AFRICAN DEVELOPMENT FUND

RWANDA

SUPPORT TO SCIENCE AND TECHNOLOGY SKILLS DEVELOPMENT PROJECT COMPLETION REPORT

(PCR)

RDGE

February 2019

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I BASIC DATA

A Report data

Report date Date of report: July 31, 2018

Mission date (if field mission) From: July 5, 2018 To: July 14, 2018

Positions At approval At completion Regional Director Gabriel NEGATU Gabriel NEGATU

Country Manager N.A Martha PHIRI

Sector Director Tom HURLEY Oley DIBBA-WADDA

Sector Manager Sibry TAPSOBA Nnenna NWABUFO, DDG, RDGE

Task Manager Michel GUEDEGBE Mulle CHIKOKO

Alternate Task Manager

Erina DIA Philippe MUNYARUYENZI

PCR Team Leader Dr. Paul DOUGNA consultant

PCR Team Members Philippe MUNYARUYENZI, Infrastructure Specialist – CORW, Paul Dougna - Consultant,

C Project data Project name: Support to science and Technology Skills Development Project code: P-RW-IAD-002 Instrument number(s): African Development Fund (ADF) Grant

Project type: Grant Sector: Social Development

Countries: Rwanda Environmental categorization (1-3):3

Processing milestones – Bank approved financing only (add/delete rows depending on the number of financing sources)

Key Events (Bank approved financing only)

Disbursement and closing dates (Bank approved financing only)

Financing source/ instrument1: Financing source/ instrument1: Financing source/ instrument1: Approval Date : November 11, 2008 Cancelled amounts: Original disbursement deadline:

December 31, 2013

Signature Date : March 6, 2009 Supplementary financing: Original closing date: December 31, 2013

Date of entry into force: July 30, 2009 Restructuring (specify date & amount involved):

Revised (if applicable) disbursement deadline: June 30, 2018

Date effective for 1st disbursement: July 30, 2009

Extensions (specify dates): Dec. 2013 (18 months) , Oct. 2015 (21 months ) June 2017 (9 months )

Revised (if applicable) closing date: March 31, 2018

Date of Actual 1st disbursement September 2, 2009

B Responsible Bank staff

RWANDA –SUPPORT TO SCIENCE AND TECHNOLOGY SKILLS DEVELOPMENT PROJECT COMPLETION REPORT (PCR)

AFRICAN

DEVELOPMENT BANK GROUP

2

Financing source/ instrument2: Financing source/ instrument2: Financing source/ instrument2: Approval Date: Cancelled amounts: Original disbursement deadline:

Signature Date: Supplementary financing: Original closing date:

Date of entry into force: Restructuring (specify date & amount involved):

Revised (if applicable) disbursement deadline:

Date effective for 1st disbursement: Extensions (specify dates): Revised (if applicable) closing date:

Date of Actual 1st disbursement:

Financing source/instrument (add/delete rows depending on the number of financing sources):

Disbursed amount (amount, UA):

Percentage disbursed (%):

Undisbursed amount (UA):

Percentage undisbursed (%):

Financing source/ instrument1: 5 854 636 97,5 145,364 2.4 Financing source/ instrument2: Counterpart funding 932,000 155 0 0 Other (eg. co-financiers). Add rows as needed

TOTAL 6,786 636 97.9 145,364 2.1

Financing source/instrument (add/delete rows depending on the number of financing sources):

Committed amount (UA):

Percentage committed (%):

Uncommitted amount (UA):

Percentage uncommitted (%):

Financing source/ instrument1: Financing source/ instrument2: Government: Other (eg. co-financiers). Add rows as needed.

TOTAL Co-financiers and other external partners: Executing and implementing agency (ies):

D Management review and comments

Report reviewed by Name Date reviewed Comments Country Manager Martha PHIRI Sector Manager Joseph COOMPSON,

Manager, RDGE.2

Regional Director (as chair of Country Team)

