Completion Report - Fourth Education Project

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Folder Title: Completion Report - Fourth Education Project - November 1981 - Tanzania- 49.209 A

Folder ID: 1100671

Project ID: P002688

Dates: 05/12/1982-05/12/1982

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Completion ReportFourth Education ProjectCredit 371-TA

i

Educational Financing Divisionof Unesco

Paris, November 1981This Report is both restrictedand the copyright of Unesco.Reproduction in whole or partis prohibited. I

FOREWORD

This Report is a restricted document prepared for the TanzanianGovernment, under the Cooperative Programme between Unesco and the WorldBank.

At the invitation of the Government, a mission composed ofMessrs. J. Bolibaugh, General Educator (leader), H. Baritsch, TechnicalEducator, T. Worku, Agricultural Educator, all Unesco staff members,and M. Priestman, Consultant Architect, visited the country in April/May 1981.

The assignment of the mission was to review in detail the history ofthe formulation and implementation of the project in order to identifypositive achievements and shortcomings of pre-appraisal activities; des-cribe and explain differences between appraisal forecasts and credit con-ditions with actual results concerning the implementation of hard andsoftware components; and to assess the appropriateness of appraisal/credit conditions and the assumptions about the Borrower's implementationcapacity.

Subsequently, in June 1981 a first draft of the Completion Report wassent to the relevant national authorities and to the World Bank, and in thelight of the comments received this final version has been prepared.

It should be noted that the opinions and conclusions expressed in thisReport are based solely on the considered judgement of the mission.

--- 000 ---

TABLE OF CON TS

Pe ze

FOREWORD

BASIC DATA ... ... ... ... ... ... ... ... ... ... i

St RY AND CONCLUSIONS ... ... ... ... ... ... ... iii

CHAPTER I : PROJECT BACKGROUND ... ... ... ... ... 1

Socio-Economic Characteristics ... ... ... ... ... 1Development Strategy . .. ... ... ... ... ... ... ... 1The System of Education ... ... ... ... ... ... ... 2Project Formulation • .-. •... ... -•.. ... ... ... ... 5Project Objectives . .. ... ... ... ... ... ... ... 7Project Components . .. ... ... ... ... ... ... ... 8

CHAPTER II - PROJECT ID TATION ... ... ... ... 9

Overview ... ... ... .. ... ... ... ... ... ... 9Credit Effectiveness ... ... ... ... ... ... ... ... 10Project Management ... ... ... ... ... ... ... ... 10Sites ... ... ... ... ... ... ... ... ... ... ... 11Professional Services ... ... ... ... ... ... ... ... 11Architectural Designs ... ... ... ... ... ... ... ... lConstruction ... ... ... ... ... ... ... ... ... ... 13Furniture ... ... ... ... ... ... ... ... ... ... 13Equipment ... ... ... ... ... ... ... ... ... ... 14Technical Assistance ... ... ... ... ... ... ... o ... 14Covenants ... ... ... ... ... ... ... ... ... ... 14

CHAPTER III PROJECT COST AND FINANCING . . . . . . . . . . . . 17

Capital Cost ... ... ... ... ... o . .. ... ... .. ,. ... 17Space Allocations ... . . . . . . . .. . . . o.. . . .o. . . . . .. 17

CHAPTER IV : PROJECT OPERATING OUTCOMES . . . . . . . . . o.. . 19

Attainment of Project Objectives ... ... ... ... ... ... 19Primary Teacher Training ... ... ... ... ... ... ... 20Vocational Training ... ... ... ... ... ... .. . ... 22Con ity Education Centres ... ... ... ... ... ... 25The Study of Management Education . . . . . . . . . . . . . . . 30Health Education . . . . . . . . . . .. . .. . . . . . . . . . . . . 32

APPENDIX A • PHYSICAL TATION OF SIX COD' rTY EDU-CATION C1

APPENDIX B EXTRACTS FROM THE FINAL COD PION REPORT ON THEMEDICAL EDUCATION COMPONENT OF THE FOURTH IDAEDUCATION PROJECT

APPENDIX C : Lx NATIONAL MANAGI DI ADVISORYCOUNCIL

LIST OF

ANNES (1-16)

- 1 -

BASIC DATA

Fourth Education Project, Credit 371-TA

Borrower : United Republic of Tanzania

Executing Agency: Ministry of National Education

Terms of Credit : Standard IDA

Original ActualKey Project Data: (1 US.$ = T.Shs. 7.14) (l US.$ = T.Shs. 8.23)

Total Project Cost(T.Shs. millions) 104,110 117,273

. Over nl/ +13%

. US.$ equivalent (millions) 14,581 14,249

. Underrun - 2%

Credit Amount: in US.$ millions 10,300disbursed (April 1981) 99.5%

Date physical components completed Dec.1977 June 1982 (est.)

Other Project Data:

Preparation/Appraisal June 1972Credit Agreement April 1973Effectiveness July 1973Closing date June 1978/ December 1980Final disbursement April 1978 April 1981

Allocation of Total Project Costby Category (US.$ 000s)

1. Civil Works 10,369 (71%) 9,173 (64%)2. Furniture 538 (l4%) 733 ( 5%)W3. Equipment 1,107 ( 8%) 1,617 (12%)3/4. Technical Assistance 1,757 (12%) 581 ( '4%)!

5. Project Unit and Professional 810 ( 5%) 2,145 (15%) /Fees

1/ A much larger overrun was avoided by dropping from the project the con-struction of three secondary schools and by reducing the expenditure onTechnical Assistance.

2/ The closing date was postponed from 30 June 1978 to 31 December 1979 andthen to 31 December 1980.

1 Estimated by PPS as of 18 April 1981.

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SUMMARY AND CONCLUSIONS:a)O) CS

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The Project and its Objectives02

r-0 4) . ~jJ H C)oA4H 0 (U0 1. The Credit Agreement for the Fourth Education Project was dated

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(U c"J a~ a)H 1-4 13 April 1973. The Credit amounted to US.$ 10,300,000 out of the appraisal-02

estimated total project cost of US.$ 14,581,000. The Credit became effectiveS02 U) % a) : -P +)

as of 12 July 1973. The target closing date was estimated as 30 June 19780 0) 0 > but this was extended several times with the final date being 31 DecemberO \i N C) i 1980, with disbursements continuing until 27 April 1981.5-~ 0) :5

a,

4*.4 uL -r ng tc*-o 0 9 ib 2. The purposes of the project included (a) the expansion of lower secon-I~2) ~ t- t- oo 1 ,. dary education for the achievement of self-sufficiency in high and middle-

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0* 1 C4.4 H- 4) production of primary school teachers in view of the objective of universalWt-nt - oc O -4 r-Afria ) 5. primary education; (c) an in-service training programme for the qualitative.4a) Oil improvement of primary teachers, particularly in the fields of mathematicsin .0-4 ~ and science; (d) an increased output of skilled craftsmen to meet the growing0~ 0 0 0 CO U)d H-M, -0 -# \O -- 0 C) c\ CC 0.

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* ~-. . . C. needs of industry; (e) an expanded supply of doctors and their supplementaryC\J ri 41 C; rj r4J .. ll r' C \C' H -(U- kO

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training in rural health activities; (f) the establishment of communitylgv~r

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4education centres on an experimental basis to provide both primary and adult

a) 0 education to improve the social-economic viability of the cooperativer-4 r-i 4-l

d1 0, (Ujamaa) villages; and finally, (g) a management training study leading to

Id 02 -H 0 a rationalization of the management training system.;4 L 00 ki:I r-

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r-4 H HH4 r-4 H HH- - -4r4 r4r4r- - - - 4J Q) -r 3. Thus, the project was designed largely to meet the Government's objec-z- I~l:I P. 0 4) 3:,0 tives of providing universal primary education, meeting manpower needs,H- M (B

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19

2-4 expediting rural development, and developing social and economic equity underI~I H 0 > 4J 430H

1 -P the concept of self-reliance.02 Z 02 H

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0 0 -H Shortcomings During Project Formulation and ImplementationH C(J r4r- r- H r4 -4HHHr4 -4H

0*~ l a)-H-p Q) 4-) 4. In the Mission's judgement, the procedures employed in the formulation of,S:4. 4.) +-) 4 the project were inadequate to ensure a well prepared project ready for imple-r-4 0I 0) 0)

44 dI o t.- 0 t-4- t-ko t--- av-o --t 0 00 -- ,, k 2 mentation at the time of the Credit Agreement. The Mission found the Report:

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C-.66;66C HH OJCn 025l Tanzania - A Nation-Wide Learn System,a document with too wide a scope in

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) terms of a precise identification of project items. It is suggested that-H

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-Ho 0 4+4 during Audit, the correspondence between the Bank and the OW/ACE should be;4aS t

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studied in this regard since the Mission had no opportunity to do so. It is9 0H -4 .0 ;40 co r.0 r4SH 50

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0 -H 4-3 (D -H assumed that further clarification and definition did not take place during1=. t -H UO 4l-P - A, 0 di020~~' CO the project identification phase. Thus, functions completed normally during

rn .~-4 0020 -P >4 , , >~2 Q0 54 04 $4 IS1 5.4l the preparation and appraisal phases such as the specification of schedules

(U C) 0 0 a) Q4 (D .0 H: 8I-; '~ 0' f-.3 z

4) ri W 0, 0 of accommodation were not completed in one case until months after creditI, U2 Wd 0 4-U2j 540U2Ir. -H 4-)0.2 effectiveness. Further, due to delays and cost escalations, one project4

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03~ *ii 4 ) 2 a)0 (H 2 1/ The methodology employed by the Project Completion Mission to arrive at

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>&~ Odi its conclusions included an analysis of World Bank and Government reportsH 02 a and correspondence, interviews with Government and Bank personnel and siteH ~0. I-I ' - visits. In this latter connection, each site in the project was visited0 00

-H 043 9 g, 0 H]4 by at least one mission member.

U2 rId 02 O' ? 0 000 0 0 00 00 0 00 cxiia U) VA CU H H r HH HHHH4- 4- H HHH-1-r

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1/ 12. As noted in Chapter II, certain of the covenants in the Credit Agreement

component (three secondary schools) had t o be dropped- and another (technical

his connection, the Mission believes have yet to be met.assistance) had to be re-allocated. In t

that the project elements were of such va

that the problems of implementation were unusually difficult. To this it must Project Assessment

be added that earlier projects were still in the process of implementation when

13. In terms of the objectives and project content as stated in the Appraisalthe Fourth commenced.

Report and the Credit Agreement as compared to actual outcomes, the Mission

was the first to require a substantial project imple- considers that the project cannot be termed a complete success. However,5. The Fourth Project

of an adequate unit did not occur until given the complexity of the project, the heavy workload imposed upon thementation unit. 2/ The developmentseveral months after credit effectiveness. Eve n then, the unit's efforts were project unit and the Bank's regional office in Nairobi as well as unforeseen

diffused among several projects including some other than IDA's. Further, due and unavoidable constraints, it is probably remarkable that the project out-

to manpower and time constraints, the on-site s

insufficient in the opinion of the Mission. O

considers that both the project unit and the Ba

performed remarkably well given their manpoweroutput of Form IV graduates was cancelled due to project cost escalation, as

of the project. well as to the anticipation that other sources of financing could be found

Aside from the suggested inadequate identification and preparation of the for this type of project.6.project, delays in the timely augmentation of the capacity

of the project unit,

and supervision problems, implementation was handUgandan war and the unforeseeable cost inflation due to the unusual increase have been operational for three years. However, due to staff shortages and

the lack of appropriate equipment, the colleges have been unable to offer thein oil prices. prescribed programme of studies, or to promote a genuinely active teaching-

architectural design, the results have been satisfactory in learning process. On the other hand, internal efficiency and external pro-7. In terms ofsuch aspects as functionality, costs and environmental ductivity in terms of quantitative output and subsequent employment, are

general consideringsuitability. Certain exceptions have been noted in Chapters II and IV. satisfactory.

standards have been adequate in most instances with the 16. The upgrading of primary school teachers in the fields of mathematics8. Constructionand the Muhumbili Hospital. Construction defects and science at the Bagamoyo CNE had yet to be implemented as of April 1981.exception of the CECSa/

for most of the project institutions are listed in a separate working paper. Thus, the science laboratories and equipment had not been used. By agreement

The lack of maintenance is causing serious problems at the CECs and to some between the Government and the Bank, these courses are to commence in July

1981. Although the location of the programme at Bagamoyo was consideredextent at the CNEs. V advantageous at the time of appraisal, a recent government report states the

Initial design defects in the school furniture provided to the CECs were contrary, at least in terms of the on-going courses in educational management.9.largely overcome for other components such as the CNEs.

17. As with the CNEs, the internal efficiency and external productivity of

10. The equipment provided to the CNEs and VTCs_/ under the Fourth Project the two new VTCs have been satisfactory and contributed substantially to the

was insufficient and in some cases inappropriate. As indicated in Chapter national output of skilled labour. On the other hand, insufficient, and in

IV, this has hampered the implementation of the instructional programme in some cases, inappropriate equipment have hampered the implementation of the

both cases. To overcome these deficiencies, more equipment is to be pro- instructional programme as in the case of the CNEs.

vided under the Sixth and Seventh Projects, but this will become available

several years after these institutions have been operational. 18. The experimental programme in formal and non-formal education through the

CECs has only been partially successful to date. The programmes of adult

11. Technical Assistance to the health education component was substantially education have not been conducted as planned in some of the four operational

reduced. It appears that after considerable delay, arrangements were concluded C!s. In this connection, four of the CECs have yet to become operational.

with WHO for the provision of Technical Assistance including fellowship training. Furthermore, there are serious construction and maintenance problems at the

However, performance was slow, despite the efforts of the World Bank Resident CECs. The Mission questions the locating of all eight of the CECs in one

Mission in East Africa and the Borrower to expedite matters,and ultimately the particular region of the country given the experimental nature of the programme.

funds were re-allocated. However, this reduction did not affect the relatively This would be in contradiction with paragraph 4 above (the problem of geographical

satisfactory outcomes of this project element. dispersion) unless some of the CECs had been located close to other fairly

accessible project items to facilitate supervisory coverage. In any case, it

appears that the Government insisted upon locating all of the CECs in the

It should be noted that it was apparently understood between the Borrower and Dodoma region. Finally, it should be recognized that the costs involved in1/

were available to finance the this item prohibit its generalization.the Bank that other external assistance sources

expansion of secondary education.

PPS/PIS/PIU: different terms referring to the Project Implementation Unit.2/

CECs: Community Education Centres; CNEs: Colleges of National Education/1/ Colleges; VTCs: Vocational Training Centres.Primary Teacher Training

_ vi - - vii -

to be operating relatively successfully 22. The ultimate impact of the project cannot be assessed properly at this19. The health education element appears

heatres in the project element point. To date, the results may be termed positive in terms of quantitativethe non-completion of the two operating t

although ethe effectiveness

of the instructional programme. Perhaps more outcomes with the exception of the CECs and the in-service primary teacherhas reduced wires has not been training programme (Bagamoyo). The final evaluation of qualitative outcomesimportant, it is reported t

jeopardize the reliable functioning of instruments is premature at this time as the deficiencies presented concerning the CECs,properly installed and MY

CNEs and VTCs have not yet been overcome. Finally, it would appear that theand equipment. results of the management study have already been unusually successful.

f the management training system as a result of the20. The improvement orecommendations of the management training study appears to have been achieved.

considered to be very successful in meeting the objec-Thus, the component is

tive of the rationalization of the system.

. The Mission considers that the following lessons could be learned from21this evaluation of the Fourth Education Project:

The project formulation cycle shoul d have been conducted in a more(a) thorough manner. The unorthodox pr ocedures resulted in an incomplete

preparation of the project which im posed unnedessary burdens of further

preparation on the project unit. I n addition, the Mission considers

that a more careful identification and preparation could have

resulted in a project focused upon fewer components thus facilitating

implementation as well as possibly providing a greater and more

effective impact upon the national system of education and training.

The Fourth Education Project required a sign ificant strengthening(b)

of

the project unit. However, delays in the development of the unit s

capabilities were largely beyond the control of the Bank or the

Borrower since the Technical Assistance for the staff was provided

b bilateral sources. The question remains as to whether the Bankby

have anticipated such a problem and taken a more aggressive

couldapproach to resolving it.

Although it is a sensitive point, the Bank might have been more(c) in its efforts to convince the Government that the pro-

persuasivehould be given the equivalent of departmental

status dueject unit s

responsibilities in project planning and implementation.to its heavy

relative low status of the unit in terms of its importance in theThe

of the system of education and training has caused prob-development

recruitment and retention of qualified staff as well as inlems in the

the area of effective and rapid decision-making.

(d) In this regard, the absence of sufficient staff in the project unit

or the Bank office in Nairobi to ensure adequate building inspection

and detailed attention to hardware and software inputs has adversely

affected project outcomes.

(e) Finally, the rapid increase in the number of IDA projects as well as

those from other multilateral and

enormous burdens on the project u nit. This suggests that the Bank

might give more attention to this problem in the scheduling of future

projects.

