v.3 Total Project Cost by Type of Expenditure

V.4 Comparison between Appraisal Estimates and Actual Costs perStudent Place

V.5 Schedule of Disbursements

VLI Catchment Area of IREC at Mileh, White Nile Province

VI.2 Experimental Schools

VI.3 Juba Day Secondary School Enrolment

VL.4 Diagramatic Location of Education Facilities near Bahkt-er-Rudain the White Nile Province

VI.5 IREC National Curriculum : Weekly Time Table

VI.6 Standard National Ordinary Primary School Curriculum

VI.7 Publications by the Curriculum Development Center

V1.8 IREC Teacher Training Unit Curriculum: Weekly Time Table

- 34 -PROJECT COMPLETION REPORT

Annex ISecond Education Project - Credit 547-SU

INSTITUTIONS COMPLETED AND STUDENT PLACES PROVIDED

Northeem Resion

IREC

Institutions No. of Student

I. Mileh 3002. El Shuwak 3003. Sinkat 3004. Abukarshoa 3005. Flew 3006. Buram 3007. El Dalan 300

Sub-total 2,9100

Southern Resion

S. Waat 3009. Nynghara 30010. Dangershufu .300II. Mehut 30012. Malek 30013. Gumnruk 30014. Otek 30015. Nasigiriayit 30016. Bahr-Naam 30017. Getti 30018. Manyangok 300

Sub-total 3,300

Total IRECs 5,400

Secondary

1. Rumbek (Junior) 2002. Aweil (Junior) 2003. Pibor (Junior) 200

4. Juba Day (Senior) 540

Total Secondary 1,140

Wau Vocational Training Center 3i00

Total 1,440

Grand Total 6,840

BRTTI for training IREC teachers 160

_ 35 - Annex III

PROJECT COtMPLETION REPORT

SECOND EDUCATION PROJECT - CREDIT 547-SU

AMENDMENTS TO THE CREDIT AGREEMENT

No Date Particulars

1 20 December 1976 To have two project units in Khartoum, one foreducational and the other for technical matters.

2 10 September 1979 For reallocation of the withdrawal proceeds.

3 18 May 1982 Postponement of Closing Date to 30 June 1983and for revised project scope requested by theBorrower 17 December 1978, modified by Telex10 March 1982.

- 36 - Annex IV.1

The level of completion of the Project is as follows ':

Institution Level of Completion %

North: IREC Mileh 100 %Showak 100 %Sinkat 100 %Toker under constructionAbu Karshola 100 %Fiew 100 %Dandor under constructionZalingi 30 %Buram 100 %El-Daian 100 %

Bahkt-er-Ruda 100 %2/

South: IREC Waat 100 %Nyinghara 100 %Dangershufu 100 %Melut 100 %Malek 100 %Tong (Malek) deletedGumnruk 100 %-

Otek 100 %Nasigiriayit 100 %Bahr Naam 100 96Atiokuel deletedGetti 100Aluakluak deletedManyangok 100 %

Rumber Jr. Sec. School 100 %3Awek Jr. Sec. School 100 %3Pibor Jr. Sec. School 100 %-/iWauV.T.C. 100 %Juba Secondary School 100 %

Juba Supervisors' Houses 100 %

11 Latest data provided by the PIU, November 1984.Staff houses still under construction.

3/ Institutions assumed to be complete according to the contractor.

9EOOND EDUCA7IONAL PEOP SWAN

U!MgBA7ED RURAL IMUCATION1 MW3M (I1M()

51791 PLAN

c1JASId0 CLA88R0N 01JSSROON MA8SSFlO

AOMWP 3 LR

WORK 0A8~N ~ BRO

STOM

kS50.OP <

- 38 - Annex IV.3

COMPARI90N OF ORIGINAILY ESTIMATED AND ACTUATLYPROVIJED GROSS CONSTRUCTION AREAS

Appraisal ActualArchitectural Construction %

Project Items Worksheeta Areaf Differencein m2 in m (2)/(l)(1) (2)

NORTH: Each IREC 917 980 +6

Eakht er Ruda 2,611 2,675 +2

SOUTH: Each IREC 917 980 16

Rumbek Junior Secondary 3,142 2,970 -5

Aweil Junior Secondary 1,564 2,970 +90

Pibor Jumior Secondary 1,564 3.598 +130

Wau Vocational T.C. 3,402 2,079 -39

Juba Secondary School=/ , 2,383 _

Juba Supervisor Housing -_ 226

Source: The World Bank and the Project Implementation Unit.

