(LOANS Nos B/BOT/EDU/91/14 and F/BOT/EDU/91/13) (Grant No ...

AFRICAN DEVELOPMENT BANK AFRICAN DEVELOPM ENT FUND

PROJECT COMPLETION REPORT

EDUCATION V PROJECT

BOTSW ANA

(LOANS Nos B/BOT/EDU/91/14 and F/BOT/EDU/91/13)(Grant No F/BOT/GR-ST/EDU/9I/I)

COUNTRY QEPARTMENT SOUTH

TABLE 06 CONTENTS

PROJECT BASIC DATA

INTRODUCTION

SECTORAL GOALS AND PROJECT OBJECTIVES-

1.

Pane(ii-xi)

1

2

222

6

2.1 Sector Goal2.2 Project Objectives2.3 Project Description

PROJEQT FOPMULAT,ON

3.1 Origin3.2 Preparation and Appraisal3.3 Negotiations and Approval

3.

666

7

788991 0

4. PROJECT IMPLEMENTATION

4.1 Effectiveness and Start-up4.2 Modifications4.3 Implementation Schedule4.4 Repoding4.5 Procurement4.6 Financial Sources and Disbursement

OPERATING PERFORMANCE AND RESULTS

5.1 Overall Assessment5.2 Operating Performance

5. 13

1313

15

1516

6. INSTITUTIONAL PERFORMANCE

6.1 Policy and Organisation of Education ln Botswana6.2 Performance of Consultants, Contractors,

Suppliers and Borrower

SOCIAL AND ENVIRONMENTAL RESULTS

7.1 Social Results7.2 Environmental Results7.3 W omen in Development

171717

8.

9.

9.1 Project Objectives and Justification,9.2 Project lmplementation and Oherpting Outcomes

10. CONCLUSIUNS AND LESSONS LEABNED

SUSTAINABILIW

PERFORMANCE OF THE BANK

18

19

1919

21

212121

10.1 Conclusions10.2 Lessons Learned10.3 Recommendations

LIST OF ANNEXES

1.2.34 .5.

Map of Botswana and Location of Project SitesProject MatrixBOIPELEGO Education Projects Unit, Organisational ChadAdministrative Structure of the Ministry of EducationFinancial tables (Pula)

LIST OF TABLES

4.1 Sources of Finance as Agreed at Loan Negntiations (UA) 104.2 Financing Plan by Source and Caiegory of Expenditute (UA) 104.3 Planned Expenditure per Year and Category of Expenditure (UA) 114.4 Actual Expenditure per Year and Category of dxqenditure (UA) 114.5 Actual Disbursements per Year and Category of Expenditùre (UA) 114.6 Actual Financing by Source and Category of Expenditure (UA) 12

Tbis report was prepared by Mr. A. Younis, Education Analyst (OCDS.3) and a UNESCO Architect Consultant followingtheir mission to Botswana in November 1997. Enquiries should be addresseu to 'Ms. A. Hamer, Division chief, ocos.z(ext.4119). .

(i)cuRREscv EoulvAuENis

Botswana Pula (BWP)BWP 2.46348 (October, 1990)BWP 5.0488 (November, 1997)

Currency Unit1 UA1 UA

1 metre1 square metre

W EIGHTS AND MEASURES

= 3.28 feet (ft)10.76 square feet

ABBREVIATIONS

ADBADFBEPUBW PCJSSFCGOBHAROICBLCLCBM OEM PDENDPNIRPPCRPlUPSLERNPESARDSCPRSSSUA

African Development BankAfrican Development FundBoipelego Education Project UnitBotswana PulaCommunity Junior Secondary SchoolForeign (Exchange) CostsGovernment of BotswanaHarare Regional Officelnternational Competitive BiddingLocal CostsLocal Competitive BiddingMinistry of EducationMatrix for Project Design and EvaluationNational Development PlanNational Institute for ResearchPulaProject Completion RepodProject Implementation UnitPrimary School Le' aving ExaminationRevised National Policy on EducationSouth Region Agriculture and Rural Development Dept.South Region Country Programmes Dept.Senior Secondary SchoolUnitls) of Account

FISCAL YEAR1 April - 31 March

/

(ii)REPUBLIC OF BQTSWANAEDUCATION V PROJECT

PROJECT COM PLETION REPORT

BASIC PROJECT DATA

Lopn Numbers

2. Borrower3. Guarantor4. Beneficiaries5. Executing Agency

ADM: B/MOT/KDU/91/14ADF: F/BUT//DU/91/13TAF: F/BOT/GR-ST/EDU/9I/OIThe Government of BotswanaThe Government of BotswanaMinistry of xEducationBoipelego Education Project Unit,Ministry of Education '

A. LOANS

ADB:

1 .2 .

3.4 .5.6 .7 .8 .

Appraisal Estimate:11.500 UA M ill.Interest Rate variable onoutstanding.Repayment PeriodGrace PeriodLoan Negotiation DateLoan Approval DateLoan Signàture DateDate of Loan Effectiveness

Actual:7.547 UA M ill.

amounts disbursed and

15 years5 years22-24 October 199029 October, 199031 January, 199120 March, 1992

A D F :

3.4.5.6.7.8.

Appraisal Estimate: Actual:4.900 UA Mill. 4.900 UA M ill.Interest Ratel F/o per annum of the principal amountof the loanc from the 1 1th to the 20th year, and 3 %per annum thereàfter.Repayment Period 50 yearsGrace Period 10 yearsLoan Negotiation Date 22-24 October 1990Loan Approval Date 29 October, 1990Loan Signature Date 09 May, 1991Date of Loan Effectiveness 20 Mach, 1992

(iii)B. PROJECT DATA

Appraisal Estimate

F-Q LQ Total

45.71 23.41 69.1218.56 9.50 28.06

Actual Cosl

Eï ko Total

38.07 19.61 57.6813.24 6.82 20.t61. Total Cost (Pula miIl.)Total Cost (UA mill.)

Financing Plan (UA miII.)ADB 11.50 0.00 11.50ADF 4.90 0.00 4.90TAF 0.07 0.39 0.46OPEC FUND 2.09 0.00 2.09Government 0.00 9.11 9.11

Original Deadline of First DisbursementActual Date of First DisbursementOriginal Deadline for Final DisbursementRevised Deadline for Last DisbursementCommencement of Project ActivitiesCompletion of Project Activities

2.

3.4.5.6 .7 .8.

C. PERFORMANCE INDICATORS

1.2.

: 29 October 1992: 07 August, 1992: 30 June, 1994: 31 December, 1997November 199031 December 1997

Savings : UA 1.278 million (ADF Ioan)Time Over-run:- Slippage of Effectiveness :1 1 m onths- Slippage of Completion Date : 3.5 years- Slippage of Last Disbursement : 3.5 years- Number of Extensions to Last Disbursement : 2

Project lmplementation StatusVerifiable lndicators for last Disbursement(A) Civil Works '(B) Furniture(C) Equipment(D) Technical Assistance(E) Training(F) Consultancy(G) Operating Costs

3.4.

' Com plete

: 100% complete: 1 00% complete: 1 00% complete: 100% complete: 100% complete: 100% complete: 100% complete

(iv)

5. lnstitutional Performance (Unsatiqfactol/Fair/satisfactol):The Bank Group: SatisfactolThe Government: Satisfactory

6. Contractors Pe/ormance: Satisfactol7. Conppltapts P4rformance: Sati>fpctory : ' . ; . y ;: .:y c.

, .. . . -

. , .

D. V ISSIONS 'Nos ofPersons Comnosition PerS/0aVS Dates

IdentiscationPrep./AppraisalLaunchingFollow-up*/

2 SARD

SCPR N/ASCPR N/AFDIS N/ASCPR N/ASCPR N/ASARD 12SARD/UNESCO 18SARD/UNESCO 26OCDS 28

N/A Uuly 1990

18/03-29/83/9114/09-25/09/9214/02-22/02/9325/07-02/08/9330/05-10/06/9420/05-02/06/9118/11-28/11/9202/12-16/12/9317/11-01/12/97

Supemisioh **/

PCR

*/ The follow-up missions were usually conducted together with HARO. The number ofperson days spent specifically on Education V is not available (N/A).**/ The supervision missions were usually combined with other on-going educationprojects.