- 1 -

CHAPTER I

PROJECT BACKGROUND

Socio-Economic Characteristics

1.1 Tanzania has a land area of 886,000 sq.km., some 17 million people (1978)and a population of about 20 inhabitants per sq.km. (Kenya t 19, Uganda * 51).Most Tanzanians live on family smallholdings in Ujamaa villages in rural areaswith only 13 per cent living in urban areas. The recorded population growthrate is 3.3% per annum and the per capita GNP was estimated as US.$ 244 in 1978.Life expectancy averages 50 years and about 46% of the population is less than

15 years of age. Kiswahili is the national language and the medium of instruc-

tion in the primary schools. English is the medium in the secondary schools.

1.2 Some 90% of the total labour force works in agriculture, most in sub-sistence farming. About 10% of the total labour force are in the slowly growingwage employment sector; over two-thirds of the primary school leavers every

year must seek a livelihood in the rural sector. On the other hand, there isa shortage of local skilled manpower. In 1969 when a comprehensive survey was

carried out, Tanzanian citizens occupied only 34% of the posts requiring

university or equivalent education and 85% of those requiring secondary edu-

cation.

1.3 Agriculture, the main source of income and foreign exchange earnings, con-tributes 54% of Tanzania's GDP and 69% of its commodity exports. Manufacturing,mining, construction, transport and conmmunications together account for 19%of GDP while public utilities, commerce, finance, government and other servicesaccount for 27%. Efforts to promote manufacturing have not as yet yieldedsignificant results; growth of the economy depends heavily upon agriculture.

Development Strateg

1.4 The Arusha Declaration of 1967 defines the broad aims of Tanzanian devel-opment: to create a socialist economy and society devoid of tribal privilegeand economic exploitation and to achieve rapid economic growth in order toimprove the material and social well-being of the mass of the population.Foundations for socialism and for economic growth are to be established inthe rural sector and strict priority is to be given to rural development.The strategy for achieving these aims calls for: (a) reduction of inequalitiesin the distribution of income; (b) public ownership and control of all majorcompanies and firms; (c) modernization of agriculture and reduction in thesize of the subsistence sector; and (d) growth of manufacturing mainly tosupport rural development.

1.5 In conjunction with other measures, a more equitable distribution ofincome is being sought through wage and price controls and by heavy taxes onhigher income groups. The Government now owns or controls nearly all impor-tant enterprises. Private investment has declined sharply and many for-eigners, a substantial number of whom were managers, have left the country.As a result, the shortage of managerial personnel for the public and parastatalsectors has been aggravated.

-2- -3-

1.6 Reorganization of the rural sector on a cooperative basis is progressing; Seconda School Enrolment Trends

inhabitants of dispersed hamlets are moving into Ujamaa villages, forming

multipurpose agricultural cooperatives which would advance, after a period of

assistance, to financial self -sufficiency. It is reported that the F_government to 13 million, or about 90% of

1961 1975 1980number of Ujamaa villagers has now increasedTanzania's entire rural population. An array of lea services, e.g.

xtension, community development, adult li teracy, craft, healthagricultural e

training, has been extended to improve th e villager's skills Forms I-IVand nutritionand capability for earning his livelihood and to enable the primary school - Government 11,420 34,553 35,855leaver to create opportunities for self-employment - in short, to develop - Private 1,500 25,22714,6311rural "self-reliance".

Forms V-VI

1.7 Development pl provides for directing industrial investments toh are to act as catalysts for - Government 412 3,774 4,005

designated growth centres in the interior, whical goods, employing labour

- Private n.a 1891 n. arural development by generating demand for rur -I.

from adjacent areas, processing local products and supplying consumer goods

to local populations and some material inputs f or agriculture. New investment

in manufacturing has risen substantially and m uch of it has been directed to 1.11 The time-table of the primary school is reported to remain over 40

Mrwanza, Tanga, Moshi and Arusba, which have bec ome major regional growth periods per week, but under the consolidation of education programme, it is

centres. However, the shortage of skilled lab our continues to be a constraint envisaged that this will soon be reduced. (Annex 3.) This is important in

on the growth of manufacturing output. terms of the time-tables of the colleges of national education (CNEs: primaryteacher training colleges) which are also over-loaded. According to the

1/ Ministry of National Education officials, until the former time-table isThe System of Education reduced, those of the CNEs must remain as they are. (Annexes 4 and Q.)

1.8 The emphasis of this description of the system is upon the types andand non-formal education and training pertinent to the Fourth 1.12 In 1980/81, the total number of primary school teachers was 81,266

levels of formal of primary, secondary and primary teacher edu- including 22,922 (28%) student-teachers training on the job under the Distant

Education Project. Aspectsfollowed by vocational training and adult edu- Lea Programme (DLP). These student-teachers are primary school graduates

cation are briefly covered,cation in the Community Education Centres. A description and summar y eval- who enter into teaching without any professional training. After three years~/

uation of the health education components are presented in Appendix B with of in-service training while teaching part-time, the student-teachers qualifyas Grade IIIc teachers. It is reported that about 24% of the 1980/81 total

certain elements included in the main report.teaching staff were graduates of Form IV or above with professional training.

1.9 The general education system consists of seven years of primary edu-cation (Standards I-VII), four years of lower secondary (Forms I-IV), and 1.13 Currently there are two pre-service programmes for the training of pri-

mary school teachers. The Grade IIIa course entrants are Form IV graduatestwo years of upper secondary (Forms V-VI). After the primary level, thereare exceptions for various types of technical and teacher training courses. who, as of 1981, receive two years of training instead of one. The Grade

IIIc course entrants are primary school graduates receiving three years ofThe structure of the system is presented in Annex 1.

training instead of two, also as of 1981.

1.10 Comparative enrolment data indicate the rapid expansion of primary edu-cation due to the policy to reach universal primary education as soon as 1.14 There are 36 CNEs with one (Bagamoyo) devoted entirely to in-service

2.) In 1980, primary school enrolment was reported as training. The others have provided pre-service education for Grade IIIa orpossible. (Annex agross enrolment ratio of the 7-13 old age-group Grade IIIc students, or both. In addition, some CNEs offered in-service3,367,674 which represents a

0.7%. At the secondary level, enrolments grew training courses. Under a reorganization plan, the number of pre-serviceof 96.5% and a net ratio of7between 1961 and 1975 but stagnated thereafter CNEs will be reduced since 12 of the largely c-type CNEs are to be converted

rapidly in the public schoolspartially because of the costly student boarding into full-time in-service training institutions. This would seem to imply an

due to financial constraints,tradition. Due to social demand, the slack was taken up by the increase of increase of participants in the Distance Learning Programme with a decrease

in terms of the Fourth Education Project in the annual production of IIIa and IIIc teachers, particularly since eachprivate schools. This is important

later deleted due to financial constraints. of the latter courses has been lengthened by one year. If the plan iswhich included new secondary schools carried out, the need for new pre-service CNEs would appear to be necessary.

1.15 Enrolments in the thirty-five pre-servi ce CNEs totalled 11,357 in 1980/1/ Reference is made to a Unesco report which covers extensively the current 81 of whom 10,490 were being trained as primary school teachers with the

status of secondary aid primary teacher education. The latter section of remaining being prepared as teachers for the lower secondary level or for

this report is of particular interest in terms of the Fourth Education home economics. Enrolment statistics are confused by the fact that theProject: Tanzania - Development of Education: Opportunities for External

Financing, May 1981.1/ In the third year, the student-teachers spend six weeks in residence at a

CNE.

-5--4-

1.21 There are three VTCs, one at Dar-es-Salaam and the two project centres

of the Grades IIIc and IIIa courses have recently been lengthened located at Mwanza and Tanga. Enrolments are given in Annex 6.durations and that the school years of the two

to three and two years, respectively, -November; IIIa: July to May of

are not concurrent. (IIIc: January 1.22 An interesting pilot project component consists of eight community edu-courses4; the following year). cation centres (CECs) established in the Dodoma region. The underlying

principle is to make the CECs the focal point of a Ujamaa village./ thus

1.16 Enrolments in May 1981 for the two project pre-service CNEs, Mtwara

integrating formal and non-formal education programmes as well as providingrespectively, in both a- and c-type courses.

basic services such as health, community development, agriculture andand Tukuyu, were 316 and 431

capacity (480 studentEnrolments at both CNEs are l

ince a third year of residence has been addedplaces ) in the near future s

the previouslyto the former two-year Grade

c course, and a second year to 1.23 In terms of formal education, the CECs

offer primary education (Stis likely to lead to a shortage of teaching

one-year Grade a course. This and a maximum I-VII) with a programme similar to those of other primary schools but with more

facilities unless the rotation scheduling system is introduced emphasis upon vocationally-oriented activities in the areas of agriculture,

use of specialized facilities for general courses is included. carpentry, masonry, tinsmithery and handicrafts. The non-formal adult edu-

4 cation programme includes the above areas of skill training as well as liter-

1.17 It is reported that the professional staff for two CNEs is planned as acy courses.

strators who teach part -time. At the time of the24 including four adm

numbered 5 for Mtwara andstaff during the period April-June 1979 1.24 Enrolments in the formal and non-formal courses of the four completedopening, Again, according to

u. (The two CNEs opened in July 1979.) CECs are indicated in Annex 7. A description of the status of the physical8 for Tu the professional staffs have been

information provided to the mission, and facilities of six of the CECs is provided in Appendix A.increased progressively and slowly until they reached 18 for Mtwaral_

1981. Apparently, the Mtwara CNE is supposed to17 for as of Aprilscience-mathematics specialization (Annex 5) for a-type classes Project Formulation

offer the (Annex due eto the shortage andbut has followed the general time-table 1.25 Of the first three education projects, the first (No. 45-TA) was signedlack of appropriate staff and equipment. and provided US.$ 4.6 millions for the expansion of generalin December 1963

oCNE was to be used for secondary education. The second (No. 149-TA), signed in May 1969, consisted1.18 In the Fourth Education Project, the Bagamoyo

with emphasis upon science of US.$ 5.0 millions for general secondary education, the expansion of pri-the in-service training of primary s

chool teachersbeen conducted although MNE mary teacher training and the Dar-es-Salaam technical college. The third

courses. This type of training bas not yet. Under the Sixth Education credit (No. 232-TA), signed in February 1971, provided US.$ 3.3 millions for

officials state that it will begin as of mid-1981for Management Training of Educational the expansion of agricultural training.

Project, Bagamoyo was also to be used 2/commenced as of December 1979.

Personnel (MAMEP) and the initial courses 1.26 The World Bank appointed the Overseas Liaison Committee (OLC) of the

Vocational Training Scheme operates under the close col- American Council on Education to review the formal and non-formal education1.19 The National and the industrial sector. This was formalized in 1974 sectors in Tanzania and to identify project items suitable for Bank financinglaboration of VTCs National Vocational Training Act establishing the in a Fourth Education Project. The OLC team of seven members visited Tanzaniawith the adoption of the

in June/July 1971 and their report entitled: Tanzania - A Nation-Wide LearningCouncil which includes representatives ofNational Vocational Training System, was submitted to the Bank in November 1971. In addition to reviewingemployers, employees and the Government. the various aspects of education and training and proposing project items for

under the responsibility of the Division financing, the OLC report paid particular attention to the development of an1.20 Vocational training operates u

of Labour and Social Welfare. integrated learning system in Tanzania. In comparison to a Unesco report ofof Vocational Training (DVT) of the Ministry of one year followed by three the same nature, the OLC could be considered more general with a minimum of

training consists of basic trainingVocational contract. Trainees sit statistical data.years of in-Plant trai under an apprenticeship

(a) the first year of in-plant training (Grade III),for trade tests after (Grade I). In addition, 1.27 In January 1972 a Bank Reconnaissance Mission discussed the OLC report(b) the second year (Grade II),

and (c) the third year with the Tanzanian Government. The Government indicated that it was broadly

an apprenticeship contract can prepare for theon-the-job trainees without in agreement with the conclusions and recommendations of the report. Prioritiestrade tests by atte evening classes in the VTCs.

for possible Bank assistance were discussed and it was agreed that the followingitems would be included in the project preparation and appraisal:

there were 14 full-time and 4 part -time teachers in April 1981,1/ Considering this will alter when the

the teacher-student r atio was about 1:17. However,

(See paragraph 1.15.)estudents enter ia July 1981. 1/ A Ujamaa (family) village consists of a collective society developed under

new first year a-type the concepis of self-reliance and socialism and rural development. Scatteredof the MANTEP programme into the CNE

rural families are brought together to operate as a self-reliant economic2/ A recent report suggests the merging of the MANTEP Instituteis complicating operational matters. S ee Report unit. This collectivity also facilitates the provision of social services.

Force: Another Look at gement Trai for Educational A village committee is responsible for the operation of the local CEC.Appraisal Task

Personnel Programme,9 Do T pp.;)

- 6- 7 -

(a) two new primary teacher training colleges (Colleges of National (e) eight new community education centres with a total of 3,000 studentplaces;

Education);

extension of facilities at Bagamoyo to provide for primary in- (f) extensions to the Faculty of Medicine to permit an annual intake of(b) 96 students and the construction of a Rural Health Centre for field

service teacher training; practice at Bagamoyo;

equipment for fifteen primary teacher training colleges for tea-

(c) (g) a total of 49 man-years of technical assistance and 35 man-years ofching practical subjects;

fellowships for staff development at the Faculty of Medicine, a

(d) four new diversified secondary schools; study of management training needs and strengthening of the project

(e) extensions to the Dar-es-Salaam technical college; implementation unit.

(f) two new vocational training centres; 1.30 Subsequently, the Government revised downwards its plans for the proposedintake in the Faculty of Medicine from 96 to 60. This proposal was reviewed

(g) expansion of the faculty of medicine;and agreed to by a post-appraisal mission in November 1972.

(h) ten-fifteen model primary schools (Community Education Centres);

and preparation of a master 1.31 The project was negotiated in February 1973 and agreement was reached(i) the design of a rural learning system

follow-up letter from the Bank between the Government and IDA without further substantive change. The onlyplan for para

-medical training. Thestated that financing of the proposed model primary schools would special condition of effectiveness was the appointment of a Project Coordinator.

on agreement being reached between the concerned government By letter of 18 June 1973, the Ministry of Education advised IDA of the

depend appointment of Mr. H. Mwenisongole to this position and the project wasministries regarding coordination.

declared effective on 2 July 1973, ten days earlier than the effectiveness

nd appraised by a Bank mission in June- date specified in the Credit Agreement.1.28 The project was prepared-' a

recommended the following changes to the

July 1972. The Appraisal Mission 1.32 It should be noted that the procedures for project formulation includedproject items identified: the telescoping of the preparation and appraisal activities. The completion

to the Dar-es-Salaam technical college should mission considers this short-cutting resulted in a less thorough and specific(a) further extensions

under Education II had been com- project formulation than is normal. It is likely that this unusual practicebe postponed until extensionspleted, particularly in view of under-staffing and poor management contributed to the problems of implementing the project in terms of time delays,

cost overruns, and to qualitative shortcomings in certain project componentsat the college; such as inadequate curriculum development and the provision

of inappropriate

additional equipment for the fif- equipment.l /(b) in the absence of any inventory,

colleges could not be justi-teen existing primary teacher training

fied; Proj ect Objectives

three new secondary schools could be justified on the basis of(c) only

Development Plan manpower projecticns; 1.33 As stated in the Appraisal Report, the project was designed to further

between government ministries on the following objectives of the Tanzanian educational strategy although not(d) based on the lack of agreement

the mission recommended the pro- necessarily within the time frame targeted by the Government:coordination and joint activities,vision on a pilot basis of eight Community

Education Centres in thea rural learning system; (a) to give every child a primary education as soon as the financial

Dodoma Region deferring the study to design

circumstances of

the Government permit, then planned for 1989;

the para-medical study should not be included since SIDA was inter-(e) (b) to provide vocational training so as to achieve self-sufficiency

ested in financing this study. at all skill levels of the economy by 1980;

1.29 Consequently, the Appraisal Mission recommended a project comprising: (c) to provide secondary, technical and university education only to

the extent justified by the estimated manpower requirements of the

three general secondary schools with a total of 1,920 student places; economy;(a)

two new primary teacher training colleges with a total of 960 stu-(b) (d) to bring programmes of non-formal education, on a continuing basis,

dent places; within reach of the population, particularly in rural areas.

extensions to Bagamoyo in-service primary teacher training college(c)

with 240 additional student places;

(d) two new vocational training centres with a total student capacity of 1/

For example, at appraisal time the VTC component was still ill defined. No

consensus was reached as to what trades the two VTCs should offer, how the600; VTCs would be used when in operation, or what the interrelationship between

theory and shop practice would be. In fact, whereas the Credit became effec-

for the first eight items was conducted locally before tive in July 1973, as late as November 1974 - that is, some 16 months after1/ Prelim preparation Credit effectiveness - there was an exchange of correspondence between the

Preparation/Appraisal Mission.the June-July 1972 Bank and the Project Implementation Unit as to the schedule of accommodation.