Note: 1/ New secondary school at Juba and supervisors' housing.

I4

SW.~~~~~~~~~~~W

SWb/ /Wb/ 024/ S&b / -W'P ~" 0

.J _n .II -a / .

Zs~~~~~~~J

u aqv CYA I 5 5 I v -

*IE - /sb 'w; /g, FtFI ¶ISiIII tpIi + IEL

I u Ie 0,4/ 1 d 1/ 1 _ __1_

VI W4 I PO I Iju I:yj 1t7/j - L~ SISIZ VOIJ (VO/, TIfI LYQ TI SJZI7YV 7/bCI

HYfl J -n , 1r avJ L '~ row0 / 1wv^ '< o ow

Annex IV.4 - 40 -page 2/4

Detail Analysis of Physical FacilitiesAt Mileh IREC, White Nile Province

ProJect Managemet:

Mileh IREC (and the Bahkt-er-Ruda Teacher Training Institute) weremanaged directly by the Project Implementation Unit in Khartoum. The ResidentEngineer and labour force were paid by the Project Implementation Unit direct.Both institutions were relatively close to Khartoum (within 4 hours joumey by car)so that it was possible to organise regular meetings and visits to both sites. Inspite of initial difficulties, the progress and control of construction, in comparisonto other sites in the north, went relatively smoothly.

Physical Implementation:

Although imported materials were available in Port Sudan from aboutMarch 1979, local funds were not available to transport them to the school site.There were also major difficulties in finding suitable labour to undertake work(other international agencies were also building projects in the region, offeringmuch higher wages and taking on all available skilled labour at the time).Foundations were dug by the beginning of 1980, but were abandoned for almost ayear, due to lack of materials and labour. Basic materials had to be purchasedlocally to continue work and imported materials were subsequently sold. By March1981, the buildings had reached roof 'evel. However, because of the pressing needto have the Teacher Training Institute at Bahkt-er-Ruda ready for the training ofIREC tea'lhers, work at Mileh was stopped and the school was completed by3anuary 1984.

Site:

Mileh IREC is within the vicinity of five villages (see also Annex VI.1,page 1), ranging from I to 3 km from the school. A survey of the site wasundertaken and the standard layouts was pegged out according to drawings sentfrom Khartoum (in the case of Bahkt-er-Ruda, the siting of dormitories was totallychanged from the site plan provided). The Mileh site is barren, away from thevillages, with strong north winds throwing a great deal of sand. The school has nofence and is without tree planting. A canal in the vicinity is to be brought closerto the School to allow water for planting. This should have been done prior tobuilding. There are no services provided and the school is without water andelectricity, which were not included in the project. Water is brought bytanker,daily from Bahkt-er-Ruda. Electricity is unlikely to be supplied in theforeseeable future.

- 41 -

Annex IV.4page 3J4

Design:

The layout is the standard school supplied and the rooms are adequate fortheir purpose. The administrative block is located centrally with access to theother four teaching blocks. The location of the two ablution blocks (pit latrines)were found to be too exposed and were subsequently sited to one side rather thanon the center axis. Residential accommodation consisted of a house for theheadmaster and four houses for teachers. Although the school had started, none ofthe houses were yet occupied. A shaded, gathering place for the school waslacking. Inside as well as outside, no attempts were made so far to inject life intothe buildings (e.g. display of material, notice boards to show work carried out,display of information etc.). Shaded and protected areas could be provided bysimple traditional materials and possibly built by villagers, thus creating a bettersetting for the school children, as well as encouraging the participation of thesurrounding communities.

Construction:

The school is generally well constructed of 35 cm fare faced brickwork(plastered and painted internally), with steel trusses supporting corrigated ironsheets. Timber windows (as shown on the working drawings) were altered to metalto avoid the effect of termites. The floor was farefaced cement. Due to thepresence of cotton soil, special foundations were needed (not shown on the standardset of drawings). Foundations consisted of concrete piles (in some places 2.20 cmdeep, but normally 1.50 cm) on a 30 cm R.C. raft, with an exposed ringbeam.Adequate quality of construction may be attributed to direct involvement of theresident engineer working directly from the Project Implementation Unit.