E. DISBURSEMENT (UA Million)

ADB:

199119921993

- Total Disbursed 11.500- Undisbursed Balance- Amount Cancelled

AppraisalEstim ate Actual

10.9820.518

PercentageDisbursed

6.7580.072

6.8300.7173.953

59.4 F/o

(v)

ADF:

19901991199219931994199519961997

- Total Disbursed 4.900- Undisbursed Balance- Amount Cancelled

ApjraisalEstlmate Actual

0.0983.7241.078

PercentageDisbursed

1.2860.1610.1590.1130.0780.040

2.8062.094N l L

57 .3 OA

TAF:

199019911992

- Total Disbursed 0.461- Undisbursed Balance- Amount Cancelled NlL

AppraisalEstimate Actual

0.009 -0.350 -0.102 -

PercentageW sbursed

N1L0.461

0 O/o

(h/i)F.

01 Company NameNationalityResponsibility

CONTRACTORS

(J ' Commcryccmcrlt dztcC érègrammed èompletionActual Completion DateContract AmountFinal Contract Cost


C and H BuildersBotswanaConstruction of Goshwe, Chamabona andNkànge CJSSS15.05:91,: . y. . '. .

. -.. j . . . .i 1 . 12 . 9 1 '

21.01.92P 3,680,415.77P 4,088,849.00

Com plantChinese 'Construction of Francistow'n lV, Tonota 111,Letlhabile and Shanganani CJSSS15.05.911 1 . i 2 .9 110.03,92P 6,105,870.84P 5,680,204.46

Two-MBotswanaConstruction of Maun, Tshwaragano andTsodili CJSSS15.05.9122.01.9222.01.92P 4,815,078.00P 4,823,107.83

Commencement dateProgrammed CompletionActual Completion DateContract AmountFinal Contract Cost


Commencement dateProgram med Com pletionActual Complelion DateContract AmountFinal Contract Cost


Commencement dateProgrammed CompletionActual Compîetion DateContract AmountFinal Contract Cost

China State ConstructionChineseConstruction of Mogoditshane, Molepolole,Thamange ahd Ramotswa III CJSSS andextensions to Mogoditshane and GabaneCJSSS15.05.9122.01.9221.02.92P 11,378,000.00P 12,219,196.79

.1

.i

)

(h/ii)

CPK ConstructionBotswanaConstruction of Lentsweletau, Bakgatle,Kgamanyane and Radikolo CJSSS30.05.9108.t0.92 (terminated 06.06.9:)16.12.94 (by Tlhoraboroko Constr.)P 2,338,656.49P 1,116,061.00

Tlhoraboroko ConstructionBotswanaConstruction of Ngwaketse', Kanye 111,Mmathethe and Mookam i CJSSS15.05.9122.01.9213.03.92P 3,073,206.61P 3,456,428.29


Com mencement date :Programmed Completion :Actual Completion Date :Contract Amount ':Final Contract Cost :





ComplantChineseConstruction of Serowe, Lerala and MakomeHill CJSSS15.05.9111.12.9120.02.92P 5,385,000.00P 2,172,860.00

ComplantChineseConstruction of Pekenene, Mahalapye andShoshong CJSSS15.05.911 1.12.9128.04.92

. P 3,657,000.00P 3,318,991.81



(h/iii)

09 Company NameNationalityResponsibilityCommencement dateProgrammed CompletidnfAqttipl Complqtioq Dale ' :Contract Amöùnt :Final Contract Cost :

Ngami ConstructionBotswanaCoNstruction of Goodhope and Moram a CJSSS15.05.9111.12.91

'' 30.04192 -è è 'P 3,345,000.00P 3,205,376.74

10 Company NameNationalityResponsibilityCommencement dateProgram med Com pletionActual Completion DateContract AmountFinal Contract Cost

G & pBolswanaConstruction of Ditsweletse CJSS15.05.9111.12.9120.02.92P 1,564,634.45P1,359,000.00

G. SUPPLIERS

01 Company NameNationalityResponsibilityDate of ContractContract Cost



Lesuma Trading CompanyBotswanaSupply of sports equipment23.07.92P 85,925.28

P.G. lndustriesBotswanpSupply of teaching aids19.02.92P 14,905.39

Clover Chem icalsBotswanaSupply of arts equipm ent04.12.91P 109,306.24

04 Company NameNationality 'ResponsibilityDate of ContractContract Cost

(ix)Lesuma Trading CompanyBotswanaSupply of design and technology equipment04.02.92P 199,798.86

' G borone HardwareaBotswanaSupply of hom e econom ics and kitchenequipment04.12.91P 267,900.00

Hotel & Catering Semices .'BotswanaSupply of kitchen equipment06.11.91P 16,920.00


Date of ContractContract Cost



Company NameNationalityResponsibilityDate of ContractContract Cost

08

09 Com pany NameNationalityResponsibilityDate of ContractContract Cost


G & T (Pty) LtdBotswanaSupply of home economics04.12.91P 19,272.66

Apple CentreBotswanaSupply of computers for SSS13.11.91P 609,688.00

AdamBotswanaSupply of vehicles1994/95P 149,840.00

Computers BotswanaBotswanaSupply of plotter and omce equipment for thePIU1993/94P 38,000.00

Date of ContractContract Cost

11 Company NameNati

onalityResponsibilityDate of ContractContract Cost

12 Cpmpany NameNationalityResponsibilit# ''Date of ContractContract Cost

13 Company NameNati

onalityResponsibilityDate of ContractContract Cost


14

15 Company NameN

ationalityResponsibilityDate of ContractContract Cost

16 Company NameN


Company NameNationalityResppnsibilityDate of ContractContract Cost

17

(X)Dee Ess (Pty) LtdBotswanaSupply of special furnit

ure18.10.91

P 48,822.00

Nala Timbqr? 'B tsWàna'?Supply of qpecial furnitu

re18.10.91

P 15,565.00

Kutlwano M'etal ProductsBots

wanaSupply of specil furnit

ure18.10.91

P 41,192.60

Roof ProductsBotswpnaSupply of special fur

niture18.10.91

P 220,056.80

Botswana Furniture ManufacturersBots'w

anaSupply of special fu

rniture15.10.91

P 39,305.00

Akanya (Pty) LtdBotswanaSupply of classroom f

urniture05.12.91

P 316,144.00

Bamalete Engineering WorksBotsw

anaSupply of classroom f

urniture04.12.91

P 9j' ,550.00

H. CONSULTANTS ()(i)

/ 01Company NameNationalityResponsibilityDate of ContractContract Cost

Company NameNationalityResponsibilityDate of ContractContract Sum

02

03 Company NameNati

onajityResponsibilityDate of ContractContract Sum

04 Company NameN



05

CIVPRO Sewices (Pty) LtdBotswanaFacilities Management

and Maintenance Study01.03.94

P 70,020.00

N.N. DesignBotswanaFacilities Manageme

nt and Maintenance Study03.11.92P 1,300

,000

David YoungBotswanaFacilities Management

and M aintenance Study03.1 1.92P 1,200

,000

National lnstitute of Research (NIR)Botswana

Resource Mobilisation Study19

.05.95P 249,658.00

Kille and DannhauserBotswanaQuantity surveying se

rvices19.04.90

P 550,000.00

INTRODUCTION

1.1 The Bank Grogp has approved five education projects in Botswana todate amounting to UA 112.823 million. The details are as follows: (i) SecondaryTeachers Training College Project (approved in 1981), with an ADF loan of UA 7.368million', (ii) Secondary Schools and Vocational Training Project (approved in 1985),with an ADB loan of UA 8.160 million and an ADF Ioan of UA 6.447 million', (iii)Education Ill Project (approved in 1987), with an ADB Ioan of UA 25.00 million andan ADF loan of UA 18.808 million', (iv) Education IV Project (approved ip 1989), withan ADB loan öf UA 25.074 million and an AbF Ioan of UA 4.606 lillion, (v)Education V Project (ajproved in 1990), with an ADB Ioan of UA 11.5 million, ADFIoan of UA 4.9 million and a TAF grant of UA 0.461 millioh. ' ''

1.2 The first project consisted of the establishment of Molepolole TeacherTraining College. The Ioans under the second project were used to finance theconstruction, of 19 new community junior secondary schools and two new vocationaltraining centres, including the provision of furniture and equipment. The third projectincluded the establishment of a further 27 new community junior secondary schools,renovation and expansion of 23 existing senior secondary schools and theconstruction and equipping of the Faculty of Science at the University of Botswana.The fourth project provided 480 new primary school classrooms, the construction of25 new community junior secondary schools and the upgrading of one primaryteacher training college and one education centre.