G. NEGATU

Sector Director Oley DIBBA-WADDA

3

II Project performance assessment

A Relevance

1. Relevance of project development objective

Rating* 4 Overview Relevance (Strategies & Policies): In Rwanda, policies and development strategies

pointed out t h e key role o f higher education, research, science and technology (S&T) and technical and vocational training in bringing about the structural economic changes sought. To this end, the government opted for strengthening the capacity of main institutions of higher learning in Rwanda, such as the Kigali Institute of Science and Technology (KIST) (named later College of Sciences and Technology under University of Rwanda), to enhance their ability to add to the labor market qualified mid and high-level wor ke r s . T he p ro j ec t was t hen i n l i ne wi th the Rwanda Vision 2020 (Pillar 2 Human resources development and knowledge Economy) and Education Sector Policy (2008). Furthermore, the project was also in line with the Bank Group Country strategy paper (CSP) for Rwanda (2008-2011) and during its implementation it was backed by the subsequent CSPs (2012-2016 and 2017-2021). The project was also in-line with The Bank’s Medium Term Strategy (MTS) 2008 to 2012, and The Bank’s 2008 Higher Education Science and Technology (HEST) Strategy identified ICT development, Technical and Vocational Training regional integration as priority areas; the Bank’s Human Capital Strategy (2013-2017) under its pillar of skills and technology for competitiveness and jobs; Job for Youth Strategy (2016-2025).

* For all ratings in the PCR use the following scale: 4 (Highly satisfactory), 3 (Satisfactory), 2 (Unsatisfactory), 1 (Highly unsatisfactory)

2. Relevance of project design

Rating* Narrative assessment (max 250 words)

3 The Project was based on lessons learnt from bank interventions in skills development in general and in Rwanda in particular. Specifically, the project of vocational training (ETO de Gitarama,) and Education III (that supported Kigali Institute of Sciences and Technology from onset) provided information on critical aspects of the skills development to tackle. This project was mainly the second phase of Education III as it was reinforcing KIST by supporting the setting up its new Faculty of Architecture and Environmental Design (FAED). The relevance of the project design can be portrayed through the articulation of activities, and comprehensive package of a chain of interrelated actions. Hence for FAED, a complete package, included the construction, equipping of facilities and staff development in Rwanda and abroad was provided to ensure all aspect of quality training were covered. Similarly, a comprehensive package was elaborated to boost female enrolment in sciences and technology fields by providing scholarships from at higher education level. The project was also assisting the graduates in their transition from university to the labour market through supporting girls in the internship programme. The project design (the scope, implementation arrangements or technical solutions) was sound and remained appropriate throughout implementation as no change was found necessary to achieve the project objectives. Henceforth the formal midterm review was not organized. It worth underlining that some outcomes performance indicators did not follow the logical chain. The impact of the construction of Centers for Innovation and Technology Transfer is yet to be proven. Construction works were completed towards the end of the Project. In the same vain, some performance indicators such as percentage of women enrolment in STEM in Rwanda can hardly be impact by the project alone.

3. Lessons learned related to relevance

Key issues (max 5, add rows as needed)

Lessons learned Target audience

Equal opportunity for women access in science and technology areas.

Creating equal access to female in higher education requires specific actions to improve their initial capacities.

AfDB/MINEDUC

PIU set-up within the line ministry

Set up of a PIU within the Ministry of Education to help involving all stakeholders and quick decision making and enhance direct monitoring of the project performance.

AfDB/MINEDUC

Project performance indicators setting and appropriate activities

A closer logic chain between the activity and the intended outcome should be defined; and appropriate resources need to be earmarked