-9--8-

would assist in the realization of these goals by pro- CHAPTER IIThe proposed projectviding additional facilities for primary teacher training, expa nding secon-

dary education and vocational training, developing the Faculty of Medicine PROJECT IMPLEMENTATIONat the University of Dar-es-Salaam, and by introducing experimental community

education centres into selected Ujamaa villages which would offer both pri-

mary and adult education. Overview

2.1 The planned and actual implementation schedule (Annex 8) shows that theProject Components completion of every component in the project extended beyo the planned

1.34 The Appraisal Report recommended the following project items: period and that five have yet to become fully operational.- Some causesof the difficulties of implementation were unavoidable. However, in the

(a) Construction, furniture and equipment for: judgement of the Mission some of the problems of implementation could have

been avoided if the project had focused upon fewer sectors with the compon-Related Additional Boar- Staff

ents less dispersed throughout the country. Within this context, the MissionObjective Student ding Housing

considers that the process of identification, preparation and appraisal werein 1.33 Places Places Units

not thorough or specific enough to facilitate the implementation of the project.For example, some 16 months after credit effectiveness, the PPS and the Bank

- 3 general secondary were exchanging correspondence over the schedule of accommodation for the

schools (c) 1,920 1,260 72 Vocational Training Centres. Normally the schedule is drawn up during the

Preparation Mission and reviewed and finalized at the time of Appraisal.- 2 pre-service primary tea- (a) 960 720 48

cher training colleges2.2 Delays in developing an adequate capacity within the Project Planning

- extensions to 1 in-service or Implementation Section (PPS or PIS) to cope with the implementation of

primary teacher training the First, Second and Third Projects as well as the Fourth, certainly con-college (a) 240 240 15

tributed to the extended duration of the latter. Further- the Mission

-

2 vocational training centres (b) 600 - - believes that many of the Supervision Missions (see the Basic Data) were

- - of too short duration and inadequately staffed to facilitate the implementation- 8 community education centres (d) 3,000 process. In addition, supervision was combined with identification, prep-

- extensions to the Faculty of aration and appraisal activities as well as coverage of earlier and later

Medicine, University of projects which compounded this problem.

Dar-es-Salaam and the2.3 On the other hand, the Mission was impressed with the thorough manner in

Bagamoyo Rural HealthCentre (c) 145 120 33 which records are maintained in both the PPS and the World Bank's Regional

Office in Nairobi. These records indicate in general that the problems of6,865 2,340 168 implementation were realistically identified and that efforts to resolve

them were consistently pursued in spite of the heavy workload imposed uponboch units. The Mission found the PPS to be currently adequately staffed

(b) A total of 49 man-years of technical assistance and 35 man-years of and that the quality of the staff is excellent.

fellowships for (i) staf f development at the Faculty of Medicine;

(ii) a study of the needs for development and coordination of 2.4 If viewed strictly from the standpoint of the Appraisal Report and Credit

management training programmes ; and (iii) the strengthening of the

Agreement, the implementation of the project cannot be termed an unqualified

project implementation unit. Items (i) and (ii) above are related success. Financial constraints due to long delays and cost over-runs led toto paragraph 1.33, objective ( c). the three secondary schools being dropped from the project. Certain covenants

have yet to be met. Further, there exist other negative aspects concerning

project implementation such as the following. It is reported that inappropriatebuilding materials are likely to reduce the life of the physical facilities ofsome of the CECs ( para. 4.40). Five project institutions have yet to becomefully operational. The equipment provided to certain institutions such as the

CNEs and VTCs was insufficient and in some cases inappropriate (paras. 4.6 and4.28). In one CNE the furniture and equipment were inappropriately disbursedthroughout the teaching facility due to the lack of layout plans and project

'4

1/ The Muhumbili Teaching Hospital and the CECs at Huzi, Mondo, Bereko and

Mkoka.

- J.U -

-11 -

supervision (para. 4.7) . Two CNEs are still understaffed after three years

of operation and one cannot offer the prescribed programme of studies ( para.

4.5).Sites

2.5 On the other hand, and as noted above, the Mission believes the variety

and dispersion of the project components rendered implementation difficult. 2.10 The selection and procurement of sites apparently did not constitute a

To this inherent problem, one must add those which could not be anticipated major problem, although three of those originally selected for the CECs were

or avoided. Finally, it should be noted that some of the equipment def- changed.

iciencies in the Fourth Project are being supplied under the Sixth Project

(VTCs) and the Seventh (CNEs). 2.11 Concerning the experimental, pilot CEC programme, it is the Mission's

judgement that it would have been better to locate some CECs in regionswith varying economic and environmental characteristics rather than establish

Credit Effectiveness them all in the same area with the same characteristics (para. 4.50).

2.6 The condition for the opening of the credit was the appointment of a

project coordinator. This was done and the credit became effective as Professional Services

scheduled, in July 1973.

2.12 Consultant architects were appointed for the medical education projectProject Management components in July 1973. The designs produced by the consultants are con-

sidered appropriate, but problems developed during the construction phase2.7 The Project Planning (or Implementation) Section (or Unit) was with the result that the two new operating theatres at the Muhumbili Hospitalestablished under the Second Education Project which became effective in are not yet in use. The site supervision by the hospital consultant archi-1969. During the early years, most of the design work and the supervision

of tects has been less than satisfactory. The consultants employed a very

contractors was contracted out to private consultants. With the commencement competent mechanical and electrical consultant full-time in their Dar-es-of the Fourth Project in June 1973, the responsibilities of PPS were greatly Salaam office until about April 1979. The detailed design and specificationexpanded These increased responsibilities necessitated a substantial tech- of the mechanical and electrical engineering had been prepared by the con-nical assistance input which was eventually provided by DANIDA. However, the

sultants and it was part of their responsibility to supervise it to satis-team arrived in January 1974, some six months af er the effective date of the factory completion. During the last two years this specialist supervisioncredit and, according to one Supervision Repo rt -/ its efforts were so dif- has been only by one visit every six months or so, although the Bank'sfused during the first ten months of service, that the implementation of the regional officers and PPS had repeatedly complained that this was not suf-project was thereby delayed. ficiently frequent. The Bank's regional officers also recommended the

replacement of the electrical installation sub-contractors, and this trans-2.8 The current structure of the PPS is provided in Annex 9. Under the

spired in February 1981. The general contractor had objected but laterProject Coordinator, there are four major sections: Building, Procurement,Accountancy,

and Administration

.Expatr te technical assistance totals 26,

accepted under protest. The new installation contractor found that vitalswitch gear and other specialized electrical items were needed before

with 24 working in the Building Section. - One problem was the shortage of either the lighting or the air-conditoning could be completed for the twoexpatriate and national building inspectors during most of the construction

operating theatres. The consultants offered in February 1981 to obtain allstage. Currently the PPS is responsible for about 169 projects funded by of these items in Europe and to air freight them out. The Bank agreedseveral international and bilateral sources, as well as for a large programme but apparently the Tanzanian Treasury refused to sanction this unorthodoxof school maintenance. procedure early in May 1981. The situation is now a stalemate.

2.9 This rapid growth of responsibility and consequently of staff h s led 2.13 In order to make up for lost time since the PPS was working on theto bureaucratic problems. According to one recent supervision report, -1 the

first three projects as well as the fourth, another consultant architectProject Coordinator has to go through three administrative levels to obtain firm was appointed for the Bagamoyo In-service CNE in May 1974. Thesea decision from the Principal Secretary. In this regard, difficulties are consultants finished their work within the contract period and the Missionreported in the recruitment and retention of qualified national technicians considers their performance as very satisfactory.due to a lack of flexibility in the system of rewards and promotion.

Architectural Designs

2.14 During the development of design drawings there were a number of1/ Report of February 21, 1975, Annex 3. changes from the brief described in the appraisal and working papers, some

of them quite fundamental. These are described in the footnote to Annex 10.2/ The number varies from time totime due to departures and arrivals of

The Mission was unable to find any specific ccrrespondence giving Bankexperts. The total staff is reported to be over 80. approval to these changes but Bank Supervision Missions took place three

times a year during the design process (Annex 8 )' and each report records3/ Report of October 17, 1979, Annex l'c'|. This letter to the Commission of study of drawings in progress. As the Bank later approved contract

National Education suggests that the PPS be given a more autonomous status drawings it is evident that the Bank approved all changes between Appraisalsuch as a department. No action has been taken in this regard. and Contract. The only post contract changes of any significance were the

two PTTCs in November 1979 where extra expenditure was approved by the Bank.

In the Mission's judgement these were well justified.

- 13 --22-

more regard for the Swahili traditional way of life where cooking is on

design problem arose in that the building cost Jiko (charcoal cookers) and an open yard is needed for the washing of clothes,2.15 During 1974, a major maize pounding and the entertainment of women and children. The PPS didindex rose dramatically due to the trebling of oil prices

and the resultant design a very attractive split level roofed bugalow but this is better

world-wide inflation (Annex 11). The Bank's regional office wrote to the suited for the Scandinavian building inspectors than for the training collegePPS in December 1974 recommending complete replanning

of all projects to staff.save money and thus to avoid the elimination of entire

buildings from the

project. The PPS was urged to re -examine every element of their design and

compare costings of various attractive mat erial specifications. Early in Construction

1975 during a Supervision visit, it was ag reed to omit from the project

the three secondary schools and to reduce as necessary the contribution 2.19 Tenders were obtained and contracts signed with approved contractors

of the credit to medical fellowships so as to keep expenditure within and suppliers sccording to Bank procedures. The Bank's regional office

bounds. The Mission believes that further cuts at this stage would have appears to have been kept fully informed. Supervision reports record formal

been necessary had it not been for the use of standardized buildings. agreement to some but not all of the contract awards.

this latter connection, while the main body of the DANIDA team were 2.20 Supervision of the site works proved to be very difficult, particularly

2.16 Inbeing recruited, a small group of

designing a standardized system oCommunity Education Centres. The system was developed and extended for the to four days for the round trip. Of these latter, the visits involve only

two PTTCs and two VTCs. The consultants for Bagamoyo PTTC also used the one site per journey other than the CECs. Further, journeys are often

system with slight modifications. The results are appropriate and suitable, frustrated or prolonged by rain, poor road conditions, vehicle breakdowns,

a pleasant ambiance inside and out. The design gives pleasant and the cancellation of scheduled flights.providing

cross-ventilated rooms with great flexibility and internal sub-well-lit c

It is

with good reason that the system has been used with 2.21 Under these conditions, it is difficult to ensure a high standard of

divisions.slight modifications, throughout the Fifth ipd Sixth Education Projects construction and of appropriate furniture and equipment installation. Never-

and is intended to be used in the Seventh. theless, the Mission found the standard of construction acceptable except atthe Muhumbili hospital and certain of the CECs. In addition to the electrical

2.17 The disposition of the buildings on the sites is generally excellent. installation problem at the hospital, the Mission found that the roof leaks

The sites were usually well chosen and many of them were naturally splendid. and that virtually every trade finish was below the acceptable standard for

The separate buildings had been sensitively arranged to enhance the charac- an operating theatre. The problem of suitable building materials and methods

teristics of the site and to create an attractive and pleasant ambiance. at some of the CECs has been discussed elsewhere (' para. 4.4o). The main

The buildings are usually mcThe architects were careful to avoid any wastage of money and any unnecessary under adverse conditions as ordinary burnt bricks, once the cement wall

expenditure on the buildings themselves. plaster falls off.

2.18 However, it is considered that the PPS was designing for a more soph- 2.22 At every site visited by the Mission, there exists problems related to

life than is appropriate for an educational institution in civil works and fixed equipment. The Mission architect has prepared a workingisticated way ofrural Tanzania. WCs and water-borne sanitation usually do not work there; paper listing these deficiencies in two categories: Section A - Contract

the unreliability of the water supply, the absence of toilet paper and the works and supplies that should be completed, rectified and improved at the

difficulties of clearing a blocked drain all point to the provision of pit expense of the contractors and suppliers;Section B - Sub-standard features

latrines. Indeed, Supervision Mission Reports urged PPS to provide pit of civil works and supplies that should be improved at extra expense. This

latrines instead of water-borne sewage, in March 1977 and September 1977. paper will be forwarded to EAPED, the Bank's regional office, and the PPS.

In addition, electric and gas fired kitchens are so unpopular and unsuccessful

that provision is being made for firewood co oking; the unreliability of

electricity and gas supplies, the preference for firewood-cooked food and

Furniture

the predilections of the cooks all militate against "Europeanization" of2.23 Much of the school furniture such as chairs, desks and laboratory

institutional cooking. Further, the design of staff houses should pay much were designed by the PPS and constructed in hardwood locally. In theMission's judgement, improper design has resulted in many chairs and desksat the CECs being damaged beyond use (50 to

100 per centre). Had it not

1/ In the Mission's opinion, there are some design defects in the VTCs and been for the repair work in the wood workshops, many more would be unusable

CNEs. As an example, those found in the VTCs are as follows: (i) inad- (para. 4.39).

equate storage facilities; (ii) t oo generous allocation of staff rooms;

(iii) good cross ventilation, but rain may enter workshops; (iv) windows 2.24 These design deficiencie were remedied before similar furniture was

not burglar proof, had to be replaced; (v) individual student lockers produced for the CN Es and VTCs. However, there have been many complaints

not feasible, unused; (vi) "western toilets

" not feasible; (vii) no that the chairs are uncomfortable, notably because the backrest is too low.

originally for cubicles for installation practice (added The latest models have slightly higher backrests.provisionlater on by trainee work); (viii) no functional grouping of workshop

units in one workshop building ( e.g. combination of printing and 2.25 Although the PPS stated it had provided furniture lay-out plans to

fitting-turning, or forging/blacksmithy and carpentry); (ix) no provision each institution, the PPS building inspector and the officials at the Mtwara

of exhaust system for either carpentry or foundry. CNE denied receiving sucn plans. As a resLt, in tne latter institution,

furniture and equipmen t are not properly placed 'para.

4.7;.

- 14 -- 15 -

Equipment2.30 Regarding section 4.02, the report states that the operation of project

2.26 In the view of the Mission, the failure to provide sufficient an institutions is adequate except for the CNEs which are under-staffed and lack

appropriate equipment to the CNEs and the VTCs under the Fourth Project-' funds for teaching practice. It also notes that the in-service training

has created serious problems within these institutions (paras. 4.6 and 4.28). courses for the Bagamoyo CNE are still under preparation. The Mission foundAmong the reasons cited for this are the lack of specific programme of in addition to the above, that essential equipment and books were lacking

studie s as a basis for preparation of the detailed lists, and the absence of at the CNEs so that even if staff were available the programme of studies

sufficient assi5*ance to the PPS from the pertinent technical departments could not be followed ( para. 4.6). The lack of equipment at the VTCs also

within the MNE.-' . Ac cording to the Project Coordinator, at the time when made it impossible to conduct viable courses in certain specialities ( para.

the equipment lists were prepared, more money could have been made available 4.28). Not mentioned in the report is the fact that the two operating

for additional equipment. If this is correct, the Mission considers needs theatres in the teaching hospital are not in use, which certainly affects

such as library books, additional instructional equipment and transport the instructional programme.should have been procured.

2.31 The same Supervision Report concerning section 4.03 mentions that amaintenance programme has been established by the PPS, buc that initial

Technical Assistance results are not yet available. According to the information provided tothe Mission, the programme will be initiated in June 1981 or about seven

2.27 Technical assistance consisted of expatriate staff and fellowships months after the Supervision Report. The Mission found that the lack offor the health education component and staff for the project unit. (Annex 12. )

reports mention delays in technical assistance for the former maintenance to date is leading to serious problems at the CECs and the CNEs.Supervisiondue to the indecisiveness of local medical authorties and problems with WHO.As noted in Annex 12, funds for such assistance were drastically cut. However, 2.32 According to two Supervision Reports, the study of the evaluation and

to Dr. Harlan's completion report the technical assistance component rationalization of the primary teacher training programme in terms of optimalaccording size and location a nd th Ilength and structure of the programme has beenwas adequat e and successful except for the implementation of a short-term exchange

' in any case, did not greatly affect the programme's outcome completed (section 4.04)-. The repeated efforts of the Mission to obtain a

programme which copy of this study failed. A meeting with officials of the PPS and the MNE(Appendix B, pp. 11 and 12.)

indicated that such a study had not been carried out. The officials did

2.28 In terms of the recruitment of expatriate staff for the project unit, state that from time to time various studies have been conducted, but

delays in recruitment and subsequent diffusion of their work activities apparently these were not the in-depth comprehensive study called for in

during the first ten months contributed substantially to the delay in the covenant. A survey of educational facilities in secondary schools and

(para. 2.7). On the other hand, the Mission was the CNEs is presently being conducted under the Fifth Educational Project.project implementation

uality and enthusiasm of the present staff which The Mission was informed that the survey is unlikely to be completed priorimpressed by the high q

ient operation in spite of a very heavy workload. to the departure of the two expatriate experts working on it. In any case,makes possible an effic the survey does not deal with the problem of curricular reform called for

in the covenant. Finally, there was a study of primary teacher trainingCovenants conducted by a combined national and Unesco group for the recent Unesco

2.29 Based upon the evidence available to the Mission, all covenants have report on the future development of education. This report indicates the

been satisfactorily fulfilled with the exception of 3.09, 4.02, 4.03, and need for curriculum development and reform2

n this sub-sector of education

4.04. In the case of 3.09 concerning mobile construction units for the CECs, as stated in Section 4.04 of the Covenant.-

a certain vagueness is involved. According to the information obtained by

the Mission, there is only one mobile unit which moves from site to site on a

prolonged schedule basis, reportedly due to the short supply of skilled workers.

This, along with other reasons, has resulted in serious delays in project

implementation and led to cost overruns (paras. 4.35 and 4.36). In one of

the latest Supervision Reports, it was reported that three CECs were still

under construction but shou be completed early enough to submit final

accounts by March 31, 1981.- In fact, there are four CECs still under

construction and the Mission estimates that final accounts may be submitted

by June 31, 1982.