1.3 The education development plan of 1985-91 indicated that providingaccess to nine years of basic education by expanding access to junior secondaryeducation and improving the external efficiency of secondary education would bepriority areas during the plan period. As part of its attempts to m obilize resources forthe implementation of the education development plan, the Government requested in1990 Bank Group padicipation in financing a fifth education project. The proposedEducation V Project was in Iine with the Government's development plan and theBank's education sector policy. An appraisal m ission was therefore fielded toBotswana in July 1990.

1.4 The project was approved in October 1990 and completed inSeptember 1996. The Borrower's PCR was received in November 1997. This repodis based on the findings of the Bank PCR mission of November 1997, Bank projectrecords and the Borrower's PCR.

2

2. SEQTOR GOALS AND PROJECT OBJECTIVE-S

2.1 Sector Goal

The goal of the Sixth National Qeveloèment Plan (NDP6) of 1985-91was to provide nine years of basic education to the majority of schoul age childrenenabling 70% of those who complete primary èdudation io have access to juniorsecondary education by 1995. The NDP6 also àimed to improve the externaiefficiency of secondary education.

' 2.2 Proieci Ubiectives

2.2.1 ln pursuance of the above sector goal, the objective of the project wasto increase the enrolment capacity of the coYmunity junior secondary schools(CJSS), improve the external efficiency of seniot secondary schools (SSS'), andcontribute to an improved efficiency of educational management. To achieve these

.

f .objectives the project aimed to establish 11 new junior CJSS.S and expand 21existing clsss', provide computer equipment, technical assistance in the preparationof teacher training and course materials, and training in the form of in-service trainingfor teachers concerned in the computer awareness program for 23 SSSS', conducttwo studies, one on resource m obilisation ahd managem ent of the educatioh systemand the other on management and maintenance of school facilities.

2.2.2 The major assumption made in the design of the project was that theGovernment would be able to provide the dudgetàry allocations required to meet thecapital and recurrent costs generated by the project. No major risks were anticipatedin thè implementation of the project as thls wàs the fifth Bank education ptoject inBotswana and substantial experience in implementing Bank education projects hadbeen achieved.

2.3 Proiect Description

At appraisal the project consisted of the following components:

Communitv Junior Secondarv Schools (CJV- - )S

Construction, furnishing and equipping .of 1 1 adm inistration blocks, 160classrooms, 41 scienèe blocks, 18 m ulti-purpose halls, 11 librâry/artrooms, 29 8-unit toilets, 12 lz-unit toilets, 4 generator houses and 219staff houses including the provision of 4 generator sets and 5 watertanks, as well as solar heating to houses. electrical installations andexternal works. A!I the above being distributed over 1 1 new CJSSS andextensions to 21 existing CJSSS.

2.3.1

(i)

3

(ii) Compuler Awareness for Senior Secondarv Sçhools

Supply and installation of 23 sets of 5 computers and one printer each,with associated soO are.'

(iii) Recurrent Cost Studies

(a) Resource Mobilisation and Management Study(b) Facilities Management and Mpintenance Study

. ..- . ' é ' J .. . . .1 ' ' . '. . . . .( .

(iv) Proiect Imnlementation Unit

Provision of funds to meet operational costs related to theimplementation of the project and equipment for the PIU. '

2.3.2 The implementation of these components required the followingcategories of expenditure: .'

(A) Civil Works,(B) Furniture,(C) Equipment,(D) Technical Assistance,(E) Training,(F) Consultancy Services,(G) Operating Costs.

Civil W orks

2.3.3 The civil works were to be divided between 1 1 new community juniorsecondary schools and extensions to 21 existing ones. AIl the school buildings wereto be built to the same standard designs utilised in the implementation of theprevious Education IV Project. The only difference was the introduction of a newdesign for a separate Iibrary and ad room in one block. The 11 new schools were tohave a total of 48 streams providing 5,760 student places broken down as follows: 2schools having 2 streams, five having 4 streams and four having six streams. The 21extensions would add 32 streams to the existing schools, increasing their capacity by3,840 places. In addition to classrooms, aII the enlarged schools were to receive oneadditional science rboni and an additional m ulti-purpose hall. The new two-streamschools would each have a gross floor area for teaching and administration of 1,618m2, the four-stream 2,224 m2, and the six-stream 3,201 m2. The total built area fornew schools and extensions would be 54,269 m2, of which 13,481 m2 were to be forstaff housing (221 in aII).

2.3.4 The Iocation of the new schools were chosen with regard todemographic projections and the anticipated increase in demand for secondaryplaces from primary school leavers, following consultations with Iocal authorities. The

4

considerations leading to the decisions to extvnd existing schools were based on asim ilar analysis.

Furnilure

2.3.5 Furniture was to be provided for the adm inistration blocks, libraries,classropms, m ulti-purpose halls, science rooms and the staff houses. Classroomswould have single shelf desks of timber and stçel fram e construction and steel frameand plastic seat chairs. Libraries pnd other teaching spaces were to be furnished

J with tàbles of timbèr td: ànd steel frànje @n# indikjdqal chàirs. Special furhitpre items '. . ' . ' . ' . . .. . :. . .. . - . . . - . '

. . . .

consistèd of Woodworkihj and metalièrking àèhèhe: in iie téchnologf rools, 2in and cooking demonstration benchè: in the home economics rooms andsew g

Iaboratory tables in the >cience rooms. AII school furniture was to be made to thestandard designs used in the Education IV Project. Domèstic furniture in the form ofbeds, chairs, tables and cupboards was to be proyided for the staff houses.

Equipm ept

2.3.6 Basic office equipment, including typewriters, duplicator andphotocopier were to be provided for alI new adm inistration blocks. The teachingareas were to have domestic science and kitche'n equipment, utensils for the hom eeconomics rooms, technical drawing tools, and m'aèhine 'and hand tools. The sciencerooms were to be provided with the necessary range of chemicals and basic physicsand chemistry equipment, instruments and glassware. Classrooms were to have arange of teaching aids including wall charts and audio-visual teaching equipment forroups of 14. The art rooms would have drawing boards and materials and the9Iibraries would be provided with special display units and trol.leys. A set of bookswould be provided for each new pupil place created in the new and extendedschools. Each school was to be supplied with a full set of sports equipment forvarious games and field events.

2.3.7 Twenty-three government and government-aided senior secondaryschools were to be supplied with computers. Each school would receive 5 machinesand one printer, including software.

2.3.8 The project included provisions for four 4-wheel drive vehicles to beused by the PlU for site qupervision. A plottqr and CAD workstation were to beprovided for the PIU to enable the computerisation of alI site plans and as-builtdrawings.

Technical Assistance

2.3.9 One person-month of internationally recruited specialist services wouldbe provided to prepare teaching materials and conduct a workshop for localcom puter educationalists for the computer awarenesk com ponent.

5

Traininc

2.3.10 Short-term in-service training was to be provided for the teachers whowould be responsible for teaching the computer awareness course in the schools.