Furniture and Equipmant

Arrival of fumiture and equipment took place some 18 months before thecompletion of the school and were stored in part of the area already built. Some15 per cent of the furniture was damaged (either in transit or storage). This wasmainly blackboards, desks, chairs, with a number of metal cupboards needingrewelding). The wood work benches were too fragile and easily damaged. Newbenches (as well as for metal work) were designed and made by the residentengineer's work force. A number of desks (plastic faced) were becoming unstuck,while others were split and could not be repaired. Metal cupboards fixed to wallsremained empty, with little apparant use (the same was true at the TeacherTraining Institute at Bahkt-er-Ruda which was in operation for a year).

Equipment has not been used yet and remains in piles in original cartons.Instruction is required as to the correct use and storage of equipment (e.g. "T"squares for drawing should have been hung from the wail to avoid buckling).Similarly, surgical material was not stored in cupboards but was left on openshelves (the situation was much worse at Bahkt-er-Ruda, where materials wereunderused and badly stored, after a year of service). Some equipment appearedextravagant in relation to community life. In a school (and surrounding villages)without water and electricity, the supply of pressure cookers (still in plastic bags)for domestic science lessons appeared out of place.

Annex IV.A - 42 -

page 4/4

Maknenance:

Provision was not made for maintenance (other than the standard providedby the meagre resources of MCPW). Furniture and equlpment will also needregular maintenance, but no provision is made other than the possibility offurniture being repaired by school children, under teacher supervision. Maintenanceis therefore likely to be a major problem in the near future.

- 43 -

Annex IV.5page 1/

Technical Assistance

Appraisal Actual(US$ Million) (US$ Mllilon)

Type of Assistance

IDA Sudan IDA SudanGovernment Govemment

Experts 1.028

Consultants 0.0361'

Fellowships 0.084

Total 0.64 0.28 1.14#S2 0.262

Grand Total 0.92 1.41

Source: Project Inplementation Unit and World Bank Progress Reports.

1/ Excluding Quantity Surveyor Figure (adjusted), paid for from imported materialssold by Project Implementation Unit.

2/ According to Quantity Surveyor's accounts.

SECOND EDUCATION PRO3ECT

FELLOWSHIPS

University/ Period of Field of Present EmploymentNamePrsnEmlyet

College Study Study

Ismat Husseir A/Samad Concordia One Year Teaching Bahkt-er-RudaUniversity, 1979/79 AidsCanada

Balla Ahmed El Abid U. K. One year Rural Education Hantoub Secondary School1978/79

Hassan Musaad U. K. One year Rural Educatlon Seconded to Yemen1978/79

Gaafar Yousif Bashir U. K. One year Rural Education Seconded to Saudi Arabia1979/8O

Omer Mohamed El Bashir U. K. One year Rural Educatlon In Saudi Arabia1979/80

Mohamed Osman Fadelsid U. K. One year Education BAhikt-er-Ruda1979/80 Planning

Mustafa Abdel Rahman Italy 3 months Visual Aids Ministry of EducationHeadquarters

SUDAN

SECOND EDUCATION PRO3ECT: CREDIT 547-SU

COMPLIANCE WITH CREDIT CONDITIONS

(COVENANTS IN THE LOAN/CREDIT AGREEMENT)

Item CreArecemInt Date Due Status/Remarks

Borrower to furnish to the Association for its Article IV, May 16, 1976 Compiled with.comments: Section 4.02(b)a) Revised curriculum for primary educationb) Plan for adult educationc) Programme for training Integrated Rural

Education Centers (IRECs) teachers

The Borrower to establish an Interministeral Article IV, May 16, 1976 Complied with.committee to be responsible for planning and Section 4.03overseeing the Implementation of IRECprogrammes and coordination among Itsministries and agencies.

Borrower to study: Article IV, 30 September 1977 Fulfilled by ILO Report.Section 4.02(a)

- Labour market and its public sector hiringand Incentive policies and practice.

- Study methods to Improve efficiency in Undertaken as part of Educationthe education system and to achieve Sector Review, 1976reduction of unit recurrent costs, and

- Exchange views with the Association onthe above studies.

Technical Assistance Specialists Article IlI,Section No dates given InRevised Schedule 3.02 (1) and (2). the Credit

Agreement(Actual) a

'-'c

a) Mlnistry of Education: Annex to Schedule2(B-l and B-2)

- One Senior Rural Education Not recruited.SpeciaUst 24 m/mr

- One Technical Education Compiled wlth. . "Specialist 30 m/mrn

- One Educatlon Planner 24 m/m Compiled with.

b) Teacher Training institute- Orw Curriculum Develpopment Compiled with.