1/ Reports of 14 August 1979 and 17 October 1978.

Further equipment is to be provided under the Sixth Project for the VTCs1/and under the Seventh for the CNEs. 2/ Development of Education: Opportunites for External Financing. Unesco,

May 1981, page 139, para. 4 .61 and page 141, para. 4.72

2/ The first reason was given by the Project Coordinator and the second is

presented in the Supervsion Report of March 8, 1977, page 3, para. 6.12.

3/1 Report of December 8, 1980, Annex 3, page 2.

- 17 -

CHAPTER III

PROJECT COST AND FINANCING

Capital Cost

3.1 Annex 13 shows that the final cost is expected to total T. Shs.

117,273,000 compared with the appraisal total of T. Shs. 104,110,000

which is about 13 per cent above appraisal. In US dollars however the

deflation of the Tanzanian currency during the period reverses the

picture. The final cost in dollars is expected to be US$ 14,249,000

whereas the appraisal anticipated US$ 14,581,000. This is a saving of

US$ 332,000 which is 2 per cent of appraisal. This could appear as an

academic point to the Tanzanians; they still have to contribute more

shillings to the project than was anticipated, but no additional funds

have been requested from the Bank. In this connection, the appraisal figure

included three secondary schools and considerable technical assistance which

were eliminated from the project due to cost overruns.

3.2 Annex 14 gives the detailed breakdown of Annex 13. As noted above,

a much larger o verrun was avoided by omitting altogether three new secondary

schools and by reducing the expenditure on medical specialists and fellowships.

This was agreed upon with the Bank early in 1975. The fact that costs have

been controlled since that date and that no further omissions were needed is

evidence of the care and restraint of the PPS. Annex 11 shows that there was

another important wave of inflation in 1980.

3 Annex 15 presrts the actual disbursements compared to the appraisal3.forecast year-by- year-. This is shown in graphic form in Annex 8. Actual

disbursements followed a very similar pattern, to the appraisal forecast,

although/they were delayed for the reasons detailed in various supervision

reports-

Space Allocations

3.4 Space allocations per student shown in Annex 10 are commendably close

to appraisal expectations . The exceptions are pointed out and explained by

the footnotes. Calculations of gross areas per student place are not applicable

for the medical facilities and have therefore been omitted from the annex.

Annex 16 shows again how floor areas and student capacities as built3.5

close to appraisal estimates. Increased costs are largely the resultwere

of inflation.

1/ A cable from EAPED of 22 June 1981 states that the Government has been

informed that final disbursements were made on 27 April 1981 and that

the remaining balance of US$ 107,611.62 under the credit is cancelled as of

16 June 1981. Thus there is a discrepancy of about US$ 60,000 with

the expectations of final total disbursements and remaining balance

given in Annex 15, footnote 4.

I2/ Among others, the reports of 18 December 1974, Annex 2 and 29 January

1979, page 1.

- 19 -

CHAPTER IV

1/PROJECT OPERATING OUTCOMES

Attainment of Project Objectives

4.1 In terms of the broad objectives of the project (para. 1.33) and the

project components designed to further them (para. 1.34), the project cannot

be described as an unqualified success. In some cases as noted below, the

initial objectives have not been achieved and, in others, there were deviations

from the original intentions. Further, as of the closing date of April 1981,

almost eight years after the signing of the credit agreement, certain institu-

tions were still not in operation (Annex 8). On the other hand, given the

complexity of the project, the geographical dispersion of the components, and

certain unforeseen and unavoidable constraints, some of the failures and

delays in implementati are understandable. In addition, measures taken

in subsequent projects-, notably equipment, library b3 2 ks and vehicles for

the Mtawara and Tukuyu CNEs under the Seventh Project-, should serve to

overcome some of the operational problems of these institutions.

4.2 In the mission's judgement, part of the deficiencies of the project

might have been avoided if the identification, preparation and appraisal

activities had been more t rough, interrelated, and extended in time as

in the developing practic e- within the Bank. Thus, thg/vari ety and dispersion

of the project components made implementation difficult- and 09

equate site

supervision impossible given the manpower and time constraints

l/ In order to provide a comprehensive review of objectives versus outcomes,

in this chapter, considerable detail has been added concerning deficiencies

such as concerning construction and equipment. These are summarized in

Chapter II and cross-referenced to this chapter.

2/ The Sixth Project provides additional furniture, equipment and vehicles,

as well as student boarding and staff housing for the Mwanza and Tanga

VTCs. The mission questions the provision of student boarding and staff

houses since students and teachers live in the towns. The development(of the VTCs has demonstrated that they function to full capacity and

more) without these additions. In the light of this experience, it would

appear that the decision for subsequent Bank financing may have been

taken prematurely, and will have the consequence of making the VTCs more

expensive and more school-like. In other words, the subsequent Bank

financing could be considered as detracting from the very objectives of

the VTCs (i.e. training under conditions which approximate conditions in

industry), and appears detrimental to objectives normally associated

with Bank education projects (i.e. achievement of economy of operation).

3/ This information was provided to the mission by the Project Planning

Section (PPS). It is not specified in the Joint Financing Agreement,

Credit 1056-TA.

4/ WAPED has pioneered the development of the new practices. I

5/ Aside from these two factors, the major problems of project implementation

are succinctly summarized in Annex 2 of the December 17, 1974 Supervision

Report.

6/ See the mission data table in the Basic Data.

i

- 20 -- 21 -

Primary Teacher Training

of two new pre-service CNEs (Mtwara and Thkuyu) to , 4.7 At Mtwara, the instructional equipment and school furniture were4.3 The establishment scattered in a hodge-podge manner. For example, laboratory and generalexpand the production of primary school teachers

was certainly justified classroom furniture were dispersed at random throughout the teaching areas.

in view of the Government's objective to achieve universal primary education

Further, it was expected that the In addition, the audio-visual and science laboratory preparation rooms wereas soon as possible (para. 1.33(a)). being used as staff offices. In explanation, college officials as well asincreased production would lead to a reduction

in the output of the Distanceand hence to a progressive improvement the local PPS building inspector said they had never received a blue print

Learning Programme (DLP) (para. 1.12) of the school plant nor room plans for the placement of equipment or furniture,

in the quality of the teaching staff. The extension to the Bagamoyo in-serviceCNE

was aimed at staff qualitative improvement, notably in the fields of which is reported to be normally provided by the

PPS. In the latter connec-

tion, school furniture appears to be of good quality, although there arescience and mathematics. complaints that the chairs are uncomfortable.

4.4 The Mtwara CNE is one of 5 CNEs which are supposed to offer specialist

4.8 In addition, such science laboratory needs as a wash basin and gascourses in related fields (Annex, 5 ). In the case of Mtwara the field is

after three years of operation, the ONE burning equipment have never been installed at Mtwara so that the possibi-mathematics and science. However, lities for student practical work are severely restricted.has been unable to conduct this bias and has offered the general

course

instead (Annex 4). Inis is due to the lack of sufficient and appropriate 4.9 In terms of communal equipment, the two CNEs were provided electricalstaff and equipment - * kitchen equipment which neither the cooks nor the students like. Hence, new

outdoor-type kitchens are being constructed at both of the CNEs.4.5 Although both of the CNEs are supposed to have a teaching staff of 24,

when they opened in July 19 79, Mtwara and Tukuyu had staffs of 5 and 8 4.10 Again at Mtwara, cupboards for staff houses are stored in covered openrespectively. As of April 1981, Mtwara had 18 professional staff and Tukuyu areas in the teaching facility rather than being used as intended. They17. These figures include four administrators who teach part-time. In fact,

were intended to be assembled inside of the houses but they were assembleddue to staff shortages, the administrators teach up to 26 hours

weekly. outside and are too large to pass through the doors.

4.6 The shortage of appropriate and sufficient equipment and of library 4.11 The quality of construction at Mtwara appears to be satisfactory, butbooks has not only had an adverse effect on programme content, but on

teaching there are maintenance problems. For example, the ceiling of one classroom

methods which are largely restricted to lectures. The small amount of science was broken and in danger of collapsing if repairs were put off much longer.equipment at Mtwara appears to have been virtually unused, possibly because

Although there are a carpenter and plumber on the staff, they have been usedit is too sophisticated, particularly for grade IIIc teaching candidates as kitchen help instead of maintenance men.(para. 1.13). The electrical kitc hen and laundry equipment for home economics

certainly is too elaborate for the candidates, most of whom will teach in 4.12 Finally, at Mtwara, there is a serious problem in that the sewage

rural villages. This equipment ha s not been used since it has been placed frequently backs up into staff housing sanitary facilities.in the needlework room where there are no electrical outlets. Also unused

are 40 typewriters and the related "shorthand-typing" room is used as a 4.13 When queried about the obvious insufficiency and inappropriateness of

general classroom. In the first place, there is no typing teacher and the the instructional equipment and the lack of library books, PPS

personnelsubject does not appear on the time-tables (Annexes 4 and 5). The staff at

gave as the cause the failure of the MNE to specify a firm programme of studiesMtwara were unable to explain the "raison d'etre" for the typewriters. An

prior to the preparation of the equipment lists. While this explanation mayexplanation offered by a MNE official was that primary school teachers also be partially correct, it cannot account for the absence of procuring obviousserve as adult educators (normally in literacy courses) and possibly

would needs in general science, home economics, audio-visual equipment, library

assist in villag e administration, ana, therefore, typing might be useful. It books and furniture, and vehicles.

appears that the course would be offered as an extra-curricular/self-reliance

activity. But, i n this connection, it should be noted that the weekly time- 4.14 If the quality of instruction has suffered from the lack of staff andtable is already overloaded (46 periods) and that the students are engaged equipment, the internal efficiency and external productivity of the two CNEsin other necessary self-reliant activities such as school farming and cleaning are deemed as satisfactory. Drop-outs and failures are few and there is nothe school facilities. During discussions concerning this matter with MNE

problem of employment for the graduates. Further, enrolments should reachofficials, one of the latter suggested this equipment be turned over to

the designed capacity in the near future (para. 1.16).commercial secondary schools since the latter are desperately short of

typewriters. 4.15 The project objective for the provision of primary in-service trainingat the Bagamoyo CNE has yet to be implemented. The facilities have been used

exclusively for courses in educational administration assisted under the Sixth

l/ An interesting evaluation of the situation at the Mtwara CNE is to be Education Project. This conflict was noted in the supervision report of

found in the Supervision Report of 30 October 1979, Annex 8. January 29, 1979, and was confirmed during the mission's visit to the collegein April 1981. Thus, the science laboratories and equipment have never beenused. However, according to MNE officials, the primary in-service training

-22- -23 -

% of national total ofcourses will begin in July 1981 with 240 places retained for this purpe night courses providedand 80 places for the continuing courses in educational administration- .

Trade (N = Bank assisted) by VTCs Mwanza and TangaThe new course will be in the field of science with a duration of three

three times a year. Hence, 720 teachers should pass throughmonths given 1. Fitting-turning and fitting maintenance 47.4the course annually. When asked about staff recruitment, MNE officials 2. Printing X no night classesstated that they will be selected from the staffs

of other CNEs. This may 3. Electricity 37.9

pose a problem given existing staff shortages in some of the CNEs. 4. Carpentry__X 30.2

the courses in educational administration appear to be 5. Plumbing,_X 15.74.16 Although 6. Welding X 38.0

task force report indicates there are organiza-successful, a MNE appraisal rom the merger of the two programmes under a 7. Bricklaying 23.3

tional conflicts resulting f 8. Painting and sign writing X

32.9single administration within the CNE (para. 1.18). Further, the report is

9. Blacksmithy X

39.7critical of the choice of Bagamoyo for the programme citing such difficulties

10. Motor vehicle mechanics 19.6as transport to and from Dar- es-Salaam, com munications and the under-develop-

ment of the town in relation to many others . These same problems could be

to the in-service teacher training programme. It is interesting toapplied the Appraisal Report (para. 5.07) cites, on the contrary, as annote that Total 31.8advantage the approximity of Bagamoyo to Dar-es-Salaam.

Vocational Training 4.19 The two VTCs have thus assumed an important place within the national

of the VTCs is shown in two tables below. vocational training scheme. The reason for this is said to be twofold:4.17 The external productivity (a) the urgent demand for skilled workers made it imperative that the facilitiesThese tables demonstrate that immediately af

went into full operation for basic training,

classes (i.e. at a time when trainees for night classes would be (b) trainees and instructors alike show such dedication to vocational training

night that initial shortcomings are either accepted as something unavoidable, oravailable in adequate numbers owing to the first year basic trainees being

For the years 1977/78 to 1979/80 inclusive, the as correctable with the means at the disposal of VTCs (Annex 6).in in-plant training).

role of the two VTCs c

of trainees has gone down ever since the commencement of the operation:-

national total of basicI training provided VTCs -IITrade (2 = Bank assisted)

Mwanza and Tanga 1977/78 1978/79 1979/80 1980/811. Fitting-turning and fitting maintenance-

45.2 VTC

2. Printing X _ 100.0 INo. # No. i-i No.

J% No. % -J

47.63. Electricity Yk 1004. Carpentry i 58.8 Mwanza 256 203 79.3 208 81.3 206 80.5

51. 4 1005. Plumbing- 157.9 Tanga 271 225 83.0 236 81.1 229 84.56. Welding X

49.67. Bricklaying8 Painting and_sign writing X 59.6 =

% of intake 1977/7854. 49 Blacksmithy X 18.610. Motor vehicle mechanics (1st intake 1979/80) The picture relative to night classes is less clear, as these take.a longer

time to develop.

46.0 4.21 From a purely quantitative view point, it appears that the VTC Tanga isTotalL performing slightly better than the VTC Mwanza both with regard to day courses

and to night courses.For the evening courses organized for the trainees during their in-plant4.18

training, the picture is as follows. 4.22 The VTCs maintain contact with employers during the time of the trainee'sin-plant training. This way, they are well informed about the placement oftrainees, and their performance; in fact, practically all trainees have been

placed, and are reported to be performing to the satisfaction of employers.

1/ This arrangement is confirmed in the Supervision Report of October 30, 1979,

Annex l(a), Appendix I, para. 2.

- 24 - - 25 -

The external productiy ty of the two VTCs must, therefore, be considered 4.28 As in the case of the CNEs, there exist equipment problems. Forentirely satisfactory example, the power tools are too light generally, and not adequate for heavy

duty usage in VTCs (this goes in particular for the machine shop and the4.23 In terms of effectiveness, the operation of the Tanga and Mwanza VTCs carpentry shop). Electrical equipment (motors, etc.) have not been procuredput the national vocational training scheme to the test: Would the centralized due to an oversight. The plumbing shop is equipped for pipe fitting only, andarrangements for financing, recruiting and training of trainees and instructors, not, as curriculum would call for, also for sheet metal work. The print shopthat were clearly feasible during a time when there was but one VTC (i.e. that offers only a very limited range of practical training possibilities (offsetof Dar-es-Salaam) also work when the scheme is expanded to other parts of only, but without plate making facilities). The foundry workshop is one inthe country? The results thus far obtained show that it is. Hence, the name only since there is strictly no foundry equipment. The civil engineering

project-related mechanisms function relatively smoothly as far as the DVT is lab and mechanical electrical engineering lab can be used for general sciencesconcerned. only (mainly by using the blackboard for demonstrations) owing to lack of

specialised equipment. The main store is used for storage of general school4.24 As further expansion of the scheme is coupled with additional inputs in materials only since it is not equipped for the storage of technical implementsinstructor training and curriculum revisions, the aforementioned mechanisms and components. The drawing office can be used for free-hand sketching onlyare expected to also work well in the future. due to lack of T-squares. Audio-visual aids are stored in a way that makes

their use by instructors difficult. The duplicating room (in the building4.25 Concerning costs, the central accounts for vocational training that are drawings indicated as the printing room) has no equipment and thus cannot bekept in Dar-es-Salaam are not arranged in such a way as to permit the establisb- used.

ment of unit costs for either VTC full-time training or night classes. This

is in line with the appraisal report which does not contain estimates of unit Community Education Centrescosts for VTCs.

4.29 As indicated in paragraphs 1.22 and 1.23, the objectives of the CECs4.26 There are indications, however, that internal efficiency is decreasing

somewhat as the number of trainees decreases and that of instructors increases,

embrace both formal and non-formal education programmes. The innovative

resulting in an instructor:trainee ratio less favourable:

approach of using CECs in support of government development programmes forUjamaa villages was designed to be implemented on a pilot basis in certainselected villages and, depending upon the outcome, was to be eventually

I- expanded across the nation. Hence the CEC project component within the

1977/78 1978/79 1979/80 1980/81 framework of the IDA-IV project was experimental in nature, both from thepoint of view of the programme of studies and project implementation. The

Mwanza Trainees 256 203 208 206 latter was to rely heavily on self-help schemes whereby members of the communityInstructors 17 20 22 26 would be mobilized to proy de free labour and limited material for the construe-Ratio 15.1 10.1 9.5 7.9 tion of project buildings-

Tanga Trainees 271 225 236 229 4..30 At the time of appraisal, eight sites for the centres were tentativelyInstructors

~ 17 22 23 26 chosen in the Dodoma Region which was believed to have a concentration of

Ratio 15.9 10.2 10.3 8.8 relatively successfully organized Ujamaa villages. Since then three of thesites had to be changed (within the same region) to more conducive areas,

Both Trainees 527 428 444 435 namely, Bereko, Mondo and Mkoka.