2.3.11 A series of seminars on financial management would be conducted aspart of the Resource Mobilisation and Management Study. ln addition, a one-yearscholarship was to be provided for training abroad in the area of education finance.

Consultancv Services

2.3.12 Consultancy services under the civil works included quantity surveying,electrical engineering and architectural services for the preparation of site plans forthe new schools.

2.3.13 An internationally recruited consultant was to join the team of theNational lnstitute for Research specialists to assist in the dèsign of researchinstruments and analysis of data under the Resource Mobilisation and ManagementStudy.

2.3.14 Consultancy services in connection with the Facilities Management andMaintenance Study included an internationally recruited specialist to advise onfacilities management system , and two senior clerks of works to jurvey existingfacilities and prepare a maintenance manual to be used in CJSSS. The consultantsproviding professional services in the preparation of site plans for the new schoolswould also update the site plans for aII existing CJSSS for inclusion in a facilitiesinventory.

Operatinn Costs

2.3.15 The provision of operating funds would cover salaries for the PlUdirector for the project's entire implementation period of 30 months, a new post ofplanning omcer for the same period, 24 person-months of clerk of works, and othercosts related to the implementation of the project (communications, office materials,vehicle running costs, etc.).

6

3. PROJECT FORMULATION

3.1 Origin

The goals of the NDP6 included expansion of access to juniorsecondary education and improvemen't of the emciency of sepior secondaryeducation. As pad of its attempts to m bbilise resources for the implementajion , ofNDP6, the GOB requested in 1990 Bank Group participation in financing theestablishment of 11 new CJSSS, eytension of 21 existing CJSSS, and theintrodqction of 4 cômputqr awarèneks progrpm jp 23 exi>tinj SSS>, MbWqyer, in èView Of the ràpid schogl expansiön that Was oéctir/ihj it tne timé anc the màgnEitudef the resources required tö provide nine yqars of basic eduçatipn, it was deemedOnecessary during the appraisal missipn to incltu4e in the .project activities a recurrentcost study aimed at providing resource mobilisation and m anageme'nt alternatives forthe entire education system , and a study of facilities management and maintenanceof CJSSS.

3.2 Preparation and Anpraisal

The Government prepared the project and provided data anddocuments on the basis of which the project was appraised in July 1990. Theappraisal report was very comprehensive and system atic in its description of allaspects of the project.

3.3 Negotiations and Apnroval

3.3.1 During the negotiation of the loans at the Bank's headquaders, theBank's Management raised concern about the .low rate of disbursement for mostBank Group financed projects in Botswana. The Government was advised to monitorthe timely submission of documentation required for reim bursement applications bythe executing agencies and Iine ministries. In retrospect, this concern proved to bespecifically appropriate since several disbursement problqms were experiencedduring the implementation of the project.

3.3.2 Concerning the financing plan, the Government informed that OPECFund Nvas interested in the padicipation of the project. lt Was agreed in principle thatO PEC Fund should be accommodated. However, in order not to delay thepresentation of the project to the ADB Board, it was agreed that two options wereopen to thq O PEC Fund. The first was to finance pad of the Government'scontribution, such as, the foreign exchange part. The second option was topadicipate in the ADB component. The first option was preferred by both padiessince the cofinancing wouîd then be done on a bilateral basis and this was thearsangement Iater made.

3.3.3 Following the loan negotiations, the project was presented to the Boardand approved on 29 October 1990. No specific issue was raised by the Bank.

4. PROJECT IMPLEMENTATION

4.1 Effecliveness-and Start-up

4.1.1 There were S o padicular conditions to be fulfilled prior to the entry intoforce of the Ioan agreements. These were form ulated as follows: prior to the entryinto force of the loans, the Borrower shall:

i) have given evidence to the Bank/Fund that aIl sites required for theconstruction of the 11 CJSSS have been secured and allocated to the

project', '

have given evidence to the Bank/Fund that adequatq facilities areavailable at the 23 SSSS to receive com puter equipment.

ii)

4.1.2 lt took 17 months, following the approval of the Ioans, before theybecame effective. However, this situation did not delay the actual implementation ofthe project since the Government met aII project expenses from its budgets.Tendering and award of civil works contracts went ahead as planned and theconstruction was practically completed by March 1992, when the loans becameeffective.

4.1.3 Thé other conditions attached to the Ioans and grant were formulatedas follows. The Borrower shall:

i) submit to the Bank/Fund, prior to the completion of the project, astructured action plan for meeting the realisations of UPE (UniversalPrimary Educatiön) under NDP 7',

submit to the Bank/Fund a copy of the final repod of the on-goingJSEIP (Junior Secondary Education Improvement Project) as soon as itbecome available',

assign a planning officer to assist the Director of BEPU no Iater thanJanuary 1991.

4.1.4 In retrospect, the two first conditions were t9o general and not directlyIinked to the implementation of the project. There is no indication that they werespecifically fulfilled. However, the information required by the Bank, as specified inthe two conditions, was generally available from the Ministry of Education through awider range of publications. Although condition (iii) was specisc, and might havebeen useful in Iinking the activities undedaken by the BEPU with the activities of thePlanning Unit in th4 MOE, it was not fulfilled. This could have been the major reasonfor the delay in implementing the Resource Mobilisation and M anagement Study andfor not implementing the scholarship in education finance.

*

'--r ,8

4.2 Modifications

The major modification to the project was the change in the financingplan follpwing agreement at loan negotiations tp incluàe OPEC Fund for financing ofthe foreign exchange component of the Government pad. Otherwise, the project wasimplemented as planned with a few m inor modifications. The technical assistance inconnection with the computer awareness component was not utilised since adequatetraining was included in the tender for the supply and installation of the computers.The one-year scholarship in education finance was not im plemented, probably due toan ovqrsight: Nö pthér sati&fad4ry çxplàqatioq *tf giyçrl 4t th: titne bf thë PCR

. ) '' . . . ' .. ' . '. .- .. . . .' . . . .:. . . . ' - . ' ''. - . . . :

m ission. '

4.3 lmolementation Schedule

4.3.1 The project was to be implemented over a period of 30 monthp, stadingin October 1990. A comparison between thè appraisal estimate and the actualimplementation schedule is shown below: '

/lk (ltis/ith/

Site plans completedCivil works tender documents preparedSuwey of 23 SSTS completedTenders invited for civil works

Tender evaluation commencedBEPU planning officer recruited

Tender docs. for furniture preparedTender docs. for equipment preparedBegin preparation of m aintenance manual

ADB approval of civil works tendersTenders invited for furniture and equip.Construction begun on alI sites

' Procurement of furn. and equip.Recurrent cost study begunCompletion of constructionDelivery of furniture and equipmentCompletion of recurrent cost studyCompletion of maintenance manualEnd of defects Iiability periodEnd of project activities

*/ With exception of one site which was delayed until March 1994 (the contract waseventually terminated and completed by another contractor).

ApDraisal

Nov. 1990Nov. 1990Nov. 1990Nov. 1990

Dec.1990Dec.1990

Jan.1991Jan. 1991Jan.1991

Feb. 1991Feb. 1991April 1991

May 1991Jufy 1991Dec. 1991Nov. 1991April 1992June 1992Dec. 1992Jun 1994

Actual

As plannedAs plannedAs plannedAs pîanned

As plannedNot done

As plannedAs plannedAs planned

April 1991April 1991As planned

Aug. 1991June 1995March 1992*March 1992Sept. 1996Dec. 1992March 199bSept. 1996

4.3.2 Apad from the completion of the recurrent cost study, and the oneconstruction site mentioned above, the project was implemented on time.