AfDB/MINEDUC

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B Effectiveness

1. Progress towards the project’s development objective (project purpose)

Comments Provide a brief description of the Project (components) and the context in which it was designed and implemented. State the project development objective (usually the project purpose as set out in the RLF) and assess progress. Unanticipated outcomes should also be accounted for, as well as specific reference of gender equality in the project . The consistency of the assumptions that link the different levels of the results chain in the RLF should also be considered. Indicative max length: 400 words. The project aimed to improve the science, technology and industrial skills base to further economic growth and poverty alleviation in Rwanda and the specific goal was to reduce the shortage of specialists in environmental design and planning (including survey technicians, land surveyors quantity surveyors, architects and urban designers). Component 1: Delivery of Quality Training in Science and Technology: (i) the construction and equipping of the faculty of architecture; (ii) the construction and equipment of 2 CITT at Musanze and Nyagatare; (iii) 4 staff trained at master degree level abroad and seminar organized for staff in the field and (iv) the elaboration and implementation of Knowledge Transfer Partnership program (KTP) aiming at developing partnership between higher training institutions and the private sector. On one hand, supporting the enhancement of curriculum relevance, on the side of students’ projects quality improvement and increased employability; and on the other hand helping private sector in solving a specific technical problem that undermined the private profitability. Component 2: Equal Opportunity Programme in Science and Technology by (i) One-year preparatory program for 200 girls to facilitate their admission into S&T programs in college; (ii) the management of scholarship program for 200 female students enrolled in STEM programs; (iii) internship programs for the targeted females after their graduation; (iv) sensitization on girls’ education in science and technology at higher education level in secondary schools and communities in order to build confidence of female students and community awareness; and (v) scholarship programme for MINEDUC staff for Master’s programme in gender studies. Component 3: Project management: (i) recruitment of technical assistance ie. Project coordinator, Gender Specialist in charge of Monitoring and Evaluation, Project Engineer, Procurement Officer, Finance Officer and Administrative assistant.(ii) hiring various consultancy services for supervision of construction works, KTP and IEC studies;(iii) tendering processes of project construction works, equipment and furniture; (iv) provision of additional office equipment; and (v) project operational costs related to project implementation. The project made satisfactory progress in meeting the key development objectives especially by (i) building institutions capacities to deliver quality trainings that are relevant for the labour market in the critical areas of housing, construction, land management and environmental issues; (ii) uplifting social and economic status for 187 females who graduated in STEM. Also raised awareness and expectations raising for thousands of secondary education pupils both boys and girls. The project execution encountered several bottlenecks such as the long delays in procuring the consultancy services to prepare the architectural designs and obtaining construction permit for FAED building. These delays resulted in construction price increases which reduced the available resources for equipment. There also mismatch between fields of training and the labour market needs for some courses especially microbiology and biotechnology. Jobs for these courses were not readily available on the labour market.

2. Outcome reporting Outcome indicators (as per RLF; add more rows as needed)

Baseline value (Year)

Most recent value (A)

End target (B)

(expected value at project

completion)

Progress towards target

(% realized) (A/B)

Narrative assessment (indicative max length: 50 words per outcome)

Core Sector

Indicator (Yes/No)

Outcome 1: Number of students admitted by KIST/FAED in its specific fields

0

523

200

261

The enrolment in STEM surpassed end target. The bridging programs and scholarships awarded to recipients increased annual intakes in these fields.

Y

5

Outcome 2: Proportion of female candidates admitted to first year ST courses at KIST, KCOT and NUR after tutorial

50%

95

90%

105

190 of the 200 female students selected nationwide in tutorial program passed test for enrolment at KIST, KCOT and NUR. The achievement rate of 95% is higher than projected 90%.

Y

Outcome 3: Proportion of female students graduating in a cohort at KIST, KCOT and NUR after tutorial year

0

98

75

130

Among 190 female students who were sponsored to pursue various STEM related courses, 187 girls graduated with bachelor degrees in STEM related fields. Only 2 girls dropout from the program and 1 student died. The completion rate is higher than projected.

Y

Outcome 4: Proportion of female students admitted at KIST, KCOT and NUR annually

25%

22

35

62

The proportion of female students enrolled in STEM subjects varied from 21 to 24 % annually over the period 2012-2017. For all higher education institutions, the percentage of female students recorded a constant improvement from 39% in 2008 to 45% in 2017.

Y

Outcome 5: Number of new relevant innovations developed by CITT and transferred to local communities & entrepreneurs

0

0

5

0

Musanze CITT is operational since April 2016. The centre offers 3 months basic skills training technologies. With a limited number of staff (3) and resources endowment, the development of innovation and its transfer to local communities are long term endeavours.

N

Rating* (see IPR methodology)

Narrative assessment

3 The project outcomes performance can be rated as good as the rate of achievement surpassed 100% for three outcomes out of 5. Besides, outcomes 4 and 5 can hardly be determined by the project realization. The project was providing the scholarship for about 2% (187 out of 7200) of nationwide female enrolment in STEM and consequently can only have limited impact on this indicator. Nevertheless, the sensitization campaign on girls’ enrolment in STEM may have contributed to the increased enrolment.

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3. Output reporting Outcome indicators (as per RLF; add more rows as needed)

Baseline value (Year)

Most recent value (A)

End target (B)

(expected value at project

completion)

Progress towards target

(% realized) (A/B)

Narrative assessment (indicative max length: 50 words per outcome)

Core Sector

Indicator (Yes/No)

Output 1: Proportion of labs and workshops at FAED with adequate required equipment

0 80 100 80

Laboratories, workshops, classrooms, studios and offices for FAED are equipped but the equipment is not sufficient. Furniture installed is not of good standard. Equipment available does not meet the standard needs for this type of institution. This is the consequence of the re-allocation of resources earmarked initially for equipment to cater for the cost increase of construction works. In addition, the delays in implementation resulted in exchange rate loss thus less money was available to meet the cost of the construction of FAED. The government is expected to fill the gap.