VTCs Instructors 34 42 45 52Ratio 15.5 10.2 9.9 8.4 4.131 Upon completion of the project, existing primary schools were to be

moved into the newly established CECs. The construction of the CECs wasto be undertaken by a building team comprising a building inspector, eight

Again under the aspect of internal efficiency, the VTC Tanga appears masons and ten carpenters, all of whom would be trained at the Rural Training4.27 Centre in Dodoma. Later, the number of masons and carpenters was increased

to perform slightly better than that of Mwanza. This is thought to be indica-tive of a somewhat more advanced industrial environment in Tanga as compared

to 10 and 12, respectively. As regards unskilled labour, 80 to 100 would beto Mwanza

with a consequence that the former has slightly more trainees than

trained on the job for each centre and would provide a core of workers whothe latter. would assist until the centre was completed. The masons, carpenters and the

building inspector on completion of their respective tasks would move fromcentre to centre until all eight centres were constructed. Four CECs

1/ A Follow-up Study of Graduates from National Vocational Training Centre had (Mpunzuzi, Milowa Barabani, Idifu and Mbabala) were constructed under this

been undertaken in 1977, i.e. prior to the operation of the Tanga and Mwanza

VTCs. The study demonstrated the high degree of employers' satisfaction

with the results of VTC training. It is the mission's judgement based upon 1/ In 1973 it was estimated that one CEC could be constructed, furnished andinformal enquiries, that this satisfaction exists today with the three VTCs equipped at a cost of T. Shs. 436,000 with local contribution through self-

in operation,(ineludng the Dar-es-Salaam VTC). help, and T. Shs. 871,900 without it.

- 26 - - 27 -

scheme, after which the semi-skilled labourers were split into four groups However, the estimate completion cost for Mondo and Bereko is T. Shs. 1,068,481

covering the remaining four centres where they are still working at present. (Us$ 133,685) and for Mkoka T. Shs. 1,084,126 (US$ 135,515), respectively.

Additional expenditure to complete the Huzi CEC will require T. Shs. 68,942

There was no problem anticipated in staffing the CECs at the time of (US$ 8,617) according to estimates of the PIS. This would seem to indicate4.32 The

primary

school teachers were to conduct the regular academic that had the construction of all eight CECs been completed within the first 1/

appraisal

programme as well as a part of the community adult educaticn programmes, four years, most of the cost overrun indicated above could have been avoided-.

primarily in literacy. In any case, it should be noted that the high costs of the CECs prevent

generalization of the present scheme. This could represent a positive outcome

The Project Planning or Implementation Section (PPS or PIS) under the in that this realization could lead to a new strategy to achieve similar4.33Planning and Development Directorate of the Ministry of National Education objectives with less financial input-.

is responsible for the preparation and implementation of the Community

Education Centres within the framework of the IDA-IV. All of the eight CECs 4.37 The three completed CECs, namely Mpunzuzi, Mlowa Barabani and Idifu

are directly administered from headquarters at the national level, bypassing have been equipped and furnished 100%. It should be noted that equipment and

the Dodoma Regional Administrative and/or Educational Offices. The PIS has furniture provided for in the project were determined on the basis of 375

one administrator who is exclusively assigned to the follow-up and supervision primary pupils in each of the CECs. However, at present, enrolment has

of the implementation of the CECs. The administrator is usually involved in increased by 50 to 250 per cent over and above this estimate, thus creating

expediting the release of oproject funds, award of local tenders, purchase and an acute shortage of equipment and furniture.

delivery of construction materials, equipment and furniture, as well as field

supervision. The actual construction is supervised by a project architect Status of Equipment and Furniture Delivery

who is posted at the PIS (DANIDA) and at the local level, by a building

inspector.

In retrospect, the mission considers that the management responsibilities4.34

should have been largely delegated to the regional authorities Centre Equipment Furniture

of the projectin order to make significant savings on construction costs and in time. In

some of the centres (Mondo, Bereko) the biggest obstacle which caused consider- Mpunzuzi Delivered Delivered

able delays in construction was the unavailability of the necessary unskilled Mlowa Barabani Delivered Delivered

labour. In the project preparation phself-help, it was assumed that the coff

coming. However, the result has not b een stisfactory. The project completion 70% avaiting transfer Delivered

date for Mondo CEC had to be postponed four times in order to allow more time from Bihawana

for finalization. To date, the centre has still not been completed. In other Huzi Ordered Delivered

cases, such as the Bereko CEC, the construction of buildings requiring Mondo Ordered Ordered

production of soil-cement bricks coincided with the peak agricultural season, Bereko Ordered Ordered

causing a delay of three months at one time. Taking into consideration these Mkoka Ordered Ordered

and other similar localized problems, it appears that the regional office

would have been in a better position to initiate and mobilize participation

of the villagers.Source: PPS/PIS, Ministry of National Education.

4.35 Another factor which inadvertently contributed to delays and increased

cost is the decision to stagger the construction of the CEC over a period 4.38 By and large, the equipment delivered was relevant to the learning

of about six years. There were two main advantages in using this approach. programme and in accordance with the project objectives elaborated in the

Firstly, it would enable the Ministry to use the same masons and carpenters appraisal report. In particular, the wood workshop (carpentry) and, to

in all centres, thereby ensuring the availability of skilled and/or semi- some extent, the domestic science facilities have been productively used in

skilled labour which might have been in short supply at the time of appraisal. manufacturing furniture for other primary schools and in the process, contri-

Secondly, the Ministry could deliver construction materials to one site at buted to the training of semi-skilled adult workers from their respective

a time without overburdening its limited transport facilities as compared to Ujamaa villages (Mpunzuzi, Mbabala). The metal workshops have been less

delivering to four or five sites at a time. utilized because of lack of raw materials to work with and in two cases

(Idifu and Mbabala) unavailability of qualified (technical) instructors. In

4.36 Looking at the present status of the four incomplete CECs, it is clear Idifu CEC, all workshop equipment is still unpacked from its crate, hence

that the cost oveifirst four CECs which were constructed prior to 1978 were completed more or

less within the appraisal cost estimates of about T. Shs. 400,000 (US$ 50,000) • 4.39 School furniture appears to be poorly designed. Several of the

chairs and desks (50 to 100 in each Centre) have been damaged and are out of

1/ The current status of the physical facilities of six of the CECs is

detailed in Ap pendix A.

- 28 - -29 -

The justification for the design was based on cost savings and easy packing the purchase of raw material to be used in the workshop is totally lacking

is yroving to be much more costly, in four CECs . In the centres (except Idifu), the wood workshop (carpentry)and assembling, which in the long run

inconvenient and altogether unacceptable- - has been relatively well utilized in training adults and in the process of

manufacturing school furniture under consignment for other primary schools

The maintenance of project buildings with respect to CECs presents a and repairing broken project furniture.4.40

serious problem which must be redressed immediately. As indicated earlier,

the Mlowa Barabani CEC is already facing maintenance problems with which all 4.44 There is doubt as to whether or not the adults trained at the centres

of the other CECs will be confronted in the near future. The main problem, have acquired the kind of skills they could profitably utilize in the Ujamaa

ies in the use of soil-cement bricks villages. It has been reported that these trainees do not earn their livingas seen and understood by the mission, l

which do not appear to be durable under adverse conditions as compared to by using these skills because the standard of living of the villagers is so

ordinary burnt brick. Soil-cement brick is made up of one part cement to low that they cannot afford to pay for the kind of goods and services that

eight parts soil (mud). This mixture is formed into bricks and cured by these skilled trainees could render. Under these circumstances it will not

watering it continuously for a minimum of seven days. It is reported that be surprising to find that a majority of these trainees migrate to the more

soil-cement brick cured under this condition would be as good as burnt brick prosperous urban centres.

other similar construction material. However, the building conditionsor any Barabani CEC seem to indicate otherwise . There appear to be some 4.45 The mission considers that the informal adult education programmeat Mlowa of soil-cement is in fact should have been heavily biased to the major economic activity which isserious doubts as to whether or not the durability

once the cement wall plaster falls off and is exposed directly to. agriculture. The Ministry of Agriculture through its extension service

as alleged

this centre the exposed walls and columns are in the process of should be closely involved in developing the type of educational programmerain. In

that will have positive results on increased productivity through the intro-crumbling. duction of improved cultural practices, providing modern inputs such as

that maintenance work should be undertaken as soon fertilizers and insecticides, and introduction of intermediate technology.4.41 This would indicateas cracks develop on the wall plaster . Hence, it becomes evident that unless

serious effort is made to provide adequate recurrent expenditure for mainte- 4.46 At present all of the operating four centres are visited occasionally

a longevity of the CECs' physical coordinator. Two of the CECs (Mpunzuzi and Mbabala) haveallowance has been made so far) the by an agriculturalnance (no

would be considerably reduced. Moreover, the community should extension agents posted . However, their presence has not brought any signi-

infrastructureassist in this effort in the spirit of self-reliance. ficant impact on production.be mobilized to

4.42 As regards the use of soil-cement mixture, the requirement of proper 4.47 On the other hand, the health education and training programmes seem' watering) does not appear to be practical in an area to be progressing satisfactorily in all four centres. The centre's dispensary

curing (i.e. seven days is an acute shortage of water supply for human is used to provide basic medical services and an educational programme forlike Dodoma where therethat the use of burnt bricks has a distinct advantage incoming patients. Topics covered include: mother/child health (MHC),

consumption. It is feltover soil-cement brick including th e following. The making of burnt brick nutrition, midwifery, basic hygiene, vaccination, etc. In the Mbabala CEC,

involves the use of less water and can be burnt easily because of the abundant it was reported that an average of 2,500 individuals are exposed to such

to rain it does not crumble; and there educational programmes each month. In other centres, village participantsfuel (charcoal/wood); once exposed

burnt brick. Once the wall is up it does meet at the centre three times a week for about an hour to undertake orien-

is no cement involved in producing soil-cement, hence the overall cost of tation courses in health education as well as political education. Innot need cement plaster as does the general

be noted that the use of soil-cement general, although participation in such activities appears to be encouraging,production should be lower. It should

by the Building Research Unit in Dar-es-Salaam. In retrospect, there is a need to determine the extent of the effectiveness of the programmewas recommended in the experimental stage it would in meeting the felt needs of the community.since the use of such material was still

ben advisable to use soil-cement fo the construction of one or possibly

have

CECs with the

rest using the proven conventional urnt brick whereas the 4.48 An adult literacy programme is being coordinated by all the CECs which

two

rse has been implemented. In this connection, the Mission understands that are operational (Annex 7). The centres themselves conduct only one or two

reve Bank Supervision Missions. organized within the Ujamaa villages using such facilitieswere never checked on construction issues by classes; most arethe CECs necessarily had to as may be available, i.e. under a tree or shade, borrowed rooms, etc. It is

and time constraints, supervision missionsDue to manpower the PIU or PPS reported difficulties. Apparently the PIU/PPS reported that the average attendance is about 30% of the initial enrollees.visit sites where

never cited the above as significant.4.49 The CECs provide other related useful functions for the community and

the weakest part of the CEC programme are gradually becoming the main focus of Ujamaa village activity. Among

4.43 In terms of software inputs, one CEC (Idifu) no other adult others, the centres provide day-care centres for pre-school age children, a

appears to be the adult education component. In school for children

of school age, metal/woodwork shops and bomc

programmes other than literacy have be en started (Annex 7). In primaryeducation have not been used due to lack economics centres for adults, village shop, dispensary, village administrativeand Mowa Barabani, the metal workshopsMbabala

material and qualified teachers. Recurrent expenditure needed for office, assembly hall and community libraries. It is to be noted that some

of working of the CECs are more intensively utilized (Mpunzuzi) than others (Idifu) for

the purposes indicated above.

to have been largely eliminated through re-designing1/ These defects appear

the furniture for the CNEs and VTCs.

- 30 - - 31 -

4.50 It will be recalled that all of the eight CECs constructed under IDA-IV 4.55 After receipt of the Report, the Government conducted an in-depth

are located in the Dodoma region. As indicated earlier, this was done mainly analysis of the recommendations and issued an official document re-stating

to complement the increased villagization or Ujamaa movement launched by the these recommendations fyllowed by, in each case, the Government's decision

Government at the time of appraisal. Consequently, the experience gained on what action to take- . This document states that "the Government has o"p

in establishing CECs as pilot projects has been limited to this particular the whole accepted the MTS (Management Training Study) recommendations...' -area which is characterized by sparse population, semi-arid climate andlow economic potential. It now appears that some of the CECs should have 4.56 One of the major recommendations was to establish a Public Managementbeen established in other regions with different economic and environmental Development Council (PMDC) to be chaired by the Principal Secretary to the

characteristics in order to find out whether or not the CEC concept is more President. While such a body was not established in this form, a unit with

readily adaptable under different circumstances. However, it appears that this similar functions has been created. As explained in the Government's

localisation was demanded by the Government. Statement of 27 August 1976, the creation of the PMDC would "... constitutea duplication of the newly created Ministry of Manpower Development (MMD)

4.51 The present sites on which the CECs are located are in an agriculturally which has It /whole division to coordinate Training including Management

marginal area with an average annual rainfall of about 500 millimetres and for the Training.most part, sandy clay soil. Moreover, the area is known to be frequented bysevere drought as was the case in some of the areas visited by the mission. It 4.57 However, the Government did establish The National Management Develop-appears that a careful study should have been undertaken prior to site selection. ment Advisory Council (NMDAC) within the MMD. The structure and functies of

the NMDAC are specified in an official document presented as Appendix C-4.52 Finally, it must be noted that the costs of establishing these CECs arefar too high to permit generalization throughout the country. The Mission 4.58 Within the NMDAC, the Standing Committee Awards (SCOA) was establishedfound no reference to this important point in supervision reports. in June 1978 with the following terms of reference

(i) To ensure that the standardized classification of awards isThe Study of Management Education adhered to and maintained and to keep NMDAC informed on the

matter.4.53 The objective of this study was to conduct an analysis of the needsin terms of the rationalization of the various training programmes, of the

(ii) To propose and analyse proposals on awards for new and revisedward system, and to make recommendations to these ends. As way of back- training courses.ground, it should be noted that since Independence,governmental, parastatalcooperative agencies, and the university have established and/or expanded (iii) To ensure that the quality of syllabi and teachingmanagement training programmes in response to long term as well as ad hoc is commensurate with the set standards of awards.demands. While the rapid growth of these activities is indicative of theimportance the Government attaches to public management, the creation of 4.59 Based upon the evidence available to the mission, this project componentinstitutions and the programrs has not been adequately coordinated. As noted appears to be quite successful in terms of outcomes. This was probably due toin the study group's report,- this has lead to duplication and over-lapping the Government's commitment to the rationalization of management training as wellwhich affects the optimal use of scarce teaching resources. as to the quality of the study group's report.

4.54 The recommendations of the Report are related to six general issues:

(a) the coordination of management training; 1/ Government Statement on the Management Training Study of 1975, The United

(b) the relationship between the training institutions and their Republic of Tanzania, 27 August 1976, 13 pp.clients;

2/ Ibid., p. 2, para. 6.(c) the relationship between management and accountancy training;

(d) the position regarding management teachers; -3/ Ibid., p. 3, para. 7.

(e) the role of consultancy and research; 4/ Staff Circular No. 4 of 1976, The National Management Development Council,

(f) the issue of awards (degrees, diplomas and certificates). Ministry of Manpower Development, 26 August 1976, 3 pp.

5/ Staff Circular No. 2 of 1978, Courses, the Issue of Awards and theEstablishment of the Standing Committe on Awards, Ministry of Manpower

1/ Management Development in Tanzania, Report of the Management Training Development, 12 June 1978, 3 pp. + Appendix. The latter is a table which

Study (MTS), Dar-es-Salaam, April 1975, 184 pp. shows the standardization of awards by type and level of course. Thetable also indicates the minimum entry qualification (academic level andwork experience) for each type of course.

APPENDIX Apage

1- 32 -

Health Education PHYSICAL IMPLEMENTATION OF SIX COMMUNITY EDUCATION CENTRES

4.6o This aspect of the completion report was prepared in April 1980 by

The construction of four CECs has been completed, namely, Mpunzuzi,Dr. Harlan. Extracts of his report Final complet ion on the Medical

Education Mlowa Barabani, Idifu and Mbabala (the latter of which needs minor fittings

Component of the Fourth IDA Education Project, Ta nzania. April l0, 190o ison, he states that the loan such as fence gates ). The remaining four CECs have reached a varying stage

presented as Appendix B. In the summary evaluati of completion with Huzi reaching 80%, Mondo 90%, Bereko 80% and Mkoka 50%.

agreement has been successful in meeting the gene ral goals of increasing medical

of Huzi and Bereko all six centres were visited by thetoward nationally relevant aspects With the exceptionstudent training and orienting this training towa

was relatively unsuccessful mission.of community health. Among the negative factors

efforts in the recruitment of foreign faculty for short-term educational efforts.

this problem was not critical in terms of the outcomes. Another (a ) HuziBut apparently

is the failure to date to render the two operating suites orexisting problemue to the lack of electrical installations which is According to the architect's report of March 1981, the actual con-

theatres utilizable dII. Dr. Harlan estimated in his report that they would be it struction status is as follows: Demonstration kitchen and a dministration/

mentioned in Chapteroperation by the summer of 1980. cooperative building complex need finishing touches and minor work on doors

and windows The flooring of the assembly hall, dispensary and library is

not yet done. Classrooms are complete except for some windows which need

adjustment. Both metal workshop and wood workshop are completed except

finishing and fixing racks. All rooms have not been fitted with locks. The

early completion of the centre will depend upon the availability of finishing

materials and transport for delivery to the site. The finished classrooms

are being used for the primary school programme with a total enrolment of

315 and seven teachers.