4.4 Renortinc

4.4.1 In all, 8 project progress reports were submitted as follows:

Repod No.1: 1st, 2nd, 3rd and 4th quaders 1991Repod No.2: 1st and 2nd quader 1992Repod No.3: 3rd and 4th quader 1992

''

'R rt No 4: 1st and 2nd quarter 1993epO .Report No.5: 3rd and 4th quader 1993Report No.6: 1st and 2nd quarter 1994Report No.7: 3rd quader 1994Repod No 8: 4th quarter 1994 and 1st, 2nd and 3rd quaders 1995

4.4.2 Although the repods followed the Bank's format' in principle, theycontained very little financial information. Neither expenditure nor disbursements

were shown. In fact, the PCR mission obsewed that no consolidated projectaccounts were kept by the PIU. Fudhermore, there was no systematic feedback fromthe Ministry of Finance on reimbursement claims which would have enabled the PlUto know the disbursement status on the Ioans and the grant and to report to the Bankabout any difficulties. So far, no audit reports have been subm itted.

4.5 Procurement

4.5.1 As agreed during the Ioan negotiations, the procurement of goods andservices was to be carried out according to the methods specified in the appraisalrepoft:

i) international competitive bidding (lCB) for the civil works;

Local competitive bidding (LCB) for furniture'.

international competitive bidding (ICB) for school equipment andcomputers for the SSSS;

Iocal shopping for the equipment for the PIU; and

shodlisting for technical assistance and consultancy services.

iv)

v)

4.5.2 The procurement was carried out as planned. The Bank's rules ofprocurement of goods and services were followed in aII cases.

10

4.6 Financial Sources and Disbprsement

4.6.1 The sources of snance and snancing plan by source and category ofexpenditure were to be as follows: '

Table 4.1Sources of Finance as Anreed at Loan Nenotiations

(UA millions).. - '' :. ; ' F E . */T E L C . @/ZC T O T . % ' .

' ' ' ' . '

ADB 1 1, 500 61.98% 0.000 0.00% ' ' 1 1.500 ' 40.99%ADF 4.900 26.41 /e 0.000 0.00% 4.900 1 7.46% . .

TAF 0.070 0.38% 0.391 4.1 le/o 0.461 1.64%OPEC FUND 2.085 1 1.24% 0.000 0.00% 2.085 7.43%GOV û.000 0.00% 9. 1 12 95.89% 9. 1 12 32.48%TOT 18.555 9.503 ' 28,058 '

Ta b l e 4- . 2F-inancinn Plan bv Source and Catepow of Exp-en-diture

(UA mijions)

ADB ADF TAF OPEC FUND GOV Toî l(A) Civil Works 10.352 3.984 1.783 7.231 23.350(B) Fuknituiè 0.210 0.092 0.125 1.270 1.697(C) Eqbipinent 0.938 0.795 0.025 0.177 0.246 2.181(D) Tëchhical Ae stance 0.003 0.004 0.007(E) Training 0.055 0.025 0.080F) Cbnsultancy - ' ' ' - -' ' '( 0.381 0.051 0.432G) O erating co-q 0 o26 ' '''' ''- - - - ' ' '( p . 0.285 0.311Total 11.500 4.900 0.461 2.085 9. 112 28.058

4.6.2 The planned and actual expenditure per year and category ofexpenditure are given in the two tables below. The corresponding tables in Pula areShown in Annex 5. The total cost of the project was UA 8 million lejs thanappraised, or 28.5 0/c. However, the difference was Iess in Pula terms, at 16.2 % . Theexplanation for this disparity is that all the project costs were paid in Pula, whichdepreciated considerably relative to the UA during the coursq of the project (from 1UA = Pula 2.4635 at appraisal to 1 UA = Pula 5.3014 at cu

.rrent rate). The largestsaving is in the catejory of civil works (Pu!a 1 1.613 million, or UA 6.644 million).Since the project was implemented as 'designed, the apparent concfusion is that thecosts of the civil works were substantially over-estim ated at appraisal. However, thefast and early implementation of the civil works no doubt resulted in some genuinesavings. On the other side, operating 'èo%ts and the cost of consultancy serviceswere much higher than the appraisal estimates.

Table 4.3Planned Exnenditure per Year and Catenorv of Exp-enditure

(UA millions)

1990 1991 1992 1993 Tùu I(A) Civil Works 22.115 1.235 23.350(B) Fù-initbie 1.617 1.697(C) Eiùijment :.109 1.275 :.798 2.181(DjTec6h. Ax eariie 0.005 0,001 0.007(E) Tr:iiiini 0.U15 0.U66 0.08ö(F) c 0.29b 0.141 0.(G) O/érating cdeq' ' U '159 ' 0 137'* - ' 0 005-- '' 0 31 1 'Toùl 0.109 25.476 2.379 0.005 28.058

. (

Table 4.4Actual Exnenditure per Year and Categorv of Exnenditure

(UA millions)

i99i 199$ iii2 $993 i 9ik 194% i99i ,197 Total(A) civil works 12.à58 3.à'6d 6.'hdà ù.lik' 0.065 16.506(B) Furniture 0.*3 t.23à 0.07ï b.ù5i 0.913(c) puïpmeni o,2oà d.hài d.1%i' d.bid à.às7b i àn Assistance -' ' o ùo0( ) e c . .(* #raining à.oà2 b.oàj(F) donsultancy d.069 0.1#j t.'i19 c.2ib b.i-id 0.&i ù.ùt'b ù.lij ù,9s#(G) dperating costs à,:95 t.bid 0.822Totai 0.069 13.758 3.d39 t.914 ù.i9s à.ï4i 0.d23 o.ï19 2o.os8

4.6.3 The actual disbursements from the Bank/Fund are shown in Table 4.5.The corresponding figures in Pula are shown in Annex 5.

Table 4.5A- ctual Disbursements per Year and Cateqorv of Expenditure

(UA millions)

Aœ Loah1992 1993 1994 1995 1996 1997 Total

(A) Civil Works 6.575 0.072 6.647(B) Furnitùre 0.182 0.182(C) K uipnient =Total 6.758 0.072. 6.830

AX Lo an. .- .. .

yqg; yqq, . jq,4(A) Civil Works 2.197 ' 0.161 -(B) Fu rniture 0.058 ' - '(C) Q uijment ' 0.028 '(D) Téihn. Assis tance 'Train ini' -(QCo-l'ié-u Itancy ' - - '( O

(G) 0- - 'iating cos ts' 'peTotal ' ' 2.256 ' 0.161 '

. ou . . 4 oou -- v - - * . -.1 9- w . ., w'v 1997 Tota I2.3580 '058 '0.028

'

0.000'Q.Q1 1

--

; gx ..

() . ---. -. - . - .. .-.IUZ 0.078 0.040 0.2950 1 13 ' ' -' 0 078- 0 (140 ' - 2 8O6' ' y.

Table 4.6A- ctual Financing by Source and Catenory of Expenditure

(UA milliois)

ADB ADF TAF OPEC FUND GOV Tou l(A) Clvll Works 6.647 2.358 1. 186 6.315 16.506(B) Furnlture 0.182 0.058 0.673 0.913(C) Equipment 0.028 0. 117 0.712 0.857(D) Technical A--ennce 0.000 ' 0.000 N 0.000(E) Tra lnlng . 0.01 1 ' . : - .-. -0.009 : 0.002. . . . , g .k .(F) Consultancy 0.054 0.9û3 . 0.957(G) Operatlng Coec 0.295 0.527 0.822Total 6.829 2.8% 0.000 1.303 9.121 , 20.057

4.6.4 Thè actual financing by source and category of expenditure, shown intable 4.6 above, has been calculated from the previous tables and the disbursementrecords from the OPEC Fund. The corresponding figures in Pula i. re shown in Annex5.

4.6.5 From the above figures, it may appear that the Government ended upfinancing 45.5 OA of the total project cost, and that the TAF grant was not utilised atall. However, the PCR mission established that there are some undisbursedreimbursement claims still pending from the loans and the grant. The outstandinjclaim under the ADB loan is Pula 3.414 milliop, which is equivaleht to UA 0.677m illion at the current exchange rate. The pending claims under the ADF Ioan amountto Pula 4.4 m illion, equivalent to UA 0.87 million. UA 54,425, which should havebeen claim ed against the TAF grant has been e'rroneously paid from the ADF loanand should be credited to the ADF loan.