Y

Output 2: New student admissions into FAED

0 42 25 168

Achievement surpassed the expected result. FAED is becoming a regional institution that is attracting students from East Africa and beyond.

Y

Output 3: Numbers of workshops constructed for CITT satellite centers

0 01 02 50

A workshop for CITT Musanze was built and equipped to offer 3 months basic skills training in in welding and fabrication technologies, plumbing, domestic electrical installation, machine tools, solar water hitter, and biomass. At Nyagatare, the milk processing equipment provided was reallocated to institutions not in the project. The initial building constructed for the Centre could not accommodate the equipment due to poor construction standard. In addition, the new location for the equipment is not operational. The government is expected to fill the gap.

Y

Output 4 Number of scholarships offered for TOT (KIST/SEPAD)

0 4 05 of which 2 female

80

Four (4) FAED lecturers were sponsored for postgraduate abroad. The fifth staff, a female candidate did not undertake course identified in Europe due to personal issues. Her scholarship was later cancelled and funds reallocated to other activities.

N

Output 5: Number of TOT local seminars organized for KIST,KCOT & NUR

0 1 06 16

Only one ToT was organised and carried out. Failure to provide funds utilisation report by KIST led to the cancelation of the MoU.

Y

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Output 6: Higher Education policy and strategy finalized and adopted in 2010

0 0 1 0

This was later formulated to be aligned to KTP. For that, a mapping study of companies to be supported under KTP was conducted and 5 companies were selected. Among the five selected companies, 4 achieved the planned target and one failed due to lack of company ownership of the partnership.

N

Output 7: Number of students admitted to tutorial program;

93 200 293 68

The 200 female students selected countrywide were admitted to tutorial program. The final target set includes also 193 female students who had already enrolled at KIST but were not benefiting from this project.

N

Output 8: Number of scholarships offered to female students at KIST, KCOT and NUR

0 190 200 93

190 of the 200 female students in tutorial program passed test for enrolment at KIST, KCOT and NUR and were offered scholarships. 190 scholarships were awarded for the bachelor degree programs in STEM subjects.

N

Output 9: Number of IEC activities organized

0 7 9 77

Among the 9 planned IEC activities, only 7 were approved and implemented. These were implemented through trainings of Tuseme clubs, sensitization campaigns, school meetings and community works.

N

Rating* (see IPR methodology)

Narrative assessment

2 The performance is acceptable. For 5 out 9 indicators the level of achievement is satisfactory (over 80% of rate of achievement). The lower level of realisation was recorded for items (Output 6: Education Policy (no resources were earmarked) and Output 5 Number of Training of Trainers Seminars) was beyond PIU’s control. The overall performance was moderate because of various issues related to construction of FAED and CITTs.

4. Development Objective (DO) rating1 DO rating (derived from updated IPR)*

Narrative assessment (indicative max length: 250 words

3 The project was very focused in pursuing the objectives. For FAED and two CITTs, the realization of tailored facilities and the installation of equipment increased the capacity and the quality of training supply in the critical area of development such as land management, housing, construction and industry sector. By providing efficient support for female enrolment in the STEM subjects and facilitating their integration in the labour market, the project contributed to reducing the gender disparities both in the human capital formation and women participation in economic and social development. However, challenges, such as the delay in hiring the architect for FAED design, the overall performance of the architect, the delay to deliver the construction permit, affected the pace of the implementation as well as the final cost of the construction at the expense of furniture and equipment for mainly FAED. Consequently, the optimal use of these facilities will depend on the Government’s additional resources to enhance the equipment. In addition innovation supported by the project (scholarship program, internship program and knowledge transfer program) remained too expensive and not efficient economically in medium and long term. However, the government has introduced national internship programme under Workplace Learning Policy which is targeting fresh graduates. The government is also implementing a student loan scheme.

1 For operations using the old supervision report and rating system in SAP, the DO rating for the PCR shall be calculated using the IPR methodology.

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5. Beneficiaries (add rows as needed)

Actual (A) Planned (B) Progress towards target

(% realized) (A/B) % of

women Category (eg. farmers, students)

187 150 123 100 Female student benefitted from scholarship program

42 25 168 25 New annual students admissions to FAED

135 n.a n.a 25 New trainees at CITT Musanze 102 n.a 100 Female graduates in ST integrated in

modern sectors

6. Unanticipated or additional outcomes (add rows as needed) Description Type (eg. gender,

climate change, social, other)

Positive or negative

Impact on project (High, Medium, Low)

The social uplifting of female graduates. Underprivileged girls’ enrolment in higher education and their graduation created opportunities for higher paid job, better work environment, social encounters, and conditions of a better education for their kids.