(b) Mondo

All buildings except two classrooms have been built, roofed and

the flooring done up to the screeding stage. (However, the flooring of

the assembly hall is not done). The two classrooms have been built up to

roof level. 90% of the doors and windows fixture have been built but not

installed. All doors and window frames have been constructed but not installed.

The major problem causing delay includes lack (shortage) of building

materials, particularly cement, weak community support and some administrative

problems which could have been better handled by the regional office as dis-

cussed earlie r, in relation to project management. There was no educational

programme under way at the time of the mission's visit.

(c) Bereko

According to the building inspector who was interviewed by the mission,

two classrooms and the administration office have been built up to the roof

level. The rest of the buildings, excluding toilets, have been built and

roofed but the flooring has not been carried out. 80% of the doors, windows

and window frames have been constructed but none installed. 95% of plastering

of all building internally and externally has been carried out. External work

has not been started.

APPENDIX A APPENDIX Bpage 2 page 1

The main problem cited by the inspector includes shortage of construction EXTRACTS FROM THEmaterial, about 60% of which could have been obtained from Dodoma city itself. FINAL COMPLETION REPORT ON THE MEDICAL EDUCATION COMPONENTA shortage of water needed to cure the soil cement being produced was also a OF THE FOURTH IDA EDUCATION PROJECT, TANZANIAserious handicap. It is reported that at times these were critical situations APRIL 30, 1980 1/created in allotting water for human consumption and brick curing. To date

no educational programme has been started on premises of the centre.

INTRODUCTION

(d) MkokaDuring March-April, 1980, the medical education component of the Fourth

All classroom buildings have been built and roofed except for two IDA Education Project in Tanzania was reviewed for a final completion report

which are up to roof level. The metal and wood workshops and the assembly hall of this project. The sources of data for this review included: the initialhave only the columns built. The office/cooperative building complex has been credit agreement of 1973, an interim review report of J une, 1976 (performedbuilt up to the roof level and trusses installed. An acute shortage of water by this consultant), and an onsite review of the programme with Tanzanian

for making soil cement is the main problem which has caused delays in con- principals in April, 1980.

struction. Moreover, at the time of the mission's visit the brick-making

machine was out of order. According to the foreman, unless adequate transport The specific terms of reference for this review were as follows:

is immediately provided to bring in building material from Dar-es-Salaam or

Dodoma, the CEC will not be completed by the new deadline of February 1982. To review and evaluate the success of the loan agreement with attention

So far, no educational programme has begun. to these specific aspects:

1. Organization of Muhumbili Hospital as a teaching hospital.(e) Mbabala

2. The number of doctors, assistants, medical officers, nurses,Construction and finishing has been completed 100% except for some and other auxiliaries being trained and utilization of new

minor work such as the metal workshop forge and fitting fence gates. A cornerfacilities and equipment.

of the roof of the assembly hall was torn off by a hurricane that swept the

area recently, causing the complete collapse of an elementary school located 3. The number and qualifications of the teaching staff.about a kilometre away from the CEC. The Government has already made available

from its own sources, T. Shs. 110,000 for repair work which was starting at the 4. The emphasis given to community medicine and utilization of

time of the mission's visit. Some cracks have developed in one of the class- Bagamoyo Rural Health Centre to provide practical experiencerooms but it was not considered too serious. Of the eight CECs constructed in communities.and/or being constructed, the Mbabala CEC is regarded as being the best built

in terms of durability because it was the only one built with burnt brick 5. The implementations of the technical assistance and fellowshipwhile all the other CECs used soil cement. Had it not been the case, the

training programme under the project.CEC would have collapsed under the stress of the hurricane, but as it was,

just the nearby elementary school which was built with soil cement, did. This report presents a background statement, a summative evaluation, andThe elementary school programme was begun in 1976 and the total enrolment in

specific discussion of each of the terms of reference.1981 is 635 with twelve teachers. ( Annex 7.)

(f 3 Mlowa Barabani BACKGROUND

This CEC was completed and officially handed over in December 1976. Tanzania, like other East African countries, is faced with immense and

Total enrolment in 1981 was 585 with ten teachers. (Annex 7.) The walls of increasing health care needs. The commonly compared health indices reflect

the buildings have developed cracks in a number of places, some requiring the dimensions of the problem. Life expectancy is foreshortened (44.5 years)major maintenance. The walls of the school canteen which at present serves compared to developed countries; infant mortality is high (122/1000 births);

as a temporary courtroom, have started to crumble, leaving a large gaping and the major causes of death are potentially preventable with modern medical

hole on one side of the wall. The steel )reinforcement of the supporting knowledge and treatment. In common with other developing countries in Africa,

columns is bare. If this rate of deterioration is allowed to continue the health problems in Tanzania are related to infectious (bacterial and viral)

unchecked, the life of the CEC as a whole will be considerably reduced. and parasitic diseases, and to malnutrition. Important aspects of these diseasesin developing countries are that young and productive people are the commonvictims, that most are preventable, and that considerable morbidity, as well asmortality, result if appropriate treatment is not administered early in thecourse of illness. There is evidence that provision of primary health care

1/ By William R. Harlan, M.D., Professor and Chairman, Postgraduate Medicineand Health Professions Education, The University of Michigan, Ann Arbor,Michigan.

APPENDIX B APPENDIX Bpage 2 page 3

and improved nutrition can make a substantial impact on mortality. The

challenge for Tanzania, as for other developing countries, is to develop a numbers of appropriately trained faculty. The IDA Credit Agreement of

health care system that will efficiently distribute preventive health and 1973 sought to remove these impediments by expanding clinical training

acute care services to the majority of the population. facilities at Muhumbili Hospital and providing facilities at Bagamoyo

Rural Health Centre, and by recruiting expatriate technical assistance

The government has embarked on an ambitious plan to provide health care and training Tanzanian faculty. It was anticipated that 64 students

for 12.5 million inhabitants in a predominantly rural country. The strategy would be accepted in 1977 and then would be able to utilize the expanded

for provision of health services calls for development and staffing of a facilities when they entered the clinical phase of their training in 1979.

system of dispensaries; rural health centres; and district, regional, and The need for special emphasis on community health experiences was implied

national referral hospitals. The fundamental units in the organizational in the IDA agreement, although not specifically stated.

structure are the Rural Health Centre and its supporting unit, the District

Hospital. Each Rural Health Centre is staffed by 2-4 medical assistants, To augment further the number of Tanzanians qualifying as physicians,

nurses, midwives, health inspectors and supporting personnel and is expected various agreements with foreign medical schools have been sought, but until

to serve an area containing 50,000 inhabitants and to support a network of recently, none proved satisfactory. A small number of Tanzanians attended

outlying dispensaries within this geographical area. medical school in East Europe, but language problems and generally poor

quality of educational experience limited the effectiveness of these arrange-

There are 67 health centres at present and 80 more are planned during ments. Approximately 25-35 students were trained abroad annually under

the present 5-year plan. These Rural Health Centres are supported adminis- these agreements. The number has been decreasing in recent years and serious

tratively and receive medical supervision from a district hospital. It questions have arisen with respect to the quality and appropriateness of the

is planned that these hospitals will be staffed by two or more medical training, particularly clinical experience, received by these students trained

officers and other professional staff (nurses, nurse midwives, medical assis- abroad. For example, several returning graduates did not pass the physician

tants, etc.). There are 95 districts and an estimated need for approximately qualifying examination and were required to repeat a year of clinical training.

190 general physicians who would work in the District Hospitals and provide It would appear that medical student training abroad has not provided much

supervision of medical care in the districts. Regional Hospitals (20 help in solving the physician shortage. The government of Cuba accepts

designated regions) would have specialists in internal medicine, surgery, approximately 15-35 Tanzanians per year in Cuban medical schools. These

pediatrics, and obstetrics/gynaecology by the early 1980's - a requirement students in foreign schools are bonded to return. Thus the output of

for a minimum of 80 specialists. The Ministry of Health estimated in 1971 Tanzanian physicians was anticipated to increase to 100-110 by 1982. The

that the country would need at least 500 specialists by 1984 in various Ministry of Health states that retention of physicians after training is

categories; this includes the need for faculty at the Faculty of Medicine, "good" and does not feel that emigration is likely to have a significant

University of Dar-es-Salaam. In addition to the need for specialists, there effect on these projections.is a need for general physicians with broad capabilities and experience incommunity health. These doctors would supervise health care in the medical The need for specialists is being addressed through development of post-

districts, provide general medical care and consultative support to the medical graduate training in the following specialities: internal medicine, surgery,

auxiliaries in the district, and handle medical administrative duties. It was pediatrics, obstetrics/gynaecology, ophthamology, community health, and

estimated that 800 physicians should be produced from 1969 to 1980 to provide pathology. The government intends to carry out postgraduate training in

these services. Tanzania and programmes in the above specialities were started at Muhumbili

Hospital in 1973. A Master of Medicine in the appropriate speciality is

The Faculty of Medicine of the University of Dar-es-Salaam began medical awarded on completion of training reqiirements and passage of an examination

training in 1969 using the clinical facilities at Muhumbili Hospital and arranged by the East African countries. Expansion of postgraduate training

classrooms previously used by the Medical Assistants School. Prior to that to the referral centres in Moshi and Mwanza is anticipated.

time, Tanzanians attended Makerere University Medical School in Uganda, but

this arrangement was terminated in 1973. The couse of study is five years The student body of the Faculty of Medicine is selected from students

before award of the M.D. degree; a year of internship is necessary to qualify who have completed secondary school at the 'A' level. Until 1975, it was

for practice. All graduates are obligated to five years of government ser- customary for students to move continuously from secondary school through

vice following internship. medical training. However, beginning with the entering class in 1975,

the government required that medical students have two years of practicalThe intake of medical students was -30-35 annually until 1972, when it was work experience in the health fields prior to entering medical school training.

increased to approximately 50 students. There is an attrition of 4-5 students Although the faculty were fearful that students chosen in such a manner may

during the first year, but it is negligible thereafter. Altlugh expansion of not have as strong an academic background, the experience to date indicates

class size to 60-64 was considered necessary to meet the nations's needs for that most can master the basic science curriculum, despite some acadcmic

physicians, two constraints were identified in 1972 - inadequate facilities for difficulties during the first several months. The basic science teachers

clinical training, especially for training in community health, and insufficient

APPENDIX B

page 4 APPENDIX Bpage 5

who are responsible for the first year are reassured that the academicquality of the students is as high as previously, but requires more nu rturing

each of the five years of training, but the major learning experiences arein the early phases. The use of periodic evaluations at short intervals in the first and fourth years, the latter comprising an eight week rotationhas helped to identify students having academic difficulties and to afford devoted solely to community health. It is during this rotation that theearly remedial help. The premedical clinical experience has yielded improved student is expected to combine the clinical skills developed in the pre-performance during the clinical years. The requirement of work experience is ceding year with the practical experience of working in a health team thatexpected to recruit students with a realistic perspective of the country's is providing community health care. A major impediment to implementing anmedical needs, an understanding of community health and the health team effective experience in community medicine was the lack of a typical Ruralconcept, and a desire to provide medical services in rural areas. This Health Centre that was sufficiently remote from the medical centre to provideapproach appears to have worked in Russia and China. a realistic experience and yet within a reasonable distance for commut ing

of faculty and students. The IDA sponsored construction at Bagamoyo RuralThe faculty number about 100 (including those teaching in the pharmacy

Health Centre was designed to correct this deficiency and provide a suitableschool and in traditional medicine) and more than half are Tanzanians. All training site. In postgraduate training a DPH programme requiring one-yeardepartmental chairmen and administrative officers are Tanzanian. The goal

and two-year M.Med. in Community Health were offered, but the limited availa bleis a faculty composed of 75-80% Tanzanians. The majority of Tanzanian faculty led to discontinuation of this programme last year. When sufficientfaculty received postgraduate training elsewhere, and it is still the general

faculty become available, it will be offered again, and there seems to bepolicy to identify promising graduates and arrange fellowship training in an increasing student interest in this training.English-speaking country, usually either the UK or the US. Expatriates onshort-term contracts (two to four years) represent the majority of foreign The training programme has been developed to be relevant to the healthfaculty. The number of expatriate faculty has been decreasing rapi dly in needs and the health care system in Tanzania. The requirement of priorthe past four years. work experience in the health field should improve the students' perspective

of the health system and of the health team. The curriculum is au courantThe curriculum was developed by the Faculty of Medicine and is felt to with the integrated basic science curriculum, continuous assessment of student

respond rather specifically to the needs of the country. The curriculum is performance, and considerable time committed to community medicine. Withdesigned to train physicians capable of serving as general medical officers respect to the last of these, the major question relates to how well thein an isolated community setting or to undertake postgraduate training in time is utilized and whether the graduate will differ from those trained ina medical speciality. The course of undergraduate training is five years, a more traditional manner.followed by an obligatory internship year before qualifying for practice.The graduate is obligated to provide five years of government service after SUMMARY EVALUATIONgraduation. Recently, postgraduate speciality training has been developedin collaboration with the medical schools in the other East African countries. The broad goals of the medical evaluation component were to increase andUpon completion of this training and passage of an examination given jointly improve resources of the Faculty of Medicine and thereby increase the outputby the East African countries, the Master of Medicine degree is awardedin the appropriate speciality. of Tanzanian physicians and the relevance of their training to national health

problems. This overall goal has been achieved. The intake of medical studentsThe curricular structure is patterned after the integrated curriculum

has increased from 30 to 50 students. The quality of students remains goodand attrition is minimal (2-5 students per 5 years of training). The facultypioneered at Western Reserve University Medical School in the U.S. and has increased in number and is predominantly Tanzanian with a good proportionsubsequently modified by many other U.S. schools. An attempt has been made having completed good training programmes abroad. IDA-sponsored constructionto develop rather specific learning objectives and to emphasize performance of faculty and student living quarters and of classrooms have contributedin the terminal behavioral objectives, as well as to make the curriculum to the increased number of students and faculty that could be accommodated.relevant to the health problems and health care system of the country. Recruitment of good faculty, including short-term expatriate faculty have beenfacilitated by provision of these quarters and classrooms. The facilitiesIn developing teaching objectives, the faculty recognized the need for themselves are functional, and though spartan, equivalent to other facilitiesspecial emphasis on community medicine. It was recognised that reliance on at the medical centre. Without this construction, it is unlikely that studentmedical auxiliaries to deliver the majority of health services would place and faculty numbers could have been increased without compromising educationala new set of responsibilities on the supervising physician. Traditional quality.medical training approaches used in industrialized countries would not pre-

pare him to assume this new role; therefore, a new approach to medical The faculty training support and support for expatriate faculty have beeneducation was required, To implement this innovative training, Social and somewhat less successful, although they have contributed to the overallCommunity Medicine was designated as one of the four major administrative improvement in education. Fewer Tanzanian postdoctoral fellows receiveddivisions. The others are Biomedical Science, Clinical Practice, and Division training aboad than was originally envisaged, and the number of foreignof Pharmacy. A significant portion of curricular time is allocated to Socialand Community Medicine. Teaching of community health is incorporated into

APPENDIX CAPPENDIX B page 1page 6

"Ref. No. EBC 9/53/491 Ministry of Manpower Developmentnationals filling short-term teaching positions was also less than anticipated P.O. Box 2483in the loan agreement. Moreover, a greater emphasis on community medicine and Dar-es-Salaamprimary care was anticipated in the training programmes than the actualized

emphasis on medical and surgical specialities. Nevertheless, there has been 26 August 1976a remarkable increase in the numbers and quality of Tanzanian faculty trained

abroad and returning to the educational and referal centres. However, other

support mechanisms were available to the government, thereby diluting the STAFF CIRCULAR NO. 4 OF 1976effect of the IDA loan support and the ability to attribute faculty improvement

specifically to this programme. This goal is being achieved, although not

exclusively through IDA sponsorship.THE NATIONAL MANAGEMENT DE OPMENT ADVISORY COUNCIL

The development of the Bagamoyo Rural Health Centre for teaching community

health practices is a resounding success. The siting of the clinic is Introductoryimportant. It is within two to three hours vehicular time from the School,

yet in an area of authentic rural health needs. While there have been some Arising out of the Government Statement on the Management Training Studyconstruction problems, the general design is functional and attractive. Train-

(MTS) of 1975, Government considered that it would be of value for a repres-ing at this site is an integral part of the medical student curriculum, and entative body to be established to assist and advise the Ministry of Manpowerhas been enthusiastically received by the students. The student experience Development in relation to Management Development and Training in Tanzania.at Bagamoyo fulfills an important need in the medical curriculum for training

in community health problems and teaching and utilization of medical auxiliaries. Establishing of the National Management Development Advisory Council

In summary, the IDA loan agreement has been successful in meeting the Government has now decided to establish, with immediate effect, such ageneral goals of increasing medical student training and orienting this representative body to be known as the National Management Development Advisorytraining toward nationally relevant aspects of community health. Council (NMDAC) with the composition set out below:

Membership

A. Chairman

The Principal Secretary, Ministry of Manpower Development.