4.6.6 W hen the above claims have been made, the total disbursement fromthe ADB loan will be UA 7.507 million. UA 3.95 m illion of the undisbursed portion ofthe ADB Ioan was cancelled on 30 June 1946 at the Government's request. ThisIeaves a small balance of UA 0.04 million of the ADB Ioan. For the ADF loan, thecorresponding figures will be UA 3.676 million disbursed and UA 1.224 millionundisbursed balance. W hen th: TAF grant has been debited the amount erroneouslypaid from the ADF loan, and the remaining claims are met, the grant is expeded tobe fully utilised, and the undisbursed balance under the ADF loan increased to UA1.278 (1.224 + 0.0544) million

4.6.7 W hen the above disbursements and adjustment have been made, theGovernment's pad of the project cost will be reduce'd to UA 7.164 million, or 34.8 0/0.The estim ate at appraisal was 32.48 % , which is quite close to the actual figure.

4.6.8 The Government is interested in utilising the anticipated savings of UA1.278 million from the ADF loan to provide com puters for CJSSS. This will reinforcethe main objective of the project and the present PlU has the capacity to implement itin a short period.

5.

13

OPERATING PERFORMANCE AND RESULTS

5.1 Overall Assessment

Practically aII project outputs were realised as envisaged at appraisal.The CJSSS the project established are in operation. They are well equipped and arein good physical condition. Some of the computers provided to the SSSS are still inuse but m ost of them have been replaced with more modern computers financed bythe Government and the communities. The school plans apd the maintenancemanuals produced by the studies are also in use. It could therefère be argued thàt

the project design was appropriate.

5.2 Oneratinc Performaice

5.2.1 The 1985-91 NPD6 aimed to provide junior secondary education to70% of the students who complete the primary level (grade 7) by 1995. However, a100% transition rate from primary schools to junior secondary schbols was achievedin 1994, ensuring universal access to nine years of basic education. The projectcontributed to this expansion of education oppodunities at the junior secondaryeducation Ievel by creating 9,600 school places. At appraisal, in 1990, there were46,060 students in the junior secondary schools. In 1994, when the project schoolswere completed, there were 62,102 students in the junior secondary schools. Theincrease in school places under the project has also contributed to the reduction inthe average class size from 45 students at appraisal to 40 students at PCR. Inaddition, the provision of teaching materials and equipment has improved the qualityof instruction at the project schools and the provision of housing for teachers hascontributed to the attraction and retention of teachers in the project areas.

5.2.2 ln order to sustain the 100% transition rate from primary to juniorsecondary and to provide capacity for the three-year junior secondary schoolprogram, which was re-introduced in 1996, an expansion program was staded in1995 under NDP7 (1991-1996) and will continue during NDP8 (1997-2003). In 1997there were 77,248 students in the junior secondary schools. This number is expectedto increase by about 50% to 1 15,830 students in 1998 when the three-year juniorsecondary system will be complete.

5.2.3 The expansion of the junior secondary system was matched byincrease in the supply of teachers and the student to teacher ratio is Iow (17:1).However, a consequence of the expansion of the system is that the student body isnow composed of a wider range of abilities. This presents a major challenge forteachers in implementing the curriculum effectively and has im podant implications forteacher education. ln addition, to prepare students for the world of work, the juniorcedificate curriculum has been revised and expanded to include more practicallyoriented subjects. To meet the needs of students of different abilities and toimplement the diversified curriculum , the Government has restructured the teachertraining system , introducing new approaches such as extended internship of traineesin the schools and expanded the in-service teacher training program.

14

5.2.4 By providing computers to senior secondary schools, the com puter

awareness component of the project generated interest in computer stodies bothamong teachers and students, and provided oppodunities, although lim ited becauseof the relatively sm all number of computers provided to each school, to usecomputers. It is apparent that the desired effect of creating com puter awareness hasbeen achieved as reported by the staff of the schools visited. Fëedback fromgraduates also indicates that the computer skills acquired have been beneficial inwork situatipns. At present, some of the SSSS offer computer studies as part of thegenerql cuqriçulqm apd alI CJSSS iave cgmpqtçr Iabgrqtories, some qf thçm fullyi d with modern èomputèrà. The Q'OE has' Jnibprked on à tomptéhensikeequ pje

computerisation program for al1 CJSS and SSSS entirely financed by theGovernment and the comm unities.

5.2.5 The study on facilities m anagement and m aintenance has been verybeneficial. The suwey of existing facilities and the introduction of a comprehensivemaintenance m anual for alI CJSSS have provided guidance in the expansion andmaintenance of school facilities. This was evident at alI sch6ols visited by themission, which were found to be in good physical condition. Regarding the impact ofthe one on resource mobilisation and management has been com pleted but itsimpact is still unclear, as the MOE's review bf the study has just been finalised andits outcome has to be put in practice. It is expected that the study will contribute tobetter planning and m anagement of the education system .

13

5. OPERATING PERFORMANCE AND RESULTS

Overall Assessment

Practically aIl project outputs were realised as envisaged at appraisal.The CJSSS the project established are in operation. They are well equipped and arein good physical condition. Some of the computers provided to the SSSS are still inuse but most of them have been replaced with more modern computers financed bythe Government and the communities. The school plans and the maintenancemanuals produced by the studies are also in use. lt could therefore be argued that

' .

the project design was appropriate.

5.2 Oneratinn Performance

5.2.1 The 1985-91 NPD6 aimed to provide junior secondary education to70% of the students who complete the primary level (grade 7) by 1995. However, a100% transition rate from primary schools to junior secondary schools was achievedin 1994, ensuring universal access to nine years of basic education. The projectcontributed to this expansion of education oppodunities at the junior secondaryeducation Ievel by creating 9,600 school places. At appraisal, in 1990, there were

46,060 students in the junior secondary schools. In 1994, when the project schoolswere completed, there were 62,102 students in the junior secondary schools. Theincrease in school p.laces under the project has also contributed to the reduction inthe average class size from 45 students at appraisal to 40 students at PCR. Inaddition, the provision of teaching materials and equipment has improved the qualityof instruction at the project schools and the provision of housing for teachers hascontributed to the attraction and retention of teachers in the project areas.

5.2.2 ln order to sustain the 100% transition rate from primary to juniorsecondary and to provide capacity for the three-year junior secondary schoolprogram , which was re-introduced in 1996, an expansion program was staded in1995 under NDP; (1991-1996) and will continue during NDP8 (1997-2003). In 1997there were 77,248 students in the junior secondary schools. This number is expectedto increase by about 50% to 115,830 students in 1998 when the three-year juniorsecondary system will be complete.

the5.2.3 The expansion of junior secondary system was matched byincrease in the supply of teachers and the student to teacher ratio is Iow (17:1).However, a consequence of the expansion of the system is that the student body is

now composed of a wider range of abilities. This presents a major challenge forteachers in implementing the curriculum effectively and has important implications for

teaclqer education. ln addition, to prepare students for the world of work, the juniorcedificate curriculum has been revised and expanded to include more practically

oriallted subjects. To meet the needs of students of different abilities and toimplement the diversified curriculum , tihe Government has restructured the teachertraining system , introducing new approaches such as extended internship of traineesif) the schools and expanded the in-service teacher training program.

15

6. I-NSTITUTIONAL PERFORMANCE

6.1 Pplicv and Orcanisatiop of Eàucation in Bptswqna

6.1.1 The Borrower's educatîon policy and poals ps compared to that atappraisal have in general improved. ln 1992, a presidential commission wasappointed to review the education system in Botswana. The commission's repod,generally referred to as the Revised Nation@l Policy on Education (RNPE), wasadopted in 1994. The RNPE puts emphasis on pnivèrsal access to basic education,

. definéd aq the fiist ten yeyrs of educati6q' èfféctike Skçpa/ltibh bf stt/èpls .for the'' . . . ? . : . . ' . .. (; . . . . .... . . .

world of wprk; impfpvqmeit and laihtènahcé of the tualitk of the educàtion systeM',enhancement of the performance and stàtus of the teaching profession', effectivemanagement of the education system', and cost effectiveness ând cost sharing in thefinancing of education.