Gender P H

Two students in Architecture won 3rd prize in the AFRIKArchi competition, and their works exhibited all over the world.

Social, Communication

P M

7. Lessons learned related to effectiveness (add rows as needed)

Key issues (max 5, add rows as needed) Lessons learned Target audience Readiness for execution Readiness for execution: Ensuring the

quality at entry and during implementation. Provide high-quality technical studies such as the architectural design or at least ensure an advance procurement of the consultant and ensure the PIU’s team had performance base contract.

AfDB/MINEDUC

Adapting the training programs to labour market constraints

The following field of study: Applied Biology (microbiology and biotechnology). Labour market information should have guided the enrolment as well as the graduates’ internship program. This later should be used to correct discrepancies noted between the initial training and the labour market signals.

AfDB/MINEDUC

CITT Nyagatare’s equipment transferred to a non -beneficiary institution without informing the Bank

Compliance with covenants, agreements and safeguards to be enforced.

AfDB

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C Efficiency

1. Timeliness

Planned project duration – years (A) (as per PAR)

Actual implementation time – years (B) (from effectiveness for 1st

disb.)

Ratio of planned and actual implementation time (A/B)

Rating*

4 8.25 0.47 1 Narrative assessment (indicative max length: 250 words) The timeliness of project implementation is unsatisfactory. The ratio of planned implementation time from the date of effectiveness and actual implementation time from the date of effectiveness is 0.47 implying non-satisfactory performance. The planned project duration was 4 years but was implemented over 8.25-year period, with 3 extensions. The Project was initially intended to close on 30th December 2013, but given the delays in preparing the tender documents for construction, it was extended to March 2018.

2. Resource use efficiency

Median % physical

implementation of RLF outputs financed by all financiers (A) (see

II.B.3)

Commitment rate (%) (B) (See table 1.C – Total commitment rate of all

financiers)

Ratio of the median percentage physical implementation and

commitment rate (A/B)

Rating*

100 99 99 3 Narrative assessment (indicative max length: 250 words) Bank resources were used efficiently as they were spent for activities set for by the appraisal. At the closing date, ADF disbursement stood at 98.8% against the project budget of UA 6.0million, and with a deficit budget equivalent to UA 440 000 on the Government Counterpart fund that is likely to increase with the provision of furniture and equipment to FAED. The project and the Bank did not undertake a formal mid-term review of the project. However, several changes approved by the Bank occurred during the implementation. The resources allocation by category of expenses were modified. To cater for the cost implication of the long delay of the project implementation the component "Works” raised to 72% of the total project cost, against the initial 47% (more than 30% increase). The implementation delay also raised the operation costs from 9.9% compared to the initial planned 5.6%. These increases significantly reduced available resources for furniture, workshop equipment and learning materials key in delivering the quality program. Audit exercise carried out have not reported any significant issue in the use of the project resources.

3. Cost benefit analysis

Economic Rate of Return

(at appraisal) Updated Economic Rate of Return

(at completion) Rating*

15.4 n.a Narrative assessment (indicative max length: 250 words) Due to the delay in construction and provision of equipment, training institutions do not have intakes that graduated or are integrated to the labour market. Data on trend in lifetime salary scale is not available and consequently the cost benefit analysis could not be carried out.

10

4. Implementation Progress (IP)2

IP Rating (derived from

updated IPR) *

Narrative comments (commenting specifically on those IP items that were rated Unsatisfactory or Highly Unsatisfactory, as per last IPR). (indicative max length: 500 words)