B. Other Members:

(a) (i) 1 representative from Bunge(11) 1 representative from NUTA

(iii) 1 representative from NBAA.

(b) (i) Seven members comprising heads of the following managementtraining and consultancy institutions:

Department of Management and Administration, University ofDar-es-Salaam.

The Institute of Development Management, Mzumbe, Morogoro.

iv'The Institute of Finance Management, Dar-es-Salaam.

The Cooperative College, Moshi.

The College of Business Education, Dar-es-Salaam.

The National Institute of Productivity, Dar-es-Salaam.

The Tanzania Industrial Studies and Consulting Organization,Dar-es-Salaam.

APPENDIX CAPPENDIX C

page 2page

13

(ii) Seven Representatives - who should be the Directors of Manpower

Development - of the Parent Ministries of the seven institutions "FUNCTIONS OF THE NATIONAL MANAGEMENT DEVELOPMENT ADVISORY COUNCIL (NMDAC)

mentioned above.

These are: The functions of the National Management Development Council will be to

keep the whole field of Management Development, including Management Training,

The Ministry of National Education for all sectors of the Nation's economy, under continuous review and in par-

The Ministry of Manpower Development ticular to provide advice to the Minister for Manpower Development intended

The Ministry of Finance and Planning to ensure that:

The Office of the Prime Minister and Second Vice-President

The Ministry of Trade (a) Scale of Management Training:

The Ministry of Labour and Social WelfareThe Ministry of Industries Management Development Training facilities, programmes and plans

are adequate in scale to meet the Nation's needs;

(iii) In addition to the representatives of the above management

training and consultancy institutions and their parent (b) Organization of Management Training

Ministries, there will be six representatives who are appointed

in their personal capacity as experienced professional persons Management training facilities and programmes are organized as

in the field of public Enterprise Management, selected from the economically and efficiently as possible, with no unnecessary

different sectors of the Nation's economy. These include the duplication, overlapping or other waste of resources;

following:(c ) Form of Management Training:

Ndugu G.F. MBOWE - Chairman and Managing Director, TanzaniaManagement Training Programmes are appropriate in form and content and

Investment Bank.Ndugu H.B. MWAPACHU - Director-General, Board of Internal Trade. related to the needs of the economy and in line with National policies

Ndugu L.A. MMASI - Director of Banking Operations, National and development objectives;

Bank of Commerce.Ndugu B.P. MRAMBA - Director-General, Small Industries Develop- (d) Development of Manag ement_ Training

ment Organizations.Ndugu G. TIBAKWEITIRA - Chairman and Managing Director, National Plans for the development or expansion of the exising management

Transport Corporation. institutions and for the creation of new facilities are appropriate

Ndugu D. YONA - General-Manager, Tanzania Housing Bank. and that uncoordinated haphazard projects of this kind are avoided;

Secretariat ,e) Evaluation and Quality of Management Training:

In addition to the Chairman and other members from the Ministry of Management Training Programmes (including course structures and

Manpower Development; the Training and Manpower Allocation Division of the syllabuses ) are periodically reviewed and evaluated with a view to

said Ministry of Manpower Development will constitute the Secretariat for the establishing and maintaining standards, relevance and quality;

National Management Development Advisory Council. iv'(f) Classification of Management Training Qualifications:

Terms of Reference A standardised classification of awards for management training courses

The terms of reference of the National Management Development Advisory (Diplomas, Certificates and other awards) are evolved, introduced and

Council are as set out in the Appendix to this circular. maintained;

(g ) Specialized Management Training Needs:

H. KOLIMBAPrincipal Secretary. Specialized training needs in the management field are identified

and provided for."

Printed by the Government Printer, Dar-es-Salaam, Tanzania.

LIST OF

Annex No.

1 . Structure of Education, 1978.

2. Tanzania Educational Pyramid - Comparative Data forPublic Schools, 1961, 1971 and 1976.

-3. Time-Table for Primary Schools (proposed).

4. Time-Tables for Grade IIIa and Grade IIIc, General Coursesin Colleges of National Education, 1980.

5. Time-Table for the Various Grade IIIa Subject Options.

6. Role of Mwanza and Tanga VTCs Within the National VocationalTraining Scheme - A. Basic Training, B. Up-grading Training.

7. Education Indicators for Mpunzuzi, Mlowa Brabani, Idifu andMbabala CECs - Dodoma Region, 1978-81 (4 pages).

8. Planned and Actual Implementation Schedule.

9. Project Implementation Section

10. Comparative Analysis of Estimated and Actual Provided Capacityand Flow Areas in Square Metres.

11. School Building Cost Index.

12. Technical Assistance, Fellowships and Operational Coststo the Project Unit.

13. Summary of Total Project Costs by Category.

14. Project Costs by Category of Expenditure Compared withAppraisal Estimates.

15. Schedule of Disbursements in US$, 1974-1981.

16. Comparative Analysis of Estimated and Actual Areas and CostsPer Place in Square Metres and T. Shs.

UNITED REPUBLIC OF TANZANIA: STRUCTURE OF EDUCATION, 1978

AGRICULTURE AGRICULTURE

TRAINING INSTITUTE TRAINING INSTITUTE

AGRICULTURAL EDUCATION Dt.1orn Cour..C.,tIncate Cou.. TWO Y E ARSPOST PRIMARY

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VOCATIONAL INSTRUCTOR1

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SECONDARY SCHOOLS TECHNICAL COLLEGE TECHNICAL COLLEGEVOCATIONAL TRAINING

1 | 2 | 3 ) 4 1 2 1 | 3 1| |1 2 | |31|AND Cem 11 c.

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R.

I

ROLE Of MWANZA AND TANGA VTCs WITHIN THE NATIONAL VOCATIONAL TRAINING SCHEME rA. BASIC TRAINING (D

1977/78 1978/79 1979/80 T 1980/81Cumulative Total./I

Total MW + TA

ITotaIl

Mwanza Tanga JTotal I Mwanza Tanga ITotal I Mwanza Tanga I Total | Mwanza I TangaTrade

No. 1 %-TNo. F9 No. No. J No. % No. INo. % |No. % No. |No. 8

N o "% No. INo. I % I No. %

1. Fitting-turning a 597 1101 270 45.3| 197 68 34.5 32 16.21 1981 651 32. 81 361 18. 2 | 2021 44 21.8 251 12.41 n. a 50 n. aj 25 nL. a.

100 - 33 100T 251 |251 100 20 1 - | 201 100 1 n.a - 19 ?1. a.2Printing"

I 78 100 78 33 -

1391 100 47.6 115 35 144 331 22. 91 381 26. 4 1 1321 231 17.4 | 241 18.2| n. a 22 I n. a 1 25 In. a.

3. Electricity * 30.433

4. Carpentry* 250 100 58 861 29 315.7 82 161 19. 51 241 29. 3 82 24 29.31 221 26.-4-I-

5. Plumbinge 255 100 131 51.4 98 33 3 3.7 26 28.61 80 17 21 .31 16 77 17 22.1 2012 6. 0 1 n. a 17 In.al 21 n...

6. Welding1

417 100 E158 137.9 197 251 2.7 34 17. 31 110 22 20. 01 321 29.1 110 21 19.1 24 2 1. 81 n. a 17 n -al 21 In.a.I

248 loo 123 49.6 851 25 29.4 24 28. 21 81 18 22. 21 171 21.0 82 17 20.7 22 2 6. 81 n. a 17 21 n.a.7. Bricklaying

8. Paintingg 191 100 114 59.6 48 20141.6l 268 58.41 75 15 20. 0| 19 25.3 68 13 19.1 19 2 7. 91 n. a 15 :a

20 n.a.

9. Blacksmithyt2 217 100 118 54.4 831 20 "24.1 28133.71 73 17 23. 3| 18 24.7 61 15 24.6 20 3 2. 81 n. a 15 I n. al 20 n.a.

1401 I - 1401 34 24.3 402 6. 61 n. a 34 In. al 37 n.a.10. 1.-V. Mechanics 397 100 74118.6 117

aTOTAL 3,o41 10 1 3l,99146.011,059 1256124.11271125.6|

.oo8 202 20. 11 2251 22. 3 1 974 ;8 .14 236124. 2 n. a |206 j n. at 229 n.a

B. UP-GRADING TRAINING !/

U.-, n. t.a-1 n.a1. Fitting-turning" 743 11001 352147 41_n.a. I- 2971 1021 34. 31 94131.61 446 1 1191 26.7 1 371 8. 31 a. 1 144 I 151

2. Printing -L- - - - I - - i 1 - 1 - n. a. - 6 n.a

3. Electricity" 541 11001 205137.91 n.a. - - - - 1 2271 25| 11. 01 23.8 314 | 281 8. 9 1 981 31. 21 n. a. 72 1.a.1 108 n.a424. Carpentry* 434 11001 131130.21 n.a- -I - 185 311 16. 81 54J 29.21 249 241 9. 6 1 221 8. 81 n. a. 25 l. a"4 38 n. a

5. Piumbingg 216 100 34 15.7 n.a. - - - -7 871 41 4. 61 - 1291 81 6.2 | 221 17. 11 n.a. 13 1. a4 32

n.a

6. weiding" 287 100 109 38.0 n.a. - - - | 125| 91 7.2 43 34.4 162 171 10.4 401 24. 71 n. a. 27 I. aq 74 n.a

223 100 52 23.3 n.a. - - - i 81 1 13j 16.0 21t 142 5 3.5 131 9. 21 n. a. 51 ti. ai 16 n.a7. Bricklaying 25.9 |

8. Painting' 155 100 51 32.9 n.a. 601 7 11.7 19 31. 7 | 95| 10 10.5 151 15. 81 n. a. 13 n. ai 21 n. a-

A ~ - 4 ---

9. Blacksmithy[ 63 100 25 39.7 - - 16 10 62.5 47 | 10| 21.

0 14. 411 n. a. 89 L.a.|10. M.-V. Machanics 969 100 195 19. -i--I 492 5.71 591 12.0 477 1 67| 8. 61 125

'TOTAL 3,631 110011,154|31.8 1.a.I .. - - I 57 2o 29 14.6 3441 21. 9 1 2, 061 | 2881 14 .0 2931 14. 21 Lu. a. | 596 p. -1 579 .1 a.~1

Source: VTCs Mwanza and Tanga, and Division of Vocational Training, Ministry of Labour and Social Welfare.

1/ For Part A from 1977/78 to 1979/80 inclusive; for Part B from 1978/79 to 1979/80 inclusive, includes trainees undergoing in-plant

training subsequent to basic training, and people following courses in preparation of trade tests.

a Indicates trades receiving IDA financing in VTCs Mwanza and Tanga.

EDUCATION INDICATORS FOR MPUNEUZI C.E.C. - DODOMA REGION, 19 78-81

E N R 0 L M E N T TEACHINGTYPE OF STAFF REMARKSCOURSE 1978 1979 1980 1981

C M F I T C M F T C kl M L1 F T C M F I T P -S-T TOTAL|

Day Care Centres 2 26 1 25 1 511 2 2 eae Ao hers

Primary

Standard 1 9 254 1 2291 4831 2 521 481 100 1 2 551 521 107| 2 511 54| 105 )I)

II 2 59 | 541 1131 9 2711 2611 532 3 561 491 1051 2 54| 51 105 ) Double shift.I)

III 4 | 100 1 1021 2021 2 651 521 117 1 9 234|1 2001 4341| 2 57 | 49 106 ) Utilizing office4I) and Assembly Hal

IV 3 75 1 701 1451 4 loll 841| 185| 2 621 501 112 9 228 203 431 )26 101 38 as classrooms.

I)V 1 281 231 511 2 741| 721 1461 4 981 102 2001 2 611 | 51| 112 ) Total number of

I) teachers inclu-VI 1 26 1 241| 501 1 321 23| 551 3 771 671 1441 4 961 100 1 196 ) ding Adult

Educatun is 43.I)VII 1 22 | 261 481 1 24| 1 321 2411 561 1 781 641 | 14253.291

TOTAL 21 5641 5281 1.0921 21 6241 5611,188 | 22 6141| 5441 1,1581 22 6251 572 1 1,1971

Adult Education

Literacy 781 241 321| 280| 8611 1,141| 35 605| 1X02 | 1,6071 All teacherssupervise

Domestic Science| 381 38' 3 3 classes.

Metalwork 15 15 1 1 Attendance rate:

30%.Woodwork 151 1 1 1

All classes heldin the village.

Source: Compiled by the Mission. vOq (D (Note : C = Class; M = Male; F - Female; T = Total; P = Primary; S-T = Student Teachers.

GoM DEDUCATION INDICATORS FOR MLOWA BRABANI C.E.C. - DODOMA REGION, 1978-81

E N R 0 L M E N T TEACHINGTYPE OF I STAFF REMARKS

1978 1979 -1980 - ~

1981COURSE FC M F

I 'Ii C M J F T L CT M F T C M TI P S -T | TOTALI

Day Care Centre 261 -I- a e Mothers"-ill iiiPrimary

Standard I 3 59 77 136 1 20 30 50 1 28 21 49 l1 30 20| 50 ))

II 3 79 69 148 3 64 81 145 11 16 261 42 11 27 19 461 ))

III 2 48 45 93 3 79 83 162 3 66 79 145 11 16 25 41 ))

IV 1 43 44 87 2 46 43 89 3 77 67 144 3 67 82 149 3 10 |)

7

V 1 21 14 35 2| 45 40 85 2 45 36 81 3 76 66 142 ))

VI 1 22 131 35 11 20 121 32 21 40 32 72 21 47 36 83 ))

VII 1 28 18 46 1 23I 18 41 11 201 12 32 21 41, 33, 74I )

TOTAL 12 300 1 280 | 5801 131 2971 3071 604 1 131 2921 2731 565 | 131 304|1 58512811Adult Education

All 27 LiteracyLiteracy 271 450| 300 750 classes super-

vised by Centre.Domestic Science| 1 151 15 11 301 30 301 30 301 30 1 1

Metalwork 1 12| 121 1| 121 12 11 121 12 11 12| 12, 1 1

Woodwork 1 | 121 12| 11 121 121 11 121 12| 11 14 121 . 1 1 -

Source: Compiled by the Mission.

Note : C - Class; M = Male; F = Female; T = Total; P = Primary; S-T = Student Teacher.

EDUCATION INDICATORS FOR IDIFU C.E.C. - DODOMA REGION, 1978-1981

E N R 0 L M E N T TEACHINGTYPE OF 1978 1979 1980 STAFFCOURSE 1981.

RE4ARKSC M I FI T C M F T C M F T C M ~1~F _jT P7 S-TI S -P mTAL1

Day Care Centre - -12 - - - - .. - - - --4. .4~1. .19 jNot yet startedPrimary

Standard I In.a 74 591 1331 1 27 291 561 11 20 1 25 1 2145| 321 53 85| 11 1 31 1 15 Teachers forprimary school.1

II In.a 52 38 90 1 74 67 141 11 27 29 56 11 25 20 45

III In.a 46 50 96 1 49 36 85 3 74 67 141 2 26 26 52

IV in.a 48 47 95 3 45 49 94 21 49 36 85 3 63 61 124

V In.a 21 11 32 2 48 46 94 21 45 49 94 2 45 8136VI In.a. 13 121 25 1 20 29 21 48 46 94 21 46 50 96VII In.a 141 9J 23 1 11 12 9| 36 43 79

Sub-total - 1268 226 494 10 2741 248 522 1 121 283 1 261 14 | 289-4- 544| 2731 562 | 11 3| 1 15

Adult Education

Literacy - - - 1 - 58 548 696 1 L24| 551 3071 560 8671 621 273' 289 562 11 31 1 15 All 15 Primaryteacherssupervise the62 classes.

Domestic Science 1I) Not yet startl) IMetalwork I I) M/

) No Teachers ) Not yet started

Woodwork I) jII) ) Not yet starte

I , ISource: Compiled by the Mission. 'R ,Note i C = Class; M = Male; F = Female; T = Total; P = Primary; S-T = Student Teacher; S-P = Primary Student. og1/ Expected to be started in June 1981. N

CD CDEDUCATION INDICATORS FUR MBABALA C.E.C. - DoDOMA REGION, 1978-81 A H

E N R 0 L M E N T TEACHINGTYPE OF STAFF REMARKS ~1COURSE 1978 1979 1980 1981

C M ~ F T C _LM 1~ F T C M I F T C M F T P i

S-T TOTAL

Day Care Centre 2| 121 | 4 4 jje1rTers are - .1

Literate Mo ther 11iiiPrimary

Standard I 21 511 461 971 21 46 35 811 2 42 | 50 92 21 46 35 81 ))

II 21 45| 47| 921 21 51 46 971 21 48 401 861 21 40 541 94 ))

III 41 891 89 178 21 45 47 92 21 48 441 921 21 44 411 85 ))

IV 41 1001 681 1681 41 89 89 178 21 43| 501 931 21 45 41| 86 5 12)

7

V 11 221 231 45| 41 100 68 168 41 76 80| 1561 21 44 491 931 ))VI 11 251 161 411 11 22 23 451 41 91| 62 153 31 47 62 109 ))

VII 1| 221 171 391 11 25 1 16 1 411 11 25 1 26 511 21 46 41 87 )

TOTAL 151 354| 3061 6601 161 378 1 3241 7021 17 | 373 1 351 7251 15| 312 3231 635|

Adult Education

Literacy 271 313 6191 9291 All teacherssupervise the 27literacy classesof which 3 areorganized in theCentre.