6.1.2 The major policy change since appraisal is the reihtroduction of the 7-3-z-school system comprising seven years of primary, three years .öf junior secondaryand two years of senior secondary. The first ten years forM the period of basiceducation to which all children of school age have a right, Stading from 1997, thePrimary School Leaving Examination (PSLE) taken at the end of primary level will noIonger be used to determine progression to the junior secondary school Ievel.Although the change to three years of junior secondary education has created moreoppodunities at the senior secondary schools at present, the change will result inincreased demand for senior secondary education in the future. The Governmentpfans to increase the present transition rate of 30% of junior secondary schoolstudents going to senior secondary schools to 5O% by the year 2003.

6.1.3 There has been some reorganisation of the structure of the M OE sinceappraisal, following a 1992 review of the management structure of the m inistry.Some units were merged while some new units were created. Among the new unitsinclude a Division of Planning, Statistics and Research established to m anage alIinformation needed for policy form ulation and planning. Annex 4 shows the presentstructure of M OE.

6.1.4 As a result of GOB's policy to increase access to basic education, theeducation system has experienced rapid expansion since appraisal. However, itsmanagement and support services have not kept up with its growth and it hasbecome increasingly dimcult to manage it from the centre. In order to give the

'

i es necessary for improving theeducation system the management and suppoq serv cquality of education, the system is being decehtfalised. The country will be dividedinto six regional education areas with major functions such as teachîng servicemanagement, curriculum development, teacher training and finance andadministration decentralised.

16

6.2 Performance of Consultants. Contra-ctors, Sunnliers andBorrower

Consultants

6.2.1 The consultancy services required for this project are described inparagraphs 2.3.12 to 2.3.14 above. Apart from the internationally recruitedspecialists mentioned in connection with the two studies, aII consultants wereengaged as planned, from Iocally based firms. The consultants' performance was

' . . .

satisfactol .

Contractors

6.2.2 The civil works were tendered as 10 packajes and involved eightdifferent contractors, of which two were foreign and the rest Iocal firms. Apad fromone contract, which had to be terminated, a11 the others were completed close to thecontract completion dates and within cost estimates. The constduction quality wassatisfactory.

Sunnliers

6.2.3 According to the BEPU, there were no specific problems with any of thesuppliers. All furniture and equipment were delivered on time and are of satisfactoryquality.

Proiect Mananement (Borrower)

6.2.4 The Boipelego Education Project Unit (BEPU) in the Ministry ofEducation was responsible for the implementation and financial control of the project,including liaison with the Bank and the OPEC Fund, which was co-financing part ofthe project. From the way the project was implemented, it was apparent that theBEPU'S strength is construction m anagement. The civil works were, therefore,im plemented without delay and in a very professional m anner. Concerningprocurement of equipment and furniture, the unit also performed well. The weaknessof the unit Iies in financial record keeping and follow-up on disbursement issues. Theunit also operates in too much isolation from the Planning Unit in the Ministry ofEducation. This was probably the main reason for the Iong delay in implementing theresource mobilisation and management study. However, the overall impression isthat the project was well managed. AII the facilities have been built as planned andare functional.

17

7. SOCIAL AND ENVIRONMENTAL RESULTS

7.1 Social Results

7.1.1 The project contributed to the expansion of basic education in thecountry. Given the close relationship between basic education and poverty reduction,the project had a positive social impact. By esl/blishing CJSS in places were noneexisted before, the distances that children have to walk 'to get to school have also

been reduced substantially in some project areas.' . .

' - . . . . . . . ' . .' ' . '

7 1.2 By inireasing oppodunities for èomputeq education, the projeci ailedducttvity of SSS graduâtes. Thus, given theto enhance the employability and pro

established relationship between employment and p6verty reduction, the socialimpact of the project has been positive.

7.2 Environmental Results

The construction of the project facilities has not had any negativeenvironmental effects since the buildings are unobtrusive one-storey structures andcareful Iandscaping was an integral pad of the civil works. ln many places theschools have continued the programme of planting neF trees and preservingindigenous vegetation. lndeed, one of the schools obtained an environmental rewardas the best landscaped public institution in the country. Additionally, all the staffhouses buift have soiar heating paneîs for hot water supply. The school buildings arenaturally ventilated with exception of one computer room in each school, which hasair conditioning.

7. 3 W omen in Develonment

7.3.1 At appraisal, female participation rates were slightly higher than thoseof males in b0th primary and secondary schools. Females coniprised 52% of thetotal pupil enrolment at the primary Ievel and 53% at the secondary Ievel. Thesituation remains the same at PCR. These national avèrages also hold for the projectschools. Thus in Botswana, females are not at a disadvantage with regard to theprovision of education. Cdnsequently, as far as access to education is concerned,

there were no female-related gender issues that the project had to address.

7.3.2 However, at the secondary Ievel, the dropout rate among females ishigher than that of boys. Pregnancy is the chief reason for girls dropping out ofschool at this Ievel. There is also some gender stereotyping in the curriculum ,especially with respect to the teaching of practical subjects. Home economics is stilllargely for girls and other practical subjects such as woodwork. are Iargely for boys.Designing and implementing intementions that will address these issues is thereforea major challenge for education practitioners, school administrators, parents andother concerned members of the society if equitable outcomes are to be expectedfrom the provision of education.

18

8.

8.1 Investment in education continues to be a government priority inBotswana. At appraisal in 1990, 22 0/o of recurrent ekpenditure went to education. ln1996, recurrent expenditure for education represented 27% of total recurrentexpenditure. Under the NDP8, 29% of the total recurrent expenditure and 15.5% ofdevelopment expenditure are allocated to education.

S-U-STAJNABILITY

8.2 The largeqt share of dqvelopmeqt expenditure will go to the secondaryeducation sub-sector to cover completion of ongoing expansion of junior secondàrysch6olé and the expansion of senior seconedary schools.

8 3 The Government will continue to provide basic educatibn free but@ .

beyond this level beneficiaries will be required tp contribute in varying degrees to thecost of their education. There is already a substantial comm unity involvement in themobilisation of resources for school expansion, provision of additional equipment andm aintenance. ln one of the schools visited the com munity prokided an excellentkitchen and in another the Parent Teacher Association bought additional computersfor the school. Each school has a governing board made up of comm unity members.This facilitates greater public padicipation in the funding and management of theschools.

19

9. PERFORMANCE OF THE BANK

' 9.1 Proiect Obiectives aqd Justiscation

The Bank 's interpretation of Botswana's education sector priorities, asstated in the National Development Plan of 1985-91, and the resultant projectobjectives and Ioan conditions were appropriate. The project was designed torespond to GOB's major concerns of expanding access to junior secondaryeducation and to improve the efficiency of seqior secondary schools. This obiectivehas been achieved. ' -

é 2 Proiect pmnlementation and Operatinn Outcomes

9.2.1 The project was meant to be implemented over a 3o-month period,from October 1990. Although there was a slippage in loan effectiveness of 11months, this delay did not affect the im plementation of the construction component,which was actually completed by early 1992, almost as scheduled.' This was possiblesince the Government met al1 project costs from thqir own resources, preferring touse the reimbursement method for drawing down the loans. During theimplementation period of the project there wqre three technical supervision missionsfrom the Bank's operational depadment (SARD) and five follow-up missions fromSCPR/HARO. This proved to be adequate from a technical point of view. However, afourth supervision mission, preferably in 1994 or 1995, should have been undedakento address the soft components of the project such as the recurrent cost study andthe associated fellowship in education finance as well as the outstandinjdîsbursements issues.