3 Compliance with commitments: The project complied with project covenants, environmental and social safeguards and audit compliance. Adherence and compliance with Grant agreements and clauses are satisfactory. The project complied with most of applicable Bank policies. This project was classified as Category 3 under the Bank's Environmental and Social Assessment procedures. According to the Bank's policy, an Environment and Social Management Plan (ESMP) was not required during the implementation of the project. As the project was building classroom and workshops in existing school facilities, almost a few significant adverse impacts were recorded. Project systems and procedures: (procurement, financial management and monitoring and evaluation) strictly followed Bank rules set at the appraisal. As the bulk of the acquisition was related to work and goods and all the procurements were subjected to the bank's pre-approval for awarding the contract, no significant problem was recorded during the implementation. It worth noting that the PIU failed to exercise its mission as furniture provided to FAED were commissioned and supplier paid while furniture does not meet the standard set in the tender document. Monitoring/evaluation mechanism: The project set up a monitoring and evaluation systems to collect data. The arrangement is accurate, but it didn’t roll out effectively. Some project performance indicators (output 5, 6 and 9 and outcome 1 and 4) were not documented over the project implementation period. Project implementation and financing: The PIU achieved acceptable performance in the overall coordination of the project. At the closing date, ADF disbursement stood at 98.8% against the project budget of UA 6.0 million, and with a deficit budget equivalent to UA 440 000 which likely to increase with the provision of furniture and equipment to FAED . The government counterpart funding will then grow to at least 15%. The project had achieved excellent results in promoting female integration in the STEM education and the labour market. A fruitful partnership was also developed with industries and the private sector in general which is vital in improving the quality of training. At the completion, because of the delay in building facilities, an exit strategy was not prepared. Achievement of project physical implementation based on “outputs delivered” against “resources used” based on cumulative commitments at completion very good (98.9%). The project achieved the mains objectives set at the appraisal.

5. Lessons learned related to efficiency

Key issues (max 5, add rows as needed) Lessons learned Target audience Verification of state of construction furniture and equipment at supply

Buildings, furniture and equipment supplied should be certified completely delivered only after installation and satisfactory test running and training. This also implies the identification with appropriated stickers.

AfDB/MINEDUC

Reinforcing the ownership through the End- users involvement in preparing tender document

End-users were responsible for the definition of the technical specification of material to acquire and they were also associated to the commissioning

AfDB/MINEDUC

Language and communication .

Graduates level of proficiency in the official language to be reinforced to increase their competitiveness in the local and regional market

MINEDUC/UoR

Preventive actions to achieve key activities Regular adjustment of project costs per category of expense allow the completion of major activity such as the construction of FAED building

AfDB/MINEDUC

Innovative actions need regular assessments Female graduates’ internship program to be tailored to areas of specialization in order to correct the labour market information distortion

AfDB/MINEDUC

2 For operations using the old supervision report and rating system in SAP, the IP ratings need to be converted from the 0-3 scale used in SAP to the 1-4 scale used in the IPR.

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D Sustainability

1. Financial sustainability Rating* Narrative assessment (indicative max length: 250 words)

2 The establishment and composition of an independent management board for each institution in Rwanda is likely to help in securing operating resources and operational sustainability. Commercial activities at the three institutions (consultation, the sale of students' products to local communities) are viewed as a way to increase the level of self-financing to be developed in the future.

2. Institutional sustainability and strengthening of capacities

Rating* Narrative assessment (indicative max length: 250 words)

3 The project's components related to facilities provision are viable as they are embedded in a well-established education scheme. FAED is a faculty of the University of Rwanda and CITTs are also part the IPRC, a structure responsible for skills development mainly TVET in Rwanda. They will benefit from the existing maintenance policy. The institutions built and handed to beneficiaries are likely to run using the existing policies as owners of the assets and the liabilities of the facilities provided. The project contributed significantly in strengthening institutional capacities of FAED and CITT Musanze in the area of teaching, research and dissemination of knowledge in their respective field of expertise. These capacities will be used once remaining furniture and equipment is provided.

3. Ownership and sustainability of partnerships

Rating* Narrative assessment (indicative max length: 250 words)

2 Some beneficiary institutions such as FAED and CITT Musanze plans to strategize in the catchment communities and private companies. If successful, that will expand the support base for the sustainability of training institutions. The durability of the two innovations experimented by the project is however under scrutiny. Equal opportunity and KTP stopped after initial shorts (two batches for EOP and one for KTP). Although Equal Opportunity Program’s achievements are positive and social and economic impacts are incommensurable, this innovation is not likely to be pursued because of the unit cost (6600 USD per trainee for the entire program) and the national policy (Girl Education Policy 2010) that set a target of 20 beneficiaries per year for the same category of beneficiaries. Similarly, the KTP innovation is not likely to be maintained because of the high unit cost per graduate involved in the program (14 500 USD), and the likelihood for the graduate to be hired by the company remained low (25%). Consequently, these two key innovations already stopped by the GoR could not be considered as cost-effective and future projects should explore other alternatives. However, the concept has been adopted by government in the food quality assurance industry under Rwanda Standards Board.