Domestic Sciencel 121 121 1 1 4 hours/week

Metalwork

Woodwork 14 141 1 1 6 hours/week

Source: Compiled by the Mission.

Note : C = Class; M = Male; F = Female; T = Total; P = Primary; S-T = Student Teacher.

1/ Only one class operates in the Centre (56 children).

PL AND ACTUAL IMPLEMENTATION SCHEDULE

Planned WmZnF mt 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982ActualAnticipatedi .:a

Appraisal --- m0

CREDIT AGREEMENT ~. 4 ~.

Design: for CECs "H"-. /1by Consultants for "A"-"B"- ~ J== -~1--

by PPS/Min.Ed. for "C"-"G" ... -I-. r11

1 4by Consultants for "N"

.... ~17~7it ii -7-Construction:

01 /'0 0A. Muhumbili Teaching Hospital 241 6 2L 71 .1*B. Bagamoyo Teaching Unit • 60T 0 Aj -.

C. Mtwara PTTC 2D. Tukuyu PTTC - /0E. Bagamoyo PTTC/CNE *- A- 1 0 '01 0o[jF. Mwanza VTC

Qj4 - 0

G. Tanga VTC d

0/f 0 01 ~1H. CECs: . Mlowa Barabani

- Mpunguzi / -- 60 --p4

. Idifu i - ~~1T-t --

0. Mbabala 1- -i--A 0-. Huzi f . -5- 7-P I- ~4.. Mondo -s T. Bereko. Mkoka l'o- I' - a

Furniture ki: e

Equipment -4. -Ii U

Supervision Missions by IDA Nairobi Office 0 0 0 0 0 o_ 0 0 0 0 .01 0 01 0Visits and Reports by Dr. William R. Harlan- I f4

-fNotes: 1. Identification Mission 6. All Works (except kitchen, dining room & op. theatre) completed.2. Reconnaissance 7. Student dining room and kitchen completed.3. DANIDA staff being recruited 8. Operating theatres expected to be completed.4. Furniture & Equipment Listing started 9. End of Civil Works guarantee periods.5. Furniture designer joined PPS 10. Appraisal estimate of disbursements.

0011. Actual disbursements.

Source: IDA Supervision Reports and PPS/Ministry of Education.

xROJECT IMPLEMENTA T ION SECTIONPROJECT CO-ORDINATOR

~ I I -r iLilil ~~~1IS [110k PRN OCUR EMENT OFFl CE k PROGJEC1 ACJNTANT CHIEF BUILDING ADMINISTRAIOR PROJECT ADM INi ST RATOr

F--f- Jil xx""'G 0DOW ^LEARING I:] IPURCHASING IFURNITURE Al- 15EEN RAL PROJECT

1I N I DESIGN ICONTRACT F TAJN

IMBEYA TECH- CCIII

IFORWADING E Q'UIPME 1 1T, IDESIGNER & |CO-ORDINATOR |CO-ORDINATOR ICO1NTRUCT ION |ADMINIST RATIO NTC)i r ES UN F O RN IT`URf+E F -TC ADMIJNISTRATORII |COORDINATDOR| 00RDINA TORI T ESJ _.- STA'F

-~ ILAND SURVEYORS YJANTITY |CONSTRUCTION|A RCHI T ECTs |S5JRVEYORS[- |ORDNfr1tIATOR

JSTRUCTURAL SA- |BUILDINGIITAPY- ELECTRIC- IIN SPECIORSJAL ENGINEERS

fi III-| ZONAL -MAINTENANCE |PRINCIPAL SERVICE| (1) IFUNDA

OFFICERS (7) UNI T (2) (2) ARUSHA

IZON-JAL MAINTENANCE

STAF F

SCource; PIS /Mi1mnr !stry of Nb7LOna: Educat.io..

COMPARATIVE ANALYSIS OF ESTIMATED AND ACTUAL PROVIDED CAPACITY AND FLOW AREAS IN SQUARE MEfRES

Capacity Gross Areas in Square Metres Gross Areas per Student PlaceProject Title

and Admin. 2ADining/ Student ?I 1 1Location Teachin

1 Lib. &Sanit. % IStaff Housingl %Spaces - Kitchen Dormitories %Accosaod.0 Adding ITotal IStudeni m2/

.4a ,1

aSi Si 14,1 Si Si .Sia S D + C @2 +4 F + El S H + 1 Id

4, 1K + J I IM LIAppraisal '0 '-4C Si4, +> IColumns Area Places Place Differ'0 ~ I '-4 I '-4 '-4

Number 414'a

ftP. 0. 0.A 01 InI.

A B C D E F 0 H J K L M N P Q

Two Identical New PrimaryTeacher Training Colleges

201 Mtwara and 202 Tukuyu 48o 480 84 10,3 135 126 6/ 99 972,360 1 566 4/I 760 2046 1,B53 C+E+0 a 3,686 +4807.68

1,97 1, 029| 1,8401 9 D+F+H 1 3,590 t480 7.4812,568 | , 1.

Two Identical New VocationalTraining Centres301 Mwanza and 302 Tanga 300 300 83 - 232~1 - 95

| 1,959J - 176 - - C+0 12 135r 300 7.16|1,6311 - 408| - D+H 1.2 :039t 300

r 6.80-= "1

Eight New Community EducationCentres401-408 Dodoma District

(for one) 300 300 78 - 150 - - 97819| - 289 - C+0 1,108'. 300 3.69|

6411 - 434| - D+H 1,075 +300 -1 3.58

Extension to Primary TeacherTraining College Add Add501 Bagamoyo 240 320 91 109 94 9/ 1 9/ 163 10/ 89 88

1,706 276 505 1,348 1,163 C+E+G+J 3,835'# 240 15,98I-~1~ 1,5491 3001 477| 2, 200 1,040 I D+F+HW 4 ' 4 320 !14.14

Extension to Teaching Hospital601 Muhumbili - - 100 101 11/ 1 12/ 142 140

2,120 247 - 902 Not Applicable|f2 , 697 |2,1251 250 j,282 3,784_t

litNew Health Training Uni 15/602 Bagamoyo - 13/ 146 - 161I4 |I 14 Included Included Included 33 Not Applicable

705~| under C & D under C &D under C&D 362

Source: Appraisal Report and PPS/inistry of National Education.

Notes: 1/ Include Lecture Theatre and HAll. 9/ Appraisal calls for 240 bedspaces; 320 were provided at 2 per cubicle (beds not bunks).2/ Includes ablutions, sickbays and supervision. 10/ 15 housea 2 and 3 bedroomed.}/ 480 at 40 per class = 360 at 30 per class. T1/ For 120 students.4/ For 240 students in each of two sittings. f2/ For 120 students but a common room of 65 m2 was built.5/ For 360 students assuming 120 would be living out. 4P80 ,paces were built. T3/ Included here are all elements except staff housing. Includes 126 m2 of circulation space.6/ 24 units of various sizes. 1i4 / Ditto plus 211 m2 of circulation space in the form of an open-sided verandah around7/ The great difference here is due to the appraisal shovujii o.ily 32 m2 for 4 sides of the courtyard with entry and lobby areas.

toilets whereas 230 m2 was (necessarily) built. 15/ One staff house.8/ An Assembly Hall was built in each CEC whereas this wA inet foreseen in the T6/ Four staff houses.

CD

Annex 11 Annex 12TECHNICAL ASSISTANCE, FELLOWSHIPS AND OPERATIONAL COSTS TO THE ?ROJECT UNIT

SCHOOL BUILDING COST INDEXI - Technical Assistance Funded from 4th IDA Project administered by WHO

Name of Expert Field of Specialization Contract Ends Man uS $ 1 T. Shs.

1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979w 1980 19& Months

1. Dr. Mustafa Physiology September 1977 17.6 60,648 485, 184|

1,000 2. Dr. N. Hamza Paediatrics February 1977 14.7 43,166 345,328

3. Dr. M. McMnigle Pharmacology May 1978 37 97,972 783,776

4. Dr. P. York Microbiology December 1977 18 55,583 444, 664|900. -I.- 5. Dr. P. Philip Medical Surgery June 1978 24 72,621 580,958|~1~ g3U, 6. Vacant Medical Education January 1978-

4-) 7 Methodologist December 1979 24 107,000 856, Oo I

800-. -L-0

Total 137.3 436,990 |13, 495, 920 1~1~ -a 7~2700-

`4

II - Fellowships Funded from IDA Funds administered by WHO

-i-i --L 77~'0 - ---- - Name of Fellowship T

Field of Study Place Period Total Cost

600_ Holder IMonths US T.Shs.

r.

~5I~4. 1, Dr. I. Mushi Obst/Gynaecology Nigeria January 1975- July 1975 6 4,709 37,672II K 2. Dr. M. Kaisi Obst/Gynaecology Nigeria January 1975 -July 1975 6 4,650 37,2000 500-

3. Dr. S. Maselle Microbiology Britair September 1975 - August 1977 24 12,950 103,600

Dr. C. Kimahia. Parasitology USA October 1975-September 1976 11 6,828 54,6240 400- -

Nephrology USA June 1976 - June 1977 12 9,980 79,840- -7. S. Basinda-I- 6. Dr. J. Sangawe Ophtalmology India July 1976 - June 1978 24 11,200 89.600A September 1976 -August 1978 24 18,506 148,048IL 7. Dr. J. Nguma Community Health USA

0 300II__~Ii ~1~ 8. Dr. J. Minjas Parasitology .... September 1976 -October 1977 12 8,993 71,944

I- 9. Dr. J.A. Salim Pharmacognosy NigeriaMay 1977- May 1979 24 18,226 145,8084J 200 _______ 1=. ~1~ Total 143t. 9,042 768,33604

(D

L -I. =1~~PV 100-L - -

III - Fellowshios Funded by IDA administered by ELIMU -e1-li 7i -I- .~1=. -1 H Li Name of ?ellcwship Total Coat~1~ Field of Study Place PeriodHolder IMonths $ or

£ T. Shs

1. Dr. D. Nyamageni Pharmaceutics Britain August 1977 - July 1979 24 £ 8,240 119,480

2. Dr. G.P. Kilonzc Psychiatry Canada August 1977 - July 1979 24 $ 24,500 195,000

3. Dr. D. Mwakyusa Gastroenterology Britain September 1977 - September 197 12 Z 2,830 41 ,035

4. Dr. W. Mahalu Surgery Britain December 1977 - December 19781 12 £ 2,655 38,497. 5 1Source: PPS/Ministry of National Education.

5. Dr. A. Mtanda Ophtaimology India January 1978 - December 1979 24 $ 15,000 120, 000_ .

Notes 1. Time of Appraisal Estimates - March 1973. Total 96 515,012L iii2. World inflation due to increased price of oil.

3. Devaluation of Tanzanian currency by 15%.4 . Increase in price of cement from Shs. 290 to Shs. 720. Ir - Technical Assistance and Operational Costs to the Project Unit

5. Devaluation of Tanzanian currency by 10%.Description No. Donor Amount

-I6. Increase in price of oil.7. Shortages of materials, e.g. cement, reinforcement 1. Chief Architect DANIM

sanitary fittings and diesel oil. 2. Architects .4

4 ANIDA8. Increase in prices of cement (50%), fuel, roof sheeting 3. Engineers 3 DANIDA W

timber and other materials. 4. quantity Surveyor

9. Increase in minimum wage f rom Shs. 380 to Shs. 480 per mortl' 5. Building Inspectors 7 mIN6. Design Administrator Ul

-'4 >'a7. Chief Architect 1 NORAD ~

8. Senior Architect 1 INDIAN

9. Project Engineer 1 NORAD 0

10. Building inspectors 4 (3 NoRAD)E_

11. Project Technical Equipment Specialist 1I N"IAN

12. Project Accountant i INDIAN

13. Management Training Study (MATS) 8 LOCAL Nil14. Project Unit Expenses/Management

Training Study - - 13,8145,085

Total 34 i -1

13,845,086

Source: Compiled by the Mission from data provided by the PPS, Dr. Harlan's Report and Supervision Reports.

4

SUMMARY OF TOTAL PROJECT COSTS BY CATEGORY IN T.Shs. AND S.US (000s)x

Appraisal Actual Financing

IDA ReviseCategory % of IColumn .Shs(OOOsJ$US (000s) J % of DifferencelColumn .Shs(OOOs $US (000s) Allocatio

Table 4 7.14 -T,) $U T.Shjy7.14 Total Table 8.2v $ U T.Shst8.23 Total Column G-JI

$US (C 3s)

A B C D E F G H J K

1. Civil Works B 74,037 10,369 71 C 75,497 9,173 64 6,063 3,110

2. Furniture F 3,844 538 4 G 6,037 733 5 2,632 - 282

F 1,107 8 G 13,305 1,617 123. Equipment 7,903

4. Technical Assistance:

(i) Medical Specialists P 11,864 1,662 11 Q 4,779 581 4 590 - 9(ii)Fellowships - - - -(iii)Management Training Study P 677 95 1 (Done locally)

5. (i) Project Unit Operating Cost4 P 3,145 440 3 Q 13,845 1,682 12 1,015 1,130(ii)Professional Fees K 2,640 370 2 L 3,810 463 3

Total Project Costs U 104,110 14,581 100 V 117,273 14,249 100 10,300 3,949

Source: Appraisal Report and PPS/Ministry of National Education and IDA Supervision Reports.

Notes: 1/ Includes contingencies and Foreign Exchange Variation.

2/ Totals anticipated by PPS as at April 18, 1981.

PROJECT COSTS BY CATEGORY OF EXPENDITURE COMPARED WITH APPRAISAL ESTIMATES

T.Shs. (000s)

Construction and Site I- --

Project Title DeveloMent Furniture and Equipment Professional Fees Technical Assistance Totalsand Appraisal Appraisal Appraisal Appraisal

Location Estimates Estimates AppraisalEstimates 4 Estimates Estimates

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A B C E F J K C LThree New Secondary SchoolE P Q S T U -V

01 Maswa 81841 10,504 Cancel eled Nil -102 Lindi 1,231 Nil 1 2)01 277 1 Nil Nil - 113 9,520 12,125 Nil8,184 993103 Kibondo 8,557 10,983 | 1,038 1,286

113 9,520 12,125230 277 1461 53 1171 9,942 12,663 146 12

Two New Primary Teacher 1Training Colleges

201 Mtwara 7,5081 9,637 1 16,500| 1711 624 7731 2,607 337 1 200 241 217202 Tukuyu 90) 10,746 9,324 807,850 10,0751 15,8631 1571 653 8091 2,752 340 200 241 25)2 105 99

8:4271951 18,8681 1681I

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301 Mwanza 1,847| 2,3711 3,8231 161| 1,5601 1,9331 3,742 194 60 1 - - -302 Tanga 1,8471 2,3711 3,2001 135|1 1,5601 1,9331 2,929 152 50

60 1 3B 230

- - - 76 3,53)) 4,440 6,0 21 1750 15 192 | 76 3,5331 4,440

Eight New Community EducationCentres

4o1- Dodoma District 2,7051 3,4721 3,292| 951 801 991 1,175|1 ,181 751 90| - - - - - 33 1 1212,893 3,694 4,467|Extension to Primary Teacher

Training College501 Bagamoyo 3,985| 5,1161 9,800 1 1921 4421 548| 1,6191 2951 100 1 1201 906 1 755 | - - - 52 1 4,579 5,836 12,3251 211

Extension to Teaching Hospital

601 Muhumbili 5,8881 7,557 1 20,6541 273 1,207 1,53.3 3,519 230 7381 887 1 1,832 1 2061 |13,216 | 15,265 4,7792/ 31 522 1 21,601 25,764 30,7841 1201New Health Training Unit

602 Bagamoyo 6371 818 2,3651 289 104 I 1291 3261 2531 801 96 1 203 1 211 - - - - 10 832 1,053 2,894 | 275 |Proj ect Unit Costs - - - - 67> - - - -013,8454 14,5181Foreig n Exchan ;e Variation 6291 629 - 242 2421 - - 14 1 14 1 - -421 j 421 - 11,306 1 . -- I14Total Project Costs i57,82217 4,037 | 75,497I 102 9,526| 11,747| 19,342 | 165 2,197 2 ,640 I 3,810 | 83,182 104, 110 117,273 1 113 1Contingency Amounts 16,2151 1 2, 221 443 1 2,049 |

-I

20,928|

Source: Appraisal and PPS/Ministry of National Education.

Notes: 1/ 17 DANIDA Professionals were donated to PPSAin.Ed, 4 NORAD, 1 SIDA and 4 INDIANS.2/ Technical Assistance by medical specialists and fellowships. CD3/ Purchase of vehicles for Project Unit use as recorded in IDA Supervision Reports.4/ Project Unit operating costs included the Management

of the vehicles in note 21 above. training study, some salaries of local staff, also running cost for the repair and maintenance

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Completion Report - Fourth Education Project

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