9.2.2 The only problems encountered were in connection withdisbursements. Because of poor record keeping in the Bank, previously approvedcontracts went missing and had to be re-submitted by the Government on several

à ions The PCR . mission found that there were outstanding reim bursementOCC S .Iaims that went back two years. However, mistakes were àlso made by the M inistrycof Finance by claiming grant expenses under the ADF Ioan and by using incorrectfigures for allocated amounts for the various categories of expenditure on thedisbursement forms submitted to the Bank. The Governm ent is critica! of the Bank'sDisbursement Départment for not responding in a consistent way to correspondencein connection with the various disbursement problems.

9.2.3 ln spite of the foregoing, the Governm ent of Botswana has expressedoverall satisfaction with the implementation of the project on account of theappropriate design on which it was based. By providing 9,600 new junior secondaryschool places, an impodant gap was closed in providing nine years of basiceducation to aIl children in Botswana. The com puter awareness program me forsenior secondary schools created an initia! interest in computers, whîch hascontributed to an extensive school computerisation program me now beingundertaken by the Government. The Executing Agency is satisfied with the Bank'ssupervision of the project, especially in the early stages of the project when the

20

contracts for civil works were tendered and approved. Later on, the Governmentclaimed changes in personnel in the Bank led to some misunderstandings and lackof consi>tency in the interpretation of procedures.

9.2.4 The Government informed that the financing from OPEC Fund wasbeneficial since it reduced the foreign exchange requirement on the part of theGovernment. No disbursement problems were encountered.

21

1 0. CONCLUSIONS AND LESSONS LEARNED

10.1 Conclusions

10.1.1 The project achieved its objectives. lt (a) expanded educationaloppodunity at the junior secondary education level by creating 9,600 school placesat this level; (b) improved the external emciency of senior secondary schools byintroducing computer education', and (c) improved the efficiency of educationalm anagement by producing school plans and maintenance manuals that serve asgpides ip the expapsipn and maintenance of @chgol facilitiçsy

10.1.2 The majbr shodcoming of the project derive from the weak coordinationbetween the PlU and the Ministry of Finance and the 'Bank's inadequate supervisiontowards the end of the project. This has resulted in the delay of the processing ofseveral disbursement claims.

10.2 Lessons Learned

10.2.1 Adequate supervision is key to speedy project completion. Except forthe recurrent cost study, this project was implemented on time. However, the study,which is only a minor component of the project, was completed four yeaqp after therest of the project was completed. Although the delay was partly due to theinadequate coordination between the PIU and the Depadment of Planning of theMOE which was responsible for overseeing the im plem entation of the study, anadditional supemision m ission would have assisted the borrower in speeding up theimplementation of the study. The supervision mission would also have assisted insettling the disbursement claims, which are still outstanding although the relatedactivities have been completed four years ago.

10.2.2 Knowledge of Bank procurement and disbursement rules andprocedures is essential for successful project implementation. Lack of familiarity withdisbursement rules and procedure on the pad of the personnel charged with themapagement of various aspects of the project was thç principal cause of thedisbursement problems that were experienced during the implementation of theproject. Training in Bank rules and procedures of procurement and disbursement foromcials engaged in the management of prpjects will facilitate successfulimplementation of projects. Recent changes in Bank disbursement procedures,aim ed at simplifying and speeding disbursem ent applications, and increased trainingactivities for project staff by the Bank's Development Institute should contribute tobetter project management.

10.3 Recommendations

10.3.1 The Bank should conduct more rigorous follow-up of repodingrequirements, especially audit repods.

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10.3.2 The Government is interested in utilising the anticipated loan savings ofUA 1.278 million on the ADF loan to provide computers for Community Junior

I . Secondary Schools. This will reinforce the main objective of the project and the( present BEPU has the capacity to implement it in a shod period. lt is recommended

k that the Bank approve the request.

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BOIPELEGO EDUCATION PROJECTS UNITORGANISATIONAL CHART

DIRECTOR

ADMINISTRATION IMPLEMENTATION PBOCUREM ENT ACCOUNTING

2 STORE KEEPERS 6 CLERK OF WORKS 2 SUPPLY OFFICERS ' 1 FINANCE OFFICER1 ADM ASSISTANT 1 QS 2 ASSISTANTS 1 ACCOUNTANT2 TYPISTS 4 QS CONSULTANTS 2 ASSISTANTS1 MESSENGER 3 ELECTRICAL ENG.WATCHMEN CONSULTANTSCLEANERS

ANNEX 4

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Annex 5

Page 1 of ?

Sources of Finance as Anreed

(Pula millions)

NZ j XTC j $Uy j G---jAD2 2272-0 . o . ô i . öb* o j 2*873-3- 4 079-9NXD 2.071 26.41 ; 0.00 1 .00 o 12-.071 17.46::

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à Financinn Plan bv source and catenow o-f êx' pénditureAnree(Pula millions)

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Tota J-8-J'F 2-. 0-7- t . 1 36 . 1 j 22-.3:7

Pla-nned Expenditure ner Year and Catenoœ of Expenditure(Pula millions)

1-jà0 l fjb j 9-9-2 J 1-9-j3 l 'Tota 1---l(A) Civi Works l 54.480 1 3.042 I l 57.$2-2-1,

4 yj.-jj'-tBj-FvFh-lture l .9 3 l ! . ...jI FCF- q u I p m e n t 0-. 2-6-9 . 1 4 1 $ 1 . 92% j I -5-. 37 3 li

- o-jva'to-r ec n. wlstance c.cn l :'.'D-(r2 : f ,i'tv) Trainlng o.oa./ .1 0.160 I i o.1s7 'ItFl-consu ta ncy 0.714 073'b-2 j I 1.02W1I

wua-jjtG-l-ope rat'rn-i- o*q l 0.392 j .3-3V i 0. -1-2-r---O.j To ta 0 . 9 j 6 . 7627----5-78-6 1 j . 0-1-2 j :71-2-0-1

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Annex 5Page 2 of 2

A- c- tual Expenditure ner Year and Catecorv-of Expenditure(Pula millions)

l fj 9 I F l - 946 tà-f 73-11-IvI or s .6-24 . . . ; . 4-5-9-09

,'(B) urnlture .4 . :72-6 j .1 ( -.64FC u Ipm e n 0-3-5- . :-3 . 7 j 2-.579'( e c n. s s ls tance I 0-.0-0D-

.1 ralnsng . .c-cr ! c-c-û-rl-4 5 4 'B-r-ZB-F . 1 ö'J-sb -.21.3jJ - ons u tancy c''ll-)b .4 j r c.. . . . .aq.g.

. j(G) peratjng osts j I . 6 j .3% 3.j ota.. . ' O717- br@ . .0- j , .8- ô7f1- . b'.'5bB .57277 '

A- ctual Disbursements ner Year and Catenoa of Exnenditure(PuIa millions)

A-5-8 oan j ; .9:-2 f j'gà 'f9- -B :b- 4 947 '-l3ta! f

FA'F'X or . OQ' i ---1-9-53*i @-(BF urnlture . ! i t --2-53XR lPrYn ' 0-XO-u t ! .ota . . . ! -0-,7077

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Actual Financinn bv Source and Categorv of Expenditure

(Pu(a millîons)

AD2 - FE-XFUVD' GD ota 1-)1 -t(A) Clvi orks i 19.539 *4.().17 . 4.255 l 1 5.098 45.904-1J B u rn i tu re $ 0 .53 j 0. 1 72 j 2 1, 1 - 92 1 j 2 . 64 1 jl

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-'(C quI pme nt : . I Q. c 0. 384 j 2.09 j 2. 57971 , . r - - . 9

î'tb-j'- ec nlca Awstance; l -20 I ' l 0.00 j 0.000 :YE-j-Tra i n i ng ! l 0. 045 I -'I - -0- .038 t 0. 03-7-1lt o n w ta n cy ' j o

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(LOANS Nos B/BOT/EDU/91/14 and F/BOT/EDU/91/13) (Grant No ...

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