Specialist 24 m/m- One Rural Education Complied with.

Specialist 36 m/m

c) ProLect Unit (Khartoum)- One Quantity Surveyor 48 m/m Present contract has been extended

to 1984.- One Architect 12 m/m Complied with.

d) Prolect Unit (Juba)- One Quantity Surveyor 7.5 m/m Complied with.

Consultants- One Curriculum Development Complied with.

Specialist 1.0 m/m- One Economics of Education

Specialist 5.5 m/m Complied with.- One Lifelong Education

Specialist 1.5 m/m Complied with.- One Quantity Surveyor 5.5 m/m Complied with.- One Procurement Specialist 8 m/m Post cancelled.

PellowshiDs Institute of Education- Curriculum Development 2 fellows Complied with.

for 9 months each- Teaching Aids. 2 fellows for 9 months- Teaching Aids/Materials.

I fellow 3 months- Rural Education 2 fellows

9 months each- Curriculum Development 11 Compiled with.

I fellow 6 months

jj Atl specialists were being recrulted by Unesco under a contract between Unesco and theGovernment signed in December 1976. The contract has been revised In 1978according to this table.

- 47 -Annex IV.6

page 3/3

Appraisal Allocation

Technical Assistance

1. Specialists:

(a) Ministry of Education

i. Rural Education Specialist 36 man-monthsii. Farmer Cooperative Specialist 36 man-monthsiii. Education Planning Consultants 24 man-months

(b) Teacher Training Institute

i. Curriculum Development Specialist 24 man-monthsii. Rural Education Specialist 24 man-months

tc) Higher Technical Teacher Training Institute

Education Sverialists 36 man-months

(d) Ministry of Construction and Public Works

i. Structural Engineer 24 man-monthsii. Mechanical Engineer 12 man-monthsiii. Quantity Surveyor 24 man-monthsiv. Architect 12 man-months

Ce) Project Unit

i. Procurement Specialist 24 man-monthsii. Quantity Surveyor 24 man-months

2. Fellowships:

Teacher Training Institute

i. Curriculum Development Fellow 24 man-monthsii. Teaching Aids and Materials Fellow 24 man-monthsiii. Rural Teacher Education Fellow 24 man-months

WINm mmw* ml.n MawN OlMAVH lVllrnDIO

u wm oigalSILaa r' 51 iH U ns w 199W ii 991511 l4i'llS'l iIlIfl 'PS 'NNIRt IV- lNK a',.. HIi CJN'el4I.M.. W

aN. ISEM. 649I'W1 MMI'si Ca'. iteci 91CC'4,1 NilG it. new1 oto, s,is Ia. ewa ,1leh A at,se.ligci M 4 a::h lit ~: : S. rg' s,g,', *l* SII! ig'31.. IINW:,"et I .1 I di~~~~~~~~~~~~~~~~~1 N CCC m ii' 10U1C 011,11 CC* 1 1191 Kl 9IdZtli

3 on'S Nem ~Secvle 4 I' lI'S1 4S't IM ' NN llt' *i* 111,"111 91.21W laI1'iil914 9

a- N. wa we' :il'e1 I- W I9' NIll Is- of 1,1CC CSI"4 it. 019l'WI qwW Ui'tl::tsNE fell log a e C' e I' It nC er a UItU C'WM gojtI- NEW: we'm a,'. Wi' ,e' IN' earn'; Il: mw InC1 CCI'S 11: m:et macC laI1P toS mgeiW'UI' 111 ;ea id Ma'asial (Ills 40114 el fl 15'gm &W6lt la eimI 4 UI go-ol iC- Ige:' I CI we:' is- KS. jiI SI 11:bIa 1m KiEiIP K 8I UK e e' ai we I' mu w'e 1C Ia ueaa w',e fe':3i I 1IsC M as'W U9'I IC:Nl we CSC Il IC' W mel sill INC lIs. 0146 I MSC%N ,liC1 Iew lI M tC- tl 51 I; I. KC wel*lIIC I- SUC 115WKiH

U*S IIC'INi W'IU HU~~E C- ISC l' C' l N'i W*l C' B IIIi1wS laN: I W I'I'1- ICi BN WN l' 56 l' al ci m el N, e 16rie. %,. We'IC19 Ci HN IN IS- 5C aT,'aNCU.,.Mpea'all: INC Ci' ;,jw "WN Whlele5-cl IK' SHIN lN'Kl" e,- Iee Ic C; I' e,' ,e N l 111 ICCI l'