4. Environmental and social sustainability

Rating* Narrative assessment (indicative max length: 250 words)

4 The project had a limited negative impact on the environment. The new facilities were built in existing sites, and the waste management in these institutions (architects training at FAED, metal fabrication, fielding and electricity maintenance at Musanze) followed the policy in place which was found acceptable and are not likely to have significant environmental impacts. The project had an incommensurable social impact by supporting women equal opportunity in STEM. For the 187 female beneficiaries and their families, the project had a positive and lasting social impact. The positive social impact is also gained by trainees and graduates enrolled in the training institutions built by the project

5. Lessons learned related to sustainability

Key issues (max 5, add rows as needed) Lessons learned Target audience Unit cost of Innovative programs (EOP, KTP) are beyond MINEDUC’s capacity

An early exit strategy (alternative financing) is recommended in the specific case of EOP that has short term tremendous economic and social impact

AfDB/MINEDUC

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III Performance of stakeholders

1. Bank performance

Rating* Narrative assessment by the Borrower on the Bank’s performance, as well as any other aspects of the project (both quantitative and qualitative). See guidance note on issues to cover. (indicative max length: 250 words)

3 “A special emphasis goes on the Donor that never gave up for the course of this project. Their regular supervision mission, meetings and guidance helped a lot to reach the project purpose. The delays in implementation of this activity were mainly associated to (i) the long tender process of hiring a consultant for the architectural and technical designs of FAED; (ii) the delay in availing FAED designs by a recruited foreign firm; (iii) the unexpected long process to obtain the construction permit and (iv) the identified additional works on the initial designs. The project has benefited students nationwide, women in particular, through increased access to quality training, mostly in environmental design, planning and engineering. Moreover the promotion of innovation and technology transfer in rural areas through established KIST’s Center of Innovation and Technology Transfer (CITT) at Musanze and Nyagatare Districts was designed to enhance productive skills of the population, promote the competitiveness of the economy and thus contribute to poverty alleviation; while the Equal Opportunity Program in science and technology has contributed to the promotion of gender equality at the higher education level in Science, Technology, Engineering and Maths (STEM)”.

Comments to be inserted by the Bank on its own performance (both quantitative and qualitative). See guidance note on issues to cover. (indicative max length: 250 words) The Bank performance is satisfactory for having supported the project to achieve 98% disbursement. The project also experienced delays in the preparation of architectural design due to the suspension of the consultant’s contract initiated by the MINEDUC and later reinstalled by the national Tender authority. The Bank undertook annual field supervision with adequate skills mix (education expert, architect, procurement and financial management and social protection) at critical project implementation periods to address problems identified. The Bank was also sensitive in caring out regular revisions to cater for price escalations. Bank mission also discussed, generally with beneficiaries during the implementation and proposed measures to improve project execution. It worth noting that the project recorded frequent turnover of Task Managers from the Bank and this had implications on implementation and monitoring of innovative activities.

Key issues (related to Bank performance, max 5, add rows as needed) Lessons learned 1. Banks missions were not proactive is assessing the efficiency of innovations carried out by the project

Supervision mission should aim at advising PIU on continue assessment of ongoing innovation and the preparation of exit strategies

2. Borrower (AVU) performance

Rating* Narrative assessment on the Borrower performance to be inserted by the Bank (both quantitative and qualitative, depending on available information). See guidance note. (indicative max length: 250 words)

2 Grant Recipients’ performance in discharging the under listed responsibilities is satisfactory. (i) PI and implementing agency performance in ensured quality preparation and implementation, (ii) compliance with covenants, agreements and safeguards, (iii) provision of timely counterpart funding, (iv) implementation of the monitoring and evaluation system, (v) responsiveness to supervision recommendations, (vi) measures taken by the Grantee to establish the basis for project sustainability, particularly by fostering participation by the project’s stakeholders and involving the appropriate staff and institutions, (vii) timeliness of preparing requests, and (viii) regular interim financial reporting and annual audits. The overall coordination of the project implementing unit was good. Adherence and compliance with Grant agreements and clauses by the Grant Recipients is satisfactory. The delay in the implementation is mainly due to the weakness of the PIU (architect’s contract: 3 years delay), MINEDUC’s interference in architect selection after the signing of contract and the delay to obtain construction license. The PIU’s performance in terms of the provision of necessary information for project management, review and evaluation is acceptable. The commitment to ensuring the monitoring of and reporting on project activities were formally demonstrated for the preparation of audit report, but the technical reports (quarterly progress report) were sometimes irregular. Besides, equipment procured for Nyagatare were allocated to institutions without informing the Bank. However, the ministry’s budget for 2018/19 has earmarked resources to replace the equipment. Finally, some of the FAED’s furniture supplied was of low quality however, the building was commissioned and furniture utilized.