IA- 'E'll "'11 I I I Il I 1 I i l 9 C I onI go- M I 1 I C ea 9"1 IIhifae. Ml 9i n** c e. -u u* 1 I~ - * -* e 1191 'S t)* C in *S I *N I* W

(6-1 10.2 M A11CIOOPuMvau.eo 2112 U 9110:01 "A~~~~NSL IOI -L2 U1UUVOZWI~2

| s 1976 1917 196 1979 190 191 191 tn

.6 T9-7 al- , .um ate Agreement 31 10^ 3w, . ,

30$meth? 19ThEth@euve lbt. ______1________

1w111L. 11Xo. _.1 to ten Smead MomeaiNtle h ' M £1 __ _ _ __ _ __J te 1 1

Tbkor fnot startedi

Flew ____,__,___Dander (net dtarted)

Iht-rzAp llr--ie _ . .

Ueb"t-er-S_a App-alme _______ __ ____ l. .

Du"hutn ~ ~ ~ ~ ~ ~ ~~~I _ommIhle;el ~ ~ ~ ~ ~ ~ ~ LU Wl W ______ ___ _ _~

Abeyt (ab, ..e_

OWfnrtsf

Nianpnhr

Poleeat (ebenl _d)

Mal JeS -n 2 r e es el -9

Okt-iAs -

Makese (temWdatiena only bultl

Anetr Jr. keduiry IJ l I_Iwan' Veeellml etaln canter w eu. 1u Ma Rn t- APIl _Juhb Ueemderp Weul --Juba Sup r tzerse Mam_

lp' tt.m Delycra stage _ L__________t"" _ ._ _ __ _ ___ _.__ ._ _ __ _ _ __ V EquS~~~~~el kliwrv Stage 58~~~~~~~~~~~~~~

e l le l A a al tai ee_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

- 50 -Annex V.3

Total Project Cost by Type of Expenditure

Appmisates Actual PercentageE(stimatens)- Acotua Differences

(Millions) (Millions)Difrne

LS US$ LS us$ LS US$

Civil Works, North 1.607 4.034 2.87921 3.238 + 79 - 20

Civil Works, South 4.270 10.717 6.9063' 7.45721 + 62 - 30

Civil Works Total 5.877 14.751 9.785 10.695 + 66 - 27

Fumiture 0.211 0.530 1.610!' 1.592!' + 663 + 200

Equipment 0.534 1.340 0.319-/ 0.515S - 40 - 62

Technical Assistance 0.528 1.326 1.027-/ 1.4104/ + 95 + 6

Administration 0.064 0.160 0.3272' 0.476-3 + 411 + 198

Professional Services 0.320 0.803 n.a. n.a. n.a. n.a.

Total 7.534 18.9 10.1 13.068 14.688 + 73 - 22

Source? Appraisal Report and Project Inplementation Unit.

Rates between 1978 and 1983

Date 1 LS = US$ Rates

Apprisal Report 2.51 1/9 3une 1978 2.001S September 1979 1.259 November 1981 1.11Since 15 November 1982 0.74

Average rate over6-year period 1.33 3/

Contractor in SouthSudan 2.50 2/

Sl hIcludes taxes estimated at US$ 1.9 million equivalent.

COMPARISON BETWEEN APPRAISAL ESTIMATES AND ACTUAL COSTS PER STUDeNT PLACE!/

Bulding Cost et Student In USS EquivaentNuniberof Student Gros ea con ncluding Contingaecles)

Teaching nd Other Facilities tInstsi- Phce mele per rn2 tutions Places per Place Gross Area Bulidings Fumiture Equlpment Total

1 2 3 4 5 6 7 '

NORTH s IREC Appraisal 10 3,000 3.05 120 953.6 37.1 23.2 1,019.0Actual 10 3,000 3.27 2t3_/ t15.2_/ 93.0 20.1 933.3

Bakht-er-Ruda Appraisal l 160 16.32 120 7,331.2 283.1 1,719.0 9,335.3Actual 1 160 16.72 2261/ 9,352.2 1,095.0 163.3 5,610.5

SOUTH a iREC Appraisal 30 9,000 3.03 100 633.7 22.3 21.2 6S6.2Actual I1 3,300 3.27 278I/ 1,085.66/ 114.0 16.6 1,216.2

Rumbek hunior Appraisal I 300 10. 5 120 4,705.2 113.0 225.6 5,113.8Secondary Actual 1 300 9.9 257 2,591.1 109.0 9.5 3,359.6

Awell Junior Appraisal I 150 10.9 120 9,614.2 112.2 197.9 5,063.1Secondary Actual I I5 19.I 264 5,239.1 106.0 29.9 6,062.5 t

Plbor unior Appraisal I I5 10.4 120 5,209.7 202.9 197.9 5,606.5Secondary Actual I I"5 29.0 210 6,713.7 804.0 24.4 7,542.1

Wau Vocational Appraisl 1 200 17.0 120 7,641.1 297.2 2,999.0 10,933.9T. C. Actual I 190 1.9. 214 9,223.5 1ll.3 69.9. 5,732.6

Juba Secondary AppraisalSchool Actual I 540 221 277 1,22.6 - _

Juba SupervLsors' Appraisal - -Housing (9 built) Actual I

Source I The World Bank and the Project lInplerentation Unit.

Note i Y/ The relationship between cokurms 2 to 9 and colunn 5 Is not clear because IRECs were not constructed on all sites although some sitepreprations toot place and have been taken Into account when calculathi the bulding cost. For example some iRECs In the Southwere prepared and building materlais were provided, but were later aodoned (tse Map page vi). However, these costs have been Ireflected in the cost per student, Including contingencles, and are based upon the II IRECs completed at the time of the Completion xMission.

?/ Basd on traditional bulding rate LS 213 x 1.33 (average conversion rate).)/ Cakulation based on Area of IO IRECs x Cost of North

Area of North

*/ Traditional buldling rate LS 170 x 1.33 (average rate).P Pretabrkation contract (South S-xdn).

l Total cost of IRECs In the South divided by I1.

inDOW 0Y!CU PEAU0t UDiN 8- *0 1 PUW DU f

Fica yea 976 1 _9t 1907 1 g8 1 9 gSI ss ^| _ 9

5$ to Nlaimio

g-9 . /0 _ _ _ _7 81

__ ~ ~ ~ ~_ _ _ _ _ K,.. 100 00_" _ _ _ _ _ __96_ _ _ 2 _ k2

6. .- yt

2--- a"/-"< 1 _ ._ _~~~~~~~~~~~~~~

(II aPPOISSi ' 0w10.2 03 0. 5 0.7 1.0 1 , 2t.0 21.7 nt5 I 5tl 5'8 60.5 7,1 7.7 8.) 8.9 ) i.6 9.9 10.0 10).0

_ ~ ~ ~ ~ . 0 1~ 0@ I. 0¶ I' I1 5 .5 .l I iI | | | | | I ;- § Ii §

{l} ^$ ~la UoOt3* 57so5 fl ,gos D_ 7 6a76963616 6 66 ' 5 _ 6P 7l7? 7.9 e P . . -

- 53 -PROJECT COIIPLETION REPORT

Annex VI.1.SECOND EDUCATION PROJECT - CREDIT 547-SU pAne 1/2

SECOND EDUCATION PROJECT SUDAN

CATCHMENT AREA OF IREC AT MILEH, WHITE NILE PROVINCE

,r wrapid growth due to setUed nomads

\ ( ~~Mileh

rV~~~~3 -

Ibu Halim) Mrw,a)

No. of CurrentVillage Population Applicants Enrolment

Mileh 2,000 73 89Safa 1,500 26 20Deher 500 2 1Marwa 500 2 2

Abu Halim 700 2 2

Total 5,200 105 114

- 54 -Annex VI.1

paRe 2/2

THE ACADEMIC YEAR

1. Khartoum Province

2. The Central Region

3. Darfur Region

4. The Northern Region

5. Northern Kordofan Province

6. Kassala Province

7. Upper Nile Province (Southern Sudan)

E. Bahr-El-Ghazal Province (Southem Sudan)

In all the above mentioned provinces and regions the academic year starts

in July and ends in March

9. Red Sea Province starts in October and ends in June

10. Equatoria Province (Southers Sudan)

Starts in April. Then all the schools close in May and June and start again

in July.

II. Southern Kordofan Province

Starts in July and ends in March with exception of Deleng and Kadogli

towns. In these two towns the academic year starts in October and ends in

June.

Note: The above calendar is based upon the climate.