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Key issues (related to Borrower performance, max 5, add rows as needed) Lessons learned

CITT Nyagatare’s equipment transferred to a non -beneficiary institution without informing the Bank.

Ccompliance with covenants, agreements and safeguards to be enforced

Female scholarship beneficiaries enrolled in areas of specialization, which do not match the market demand.

Necessity to adjust female ‘s choice of area of specialization and the internship program to labour market information

3. Performance of other stakeholders (States and PI)

Rating* Narrative assessment on the performance of other stakeholders, including co-financiers, contractors and service providers. See guidance note on issues to cover. (indicative max length: 250 words)

2 The consultant, Architect’s delivered the design and tender document after two years. The furniture contractor’s provide furniture that fail to meet some technical specifications of the tender document. Construction contractor’s overall performance were acceptable.

Key issues (related to performance of other stakeholders, max 5, add rows as needed)

Lessons learned (max 5) Target audience (for lessons learned)

Furniture contractor paid despite the pour quality

The Executing Agency should request for samples prior to delivery of the equipment.

MINEDUC

IV Summary of key lessons learned and recommendations

1. Key lessons learned

Key issues (max 5, add rows as needed) Key lessons learned Target audience Equal opportunity for women access Creating equal access to female in higher

education requires specific actions to improve their initial capacities.

AfDB

Readiness for execution Ensuring the quality at entry and during implementation. Provide high-quality technical studies such as the architectural design before the project approval or at least ensure that an advance procurement of the consultant is launched and the PIU’s team had performance base contract

AfDB

Adapting the training programs to labour market constraints

Applied Biochemistry as well as Food Processing programs – there are very few jobs available. The courses did not match the labour market needs. The internship program could have been used to provide access to a pedagogic program and ensure graduate eligible for teaching professions in Rwanda.

MINEDUC/UoR

CITT Nyagatare’s equipment transferred to a non -beneficiary institution without informing the bank

compliance with covenants, agreements and safeguards to be enforced

AfDB/MINEDUC

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2. Key recommendations (with particular emphasis on ensuring sustainability of project benefits)

Key issue (max 10, add rows as needed) Key recommendation Responsible Deadline

Provide adequate furniture and equipment to FAED and CITT Nyagatare

MINEDUC to provide adequate furniture and equipment to FAED and CITT Nyagatare

AfDB/MINEDUC

Increase the level of self- financing In line with the National Policy on Education’s requirement for every technical college, insure commercial activities as set to increase the level of self -financing and increase quality of training

MINEDUC

Language and communication .

Graduates level of proficiency in the business language (English) to be reinforced in higher education programs to increase their competitiveness in the local and regional market

MINEDUC

V Overall PCR rating

Dimensions and criteria Rating* DIMENSION A: RELEVANCE

Relevance of project development objective (II.A.1) 4 Relevance of project design (II.A.2) 3

DIMENSION B: EFFECTIVENESS Development Objective (DO) (II.B.4) 3

DIMENSION C: EFFICIENCY Timeliness (II.C.1) 1 Resource use efficiency (II.C.2) 3 Cost-benefit analysis (II.C.3) n.a Implementation Progress (IP) (II.C.4) 3

DIMENSION D: SUSTAINABILITY Financial sustainability (II.D.1) 2 Institutional sustainability and strengthening of capacities (II.D.2) 3 Ownership and sustainability of partnerships (II.D.3) 2 Environmental and social sustainability (II.D.4) 4

OVERALL PROJECT COMPLETION RATING 2.8

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VI Acronyms and abbreviations Acronym (add rows as needed) Full name AfDB African Development Bank CITT Centre for Innovation and Technology Transfer EOP Equal Opportunity Program ETO Ecole Technique officielle (secondary technical school) FAED Faculty of Architecture and Environment IEC Information education and Communication KCoT Kicukiro College of Technology KIST Kigali Institute of Science and Technology KTP Knowledge Transfer Program MINEDUC Ministry of Education NUR National University of Rwanda PIU Project Implementing Unit SEPAD School of Environmental Planning and Design STEM Sciences Technology, Engineering and Mathematic STI Science, Technology and Innovation TOT Training of trainers UAC Unity of Account