Source: Project Implementation Unit

- 55 -Annex VI.2

page 17Z

EXPERIMENTAL SCHOOLS

A. Training Programme Schedule (1981 and 1982): Age Group 13 - 40 years

Course Enrolment TimeliourBegan Ended Tmeor

Home Science 40 20 Mondays andLitercy (omeni 42/ Saturdays 4:30 - 5:30

Literacy (women)!' 40~/ 20 Sundays andTuesdays 6:30 - 7:30

B. Agriculture

Land available : 6 acres

Activities:

- vegetables growing- wheat growing (major crop in this area)- pigeon beans- poultry breeding:

. 75 white leghorns (chickens)

. 10 local varieties of hens

Assistance to farmers was given in the first year, but they showed lessinterest in the second year with already known techniques. When newtechniques were introduced by agricultural extension agents, the farmersshowed greater interest by their attendance and participation.

C. Some Reported Outcomes

1. Items Sold Value LS

10 bags of wheat 350.00vegetables 30.00pigeon beans 72.00chicken (died from disease)

Total 452.00Income from 1983 exhibition 153.00

Grand Total 605.00

This money was used for recurrent costs for rural education and homescience lessons.

1/ Literacy rate among men is about 75 per cent, therefore, they did not attendthe class.

2/ 10 nomades

Annex VI.2 - 56page 2/2

2. Products (Home Science)

a) Clothing

- dresses- hand crafts- knitting- weaving- neddle work- basket making

b) Foods

- various local types were prepared

c) Metal and Woodwork

3. Social Impacts

- Boys show interest in animal husbandry.

- Home decoration and home keeping were reported to have beenimproved.

- Literate men are said to have read fundamental literacy materialsin the library.

- Assistance of school boys for repairs were requested by villagers.

- 57 -

Annex VI.3page 1/2

3UBA DAY SECONDARY SCHOOL ENROLMENT

Grades l ll _ . ~~~~~~~~~Total

10 11 12

Boys 157 160 313 630

Girls 22 10 80 112

Total 179 170 393 742

Morning sessions : 7:30 to 12:25Aftemoon sessions : 12:45 to 5 20

Periods are 35 minutes in order to accommodate both sessions since there is noelectricity and darkness comes early.

Staff Qualification

Masters Degree 2B.A. Degree 8Two-year College 2Diploma 2Diploma-Education 4Higher School Certificate (A level) 2Education philosophy 2Teacher Certificate 4

Total 26

Curriculum

Plans are to phase-out the teaching of French and increase the teaching ofArabic.

Teachers

Permanent Teachers isPart-time Teachers 8

Total 26

Source : Juba Day School (Principal)

JUBA DAY SEOONDARY 8CIDM ACaC YEAR 1983/84

gEEXLY PERODS DISTRIWI'RIN - TIM TAKE *

_ _ _ ___ _ sI-

_ No of Total First Year 80ond Year iMrd Year RemarNs8ubJootoTeachs Periods A-B-C-D A-B-C-D A-B-O-D-E-PW

English Language 97 6 6 6 6 6 666 7 7 7 7 7 7 7Englih Literature 4 16 - - - - - - - - 4 , _ 4 , _ _

Arabic Language 3 72 6 6 6 6 6 666 6 6 - 6 6 - -

Prenah Language 1 36 4 * 4 * * 4 4 4 - - - -* _ _Ouistianlduostion 2 45 3333 3333 3333333Iuslaiolcduoation 1 27 3 3 3 3 3 3 3 3 - - - - - 3-MAtheatios (Elementary 3 90 6 6 6 6 6 666 6 6 6 6 6 6 6Mathemtics Addition 1 * - - - - - - -- - - -_ - - 4

Physics 2 33 3333 3333 3 3- -,33

Cheumitry 2 33 3333 333 3_ 3 - - 33Biology 2 45 3333 33,3 3333333Geogrmphy 3 45 3333 33,, 3333333Hone Eoonomion - 16 2222 2222 - - - - - - - ' Part tim

Ruutor7 1 36 3333 3333 33 - - 33 -Fine Art - i 4 - - - - - - - - - - 4 - - - _ - Part tlm

PhysloaE Education 1 16 2222 2222 - - - -

o/ ome teaohers teach more than one subject.A B C D B P Q indicates the alass stream or divisions for the academlo year 1983/84.

Source: Juba Day School (Principal)

-~ 59 -Annex VI.4DIACRAM&TIC LOCATION OF EDUCATION FACILLTLES

NEWAR BAIT-ER-RUDA IN TER WHITE NILE PROVINCE

Er ke * t0

In

El Fmria is \ \

91 Talha "

Xi leh 0

Ed Duti \

El Ban Jadeed X S

-14~~~~~~~~~~~~~~

0 IREC Experimuatal Schools-1/\ \

* Control Schools

0 Newvly built IREC\

Source: The effect of integrated IRECs activities on the academic achieve- ment of Sudanese Rural Primary School Students by Abdel Ghanie | Ibrahim Mohammed, March 1983, Khartoum, Sudan.

1J The Mission visited El Talha only because of limited time, butwas told that the two programmes were the same.

- so -

Annex VI.5

IR1C NATICNAL CUMCILUM: WEEXY TDM TMULE

(PUKIIS 1983)

A. ACAGEIC SUBJECTS

GradesSubjects G Total

1 2 3 4 5 6

Religion 3 3 3 3 3 4 19

Arabic 10 9 8 7 7 9 50

Mthebmatics 5 5 5 6 6 6 33

GeograpIly - - 2 2 2 2 8

Riutory - 1 1 1 1 2 6

Science - 2 2 2 2 3 11

PhysicalEducation 2 2 2 2 2 1 11

B. APPLIE SUBTECIS

GradesSubjects Total

1 2 3 4 5 6

Rural Education2/ 4 8 6 9 9 8 44

Rome Science - - 2 4 6 6 i8

VocationalTraining _ - 2 4 6 6 18

1/ Includes Community development, basic agriculture, applied homescience, ecology, health and sanitation, etc.

- 61 -

Annex VI.6

- STAMM NALo0RDI3n PmN scoDa nri cLis

Grades 1 2 3 4 5 6

Subjects B a B G B a B a B a B a

Arabic 10 10 10 10 9 9 9 9 9 9 9 9Religion 4 4 4 4 4 4 4 4 4 4 5 514themtlcs 6 6 6 6 6 6 6 6 7 7 7 7

SlUnce andEarnEomics _ - 2 2 2 2 3 3 4 4 4 4

ULstoxy _ _ 1 1 1 1 1 1 2 2 2 2

Geography - - - - 2 2 2 2 2 2 2 2

PbysicalEducation 2 2 2 2 2 2 2 2 2 2 2 2

Art. 2 2 2 2 2 2 2 2 2 2 2 2

Civics - - - - - - - - 1 1 1 1

-I'1 Educa-tion _ _ _ _ _ - 2 - 2 - 2 _

Econoedes _ _ _ _ _ 2 _ 2 _ 2 _ 2

Total 24 24 27 27 28 30 31 31 35 35 36 36

B- Boks

G- Girls

- 62 -

Annex VI.7

PUBLICATIONS BY THE CURRICULUM DEVELOPMENT CENTER

Teachers' Guide Numbers

Teachers' Guide in Art, grades I - 6, published in 1978 1

Teachers' Reference (clay work), published in 1977 1

Teachers' Guide in Rural Education, published in 1982 1

Teachers' Methodology (various subjects) in Rural Educationand Home Economics, published in 1981 1

Pupil Books in Rural Primary Education

Grade 4, printed in 1981 1

Grade 5, not printed (1982) 1

Grade 6, sent for printing (1983) 1

Grades 7 - 9, printed in 1981 1

- 63 -

Annex VI.8

IREC TEACHER TRAINING UNIT CURRICULUM

WEEKLY TIME TABLE

Male Female

1. Community Development and Research 4 4

2. Audio-visual Aids (with others) 2 2

3. Rural education 8 6

4. Handcrafts and Applied Arts 4 10

5. General Lectures (Govemment Development, PublicActivities, Organization and Administration 2 2

6. Home Science for female teachers only - 8

7. Library and Research 2 2

8. Vocational Training

- Carpentry 6 -

- Metal Work 6

Total 34 34

I \\V

Ia(fJ

'k

- 65 -

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RCVD FOLLOWING MSG FROM S/MOHAMED HASSAN ABDALLA, IDAEDUCATION PROJECTS. QUOTE PLS CONVEY FOLLOWING TO YUKINORIWATANABE DIRECTOR OPERATIONS EVALUATION DEPT.SECOND EDUCATION PROJECT DRAFT COMPLETION REPORT STUDIED BYCONCERNED ENDS AND REPORTED THAT IT IS SATISFACTORY. REGARDSUNQUOTE.REGARDS, IBRD SUDAN

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